字的讲解教案6篇

保持理性思考，才能将教案写得更出色，同时也能更好地提升教学效率，教案在书写的过程中，老师务必要强调逻辑思路清晰，推荐范文网小编今天就为您带来了字的讲解教案6篇，相信一定会对你有所帮助。

字的讲解教案6篇

字的讲解教案篇1

?一】

一.单项选择题(25x2=50分)

读位于平原地区的我国南方某城市示意图，完成第1题。

1.20世纪90年代末与80年代初比较，该城市()

a.城区发展和交通建设受河流的影响越来越大

b.交通发展促使城区面积向东大规模扩展

c.多层次的立体交通网络尚未形成

d.老商业中心服务范围变小

2.上海世博会的主题是“城市，让生活更美好”。下列城市空间结构模式与该主题最为吻合的是

a.山水田园城市b.扇形c.多核心d.同心圆

3.许多国家和地区在世博园园区内建有展馆，但各展馆的建筑风格迥异，这主要体现了

a.地域文化的差异b.经济水平的差异

c.科技水平的差异d.国家政策的差异

4.在人口增长模式的改变中首先开始转变的是：

a.出生率的上升b.出生率的下降c.死亡率的上升d.死亡率的下降

5.人类历出现了不同人口增长模式主要是因为()[

a.不同历史阶段有不同的人口政策

b.不同历史阶段社会生产力发展水平不同

c.不同地区人口居住地自然环境不同

d.两次社会大分工及现代科学技术的进步

6.下列叙述正确的是()

a.发达国家基本完成了人口增长模式向“低低低”型的转变

b.发展中国家基本上属于“传统型”人口增长模式

c.全世界总体上人口增长模式已处于“现代型”阶段

d.发达国家属于“现代型”人口增长模式，发展中国家属于“过渡”型人口增长模式

7.欧洲人口死亡率较高的原因是()

a.工业化水平高，环境污染严重b.纬度偏高，气候湿冷

c.人口流动频繁，意外伤害突出d.人口年龄结构为老年型

8.世界人口增长最快的时期为()

a.工业革命以前b.农业革命以后c.“一战”以前d.“二战”以后

读图(人口增长模式转变示意图)，完成6～7题。

9.现阶段我国人口增长模式基本属于下列哪

种情况()

a.①模式b.②过渡

c.③模式d.①向③过渡

10.模式③容易造成的主要问题是()

a.公共设施严重匮乏

b.劳动力缺乏

c.教育经费投入不足

d.环境压力大

读右下图回答

11.某年某国第x次人口普查，全国共有1200万人，

图中“.”表示人口年龄构成状况，其中65岁以

上人口的比重约是()

a.36%b.46%c.26%d.16%

12.据第六次人口普查，中国大陆31个省、自治区、

直辖市和现役军人的人口中，0-14岁人口为

222459737人，占16.60%;15-59岁人口为

939616410人，占70.14%;60岁及以上人口为

177648705人，占13.26%，其中65岁及以上人

口为118831709人，占8.87%。同2000年第五

次全国人口普查相比，0-14岁人口的比重下降

6.29个百分点，15-59岁人口的比重上升3.36个百分点，60岁及以上人口的比重上升2.93个百分点，65岁及以上人口的比重上升1.91个百分点。据此，我国的人口政策于近年实行了

a.“一孩半”政策b.“一个太少，三个太多，两个刚刚好”的政策

c.“单独”二孩政策d.“双独二孩”政策

13.不属于环境人口容量特征的是：()

a.相对性b.警戒性c.合理性d.临界性

14.下列地区在国际人口迁移中，由迁入地变为迁出地的是()

a.北美b.亚洲c.欧洲d.拉丁美洲

15.目前发达国家国内人口迁移的形式主要是()

a.从农村到农村b.从农村到城市c.从城市到农村d.从城市到城市

近年来我国流动人口逐年增加。造成人口流动的原因除流出地的“推力”(如气候严寒、文化生活落后等)外，还有流入地的“拉力”(如生活条件好等)。此外，人口的流动还要受到“中间阻力”(如技能、费用、亲情等)的影响。

阅读上述材料，完成16—17题。

16.南水北调中线工程的建设需要大量移民。下列属于迁出地“推力”的是()

a.库区及沿线地区耕地减少，环境承载力下降

b.移民不愿离开祖祖辈辈生活的故乡

c.移民迁入地经济发达，交通便利

d.移民对迁入地的生活习惯不大适应

17.下列情形中，由于“中间阻力小”造成的是()

a.与安徽相比，贵州的农民较少流向长江三角洲地区

b.湖南人更愿意去广东而不是环渤海地区寻找发展机会

c.教育背景不太好的人往往不选择出国

d.西北大学的同学南下深圳谋职

18.下列关于城市区位因素的描述，正确的是()

a.拉美的城市大都位于平原上

b.中低纬低海拔沿海地区城市相对密集

c.河流对于深圳的形成与发展起重要作用

d.气候条件对城市的具体选址有特别大的意义

19.限制我国华北平原城市发展的主要区位因素是()

a.地形b.气候c.水资源d.土壤

20.影响城市地域功能分区的主要因素是()

a.政治因素b.经济因素c.文化因素d.社会因素

右图为某城市地价空间分布示意图。读图回答

21.图中甲、乙、丙、丁四地，哪一处的交通最便捷

a.甲b.乙c.丙d.丁

22.该地最有可能发展成()

a.工业区b.商业区c.住宅区d.仓储区

23.关于城市等级、数目和服务范围的说法正确的是()

a.城市等级越高，数目越少，服务范围越广

b.城市等级越高，数目越多，服务范围越广

c.城市等级越低，数目越少，服务范围越广

d.城市等级越低，数目越多，服务范围越广

24.关于城市不同等级的说法正确的是()

a.城市等级的划分是依据城市的经济发展水平

b.城市等级的划分通常是依据城市的经济实力

c.城市等级的划分通常是依据城市的人口规模

d.行政级别高，城市等级高

25.城市土地利用的一般模式是，自中心城区到远郊区依次为商业用地、居住用地、工业用地和农业用地。影响这种土地利用空间结构的主要因素是()

①土地价格②发展历史③交通条件④生活习惯

a.①②b.②③c.③④d.③①

二.综合题(50分)

26.2011年4月底公布的第六次全国人口普查数据表明，我国0～14岁人口约占全国人口的16.6%;65岁以上老年人口约占全国人口的8.87%.根据人口学统计标准，65岁以上老年人口达到7%以上，或60岁以上人口达到10%以上，即算进入到了老龄化社会;同时，一个社会0～14岁人口占总人口的比例在15%以下，为超少子化;15%～18%，为严重少子化;18%～20%，为少子化;20%～23%，为正常;23%～30%，为多子化;30%～40%，为严重多子化;40%以上，为超多子化。(16分)

(1)由上述材料可知，我国不仅已经跨入______________社会，同时也步入了严重______________时代。(4分)

(2)人口老龄化会带来哪些问题?面对我国的“未富先老”问题，请提出应对措施。

(8分)

(3)有人说，少子化可能是比老龄化更严重的社会问题，请谈谈你的看法。(4分)

27.读“兰州市略图”，分析回答问题。(18分)

(1)兰州位于________(填地形区名称)，其所在地形区最主要的生态环境问题是________，年降水量约为400毫米左右，属________气候。(6分)

(2)从城市地域形态上看，兰州属于________，造成这种城市布局最主要的区位因素是________和________的分布。(6分)

(3)根据图中信息，试分析兰州石化区布局是否合理，并说明理由。(6分)

28.改革开放以来，我国城市化水平迅速提高，但也出现了不少问题;柴静的《穹顶之下》播出后引发了人们的广泛关注。请你根据教材相关内容回答下列问题(16分)：

(1)目前我国城市化过程中出现了哪些问题?(10分)

(2)请你说说城市化问题的解决途径(保护和改善城市环境的措施)。(6分)

?答案】

baadb，addcb，accdd，abbcb，cbacd

26.

(1)老龄化少子化(4分)

(2)问题：(任答两点得4分)

a,劳动力不足，兵源短缺

b,青年人社会负担加重

c,社会保障制度压力过大

d,老年人生活孤单

措施：(任答两点得4分)

完善社会保障制度，建立有力的居家(社区)养老支持环境

完善计划生育政策，

关爱老人，发扬敬老爱幼的优良传统

开发和利用老龄人才资源，大力发展老龄产业

(3)少子化与老龄化关系密切，往往合称少子老龄化，但二者侧重点不同，影响也不完全一样。少子化是生养小孩过少，其影响的首先是以少年儿童为服务对象的产业，如婴幼儿护理，学校教育，然后会影响科研、劳动力(兵员)供给，从而影响经济的发展和国防巩固。老龄化可以由少子化引起，也可以由人口寿命的延长引起，从这方面看，老龄化也是社会进步的一种表现。而少子化则是由于人类的短视和缺乏责任心引起的，它不仅影响当前，更影响长远，它危及的是国家和民族的未来。因此，少子化是比老龄化更严重的问题。(4分)

27.

(1)黄土高原水土流失温带季风(兰州属大陆性很强的温带季风气候，故答温带大陆性也可)(6分)

(2)带状地形河流(6分)

(3)不合理理由：位于城区河流的上游，容易污染城区水源;位于冬季风的上风向，加上南北高山的-，容易污染城区大气(6分)

28.

(1)(10分)

a,城市环境质量下降，具体表现为大气污染、水污染、固体废弃物污染、噪音污染等;

b,交通拥挤;

c,用地紧张，居住条件差;

d,增加就业难度，失业率上升，影响人们的生活质量;

e,社会治安可能变差等。

(2)(6分)

建立卫星城，开发新区

改善城市交通和居住条件

保护和治理城市环境

字的讲解教案篇2

教学目的：

1、正确流利、有感情地朗读课文。

2、理解课文内容，懂得人的创造力来源于打破常规的思维方式。

教学重、难点：

理解小男孩能切出“五角星”的原因，并通过这个故事受到启示，取于质疑传统打破常规。

教具：苹果、小刀。

教学过程：

一、创设环境，导入新课

1、小朋友们，我们每天都要做数学题，有的数学题可以有不同的解法和做法。今天我们就学习一篇课文讲的是用不同的处理方法，会产生意想不到的结果，相信大家一定会感兴趣的。我们一起来学习这篇课文就是《苹果里的五角星》。

板书课题《苹果里的五角星》

二、初读课文，理解大意

1、现在大家用自已喜欢的。阅读方式去读课文，并理解课文内容。

2、好！哪位同学愿意来告诉大家通过读课文，你读懂了些什么？

三、精读课文，感悟道理

1、学习课文第一、二自然段

（1）大家一起来读第一、二自然段。

（2）从哪儿看出邻居家的小男孩是我家的常客，他来干什么？请男同学读第一自然段，女同学认真听。

想想这个小男孩是怎样的孩子呢？（活泼天真和好奇心强）从哪些词可以看出来？

板书：报告新闻，显示新本领

（3）我是怎样回答小男孩的？

（4）过渡：真的像“我”想得那么简单吗？

2、学习第三、四自然段：

（1）他的新本领是什么呢？我们学习三、四自然段，请女同学一起来读，男孩子认真听。

（2）他是怎样显示他这一项新本领呢？（先说—再切—然后举—最后让我看）他是怎样切苹果的？（指名回答）

板书：拦腰切苹果——五角星

交流操作，实践情况（小组交流）

（3）同学们刚才幼儿园的小朋友告诉了我们他的新闻，那么这是不是真的呢？

（4）现在大家拿出准备好的苹果和小刀，动手试一试。各组按自己喜欢的方式进行切苹果一下，切后认真观察发现什么结果？再次用不同的方式切，结果会怎样？（小组讨论汇报）

（5）大家通过两次切不同方法的结果和小男孩的发现是否一样？

（6）从小男孩展示他的真本领后，我见到五角星时的惊奇请从第四自然段中找出有关的词语。

板书：见过……总是……从未见过

……更没有想到

（7）指导学生分角色朗读小男孩和我的对话。

过渡：从小男孩横切苹果发现五角星时，你们会想到什么？

3、学习第五自然段：

（1）请喜欢读这个自然段的同学一起站起来读，让我们去感受作者的想法吧。

（2）说说自己是如何理解的。

（3）交流

思考：那鲜为人知的图案为什么有那么大的魅力？“魅力”一词怎样理解？

理解课文最后一句：往小处说是什么意思？那么如果从大处说该怎么讲呢？（根据学生回答进行板书。）

板书：创造力来源于打破常规的思维方式

四、总结全文升华感悟

1、为什么人们都不会想着拦腰切苹果呢？

2、说说你从小男孩切苹果的方法中想到什么？

五、拓展练习

从小男孩横切苹果的方法中，体会到学习或生活中这方面的例子说一说。

字的讲解教案篇3

teaching plans of unit one--- getting along with others

period one welcome to the unit

teaching aims:

to deepen ss’ understanding of friendship

to practice ss’ oral english by getting them involved in the discussion of friends and friendship

to learn the way to describe the characteristics of a true friend

teaching procedures:

Ⅰ.lead-in

1. listen to the song called auld lang syne(友谊地久天长)

2. show students some pictures about friends

3. brainstorming questions:

1) have you enjoyed the song? can someone name the song ?

2) can you guess the relationship between the ones in the pictures?

3) do you have any good friends? how many are they?

4) do you think it is important to have a good relationship with others? why?

5) do you know the concept of “friendship”? try to explain.

6) in your opinion, what does a real friendship consist of ?

Ⅱ. picture talking:

talk about the pictures and proverbs with your partner. try to discuss the following questions:

picture 1,

1) where are the two girls?

2) what are they doing ?

3) how long they spend speaking to each other?

4) do you think they enjoy each other’s company?

5) what do you think ‘friends are thieves of time.’ mean?

picture 2,

1) what do you use a mirror for?

2) what are the two girls doing?

3) do you think the girl on the right is a good friend? why?

4) do you have a good friend? does he/she often give you advice?

5) what do you think the proverb ‘the best mirror is an old friend’ mean?

picture 3,

1) what is the taller boy doing ?

2) why does he do so?

3) do you think it possible for a person to buy friendship?

4) in your opinion, what is the base of a good friendship?

picture 4,

1) do you think friends should be the same age and share the same hobbies and interests?

2) what does the proverb ‘true friends have hearts that beat as one.’

Ⅲ. story-telling

tell a story happened between you and your best friend.

Ⅳ. discussion

1) what a true friend should be like?

a friend is someone who

---you respect and who respects you

---shares your happiness and sorrow

---is trustworthy

---is honest, loving

---is devoted and loyal to you

---is selfless

2) try to think of more proverbs related to friendship.

for example,

a life without a friend is a life without a sun.

a man who has friends must show himself friendly.

Ⅴ. extending

more proverbs about friendship

Ⅵ. conclusion

what else can be our friends besides human beings?

there are many answers to this question. e. g. a dog, a cat, a dictionary, a computer, a toy car, a mobile phone, a tv set…

as long as we have love

Ⅷ. homework

1. smile to your friends.

2. finish the passage in part b.

3. on page 95 in workbook..

4. preview the reading part.

period two reading (one)

teaching aims:

to deepen ss’ insight into problems between friends

to practice ss’ reading comprehension skill

to identify feelings and emotions in a text

teaching procedures:

Ⅰ.lead-in

1. show students a picture about a gang of friends.

it’s a picture of me. can you find me out and guess who are the others. (my friends)

2. brainstorming questions:

1) do you have a friend? how do you get along with your friends?

2) have you ever fallen out with a very good friend?

3) if you had a quarrel with a friend, how would you deal with it?

4) how would you mend a broken friendship?

3. before reading the letters about broken friendships, analyse the reasons that might lead to a broken friendship.

---having little in common

---lacking trust

---there being conflict of interest

---being jealous of each other

---being indifferent to each other

Ⅱ. fast-reading

ask the students to go through the two letters quickly and answer questions in part a

1. are the writers of the two letters feeling happy or sad?

2. what did sarah get for the surprise maths test?

3. is matthew usually a quiet boy?

Ⅲ. detailed-reading

1. ask the students to read the first letter carefully and answer the following questions and an analysis diagram .

1) why other children say we are no fun?

2) what did sarah think about the surprise maths test?

3) what did hannah sense?

4) what did sarah tell hannah in the girls’ toilets?

5) why did sarah tell hannah that they weren’t going to be friends any more?

6) the analysis diagram:

she felt betrayed because … she thought her best friend hannah didn’t keep her secret.

shamed she scored the lowest score in her class.

upset she found a piece of paper on her desk that said ‘stupid sarah got a d’

angry she thought sarah didn’t keep her word.

2. ask the students to read the second letter carefully and answer the following questions and fill in a table.

1) why did andrew shout at mathew after the match?

2) what did matthew think about losing the match?

3) how did andrew think of football?

4) what kind boy is matthew?

5) how is matthew recently?

6) fill in the table:

how andrew felt why she felt so?

he had a dilemma. his best friend matthew has stopped talking to him.

he felt really guilty. he said some really cruel things to matthew.

he was angry with matthew. they lost the game because of matthew’s carelessness.

Ⅳ. summarize the reading strategy according to the emotion analysis and tale above: read to understand emotion

Ⅴ. consolidation

complete two letters written by agony aunt back to the two students with the proper words.

Ⅵ. role play

divide the students into groups of three. each group is formed with agony aunt annie, sarah and hannah or agony aunt annie, andrew and matthew. just suppose they are having a face-to-face talk. students are expected to act it out after a few minutes’ preparation.

Ⅶ. discussion

what is a friendship?

read a poem--- the abc’s of friendship

Ⅷ. homework

1. retell the two letters.

2. write an article about the friendship in your mind.

period three reading (two)--- language points

teaching aims:

to deepen ss’ understanding of the two letters.

to help ss master the important words and phrases in the text.

to introduce a few sentence structures to ss.

teaching procedures:

Ⅰ.lead-in

1. revision

retell the main idea of the two letters.

discussion: will they be good friends again?

Ⅱ.words

1. match the words with the correct definitions

academic make jokes and laugh at someone

deliberately a situation where one can’t decide what to do

tease shout or say loudly

dilemma feeling shamed of something done wrong

brilliant good at studying and getting high marks

yell be kind and like to meet new people

outgoing extremely good, clever and excellent

guilty done in a planed way, on purpose

2. complete the sentences with the words on the left

though he is a popular student, he is not very academic.

i don’t know what to do. actually i am in a dilemma .

after saying sorry to her, i didn’t feel guilty any longer.

he is quite outgoing and has lots of friends.

don’t get upset i was only teasing .

he is so brilliant that he can always think of new ideas.

it is impolite to yell at the old.

i don’t think the young boy run into the old woman deliberately.

Ⅲ. phrases

explain the underlined words and make a sentence according to the picture given.

1. i was determined to be cheerful…(line 14)

do something with a firm desire

eg. though she loved him, she was determined to leave him.

2.… , and told her we weren’t going to be friends any more because she couldn’t keep her word.(line 24)

do what one has promised

eg.

she is a good girl and can always keep her word.

3. … , and as a result of his careless playing, we lost the game.(line 38)

because of

eg. as a result of his careless study, he failed the maths test.

4. … i cannot help wondering if she wants peter to be his best friend instead of me.(line 53)

cannot take control of oneself and do…

eg. when thinking to the jokes, i can’t help laughing.

5 … i must have sounded very proud of myself after the test.(line 8)

must have done means guessing that something has happened because there seems to be no other possibility.

more sentences in the text:

… hannah must have deliberately told everyone about my mark...(line 21)

how they must have laughed behind my back!

she said that someone must have heard us in the toilets, but i don’t believe her.

eg.it must have snowed yesterday.

Ⅴ. sentences

what does the word mean in different sentences?

1. hannah sensed something was wrong. (line 14)

he doesn’t seem to have any sense of humor.

there is no sense in getting upset about it now.

one day he will come to his senses and see what a fool he has been.

this article does not make sense to me.

2. he kept on saying really mean things to hurt me. (line 44)

watch him. he can be really mean.

don’t be so mean about money.

this word means a kind of meat in english.

i didn’t mean to hurt you.

3. i feel really guilty because i said some really cruel things too, but i can’t stand seeing our team lose. (line 46)

all the audience stood and clapped.

he is too weak to stand.

stand the bedroom against the door.

there is a fruit stand in the street.

Ⅵ.sturctures

1.he said it wasn’t his fault if he couldn’t play as well as me and that i shouldn’t yell at him.

if there are two object clauses in one sentence, that is used at the beginning of the second object clause and cannot be left out.

eg.

she said (that) she would fly to paris and that she would bring me a present.

2.since the mach, he hasn’t spoken to me even though we sit next to each other in class.

they decided to leave each other even though they loved each other.

3. various forms of a verb

… how i was sure to get a good mark. (line 9)

i was determined to be cheerful. (line 14) to infinitive

i made her promise not to tell anyone. (line 16)---- bare infinitive

i was so upset that i felt like crying. (line 20)

my best friend matthew has stopped talking to me. (line 34)

… as a result of his careless playing, we lost the game. (line 39) v-ing form as a noun

Ⅶ. homework

1. review the useful phrases and important words in this text.

2. review the two sentence structures learnt above.

3. finish parts a1 and a2 on page 90 in workbook.

period four word power

teaching aims:

to enlarge ss’s vocabulary about personality.

to help ss recognize positive and negative adjectives about personality.

to introduce synonyms and antonyms to ss.

teaching procedures:

Ⅰ.lead-in

questions:

1. think of one of your friends and make a description.

2. what kind of person is easy to make friends with?

3. what kind of person is hard to make friends with?

write down the adjectives on the blackboard.

Ⅱ.read the dialogue

ask ss to pair work the dialogue and try to get the meaning of the adjectives.

go through the first table and figure out positive adjectives and negative adjectives to describe personality.

Ⅲ. competition

encourage ss to come up with more adjectives to describe personality.

divide the ss into two groups, the group which comes up with more groups will be the winner.

Ⅳ. synonyms and antonyms

introduce the definition of synonyms and antonyms to the ss.

go through the second table and do some more exercises.

Ⅴ. consolidation

1. figure out the adjectives according to the meaning on the left.

2. finish the exercises on page 7

Ⅵ. game --- describe and guess

one student is going to stand in front of the class and describe the personality of one of his/her friends, the others are going to guess out who the person is. the one who guess it out can have a chance to go to the front.

Ⅶ. have a thinking

have a summary of what we have learnt in this period of class.

ask ss to think about two questions:

do you want to be popular?

do you want to make true friends?

so we should build a positive personality.

Ⅷ. homework

finish the relevant exercises in the unit revision.

period five grammar (1)

teaching aims:

to recognize the basic forms of the to-infinitive and the bare infinitive.

to learn how to use to-infinitives and bare infinitives in different situations.

teaching procedures:

Ⅰ.lead-in

look at some proverbs about friendship and pay attention to the words in red.

1) a faithful friend is hard to find.

2) the only way to have a friend is to be one.

3) it is better to be alone than in bad company.

Ⅱ.functions of to-infinitive

1) subject of a sentence

2) object

3) object complement

4) attribute

5) predicative

6) adverbial

Ⅲ. functions of bare infinitive

1) we use the bare infinitive after:

* let and make and sometimes have

* verbs of perception: feel, hear, see and watch

* would rather, had better and why not

2) when two infinitives are joined by and, or, expect, but, than, rather than, we normally use the bare infinitive for the second infinitive.

Ⅵ. consolidation

1. turn to page 9 and complete the letter.

2. retell the letter to your partner using your own language.

Ⅶ. homework

finish c1 on page 100 in workbook and relevant exercises in unit revision

some more exercises are prepared if time permits.

period six grammar (2)

teaching aims:

to recognize the basic form of the verb-ing.

to learn how to use the verb-ing form as a noun in different situations.

teaching procedures:

Ⅰ.lead-in

show ss some proverbs and ask them to pay attention to the words in red.

saying is one thing and doing another.

seeing is believing.

constant dripping wears away a stone.

reading enriches the mind.

Ⅱ.1. functions of verb-ing

1) subject

2) predicative

3) object

4) after possessive pronouns

5) in compound nouns

2. we use a verb-ing form, not an infinitive after these verbs: admit, dislike, imagine, delay, consider, mind, understand, avoid, enjoy, practise, miss, finish, keep, suggest.

3. we can use a verb-ing form or an infinitive after the following verbs, with little difference in meaning: continue, prefer, begin, hate, like, start, love

4. some verbs can be followed by a verb-ing form or a to-infinitive , but with some different in meaning or usage: forget, regret, remember, mean, try, go on

forget + to-infinitive (an activity that has not been done)

forget + verb-ing form (an action that has been done)

5. some common phrases are used with verb-ing forms.

would you mind …

…cannot help…

…look forward to…

…feel like…

…cannot stand…

…it is no use/ good…

…put off…

…keep on…

Ⅲ. consolidation

complete the letter on page 11

Ⅵ.discussion:

state your opinion on visiting internet chat rooms.

Ⅶ. more exercises

Ⅶ. homework

period seven task (1)

teaching aims:

to practice ss’ listening ability by taking notes.

to practice ss’ oral ability by express agreement and disagreement

teaching procedures:

1. lead-in

1) interview

one or two of our classmates has been abroad in this summer. now you have a chance to interview him/her. write down his/her answers.

give some hint about how to take notes.

2) watch a video about an interview, and try to take notes about the answers.

Ⅱ.skills building1: writing down the answers

think about what questions to ask and write them down in advance.

write brief notes only, not whole sentences.

make meaningful notes.

use contractions and abbreviations whenever possible.

if you don’t hear or understand an answer, ask the other person to repeat it. you can use expressions such as:

could you say that again?

could you repeat that, please?

did you say… or…?

Ⅲ.listen to the tape and answer the questions on page 12.

first read the instruction in the box and try to answer two easy questions

then listen to the tape and answer the questions.

Ⅵ.step1 calling teen talk for advice

read the leaflet about teen talk.then complete the notes.

listen to the tape and finish part b

Ⅶ. discussion

1.interview the classmates and fill in the chart.

2.according to the result of the interview, try to discuss some statements on friendship with classmates.

3.expressions of agreeing or disagreeing.

Ⅶ. homework

review what we have learnt today and write a letter to your friend about what his/her friendship means to you.

keep the ideas on page 17 in mind when you write.

your feelings about friendship

your feelings about best friends

the quantities of a good friend

what makes a good friendship last

period eight task (2)

teaching aims:

to practice ss’ listening ability by listening to others’ composition.

to practice ss’ proofreading ability by checking each other’s composition.

teaching procedures:

1. lead-in

review what we have learnt in skills building 1 and skills building 2

listen to the composition of one student and the others try to find out his mistakes.

Ⅱ.skills building 3 : proofreading

what careless mistakes do we often make in our compositions

facts

grammar

handwriting

punctuation

vocabulary

spelling

style

tip: instruct students of how to make corrections.

Ⅲ.practice

proofread the article on page 16

Ⅵ.further practice

proofread a few sentences and one more piece of writing.

Ⅶ.consolidation

proofread your composition by yourself.

exchange your composition with your deskmate, proofread his/her composition.

Ⅶ. presentation

present the article you have proofread to the class.

Ⅷ. homework

proofread the composition you have written recently.

finish the relevant exercises in unit revision.

period nine project (1)

teaching aims:

to practice ss’ reading ability by reading the article from the school magazine.

to get ss’ know the differences between teenage boys’ and girls’ friendship.

to instruct ss on how to design and conduct a survey.

teaching procedures:

1. lead-in

1. ask ss to finish a questionnaire on friendship.

2. analyze the result of the questionnaire and find out the difference between boys’ and girls’ friendship.

3. what’s your definition of friendship? (ask boys and girls to answer separately)

do you think boys and girls have different attitudes towards friendship?

Ⅱ. reading

read the school magazine article carefully and try to answer the following questions.

what puzzles robert?

what’s the difference between boys and girls in their attitudes towards friendship?

what are boys’ and girls’ friendships each based on?

Ⅲ. language points

1. they’re still sitting on the sofa, absorbed in conversation! (line, 6)

be lost in

2. what in the world do they have to talk about? (line, 6)

on earth, used to emphasize a statement

3. girls who have been asked can usually answer the question without hesitation. (line 18)

without pausing before doing something

4. on the other hand, a girl’s closest friend might be the first to tell her about something good or bad that has happened in her life. (line 24)

used when comparing different facts or ideas

在另一方面，从另一方面来说

5. regardless of what these friendships are based upon, shared feelings or activities, the important thing to remember is that both of them are friendships. (line 28)

without being affected by different situations, problems, etc. 不管，不顾

Ⅵ. assignment of the project

1. planning

form a group of 6

choose your topic

get the topic approved by your teacher

2. preparing

discuss the purpose and design of the survey

clear assignments

design the survey ______

conduct the survey ______

calculate the result ______

write the report ______

present the oral report ______

3. producing

make a questionnaire

give out and collect the questionnaires

record and analyze the statistics

write the report

4. presenting

present your findings to the class in an oral report

answer any questions raised by your classmates

Ⅶ. homework

finish the project

period ten project (2)

teaching aims:

to practice ss’ oral ability by anticipating in the oral report.

to improve ss’ team work spirit by finishing and presenting the project..

to improve ss’ emotional sense of friendship.

teaching procedures:

Ⅰ. lead-in

revision

retell the magazine article and summarize the difference between boys’ and girls’ attitude on friendship.

Ⅱ. presentation on how attitudes between boys and girls differ on a certain topic.

Ⅲ. presentation.

Ⅵ. summary

we should cherish our friendship

Ⅶ. homework

b1,b2 on page 91 in workbook

d1,d2on page 93 in workbook

relevant exercises in unit revision

period eleven self-assessment

teaching aims:

to check ss’ understanding of the two letters and the reading strategy of the two letters

to check ss’ master of the adjectives to describe personality.

to consulate ss’ understanding of the infinitives and verb-ings.

teaching procedures:

Ⅰ.revision

ask students to retell the two letters in the reading part. share what he/she has learnt with the others.

Ⅱ. exercises.

1. fill in the blanks with correct words

though he is a popular student, he is not very academic .

i don’t know what to do. actually i am in a dilemma .

after saying sorry to her, i didn’t feel guilty any longer.

he is quite outgoing and has lots of friends.

don’t get upset i was only teasing .

he is so brilliant that he can always think of new ideas.

it is impolite to yell at the old.

i don’t think the young boy run into the old woman deliberately .

i was determined to be cheerful, but hannah sensed something was wrong.

he kept on saying really mean things to hurt me.

i cannot help wondering if he wants peter to be his best friend instead of me.

but i can’t stand seeing out team lose.

when asked they usually hesitate before responding.

girls who have been asked can usually answer the question without hesitation .

friendships between girls are usually based on shared feelings and support

there are some things about amanda and her friends that puzzle robert.

2. write down the synonyms and antonyms.

synonyms

brave---courageous

loyal---faithful

passionate---enthusiastic

smart---clever

diligent---hardworking

antonyms

open-minded---narrow-minded

introvert---extrovert

selfish---selfless

generous---mean

talkative---quite

3. fill in he blanks with correct words, the first letter is given to you.

in china, most people think that the student who can get high marks in exams is a good student. however, will this kind of thought bring benefit to our chinese education? this mark-oriented education system even worrys some educators. they have a different attitude. it is true that a student should be absorbed in his studies. but besides in-class study, he has to develop in an all-round way. sport and after-school activities also play an important role in the development of a student. most teenagers are suffering from the pressure of exams.

in addition, a good adolescent should be honest and kind to others. in other words, he never betrays his friends, if he does something wrong, he admits his mistakes and apologize without hesitation.

to sum up, a student should be brilliant in his study and have a good personality.

4. 根据中文补全句子。

1) 想找到一个最好的朋友是困难的。

it is difficult to find a best friend.

2) 我每天需要8小时睡眠。

i need to sleep for eight hours every day.

3) 我有一个重要的会议要参加

i have a very important meeting to attend.

4) 他的目的是使我开心起来

his intention was to cheer me up.

5）爸给我安排了一些游泳课以给我一个惊喜。

my dad arranged some swimming lessons to surprise me.

6）让我承诺每天写作。

he make me promise to write every day.

7）最好打扫一下你的房间。

you had better tidy your bedroom.

8）游泳池里有一只鞋。

there is a shoe in the swimming pool.

9）我通过每天早上跑步来保健。

i keep fit by running every morning.

10) 我将永远不会忘记我赢得的第一枚金牌。

i will never forget winning my first gold medal.

11）我那样说不是故意想伤害你的。

i didn’t mean to hurt you by saying that.

12) 在中国摇手表示说再见。

in china waving hands means saying goodbye.

5. multiple choices

1.＿＿＿＿＿sunday, the students are at home.

a.being b.to be c.it is d.it being

2.the boy lay on his back, his teeth ＿＿and his glaring eyes ＿＿＿.

a.set； looked b.set； looking

c.setting； looked d.setting； looking

3.all the thing＿＿＿＿，his proposal is of greater value than yours.

a.considered b.considering c.to consider d.consider

4.＿＿＿＿who she was, she said she was mr.johnson’s friend.

a.asking b.asked c.to be asked d.when asking

5.he hurried to the station,＿＿＿the 9：30 train had already left.

a.to find b.found c.only to find d.only finding

6.which do you enjoy ＿＿＿your weekends, fishing or watching tv?

a.spending b.to spend c.being spent d.spend

7.＿＿＿all my letters, i had a drink and went out.

a.finished b.having finished c.finishing d.to finish

8.she had no money ＿＿＿a birthday present for her children.

a.to buy with b.buying c.bought d.with which to buy

9.from the dates＿＿＿on the gold coin, it is conformed that it was made five hundred years ago.

a.marking b.marked c.to be marked d.having been marked

10.＿＿＿＿time and labour, cartoonists generally draw the hands of their characters with only 3 fingers and a thumb.

a.to save b.saved c.saving d.having saved

11.o’neal works hard.he is often seen ＿＿＿heavily before his teammates start.

a.sweated b.to be sweated c.sweating d.being sweated

12.i can hardly imagine peter＿＿＿across the atlantic ocean in 15 days.

a.sail b.to sail c.sailing d.to have sailed

13.such＿＿＿the case, i couldn’t help but ＿＿＿＿＿ him.

a.being； support b.is； to support c.has been； supporting d.be； supported

14.does the way you thought of＿＿＿the water clean make any sense?

a.making b.to make c.how to make d.having made

15.in order not to be disturbed, i spent three hours＿＿in my study.

a.locking b.locked c.to lock d.being locked

16.you will find the word “psychology” ＿＿＿＿under “p” in your dictionary.

a.have listed b.list c.listed d.listing

17.sandy could do nothing but ＿＿＿to his mother that he was wrong.

a.admitting b.admits c.admit d.to admit

18.when i caught him cheating me, i stopped ＿＿things in his shop.

a.buying b.buy c.to buy d.bought

19.a doctor can expect＿＿＿at any hour of the day or night.

a.calling b.to call c.being called d.to be called

20.nearly every great building in beijing was built＿ south.

a.to face b.facing c.to have faced d.being facing

21.with his son＿＿＿, the old man felt unhappy.

a.to be disappointed b.disappointing c.being disappointed d.to disappoint

22.it was＿＿＿＿computer games that cost the boy a lot of time that he ought to have spent on his lessons.

a.to have played b.playing c.played d.having played

23.and there, almost＿＿＿in the big chair, sat her little brother, who never had to be told to keep quiet.

a.having lost b.losing c.to be lost d.lost

24.as i will be away for at least a year, i’d appreciate＿＿＿from you now and then＿＿me how everyone is getting along.

a.hearing； tell b.to hear； tell c.hearing； telling d.to hear； to tell

25.the students are forbidden, unless they have special passes, ＿＿＿ after 11 pm.

a.to stay out b.from staying out c.staying out d.not to stay out

26.i worked so late in the office last night that i hardly had time＿＿＿ the last bus.

a.catching b.to catch c.having caught d.to have caught

27.＿＿to sunlight for too much time will do harm to one’s skin.

a.exposed b.having exposed c.being exposed d.after being exposed

28.mike didn’t start＿＿＿＿the importance of a foreign language till he graduated from school.

a.knowing b.to know c.know d.to have known

29.-- why was a special meeting called?

-- ＿＿＿a new chairman.

a.to elect b.electing c.our electing d.elected

30.-- why did bob weep?

-- he couldn’t bear＿＿＿like that before the whole class.

a.making fun of b.being made fun of c.to be laughed at d.being made fun

31.the students expected there＿＿＿more reviewing classes before the final exams.

a.is b.to be c.being d.have been

32.i don’t mind＿＿＿by bus, but i hate＿＿in queues.

a.traveling； stand b.to travel； to stand

c.traveling； to stand d.traveling； to standing

33.we are looking forward to＿＿＿the film＿＿＿＿at the grand cinema.

a.seeing； to show b.see； shown c.seeing； shown d.see； to show

34.at the shopping-centre,he didn’t know what＿＿and＿＿with an empty bag.

a.to buy； leave b.to be bought； left c.to buy； left d.was to buy； leave

35.the policeman put down the phone, ＿＿＿with a smile on his face.

a.satisfied b.satisfying c.to be satisfied d.having satisfied

36.＿＿＿, your composition is full of mistakes.

a.writing carelessly b.written carelessly

c.having written carelessly

d.being written carelessly

37.she made a candle＿＿＿us light.

a.give b.gave c.to give d.given

38.-- what do you suppose made her worried?

-- ＿＿＿a gold ring.

a.lose b.lost c.losing d.because of losing

39.i know it’s not important, but i can’t help ＿＿about it.

a.to think b.and think c.thinking d.being thought

40.＿＿several times, the young scientist still kept on making his experiments.

a.having been failed b.having failed c.though failed d.because of failure

41.＿＿＿all over the hill and around the lake are wild flowers of different kinds.

a.to grow b.growing c.grown d.grow

42.--who are you going to have＿＿this letter for you?

-- my secretary.

a.type b.typed c.been typed d.been typing

43.the food＿＿＿at the moment is for the dinner party.

a.cooked b.to be cooked c.is being cooked d.being cooked

44.a kind old gentleman offered＿＿＿my bags to the taxi stand.

a.his help carried b.carrying c.me to carry d.to help me to carry

45.you can hardly imagine the difficulty the woman had＿＿＿her children.

a.brought up b.to bring up c.bringing up d.to have brought up

46.he was＿＿＿today, but was asked to stay for＿＿＿week.

a.to have returned； another b.returning； one more

c.returned； another d.to return； other

47.-- where should i send my form?

-- the personnel office is the place＿＿＿.

a.for sending it b.to send it to c.to send d.to send it

48.i could feel the wind＿＿on my face from an open window.

a.to blow b.blowing c.to be blowing d.blown

49.-- lucy, why didn’t you come last sunday?

-- i＿＿＿, but my father was in hospital.

a.would b.had c.was going to d.did

50.--what terrible weather! i simply can’t get the car＿＿＿.

- - why not try＿＿＿＿the engine with some hot water?

a.starting； filling b.start； filling c.started; to fill d.to start; fill

参考答案及简析

1.d。本题考查独立主格结构,因为前后主语不一致,所以前面分词的逻辑主语不可以省略。it being sunday相当于as it is sunday。

2.b。独立主格结构在句中作伴随状语, teeth 与set两个词之间含有逻辑上的被动关系,所以用过去分词；look这一动作是eyes所发出,所以用looking。

3.a。独立主格结构在句中作状语,因为things与consider之间含有被动关系,所以用过去分词。

4.b。分词短语作状语,因为ask与句子的主语（she）之间有被动关系,所以用过去分词。5.c。本题考查“（only）＋不定式”与“-ing形式”作结果状语的区别。“only＋不定式”表示该结果在主语的预料之外；接“-ing”形式表示由主句所产生的逻辑上的结果。

6.b。本题考查不定式作目的状语,本题极易误选a。其实 enjoy的宾语为fishing or watching tv。

7.b。因finish这一动作发生在i had a drink and went out之前,所以必须用现在分词的完成式。

8.d。介词＋关系代词＋不定式的结构可以在句中用作定语，其作用相当于一个定语从句。9.b。本题考查非谓语动词作定语。不定式作定语时,表示将来的动作；现在分词作定语,表示主动、进行；过去分词作定语,表示被动、完成。因为dates是被标在gold coin上,所以用过去分词表示被动。

10.a。不定式作目的状语。

11.c。分词在句中作主语补足语。因sweat这一动作是he所发出,所以为主动。

12.c。peter为逻辑主语，与sailing构成复合结构，作imagine的宾语。

13.a。can’t help but为固定短语, but后面接不带to的不定式；such being the case为独立主格结构，the case为逻辑主语。

14.b。

15.b。lock与其逻辑主语应含有动宾关系,即 “被锁在书房里”。

16.c。单词psychology被列在 “p”之下,有被动关系。

17.c。but表示 “除了”,为介词,当其前面有动词do的各种形式时,but后接不带to的不定式。18.a。当stop后面接不定式时,表示“停下来去做某事”；如果接-ing形式,则表示“停止正在做的事”。

19.d。expect后面接不定式。由题意可知,doctor与call之间是被动关系。

20.b。现在分词在句中表示状态。

21.b。with复合结构在句中作状语,表示原因,意为“由于儿子很是令人失望。”

22.b。本题为强调句型，被强调的部分是句子的主语，所以采用-ing形式。

23.d。be lost in是固定短语，意为“陷入……之中”。变为分词短语作状语时，仍用过去分词lost。

24.c。appreciate后直接接-ing形式作宾语。

25.a。本题考查forbid 的用法。当forbid用作被动形式时,构成be forbidden to do结构。

26.b。

27.c。由题意“暴露在阳光下太久,会伤害人的皮肤”可知应采用-ing形式的被动式作主语。28.b。start后可以接-ing形式或to do,但如果start后面的动词表示心理活动的词时,必须用不定式。

29.a。回答why引导的问句，一般用不定式；回答what问句，一般用-ing形式。

30.b。bear意为“容忍”, 后面接-ing形式；make fun of与其逻辑主语有被动关系,所以用being done形式。

31.b。expected there to be的形式相当于expected there would be...。

32.c。mind意为“介意”, 后面接-ing形式； hate后可以接-ing形式或to do两种形式。33.c。look forward to（to为介词）后面接-ing形式；film与show之间含有被动关系,所以用过去分词作定语。

34.c。“特殊疑问词＋不定式”结构在句中作宾语；left与didn’t know并列。

35.a。be satisfied with“对……满意”,即satisfy与with紧紧相连时,必须用其过去分词。

36.b。write所表示的动作与其逻辑主语有被动关系。being written为现在分词进行时的被动,表示该动作正在进行,与题意不符,所以选b。

37.c。不定式作目的状语, 意为“她制了一些蜡烛用来照明”。

38.c。参见注29。

39.c。can’t help表示“忍不住”后面接-ing形式；表示“不能帮助”时,后面接不定式。40.b。fail这一动作发生在主句谓语动词之前,所以用现在分词的完成时,并且为主动概念。41.b。all over the hill and around the lake为地点状语提前。wild flowers是长在“山上及湖的周围”的。

42.a。who为have的宾语。

43.d。根据句子意思可知该动作正在进行,所以用being done形式。

44.d。本题考查offer与help的用法, 即offer to do sth.与help sb.(to) do sth。45.c。本题考查have difficulty(in) doing sth.这一结构。本句中 the woman had为定语从句,修饰difficulty。

46.a。be to＋have done结构,表示本应该做某事,但事实上却没有做。

47.b。本题考查不定式作定语的用法。根据send的用法，send sth.to some place，故选择答案b。

48.b。blow这一动作是wind发出的,所以为主动,因此选择blowing。

49.c。该题考查了动词不定式的省略现象。由题意可知是表示过去的一种打算或计划，在“was going to”后省略了前面的内容或动作，故应选c。

50.a。get the car starting意为“使汽车发动起来”；try doing 意为“试着做某事”。

Ⅲ. homework

review what we have learnt in this unit.

高二牛津版（5）unit one getting along with others

高考链接：

1. i must have sounded very proud of myself after the test, saying loudly how easy it was and how i was sure to get a good mark.（p2,line8）

[考点] must + have done( p.p) 意思是：一定已经做了某事，表示对过去发生的事情的肯定猜测。

[考例] ----the woman biologist stayed in africa studying wild animals for 13 years before she returned. （nmet 05，江苏）

-----oh, dear! she ______ a lot of difficulties!

a. may go through b. might go through

c. ought to have gone through d. must have gone through

[点拨] 根据题干中“studying wild animals for 13 years”可判断出一定遇到了许多困难。故选d。

2. we went to wash our hands in the girls’ toilets before lunch and i admitted how badly i had done…( p2, line 16)

[考点] admit 表示承认,接纳。常用以下搭配：admit sb. into/ to sth. /admit doing sth./.

that- clause

[考例] they were clearly long-standing customers, and i suppose they must have stayed faithful to him because he had promised to sell good quality fruit. he had a way with them----i had to ____that. （nmet 05，江西完型填空第44空）

a. admit b. expect c. announce d. promise

[点拨] 根据上下文，表示“我不得不承认那点-------他有…”故选a。

3. he seemed absent-minded and as a result of his careless playing, we lost the game.( p3 ,line38)

[考点] as a result of 表示由于,后常接名词代词，或动名词及其名词从句，而as a result 表示结果，后常接表示结果的句子。

[考例] my friend martin was very sick with a strange fever; _____, he could neither eat nor sleep.(nmet 05, 江西)

a. as a result b. after all

c. any way d. otherwise

[点拨]after all 毕竟， any way 无论如何， otherwise否则。上句说“马丁患了奇怪的发烧，病得很厉害。”下句说“他不能吃也不能睡。”一词连接词应意为“结果”。故选a。

4. i feel really guilty because i said some really cruel things too, but i can’t stand seeing our team lose.( p3, line 46)

[考点] stand vt.承受；经受；承担，常用以下搭配can't stand sth /doing sth 例如：

he wants to marry me but i can't stand the sight of him. 他要娶我，但我一见他就受不了。

i can’t stand being treated like this.我受不了别人这样对我。

[考例]modern plastics can ____ very high and very low temperatures. ( nmet 05, 山东)

a. stand b. hold c. carry d. support

[点拨] hold 持有，拥有，carry携带，传送，support 支撑，支援，而stand 的意思是“经受”。本句意思是：现代的塑料可以经受非常高和低得温度。

5. each player should play to their strengths. (p5, line 22) （nmet 05，天津）

[考点] strength 名词，表示力量，力气，实力。

[考例] bill was doing a lot of physical exercise to build up his________.

a. ability b. force c. strength d. mind

[点拨]这儿考名词的搭配。ability 能力，force 武力，势力， mind 头脑，智力。build up one’s strength 表示“使自己强壮”，故选c。

6. don’t let a small disagreement ruin your friendship. do not delay. （p5, line27）

[考点] delay及物动词表示“耽搁，拖延，推迟”。可以用于被动语态。

[考例]john was late for the business meeting because his flight had been ____ by a heavy storm. ( nmet 04, 辽宁)

a. kept b. stopped c. slowed d. delayed

[点拨]这儿考动词delay的用法。题干中be late for 意思是迟到，因此根据句意，航班应该是受到“耽搁，延误”，故选d。

7. i have a very important meeting to attend. ( p8, line14)

[考点] 不定式做后置定语的用法。通常我们有些特殊的句式。例如 have something to do。

[考例] the professor could hardly find sufficient grounds _____ his arguments in favor of the new theory.(.6)

a. to be based on b. to base on c. which to base on d. on which to base

[点拨] 该句是不定式坐后置定语的一种用法。意思是：这位教授难以找到能够有利于新理论的充足理由来支持他的观点。故选d.

8. we had nothing to do but watch tv. (p8, line 39)

[考点] 非谓语的一种用法。 but其后要接带to不定式，但有三个结构例外。 do nothing but， can't but， can not help (choose) but，它们后面要接不带to的不定式。

[考例] there was nothing they could do______.

a. but wait b. except waiting

c. only to wait d. unless they waited

[点拨] do nothing but do sth. , nothing前有do，后面的to要省略,故选a。

9. i’m glad i persuaded you to talk to rachel. (p9, line 7)

[考点] persuade 是及物动词，表示说服，劝说，可用于被动语态。通常用以下搭配 persuade sb. to do sth/ into doing sth.

[考例]the number of deaths from heart disease will be reduced greatly if people ____ to eat more fruit and vegetables. ( nmet 04, 上海)

a. persuade b. will persuade c. be persuaded d. are persuaded

[点拨] 根据句意应该用被动语态，排出a、b两项。而且用if 引导的条件从句中用“一般现在时”表示将来的概念。故选d。

10. i’ve met some nice people here in london and i think we might become close friends.（p9,line10）

[考点] 情态动词might表示说话者对所说的事情不太肯定的推测，通常表示“不确定，拿不准”。

[考例] ---- excuse me. is this the right way to the summer palace? ( nmet 04, 湖北)

-----sorry, i am not sure. but it____.

a. might b. will c. must d. can

[点拨]can 通常表示肯定推测，查功能用于疑问句或否定句中。本题由下句“i am not sure.”推知，发话人对此事拿不准。故选a。

11. these things can make you feel anxious. （p12，line20）

[考点] anxious做形容词使用，表示“焦急的，焦虑的，渴望的”。

[考例] my mother always gets a bit ___if we don’t arrive when we say we will. ( nmet 05, 浙江) a. anxious b. ashamed c weak d. patient

[点拨] ashamed 羞耻的， weak虚弱的，无力的， patient耐心的，忍耐的

anxious表示担忧的。根据所提供的情景，“if we don’t arrive when we say we will” 可以判断出由于说将要回来，但没有回来，所以母亲会感到担忧。故选a。

12. do you feel sad and lonely? do you have no one to talk to? don’t suffer in silence.

（p13，line6）

[考点]suffer既可用作及物动词，表示遭受，经历，忍受。又可用作步及物动词，表示受痛苦，受损害。

[考例] _____ such heavy pollution already, it may now be too late to clean up the river.

(nmet 01)

a. having suffered b. suffering c. to suffer d. suffered

[点拨] 由already 一词可知，要用现代分词的完成式。全句意思是：由于已经受到如此严重的污染，现在清理河道可能太晚了。故选a。

13. we will listen to your problems and offer you practical advice. (p13, line8)

[考点] 形容词practical表示实用的，实际的。

[考例] when we plan our vacation, mother often offers ____suggestions. ( nmet 04, iii)

a. careful b. practical c. effective d. acceptable

[点拨] 据句意应为“提供实用的建议“，而careful仔细的， effective有效的，acceptable可以接受的”。故选b。

14. our lines can get very busy but please keep trying and you will eventually

get through.( p13, line12)

[考点]get through 表示电话等接通，常用于动词搭配使用。

[考例]i couldn’t ____. the line was busy. (nmet 05 , 浙江)

a. go by b. go around c. get in d. get through

[点拨] go by 依照， go round 四处走动， get in 收获，而get through 指打通电话。根据所提供的情景“the line was busy.”可以判断出“i”一直没有打通电话。故选d。

15. i agree with you on/ that…..(p14,line 4)

[考点] 日常交际用语中考点之一，表态性用语，表示同意。或者用否定用法，不同意。

[考例]----go for a picnic this weekend, ok?

---- ______. i love getting close to nature. ( nmet 04, 福建)

a. i couldn’t agree more b.i afraid not.

c. i believe not d. i don’t think so.

[点拨] 此题考查交际用语，根据下文的回答可知，回答的人非常同意第一个提议的人的建议。其他选项部各题意。

i couldn’t agree more 表示“我非常同意。”故选a。

unit 1

Ⅰ.单词拼写

1. he a_______ to his teacher for not having finished his homework.

2. when asked what he wanted to be, he answered without h_____.

3. his mother said that if he couldn’t pass the exam, she would sell the computer as p______.

4. he was too s_______ to admit that he was wrong and refused to say sorry to his girl friend.

5. you have put me in a very a_______position and now i don’t know how to deal with the matter.

6. she said she was sorry, but her eyes b______ her secret delight.

7. tobby is always looking forward to being f______ by his parents after he does something wrong.

8. peter is popular with his classmates for we always find him w_____ to help others.

9. we are much c______ about the present situation and hope that the government will take effective measures to preserve the environment.

10.you are already grown-ups; you are required to take r_______ for what you do.

11．in order to avoid the p______________ for the wrong that he had done, he went to a european country in 1981.

12．he was too s_______________ to admit that he was wrong and refused to say sorry to his girl friend.

13．i am sorry that i was a____________ just now and didn’t quite catch what you said.

14. although the b________ scientist has made his mark in the field of physics, he is sometimes

absent-minded in his daily life.

15. she _______( 发誓) that she hadn’t told anyone , but her friend still didn’t forgive her.

16. people are trying to make the once ____________ (污染) river clean again.

17. nearly all children are c about new fantastic things.

18.he always b her by telling the same story.

19．the curtain m the wall well .do you like the color ?

20．in the a of the teacher , fang lan will be in charge .

21.what do you think i should do to (解决) this problem?

22.many （志愿者）are needed to help in beijing olympic games.

23. i wrote a letter to the manager of that company and wanted to a___________ for the job.

24. he gets along well with his classmates because he is an______________（外向的）boy.

25. ordinary people could ___________(假装) to be rich and important.

26. many crimes went ___________________(未受惩罚的).

27. at school she founded a close f___________ with several other girls.

28. i don’t d_______ he’ll come. i’m sure he will come.

29. your invention is ingenious, but not p__________.

30. the woman shows a very passive a__________ towards her work.

31. they p___________ about what to do next.

32. it’s ___________(荒唐) of you to suggest such a thing.

33. she ____________(答复) to my letter with a phone call.

34. everyone should be ____________(忠诚) to their friends.

35. a m__________ person is someone who has moods that change quickly.

36. she is so t________ that she doesn’t dare to speak in public.

对话填空。

a: can you tell me something about the earth summit?

b: yes. it’s a meeting held by the un to discuss e (37) issues. a: when and where was the l (38 ) earth summit held?

b: in johnnesburg in .

a: what main subject of the summit was r (39)?

b: sustainable and s (40) development.

a: what did e (41) from all over the world discuss in johnnesburg?

b: they discussed the three biggest e (42)or killers in the world: polluted drinking water, poor sanitation（公共卫生设施）and air p (43)

a: what else did many speakers speak about at the meeting?

b: they also showed great c (44) about poverty, war and violence.

a: why are conferences like the earth summit of i (45)?

b: because they help us understand that there exist serious s (46) the earth faces and that only by changing the way we live can we save the earth.

answers :

1. apologized 2. hesitation 3. punishment 4. stubborn 5. awkward

6. betrayed 7. forgiven 8. willing 9. concerned 10. responsibility

11. punishment 12. stubborn 13. absent-minded 14. brilliant 15. swore

16. polluted 17.curious 18.bores 19．matches 20．absence

21. solve 22. volunteers 23. apply 24. outgoing 25.pretend

26.unpunished 27. friendship 28. doubt 29 . practical 30. attitude

31.puzzled 32. absurd 33. replied 34. loyal 35. moody 36.timid

37. environmental 38. latest 39. raised 40. stable 41. experts /environmentalists 42. enemies 43. pollution 44. concern 45. importance 46. situations

unit 2 the environment

reading: the economy or the environment----must we choose?

reading 1

the general idea of this period

the main purpose of this lesson is to make ss fully understand the text and master the reading strategy.

teaching aims:

check and enhance students’ reading abilities.

2.train students to gain an overall understanding of the article and learn to read a debate.

teaching important points:

1.how to make the students fully understand the text.

2.how to get students to read a debate.

teaching aids: multimedia and a blackboard

procedures for teaching:

step 1 lead-in

1.ask students the title of the text and ask students which one to choose: the economy or the environment.

step 2 comprehension of the text

ask ss to skim the article and answer the following questions.

who are the three speakers?

what side does mr lin shuiqing and mr qian liwei each represent?

by how many times has the world’s population increased since 1800?

according to mr qian liwei,what should be done to factories that pollute the environment?ask ss to read lin shuiqing’s debate and answer the following questions.

what society does lin shuiqing belong to?

what does lin shuiqing start his speech by talking about?

what is happening to large amounts of fish?what does lin shuiqing think we should teach people about?

ask ss to read qian liwei’s debate and answer the following questions.

why does qian liwei think production should not be cut back?

what does qian liwei say we should produce more of?

what does qian liwei say we need more of?

what does qian liwei say many people are willing to do?

ask students to fill in a table on the screen according to the text.

ask students how to read a debate by asking them to answer the following questions.

what is the order of a debate?

what is the order of the debate?

what is important in a debate?

what should we pay attention to when we read or listen to a debate?

ste3 role play

three groups represent lin shuiqing and the other three groups represent qian liwei.each of you speaks one or two points.you can make some changes to the debate and add your opinions to the debate.

step 4 homework

1.read the text.

2. preview the language points in the debate.

period 2 reading 2: language focus

the general idea of this period

the main purpose of this lesson is to make ss better understand the text and master some important language points.

teaching aims:

review the reading by filling in the form with the words in the reading..2.get the students to grasp the usage of some important words and expressions.

3.get the students to practice mastering the language points.

teaching important points:

1.how to make the students have a better comprehension of the text.

2.how to help the students be familiar with the language points.

how to help ss apply these points into practice.

teaching aids: multimedia and a blackboard

procedures for teaching:

step one revision and lead-in

do the blank-filling .

step two language points

ask the students to read the debate and find the right words or phrases according to the meanings.

1.tell,express

2.something that cannot be used any more and is thrown away

3.terrible ,shocking

4.besides

5.destroy completely6.(birds,insects,fish,etc)produce eggs from their bodies

7.come near to,get close to

8.make less,reduce

9.be helpful,useful,favourable to

10.be involved in or be affected by11.a constant,steady economy

12.speak freely

explain important language points to ss .

1.in addition, many sea creatures are being wiped out by fishing boats.(line16)

2.these boats catch large numbers of fish without giving them time to lay eggs.(line16)

3.the world’s population has grown to more than six times what it was in 1800.(line20)

4.my suggestion is that we should try to cut back on production and reduce the amount of things we make and buy.(line22)

5.mr lin suggested we should cut back on the amount of things we produce in order to save the environment.

6.the amount of rubbish we produce is turning into a big problem; we need to think more about recycling.

7.but i do agree that recycling may be the key to helping both sides.(line45)8.it is obvious that you are very concerned about the present situation of our environment.(line29)

step three practice for consolidation

ask students to fill in the blanks with the following words or phrases.

step four homework

1.finish a1 and a2 on page 90.

2. read the text.

module 5 unit 2 the environment

word power

teaching aims 1. enlarge ss’ vocabulary related to the environment.

2. help ss use the words about the environment as possible.

teaching important points how to learn the new words effectively.

2. how to use the new words freely.

teaching difficult points

1. how to make ss describe environmental problem briefly.

how to solve the environmental problems rapidly.

teaching methods

1.students-centered. (discussion to make every student work in class.)

2.teacher & students’ interaction. (talking to improve the students’ speaking ability.)

3.multimedia way. ( practice to get the students to master what they’ve learnt.)

teaching aids the multimedia.

2. the blackboard.

teaching procedures:

step 1 lead-in

tell ss that they will go traveling in shangri la. what would they like to do?

let ss make a discussion.

questions:

what are we interested in?

what type of hotel will we stay in?

what kind of energy does the hotel ecoville use?

how does the hotel wash the sheets?

what other characteristics does the environmentally hotel have? 3. ask several ss to report their idea to the class.

step2 vocabulary learning

read this brochure about a new, environmentally friendly hotel which is opening. (help ss to learn the new words.)

doing exercise.(help ss to consolidate them.)

ask ss to label the pictures in part b and try to describe them in a few simple words if possible. (help ss improve their speaking abilities)

step 3 vocabulary extension

ask ss to focus on part c on page 27. (help ss strengthen understand the new words. )

ask ss several questions. (check ss’ understanding of the passage. )

who thought of the idea to build in environmentally friendly hotel?

where did he get his inspiration (idea) ?

what are the differences between ecoville and other hotels?

ask ss to work in groups & have a competition on words that include the prefix ‘eco-’. use dictionary if necessary.

ask ss to first complete the note in part a on page 104 in wb, and then to complete the article in part c on the same age.

step 4 homework

1. try to write an article on some environmental pollution and how to solve the problems.

2. write a guide on how to be an ecotourist.

task:

ge weimei, no. 66 high school , nanjing

teaching plan:

teaching aim and demands : 1 help the students to listen and draw conclusions

2 train the students’ listening

3 help the students to read for information

4 help the students to read a scientific article

5 help the students to present your point of view

6 design a poster

teaching procedures

sep1 skills building 1 :

in this part , students will learn how to draw conclusions from listening to something .explain to students that in order to draw conclusions , they need to think about the situation and the information they have and then try to decide what it means .

1 ask the students to read the guidelines and the dialogues in skills building on page 32 , ask them to draw conclusions from what is said in the dialogues and you can create more dialogues and ask students to draw some conclusions.

2 ask students to read the instructions in part a . then play the recording once and ask students to draw a conclusion about what kind of natural disaster occurred in each situation . ask them why they have drawn this conclusion . then play the recording once more and check the answers as a class .

3 tell the students to listen to the tape and complete part b . ask them to choose which of the conclusions are logical and to state their reasons .

step 1 : listening to a lecture

1. ask students to listen to the tape

2. encourage the students to fully participate in the situation and express their opinions freely .

3. play the tape once .

4. ask several students to read one answer each .

5. ask students to finish part b . ask them to consider what conclusions can be drawn from the statements .

skills building 2 :reading for information

1 ask students to read the guidelines on page 34 .

2 organize students into groups of six and tell them to discuss the reasons why they might want to read the materials mentioned in part a .

ask students to read the newspaper article in part b and answer the four questions listed below it .

step 2 : reading a scientific article

1 help students to review what they have learnt about desertification in step 1 on page 33 . encourage them to list the things they know about desertification.

2 ask students to read the scientific article about desertification . make sure that they understand the article .

3 organize students into groups of four and tell them to study the scientific article together.

4 ask students to list their solutions on page 35.

skills building 3 : presenting your point of view

1 ask students to read the guidelines in this part . make sure that they understand each point.

2 ask students to read the instructions for pat a on page 36 and help them give explanation for their decisions. ask several groups to explain their decisions to the class.

step 3 : designing a poster

1 organize students into small groups , and ask them to read the viewpoints from some experts on desertification in part a on page 37 . they need to discuss which viewpoint they agree with and which one they will focus on.

2. ask different groups to consider the questions in part b and ask them to present their answers to the class.

3. tell students that a good poster includes good content and a good layout . ask students to read the instructions on part c on page 37 .

4. ask each group to create their own poster . remind them to refer back to step1 and 2 .

homework: ask students to read the article in part a on page 105 in workbook. then let them do part b on the same page .

-9-12

module 5 unit 2 the environment

project

teaching aims 1.help ss learn and use english by doing a project.

2. encourage ss to use they have learnt to complete a project.

teaching important points help ss how to plan and do research for the report.

teaching difficult points

help ss how to cooperate each part of work together.

teaching methods

1.students-centered.

2.teacher & students’ interaction.

3.multimedia way.

teaching aids 1. the multimedia.

2. the blackboard.

teaching procedures:

step 1 lead-in

show some pictures of the yangtze river and tell ss the purpose of the class.

step 2 learning the text

1) divide ss into groups and ask them to read their assigned paragraph and report the main idea of the if to the class.

p1 the environmental problems of the yangtze river have raised concern.

p2 many people have recognized the importance of protecting the yangtze river and many environmental organizations and projects have been set up.

p3 two special government projects are under way to protect the river. one is the water and soil preservation project.

p4 the second project is a nature reserve for white-flag dolphins.

p5 the environmental situation of the yangtze river is improving.

2) encourage ss in other groups to raise as many questions as possible.

3) ask ss to read the report carefully and answer the questions.

4) ask ss to form into groups and discuss the following questions.

a.why have the environmental problems of the yangtze river raised concern both nationally and internationally?

b.what does the green river organization do?

c.what problems do the two government projects focus on?

d.what did farmers have to do under the water and soil preservation project?

e. what does the second project concern?

extension questions:

f. do you think the environmental situation of the yangtze river is getting better? why?

g. what else can we do to protect the yangtze river?

5) ask ss to read the article again and analyse the structure of it.

6) ask ss to do close test.

7) have ss do part b1 & b2, d1 & d2.

step 3 writing a report

planning

● work in small groups. discuss what you read on the previous page, briefly discuss the questions below and then decide on a topic for your report. have it approved by your teacher.

what do you think are the biggest environmental problems in china?

the topic for your report will be ___________________________.

● discuss the tasks listed below and decide which group members will be responsible for each task. write the names beside the work each member is going to do. (remember, two or three people can work on the same task!)

research __________________________________________________

write the outline ____________________________________________

write the report ____________________________________________

preparing

● members responsible for doing research need to find information from various sources on the topic you have chosen. the group should discuss the information found, and decide what to increase include in the report and what to leave out.

● those responsible for writing the outline should organize the information the group has decided to use and write an outline for the report using that information. the outline should be approved by the whole group.

producing

● group members who are writing the report will have to write it based on the outline.

● all group members should edit the report before it is passed on to another group for editing. your group will be editing another group’s report at the same time.

● while editing, you should read the report closely and look for the following:

sentence structure organization punctuation

vocabulary grammar spelling

● during the editing stage, correct any mistakes you find and offer suggestions to the group on how they can improve their report. ask for comments on your report as well.

presenting

● the report should be written and checked once more for mistakes.

● present your report to the class.

● put your rep

字的讲解教案篇4

教学内容：

试卷中的典型错题以及针对性拓展练习。

教学目标：

1、分析试卷中的典型错题，寻找错误的原因。

2、针对错题进行拓展练习，提高学生解决分析问题的能力。

3、教给学生学习的方法，提高学生的学习能力。

教学重难点：

查找试卷中存在的问题，寻找自身错误的原因和不足。分析学生错误原因，提高学生解决问题的能力。

教学过程：

一、整体回顾，介绍本次练习的整体情况

上周五，我们进行了期中测试，我们班的整体情况是这样的：优秀的有22人，良好的有15人，其中很不理想的有4位同学。自己在心里估算一下，我大概在班里的什么位置。好的同学还需精益求精，课后把你的好方法告诉大家。没考好的也别灰心，想想自己错的原因在哪儿，查漏补缺，下次注意不再犯同样的错误就行了。

二、自我分析试卷

师：下面我们一起来分析一下这张试卷。

1、首先自己先看一下试卷，看看哪几题是自己能做却失分的？自己先订正一下试卷上会订正的的错题，不会订正的放着，一会我们一起来帮助你，老师给你们3分钟时间。想一想我们这张试卷可以分为几个板块？

2、学生交流反馈：三个：识字写字部分、阅读部分和写作部分。

3、小组合作讨论你还没解决的题

师：刚才我们已经把会订正的订正好了，那还有哪些地方是你不会订正的呢？（指名回答）我们一一来解决。

三、典型错题讲评

（一）、让学生找出哪道题最容易出错。

（二）、请做全对的同学说说当时做这道题是你是怎么想的？（让对的学生说说做的好方法）

（三）、举一反三，讲解相应的习题

（四）、基础部分典型错题

四、给带点的字选择正确的意思，把序号填在括号中。

五、选词填空。

持续继续连续陆续

1、这场比赛相当激烈，（）进行了三个小时才决出胜负。

2、放学了，同学们（）走出校园回家去。

3、晚饭后，我（）认认真真地完成回家作业。

（1）让学生说说是这四个词语的区别在哪里。

a、“继续”有承接的意思，即后（下）一个行为或活动是前（上）一个的承接延续，主要用在动词或动词性短语之前，表示“动态”。

b、连续更侧重于表示“重复”的特征，即前后的动态或静态均无变化，只是重复而已。如说某人连续出错，意思就是说某人一个接一个重复出现错误，尽管出错的内容可能有所不同，但“出错”这个行为本身却是重复性的。

c、持续所要表示的是一种状态的保持，更强调它的“静态”特征。比如气候方面的高温、低温或干旱等

d、陆续有两个意思，一个表示有先有后，时断时续，一个表示先后相续不断。

（2）在试卷上自行订正这道题，教师巡视帮助有困难的学生。

（3）补充课外练习：

我今天得（继续）做昨天没有完成的工作。

这道题目我在单元测试和期中测试中（连续）出错。

这几天的天气（持续）着高温。

字的讲解教案篇5

m3 u2 words:

1. be made up of = consist of , be composed of

consist of的意思是“由……构成”，它与 make up of ， compose of 的区别在于：consist of不可用被动语态，而make up of和 compose of 可以用被动语态。例如：

1） the house consists of 6 rooms.

2） the medical team is made up of three doctors and a nurse.

3） the book is composed of 25 units.

2.occupy occupation n.占据、职业

1. occupy意为 “take up or fill (time, space, sb’s mind, etc)” “占据，充满（时间，空间，某人的头脑等）”。

e.g. the speech occupied three hours. 发言占去了三个小时。

a bed occupied the corner of the room. 一张床占去了房间的一角。

2. occupy意为 “take possession of and establish troops in (a country, position, etc)” “（军事）占领（国家、阵地等）”。

e.g. the army occupied the enemy’s capital. 军队占领了敌国首都。

3. occupy意为 “live in or have possession of (a house, land, etc)” “占用，占有（房屋、土地等）”。

e.g. the family have occupied the farm for many years.

这家人在农场已居住多年。

they occupy the house next door. 他们住在隔壁。

4. occupy oneself (in doing sth/with sth) “忙着（做某事）；忙（于某事）”。(be busy doing sth./with sth.)

e.g. how does he occupy himself now he is retired?

他既已退休，都如何打发日子呢？

he is a bus driver by occupation_____________________________________

3.name after

she was named after her grandmother.

她是根据她祖母的名字命名的。

the new school was named after the famous civil rights leader.

by name名叫;用名字

in the name of以...的名义;代表stop doing that, in the name of god! 看在上帝的分上,别干了

by the name of名叫 !

know sb. by name只知道某人的名字

4. aside from=apart from /

apart from在不同的上下文中，既有besides的含义，又有except和except for的含义，要根据上下文来判别。如：

apart from english, he has a good command of russian and french. 除英语外，他还精通俄语和法语。（= besides)

he has no interests, apart from his work. 他除了自己的工作外，没什么兴趣爱好。（= except )

it’s a good paper, apart from a few spelling mistakes. 这是一篇好论文，只是有几处拼写错误。（= except for)

aside from 类似于apart from的用法。

1除…之外

everything was quiet, aside from the occasional sound of a car in the distance. 除了远处偶尔有汽车的声响外, 四周一片寂静。

aside from being fun and good exercise, swimming is a very useful skill.

除了有趣与运动外，游泳还是个很有用的技能。

2既…又…

i didn't accept the job because it was badly paid and aside from that, it wasn't very interesting. 我没接受这个工作, 因为工资既少, 又非常乏味。

5.contribution contribute

make a great contribution to

contribute to捐（款）；投（稿）；贡献；有助于

contribute to a literary journal 向文学杂志投稿

contribute to the furtherance of. 对促进……的发展起作用。

contribute to the red cross 捐助红十字会

6.defeat beat

beat和defeat属一组同义词，它们的宾语必须是人或一个集体，如a team, a class, an school, an army。defeat尤指在战场上打败敌人；beat是游戏、比赛的专门用词。二者常可换。 eg:

we beat their team by 10 points. 我们赢了他们队十分。

in the end their army was defeat/beaten. 最后他们的部队被击（打）败。

7.take control of

lose control of

beyond control 无法控制

in control (of) 控制(住),管理

out of control 不受控制

under control 被控制住

keep...under control 对...加以控制

under the control of 受...的管理(或管辖),受...的控制

have (no) control over (of)能(不能)控制...

8.lead to =result in

1. such a mistake would perhaps lead to disastrous consequences.

这样一种错误可能导致灾难性的后果。

2. too much work and too little rest often lead to illness.

过量的工作和过少的休息会引起疾病。

9.replace vt. 取代 =take the place of 放回原处

nothing can replace a mother's love. 什么都无法取代母爱。

we've replaced the old adding machine with a computer

我们用电脑取代了老式的加法计算器

he replaced the book in the shelf

10. entire = whole

whole n.全部, 全体, 整体, 完全之体系

adj.所有的, 完整的, 完全的, 纯粹的, 未损伤的, 未打破的

adv.完全, 整个

entire adj.全部的, 完整的, 整个

entire 与 whole 在许多情况下可以通用。例如：

the people‘s government has the support of the entire(whole) population . 人民政府得到全民的支持。

whole 常用来强调某事物的完整性，即没有任何部分被忽略或舍去相当于 every part. 在日常语言中，whole 远比 entire 用得多。例如：

one day the police even used their sticks during a peaceful march by blacks , and this was seen across the whole country on tv . (也可用 entire) 有一天，黑人在进行和平进军的时候，警察使用了警棍，这个情景全国的电视上都看到了。

entire 可以修饰抽象名词，whole 则不能。如：

this would destroy the entire peace of the middle east .

这将会破坏整个中东和平。

11.therefore

therefore有两种用法，一在整句中，一在分句中。therefore是副词，但有时具有连词作用。

一、整句中时一般不放句末，句首后要有逗号，句中1、按一般副词使用2、做插入语

eg.1、therefore，we must learn english well.

2、they therefore can learn english well.

3、many fast food restaurant ,therefore, have red furniture or walls.

二、用在分句中，即一个句子一部分表示原因一部分表示结果。

这时一般词前要用分号，其后用不用逗号无所谓。若第二个分句前是逗号或无符号，则要注意therefore是副词，和so不一样，要保持句子完整，应用and therefore。

eg.1、i had a headache; therefore i could not go to your party.

2、i was ill, and therefore could not come.

3、these birds are very beautiful and therefore liked by many people.

12. distinction n. 差别,区别;特性,特征;卓著,荣誉

the chief distinction of chinese food

中国食品的主要特征

a writer of distinction

一位卓越的作家

academic distinctions

学术上的荣誉

there is no appreciable distinction between the twins.

在这对孪生子之间看不出有什么明显的差别。

his distinction of sound is excellent.

他辨别声音的能力很强。

distinguish v. 区分、辨别 distinguish...from... 辨别, 识别; 把...和...区别??

distinguish right from wrong

明辨是非

distinguish good from evil

分辨善恶

13. concern n. 关心、忧虑、vt.涉及、使担忧对。。。感兴趣

andrew expressed his concern. 安德鲁表示了他的关切。

be concerned about /for 关心，挂念；(没什么太大区别几乎可以通用但书面的正式用语多是be concerned about )

be concerned with 关系到，涉及 (指的是和某事或某人有联系不涉及内心感受)

be concerned over sth. 为某事忧虑

be concerned in sth. 也是-- 和某事有牵连有关联的意思

ex: the conference was concerned ___ the global reforms of the financial system，and every leader present was concerned ___ interests of his own country.

a with；about b over；about c for；in d about；with

14.access have access to

1. 接近,进入;接近的机会,进入的权利;使用[u][(+to)]

only a few people have access to the full facts of the case.

只有少数几个人能看到有关该案全部事实的材料。

2. 通道,入口,门路[c][u][(+to)]

the only access to their house is along that narrow road.

ex: translate the sentence:

市民可以免费使用这个图书馆。____________________________________

he is a man of easy access. _________________________________________

15.differ from = be different from

tom ____his father in character and some everyday habits

16. stand for =symbolize /represent

what do the letters un stand for?

the american flag stands for freedom and justice.

美国国旗代表自由及公平

16.simplify v. simple adj. simplified adj.

the subject is immensely complex, and hard to simplify.

这个题目非常复杂,并且很难简化。

17.as a whole

as a whole our efforts did not prove to be futile.

总体说来，我们的努力没有白费。

the population as a whole is/are in favour of the reform.

全体人民普遍拥护改革。

18.indicate vt. 显示、表示、象征、暗示

the results indicate the need for more work.

结果表明，还有更多的工作需要做。

the light above the elevator indicated that the elevator was then at the fifteenth floor.

电梯上方的灯指示那时电梯在十五楼。

19. convenient adj. convenience inconvenient

convenient意为“方便的”，常用于it is convenient (for sb) to do ….或sth. is convenient to sb. 结构.不可以说: if you are convenient

will it be convenient for you to start work tomorrow? 明天就开始工作你觉得方便吗

ex: come and see me whenever _____ .

a: you are convenient b: you will be convenient

c: it is convenient to you d: it will be convenient to you

20. thus

a society is thus made up of people from all walks of life. thus在这里是“如此这样”的意思。就是说：社会就是这样的鱼龙混杂（由各种各样的人组成）。

he didn't work hard. thus he was fired.

字的讲解教案篇6

一、教学目标

1、通过对考卷做系统分析，帮助学生对试卷结构、得分情况有深度了解。

2、知识与技能：学生能分析错题错因，订正并理解考题。

3、方法与过程：结合高考考纲要求，指导各题型分析方法和步骤。

二、教学重难点

重点：语言文字运用积累、古诗文鉴赏、文学类文本分析。

难点：文言文阅读。

三、教学课时：

2课时

第一课时

四、教学过程

（一）课前演讲：对于本次期中考试的总结及展望

s点评

t总结：

语文学习没有常胜将军，一马当先不必沾沾自喜，马失前蹄也不必妄自菲薄。千里之行，始于足下，今天我们一起来分析一下本次期中考卷。

（二）分析试卷

t：ppt展示数据统计表

s/t：从数据中分析出什么？

t：160分值中，得分率低于60%的题目基本集中在语言文字运用、古诗文阅读、诗歌鉴赏及文学类文本中，得分率最高的是名句默写题。从这份简单的数据分析中，我们清晰看出我们同学们并不缺乏学习的毅力，而是缺乏丰厚的文学积淀和理解鉴赏诗文的能力。所谓厚积薄发，我们来从语言文字运用题入手分析。

（三）语言文字运用

s：自主订正1-5小题，揣度做题方法

t：请同学来分析，重点分析1、5两题

1、字音

剑戟：杜牧《赤壁》折戟沉沙铁未销，自将磨洗认前朝。

压轴（ppt）：《辞海》“压轴是戏曲术语。指一台折子戏演出中的倒数第二个剧目。由于最末一个剧目称大轴而得名。”召唤：广播操《时代的召唤》

2、成语

t：高考考纲对成语题的要求是表达运用e级，即理解成语在具体语境中的意义，并能正确使用。

s：“应运而生”顺应时代的需要而出现的。“犯罪行为”不是“顺应时代出现的”，故用在此处不合适。

t：注意避免张冠李戴，望文生义。成语题可以从哪几方面来分析呢？

s：情感色彩、使用对象（豆蔻年华）

3、4、文言词汇

t：这两题重点考查了课内重点文言实词和虚词在具体语境中的意义。这里大家掌握的不错，我们简单看一下。

s：术业有专攻：研究学习；木直中绳，輮以为轮：把……制成……

t：同学们还记得沈复在《童趣》中写道：“以丛草为林，以虫蚁为兽”吗？

“以……为”是一个固定句式，把??作为。

5、特殊句式

t：分析考纲：本题考查的是理解与现代汉语不同的句式和用法。如判断句、被动句、宾语前置、成分省略和词类活用。不同的句式和用法，主要结合文意理解和文句翻译进行考查。这一题大部分同学都错选了a项，a项和b项的区别主要在第几句的划分上呢？

s：（5），请一生分析（3）、（5）、（9）项

t：（5）不仅是省略句、状语后置句，还是被动句。

s：翻译第（5）句：李蟠不被当时的时俗所拘束。

t：技巧：直接判断法、排除法、最佳选项法等

6、仿写句子

t：分析考纲选用、仿用、变换句式都主要考查按照具体要求进行语言表达的能力。（例句）故乡的歌是一支清远的笛，总在有月亮的晚上响起。

（ppt展示考生答案）

s：请学生分析其中错误：句式不一致

t：展示学生正确答案，请学生分析注意要点。

s分析 t小结

注意要点：“三一致”原则——句式、修辞、情感

（四）文言文阅读

t：从试卷分析上看，很多同学对文言文阅读是谈虎色变，高考考纲对大家的要求是能阅读浅易的古代诗文。而“人物传记”这一体材在高考中始终占主要地位。本次考试题目节选自《宋史郭浩传》，为20__年全国高考大纲卷。本文的主人公是谁？

s：郭浩

t：郭浩是什么人？

s：宋朝将领

t：（ppt展示）人物传记的特点：（小诗记忆）

身份为人在前面，典型事件跟后边。经历官位会多变，品格教化文中见。

7、实词含义（理解b）

t：本题重点考查的是重点实词在文中的含义。大家在阅读文章时就应当在文中圈出这些字词。请同学分析这一题。

s：逐一解读。分析方法。

已：学不可以已

8、筛选信息（分析综合c）

t：考查重点主要包括指明信息的具体内容，判断信息所属的性质，根据要求提取相关信息。对于这一题大家需要抓住题干中的哪个关键词？

s齐：“金人”

t：请一位同学分析这一题，总结方法。

9、信息概括（分析综合c）

t:文言文信息概括题重点考查对文章的层次、段落或整体的把握能力。请同学分析，总结方法。

s分析

t：分析这一题时，大家是否从中得到了很多有效信息呢？我教给大家一个做人物传记题的小技巧，拿到题目可以先读一下信息概括题，可能其中会包含错误信息，但是却能够初知大意和部分翻译，有效降低阅读难度。同时做信息概括题时，一定要注意细节分析，比方时间点上的变动等。古语云：小心使得万年船，放在此处也十分契合。

10、翻译句子（理解b）

t：（分析考纲，ppt）理解并翻译文中的句子古文翻译要求以直译为主，并保持语意通畅。要注意原文用词造句和表达方式的特点。

（1）臣在任已闻警，虑夏人必乘间盗边，愿选将设备。（3分）

（2）浩招辑流亡，开营田，以其规置颁示诸路。（3分）

（3）以为凡是州之山水有异态者，皆我有也，而未始知西山之怪特。（齐）

s：找关键词分析，总结方法和注意点。

t：抓住重点实词、虚词和特殊句式。

补充：人物传记答题技巧：

技巧解读一：关键先看概括题。初知大意，部分翻译，降低难度。

技巧解读二：回头读文一两遍。人、时、地、事理清楚。

技巧解读三：词句找出要划线。联系语境进行理解。

技巧解读四：实词语境很重要。

技巧解读五：翻译看准重点词，句意通畅高分见。

（五）诗歌鉴赏

t：相较于文言散文的写作，古代文人墨客诗词歌赋的创作也可谓蔚为大观。而对于我们中学生而言，除了领略诗词的美感外，更重要的是掌握鉴赏这些作品形象和技巧的能力，用现代观念审视作品，评价其积极意义和历史局限。这一题得分率只有40.7%，总体偏低。在高考大纲中，对此项的考查集中在唐诗宋词方面。一起来分析宋代诗人谢枋得的这首《庆全庵桃花》。

t/s：五步（引导学生一起说出）：诗题、作者、主体、注释、问题

s齐读

t：介绍诗题、作者

1、首句化用了什么典故？有何深意？

t：有几问？回答几点？

s：2

s：请同学分析首句。《桃花源记》

（2）次句中“又”字有什么作用？

t：什么题型？

s：炼字

t：几步？

s：解释含义、联系文本、点明手法、分析情感