a) 可以直接用不定式作宾语的动词很多，常见的有：agree, afford, tend, ask, decide, determine, expect, fail, hope, learn, intend, manage, offer, plan, promise, refuse, want, wish等

天津卷12题：i don’t want _____ like i’m speaking ill of anybody, but the manager’s plan is unfair.

a. to sound b. to be sounded c. sounding d. to have sounded

当不定式短语比宾补长时，往往将不定式放到宾补后，而用先行代词it作形式宾语，常用动词有feel, think, find, believe, consider, make等。

the cat felt it terrible to take roller coaster.

b) 不定式一般不作介词的宾语，只有少数介词如but, except等后面可以跟不定式作宾语。一般情况下作介词宾语的不定式都带to，如果but或except所在句子里的谓语动词都是实义动词do, does, did时，通常省略to。

eg. we have no choice but to wait.

cf. we can do nothing but wait.

4. 宾语补足语

在svoc句型中，许多动词都可以按不定式作宾语补足语。

a) 通常作宾语补语的不定式要带to，常用于以下动词之后：ask, tell, advise, allow, enable, expect, force, get, like, order, teach, want, invite, wish, beg等

you should get them to help you.

但在谓语动词believe, find, think, feel, consider, suppose, imagine, prove等后面跟to be…作宾补，不跟to do…

eg. they believe him to be honest.

b) 以下两类动词后跟不定式作宾补时不能带to

①一些表示“致使”意义的动词，如：let, have, make等

②一些表示感觉的动词，如：hear, feel, see, watch, notice等

don’t let the children trouble you.

i heard someone open the door.

但当这两类动词为被动态时，不定式就成了主补。作主补的不定式必须加上to

his father made him go to bed early.

→he was made to go to bed early by his father.

5. 作定语

不定式可以在句子充当后置定语，修饰名词。

以下几类情况常用不定式作定语：

①能带不定式作宾语的动词，其同源名词可以带不定式作定语。常见的有attempt, decision, promise, plan等

eg. he hasn’t kept his promise to write to his parents regularly.

②常与不定式搭配的形容词，其同源名词一般可以用不定式作定语。常见的有ability, determination, anxiety, eagerness等

eg. his eagerness to finish his homework was quite clear.

③序数词形容词最高级或被only, last, next等修饰的名词可以用不定式作定语：

she was the only person to survive after the earthquake.

tips: 不定式在作定语时，有时与被修饰的名词有意义上的主谓关系、同位关系、动宾关系，如果该不定式是不及物动词，它后面需要加上适当介词。

eg. he’s always the first to come and the last to leave. 主谓关系

i’ve no time to listen to your excuse. 同位关系

she has a meeting to attend. （动宾关系=attend a meeting）

there’s nothing to worry about. (动宾关系=worry about nothing)

6. 作状语

不定式可以作状语，表示目的、结果、原因、条件等。

①to…, in order to …, so as to …(不能放在句首)作目的状语

20辽宁卷22题：all these gifts must be mailed immediately _____ in time for christmas.

a. in order to have received b. in order to receive c. so as to be received d. so as to be receiving

②在so…as to, such….as to, only to …结构中不定式作结果状语，其中only to…用于表示意想不到的结果。

he hurried to the station only to find the train had gone.

③enough to, too…to结构

eg. the boy isn’t old enough to go to school.

= the boy is too young to go to school.

④形容词（happy, glad, lucky, fortunate, surprised, angry, anxious, ready, quick, slow, cruel, clever等）+ 不定式结构

eg. i’m glad to meet you.

the question is different to answer.

he is hard to get along with.

7. 作插入语，用来说明说话人的态度、看法、对整个句子进行解释，如to be frank（坦白地说），to be sure（确实）等。

eg. to tell you the truth, i hate you.

8. 作同位语

eg. the order to start the general attack soon came.

不定式的复合结构，以it为形式主语或形式宾语引导的复合结构，如果其前的形容词是指行为的性质就用：for sb. to do sth.这种复合结构在句中可作主语、表语、宾语、定语、状语等。

it is necessary for me to learn english well.

如果该形容词是指行为的性质，同时又指行为的人，则用of sb. to do sth.。这种句式中的常用形容词有：right, wrong, brave, careful, careless, clever, wise, stupid, cruel, foolish, good, honest, kind, nice, silly等。

eg. it’s very kind of you to come to see me.

连接代（副）词+不定式（包括whether, what, which, whom, where, when, how, 不包括why），在句中起名词的作用，通常跟在诸如tell, know, show, decide, learn, wonder, explain等动词后作宾、主语或表语。

eg. no one can tell me where to find john.

when to the exam is still unknown.

the problem is how to get enough money.

不定式的进行式、完成式和被动式

①不定式的进行式由to be + v-ing构成，用来表示谓语动词动作发生时，不定式的动作正在进行。

eg. some students pretended to be reading english when the teacher came in.

②不定式完成式由to have + v-ed构成，用来表示动作发生在谓语动作之前。

eg. 年江苏卷no.25

--- is bob still performing?

--- i’m afraid not. he is said _______ the stage already as he has become an official.

a. to have left b. to leave c. to have been d. to be left

答案是a

③不定式的被动式分为一般式被动to be v-ing和完成式被动to have been v-ed。当不定式的逻辑主语是不定式所表示的动作的承受者时，不定式要用被动语态。

eg. it is an honour for me to be invited to the party.

the book is said to have been translated into many languages.

2005年辽宁卷no.22

all these gifts must be mailed immediately _____ in time for christmas.

a. in order to have received b. in order to receive c. so as to be received d. so as to be receiving

动名词

1. 动名词的句法功能：动名词由动词加ing构成，与现在分词的形式相同。动名词主要起名词作用，在句中担任主语、表语、宾语和定语。

①作主语，可以直接放在句首，也可以用先行代词it作为形式主语，而把动名词后置。

eg. seeing is believing. (眼见为实)

saying is easier than doing.

collecting stamps is a good hobby. (单个动名词短语作主语时，动词用单数)

动名词作主语还有以下两个习惯表答法：

it is no use (good) + 动名词：做某事没有用

eg. it’s no use crying over spilt milk. (覆水难收)

there is no + 动名词 (= it is impossible to do sth.)

eg. there is no knowing what may happen.（未来的事无法知道）

②作表语：通常是说明主语的内容，注意它与谓语动词进行时的区别

eg. his hobby is collecting stamps. (此句为svc结构) 可改为：collecting stamps is his hobby.

cf. he is collecting stamps. (is collecting是谓语动词进行时，此句为svo结构)

不能改为：collecting stamps is he.

③作宾语

a. 作及物动词的宾语(enjoy, mind, finish, appreciate, avoid, consider, delay, escape, pratise, suggest, keep(on), miss)

eg. 2005年上海卷no.32

he got well-prepared for the job interview, for he couldn’t risk _____ the good opportunity.

a. to lose b. losing c. to be lost d. being lost

答案为b

有些动词（attempt, begin, continue, hate, like, love）后面既可以接不定式作宾语，也可以接动名词作宾语，意义差别不大。通常认为用动名词泛指一般的倾向性，用不定式则表示特定或具体某一种动作。

eg. i like swimming but i don’t like to swim in winter.

动词prefer后面接不定式作宾语时，句子结构与按动名词作宾语是不一样。

eg. i prefer to drive rather than to be driven.

i prefer driving to riding.

有些动词，如forget, remember, regret等，后面接动名词表示的动作先于谓语动词动作，不定式表示的动作后于谓语动词。

eg. 2005年北京卷no.30

when asked by police, he said that he remembered _____ at he party, but not ______.

a. to arrive, leaving b. to arrive, to leave c. arriving, leaving d. arriving, to leave

在下列句型中动名词作真正宾语：

动词+it（形式宾语）+宾补+动名词（真正宾语）

eg. i think it no use telling them.

we think it no good inviting to him.

b. 作介词的宾语

eg. 2005年浙江卷no.3

the president spoke at the business meeting for nearly an hour ______ his notes.

a. bringing up b. referring to c. looking for d. trying on

be used to doing 习惯于做；look forward to doing 盼望做；devote one’s life to doing 致力于做；spent time (in) doing 花时间做；be fond of doing 喜爱做；be good at doing 擅长做；be proud of doing 为做…而自豪；be tired of doing 对做…感到厌倦；feel like doing 欲想做； go on doing 继续做（原来的事）；keep on doing 不停地做；what about doing 做…怎么样；think of doing 考虑做；be interested in doing 对做…感兴趣；have some difficulty/trouble (in) doing 做某事有困难；be busy (in) doing 忙于做；instead of doing 做…而不做…

eg. 2005年江苏卷no.23

everybody in the village likes jack because he is good at telling and ______ jokes.

a. turning up b. putting up c. making up d. showing up

答案为c

④作定语

动名词可作前置定语，表示所修饰的词的用途或目的，可用for改写；而现在分词作定语时，可用定语从句改写。

swimming pool waiting room walking stick

a sleeping car=a car for sleeping a sleeping child= a child who is sleeping

⑤作同位语

eg. that’s the queen’s full-time job, laying eggs. 这就是蚁后的专职工作--产卵。

2．动名词的逻辑主语

①人称代词做逻辑主语时应用所有格，即形容词性物主代词。

eg. do you minding my smoking here?

②逻辑主语是不定代词或指示代词时，很少用所有格，而用普通格。

eg. he was awakened by someone knocking the door.

there’s no need for that being done.

③逻辑主语是名词时，用所有格，但是如果名词为无生命物体时，则用普通格。

eg. mary’s laughing made tom angry.

there is no hoping of the factory making profit.

④在口语中，动名词如果不在句首，可以用名词普通格或人称代词宾格作逻辑主语。

eg. 2005年安徽卷no.34

i really can’t understand _____ her like that.

a. you treat b. you to treat c. why treat d. you treating

3. 动名词的完成式、一般式被动和完成式被动。

eg. after having finish his work, he went home.

he attended the meeting without being asked.

she never told me about her having been interviewed by the police.

译林八上英语教案篇2

教学重点

正确认读出本课出现的单词：curtain, closet, mirror, end table, trash bin, air-conditioner，并知其意。

掌握本课出现的句型，并结合这些句子表达的情境，学会恰当的替换句中的单词。

教学难点

能够正确书写出本课要求四会的单词：curtain, close, mirror, end table, trash bin。

课前准备

教师准备教学过程中所需要的图片、声音、课件，以及本课时的六张单词卡。

教师准备录音机及录音带。

教学过程

warm—up(热身)

let’s chant

① 教师播放let’s chant课件。

② 学生看课件三遍。到第三遍时，教师可以鼓励学生小声跟读重复。

③ 教师请学生看图(chant中的小图)，说一说听到了什么，教师也可根据学生的情况对小诗稍作解释。

presentation(新课呈现)

⑴ 读一读

① 教师点击课件，进入let’s learn部分。提问学生：“what’s this?”，帮助学生说出：“it’s a bedroom.”。领读单词“bedroom”，强调学生不要读成“bed-room”。

② 教师向学生说：让我们听听这两个女孩在聊些什么，点击play按钮播放对话两遍。

③ 请学生试重复出对话，并说一说“curtains”的意思。教师领读“curtain”，并让学生说说为什么对话中“curtain”要加“s”。

④ 教师再次播放对话，利用暂停键让学生跟读对话。

⑤ 学生两人一组做对话练习，而后教师请若干组到讲台前表演。

⑵ 学一学

① 教师用鼠标指着图中的镜子提问学生“what’s this?”，点击后出声音引导学生答出：“it’s a mirror.”以同样的方式学习单词：“closet, mirror, end table, trash bin, air-conditioner”。

② 教师指着单词，学生朗读;教师点击声音按钮，学生检查自己的发音再次跟读。

③ 教师请一学生点击某物，其他学生说出单词;而后请一名学生操作电脑，教师出示单词卡，其他学生大声读出单词，那一名学生听音在课件中指出相应的单词，其他学生判断对错。

let’s play(趣味操练)

⑴ let’s play

① 学生看书，理解句意。

② 教师指着图中的人物问学生：“what does he/she have?”，引导学生说出：“he/she has ….”。

③ 请学生用“i have ….”句型说一说自己家中有什么，如：“in my room i have ….”。

⑵ let’s sing

① 播放“my small bedroom”歌曲两遍。

② 教师请学生说一说歌中唱到了什么，学生答出：“a small house, a small bedroom, a small closet, a small bed and a small me.”。

③ 再播放歌曲，教师鼓励学生跟唱。

consolidation and extension(巩固与扩展)

⑴ let’s start

① 教师引导学生进入let’s start部分学习，教师提问学生：“what can you see in zoom’s room?”。

② 学生选中一件物品后说出“i can see a chair/a table ….”。

③ 学生两人一组做对话练习，教师请若干组到前面做对话演示。

如：a: what can you see in zoom’s room?

b: i can see a closet. (点击衣橱)and it’s orange.

⑵ 找一找

① 学生看课件，展示出一幅有关卧室的图。教师提问：“what can you see?”，学生用“i can see ….”句型说一说看见的物品。

② 学生读一读单词，教师及时纠正学生的发音。

③ 教师请若干名学生指出某单词的正确位置，其他同学判断对错。

板书

单词：curtain, closet, mirror, end table, trash bin, air-conditioner

译林八上英语教案篇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

译林八上英语教案篇4

unit3welcome to reading (page 41-45)

1. beyond our imagination, beyond one’s control/ description /ability beyond any praise

2. take part in a debate

3. the perfect copy, two copies of the magazine

4. cause much debate and shock people around the world

5. on (the) one hand, on the other hand

6. point one’s mistakes out

7. be used to save human lives

8. interfere in/with nature/one’s concentration

9. in this/that way; by this/that means

10. be on the way to producing a real-life monster, be on the way to school/success

11. die at a much younger age than normal, normal temperature, return to normal

12. in general, generally speaking

13. be praised for their wonderful scientific breakthrough

14. consider cloning human beings; be considered to have done sth; be considered to be the best

15. research cloning, do research into cloning

16. concentrate on sth/doing; cure diseased like cancer

17. with the intention of destroying them

18. show no respect for human life

19. cause a lot of anxiety

20. be desperate to have a child of one’s own

21. be desperate for a job

22. adopt one’s advice, adopt a child

23. be genetically related to sb

24. push ahead with research so as to deliver a cloned human baby，deliver a letter, deliver a speech

25. focus their efforts on cloning animals

26. be used in medical research

27. succeed in doing sth; be totally immoral

28. deal with the consequences, as a consequence of=as a result of

29. end up replacing us one day end up in failure

30. a product for sale/ on sale

31. use up earth’s resources

32. be/feel sorry for

33. be delighted to have a mother

34. comment on your article, make comments on

35. scientific advances mentioned in your article

36. be in complete agreement with =agree with sth completely; after all

37. challenge questions of morality for centuries, turn challenges into opportunities

38. on a personal note; personally speaking

39. die of heart failure死于心脏病

40. as a whole作为整体

41. what he said made no sense. 他说的话没意义，make sense of what he said理解他说的话

42. upon further readings 在进一步阅读之后

43. read an article with great concern 十分关注的读文章

44. go against nature违背自然， be against违背，反对

45. be responsible for the possible negative consequences

46. experiment with human life

47. put strict laws in place to protect nature制定严格的法律来保护自然， put everything in place使一切井井有条

48. take away his license取消执照

word-power to grammar in u3

1. be against= be opposed to; be for=be in favor of

2. on the opposite side of the street

3. cut down trees; be cut off from the outside; take a short cut

4. show disrespect for nature，

5. destroy the environment; have the environment destroyed

6. fight a hopeless battle against sth

7. work hard to achieve scientific breakthroughs

8. advance/promote technology促进科??

9. be left the way they are

10. compare your body to your school life把身体比作学校生活

11. control oneself bring sth under control; have sth controlled

12. be similar to sth

13. breathe fresh air, take a deep breath, hold one’s breath

14. lead/live a happy life

15. store information储存信息

16. remove waste from the blood, remove him from his position开除

17. lie trapped under the building

18. find out the truth in the field of science

19. a challenging profession, a professional football player

20. do/perform/conduct an experiment

21. my next door neighbor, live next door to me

22. try to figure out sth

23. the other day

24. get bored easily

25. come back from work下班回来

26. do a job， do/take a part-time job

27. match a with b

28. be bored with, be tired of厌倦

29. behave in the same way, behave well/oneself

30. be cautious and use good judgement

31. in my judgement; pass judgement on

32. make decisions

33. have no alternative/choice but to wait

34. have two alternatives/ two alternative ways to solve the problem

35. the book cost me 10 yuan. his careless driving cost him his life. he got promoted at the cost of others.以他人为代价获得升职 cut down/cut back on the cost of production

36. apologize for the mistake on my part. 我的错误 on my part=of my own

37. on my part, his plan made no sense.就我而??

38. the boy was more frightened than hurt.与其说他受伤了，不如说他被吓坏了 the coat is more blue than green.

39. encourage sb to do鼓励某人做--， inspire sb to do鼓舞某人做--- his hometown inspired his novel.给与灵感

40. burn out（元气）大伤，（精力）耗尽 you’ll burn yourself out if you work so hard.

he is burned out after decades of hard work.

unit 3task & project

1. correct spelling mistakes更正拼写错误

2. make changes to the information修改信息

3. take turns to do sth轮流做某事

4. complain to sb about sth向某人投诉某事

5. follow in their footsteps效仿某人

6. conduct /do/make/carry out a survey 进行调查

7. the majority of people,大多数人 in the majority占大多是

8. advocate this type of scientific research提倡这种科学研究

9. to conclude/in conclusion最后，总之

10. urge you to seek the opinions of the people敦促你征求大家的意见 urge that sb (should) do

11. seek fortune淘金/ a job/opportunities寻求良机/advice from sb 征求意见

12. common practice 常做的事；贯常做法

13. donate money to the poor 向穷人捐钱

14. teach sb a lesson 教训某人 learn a lesson from sth从中吸取教训

15. be resistant to sth抵制，对---- 有抵抗力 resist doing sth 抵制做….

16. be harmful to animals, be bad for;对…有害 be good for, be of benefit to, be beneficial to 对…有利

17. a mistake on your part 你那方的错误

18. so far迄今为止

19. be limited to doing 局限于做…

20. increase production profits增加生产利润, profit from从中得利, make profits获利

21. ensure safety 确保安全

22. limit the speed to 100km per hour

23. prove the theory证实理论, the theory proves to be true.理论原来是正确的

24. seriously affect our study 严重影响我们的学习

25. endlessly overdevelop earth’s resources 无穷尽地过度开发地球资源

26. construct a dam,建筑水坝 under construction在建设中，constructive advice 建设性建议

27. the planet we live on 我们生活的星球

28. stop economic development in favor of nature 为了保护自然停止发展经济

29. from my point of view, 在我看来 =in my opinion=for/on my part=as far as i am concerned

30. meet our needs/requirements满足需求/要求, make ends meet 量入为出

31. look around 环顾四周；全面思考

32. be concerned about saving nature rather than destroying it 关注保护而不是破坏自然

33. spell disaster for human beings 给人类招致灾难

34. have a /no relationship with 与…有/无关

35. developed/developing countries 发达/发展中国家

36. after decades of destroying nature 在毁坏自然数十年后

37. enjoy healthy and productive lives 享受健康而富庶的生活

38. a question of humans winning and nature losing 一个人类获胜自然失败的问题

39. it turned out that 结果是… turn out as planned 结果和计划一样

40. the solution is acceptable for everyone. 这个方案是每个人都能接受的

译林八上英语教案篇5

by xu weiliang

teaching aims:

1. learn how to design a poster.

2. cultivate the students’ abilities of listening, reading and speaking..

difficult & important points:

1. listen and draw conclusions

2. read for information

3. present your point of view

teaching methods:

task-based teaching,

practice

teaching aids:

a projector.

a computer.

procedure:

step 1 lead in

environment protection is very important, so we should do our best to protect it.

then ask students what we can do.

we can design a post to educate people.

how do we design a poster.

step 2 skills building 1

listening and drawing conclusions

when you draw conclusions, you think about a situation and the information you have, and try to decide what it means. sometimes all the information you need about a subject is not included in the source you are listening to. this is when you must draw a conclusion. for example:

if you hear’ yet another skyscraper has been built in shanghai.’

what can you conclude?

there are already some skyscrapers in shanghai.

if you hear the following dialogue

man: the train is going to be late today.

woman: i’m not surprised.

what can you conclude?

the train is often late.

practice

a .listen to these short descriptions from news reports and draw a conclusion about what kind of natural disaster occurred in each situation.

b. listen to the news report and decide if each conclusion below is logical. if it is, tick(√) the box

1. the fires have been burning for quite some time.

2. many people have lost their homes.

3. the police suspect citizens of los angeles helped start the fires.

4. the reporter thinks it is very sad that old trees will be burnt.

5. the fire department has given up hope of stopping the fires.

step 1: listening to a lecture

a. your science teacher has asked your group to make a poster about desertification for a nationwide contest. before you can begin your poster, you must learn about desertification. listen to your teacher’s lecture and collect information about your topic.

1.what is desertification?_________________________________

_______________________________________________________

2.where does it happen?_________________________________

_______________________________________________________

3.how are people affected by it?___________________________

_______________________________________________________

4.why does it happen?___________________________________

_______________________________________________________

5.who should be concerned?______________________________

_______________________________________________________

b. check your understanding of what you have just heard. read the following statements and match them with the conclusions that can be made from them.

1. your teacher wants you to help educate people about desertification.

2. a desert is an area of dry land. desertification is what we call it when land turns into desert.

3. people plant things without giving the land a chance to rest.

4. the wind carries sand from the deserts to the cities, causing air pollution.

a. the ending –ification means a process.

b. one way to stop desertification is to allow the land a chance to rest between plantings.

c. some people become ill after breathing this air.

d. many people around the world do not know about desertification.

step 3 skill building 2

reading for information

when we read for information, we look for specific information that we need. we read different sources to find different types of information. we often scan the text while looking for the specific information that we require.

practice

a. in pairs, think of reasons why you might want to read the following.

1. a newspaper

a_________________

b_________________

2. a plane ticket

a_________________

b_________________

3. a magazine

a_________________

b_________________

4. a website

a_________________

b_________________

5. a bus timetable

a_________________

b_________________

6. an advertisement

a_________________

b_________________

b. read the following from a newspaper and underline the information which answers the questions that follow.

step 2: listening to a lecture

a. you found this article about desertification during your research.. read it and underline all of solutions to desertification it mentions.

b.your teacher has asked you to include a list of three things students can do to help stop desertification in your poster. work in groups and write your answers in the space below.

1. _____________________________________________________

2. _____________________________________________________

3. _____________________________________________________

step 4 skills building 3

presenting your point of view

when you present your point of view, you usually want people to accept your ideas. there are certain things you can do to make what you say more polite so that people will be more likely to agree with you.

you can use these words to help you introduce your point of view:

i think / believe that…

from my point of view it seems that…

it seems to me that…

personally i agree / disagree because

use these words to explain your point of view:

because… as a result of…

due to… on account of…

practice

a. match the beginning of each sentence in the left-hand column with an appropriate ending in the right-hand column. write the correct letters in the blanks.

1. i believe that things

cost more in cities.

2. as a result of last year’s poor

test scores,

3. this winter has been very cold;

4. personally, i agree with wei li

5. i disagree with that score because

6. it seems to me that due to his mistake

a.students are being given more homework.

b. because i think she has the right idea.

c. because of the higher wages people make.

d.therefore i have worn my down coat every day.

e. we will all get in trouble.

f. the result i got was much higher.

b. discuss this list of things people can do to help the environment. rank them in the order from most important (1) to least important (8).

turn off the tap when you are cleaning your teeth.

recycle paper and glass.

use unleaded petrol in cars.

walk or cycle everywhere.

turn off the lights when you are not in a room.

take a bag with you when you go shopping.

get something repaired rather than buy a new one.

use both sides of a sheet of paper.

step 3: designing a poster

a. you interviewed several experts on desertification, read their viewpoints and discuss which one you agree with and which one your group plans to focus its poster on.

b. you have decided to focus on the following areas in your poster. discuss the questions below with your group.

1. how can desertification be prevented?

2. can areas of desert be turned back into farmland and forests?

3. is desertification a global problem?

4. why is it important to fight desertification?

5. what progress has been made to fight desertification so far?

6. can young people do anything to help fight this problem?

c. discuss the content and layout of your poster with your group. use the space below to help with your planning.

heading________________________________

_______________________________________

content______________________________________

_________________________________