译林版小学六年级英语上册教案
译林版小学六年级英语上册教案篇1：最新苏教译林版英语六年级上册全册教案第一学期全套教学设计
Unit 1 The King’s new clothes (The 1st period)
【教学目标】
（一）知识目标
（1）学习故事中的单词rich, clever, foolish, soft, light, wear （2）通过不同阅读方法和策略，理解故事的内容。
（3）初步培养学生复述故事的能力。
（二）能力目标
（1）在阅读过程中，培养学生快速阅读，查找答案的能力和做批注的习惯。
（2）通过小组讨论，同桌交流，汇报展示等方式，引导学生共同学习，培养合作习惯。
（3）通过一系列读的活动，让学生逐步了解故事内容，顺利完成相应的任务，并尝试复述故事。
（三）情感目标
（1）通过趣味阅读增强学习的兴趣。
（2）学会表达对事物的客观评价。
【教学重点】
（1）故事内容的理解。
（2）阅读策略的学习。
（3）根据对原故事的理解，能完成相应的练习。
（4）学生在了解故事的基础上，复述故事。
【教学难点】
（1）故事中大量动词过去式的理解、运用和发音。
（2）学生在了解故事的基础上，复述故事。
【教学准备】
图片，录音机等。
【课前先学】
1.Learn the new words and phrases by yourselves. long long ago 很久以前 king 国王
one day 某一天magic clothes 魔法衣
clever people 聪明人foolish people 愚蠢的人 through 穿过 shout 大喊point at 指向wear 穿着
【教学过程】 Step 1.Preparation 1.Teach “king”. Teacher draws a picture about the king. Step 2.Presentation & Practice Listen and read — to learn “beautiful”, “clothes” T: What does the king like? (播放动画) 引导Ss: He likes new clothes.(teach “magic clothes”) 2.Talk about the background T: Do you know the story? Who can tell me the name of the story? Chinese is OK.(The King’s New Clothes) T: The story is written by Andersen in 1837. In the story, the king’s clothes are new.But the story is very, very old. Let’s go back to 1837 and meet the rich king.(PPT: 时光穿梭，音乐) 2.Paragraph 1and 2 1) Look and learn T: I’m the king.I am very rich.I like new clothes very much! (PPT: mirror) Mirror, mirror, are my clothes beautiful? Mirror: I don’t think so! to S1/S2: Can you make clothes for me? T: Who can make new clothes for me? (teach “make ? for ?”学生跟读) 板书
2) Read like a king (板书) 3）Read and underline T: Who can make new clothes for him? T: But they can.Why? Please read and underline.(学生自读) Ss read and underline. 引导Ss: Clever people can see the clothes. Foolish people can’t see them. 3.Paragraph 3 PPT: 音效：织布机
T: What kind of clothes are they? Look! (拿出新衣) T: What does the king think of the new clothes? T: Can he see the clothes? (No!) Does he like the new clothes? Why? But he says “Oh, yes.They are soft and light.” Because he thinks clever people can see the clothes.Foolish people can’t see them.How to read it well? Listen and imitate. (转载自：www.jIaosHIlm.Com 教 师联盟 网:译林版小学六年级英语上册教案)T: You are the king. 4.Paragraph 4 1) Learn the text T: What do the people think of the clothes? (出示人群和男孩的图片) Let’s read!(出示图片4文字) T: (拿出人群的图片) What do they think?（They are beautiful!） T: Do all the people think they are beautiful? (No) Then who? (The boy.) What does he say? (出示图片5，文字)（引导学生朗读文本） Here’s a new word.(teach “wearing”, pear, bear, wear, wearing) Ha! Ha! The king isn’t wearing any clothes. 2) Mini Theatre T: Now let’s go to the Mini Theatre and act the period.一位学生扮演
国王巡演，引导其他学生朗读图4 的文字。
Step 3.Production 1.Talk about the characters 2.Read the story. 1) Read and repeat T: What a lovely king! Boys and girls, you learn so well! It’s time to read after the tape! Try to learn the pronunciation and the intonation. 2) Read by themselves T: Read by yourselves. 3.Act the story T: You can read very well.And you know them well now. Why don’t we act the story! Rules: Four students a group.If you read well, you can get one star.If you can read without the books, you can get two stars.And if you can do the gestures, you can get three stars. (Ss practice and act) 4.1) Who do you want to be? T: 引导学生总结Welcome back! Today we learned the story The King’s New Clothes.If you were in the story, who do you want to be?(音效：时光穿梭) T: Remember! Clever people can see the clothes.Foolish people can’t see them! Can you see them? (No./ Yes.) T: Remember! Be honest! Be yourself! 作业设计：
1.Design an ending for the story.The king is back home,? 2.Read more English stories from the bookshops and the Internet. 板书设计：
教学反思：
Unit 1 The King’s new clothes (The 2nd period)
【教学目标】
（一）知识目标
1．进一步理解，掌握过去式的句子结构，运用过去时态来表达句型。
2．在理解故事的基础上，结合fun time中的句型，会正确表达并能声情并茂的表演这个故事。
（二）能力目标
1．知道什么是过去式，掌握过去式的构成，会正确使用过去式进行英语表达。
2.通过小组合作学习，拓展故事内容。
（三）情感目标
1．能够在表演过程中体验到英语故事的乐趣，喜爱英语故事。
2．让学生体验故事表演的快乐过程中，明白为人要诚实，待人要真诚。
【教学重点】
1．通过语法板块，正确掌握过去式这个重要时态。
2.学会有步骤、有感情的讲英语故事，并能自然，声情并茂的表演。
【教学难点】
通过对课文中句型的分析，掌握过去式。
【教学准备】
动词过去式表格，图片
【课前先学】
1.思考有哪些表示过去时间的词语
2.书本上动词的过去式你发现了什么规律？你还知道哪些简单的动词过去式，与大家分享。
【教学过程】 Step 1.Preparation 1.Free talk. 2.Check the preparation of the sentences. Step 2.Presentation & Practice 1.T: Who can repeat picture 1？ S: I.can try. 板书：Long long ago，there was a king. One day，two men visited the king. T:Look carefully，can you find the sentences grammar？ S:Yes. is（过去式）was visit（过去式）visited T:Why do they use was/visited？ S:Long long ago /one day 2.T: Repeat the other pictures and find the grammar in your groups 3.学生自己观察，再小组讨论，尝试总结过去式。
①be动词am/is-was，are-were ②一般动词+ed ③以e结尾的动词+d 4.随堂小测试
5.T:Now，you have learn the text.Let’s have fun time 出示图片和句型I like new clothes.Who can make?for me？ Ask one to try Work in groups and act Step 3.Production 1.Prepare for repeat fun time in groups 2.try to continue the story
作业设计：
1.Remember the part of grammar words past 2.Independent about the king’s new clothes this story 板书设计：
教学反思：
Unit 1 The King’s new clothes (The 3rd period)
【教学目标】
（一）知识目标
（1）掌握字母组合ar在单词中的发音，能拓展单词和句子。
（2）通过不同阅读方法和策略，理解Fun time中故事的内容。
（3）了解美国牛仔和苏格兰的短裙的相关文化知识。
（二）能力目标
（1）在阅读过程中，培养学生快速阅读，查找答案的能力的习惯。
（2）通过小组讨论，同桌交流，汇报展示等方式，引导学生共同学习，培养合作习惯。
（3）通过一系列读的活动，让学生逐步了解故事内容，顺利完成相应的任务，并尝试复述故事。
（三）情感目标
（1）通过异域文化的了解增强学习英语的兴趣。
【教学重点】
通过朗读，体会字母组合ar的发音规律和小诗的韵脚。
了解中外文化的异同，帮助学生拓展视野，加深对中华民族优秀传统文化的认识和热爱。
通过趣味卡通故事，帮助学生强化语言知识，训练语言技能，着重培养学生的阅读理解能力。
【教学难点】
（1）ar字母组合的发音规律。
（2）学生在了解故事的基础上，复述故事。
【教学准备】
图片，录音机等。
【课前先学】
整理你能记得的ar字母组合的单词
标注Fun time中不认识的单词，并通过写音标和中文，能初步朗读。
foxeachmountainsay sentence hard next have to 【教学过程】 Step 1.Preparation 1.Free talk: 译林版小学六年级英语上册教案篇2：2014年秋学期译林版六年级上册教案 1 3
5 译林版小学六年级英语上册教案篇3：译林牛津版六年级上册英语教案
六年级同步 第三周 Teaching Plan Unit 2 What a day! Analysis of Material: Unit2 mainly includes six parts: story time(important part), grammar time(important part and difficult time), fun time, sound time, cartoon time and checkout time.In the story time, there are some important words, phrases and expreion that need to learn by heart.The grammar part is the important and difficult part of unit1.It is about past tense and it needs Ss to master the usage of past tense well. 学生在校学习进度分析：通过了解全班11个同学，一半以上的学生完成了story time, grammar time, fun time 和sound time，也就是已经学完第二单元的重难点部分，所以这节课的主要任务就是引导学生进行趣味复习和练习题操练，目的是巩固第二单元的重难点。
Teaching Contents: 1.Check the homework and have a dictation; 2.List, teach and add some important phrases and expreion to Ss in the story part, and consolidate them by doing exercises; 3.Review and learn the grammar-past tense and list some new words with their past tense; 4.Guide Ss to learn to make short sentences. Teaching Aims: 1.To supervise Ss’ studying after cla by checking their homework timely; 2.The learning of phrases and expreion is to master some certain usage and to guide Ss to make more sentences; 3.Past tense is one of the most important grammars in the English study.Therefore, the learning of past tense is to guide Ss to make right sentences.Teach Ss to master the usage of past tense by doing exercises; 4.Guiding Ss to make short sentences one by one can practice Ss’ own thought and creation. Important Points and Difficult Points: 1.Master the new words, phrases and expreion; 2.Master the usage of past tense. Students Analysis: 本节课学生在采取趣味抢答游戏复习单词、短语等环节积极性很高，注意力集中。练习题的完成也是速度和质量并行。但是语法环节仍然存在着不熟悉的动词的过去时，这需要加大课下练习和操练力度。
Teaching Steps: Step 1: Check the Homework before Cla T: First let’s have a dictation and I’ll check them.Now, let’s begin. (In this part, teacher read the English words, and Ss write them down in the paper.Then, teacher check them.) Purpose: Checking Ss’ homework timely can help Ss to remember what they have learnt and supervise their studying after cla. Step 2: Story Time and Phrases Presentation(important point) T: After Words Part, let’s come to the Story Time.Now, I’ll ask some Ss to recite the text.Who wants to try first? Ss: ……
T: Then, try to find all the verbs and write down their past tense.Let me see who can find the most. (Ss begin to find verbs and write down their past tense.And at the same time, the teacher walks through the Ss and check their answers.Then, show the answers in the PPT.) T: Ok.How many verbs do you find? Ss: Nine. T: Well done! Let’s learn them together.is-was; go-went; become-became; fly-flew; bring-brought; are-were; can-could; rain-rained.Now, I’ll give you five minutes to read and remember them. Ss: ……
T: Let’s play a link game（连连看游戏） now.Look at the PPT. Ss: Yes. (Then, the teacher practices the verb’s past tense by a link game.) T: Then, let’s review the important phrases and expreion in the text. 1.询问天气：How’ the weather today? = What’s the weather like today? 回答：It is sunny/cloudy/windy/rainy. 由一般现在时改为一般过去时：
询问天气：How’ the weather yesterday? = What’s the weather like yesterday? 回答：It was sunny/cloudy/windy/rainy. 2.by+交通工具：by bike/bus/car 3.该吃早饭/午饭/晚饭了。：It’s time for breakfast/lunch/super. 吃早饭/午饭/晚饭: have/eat breakfast/lunch/super 4……
(In this proce, the teacher will guide students to review them by asking questions or letting Ss make the sentences.) T: Then open your exercise book and page 9 and 10 to do the exercises Four and Six.(Ss begin to do exercises. Teacher checks the answer one by one and explain some important ones.) Purpose: To make Ss master more important phrases and help them to do exercises.Step 3: Grammar Review (important and difficult point) T: Past tense is an important grammar point.So let’s review past tense once again.First, open your book and page 18 and 19.Find all the verbs and write down their past tense.Let me see who can find the most. (Ss begin to find verbs and write down their past tense.And at the same time, the teacher walks through the Ss and check their answers.Then, show the answers in the PPT.) T: Ok.How many verbs do you find? Ss: Eight. T: Well done! Let’s learn them together.do-did; is-was; see-saw; fly-flew; bring-brought; become-became; can-could; go-went; take-took.Now, I’ll give you five minutes to read and remember them. Ss: ……
T: Let’s play a turntable game（大转盘游戏） now.Look at the PPT.Look at the English word and give me its past tense.Are you ready? Ss: Yes. (Then, the teacher practices the verb’s past tense by a Bingo game.) T: Well done! Now, look at the PPT and let’s make sentences together.The children ______(看) a kite show that day.Write the answer in your paper. Ss: saw. T: Good! Then, Let’s page 11 and 12 in the exercises book and do some exercises about past tense. Ss: …
(Ss begin to do exercises. Teacher checks the answer one by one and explain some important ones.) Purpose: In order to improve Ss’ understanding and usage of past tense by practicing again and again and doing more exercises. Step 4: Fun Time (First, the teacher shows some pictures in the PPT.) T: Hello, everybody.Look at the PPT.Now, we play a funny game.First, everybody chooses any number and make sentences by yourself.Understand? Ss: Yes. Ss1: I choose No.2. T: Ok.So, you can begin your sentence. Ss1: It was sunny.She flew a kite in the park. T: Well done! Who wants to be the second one? Ss2: … Ss3:…. …… Ss11:…
Purpose: In order to motivate Ss’s interest in learning English. Step 4: Sound and Song Time T: Look at the PPT and tell me how to spell this word. Ss: ear. T: Next one? Ss: hear. …. T: Yeah, very good.Now, let’s have a relax and listen to a song and sing after the radio together. (The teacher plays the song of “Rain, rain go away”.) Purpose: In order to increase the Ss’ interest by listening to English song. Step 6: Summary 1.Check the homework; 2.Review the important phrases and expreion; 3.Review the usage of past tense; 4.Review the pronunciation of ear; 5.Listen to an English song and have a relax. Homework: 1.Write down the new words for two times and learn them by heart; 2.Do the exercises of Grammar Part in the exercises book. Teaching Reflection: 本节中，主要以复习第二单元的重难点（包括单词、短语、一般过去时的用法）为主。在复习的过程中，由于学生是第二遍学习，可能会产生对已学知识的轻微的厌倦心理，所以这就要求老师在组织复习的过程中，要能最大程度地调动学生的积极性和参与度，而经实践证明，课堂上的趣味游戏能够最大程度，最长时间的调动学生学习的热情；
此外，模块性的做练习题也是巩固知识的有效方法，所
译林版小学英语3A Unit 3 My friends 教案
第（ 1 ）课时 教学目标
1.能熟练地听懂、会读、会说Goodbye.2.能初步听懂并且会读、会说He’s…/She’s…
3.能初步听懂、会读、会说单词friend,并且能明白复数形式是friends 4.培养学生的文明礼仪意识
教学重点 1.能熟练地听懂、会读、会说Goodbye.2.能初步听懂并且会读、会说He’s…/She’s…
3.能听懂、会读、会说单词friend,并且能明白复数形式是friends 4.培养学生的文明礼仪意识
教学难点 1.能初步听懂并且会读、会说He’s…/She’s… 2.能听懂、会读、会说单词friend,并且能明白复数形式是friends 教学疑点 在本课就进行复数的入门讲解，新生不知道能不能接受？本课的重点句型也比前两个单元多，如何才能让学生清楚地明白he和she的区别？ 教学准备 挂图，卡片，ppt 教学过程 三备 Step 1 Greeting 在上课前可以听The alphabet song和Goodbye 让学生的耳朵先熟悉这些重点知识，有的学生听了几遍就会哼调子了。
1.Greeting T:Good morning/afternoon,cla.Ss:Good morning/afternoon,Mi Zhang 2.Sing a song——Good morning/afternoon Step 2 Presentation 1.复习Hello,I’m…Are you…? Yes,I am./No,I’m not.I’m… Goodbye.教师利用多媒体显示书本人物的图片，遮去部分，做对话练习。
Goodbye这个词在上节课我是作为接近于四会的要求来让学生掌握的。所以在这节课的一开始我就以比较密集的口头练习来帮助学生记忆。
a.Mi Li ,师生之间对话
T：Hello,I’m Mi Li.Are you…? S: Yes,I am./No,I’m not.I’m… T:Goodbye, … 教师出示Goodbye.(1)Read with the teacher (2)Read one by one (3)Read together 板书：Goodbye.b.教授He’s…
Mike ，让学生work in pair S1：Hello,I’m Mike.Are you…? S2: Yes,I am./No,I’m not.I’m Mike.T:Goodbye, Mike 教师总结：
T：You are good partners.He’s Mike .He’s my friend.板书He’s…
教师出示He’s…,并教授
(1)Read with the teacher——He’s (2)Read one by one (3)Read together (4)Introduce your clamates to Mi Zhang 教师可以先利用PPT展示书中已经认识的男生，用He’s…来造句，然后让学生再用班级中的学生先举例。
教师先做示范
eg.T：Hello, ….He’s… c.教授She’s…
Yang Ling ，work in pairs S3：Hello,I’m Yang Ling.Are you…? S2: Yes,I am./No,I’m not.I’m Yang Ling.T:Goodbye, Yang Ling 教师总结：
T:She’s Yang Ling.She’s my friend.板书：She’s…
教师出示She’s…,并教授
(1)Read with the teacher——She’s (2)Read one by one (3)Read together (4)Introduce your clamates to Mi Zhang 教师可以先利用PPT展示书中已经认识的人物（Yang Ling，Mi Li等），用She’s…来造句，然后让学生再用班级中的学生先举例。
教师先做示范
eg.T：Hello, ….She’s… d．引入课题My friends T：You are good partners.Mike is my friend.Yang Ling is my friend.They are my friends.板书：Unit 3 My friends 教师出示My friends这个词组，并教授(先单后复) Eg.T：Follow me,please.My/friend/friends.教授friend这个单词时，注意发音/frend/，有的学生受到地方音的影响，/r/和/l/不分，在课上如果纠正了两三遍还是没有用的话，就一定要放在课后辅导环节中。不要在课上打击学生学习的积极性。
(1)Read the phrase one by one (2)Read the phrase group by group (3)Read the title together Step 3 Consolidation 1.出示书本人物图片：Wang Bing ,Mike, Liu Tao，Su Yang, Yang Ling, Mi Li 让学生说说
She’s… She’s my friend.He’s… He’s my friend.2.介绍自己身边同学或者是自己的好朋友 She’s… She’s my friend.He’s… He’s my friend.3.Story time 先看图，让学生猜猜看图上的人物在说什么，然后再听录音。
a.T：Can you gue what they are saying? b.T:Try to follow the tape,please.c.Read it together.4.Summary 本课学了：Goodbye.She’s… She’s my friend.He’s… He’s my friend.学生跟着老师把这个课的重点在读一遍。
在这节课中我增加了下课前把所有重点再复习一次的环节，让学生一目了然：我在这节课上应该学会什么，我还有什么没有学会？也方便学生找出自己的不足之处。
4.Cla is over.T:Goodbye,cla.Ss:Goodbye,Mi Zhang.Step 4 Homework 在一张纸上画上自己的好朋友，让身边的同学猜猜看自己画的是谁。并且用本课学的重点句子练习。
Draw a picture for your friend.And try to introduce your friend to your clamates. 作业：
Draw a picture for your friend.And try to introduce your friend to your clamates.板书设计
Unit 3 My friends Goodbye.She’s… She’s my friend.He’s… He’s my friend.
Unit 6 At a snack bar
一、教学内容
译林版四上Unit 6 At a snack bar (Story time)
二、教学目标
1.能听懂、会说、会读单词snack bar, a cup of coffee, a gla of juice, a gla of milk, a hamburger, noodles, a sandwich.
2.能听懂、会说、会读，会说日常用语What would you like? I’d like… What about you? Anything else?
3.能正确地理解并朗读对话内容，并能初步运用本课所学的词汇和日常用语进行点餐。
4.学会合理安排饮食。
三、教学重点
1.能听懂、会说、会读单词snack bar, a cup of coffee, a gla of juice, a gla of milk, a hamburger, noodles, a sandwich.
2.能听懂、会说、会读，会说日常用语What would you like? I’d like… What about you? Anything else?
3.能正确地理解并朗读对话内容，并能初步运用本课所学的词汇和日常用语进行点餐。
四、教学难点
1.能初步区分a gla of和a cup of 的区别
2.能灵活运用本课所学的词汇和日常用语进行点餐。
五、教学准备
图字卡，实物道具（茶杯和玻璃杯），实物图片，练习纸
六、教学过程
Step 1 Greeting &Warming up
1.Greeting
T: Hello, boys and girls.
S: Hello, Mi Gu.
T: Nice to see you.
S: Nice to see you, too.
2.Sing a song 《What would you like?》
T: Well done! You sing beautifully! I have some questions for you.
Q1: What food can you hear in the song? 出示单词food
S: Dumplings, noodles, rice, hamburgers, hot dogs, French Fries, bread, pies.
T: Good! And where can we buy them?
S: At a supermarket/snack bar…
T: Yes, maybe at a snack bar.(出示快餐店, 并通过出示相同发音的单词，教读snack 和bar )
Today we’ll learn Unit 6 At a snack bar揭题
Step 2 Presentation
1、Play a game
T: We can buy many food and drinks at the snack bar.出示单词drinks
Let’s see what they are!
T: When you see the pictures or the words, say the words loudly.But if you see the food presents, say “Yummy, Yummy” loudly.
T: (出示ppt，展示食物和饮料图片单词)
S: a cake/a hot dog/Yummy!/an ice-cream/a pie/Yummy!/noodles/juice/milk/Yummy/a sweet/a hamburger/Yummy/an egg/coffee/Yummy/a sandwich
【设计意图】通过游戏让学生熟悉食物和饮料的名称，并渗透新授单词其中，让学生预热生单词。
2、Gue and learn the new words (遮图片，剪影，首字母，听声音)
T: Good job! Now, we’ve got some presents.There’re some food and drinks in them.Gue! Look at Picture1.
S: It’s a cup of coffee.(生选择，师点击礼品盒)
T: Great! (板书，贴图，带读 a cup of coffee) 并询问Would you like a cup of coffee?
S: It’s a gla of milk.(生选择，师点击礼品盒)
T: Good！ (板书a gla of milk，贴图，带读a gla of milk)
用实物区别a cup of &a gla ofT: How to say this?教授a gla of juice
S: It’s a hamburger!
T: Bingo! Can you spell it? (板书a hamburger，贴图，带读a hamburger并询问would you like a hamburger? What about you?)
S: It’s a sandwich.
T: Well done! (板书a sandwich，贴图，带读a sandwich)
T: How about Picture 3.Listen!（录吃面条声音）
S: (引导)They’re noodles.
T: Clever! (板书noodles，贴图，带读noodles, Tips: 注意可数名词和不可数名词。
举例：a hamburger, some rice, some noodles 询问新句型 What would you like?)
S: I’d like …(出示I’d like…)
【设计意图】通过猜单词，让学生熟悉单词，并在新旧句型使用中进一步掌握词汇和句型。
3.Work in pairs
T: What would you like?(看着黑板进行师生对话练习)
S: I’d like …
T: What about you ?
S:…
T: Anything else?
S: …
T: Now, we have some food and drinks here, talk about them in pairs.
S: …(生展示)
【设计意图】通过对话练习，巩固词汇和句型。
Step 3 Story time
1.Watch and answer.
T: You did a good job! And our friends are at the snack bar, too.Who are they?
Let’s watch and answer!
S: Helen, Mike and Mr Green.
T: Yes! And we can also see a waitre here.
2.Listen and tick.
T: Look, there are many food and drinks here.They are…
What would they like? Let’s listen and tick.
T: What would Mike like? （引导）He would like …
What would Helen like?She would like…(听力验证)
What would Dad like?He would like…
3.Listen and read
T: Read the three sentences: I’d like a hamburger and a gla of milk.
I’d like a sandwich and a cup of coffee.
A hamburger,noodles and a gla of milk, please.
Tips:几个相同种类的词语并列出现时，除最后一项外，其余都读成升调。
4.Read the text
跟读（注意模仿语音语调）——分角色朗读
T: OK.Now we have read the story together.Now open your books, turn to Page 38, and read the story in roles, four students a group.
【设计意图】通过不同形式的朗读，让学生熟练掌握课文，为下一步表演奠定基础。
5.Try to fill
Mike, Helen and their father_____ at the snack bar.They would ______ some food and
drinks.Mike would like a gla of _______ and a _________.Helen would like some______.Mr Brown would like a _______ and a cup of ________.
核对答案，齐说
Step 4 Show time
1.Go to the snack bar.
a.T: You did a good job.Now, let’s go to the snack bar, OK? Look! Here is the menu.
If you are a waitre or a waiter, how can you say? (带着学生看黑板复习问句)
Some of you can answer like this: I’d like… A/Some…, please.
b.T: Who wants to work with me? (教师示范)
c.Work in 3
d.Show it.请小组上台表演，带上角色帽子
2.Advice
T: Look at these food and drinks.Milk is healthy, but hamburger is a kind of junk food.How about eggs…?(将食物分类)
Attention here: We should “Eat well, eat healthy.”合理饮食，健康饮食！
Step5: Homework
1.Read and imitate the story.听录音，朗读并模仿对话。
2.Invite your friends to enjoy the food at the weekends.Try to use the sentences we learnt today.周末邀请你的小伙伴一起分享食物，试着用今天所学的句型交流哦。
3.Write down the food you can name, try to divide them in different ways.写下你学过的食物类单词，试试用不同的方法来给它们的分类吧。
板书设计：
Unit 6 At the snack bar
—What would you like?
— I’d like…
Food: a hamburgera sandwicha hot dog(图片) some noodlesa piean ice cream Drinks: a cup of coffee (图片) a gla of milka gla of juice—What about you?/ Anything else? — A/ Some…, please.
— Here you are.
— Thank you.
WORD格式--可编辑
牛津高中英语模块一（第
1 讲）
【教学内容与教学要求】
一、
教学内容：
Unit 1 （上） 牛津高中英语模块一
二、教学要求：
1．掌握和校园生活有关的常用单词、词组与句型。
2．学会描述校园生活和学校设施。
High school is a time of discovery, learning and hard work! 高中是探索、学习和辛勤劳动的时期
Huge campus and low-rise building 学校面积大，没有高层建筑。
Twelve laboratories are available for different experiments.12 个实验室可供不同试验使用。
Each room comes with its own bothroom and Internet acce.
每个房间都有自己的卫生间和英
特网接口。
3．学习阅读技巧：
skimming&scanning 。
4．语法：定语从句（一）
【知识重点与学习难点】
一、acce
重要单词：
achieve
attend
aembly article available average canteen heading
club locker challenging context donate display experience
extra graduate gym
low-rise literature poster relax 二、重点词组：
cla teacher 班主任 at ease with 和 ⋯ .相处不拘束
sound like 听起来象 for free
key words 关键词
school hours 学校作息时间 免费 get a general idea 了 word by word 逐字逐句 earn respect from 赢得 ⋯ 的尊敬 解大意 地
as well as 除 ⋯ .以外 , 也 find one ’s way around 认识路
develop an interest in 培养对 ⋯ .的兴趣 surf
the Internet 网上冲浪
【难点讲解】
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1.What is your dream school life like?
你理想中的学校生活是什么样子 ?
这里 dream 表示心目中最理想的 .如 dream team (梦之队 )。
2.Going to a British high school for one year was a very enjoyable and exciting experience for me.去一所英国中学读书一年对我来说是一次令人愉快和兴奋的经历。
Going 在本句里作动名词， 它和后面的 to a British high school for one year 构成动名词短语作句子的主语。
Go to a British high school 本来是个动词词组， 在 go 后面加上 ing 后，它就具备名词的特性可以在句子中充当主语、宾语或表语。
动词的现在分词和过去分词都可以作定语，
但所表达的意思不同 , 现在分词作定语常表
过去分词则有被动或完成的 示“令人 ⋯ ”、“正在 ⋯.” ;例如 exciting news, sleeping dog;
意思 ,常表示“感到
⋯ .的”、“被 ⋯.的” ,例如：
an excited crowd of people, broken heart.
3.I was very happy with the school hours in Britain
because school starts around 9 a.m.and
ends about 3.30 p.m.
我对英国学校的作息时间很满意因为学校大约上午
9 点开始上课，下午 3 点半左右放学。
Be happy with=be pleased with,
around=about 。
4.This means I could get up an hour later than usual as schools in China begin before 8 a.m.这意味着我可以晚一小时起床，因为在中国学校8 点钟上课。
as adv.同样地 , 被看作 , 象
prep.当做
conj.与 ...一样 , 当 ...之时 , 象 , 因为
本单元多次出现 as, 用法各不相同 ,应注意比较。
另外 as 还可以构成一些常用词组：
as if 就好像 , as far as就 ⋯ .而言 , so as to 以便于 , as for 至于 , such as 例如，等等。
mean: 意味着 , 后面通常加名词或宾语从句。例如：
The attack of Pear Harbor meant a declaration of war with the United States.The raise of salary means that I can send my daughter to a better school.
5.He also told us that the best way to earn respect from the school was to work hard and achieve high grades.他还告诉我们赢得学校尊敬的最好方法是努力学习并取得好成绩。
The best way to do sth is to ⋯ ..结构用来表达做某事的最好方法是 ⋯ .., 例如 :
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The best way to learn English is to use it as often as poible.
6.I found the homework was not as heavy as what I used to get in my old school, but it was a bit challenging for me at first because all the homework was in English.
我发现这儿的家庭作业没有我原来学校的多，但一开始对我有些挑战性，因为所有作业 都是英语的。
As⋯ ..as, 中间加形容词或副词 ,一般要连接两个相同的句子成分 , 请比较下面两句话 : You hate him as much as I (=You hate him as much as I hate him).
You hate him as much as me(=You hate him as much as you hate me).
Used to 过去常常 , 隐含的意思是现在的情况已经不同。例如
:
She used to study very hard.( She does not study so hard any more).Used to 的否定形式是
usedn’tto/ didn ’tuse to
注意：
be used to sth/doing 表示习惯于 ⋯ .
7.Cooking was really fun as I learnt how to buy, prepare and cook food.
当我学着怎样买菜、洗菜、烧饭时，烹饪真的是一件有趣的事。
fun 是名词 ,有趣的事情 , 副词 really 并非修饰它 ,而是修饰前面的
be 动词 was
试比较 : He is really a funny
guy.和 He is a really funny guy.这两句意思虽然相同 , 但
really 修饰的对象不同 ,因此说话的侧重点也不同。
8.I do like eating deerts after meals as you mentioned in your article.
9.Upon finishing his studies, he started travelling in China.
完成学业之后，他开始在中国旅行。
10.Former student return from China
一位校友重中国归来
就像你在文章中提到的那样，我的确喜欢在饭后吃甜食。
Do、did 在陈述句中，用在动词前表示强调，可译作的确、确实。
介词 upon/ on 加 doing 相当于带 as soon as 的时间状语从句。
Upon finishing his study ＝ As soon as he finished his study former, past, old 虽然都和过去有关，但
侧重点不同。
former ：“过去曾经是 ...的、前
任⋯ .”, past: “过去的 ”old“老的、从前的”。例如 : former president 前总统， past experience
以往的经验， my old school 我的母校。
11.earn, achieve 和 gain
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这三个单词的基本意思都是
“ get”但含义不尽相同 , earn ：get as the reward of work（挣，
得到 ⋯ 作为工作的回报） , achieve ：
get what you want by effort( 成就 ,通过努力达到某个
目标 ), gain 和“get”的用法最接近， 它对得到的方法和内容都没有具体要求。
常见搭配 :
earn money/ a living/ one ’s respect/ one’s bread, achieve a gaol/ succe/ purpose/ high grade,
gain experience/ weight/ an advantage over/ time/ the upper hand(
占上风 )/ ground( 取得进
步).
【语法】
定语从句 (1)
用来说明主句中某一名词或代词
（有时也可说明整个主句或主句中一部分）
而起定语作用的
句子叫作定语从句。
定语从句的作用和作定语的形容词、介词词组、分词词组相似，有时可
以相互转换，例如：金发女孩可译作
a blonde girl ， a girl with blonde hair 或 a girl who has
blonde hair 。定语从句通常由关系代词
that/ which/ who/ whom/ which/ as 或关系副词 when/
, 又充当从句中的某个句子成 where/ why 引导，这些词既指代主句中要说明的名词或代词
分。请看例句：
1.Tom is the only person who can keep a cool head in time of crisis.(who
指代主句中的先行词
person,在从句中作主
语 )
2.Tom is the only friend whom( 或 who) I can rely on.( 指代 friend ，在从句中作宾
语 , 所以常用
代词 who 的宾格形式 ).
3.China is no longer the weak nation that she used to be.( 关系代词 that 指代 weak nation，在从
句中作表语 )
4.The school whose floor space is very limited can ’ttake in one more student.( 关系代词 whose 指代 the school’ s ，从句中作 floor space 的定语 )
5.I like to go to the gym where I can have a work-out after sittiong for a day.( 关系副词 where 指代主句中的地点状语 gym 在从句中作状语 )
【阅读技巧】
Skimming & Scanning
Skimming 略读， skim 原意是轻轻掠过表面，
作为阅读技巧是指通过浏览文章标题， 主题句，
插图和图表等方法了解文章的大意。
Skan, 本意是扫描，这里指用眼光快速扫视书报等材
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料寻找我们想要的信息。他们的区别在于
Skimming 是为了了解文章的大意
,而 Scanning 是
为了寻找某些具体信息。
Skimming & Scanning 都是快速阅读的重要策略，也是信息时代我
们必备的技能。尤其是在阅读英语时，注重练习
Skimming & Scanning 可以帮助克服逐字逐
句的阅读习惯（如
finger-point reading, lip reading ），提高阅读速度。
【补充阅读】
阅读这篇文章 ,根据中文提示和上下文写出所缺的单词
:
My School Day
I leave home at 6:45 and walk 20 minutes to ______(
赶 ) a bus to
school.The bus is a special one just for kids going to my school.The _______( 路程 ) on the bus takes an hour because it has to keep stopping to pick up other students along the way.
When I arrive at school, I______( 领取 ) my Tablet PC from the
Flexi (Flexiable Learning Centre).Then I go to my Tutor Room for Registration at 8:30.We listen to announcements to see what special things are happening at school today or this week.
At about 8:50 we leave Tutor Room to go to our First Period.Every day I have a different Leon the first period.Normally it is Humanities but I also have Maths, Drama and Music, and French on the other days.Each period lasts an hour.
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All my leons are in different rooms and places around the school.Each Room either has a three_____(
位) number or a name.The
numbers are very hard to remember!.I have different teachers for each leon.I have a _______(
存物柜 ) where I can store some
of my stuff but otherwise I have to carry it all around with my in my bags.
Swipe Cards
Every Student carries a swipe card.We swipe into every leon to let the school know that we have _____(
参加 ) that certain leon
and to know where we are in case of emergencies.
On the Swipe Card there are two stripes, a black and a brown.The brown is to swipe into leons and the black is to get into the toilets and buildings.
We can put money on our Swipe cards instead of carrying cash around.When we want to pay for snacks at the Tuck Shop or canteen we just hand over our cards and they deduct the money.
Subjects
Maths, Drama
English Music
Science Art
ICT
PE
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Humanities (History, Geography, and
French or Spanish
Religion)
Time Table
9:00 1st Period
10:00 2nd Period
11:002:10 Lunch
I bring a packed lunch to school but occasionally I have school dinners in the School______(
食堂 ).
2:10 5th Period
3:10 End of School
Sometimes I stay after school for clubs.
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Canteen
The Canteen is open at Lunch Time and Break Time.Most hot food
is served only at lunch time.Chips are only_______( Mondays and Fridays.
买的到 ) on
【同步练习】
一、用适当的关系代词或关系副词填空：
1． I still remember the time _______ I first became a high school student.
2.There are many places in London _______ you can buy a cup of coffee.
3.That is the reason _____ he is so keen on school activities.4.China is a country_______ history can be dated back to 3000 BC.5.He is driving a car ______ can travel at 150 mile per hour.6.He has to fly to all the major cities of the world ______ his company has set up offices.7.The lady _____ we met in the bar is eyeing us from the corner .8.We are facing the same problem ____ we did years ago.二、将下列每组句子合成一个带定语从句的复合句：
1.The anti-Japanese aggreion war broke out on July the 7 th.It lasted for eight years.
2.On his website we saw some photos.Mr.Lee took these photos in Europe.
3.On the way to school I saw some trees.Their leaves were eaten up by insects.4.Shelley likes to spend her leisure time in the students ’union.She can meet many international students there.
5.Jane’s father wants her to be a singer.He himself has always wanted to be a singer himself.
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参考答案
一、
1.when 2.where/in which 3.why
4.whose 5.which/that 6.where 7.whom/who 8.as
二、
1.The anti-Japanese aggreion war which lasted for eight years broke out on July the 7 th.
2.On his website we saw some photos which Mr.Lee took in Europe.
3.On the way to school, I saw some trees whose leaves were eaten up by insects.4.shelley likes to spend her leisure time in the students’union where she can meet many internatioal students.
5.Jane’s father wants her to be the singer that he himself has always wanted to be.
阅读填空：
catch, journey, collect, digit, locker, attended, canteen, available
牛津高中英语模块一（第二讲）
主讲教师：邵磊
主审 孙德霖
【教学内容与教学要求】
一、教学内容：
牛津高中英语模块一
Unit 1 （下）
二、教学要求：
1．掌握和学校活动有关的常用单词、词组与句型。
2．学会用英语写通知和海报。
3．语法：定语从句（二）
【知识重点与学习难点】
一、重要单词：
contest, replace, poeion, complete, include, programme, present(v), event, item, venue, timetable, compare, iue, order, dynasty, profeor, unneceary, attractive, underline, approve, , generation, require, scary, design, draft, wording, previous, finalize, poem, poet, confident, run(manage,operate), host, hoste, advertise,vote.二、重点词组：
refer to 指 , function as 当作 ⋯使用 , 具有 ⋯ .的功能
, leave out 省略
, relate to 和 ⋯相关 ,
pay attention to 注意 , in short form 用宿略的形式 , take place 发生 , make decision 作决定 , make
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comparison 作比较 , take turns 轮流 , follow the outline 按照纲要 , be responsible for 对 ⋯ 负责 , consist of 包含 ,由 ⋯ 构成 , come up with 想出 , base on 根据 , have it approved by ⋯ 征得 ⋯ ..的同 意 , inform sb of sth 告知 , sign up 签名参加 .
【难点讲解】
1.I have to do my home work in a place that has desks and chairs.我必须在一个有课桌椅的地方做家庭作业。
I don ’twant to study in a room where desks and chairs are too small.我不想在桌椅太小的房间里学习。
第一句里定语从句
that has desks and chairs 的关系代词 that 指代主句中的名词
where desks and chairs are too small 的关系副词
room，作
从句的主语；
第二句里定语从句
where 指
代主句中的 in a room, 在从句中是地点状语。试比较：
(which) has white sand and palm trees.2） This is the beach that
上一句的 beach 是北欧人度假的地方，在这个地方是地点状语，所以用关系副词代 ; 下一句中有白沙和棕榈树的是 beach，它是从句的主语， 所有以用关系代词
1） This is the beach where(on which) many North Europeans spend their summer holidays.
where 指
that 来指代。
2.Besides, I might be reading the books in your father ’s bookcases instead.除此之外，我也许会只顾看你爸爸书橱里的书，而不是去做作业。
She will be reading newspapers and magazines instead of doing her homework.她将会忙着看报纸杂志而不是做作业。
“ might be reading ”，“ will be reading ”属于“情态动词＋ be+doing” 的结构，表示对某个时间正在发生的事情的预言、推测或期待。例如：
I shall be lying in bed and watching my fvourite football game by the time he finishes his homework..等他做完家庭作业时，我早就会躺在床上看我喜爱的足球比赛了。
“instead， instead of ”都表示“代替，而不是 ⋯.”“ instead”通常需要承接上文才能表达完整的意思， “instead of ”则可以在一句话中表达做了和没做的事情。例如：
é 1） We didn ’tgo home after school.We went to a net caf instead.
é
→ Instead of going home after school, we went to a net caf .
2) Students in UK don ’thave lots of home work..They have many school activities.→ Students in UK have many school activities instead of homework.3.A programme is a plan of activities to be done or things to be achieved.规划是指要进行的活动或要完成任务的计划。
划线部分是不定式的被动语态作定语，表示要做的事情。
4.The more choices you have, the better your final decisions will be.相当于：
If you have more choice (条件状语从句为一般现在时 ), you will make better decision（主句用将来时） .你的选择越多， 最后的决定就越好。
“ The+ 比较级（ adj/adv ）或含比较级的词组， the+另一个比较级（ adj/adv）或含比较级的词组” , 表示“越 ⋯⋯ 就越 ⋯ ..”。
5.Your teacher has received an e-mail from a friend asking her about a history book from your school library.
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你的老师收到一位朋友的电子邮件，询问你们学校图书馆里的一本历史书。
划线部分是现在分词短语作定语，补充说明宾语
e-mail 的内容。
6.ISBN ( International Standard Book Number) 国际标准图书编号
ISSN （International Standard Serial Number ）国际标准期刊编号
7． make 常见的动宾搭配 : make tea/coffee 沏茶、冲咖啡 , make friends 交朋友 , make mistakes 犯错误 , make trouble 惹麻烦 , make a suggestion 提建议 , make a fire 生火 , make
faces 做鬼脸 , make a decision 做决定 , make comparasions 作比较 , make a living 谋生 , make money 挣钱 , make a request提要求 , make an application 申请。
【写作】通知和海报
通知 是上级对下级、组织对成员或平行单位之间部署工作、传达事情或召开会议等所使用
的应用文。以布告形式贴出，把事情通知有关人员，如学生、观众等，通常不用称呼；
通知要求言简意赅、措辞得当、时间及时。
例一：布告形式的通知：通常此类通知上方正中写
Notice 或 NOTICE （通知），发
出通知的的单位的具体名称可放在正文前， 写在左下角处。例如
也可放在正文后， 右下角处， 发出通知的日期
NOTICE
All
mumbers of the students’ union
are
requested
to
meet
in
the
school
conference room on of international Sept.14, 2005
Saturday, Sept18th, at 2:00 p.m.to discu questions
culture exchanges with New Zealand high school band.
海报的形式和媒体没有特殊要求， 它要先用简明、生动的图文吸引过往人群的注意力， 再以简洁扼要的文字、图表介绍你要向公众发布的信息。
文字部分一般包括主题句或主题词和条理清楚、简单明了的内容介绍。下面是一个网上海报，供大家参考：
Make a poster explaining a safety rule.
It should give us a good Stay Alert meage.
If your poster wins you will receive a SASS T-shirt and it will
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appear in the SASS Gallery.
Mail you poster to:
Stay Alert ...Stay Safe P.O.Box 93006, 499 Main St.S.Brampton, Ontario L6Y 1N0
【语法】定语从句 (2)
1．定语从句中关系代词 that、which 用来指代物， who、whom 和 that
用来表示所属关系，关系副词
2．关系代词的用法
用来指代人， whose
when、where 和 why 指代时间、地点和原因。
(1) 如果先行词是词，关系代词一般只用
all, much, anything, something, nothing, everything, little, none that，不用 which 。例如：
等不定代
All that I have is my love for this land.
There isn’ t much that we can do to ease his pain.
(2) 如果先行词被形容词最高级以及 first, last, any, only, few, much, no, some, very 等词修饰，
关系代词常用 that,不用 which 。例如：
The last person that we want to invite to our house is Uncle Sam.
No nation that is capable of such atrocity can be trusted by its neighbours.
(3) 非限制性定语从句中， 不能用关系代词 that,作宾语用的关系代词也不能省略。
例如：
There are about seven million people taking part in the election, most of whom are well educated.
(4) which 还有一种特殊用法，它可以引导从句修饰前面的整个主句，代替主句所表示 的整体概念或部分概念。在这种从句中， which 可以作主语，也可以作宾语或表语，多数情况下意思是与 and this 相似。例如：
She failed in her attempt to catch the prince ’s attention, which was a great disappointment to her mother.
(5) 如果作先行词的集体名词着眼于集体的整体，关系代词用
个成员，则用 who。
which; 若是指集体中的各
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(6) 先行词有两个，一个指人，一个指物，关系代词应该用 The boy and the dog that are in the picture are very lovely.
that。例如：
(7) 如果先行词是 anyone, anybody, everyone, everybody, someone, somebody, 关系代词应该用 who 或 whom ，不用 which 。例如：
Is there anyone here who will go with you?
(8)关系代词 that/which/who/whom 在从句中作宾语时可以省略。例如：
The girl (whom) you just saw is the cheer leader of our football club.Every moment(that) we spent in the UK will be a precious memory for us.As 在定语从句中的用法
一 .引导限制性定语从句和非限制性定语从句
（１） as 多与 such 或 the same 连用，可以代替先行词是人或物的名词。
（２） as 也可单独使用，引导非限制性定语从句，作用相当于
which 。例如：
The elephant’ s nose is like a snake, as anybody can see.
二．关系副词引导的定语从句
1．关系副词也可以引导定语从句
关系副词在从句中分别表示时间．地点或原因。关系副词
语， where 充当地点状语， why 充当原因状语。例如：
We shall always remember the day when Japan surrendered to the ally force.This is one of the few places where you can buy top quality wine.
2.that 有时也可引导定语从句表示时间．地点或原因
That 有时可以代替关系副词 when, where 或者 why 引导定语从句表示时间．地点或原因，
when 在从句中充当时间状
这种定语从句中的 that 也可以省去。例如：
That is the time(that) he arrives.That is the reason (that) he came.
【同步练习】
一、选择适当的关系代词或关系副词填空：
1.His parents wouldn ’t let him A.of whom
B.whom
play with anyone ______ scores was poor.C.of whose D.whose
2.She heard a terrible noise, _______ brought her heart into her mouth.
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A.it B.which
C.this D.that
3.In the dark street , there wasn A.that
B.who
’t a single person _____ she could
C.from whom
son wedding was a lucky
get help.
D.to whom
4.The day _______ he chose for his A.when
5.After living up as a child.A.which
day in the lunar
D.who
calendar.
B.where
in Pairs for fifty
C.that
years he returned to
the small town ____ he grew
B.where
C.that
D.when
6． This monument is all ______ remains of the ancient kingdom.
A.it
B.that
C.when D.which
’ t remember now.
7． He mentioned a book the tile of ______ I can A． who
B ． which
C． this D ． what
8.Recently I bought an ancient Chinese vase , _____ was very reasonable.A.which price C.its price
C.the price of which D.the price of whose
9._____ has already been pointed out , grammar is not a set of dead rules.A.As
B.It
C.That D.Which
10.He lived in London for 3 months , during ____ time he learned some English.A.this
B.which
C.that
D.same
11.On the wall hangs a picture, _____ color is blue.A.whose
B.of which
C.which D.its
12.I still remember the time ______ I first became a college student.
A.what
B.which
C.that
D.when
13.Mr.Ford still talks like the man______ he was ten years ago.A.that
B.where
C.which D.there
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14.The bo ____ department Ms King worked ten years ago looked down upon women.A.in which
B.in that
C.in whose
D.whose
15.I don ’t like _____ you speak to her.A.the way
B.the way in that
C.the way which D.the way of which
16.I had neither a raincoat nor an umbrella ._______ I got wet through .
A.It ’s the reason C.There’s why
B.D.
That ’s why It ’s how
17.He made another wonderful discovery , ____ of great importance to science.A.which I think is
C.which I think it
B.which I think it is D.I think which is
18.There is only one dish on the table_______ I want to eat .A.who
B.that C.what D.whcih
参考答案
一、1-5 DBCCB
6-10 BBCAB 11-15 ADACA 16-18 BAB
牛津高中英语模块一（第
3 讲）
主讲：邵磊
主审 ：孙德霖
【教学内容与教学要求】
一、教学内容：
牛津高中英语模块一 Unit 2 （上） 二、教学要求：
1．学习谈论青少年经常遇到的问题 2．学会戏剧脚本。
3．了解英语口语和书面语的差别。
4．语法：定语从句（三）
。
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【知识重点与学习难点】
一、重要单词：
act(n), scene, curtain, trash, garbage, charge, adult, , behavior, teenager, punish, period, argument, relationship, force, unpleasant, character, explain, slam, vet(veterinarian), style, me, thumb, vs(versus), plus, competition, sink, fault, boring.
二、重点词组：
common to 对 ⋯ 来说很普遍 , turn up 调高声音 , 出现 a waste spare time 空余时间 , force⋯ .to⋯ 强迫（某人）做 一团 , leave sb in charge 委托 ⋯ ..负责 , act like go out 熄灭 , have one’s arm croed双臂交叉抱在胸前 比以前任何时候都 , be angry at 对某事生气 , even
, can’t wait
supposed to 被期望或要求 , 本应该， do with 处置 , 忍受， 需要
of 浪费 ,
no more 不再 ,
, be
to..迫不及待地要
be a me/ in a me乱成
行为举止象 ⋯ , go unpunished 不受惩罚 , , deserve to 值得去做 ,常用否定形式表示
的形式 , than ever before
一样对待
,
if 即使 , treat sb like ⋯ 象 “不配” be hard on 对某人苛刻 , now that 既然 , in the form of 以
argue about 为 ⋯而争吵 , the cause of 起因 , differ in many ways 在许多方面不同 , fit badly 非常不合身。
【难点讲解】
1.Eric runs in after it, followed by a big dog, walking very slowly.埃里克跟着球跑进来，后面跟着一条大狗，狗走得很慢。
这句话里有两个不同层面上的状语：
in”的伴随状语，而现在分词短语“ 的行走方式，是动词“
过去分词短语 “ followed by a big dog
” 是谓语 “ runs
walking very slowly ”描述的是大狗跟随埃里克进来
follow ”的状语。
伴随状语 通常由现在分词短语、过去分词短语或介词短语承当。当伴随动作由主语发出时，用现在分词，当伴随动作由其他人或物发出时用过去分词。例如：
He ran after the thief, shouting angrily.
She sat nervously in the grand sitting room, watched closely by the butler.The soldiers stood silently along the pa, rifles in hand.2.You weren’tsupposed to come home until tomorrow.
你们应该明天才回家的。
be supposed to do sth:被期望或要求去做 , 本应该去做。例如 You are supposed to hand in your articles this Friday.Girls are
supposed to behave more quietly in this country.
在肯定句中 until 必须和持续性动词连用时，在否定句里它主要和短暂性动词连用也可以和
;
持续性动词连用，表示直到某时某个动作才开始。
在句首时，句子要倒装。例如
:
He slept until 8 o ’clock.
He didn ’twake up till e8 o ’clock.
It was not until 8 o ”clock that he woke up.Not until 8 o ’clock did he wake up.I won ’tbe free till Friday.
Until 还可以用在强调句中。
Not until 放
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3.The money with which you were to buy dog food is gone, but Spot looks so hungry.本该用来买狗食的钱不见了，但斑点狗看起来饿得厉害。
“ with which you were to buy dog food 在关系代词之前。例如
:
，例如 ;
” 是定语从句 , 当关系代词是介词宾语时
,介词常放
the village we used to live in → the village in which we used to live 主语＋ be 动词 +不定式表示“按计划将要做”
We are to hold up the enemy while our troups retreat.
The presidential candidate is to make a speech in our town on his way to Washington.
4.We thought you were an adult, a person from whom we could expect good decisions.我们原以为你是个成年人，一个我们可以指望他做出正确决定的人。
划线部分是“
an adult ” 的同位语，
它 和“ an adult”所指相同，句法功能也相同，是
from whom we could 对“ an adult”含义进一步的说明。这个同位于本身又带有定语从句 expect good decisions 。
Expect sth from sb: 期望从某人那里得到或看到某事， from a miser.
5.This is not a family where bad behavior goes unpunished.我们家不是一个放纵不良行为的家庭。
根据上文， this 是指 our family 。动词 go 后面可以跟形容词，表示“变得” ，例如：
go bad（变质） , go dry （变干） , go mad（发疯） , go international （国际化）。Go 和一 些含否定意义的形容词连用，则表示“不受 unnoticed.
His theory has gone unchallenged in the world for half a century.It ’s strange that such a mistake can go unnoticed in the textbook.
例如 : You can never expect generosity
⋯⋯ 的 , 未被 ⋯ 的” ,如 : go unchallenged, go
6.If they knew that Spot was ill and we used the money to take him to the vet
假如他们知道 Spot 得了病 , 而我们用那笔钱带他去看兽医的话 这句话用的是虚拟语气
⋯⋯ ..
⋯
, 省略的部分是 : they would understand why
the money is gone
and the house is a me.当说话人只表示一种假设的情况、一种主观愿望，即认为动词 所表示的动作或状态并非真实时， 使用虚拟语气。
表示和现在事实相反时， 主句用过去 将来时，条件从句用一般过去时。例如 If I were you, I should wait till next week.
I she saw you now, she wouldn ’trecognize you.
7.None of us stopped to think and we should have.我们本应当停下来想想，而我们都没有那么做。
:
Stop to do 表示停下来去做另一件事，
stop doing 则表示停止正在做的事情。
:
should have
也是一种虚拟语气，表示过去本应当做的事情。这里完整的句子应该是
We should have stopped to think, but none of us did.
8.Can you explain to me now why the house was a me and what you did with the cash we left?
你现在能向我解释为什么家里乱成一团，而你又把我们留下的钱拿去干什么了吗 Be (in) a me 表示“乱成一团” ；
do with with 不同， deal with 表示“处理、应付”
表示“处理、处置”常和
?
what 连用，它和
deal
we left 虽然只有两个单词，却是一个定语从
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句，它前面省略了作宾语的关系代词
that 或 which 。
【语法】 定语从句 (3)
一、．“介词＋关系代词”结构
(1) “介词＋关系代词“可以引导限制性定语从句，也可以引导非限制性定语从句。
“介词＋关系代词 “结构中的介词可以是 in, on, about, from, for, with, to at, of, without 等，关系代词只可用 whom 或 which, 不可用 that 。这类结构的定语从句通常可以和带关系副词的定语从句互相转换，例如：
This is a free country where everyone enjoys freedom of speech.This is a free country in which everyone enjoys freedom of speech.
(2) from where 为“介词＋关系副词“结构，但也可以引导定语从句。例如：
We stood at the top of the hill, from where we can see the town..
(3) 像 listen to, look at, depend on, pay attention to, take care of 等固定短语动词，在定语从句中一般不宜将介词与动词分开。例如：
This is the boy whom she has taken care of.
二、关系代词在定语从句中作主语的补语
能在定语从句中作主语的补语的关系代词只有 that, 这时的 that 既能指人也能指物，但往往省略。例如 :
When Laura was born, Bettie decided her daughter would be the singer (that)she always wanted to be.
Mr.Lee still talks like the man that he was ten years ago.
三、关系代词 as 和 which 作主语，都可以代表前面整个句子。但由 以前置。例如：
He saw the girl, as/which he hoped he would.As he hoped he would, he saw the girl.
As 还可用于 the same⋯ ..as, such⋯ ..as, as⋯⋯ as 等结构中。例如：
Such opinions as he holds sound strange to ordinary people.We are facing the same problem as we did years ago.
as 引导的定语从句可
【英语俗语】
英语俗语 , 也和其他语言一样
, 有许多都是由身体各个部份的名称组成的。例如：
To follow
your nose 是指 \" 一直走 \" 。另外还有：
To play by ear ，意思是看着办。其他还有用
foot 这些字组成的习惯用语。
hand 和
这里我们要向大家介绍由腿，也就是 leg 这个字组成的习惯用语：
To pull one"s leg
。
To pull one"s leg 初看起来好像和中文里的 \" 拉后腿 \" 的意思差不多。
但是，千万不要被表面现象所迷惑。
To pull one"s leg
的真正意思是逗别人，开别人玩笑
的意思。有时候，有的朋友故意讲一些话来骗我们，后来才发现他是在开玩笑。
例如，一个大学生上了同学的当，事后他说：
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例句 -3: \"My roommate said this girl had told him she wouldn"t mind going out with
me.But when I invited her to a movie, I learned he was just pulling my leg.\"
这个大学生说：
\" 我的同房间同学说，那个女孩愿意和我一起出去玩。可是，当我请她去看
电影的时候，我才发现我那同学是逗我，开我的玩笑。
\"
要是这个大学生聪明一点的话
, 他当时就可以对他的同学说：
例句 -4: \"Hey, stop pulling my leg, will you! I don"t believe that girl really said
she likes me and would like me to take her out.\"
这句话的意思是：
\" 喂，你别逗我行不行！我才不信那个女孩真的说了她喜欢我，还要我邀
她出去玩。
\"
和 leg 这个字有关的俗语里还有一个很有趣的说法 break a leg 难道是断了一条腿？或是倒霉？不是， Have green fingers 很会种花种菜
Green thumb 就是指那些很会种花种菜的人 All thumbs 手脚很笨的人
Jump in and get your feet wet 到实践中去学 A kettle call the pot black 五十步笑百步 A wet blanket
扫兴的人或事
,那就是：
Break a leg! 从字面上来看，
break a leg 的确切意思是祝愿别人成功。
Break a leg! 例如，你的朋友明天要去参加高考，你就可以对他说：
【同步练习】
一、根据上下文用适当的词填空：
WORDS AND THEIR STORIESYou can.── She arrived on Monday.── -On Tuesday.
（ 4）警告 Warning.Be careful.Don"t be late.
【语法】定语从句 (复习
)
【同步练习】
一、单项选择
1． The way he did it was different _______ we were used to.
A.in which B.in what C.from what D.from which
2.There were dirty marks on her pants ________ she had wiped her hands.
A.where
B.which
C.when
D.that
3.We had to eat standing up because we hadn’tanything _____ we could sit on.4.Mr.Green still talks like the man ______ he was ten years ago.5._____ can be called a car always rolls on wheels.6.This is a book _______ is red.
A.of which cover
B.the cover of that
C.which cover
D.whose cover
7.They didn ’tcall the police till 2 hours later, ____allowed the thief enough time to escape.8.We visited a temple yesterday, in front of_______ a small river.9.What ________ you want her to do?
A.is B.is it C.that D.is it that
10.It was two years ago ______ China was hit by SARS.
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A.that B.when C.in which D.then
11.It was wise of you to ______ his advice.
A.have B.receive C.approve D.take
12.We take great ______ in the achievement of our nation.
A.prize B.proud
C.pride D.value
13.Your support will make a ______ !
A.change B.mark C.choice D.difference.
14.Attributive Clause has already been ______ with in the previous unit.
A.dealt B.deal C.did D.done
15.You can go out to play,_______ that you finish your work first.
A.now B.in C.in order D.provided
二、用下列单词的适当形式填空：
insist, , suggest, , forbid, frustrated, expre, exact, emotional,
merely, regular, solve
1． Learning to drive can be a very _________experience for the residents of crowded cities.2． Growing up means one has to become both financially and _________ independent.3． Some common feelings of teenagers are very well_________ in this pop song.
4． Thank you very much for the good __________ on the running of this club.
5． This is _________ what I ’m looking for.
6． Smoking is ____________ in this building.
7． We offer technical __________ in the field of e-commerce.
8． We will stay with the programme for one more week if you_______.
9． It ’s a _________ five minutes ’walk from my home to the school.
10.The patient has to rely on medicine to _______ his heart beat.
三、完形填空
Yard sales do not have to be huge.One family, or even one person, can hold a yard sale.People simply collect some things they no 1 want and put them in the yard outside their home.They
might also place handmade signs on nearby streets to direct people to the sale.And, as simple as that, they have a yard sale -- or a garage sale or a moving sale.
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2
people call it, the activity is the same.Such sales are 3
on the idea that an object that is
usele, broken or ugly to one person can be a bargain to 4
.
Some people go to yard sales to find a special thing that they collect.They might look for things 5 stamps, dolls, old money, bottles, baseball cards, toys or advertising signs.Yard sales can also provide people 6 a new computer or sound system ...new to them, at least.
Or there might be some exercise 7 that looks new because no one ever really used it.People
never know what they might find.They might even find a snake skin -- the perfect gift for a science teacher.
People who go to yard sales often are not looking for anything
8 .They are 9 looking for
something that appeals to them.Or they might enjoy negotiating( 商谈 ) 10 prices.Later, if neceary, they can hold their own yard sale to sell all the things they have bought.
1.A.more 2.A.However 3.A.based 4.A.other 5.A.as 6.A.with
B.wonder B.Whatever B.working B.the other B.like B.for
C.le
C.Whoever C.discued C.another C.for example C.by
C.equipment C.strange C.hardly C.with
D.longer D.Whenever D.held D.others D.with D.from
D.equipments D.special D.nearly D.low 7.A.machines B.facilities 8.A.cheap 9.A.simply 10.A.for
B.valuable B.especially B.over
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WORD格式--可编辑
【参考答案】
一、DADBC, DBCDA, DCDAD
二、1.frustrating
2.emotionally
3.expreed 4.suggestions 5.exactly 8.insist
9.mere
10.regulate 6.forbidden
7.solution
三、DBACB, ACDAB
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