unit 10教学设计

unit 10教学设计（通用9篇）

unit 10教学设计 篇1

Unit10 《Body》

教学目标： 知识与能力目标：

1、能听说认读hair、ears、legs、feet、nose、toes、arms、face、mouth、teeth.等单词。、初步感知Shake your hair/Touch your ears/Open your mouth等句子，学生能听懂并理解其意思。

3、能听懂会说，并且有节奏配上动作的唱出本节课的song。过程与方法目标：

让学生在活动中整体提高认知水平，在实践中充分发挥他们的各项智能特征，在完成任务的过程中，不断感受成功的乐趣和喜悦。促进学生积极、主动的参与英语学习的过程，培养学生运用语言的创造能力，为英语交际打下良好基础。情感与态度目标：

培养学生注意观察、认真模仿的良好习惯和主动竞争的意识；激发学生学习应用的兴趣，使学生树立学习英语的自信心，并培养学生形成自主、认真的学习态度。

教材分析：《Body》一课主要是围绕身体类单词发出动作指令这一功能项目展开。本课的核心是让学生掌握这些单词，并在真实的情景中恰当的进行口语交际。教学方法：整堂课通过创设情景，让学生在具体的情景中学习新单词、新句型，然后再运用于语言交流中，使整个教学源于生活又用于生活，创设真实而生动的生活场景，使学生学得有趣、学得有用，从而体验成功的快乐。具体运用了以下几种方法：情景教学、TPR全身反应法、交际法、听说法、游戏法、多媒体教学法、任务型教学。

教学重难点

重点：

1、正确认读英语单词hair、ears、legs、feet、nose、toes、arms、face、mouth、teeth.2、句型Shake your hair /Touch your ears /Open your mouth 的学习与运用。

难点：能看书上的图片，熟练的唱出song。教学准备：CAI（身体各部分图片）录音机、磁带。教学设计：

一、Warming—up

1、Greetings and free talk:

T: Good morning ,boys and girls.Ss: Good morning ,Miss Han.T：Nice to meet you.Ss: Nice to meet you,too.T: What day is it today?

S: It’s Thursday.T: What’s the weather like today ?

S: It’s sunny.T: How are you feeling today?

Ss: I’m happy.T: I’m happy ,too.If you’re happy , please clap your hands and stamp your feet.OK? Let’s sing a song.2、Play the CAI and sing a song: 《 If you’re happy》.T: You did a good job!Sit down ,please.二、Presentation

1、lead in

T:(point my body and say)Look, this is my body.This class, let’s learn Unit 10 Body.(write the topic on the blackboard.)And now,show me your body.2.Teach and learn the new words of body.T: Please look at the screen.(Show a picture of Li Yuchun,)Who’s she? This is(they’re)her body/ head / hair / arm(s)/ leg(s)/foot/ feet/toe(s).3.Drills: Play a game and do the actions.T: My kids, watch me.This’is my hair.Shake my hair.Follow me, Shake your hair.Shake, shake, shake your hair.Teach the others phrases in the same way.4.Make a chant and do the actions.三、Practice

1、Listen to the tape once or twice and repeat.2、Listen again and do the actions with the books closed.(Ss do the actions after the teacher: Touch

your

ears/nose/mouth/

…

Shake your hair , Open your mouth)

3、Sing the song and do the actions.四、Production

1、A game： Draw a boy and a girl(not finished),ask: What’s missing?

Ask some pupils say the words and come to the front of the blackboard and draw it.If the girls finished first, the girls win.2.Colour the frames of the pictures.3.complete the exercise on page 92 in the books.五、Homework A:Talk about the body at home.B:Copy the new words of the body C：Talk about “ Touch your ears/nose/mouth/…Shake your hair，Open your mouth

六、板书设计：

Body

Face eye ear leg.”

小丑 feettoes nose

mouth

unit 10教学设计 篇2

因此, 笔者将以人教版八年级上册UNIT 10 I’mgoing to be a basketball player为例, 浅谈初中英语口语教学中的方法。

一、情景引入

口语表达的缺失, 一个很重要的原因就是缺少“说”英语的环境和情景。因此, 英语教师首先应该在上课前营造一个良好的口语表达氛围, 为学生们提供表达英语的机会。在Unit 10的课堂教学中, 教师可以先给同学们放一首歌或一个视频, 其中涉及很多职业。在听完第一遍之后, 教师让学生说出这些职业的英文单词, 把学生所说的单词写在黑板上, 并鼓励学生用简单的英文介绍这种职业。在学生完成表达之后, 教师可以把表达中的一些重要内容写在黑板上, 并用正确的语言表达方式进行教学。

教师也可以通过PPT展示一些比较常见的职业的图片和英语单词, 比如artist, doctor, nurse, teacher等等, 并向同学们提问“Do you know thesejobs?”鼓励同学们积极介绍和描述自己所知道的职业, 还可以将同学们所提出的但PPT展示上并没有提到的职业写在黑板上作为补充。在这个过程中, 教师可以通过身体语言、多媒体等多种方式活跃课堂气氛, 让同学们都能张口表达。比如以“basketballplayer”为例, 教师可以向学生提问“Do you knowany basketball player?”学生的回答也应该鼓励多样化, 比如“Yao Ming”“He’s tall and strong”“He plays basketball well”等等, 甚至可以用动作来表现, 教师对学生们“说”出的英语表述都应该给予肯定。

二、模拟对话

在情景引入之后, 就可以进入课本教学。教师应尽可能地把书本内容通过多媒体的方式展现出来。教师可以把书本上的四句简单对话放到PPT上, 然后放录音给学生们听。之后, 可以先请学生们翻译句子, 并试着朗读。在一位学生发言时, 教师应该让在座学生仔细聆听有没有不合适的地方, 并鼓励其他同学站起来表达自己的观点。

学生们的发言结束以后, 教师应带领大家朗读这四句话。在学生们基本掌握了以后, 可以以两人为一组进行对话, 教师对学生的不足之处进行矫正。在完成了这几组的练习之后, 教师应该进行固定句型的讲解, 列出:

“What are you going to do?”

“I’m going to be…”

“How are you going to be that?”

“I’m going to…”

根据这四个具体句型, 可以进行be going to do的一般将来时的语法介绍, 告诉学生这个句式主要用于将来发生的事情, 表示我将要干什么, 后面可以加上表示未来的时间定语修饰, 并举一些具体的例子, 比如:“I’m going to the zoo tomorrow (我明天要去动物园) ”“I’m going to play basketballnext week (我下周要打篮球) ”等等, 然后可以让学生们参照书本上的对话内容, 进行模拟对话。可以分为两个部分, 比如“What are you going to do…?”“I’mgoing to be…”这两句可以问未来某一天可以干什么, “—What are you going to do tomorrow?—I’m going to play basketball.”也可以问未来想做什么。以这样的形式可以请同桌两个学生先进行对话, 然后教师请一组同学站起来表达, 并及时指出学生们发音不标准或者说错的地方, 而对于那些不敢表达的学生, 教师应当采取鼓励引导的方式, 或者引导他从朗读开始, 再转向自我表达。另一组问答句型也可做同样的教学。

在完成这两个对话以后, 可以鼓励学生用这四个句型进行即时对话, 提高口语表达能力。

三、主题探讨发言

因为这一课的内容是关于自己未来的梦想和想成为怎么样的人, 教师可以从理想的探讨这一角度入手鼓励学生发言。可以采用口头作文的形式, 选择一篇简单的关于理想的小短文, 先让大家学习, 然后教师对小短文的具体内容、生僻的单词以及语法句式等内容进行讲解, 并为整篇小短文整理出一个具体的句型框架, 比如:“Hello everyone, my name is…I’m going to be…when I grow up.I want to be…because…I think if I want to be a…I needto do…”这样一个表达模板。教师通过总结提练出基本的模式, 可以让学生们模仿小短文, 按照固定模式来做口头发言, 鼓励学生们表达出内心的想法。教师在这个过程中, 最好能够鼓励学生面对大家进行发言, 或者与学生面对面, 目视学生, 给予学生真诚的鼓励。如果学生在发言中出现了错误的表达, 在学生完成发言后对他进行纠正, 并帮助学生以对的方式和内容再讲述一遍, 让学生在模仿中不断提高自己的口语表达能力。

面对不敢表达或者羞于表达的学生, 教师可以先引导他讲课本上的内容, 表达一遍再复述一遍, 并在说课本内容的基础上鼓励、引导他表达出自己想要从事什么样的职业, 原因是什么, 觉得自己该怎么做, 学生不能表达出来的地方教师可以通过让学生模仿自己说的内容进行重复, 帮助学生完成口语表达。

教师也可以鼓励学生跳出固定模式的圈子, 以“I’m going to be…”这个话题来表达自己未来想从事的职业或者自己的梦想, 运用学习过的句型或者单词词组进行表达, 在“说”英语的过程中强化语言的运用能力和对句型、语法、单词的掌握。

unit 10教学设计 篇3

(Section A )School: No. 22 Middle SchoolName: Li Zhen

Teaching aims1.Knowledge and capability: speak, swim, dance, sing, draw, join, play chess, play the guitar?

2.Can you … ? Yes, I can.No. I can’t.

3.Process and methods: Guide Ss to talk about their abilities and their willing.

4.Attitude of feeling and sense of value: Get Ss to challenge themselves and work together.

Main PointsNew words and Can you … ? Yes, I can. No. I can’t.

DifficultiesPlay chess,play the guitar. What club do you want to join?

Teaching aimsMulti-media,A tape recorder,some pictures.

Teaching processContentsTeacher’s guideSs’ activities设計意图

RevisionFree talkGuide and help the studentsTalk and listen强化交际能力的培养，帮助学生复习巩固旧知识。

PresentationIntroduce the new words and the new drill.Present the new lesson by language and showing pictures.Look at the pictures and answer questions.通过幻灯呈现新课，直观、形象，尤其是富有幽默感的卡通图片，把学生深深吸引住了，学生积极参与到课堂活动中来。

DrillsCan you…?

Yes, I can. No. I can’t.Direct and help the Ss.1)Read together, then one by one.

2)Ask and answer in pairs.学生在模仿中对任务有了进一步体验。任务的真实性能激发学生的学习兴趣和动力，学生体会到运用英语做事的乐趣，学生边回答，边表演，课堂气氛高涨。

Teaching processContentsTeacher’s guideSs’ activities设计意图

Practice1) Can he…?

Yes, he can.

No, he can’t

2) Can she…?

Yes, she can.

No, she can’t

3) What club do you want to join?

What company do you want to work for?Play the computer and guide the students.

Encourage Ss to say more sentences.1) Askand

answer about the chart.

2) Work in threes.

3) Work in groups then act out the dialogues.目标任务非常明确，所有的教学活动都是围绕这个任务展开。任务的设计也本着循序渐进的原则。最后，进行的招聘活动，激发了学生的兴趣和积极性，增强了 实际运用能力，并培养了学生的协作精神，在协作中完成了创造性的工作，课堂此时的气氛也达到了高潮。

Consolidation

1)A song.

2) Exercises.Play the computer.Sing a song.

Do exercises.歌曲和练习都是对本节课的巩固，这部分的设计也非常巧妙，最后学生愉快而轻松地完成了本节课的任务。

板书Unit 10Can you play the guitar?

Speak drawCan you swim?

Swimjoin Yes, I can. / No. I can’t.

Dance play chessCan he /she dance?

Sing play the guitar Yes, he/she can. No. he/she can’t.

专家点评本课采用了“任务型”的教学方法，教师根据教材设定目标任务，然后通过多媒体等教学手段创设了一系列的情境，吸引学生用英语做事情。倡导、体验、实践、参与、交流和合作的学习方式。

unit 10教学设计 篇4

[教学内容]牛津小学英语3A 第十单元 第2教时

[教学片段]

T（蒙上学生的眼睛，拿出一个桔子让学生摸一摸并尝一尝问）：What’s this? S：It’s an orange.T（又拿来一杯桔子汁让学生品尝）：Is this an orange?

S：No.T（自问自答）：What’s this? It’s juice.It’s made from oranges.S（齐读）： juice.T：What juice?

S：Orange juice.T：Orange juice, apple juice, what else?

S：Watermelon juice, mango juice„

T（拿着玻璃杯）：What’s this? It’s a glass.S（齐读）：Glass.T（拿一杯桔子汁）：A glass of orange juice.S（齐读）：A glass of orange juice.T：What else?

S（举例）：A glass of apple juice.A glass of watermelon juice.„ T：I can make a chant:

Juice, juice,Apple juice,A glass of apple juice.S（边打节奏边说儿歌）

T：Can you make a chant?

S（学生仿例编儿歌）

T（拿出一个瓷杯问）：Is this a glass?

S：No.T：It’s a cup.（拿出多种瓷杯和玻璃杯区别cup和glass）

T：[]、[]、cup,S（齐读）：cup, cup.T：Can you read these words: bus, duck, cut, but.S（思考并读读这些单词）

实物教学a cup of tea, a cup of coffee。

T：I can make a chant:

Thirsty, thirsty, I can drink.Drink, drink, drink a cup of tea.Ｓ（齐读儿歌）

T：Can you make a chant?

S（学生仿例编儿歌）

[教学反思]

1、激趣——“苦学”变“乐学”

小学生学习动机较为单一，学习往往凭借兴趣。学生一旦对英语产生浓厚的兴趣，就乐于接触它，并且兴致勃勃地全身心投入学习中。教者教学中充分挖掘教材中的趣味因素，投其所好，充分把学生所喜爱的儿歌、猜谜等游戏渗入英语教学。学生在尝尝、摸摸中学习了新词juice；在韵律和谐的儿歌中掌握了长词组a glass of„、a cup of„的朗读与运用。整个学习过程轻松而愉快。而且学生通过大声说儿歌，刺激了大脑活动，训练了听力和理解力，使记住的东西不易忘掉。

2、培养创新——“死学”变“活学”

苏霍姆林斯基说：“学生来到学校不仅是为了取得一份知识的行囊，更主要是为了变得更聪明。”教学中，教师要注意多角度、多方法地设计各种提问，发挥学生横向类比，逆向联想等思维，使学生不单单是理解所学，而且能利用现学知识结合自己已学知识去创造，去探索。在本课中，教师在教了a glass of orange juice 后，用一个问题“What else?”激活了学生的思维，引出了学生许多的创造。同样，在学完儿歌后，教者又问学生“Can you make a chant?”学生的思维一下插上了想象的翅膀，个个展开了丰富的想象。一个个欢快的儿歌从他们口中被创造了出来。

3、指导方法——“学会”变“会学”

unit 10教学设计 篇5

unit 5 lesson 10 教学设计

福州市花园小学：卢瑜雯 教学目标：

词汇： library, bank, get to 句型： How can I get to the…?

Go straight.It’s on the right.功能：进一步学习问路与指路的英文表达法。教学准备

1.单词卡片 library , bank , zoo , park , supermarket , school 2.PPT课件和library和bank 的图片 3.VCD 教学步骤：

Step1: Warm up

A: Greeting

B: Sing a song

Step 2: Presentation

A: Review the words:Turn left ,Turn right , Go straight, school , supermarket , park , zoo

B :Teach the new words: bank , library

C: Teach the new sentence: How can I get to the bank/library? Go straight.It’s on the right and practice.D: Make a dialaugue by techer and students

E: Play a game

Step 3: Teach lesson

A: Listen to the radio

B: Listen to the radio again

C: Listen to the radio and read after him

D: Read the text

E: Fill the bank

Step 4: Summary

unit 10教学设计 篇6

1. Use the questions below to get started and try to think of more questions.(Speaking)

get started意为 “开始活动、工作等”。类似的还有：get washed洗脸;get dressed穿衣;get lost迷路。如：

Sarah, hurry up. I’m afraid you wouldn’t have time to _____ before the party. (NMET I)

A. get changed B. get change

C. get changing D. get to change

此题选A。句意为 “你恐怕在晚会开始之前没有时间换衣服了”。

2. We often talk about how important it is to take good care of ourselves and our planet... (Reading)

这里宾语从句是一个感叹句结构，how是感叹副词。如：

You can’t imagine how proud Du Li was when she won the first gold medal in the 2004 Athens Olympic Games.

你难以想象当杜丽赢得雅典奥运会首枚金牌时是多么自豪。

Parents are taught to understand ______ important education is to their children’s future. (广东2004)

A. that B. how C. such D. so

此题选B。宾语从句是一个感叹句结构，原句缺少感叹副词how。

3. When the habitat of a species is changed or destroyed, the animal or plant has to either adapt to the change or find a new home. (Reading)

1)species意为“(动植物)物种;种类”，单复数同形。如：

A species can become endangered for different reasons.

一个物种濒危可能是各种原因引起的。

The Origin of Species was written by Charles Darwin.

《物种起源》是查理达尔文写的。

2)either...or...是并列连词，连接两个并列成分，意为“或者……或者……”。连接并列主语时，谓语要与邻近的主语保持人称和数的一致。如：

Either my father or my brothers are coming. 不是我父亲就是我兄弟要来。

Either say you’re sorry or else get out! 你要么道歉,要么滚开!

3)adapt意为“使适应(to);使适合(to);改编(for; from)”。如：

You should adapt yourself to the new environment. 你应该适应新环境。

The movie was adapted from a novel.

这部电影是由小说改编的。

4. Even small things can make a big difference. (Post-reading)

1)even用作副词，意为“甚至;更”，起加强语气的作用。如：

Everyone was on time for the meeting -_____ Chris, who’s usually ten minutes late for everything. (湖南2004)

A. but B. only C. even D. yet

此题选C。这里even表示强调，意为“即使;连……都”。

2)make a/no/much difference意为“有影响/无关紧要/很重要”。如：

Exercise can make a big difference to your state of health.

锻炼对你的身体状况影响很大。

5. Professor Stevenson, who has devoted himself to protecting the milu deer, gave a talk to Chinese college students in Beijing. (Grammar)

devote oneself/one’s life/one’s time to表示“把自己/某人一生/某人的时间投身于”，to 是介词，后接名词、代词或动词-ing形式。devoted to表示“专心致志于, 献身于;热爱，很喜欢”。如：

Although the working mother is very busy, she still ______ a lot of time to her children. (上海)

A. devotes B. spends C. offers D. provides

Reed made up his mind to devote all he had to _____ some schools for poor children. (上海春)

A. set up B. setting up C. have set up D. having set up

Her son, to whom she was so _______, went abroad ten years ago. (上海2001)

A. loved B. cared C. devoted D. affected

这三个题的最佳选项分别为A、B、C。例1和例3侧重于动词词义辨析和该短语的识别;例2侧重于该结构中介词to的判断与运用。he had是定语从句，修饰先行词all, 此处省略了关系代词that。

6. Reduce the amount of rubbish. [Integrating Skills]

reduce常用作及物动词，意为“减少，缩小(尺寸、数量等)，降低(价格、程度等)”。如：

-The cars give off a great deal of waste gas in the streets.

-Yes. But I’m sure something will be done to _____ air pollution. (上海)

A. reduce B. remove C. collect D. warn

此题选A。从上句“汽车排出大量的废气”可知，应用reduce表示“采取措施的目的”是“降低空气污染的程度”。

unit 10教学设计 篇7

【教学目标】

1.让学生会用简单的句子和一般过去式进行自由的信息交流。

2.使学生初步具备通过网络、搜索引擎信息渠道查找所需信息, 了解恐龙的种类、习性, 熟悉恐龙的历史, 引导学生运用重点词汇、短语造句, 掌握基本语法。

3.创设问题情境, 激发学生学习该课文的热情和兴趣, 强化学生自主学习、协作学习的意识。

4.通过学习本课, 使学生更加热爱大自然, 懂得保护珍稀动物, 探究恐龙的出现与消失。

【教学重难点】

1.让学生阅读文章, 熟悉恐龙的历史, 引导学生运用重点词汇、短语造句, 掌握基本语法:一般过去式。

2.分析恐龙的历史, 网上有丰富的关于恐龙方面的资源。通过学生和教师收集材料, 真正了解恐龙的种类、习性和由来。

3.搜寻网站http://www.enchantedlearning/com/subjects/dinosaur/all about, http://www.enddino.net.

【教学准备】

1.搜寻网站:中国恐龙网http://www.dinosaur.net.cn.

中华恐龙园http://www.china-dinosaurpark.com.

http://www.enchantedlearning/com/subjects/dinosaur/all about.

2.图片、课件、报告等。

【教学过程】

1.课前:

(1) 对学生进行必要的计算机操作训练, 学生自己收集资料。

(2) 教师把有关恐龙的材料放在校园网上, 以便于课堂上学生快速地进行浏览有关资料, 提高课堂效率 (校园主页:www.net) 。

2.课堂:

(1) 情景导入

浏览网络课件, 播放Flash动画和优美的音乐等, 用比赛游戏的方式进行复习。

(2) 引导探究

小组合作讨论分析课文, 通过浏览网页:中国恐龙网http://www.dinosaur.net.cn.中华恐龙园http://www.china-dinosaurpark.com http://www.enddino.net.

寻找相关内容。初步形成自己的观点, 并在小组内进行交流讨论, 形成学生之间的交流互动。编辑Word文本或者制作网页幻灯 (PowerPoint) 等电子作品。

(3) 协作学习

教师调用网络课件, 创设情境, 激发学生的学习动机引出课文问题:How many kinds of Dinosaurs do you know?Where and how did they live?分小组讨论、气氛活跃, 在热烈的讨论中, 提高了英语会话能力;对学生学习讨论中出现的问题、疑惑进行必要的讲解, 学习词汇和短语。

(4) 巩固复习, 完成课文整体教学

教学中进行互动学习, 听课文录音, 就课文内容选错对题, 完成网上练习作业。

(5) 总结提升

在学生互相交流的基础上, 帮助学生理清知识, 总结课文内容;再给学生展示恐龙的图片, 促使学生们思考要热爱大自然, 长大了当个科学家研究怎样保护动物, 保持生态平衡。

3.课后:

unit 10教学设计 篇8

1. abrupt a. 突然的，意外的；唐突无礼的

His abrupt reply hurt our feelings. 他粗鲁的回答伤害了我们的感情。

【拓展】

abruptness n. 突然

abruptly adv. 突然地，意外地

The secretary abruptly left the conference room. 书记突然离开会议室。

2. weep （wept， wept） vi. 哭泣， 流泪 n. 一阵哭泣

Allow yourself to weep for things you have lost. 容许你为自己已经失去的事物而哭泣。

She wept the loss of her mother. 她因为失去了妈妈而哭泣。

【拓展】

weep for / over... 为……而哭泣

weep to see... 因为看到……而哭泣

a weeping willow 枝条下垂的垂柳

We had wept for / over the death of our parents. 我们为父母的离世而流泪。

3. cure n. 药，药物；疗法；解决问题的措施，对策；疗程

There is still no known cure for Aids but it can be treated. 艾滋病尚没有确切的治愈方法但可以医治。

【拓展】

v. 治愈，治好；去解决问题

90 per cent of the patients can be cured of the disease. 这种病90%的病人能治好。

I finally managed to cure the rattling noise in my car. 我最终设法解决了汽车发出的吱吱声。

4. contrary adj. 相反的（常作定语）n. 相反（事物）

His mother had given him contrary messages. 他母亲给他的消息正好相反。

【拓展】

by contraries 与预期的相反

on the contrary 与此相反；正相反

Many events in our lives go by contraries. 我们的生活中有不少事与愿违的事情。

You werent boring me. On the contrary， youre interesting me frightfully. 你没有使我厌烦，正相反，你使我很感兴趣。

5. familiar adj. 熟悉的，亲切友好的，亲密的

He is a familiar friend of mine. 他是我的一个密友。

【拓展】

sb. be familiar with sth. 某人对某事熟悉

sth. be familiar to sb. 某事对某人来说是熟悉的

Most Chinese people are familiar with the four great inventions in ancient China. 大多数国人熟悉中国四大发明。

These tales are familiar to Chinese children. 这些传说对于中国小孩而言是听惯了的。

6. burst （burst， burst）

1） n. 爆炸；爆破；爆裂

a burst in a waterpipe 水管的破裂

a burst of anger， enthusiasm， etc 怒火﹑热情等的迸发

a burst of applause 一阵欢呼

2） vi. & vt.（使某物）爆炸；胀破；爆破

If you blow that balloon up any more， it will burst. 那气球再吹就要破了。

【拓展】

burst in （a room， etc.） 突然进入（房间等）

The police burst in （through the door） and arrested the murderer. 警察突然闯进（房门）逮捕了那个凶手。

burst into sth. 突然而猛烈地发出或产生出某事物

The aircraft crashed and burst into flames. 飞机坠毁起火。

burst into tears， song， angry speech 突然哭、唱、吵起来

burst on / upon sb. / sth. 突然而意外地出现在某人（某物）面前

The truth burst upon him. 他突然了解了真相。

burst out

（a） 突然激动地说；叫嚷

“I hate you！” she burst out. “我讨厌你！” 她叫嚷道。

（b） 突然开始（做某事）

burst out crying / laughing / singing 突然哭起来（笑起来/唱起来）

7. bid n. 出价；投标，招标；努力，企图 v. 叫牌

Several companies will bid for the contract. 数家公司要投标争取合约。

【拓展】

in a bid to do sth. 为了做某事

The company cut prices just before the holiday in a bid to support sales. 为了提高销量，这家公司在节假日前就降低了价格。

8. messy adj. 散乱的；污秽的；麻烦的

【拓展】

mess n. 混乱；肮脏

be in a mess 杂乱无章

make a mess of 把……搞得一塌糊涂

The manager left our company in a mess. 经理让公司非常混乱。

You have made a mess of the job. 你把这件事办得一塌糊涂。

9. appetite n. 食欲，胃口；嗜好；强烈欲望

【拓展】

have a good appetite 胃口好

lose ones appetite 没有胃口

have an appetite for 喜爱；渴望

When I was ill I completely lost my appetite. 我生病时完全没有食欲。

My sister has an appetite for American country music. 我妹妹喜欢美国乡村音乐。

10. slide n. 降低，衰退；滑动 v. 降低，衰退；（使）滑动，滑行

【拓展】

slide 过去式 slid； 过去分词 slid

slide into 逐渐陷入（恶习）；衰落成

The children are sliding on the ice. 孩子们在冰上滑行。

Housing prices may begin to slide. 房价可能要开始下跌。

Take heroin for example， users may slide into addiction. 以海洛因为例，吸食者可能会上瘾。

二、重点词组

1. devote himself to

devote （oneself / ones life / time / money / energy） to （doing） sth. 把……献给……；把……用在……

He devoted his whole life to working for the motherland. 他把毕生献给了祖国。

【拓展】

devoted adj.； devotedly adv.； devotion n.

be devoted to （doing） sth. 专心致志于；忠于

She is devoted to her studies. 她专心于她的学习。

His devotion to the cause of education is wellknown. 他对教育事业的献身精神是众所周知的。

2. provide... with...

provide... with... 提供某人某物

We should provide them with additional background. 我们应该给他们提供额外的背景资料。

=We should provide additional background for them.

【拓展】

supply... with...

offer sb. sth.

The Red Cross supplies disaster victims with food and shelter. 红十字会为受灾的人提供食品和住处。

The company offered him a promotion. 公司给他升了职。

3. have access to

have access to 得以接近；得以进入；得以使用

Every student in our school has access to the library. 在我们学校每位学生都可利用图书馆。

4. end in 以……告终

The meeting ended in disorder. 会议在一片混乱中结束。

【拓展】

end up doing sth. 结果……，最终……

end up with sth. 以……告终

We were going to a concert， but end up watching videos at home. 我们原计划去听音乐会，但结果却在家看录像。

She ended up her speech with a short poem. 她朗诵了一首短诗结束了她的演讲。

Unit 4

一、重点词汇

1. involve vt. 包含；（使）参加；牵涉，涉及

What does the job of editing involve？ 编辑工作包含些什么？

Dont involve me in your quarrel. 不要把我卷入你们的争吵。

【拓展】

involve sb. in （doing） sth. 把某人牵涉到某事里

be / get involved with... 和……有牵连；参与……中

Im afraid your sons been involved in an accident. 恐怕你的儿子牵涉进了一起事故中。

More than 30 software firms were involved in the project. 三十多家软件公司参与了这项工程。

He is now involved in stocks. 他现在热衷于股票。

2. offensive adj. 冒犯的，极其讨厌的；攻击性的

offensive behavior 无礼的行为

an offensive smell 令人讨厌的气味

John was charged with possessing an offensive weapon. 约翰因为拥有攻击性武器而被指控。

【拓展】

offend v. 冒犯，使生气；使反感

Lily was offended by such a personal question. 提这样私人的问题让莉莉很生气。

offence n. 得罪，冒犯行为

The problem was how to say “no” to her without causing offence. 问题是怎样对她说“不”而又不得罪她。

3. ripe adj. 适宜的，时机成熟的；（水果或庄稼）成熟的

The strawberries are ripe enough to be picked. 草莓已经熟得可以采收了。

【拓展】

ripen v. （果实、谷物等）熟，使……熟；成熟

Our wheat has ripened. 我们的小麦已经成熟了。

be ripe for sth. 适宜做某事，做某事条件成熟

The former factory area is ripe for development. 这片从前的厂区可以开发了。

The time is ripe for... 做某事的时机成熟了

The time is ripe for a review of progress up to now. 是时候回顾一下到目前为止所取得的进步了。

4. suspect n. 嫌疑犯，可疑对象；suspects for the robbery 抢劫案的嫌疑犯

Two suspects were arrested today in connection with the robbery. 有两名与劫案有关的嫌疑人今天被逮捕。

main / prime / chief suspect 首要嫌疑人

【拓展】

v. 怀疑（某人有罪）；怀疑（某事属实或可能发生，尤指坏事）

suspect sb. of sth.

She suspected him of taking her money. 她怀疑他拿了她的钱。

suspect that

I suspected that there was something wrong with the engine. 我怀疑发动机出了什么故障。

suspect sb. to be...

I suspect him to be the pickpocket. = I suspect （that） he is the pickpocket. 我怀疑他就是那个扒手。

注意：suspect后不跟whether引导的从句；doubt 可以跟whether。

She strongly doubt / suspect he was lying to her.

You can complain， but I doubt whether itll make any difference.

5. negotiate vt. /vi. 商定；谈判，协商

negotiation n. 交涉，协商，谈判

They want to negotiate / enter into negotiations with the Government about compensation. 他们想开始和政府进行有关赔偿的谈判。

【拓展】

negotiate （with sb.） about / on / over / for sth.

We negotiated with the school about tuition increase. 我们与校方协商学费调高问题。

negotiate an agreement / contract 商定一份协议

Union leaders have negotiated an agreement for a shorter working week. 工会领袖已经商定了一份缩短每周工作时间的协议。

6. charge n. 费用；控制、负责；指控；电荷、充电

free of charge 免费

in charge （of sth.） 负责

Gas charges will rise in July. 汽油收费在七月份会上涨。

Guided tours are provided at no charge. 提供免费带导游的旅行。

Your order will be sent free of charge （=at no cost）. 你的订单将被免费送出去。

He asked to speak to the person in charge. 他要求与负责的人说话。

Stern put Tim in charge of （=gave him control of） the research team. Stern让Tim负责研究小组。

Jefferson is facing a charge of armed robbery. 杰斐逊正面临一项武装抢劫的指控。

Leave the battery on charge all night. 让电池充一夜的电。

【拓展】

v. 收费；指控；进攻、袭击；充电

The restaurant charged us ￡40 for the wine. 饭店收了我们40英镑的酒钱。

Gibbons has been charged with murder. Gibbons已经因为谋杀而受到起诉。

Then， with a final effort， our men charged the enemy for the last time. 然后，我们的人用最后的努力向敌人发起了最后一次进攻。

The bear charged towards her at full speed. 熊全速地向她冲去。

The shaver can be charged up and used while traveling. 这种刮胡刀能在旅行的时候充电并使用。

7. suspension n. 暂停，中止；暂时停职（停学）；暂时除名；减震装置；悬浮液，悬胶体

He is set to return to football after a three match suspension. 他在被罚停赛三场之后将回到足球队中。

【拓展】

suspend v. 暂停，中止；暂令停职（停学）；悬，挂吊

suspend sb. from sth. 从……中停职（学）

suspend sth. from sth. 把……悬挂在……上

suspend judgment 暂不作出判断

be suspended in 在……中悬浮

The doctor has been suspended from duty. 那位医生被暂时要求停职。

二、重点词组

1. as well 也、又

相当于too或also，常位于句末。

We are going on a picnic. Why dont you come along as well？ 我们打算去野炊，你为什么不也一起去呢？

2. refer to sb. / sth.

1） 提到

Dont refer to this matter again， please. 请不要再提及这件事了。

2） 与某人/某事物有关

What I have to say refers to all of you. 我要说的事和你们大家都有关。

3） 参考，向……咨询

refer to a dictionary / an expert 查词典/询问专家

I referred to my watch for the exact time. 我看了一下手表好知道准确的时间。

4） refer A to B将A送交B

They are planning to refer the issue to the head office. 他们正计划把这个问题向总部提交。

I was referred to the inquiry office. 人家叫我去问讯处。

3. keep up 继续，坚持；保持，维持

If this rain keeps up， the garden will be ruined. 如果继续下雨，园子就毁了。

【拓展】

keep your courage up！ 不要气馁！不要灰心！

keep up with 跟上；不落后；赶上

Dont run—I cant keep up with you. 不要跑——我跟不上你。

unit 10教学设计 篇9

1. Arrange a discussion for Ss to talk about what their city will look like in the future, whether food aid and money will solve the problem of poverty, and why development may be bad for a country in some ways.

2. Encourage Ss to express their own opinions in the discussion.

Try to develop their speaking ability

Teaching Important Point:

Develop students’ speaking ability.

Teaching Methods:

Discussion and free talk to involve each student in class activities.

Teaching Aids:

1. The multimedia

2. The blackboard

Teaching Procedures:

Step 1 Lead-in by comparing two pictures.

Development and the issue of poverty are the most important problem we are facing when we try to develop society.

Do you the causes of poverty?

Many countries are developing at a very fast rate. Is it always good for the future of a country?

● hunger ● diseases ● natural disasters ●unemployment

● local environment ● wars ● growing population

● wrong policies and strategies

Can you find possible solutions to the problem?

possible solutions:

● donate food and money ● give medical care and training

● improve local environment ● provide educational training

● develop renewable energy ● stop wars

Step 2 discussion

Look at the pictures on Page 1 and discuss them in groups of four.

Picture 1

Do you think food aid is a short-term or a long-term solution to the problem of poverty? Why or why not?

---Food aid is a short-term solution as it gives food immediately to people who are very hungry, but it does not allow them to grow their own food in the future.

Picture 2

1. What is the man doing in the picture?

---He is working hard to building something because he might be poor and need the money.

2. Do you think training people to make a living is a short-term or a long-term solution to the problem of poverty? Why or why not?

---Training people is a long-term solution to the problem of poverty. It allows people to make a living by themselves.

Picture 3

1. What has happened to the village?

--- It has become a city. With the development of society, many villages have changed a lot over the years. Tall building have been built and motorways and bridges have been constructed. The living conditions of local people have been greatly improved. Small villages have been developed into towns or cities.

2. What problems may developing too fast cause?

---Developing too fast might harm the natural environment. For example, many trees have been cut down in order to build factories, roads and bridges. Also, almost everything we do in our modern lives, be it cooking or traveling, requires the use of Earth’s natural resources, which we may run out of one day.

Picture 4

1. What do you think the things are used for?

---I think the machines are used to generate electricity by using wind power.

2. What might happen to the coal, oil and other natural resources in a thousand years?

---The supplies of coal, oil and other natural resources might run out in a thousands years.

3. What is renewable energy? Can you suggest some good examples of energy for the future?

---Renewable energy is energy that comes from a source that will not run out. Solar, wind and hydroelectric or water energy are all sources of renewable energy that could be used in the future.

Discuss the following questions in groups.

1. Is your city developing at a fast rate? What will it look like in twenty years’ time?

2. Do you think that giving food and money to poor people will solve all their problems? Why or why not?

3. Do you think that development may be bad for a country in some ways? Why or why not?

Homework:

1. Read the article in Part A on Page 102 in Workbook.