编写教案时，要注重培养学生的艺术欣赏和审美能力，教案写的优秀，能够培养学生的自主学习能力和创新思维，下面是写作模板网小编为您分享的牛津树教案优质6篇，感谢您的参阅。
牛津树教案篇1
高一英语导学提纲(7)
m3u3 project
课前导学
一:阅读课文(p50)，完成下面的任务
1. 列出 china and rome的异同点
2. 画出china and rome时间发展表
3.概括各段的大意
para.1 main events in rome and china between 753bc and 479 bc.
para.2 similarities between china and rome during the han dynasty.
para.3 both rome and china influenced other areas between 212 bc and 100bc.
para.4 rome and china had a hard time in the following hundred years.
二: 词汇知识
i.词形转换
1.使混乱, 迷惑(vt.) confuse 混乱，混淆(n.) confusion_迷惑的(adj.)confused
令人迷惑的(adj.)confusing
2.战争,打斗(v.) fight 战争,打斗(n.) fighting 战士，打斗者(n.) fighter
3.诗歌(n.) poetry 诗人poet 诗poem
4.相同点(n.) similarity adj. similar adv. similarly
5.重新统一(vt.) reunite n. reunion
6.推翻 overthrow (past form& past participle form) overthrew overthrown
ii.翻译短语：
1.秦朝 the qin dynasty 2.早在公元前 as early as bc
3.在使用中 in use 4.作为回报in return (for)
5.在随后的几百年里 in the following hundred years
6.经历了一番磨难 have a hard time 7.不再存在 no more 8.发生，举行take place
三:重难点句型填写
1. not only was rome a city and a republic, but it was also to become the capital of one of the largest empires in history.
2. the han dynasty was founded_ with chang’an as its capital city.
3. what is interesting is that the other largest city was rome.
4.chinese people _managed to travel further and further along the silk road, introducing silk, china, tea, etc. to other countries.
质疑讨论
请提出预习中存在的问题。
1. __________________________________________________________________________
2. __________________________________________________________________________
3. __________________________________________________________________________
拓展延伸
一：词汇知识
1．he greatly influenced the development of china’s culture and education.
influence n.& vt影响
influence sb. to do sth. 影响或支配某人做某事
have (an) influence on/upon 对 有影响
under the influence of 在 影响下
1) the fact that he is rich and famous has no influence on/upon our decision.（不会影响）
2) i don't influence you. you must decide for yourself.
我不想影响你。你必须自行决定。
2. as early as 200 bc，the silk road, which was the route for trade between the east and the west, was in use.
trade n.贸易,交易[u] 行业the trade
vt.交换[(+for)] vi. 做买卖,进行交易
trade in 做…（某方面的 生意）
trade with 与…做生意；与…交换
trade sth. for sth. 以…交换
1)he trades in silk. 他经营丝绸贸易。
2)she traded three apples for a bunch of bananas. 她用三只苹果换得一串香蕉。
3)japan does lots of trade with the united states. 日本与美国间的贸易频繁。
4)the country earns most of its income from the tourist trade (旅游业).
3. as early as 200 bc. the silk road, which was the route for trade between the east and the west, was in use.
out of use 不再使用的 come into use开始被使用
be of use to (sb.)有用 be of no use ( to sb.) 无用
make use of =_make the most of = make the best of =make good/full use of =take advantage of
1)this technique is still in wide use_. 这一技术仍被广泛使用。
2)these dictionaries are of great use . 这些词典十分有用。
3)this method has come into wide use in this area. 这方法在这一地区已被广泛使用。
4. in return (for sth.) 作为（对…）的交换；作为（对…的）回报；作为回应
in turn(1)依次地，轮流的；(2)转而，反过来
1）he gave her some roses in return for her kindness 他送了她一些玫瑰以答谢她的好意。
2）i asked her opinion, but she just asked me a question in return.
3）the students clean the classroom everyday in turn.
4）theory is based on practice and in turn serves practice.
5. …and by ad 476, the roman empire was no more.
no more不再=not …any more
1）he promised to drink no more.
2）time lost will return no more. =time will not return any more.失去的时间不会再来。
once more/again 又一次，再一次 more or less 或多或少
no more than 仅仅，只有 （强调少） not more than 不比…多(强调客观事实)
6. likewise adv. 1. 同样地,相似的( in the same way; similarly) 2.也,亦,又(also)
1) i told him to watch me and do likewise. 我叫他仔细看着我,并且照样做。
2) i must go to bed now, and you likewise.
二：难句剖析
1. not only was rome a city and a republic, but it was also to become the capital of one of the largest empires in history.
not only放在句首，后接从句时要用倒装结构，
1)not only could he finish the homework on time, but also he helped some others.
2)not only had he read the book,（他不但读过此书）， but he remembered what he had read.
3)_not only were the crops damaged, 不仅庄稼受到损坏），but also many people died.
not only you but also i am angry with what he did.(be)
2.fifteen years later (206 bc) the qin dynasty was overthrown, and the han dynasty was founded with chang’an as its capital city.
此句中的with chang’an as its capital city.是个with的复合结构，
即“with + 宾语+ 宾语补足语”，这一结构的宾语补足语常见的有n./adj./adv./to do /doing/done/prepositional phrase_等。
1) he was lying on the bed with clothes on(和衣)
2) with the boy to lead the way, we will find the house easily tomorrow.(lead)
3) with the boy leading the way, we found the house easily that day.(lead)
4) the earth, with water covering 70 percent of the surface, appeared like “a blue ball”.(cover)
5)-come on, please give me some ideas about the project.
--- sorry. with so much work filling my mind, i almost break down.(fill)
迁移创新
1.let us unite to fight poverty and disease.
2.fascism had lawlessly overthrown the democratic government
3.these goods are in short supply; the price will be high.
4.these events led to the declaration of war and the united states declared war against japan at last.
5.napoleon called himself emperor of the french, which was the highest position in an empire.
6. there are some similarities between the two attacks.
7.you can avoid confusion by speaking clearly.
8.the people's republic of china was founded in 1949.
反馈校正
1．not only __ give people relaxation and pleasure, but _ increase their knowledge of any kind.
a. can travel, it can b. travel can, can it c. can travel, can it d. travel can, it can
2. experts say that the ____ the earthquake had ___ the children will last for a long time.
a. affect, on b. effect, in c. influence, on d. influence, in
3. we have enough grain while that country is rich in oil so we can receive oil ___ for grain.
a. in return b. in turn c. in fact d. in nature
4. the bridge built in 1994 needed to be rebuilt while zhaozhou bridge is still ______.
a. in use b. out of use c. come into use d. of no use
5. because of the economic crisis, the company stopped trading ____ clothing.
a. for b. in c. with d. between
6.--you are always welcome at our house.
-- _________.
a. me too b. so do i c. likewise d. the same
7.with fewer and fewer farmers ___________ chickens, the price of eggs in the market _____.
a. rising, rised b. raising, raises c. rising, raises d. raising, rises
8.she was so angry and sad that she left and would come to the city ___.
a. no longer b. once more c. more or less d. no more
9. ___ speaking english every day, and you will surely improve your spoken english.
a. practising b. practise c. practised d. practises
10. –in , obama was elected _____ president of the united states,____ forty-third one in american history.
a. the, / b. a, the c. the, a d. /, the
1-10. acaab cddbd
牛津树教案篇2
by xu weiliang
teaching aims:
(1) make students pay attention the environment problems and think what they can do to help protect the environment.
(2) improve the ss’ other basic abilities: listening and speaking.
(3) enable the students to learn to read a debate.
important points & difficult points:
(1) help the students learn how to keep the balance between economy and environment.
(2) help the students learn to read a debate.
(3) enable the students to debate in english.
teaching methods:
(1) fast reading to get a general idea of the passage.
(2) careful reading and listening to understand the passage better.
(3) discussion to help the student understand what they have learnt.
(4) individual, pair work and group work to enable the students take active part in the class.
teaching aids:
(1) a tape recorder
(2) a multimedia
(3) the blackboard
teaching procedure:
step 1: greeting
greet the whole class as usual
step 2: lead-in
look at the pictures on the screen carefully. answer me two questions.
(1) what can you see in the pictures?
(2) how to solve the problem?
(3) what can you see in these pictures?
(4) how to solve the problem?
to solve the problem of starvation, we should develop the economy. but with the development of economy, serious environmental problems come. the economy or the environment-must we choose?
do you want to know more information on the problem?
ok. let’s come to the text.
step 3: fast reading
read the following debate as quickly as possible and answer the questions：
1. what side does mr lin shuiqing and mr qian liwei each represent?
(mr lin represents the society for environment presevation while mr qian an economist)
2. by how many times has the world’s population increased since 1800?
(more than six times)
3. according to mr qian liwei, what should be done to factories that pollute the environment?
(those factories should have to pay higher taxes)
step 4: listening & careful reading
listen to the tape carefully, pay attention to some detailed information and try to finish the exercises after the passage.
1. c1 how well did you understand the details of the debate? read the debate again and answer the following questions.
1.what society does lin shuiqing belong to?
(lin shuiquing belongs to the society of environment preservation.)
2.what does lin shuiqing started his speech by talking about?
(the way large areas of the world are damaged by industrial waste.)
3.what is happening to large amounts of fish?
(large amounts of fish are being caught and they have no time to lay eggs)
4.what does lin shuiqing think we should teach people about?
(we should teach people about environmentally friendly ways of living)
5.why does qian liwei think production should be not be cut back.?
(because it means that jobs will be lost and that people are more important than fish and trees.)
6.what does qian liwei say we should produce more?
(more things from recycled materials.)
7.what does qian liwei say we need more of?
(more effective laws to preserve the environment, which still allow the economy to grow.)
8.what does qian liwei say many people are willing to do?
(many people are willing to pay slightly higher prices for things that are environmentally friendly)
2. read the debate again and complete the following chart according to the passage.
attitude lin shuiqing’s qian liwei’s
industry cut back on production because industry produces waste, pollutes the environment
a healthy environment and a stable economy should be possible at the same time
population more people need more land to live on and more food to eat
people are more important than fish and trees
recycling expend our recycling industry produce more things from recycling materials
ution ①cut back on production,
②recycle rubbish,
③teach people about environmentally friendly ways of living
① recycle rubbish,
② effective laws,
③ control how many trees are cut down and how many fish boats can catch
④ heavy taxes on the factories producing pollution.
c2. put the subjects each speaker talks about in the correct order.
liu shuiqing
recycling
industrial waste
population
fishing
water
pollution
production
qian liwei
taxes
recycling
factories
production
laws
d. look at these words from the debate and match them with their meanings.
1 voice
2 awful
3. wiped out
4. approaching
5. cut back on
6.beneficial
7.obvious
8 stable
a. constant, steady
b. tell, express
c. killed off
d. coming near to,getting close to
e..helpful, useful, favourable
f. terrible,shocking
g. easy to see or understand,
clear,apparent
h. reduce,make less
e fill in the blanks with words from the box.
industry population waste economy responsibility reduce recycled earth pollution environment
my aim in life is to save the (1) ____________ for future generations. i want to become an environmentalist after i finish school. too many people think that (2)____________cannot be stopped if we want the (3)_____________to continue developing. but that is ridiculous. we can (4)__________ dangerous and dirty(5)____________from factories if we are smart about what we buy. i want to teach people to buy (6)_________ products. the production of recycled thing is much better for the environment, because it means we do not need to cut down more trees and cause the destruction of more forests. the (7)___________will still grow, but earth will not have to suffer. we should also pay attention to what we eat. people should take (8)_______________for not buying certain kinds of fish, because there are not many left in the ocean.
we also have a problem with (9)____________. the number of people in the world keeps growing, and we are producing more rubbish, what if we run out of space? if we all work together, we can solve these problems and keep (10)_________ clean and healthy.
step 5 reading strategy:
this is a passage of debate. in today’s reading strategy, we are going to learn how to read something about debate.
(1) in a debate, one side gets the opportunity to present their points first. the other side follows and presents theirs. in an actual debate, there is often a discussion after both sides have presented their views
(2) speakers in a debate will represent opposite views on the subject being discussed.
(3) while reading or listening to a debate, remember that each speaker’s speech is meant to convince you.
step 6: discussion
1. we have talked so much about the passage. now it is time to discuss. talk these questions with your partner. you may use the following conversation as an example.
a: my dad says he doesn’t mind a little bit of pollution, as long as it means people have jobs. personally, i agree. what do you think?
b: i don’t think it has to be a choice. we should be able to have a clean environment and lots of jobs.
a: but do you really think that is possible?
b: yes, i do. if companies are careful, they can provide jobs and reduce their pollution. don’t you think that is the best solution?
2. as is known to all, pollution is now becoming more and more serious.
where have you seen pollution? how did it make you feel?
what do you think is the biggest danger to our environment today?
what can you do to help clean up the environment?
all right. you know, the earth is our home. destroy the earth is to kill ourselves. so let’s take some measures to stop polluting our home, shall we?
step 7: summary and homework
in this period, we’ve learnt something about the relationship between economy and environment. we know that protect the earth is to protect ourselves. after class, you should go through the passage again and tick out the important and useful phrases and sentence structures by yourselves.
meanwhile, you should devote yourselves to protecting the environment.
牛津树教案篇3
教学内容：《牛津小学英语》6b unit 6 f play a game g listen and repeat h sing a song.
教学目标：
1、了解字母组合ow在单词中的读音。
2、能唱歌曲will you join me?
3、熟练掌握本单元所学内容。
教学重点：熟练掌握本单元所学内容。
教学难点：了解字母组合ow在单词中的读音。
教具准备：录音机、磁带、小黑板、骰子、棋子等。
教学过程：
step1 warm up
1. greetings
2. free talk
就本单元所学的内容进行自由交谈，可采用师生间、生生间、小组间等形式进行。
step2 revision
1. 齐读e read and number。
2. 学生小组内准备朗读并表演对话。
3. 教师抽查，全班评议。
step3 presentation and consolidation
1. play a game
①教师事先布置学生根据图例，了解有关游戏规则和方法，准备好游戏工具，包括骰子和棋子。
②指导学生可在小组内开展游戏活动。
③教师抽查学生开展游戏的情况。
④教师可鼓励学生自己自创新的玩法，在游戏中进一步巩固所学知识。
2. listen and repeat
①教师让学生自己朗读单词，边读边体会字母组合ow在单词的读音。
②指导学生听录音跟读单词和句子，教师可利用图片或多媒体课件帮助学生理解句意。
③教师可指导学生朗读，也可在学生中开展朗读比赛。
④学生自己归纳整理其他例词，编写绕口令或其他句子并练习朗读。
⑤汇报结果，教师相机板书。
snowmen
snowball
row rowing
show know
snow
blow low
snowy
snowman
lower slow
slower
3. sing a song
①讲解歌词大意。
②读歌词。
③听录音。
④听录音跟唱。
step4 homework
1、全面复习本单元所学内容。
2、背诵g listen and repeat并试着归纳其它例词。
3、预习《补充习题》unit 6。
板书内容
snowball
snowmen
snowman
snowy
snow
row rowing show
blow know low
lower slow slower
板书设计：
牛津树教案篇4
m3 u2 words:
1. be made up of = consist of , be composed of
consist of的意思是“由……构成”，它与 make up of ， compose of 的区别在于：consist of不可用被动语态，而make up of和 compose of 可以用被动语态。例如：
1） the house consists of 6 rooms.
2） the medical team is made up of three doctors and a nurse.
3） the book is composed of 25 units.
2.occupy occupation n.占据、职业
1. occupy意为 “take up or fill (time, space, sb’s mind, etc)” “占据，充满（时间，空间，某人的头脑等）”。
e.g. the speech occupied three hours. 发言占去了三个小时。
a bed occupied the corner of the room. 一张床占去了房间的一角。
2. occupy意为 “take possession of and establish troops in (a country, position, etc)” “（军事）占领（国家、阵地等）”。
e.g. the army occupied the enemy’s capital. 军队占领了敌国首都。
3. occupy意为 “live in or have possession of (a house, land, etc)” “占用，占有（房屋、土地等）”。
e.g. the family have occupied the farm for many years.
这家人在农场已居住多年。
they occupy the house next door. 他们住在隔壁。
4. occupy oneself (in doing sth/with sth) “忙着（做某事）；忙（于某事）”。(be busy doing sth./with sth.)
e.g. how does he occupy himself now he is retired?
他既已退休，都如何打发日子呢？
n.
he is a bus driver by occupation_____________________________________
3.name after
she was named after her grandmother.
她是根据她祖母的名字命名的。
the new school was named after the famous civil rights leader.
by name名叫;用名字
in the name of以...的名义;代表stop doing that, in the name of god! 看在上帝的分上,别干了
by the name of名叫 !
know sb. by name只知道某人的名字
4. aside from=apart from /
apart from在不同的上下文中，既有besides的含义，又有except和except for的含义，要根据上下文来判别。如：
apart from english, he has a good command of russian and french. 除英语外，他还精通俄语和法语。（= besides)
he has no interests, apart from his work. 他除了自己的工作外，没什么兴趣爱好。（= except )
it’s a good paper, apart from a few spelling mistakes. 这是一篇好论文，只是有几处拼写错误。（= except for)
aside from 类似于apart from的用法。
1除…之外
everything was quiet, aside from the occasional sound of a car in the distance. 除了远处偶尔有汽车的声响外, 四周一片寂静。
aside from being fun and good exercise, swimming is a very useful skill.
除了有趣与运动外，游泳还是个很有用的技能。
2既…又…
i didn't accept the job because it was badly paid and aside from that, it wasn't very interesting. 我没接受这个工作, 因为工资既少, 又非常乏味。
5.contribution contribute
make a great contribution to
contribute to捐（款）；投（稿）；贡献；有助于
contribute to a literary journal 向文学杂志投稿
contribute to the furtherance of. 对促进……的发展起作用。
contribute to the red cross 捐助红十字会
6.defeat beat
beat和defeat属一组同义词，它们的宾语必须是人或一个集体，如a team, a class, an school, an army。defeat尤指在战场上打败敌人；beat是游戏、比赛的专门用词。二者常可换。 eg:
we beat their team by 10 points. 我们赢了他们队十分。
in the end their army was defeat/beaten. 最后他们的部队被击（打）败。
7.take control of
lose control of
beyond control 无法控制
in control (of) 控制(住),管理
out of control 不受控制
under control 被控制住
keep...under control 对...加以控制
under the control of 受...的管理(或管辖),受...的控制
have (no) control over (of)能(不能)控制...
8.lead to =result in
1. such a mistake would perhaps lead to disastrous consequences.
这样一种错误可能导致灾难性的后果。
2. too much work and too little rest often lead to illness.
过量的工作和过少的休息会引起疾病。
9.replace vt. 取代 =take the place of 放回原处
nothing can replace a mother's love. 什么都无法取代母爱。
we've replaced the old adding machine with a computer
我们用电脑取代了老式的加法计算器
he replaced the book in the shelf
10. entire = whole
whole n.全部, 全体, 整体, 完全之体系
adj.所有的, 完整的, 完全的, 纯粹的, 未损伤的, 未打破的
adv.完全, 整个
entire adj.全部的, 完整的, 整个
entire 与 whole 在许多情况下可以通用。例如：
the people‘s government has the support of the entire(whole) population . 人民政府得到全民的支持。
whole 常用来强调某事物的完整性，即没有任何部分被忽略或舍去相当于 every part. 在日常语言中，whole 远比 entire 用得多。例如：
one day the police even used their sticks during a peaceful march by blacks , and this was seen across the whole country on tv . (也可用 entire) 有一天，黑人在进行和平进军的时候，警察使用了警棍，这个情景全国的电视上都看到了。
entire 可以修饰抽象名词，whole 则不能。如：
this would destroy the entire peace of the middle east .
这将会破坏整个中东和平。
11.therefore
therefore有两种用法，一在整句中，一在分句中。therefore是副词，但有时具有连词作用。
一、整句中时一般不放句末，句首后要有逗号，句中1、按一般副词使用2、做插入语
eg.1、therefore，we must learn english well.
2、they therefore can learn english well.
3、many fast food restaurant ,therefore, have red furniture or walls.
二、用在分句中，即一个句子一部分表示原因一部分表示结果。
这时一般词前要用分号，其后用不用逗号无所谓。若第二个分句前是逗号或无符号，则要注意therefore是副词，和so不一样，要保持句子完整，应用and therefore。
eg.1、i had a headache; therefore i could not go to your party.
2、i was ill, and therefore could not come.
3、these birds are very beautiful and therefore liked by many people.
12. distinction n. 差别,区别;特性,特征;卓著,荣誉
the chief distinction of chinese food
中国食品的主要特征
a writer of distinction
一位卓越的作家
academic distinctions
学术上的荣誉
there is no appreciable distinction between the twins.
在这对孪生子之间看不出有什么明显的差别。
his distinction of sound is excellent.
他辨别声音的能力很强。
distinguish v. 区分、辨别 distinguish...from... 辨别, 识别; 把...和...区别??
distinguish right from wrong
明辨是非
distinguish good from evil
分辨善恶
13. concern n. 关心、忧虑、vt.涉及、使担忧 对。。。感兴趣
andrew expressed his concern. 安德鲁表示了他的关切。
be concerned about /for 关心，挂念；(没什么太大区别 几乎可以通用 但书面的正式用语多是be concerned about )
be concerned with 关系到，涉及 (指的是和某事或某人有联系 不涉及内心感受)
be concerned over sth. 为某事忧虑
be concerned in sth. 也是-- 和某事有牵连 有关联的意思
ex: the conference was concerned ___ the global reforms of the financial system，and every leader present was concerned ___ interests of his own country.
a with；about b over；about c for；in d about；with
14.access have access to
1. 接近,进入;接近的机会,进入的权利;使用[u][(+to)]
only a few people have access to the full facts of the case.
只有少数几个人能看到有关该案全部事实的材料。
2. 通道,入口,门路[c][u][(+to)]
the only access to their house is along that narrow road.
ex: translate the sentence:
市民可以免费使用这个图书馆。____________________________________
he is a man of easy access. _________________________________________
15.differ from = be different from
tom ____his father in character and some everyday habits
16. stand for =symbolize /represent
what do the letters un stand for?
the american flag stands for freedom and justice.
美国国旗代表自由及公平
16.simplify v. simple adj. simplified adj.
the subject is immensely complex, and hard to simplify.
这个题目非常复杂,并且很难简化。
17.as a whole
as a whole our efforts did not prove to be futile.
总体说来，我们的努力没有白费。
the population as a whole is/are in favour of the reform.
全体人民普遍拥护改革。
18.indicate vt. 显示、表示、象征、暗示
the results indicate the need for more work.
结果表明，还有更多的工作需要做。
the light above the elevator indicated that the elevator was then at the fifteenth floor.
电梯上方的灯指示那时电梯在十五楼。
19. convenient adj. convenience inconvenient
convenient意为“方便的”，常用于it is convenient (for sb) to do ….或sth. is convenient to sb. 结构.不可以说: if you are convenient
will it be convenient for you to start work tomorrow? 明天就开始工作你觉得方便吗
ex: come and see me whenever _____ .
a: you are convenient b: you will be convenient
c: it is convenient to you d: it will be convenient to you
20. thus
a society is thus made up of people from all walks of life. thus在这里是“如此这样”的意思。就是说：社会就是这样的鱼龙混杂（由各种各样的人组成）。
he didn't work hard. thus he was fired.
牛津树教案篇5
Ⅰ. 不定式句法功能
1. 作主语：the cat said, “to take roller coaster” is terrible.
不定式短语作主语时，可以直接放在句首，但在很多情况下，尤其是在疑问句和感叹句中，往往放在谓语之后，而用先行代词it作形式主语。
→ the cat said, “it’s terrible to take roller coaster.”
how long did it take you to take roller coaster?
how terrible it is to take roller coaster?
不定式作主语常见句型：
a) it is + adj. (easy, important, difficult…) + 不定式
b) it is + n. (a pity, a pleasure, one’s duty, a shame) + 不定式
eg. it’s my duty to teach you how to be a student of no.3 middle school.
c) it takes/needs/requires + some time (hours, months, days, patience…) + 不定式
eg. it requires patience to be a good teacher.
2. 作表语：当句子的主语是aim, idea, policy, question, suggestion, wish, task, duty, job, purpose等或者主语是what引导的名词性从句时，后面可以用不定式做表语，用以说明主语所包含内容。
eg. our most important task now is to make a plan.
注：作表语的不定式都带to，但当主语部分有实义动词do时，to可以省略。
eg. the only thing we can do now is wait and see.
3.作宾语
the cat said “remember not to take it next time!”.
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.
牛津树教案篇6
welcome to the unit
teaching aims and demands:
new words：ability , superdog , fly , careful , collect elderly
teaching methods: task-based approach
teaching task: 1 to revise vocabulary about helping people in the community
2 to generate ideas about ways to care for and help others
teaching aids: tape recorder
teaching procedures:
一. warm-up
talk to students about superman . guide students to understand the meanings of “can” and “can’t” .
二 main task
1 ask for suggestions of some typical ways students help you , the school , the community and others . write the words ‘ everyday hero’ on the board and then brainstorm situations in which students can be helpful .
2 ask students to look at the pictures on page73 . explain the context . check understanding of the words “ planting , clean up , elderly “ . then ask students to read descriptions a-f and de the task .
3 check answers with the class .
4 ask students to look at the pictures and statements and consider how often they engage in the activities . ask them to respond using the words “ regularly / sometimes / never “ .
5 do a class survey . then fill in the following form .
activities always usually often sometimes never
helping old men
planting trees
三 exercises :
练习一welcome to the unit
一、词汇
1 thank you for （bring） me presents and cards .
2 he is a (细心的)boy .
3 i saw a lot of smoke (come) from next door .
4 i poured some water over my jacket . that’s what i did for my (safe).
5 fire can be very (danger) .
6 it is important to be (care) with fire .
7 children should not play with (match) .
二、翻译句子
1 我们可以为希望工程捐款。
we can for .
2 她是一位细心的学生，课堂上她总能认真听讲。
she is a student . she always to the teachers .
3 少先队员们为老人们一周两次打扫房间。
the young pioneers the rooms for twice a week .
4 七年级一班的学生将去河边植树。
the students of class1grade 7 near the river .
5 李平经常帮助老人。
li ping often .
6 他经常在车上让座。
he often someone on the bus .
7 他正在为希望工程筹集东西。
he is project hope .
8 你们这星期五去老年公寓吗？
are you this friday ?
7b牛津英语unit5教案 reading a brave girl
reading a brave girl
teaching aims and demands:
new words： brave , fire , alone , smoke , hurt , pour , rush , save , blanket , burn , arm , danger , careless , by oneself , safety ,
teaching methods: task-based approach
teaching task: 1 to introduce and expand vocabulary to describe dangerous situations
2 to guess general meaning from picture , key words and context
3 to identify names of specific places and actions
4 to skim the text for overall meaning and scan for detail
teaching aids: tape recorder
teaching procedures:
一. warm-up
talk about danger and potential hazards at home . ask if any students have ever had an accident at home . talk about what to do in case of emergency .
二 main task
parta
1 review vocabulary which is relevant for this context .eg. “ smoke , rush , danger “ .
2 encourage students to draw on their own knowledge about such incidents . have they heard about similar incidents ? what happened ? ask :
1 who had the accident ?
2 who helped in the emergency ?
3 how did it end ?
3 listening the text and repeat after the tape , then tell the you the name of the hero in the text .
4 ask six students to read one paragraph each . then ask at least “yes /no” about the article to check understanding
1 did wang fang go out on 10th may ?
2 was there a fire in the kitchen ?
3 was there a lot of smoke ?
4 did wang fang run out of the building ?
5 did the fire burn wang fang ?
6 did she stay in hospital for two months ?
5 read the text carefully again then answer the following questions :
1 what happened on 10th may ?
2 who saved mr sun ?
3 why could mr sun not get out of the kitchen ?
4 how did wang fang put out the fire ?
5 why was wang fang in hospital ?
6 explain the useful expressions in the the text
① help her neighbour out of a fire / danger
eg yesterday jim helped a little girl out of danger .
② alone = by oneself
my parents were out just now. i am alone / by myself now .
peter can do his homework alone / by himself .
③ hear someone shouting
see / watch / find / hear sb do sth ( doing sth )
eg i often see them play football on the playground .
the teacher found them talking happily when she came into the classroom .
④ 79-year-old
eg. mr sun is a 79-year-old man . = mr sun is 79 years old .
⑤ be in hospital
my friend was ill yesterday , so she is in hospital now .
⑥ it’s important / good / + 形容词 for sb to do sth .
eg. it’s good to give someone a seat on a bus .
partb
1 ask the students to identify the words in the text first and then use the information in the sentence to help them guess the meanings .
2 according to the text , use the correct words in the box to complete the conversation between wang fang and the interviewer .
3 ask students to read the conversation in pairs . then invite two or three pairs to present it to the class .
partc&d
1 read the text for this task and make sure that students understand it .
2 ask students to check the conversation individually for any words they do not so that they can work out the wrong information in the conversation easily .
3 ask them to underline the mistakes then replace the wrong words with the correct ones and read the conversation .
4 read the instructions to the class and ask students to find the correct picture on their own . check answers as a class .
5 ask them to think of any other safety advice .
eg . don’t play on the street .
cross the street at the zebra crossing .
三 exercise
一、词汇
1 that man （quick） ran away .
2 don’t (抽烟) here , please .
3 jack fell (跌倒) off the ladder and (hurt) himself .
4 we should (study) hard .
5 it’s important (learn) english well .
6 we went to visit uncle wang and (bring) some flowers to him .
7 the fire (burn) the house .
8 he can (swim) very well .
9 suddenly i heard someone (shout) to the next room .
10 the firemen rushed into the house (救) that little baby .
二、用适当的单词填空
1 that old man was ill hospital .
2 it’s important to be careful fire .
3 mr li put the fire a blanket .
4 don’t pour water her jacket .
5 i heard a strange noise next door .
6 mr fang lives next to my room . he’s my good .
7 we often cook meals in the .
8 we should be when we cross the road .
9 how the girl is ! she saved an old man from the water .
10 that girl is to go out at night . so she often stays at home and watches tv .
三、根据课文完成短文
mr sun is wang fang’s . he is years old . he
lives . one day , wang fang him “ fire , fire !” so she
out and mr sun’s house was on . mr sun his leg , he
can’t get out . what can she do ?
quickly , she back , water over her jacket , then into
the fire . she was . she helped mr sun out .
after this , wang fang often says :”fire can be very . it’s to
be with fire . “
五、翻译句子
1 玩火是危险的。
it’s fire .
2 她有一个8 岁的女儿。
she has daughter .
3 今晚我一个人在家。
i at home tonight .
4 在五月十日， 那男人从或里救出一个小女孩。
, that man a girl a fire .
5 我们应该互相帮助。
we .
6 那场火烧毁了屋子里的一切。
the fire in the house .
7 他迅速跑回公寓去取钥匙。
he quickly his flat the key .
（b）
8 他正在写一篇1500字的故事。
he is .
9 我哥哥今天不能来上学因为他的腿受伤了。
my brother because .
10 这只老鼠用牙齿咬断了绳子帮助狮子脱离了危险。
the mouse cut the rope and helped the lion .
11 孙太太住院多长时间了？
was mrs sun ?
12 我们应该互相学习， 互相帮助。
we should .
13 学好英语是非常有用的。
it’s to .
7b牛津英语unit5教案 vocabulary
vocabulary
teaching aims and demands:
new words：grateful , quick , slow , rude , recommend , award , super , sportswoman
teaching methods: task-based approach
teaching task: 1 to develop an understanding of the use of adjectives in different context
2 to use suitable adjectives to describe people’s behavior and character
teaching aids: tape recorder
teaching procedures:
1 make sure that students understand the concept of opposites , give some similar examples . eg . hot /cold , fast / slow , big / small
2 explain the concept of prefixes and suffixes .tell students that when we add the prefix un- in front of some adjectives , it usually means ‘ not’. give some examples eg. friendly / unfriendly , healthy / unhealthy , lucky / unlucky , usual / unusual . when we add the suffix –ful to the end of some adjectives , it means ‘ full of ……’ i.e. the person or thing has that quality . when we add the suffix –less to the end of some adjectives , it means ‘ without’ or’ lacking’ .
3 ask students to look at the words in the left column of part a and do the task on their own .
4 have one student read out a word from the left column and another student give the opposite word from the right column. write the correct answers on the board .
5 explain the context of part b . you may want to remind students about prizes that can be won at your school and activate students’ knowledge about recommendation letters .
6 ask students to read two reports on their own first . ask them to try to make sense of what is being said in the reports .
7 then students read the first report again and use the mixed-up letters to help them make a suitable adjective .
8 follow the same procedure for the second report . ask students to read out the report one sentence at a time . write the missing words on the board .
9 ask students to write a report about one of the classmates using one of the reports in part b on page 77 as a model . encourage them to use as many adjectives as possible .
7b牛津英语unit5教案 grammar
grammar
teaching aims and demands:
teaching methods: task-based approach
teaching task: 1 to recognize and understand how to use “can” and “could” to express ability in the present and past .
2 to recognize and understand how to use “can” and “could” to talk about possibility in the present and past .
3 to recognize degrees of possibilities when u8sing “may and “might”
teaching aids: tape recorder
teaching procedures:
1 revise the key vocabulary about leisure activities and introduce “row a boat / ride a bike / fly a kite “ talk to students about summer camps in general and the type of activities offered /. elicit as much real information from students as possible .
2 students have already learned the use of “can” and “may” in making requests(book7a , unit2) therefore , you need to introduce the idea that here , the word “can” is used to express ability .
3 ask students to identify activities that they can do well . write students’ statements on the board . first write “ i can “ on the board .
4 ask students to say the things they can do , and sort them into categories : sports/ leisure/school subjects
5 go through the tables at the top of page 78 and explain the use of “can/could” and their negative forms . we use “can” to say that we are able to do something . we use “could” to say that we were able to do something in the past .
6 ask students to work out the rule on their own . then they check with a partner and confirm that their answer is correct with the whole class .
7 ask students to check the information table in part1 about the beijing sunshine secondary school students’ abilities . reinforce the use of “could/ could not” for the past and “can / can not” for the present . then they complete the sentences on their own .
8 check students’ understanding of the grammar tables on page79 . then explain the negative and question forms using “can /could” in part2 .ask them to work out the correct information by referring back to the table on page78 .
9 students do part a2 first on their own and then check their completed sentences with a partner , then ask students to read the conversation in pairs .
10 check answers as a class, remind them to write the pattern into their grammar pattern books together with their own examples.
part b
1 tell students that they are now able to talk about their present and past abilities using “can/could” . introduce the idea that we also use “can/could” to express possibilities .
2 ask students to study the tables at the top of the page to clarify the use of “can/could” and their negative forms .
3 explain to students the concept of possibility . we use “can” to say that something is possible . we use “could” to something was possible . however, we are not talking about the chances that something will happen . provide examples using students’ own experience :
school finishes at 4 p.m. the bus leaves at 4:10p.m. we can take the bus home .
it will be warm tomorrow so we can wear short sleeves .
4 ask them to do partb1 in pairs , for less able students , allow them refer to the table on the top of page 80 .
5 check the answer as a class . pay special attention to any common mistakes and clarify them . choose five students to read aloud .
part c
1 introduce the idea that we also use “may” and “might” to express possibilities . students probably know how to use “may” for making polite requests but possibly will not know the meaning of “might” . tell them that “might” is the past tense form of “may” .however , we also use “might” to talk about possibility .
2 explain the context by talking to students about the class 1 grade 7 students’ summer camp and what the students may / may not or might / might not de there .talk students through some examples using questions about everyday events at your school .
3 ask students to study the tables at the top of the page , and explain to them the difference between the uses of “may” and “might” .
4 have more able students provide other sentences to illustrate “may” and “might” .encourage them to think of their own examples to express degrees of possibilities .
5 explain the context of part c . ask students to read what each person is saying and underline the keywords in each speech bubble . i.e. ”maybe” , “only a small chance” , “ i’m sure” and “highly possible” . these words will determine the use of specific modal verbs .
6 then ask students to complete sentences 1-4 at the bottom of the page . check the answer as a class activity . clarify any possible problems .
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