four skills: protection technical import production method tie discovery garden gardening wisdom practical guide firstly condition remove generation depend on and so on

three skills: technique irrigation pump seed insect root golden sow soil weed sunflower

spoken english:

giving advice and making decisions

in my opinion you should … i think he is right …

if i were you … wouldn’t it be better if …?

we can’t do both, so… the other idea sounds better to me…

we have to make a choice ….

as far as i can see the best thing would be to …

grammar:

the use of “it” （2）: ----强调句中的某一成分

1. 强调主语

the children often help the parents do he farm work.

it is the children who often help the parents do the farm work.

2. 强调宾语

future agriculture should depend on high technology.

it is high technology that future agriculture should depend on.

3. 强调地点、时间等状语。

the farmers produced food for the whole population of china on this arable land.

it was high technology that future agriculture should depend on.

use of language:

help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have known. learn the text modern agriculture and farming and gardening. get the students to feel the role the agriculture plays in our life and the effect of high technology in agriculture.

important points:

the way to give advice and make a decision.

difficult points: the use of “it”.

teaching aids: computer, tape-recorder

way of teaching: 交际法教学

lesson1

step 1 warming up

ask the students to first study the graph in the book and make sure they understand what information it provides: the graph shows the growth of major farm productions over the period from 1991-1995 in relation to period from 1986-1990. what it shows in that for example for grain, the production in the four years from 1991-1995 was 10% more than in the four years from 1986-1990.

for answers to the question 1:

the produce for all products was higher than before. especially the produce of meat, fish and fruit has increased very sharply.

1. people are earning more money, so they want to buy and eat or meat.

2. people learn more about healthy food, so they want to eat more fruit.

3. eating fish doesn’t make people as fat as eating meat, so people like eating more fish.

for answers to the question 2

1. people want to buy different products, so farmers need to grow different things.

2. farmers want to make more money. when they can grow extra crops or other crops on their land or land which they can’t use to grow grain, they will for example plant fruit trees. in the end, they will bring more fruit trees.

for answers to the question 3

1. first, chinese people are eating more meat. next, farmers have to raise more pigs, sheep and cattle. so, more grass is needed to feed more sheep and cattle. so, farmers need more grassland. possibly, they will cut down trees to take more land on which to grow grass.

2. if farmers want to grow different crops they would plant them together. this can be very good for the soil.

step 2 listening

get the students to listen to the text and then check their answers.

answer to exercise 1: history of farming farmers in china protection of nature trees environmental problems dikes

answer to exercise 2: 1. true 2. false 3. false 4. true 5. false

answer to exercise 3: 1. (all kinds of ) environmental problems 2. destroyed 3. floods 4. droughts 5. farming 6. go against nature 7. too wet 8. farming/growing wheat/growing crops 9. fishponds

step 3 speaking

first show the students some pictures of kinds of lands being used. when land is becoming scare, people in towns and villages may sometimes have different idea about the best way to use the land. often such conflicts are about the decision whether to use the land for building houses, factories and roads or as farmland.

then divide the students into groups of five, and let each student take one of the rules. there are five roles: a-d are all local farmers in the small village. role e plays as the leader.

step 4 homework

prepare a discussion for one of the topic in the exercise talking.

lesson2

step 1 revision

get several students to present their discussion they prepared last class.

step 2 presentation

first show the students the pictures on their books. and then ask them to describe what they find in the pictures or what information they can get through comparing them in the two rows.

the answer may be: the first four pictures are ways that farmers used in agriculture in the past decades, while the last four are ways of modern farming.

it’s striking feature is the wide use of modern agriculture technique.

step 3 reading

ask the students to read the text

step 4 language points

1. it is on this arable land that the farmers produce food for the whole population of china.

“it” 引导强调句。it无意义，只起语法作用。

jia sixie wrote a book called qimin yaoshu around 540 ad.

--- it was jia sixie who wrote a book called qimin yaoshu around 540 ad.

--- it was a book called qimin yaoshu that jia sixie wrote around 540 ad.

--- it was around 540 ad that jia sixie wrote a book called qinmin yaoshu.

------其结构：it + be + 强调部分 + that (人物用who/whom) ＋句子其他成分。

2. to make as much use of the land as possible, two or more crops are planted each year where possible.

(1) as … as possible 尽可能的….

we need to send the letter off as soon as possible.

hold your breath for as long as possible.

(2) where possible = where it is possible.

fill in the words in the blanks where necessary.

come to see her when possible.

3. 词组总结：bring in as well as protect … from a variety of over the years have an effect on make good money make use of in the 1980s be different from stand for in other words go against

step 5 interview

get one students to play as a scientist, then some students as reporters. the others students may ask the “scientist” to answer some questions they are interested in about gm.

step 6 homework

finish the exercise on page 108 in the talking part and the exercises 2 3 in the following part.

lesson 3

step 1.revision

check the homework.

step 2 word study

finish the exercise on page 108 as a test on the vocabulary.

and then complete the chart on p47, make sure the students know what they are expected the do.

step 3 grammar

first introduce the content about the use of “it”.

grammar

the use of “it”(2) for emphasis

it is on this arable land that the farmers produce food for the whole population of china.

it was from the early 1990s that scientists started to develop new techniques to increase agricultural production without harming the environment.

step 4 practice

finish the exercises 1 2 in the following part.

step 5 workbook

finish the two exercises in the workbook.

step 6 homework

prepare some information for farming in china.

lesson 4

step 1 revision

get several students to report what they have prepared for the topic assigned last class.

step 2 presentation

get the students to finish the exercise 3 on p110 as an introduction of the text.

step 3 reading

ask the students to read the text and answer the questions below.

the answers are:

1. farmers should do things at the fight time of the year.

2. farmers should examine the soil carefully.

3. if the condition of the soil is not good, farmers should improve it.

4. before sowing or planting crops, farmers should clean rough ground and remove weeds.

5. farmers should let sheep or cattle (cows) walk on the land before sowing or planting crops.

6. farmers should plough the land, so weeds are destroyed.

7. when ploughing the land, farmers should plough deep the first time and less deep the second time.

8. farmers will get the best results i they change crops in their fields.

9. if farmers plant rice in a field one year, and wheat in that field the following year, they will harvest good crops.

10. if farmers plant wheat close together, they will have better results than when plant wheat leaving space between the plants.

11. it is good to grow different plants next to each other in the same field.

step 4 homework

ask the students to prepare a report about how to make a vegetable garden. here they may be told to use the library or internet.

英语单词教案篇2

i．单元教学目标

技能目标 skill goals

talk about shakespeare and his plays

learn to recount detail in conversation

review direct and indirect speech

rite a short play

ii. 目标语??

功能句式

stating one’s views

correct me if i’m wrong, but…

one of the most important facts is…

as far as i know…

you shouldn’t forget that…

you could, for example, …

after all,…

what shouldn’t be forgotten is…

the way i would go about it…

but in this particular case…

词汇

1. 四会词汇

merchant, crown, deny, mercy, enemy, reasonable, weakness, judgement, gentleman, greeting, envy, troublesome, requirement, declare, merciful, bless, legal, deed, surgeon, court, justice, therefore, kindness, punish, punishment, order, sword, complex

2. 认读词汇

venice, hamlet, romeo, juliet, troilus, cressida, uneasy, bassanio, antonio, portia, shylock, duke, masterpiece, revenge, ducat, fate, scale, bellario, tragedy

3. 词组

pay back, have mercy on, go about, as far as i know, tear up, at the mercy of, go down on one’s knees

4. 重点词汇

merchant, mercy, accuse, declare, fortune, bargain, worthy, consequence

结构

review direct and indirect speech

重点句子

you might as well go stand upon the beach and argue with the sea.

if you offered me six times what you have just offered, i would still take my pound of flesh.

shylock, how can you hope for mercy for yourself when you show none? p67

to do a great right, do a little wrong and in that way we can save antonio. p68

if shylock cuts deep enough, i’ll pay him back with all my heart. 68

all he wanted was justice. p71

the 1st period speaking

step 1 revision

check the homework

1. check the students’ writing.

2. check if the students have found some information about shakespeare.

step 2 warming up

get the students to work together to talk about the quotations, the pictures and the plays of shakespeare.

no 1 comes from hamlet and its meaning is being terribly upset and undecided.

no2 comes from king henry Ⅳ and its meaning is that a person who has great responsibility, such as a king, is constantly worried and therefore doesn’t sleep soundly.

no 3 comes from hamlet. it means that it’s best not to lend money to other people and not to borrow from other people.

no 4 comes from romeo and juliet and its meaning is why my lover romeo is from a family that has a long feud (世仇，不和) with mine.

no 5 comes from troilus &cressida and its meaning is empty words, not real thoughts or ideas from the heart.

step 3 speaking

encourage students to discuss the two situations using the useful expressions

step 4 talking (on p138)

get the students to talk about the picture, and then do the two tasks according to the instruction.

after some practice, the teacher can ask some pairs to act their play out in front of the whole calss.

step 4 homework

learn the new words by heart.

the 2nd period listening

step 1 revision

ask some pairs to act out their play

step 2 listening

listen to the tape and do part 1 and 2

students are asked to read fast the questions and then listen to the tape twice to answer the questions.

step 3 listening (2) (wb p137)

step 4 homework.

listen to the materials again after class.

preview the reading.

the 3rd period reading

step 1 lead-in

task: ask students to retell the main characters of the merchant of venice and their relationship according to the listening part.

step 2 pre-reading

talk about the picture to arouse the students’ interest in reading the play.

step 3 while-reading

get students to analyze the characters, finding out some details and explaining the deeper meaning of some puns and symbols.

deal with some language points if possible:

1. you might as well go stand upon the beach and argue with the sea. p67

2. if you offered me six times what you have just offered

3. shylock, how can you hope for mercy for yourself when you show me none?

step 4 post-reading:

listen to the tape and then finish the post-reading ex on p44-45.

step 4 homework

preparations: language study on p 69 and vocabulary on p139-140.

the 4th period grammar

step 1 revision

check the homework.

step 2 word study and vocabulary

check the answers orally.

step 3 grammar

revise the direct and indirect speech.

step 4 homework

review the rules of the direct and indirect speech; read the passage on p71-72.

the 5th period extensive reading

step 1

check the homework

step 2 listening and fast reading

step 5 reading

p142 extensive reading.

go through the questions on p142, and listen to the tape and answer the questions

step 6 homework

review what we’ve learned in this period and prepare for the writing task.

the 6th period writing

step 1 revision

step 2 pre-writing

how to write a short play:

read about romeo and juliet on p142-143.

step 3 writing (1)

write a short passage about romeo & juliet.

read some sample essays and give comments on them.

step 4 homework

check your writings with the other groups.

英语单词教案篇3

教学目标：

1、学习单词pear的正确发音。

2、让幼儿体验参与游戏的快乐，培养英语学习兴趣。

教学准备：

pear实物、篮子、琴、贴纸小红花

教学过程：

一、warm up

1、greetings

2、play games：

clap your hands…stamp your feet…

touch your head/wash your face…

3、song：《number》

二、学习单词

1、“看看今天老师给你们带来了什么东西”，教师出示篮子（用布盖着），打开布：“wow,pear!”引出单词pear

2、学习单词pear的.正确发音(用不同读法让孩子记忆单词，如：用大象的声音叫叫它，轻声叫，大声叫，变换音调叫等)

3、全班幼儿顺着叫叫、亲亲pear，教师进行个别指导、纠正发音

4、pass a pear，歌声停时pear在谁手里谁就叫出pear

5、儿歌：《one pear》

a、教师带幼儿坐在椅子上学念儿歌

b、集体表演儿歌（边念边做摘pear的动作）

三、结束部分

“you are very good! let’s go eat pear”

带幼儿离开活动室，一起去品尝pear 。

英语单词教案篇4

重点知识归纳及讲解

1．to be, or not to be -that is the question.

生还是死--这是个问题。

这句话是莎士比亚的戏剧《哈姆雷特》中的一个名句。意为“to live or not to live-that is the question.对于这种名句名言类的，在平时写作中可以采用仿似的修辞手法，给人印象深刻。根据家喻户晓的成语或谚语，临时更换其中的某个部分，造成新的成语或谚语；或者根据古今名言警句，在保持其原句不变的情况下，更换其中部分词语，这种修辞方式叫仿似。

eg. to lie or not to lie-the doctor’s dilemma.

撒谎还是不撒谎--医生的难题。

to do it or not to do it is not the only question.

做还是不做这事不是唯一的问题。

2．uneasy lies the head that wears a crown.

戴王冠的头是不能安于他的枕席的。

①本句表语uneasy放到句首，引起完全倒装，这主要是因为主语过长，为了句子平衡，我们常常把形容词放于句首。

eg. gone are the days when we used “foreign oil”.

我们用“洋油”的时代过去了。

present at the meeting were the scientists, who came from different countries.

出席会议的是科学家，他们来自不同国家。

②（lie在此用作系动词，表示“处于某种状态”，它的过去式和过去分词分别为lay, lain.）

eg. the machine lay idle all week.这机器整整一周没有开动。

the dust has lain undisturbed for years. 尘土积在那儿很多年了。

③wear表示“穿着”指状态，可以用进行时；宾语除衣服鞋帽外，还可以是首饰，服饰，发型等。

eg. he’s wearing a new coat. 他穿着一件新大衣。

does your brother wear glasses?你的弟弟戴眼镜吗？

he wears his hair very short.他留着短发。

she wears a string of pearls around her neck.

她的脖子上戴着一串珍珠项链。

wear还可作“（面容等）显露，呈现；磨损，磨破”讲

eg. she wore an angry expression.她面带笑容。

i have worn my socks into holes.我的袜子已磨出洞来了。

3. “romeo, romeo, why are you romeo? deny your father, and refuse your name”

罗密欧，罗密欧，为什么你叫罗密欧？与你的父亲断绝关系，不要你这个名字了吧

deny(denied, denied, denying)作为及物动词，表示“否认，不承认；不给，不准；（正式）抛弃，背弃”讲。它后面可接名词，动名词和宾语从句。

eg. can you deny the truth of his statement?

你能否认他的声明的真实性吗？

he denied telling me/that he had told me.

他否认告诉过我。

i was denied the chance of going to college.

不给我上大学的机会。

he has denied his country and his principles!

他背弃了他的国家和他的原则！

4．what must antonio give shylock if he can’t pay back the debt?

如果安东尼奥不能偿还夏洛克的借款，他必须给夏洛克什么？

pay back意为“还钱给某人”，主要句型有pay sb. back(sth) 和pay sth back.例如：

i’ll pay him back with all my heart. 我将用我的生命向他偿还。

have you paid me back the money you owe me yet?

你向我借的钱还我了吗？

pay back还表示“惩罚，报复”。例如：

i’ll pay him back for the trick he played on me.

他对我使坏，我得治治他。

与pay搭配的常见短语有：

pay for sth.为某事吃苦头或受惩罚

pay off带来好结果

pay sb off付清工资予以解雇；贿赂某人

pay sth. off全部偿还

pay sth. out（按时）为某事付巨款

pay up付清全部欠款

eg. the home team paid dearly for their defensive errors.

主队因防守错误而大吃苦头。

the gamble paid off.赌赢了。

pay off the crew of a ship 付清全部船员工资并予以解雇

pay off one’s debts, a loan, a mortgage还清债务、贷款、抵押款

i had to pay out ￡200 to get my car repaired!

我得花200英镑修理汽车！

we’re paying out ￡300 a month on our mortgage.

我们每月要付300英镑抵押贷款。

i’ll take you to court unless you pay up immediately.

除非马上还请欠款，否则我和你打官司。

5．what makes a play a masterpiece is that the ideas behind the play are about problems which are still important to people of different ages in modern times.

一部戏剧要成为不朽之作。剧中所反映的问题就应该对现代不同年龄层次的人仍然有重要的意义。

①句中what引导主语从句，that引导表语从句，which引导定语从句。

②people of different ages 表示所属关系“属于的”；

a girl of ten十岁的女孩儿

a child of strange appearance 外貌奇特的孩子

an item of value一件值钱的物品

③in modern times指“当代”。time 表示“时期，时代”常用复数。

in ancient times 在古代；in the time of queen victoria 在维多利亚女王时代

6．but when the roles are turned around, it is shylock who must beg the duke to save his life.

但是当角色被转变的时候，夏洛克一定请求公爵饶他一命。

①turn around在这里指“（方针、立场等）转变”。

②“it is shylock who”为强调句式，本句强调的是主语部分。注意强调句的特点是去掉it is/was和that，剩余部分经过整理后整个句子仍然成立。

③beg sb. to do sth.意为“恳求或祈求某人做某事物”。例如：

i beg you not to take any risks.我恳求你不要冒险。

7．what would you do if you had your worst enemy in your power?

①如果你最坏的敌人处于你的掌握之中，你将会怎么做？

②in one’s power意为“在某人的掌握之中，任由某人摆布”

the enemy is in our power.

敌人在我们的控制之中。

8.we can find several such ideas in shakespeare’s play.

我们可以在莎士比亚的戏剧中找到一些这种观点。

在ideas这个中心名词前有两个限定词修饰。限定词是在名词词组中对名词中心词起特指、泛指、类指以及表示确定数量和非确定数量等限定作用的词类。限定词包括：①冠词 ②形容词性物主代词 ③名词所有格 ④形容词性指示代词 ⑤所有格关系代词 ⑥所有格疑问代词 ⑦形容词性不定代词 ⑧基数词和序数词 ⑨倍数词和分数词 ⑩量词。限定词可分为：①前位限定词②中位限定词 ③后位限定词。个别限定词有跨类现象，如本句such既属予前位限定词，又可归入后位限定词。当与冠词a, an连用时属于前位限定词，例如：such a suit; 当与some, any, all, few, another, other, many, several, one, two等词搭配时属于后位限定词，即such要放在这些词之后，例如：many such books, no such car。

9．have mercy on antonio, shylock.

夏洛克，对安东尼奥会仁慈一点吧。

句中mercy为不可数名词，意为“仁慈，宽恕”。常见的短语有：

①have mercy on/upon sb./sth.=show mercy to sb/sth表示“对表示同情；对有怜悯之心”

②at the mercy of sb./sth任由某人或某事摆布

③throw oneself on sb’s mercy恳求某人宽恕/善待

eg. she has mercy on little animals. 她怜悯小动物。

they showed little mercy to their enemies.他们对敌人毫不仁慈。

his life shall be at the mercy of the duke.

他的生命将由公爵处置。

the ship was at the mercy of the storm.

那只船在暴风雨中失去控制。

he threw himself on my mercy.他求我宽恕他。

10．i’ve promised to take my pound of flesh.

我已经许诺割下我的一磅肉。

①promise作为及物动词，常接的结构有promise to do sth; promise sb. to do sth; promise后接双宾语和promise接从句。

eg. i never promised to obey her commands.

我从未答应过要服从她的命令。

his pareats promised him to buy a new bike.

他父母答应给他买辆新车。

she promised me a gift for my birthday.

她答应送我一件生日礼物。

he promised that he would come.

他答应来。

②flesh与meat的辨析

flesh通常指人或动物身上的肉，也可指供食用的兽类的肉（区别于鱼或禽的肉）。meat 指供食用的肉类的总称，通常不包括鱼和家禽的肉。

eg. you’re losing flesh.你瘦了。

lions are flesh-eating animals. 狮子是肉食动物。

i like meat while my sister likes fish.

我喜欢吃肉而我妹妹喜欢吃鱼。

注意：meat 是供食用的肉类的总称，猪肉、牛肉、羊肉等各有其专门名称，即pork, beef, mutton

11. it’s useless trying to argue with shylock.

尽力与夏洛克争论是没有用的。

it’s useless doing= it’s no use doing表示“做没有用处”

由it作形式主语，真正的主语是后面的动名词。例如：

it is no use learning without thinking.学而不思则罔。

it’s no good crying over spilt mick.覆水难收。

12．you might as well go stand upon the beach and argue with the sea.

你还不如站在海滩上跟大海讲理去。

①might as well表示给人提出建议时的常见的短语，意为“不妨好，还是好。”

i might as well tell you the truth.

我还是告诉你事实真相的好。

②go stand upon sth.表示“去站在上面”。例如：

would you please go stand upon that board?

你愿意去站在那块板上吗？

he dare not go stand upon that high tower.

他不敢去站在那座高塔上。

13. pass judgement on me and give shylock what he wants.

对我宣判吧，把夏洛克想要得到的东西给他吧。

pass judgment on sb.表示“对某人宣判”。

eg. when will the judge pass judgement on that woman?

法官什么时候对那个女子审判？

the court will not pass judgement on him until next sunday.

直到下周日法庭才会对他宣判。

14. if you offered me six times what you have just offered, i would still take my pound of flesh.

即使你愿意给我六倍个刚才你提出的那个钱数，我还是要拿回我应得的那一磅肉。

①本句为虚拟语气，表示与现在事实相反。

②offer即可作动词又可以作名词，表示主动提出，提供（一种东西或一项建议）；还表示出价，与介词for连用

eg. the young man offered the old man his own seat.(offer sb. sth.)

那位年轻人主动将自己的座位让给了老大爷。

i offered him fifty thousand dollars for the house.(offer sb. money for sth.)

我向他出价5万美金买这栋房子。

he offered to lend me some books.(offer to do)

他主动提出借一些书给我。

③times(n.)在此处用来表示倍数。用times表示“甲是乙的几倍大（高、长、宽等）”。

（1）“甲比乙大（高、长、宽等）几倍”，可以用下列句型：

a is three times the size(height, length, width, etc) of the old one.

the new building is four times the size(the height) of the old one.

这座新楼是那座旧楼的四倍大（四位高）。（这座新楼比那座旧楼大三倍[高三倍]了）

this street is four times the length(the width) of that one.

这条街是那条街的四倍长（四倍宽）。

the size(the height) of the new building is four times that of the old one.

这座新楼的大小（高度）是那座旧楼的四倍。（由于句首已用了the size, the height, 所以在four times后面用代词that来代替，以避免重复。）

（2）a is three times as big(high, long, wide, etc) as b

asia is four times as large as europe.

亚洲是欧洲的四倍大。（亚洲比欧洲大三倍。）

this box is three times as heavy as that one.

这个箱子是那个箱子的三倍重。

（3）a is three times bigger (higher, longer, wider)than b

the meeting-room is three times bigger than our office.

会议室比我们的办公室大三倍。

注意：用times表示倍数，一般只限于表示包括基数在内三倍或三倍以上的数。表示两倍可以用twice(adv.)或double(adj.)。例如：

the room is twice the size of that one.= this room is twice as big as that one.

这个房间是那个房间的两倍大。

our total income of was double of .

我们的总收是的两倍。

15．how can you hope for mercy yourself when you show none?

如果你一点儿都不对别人表现仁慈，又怎么能希望自己得到仁慈？

①when 在此处引导一个条件状语从句

②hope不能直接跟宾语，它需要一个介词for。

eg. hope for the best, prepare for the worst.

抱最好的希望，作最坏的准备。

we are hoping for better weather soon.

我们期待天气会很快好转。

16．i desire my pound of flesh.

desire 是及物动词，意为“渴望，要求，期望”。后面可接名词（代词）、动词不定式及从句作宾语。

eg. all of us desire better life and more education.

我们所有人都渴望更好的生活和更多的教育。

we always desire to live in peace with our neighbour.

我们总是渴望与邻国和平相处。

mr wang desires that you should go to the teacher’s office at once.

王老师希望你立刻到教师办公室去。

desire还可作名词，意为“渴望，要求”

eg. at the desire of the teacher, we should finish our homework on time.按照老师的要求，我们应该准时完成作业。

17. i do not envy you your job. this is a most troublesome case.

我不羡慕你的工作，这是一件是棘手的案件。

①envy sb. sth表示“羡慕某人，嫉妒某人”。

i envy you very much.我真羡慕你。

she envies me my good health.她羡慕我身体好。

②a most+adj.= a very + adj.表示“一个很的”。

the most+形容词最高级表示“最之意”，这时句末一定要有表达范围的介词of或in.

eg. dalian is a most beautiful coastal city.

大连是一座很美的海滨城市。

this is a most enjoyable party.这是一次令人极为愉快的晚会。

she worked out the most difficult problem of the three.

她解出了这三道题中最难的一道。

mary is the most beautiful girl in our class.

玛丽是我们班里最美的女孩。

18．what are you accused of ?你因什么而受到起诉？

accuse sb. of sth. 意为“因控告人，告发，指责人”

eg. the police accused him of theft.警方控告他偷窃。

he was accused of murder. 他被控谋杀。

she accused him of being late.她指责他迟到。

19．let me tear up this paper.让我们这张借条撕了吧。

句中的tear up的意思是“撕毁”

eg. she tore up all the letters he had seut her.

她把他写来的信都撕了。

tear up可以引申为“不履行”。

eg. he accused his secretary of tearing up the agreement.

他控告他的助理不履行协议。

tear down意为“弄倒，拆除”。

eg. they are tearing down those old house to build a new office block.

他们拆除那些旧房子以便盖一座新办公楼。

20．antonio, get ready and offer up your breast.

安东尼奥，准备好露出你的胸膛。

offer up 在本句中意为“奉献”，主要用于表示向上帝或神祭献某人或某物。例如：

she offered up a prayer to god for her husband’s safe return.

她向上帝祈讨保佑她丈夫平安回来。

21．i declare the court allows it and the law gives it to you.

我宣布法庭允许你，法律判给你这一磅肉。

declare表示“正式宣布（某事）；表明，郑重地说（某事）”。

eg. america declared war on iraq last year.

去年美国向伊拉克宣战。

they declared him(to be) the winner.

他们宣布他为得胜者。

he declared that he had nothing to do with the matter.

他宣称自己与此事无关。

she was declared(to be) guilty. 已宣判她有罪。

22．he agreed to lend antonio the money on one condition.

他同意借钱给安东尼奥，但有个条件。

condition在此处意为“条件”，需要识记的短语为：

on this/that condition在这种或那种情况下

on what condition 在什么情况下

on no condition无论什么情况都不

in condition健康良好

out of condition身体不佳

on condition that是从属连词，引导条件状语从句，意为“只有在条件下”（=only if），“条件是”。

eg. you may borrow this book on condition that you do not lend it to anyone else.你可以借这本书，条件是不能再借给别人。

ability and effort are conditions of success.

才能和努力是成功的条件。

on this condition you may go home earlier.

在这种情况下，你可以早一点回家。

on what condition will you agree with me?

什么条件下，你才能同意我？

he can’t climb the mountain because he is out of condition.

他不能爬山，因为他身体欠佳。

23．he is young, but i never knew so young a body with so wise a head.他很年轻，但是我过

去从来不知道有这么年轻又如此聪明的人。

在一个名词词组中，不定冠词a/an通常用在形容词的前面。如a serious mistake。但是，如果形容词前面有so, too, how时，a/an 就该放在形容词后面，其结构是“so/too/how+adj+a/an+n.”。能够构成这种结构的名词必须是单数可数名词。

eg. did you notice that you have made so serious a mistake?

你是否注意到你出了一个很严重的错？

it’s too difficult a book for beginners.

这本书对初学者是太难了。

how wonder ful a plan it would be! 那该是一个多么好的计划啊。

试比较：he is so good a teacher that we all like him.= he is such a good student that we all like him.

练一练：用so, such填空

1.__________ big a city 2._____________ a pretty girl

3.__________ good students 4._____________fine weather

5.__________many books 6._____________much water

7.__________ little food 8._____________ few oranges

答案：

1. so 2. such 3. such 4. such 5. so 6. so 7.so 8. so

24.you want justice, so you get justice, more than you wanted.

他要求公正，那么就让你得到公证，比你要求的还要多。

shall 在此处用于第二人称，表示说话人的允诺，意思是“可以”。

在本剧的最后还有：everything that he owns shall be taken away from him. one half of his money and his goods shall be givenand the other half shall be given两句中的shall用于第三人称，表示法令、规章等中的规定，意思是“必须”。shall 用于第二、三人称，还表示决心、命令、警告、要求、义务等。

eg. he shall answer for his misdeeds.他应当为他的错误行为负责。

you shall have a nice present for your birthday.

你过生日时将会得到一份精美的礼物。

nothing shall stop us from carrying out this plan.

什么也不能阻止我们实现这项计划。

shall用于第一、三人称的疑问句，表示说话人征求对方意见。

eg. shall we go now?我们现在走可以吗？

she he come in?可以让他进来吗？

25．therefore, go down on your knees and beg the duke for mercy.

因此，跪下来请求公爵的宽恕吧。

①go down on one’s knees 的意思是“跪下”、“屈膝”。

they will never go down on their knees before the oppressors.

他们绝不向压迫者屈膝。

②beg for意为“乞求，请求”

he went down on his knees and begged for forgiveness.

他跪下来请求饶恕。

26．my money and goods are as dear to me as life itself.

我的钱和财产对我就像生命一样宝贵。

dear 在此处的意思是“珍贵的”

he lost everything that was dear to him.

他表达了他所珍贵的一切。

goods在此处的意思的“动产”。

27．shylock must promise to leave the money upon his death to his daughter and her husband.

夏洛克必须答应在他死后把这笔钱给他的女儿和女婿。

①句中的upon 等于on,表示“就在某时或某场合之后。”例如：

upon my arrival home i found there was something strange.

我一到家就发现不对劲。

on asking for information i was told i must wait.

我一打听，说我得等着。

②leave sth. to sb.表示“将某事物遗赠给某人；死后留下某物给某人”

leave all one’s money to charity把所有的钱遗赠给慈善事业。

英语单词教案篇5

(一)活动目标：

学习正确读准、认识单词daddy、mommy、grandpa、grandma，并了解其含义。

(二)活动准备：

flash card：daddy、mommy。

(三)活动过程：

1. say hello(打招呼)：

师：今天我们班上来了好多客人，小朋友们应该和客人说什么呀?(教师做hello动作提醒幼儿)

师：我们一起唱一首好听的英文歌送给大家好吗?

师幼共唱《hello song》。

2. warm up(热身运动)：

肢体动作：stand up, sit down, run, jump, turn around……

3. teaching(教学)：

①师：do you want to know what’s behind me?你想知道谁在我后面吗?(想)可是啊，它要求小朋友数到3才肯出来呢!我们一起来好吗?show me your hands. one, two, three. 咦，它还是不肯出来，we try to again.我们再来一次。(师互动幼儿举出手指数one, two, three)

②(出示flash card：daddy)who is he?他是谁呢?(幼儿说说)he is my daddy!他是我的爸爸。(幼儿学念：daddy)

(出示flash card：mommy)who is she?她是谁呢?(幼儿说说)she is my mommy.她是我的'妈妈。(幼儿学念：mommy)

我们来和daddy, mommy打个招呼吧。say: hello, daddy! hello mommy!

③ ki ing game：依次请幼儿说：hello daddy/mommy.

4. jumping game：

①以唱歌《where’s my daddy/mommy?》的形式请两位幼儿分别扮作daddy 和mommy。

②教师说明游戏规则。

③教师指挥游戏：教师随机喊daddy或mommy，两名幼儿尝试游戏。

④教师互动其他幼儿喊daddy或mommy，参与游戏幼儿进行jumping game.

5. say good bye(说再见)。

英语单词教案篇6

活动名称：英语——numers 2

活动目标：

1、巩固数字1、2、3。

2、继续学习数字4、5的英语。

活动准备：

数字卡一套。

活动过程：

step 1greetings

t ：hello，boys and girls。

c ：hello， miss yang。

t ：first ，let us sing together《hello》《goddnight baby》。ok，show me your hands，let us do 《one hand，two hands》

step 2 revision

1、t ：i take 3 numbers here，can you say out in english?what are they?(show out pictures)

t ：what is this ?

c ：it is one /two /three。

t ：is it one ?

c ：yes /no。

2、变手指(magic fingers)

3、我说你做。

step 3 presentation

t ：i also take two numers ，look ，what is this ?(learn the voice)。pay attentipn to the voice /f/ /o/ /ai//v/

use games 《learn my mouth》《catch little mice》。《magic fingers》

step 4 practice

1、answer questipns：what is this ?is it four or five?

2、say out the numbers as soon as quickly。(who is quickest)

3、orders：teacher show out the numbers ，children do different actions ，for example ：clap hands 、stamp feet 、nod your head、etc。

4、magic fingers 。

step 5 finishing movement

lead children to do finger game《one one 小木棍》。

英语单词教案篇7

the first period

teaching aims:

1.learn and master the following

(1) words and phrases:

merchant, duke, masterpiece, mercy, enemy, pay back, as well as, after all

(2) everyday english:

correct me if i’m wrong, but …

one of the most important facts is …

as far as i know,…

2.train the students’ listening and speaking abilities

teaching important points

1. improve the students’ listening ability

2. improve the students’ speaking ability and learn some useful phrases as well as everyday english.

teaching difficult points:

1.how to help the students get the general idea of the listening material and find the answers to the listening exercises.

2.how to get the students to finish the task of speaking.

teaching procedures:

step i greeting and lead-in

t: good morning, everyone.

ss: good morning, ms wei.

t: sit down, please. class begin. first, please tell me if you are interested in plays, especially some of the world-famous plays.

ss: yes. (may be no.)

t: there was a great british playwright and poet in the world’s history of literature. he wrote about 37 plays and a large number of poems in his life. here’s a picture of him. do you know who he is ? (teacher shows the picture)

ss: william shakespeare

t: quite right. he lived from 1564 to 1616. he is considered to be the greatest playwright and poet of the renaissance in europe. as a playwright, he wrote tragedies, comedies, historical plays. as a poet, he wrote narrative poems and sonnets. can you follow me?

ss: yes.

t: today, we are going to learn unit 19.the merchant of venice . in the first period of this unit, we’ll learn something more about his plays as well as the merchant of venice. first, let’s learn some new words and phrases.

(teacher shows the screen and deals with them as usual.)

merchant venice bassanio portia antonio shylock pay back ducat masterpiece mercy revenge enemy as far as after all

step ii warming-up

t: well. now please open your books at page 65. look at warming up . look at the pictures and read each quotation one by one. try to understand each one of them. then tell from which plays, of which the titles are below the pictures, they come. work in pairs to prepare for a few minutes.

(a few minutes later)

t: are you ready?

ss: yes.

t: who’d like to have a try? any volunteer?

s1.the first one and the third one are from hamlet; the second one from king henry iv; the fourth one romeo and juliet; the last one troilus and cressida.

t: you did a good job. sit down, please. then what do you think these famous words mean? can you explain them in english?

ss: yes. but not clearly and exactly.

t: so, let me explain them to you. listen carefully and tell which one i am referring to . do you see my point?

ss: a little.

t: no. 1: why must you be the son of my family’s greatest enemy? refuse your family for my love.

ss: “ romeo, romeo, why are you romeo? deny your father, and refuse your name…”

t: no. 2: that is a question whether to live on in this world or to die, that is, to take action or to do nothing.

ss: to be or not to be; that is a question.

t: no. 3: it is best not to lend (money) to others and not to borrow from others. when we lend something. we risk losing both the thing we lend and the friendship with that other person.

ss: neither a borrower nor a lender be.

t: no. 4: a person who has great responsibilities, such as a king, is constantly worried and therefore doesn’t sleep soundly.

ss: uneasy lies the lead that wears a crown.

t: no.5: empty words, not real thoughts or ideas from the heart.

ss: words, words, only words, no matter from heart.

t: great. however, i still want to suggest you find these plays, from which the quotations come from, to read or watch them if you haven’t before. do you think so?

ss: yes.

t: what other plays of shakespeare do you know?

ss: twelfth night; king lear; othello…

(teacher writes them as well as those talked about just now.)

t: can you explain what they are about ? choose one of them and have a try. any volunteer?

s2; i’d like to talk about othello. othello, a dark-faced moor, serves as a capable general in venice and wins the love of a beautiful , strong-minded girl desdemona, daughter of a senator. her father objects to her secret marriage with the moor, but othello is just then much needed as commander to lead troops to a war with the turks, and so the senator’s protest is overruled by the duke and othello goes to war on the island of cyprus, accompanied by his new bride. after their arrival there, the turks have already met with destruction in a sea storm and the war is over, but one of the officers under othello hates the general for placing another man above him and therefore tries to destroy the moor’s happiness by convincing him of desdemona’s illicit relations with the man above him. ….

t: anybody else?

step iii listening

t: well done. we’ve talked much about shakespeare and his plays. next, let’s listen to the introduction to the merchant of venice, the most outstanding romantic comedy. it will tell us how the story takes place and helps us learn about the main characters in it. can you follow me?

ss: yes.

t: ok. now, please look at the listening part at page 66. first, read through the questions in exercise 1. then listen to the tape to find the answers.

(teacher allows the students a few minutes to prepare, and then plays the tape. after that, teacher checks the answers.)

step iv speaking

t: up to now, we’ve learnt much about shakespeare and his plays. can you tell me what makes his play a masterpiece, xiao a?

a: sorry, i don’t know.

t: it doesn’t matter. the idea behind the play are about problems which are still important to people of different ages in modern times.

t: can you give some examples shown in the merchant of venice?

ss: mercy versus revenge and love versus money.

t: quite right. now, please read the two situations in speaking first. then find examples for each one in modern life and work in pairs to discuss whether it is right or wrong. are you clear about that? and behind the situation , there are some useful expressions. study them first, then use them in your dialogue if possible. do you remember?

(the students begin to work. teacher goes among them to see how they are going on with the work. a few minutes later, teacher asks some pairs to act out before class.)

step v. summary and homework

t: in this class, we’ve mainly talked about shakespeare and his plays. while we were doing each task, we’ve learnt some useful expressions, such as pay back, as far as, after all. after class, i hope you can practise using them again. besides, remember to preview the reading part in this unit. so much for today. goodbye.

the second period

teaching aims:

1. learn and master the following

(1) words: weakness, greatness, judgement, gentleman, troublesome, gentle, bless, surgeon, declare, court

(2) phrases: tear up, have mercy on, offer up, be seated

2. train the students’ reading ability

3. learn to recount detail in conversation

teaching important points:

1. useful words and phrases

2. 2. improve the students’ reading ability.

teaching difficult points:

help the students understand the play exactly, especially the following sentences.

1. you might as well go stand upon the beach and argue with the sea.

2. i offer you ten times the money that antonio has borrowed.

teaching procedures:

step i greetings

step ii revision and pre-reading

t: yesterday, we learned a lot about eilliam shakespeare and his plays. who’d like to tell the titles of his four great tragedies?

ss: hamlet, othello, king lear, macbeth.

t: and he also wrote some romantic comedies. which is the most outstanding one?

ss: the merchant of venice.

t: tell the names of the main characters in the play.

ss: shylock, antonio, bassanio, duke, portia.

t: well. now look at the screen and match the people in column a with the instructions in column b.

1. antonio a. the magnifico

2. shylock b. a merchant

3.bassanio c. antonio’s friend

4. portia d. a moneylender

5.duke e. bassanio’s wife

t: after portia knows that antonio has to give shylock a pound of his flesh, she thinks up a plan to save antonio. what do you think portia will do to save antonio?

s: i think she will give shylock much more money than what antonio borrowed from him.

t: will shylock accept her money?

s: maybe. he is greedy.

t: it sounds reasonable. is there anyone who has a different opinion?

s: i think she will try to persuade shylock to show mercy to antonio.

t: will she succeed? don’t forget he is cruel and he hated antonio. who has read this play？ tell us what portia does to save antonio?

s: she pretends to be a judge and arrives at the court of the duke.

t: thank you. sit down, please. today, we’re going to read this play, the merchant of venice. after reading it, we’ll know what happened in the court. first, let’s learn some new words and expressions. read the new words on page 176.

step iii reading

t: well. now please turn to page 67.read the play quickly and find out what she does when she arrives at the court. you can begin to read it now.

(after a few minutes, teacher checks the answer.)

t: ok. everyone, i think you must have found the answer. who’d like to tell me?

s: she tries to persuade shylock to show mercy to antonio and accept the money offered by bassanio.

t: does she succeed?

s: she has to allow shylock to take his pound of flesh from antonio’s breast.

t: thank you. sit down, please. do you agree with him her?

ss: yes.

t: well done. you’ve understood it well. now please read it carefully again and further understand it. at the same time, find out all the useful phrases. a few minutes later, i’ll collect them from you.

(after a few minutes, teacher collects and writes them on the blackboard. after that, teacher deals with some language problems.)

t: look at the blackboard, please. all these phrases are important and useful. you must remember them and try to use them. do you remember?

ss: yes.

t: besides, there are some other language points which are useful but difficult to understand . i’ll explain them to you. look at the screen.

(teacher shows the screen and explains to the students.)

1. may/might as well do sth.

eg. since nobody else wants the job, we might as well let him have it.

all the pubs are closing. we may as well go home.

2. if you offered me, …, i would still take ….

(note: if=even if)

eg.if she is poor, she’s honest at least.

if the sun were to rise in the west, i would not break my word.

3. be seated

eg. he then asked me to be seated.

she seated herself on the sofa.

she saw a few people seated on the bench at the back of the sofa.

4. …how can you hope for mercy yourself when you show none/

5. (note: when=if)

eg. i’ll come when i’m needed.

she’ll be able to give you help when necessary.

6. i offer ten times the money that antonio has borrow.

eg. the new building is four times the size of the old one.

the street is three times the length of that one.

the room is twice the size of that one.

(=the room is as twice large as that one.)

7. pay back

eg. have you paid (me) back the money you owe me yet?

i’ll pay him back for the trick he played on me.

rose doesn’t know how to pay him back for his help.

step iv. listening and reading aloud

t: ok. now i’ll play the tape of the text. first, listen and follow. then, listen and repeat. meanwhile, pay attention to your pronunciation and intonation. is everything clear?

ss: yes.

(teacher begins to play the tape. a few minutes later, teacher deals with the next part.)

step v post-reading

t: now, you must have understood the play more exactly. let’s have a discussion about it please turn to page 69. look at the questions in post-reading and work in groups of four to discuss them. after a while, i’ll ask some of you to report to the rest of the class. begin to work now.

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