樹英語教案精選7篇

一份全面的教案可以覆蓋教學所需的各個方面，教案可以幫助教師在教學中注重培養學生的關鍵態度和價值觀，以達到教學的重點目標，以下是本站小編精心為您推薦的樹英語教案精選7篇，供大家參考。

樹英語教案篇1

設計意圖】

活動設計採取小組合作的學習方式，使幼兒在相互合作中共同學習。巧妙地貫穿幼兒熟悉的“買氣球”“變色”等遊戲情境，激發幼兒在遊戲中主動學習的興趣。

2【活動目標】

1.通過遊戲激發幼兒學習英語的興趣，培養其學習英語的積極態度。

2.幼兒能夠靈活運用基本句型，能夠較熟練地認讀單詞：blue，red，yellow;認讀句子：what color do you like? do you like red? yes，i ，i donsquo;t.

3.培養幼兒合作學習的意識和習慣。

3【活動準備】

所需的卡片、氣球、水粉顏料、礦泉水瓶、礦泉水瓶蓋(蓋內側頂端塗有藍、紅、黃顏色的水粉顏料)等。

一、熱身運動

1.以一首英文律動歌《good mornin》引入學習氛圍中。

2.師生打招呼問好並自由對話，營造英語氛圍。

how are you? isquo;m k you!

how old are you? isquo;m four years old.

whatsquo;s the weather like today? its a sunny day.

do you like sunny day? yes.

3.出示圖片，複習white、black、pink、purple、green，並提問幼兒：do you like black?

peter：i donsquo;t like black.

teacher：i like purple.

樹英語教案篇2

目標：能夠正確説出自己的性別。

樂意積極參與英語活動。

準備：男孩、女孩的胸飾

請大班幼兒表演(2名)，槍、洋娃娃

進程：

1、師生問好

2、請大班幼兒表演

男孩(師給他穿裙子)：no,no,imaboy

女孩(師給槍他玩)：no,no,imagirl

請小朋友説出男孩與女孩的區別，教師在黑板上畫下來

oyshaveshorthair，weartrousers，likegun

girlsusualyhavelonghair，wearskirt，likedoll

3、集體練習

t：isheagirl?

s：no(回答原因)

t：issheaboy?

s：no(回答原因)

練習發音：boygirl

4、遊戲鞏固練習

①誰的反應快?boysstandup!girlsstandup!

②找自己的圖標

教師請幼兒上來找自己的圖標，並大聲説imaboy/girl

5、結束

boysandgirlsstandinaline下樓做遊戲

名稱《clapclapclapyourhands》

目的： 1、初步學念兒歌，理解nod/raise/strectsh的含義

2、積極參與英語活動，保持愉快情緒。

準備：機器人頭飾

進程： 1、遊戲followme感知slowlyquickly

2、出示卡片，複習headarmslegs

並引導幼兒區別單複數

3、機器人情境表演

機器人伴隨音樂出場與幼兒打招呼

①教師介紹機器人可以用聲音來控制。發出口令：nodyourhead/strectshyourarms/raiseyourlegs引起幼兒學習慾望。

②請幼兒一起來控制機器人，發出口令。

③機器人突然不能動了，請個別幼兒上前給他加油，然後發出口令，

④幼兒間相互控制，一名幼兒扮演機器人，另一名幼兒扮演發出口令者。

4、音樂遊戲

?shakemyhands》

樹英語教案篇3

教學目標：

知識與能力：

1、能聽、説、讀、寫四個形容詞的比較級形式heavier、stronger、bigger、thinner和smaller.

2、能準確靈活地運用上述形容詞比較級來描述人物和動物的特徵差異。

3、能夠完成match and say練習並能正確在其中運用。

4、能理解story time中故事。

過程與方法：

學生能在小組合作中快樂學習英語

情感與價值觀：

讓學生了解重量計量單位，瞭解公斤和千克

讓學生能夠養成合理飲食習慣，保持身體健康

教學重點：

掌握五個四會形容詞的比較級形式。

教學難點：

掌握以下形容詞的比較級構詞形式heavy—heavier, thin—thinner, big—bigger small—smaller , strong—stronger.

教具學具課件準備

有關卡片，磁帶等。

第幾課時：3

探索流程個性添加(教學反思)

1、warm-up(熱身)

(1)日常口語練習

(2)複習

2、presentation(新課呈現)

let’s learn

(1)教師拿出一雙大人鞋子一雙小孩的鞋子作比較，讓一呈現單詞bigger和smaller。(板書bigger和smaller)讓學生觀察bigger不同。

(2)教師用ppt展示兩張胖瘦人照片教授單詞thinner和heavier(板書thinner和heavier)，讓學生觀察heavier的不同。

(3)、出示健美教練的照片進而新授單詞stronger。(板書stronger)

(4)、教師出示這幾個單詞卡，讓學生比較它們的不同，詞卡上又不顏色的筆書寫比較級的變化。

(5)、放錄音跟讀單詞。

(6)、學生和自己的同伴自己練習，根據他們的實際情況，並讓特徵明顯的同學上台表演。看誰做的又快又好。

3、practice(練習)

match and say

教師先示範和一名同學，鼓勵學生説出又創意的句子，如：mike’s fish is bigger than mine.

(2)story time

學生默讀後回答，“who is an excellent goalkeeper?” why?讓學生説出不理解的句子，一塊討論，掃清閲讀障礙。播放部分錄音，學生跟讀，分組練習，下節課表演。

板書設計作業佈置

unit 1 how tall are you?

heavy---heavier, thin---thinner, big---bigger small---smaller , strong---stronger.

學生做活動手冊配套練習。

樹英語教案篇4

教學目標

讓小朋友學會字母ab 及代表單詞(a a le .b bear)，並能在早上用“good morning.”“good morning, teacher.”向家人、朋友及老師打招呼。

教學準備

單詞卡人手一份，教師範畫，幼兒用書, vcd,磁帶。

教學過程

1． 讓幼兒先聽音樂做一個熱身運動（good morning）.

2． 教師向幼兒問好：good morning everyboday

教師向幼兒介紹我是美樂迪老師(i am melody)

教幼兒齊聲向老師問好（good morning melody）

小朋友們也可以用good morning向爸爸、媽媽、爺爺、奶奶、叔叔、阿姨問好，做個有禮貌的好孩子。老師相信你們是最棒的。ok

3. 今天老師教小朋友們認識以a 和b 開頭的單詞 。先聽磁帶

請看，這是字母a,請跟我讀。以字母a開頭的單詞----（出示卡片a le）, le on to me.請跟我讀a le.出示字母b,以字母b開頭的單詞-----（出示卡片bear）。le on to me. 請跟我讀bear.小朋友們都認識這兩個單詞了，下面老師和小朋友們做個遊戲，

when i say a le

you say a le

when i say bear

you say bear ok

(當我説蘋果的時候，你就跟着説蘋果。)

（當我説熊的時候 ，你就跟着説熊）。

遊戲做得很好，讓小朋友們自己表揚一下自己。

very very good.

遊戲繼續進行：

when i say a le,

you say a le.

when i say bear,

you stop. ok

(當我説蘋果的時候，你們就跟着説蘋果。)

（當我説熊的時候，你們就閉上嘴。）

遊戲做得很好，小朋友們自己表揚一下自己，

very very good,

very very wonderful,

very very cool.

4．活動延伸：

今天小朋友們表現得都很好，下面我們看着碟子、聽着音樂，一起來做運動。

律動《good morning》.

樹英語教案篇5

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 :

練習一welcome to the unit

一、詞彙

1 thank you for （bring） me presents and cards .

2 he is a (細心的)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、翻譯句子

1 我們可以為希望工程捐款。

we can for .

2 她是一位細心的學生，課堂上她總能認真聽講。

she is a student . she always to the teachers .

3 少先隊員們為老人們一週兩次打掃房間。

the young pioneers the rooms for twice a week .

4 七年級一班的學生將去河邊植樹。

the students of class1grade 7 near the river .

5 李平經常幫助老人。

li ping often .

6 他經常在車上讓座。

he often someone on the bus .

7 他正在為希望工程籌集東西。

he is project hope .

8 你們這星期五去老年公寓嗎？

are you this friday ?

7b牛津英語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 . “ 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 / + 形容詞 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、詞彙

1 that man （quick） ran away .

2 don’t (抽煙) 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、用適當的單詞填空

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、根據課文完成短文

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、翻譯句子

1 玩火是危險的。

it’s fire .

2 她有一個8 歲的女兒。

she has daughter .

3 今晚我一個人在家。

i at home tonight .

4 在五月十日， 那男人從或裏救出一個小女孩。

, that man a girl a fire .

5 我們應該互相幫助。

we .

6 那場火燒燬了屋子裏的一切。

the fire in the house .

7 他迅速跑回公寓去取鑰匙。

he quickly his flat the key .

（b）

8 他正在寫一篇1500字的故事。

he is .

9 我哥哥今天不能來上學因為他的腿受傷了。

my brother because .

10 這隻老鼠用牙齒咬斷了繩子幫助獅子脱離了危險。

the mouse cut the rope and helped the lion .

11 孫太太住院多長時間了？

was mrs sun ?

12 我們應該互相學習， 互相幫助。

we should .

13 學好英語是非常有用的。

it’s to .

7b牛津英語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 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牛津英語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 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” ver , 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 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” urage 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 .

樹英語教案篇6

教學目標：

1. 聽、説、認讀water, milk, juice, coke, coffee, tea.

2.飲料句稱的區別；let’s do 內容的理解和動作的模仿。

過程與方法：通過教師提問複習上節課所學知識，通過師生合作和生生合作完成新知的學習和鞏固。

情感態度價值觀：培養學生合作學習的習慣。

重點：單詞：water, milk, juice, coke, coffee, tea.

難點：飲料句稱的區別；let’s do 內容的理解和動作的模仿。

教具準備：

l.教師準備 water， milk，juice，coke， coffee， tea的實物、圖片、單詞卡片。

2.教師準備let’s do的動作圖卡、 a部分單詞的詞卡和圖卡。

3.學生準備water，milk，juice，coke，coffee，tea的實物。

教學過程：

1.熱身／複習（ warm－up／ revision）

（1）日常口語會話活動。

（2）教師播放歌曲“let’s have a picnic today”，學生一起拍手演唱。

（3）遊戲：找一找，拍一拍

教師將本課a、b部分所學單詞的圖片卡貼在黑板上，找兩個學生各手持一把新蒼蠅拍，教師讀出一個單詞，學生就要馬上找出來並拍立一下。第一個拍的學生獲勝。

（4）教師準備一個小場景：將所有學過的食品及飲料或模型放在一個鋪着枱布的桌上，請學生根據a、b部分的let’s talk進行自由會話。

2.新課展示（presentation）

（1）本課時let’ s learn中的單詞認讀教學，可繼續採用a部分第二課時的教學方法，利用課件，讓學生利用已掌握的拼讀規則，認讀和學習新單詞。

（2）讓學生聽let’s learn的錄音，一邊聽，一邊指着書上相應的圖，力求做到“眼到，手到，口到，心到”。

（3）用一組連貫的動作教let’s do中的動詞pour，smell，taste，drink。首先，教師左手端着一個茶壺，右手拿一茶杯，對全班説：look！i’m pouring the tea. pour the tea.（邊倒茶，邊説兩遍）。接着，教師端起茶杯，湊到鼻子前做聞的動作並説：now smell the tea.（兩遍）接着説： taste the tea.（説兩遍，邊説邊做嘗味道的動作）最後，教師説： mm…good drink the tea。教師演示完，請學生説出這幾個動作的意思。

（4）讓學生一邊聽let’s do的錄音，一邊跟讀並做動作。

3.趣味操練（practice）

（l）選詞競賽

將學生分為兩大組，每組每次各派一個選手，教師説六個新詞中的一個，選手跑步，快速在講台上找到所説詞的詞卡，並舉起詞卡大聲讀出單詞，誰先完成即為勝利者，可為本組贏得一分。

（2）遊戲：什麼不見了（what’s missing？）

教師將單詞先面朝上貼在黑板上，給學生10－20秒記住這些單詞的.順序，然後請學生閉上眼睛，教師從中拿走一張，再請學生説出是哪個詞不見了。

（3）讓學生聽錄音，邊説邊做let’s do部分的活動。

（4）教師將let’s do圖卡打亂順序，貼在黑板上，教師説一個指令，請學生指出正確的圖片。正確的可為本組贏一分。

4.課堂評價（ assessment）

做活動手冊本單元第5部分練習。方法和步驟參考第一單元。

5.課外活動（add－activities）

（l）聽錄音，仿讀句子。

（2）將所學的有關食物和飲料，用英語説給家長聽。

樹英語教案篇7

project protecting the yangtze river

學習目標：

1. 培養學生學習和運用詞彙的能力

2. 通過練習鞏固所學詞彙和句式

學習要求：

1． 課前熟練掌握文中的重點詞彙和短語

2． 通過自學和合作探究，提高分析句子的能力

3． 通過練習檢測自己對詞彙和句子的掌握情況,查漏補缺，進一步提高解題能力

課前預習：

一、預習任務

ii. fill in the blanks according to the text:

as the third longest river in the world, it is clear to see why the environmental problems of the yangtze river have raised concern both nationally and internationally. but with the rapid agricultural and industrial development, it has been polluted badly. the pollution of the river has resulted in unsafe drinking water which has led to health problems for people living near the river.

thankfully, many people have realized the importance of protecting the yangtze river. projects have been set up to deal with the problem. they are under way to protect the river. although they have done a lot, we still have a long way to go to solve all the problems concerning the yangtze river.

iii. words and phrases:

1. his funny story during his speech resulted in (引起) few laughs.

2. some of the kids are addicted to computer games, which arouses concern (關注，關心) of both parents and teachers.

3. during his speech, the minister of education emphasized the importance(重要性) of education.

4. can you advise (建議，忠告) me on the problem?

5. the water pollution endangered(危及) the living things in the river in the past.

6. after the fire, very little remained(留存，剩下) of my house.

7. he made every effort(努力) to achieve high grades.

8. you’ll appreciate (欣賞) this city better if you know its history and culture.

9. you’d better stock (保留) the money for future need.

1.環境問題environmental problems 2.引起關注raise concern

3.依靠rely on 4.導致result in

5.對..產生壞的影響have a bad effect on 6.建立、創立establish

7.在進行中be under way 8.集中於focus on

9.找出…的解決辦法find a solution to 10.是…的家園 be home to

11.自然保護區nature reserve 12.阻止…幹某事prohibit sb from doing

Ⅳ. fill in the blanks with the phrases or words below，using their right forms.

ing weather and fog _________us________ traveling.

must________ the living standard of the people.

s are ____________for a new building.

ng too much food which is high in fat and sugar will ____________heart illness.

patient_______________ lie in bed for another week.

6. the polluted air in the city is badly _________ the health of the residents.

7.i would ________your calling back this afternoon.

___________to be seen whether he will pass the driving test .

may ___________it that he will come to meet you.

ntion_________________ the dangers of nuclear reactors.

二、課文解析

d agricultural and industrial development plus huge population growth has meant that not only is the amount of water taken from the river rising, but the waste being put back into the river has also been increasing. （page 38, lines 2-4）

not only is the amount of water是倒裝分句，當not only…bust also連接兩個分句, not only位於第一個分句句首用以強調加強語氣時，應進行局部倒裝。例如：

not only did we lose all our money, but we also came close to losing our lives.

not only does he studies hard，but also he works well.

pollution of the river has resulted in unsafe drinking water which has led to health problems for people living near the river.（page 38, lines 9-10）

(1) 辨析：result in, result from,

① result in 有“引起、導致= lead to”和“以…為結局”的意思, 後跟“結果”。

if breathed in, they can result in / lead to illness or even death.

如果通過呼吸吸入，他們會導致生病甚至死亡。

their efforts resulted in failure. 他們的努力歸於失敗。

the attack led to / resulted in the us coming into the second world war.

這次襲擊導致美國參與二戰。

in given conditions, a bad thing can lead to / result in good results.

在一定條件下, 一件壞事可以導致好的結果。

② result from 表示“由……產生”， 後跟“原因”。

the damage resulted from the fire. 這損害由火災造成。

his failure resulted from not working hard enough. 他的失敗是工作不夠努力造成的。

(2) lead to除有“導致”、“引起”意義外，還表示“把……帶到、(道路)通向……”。

the bell-boy led us to our rooms. 旅館服務員把我們帶到了我們的房間。

still have a long way to go to solve all the problems concerning the yangtze river.

辨析：concerning，about，on 這幾個詞都有“有關”的意思，區別在於：

① concerning比較正式而已。例如：

let me take a look at all the official documents concerning the sale of this land.

what do you know concerning / about this? _______________________________

② about則比較通俗，更加口語化。例如：

there has been much debate about prices. _________________________________

-what is this book about? _____________________________________________

-it’s about a debate about animal rights. __________________________________

③ on多用於專業性內容或較正式的看法。例如：

many of these points were raised during the debate on the fishing industry. _______

many countries have contributed to the debate on world poverty. _______________

三、鞏固練習

1. 單項選擇

1. bill wasn’t happy about the delay of the report by jason, and .(遼寧卷)

a. i was neither b. neither was i c. i was either d. either was i

2. i’m sorry to you, but i can’t agree with you there after all.

a. disappoint b. prevent c. trouble d. worry

3. you’d better not leave the medicine kids can get at it. （2008山東）

a. even if b. which c. where d. so that

4. she is in a poor of health, which worries her mother much.

a. position b. situation c. state d. condition

5. is well known that the population of china is larger than any other in asia.

a. as; country b. it; country c. that; countries d. all; countries

6. cycling is highly to people’s health and the environment.

a. fashionable b. beneficial c. changeable d. suitable

7. - do you know which path the park?

- the one on your right.

a. to lead b. leading to c. leads to d. led to

8. this picture was taken a long time ago. i wonder if you can my father.

a. find out b. pick out c. look out d. speak out

9. not only interested in football but beginning to show an interest in it.

a. the teacher himself is; all his students are

b. the teacher himself; are all his students

c. is the teacher himself; are all his students

d. is the teacher himself; all his students are

10. the doctor advised vera strongly that she take a holiday, but it didn’t help.

a. would b. should c. might d. could

11.-can you help me with the math homework, mom?

-you can’t always other’s help for your homework. do it by yourself this time.

a. wait on b. rely on c. insist on d. turn on

12. i really appreciate to relax with you on this nice island.

a. to have had time b. to have time c. having time d. to having time

13. he his voice in order to be heard by all the people around the square.

a. lifted b. held c. rose d. raised

14. health problems are connected with bad eating habits and a lack of exercise.

a. closely b. apparently c. forcefully d. slightly

15. it is reported that average family size from five to three children.

a. decreases b. is decreasing c. has decreased d. will decrease

2. 選擇括號中所給短語動詞的適當形式填空

be stocked with, be willing to, result in, show concern about, replace…with…, write in,

take steps to do, push ahead with, be under way, prohibit …from…, focus on

1. the public are showing growing concern about the safety of milk sold in supermarkets.

2. he promised to push ahead with economic reform.

3. the yearly campaign to collect money for the red cross is already under way.

4. we replaced the old television set with a newer one a few days ago.

5. his carelessness resulted in his failure in the driving test.

6. many governments in the world are taking steps to prevent the spread of h1n1.

7. the one bedroom apartment is stocked with its own bathroom and internet access.

8. he is not a bit mean; instead he is always willing to help anyone in trouble.

9. citizens in the country were prohibited from travelling abroad.

10. any alterations(修改) should be written in to the left side.

課後學習：

背誦project中的重要短語和句型

?學習感悟】

1. 我學會了： _________________________________________________________

2. 我的困惑是：________________________________________________________.