牛津高中英语词汇讲解 M3U3 words (译林牛津版高二英语必修五教案教学设计)（推荐16篇）由“i乐德范文网”投稿提供，今天小编在这给大家整理过的牛津高中英语词汇讲解 M3U3 words (译林牛津版高二英语必修五教案教学设计)，我们一起来阅读吧!
篇1：牛津高中英语词汇讲解 M3U3 words (译林牛津版高二英语必修五教案教学设计)牛津高中英语词汇讲解
M3U3 words
1. civilization n. 文明 civilized adj. 文明的，有教养的
Chinese civilization is one of the oldest in the world
China has a high level of civilization
China is a highly civilized country.
2. lecture n .讲座 听讲座__________________ deliver /give a lecture 演讲,讲课
v. lecture on/ about_________ lecture at sb 对某人进行说教、教训某人
Don't lecture at me,I don't have to do what you say!别教训我,我可不是非听你的不可
What's he lecturing on tomorrow?他明天讲授什么?
3. found vt. 兴建、创建
build，construct，found，establish，set up的辨析
这些动词均有“建设，建立，建造”之意。
build普通用词，含义广泛，可指一切具体或抽象的建造或建立。
construct较正式用词，强调根据一定计划进行的规模较大，结构较复杂，要求较高技术的建造。
found侧重打下基础或创办，具体或抽象事物均可用。
establish着重稳固地建成，可具体指国家、政府、学校或商店等的建立，也可指信仰、信用、名誉、法律、制度、规则等的建立。
set up作“建立”用时，侧重于“开始”。可指具体或抽象的建立。
4. BC abbr. 公元前（before Chirst）
5. Roman n.罗马人 adj.罗马的 罗马人的 Rome was not built in one day.
6. take over 夺取、接管
He does not know how to persuade his son to take over his business .
Peter will take over as managing director when Bill retires.
比尔退休时将由彼得接任总经理一职.
7. volcano n. 火山
8. AD.( Anno Domini) 公元
9. erupt vi (火山等)爆发 eruption n.
10. lava n. 熔岩、火山岩
11. ash n. 灰烬、 灰
12. pour vi /vt 涌流、倾倾泻 倒出 It never rains but it pours(谚语)__________________
pour down Rain poured down from the murky skies. 雨从阴沉的天空倾盆而下。
13. unfortunate adj. 不幸的
fortunate unfortunate fortune misfortune fortunately unfortunately
14. mud n. 泥浆、烂泥 muddy adj.
15. decorate vt 装饰、装潢 decoration
decoration The great hall was decorated with flowers.
大厅里装饰着花朵。
16. flee vi vt 逃避、逃跑；迅速离开
Flee-Fled-Fled-Fleeing
辨析：get away (from); run away (from);escape (from);flee (from)这几个词均可表示“逃”，但含义有别：
◇ escape指安全地“逃走或跑掉”，强调结果；
◇ get away from及run away from表示“逃”的动作或行为，含有动作快速而敏捷之意，多用于口语中；
◇ flee强调“逃”这一动作急促或迅速，不强调结果。选用时根据上下文的含义来定。如： The bird has escaped from the cage．那只鸟逃出鸟笼了。 He ran away／got away／escaped from the fire．他从火灾中逃出来了。 He fled (from) the burning house．他从燃烧的房子中逃出。
◇ 另外，表示“从某处抽身”，一般用get away from。如： I’m afraid she can’t get away from the meeting． 我恐怕她很难从会议中抽身。
17. researcher n .研究者、调查者 research
18. true –to- live adj. 逼真的The picture is true to life. 这幅画栩栩如生。
19. disaster n. 灾难 catastrophe
20. destroy vt. 毁坏、摧毁
damage; destroy; ruin 这三个词都有“破坏;损坏”的意思,区别如下:
1) damage 指“损坏”,一般暗示损坏后价值或效益会降低,这种损坏是部分性的,有时该词也用于借喻.如: Her heart was slightly damaged as a result of her long illness. 长期生病使她的心脏受到轻度损伤. What they said and did damaged the relations between the two countries.他们的言行损害了这两个国家之间的关系.
2) destroy意为“破坏;摧毁;消灭;毁灭”,指完全彻底地破坏,含有无法修复之意,也可用于借喻.如: The building was completely destroyed by the fire. 这座房子被大火烧光了? The Nazi wanted to destroy the people's hopes, but in the end what was destroyed was the Nazi's dream by the power of the people.纳粹想摧毁人民的希望,最终是纳粹的梦想被人民的力量所摧毁.
3) ruin 多用于借喻之中,经常指把某物损坏到了不能再使用的程度. 亦指彻底毁掉，但不含有以某种摧毁性的力量进行破坏，而含有在一定的过程中逐渐毁掉的意思
Oxford has been ruined by the motor industry.
牛津城已经被汽车工业毁掉了。
The crops are nearly ruined by the continuous rain.
继续不断的雨水几乎毁坏了这些农作物。
如: The rain will ruin the crops. 这雨会把庄稼毁掉的. I was ruined by that law case;I'm a ruined man. 我被那场官司毁了,我破产了.
21. commercial adj. 商业的， 贸易的 commerce n.
22. wealthy adj.富有的， 富裕的 wealth n.
Early to bed and early to rise makes a man healthy, wealthy and wise.
23. gradually adv. 渐渐地、逐渐地
24. sandstorm n. 沙尘暴，风沙
25. scholar n .学者
26. cultural adj. 文化的 culture multicultural
27. institute. n. 机构、研究所
28. ruin n. vt. 废墟、毁坏、破坏、毁灭 in ruins成为废墟 The castle is now in ruins.
城堡现在已成废墟。
29. remains n. 遗物、遗迹、遗骸
remain: 一、作不及物动词用
1．表示“剩下”、“仍有”，只能用于主动语态，不可直接跟宾语。例如：
①They had all those that remained．他们把剩下的全部拿走了。
②This visit willalways remain in my memory．这次拜访将永远留在我的记忆之中。
2．表示“留下”、“逗留”，特指在他人走后留下。例如：
①They went，but I remained．他们走了，但我留了下来。
②I shall remain here all the winter．整个冬天我将留在这里。
3．表示“尚待”、“留待”，后面接被动语态的动词不定式。例如：
①One problem remains to be solved．有一个问题尚待解决。
②That remains to be proved．那尚待证实。
二、作系动词用
表示“一直保持”、“仍然（处于某种状态）”、“继续存在”、“依然”。
1．后面接名词作表语。例如：
①Language was，is and will remain the chief means of exchange of ideas．语言，过去、现在和将来依然是交流思想的主要工具。
②In spite of their quarrel，they remained the best friends．他们尽管吵过架，却仍不失为最好的朋友。
2．后面接形容词作表语。例如：
①We must always remain modest and prudent．我们必须经常保持谦虚、谨慎。
②Despite the danger，she re- mained calm．尽管危险，可她依然镇定自若。
3．后面接介词短语作表语。例如：
Victories remain with us．胜利属于我们。
4．后面接V-ing作表语。例如：
She remained standing though we repeatedly asked her to sit down．虽然我们三番五次地请她坐下，她还是站着。
5．后面接过去分词作表语。例如：
①The true author of the book remains unknown．这本书真正的作者依然不详。
②The situation remains unchanged．局势依然未变。
30. beneath prep. 在。。。之下
31. pot n. 罐、壶
32. material n. 材料、物质adj. 物质的
33. document n, 文献，文件
34. workshop n, 作坊， 车间
35. explode vi. 爆炸 explosion n.
36. nearby adv.adj 在附近（的）、
37. extreme adj. 极度的、极端的 extremely adv.
38. complain vi 抱怨 complaint n.
39. bone n. 骨骼、骨头
40. wooden adj. 木制的 wood vase wooden vase cf: gold /golden
41. leather n. 皮革
42. historical adj. 历史的， 与历史研究相关的 cf; historic
historic adj.历史上著名的, 有历史性的
the historic first voyage to outer space.
具有历史意义的首次太空旅行。
historic times
有史时期(与 prehistoric times 史前时期相对)
May 4, 1919 is a historic day. 1919
年5月4日是有历史意义的一天。
historical adj.历史(上)的, 有关历史的
historical costumes; historical weapons.
古代服装；古代武器
historical evidence
史实
a historical play [novel]
历史剧[小说]
43. solution n. 解决办法、解答 the solution to…
44. expression n. 表达；表情、神色
45. audience n. 观众、 听众
46. cave n. 洞穴
47. ceremony n. 仪式、典礼 the opening/closing ceremony
48. republic n. 共和国、共和政体
49. chairman n. 主席
50. pearl n., 珍珠
51. harbor n. 港口 the Pearl Harbor
52. navy n.海军、海军部队
53. powerful adj. 强有力的
54. airfield n. （军用）机场
55. bomb vt 轰炸、n. 炸弹
56. sailor n. 水手， 海员
57. fortunate adj. 幸运的 unfortunate adj. fortune n. unfortunately adv.
58. aircraft n. 飞机
59. carrier n. 航空母舰， 运输设备
60. declare vt. 宣布、宣称 cf. announce
declare sth./ that….. declare independence 宣布独立
declare sth. ( to be/ as )+ ….. declare a meeting closed 宣布闭会
declare a meeting open 宣布会议开始
declare against …声明反对. He declared against the proposal.他表示反对这项提议。
declare for…“宣布支持 They declared themselves for the plan.他们表示赞同这项计划。
declare的基本意思是明确地、清楚地、正式地“宣布,宣告”,多用于官方场合。引申可指“宣称”“断言”“申报”等。
2.declare既可用作及物动词,又可用作不及物动词。用作及物动词时,其后接名词、代词或that从句作宾语。不接动名词,也不接动词不定式。可用于被动语态。
3.declare后可接由to be/as加名词、形容词、副词或介词短语充当补足语的复合宾语。to be/as有时可以省略。
4.declare接复合结构时可以用动词不定式或由wh-引起的疑问词从句作宾语,但它们都由it代替,而它们本身则移到补语后面,此时它的补语多为形容词。
5.declare作不及物动词时常跟介词against表示“声明反对”,接for表示“宣布支持”。
announce:
1)announce sth.: announce action 宣布采取行动
announce a decision 公布决议
announce an appointment 公布一项任命
The government announced a cut in taxes.政府宣布减税。
2)announce sth to sb
We have announced her death to some friends only. 她去世的消息我们只通知了几个朋友。
announce to sb that-clause
Please announce to students that the holidays will begin next Monday.请通知同学们假期将从下星期一开始。
3)announce+ that…./wh-…..
The government announced that they would pay for their debts.政府宣布愿意偿还债务。
Have they announced when the race will begin?他们宣布比赛什么时候开始了吗?
Cf:宣布的内容上说, announce指公众关心的,特别是具有新闻性的事件。例如:
The rise of prices of grain was announced in the papers.粮价上涨已在报上公布。
declare指重要的决策、举措或意见。例如:
The government declared rubber a strategic and critical material.政府宣布橡胶为重要战略物资。
从宣布的目的上说, announce,在于使众所周知; 而declare则在于使人明白。例如:
The arrested man declared himself innocent.被捕的人声称自己是无罪的
declare还含有“正式地，来自官方”的意思。比方说“宣战”就得用declare,宣布会议、仪式、典礼等开始或结束也用declare,如果宣布获奖名单什么的annouced 和declare 都可以。
语法上来讲，announce后面只能接名词和从句作宾语。而declare不仅可以接名词和从句作宾语，也接“宾语+名词/形容词”的结构
61. in memory of 纪念(死去的人或事)
in honour of 纪念（死去或活着的人或事）
62. memorial n. 纪念碑， 纪念馆 adj.纪念的
63. educate vt. 教育 education n.
64. statue n. 雕塑，雕像
65. no doubt 无疑、确实
No doubt you would like a drink.
毫无疑问你是喜欢喝一杯了。
No doubt he was just trying to help, but he's spoiled our work.
可能他只是想帮忙，但却把我们的工作给弄糟了。
have no doubt... 毫不怀疑，毫无疑心
there's no doubt... 这毫无疑问....
"No doubt, my boy, no doubt.
“那当然，那当然。
No doubt about it.
毫无疑问。
No doubt it is.
肯定是的。
I have no doubt.
我肯定。
There is no doubt.
警察:没有问题。
No doubt,love is universal.
毋庸置疑，爱是普遍存在的。
This admits of no doubt.
此事不容置疑。
There is no doubt about it.
那是毫无疑问的。
I have no doubt about that.
此事我可以肯定。
No doubt it began very gradually.
毫无疑问，它是逐步发展起来的。
There is no doubt that…….无疑……（不用：It is no doubt that…..）
It is no wonder that ……… 难怪…..=No wonder that…..
66. rise up against 起义、反抗
The slaves rose up against their cruel masters.
67. troop n. 士兵； 军队， 部队
68. stand in one’s path 阻碍（某人）
stand in the /one’s way
69. march vi n. 前进，进发；游行
70. glory n. 辉煌、荣耀、光荣 glorious
71. ahead adv. (时间、空间)在前面
72. come down with 患病
Our children all came down with the flu last week.
上星期我们的小孩全部得了流行感冒。
The girl has come down with pneumonia.
女孩已患肺炎。
73. vast adj. 辽阔的巨大的， 大量的
74. philosophy n. 哲学
75. salary n. 薪金， 薪水
76. aware adj. 意识到的， 知道的 、察觉到的
1.) 知道的,察觉的[F][(+of)][+that][+wh-]
I am well aware that this is a tough job.
我深知这是一件棘手的工作。
She was not aware of having done wrong.
她没有意识到做错了事。
2.) (与副词连用)有...方面知识(或意识)的
He is an artistically aware young man.
他是个懂艺术的青年。
3.) 明智的;懂世故的;阅历深的
77. basis n, 基础； 基准、 原因 cf: base
base 表示“基础”、“地基”、“底部”，也用于构成或支撑物体底部的“基础”。例如：
We camped at the base of the mountain.我们在山下设营。
I found a small insect at the base of the flower.我发现这花的底部有一个小昆虫。
The base of this monument is made of marbles.该纪念碑的地基是用大理石做成的。
basis 表示“基础”、“根据”，它常修饰无形的，抽象的东西。如学说、理论、信仰等。例如：
Trust is the basis of lasting friendship.信任是保持友谊的基础。
What basis do you have for this judgment?你是根据什么下这判断的？
This theory rests on a solid scientific basis.这一理论有坚实的科学基础。
on the basis of以…为基础
78. court n. 法院、 法庭、球场、宫廷
79. god n. 神， 神灵
80. corrupt vt.使腐化， 使堕落 adj. 贪污的 腐败的
81. trial n. 审讯， 审理； 试验； 考验 trial and error反复试验、不断摸索
82. judge n. 法官， 审判员； 裁判员
83. poison n. 毒药， 毒物 vt. 毒害， 下毒
poisonous adj.
篇2：牛津高中英语词汇讲解 (译林牛津版高一)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...区别开
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.
篇3：高中牛津英语模块五 Unit 1-3 教案集(译林牛津版高二英语必修五教案教学设计)Teaching plans of Unit One--- Getting along with others
Period One Welcome to the unit
Teaching aims:
To deepen Ss’ understanding of friendship
To practice Ss’ oral English by getting them involved in the discussion of friends and friendship
To learn the way to describe the characteristics of a true friend
Teaching procedures:
Ⅰ.Lead-in
1. Listen to the song called Auld Lang Syne(友谊地久天长)
2. Show students some pictures about friends
3. Brainstorming questions:
1) Have you enjoyed the song? Can someone name the song ?
2) Can you guess the relationship between the ones in the pictures?
3) Do you have any good friends? How many are they?
4) Do you think it is important to have a good relationship with others? Why?
5) Do you know the concept of “friendship”? Try to explain.
6) In your opinion, what does a real friendship consist of ?
Ⅱ. Picture talking:
Talk about the pictures and proverbs with your partner. Try to discuss the following questions:
Picture 1,
1) Where are the two girls?
2) What are they doing ?
3) How long they spend speaking to each other?
4) Do you think they enjoy each other’s company?
5) What do you think ‘Friends are thieves of time.’ mean?
Picture 2,
1) What do you use a mirror for?
2) What are the two girls doing?
3) Do you think the girl on the right is a good friend? Why?
4) Do you have a good friend? Does he/she often give you advice?
5) What do you think the proverb ‘The best mirror is an old friend’ mean?
Picture 3,
1) What is the taller boy doing ?
2) Why does he do so?
3) Do you think it possible for a person to buy friendship?
4) In your opinion, what is the base of a good friendship?
Picture 4,
1) Do you think friends should be the same age and share the same hobbies and interests?
2) What does the proverb ‘True friends have hearts that beat as one.’
Ⅲ. Story-telling
Tell a story happened between you and your best friend.
Ⅳ. Discussion
1) What a true friend should be like?
A friend is someone who
---you respect and who respects you
---shares your happiness and sorrow
---is trustworthy
---is honest, loving
---is devoted and loyal to you
---is selfless
2) Try to think of more proverbs related to friendship.
For example,
A life without a friend is a life without a sun.
A man who has friends must show himself friendly.
Ⅴ. Extending
More proverbs about friendship
Ⅵ. Conclusion
What else can be our friends besides human beings?
There are many answers to this question. e. g. a dog, a cat, a dictionary, a computer, a toy car, a mobile phone, a TV set…
As long as we have love
Ⅷ. Homework
1. Smile to your friends.
2. Finish the passage in Part B.
3. on page 95 in Workbook..
4. Preview the reading part.
Period Two Reading (One)
Teaching aims:
To deepen Ss’ insight into problems between friends
To practice Ss’ reading comprehension skill
To identify feelings and emotions in a text
Teaching procedures:
Ⅰ.Lead-in
1. Show students a picture about a gang of friends.
It’s a picture of me. Can you find me out and guess who are the others. (My friends)
2. Brainstorming questions:
1) Do you have a friend? How do you get along with your friends?
2) Have you ever fallen out with a very good friend?
3) If you had a quarrel with a friend, how would you deal with it?
4) How would you mend a broken friendship?
3. Before reading the letters about broken friendships, analyse the reasons that might lead to a broken friendship.
---having little in common
---lacking trust
---there being conflict of interest
---being jealous of each other
---being indifferent to each other
Ⅱ. Fast-reading
Ask the students to go through the two letters quickly and answer questions in Part A
1. Are the writers of the two letters feeling happy or sad?
2. What did Sarah get for the surprise Maths test?
3. Is Matthew usually a quiet boy?
Ⅲ. Detailed-reading
1. Ask the students to read the first letter carefully and answer the following questions and an analysis diagram .
1) Why other children say we are no fun?
2) What did Sarah think about the surprise Maths test?
3) What did Hannah sense?
4) What did Sarah tell Hannah in the girls’ toilets?
5) Why did Sarah tell Hannah that they weren’t going to be friends any more?
6) The analysis diagram:
She felt betrayed because … she thought her best friend Hannah didn’t keep her secret.
shamed she scored the lowest score in her class.
upset she found a piece of paper on her desk that said ‘Stupid Sarah got a D’
angry she thought Sarah didn’t keep her word.
2. Ask the students to read the second letter carefully and answer the following questions and fill in a table.
1) Why did Andrew shout at Mathew after the match?
2) What did Matthew think about losing the match?
3) How did Andrew think of football?
4) What kind boy is Matthew?
5) How is Matthew recently?
6) Fill in the table:
How Andrew felt Why she felt so?
He had a dilemma. His best friend Matthew has stopped talking to him.
He felt really guilty. He said some really cruel things to Matthew.
He was angry with Matthew. They lost the game because of Matthew’s carelessness.
Ⅳ. Summarize the reading strategy according to the emotion analysis and tale above: read to understand emotion
Ⅴ. Consolidation
Complete two letters written by Agony Aunt back to the two students with the proper words.
Ⅵ. Role play
Divide the students into groups of three. Each group is formed with Agony Aunt Annie, Sarah and Hannah or Agony Aunt Annie, Andrew and Matthew. Just suppose they are having a face-to-face talk. Students are expected to act it out after a few minutes’ preparation.
Ⅶ. Discussion
What is a friendship?
Read a poem--- The ABC’s of Friendship
Ⅷ. Homework
1. Retell the two letters.
2. Write an article about the friendship in your mind.
Period Three Reading (Two)--- Language Points
Teaching aims:
To deepen Ss’ understanding of the two letters.
To help Ss master the important words and phrases in the text.
To introduce a few sentence structures to Ss.
Teaching procedures:
Ⅰ.Lead-in
1. Revision
Retell the main idea of the two letters.
Discussion: Will they be good friends again?
Ⅱ.Words
1. Match the words with the correct definitions
academic make jokes and laugh at someone
deliberately a situation where one can’t decide what to do
tease shout or say loudly
dilemma feeling shamed of something done wrong
brilliant good at studying and getting high marks
yell be kind and like to meet new people
outgoing extremely good, clever and excellent
guilty done in a planed way, on purpose
2. Complete the sentences with the words on the left
Though he is a popular student, he is not very academic.
I don’t know what to do. Actually I am in a dilemma .
After saying sorry to her, I didn’t feel guilty any longer.
He is quite outgoing and has lots of friends.
Don’t get upset I was only teasing .
He is so brilliant that he can always think of new ideas.
It is impolite to yell at the old.
I don’t think the young boy run into the old woman deliberately.
Ⅲ. Phrases
Explain the underlined words and make a sentence according to the picture given.
1. I was determined to be cheerful…(Line 14)
do something with a firm desire
eg. Though she loved him, she was determined to leave him.
2.… , and told her we weren’t going to be friends any more because she couldn’t keep her word.(Line 24)
do what one has promised
eg.
She is a good girl and can always keep her word.
3. … , and as a result of his careless playing, we lost the game.(Line 38)
because of
eg. As a result of his careless study, he failed the Maths test.
4. … I cannot help wondering if she wants Peter to be his best friend instead of me.(Line 53)
cannot take control of oneself and do…
eg. When thinking to the jokes, I can’t help laughing.
5 … I must have sounded very proud of myself after the test.(Line 8)
must have done means guessing that something has happened because there seems to be no other possibility.
More sentences in the text:
… Hannah must have deliberately told everyone about my mark...(Line 21)
How they must have laughed behind my back!
She said that someone must have heard us in the toilets, but I don’t believe her.
eg.It must have snowed yesterday.
Ⅴ. Sentences
What does the word mean in different sentences?
1. Hannah sensed something was wrong. (Line 14)
He doesn’t seem to have any sense of humor.
There is no sense in getting upset about it now.
One day he will come to his senses and see what a fool he has been.
This article does not make sense to me.
2. He kept on saying really mean things to hurt me. (Line 44)
Watch him. He can be really mean.
Don’t be so mean about money.
This word means a kind of meat in English.
I didn’t mean to hurt you.
3. I feel really guilty because I said some really cruel things too, but I can’t stand seeing our team lose. (Line 46)
All the audience stood and clapped.
He is too weak to stand.
Stand the bedroom against the door.
There is a fruit stand in the street.
Ⅵ.Sturctures
1.He said it wasn’t his fault if he couldn’t play as well as me and that I shouldn’t yell at him.
If there are two object clauses in one sentence, that is used at the beginning of the second object clause and cannot be left out.
eg.
She said (that) she would fly to Paris and that she would bring me a present.
2.Since the mach, he hasn’t spoken to me even though we sit next to each other in class.
They decided to leave each other even though they loved each other.
3. Various forms of a verb
… how I was sure to get a good mark. (Line 9)
I was determined to be cheerful. (Line 14) to infinitive
I made her promise not to tell anyone. (Line 16)---- bare infinitive
I was so upset that I felt like crying. (Line 20)
My best friend Matthew has stopped talking to me. (Line 34)
… as a result of his careless playing, we lost the game. (Line 39) V-ing form as a noun
Ⅶ. Homework
1. Review the useful phrases and important words in this text.
2. Review the two sentence structures learnt above.
3. Finish Parts A1 and A2 on Page 90 in workbook.
Period Four Word Power
Teaching aims:
To enlarge Ss’s vocabulary about personality.
To help Ss recognize positive and negative adjectives about personality.
To introduce synonyms and antonyms to Ss.
Teaching procedures:
Ⅰ.Lead-in
Questions:
1. Think of one of your friends and make a description.
2. What kind of person is easy to make friends with?
3. What kind of person is hard to make friends with?
Write down the adjectives on the blackboard.
Ⅱ.Read the dialogue
Ask Ss to pair work the dialogue and try to get the meaning of the adjectives.
Go through the first table and figure out positive adjectives and negative adjectives to describe personality.
Ⅲ. Competition
Encourage Ss to come up with more adjectives to describe personality.
Divide the Ss into two groups, the group which comes up with more groups will be the winner.
Ⅳ. Synonyms and Antonyms
Introduce the definition of synonyms and antonyms to the Ss.
Go through the second table and do some more exercises.
Ⅴ. Consolidation
1. Figure out the adjectives according to the meaning on the left.
2. Finish the exercises on Page 7
Ⅵ. Game --- Describe and Guess
One student is going to stand in front of the class and describe the personality of one of his/her friends, the others are going to guess out who the person is. The one who guess it out can have a chance to go to the front.
Ⅶ. Have a thinking
Have a summary of what we have learnt in this period of class.
Ask Ss to think about two questions:
Do you want to be popular?
Do you want to make true friends?
So we should build a positive personality.
Ⅷ. Homework
Finish the relevant exercises in the Unit Revision.
Period Five Grammar (1)
Teaching aims:
To recognize the basic forms of the to-infinitive and the bare infinitive.
To learn how to use to-infinitives and bare infinitives in different situations.
Teaching procedures:
Ⅰ.Lead-in
Look at some proverbs about friendship and pay attention to the words in red.
1) A faithful friend is hard to find.
2) The only way to have a friend is to be one.
3) It is better to be alone than in bad company.
Ⅱ.Functions of to-infinitive
1) subject of a sentence
2) object
3) object complement
4) attribute
5) predicative
6) adverbial
Ⅲ. Functions of bare infinitive
1) We use the bare infinitive after:
* let and make and sometimes have
* verbs of perception: feel, hear, see and watch
* Would rather, had better and why not
2) When two infinitives are joined by and, or, expect, but, than, rather than, we normally use the bare infinitive for the s
