UNIT4对话课教案

UNIT4对话课教案（精选6篇）

UNIT4对话课教案 第1篇

UNIT4对话课教案

本课时选择的是第四单元2d的对话内容，话题是谈论新学校的校规。

教学重点：在口语交流中运用情态动词can, must, have to表达许可和禁止；祈使句的否定形式；语音语调和意群停顿。教学难点：不同情态动词表达的意义区别；can和can’t的重弱读变化。

1.导入对话情境。教师创设情境：When you go to a new school, you want to be a good student so you may want to know about school rules.John is at a new school.Let’s see what rules his new school has.2.理解对话大意。让学生读对话，或听对话，回答几个问题。

1）What are John and Alice talking about? 2)How many rules does Alice mention? 4 3． 理解对话细节。让学生再读一遍对话，提一个关键的细节问题：What rules does the school have? 请几个学生问答，再将完整的祈使句板书在黑板上，分成两栏。

Dos

Don’ts Wear the school uniform.Don’t be late for school.Be quiet in the library.Don’t bring music players to school.4． 语言探究及学习。让学生找出对话中所有的情态动词并画线，与同伴核实自己的判断并讨论这些情态动词的意思。5.让学生听对话跟读，模仿语音语调和意群停顿。

6.在班级中开展集体性的分角色对话朗读活动，表演对话。

阅读课教案

本课时选择的是UNIT4,B部分2a-2c 的内容。

主题部分是Molly写过Dr.Know的求助信和Dr.Know给Molly 的回信

1，读前热身讨论，让师友讨论几个问题 快速阅读，找家规。这是本节活动的重点。将两封书信分开阅读。

1）学生阅读2B中的第一封信，圈出Molly的家规，然后再将圈出的内容转写出来

2）学生阅读第二封信，找出Dr.Know的观点并画线，师友相互交流各自的判断，观点，教师核对答案。

3.再读信件，聚焦求助信特征和语言。要求学生快速浏览两封书信，让学生比较一般文章，找出信中有哪些特别之处。总结如下：

1）书信称呼中所共有的词汇Dear 2）称呼后用逗号，不用冒号

3）求助信中第一句是主题句。其后就是解释说明主题句的细节句。

4）信件结束前一般会有明确求助的句子，即What can I do？ 4．师友共同解决 文章中常用的短语，再全班讨论，体会意义和用法。

5．让学生用情态动词填空，完成活动2c。注意第三人称的转换。

6.拓展讨论。让学生回顾molly的家规和校规并思考问题： Which rules do you think are fair? Which rules do you think are unfair? If you were Dr.Know, what would you say to Molly?

UNIT4对话课教案 第2篇

Teaching goals

1 Target language

a 重点词汇和短语

glory, sonnet, absence, translate, translation, scan, curious, active, feature, despite, despite, besides, spirit, literature, embrace, atmosphere, style, image, remind sb of sth, a magical world, call up, stand out, be famous for, lead to, translateinto, come into being, refer to, in one’s own words

b 重点句子

Some English poetry reminds readers of Chinese poetry. P 27

Reading poetry brings people from different places and different times together. P27

Poetry also calls up all the colours, feelings, experiences and curious images of a dream world. P27

The earliest poem was written in a kind of English that is now difficult to understand. P28

No matter how well translate, something of the spirit of the original work is lost .P28

2 Ability goals 能力目标

Enable students to learn more about poems and poets and to tell each other about them using the target language.

3 Learning ability goals 学能目标

Cultivate students’ literature – awareness

Teaching important points 教学重点

(1) Explain the text using the questions in pre-reading as a foreshadow and questions in post-reading a guideline

(2) How to use an image in writing

Teaching difficult points 教学难点

How to explain an English poem.

Teaching methods 教学方式

Listening, skimming, group work

Teaching aids 教具准备

a recorder, a projector and some slides

Teaching procedures & ways 教学过程与方式

Step 1 Revision

Check students’ homework and deal with any problem that students raise.

Step 2 Pre-reading

T: Now please look at the screen. And discuss these questions with your partners. Then I’ll ask some students to report you work.

Questions

1. Can you name some famous Chinese poets? Can you recite any of their poems?

2. What are their poems about? Try to explain one of them in English.

3. Poetry is a special way of using language. Explain some of the characteristics of poetry. Give an example for each characteristic.

4. Write down five key words that you would expect to find in a text about poetry.

5. Some English poetry reminds readers of Chinese poetry. Whose poetry reminds Chinese readers of Du Fu or Li Bai? Whose of Su Dongpo?

T: Another question for you: some English poetry reminds readers of Chinese poetry. Whose poetry reminds Chinese readers of Du Fu or Li Bai? Whose of Su Dongpo?

Step 3 while reading

Get the students to comprehend the passage quickly and accurately, and meanwhile help the students to form a good habit of reading.

T: ask Ss to explain the title “English Poetry”Then now please skim the passage fast to obtain a general understanding of the whole passage. While reading divide the whole passage into several parts and find out the main idea of each part.

Main idea Writing techniques

1 General introduction to poetry (paragraph1) making comparison

using images

2 Poetry often follows special patterns of rhythm and rhyme (paragraph 2) giving examples explanation

3Introduction of the history of English poetry in chronological order (paragraph 3,4 and5) giving examples making comparison

4 Poems and literature can be bridges between the East and the West (paragraph 6 and 7) giving examples using images

T show some language points on the screen.

1. play with: The little boy is playing with his dolles. In the text “play with the sounds, words and grammar”means “to use sounds, words and grammar perfectly.”

2. call up: I called up my brother and told him the good news.

He was called up at the beginning of the war.

3. despite: He came to school despite (in spite of) his serious illness.

4. time: In his speech, he expressed the feelings of the time.

5. belong to: Taiwan belongs to China.

6. absence: Darkness is the absence of light.

7. remindofRemind me of the letter.

8. lead to: Differences of opinion led to fierce arguments.

9. come into being: When did the Great Wall come into being?

Step 4 Listening and Reading Aloud

T: Now let’s listen to the tape. When I play it for the first time, just listen. Then I’ll play it for the second time. This time, you can follow it in a low voice. Then read the text aloud, paying attention to your pronunciation and intonation. Do you understand? Ok. Let’s begin.

Step 5 Discussion

T : Now please turn to Page 29 , Post-reading 4、5 and 6 . Have a discussion about them. Later, I’ll ask some of you to give us the answers.

(After a while.)

Step 6 Summary and Homework

T: Today we’re learnt a text about poems and poets. Read the text after class and collect as much information about the things and persons mentioned in the text as possible. Then do Ex.3 on Page29. Besides, we’ve learnt some useful words and expressions. Please tell me what they are.

Ss: Play with, call up, despite, time,

(Teacher writes them on the blackboard.)

UNIT4对话课教案 第3篇

《英语 (新目标) Go for it!》九年级

二、设计思路

阅读教学设计可分为读前、读中和读后三个部分。

读前活动的主要任务就是激活学生已有的生活体验, 这是教学的起点。在设计新课导入环节时, 教师可用多媒体呈现学生熟悉的故事图片和生活场景并引导学生讨论, 体现新课程“尊重学生已有的知识与经验, 把学生的个人知识、直接经验和生活世界看成是重要的课程资源”的教学理念。

读中活动可先让学生快速阅读课文, 了解文章整体信息;在略读后, 设计匹配练习和用关键词复述所学内容, 进一步加深对课文的理解;还可设计真实的任务活动, 让学生调动已有的语言知识和生活经验, 用所学知识解决实际问题, 实践新课程倡导的任务型语言教学。

读后活动可设计若干个与课文密切相关的问题作为思考题, 体现学科之间的渗透与交融, 使所学知识得到拓展和延伸。

三、教学目标

(1) 培养学生运用略读、精读等阅读策略, 了解文章大意。

(2) 培养学生运用所学知识发现问题、分析问题、解决问题的能力, 能用英语表述自己如何应对各种意外伤害事故或心理问题。

(3) 培养学生借助关键词, 对课文内容进行复述的能力。

四、教学过程

Step 1.Pre-reading

(1) 利用多媒体呈现一些学生熟悉的意外事故的图片, 让学生用英语描述这些意外事故:cut myself, fall downstairs, burn myself, injure my knees, a traffic accident, an earthquake, drowning...

(2) 讨论遇到这些意外伤害事故该怎么处理?如:

What would you do if your friend drowns?

What would you do if you cut yourself by accident?

(设计意图:以“意外伤害事故应该怎么处理”为主题展开讨论, 使不同层次的学生都有机会开口说, 敢于开口说, 既能有效训练学生的英语口语表达能力, 又调动他们的已有知识和生活经验, 为后续阅读做好铺垫。)

Step 2.While-reading

1.学生快速阅读课文中意外事故部分, 然后回答课文中提到的四个有关意外事故的问题, 使学生对文章有一个浅层次的了解, 旨在培养学生的略读技巧和获取文章整体信息的能力。

2.让学生把文中提到的四个意外事故与解决办法制作成表格匹配起来。此教学环节主要是让学生掌握精读和找读技巧, 用匹配练习让学生有目标地进行细读, 加深对文章第一部分主要内容的理解。

3.多媒体呈现火灾图片, 提问:Look at this tall building.It is on fire.What would you do?学生小组讨论后做汇报。

4.让学生快速阅读课文中有关心理问题部分, 然后归纳出四个问题。

5.让学生合上课本, 根据所提供的关键词, 用“If I were you, I’d...”“You must...”“You should...”“You shouldn’t...”, 复述问题的解决办法。

(设计意图:《英语课程标准 (实验稿) 》在“教学理念”部分指出, “本课程倡导任务型的教学模式。”教师设计5个不同层次、不同角度的真实任务, 让学生调动已有的知识和生活经验寻找解决问题的办法, 在寻找解决问题的办法的过程中再现所学语言知识。)

Step 3.Post-reading

让学生阅读思考下列问题:

1.Why is cold running water helpful to treat a small burn?

2.Why would it be dangerous to meet an“Internet friend”alone?

如何上好对话课 第4篇

关键词：阅读能力；交际能力；教学模式

通过一段时间的学习和实践，我对对话课教学模式有了一定的理解和体会，现将自己的一些想法和认识与大家交流分享，请大家给出宝贵的意见和建议。英语对话课教学可采用以下实施步骤。

一、导入新课

教师通过精心设计一个情景，清晰而自然地引出新课题和新的语言点，要求新语言点的介绍准确、形象、生动，新的语言点要具有启迪性和可模仿性，同时要有很强的学习直观效果。例如，Lesson18中，我通过问什么时候是李明的生日来引出李明的生日快到了，Jenny和Brian要送李明一件礼物来引出课题Get a Present for Li Ming。并介绍自己朋友的生日也将要来到，自己也想送一件礼物给朋友，通过这个小情境来学习新单词，并通过与一个学生的角色扮演来教学购物。

二、机械操练

教师指导学生进行机械操练，可两人一组也可以小组为单位进行操练，逐渐加大训练密度和深度，直到学生能熟练掌握为止。

三、处理文本

可采用听读形式让学生理解课文内容，例如，听录音回答简单问题；读课文回答问题，分角色朗读课文，扮演对话等。需要注意的是：英语对话课需要从整体语篇入手，初步了解文章大意，然后再分目标，最后回到语篇。

四、情景练习

教师创造和利用情景组织课堂教学，给学生创造交际的氛围，加强语言信息刺激引发学生表达思想的欲望。培养学生在心的情境中进行交际性的训练，努力达到创造性运用所学语言知识进行交际，可安排学生进行对话表演，增加他们的兴趣。Lesson 19中，我给学生设置一个情景，妈妈快过生日了，买份礼物给自己的妈妈表示感谢，学生都非常积极，踊跃举手展示自己的对话。

五、巩固练习

学生所学的对话中的语言形式应该在笔头得到进一步的练习与巩固。因此，根据对话内容精心设计一些练习便显得很有必要。可以设计一些能表现一定情景的练习，比如，补全对话，对话逻辑排序来巩固所学对话。

创新教育是素质教育的核心，是素质教育的重中之重。英语对话教学不仅是要让学生学会所学课本的知识，更是要求学生学会在不同场合运用语言表达自己真实的所见、所想、所感。所以在英语对话课堂上，应该千方百计鼓励学生多动脑，多动口。让他们通过启发、讨论、体验等教学活动，拓展视野，开发英语思维能力，培养学生收集、处理信息的能力，以及分析问题、解决问题的能力，让学生敞开思路，尽情发挥，让学习活动成为一种师生情感的交流，在对话课堂上碰撞出灿烂的思想火花。

UNIT4对话课教案 第5篇

1. What is the purpose of language?

2. What do you think “Body language” means?

3. How can you tell if someone is sad even if they do not speak?

Reading

Task1: Answer the questions on P26 to P27

Task2: Fill in the blank.

Country / Area Ways to greet each

Britain Shake hands. Do not stand very close to others or touch strangers as soon as they meet.

Canada Shake hands.

Japan Bow.

Spain、Italy、South American countries Approach others closely and are more likely to touch them.

France Shake hands and kiss each other twice on each cheek

Middle East, some Muslim countries Shake hands and stand quite close to other men. Nods to women and do no shake hands with them.

Language points

Reading

1，They will be meeting at a major hotel with local business people and people who represent the Chinese government.

will be meeting “将要会见”

will / shall be doing 表示“预料将要发生的动作”， 在现代英语口语中用得很多，口气往往比较婉转， 随便。

(1)你什么时候再来看望我们？

When will you be visiting us again?

(2)我就要去参加一个国际会议了。

I shall shortly be attending an international conference.

major

adj. more important, great(er) 较大的，较重要的，主要的

a major road 干路

这辆车需要大修。

The car needs major repairs.

vi. specialize in a certain subject( at college or university) 主修，专攻

major in 攻读，专修，主修

黛西是法语专业的。

Daisy is majoring in French.

n. 专业，陆军上校

local adj. 地方的，本地的， 地区的

当地的医生 the local doctor

本地新闻 the local news

这是头本地羊。 This is a local sheep.

represent vt.

1). 表现，描绘，描画

这幅画描绘了亚瑟法庭的一个场面。

This picture represents a scene at King Arthur’s court.

2) 代表，

秃鹰象征了美国。

The bald eagle represents the United States.

3) 想象 represent sth. to oneself 想象出某事物

2.Four people enter looking around in a curious way.

curious adj. eager to learn or know 富于好奇心的，有求知欲的，感兴趣的

be curious about 对好奇

be curious to do 急于做

curiosity n. 好奇心 curiously adv. 好奇地

(1)她还是个小女孩儿时，就对人类的起源发生了兴趣。

As a girl, she was curious about the origin of human beings.

(2)The tourists were surrounded by the curious children.

游客被好奇的孩子们围起来了。

3. You do not want to disappoint your boss, and this is an exciting experience for you, so you stand watching and listening.

disappoint v. 使（某人）失望

disappointed adj. 失望的，失意的， 受挫的

disappointing adj. 令人失望的，扫兴的

(1)如果我考试不及格，我的父母会失望的。

My parents will be disappointed in me if I fail the exam.

(2)结果令我们所有人都很失望。

The result disappointed all of us.

(3)多么令人失望的消息啊。

What disappointing news!

(4)比赛输了，这令她很沮丧。

She was deeply disappointed about losing the game.

standing watching and listening V-ing形式作状语表伴随

4. Mr. Garcia approaches Ms. Smith, touches her shoulder and kisses her on the cheek.

approach ① n. (UC) 靠近，临近，接近

② n. (C) 通路，入口； 方法，步骤(method)

③ v. 靠近，走近

（1） We heard the approach of the train. (火车开过来了。)

（2） All approaches to the town （所有通往城镇的道路）are blocked.

（3） Do you know the best approach （最佳方法）to study a foreign language?

（4） He approached （靠近）the bird quietly.

5．These are examples of learned or cultural “body language”.

learned adj. having much knowledge acquired by study 有学问得，博学的

learned man 学者

他很有学问，但是非常自负。

He’s very learned but rather proud.

6. Not all cultures greet each other the same way, nor are they comfortable touching strangers or being too close or too far away.

1）notnor 既不。。。，又不。。。

nor 常置于句首、助动词或连系动词之前，表示 and also not. 此时也可以用neither 代替。

(1)我不喜欢这部电影，她也不喜欢。

I don’t like the film. Nor / Neither does she.

(2)我今天不去上班，梅西也不去。

I’m not going to work today and nor / neither is Maisie.

touching or being 都用作状语，相当于 while ( they are ) touching or

2）nor are they 。。。 含有否定意义的副词或连词（如not ,seldom, little, hardly, never, rarely, nowhere等）放在句首时，需用倒装。

(1)他一个英语单词也不会说。

Not a single word of English can he speak.

(2)我从来没有见过他。

Never have I seen him before.

(3)Not for a moment ______what he said. B

A. I believed B. did I believe C. I would believe D. I believe

(4)No where else in the world ___ a place so beautiful. C

A. you can find B. find you C. can you find D. do you find

7. People from places like and are more likely to touch them.

be likely to 很有可能，有希望。。。

possible , probable, likely

possible 表示可能的可能性不大，强调客观上有可能性，但也常常暗自“实际上希望很小”.常用于固定结构中，如：asas possible, if possible, It is possible that, It is possible for sb to do sth.

probable 表示可能性很大，主要用来指有根据，合情理，值得相信的事物，译为“很有可能地，大概” It is probable that

likely 表示可能性很大，但比probable弱，侧重从表面看，某事很有可能发生，当指某人或某事充当主语，其后用不定式，只能用likely ，而不用possible ,probable,即，sb./sth.be likely to do. 句式：It is likely that

(1) It’s nearly ten o’clock and father ____ walk in at any moment. C

A. is possible to B. is maybe to C. is likely to D. is able to

(2) Look, dark clouds are gathering. It is ____ to rain soon. C

A. probably B. possibly C. likely D. perhaps

(3) ___ there likely ___ anyone to meet us at the airport? D

A. Does, to be B. Is, being C. Has, that D. Is, to be

8. It is an interesting study and can help you avoid difficulty in communication.

avoid vt. 避开，躲避（某人/某事物）； 防止（某事）发生，预防

avoidable adj. 可避免的 avoidance n. 逃避，避开

avoid( driving in ) the center of city 避开市中心(行驶)

(1)做为一个驾驶新手，琳达尽力避免发生事故。

As a new driver, Linda tries her best to avoid accidents.

(2)I quickly walked to the other side of the road to avoid ___ him. C

A. to meet B. having met C. meeting D. to have met

Using language

1. Some body language is similar everywhere.

1) some 后面有时可跟可数名词的单数形式，意为“某种，某个”(a certain)

(1)他没通知我们就走了，他一定有他的理由。

He left without telling us. He must have some reason for this.

(2)你能给我推荐个旅馆吗？

Could you recommend me some hotel there?

2) be similar with 类似的，相像的

e.g. 玛丽的帽子和简的差不多。

Mary’s hat is similar with Jane’s.

2.A smile is the universal facial expression –it is intended to put people at ease.

facial expression 面部表情

intend v. 打算，想要，企图

intend to do/doing sth. 打算做

intend sb. to do 打算让某人做

intend that = intend +n.+to do 打算做。。。

be intended for 为。。。而 。。。（表示目的）

be intended as 作为。。。

(1) He intends to study abroad (到国外留学)next year.

(2) He intended his son to manage （打算让他的儿子经营管理）the company.

(3) The movie is intended for （为。。。而。。。）adults only.

(4) It is intended as （作为）a joke.

ease n. 安心，安逸，容易，轻易； v.减轻，放松

at ease 舒适，不费力气 with ease （军队口令）稍息

put/ set sb. at (his) ease 使某人感到轻松自在

ease out （使）悄然离开 ease off （病）减轻，缓和，放松

ease one’s mind 心情舒畅 take one’s ease 使自己轻松一下，休息

(1) His words put me at ease. (使我感到轻松)

(2) He is at ease （放心）about the matter.

Ex.

1. _________dogs seldom bite. D

A. Bark B. To bark C. Barked D. Barking

2. To get here in time, they came ________ all the way. A

A. running B. run C. ran D. to run

3. He sat there ________, with his head on his hand. B

A. and think B. thinking C. thought D. being thought

4. The wolf spoke in a _______ voice and Mr Dongguo felt _____. A

A. frightening; frightened B. frightened, frightened

C. frighten, frightening C. frightening, frightening

5. They set out ______ for the ___boy. B

A. searching, losing B. searching, lost

C. to search, lost D. searched, losing

6. It’s a pleasure to watch the face of a ____ baby. C

A. asleep B. sleep C. sleeping D. slept

7. The student sat there, _________ what to do. D

A. doesn’t knowing B. didn’t knowing

C. not know D. not knowing

8. The secretary worked late into the night, __________ a long speech for the international conference. C

A. to prepare B. prepared C. preparing D. was preparing

9. European football is played in 80 countries, ____ it the most popular sport in the world. A

A. making B. makes C. made D. to make

10. The _____ Prime Minister expressed his satisfaction with his talks, _____ that he had enjoyed his stay here.. C

A. visiting, add B. visited, adding

UNIT4对话课教案 第6篇

Period 1 New words and warming-up

1. Learning the new words.

2. Warming- up

T: We depend on energy to do many things in our daily life. Some people even say we could do nothing without energy. Can you tell me what we use energy for?

Ss: Energy lights our cities; Energy heats our buildings; Energy entertains us.

T: So it seems that energy plays a very important role in the modern world. Then where does all the energy come from? Are they renewable or non-renewable? (课件)

3. Discussing (可先阅读再讨论)

What do you think the current situation of energy around the world?

4. Reading

EW 20th TOPIC READING; CULTURE BRIDGE

5. Discussing

What’s your opinion about greenhouse effect?

6. HW Read the new words. Preview the text and finish the reading task in EW 20th.

Period 2 Reading

1. Pre-reading

What is the greenhouse made and used for?

How does it work?

What are the “greenhouse gases”?

What do you think greenhouse gases do?

2. First-reading

Glance quickly at the magazine article and answer the questions on P27 Ex.1

3. Second-reading

Read the text, divide it into 4 parts and try to sum up the main idea.(or EW20th)

4. Third-reading

Fill in the blanks.

5. HW Finish P28 Ex 1; EW20th Part1.

Period 3&4&5 Language study

Period 3

1. Review the text.

A. Read the text together.

B. Finish the SUMMING UP in EW20th.

2. Underline and understand some sentences.

3. Learn some language points.

4. HW Finish P28 Ex2; EW20th Part2 (1,2)

Period 4

1. Check homework (P28 Ex 1-2)

2. Review the language points.

3. Go on the language points

4. HW Finish EW20th Part 2; Prepare for the dictation.

Period 5

1. Have a dictation.

2. Review the language points.

3. Finish the language points.

4. Check HW (EW20th Part 1&2)

5. HW

Sentences:

There is no doubt that…(EW)

Without the “greenhouse effect”, the earth would be about thirty-three degrees Celsius cooler than it is.

They also agree that it is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide. (EW)

Words&phrases:

1. consume

1) 消耗, 消费, 耗尽 He consumed much time and energy in writing this book.

The air conditioner consumes a lot of electricity.

2) 大吃, 大喝, 吃完, 喝完 He consumed six eggs.

Before he died he had consumed a large quantity of alcohol.

be consumed with 充满

2. subscribe

1) vi. 订阅, 订购 I subscribe to English Weekly every year.

2) vi. 同意, 赞成 I’ve never subscribed to eating food in the classroom.

3) vt. 捐助, 签名 Last week each of us subscribed 10 yuan to the Hope Project.

I subscribed my name to the document.

3. tend 4. oppose

5. state vt. 陈述, 说明 She stated her opinion.

He didn’t state whether the article was true.

n. 状态, 国家, 州 In china the railway are owned by the state.

She was in a state of shock.

n. statement 说明, 声明, 陈述

6. glance

7. advocate vt. 拥护, 支持, 提倡, 主张

They advocate free trade.

We advocate keeping the earth from becoming too warm.

8. refresh vt. 使恢复, 使振作, 重新斟满

The long sleep had refreshed her. Let me refresh your glass.

refresh one’s memory 提醒, 提示, 使想起

He had to refresh his memory by looking at his notes.

9. consequence n.

1) [C] 结果, 后果 = result The consequence of his leg is a broken leg.

His illness is the consequence of overwork.

2) [U] 重要性 = importance Don’t worry. It’s of no consequence.

in consequence = as a result 结果, 因此 I overslept, and in consequence I was late of school.

as a / in consequence of = as a result of 由于……的缘故

In the consequence of your laziness and rudeness, I’m forced to fire you.

consequent adj. 因而引起的, 随之发生的

10. range n. 种类, 范围 There’s a wide range of ability in the class.

There’s a full range of activities for children.

It’s difficult to find a house in our price range.

11. steady

1) adj.平稳的, 持续的, 稳固的 Is the table steady?

The price of milk remains steady.

He is making steady progress during this term.

2) v. (使) 稳定, (使) 稳固 Stead the ladder for me.

Oil price steadied.

steadily adv. He is making progress steadily during this term.

12. come about 13. quantity of

14. go up 上升, 增长, 升起, 被兴建,被建造

Oil price have gone up again.

New buildings are going up everywhere.

15. result in

16. keep on 继续 Keep on until you get to the playground.

You keep on making the same mistake.

17. on the whole 大体上, 基本上 On the whole, I’m satisfied with her progress.