牛津英语8B词汇练习

牛津英语8B词汇练习（精选6篇）

牛津英语8B词汇练习 第1篇

I．词汇练习:

A.根据句意及所给汉语，写出所缺单词的正确形式：

1.It’s not right to ______________(吓唬)the small children.2.The old man ____________(刷)his dog’s fur every day.3.You shouldn’t make too much __________(噪音)in the library.4.Listen!There is someone ______________(敲)at the door.5.A baby panda ____________(重)100 grams at birth.B.根据句意及所给的首字母，写出单词的正确形式：

1.Kitty’s cat likes playing with balls and pieces of s__________ in the garden.2.My parrot has special f___________.They look beautiful in the sun.3.— What’s your t____________, young man?

— There’s something wrong with my left leg.I can’t move it.4.How often do you clean your rabbit’s h___________?

6.A fox can’t h__________ its tail.C.用括号内所给单词的适当形式填空：

1.If you’re ____________(care), you’ll make a lot of mistakes.2.Dogs are very __________to people.They are our good friends.3.More and more ______________(build)are standing on both sides of the street.4.The film Mickey is very _______________.Children all over the world are __________ in

seeing it.(interest)

5.How many _______________(goldfish)can you see in the fish tank?

6.Look!Some ____________(mouse)are eating rice over there.7.A tortoise has four legs, but it moves very __________.(slow)

8.Don’t be ___________(worry)about your English study.We’ll help you.III．在改写后的句子中填入所缺单词，使其与原句意思相符：

1.Simon finds reading is very interesting.Simon __________ __________ __________ reading.2.You must finish your homework before you go to bed.__________ ___________ that you __________ your homework before you go to bed.3.People made kites out of wood long long ago.People _____________ wood _________ _________ kites long long ago.4.The boy is old enough to look after himself well.The boy is old enough to __________ __________ __________ ___________ himself.5.You needn’t get there before 8:00 a.m..You ________ _________ __________ get there before 8:00 a.m..6.You mustn’t give your cat fish bones.___________ ___________ your cat fish bones.7.Mille didn’t walk her dog because it rained hard.Millie didn’t __________ her dog _________ a __________ because __________ the __________ rain.8.You shouldn’t frighten the cat.You __________ __________ _________ frighten the cat.V．选用所给动词的正确形式填空：

(frighten, feed, chase, bark, hunt, keep, look, reach)

1.Don’t worry.I ___________ on the Internet for you.2.Amy with her dog ______________ each other.They’re very happy now.3.Who ______________ the little boy just now? He’s crying all the time.4.His grandfather is a pet fan.Look!He _____________ his pet parrot.5.－ ____________a goldfish ___________?

－ No, it’s very quiet.6.Wait until he ___________ the bus stop.7.As a student, you shouldn’t spend too much time __________ after your pet.8.Are you interested in ____________ pets?

VI．根据所给中文完成下列句子：

1.对我们来说每天刷牙两次是有必要的。

It’s ____________ ___________ us __________ brush our teeth ___________ a day.2.请安静，别在教室里大声喧哗。

__________ ___________.Don’t __________ so __________ ___________ in the classroom.3.如果她整天忙着工作，就不应该养狗。

She _____________ ___________ to __________ a dog if she _________ __________ at work all day.4.冬天我们经常穿些暖和的衣服来保暖。

In winter, we often __________ some warm clothes ___________ __________ ourselves ___________.5.你离家时要确保门窗是关的。

Please __________ __________ you keep your doors and windows __________ when you _________ __________.6.听了一个关于扇尾金鱼的报告后，我们学会了怎样照顾它们。

After ____________ to a talk _________ fantail goldfish, we ___________ about how ___________ ____________ ____________ of them.7.英国英语和美国英语有点儿不同。

British English is a __________ __________ _________American English.8.迈克的鹦鹉能用喙拿报纸。

Mike’s parrot is ___________ ___________ ___________ a newspaper ________ its beak.1.They are ________.They come from America.(America)

2.Miss Green teaches ________ English.(we)

3.How many ________ do you want? Five.(potato)

4.Where are the ________ bags? Over there.(twin)

5.I can’t find my pen.May I use ________?(you)

6.He didn’t know how _________ the show on the catwalk.(do)

7.They didn’t buy ___________ yesterday.(something)

8.Who’s one of your favourite basketball ________ ? Yao Ming.(play)

9.The scarf is __________ of wool.(make)

10.I went __________ with Simon.(swim)

四、翻译下列句子。（20’）

1.每个人都想参加时装表演。

Everyone ________ __________ the fashion show.2.我们还需要两名女医生。

We need doctors.3.年轻人喜欢看时装表演。

Young people like fashion 4.她梳着20世纪90年代的发型.She wore her hair _________5.Simon正在Eddie洗澡。

Simon ________Eddie.6.吴老师给我们做了个计算机方面的演讲。

Mr Wu gave us a talk.Ⅰ．Fill in the blanks.用括号中所给词的适当形式填空。

1、She is usually very _______(friend)and quiet.2、If she _______(be)hungry , she will miaow.3、She likes playing with_______(piece)of string.4、I am a shell.I move very _______(slow)

5、You should not do eye exercises with your eye _______(open)

6、I often watch some children _______(fly)kites in the park.7、Thomas Edison was very _______(interest)in science when he was a child.Ⅱ．Form the sentences without changing the meanings.1、He uses sticks to build a camp.He builds a camp _______ _______sticks.2、My dog is cleverer than any other animal.My dong is _______ _______animal of all.3、He hunts when I hide.He_______ _______for mewhen I hide.4、I’ll take good care of him.

牛津英语8B词汇练习 第2篇

一、知识与技能

1. 词汇：New York City, Central Park, exam, were, rainy, delicious，expensive, inexpensive, crowded, flew, kite, later, felt, little, corner, discuss, etc.

2. 句型: Where did you go on vacation? I went to summer camp.Did she go to Central Park?Yes, she did.No, she didn’t.

3. 语法：一般过去时的特殊疑问句、一般疑问句及肯、否定回答。

4. 能力目标：能用一般过去时熟练谈论假期发生的事。

二、过程与方法

灵活运用教材，从所教学生的实际水平和语言能力出发，调整和取舍教学内容，合理安排本单元的课时数，设计好每课时的教学内容。

三、情感、态度与价值观

1.通过描述假期发生的事，增进同学间的了解，增进感情。

2.通过图片和视频欣赏优美的风景，培养热爱祖国大好河山的思想感情，提高学生的环保意识。

3.了解自己的能力，培养情操

4.培养学生们对英语的兴趣。

教法导航

1. 以任务型教学作为课堂教学理念、利用整体语言教学法、情景教学法、交际教学法等。

2. 在教学中创设切实可行的任务型教学活动、突出交际性。

3. 教师为主导、学生为主体、任务为基础，注重实用性。

4. 引趣激趣策略，创设情景调节气氛，引发激发学生兴趣。

学法导航

多读善思，小组合作、探究、学习、交流。

课时支配

第1课时：Section A 1a-2c

第2课时：Section A 2d-3c

第3课时：Section B 1a-2c

第4课时：Section B 2d-Self Check

牛津英语8B词汇练习 第3篇

笔者以《英语(牛津上海版)》8B Unit 7 Poems中Reading板块的第二首诗歌“My school”(诗歌详见教学月刊网站www.jxyk.com“资料下载”栏目中的“原文选登”)为例,探索在初中英语阅读课中,如何通过实施有效的跨文化教学策略来优化阅读教学过程,提高教学效益。

一、创设真实的文化情境

跨文化英语教学对个人综合素质培养所起的作用是通过教学内容情景化和个人化来实现的,只有置于具体的情景之中,文化内容才会焕发出活力,才能显现文化对社会和个人的调节和指导功能,才能使学习者身临其境地感受文化的作用。[2]240为此,教师要充分运用现代化的多媒体教学技术与手段,积极创设贴近学生实际生活的文化学习情境,营造浓郁的英语文化学习氛围。同时,教学设计要结合学生已有的学习经历,努力创造跨文化学习的机会,激发学生学习英语文化的兴趣。

阅读教学导入环节,笔者在屏幕上打出了我国著名诗人李白的《静夜思》。学生见后非常好奇:“这到底是要上英语课还是上语文课?”于是笔者与学生开展了以下这段对话。

T: Who wrote the poem?

Ss: Li Bai.

T: Can you talk about him?

S1: Li Bai is one of the most famous Chinese poets.

S2: He was born in Tang Dynasty and his nickname is诗仙.

T: Great! Is there any rhyme in it?

Ss: Yes. It’s -ang.

T: Why did Li Bai write this poem?

S3: Because he wanted to express the feeling ofmissing his hometown.

T: I agree with you. Today we’ll learn an English poem. English poems have the same characters as Chinese ones. They have rhymes and deep meanings,too.

通过这首人尽皆知的中国古诗,学生了解到英语诗歌同样具有丰富的韵律与深刻的思想内涵。整堂课从一开始就沉浸在浓厚的跨文化学习的氛围中,牢牢吸引住学生的注意力。

二、探寻词汇的文化渊源

世界各民族的语言都具有鲜明的文化特征,词汇能够最直接地体现该民族的文化价值取向。在语言的诸要素中,词汇与文化的关系最为紧密。胡文仲认为,词汇“是语言中最活跃、最有弹性的成分,也是文化载荷量最大的成分”。[3]73英语中很多词汇具有深厚的历史渊源。

“My school”第三节的第一句是:Mr. Black wassome times cross. 句中的cross学生以前学过,名词解释为“十字(架)”,动词是“穿越、横过”的意思。但在这里,这两个意思显然都不对。为了处理这个单词,笔者呈现了准备好的图片(见图1)。

学生几乎都知道耶稣是在十字架上殉难的,这是原有的背景知识。于是笔者发问:Do you know what happened after he died? 学生望着图片,个个睁大了眼睛。相传耶稣逝世后,人们把钉他的十字架做成小十字架,称为“圣遗物”。中世纪时,欧洲人宗教迷信极深,视拥有“圣物”为升上天堂的阶梯。骗子乘机把普通木头说成是基督教殉道者的十字架,削成木片,当作“圣遗物”出售图利。[4]当人们发现受骗时,当然很生气。于是,cross便有了“十分愤怒的、脾气不好的”意思。

直接告诉学生答案,可以省下不少时间,但现在这样的教学过程不仅让学生明白了cross解释为“生气”的来龙去脉,而且也使课堂充满了情趣。

三、搭准语音的文化韵律

语音是语言的物质外壳。音素的选择与组合反映了人们对客观世界的适应与感受,一个民族的语音特点与它的文化气质存在一种深层的同构关系。语音的重叠、辅音与元音的变换、韵律等都体现着文化意义。[3]英语诗歌具有丰富的韵律。在教学中,笔者首先介绍了头韵和尾韵的知识。接着,让学生填写表1,找出诗中的韵律。

然后,指出第一、二、四、五节用的是隔行押韵(ABCB型),而第三节 用的是隔 行交互押 韵(ABAB型),让学生了解英语韵律的丰富多彩。之后,进行全班诵读与个别朗读,平面的文字随着声音跃然纸上,完成视觉到听觉的转换。这样不仅完全发挥了语言的听说功能,而且让学生在体验的过程中充分感受英语的韵律之美,领略了别样的异国文化。

四、挖掘语法的文化特质

一个民族的思维方式、思维特征和思维风格通常具有深厚的民族文化渊源。与语言的其他部分相比,语法更隐蔽地存在于说话者的思维方式中。[3]68一个语言群体的思维方式和文化特点必然会影响这种语言的语法规则和系统。因此,语法也带有相应的文化成分。

本诗共五节,作者以第一人称叙述了发生在学校的故事。语言简洁明了,结构清晰,没有出现新的语法项目,似乎很容易理解。可细心观察后,我们就会发现,作者采用现在时和过去时相互交替的手法,尤其在第三、四节描述两位教师时全部使用了过去时。尽管在第二节,作者已明确表示:

I want to talk about the school,

I loved when I was small.

学生还是提出了疑问:Why does the author use so many past tenses in the poem?

笔者在备课时已考虑到了这个现象。根据隐喻认知模式,不论过去时间与现在时间之间,还是事实与虚拟之间,都是一种距离。英语动词过去时是一个表示过去时间的语法范畴,由于过去时间与现在时间或将来时间之间存在着距离,这种时间距离又映射到现实距离,并进一步映射到心理距离,因此经常用来表示虚拟和礼貌。[5]所以,过去时除了表示过去时间,在某些情况下也可表示现在时间或将来时间。这种在语法形式与语法意义间矛盾的语法现象,经上述隐喻和认知语法理论的阐释,显得合情合理。

于是,笔者解释道:

The author uses so many past tenses in order to express his or her politeness. It is a special form of English grammar. And it is also special in English culture.

五、赏析修辞的文化魅力

语言是表达思想的工具,修辞是语言表达的艺术。[6]修辞就是依据题旨情境,恰当地选择语言手段,选择表达方式,以有效地表达思想感情。因此,语言本体中不能没有修辞。[7]同理,英语教师在教授英语时,如果不教修辞,那是多么大的遗憾!英语中处处可见修辞的影子,教师要善于发现并积极呈现给学生,让学生通过学习修辞来赏析英语的文化魅力。

英语诗歌包含着丰富的修辞现象,所以是开展修辞教学的极佳素材。教学中,可以先介绍文中出现的几种修辞,如:

(1)明喻(Simile)———用另一种事物比喻所要说明的事物,通常用like或as连接。如:a face likean owl,as white as snow。

(2)隐喻(Metaphor)———又称暗喻,用另一种事物比喻所要说明的事物,句子中不出现like或as。如:She has a river of tears。

(3)层进(Climax)———不是“高潮”或“顶点”之意,而是一层层地推进与加强的意思。

(4)突降(Anticlimax)——采用突然下降的手法,从严肃、深刻、重要等概念急转到滑稽、平庸、琐碎等概念上,造成语义上大的反差,从而获得鲜明、幽默的艺术效果。

然后,让学生选择诗节中涉及的修辞种类(括号中为答案)。

( C)Verses 1—3A. Simile

(A C)Verse 4 B. Metaphor

(B D)Verse 5 C. Climax

D. Anticlimax

最后,再向学生详细讲解文中的修辞及作用。第一至第四节采用层进手法,从过去的学校、教师谈到对现任教师Miss Li很满意。第四节最后一句“Her lessons seemed like play”采用明喻 手法,赞扬了Miss Li的课有趣、轻松。到第五节,说“staff和students都不是真的,而是dolls”。这里的dolls就是教师和学生,同时出现隐喻和突降手法。作者把教师和学生比作娃娃,可见是喜欢学校和老师的。那么,有学生问,作者为什么不直接说,而要用这种拐弯抹角的方式来表达情感呢?这就涉及语篇中的文化含义。

六、揭示语篇的文化内涵

语言的使用与民族和文化之间的联系也可在篇章分析中得到体现。人们在交际过程中要遵循一定的原则。其中,礼貌就是最重要的原则之一。Lakoff认为,“避免冒犯对方比清楚表达自己的思想更为重要。交流思想与保持和增强两者之间的关系相比处于次要地位”。[2]108在高权力距离(High-power Distance)文化(如中国、韩国等)中,礼貌语言的使用非常重要,人们会使用多种语言手段来维持和谐友好的关系。

在“My school”的第一节中,作者说这首诗是Miss Li布置的作业,即交代清楚作者是学生,文本阅读的对象是教师。第三句“I wrote these verses on my own”与第四句“I hope you’re pleased with me”明白无误地告诉我们,作者意图取悦老师,体现了社会等级差别是礼貌的语用因素之一。接着,在第二、三、四节,作者用过去时描述了以前的学校与两位教师,进一步用语法体现了礼貌原则。通过对比Mr. Black来突出Miss White的好,逐步过渡到对现任教师Miss Li的喜欢。到第五节,作者似乎意识到前面的表述有些直白,于是笔锋一转,说老师、学生都是dolls。其真正的意图是想通过这种较大反差来间接地表达对现在学校与老师的喜爱,似乎“爱你在心口难开”。

整首诗给人的感觉用作者自己的话说就是个puzzle。中国属于高语境文化(High-context Cultures)国家,高语境文化的特点是含糊其辞,总认为对方应该知道自己想说什么,而不具体言明。[2]因此,篇章话语不仅由语言构成,而且更是语言与国家文化、民族传统、社会思想等相互作用的产物。经过这样的深入分析,文章的真实意境与作者的真正意图也就不难理解了。

为帮助学生更好地理解本文语篇中蕴藏的文化内涵,笔者设计了下列问题:

1. Does the author finish the homework? How doyou know?

2. Why does the author think Miss Li will be puzzled by her words?

3. Why does the author pretend to have dollteachers and doll students?

4. What does the author want to express in thepoem?

采用小组活动的方式讨论上述问题,然后小组成员一起汇报,每人回答一个问题,组员间可以相互帮助。其他小组判断谁的回答更符合文章的真实语境。最后,猜测本文的作者是中国人还是外国人。这样的练习人人参与、协调分工,没有标准答案的禁锢能训练学生的拓展性思维,培养合作学习的精神。此环节中,学生不仅学习了英语的深度文化,而且在潜移默化中培养了跨文化交际的意识。

语言是文化的载体,文化是语言的重要组成部分。随着新课改的不断深入,在英语阅读教学中融合文化元素的重要性正日益凸显出来。教师要深入研读教材,根据学生的水平、生活经验与实际教学需要,对教材进行合理开发和利用,创造性地开展跨文化的英语阅读教学。通过创设真实的文化情境,从词汇、语音、语法、修辞、语篇等不同角度为学生展现一幅色彩斑斓的英语文化学习的立体画卷。这样不仅激发了学生的阅读兴趣,培育了思维,发展了学习策略,促进了语言能力的提高,而且让学生在了解外国文化的基础上,更清晰地认识并加深了对祖国文化的理解,帮助他们开阔视野,开放跨文化交流的胸怀,让学生在体验跨文化学习的过程中增强跨文化意识,初步形成跨文化交际的能力,全面提升综合人文素养。

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[4]何永利.英文趣典[M].北京:中国华侨出版社,2000:54-55.

[5]侯奕松.隐喻研究与英语教学[M].北京:北京师范大学出版社,2011:162.

[6]李鑫华.英语修辞格详论[M].上海:上海外语教育出版社,2000:1.

牛津英语词汇记忆教学 第4篇

一、快速记忆法，帮助学生快速记忆词汇

快速记忆法是在学习词汇时，授课教师明确阐述记忆词汇的目标后，要求学生在规定时间内记忆词汇，并检查学生的记忆效果。快速记忆法虽然留给学生的时间短，但教师如果运用合适的方法，可以让学生由瞬时记忆转换成永久记忆。如：ginger-姜，分析：g-“哥”的拼音首字母；inger-手指（finger）的近似拼写。记忆：哥哥在切姜时把手指不小心切断了。也可以利用比较法记忆词汇，如：invent（发明）和invite（邀请）、past（过，介词、形容词）和pass（过，动词）等。也可以通过谐音法记忆词汇，如：chocolate（巧克力）、lemon（柠檬）等。

快速记忆法是词汇长久记忆的基础，不仅可以提高学生学习的效率，而且可以缓解学生英语词汇学习的压力。

二、构词记忆法，帮助学生理解记忆词汇

构词记忆法是根据英语词汇的构词原理，从旧词汇来引出新词汇，从而理解学习新词汇。教师通过归纳构词规则，教学生掌握基础的构词规律，使学生轻松理解词汇，并能积极猜测生词的词义。其中方法之一是合成法，将两个或两个以上单词合成一个单词构成新词汇。如：womandoctor、supermarket等。该方法简单易懂，但是不能过于牵强。方法二是派生法，将单词加入一个前缀或后缀，变成一个新的词汇，而相同前缀或后缀的词汇具有近似词义。如：uni-前缀具有共同、普遍的意思，派生出unify、universal；re-是常见的前缀，词义为“返回、再”，派生出rebut（反驳）、recur（再现）。

构词记忆法属于在理解的基础上对词汇归纳分析，拓宽词汇面，能帮学生轻松记忆词汇。

三、语境记忆法，帮助学生掌握词汇用法

词汇不是孤立地存储在人的记忆中的，创造一定的语境有利于词汇的记忆。学生在脑海中会系统化地整理出一个词汇集，避免了死记硬背，并帮助学生掌握词汇的语境用法。如：教授交通工具vehicle單词时，联想到bus、bike、train、motorbike、plane等单词，这些词汇构成一个语义场，可以清楚理解并掌握单词的词义和运用的语境。再如，从医院hospital可联想到doctor、nurse、patient、caner等词汇，可以给出记忆这些词汇的一定语境并组成句子，如：In hospital， doctors and nurses are caring for patients.语境教学需要教师融入对词汇的深刻理解，并创设一定的英语环境，这样才能强化学生对词汇的理解，使学生在英语词汇学习过程中受益匪浅。

四、反思记忆法，提高学生词汇综合运用能力

反思记忆教学是在教学过程中给学生足够的时间反思并探索学习的知识点，学生可以通过个人思考或小组讨论，加深理解并正确运用本章学习的英语词汇。如：7B中词汇对比on、above、over和beneath、below、under两组介词，教师可以用下面这张图展现给学生，并让学生根据图总结并区分介词的应用。

再举一个例子，给出下面两句话，让学生根据语境思考介词on和over用法的区别：

They dragged heavy stones with ropes over their shoulders.（绳在肩膀两边弯下去，具有动态之意，不用on。）

The farmers walked to their fields with hoes on their shoulders.（仅表示锄头所处的位置。是静态，用on，不用over。）

该方法适合在学习基本词汇基础上，让学生自己通过反思探究词汇用法，最终实现对英语词汇的系统理解和掌握，并使教师掌握学生的学习程度。

英语词汇教学的目标最终是培养学生高效、主动记忆并运用词汇的能力。词汇记忆方法仁者见仁、智者见智。这就需要教师在平时的教授过程中不断实践，才能归纳出行之有效的词汇记忆方法，从而在提高教学效率的同时，也减轻学生英语学习的压力，最终实现全面发展的教学策略。■

牛津英语8B词汇练习 第5篇

5 &6 period：Grammar

－．教学目标：

l．To understand the purpose of using connectives of reason

2．To use “because” to give a reason for something

3．To use “because of ” to give a reason for something

4．To show results with “so”

5．To use “hope” and “wish” correctly

二．教学重难点：

words:

ground

Phrases：

Sentences：

1. Ricky helped with the charity show because he wanted to raise money for Project Green Hope.

2．Ricky was nervous because of the TV cameras.

3．There was a lot of work so I was very busy.

4．I hope (that) you will like the show.

5．I hope to see the charity show.

6．I wish (that) I would be the host of the next show.

7．I wish (that) the pop stars would invite me to lunch.

8. I wish (that) I could fly.

9. I wish (that) I were Richy.

10. I wish you a happy holiday.

11. We wish you good luck.

三．教学方法：

Listening and speaking．

四．教学手段－tape-recorder and multi－media

五．教学过程：

Step 1：Lead－in

1. introduce myself

I’m Zhang Ping, you can call me Miss Zhang. I’ll teach you till your teacher, Miss Cai, come back from the USA. This is my first time to teach fun with English , so you need your help, if there is any trouble. I didn’t teach for about half a year because I had a son last winter. I love my son because板书he is very lovely. I wish板书 I could stay at home板书for more time, but your English teacher has gone to the board, so板书I have to come back to teach you. I hope板书 we can get well on with.

2. free talk

T: I like F4 because they’re very handsome. Who is your favourite sports star/music star?

S: is my favourite pop star.

T: Why do you like him/her best?

S: Because

I like him/ her because he/she板书

3. ask some more questions like this

Step 2 ：pre－task.

l. Turn to page 60. Let’s think of Ricky.

Q1: Why did Ricky help with the charity show? (Because he wanted to raise money for Project Hope).

Q2: Why couldn’t Ricky sleep the night before the show? ( Because he was too excited).

Step 3 ：While－task

Task1

1. T: When we ask for reasons, we use why’. When we give reasons, we can use because’. T: underline the sentences that contain the word because’.

2. Ask two students to read out one example each from the grammar table at the top of page 64.

4. Explain the context of the exercise. Daniel is asking Sandy about the charity show. The words on the pieces of paper are reasons from Sandy’s notes.

Ask students to work on their own to write answers to Daniel’s notes. Remind them that each sentence must contain the word because’.

Read out each of Daniel’s questions. Ask volunteers to answer the questions using because’. Repeat the answers clearly and ask students to check their own work.

Task2

1. T: Look at the Bb, we say:

Ricky helped with the charity show because he wanted to raise money for Project Hope.板书

We also can sayRicky helped with the charity show because of the money.

I’m fatter than before because I had a baby five months ago. 板书

We also can say I’m fatter than before because of my baby/him.

T: We can also use because of’ to give a reason for something. When we use because of’, it is followed by a noun or pronoun.

T: Look at the grammar table at the top of page 65. Show students that we can use because of’ to answer questions with why’, e.g.

Why did Ricky have to speak loudly? ( Because of the noise.)

Why was Ricky nervous? (Because of the TV cameras.)

T: Read the words above the speech bubbles in part B1, the first part says what happened, and the second part is the reason. Please use because of’ to make sentences.

Ask three volunteers to read out their answers

T: part B2 Amy and Shirley are looking at pictures of a flood. Amy is answering Shirley’s questions about it. Please write answers to Shirley’s questions using because of’ or because’.

Select two students to play the roles of Shirley and Amy.

Task3

T: I like F4 because they’re handsome. F4 are very handsome, so I like them.

I like him/ her because he/she板书

He/She is ,so I like him/her.

1. Tell students that we can use so’ to introduce a result. Read out the two examples and explain that the first part ( There was a lot of work’/’ I wanted to help the poor’) is a fact, and the second part(I was very busy’/I donated some money.’) is a result of that fact.

2. Explain that like because’, so’ can be used to give a reason for something, but the order is different from a sentence with because’. In other words, we can give the information in the example sentences using because’ as follows:

I was very busy because there was a lot of work.

I donated some money because I wanted to help the poor.

3. Ask students to rearrange the words in Part C1 to make sentences. Remind them that the first part of the sentence should be a fact and the second part should be a result.

4. Once students have finished, ask three students to read out one sentence each. Correct errors and mispronunciations.

5. Ask students to read through Kitty’s letter in part C2 for overall meaning first. Then ask them to fill in the blanks using because’ because of’ so’.

6. Ask students to read out one paragraph each. Clarify any misunderstandings if necessary.

7. Ask students to complete Work out the rule!’ on their own. Ask one student to read out the rule and check the answer as a class.

8. In a compound sentence, we cannot use because and so at the same time.

(F) Because I got up late, so I’m late for school.

(T) I got up late, so I’m late for school.

(T) Because I got p late, I late for school.

Task4

T: I wish板书 I could stay at home for more time, but your English teacher has gone to the board, so板书I have to come back to teach you. I hope板书 I can get well on with you.

1. Tell Ss that we use hope’ and wish’ to talk about things or situations that we want to happen.

2. To hope is to want something to happen and think that it is possible. We usually use hope’ to talk about the present or the future.

To wish is to want what is not happening or what did not happen. We usually use wish’ to talk about the past or the present.

3. usage of hope’:

v hope + to do

hope + clause

n. hope hopes

e.g. I hope (wish) to come.

e.g. I hope she won’t come tonight.

e.g. You’re my last hope.

4. usage of wish’:

v.

wish + to do

wish + sb. to do

wish + clause 虚拟。表示不可能实现。

I I wish sb.

n. wish wishes

e.g. We wish Zhou Jie Lun to have a concert next year.

e.g. I wish that I were Yao Ming. (impossible)

e.g. I wish that I could fly. (impossible).

e.g. I wish you merry Christmas.

e.g. I sent a post card with my best wishes for my dear friend.

I want (wish) you to come. (T)

I hope you to come. (F)

5. Explain the context of the exercise. The students are having a meeting to talk about their charity show. However, everyone is talking or thinking about different things.

6. Ask Ss to complete the exercise using the correct forms of hope’ and wish’.

7. Ask volunteers to read out their answers. Tell Ss to check their own work.

Step 4 ：post－task

Do WB P73 Ex Ⅰ,Ⅱ,Ⅲ,Ⅳ,

Do WB Ex Ⅱ,Ⅲ,Ⅳ

Step 5 ：Homework

牛津英语8B词汇练习 第6篇

5 &6 period：Grammar

－．教学目标：

l．To understand the purpose of using connectives of reason

2．To use “because” to give a reason for something

3．To use “because of ” to give a reason for something

4．To show results with “so”

5．To use “hope” and “wish” correctly

二．教学重难点：

words:

ground

Phrases：

Sentences：

1. Ricky helped with the charity show because he wanted to raise money for Project Green Hope.

2．Ricky was nervous because of the TV cameras.

3．There was a lot of work so I was very busy.

4．I hope (that) you will like the show.

5．I hope to see the charity show.

6．I wish (that) I would be the host of the next show.

7．I wish (that) the pop stars would invite me to lunch.

8. I wish (that) I could fly.

9. I wish (that) I were Richy.

10. I wish you a happy holiday.

11. We wish you good luck.

三．教学方法：

Listening and speaking．

四．教学手段－tape-recorder and multi－media

五．教学过程：

Step 1：Lead－in

1. introduce myself

I’m Zhang Ping, you can call me Miss Zhang. I’ll teach you till your teacher, Miss Cai, come back from the USA. This is my first time to teach fun with English , so you need your help, if there is any trouble. I didn’t teach for about half a year because I had a son last winter. I love my son because板书he is very lovely. I wish板书 I could stay at home板书for more time, but your English teacher has gone to the board, so板书I have to come back to teach you. I hope板书 we can get well on with.

2. free talk

T: I like F4 because they’re very handsome. Who is your favourite sports star/music star?

S: …is my favourite pop star.

T: Why do you like him/her best?

S: Because …

I like him/ her because he/she…板书

3. ask some more questions like this

Step 2 ：pre－task.

l. Turn to page 60. Let’s think of Ricky.

Q1: Why did Ricky help with the charity show? (Because he wanted to raise money for Project Hope).

Q2: Why couldn’t Ricky sleep the night before the show? ( Because he was too excited).

Step 3 ：While－task

Task1

1. T: When we ask for reasons, we use ‘why’. When we give reasons, we can use ‘because’. T: underline the sentences that contain the word ‘because’.

2. Ask two students to read out one example each from the grammar table at the top of page 64.

4. Explain the context of the exercise. Daniel is asking Sandy about the charity show. The words on the pieces of paper are reasons from Sandy’s notes.

Ask students to work on their own to write answers to Daniel’s notes. Remind them that each sentence must contain the word ‘because’.

Read out each of Daniel’s questions. Ask volunteers to answer the questions using ‘because’. Repeat the answers clearly and ask students to check their own work.

Task2

1. T: Look at the Bb, we say:

Ricky helped with the charity show because he wanted to raise money for Project Hope.板书

We also can say→Ricky helped with the charity show because of the money.

I’m fatter than before because I had a baby five months ago. 板书

We also can say→ I’m fatter than before because of my baby/him.

T: We can also use ‘because of’ to give a reason for something. When we use ‘because of’, it is followed by a noun or pronoun.

T: Look at the grammar table at the top of page 65. Show students that we can use ‘because of’ to answer questions with ‘why’, e.g.

Why did Ricky have to speak loudly? ( Because of the noise.)

Why was Ricky nervous? (Because of the TV cameras.)

T: Read the words above the speech bubbles in part B1, the first part says what happened, and the second part is the reason. Please use ‘because of’ to make sentences.

Ask three volunteers to read out their answers

T: part B2 Amy and Shirley are looking at pictures of a flood. Amy is answering Shirley’s questions about it. Please write answers to Shirley’s questions using ‘because of’ or ‘because’.

Select two students to play the roles of Shirley and Amy.

Task3

T: I like F4 because they’re handsome. F4 are very handsome, so I like them.

I like him/ her because he/she…板书

→He/She is …,so I like him/her.

1. Tell students that we can use ‘so’ to introduce a result. Read out the two examples and explain that the first part ( ‘There was a lot of work’/’ I wanted to help the poor’) is a fact, and the second part(‘I was very busy’/I ‘donated some money.’) is a result of that fact.

2. Explain that like ‘because’, ‘so’ can be used to give a reason for something, but the order is different from a sentence with ‘because’. In other words, we can give the information in the example sentences using ‘because’ as follows:

I was very busy because there was a lot of work.

I donated some money because I wanted to help the poor.

3. Ask students to rearrange the words in Part C1 to make sentences. Remind them that the first part of the sentence should be a fact and the second part should be a result.

4. Once students have finished, ask three students to read out one sentence each. Correct errors and mispronunciations.

5. Ask students to read through Kitty’s letter in part C2 for overall meaning first. Then ask them to fill in the blanks using ‘because’ ‘because of’ ‘so’.

6. Ask students to read out one paragraph each. Clarify any misunderstandings if necessary.

7. Ask students to complete ‘ Work out the rule!’ on their own. Ask one student to read out the rule and check the answer as a class.

8. In a compound sentence, we cannot use because and so at the same time.

(F) Because I got up late, so I’m late for school.

(T) I got up late, so I’m late for school.

(T) Because I got p late, I late for school.

Task4

T: I wish板书 I could stay at home for more time, but your English teacher has gone to the board, so板书I have to come back to teach you. I hope板书 I can get well on with you.

1. Tell Ss that we use ‘hope’ and ‘wish’ to talk about things or situations that we want to happen.

2. To hope is to want something to happen and think that it is possible. We usually use ‘hope’ to talk about the present or the future.

To wish is to want what is not happening or what did not happen. We usually use ‘wish’ to talk about the past or the present.

3. usage of ‘hope’:

v hope + to do

hope + clause

n. hope → hopes

e.g. I hope (wish) to come.

e.g. I hope she won’t come tonight.

e.g. You’re my last hope.

4. usage of ‘wish’:

v.

wish + to do

wish + sb. to do

wish + clause 虚拟。表示不可能实现。

I I wish sb. …

n. wish →wishes

e.g. We wish Zhou Jie Lun to have a concert next year.

e.g. I wish that I were Yao Ming. (impossible)

e.g. I wish that I could fly. (impossible).

e.g. I wish you merry Christmas.

e.g. I sent a post card with my best wishes for my dear friend.

I want (wish) you to come. (T)

I hope you to come. (F)

5. Explain the context of the exercise. The students are having a meeting to talk about their charity show. However, everyone is talking or thinking about different things.

6. Ask Ss to complete the exercise using the correct forms of ‘hope’ and ‘wish’.

7. Ask volunteers to read out their answers. Tell Ss to check their own work.

Step 4 ：post－task

Do WB P73 Ex Ⅰ,Ⅱ,Ⅲ,Ⅳ,

Do WB Ex Ⅱ,Ⅲ,Ⅳ