通过教案，教师可以根据学生的学习需求，调整教学方式和教学策略，一份注重思维培养的教案能够培养学生的思维能力，下面是路路文书网小编为您分享的译林版英语四上教案6篇，感谢您的参阅。
译林版英语四上教案篇1
教学重点
正确认读出本课出现的单词：curtain, closet, mirror, end table, trash bin, air-conditioner，并知其意。
掌握本课出现的句型，并结合这些句子表达的情境，学会恰当的替换句中的单词。
教学难点
能够正确书写出本课要求四会的单词：curtain, close, mirror, end table, trash bin。
课前准备
教师准备教学过程中所需要的图片、声音、课件，以及本课时的六张单词卡。
教师准备录音机及录音带。
教学过程
warm—up(热身)
let’s chant
① 教师播放let’s chant课件。
② 学生看课件三遍。到第三遍时，教师可以鼓励学生小声跟读重复。
③ 教师请学生看图(chant中的小图)，说一说听到了什么，教师也可根据学生的情况对小诗稍作解释。
presentation(新课呈现)
⑴ 读一读
① 教师点击课件，进入let’s learn部分。提问学生：“what’s this?”，帮助学生说出：“it’s a bedroom.”。领读单词“bedroom”，强调学生不要读成“bed-room”。
② 教师向学生说：让我们听听这两个女孩在聊些什么，点击play按钮播放对话两遍。
③ 请学生试重复出对话，并说一说“curtains”的意思。教师领读“curtain”，并让学生说说为什么对话中“curtain”要加“s”。
④ 教师再次播放对话，利用暂停键让学生跟读对话。
⑤ 学生两人一组做对话练习，而后教师请若干组到讲台前表演。
⑵ 学一学
① 教师用鼠标指着图中的镜子提问学生“what’s this?”，点击后出声音引导学生答出：“it’s a mirror.”以同样的方式学习单词：“closet, mirror, end table, trash bin, air-conditioner”。
② 教师指着单词，学生朗读;教师点击声音按钮，学生检查自己的发音再次跟读。
③ 教师请一学生点击某物，其他学生说出单词;而后请一名学生操作电脑，教师出示单词卡，其他学生大声读出单词，那一名学生听音在课件中指出相应的单词，其他学生判断对错。
let’s play(趣味操练)
⑴ let’s play
① 学生看书，理解句意。
② 教师指着图中的人物问学生：“what does he/she have?”，引导学生说出：“he/she has ….”。
③ 请学生用“i have ….”句型说一说自己家中有什么，如：“in my room i have ….”。
⑵ let’s sing
① 播放“my small bedroom”歌曲两遍。
② 教师请学生说一说歌中唱到了什么，学生答出：“a small house, a small bedroom, a small closet, a small bed and a small me.”。
③ 再播放歌曲，教师鼓励学生跟唱。
consolidation and extension(巩固与扩展)
⑴ let’s start
① 教师引导学生进入let’s start部分学习，教师提问学生：“what can you see in zoom’s room?”。
② 学生选中一件物品后说出“i can see a chair/a table ….”。
③ 学生两人一组做对话练习，教师请若干组到前面做对话演示。
如：a: what can you see in zoom’s room?
b: i can see a closet. (点击衣橱)and it’s orange.
⑵ 找一找
① 学生看课件，展示出一幅有关卧室的图。教师提问：“what can you see?”，学生用“i can see ….”句型说一说看见的物品。
② 学生读一读单词，教师及时纠正学生的发音。
③ 教师请若干名学生指出某单词的正确位置，其他同学判断对错。
板书
单词：curtain, closet, mirror, end table, trash bin, air-conditioner
译林版英语四上教案篇2
by xu weiliang
teaching aims:
1. learn how to design a poster.
2. cultivate the students’ abilities of listening, reading and speaking..
difficult & important points:
1. listen and draw conclusions
2. read for information
3. present your point of view
teaching methods:
task-based teaching,
practice
teaching aids:
a projector.
a computer.
procedure:
step 1 lead in
environment protection is very important, so we should do our best to protect it.
then ask students what we can do.
we can design a post to educate people.
how do we design a poster.
step 2 skills building 1
listening and drawing conclusions
when you draw conclusions, you think about a situation and the information you have, and try to decide what it means. sometimes all the information you need about a subject is not included in the source you are listening to. this is when you must draw a conclusion. for example:
if you hear’ yet another skyscraper has been built in shanghai.’
what can you conclude?
there are already some skyscrapers in shanghai.
if you hear the following dialogue
man: the train is going to be late today.
woman: i’m not surprised.
what can you conclude?
the train is often late.
practice
a .listen to these short descriptions from news reports and draw a conclusion about what kind of natural disaster occurred in each situation.
b. listen to the news report and decide if each conclusion below is logical. if it is, tick(√) the box
1. the fires have been burning for quite some time.
2. many people have lost their homes.
3. the police suspect citizens of los angeles helped start the fires.
4. the reporter thinks it is very sad that old trees will be burnt.
5. the fire department has given up hope of stopping the fires.
step 1: listening to a lecture
a. your science teacher has asked your group to make a poster about desertification for a nationwide contest. before you can begin your poster, you must learn about desertification. listen to your teacher’s lecture and collect information about your topic.
1.what is desertification?_________________________________
_______________________________________________________
_______________________________________________________
2.where does it happen?_________________________________
_______________________________________________________
_______________________________________________________
3.how are people affected by it?___________________________
_______________________________________________________
_______________________________________________________
4.why does it happen?___________________________________
_______________________________________________________
_______________________________________________________
5.who should be concerned?______________________________
_______________________________________________________
_______________________________________________________
b. check your understanding of what you have just heard. read the following statements and match them with the conclusions that can be made from them.
1. your teacher wants you to help educate people about desertification.
2. a desert is an area of dry land. desertification is what we call it when land turns into desert.
3. people plant things without giving the land a chance to rest.
4. the wind carries sand from the deserts to the cities, causing air pollution.
a. the ending –ification means a process.
b. one way to stop desertification is to allow the land a chance to rest between plantings.
c. some people become ill after breathing this air.
d. many people around the world do not know about desertification.
step 3 skill building 2
reading for information
when we read for information, we look for specific information that we need. we read different sources to find different types of information. we often scan the text while looking for the specific information that we require.
practice
a. in pairs, think of reasons why you might want to read the following.
1. a newspaper
a_________________
b_________________
2. a plane ticket
a_________________
b_________________
3. a magazine
a_________________
b_________________
4. a website
a_________________
b_________________
5. a bus timetable
a_________________
b_________________
6. an advertisement
a_________________
b_________________
b. read the following from a newspaper and underline the information which answers the questions that follow.
step 2: listening to a lecture
a. you found this article about desertification during your research.. read it and underline all of solutions to desertification it mentions.
b.your teacher has asked you to include a list of three things students can do to help stop desertification in your poster. work in groups and write your answers in the space below.
1. _____________________________________________________
2. _____________________________________________________
3. _____________________________________________________
step 4 skills building 3
presenting your point of view
when you present your point of view, you usually want people to accept your ideas. there are certain things you can do to make what you say more polite so that people will be more likely to agree with you.
you can use these words to help you introduce your point of view:
i think / believe that…
from my point of view it seems that…
it seems to me that…
personally i agree / disagree because
use these words to explain your point of view:
because… as a result of…
due to… on account of…
practice
a. match the beginning of each sentence in the left-hand column with an appropriate ending in the right-hand column. write the correct letters in the blanks.
1. i believe that things
cost more in cities.
2. as a result of last year’s poor
test scores,
3. this winter has been very cold;
4. personally, i agree with wei li
5. i disagree with that score because
6. it seems to me that due to his mistake
a.students are being given more homework.
b. because i think she has the right idea.
c. because of the higher wages people make.
d.therefore i have worn my down coat every day.
e. we will all get in trouble.
f. the result i got was much higher.
b. discuss this list of things people can do to help the environment. rank them in the order from most important (1) to least important (8).
turn off the tap when you are cleaning your teeth.
recycle paper and glass.
use unleaded petrol in cars.
walk or cycle everywhere.
turn off the lights when you are not in a room.
take a bag with you when you go shopping.
get something repaired rather than buy a new one.
use both sides of a sheet of paper.
step 3: designing a poster
a. you interviewed several experts on desertification, read their viewpoints and discuss which one you agree with and which one your group plans to focus its poster on.
b. you have decided to focus on the following areas in your poster. discuss the questions below with your group.
1. how can desertification be prevented?
2. can areas of desert be turned back into farmland and forests?
3. is desertification a global problem?
4. why is it important to fight desertification?
5. what progress has been made to fight desertification so far?
6. can young people do anything to help fight this problem?
c. discuss the content and layout of your poster with your group. use the space below to help with your planning.
heading________________________________
_______________________________________
content______________________________________
_________________________________
pictures / layout_________________________
_______________________________________
step 5 homework
design a poster with your group.
译林版英语四上教案篇3
1. 与某人友好相处 get along well with sb.
2. 一次突然的数学考试 a surprise math test
3. 对……感到惭愧 be / feel ashamed of …
4. 下定决心去做某事 be determined to do sth.
5. 信守诺言 keep one’s word
6. 对着某人大叫 yell at sb.
7. 不能忍受（去做）某事 can’t stand (doing) sth.
8. 向某人道歉 apologize to sb. / make an apology to sb.
9. 一次难以忘怀的经历 an unforgettable experience
10．完全有权利做某事 have every right to do sth.
11．嫉妒某人/某事 feel jealous of …
12．当众使某人尴尬 embarrass sb. in public
13．首先（强调顺序） first of all
14．熬夜 stay up at night / stay late into the night
15．使某人提起精神 cheer sb. up
16．参加学校羽毛球队 join the school badminton team
17．等不及去做某事 can’t wait to do sth.
18．在网上聊天 chat on the internet / chat online
19．阻止某人去做某事 discourage sb. from doing sth.
20．提及，说起 speak of
21．提前 in advance
22．打通……的电话 get through to …
23．除了……之外 apart from
24．替某人保守秘密 keep sb’s secret / keep the secret for sb.
25．责备某人（做了）某事 blame sb. for (doing) sth.
26．将……归咎/归罪于某人 blame sb. for sth. / blame sth. on sb.
lay / put the blame on sb. for …
27．因……而应受谴责/应负责任 (sb.) be to blame for … (不用被动语态)
28．全神贯注于…… be absorbed in …
29．到底，究竟 in the world
30．对……有不同的态度 have / take different attitudes towards …
31．迟豫于去做某事 hesitate to do sth.
32．毫不犹豫地 without hesitation
33．毫无疑问 without doubt
34．以……为基础/依据 be based on / upon …
35．彼此，互相 one another / each other
36．另一方面 on the other hand
37．不管，不顾 regardless of (prep.)
38．搜寻，寻找 search for / look for
39．加入到救援行动中 be involved in the rescue mission
40．日出/日落时分 at sunrise / at sunset
41．首要的是，最重要的是 above all
42．平静/镇定下来 calm down (vi.)
43．使某人/某人自己平静下来 calm sb. / oneself down (vt.)
44．承认（做过）某事 admit sth. / doing sth. / that …
45．准许某人进入公园/准许入学 admit sb. to the park / the school
46．对准焦距；集中（注意/关心）于…… focus … on …
47．结果 as a result
48．由于，因为 as a result of / because of
49．导致，造成 lead to / result in / contribute to
50．由……所引起 result from
51．对某人刻薄 be mean to sb.
52．对某人残忍 be cruel to sb.
53．某人不太可能做某事 (sb.) be unlikely to do sth.
54．推迟做某事 delay / put off doing sth.
55．渴望去做某事 be anxious to do sth.
56．为……焦急 be anxious about …
57．遭受严重的污染 suffer from serious pollution
58．与……一致 be consistent with …
59．由于某种原因 for one reason or another
60．肯定 for sure
译林版英语四上教案篇4
Ⅰ. 不定式句法功能
1. 作主语：the cat said, “to take roller coaster” is terrible.
不定式短语作主语时，可以直接放在句首，但在很多情况下，尤其是在疑问句和感叹句中，往往放在谓语之后，而用先行代词it作形式主语。
→ the cat said, “it’s terrible to take roller coaster.”
how long did it take you to take roller coaster?
how terrible it is to take roller coaster?
不定式作主语常见句型：
a) it is + adj. (easy, important, difficult…) + 不定式
b) it is + n. (a pity, a pleasure, one’s duty, a shame) + 不定式
eg. it’s my duty to teach you how to be a student of no.3 middle school.
c) it takes/needs/requires + some time (hours, months, days, patience…) + 不定式
eg. it requires patience to be a good teacher.
2. 作表语：当句子的主语是aim, idea, policy, question, suggestion, wish, task, duty, job, purpose等或者主语是what引导的名词性从句时，后面可以用不定式做表语，用以说明主语所包含内容。
eg. our most important task now is to make a plan.
注：作表语的不定式都带to，但当主语部分有实义动词do时，to可以省略。
eg. the only thing we can do now is wait and see.
3.作宾语
the cat said “remember not to take it next time!”.
a) 可以直接用不定式作宾语的动词很多，常见的有：agree, afford, tend, ask, decide, determine, expect, fail, hope, learn, intend, manage, offer, plan, promise, refuse, want, wish等
天津卷12题：i don’t want _____ like i’m speaking ill of anybody, but the manager’s plan is unfair.
a. to sound b. to be sounded c. sounding d. to have sounded
当不定式短语比宾补长时，往往将不定式放到宾补后，而用先行代词it作形式宾语，常用动词有feel, think, find, believe, consider, make等。
the cat felt it terrible to take roller coaster.
b) 不定式一般不作介词的宾语，只有少数介词如but, except等后面可以跟不定式作宾语。一般情况下作介词宾语的不定式都带to，如果but或except所在句子里的谓语动词都是实义动词do, does, did时，通常省略to。
eg. we have no choice but to wait.
cf. we can do nothing but wait.
4. 宾语补足语
在svoc句型中，许多动词都可以按不定式作宾语补足语。
a) 通常作宾语补语的不定式要带to，常用于以下动词之后：ask, tell, advise, allow, enable, expect, force, get, like, order, teach, want, invite, wish, beg等
you should get them to help you.
但在谓语动词believe, find, think, feel, consider, suppose, imagine, prove等后面跟to be…作宾补，不跟to do…
eg. they believe him to be honest.
b) 以下两类动词后跟不定式作宾补时不能带to
①一些表示“致使”意义的动词，如：let, have, make等
②一些表示感觉的动词，如：hear, feel, see, watch, notice等
don’t let the children trouble you.
i heard someone open the door.
但当这两类动词为被动态时，不定式就成了主补。作主补的不定式必须加上to
his father made him go to bed early.
→he was made to go to bed early by his father.
5. 作定语
不定式可以在句子充当后置定语，修饰名词。
以下几类情况常用不定式作定语：
①能带不定式作宾语的动词，其同源名词可以带不定式作定语。常见的有attempt, decision, promise, plan等
eg. he hasn’t kept his promise to write to his parents regularly.
②常与不定式搭配的形容词，其同源名词一般可以用不定式作定语。常见的有ability, determination, anxiety, eagerness等
eg. his eagerness to finish his homework was quite clear.
③序数词形容词最高级或被only, last, next等修饰的名词可以用不定式作定语：
she was the only person to survive after the earthquake.
tips: 不定式在作定语时，有时与被修饰的名词有意义上的主谓关系、同位关系、动宾关系，如果该不定式是不及物动词，它后面需要加上适当介词。
eg. he’s always the first to come and the last to leave. 主谓关系
i’ve no time to listen to your excuse. 同位关系
she has a meeting to attend. （动宾关系=attend a meeting）
there’s nothing to worry about. (动宾关系=worry about nothing)
6. 作状语
不定式可以作状语，表示目的、结果、原因、条件等。
①to…, in order to …, so as to …(不能放在句首)作目的状语
20辽宁卷22题：all these gifts must be mailed immediately _____ in time for christmas.
a. in order to have received b. in order to receive c. so as to be received d. so as to be receiving
②在so…as to, such….as to, only to …结构中不定式作结果状语，其中only to…用于表示意想不到的结果。
he hurried to the station only to find the train had gone.
③enough to, too…to结构
eg. the boy isn’t old enough to go to school.
= the boy is too young to go to school.
④形容词（happy, glad, lucky, fortunate, surprised, angry, anxious, ready, quick, slow, cruel, clever等）+ 不定式结构
eg. i’m glad to meet you.
the question is different to answer.
he is hard to get along with.
7. 作插入语，用来说明说话人的态度、看法、对整个句子进行解释，如to be frank（坦白地说），to be sure（确实）等。
eg. to tell you the truth, i hate you.
8. 作同位语
eg. the order to start the general attack soon came.
不定式的复合结构，以it为形式主语或形式宾语引导的复合结构，如果其前的形容词是指行为的性质就用：for sb. to do sth.这种复合结构在句中可作主语、表语、宾语、定语、状语等。
it is necessary for me to learn english well.
如果该形容词是指行为的性质，同时又指行为的人，则用of sb. to do sth.。这种句式中的常用形容词有：right, wrong, brave, careful, careless, clever, wise, stupid, cruel, foolish, good, honest, kind, nice, silly等。
eg. it’s very kind of you to come to see me.
连接代（副）词+不定式（包括whether, what, which, whom, where, when, how, 不包括why），在句中起名词的作用，通常跟在诸如tell, know, show, decide, learn, wonder, explain等动词后作宾、主语或表语。
eg. no one can tell me where to find john.
when to the exam is still unknown.
the problem is how to get enough money.
不定式的进行式、完成式和被动式
①不定式的进行式由to be + v-ing构成，用来表示谓语动词动作发生时，不定式的动作正在进行。
eg. some students pretended to be reading english when the teacher came in.
②不定式完成式由to have + v-ed构成，用来表示动作发生在谓语动作之前。
eg. 年江苏卷no.25
--- is bob still performing?
--- i’m afraid not. he is said _______ the stage already as he has become an official.
a. to have left b. to leave c. to have been d. to be left
答案是a
③不定式的被动式分为一般式被动to be v-ing和完成式被动to have been v-ed。当不定式的逻辑主语是不定式所表示的动作的承受者时，不定式要用被动语态。
eg. it is an honour for me to be invited to the party.
the book is said to have been translated into many languages.
2005年辽宁卷no.22
all these gifts must be mailed immediately _____ in time for christmas.
a. in order to have received b. in order to receive c. so as to be received d. so as to be receiving
动名词
1. 动名词的句法功能：动名词由动词加ing构成，与现在分词的形式相同。动名词主要起名词作用，在句中担任主语、表语、宾语和定语。
①作主语，可以直接放在句首，也可以用先行代词it作为形式主语，而把动名词后置。
eg. seeing is believing. (眼见为实)
saying is easier than doing.
collecting stamps is a good hobby. (单个动名词短语作主语时，动词用单数)
动名词作主语还有以下两个习惯表答法：
it is no use (good) + 动名词：做某事没有用
eg. it’s no use crying over spilt milk. (覆水难收)
there is no + 动名词 (= it is impossible to do sth.)
eg. there is no knowing what may happen.（未来的事无法知道）
②作表语：通常是说明主语的内容，注意它与谓语动词进行时的区别
eg. his hobby is collecting stamps. (此句为svc结构) 可改为：collecting stamps is his hobby.
cf. he is collecting stamps. (is collecting是谓语动词进行时，此句为svo结构)
不能改为：collecting stamps is he.
③作宾语
a. 作及物动词 的宾语(enjoy, mind, finish, appreciate, avoid, consider, delay, escape, pratise, suggest, keep(on), miss)
eg. 2005年上海卷no.32
he got well-prepared for the job interview, for he couldn’t risk _____ the good opportunity.
a. to lose b. losing c. to be lost d. being lost
答案为b
有些动词（attempt, begin, continue, hate, like, love）后面既可以接不定式作宾语，也可以接动名词作宾语，意义差别不大。通常认为用动名词泛指一般的倾向性，用不定式则表示特定或具体某一种动作。
eg. i like swimming but i don’t like to swim in winter.
动词prefer后面接不定式作宾语时，句子结构与按动名词作宾语是不一样。
eg. i prefer to drive rather than to be driven.
i prefer driving to riding.
有些动词，如forget, remember, regret等，后面接动名词表示的动作先于谓语动词动作，不定式表示的动作后于谓语动词。
eg. 2005年北京卷no.30
when asked by police, he said that he remembered _____ at he party, but not ______.
a. to arrive, leaving b. to arrive, to leave c. arriving, leaving d. arriving, to leave
在下列句型中动名词作真正宾语：
动词+it（形式宾语）+宾补+动名词（真正宾语）
eg. i think it no use telling them.
we think it no good inviting to him.
b. 作介词的宾语
eg. 2005年浙江卷no.3
the president spoke at the business meeting for nearly an hour ______ his notes.
a. bringing up b. referring to c. looking for d. trying on
be used to doing 习惯于做；look forward to doing 盼望做；devote one’s life to doing 致力于做；spent time (in) doing 花时间做；be fond of doing 喜爱做；be good at doing 擅长做；be proud of doing 为做…而自豪；be tired of doing 对做…感到厌倦；feel like doing 欲想做； go on doing 继续做（原来的事）；keep on doing 不停地做；what about doing 做…怎么样；think of doing 考虑做；be interested in doing 对做…感兴趣；have some difficulty/trouble (in) doing 做某事有困难；be busy (in) doing 忙于做；instead of doing 做…而不做…
eg. 2005年江苏卷no.23
everybody in the village likes jack because he is good at telling and ______ jokes.
a. turning up b. putting up c. making up d. showing up
答案为c
④作定语
动名词可作前置定语，表示所修饰的词的用途或目的，可用for改写；而现在分词作定语时，可用定语从句改写。
swimming pool waiting room walking stick
a sleeping car=a car for sleeping a sleeping child= a child who is sleeping
⑤作同位语
eg. that’s the queen’s full-time job, laying eggs. 这就是蚁后的专职工作--产卵。
2．动名词的逻辑主语
①人称代词做逻辑主语时应用所有格，即形容词性物主代词。
eg. do you minding my smoking here?
②逻辑主语是不定代词或指示代词时，很少用所有格，而用普通格。
eg. he was awakened by someone knocking the door.
there’s no need for that being done.
③逻辑主语是名词时，用所有格，但是如果名词为无生命物体时，则用普通格。
eg. mary’s laughing made tom angry.
there is no hoping of the factory making profit.
④在口语中，动名词如果不在句首，可以用名词普通格或人称代词宾格作逻辑主语。
eg. 2005年安徽卷no.34
i really can’t understand _____ her like that.
a. you treat b. you to treat c. why treat d. you treating
3. 动名词的完成式、一般式被动和完成式被动。
eg. after having finish his work, he went home.
he attended the meeting without being asked.
she never told me about her having been interviewed by the police.
译林版英语四上教案篇5
高一英语导学提纲(7)
m3u3 project
课前导学
一:阅读课文(p50)，完成下面的任务
1. 列出 china and rome的异同点
2. 画出china and rome时间发展表
3.概括各段的大意
para.1 main events in rome and china between 753bc and 479 bc.
para.2 similarities between china and rome during the han dynasty.
para.3 both rome and china influenced other areas between 212 bc and 100bc.
para.4 rome and china had a hard time in the following hundred years.
二: 词汇知识
i.词形转换
1.使混乱, 迷惑(vt.) confuse 混乱，混淆(n.) confusion_迷惑的(adj.)confused
令人迷惑的(adj.)confusing
2.战争,打斗(v.) fight 战争,打斗(n.) fighting 战士，打斗者(n.) fighter
3.诗歌(n.) poetry 诗人poet 诗poem
4.相同点(n.) similarity adj. similar adv. similarly
5.重新统一(vt.) reunite n. reunion
6.推翻 overthrow (past form& past participle form) overthrew overthrown
ii.翻译短语：
1.秦朝 the qin dynasty 2.早在公元前 as early as bc
3.在使用中 in use 4.作为回报in return (for)
5.在随后的几百年里 in the following hundred years
6.经历了一番磨难 have a hard time 7.不再存在 no more 8.发生，举行take place
三:重难点句型填写
1. not only was rome a city and a republic, but it was also to become the capital of one of the largest empires in history.
2. the han dynasty was founded_ with chang’an as its capital city.
3. what is interesting is that the other largest city was rome.
4.chinese people _managed to travel further and further along the silk road, introducing silk, china, tea, etc. to other countries.
质疑讨论
请提出预习中存在的问题。
1. __________________________________________________________________________
2. __________________________________________________________________________
3. __________________________________________________________________________
拓展延伸
一：词汇知识
1．he greatly influenced the development of china’s culture and education.
influence n.& vt影响
influence sb. to do sth. 影响或支配某人做某事
have (an) influence on/upon 对 有影响
under the influence of 在 影响下
1) the fact that he is rich and famous has no influence on/upon our decision.（不会影响）
2) i don't influence you. you must decide for yourself.
我不想影响你。你必须自行决定。
2. as early as 200 bc，the silk road, which was the route for trade between the east and the west, was in use.
trade n.贸易,交易[u] 行业the trade
vt.交换[(+for)] vi. 做买卖,进行交易
trade in 做…（某方面的 生意）
trade with 与…做生意；与…交换
trade sth. for sth. 以…交换
1)he trades in silk. 他经营丝绸贸易。
2)she traded three apples for a bunch of bananas. 她用三只苹果换得一串香蕉。
3)japan does lots of trade with the united states. 日本与美国间的贸易频繁。
4)the country earns most of its income from the tourist trade (旅游业).
3. as early as 200 bc. the silk road, which was the route for trade between the east and the west, was in use.
out of use 不再使用的 come into use开始被使用
be of use to (sb.)有用 be of no use ( to sb.) 无用
make use of =_make the most of = make the best of =make good/full use of =take advantage of
1)this technique is still in wide use_. 这一技术仍被广泛使用。
2)these dictionaries are of great use . 这些词典十分有用。
3)this method has come into wide use in this area. 这方法在这一地区已被广泛使用。
4. in return (for sth.) 作为（对…）的交换；作为（对…的）回报；作为回应
in turn(1)依次地，轮流的；(2)转而，反过来
1）he gave her some roses in return for her kindness 他送了她一些玫瑰以答谢她的好意。
2）i asked her opinion, but she just asked me a question in return.
3）the students clean the classroom everyday in turn.
4）theory is based on practice and in turn serves practice.
5. …and by ad 476, the roman empire was no more.
no more不再=not …any more
1）he promised to drink no more.
2）time lost will return no more. =time will not return any more.失去的时间不会再来。
once more/again 又一次，再一次 more or less 或多或少
no more than 仅仅，只有 （强调少） not more than 不比…多(强调客观事实)
6. likewise adv. 1. 同样地,相似的( in the same way; similarly) 2.也,亦,又(also)
1) i told him to watch me and do likewise. 我叫他仔细看着我,并且照样做。
2) i must go to bed now, and you likewise.
二：难句剖析
1. not only was rome a city and a republic, but it was also to become the capital of one of the largest empires in history.
not only放在句首，后接从句时要用倒装结构，
1)not only could he finish the homework on time, but also he helped some others.
2)not only had he read the book,（他不但读过此书）， but he remembered what he had read.
3)_not only were the crops damaged, 不仅庄稼受到损坏），but also many people died.
not only you but also i am angry with what he did.(be)
2.fifteen years later (206 bc) the qin dynasty was overthrown, and the han dynasty was founded with chang’an as its capital city.
此句中的with chang’an as its capital city.是个with的复合结构，
即“with + 宾语+ 宾语补足语”，这一结构的宾语补足语常见的有n./adj./adv./to do /doing/done/prepositional phrase_等。
1) he was lying on the bed with clothes on(和衣)
2) with the boy to lead the way, we will find the house easily tomorrow.(lead)
3) with the boy leading the way, we found the house easily that day.(lead)
4) the earth, with water covering 70 percent of the surface, appeared like “a blue ball”.(cover)
5)-come on, please give me some ideas about the project.
--- sorry. with so much work filling my mind, i almost break down.(fill)
迁移创新
1.let us unite to fight poverty and disease.
2.fascism had lawlessly overthrown the democratic government
3.these goods are in short supply; the price will be high.
4.these events led to the declaration of war and the united states declared war against japan at last.
5.napoleon called himself emperor of the french, which was the highest position in an empire.
6. there are some similarities between the two attacks.
7.you can avoid confusion by speaking clearly.
8.the people's republic of china was founded in 1949.
反馈校正
1．not only __ give people relaxation and pleasure, but _ increase their knowledge of any kind.
a. can travel, it can b. travel can, can it c. can travel, can it d. travel can, it can
2. experts say that the ____ the earthquake had ___ the children will last for a long time.
a. affect, on b. effect, in c. influence, on d. influence, in
3. we have enough grain while that country is rich in oil so we can receive oil ___ for grain.
a. in return b. in turn c. in fact d. in nature
4. the bridge built in 1994 needed to be rebuilt while zhaozhou bridge is still ______.
a. in use b. out of use c. come into use d. of no use
5. because of the economic crisis, the company stopped trading ____ clothing.
a. for b. in c. with d. between
6.--you are always welcome at our house.
-- _________.
a. me too b. so do i c. likewise d. the same
7.with fewer and fewer farmers ___________ chickens, the price of eggs in the market _____.
a. rising, rised b. raising, raises c. rising, raises d. raising, rises
8.she was so angry and sad that she left and would come to the city ___.
a. no longer b. once more c. more or less d. no more
9. ___ speaking english every day, and you will surely improve your spoken english.
a. practising b. practise c. practised d. practises
10. –in , obama was elected _____ president of the united states,____ forty-third one in american history.
a. the, / b. a, the c. the, a d. /, the
1-10. acaab cddbd
译林版英语四上教案篇6
教学重点
1.能够听、说、读、写句子：there are two bedrooms, a kitchen, a bathroom and a living room. there is a mirror, a bed and a big closet.
2.了解good to know内容。
教学难点
掌握四会单词和句子的正确书写。
课前准备
1.教师准备教学过程中所需要的图片、声音和课件。
2.教师准备录音机及录音带。
教学过程
warm—up(热身)
⑴ 猜一猜
① 教师准备出学生学过的表示家具陈设的单词，学生看单词朗读。
② 教师快速出示单词卡，学生猜出单词是什么。
⑵ 教一教
① 教师还出示一些表示房间的单词(配有图)，如：bedroom, living room, kitchen和bathroom。
② 教师询问谁能认读这些单词，在确认这些学生能正确朗读单词后，由他们教全班同学朗读学习新单词。
③ 学生看图片朗读单词，而后教师只出示单词，学生认读。
presentation(新课呈现)
⑴ 读一读
① 教师打开课件，课件展示的是read and write短文中的第一部分。学生阅读短文。
② 教师提问：“how many rooms are there in the rabbits flat? what are they?”，学生根据短文内容，答出：“there are five room. they are two bedrooms, a kitchen, a bathroom and a living room.”。教师请若干名学生到台前，学生边说边操作课件，把表示房间的图拖放到空白地方，其他同学判断对错。
③ 课件回到第一页，学生再次阅读短文。点击课件第二页，教师请若干名学生操作课件把单词拖放到相应的图上。
④ 教师说：“让我们看看小兔子的房间。”，点击课件第三页。学生阅读短文中的第二部分。
⑤ 看课件第四页，教师提问：“what are in the baby rabbit’s room?”，学生边回答边把物品拖放到小兔子的房间里。
⑥ 图中的物品是可供选择的，如：绿色的窗帘，蓝色的窗帘;大的衣橱，小的衣橱;新的旧的等等。其他学生根据台上学生所选来判断对错。
⑵ 写一写
① 学生打开书p60，自己阅读全文。
② 教师给学生三分钟的时间完成句子(写在书上)
③ 请若干名学生朗读句子，大家一齐核对答案。
④ 学生每人一句朗读短文。
let’s play(趣味操练)
⑴ 玩一玩
教师利用let’s play中的图版组织多项活动。如：
① 学生四人一组，看图说话。如：in my room there is an air-conditioner, a telephone, a ….
比一比谁说的句子最长。
② 做“”游戏，学生任选九张词卡排列好，学生按教师的提示(如：there is a bed.)翻卡片。当横、竖、斜任意成一行的学生大喊“bingo!”。
⑵ good to know
① 学生看书p66，说一说每间房子有什么不同或是特点。
② 教师介绍相关知识，并领读单词：flat/apartment, cabin, hotel, house。
consolidation and extension(巩固与扩展)
talk about your room with your partner
学生画出自己的房间，和同伴聊一聊房间里都有什么，为写作文做铺垫。
板书
⑴ there are two bedrooms, a kitchen, a bathroom and a living room in the rabbits’ new flat.
⑵ what’s in the rabbit’s room?
there is a mirror, a bed and a big closet in his room. and there are two end tables.
