世博英语演讲稿First

2024-10-30

世博英语演讲稿First（共9篇）（共9篇）

1.世博英语演讲稿First 篇一

My English Teacher Dear friends!Do you still remember your first English teacher? You may say: Yes.In my mind, I will never forget his---my English teacher Mr.Wang.Without his, I couldn’t be standing here.He speaks English very well.My English teacher is very strict with us.He gives us some advice about how to learn English well.He tells us to practice English every day.And listening to English music is also a good way to improve our English.In his class.He made chances for us to speak English.He gave us many beautiful pictures to talk on them, played games with us and told us many interesting stories.Then, I was interested in English.But for me, English is a new language, I had many trouble in learning it well.Mr.Wang helped me to practice speaking English everyday.He gave me what I needed--good ways to learn English and speak English in class.So I was thanks for him.Now I will give his my best wishes.I wish my dear teacher good health and good luck.And I also want to say to him: Thank you, Mr.Wang I love you.That all.Thank for your time.

2.世博英语演讲稿First 篇二

The First Day

by Christina Rossetti

I wish I could remember the first day,

First hour, first moment of your meeting me,

If bright or dim the season, it might be

Summer or winter for aught I can say.

So unrecorded did it slip away,

So blind was I to see and foresee,

So dull to mark the budding of my tree

That would not blossom yet for many a May.

If only I could recollect it, such

A day of days! I let it come and go

As traceless as a thaw of bygone snow;

It seemed to mean so little, meant so much;

If only now I could recall that touch,

First touch of hand in hand - Did one but know!

第一日

——克里斯蒂娜·罗塞蒂

愿我能铭记你我邂逅的

第一日，第一时，第一刻，

它或是灿烂如夏

或是黯淡如冬，我只能如此说。

只因我疏忽大意，它悄然流逝不留痕迹，

只因我茫然无知，不曾留意亦未能预知，

只因我不以为然，未曾看到小树

过去了一个又一个五月，花儿都没有绽放。

多希望我能记住它，

那时光中的一日!我却放任它

如融雪般全然消逝;

它现在看似无足轻重，其实当时意味深长;

多希望我能重温那感觉，

3.世博英语演讲稿First 篇三

Teaching aims:

1) make students learn something about first aid for burns through reading the text

2) cultivate the students’ abilities of grasping the information, dealing with the problem and making use of the information

Teaching key points:

1) help students to master the basic steps of first aid for burns

2) make students learn some basic knowledge of first aid

Teaching procedure:

Step I Greeting and Leading in

Step II Fast reading:

In which order are those topics covered in the text? Number them by reading the first paragraph and the subtitles.

___ the three types of burns

___ what to do if someone gets burned

___ the functions of skin

___ the characteristics of burns

___ how we get burns

Step III Careful reading:

Part1: The functions of skin

1) Our body’s largest organ is ______.

2) We have _______ _______ of the skin.

3) Your skin ______ you _______ or _______.

4) It _______ your body ______ ______ ______.

5) It gives you your ______ ______ _______.

Part 2:Look at the following pictures and fill in the blanks

You can get burnt by:

_____ __________ ______ ______ ________ ____________ _______

Part 3& 4 Types & Characteristics of burn

1. Types 2. Characteristics

First degree burns Affect the top______ of the skin. Dry, red and mildly

______. _______ painful. Turn white when ______.

Second degree burns Affect both the ____ & the ______ layer. ________, red and swollen. Extremely painful. ________ watery surface

Third degree burns Affect____ ________ layers of the skin. Swollen;

______can

be seen. ______ or ____ pain. Black and white and _______.

Label the pictures with types of burns.

___________ _______ _________

Part 5: First aid treatment.

Find the Dos and Don’s for burns of different degree in this section

Dos: 1) ______ clothing using scissors if necessary.

2) ______ burns with cool but not icy water.

3) ______ cool, clean wet cloths on the burns.

4) ______ the burned area gently.

5) ______ the burned area with a dry, clean bandage.

6) ______ the burned area _____ than the heart if possible.

7) ______ the victim ____ the doctor or hospital, if the injuries are second or third degree burns.

Don’ts 1)Do not put ________ on third degree burns.

2) Do not _____ the burned area, as this may break any blisters and the wound may get infected.

3) Do not put ___________________ on burns as they keep the heat in the wounds and may cause infection.

Step IV Ability promotion

After reading “First aid treatment”, please find out what treatment should be given to the little girl or the boy.

___________________________________________________________________________________________________________________________________________________________________________

Step V Discussion

What should we do in the following situations?

St ep VI Homework:

4.世博英语演讲稿First 篇四

一、教学目标1．知识目标：用祈使句show me your present. try your new shoes.给出简单指令。2．能力目标：听懂简单命令并作出反应，用所学命令相互交流。3．情感目标：回忆过年时的快乐氛围，激发学习兴趣。二、教学重点：present, shoes 的识记教学难点：try 的发音三、教具准备: 1.cassette 1b and a cassette player2.a present四、教学过程：step 1 warming upsong:happy new yearstep 2 pre-task preparation1. talk about the spring festival with the students and ask them whether they have received presents from their relatives.2. show a beautifully wrapped present and emitate “present”.3. open the present and take out a new pair of shoes. emitate “shoes”. encourage the class to point to their own shoes and say “shoes”step 3 while-task procedure1. play the cassette tape twice. meanwhile, the teacher does the commands for the students as a model.2. give commands, ask individuals to act them.3. repeat step 2 for several times until they are familiar with them.4. give commands and ask the class to repeat and act.5. ask more able students to speak out the instructions.6. practise these commands in pairs.7. ask individuals to give commands.step 4 post-task activitycommunicate with your friends using modeled instructions.跟唱歌曲，进入英语学习状态，帮助回忆过年时的快乐氛围，为学习新知创设情境。启发谈话，活跃气氛，引入新知。先熟悉句中单词的音、义，分散难点。调动多种感官感知新命令。教师示范得当能起到良好的带头作用。多次视听，达到熟练。同桌操练，缓冲马上发言的紧张。自由说说命令，培养英语交际能力。板书设计：课后小结：

英语牛津教材1b-unit1教案 the first period let’s act 来自本网。

5.成功世博演讲稿篇五

绚丽的身姿、和谐的社会，上海——这座世人瞩目，古老而又现代的国际大都市，迎来了人类进步和发展的展示平台——世界博览会。

今天我们在中国，在上海，全世界的眼光都聚焦着我们，我们将以主人翁的姿态演绎着“城市，让生活更美好”的世博主题，展示着和谐社会、和谐中国的美丽画卷。

我们听——世博的钟声，她在浦江两岸震响，她标志着中国的国际地位和上海的都市风情，她足以引昂国人的自豪和上海的骄傲。

我们看——世博的精华，揭开了她神秘的面纱，卓越的尖端科技、高新的产品技术、华丽的艺术风采，为造福人类和世界进步，展示出她的魅力所在。

我们展望——世博的风采，她架起了世界各国人民的友谊桥梁，184天的航程，7000万友人的互动，给上海这座美丽的国际大都市，留下了中外交流的历史轨迹，给世人留下了难以忘怀的美好记忆。

我们弘扬——世博的精神，她不追求高额的商业利润，她无私地奉献全人类高科技的结晶，她敞开胸怀迎接全世界的每一个人，她是人类和平进步的象征，她是传递人类友谊的使者。

我爱上海，我爱世博，已成为每一个上海人的时代共鸣。

成功世博，弘扬世博，是每一个中国人义不容辞的职责。今天，我们可以自豪地向全世界宣布：“中国上海有能力主办世博，有信心办好世博，更有决心圆满世博”。

6.关于世博会演讲稿篇六

在班里，老师很器重我，给我很多舞台，让我表现自己。老师说，我就像一匹黑马，自己跳出来，让伯乐看中了我。在中队里，队员眼中，我一向很严肃，但却不是整天绷着脸。当上自修课，有哪个人不遵守课堂纪律时，我就站起来，走到讲台前，大喊几声“安静”！如若不行，我就会把继续说话的同学拉到办公室，让老师处罚他（她）。

2010上海世博会快到了，只有一年倒记时了。在这段时间里，学校举办了很多活动。有英语周、诗歌朗诵比赛等。

诗歌朗诵比赛下周二开始，我班准备了一首《青春中国》。我是4个领诵之一。最近几天，孙老师总是会陪我们一起练习。在这几天，我感冒了，嗓子一直不舒服，还有点嘶哑，说起话来没以前那么好听，声音听起来总是很厚。但我还是坚持练习，不放弃。嗓子痛马上吃西瓜霜，润一下，只要不疼了，又马上开始练习了。在我们中队的共同努力下，现在我们朗诵起来，声音很响亮，而且又很有感情，配上音乐之后，跟好听了，孙老师也夸我们朗诵得好呢！

请到(第①范文网)查看原文。当然，迎世博不会只有那么一项工作的。为了迎接世博会，我们出了好几期黑板报，我也参加出了好几期呢。还有学校里安排我们赛一场世博知识竞赛。在赛前，老师给我们发了一张报纸，报纸上全部都是关于世博的知识。我日夜准备，一有空就拿着报纸看。竞赛那天早上，我特意五点钟就起床，背相关的内容，竞赛时，我做得很快，很顺利，自我感觉良好，在竞完后，我看报纸，错得不多，心里很高兴。

上文中我提到关于学校举办朗诵比赛的事，接下来，我要说的是代表学校参加朗诵比赛的事。我在准备班级朗诵的同时，也在积极准备代表学校参加朗诵比赛。我和其他5位队员很努力地准备着。姚老师也在帮自己班排练的同时，帮我们排练。我们常常午休、放学都要去一间排练教室。在这星期五的比赛上，我们虽然紧张，也认为表现得不够好，但是老师说我们表现得还是不错的。

7.世博英语演讲稿First 篇七

浙江省湖州二中邵宁宁

教材分析

The part Warming up is made up of two parts: discussing and talking. The purpose is to get students get interested in the topic “disability”. The teacher first asks students to talk about people with a mental or physical disability to see how much they know about disabilities. Next, ask students to look at the pictures and read what these people have achieved even though they each have a disability. Finally, find out what disability they might be according to each description below the picture. Meanwhile, make sure students learn some useful new words and expressions in this unit.

Pre-reading provides a short passage about the family village. Ask students to read it and find out the purpose of the website. Make sure the students have a basic knowledge of the website for the disabled.

The reading passage “Marty’s Story” presents a story that although Marty is a disabled boy, Marty never feels sorry for himself and he leads a good and busy life. This is a key part of this unit. The teacher can first get students to skim for main ideas of each paragraph in the reading passage, and then scan for further understanding. In order to let students fully understand the passage while reading, the teacher should analyze the change of Marty’s feeling over time and next guide students to write a mini biography for Marty.

To consolidate the contents of the reading passage, the teacher will present more kinds of poems to students for appreciation.

三维目标

知识目标

1. Get students to learn the useful words and expressions in this unit.

(eyesight, ambition, disabled, beneficial, in other words, clumsy, adapt, microscope, out of breath, absence, stupid, fellow, annoyed, all in all, industry, tank, make fun of, encouragement, adapt to, be behind the others, all in all)

2. Help students to learn about disability and life of the disabled.

能力目标

1. Let students read the passage “Marty’s Story” to develop their reading ability.

2. Enable students to know that people with disabilities can also live well.

情感目标

1. By talking about disability and life of the disabled, make sure students can learn some positive stories of the disabled.

2. Help them understand more about how challenging life can be for the disabled.

3. Develop students’ sense of cooperative learning.

教学重点

Get inspired from positive stories of the people with disabilities.

教学难点

1. Develop students’ reading ability.

2. Help students understand the difficulties the disabled have to overcome.

教学方法

1. Task-based teaching and learning

2. Cooperative leaning

教学过程：

Step 1 Warming up

1. Warming up by discussing.

First ask students to talk about people with a mental or physical disability to see how much they know about disabilities. Then show some photos of people with disabilities. Students will be asked to discuss the following questions in small groups.

Do you know any famous people who are disabled?

What difficulties do they have to overcome in daily life?

What have they achieved?

Suggested answers:

Steven Hawking has a muscle disease, but he makes great contributions in science and put forward his theory about black holes.

Beethoven was deaf in one ear when he was 26 and totally deaf at the age of 35, but he was a great composer.

Helen Keller was deaf and blind, but she was a great writer.

2. Warming up by talking.

First, ask students to look at the pictures and read what these people have achieved even though they each have a disability. Next, work with partners to talk about what disability they might be according to each description below the picture.

Suggested answers:

Rosalyn is in a wheelchair. She has walking difficulty.

Richard has difficulty with eyesight, so he can’t read the questions or write the answers for his college entrance exams.

Sally has hearing problems (though not deaf as she can still understand loud speech in the cinema).

Gao Qiang was born with Down’s Syndrome, which is a mental disability. Some syndrome sufferers have made a good career as actors.

Step 2 Pre-reading

Ask students to read the passage about “Family village” in pre-reading carefully and find out the purpose of the website.

Suggested answers:

1. To give ordinary young people with a disability the chance to share their stories with others.

2. To inspire other disabled people.

3. To get non-disabled people to understand more about how challenging life can be for people with disabilities.

Step 3 Reading

1. Skimming

Give students 2 minutes; ask them to read the passage fast to fill in the blanks:

Sum up the main idea of each paragraph:

Paragraph 1: A ________ to Marty and his muscle disease.

Paragraph 2: How the disease _________.

Paragraph 3: Marty met a lot of ________ at school.

Paragraph 4: How his life has become _________.

Paragraph 5: The ______ of his disease.

Suggested answers:

Paragraph 1: A _introduction to Marty and his muscle disease.

Paragraph 2: How the disease __developed/ started_.

Paragraph 3: Marty met a lot of __difficulties__at school.

Paragraph 4: How his life has become __easier__.

Paragraph 5: The _advantages__ of his disease.

2. Scanning for detailed information.

Ask students to read the passage carefully to locate the detailed information.

(1) First ask students to read paragraph one and complete the chart below.

Disease

Difficulties

Motto

Suggested answers:

Disease A muscle disease that makes him very weak

Difficulties He is clumsy and can’t run or climb stairs as quickly as other people.

Motto To live one day at a time.

(2) Next read paragraph two and three and choose the best answer.

Why did the doctors cut out a piece of muscle from Marty’s leg?

A. Because they could cure the disease by cutting it out.

B. Because they wanted to use it as a specimen(标本).

C. Because they would transplant(移植) the new muscle.

D. Because they wanted to find out the cause of the disease.

Key: D

(3) Read paragraph four and answer the following questions:

What is Marty’s ambition?

What is Marty’s achievement?

What is Marty’s hobby?

Suggested answers:

Marty’s ambition is to work for a firm that develops computer software.

Marty invented a computer football game and a big company decided to buy it from him.

As well as going to the movies and football matches with his friends, he spends a lot of time with his pets. He has two rabbits, a parrot, a tank full of fish and a tortoise.

(4) Ask students to find Marty’s advice in paragraph five

Suggested answers:

Don’t feel sorry for the disabled.

Don’t make fun of them.

Don’t ignore them.

Accept them for who they are.

Encourage them to live as rich and full a life as you do.

Step 4 Consolidation

1. Ask students to read the whole passage and choose the best answers in pairs.

(1) Which of the following is false?

a. Although there are a few students who look down upon him, Marty never gets annoyed.

b. Marty leads a meaningful life and does not feel sorry for being disabled.

c. Marty only spends time with his pets and never with his friends.

d. Marty’s disability has made him more independent.

(2) From the passage we can infer that ______.

a. Marty asks others to feel sorry for him

b. Marty never loses heart

c. Marty is afraid of being made fun of

d. Marty will not accept any encouragement because he has grown stronger psychologically

Keys: (1) C; (2) B

2. Ask students to work together to write a mini biography for Marty according to the text.

My mini biography

Name:

Status:

Health:

Interests and Hobbies:

Ambition:

Motto:

Suggested answers:

My mini biography

Name: Marty

Fielding

Status: High school student

Health Developed a muscle disease at the age about 10, very weak, cannot do things like normal

people

Interests and Hobbies:

Enjoying writing and computer programming

Going to the movies and football matches when I am well enough

Spending a lot of time with my pets-two rabbits, five mice, a tank full of fish and a snake

Ambition: To work in the compute industry

Motto: Live one day at a time

3. Discuss in pairs to get the main of the passage by filling in the blanks.

The main idea of the story:

Though he is a _________ person, Marty never feels ________ for himself and he ________ his life.

Suggested answers:

disabled, sorry, enjoys;

Step 5 Discussion

1. Ask students to discuss the following question in small groups.

(1) How did Marty’s feeling changed over time?

(2) What kind of person do you think Marty he is? Can you use adjective words to describe him?

Suggested answers:

(1) The change of Marty’s feeling over time:

hopeful hopeless stupid not get annoyed good/ busy.

(2) We can see Marty is a optimistic/ brave/ independent/ strong-minded person.

2. Show a video of “QianShouGuanYin” to the students and encourage them to remember the famous saying: “Where there is a will, there is a way”.

Step 6 Appreciation

Ask students to read two poems for appreciation when facing obstacles in the future.

Facing obstacles (Two poems by Tom Krause)

The Heart of The strong

Strong is the heart that knows not the way

of comfort and ease while living each day.

Yet continues to believe from the depths of its soul

that the future is destined to silver and gold.

Strong is the heart whose yearning is waned

by storms in life filled with heartache and pain.

Yet still gives its all-everything that it can

in search of a dream-God’s ultimate plan.

When there is a victory-when battles are won

when burdens are lifted and bright shines the sun-

when struggling souls gather-where heroes belong-

they find in themselves-the heart of the strong.

Carry on

At times when you feel troubled

when your happiness is gone

look to the heart within you

for the strength to carry on.

In your heart you will find special virtues

such as faith and hope and love.

These gifts have been sent down to you

from a power up above.

It is faith that keeps the soul searching

for the joy the heart hopes for.

It is love that heals the spirit

making it stronger than before.

And if your heart be broken

if your strength should fade away

The power of these virtues

will still win out the day.

So remember when you are troubled

when your happiness is gone

look to the heart within you

for the strength to carry on.

Step 7 Homework

1. Retell Marty’s story according to the mini biography.

2. Surf the Internet to learn more about the life of disabled people.

The Second Period Language study

Teaching aims:

1. To learn the useful expressions and sentence structures in the reading.

2. To enable students to use language points both orally and in written forms.

3. To further get inspired from Marty Fielding.

Teaching procedures:

Step1 words and phrases learning

1. ambition n. 雄心，野心

Her ambition is to become part of the national team for the next Paralympics Games.

她的抱负是能够成为国家队的一员来参加下一届残奥会。

To be a good teacher has been her lifelong ambition. 做一名好教师是她终生追求的目标。

[拓展]

full of ambition 野心勃勃

achieve one’s ambition实现某人的愿望

have the ambition for sth 渴望得到某物

2. suitable adj. 合适的，适宜的

Although some may think the cinema is noisy, it is suitable for Sally’s condition.

尽管有人可能认为电影院里太吵了，但是它非常适合萨利的身体状况。

He has nothing suitable for a formal party. 他没有适合这样正式晚会的任何东西。

3.beneficial adj. 有益的

be beneficial to 对……有益处

[拓展]

benefit vt 使……受益

n 益处，优势；

benefit sb/ sth 对某人/物有益

benefit from/ by 从……中获得益处

be of benefit to… 对……有益

for sb’s benefit= for the benefit of sb 为了某人的利益

These birds are beneficial to man. 这些鸟对人有益。

We benefit a lot from daily exercise. 每天做操对我们很有益。

His mother lost her life for the benefit of her bank. 他母亲为了银行的利益献出了自己的生命。

4.in other words 换句话说

In other words, there are not many people like me. 换句话说，象我这样的人并不多见。

[拓展]

in a/ one word 总而言之

in word 在口头上；在表面上

have a word with sb 与某人说话

have words with sb 与某人吵嘴

keep/ break one’s word遵守诺言/失信

Have a word with Tom and see what he thinks. 和汤姆谈一谈，看他是怎么想的。

Please retell the story in your own words. 请用自己的话复述这个故事。

In a word, I didn’t like that car at all. 总之，我一点也不喜欢那辆小汽车。

5.adapt to 适应

We should adapt to the new environment as soon as possible. 我们应该尽快适应新环境。

6.cut out 切去；省略；停止做某事

I think I had at least a billion tests, including one in which they cut out a piece of muscle from my leg and looked at under a microscope. 我想我做过无数次检查了，包括有一次检查，他们从我的腿部切下了一小块肌肉，放在显微镜下观察。

You should cut out the second part of the article. 你应该筛掉文章的第二部分。

She tried to persuade me to cut out drinking. 她试图说服我戒酒。

[拓展]

cut down 砍倒；削减

cut in 插嘴；超车

cut off 切断……供应；中断

cut across/ through 抄近路；

cut up 切碎；

I wish she would stop cutting in on our conversation all the time.

我希望她在我们谈话中别插嘴。

My doctor has told me to cut down on salt. 我的医生告诉我减少盐的摄入量。

They had cut off aid to us. 他们已经中断对我们的援助。

7.out of breath 上气不接下气

They were both red in the face and out of breath. 他们俩都面红耳赤，气喘吁吁。

[拓展]

hold one’s breath 屏住呼吸

lose one’s breath 喘不过气来

take a deep breath做深呼吸

When entering the room, please hold your breath. 当进入房间时，请屏住呼吸。

8.all in all 总而言之

All in all, I have a good life. 总而言之，我生活得很好。

All in all, it had been a good success. 总而言之，那是个巨大的成功。

[拓展]

in all 总共

at all 根本；全然

above all 最重要的是

after all 毕竟；终究

Please don’t be angry with him, ----he is only 6, after all. 请别生他的气了，毕竟他只有六岁。

9.as well as 也；和

As well as going to the movies and football matches with my friends, I spend a lot of time with my pets.

除了和我的朋友一起去看电影和足球比赛之外，我还花很多时间和我的宠物在一起。

She had all her homework to do, as well as her looking after her sick father.

她除了要照顾生病的父亲之外，还要完成所有的作业。

[提醒]

as well as还可以用做连词，表示“和一样好”；另外，连接两个主语时，谓语动词和最前面的主语保持一致。

He plays the piano as well as his teacher. 他钢琴弹得和老师一样好。

Mr. Li as well as his students is going to the zoo tomorrow. 李老师和他的学生们打算明天去动物园。

10.in many ways 在很多方面

In many ways, my disability has helped me grow stronger psychologically and become more independent. 在许多方面，我身体的残疾使我的心理上变得更加坚强，更加独立。

My uncle has helped me in many ways.我叔叔在很多方面帮助过我。

11.make fun of 取笑

So don’t feel sorry for the disabled and make fun of them, and don’t ignore them either.

因此，不要感到残疾人可怜，或者取笑他们，也不要不理他们。

It is impolite to make fun of the disabled. 取笑残疾人是很不礼貌的。

[同义短语]

play a joke/ trick on sb = make a fool of sb = laugh at sb 取笑

Step2 Using words, phrases and patterns

1. Do exercise 1, 2 and 3 on page 4 in Learning about language.

Suggested answers:

Exercise one: ambition; absence; suitable; beneficial; annoyed; clumsy; firm; noisy; psychological; encouragement;

Exercise two: lap; annoyed; dictation; entry; microscope; outgoing; fellow; conduct;

Exercise three: in many ways; sit around; made fun of; adapt to; out of breath; all in all; cutting out; in other words;

2. Translate the following sentences into Chinese, pay attention to the words and expressions given in each sentence.

(1) As her eyesight failed she knew she would have to resign from the community health committee.

(2) She is famous in literature for her novel about the campaign to abolish slavery.

(3) Never mind about that software! We will repair it when we meet with the engineer from the company.

(4) Congratulations! The profit from selling those wheelchairs will be enough to buy six new benches for your school.

(5) It is my ambition to make sure that the disabled people in our neighborhood have access to all public buildings.

(6) I had wanted to clean out the basement in his absence, but unfortunately I didn’t have time.

(7) James carried his new fish tank carefully to the house, dreaming of how wonderful it would look full of colorful fish.

(8) The bench was hard to sit on, but it provided an excellent resting place for people after climbing the hill.

Suggested answers:

（1）由于她的视力下降了，她知道她不得不从社区健康委员会辞职了。

（2）她由于那本关于废奴运动的小说而享誉文学界。

（3）不用担心这个软件！我们和那个公司的工程师见面后就会修好的。

（4）恭喜！卖掉那些轮椅的利润足够为你们学校买六个新长椅的。

（5）确保邻近的残疾人能够进出所有的公共建筑物是我的志向。

（6）我本想在他离开的时候彻底打扫下地下室，但不巧的是我没有时间。

（7）詹姆斯小心翼翼地把新鱼缸拿进屋子里，想象着装满五颜六色的鱼后它是多么的美丽啊。

（8）这条长凳做着很硬，但是人们爬完山之后可以坐在上面好好休息一下。

Step 3 Consolidation

Ask students to retell the text after learning useful words and phrases patterns.

Step 4 Homework

1. Finish off the exercise 1 and 2 on page 48.

2. Go over useful words and phrases in the text.

Teaching period 3 Grammar

Teaching aims:

1. Students will be able to recognize the infinitives and know the exact meaning of them.

2. Students will be able to use these structures correctly.

Teaching procedures:

Step1. Revision

Ask several students to retell Marty’s story. Show Marty’s mini bio on the PowerPoint.

My mini biography

Name: Marty Fielding

Status: High school student

Health: developed a muscle disease at the age about 10, very weak, cannot do things like normal people

Interests and Hobbies:

Enjoying writing and computer programming

Going to the movies and football matches when I am well enough

Spending a lot of time with my pets-two rabbits, five mice, a tank full of fish and a snake

Ambition: to work in the computer industry

Motto: live one day at a time

Step 2 Discovering useful structures

1．基本概念

不定式是动词的一种非谓语形式，没有人称数的变化，而且不能单独用做谓语，但仍旧有动词的特点，即可有自己的宾语和状语，构成不定式短语，是一种使用频率较高，考试经常考查的语法点。

2．基本形式

主动形式被动形式

一般式 to do to be done

完成式 to have done to have been done

进行式 to be doing /

完成进行式 to have been doing /

否定形式 not to do

疑问词+不定式 wh- to do

复合结构 sb to do/ for sb to do

3．句法功能

不定式具有名词、形容词、副词的特征，在句中可以充当主语、表语、宾语、定语、状语和补足语，还可以有自己的逻辑主语，即for sb to do sth。

It is good to help others. (subject)

It is my ambition to make sure that the disabled people in our neighborhood have access to all public buildings. (subject)

My ambition is to work in the computer industry when I grow up. (predicative)

I don’t have time to sit around feeling sorry for myself. (attribute)

I am the only student in my class to have a pet snake. (attribute)

A big company has decided to buy it from me. (object)

My fellow students have begun to accept me for who I am. (object)

I have had to work hard to live a normal life. (adverbial)

Some days I am too tired to get out of bed. (adverbial)

We must call on local government to give financial assistance to disabled people. (object complement)

4．不定式的时态与语态

根据需要，不定式可以有一般式（to do），完成式（to have done），完成进行式（to have been doing），进行式（to be doing），时态形式以及to be done和to have been done被动形式。

He didn’t allow us to go home early. 他不允许我们早回家。

He seemed to have seen the film. 他好象看过这部电影。

She is said to have been living in the city for six years. 据说她住在该城市六年了。

The boy pretended to be reading when his mother came in.

当他母亲进来的时候，小男孩假装在读书。

He is said to have studied abroad a few years ago. 据说他几年前在国外学习过。

The book is said to have been translated into many languages.

据说此书已被译成了多种语言。

[注意]

1. The following verbs are normally followed by the infinitive.

afford, agree, appear, arrange, ask, attempt, care, choose, claim, come, consent, dare, decide, demand, deserve, determine, elect, endeavor, expect, fail, get, guarantee, hate, help, hesitate, hope, hurry, intend, learn, long, manage, mean, need, offer, plan, prepare, pretend, promise, refuse, say, seem, tend, threaten, want, wish

For example:

I can’t afford to go to the pub.

He agreed to practice more.

You should learn to express yourself.

They managed to fix the problem.

2. Explanation of the Gerund and the Infinitive

Some words can be followed by either the infinitive or the -ing form. Please pay attention when there is no difference in meaning and when there is difference.

(1) Gerund and Infinitive (no difference in meaning)

We use the Gerund or the Infinitive after the following verbs:

begin He began talking.

He began to talk.

continue They continue smoking.

They continue to smoke.

hate Do you hate working on Saturdays?

Do you hate to work on Saturdays?

like I like swimming.

I like to swim.

love She loves painting.

She loves to paint.

prefer

Pat prefers walking home.

Pat prefers to walk home.

start They start singing.

They start to sing.

We use the Gerund or the Infinitive after the following verbs. There are two possible structures after these verbs. Gerund: verb + -ing

Infinitive: verb + person + to-infinitive

advise They advise walking to town.

They advise us to walk to town.

allow They do not allow smoking here.

They do not allow us to smoke here.

encourage They encourage doing the test.

They encourage us to do the test.

permit They do not permit smoking here.

They do not permit us to smoke here.

We use the following structures with the word recommend:

recommend They recommend walking to town.

They recommend that we (should) walk to town.

(2) Some verbs have different meanings. (When used with Gerund or Infinitive)

GERUND INFINITIVE

forget He’ll never forget spending so much money on his first computer.他永远不会忘记在第一台电脑上花费了这么多钱。 Don’t forget to spend money on the tickets.不要忘记用钱去买票子。

go on Go on reading the text.继续读这篇文章。 Go on to read the text.停下来读这篇文章。

mean You have forgotten your homework again. That means phoning your mother.你忘记做回家作业了，这意味着我要打电话给你妈妈。 I meant to phone your mother, but my mobile didn’t work.我打算打电话给你妈妈，但是我的手机坏了。

remember I remember switching off the lights when I went on holiday.我记得我去度假时把灯都关掉了。 Remember to switch off the lights when you go on holiday.当你去度假时，记得把灯关掉。

stop Stop reading the text.停止读这篇文章了。 Stop to read the text.停下来读这篇文章。

try Why don’t you try running after the dog? 你为什么不尝试跟着狗跑呢？ I tried to run after the dog, but I... 我竭尽全力跟着狗跑，但是……

Step 3 Drilling

Ask students to do Exe 2 on P5 and check with their partner then check together.

Keys: to have kept you waiting; to have forgotten; to buy and to send; to have finished; to have finished; to work..

Ask students to do Exe 3 and share their past experience in a group.

Keys: to have spent; To free; to see; to treat; to help pass; to abolish.

Step 4 Put into use

Ask students to translate the following sentences into English and pay attention to the use of the infinitive.

1．我忘了让你去社区服务中心了。

2．在检查机器之前关掉电源是很重要的。

3．我不知道哪儿能找到这种纽扣。

4．幸运的是，我们没有更多的活儿要做。

5．海伦很高兴到过中国20多个省、市。

6．她事业有成，现在最大的愿望就是结婚生子。

Suggested answers:

1. I forgot to ask you to go to the community service center.

2. It’s very important to turn off the electricity before you check the machine.

3. I don’t know where to find such a kind of button.

4. Luckily, we don’t have much more work to do.

5. Helen is very pleased to have travelled in more than 20 provinces and cities in China.

6. She has been very successful in her work, and now her greatest wish is to get married and have some children.

Step 5 Homework

Finish off the exercise 2 and 3 on P 49.

Teaching period 4 Using language Reading and Writing

A Letter to an Architect

Teaching aims:

1. Enable students to learn some useful words and phrases.

(assistance, companion, graduation basement, congratulate, all the best, accessible)

2. Enable students to offer congratulations and best wishes.

3. Enable students to write a letter of suggestion.

Step 1 Lead-in

Show pictures of a cinema, including inside and outside facilities and ask students to discuss what problems that people with disabilities sometimes have in a cinema.

(Divide students into different groups. Each member is encouraged to think actively and participate in the discussion. Make sure all students have their own opinions.)

Step 2 Reading.

1. Introduce Alice and her information to the students. Alice is a warm-hearted girl. She cares for the disabled very much. When she learned a new cinema is going to be built, she wrote a letter to make suggestions. Here is the letter that gives suggestions to an architect who is to design the new Bankstown cinema.

2. Skimming to find out what suggestions Alice gives in the letter.

(1) There should be adequate access for wheelchairs.

(2) It would help to fit sets of earphones to all seats, not just to some of them.

(3) The seats at the back should be placed higher than those at the front.

(4) For disabled customers, it would be more convenient to place the toilets near the entrance to the cinema.

(5) There are usually spaces specially reserved for disabled and elderly drivers.

3. Careful reading--Help students to analyze the letter so that they will learn how to write a letter of suggestion.

Ask students to read the text carefully and discuss the questions in groups in Ex3on Page 8.

1. What is the purpose of the first paragraph of the letter?

2. Why do you think the writer numbered her suggestions and used italics?

3. What is the purpose of the last paragraph of the letter?

Suggested answers:

1. To tell the reader the purpose of the letter.

2. The writer has used numbers and a title in italics for each paragraph to organize the ideas and to make it easier for the reader to understand and remember the five suggestions.

3. To finish the letter in a polite way and to put forward some reasons why the architect should consider the writer’s suggestions.

Step 3 Discussion

Discuss in groups and work together to write a format of a suggestion letter.

Suggested answers:

A letter of suggestion

A letter of suggestion normally has five parts.

1. The heading

This includes the address, line by line, with the last line being the date. Skip a line after the heading.

2. The greeting

The greeting always ends with a comma. The greeting should be formal, beginning with the word “dear”.

3. The body

Also known as the main text. Generally speaking, the body includes three parts. The first part (usually the first paragraph) tells the receiver that you are writing this letter to make suggestions on something, and the main part tells clearly what your suggestions are. The last part (usually the last paragraph) asks the receiver to consider your suggestions.

4. The complimentary close

This short expression is always a few words on a single line. The complimentary close begins with a capital letter and ends with a comma.

5. The signature line

Type or print your name. The handwritten signature goes above this line and below the close. The signature line and the handwritten signature are indented to the same column as the close. The signature should be written in blue or black ink. Skip from one to three spaces (two on a typewriter), and type in the signature line the printed name of the person signing the letter. Sign the name in the space between the close and the signature line, starting at the left edge of the signature line.

Step 4 Practice

Deal with Ex 4-6 on Page 9.

Ask students to work in groups and discuss how accessible their community is for people with disabilities. Then discuss ways in which their community could be made more accessible for disabled people. (This discussion will lay a good foundation for the writing.)

After the discussion, students are asked to write a letter of suggestion to the architect of a new building to be constructed in their area. In the letter they will suggest ways to make it more accessible for people with disabilities. While writing the letter, pay attention to the format of a letter.

Step 5 Homework

Write a letter of suggestion to the architect.

A sample letter:

Dear Mr Smith,

I read in the newspaper that you are the architect who is to design the new supermarket in our suburb. I am writing to ask if you have considered the matter of easy use of the supermarket by people in wheelchairs. In particular, I wonder if you have considered the following things:

1. Width of aisles. Can you please make sure that the aisles are wide enough to allow wheelchairs to pass through? In some supermarkets the aisles are so narrow that a person in a wheelchair cannot move along them easily.

2. Height of shelves. Can you please design shelves that can be reached by people in wheelchairs? In some supermarkets people in wheelchairs have to ask other shoopers to help them. This takes away their independence.

3. Lifts to other floors. Lifts could be in a places that people in wheelchairs can get to easily. It is very difficult if lifts are right at the back of the shop and people have to go up and down the shelves before they get to it.

4. Car parks. I hope you will leave some car spaces close to the front of the shop for people in wheelchairs. It is very difficult if they have to park a long way away from the shop and wheel themselves over tough ground to the entrance.

Thank you for reading my letter. I hope you will consider my suggestions. Disabled people should have the same opportunities as able-bodied people to shop independently and they should be able to do so with dignity. I am sure many people will admire your supermarket if you design it with good access for disabled people. The supermarket owners will also be happy as more people will be able to shop there.

Yours sincerely,

8.《我眼中的上海世博》演讲稿2 篇八

《我眼中的上海世博》

1910年，一位来自上海叫陆士谔的年轻人创作了幻想小说《新中国》，虚构100年后在上海浦东举办万国博览会的情景。带着历史的沉淀，带着文化的醇香，带着科技的跨越，带着未来的憧憬，冲刺百年举世瞩目的2010年世博会在上海隆重开幕。2008年的北京奥运会震惊环宇，圆了中国人的梦想！像首次成功举办奥运会一样2010年中国人民举办世博会的梦已成真，上海世博会以如椽巨笔在世博会历史上留下了浓墨重彩的一章。

金秋十月，我和爸爸、妈妈一同去上海，有幸参观了世博园的一些场馆，简直令人叹为观止，我觉得世博园就象一首交响曲，而一个个不同的国家馆，就象一首首不同的乐章，有的雄浑，有的轻灵，有的激昂，有的秀美，真的如同那句名言：“建筑是凝固的音乐。”当我们全家徜徉在中国馆中，刹那间，那种自豪感油然而生，我亲身感受到“色彩与色彩”的和谐，同时也感受到世界带给我们的五彩缤纷。小眼睛看大世界，我眼中的上海世博，是以红色为主体。红色，显示着情感的热烈与奔放，是喜庆的颜色。世博中国馆的设计大面积地采用沉稳的“中国红”作为主色调，色彩夺目。让 “中国红”再一次成为世界流行色，我相信中国馆一定能成为黄浦江畔的又一个标志性建筑。

我眼中的上海世博是以绿色为背景。世博的主题是“城市，让生活更美好”，绿化就是体现绿色的一个重要环节。参加世博会的来宾在上海都能感受到：这是一座森林城市、无污染的城市、美丽而文明的城市。

我眼中的上海世博是以蓝色为边框。蓝色，显示着生命之水的可贵和难得，是宁静的颜色。水是万物之源，水是城市让生活更美好的根基。上海世博会会址建立在黄浦江畔，而无论是上海的城市，还是世博会会址都跟水有着很深的渊源。蓝色象征着万鸟翱翔后的天空和千帆过尽后的大海，虽然沉稳却不乏活力；虽然安静去不乏激情，这不正是对上海的最好诠释，对世博的最完美体现吗？

我眼中的上海世博是以黄色为装饰。黄色，显示着上海的温暖和阳光，是光亮的颜色。它象征着一个光芒四射的太阳照耀着美丽的上海，使之处处绽放着耀眼的花朵，这一切不都意味着展示在世界面前的是一个充满无限魅力的上海和无限精彩的世博会吗？

红、黄、蓝、绿四种颜色组合成了我眼中的上海世博，奔放、热烈、希望、温暖、激情汇成了我心中的上海世博。

在我眼中上海世博会不仅仅是上海的，也是中国的，更是世界的。最后，我要说，2010年上海世博会给了上海更加繁荣昌盛的未来，我还要说2010年上海世博会因为选择上海而成了历史上最耀眼的一次！难道不是吗？

9.世博英语演讲稿First 篇九

1.Learn and master the new words for names of places.

2.Do some listening.

3. Do some speaking to practise expressing prohibitions and warnings.

Teaching Important Points:

1.Train the students’ listening ability by listening practice.

2.Train the students’ speaking ability by talking about the favorite places, give reasons for their decision and make some dialogues.

Teaching Difficult Points:

1.How to improve the students’ listening ability.

2.How to help students finish the task of speaking.

Teaching Methods:

1. Warming up to arouse the students’ interest in visiting Australia.

2. Listening-and-answering activity to help the students go through the listening material.

3.Individual, pair or group work to make every student work in class.

Teaching Aids:

1. a tape recorder

2. the blackboard

Teaching Procedures:

Step I Warming up

T: Look at the map of Australia. It shows six states and territories, and more famous cities, such as Sydney, Canberra, and Melbourne. We can also see the Great Barrier Reef. What would you like to visit?

S: I’d like to visit Sydney. It’s a seaside city. It has rich beaches and many parks that are worth seeing. There is the most famous Sydney Opera House and the Sydney Harbour Bridge.

S: I hope to visit Canberra. It is the capital of Australia. It is the political and cultural center of Australia.

S: I feel like going to the Great Barrier Reef. It is the greatest coral in the world. It lies off the northeast coast of Australia.

Step II Listening

T: Listen to Part1 . For the first time, you just get a general idea. Listen again, and do exx1-3.

Step III Speaking

T: Now it’s your turn to plan a trip to Australia. Work in groups of five. First you are meeting to decide where to go and what to do. Give acceptable reason. One serves as a guide. If you have any questions, he’ll answer your questions and help you prepare for your trip. Then finish the role cards on P21, using the expressions to help you.

Step IV Homework

Write down the dialogue. Preview the reading material.

Step V The Design of the Writing on the Bb

Unit 3 The land down under

The First Period

Down under: in Australia

Out back: remote inland area where few people live especially in Australia.

Cities: Sydney, Melbourne, Canberra

Animals: koala, kangaroo, dingo

Famous places: Sydney, Opera House, the Great Barrier Reef

The Second Period

Teaching Aims:

1.Learn and master the useful words and phrases.

2.Train the students’ reading ability.

3.Let the students learn about the outline, history and language of Australia. Teaching Important Points:

1.Master the following phrases and sentence pattern:

have an influence on, suffer from, transform…into, have fun with sth, go walkabout, as a consequence (of)

make it adj. For sb to do sth, until…, not…until…

2.Enable the students to understand the text better.

3.Improve the students’ reading ability.

Teaching Difficult Points:

How to make the students understand the reading text better.

Teaching Methods:

1. Pre-reading to predict what the text tells about.

2. Fast reading to get a general idea and careful-reading to further understanding the text.

3. Post reading to check the Ss’ understanding of the text.

4. Explanation for Ss to master some language points.

Teaching Aids:

1.a computer

2.a tape recorder

3.the blackboard

Teaching Procedures:

Step I Lead-in and Pre-reading

T: Yesterday we learnt much about Australia. You have known some places of interest, famous cities, rare animals, national flag and national emblem of Australia. Today we’ll read some passages to learn more about it. Guess what to talk about in them. Open your books on P21. Discuss which questions will be answered in the passage and tick them.

Step II Reading

T: Now read the passage once as carefully as possible. Then answer some detailed questions on the screen. You may discuss them in pairs if necessary.

Introduction

(outline) 1.How large is Australia?

4.What’s the capital?

7.What does the Australian flag look like?

Body

(history) 2.When was Australia founded?

3.Who lives in Australia?

Conclusion

(language) 9.How is Australia English different from British and American English?

Now please read the passage again and answer the questions.

Now you have understood the detailed information. Please fill in the form.

Meanings of the symbols on the Australia flag Six of the points represent the original states and the seventh stands for all the territories. The other stars on the flag represent the Southern Cross.

First people to arrive in Australia European explorers

The first prisoners to arrive English prisoners

Reason why prisoners were sent to Australia When England couldn’t prisoners to North America, Australia was chosen as a new place.

Sth happened to the Original Australia when the European newcomers arrived They suffered. They were moved and had their land taken away from them.

Problem with Australia’s Constitution Aborigines and other non-Europeans didn’t enjoy the same rights.

Changes taking place after two world wars Australia transformed itself into the modern country as it is today.

Differences between Australia English and British English In pronunciation and some of the vocabulary

Step III Studying the language points

Be surrounded by, have an influence on, go on a journey, transform into, go walkabout, as a consequence, be harmful to, suffer from…

Make it n./adj. for sb to do sth/that clause

not…until/till…

Step IV Listening and Consolidation

T: Now I’ll play the tape. You can follow it in a low voice. Pay attention to your pronunciation and intonation. Then do exx in Post-reading.

Step V The Design of the Writing on the Bb

Unit 3 The land down under

The Second Period

Useful expressions:

Claim, govern, resemble, diverse, differ

Be surrounded by, go on a journey, be a bad influence on, transform into, go walkabout, as a consequence, be harmful to, suffer from

The Third Period

Teaching Aims:

1.Learn and master the phrases.

2.Review the Predicative and the Predicative Clause

Teaching Important Points:

1.Master the part of speech can be used as the Predicative.

2.Summarize the link verbs.

3.Review the words introducing the Predicative Clause

Teaching Difficult Points:

How to help the students learn to use the Predicative correctly.

Teaching Methods:

1.Exx to review the usages of some words.

2.Inductive method to summarize the link verbs and the words introducing the Predicative Clause.

3.Lots of practice to help Ss to use the Predicative correctly.

4.Individual work or pair work to make every student work in class.

Teaching Aids:

the blackboard

Teaching Procedures:

Step I Word Study

T: Fill in the form.

words Definitions in English Examples

newcomer A person who has recently arrived in a place He is a newcomer in our class.

islandes A person living on a island The islanders live a rich life.

criminal A person who commits a crime Many criminals are put into the prison.

governor A person who govern a state or a province He was made governor of Hubei Province.

fellow Companion or comrade Her fellows share her interest in computer.

female A person who can give birth to children or produce eggs They only employ females.

The female sat on the eggs while the malebied brought food.

transform A complete change A mass immigration transformed Australia into modern nation.

strengthen To become stronger The latest development has further strengthened my determination to leave.

Now do Ex 2.

Step II Grammar

T: Now turn to P25. Please tell the meanings of the words and phrases. Check the answers. What part of speech can be used as the predicative?

The noun, pronoun, numeral, adverb, adjective, preposition, the v+ing form, the p.p. the indefinite and the Predicative Clause are used as the Predicative. Tell me link verbs. Do Ex 2.

Step III Consolidation

Do some exx to consolidate the grammar item. Check the answers.

Step IV Summary and homework

T: We’ve learned the link verbs and the Predicative Clause. Do other exx to master them better.

Finish all the exx in Grammar. Preview the content in Integrating skills.

Step VI The Design of the Writing on the Bb

Unit 3 The land down under

The Third Period

1.Used as the Predicative:

adj., n., adv., pron., prep., to do, v.+ing form, the p.p.

2.the Conjunction

(1)that, whether

(2)what, which, why, when, where, how, who, whom, whose

(3)as if, because

3. Link verbs:

(1) be, feel, smell, look, taste, sound, appear, seem

(2)get, become, turn, grow, go, come, fall, stand

(3)remain, prove, keep, continue, stay

The Fourth Period

Teaching Aims:

1.Revise the language points and grammar-the Predicative.

2.Learn and master the words and expressions.

3.Do some reading and writing practice to improve the students’ integrating skills.

Teaching Important Points:

1.Learn animals, size, population, agriculture and climate of Australia.

2.Train the Ss’ writing.

Teaching Difficult Points:

Improve the students’ integrating skills.

Teaching Methods:

1.Fast reading to go through the reading material.

2.Discussion method to finish the writing task.

3.Individual, pair or group work to make every student work.

Teaching Aids:

1.a computer

2.a tape recorder

3.the blackboard

Teaching Procedures:

Step I Revision

T: We reviewed the Predicative.P27, complete the sentences by using the Predicative Clause. Check.

Step II Reading

T: Through the free talk, we’ve got much information about the cities, places of interest, national flag and emblem of Australia. From the passage we read, we’ve also known the outline, history and language of Australia. Today we’ll read a passage to learn other things about it. Before reading it, please read the new words. Then read the passage quickly and find out which subjects are mentioned in it.

S: The subjects are: geography, climate, sports, animals, population, agriculture and natural resources.

T: Fill in the form:

Animals:

Distance:

Size:

Population:

Agriculture:

Natural resources:

Climate:

Sports:

Write down the phrases:

Give birth to, in area, in sources, keep out, round up, at weekends, on weekdays, off the southeast coast

Step III Listening and Discussion

T: Listen to the tape twice. Pay attention to your pronunciation. Then discuss the questions on P26 in pairs or groups. Check the answers.

Compare the climate in different areas of Australia with that found in different parts of China.

North South Center

Summer Winter Summer Winter

Australia hot, wet warm, dry warm, dry cool, wet hot, dry

China hot, dry cold, dry hot, wet wet, cool

Step IV Writing

T: Because of the position of Australia, there are many unusual animals in Australia. In this part, much information for three kinds of animals are given-a wombat, a koala bear and a dingo. Now work in groups of four. First read the information for each animal, and then have a discussion to write a passage on a piece of paper to describe your favorite animal. Check.

Step V Homework

Go over all the important points learnt in this unit and finish your writing.

Step VI The Design of the Writing on the Bb

Unit 3 The land down under

The Fourth Period

Subjects: geography, climate, sports, animals, population, agriculture, natural resources

Words: entire, plate, fence, outing, claw, hairy, medium, bushy

Phrases: give birth to. In area, keep out, round up, at weekends, on weekdays

The Fifth Period

Teaching Aims:

1.Summarize the usages of the Predicative.

2.Do exx to enable the Ss to master it and use it freely.

Teaching Important Points:

How to choose the proper form of the Predicative in order to express what we want to say.

Teaching Difficult Points:

How to choose a proper predicate according to its subject.

Teaching Methods:

1.Discussion method to let the Ss have a clear understanding.

2.Pir work or group work to make every student engaged in all the activities in class.

Teaching Aids:

1.a computer

2.the blackboard

Teaching Procedures:

Step I Grammar

Let’s do a Predicative ex. Tell what member of the sentence each underlined part is. Pay attention to the their functions and then translate them into Chinese. Check.

1. What nationality is he?

2.That’s sth we have always to keep in mind.

3.Tom is the first to learn about it.

4.Diamonds are precious.

5.The film we saw last Sunday is moving and we were all greatly moved.

6.All we can do now is to send him an e-mail.

7.He has been away for two weeks.

8.Such an article is beyond the understanding of the students.

9.Our country is not what it used to be.

Step II Practice

T: Choose a suitable answer for each sentence and give some reason if you can. Check.

1.This shirt is too .

A. little B. small C. tiny

2.I felt sorry at his words.

A. terrible B. terribly

3.Is your aunt married or ?

A. single B. alone

4.The little hero looked at the enemy.

A. angry B. angrily

5.The cotton felt .

A. soft B. softly

6.It is of you to act .

A. bad B. badly

7.He felt a little when he was .

A. lonely B. alone

8.The story of the play was and everybody acted .

A. good B. well

9.He writer.

A. turned B. became

Step III Practice and Consolidation

T: As we know, the predicate verb must agree with its subject, that is to say, a singular subject takes a single verb, while a plural subject takes a plural verb. However, sometimes when the subjects are the same, the predicate verbs are different. Choose a suitable verb “be” for each sentence. Let’s do some exx.

1. Fifty miles not a great distance.

2. It Mr Li and Mr Wang who did it.

3. Her chief anxiety her children.

4. That he is wrong now clear to everybody.

5. What we need badly here doctors.

6. What we need badly here food.

7. The book will contain what considered the best short stories of the time..

8. A variety of flowers on show.

9.My clothes wet through and through.

10.These two are for you. The rest to be sent to your sister.

11.The greater part of our mistakes made through carelessness.

Step IV Homework