第一篇：初三英语下册Unit 4 教案2
九年级英语下册Unit 4 教案2
Integrated skills Teaching Aims: To extract information from a profile To complete notes To extract information from a recording about Marie Curie To complete a presentation Teaching Important Point: To extract information from a profile
To extract information from a recording about Marie Curie Teaching Difficult Point: To complete a presentation Teaching Methods: Individual, pair or group work to make every student work in class.Teaching Aids: The multimedia and the blackboard Teaching Procedures: Step1 Presentation Get students to read Part A1 and then do the execises 2 Invite students to talk about Marie Curie.3 Play the recording.Students listen carefully and complete the sentenes with correct words in Part A3.4 Ask students to read out.Read the completed text to check the correct answers.5 Play the recording for Part A3 and ask students to complete.Go through on page 65 again.Read the completed text.Step2 Presentation Close the books and listen to me while I read the conversation.Ask students to repeat the sentences as they hear them.2 Ask students to practice the conversation in pairs and then change roles.Step3 Homework 1 Learn the language points by heart.2 Preview the Study skills, Main task & Checkout Part.
第二篇：四年级英语下册unit4 At the farm Part A教案
Unit 4 At the farm Part A Let’s learn
教学目标：
1、能听、说、认读单词：tomato、green bean、potato、carrot以及它们的复数形式。
2、通过let’s chant的歌谣巩固所学单词的复数形式。
3、会使用“What are these?“和”Are they …?“这两个句型。教学重点：
单词：tomato、potato、carrot、green bean 教学难点：potato和tomato的复数形式。What are these? 和Are they …?句型。教学过程： Step 1 Warm-up Free talk T:Do you like fruits? Ss:Yes/No.T:What do you like ? Ss:apples/bananas/watermelons/strawberries/pears… T:Today we will go to the farm and learn some vegetables.Step 2 Presentation 1.教师播放“let’s chant“,学生跟着音乐打节拍演唱。
2.出示图片，学生用中文回答。教师在黑板上书写单词tomatoes,potatoes,green beans,carrots.学生用手指跟着老师书写。
3.跟着录音读单词，教师领读，学生领读，齐读，点生读。4.游戏：踩炸雷，找单词 Step 3 Practice 1.教师用ppt呈现句型“What are these?””Are they …?” 2.邀请一名学生上台和老师一起示范。3.教师一边示范一边教学这两个句型。
4.同桌之间用这两个句型“What are these?“”Are they…?”操练这段对话。5.邀请三组同学上台操练句型“What are these?“.S1：What are these? S2:tomatoes/potatoes/carrots/green beans.6.邀请三组同学上台操练句型“Are they…?“.S1:Are they tomatoes/potatoes/carrots/green beans? S2:Yes/No Step 4 Homework 1.抄写新单词，每个单词4遍。2.练习Let’s chant歌曲。Step5 Blackboard Design Unit 4 At the farm A.Let’s learn tomatoes , potatoes , carrots , green beans
第三篇：pep小学英语五年级下册unit4教案
Unit 4 What Are You Doing?
第一单元
一、教学目标
1、能够听、说、读、写动词短语的ing 形式：drawing pictures , doing the dishes , cooking dinner , reading a book , answering the phone。
2、能运用句子“What are you doing ? I am doing the dishes/…”询问别人正在做什么并作答。
3、通过说唱Let’s chant 部分的歌谣巩固复习Let’s learn 部分的动词短语和句子。
4、学唱歌曲“What are you doing ?”。
二、教学重、难点
1、本课时的重点是掌握五个动词短语的ing 形式，能够理解下一课时的主要句型：What are you doing 并能够用I am doing the dishes/…作答。
2、难点是：动词短语ing形式的读音。
三、课前准备
教师准备各种动词短语卡片、图片等。准备锅、铲、电话、碗碟等小道具。准备实物投影仪、录音机及录音带。
四、教学步骤
1、热身
（1）教师放歌曲“What are you doing ”的录音。（2）日常口语练习。
2、预习
教师出示一个动作短语卡片，如: do the dishes 说 I can do the dishes，引导学生说Me too，然后教师用其他的动词短语卡片进行替换，带领学生继续操练。，3、新课呈现 Let’s lean
（1）教师再次拿出do the dishes的卡片,同时在黑板上写下do the dishes,教师边做洗碗的动作,边对学生说: I am doing the dishes.然后在黑板上的短语后面加上ing变成doing the dishes.教师引导学生做洗碗的动作,并跟说:Me too.然后继续用其他的卡片进行替换,通过适当的动作引导学生理解现在进行时表达的含义.（2）出示动作卡片,通过让学生说动作短语,并将动作短语转换成ing 的形式.（3）给学生提供调色盘、电话、碗碟等小道具，教师问：What are you doing ?引导学生边做动作边回答：I am drawing pictures/doing the dishes/cooking dinner/answering the phone/reading a book
（4）让学生听录音，跟读Let’s learn部分的词汇，要求学生边听边指，力求做到“眼到、手到、口到、心到”。
（5）教师把本部分的五张动词卡片面朝上贴在黑板、窗户、门、墙等上面，然后说一张卡片上的短语，如: drawing pictures , 学生迅速指向该图片，指得又快又准确的学生为胜者。（6）教师依次出示本部分的五张短语ing 形式的卡片并提问：What are you doing?，学生做出相应的动作并回答：I am…。Let’s chant
教师播放该部分的录音，让学生听录音跟读两遍后试着分组说唱歌谣。
第二课时
一、教学目标与要求
1、能够听懂、会说：What are you doing? I am…并能在情景中进行运用。
2、了解C部分的故事内容。
二、重点、难点、1、本课时的重点是掌握句型：What are you doing ? I am… ２、本课时的难点是培养学生在实际情景中运用对话的能力。
三、课前准备
１、学生每人准备一张白纸，自己制作锅、盘子等图片。２、教师准备录音机、录音带以及电话等道具。
四、教学步骤 １、热身
教师播放歌曲“What are you doing?”，学生跟唱。２、预习
（１）同桌之间背对背，一边做动作一边用主要句型问答：What are you doing ? I am…（２）Let’s try
教师放该部分的录音，让学完成听音选图。
3、新课呈现 Let’s talk（1）让一名学生抽取一张单词卡片，然后躲在讲台后面。教师带领其他学生问：what are you doing ?，抽取词卡的学生站起来边做相应的动作边回答：I am…。请五至六名学生轮流上台抽卡片，直到全班学生都初步会说句型What are you doing ?再进行下面的活动。
（2）学生五人一组。教师问各组的第一名学生：Hello.What are you doing ? ,每组的第一名学生回答后转身问后面的学生：What are you doing ? 依次类推，每名学生的回答不能与同组前面学生的回答重复，看哪个小组最先完成游戏。
（3）做“小双簧”的游戏：学生两人一组，一名学生在前面表演动作，另一名学生藏在他的身后为前面的学生配音，如：I am drawing pictures.（4）学生拿出自己制作的图卡或学具，两人一组操练：What are you doing ? I am…（5）教师放Let’s talk部分的录音，学生跟度。
（6）出示Let’s talk中的图片和道具电话，指导学生进行替换练习。Pair work
学生两人一组，每人在一张纸条上面写一个动词短语的ing形式，如：drawing pictures,然后两人交换纸条，分别将纸条卷起来做道具，根据各自手中纸条上的内容模拟打电话。
第三课时
一、教学目标
1、能够听、说、读、写句型: This is Zhang Peng.What are you doing ? I am doing the dishes/ reading a book.2、能用What are you doing? I am…互相通电话，询问对方正在做什么并作答。
3、了解字母组合oo , ou , tr , tw的发音规律及其例词的读音。
二、教学重点、难点
1、重点是：What are you doing ? I am….的书写。
2、难点是句子Do you want to go to the Children’s Center ?的理解和朗读，以及字母组合oo, ou, tr, tw的发音规律。
四、教学步骤
1、热身
（1）教师播放本单元第一页歌谣的录音，学生跟录音说唱。（2）日常用语会话。
2、预习
（1）做拼写游戏：教师提供一些打乱字母顺序的单词，让学生排序并正确拼读单词，如：r,I,a,d,e,n,g（2）请几组学生表演Let’s talk部分的会话。
3、新课呈现 Read and write（1）教师指着黑板上的简壁画，问：What is he/she doing? 引导学生回答：He /she’s singing/ dancing/playing ping-pong/drawing pictures/playing the piano.（2）教师在简壁画的外围画一幢房子的轮廓，提问：Do you know where it is? Where are the children?自然引出Children’s Center
（3）教学：Do you want to go to the Children’s Center
the Children’s Center
go to the Children’s Center
want to go to the Children’s Center
Do you want to go to the Children’s Center ?
（4）教师说：Now, Zhang Peng calls John.What are they talking about ? Listen.教师放Read and write部分的录音，学生跟读。
（5）教师向学生展示本部分的挂图，对This is Zhang Peng 的用法作必要解释。告诉学生打电话时若想告诉对方你是谁，不能说I am…而应该说This is /It’s…。（6）教师指导学生书写四会句子，看谁写得又快又好。Pronunciation（1）出示单词：cool , goose , school ,boots让学生读一读，试着找出oo的发音规律，然后教师出示字母组合ou和单词soup，一起归纳发音规则。同法学习字母组合tr , tw的发音规律。
（2）教师放该部分的录音，学生跟读。引导学生看图片理解句意。然后，请几名学生试着朗读饶口令。
（3）教师出示一些包含字母组合oo,ou,tr,tw的单词，让学生试着读一读，检测学生掌握字母组合发音规律的情况。
第四课时
一、教学目标
1、能够听、说、读、写动词短语的ing形式：listening to music, washing clothes,cleaning the room, writing a letter , writing an e-mail.2、能够运用句型What is your father doing? He’s writing an e-mail等询问并表述他人正在进行的动作。
二、教学重点、难点
１、重点是掌握五个动词短语的ing形式。
２、难点是以不发音的字母e结尾的动词ing形式的变化。
三、课前准备 １、Let’s chant部分的插图，本课时的五张词卡和图卡，准备录音机和录音带
四、教学步骤 １、热身
（１）教师放本单元第一页上歌谣的录音，让学生跟录音说唱。（２）日常会话。２、预习
做“动作接力赛”游戏：全班学生分成若干小组。每个小组第一名学生看同一个动词短语，如：reading a book , 然后分别向各组的第二名学生做看书的动作。３、新课呈现 Let’s learn
（１）在动作接力赛的最后引出本课第一个动词短语：listening to music 教师板书并带读。（２）教师出示cleaning the room的图片，提问：What’s he / she doing？引出新词
（３）采用做动作、描述等方式引出washing clothes , writing a letter , writing an e-mail（４）做“高低音”游戏：教师指着黑板上的图片带读短语，如果教师声调高，学生就大声跟读，反之则不跟读。
（５）教师向学生展示Let’s start部分的挂图，提问：What is he/she doing?引导学生按照提示说话。
（６）教师放Let’s learn部分的录音，学生听录音认读短语。Let’s chant
教师放第四十九页的歌谣录音，学生认真听。教师再放一遍录音，学生跟读。然后师生一起说唱歌谣。
第五课时
一、教学目标
１、能够听懂、会说：Can I speak to…? Please hold on.He’s …并能在情景中进行运用。２、了解中国及主要英语国家的紧急求助电话号码。
二、教学重点、难点
１、重点是掌握He / She’s … ２、本课时的难点是电话用语。
三、课前准备
教师准备一部电话机，录音机和录音带。准备十张左右的动作图片和短语卡片。
四、教学步骤 １、热身
（１）师生问答或生生对答说唱第四十九页的歌谣。（２）日常口语练习。２、预习
教师在黑板上写好下面两列单词，让学生连线并正确读出短语。
Listening to
music Washing
a letter Writing
clothes Cleaning
an e-mail Writing
the room ３、新课呈现 Let’s try
学生听录音，做Let’s try部分的练习Listen and tick Let’s talk
（1）做“猜一猜”游戏：教师拿出Let’s talk部分的挂图，但要将四幅配图分别用四张白纸遮盖好，问学生：What is she doing?学生猜对一个，教师就把这张图上的纸拿掉，直到学生全部猜出为止。
（2）教师拿出cooking dinner 的图片提问：What’s she doing ? Can I speak to her , please?引导学生回答：She’s cooking dinner , Please hold on教师带读答句。（3）同桌之间用电话等小道具操练对话。
（4）从学生的对话中引出Mon , there’s a call for you 教师可借助体态语言帮助学生理解这句话的意思，然后带读。
（5）教师放Let’s talk部分的录音。学生跟读。
（6）同桌学生进行对话替换操练，然后教师指定几组学生在学生面前表演。Let’s play
学生两人一组，随意将人名与动词短语的ing形式一一连线。然后根据各自的连线情况进行问答，如:What is Chen Jie doing ? She’s „„ Good to know 帮助学生了解我国及主要英语国家的紧急救助电话号码。
第六课时
一、教学目标
1、能够听、说、读、写本课时句型Grandpa is writing a letter.Brother is doing homework.Mom is cooking dinner in the kitchen.He’s writing an e-mail in the study。.2、能够用Mon is cooking dinner in the kitchen等句子介绍佳人正在做什么。
二、教学重点、难点
1、重点是掌握句型Mom is „in the „的书写。
2、难点是用本单元所学内容完成接电话的任务。
三、课前贮备
动词短语卡和拼图一张，录音机和录音带，准备家庭人员照片若干。
四、教学步骤
1、热身
（1）日常口语练习。
（2）教师放B部分的歌谣录音，让学生跟着录音说唱。
2、预习
（1）做“读读、贴贴”游戏：教师出示短语卡，学生齐读后，请学生把短语卡贴到相应的动作图下，边贴边说出一个句子：He / She is„„
3、新课呈现 Read and write（1）做“加句子”游戏：学生五至六人一组，第一名学生多一个描述家庭成员的句子：如Mom, is cooking dinner in the kitchen 第二名学生先重复前面学生说的句子，然后再说一个不同的句子，如： Mom, is cooking dinner in the kitchen, Dad is reading a newspaper in the study.依次类推（2）教师问一名学生How are you ? 学生作答后教师板书：How are you doing today? 同时在How are you ？的后面写： How are you doing？引导学生作答后，教师板书：Just fine 并带读。教师再向几名学生体温：How are you doing? 引导学生用 Just fine作答。教师板书everybody并带读。教师问一名学生How’s everybody doing?引导学生作答，必要时作讲解。（3）教师放read and write部分的录音，学生跟读。（4）完成finish the sentences的活动。
（5）做“拼图”游戏：师生一起准备几张人物动作图片，剪成拼图，然后打断小图的顺序，再一起完成拼图并用语言表述：What is he/ she doing ? He/ She’s „„教师示范几次后，让学生以小组为单位活动。
（6）教师指导学生书写四会句子，看谁写得又快又好。Group work 学生六人一组，开展活动，教师先示范。Let’s check
教师放录音，学生完成听力练习。
第四篇：大学英语自学考试英语二下册unit4教案
UNIT 4 Text A Slavery On Our Doorstep
I.课文内容简介
这篇文章介绍了在英国工作的大约两万多名海外家仆，这些家仆中有1/10 正遭受雇主的各种各样的虐待和奴役。尽管英国政府采取了新的措施，这些佣人的生活和工作条件并没有发生太大的变化。
这种状况得到了媒体的普遍关注。
解决问题的关键办法也许在于允许家佣们自由地选择顾主。
段落大意：
Paras.1-2 In Britain, about 10% of the domestic servants are being exploited and abused in various forms.Paras.3-8 The sad condition of domestics received media attention.Para.9 The key to the problem lies in allowing domestic workers the freedom to change employers.II.New Words
词汇精讲：
1.slave 奴隶 slavery 奴隶制
discover
discovery n.发现
2.domestic
a.家庭的；国内的，本国的；n.家仆
反义词：abroad
GDP(= gross domestic product)国内生产总值
Many women feel they cannot apply for the top jobs because of domestic commitments.很多妇女感觉她们因为家庭责任而不能申请高级工作。
The president's new foreign policy is heavily influenced by domestic factors.总统的对外政策在很大程度上受到了国内因素的影响。
家仆 domestic，servant，maid（女佣）,female girl
3.Briton 大不列颠人；英国人
Britain 英国，不列颠
英伦三岛：England、Scotland，Welsh, the United Kingdom of Great Britain and Northern Ireland 大不列颠及北爱尔兰联合王国
Briton 英国人； the British;Englishman
oversea 海外的，在海外
4.statistics统计数字：（用作单数）统计学：
These statics only tell part of the story.Statistics is taught in our college.5.abroad在国外、到国外：He has lived abroad for years.6.exploit : vt.开发，开采；利用，剥削 n.exploition
He exploited his authority personal gratification.他利用职权来满足个人的私欲。
A mine is exploited for its minerals.开发矿山是为了采矿。
The company exploited its workers with long hours and low pay.该公司利用长工时、低工资的方法来剥削工人。
Resources should be properly exploited.开发资源要适度。
7.abuse v./ n 虐待，滥用
Drug and alcohol abuse contributed to Brian's early death.滥用毒品和酗酒导致了布莱恩的早逝。
Be physically abused 肉体受到虐待
the Iraqi prisoner abuse
abuse one's power
8.campaign : n.战役，运动；v.参加运动
The Huai-Hai Campaign was essential to the victory of the War of Liberation.淮海战役对解放战争的胜利至关重要。
We are launching a campaign against waste.我们正发起一场反浪费活动。
He announced that he would campaign for the senate.他宣布他将参加议员竞选。
9.sex 性别；visa 签证
10.execute vt.将…处死，执行，实行 executive a.执行的，执政的 The criminal was executed after the trial.审判后罪犯被处死。
All orders were immediately executed.所有的命令将尽早执行。
CEO = Chief Executive Officer 首席执行官
EMBA= Executive Master of Business Administration 高级管理人员工商管理硕士
11.convict: vt.证明… 有罪，宣判…有罪；n.罪犯
He was convicted of smuggling.他被判犯有走私罪。
相关词汇：accuse sb.of … 指控某人有罪；
charge sb of...指控某人有罪
12.despite : prep.尽管，任凭
Despite the fact that there was almost no hope of finding the missing boy , the search party still went on looking.尽管找到失踪男孩几乎无望，搜寻的人群仍然在继续寻找。
Despite the shortage of raw materials, industrial output has increased by ten percent.尽管原材料短缺，工业产量仍增长百分之十。
Despite what he said, I didn't believe the news.不论她如何说，我也不相信这个消息。
相关词汇：in spite of 尽管，任凭
13.guilt有罪;内疚
There is no doubt about the guilt of a man who steals.Her face showed guilt though she said she had not done that.14.deserving : a.应得，值得
派生词：deserve v.应得，值得（宾语可用名词、动名词、或不定式）
用法：be deserving of;deserve + n./ doing / to do sth.His efforts are certainly deserving of praise.他的努力当然值得表扬。
The question deserves consideration.这个问题值得考虑。
He deserves to lose because he cheated.他该输，因为他作弊。
The project deserves further investigation.这个项目值得进一步调查。
15.Saudi Arabia 沙特阿拉伯
16.breadwinner 养家糊口的人
同义词：provider
17.shelf 搁板，架子 复数：变f为I+ves 类似地，life, leaf
18.minimum: a./ n.最小量；最低限制
派生词：minimize v.使最小化
反义词：maximum n.最大量，最大限制（手写板）
用法: Wage increases are being kept to a minimum in many companies because of the depression.由于经济不景气，很多公司的工资增长都被限制在最小幅度。
We need a minimum of ten people to play this game.玩这个游戏我们至少需要10个人。
We have reduced the costs to the minimum.我们已将费用减至最低额。
19.employee 雇员 employer 雇主
20.incidence 发生率
21.status n.1.情况，状况2.地位，身份 同义词：situation
the status of world affairs 世界形势
status as a scholar 学者身份
immigrant status 移民身份
status of women in society 妇女的社会地位
the political situation 政治面貌
the domestic situation 国内形式
the international situation 国际形式
to kick out
驱逐出境 immigrant a.移民的，侨民的
New York has a huge number of immigrant population.纽约有大量的移民。
n.移民，侨民
Illegal immigrants are sent back across the border if they are caught.非法移民如果被抓住会被遣送出境。
deport v.驱逐出境
Thousands of illegal immigrants are caught and deported every year.词组：
1.to bring over: 把… 带来;使转变
You might bring your girlfriend over tomorrow evening.明天晚上你不妨把你的女朋友带来。
What she said brought me over to her opinion.她的话使我转而同意她的意见。
Can this small boat bring them over to this side of the river ?
这条小船能把他们运到河的那边吗？
相关词汇：bring up 养育，抚育； bring about 引起，带来，产生
2.be deserving of 值得，应得
He is deserving of the praise for his work.鉴于他的工作应受到这表扬。
The robber is deserving of capital punishment.这个强盗应处极刑。
3.be supposed to : 应该, 理应
You are not supposed to smoke in here.你不应在这里吸烟。
Employees are supposed to be here at eight every day.雇员们应该每天8点钟到这里。slave machine machinery
Britain Briton
Statistical figure
Diploma
Broad abroad board aboard
Exploitation
Abuse normal abnormal
Use usage used useless misuse
Launch a campaign
Sexual sexy
Visa carry out implement
Execution CEo=chief executive officer
Convict sb of murder
Convict
Despite= in spite of the difficulty/ the bad weather，Guilty be guilty of
Are you guilty of telling a lie?
Innocent innocence
Deserve doing
His deeds deserve praising.Be deserving of =deserve
Breadearner Minimum minimal minimize
Maximum maximal maximize
The purpose of management is to minimize the waste and maximize the efficiency.Employ employer employee
Interviewee interviewer employment unemployment
Leaflet booklet starlet
Incidence of cancer
Incident
Immigrate immigration immigrant
Emigrate emigrant emigration
Deport
Make use of
The residents are campaigning the local government to drive the factory away.He deserved to be criticized.Take over
III.课文精讲
第一部分：
paras.1－2
1.There are estimated to be more than 20,000 overseas domestic servants working in Britain(the exact figure is not known because the Home Office, the Government department that deals with this, does not keep statistics).据统计，在英国工作的外籍家庭佣人有两万多人
本句为there be 句型的变体，working in Britain 为现在分词短语作定语，修饰servants.括号里内容：（由于处理该项事务的政府部门-内政部-没有做过统计，精确数字不得而知）
原因状语从句中主语“内政部”有一个同位语。
There are estimated to be more than 20,000 „可以改写为“It is estimated that there are more than 20,000 „”；表示“据说、据报道、据信、据认为、据估计、据称”的结构有两种：
2.Usually, they have been brought over by foreign businessmen, diplomats of Britons returning from abroad.returning from abroad是现在分词短语，充当Britons的定语。
3.Of these 20,000, just under 2,000 are being exploited and abused by their employers, according to a London-based campaigning group which helps overseas servants working in Britain.根据设在伦敦的帮助在伦敦工作的外籍家庭佣人的政治组织说，在两万多外籍家庭佣人中几乎有2000人正遭受雇主的剥削和虐待。
句首Of相当于Among，意思是“在„当中”；句中“are being exploited and abused”为现在进行时被动语态，表示“正在被…剥削和凌辱”。
under相当于less than，意为“将近、不到”；“-based”意为“设（驻）在…的，以…为基础的，以… 为主要手段的”。例如： shore-based aircraft 岸基飞机
the agency's Paris-based press officer 该机构驻巴黎的新闻发布官。
London-based意思是“总部设在伦敦的”；which引导的是定语从句，修饰前面的a London-based campaigning group，从句中working in Britain是现在分词短语，修饰前面的servants，作定语。第二段：
1.The abuse can take several forms.2.Often the domestics are not allowed to go out, and they do not receive any payment.该句的domestic是名词，相当于domestic servant；allow sb to do sth意思是“允许某人做某事”，句中to go out是主语补足语成分。
3.They can be physically, sexually and psychologically abused.4.And they can have their passports removed, making leaving or “escaping” virtually impossible.他们在身体上、性和心理上遭受凌辱。他们还会被收去护照，使得出走或“逃跑”根本不可能。
“have their passports removed”是 have+宾语+过去分词的结构。“removed” 是过去分词作宾补，表示被动，意为“使得护照被拿走”。making … impossible 为现在分词短语作结果状语.第二部分：
paras.3－8 1.The sad condition of women working as domestics around the world received much media attention earlier this year in several highly publicized cases.今年年初，几个透明度颇高的案例中有关世界各地的家庭女佣的悲惨状况受到新闻媒体的关注。
该句主要结构是：The sad condition received much media attention.The sad condition of women working as domestics around the world 在句中作主语，谓语是received 受到, “in several highly publicized cases”的意思是“在几个被高度曝光的案例中”。
介词短语of women working „ around the world是主语的定语成分，earlier this year in several highly publicised cases是状语成分；women working as „ 是动名词短语的复合结构，所有格标记“'s”被省略，本应为women's working as „，当动名词短语的复合结构充当宾语时，所有格标记's则可以省略。work as意思是“当、充当”，试比较work like：He works as a slave.他当奴隶。He works like a slave.他象奴隶一样地工作。
2.In one of them, a Filipino maid was executed in Singapore after being convicted of murder, despite protests from various quarters that her guilt had not been adequately established.其中一个案例是讲一位菲律宾女佣因被指控犯有谋杀罪在新加坡被处死，尽管有来自各地的抗议认为她的罪名不足以成立。
句中“being convicted of murder”为动名词被动式作介词 “after”的宾语，表示“被判为谋杀罪”。convict sb of sth 是固定搭配，意思是“判某人犯有„罪行”；despite是介词，相当于in spite of，意思是“尽管、虽然”后接名词性成分；from various quarters意为“来自四方”；that所引导的从句是protests（抗议）的同位语从句。
3.Groups like Anti-Slavery International say other, less dramatic, cases are equally deserving of attention, such as that of Lydia Garcia, a Filipino maid working in London:
be deserving of意思是“值得”，deserving是形容词，来自动词deserve，deserve可用于以下结构：
P.85
第4段：
1.“I was hired by a Saudi diplomat directly from the Philippines to work in London in 1989.the Philippines可指”菲律宾群岛“，也可指国家名称”菲律宾“；to work in London 是不定式短语，充当主语补足语。
2.I was supposed to be paid ￡120 but I never received that amount.be supposed to 有两种用法：表示理应、应该：Everyone is supposed to wear a sear belt in the car.汽车内每个人都应系安全带。表示“一般认为”I haven’t seen it myself, but it is supposed to be a really good film.我自己并未看过这部片子，但普遍认为这是一部好片子。此处的be supposed to 和be expected to同义，译为”应该“，例如：
You are supposed to finish your work by Friday.你应该在星期五之前把工作完成。3.They always threatened that they would send me back to my country.”
动词threaten可用于以下结构： threaten sb with sth以„威胁某人 threaten that 威胁说„
threaten to do sth威胁说要做某事 第5段：
1.Then there is the case of Kumari from Sri Lanka.2.The main breadwinner in her family, she used to work for a very low wage at a tea factory in Sri Lanka.比较used to和be used to：
1）used to意思是“过去、过去常常”；used是动词，且只有过去时态；to是不定式符号，后面接动词原形。
2）be used to表示“习惯于”；be是连系动词，有时态变化；used是形容词；to是介词，后面接名词或动名词。
3.Because she found it difficult to feed her four children, she accepted a job working as a domestic in London.it 是形式宾语，真正的宾语是to feed her four children；形容词difficult是宾语补足语。4.She says she felt like a prisoner at the London house where she worked:
该句中feel like意思是“感觉象”；feel like也可表示“想”，例如： I feel like a swim / going swimming.我想去游泳。第6段：
1.“No days off--ever, no breaks at all, no proper food.No days off意思是”不放假“，此处off 表示”休假、休息、不上班“，例如： I think I'll take the afternoon off.我想我下午要休假半天。The manager gave the staff a day off.经理放全体职员一天假。
You mustn't take time off just because you want to see a football match.你不可以只是为了看一场足球赛而休假。
2.I didn't have my own room;I slept on a shelf with a space of only three feet above me.该句第二分句中，with a space of only three feet above me是含有介词with的独立结构，充当shelf的定语成分；该结构是：
3.I wasn't allowed to talk to anybody.to talk to anybody是不定式短语，充当主语补足语。4.I wasn't even allowed to open the window.该句结构同上。
5.My employers always threatened to report me to the Home Office or the police.”
动词threaten可用于以下结构： threaten sb with sth以„威胁某人 threaten that 威胁说„
threaten to do sth威胁说要做某事 本句出现了上面的第三种结构。第7段：
1.At the end of 1994 the British Government introduced new measures to help protect domestic workers from abuse by their employers.at the end of意思是“在„底、在„末、在„的最后”；introduce measures相当于take measures，意思是“采取措施”；help +(to)do意为“帮助做某事”；protect „ from „是一固定搭配，表示“保护„免遭（„的痛苦或虐待）”。“that”引导protests 的同位语从句，表示抗议的内容。
2.This included increasing the minimum age of employees to 18, getting employees to read and understand an advice leaflet, getting employers to agree to provide adequate maintenance and conditions, and to put in writing the main terms and conditions of the job(of which the employees should see a copy).措施包括把雇工的最小年龄提高到18岁，使受雇者能阅读并理解通告单，使雇主同意提供适当的生活费用和条件，并写出工作条件和主要的工作条款（受雇者应有此种副本）。
该句谓语动词是included，include后要接动名词作宾语。其宾语是三个并列的动名词短语：increasing „, getting employees to „和getting employers to „，表示新措施包括的三项内容。get sb.to do sth.意为“让某人做某事”，其中to do sth.是宾语补足语；to agree to provide „和to put in writing the main „是并列关系，同时作宾语补足语；put „ in writing意思是“把„形诸文字”，in writing ,因为作宾补的介词短语较短，而宾语较长，故把宾补提前。此处put的宾语是the main terms and conditions of the job；of which 引导的是非限制性定语从句，修饰writing。第8段：
1.However, many people doubt whether this will successfully reduce the incidence of abuse.doubt可以是动词，也可是名词，一般情况下，在否定句中，doubt 后总是跟着that 从句，在肯定句中，doubt后接if(whether)或that 从句。但一般以为肯定句接if(whether)较为规范。
I don’t doubt that he’s telling the truth.I doubt whether/if he’s telling the truth.2.For the main problem facing overseas maids and domestics who try to complain about cruel living and working conditions is that they do not have independent immigrant status and so cannot change employer.因为那些企图抗议恶劣生活和工作条件的外籍女佣和家仆所面临的主要问题是他们没有独立的移民身份，因此不能更换雇主。
该句的主要结构为 “For …problem … is that ….”该句是主系表结构，主语是the main problem，系动词是is，表语是that引导的从句；主语后面有现在分词短语facing overseas maids and domestics „作定语，而overseas maids and domestics后面又有who引导的定语从句；complain about亦作complain of，意思是“抱怨”。
3.(They are allowed in the United Kingdom under a special concession in the immigration rules which allows foreigners to bring domestic staff with them.)
该句有一定语从句，由which引导，该从句修饰前面的a special concession，故which为单数，后面的谓语动词是allows。
4.So if they do complain, they risk being deported.do是助动词，用以加强语气，risk后面只可接动名词，而不可接不定式，因是被动意义，故出现risk being deported；这类动词有：finish, mind, suggest, enjoy, give up, can't help, avoid, escape, consider, delay, put off, postpone, admit, deny, practise, excuse, fancy, imagine, keep, miss, risk, appreciate P.86
第三部分
Para.9 1.Allowing domestic workers the freedom to seek the same type of work but with a different employer, if they so choose, is what groups like Anti-Slavery International are campaigning the Government for.Allowing domestic workers the freedom „ but with a different employer是动名词短语，作句子主语，is是连系动词，后面有what引导的表语从句；if they so choose条件状语从句意思是“如果他们这样选择的话”，相当于if they choose to seek the same type of work but with a different employer；campaign sb for sth意思是“为了„对某人进行运动、促使某人去做某事”，而campaign sb against sth与它意思相反，意思是“为了反对„对某人进行运动、促使某人不要去做某事”。
2.It is, they say, the right to change employers which distinguishes employment from slavery.他们说，正是有权改变雇主的这一做法区分了雇佣制和奴隶制 该句they say是插入语；distinguish „ from „意思是“把„和„区别开来”；It is the right „ which distinguishes „意思是“正是改换雇主的权利划清了雇佣和奴役的界限”，该句是一很不规范的英语句子，规范的说法应该是：It is the right „ that distinguishes „，这是强调结构。to distinguish … from 把…区分开
Unit 4重点句
1.There are estimated to be more than 20,000 overseas domestic servants working in Britain(the exact figure is not known because the Home Office, the Government department that deals with this, does not keep statistics).There be 表“存在”的句型。
2.Of these 20,000, just under 2,000 are being exploited and abused by their employers, according to a London-based campaigning group which helps overseas servants working in Britain.3.And they can have their passports removed, making leaving or “escaping”virtually impossible.4.The sad condition of women working as domestics around the world received much media attention earlier this year in several highly publicised cases.5.In one of them, a Filipino maid was executed in Singapore after being convicted of murder, despite protests from various quarters that her guilt had not been adequately established.Guilt n.有罪 反义词： innocence
Guilty adj.有罪的 反义词 innocente
6.Then there is the case of Kumari from Sri Lanka.The main breadwinner in her family, she used to work for a very low wage at a tea factory in Sri Lanka.7.This included increasing the minimum age of employees to 18, getting employees to read and understand an advice leaflet, getting employers to agree to provide adequate maintenance and conditions, and to put in writing the main terms and conditions of the job(of which the employees should see a copy).注意三个并列的动名词短语。
8.For the main problem facing overseas maids and domestics who try to complain about cruel living and working conditions is that they do not have independent immigrant status and so cannot change employer.9.It is, they say, the right to change employers which distinguishes employment from slavery.只有更换雇主的权利才能把雇佣同奴役区别开。
IV.练习
1.单词英译汉
domestic，statistic，diplomat，exploit，campaign，execute，convict，despite，deserving，shelf，minimum，status，deport，Word study
1.exploit: vt.开采，开发；利用；剥削
The student exploits every possibility to learn English.这个学生利用一切可能性学英语。
2.campaign
n.1.战役；2.运动，参与运动
Our country is launching a campaign against waste.我们国家正在开展反浪费运动。
Our country is launching a campaign environment protection.我们国家正在开展环保运动。
Vt.参加运动，参加竞选活动
They were campaign to keep the local school open.他们为使当地学校不致关闭而奔走活动。
3．Execute
Vt.实行，执行，完成，贯彻；将„„处死
The pianist executed the piece of music perfectly.这位钢琴家把这首曲子演奏得完美极了。
The criminal was executed after the trial.审判后罪犯即被处死。
课后汉译英：
1．开发资源要适度
Resources should be properly exploited(用被动).2．这个项目值得进一步调查
The project deserves/is deserving of further investigation
3.无论她如何说，我也不相信这个消息
Despite what she said, I didn’t believe this news.B课文重点词汇
eyewitness：n.目击者；见证人
degrade：vt.降级，贬低；堕落；退化
liberty：n.自由，自由权；冒昧，失礼；（pl.）特许权，特权
2.句子英译汉
（1）There are estimated to be more than 20,000 overseas domestic servants working in Britain.（2）Of these 20,000 , just under 2,000 are being exploited and abused by their employers.（3）The sad condition of women working as domestics around the world received much media attention earlier this year in several highly publicized cases.（4）A Filipino maid was executed in Singapore after being convicted of murder, despite protests form various quarters that her guilt had not been adequately established.（5）She used to work for a very low wage at a tea factory in Sri Lanka.（6）Because she found it difficult to feed her four children, she accepted a job working as a domestic in London.（7）So if they do complain , they risk being deported.（8）This included increasing the minimum age of employees to 18, getting employees to read and understand an advice leaflet, getting employers to agree to provide adequate maintenance and conditions, and to put in writing the main terms and conditions of the job(of which the employees should see a copy).（9）For the main problem facing overseas maids and domestics who try to complain about cruel living and working conditions is that they do not have independent immigrant status and so cannot change employer.（10）It is, they say, the right to change employers which distinguishes employment from slavery.3.句子汉译英
（1）处理有关事务的政府部门没有做统计。
The government department that deals with relevant affairs does not keep statistics.（2）正因为她无法养家才同意做家仆。
It was because she found it difficult to feed her family that she accepted a job working as a domestic.（3）她是一名沙特外交官直接从菲律宾雇到伦敦来工作的。
She was hired by a Saudi diplomat directly from the Philippines to work in London.（4）家仆的工作状况得到了新闻媒介的关注。
The conditions of working as domestics have received media attention.（5）雇主们总是威胁要把我们遣送回国。
The employers always threatened to send us back to our countries.Translation
1.许多家庭佣人受到雇主的剥削和虐待。
答：Many domestic servants are exploited and abused by their employers.2.自去年以来，女佣们的悲惨境况已受到媒体密切关注。
答：The bad condition of the woman servants has received much media attention since last year.3.他经常威胁我，说要将我遣送回国。
答： He always threatened that he would send me back to my country.4.她曾在一家茶叶厂工作，工资很低。
答： She used to work for a very low wage at a tea factory.5.据估计有两万多名外国家佣在英国工作。
答： It is estimated that there are more than 20,000 overseas domestic servants working in Britain.4.历年考题
（1）When they get out of prison, they ______(increase)the level of their criminal behavior.答案：will increase.考点：时间状语从句中主句用将来时，从句用一般现在时表示将来。从句谓语动词是get 一般现在时，所以从句用will increase.(主将从现)
（2）At the end of 1994 the British Government introduced new measures to help ______ domestic workers from abuse by their employers.A.protect
B.suspect
C.expect
D.inspect
答案是：A.考点是：protect … from 保护… 免受 …
（3）_____ their differences, they fell passionately in love with each other.A.As for
B.Owing to
C.Despite
D.Through
答案：C.考点：despite 表示让步的关系。本句的意思是：尽管他们之间有分歧，但他们彼此深爱对方。exploit vt.开拓, 开发, 开采, 剥削, 用以自肥v.使用 exploitable adj.可开发的,可利用的,可剥削的 exploitability n.可开发性,可利用性,可剥削性
exploitation n.开发, 开采, 剥削, 自私的利用, 宣传, 广告 exploitative adj.开发资源的, 剥削的 execute vt.执行, 实行, 完成, 处死, 制成, [律]经签名盖章等手续使(证书)生效 accomplish carry out complete do kill perform put to death executive adj.实行的, 执行的, 行政的n.执行者, 经理主管人员
execution n.实行, 完成, 执行, 死刑, 制作,(武器等的)破坏效果, 杀伤力 execute a command 执行命令
execute one's duties [office]尽职 execute a piece of work完成一件工作
execute a plan实施计划
execute a purpose达到目的execute instruction执行指令
execute an order接受订货
execute a contract在合同上签字
execute the part of Hamlet扮演哈姆雷特
execute a piece of music演奏一首乐曲 3.employ vt.雇用, 用, 使用v.使用n.雇用
employee n.职工, 雇员, 店员
employer n.雇主, 老板 employment n.雇用, 使用, 利用, 工作, 职业 employless adj.失业的,无业的 4.immigrate vt.使移居入境vi.移来
immigrant adj.(从外国)移来的, 移民的, 移居的n.移民, 侨民 immigration n.外来的移民, 移居入境
动词时态
1.It’s reported that by the end of this month the output of the factory ___by about 10%.a.will have risen b.has risen c.will be rising d.has been rising 2.It’s already 5 o’clock now.Don’t you think it’s about time____? a.we are going home b.we go home c.we went home d.we can go home 3.That work is needed by next week, so make sure ___ to the deadline.a.you keep b keeping c you’ll keep d.for keeping 4.If you ___ television every evening, of course your eyes will ache.a.sit and watch b.will sit and watch c.are to sit and watch d.sat and watched 5.I suddenly ___ an insect crawling up my leg.a.felt b.was feeling c.was felt d.was being felt 6.He ___ New York and will stay there for a year.a.has been to b.has left for c.has come from d.has left 7.When she got to the office, she ___ a cup of tea.a.made b.was making c.makes d.has made 8.“What are you looking for?” “I can’t remember where I __ my pen”.a.leave b.left c.had left d.was left 9.Atoms ____ to be indivisible units of matter.a.are considered b.will be considered c.were considered d.would be considered 10.Alice was very angry because _____.a.she was feeling well b.she didn’t feel well c.she doesn’t feel good d.she wasn’t feeling good 11.I wish you ____ me yesterday.a.tell b.could tell c.would tell d.had told 12.The boss asked that the letter ____ immediately.a.be typed b.typed c.have typed d.being typed 13.Grandpa hoped that his grand-children ___ him weekends.a.visit b.will visit c.would visit d.visited 14.”Will you go to the park with us tomorrow? “If the weather_______, I’ll go.”
a.permits b.would permit c.be permitting d.will permit 15 He __ for six years by the time he takes his examination.a.had been studying English b.will have been studying English c.studies English d.study English 16.We’ll set off at noon if it_____ raining by then.a.will stop b.has stopped c.will have stopped d.stopped 17.Weather______, we will go out for picnic.a.permits b.should permit c.will permit d.permitting 18 “Have you seen a football match?”
“Yes.”
“ And __ it?”
“No.”
a.were you enjoying b.had you enjoyed c, did you enjoy d.have you enjoyed 19.I like Tom but I don’t like______to me like that.a.he talking b.he talk c, his talking d.his talk 20 When he was in Japan, he was considering_______ a trip to China.a.making b.to make c make d.made 21.Look at these clouds._____.a.It’ll rain b.It’s going to rain
c.It’ll be raining d.It is to rain 22.Look at John!What ___? a.does he b.he is doing c.is he doing d.does he do 23.Bill ___ a job in a factory, but he refused to take it.(offer)24.I __ my breakfast when the morning post came.(have)25.Nobody likes him because he ___ too much but __ too less.(say, do)26.I’ll be going to school on foot while my bike ___.(repaired)27.My mother ___ here before, I had to meet her at the station.(be)28.“What happened?” “We __ for an hour when the bus finally came.”(wait)29.Charles Dickens ___ a lot of novels.(write)30.How many people ___ the meeting.(attend)31.Mr.Brown ___ here for two weeks.(be)32.Hand in your papers when you ____ the test.(finish)33.When I arrived in Beijing the sun ___.(shine)34.I hope I ___ no mistakes in my work so far.(make)35.By the end of last month, she ___ all her money.(spend)36.You’d better take your raincoat with you.It__ for hours.(rain)37.Mr.Li ___ stamps since he was a little boy.(collect)38.I feel very tired.I __ all the morning.(read)39.By the time the course ends, we __ a lot about Britain.(learn)40.She was so interested in the book that she __ it for three hours before she realized it.(read)41.I __ him twice during the past week.(see)42.She told me she ___ the party two years before.(join)43.I can’t tell you if it __ tomorrow.(rain)
44.The goods ____ when we arrived at the airport.(unload)45.Will you tell us how you ___ to overcome the difficulties?(manage)46.The doctor arrived quickly, but the patient ___(already die).47.I ___ here since I retired.(live)48.When she arrived, I ___ tea.(make)49.I knew what he ____.(mean)50.This park ____(open)half an hour after sunrise and ___(close)half an hour before sunset.51.I ____(think)you already ____(know)my views on the matter.52.I’m tired of working in an office.I ___(think)of changing my job.53.I gradually ___(forget)all the French I ever learnt at school.54.What do you ____(think)I should do? 55.I ___(see)you’ve got a new car.56.For the past few years, my reading ___(limit)to newspapers.57.Great changes _____(take place)here since he ____(leave)58.I ____(ring)the doorbell for several minutes, but no one answered.59.What on earth ___ you ___(do)all this morning? Your clothes ___(cover)in paint.60.At last they got the letter they _____(expect).翻译：
1.He is always telling lies.2.She is always helping others.3.圣诞节就要来了。
4.今年夏天我打算去游览巴黎。
5.我原打算去那儿，但我有一些急事要处理。
1． A 2． C 3． A 4． A 5． A 6． B 7． B 8． B 9． A 10． D 11． D 12． A 13． C 14． A 15． B 16． B 17． D 18． C 19． C 20． A 21． B 22． C 23． Was offered 24． Was having 25． Is always saying, doing 26． Is being repaired 27． Had never been 28． Had been waiting 29． Wrote 30． Attended 31． Has been 32． Have finished 33． Was whining 34． Have make 35． Had spent 36． Has been raining 37． Has been collecting 38． Have been reading 39． Will have learnt 40． Had read 41． Have seen 42． Had joined 43． Will rain 44． Were being unloaded 45． Managed 46． Had died 47． Have lived 48． Was making 49． Meant 50． opens 51． Think knew 52． Am thinking 53． Am forgetting 54． Think 55． see 56． Has been limited 57． Have taken place, left 58． Have been ringing 59． Have you been doing, are covered 60． Had been expecing 4.I had intended to go there, but I had something emergent to deal with.5.we are going to visit paris this summer.Text B Return of The Chain Gang
Title翻译：又返回到用铁链子把囚犯们拴在一起干活的时代了 I.New Words
重点词汇精讲：
1.deny : 否认，否定；拒不给某人所需之物：
用法：deny 后要加动名词作宾语
Neil denies breaking the window, but I'm sure he did.内尔否认打破了窗户，但我肯定是他干的。
Their boss denied them their request for higher wages.2.degrade : v.降级，贬低；分解、堕落、退化：
派生词：grade n.等级，级别
de-是前缀表示 “reduce, remove, down, showing an opposite”的意思。
相关词汇构词法： codedevalue;formdemerit;
3.ineffective: 无效的
反义词：effective a.有效的；
4.watch over 看守、照管、监视： Would you watch over our clothes while we have a swim?
5.call up打电话：使想起、使回忆起：
Tonight I am going to call up my parents(to call my parents up).The sound of happy laughter call up memories of his childhood chain gang 用铁链拴在一起劳动的囚犯队
II.课文分析
P.97
第一段：
1.Eyewitnesses say it was a scene straight out of a black and white movie from the 1950s.目击者说这仿佛是直接取自20世纪50年代黑白电影的一幕。
句中宾语从句省略了引导词that.straight为副词,意为“直接地” the 1950s表示“20世纪50年代”。
2.As the sun rose over the fields of Huntsville, Alabama, in the American South, the convicts got down from the trucks that had brought them there.As the sun „ in the American South是时间状语从句，主句是the convicts got „ had brought them there；在主句中，the trucks 后面有that引导的定语从句。
3.Watched over by guards with guns, they raised their legs in unison and made their way to the edge of the highway, Interstate 65.他们在荷枪实弹的警卫的看守下，步伐一致地迈动双腿，向着65号州际公路路边走去。
watch over意思是“看守、监管”为过去分词短语作伴随状语。；in unison意思是“一致”，make one's way后面往往接介词to / towards / along / across / through，意思是“（向、朝着、沿着、横穿、穿过„）走去”。the highway,interstate 65(美国)65号州际公路
4.The BBC's Washington correspondent Clare Bolderson was there and she sent this report:
this report译为“如下报道”，此处this是后指代词。第二段：
1.“They wore white uniforms with the words 'Chain Gang' on their backs and, in groups of five, were shackled together in leg irons joined by an eight-foot chain.with the words 'Chain Gang' on their backs是含有with的独立结构，由 ”with + 名词 + 介词短语“构成；该结构是：
2.The prisoners will work for up to 90 days on the gang: they'll clear ditches of weeds and mend fences along Alabama's main roads.up to意为”长达“，on the gang意思是”是这一帮派的一员“，在名词gang, committee, team前面的介词用on，例如：The black girl is on the American team.那位黑人姑娘是美国队的。clear ditches of weeds意思是”把杂草从阴沟里清除掉“；clear A of B相当于clear B from A。3.While they are working on the gang, they'll also live in some of the harshest prison conditions in the United States.work on the gang意思是”串在一起劳动“。
4.There'll be no televisions or phone calls;many other day-to-day privileges will be denied.”
no televisions or phone calls意为“没有电视，也没有电话”，前面有否定词时，并列的名词用or连接，都被否定；该句中deny意为“剥夺”。第三段：
1.The authorities in Alabama say there is a lot of support for the re-introduction of chain gangs in the State after a gap of 30 years(the last gangs were abolished in Georgia in the early 1960s).巴马当局声称，事隔30年（乔治亚州最后一批用铁链串在一起的囚犯于60年代初被废止），有许多人赞成恢复使用这种刑法，认为这是让罪犯向社会赎罪的有效方法。1）authority作当局解释时，前面要有定冠词，而且总用复数形式。
2）re-introduction(恢复使用)，是个派生词，re是前缀，表示：再、又。Introduction在此处的意思是“采用、推行”： The government is introducing a ban on smoking in public places there is a lot of support for the re-introduction of chain gangs „意思是many people support the re-introduction of chain gangs„；in the early 1960s意思是“在20世纪60年代早期”。2.Many people believe it is an effective way to get criminals to pay back their debt to society.许多人相信这是一种让罪犯向社会还清债务的有效途径。
it是形式宾语，不定式to get criminal to pay back their debt to society为实际宾语
to get criminals to „是不定式短语，充当前面way的定语成分；因为way与get criminals to pay back „之间没有逻辑主谓或动宾关系，故以不定式短语作定语；此处get是使动用法，意思是“使„处于„状态、让„做某事”；使动用法的动词用于下列结构：
第四段：
1.The prisoners stay shackled when they use toilets.囚犯们上厕所的时候也带着镣铐。
本句是个复合句。Stay既是实义动词，也是系动词（出现在系动词的位置上），相当于are，所以后面常接形容词或类似的词。Shackled 在此是过去分词，相当于形容词。：Last night I stayed awaked in bed.2.They reacted sharply to the treatment they are given: 他们强烈反抗他们所受到的待遇。
动词react 与to 搭配，表示“对„作出反应”；另有respond, reaction, response与to 搭配。they are given 为定语从句，修饰 the treatment
第五段：
1.Prisoner one: “This is like a circus.A zoo.All chained here to a zoo.We're all animals now.”
此句为省略句，谓语动词are 被省略 , 应为all are chained here to a zoo.意为：所有的人都被锁链拴住，这里成了动物园。
P.98
第二段：
1.Prisoner two: “It's degrading.It's embarrassing.” 第三段：
1.Prisoner three: “In chains.It's slavery!” 第四段：
1.Six out of every ten prisoners in chains are black, which is why the chain gangs call up images of slavery in centuries gone by, when black people were brought from Africa in leg irons and made to work in plantations owned by white men.本句是一个复合句。Six out of every ten… are black是主语、which 引导的是非限制性定语从句，修饰全句、在定语从句中，又有一个why引导的表语从句、表语从句之后，又有一个when引导的时间状语从句修饰定语从句。
call up意思是“使想起、使忆起”；when引导非限制性定语从句，修饰前面的centuries gone by ；gone by过去分词短语，修饰 centuries.,相当于ago.； make sb do sth结构中宾语补足语不定式符号to必须省略，但是当make用于被动语态时，to必须保留。句中并列谓语是were brought ,(were)made to work是主语补语，因此不可以省略不动式符号to。
Chains 与irons 为同义词，意为“镣铐”。
2.Not surprisingly, although three quarters of the white population of Alabama supports chain gangs, only a small number of black people do.a small number of意思是“少数”，后接可数名词的复数形式；句末的do是助动词，代替support chain gangs。
3.Don Claxton, spokesman for the State Government of Alabama, insists that the system is not racist:
该句中insist意思是“坚持认为”，后面的从句用陈述语气，若insist表示“坚持要求”，后面的从句则必须使用虚拟语气，动词形式为(should)do。例如： He insisted that I was wrong.他坚持认为我错了。
He insisted that the meeting(should)be put off till the next week.他坚持要求把会议推迟至下一周举行。第五段：
1.“This isn't something that's done for racial reasons, for political reasons.that引导定语从句，修饰something；reason前面的介词用for。
2.This is something that's going to help save the people of Alabama tax money because they don't have to pay as many officers to work on the highways.help + do意为”有助于做某事“；pay sb to do sth意思是”付钱给某人做某事“。3.And it's going to help clean up our highways and it's going to help clean up the State.”
clean up意思是“清理、打扫、治理”。
第六段：
1.However, the re-introduction of these measures has caused a great deal of strong disagreement.a great deal of意思是“大量的”，后接不可数名词。
2.Human rights organizations say that putting prisoners in chains is not only inhumane but also ineffective.not only „ but also „意为“不仅„而且„”。
3.Alvin Bronstein, member of the Civil Liberties Union, says that study after study has shown that you cannot prevent people from committing crimes by punishment or the threat of punishment:
study after study意思是“一项又一项研究”；prevent „ from „意为“阻止某人做某事”，和stop „ from „，keep „ from „同义。
4.“What they will do is make prisoners more angry, more hostile, so that when they get out of prison, they will increase the level of their criminal behaviour.”
make prisoners more angry „是不定式短语，充当句子的表语成分，what引导的主语从句中有do,则在表语中不定式省略to，因为主语部分含有实义动词do，试比较： The girl's wish is to become a movie star.What the girl wishes to do is(to)become a movie star.so that引导结果状语从句，意思是“因此、所以”。第七段：
1.Civil liberties groups say that chaining people together doesn't solve the causes of crime, such as poverty or disaffection within society.such as意思是“诸如”。
2.What it does is punish prisoners for the ills of society.What it does is punish prisoners „结构中，主语部分含有实义动词do，所以，表语可以用动词原形。
3.They say the practice takes the United States back to the Middle Ages, and that it is a shame to American society.the Middle Ages意思是“中世纪”；and that „和前面的从句the practice takes „ the Middle Ages是并列关系，前一从句的that被省略，而后面的that不可省略。
4.But that's not an argument likely to win favour among many people in the Deep South of the United States.此处的argument译为“说法”，后面有形容词短语likely to win„the United States作定语，修饰argument；该定语可改为定语从句which is likely to win „，likely意为“可能”，后接to do sth，不可替换为possible。win favour 意为“赢得赞同”be not likely to 不可能favor 喜欢 5.Alabama's experiment is to be widened to include more prisoners, and other States, such as Arkansas and Arizona, will very probably introduce their own chain gang schemes.阿拉巴马要在更多的犯人身上试用这种办法，像阿肯色喝亚里桑那等其他几个州也很有可能施行各自的一套串绑犯人的方法。
该句为并列句，以and连接；第一分句中，“be to + 动词原形”表示将来时间，表示按计划安排即将发生的动作；第二分句中introduce意思是“施行、实施”。
III.语 法
There be “存在”句型
1.to be 作谓语动词单复数与后面的主语一致
例如：There are a lot of people in the room.There is one person/ nobody in the room.2.be 与助动词搭配作谓语
例如：There is no doubt about his guilt.There can be very little doubt about his guilt.3.与其它词相结合构成谓语
例如：There are estimated to be more than …
There is going to …
4.其它一些表示“存在”意义的动词也可以代替to be作谓语
例如：There existed a conflict.5.除be之外，谓语动词还可以用 occur ,come,live stand , lie
以及复合结构 happen to be，seem to be , be likely to be , be bound to be。例句参见书中P.91注释1
第五篇：PEP小学英语四年级下册教案Unit4 At the farm
Unit4 At the farm
一、教材内容分析
本单元教学内容： 本单元通过农场里农作物以及各种动物的学习，从而展现了农场中缤纷多彩的生活。虽然与学生的实际生活相隔甚远，但其内容与学生的日常生活联系紧密。要求学生能用本单元的句型与单词进行有关农场里各种动物和各种农作物的表达。
二、教学目标：
1、能够区分农场上常见的蔬菜和牲畜，如： tomato, potato, green beans, carrot, horse, cow, sheep, hen
2、能够运用句型，如: ——Are these „？——Yes, they are./No, they aren’t.——What are these/those? ——They are „.——How many„ do you have？
3、能够根据图画，用英语说出一些农场常见的畜牲和蔬菜的名称。
三、教学重点：
1、单词:tomato, potato, green beans, carrot, horse, cow, sheep, hen及其复数形式的表达；
2、句型: ——Are these „？
——Yes, they are./No, they aren’t.——What are these/those? ——They are „.——How many„ do you have？
四、教学难点：
1、单词复数形式的表达 –s 和-es ；
2、字母组合 or 在单词中的发音。
三、教学用具：教学过程中所需要的实物、图片、录音、课件以及本单元的单词卡。
四、单元教学措施：
1、在教学过程中，对于学习困难的学生，可通过请学生复述老师的话或是复述同学的回答，让学生对老师和同学的发言引起注意，让学生意识到要仔细听别人的说话。
2、对于学习还不错，但是不愿或害怕发言的学生，课堂中教师主动请他们表达其意见，培养他们良好的学习英语的习惯。
3、充分运用英语名、英文歌、儿歌、绕口令、顺口溜、谜语等，给予小学生语言感染的机会。还可开展各种活动，鼓励学生交际。
五、单元教学反思：
第一课时
一、教学目标：
1、听、说、认读主要语言结构： What are these？Are these…? 并能根据实际情况进行简略回答。
2、能够准确朗读对话。
二、教学重点： 句型 What are these？ Are these…? 及其简略回答。
三、教学难点： these 的发音。
四、教具准备： 教学光盘、单词卡片。
五、教学过程：
1、Warming up and reviewing（1）教师和学生聊一聊每个人喜爱的蔬菜。（I like…Do you like…?）（2）教师说谜语，引导学生用 Are they…?来猜猜是什么蔬菜。
①They are red.They look like apples, but they aren’ t apples.What are they? ②They are tender and green.What are they? ③They are long and orange.Rabbits like eating them.What are they? ④They are round, pink and white.What are they? ⑤They are brown.French fries are made of them.What are they? 学生猜对了，教师回答 Yes，they are.并拿出相应的单词卡片请学生拼读；如果猜错了，教师回答No, they aren’ t.再请其他人猜, 直到猜对为止。
2、New step（1）教师请学生将装有蔬菜卡片的盒子盖好放在桌子上，然后走到同学们中间，随意指着几个盒子问： Are these…? 并引导学生根据实际用 Yes, they are./ No, they aren’ t.如果学生回答的是No, they aren’t.教师继续问：What are these？ 并引导学生用 They are …回答,适时板书句型框架。
（2）教师将自己带来的蔬菜实物分别放在几个盒子里，请几个学生过来边摸边问： Are these…?或 What are these？ 教师做出相应的回答。
（3）学生两人一组运用黑板上的句型互相猜猜对方盒内的蔬菜。（4）播发 Let’ s talk 的录音，学生听录音，后跟读模仿。（5）分小组做对话练习。
3、Consolidation
1、完成 Let' s play 部分，操练句型： What are these？ Are these…?
六、Homework
1、听读第P38的A Let’ s talk 部分的录音，读给同伴、朋友或家长听。
七、板书设计
八、教学反思
第二课时
一、教学目标：
1、能听、说、认读单词： tomato、green beans、potato、carrot 以及它们的复数形式。
2、通过说唱 B Let’s chant的歌谣巩固所学单词的复数形式。
二、教学重点： 单词： tomato、cucumber、potato、onion、carrot
三、教学难点： potato 和 tomato 的复数形式。
四、教具准备：
1、Let’ s learn B 部分的课件和录音。
2、相关的单词卡片。
3、所学蔬菜的实物。
4、Let’ s chant 的录音。
五、教学过程：
1、Warming up and reviewing（1）回顾上节课所交句型
（2）请学生欣赏 Let’ s chant 部分歌谣，教师要根据歌词适时举起相应的图片。
2、New step（1）教师手举一个西红柿，说：I like tomatoes.Do you like tomatoes?引导学生用 I like …或 I don’ t like…根据自己的实际情况表达。（2）教师再拿起一夹青豆，边说边完全呈现： Oh，it’s long and green.They are green beans.Do you like green beans? 让学生在回答中学习单词。
（3）出示土豆：Do you know it？ French fries are made of it.It’s a potato.Do you like potatoes? 学生根据用 I like …或 I don’ t like…根据自己的实际进行情况表达。
（4）请学生猜谜语：They are long and orange.Rabbits like eating them? What are they? 学习单词 carrot。
（5）教师将四种蔬菜分别放在教室的不同位置，然后说单词，请学生指出相应的实物。
3、Consolidation（1）教师请学生看着书听歌谣。
（2）让学生观察歌谣中 like 后的蔬菜单词和 Let’ s learn 中的单词有什么不同。启发学生说出 like 后的名词是以复数形式出现的。教师适当强调 tomato和 potato 的复数形式拼写的变化，carrot 的复数形式读音的变化。
六、Homework（1）读课文第 39 页并背诵 Let' s chant。（2）抄写新单词
七、板书设计
八、教学反思
第三课时
一、教学目标：
（1）让学生掌握含有字母组合 or 的单词发音和认读书写。（2）能听、说、读、写 horse, fork, homework, world map 四个词语。
二、教学重点： 能听、说、读、写 horse, fork, homework, world map 四个词语。
三、教学难点： 正确书写 horse, fork, homework, world map 四个词语。
四、教具准备： 教学光盘、单词卡片。
五、教学过程：
1、Warming up and reviewing（1）师生做日常口语练习: T: What are these? Ss :They are„T: Are these„? Ss: Yes, they are./No, they aren' t.（2）请学生表演 A 部分 Let’ s talk 的对话。
2、New step（1）播放 Read, listen and chant 的录音，让学生听歌谣。
（2）让学生跟着动画学说歌谣，同时可用手打节奏。
（3）播放 Read, listen and number 的录音, 让学生给单词排序。
（4）听音后反复读四个单词，在此基础上进行描红，达到书写格式正确的目的。
3、Consolidation 完成 Look, listen and write 部分的练习。
六、布置作业 ：听A Let’s spell 录音。
七、板书设计
八、教学反思
第四课时
一、教学目标：
（1）能听懂“What are those? Are they...? How many...?”，并能在情景运用。
（2）进一步巩固名词复数及读音规则。
（3）通过小组活动的形式培养学生的合作意识。
二、教学重点： 句型 What are those? Are they…？ How many…do you have？ 的理解与应用。
三、教学难点： 名词复数及其读音规则。
四、教具准备： 教学光盘、单词卡片。
五、教学过程：
1、Warming up and reviewing（1）欣赏本单元歌曲。
（2）提问： What can you hear in this song ？ 学生说出在歌中听到的动物的单词。
2、New step（1）教师拿起几支笔握在手中，不要露出笔尖。引导学生用 Are they 来猜猜是什么笔, 教师根据实际回答：Yes, they are./No, they aren’ t.（2）教师随手拿起几个笔袋： Are they pencil-boxes？学生回答： Yes, they are.或 No, they aren’ t.然后教师说： They are not pencil-boxes.They are pencil-cases.（3）组织学生分组利用自己的学习用品问答 A： Are they …? B： Yes, they are./No, they aren' t.（4）学生汇报练习情况，当学生对话后，教师要接着问： How many…do you have？ 引导学生答出相应的数量。
（5）打开 Let’ s talk 部分课件，学生观看1-2遍，在情景中理解对话的语句。
（6）教师就对话内容提问，检查学生的理解情况。（显示课件的插图）Are they sheep？ / goats？ / horses？ / donkeys？ /hens？ / cows？ How many …?
（7）跟录音朗读对话，注意模仿语音语调。
（8）小组分角色表演对话，教师巡视指导。
3、Consolidation 启发学生替换有关动物单词，创新对话。A： Are they …? B： Yes，they are./ No, they aren’ t.(They are …)A： How many … do you have? B： I have „
六、布置作业：向同伴、朋友或家长了解更多的关于农场上的动物的知识。
七、板书设计
八、教学反思
第五课时
一、教学目标：
（1）能够听、说、认读单词： sheep，hen，cow，horse。
（2）了解单词 sheep，hen，cow，horse 的复数形式。
二、教学重点：
（1）单词： sheep，hen，cow，horse 及其复数形式的表达。
（2）句型： What are they？ 和 Are they…?的问答。
三、教学难点： horse，sheep，goat 的复数形式表达。
四、教具准备： 教学光盘、单词卡片。
五、教学过程：
1、Warming up and reviewing（1）教师提问： I love animals very much.Do you love animals？ What animals do you know?
（2）学生说说自己知道的动物单词，一旦学生说出本课涉及到的单词，教师要及时拿出卡片，请这位同学来教大家读。
2、New step（1）教师说： Do you know a farm？ There are many animals at a farm.Let’ s go and have a look 教师出示 Let’ s learn（A）部分挂图，说： Look，it is a farm.So many animals.What can you see?（2）学生听懂后，教师可先试着让学生指图回答，能说出英文的学生给与表扬，也可让学生用中文回答。
（3）告诉学生我们要学习有关 farm 的内容，教读 farm。
（4）让学生观看课件 2 遍，教师只点击有关单词部分，学生跟读。（5）教师出示单词卡： sheep，hen，cow，horse，goat，lamb，让学生进行认读，教师可以将一些发音规律，帮助学生记忆单词。如： ee 在 sheep 中发[i： ]ow在 cow 中发[aU]，oa 在 goat 中发音等等，也可以启发学生说说怎样记住每个单词。（将卡片贴到黑板上）
（6）巩固单词：a、教师说单词，学生指图。b、教师指图，学生说单词。c、一个学生说任意一个单词，其他学生举起相应的图片。
3、Consolidation（1）请一位同学拿一张卡片（复数形式的图片）站在前面，不让全班看到正面是什么，其他人用 Are they…?来猜图片内容。猜错了，该同学要说：No，they aren’ t.猜对了，说：Yes, they are.2、学生两人一组做猜卡片的游戏。
六、布置作业 ：将 Let’ s learn 部分的图讲给家长听。
七、板书设计
八、教学反思
第六课时
一、教学目标：
（1）能让学生运用These/Those are...写句子。
（2）能听懂录音。
（3）会唱 Let’ s sing 的歌曲。
（4）能听懂 Story time 的内容。
二、教学重点： 掌握两个重点句子： “These/Those are...” 的正确书写。
三、教学难点： 在四线格中的正确书写 These/Those are...四、教具准备： 教学光盘、单词卡片。
五、教学过程：
1、Warming up and reviewing（1）日常口语交流。A: What are these/those? B: They are...A: Are these/those...? B: Yes, they are./No, they aren' t.（2）复习A、B 两部分的词语及对话。
2、New step（1）让学生练习运用 These/Those are...练习说句子。（2）在学生能说的基础上在让学生书写这样的句子。
3、Consolidation（1）读短文并打勾。
（2）听录音并打勾。（3）看一看并连线。
（4）唱 Let’ s sing 的歌曲。
（5）听录音看动画理解 Story time 的内容。
六、布置作业
（1）唱第 40 页的歌曲给家长听；（2）听录音并跟读 Story time。
七、板书设计
八、教学反思
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