Teaching aims:

To deepen Ss’ understanding of friendship

To practice Ss’ oral English by getting them involved in the discussion of friends and friendship

To learn the way to describe the characteristics of a true friend

Teaching procedures:

Ⅰ.Lead-in

1. Listen to the song called Auld Lang Syne(友誼地久天長)

2. Show students some pictures about friends

3. Brainstorming questions:

1) Have you enjoyed the song? Can someone name the song ?

2) Can you guess the relationship between the ones in the pictures?

3) Do you have any good friends? How many are they?

4) Do you think it is important to have a good relationship with others? Why?

5) Do you know the concept of “friendship”? Try to explain.

6) In your opinion, what does a real friendship consist of ?

Ⅱ. Picture talking:

Talk about the pictures and proverbs with your partner. Try to discuss the following questions:

Picture 1,

1) Where are the two girls?

2) What are they doing ?

3) How long they spend speaking to each other?

4) Do you think they enjoy each other’s company?

5) What do you think ‘Friends are thieves of time.’ mean?

Picture 2,

1) What do you use a mirror for?

2) What are the two girls doing?

3) Do you think the girl on the right is a good friend? Why?

4) Do you have a good friend? Does he/she often give you advice?

5) What do you think the proverb ‘The best mirror is an old friend’ mean?

Picture 3,

1) What is the taller boy doing ?

2) Why does he do so?

3) Do you think it possible for a person to buy friendship?

4) In your opinion, what is the base of a good friendship?

Picture 4,

1) Do you think friends should be the same age and share the same hobbies and interests?

2) What does the proverb ‘True friends have hearts that beat as one.’

Ⅲ. Story-telling

Tell a story happened between you and your best friend.

Ⅳ. Discussion

1) What a true friend should be like?

A friend is someone who

---you respect and who respects you

---shares your happiness and sorrow

---is trustworthy

---is honest, loving

---is devoted and loyal to you

---is selfless

2) Try to think of more proverbs related to friendship.

For example,

A life without a friend is a life without a sun.

A man who has friends must show himself friendly.

……

Ⅴ. Extending

More proverbs about friendship

Ⅵ. Conclusion

What else can be our friends besides human beings?

There are many answers to this question. e. g. a dog, a cat, a dictionary, a computer, a toy car, a mobile phone, a TV set…

As long as we have love

Ⅷ. Homework

1. Smile to your friends.

2. Finish the passage in Part B.

3. on page 95 in Workbook..

4. Preview the reading part.

Period Two Reading (One)

Teaching aims:

To deepen Ss’ insight into problems between friends

To practice Ss’ reading comprehension skill

To identify feelings and emotions in a text

Teaching procedures:

Ⅰ.Lead-in

1. Show students a picture about a gang of friends.

It’s a picture of me. Can you find me out and guess who are the others. (My friends)

2. Brainstorming questions:

1) Do you have a friend? How do you get along with your friends?

2) Have you ever fallen out with a very good friend?

3) If you had a quarrel with a friend, how would you deal with it?

4) How would you mend a broken friendship?

3. Before reading the letters about broken friendships, analyse the reasons that might lead to a broken friendship.

---having little in common

---lacking trust

---there being conflict of interest

---being jealous of each other

---being indifferent to each other

…

Ⅱ. Fast-reading

Ask the students to go through the two letters quickly and answer questions in Part A

1. Are the writers of the two letters feeling happy or sad?

2. What did Sarah get for the surprise Maths test?

3. Is Matthew usually a quiet boy?

Ⅲ. Detailed-reading

1. Ask the students to read the first letter carefully and answer the following questions and an analysis diagram .

1) Why other children say we are no fun?

2) What did Sarah think about the surprise Maths test?

3) What did Hannah sense?

4) What did Sarah tell Hannah in the girls’ toilets?

5) Why did Sarah tell Hannah that they weren’t going to be friends any more?

6) The analysis diagram:

She felt betrayed because … she thought her best friend Hannah didn’t keep her secret.

shamed she scored the lowest score in her class.

upset she found a piece of paper on her desk that said ‘Stupid Sarah got a D’

angry she thought Sarah didn’t keep her word.

2. Ask the students to read the second letter carefully and answer the following questions and fill in a table.

1) Why did Andrew shout at Mathew after the match?

2) What did Matthew think about losing the match?

3) How did Andrew think of football?

4) What kind boy is Matthew?

5) How is Matthew recently?

6) Fill in the table:

How Andrew felt Why she felt so?

He had a dilemma. His best friend Matthew has stopped talking to him.

He felt really guilty. He said some really cruel things to Matthew.

He was angry with Matthew. They lost the game because of Matthew’s carelessness.

Ⅳ. Summarize the reading strategy according to the emotion analysis and tale above: read to understand emotion

Ⅴ. Consolidation

Complete two letters written by Agony Aunt back to the two students with the proper words.

Ⅵ. Role play

Divide the students into groups of three. Each group is formed with Agony Aunt Annie, Sarah and Hannah or Agony Aunt Annie, Andrew and Matthew. Just suppose they are having a face-to-face talk. Students are expected to act it out after a few minutes’ preparation.

Ⅶ. Discussion

What is a friendship?

Read a poem--- The ABC’s of Friendship

Ⅷ. Homework

1. Retell the two letters.

2. Write an article about the friendship in your mind.

Period Three Reading (Two)--- Language Points

Teaching aims:

To deepen Ss’ understanding of the two letters.

To help Ss master the important words and phrases in the text.

To introduce a few sentence structures to Ss.

Teaching procedures:

Ⅰ.Lead-in

1. Revision

Retell the main idea of the two letters.

Discussion: Will they be good friends again?

Ⅱ.Words

1. Match the words with the correct definitions

academic make jokes and laugh at someone

deliberately a situation where one can’t decide what to do

tease shout or say loudly

dilemma feeling shamed of something done wrong

brilliant good at studying and getting high marks

yell be kind and like to meet new people

outgoing extremely good, clever and excellent

guilty done in a planed way, on purpose

2. Complete the sentences with the words on the left

Though he is a popular student, he is not very academic.

I don’t know what to do. Actually I am in a dilemma .

After saying sorry to her, I didn’t feel guilty any longer.

He is quite outgoing and has lots of friends.

Don’t get upset I was only teasing .

He is so brilliant that he can always think of new ideas.

It is impolite to yell at the old.

I don’t think the young boy run into the old woman deliberately.

Ⅲ. Phrases

Explain the underlined words and make a sentence according to the picture given.

1. I was determined to be cheerful…(Line 14)

do something with a firm desire

eg. Though she loved him, she was determined to leave him.

2.… , and told her we weren’t going to be friends any more because she couldn’t keep her word.(Line 24)

do what one has promised

eg.

She is a good girl and can always keep her word.

3. … , and as a result of his careless playing, we lost the game.(Line 38)

because of

eg. As a result of his careless study, he failed the Maths test.

4. … I cannot help wondering if she wants Peter to be his best friend instead of me.(Line 53)

cannot take control of oneself and do…

eg. When thinking to the jokes, I can’t help laughing.

5 … I must have sounded very proud of myself after the test.(Line 8)

must have done means guessing that something has happened because there seems to be no other possibility.

More sentences in the text:

… Hannah must have deliberately told everyone about my mark...(Line 21)

How they must have laughed behind my back!

She said that someone must have heard us in the toilets, but I don’t believe her.

eg.It must have snowed yesterday.

Ⅴ. Sentences

What does the word mean in different sentences?

1. Hannah sensed something was wrong. (Line 14)

He doesn’t seem to have any sense of humor.

There is no sense in getting upset about it now.

One day he will come to his senses and see what a fool he has been.

This article does not make sense to me.

2. He kept on saying really mean things to hurt me. (Line 44)

Watch him. He can be really mean.

Don’t be so mean about money.

This word means a kind of meat in English.

I didn’t mean to hurt you.

3. I feel really guilty because I said some really cruel things too, but I can’t stand seeing our team lose. (Line 46)

All the audience stood and clapped.

He is too weak to stand.

Stand the bedroom against the door.

There is a fruit stand in the street.

Ⅵ.Sturctures

1.He said it wasn’t his fault if he couldn’t play as well as me and that I shouldn’t yell at him.

If there are two object clauses in one sentence, that is used at the beginning of the second object clause and cannot be left out.

eg.

She said (that) she would fly to Paris and that she would bring me a present.

2.Since the mach, he hasn’t spoken to me even though we sit next to each other in class.

They decided to leave each other even though they loved each other.

3. Various forms of a verb

… how I was sure to get a good mark. (Line 9)

I was determined to be cheerful. (Line 14) to infinitive

I made her promise not to tell anyone. (Line 16)---- bare infinitive

I was so upset that I felt like crying. (Line 20)

My best friend Matthew has stopped talking to me. (Line 34)

… as a result of his careless playing, we lost the game. (Line 39) V-ing form as a noun

Ⅶ. Homework

1. Review the useful phrases and important words in this text.

2. Review the two sentence structures learnt above.

3. Finish Parts A1 and A2 on Page 90 in workbook.

Period Four Word Power

Teaching aims:

To enlarge Ss’s vocabulary about personality.

To help Ss recognize positive and negative adjectives about personality.

To introduce synonyms and antonyms to Ss.

Teaching procedures:

Ⅰ.Lead-in

Questions:

1. Think of one of your friends and make a description.

2. What kind of person is easy to make friends with?

3. What kind of person is hard to make friends with?

Write down the adjectives on the blackboard.

Ⅱ.Read the dialogue

Ask Ss to pair work the dialogue and try to get the meaning of the adjectives.

Go through the first table and figure out positive adjectives and negative adjectives to describe personality.

Ⅲ. Competition

Encourage Ss to come up with more adjectives to describe personality.

Divide the Ss into two groups, the group which comes up with more groups will be the winner.

Ⅳ. Synonyms and Antonyms

Introduce the definition of synonyms and antonyms to the Ss.

Go through the second table and do some more exercises.

Ⅴ. Consolidation

1. Figure out the adjectives according to the meaning on the left.

2. Finish the exercises on Page 7

Ⅵ. Game --- Describe and Guess

One student is going to stand in front of the class and describe the personality of one of his/her friends, the others are going to guess out who the person is. The one who guess it out can have a chance to go to the front.

Ⅶ. Have a thinking

Have a summary of what we have learnt in this period of class.

Ask Ss to think about two questions:

Do you want to be popular?

Do you want to make true friends?

So we should build a positive personality.

Ⅷ. Homework

Finish the relevant exercises in the Unit Revision.

Period Five Grammar (1)

Teaching aims:

To recognize the basic forms of the to-infinitive and the bare infinitive.

To learn how to use to-infinitives and bare infinitives in different situations.

Teaching procedures:

Ⅰ.Lead-in

Look at some proverbs about friendship and pay attention to the words in red.

1) A faithful friend is hard to find.

2) The only way to have a friend is to be one.

3) It is better to be alone than in bad company.

Ⅱ.Functions of to-infinitive

1) subject of a sentence

2) object

3) object complement

4) attribute

5) predicative

6) adverbial

Ⅲ. Functions of bare infinitive

1) We use the bare infinitive after:

* let and make and sometimes have

* verbs of perception: feel, hear, see and watch

* Would rather, had better and why not

2) When two infinitives are joined by and, or, expect, but, than, rather than, we normally use the bare infinitive for the second infinitive.

Ⅵ. Consolidation

1. Turn to page 9 and complete the letter.

2. Retell the letter to your partner using your own language.

Ⅶ. Homework

Finish C1 on page 100 in Workbook and relevant exercises in Unit Revision

Some more exercises are prepared if time permits.

Period Six Grammar (2)

Teaching aims:

To recognize the basic form of the verb-ing.

To learn how to use the verb-ing form as a noun in different situations.

Teaching procedures:

Ⅰ.Lead-in

Show Ss some proverbs and ask them to pay attention to the words in red.

Saying is one thing and doing another.

Seeing is believing.

Constant dripping wears away a stone.

Reading enriches the mind.

Ⅱ.1. Functions of verb-ing

1) subject

2) predicative

3) object

4) after possessive pronouns

5) in compound nouns

2. We use a verb-ing form, not an infinitive after these verbs: admit, dislike, imagine, delay, consider, mind, understand, avoid, enjoy, practise, miss, finish, keep, suggest.

3. We can use a verb-ing form or an infinitive after the following verbs, with little difference in meaning: continue, prefer, begin, hate, like, start, love

4. Some verbs can be followed by a verb-ing form or a to-infinitive , but with some different in meaning or usage: forget, regret, remember, mean, try, go on

forget + to-infinitive (an activity that has not been done)

forget + verb-ing form (an action that has been done)

5. Some common phrases are used with verb-ing forms.

Would you mind …

…cannot help…

…look forward to…

…feel like…

…cannot stand…

…it is no use/ good…

…put off…

…keep on…

Ⅲ. Consolidation

Complete the letter on page 11

Ⅵ.Discussion:

State your opinion on visiting Internet chat rooms.

Ⅶ. More exercises

Ⅶ. Homework

Finish C2 on page 92 in Workbook and relevant exercises in Unit Revision.

Period Seven Task (1)

Teaching aims:

To practice Ss’ listening ability by taking notes.

To practice Ss’ oral ability by express agreement and disagreement

Teaching procedures:

1. Lead-in

1) Interview

One or two of our classmates has been abroad in this summer. Now you have a chance to interview him/her. Write down his/her answers.

Give some hint about how to take notes.

2) Watch a video about an interview, and try to take notes about the answers.

Ⅱ.Skills building1: writing down the answers

Think about what questions to ask and write them down in advance.

Write brief notes only, not whole sentences.

Make meaningful notes.

Use contractions and abbreviations whenever possible.

If you don’t hear or understand an answer, ask the other person to repeat it. You can use expressions such as:

Could you say that again?

Could you repeat that, please?

Did you say… or…?

Ⅲ.Listen to the tape and answer the questions on page 12.

First read the instruction in the box and try to answer two easy questions

Then listen to the tape and answer the questions.

Ⅵ.Step1 calling Teen Talk for advice

Read the leaflet about Teen Talk.Then complete the notes.

Listen to the tape and finish part B

Ⅶ. Discussion

1.Interview the classmates and fill in the chart.

2.According to the result of the interview, try to discuss some statements on friendship with classmates.

3.Expressions of agreeing or disagreeing.

Ⅶ. Homework

Review what we have learnt today and write a letter to your friend about what his/her friendship means to you.

Keep the ideas on Page 17 in mind when you write.

your feelings about friendship

your feelings about best friends

the quantities of a good friend

what makes a good friendship last

Period Eight Task (2)

Teaching aims:

To practice Ss’ listening ability by listening to others’ composition.

To practice Ss’ proofreading ability by checking each other’s composition.

Teaching procedures:

1. Lead-in

Review what we have learnt in Skills building 1 and Skills building 2

Listen to the composition of one student and the others try to find out his mistakes.

Ⅱ.Skills building 3 : proofreading

What careless mistakes do we often make in our compositions

facts

grammar

handwriting

punctuation

vocabulary

spelling

style

Tip: instruct students of how to make corrections.

Ⅲ.Practice

Proofread the article on page 16

Ⅵ.Further practice

Proofread a few sentences and one more piece of writing.

Ⅶ.Consolidation

proofread your composition by yourself.

Exchange your composition with your deskmate, proofread his/her composition.

Ⅶ. Presentation

Present the article you have proofread to the class.

Ⅷ. Homework

Proofread the composition you have written recently.

Finish the relevant exercises in Unit Revision.

Period Nine Project (1)

Teaching aims:

To practice Ss’ reading ability by reading the article from the school magazine.

To get Ss’ know the differences between teenage boys’ and girls’ friendship.

To instruct Ss on how to design and conduct a survey.

Teaching procedures:

1. Lead-in

1. Ask Ss to finish a questionnaire on friendship.

2. Analyze the result of the questionnaire and find out the difference between boys’ and girls’ friendship.

3. What’s your definition of friendship? (ask boys and girls to answer separately)

Do you think boys and girls have different attitudes towards friendship?

Ⅱ. Reading

Read the school magazine article carefully and try to answer the following questions.

What puzzles Robert?

What’s the difference between boys and girls in their attitudes towards friendship?

What are boys’ and girls’ friendships each based on?

Ⅲ. Language points

1. They’re still sitting on the sofa, absorbed in conversation! (Line, 6)

be lost in

2. What in the world do they have to talk about? (Line, 6)

on earth, used to emphasize a statement

3. Girls who have been asked can usually answer the question without hesitation. (Line 18)

without pausing before doing something

4. On the other hand, a girl’s closest friend might be the first to tell her about something good or bad that has happened in her life. (Line 24)

used when comparing different facts or ideas

在另一方面，從另一方面來說

5. Regardless of what these friendships are based upon, shared feelings or activities, the important thing to remember is that both of them are friendships. (Line 28)

without being affected by different situations, problems, etc. 不管，不顧

Ⅵ. Assignment of the project

1. Planning

form a group of 6

choose your topic

get the topic approved by your teacher

2. Preparing

discuss the purpose and design of the survey

clear assignments

design the survey ______

conduct the survey ______

calculate the result ______

write the report ______

present the oral report ______

3. Producing

make a questionnaire

give out and collect the questionnaires

record and analyze the statistics

write the report

4. Presenting

present your findings to the class in an oral report

answer any questions raised by your classmates

Ⅶ. Homework

Finish the project

Period Ten Project (2)

Teaching aims:

To practice Ss’ oral ability by anticipating in the oral report.

To improve Ss’ team work spirit by finishing and presenting the project..

To improve Ss’ emotional sense of friendship.

Teaching procedures:

Ⅰ. Lead-in

Revision

Retell the magazine article and summarize the difference between boys’ and girls’ attitude on friendship.

Ⅱ. Presentation on how attitudes between boys and girls differ on a certain topic.

Ⅲ. Presentation.

Ⅵ. Summary

We should cherish our friendship

Ⅶ. Homework

B1,B2 on page 91 in Workbook

D1,D2on page 93 in Workbook

Relevant exercises in Unit Revision

Period Eleven Self-assessment

Teaching aims:

To check Ss’ understanding of the two letters and the reading strategy of the two letters

To check Ss’ master of the adjectives to describe personality.

To consulate Ss’ understanding of the infinitives and Verb-ings.

Teaching procedures:

Ⅰ.Revision

Ask students to retell the two letters in the reading part. Share what he/she has learnt with the others.

Ⅱ. Exercises.

1. Fill in the blanks with correct words

Though he is a popular student, he is not very academic .

I don’t know what to do. Actually I am in a dilemma .

After saying sorry to her, I didn’t feel guilty any longer.

He is quite outgoing and has lots of friends.

Don’t get upset I was only teasing .

He is so brilliant that he can always think of new ideas.

It is impolite to yell at the old.

I don’t think the young boy run into the old woman deliberately .

I was determined to be cheerful, but Hannah sensed something was wrong.

He kept on saying really mean things to hurt me.

I cannot help wondering if he wants Peter to be his best friend instead of me.

But I can’t stand seeing out team lose.

When asked they usually hesitate before responding.

Girls who have been asked can usually answer the question without hesitation .

Friendships between girls are usually based on shared feelings and support

There are some things about Amanda and her friends that puzzle Robert.

2. Write down the synonyms and antonyms.

Synonyms

Brave---courageous

Loyal---faithful

Passionate---enthusiastic

Smart---clever

Diligent---hardworking

Antonyms

Open-minded---narrow-minded

Introvert---extrovert

Selfish---selfless

Generous---mean

Talkative---quite

3. Fill in he blanks with correct words, the first letter is given to you.

In China, most people think that the student who can get high marks in exams is a good student. However, will this kind of thought bring benefit to our Chinese education? This mark-oriented education system even worrys some educators. They have a different attitude. It is true that a student should be absorbed in his studies. But besides in-class study, he has to develop in an all-round way. Sport and after-school activities also play an important role in the development of a student. Most teenagers are suffering from the pressure of exams.

In addition, a good adolescent should be honest and kind to others. In other words, he never betrays his friends, if he does something wrong, he admits his mistakes and apologize without hesitation.

To sum up, a student should be brilliant in his study and have a good personality.

4. 根據中文補全句子。

1) 想找到一個最好的朋友是困難的。

It is difficult to find a best friend.

2) 我每天需要8小時睡眠。

I need to sleep for eight hours every day.

3) 我有一個重要的會議要參加

I have a very important meeting to attend.

4) 他的目的是使我開心起來

His intention was to cheer me up.

5） 爸給我安排了一些游泳課以給我一個驚喜。

My dad arranged some swimming lessons to surprise me.

6） 讓我承諾每天寫作。

He make me promise to write every day.

7） 最好打掃一下你的房間。

You had better tidy your bedroom.

8） 游泳池里有一只鞋。

There is a shoe in the swimming pool.

9） 我通過每天早上跑步來保健。

I keep fit by running every morning.

10) 我將永遠不會忘記我贏得的第一枚金牌。

I will never forget winning my first gold medal.

11）我那樣說不是故意想傷害你的。

I didn’t mean to hurt you by saying that.

12) 在中國搖手表示說再見。

In china waving hands means saying goodbye.

5. multiple choices

1.＿＿＿＿＿Sunday, the students are at home.

A.Being B.To be C.It is D.It being

2.The boy lay on his back, his teeth ＿＿and his glaring eyes ＿＿＿.

A.set； looked B.set； looking

C.setting； looked D.setting； looking

3.All the thing＿＿＿＿，his proposal is of greater value than yours.

A.considered B.considering C.to consider D.consider

4.＿＿＿＿who she was, she said she was Mr.Johnson’s friend.

A.Asking B.Asked C.To be asked D.When asking

5.He hurried to the station,＿＿＿the 9：30 train had already left.

A.to find B.found C.only to find D.only finding

6.Which do you enjoy ＿＿＿your weekends, fishing or watching TV?

A.spending B.to spend C.being spent D.spend

7.＿＿＿all my letters, I had a drink and went out.

A.Finished B.Having finished C.Finishing D.To finish

8.She had no money ＿＿＿a birthday present for her children.

A.to buy with B.buying C.bought D.with which to buy

9.From the dates＿＿＿on the gold coin, it is conformed that it was made five hundred years ago.

A.marking B.marked C.to be marked D.having been marked

10.＿＿＿＿time and labour, cartoonists generally draw the hands of their characters with only 3 fingers and a thumb.

A.To save B.Saved C.Saving D.Having saved

11.O’Neal works hard.He is often seen ＿＿＿heavily before his teammates start.

A.sweated B.to be sweated C.sweating D.being sweated

12.I can hardly imagine Peter＿＿＿across the Atlantic Ocean in 15 days.

A.sail B.to sail C.sailing D.to have sailed

13.Such＿＿＿the case, I couldn’t help but ＿＿＿＿＿ him.

A.being； support B.is； to support C.has been； supporting D.be； supported

14.Does the way you thought of＿＿＿the water clean make any sense?

A.making B.to make C.how to make D.having made

15.In order not to be disturbed, I spent three hours＿＿in my study.

A.locking B.locked C.to lock D.being locked

16.You will find the word “psychology” ＿＿＿＿under “P” in your dictionary.

A.have listed B.list C.listed D.listing

17.Sandy could do nothing but ＿＿＿to his mother that he was wrong.

A.admitting B.admits C.admit D.to admit

18.When I caught him cheating me, I stopped ＿＿things in his shop.

A.buying B.buy C.to buy D.bought

19.A doctor can expect＿＿＿at any hour of the day or night.

A.calling B.to call C.being called D.to be called

20.Nearly every great building in Beijing was built＿ south.

A.to face B.facing C.to have faced D.being facing

21.With his son＿＿＿, the old man felt unhappy.

A.to be disappointed B.disappointing C.being disappointed D.to disappoint

22.It was＿＿＿＿computer games that cost the boy a lot of time that he ought to have spent on his lessons.

A.to have played B.playing C.played D.having played

23.And there, almost＿＿＿in the big chair, sat her little brother, who never had to be told to keep quiet.

A.having lost B.losing C.to be lost D.lost

24.As I will be away for at least a year, I’d appreciate＿＿＿from you now and then＿＿me how everyone is getting along.

A.hearing； tell B.to hear； tell C.hearing； telling D.to hear； to tell

25.The students are forbidden, unless they have special passes, ＿＿＿ after 11 pm.

A.to stay out B.from staying out C.staying out D.not to stay out

26.I worked so late in the office last night that I hardly had time＿＿＿ the last bus.

A.catching B.to catch C.having caught D.to have caught

27.＿＿to sunlight for too much time will do harm to one’s skin.

A.Exposed B.Having exposed C.Being exposed D.After being exposed

28.Mike didn’t start＿＿＿＿the importance of a foreign language till he graduated from school.

A.knowing B.to know C.know D.to have known

29.-- Why was a special meeting called?

-- ＿＿＿a new chairman.

A.To elect B.Electing C.Our electing D.Elected

30.-- Why did Bob weep?

-- He couldn’t bear＿＿＿like that before the whole class.

A.making fun of B.being made fun of C.to be laughed at D.being made fun

31.The students expected there＿＿＿more reviewing classes before the final exams.

A.is B.to be C.being D.have been

32.I don’t mind＿＿＿by bus, but I hate＿＿in queues.

A.traveling； stand B.to travel； to stand

C.traveling； to stand D.traveling； to standing

33.We are looking forward to＿＿＿the film＿＿＿＿at the Grand Cinema.

A.seeing； to show B.see； shown C.seeing； shown D.see； to show

34.At the shopping-centre,he didn’t know what＿＿and＿＿with an empty bag.

A.to buy； leave B.to be bought； left C.to buy； left D.was to buy； leave

35.The policeman put down the phone, ＿＿＿with a smile on his face.

A.satisfied B.satisfying C.to be satisfied D.having satisfied

36.＿＿＿, your composition is full of mistakes.

A.Writing carelessly B.Written carelessly

C.Having written carelessly

D.Being written carelessly

37.She made a candle＿＿＿us light.

A.give B.gave C.to give D.given

38.-- What do you suppose made her worried?

-- ＿＿＿a gold ring.

A.Lose B.Lost C.Losing D.Because of losing

39.I know it’s not important, but I can’t help ＿＿about it.

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

40.＿＿several times, the young scientist still kept on making his experiments.

A.Having been failed B.Having failed C.Though failed D.Because of failure

41.＿＿＿all over the hill and around the lake are wild flowers of different kinds.

A.To grow B.Growing C.Grown D.Grow

42.--Who are you going to have＿＿this letter for you?

-- My secretary.

A.type B.typed C.been typed D.been typing

43.The food＿＿＿at the moment is for the dinner party.

A.cooked B.to be cooked C.is being cooked D.being cooked

44.A kind old gentleman offered＿＿＿my bags to the taxi stand.

A.his help carried B.carrying C.me to carry D.to help me to carry

45.You can hardly imagine the difficulty the woman had＿＿＿her children.

A.brought up B.to bring up C.bringing up D.to have brought up

46.He was＿＿＿today, but was asked to stay for＿＿＿week.

A.to have returned； another B.returning； one more

C.returned； another D.to return； other

47.-- Where should I send my form?

-- The Personnel office is the place＿＿＿.

A.for sending it B.to send it to C.to send D.to send it

48.I could feel the wind＿＿on my face from an open window.

A.to blow B.blowing C.to be blowing D.blown

49.-- Lucy, why didn’t you come last Sunday?

-- I＿＿＿, but my father was in hospital.

A.would B.had C.was going to D.did

50.--What terrible weather! I simply can’t get the car＿＿＿.

- - Why not try＿＿＿＿the engine with some hot water?

A.starting； filling B.start； filling C.started; to fill D.to start; fill

參考答案及簡析

1.D。本題考查獨立主格結構,因為前后主語不一致,所以前面分詞的邏輯主語不可以省略。It being Sunday相當于As it is Sunday。

2.B。獨立主格結構在句中作伴隨狀語, teeth 與set兩個詞之間含有邏輯上的被動關系,所以用過去分詞；look這一動作是eyes所發出,所以用looking。

3.A。獨立主格結構在句中作狀語,因為things與consider之間含有被動關系,所以用過去分詞。

4.B。分詞短語作狀語,因為ask與句子的主語（she）之間有被動關系,所以用過去分詞。5.C。本題考查“（only）＋不定式”與“-ing形式”作結果狀語的區別。“only＋不定式”表示該結果在主語的預料之外；接“-ing”形式表示由主句所產生的邏輯上的結果。

6.B。本題考查不定式作目的狀語,本題極易誤選A。其實 enjoy的賓語為fishing or watching TV。

7.B。因finish這一動作發生在I had a drink and went out之前,所以必須用現在分詞的完成式。

8.D。介詞＋關系代詞＋不定式的結構可以在句中用作定語，其作用相當于一個定語從句。9.B。本題考查非謂語動詞作定語。不定式作定語時,表示將來的動作；現在分詞作定語,表示主動、進行；過去分詞作定語,表示被動、完成。因為dates是被標在gold coin上,所以用過去分詞表示被動。

10.A。不定式作目的狀語。

11.C。分詞在句中作主語補足語。因sweat這一動作是he所發出,所以為主動。

12.C。Peter為邏輯主語，與sailing構成復合結構，作imagine的賓語。

13.A。can’t help but為固定短語, but后面接不帶to的不定式；Such being the case為獨立主格結構，the case為邏輯主語。

14.B。

15.B。lock與其邏輯主語應含有動賓關系,即 “被鎖在書房里”。

16.C。單詞psychology被列在 “P”之下,有被動關系。

17.C。but表示 “除了”,為介詞,當其前面有動詞do的各種形式時,but后接不帶to的不定式。18.A。當stop后面接不定式時,表示“停下來去做某事”；如果接-ing形式,則表示“停止正在做的事”。

19.D。expect后面接不定式。由題意可知,doctor與call之間是被動關系。

20.B。現在分詞在句中表示狀態。

21.B。with復合結構在句中作狀語,表示原因,意為“由于兒子很是令人失望。”

22.B。本題為強調句型，被強調的部分是句子的主語，所以采用-ing形式。

23.D。be lost in是固定短語，意為“陷入……之中”。變為分詞短語作狀語時，仍用過去分詞lost。

24.C。appreciate后直接接-ing形式作賓語。

25.A。本題考查forbid 的用法。當forbid用作被動形式時,構成be forbidden to do結構。

26.B。

27.C。由題意“暴露在陽光下太久,會傷害人的皮膚”可知應采用-ing形式的被動式作主語。28.B。start后可以接-ing形式或to do,但如果start后面的動詞表示心理活動的詞時,必須用不定式。

29.A。回答why引導的問句，一般用不定式；回答what問句，一般用-ing形式。

30.B。bear意為“容忍”, 后面接-ing形式；make fun of與其邏輯主語有被動關系,所以用being done形式。

31.B。expected there to be的形式相當于expected there would be...。

32.C。mind意為“介意”, 后面接-ing形式； hate后可以接-ing形式或to do兩種形式。33.C。look forward to（to為介詞）后面接-ing形式；film與show之間含有被動關系,所以用過去分詞作定語。

34.C。“特殊疑問詞＋不定式”結構在句中作賓語；left與didn’t know并列。

35.A。be satisfied with“對……滿意”,即satisfy與with緊緊相連時,必須用其過去分詞。

36.B。write所表示的動作與其邏輯主語有被動關系。Being written為現在分詞進行時的被動,表示該動作正在進行,與題意不符,所以選B。

37.C。不定式作目的狀語, 意為“她制了一些蠟燭用來照明”。

38.C。參見注29。

39.C。can’t help表示“忍不住”后面接-ing形式；表示“不能幫助”時,后面接不定式。40.B。fail這一動作發生在主句謂語動詞之前,所以用現在分詞的完成時,并且為主動概念。41.B。all over the hill and around the lake為地點狀語提前。wild flowers是長在“山上及湖的周圍”的。

42.A。who為have的賓語。

43.D。根據句子意思可知該動作正在進行,所以用being done形式。

44.D。本題考查offer與help的用法, 即offer to do sth.與help sb.(to) do sth。45.C。本題考查have difficulty(in) doing sth.這一結構。本句中 the woman had為定語從句,修飾difficulty。

46.A。be to＋have done結構,表示本應該做某事,但事實上卻沒有做。

47.B。本題考查不定式作定語的用法。根據send的用法，send sth.to some place，故選擇答案B。

48.B。blow這一動作是wind發出的,所以為主動,因此選擇blowing。

49.C。該題考查了動詞不定式的省略現象。由題意可知是表示過去的一種打算或計劃，在“was going to”后省略了前面的內容或動作，故應選C。

50.A。get the car starting意為“使汽車發動起來”；try doing 意為“試著做某事”。

Ⅲ. Homework

Review what we have learnt in this unit.