高一英语必修一教案（精编5篇）
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高一英语必修一教案1
Student’s level: Senior 1, SEFC
Teaching material: Unit 1 Cultural Relics (listening and speaking part)
Teaching aims:
1、To improve students’ listening ability, such as global and detail listening; and the ability to get useful information from the listening material.
2、To improve students’ organization, creation and speaking ability; and urge them to use what they have learnt in daily life.
Teaching methods:
1、Review before listening to stimulate students’ memory and interests ;
2、To do the global, detail and global listening in turns with practices;
3、To stimulate students to discuss which person gave the best evidence, using the information in the formal section;
4、To let the students to judge the truth or lie in their daily life.
Teaching focus: to improve students’ listening and speaking ability;
Teaching aids:
1、video
2、diagram
3、pictures
Teaching Procedure
Ⅰ. Listening
1. Presentation
Lead in
T: Good morning boys and girls. How are you today?
S: Fine, thanks.
T: Look! What’s this?
S: The amber room.
T: Right! It’s the amber room. Last class, we have learnt an article named “in research of the amber room” do you still remember it?
S: Yes.
T: Good! Today we are going to listen to another story about the amber room. Do you want to know?
S: Yes.
Guessing
T: Ok! Please look at the blackboard, there are three WH-words: who, when and what. When we say the three WH-words what can you think about?
S: Some people’s names
T: Yes. What else?
S: Time words and something will happen.
T: Good! Let’s check your guessing. Before listening, you should keep the three WH-words in your mind and write it down when you hear the answer. Ok?
S: Ok.
2. Listening
Global Listening
T: but, before listening, I will give you some new words to help you. The first one is Czech Republic, it is a country like the People’s Republic of China, means捷克共和国。 The second one is explode. Look at the picture and try to guess the meaning of it. What’s it.
S: Boom.
T: Yes. It’s boom, but when we fire it, it will bang, explode. Now do you know the meaning of it?
S: 爆炸。
T: Yes. Now let’s do our global listening. (Do the global listening)
T: Ok! I think you have got your answer. Who would like to share your answer with us? You please. Who?
S: Jan Hasek
T: Good! Who can tell me when? You please.
S: In April 1945.
T: Excellent. How about the what? You please.
S: He heard something and saw some soldiers.
T: Good. Good!
Detailed Listening
T: Next, I’d like you to fill in the tables. Let’s look at it. What he heard? Just as what you answer me just now, he must hear something. Right?
S: Right.
T: But what’s it? The second one is what his reflection when he heard something? How about you? Try to guess what you will do when you hear something? Lily?
S: Maybe I’d like to see what it is.
T: Good guessing. Let’s check it latter. The last one is what he saw? Just now you answer me he saw some soldiers. Guess, what the soldiers did? Who would like to share your opinion? You please.
S: Maybe they were doing their commissions.
T: Good guessing. Please keep the three questions in your mind and write down the answers when you hear it. Am I clear?
S: Yes.
(The teacher leads the students do the detail listening and stop in one segment.)
T: Who would like to share your opinion with us? You please the first question.
S: He heard something explode at midnight.
T: Well done! Did you guess correctly? Who’d like to answer the next question? You please.
S: He got up and ran outside.
T: Good job! Who would like to try the last question? You please.
S: They saw some German soldiers were taking wooden boxes from trucks and putting them in the mine.
T: Excellent! Please give her a big hand. You all have really done a very good job.
Global Listening
T: Now please keep all the questions and answers in your mind. And we will listen to the whole story again that you can have a general review on it.
Ⅱ. Speaking
Showing directions for discussion
T: Good morning, class!
S: Good morning, teacher!
T: And next, we will do a speaking exercise. What I need you to do first is to use the information in the formal section and to discuss in pairs which person gave the best evidence. Are you clear?
S: Yes!
Showing the useful expressions
T: Before your discussion, I will give you some useful expressions. The first one is “Do/Don’t you think that…?” The second one is “Are you sure that he/she was telling the truth?” The third one is “What are your reasons for saying that?” And now who can give me more expressions about this discussion? Yes, you please!
S: I think someone is telling the truth because…
T: Very good, thank you very much! Now, I need one more useful expression, who would like to try? You please!
S: Sorry, I don’t agree with you.
Group discussion
T: Excellent, thank you very much! Next, two students a group, you can begin your discussion. Don’t forget to use the useful expressions here. Five minutes later, I need one of your groups to present your discussion to the class! Clear?
S; yes!
T: Now, ready, go!
(Five minutes later)
Demonstrating the students’ dialogues
T: OK, the time is up! Who want to show your discussion? Yes, you two please!
S: …
T: Very good! Big hands for them! Next, we have a competition. At the very beginning, I need one of you to tell a short story about yourself. You can tell a lie or tell the truth. And after your story, I need one student to analyze what you have said is a lie or the truth, then to give the reasons. And at the same time I will record everyone’s right judgments, which will determine who is the winner of this competition. Are you clear?
S: Yes!
T: Now, who want to tell a short story? Very good, you please!
S: I was washing my clothes at five o’clock yesterday.
T: Now who can judge what she said is the truth or a lie! Ok, you please!
S: She has told a lie, because I saw her in the library at five o’clock yesterday!
T: Is her judgment right?
S: Yes!
T: OK, very good! Now, who want to tell another short story? Very good, you please!
S: I was playing computer games at eleven o’clock last night.
T: Now who can judge what she said is the truth or a lie! Ok, you please!
S: She has told a lie, because I saw her doing her homework in her dormitory at eleven o’clock last night!
T: Is her judgment right?
S: Yes!
Summary
T: OK, very good! Now, the competition is over. We can see that the Lisa’s flowers rank the number one. Certainly, she is the winner of this competition. Now, Lisa, congratulations to you! Let’s give big hands for her. After exercise, who can make a conclusion about what we have learnt today? OK, you please!
S: We have learnt how to discuss and judge who is telling the truth or telling a lie.
T: Very good! You really did a very good job today. I think we must stop here. No homework today. Good-bye!
S: Bye!
高一英语必修一教案2
Teaching Aims:
1. 能力目标：
a. Listening: get information and views from the listening material.
b. Speaking: express ones attitude or views about friends and friendship in appropriate words.
c. Reading: enable Ss to get the main idea and be familiar with reading skills.
d. Writing: write some advice about making friends as an editor.
2. 知识目标：
a. Talk about friends and friendship; how to make friends; how to maintain friendship.
b. Use the following expressions.
3. 情感目标：
a. Arose Ss interest in learning English
b. Encourage Ss to be active in the activities and make Ss be confident
c. Develop the ability to cooperate with others.
4. 策略目标：
a. Develop Ss cognitive strategy: taking notes while listening.
b. Develop Ss communicative strategy.
5. 文化目标：
a. Enable Ss to get to know different opinions about making friends from different countries.
Teaching design:
Period 1 Warming-up 1课时
I. Teaching objectives:
1. Have Ss learn how to describe their friends and friendship with new phrases and structures.
2. Have Ss learn to solve problems that may occur between friends.
3. Cultivate Ss to form the good habit of learning English in Senior Middle School.
II. Teaching important points:
1. Use the given adjs. and sentences structures to describe one of your friends.
2. Learn to evaluate friends and friendship.
III. Teaching difficult points:
1. Work together with partners and describe one of your good friends.
2. Discuss with partners and find out ways to solve the problems.
IV. Teaching procedures:
Step 1. Lead-in and warming-up
Before the lesson, T can arose Ss interests by introducing oneself and get Ss to talk about their summer holidays, or whether they had made friends during holidays.
Free Talk: 3 mins
1. How did you spend your summer holidays? How did you feel? What did you do?
2. What do you think of your new school? Do you like it? Could you say anything about it?
3. Do you like making friends? How do you get in touch with your friends? Do you have many friends? Where are they now? Do you have any old friends in our school?
Step II. Think it over
1. Give a brief description of one of Ts friends. The following phrases and structures may be useful: (3mins)
His / Her name is...
He / She is...years old.
He / She likes .... and ...dislikes...
He / She is very kind / friendly / humorous...
When / Where we got to know each other...
Step III. Make a survey
1. List some qualities of a good friend or your ideal friend, have Ss get into groups of 4 to 5 to find out what each one has listed?
2. Add up the scores Ss got and show the explanations of every type.
3. Have Ss tell their partners the standards of good friends with the following structures:
I think a good friend should (not) be...
In my opinion. From my point of view. So far as Im concerned. I suppose. A good friend is someone who...
Step IV. Talking and sharing (working in pairs)
1. If your best friend does anything wrong, what will you do?
What to do?Reasons
............
............
2. Proverbs: "What is a friend?"
A British newspaper once offered a prize for the best definition of a friend. If Ss were the editors, they could choose the best one from the following entires, and explain why.
"A friend in need is a friend indeed."
"Friends are like wine, the older, the better."
"A friend is a second self."
"A friend to all is a friend to none."
Step V. Homework
1. Write a short passage about your best friend.
2. Review the language points.
3. Preview the new words and expressions.
Period 2 Reading 2课时
I. Teaching objectives:
1. Develop Ss reading ability, learn to use some reading strategies, such as skimming, scanning, and so on.
2. Get Ss to realize the importance of friends and friendship and learn how to tell true friends from the false.
3. Grasp some useful words and expressions in this passage.
4. Learn the writing style of this passage.
II. Teaching method:
Task-based teaching
III. Teaching procedures:
1. Have Ss discuss the following questions in group-work:
Who is your best friend? Does a friend always have to be a person? What else can be your friend?
Step II. Reading
1. Have Ss try to guess what Annes friend is and what the passage is about by reading the title and having a quick look at the pictures in this passage without reading it through.
2. Skimming the 1st two paras to confirm the former guess.
a. What was Annes best friend? Why did she make friend with it?
b. Did she have any true friends then? Why?
c. What is the difference between Annes diary and those of most people?
d. Do you keep a diary? What do you think most people set down in their diaries?
3. Reading of Annes diary
How did she feel in the hiding place?
Two examples to show her feelings then.
Step III. Post-reading
1. What would you miss most if you went into a hiding place like Anne and her family? Reasons support.
2. Group-work
Work in groups to decide what you should do if your family were going to be killed just because they did something the Emperors did not like.
"Where would you plan to hide?"
"How would you arrange to get food given to you every day?"
"What would our do to pass the time?"
Step IV. Talking about friends and friendship
Have Ss talk about friends and friendship, and write one or two sentences to express ones own understanding of friends and friendship in group-work.
Step V. Homework
1. Interview a student or a parent to find out their opinions about friends and friendship. Write a short report to share it with the whole class.
2. Describe one of your best friends, following the writing style of this passage.
Period 3 Grammar 1课时
I. Teaching objectives:
Learn to use Direct & Indirect Speech
II. Teaching important points:
Summarize the grammatical rules
III. Teaching difficult points:
The special cases
IV. Teaching procedures:
Last class, we learnt Anne Franks story. She is telling her story to two of her friends--you and Tom. Tom has something wrong with his ears, so you have to repeat Annes sentences, using Indirect Speech. Sometimes you explain Toms sentences to Anne---
1. "Do you feel sad when you are not able to go outdoors?" Tom asked Anne---
Tom asked Anne if / whether she felt sad when she was not able to go outdoors.
......
Step II. Grammar focus
1. Have Ss summarize the rules when they changed Direct Speech into Indirect Speech, what should be changed?
2. Group-work for discussion.
3. Check out: sentence structure, tense, pron, adverbial of time or place, verb.
4. Rules focus:
a. 陈述句：
She said,"I am very happy to help you."---
She said she was very happy to help you.
b. 一般疑问句/ 选择疑问句：
He asked me, "Do you like playing football?"---
He asked me if / whether I like playing football.
She asked me whether he could do it or not.
c. 特殊疑问句：
My sister asked me,"How do you like the film?"---
My sister asked me How I liked the film.
d. 祈使句：
The captain ordered, "Be quiet!"---
The captain ordered us to be quiet.
e. 注意：
l 间接引语语序： 陈述语序。
l 客观事实，真理；时态不变。
l 指示代词，时间，地点状语做相应变化。
f. Summary
Direct Speech
一般现在时do
一般将来时will do
现在进行时is doing
一般过去时did
现在完成时have done
过去完成时had done
Indirect Speech
一般过去时did
过去将来时would do
过去进行时was doing
过去完成时had done
过去完成时had done
过去完成时had done
Step V. Homework
l Exs 1 on p42
l Look up new words and expressions from dictionary and do the prevision.
Period 4 Words & Expressions 1课时
I. Teaching objectives:
Learn new words and expressions
II. Teaching important points:
1. Pay attention to the different forms of the words
2. Master the words and expressions through the Exs.
III. Teaching difficult points:
1. Emphasize the methods which can be useful and efficient to do the memory.
2. How to use the new words and expressions into Ss own composition-writing.
IV. Teaching method:
Self-summary;
Discussion;
Practice
V. Teaching procedures:
1. Check out the new words and expressions looked up from dictionary
2. Have Ss share their works, including the Chinese meaning, the form, the phrases, the examples, and the usage.
Step II. Practice
1. Do the words Exs in this unit
2. Discuss the answers in group-work
3. Check out the answers
Step III. Summary
1. Emphasize the key points of the words in this unit, esp some phrases and structures.
Step IV. Homework
l Recite the words and expressions.
l Preview the listening and speaking part.
高一英语必修1教学反思
本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。Warming Up部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的。真实问题以及解决这些问题的方法；Pre-Reading部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友；Reading部分Anne’s Best Friend以日记形式讲述了犹太女孩安妮的故事；Comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解； Using about Language 部分教学本课重点词汇和重点语法项目。
在本单元课文内容讲解之前我提出以下思考问题引发学生对交友对象的思考，开阔学生的思维，并引入到阅读部分的主题--安妮和日记交朋友。
1. Does a friend always have to be aperson?
2. What else can be your friend?
在阅读读中， 给同学们讲授阅读技巧。第一遍阅读使学生了解课文的大意，学会浏览，培养学生的概括能力，并通过听录音扫清新单词的发音障碍。
Skim : To read or glance through (apassage, for example) quickly to get the main idea.
在精读讲解过程中，让同学们回答一下问题。
is a true friend like in Anne’sopinion?
2. What is an ordinary diary likeaccording to Anne?
3. Why did she stay awake on purposeuntil very late one evening?
通过所学内容，引发学生思考，学习安妮的乐观勇敢的精神，培养学生设身处地为别人着想的品质，加深对本课题――友谊的理解，同时通过提问和练习提提高学生语言的掌握和运用能力。以增强其学习的信心和有效性。
高一英语必修一教案3
Notes:
1. get along with
2. fall in love
Step 3. Listening
Ss should take notes while they are listning.
1. first listening: Ss listen and answer the questions of part 2 on page 6.
2. second listening: Ss listen again and finish part 3 on page 6.
Step 4. Listening
Ss listen to a story about Anne and try to finish Wb. Ex 1 and 2 on page 43 and page 44.
Step 5. Speaking
Ss work in groups of four. Design a questionnaire to find out what kind of friends your classmates are. They can use the quiz in the Warming up to help them.
Step 6. Assignment
1. Ss prepare the reading task on page 44.
2. Surf the internet and find some material about friendship in different countries.
Period five
Step 1. Warming up
Ss say something about making friends and how to maintain friendship.
Step 2. Listening
Ss listen to a short passage and fill in the blanks on page 41 (listening).
Step 3. Reading
1. first reading: Ss read the passage about friendship in Hawaii and finish page 45.
2. second reading: Ss read again and discuss the questions on page 45.
3. Ss share their material about friendship in different countries in groups, and then choose some groups to show theirs in class.
Step 4. Discussion
What do you and your friends think is cool?
Ss look at the photos on page 46 and in groups of four talk about whether what they are doing is cool or not .
Ask Ss to use the following sentences while they talk:
I think that… is cool/ isn’t cool because ….
I think so.
I don’t think so.
I agree with you.
I don’t agree with you.
Step 5. assignment
Ss collect some proverbs about friendship.
Period six
Step 1. Pre-writing
1. Read a letter from a student called Xiaodong.
2. Go over the advice on page 7 and be ready for writing.
Step 2. While-writing
Ask the Ss to write a letter to Xiaodong as an editor and give him some advice.
1. Ss make a list about the important information that they need.
2. Ss begin to write the letter to Xiaodong.
3. Ss revise their letters by themselves.
4. Ss exchange their writing paper with their partners and correct the mistakes. (tense, spelling, letters, structures….)
5. Ss get back their own writing paper and write the letter again.
Step 3. Post-writing
Choose some students’ writing paper and show in the class. Ask the Ss to correct the mistakes together and also learn from some good writings.
Step 4. Writing for fun
1. Ss read the passage on page 7 by themselves.
2. Ss try to write a few lines to describe their best friends or a person they know.
3. Show some Ss’ writings in class.
Step
Do Wb writing task on page 46.
Period seven
Teachers can use this period freely.
Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself on page 47. It is very important to improve their learning.
高一英语必修一教案4
Ⅰ、教材内容及教学目标
1、学习在澳大利亚乘火车旅游的。文章
2、训练速读、略读和查读技能，通过中心句掌握全文中心，学会分析文章结构，
学会运用想象、联想、逻辑分析和英语思维的能力
3、学会如何描述乘火车旅游的情形
Ⅱ、教学设计
Task Learn and retell the passage
Pre-task Content Prediction(2m) According to the picture and the title, try to predict what we will be able to learn from the passage.
Task-cycle Reading(40m)
Pre-reading Map reading Look at the map of the railways in Australia, discuss which city you would like to travel and how to get there.
While-reading
Activity 1 First ( Fast ) reading
A. Match: Find out what main idea each paragraph is about. ( my first ride on a long-distance train, the food, the passenger, the Ghan )
B. Main sentence in each paragraph.
C. Main idea
D. Guide Ss to find out the structure of the passage.
Activity 2 Second ( Detailed ) reading Deal with 6 questions in .
Activity 3 Third reading ( Reading Strategies Applying )
A. Find out appropriate information to fill in the form below:
Part One (1)
Who When Where What Why How
Part Two (2-3)
Food Scenery
First hundred kms After that Suddenly
B. Put me in the right order and form a passage, adding in the time signals.
Camels were trained to carry supplies back from the central part.
Camels were shot because of the new railway line built by the government.
They brought camels from Afghanistan.
Australians needed a way to the central country.
They tried riding horses, but failed.
C. Word-guessing ( abandon, diamond, supplies)
Post-task
Activity 1 Retelling Retell the passage with the help of the form
Activity 2 Discussion P24 (5)
Activity 3 Small debate “They should shot the camels”
Recalling(2m) Recall what we learn today. & Questions unsolved.
Homework(1m) Write a reading note
阅读格式卡
Title__________________________ Module _________ Date___________
General idea：
Words & Phrases:
BS:
BS=beautiful sentence
高一英语必修一教案5
高一英语对于学生来说具有承上启下的关键作用，以下是“高一英语必修课件”希望能够帮助的到您！
高一英语必修一知识：动词-ing形式作主语
1. 动词-ing形式作主语时，主要有三种形式。
(1)动词-ing直接置于句首主语的位置上
Playing tricks on others is something we should never do.
捉弄别人是我们万万不能干的。
Saying is easier than doing.
说起来容易做起来难。
(2)用it作形式主语，而把真正的主语移置句尾，以保持句子平衡。常见句型有：
It is / was a waste of time / money doing ….做……是浪费时间或金钱
It is / was useless / no use / no good doing …做……是无用/无益的
It is/was worth/worthwhile doing …做……是值得的
It is no use crying over spilt milk. 覆水难收。
It’s worth making the effort. 这事值得去做。
It’s a waste of time arguing about it. 争辩此事是在浪费时间。
(3) 在there is no 结构中通常用动词-ing形式作主语
常见的句型有：
There is/was no doing… 无法在……;不允许……
There is/was no sense (in) doing… 做……没有道理/意义
There is/was no use/ point (in ) doing… 干……无意义
There is no joking about such matter.
这种事开不得玩笑。
You don’t take advice so there is no point in asking for it.
你不听劝说，因此征求别人的意见也就没有什么意义了。
注意：
There is no need to do sth. 干……没必要，在此句式中to do 不可换为doing。
There is no need to tell her. 没有必要告诉她。
2. 动词-ing 形式作主语与不定式作主语的区别：
动词-ing 形式作主语通常表示一种抽象的动作概念，即泛指某种行为或动作；不定式作主语通常表示具体动作或具体意义。
Talking mends no holes. 空谈于事无补。
It’s an honor for me to be invited to the party.
我很荣幸被邀请参加这个晚会。
3. 当动词-ing 形式用作主语时，其逻辑主语由形容词性物主代词或名词所有格构成。
My sister’s being ill made me worried.
我姐姐病了，使我很担心。
Your being right doesn’t necessarily mean my being wrong.
你正确未必就意味着我错了。
高一英语必修一知识：动词-ing形式作宾语
1. 动词-ing形式作动词(短语)的宾语。后接动词-ing 形式作宾语的动词(短语)，常见的有：
avoid, consider, enjoy, keep, finish, suggest/advise, dislike, delay, escape, can’t help, give up, put off, imagine/fancy, mind, miss, practice, forbid, appreciate, risk, stand, admit等。
We must try to avoid repeating the same mistake.
我们必须设法避免犯同样的错误。
Do you feel like having a walk with me after supper?
晚饭后你想和我一起散步吗？
I suggest doing it in a different way.
我建议用另一种不同的方法做这件事。
2. 有些动词既能接不定式，又能接动词-ing 形式作宾语， 但含义有所不同：
(1)在like，love，hate，prefer等动词之后，用v.-ing形式或不定式在意义上没有什么不同，只是侧重点有所不同，动词-ing形式表示泛指的动作，不定式表示具体的一次性动作。
He likes getting up early but doesn’t like to get up this morning，because he stayed up late last night.
他喜欢早起，但今天却因昨晚熬夜而不想早起。
(2)动词begin/start，continue，intend之后，用动词-ing形式或不定式均可，意义上无多大区别。
Price will continue rising / to rise. 物价将持续上涨。
What do you intend to do / doing next? 你下一步打算做什么？
(3)在动词forget，remember，regret之后，用动词-ing形式或不定式则意义会不同。动词-ing形式表示的动作先于谓语动词所表示的动作发生，不定式表示的动作发生在谓语动词所表示的。动作之后。
I remember posting the letter. 我记得我已把信寄了。
I’ll remember to post the letter. 我会记着去寄信的。
I regret missing the report. 我真后悔没赶上那次报告会。
I regret to say I can’t take your advice.
我遗憾地告诉你我不能接受你的建议。
(4)在try，mean，stop，go on，can’t help ,be used to 等后，接动词-ing形式或接不定式作宾语则意义会有所不同。
We must try to get everything done in time.
我们必须设法及时把一切做好。
Would you please try doing that again?
请你再试一下好吗？
I didn’t mean to make you angry.
我并不想叫你生气。
Choice always means giving up something.
选择总是意味着有所放弃。
Having finished the exercises, we went on to learn the new words in the next unit.
做完练习后，他们继续学习下一单元的生词。
After a short rest, they went on working.
短暂的休息之后，我们继续工作。
While working, he stopped to talk with Tom at times.
工作的时候，他不时停下来和汤姆谈话。
He stopped talking when the teacher came in.
老师进来的时候，他停止了谈话。
I can’t help (to) do the housework. I am too busy.
我不能帮忙做家务了，我太忙了。
I can’t help thinking of my happy childhood.
我禁不住想起我幸福的童年。
Wood can be used to made paper.
木材可以被用来造纸。
He has been used to living alone.
他已经习惯了一个人生活。
(5)动词allow, advise, forbid, permit 等后可直接接动词-ing 形式作宾语，不可接动词不定式作宾语，但可以接不定式作宾语补足语。
We do not permit smoking in the room.
我们不允许在屋里吸烟。
Please permit me to say a few words.
请允许我说几句话。
(6)动词need, require, want 作“需要”讲时，其后接动词-ing形式的主动形式或不定式的被动形式。
Your composition needs correcting / to be corrected.
你的作文需要修改。
His coat wants cleaning/to be cleaned.
他的外套需要洗了。
3. 动词-ing 形式作介词的宾语，经常用在一些短语的后面。
They two can never talk without smiling.
他俩谈话没有不笑的时候。
On hearing the news, all the students jumped with joy.
听到这个消息后，所有的学生都高兴地跳了起来。
What prevented you from joining us last night?
昨天晚上什么事使你不能和我们在一起？
注意：
to既可以是介词，也可以是不定式符号，在使用中比较容易混淆。若是不定式符号，to后接动词原形；若是介词，to后需接动词-ing形式。
You must get used to washing your face with cold water.
你必须习惯用冷水洗脸。
He is looking forward to seeing you this summer vacation.
他盼望今年暑假见到你。
英语中常见的带介词to的短语还有：
devote to，object to/ be opposed to, pay attention to，get down to，lead to，stick to，be equal to 等。
4. 动词-ing形式作宾语时，可用it作形式宾语，而将真正的宾语后置。
I don’t think it possible living in such a cold place.
我认为住在这么寒冷的地方是不可能的。
Do you consider it any good trying again?
你觉得再试一次会有好处吗？
5. 动词-ing 形式作宾语时，其逻辑主语由名词所有格/普通格、形容词性物主代词或代词宾格构成。
Do you mind my / me opening the window?
你介意我把窗户打开吗？
Can you imagine him / Jack / Jack’s cooking at home?
你能想象他/ 杰克在家做饭的样子吗？