高三第一轮复习senior1unit1-6 1(新目标版七年级英语上册教案教学设计)

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高三第一轮复习senior1unit1-6 1(新目标版七年级英语上册教案教学设计)

篇1:高三第一轮复习教案 高一 unit 2(人教版高三英语上册教案教学设计)

Revision for Senior1 Unit2

一.词组

1.there you are

2.have a good flight

3.fly direct

4.You must be very tired

5.why, of course

6.make yourself at home

7.if you`ll excuse me now

8.walk the dog

9.Got it

10.hurry up

11.forget to do

12.all around the world

13.the majority of

14.in total

15.mother tongue

16.an equal number of people

17.of one`s own

18.except for

19.communicate with

20.stay up

21.come about

22.at the same time

23.end up with

24.more or less

25.have difficulty in doing

26.over the centuries

27.bring in

28. a great many

29.replace…with

二重点语法

(一)主谓一致

1. Many a student ___ in the exam.

A.have failed B. had been failed C. has failed D. will be failed

2. Great quantities of fish ______ in the river in the past few days.

A. is caught B. are caught C. has been caught D. have been caught

3.___ of the land in that district _covered with trees and grass.(上海)

A.Two fifth…is B.Two fifth…are C.Two fifths…is D.Two fifths…are

4.Every possible means ____ to prevent the air pollution,but the sky is still not clear.(2000上海)

A.is used B.are used C .has been used D.have been used

5.He is the only one of the students who ____ a winner of scholarship for three years.(上海春招)

A.is B.are C.have been D.has been

6. The company had about 20 notebook computers but only one-third ___ used regularly. Now we have 60 working all day long.(浙江)

A. is B. are C. was D. were

7. She went to the book store and bought ___.(2006北京)

A. dozen books B. dozens books C. dozen of books D. dozens of books

8.We always keep ___ spare paper, in case we run out. (2006浙江)

A. too much B. a number of C. plenty of D. a good many

Answers:1.C 2D 3C 4.C 5D 6. D 7D 8C

(二)“除……以外”讲解及练习

当我们要表示“从整体里减去一部分”,常用except和but。except的含意是因为“所说的道理或事实不能适用于那部分”,着重于“排除在外”。

but多用在序数词、all、none、who以及由every-,any-,no-词缀构成的复合词如everything,anywhere,nobody等之后,

1.The bear had no choice but ____lie down and sleep.

2.Nobody except Bill and Johnny ____entered the second round of the interview.

Answers: 1.to 2.has

表示“除了甲做了某事外,乙也做了某事”, 即“除……以外,另外还有……”时,要用 besides。着重“另外还有”。

except for,除开的和前(后)面所说明的不是同类事物,常用来对前面所说明的事物进行细节上的更正,语气上通常表示遗憾。

Your composition is well written except for a few misspellings.

The meal was excellent except for the first course.

apart from 具有多重意义:既可表示besides,也可以表示except 或except for,还 可以表示without的意思。

1. Apart from the cost, it will take a lot of time. (= besides)

2. All the children like music apart from Bobby. (= except)

3. This is a good composition, apart from a few grammar mistakes. (= except for)

other than “除了……,除……之外;”相当于 except , but。如:

1. There’s nobody here other than me.

2. You can't get there other than by swimming.

Practice:

用besides、except、but、except for、other than 以及apart from的适当形式填空

1. All holiday were fine __________ several rainy days.

2. As the last bus had gone, we had no choice ____ to walk home.

3. Does John know any other foreign language _______ French and German?

4. The old woman wanted nothing _____ see his grandson succeed in the exams.

5. The suit fitted him well___ the color was a little brighter.

A. except for B. except that C. except when D. besides

6.____ two exams to worry about, I have to work really hard this week.

A.With B. Besides C. As for D. Because of

7. ---How can I get to the railway station from here?

---You can’t get there _____ by underground.

A. more than B. other than C. rather than D. less than

Answers: 1.except for 2 but 3.besides 4. but to 5 B 6 A 7 B

(三)With结构

1.With his eyes ____(fix) on the screen, he didn’t notice his mother go out.

2.With a lot of difficult problems _______(settle), the newly elected president is having a hard time.

Answers:1.fixed 2.to settle

(四)It用法练习

1.I feel ________ an honor to be invited to speak here.

A. It B. that C. this D. what

2. Was __________ that I saw last night at the concert?

A. it you B. not you C. you D. that yourself

3. ______ is a fact that English is being accepted as an international language.

A. There B. This C. That D. It

4It is 3 years ________ he joined the army.

5.It will be 3 years ________ we meet again.

6.Tom told me that it was 3 years ________ he had left school.

A.before

B.after

C.since

D.when

Answers:1. A 2 A 3D 4 C 5 A 6C

三.高考链接

1.With no one to ___ in such a frightening situation, she felt very helpless.(2006浙江)

A.turn on B. turn off C. turn over D. turn to

2.We ‘re trying to ring back, but we think we __ your number incorrectly.(2006浙江)

A. looked up B. took down C. worked out D. brought about

3.Letter boxes are much more ___ in the UK than in the US, where most people have a mailbox instead.(2006浙江)

A. common B. normal C. ordinary D. usual

4.Finding information in today’s world is easy. The ___ is how you can tell if the information you get is useful or not. (2006天津)

A. ability B. competition C. challenge D. knowledge

5.Fitness is important in sport, but of at least __ importance are skills.(2006天津)

A.fair B reasonable C. equal D. proper

6.School children must be taught how to deal with dangerous ___.(2006山东)

A. states B. conditions C. situations D. positions

7.Don’t respond to any e-mails ___ personal information, no matter how official they look. (2006天津)

A. searching B. asking C. requesting D. questioning

8. The Internet has brought big changes in the way we work.

A. about B. out C. back D. up

9.When the moon has risen, we ___ on the grass, listening to the wind___ in the tree.(2006全国)

A. lay, whispering B. lied, whispering C. laid, whisper D. lay, to whisper

10.---I hope the children won’t touch the dog.

----I’ve warned them ____.

A. not B. not to C. not touch D. not do

Answers:

1D 2B 3A 4C 5C 6 C 7C 8 D 9 A 10B

篇2:新目标英语七年级上册UNIT2 教案教学设计(新目标版英语七年级)

Tapescript:

Conversation 1:

Girl: Is this your ruler?

Boy: No,it isn’t. It’s her ruler.

Conversation 2:

Teacher: Is that your backpack?

Boy: No, it isn’t. It’s his backpack.

Conversation 3:

Boy: Is this your pencil?

Girl: Yes, it is. It’s my pencil.

Tim: And Jane,is this your ruler?

Jane: No,it isn’t. It’s her ruler.

Tim: OK,and this is my book. And this is your pencil case,Jane.

Is this your pencil?

这是你的铅笔吗?

No,it isn’t.

不,不是。

It is not my book.

这不是我的书。

(2)sorry adj. 抱歉的

sorry是I”m sorry的省略形式,用于冒犯、冲撞了他人或伤害了对方等场合。

常用的回答如下:

Not at all.没关系。

That’s all right.没关系。

It doesn’t matter.不要紧,没关系。

Never mind.别在意,没关系。

此外,sorry还可表示“遗憾的;难过的”

等。

(3)thank n.&v. 感谢

常用的表示感谢的句子有:

Many thanks! 多谢!

Thanks a lot! 多谢!

Thanks! 谢谢 !

Thank you! 谢谢你!

(4)in prep. 用……(方法、媒介、工具等);使用……(语言)

John is drawing a car in pencil.

约翰正用铅笔画汽车。

We always speak in English.

我们总是用英语交谈。

Tapescript:

Conversation 1:

Kelsey: I’m looking for my watch.

Teacher: OK. Is this your watch?

Kelsey: No,it isn’t. That’s my watch.

Teacher: Here you are.

Kelsey: And that’s my ID card.

Teacher: OK. What’s your name?

Kelsey: Kelsey.

Conversation 2:

Mike: That’s my pen.

Teacher: This?

Mike: Yes...and that’s my baseball.

Teacher: All right. What’s your name?

Mike: Mike.

Teacher: OK. Here’s your baseball.

Mike: Thank you.

(1)how adv.(表示方法、手段、状态)怎样;如何

How did you make it?

你怎么办到的?

How do you like our school?

你觉得我们学校怎么样?

(2)call v. 打电话

n. 电话

call sb. 给某人打电话

give sb. a call 给某人打电话

(3)at prep. 在(里面或附近);在(时间)

at school 在学校,上课,在求学

at home 在家

Shall we meet at 3 o’clock?

咱们3点钟见好吗?

(4)school n. 学校 go to school 上学

Grammar

(1)指示代词

表示“这个”“那个”“这些”“那些”等指示概念的词,叫指示代词。如this,that,these,those等。英语中指示代词的用法同汉语中的情况相似,this(这个)和these(这些)一般用来指较近的人或事物,that(那个)和those(那些)则指较远的人或事物。

在句子中指示代词可以充当主语、定语、宾语或表语。如:This is a pear.

这是一个梨。(主语)

These video clips are very interesting and those ones are not.

这些光碟很有趣,那些没意思。(定语)

I like this very much.

我很喜欢这个。(宾语)

Oh,it’s not that.

哦,不是那个。(表语)

学习指示代词,应注意以下几点:

①this与is,these与are没有缩写形式。如:

This is a Chinese car.

这是一辆国产轿车。

②指示代词作主语指物并用于问句中时,回答一般用it代替this和that,they代替these和those。如:

Is that a ruler?

那是尺子吗?

No,it isn’t. It’s a pen.

不,不是。是钢笔。

Are these your books?

这些是你的书吗?

Yes,they are.

是的。

(2)一般疑问句

以动词be,have或助动词、情态动词开头,以yes或no作回答的问句叫做一般疑问句。回答时可以用完整的句子回答,但大多数情况下只需作简略回答。如:

Is this your pencil?

这是你的铅笔吗?

Yes,it is.是的。

Have you any magazines?

你有杂志吗?

Yes,I have.有。

Exercises

【1】Here’s exercise-book.

A. a B. an C. two D. ×

句中的a和an都是不定冠词,放在单数可数名词前,修饰限定名词,表示“一个、一块……”的意思。如果名词的读音以辅音音素开头,用不定冠词a,如:a banana, a pear;如果名词的读音以元音音素开头,要用不定冠词an,如an orange,an egg。在本句中,book是可数名词单数,用冠词a,而单词exercise是以元音音素“e”开头的词,故要用冠词an。

【2】根据上下文,在空格上填上一个恰当的词。

(1)- you in Class 4?

-Yes, I .

(2)This is a car and that is a car,.

(3)-Is this a Chinese bike?

-No.a Japanese bike.

(1)本题是以be为谓语的一般疑问句,主语是you,应填Are;答句主语是I,填am。

(2)当前后两句表述的意思相同,仅主语不同时,在句末逗号后应填上too,表示“这是,那也是……”。

(3)It’s是It is的缩写形式,It指代this。由于No后面用的是句号,且后面的句子是一个完整的句子,应看做为一个独立的句子,故it’s应大写第一个字母。

答案 (1)Are; am (2)too (3)It’s

【3】从下面各句A、B、C、D中找出一处错误并改正。

(1)That’s a chinese car.

A B C D

(1)Chinese,Japanese,English等词均属专有名词,书写时要将第一个字母大写,应改为Chinese。

(2)That is a pencil box.

A B C D

(2)英语中有部分单词是由两个词构成的,在两个词之间须加连字符号“-”,所以应改pencil box为penhcil-box,同学们在学习时要多加注意。

(3)-What’s this in English?

A B

-It’s computer.

C D

(3)有些同学在学习时没有注意汉语和英语表达不同,仅从汉语的角度去理解英语,所以在名词前面就缺少了冠词,应在computer前加冠词a。

【4】This is my car. (改为一般疑问句并作肯定和否定回答)。

答案 Is this your car? Yes, it is. /No, it isn’t.

本题考查一般疑问句的构成及答语。如果句中有动词be(am, is, are),将动词提到主语前,并大写开头字母,句末用问号,主语第一人称变第二人称,即变成了一般疑问句。一般疑问句要用Yes或No来回答。它的肯定答语是Yes,it is. ,不定答语是No,it isn’t. 。注意答语用it代替this/that。

篇3:新目标八年级英语第六单元复习(新目标版八年级英语上册教案教学设计)

I.应掌握的词组:

1.长头发 2.比较外向 3.正如你所看到的

4.在某些地方/方面 5.看起来一样 6.看起来不同

7.……和……是一样的 8.经常参加聚会 9.高一点

10.从某处拿/取出某物 11.将某物放入某物中 12.列出清单

13.穿漂亮的衣服 14.在学校受欢迎 15.擅长体育

16.使我发笑 17.对我来说并不重要 18.举起,抬起

19.相反的观点 20.小学生 21.善于与孩子相处

22.喜欢讲笑话 23.互相帮助 24.在业余时间

25.……其中之一 26.使用……做…… 27.为某事感到同情或难受

28.从……开始 29.向某人道歉 30.因…而著名

31、总计,总共 32.让/ 使某人做某事

II.应该掌握的句子

1.我每天骑车去上学,丽莎也一样。

2.蒂姆会打篮球,我也会。

3.我有点感冒,不过并不严重。

4.篮球和游泳是他的两个受好。

5.我觉得更糟糕了。

6.刘英不如她姐姐体育好。

7.上海的天气比北京的天气热。

8.长江是中国最长的河流

9.正如你所知,英语比数学有趣的多。

10.在某些方面我不如我的朋友好。

11.我妹妹的书包和我的一样。

12.他比我更擅长篮球。

13.我俩都很外向

14.我俩昨天都去那个聚会了。

15.这里是我的孪生兄弟的照片。给你。

16.你没必要一直呆在这里。

17.我喜欢交和我一样的朋友。

18.你认为谁该得到这份工作。

篇4:新目标八年级期末复习一(新目标版八年级英语上册教案教学设计)

Class Name No.

练习(十二)(-06-11)

Unit1-5要点归纳

要点归纳1

某人拥有VS某地存在(有)某物: People will have robots in the near future.

People是主语,位于动词之前

There will be robots working in factories. Robots是主语,位于动词之后

若写成Robots will be working in factories.在意义不表示“将会有”的意思。

翻译下列句子:

There will be more birds singing in the trees in ten years.

There will be less pollution in the river after fewer factories.

There will be more free time.

区别下列句子:

A -----I will be an engineer in ten years. Be here means become

B-----There will be an engineer in my family in ten years. Be here means exist

C----These(robots)will be in every home. Be here means “come true”

某地存在(有)某物句型的疑问、否定、肯定回答和否定回答。

There will be more birds singing in the trees in ten years.

改写为疑问句______ ______ be more birds singing in the trees in ten years?

作肯定回答 Yes,______ _______.

否定回答 No,_____ ______.

There will be less pollution in the river after fewer factories.

改为疑问句_____ ______ be less pollution in the river after fewer factories?

There will be more free time.改为否定句 There ______ be more free time

要点归纳2

情态动词 can, may, might, could,would and should等。

Might ,could ,would, should 四个情态动词既是may,can,will,shall的过去时,又不表示过去时,而是情态动词,要同实意动词连用,常用的还有must ,needn’t,can’t. might 表示 小于50%的可能性,could 表示一种客气的请求, would 表示有礼貌的邀请,should 表示应当,该。

典型考题区别:

He can speak several languages. He is able to swim across the river, though it is flooded.

-------Could you tell me where Center Street _______(is was)?

-------Sorry, I ________(couldn’t can’t).

I would like you to come to my house.

(Should Would) you mind my invitation? 邀请的,委婉的说法

常用的还有Why not ______( come to come) to my house?

Should 常用于提出建议

You _________(should would) say you’re sorry.

Maybe you ______(could should) give him a ticket to a ball game. could 用于劝说更委婉(潜在的意思是“这不就和解了。”) (refer to page11 课文句子改写)

You ______(should would)be ashamed of yourself. 语气坚决,应该

You ________(wouldn’t shouldn’t) tell lies.含有责备,不应当

It ___(should might) be easy.表示期待某事发生或对某事进行推断Might only means not sure

要点归纳3

当心句末的时间词,用时髦的话说是标志词

前面有Look, -------. Listen,---------. 我们知道后面的句子要用“现在正在进行时”

Look, mom is driving her new car. Listen, something strange is happening outside.

当心后面的时间词 at that time,at 8 o’clock yesterday when引导过去时间的动作,(有时也可以引导过去进行时。)

while可以引导过去正在进行时,如: page19 2b改写句子

1 The boy was walking down the street when suddenly a UFO landed.

When 引导的动作突然插入到前面正在进行的动作之中,

3 While the alien was buying a souvenir, the girl called the police.

外星人正在买纪念品,乘此时间,另一个动作发生了。

P20 4 A: What were you doing at nine o’clock last Sunday morning?

B: I was sleeping at that time.

4. The girl was shopping when the alien got out. While the girl was shopping, the alien got out.

when 与while区分:

(1)“当...的时候”,如后面连接的动词为进行时态,则用while多于用when。而when通常与瞬间性动词或延续性不强的动词连用。

(2)如果while前后的动词都是进行时态,while可译为“与此同时”

I was reading while my brother was drawing. (含有对比而非转折)

(3)当while前后的句子描述的情况相对或相反,while可译为“而”,while更强调并列的对比而非转折。

e.g. I am out-going while my sister is quiet and shy.

总之,when表示做某种动作的时间或瞬间,由其引导的时间状语的时态如果是一般过去时,其主句通常要用过去进行时。while表示略长的一段时间,由其引导的时间状语从句用过去进行时,而主句时态根据实际情况而定。

过去进行时的用法

过去进行时由“was/were+现在分词”构成。表示过去某一时刻或某段时间正在进行的动作。其用法有:

1. 表示过去某一时刻正在进行的动作。如:

I was doing my homework at eight o’clock last night. 昨晚八点我正在做作业。

2. 表示过去某段时间正在进行的动作。如:

They were building a house last winter. 去年冬天他们在建一座房子。

3. 表示过去频繁发生的习惯性动作。常与always等词连用。如:

Little Tom was always asking many questions. 小汤姆总是会问许多的问题。

4. 动词come, go, leave, start, arrive等表示位置转移的动词用过去进行时表示过去将要发生的动作。如:They wanted to know when we were leaving for Shanghai. 他们想知道我们什么时候去上海。

过去进行时和一般过去时的用法比较:

一般过去时强调过去某个时候或某段时间曾有过的某个已结束的动作;过去进行时则强调过去某个时候或某段时间正在进行的动作。如:

Lily wrote a letter to her aunt last night. 莉莉昨晚给她阿姨写了封信。(信已写完了。)

Lily was writing a letter to her aunt last night. 莉莉昨晚一直在给她阿姨写信。(强调写的动作一直在进行,信不一定写完。)课文的例句很多,可以仿造练习。

要点归纳4

本单元重点解决陈述句的间接引语。(预备知识: 1 陈述句 2 疑问句 3 祈使句。对于初上讲台的教师,要懂得铺垫这些知识的重要性。)

把直接引语变成间接引语,中英文存在很大的差异,夸张地说是“牵一发而动全身”。

直接引语和间接引语

直接引述别人的原话,叫做直接引语;用自己话转述别人的话,叫做间接引语。间接引语一般构成宾语从句。直接引语必须放在引号内,间接引语则不用引号。直接引语改为间接引语时,除将引语部分变成宾语

从句外,还必须对直接引语中的人称、时态、指示代词、时间状语、地点状语等进行改变。

时态的变化:直接引语变为间接引语时,通常受转述动词said, asked等的影响而使用过去化的时态,即把原来的时态向过去推,也就是一般现在时变为一般过去时,现在进行时变为过去进行时等。

1.陈述句的间接引语 陈述句由直接引语变间接引语,通常由that引导,可以省略。

参见课文例句page 27

“I am not mad at Marcia anymore.” Lana told us. “我不再对Marcia生气了。” Lana说。

→Lana told us that she wasn’t mad at Marcia anymore. Lana说她不再对Marcia生气了。

Marcia said to everyone, “I am not going to have the surprise party.”

Marcia对每一个人说:“我不打算开一个惊喜晚会。”

→Marcia told everyone that she wasn’t going to have the surprise party.

Marcia对每一个人说她不打算开一个惊喜晚会。

要点归纳5

If 的用法 例句: What will happen if they have the party tomorrow?如果他们明天开晚会,将会发生什么?

If you become a professional athlete,you’ll be able to-------如果你成了专业运动员,你就将能够------

当if 引导条件状语从句时,表示“如果”时,必需要用现在时态替代将来时,类似还有连词as long as unless before while when if once the moment as soon as

I don’t know if it will rain tomorrow, if it rains tomorrow,I won’t go camping with you.前面的if表示是否,用将来时态,后面的 if 才表示条件。

翻译下列句子:

1 如果你不马上走的话,你就会迟到。..

2 你看医生之前,什么东西都不可以吃。

3 你们不来,我们不会出发。

4 在汤姆回来前,我不会告诉你的。

5 没洗手前,别吃东西。

要点归纳6

在差异中学习(找一找规律)尝试一下倒过来翻译:

Unit1

live on a space station_________________ live in an apartment with my best friends _______________

people in the future _________________ do the same things as us _______________

be fun to watch_______________ There will be more robots everywhere._______________

Look for people under buildings___________________

Unit2

Stay at home every night _________________ talk about it on the phone _________________

write a letter to him___________________ Borrow some money from sb. ____________

Has the same haircut as I do ______________ advice for sb. ___________

plan sth. For sb. ______________ What to do __________

everyone else _________ be popular at school __________

Lots of things you could do _____________

Unit3

at ten o’clock in the morning ________________ a cat in a tree ___________

buy sth at the train station_____________ running with another dog________________________

events in history__________

Unit4

What was happening outside ______________ got really mad at ___________

get over it ___________ students in a poor mountain village _________

teach in rural areas ___________ 2,000 meters above sea level ___________

life in the mountain____________ no difference between you and them _________________

a good start in life ___________ doctors without borders _____________

sick people in poor countries ___________

Unit5

The rules for school parties ___________ old people’s home visit _________-

children’s hospital visit ____________ A friend of my father’s ____________

a map of the world ___________ Nothing in the world__________

what on earth__________ first of all__________

扩展练习

一、选择(15%)

( ) 1. Her parents will come back ________________ two weeks.

A. after B. next C. in D. later

( ) 2. Things will get better in the future, we will have _______ cars and __________ pollution.

A. less, more B. fewer, less C. more, more D. less, fewer

( )3. My brother doesn’t like skating. I don’t like it, ________________.

A. too B. also C. either D. as well as

( )4. They are good friends , but sometimes they ______each other .

A. argue of B. argue C. argue to D. argue with

( )5. I ______ it everywhere , but I didn’t _____ it .

A . looked for , looked for B. looked for , find C. found , looked for D. find , look for

( )6. The boy is ______to go to school .

A. enough old B. enough young C. old enough D. young enough

( )7.Please show me the ticket ______the concert

A. of B. for C. to D .on

( )8.I need to get some money to _____the summer camp .

A . pay on B. pay in C. pay with D. pay for

( )9. Uncle Wang sits _______ me. He’s the driver.

A. in front B. in the front C. in front of D. in the front of

( )10. He was watching TV _______ his son was doing his homework.

A. while B. when C. during D. after

( )11. They are talking about something _______ the telephone.

A. in B. on C. at D. for

( )12. I ________ he ________ go there by himself.

A. think; won’t B. don’t think; will C. don’t think; is D. think; isn’t going to

( )13. Mary _______ my umbrella and she didn’t ________ it yet.

A. borrow; return B. borrowed; return C. borrow; return back D. borrowed; return back

( )14. I’m waiting for my friend. __________, I will go swimming alone.

A. If he doesn’t come B. I f he won’t come C. If he will come D. If he is coming

( )15.A strong wind will arrive in Harbin. It will __________ much rain.

A. bring B. take C. carry D. get

二、用所给单词的适当形式填空。(5分)

1.My father was reading while I _______(do) my homework.

2 If the rain .______ (stop) we will go for a walk.

3 I often saw her _______(carry) water for Grandma Li.

4.He is tone of the greatest _______ (play).

5.He said I ______(do) better in history.

三、完型填空(10%)

A generous gap(代沟) has become a serious problem. I read a 1 about it in the newspaper. Some children have killed themselves after 2 with parents. I think this is because they don’t often have a talk with each other. Parents now 3 more time in the office, 4 they don’t have much time to stay with their children. As times passes, they both feel that they don’t have the __5 topic(题目) to talk about. I want to tell parents to be more with your 6 , get to know them and 7 them. And for children, show your 8 to your parents. They are the people who love you. So 9 them your thoughts. In this way, you 10 have a better understanding of each other.

( ) 1.A. message B. call C. report D. letter

( ) 2. A. talk B. argue C. fight D. play

( ) 3. A. spend B. stay C. work D. have

( ) 4. A. because B. if C. but D. so

( ) 5. A. interesting B. same C. true D. good

( ) 6. A. business B. children C. work D. office

( ) 7. A. get on well with B. look after C. understand D. love

( ) 8. A. interest B. secret C. trouble D. feelings

( ) 9. A. tell B. ask C. answer D. say

( ) 10. A. can B. should C. must D. would

四、补全对话,从方框中选出适当的句子,完成对话。(10分)

M: Why do you look unhappy these days?

W: Because (1)

M: Are you serious? (2)

W: I don’t care about the scores, but I haven’t found out (3), which has troubled me a lot.

M: (4)

W: Yes, I spent the whole weekend on my lessons.

M: You’d better (5)

五、阅读 (20%)

A

Expert(专家) say that students usually need eight to ten hours’ sleep at night, but most Chinese students do not get enough sleep. Some Chinese parents are usually glad to see their children studying late. They will think their children work very hard, but not all parents are happy about this. Once a mother told us tat every morning her 10-year-old boy put up one finger (手指)with his eyes still closed, begging(请求) for one more minute to sleep. Like thousands of students “ early birds” in China, he has to get up before six every morning.

A report shows that without a good night’s sleep, students seem to be weaker (虚弱)than they should be. Many students have fallen asleep during class at one time or another. Too much homework is not the only reason why students stay up late. Some watch TV or play the computer games late into the night.

Experts have ever said that the students should develop good study habits. So some clever students never study last, they are able to work well in class.

( ) 1. The 10-year-old boy begged for more minute to sleep because__________

A. he didn’t have enough sleep B. it wasn’t time for him to get up

C. he didn’t want to go to school D. he wanted his mother to wake him up

( ) 2. In this passage we know if students don’t get enough sleep, they may________

A. become too weak to sleep B. not work well in class

C. go to bed early D. be weak in English

( )3. In this passage “early birds” means “persons who ______________”

A. get up early B. get up late C. sleep less D. don’t want to sleep

( )4. “Stay up late” here means “_____________”

A. study late B. watch TV late C. not go to bed until late D. stay outside

( )5. According to the passage, which of the following is right?_________

A. If you want to study better, you must work hard at night.

B. Sleeping less means working hard.

C. Some clever students are able to work well in class because they have good study habits.

D. Students don’t have enough sleep because they have lots of homework to do.

B

Life in the future will be different from life today. Between then and now many changes will happen. But what will the changes be?

The population (人口) is growing fast. There will be many people in the world and most of them will live longer than people live now.

Computers will be much smaller and more useful, and there will be at least (至少) one in every room. And computer studies will be one of the important subjects in schools then. People will work fewer hours than they do now and they will have more free time for sports, watching TV and travel. Traveling will be much cheaper and easier. And many more people will go to other countries for holidays.

There will be changes in our food, too. More land will be used for building new towns and houses for all the people. Then there will be less room for cows and sheep, so meat will be more expensive. Maybe no one will eat it every day. Instead they will eat more fruit and vegetables. Maybe people will be healthier. Work in the future will be different, too. Robots will do dangerous and hard work. Because of this, many people will not have enough work to do. This will be a problem.

1. In the future there will be _______.

A. much more fruit B. more people C. less vegetables D less people

2. Every family will have at least a _____________ in the future.

A. robot B. cow C. TV set D. computer

3. In the future people don’t have to __________________

A. work long hours B. work fast C. walk on foot D. eat meat

4. People may not eat _________ as much as they do today.

A. fruit B. fish C. meat D. rice

5. One big problem in the future is that ___________.

A. many people don’t have to work B. many people will not be able to find work

C. people have to work fast D. all the work will be done by robots

六、Read the passage and fill in the blanks with right words.(读短文,用适当的词填空)

The world we live on a big .big (1) _ ball, it’s turning all the (2) _ , but you can’t see or __(3) __ this turning. There are others, (4) _. But the one we live on is called the Earth. It is made of soiland rock, tree and grass, air and water, and all the (5) things around you.

The sun _ (6) on the earth , the rain (7) on it , the wind (8) over it. The sun shines on you , the rains falls on you and the wind blows you (9) .You live on the earth, and everything (10) you is part of it.

1、r 2、g 3、b 4、b 5、d

6、d 7、f 8、b 9、w 10、a

七、书面表达10%

请描述David昨天一天的活动。

要求: 1、请使用以下短语。2、请使用过去进行时。3、每件事用一句话表达。4、可以补充其它词或短语。

1.go to school with Peter(7:00) 2. study English (8:00-9:00)

3.have lunch (at school)(12:00) 4. buy a dictionary (1:15)

5.go to the library(2:40) 6. cut his hair(4:30)

7.take a shower (6:45) 8. take a walk (7:10)

1.

2.

3.

4.

5.

要点归纳5Keys

1 If you don’t go soon, you’ll be late.

2 If you are ill, you’ll have to see the doctor.

You mustn’t eat anything until you see the doctor.= You mustn’t eat anything before you see the doctor.

3 We won’t start until you come.

4 I won’t tell you until Tom comes back.

5 Don’t eat until you wash your hands

要点归纳6Keys

Unit1

live on a space station 在太空站生活

live in an apartment with my best friends 同我最好的朋友们住在公寓里

people in the future 未来的人们 do the same things as us 同我们做相同的事情

be fun to watch 观看起来趣味盎然There will be more robots everywhere.到处将会有更多的机器人

Look for people under buildings寻找建筑物下的人们

Unit2

Stay at home every night 每晚逗留在家talk about it on the phone 在电话上谈论它

write a letter to him 给他写一封信 borrow some money from sb. 从某人那儿借一点钱

Has the same haircut as I do同我的发型一样 advice for sb. 给某人的忠告

plan sth.for sb.为某人计划某事 what to do 去做什么

everyone else 别的每一个人be popular at school 在学校很受人欢迎

Lots of things you could do 你可以做的许许多多的事情

Unit3

At ten o’clock in the morning 在早晨10点钟 a cat in a tree 在树上的一只猫

buy sth at the train station在火车站卖东西

running with another dog同另外一只狗奔跑 events in history历史上的大事件

Unit4

What was happening outside 外面正在发生着什么 got really mad at 对---真正发狂

get over it (自己)把作业做掉 students in a poor mountain village 在贫困山区村庄的学生们

teach in rural areas在郊区教书 2,000 meters above sea level 海拔高于2,000米

life in the mountain山区的生活 no difference between you and them他们和你之间没有区别

a good start in life 生活中的良好开端doctors without borders 无国界的医生

sick people in poor countries 穷国的病人

Unit5

The rules for school parties 学校晚会的规定 old people’s home visit 参观敬老院

children’s hospital visit 参观儿童医院travel around the world 环球旅行

crazy enough 足够的疯狂 everybody else 别的每一个人

a friend of my father’s 我父亲的一位朋友 a map of the world 世界地图

nothing in the world 根本没有什么东西 what on earth 究竟是什么

first of all 首先(在所有当中顺序排第一)

一. CBCDB CCDCB BBBAC

二.1.was doing 2.stops 3.carry. 4.players 5.did

三.CBADB BADAD

四.DBACE

五.ABACC BDACB

六.1.round 2.time 3.feel 4.too 5.other

6.shines 7.falls 8.blows 9.over 10.around

篇5:新目标八年级英语上册语言知识复习(新目标版八年级英语上册教案教学设计)

1) leave的用法

1.“leave+地点”表示“离开某地”。例如:

When did you leave Shanghai?

你什么时候离开上海的?

2.“leave for+地点”表示“动身去某地”。例如:

Next Friday, Alice is leaving for London.

下周五,爱丽斯要去伦敦了。

3.“leave+地点+for+地点”表示“离开某地去某地”。例如:

Why are you leaving Shanghai for Beijing?

你为什么要离开上海去北京?

2) 情态动词should“应该”学会使用

should作为情态动词用,常常表示意外、惊奇、不能理解等,有“竟会”的意思,例如:

How should I know? 我怎么知道?

Why should you be so late today? 你今天为什么来得这么晚?

should有时表示应当做或发生的事,例如:

We should help each other.我们应当互相帮助。

我们在使用时要注意以下几点:

1. 用于表示“应该”或“不应该”的概念。此时常指长辈教导或责备晚辈。

例如:

You should be here with clean hands. 你应该把手洗干净了再来。

2. 用于提出意见劝导别人。例如:

You should go to the doctor if you feel ill.

如果你感觉不舒服,你最好去看医生。

3. 用于表示可能性。should的这一用法是考试中常常出现的考点之一。例如:

We should arrive by supper time. 我们在晚饭前就能到了。

She should be here any moment. 她随时都可能来。

3) What...? 与 Which...?

1. what 与 which 都是疑问代词,都可以指人或事物,但是what仅用来询问

职业。如:

What is your father? 你父亲是干什么的?

该句相当于:

What does your father do?

What is your father's job?

Which 指代的是特定范围内的某一个人。如:

---Which is Peter? 哪个是皮特?

---The boy behind Mary. 玛丽背后的那个男孩。

2. What...? 是泛指,所指的事物没有范围的限制;而 Which...? 是特指,

所指的事物有范围的限制。如:

What color do you like best?(所有颜色)你最喜爱什么颜色?

Which color do you like best, blue, green or yellow?

你最喜爱哪一种颜色? (有特定的范围)

3. what 与 which 后都可以接单、复数名词和不可数名词。如:

Which pictures are from China? 哪些图片来自中国?

4) 频度副词的位置

1.常见的频度副词有以下这些:

always(总是,一直)

usually(通常)

often(常常,经常)

sometimes(有时候)

never(从不)

2.频度副词的位置:

a.放在连系动词、助动词或情态动词后面。如:

David is often arrives late for school.大卫上学经常迟到。

b.放在行为动词前。如:

We usually go to school at 7:10 every day.

我们每天经常在7:10去上学。

c.有些频度副词可放在句首或句尾,用来表示强调。如:

Sometimes I walk home, sometime I ride a bike.

有时我步行回家,有时我骑自行车。

3.never放在句首时,主语、谓语动词要倒装。如:

Never have I been there.我从没到过那儿。

5) every day 与 everyday

1. every day 作状语,译为“每一天”。如:

We go to school at 7:10 every day.

我们每天7:10去上学。

I decide to read English every day.

我决定每天读英语。

2. everyday 作定语,译为“日常的”。

She watches everyday English on TV after dinner.

她晚饭后在电视上看日常英语。

What's your everyday activity? 你的日常活动是什么?

6) 什么是助动词

1.协助主要动词构成谓语动词词组的词叫助动词(Auxiliary Verb)。被协助的

动词称作主要动词(Main Verb)。助动词自身没有词义,不可单独使用,

例如:

He doesn't like English. 他不喜欢英语。

(doesn't是助动词,无词义;like是主要动词,有词义)

2.助动词协助主要动词完成以下功用,可以用来:

a. 表示时态,例如:

He is singing. 他在唱歌。

He has got married. 他已结婚。

b. 表示语态,例如:

He was sent to England. 他被派往英国。

c. 构成疑问句,例如:

Do you like college life? 你喜欢大学生活吗?

Did you study English before you came here?

你来这儿之前学过英语吗?

d. 与否定副词not合用,构成否定句,例如:

I don't like him. 我不喜欢他。

e. 加强语气,例如:

Do come to the party tomorrow evening. 明天晚上一定来参加晚会。

He did know that. 他的确知道那件事。

3.最常用的助动词有:be, have, do, shall, will, should, would

7) forget doing/to do与remember doing/to do

1.forget to do忘记要去做某事(未做);forget doing忘记做过某事(已做)

The light in the office is still on. He forgot to turn it off.

办公室的灯还在亮着,它忘记关了。(没有做关灯的动作)

He forgot turning the light off.

他忘记他已经关了灯了。 ( 已做过关灯的动作)

Don't forget to come tomorrow.

别忘了明天来。 (to come动作未做)

典型例题

---- The light in the office is still on.

---- Oh,I forgot___.

A. turning it off B. turn it off

C. to turn it off D. having turned it off

答案:C。由the light is still on 可知灯亮着,即关灯的动作没有发生,

因此用forget to do sth.而forget doing sth 表示灯已经关上了,而

自己忘记了这一事实。此处不符合题意。

2.remember to do记得去做某事(未做);

remember doing记得做过某事(已做)

Remember to go to the post office after school.

记着放学后去趟邮局。

Don't you remember seeing the man before?

你不记得以前见过那个人吗?

8) It's for sb.和 It's of sb.

1.for sb. 常用于表示事物的特征特点,表示客观形式的形容词,如:

easy, hard,difficult,interesting,impossible等:

It's very hard for him to study two languages.

对他来说学两门外语是很难的。

2.of sb的句型一般用表示人物的性格,品德,表示主观感情或态度的形容词,

如:good, kind, nice, clever, foolish, right。

It's very nice of you to help me. 你来帮助我,你真是太好了。

3.for 与of 的辨别方法:

用介词后面的代词作主语,用介词前边的形容词作表语,造个句子。如果道理上通顺用of,不通则用for。如:

You are nice. (通顺,所以应用of)。

He is hard. (人是困难的,不通,因此应用for。)

9) 对两个句子的提问

新目标英语在命题中有将对句子划线提问这一题型取消的趋势,现在采取的作

法是对一个句子进行自由提问。例如:

句子:The boy in blue has three pens.

提问:1. Who has three pens?

2. Which boy has three pens?

3. What does the boy in blue have?

4. How many pens does the boy in blue have?

很显然,学生多了更多的回答角度,也体现了考试的灵活性。再如:

句子:He usually goes to the park with his friends at 8:00 on Sunday.

提问:1. Who usually goes to the park with his friends at 8:00 on Sunday?

2. Where does he usually go with his friends at 8:00 on Sunday?

3. What does he usually do with his friends at 8:00 on Sunday?

4. With whom does he usually go to the park at 8:00 on Sunday?

5. What time does he usually go to the park with his friends on

Sunday?

6. When does he usually go to the park with his friends?

10) so、such与不定冠词的使用

1.so与不定冠词a、an连用,结构为“so+形容词+a/an+名词”。如:

He is so funny a boy.

Jim has so big a house.

2.such与不定冠词a、an连用,结构为“such+a/an+形容词+名词”。如:

It is such a nice day.

That was such an interesting story.

11) 使用-ing分词的几种情况

1.在进行时态中。如:

He is watching TV in the room.

They were dancing at nine o'clock last night.

2.在there be结构中。如:

There is a boy swimming in the river.

3.在have fun/problems结构中。如:

We have fun learning English this term.

They had problems getting to the top of the mountain.

4.在介词后面。如:

Thanks for helping me.

Are you good at playing basketball?

5.在以下结构中:

enjoy doing sth 乐于做某事

finish doing sth 完成做某事

feel like doing sth 想要做某事

stop doing sth 停止做某事

forget doing sth 忘记做过某事

go on doing sth 继续做某事

remember doing sth 记得做过某事

like doing sth 喜欢做某事

keep sb doing sth 使某人一直做某事

find sb doing sth 发现某人做某事

see/hear/watch sb doing sth

看到/听到/观看某人做某事

try doing sth 试图做某事

need doing sth 需要做某事

prefer doing sth 宁愿做某事

mind doing sth 介意做某事

miss doing sth 错过做某事practice doing sth 练习做某 be busy doing sth 忙于做某事

can't help doing sth

禁不住做某事

12) 英语中的“单数”

1.主语的第三人称单数形式,即可用“he, she, it”代替的。如:

he,she, it,my friend, his teacher, our classroom, Tom, Mary's uncle

2.名词有单数名词和复数名词。如:

man(单数)---men(复数) banana(单数)---bananas(复数)

3.动词有原形,第三人称单数形式,-ing分词,过去式,过去分词。如:

go---goes---going---went---gone

work---works---working---worked---worked

watch---watches---watching---watched---watched

当主语为第三人称单数的时候,谓语动词必须用相应的第三人称单数形式。

如:

The boy wants to be a sales assistant.

Our English teacher is from the US.

Their daughter makes her breakfast all by herself.

13) 名词的复数构成的几种形式

名词复数的构成可分为规则变化和不规则变化两种。

I 名词复数的规则变化

1.一般在名词词尾加-s。如:

pear---pears hamburger---hamburgers

desk---desks tree---trees

2.以字母-s, -sh, -ch, -x结尾的名词,词尾加-es。如:

class---classes dish---dishes

watch---watches box---boxes

3.以字母-o结尾的某些名词,词尾加-es。如:

potato---potatoes tomato---tomatoes

Negro---Negroes hero---heroes

4.以辅音字母加-y结尾的名词,将-y变为-i,再加-es。如:

family---families dictionary---dictionaries

city---cities country---countries

5.以字母-f或-fe结尾的名词,将-f或-fe变为-v,再加-es。如:

half---halves leaf---leaves

thief---thieves knife---knives

self---selves wife---wives

life---lives wolf---wolves

shelf---shelves loaf---loaves

但是:

scarf---scarves(fes) roof---roofs

serf---serfs gulf---gulfs

chief---chiefs proof---proofs

belief---beliefs

II 名词复数的不规则变化

1.将-oo改为--ee。如:

foot---feet tooth---teeth

2.将-man改为-men。如:

man---men woman---women

policeman---policemen postman---postmen

3.添加词尾。如:

child---children

4.单复数同形。如:

sheep---sheep deer---deer

fish---fish people---people

5.表示“某国人”的单、复数变化。

即“中日瑞不变英法变,其它国把-s加后面”。如:

Chinese---Chinese Japanese---Japanese Swiss---Swiss

Englishman---Englishmen Frenchman---Frenchmen

American---Americans Australian---Australians

Canadian---Canadians Korean---Koreans

Russian---Russians Indian---Indians

6.其它。如:

mouse---mice

apple tree---apple trees

man teacher---men teachers

14) 双写最后一个字母的-ing分词

初中阶段常见的有以下这些:

1.let→letting 让

hit→hitting 打、撞

cut→cutting 切、割

get→getting 取、得到

sit→sitting 坐

forget→forgetting 忘记

put→putting 放

set→setting 设置

babysit→babysitting

临时受雇照顾婴儿

2.shop→shopping 购物

trip→tripping 绊

stop→stopping 停止

drop→dropping 放弃

3.travel→travel(l)ing 旅游

swim→swimming 游泳

run→running 跑步

dig→digging 挖、掘

begin→beginning 开始

prefer→preferring 宁愿

plan→planning 计划

15) 肯定句变否定句及疑问句要变化的一些词

1.some变为any。如:

There are some birds in the tree.→There aren't any birds in the tree.

但是,若在表示请邀请、请求的句子中,some可以不变。如:

Would you like some orange juice?

与此相关的一些不定代词如something, somebody等也要进行相应变化。

2.and变为or。如:

I have a knife and a ruler.→I don't have a knife or a ruler.

3.a lot of (=lots of)变为many或much。如:

They have a lot of friends.(可数名词)→They don't have many friends.

There is lots of orange in the bottle.(不可数名词)

→There isn't much orange in the bottle.

4.already变为yet。如:

I have been there already.→I haven't been there yet.

16) in与after

in 与 after 都可以表示时间,但二者有所区别。

1.in 经常用于将来时的句子中,以现在为起点,表示将来一段时间。如:

He will leave for Beijing in a week. 一周后他会动身去北京。

2.after 经常用于过去时的句子中,以过去为起点,表示过去一段时间。如:

He left for Beijing after a week. 一周后他动身去了北京。

不过,如果after后跟的是具体的时刻,它也可用于将来时。如:

We will finish the work after ten o'clock.十点后我们会完成工作的。

3.注意区分以下的in的用法。

I'll visit him in a week. 一周后我会去拜访他。

I'll visit him twice in a week. 一周内我会去拜访他两次。

17) 不定冠词a与an的使用

1.a 用在以辅音音素开头的单词前。如:

There is a “b” in the word “book”. 单词book中有个字母b。

类似的字母还有:c, d, g, j, k, p, q, t, u, v, w, y, z。

She has a small knife. 她有一把小刀。

2.an 用于以元音音素开头的单词前。如:

There is an “i” in the word “onion”. 单词onion中有个字母i。

类似的字母还有:a, e, f, h, l, m, n, o, r, s, x。

Do you have an umbrella? 你有一把雨伞吗?

3.以元音字母开头的单词前面不一定都用an;以辅音字母开头的单词前面也不一定都用a.如:

a useful book

a universe

a one-letter word

an hour

an uncle

an umbrella

an honest person

18) 如何表达英语中的“穿、戴”?

英语中表示“穿、戴”的表达方法有好几种,常见的有以下这些:

1、put on 主要表达“穿”的动作。如:

He put on his coat.他穿上了他的外套。

You'd better put on your shoes.你最好穿上你的鞋子。

2、wear 主要表示“穿、戴”的状态。如:

The old man wears a pair of glasses.老人戴着一副眼镜。

The girl is wearing a red skirt.那女孩穿着一条红色的短裙。

3、dress 可作及物动词,有“给......穿衣”的意思,后接“人”,而不是

“衣服”。如:

Please dress the children right now.请立即给孩子们穿上衣服。

dress 也可作不及物动词,表示衣着的习惯。如:

The woman always dresses in green.那位妇女总是穿绿色的衣服。

4、be in 表示穿着的状态。如:

John is in white today.约翰今天穿白色的衣服。

The man in black is a football coach.

19) a little, a few 与 a bit (of)

a little, a few 与 a bit (of) 都有“一些、少量”的意义。他们的区别:

1. a little 意为“一些、少量”,后接不可数名词。如:

There is a little water in the bottle. 瓶子里有一点水。

还可以接形容词。如:

He is a little shy. 他有些害羞。

2. a few 意为“一些、少数”,后接复数的可数名词。如:

There are a few people in the room. 房间里有一些人。

3. a bit 意为“一点儿”,后接形容词。如:

It's a bit cold. 有点冷。

a bit of 后接不可数名词。如:

He has a bit of money. 他有一点儿钱。

4. a little和a few表肯定意义,little和few表否定意义;如:

There is a little soda in the glass. 杯子里有一点儿汽水。

There is little soda in the glass. 杯子里几乎没有汽水了。

I have a few Chinese friends. 我有一些中国朋友。

Few people like him. 几乎没有人喜欢他。

5. a little = a bit of, 后接不可数名词;

a little = a bit = a little bit = kind of, 后接形容词,意为“有

点儿”。

20) 关于like的用法

like 可以作动词,也可以作介词。

1、like 作动词,表示一般性的“爱好、喜欢”,有泛指的含义。如:

Do you like the color? 你喜爱这种颜色吗?

like 后可接不定式(like to do sth),也可接动词的-ing分词(like doing

sth),有时意思不尽相同。如:

She likes eating apples.她喜爱吃苹果。(习惯)

She likes to eat an apple.她喜爱吃一粒苹果。(平常不喜欢吃)

like 与 would 连用,后接不定式,表示愿望或客气的请求。如:

Would you like a cup of tea? 您愿意喝杯茶吗?

“喜欢某人做某事”可以用结构“like sb to do sth/doing sth”。如:

They all like me to sing/singing English songs.

他们都喜欢我唱英文歌。

2、like 作介词,可译成“像......”。如:

She is friendly to us like a mother.她对我们友好,就像母亲一样。

It looks like an orange.它看起来像个桔子。

3、区分以下句子:

A. What does he look like? 他长相如何?(指一个人的外貌特征)

B. What is he like? 他人怎么样? (指人的性格特点)

C. The boy like Peter is over there. (句指外貌相似)

D. A boy like Peter can't do it. (指性格相似)

21) stop to do sth 与 stop doing sth

1. stop to do sth 意为“停下来去做某事”。如:

The students stop to listen to their teacher.

学生们停下来去听他们老师讲话。

2. stop doing sth 意为“停止做某事”。如:

The students stopped talking. 学生们停止了谈话。

与它们相反的句式是:go on to do sth “继续做某事(与刚才一事不同)”

和 go on doing sth “继续做某事(与刚才同一件事)”。如:

He finishes his homework and goes on to study English.

他完成了作业,接着继续去念英语。

They went on playing games. 他们继续玩游戏。

22) tell, speak, say 与 talk

1. tell 意为“告诉、讲述”,指某人把某一件事、一条信息传送给别人或讲

述一件事。如:

He tells me that he wants to be a teacher.

他告诉我说他想成为一位教师。

Father always tells interesting stories to us.

爸爸总是给我们讲有趣的故事。

tell sb sth 意为“告知某人某事”。如:

He told me something about his past. 他告诉我一些他的往事。

tell sb to do sth 意为“告诉某人去做某事”。如:

David told his son to do the homework. 大卫要他的儿子去做作业。

2. speak 意为“说话、讲话”,后面主要接语言。如:

He can speak English and a little Chinese.

他能讲英语和一点汉语。

speak to 意为“和.....讲话、谈话”。如:

Can I speak to Mr Zhang? 我能和张先生讲话吗?

speak of 意为“提到、说起”。如:

The book speaks of my hometown. 那本书提到我的家乡。

3. talk 意为“谈话、讲话”,如果只有一方对另一方说话时,一般用 talk to;

如果双方或多方交谈,多用 with。如:

Please talk to him right now. 请立即同他谈话。

He is talking with his friend. 他在和朋友交谈。

talk about 意为“谈论......”。如:

They are talking about the movie. 他们在谈论那部电影。

have a talk with 意为“与......交谈”。如:

Can I have a talk with you? 我可以和你交谈吗?

4. say 意为“说”。如:

Can you say it in English once more? 你能用英语再说一遍吗?

say to 意为“对......说”。如:

He said to his students that they would have a test.

他对他的学生说他们将有一个测试。

It is said that... 意为“据说”。如:

It is said that he could stay under the water for a long time.

据说他能呆在水里很长时间。

23) Excuse me! 与 I'm sorry!

1. Excuse me! 意为“打搅了!对不起!”,一般是为了与陌生人搭话,或者要打断对方所说(做)的事。如:

Excuse me, is there a hotel in the neighborhood?

请问,附近有旅馆吗?

Excuse me, could I say something? 打搅一下,我能说一些吗?

2. I'm sorry! 意为“对不起!”,表示道歉。如:

I'm sorry, Mr Zhang. I won't do it again.

对不起,张先生。我不会这么做了。

24) 表示时间的 in、on 与 at

in, on 与 at 都可以和表示时间的词(组)连用。

1. in 表示时间的一段或较长的时间。如:

in the morning 在上午 in May, 在五月

in a week 在一周之内(后)

It's Sunday, I can finish it in two days.

现在是星期天,我能在两天后完成。(星期二)

Rome was not built in a day. 罗马不是在一天内建起来的。

2. on 主要指在具体的一天。如:

on Sunday 在星期天 on May Day 在“五一”节

on a hot afternoon 在一个炎热的下午

He arrived in Beijing on April 26,2004.

他于204月26日到达北京。

3. at 表示时间的一点或比较短的时间。如:

at 8:00 在八点 at noon 在中午

I always get up at 6:00 every morning. 我总是每天早晨六点起床。

It's always warm at this time of year. 每年的这个时候总是暖和的。

25) Other及其用法

Other 及其相近的词(组),如 others, the other, the others, another,

any other 等,一直是中学生朋友们比较困扰的问题,平常的考试、作业中经

常出错。下面是它们的一些用法:

1、other 指其余的人或物,所有格是 other's,复数形式是 others;the other

指“两个人或物中的另一个”,其复数形式是 the others;others相当于“other + 名词”,所以不能充当定语,修饰名词。others指整体中去掉一部分后剩余的部分,但不是全部的,即 some...others (一些...其余的人...);the others 强调整体中除去一部分后剩余的全部,即some...the others.

2、another泛指三个以上的不定数目中的“另外一个”。由 an 和 other 合

并构成,所以不能和冠词连用。another 修饰单数名词,比如:another pencil.

3、any other 指除去本身以外的“任何其他的人或物”,后面要用名词的单

数形式。

26) look 短语

常见的look短语有以下这些:

1.look at 朝......看 (look at=have a look at)

Please look at the map of China.请看中国地图。

2.look for 寻找

The old man is looking for his dog. 老人在寻找他的狗。

3.look like 看起来像

Nancy looks like her mother. 南希看起来像她母亲。

4.look the same 看上去一样

Li Ping and Li Jing look the same. 李萍和李晶看上去一样。

5.look up 查找

Please look up the word in the dictionary.请在词典中查找这个单词。

6.look over 仔细检查

The doctor looked over Mary carefully. 医生仔细检查了玛丽。

7.look after 照顾,照看

You must look after your old father. 你必须照顾你的老父亲。

8.look around 到处寻找、查看

We looked around, but we found nothing strange.

我们四处查看,但是我们没有发现奇怪的东西。

27) too,also与either

1.too用于肯定句和疑问句,一般放在句尾,其前常加逗号。如:

We are in the same school, too. 我们也在相同的学校。

Do you play soccer every day, too? 你也每天踢足球吗?

2.also用于肯定句和疑问句,一般位于实义动词前、be动词后。如:

Sandra is also a Korean student. Sandra 也是一个韩国学生。

3.either用于否定句,一般放在句末。如:

They don't know the answer, either. 她们也不知道答案。

4.as well as也有“也”的意思。如:

We have great mushroom pizza as well as soda.

He is a happy boy as well.

28) hard与hardly

1.hard既可作形容词,也可作副词。如:

It's a hard (adj.) question. (=difficult) 这是一个难的问题。

The boy studies very hard (adv.). 那男孩学习非常努力。

句子结构:It's hard for sb to do sth 做某事对某人来说是难的。如:

It's hard for him to finish the work. 完成那项工作对他来说很难。

注意区分:hard work 困难的工作

work hard 努力工作

3. hardly是频度副词,表示否定的意思。(=almost not)通常用在形容词、

副词和动词之前。如:

I can hardly see it. 我几乎看不到它。

29) sometime,sometimes,some time与some times

记忆:sometimes(有时)some times(好几次)sometime(某一次)some time(一段)

口诀:有s是有时,有时分开好几次,无s是某时,某时分开是一段。

1.sometime是时间副词,指不确定的将来或过去某一点时间(某时候或任何

时候),不指一段时间。如:

We'll go to Beijing sometime next month.

我们下个月某一时候会去北京。

2.sometimes是频度副词,指“有时”、“不时”的意思(=at times)。如:

Sometimes I get up very late on Sunday morning.

有时候我在星期天早晨起得很晚。

3.some time是名词词组,指一段时间(一些时间或若干时间)。如:

It took him some time to finish the book.她花了一些时间去完成作业。

4.some times指“几次”。如:

He met the woman some times last month. 上个月他见过那妇女几次。

30) exercise的一些用法

1.作不及物动词,译为“运动,锻炼”。如:

David exercises every morning. 大卫每天早晨进行锻炼。

2.作及物动词,译为“训练”。如:

Swimming exercises the whole body. 游泳能使身体得到全面的锻炼。

3.作名词,译为“体育锻炼、运动、体操、练习题”等。如:

It's good to do eye exercises every day.

每天做眼保键操对眼睛有好处。

Please do more exercise from now on. 从今以后请多做运动吧。

I have lots of homework to do tonight. 今晚我有很多的作业要做。

4.注意:exercise指具体运动或体操时是可数名词,复数形式为exercises;

泛指运动时是不可数名词。

31) maybe与may be

1.maybe是副词,译为“也许、可能”,相当于“perhaps”。如:

Maybe he can answer the question. 也许他能回答那个问题。

He maybe is from the USA, too. 他可能也来自美国。

2.may be中的may为情态动词,译为“可能是......”。如:

He may be from the USA, too. 他可能也来自美国。

She may be our English teacher. 她可能是我们的英语老师。

32) same与different

1.same指“相同的”,前面通常要有一个定冠词the,但是如果same前面已

经有this,those等词,就不能再与the连用了。如:

We are in the same class. 我们在同一个班级。

结构:the same as 与......一样 如:

His mark is the same as mine. 他的分数和我的分数一样。

2.different译为“不同的”,其后的可数名词应为复数形式。如:

We are in different classes. 我们在不同的班级。

结构:be different from 与......不同 如:

This sweater is different from that one. 这件毛衣与那一件不同。

different的名词形式为difference, 复数形式为differences。

33) 动词want的用法

1. want sth. 想要某物

They want some help. 他们需要一些帮助。

2. want sb. to do sth. 想要某人去做某事

My father wants me to help him on the farm.我父亲要我在农场上帮他。

3. want to do sth. 想要做某事

I want to study English in England. 我想要在英国学习英语。

4.want doing 需要...

Your sweater wants washing. 你的运动衣该洗了。

34) be good(bad) for、be good at的相关用法

1.be good for 对......有益

Doing morning exercises is good for your health.

做早操对你们的建康有益。

2.be good at 擅长于......

Li Ping is good at basketball. 李平擅长于篮球。

= Li Ping is good at playing basketball. 李平擅长于打篮球。

be good at = do well in 如:

I'm good at math. = I do well in math. 我擅长于数学。

3.be good to 对......好

Parents are always good to their children.

父母亲总是对他们的孩子好。

35) how many与howmuch

1.how many表示“多少”,对数量提问,后面接可数名词的复数形式。如:

There are four people in my family.

---How many people are in your family? 你家里有几个人?

We have seven classes every day.

---How many classes do you have every day? 你们每天上几节课?

2.how much也是表示“多少”,但它对不可数名词进行提问。如:

There is some milk in the bottle.

---How much milk is there in the bottle? 瓶子里有多少牛奶?

3.how much还可以对价格提问,表示“多少钱”的意思。如:

The yellow T-shirt is only 35 yuan.

---How much is the yellow T-shirt? 那件黄色的T恤衫多少钱?

36) with的几个用法

1.with表“和、同、与”。如:

Can you go to the park with me? 你能和我一起去公园吗?

2.with表“用、以、被”。如:

Don't write with the red pen. 不要用那支红色的钢笔写字。

3.with表“随着”。如:

Climate varies with the time of the year.气候随着时令的不同而不同。

4.with表“带有、有......的”。如:

The girl with long hair is my classmate. 长头发的女孩是我的同学。

5.with表“因为、由于”。如:

They were angry with hard work. 他们因为艰难的工作而生气。

6.一些with结构:

play with 与......一起玩

be angry with 对......生气

talk with 与......交谈

get on well with与......相处融洽

37) a lot of(lots of)与many,much

1.a lot of意为“许多、大量”,相当于lots of.它既可以修饰可数名词,又

可以修饰不可数名词。如:

I have a lot of friends in China. 我在中国有很多朋友。

The old man has lots of money. 那位老人有很多的钱。

2.many意为“许多”.它用来修饰可数名词。如:

Do you have many beautiful skirts? 你有很多漂亮的裙子吗?

3.much意为“大量”.它用来修饰不可数名词。如:

There is much water in the lake. 湖里有大量的水。

4.a lot of(=lots of)用在肯定句中,而many,much不受限制。如果将一

个含有a lot of(=lots of)的肯定句改为否定句或疑问句,要将它们

改为many或much。如:

We can see a lot of birds in the tree.

---We can't see many birds in the tree. 我们在树上看不到很多鸟儿。

He wants lots of soda.

---Does he want much soda? 他需要许多汽水吗?

38) help用法举例

help既可以作名词,也可以作动词。

1.help作名词,意为“帮助”。如:

He needs some help. 他需要一些帮助。

2.help作动词,也是“帮助”的意思。如:

Can you help me? 你能帮帮我吗?

3.help的结构:

help sb (to) do sth 帮助某人做某事

=help sb with sth 帮助某人做某事

如:They want to help the boy carry the heavy box.

=They want to help the boy with the heavy box.

他们想要帮助那位男孩搬那个重箱子。

39) well的用法

well可以作副词,也可以作形容词。

1.well作副词,意为“(某事干得)好”。如:

The boy draws very well. 男孩画得很好。

2.well作形容词,意为“健康、安好”。如:

I'm not feeling well. 我觉得不舒服。

40) ago与before

ago与before都表示“......以前”,但用法有所区别。

1.ago意为“以前”,表示从此刻算起的若干时间之前,常用于过去时的句子

中。如:He took a photo a week ago. 他一周前照了一张相片。

2.before作为副词时表示:

a.从过去某一时刻算起的若干时间以前,用于过去完成时的句子中。如:

The boy had already seen the comedy before.

那男孩以前已经看过那部喜剧片了。

b.笼统的“以前”,用于一般过去时或现在完成时的句子中,一般单独使

用,而ago不可以单独使用。如:

He's read this novel before. 他以前读过这部小说。

41) need的用法

1.need作实义动词,意为“需要”。如:

Do you need to stay at home? 你要呆在家里吗?

2.need作情态动词,一般用于对must的否定回答。如:

---Must he leave now? 他必须离开吗?

---No, he needn't. 不,他不必。

3.区分:

a.need作实义动词。

He needs to go.

He doesn't need to go.

Does he need to go?

Yes, he does./No, he doesn't.

b.need作情态动词,一般不用于肯定句。

He needn't go.

Need he go?

Yes, he need./No, he needn't.

42) decide的几种句式

1.decide to do sth 决定去做某事

They decide to fly kite on weekend. 他们决定在周末去放风筝。

2.decide on doing sth 决定做某事

They decide on flying kites. 他们决定放风筝。

3.decide on sth 就某事决定......

Betty decided on the red skirt. 贝蒂选定了那条红裙子。

4. decide的名词形式为decision,

结构:make a decision,意为“做决定”。如:

He has made a decision. 他已经做一个决定了。

43) too many,too much与much too

1.too many意为“太多”,用于修饰可数名词的复数。如:

There are too many students in our class. 我们班上有太多的学生。

2.too much意为“太多”,用于修饰不可数名词。如:

We have too much work to do. 我们有太多的工作要做。

3.much too表示“太”,用来修饰形容词或副词。如:

The box is much too heavy, so I can't carry it.

箱子太重了,所以我搬不动它。

44) can的用法

1.表示能力。如:

We can carry the heavy box. 我们可以搬得动箱子。

Who can sing an English song? 谁会唱英文歌?

2.表示惊讶、不相信等态度,主要用于否定句和疑问句中。如:

Can it be true? 这会是真的吗?

You can't be serious? 你不会当真吧?

3.表示允许,意思与may相近,主要用于口语中。如:

Can I smoke here? 我可以在这儿吸烟吗?

Can I go with him? 我可以跟他一起去吗?

新目标八年级英语上册第一单元复习

I. 应掌握的词组:

1. go to the movies 去看电影

2. look after=take care of 照顾

3. surf the internet 上网

4. healthy lifestyle 健康的生活方式

5. go skate boarding 去划板

6. keep healthy=stay healthy 保持健康

7. exercise=take (much) exercise

=do sports锻炼

8. eating habits 饮食习惯

9. take more exercise 做更多的运动

10. the same as 与什么相同

11. once a month一月一次

12. be different from 不同

13. twice a week一周两次

14. make a difference to 对什么有影响

15. how often 多久一次

16. although=though虽然

17. most of the students=most students

大多数学生

18. shop=go shopping

=do some shopping 购物

19. as for至于

20. activity survey活动调查

21. do homework做家庭作业

22. do house work做家务事

23. eat less meat吃更少的肉

24. junk food垃圾食物

25. be good for 对什么有益

26. be bad for对什么有害

27. want to do sth 想做某事

28. want sb to do sth想某人做某事

29. try to do sth 尽量做某事

30. come home from school放学回家

31. of course=certainly=sure当然

32. get good grades取得好成绩

33. some advice

34. help sb to do sth帮助某人做某事

=help sb with sth

35. a lot of vegetables

=many vegetables许多蔬菜

36. hardly=not nearly / almost not几乎不

37. keep/be in good health保持健康

II. 应掌握的句子:

1. How often do you exercise? 你(你们)多久锻炼一次身体?

How often + 助动词do(does或did) + 主语 + do sth.? 疑问词how often是问频率(多久一次),(在这里助动词do(does或did) 是起帮助构成疑问的作用)与一般现在时或一般过去时连用,回答一般是用表示频率的副词,如:once, twice, three times…, sometimes, often, quite, often, never, every day, once a week , twice a month , three times a month , three or four times a month 等。

翻译:“你们多久到工厂去一次?”“每星期两次。”

(“How often do you go to the factory?” “Twice a week. ”)

“他们多长时间举办一次舞会?”“通常每两周举办一次。”

(“How often do they have a dancing party?” “Usually, once every other week.”)

“他多久去购一次物?”“一个月一次。”

(“How often does he go shopping?” “He goes shopping once a month.”)

2. “What do you usually do on weekends?” “ I usually play soccer.”

“周末你通常做什么?”“我通常踢足球。”

第一个do为助动词, 在这起帮助构成疑问的作用;而第二个do则是实义动词。

翻译:What do you usually do on weekends? I often go to the movies.

What does she usually do on weekends? She sometimes go hiking.

3. “What’s your favorite program?” “It’s Animal World.”

“你最喜欢什么节目?”“动物世界。”

4. As for homework , most students do homework every day .

as for...意思是“至于;关于”,常用于句首作状语,其后跟名词、代词或动词的

-ing形式(即动名词)。如:

As for him,I never want to see him here. 至于他,我永远不希望在这里见到。

As for the story,you'd better not believe it. 关于那故事,你最好不要相信。

翻译:至于我自己,我现在不想去。

(As for myself, I don’t want to go now. )

至于那个人,我什么都不知道。

(As for the man, I know nothing about him.)

5. Mom wants me to get up at 6:00 and play ping-pong with her .

want to do sth. 意思是“想要做某事”;

want sb. to do sth.意思是“想要某人做某事”。如:

Do you want to go to the movies with me?你想和我一起去看电影吗?

The teacher doesn't want us to eat hamburgers.老师不想让我们吃汉堡包。

6. She says it’s good for my health.

be good for...表示“对……有益(有好处)”;其反义为:be bad for...。(这里for 是

介词,后跟名词、代词或动名词)如:

It's good for us to do more reading. 多读书对我们有好处。

Reading in bed is bad for your eyes.在床上读书对你的眼睛有害。

7. How many hours do you sleep every night?

8. I exercise every day , usually when I come home from school .

9. My eating habits are pretty good . 这里pretty相当于very 。

10. I try to eat a lot of vegetables , usually ten to eleven times a week .

try to do sth.表示“ 尽力做某事 ” ,不包含是否成功的意思而try doing sth.表示

“(用某一办法)试着去做某事”。如:

You’d better try doing the experiment in another way.

你最好试试用另一种方法做这个试验。

11. My healthy lifestyle helps me get good grades.

help sb.(to) do sth.帮助某人做某事

12. Good food and exercise help me to study better.

这里better是well的比较级,而不是good的比较级

13. Is her lifestyle the same as yours or different?

=Is her lifestyle the same as your lifestyle or is her lifestyle different from yours? be the same as … / be different from …

14. What sports do you play ?

15. A lot of vegetables help you to keep in good health .

keep in good health = keep healthy = stay healthy

16. You must try to eat less meat .

try to do sth.表示“ 尽力做某事 ” ,不包含是否成功的意思,less是little的比较级

17. That sounds interesting.

这是“主语+系动词+表语”结构的简单句。sound(听起来),look(看起来),smell

(闻起来),taste(尝起来),feel(觉得),seem(好象),grow(变得),get

(变得)等词在英语中可用作系动词,后跟形容词作表语。如:

It tastes good. 这味道好。

The music sounds very sweet. 这音乐听起来很入耳。

The smoke grew heavier and heavier. 烟雾变得越来越浓了。

新目标八年级英语上册第二单元复习

I. 应掌握的词组:

1. Have a cold 感冒 2. sore back 背痛

3. neck and neck 并驾齐驱,齐头并进

4. I have a stomachache 我胃痛

= I have got a stomachache

=There is something wrong with my stomach

= My stomach hurts = I have (got) a pain in my stomach

5. What’s the matter? 怎么了?

= What’s the trouble (with you)? = What’s your trouble?

= What’s wrong (with you)? =What’ the matter (with you)?

=What has happened to you? =Is there anything wrong (with you)?

= what’s up?

6. sore throat 咽喉痛

7. lie down and rest 躺下休息

8. see a dentist 看牙医

9. drink lots of water 多喝水

10. hot tea with honey 加蜂蜜的热茶

11.That’s a good idea 好主意

12.That’s too bad 太糟糕了

13.I think so 我认为如此

14. I’m not feeling well. 我觉得不太舒服

= I’m not feeling fine/all right. = I’m feeling ill/sick. =I feel terrible/bad.

= I don’t feel well.

15. get some rest 多休息

16. I have no idea = I don’t know

我不知道

17. stressed out 筋疲力尽

18. I am tired 我累了

He is tired. 他累了

19. a healthy lifestyle健康的生活方式

20. traditional Chinese doctors传统中医

21. a balance of yin and yang阴阳调和

22. you have too much yin.你阴气太盛

23. to eat a balance diet饮食平衡

24.healthy food 健康食品

25. stay healthy 保持健康=keep healthy=keep in good health = keep fit

26. enjoy oneself (myself, yourself, herself, himself, themselves, ourselves, itself

反身代词) 玩得高兴,过得愉快=have a good time = have a wonderful time

=have fun

27. enjoy sth. =like sth. (名词)喜欢某物,

enjoy doing sth.喜欢做某事=like dong sth

Practice doing sth.练习做某事,

mind doing sth. 介意做某事,

finish doing sth.完成某事,

give up doing sth.放弃做某事,

can’t help doing sth.忍不住做某事,

keep ding sth. 坚持做某事.

即:practice, mind, finish, give up, can’t help, keep 与enjoy用法基本相似

28.at the moment = now 此刻

29. Host family 东道家庭

30. Conversation practice会话练习

31.I’m sorry to hear that.听到此事我很难过

II. 应掌握的句子:

1. What’s the matter? I have a bad cold. 你怎么了?我得了重感冒。

翻译:他怎么了?他胃痛。

魏芳怎么了?她背痛。

2.Maybe you should see a dentist. 或许你应该看牙医。

翻译:我应该上床睡觉。

李平应该躺下休息。

我们不应该上课吃东西。

3.I hope you feel better soon. 我希望你很快好起来。

翻译:我希望他明天能来。

他希望能取得好成绩。

我们希望能取得一等奖。

我希望你喜欢我在纽约的学校。

4.Traditional Chinese doctors believe we need a balance of yin and yang to be healthy. 传统中医认为我们需要阴阳调和以保持身体健康。

翻译:老师认为我们应该努力学习以取得好成绩。

父母认为我们应该上大学以便得到一份好的工作。

你应该做锻炼来保持健康。

我相信每天晚上睡眠8个小时很重要。

吃均衡饮食以保持健康。

5.Eating Dangshen and Huangqi herbs is also good for this.

吃党参和黄芪等草本植物也对这有好处。

翻译:吃一些蔬菜和水果对你的健康有好处。

看电视太多对你的眼睛有害。

6.People who are too stressed out and angry may have too much yang.

太紧张易怒的人或许吃了太多的阳性食物。

7.It’s easy to have a healthy lifestyle, and it’s important to eat a balanced diet.

有一个健康的生活方式很容易,饮食平衡是很重要的。

翻译:学好英语不是很容易的。

上课注意听讲是必要的。

完成作业也很重要。

8.When you are tired, you shouldn’t go out at night. 疲倦时,晚上你不该外出。

翻译:他小的时候就知道应该努力学习。

他5岁就上学了。

我们进教室时,老师已经开始讲课了。

9.I believe him, but I can’t believe in him.

他的话是真的,但是我不信任他这个人。

10.I am not feeling very well at the moment. 这段时间我感觉不大好。

I’m tired and I have a lot of headaches. 我很疲劳,而且经常头痛。

11.I’m stressed out because my Mandarin isn’t improving.

我很容易紧张,因为普通话没有长进。

12.I practice playing the piano every day.我每天练习弹钢琴。

翻译:他每天练习踢足球。

我们应该每天练习说英语。

我们应该经常联系用英语写日记。

13.She had finished writing the letter when I went in.

我进去时,她已经写完信了。

翻译:他踢完足球去游泳了。

我洗完餐具后去商店了。

14.The doctor asked him to give up smoking.医生叫他戒烟。

翻译:不要放弃学英语。

15.Do you mind closing the window? 请把窗户关上好吗?

翻译:在这里吸烟你介意吗?

16.Mary couldn’t help laughing at his jokes.对于他的玩笑,玛莉忍不住笑了。

翻译:听到这个消息,我忍不住哭了起来。

17.They kept working though it was raining.尽管天在下雨,他们仍坚持工作。

翻译:我们应该坚持学英语。

新目标八年级英语第三单元复习

I.应掌握的词组:

1. babysit one’s sister 照顾妹妹

2. visit one’s grandmother 看望奶奶

3. spend time with friends

和朋友们一起度过时光

4. visit cousins 看望表弟等

5. Go to sports camp 去运动野营

6.go to the beach 去海滩

7. go camping 去野营

8. Go shopping 去买东西

9. go swimming 去游泳

10. go boating去划船

11. go skating 去溜冰

12. go walking去散步

13. go climbing 去登山

14. go dancing去跳舞

15. go hiking 去徒步远足

16. go sightseeing 去观光

17. go house-hunting 去找房子

18.go on a hike 徒步旅行,go bike riding 骑自行车旅行,go fishing 去钓鱼

19. do some shopping 买东西

20. do some washing 洗衣服

21. do some cooking 作饭

22. do some reading 读书

23. do some speaking训练口语

24. do some sewing 做缝纫活

25.that sounds nice 那好极了

26. at home 在家

27. how about=what about ……

怎么样?

28. how long 多长时间

29. how far 多远

30. how often 多长时间一次

31. how much, how many 多少

32. have a good time =have fun= have a wonderful time= enjoy oneself

玩得高兴,过得愉快

33. show sb. Sth.=show sth. to sb.出示某物给某人看

give me the book=give the book to me 给我书,

pass me the cup=pass the cup to me 把杯子递给我,

sell me the house=sell the house to me 把房子卖给我

buy me a book =buy a book for me 给我买书,

make me a cake=make a cake for me给我做蛋糕

34. get back=come back回来

35. rent videos租借影碟

36. take walks=go for a walk散步

37. think about 考虑

38. decide on= decide upon

决定一个计划

39. something different 不同的事情

40.a great vacation 一个愉快的假期

41. I can’t wait 我等不及了

42. the famous movie star 著名的影星

43. an exciting vacation

激动人心的假期

44. Ask her about her plans 向她询问她的计划ask sb. about sth.向某人询问某事

45. forget to do sth. 忘记要做某事,forget doing sth. 忘记做过某事

II.应该掌握的句子:

1.What are you doing for vacation? I’m babysitting my sister.

假期你要做什么?我要照顾我的妹妹。

翻译:周末他要做什么?他要去滑划板。

李平假期要做什么?他要去野营。

2.Who are you going with? I’m going with my parents.

你要和谁一起去?我要和父母一起去。

翻译:王林要和谁一起去观光?他要和他的朋友们一起去。

我要和同学们一起去游泳。

我和父母要去游览长城。

他们假期要做什么?他们要在家里放松放松。

3.When is he going camping? He is going on the 12th of February, .

4.I’m going to Tibet for a week. 我要去西藏一周。

翻译:你要去西藏多长时间?

他们假期要在家里呆一个月。

你要在香港呆多长时间?只呆4天,我不喜欢离开太长时间。

5.What are you doing there? I’m going hiking in the mountains.

你在那里要做什么? 我要在山区里远足。

6.Show me your photos when we get back to school.

我们返回学校时,你把照片拿给我看。

翻译:我来把我的新照片拿给你看看。

他长大时想当一名时装杂志的记者。

7.Where are you going for vacation? I’m going to Hawaii for vacation.

你要去哪度假?我要去夏威夷度假。

翻译:他要去哪度假?他要去泰国度假。

8.I’m going to Hawaii for vacation in December, and I’m staying for three weeks.我要在12月去夏威夷度假,在那里呆3个星期。

翻译:他打算在11月2日去海南度假,在那呆大约1个月。

9.What is it like there? 那里什么样子?

翻译:那部电视剧怎么样?

那里的天气怎么样?

你和谁一起去?

你要呆多长时间?

10. Can I ask you some questions about your vacation plans?

我可以问你一些有关你假期计划的问题吗?

翻译:我能吃点肉吗?

他向我打听你家的情况。

11. He thought about going to Greece or Spain, but decided on Canada.

他考虑去希腊或西班牙,但是最后他决定去加拿大。

翻译:我总是在欧洲读假。

这次,我想有所改变。

我听说加拿大风景优美,而且我知道那里也有很多人说法语。

12. He is leaving the first week in June and staying until September.

他将在6月的第一个星期动身,一直呆到9月。

翻译:他想度过一个轻松的假期。

我想要过一个令人兴奋的假期。

我计划去美丽的乡村度过这段时间。

13. Please don’t forget to close the door when you leave.

你离开时,请别忘记关门。

14.She couldn’t wait to get home to see he parents.

她迫不及待的想回家看望父母。

翻译:我听说泰国是一个观光游览的好地方。

她星期二动身去香港。

我想要问你有关在中国旅游地点的问题。

八年级英语第四单元复习

I.应掌握的词组:

1.get to school 到校

2. get home 到家

3. how about=what about

…….怎么样?

4.take the subway 乘地铁

5.ride a bike 骑自行车

6.take the bus乘公共汽车

7.take the train乘火车

8.take a taxi乘坐出租车

9. go in a parent’s car 坐父母的车

10. by bike, bike bus,

by subway, by taxi,

by car, by train

(乘坐……车,放在句尾)

11. have a quick breakfast

迅速吃早饭

12. the early bus 早班车

13. how far多远

14. take sb. to sp.带某人到某处

15. doing sth. takes sb. Some time/ money

=It takes sb. some time/money to do sth.

=sb. spends dome time/money (on sth.)

=sb. spends some time/money (in) doing sth.

=sth. costs sb. some time/money

=sb. pay some money for sth.

花费某人多少时间/金钱做某事/某人花费多少金钱/时间做某事

16. bus stop公共汽车站,

train station火车站,

subway station地铁站,

bus station客运站

17. want to do sth.想做某事

18.walk to school 步行上学

19. in North America 在北美

20. in other parts of the world

在世界的其他地区

21. depend on=depend upon

依靠,靠……决定

22. not all 不是所有的

23. need to do sth.需要做某事

24. number of students学生数

25. a number of=many 许多number前可用large, great, small修饰其谓语是复数26.the number of….的数量,谓语是单数

27. don’t worry(about sth./sb.)别着急(为某人/事担心

28. around the world= all over the world世界各地,全世界

II.应掌握的句子:

1. How do you get to school? I walk to school.你是怎样到校的?我步行。

翻译:你们如何去上海?我乘飞机去,他坐火车去。

李平怎样到校的?骑自行车。

火车什么时候到站?

我们是今天早上到上海的。

2. How about the white shirt? 这件白衬衫怎么样?

翻译:他怎么样?

去游泳怎么样?3. I usually walk but sometimes I take the bus.我通常步行,但有时坐公共汽车。

翻译:他总是骑自行车上学,但这次他乘地铁上学了。

4. How long does it take you to get to school? It takes about 10 minutes to walk and 15 minutes by bus.你需要多长时间到校?步行大约10分钟,乘汽车15分钟。

翻译:做早操每天花费他半小时。

建造这座桥工人们将花费1年多的时间。

我花了20分钟做作业。

这件新外套花了我母亲80元钱。

他花了20美圆买这个新玩具。

5. How far is it from his home to school? About 10 kilometers.

从他家到学校有多远?大约10公里。

翻译:从地球到月球有多远?大约38万公里远。

本溪到沈阳有多远?大约70公里远。

6. Lin Fei’s home is about 10 kilometers from school.林飞的家离学校大约10公里

翻译:我们学校到望溪公园大约7公里。

7. He leaves for school at around six-thirty. 他大约在6点30分动身去学校。

翻译:你什么时候离开本溪的?

我们下星期去北京。

我们不会离开北京到大连市。

8. Then the early bus takes him to school.然后,他乘坐早班车到学校。

翻译:他们李平送到医院。

请把书带到学校来。

张强把水果从书包里拿了出来。

我打算带一些苹果回家。

9. Thomas wants to know where Nina lives.托马斯想要知道尼娜住在哪里。

翻译:老师想知道她住的地方离学校有多远。

李平想知道到学校需要多长时间。

他们想知道他通常怎样到校。

我想知道她认为交通怎么样。

10. In Japan, most students take trains to school, although others also walk or ride their bikes. 在日本,大部分学生乘坐火车上学,尽管其他人也步行或骑自行车。

翻译:在中国,这要看你住在哪里。

在大城市,学生通常骑自行车或乘坐公共汽车上学。

在有河流或湖泊的地区,学生们通常坐船上学。

那一定要比乘坐公共汽车要有趣得多。

在北美地区,不是所有的学生都乘坐公共汽车上学。

世界的其它地区与美国不同。

在日本,到校的三个最常用的交通方式是:公共汽车,火车和自行车。

在中国,自行车和公共汽车是最常用的交通方式。

11. A small number of students take the subway to school.

小部分学生乘坐地铁上学

翻译:我有许多信件要写。

我们学校许多学生来自农村。

说汉语的人的数量要大于说英语的人的数量。

12. What do you think of the transportation in your town?

你对你们镇的交通认为怎么样?

翻译:你认为这本书怎么样?

下雨时,我乘坐出租车。

你住的离学校有多远?

13. She is dead but her memory still lives on.她虽然死了,但人们仍然怀念她。

翻译:羊靠青草维持生命。

八年级英语第五单元复习

I.应掌握的词组:

1.come to one’s party

参加某人的聚会

2. on Saturday afternoon

在星期六的下午

3. I’d love to 我非常乐意

4. I’m sorry 对不起

5. study for a test为测验而学习

6.go to the doctor 去看医生

7.visit one’s aunt 看望某人的姑姑

8.have a piano lesson 上一堂钢琴课

9. go to one’s guitar lesson

去上吉他课

10. too much homework

太多家庭作业

11. much too interesting 有趣得多

12.maybe another time 也许下一次吧

13.Thanks for asking(inviting)

谢谢邀请

14.go to the baseball game

参加棒球比赛

15.Birthday Party 生日聚会

16.go to the mall 去购物中心

17. soccer practice 足球练习

18. look for 寻找

19. find out 找到,弄清楚,查明

20.studu for the math test

为数学考试而学习

21. play tennis with me

和我一起打网球

23. I have a really busy week

我一周很忙

24. my cousin’s birthday party

我表弟的生日聚会

25. write soon 尽快回信

26.study for my science test

为科学考试而学习

27.给某人打电话的几种说法:

call sb. up,

call sb.,

phone sb.,

phone to sb.,

telephone sb.,

telephone to sb.,

phone sb. up,

ring sb.,

give sb. a ring,

give sb. a phone,

make a telephone call to sb.

28. on Thursday night 星期四晚上

29. be (go) on vacation 度假

30.next week下周

31.join sb.加入某人一起

32. Please keep quiet! 请保持安静, keep+形容词表示“保持某种状态”,

keep+(sb.)+doing 表示“(使某人)不停地做某事”,keep sth. 保存某物

33.football match足球比赛

34. culture club 文化俱乐部

35. try to do sth. 努力(企图)做某事,

try doing sth.试着做某事,

try one’ best to do sth. 尽力做某事

II.应掌握的句子:

1. Can you come to my party on Saturday afternoon? Sure, I’d love to.

星期六的下午你能来参加我的聚会吗?当然,我非常乐意。

翻译:你能在星期三来参加我的聚会吗?对不起,我不能去,我得帮助我的父母。

星期四他们能和我一起去看电影吗?不能,他们有太多的作业要做。

星期天你能和我一起去看电影吗?对不起,我得去看我的姑姑。

星期一李平能来上学吗?不能,他要去看医生。

他能干大事。 他会那样做的。

2. May I ask you some questions? Sure. / Of course. /Certainly.

我可以问您一些问题吗?当然可以。

翻译:我能帮你做这件事吗?当然可以。

我能用一下您的钢笔吗?当然可以。

杰克,我们去踢球吧。好主意。

今天晚上你准备做什么?没什么事。

3. I would love to go to your party. 我愿意参加你的聚会。

翻译:你想要喝茶还是咖啡?

我想要一千克大米。

我想要见见她。

吴老师想要我在会上发言。

我倒是希望明天能来,但恐怕来不了。

4. She isn’t very well these days and has to stay home.

她这几天身体不太好,只好呆在家里。

翻译:他知道她必须做什么以及需要什么。

我们必须去帮助他摆脱困境。

5. We can learn what we did not know. 我们能够学会原来不知道的东西。

翻译:我去年学会滑冰的。

我想学好英语。

我们要学会互相帮助。

我们应该学会如何学习。

6. Thank you for inviting me. =Thanks for asking (having, inviting)

谢谢你邀请我。

翻译:谢谢你的帮助。

感谢你照顾我妹妹。

上周日他邀请我参加他的生日聚会。

他没有邀请她同他们一起就餐。

谢谢你们来看我。

7. Maybe another time.或许下一次吧。

翻译:请再给我一块蛋糕好吗?

这件外套太小,请再给我拿一件。

我有支钢笔,一支给你,一支个吉姆,另一支给汤姆。

这儿有两根尺子,一根很短,另一根很长。

汤姆的脚一只比另一只大。

吉姆和杰克在教室里看书,其他学生在活动。

8. Can she go to the movies? No, she can’t. She’s playing soccer.

她能去看电影吗?不,她不能。她要踢足球。

翻译:他们能去音乐会吗?不,他们不能。他们要区参加聚会。

9. Read these dialogues and find out about another kind of football.

朗读这些对话,找出有关另一种足球的语句。

翻译:我去查一下火车什么时候到。

10. She and I are both students. 我和她都是学生。

翻译:我们俩都必须学好英语。

我们应该感谢你们俩。

星期五晚上,我要和一些朋友一起去看电影。

星期三,我要和校球队一起打网球。

我的美国朋友下一个假期要来看望我。

我不能加入你们一起,因为我得帮助我母亲。

你能在星期三的晚上来我们家与我们一起讨论科学报告吗?

八年级英语第六单元复习

I.应掌握的词组:

1. long hair 长头发

2.How are you? 你身体好吗?

3. How old 多大年纪

4. how tall 多高

5. how long ago多久前(的事)

6.more outgoing 比较外向

7. want/plan to do sth. 意欲,企图

8.here are photos of me 这是我的照片

9. as you can see 正如你所看到的

10.in some ways在某些地方

11. we look the same我们看起来一样,

They look different他们看起来不同

12. the same to ……多……是一样的

13. quite the same 完全一样

14. all the same 还是, 同样应……

15.look like 看起来像…..一样,

而look same 看起来很像

16. go to lots of parties经常参加聚会

=often go to the party

17. a little taller 高一点

18. take sth. from sth.

从某处拿/取出某物

19.put sth. in sth. 将某物放入某物中

20. make a list of 列出清单

21. has cool clothes 有漂亮的衣服

22.is popular in school 在学校受欢迎

23. is good at sports 擅长体育

24. make me laugh 使我发笑

25. that’s not very important for me 那对我来说并不重要 (be important for sb.)

26. put up举起,抬起,挂起,张贴,建造;

put on穿上,戴上,上演(戏剧);

put down=write down=copy down 写下来;

put out 伸出,扑灭;put away 收起来,收好;

put off推迟;

put one’s heart into…全神贯注于……,全身心投入……

27. opposite views 相反的观点

28. a weekend teacher 周末教师

29. Abacus Study Center

珠算研究中心

30. elementary school students

小学生

31. be good with children

善于与孩子相处

32. have good grades 成绩出色

33.enjoy telling jokes 喜欢讲笑话

34.can’t stop talking 不能停止讲话

35.help others 帮助别人,

help each other互相帮助

36. in one’s free time在业余时间

37.one of +复数名词(代词)

……其中之一

38.use sth. to do sth.

=do sth.. with sth. 使用…做…

39.be/feel sorry for sb. 为某事感到同情或难受;

be/feel sorry for sth. 因某事感到抱歉或后悔;

be sorry +to see/hear 听到或看到某种情况很不安或难过;

say sorry to sb.向某人道歉

40.begin with 从……开始 41.next to 在……旁边,紧靠……

42. be famous for 因…..而著名,因……而广为人知;

be famous as 作为……而知名

43. all together 总计,总共

44.make sb. do sth. 让/使某人做某事,

相似的用法有几个感官动词see, let, hear, watch, feel等

II.应该掌握的句子:

1.What are you doing for vacation? I’m babysitting my sister.

假期你要做什么?我要照顾我的妹妹。

翻译:周末他要做什么?他要去滑划板。

李平假期要做什么?他要去野营。

2.Who are you going with? I’m going with my parents.

你要和谁一起去?我要和父母一起去。

翻译:王林要和谁一起去观光?他要和他的朋友们一起去。

我要和同学们一起去游泳。

我和父母要去游览长城。

他们假期要做什么?他们要在家里放松放松。

3.When is he going camping? He is going on the 12th of February, 2005.

4.I’m going to Tibet for a week. 我要去西藏一周。

翻译:你要去西藏多长时间?

他们假期要在家里呆一个月。

你要在香港呆多长时间?只呆4天,我不喜欢离开太长时间。

5.What are you doing there? I’m going hiking in the mountains.

你在那里要做什么? 我要在山区里远足。

6.Show me your photos when we get back to school.

我们返回学校时,你把照片拿给我看。

翻译:我来把我的新照片拿给你看看。

他长大时想当一名时装杂志的记者。

7.Where are you going for vacation? I’m going to Hawaii for vacation.

你要去哪度假?我要去夏威夷度假。

翻译:他要去哪度假?他要去泰国度假。

8. I’m going to Hawaii for vacation in December, and I’m staying for three weeks.我要在12月去夏威夷度假,在那里呆3个星期。

翻译:他打算在11月2日去海南度假,在那呆大约1个月。

9.What is it like there? 那里什么样子?

翻译:那部电视剧怎么样?

那里的天气怎么样?

你和谁一起去?

你要呆多长时间?

10. Can I ask you some questions about your vacation plans?

我可以问你一些有关你假期计划的问题吗?

翻译:我能吃点肉吗?

他向我打听你家的情况。

11. He thought about going to Greece or Spain, but decided on Canada.

他考虑去希腊或西班牙,但是最后他决定去加拿大。

翻译:我总是在欧洲读假。

这次,我想有所改变。

我听说加拿大风景优美,而且我知道那里也有很多人说法语。

12. He is leaving the first week in June and staying until September.

他将在6月的第一个星期动身,一直呆到9月。

翻译:他想度过一个轻松的假期。

我想要过一个令人兴奋的假期。

我计划去美丽的乡村度过这段时间。

13. Please don’t forget to close the door when you leave.

你离开时,请别忘记关门。

14.She couldn’t wait to get home to see he parents.

她迫不及待的想回家看望父母。

翻译:我听说泰国是一个观光游览的好地方。

她星期二动身去香港。

我想要问你有关在中国旅游地点的问题。

八年级英语第七单元复习

I.应掌握的词组:

1. make a banana smoothie

制作香蕉混合饮料(思木西)

2.peel the bananas 剥香蕉

3. cut up the bananas切碎香蕉

4. pour the milk in the blender

将牛奶倒入搅拌器

5.turn on the blender

打开搅拌器电源

6. put the yogurt in the blender

将酸奶放入搅拌器

7.turn off 关上,

turn up旋大(灯火等),

开大(煤气等)调高(声音等),

turn down

把(灯火、电器等)关小一点

8. how much cinnamon多少肉桂

9.one teaspoon of cinnamon

一茶匙肉桂

10. make fruit salad 制作水果沙拉

11. two pieces of bread 两片面包

12.mix it all up 将它们混合在一起

13.takes turns doing sth,

take turns to do sth.

=do sth. in turns 轮流做某事

14. turkey slices 火鸡肉片,

a slice of bread一片面包

15. slices of duck 烤鸭片

16. roll pancake 卷上薄饼

17. make faces 作鬼脸,

make friends with 与……交朋友,

make a noise吵闹,

make mistakes犯错误,

make the bed整理床铺,

make one’s way to往…走去,

make room for给…腾出地方

18. it’s easy to do sth. 做某事容易,

it’s hard (difficult) to do sth.

做某事难,

It’s necessary to do sth.

做某事必要

19. put sth, in order

将某些东西按顺序排列

20. a recipe for

……的烹调方法, ……的菜谱

II.应掌握的句子:

1.How do you make a banana smoothie? 如何制作香蕉思木西?

翻译:如何制作水果沙拉?

他们是怎样制作爆米花的?

工人们正在制造机器。

妈妈常给我们做蛋糕。

2.Describe a process and follow instructions. 描述过程,按说明做。

翻译:我的欢乐是无法用语言来描述的。

你能描述那次事故吗?

你可以描述你的学校生活。

我无法对你描述我的感受。

你能描述一下她的长相吗?

设法描述一下那天发生的事。

3.Pour the milk into the blender.把牛奶倒入果汁机。

翻译:请倒一杯茶。

要不要我给你倒一杯水?

4.How many bananas do we need? 我们需要多少个香蕉?

翻译:桌子上有多少书?

桌子上有多少杯茶?

那只袋子里有多少大米?

你有多少钱?

5.Then compare lists with another student.

然后和另一个学生的清单进行比较。

翻译:我正在把这两个单词进行比较。

他开始把自己和其他的学生比一比。

篇6:《英语(新目标)》Unit 6 教学设计(新课标版七年级英语上册教案教学设计)

长沙同升湖国际实验学校 肖雪辉

一、课题:Do you like bananas ?

二、教学目标(知识目标、能力目标、德育目标)

知识目标:掌握询问对方喜欢与不喜欢食物的几种典型的句型。

学习常见食物的名称。

能力目标:通过对食物名称和询问句型的学习,学会谈论自己与他人早、中、晚餐喜爱吃的食物。通过对食物的学习了解,学会配制营养餐。

德育目标:通过对不同食物的学习,让学生了解哪些是有益于健康的食品,哪些是不益于健康的食品,从而使学生学会均衡饮食,不偏食。通过对食物喜好的提问,能增强同学之间的相互了解和友谊。

三、教学设计的思路及教学建议

第六单元的主题是“询问对方喜欢与不喜欢的食物”,这些食物都是学生比较熟悉的生活食品。

在教学时老师能够使用实物进行教学,增强学生的学习兴趣和学习效果。在传授新知识时,为了为学生创设真实的,贴近生活的情境,可以设计一些游戏,即根据不同人对食物的不同喜好,自配营养餐和填写购物清单等,这样不但激发了学生学习的热情,也达到了练习重点句型的目的。

四、教学向导

语言功能 语 言 目 标 语 言 结 构

谈论喜欢与不喜欢的食物 * 动词like的用法

* 一般疑问句的肯定、否定回答

* 名词复数的使用 * 动词like的肯定、否定句的用法

* 动词like的一般疑问句的肯定、否定回答

重点词汇 学习策 略 与 思 维 技 巧 跨 学 科 学习

hamburgers, tomatoes, broccoli, French fries, oranges, ice cream, carrots, apples, chicken, breakfast, lunch, dinner, fruit, vegetable. * 培养学生对同一事物要有不同的看法。

* 培养学生对所学知识进行分类的能力。 * 艺术:画画

* 数学:数数

* 社会实践:制作购物单;制作调查表。

五、主题词表

六、主题思维及任务型活动

七、教学重点及难点

1.教学重点:词汇:有关食物名称的单词。

句型:Do you like … ? Yes, I do. / No, I don’t.

2.教学难点:创设语言交际情景,操练句型。

八、具体教案设计

Unit 6 Do you like bananas ?

课时安排:四课时

第一课时:P31-P32 第二课时:P33-P34 第三课时:P35 第四课时:P36

第一课时:P31-P32

Step 1 讲授1A中的新单词

1. 通过用“What’s this in English ?” 句型询问一些具体的食物或图片,如:apple, orange, meat, rice 等,让学生通过直观回忆以前所学过的食物名称。

2. 呈现新的食物或食物幻灯片,激发学生的求知欲,从而引出本课的新单词。

3. 朗读P31-1a 中的新单词。(先全班,再小组,然后到个人,层层检查、补漏。)

4. 将学生分成两大组,以竞赛的方式让各组派一名学生,将食物的单词贴到挂图相对应的食物上,看哪组贴得最多,最准。

Step 2 Presentation

1. 通过吃的动作和高兴的表情来展现“like”一词的意思,并将 “like”板书在黑板上;通过摇头的动作和皱眉的表情展现 “don’t like”一词的含义,并将 “don’t like”板书在黑板上。

2. 通过动作及表情引出I like bananas, I don’t like broccoli. 然后过渡到Do you like bananas / broccoli ? Yes, I do. / No, I don’t.

3. 选择不同的食物,向学生提问:Do you like … ? 让学生根据自己的实际情况回答:Yes, I do. / No, I don’t.

Step 3 Listening

1. 看P31-1b的对话,听录音,完成书上要求标号的任务。订正答案。

2. 跟读对话,以小组为单位朗读对话。

3. 进行小组对话练习,可以更改有关的食物名词,编出自己的对话。

Step 4 Listening

1. 大声朗读P32-2a中的单词,让学生先认真听,然后模仿重复两遍。

2. 让学生听一遍录音,了解大意,抓住关键词。

3. 让学生第二次听录音,在表格中圈出所听到的单词。订正答案。

4. P32-2b 听录音,要求学生将听到的单词填入横线上。订正答案。

5. 再听录音,跟读1-2遍,分角色进行对话。

Step 5 Practice

让学生两人一组进行对话操练:Do you like … ? Yes, I do. / No, I don’t. 通过句型的操练,增进学生之间的相互了解。

Step 6 Homework

Step 7教学后记

学生反应:

总结得失:

教法改进:

第二课时:P33-P34

Step 1 Revision

1. 以对话的形式复习上一节课的新单词和句型,让学生拿着食物询问自己的partner: Do you like … ? 回答:Yes, I do. / No, I don’t.

2. 让学生拿着食物或图片向全班同学发问:What’s this in English ? 或What’re these in English ? 回答:It’s a/an …./ They’re ….然后完成P34-1a中的单词与食物的搭配。

3. 让学生将P34-1a中的食物分类,完成P34-1b中的表格。

Step 2 Pairwork

让学生两人一组进行操练。每一个学生拥有一半信息,然后通过提问的方式补全各自所缺的内容。订正答案。

Step 3 Food Survey

先让学生根据图片写出食物的名称,然后通过询问句型Do you like …. ?的形式调查其他同学喜欢或不喜欢的食物,然后根据调查的情况进行总结:… likes ….;… doesn’t like ….

Step 4 Listening

1. 听对话,在P34-1a中圈出所听到的食物。

2. 再听录音,写出单词,完成P34-2b的表格。

Step 5 Pairwork

1. 让学生根据P34-2b的表格提示进行对话练习。所用的句型:Does Tom / Katrina like … ? Yes, he / she does. / No, he / she doesn’t.

2. 用英文解释breakfast, lunch, dinner的含义。根据1a和2b的表格提示,让学生写出Katrina 和Tom所喜欢的食物分别属于哪一餐,完成P34-2c的练习。

Step 6 Games

1. 让学生将学过的食物名词分类。

Healthy unhealthy

2. 让学生从健康的角度出发,给自己配制一份营养午餐,使学生学会均衡饮食。

3. 汇报配餐情况,评选出学生喜爱的配餐。所用的句型:I like …. for lunch.

Step 7 Homework

Step 8教学后记

学生反应:

总结得失:

教法改进:

第三课时:P35

Step 1 Revision

复习前边所学的单词及句型,可以采取实物或游戏的形式,然后可以适当进行笔头检查。如:听写或补全对话。

Step 2 Reading

1. 让学生快速阅读短文,并用不同的标记标出水果和食物的名称。订正答案。

2. 朗读短文两遍。

Step 3 Look and write

1. 根据图片,让学生写出Which one is lunch and which one is dinner.

2. 根据图片,分别写出Tom午餐和晚餐喜欢吃的食物名称。

3. 让学生下位分别调查三位同学三餐喜欢吃的食物,完成下列表格。所用句型:What do you like for breakfast / lunch / dinner ? I like …for breakfast / lunch /dinner ?

Name Breakfast Lunch Dinner

4.让学生汇报调查结果。所用句型:xxx likes … for ….

Step 4 Groupwork

假设同学们将进行一次野炊活动。让学生分组调查出各自喜欢与不喜欢的食物,然后根据调查的结果列一份购物清单。

1. 调查本组同学喜欢和不喜欢的食物。所用句型:Do you like … ? Yes, I do. / I don’t.

Name like dislike

2. 统计并汇报本组成员喜爱与不喜爱的食物。所用句型:We like …./ We don’t like … ?

Group like dislike

3.填写为野餐准备的购物清单。

Shopping list

Step 5 Homework

收集一些生活中常见的食物。

Step 6教学后记

学生反应:

总结得失:

教法改进:

第四课时:P36

Step 1 Revision

复习整个单元的单词和句型。

Step 2 Self Check

1. 检测学生所学的单词。让学生勾出P36-1中认识的单词,圈出不认识的单词。

2. 让学生在P108补充5个新的食物名称,扩大学生的知识面。

3. 让学生在方格里画出自己午餐所喜欢吃的食物。培养学生学生绘画的能力。

4. 用 “ Do you like …”句型询问其他同学,找出与自己午餐所吃食物相同的同学。P36-4。

Step 3 Games

让学生将自己所收集的食物,通过询问 “ Do you like … ?” 将食物分发给其他的同学,增进学生之间的感情。

Step 4 Having a quiz

Step 5 Homework

Step 6教学后记

学生反应:

总结得失:

教法改进:

篇7:初一新目标第三单元教案(新目标版七年级英语上册教案教学设计)

1. Introduce people

2. Identify people

Language knowledge to be needed:

1. Words, expressions & language structrues that students have learned:

this, that, pencil, pen book, eraser, pencil case, backpack, pencil

sharperner, dictionary,

notebook,key, watch

2. Words, expressions & that students have to be learned:

(1).words: mother, father, sister, brother, grand mother, grandfather, friend, grand parent, uncle,

aunt, cousin, parent, daughter, son, these, those, dear, great, photo, here, they, he, she

(2). Expressions: This is my brother. These are my parents.

Is she your sister? Yes, she is . / No, she isn't.

Is this/ that your/ his / her friend? Yes, it is./ No, it isn't.

(3). language structures:

让学生正确使用“be”动词“is”,“ are”,以及指示代词“this”,“that”,“these”,“those”的用法。

Situation designing (语言设计情景): 让学生出示照片或图片来介绍家人或朋友。

Antcipative resuits(预期效果):大多数学生能运用句型来介绍家人或朋友。

Teaching periods(课时计划):Period1: P13-P14 Period2: P14-P15

Period3: P16-P17 Period4: P17-P18

Period 1 Time: 45' Level: C

教学目标:确认家庭成员,能用英语表达家庭成员:妈妈、爸爸、兄弟、姐妹、祖父、祖母、父母双亲、朋友、这个、那个、这些、那些

运用句型This is……, That is……, These are……,Those are……

教学内容:P13-P14

教学程序:

活动1:复习

教师活动:老师出示图片或实物,问:What's this in English?

How do you spell……? Is this/that……

学生活动:学生说出及拼写出pencil, pen, book, eraser, pencil case, backpack, pencil sharperner,

dictionary, notebook, key, watch

活动2:看图学生词及句型

教师活动:教师显示一张大照片,包括一家三代和朋友的,

示范1:T:This is his mother

This is his father

This is his sister

教生词:mother,father, sister并板书This is ……及mother,father, sister

学生活动:学生仔细地听教师说句子,理解含义,学生以全班、半班的形式跟随着教师大声

朗读,念单词 时特别注意教师的发音。

示范2:T:That is his friend.

That is his grandmother

That is his grandfather

教生词:friend,mother,grandfather并板书That is …… 及friend,mother,grandfather

学生活动:学生仔细地听教师说句子,理解含义,学生以全班、半班的形式跟随着教师大声

朗读,念单词 时特别注意教师的发音。

示范3:T:These are his parents

These are his brothers

Those are his grandparents

教生词: parent, brother, grandparent并板书These /Those are ……及parent,brother, grandparent 同时指出These /Those are ……

学生活动:学生仔细地听教师说句子,理解含义,学生以全班、半班的形式跟随着教师大声朗读,念单词 时特别注意教师的发音。

活动3:1a

教师活动:让学生看课本1a中的图片,将图中家庭成员的字母代号与所给单词配对,然后检查答案。

学生活动:学生需认真仔细地看所给的图片,分清人物,最后做配对练习。

活动4:2a

教师活动:让学生看课本2a,朗读框内单词,仔细听录音,圈出听到的单词,完成2a练习。

学生活动:学生认真听录音两遍,第一遍只听,第二遍边听边圈出听到的单词。

活动5:1b

教师活动:让学生看课本1b,仔细看1a中的大图片,认真听录音,圈出图中男孩所谈论的人物。

学生活动:认真观察大图片,抓住关键的信息要素。

活动6:2b

教师活动:将2b的图片贴在黑板上,教人名Dave,然后让学生看书,听录音,将框内的人名

与图片中的字母代号配对。

学生活动:学生独自仔细听录音,听完后,作配对练习并和教师对答案。

活动7:1c

教师活动:让学生看课本1a中的图片,先复习家庭成员的单词,运用句型:

T:This is his……

That is his……

These are……

Those are…… 依次谈论Dave's family, 完成1c的练习。

学生活动:让学生先读单词,然后两人进行口语活动,

用句型This is his……

That is his……

These are……

Those are……

家庭作业:复习家庭成员的单词及句型:

This is ……

That is ……

These are……

Those are……

篇8:新目标七年级上学期Unit 3(新目标版七年级英语上册教案教学设计)

Language goals:

1. Introduce people

2. Identify people

Language knowledge to be needed:

1. Words, expressions & language structrues that students have learned:

this, that, pencil, pen book, eraser, pencil case, backpack, pencil

sharperner, dictionary,

notebook,key, watch

2. Words, expressions & that students have to be learned:

(1).words: mother, father, sister, brother, grand mother, grandfather, friend, grand parent, uncle,

aunt, cousin, parent, daughter, son, these, those, dear, great, photo, here, they, he, she

(2). Expressions: This is my brother. These are my parents.

Is she your sister? Yes, she is . / No, she isn't.

Is this/ that your/ his / her friend? Yes, it is./ No, it isn't.

(3). language structures:

让学生正确使用“be”动词“is”,“ are”,以及指示代词“this”,“that”,“these”,“those”的用法。

Situation designing (语言设计情景): 让学生出示照片或图片来介绍家人或朋友。

Antcipative resuits(预期效果):大多数学生能运用句型来介绍家人或朋友。

Teaching periods(课时计划):Period1: P13-P14 Period2: P14-P15

Period3: P16-P17 Period4: P17-P18

Period 1 Time: 45' Level: C

教学目标:确认家庭成员,能用英语表达家庭成员:妈妈、爸爸、兄弟、姐妹、祖父、祖母、父母双亲、朋友、这个、那个、这些、那些

运用句型This is……, That is……, These are……,Those are……

教学内容:P13-P14

教学程序:

活动1:复习

教师活动:老师出示图片或实物,问:What's this in English?

How do you spell……? Is this/that……

学生活动:学生说出及拼写出pencil, pen, book, eraser, pencil case, backpack, pencil sharperner,

dictionary, notebook, key, watch

活动2:看图学生词及句型

教师活动:教师显示一张大照片,包括一家三代和朋友的,

示范1:T:This is his mother

This is his father

This is his sister

教生词:mother,father, sister并板书This is ……及mother,father, sister

学生活动:学生仔细地听教师说句子,理解含义,学生以全班、半班的形式跟随着教师大声

朗读,念单词 时特别注意教师的发音。

示范2:T:That is his friend.

That is his grandmother

That is his grandfather

教生词:friend,mother,grandfather并板书That is …… 及friend,mother,grandfather

学生活动:学生仔细地听教师说句子,理解含义,学生以全班、半班的形式跟随着教师大声

朗读,念单词 时特别注意教师的发音。

示范3:T:These are his parents

These are his brothers

Those are his grandparents

教生词: parent, brother, grandparent并板书These /Those are ……及parent,brother, grandparent 同时指出These /Those are ……

学生活动:学生仔细地听教师说句子,理解含义,学生以全班、半班的形式跟随着教师大声朗读,念单词 时特别注意教师的发音。

活动3:1a

教师活动:让学生看课本1a中的图片,将图中家庭成员的字母代号与所给单词配对,然后检查答案。

学生活动:学生需认真仔细地看所给的图片,分清人物,最后做配对练习。

活动4:2a

教师活动:让学生看课本2a,朗读框内单词,仔细听录音,圈出听到的单词,完成2a练习。

学生活动:学生认真听录音两遍,第一遍只听,第二遍边听边圈出听到的单词。

活动5:1b

教师活动:让学生看课本1b,仔细看1a中的大图片,认真听录音,圈出图中男孩所谈论的人物。

学生活动:认真观察大图片,抓住关键的信息要素。

活动6:2b

教师活动:将2b的图片贴在黑板上,教人名Dave,然后让学生看书,听录音,将框内的人名

与图片中的字母代号配对。

学生活动:学生独自仔细听录音,听完后,作配对练习并和教师对答案。

活动7:1c

教师活动:让学生看课本1a中的图片,先复习家庭成员的单词,运用句型:

T:This is his……

That is his……

These are……

Those are…… 依次谈论Dave's family, 完成1c的练习。

学生活动:让学生先读单词,然后两人进行口语活动,

用句型This is his……

That is his……

These are……

Those are……

家庭作业:复习家庭成员的单词及句型:

This is ……

That is ……

These are……

Those are……

Period2

教学目标:确认家庭成员使用Is this……?

Is that……?

Is he……?

Is she……?

教学内容:P14-P15

教学程序:

活动1:复习家庭成员的单词及关系

教师活动:教师出示一张Dave家的照片,让学生复习句型。

学生活动:到讲台前指着图片说:

This is ……

That is ……

These are……

Those are……

活动2:

教师活动:让学生看课本2b中的图片,教学生对图中的各个人物依次提出问题并作回答。

T:Is this Dave?(板书)

S: Yes, it/he is.

T: Is that Anna?

S: No, it/she isn't.

检查答案,完成2c练习

学生活动: 让学生认真看黑板上的句型,先跟老师念,然后以各种形式分角色朗读并作回答。

学生两人一组的形式,编对话进行练习,然后向全班同学和老师表演。

活动3:

教师活动:让学生拿出事先准备好的家庭照片,用句型:

T:Is this your sister?

T: No, she isn't. This is my friend.

T: These are my friends.

T: Is that your brother?

T: Yes, he is (板书此对话)

T: That is my brother.

T: Those are my brothers. 并进行口语练习并检查学生活动。

学生活动:学生认真听教师的对话,理解意思,以全班、半班的形式大声朗读对话,再以两人编对话,学生两人向全班同学表演对话。

活动4:

教师活动:

示范:T: Is this your sister?

S: Yes, she is.

T: Is that your brother?

S: No, he isn't. He's my friend. 检查学生活动。

学生活动:学生仔细听老师的问题,理解意思,再大声朗读对话。然后学生分组向全班同学表演对话。

活动5:3a

教师活动:让学生看课本3a中的图片填空。

学生活动:学生认真看图填空。

活动6:3b

教师活动:让学生仿照示范和同学编对话,完成3b练习。

学生活动:学生分组向全班同学表演对话。

活动7:3c

教师活动:让一个学生在黑板上写出他家人或朋友的名字,用句型:

Is GuoPing your friend?

Is he your brother?

请同学们回答,每组选一个代表参赛,向优胜者颁发小奖品,完成3c的练习。

学生活动:学生分成八个小组抢答黑板上的问题,各组开展比赛

活动8:Groupwork

教师活动:学生四人一组,拿出各自的家庭照片,

用Is this……?

Yes, he/she is.

No, he/she isn't……句型进行口语练习。

学生活动:学生四人一组,S1-S2-S3-S4,仿照例句进行口语练习,然后向全班同学表演对话。

家庭作业:复习句型:Is this/that……? Yes, he/she is. No, he/she isn't

Period3

教学目标:确认家庭成员的关系,用英语表述家庭成员son, daughter, cousin, uncle, aunt,

dear, thanks for, great, photo, here

教学内容:P16-P17

教学程序:

活动1:复习

教师活动:复习表示家庭成员的单词 mother, father, sister, brother, grand mother, grandfather

学生活动:大声拼写单词

活动2:section B1

教师活动:教师向学生介绍家谱的构造并写在黑板上面

教新单词:son, daughter, cousin, uncle, aunt(并板书)

学生活动:学生大声朗读单词再认真看书,然后用所给的单词完成课本中的填空。

活动3:2a

教师活动:让学生看课本2a,仔细听录音,在听到的单词后打勾,完成2a练习。

学生活动:学生仔细听录音,第一遍听,第二遍边听边在听到的单词后面打勾。

活动4:2b

教师活动:让学生看课本2b,教他们如何抓住两幅图中的信息,仔细听录音,选出Dave和LinHai谈论的那幅画。

学生活动:学生听录音两遍,听完以后在听到的那幅图上作标记。

活动5:2c

教师活动:让学生看课本2c,画一幅家人或朋友的简笔画,向其他同学作介绍,用下面句型

操练:This is my……,That is my……,These are my……,Thoseare my……

学生活动:学生可离开座位拿着画向其他同学作介绍。

活动6:3a

教师活动:指导学生看课本3a,画一幅Emma的家庭照,介绍书信格式的基本写法,完成写习。

学生活动:学生认真看书,并完成画。

家庭作业:画一幅学生自己家的画,并写一份关于它的一封信。

Period4

教学目标:Pen friend, they, aren't=are not

教学内容:P17-P18

教学程序:

活动1:复习

教师活动:复习表示家庭成员的单词son, daughter, cousin, uncle, aunt, mother,

father, sister, brother, grand mother, grandfather让学生完成家谱图的构造。

学生活动:说出家庭成员的单词,完成家谱图的构造。

活动2:4b

教师活动:分组让学生各自拿着自己的信和家庭照,不按次序的贴在黑板上,让其他同学上

讲台配对。

学生活动:学生以两人合作的方式完成配对练习。

活动3:3b

教师活动:让学生看课本3b,看图片写介绍。

学生活动:学生看书,仔仔细细地看书做练习。

活动4:

教师活动:让学生写自己的家庭。

学生活动:学生看书,独立完成介绍家人的写作。

活动5:self check

教师活动:让学生看课本中的self check3,完成对话。

学生活动:学生认真看玛丽在北京游玩的节目,边用所学的句型完成填空练习。

家庭作业:1、复习本单元的内容。

2、完成本单元的作业本练习。

篇9:Unit 3 This is my sister(新目标版七年级英语上册教案教学设计)

一、教材分析

(一) 教材背景分析

本单元围绕介绍家庭成员开展听说读写教学活动,中心话题是介绍家人和亲属,学生的学习活动是在真实的生活场景中展开的。并把“名词的单、复数形式”这一语法主线贯穿其中。教学内容为语法的学习和使用提供了必要的感性材料,同时也体现了语法项目与交际情景自然结合的特点。

(二) 教学内容分析

中心话题是介绍家人和亲属。

语言结构:

1、句型:This is …. That is …. He is ….

These are …. Those are …. She is ….

2、主格代词:I, he, she

3、Yes/No问句及其简单回答

4、名词的复数形式

(三) 教学重点、难点:

本单元的重点教学项目是介绍家人、亲属和一般名词的单、复数形式。

难点是区分名词的单、复数形式与be动词、指示代词(this、that、these、those)之间的关系。

二、单元教学目标

1、能力目标:(1) 学会介绍自己的家人和朋友

(2) 根据相关信息辨别人物

(3) 能够用写信的形式介绍自己的家庭

2、知识目标:(1) 能听说读写课文中出现大纲要求掌握的单词

(2) 要知道This is /That is后跟单数名词,These are/Those are后跟复数

(3) 要学会书信的格式

(4) 掌握介绍人物时常用的习惯用语

3、情感策略、文化等有关目标:

(1) 通过对人物个性化的描述,识别图片

(2) 跨学科学习:语言艺术、审美教育

(3) 了解自己的家庭,理解家人,热爱家人

(4) 了解英、汉姓名的差异

三、教学方法与原则

1、直观教学法、情景教学、任务型教学法

2、突出交际性、趣味性,注重启发式

3、从学生的实际生活经验出发,在用中学、在做中学

四、学习策略

1、指导学生做好预习

2、通过小组讨论等形式,让学生确立“用中、做中、交流中学习英语”的理念。

五、教学用具

录音机、电脑

六、单元教学课时安排建议(4课时)

第一课时 Section A (1a-2b 加2d)

第二课时 Section A(2c-4)

第三课时 Section B( 1-3b)

第四课时:Section B (4a-4b及Self-check)并准备一些练习,以巩固听说读写成果

七、单元教学设想

英语课程改革的重点强调课程从学生的学习兴趣、生活经验和认知水平出发,倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径,发展学生的综合语言运用能力。因此笔者设计了六个非常生活化的场景,并把这些场景像故事情节一样展开。设置场景的目的是为任务的下达创造条件。学生在解决任务的过程中,经历了为用而学,用中学,学了就用等环节,使英语学习的过程成为培养学生实际语言运用能力的过程,真正体现“以人为本”及“学以致用”的原则。六个场景的设置为中心话题的展开找到了线索,使本单元的内容浑然成一体。

八、单元教学步骤

Period I (1a-2b加2d)

教学目标:

①词汇(关于家庭成员的单词)

②重点句型:This/That is… These/Those are…

③难点:名词的单复数形式

教学步骤:

Step 1. Free talk

设一分钟时间让学生两人小组用英语聊天,并开展竞赛,以此作为英语课语言环境的热身环节。

Step 2. Revision and presentation

告诉学生,今天我们将遇见两位男孩(two boys)。一个叫Robin,他是英国人。另一个是Robin的中国朋友(friend)Lin Hai。Lin Hia到英国来看望Robin。两人在公园里散步时,Lin Hai不小心割破了背包,以致丢了好多东西。怎么办?于是,Robin陪同Lin Hai到公园的失物招领处(the Lost & Found)认领东西。他们之间会展开怎样的问答呢?设计第一个任务(Task 1),用以复习:Is this your …? Is that your …?同时,辅之以幻灯片,让学生能通过幻灯片上的内容进行有目的的问答。请两组学生展示后,再告诉学生Lin Hai的东西还没有找全,还有两本书、三支铅笔等其他东西。于是通过Lin Hai自己的寻找,引出This is my book. This is my book, too. 引出These are my books. /That is my pencil, that is my pencil. Those are my pencils.的句型。教师要通过自己的表情表达出找到东西的喜悦和兴奋之情。打出幻灯片,找出还未找到的成复数的东西。延续第一个任务,配合第二张幻灯片,设置有远有近的物品复数,请学生也模仿教师的口气说出Lin Hai的东西。巩固These are …-s. / Those are …-s.

(注:此环节既复习Unit 2 的重点句型,又为新语言难点(指示代词this, that的复数形式、普通名词后加s的复数形式)做了铺垫,使后面的人物介绍(单数、复数)达到水到渠成的功效。学生在老师创设的情景中实现了以旧知识促新知识的目的。)

Step 3. Presentation(pre-task)

感谢学生为Lin Hai 找到了东西, 现在可以回Robin的家了.因为是第一次见面,Robin向Lin Hai介绍了他的家人。通过幻灯片教学并跟读词汇与句子:

This is my grandfather/grandmother/father/mother/uncle/aunt/brother/sister.

并增加uncle 和aunt两词汇,为下一步任务的提出作好准备。同时,教学parent, grandparent.

Step 4. Ask and answer(while-task)

Lin Hai想验证自己的记忆力,提出Is this your mother? Is this your …?等问题,由Robin作出回答。通过设置幻灯片,请学生对人物进行逐一询问,并判断。

Step 5. Post-task

Lin Hai了解了Robin的家庭,于是,他用自己的话描述了Robin一家。学生以四人小组形式,讨论Lin Hai的话。后交流反馈。

Step 6. Presentation and practice

Lin Hai参观完Robin的家后,又去了Dave的家。教师通过询问Dave的身份,再次重复friend 一词,以加深学生的印象。教师说:Let’s see Dave’s family with Lin Hai. 提问让学生作出猜测:Is this his mother/father …? Is that his sister/brother? 穿插单数和复数。然后处理课本Section A 1a。然后让学生再听听Dave的介绍,完成1b。教师提出任务:Now you know Dave’s family well. I want to check your memory. See whose memory is the best. Please introduce Dave’s family to me one by one. 幻灯片呈现Dave’s family photo,学生轮流介绍Dave’s family, 运用This is …/ That is…/ These are …/ Those are… 等句型。通过这一环节,来检测学生对家庭成员称呼的掌握程度。

Step 7. Practice

教师说:Dave wants to check if we know his family well. Now listen and circle the words you hear. Look at 2a, and try to remember their names. 完成2a. 并提问学生What’s his mother’s name?等,幻灯片呈现人物名字,以帮助学生准确认读。听第一遍,后读姓名。问:Who is Mary?看学生能否听明白姓名,并跟读。然后请学生试着回答。听第二遍,看图,完成2b. 教师说:Do you remember their names? 以呈现名字的方式确认人物进行判断:Is this Jim? Is this …?等,巩固不同的介绍和确认人物的方法。

Step 8. Finding suitable names for Lin Hai’s family

Now we know Dave’s family well. Lin Hai also wants to introduce his family to his friends. Dave and Robin. 因为中英姓名文化存在着很多差异,因此Lin Hai 想考考他的朋友们。Let’s join them. Here’s Lin Hai’s family photo. Look! Who are they? Can you give them nice names?小组活动,每一小组得到一张印有Lin Hai’s family photo 的纸。要求写出称呼及名字,最后讨论公布,谁的设计安排最棒。(充分调动学生的积极性及创造力,根据前单元所学的有关name的知识,了解中西方文化的差异,展现学生的个性,培养学生的欣赏及评价能力。)

Step 9. Grammar focus(2d)

让学生四人一小组先练习读方框内的句型,试着让他们通过观察与以上环节的练习,概括、归纳Section A基础部分的重要的知识点,在学生通过亲身的听、说、读、写练习后,加深本课语言点的输入,所以此环节,笔墨用得不太多,只一笔带过。

Homework

让学生根据本课所学的内容,让他们自己查找字典及收集家人照片,把未涉及到的其他家庭成员的名称的单词找出。(培养学生动手动脑,自主学习的能力,培养良好的学习习惯及学习方法)

Period 2 (2c-4)

教学目标

①词汇: niece、nephew、cousin、son、daughter、grandson、granddaughter、wife、husband 等

②重点:一般疑问句以及肯定、否定回答。

③学会用所学句型对家人介绍,提高口头表达及书面表达能力,培养学生关爱家人的情感。

Step 1. Revision and presentation

在屏幕上打出2b的照片,让学生谈论Dave’s family,复习已学的句型This/That is… These/Those are…注意学生的名词单复数的错误,可采取小组竞赛形式,看哪组成员说得准确,并有一定的延伸,如There’re seven people in his family. His mother is a nurse.

Step 2. Presentation and pairwork (2c)

指着图片中的人物,“Is this Jim?/Is that his sister?”让学生快速作出肯定及否定回答,并模范此句型两人一问一答图片中的人物。

(由于此一般题问句在前单元还有所教授,肯定及否定回答也易掌握,所以此环节所占时间并不准备很大,侧重点放在学生对家庭成员单词的听力是否敏感,听后辨认是否迅速)

Step 3. Pairwork

教师说:Yesterday we named Lin Hai’s family. Today, I will give you their true names. Please look at the names and guess who the names are.幻灯片打出下列名字:Lin Jianguo Jiang Huifang Lin Tao Lin yan Lin Zhongkang Song Xiue. Lin Jianfeng Liu Jing Lin Liuyu 请学生两人一组进行合作学习,通过Is Lin Jianguo his father? Yes, he is./ No, he isn’t .等问答,掌握一般疑问句的问答方式。最后幻灯片显示一张Lin Hai’s family tree. 以检验合作成果。

Step 4. Guessing game (3c)

教师说:“We know Lin Hai’s family, let us know sth about your family members。”屏幕显示游戏规则,让一位学生上台写下一位家人的名字,让其他学生用:Is he your father? Yes, he is / No, he isn’t. Is she your mother? Yes, she / No, she isn’t. 问台上的学生,猜对者上台继续写下他家人的名字,游戏循环进行大概3-5位学生。本活动既活跃气氛,又巩固完成3c。

(通过游戏,让学生在玩中学,在做中学,在指示代词一般疑问句掌握的前提下,用人称代词进行替换练习,教人称代词he、she,强化人称代词一般疑问句的用法。用自己的家人名字,活动有真实性、趣味性和可操作性)

Step 4. Groupwork

告诉学生知道了姓名后,我们可以发挥想象。现在让大家看到照片,还能猜出他们是同学们的什么家人吗? 通过实物投影仪,放出刚才一位学生的家人照片,让学生们猜。所用句型为Who is he? Is he your father? No, he isn’t./ Yes, he is. 等。然后让学生拿出自己的家人照片,最好是单人的,以四人为一小组,进行问答猜测。此环节要求学生运用观察能力,对个性化人物照片进行判断,用英语解决实际问题,进一步强化人称代词一般疑问句的用法。

Step 5. Writing (3a)

屏幕上打出方框内的句型,让学生从书中3a左侧方框中选出正确单词填入3a右侧句子中,要求学生独立完成。然后叫一位学生把句子大声朗读,进行校对答案。

(在听、读、说练习后,通过笔头巩固一般疑问句及肯定否定回答,再次确认语言输入是否扎实)

Step 6. Read and act (3b)

让学生同桌练习读3a的对话,在此基础上,脱离课本,表演出来,可以用照片,也可以是教室内同学。最后选出三对表演精彩者进行展示,以增加学习英语的气氛,挖掘学生的表演才能,同时也让学生学会迁移所学内容。

Step 7. Presentation

拿出教师的家人照,让学生边猜边教学生词:niece, nephew, cousin, son, daughter, grandson, granddaughter, wife, husband 等词。(此环节也是呼应昨天的家庭自学作业,并为下一任务的提出作好准备)问学生老师在家庭中分别是哪些角色,配合时机进行家庭责任感教育。

Step 8. Task

让学生拿出自己的家人照片,以小组讨论的形式,彼此向组员介绍家庭成员,尽他们所能说得越多越好,注意用学过的句型串连自己的表述,然后各组推选一位向全班介绍自己家人或其他组员的家人,让各位学生评价一下哪位说的好,指出好在哪里,哪里还须改进。

(此环节是基础Section A学得如何的综合检测,学生利用自己的照片及熟悉的人,有利于拓宽他们的思维领域,发挥的空间较大。同时,引用评价机制,培养学生的欣赏能力)

然后问学生:“Who do you like best in your family? Why?”允许学生适当地说点中文。The family is filled with love打在屏幕上,作为结束语。

(此环节是本课的一种延伸,一方面锻炼学生的胆识,培养发散思维、逻辑思维能力,树立学生学英语的信心,养成良好的自主学习的习惯,另一方面实现学生对家人要关爱、体贴、容忍、孝敬长辈的德育目标,此外学生找的新单词为section B起到桥梁、铺垫的作用。)

Homework:

1. Design your future family, draw a picture of your family and write sth about it.(并提醒学生设计一个庞大的家庭)

2. Make a survey:

What do your parents like?

When are their birthdays?

What will you do on their birthdays?

(课后评价反馈学生的书面表达能力、想象力及实践能力。)

Period 3:

本课以听力、笔头训练等形式来学习与介绍家庭成员和朋友有关的表达法。教材(从Section B Part 1至Part 3b)可分为三个部分,第一部分通过复习、猜词游戏,教学有关家庭成员的词汇,并让学生掌握家谱。第二部分通过听力训练,使学生掌握并巩固新词汇。第三部分学习感谢信的书写。

教学重点:

①词汇:uncle, aunt, cousin, son, daughter, dear, thanks for, photo, here

②了解并初步掌握以书信的形式介绍自己的家庭。

③掌握家谱。

教学难点:

①理解和运用以书信的形式介绍自己的家庭。

②创设情景,设计话题,在交际活动中掌握语法项目。

教学目标:

①认知目标:

1) 掌握和使用生词及词组。

2) 通过对话练习,掌握介绍人物时常用的习惯用语。

3) 运用新的知识,解决相关情景中的简单问题。

4) 综合运用所学知识完成所给任务。

②技能目标:

5) 培养良好的听、说、读、写能力。

6) 通过情景中的操练,培养学生的发散思维能力,激发学生的想象力。

③情感目标:

7) 培养积极主动的学习精神。

8) 乐于助人,与人分享快乐。

3)培养与他人友善相处的习惯。

教学评价形式:

①对个人、小组或全班以给分或口头点评的形式评价每一个课堂活动。

②对学生的书面作业给予等级评价;课后口头作业通过第二天课堂上汇报接受全班同学的综合评价。

教学程序:

Step 1. Guessing game

两人一组,一学生看屏幕上出现的单词,如grandfather,解释词义说:father’s/mother’s/uncle’s/aunt’s father,另一背对屏幕的学生猜grandfather,单词有:aunt, uncle, cousin, sister, brother, mother等。既复习旧词汇,教学新词汇,又锻炼了学生的反应和渲染了课堂气氛。

Step 2. Check homework and revision

请学生将设计好的未来家庭作一展示,复习一些有关家庭成员的表达法,特别复习niece, nephew, cousin, son, daughter, grandson, granddaughter, wife, husband等词。通过以上方式介绍,自然引入家谱的话题。请别的学生边听边试着画出家庭人员关系图。教师在听的过程中画出该学生的未来家谱图。

Step 3. Presentation and practice

小组活动:请学生拿出未来全家福照片,向同伴介绍照片中的人物。请各组一名学生说出自己的家庭成员,其他学生记录填表(或画出家谱)。数一数谁说的家人最多。全体学生参与评价。教师参与点评并适当激励学生。

Step 4. Writing (part 1)

教师说:We know a lot about your future family tree. What about my friend’s family tree?

屏幕上出现一家谱,要求学生先说后选词填空 (Part 1)。同桌互相纠正。以说促写,培养学生写的能力。

Step 5. Listening

听一遍,完成Part 2a。再听一遍,完成Part 2b。 通过一系列的听力训练,提高学生听的能力。

Step6. Writing and drawing

1) Lin Hai这次英国之行,还遇到了另一位朋友Mary。说并板书 Here is the photo of Mary’s family photo.先请学生组讨论,根据照片画出Mary’s family tree,然后介绍Mary的家庭成员,并写下讨论结果(Part 3b)。增强学生互相合作学习的习惯,并通过合作学习后,让学生可以相互纠错,还可给学生足够的安全感。

2)Mary也寄了一张全家福照给Emma。Emma收到她的全家福后给Mary写了一封感谢信(Part 3a)。要求学生观察屏幕上书信的格式并作总结。培养学生自主学习的能力,然后教学如何写感谢信。

3)要求学生根据Emma的回信,画出Emma的全家福。比一比谁画的最棒。通过这种评价,让学生体验到了成功的喜悦。

Step 7. Task

告诉学生,今天我们还将结识一位做老师的朋友,他是谁呢?下发一份任务型阅读材料,按照要求完成阅读任务。

附任务型阅读材料:一段有关家庭成员的文章

Hello! I am a teacher. My name is Jane Bruce. I have (有) a happy big family. My grandparents have two sons and a daughter. I have a brother. His name is Jack. I have a sister. Her name is Lucy. My husband(丈夫) and I have a son and a daughter. Their(他们的) names are Tom and Ann. Can you finish (完成) my family tree ?

1. 按照文章的内容补全家谱图。

2. 按照文章的内容补全句子。

扩展词汇:grandparents 祖父母 nephew 侄子,外甥 niece 侄女,外甥女

husband 丈夫 wife 妻子

1. My parents are my daughter’s___________.

2. Tom is Jack’s__________.

3. Ann is Lucy’s__________.

4. My _________ is Tom’s father.

5. My mother is my father’s__________.

Homework:

1. 朋友遍天下是件很快乐的事,Lin Hai、Robin、Dave、Mary和Emma都向你介绍了他们的家庭。你应该谢谢他们,请你选择其中一位,写封感谢信并画出自己的全家福,把家人介绍给大家。要求画与文字写在两张纸上,以方便明天使用。

2. 收集几张照片,照片可以是家人的、朋友的、同学的、老师的或名人的,照片背面写上收集人姓名,明天带到课堂

3. 有条件的同学,将家人的声音录在磁带上,有远近之分,下次上课时到课堂播放并进行介绍

Period 4:

本课是这一单元的复习课,主要复习了与家庭成员有关的表达法,指示代词this、that、these、those与be动词间的关系,主格代词he、she、it的运用和Yes/No问句及其简单问答。教材(Section B,Part 4a到Self check)可分为两部分来处理。第一部分是复习本单元的词汇,为句型操练打下铺垫。第二部分是与Mary之间就她的家人的对话,复习了主格代词he、she、it和Yes/No问句及其答句,主要是复习本单元学过的有用的表达。

教学重点:

①掌握并熟练运用有关家庭成员的表达法。

②巩固如何介绍家人。

③名词的复数。

教学难点:如何达到将学生学到的知识转化为能力

教学目标:

①认知目标:

综合运用本单元所学知识完成所给任务

②技能目标:

1) 在语法复习中,创设情景,以多种任务激发学生说的欲望,培养学生的言语交际能力。

2)先说后写,以说促写。

③情感目标:

通过小组合作活动,培养学生相互帮助,集体合作的团队精神;培养学生关爱家人的情感。

教学评价形式:

同Period Three

教学程序:

Step 1. Groupwork(4b)

请三位学生将家庭作业的文字内容给全班同学作一介绍,后贴在黑板上,请同学作好图与文字的匹配工作。

Step 2. Photo competition

小组活动:请学生拿出准备好的几张照片,四人小组活动,做游戏,互相猜“Who is this?” 每组选出一张最有意义的照片,推选一名发言人说出理由。最后评选出最有意义的照片若干张,放于教室展览。本环节利用学生感兴趣的话题,充分调动学生的学习积极性,激发学生的好胜心,自然地将用英语进行争辩的方法引入课堂,培养学生的英语表达能力和胆量。

Step 3. Task

请学生课前在家里录下家人的声音,上课时把照片和磁带一起带来。先播放教师自己的录音,让学生记录。教师通过声音的远、近来区分this或that。人物的单、复数来区分these或those。请学生把听到的老师的家庭成员划出来(Self check Part 1的词汇)。听第二遍时把听到的词汇都划出来,如果表格中没有的话,可写出来。然后请一学生听老师的录音,汇报介绍刚才听到的老师的家庭成员。再安排一名录好音的学生介绍自己的家庭成员,其他学生记录。再4人小组合作。后听第二遍,请小组选一名记录的学生介绍所听到的同学的家庭成员。看哪组记录的信息最全。有时间,可再请一名录好音的同学边播放录音边介绍。

(学生把语法的复习贯穿于游戏中,使学生学的轻松、愉快。介绍家人的时候,可根据学生的程度考虑是否增加家庭成员的姓名、职业、年龄、爱好等方面的内容,充分体现了因材施教的原则。)

有新增加的词或不认识的词,请学生记在事先准备好的vocab-builder(生词本)上。

Step 4. Guessing game

小组活动:一学生写出与自己关系密切的三个人的名字,如A学生写下:Wang Da, LiNa, Zhang Jingjing。B学生猜:Is Wang Da your father? A:No, he isn’t. B:Is he your friend?

A:Yes, he is.在语法复习中,创设情景,使学生在操练中体会英语学习的乐趣,培养学习英语的兴趣和愿望。这部分复习了主格代词he、she、it和Yes/No问句的简单问答句。

Step 5. Writing (part 3)

让学生看Part3的Mary带的照片,关于照片中的人物进行口头问答,然后再落实笔头训练。先说后写,降低写的难度,又可培养学生写的能力和完善写的技巧。

Step 6. Exercises

1)两人一组编一段Mary向Lin Hai 介绍家人的对话,可发挥想象力,比谁的对话长,以巩固和提高学生对本单元核心话题的实际应用能力。

2)复习词汇:

1.Lucy is a girl. She is her father’s _________.

2.Jim is his father’s ________.

3.My father’s sister is my __.

4. Kate’s father’s brother is her _________.

5. Tim’s father is my uncle, so Tim is my ________.

6.His parents are his ______ and _______

7.My grandparents are my ______ and____.

Step 7. Language focus

1) 单数变复数

this 变 these that 变 those

he/she/it 变they

is 变成 are

名词后边加s: boy-boys

girl -girls

你的我的他/她的都不变.

物主代词不与a/an并用。

2)yes/no疑问句及其回答

Is this /that…….?

Yes, it is./ No, it isn’t.Is he /she …?

Yes, he/she is ./ No, he/she isn’t.

Homework:

1.Revise the whole unit.

2. Choose someone’s family, draw a family tree of his/hers and write sth. about it.

任务型阅读材料:

一段有关家庭成员的文章

Hello! I am a teacher. My name is Jane Bruce. I have (有) a happy big family. My grandparents have two sons and a daughter. I have a brother. His name is Jack. I have a sister. Her name is Lucy. My husband(丈夫) and I have a son and a daughter. Their(他们的) names are Tom and Ann. Can you finish (完成)my family tree ?

1、按照文章的内容补全家谱图。

1、按照文章的内容补全句子。

扩展词汇:grandparents 祖父母 nephew 侄子,外甥 niece 侄女,外甥女

husband 丈夫 wife 妻子

1. My parents are my daughter’s___________.

2. Tom is Jack’s__________.

3. Ann is Lucy’s__________.

4. My _________ is Tom’s father.

5. My mother is my father’s__________.

篇10:新目标七年级starter unit 1 Good morning!(新目标版七年级英语上册教案教学设计)

一、说教材

Go for it! 是以任务型语言教学为基础的英语教材,它体现“以学生为中心”和“以人为本”的教学思想,融话题、交际功能和语言结构于一体。本书每个单元都列出明确的语言目标、主要的功能项目和语法结构、需要掌握的基本词汇,并分为Section A和Section B两部分。Section A为目标句型提供分步事例和指导性练习;Section B使学生能够对已经学过的目标句型运用自如。每个单元还附有Self Check部分,此部分是让学生用来测试自己现阶段的英语水平,即对本单元的语言目标的掌握程度有较为明确的认识。

Starter Unit 1是Go for it! 预备篇三个单元中的第一单元。预备篇是为了使没有英语学习基础的学生更好地使用本套教材而编写的。它的主要内容为26个字母和最基本的英语日常用语。

本单元的教学内容为:学习Aa---Hh 8个字母。

学习hi、hello、good、morning、afternoon、evening、fine、OK、thanks等词汇。

学习不同时间见面时的问候语及其回答。

二、教学设计思路

在Go for it! 的教材上,每个单元只有一个总体的教学内容安排,既没有具体的课时数安排,也没有分课时的教学内容安排。所以,对教师来说,这是一个灵活运用教材的机会,任何教学内容的调整和取舍,都是合理的。但这也是挑战,教师必须从所教学生的实际水平和语言能力出发,合理安排本单元的课时数,设计好每课时的教学内容。

所以,教师在教学设计时,首先因根据自己学生的实际水平和语言能力,排出整个单元的总课时数,然后安排好每个分课时的教学内容,设计好相应的教学步骤,以及运用相应的教学策略。

Starter Unit 1的教学重点:Aa----Hh的字母教学

相互问候:Good morning/afternoon/evening, Alice!

Hello, Frank!

Hi, Cindy! How are you?

I’m fine/OK, thanks.

教学难点:a) 不同时间的不同问候;

b) 人名的读法和人物与名字的配对(8个)。

整个单元的内容,我把它分配在3个课时中完成。

第一课时:完成Section A----1a,1b。

课时目标:a) 学习见面时的相互问候。

b) 认识1a中的8个人物,能正确读出他们的名字。

第二课时:完成Section A----2a,2b,2c,2d,3,4a,4b,4c。

课时目标:a) 学习字母Aa----Hh。

b) 了解一些英语缩略词的意思。

c) 巩固上一课时中所学的人名及不同时间的问候。

第三课时:完成Section B 1, 2a, 2b, 3a, 3b, 4, 5;

Self Check 1, 2, 3, 4。

课时目标:a) 学习将相同元音音素的字母和单词归类(A/ei/, //, E/i:/, /e/)。

b) 巩固本单元的字母、单词和句型。

c) 培养自我检测能力以及名字卡片的建立。

三、教学目标

A、语言知识目标

1、词汇:Letters Aa---Hh

hi、hello、good、morning、afternoon、evening、fine、OK、thanks

2、句型: Good morning/afternoon/evening, Alice!

Hello, Frank!

Hi, Cindy! How are you?

I’m fine/OK, thanks.

B、语言技能目标

本单元要求学生掌握英文字母Aa-Hh,能认读其印刷体和手写体字母的大小写等四种形式;能看, 听,说本单元所列的日常交际用语,重点学会打招呼,并做到语音语调正确。

C、情感目标

万事开头难,首先利用这个单元培养学生们对英语的兴趣,因为兴趣是最好的老师。

四、教学策略

1、以任务型教学作为课堂教学理念、利用整体语言教学法、情景教学法、交际教学法等。

2、在教学中创设切实可行的任务型教学活动、突出交际性。

3、教师为主导、学生为主体、任务为基础,注重实用性。

4、引趣激趣策略,创设情景调节气氛,引发激发学生兴趣。

五、学习策略

自主、探究、合作、交流。

六、教学过程

The first period

Step 1:A song

Listen to a “Good morning!” song. Then Ss learn to sing this song.(利用JEFC教材中的Good morning!歌曲导入新课.)

Step 2:Introduction

Come into the classroom and greet the class with a smile and say Good morning!

Now, introduce the words “teacher” and “class” by using gestures. Repeat this several times and have the class repeat after you. Students can answer as a whole group, as rows and as individuals. Repeat “I am your teacher and you are the class” several times.

You may want to leave the class again to introduce the usual Good morning routine. Say Good morning,class. Help students respond with Good morning. Point to yourself and say I’m Miss/Mr. … Have them repeat. Explain the terms Miss and Mr. in Chinese.

Repeat this a few times with rows and individuals.

Miss, Mr. … (Ss repeat)

Morning, Miss/Mr. … (Ss repeat)

Good morning, Miss, Mr. … (Ss repeat)

Step 3:Practice

Say Stand up, please! with gestures. (Ss stand up)

Leave the classroom, return and say Good morning, class! Help the students respond with Good morning, Miss/Mr. … Say Sit down, please. Now let’s start the lesson.

Step 4:Listen and repeat

Say Open your books, turn to page 1. There are 8 students in the picture.(按图片上的人物数)One, two, three, four, five, six, seven, eight. Their names are: Grace, Bob, Dale, Helen, Eric, Frank, Cindy and Alice.(可以通过大屏幕展示第一页上的彩图,然后再展示单张图片,并分别与名字相对应。)Ss repeat after the teacher one by one until they know everyone in the picture.

Play the tape, Ss listen and repeat.(利用时间与图表来补充:Good afternoon! Good evening! 解释运用这两个问候语时的情景。)

Step 5:Pair work

Get the Ss practice the conversation in the picture.(Between boys and girls or deskmates. Every student can choose one of the names in the picture.).

---Good morning, Helen! --- Good morning, Bob!

---Good afternoon, Eric! ---Good afternoon, Grace!

---Good evening, Helen! ---Good evening, Dale!

---Hi, Alice! ---Hi, Cindy!

---Hello, Frank! ---Hello, Dale! etc.

Ask the students to tell the class their English names. If any of them have no English names, please choose one after class. Then practice the conversation again with their own English names.

Homework

Practice greeting people.

Practice reading the names of the students on Page 1.

Choose an English name for yourself.

(名字可以从书后的生词表中挑选,第二天上报给老师,每个学生现在只需记住自己的名字,挑出后不会读课后问老师。)

The second period

Step 1: Warming up

Greeting

通过大屏幕上所出现的时间和人名(时间可以通过数字、钟表或图片来展示,图片可以利用Section A---4b和Just for fun中的),让学生区分Good morning! Good afternoon! 和Good evening! 的运用(闪现时间逐渐加快,可以用组与组之间比赛的方法,按得分的多少来决定胜负)。

Do Section A--- 4b (Listen again. Then number the pictures[1-3].)

Step2: Listen

Do Section A--- 4a. Ss open their books. Listen to the conversations. Then circle the names they hear.

(这一步起到巩固上一课所学内容的作用。)

Step 3: Pair work

Let students work in pairs to practice the dialogues. Get them to act it out in front of the class after practicing.(可以重新展示Step 1中的课件,让学生根据画面选择要表演的对话。)

Step 5: Listen, repeat and write

Get the students to listen to the tape 2a. Then repeat after the tape one by one. Pay attention to the pronunciation of the letters Cc, Hh and Ff.

Have the students watch the teacher writing the letters on the blackboard, then ask them to follow the teacher and write down these letters on their exercise-books. Let the students know the differences between the big letters and the small letters.

Then Section A-2b, 2c, 2d.

Step 6: Look and learn

a. Section A---3

b. Teacher shows more special letters.

c. Ss try to think of other special letters.

(补充生活中常见的缩略词,如:VCD、DVD、NBA等,引起学生的兴趣和注意,激发他们去观察生活,使知识的学习为生活服务。)

Homework

Copy the letters and the conversation.

Find more special letters like NBA and their meanings.

The third period

Step 1: Warming up

a. Greetings.

b. Letters line up

Section B---3a, 3b

c. Get the Ss to call out the letters.(可以利用JEFC--- Colour page字母页里挑出所学过字母进行操练。)

d. Self Check---1

Step 2: Listen and repeat

Section B---4

List out the letter A/ei/, // on the blackboard and encourage the students to say out what other words a1so make the same pronunciation. Give them some tips. Present the other letters the same as the 1etter A. Then E/i:/, /e/.

Self Check---4

Step 3: Listen

Section B---1. Practice the dialogue: ----How are you? ---I’m fine/OK, thanks.

Ss work in pairs.

Step 4:Group work

Do Section B---2b.

Step 5: Fun

Section B---5.

Homework

Learn the letters, words and Greetings in this unit by heart.

Self Check---2.

(说明:对于Self Check---2,今后我都打算这样处理:在本单元的生词表中找出五个自己最不熟悉的单词记下,如果没有不熟悉的,就留意老师每次上课时所补充的。)

单元教学测评

一、写出下列字母的左邻右舍。

1. _____B______ 2. ______c______ 3. _____f______ 4. ____E_____ 5. _____g_____

二、写出下列大写字母的小写字母。

1. BEE ________ 2. BAG _______ 3. BED _______ 4. HB _______ 5. CD _______

6. ABC ________ 7. AD _______ 8. CAAC _______ 9. BEC _______ 10. FACE _______

三、比较下列每组字母或单词的读音,相同的用(S),不同的用(D)表示。

1. b, a ( ) 2. c, e ( ) 3. a, e ( ) 4. b, d ( ) 5. a, c ( ) 6. Dale, Alice ( )

7. Frank, thanks ( ) 8. evening, Helen ( ) 9. A, H ( ) 10. E, F ( )

四、单项选择

( )1. 一Good evening, Eric. 一_________, Cindy.

A. Good morning B. Good afternoon C. Good evening

( )2. 一Good morning! 一_________

A. Thank you. B. Good morning! C. Hello!

( )3. 一Hello! 一_________

A. Hello! B. Thank you. C. I’m fine.

( )4. 一How are you? 一_________.

A. I’m fine, thanks B. My name is Li Lei C. Thank you

( )5. 早上老师进教室时,同学们应对老师说:“_________ ”

A. Hello! B. How are you?

C. Good morning,Mr/Miss…! D. Good afternoon

( )6. 当人家问你 “How are you?” 时,你应该说: “_________”

A. My name is Lin Lin. B. Yes, I am.

C. I am not. D. I’m fine, thank you.

五、连词成句

1. good, you, to, morning

2. you, hi, how, Grace, are

3. fine, you, thank, I’m

4. OK, I, thanks, am

5. afternoon, Miss, good, Wendy

篇11:UNIT 5 How Was Your Weekend?(新目标版七年级英语上册教案教学设计)

清华附中 周喆

● W5C1

● 1. Vocabulary (Past Simple Tense)

A). Ask Ss to write down all the phases in P25 (picture 1A) under the time axis.

B). Ask Ss to write down the past tense of the verbal phrases.

C). After a small discussion, Ss find out the rules by themselves.

D). Teach them the rules of verbs in past simple tense.

1). regular verbs: + ed. /id/. y i +ed

2). Irregular verbs:

is / was are / were do / did go / went buy / bought

3). 过去时无人称和数的变化。

2. P25 Section A 1A; P28 Section B 1A Read the new phrases and practice.

3. Listening. P26 Section A 2A, 2B.

A). “Above are all the things about weekend activities. What would you say if you want to ask others about their weekend?” elicit the main sentences:

e.g.: How was your / his / her weekend?

It was great / boring / pretty good / …

What did you / he / she do over the weekend?

How about you?

B). “First, let’s listen to other people’s weekend. They are Anita, Ben and Sonia. Let’s see how did they spend their weekend.” Listen to the tape twice. 2a; 2b.

(Then do P29 Section B 3a.)

C). “Now, please work in pairs and tell your partner what did you do over the weekend and how did you feel.”

Interview your partner and take notes.

Name Feeling What you did Time

You

D). Change your partner and take notes.

(Work in groups of four.)

E). Ask four people (a group) come up to the front and do the memorizing activity. Other people take notes. Then let two Ss ask questions about what the people do in the front over the weekend.

4. Homework.

Copy the new phrases. (4 times)

Workbook. 1,2,5.

Make at least ten pieces of weekend activity phrases (include the 7 new ones in the book). Cut them into small pieces.

● W5C2

1. Revision. (P27 Section A 3a)

2. Listening (P25 Section A 1b)

A). “Today, let’s listen to a girl’s weekend activities. Her name is Lucy. What you should do is to tell me what do you think about her weekend. Do you like it?”

Before listening, Ss first guess what did Lucy do over the weekend. (Pair work)

Prediction (Guess) Reality (Tape)

Feeling

Saturday Morning

Afternoon

Evening

Sunday Morning

Afternoon

Evening

B). Listen to the tape twice. And fill in the chart.

C). Stick the little pieces in the chart and check the answers with the partner.

D). Check the answer together. Ask someone to give a report

e.g.: On Saturday morning, Lucy played tennis. And she did her homework…

E). “Do you like her weekend or not? Why?”

3. Task: “The Best Weekend Plan”

A). “Please work in pairs and find out who has got the best weekend plan. Who both did their work and had fun.” Ask your partner about their weekend plan and take notes. Draw or in the chart.

You P1 P2 P3

Feeling

Saturday Morning

Afternoon

Evening

Sunday Morning

Afternoon

Evening

B). Change your partner and take notes.

C). Work in groups of four and find out whose weekend plan is the best. The group leader should give us a report. We need reasons.

e.g.: Jim helped her mother clean the house on Saturday morning. (We think) It was good! Because he can help others…He both had fun and did his homework. That’s pretty good.

D). Design a best weekend plan

(groups of four).

4. Homework

Workbook: 3, 4

Design a best weekend plan and write the reasons.

Each group leader prepares 12 pieces of paper. Write 6 groups of regular and irregular verbs on them.

● W5C3

1. Revision (Porker Game)

Give each group (groups of four) 12 blank cards and some markers. Help students write out pairs of cards with a present tense of a certain verb on one and the past tense of the same verb on the other. The students mix up the cards and give each student three cards. Players choose a card from the student on the right. The object of the game is to find the other (past or present tense) verb cards that match the ones you are holding and place the cards face up on the table. The first student to match up all their cards is the winner.

2. Section B 1b, 2a, 2b.

3. Role-play.

Work in pairs. Student A is a famous person in the world, (e.g.: Jackie Chen). Student B is a TV reporter. Student B should interview A about how he or she spent his or her weekend.

4. Homework

Survey: Interview at least ten people in our class and write a report about how many people did the same thing at the same time over the weekend.

Workbook: 6.

● W5C4

1. Reading 3a, 3b

2. Self-check

3. Class presentation

4. Supplementary Reading

5. Quiz 5

6. Homework

Workbook: 7.

Challenging Activity: Interview your grandparents and your parents about what they did over the weekend when they are at your age. And then write down what you did over the weekend and please predict what the children will do over the weekend in year 2050. This is a letter for them to read and to find out the great changes during these 100 years.

Students’Handout

UNIT 5 How Was Your Weekend?

Task 1 (调查汇报上个周末做了什么)

Interview your partner and take notes.

Name Feeling What you did Time

You

Task 2

Prediction (Guess) Reality (Tape)

Feeling

Saturday Morning

Afternoon

Evening

Sunday Morning

Afternoon

Evening

Task 3

Ask your partner about their weekend plan and take notes. Draw or in the chart. Design a best weekend plan

Feeling Saturday Sunday

Morning Afternoon Evening Morning Afternoon Evening

You

P1

P2

P3

The Best

教案点评:

此案例包括本单元四课时的教学设计,结合任务型的教学模式,在每课时都适当设计了学生的调查活动。本单元学习一个重点语法现象:一般过去时,本设计先展示各种活动,让学生感知这种语法现象,然后在情景交际中反复运用,并通过学生的相互调查活动反复操练,最终通过写报告,落实到笔头训练,使学生掌握本单元目标语言点的运用。

篇12:新目标 Unit 7 How much are these pants?(新目标版七年级英语上册教案教学设计)

一.教学背景分析(Analysis of teaching background)

(一)教学目标和要求(Teaching aims and demands)

根据《新课程标准》关于英语课程总目标的具体描述,结合初一学生的实际和教材内容,本单元的教学目标确定为:语言知识目标、语言技能目标、情感态度目标、学习策略目标和文化意识目标五个方面。

<1>语言知识目标:(Knowledge)

掌握一些服装类词汇,表示颜色的大小,形状的形容词,以及数字的表达,并学会询问价格、谈论衣物,表示感谢的一些基本句型。

<2>语言技能目标:(Skills)

①听:能捕捉特定信息,抓住关键词,获得理解、识别和处理与购物相关信息的能力。

②说:具备较熟练的运用所学语言来进行购物的能力。如:熟练运用英语来询问价格、谈论服装,以及作导购广告等。

③读:引导同步阅读,使学生能获取有关购物的相关信息,且进行一些阅读技能的训练,增强学生运用语言获取更多信息的能力。

④写:能根据自己身边的实际生活写一个有关购物方面的导购广告,使学生具备初步的综合运用语言的能力。

<3>情感态度目标:(Affect)

通过情景的设置和活动的开展,引导学生在积极的实践参与中体会到学英语的喜悦,以及培养学生合作和共享的学习态度。

<4>学习策略目标:(Strategy)

学生在一定程度上形成自主学习、有效交际,用英语思维的能力。

<5>文化意识目标:(Cultural awareness)

了解美元和人民币的不同表达法以及英语国家中购物的一些常用表达法。

二、教材内容分析(Analysis of the teaching materials)

本单元的中心话题是购物,主要语言功能项目是谈论服装, 询问价格和表示感谢,语法结构为:How much 引导的问句以及回答,名词单, 复数的使用和指示代词这, 那,这些,那些的用法。语言技能和语言知识几乎都是围绕着中心话题来展开的。

①Section A先从呈现服装词汇开始,通过看和听的方式来输入信息,并引出本单元的语法重点:How much is…? It’s…. How much are…? They’re…. 接着出现颜色、形状、大小的形容词,来描绘服装的特点。然后教材又设计了一个pairwork 用来进行循环操练询问价格的主要句型,并突出本单元的重要语法重点和难点:How much is the red sweater? How much are these blue pants? 之后又通过一段购物对话引导学生初步综合运用所学语言,最后教材设计了一个Memory Game,以游戏的形式使学生在富有挑战性的游戏中主动运用语言,落实新知。

②Section B 是在Section A基础上的知识的扩展和综合运用。在Section B中先是以听说读写的形式展开了数字的学习,并设计了听对话找物品和pairwork等活动,以实现新旧知识的综合运用。导购广告引出了同步阅读,之后的写导购广告和小组活动,使学生从完成半真实的任务过度到了完成真实的任务,从而达到了创造性地使用语言的目的。

③Self check的主要内容是学生对本单元的重要词汇以及语言运用能力的自我评价。

综上所述,本单元主要是以购物话题为主线,围绕着谈论服装、询问价格和表示感谢等语言功能展开了一系列的任务活动。

(三)教学重点和难点

教学重点:1.掌握一些服装类、颜色形状大小的词汇以及有关数字的表达。

2.熟练运用数字.正确表示价格

3.在购物的情景中,熟练并正确使用句型:How much is…? It’s… How much are they? They are….

教学难点:

1.指示代词this, that, these, those的适当使用。

2.How much引导的问句以及回答,以及句中主谓数的一致

(四)单元学情分析

学生在前面预备单元的第3单元里已经学过了询问颜色的句型What colour is it?和一些基本的表示颜色的单词:red, yellow, green, blue, black, white;而在Unit 5和Unit 6里学生学会了如何谈论好恶的句型:I like… , I don’t like… , She likes… She doesn’t like… , They like… They don’t like…等。学生已经学会的这些知识对我们本单元学习“询问价格和颜色”的句型和谈论对服装的喜好和如何购物等都大有好处,有利于学生随心表达出自己心里所想要表达的内容。

二、教学设计和实施

1.单元课时分配

本单元用4课时教学

第一课时::Section A 1a-1c的Pairwork的部分。

第二课时:Section A 1c的colours 部分,2a-3b, 4

第三课时:Section B 1a-2c ,Self Check 3

第四课时:3a, 3b, 4,

2.教学步骤

The First Period

Teaching aims and demands:

1. Learn the new words and expressions: sock, shirt, T-shirt, shorts, shorts, sweater, shoe, skirt, sale, dollar, pants, buy, sell, clothes, store, how much

2. Learn how to ask about the prices.

Important points:

1. New words and expressions: sock, shirt, T-shirt, shorts, shorts, sweater, shoe, skirt, sale, dollar, pants, buy, sell, clothes, store, how much

2. Learn how to ask about the prices: How much is …? It’s…/ How much are …? They’re…

Difficult Points: Learn how to ask about the prices.

Step One: Warming-up and Revision

1. Greeting

2. A Guessing game

Show a box to the students and let the students guess: “What’s in the box?”. The teacher can say like this: It’s your good friend. It’s not too big. You can put many books and your pencil-box in it. Every day you go to school with it on your back. (A bag). Yes, It’s a bag. And what colour is it? Can you guess? You can ask like this: Is it red? Is it black?…

Step Two: Presentation

Teacher: I like this bag very much. I buy it from a clothes store. It’s my friend, Betty’s clothes store. They sell many other clothes. What other clothes do they sell? They sell….

Show the pictures and present the new words: sock, T-shirt, shorts, sweater, pants, shoes, skirts, sweater

Step Three: Practice

1. Match the words with the pictures on the blackboard.

2. Match the words with the things in the pictures. (1a)

3. Listen and circle the things in the pictures you hear. (1b)

Step Four: Presentation

Teacher: Show the bag and tell the students: Look at this red and yellow bag, How much is it? Do you know? It’s 5 dollars.

Show a pair of shoes with the price: Are these bags? No, they’re shoes.

How much are they? They are 10 dollars. Show other things and ask the students: How much is it? How much are they?

Step Five: Pairwork

Show the picture of the clothes and practice the conversation like this:

A: How much is this T-shirt? B: It’s seven dollars.

A: How much are these socks? B: They’re two dollars.

Then make their own conversations.

Step Five: Memory Challenge

Take away the prices from clothes, and ask the students: Do you remember the prices of the clothes in the picture? Let’s see who has the best memory.

One student asks: How much is/are…? He or She can ask any student in the classroom to answer the question.

Step Six: Interview

Ask the students to make a survey to their friends and get the information about the prices, the colours of their clothes they are wearing today, write down the information. Then report to the others like this: My best friend is Lucy. Lucy’s bag is red. It’s 20 yuan. Her shoes are ….

Homework:

1. Copy and recite the new words

2. Make a survey to your mother and your father about the information of the prices of her clothes.

人物 服装名称 颜色 价格

father

mother

The Second Period

Teaching aims and demands:

1. Revise the use of the pronouns: this, that, these, those

2. Learn the news words and expressions

3. Learn how to talk about the clothing, how to shop and how to thank others.

4. The verb(is/are) must agree with its subject in number.

Important points:

1. New words and expressions: big, small, short, long, clerk, help, want, example , Here you are, You’re welcome, I’ll take it, Can I help you?

2. Talk about the clothing and thank someone.

Difficult points:

The verb(is/are)must agree with its subject in number.

Step One: Warming-up and Revision

1. A memory challenge: Show a flash, let the students write down what they see in the flash quickly: Let’s see who has the best memory.

2. A report about the information about their parents’ clothes.

Teacher: Yesterday I asked you to make a survey and get the information about your parents’ clothes. Did you do it? Who can say something about your parents’ clothes?

Step Two: Presentation

1.The teacher tells the students: My friend has a clothes store. There are many things in the store. Here are two bags from her store. Show the two bags with prices and tell the students: Look at these two bags: This bag is red. It’s four dollars. It’s big. And this bag is blue, It’s 3 dollars. It’s small.

Show two pairs of socks. Now look at the socks. This pair of socks is long. It’s six dollars. And this pair is short. It’s only four dollars.

2. Look at the pictures of 1c: Ask the students to compare with the hats, T-shirts.

3. Ask the students to compare with the things on their desks and say some sentences like this: My ruler is long, Mike’s ruler is short….

Step Three: Listening

Tell the students: In my friend’s shop, they sell many clothes in many colours. What things do they sell? Do you want to know?

1. Listen to the conversations. Circle the things you hear. (2a)

2. How much are they? Listen again and write down the price tags.

Step Four: Practice (2c)

1. Pairwork: Check out the answers like this:

A: How much is the black bag? B: It’s nine dollars.

A: How much are the blue socks? B: They’re seven dollars.

2. Groupwork: The memory Game:

Tell the students: This is a memory game. Each person says the name of an item of the clothing and a price. You have to remember all the items and all the prices you hear.

Example: Have the first person say the sentence like one in the book. Then ask the second person to repeat the first sentence and add a sentence about another item of the clothing and price, the third person says the first two sentences and then add one…

Step Five: Presentation

Tell the students: One day, Mary comes to my friend’s store, and she wants to buy some things.

1. Listen and find out:

What does Mary want to buy? What colour is it? How much is it?

2. Try to fill in the blanks in the conversation (3a)

Step Six: Pairwork

1. Talk about these things in the picture according to 3a, then make their own conversation.

Homework:

1. Copy and recite the new words

2. Write down the conversation

The Third period(Section B 1a-2c,Self Check 3)

Teaching aims and demands:

1. Learn the numbers 10-39 and expressions

2. Continue to learn how to talk about the clothing and how to ask about the prices.

Important and difficult points:

1. Learn the numbers 10-39

2. Learn how to talk about the clothing.

Step One: warming-up and Revision

Greet the students and get their personal information: What’s your telephone number? What’s your father’s mobile phone number? What’s your bike number? Revise the numbers 0-9

Step Two: Presentation

Show a big form , let the students count from one…, ask them to try to count from 10-19,then the teacher writes down the numbers on the blackboard.

Let the students try to get the rule by themselves. Then present the numbers: 20-29, 30-39.

Step Three: Practice

1. Listen and repeat(1b): Play the recording for the first time, students only listen. Then play it again, students listen and repeat.

2. write a number in(1a)next to the correct word below. Which two rows of numbers are in the wrong place?(1b)

3. Listen and circle the numbers.(2a): Tell the students: I will play a recording of a conversation. You’ll hear Lisa and her mother talking about buying things. First listen carefully, then listen again and circle the numbers.

4. A game: Which group is the best? Divide the students into several big groups, each group count from one to 39, Let’s see which group is quicker and better.

Step Four: Listen and say

You will hear the recording of Lisa and her mother again,

1.Listen to their conversation and circle the things that Lisa and her mother talk about.

2.Listen and check the things Lisa buys.

Step Five: Pairwork

1. In pairs, Suppose one is Lisa, and the other is Lisa’s mother, ask and answer the questions about the clothes in the picture above.

2. Please say something about the things they talk about.

Example: The red socks are 8 dollars. The green sweater is 20 dollars. ….

Homework:

1. Copy and recite the new words

2. Self Check3: Read the ad and fill in the price tags.

3. Write down the passage about what Lisa and her mother talk about.

The Fourth Period(Section B 3a, 3b, 4,)

Teaching aims and demands:

1. Learn the new words and expressions.

2. Learn how to get the information from the reading materials.

3. Learn how to write an ad.

Important points:

1. Words and expressions: come, very, price, each, anybody, afford, our, see, yourself, sorry, buy…from, sell…to

2. Learn how to write an ad

3. Learn how to get the information from the reading material.

Difficult points:

Learn how to write an ad.

Step One: Warming-up and Revision

Show the picture and ask:

What things do Lisa and her mother talk about? What things does Lisa buy from the shop? Do you like the things Lisa buy?

Tell the students: I like the sweater in the shop because it has a good price, only 20 dollars. I think I can afford the price. What about you? What things do you like best? Why?

Step Two: Reading

<1>After Lisa and her mother leave the shop, they come to Huaxing Clothes Store. There they find an ad. Look, here’s the ad about Huaxing Clothes Store.

Ask the students to read it and try to get the information about the Clothes Store. And try to guess the meaning of the new words: each, anybody, very, our, then answer the following questions:

1. How much are the sweaters?

2. How much are the bags for sports?

3. What colours are the T-shirts for girls?

4. How much are the socks for boys?

<2>Read the ad in 3a with the class.

Step Three: Groupwork

Tell the students: You have a chance to be business people. Divide the students into some groups, each group has 6students. And have each group based at a “stall” in the classroom. The group can either provide their own materials to sell or prepare the paper things.(Such as: bike, watches, shoes…), provide each group 200RMB.

1. First each group writes down an ad according to 3a.

2. Choose several group to read their completed ad to the class.

3. Explain that at the end of the activity, the group with the most value in money and goods is the winner.

$. Give the students a certain time and let them start.

4. Fill in the form, then try to report.

Clothes Buy from Sell to Price

The group can report like this:

Our group sell…to…. They’re ….yuan. And we buy…from…. They’re…yuan. So now we have…yuan.

Homework:

1. Copy and recite the new words

2. Help Mr Cool to finish an ad. (Section B 3b)

关于教材的处理:

1. 创造性地运用和处理教材

(1)在单元内容的整体把握上把Section A和Section B分成四个课时,把Self Check里的练习分散穿插在其他的课时里。

(2)在第一课时的教学环节中,把Section B中3a部分的一些单词buy…from, sell, clothes, store的学习提前了上来,原因是在前面的第一、二,三课时中一些情景的创设都要用到这些词。

(3)在第二课时里把 Section A里的4.Game这一步提了上来,放在了2 c的后面,因为这样既延续了前面的Pairwork这一环节里指示代词this, that, these, those的操练,又由机械的运用这些指示代词衔接到让学生们在游戏中自然而然地创造性地使用这些代词。)

(4)在第四课时里把Section B中的4 Groupwork这一步内容和前面的3a中的导购广告衔接起来,设计了一个自由市场的买卖活动,也就为学生们提供了一个运用语言的生活基础,可以促使他们真正创造性地使用语言来进行交际活动。因为在学生们进行买卖之前需要先写出自己小组的导购广告,已经有了导购广告的笔头练习,因此Section B里的3b 部分的内容:(假如你在“华兴”旁边有一个服装店,给自己的服装店写一篇广告),处理为学生们的回家作业,让每个同学都有笔头练习写导购广告的机会。 Self Check里的3(读广告写标签)处理为第3课时回家后的阅读材料,以增加学生们课外的阅读量。

2.本单元的课堂教学我始终遵循任务型教学的理念,以学生为学习的主体,以任务为中心,以交际为目的,在运用语言完成各种任务的过程中来学习、体会和掌握语言。每项任务实施前,我都创设相关的真实或半真实的情景,使任务也具有相应的真实性。

篇13:新目标 Unit 8 When is your birthday?(新目标版七年级英语上册教案教学设计)

一、教材分析

整个单元以谈论“生日”为主线,将12个月份的名称、序数词的学习融入到一系列的小任务中,学生通过询问对方的生日来完成一个最终的目标,即学会应用日期的表达方法。其中Section A 主要以When is your birthday?为线索,重点呈现日期的表达,包括12个月份的名称及序数词的学习。第二部分扩展到When is Nick's birthday? 继续学习与巩固日期的表达法,最后以“The Birthday Game”结束。所以A部分的教学设计以循序渐进的教学方法,兼顾了听、说、读、写各种能力的培养,但重点放在听和说上。Section B是在已有的基础上拓展和延伸。如:When is the school trip? 同时从听说训练转向读写能力的培养上。Self check是课后的自我检测,首先是对本单元所学字汇的检测,其次是文化知识的拓展,了解一些国内外名人的生日等。

二、教学目标

1、语言知识目标

a、掌握十二个月份的名称、序数词1到31的表达法、单词date, happy, age, old, birthday, party, trip, art, festival, Chinese, music, year,了解speech, contest, how, old, basketball, game, volleyball, game, school day, year old及八个人名。

b、熟练掌握并应用下列句型:

When is your birthday? My birthday is … / It’s …

When is Vera’s birthday? Vera’s birthday is … / It’s …

及扩展句型 How old are you? I am thirteen.

2、能力目标

能用所学到的语言知识与实际生活结合起来,使学习过程生活化。

3、情感目标

培养学生积极主动的学习心理状态,调动学习内驱力,通过两人对话、小组活动、查询一些名人的生日等一系列活动,培养学生的交际能力和学习主动性。

三、教学思路

1. 以问句When is your birthday?为线索引出单词12个月份、序数词(first ~thirty-first)的学习。

2. 通过pairwork、groupwork、writing等形式使学生熟练运用关于“日期”的问答。

3、时间安排:本单元分四课时,具体如下:

Period 1:Section A: 1a, 2a, 1b, 1c

Period 2: Section A: 2b, 2c, 2d; Self Check 3

Period 3: Section A: 3a, 3b; Section B: 1, 2a, 2b

Period 4: Section B: 3a, 3b, 4; Self Check 1.2

Period One

一、教学目标(SectionA:1a、2a 、1b 、1c)

1、Sub Topic: Talk about the dates

2、Language focus: When is your birthday?

3、Vocabulary: January February March April May June July August September October November December first second third ~ thirty-first when birthday month year

4、Structures:

When is your birthday? My birthday is ….

二、教学用具

1、录音机 2、日历 3、磁带 4、生日歌带 5、一张12个月的图片或幻灯片 6、一张序数词的first到thirty-first的幻灯片

三、教学步骤

Step 1: Warming up

1. Listen to the birthday song.

2. Sing together

3. Ask when is my birthday?

Step 2: Presentation

T: When is my birthday? My birthday is March 12th. And when is your birthday? You may answer it in Chinese.(引出12个月的单词的教学,可用12个月的图片或幻灯片进行教学。)

T: There are 12 months in a year. They are January, February, March, April, May, June, July, August, September, October, November and December.(逐个教学后,然后听、跟读 ,直到学生能流利地朗读。)

生日除了讲月外,还要有具体的几号,我们已经学过基数词one, two, three 到thirty-one。那么我们是否就用这些基数词呢?No.我们还有把这些数词稍微改变一下。然后引出序数词的学习,教学日期的表达法。

a 复习from one to thirty-one。

b 教学序数词,再教学生几句基数词变序数词的几句口诀,以便学生记忆。

基变序,有规律,

第一、二、三单独记。

-th 从四加起,

八去t来九去e。

遇到ve, f替,

-ty变为tie,

后跟-th莫迟疑。

若想表示几十几,

只变个位就可以。

c Listen and repeat 2a(Section A)

d Do some practice about the date

e Practice(每组派一个同学到黑板上写出四个你喜欢的日期,然后让另外小组的成员用英语说出你写的日期,每个同学说一个,如果错了,就让同一组的同学纠正,看看哪一组同学能一次就说正确,那么就是获胜者。)

f Ask and answer

When is your birthday? My birthday is….

Step 3: Practice

a Listen and repeat 1a 2b 1c

b Pairwork

Student A: When is your birthday?

Student B: My birthday is …

c Ask some pairs to act(目的是看看学生对日期的表达有没有问题)

Step 4: Interview

One may go out of your seat to interview anyone you like, Then do a report.(做这个task课堂看上去会有些乱,但学生们喜欢这种活动,会激起他们说的欲望。)

Step 5: Task after class

1 了解家人出生的具体日期

2 了解一下明天班里有人过生日吗

3 查寻Self check 3里人物的出生日期

(课后反思:1、这节课的词汇容量比较大,12个月份的单词也比较难记,对于基础较薄弱的学生来说全部掌握有一定困难,但是假如他们记住了自己出身的月份,家人出身的月份及好朋友出身的月份,那么对于他们来说目的也就达到了。2、我把1-31序数词的学习也放在这节课里,因为基数词1-31刚在前一个单元学过,所以对学生来说困难不会很大。3、对学生来说在一节课内要把月、日流利的说正确可能回有一定的困难,主要是学生会经常把“日”的表达用基数词。)

Period Two

一、教学目标(Section A: 2b, 2c, 2d, Self Check 3)

1、Sub Topic: Talk about the dates

2、Language focus: When is your mother’s birthday? Her birthday is ….

3、Vocabulary: some names: Vera Jeff Leila Robert

4、Structure

When is Nick’s birthday? His birthday is ….

二、教学用具

1、录音机 2、日历 3、磁带 4、一张12个月的图片或幻灯片 5、一张序数词的first到thirty-first的幻灯片

三、教学步骤

Step 1: Warming up

假如有人今天正好过生日,我们大家为他/她唱生日歌并送他/她一样礼物,但课前要准备好。

Step 2: Revision

1 Listen and repeat 1a,2a (Section A)

2 2b Listen and circle the numbers you hear in 2a(Section A)

3 Practice

写出下列日期的英文表达法,每组做3个。其中每组派一个代表到黑板上做。(目的是看一看学生在会说的基础上,笔头能力怎样,反过来,写正确了也会促进说的能力。)

写出下列日期的英文表达法

1. 3 月12日 2. 8月8 日 3. 1月5日 4. 7月20 日

5. 12月1日 6. 9月9日 7. 4月3日 8. 11月2日

9. 2月14日 10. 5月30 日 11. 6月23日 12. 10月21日

4 Pairwork

T: When is your birthday?

Student A: My birthday is ….

T: What about you, …?

Student B: My birthday is ….

T: And what about you, …?

Step 3 Presentation

1 Do you know when Leila’s birthday is? Now let’s listen and match the names, months and dates in 2c

2 Practice in pairs according to2c(Section A)

When is Leila’s birthday?(板书)

Nick’s

Robert’s

Jane’s

Her /His birthday is ….

(让学生猜-’s 在这里是什么意思,然后引出名词所有格,老师简单讲一下名词所有格的有关内容,并且适当举例说明。如 Mick’s cat Tom’s bag Jane’s desk Robert’s CD your father’s car your mother’s name等。)

Step 3、Pairwork

Ask and answer in pairs; write down the answers on your book in 2d.(查找家人的生日,上一节课的作业已布置过。)

Step 4、Self check 3

Look at the photos of these famous people. Talk about their birthdays in groups.

(另外老师再准备一些学生喜欢的明星的照片,当然最好用课件展示来讨论明星们的生日,)如:赵微、周杰伦、刘翔、杨臣刚、Twins等等,因为现在的学生对明星都非常熟悉,而且能引起他们交流的欲望,能培养学生对英语学习的兴趣。

基本资料:

姓名:刘翔(Liu Xiang)

性别:男

籍贯:上海

生日:1983.7.13

身高:1.88米

体重:74公斤

Step 5 Task after class

1、背诵12个月份的名称

2、能熟练说出并写出序数词1-12

3、用英文写出家人的生日(写在作业本上)

4、预习3a 和3b

(课后反思:1、在这节课里,着重是通过听说来巩固上一节课所学的内容,同学之间相互了解对方及家人等的生日,了解明星们的出身日期,进一步激发学生们的兴趣。2、Self check

3,通过查找名人的生日,锻炼了学生的能力,扩大了学生的知识面,但正确地用英语写出日期对学生来说可能还有些困难。3、学生可能会在说生日时加入年份。)

Period Three

一、教学目标(Section A: 3a、3b、Section B:1、2a、2b)

Sub Topic: Talk about the dates and ages

Language focus and structure: When is your birthday? My birthday is ….

How old are you? I am fifteen.

Vocabulary: date age how old speech contest party trip

二、教学用具

1、录音机 2、一张12个月的图片或幻灯片 3、一张序数词的first到thirty-first的幻灯片 4、ID

三、教学步骤

Step 1: Warming up

1、Chatting Chat with the students about their birthdays

2、Play a guessing game Guess some classmates’ birthday(信息让学生提供到月份)

Step 2: Presentation

1、When is your birthday? My birthday is ….

How old are you? I am fifteen.(板书,目的是教新词how old, date, age)

2、Practice in pairs

3、Choose an ID card and make a conversation in 3a(Section A)

4、Groupwork 3b and 4(Section A)

a Ask and answer about your name ,your birthday and your age.

b Practice again, using your own name, age and date of birth. Then ask some pairs to act.(Four students a group)Rank your partners from the youngest to the oldest. Report about your name, your birthday and your age one by one from the youngest to the oldest.

eg. My name is ….

I’m fifteen.

My birthday is….

Step 3: Match the pictures with the events.(Section B 1)

Write the correct letter next to the word.

a Let the students match the pictures(对学生来说party, basketball以前已出现过,所以应该没问题。)

b Have them guess the meaning

c Then teach the new words.

Step 4: Listening

2a Listen and check the events above that you hear .Then listen again and fill in Joe’s calendar in 2b (Section B)

Step 5: Pairwork

Ask and answer about 2b(Section B)

Step 6: Task after class

1、Make an ID card including sex, your name, your birthday, your age, your hobbies and your telephone number.

2、Read and copy the new words.

(课后反思:这节课仍旧继续前两节课的主题,但扩充了句型:How old are you? I am fifteen. 这个句型对学生来说很容易,因为他们在小学时就很熟练。2、Section B的2b,填写乔的日历,因为有些词汇是新的,一下子从学、听到写,对一些接受能力慢的学生来说可能有一定困难,可以让学生用标号的办法来做,以降低难度。)

Period Four

一、教学目标(SectionB:3a、3b、Selfcheck1、2)

Sub Topic: Talk about the dates and ages

Language focus and structure: When is the school trip? It’s ….

Vocabulary: Volleyball game school day art festival Chinese music

二、教学用具

1、一张12个月的图片或幻灯片 2、一张序数词的first到thirty-first的幻灯片 3、I D 卡片

三、教学步骤

Step 1: Warming up

Chatting. Chat with partners about their own ID cards prepared the previous day.

Step 2: Pairwork 3a (Section B)

Student A read the schedule below. Student B read the schedule on page84. Then ask and answer questions to complete the schedule.

Step 3: 3b Imagine you are a school headmaster.

a、Which of these events will you have at your school? Complete the chart below. Ask questions about your partner’s school.

Model:

A: Do you have a School Day at your school?

B: Yes, we do.

A: When is it?

B: It’s April 19th.

A: Do you have an Art Festival?

B: No, we don’t.

b、假设你是一位校长,你会在你的学校设立哪些活动?为什么?(这个活动可以采取小组形式进行讨论,但必须每个组员都要说,组长把每个组员的想法记录下来,以利于老师了解学生的情况。)

Step 4: Groupwork 4(Section B)

Write five things about yourself on a piece of paper. Another student will read it to the class .Can your classmates guess who the student is?

Step 5: Self check 1

老师可以有针对性的让不同层次的学生用不同的方法做这道题。具体做法如:1、让基础好的学生做这道题目时先读,再说出含义,还可以让他们造一词组或句型。2、让基础薄弱的学生只要读出单词,说出含义就可以了。

Step 6: Have a dictation (要求四会的单词)

1、我的生日是几月几号(写出自己的出身日期)2、三月八号3、九月十号4、十月一号5、生日快乐6、美术和音乐7、英语晚会8、中国人

Step 7: Task after class

1. Write something about yourself and your family in your composition book

(包括你的年龄、生日、爱好,你的家庭人员的情况等)

2. Prepare for Unit 9

(1、预习Unit9的新单词。2、Unit9是关于电影,让学生了解关于电影有那些种

类。3、你最喜欢什么电影。)

(课后反思:1、这是这个单元的最后一课时,从前面所学的When is your birthday? 到这堂课要问到的When is the school trip ? 对学生来说接受起来是不难的。 2、至于3b里的这个对话Do you have …? Yes, I do. No, I don’t. 在Unit5已经学过,但有些学生会不是很熟练,通过对话也可以得到一次复习。3、课后写一写自己或家人的一些情况 ,目的是把学的东西落实到笔头,应用到实际生活,估计学生在书写中还会出现一些书写上的错误,如日期的书写等。)

篇14:Unit 6 Where are the jazz CDs?(新目标版七年级英语上册教案教学设计)

清华附中 周喆

教学目标

学会问路及给他人指路(建筑物内)

学会区分及描述不同种类的音乐

表述自己喜欢的乐队及歌手

教学向导

目标语言 学习策略与思维技巧 重点词汇

Where are the rock CDs?

Go upstairs and take a left…

They’re behind the jazz CDs.

They’re next to the heavy metal CDs.

What’s your favorite kind of music?

My favorite kind of music is… 分类表述

听取特定信息 pop, classical, jazz, country, dance

amazing, terrible, awful, not bad, cool, fantastic, OK

upstairs, straight

语言结构 语言功能 多元智能

Where, What问句

祈使句:take a left, go upstairs, turn right

表示方位的介词: next to, between, behind 询问方位

表述方位 方位识别与表述

音乐欣赏

逻辑分类与表述

重点句型

Where’s the classical music?

Go upstairs and turn right. It’s next to the dance music.

What’s your favorite kind of music?

My favorite kind of music is pop music.

Who’s his favorite group?

It’s Green Express. They are fantastic.

主题词表

主题思维图

教学过程

Steps Teacher’s Activity Students’ Activity Preparation

Revision Play several music clips Listen and guess what kind of music they are. CAI / CDs

Check the answers with Ss Get familiar with the words OHP / CDs

Task 1 Draw Maps

Aim Draw simple maps of inner buildings by listening to others’ description.

1 Read a music store directions twice as an example. Listen, draw and label a map of the music store. Handout

2 Show a student’s map Check the answer

3 Show the map on the screen Check the answer PowerPoint

4 Show the script on the screen as an example. Take out their homework. (A music store map they drew) PowerPoint

5 Ask Ss to introduce their maps to others and draw. Draw maps and check. A4 paper

Task 2 My Favorite CDs

Aim Get to know others’ favorite music, and find out our favorite music type.

1 Ask Ss to guess the 4 persons favorite music / singer. Predict and discuss P34 2a

2 Show the four names of the singers on the screen Get familiar with the names PowerPoint

3 Play the recorder for the first time. Listen and finish 2a Tape recorder

4 Check the answers Pair work. Discuss

5 Play the recorder again Listen and finish 2a

6 Play the tape the 3rd time Listen and finish 2b. Check. PowerPoint

7 Ask Ss to introduce their favorite music to each other. Take out their favorite CDs and present it to their partner. CDs

8 Move around the give some support. Pair work Handout

9 Ask Ss to change partners. Pair work. Change partners

10 Ask some groups to give reports. Ss give reports

11 Ask 12 group leaders to tell the class their favorite music. Do a survey. Find out what is their favorite kind of music. OHP

Task 3 Buy CDs

Aim Real-life based task. Ss go to the CD store and buy their favorite CDs.

1 Arrange a real CD store by using a S’s map in Task 1. A group of Ss (4) buy CDs by following the map. A map

2 Ask Ss to listen & take notes Others listen and take notes.

3 Ask Ss to ask and answer question about the real task. Pair work.

4 Ask several pairs of Ss to check their listening. Check the answer.

End Play their favorite kind of music. CD

任务型活动设计

Task One: Draw maps.

教学目的:通过教师示范画出的音像店路线图,让学生相互配合绘图,从而掌握有关方位的语言知识。

出现的句型:

Where’s the pop music section?

Pop music fans, follow these directions please.

Go straight. Turn left at the classical music. Then go upstairs.

Pop music is between jazz CDs and dance CDs.

You can find classical music right behind the country music section.

Step 1: 学生拿出教师分发的音像店平面图,仔细观察后,听教师描述路线两遍后,将路线图画好。(Tape scripts): Go straight. Turn left at the classical music. Go upstairs. Go straight, and turn right at the jazz music. Pop music is between jazz and dance. The dance CDs are behind the country music section.

Step 2: 学生分别展示自己的路线图,检查是否与教师提供的答案相符。

Step 3: 学生两人一组将前一天完成的作业:一份自己绘制的音像店路线图拿出,并拿出一张白纸。相互将自己绘制的路线图读给同桌听(不许将图给同学看),让对方将图画出。完成后对比。

Step 4: 请几组同学上台做示范。

Task Two: My Favorite CDs.

教学目的:听录音示范,相互询问了解同学最喜欢的音乐类型以及歌手,找出全班最喜欢的音乐类型。

出现的句型:What’s your favorite kind of music?

My favorite kind of music is pop music.

Who’s his favorite group?

It’s Green Express. They are fantastic.

Step 1: 听力训练前,预测一下34页2a听力训练中四个人所喜欢的音乐类型分别是什么。然后做Section B 2a, 2b的听力练习,进行语言输入。听三遍检查。

Step 2: 让学生拿出从家中带来的自己最喜欢的CD或录音带。学生两人一组,调查对方最喜欢的音乐类型及其原因,并在所发的表格中做记录。

Step 3: 在四人小组中找寻新的同伴,调查对方的情况;并调查对方方才小组成员的情况并做记录。

Step 4: 总结四人小组的情况,向全班汇报调查结果,找出全班最喜欢的音乐类型。

Task Three: Buy CDs.

教学目的:复现真实生活场景,在角色扮演活动中综合运用所学知识,提高实践能力。

出现的句型:

Where’s the pop music section?

It’s between the country CDs and dance CDs.

What’s your favorite kind of music?

It’s classical music. I like Mozart best.

Who’s your favorite group?

Oh, I love “West life”!

How much are there CDs?

They are 30 yuan.

Step 1: 陈述任务情景:你家附近新开了一家音像店,一天你和你的好友一起去逛这家音像店,由于是第一次来购物,不熟悉店里的布局,在导购员的帮助下,你们找到了想要买的CD。相互讨论后各自买到了称心如意的CD。

Step 2: 将全班分成若干个四人小组。分别扮演导购员、你、朋友和收银员。分小组上台进行角色扮演。

Step 3: 其他在台下的同学仔细倾听台上同学所选购的商品种类、价格、数量以及他们分别喜欢什么类型的音乐。并将听到的这些信息一一记录在表格中。

Step 4: 小组角色扮演完成后,请台下的同学验证记录的结果。

Students’ Handout

Task 1 Draw maps.

Second Floor

Task 2 My Favorite CDs

You Partner 1 Partner 2 Partner 3

Name

Favorite kind

of music

Favorite group

or singer

Description

words

Our favorite

kind of music

Task 3 Buy CDs

Student A Student B

Favorite kind of music

Favorite group / singer

The CDs they buy

Money they spend ¥ ¥

教学点评及反思:

一.课堂任务设计思路:

本课是一节任务型听力课。由三个任务组成,由潜入深,逐层递进,形成完整的任务链教学结构:

第一个任务是谈论音像店路线图。此任务既是对以前所学内容的复习,也是一个任务活动。学生将听到的路线指示在图中标出,并且在此基础上向同学描绘自己所熟知的路线图,让同学根据自己的描述,将路线图绘出。此任务不仅训练了有关指路问路的听说能力,还涉及到跨学科学习的绘图能力训练。

第二个任务听录音示范,相互询问了解同学最喜欢的音乐类型以及歌手,找出全班最喜欢的音乐类型。在完成任务前,先要完成一个听力训练,即语言输入的过程。学生先通过反复向他人询问和表述喜欢的音乐及歌手的方法,在此基础上掌握相关语言结构,为语言输出,即任务的顺利完成打下基础。接下来的任务通过三步完成:首先学生决定自己最喜欢的音乐类型和歌手及喜好原因并将其填入表中。然后询问同伴最喜欢的音乐、歌手及原因并填表。第三步四人一组活动,询问新的同伴的喜好以及通过他来了解他刚才的同伴(即第三方)的信息。最后进行小组汇报。第三步尤为重要,因为在此突出体现了由信息差造成的交流活动的必要性。

第三个任务是一个接近真实任务,即在真实生活中会发生的事情。你家附近新开了一家音像店,一天你和你的好友一起去逛这家音像店,由于是第一次来购物,不熟悉店里的布局,在导购员的帮助下,你们找到了想要买的CD。相互讨论后各自买到了称心如意的CD。同学四人一组,分别在虚拟环境的音像店中扮演导购员、你、朋友和收银员的角色。台下观察的同学要仔细倾听台上同学所选购的商品种类、价格、数量以及他们分别喜欢什么类型的音乐。并将听到的这些信息一一记录在表格中。在此活动中所涉及到的最基本的句型结构是关于问路指路和陈述最喜欢的音乐及其原因的综合运用,但是由于它是接近真实的听力任务,学生参与性很强。任务的完成会大大超出最初的设想,因为它最大限度的调动了学生的积极性,他们会在完成任务的同时自觉的运用他们在第一和第二个任务中所用到的知识,以及一些超出本课教学内容的语言知识。这对学生自觉学习能力的提高是有很大好处的。

在下课前,根据第二个任务完成后所选出的全班最喜欢的音乐类型,播放了一首此音乐类型中典型的喜闻乐见的歌曲让大家欣赏,从而结束了本课的教学。

二.课后自评:

对于任务型课程的设计要自始至终体现任务的要求与特点,尤其是如何使得任务从简单重复性的起始任务逐层递进到真实的或接近真实的任务。使得课堂呈现阶梯递进,由简单到复杂的教学结构。

本课在设计上就是从这一点出发,在课堂呈现了三个环环相扣的听力任务,形成了一个完整的任务链。最终达到完成最后一个复杂的真实任务的目的。在众多老教师的指导下,我在如何设计任务型听力训练以及如何让这三个听力任务形成一个自然过渡、环环相扣的任务链上下了一番功夫。最终顺利的完成了所有的任务活动。尤其在最后一个任务完成时出现了许多让老师们惊奇的结果。学生的创造力和想象力被充分调动,纷纷说出、做出许多佳作。这也体现了任务完成过程中的不可预知性。

本课出现的问题是:第一,任务设计较多,致使第三个任务参与表演的小组受到限制,课堂时间没有把握好。致使拖后了几分钟下课。第二,教师的激情有待改进,在充分调动学生的积极性上仍有待提高。

教案点评:

本课是一节任务型听力课。由三个任务组成,由潜入深,逐层递进,形成完整的任务链教学结构:第一个任务是谈论音像店路线图。第二个任务相互询问了解同学最喜欢的音乐类型以及歌手,找出全班最喜欢的音乐类型。第三个任务是一个接近真实任务,音像店的导购员帮助你找到想要买的CD。

篇15:Starter Unit 1 Good morning!(新目标版七年级英语上册教案教学设计)

[设计者] 屠镇潮 叶丹 徐六君 朱一新 黄琴君

一、设计思路

Starter Unit1是Go for it! 预备篇第三个单元的第一单元,是为初学者准备的入门单元,它的主要作用是要做好一个衔接工作,根据学生的认知特点和心理特点, 通过多样化的、趣味性的学习活动,让没基础的同学克服心理的畏难情绪,感觉到英语不难又很有趣;让有基础的同学更进一步培养起对英语学习的兴趣和自信。

二、教学内容

1. 学习Aa--Hh八个字母。

2. 学习八个人名。Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen

3. 学习打招呼的用语:

Hello! / Good morning! / Good afternoon! / Good evening!

4. 学会问候熟识的朋友和应答:

--How are you?

--I’m fine, thanks. How are you?

--I’m OK.

三、单元课时

整个单元的内容可分配在4个课时中完成。

第一课时:完成Section A1a,1b,4a,4b,4c(学习打招呼的用语:Hello! / Good morning! / Good afternoon! / Good evening! 及学习八个人名)

第二课时:完成Section A2a,2b,2c,2d,3,SectionB3a,3b(学习Aa--Hh八个字母)

第三课时:完成SectionB1,2a,2b,5(学会问候熟识的朋友和应答:--How are you?--I’m fine, thanks. How are you?--I’m OK.)

第四课时:完成SectionB4,Self Check and Just for Fun(复习巩固及元音字母A、E的发音。)

Period One

教学目标:

1. 学会打招呼的用语:Hello! / Good morning! / Good afternoon! / Good evening!

2. 识别和掌握八个人名: Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen

教学重点、难点:八个人名的掌握。

教学过程:

Step 1. Warming-up

1. 课前-上课铃响教师就用录音机播放P5的歌曲。

2. 教师自我介绍并用Hello! / Good morning! 问候学生。帮助学生用Hello! / Good morning! 作回应。

Step 2. Presentation

1. 用预先制作的图片或挂图介绍八个人物和姓名。

2. 拿出Bob的图片,帮学生说Hello, Bob! 或 Good morning, Bob! 然后利用其他图片。

Step 3. Work on 1a,1b

1. 先听后读,并操练。

2.结对练习对话,学生可用自己的中文名字。

Step 4. Presentation

利用假设的时间,教学生用Good afternoon! / Good evening! 打招呼。

Step 5. Work on 4a,4b,4c

1. 通过4a,4b两个练习,做简单巩固。

2. 结对练习对话,学生可用自己的中文名字,最好为自己选个英文名进行练习。

Homework

1. 熟悉八个人名,与图片联系,辨别性别。

2. 用所学语言问候家人或朋友。

3. 预习Section A3。 让学生感受到英语氛围并得到放松。

为后面的学习做铺垫。

鼓励学生大胆开口。

鼓励学生用刚学的英文名,有困难可以请教老师。

Period Two

教学目标:

1. 学会正确朗读和书写Aa--Hh八个字母。

2. 了解一些常用缩略词的含义。

教学重点、难点:八个字母的规范书写。

教学过程:

Step 1. Warming-up

1. 课前-上课铃响教师就用录音机播放P5的歌曲。

2. 与学生打招呼。

Step 2. Presentation

1. 听字母歌。

2.用幻灯片或字母卡片呈现不同的字母让学生认读。先大写,后小写。

Step 3. Work on Section A2a,2b,2c,2d,SectionB3a,3b

1. 听,读,模仿八个字母的发音。

2. 八个字母的排序练习,大小写对应练习。

3. 教师在黑板上一一演示八个字母的大小写。

(黑板上预先划好四线格,并在四线格上方写上八个字母的音标,后面书写时对号入座。)

Step 4. Game

找字母游戏:教师准备一些幻灯片,每张幻灯片写上其中7个字母,看谁能最快找出少掉的那一个。(可分大小写)

Step 5.Presentation

1. 让学生说出书中几个缩略词的含义。

2. 教师介绍几个常见的。

3. 让学生想一想,说一说。

Homework

复习八个字母的读音及书写。

让学生放松并复习上节课所学内容。

激发兴趣,了解情况。

循序渐进,让学生扎实巩固地掌握这八个字母的听说读写。

培养学生的反应能力,并有利字母的掌握。

让学生学会注意身边的英语。

Period Three

教学目标:

1. 复习不同时段的打招呼用语和八个人名。

2. 复习Aa--Hh八个字母。

3. 学会问候熟识的朋友和应答:--How are you? --I’m fine, thanks. How are you? --I’m OK.

教学重点、难点:How are you?问候语和八个字母的规范书写。

教学过程:

Step 1. Revision

1. 表扬作业书写规范、漂亮的同学,同时指出作业中出现的问题,对共性问题加以强调。

2. 做字母接龙游戏。

3. 任意抽出八个字母中的一个,让学生说出这个字母的前一个和后一个字母。

4. 给出一些常用的缩略词,让学生说出含义。

Step 2. Presentation

1. 使用不同时钟,复习Good morning! / Good afternoon! / Good evening! (让学生用自己的英文名字)

2. 教师用How are you? 问候学生,并帮他们用I’m fine,(或I’m OK.) thanks.来回答。

Step 3. Work on Section B1,2b

1. 先听后读,并操练。Go for itGo for it

2. 结对练习对话。

Step 4. Sing the song.

1. 跟录音机学唱这首歌。(之前学生已听过几遍,学起来应该不难。)

2. 男女生分开唱,进行比赛。

Homework

试将八个字母按音标分类。

复习巩固八个字母的读写。

通过复习,把本单元的语言点联系在一起。

鼓励学生把所学的知识合理的运用起来。

学这首歌既是一种美的熏陶,又是复习的一种有效手段。

为下节课作铺垫。

Period Four

教学目标:

1. 复习学过的英语歌曲。

2. 巩固本单元所学字母、单词及句型。

3. 学会将相同音素字母和单词归类。

教学重点、难点:学会将相同音素字母和单词归类。

教学过程:

Step 1. Revision

1. 让学生唱所学的英语歌曲。

2. 默写Aa--Hh八个字母。

Step 2. Work on SectionB4, Self Check4

1. 检查作业,让学生先来说一说,教师然后进行总结。

2. 通过SectionB4的先听后读,让学生试读Self Check4。

3. 教师再次提醒学生并举例说明。

Step 3. Work on Selfcheck1,2,3

1. Selfcheck1,让学生自己解决不认识的单词。

2. Selfcheck2,同学间互相交流答案。

3. Selfcheck3,让学生据图片先写出人名,后排序。

Step 4. Just for fun

1. 让学生读对话。

2. 让学生讨论解释对话中的疑问。

Homework

复习整个单元并做单元自测题。

既复习又使学生进入学习状态。

培养学生的观察能力。

培养学生的自学能力。

玩中学,学中玩。

篇16:七年级上册英语复习教案Unit---I I (新目标版英语七年级)

课 题 Unit---I I 授课班级 Class Grade VII

课 型 REVISION 教 师

学习内容 Unit II

学 习

目 标 知识与技能:1. 掌握家庭成员的英文拼写。

2. 学会运用照片介绍家庭成员等等。

3. 正确掌握相关句型、并且做到灵活运用。

过程与方法:通过听、读、说等活动培养良好的听和口头表达的能力;

情感态度与价值观:通过复习进一步使学生更还好地掌握英语学习方法。

重点难点 重点1.This is my sister./brother/father/mother....

2.家庭成员等的英文拼写的掌握 。

难点:通过照片对人物进行介绍的掌握。

学具准备 学案,习题

学习形式 教师导学,学生学习,讲练结合

学 习过 程

一、提出复习要求。

二、公布复习内容

本课时我们将归纳复习Unit II内容。

词汇与短语:(1)家庭成语相关英文词汇

family 家庭parents 父母child 孩子husband 丈夫wife 妻子father 父亲mother 母亲、son 儿子daughter 女儿grandchildren 孙辈grandson 孙子,外孙granddaughter 孙女,外孙女brother 兄弟sister 姐妹twin 双胞胎的grandfather 祖父grandmother 祖母granny 奶奶,外婆grandma 奶奶,外婆grandpa 爷爷,外公great-grandfather uncle 叔父,伯父,舅父,姑父aunt 婶母,伯母,舅母,姑母nephew 侄儿,外甥niece 侄女,外甥女cousin 堂兄妹,表兄妹(补充:曾祖父great-grandmother 曾祖母son-in-law 女婿daughter-in-law 儿媳father-in-law 岳父(公公)mother-in-law岳母(婆婆)sister-in-law 妯娌stepfather 继父stepmother 继母stepson 继子stepdaughter 继女stepbrother 异父(母)之兄弟stepsister 异父(母)之姐妹 single 单身者male 男的female 女的)

(2)相关词汇:family tree

family members

a(nice)picture/photo of my family

have a good day/time

in the first picture

in my family

基本句型:Here is a nice picture of

This is my...

That is my brother.

These two people are my parents.

This is...and this is...

Who is this?Who’s that man/boy/...

三、练习与检测《同步轻松练习》(omitted)

四、写作训练

(1)结合图片进行家庭成员介绍

Hello, everyone! Nice to meet you! Here is a nice photo of my family. These are my parents Gina and Bob. These are my grandparents Alice and Frank. These are my uncle and aunt to Dee and John. The two girls are my sister Helen and my c...

(2) 以my family为题写短文(要求40词以上,六句以上,无语法错误、拼写错误)

范文:My family

I have a happy family.There are three people in my family.My father, my mother and I.My father is 40 years old.He is a teacher.(或者换别的职业).He loves his job very much.My mother is 38 years old.She is a nurse.I don't have brothers or sisters.My parents usually very busy.They both work very hard.(But every weekend the three of us will spend together.)

I love my family very much.

My family

I have a happy family. There are five people in my family. My grandparents, my parents and I . My grandparents are retired. They go for a walk every day. My father is a doctor. Sometimes he works in the day, sometimes at night. My mother is a teacher. She teaches math. She loves her students very much. I am a student. My favorite subjects at school are English and art.

五、自主复习下一单元内容,完成相关训练题。

教师导案

用谈话法。

回顾复习

已学知识

归纳复习

单元要点

老师检测预习

自主完成

全员参与

提升外语课的学习兴趣,培养外语学习能力。

补充内容

板书

课题:

提出外语课的学习要求。

课后反思:

篇17:七年级上册英语复习教案Unit III (新目标版英语七年级)

课 型 REVISION 教 师

学习内容 Unit III

学 习

目 标 知识与技能:1. 掌握所学介绍物品的词汇。

2. 学会用英语询问未知物品或介绍物品等等。

3失物招领启示的书写。

过程与方法:通过听、读、说写等活动培养良好的学习能力;通过复习,学会正确读写相关

知识与技能。

情感态度与价值观:通过复习进一步使学生更还好地掌握英语学习方法。

重点难点 重点1. Is this your pencil?Yes,it is./No,it isn’t.

2.Are these your books? Yes ,they are .No ,they aren’t.运用与掌握 。

难点:物主代词的正确使用;一般疑问句构成的掌握。

学具准备 学案,习题

学习形式 教师导学,学生学习

学 习过 程

一、提出复习要求

二、公布复习内容

本课时我们将归纳复习Unit III内容。

词汇与短语:

eraser pencil box schoolbag dictionary

notebook computer game ID card baseball

lost and found

Excuse me .thank you what about call me at

基本句型:

句型重点 What’s this?It’s a watch.

How do you spell it?

W-A-T-C-H.

Is this your pencil?

Is that your schoolbag?

Thank you for your help.

知识点一:this这;这个(指靠近说话人的人物或事物,可以单独使用,也可与单数名词连用)

that那;那个(指远离说话人的人物或事物,可以单独使用,也可与单数名词连用)如:

(1)What is this/that?这/那是什么?

(2)This/That book is my book.这/那本是我的。

知识点二:What’s this in English?这个用英语怎么说?

in 用……方法、材料、手段

(1)Please say it in English.请用英语说它。

(2)Please write in pencil.请用铅笔写。

How do you spell it?

你怎样拼写pen这个单词?

How如何;怎么(疑问词表示做事的方式)

(1)How do you know his name?你怎么知道他的名字?

(2)How do you go to school?你怎样上学?

一般疑问句结构为:do+主语+动词原形+?,其肯定回答为Yes,I do. ,否定回答为No,I don’t. 。don’t是do not的缩写形式。特殊疑问句结构为:疑问词+do+主语+动词原形+?,否定句结构为:主语+do+not+动词原形。第三人称单数作主语时应将do改为does

What’s this in English? 这个用英语怎么说?

这是一个含有特殊疑问词“What(什么)”的特殊疑问句。in English 可作“在英语中”或“用英语”解。“in+某种语言”表示“用……语言说”的意思。如:

--What’s this in English? 这个用英语怎么说? --It’s a blackboard. 这是一块黑板。

三、练习与检测《同步轻松练习》(omitted)

四、写作训练

书写失物招领启示

(1)

Lost:

A watch

It's white.

Please call Mary .Telephone number 654-321

(2)

Found:

A red pen

I found it in class room.

Please call Mary at 654-321.

五、自主复习下一单元内容,完成相关训练题

教师导案

用谈话法。

回顾复习

已学知识

归纳复习

单元要点

老师检测预习

自主完成

全员参与

提升外语课的学习兴趣,培养外语学习能力。

补充内容

板书

课题:

提出外语课的学习要求。

课后反思:

篇18:七年级上册英语复习教案Unit VI (新目标版英语七年级)

课 题 Unit VI 授课班级 Class Grade VII

课 型 REVISION 教 师

学习内容 Unit VI

学 习

目 标 知识与技能:1. 识别和掌握水蔬菜名称。

2. 学会用英语谈论水果、蔬菜的喜好等等。

过程与方法:通过听、读、说写等活动培养良好的学习能力;通过复习,学会正确读写相关

知识与技能。

情感态度与价值观:通过复习进一步使学生更还好地掌握英语学习方法。

重点难点 重点1.Do you like bananas?Yes, I do.Do you like oranges?No ,I don’t.

2.fruitvegetableshamburgers。

难点:相关句型的熟练运用。

学具准备 学案,习题

学习形式 教师导学,学生学习

学 习过 程

一、提出复习要求。

二、宣布复习内容

本课时我们将归纳复习Unit VI内容。

词汇与短语:

hamburgers, orange, tomatoes, ice-cream,

broccoli, salad, French fries, bananas.

Strawberries pear milk bread rice

food fruit chicken carrot broccoli

healthy food eating habit how about

think about breakfast lunch supper dinner

next week after dinner

基本句型:

Do you like bananas? Yes, I do.

Do you like oranges? No ,I don’t.

Let’s think about the food.

How about burgers ,vegetables,salad,and some fruit?

What about the fruit?

Let’s have strawberries and apple.

What do you like for breakfast?/What do you have for breakfast?

I love fruit .I think it’s healthy.

三、要点归纳 可数名词复数的构成

要点:规则名词记规律;不规则词汇情况特殊记。

一、规则变化如下:1) 一般情况加 –s:map-maps boy-boys 2) 以s, sh, ch, x结尾加 –es bus-buses watch-watches 3) 以辅音字母+y结尾,变y 为i再加es baby---babies city-cities country-countries 但以y结尾的专有名词,或元音字母+y 结尾的名词变复数时,直接加s变复数。例如: two Marys ;the Henrys; monkey---monkeys ;holiday---holidays 4) 以o结尾的名词,变复数时: a.以两个元音字母结尾(其一必定是o)时,加es zoo-zoos kangaroo-kangaroos b.某些外来词 photo-photos piano-pianos c.其余情况,都发o 5) 以f或fe 结尾的名词变复数时: a. 加s,如: belief---beliefs roof---roofs b. 去f,fe 加ves,如:half---halves 。

二、不规则变化1)child---children foot---feet tooth---teeth mouse---mice man---men woman---women 注意:由一个词加 man 或 woman构成的合成词,其复数形式也是 -men 和-women,如an Englishman,two Englishmen。但German不是合成词,故复数形式为Germans;Bowman是姓,其复数是the Bowmans。 2) 单复同形,如deer,sheep,fish,Chinese,Japanese ,li,jin,yuan,two li,three mu,four jin等。但除人民币的元、角、分外,美元、英镑、法郎等都有复数形式。如:a dollar, two dollars; a meter, two meters。 3) 集体名词,以单数形式出现,但实为复数。 people police cattle 等本身就是复数,不能说 a people,a police,a cattle,但可以说a person,a policeman,a head of cattle.

四、写作训练 背写section A 2d

五、练习与检测《同步轻松练习》(omitted)

六、自主复习下一单元内容,完成相关训练题 教师导案

用谈话法。

回顾复习

已学知识

归纳复习

单元要点

老师检测预习

自主完成

全员参与

提升外语课的学习兴趣,培养外语学习能力。

补充内容

板书

课题:

提出外语课的学习要求。

课后反思:

篇19:七年级上册英语复习教案 Unit IV (新目标版英语七年级)

课 题 Unit IV 授课班级 Class Grade VII

课 型 REVISION 教 师

学习内容 Unit IV

学 习

目 标 知识与技能:1.掌握表示地点的介词。

2. 学会询问地点旳句型等等。

过程与方法:通过听、读、说写等活动培养良好的学习能力;通过复习,学会正确读写相关

知识与技能。

情感态度与价值观:通过复习进一步使学生更还好地掌握英语学习方法。

重点难点 重点 1.in/on/at/under/beside/behind/

2.Where is the map? It’s on the wall. Where are my books?They are on the sofa.

难点:五个元音字母的掌握。

学具准备 学案,习题

学习形式 教师导学,学生学习

学 习过 程

一、提出复习要求。

二、宣布复习内容

本课时我们将归纳复习Unit IV内容。

词汇与短语:

bookcase schoolbag chair desk sofa table map radio tape player model plane hat notebook

Under the bed on your desk on your head

In Jim’s room behind the door beside the window a set of keys(接单数be动词)

而 Two sets of keys(接复数be动词)

基本句型:

Where is the map /the watch/?

It’s on the wall/on the dresser.

Where are my books? They are on the sofa/in the bookcase/everywhere..

Where is my hat? It’s on your head.

Gina’s bookstore are everywhere.

I am tidy.

三、练习与检测《同步轻松练习》(omitted)

四、附物主代词

第一人称 第二人称 第三人称

形容词性物主代词 单数 my your his/her/its

复数 our your their

名词性物主代词 单数 mine yours his/her/its

复数 ours yours theirs

五、书写训练

结合图片描写房间物品的摆放情况

My bedroom

Look , I have a nice room . Come and have a look . It’s small and nice . There is a big bed , a small desk , a bookcase and a dresser . The bed is near the desk . There is a bookcase near the dresser, too . Many good books are in the bookcase . I like the books very much . Oh , yes , There is a nice picture on the wall .Oh , My bedroom is too beautiful . I like it very much . Do you like my bedroom? Can you tell me about your bedroom , please ?

六、自主复习下一单元内容,完成相关训练题

教师导案

用谈话法。

回顾复习

已学知识

归纳复习

单元要点

老师检测预习

自主完成

全员参与

提升外语课的学习兴趣,培养外语学习能力。

补充内容

板书

课题:

提出外语课的学习要求。

课后反思:

高三第一轮复习senior1unit1-6 2(新目标版七年级英语上册教案教学设计)

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