人教新课标初二Unit 7

人教新课标初二Unit 7（共10篇）由网友“呼噜呼噜小魔仙”投稿提供，下面是小编为大家准备的人教新课标初二Unit 7，欢迎阅读借鉴。

篇1：人教新课标初二Unit 5

Lesson 17

Teaching Objectives:

初步掌握部分提建议的句型的运用；

掌握一些动物的名称。

Language Focus:

May I speak to sb? This is sb speaking. Hold on, please

What’s up? － What’s the matter?

Shall we go to the zoo?

Let’s make it ….

What about a quarter past ten?

Why not meet a little earlier.

What other animals do you see in the zoo?

Properties: Tape recorder, some pictures of animals

Teaching Procedures:

Step 1 Revision

1. Say what John is going to do (after school, at college, after college)

2. Revise talking about the time.

What time do you usually get up/have breakfast/go to school?

Get the students to ask in pairs about their parents.

Step 2 Presentation

Present the dialogue:

A: What are you going to do next Saturday?

B: Nothing much, why?

A: Shall we go shopping?

B: OK, What time?

A: How about 10:00?

B: Can we make it a little earlier? I have a lot of homework to do.

A: OK. I’ll meet you at ….

Explain the meaning of nothing much, shall and a little earlier.

Explain shall we … and Let’s make it a little earlier.

播放视频Let's讲解.asf和Shall用法讲解.asf。

They are both ways of making a suggestion.

Have the students practise the dialogue in pairs.

Teach the new words zoo and dolphin show by showing pictures.

Step 3 Read and act

Play the tape for the students to listen and ask What time are David and Lin Tao going to meet?

Play the tape again. Students listen and repeat.

Let the students practise the dialogue in pairs and ask some pairs to act it out.

Get the students to practise making a suggestion by using shall we, Let’s.

Step 4 Presentation

问问学生去过动物园没有，让去过的同学来谈谈在动物园里看到了哪些动物，有的动物名称可能学生知道，有的可能不知道，教师可以帮助学生用英语说出来。然后教师可教学这些动物名称词汇，还可以准备一些动物的图片，利用图片教学新词汇。

Have you ever seen these animals? Show the pictures and teach the words “panda”, an animal eating the bamboo, “lion” the famous movie is called King Lion, “elephant the biggest animal living on land, “monkey” something like human beings, “tiger” a very dangerous animal and has the name of “King of the beasts” “dolphin”, “deer”, “snake”, “rabbit”, “duck”, Beijing has a specialty “Beijing Duck” very delicious, “fox” a very clever (cunning) animal, “bear”. And more animals for them to see, “crocodile”, “Kangaroo” “camel” “flamingo” “zebra” etc.

Step 5 look, read and answer

Look at the color page and discuss the questions in pairs and write down the answers.

The answers of “look and answer”

1. The elephant

2. The panda

3. Dolphin and snake

4. Dolphin

5. Lion, tiger, snake, bear and fox

6. Panda, deer, sheep, cow, rabbit and horse

7. Lion, tiger, bear and snake

8. No definite answers

Step 6 Exercises in class

Complete the dialogues

1 A: Hello, __________?

B: Yes, this is Jerry ____. Who is ____?

A: This is Sam. How are you?

B: Fine, ____. …

2 A: Hello, can __________?

Keys: 1.May I speak to Jerry/ speaking/ that/ What about (How about )you/…

2. I speak to Nike/speaking /that /speaking …

B: Sorry, Nike is not at home. This is Nike's mother______. Who is ____?

A: Hello, Mrs. King. This is Andy ____.

Fill in the blanks.

1. Shall we go to the zoo? I hear there’s a dolphin ______ there.

2. “Why not come a little earlier?” “No ______.”

3. Which animal do you like ______, a panda, a tiger or an elephant?

4. I think an elephant is the biggest animal on ______.

5. Work must come ______.

6. It’s a little earlier to come at nine o’clock. Let’s ______ it half past nine.

Keys: 1.show 2.problem 3.best 4.land 5.first 6.make

Step 7 Homework

1. Revise the names of the animals.

2. Finish off the workbook exercises.

The design of the blackboard

Lesson 17 What’s up? Nothing much. No problem. Why not meet a little earlier? A: What are you going to do next Saturday? B: Nothing much, why? A: Shall we go shopping? B: OK, What time? A: How about 10:00? B: Can we make it a little earlier? I have a lot of homework to do. A: OK. I’ll meet you at ….

教案点评：

本教案示例利用多媒体手段进行目标语言点的教学，通过展示图片教学表示动物名称的词汇，同时把词汇的教学贯穿于语境中，融学生亲身的体验于教学中。

Lesson 18

教学目标：

1．掌握本课重点词组和词汇。

2．能够运用本课所学的内容对一些动物进行介绍并表达自己的看法。

教具：Picture and recorder

教学过程：

Step 1 Revision

（1） Revise the dialogue

让学生表演自编自演的关于本周末计划去动物园的对话。

（2） Revise the words

教师出示动物园的图片，找一个同学当导游向同学进行简单的介绍。

例如： I am a tourist guide. Welcome to the zoo. This is a panda .The panda is only lives in China. This is a snake .It is dangerous. There are still a lot of interesting animals in our zoo. The exciting dolphin show is waiting for you. Come and see。

（3） Pre-teach:组织学生根据刚才导游的介绍和导游图就教科书上的问题进行讨论。

Step 2 Presentation

（1） 教师指导学生快速默读阅读课文并判断True or False.

A: The writer thinks the animals in the cage cannot be happy.

B: The dolphin is human’s friend.

（2） 学生阅读课文找出影响理解文章含义的地方并根据上下文判断出生词cage, forest, feel, fall, if的大意。

“Cage” is a piece of framework in which birds or animals may be kept. Draw it on the board. “Holiday” is the day when people don’t have to go to work or school. We teachers and students have summer holidays and winter holidays. At the beginning of May, We have a seven-day- holiday. “Forest” is a place where a lot of trees grow. Use a gesture to teach “tired”. If you are tired, you need some rest (For “it’s …for …to …” “feel sorry for…” just give some examples.)

（3） 教师就本课的知识点进行讲解和分析。

（4）教师指导学生听课文录音，并跟读课文。

（5）学生阅读短文并回答练习册上的问题。

（6）教师可以组织学生可以根据第18课课文内容进行角色表演。（根据探究活动的素材进行）

Step 3 Practice

Play the tape for students to read and they ask and answer questions about the text in pairs.

Then try to retell the text, (Paragraph by paragraph) give the following questions as a reminder.

Paragraph one

1. Where do your parents often take him to on holidays?

2. What do you like?

3. What do you see in the zoo?

4. How are these animals?

5. Where do some of them stay? What do you feel about that?

Paragraph two

1. Where do tigers usually live?

2. What do they do usually?

3. What do they do in the zoo?

Paragraph three

1. What animal do you like best?

2. Why?

Step 4 Summary.

学生自己总结本课的重点词语。

Step 5 Exercises in class

1. Write out six animals you can see in the zoo ____ ____ ____ ___ ____ _____.

2. Fill in prepositions.

①I never stay at home ____ holidays.

② ____ the zoo, there are many animals.

③ Dangerous animals have to stay ____ cages.

④ It’s bad ____ your teeth to eat much sweet.

⑤ He likes living ____ the forest.

⑥ Tigers eat small animals ____ rabbits and deer.

⑦ I feel sorry ____ the animals.

⑧ Dolphins often play ____ a ball, and they can walk ____water.

⑨ Be careful ! Don’t fall ___ the water.

3. Fill in the blanks with the proper words.

①Monkeys like ______ (eat) nuts.

②I ______ (not have) many toy animals.

③May I ______ (borrow) your dictionary?

④It’s good ______ (read) English in the morning.

⑤I have a lot of thing ______(do) today.

⑥I think the dolphin is ______(interesting) animal in the zoo.

⑦Which animal is ______ (dangerous), a tiger or a bear?

⑧Some animals are ______ (friend) to people.

Answers:

1. (Open answers) eg ; monkey, lion, elephant, bird, snake, deer.

2. ①on ②in ③in ④for ⑤in ⑥like ⑦for ⑧with, on ⑨into

3. ① eating ② don’t have ③ borrow ④ to read ⑤to do ⑥the most interesting ⑦ more dangerous ⑧ friendly

Step 6 Homework

（1）Copy the new words and phrase.

（2）收集有关动物的资料，并写一篇参观动物园的日记。

Step 7 The design of the blackboard

Lesson 18take me there feel sorry for…on holidays watch sb. do sth.be dangerous fall into…in cages come up to“'walk round and round

教案点评：

本教案示例的突出特点在于学生的参与活动，通过学生的自主体验达到目标语言点的教学，另外还突出创设语境，体会语言的运用，不孤立地理解词汇。

Lesson 19

Teaching Objectives:

掌握提建议的三种表达方式

Language Focus:

Shall we …?

Let’s ….

Why not …?

I have a lot of homework to do.

Work must come first.

Properties: Overhead projector, recorder

Teaching Procedures:

Step 1 Revision

1. Revise the animal words by showing the pictures of animals or showing the pictures on page iii.

2. Revise making a suggest by talking about going to the zoo.

Step 2 Presentation

Ask students to write out the three ways of giving suggestions, then students work in pairs to make a responses to suggestions: agree and disagree

Good idea! OK/All right!

No, let’s ….

Get the students to practise the dialogue about making suggestions. Then ask some pairs to perform their dialogues.

Step 3 Practise

Let the students complete the exercise in pairs.

Explain at a quarter to is short for at a quarter to one/two…

Step 4 Practise

Have the students practise in pairs, filling in the blanks with the phrases from the box.

Then students make dialogues with phrases given in the box, do it in pairs first, then act it out in front of the class.

Step 5 Reading and writing

Have the students work together in pairs to fill in the blanks. Then ask several pairs to read their dialogue for the class.

Draws pictures on the blackboard to teach the word “dumpling”. Explain “seafood” is fish or animals in the sea that can be eaten.

Explain I have a lot of …to do”

I have many clothes to wash.

He has some questions to ask” etc.

Step 6 Exercises in class

1. Complete the sentences.

① The teacher has many lessons ____ ____

② The boys have some words ____ _____

③ I don’t have anything ____ ____

④ There are many games ____ ___

⑤ I have a lot of food ____ ____

2. Complete the dialogue.

① A: Would you like to see a film with me?

B: Yes, I___. When____?

A: ____ meet at 8:00 tomorrow evening.

② A: Would you like to go skating with me?

B: ____, I can’t. I have many things to do.

…

Answers:

1. ① to prepare ②to say ③to do ④to play ⑤to eat

2. ① ’d love to, Shall we meet, Let’s ② Sorry/ I’m afraid.

Step 7 Homework

1.Make up a dialogue about making suggestions and different responses to suggestions.

2.Finish off the workbook exercises.

The design of the blackboard

Lesson 19Shall we …?Why not meet…?Work must come first.I have a lot of … to do.

Lesson 20

Teaching Objectives:

巩固提建议的表达方式的运用；

掌握元音音素[ : ] [ ][ ]的发音及有关字母O的发音规律。

Language Focus:

[ : ]or, ore, oor, our, al, au [ ]o, a [ ] o, oa, ow,

On the back of

I don’t know what to do.

go boating What do you think?

Properties: Tape recorder, cards

Teaching procedures:

Step 1 Revision

1.Suggest to your friends that you go travelling to Japan next summer holiday. (in three ways.)

2.Revise the animal names by playing charades.

Ask a student to act out a kind of animal. The class guess the name of the animals by the student’s actions. Change another student to go on.

Step 2 Spelling and pronunciation

Play the tape for students to listen and repeat. Get them practise the pronunciation of these words. Show the students more words on cards to read.

Step 3 Listening

Play the tape and do Lesson 20 Ex.3. Check the answers.

Step 4 Look, read and act

Show the picture to students, talk about the picture, then guess what the two boys are talking about.

Play the tape for students to listen and repeat.

Then have the students read and act out the dialogue in pairs.

Step 5 Read and say

Say It’s Thursday morning. Tom and Li Lei are talking about what they are going to do tomorrow. Can you guess what they say exactly? Make up the dialogue with your partners.

Play the tape for the students to listen and ask What are Tom and Li Lei going to do on Friday?

Get the students to practise the dialogue in pairs.

Step 6 Writing

Suppose it’s Friday afternoon now. Tom and Li Lei are in the park. They see a lot of boats on the lake. They begin to talk. Make up this conversation with your partner.

Students read the introductory part themselves and write out the dialogue.

Step 7 Checkpoint

Revise the three ways of making suggestions and different responses to suggestions.

播放视频时间和提建议的表达法，让学生进行口头练习。

Read the useful expressions.

Step 8 Exercises in class

Complete the sentences.

1. 现在看海豚表演太早了。

It’s ______ ______ ______ the dolphin show.

2. 我想它正在和我们打招呼呢。

I think it’s ______ “______” ______ us.

3. 上面写着“请勿喂养动物”

It ______ “Don't ______ the animals!”

4. 我们去看看小熊猫吧！

______ go ______ ______ the ______ panda.

5. 我们看见一只猴子在它妈妈的背上。

We can see a monkey ______ ______ ______ ______ its mother.

6. 我们去买划船票好吗？

______ we go and ______ tickets ______ ______ ?

7. 先去大象室看看如何？

What about ______ to the ______ house ______?

Answers:

1.too early for 2.saying Hello to 3.says, feed 4.Let’s, and see baby 5.on the back of 6.Shall, buy, for boating 7.going, elephants’, first

Step 9 Homework

1. Finish off the workbook.

2. Review making suggestions.

The design of the blackboard

Lesson 20 I have a lot of …to do I don’t know what to do What do you think?

篇2：人教新课标初二Unit 6

Lesson 21

Teaching Objectives:

掌握本课的地点名词，并会看地图，能正确表达各个地方的地理位置；

复习问路的句型。

Language Focus:

in front of, next to, on the left/right side, Thank you all the same.

Properties: Map, recorder, flash动画

Teaching Procedures:

Step 1 Revision

Draw a simple map on the blackboard. 表达各个建筑物所处的位置，教学一些介词短语：in front of, left/right side of 等。Then get the student to practise about other places.

Step 2 Presentation

Showing the students the picture and make conversations with several students, like this:

Excuse me. Where’s the nearest …?

Excuse me. How far is ××× (an important place near school)?

Is there ××× near our school?

Help students to answer

Teach new words bank, bookshop, bus stop, theatre, museum and toilet by showing pictures.

Step 3 Practice

Look at the picture in the book and ask students to work in pairs to practise showing places, using prepositional phrases like “next to, in front of, behind, outside and on the left/right side”

eg. There’s a school next to the supermarket. In front of/behind the school, there’s a market.

Step 4 Ask and answer

Show students some maps and ask them for directions, using the patterns in the book.

Excuse me. Where’s the nearest ×××?

Play the tape for students to listen and repeat.

Then students practise in pairs and make up their own dialogues. Get some pairs to act theirs out.

Play the game: Which place is it?

(With the help of a map, on which some places are marked).

One student describes the location, asks other students to guess the place.

Step 5 Exercises in class

Fill in the blanks

1. There’s a cinema next ____ the shop.

2. ____ the left side of the room, there’s a desk.

3. －I’m sorry I can’t help you. －_____________.

4. Please come to the front and stand ____________ the class.

Key: to, on, Thank you all the same, in front of.

Complete the dialogue

A: ________ _______, where is the nearest police station, please?

B: I’m _______, I don’t know. Please ________ that man.

A: Thank you _______ ________ _______. Excuse me, where is the police station, please?

C: _______ over there, next ________ the post office.

A: Thank you ________ _______.

C: Not ________ _______.

Key: Excuse me, sorry, ask, all the same, It’s, to, very much, at all.

Step 6 Homework

1.Make 2 dialogues asking for directions (draw maps).

2. Finish off the workbook exercises.

The design of the blackboard

Lesson 21Where’s …?It’s next to the …/in front of the … /behind the … /outside the…/ on the left/ right side. Excuse me. Where’s the nearest …?Excuse me. How far is ×××?Is there ××× near our school?

教案点评：

本案例主要通过图片展示来进行目标语言点的操练，这对于地点之间的方位的辨认非常直观，这和实际的生活环境非常吻合，学生操练就非常简单。

Lesson 22

Teaching Objectives:

掌握如何表达需求；

掌握询问方向和指点方向的用语，并能在实际生活中为人指路。

Language Focus:

Is there a bank near here?

Where’s the nearest hospital, please?

Go along this road.

Take the first turning on the right.

It’s about a hundred metres along on the left.

It’s about 6 kilometers along.

He needs some help.

You’d better (not) ask sb. for sth.

Properties: Tape recorder, Map, Overhead projector

Teaching Procedures:

Step 1 Revision

Revise the ways of asking for and giving directions in a simple way.

Revise the prepositions of location

Step 2 Presentation

Ask the students Are you good at distinguishing directions? Are you always ready to help someone who can’t find his way?

The teacher asks several students the directions to some places near school, using different ways of asking for directions. Ask sb to give directions.

Excuse me. Where’s the people’s Hospital?

Could you tell me the way to Beijing zoo, please?

Excuse me, which is the way to Purple Bamboo Park?

Is there a Macdonald’s near here?

Step 3 Practice

I. Show ways of asking for and giving directions on a flashcard.

Students ask and answer about places on the map on colour page iv of the SB.

Excuse me, is there a …near here?

I’m sorry I don’t know.

Step 4 Ask and answer

Play the tape for the students to listen and repeat. Ask them to draw a map as described in the dialogue.

Get students to practise the dialogues in pairs.

Use a map to ask students to practise asking for and giving directions.

Step 5 Exercises in class

1. A: Excuse me. Which is the____ to East Park, please?

B: Let me see. Er, walk ____ this road and ____ right. Go ____ until you____ the end. You’ll find the park in front of you.

2. A: Excuse me. Can you give me ____ to the post office, please?

B: Sure. Go ____ this street and ____ right. Then you’ll see a tall building. That’s the ____, and it s between the zoo ____ the fruit shop. You can’t ____ it.

A: Is it ____ from here?

B: No, it s quite near. It’ll only ____ you about 10 minutes if you walk there.

A: Thanks a lot.

B: You’re welcome.

Keys:

1. way, along/down, turn, on, reach

2. directions, along/down, turn, post office, and, miss, far, take.

Step 6 Homework

1. Make a dialogue asking for and giving directions.

2. Finish off the workbook exercises.

The design of the blackboard

Lesson 22Is there a bank near here?Where’s the nearest hospital, please? a hundred metres along… awayHe needs some help.You’d better (not) ask sb. for sth

Lesson 23

教学目标：

1．使同学熟练掌握本课表示地点的介词词组和重点词汇。

2．使同学掌握本课阅读材料的内容，并能模仿课文表演游戏。

教具：Picture, recorder and coin

教学过程：

Step 1Revision

(1) Dictation

(2) 学生表演问路对话。情景：老奶奶第一次进城找不到儿子的家。她该怎么办？学生可以准备一根拐杖和一条毛巾办成老奶奶的样子。学生参照第22课的问路修改：

Granny故做四周环视状。

The boy: Hello, granny. Can I give you some help?

Granny: I want to go to the bus stop. I want to go to see my son. But I don’t know the way.

The boy: Don’t worry! granny. I can help you. I know the city well. Where is the address?

Granny: I lost it. I just remember there is a post office behind the apartment.

The boy: Oh. The post office is not near from here. You can catch the number3 bus. Go along this road, turn right at the second corner and then you will see the bus stop. The bus will take you to the post office. The apartment is behind it.

Granny: It is very kind of you.

The boy: It is my pleasure. Bye bye.

Step 2 Leading-in

1. Ask students to raise their hands.

Those sit in the front/middle/back rows.

Those sit on the left/in the middle/on the right.

2. Ask 3 students to express their positions in class/with the teacher’s help, if necessary.

eg. I sit in the front row, on the left, between ×× and ×××.

3. Guess game: Who’s my best friend?

A student talks about the position of his/her best friend and asks others to guess the friend’s name.

Step 3 Presentation

Part 1 Ask and answer

(1) 教师通过图片向学生介绍相关介词短语的用法。并进行操练。

(2) Read out the dialogue.

(3) 创设情景：教师可以提前在教室里准备一些表示地点的卡片。如动物园，天安门，北海等，标上英文名字。放在教室的不同方向，组织学生练习如：

Where is the Beijing zoo?

It is in the front row. Is the Bei Hai Park on the left of the zoo? Yes, it is.

Part 2 Reading: Who has the coin?

1.默读课文判断正误

The teacher gives everyone of the students a coin.

The students like the game very much.

2. Call 6 students to the front of the class and give them instructions as the text says, and give the other students instructions.

3. Ask the students who are sitting to guess where the coin is, using questions, like:

Is it in your right/left hand?

4. (Books open) Ask students to go over the text silently and prepare to answer the comprehension questions.

5. The teacher asks sb to answer comprehension questions in the book.

阅读全文。并找出生词和不懂的地方。教师向学生讲解重点词汇和句字。

Step 4 Practice

教师组织学生分组在班上进行这个游戏，看那一组表演的完全按照是书上的介绍。对表现出色的组进行表扬。

Step5 Summary.

学生自己总结本课的重点词语。

Exercises in class

Fill in the blanks according to the passage.

One day, in the English class. Miss Dong asked 6 students to stand ____ the front of the class and put their hands ____ their backs. The students pass the coin given by the teacher ____ one ____ another. The other students keep their eyes ____ and guess who ____ the coin.

Key: in, behind, from, to, closed, has.

Choose the right answer.

( )l. Tom, just do it ______ your teacher tells you.

A. like B. as C. because D. when

( )2. Where ______ your best friend sit?

A. is B. do C. are D. does

( )3. Let’s play a game. First you must keep your eyes______, then _____ them.

A. close, open B. closed, opened

C. close, opened D. closed, open

( )4. Where ______ the boy _____now?

A. is…stand B. is … standing

C. does…stand D. does … standing

( )5. The coin goes from one to ______.

A.the other B.other C.others D.another

( )6. Could you pass the orange ______ me?

A. to B. at C. in D. from

( )7. You mustn’t ______ your books now.

A.looks at B.look at C.see D.look

( )8. Can you guess who ______ the coin?

A.does have B.does has C.is have D.has

( )9. Betty tells Katy ______ the ball.

A.catch B.catches C.catching D.to catch

( )10. Who sits next to ______?

A. us B. we C. our D. ours

Answers: l. B 2. D 3. D 4. B 5. D 6. A 7. B 8. D 9. D 10.A

Homework

1.Copy the words and the phrase.

2.让学生编写一个关于问路短剧

The design of the blackboard

Lesson 23 Where do you sit? Who has the coin?

教案点评：

最主要的特点通过各种途径创设情景，让学生进行实际的交际操练，以激发学生的积极性，同时达到目标语言的要求。

Lesson 24

Teaching Objectives:

巩固有关问路、指路的交际用语，并能运用来解决生活中的实际问题。

Properties: Tape recorder Overhead projector.

Teaching Procedures:

Step 1 Spelling and pronunciation

Play the tape for the students to listen and repeat. Practise the individual sounds, then show flashcards with more words and get the students to pronounce the words.

Step 2 Stress and intonation

Play the tape for the students to listen and repeat.

Have the students imitate the recording, paying attention to stress and intonation.

Then have the students work in pairs and choose some sentences and use them in a dialogue.

Step 3 Listening

Play the tape for the students to listen.

Listen for the first time and catch the main idea.

Listen for the second time and finish the exercise of putting in the missing words.

Check the answer.

Step 4 Map puzzle

Look at the maps on page iv.

Play the tape for the students to listen and have the students follow along.

边听录音，边让学生跟着在彩图中标出路线，这样答案就非常明显。

Answer the five questions.

同时教师可让学生根据所听内容或根据书中的内容，自己画出一个简单的地图，显示所要去的各个地方。

Step 5 Practise

Get the students to read the dialogue. Then have them work together in pairs.

利用彩图，让学生根据图中各个地方的位置进行模仿问路和指路练习。

Step 6 Writing

Reading the passage in Part 6.

Make the possible dialogue in pairs.

可以让学生先想象一个方位图，然后根据自己的图编对话。

Choose several pairs to read aloud their dialogues for the class.

Step 7 Exercises in class

Complete the dialogue according to the map.

H: Blue sky Hotel B: bank C: supermarket

假设你在A处，一位外国朋友问你到蓝天宾馆如何走，请你根据地图所示，完成下列对话。

F: Excuse me, could you tell me ______?

C: Sure ______. Take ______. ______. They you’ll see the hotel. It’s ______.

F: Oh, it’s very ______. Which bus ______?

C: No. 9 bus. The bus stop is over there.

F: Thank you very much.

C: ______. Bye-bye.

Answers: the way to the Blue Sky Hotel; Go along Huanghai Street; the second turning on the right; Then go along East Road and take the second turning on the left; between the bank and the supermarket; far; shall I take; That's all right/You’re welcome.

Step 8 Homework

1. Make a dialogue between Mr. Yang and a policeman.

2. Finish off the workbook exercises.

The design of the blackboard

Lesson 24 Are you good at reading maps? How can I get to the bus station? First left and second right

篇3：人教新课标初二Unit 7

Lesson 25

Teaching Objectives:

Talk about a picture, using present progressive tense, grasp the usage of present progressive and simple future tenses

Properties: Overhead Projector, Pictures

Language Focus: be doing be going to do

Teaching Procedures:

I. Revision

Ask sb to say out the dialogue between Mr. Yang and the policeman they prepared after class.

II. Leading - in

Lead to the usage of present progressive and simple future tenses by asking students:

What are you doing now? --We re having English class.

What are you going to do at weekend? --I’m going to ….

III. Practice

I. Look at the picture in Ex. 1 in the book and ask sb to work in pairs and talk about the picture, using present progressive tense.

2. Ask sb to say out their dialogues.

3. Illustration: Call 3 - 5 students to the front of the class and make same actions, then ask a question “What am I doing?”

The other students answer, for example “You’re

dancing/singing/reading/playing basketball /sweeping, etc.”

4. Talk about the four pictures in Ex. 2. Using present progressive and simple future tenses.

5. Ask sb to talk about their plans in the near future.

IV. Consolidation

Help the students to summarize the usage of present progressive and simple future tense. And show some pictures to ask the students to talk about, using the two tenses that have just been learnt.

be (am, is, are)+doing

be (am, is, are) + going to do(plan to do sth. )

eg. I’m writing. Mary is sleeping. I’m going to have a holiday.

They re having an exam.

They’re going to Sichuan.

He’s going to give a report.

V. Exercises in class

1. -Where is Mary?

-Look! She ____ (sit) behind Jack.

2. -____ they ____ ( dig) holes now?

-No, they ____. They ____ (carry) water.

3. -Listen! Who____(cry) in the next room?

4. We __________________(have) an English evening class next Sunday.

5. She ________________(not buy) the film ticket because her friend has promised to buy for her.

Keys:

1.is sitting. 2.Are, digging/aren’t, are carrying

3.is crying 4.are going to have

5.isn’t going to buy

Complete the dialogue

A: ______ are you going next week?

B: I’m going to the factory.

A: ______ are you going to do there?

B: I’m going to see some machines. Would you like to go?

A: Yes. I’d like to. It’s much better ______ having classes. ______ are we going to leave?

B: We are going to leave at about seven next Saturday morning.

A: ______ are we going to meet?

B: Outside the school gate.

A: ______ are we going there?

B: We are going there ______ bus.

Answers: Where, What, than. When, Where, How, by

VI Homework

Ask each student to find a picture with many people doing something, describe the picture, using present progressive tense and trying to use simple future tense.

VII. he design of the blackboard

Lesson 26

Teaching Objectives: Understand the reading passage and practise listening.

Property: Tape recorder

Language Focus:

Canada--Canadian lift = elevator do sports = take exercise on the basketball team

Teaching Procedures:

I. Revision

Revise the two kinds of tense learnt in the last lesson.

The teacher does some actions and asks: What am I doing? The Ss answer with present progressive tense.

The teacher asks questions: What are you going to do this afternoon/evening/tomorrow/this weekend/…? The Ss answer with simple future tense.

II. Leading - in

Today, we re going to know a Canadian man. He lives in a tall building in Toronto. What will we know about him?

III. Presentation

Look at the picture in the book and describe it

Where is Paul?

What is he doing?

What does he look like?

What impressions does he give you?

IV. Read and find out

1. Read the passage in a silent way and try to answer the question: Why doesn’t Paul use the lift for the last three floors?

2. Do Ex. 1 on Page 108.

3. Go over the passage.

(1) Canada-Canadian Germany-German China-Chinese Greece-Greek

Japan-Japanese Egypt-Egyptian Korea-Korean India-Indian

America-American Ireland-Irish Australia-Australian Italy-Italian

Brazil-Brazilian Mexico-Mexican Britain-British Russia-Russian

France-French Spain-Spanish

(2) lift = elevator

(3) do sports = take exercise

eg. Youngsters should take regular exercise/do sports regularly. eg. Jacky is on our school football team.

(4) on the city basketball team

4. Listen and read after the tape.

5. Chain reading: Ask Ss to read the passage in Chains.

6. Discussion: Can a short person be a basketball player?

V. Listening

1. Pre－listening: Tell the Ss what we’re going to listen.

2. While-listening: Listen for the 1st time and catch the main idea

3. Listen for the 2nd time: answer the questions on Page 108

4. Check the answers

5. Listen again and check the answers again

VI. Exercises in class

Fill in the blanks with proper words and formations、

Mr. Paul is a ____ who lives in Toronto. He likes ____ sports after work and he is on the city basketball team. He is the ____ in the team, but at the same time, he’s the ____, His ____ time is weekends and he usually gets home a little ____ than usual. Mr. Paul’s home is in a tall building with eighteen floors. He lives on the ____(fifteen) floor, but he always gets out of the lift on the (twelve) floor and walk up 3 floors. Is it funny?

Key: Canadian, doing, shortest, fastest, busiest, later, fifteenth, twelfth.

Rewrite the sentence without changing its meaning.

1. There are eighteen floors in the building.

The building ______ eighteen floors.

2. He uses a lift to go up and down.

The lift _____ _____ up and down.

He _____ up and down _____ lift.

3. He starts work at half past eight.

_____ work _____ at eight _____.

4. Every day he does the same thing.

Every day he doesn’t ______ ______ ______.

5. Why doesn’t he use the lift for the last three floors?

Why doesn’t he use the lift _____ up the last three floors?

6. He lives in Toronto.

He lives in ______ ______ ______ Toronto.

7. Paul is very busy every day.

Paul ______ ______ very ______ every day.

8. He is on the city basketball team.

He _____ _____ the city basketball team.

Answers! 1.has 2.takes him, goes, by 3.His starts, thirty 4.do different things 5.to 6.the city of 7.is not, free 8.plays for

VII. Homework

1. Write a short passage: Mr. Paul.

2. Retell the passage.

VIII. The design of the blackboard

Lesson 27

教学重点和难点：重点复习提建议的表答方式和有关介绍不同事物的相关用语

教具：Pictures and recorder

教学过程：

Step 1 Revision

1．教师将学生分成两组，在黑板上画一个动物园然后提问What are in the zoo？让学生进行三分钟抢答。每答对一种动物该组加一分，能拼写上一个种动物加二分.同时教师在黑板上写下这些动物。并进行提问Which one is the biggest animal in the world? Which one do you like best? Which one is the smallest in the zoo? Which one is the most dangerous in the zoo? 学生每回答上一个问题每组加三分，最后分多的组获胜。

2．教师可以通过提问的方式向学生介绍的日常生活，如：When do you get up? What do you eat in the morning? Do you use the lift to go up and down your building? How do you go to school? 通过上述提问可以复习上节课所学内容。

Step 2 Puzzle dialogues

1．给学生三分钟时间完成课本的第一部分。

2．教师让学生总结表达建议的相关句型：Shall we, why not, what about, let’s

教师在黑板上出示一组动词词组让学生套用句型：go to school, go to the zoo, have a rest , have dinner together.

Step 3 Read and act

1. Before-reading

What’s the most popular sport in China? Do you like it? Why?

What’s the most popular sport at/in our school?

Do you know the most popular sport in U.S.A.?

2. While-reading

Step 4 Exercises in class

1. May I come in, please? A. Of course, you can. Here you are.

2. May I turn down the radio? B. That’s OK.

3. We should have a rest, shouldn’t we?

C. No, please don’t. The wind is blowing hard outside.

4. Can I open the door? D. Yes, we should.

5. Shall we go to the park? E. Yes, please.

6. Could I use your dictionary? F. Sorry, he isn’t in.

7. Can I keep the book longer? G. That’s a good idea.

8. Could I speak to Jim, please? H. Yes, you may keep it for two weeks.

Key: 1.E 2.B 3.D 4.C 5.G 6.A 7.H 8.F

Complete the dialogue.

A: What are you ______ ______ ______ tomorrow?

B: Nothing_______, why?

A: Tomorrow is Sunday. There is going to ______ a football game ______ the team ______ No.2 Middle School ______ the team from our school. ______ you ______ to go and ______ the game?

B: I’d ______ ______. What time ______it______?

A: ______ three o’clock.

B: ______ ______ go a little earlier? ______ ______ half past two?

A: That’s______ ______.

B: ______ shall we meet?

A: ______ meet outside the school gate.

B: ______. See you then.

A: ___________.

Answers: going to do; much; be, between, from, and, Would, like watch; love to, will, begin; At; Shall we, What/How about; all right; Where; Let’s; OK; See you

Step 5 Homework

1.Copy the text and the words

2. Role play the dialogue

3.让学生编写关于提建议一个小型的对话

The design of the blackboard

Lesson 28

Teaching Objectives: Develop the four skills of listening, speaking, reading and writing. Go over the language points of this unit.

Properties: Tape recorder, map

Language Focus:

/ia/ ea ear er (e) air are ear ere

be better than sb. at. sth./doing

Teaching Procedures:

I.Word Puzzle: A “Word Ladder”

Complete the word puzzle ladder in the book.

II. Listening

1. Give two words and , ask Ss to give letter combinations that make the two sounds.

2. Summarize the pronunciation rules of and .

3. Read after the tape, imitate the pronunciation.

4. Ex. 3. Listening practice.

(1) 1st time: Listen and get the main idea

(2) 2nd time: answer questions on Page 110

(3) Check answers

(4) 3rd time: Listen and Check again

III. Speaking

1. Ex. 4. Ask and answer

(1) (Books closed, only look at the map) listen and prepare to talk about the living place of Bill.

(2) (With the help of the map) Say out the living place of Bill.

(3) (Books open) Listen and repeat

(4) Pair work: Ask friends “Where do you live?”

(5) Act out the dialogue (Students should draw a brief map)

(6) Report: the living place of my friend.

2. Finish Ex.5 and read out, teach “be better than sb. at sth./doing”

eg. Dim is better than Irene at spoken English.

Rosy is better than Ariel at playing computer games.

Class 3 is better than class 4 at English.

IV. Writing

Writing about Anne’s best friend or favorite sports/singing star.

V. Revision

Go over the language points of this unit.

VI. Relaxation

Learn a song “The More We Get Together”

VII. Exercises in class

Find out one word with a different pronunciation.

1. A. hear B. near C. pear D. year

2. A. where B. hare C .here D .hair

3. A. fore B. bear C. rare D .dare

4. A. here B .dear C .fear D .fare

5. A. early B. learn C. earth D .dear

Key: C C A D D

Choose the right answer.

1. How many floors ______ the building have?

A. do B. does C. are D. is

2. There are sixty ______ in an hour.

A. months B. minutes C. days D. weeks

3. A city is ______ than a village.

A. smaller B. more bigger C. bigger D. much smaller

4. Do you know a boy ______ Jill?

A. call B. name C. calls D. called

5. Jim is ______ than Lily at fishing.

A. good B. well C. better D. best

6. ______ you study,______ you'll learn.

A. Harder, more B. The harder, more

C. Harder, the more D. The harder, the more

7. Let me show the place ______ you ______ the map.

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

8. Which floor do you live ______?

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

Answers: l. B 2. B 3. C 4. D 5. C 6. D 7. C 8. A

VIII. Homework

1. Writing task: My Best Friend or My Favourite Sports/Singing Star.

2. Revise the whole unit.

XI. The design of the blackboard

篇4：人教新课标初二Unit 2

Lesson 5

Teaching Objectives:

掌握be going to表将来时的句型的运用；

能够表达自己将来的意愿。

Language FOCUS:

be going to do sth. on a field trip be good at sth./doing sth. Go fishing/boating/hiking etc.

Teaching Procedures:

Step 1 Revision

1.To make up sentences with the time phrase. now, at the moment, Look! , listen! etc.

2. Ask What do you usually do on Sunday?

Step 2 Leading-in

Teacher: On Sundays. I often go shopping. I like going shopping. What do you like doing on Sundays?

Students: I like playing computer games.

…

Teacher: I’m going to visit my friend next Sunday. What are you going to do next Sunday, Li Mu? Help Li Mu answer I’m going to play ping-pong. Repeat for the others.

Show the table:

Name Sunday, September_______

Li Mu Play ping-pong

Jim

Kate

Ask What’s Jim/Kate going to do next Sunday? Help the students to answer using He’s/She’s going to ….

Explain be going to: It’s a way of talking about future plans.

Step 3 Present

Saying the students are going to go on their field trip. They are going to play somewhere. Let’s see what they like doing and where they are going.

Play the tape for the students and ask What is the class going to do next Friday?

Explain the phrase :

“be good at” means someone can do sth very well.

eg. “Wendy is good at English” means “Wendy s English is good, she can speak or write English very well.”

Hike. (go for a) long walk in the country, taken for pleasure exercise.

Students listen again and read in pairs

be going to : It express the future as the plans are being made. It can also be used to express future plans.

e.g. Lucy is going to study in Shanghai next month.

Step 4 Practice

Suppose your class is going on a field trip, too. Talk in groups about where to go, what to do, how to go, etc. Make it a role play. And act it out.

Step 5 Ask and answer

Students work in pairs ask questions in the box and answer.

Pay attention to the time phrases tomorrow, next week, next holiday, the day after tomorrow, etc.

Step 6 Practice

Add more phrases denoting the future time. eg, this weekend, next Sunday, etc.

A: What are you going to do next Sunday?

B: I am going to do my homework. What are you going to do?

C: I’m going to …

Talk about future intention. Have the students work in groups to plan a field trip.

Step 7 Exercises in class

Complete the dialogue.

－ What ____ ____ ____ ____ ____ tomorrow?

－ Nothing much. why?

－ I ____ ____ ____ Plant some trees. Do you want to go with me?

－ Yes, I’d love to. Where ____ ____ ____ ____ plant the trees?

－ I ____ ____ ____ the countryside.

－ How ____ ____ ___ ____ get there?

－ We can take a bus.

－ Good. When ____ we ___ and where?

－ Let's meet at 9:00 in the morning. I’ll go to your house.

－ OK. See you tomorrow.

－ See you.

Answers: are, you, going, go, do,/am, going, to, are, you, going, to, /am, going, to, are, you, going, to, /will, meet,

Step 8 Homework

1. To write a short article to introduce what you intend to do next holiday.

2. Finish off the workbook exercises.

The design of the blackboard

Lesson 5 go fishing Are you going to …? be good at doing sth. Yes, I am. have a field trip No, I’m not. go on a picnic

Lesson 6

教学目的(Teaching Objectives)

（1）掌握重点单词和词组hurry up. go the wrong way, be tired。

（2）熟练掌握be going to 结构的用法

（3）能回答课文的问题并能根据上下文判断单词的意思。

教具(Properties)：教学磁带，图片和卡片。Properties: tape recorder, calendar. .

教学过程(Teaching Procedures)

Step 1 Revision

1. To say sentences according to the calendar about Charlie’s holiday plan.

eg. Charlie is going to catch the nine o’clock train to his uncle’s home. etc.

2. Revise be going to by asking students about their plans for this evening, next Sunday, etc.

Step 2 Leading - in

Ask Do you like to hike? What mountains do you like to hike? Do you hike fast or slow? What do you do at the top of the mountain?

Divide the students into small groups and have them discuss the questions.

Step 3 Presentation

Saying Last lesson, we have known the students are going to have a field trip to mountain. Today we’re going to see what they met on their trip.

Do you think they have a good time? Are there any problems? (Encourage students to guess about their trip.)

Students Listen to the tape with their books closed and try to write down the problems. Call one student to write on the blackboard.

学生默读课文，了解课文大意。Answer What is the class going to do at the top of the mountain?

教师就生词和难点进行举例解释。

To draw a mountain on the blackboard, teach the phrase “on the top of” pointing to the top and “at the foot of the mountain” pointing to the loot of it “To have a picnic means to carry your food. and eat in out doors” “To trip over sth means to fall down because of sth”

e.g. I want to climb to the top of the mountain first.

Tomorrow we are going to have a picnic in a park.” “The boy trips over a lying tree.

Teach hurry up, I’m tired, the wrong way, tie my shoes, I’m going to die.

Step 4 Practice

Students listen and read the article.

Then they ask and answer about the problems in pairs “What s the matter with Jill?”

“She often goes the wrong way.” etc.

并就教科书78页的练习2进行讨论。然后两人一组问答练习。

Step 5 Practice

教师将课文第七页的1，2，3，4，5副图放大后挂在黑板上。告诉同学这就是当时爬山的情景。

Students guess what the people in each picture are going to say. Then check the answers.

Then students try to find ways to help them. They work in small groups.

最后教师让学生合上课文，根据图片复述课文。

If time permits, they act it out as a role play.

Step 6 Exercises in class

Ed trips over his shoes, so he has to 1 . Jiang Wei is very tired, he wants to 2 . Li Mu has too many things in his bag and it’s too heavy, he needs 3 . Katy wants to hike quickly, she always says 4 . But Jill often goes 5 .

Answers:

1. Wear his shoes 2. have a rest 3. help 4. hurry up! 5. the wrong way

Step 7 Homework

1.Do the exercise 2 in page 78 of the textbook

2.To make a role play according to the pictures.

3.Finish off the workbook exercises.

The design of the blackboard

Lesson sixbe going tobe doingthe word and phrase.the pictures of the text.

Lesson 7

Teaching Objectives: Students should be able to use “be going to” to talk about future intentions.

Language Focus: some sentence patterns

be going to

Property: Overhead Projector

Teaching Procedures:

Step 1 Revision

1. To talk about the problems they have when going hiking.

2. Revise the time phrases by asking students randomly, What are you going to do the day after tomorrow/ next week/ this afternoon/ tomorrow, etc.

Step 2 Leading - in

Saying We know that the students in the class are going hiking. What are you going to do Tomorrow/ Next Sunday?

Ask students to write down phrases of future times on the blackboard.

Step 3 Practice

Students ask and answer questions in small groups to fill in the form in the book using their own names. Call one group to do it on the blackboard for later use.

After they finish the table, change partners and talk about the form. Use different question words and different question patterns: “What…going to …?” How…going to…?

“Where/When/Why/Who … going to… ?”

“Is she (he) going to… ?”

“Are they going to… ?”

“Is she (he)/Are they going to …or … ?”

Step 4 Reading and matching

Students do the matching themselves, then check the answers in pairs and make them a dialogue.

Step 5 Exercises in class

1. The students are going to have a party in the meeting- room next Friday, because it’s their teacher’s birthday.

Ask questions:

①Who …? ②What …? ③Where …? ④When …? ⑤Why …? ⑥General question ⑦Negative sentence ⑧ Whose …?

2. Complete the dialogue.

A: What ____ ____ ____ ____ ____ next Sunday?

B: I don’t know ____ ____ you?

A: I ____ ____ ___ see a nice film .Do you want to go with me?

B: Yes. I’d love to. But the cinema is far. How ____ ____, ___ ____ go there?

A: Let’s go by bus.. I _____ ____ ____ buy the tickets tomorrow. Then I’ll call you.

B: OK. Bye!

A: Bye!

Answers:

1. ① Who is going to have a party in the meeting - room next Friday?

② What are the students going to do in the meeting - room next Friday?

③ Where are the students going to have a party next Friday?

④ When are the students going to have a party in the meeting - room?

⑤ Why are the students going to have a party in the meeting – room next Friday?

⑥ Are the students going to have a party in the meeting - room next Friday?

⑦The students aren’t going to have a party in the meeting - room next Friday.

⑧ Whose birthday party are the students going to go have a party in the meeting - room next Friday?

2. are you going to do/What(How) about/am going to/are We going to/am going to…?

Step 6 Homework

1.Use “be going to” to write a short article

2.Finish off the workbook exercises.

The design of the blackboard

Lesson 7What’s he/she going to do tomorrow?How’s he/she going there?When are they going?

Lesson 8

Teaching Objectives:

1.Grasp the pronunciation of some letter clusters.

2.Master the using of be going to by denoting the future plan.

Properties: Tape recorder, cards, pictures.

Language Focus:

Pronunciation & intonation

[i:]e, ee, ea, i, [i]I [ ]a, e, o, er, o(u)[in unstressed syllables)

Special questions should be in falling tones.

words & expressions

get to - reach, arrive at (in)

Salesgirl- a girl who sells things in a shop fruit (u]

Teaching Procedures:

Step 1 Revision

To talk about these people’s intentions for the future with “going to” e.g.

Peter is going to go to Chicago tomorrow.

Step 2 Spelling and pronunciation

Students read the words on the cards “be, she, green, screen, queen, breathe, beast, pick, hit, big, ship, agree, exercise, again, cookery, control, neighbour,” and try to find out the rule, then listen to the tape and repeat.

Step 3 Stress and intonation

Have the students say the sentences after you have modeled them one by one.

going to, want to, have to发音时可缩减为：gonna, wanna, haveta.

Step 4 Reading

Draw some fruit on the blackboard and teach the word “fruit”, tell them that It’s an uncountable noun.

Ask What would you take with you hiking? What kind of food?

Have the students prepare a list of the items they would take.

Play the tape for the students to find out the Chinese “You zi” and teach the English word “grape fruit”.

Teach the words “salesman, salespeople and salesperson.”

Students read the text to their partners first, then make it a role play. Four persons form a group. (Katy, Jill, salesgirl and narrator)

Step 5 Listening practice

Read over the questions with the students. Play the tape (three times). Check the answers with the class.

Step 6 Writing

Have the students write about their plans next week. Have them try to use some of the phrases from last unit.

Step 7 Reading

Show some pictures of Terra - cotla warriors, Teach the word. Show more pictures of Huashan and ask who has ever been to these places, or seen the sights, encourage them to say anything about that.

Play the tape for the students to listen and repeat. Answer Where is Huashan?

Have the students to practise it in pairs and act it out

Step 8 Reciting

Play the tape for the students to listen and repeat.

Then have a competition to see who can recite it correctly in the shortest time.

Step 9 Checkpoint

Go through the be going to sentences and the useful expressions..

Step 10 Homework

1. To write several pairs of sentences to compare “be doing” and “be going to do”

2. Finish off the workbook exercises.

The design of the blackboard

Lesson 8 take…with… have a fun field trip have lots of fun be far from

篇5：人教新课标初二Unit 3

Lesson 9

教学目的：

1.初步掌握形容词的比较级的基本用法和基本句型。

2.了解中秋节的习俗

3.掌握重点词组和单词；be free. on Mid-autumn day. come over, see you tomorrow, would like

教具：Pictures tape recorder and real objects

教学过程：

Ⅰ.Revision 1.dication. 2.make a dialogue about the last lesson

Ⅱ.warming up；

教师把事先准备好的一些有关中秋节的图片或录像资料展示给学生，然后提问：

1.What are they doing?

2.Why?

3. What day it may be?

学生答道；1.They are having a dinner. Some of them are talking.

2. They are having a celebration.

3.It may be Zhong qiu jie。The moon is big and bright.

教师说 ：Ok, today we are going to learn something about Zhongqiujie. How do we say Zhongqiujie in English?

学生答 Mid- autumn day.

Ⅲ.Read and act

1.教师说 Now, listen to the tape and see what are Hun Mei and Lucy going to do on the mid-autumn day，放录音，学生听一遍录音材料 然后回答：They are going to have mid-autumn day.

2学生跟录音磁带读两遍对话。并找出不认识的单词和短语

3.教师解释文中的短语和单词be free, call sb. Sth, come over，autumn, festival, free, mid-autumn. Moon cake, nut, and sweet, inside, store.

（1）be free;意为有空。Free 是形容词，在句中做表语Be 。动词可随着不同人称和时态变化。例如：Are you free this afternoon? No ,I am very busy .I have a lot of homework to do .另外free还有免费的意思。

（2）come over:意为过来，顺路来访。例如：My sister lived far from me. Today, she is free. She comes over to my house.

(3)would like: 意为愿意，喜欢，想要。后面可以跟名词也可以跟动词不定式。例如；I would like that bananas. What about you? No, I would like to drink some water.

(4)on mid–autumn day :注意介词的用法。在节日介词用on， 例如：people get together to have a party on mid-autumn day ，especially the children they are very happy about it .

（5）at this time of year:意为在一年的这个时候。

例如：A: My father always takes me to have a holiday at this time of year.

B: My mothers always buy a lot of gifts for me at this time of year.

4.practise the dialogue in pairs

5.role-play

6.recite the dialogue

Ⅳ.Read and practice

1．教师可以在黑板上用简笔画画出两个大小不一的月饼然后指着小月饼说；Big, it is a big moon cake 同时在下面写下big 然后指着大的说：bigger, it is bigger.然后写成下bigger最后进行比较说；This one is bigger than that one。如图：

than

bigger big

2．教师可以出示几组实物让学生说出.nice ,nicer cheap, cheaper , heavy heavier

3．教师告诉学生如何把形容词变成比较级形式.

4．教师把两把尺子放到桌子上演示；I have two rulers. This ruler is long. This one is longer. This ruler is longer than that one.

5．教师让学生仿照教师就其他组实物进行口头练习并把句子写下来。然后让学生自己总结句型：主语+be+形容词比较级+than +其他

Ⅴ.Summary :

学生自己总结本课重点词组，概括对话， 讲述语法和句型

Ⅵ.Homework

1．抄写单词和词组

2．背课文中的对话

3．做书后的有关比较级的练习

Ⅶ.板书设计。

1.words and phrase Lesson nine2.Structures: the cake is big, that moon cake is bigger than this one Pictures

教案点评：

通过图片或录像资料的展示，让学生了解中秋节。利用简笔画和实物进行比较，进行比较等级的教学。

Lesson 10

教学目的：

1进一步学习形容词比较级的用法。

2掌握本课所授的单词和词组in the open air, thank for, be like, be hungry, look+adj

3学习课文掌握中秋节的风俗习惯

教学教具：Pictures tape recorder and real objects

教学过程：

Step 1. Revision

1．Revise形容词比较级的用法

1）Ask the students to write down the comparative degree form of those adj：cheap- large- hard- hot -

2）实物练习：教师出示实物让学生编一个关于购物的小对话。要求学生购物时使用形容词比较级对商品进行比较。用句型：主语+be+形容词的比较级+than +其它

2．教师关于第九课对话的提问。

A：What is mid-autumn day?

B: What is moon cake like?

学生回答On Mid-autumn Day we usually eat a big dinner and moon cakes.

They are small round cakes with meat, eggs, nuts or something sweet inside。

Step 2 Presentation

1．利用已学过的对话引出有关中秋节的话题 today we are going to read an e-mail to see how did Lucy introduce mid-autumn day to her friend.

2．让学生默读一遍课文（五分钟左右），并用铅笔划出课文中的生词，鼓励学生根据上下文来判断这些词的意思。然后回答下列几个问题：

（1）Is this an email from Lucy to Joe?

（2）What day is Mid- Autumn Day?

（3）What do people do on the day?

（4）What kind of special food do people eat?

3．教师对学生标出的新单词进行讲解，并对文章中新出现的重点词汇和短语进行讲解

（1）Thank for意为：谢某人某事。结构：thank sb for sth 或thank for sth.

例如

A:I must thank you for the advice. You really give us a great help

B: You should thank for you teacher. She is kind

（2）get together：意为聚会，动词。 get-together意为聚会，名词。结构：have a get-together.

例如

A: We are going to get together to celebrate the new year. How about you?

B: Lucy and I had a get-together yesterday

（3）in the open air意为在露天。例如；What did you do in the open air? We had an party.

（4）at this time of year:意为在一年的这个时候。

例如：

A: My father always takes me to have a holiday at this time of year.

B: My mothers always buy a lot of gifts for me at this time of year.

4．学生完成阅读课文后，完成此表格的填写，以总结概括全文。

Holiday Mid –autumn-day

Date In September or October

Special foot Moon cake

Activities Get together, have dinner, talk about the family and tell the story about change

5．完成此表后，学生可以根据线索词对课文进行复述。

6．教师说 now, listen to the tape and see what did the girls eat on the mid-autumn day?学生听完一遍录音后再回答。They ate all kinds of moon cakes.

7．Practise the dialogue in pairs

8．Role-play

9．Recite the dialogue

Step4：Summary:

学生自己总结本课重点词组，概括对话， 讲述语法和句型

Homework

1:抄写单词和词组

2课背文中的对话

3做书后的有关比较级的练习

板书设计

1.words and phrase Lesson ten 2.Structures: the cake is big, that moon cake is bigger than this one Pictures

教案点评：

设置一个购物的情景，进行比较等级的复习；然后利用已学过的对话引出有关中秋节的话题，进入本课的教学，最后总结有关中秋节的知识。

Lesson 11

教学目的：

1进一步学习形容词比较级和最高级的用法。

2掌握本课所授的单词harvest another better pumpkin

3学习关于购物的交际用语

教学教具：图片、实物

教学过程：

Step 1 Revision

1．教师让学生自己编一个对话进行表演向其他同学介绍中秋节和月饼。可参照第十课教师所列表格

2．听写第十课的单词和词组。

3．教师组织学生复习形容词的比较级的形式和用法

（1）Ask the students to write down the comparative degree form of those word: tall, long, nice, thin, hot, heavy, good, happy)

（2）教师出示实物，要求学生做口头和笔头练习。例如：I have two balls. This one is big. That one is bigger. That one is bigger than this one.

Step 2 Presentation

（1）教师可以出示几组实物让学生说出nice nicer, cheap cheaper, heavy heavier等形容词比较形式，然后告诉学生如何把形容词变成比较级形式.

（2）教师可以在黑板上用简笔画画出三个大小不一的月饼然后指着小月饼说；Big, it is a big. 同时在下面写下big 然后指着大的说：bigger, it is bigger.然后写成下bigger最后指着最大的球。同时在下面写下biggest进行比较说；This one is biggest of three.如图：

bigger big biggest

（3）让学生仿照教师就其他组实物进行口头练习

（4）让学生自己总结比较等级的句型：主语+be+形容词比较级+than +其他 和主语+be+ the+形容词最高级+of/ in+范围

（5）把学生分成小组，每组学生根据实际情况进行比较等级对话练习。

（6）教师放录音磁带Read and say的内容。

学生先听一遍。然后完成练习ture or flase

1）Lucy wants to buy a pumpkin.

2）She takes the small one.

学生跟读两遍

（7）利用一些物品和方框中的词进行替换练习。

Step 4 Summary:

学生自己总结本课重点词组，概括对话， 讲述语法和句型

Homework

1．抄写单词和词组

2．利用生活中的物品进行比较等级的对话

3．做书后的有关最高级的练习

板书设计。

1.words and phrase Lesson ten2.Structures: 主语+be+the+形容词的最高级 Pictures

教案点评：

复习前面所学的比较等级引入本课第一部分关于比较等级的教学，然后根据实际情况进行比较等级练习，利用物品进行对话的操练。

Lesson 12

教学目的

1．使学生熟练掌握形容词比较级和最高级的用法，能根据具体情景用形容词比较级和最高级行对话

2．使学生掌握本课所授重点单词和词组twelfth， turkey， celebrate，harvest

3．进一步培养学生对英语的语调和重读的语感

4．熟练对话，总结归纳感恩节和中秋节的异同

教学教具：Pictures and real objects

教学过程：

Step 1. Revision

1）做下列填空练习。

A: I have two brothers. Xiao ping is ____（young）.

B: I am ____（young）than him.

A: Xiao ke is the____（young）of three.

2）学生三人一组讨论谁的铅笔长。

3）让学生根据第十课总结中秋节习俗的表格编成几句话。做一个讲演。

Step2 Presentation

1. Spelling and pronunciation .

通过投影出示单词，教师领读单词。学生比较发音，总结发音规律。

2.Stress and intonation

学生听录音然后跟读，读时可以在重音处击掌。引导学生体会。

3.Listen

第一遍泛听，知大意。第二遍分段听,填出所确缺的单词。第三遍检查答案。

4. Read and act.

（1）教师导入新课we have reviewed the mid-autumn day just now. Today we are going to learn a American holiday: Thanksgiving.

（2）听第一遍录音，判断Ture or Flase.:

1) They eat chicken on thanksgiving

2) Only American have thanksgiving.

（3）听录音跟读两遍对话。找出生词和不懂的地方。

（4）教师解释重点和难点和生词。

（5）Practise the dialogue in pairs

（6）Role-play

（7）教师可以在学生将对话练习熟练后，总结有关感恩节的有关习俗并和第十课的表相比较。然后让学生根据表格编写一段文字介绍这两个节日。

Holiday Mid –autumn-day Thanks giving

Date In September or October Autumn

Special food Moon cake Turkey, pumpkin

Activities Get together, have dinner, talk about the family and tell the story about Chang'e Get together, have a big dinner to celebrate the harvest

Step3 Practice

1.Write

Students write out several groups of sentences to compare things, then read them to their partners and correct each other’s mistakes. (Call a student to write on the blackboard so that teacher can correct their common mistakes.)

2.Talk about the pictures

Students use comparatives and superlatives to talk about the pictures in small groups, call one group to say it to the class. Then they may say anything about the pictures, even to make stories. Teacher write out some words of the things in the Picture “calendar, feast, candle, firework, wine, plant,” etc.

教师可选择在课后让学生自己来完成此部分内容。

Step4 Summary .学生自己总结。

Step5 Homework:

1．抄写课文和对话。

2．To write out a short story according to one of the pictures.

板书设计

1.words and phrase Lesson twelveStructures；（1）形容词比较级+than. （2）The +形容词最高级+in, of Table

篇6：人教新课标 高一Revision (Units7-8)

Revision (Units7-8)

Step1 Words and phrases

Cultural represent give in give up recreate damage limit stand for would rather compete point

Step2 Language points

1、 include : Vt 包含，包括

The price includes transportation fee

There were six people in the room, including three womem.

There were six people in the room, three women included.

2．Give in 1)Vi, 投降。 屈服， 呈现（文件）vt

The nobels were forced to give in.

He has given in to my views.

Please give in you examination papers now.

2) 放弃

I can do nothing more I give in

3. limit n 极限，限制。Vt, adj,

Don’t excelled the speed limit. 不要超速。

You must try to limit your expense. 你要控制你的开支。

The problem is not limit to U.S.A

这个问题在美国是不受限制的。

limited, adj.

Our natural resources were very limited.

limitless,

My patience is limitless.

4. make (1) make it clear that-----

They want to make it clear to the public that they do an important and necessary job.

(2) make + 宾语 + 名

I will make him king.

(3) make + 宾语 + adj

The film made him famous.

(4) make sib. do sth

The medicine made me feel better.

5．stand for (1)vt , be in favour of sth, support sth

What does the BC stand for?

We will stand for you if he fights with you.

6. would rather do sth

I’d rather stay here.

Would rather----- than----

The soldier would rather die than surrender(投降)

Would rather that + did

I would rather you wrote the letter.

Step3. Exercise

1. The red lines on the map _________ railways.

A. replace B. represent C. recover D. reserve

2. It is not easy to enter the garden in the daytime _______being noticed.

A. without B. instead of C. unless D. before

3. The _______ of the meeting is to elect a new manager.

A. reason B. fact C. result D. purpose

4. The city of San Francisco was lit by an earthquake, A village in this area was also _________.

A. under attack B. an attack

C. under an attack D. on the attack.

5. Although he explained again and again, he could not make himself _______ by all of us.

A. understand B. understanding C. understood

D. be understood

6. Wind _______ electricity in many parts of the world.

A. is widely used to produce B. is widely used to producing

B. widely used to produce D. widely used to producing

7．Is ______ you want to say? Please ask the teacher.

A. this B. that C. all that D. that all

8. The workers bought a new house but ______ will need a lot of work before they can move in.

A. they B. it C. one D. which

9. Would you like some coffee?

Yes, and please get me some milk too,

I prefer coffer ____ milk.

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

10. In Sydney, the Chinese team got 28 gold medals, ______ the third of all the competing countries.

A. ranking B. ranker C. the rank D. having ranked

11. We were ______ to hear of your escape from the big fire we cried with great joy.

A. more happy than B more than happy

C. happy more than D. happier than

Keys：1-5 BADAC 6-11 ADBCAB

Step4 Important Drills

1. What(a/an) + n. + 主语 +谓语！

What a dirty ashtray it is!

What beautiful colors( they are)!

What beautiful sunshine!

2. How + adj./adv. + 主语 + 谓语！

How lucky he is!

How terrible the snakes look!

3. make sure that------

Please make sure (that) the door is locked.

He made sure that he had enough food for the journey.

Step 5 Homework

篇7：人教新课标 高一下知识（U13）

高一下知识归纳（U13）

a. suggest 提议，建议

[搭配]suggest + n. / + doing sth．/ (to sb.)that + 主语 + should do

(l)They suggested another development program to the government.

他们向政府提议另一项开发计划．

(2)May I suggest going there by train?

我建议大家搭火车去那里如何?

(3)She suggested (that) we (should) }lave lunch at the new restaurant.

她提议在那家新开的餐馆吃午餐．

(4)I suggested to him (that) he (should) join the club activities.

我建议他参加该俱乐部的活动。

[用法] suggest

suggest 表示 “建议” + 名词, 代词, 动名词.

(1) He suggested a visit to the museum tomorrow.

(2)Did he suggest anything to the boss?

(3) I suggest putting the meeting off.

(4) She suggested sending for a skilled worker to get the machine repaired.

suggest + 疑问词引导的不定式或宾语从句, (可用 should, could,不能用 would)

(5)He didn't suggest what to do (where to go, how to deal with it).

(6) He didn't suggest where I should (could) park my car.

(7)What do you suggest we should (could) do?

suggest + that 引导的宾语从句, 从句中用 (should ) + 动词原形.

should 可以省略, 不能用 would, must 等其它情态动词.

(8) The doctor suggested that the new hospital (should) be set up on the hill.

(9)She suggested that the class meeting not be held on Saturday.

在现代英语中, 表示 suggest 具体建议的 that 从句中, 常省略 should,

否定式也可用 don't, doesn't 代替 should not.

(10)I suggest you ask Mr Wu.

(11)I suggest that you don't (not, should not) ask him home for the vacation.

suggest 在脸上表情让人知道他在生气, 并非 ”建议“.

此时, that 从句中的谓语动词用 was, 不用 should be.

Suggest 的名词形式为suggestion，

(12)Does any one have a suggestion? 有谁要提出建议吗?

(13)His speech was full of suggestion. 他的演说充满了暗示．

名词 suggestion 后表示具体建议的表语从句, 同位语从句同样应用

should + 动词原形, should 可省略.

(14)His suggestion was that the debts (should) be paid off first.

(15)They made a suggestion that the patient (should) be sent to hospital without delay.

suggest 表示 ”暗示“, ”表明“, 即 ”并未明言, 但看了或看了之后不禁

想到“的意思. 其主语往往代表事物, 而不是人.

(16)His pale face suggests bad health.

(17)Her expression suggested that she was angry (= suggested anger.)

b. contain vt. 包含，包括；<能)容纳，(能)装入

(1)The jar contains sugar. 那个罐子里装的是糖。

(2)The box contains child’s toys．那个箱子里装了那个孩子的玩具。

(3)This book contains a lot of illustrations．这本书中有很多插图．

(4)The auditorium will contain 3000 people. 这座礼堂可以容纳3000人．

(5)How much does this bottle contain? 这个瓶子容量是多少?

[比较] contain与include

contain和include虽然都有“包含”的意思，但contain可用于表示包含所含之物的全部或部分，而include则只能用于表示所含之物中的一部分。例如：

(l)The parcel contained a dictionary. 那包裹里装的是-本字典.

(2)The parcel included a dictionary. 那包裹里包括一本字典。

c. hurt vt 使……受伤／疼痛．伤害……vi.受伤，疼痛

(l)He jumped from the top of the wall and hurt他从墙上跳下扭伤了腿。

(2)Be careful not to get hurt. 小心不要受伤了。

(3)I’m all right and I'm not hurt. 我没事，没受伤。

(4)These shoes are tight and hurt me(my feet).这双鞋紧得使我(的脚)感到疼痛．

(5)My injured left leg still hurts．我受伤的左腿还疼。

(6)He (His remarks) hurt her feelings.他(他的话)伤了她的感情。

d. a11 the time一直，始终，老是

(1)She kept crying all the time 她一有哭着。

(2)I cough all the time．我老是咳嗽。

e. ripe adj．（果实、谷物等）熟的，成熟的；(人等)老练的

(1)ripe oranges／grain地成熟的柑橘，谷物

(2)The apples are ripe enough to be picked．苹果已经热得可以采收了。

(3) a ripe judgment 纯熟的判断

(4) He is ripe in experience. 他经验丰富。

[拓展] ripe的反义同为green(指果实，谷物等不成熟或无经验)，例如：

(1)These tomatoes are still too green to pick. 这些番茄还未成熟．不能采摘．

(2)I'm not so green as to believe that. 我不至于那么不成热，而去相信那件事．

f．keep up with不落在……后面，跟上

(1)He walked so fast that she couldn't keep up with him.

他走得很快，使得她无法跟上。

(2)keep up with the changes in fashion. 跟上时尚的变化，跟上潮流。

g. be good / bad for 对。。。。。。有好处/坏处

(1)The cream is good for insect bites. 这药膏对于昆虫蜇伤有效。

(2)Watching much is bad for our eyes. 电视看得太多对我们的眼睛有害．

h. base on/upon 以。。。。。。为基础（根据）

(l)You should base your conclusion upon careful research.

你应该以审慎的研究为基础而下结论。

(2)This story is based on facts. 这故事是有事实根据的。

i. choose vt. 挑选，选择，决定

[搭配] choose + sth

+ between / from + sth.

+ sb. sth. = choose sth. for sb.

+ to do sth.

+ that 从句 / wh-从句

(1)He chose a reference book from the library. 他从图书馆中选了一本参考书．

(2)There are too ninny cakes to choose from. 蛋糕太多了，不知要选哪个好。

(3) I want to choose her a nice present. 我想要挑选一件精美的礼物送给她。

=I want to choose a nice present for her.

(4)She chose to stay at home because she had a cold.

因为她感冒了，所以她决定留在家里。

(5)He choose that his son (should) change his school. 他决定让他的儿子转学。

(6)You may chime what you like. 你可以选择你喜欢的东西。

(7)Have you chosen where to go for your holiday yet？你想好了要去哪儿度假吗?

j. short adj. 缺乏的，短缺的，不足的

(1)short weight/measure 重量／材积不足

(2)I'm short of money this week. 我这星期缺钱。

(3)I need filly dollars, but Pm ten dollars short. 我需要五十美元，但还差十美元。

k. refuel vt. vi. 给(飞机、汽车等)补给燃料；给(人等)增加营养、能量

(l)Please refuel the car. 请给小车加油。

(2)We need Io refuel every day. 我们得每天都增加(些)能量。

l. best of all adv. 尤其；特别；最

(1)My father loves golf best of all. 我的父亲特别喜爱打高尔夫球。

(2)Best of all，they taste great! 最重要的是，它们味道特好。

m. had better (not), should (not), ought(not) to 的用法

had better（not）

表示“最好(别)……”，用于向别人提出建议或表明自己的主张、看法；其

后接不带 to的不定式，否定形式为had better not

(1)We had better go now. 我们最好现在就走．

(2)You'd better get some rest. 你最好休息一下。

(3)You'd better not eat fruit that isn't ripe. 你最好别吃没有熟的水果。

Should (not)

意为“应该”多指主观上有责任，有义务干某事，语气比 must稍弱，也比

ought to弱。其否定形式为should not(shouldn't)。

(1)We should speak more English. 我们应该多讲些英语。

(2)Everyone should know some first aid. 每个人都应掌握一些急救的知识。

Ought(not) to

意为“应该”，常指义务，责任做某事，语气比should强烈，其否定形式为

ought not to(oughtn’t to)十动词原形．

(1)You ought not to write carelessly. 你不应当写得这样潦草。

(2)Oughtn’t we to give him a chance to try? 我们难道不应该给他一个尝试的机会吗?

篇8：人教新课标高一下知识（U14）

高一上知识归纳（U14）

a. compare vt. , vi.

[搭配] compare A to B . 把A比作B

compare A with B .把A和B比较起来

(l)Try on both these coats and compare them.把这两什外套都试穿看看，比较-下。

(2 )I compared the translation with the original. 我把译文拿来和原文对照一番.

(3)Be rudely compared my homemade bread to a lump of rock.

他把我家里做的面包比喻成硬石块，真是无礼．

(4)My works doesn't compare with yours. 我的作品不能和你的相比。

(5)Compared with /to her mother, she is tall. 和她的妈妈相比，她算是很高了。

b. know of 听说过。知道有(某人或某事)

(l)I know of the man, but I haven't met him. 我听说过那个人，但没见过面。

(2)I don't know the man, but I know of him. 我不认识那个人。但我听说过他。

c. celebrate vt. 庆祝（节日等），过节

(1)How do you celebrate Christmas? 你们如何庆祝圣诞节?

(2)Today is her birthday, so we're going to celebrate it.

今天是她的生日，所以我们要庆贺一番。

celebrate的名词形式为celebration，例如：

We gathered together for the celebration of her birthday.

我们聚在一起庆祝她的生日。

d. dress up盛装，使打扮

(l)We dressed up for the wedding. 我们为参加婚礼而盛装打扮。

(2)The mother dressed her baby up. 那位母亲将自己的宝宝打扮-番。

e. during prep. 在……期间，在……之间

(1)It rained during the day. 白天下了一整天的雨。

(2)She kept on talking during the meal. 整个用餐时间中她讲个不停。

(3)I went swimming in the sea twice during the vacation.

休假期问，找到海水浴场游过两次泳。

(4)Mr. Scott phoned you during your absence.

你不在时，斯考特先牛给你们过电话。

[比较] during 与 for

during与表示“何时”，的用语连用，for则与表示“时间的长度”的词连用．

(1)I was in hospital during June. 我六月间-直住院

(2)1 was in hospital for a month. 我住院一个月。

（3）He stayed with mc for five days during the summer.

那年夏天他与我一起呆了五天．

During 与 in

表示在某时间中所发生的事，during与in都可使用，但有时要注意比较用法。

(l)We’re going on vacation during/in August. 我们八月份要去度假。

(2)He was injured in the match. 他在比赛中受伤了。

(3)He was on the bench during the match. 他在比赛时间内做替补选手．

f. common adj. 普通的，常见的

* common = shared by two or more people, 意为“共有的”，“公共的”．

work for the common good(为公益工作),

work for the common cause (为共同的事业而工作)

* common = usual and ordinary, 意为“普通的”'“一般的”'“平常的”．

the common reader (普通读者),the common people (老百姓)，

a common saying (俗话),a common mistake (常见错误)，

the business of common life(日常事务)

in common表示“共同的”, We have many things in common. (我们有许多共同之处.)

(1) The husband is French, the wife is German and the servant is Italian, but

they have English as a common language.

丈夫是法国人，妻子是德国人。仆人是意大利人，但他们都说英语。

(2) Tom’s trouble is very common to boys these days.

汤姆的毛病是目前男孩子们所儿同的．

(3) They have nothing in common (with each other).

他们(互相之间)没有共同之处。

[区别] common, general ,ordinary和usual在意思上有所差异．

(1) Colds are common in winter. 冬天感冒是很普通的。

(2) I use ordinary gasoline. 我用普通汽油．

common 侧重“普通”．表示“时时发生，人所共有”，井含有“并不高贵．地位低下”之意味．其反义词为rare．

common saying(俗话)．a common wish(一个共同的愿望)．

general侧重“普遍”之意．表示在大多数人或事物中流行并受到关注，不含有“地位低下”之意，其反义词为specific．

ordinary与common基本同义．均指“普通的”．不是特别的。Common指因许多事物或人所共同具而常见的性质；ordinary指由于与一般事物之标准或品质相同而普通的性质，侧重“平凡的普通的”．表示“随时可以碰到．不值得惊奇”，其反义词是superior．

an ordinary(or a common)event(一件极平常的事)，

an ordinary(or a common)person(一个普通人)．

usual用来指事物，意为“通常的，惯常的”，含有“随集体风俗或个人习惯而常常发生”之意，其反义词为unusual．

如：It's a usual thing with him．(这对他来说是平常事)．

g. believe vt. 相信；认为

(1)I believe him (to be) right. 我认为他是对的．

(2)1 believe his report. 我相信他的报告。

（3）Long ago, people believed (that) the earth was flat.

很久以前，人们相信地球是平的。

[注意]believe接从句，如果所接宾语从句有否定含义时，通常不否定从句而否定believe，与之相似的还有think，suppose、imagine，expect等.

(1)I don’t believe that he is at home. 我相信他不在家．

(2)He doesn’t believe that she knows the truth, does she?

他认为她不知道事实，是吗?

[比较] believe 与 believe in

believe表示“相信事物的真实性或人的诚实”后接名词，代词或从句作宾语，也可接复合宾语(名词+不定式)；believe in中的in是介词，后接名词或代词，表示对某人的信任，对真理， 主张、宗教的信仰。

(1)I believe him. = I believe what he says. 我相信他的话．

(2)I believe in him. = I believe that he is a good man. 我信任他(为人可靠)。

h. create vt. 创造，创作，塑造，制造(事端)

（l）God created the world. 上帝创造了世界。

(2)All men are created equal. 人人生而平等。

(3)Shakespeare created many famous characters. 莎士比亚创作了许多有名的人物。

(4)His words created an awkward situation. 他的话引起了尬尴的场面。

i. play tricks on捉弄，戏弄

(1)The children used to play tricks on each other.那些小孩以前常常互相捉弄。

(2)Don't play tricks on old mere 。别捉弄老年人。

j. take in 根据语境，有很多不同的含义）

(1)Please take the washing in, if it rains. 如果下雨，请把洗好了的衣物收进来。

(2) He took in a deep breath. 他深深地吸了一口气．

(3)He was homeless, so we took him in. 他无家可归，所以我们收留了他。

(4)My mother takes in sewing. 我母亲在家承接缝纫工作。

(5)The tour takes in some famous old castles.

这趟观光旅行包括参观若干著名的古堡。

(6)I couldn't take in why you are angry. 我无法理解你为什么生气。

(7)The salesmen have taken in the old people and made them buy their poor

quality goods. 那些推销员欺骗老人，让他们购买低品质的货物。

k. prepare

prepare vt. 直接带宾语 (表示在准备什么)

1. Mother is preparing a meal while we were doing our homework.

我们在做作业的时候．妈妈在做饭．

2. He is preparing his speech for tomorrow's meeting. Don't interrupt him.

他正在准备明天大会的演讲稿，别去打扰他．

3. The teacher is preparing the students for the coming examination.

老师让学生为即将到来的考试作准备．

prepare vi. 与介词 for 搭配, 表示在 ”为......作准备“.

4. Will you help me prepare for the evening party?

你能帮我为晚会作准备吗?

5. The farmer are busy preparing for the autumn harvest.

农民正忙于准备秋收．

be prepared to do, be prepared for...表示结果,表示 ”已作了充分的准备做某事“.

6. I'm not prepared (=ready) to listen to your excuse。我不想听你的辩解．

7. He is not prepared (=ready) to accept others' ideas. 他不大愿意接受别人的观点．

8. The students are well prepared for the sports meeting.

学生们为运动会作了充分的准备． (for = to take part in)

9. They were not at all prepared for the bad news.

他们万万没有料到这个坏消息．

其它:

10.He is getting prepared (= is preparing) for the exam.

他正在为考试作准备．

11.He's trying to prepare himself as a basketball player.

他正在为成为一个篮球运动员而努力锻炼．

l．情态动词must, should，ought to, have to

▲ must表示必须” “肯定”，在表示推测意义的 “肯定”时，只能用于肯定句．如：

1. You mustn't move someone if they are badly hurt．

如果有人受了重伤，你不可以搬动他们。

2． We must get help． 我们必须取得帮助．

3．She must be injured．她肯定受伤了．

▲ should意为应该”,‘应当”，语气比must稍弱．如:

4. Everyone should know some first aid． 每个人都应当懂得急救知识．

5．You shouldn't．move if you are badly hurt．如果你受了重伤．就不应该移动．

▲ “ought to”意为“应该”，更强调责任、义务．如：

6. Elder brothers should take care Of their younger brothers and sisters.

兄长应该照顾弟妹．

7． Students ought to attend class on time. 学生应该准时去上课．

▲ have to 强调客观上的“必须”。

8．Do you often have to go to the dentist's? 你必须常常去看牙吗?

9．The children don't have to go to school on Saturday. 孩子们周六不必上学．

m. get together为动词短语，常用来指为讨论或社交活动而进行的某种“聚会”

如：

1． Let's get together one evening and talk about old times.

让我们找个晚上聚一聚．谈谈往事．

2． The students of Grade Three got together for an English evening.

三年级的学生们聚集在一起开了个英语晚会。

3． It's a long time since I got together with Robert.

我已经好久没有和罗伯特相聚了。

4．We'd better get together to discuss the students' suggestions. ”said the headmaster. 校长说：“我们最好聚会一下讨论学生们提出的建议”。

5．Teachers in our school often get together to have discussions on how to improve their teaching methods. 我们学校的老师经常聚会讨论怎样改进教学方法。

6．”How often do you get together?" asked Mr Smith.

史密斯先生问：“你们多久聚会一次?”

7．He has a large family and all the members get together once a year.

他有一个大家庭，全家人每年团聚一次。

8．On New Year's Eve, when all the members get together, my parents are very happy. 除夕之夜，当全家人团聚在一起的时候，我的父母亲总是非常高兴。

9．It was a very cold evening, but the room was warm and bright with all the members getting together, singing and laughing over the dinner.

这是一个寒冷的夜晚，但屋子里却明亮而暖和，全家人聚集在一起，边吃晚饭，边唱着、笑着。

10．We often miss each other after we part, but when we get together, it seems that we have nothing to say.

我们分别的时候经常互相思念，相聚时却又好象无从说起。

▲get together还可作“收集”解释。如：

11.In the past ten years, Mr Smith got together over two thousand stamps, including Chinese and foreign stamps.

十年以来，史密斯先生收集了二千多张中外邮票。

12. Quick, Tom, get your things together. We'll start off.

汤姆，快把你的东西收拾好，我们就要出发了。

13. In a few years, he got together a good record collection.

几年之间他收集了相当数量的唱片。

14.The little boy got together all kinds of seashells.

这小男孩收集了各种各样的贝壳。

15. The rebel leader auld not get an army together.

叛军领导人拉不起一支队伍．

16.In the darkness, the soldiers can get their things together in less than one minute. 黑暗中．战士们健在不到一分钟的时间内把一切收拾好．

▲ get together也可引伸为“取得一致意见”．如：

17. We finally got together on his suggestion.

我们最后就他的建议取得了一致意见．

18. At last the committee got together on its proposals.

委员会终于就其议题取得了一致意见．

19. Can you get together on raking the plan?

你们能在制订计划上取得一致意见吗?

20. Having got together on the plan, they started their work separately.

在计划上取得一致意见后，他们分头开始工作．

21. They couldn't get together on the plan and quarreled all night.

他们不能在制订计划上取得一致．争吵了一夜．

篇9：青山不老(人教新课标六年级教案设计)

一教学目标

[知识与能力]  1、认识本课生字词，并结合上下文理解词语意思。2、能正确、流利、有感情的朗读课文。3、理解老人所创造的奇迹，说出“青山不老”的含义。4、领悟老人植树造林的精神，感受老人改造山林、绿化家园的艰辛与决心。

[过程与方法]朗读、品析

[情感态度与价值观] 感受老人改造山林、绿化家园的艰辛与决心，激发学生环保意识。

二教学重难点：

1、理解语言文字背后所蕴藏的含义。

2、领悟青山不老的含义。

三教学过程：

（一）创设情境，激发兴趣

我国地大物博、幅员辽阔，这里不仅孕育了灿烂的中华文化，而且还涌现出了许许多多可歌可泣的人物事迹。他们之中有的慷慨激昂，有的缠绵悱恻，有的惊天地、泣鬼神，也有的平凡中透着伟大。今天,我们这节语文课就来讲述一个平凡老者的不同寻常的故事(板书:青山不老)

（二）初读课文，感知奇迹

1、请大家先自读课文,概括地表述一下这篇文章的主要内容。

2、交流

小结：肆虐的风沙抵挡不住老人坚定的信心,满坡的翠绿是老人恒久相守的理想。下面就让我们感受一下这种变化带给人们的震撼吧！

3、资料交流：晋西北环境恶劣的沙尘场面

小结：在我国的晋西北素有“一年一场风,从春刮到冬,无风三尺土,风起土满天”的说法。恶劣的自然环境给人们的生产生活带来了严重的困难,许多的村庄,每一、二十年就得被迫搬迁一次.很多人忍受不住,含泪扶老携幼,背景离乡,那金黄的沙土成了此地人们心中隐隐的痛。

（过渡）虽然环境是恶劣的，条件是艰苦的，但是仍有一部分人站了出来，他们要用自己的双手创造幸福的家园。这位老人就是其中之一。即使肆虐的风沙把他们的劳动一次次毁掉，即使干旱、霜冻不时冲击他们本已贫困的生活，但是对未来美好的憧憬、对绿意无限眷恋，使他们义无反顾，终于，一片绿波荡漾、松涛阵阵的绿洲屹立在黄土之上，出现在世人眼前。

4、同学们，此时如果让你看到一片绿波荡漾、松涛阵阵的绿洲屹立在黄土之上，你有什么感受呢？请大家畅所欲言，谈一谈你的看法。

（三）品析重点词句，解读奇迹

1、是啊！苦心人，天不负，有志者事竟成。亲勤劳的双手描绘了美好的家园；辛勤的汗水滋润了干渴的心田。老人用粗糙的双手、单薄的身躯创造了一个属于大家的奇迹，这个奇迹是什么呢？（读文用--画出来）

2、出示：啊！绿化了8条沟，造了7条防风林带，3700亩林网，这是多么了不起的奇迹。

（15年在人生之中是长还是短？人生苦短能有几个15年，而在老人这15年中却干了多少事啊！）

（齐读）绿化了8条沟、7条防护林带、3700亩林网……

（一亩约667平方米，我们的教室不过60～70平方米，你能想象一下老人造了多大面积的树林吗？）

3、这一连串的数字背后是老人15年的枯燥岁月；这一连串的数字面前是满山遍野的绿。通过这一连串的数字，你的脑海中会浮现出老人什么样的形象呢？（伟岸、高大、值得尊敬、学习。）

小结：老人用他不屈不挠的毅力在风沙面前竖立起一道天然屏障，也在我们的心中竖立了高大的形象，现在就让我们用赞美的声音读一下吧，来表达此时的心境。

4、奇迹已然创造，我们就要用心去品读，找出具体描写这一奇迹的句子读一读。（第一自然段）

A、谁能读一读，其他的同学边听边悟，想一想这样一个景象可以用一个什么样的词语来概括？

（出示）绿意（   ）    翠色（    ）  郁郁（   ）     （    ）葱茏

B、作者写出了绿渊的如此美丽，他是运用了什么修辞手法呢？（比喻）

C、你能把这个比喻句有感情地读一读吗？

5、仿写：树木营造了欲滴的绿色，我们身边也不乏垂柳依依翠杨挺拔，那么这里的树是什么样的?

6、树的勇敢扼制了山洪的凶猛，庞大的根系牢牢扼住了稀疏的黄土，树土的关系在老人心里有着怎样的关系呢？（“这树下的淤泥有两米厚，都是……有了这绿树，我们才守住了这片土。”）

小结：土地是庄稼人的命根，农民有了沃土才会有希望，而树恰恰是保证水土流失的关键，所以，老人把他的精力都用在了植树造林上，这树是他的命根，这树是他的希望，这树就是诠释他生命价值的最好体现。

7、同学们，绿色对于我们并不陌生，可对于生活在面朝黄土背朝天的晋西北来说却是难得一见的，那么，为什么在这里植树就这么难呢？（大环境，风沙肆虐，干旱、霜冻、沙尘暴）

小结：这里可称作穷山恶水，这里可称作荒无人烟，这里也可称作死亡之地。而就在这如此恶劣的环境里，这位老人却15年如一日植树造林，创造出这一片青山秀水。这难道不是奇迹吗？

8、老人用他的坚毅抵住了环境的恶劣，而他生活的地方又有怎样辛酸的故事呢？（早出晚归、七位同伴五位过世、风雨同舟的老伴没能见上最后一面）

9、（出示）15年啊，绿色披上了青山，而青丝却变成了白发，死亡带走了他的亲人，也正一步步向他逼近，但是，他不走，因为     读      “他觉得种树是命运的选择”他不走，因为       读          “他觉得屋后的青山就是生命的归宿”。

从这句话中，你读懂了什么？（老人要把一生、把生命奉献给山沟，奉献给青山）

（过渡）看眼前翠绿的青山，听耳边朴实的话语，我被老人的行为所感动，在我眼前，老人的形象愈发高大起来

10、（出示）齐读

“他已经将自己的生命转化为另一种东西。他是真正与山川同在、与日月同辉了。”

（另一种东西是什么东西？与“山川共存，与日月同辉”什么意思？）

小结：是啊，老农不仅留下了这片青山，还留下了与环境作斗争的不屈精神、绿化家园、保护环境的奉献精神，造福人类的精神。这一切将与山川同在，与日月同辉。让我们带着对老人的崇敬再读一读这句话吧！

总结：巍巍青山承载了几代人的梦想，棵棵杨柳记载了老人寄情荒山，造福人类的足迹，老人的生命是有限的，但他的意义却在茫茫青山之中得到了扩张，而且将随着青山永垂不朽，让我们满怀敬佩、崇拜、感激之情与作者同呼：     读     青山是不会老的！（板书）巍巍青山常绿，白发老人沉思）

（四）畅谈感想

1、面对这位老人，你想说什么？

2、总结:同学们，地球是我们共同的家，植树造林、绿化荒山，是每个公民的责任，让我们像晋西北的老农一样，珍惜自然资源，共营生命绿色！

[青山不老(人教新课标六年级教案设计)]

篇10：人教新课标 高二Unit16 reading

Unit16 reading

Teaching aim:

1. Help the students to learn something about the history, the development and the present condition of the American South by the text teaching.

Teaching method::

1. Brainstorm to simulate the interest of learning.

2. Individual and group activity to get information.

3. Discussion to output what they have learnt about the American south

Teaching importance:

How to guide the students to talk about the history of the city Atlanta and the American South.

Teaching difficulty:

Help the students to describe the history and development of a city.

Teaching Aids:

Multimedia

Teaching process:

Step: lead in

As we know, in 2008, The Olympic Games will be held in Beijing, but do you know in which city were the Olympic games held in 1996 ? (Atlanta)

Where is Atlanta? (USA) Show them a map to USA.

Which state is Atlanta? (Georgia )

In which part of USA is Georgia? (in the south)

Step 2 Pre reading

As time passes and society changes, in American history, there are many great events. Now I will give you a quiz, Could you tell me when and what happened in the history of USA?

1． The arrival native Americans.

2. Arrival of European settlers

3. The American Civil War.

4. The Great Depression

5. : The Civil Rights Movement

You have a good knowledge about the history of USA.. The great events have a great effect on the USA , especially on the American south, Do you want to know what happened in the South? Now first let’s read the passage quickly and find out the main idea of each paragraph. You just need to read the first and the last sentence of them.

Task1. Ss read the first and the last sentence of each paragraph to get the main idea of each of them.

Para.1 The troubled past of the American South.

Para.2 The story of the South is also one of hope and success.

Para.3 A general introduction to the reconstruction of Atlanta.

Para.4 The Civil Rights movement---efforts made by Martin Luther King and its result.

Para.5 The modern condition of Atlanta.

Para.6 The people in the South are determined to make a new beginning.

(From the main idea of each paragraph, we see the clue of the text)

troubled past---hope, success, reconstruction---the Civil Rights Movement--- booming present

3.From the clue we can see the main idea of the whole passage is:

The development of the South. (Atlanta)

What did the writer first talk about the South?.

( The writer talks about the troubled past)

.Now read the first paragraph and find out what trouble the south had experienced in the history? Try to use the key words to describe its troubled past.

(the Native Americans) The sufferings

(slaves) The pains

(the Civil War)The death and poverty

(post war years and the Great Depression )The hardships of unemployment and civil unrest

(the Civil Rights Movement) The sacrifices

What happened to the Native Americans /slaves ?

What life did people have during the Civil War/ Post war and the Great Depression?

What happened to the black during the Civil Rights Movement?……..

What effect did the troubled past have on the South?

( Even The South is far behind the rest of the United States in education and economic development)

Step 3. Reading.

Task 2 Did people in the South America lose their hope? Read the text quickly and try to judge the sentences true or false.

1. Ever since the Civil war, the South has struggled to find ways to deal with its troubled past.

2. When the new mayor of Atlanta started working, the city had a lot of money.

3. Atlanta was burnt down in the Civil War, like many of its sister cities in the South..

4. The fights between blacks and whites in 1960s was widely supported.

5.Atlanta is a representative of the new South, a place where fear and doubt have replaced hope and faith.

6. Today, the South is known for its beautiful scenery.

Key: T F F T F F

(Notes:

2. F In 1864, when the new mayor of Atlanta started working, the city had only $1,64.

3. In only five years, most of the city had been rebuilt and Atlanta began to grow again.

5.Atlanta is a representative of the new south, a place where hope and faith have replaced fear and doubt.

6. Today, the south is known for its hospitality.)

What kind of story is the story of the south?

( The story of the South is also one of hope and success, Why we say the story of the South is one of hope and success? now let’s find out some signs to prove it. Read the text again and find out what happened to the city ? )

Task 3 Pick out the events which happened to Atlata.

1864: people struggled to rebuild the city.

In five years after Civil War: most of the city had been built and began to grow again.

1960s: Martin Luther King organized non-violent demonstrations aimed at ending segregation.

1996: Atlanta host the Olympic Games.

Today: Atlanta is becoming commercial and cultural centers of the nation.

Task 4 Discussion:

1. What do you think of the people of Atlanta during the reconstruction ? Why?

(The people of Atlanta were very brave, because The city was burnt down and there was no money for reconstruction, but they never give up. In only five years, most of the city had been rebuilt and began to grow again. )

2. What contributions did Martin Luther King make to Atlanta ?

(Dr King’s efforts were not in vain, however. Segregation eventually disappeared and a new dawn seemed to arrive. After segregation disappeared, Atlanta was becoming a successful city proud of its cultural diversity)

3. Why could Atlanta be chosen to host the Olympic Games?

（Like many other Southern cities, Atlanta is representative of the new South, a place where hope and faith have replaced fear and doubt .it has been a booming business center and the home of largest and most successful companies of the new South. It was pride to display its new image to the world.）

After reading the passage we have known the development of the American South, from its troubled past to the booming business center.

Task 5 Activity.

Imagine you are a Chinese college student who studies history came to Atlanta for a trip. Your pen friend showed him around the city. You talked about the history and development of the city.

A: Welcome to Atlanta. I’m very glad to give you a brief introduction to the history and development of Atlanta.

B: What happened to Atlanta during the Civil War?

A: …

B: How did the people of Atlanta reconstruct their city?

A: (They rebuilt their city with little money and developed the area both economically and socially)B: …

…

A: What’s your opinion on the city and its people?

B: …

Homework: Go the internet to search for information about Atlanta. Give a introduction to your class.

Blackboard design:

Unit 16 The American South

The development of the American South

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