冀教版初三英语教案：Unit_1同步练习

老师会根据课本中的主要教学内容整理成教案课件，每个人都要计划自己的教案课件了。要知道一份好的教案课件，知识点的设计要有轻重层次。怎样的教案才算好的课件？小编特别编辑了“冀教版初三英语教案：Unit_1同步练习”，欢迎阅读，希望对你有帮助。

初三英语教案：冀教版(Book_5)Unit_1同步练习
根据句意和所给的中文提示写出单词
1. I haven't what to write about.(决定)
2. The poem gives a good of the beauties of nature.(描写)
3. It's two O'clock.(刚刚)
4. You idea like a good one.(听起来)
5. This tea sweet.(闻起来)
6. I will be to lend you the book.(高兴的，愉快的)
7. Have you finished your poen ?(已经)
8. Her face great joy when she heard about her son's successin business.(表示)
9. I was about to fall asleep when I a loud noise.(听见)
10. We were all that Wang Nan lost the game.(感到惊讶的
单项选择
1. He taught me to write an English letter.
A. what B. whether C. which D. how
2. THe teacher told Bill a cat on the blackboard.
A. draw B. to draw C. drew D. drawing
3. Would you like some fruit?No, thanks. I don't feel like anything now.
A. to have, to eat B. having, to eat C. having, eating D. to have, eating
4. He felt very tired, so he stopped under a big tree.
A. to rest B. resting C. to going D. going
5. Don't forget the door when you leave.
A. closing B. close C. closed D. to close
6. Did you see him out?
A. to go B. go C. went D. gone
7. You'd better . I think the plane is going to take off in a moment.
A. sitting down B. sit down C. to sit down D. sat down
8. Would you like me with you?
A. to run B. running C. run D. runs
9. He stopped with me, beacuse there was a call for him.
A.talk B. talks C. talking D. to talk
10. I'm too busy to my family often.Why not call them instead.
A. writing B. to write C. written D. write
选择适当的词填空
1. The ice is as (clear, clearly ) as glass.
2. The sun (soft, slftly) kisses the earth.
3. I like to walk (slow, slowly)in the warm sunshine.
4. Use your (imagine , imagination) and have fun.
5. I sat in the garden and the (warm, warmth) of the sun made me feel sleepy.
6. The classroom is usually very (noise, noisy)after class.
7. Lucy has (gold, golden) hair.
8. That (listens , sounds) a good idea.
9. They were greatly (surprising, surprised) at the news that he didn't pass the exam.
10. The water running (swift, swiftly) uncler ice

fwR816.CoM阅读延伸

冀教版八年级下册英语教案：Unit 2 Plant a Plant

Unit 2 plant a plant!
Lesson 7:planting Trees
一、Teaching content:（教学内容）
1.New words and phrases:hole,large,root,seedling,cover,fill,dirt,pack,dust,storm,dirty,
northern,bottom, fill……with,by the way,dust storm,turn into,for sure,in the bottom of…
2.Understand the meaning of text.
3.Talking about how to plant a tree.
二、Teaching goals：（教学目标）
1.Master the new words and phrases,understand the meaning of text.
2.Learn about how to plant a tree.
3.Why we should plant trees?How to protect the environment in our daily life?
三、Key points:（重点）
New words and phrases,the text.
四、Difficult points:（难点）
How to plant a tree?What are the basic steps for planting a tree?
五、Teaching aids:（教学辅助） Recorder, pictures or cards.
六、Type of the lesson:（课程类型） New lesson.
七、Teaching procedure：（教学过程）
Step 1.Analysis of the student.（学生分析）
1.Greet the students in English and make sure they can response correctly.
Do the duty report: a student on duty can say whatever he/she likes to say.
2.Review:In last unit,we talked about the weather and spring,and we talked about some activities in spring,and we knew that,when we think of spring,we think of a season of fresh air,we think of new life,green plants all around us.
3.Review the grammar:Word building.
Step 2. Lead in.（引入）
Homework check.
Come to “Think About It”
When is Tree planting Day in China?
What are the basic steps for planting a tree?
Step 3. New lesson.（新课）
No. 1 prepare lessons before class.
Teach the new words and phrases.make sure the Ss can read it correctly.
No. 2Text:Give them some time to read the text themselves. Then let them act out the dialogue in groups. Correct their pronunciation when necessary.
At last,the teacher explain the text in Chinese,make sure the Ss can understand the meaning of text.
No. 3Important sentences:
It's also a great way to learn about nature.
It's fun and important to plant plants.
No. 4Word building:
north →northern dirt →dirty
No. 5 Finish “Let's Do It!”
Step 4. play the tape for the Ss to follow.
Make the Ss listen the text,then let them read follow the tape.
Step 5.Summary. （小结）
Sum up the text what we learned,the new words,phrases,and sentences.
Sum up the grammar.
Step 6. Homework.（作业）
Finish the activity book and the practice.
Copy the new words and phrases twice.
Step 7.Blackboard-writing:（板书）
The new words,the master phrases,important sentences.
The grammar and practice.
八。Teaching reflection:（教后反思）

冀教版三年级上册英语教案范文

Lesson 1： Hello!
共一课时一、教学目标：
A. 知识目标：
a. 认识三个人物：Li Ming 、Jenny Smith 、Danny
b. 掌握新句型：Hello/Hi. My name is ________. What ’s your name ?
B. 能力目标：
让学生学会怎样有礼貌地和别人打招呼，怎样来介绍自己,并能应用自己所学到的知识。
C. 情感目标：
通过本课的学习，让学生知道怎样有礼貌地打招呼，做个有礼貌的好孩子。
二、教学重点：
1、认识新单词三会（会说、会听、会读）：
hello / hi 你好
2、掌握新句子：两会（会听、会说）：
What’s your name? 你叫什么名字？
My name is ______. 我的名字是______。
I live in ______. 我住在______。
三、教学难点：What’s your name? 你叫什么名字？
My name is ______. 我的名字是______。
四、教具、学具：录音机，图片
五、教学过程：
Class opening
Greeting
a.用Hello /Hi 向学生打招呼问好
b.再用英语向同学们做简单的自我介绍
T: Hello. My name is ______. 指着自己，说出名字。重复几次让学生明白是什么意思。
(设计意图：引起学生对英语的好奇心，激发学生的兴趣)
New Concepts
1、教师利用自己的“优势”使学生明白教师的意思，并鼓励他们试着自己说。
在此引出My name is ______.并告诉学生在My name is ______.后加自己的名字。然后鼓励学生试着练习一下。
在让学生作自我介绍之前告诉学生Hello/Hi是英语中最基本的招呼用语，意思相同，只是Hello比Hi正式。教师和自告奋勇的学生扮演初次见面作自我介绍的情况。
（设计意图：创设真实及近似真实的环境，让学生自我介绍，为学生提供了一个极佳的语言实践机会）
2、用英语询问别人的名字，这一环节是把简单的英文句子放入具体的语言环境里，加深学生的印象。
首先，教师可以利用手偶自问自答。例如：
T: Hi. My name is ________.What’s your name ?
D: Hello. My name is Danny .
T: What’s your name ?
D: My name is Danny.
T: Oh. Danny. Hi. Danny.
此时，要向学生强调What’s your name ?的用法。
之后可以让学生和教师的手偶来练习刚刚学会的句子
（设计意图：通过情景表演来培养学生的听说能力，同时也激发了学生的兴趣，活跃了课堂气氛，学生在玩与乐中轻松掌握本节课的重点）。
3、介绍书中的人物由于学生是刚接触到这几个小朋友，而且他们要和我们一起学习、一起成长，所以教师很有必要让学生认识这几个人。利用图片分别介绍Danny、Jenny Smith和Liming同时告诉学生Jenny 住在 Canada (加拿大)，Li Ming 住在China (中国)。然后领读Canada China I live in ___.（因为这几个单词也要作为重点的知识，同时还为学习教科书奠定基础。）
4、Student Book
（设计意图：录音为学生提供了准确、地道的语音、语调、语速，便于学生学习外语是摆脱母语羁绊;多次朗读有助于语感的形成，为以后的大量阅读奠定较好的基础：模拟表演对话，培养了学生的动口、动脑的能力，也为初步交际打下基础。）
5、play game
(１)play “go—stop”
(当喊道stop时，就互相询问名字)
（2）play “Find friend”
(叫几名同学到前面来，让他们和剩下的同学交朋友，看谁在规定的时间内交的朋友多。在游戏中保证英语用正确，否则所交朋友无效。对获胜者予以表扬。对其他人予以鼓励。)
（设计意图：游戏能进一步活跃课堂气氛，又能使大多数学生通过游戏体验到成功的快乐）
Class Closing
六、板书：
Lesson 1: Hello!
Hello Hi!
What’s your name ?
My name is ________.
课后反思：
Lesson2:Boy,girl and teacher
一、教学目标第一课时
知识方面：
使学生能听、说、认识、口头运用单词：teacher, boy, girl
能理解并口头运用：What’s his/her name?
能力方面：
通过学习怎样和别人打招呼，怎样来介绍自己，向他人介绍事物来培养学生的交际能力，锻炼语言的组织能力和知识的运用能力。
情感目标：
通过本课的学习，让学生知道怎样有礼貌地进行打招呼，如何做简要的介绍，做个有礼貌的好孩子。
二、教学重点：
1. 认识新单词三会（会说、会听、会读）：
teacher 教师 boy 男孩 girl 女孩
his 他的 her 她的
2．掌握新句子：两会（会听、会说）：
This is a______. 这是______。
What’s his name? 他叫什么名字？
His name is ______. 他的名字是______。
What’s her name? 她叫什么名字？
Her name is ______. 她的名字是______。
三、教学难点：区分his和her的用法。
四、教具、学具：录音机、图片
五、教学流程：
Class opening
1. Greeting：Hello!/Hi!
2. Review： What’s your name?
New Concepts
１、利用班里的男孩引出boy，并对其进行介绍：This is a boy.领读boy,接着介绍His name is _____ .(说出这位学生的名字)，教师可以重复这句话，使学生理解它，如果学生不能明白，教师就多举几个例子，例如：
T: What’s his name? His name is __A___.
What’s his name? His name is ___B__.
What does this word ‘his’means?
在学生理解his的含义后教师指着某个男生问学生：What’s his name?
试着让学生回答：His name is _____ .反复进行几组后就要放手让学生自己来练习了。
教授单词girl, teacher和句子What’s her name?同上述方法.
设计意图：根据年龄特点，用创设情景的方法，直观的将所学内容展示给学生，生动活泼，使学生容易接受新知。激发学生的学习兴趣。
2.Listen to the tape,and read after it.
设计意图：让学生在模仿练习进一步熟练课文内容，并同时进行听力训练。
第二课时
3.play a game。
Memory name。游戏规则：让几名自告奋勇的学生面对全班站在教室的前面，教师站在这一排学生得一端。
第一个人说：My name is Hong.
第二个人说：My name is Bing.和Her name is Hong.(指着第一个人说)
第三个人说：My name is Ming.和 Her name is Hong.( 指着第一个人说)　His name is Ming.(指着第二个人说)这个游戏一直进行到这一排的最后一个人，要求教师必须记住所有学生的名字。
设计意图：通过游戏使学生能有亲身体验，并激发他们的学习兴趣，在游戏中轻松愉悦地获得新知。
4.Make a dialogue in groups.
设计意图：使学生在活动中发散思维，并培养他们的合作创新精神，能够运用所学知识进行简单的口语交流，培养自主学习能力。
Class Closing
Goodbye!
六、板书：
Lesson 2: Boy,Girl and Teacher
　 teacher boy 　girl
What’s his name? His name is .
What’s her name? Her name is .
课后反思：

Lesson 3：How are you?
一、教学目标：共一课时
A. 知识目标：
1. 掌握三会词汇：book chair desk
2. 学会问候语“How are you? I’m fine, thanks. ”。
B. 能力目标：
1. 能熟练演唱歌曲“How are you?”，演唱流利，发音准确。
2. 会使用句子“What’s this?”来问自己不知道的东西，并能够用“It’s a…”回答。
C. 情感目标：
让学生礼貌的同他人打招呼和问候，做个懂文明讲礼貌的好孩子。
二、教学重点：
1. 新单词：三会（会听、会说、会认）：book chair desk
注意：desk是指书桌或是办公桌，而在日常生活中常用的桌子要用table
2. 新句型：（会听、会说）：
What’s this? It’s a ________. 这是什么？这是________。
How are you? I’m fine. 你好吗？我很好。
三、教学难点：What’s this? It’s a ________. 这是什么？这是________。
四、教具、学具：CAI课件，录音机，图片
五、教学流程：
Class opening
Greeting
1）教师用“Hello / Hi！”问候全班，要求学生回答“Hello/Hi！”
2）教师同学生做手偶游戏，进行“What’s your / her / his name?”的对话。
New Concepts
１、Listen a song：
A、教师可以先自导自演一段对话，如：
A:Hello
B:Hi!
A:What’s your name ?
B:My name is ________.
A:Oh, how are you?
B: I’m fine.
然后反复强调最后这两句话，在激起学生的好奇心后，教师可以直接告诉学生这两句话的意思，并告诉他们这两句话的运用环境。在学生理解后就可以播放歌曲了。
教师播放歌曲“How are you?”。再利用歌曲中的课件展示一遍这组对话，让学生充分的加以理解。之后让学生两人一组，鼓励他们之间进行对话模仿练习。
B、利用实物教授book chair desk 在学生理解这几个单词的意思后引出对话：What’s this? It’s a ________.
2. practice：
1）I ask , you answer
教师在教室里来回走动，随意指着一本书、一张桌子或一把椅子询问“What’s this?”，学生来回答。教师可以快速指出物品或出示图片，由于小学生竞争好胜的意识比较强，这样就可以锻炼学生的反应能力，调动他们参与活动的积极性。
2）play a game“Stop,go”
把学生分为几组，先由一个小组来进行。此小组的几名学生低头来回走动，教师喊“Stop！”，示意学生停下来，同眼前的学生进行问候，练习对话“How are you?”。
3）Sing a song
两个环节的游戏过后，让学生放松一下，师生同唱这节课学的歌曲“How are you?”从而调动每一个学生参与的积极性。
3、 Make dialogue：
教师引导、鼓励学生每天见面的时候说问候语，久而久之就能很自然的脱口而出了。
Class Closing
Goodbye!
六、板书：
Lesson 3: How Are You?
book chair desk
How are you? I’m fine, thanks.

冀教版高一下册英语教案：School Life

I. 难点剖析

[词汇点击]

part A

A1　词语剖析

1.exciting

exciting : adj. 令人兴奋的, 使人激动的

excited: adj. 兴奋的：处于激动状态的;兴奋的;激昂的

excite: v. 刺激, 使兴奋, 使激动

1. It's so　____ to skate in pairs. Everyone skates so fast and shouts at the top of his voice

在巴黎溜冰确实激动人心。每个人都在疾速运转，拼命尖叫。

2.she has many new ways to make her students ___________.

她总有很多新奇的方式使孩子激动不已。

3. A successful speaker knows how to _________ the crowd.

一个成功的演讲者懂得如何打动人群。

Key: exciting; excited; excite

2.　experience

experience: [C] 经历,阅历

[U] 经验

v. .经验, 体验, 经历, 阅历

1. Experience teaches; experience does it.

经验给人教训;经验给人智慧。

2. Yesterday afternoon Frank Hawkins was telling me about his experiences as a young man. 昨天下午,弗兰克.霍金斯给我讲述他年轻时的经历。

3. Some of the students had experienced what hardships meant before they entered the university.有些大学生在进入大学之前体验过艰苦的生活。

[即刻点击]

1. Jumping out of _______ airplane at ten thousand feet is quite ________ exciting experience. (NMET 2002, 26)

A. /; the B. /; an C. an ;an D. the ;the

2. Some of the passengers told the reporters about their _____ in the burning train.

A. details B. trips C. events D. experiences

Key: C; D

3. earn

earn v. 挣得，博得　earnings: n. 所得收入

earn one's living 自行谋生

1. The workers earned less money because they had to pay medical insurance.

因为工人要交医疗保险,所以他们赚得的钱就少了。

2. The old man earned his living as a fisherman.

这老人以捕鱼为生。

3.　As we know, it's his honesty that earned the admiration of his friends.

正如我们所知，正是他的诚实得到了朋友们的赞扬。

4.　It's said that a person's intelligence and abilities have a direct effect on his or her earnings.

一个人的收入与其智商及能力直接有关。

注意：　earn , gain , win

earn 指为钱(或任何其他报酬)而工作，含有报酬是应得的含义。

win 指在竞争、战争、比赛中获胜，　并可能由此得到奖赏。

gain指获得有用和需要的东西，常用于与钱没关系的场合。

1. He has________ a lot of money by working part-time job.

他通过做兼职，已经挣了好多钱。

2. He wants to ___a trip to Europe in that competition, but he will be happy if he gets a new bicycle.

他想在那场比赛中得到一个去欧洲的旅游奖,但是如果他能得到一辆新自行车,他会非常高兴。

3. She ______ enough experience while working for the newspaper.

她在为那家报社工作期间取得了足够的经常。

Key: earned; win;gained

4. respect

n.(与of,for 连用)尊敬, 敬重;方面　 respectful adj. 恭敬的, 尊敬的, 尊重人的, 有礼貌的

(pl.)敬意;问候 respectfully adv. 尊敬地, 谦恭地

in some/all/few/respects在一些/所有/极少方面

vt. 尊敬, 尊重, 不防碍

1. We should show respect to those who are older. 我们应该尊敬长者。

2. The students have great respect for their history teacher. 学生们非常尊敬他们的历史教师。

3. please give me respects to your wife.　请代我向你太太问好。

4. Respect yourself, or no one else will. 人必自敬，然后人敬之。

5. The words such as " Respectfully，yours" can often be seen at the end of the letter. 信的末尾经常写上类似"Respectfully，yours"的字眼以表尊敬。

6. In what respect do you think he is worth praising? 在哪些方面你觉得他值得表扬?

[即刻点击]

I'm sure she will do as she promised; I've got great _________ her.

A. respect for B. respects of C. honor of D. faith in

Key: A

5. achieve

v. 完成, 达到 achievement: [U] 完成，达到;[C]成就, 功绩

make achievements 获得成绩，取得成就

1. We may have the feeling of satisfaction and achievement from our English study when we are able to say something simple in English。当我们可以说点儿简单的英语交谈时,我们就可以从英语学习中得到满足感和成就感。

2. The success of the experiment proves that we have made great achievements in the study of rocket. 那个实验的成功证明我们在火箭方面的研究取得很大成就。

3.The university has achieved all its goals this year. 这个大学今年已经实现了所有的奋斗目标。

[即学即用]

Jack London worked very hard and finally he _______ his goal.

A. made B. found C. developed D. achieved

Key: D

6.used to do

used to do 过去常常做某事

be used to do 被用来做。。。

be/get used to doing sth./ sth. 习惯于/开始习惯于做。。。

there used to be 某地过去有某物

[即刻点击]

1.There _________ a swimming pool in our town. 我们镇上过去有一个游泳池。

2.In our school, candles　____ give light when electricity is cut off. 在我们学校，停电时，就用蜡烛来照亮。

3.I _________ traveling by air and only on one occasion have I ever felt frightened.

我习惯了乘飞机旅行,只有一次我可给吓怕了。

Key: used to be; are used to;am used to

7. challenge

challenge n./v. 挑战 challenging adj. 引起挑战性兴趣的

1. He challenged me to play another tennis game. 他向我挑战要我跟他再打一场网球。

2. The present world is full of challenges as well as opportunities. 当今社会充满了机遇与挑战。

8. free

adj. 免费的;空闲的

a free meal. 免费的一餐 for free 免费的 free time 空闲时间

1.The girl 'gave' her mother a free dress once a week! 这个姑娘每周`给'她妈妈一件免费的衣服。

2.All the books were given away free. 所有的书都免费赠送。

9.prepare

prepare: v准备, 预备, 有能力而且愿意 preparation: n. 准备, 预备

prepare for.../prepare...for... make preparations for

be prepared for

1. Working on a part-time job can prepare them for a future career.

打工为大学生将来的工作作好准备。

2. Will you help me prepare for the get-together of the old classmates?

你能否帮我为这次老同学聚会做好准备工作?

3. preparations for the top government officers' visit are almost complete.

迎接政府高级官员来访的准备工作差不多已全部完成。

[即刻点击]

1. He was _________ to do anything to save the local people.他已经做好一切准备来抢救当地群众。

2. The team __________ themselves for defeat. 这个队心理上已经做好了接受失败的准备。

Key: prepared; has prepared

10.fun

[U]愉快;开心　adj. funny 有趣的，可笑的

for fun寻找乐趣;当作玩笑;不是认真的 make fun of 捉弄

1.There's no fun in spending the whole evening playing cards.　整个晚上打朴克牌没有意思。

2.I felt unhappy whenever I was made fun of. 无论何时被人嘲笑，总让我不好受。

3..Fifty years ago , wealthy people would rather hunt wild animals for fun than go sightseeing .五十年前，人们宁愿捕杀野生动物来寻开心也不愿意外出观光。

[即刻点击]

1."Mr Alexander doesn't just write____; in fact, writing is his bread and butter."

"亚历山大从事写作不是为了好玩,事实上写作是他的谋生之道。"

2. Mary realized she ________.

A. was playing a joke about B. was making fun

C. was being make fun of D. was made fun

Key: for fun; C

11. drop

v. 1放弃;断绝(往来);滴下, 落下 n. 滴;点

drop sb. a line 写封短信 drop in on sb.　造访某人　drop in at some place 造访某地

1. He seems to have dropped most of his friends. 他好像与大多数的朋友不再来往了。

2. He lifted a rock only to drop it on his own feet.他搬起石头砸了自己的脚。

3. A drop of ink may make a million　think.(George G Byron)一滴墨水写成的文字可让千万人思索。(拜伦)

4.Don't forget to drop me a line when you are free! 有空时写封信给我!

5.Sorry, we are late-we drop in at a pub on the way! 不好意思迟到了，我们中途去了一趟酒吧。

[即刻点击]

1.The headmaster asked me to _________ him at his office. 校长让我去他办公室。

2. __________ when you have time.有空时写封信给我。

3. I want to _______ out of math class, which is too hard for me. 我不想上数学课，它对我来说太难了。

Key: drop in on; Drop me a line; drop12. miss

v. 错过;失去; 想念;思念

miss doing sth. 想念/错过做某事

1. He threw the ball to me, but I missed it and it landed on the ground. 他把球扔给我，但我没接住，球落在了地上。

2.　Being too tired, he narrowly missed crashing into the tree. 太累了，他差一点撞到树上。

3.I'm sure that everybody will miss him very much.　我相信每个人都会怀念他。

[即刻点击]

My mind wasn't on what he was saying so I'm afraid I ______ half of it.(NMET 2004, 30)

A. was missing B. had missed C. will miss D. missed

13.the way to do　做。。。的方式

the way to do sth.

=the way of doing sth.

=the way (that)

1. Unluckily, we had no way to prove he was stealing money. 不幸地，我们无法证明他在偷钱。

2. There is no way of getting in touch with her. 无法与她取得联系。

3. We feel shame of the way you talked with the old man. 我们为你与那位老人说话的方式感到羞耻。

[即刻点击]

1. What is the way George thought of ______ enough money to buy the house?

A. to get B. getting C. having got D. being got

Key: A

14. someday=some day

15 regret

regret n.遗憾, 悔恨, 抱歉, 歉意 without regret. 毫无遗憾地

vt. 为...感到遗憾, 后悔, 惋惜, 哀悼, 懊悔

vi. 感到抱歉

Much to my regret, I am not able to accept your invitation. 令我遗憾的是

Her regret was that she never had the chance of seeing him. 遗憾的事

注意：

regret to do 很遗憾地要做。。。

regret doing: 为已经做的事后悔

[即刻点击]

1. I _________(tell)you that you're not fit for the job. 很遗憾地告诉你

2. To this day I do not _____________(make)the remark. 后悔做了某事

Key: regret to tell; regret having made

16. develop

develop v. 发展, 发达;洗印, 显影 developing: adj. 发展中的

development: n. 发展 developed: adj. 发达的

1.How can you believe that he developed that small scale shop into a worldwide business!

他把那家小厂发展为国际企业，让人难以致信。

2.At university he developed a good habit of reading loudly in the morning.

大学时，他养成了早晨大声读书的好习惯。.

3. Can you develop the film yourself?

你自己会冲洗胶卷吗?

[即刻点击]

Whether it's a ______ or ______ country depends on the living standard of the common people。

Key:developing; developed

17. donate

donate: v. 捐赠, 赠予 donation n. 捐赠品, 捐款, 贡献

donate ...to... 把。。。捐赠给。。。

The businessman donated a lot of money to the hospital.

这个商人捐给医院很多钱。

18. close

v. 关, 关闭, 结束, 停止, 使靠近, 靠拢, 会合, 包围

n. 结束

adj. 近的, 紧密的, 精密的, 齐根的, 封闭的, 亲密的, 闷气的

adv. 接近, 紧密地

1. I live close to the shops. 我住得离商店很近。

2. How close parents are to their children has a strong effect on the character of the children.父母与孩子有多亲近对孩子的性格有很大影响。

3. As everyone knows, Karl Marx and Engels were close friends. 众所周知，马克思和恩格斯是一对密友。

注意：close , closely的区别

close强调的是空间位置关系的"靠近"，而closely则强调的是两个人或事情关系上的"密切"。

[即学即用]

1. Come ______ . I want to tell you something secret. .

2. The police is watching the bank _____.

Key: close closely

19.含介词的短语归纳：

(1 )形容短语：

be happy with 因。。。感到开心 be challenging for 对。。。有挑战

get interested in 对。。。感兴趣

(2 )动词短语

sit next to 坐在。。。旁边 sound like 听起来像 graduate from 从。。。毕业

donate... to ...把。。。捐赠给。。。 tell sb. about sth. 告诉某人某事 achieve high grades 获得高分

make a speech 做演讲 develop an interest 养成一种兴趣

(3 )介词短语

than usual 比通常 for free 免费 at lunchtime 在午餐时 at first 起初

on the school field 在操场上

[即学即用] 请你做课本第86页A2试试吧!

Key: 1. with; 2. to, at ; 3. like; 4. to, at; 5. On; 6. for; 7. about; 8. at; 9. On, on

20. 词形变化

1. enjoy v. 欣赏，喜爱 enjoyable: adj. 令人愉快的, 可享受的

2. achieve v. 获得 achievement n. 成就，功绩

3. prepare. v. 准备 preparation n. 准备，预备

4. experience v. 体验 experience. [C] 经历 [U]经验

experienced. adj. 富有经验的

5.help v 帮助　help n. 帮助　helpful adj. 有帮助的

6. introduce v. 介绍 introduction n. 介绍

7. develop v. 发展 development n. 发展 developed adj. 发达的 developing adj. 发展中的

8. donate v . 捐赠，赠予 donation n.捐赠品，捐款

9. display v . 陈列，展览 display n. 陈列，展览

10. please v 使。。。喜欢 pleasure n. 愉快;乐事

pleased adj. 高兴的，满足的 pleasing adj. 令人高兴的，合意的

[即学即用] 请你做课本第86页A1试试吧!

Key: 1. enjoyable 2. experience 3. challenging 4. e-mails 5. funny 6. drop 7. exciting 8. helpful

II. 难句导学

part A

1.... It was difficult to remember all the faces and names.(page 2, Line 18)

很难记得所有人的脸和他们的名字。

It 做形式主语。在这种名词性从句中为了保持句子的平衡,往往用先行词it作形式主语或形式宾语,而把真正的主语或宾语放到后面,尤其是that引导的主语从句往往用先行词it作形式主语.此句也可以改写为:To remember all the faces and names was difficult.

【即学即用】

1. _______ is a fact that English is being accepted as an international language.

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

2. ________ worried her a bit that her hair was turning gray.

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

3. I like ______ is the autumn when the weather is clear and bright. (NMET2004, 27)

A. this B. that C. it D. one

Key: 1. D 2. B 3. C

2.I found the homework was not as heavy as what I used to get in my old school...(page 2 , Line 20)

我发现现在的家庭作业不如以前学校里布置得多。。。

1) 在以前学过的表示比较的句子中，as 或than　后接的多数是名词或代词来担任比较状语。

例如

The elephant is much heavier than the horse.　象比马重。

本句是 what I use to get in my old school 是由从句担任比较状语。

例如

You are as sweet as sugar. The situation is not so bad as you suggest.

你甜如蜜。情形不如你说的那样糟。

2)what是连接代词，不仅引导名词性从句，而且在从句中充当一定的成份，如主语、宾语或表语。

The important thing is what you do, but not what you say. 重要的是你做什么，而不是说什么。

What make school proud was that more than 90% of the students had been admitted to key universities. (2003上海春季,33)使学校引以为豪的是90%以上的学生被重点大学录取。

【即学即用】

1. A computer can only do _________ you have instructed it to do.

A. how B. after C. what D. when

2. perseverance(坚定) is a kind of quality ---- and that's _________it takes to do anything well.

A. what 　B. that C. which D. why

3.After Yang Li Wei succeeded in circling the earth, _______ our astronauts desire to do is to walk in space.(上海　2004，37)

A. where B. what C. that D. how

4.No one can be sure _____ in a million years.

A. what man will look like B. what will man look like

C. man will look like what　 D. what look will man lik

Key: 1) C 2) A 3) B 4)A

part B

3. Upon finishing his studies, he started traveling in China.

一完成学业，他就开始在中国旅行。

注意on / upon doing sth. = as soon as 引导的从句。作此意讲时on / upon后也可以接名词。如on his arrival...。

On hearing the news, he burst into tears. 一听到这个消息，他放声大哭起来。

【即学即用】

1. ______________(一看到这则消息)， I immediately rang to see if I could help.

Key: On reading the news

III. 语法讲练

语法链接

1.语法精讲

定语从句

用来说明主句中某一名词或代词(有时也可说明整个主句或主句中一部分)而起定语作用的句子叫作定语从句。

关系代词引导的定语从句：

关系代词所代替的先行词是人或物的名词或代词，并在句中充当主语、宾语、定语等成分。关系代词在定语从句中作主语时，从句谓语动词的人称和数要和先行词保持一致。

1)who, whom, that 这些词代替的先行词是人的名词或代词，在从句中所起作用如下：

Is he the man who/that wants to see you?

他就是你想见的人吗?(who/that在从句中作主语)

He is the man whom/ that I saw yesterday.

他就是我昨天见的那个人。(whom/that在从句中作宾语)

2) Whose 用来指人或物，(只用作定语, 若指物，它还可以同of which互换), 例如：

They rushed over to help the man whose car had broken down.　那人车坏了，大家都跑过去帮忙。

please pass me the book whose (of which) cover is green.　请递给我那本绿皮的书。

3)which, that 它们所代替的先行词是事物的名词或代词，在从句中可作主语、宾语等，例如：

A prosperity which / that had never been seen before appears in the countryside. 农村出现了前所未有的繁荣。(which / that在句中作宾语)

The package (which / that) you are carrying is about to come unwrapped. 你拿的包快散了。(which / that在句中作宾语)

小结

代替人代替物代替人或物

主语 Who which that

主语 Whom which that

宾语 Whose(=of whom) whose(=of which)

1. 语法专练

1. 请完成书上p11　练习!

Key: 1)which 2)whose 3)who 4)whom/who 5) who 6) which 7) who 8) which/that 9) who

2. 单选：

1. The house _________　the capitalist used to live in is now a nursery.

A. that　 B. where　 C. what　 D. when

2 .The book ______ cover is broken, is not mine.

A. which B that C whose D of which

3. I met a foreigner in the park yesterday afternoon _____ could speak Chinese very well.

A. who B. which C. when D. he

4.This is Mr Smith, ____ I think has something interesting to tell you.

A . who B whom C. that D. x

5. The radio set ___ last week has gone wrong.

A.I bought it B. which I bought it C.I bought D. what I bought

6. In the police station I saw the man from ___ room the thief had stolen the TV set.

A. whom B. which C. that D. whose

7. .His parents wouldn't let him marry anyone ____ family was poor.

A. that B. whom C. of whose D. whose

8. A football fan(球迷) is _____ has a strong interest in football.

A. a thing that B. something that C. a person who D. what

9. A child _____ parents are dead is called an orphan.

A. who B. who's C. whose D. which

10. He made another wonderful discovery ____ of great importance to science.

A. which is B. which it is C. who is　 D. it is

11. Those ___ _____ break the rule will be punished.

A that B who C they D whom

12. Do you still remember the days ______ we spent together then?

A when B during which C / D on which

13. 1) Do you know the girl _________ is talking with the director?

2) Do you know the girl _________ the director is talking with?

3) I like the flowers __________ you bought for me very much.

Key: 1-5 ACAAC 6-10 DDCCA 11-12. BC 13. that/who ; whom/who ; which/that

初三英语教案范文:Unit3 Teenagers should be allowed

教学目标
1. Knowledge Objects
(1) Key Vocabulary：stay up
(2) Target Language
2. Ability Object
Train students’ integrating skills.
3. Moral Object
Students may think parents should allow them more freedom. In fact, they are weak in telling the right from wrong. So accept parents’ advice.
教材分析
1.Teaching Key points
Talk about what oneself is or isn’t allowed to do using the target language.
Ask for what someone is or isn’t allowed to do using the target language.
2. Teaching Difficult point
Train students’ integrating skills by task-based activities.
教学过程
Step Ⅰ Revision
play a game to review the structure be or be not allowed to.
Divide the class into groups. Each group is asked to make a list of school rules.
The group which writes down the most rules within five minutes wins the game.
Step Ⅱ 3a
This activity provides reading and writing practice using the target language.
point to the picture and ask students to describe it.
Invite a pair of students to read the conversation to the class.
Call students’ attention to the chart. Say, You are to read the conversation again and write Sun Fei’s and Wu Yu’s rules in the chart. Ask a student to read the sample answers to the class.
Get students to complete the chart inpidually. Remind them to use "Don’t" and "You can".
As they are working this, move around the room answering any questions students raise about the conversation and offering language support as needed.
Check the answers.
Answers
Sun Fei: You have to be home by 10:00 p.m.
Wu Yu: You have to stay at home on school nights.
You can go to the movies with friends on Friday nights.
You can go shopping with friends on Saturday afternoon.
You can choose your own clothes.
Don’t get your ears pierced.
Step Ⅲ 3b
This activity provides listening and speaking practice using the target language. Focus attention on the conversation. Ask a pair of students to read it to the class, completing the last sentence.
SA: What rules do you have at home?
SB: Well, I’m not allowed to go out on school nights. How about you?
SA: I’m not allowed to go out on school nights, either. But I can study at a friend’s house.
Write the conversation on the blackboard.
Say, please cover the conversation in Activity 3a. Using the information in the chart, make new conversations in pairs.
Get students to complete the work in pairs. Move around the room checking progress and offering any help students need.
Ask several pairs to share their conversations with the class.
Step Ⅳ part 4
This activity provides reading, writing, listening and speaking practice using the target language.
Read the instructions to the class.
Call students’ attention to the chart. Set a time limit of one minute.
Students read the headlines at the top and at the sides.
Demonstrate how to fill in the chart with a student.
T: Do you have to go home after school, Wei Ming?
W: Yes,I do.
T: Are you allowed to stay up until 11 : 00 p.m.?
W: No, I’m not.
T: …
Tell students where to write Wei Ming in the chart.
Say, You are to ask different students in the class and find three people who have to follow
each of the rules in the chart.
Ask students to complete the chart. Allow them to stand up and move around the room. Walk around the room checking progress and offering help with pronunciation and writing.
Ask several students to tell the class what they learned. For example, a student might say, Wei Ming has to go home after school. Liu Chang is allowed to stay up until 11:00 p.m. and so forth.
Review the task. Ask, who has to go home after school? Count the hands and let students keep a record. Do the same approach with the other items. Discuss the results with the class.
Optional activity
Ask students to create a chart similar to the one in Activity 4. Then make a different list of rules from the ones in the book. Get them to complete the activity by going around the class and filling in the chart.
Step　Ⅴ Summary and Homework
Say, In this class, we’ve learned to talk about oneself is or isn’t allowed to do and ask for someone is or isn’t allowed to do.

小学英语教案：Unit1 My new teachers

Unit1 My new teachers第一课时
教学重点
本课时的教学重点是Let’s learn部分的单词：old，short thin，tall，strong, young, funny, kind等。要求学生能听懂句型，并结合这些句子表达的情境，学会恰当地替换句中的单词。逐步学会听、说、读、写单词：old，short，thin，tall，strong。
二、教学难点
本课时的教学难点是如何利用所提供的对话和情景，以旧引新，让学生进入学习状态。Let’s start部分在学生用书当中首次出现，教师应正确理解此部分的辅垫作用，可根据实际教学需要进行使用，并帮助学生熟悉教材内容的变化。
三、课前准备
1．教师准备教学过程中所需要的图片、声音、课件，以及本课时的八张单词卡。
2．准备一些教师的照片或图片。
3．教师准备录音机及录音带。
四、教学过程
1．Warm－up（热身）
（l）教师播放Let’s start下面歌谣的录音，让学生听歌谣猜单元话题，激发学生对新学期第一单元英语学习的兴趣。还可以使用四年级上册第三单元学过的句型：“I have a new friend. He’s tall. He’s strong, too.”并结合相关人物的图片，引导学生复习 strong， tall， short，thin等词，为本课时听、说、读、写这些单词做好准备。
（2）日常口语练习，内容可参考如下：
T：Hello, everyone！ Welcome back to school! Nice to see you!
Ss: Nice to meet you!
(3) 问学生几个问题，引出本课重点内容。具体会话可参考如下：
T：Hi，everyone！Nice to see you again．What grade are you in now？
Ss：We’re in Grade 5．
T：Do you like your new English books(new classroom, new teacher)？
Ss：Yes！
T： What are we going to talk about in Unit 1？Guess！What’s the topic of Unit 1？
2． presentation（新课呈现）
（l）教师出示Let’s start部分图片，介绍说： Rabbit has many new teachers in her school. Do you have new teachers? 引导学生根据情景图的提示描述新教师。然后教师说：“今天我们将学习怎样描述新教师。Sarah将为大家介绍几位新教师，大家在先看一看有哪些是新教师？
（2）出示Let’s learn部分的图片，向学生介绍说： They are Sarah’s teachers. Describe these teachers．引导学生结合预习部分回答出 strong， tall， short， thin等旧词，然后结合图卡向学生呈现新词：youny，kind old，funny。教师可利用简笔画、单词卡片或实物图片等—一教授新词，使学生正确理解、认读。
（3）教师可播放单词的声音，让学生在听过一遍后跟读单词，逐步掌握正确的读音。
（4）教师根据以下信息请学生判断会话中描述的教师是 Let’s learn配图中的哪一位： Mr Hu is the art teacher. What’s he like？He’s short and thin．完成前面铺垫的学习任务，让学生猜出哪位是Sarah的新教师。教师再引导学生利用 Let’s learn部分所提供的替换句型，描述Sarah的其他两位新教师，练习巩固所学新词。
（4）试着写单词。
教师范写四会单词，让学生跟写或在单词卡片背面仿写，达到听、说、读、写四会掌握新词的目的。
3．Let’s play (趣味操练)
（1）Let’s find out (找一找)
教师指导学生用所学新词和句型描述Let’s find out部分几位教师的体貌特征，然后找出正确的图片。完成这项活动后，教师引导学生充分利用八张新词卡片继续进行结对或小组活动，如： My new Chinese teacher is tall and strong. Who is he? 让其他学生选出正确的图片。
（2）Let’s sing (唱一唱)
教师放歌曲“My new teacher”的录音，学生跟唱，进一步在音乐节奏中感知新词。
4．Consolidation and extension（巩固与扩展）
（l）让学生做本单元 A Let’s learn部分的活动手册配套练习。
（2）让学生模仿Let’s find out部分的录音，读给朋友或家长听。展示不同教师的图片，让学生猜出是教哪个科目的教师，然后用所学新词描述这些教师的外貌特征。
(3)让学生参照 Let’s find out部分设计一些谜语让大家清一猜。可以参考以下语言： She is tall． She’s beautiful． She’s very young． We all like her． Who’s she？
(4)让学生把新学的歌曲唱给家长或朋友听。
5. 小结
单词：old，short thin，tall，strong, young, funny, kind
教案点评：
提供第一课时教案示例。本课时Let’s learn部分主要是通过情景会话，谈论美术教师的样子，来让学生学习单词：old，short thin，tall，strong, young, funny, kind等。教学设计适合与学生身边的人物相联系，尤其是新老师。可引导学生复习已学过的tall, short, thin, strong等词汇，再进一步学习本课新生词。达到描述不同图片人物的要求。利用一些活动来巩固知识。教师引导学生充分利用事先准备好的人物图片，进行结对或小组活动，如： My new Chinese teacher is tall and strong. Who is he? 让其他学生选出正确的图片。

Unit1 My new teachers第二课时
一、教学重点
本课时的重点掌握句型是： Who’s your math teacher？ Mr Zhao． What’s he like？ He’s thin and short. He’s very kind要求学生能在相似的情景中完成替换练习。能灵活运用这些句子进行交际。
二、教学难点
Let’s try这一形式在学生用书中第一次出现，但难度不大。学生即使不能够听懂句子的含义，只要明白关键词语的意思也能找到正确答案。教师要帮助学生听录音熟悉新词和新句型，感知连读、失去爆破和弱读等语音现象。初步培养学生的听力技能。
三、课前准备
1．教师准备教学过程中所需要的图片、声音、课件，人物图片是能够直接粘贴在黑板上。
2．准备一些教师的照片或图片。
3．教师准备录音机及录音带。
四、教学过程
1．Warm－up（热身）
（1）教师放歌曲“My New Teacher”，让学生感知并复习歌曲中语言。
（2）结合画有人物不同相貌特征的教学图片进行关键词的替换，引导学生复习上一课时所学的新词，为本课时学习句型做好准备。口语练习内容可参考如下：
A： Good morning/afternoon. Look! Our math teacher is very young. He’s tall and thin.
B： This is our music teacher. She’s young. She’s very funny.
A： Who’s your art teacher？
B： Mr Hu．
A： What’s he like？
B： He’s short and thin！
2． Let’s try and talk (操练)
Let’s try
反复播放Let’s try部分录音，指导学生根据声音选出图中相应的人物。在学生根据录音内容圈出所描述教师之后，可让学生看一看他们熟悉老师的图片，用英语说出他们是谁，用句型：“Who’s he/ she? What’s he / she like? ”提问学生。此后再转入 Let’s talk部分对话的详细学习。教师能放一句，停一句，并重复录音中的话语，帮助学生掌握正确的语音、语调。
Let’s try部分录音内容如下：
① Boy：Who’s your English teacher？②Girl：Who’s your math teacher？
Girl： Mr Black． Boy： Mr Li．
Boy： What’s he like？ Girl： What’s he like？
Girl： He’s tall and strong．Boy： He’s old．He’s very thin．
Who are the two men they are talking about?
Let’s talk
（1）教师播放Let’s learn A中的四句话（声音见媒体素材的A learn sentences.wav）。教师说：“这位胡老师又瘦又矮，我们找一找图中的哪位老师又瘦又矮呢？”出示Let’s talk部分的人物图片，让学生快速找出Mr Zhao。然后教师分别说出教师姓氏： Mr Ma／ Miss Liu…．这时先不要求学生描述这些教师，可把该项任务放到对话教学之后。
（2）听录音，跟读Let’s talk部分的对话。引导学生指现图中的人物Mr Zhao是English teacher, 而录音中的人物说的是math teacher。
（3）教师再次出示人物图片，让学生分别并对人物进行描述，可利用句型：“Who’s this man / woman？ What’s he/she like？”进行操练，先由教师示范，再结对或分小组进行。
Good to know
此部分为选学内容，要求学生了解中西方国家在人名称呼习惯上的不同。汉语中习惯把姓放首位，名字放在后面。英语国家的人却习惯把名放在首位，家族的姓氏放在后面，而且有的在两者之间还有中间名（middle name）。这些不同需要让学生了解。
3．Consolidation and extension（巩固与扩展）
（l）让学生做A部分Let’s talk的活动手册配套练习。
（2）让学生默记Let’s talk部分的录音，将内容说给家长或朋友听。
（3）让学生利用新学的文化背景知识，试着与同学进行交流，可分别扮演不同国家的人物。再用英语写一写自己扮演的名字。
4. 小结
句型：
Who’s your math teacher？
Mr Zhao．
What’s he like？
He’s thin and short. He’s very kind.
教案点评：
提供第二课时教案示例。课文通过听声音找图片人物、复述对话、操练句型等方式来学习句型是 Who’s your math teacher？Mr Zhao. What’s he like？He’s thin and short. He’s very kind. 这些句子在第一课时已接触过，本课重点是让学生进行句型操练。先学会听懂句型，再进行复述句型，最后灵活运用这几句话进行交谈。教师主要参与学生一开始的听说部分，引导学生掌握听英语的技巧，和说英语的语音。在学生最后的活动中，教师只起辅助作用，进行评分和最后的总结。
Unit1 My new teachers第三课时
一、教学重点
本课时需要重点掌握四会句子，要求学生能在相似情景中正确使用。教师需重点强调这些四会句子的规范书写。
二、教学难点
本课时的难点是pronunciation。要求教师在正确示范的基础上，引导学生读出含有这4个字母组合的单词并发现发音规律，尤其要强调bl，br的滑音变化。在句子中出现字母组合提示的单词，在本册是第一次出现。教师需要加以引导，正确示范朗读。遇到难度较大的句子，可让学生明白大意，不强求每位学生都能准确理解意思。
三、课前准备
1．教师准备教学过程中所需要的图片、声音、课件，以及本课时的八张单词卡。
2．准备一些教师的照片或图片。
3．教师准备录音机及录音带。
4．学生准备本课时所需的单词卡片和人物卡片。
四、教学过程
1．Warm－up（热身）
描述教师：在多张教师的图片中，让某学生任意抽取一张，对该教师进行描述，其他同学补充。结合所学句型：“He’s tall and thin．He’s our English teacher．” 结合单词卡片复习所学的四会单词，可让学生进行口头拼读比赛。
2． presentation（新课呈现）
Read and write
（l）用图片展示的方法导入。教师介绍说： Zhang peng has three new teachers this term． He talks about them with his classmate Tim. Let’s go and have a look！Who are the teachers？
（2）学生自己阅读课文。然后与同桌分角色朗读对话，理解对话内容，找出不懂的地方，教师答疑。
（3）教师就对话内容提出问题让学生回答。再让学生完成填充句子的练习。
（4）教师指导学生写四会句子，可以小组或男、女生比赛的方式进行。
3．Let’s play (趣味操练)
pair work
要求学生看pair work部分的图片，理解对话内容。两人一组，根据图片出示的句子，制作两组单词卡片，要求每组单词不少于五个。一组为各科目教师，如 math teacher， music teacher等，另一组为描述人物外形的词组，如 thin and tall， strong and short等。制作完成后，一人抽取两张卡片并提出问题，另一人根据卡片的内容进行回答。答对时，由此人抽取图片，问另一人。
4．pronunciation (语音操练)
（1）教师出示一些含有相同字母组合，如 ee，ea等的单词卡片，要求学生根据图片或实物读出这些单词。在教学过程中要注意引导学生发现字母组合ea和ee在这些单词里发长音的规律，同时还要特别注意示范bl，br的滑音变化并强调这两个字母组合发音的区别。
（2）看课件或听录音带，跟读单词和绕口令，看图理解句子大意。
附有本课时字母组合的常见单词。
/i：/
ea tea meat treat peach seat Jeans leaf meal
ee beef sheep see queen meet jeep street canteen feed green teeth bee bsleep
bl blue blow black block blow blonde
br bread break brown breed brain brick
5．Consolidation and extension（巩固与扩展）
（l）让学生做 Read and write部分的活动手册配套练习。
（2）让学生听 Read and write、 pronunciation部分的录音，读给朋友或家长听。针对语音部分，教师可以找出更多相关单词让学生练习四个字母组合的发音，也可以要求学生自己去找。对于找到较多单词的学生要及时鼓励。
（3）让学生参照pair work说一说，做一做，设计一些有关教师或亲友的词组卡片，让大家来做句子整合游戏。
6. 小结
书写句子：
Who’s your English teacher?
Mr Carter.
What’s he like?
He’s tall and strong.
教案点评：
提供第三课时教案示例。本课时“Read and write”部分主要是在学生能够在读懂对话的基础上，正确写出所学句子Who’s your English teacher？Mr Carter. What’s he like？He’s tall and strong．pair work部分要求学生动手动脑动口，根据图片出示的句子，制作两组单词卡片。并进行对话练习。
学新知导入时，可让学生描述教师，或进行一些口头拼读练习。学生在操练时，要注意让他们使用所学的新知识。语音的学习虽然在教材是设计在C 部分，但我们应尽量选用此部分。本册教材第一次将字母组合的单词发音与句子结合起来，学生可不注重理解句义，只试着快速读出句子就可以了。
关于我的老师的演讲活动
探究内容：组织学生进行小型的演讲。
探究目的：锻炼学生写和说的语言运用能力。
探究形式：全班。
活动特点：此项活动以座谈或比赛形式展现。让学生充分讲述自己的感受或观点。加强师生间的交流。能在教师节时举行此活动。可以请多位本班的任课老师来旁听，并参与其中。
活动过程：
1．每位学生准备100字左右的演讲稿，介绍自己的一位老师。要说出这位老师与众不同的特点。如果能借助其他素材来说明更好，如图片、音乐等。
2．全班同学和诸位老师面前，进行演讲。
3．由老师们谈一谈感受，或对学生的演讲进行评价。
4．选出表现较好的同学，予以奖励。

高中高一英语教案：Unit 1 Good Friends

Unit 1 Good Friends
Teaching aims and demands:
a. Achieve language skills and related knowledge about the topic of friends and friendship;
b. Learn to express likes and dislikes and make apologies:
c. Vocabulary in this unit:
the words and expressions listed on the teacher’s book
d. Grammar:
Direct and indirect speech
Lesson 1
Step 1 presentation and discussion (warm-up)
put some new words on the blackboard and tell them something about a friend.
Kind honest brave loyal happy wise strong
beautiful handsome rich smart funny
Then ask some questions around the class and discuss with them.
What should a good friend be like?
What qualities should a good friend have?
Should they be funny, smart and strong?
Step 2 Reading
Ask the students to read the dialogue in the part SpEAKING. Ask some questions:
1.What doesn’t John like?
2.What does Joe think of music and skiing?
And then fill in the form on page 3.
Then ask the students to express their ideas freely. Encourage the students to say more about friends.
Step 3
Listening
Ask the students to listen to the tape and fill in the blanks in the listening part.
Step 4 Talking/practice
Ask the students to page 85. Make a similar dialogue as in exercise 2.
Some useful expressions :
Why did you…? Why didn’t you…? You said that you would…
please forgive me. You promised to … I’m very sorry… It won’t happen again. I forgot.
Step 5 Homework
Finish Exercise 3 in the workbook.
Lesson2
Step1 Revision
Ask several students to present a speech about friends as a revision.
Step 2 pre-reading
present the students a picture to illustrate the situation on a lonely island. Ask them to list three items in the box and ask them to give the reasons using the sentences listed on page3.
Step 3 Reading
Before asking the students to read the text, first give the students a brief introduction about Tom Hanks, his films and the film Cast Away.
Then students read the text, and answer the following questions.
1.How does Chuck Noland come to a deserted island?
2. In order to survive on the island alone, what does he need to learn?
3. What does he understand at last?
4. For us, what lesson we can learn from Chuck?
At the same time explain the language points if necessary.
Step 4 post-reading
Discuss the following questions in the part pOST-READING.
Step 5 Homework
prepare a talk about Tom Hanks or something about one of his film.
Lesson3
Step 1 Revision
Get the students to give a talk about Tom Hanks or something about one of his films.
Step 2 Language Study
Ask the students fill in the blanks with proper words.
Step 3 Grammar
Illustrate to the students the use of Direct and Indirect Speech.
Then ask the students to do the exercise in the part Grammar on p5.
Step 4 practice
Ask the students to act the exercise2 in the part Grammar out.
Step 5 Homework
Ask the students to finish the exercise2 in their workbook.
Lesson4
Step 1 Revision
Check the homework.
Step 2 presentation
present simples of e-mail to get the students a general idea of e-mail.
Step 3 Explanation
Tell the students some tips of writing an e-mail by learn the above e-mail simple.
Step 4 Writing
Ask the students to write an e-mail message.
Step 5 Homework
Ask the students to try to write an e-mail to their e-pal.

小学英语教案范文：Unit1 My new teachers

初三英语教案范文:Unit13 Rainy days make me sad

Unit 13 Rainy days make me sad.一 . [话题](Topic) Talk about how things affect you.二 .[重点词组](Key phrases)make me sad，keep out，learn from，make sb. do，more than，for instance，help…to do，so that，have sale，less than三 .[交际用语]1. Loud music makes me tense.2. Loud music makes me want to dance.3. That movie made me sad.4. Why don’t we get something to eat?5. So am I. / So do I.6. Waiting for my friends makes me hungry.7. The color red makes people hungry.8. It tastes terrible.四. [重点难点释义](Language points)Section A:1. Rainy days make me sad.　雨天让我感到悲伤。rainy 　adj.　多雨的例如：the rainy season 雨季rainn. 雨例如：The crops need rain. 庄稼需要雨水。rainv. 下雨例如：It began to rain hard. 开始下大雨了。make的用法(1) make +n.例如：make food 　做饭make a plane 做飞机make the bed 　铺床make money 赚钱(2). make sb./sth. + adj. 使某人（感到），使……处于某种状态make的宾语之后可跟名词，形容词，分词来充当宾语的补足语1)名词作make的宾语补足语例如：The party made her a good teacher. 党把她培养成为一名好教师.名词作宾补2)形容词作make的宾语补足语例如：Soccer makes me crazy. 　足球使我疯狂。The soft music makes Tina sleepy. 轻柔的音乐使Tina快睡着了。Loud music makes me tense. 过大声音的音乐使我紧张Loud music makes her happy.Loud music makes them energetic. 过大声音的音乐使他觉得精力充沛。It made her sad. 这使她感到难过。Waiting for her made me angry. 我很生气一直等着她。可用到的形容词有：happy，pleased，surprised，angry，annoyed，sad，upset，unhappy，worried，anxious，excited，relaxed，stressed out，tense，calm，scared，comfortable，sick …3)分词作make的宾语补足语例如：I made myself understood by all the students.You must make yourself respected.There was so much noise，the speaker couldn’t make himself .(C)A. hearingB. to hearC. heardD. being heard(3). make sb. / sth. + do …使某人做某事（不能带不定式符号to）例如：Wars make the peace go away.战争使和平远离。The color red makes people want to eat faster.红色使人们吃得更快些。注意：当make 用于被动语态时，必须带不定式符号to.例如：We were made to work all night. 我们被迫日夜工作。I was made to repeat the story. 我被迫重述这个故事。people who won’t should be made to work.不愿劳动者应被强制劳动．(4) make it　习惯用语，及时赶到，到达目的地I just made it to my class. （Unit 9）我恰好赶到班级。（arrived in time）I’m sorry I missed your concert，but I was out of town and couldn’t make it.很遗憾错过你的音乐会，但我当时不在而且不能及时赶回来。(5) make of /from./out ofMake of 当原材料制成成品后，原材料未经任何化学变化，仍保持原有性质.例如：The chair is made of wood.At first people believed that air was made of only one gas.Make from　当原材料制成成品后，经过了化学变化，失去了原有性质.(6) make up of 常用于被动结构：be made up of相当于consist of（由……组成）A car is made up of many different parts.make up from 由…..所制造She wore a necklace made up from gold coins. 她戴着一串有金币制成的项链.2. I'd rather go to the Blue Lagoon Restaurant because I like to listen toquiet music while I'm eating.　我宁愿去蓝湖餐厅，因为我吃饭时喜欢听轻柔的音乐。(1)rather 原意为相当，为副词如:It's rather cold today. 今天相当冷。rather常与would连用，宁可，宁愿，还是……好些例:I'd rather play tennis than swim.　我不想游泳，我宁愿去打网球。(2)lagoon 　n.. 环礁湖，咸水湖。3. They also have to know how to make money.　他们还必须知道如何赚钱。(1)Know how to do 其中的不定式带有疑问词。know what to do 知道做什么。这一句式可以改为复合句，上句也可为：They also have to know how they can make money.又如：please tell me when we should leave. =please tell me when to leave.请告诉我什么时候离开。(2)make money / earn money 挣钱例：His father makes /earns a lot of money as a pilot.他父亲当飞机驾驶员挣钱很多。4. Soft colours like pink and light blue make people relaxed，so they spendmore time eating their meals.柔和的颜色如粉红色和浅蓝色让人们得到放松，因此他们用更多的时间来进餐。(1)like 介词比如像……，诸如……例如：There are several people interested，like Mrs. Jones and Dr.Simpson.有几个人与此事有关，比如像琼斯太太，辛普森医生。同……一样例如：She’s very like her mother. 她很像她的母亲。What’s your new job like? 　你的新工作怎么样？(2)light blue 浅蓝色light 　adj. 浅色的light green curtains 浅绿色的窗帘deep 　adj. 颜色深的，浓重的。The sky was deep blue. 天空是深蓝色的。(3)spend time (in) doing sth.. 花时间做某事spend money on sth.. 花钱在……方面。We spent a pleasant hour or two talking with our friends.我们和朋友愉快地交谈了一两个小时。They spend a lot of money on advertising. 他们在广告上花了大量的钱。5. It makes me want to join a clean-up campaign. 这让我想加入一次清扫大运动。(1)join加入军队，政党，组织等，成为其中一员。例如：The next year he joined the union. 第二年他加入了工会。(2)join in加入某人，并一起进行某项活动。例如：She joined her husband in his study.她与她的丈夫一块从事他的研究。(3)take part in “参加……”，take an active part in积极参加。例如：Do you take an active part in sports? 你积极参加体育活动吗？Section B6. pros and cons　 n. 赞成和反对的理由例如：To consider all the pros and cons of a matter before reaching a decision.作出决定前先好好考虑所有赞成和反对的理由。7. It’s true that some ads can be very useful. 一些广告的确很有用。(1)It’s + adj. +that 　其中It 是形式主语，代替that引导的主语从句。例如：It is strange that be had made a mistake. 真怪，他竟做错了。(2)usefuladj. 有用的useless　 adj. 无用的，无价值的。例如：a useful idea 有用的主意a few useless suggestions 一些无价值的建议8. For instance，they can help you to compare two different products so thatyou can buy the one you really need.　例如，他们能够帮你比较两种不同的产品，以至于你能买到你真正需要的那个。(1)for instance， for example 例如(2)compare　比较，对照compare...with...　把……与……相比例如：If we compare French schools with British schools，we will find many differences.如果我们把法国的学校与英国的学校相比，会发现许多不同之处。compare...to...　把……比作……例如：The poet compares the woman he loves to a rose.这位诗人把他所钟情的女人比作玫瑰花。(3)so that 为了，以便，引导目的状语从句例如：We have to hurry up so that we can catch the last train.我们为了赶上末班车不得不快一点。(4)the one you really need 是定语从句the one 是定语从句中的先行词，that作为引导词在从句中做宾语省略掉了。

9. However，some advertising can be confusing or misleading.然而，一些广告会混淆或误导你。(1)confuse　 v. 使迷惑例如：Waking up in strange surroundings confused her.她醒来时看到一片陌生的环境，这把她搞糊涂了。confusing　 a. 令人迷惑的例如：The instructions are very confusing and I can't understand them.这些指示莫名其妙，我没有办法理解confused　 adj. 迷惑的，糊涂的例如：He gets confused easily. 他很容易被弄糊涂。(2)mislead 　v. 　使某人想错 / 做错，误导misleading 　adj.例如：a misleading description / advertisement 　误导人的描述（广告）10.…but don’t really tell you anything about the quality of the product.但没有真正告诉你有关产品质量的任何问题。tell sb. about sth.“告诉某人有关某事”，tell sb. sth.“告诉某人某事”。例（1）The granny told us about a thief breaking into her house.老奶奶告诉我们她家失窃的事。（2）The old man told us about his sufferings in the old days.老人告诉我们他过去受的苦。（3）He told the happy news to everybody.他把好消息告诉了大家。

（4）Tell me where you live.告诉我你住在哪儿。11．You have to be careful.你得小心。be careful“小心，当心”，后常跟of短语。与它同义的有look out。【例】（1）Aren’t you a bit too careful of your health?你对个人的健康难道不是有点过于小心了吗？（2）Be careful when crossing the road.过马路要小心。（3）You must look out for the snags.你们必须当心意外困难。（4）Look out! There’s danger ahead.当心！前面有危险。12. At times an ad can lead you to buy something you don't need at all.有时，一个广告能导致你去买你根本不需要的东西。(1)at times，sometimes 有时例如：At times I wonder if it's all worthwhile.有时我怀疑我干这件事是否值得。(2)lead sb. to do 　怂勇，引诱例如：She led me to believe that she had a lot of influence.她诱使我相信她很有权势。(3)not ...at all 无论如何（都不），一点（都不）例如：I don’t agree with you at all.我完全不同意你的话。It was late， but they were not tired at all.已经夜深了，但是他们一点都不觉得累。13. Mon and Dad hadn't left me a note. 妈妈和爸爸也没有给我留个便条。hadn't left，这是过去完成时，过去完成时的动作必须是在过去时间以前完成，基本结构为had + 动词的过去分词。例如：I had finished my homework before supper.　我在晚饭前把作业做完了。supper 是过去某一时间，had finished 这一过去完成时就是在supper之前完成的。例：When we got there，the basketball match had already started.我们到那里时，篮球赛已经开始了。14．In class, the teacher asked me for my homework.在课上，老师问我要家诞作业。ask sb. for sth.“向某人要某物”，而ask for则表示“请求，通过询问寻找”。【例】（1）How much did they ask for this book?这本书他们要多少钱？（2）The stranger asked the old man for his address.那陌生人问老人要家庭住址。（3）He came to ask for help.他来求助。（4）Did anyone ask for me?有人找过我吗？15．but as I was so tense when I left home，I had forgotten to bring it with me.但是由于我离开家时太紧张了，我已忘记了带着来。（1）as 连词，因为例如：As she has no car，she can't get there easily.因为她没有汽车，去那里很不容易。As；连词，当……的时候As he grew older he lost interest in everything except gardening.他年纪越来越大，除了喜欢园艺外，对一切都失去了兴趣。（2）forget to do 忘记做……例如：Yesterday when I left home，I forgot to lock the door.昨天我离开家时，忘记锁门了。forget doing 忘记了已经做过的事情。例如：I'll never forget finding that rare old coin in my garden.我永远不会忘记在我花园里找到的那枚稀罕的古币。（3）bring 把某物带给说话人例如：Bring that book to me.　把那本书拿来。take 把某物带到另一地方去例如：Take your umbrella when you go out. 你出去时把伞带上。fetch 去取某物并带来例如：please fetch the scissors from the kitchen. 请到厨房把剪刀拿来。carry 不含任何方向，是指用手或身体的某个部位携带。例如：She carried the bag on her back. 她把包背在背上。16. You keep the sweater and pretend to like it， … 你收下了毛衣，并假装喜欢它。pretend　 v. 假装pretend that / to do例如：She pretended she didn't know me/pretended not to know me when we met in thestreet.我在街上见到她时她装作不认识我。17. If you think flowers are too feminine a gift for a man to receive，you canconsider giving a plant instead.　如果你认为鲜花对一位男士来说太女性化而不好接受，你可以考虑送一种植物。（1）feminine 　adj. 女子气的，属于女子的（2）too ... to ... 　太……而不能……例如：It was too good an opportunity to miss.那是一个不应该错过的极好机会。（3）consider doing 考虑……例如：I'm considering changing my job.　我正在考虑换工作。consider that 考虑到例如：If you consider that she's only been studying English for six months，shespeaks it well.　如果考虑到她学英语才六个月，那么她讲英语讲得的确不错了。consider sb. + n / adj. 　认为，把……看作例如：Do you consider her suitable for the job?　你认为她做这工作合适吗?18. Be sure to follow your host's suggestions.　务必要遵从主人的暗示或提议。(1)be sure to 　别忘了，记住例如：Be sure to turn everything off before you go to bed.别忘了睡觉之前关上各样东西。(2)be sure to do 　一定会……的，必定会发生的。例如：It’s sure to rain. 必定会下雨。(3)be sure of 　对……有把握.例如：He's sure of living to ninety.　他对活到90岁很有信心。19．The problem is you don’t like wearing orange.问题是你不喜欢穿橘黄色衣服。that（已省略）引导的是表语从句；like后可跟不定式也可跟动名词作宾语，如表示一般倾向，多用动名词作宾语，但如指特定或具体某次行动，则更多使用不定式。【例】（1）The trouble is (that) we are short of money.困难是我们缺少钱。（2）The problem seemed how we could make him understand it.问题似乎是我们如何能使他理解这点。（3）I like reading books of this kind.我喜欢看这类书。（4）I’d like to read that book.我想看那本书。（5）She likes reading newspapers at night.她喜欢晚上看报。（6）I should like to be present at the meeting.我希望出席这次会议。20．The gift-giver is too lazy to go out and find the right gift.送礼的人太懒了，不愿出去找一份合适的礼物。too…to…“太……结果不……”，too后跟形容词或副词原形，to引导不定式。【例】（1）She is too young to marry.她还没到结婚年龄。（2）The box is too heavy for me to carry.这个箱子太重，我搬不动。（3）He is too careful not to have noticed it.他那么细心，不会不注意到这一点的。五.语法知识1．宾语补足语宾语补足语和宾语一起称为复合宾语，可作宾语补足语的有：名词，代词，形容词，副词，分词，不定式，介词短语，名词从句。【例】（1）We call him Jim.我们叫他吉姆。（2）Whom do you think of me?你以为我是谁？（3）please keep the room clean.请保持室内清洁。（4）He found her out.他发现她出去了。（5）She found the book interesting.她认为这本书很有意思。（6）You’d better have your shoes mended.你还是请人把鞋补一补吧。（7）Make yourselves at home.不要受拘束。（8）We made him what he is.是我们使他成为现在这样。2．宾语补足语的注意事项1）作补语的形容词应放在宾语后，若放在前则变成了定语。【例】（1）We found the man honest.我们发现此人很诚实。（宾补）（2）We found the honest man.我们发现了这个诚实的人。（定语）2）在动词elect, choose, make之后用作补语的名词，若是表示“身份，职位”则不带冠词。【例】 They elected Li Lei monitor last week.上周他们选李雷当班长。3）有些动词后通常跟“to be＋名词或形容词短语”作补语，但to be常省去。这些动词有：think, consider, believe, imagine, suppose, see, find, feel, etc.。【例】 He thinks himself (to be) a clever man.他认为自己很聪明。4）复合宾语可变为宾语从句。【例】 We think her a nice woman.→ We think that she is a nice woman.我们认为她是个很好的人。5）动词let, make, have及感官动词后用不带to的不定式作补语，若变为被动语态，应将to加上。【例】 I saw tears come into her eyes.→ Tears were seen to come into her eyes.我看到她眼里含着泪。6）感官动词后跟不带to的不定式或现在分词作补语，其区别在于不定式强调事实经过或动作已完成，而现在分词则强调当时情景或动作正在进行。请比较。【例】（1）I like to hear her sing.我喜欢听她唱歌。I heard her singing last night.昨晚我听到她在唱歌。（2）I saw him cross the road and go into the hospital.我看见他走过了马路，进了医院。I saw him crossing the road when I looked out of the window.当我向窗外看时，看见他在过马路。

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