Period I 教学目标: ①词汇 ②重点句型:This/That is- These/Those are- ③难点:名词的单复数形式 教学步骤: Step 1. Free talk 设一分钟时间让学生两人小组用英语聊天.并开展竞赛.以此作为英语课语言环境的热身环节. Step 2. Revision and presentation 告诉学生.今天我们将遇见两位男孩.一个叫Robin.他是英国人.另一个是Robin的中国朋友Lin Hai.Lin Hia到英国来看望Robin.两人在公园里散步时.Lin Hai不小心割破了背包.以致丢了好多东西.怎么办?于是.Robin陪同Lin Hai到公园的失物招领处认领东西.他们之间会展开怎样的问答呢?设计第一个任务.用以复习:Is this your -? Is that your -?同时.辅之以幻灯片.让学生能通过幻灯片上的内容进行有目的的问答.请两组学生展示后.再告诉学生Lin Hai的东西还没有找全.还有两本书.三支铅笔等其他东西.于是通过Lin Hai自己的寻找.引出This is my book. This is my book, too. 引出These are my books. /That is my pencil, that is my pencil. Those are my pencils.的句型.教师要通过自己的表情表达出找到东西的喜悦和兴奋之情.打出幻灯片.找出还未找到的成复数的东西.延续第一个任务.配合第二张幻灯片.设置有远有近的物品复数.请学生也模仿教师的口气说出Lin Hai的东西.巩固These are --s. / Those are --s. (注:此环节既复习Unit 2 的重点句型.又为新语言难点(指示代词this, that的复数形式.普通名词后加s的复数形式)做了铺垫.使后面的人物介绍达到水到渠成的功效.学生在老师创设的情景中实现了以旧知识促新知识的目的.) Step 3. Presentation 感谢学生为Lin Hai 找到了东西, 现在可以回Robin的家了.因为是第一次见面.Robin向Lin Hai介绍了他的家人.通过幻灯片教学并跟读词汇与句子: This is my grandfather/grandmother/father/mother/uncle/aunt/brother/sister. 并增加uncle 和aunt两词汇.为下一步任务的提出作好准备.同时.教学parent, grandparent. Step 4. Ask and answer Lin Hai想验证自己的记忆力.提出Is this your mother? Is this your -?等问题.由Robin作出回答.通过设置幻灯片.请学生对人物进行逐一询问.并判断. Step 5. Post-task Lin Hai了解了Robin的家庭.于是.他用自己的话描述了Robin一家.学生以四人小组形式.讨论Lin Hai的话.后交流反馈. Step 6. Presentation and practice Lin Hai参观完Robin的家后.又去了Dave的家.教师通过询问Dave的身份.再次重复friend 一词.以加深学生的印象.教师说:Let’s see Dave’s family with Lin Hai. 提问让学生作出猜测:Is this his mother/father -? Is that his sister/brother? 穿插单数和复数.然后处理课本Section A 1a.然后让学生再听听Dave的介绍.完成1b.教师提出任务:Now you know Dave’s family well. I want to check your memory. See whose memory is the best. Please introduce Dave’s family to me one by one. 幻灯片呈现Dave’s family photo,学生轮流介绍Dave’s family, 运用This is -/ That is-/ These are -/ Those are- 等句型.通过这一环节.来检测学生对家庭成员称呼的掌握程度. Step 7. Practice 教师说:Dave wants to check if we know his family well. Now listen and circle the words you hear. Look at 2a, and try to remember their names. 完成2a. 并提问学生What’s his mother’s name?等.幻灯片呈现人物名字.以帮助学生准确认读.听第一遍.后读姓名.问:Who is Mary?看学生能否听明白姓名.并跟读.然后请学生试着回答.听第二遍.看图.完成2b. 教师说:Do you remember their names? 以呈现名字的方式确认人物进行判断:Is this Jim? Is this -?等.巩固不同的介绍和确认人物的方法. Step 8. Finding suitable names for Lin Hai’s family Now we know Dave’s family well. Lin Hai also wants to introduce his family to his friends. Dave and Robin. 因为中英姓名文化存在着很多差异.因此Lin Hai 想考考他的朋友们.Let’s join them. Here’s Lin Hai’s family photo. Look! Who are they? Can you give them nice names?小组活动.每一小组得到一张印有Lin Hai’s family photo 的纸.要求写出称呼及名字.最后讨论公布.谁的设计安排最棒.(充分调动学生的积极性及创造力.根据前单元所学的有关name的知识.了解中西方文化的差异.展现学生的个性.培养学生的欣赏及评价能力.) Step 9. Grammar focus(2d) 让学生四人一小组先练习读方框内的句型.试着让他们通过观察与以上环节的练习.概括.归纳Section A基础部分的重要的知识点.在学生通过亲身的听.说.读.写练习后.加深本课语言点的输入.所以此环节.笔墨用得不太多.只一笔带过. Homework 让学生根据本课所学的内容.让他们自己查找字典及收集家人照片.把未涉及到的其他家庭成员的名称的单词找出.(培养学生动手动脑.自主学习的能力.培养良好的学习习惯及学习方法) Period 2 教学目标 ①词汇: niece.nephew.cousin.son.daughter.grandson.granddaughter.wife.husband 等 ②重点:一般疑问句以及肯定.否定回答. ③学会用所学句型对家人介绍.提高口头表达及书面表达能力.培养学生关爱家人的情感. Step 1. Revision and presentation 在屏幕上打出2b的照片.让学生谈论Dave’s family.复习已学的句型This/That is- These/Those are-注意学生的名词单复数的错误.可采取小组竞赛形式.看哪组成员说得准确.并有一定的延伸.如There’re seven people in his family. His mother is a nurse. Step 2. Presentation and pairwork (2c) 指着图片中的人物.“Is this Jim?/Is that his sister? 让学生快速作出肯定及否定回答.并模范此句型两人一问一答图片中的人物. (由于此一般题问句在前单元还有所教授.肯定及否定回答也易掌握.所以此环节所占时间并不准备很大.侧重点放在学生对家庭成员单词的听力是否敏感.听后辨认是否迅速) Step 3. Pairwork 教师说:Yesterday we named Lin Hai’s family. Today, I will give you their true names. Please look at the names and guess who the names are.幻灯片打出下列名字:Lin Jianguo Jiang Huifang Lin Tao Lin yan Lin Zhongkang Song Xiue. Lin Jianfeng Liu Jing Lin Liuyu 请学生两人一组进行合作学习.通过Is Lin Jianguo his father? Yes, he is./ No, he isn’t .等问答.掌握一般疑问句的问答方式.最后幻灯片显示一张Lin Hai’s family tree. 以检验合作成果. Step 4. Guessing game (3c) 教师说:“We know Lin Hai’s family, let us know sth about your family members. 屏幕显示游戏规则.让一位学生上台写下一位家人的名字.让其他学生用:Is he your father? Yes, he is / No, he isn’t. Is she your mother? Yes, she / No, she isn’t. 问台上的学生.猜对者上台继续写下他家人的名字.游戏循环进行大概3-5位学生.本活动既活跃气氛.又巩固完成3c. (通过游戏.让学生在玩中学.在做中学.在指示代词一般疑问句掌握的前提下.用人称代词进行替换练习.教人称代词he.she.强化人称代词一般疑问句的用法.用自己的家人名字.活动有真实性.趣味性和可操作性) Step 4. Groupwork 告诉学生知道了姓名后.我们可以发挥想象.现在让大家看到照片.还能猜出他们是同学们的什么家人吗? 通过实物投影仪.放出刚才一位学生的家人照片.让学生们猜.所用句型为Who is he? Is he your father? No, he isn’t./ Yes, he is. 等.然后让学生拿出自己的家人照片.最好是单人的.以四人为一小组.进行问答猜测.此环节要求学生运用观察能力.对个性化人物照片进行判断.用英语解决实际问题.进一步强化人称代词一般疑问句的用法. Step 5. Writing (3a) 屏幕上打出方框内的句型.让学生从书中3a左侧方框中选出正确单词填入3a右侧句子中.要求学生独立完成.然后叫一位学生把句子大声朗读.进行校对答案. (在听.读.说练习后.通过笔头巩固一般疑问句及肯定否定回答.再次确认语言输入是否扎实) Step 6. Read and act (3b) 让学生同桌练习读3a的对话.在此基础上.脱离课本.表演出来.可以用照片.也可以是教室内同学.最后选出三对表演精彩者进行展示.以增加学习英语的气氛.挖掘学生的表演才能.同时也让学生学会迁移所学内容. Step 7. Presentation 拿出教师的家人照.让学生边猜边教学生词:niece, nephew, cousin, son, daughter, grandson, granddaughter, wife, husband 等词.(此环节也是呼应昨天的家庭自学作业.并为下一任务的提出作好准备)问学生老师在家庭中分别是哪些角色.配合时机进行家庭责任感教育. Step 8. Task 让学生拿出自己的家人照片.以小组讨论的形式.彼此向组员介绍家庭成员.尽他们所能说得越多越好.注意用学过的句型串连自己的表述.然后各组推选一位向全班介绍自己家人或其他组员的家人.让各位学生评价一下哪位说的好.指出好在哪里.哪里还须改进. (此环节是基础Section A学得如何的综合检测.学生利用自己的照片及熟悉的人.有利于拓宽他们的思维领域.发挥的空间较大.同时.引用评价机制.培养学生的欣赏能力) 然后问学生:“Who do you like best in your family? Why? 允许学生适当地说点中文.The family is filled with love打在屏幕上.作为结束语. (此环节是本课的一种延伸.一方面锻炼学生的胆识.培养发散思维.逻辑思维能力.树立学生学英语的信心.养成良好的自主学习的习惯.另一方面实现学生对家人要关爱.体贴.容忍.孝敬长辈的德育目标.此外学生找的新单词为section B起到桥梁.铺垫的作用.) Homework:1. Design your future family, draw a picture of your family and write sth about it.(并提醒学生设计一个庞大的家庭) 查看更多

 

题目列表(包括答案和解析)

选择适当的词(组)并用其适当形式完成短文。每个词(组)只使用一次,其中有两个是多余的。

  A father was really worried about his son, who was sixteen years old but had no   1   at all.So the father decided to call on a monk(修道士)to train   2   child.

  The monk said to the boy's father,“You should leave your son alone here, I'll make him into a   3   man within three months.However, you can't come to see him during this period.”

  Three months   4  , the boy's father came.The monk arranged a box match   5   the child and an experienced boxer.Each time the fighter struck the boy, he fell down, but   6   the boy stood up, and each time he was knocked down again, then the boy stood up again.After several times, the monk asked,“What do you think of your child?”

  “  7   a shame(羞愧)!”the boy's father said.“I never thought he would be so easily knocked down.I needn't have him   8   here any longer.”

  “I am sorry   9   that's all you see.Don't you see that each time he falls down, he stands up again instead of   10  ?That's the kind of courage you wanted him to have.”

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阅读下面的短文,用括号内所给动词的适当形式填空,必要时可加助动词。请将答案填写在文后相应的横线上。

  The story happened during the Second World War.A 70-year-old man lived in a small town of Germany.His three sons all worked in the same factory where he   1  (work).After the war had begun, all his sons   2  (make)to join the army and they all died in the fights.

  The old man was very sad.In the days that   3  (follow), he didn’t have enough food and was often hungry.And nobody helped him and he didn’t know how to go on   4  (live).It was becoming colder and colder.  5  (find)a way out, he had to beg from door to door.He had been to a lot of places and knew a lot.

  Once he came to a village, but the villagers were all poor and couldn’t give him anything.He was too hungry   6  (go)to another village.Suddenly he saw a policeman   7  (stand)in the street and an idea came to his mind.He then shouted out, “Hitler is a pig!”

  As he hoped, the old man was now enjoying some bread and a cup of hot tea   8  (give)by the policeman.“Don’t say so in our village, sir!” the policeman said after a while,“I’m sorry, sir,”said the old man, “I   9  (not say)that again.I didn’t know it   10  (be)Hitler’s hometown.”“No, no, sir,”the policeman said in a hurry,“It’s a pig’s hometown.”

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阅读下面短文,用文中括号内所给动词的适当形式填空,必要时可加助动词。

  We have a radio station in our school.It is great because it   1  (run)by the students for the school.It   2  (start)two years ago.And I   3  (be)a student member of the radio station for two years.

  Every morning we tell the student’s about the weather and latest news, plus some special messages that the teachers want us to mention.

  During exam time we have a special programme that   4  (tell)the students the things they should or shouldn’t   5  (do)for preparation.At the end of the school year, many students who   6  (graduate)use our station to give messages t0 their close friends and teacher.

  When parents come   7  (visit)the school and talk to the teachers in the evening, we always play songs   8  (sing)by the students, and we also report the events to the parents, such as outings and sports meetings.

  I’m graduating soon.I   9  (miss)the radio station, and I   10  (hope)that it shall live on forever.

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阅读理解:

  Our village carpenter(木匠),John Hill, came one day and made a dining table for my wife.He made it just the right size to fill the space between the two window.When I got home that evening, John was drinking a cup of tea and writing out his bill(账单)for his job.

  My wife said to me quietly, “That's his ninth cup of tea today.”But she said in a loud voice, “It's a beautiful table, dear, isn't it?” “I'll decide about that when I see the bill,” I said.John laughed and gave me his bill for the work.I read:

  One dining table      10th November, 2011

  Cost of wood        $17∶00

  Paint           $1.50

  Work, 8 hours($1 an hour)  $8.00

  Total           $36.50

  When I was looking at the bill, John said,” It's been a fine day, hasn't it? Quite sunny.”

  “Yes,” I said.“I'm glad it's only the 10th of November.”

  “Me, too,” said John, “you wait-it will be a lot colder by the end of the month.”

  “Yes, colder-and more expensive! Dining table will be $20 more expensive on November 30th, won't they, John?”

  John looked hard at me for half a minute.Was there a little smile in his two blue eyes? I gave his bill back to him.

  “If it's not too much trouble, John,” I said,“Please add(加)it up again, You can forget the date…”

  I paid him $26.50 and he was happy to get it.

(1)

Why did John talk about the weather when the writer was looking at the bill?

[  ]

A.

Because he didn't want the writer to check the bill carefully.

B.

Because he wanted to show that he was really polite.

C.

Because it's a good way to communicate with each other.

D.

Because he wanted to confirm what the weather was like.

(2)

How much would John ask for if he made a dining table on the last day of December according to his bill?

[  ]

A.

$ 26.50

B.

$36.50

C.

$56.50

D.

$57.50

(3)

When John got the money, he was happy because ________.

[  ]

A.

he felt lucky to get the money for his work

B.

he got paid a lot more than usual for his work

C.

he got as much money as he had expected

D.

he didn't have to add up the costs any more

(4)

Which word can best describe John?

[  ]

A.

Clever

B.

Silly

C.

Dishonest

D.

Humorous(幽默的)

(5)

What can we learn about John from the passage?

[  ]

A.

He made a mistake carelessly in the bill

B.

He tried to get more money for his work.

C.

He had written the bill before the writer got home

D.

He had talked about the bill with the writer's wife.

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用所给动词的适当形式完成下面的短文,必要时可加助动词。将各小题的答案写在短文后相应的横线上。

Our school    1   (have) a big library. There   2   (be) many kinds of books in it. All the students in our school   3   (borrow) books from the library but they can’t keep them for more than two weeks. Everyone must return the library books on time.

One afternoon, Miss Yang    4   (work) at her desk in the library when Han Meimei 

   5   (come) in. “Excuse me, Miss Yang.”  she said. “I’m very sorry. I   6    (borrow) a book ten days ago. But I can’t find it. I think I   7   (lose) it.”  “Oh dear!” said Miss Yang, “What was the name of the book?”  “It was ‘Harry Potter’ ” . “What a pity! I’m sorry that if you’ve lost it, you must pay for it,” said Miss Yang.

At the moment Lucy came into the library. “Excuse me, Miss Yang.” I     just   8   (find) this library book. I like the book very much, but I think it’s the library’s, so I come to return it,” “Oh, good girl!” Miss Yang    9   (get) the book and said, “It’s ‘Harry Potter. ’Come on, Meimei! Is it the book you    10   (lose)?” “Yes. ” Han Meimei said, “Thank you, Miss Yang!” “Don’t thank me, we must both thank Lucy! ” said Miss Yang.

 

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