以下是小编精心整理的19篇初中英语13单元作文，仅供参考，希望能够帮助到大家。
作为一节英语教学竞赛用课，我主要从对这节课的定位、任务目标、教学环节设计、独特的创意和对突发事件的应对等几个方面来说一下这一节课。
一、对本节课的定位
作为一名从事初中英语教育有近八年的教学实践的青年教师，我认为在“新课程标准”和“新基础教育”的理念的指导下，这节课应该既能够让学生的学习有意义，也能够让教师在扎实、充实、平实、真实的授课过程中真正享受到，“教学作为一个创造过程的全部欢乐和智慧的体验”。同时，本单元是以话“交通”题材为教学主要内容的新目标（Go for it）教材典型设计，借助本单元可以给学生在学习方法上以很好的指导，并可以在小空间内进行大规模的扎实、有效的训练。
二、任务目标的确定
本单元的教学任务是在“交通（transportation）”这一话题下，让学生学会谈论“交通”（包括不同的交通方式，到某地的距离以及以某种交通方式到某地所花费的时间等），学习一些文化常识，掌握一定的学习方法，并在大量的、有效的训练中提高学生的听说读写等基本能力。
三、教学环节的设计思路
本着整体划一，循序渐进，高效有序，并在教学中能不断地深化教学的设计思路来安排本节的每一个环节。
（一）整体划一
在本节课中，对于“整齐划一”可以从两点来说明： 首先，本人一直认为作为语言教学，听说读写等能力的训练应该是一个整体，不可分割开来的，因此在教学设计中可以说一个话题，一个训练都蕴含着各种能力的培养；其次，在教学中每一节课都是独立的，但在我的教学设计中每一节课不仅可以独立，更重视它在单元教学整体中的地位与作用。与每一节课内衔接一样，单元教学的整体衔接也很重要。
（二）循序渐进，高效有序
本节课从简单的对“How do you get to school in the morning？”的询问入手，引入对重要课文Section A 3a 的复习。通过学生复述这段文字，重点巩固由“How， How long， How far”引导的谈论交通话题的重要句型，并提炼相关的信息形成新的对话，为下一环节作铺垫。即课文Section A 3b 的训练，通过第一、二人称来谈论交通话题的训练，拓展到以第三人称来谈论他人的交通话题，进而让课文Section B 2a， 2b， 2c 的学习水到渠成。然后完成对本节课学习的测试，进行归纳总结本节课的要点。最后，作业一中让学生来完成交通方式的图片收集，是对本节内容的进一步深化；作业二中要求学生做一个调查，并形成调查报告，实际上和测试二一起构成了对Section B 3a 的有效预习。
总之，本课从课本入手，用课本内容引出一系列的活动，最终又导向课本，环节紧扣，层次清晰。
四、独特的创意
本节课的设计中，具有独特创意的地方，可以从以下几个方面来说：
第一、独特的环节设计
首先面向全体学生进行简单的复习，目的在于巩固几个基本句型。然后把课本中阅读的短文用复述和听力的方式引入，别出心裁。其主要目的在于营造较轻松的语言环境，缓解部分学生对于说写等输出环节的畏惧心理。接下来，从大量的听说引入读写，给学生铺垫知识的过程。既练习口头表达，又巩固了读的成效。教学步骤中每一步都将成为下一教学步骤的铺垫，在每一步骤中，教师设计具体任务，让学生参与到课堂互动中，并完成具体的任务。整个课堂设计由浅入深，循序渐进，难度过渡非常自然。
第二、独特的课程深化
全面展开训练，重点集中突破，中考真题帮辅，课结影响未尽。首先，在常规的训练之后，又用中考真题来重点训练和巩固所学，不但给学生对本节课的理解有更深一步的认识机会，更为学生的长远学习打下了坚实的伏笔。其次，在对交通的表达方式上的深化，采用了系统归纳，并用同意表达的形式进行训练，有层次，有实效。
第三、独特的思维能力训练
着重思维能力的训练，围绕话题进行多方面的扩展性的练习，并充分地利用 Listening 和Speaking，引发学生积极思维，以Groupwork和Pairwork等多种形式讨论和操练。最终达到让学生熟练谈论“交通”这一说话能力的目标。并在作业中以预习形式对这一目标进行了延伸。
五、掌控好借来的学生
由于是借班上课，学生又是活动的主体，课堂上大部分的时间交给学生，教师的引导是关键。如何导入课程，并一步步地由易至难地引入任务，如何帮助学生学习都是关键所在。同时要非常注意的是，学生活动之前的范例一定要明确清晰，要每个孩子都知道做什么和怎么做，活动才会顺利地开展，学生才能在活动中有所得。
六、对突发性事件的预案
在准备中，充分预料到课堂中可能出现的各种问题，做出相对的预案设计，以便作出灵活的应对，这很重要。对本节课我做了如下的准备：第一，关于课程的衔接问题。英语授课于其他科目不同，尤其是新授课，如果所授内容严重超进度，上课效果一定会大打折扣的！所以，根据竞赛所给的教学进度，我准备了两套教学方案。第二，教学任务量也很关键，少则课程易空，多则不易完成。本节的训练任务在课件的设计中充分地给予了关注。在设计训练题的时候，题增加了很多，并在几个主要的课件页上的背景中都设计了动作，一旦训练任务过多就可以通过动作越过，不会影响教学效果。第三，关于学生的问题。学生不是我的，但由于这是讲课，不是作课，我除了和他们的老师了解了一下这个班学生的英语水平，其他就不再多说了，但也作了一定的预计。其他方面的内容我也准备了一些，但可能不会用到。
总而言之，作为一堂教学竞赛课，我的准备应该说较为充分，对课的认识也可以说很深入，但讲好一堂课，所需要的不仅仅是这些，这是我知道的……
一、教材分析
Would you mind keeping your voice down？ 是（中国）课程教材研究所、英语课程教材研究中心与（美国）汤姆森学习出版集团合编的九年级义务教育课程标准实验教科书英语新目标 Go for it ！ Students，Book 八年级下册Unit7的一篇阅读课文。是对整个单元的升华。在前几节课中学生学习了用Would you mind？？有礼貌地对别人发出请求。。本节课通过文章进一步加深对有礼貌请求的句式的理解和在生活中的具体运用。同时通过对中西方礼节的对比和描述，使同学们认识到礼节在日常生活中的重要性。千万不要忘记“有礼貌地发出请求”。进一步提高学生听、说、读、写的综合素质能力。
本节课主要是通过“以学生为中心，教师为辅导”的教学原则（Learner ―centered ， teacher C assisted ），通过任务型教学（ task―based learning ）创造性地使用英语。在“学中用，用中学”，从而培养学生的文明礼仪，以礼待人的优良品质。通过对本节课的学习后，学生会自然而然地感到英语学习并非是空中楼阁，而是实实在在可以用他来提高我们的自身素质，增强我们交际能力的科目。
二、教学对象分析
初中二年级学生有了一定的英语知识，求知欲也很强。所以本节课采用“把课堂还给学生”，“学生自学为主，教师为辅 ”的教学指导思想，并通过网络搜集到一些学生感兴趣的图画及动画材料。这样学生的学习兴趣会大大提高。
三、教学目标分析
（一）语言技能目标
1、能连贯流畅地朗读课文。
2、能从文章中找出有关信息，理解大意。
（二）语言知识目标
1、词汇（听、说、读、写）
voice ，term ，Asian， Europe， ，impolite， allow， public ，cough， smoke ，drop ，litter， pick？up， behave
2、语法
理解“Would you mind doing？”的基本形式和表意功能。
（三）情感态度目标
1、激发学生探索新知识的兴趣。
2、培养学生在公共场合及日常生活中文明礼貌，以礼待人的优良品质。
3、激起学生对不文明行为的愤恨，自觉养成文明的行为。
（四）学习策略目标
1、学习利用文章中的主题句快速理解文章大意。
2、根据图片、上下文猜测、理解语篇中词语和句子。
3、培养学生获得信息。
（五）文化意识目标
1、了解中西方礼节的不同与相同，从而加深对中西方文化的理解。
2、培养学生的人际交往能力和社会意识。让学生产生为提高全体国民的素质添砖加瓦的愿望。
四、教学方法设计
1、独立分析与小组合作相结合。
2、任务型教学法。
3、情景激励。
五、教学设计的指导思想
利用任务型及合作式、以教师为辅，学生为主的教学原则，使学生在小组学习中获取信息、处理信息和运用信息，激发学生运用所学语言进行交际的愿望和自信心，促进合作精神和文化意识的发展。
六、媒体设计思路
教师本着“课件服务于教学，提高学生学习兴趣，有效课堂”的原则在课前，从星沙英语网及人教出版社下载有关Unit7 的部分图像，图片资料。给人生动、活泼、耳目一新的感觉，变“死”的知识为活生生的声音及图片信息，增加了学生学习英语的兴趣。并通过电子屏幕把本节课教学目标，重点难点，展示给学生，让学生上课时心中有数，指导学生如何去做。对于学生来说，在情节中学习可以学会如何合作交流，自主学习，从而调动学生学习英语的积极性，趣味性。
一、教材分析：
本单元是人教版初中英语八年级下册 Unit3，主题是“家务和许可”，其功能项目是“礼貌地请求”和“征求许可”。语言目标是要求学生学会用情态动词could来礼貌地进行请求或者征求他人的许可。本节我要讲的是本单元的Section A的第一节。
二、教学目标：
根据以上我对本单元教材内容的分析，我确定以下教学目标：
知识与能力：学会表示家务的短语；学会用could表示礼貌的请求以及征求许可，并能作出相应的回答。
过程与方法：本课采用问题导入方法，教师提问学生在家中是如何帮助父母的，大部分学生都会回答做家务，由此过渡到关于家务和许可的话题，然后教授与家务相关的短语和表达。多采用对话的形式，让学生练习用could表示礼貌的请求和征求许可，让学生学会灵活运用这一结构来进行表达。
情感、态度与价值观：教会学生在日常生活中礼貌、得体地表达自己的请求和意见。引导学生养成良好的生活习惯和劳动习惯，让学生意识到帮助父母减轻负担的重要性，让学生乐于在生活中多做自己力所能及的事情来帮助父母。
三、教学的重、难点：
基于上述对教材的分析，我确定本节的教学重点为一些动词短语和could表示礼貌的请求和征求许可的用法。
教学难点为could表示礼貌的请求和征求许可的用法。
四、教学方法：
通过形式多样的课堂活动和丰富的练习，让学生能够轻松地掌握本单元的知识要点，提高英语听说读写的能力。
五、教学过程设计
Unit 3
The First Period （Section A）
Step 1 Lead―in
（“良好的开端是成功的一半”， 因此，我认为能以一种新颖的问候方式或复习方式进入一节课，就能唤起学生的兴趣，使学生保持一种积极的学习状态，或循序渐进地导入所学的内容，那么可为这节课的成功打下基础。）
T： Do you often help your parents to do some housework at home？ What do you usually do ？
学生们纷纷站起来说说自己在家做的事情，过渡到本节的内容。
Step 2 Speaking
教师出示几张做家务的图片，引导学生学习一些有关做家务的动词短语。由1a部分的图片引出本节的目标语言，然后要求学生两两对话多多练习目标语言，达到能脱口而出的目的。
Step 3 Listening
接下来的听力要求学生自主完成1b的内容。通过听来巩固目标语言的用法。
Step4 Tips
帮助学生总结本节的语言结构，同时归纳一下英语中表示请求的句型。并要示学生在小组内合作的形式举出相应的例子，然后板书到黑板上让全班来分享。不妥的地方教师可以学生修正。
Step 5 Practice
要求学生自主完成5个单选题来检测学生的学习情况。先独立完成，再小组讨论，最后全班交流。
Step 7 Summary
回顾本节课所学内容，同时能意识到要在生活中多帮助父母做一些力所能及的事情。
初中英语单元测试题
一、语音知识 (5分)
找出下列各组划线部分读音不同于其他三个的词，将其字母标号填入题前括号中，八年级 (上) 9单元测试 (A卷)。
［ ］1. A. along B. about C. banana D. hospital
［ ］2. A. place B. police C. office D. factory
［ ］3. A. practise B. station C. catch D. man
［ ］4. A. post B. stop C. bookshop D. dialogue
［ ］5. A. similar B. big C. police D. swim
二、单词拼写 (10分)
以下所给单词均不完整，从A、B、C 中选出适当的.字母或字母组合，使其完整与正确。
［ ］6. fr __ t A. iu B. ui C. ue
［ ］7. s __ ati __ n A. d ... e B. t ... o C. t ... e
［ ］8. s __ mil __ r A. i ... a B. i ... e C. a ... e
［ ］9. ca ____ A. tch B. cth C. the
［ ］10. ____ rn A. tu B. du C. cu
三、词组汉译 (10分)
将下列词组翻译成汉语。
11. the nearest post office ____________________
12. walk along the road ______________________
13. catch a bus ____________________________
14. need some help _________________________
15. take the first turning on the right _____________
四、完成句子 (15分)
根据所给汉语完成下列句子，每空一词。
16. 请问，最近的书店在哪儿？
Excuse me, _________ the _________ bookshop?
17. 在医院旁边有一个公共汽车站。
There is a bus stop _________ _________ the hospital.
18. 王叔叔住在北京。
Uncle Wang _________ _________ Bejing.
19. 你最好把这些书放进书包里。
You'd better _________ these books _________ your bag.
20. 沿着这条街向前走，在第二个路口向右转，你就会看到动物园。
Go _________ this street, and take the second turning_________ the right. Then you'll find the zoo.
五、单项选择 (30分)
从A、B、C、D 四个选项中，选出可以填入空白处的正确答案。
［ ］21. There is a bookshop next _________ our school.
A. on B. in C. at D. to
［ ］22. Which is _________, the post office, the station or the
hospital?
A. big B. bigger C. biggest D. the biggest
［ ］23. The nearest bus stop is about five _________ metres away
from here.
A. hundred B. hundreds C. hundred's D. hundreds'
［ ］24. You'd better _________ in the river. It's too dangerous.
A. swim B. not swim C. swimming D. not to swim
［ ］25. Why not _________ to the bookshop after school?
A. go B. goes C. going D. to go
［ ］26. _________ go to the park tomorrow?
A. Are we B. Are us C.Shall we D. Shall us
［ ］27. They _________ in that factory this Sunday.
A. work B. works
C. are working D. are going to work
［ ］28.Wei Fang can't find her pen. She _________ some help.
A. need B. needs C. needing D. to need
［ ］29. _________ you _________ in that school over there on the right?
A. Do...study B. Are...study
C. Does...studying D. Will...studying
［ ］30. What's Wang Lan doing?
She's _________ her ruler.
A. look for B. look at
C. looking for D. looks at
六、完形填空 (30分)
阅读下面短文，掌握其大意，然后从四个选项中，选出一个最佳答案。
It is a winter evening. Pat is driving his car to his sister's school. He
is now quite near the school, that is sure. But he 31 find the school.
Well, 32 old man 33 slowly over there. He drives up to the old man and asks 34 , “Excuse me, do you know how to get 35 ?” “Yes, 36 . It't not far from here. Please let me sit in your car. I can go with you and 37 you where to trun.” The old man is now sitting by Pat in the car. They drive on for some minutes. Then they come to a small house, and the old man says, “Stop here, please!” Pat 38 his car and says, “But this isn't a school.” “No, ”says the old man.“ This is my house. Thank you 39 for driving me home. The school is behind the park. So go back to the 40 and turn right (向右转).”
31. A. can B. does C. don't D. can't
32. A. the B. an C. a D. some
33. A. is walking B. walking C. is D. walk
34. A. her B. them C. him D. me
35. A. to school B. for the school C. to the school D. in school
36. A. OK B. all right C. of course D.here you are
37. A. say B. take C. look at D. tell
38. A. stop B. drive C. stops D. drives
39. A. very much B. very good C. very many D. so much
40. A. park B. house C. school D. stop
一、教材分析
本单元的核心教学项目是“看病就医”（Seeing the doctor ），各课围绕这核心项目设计布置了听、说、读、写活动。对话，课文和练习内容均取自于同学的日常生活，实用性强。同学们会因为此话题的趣味性和实用性而感兴趣, 故能在学中用，用中学，印象深刻。
1.在 Lesson69 课中，第一局部设计了Jill 生病的一幅情景图，并配有一个短对话，引出Seeing the doctor 的动机。第二局部利用Puzzle dialogue形式把本单元重点话题自然地，以日常生活的活动形式出现给同学。第三局部采用Look, say and write活动，自然地引出情态动词 have to的用法。
2.在 Lesson 70 课中，阅读文章Dreams 是前一课对话内容的继续。男孩Roy老做梦，造成睡眠不佳，故前去看病就医。阅读前有两个问题供同学讨论，以便让同学考虑在先，或带着问题去阅读。
3.Lesson 71 课是语言训练课。第一局部是一段有关饮食与健康关系的短对话，同时也为同学提供了语言训练的样板。第二局部是以操练Link verb为宗旨的句型范例。第三局部是所学语言知识的自然延伸，向同学介绍二位世界著名医学界人士Nightingale和Bethune。
4.Lesson72课是综合练习课，它包括了围绕着Seeing the doctor的功能话题 的听力练习、句型操练、对话复习和写作示范，以巩固同学对本单元的核心话题Seeing the doctor的记忆与理解。
通过对本单元教材内容的分析，不难看出 Seeing the doctor 这一话题取自于生活，实用性强，同学容易接受，并对此兴致盎然，教师也较容易激活与其相关的语言知识，所以就该话题自身而言，并不是很难，真正的重点和难点在于：
掌握有关Seeing the doctor 的习惯用语。
能灵活运用have to 重点句型，并清楚其运用的场所和与must 的区别。
掌握link verb的用法特点。
二、教学目标
1、知识目标
The words and expressionsl used in the talking “Seeing the doctor”.
The pattern : have tol
l Grammar: link verb
2、能力目标
To develop students’ ability of listeningl and talking about “Seeing the doctor”.
To develop students’ ability ofl reading comprehension by reading the text Dreams .
To develop students’l ability of observation 、imagination and creation.
3、情意目标
Tol encourage students to be brave enough to speak English more in class.
Tol encourage students to keep health in order to serve the people and their country in the future.
三、教学设想
通过诊断性评价，可了解到同学在以前的教材中，已学过了与Seeing the doctor 话题相关的单词和句子，如head 、eyes 、hands,、foot 、legs 等身体部位单词和句型What’s wrong with you ? I don’t feel well . My head hurts. etc.这为同学循序u进地自然习得Seeing the doctor的语言知识，铺垫了良好的语言学习基础。因此，笔者根据Seeing the doctor这个话题的交际性能强，实际运用广等特点，将本单元的教学战略重点定位在三个教学环节上，即，Presentation, Practice 和 Production上，将“激发兴趣，激活思维，轻松导入；读后仿说，逐层训练，强化能力；创设情景，迁移知识，实现交际”作为本单元设计的导向。
1.Presentation――激发兴趣，激活思维，轻松导入。
一节课的良好开始，对于整节课教学顺利进行起着重要作用。教师依样画葫芦，精心设计Presentation环节，能够使同学感到新奇独特，引起求知欲望，促进其积极主动地投入到语言学习和探究活动中去，愉快地进入学习状态。
1）Lesson 69 的导入方法
Take exercise做运动。跟着“健康歌”的乐曲，让同学跟着老师做健康操。
l Play games 做游戏。让同学相互之间做“Touch your nose”的游戏。
Chant 读节奏诗。老师可根据课文要求，编写与教学内容相符的小诗，歌曲等。
以上几个活动，均与同学的原有知识the parts of the body 有关，采用这种手法进行热身，不只复习了相关的学习内容，更主要的是让同学在“做做、唱唱、笑笑”中进入了学习状态，从而引出对话
――Can you take exercise like me ?
――No, I can’t. I have a headache today.
――Can you play the game with me ?
――No, I can’t. I have a cold today. etc.
or:
――Xiao Li can’t play games with us .Do you know why?
――I know he has a cold today。
(然后协助同学认知have a headache / a cold /a cough等习语）
On dutyl值日生汇报。让值日生创设情景，与Partner就前一单元课文内容“Mr. Smile在家中举行Party”，进行自由问答，然后切入主题
――Did Kate go to the party ?
――No, she didn’t.
――Why did she not go there ?
――Because she was ill.
――What was wrong?
――She had a cold . She had a cough and a headache.
――Oh ,I’m sorry to hear that .Is she better now?
――Yes.
（老师进入了“引导学习”的环节。）
2） Lesson 70的导入方法
Story-telling老师或同学进行story介绍，如
Oh, boys and girls, there is something wrong with me ,too. I didn’t sleep well last night. Do you know why?
这时，同学会由于问题的提出而活跃起来，会七嘴八舌地进行猜想，然后老师向同学描述梦境，引出生词和词组 dream, fall asleep, wake up 等，为引出Roy的unhappy dream，激活了思维，扫清了语言障碍。
Picture-talkingl 利用多媒体，向同学展开画面，引导同学对dreams进行讨论和评说。
――What is he/she doing? ――He/She is sleeping.
――What is he/she doing while he/she is asleep? ――He/She is dreaming.
――Did he have a good dream or a terrible one?
在引出生字dream 后，协助同学就做梦与身体健康之间的关系，进行讨论，在热烈的气氛中，自然地过渡到课文Dreams的学习上。
3）Lesson 71 导入方法
Have a quizl做讨论题。包括饮食，休息，锻炼，健康等一些常识性问题，来吸引同学的兴趣与注意，激发他们敢于质疑，大胆解疑，以引导同学通过积极投入语言实践，逐步向新资料迫近，为Lesson 71 的第一局部有关饮食与健康的对话学习，做了必要的铺垫。
4）Lesson72的导入方法
Stick figuresl 采用简笔画手法，来引出新语言点link verb 的用法。如
教师可利用这些简笔画，引导同学对图画进行讨论
――What is he/she like today?
――Is he/she happy or unhappy?
――Do you know why he/she looks happy/unhappy? etc.
采用这种方法，不只仅是方便，直观，能引起同学的兴趣和注意力，更因为它们的恰到好处的运用，激活了同学的思维，为引出听力资料 Mr. Brown’s trouble 做好了准备。如通过对简笔画的讨论，把话题转入听力资料的内容中。
――Is Mr. Brown happy or unhappy today, Do you want to know?
――What’s his trouble, do you know?
2.Practice――读后仿说，逐层训练，强化能力。
同学在教师的引导下学习了新句型，新单词以后，还必需对所学的知识进行巩固。在没有对新句型，新单词等达到一定的熟练程度之前，同学很难将所学的知识应用到实际生活中去。因此，采用师生合作，生生合作，结合话题，围绕新知识点进行对话，交流和讨论等活动，让同学获得基本的语言能力。如在训练句型have to 时，我设计了三个训练程序。
师生问答：就Lesson 69的第三局部进行师问生答，并完成笔头作业。
学生问答：就句型If l you――what do you have to do ? 进行pairwork。
小组讨论提供情景，加大信息量，引导同学进行groupwork。如，
1.If your mother is ill and she can’t cook supper for you when you come back from school one day. What do you have to do ?
2.One day when you were on your way to school, You saw an accident happen. An old man was lying on the ground. He couldn’t move .What did you have to do ?
然后，以小组为单位，选派代表一人，作小组总结。通过点评，分析，比较等方法，使个人的思维在集体知识中得到发挥，使一些困难在相互启发，相互争论，相互补充中得到弥补。同时，也注重挖掘了教材中的情意因素，激发了同学的社责任感和爱心。
当然，根据不同的教学内容，有不同的强化训练手段。如，对Lesson70 的阅读文章的Practice方法是：
表层分析――复述应答：要求同学机械重复课文中的内容，使课文信息再现。（是非题，课后问答题，图表填空题，竞赛等）
深层剖析――推断应答：要求同学利用信息，凭借经验理解读物的“弦外之意”。（指导性问题和细节性问题）
整体评价――自由交际：要求同学用所学知识，对新情景进行交际。（教师选择恰当的，与课文相关和有关社会热点的Topics。）
(其中一，二两层的练习目的是为了“记忆―分析”所认知的语言信息，巩固语言知识，提高掌握语篇能力，为获得交际能力，即为第三层“自由交际”，打下扎实基础。）
3.Production――创设新景，迁移知识，实现交际。
在基本技能形成之后，教师鼓励同学用所学知识就新的情景进行突出主题的迁移操练，实现语言技能向语言交际能力的转化，达到学以致用的目的。例如，我对本单元中的Production环节设计了如下方法：
Lesson 69
1）扮演（perform）:创设新的情景，如：护送运动会上受伤的同学去医院就症；协助交通事故中受轻伤的老大爷回家等。
2）采访(interview）:询问同学身体健康状况。
Lesson 70
1）话题(topic）:“_________dream”。（留有空白，让同学自由发挥想象）
2） 扮演(perform）:采访“老寿星”（a long-lived man/woman）活动。
Lesson 71
1）评论(comment）:“Why so many fat children in our country now?”
“ Why so many students who have poor eye-sight today?
2）采访(interview）: “What do you like to eat?”
Lesson 72
1）话题（topic）:“How to correctly arrange your three meals a day?”
2）活动（activity）:“A school doctor is wanted”
采用以上方法，并不是说教学可以离开教材随意创设发挥，也不是主张搞华而不实的“花架子”。恰恰相反，我们需要的创意，应是紧扣教材，围绕目标，为讲清重点，突破难点服务，为教得生动，学得主动服务。使英语教学有新意，有激情，使教育教学功能得到充沛发展。
一、教材分析
Would you mind keeping your voice down? 是（中国）课程教材研究所、英语课程教材研究中心与（美国）汤姆森学习出版集团合编的九年级义务教育课程标准实验教科书英语新目标 Go for it ! Students，Book 八年级下册Unit7的一篇阅读课文。是对整个单元的升华。在前几节课中学生学习了用Would you mind??有礼貌地对别人发出请求。本节课通过文章进一步加深对有礼貌请求的句式的理解和在生活中的具体运用。同时通过对中西方礼节的对比和描述，使同学们认识到礼节在日常生活中的重要性。千万不要忘记“有礼貌地发出请求”。进一步提高学生听、说、读、写的综合素质能力。
本节课主要是通过“以学生为中心，教师为辅导”的教学原则(Learner -centered , teacher C assisted ），通过任务型教学( task-based learning ）创造性地使用英语。在“学中用，用中学”，从而培养学生的文明礼仪，以礼待人的优良品质。通过对本节课的学习后，学生会自然而然地感到英语学习并非是空中楼阁，而是实实在在可以用他来提高我们的自身素质，增强我们交际能力的科目。
二、教学对象分析
初中二年级学生有了一定的英语知识，求知欲也很强。所以本节课采用“把课堂还给学生”，“学生自学为主，教师为辅 ”的教学指导思想，并通过网络搜集到一些学生感兴趣的图画及动画材料。这样学生的学习兴趣会大大提高。
三、教学目标分析
（一）语言技能目标
1、能连贯流畅地朗读课文。
2、能从文章中找出有关信息，理解大意。
（二）语言知识目标
1、词汇（听、说、读、写）
voice ,term ,Asian, Europe, ,impolite, allow, public ,cough, smoke ,drop ,litter, pick?up, be have
2、语法
理解“Would you mind doing?”的基本形式和表意功能。
（三）情感态度目标
1．激发学生探索新知识的兴趣。
2．培养学生在公共场合及日常生活中文明礼貌，以礼待人的优良品质。
3．激起学生对不文明行为的愤恨，自觉养成文明的行为。
（四）学习策略目标
1、学习利用文章中的主题句快速理解文章大意。
2、根据图片、上下文猜测、理解语篇中词语和句子。
3、培养学生获得信息。
（五）文化意识目标
1、了解中西方礼节的不同与相同，从而加深对中西方文化的理解。
2．培养学生的人际交往能力和社会意识。让学生产生为提高全体国民的素质添砖加瓦的愿望。
四、教学方法设计
1、独立分析与小组合作相结合。
2、任务型教学法。
3、情景激励。
五、教学设计的指导思想
利用任务型及合作式、以教师为辅，学生为主的教学原则，使学生在小组学习中获取信息、处理信息和运用信息，激发学生运用所学语言进行交际的愿望和自信心，促进合作精神和文化意识的发展。
六、媒体设计思路
教师本着“课件服务于教学，提高学生学习兴趣，有效课堂”的原则在课前，从星沙英语网及人教出版社下载有关Unit7 的部分图像，图片资料。给人生动、活泼、耳目一新的感觉，变“死”的知识为活生生的声音及图片信息，增加了学生学习英语的兴趣。并通过电子屏幕把本节课教学目标，重点难点，展示给学生，让学生上课时心中有数，指导学生如何去做。对于学生来说，在情节中学习可以学会如何合作交流，自主学习，从而调动学生学习英语的积极性，趣味性。
参考书目：
1.义务教育课程标准实验教科书英语（新目标） Go for it ! 八年级下人民教育出版社
2.《全日制义务教育普通高级中学英语新课程标准教师读本》华东大学出版社
3.新课程说课、听课与评课》教育科学出版社
4.《中学英语教学活动设计》北京大学出版社
初中英语单元说课稿
教材分析：
16单元是第二册的第二个单元，也就是说是这个新学期的第二单元。16单元的主题是围绕“问路和指路”展开的，同时教学生，如何用情态动词“Can”和“May”来表达许可和可能。在第二册上学期的课本中，学生已经学到了一些关于“问路和指路”的知识，而且他们也知道一部分关于许可的表达，比如“May I come in？”“Can I borrow your pen？”“May I speak to Ann，please？”等等。所以在这个时候对学生在这方面的知识进行扩展和巩固就显得水到渠成。而且在学生们的现实生活中，培养他们了解地图和区别方向的能力尤其重要。61课就是关于这个知识的扩展。62课是一篇与这个主题紧紧相扣的阅读材料。63课则是关于“May”和“Can”的语法点。64课则是对于整个单元的巩固，它包括听、说、读、写四个方面的落实和一篇阅读短文。我认为这个单元的教学目标应该是：
认知：
1、学生能够使用下列单词：
kind，lady，library，cross，reach，corner，church，café，fix，lab，suddenly，history，key
2、学生能够使用下列表达：
Turn left日right at the …crossing.
Go on unit you reach…
You can’t miss it.
On one’s way to, first of all, be /get lost , wait for
能力和技能：
1、学生能够根据所给地图或街道说明一些地点的具体位置。
2、学生可以用不同的方式问路。
3、学生可以用“Can”和“May”表达许可和可能。
情感和态度
1、让学生感受到他们学习英语是为了在现实生活中进行交流，而不单纯是为了英语课和应付考试而学习。
2、让学生感受到他们是英语学习活动中的主体和中心，以此来激励他们在英语课上积极参与，追求创新。
学习策略：
1、学生应学会用不同的方式表达同一件事，学会用英语去思考问题，即用想象力表达自己的观点。
2、学生应该在英语学习中学会使用brainstorming
文化知识：
1、教学生真诚待人，助人为乐。
2、教学生如何设身处地为他人看想。
关于这个单元有两处难点：
1、如何准确自如地用这么多表达方式来问路和说明。
2、如何用Can和May表达可能性。
根据教材和学生因素的特点，我将采用下列教学方法和手段：
1、交际法和情景法教学
为了激励学生在课堂上积极交谈，我将一些设计真实的情景来激发学生的兴趣，这些师生和学习互相之间的交流重心就放在了语言的意义上，与此同时将英语学习与他们的真实生活联系起来以培养他们用英语进行创造性思维的能力。
2、以学生为中心和任务型教学。
需要注意的是学生作为独立的学习者，老师作为一个引路者，组织者，领导者，有时候会是一个团体，其中一员决定了我们学习任务类型的选择。关于这个单元我将在我的课堂活动中设计信息差任务、问题的互动解决以及采访和调查。在我们教案设计中，我想提一下任务关联性。也就是说将所有的教学活动组成一个链式的因果关系，在此过程中，前一个活动的成功成为后一个活动顺利进行的前提。
教学步骤：
在61课中，首先我用节奏游戏来复习一些公共场所的名称。学生一边拍手一边就工作和工作地点展开问和答，例如：hospital，police station，school，past office，bus station等等。然后我会把写有这些地点名称的厚卡纸放在学生的课桌上，让学生就此谈论每个公共场所的位置：in front of，next to，beside，on the night / left，between… and…，outside 等等。
我将以这种方式呈现新单词和表达方式：我告诉学生这个星期天我有很多事情要做。下面是清单：
1)send some postcards
2) borrow some books
3) drink coffee with my friends
4) buy some VCDs
5) go to my friend’s wedding
让学生回答我要做以上事情将要去的场所。在适当的时候，我会向学生出示咖啡馆，碟屋和教堂的照片。然后将61课的地图出示在屏幕上，问他们如何到这些地方去，教他们使用下列表达“Go across the bridge”，“Go up this road to the end”，“Go on until you reach the end”，“Turn right at the second crossing”。
让学生参考表格里写出的表达方式练习如何到达以上地点之后，让学生四至六个人一组，讨论出一次性做完以上事情的最佳路径。
接着便是学生将学到的新知识运用到他们的`真实生活中去。我会把我们本地的地图挂出来，让学生说明去一些地方（汽车站，图书馆，长城，宾馆和银行）的路径，其他人则猜他/ 她将到哪儿去。
在这一课时，我会设计一个信息差的任务。每对学生中的两个人将会得到两张不同的地图（同学A的是完整的，而同学B则不完整）。让他们通过彼此问答来完成B同学手中的地图。当然前提是不许看对方的地图。
最后一个任务是创造性的。我让学生想象以后他们居住的地方，并在纸上绘出一张地图。根据这个地图，其他人就如何去他/她家展开问答。
62课是一个短剧，所以我会让学生看影碟模仿而不是单纯听磁带。
在常规阅读步骤之后，为了让学生对于整编文章有一个大致的了解，我会让学生填写下列表格。What did Liu Mei do to help the woman?
What’s wrong with the woman? What did Liu Mei do?
看完影碟以后，我会设计如下任务帮助学生进行深一步了解：
任务1：角色扮演 学生以五人一组分角色扮演课文内容
任务2：画图 根据警察的说明为老妇人画一张地图。
任务3：猜测 猜一猜关于刘梅的信息，用“Maybe”和“may”
任务4：复述 老妇人打电话一个电台记者，并且告诉他这个故事。
任务5：采访 电台记者采访了刘梅的同班同学：你是怎样看待刘梅的？为什么？如果你在路上碰到这个老妇人你会怎么办？
关于63课我会这样展开：
在课文开头，我会用学生聊天的形式来达到复习Can和May的目的：“May I come in？”“Can I borrow your…”“May I speak to…”等等。
将63课第一部分的图画在屏幕上演示出来（盖上文字），让学生猜他们在哪儿和他们在干什么以及他们可能会说什么，然后让学生打开书边读边思考。
为了给学生练习的机会，我会向学生出示更多的图片，让他们编出相似的对话。
A：May / Can I swim here/ cross the road now/ take photos with the tiger/ watch TV？
B：No，you can’t. I can be dangerous./ It can be bad for your eyes.
其它的图片可以是：一个在椅子上擦窗户的女孩，一人用小刀削苹果的小孩，一个正在开煤气灶的妇女，一个横穿马路的男孩等等。让学生学会回答：“Be careful！You may hurt. Yourself.”
用一个真实的场景将第二段的短对话呈现出来以后，我为学生准备了一个猜的游戏，让学生猜一猜我的家人会在哪儿以及他们可能在做什么。在这一步里我会教给学生新单词“fix”和“lab”，所以与此同时我就为第三部分埋下了伏笔。
在学生就第三部分进行练习之后，我想现在一个巩固活动会恰到好处。我会让学生去调查朋友在星期天的打算，并且填下列表格，最后让部分同学做汇报：
What may your friends do next Sunday?
Who Where they may be Things they may do
64课是本单元最后一课。所以我认为在一个阶段的英语学习之后来一个总结是很必要的。首先我想设计一些活动让学生来复习“问路和指路”的表达方法。在听、说、读、画之后，我想给他一个链式训练作为巩固。
第五部分是一个阅读文章。首先我会出示三张图片：第1张，我正在一个大的购物中心买东西，第2张，我迷路了，第3张，我突然发现了购物中心的出口。我们边谈论，边呈现新的表达方式：be/get lost，go wrong，suddenly，reach.
在常规阅读步骤以后，我会设计四个任务让学生进一步理解和思考：
任务1：计算 计算Mrs Lee花了多少时间从饭店到碟屋并返回，而实际上她只需要多少时间。
任务2：画图 根据那个“man”的说明帮Mrs Lee先生画一幅地图。
任务3：解决问题 根据地图帮助妇女找到回去饭店的路径。
任务4：讨论 在大的地方容易迷路，我们怎样避免？
还有一点就是关于英语教学的评价。我们都知道，教学的目的不仅仅教给学生一些知识，而且也要教给他们用所学知识解决问题的能力和技能。为了检验教学活动的效果，教给他们学习策略，并引导他们成为独立的学习者，我们不仅要进行总结性评价，而且要进行形成性评价。
英语教学案例-------程永华
案例，这一新名词出现在教学中，给我们的教学工作带来一把解决问题的金钥匙。通过案例，我们不断反思，进而在教学过程中调整教与学，最终提高教学质量。
下面以高一英语S B I A Lesson 50 Abraham Lincoln为例，具体介绍该课在教学中的实际情况。
一、读
1、引入Preparation for reading
本课文Abraham Lincoln是一篇人物传记，我启发学生在课前收集有关林肯的资料。请学生来简述其生平：
祁超（高一3学生）：I know something abent Lincoln. He was the President of the USA.
师：Can you odd some information（指向另一学生--王宏元）
王宏元：he was the president of the USA fwm 1860 to 1864.
师：you did a good job, Thank you, and try your best to raise some quest'ons
（启发学生提出问题）
林山枫、王玲琳举手，依次让她们提问。
林山树：What was Lincoln's greatest work?
王玲琳：Why was he killed?
（学生积极讨论，并准备回答问题）
Q1一颜曼：To build a free state for all the people.
Q2-张鑫：Because the slave owners hated him for sefting the slaves free.
（让学生结合祁超、王宏元等诸位同学的信息，进一步补充、完善）
顺理成章地转入下一个步骤：
2、跳读Scanning
围绕刚才的问题，让学生进行搜寻式阅读，培养学生捕捉关键句的技能。
（此时，关玲同学举手。问Slave和Slavery有什么区别？）
师（轻声解释）：Slave 奴隶（具体的人）
Slavery 奴隶制度（抽象名词）
3、掠读Skimming
Read the text as quickly as possible to get a general idea of ea uh Paragraph:
（提出这个问题后，不少同学是紧锁眉头。显然，这种综合概括型题对学生偏难）
于是，我有意识地提示每一段：
Para1关键词：born school
Para2关键词：Yourg man
Para3关键词：War slowes
Para4关键词：enemies died
Para5关键词：（我笑着对学生说：这段用得着提示吗？）学生齐答：No,It is vang simple.我趁热打铁，让学生逐一归纳。
殷云蛟 Para1：Lincoln death
易 通 Para2：Lincoln was a young man
（归纳完整，简明么？师问，并继续请学生归纳）余 鎏Para2 :Lincoln's youth.
王平：Para3 :the American civil war.
谭 兵：Para4 :Lincoln's death
全班齐：Para5 :one of the greatest of all American Presidents.
4、细读intensive reading
按时间顺序，了解课文主要情节，获取有关信息：
Read the text carefully. First. Extract the time. and then wmplete it.
周 孟：（举手、在黑板书写：）
⑴In 1809_______ ⑵As a child _____
⑶In 1818_______ ⑷As a young man _____
⑸In 1860_______ ⑹In 1864 _____
⑺In 1865_______
陈 姝（填写）；其余同学在书上作符号
1809：Limoln was bom.
1818： His mother died
1860：Lincoln became President of the USA.
1864：Lincoln became President again
1865：Lin loln was shot.
疏通课文中阅读疑难和语言障碍让学生提出：
张 帆：When she saw that Abrahom liked reading, she did all she could to help him.
（老师，为什么could后面有to呢？）
师：问得好，我正想分析此句：“she could”is an Attributive clause to modify the pronoun “all”Arcer the modal verb“could”,the verb“do” is omitted. So the complete sentence should be……,she did all (that) she could (do) to h elp him.fire fou clew?
多数同学点头，有几位不懂、摇头。
师：不懂的同学下课后我们一起来研讨。OK？（学生点头）
莫 勇（举手提问）：As a child he used to work hard and help his father on the small farm where they lived.（“这句话怎样理解？难道Where是状语从句？”）
师：“Where”introducer orn Auribufive claw to modify the noun“farm”,Here it means “on the farm” Do you understand?
（当场多数学生点头，为照顾差生，师再用汉语重复解释，直至学生理解）
二、听说
为及时检查理解程度，细读之后组织学生两人一组（work in pairs）,根据课文内容，互相用wh- 特殊疑问形式提问及回答，每人不少于五个问题。
（摘抄一小组问题）
How did Limoln spend his Childhood?
Why did the American Civil War break out?
What happened after the war ended in 1864?
How did he become a lawfer?
Was he good at studying?
针对第五个问题的创造性，当场予以表扬，并让学生讨论。
通过各小组围绕贯穿主线的时间展开讨论，并造句、连成段落，让学生“纲举目张”的复述手法使学生表达起来“顺理成章”。
（此时，下课铃响）
师：课内时间有限，课外时间无限？
生：No。
（下课）
三、写
书面表达练习是检查课文整体教学的效果，它立足于说，又是说的提高，抓住学生对课文较熟悉，趁热打铁，布置改写或从第一人称（假如自己是林肯；林肯之父，奴隶；奴隶主）去练习写作。
八年级 13单元 测试题
一、语音知识 (5分)
从A、B、C 中找出其划线部分与所给单词的划线部分读
音相同的选项，八年级 (上) 13单元 (B卷)。
［ ］1. because A. Australia B. autumn C. daughter
［ ］2. when A. who B. what C. whose
［ ］3. quickly A. July B. fly C. February
［ ］4. tick A. will B. knife C. police
［ ］5. total A. hospital B. about C. message
二、单词读音 (5分)
下列每个单词都有三个注音，其中一个是正确的，将其
字母标号填入题前的`括号内。
［ ］6. enjoy A. ['indN&i] B. [in'dN&i] C. [en'dN&i]
［ ］7. example A. [ig's%2:mpl] B. [ik'z%:mpl] C. [ig'z%:mpl]
［ ］8. bought A. [b&:t] B.[baut] C. [b&t]
［ ］9. opposite A. ['&p+sit] B. ['&p+zit] C. ['&p+sait]
［ ］10. ticket A. ['tiket] B. ['tikit] C. ['taikit]
三、词组英译 (10分)
将下列词组翻译成英语。
11. 问几个问题 ________________________
12. 出生 ______________________________
13. 二年以前 __________________________
14. 休息一小会 (儿) ____________________
15. 半小时 ____________________________
四、句型转换 (15分)
根据括号内的要求，改写句子，每个空格内只填一个单词，
使句子意思完整与正确。
16. Zhang Ying was born on June 3, 1985. (改为一般疑问句)
______ Zhang Ying ______ on June 3, 1985?
17. Lily was born in England. (改为否定句)
Lily ______ ______ born in England.
18. I often go to school on foot. (用by bike改为选择疑问句)
______ you often go to school on foot ______ by bike?
19. My mother watched TV for about two hours last night. (对划线部分提问)
______ ______ ______ your mother watch TV last night?
20. Wang Lan had a busy day yesterday. (用tomorrow作时间状语改写原句)
Wang Lan ______ going to ______ a busy day tomorrow.
五、单项选择 (30分)
从A、B、C、D 四个选项中，选出可以填入空白处的
正确答案。
［ ］21. Chen Ying was born ______ March 20, 1985.
A. in B. on
C. at D. to
［ ］22. Li Hua's family moved ______ Tianjin three years ago.
A. in B. on
C. at D. to
［ ］23. There is a big bookshop on my way ______ school.
A. in B. on
C. at D. to
［ ］24. I'm going to meet ______ old friend of mine at the station
tomorrow afternoon.
A. a B. an
C. the D. /
［ ］25. Mr Huang usually comes to school ______.
A. by feet B. by foot
C. on feet D. on foot
［ ］26. Most boys enjoy ______ football very much.
A. playing B. play
C. plays D. to play
［ ］27. My father often ______ at about six in the evening.
A. get home B. get to home
C. gets home D. gets to home
［ ］28. We all like to keep ______. What about you?
A. busy B. a busy
C. busies D. the busy
［ ］29. When ______ Tom born?
A. is B. was
C. do D. did
［ ］30. Do you often help your parents ______ the meals?
A. cook B. cooking
C. cooks D. are going to cook
六、阅读理解 (25分)
先阅读下列短文，然后根据文章内容判断正 (T)，误 (F)，英语试题《八年级 (上) 13单元 (B卷)》。
Bobby is an English boy. He was born in England. Last year his father found work in Paris. Together with his family Bobby moved to France. They went there by plane. It was the first time for Bobby to ride in a plane. He was very happy. His seat was next to the window. There was a belt on his seat. The belt held him in his seat. He looked out of the window. He saw a little city far below. The city came closer and closer. Soon the plane was on the ground again.
Notes: ride 乘坐 held 捆 belt 皮带
below 在…下面
［ ］31.Bobby was born in Paris.
［ ］32.He rides in a plane every year.
［ ］33.His seat was near the window.
［ ］34.The belt held him in the window.
［ ］35.From the window Bobby saw a little city.
七、完形填空10分
A woman was having some trouble 36 her heart, so she 37 to see the doctor. He was a new doctor and did not know her, so he first asked some questions, and one of them was “ 38 ? ” “ Well, ” she answered, “I don't remember, doctor, but I will try my best to think. ” She 39 for a moment and then said, “ Yes, I remember now, doctor!When I 40 , I was eighteen years old and my husband was thirty.And now he is sixty, I know. And that is twice thirty. So I am twice eighteen. That is thirty six, isn't it? ”
［ ］36. A.with B. to C. for D. in
［ ］37. A.is going B. goes C. went D. did go
［ ］38. A.How old you B. How old are you C.How are you old D. How old were you
［ ］39. A.thought B. thinks C. though D. has thought
［ ］40. A.marries B. had married C.was marrying D. married
初中英语单元测试题及答案
I．找出一个划线部分与其他三个单词划线部分读音不同的单词。
1.A. cabbage B. Italian C. Italy D. madam
2. A. small B. all C. salt D. talk
3. A. soup B. about C. without D. house
4. A. even B. pepper C. menu D. anything
5. A. both B lot C. bottle D. chopstick
Ⅱ. 词汇
A）根据首字母及后面的释义，写出完整的单词。
1. f___ known widely
2. b____ the two together; the one and also the other.
3. l____make sounds and movements of the face and the body, showing amusement, ect.
4. n____ not one and not the other of two people, things, etc; not either
5. w____ not having; not carrying
B）用所给单词的适当形式填空
1. Would you like some more ________ (tomato)?
2. ________ (Italy) like to eat pizza.
3. In big cities you can find people _______ (eat) hamburgers and chips.
4. How about ________ (help) me do the cooking?
5. Boys, help ________ (you) to some bread, please.
C）根据句意和首字母，写出单词，使句子意思完整。
1. W________ you like to play football with me?
2. It s______ that he knows the way.
3. There are a few spoons in the c________.
4. They have lunch in the k________.
5. A lot of English men can't use c________ to eat Chinese food.
III．单项选择
1. When you drink hot soup, you use ________.
A. fork B. knife C. chopsticks D. spoon
2. I want ________ to eat.
A. different something B. something different
C. anything different D. different anything
3. Could you ______ me something to eat when you come here?
A. take B. bring C. carry D. pull
4. Don't take the food _______ your work place. You mustn’t eat anything _______your work place.
A. to; to B. in; in C. to; in D. in; to
5. I can't finish the work __________ your help.
A. with B. without C. under D. for
6. Wang Hui is coming tonight and so ________ Li Hui.
A. has B. does C. was D. is
7. My father didn't come back _________ ten o'clock last night.
A. if B. when C. until D. because
8. When they fried chicken, they used___________.
A. wine B. oil C. beer D. tea
9. Before you order the dishes in the restaurant, you need a ________ .
A. menu B. bill C. passage D. list
10. There is ________ in the sweet cake.
A. salt B. sugar C. pepper D. ice
11. Pizza is a kind of ________ food.
A. Indian B. Italian C. Italy D. English
12. Among the vegetables he likes ________.
A. pork B. grapes C. cabbages D. butter
13. You can find people _____chips now.
A. eating B. to eat C. ate D. eat
14. The cakes ________ good.
A. taste B. make C. cook D. eat
15. He made us ________.
A. laugh B. to laugh C. laughed D. laughing
16. _______ Mary ________ Bob is a student. They are too young and can't go to school.
A. Neither, nor B. Both, and C. Either, or D. Not, and
17. You can ________ stay at home ________ go out to play.
A. either, or B. both, and C. so, that D. not, as
18. Here is a bag ________ anything in it.
A. for B. with C. without D. of
19. —Supper is ready. Come and sit down, please.
—___________.
A. It doesn't matter B. Thank you
C. That's right D. Yes, please
20. There is ________ pork and beef on that plate.
A. lot of B. many C. much too D. much
21. Could you pass the book ________ me, please?
A. to B. for C. at D. with
22. Both of the books are good. If you let me have one, ______ it OK.
A. neither B. either C. both D. all
23. —Would you like some more tea?
—________
A. Yes, please B.I would C. No, please D. No, I wouldn't
24. Could I have ________ cheese?
A. little B. a little C. a bit D. bit of
25. She cooked the fish and chips at home. It's not______.
A. home cooking B. take-away food
C. English food D. Chinese food
Ⅳ. 句型转换
1. Both you and I are happy. (变成否定句)
_____ you ________ I ________ happy.
2. Swimming is my favourite. （同义句转换）
My ________sport is________.
3. Let's cook something English. (变成反意疑问句)
Let's cook something English,________ ________?
4. I like chicken than any of others. （同义句转换）
I like chicken _____ ______ ______.
5. He likes cabbages. (用tomatoes改成选择疑问句)
________ he ________ cabbages ________ ________?
6. I’ll tell my father about it tomorrow. (用yesterday 改写句子)
I ________ my father about it ________.
7. This kind of food is delicious. (变成感叹句)
________ ________ this kind of food is!
8. There is something interesting in today's newspaper. （变成一般疑问句）
________ ________ _______ interesting in today's newspaper?
V．根据中文和英文提示词语，写出正确的句子。
1. 你愿意和我们一起喝酒吗？
Would you like ________ ________ ________ with us?
2. 我和他们都不懂日语。
________ ________ ________ I ________ Japanese.
3. 他一直保持汤的'热度。
He ______ the soup_______.
4. 我想尝点鲜美的东西。
I want to ______ _______ _________.
5. 不要强迫学生们写得太多。
Don’t ______ the students _____ too much.
Ⅵ. 完成对话，每空一词。
— 1 you like some drink, Mary?
—Yes. 2 .
—Which would you like 3 , tea or toffee?
—Coffee, please.
—Shall I 4 some sugar in it?
—No, thanks. I like coffee 5 6 in it.
—Oh, I 7 , but I like coffee 8 sugar and milk in it. 9 you 10 .
—Thanks.
Ⅶ. 完形填空。
Different countries have different food. If you go to 1 , you may find 2 fish and chip shops along the 3 . Fish and chips is the 4 popular take-away food in England. People often 5 this kind of food at shops, 6 sometimes they put the food 7 paper bags and take it 8 or to their work place.
Chinese take-away food is also 9 in England .Australia and the USA, but the most popular take-away food in the USA 10 fried chicken. It's very delicious!
1. A. Australia B. China C. England D. the USA
2. A. few B. no C. much D. many
3. A. roads B. streets C. ways D. rivers
4 .A. very B. most C. quite D. more
5. A. have B. sell C. put D. take
6. A. for B. so C. but D. too
7. A. on B. away C. into D. out of
8 .A. home B. office C. house D. school
9. A. different B. cheap C. delicious D. popular
10.A.was B. were C. is D. are
Ⅷ. 阅读理解
A
When you are in England, you must be very careful in the streets because the traffic drives on the left.
Before you cross a street, you must look at the right first and then the left. If the traffic lights are red, the traffic must stop. Then people on foot can cross the road carefully.
In the morning and in the evening when people go to or come from work, the streets are very busy. Traffic is most dangerous. Then when you go by bus in England you have to be careful, too. Always remember the traffic moves on the left.
In many English cities, there are big buses with two floors. You can sit on the second floor. From there you can see the city very well. It's very interesting.
根据上文意思，判断下列句子正误。
1. The traffic in England moves on the left.
2. When the traffic lights are green, the people on foot can cross the street.
3. Traffic is most dangerous all day.
4. In England you must be careful because the traffic drives on the right.
5. From the second floor of the big bus, you can see many interesting things of the city.
B
In many English homes people eat four meals a day: breakfast, lunch, tea and dinner.
People have breakfast at any time from seven to nine in the morning. They eat porridge, eggs or bread. English people drink tea or coffee at breakfast.
Lunch comes at one o'clock. Afternoon tea is from four to five in the afternoon and dinner is about half past seven. First they have soups, then they have meat or fish with vegetables. After that they eat some other things, like bananas, apples or oranges. But not all English people eat like that. Some of them have their dinner in the middle of the day. Their meals are breakfast, dinner, tea and supper and all these meals are very simple (简单的).
6. Many English people have ________ meals a day.
A. two B. three C. four D. three or four
7. People may have ________ for their breakfast.
A. tea and eggs B. porridge, eggs, bread, tea or coffee
C. tea and coffee D. bread and eggs
8. People have lunch at ________.
A. any time B. nine C. five D. one
9. People don't have ________ for their dinner.
A. porridge B. bananas and apples C. some soup and meat D. meat and fish
10. In many English homes dinner comes _________.
A. at one o’clock B. in the middle of the day
C. at noon D. at night
参 考 答 案
Ⅰ.1.C 2.C 3.A 4.A 5.A
Ⅱ. A）1. famous 2. both 3. laugh 4. neither 5. without
B）1. tomatoes 2. Italians 3. eating 4 .helping 5. yourselves
C）1. Would 2. seems 3. cupboard 4. kitchen 5. chopsticks
Ⅲ. 1.D 2.B 3.B 4.C 5.B 6.D 7.C 8.B 9.A 10.B 11.B 12.C 13.A 14.A 15.A 16.A 17A 18.C 19.B 20.D 21.A 22.B 23.A 24.B 25.B
Ⅳ. 1. Neither, nor, am 2. favourite, swimming 3. shall we 4. best of all 5.Does, like, or, tomatoes 6. told, yesterday 7. How delicious 8. Is there anything
Ⅴ. 1. to, drink, beer 2. Neither, they, nor, know 3. kept, hot 4. taste, something, delicious 5. make, write
Ⅵ. 1. Would 2. please 3. better 4. put 5. with 6. nothing 7. see 8. with 9. Here 10. are
Ⅶ. 1.C 2D 3.B 4.B 5.A 6.C 7.C 8.A 9.D 10.C
Ⅷ. 1-5 √×××√ 6.C 7.B 8.D 9.A 10.D
今天和大家分享的是13个初中核心语法，各位同学认真学习哦。希望能帮助大家复习好初中英语。
as句型
(1) as引导方式状语从句句型：“按照……;正如……”
例：As(it is)in your country, we grow wheat in the north and rice in the south.
正如(像) 你们国家一样，我们北方种植小麦，南方种植水稻。
(2) as+形容词/副词原级+(a /an)+名词+as ;
否定式：not as/so --- as
例：He is as good a player as his sister.
他和他姐姐一样是位优秀的运动员。
(3) such + n. + as to do 如此……以致于……
例：She is such a fool as to believe what he said.
她是一个如此的一个笨蛋以致相信了他所说的话。
(4) so + adj./adv. + as to do sth 如此……以致于……
例：He was so strong as to carry the heavy box.
他是如此的强壮以致于能提起那重箱子。
(5) such...as... 象……之类的…… (接名词或定语从句)
例：He wished to be such a man as Lei Feng was.
他希望成为一个像雷锋这样的人。
(6) the same +名词+as 和……一样的…… (接名词或定语从句)
例：He is not the same man as he used to be.
他不是从前的那样子了。
(7) as 引导非限制性定语从句
例：As is known to us, knowledge is power.
众所周知，知识就是力量。
(8)引导时间状语从句，与while意义相近
例：We get wiser as we get older.
随着我们长大，我们也变得越来越聪明。
(9) 引导原因状语从句，与 because的用法相近
例：As it was getting very late, we soon turned back.
1. try to do sth.尽力做某事
2. play a part in doing sth.参加做某事
3. used to do sth.过去常常做某事
4. instead of doing sth. 代替做某事
5. start doing sth.开始做某事
6. remember to do sth.记住去做某事
7. can’t afford to do sth. 担负的起做某事
8. by doing sth.通过做某事
9. be good at doing sth.擅长做某事
10. plan to do sth.计划做某事
11. hope to do sth. 希望做某事
12. need to do sth.需要做某事
13. loud music/soft music 强劲/轻柔的音乐
14. have fun doing sth 做某事很有趣
15. make money(=earn money) 赚钱
16. save money 存钱
17. learn from向某人学习
18. scientific study科学研究
19. soft colors柔和的色彩
20. blue light浅蓝色
21. soft lighting柔和的灯光
22. serve sb招待某人
23. heavy traffic 繁忙的交通
24. endangered animals濒临灭绝的动物
25. keep out不让进入
26. pros and cons 利和弊
27. in the modern world再现代社会
28. advertising is everywhere.广告到处都是
29. aim at瞄准，针对
30. more than多于
1. save the earth 拯救地球
2. noise pollution 噪音污染
3. solve the problem 解决问题
4. cut down 减少
5. be good for 对……有益
6. go shopping 去购物
7. make a difference 起作用
8. hear of 听说
9. cut off 割掉
10. not only...but also...不但……而且……
11. be harmful to 对……有害
12. at the top of the food chain 在食物链的顶端
13. worse and worse越来越糟
14. take part in参加
15. not...any longer 不再
16. begin with 以……开始
17. turn off 关掉
18. pay for 付费;付出代价
19. add up 加起来
20. take action 采取行动
21. throw away 扔掉;抛弃
22. put sth.to good use 好好利用某物
23. pull...down拆下;摧毁
24. upside down 上下颠倒;倒转
25. win a prize 获奖
26. set up 建立
27. be known for 因……而闻名
28. look like 看起来像
29. bring back 恢复;使想起
30. in the ocean’s ecosystem 在海洋生态系统
I. 学习目标：
1.熟练应用make .
make sb. do sth. / make sb. + adj.
2.掌握词汇和短语：
Scientific ,pink ,hard ,serve ,fair ,make sb. tense ,heavy traffic ,loud noise ,endangered animals ,
3.能运用make及所学单词、短语谈论事物或环境对人的影响。
II．教学过程：
Step1．预习导学及自测：
1.按要求写出下列单词：
rain (形容词)________ own (名词) ________ science(形容词)________
uncomfortable (反义词) ________ sad (反义词) ________
2.翻译下列短语：
soft music________ make me tense________ have fun ________ how to make money________
餐馆科学________ 濒临灭绝的动物________ 招待很多人________
加入一个清洁运动____________
Step2．情境导入。
Talk about a place you know.
Step3．自主探究：
1.1a. Look at the two restaurant below .Which would you like to go to ? Why ?
2.Listen 1b Listen to the tape carefully .Complete the sentences .
3.Listen to the tape carefully again .Finish 2a and 2b .
Note : make + sb. + infinitive ； make + sb. + adjective
Step4．合作互动：
1.1c 、2c Pairwork
2.Look at Part 3a .
Read the article .Then write answers to the questions below.
Step5．梳理归纳：
1.would rather 2.so 与such 3.owner 4.therefore 5.hard 6.serve 7.keep
8.如何询问某人对某事的看法？9.make的用法
Step6．当堂达标
一、单项选择。
（ ）1.Kate is______ busy ______ she can’t have a picnic with us this weekend .
A.so… that B. too…to C.so…as D.such… that
( ) 2.I have been working so hard these days for the big exam ,I feel _____ .I ‘m afraid I can’t pass it .
A.relaxed B.stressed out C.comfortable D.relaxed
( )3. Time goes by so fast .We must never miss the chance to show love to our parents and make them _____ how much they mean to us .
A.to know B.knowing C.know D.knew
( ) 4. Li Lei’s words made her _______ .
A.happily B.angrily C.crying D.angry
( ) 5.I would rather _______ out tonight than _______ my boy alone at home .
A.not go ; to leave B.not going ;leaving
C.not go ;leave D.don’t go ;to leave
二、首字母填空。
1.This is a popular restaurant .There are many c_______ to come here every day .
2.They remember to s_________ people all the time .
3.Tom likes science very much .He has learned much from s________ studies .
4.-What colour does the girl like ? red?
- I think she likes p________ .it’s lighter than red.
5.The seat is very hard , I think it is very u_________ .
三、短文填空。
从方框中选择合适的词，并用其适当形式填空。
money ; learn ;red ; own ;quick ;spend ;light ; furniture; leave; therefore
Restaurant 1._______ have to know how to make food .They also have to how to make 2.______. Here are some things they ‘ve 3______ from scientific studies. The color 4._____ makes people hungry .Red also makes customers eat faster. Many fast food restaurants ,5.______ ,have red 6._______ or walls. Soft colors like pink and 7.________ blue make people relaxed,so they 8.________ more time eating their meals .Loud music may be nice at first ,but it soon make people want to 9.________.Hard seat also make customers want to eat 10.________ and leave .So a small reataurants can serve many people every day .
1.__________2.__________ 3.__________ 4.__________ 5.__________
6.__________ 7__________ 8.__________ 9.__________ 10.__________
单元目标
1．知识目标：
1) 核心词汇及短语：
tense, owner, scientific, pink, lighting, therefore, serve, design, uncomfortable, smoke, mysterious, shiny, silly, ski, cream,
toothpaste, aim, specially, useful, product, confuse, mislead, aim at, for instance, keep out
2) 功能：
询问事物对自己或别人的影响；学会比较、选择对自己有影响的事物，并正确处理一些实际问题。
3) 语言结构：
make 的用法：make sb. / sth.+ adj. make sb. / sth. + do …
4) 句型：
— loud music makes me tense.
— sad movies make her want to leave.
— waiting for her made me angry.
2．语言技能：
1) 听：
能听懂本课学习活动中的问题，并能作出较得体的回答。
2) 说：
能正确朗读本单元对话和句型；能在任务型活动中使用本单元所学的`语言知识进行简单的交流，如：对话、调查采
访、讨论等。
3) 读：
能完成本单元短文阅读任务；扩展视野，获取更多与本单元话题相关的信息和知识。
4) 写：
能写出本节课学习的单词和句型，能运用目标语言写出不同事物对自己的影响。
3．学习策略：
1) 资源策略，个性化学习（搜集与话题相关的资料）。
2) 交际策略，合作化学习，启发思维。
4．情感目标：
1) 感知不同的事物对自己的影响，从而学会选择适合自己的东西或生活方式。
2) 不是所有的广告都是真实的，学会不去买自己不需要的产品。
单元知识重点难点
1．教学重点：
1) 词汇：
熟练掌握以下词汇：
tense, owner, scientific, pink, lighting, therefore, serve, design, uncomfortable, smoke, mysterious, shiny, silly, skin, cream,
toothpaste, aim, specially, useful, product, confuse, mislead, aim at, for instance, keep out
2) 句型：
熟练运用以下句子进行语言交流：
loud music makes me tense.
sad movies make her want to leave.
waiting for her made me angry.
2．教学难点：
1) make sb. / sth. + adj.
2) 感官动词后作宾补的不定式省略to的用法。
单元课时建议
这个单元的语言结构“make + 宾语 + 宾补”很重要，是考试中经常考到的知识点，这种结构在作文中也很常用。话题“谈论事物对自己情绪的影响”也很实用。
教师可以根据学生情况，安排复习教材1—5册与此话题相关的单元。例如：
book1:
unit 4 where’s my backpack?
unit 5 do you have a soccer ball?
unit 10 can you play the guitar?
book2:
unit 2 why do you like koala bears?
unit 5 how was your weekend?
unit 9 it’s raining!
unit 10 where did you go on vacation?
unit 11 what do you think of game shows?
book3:
unit 1 how often do you exercise?
unit 3 what are you doing for vacation?
unit 8 how was your school trip?
unit 11 could you please clean your room?
book4:
unit 3 what were you doing when the ufo arrived?
unit 7 would you mind turning down the music?
unit 8 why don’ t you get her a scarf?
book 5:
unit 4 what would you do?
本单元具体课时安排如下：
第一课时
本课时完成教材section a部分内容。让学生激活已学过的与情感有关的词汇，引出本单元话题，并了解本单元目标语。教师可以参考教学设计section a: step 1—step 20。
第二课时
本课时完成教材section a，学习教材p104的3a—activity 4，通过阅读和口语表达，运用巩固目标语。教师可以参考教学设计section a: step 21—step 30。
第三课时
本课时完成教材section b部分内容，学习教材p105的1a—2c，在熟悉本单元目标语言的前提下，引入日常情境，介绍更多实用词汇和场景，进行听说训练。教师可以参考教学设计section b: step 1—step 14。
第四课时
本课时完成教材section b，学习教材p106 的3a—activity 4，通过阅读和写作训练，使学生进一步掌握本单元目标语言。教师可以参考教学设计section b: step 15—step 23。
第五课时
完成教材self check单元基础练习检测和reading。教师可以参考教学设计self check。
第六课时
revision lesson of unit 13 处理相关练习2。
建议教师安排扩展资源中的相关任务，使学生的知识能够得以巩固与延伸。
进行单元复习：教师通过安排单元复习以及课后的巩固测试，检测学生在完成学习内容时出现的疏漏与疑问，并可依据课文进行讲解。
Unit 13 The Mystery of the Moonstone
Teaching aims:
1. Goals:
Talk about the mystery
Read a detective story
Practise giving advice
Integrative language practice
Write an informal or a formal letter
2. Special focus:
Improve reading skills and Enlarge vocabulary.
a. Direct Ss to read the 3 passages on the text book;
b. Guide Ss to learn to use the following words and expressions: garment, stain, loss, splendid, assist, vital, tension, suspect, reception, astonish, elegant, prescription, religious, enquiry, suspicion, guilty, roundabout, innocent, assume, etc.
c. Improve the abilities of using language by integrative language practice.
Period 1 Reading
The Moonstone (P112-113)
Step 1. Warming up
Task 1. Enable the students to discuss the questions on p111.
Step 2. Scanning
Task 2. Get the students to comprehend the passage quickly and accurately, and meanwhile help them to form a good habit of reading. Try to find out the main clue of the story.
Step 3. While-reading: Passage Analyzing:
Analyse the structure of the passage:
Part 1 ---- Paragraph 1 : How Rachel gets the Moonstone as her present.
Part 2 ---- Paragraph 2: Rachel’s happy life before her eighteenth birthday party.
Part 3 ---- Para 3-4: What happens at the party.
Part 4 ---- Para 5: the Moonstone is missing and Sergeant Cuff is asked to investigate the case.
Part 5 ---- Paras 6-9: how Sergeant Cuff analyse the case
Part 6 ---- the last paragraph: Sergeant Cuff finds a vital clue of the theft ---- a smear in the wet paint on the door.
Step 4. Post-reading
Exercise 3 on p113
Suspects Reasons for suspicion
The Indians They are not real entertainers but the followers of the moon god. They came to the party only for an opportunity to take the Moonstone back to India.
Dr Candy He stole the diamond in revenge for loss of the diamond at the party.
Godfrey He took the diamond in revenge for Rachel’s refusal when he asked her to marry him or only for a large amount of money.
Rosanna She stole the diamond only either from force of habit or to cause a disagreement between Franklin and Rachel.
Franklin It seems as if he was too enthusiastic to help Mr Cuff to detect the case.
Rachel She was so stubborn in resisting Sergeant Cuff’s enquiries about the diamond. There must be a secret about the Moonstone.
Task 3: What are the main clue of the story?
The detective story develops completely following the structure: the appearance of the Moonstone (receiving from Rachel’s uncle) ---- the loss of the Moonstone ---- the investigation of the Moonstone (and the person who might have stolen it )---- discovery of the truths or facts.
Step 5 Homework
Finish all the exercises on Language Practice on p114-115.
Period 2. Integrating Reading Skills
Solving the Mystery of the Moonstone (P115-117)
Step 1. Revision
1. Check the Ss how further they understand the 1st part of the story.
2. Check the homework.
Step 2. Scan the passage and make out how the story develops:
Part 1---- Paras 1-2: how puzzled Sergeant Cuff was at the case before he knew the truth.
Part 2---- Paras3-7: the things that happened after the diamond had been stolen.
Part 3----Paras 8-9: the result of the case: Sergeant Cuff discovered the thief.
Part 4----: the feeling and thoughts Sergeant Cuff has about the case.
Step 3.Extensive reading:
Period 3. Integrating Reading and Writing Skills
3 Passages on p 243-246
Step 1. Warmming-up
Do the oral pratice on p111, and enable the students to practise giving advice.
Step 2. Reading
Task 2: Read the 3 passages and finish the exercises. If possible, guide the students to analyze some long and complex sentences.
Step 3. Guided Writing
Give Ss 20 minutes to finish the writing assignment on p117,
Then ask Ss to score their work according to the following chart.
3 pluses & 1 wish
Name _______ Title _____________________ Date _______________
+ _________________________________________________________
+ _________________________________________________________
+ _________________________________________________________
? _________________________________________________________
Note: How to use this chart effectively?
Ask the student to read his/her deskmate’s writing carefully, and then find 3 valuable things (structure, passage arrangement, sentence, diction, etc) and give 1 suggestion. And then feed the message back. Next, ask the Ss to correct their work according to the chart.
Period 4:
Step 1. Analyze some long sentences:
Deal with some language points and difficult points if necessary. If possible, guide the students to analyze some long and complex sentences. The following sentences in this unit are very important:
When he died he left the Moonstone to his sister’s daughter, in an act of revenge, passing his bad fortune to her.
His move to quit smoking cigars to please her is seen by the servants as evidence that he is in love with Rachel.
Is it coincidence or is it the Moonstone’s bad luck that causes the tension and strange things that happen during the rest of the evenings?
Franklin’s reply that doctors just guess which drug they should recommend, makes Dr Candy extremely angry.
The detective believes that she may have taken the diamond either from force of habit or to cause a disagreement between Rachel and Franklin.
Rachel is stubborn in resisting his enquiries about the Moonstone to the degree that she makes it seem as if she does not want the mystery to be solved.
I was convinced that she had taken her own diamond, and that Rosanna had assisted her.
Step 2: Testing your skills on P242
Step 3: Cloze Test on p246-247
Step 4: Translating on P 247
转自英才苑网站
A Lesson Plan
Instructor: Wang Zhenlong
Date and Time: 5th period, March 8, 2004
Audience: Class 5, Senior 1
Lesson Topic: Unit 13 Healthy eating-----Integrating Skills
Objectives: 1. Learn some useful cooking terms
2. Read and write recipes
Teaching facilities: Bb, Multiple Media
Teaching Steps:
1. Greetings and Duty report
2. Lead-in Presentation
Show the class pictures of Shaomai dumplings and a famous restaurant---Du Yi Chu in Beijing.
3. Pair work----Reading to learn the format of a recipe
Ss read the two recipes on P.7 in pairs and discuss the two questions. Then ask class for answers. Ss come to the conclusion that a recipe is generally made up of three parts---Dish name, Ingredients and Directions.
4. Pair work----Reading to understand the details
T helps understand the two recipes and lists cooking terms
Ingredients Instructions
Pork, green onion, beans, skins/ wrapper ; bacon, lettuce, … chopped, cut into pieces, mix/toss, fill, fold, steam, boiling; fry, chop, add, spoon, roll up, …
5. Individual work----Reading the Tips on How to write a recipe
Ss read the TIPs quickly. Then compare the Tips with the recipes above. Ss are asked to answer a question, “What is wrong with the recipes above?” Ss are expected to know the Ingredients above are not measured at all.
Next, Ss try to gather more cooking terms in this passage and add to the list..
Ingredients Instructions
Food stuff Amount chopped, cut into pieces, mix, fill, fold, steam, boiling; fry, chop, add, spoon, roll up, peel, slice, dice, stir, add, mix…
pork, green onion, beans, skins; bacon, lettuce, … a spoonful, a cup, a pound, …
6. Group work---TPR practice
Divide the class into groups of 4. Appoint a Chef leader for each group. The leader gives orders to each of the other chefs. The other chef will act and say what he is doing. Give Ss an example before they start. Then invite three groups to act in the front. The purpose of this activity is to understand and use the important cooking terms below.
chopped, cut into pieces, mix, fill, fold, steam, boiling; fry, chop, add, spoon, roll up, peel, slice, dice, stir, add, mix…
7. Group work----Writing recipes in English
a) Ss are divided into groups of four. They are asked to COOK an easy dish.
b) Tell students some rules before starting a writing competition.
T states the rules for Contest
1.Be fast---only the first 3 groups will enter the final contest!
2.One group will be the final winner.
3.Judges are from each row in this room.
And the rules for Best Recipe:
(1)Beautiful name
(2) Easy to understand
(3) Clean and tidy handwriting
8. Presentation and Accessment
1) Invite the first three group presenters to the front and show the class their recipes.
2) The first boy or girl in each row will act as a judge. Grade each group with 1, 2, or 3 points.
3) The grading decides which group is today’s winner.
9. Summary
Homework:
1. Our foreign teacher Ira Perelson asked how to boil the rice dumplings ready-made by Daoxiangcun Food Company. Please do a research and write a short instruction for him in English.
2. Think about how to explain some Chinese cooking terms like 煎、炒、烹、炸、蒸、煮、涮、溜、炖、煨、烤、烧、汆、烙…
高一13单元第四课时教案
A Lesson PlanInstructor:Wang ZhenlongDate and Time: 5th period, March 8, 2004Audience:Class 5, Senior 1Lesson Topic: Unit 13 Healthy eating-----Integrating SkillsObjectives: 1. Learn some useful cooking terms 2. Read and write recipes Teaching facilities: Bb, Multiple Media Teaching Steps:1. Greetings and Duty report2. Lead-in PresentationShow the class pictures of Shaomai dumplings and a famous restaurant---Du Yi Chu in Beijing.3. Pair work----Reading to learn the format of a recipeSs read the two recipes on P.7 in pairs and discuss the two questions. Then ask class for answers. Ss come to the conclusion that a recipe is generally made up of three parts---Dish name, Ingredients and Directions.4. Pair work----Reading to understand the details T helps understand the two recipes and lists cooking termsIngredients InstructionsPork, green onion, beans, skins/ wrapper ; bacon, lettuce, … chopped, cut into pieces, mix/toss, fill, fold, steam, boiling; fry, chop, add, spoon, roll up, …5. Individual work----Reading the Tips on How to write a recipeSs read the TIPs quickly. Then compare the Tips with the recipes above. Ss are asked to answer a question, “What is wrong with the recipes above?” Ss are expected to know the Ingredients above are not measured at all.Next, Ss try to gather more cooking terms in this passage and add to the list..Ingredients InstructionsFood stuff Amount chopped, cut into pieces, mix, fill, fold, steam, boiling; fry, chop, add, spoon, roll up, peel, slice, dice, stir, add, mix…pork, green onion, beans, skins; bacon, lettuce, … a spoonful, a cup, a pound, … 6. Group work---TPR practiceDivide the class into groups of 4. Appoint a Chef leader for each group. The leader gives orders to each of the other chefs. The other chef will act and say what he is doing. Give Ss an example before they start. Then invite three groups to act in the front. The purpose of this activity is to understand and use the important cooking terms below.chopped, cut into pieces, mix, fill, fold, steam, boiling; fry, chop, add, spoon, roll up, peel, slice, dice, stir, add, mix…
7. Group work----Writing recipes in English a) Ss are divided into groups of four. They are asked to COOK an easy dish.b) Tell students some rules before starting a writing competition. T states the rules for Contest1.Be fast---only the first 3 groups will enter the final contest! 2.One group will be the final winner. 3.Judges are from each row in this room.And the rules for Best Recipe: (1)Beautiful name (2) Easy to understand(3) Clean and tidy handwriting 8. Presentation and Accessment1) Invite the first three group presenters to the front and show the class their recipes.2) The first boy or girl in each row will act as a judge. Grade each group with 1, 2, or 3 points.3) The grading decides which group is today’s winner.
9. SummaryHomework:1. Our foreign teacher Ira Perelson asked how to boil the rice dumplings ready-made by Daoxiangcun Food Company. Please do a research and write a short instruction for him in English.2. Think about how to explain some Chinese cooking terms like 煎、炒、烹、炸、蒸、煮、涮、溜、炖、煨、烤、烧、汆、烙…
一、教学目标与要求
通过本单元教学，使学生能运用所学英语，正确地描述物体的颜色；同时进一步学习分辨人物的用语，并加以运用。VFf在本单元还要继续认读6个国际音标。
二、教学重点与难点
1、句型：1)What colour is it?It's red /blue/black...2)What colour are they? They're red/blue/black...
2、语法：初步学习不定代词one的用法。
3、音标：认读[U:],[Q],[h],[r],[j],[w]等音标。
三、课时安排
本单元共4课时，每课1课时。
第四十九课
一、教学内容
1、词汇（略）
2、句型：What colour is it ? It's red/black...
二、教具
录音机；一大张白纸和各种颜色的彩笔。
三、课堂教学设计
1、值日生报告。
2、将事先准备好的白纸挂在黑板上，用红色彩笔画一辆小汽车简图，向学生提问：
T: What's this in English?
Ss It's a car.
T: What colour is it?
教师自己回答：It's red.
启发学生猜这两句的意思。然后再用黑色彩笔画另一辆小汽车，重复刚才的步骤。
3、教师借助自己手中的彩笔（或彩色插图第 页的彩色方块），教授其他颜色的名称，反复来读这些单词，直到学生初步掌握为止。
4、打开书，学生看图。放课文第一段录音，学生先听，然后跟读两至三遍。
5、教师在白纸上画几个其他物体（用不同颜色彩笔），挂在黑板上。指导学生两人一组，依照课文第一部分进行问答（对话中的on the hill可以改为on the blackboard）。请几组表演。
6、两人一组，就课文第二部分进行回答。
7、指导学生做练习册习题。
8、布置作业
1）抄写生词；2）完成练习册习题
第五十课 Lesson Fifty
一、教学内容
1、词汇（略）
2、初步学习不定代词one的用法
二、教具
录音机；上节课使用过的图片。
三、课堂教学设计
1、复习上一课所学的单词和句型。先放一遍第49课第1段录音，然后指导学生就挂在黑板上的图画进行问答练习。
2、请3个男学生（注意要挑穿不同颜色衣服的）到前面去，然后问全班：T: Excuse me ,who is that boy?
全班同学自然不知道老师指的是谁。教师帮助学生们说出：Which boy?
T:The one in the green coat.
帮助学生答出：Oh,that's...
教师再叫3个女学生，重复刚才的步骤。
3、打开课本，学生看图。教师先对4联幅画中人物用以下句子提问：
T:What can you see in Picture1(2,3,4)?Where is the man(the boy, the girl)?What colour is that woman's coat?
学生回答教师提出的问题，并做好学习课文的心理准备。
4、放课文录音。每张图片对应的内容可放两遍。学生看书并跟读，整个对话学生要读两至三遍。
5、合上书。教师重复第2个步骤。但这次要求学生能熟练答出。（扼要解释的用法）
6、指导学生做练习册习题。
7、布置作业
1）抄写生词；2）练习朗读本课对话；3）完成练习册习题。
四、难点讲解
1、A:Which man?哪个人？
B:The one in a whi te car.坐在一辆白色小汽车里的那个人。
one在本句中不表示 “一”，而是代词，代替上文提到的man，主要是避免重复。例如：
A:Look at the picture!看那张图片！
B:Which one?哪一张？
A:The one on the teacher's desk.在老师讲台上的那一张。
B:Oh, it'sa nice one.噢，真是一张不错的画。
2.Come here!到这里来。
这是一个祈使句。在使用动词 come和 go时，要注意它们之间有着方向性的区别。 come是“来”的意思，即动作朝着说话者的方向； go是“去”的意思，动作的方向截然相反。副词 here表示“这里”，因此它只能在 后面使用； there是“那里”的意思 ，用在 go的后面。
第五十一课
一、教学内容
1、词汇（略）。
2、句型：复习前两课学过的句型。
二、教具
录音机。
三、课堂教学设计
1、复习上一课所学的词汇及句型。放一遍第50课录音，学生跟读。重复做第49课教案中的步骤2、5。但这次要求学生提问、应答。
2、两人一组，做第50课练习册习题3 。分别叫4组同学在班上表演自己的小对话。
3、教sweater这个单词。放课文第一部分录音。先板书如下问题：
1）What are in the boxes? 2)What colour are they?
放录音，一至两遍。学生回答黑板上的问题。再放录音，学生跟读两至三遍。
4、两人一组，就课文第二部分的6张图画进行问答练习。请6组同学表演自己的小对话。
5、放课文第三部分录音，做听力练习。先给学生两分钟时间过一遍练习册习题1的内容。
6、指导学生做练习册其他习题。
7、布置作业
1）练习朗读本课对话；2）完成练习册习题。
四、难点讲解
Can't you see?你（难道）看不见吗？
这是一般问句的否定形式，简称否定问句。这种疑问句表示说话人的一种思想感情，而不是仅仅在于提出一个什么问题。本课出现的这个问句就是这样一种情况。其背景是：某同学 抱着一大摞盒子从商店出来，同学上去问：
A:What are these?这些是什么呀？
同学 B回答 :Can't you see?They 're boxes. 你看不见吗？是盒子呀。
他在讲这句话时，语气中流露出惊奇，包含有：“难道你自己没看见它们是盒子”的意思。否定疑问句的构成是在一般疑问句的主语之后，加上not。但在实际应用中，都采用not的缩写形式。这时，该缩写形式提到主语的前面，与句首的动词连在一起使用。请比较以下例句：
Are you not a student?你不是学生？
Aren't you a student?
Can he not do it?
Can't he do it?他不能做那件事吗？
在回答这种否定疑问句时，要按照实际情况来决定是用 Yes还是用 No来应答，这和汉语是有区别的。例如：
A: Isn't he here?他不在这儿吗？
B: No,he isn't.对，他不在。
A: Can't he see the picture?他看不见那张画？
B: Yes,he can.不，他看得见。
第五十二课
一、教学内容
1、单元复习
2、认读[U:],[Q],[h],[r],[j],[w]等音标。
3、小结本单元表示颜色的句型。
二、教具
录音机；音标卡片。
三、课堂教学设计
1、复习。指导学生两人一组，利用第二部分的6张插图，模仿第一部分内容，编一个小对话。例如：(Picture 1)
S1: What are these?
S2:Can't you see? They're kites.
S1:What colour are the kites?
S2:They're red.
如学生开始有困难，教师可先做示范。必要的话，重放第51课第一段录音，学生先跟读一至两遍，再编小对话练习。
请几组同学表演自己的小对话.
2、检查第51课习题，对练习题中学生们遇到的问题进行讲解。
3、放课文第二段录音，要求学生准备彩笔，按录音要求将6幅插图涂上适当的颜色（也可以叫学生回家后再做这项工作）。
4、教师出示音标卡片。先复习在前面认读过的24个音标。教学生认读本课出现的音标，并放录音（参照第36、第40课教案）。练习朗读练习册习题1。
5、指导学生自己过一遍复习要点（13）。解答学生提出的疑问。小结本单元中表示颜色的句型及用法。
6、指导学生做练习册其他习题。
7、布置作业
1）朗读所学音标及例词；2）完成练习册上习题。
8、小测验
1）听写本单元中要求四会的单词及表示颜色的主要句型；2）教师准备一些包括有元音字母a,e,i,o,u的单词（每个字母有两种不同读音出现） 要求学生标出元音字母的音标；3）从第50课、第51课中各选出一幅插图，要求学生用所学句型看图写话。