外研版八年级英语下册M7U1说课稿[推荐]

第一篇：外研版八年级英语下册M7U1说课稿[推荐]

说课稿

今天我说课的题目是外研版八年级英语下册第七模块的第一单元。She asked if I was practicing too much。

一·教材分析：

这节课是外研版八年级英语下册第七模块的第一单元。本模块话题是“旅游和休假”。通过对北海公园、武陵园景区的介绍和作者旅游经历的描述，激发学生对大自然的热爱，陶冶情操，同时唤起学生的保护环境意识。而且在语境中很自然地体验本单元的语法项目“转述现在进行时、疑问句和祈使句”。本模块紧紧围绕“旅游和休假””这一主题展开多方面的听、说、读、写的语言实践活动,使学生由简单到复杂,渐渐感知新的语言,并通过范例,引导学生总结、归纳，掌握完整的语法知识。

二·学情分析

初二下学期的学生经过一年多的学习，有了一定的英语基础知识和听说能力，正逐渐向读、写过渡，同时，学生们对英语学习还保持着较浓厚的兴趣。经过一年的新课程理念的熏陶及实践，有了初步的自主、合作、探究、实验的能力。

三·教学目标

1..知识目标：掌握本课的重点单词和短语；能转述别人表示疑问，指令或建议的话 2..技能目标： 以谈论“旅游经历”为话题展开教学活动，在旅游体验中轻松学习直接引语与间接引语的转变。

3.情感目标：加深对我国自然风景区的了解，培养学生对祖国大好河山的热爱。

四·教学重点·难点

1.掌握介绍“旅游和休假”的基本词汇，能叙述自己的经历。2.直接引语和间接引语的转换。

五·教学方法

1.任务型语言教学法 2.情景交际法 3.多媒体辅助

在本课的任务型语言教学中，我创造性地设计贴近学生生活实际的任务活动，吸引和组织他们积极参与，使学生通过观察、思考、讨论、交流和合作等方式，在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。

六·学法指导

本节课将在课堂活动中把学生分成四人小组的学习小组，让他们围绕着课堂任务分工合作，在活动中相互探讨、相互交流、相互合作，从而获得知识、技能和情感体验，发展他们的能力。

七.教学设计

课前延伸

1.课前读词：学生朗读本单元单词 2.每日播报：My favorite holiday

课内探究

STEP1、新课导入：向学生出示图片.小组竞赛的形式对图片进行描述。然后让学生观看北海公园的录像，通过录像调动学生的学习积极性，培养学生的兴趣，为以后的学习打下基础，使学生在轻松活泼的气氛中开始新课程。STEP2、听前说

通过free talk很自然的导入听力部分的学习。

然后让学生到黑板上展示自己的答案。

本环节是教材安排的任务型听力活动，目的是让学生在听音时抓住关键词，培养学生边听边做笔记的学习策略。STEP3、listen and read 1)整体听一边录音，选择最佳答案 2再听一遍录音，回答下面问题。3再听录音，注意语音语调。STEP4、听后说

1、work in group :分角色朗读对话。

2、compete the sentences 小组内讨论的形式

让学生在小组中交流、合作。易于激发学生的表达欲望，在后动中他们一定会努力表现自己，做到最好。把任务活动放在小组中进行，还可以解决“大班”难于操练的难题，学生在小组有更多的时间来运用英语表达自己的思想。STEP5、疑难解惑：

1、read the dialogue find out the difficulties and focus, then discuss with groups and solve the difficulties(小组自主互助学习)

2、对小组内不能解决的问题，老师适时点拨 STEP6 精讲点拨： STEP7 学以致用

在此环节我创设了四个情景，学生在学完对话的基础上，在创设的情景之中，进一步练习，强化知识的掌握。做上面这个活动可以丰富学生的事业和词汇，以便在对话中运用自如。STEP8 板书设计

STEP9 课堂小结 总结本节课的重点词组和短语及语法知识

课后提升

1、复习当天所学内容，整理学案，掌握词汇、语法。

2、将workbook相关联系完成

3、预习unit2的语法和词汇

由于教材中的环节较多，内容充实，因此我将最后的课后提升环节让学生既复习又预习起到承前启后的作用。

第二篇：外研版英语说课稿

说课也是教师资格证考试和教师招聘考试中必需的环节。如下小编就为大家收集了外研版英语说课稿，欢迎阅读！

外研版英语说课稿

1Ladies and Gentlemen, It’s my great pleasure to be here sharing my lesson with you.The content of my lesson is《 foreign language teaching and research press》Book，.let me talk about this lessson as the following:

一、教材分析:Analysis of the Teaching material

二、教学目标:Teaching alms and demands:

三、教学重难点:Teaching keys and difficulties:

四、教学方法:Teaching methods:

五、教学工具:Teaching aids：

六、教学过程:Teaching procedures:

七、板书设计：Blackboard Design.八 教学评价与反思

Now,let me talk about the teaching material first.本课时所教的是外研社高一上学期使用的必修2 Mudule6。本模块介绍了----这节课学习的 是listening and vocabulary和speaking部分的内容，是本模块的第三课时，要求通过听的活动了解和学习有关----------------------------的词汇，培养表达结果，做总结的逻辑思维能力和获取信息的能力。Speaking 讨论了------------------------------在这节课之前，学生学习了reading and vocabulary,通过阅读文章，已经掌握了部分------------------------的词汇，本课由复习旧课入手，引入新课的新词汇，并以听说为主线，对-------这一主题进行延伸和拓展。

Therefore , on studying the teaching material and analyzing the regulation of students growing of mind , I put forward the teaching objectives according to English syllabus and new lesson standard.I will talk about it from Knowledge objects , Ability objects and emotion objects:

知识目标：见教参

能力目标：见教参

德育目标见教参

(1)---------------

(2）------------

Next , according to the new teachingstand and the teaching content , I made out the key points and the difficult points of this lesson:

（1）握重点词汇与短语，如：-----------

（2）语法方面掌握--以及一些有用的表达式和句子结构。

（3）加深学生对于文章的理解，发展学生听、说、读、写的基本技能，提高初步运用英语进行交际的能力，侧重提高阅读能力。

Well, how to achieve the teaching objectives better, to stress the key points and break through the difficult points? The key is how to make use of the proper teaching methods, I’ll talk about my teaching methods below.According to the modern perception theories and social intercourse teaching theories, I adopt the TSA method and TBLT method in my teaching, namely Total Situational Action and Task-based Language Teaching.They offer the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome.The activity reflects real life and learners focus on meaning, they are free to use any language they want.At the same time, make use of the modern electricity teaching equipments and all kinds of teaching means, it can mobilize the Ss’ enthusiasm and creativity in learning English.Studying Methods:

Let Ss study in a relaxed and agreeable atmosphere.Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, imagining , thinking etc.And make preparation for completing the new study task.也就是说，为了更好地实现任务式教学和探究式教学，我采用了一下教学方法：

1、速读法：根据高中英语教材侧重阅读理解这一特点，让学生快速阅读，以尽快了解文章的大意。

2、问答法：帮助学生理解文章的细节

3、翻译法：适当地运用翻译可帮助学生理解文章的难点

4、讨论法：通过Pair work.Group work.让学生都得到一次口语训练的机会，教师应设计一些适当的话题。

5、快乐教学法：即教师在教学过程中，要尽可能地利用多媒体技术、图片、课件等刺激学生的感官系统，创造一种和谐的学习氛围，让老师教得开心，学生学得开心。

【本课时主要以听说教学为主线，以导学式模式培养学生的听力理解策略。以听力技能训练和口语表达训练为主线，贯穿听说读写综合技能的培养，针对学生听力理解障碍，在教学中遵循“循序渐进”的原则，进行知识的输入，技能的培养，和文化知识的渗透，良好学习策略的培养。本课时采用多媒体教学，给予学生更直观的感受，也加快了教学的节奏。课前教师要从网上下载一些相关的图片和资料。】

TEACHING AIDS:（教学辅助手段）

Multi-media computer;OHP(overhead projector);tape recorder;software: Powerpoint or Authorware

Teaching Process:

In order to realize the teaching process systematically, properly and efficiently, under the principle of “regard Ss as the corpus, the teacher inspires for predominance”, I divide the teaching process into six steps.Step1 Revision and lead-in

Step2 Presentation and practice.It contains some small steps such as Listening ,Reading , Disoussion etc.Step3 Task time.This step gives the students 5-8minutes to make a similar dialogue using the phrases and sentences learned in this passage and everyday life experience according to the given situation(show it on the screen using a multi-media computer).This step is employed to create a language environment for students’ communication in the class;If the students can finish this task well, they will benefit a lot in their spoken English.Step4 Consolidation and extension.Finish Exx 1 and 3 orally, left Ex 2 as written work.Ex.1 revises the Object Clause（宾语从句）.When transforming（变换）the structures, the students are required to pay attention to the change of t he verb tenses, personal pronouns and word order.Ex.2 is a revision of the Modal Verbs（情态动词）and some useful expressions.Let the Ss work in pairs and then check the answers with the whole class.Step5 Homework

1.Do Ex 2 in the exercise books.This is used to make the students have a further understand of the modal verbs.2.Write a short passage about the dialogue learned.This is used to practise writing ability of the students.Step6 Blackboard Design.(Show on the CAI)

在整个课程中，我的思路是这样的：教学之初，给学生呈现一些--------------图片，让学生首先从视觉的角度对要学习的内容有一个深刻的认识;在进入课文的学习之前，先粗略地复习上一节课所学的相关的词汇，要求学生用简单英语解释，但允许学生自主选择想解释的词汇。这样，既减少了 学生的胆怯心理，又达到了运用语言的目的：通过对于本文的语言片段的学习，以及围绕着它所作的拓展训练，培养学生理解含有所学生词的句子和段落并获取信息，找出段落和文章的从属关系，培养学生对因果关系的判断分析能力，归纳分析能力和表达能力。

Anyway, the teaching of this lesson aims to develop not only the Ss' language technical abilities, but also the diverse intelligence by integrated teaching methods.As teachers, to make our English classrooms shine with vitality, we are laid with heavy burden, and we still have long way to go.Above is the lecture notes of my lesson.Thank you!

外研版英语说课稿

2Ladies and gentlemen, good morning.It’s a great pleasure for me to be here sharing my lesson with you.My name is.Firstly, I’ll introduce my teaching material to you.The content of it is Unit 1 of Module 3,Book 1.In this unit we’ll talk about the numerals.By studying this unit, the students will know how to ask and answer the quantities.The way to ask “how many’and the numbers from 1 to 10 are the key and difficult points of this unit.As we know, our students are pupils, boys and girls are exposed to English for a short time, so it is very important to develop their intreset in English.As for this, I made my teaching aims as follows.Teaching aims:

1.Aims on knowledge:

1)The students can hear,read and use the sentence “how many?’ to ask questions.2)The students can hear, read and use the words from 1 to 10 to answer the questions on numerals.2.Aims on abilities:

1)To develop students’ abilities of listening and speaking.2)To foster students’ abilities of communicating skills.3.Aims on the emotion:

1)To set up students’ self-confidence in language study.2)To form happy English learning situations for the students.4.Key points:

1)To help students ask and answer the question: How many?

2)To develop students intrest in English.5.Difficult point:

The right pronunciation of the numerals from 1 to 10.Secondly,I’ll introduce my teaching methods.We all know that the main instructional aims of learning English in primary schools to cultivate pupils’ basic abilities of listening and speaking and their good sense of the English language.So in this lesson,I’ll mainly use “task-based” teaching method.I’ll let Ss learn in real situations,finish some simple tasks to help the students to get a better understanding of the lesson.And I will arrange many kinds of activities for them.In this class, I’ll use a recorder and some pictures as my teaching assistance.Teaching process

Ⅰ.Warm-up

1.Greetings

2.say the chant “Bob.Bob.Bob…

3.The teacher can choose some students,to do a simple dialogue such as What’s your name? How are you?and so on.(for this step, we should practice quickly.This chant can arouse exciting motion.So it is important to form a happy class.The part of the dialogue can make Ss review the knowledge in the last lesson.)

Ⅱ.Leading in

1.After chant,the teacher shows a pencil and ask students :What’s this?lead the students to answer ‘pencil’.Then the teacher says:Yes, it’s one pencil.Then the teacher shows two pencils and says: There are two pencils.The teacher can lead in the numerals by this way(This part to lead the numbers quickly.)

Activities for the children.1 to 4,we should clap our hands;after 4,we should change to stamp our feet;after 8 we should shake our bodies.That is to say, ask students to clap when teaching numbers 1-4, ask the students to stamp when teaching numbers 5-8, ask the students to shake their bodies when teaching numbers 9-10.(we count the ten numners by different ways, Ss would like to do things like this.We’ll have a happy beginning)

2.The teacher shows the pictures about numerals.Have the students read the pictures and follow the teacher to practise,and put the numerals on the blackboard.(This part is the important part to make students learn the numerals)

3.A game to practice the numerals.Ask students to do the counting one by one, they should line up first, then count from 1-10.(For this step, I will correct their pronunciation).Ⅲ.New lesson

1.The teacher shows the pictures quickly, and ask them to guess How many?

And students say the answers.After some time, ask little teachers to do this.Then the teacher shows and teaches the new sentence ‘How many?’

2.guessing game

In this part, we can play two games.First, guess the pictures;second, guess how many students.(to drill the questions and answers with the help of the game.)

3.listen to the tape.T should play the tape three times, first, Ss just listen;second, Ss read the story after the tape;third, Ss listen carefully and find 1 to 10 on the book.(It is necessary for Ss to listen to the tape in our class, it will form a good habit of listening.)

Ⅳ.Consolidation

A task of memory.The teacher shows a big picture with some boys and girls on it.Have the students look at this picture for 5 seconds.Then the teacher closes this picture and asks: How many boys or girls? The students will try to give the right answers.(This is a transitional part for unit 2)

Ⅴ.Assessment

Let the students to count all the things arround them after class.Then to tell their friends or to mark on the paper.(revision is so important that Ss should speak English as much as they can in class)

Above is my lesson,I try my best to make my students happy in class.So I use different kinds of activities and games to deepen my instruction in order to let children acqire new knowledge through arousing their interest.But, the weakness of this lesson is the students might not grasp the hole story and sentences pattern because of lack of enough training in these two parts, story-teaching and sentence pattern-teaching.That’s all!Thank you!

It’s my great honor to be here sharing my lesson with you.The content of my lesson is《New Standard English 》Book4 Module8 Unit1 I was two.Then I’m going to talk about it through the following six aspects: teaching material, students, teaching aims, teaching points, teaching preparation and teaching process.一、Teaching material

The topic of this module is “Changes”.The language function of this unit is throughing the photos of Lingling’s grandparents and her own to describe the things past with “was/were”.The main patterns “They were young.” and “I was two.” are close to Ss’ daily life.Therefore, they would show their great interests in this lesson and try to use what they have learnt in their real lives.By studying this unit, Ss can discuss the things that occurred in the past to themselves with “was/were”.二、Students

The Ss in grade four have got some English foundations.They also have higher learning enthusiasm and lively personalities.As a result, the activities full of fun and relaxation are offered in order to let the Ss learn English more freely.Meanwhile, the abilities of observing and self-study , the habits of independent thinking and positive participation are fostered in the class.三、Teaching aims

（一）Aims on the knowledge

1．The Ss can understand and speak the words: who, grandparents, then, me, hair, so.2．The Ss can understand and speak the sentence patterns: They were young.I was two.（二）Aims on the abilities

1．The Ss can read the dialogue fluently.2．The Ss can communicate with “was/were” according to the photos.（三）Aims on the emotion

Through the Ss’ comparison the old life with the new one, they will not only cherish the life nowadays, but also improve emotion between the families.四、Teaching points

（一）Key points

1．The Ss can understand and speak the new words and the sentence patterns.2．The Ss can describe the things past with “was/were”.（二）Difficult points

1．The Ss know the usage and relationship between “am/is/are” and “was/ were”.2．The Ss can discuss the real life with the sentence patterns freely and creatively.五、Teaching preparation

Tape, recorder, photos, multimedia, cards, stickers.六、Teaching process

Step 1.Warming-up

1.Greetings

2.Enjoy the song “The family”.3.Free talk

T: Here is a family photo.Let’s describe it.In this photo, Father is …(choose the appropriate adjectives)

S: ….T: Mother/Brother/Sister/Baby is…

…

[Design intent] The song can adjust the Ss’ thought, arouse their interest in learning English, let them enter the atmosphere of learning English quickly.The free talk can help them review the adjectives which are used to describe the personalities and characters.Step 2.Presentation

1.Leading-in

T: Here is another family photo.Do you know who the baby is?

S: …

T: It’s me!(Teach the word “me” at this moment.)

I was two, then.Now I am 30.(Show Ss the current photo.)

T: Our friend Lingling has got some photos, too.Do you want to have a look?

[Design intent] Through the new and old photos show, bring out the topic of the text smoothly and make a good preparation for the text learning.2.Text

(1)Listen and try to find out the words they don’t know.Study them in groups.Then T consolidates the meaning of “who, grandparents, then, hair, so”.(2)Listen read and underline the sentences with “was/were”.T: What’s the difference between “am/is/are” and “was/ were”?（Explain it under the help of the photos.）

[Design intent] Through the listening and underlining, Ss can have the deeper understanding to the text.Explain the past tense appropriately and design the blackboard writing reasonably.Let Ss know the meaning and usage of “was/ were” clearly.（3）Listen and read the dialogue again.Step 3.Practice

1．Look, listen and guess.Show Ss four pairs of pictures, choose the correct one after listening to T’s description.2．Do Activity 3 on page 31.Discuss the answers in groups.[Design intent] Through the activities, let Ss practice the sentence patterns step by step.Cultivate Ss' abilities of cooperation and participation by group-working.Step 4 Consolidation

1.Enjoy the passage of the cartoon “The ugly duckling”.Discuss the changes of the little duckling according to the T’s reminder.2.Show Ss some photos of new and old Yantai, let them realize the great changes of our life.[Design intent] The cartoon can make Ss show more interests in learning English.Through the photos show, Ss will love and cherish the new life more.Step 5 Summary

Ask Ss themselves to summarize what they have learnt today.Step 6 Assignment

1．Listen and repeat the text.2．Describe Ss’ own photos with the sentence patterns in groups and prepare to show in next class.[Design intent] Making lots of listening and speaking exercise is able to train Ss’ comprehensive language abilities and strengthen their confidence.In addition, extending the knowledge in class to the real life effectively can finally achieve the purpose of communication using language.Design of blackboard writing

Moduel 8 Changes

Unit 1 I was two.(then)(now)

I was two, then.Now I am 30.They were young, then.Now they are old.She/He was…, then.Now she/he is….[外研版英语说课稿 ]相关文章：

第三篇：外研版英语八年级下册Module4 New Technology的说课稿

各位领导、老师们： 大家好！各位领导、老师们： 大家好！我来自嘉兴市秀洲区油车港中学 很荣幸跟大家一起分享和交流教学设计和体会。嘉兴市秀洲区油车港中学，我来自嘉兴市秀洲区油车港中学，很荣幸跟大家一起分享和交流教学设计和体会。我 要交流的是英语 新标准）英语（的内容，要交流的是英语（新标准）初中八年级下册 Module4 New technology 的内容，我从六个方 面展开：教材内容分析、学情分析、教学目标、重点难点、教材处理、教学设计。面展开：教材内容分析、学情分析、教学目标、重点难点、教材处理、教学设计。一 教材 内容分析 本模块以新的科技产品为话题，把焦点放在对科技产品的如何使用上，本模块以新的科技产品为话题，把焦点放在对科技产品的如何使用上，话题贴近学生 生活，学生对科技工艺产品的介绍比较感兴趣，比较容易开展活动。生活，学生对科技工艺产品的介绍比较感兴趣，比较容易开展活动。教学中应结合学生实 际情况，灵活调整教学内容（或增加，或删除，或前后调整）合理设置课时。际情况，灵活调整教学内容（或增加，或删除，或前后调整）合理设置课时。适当进行拓，以丰富学生知识，拓展学生视野，进行理想、人生规划的教育。展，以丰富学生知识，拓展学生视野，进行理想、人生规划的教育。二 学情分析 七年级（已经学习过对电脑相关情况的介绍，七年级（下）Module10 已经学习过对电脑相关情况的介绍，本单元可以在七年级此 模块的基础上引进科技产品的说明这个话题，这是学生很熟悉也是较感兴趣的话题。科技产品的说明这个话题 模块的基础上引进科技产品的说明这个话题，这是学生很熟悉也是较感兴趣的话题。在教 师预设的任务中，引导学生在交际中动态生成，学生有话可说，乐于合作分享。师预设的任务中，引导学生在交际中动态生成，学生有话可说，乐于合作分享。这样就有 利于他们更好的运用课本知识，达到提高综合运用语言能力的目的。利于他们更好的运用课本知识，达到提高综合运用语言能力的目的。三 教学目标 语言知识目标：我列出本模块相应的这些词组、短语和句型；本模块的语法是“ 从句+ 1 语言知识目标：我列出本模块相应的这些词组、短语和句型；本模块的语法是“If 从句+ 祈使句”的句子；功能介绍手机 照相机、电话等科技用品；话题以学生为中心 介绍手机、以学生为中心，祈使句”的句子；功能介绍手机、照相机、电话等科技用品；话题以学生为中心，以介绍 手机、数码相机、电话等科技用品为话题。手机、数

码相机、电话等科技用品为话题。2 技能目标 语言技能目标 懂有关学习介绍的简短对话，提高学生实际应用能力。听:懂有关学习介绍的简短对话，提高学生实际应用能力。说:能利用 if 句型介绍产品的 使用说明；流利地说出本模块的生词、短语。使用说明；流利地说出本模块的生词、短语。读:能阅读包含 if 句型的有关使用说明的简 单文章。进行简单的阅读技能训练。单文章。进行简单的阅读技能训练。(1 句型写出简短的介绍科技产品的使用说明的句子；(2)能用参考词造句 能用参考词造句。写:(1)能用 if 句型写出简短的介绍科技产品的使用说明的句子；(2)能用参考词造句。语言运用能:向全班做有关产品使用说明的介绍，语言运用能:向全班做有关产品使用说明的介绍，并模仿做一个产品的推销员 生活技能目标:能妥善处理突发事件 冷静、沉着。具体自我保护意识。能妥善处理突发事件，生活技能目标 能妥善处理突发事件，冷静、沉着。具体自我保护意识。学习策略目标不断提升自主学习能力 加强交际、信息处理、英语思维能力。不断提升自主学习能力，3 学习策略目标不断提升自主学习能力，加强交际、信息处理、英语思维能力。认知策略: 联系，归纳，推测等技能。认知策略: 联系，归纳，推测等技能。调控策略: 从同伴处得到反馈，进行修改。调控策略: 从同伴处得到反馈，对自己在叙述及作文中的错误 进行修改。交际策略: 交际策略: 学习运用恰当词语介绍有关产品使用说明 资源策略: 通过其他资源获取更多产品介绍的信息。资源策略: 通过其他资源获取更多产品介绍的信息。自学策略: 借助词汇图掌握单词，形成话题联想的习惯。自学策略: 借助词汇图掌握单词，形成话题联想的习惯。合作学习策略: 关心身边的生活环境，用品。合作学习策略: 关心身边的生活环境，能互相介绍有关生活中的 用品。其他：培养联想能力，如场所与功能的联系。其他：培养联想能力，如场所与功能的联系。文化意识目标 4 文化意识目标： 在中外对比中，情况，在国际的使用情况。在中外对比中，了解 Internet café 情况，了解 Internet café 在国际的使用情况。5 情感态度目标 培养学生热爱生活，细心观察生活的细节。参加各种英语活动，克服困难，培养学生热爱生活，细心观察生活的细节。参加各种英语活动，克服困难，在新环境 中进一步树立正确的语言学习观。中进一步树立正确的语言学习观。

四、重点和难点 1 教学重点 重点句型： 从句+祈使句” 重点话题：（1））重点句型：“If 从句+祈使句” 的句子 2）（
）重点话题： Introduce new technologies;Learn to how to protect themselves when they are in danger.2 教学难点

句型。（1）掌握 if 句型。）科技用品（2）能用英语介绍生活中的科技用品。3 突破途径）能用英语介绍生活中的科技用品。以话题为核心，通过个人思考、小组及班级活动等不同途径，在听、以话题为核心，通过个人思考、小组及班级活动等不同途径，在听、说、读、写中使 单词及句型以不同的形式反复出现，在足够的输入中，达成有效的语言输出。单词及句型以不同的形式反复出现，在足够的输入中，达成有效的语言输出。核心任务：能够运用所学知识介绍生活中的科技用品。科技用品

五、教材处理 1 核心任务：能够运用所学知识介绍生活中的科技用品。三个环节如下： 三个环节如下： pre-task：学生联系生活实际，激活背景知识。：学生联系生活实际，激活背景知识。Task-cycle：通过整个模块的听说读写的训练，强化 介绍 科技产品 的表达能力，为 的表达能力 ：通过整个模块的听说读写的训练，强化“介绍 科技产品”的表达能力，完成核心任务做好铺垫。完成核心任务做好铺垫。post-task： 达成任务，展示成果，自我评价，反馈学习情况。2 课时安排 ： 达成任务，展示成果，自我评价，第一课 时：Unit 1: Vocabulary and listening 第二课时： 第二课时：Unit 2: Vocabulary and reading 第三课时： 第三课时：Unit 3: Language in use1-7 第四课时： 第四课时：Writing, Speaking, Around the world, Module task 第五课时： 第五课时：Self-assessment, analysis of Ex.第一课时： 第一课时：Vocabulary and listening(Unit 1 Activity 1~8)Step 1 Brainstorming： 入手，进行头脑风暴，从本单元的题目 new technology 入手，利用学生已有的认知水平进行头脑风暴，并 引入新单词 新单词（etc）主要为下一步教学做好准备。引入新单词（video, video, recorder etc）主要为下一步教学做好准备。Step 2 Which suggestion do you give?通过简单问答，从听开始介入 if 的从句，让学生有一 通过简单问答，的从句，通过简单问答 个比较的直观的认识 引入 new words press, button, copy, memory, turn on, play recorder）的直观的认识。个比较的直观的认识。（）.训练学生的发散性思维.通过 model 训练学生的发散性思维.Step 3 Lead –in: instructions of computer Computer 属于 new technology，温故知新，对本单元能过起到过渡的作用。，温故知新，对本单元能过起到过渡的作用。Step 4 Presentation 实物的教具非常直观，它具有可操作性，可以在教里直接进行演示，实物的教具非常直观，它具有可操作性，可以在教里直接进行演示，可以引入

相应的 instructions，另外，并不是每个学校的每个班级都有多媒体，使用实物教具可以取得事半 个学校的每个班级都有多媒体，另外，并不是每个学校的每个班级都有多媒体 功倍的效果。功倍的效果。Step5 Listen and read 在常规听力练习中进一步提高学生听的能力，充足的输入，更有利于 学生进行目标语言的输出。如果可能的话，把不同的按键涂成相应的颜色，让学生更好的理 解课文。Step6 Answer the question 学生可以根据问题的回答充分的熟悉课文，通过学生的 学生可以根据问题的回答充分的熟悉课文，个别回答，这是语言的有效输出。个别回答，可以提高学生的口头表达能力和语言的组织能力，这是语言的有效输出。Step7 Reading and speaking 让学生听磁带，让学生听磁带，增强他们的语感，培养学生良好的语音，语调。增强他们的语感，培养学生良好的语音，语调。还要培养学生良好的朗读习惯（默读、集体朗读、个别朗读）还可以培养学生的表演能力。还可以培养学生的表演能力 还要培养学生良好的朗读习惯（默读、集体朗读、个别朗读）还可以培养学生的表演能力。Step 8 To be a salesman 使用 mobile phone 是 Unit 2 的相关环节，学习它，能够起到承 的相关环节，学习它，上启下的作用。适当的抄写和阅读是必需的，上启下的作用。Step 9 Homework 适当的抄写和阅读是必需的，作文在课堂里已经进行过讨 所以大部分学生有能力掌握，他们并不会感到困难。论，所以大部分学生有能力掌握，他们并不会感到困难。To be a good salesman,跟学生的生 跟学生的生 活实际相结合。活实际相结合。第二课时：Vocabulary and readingStep1 check the homework 第一部分的内容。这部分既是 check the homework，同时也是 Unit 2 第一部分的内容。如果学生在课前 预习过该部分内容，那完全可以利用好这个环节，节减上课的时间，提高上课的效率，预习过该部分内容，那完全可以利用好这个环节，节减上课的时间，提高上课的效率，教 与学双赢。与学双赢。Step2 Lead-in 利用学生生活身边可能发生的事情，比如狗咬人的，如果该狗是狂犬病，他 利用学生生活身边可能发生的事情，比如狗咬人的，如果该狗是狂犬病 狂犬病，们应该如何处理？加强学生对突发事情的反应和处理的能力。们应该如何处理？加强学生对突发事情的反应和处理的能力。

Step 3 Making up a story 可以充分地发挥学生的想象力，自主学习和合作学习相结合。这些 可以充分地发挥学生的想象力，自主学习和合作学习相结合 相结合。图片跟课文有密切的联系，学生熟悉他们。对理解课文有很

大的帮助。图片跟课文有密切的联系，学生熟悉他们。对理解课文有很大的帮助。让学生对具体的文 觉得陌生。章内容不 觉得陌生。Step 4 Reading 1 Herry Jackson meets the same situation as you.Let’s see how he does? Read the passage and answer the questions.根据故事的时间、人物、地点、起因、经过、根据故事的时间、根据故事的时间 人物、地点、起因、经过、结果等进行提问，让同学们掌握相应的阅读技巧和策略。结果等进行提问，让同学们掌握相应的阅读技巧和策略。2 Read the passage again, choose the best answer.加大问题的难度，进一步地理解课文 加强学生的推理和归纳能 加大问题的难度，理解课文 加大问题的难度 进一步地理解课文,加强学生的推理和归纳能 力。3 Retell the story in English.或进行复述，可以降低难度，故事的复述更具有流畅性，学生根据图片 Key words 或进行复述，可以降低难度，故事的复述更具有流畅性，针对性和目的性。通过复述，学生能够熟悉课文，锻炼学生的口语表达能力，针对性和目的性。通过复述，学生能够熟悉课文，锻炼学生的口语表达能力，考虑到学生 的个别差异性比较大，水平参差不齐，适当的话可以参考课文，充分展示他们的成果，的个别差异性比较大，水平参差不齐，适当的话可以参考课文，充分展示他们的成果，这 是有效的语言输出。是有效的语言输出。4 Expand“学以致用”是我们的学习目的。学生要学会处理生活中的突 发事件，具有应变的能力，并采取妥善的措施。学生要学会如何的保护自己和他人，遇事要 保持冷静的头脑。Step 5 Homework 要多阅读课文，联系学生生活实际，引导学生关注生活环境, 用中学。第三课时： Language 要多阅读课文，联系学生生活实际，引导学生关注生活环境, 用中学。第三课时： in use 1-7 Step 1 Investigate what your response is.多说 if 的句型，熟练生巧。提高学生说的能力。Step 2 Complete the sentences 下个单元讲的是 条件状语从句的主从句的时态，这里讲的起到铺垫的作用 铺垫的作用。下个单元讲的是 If 条件状语从句的主从句的时态，这里讲的起到铺垫的作用。Step 3 write instructions 要学生多写，落实好“双基”。Step 4 Group competition 以小组竞赛方式进行归纳和小结，易于启发学生的学习。能够很好复习和巩固课文，让 学生没有重复感。Step 8 Homework 要学生知道新的技术给我们带来了什么好处，科学技术是第一生产力。同 要学生知道新的技术给我们带来了什么好处，科学技术是第一生产力。时为第五课时的辩论赛作好准备。学生的学习也要反馈，做到查漏补缺。时为第五课时的

辩论赛作好准备。学生的学习也要反馈，做到查漏补缺。第四课时： 第四课时： Writing, speaking, around the world, Module task Step 1 Listen and repeat 进一步进行听力的训练，增加学生的语感。要培养学生良好的写作习惯。进一步进行听力的训练，增加学生的语感。Step2 Writing 要培养学生良好的写作习惯。有些学生很怕写作，因为他们觉得太难，要消除学生对写作的恐惧感，应该由易到难，有些学生很怕写作，因为他们觉得太难，要消除学生对写作的恐惧感，应该由易到难，层 层深入，循序渐进，培养他们的写作兴趣，能够取得事半功倍的效果。层深入，循序渐进，培养他们的写作兴趣，能够取得事半功倍的效果。Step 3 Work in groups 把学生分成四组，每两组的学生具有不同的任务，让学生进行小组讨论，把学生分成四组，每两组的学生具有不同的任务，让学生进行小组讨论，充分的交流 与合作，让每位同学都知道如何去写。能够资源共享，在课堂上完成写作，与合作，让每位同学都知道如何去写。能够资源共享，在课堂上完成写作，单位时间里提 高了教学和学习的效益。高了教学和学习的效益。Step 4 Around the world Step 5 Homework 学生的学习要及时的反馈，新的技术有他好的一面，也有坏的一面，学生 学生的学习要及时的反馈，新的技术有他好的一面，也有坏的一面，要客观地分析问题，不能够一刀切。同时为第五课时的辩论赛作好准备。要客观地分析问题，不能够一刀切。同时为第五课时的辩论赛作好准备。学生的学习也要 反馈，做到查漏补缺。反馈，做到查漏补缺。第五课时： 第五课时：Self-assessment, ExercisesStep1 Sharing the story

让学生充分分享他们自己在课外收集起来的资料，满足学生表现的欲望，让学生充分分享他们自己在课外收集起来的资料，满足学生表现的欲望，加强同学们 之间的感情交流。之间的感情交流。Step 2 Making a debate 辩论赛的形式能激起学生的学习热情 因为在前面对这个话题有所准备，能激起学生的学习热情。辩论赛的形式能激起学生的学习热情。因为在前面对这个话题有所准备，相信学生能 够做的好。够做的好。Step 3 Additional exercisesStep 4 Self-assessment 自我反馈、自我评价、自我改进是非常必 自我反馈、自我评价、这是学生自主学习的重要体现。要。这是学生自主学习的重要体现。Step 5 Homework 在课内，通过 词――句――篇”的层层推进，优秀生已初步完成了单 在课内，通过“词――句――篇 的层层推进 的层层推进，元的核心任务，学困生也在小组活动、全班活动中获取了不少帮助，元的核心任务，

第四篇：外研版英语七年级下册M8U2说课稿（精选）

外研版新标准英语七年级下册

Module 8 Story time

Unit 2 Goldilocks hurried out of the house.各位评委好！

今天我说课的内容是：英语七年级下册第八模块第二课时。下面，我将从六个方面阐述我的说课内容。

一．教材分析

（一）教材内容分析：本册由12个学习模块和两个复习模块构成，其中每个学习模块又分为三个单元，每个模块按照教学目标与单元主题，结合任务型教学方法，提供规范、真实，同时又接近学生生活的语言材料，以均衡培养学生的语言技能，进而发展其语用能力。

（二）单元内容分析：一般过去时是本学期教材的一个重点时态，M8的话题是 “故事时间”，主要围绕“金凤花姑娘和三只熊”这个故事展开。本单元是这个模块的第二课时，以读写为主，语法重点是一般过去时和规则动词的构成及其应用。

（三）教学目标

1.语言知识目标

（1）能正确使用下列单词：

pick, little, door, answer, hurry,right,piece, cry, jump

（2）能准确理解并使用下列词组：

hurry out, walk into, be asleep, in pieces, at first, point at, jump out, go for a walk

2.语言技能目标

能用一般过去时给他人讲简单的故事或者事情，能用规则动词的过去式对故事情节描述。

3.情感态度目标

通过阅读童话故事提高对英语的学习兴趣，感受学英语的乐趣。

（四）教学重点、难点

1.教学重点

掌握以下重点句型：

(1)Finally, she tried the small chair.(2)It was not comfortable either.(3)Very soon she was asleep in it.(4)The three bears returned.(5)Goldilocks jumped out of the bed and hurried out of the house.2.教学难点

(1)正确书写规则动词的过去式并能使用。

(2)恰当运用一般过去时向他人讲一个故事。

二．学情分析

1.本单元以培养学生的读写能力为主，兼顾听说，并包括词汇、语法学习活动。

2.学生在M7及M8 unit1中已经接触过过去时，对本单元的时态不会感到陌生。

3.学生英语基础相对薄弱，口头及书写表达能力差，但在课堂中还是很活跃。

三．教法分析

1.任务型教学法：把学生分组，让他们参与讨论，交流，合作从而获得知识，技能，情感体验。

2.视听法：主要通过图片、录音机等多种媒体手段提供让学生看、听、说的练习机会。

3.问答法：老师提问、学生回答，学生互问互答等方式，让学生利用图片进行交流，让学生在做中学，在实践中获得信息，习得英语。

四．教学过程设计（45分钟/课）

(一)课前准备

1.识记词汇：布置学生复习unit1词汇，预习、记忆本单元词汇。设计意图：

让学生养成先预习再学习，培养学生自主学习词汇的好习惯，同时为课文阅读做好充分的准备。

2.猜想故事：上完M8 Unit1后，以小组为单位，让学生猜想Goldilocks 吃完碗里的美味食物之后会发生什么事情。

设计意图：

让学生提前猜想故事的发展，以小组的形式，不仅锻炼了学生口头表达能力和合作能力，又为接下来的文章学习做好了铺垫。

(二)教学工具

录音机，磁带，图片，多媒体

(三)教学过程

1预习检测（4m）

(1)检查词汇预习情况,通过齐读+自读，小组内成员互相检查单词的预习情况，每组抽查一人

设计意图：

提前预习单词为接下来的短文阅读打好基础；

(2)检查学生猜想故事发展的情况，请每个小组长介绍本组猜想结果 设计意图：

通过小组猜想故事发展情节，让学生更好地投入到短文阅读中，更能轻松地体会短文故事的意思。

2回顾复习，导入新课（7m）

（1）情景导入：让学生观察图片，分组复述unit1故事

（2）情景导入：让学生观察图片，师生，生生开展对话,通过谈论图片，提出

问题，为学生阅读短文做铺垫。For example：

T1: What can you see in picture a?

S1: I can see a door and three bears.T: What do you think of the bears?

S2: I think they were returning their house.(由于学生还没学过过去进行时，允许其用中文表达)

设计意图：

以图片的形式导入，通过师生一问一答，再到生生一问一答，会大大激发学生对本课内容的兴趣

3多层阅读（10m）

听短文，快速阅读:

(1)完成Activity2

Number the pictures in the correct order.(2)完成Activity3

Match the sentences with the pictures.(3)完成Activity 4.Check the true sentences.设计意图：

让学生迅速听、读课文，把握文章大意和脉络，培养了学生迅速阅读全文，把握大意，抓住文章主体的阅读技能。

4分段精读（10m）

Careful reading: Para.1, 2

(1)Goldilocks tried the three chairs and liked the small, but she was very heavy and soon the chair was ____ ____.She walked into the bedroom.She tried the middle bed, but it wasn’t comfortable and the big bed wasn’t comfortable ___.Very soon she was ___in the small bed.Careful reading: Para.3, 4, 5

(2)Then the three bears ___to their house.They walked up to their bedroom.Baby bear ___at Goldilocks and ___”That’s her!She finished my food and look at my chair!"Goldilocks jumped up and hurried out of the house ____her basket.设计意图：

通过采用任务性分段阅读的方式，让学生详细阅读课文，获取细节性信息。5写作训练(10m)

(1)Use first, next/then, finally to write some new sentences，组员之间检查正误，最后由代表读出来。

(2)根据activity2,让全班同学来想象下，Goldilocks逃出房子之后接下来会发生什么。每个小组选出最好的一篇向全班同学进行展示，小组之间进行互评。

设计意图：通过写作，充分发挥学生的想象力，锻炼学生的协调和合作能力，同时也能在短时间内锻炼学生应用动词过去式的能力。

6总结收获（3m）

(1)让学生再次大声朗读课文的词汇和重点句子。

(2)让学生归纳一般过去时和动词过去式的构成和用法。

设计意图：作为初一学生，学知识要养成思考、总结、归纳的好习惯，这是非常有必要，只有这样才能掌握所学内容的重点、难点，才能为以后更顺利进行英语学习。Homework（1m）

(1)Read and write the vocabulary and the structures.(2)Retell the story of Goldilocks the three bears to your family or deskmate

设计意图：通过复述故事锻炼学生将书面的叙述转化为自己组织、表达的能力,使学生真正做到对所学知识的灵活运用。

五．板书设计

正中：Unit 2 Goldilocks hurried out of the house

左边： piece, in pieces, cry, at first, jump

右边： 1.Finally, she tried the small chair.2.It was not comfortable either.3.Very soon she was asleep in it.4.The three bears returned.5.Goldilocks jumped out of the bed and hurried out of the house.六．教学效果、反思

1.利用多种媒体辅助教学，学生的学习兴趣提高了很多，课堂活跃，上课专心。

2.在课堂中，我采取即时评价的方法，极大地增强了学生的自信心。

3.本课以学生为中心，采取自主的，与他人合作的方式，学生的竞争意识和团队协作能力明显有所提高。

4.反思：学生基础相对薄弱，在书写及朗读方面有所欠缺，往往不能流利表达，需要在以后的课堂中，鼓励他们积极参与，多读多写多说，运用到生活中，这样才能有所进步。

第五篇：外研版八年级英语下册Module_9_Friendship单元测试

2014.8.14

Module 9 Friendship

二、单项选择

()1.---Do you know Cindy was famous atvery young age.---Yes.But she died young.She died atage of 33.A.a,anB.a,theC.the,theD.the,an

()2.---How is Helen in the new school?

---She is doing very well.There is to worry about.A.somethingB.anythingC.nothingD.everything

()3.Tom founddifficult to finish all the homework before 11 o’clock tonight.A.thatB.himC.itD.himself

()4.All the guests seemedand no one was complaining.A.happyB.happilyC.happinessD.unhappy

()5.When I came to Xi’an last year, I feel in loveit.A.aboutB.withC.aroundD.from

()6.Though his grandmother lives, she never feels.A.alone,aloneB.lonely,lonelyC.alone,lonelyD.lonely,alone

()7.Can you think of a way to make the baby?

A.to stop to cryB.to stop cryingC.stop to cryD.stop crying

()8.Excuse me, I felt my knife at home.Would you pleaseme yours?

A.borrowB.keepC.lendD.take

()9.In western culture,eye contact in conversations is necessaty.A.makeB.to makeC.makingD.made

()10.---Would you mindus in the game?

---Not at all.A.joiningB.to joinC.joining inD.joins

()11.John realized the danger and he dicided immediately to do next.A.whomB.whatC.whichD.where

()12.It’ll be a great honor if Ito the chrity evening party next week.A.inviteB.will inviteC.will be invitedD.am invited

()13.---I borrow your camera? I want to take some photos.---Sure,here you are.A.Mustb.NeedC.MayD.Should

()14.”Help to some fish,” Mrs Green said to the boys.A.yourselfB.yourselvesC.himselfD.themselves

()15.---Have you readthis story before?

---Yes.I’veread it.A.already,everB.yet,justC.ever,justD.ever,never

()16.---has the program been on?

---For ten minutes.A.Hoe longB.How oftenC.WhenD.How much

()17.---Coffee is ready.Nice it is!Would you like some?

---Thank you.A.HowB.WhatC.How aD.What an

()18.---Why are you so upset?

---Because all my classmates passed the English test me.A.withB.exceptC.withoutD.for

()19.---Could you please tell me ?

---Of course.Let me show you the way.A.if are there any good museums around here

B.if there are any good museums around here

C.when can I go to the museum

D.where could I find a good museum

()20.---This box is too heavy.Can you help me carry it upstairs?

---

A.No problem.B.Yes, please.C.That’s right.D.No, thanks.三、完形填空

Tiffany, a 16-year-old girl, was very, shy.Last September, her best friend, Sophie,1abroad with her family because she had to continue her in America.She even said shewould not come back for at least a few years.Tiffany became3and helpless.“I wasreally sad the moment I heard the bad news and I didn't know what to do,” Tiffany recalled(回忆).“I shut myself in my room for a whole week.It was then that my aunt took me to a4club one Saturday and I saw so many young people playing various sports there.Iup for a beginners' course in volleyball and since then I have been playing this sport.Now I practise twice a week there.It is wonderful playing sports in this club and I have made lots of friends as6.What's more, I feel I am much7than before.”

The most basic aim of playing sports is that you can improve your health even if you are not very good at sports.In addition, you can get to know a circle of people at your age while playing sports.Tiffany used to be a verygirl.Since she joined the sports club, she has opened up herself and now she has become very9and enjoys meeting and talking with others.For most people, that is one of the attractions of joining a sports club.You can get to know other young people who have similar interests.You don't have to sit down and talk to strangers.You go in for sports and it is easier to understand your partners on the same team.Now Tiffany is quiteher friends and she has also gained more confidence.Try to do regular sports.The mind needs exercise as well as the body.()1.A.movedB.workedC.stayedD.returned

()2.A.workB.studiesC.holidayD.career

()3.A.angryB.lonelyC.tiredD.surprised

()4.A.musicB.artC.sportsD.reading

()5.A.calledB.wroteC.lookedD.signed

()6.A.beforeB.usualC.wellD.ever

()7.A.healthierB.worseC.luckierD.happier

()8.A.happyB.quietC.carefulD.popular

()9.A.activeB.strongC.luckyD.independent

()10.A.generous toB.different fromC.popular withD.disappointed

四、阅读理解

One day, Thomas Jefferson, the president of the USA, was crossing a river with a group of travelers.The river was overflowing its banks（泛滥）.So it was very dangerous to cross it on a horse.Each man was fighting for his life!Then another traveler came and he wanted to cross it, too.But he didn’t have a horse.He watched the group and then asked Jefferson to take him.Jefferson agreed immediately.The man climbed on.After they were both safe to the other side of the river, someone asked the man, “Why did you ask president for help? Did you know him?” The man was shocked because he didn’t know Jefferson was the president.“All I know,” he said, “on

some of your faces were written the answer NO, but there was the answer YES on his face.”

()1.Who was Thomas Jefferson?

A.He was a businessman.B.He was a teacher.C.He was a captain.D.He was the president of the USA.()2.How did they cross the river?

A.In a boat.B.On their horses.C.By swimming.D.By building a bridge.()3.When the travelers were crossing the river, ________.A.water was flowing out of the river

B.it was windy and very cold

C.there were many empty boats in the river

D.everyone wrote a word on the face

()4.At last, __________.A.both Jefferson and the man were safe to cross the river

B.only Jefferson crossed the river

C.only the man crossed the river

D.Jefferson’s horse died

()5.From the passage, we know that _________.A.all the travelers were kindB.Jefferson was helpful

C.nobody knew the presidentD.the man gave Jefferson some money

B

Cindy ,Jerry and Mary are giving their opinions about a good friend.Cindy: I think a good friend should be honest(诚实的).That’s more important than any other thing.If a friend isn’t honest, he may lose his friends’ trust(信任).Jerry: I think a good friend has to be generous.Here “generous” doesn’t mean he has to give his friends his money or his clothes.It means he should share(分享)his ideas and feelings with his friends.In fact, his friends can know him better in this way.Mary: In my opinion, a good friend should understand(理解)his friends.When there’s something wrong between him and his friends, he must put himself in his friends’ places and think more for his friends.()1.What does the underlined sentence(划线句子)mean?

A.It’s more important to be honest.B.To be honest is as important as other things.C.To be honest is not very important.D.To be honest isn’t as important as other things.()2.Jerry would like to make friends who_________.A.give him moneyB.know him very well

C.share his ideas and feelingsD.give him some clothes

()3.Mary thinks friends should_________.A.visit each other oftenB.go to more places to play

C.understand each otherD.help each other do more things

()4.Which of the following is True?

A.They are talking about what they think a good friend should be.B.They are talking about money.C.They are talking about clothes.D.They are talking about trust.()5.What does the underlined word ”generous” mean in Chinese?

A.聪明的B.慷慨的C.真诚的D.信任的C

One day, Mr Black went into a restaurant.He put his coat on a chair near the door.There was nothing in the pockets of his coat.After he had his meal, he went to take his coat back.He found there was much money in one of his pockets.“Whose is this?” he thought.He saw a waiter near the door, so Mr Black said to him, “Somebody put a lot of money in my coat.I have no time to wait for him.I have to go Take it, please.When he comes back, give it to him.”The waiter took it and went away.At the moment, another man came with a coat just like Mr Black's.“I'm sorry,” said the man.“I took your coat and you got mine.Please give me my coat and the money.”Mr Black answered, “I gave the money

to the waiter.He'll give it to you.” Mr Black called the manager, but the manager(经理)said, “We have no waiters here.We only have waitresses(女服务员).He must be a thief(贼)!”

()1.Mr Black went out _______.A.to eat somethingB.to put his coat on a chair

C.to buy a coatD.to see his friend

()2.After his meal, Mr Black _______.A.couldn't find any money in his coat

B.didn't know where he put his coat

C.found some money in the pocket of his coat

D.didn't take back his coat

()3.Mr Black gave the money to _______.A.the managerB.the waiterC.the waitressD.the owner(主人)

()4.The two coats looked _______.A.quite differentB.the sameC.very dearD.too cheap

()5.Who is the thief?

A.Mr Black.B.The manager.C.The waitress.D.The waiter.五、短文填空共12个空，做对一个得1分，共10分。（2013年湖北咸宁中考题）

Everyone needs friends.We all like to feel close to someone.We can share(1)s ____ with our friends and turn to them for help when we are in trouble.In a word, it is nice to have a friend to(2)t _______, laugh and do things with.Certainly, sometimes we need to be alone.We don’t always want people around.But we would feel(3)l _______ if we never had a friend.To make(4)f______, you must be friendly.A cheerful person smiles.A smile always makes the others like you.Smile at someone and you are sure to get a smile(5)b______ from him.Try to remember names.It(6)m______ your new friends feel happy when you call them by their names,(7)b_____ you don’t forget them.No two people are just the same.If you don’t agree with other people, you should still be friendly.Do not argue, but(8)d______.You always lose friends if you argue too much.And you should think more of others than(9)o_____ yourself.It’s good for teenagers to have one or a group of good friends.This is very(10)i_______ in children’s growing up, because friends can discuss things which are too difficult to say to their family members.There’s more good news for people who have friends.They live(11)l______ than people who don’t have.Why? It could be that they(12)a_______ happier.Being happy helps you stay well and it could be good just knowing that someone cares about you.（二）单项选择：1-5BCCAB6-10CDCCA11-15BDCBC16-20AABBA

（三）完形填空：1-5ABBCD6-10CABAC

（四）阅读理解：1-5DBAAB6-10ACCDB11-15ACBBD

（五）短文填空：1.secrets/something2.talk 3.lonely4.friends5.back6.makes

7.because8.discuss9.of10.important11.longer12.are