第一篇：一年级(下)英语复习教案
Review Module — Unit 1
Teaching aims: 1.Revision all the language in the whole book.2.Revision all the vocabulary in the whole book.Teaching important and difficult points: Have the Ss revision the language and vocabulary.Step1: Warmer
a.Pick up some of the Ss’ possessions.Indicate the owners and say to the class, ‘This is her book.’ or ‘This is his pencil.’
b.Do a lot of examples.c.Now tell the Ss to swap two possessions with their partner.d.Have one student tell the class about his/her partner’s possessions.Examples
S1(holds up a pen): This is his pen.S2(holds up a book): This is his book.e.Do more examples with other Ss.Step2: New point and says.a.Hold up a classroom object, e.g.a book.Make a student about the object.If the Ss agree with the student, they should say, ‘Yes.’ If they say ’No’, choose one student one student to correct the statement.Example T: This is a pencil.Ss: No.T : Mermei, stand up, please.S1: That is a book.T: Yes.Step3: Animal game.a.Have individual Ss stand up.Get them to talk about things that they like or don’t like.The rest of the class listens.If they agree, they stand up.Example
S1: I like purple..Ss:(who like purple stand up).S2: I don’t like football.Ss:(who don’t like football stand up)b.Alternatively, have the Ss bring in pictures of objects they like or don’t like.Invite five Ss to the from and get them to hold up their pictures.They can tell the class if they these thins.Step4: Look and draw a monster.a.Put the Ss in pairs.Get S1 to start drawing a picture.S2 has to look at the picture while it’s being drawn and try to guess what it is using the ‘Is it a …’student.Example S2: Is it a bird? S1: No, it isn’t.S2: Is it a dog? S1: No, it isn’t.S2: Is it a cat? S1: Yes, it it.Step 5: Now ask and answer.a.Tell each student to get a large piece of paper and to write a number on it.b.Call out two Ss’ names.The two Ss stand up.S1 says the number that S2 is holding and S2 says the number that S1 is holding.Example T: Meimei and Lanlan.(they are stand up)M(looks at Lanlan’s paper): Six..L(look at Meimer’s paper): Twelve.Review Module —Unit 2
Teaching aims: 1.Revision all the language in the whole book.2.Revision all the vocabulary in the whole book.Teaching important and difficult points: Have the Ss revision the language and vocabulary.Step1: Warmer
a.Revise adjectives.Remind the Ss about some of the adj they know, e.g.big, small, short, tall, fat, thin.Say that I will call out an adj and they have to call out its opposite.Example T: Big Ss: Small.b.Do a lot of examples.c.Now have the Ss continue the activity in pairs.They must take turns to call the adj.Step2: Listen, point and say.a.Write these words on the board.Fat, man, thin, woman, short, lion b.Point to each of the words and get the children to say them.c.Now point to ‘fat’ and ask the Ss if they can see any smaller words within the word ‘fat’.If they can’t, cover the letter ‘f’ with your hand and they should be able to see the word ‘at’.d.Point to ‘man’ and see if the Ss can see a two-letter word written ‘man’.They should be able to see the word ‘an’.e.Now have the Ss continue the activity in pairs.Answers: Fat, man, thin, woman, short, lion
Step3: Look and say
Use the picture in Exercise 2.Tell the Ss to listen to me and follow my instruction.Remind them that me may give instruction t boys, girls or the whole class.Example T: Girls, sing, please.Ss:(girls sing or just mime sing)T: Boys, dance, please.Ss:(Boys stand up and dance in their place)T: Stand up, class..Ss:(the whole class stands up)
Step4: Ask and answer about animal
a.Get the Ss to say the names of some animals.Write those names on the board.b.Put the Ss in group of four or five.The first student says the names of an animal.The next student repeat the name and says the name of another animal.This continues until each student has had a turn.Examples S1: Tiger.S2: Tiger, Lion.S3: Tiger, Lion, Bear.
第二篇：高三英语(下)复习教案
高二英语复习教案（3）
（SB2-units5-6）
一、单元考点提示
1.词汇
line
set
film
siage
uncertain
search
mouthful
manager
particular
act
ring
bank
cheaply
hide
penny
trade
possible
whenever
afford 2.句型
set off
in a hurry
have on
pick out
in(one’s)search bring up
so far
hand out
here and there
appearence
storm
director
bury
lifetime
wooden
excite
honour
silent
shape
collection
material
pack
shame
coin
silver
mine
whatever
动身，启程
匆忙地，很快地
穿着，戴着
挑出
寻求；寻找
教育；培养
至目前为止
分发
到处
—1—
look through
仔细查看 sooner or later
迟早
pick up
收集；买到 plenty of
大量的 date from
始于„„
mix…with…
把„„和„„搅拌（混合）trade with sb.与某人做买卖 3.语法
be of this kind One of the most delicious meals that he has ever enjoyed.What a pity/ What a shame… It’s a pity that… It’s great fun…
be of +(大小、形状、重量、新旧、颜色等)名词 4.交际英语
What do you do?(表示询问职业)Could you…?（表示请求）
电话用语：遗憾的表达方式。
二、考点精析与拓展
1.search;search for;look for
(1)search指“搜查某地或搜身”，其宾语可以是房屋、人身、衣袋等名词。如：
They searched their homes without any reason.他们毫无理由地搜查了他们的家。
They searched him but found nothing.他们搜了他的身，但没有找到什么。(2)search for 则指“搜寻、搜索某人或物”。如： They searched for him everywhere.他们到处搜寻他。
The police searched the wood for the lost child.警察在树林里寻找走失的孩子。试比较：They searched his clothes.他们搜查了他的衣服。（看是否藏有东西）They searched for his clothes.他们在搜寻他的衣服。（要找到衣服）
另外，search也可用做名词，in search of “寻找、寻求”是个常见短语。如： The boys went in search of something to eat.孩子们去找东西吃。(3)look for意为“寻找”，同search for意义大体相同。但search for 意味较强，用很大注意力搜寻。而look for则较为通俗，常用于日常用语。如: I looked for my missing pen everywhere.我到处找我丢失的那支笔。
—2— 2.be certain…;be sure
be uncertain about意思是“对„„不确定（没把握）” uncertain的词根是certain,意思是“确信的，有把握的”，常用于以下结构：(1)be certain(sure)to do sth.“肯定会做„„”（表示某事将要发生）。如： He is certain(sure)to come next Sunday.(2)be certain(sure)of/ about sth.“确信、有把握”（表示某个人的思想状态）。如：
We are certain/ sure of victory.(3)名词从句作主语时，一般多用certain.It is certain that he will come.3.“喜欢”的表示方法
英语中，表示“喜欢”的动词或词组有若干个，它们的语气强弱不同，有重有轻，意思也不完全一样，下面分别举例说明：
(1)love 意为“热爱”，指引起深厚的、强烈的感情的爱，并有一种依附意，语气最重。如：
His mother,whom he loved deeply,died when he was only a small boy.他深深爱戴着他的母亲，当他小的时候，她与世长辞了。
I love doing comedies.我喜欢演喜剧。(2)be fond of 表示“喜欢” “热爱”，也表示对某人或某事有感情，语气次于“love”。如：
Ants are fond of sweet food.蚂蚁喜欢吃甜食。I’m fond of this child.我喜欢这个小孩。(3)care for意为“喜欢、对„„有兴趣”。如：
The girl cares much for new clothes.这个女孩很喜欢新衣服。They do not care very greatly for art.他们对艺术不是很感兴趣。(4)like意为“喜欢”，指不反感，但不引起强烈的感情和迫切的愿意，反义词为dislike.如：
Do you like reading?你喜欢阅读吗？ I like to read in bed.我喜欢在床上看书。(5)enjoy意为“欣赏”“喜欢”，具有满足感，如： I enjoy foreign music.我喜欢外国音乐。
Most students enjoy asking questions in English.大部分学生喜欢用英语问问题。
(6)go in for“喜欢（做某类事）、有某种习惯或做法”。如： What sports do you go in for?你喜欢哪些体育运动？
We don’t go in for that sort of thing.我们不喜欢那种事情。4.as;which引导定语从句异同
—3— as, which 都能引导限制性或非限制性的定语从句。(1)在引导限制性定语从句时；
①which从句修饰的先行词是名词（词组），which可与that换用，作宾语时可省去。如：
Then grow some tomatoes in one box which has plant food in the soil and some in another box which doesn’t.But the studios(which)he started are still busy today,producing more and more interesting films.②as从句的先行词是the same/such或被the same/such修饰；as可作主、宾、表语，一律不可省略。如：
Many of the sports were the same as they are now.（as作表语）He uses the same map as I(use).他和我用的是同一份地图。（as作宾语）Such as beautiful park as is being built was designed by two young engineers.正在建造的如此漂亮的公园是由两个年轻的工程师设计的。（as作主语）
The printed newspaper was not such as the chief editor had expected.印好的报纸并非如主编原来所期望的那样。（as作宾语）
(2)在引导非限制性定语从句时，as,which都可作主、宾、表语，都不可省去。①which从句补充说明先行词的用途、性质、状态、特征等。如：
At present,the biggest nature park for milu deer in China is in the Nanhaizi Milu Park,which is about 20 kilometres south of Beijing.(位置)China Daily has plenty of advertisements, which help to cut the costs of making the newspaper.(用途)One of Charile Chaplin’s most famous films was“The Gold Rush”,which was made in 1925.(时间)Now, however,the maters of this great lake,which is also the World’s deepest(over 1,740 metres),have been dirtied by waste from a chemical factory.(特征)②which从句还可表示说话人的看法，也可对主句作意义上的补充；which=and it/ this/ that/ they;which代表的是先行词、主句或主句的一部分；which从句只能放在先行词或主句后。如：
He said she could speak 4 foreign languages, which(=and it)is not true.他说她会四门外语，这是不可能的。（说话人看法，which代表宾语从句部分）
比较：He said she could speak 4 foreign languages, which(=and that)surprised every one of us.他说她会四门外语，这使我们每个人都很惊讶。（补充主句，which 代表主句）
③as也可代表先行词、主句或主句一部分。但as有“正如”的意义，其从
—4— 句可放在主句前或后，如：
The Nanjing Changjiang River Bridge,as we all know, was compl-eted in 1969.我们都知道南京长江大桥，它建成于一九六九年。（as代表先行词）
To shut your eyes to facts, as many of you do, is foolish.(如)你们许多人（所做的那样）对事实视而不见是愚蠢的。（as代表主语部分）
5.would like;should like(1)两个短语均指“想要„„”，与want同义，但would(should)like的语气较want婉转或客气。
(2)would like 可用于各种人称；而should like则主要用于第一人称。例如：
He would(不用should)like to be a doctor.他希望当大夫。
We would(不用should)like to hear your views about it.我们想听听你对这个问题的看法。
(3)在疑问句中常用would like,而不用should like。例如： What would you like for breakfast?你早饭想吃什么？
(4)这两个短语常常简略为’d like,后面可接名词、代词或动词不定式，不接动名词。例如：
Would you like to leave a message?你要不要留话？ 误：Would you like leaving a message?(5)在省略回答中，would like to 中的to 不可省略，只省略to后面的词语（但be 除外）。例如：
①—Would you like to join us tonigh? —Oh, I’d like to(join you),but I have a friend to see off at the station.② —Would you like to be a singer? —Yes,I’d like to be(a singer).6.shape;form;figure 这组名词都有“形状”的意思。
shape 着重指人或物等的比较具体的整个外形，不太正式；form指有实体结构和看得见的某种特殊形状或是抽象的形式；figure指物时，侧重指轮廊，指人时，着重指姿态。如：
Coins may be of different sizes,weights, shapes, and of diff-erent metals.硬币可能大小、轻重、形状不同，铸造的金属也可能不一样。
The shape of Italy is like a leg.意大利国的形状像一条腿。
Change these sentences into the Present Perfect Passive,putting the verbs into the correct forms.用动词的正确形式将下面的句子变成现在完成时的被动语态。
—5— Ice,snow and steam are forms of water.冰、雪、蒸气是水的几种形态。You can see the tall stone figures and visit the temples of the gods.你可以看到那些高大的石雕像，参观那些神殿。
这组名词也可当动词用，shape意为“使什么东西具有某种具体的外 形”，常有“塑造”等具体意义；form指通过协商、组织等形成某种习惯、计划或组织等，一般相当于“形成”;figure通常指象征某事物。
7.be of„结构小结(1)be of + 表示年龄（age）、大小（size）、颜色（color）、重量（weight）、高度（height）、价格（price）、意见（opinion）、形状（shape）、种类（kind）和方法（way）等名词，说明主语的特征，of表示“具有”之意，有时可省去。例如：
They are both of middle height.他俩都是中等个儿。
When I was of your age, I was a teacher.当我是你这个年龄时，我当老师了。
These flowers are of different colors.这些花朵颜色不同。
Tom is of a different way of thinking.汤姆的思维方式与别人不同。注意：此结构中，如果of后面的名词前有不定冠词a/an，则a/an=the same.例如：
The two boys are of an/the same age.这两个男孩同龄。These bottles are of a/the same size.这些瓶子大小一样。
(2)be of + 物质名词，表示主语是由某材料制成或某成分构成，相当于be made of, be built of或be made up of等。例如：
The necklace is(made)of glass.这项链是玻璃制的。The bridge is(built)of stone.这桥是由石头构筑的。
Our class is(made up)of over 50 students.我班有50多个学生。(3)be of + 抽象名词（如value, importance,use, help等），of表示“具有、具备”等意思，of不能省，这一结构相当于be+该抽象名词相应的形容词。例如：
They are of great help/ very helpful to learners of English.他们对英语学习者来说是很有帮助的。
In fact, sports and games can be of great value/very valuable.事实上体育运动是很有价值的。
The book is of no use/useless to us.这书对我们无用。
It is of great importance/very important to study English.学习英语很重要。
因此，根据上述(1),(2)点可以看出，课文句中第一个be of 结构表示“具有”，第二个be of(承前省去be)表示“由„„制成的”。全句汉语意思为：“硬
—6— 币的大小、重量、形状可能各不相同，并由不同的金属制成。”
8.whatever用法小结
whatever 是一种用法较特殊的代词，兼有连接词和关系词的作用，主要有以下三种用法：
(1)引导主语从句和宾语从句，意思是“凡是„„的事物(=anything that)”.Whatever I have is yours.我所有的东西就是你的。(主语从句)Go to stamp sales and buy whatever you can afford.到邮票销售处去把你能买得起的邮票都买下来。（宾语从句）
She would tell him whatever news she got.她会把所听到的任何消息都告诉他。（宾语从句）
Talk to me about whatever is troubling you.把任何使你烦恼的事都对我谈谈。（介词宾语从句）
whatever在这类从句中可作主语、宾语、定语等。
(2)引导状语从句，多表示让步，意思是“不管什么、无论怎样”。如： Don’t change your plans, whatever happens.无论怎样，你都别改变计划。
Whatever I am, it’s useful to know foreign languages.无论我做什么工作，懂外语总是有用的。
So don’t lose heart, whatever you do。因此无论你做什么，都不要丧失信心。
Whatever the old man was like, most of his scientific work was sound.无论那位老人怎么样，他大部分的科研工作是好的。
You have to go on,whatever difficulties you meet.无论你遇到什么困难，你都必须干下去。
Whatever在这类从句中可作主语、表语、宾语、介词宾语、定语等。这类句中的某些成分还可以省略。如：
The country is always beautiful whatever the season(is).无论哪个季节，这个国家总是很美。
9.感叹句表达方式
感叹句表示说话时的惊讶、喜悦、赞赏和愤怒等情绪。大多数感叹句是由what和how引导，其句型结构为“What(或How)+感叹部分+主语+谓语！”。也有少量其他形式的感叹句，现一并归纳如下：
(1)What 引导的感叹句
What 用做定语，修饰名词，其引导的感叹句句型结构为： ①What+a(an)+可数名词单数+主语+谓语！如： What an orphan he is!他是个多么可怜的孤儿啊！②What+a(an)+形容词+可数名词单数+主语+谓语！如：
—7— What a beautiful voice she has!她的声音多美啊！③What+形容词+可数名词复数+主语+谓语！如：
What kind doctors they are!他们是多好的医生啊！④What+形容词+不可数名词+主语+谓语！如： What good news it is!(2)How 引起的感叹句
How 用做状语，修饰形容词、副词和动词，其引导的感叹句句型结构为： ①How+形容词+主语+谓语！How clever you are!②How+副词+主语+谓语！How well she dances!③How +形容词+a(an)+可数名词单数+主语+谓语！如： How good a student he is!④How+主语+谓语！如：
How the teachers worked!教师们工作多么努力啊！⑤How+many(few)+可数名词的复数+主语+谓语！如： How many books you have read!⑥How much(little)+不可数名词+主语+谓语！如： How little money the coat cost!(3)“What+a(an)+形容词+可数名词单数+主语+谓语！”句型可转换为“How+形容词+a(an)+可数名词单数+主语+谓语！”句型。如；
What a clever boy he is!How clever a boy he is!(4)感叹句常将主语和谓语动词省略，以“What+名词！”或“How+形容词！”的形式构成。如：
What a fine student!What mountains!How wonderful!How brave!(5)其他形式的感叹句
有时候，可不用what和how来表示感叹，而用陈述句、疑问句、祈使句，甚至一个词或词组来表示感叹。如：
She is such a nice girl!她是一个多好的姑娘啊！（陈述句）Who do you think you are!你算老几！（疑问句）“Stop the train!Stop the train!”(祈使句)Wonderful!(一个词)Happy New Year!(词组)
—8—
三、精典名题导解
题1（NMET 1995）
When a pencil is partly in a glass of water, it looks as if it _______.A.breaks
B.has broken
C.were broken
D.had been broken
分析：C。因句意表达的是“铅笔部分放于水中”所出现的状态，即“看上去像折掉了一样”，所以空白处应用虚拟语气。题2（NMET 1997）
The two strangers talked as if they _______ friends for years.A.should be
B.would be
C.have been
D.had been 分析：D。从talked一词可知是过去情况的虚拟形式。
题3
The sun is the centre of the universe, __________ we all know.A.for
B.as
C.that
D.what 分析：B。as可以引导非限制性定语从句，经常与know连用，as代替前面一句话，即，先行词是一句话。
题4 He paid the boy washing ten windows, most of _________ hadn’t been cleaned for at least a year.A.these
B.those
C.that
D.which 分析：D。从句中的逗号可以判断，横线上缺少一个关系代词引导定语从句，that不能作介词宾语。题5（NMET 2000）
These wild flowers are so special that I would do__________I can to save them.A.whatever
B.that
C.which
D.whichever 分析：A。句中I can后省略了do.即应为I can do to save them, do后没有宾语，所以应用whatever,意为“任何事情、不论什么”。题6(上海 2002)There’s a feeling in me_________We’ll never know what a UFO is—not ever.A.that
B.which
C.of which
D.what 分析：A。that的先行词是a feeling in me ,是一个定语从句。题7 It’s no use _______the small matters again.A.discuss about
B.to discuss
C.discussing
D.having a discussion 分析：C。It’s not use doing sth…做某事没有用。
题8 Very few can_______ the difference between the two words.A.speak
B.say
C.tell
D.talk 分析：C。四个选项在词意上有区别。speak(讲)和say(说)均为不及物动词；tell(告
—9— 诉)为及物动词；talk(谈话)为不及物动词。tell和can或can’t 连用，表示“分辨”。
—10—
第三篇：小学英语一年级下 期终复习卷
一年级英语下学期期终复习卷（1）
一、看中文，说单词
滑滑梯秋千气球球自行车洋娃娃芋艿月饼叶子蛋糕豆月亮
二、朗读下列单词
swingsildeballbicycleballdoll
mooncakemoonballoon
三、朗读下列句子，对话
a)Go to the silde.b)Pick up the doll.c)He has got a ball.d)She has got a doll.e)What has he got?
f)What has she got?
g)This is Tom.He has got a bicycle.It is yellow.h)This is May.She has got a balloon.It is pink.i)--Tom, I have got a doll.What have you got?
--I have got a ball.It is red.--Let’s play togther.--All right.taroleafbean
第四篇：人教版高二英语下复习教案
高二下学期英语复习教案
Unit 11 Scientific Achievements
Teaching aims: Vocabulary revision
Grammar revision
Teaching main-points: Vocabulary and grammar revision in the process of the integration between the teacher and the ss
Teaching Crux: 1)SS’ explanation about the vocabulary and grammar
2)Teacher’s further explanation and supplement Teaching materials & focuses: 1.likely adj.很可能的,预期的
John is likely to be in London this autumn.今年秋天约翰可能在伦敦。
It is likely that the main lecturer will be late.主讲人很可能迟到。
2.overseas adv.1.在(或向)海外;在(或向)国外
Studying overseas is very popular now.在国外学习很流行。adj.(在)海外的;(在)国外的 an overseas market 国外市场 3.rely on 依靠，依赖
You can't rely on the weather.这天气可靠不住。
You may rely on me to help you.你可以信赖我会帮助你的。
4.locate vt.把...设置在,使...坐落于,找出…的位置
The company located its branch office in the suburbs.该公司把它的分公司设在郊区。The museum is located on Main Street.博物馆位于梅茵街。
The police are trying to locate the missing man.警方正设法查明那个失踪者的下落。5.announce vt.宣布,发布
The vote was completed.The chairman announced the result.投票完毕。主席宣布了结果。
6.have …in common 共同的;共有的
Those two have something in common.两者有共同之处。
Unit 12 Fact and Fantasy
Teaching aims: Vocabulary revision
Grammar revision Teaching main-points: Vocabulary and grammar revision in the process of the integration between the teacher and the ss
Teaching Crux: 1)SS’ explanation about the vocabulary and grammar
2)Teacher’s further explanation and supplement Teaching materials & focuses:
1.voyage n.航海,航行, 太空旅行
The voyage from America to France used to take two months.从美国到法国的航行过去要花二个月时间。
2.throw light upon 阐明某事，使某事显得非常清楚 Their discovery throw new light upon an old scientific controversy.他们的发现阐明了一个古老的科学争论。
3.hesitate vi.踌躇;犹豫
Don't hesitate about that.Do it at once.对于那件事不要再犹豫了。马上去做吧。4.horror n.恐怖,震惊,毛骨悚然
She sat motionlessly with horror.她惊恐地呆坐着。Adj.引起恐怖的
Children should not see the horror movie.儿童不该看恐怖电影。
5.remind vt.提醒;使想起（常用搭配：remind sb of sth, remind sb to do sth, remind sb that）I reminded Gerald of his promise.我提醒吉罗德他曾许下的诺言。6.consider vt.考虑,细想(常用搭配：consider doing sth)We're considering moving to Seattle.我们考虑搬往西雅图。认为;把...视为(常用搭配：consider sb/sth to be /as….)Jean considered herself(to be)very lucky.琼认为自己非常幸运。
7.set up, set out, set off Set up 建立 set out 出发,开始
set off 出发去
A new government was set up after the war.新政府于战后成立。They set out at dawn.他们黎明时分出发。
They set off for Denver.他们出发去丹佛。
Unit 13 The Water Planet
Teaching aims: Vocabulary revision
Grammar revision
Teaching main-points: Vocabulary and grammar revision in the process of the integration between the teacher and the ss
Teaching Crux: 1)SS’ explanation about the vocabulary and grammar
2)Teacher’s further explanation and supplement Teaching materials & focuses: 1.benefit n.利益,好处;优势
The new hospital will be a great benefit to the town.新建成的医院将给全城带来莫大好处。vt.对...有益,有益于
The sea air will benefit you.海边的空气对你有益。
vi.得益,受惠（常用搭配：benefit from…）
We benefited greatly by this frank talk.这次坦率的谈话使我们获益匪浅。2.available adj.可用的,在手边的;可利用的
The swimming pool is available only in summer.这个游泳池只在夏天开放。
3.range vi.平行;列成一行,绵亘, 延伸
The shabby houses used to range along the road.过去这路边破败的房子排成行。The road ranges westward from the lake.这条路由湖边向西延伸。
(在一定范围内)变动, 变化
The temperature ranges between 30 and 40 degrees centigrade.温度在摄氏三十度与四十度之间。
4.take advantage of利用, 欺骗;占...的便宜
He took advantage of the good weather to go for a walk.他趁着天气好,出去散散步。
He has always been taking advantage of me.他老是占我的便宜。5.survive.vt.在...之后仍然生存,从...中逃生
Only two passengers survived the air-crash.这次飞机失事只有两名乘客幸免于死。vi.活下来,幸存;残留
Few survived after the flood.洪水后极少有人生还。
6.incredible 不能相信的,不可信的,难以置信的
The plot of the book is incredible.这本书的情节叫人难以相信。7.dissolve vt./vi.分解.(使)溶解;(使)融化 Water dissolves salt.水溶解盐。
Sugar dissolves in water.糖溶于水。8.medium手段,工具
English is not the usual medium of instruction in our school.英语不是我校通常使用的教学语言。
新闻媒介,传播媒介
A good deal of adult education is accomplished by the mass media.成人教育的相当一部分是由大众传播媒介完成的。
Unit 14 Freedom Fighters
Teaching aims: Vocabulary revision
Grammar revision Teaching main-points: Vocabulary and grammar revision in the process of the integration between the teacher and the ss
Teaching Crux: 1)SS’ explanation about the vocabulary and grammar
2)Teacher’s further explanation and supplement Teaching materials & focuses: 1.join vt.参加;作...的成员
I'll persuade him to join our club.我将劝他加入我们的俱乐部。连结;使结合
He joined the two pieces of wood together with glue.他用胶水将这两块木料粘在一起。2.forbid vt.禁止,不许(常用搭配：forbid doing, forbid sb to do)The new law forbids smoking in offices.新法律禁止在办公室抽烟。Their father forbade them to go.他们的父亲禁止他们去。3.set an example to 树立榜样
She arrived at the office early to set an example to the others.她很早就来到办公室,作为他人的表率。4.boycott vt.联合抵制;拒绝参加(或购买等);They boycotted the meeting.他们拒绝参加那个会议。
n.联合抵制;拒绝参加
We put the production under a boycott.我们联合抵制该商品。5.inspire vt.鼓舞,激励,驱使,赋予...灵感,给...以启示
His speech inspired us to try again.他的演讲鼓舞了我们再作尝试。The beautiful scenery inspired the composer.美丽的景色使作曲家灵思泉涌。6.believe in 与believe 的区别 Believe in : 信任； believe : 相信 I don't believe a single word he says.他的话我一句也不信。We believe in him.我们信任他。7.judge vt.裁判;评定;裁决
You can't judge a book by its cover.你不能根据封面来评价一本书。
Judging by/from what he said, he seems to have interviewed the chairman.根据他所说的判断，他似乎已经会见过主席了。
8.act vt.扮演
He acted Othello at the Royal Theater that evening.那天晚上他在皇家剧院扮演奥赛罗。vi.行动, 举止,表现
We should act immediately.我们应该立即行动。I don't think she acted right.我认为她做得欠妥。
语法快递 复习被动语态
被动语态表示主语是谓语动作的承受者，如：A new swimming pool will be built on our school.被动语态的形式是由“助动词be+动词的过去分词”构成。助动词be随着主语的人称，数，时态和语气的不同而变化。各种时态的被动语态形式如下： 1.一般现在时 am/is/are+V(p.p)人们利用电能运转机器。Electricity is used to run machines.2.一般过去时 was/were + V(p.p)昨天我们在山坡上种了许多树。Many trees were planted on the hill yesterday.3.一般将来时 will/shall +be+V(p.p)下星期我们将举行一场运动会。A sports meeting will be held next week.4..过去将来时 should/would +be+V(p.p)他告诉我们人们将在他家乡建一个大水坝。We were told that a big reservoir would be built in his hometown.Unit 15 Destinations
Teaching aims: Vocabulary revision
Grammar revision Teaching main-points: Vocabulary and grammar revision in the process of the integration between the teacher and the ss
Teaching Crux: 1)SS’ explanation about the vocabulary and grammar
2)Teacher’s further explanation and supplement Teaching materials & focuses:
1.phenomenon 现象（复数形式是：phenomena）The employment problem tends to be a city phenomenon.就业问题常常是一个城市现象。2.get tired of 对。。感到厌倦；对。。失去兴趣
I’ve got tired of listening to your criticisms.我厌烦了每天听你的批评。3.guarantee
n.保证;商品保证;保证书
The TV set has a year's guarantee.这架电视机有一年的保修期。vt..保证;担保
Perfect satisfaction is guaranteed to our customers.保证我们的顾客完全满意。4.budget n 预算;预算费;生活费,经费
It is essential to balance one's budget.量入为出是很重要的。vt.把...编入预算;按照预算来计划
The school budgeted one million dollars for a new library.学校编列了一百万美元建新图书馆的预算。
5.sight n.视觉,视力，视界,视域，看见,目睹，景色 名胜 I'll have my sight tested tomorrow.我明天去检查视力。Victory is in sight.胜利在望。
The girl dreaded the sight of snakes.那女孩害怕看到蛇。
You cannot understand a person at first sight.你不能第一次见面就了解一个人。6.scene、scenery、sight和view 的异同
scene、scenery、sight和view 都有景象的含义。
scene指展现在眼前的情景，也可以指scenery的一部分，大多包括景物中的人及活动在内。如：The scene after the earthquake was horrible.地震后的场景十分可怕。scenery指某地总的自然风景或景色，尤指美丽的乡间景色。如：The scenery as one travels by boat along the Changjiang Three Gorges is marvelous.坐船游览长江三峡的时候，两岸的风景美不胜收。sight则既可以指场景、眼前看到的景观，又可以指名胜、风景，只是在表示后者的含义时，必须要用复数。如：a sad sight悲惨的场景see the historical sights of London游览伦敦的名胜古迹。它与view或者scenery最大的不同就在于当sight指景物时，多指某的特有的名胜。view常指从远处或高处看到的scenery的一部分，有时可与scene互换。如：The mountain hotel offered magnificent views.从山间旅行社可以看到壮丽的景观。
6.a variety of种种（也可以写成：varieties of）He has a variety of interests.他有多种爱好。
7.prefer vt.宁可,宁愿(选择);更喜欢（常用搭配：prefer to do sth, prefer doing sth, prefer to do sth rather than do sth, prefer doing sth to doing sth）
I prefer the quiet countryside to the noisy cities.我喜欢安静的乡村胜过喧闹的城市。
I prefer to travel to different places rather than stay at home peacefully.我喜欢到不同的地方旅行，而不是平静地呆在家里。
Unit 16 The United States of America
Teaching aims: Vocabulary revision
Grammar revision Teaching main-points: Vocabulary and grammar revision in the process of the integration between the teacher and the ss Teaching Crux: 1)SS’ explanation about the vocabulary and grammar
2)Teacher’s further explanation and supplement Teaching materials & focuses:
1.aim vt.把...瞄准;把...对准掷向[(+at)] He aimed the gun at the door.他把枪对准那扇门。
vi.瞄准,对准，致力于,(常用搭配：aim at aim to do sth)The hunter aimed at the lion and fired.猎人瞄准了狮子开火。We aim at doubling our production.我们的目标是将生产增加一倍。n.目标,目的
It is now our aim to set up a factory.我们现在的目的是创办一座工厂。2.vain a.爱虚荣的,自负的,炫耀的
She is vain and extravagant.她既爱虚荣又奢侈。徒然的,无益的
They made vain attempts to reach the mountaintop.他们几次徒然尝试想攀登山顶。in vain 无结果，徒然
All our work was in vain.我们的工作全都白干了。3.insist vt.坚持;坚决认为
She insisted that he was wrong.她坚持认为他错了。vt.坚决主张;坚决要求
Jane insisted that he be present.珍坚持要他出席。
vi..坚持,坚决认为;强调
He insisted on/upon my going with him.他坚持要我跟他一起去。I insist on seeing it.我一定要见到它。4.clothing
n.(总称)衣服,衣着
Our clothing protects us from the cold.衣服帮我们御寒。Clothing, clothes, cloth，dress的区别：
cloth是物质名词，意为“布”，没有复数形式，而clothing是指衣物的总称，也没有复数形式。clothes是指衣服，但没有单数形式，如：
This clothing is needed in warm countries.在温暖的国家需要这种服装。
Her clothes are made of fine cloth.他的衣服是由高质量的布制成。
英文中的dress则指较正规的服装，如：a school dress 校服，an evening dress晚礼服。5 in turn 转而，反过来，轮流
The girls called out their names in turn.女孩们逐个报出自己的名字。
Listening to English as much as possible can improve one’s hearing, which in turn can improve his speaking.尽可能多听英语可以提高听力能力，转而提高口语能力。6 have an effect on 对。。有影响
As is known to all, pollution has a bad effect on the city.众所周知，污染对城市有坏影响。
Unit 17 Disabilities
Teaching aims: Vocabulary revision
Grammar revision Teaching main-points: Vocabulary and grammar revision in the process of the integration between the teacher and the ss
Teaching Crux: 1)SS’ explanation about the vocabulary and grammar
2)Teacher’s further explanation and supplement Teaching materials & focuses:
1.ability n.能力;才能(常用搭配：ability to do sth)She did the work to the best of her ability.她已尽了力去做那件工作了。2.gifted a.有天资的,有天赋的
He is a gifted athlete.他是个有天赋的运动员。3.adjust to vt.调节;改变...以适应 ,校准;调整
She must learn to adjust herself to English life.她必须学会适应英国的生活。vi.适应(常用搭配：adjust to sth)Astronauts in flight must adjust to weightlessness.宇航员在飞行中得适应失重状态。4.get used to习惯于 She is used to hard work.她习惯于艰苦工作。
注意：在be/get used to 句型中，to 是介词，所以后面一定要用名词或动词的-ing 形式。5.sense 意识，观念，感官，官能
She has no sense of time.她没有时间观念。
Your brother has a good sense of humor.你兄弟很有幽默感。
6.participate
vi.参加,参与（常用搭配：participate in）
No professionals participated in the contest.没有职业选手参加这一比赛。7.potential adj.潜在的,可能的
The dispute has scared away potential investors.这一争端吓走了潜在的投资者。n.可能性;潜力,潜能
She has acting potential, but she needs training.她有表演潜力,但需要训练。
复习直接宾语和间接宾语
有些及物动词可以有两个宾语，如：give给，pass递，bring带，show显示。这两个宾语通常一个指人，为间接宾语；一个指物，为直接宾语。间接宾语一般位于直接宾语之前。一般的顺序为：动词 + 间接宾语 + 直接宾语。如：Give me a cup of tea, please.强调间接宾语顺序为：动词 + 直接宾语 + to + 间接宾语。如：Show this house to Mr.Smith.若直接宾语为人称代词：动词+ 代词直接宾语 + to + 间接宾语。如：Bring it to me, please.在间接宾语的前面，不同的动词用不同的介词，有的用to , 有的用for.常用to 的动词是：bring, give, hand, lend, mail pass, read, tell, send, show, sell, throw, write, teach 等。而常用for 的动词有：buy, cook, do, find, get, make等。
如：Hand the salt to me, please.请把盐递给我。
She teaches English to advanced students.她教高水平学生的英语。She promised to lend some books to me.她承诺要借我一些书。Remember to write letters to me.记得给我写信。
Unit 18 Inventions
Teaching aims: Vocabulary revision
Grammar revision Teaching main-points: Vocabulary and grammar revision in the process of the integration between the teacher and the ss
Teaching Crux: 1)SS’ explanation about the vocabulary and grammar
2)Teacher’s further explanation and supplement Teaching materials & focuses:
1.allow vt.允许,准许(常用搭配：allow doing sth, allow sb to do sth)Swimming is not allowed at this beach.这片海滩禁止游泳。She allowed us to smoke.她允许我们抽烟。
Allow for 顾及，为。。做准备
We'd better start earlier.We should allow for traffic delays.我们还是早些动身为好。我们要考虑到路上交通会有耽搁。2.reject vt.拒绝,抵制
The plan was rejected.该计划遭拒绝。
3.stick n.棍,棒,杖;手杖
Grandpa still walks without a stick.爷爷走路仍不拄拐杖。vt.粘贴;张贴 伸,伸出
They stuck the notice on the wall.他们把通知贴在墙上。
Don't stick your head out of the train window.不要把头伸出火车窗外面。被...难住;被困住
Have you got stuck over your algebra? 你的代数题做不下去了吧? 4.aware adj.知道的,察觉的(常用搭配：be aware of, be aware+ that)I am well aware that this is a tough job.我深知这是一件棘手的工作。She was not aware of having done wrong.她没有意识到做错了事。
5.application n.应用,适用;运用
Biology has practical applications.生物学有实用性。申请,请求;申请书
I made an application for a loan.我申请一笔贷款。6.strategy n.战略;战略学
He is an expert in military strategy.他是军事战略专家。
策略,计谋;对策
The government adopted a strategy of massive deflation.政府采取了大规模紧缩通货的策略。
Unit 19 The Merchant of Venice
Teaching aims: Vocabulary revision
Grammar revision
Teaching main-points: Vocabulary and grammar revision in the process of the integration between the teacher and the ss
Teaching Crux: 1)SS’ explanation about the vocabulary and grammar
2)Teacher’s further explanation and supplement Teaching materials & focuses: 1.give up 放弃,戒绝
The girl gave up halfway.这女孩中途放弃。I wish I could give up drinking.我真希望自己能戒酒。
2.may/might as well(强调的劝告)不妨;最好
You may as well stay here for a few days.你最好在这里停留几天。3.offer vt.主动给予,提供;He offered me a glass of wine.他端给我一杯酒。They offered to help me.他们表示愿意帮助我。He offered to lend me some books.他表示要借给我几本书。3.出(价);开(价)We offered him the calculator for US$50.这计算器我们向他开价五十美元。n.提供,提议
Thank you for your kind offer of help.感谢你想给予帮助的好意。4.hope for 希望，盼望
Leaders hope for peace and stability in Iraq.领导者希望伊拉克和平稳定。5.envy n.妒忌;羡慕vt.妒忌;羡慕
She said it out of envy.她出于嫉妒说了这话。妒忌的对象;羡慕的目标
His talent is the envy of his colleagues.他的同事都羡慕他的才能。I envy you your good luck.我羡慕你的好运。
6.versus prep.(法律和运动用语,常略作v.或vs.)对;对抗 The big match tonight is England versus Spain.今晚的大赛是英格兰对西班牙。Robinson versus Brown 鲁宾逊对布朗的诉讼 prep.与...相对
the problem of mercy versus revenge 饶恕与复仇相抗衡的问题
Unit 20 Archaeology
Teaching aims: Vocabulary revision
Grammar revision Teaching main-points: Vocabulary and grammar revision in the process of the integration between the teacher and the ss
Teaching Crux: 1)SS’ explanation about the vocabulary and grammar
2)Teacher’s further explanation and supplement Teaching materials & focuses: 1.date back to , date from 从。开始，起源于，上溯到
The Sanxingdui site is said to date back to 5000 years ago.三星堆遗址据说开始于５０００年前。2.in terms of 就...而论;在...方面
In terms of money, he's quite rich, but not in terms of happiness.就钱来说他很富有,但就幸福来说就不然了。3.root n.(植物的)根;根;根基;本质
These plants have very deep roots.这些植物的根长得很深。This is the root cause of poverty.这是贫穷的根本原因。vi.生根 根源在于,来源于
Some plants root easily.有些植物容易生根成长。
The crime rooted in his greed for money.这一犯罪行为起因于他对金钱的贪得无厌。4.survive vt..在...之后仍然生存,从...中逃生
Only two passengers survived the air-crash.这次飞机失事只有两名乘客幸免于死。vi.活下来,幸存;残留
Few survived after the flood.洪水后极少有人生还。
5.serve as vt.为...服务;为...服役，侍候(顾客等);供应(饭菜)，充当 Children must be educated to serve their country when they grow up.必须教育孩子长大后为国家服务。
She served me a cup of coffee.她给我端上一杯咖啡。
The room served as an operation room temporarily.那间屋子临时充当手术室。
6.tend to vi.1.走向;趋向 Old people tend to get fat.老年人容易发胖。He tends towards selfishness.他有自私自利的倾向。7.proven a.被证明的
Truth is something proven by experiment, so nothing should be taken for granted.真理是要被实践证明的，所以没有什么东西可以想当然。语法快递 it 用法 it的用法
（1）用作人称代词，代替前文提出到的无生命的事物，动植物、婴儿及指示代词this, that，如，I have a new pen.It is beautiful.我有一只新钢笔，它很好看。
The Browns have a new baby.It's cute.布朗一家新生了一个小孩，很可爱。
（2）用来表示时间、天气、距离等，如，It's twelve o'clock now.现在12点了。
It's fine today.今天天气很好。
语法总复习1----情态动词
Teaching aims: Vocabulary revision
Grammar revision Teaching main-points: Vocabulary and grammar revision in the process of the integration between the teacher and the ss
Teaching Crux: 1)SS’ explanation about the vocabulary and grammar
2)Teacher’s further explanation and supplement Teaching materials & focuses:
复习情态动词 １．表示可能性的情态动词
may 和might用来推测现在“可能”，may 比might表示的可能性大些。may通常只用于陈述句中。例如：
--It may rain tomorrow.明天可能下雨。
用may 表示“可能”一般不用于疑问句，在疑问句中通常用can表示。例如：--Can they have missed the bus?--Yes, they may have.他们可能错过了公共汽车吗？是的。
２．表示能力的情态动词
can可表示某人具有某种特定技巧、（潜在）能力或通过感官意识到某物。could表示某人过去具有某种技巧、（潜在）能力或意识。
-Some people can ski better than others.有些人滑雪比其他人好。
Everyone in the village could hear her voice.村子里每个人都能听见她的声音。
be able to/be unable to不仅有现在时、过去时，还可有将来时、现在完成时、不定式、动词-ing形式等。例如：
Our baby will be able to walk in a few weeks.我们的婴儿几周后就能走路了。
Since his accident he hasn’t been able to leave the house.自从事故后，他就不能离开房子了。３.表示肯定推测的情态动词
must用于推测时，表示“一定”、“肯定”，表明说话人认为的可能性很大。一般只用于肯定陈述句中。否定形式用can’t，表示“一定不”“肯定不”
如： Oh, you must be Sylvia’s husband.你一定是西尔薇亚的丈夫。
语法总复习2---被动语态
被动语态表示主语是谓语动作的承受者，如：A new swimming pool will be built on our school.被动语态的形式是由“助动词be+动词的过去分词”构成。助动词be随着主语的人称，数，时态和语气的不同而变化。各种时态的被动语态形式如下： 1.一般现在时 am/is/are+V(p.p)人们利用电能运转机器。Electricity is used to run machines.2.一般过去时 was/were + V(p.p)昨天我们在山坡上种了许多树。Many trees were planted on the hill yesterday.3.一般将来时 will/shall +be+V(p.p)下星期我们将举行一场运动会。A sports meeting will be held next week.4..过去将来时 should/would +be+V(p.p)他告诉我们人们将在他家乡建一个大水坝。We were told that a big reservoir would be built in his hometown.5.现在进行时 am/is/are +being+V(p.p)
他正在油漆房子。A house is being painted.6.过去进行时 was/were +being+V(p.p)当我进厨房时，她正在做蛋糕。A cake was being made when I came into the kitchen.7.现在完成时 have/has +been+V(p.p)他已经结束工作了。He has finished his work.His work has been finished.8.过去完成时 had +been+V(p.p)到上个月为止，他们已经把这本书翻译成了英语。
The book had been translated into English by the end of last month.9.将来完成时will have +been+V(p.p)2,000 words will have been learned by the end of next year.10.带情态动词的被动语态 由情态动词+be+V(p.p)”构成。如：
The machine must be operated with care.注意：主动形式表示被动意义的情况
Habits are easy to make but hard to break.(Habits是to make、to break的逻辑宾语)。习惯容易养成，但很难改变。
She only has a small cold room to live in.(不定式所修饰的名词或代词是动词的宾语，而句子的主语也是不定式的逻辑主语时)她只有一间寒冷的斗室可以容身。
The bike needs repairing(= to be repaired在动词want、need、require等后面常用动名词表示被动含义，等于不定式的被动形式。).自行车需要修理了。
This novel is well worth reading.(worth后跟动名词主动形式表示被动)这本小说很值得阅读。
A big fire happened / took place / broke out last night.(不及物动词没有被动语态)How sweet the music sounds!（感官动词 用主动形式表示被意思。）
The book sells well.(write、read、sell、keep、prove、weigh、number、drink、wear、pay、wash、open常用主动形式表被动意义)这本书销路很好。
语法总复习3------非谓语动词
Teaching aims: Vocabulary revision
Grammar revision Teaching main-points: Vocabulary and grammar revision in the process of the integration between the teacher and the ss
Teaching Crux: 1)SS’ explanation about the vocabulary and grammar
2)Teacher’s further explanation and supplement Teaching materials & focuses:
非谓语动词
动词的非谓语形式有三种：不定式、动名词和分词．
(一)不定式
不定式由“ to十动词原形”构成，其否定形式是“ not to do”．不定式可以带宾语或状语构成不定式短语，没有人称和数的变化，但有时态和语态的变化．不定式可作主语、宾语、状语、表语和定语，但不能单独作谓语．不定式的逻辑主语有时用“ for十名词或代词宾格”构成．
1．不定式的用法：
l)作主语． To see is to believe．眼见为实。2)作宾语． He wanted to go． 他想走开。
I find it interesting to study work with him.我发现和他一起工作很有趣。
3)作宾语补足语． He asked me to do the work with him.他请我和他一起工作。4)作定语．I have some books for you to read． 我有一些书给你读。5)作状语，表示目的、原因、结果或条件．
I came here to see you．我到这里来看你。(目的)We were very excited to hear the news．我们听到消息非常兴奋。(原因)He hurried to the school to find nobody there．他急忙去了学校，结果发现那里没有人。(结果)To look at him, you would like him．如果你看见他，你会喜欢他。(条件)6)作表语． My job is to help the patient．我的工作是帮助患者。
7)作独立成分．To tell the truth，I don’t agree with you.说实话，我不同意你。
8)不定式与疑问词 who，which，when，where，how，what等连用，在句中起名词作用，可充当主语、表语、宾语等．例如：
He didn’t know what to say.他不知道说什么。
（二）动词的ing 形式。
动词的ing 形式由动词十 ing构成;可作主语、宾语、表语和定语，状语，但是不可以做谓语。
It is no use arguing with him.和他争辩是没有用的。（做主语）He is fond of playing football．他迷恋足球。（做宾语）Her job is teaching.他的工作是教书。（做表语）He has a reading room.他有一间阅览室。（做定语）
Being a student，he was interested in books．作为一名学生，他对书感兴趣。（做状语）
Having studied in the university for 3 years, he knows the way very well．在大学学习了3年，他对道路很熟悉。（ing 的过去式做状语）
第五篇：新起点英语一年级下unit_10教案
新起点小学英语一年级下册第10单元教案集 材料分析（教学内容
知识基础
后继地位）
教学内容 :Unit10 My room 主要学习关于房间的10个单词：room，clost，telephone，computer，TV，bed，picture，table，lamp，armchair，初步学习方位介词behind，next to复习in，on，under；简单的交际用语What’s behind the door? A chair.字 母H,J,K,L。
基础知识：有关房间的10个单词
后继地位：通过描述自己房间里的物品，表达出物品所在的位置，初
步学会布置一个整洁的家庭环境，有一个整体的审美体验。
目的要求
1、能够在本单元涉及的情景条件下听懂并说出10个有关房间的单词。
2、能够在本单元涉及的情景条件下使用本单元的交际用语
3、能够用彩泥等材料捏出或制作出本单元有关的家具模型
4、能初步使用方为介词
5、能描述自己房间物品的位置
6、能够听字母H,J,K,L音，并做出指法
重点、难点 重点：10个单词，2个方位词 难点：用方位词描述房间物品的位置
教具、学具 教学挂图，投影片 单词卡
教学录音磁带
家具的玩具模型，彩泥
课时安排 教学内容 教学重点 教学实数
Lesson 55
关于房间的10个单词 1学时 Lesson 56 方位介词behind，next to 1学时 Lesson 57 Living room，study，bedroom 1学时 Lesson 58 句子：What’s behind the door?A chair!H J K L 1学时 Lesson 59 句子：What’s in your room? There is a picture in my room.1学时 Lesson 60 句子：Where is it？ 1学时
有效备课
英语学科
一
年级
三 班
执教人
徐海蒙
课题 Unit 10 My room
Lesson 55 教学内容 关于房间的10个单词 教学目的 要求 要求学生能够听说认读这10个单词 教学重点、难点 重点是这10个单词
难点是computer，telephone，armchair的发音
教具学具的准备 单词卡片，教学挂图，录音磁带 教学过程
知识点 教师活动 学生活动
bed picture lamp computer telephone table closet room TV（—）热身 Freetalk：How are you？Fine，thank you！复习上个单元的知识。
（二）新课呈现
利用教学模型，边出示模型边问：“What’s this?学了几样家具及物品后，可教学生用句子把新词连起来进行叙述。B部分听录音，指句子
（三）操练 看口型猜单词 正反手练习读 看单词卡猜单词 听录音跟读 学唱歌谣
师生相互问侯齐唱Chant
看单词卡认读单词
跟着教师，反复练习单词
板书设计 Unit 10 My room bed
telephone lamp
armchair table
room clost
TV computer picture 有效备课
英语 学科
一
年级
三
班
执教人
徐海蒙
课题 Unit 10
Lesson 56 教学内容 方位介词：behind，next to句型：Where is Lucky? 教学目的要求 要求学生能够听说并熟练运用方位介词 教学重点、难点 重点：两个方位介词 难点：句子Where is Lucky？
教具学具的准备 教学挂图，单词卡片，教学录音磁带 教学过程
知识点 教师活动 学生活动 Hello
behind，next to
（一）热身
1、自由对话
2、复习上一课的单词
（二）呈现新知
1、利用教学图片问：“Where’s Angle?”引出behind，领读，重复操练
2、同样的方法引出next to
3、利用教学挂图问：“Where’s Lucky?”
（三）操练
游戏：
1、看口型猜单词
2、猜“Who is missing？”
3、让学生以pair work形式进行练习
4、教师可用家居图片，让学生根据指示拜访他们的位置。
5、听录音
（四）Homework 把所学的单词及句子回家说给爸爸妈妈听 师生相互问候 复习单词
齐读，男生读，女生读
学生看着图片回答
跟着教师反复操练
鼓励学生说出来东西在哪里 跟读 板书设计 Lesson 56
Where’s Lucky? behind next to
有效备课
英语
学科
一
年级
三
班
执教人 徐海蒙
课题 Unit 10 Lesson 57 教学内容 单词：living room，study，bedroom 句子：What do you see？ 教学目的要求 要求学生能够会说三个单词，并能够简单的描述物品所在的位置 教学重点、难点 重点：三个单词 难点：对房间物品位置的描述
教具学具的准备 教学挂图，单词卡片，教学录音磁带 教学过程
知识点 教师活动 学生活动 behind，next to
What do you see？
（一）热身复习展示图片
教师说汉语，学生说单词，反之依然，根据教学挂图简单描述物品所在的位置
（二）新课程现
1、展示教学挂图问：“What’s is?” 教师：“起居室，living room。” 领读，重复多读几遍
3、同样的方式引出study，bedroom(三)巩固操练
1、教师示范，按顺序指点出各种家具及物品的位置
2、鼓励学生上台就黑板的图象大家介绍Lily家的起居室
3、让学生根据自己的意愿和想法，替Bill重新来布置卧室。鼓励学生边贴边说。
4、在教室布置一个乱场景，学生以group work形式动脑动手重新安排一下。跟着教师复习上节课所学知识
答：“房间”
男生读，女生读，齐读
学生跟着教师完成每一项游戏 板书设计 Lesson 57
What can you see？ living room study bedroom 有效备课
英语
学科
一
年级
三
班
执教人 徐海蒙
课题 Unit 10
Lesson 58 教学内容 What’s behind the door? H J K L
教学目的要求 要求学生能够运用句型：“What’s behind the door?” 要求学生能够借助计算机键盘学会字母：H J K L 教学重点、难点 重点：句子What’s behind the door?
字母：H J K L 难点：本课的句型
教具学具的准备 教学图片，单词卡片，教学录音磁带 教学过程
知识点 教师活动 学生活动 living room bedroom study
句子：What’s behind the door? 字母：H J KL
（一）热身复习利用单词卡片复习单词 正反手读单词
（二）呈现新知 A部分
看教学挂图讲解句子 领读 B部分
根据计算机键盘讲解字母H J K L(三)操练
1、教师把教室布置成房间的摸样，把物品分放在各个地方。让学生带上动物头饰，以Group work的形式分角色表演小熊的家。
2、教师指导学生将字母贴片贴在右手手指上，教师读字母
（四）Homework 回家把句子说给爸妈听，在键盘上找相对应的字母。跟随教师复习单词
学生跟读句子
学习字母H J K L
学生指自己相应的手指 板书设计 Lesson 58 What’s behind the door？ H J K L
有效备课
英语 学科
一
年级
三
班
执教人 徐海蒙
课题 Lesson 59 教学内容 A Think，draw and say B 句子：What’s in your room?
There is a picture in my room..教学目的要求 培养学生通过仔细观察，寻找事物规律的能力 要求学生掌握B部分的句型
教学重点、难点 重点：句型 what’s in your room? There is a picture in my room.难点：同上
教具学具的准备 教学图片，录音磁带 教学过程
知识点 教师活动 学生活动 What’s behind the door? A chair.H J K L
What’s in your room?
There is a picture in my room.（一）
热身/复习
1、Freetalk
2、利用图画检测并复习本单元房间里家具及物品的单词和表示物品位置的单词。
（二）呈现新知
1、通过学生的思考以及每行所缺的图画，帮助他们找出内在的规律性。
2、学生借助图画、录音和第一行图上单词的示例，边指边说，验证答案。
3、教师用对话的形式检测学生掌握本单元重点句型：What’s in your room?
（三）巩固操练
1、借助教学挂图及录音机操练句型，达到学生熟练运用句子。
2、让学生画自己的家或者自己设计的家，或画自己想象中未来得家。然后让学生以group work形式，自编对话并进行表演。师生互相问好 用手指说字母
学生边说边指 多读多说句型 同位间互问互答
学生和老师配合完成 板书设计 Lesson 59 What’s in your room?
There is a picture in my room.有效备课
英语
学科
一
年级
三
班
执教人 徐海蒙
课题 Unit 10
Lesson 60 教学内容 Fun Time 教学目的要求
1、通过Lily按照妈妈留给的图形在家里一处一处的寻找礼物的过程，巧妙的把把本单元所学的语言与词汇知识结合起来，让学生在“找”的实践中语言。
2、学生通过表演故事，复习本单元所学的句型和单词。
教学重点、难点 重点：把本单元所学的语言与词汇结合起来，让学生在实践中运用语言。难点：同上。
教具学具的准备 教学挂图，教学录音磁带，若干小礼物，小奖品
教学过程
知识点 教师活动 学生活动 What’s in your room？
There is a picture in my room。
Where is it？
It behind/next to/in/under/on、、、、（一）
热身/复习
1、Freekalk
2、复习上节课所学的句型。
（二）新课呈现
1、先出示教学挂图，让学生仔细观察并指出故事的发展顺序。
2、遮盖图，引导学生说出寻找礼物的先后地点。
3、教师指导学生边看挂图边听录音，4、在教室布置场景，并准备故事中需要的道具。
5、教师指导学生进行group work 活动，模仿课本做“找礼物”的游戏。
学生主动地说句子
学生根据录音指出相应的图
多听几遍录音，并在理解的基础上重复听到的句子。
分角色表要故事 板书设计 Lesson 60 Where is it？ Go and find it！
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