爲了能將提高我們的教學質量，一定要認真制定教案，我們在寫教案的時候一定要結合自己實際的教學情況，以下是本站小編精心爲您推薦的人教版七上英語教案6篇，供大家參考。
人教版七上英語教案篇1
教學目標
1.複習鞏固單詞:woman, man, student, boy, girl。
複習鞏固句型:whos that man/woman/boy? hes/shes…
2.學會唱the cat is from the uk。
3.能夠在find and circle活動中找出含a, e, i的單詞,並大聲讀出來。
教學重點
本課時的句型及本課時的歌曲。
教學難點
會根據圖片和句型談論sarahs family。
教學準備
教師:與本課時相關的錄音、字母、單詞卡片、課件。
學生:課本。
教學方法
1.兒歌說唱教學法
教師和學生一起唱the cat is from the uk,來認識這隻可愛的小貓,從而進一步鞏固所學形容詞。
2.合作教學法
同學兩人一組,尋找單詞,看誰找到的單詞數量最多。以此提高學生的觀察能力,不斷培養學生學習英語的興趣。
教學過程
step 1: warm-up/revision
1.教師講解作業,對學生易出錯誤的地方加以強化,指導學習。
2.聽音找音素
教師每說出三個單詞,學生聽音找出相同的音素,複習三年級上冊學過的字母與音素的歌謠。如:
(1)dad, bag, panda, what is the same sound? which letter sounds //?
(2)ten, leg, pencil, what is the same sound? which letter sounds /e/?…
step 2: presentation
look and tick.
1.組織學生觀察圖片。
2.看圖認讀單詞完成練習。
3.看圖,完成學生課本第34頁的活動。
4.兩人一組看圖說話:find sarahs family. who is not here?
人教版七上英語教案篇2
i. brief statements based on the unit
do you like poetry? have you read a limerick? the whole contents of unit 4 are about poetry. four separate parts consist of this unit. first, the simple questions bring the students back to the poems, songs and rhymes they have learned. by reciting them, the students will be struck by the words and colorful meaning of some poems. then they are arranged to read and enjoy a special, funny poem-a limerick, listen to a passage about poems and talk about all kinds of poems written by some great masters. this will greatly raise the students interests about poems. they will be sure to want further information about english poems. the text“english poetry”describes the advantages of reading poems. plenty of detailed information about the history and development of english poems is also given in the text. the comparison of english and chinese poems shows us a clear picture of the similarity and difference between the poems of the two countries. the text sings high praise for the two great translators --lu xun and guo moruo. however, at the end of the text, the writer tells us that something of the spirit of the original works is lost in translated works. this means that we should read original works instead of translated ones as many as possible. plenty of exercises before and after the text get the students to understand the whole text and grasp its detailed information. the third part is mainly about past participle used as attribute and adverbial. through different kinds of exercises the students can master this part well. at the end of this unit,
a simple but interesting passage tells us a lot and gives us a perfect answer to the question why people read and sometimes even write poetry. a simple and practical way to enjoy the poems is shown to us. this will encourage more students to join in the learning and appreciating poetry. the students will improve their ability to listen, speak, read and write as well as learning plenty of useful words and expressions after they learn the unit.
ii． teaching goals
1. talk about english poetry.
2. practice expressing intention and decision.3. learn about the past participle (3) used as adverbial.
4. write about a poem.
iii. teaching time: five periods
iv. background information
1. shakespeare
for any englishman, there can never be any discussion as to who is the worlds greatest poet and greatest dramatist. only one name can possibly suggest itself to him: that of william shakespeare. every englishman has some knowledge, however slight, of the work of our greatest writer. all of us use words, phrases and quotations from shakespeares writings that have become part of the common property of english-speaking people. most of the time we are probably unaware of the source of the words we use. rather like the old lady who was taken to see a performance of hamlet and complained that it was full of well-know proverbs and quotations!
shakespeare, more perhaps than any other writer, made full use of the great resources of the english language. most of us use about five thousand words in our normal employment of english; shakespeare in his works used about twenty-five thousand! there is probably no better way for a foreigner (or an englishman) to appreciate the richness and variety of the english language than by studying the various ways in which shakespeare used it. such a study is well worth the effort (it is not, of course, recommended to beginners), even though some aspects of english usage, and the meaning of many words, have changed since shakespeares day.
it is paradoxical that we should know comparatively little about the life of the greatest english author. we know that shakespeare was born in 1564 in stratford-on-avon and he died there in 1616. he almost certainly attended the grammar school in the town, but of this we cannot be sure. we know he was married there in 1582 to anne hathaway and that he had three children, a boy and two girls. we know that he spent much of his life in london writing his masterpieces. but this is almost all that we do know.
however, what is important about shakespeares life is not its incidental details but his products, the plays and the poems. for many years scholars have been trying to add a few facts about shakespeares life to the small number we already possess and for an equally long time critics have been theorising about the plays. sometimes, indeed, it seems that the poetry of shakespeare will disappear beneath the great mass of comment that has been written upon it.
fortunately this is not likely to happen. shakespeares poetry and shakespeares people ( macbeth, othello, hamlet, falstaff and the others) have long delighted not just the english but lovers of literature everywhere, and will continue to do so after the scholars and commentators and all their works have been forgotten.
2. about shakespeares plays
william shakespeare ( 1564 ～ 1616), english dramatist and poet, is regarded by many people as the greatest english writer of all time. he wrote his first play when he was twenty-six years old. within about twenty- two years of this writing career, he gave to the world nearly forty plays, including comedies, histories and tragedies. of all his plays,“hamlet” is perhaps the best known. his plays, written in the late 16th and early 17th centuries for a small theatre, are today per- formed more often and in more countries than ever before. many of the words first used by him, and many of his expressions have become everyday usage in english speech and writing.
of shakespeares plays have come down to us. their probable chronological order is arranged as follows： the first period(1590～1600)
1590--henry vi, part i.
henry vi, part ii.
1591--henry vi, part iii.
1592--richard iii.
the comedy of errors.
1593--titus andronicus.
the taming of the shrew.
1594--the two gentlemen of verona.
loves labours lost.
romeo and juliet.
1595--richard ii
a mid-summer nights dream.
1596--king john.
the merchant of venice.
1597--henry iv, part i.
henry iv, part ii.
1598--much ado about nothing.
henry v.
the merry wives of windsor.
1599--julius caesar.
as you like it.
1600--twelfth night.
the second period( 1601～ 1608) :
1601-- hamlet.
1602--troilus and cressida.
alls well that ends well.
1604--measure for measure.
othello.
1605--king lear.
macbeth.
1606--antony and cleopatra.
1607--coriolanus.
timon of athens.
1608--pericles.
the third period(1609～1612) :
1609--cymbeline.
1610---the winters tale.
1612--the tempest.
henry viii.
the first period
teaching aims:
1. talking about poems to raise the students interest in poems.
2. listening to improve the students listening ability.3. making up dialogues to improve the students speaking ability.
teaching important points:
1. how to get the students to grasp the main idea of a passage by listening.
2. how to improve the students speaking ability.
teaching difficult point:
how to direct the students to grasp the detailed information to finish the listening task.
teaching methods:
1. pair work or group work to make every student join in the class activities.
2. discussion to make every student express himself freely.
teaching aids:
1. a tape recorder
2. a computer
3. a projector
teaching procedures:
step i greetings and revision
t: good morning, everyone!
ss: good morning, mrs/mr × !
t: sit down, please. have you finished your homework?
ss: yes.
t: please take out your exercise-books. lets check your homework. wu dong, …
(teacher checks the students homework. then the teacher and students learn the new words of this period together. )
step ii warming up
t: do you like poetry, sa?
sa: yes, i do. i like it very much.
t: why do you like it?
sa: i learn a great deal from poetry. when i was a small child, my mother taught
me the poem: 鋤禾日當午，汗滴禾下土。誰知盤中餐，粒粒皆辛苦。and she explained the meaning of it. i know from a little child that grain comes from pains and we should not waste whatever we eat.
t: how about you, sb ?
sb: i dont like poetry very much, because i had a bad memory when i was a small child. i like to make something.
t： what english poems, song words or rhymes have you read? can you recite any?
sc：ive read some english poems when i was in junior middle school. and it is
like this:
i love the sun
i love the sun,
i love the spring,
i love the birds,
that gaily sing.
i love my school,
i love my play,
and i love all,
that is nice and gay.
sd: i remember ive read a poem about the names of the months. it is:
thirty days have september.
april, june and november,
all the rest have thirty-one,
excepting february alone,
and that has twenty-eight days clear,
and twenty nine in each leap year.
t: very good. now turn to page 25. do the third part. do you know“打油詩”?
in english limerick is like“打油詩”in chinese. it is a special, funny poem and is written just to make people laugh. read the two limericks and enjoy them.
(students read the poems together and at last two students are asked to read them.)
t: what is the pattern of each poem? “pattern” means “格調”.
se: its funny. it is written just to make others laugh, i think.
t: now, please answer the last question on page 25.
sf :to talk about poets and poetry, we often use the words ：“good, bad,
interesting, funny, dull, meaningful, meaningless, etc”.
sa: we will also use“ moving, instructive, encouraging, make me happy, sad, etc”.
t: what phrases do you think will be useful when you express your intentions
and reach decisions?
sh :when we want to express our intentions, we often say: im going to…; i
intend/mean/plan to… ; i will…; i feel like (doing sth. )…; id like to… ; im ready to…; i would rather not…etc.
si：when we want to reach decisions, we often use: in my opinion, we should…;
whats your opinion? i think/believe/suppose we should…;i dont think its
necessary to…; we must decide…; i hope we can reach/come to/arrive at/ take/make a decision, etc.
step iii listening
t： now lets do listening. please turn to page 25 and read the instructions first. (students begin to read the instructions. some minutes later, teacher says the following. )
t: do you know what you should do after you listen to the tape?
ss: yes.
t： now ill play the tape. when i play it for the first time, do ex. 1, please.
when i play it for the second time, do ex. 2. if you have anything you dont
hear clearly, please let me know. at the end of listening, ill play the tape once more and give you enough time to check your answers. then check your answers with your partner. ill ask one or two students to give us their answers at last. do you understand what ive said?
ss: yes.
step iv speaking
t: lets do speaking. please open your books on page 26. there are four circles on this page. each circle lists some information about poems. they are topics for poems, periods of time, groups or names of poets and human feeling shown in poems. ask your partner what kind of poetry he or she might want to read. choose a word from each circle and explain why you want to read a poem like that or not. work in groups or pairs. have a discussion and make up a dialogue to express what you want to say. the useful expressions on the screen might be helpful to you.
(teacher shows the screen.)
useful expressions
im interested to…but…
i think it will be too difficult to…
i think i might want to…
i think it will be boring…
i want to…
im very interested in…so…
id like to…
im not very interested in…so…
ive never heard of…so…
i hope to find…
ive never read any…so…
i dont know much about…
but…
t :( after a few minutes. ) have you finished?
ss: yes. t: now who will tell us your opinions? volunteers?
sa: and sb : (standing up. )well try. …
sample dialogue: sa--a; sb--b
a: what kind of poetry do you like to read?
b: i like to read poems about nature.
a: why are you interested to read such poems? b: when i read this kind of poem, it seems that i was in a different world. the things described in the poem seems to be real ones. they seem to be around me. i feel them and enjoy them.
a: what kind of poems are you not interested in?
b: im not interested in poems about pets. we have a lot of important things to do and i think i have no time to have pets. what about you?
a: im interested in poems about humour, because it can bring happiness to us. all the unhappy things are gone with the laughter.
t: very good. who else will do this?
sc and sd : well try. …
sample dialogue:
sc-a; sd--b
a: i know that you can recite plenty of poems. can you tell me what kind of poems you like?
b: i like the poems by li bai, especially the ones to describe nature.
a: for what reason do you like them?
b: when i read them, i feel comfortable. a poem of his is a beautiful picture hanging before us. i would go into the picture as i read them.
a: what kind of poems are you not interested in?
b: poems about broken hearts. they make me sad. whats your opinion?
a: i like the poems about the sea and i dont like the noes about death and broken hearts.
b: just like me!
step v summary and homework
t: in this period, our topic is about poems. we have talked a lot about
poems. what kind of poems do you like? this is an interesting topic. after class, go on with you topics and discussion. you can use the expressions we just mentioned on the screen. do you remember them? ok. please tell us. (students repeat the expressions and teacher writes them on the blackboard. ) thats all for today. class is over
step v the design of the writing on the blackboard
unit 4 a garden of poems the first period
useful expressions:
im interested to…but…
i think i might want to…
i want to…
id like to…
ive never heard of…so…
ive never read any…so…
i think it will be too difficult to…
i think it will be boring…
im very interested in…so…
im not very interested in… so…
i hope to find…
i dont know much about…but……
step vii record after teaching
____________________________________
____________________________________
____________________________________
人教版七上英語教案篇3
人教pep版四年級英語下冊unit 6單元教案
第一課時
教學目標
1.能聽、說、認讀單詞和短語just， size， too， try on， of course。
2.會運用以下句型和同伴進行交流:
―can i help you?
― i try them on?
―ok， here you are.
―they are just right/too big/too small.
3.培養學生尊重他人、禮貌待人的良好品質。
教學重點
1.掌握單詞和短語just， size， too， try on， of course。
2.會用購物用語:
―can i help you?
― i try them on?
―ok， here you are.
―they are just right/too big/too small.
教學難點
購物用語在實際生活中的應用。
教學準備
教師準備：與本課時相關的錄音和課件，本課所學的單詞卡片。
學生準備:本課所需單詞卡片。
教學方法
1.角色表演教學法
教師讓學生分角色表演let’s talk部分的對話，創設英語情景，讓學生感受英語的語言氛圍。
2.自由會話教學法
學生兩人一組根據圖片進行問答練習:can i help you? yes. can i try these on? ok， here you are. oh， they’re too big.在會話練習中，不斷提高學生的口語表達能力和運用英語的能力。
教學過程
step 1: warm-up
1.教師熱情地和學生打招呼問好，做簡單的free talk。
2.兩名學生到前面進行自由對話。
3.學生用英語講故事，然後根據故事內容回答問題。
scene
(1)打開課本56，57頁，看圖回答下面的問題:they are in the clothing store， right?what do they want to buy?
(2)猜一猜for sale的漢語意思。
(3)他們正在購物。(漢譯英)
they now.
step 2: presentation
let’s talk
利用學生的學習用品問:can i help you?學生回答:yes. i’d like a pen.教師及時給予評價和鼓勵，激發學生學習的積極性。
1.教師展示書上的大圖，播放一遍課文錄音，讓學生感受一下對話氛圍。
2.教師拿出一雙鞋，說:these are my shoes and they are size 38.讓學生理解size 的意思。然後接着問:what size are your shoes?引導學生回答:they’re size …多進行幾組練習。教師把鞋穿上，然後說:i try them ， they’re just right.然後領學生讀:try them on， just right， 讓學生明白它們的意思。
3.教師播放let’s talk部分的錄音並找出購物用語，然後找學生說，教師給予指導。
4.再次播放課文錄音，學生跟讀。找學生說一說對話中的人物語言有什麼不同。
5.學生自由讀課文，然後分角色朗讀。
step 3: practice
1.高低聲轉換(遊戲)
在遊戲開始前，教師在黑板上畫兩個滑稽的三毛圖像(注意隨手畫，不要太正規)。一個是三毛學生，一個是三毛教師。教師說句子:can i help you?教師大大聲，學生小小聲跟讀;教師小小聲說:yes， these shoes are i try them on?size 6， please.學生大大聲跟讀(爲了集中學生的注意力，教師可以讀句子的前部分大大聲，後部分小小聲)。如果學生三次都不錯，教師就要拔掉自己(圖像)一根頭髮，但是隻要學生錯一次，就要拔掉三毛學生一根頭髮，然後是擦耳朵、眼睛、鼻子，最後是臉。遊戲結束時，誰在黑板上剩的五官最多，誰就勝出。
2.同桌之間分角色表演let’s talk 的對話。篩選出幾組上臺表演對話，教師及時予以鼓勵和表揚。
3.仿照let’s talk的對話，教師找學生到前面根據自己的學習用品或自己的服裝進行自由對話:can i help you?yes…進一步提高學生的口語表達能力和對所學過的.單詞和句型的熟練掌握程度。
4.完成全品學練考―課後練53頁第二題。
step 4: consolidation
1.看圖說句子(遊戲)
教師展示一組圖(鞋、外套、裙子、帽子、t恤衫、毛衣等)。注意，這些物品的單數和複數形式都有。然後，讓學生自願到前面來，進行對話:can i help you?yes. can i try them on?ok， here you ， they are just right.然後，教師問全班學生:what does he try on?學生共同回答:shoes.
2.同桌之間對話:學生根據黑板上的圖片，利用所學過的句型進行對話練習:
―can i help you?
―yes. can i try on this sweater?
―ok， here you are.
―oh， it’s too big.
教師在學生對話的同時，要監督和幫助學生。
3.全班總動員
學生前後桌四人一組，根據自己手中的單詞卡片，進行對話練習:what’s this?it’s a i try it on?’s so big/small.通過師生之間及學生之間的互動，加深了對新知識的理解。
step 5: sum-up
師生一起總結本節課的學習重點:
單詞和短語:just， size， too， try on， of course
句型:―can i help you?
―yes. can i try them on?
―ok， here you are.
―they are just right/too big/too small.
step 6: homework
1.回家給父母朗讀課文let’s talk，背誦任意三個句子。
2.和同桌一起根據課文創編對話。
3.完成全品學練考―課後練53頁第三題。
板書設計
unit 6 shopping
―can i help you?
―yes. these shoes are nice. can i try them on? size 6， please.
―of course. here you are. ―oh， they are too small.
與本課相關的語法點及可選用的習題
的用法
try可以作名詞，也可以作動詞。作名詞常用詞組是have a try，表示“試一試”。
作動詞:
(1)try doing sth嘗試做某事(過程不難，強調結果)
例: nobody answers the front door. let’s try knocking the back door.沒人應前門，我們試試敲後門。(強調看房子裏有沒有人這一結果)
(2)try to do sth努力嘗試做某事(強調努力嘗試的過程，成功與否不知)
例: let’s try to work out this maths problem.讓我們試試解開這道數學題。(強調努力解題這個過程)
(3)try on 試穿，代詞放中間。
例: please try them on.請試穿一下。
2.選用全品學練考裏的相關習題。
3.拼寫出正確單詞完成句子。
(1)can i (hlep)you?
(2)can i (rty)them on?
(3)of (corues). here you are.
(4)they’re (stju) right.
4.連線我最棒!
(1)try them on a.當然
(2)these shoes b.試穿它們
(3)of course c.剛剛好
(4)just right d.這些鞋
教學反思
本課爲了讓學生能將所學的語言知識運用好，設計了“看圖說句子” “高低聲轉換”等遊戲。讓學生主動參與，從而對本課的重點句型的理解不斷加深，運用起來也越來越得心應手。通過這些活動，學生合作學習的能力與綜合運用所學語言知識的能力都得到了提高。此外，學生經過了一段時間的學習，英語有了一定的基礎，而且口語也有所提高，這是值得欣慰的地方，不足的地方是，有的學生會讀句子，也會回答老師的問題，但落實到寫上時，有的學生就出錯了，在今後的教學中，要在寫單詞和句子上加強訓練。
第二課時
教學目標
1.能聽、說、認讀單詞:gloves， umbrella， sunglasses， scarf。
2.會運用以下句型和同伴進行對話交流:
―can i help you?
―the gloves are i try them on?
―sure.
3.不斷提高學生的口語交際能力。
教學重點
1.掌握單詞gloves， umbrella， sunglasses， scarf。
2.能夠和同伴進行對話練習。
3.能區分各類服裝的英文名稱並能區分出單數和複數形式。
教學難點
1.掌握單詞umbrella和sunglasses的拼寫及正確讀音。
2.掌握try on 在句子中的應用。
教學準備
教師準備：與本課時相關的單詞卡片和圖片或實物，與本課時相關的錄音和課件及獎勵用的貼畫，小時鐘。
學生準備:本課所需單詞卡片。
教學方法
1.實物教學法
教師利用簡筆畫或實物展示let’s learn部分的內容，創設一定的情景，學生根據圖片內容，進行句型的操練:can i help you? sure. the gloves are nice. can i try them on?
2.合作教學法
同學兩人一組完成complete and say，找出夏天和冬天穿的衣服，用英語寫出並大聲讀出來。
教學過程
step 1: warm-up
1.教師熱情地和學生打招呼問好，做簡單的free talk。
2.男女生對唱歌曲how much is that doggie in the window?
3.諺語:the tailor makes the man.人靠衣服馬靠鞍。
4.你能聽到我嗎?(遊戲)
全班分成兩組進行比賽，看哪組聽到的最多，多的給予獎勵。遊戲開始後兩組學生搶答，教師小小聲說:can i help you?(但是這個聲音要保證一部分學生能聽到)，聽到的學生搶答讀出句子，這組加分!然後繼續:they are just right.爲了增加遊戲的趣味性，教師突然讓學生聽不見來調節課堂氣氛，既複習了單詞句型，又提高了學生的口語水平。
step 2: presentation
let’s learn
1.教師展示手套、雨傘、太陽鏡、圍巾的照片或實物，指着圖片(實物)問:what are these?學生回答:手套;然後教師說:they are gloves.把手套在學生面前高高舉起，學生一起讀:they are gloves.
2.教師引導學生學習umbrella， sunglasses， scarf 並強調這些單詞的複數形式。
3.根據圖片說句子
根據學生和教師提供的圖片或實物，學生之間對話:what are these?they are i try them on?sure.然後，學生按教師所給的句式同桌之間進行對話練習。在鞏固單詞的同時，對句型進行操練。最後教師讓學生把句型寫到黑板上。同時教師要特別注意複數形式的用法並糾正學生的發音和語調。
complete and say
1.教師展示圖片:t恤、襯衫、裙子、外套、帽子、短褲、運動鞋、圍巾、長褲、太陽鏡等，並把它們貼在黑板上，然後讓學生到前面把對應的單詞卡片貼在下面。接着教師出示課本中的表格，學生把對應的服裝填上(這一活動中，學生自願到前面來，可以寫我們黑板上沒有的，但必須符合規律)。表現突出的學生，教師要給予貼畫獎勵。
2.一問一答(遊戲)
學生利用自己手裏的圖片，前後桌之間(前桌用圖片問後桌，後桌再問自己的後桌……)進行對話練習:can i help you?yes， please. the gloves are i try them on? you are.全班進行對話，教師要幫助和鼓勵學生。
人教版七上英語教案篇4
主備：凌紅棋 審覈：劉平 2017-10-16
section Ⅰ warming up, listening, speaking
1. the slave traders
1) a street trader
2) the company is an international trader in grain.
2. dream up
1) she can always dream up some new reasons for not doing anything unpleasant.
3. why is this activity successful, while the english corner is not?
1) ( ) she thought i was talking about her daughter, ______, in fact, i was talking about my daughter.
a. whom b. where c. which d. while
2) ( ) jack is a bright and diligent boy ______ his brother tom is just the opposite.
a. when b. as c. while d. however
section Ⅱreading (ⅠⅡ)
1. fast reading
1) ( ) how much money was saved by della before the christmas day?
a. $ 8. b.$ 1.87. c.$ 2. d.$ 8.7.
2) ( ) how much did della get for selling her hair?
a. $ 12. b. $ 18. c. $ 20. d. $ 22.
3) ( ) the word in the fourth paragraph “hesitated” is closest in meaning to ______.
a. imagined b. dreamed c. felt uncertain d. watched
4) ( ) which of the following is not true?
a. the day before christmas della was worried because she had only saved ＄1.87 for jim’s christmas present.
b. the young couple lived a hard life but they loved each other deeply.
c. a love story between a young and poor couple.
d. money is love.
5）( ) from the sentence, “she stood by the window and looked out at a grey cat walking along a
grey fence in a grey backyard.” we can infer that della was very ______.
a. angry b. calm c. happy d. sad
6) ( ) what was jim’s reaction when he saw della’s short hair?
a. he was surprised. b. he simply stared at della with strange expressions.
c. he had no reactions. d. he was glad to see it.
2. careful reading
1) why was della cry after counting the money she had been saving?
2) why did tears fall from her eyes while della was standing in front of the mirror?
3) what did della look like after cutting off and doing her hair?
4) how did della expect jim react when he saw her?
5) why did della burst into tears when she opened the package?
6) explain the title of this short story. what does it mean?
3. discussion
people say in today’s world, only money is the most important in everything. love is something that can’t separate from money. there is no true and pure love in the world. do you agree? give your reasons.
section Ⅲ language points (Ⅰ)
1. outcome:
1) what was the outcome of your investigation?
2) her best qualities come out in danger.
3) she came out first in the examination.
4) ( ) that magazine ______ once a week.
a. is come out b. comes out c. is publishing d. publishes
5) ( ) the truth has ______ at last.
a. come out b. come about c. come across d. come in
2. in pennies
1) 分爲三部分的一本小說
2) 打着褶兒的窗簾 3) 成排坐??
4) tourists (數以千計排着隊) to see the tomb.
3. at the butcher’s
1) we are dining at the smith’s (home) tonight.
2) 在理髮店 3) 在醫生的診??
4) 去牙醫診??
4. a card bearing the name
1）一塊刻有1602年字樣的墓碑
2) 這份文件有他的簽字
5. attend to sb/sth
1) attend sb/sth 2) attend church
3) attend school 4) attend on (wait on)
4) are you being ? 有人接待你嗎？
5) could you the matter immediately?
6) i will stay home, my sick father.
7) the king by several servants.
8) you should carefully these pieces of advice.
9) he is away his personal affairs.
10) this is the matter _________________ at once.
11) ( ) the nurse ______ five patients in the hospital.
a. attends to b. attends c. attends on d. attends in
12) ( ) we’ll ______ your proposal carefully.
a. attend to b. attend on c. attend for d. attend
6. she had only $1.87 to buy jim a present.
1) 他必須有冷靜下來的時間。
_
2) 她銀行裏有些錢用來幫助她的母親。
3) 他只有茫茫長夜可用來學習。
7. many happy hours had she spent, planning for something nice for him. 倒裝句
=
1) 宴會後，花園裏燃放了煙火(firework display)。 (強調時間狀語)
after the banquet, in the garden.
2) 名單上還可以加上這些名字。 (強調賓語)
to the list the following names.
3) 坐在地下的是一些年輕人。 (強調錶語)
4) 站在總統後面的是一位年輕的翻譯。
8. by worth of
1) 配稱世界冠軍的勝利者
2) her achievements (值得) the highest praises
3) be worthy of + (不表示錢數)， 而be worth + (表示錢數)
4) be worth of being done = be worth to be done = be worth doing
5) ( ) it is said that the film is ______ seeing.
a. very worth b. quite worthy of c. well worth d. rather worthy of
6) ( ) - is that book worth ______? - yes, and it is worthy ______ twice.
a. reading, being read b. to read, to be read
c. of being read, reading d. reading, of being read
7) ( ) keep the book carefully, it ______ a lot of money.
a. took b. paid c. is worthy of d. is worth
9. take pride in
1) 她爲自己孩子取得成功感到無比驕傲。
she her children’s success.
2) 你應該多注意一點儀表。
you should your appearance.
3) ( ) if you don’t take professional pride ____ your work, you are probably ____ the wrong job.
a. of, in b. on, of c. in, on d. in, in
4) ( ) he is ______ his daughter’s ability to speak four languages.
a. proud b. proud for c. proud that d. proud of
10. do up
1) this skirt does up at the back.
2) he never does his jacket up.
3) she was carrying some books done up in brown paper.
4) we are having our kitchen done up.
5) ( ) would you please do ______ the room first?
a. up b. for c. by d. on
6) ( ) suzie was ______ in her new skirt and blouse.
a. done up b. done wrong c. done good d. done with
11. she finally stopped at a sign that read: “madam sofronie”
1) the road sign reads (says) “keep left”.
2) the law says this is illegal.
3) ( ) he threw his cigarette into the dustbin at a sign that ______ “no smoking”.
a. is read b. read c. was read d. reads
4) ( ) when i got back home i saw a message pinned to the door, ______ “sorry to miss you, i will call later”.
a. read b. reads c. to read d. reading
section Ⅳ language points (Ⅱ)
1. be burdened with
1) the refugees (帶着) all their possessions.
2) 我不想讓我的問題給你增加負擔。
3) the small company (爲重稅所累)
4) ( ) they don’t want to add to the government’s ______.
a. bureau b. burden c. burn d. burst
5) ( ) i don’t like ______ someone else’s problems.
a. burdening with b. being burdened with c. to burden with d. to burden
2. his eyes were fixed upon della.
1) 目不轉睛地看，凝視
2) 全神貫注於
3) ( ) turing around, he found her eyes ______ upon him with a eager expression.
a. fixing b. to fix c. fixed d. was fixing
3. there was an expression in them that she could not read.
1) 瞭解英某人的想法
2) it’s hard to read her mood.
3) i could read that he was angry from his face.
4) we read his silence as agreement.
4. i couldn’t have lived through christmas without giving you a present.
without giving you a present =
1) 如果沒有他們的幫助，事情不可能進展這麼順利。
things couldn’t have gone so well
2) ( ) without the air to hold some of the sun’s heat, the earth at night ___ - too cold for us to live.
a. would be freezing cold b. will be freezing coldly
c. would be frozen coldly d. can freeze coldly
3) ( ) without air or water, man ______ not live.
a. shall b. is c. does d. would
5. make no mistakes about
1) susan seems graceful, but makes no mistake about it, she had a terrible temper.
2) if you don’t improve your behavior, you’ll be punished, make no mistake about it.
6. bread out in sth
1) he broke out in a cold sweat.
2) she broke out in a range.
3) the young man broke out in laughter ( ). 突然大笑
7. at length
1) at length, the bus arrived, forty minutes late.
2) the driver reported the accident to the police at length.
3) ( ) we’ve already discussed the subject ______ great length.
a. at b. in c. on d. to
4) ( ) ______ they came to understand it.
a. at a length b. in a length c. in length d. at length
8. as if reflecting her bright spirit =
1) she hurried out of the room, 好象很生氣。
2) some flowers shut up at night 彷彿要睡眠一樣。
3) ( ) the wounded soldier woke up as if ______.
a. to say sth b. say sth c. says sth d. saying sth
4) ( ) the weather doesn’t look ______ clearing up.
a. to see b. as if c. as d. like
section Ⅴ practice
i. words and expressions
1. 處理；照顧；關照 ____________________ 2.對……感到自豪 ____________________
3. 打扮；梳妝 __________________________ 4. 不支持；使失望 ___________________
5. 最後；終於；詳細地 __________________ 6. 一次 _____________________________
7.（人）大有前途；成功 _________________ 8. 形成 _____________________________
9. 贊成，批准 __________________________ 10. 被控訴，被指責 __________________
11. 使獲得自由；釋放 ___________________ 12. 涉及；談到 ______________________
13. 轉向，變成；求助於 _________________ 14. 與某人討價還價 __________________
15. 變得習慣於 _________________________ 16. 片刻；暫時 ______________________
17. 度過；經受住 _______________________ 18. 突然大哭起來 ____________________
19. 切掉；割掉；剪下____________________ 20. 撕，扯……用力撕 ________________
21. 把。。。翻遍 _________________________ 22. 有傢俱的套間 ____________________
23. 把眼睛固定在 _______________________ 24.剪頭髮 ___________________________
25. 盯着，凝視 _________________________ 26. 值得，___________________________
ii. write the proper words according to the explanations or …
1. we are anxiously awaiting the o__________ of their discussion.
2. there is nothing to worry about. i’ll f_________ you with all you need.
3. the guests at the wedding banquet are supposed to wear official g____________.
4. i’m afraid your parents won’t a_____________ of your marrying such a poor man.
5. the coach showed his a______________ with a big smile. obviously, he could not agree with me more.
6. though the chance to win is slim, a_____________, i would like to have a try.
7. the news that saddam was caught alive was f__________ around the world at an amazing speed.
8. the question is too much for so young a boy. can you s_____________ it a little?
9. the family had great financial problems. that was why they rented a s____________ flat.
10. at a b____________ you can purchase all kinds of meat.
11. waste material esp. from family g______________
12. not often happening or seen, unusual, r______________
13. damaged by use or wear w______________
14. a m____________ is a female servant.
15. in former times parts of india were ruled by _____________ (君主，王子)
16. tom doesn’t want to know the o_____________ of the exam, because he didn’t perform well.
17. you’d better __________ _________ (照顧) that thin girl, she is going to faint.
18. he hang out in a ____________ (破舊的) house .
19. as a chinese, we must _________ __________ _________ (自豪) our country.
20. she made a big s_____________ when she saw a snake.
21. she is at her morning _____________ (祈禱).
22. the little girl gave her mother a big ____________ (擁抱).
23. try to ________________ (簡化) your explanation for the children.
Ⅲ 單項選擇
1. the early train is _________ to leave at five in the morning.
a. possibly b. may c. probably d. due
2. though the mobile phone is quite small, its _______ is very clear.
a. signal b. mark c. sign d. marks
3. she didn’t explain to me why she had done that _________.
a. for this day b. at that times c. recently d. up to then
4. jack failed in the exam, ________ made his parents angry.
a. as b. and which c. and it d. it
5. _________ enters the garden will be fined. that is to say, we will fine _______.
a. no matter who; whoever b. whoever; no matter who
c. whoever; anyone d. any one; no matter who
6. peace-loving people don’t want ________ another war in iraq.
a. there couldn’t be b. there be
c. there being d. there to be
7. ______ who wish to go swimming may sign up here.
a. any person b. those c. anyone d. these
8. ___________, jane decided to stay inside.
a. feeling ill b. to feel ill c. to be ill d. feeling being ill
9. the president make a speech _______ he expressed his satisfaction.
a. which b. when c. in which d. in that
10. i don’t know what to ______ at the university. i can’t make any forecasts about my future.
a. take in b. take up c. take over d. take after
11. _______, i would have given his address.
a. if you asked me b. you had asked me
c. should you have asked me d. had you asked me
12. ---- ____________ is the best player in your team?
----jerry.
a. do you think who b. do you think whom
c. who do you think d. whom do you think
13. it was a pity that arafat died ________ his task incomplete.
a. for b. with c. from d. of
14. it is ________ work of art that the museum has decided to buy and keep it.
a. such an unusual b. a so unusual
c. such unusual d. so unusual
15. this kind of cloth is not good, but that kind is ________ better.
a. rather b. hardly c. less d. even
Ⅳ 閱讀理解（2006全國卷）
a
a study of english learning problems was carried out among a total of 106 foreign students. it shows that most students considered understanding spoken english to be their biggest problem on arrival. this was followed by speaking. writing increased as a problem as students discovered difficulties in writing papers that they were now expected to hand in. reading remained as a significant(顯著的) problem.
the information gained helped us in determining where special attention should be paid in our course. although many students have chosen to join the course with a reasonable motivation(動機), we considered it important to note what seemed to encourage interest. nearly all the students have experienced some kind of grammar-based english teaching in their own country. to use the same method would be self-defeating because it might reduce motivation, especially if it has failed in the past. therefore a different method may help because it is different.
variety of activity was also seen as a way of maintaining(保持) or increasing motivation. several years ago we had one timetable that operated throughout, but we soon found that both the students and the teachers lost interest by about halfway through the ten weeks. this led us to a major re-think, so finally we brought it into line with the expressed language needs of the students.
1. what is the text mainly about?
a. foreign students have more problems. b. there are many ways to improve english.
c. teaching should meet students’ needs. d. english learning problems should be studied again.
2. writing became a bigger problem when foreign students________.
a. had to write their papers b. became better at speaking
c. became less interested in reading d. had fewer problems with listening
3. we may infer from the last two paragraphs that ________.
a. different teaching methods should be used
b. grammar-based teaching seems to be encouraging
c. english courses are necessary for foreign students
d. teaching content should be changed halfway.
b
since my retirement(退休) from teaching music in 2001, i have spent a good deal of time painting as an artist. i actually began drawing again in the summer of 1995 when my father died, so perhaps i was trying to recover from the loss of my father, or maybe it was just that it brought back memories of him. in any case, i drew pen and ink animals and landscapes(風景畫) much influenced(影響) by krenkel and st. john for five years.
for some strange reason, i had been waiting until my retirement to start doing watercolors again, but as soon as i walked out of the school door for the last time i picked up my brushes and rediscovered andrew wyeth, who quickly became my favorite artist. i had looked through all the art books i had on my shelves and found his watercolors to be the closest to how i thought good watercolors should look. so i painted landscapes around minnesota for three years and tried out many other types of painting. however, watercolors remained my first choice, and i think i did my best work there, showing my paintings at a number of art exhibitions.
art is now together with my piano playing and reading. there is a time for everything in my world, and it is wonderful to have some time doing what i want to do. as confucious once said, “at seventy i can follow my heart’s desire.”
4. what is the text mainly about?
a. learning to paint in later life. b. how to paint watercolors
c. an artist-turned teacher d. life after retirement
5. the author started drawing again in 1995 because_________.
a. he hoped to draw a picture of his father b. he couldn’t stop missing his father
c. he had more time after retirement d. he liked animals and landscapes
6. we can infer from the text that the author__________.
a. had been taught by krenkel and st. john
b. painted landscapes in minnesota for 5 years
c. believed wyeth to be the best in watercolors
d. started his retirement life at the age of seventy
7. how does the author probably feel about his life as an artist?
a. very enjoyable. b. a bit regretful c. rather busy. d. fairly dull.
c
phillip island penguins(企鵝)
the little penguin has called phillip island home for untold generations. get to phillip island in plenty of time to watch s summer sunset at summerland beach – the stage is attractively set to see the little penguin leave water and step onto land.
leave melbourne at 5:30 pm for a direct journey to phillip island.
see the gippsland area – guinness book of records place for the world’s longest earthworm(蚯蚓)
journey along the coastal highway around the bay with french island and churchill island in the distance
cross the bridge at san remo to enter phillip island – natural home for little penguins and many animals
take your place in special viewing stands(看臺) to watch the daily evening performance of the wild little penguins
ultimate penguins (+u)
join a group of up to 15. this guided tour goes to an attractive, quiet beach to see little penguins. you can see penguins at night by wearing a special pair of glasses.
adult(成人) $60.00 child $30.00
viewing platform penguin plus (+v)
more personalized wildlife viewing limited to 130 people providing closer viewing of the penguin arrival than the main viewing stands.
adult $25.00 child $12.50
penguin skybox (+s)
join a group of only 5 in the comfort of a special, higher-up viewing tower. gain an excellent overview of summerland beach.
adult 16yrs
8. what kind of people is the text mainly written for?
a. scientists. b. students c. tourists. d. artists.
9. we can learn from the text that little penguins__________.
a. have been on phillip island for years b. keep a guinness record for their size
c. are trained to practice diving for visitors d. live in large groups to protect themselves
10. how much would a couple with one child pay for a closer viewing tour?
a. $37.50. b. $62.50. c. $180.00. d. $150.00.
人教版七上英語教案篇5
--- new e are many things in my are they in it ? do you want to know? let’s gue.然後讓學生用學過的句型have you got……? 進行竟猜，如果同學們猜到的東西， 我就說”yes, i have got …… ”， 如果沒有， 我就說“no, i haven ’t got…… ”。 此目的是爲了讓學生複習鞏固學過的句型“have you got……? ”從而也引出了本堂課要學的內容“i haven ’t got …… ” .學生們異常興奮，紛紛進行猜想，課堂氣氛達到了高潮。這樣就在玩樂中複習了學過的內容，引出了要學的新內容。
教學反思：
一、興趣是最好的老師。
當一個學生對某種學習產生興趣時，他總是積極主動而且心情愉快地去學習，不覺得學習是一種沉重的負擔，並且常常掌握得迅速而牢固。國小英語教學主
2 --- 實的語境中感受語言。
“學源於思，思起於疑”。激疑才能引起學生的好奇心，才能引起學生的積極思維。語言的學習最好的方式是在具體的教學情境之中，讓學生感知語言，並在感知的過程中自己領會到語言的真諦。尤其對國小低年級的學生而言，教師若能在具體的情境中進行教學，學生自然而然就理解了語言的本質，無需教師過多的解釋。
在教學中創設問題情境，是一項重要的教學策略，它在課堂教學中是開啓學生智慧之門的鑰匙。而一個好的問題情境，往往能夠激起學生強烈的問題意識和探究動機，引發學生積極思考，。因此，老師在新課改的教學實踐中應研究學習情境創設的策略，把學生要學習的內容轉化爲問題情境，引發學生主動參與求知的慾望。
4 --- 序幕，一堂好課，也要有個好的開頭。因此教師要通過多種手段和方法，激發學生的學習興趣，以興趣爲支點，讓學生樂學、善學、會學，學而忘我，樂此不疲。
英語教案教學反思
課堂導入是上好一節課的關鍵，好的課堂導入，可以激發學生的學習興趣，提高學生的課堂學習效率。導入的方法有很多，通過半年的實習，我總結如下：
1、情境導入法。即根據教學內容的需要，創設一定的情境，讓學生在教師的引導下不知不覺中進入主題。這種方法的優點是直觀、形象、引人入勝。
人教版七上英語教案篇6
課題 unit 6 how do you feel ? a let’s talk第( 1)課時
一、 教學目標與要求:
1. 能夠在圖片和教師的幫助下理解對話大意，並回答對話下 面的問題。
2. 能夠用正確的語音、語調朗讀對話，並能進行角色表演
教學重點 生詞chase, mice, bad, hurt的意思，並能進行角色表演
教學難點 能夠聽、說、讀、寫，並在情景中運用以下句型：be + 表示情緒的形容詞詢問他人的情緒或描述自己的情緒。
教 學 過 程 二次備課
二、自主學習
aration
ting
’s talk about our life.引用學過句型，操練交流。
3、學習let’s try
( 1 ) 播放let’s try中的內容，指導學生完成探究學習1中的聽力任務。
(2)播放let’s try中的錄音，給出學生題目中的情境，指導學生完成聽力選擇。
三、合作探究
1、完成let’s try後，教師提問:what film do they watch ?請學生帶着問題觀看動畫片獲取信息。
2、就卡通片的具體內容提問:what is the cat’s job ? what does he often do? why does he do that ?請學生再次觀看動畫獲取信息。
3、教師提問 how do the mice feel ? how does the cat feel ?引導學生回答：they are afraid of him . the cat is angry with them .
4、教師呈現let’s talk 的插圖，引導學生看圖理解chasing意思，並理解新句子：maybe your cat is chasing a mouse now !
四、展示交流
1、聽音答題
2、聽音跟讀
3、角色朗讀：師生、生生、同桌分角色朗讀，注意語音 語調。
4 我是情緒控
全班學生分成兩組，每組派兩名代表到講臺前，一組表演一個場景，另一組描述當事人在這種場景中的感受，教師提問：how does he she feel ?擴大操練範圍。
