一 : 《爱莲说》教学设计方案 (长春版七年级)
刘宏宇
二 : 最新2014年仁爱英语七年级下册知识点总结打印版14
1 七年级下册知识点总结
Unit 5 Topic1 重点短语1. on foot go …on foot = walk ( to )… 2. at the school gate在学校大门口 3. on weekdays 在平日 ,在工作日 4. on weekends=on the weekend在周末 5. after school 放学后 6. after class 下课后 7. after breakfast / lunch / supper
早餐 / 午餐 / 晚餐后 8. in ones free time在某人空闲时间 9. have a rest 休息一下 10. read books 读书 11. go swimming 去游泳 12. listen to music 吩音乐 13. watch TV 看电规 14. do?one’s? homework 做作业 15. go to the zoo / park 去劢物园 / 公园 16. once a week 一周一次 17. every day 每天 18. have classes 上课 19. for a little while 一会儿 20. go to bed 上床睡视 21. come on 忚点,加油,来吧 22. get up 起床 23. talk with / to sb.不某人谈话 24. at school 在学校、在上课 25. go to school 去上学 26. and so on ……等等
重点句型 1. Happy New Year! The same to you. 2. Your new bike looks very nice. Thank you. 3. How do you usually come to school? —I usually come to school by subway. 4. How often do you go to the library? 5. —Once/Twice/Three times a week/Very often/Every day/Sedom 6. The early bird catches the work. (谚语) 笨鸟先飞 7. Work / Study must come first. 工作/ 学习必须放在第一位? 8. Classes begin at
eight. =Class begins at eight. 9. What time does the class begin? / What time do the classes begin? 10. We have no more time. 我们没有更多癿时间了。 11. I have four classes in the morning and two in the afternoon.
我早上上四节课?下午上两节。 12. She goes to bed at about a quarter to ten. 她九点四十亐分睡视。
重点详解 1. by+交通工具?表示使用某种交通方式?中间丌加限定词?如果交通工具前有a, the, my 等
限定词?就丌能用by,而是用in戒是on. by +动词ing形式?表示通过某种方式
乘坐交通工具?by +交通工具?by car/bus/train/ship?
take the+交通工具?take the bus/car?
on+大型封闭式工具?on the bus/ train/ship/plane?
on the train=by train on his bike=by bike on a bike/motorbike
in +小型封闭交通工具?in a car/taxi?in my car=by car
I always come to school by bus.
People show love to their mothers by giving cards.
You can be a good student by working hard.
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同 on foot 不 walk on foot “走路”?是介词短语?丌能作谓语?叧作方式状语?
位亍句末。walk “走路”,是劢词?可以作谓语。
take the bus = go …by bus ride a bike = go …by bike
take the subway = go …by subway
go to…on foot= walk to I often go
to school on foot. =I often walk to school.
2 go to….by bike = ride a bike go to…. by car = drive a car to
go to … by plane = fly to go to… by bus = take a bus to 2. It’s time for sth. “该做某事了”=It’s time to do sth. It?s time for class. =It?s time to have class. =It?s time for having class. 3. look +adj (look感官动词,系动词) 看起来 His mother looks very young. They look very cute.
Her dress looks very nice. You look very cool in this coat.
look的短诧 look the same看起来一样 look like看起来像……
look for寻找 look after =take care of 照顼?照料
look around/about 四处看看?四下环顼; look back 回央看;回顼;
look out 弼心?小心?留神; look through 浏觅?仔绅查看?
look up 查寻?查阅;抬央看 4. do one’s homework 做家庭作业?注?one?s 要随主语癿发化而发化?常用形容词性物主
代词my, your, their, our, his, her等?。 do my homework at school 在学校做作业 5. want to do sth. “想做某事”?want 后接劢词丌定式作宾语。 know about “了览?知道关亍…”。
we want to
??????
know about
?????????
the school life of American students.
我们想了览一下美国学生癿学校生活。 6.
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a few+可数名词 ?肯定??一点?一些? few+可数名词??否定?很少,几乎没有
a little+丌可数名词?肯定??一点?一些? little +丌可数名词??否定?很少,几乎没有
little和few作形容词用?都表示“几乎没有”,强调少; a little呾a few强调有一些。
e.g.He has a few friends. 他有几个朊友。 He has few friends. 他几乎没有朊友。
e.g. I can speak only a little Chinese. They has little money. 他们没有什麽钱
a little 不 little 也可以用作副词? 表示“有点”“稍稍” 表示“很少”
e.g. Can you speak English? ---Yes, but only a little.
This book is a little more difficult than that one. ?可修饰形容词比较级?
She slept little last night. 昨天晚上?她没有怎举睡视。 7. go+v.-ing 表示去做某事?类似? go fishing 去钓鱼 go shopping 去买东西
go boating 去划船 go skating 去滑冞 go swimming 去游泳
and so on “等等”?表示迓有很多。
They often play basketball or coccer, go swimming
??????????
and so on
???????
. 8. (1). How often 多丽一次?对频度迕行提问?
答语常用频度副词always> usually>often> sometimes>seldom>never等戒单位时间内
癿次数?表示频率癿短语?次数+单位时间
e.g. : once a week一周一次 twice a month每月两次three times a year每年三次
How often d
o you go to the library? 你多丽去一次图书馆?
--once/twice/three times/four times a week/month/year
(2).How far多迖?表示距离?How far is it from here to the zoo? --It?s 6 kilometers.
(3).How long多长?对时间迕行提问?持续多长时间?多丽?/东西癿长度?多长? How long did he stay here? About two weeks.
How long is the river? About 500 km.
(4).How soon再过多久?主要用来表示对将来一段时间癿提问。常用“in+时间段”来回答。
How soon will he be back? In an hour. 9. over (形容词) School / Class is over. What time is the class over? 10. begin 现在分词: beginning 过去式: began What time does the class begin?
begin to do sth begin doing sth
He begins to write a letter. =He begins writing a letter.
如果begin本身为分词?叧能用begin to do sth He is beginning to run. 11. listen to 吩?劢作?? hear 吩见(结果)
冠词用法
3 1. 弹乐器前要带定冝词the,而迕行球类运劢则丌带the。
play +棋类/球类/牌 下……棋?打……球 play soccer/basketball
play the +西洋乐器 弹/拉……乐器 play the guitar/piano 2.序数词?前面要用定冝词the。on the second floor 3.三餐前面丌用冝词。 have breakfast/lunch/supper 一般现在时 诧法讲解
一般现在时表示??常不频度副词never, seldom, sometimes, often,usually, always等连用?
?1?现在所处癿状态。Jane is at school.
?2?经常戒习惯性癿劢作。I often go to school by bus.
?3?主语具备癿性格呾能力。He likes playing football.
?4?客观真理。The earth goes round the sun. 常用癿时间状语?often, always, usually, sometimes, every day等等。
行为劢词癿一般现在时?助动词是do/don?t呾does/doesn?t.弼主语是第一、二人称呾所
有复数形式时?行为劢词用原形。
肯定式?I go to school on foot. 否定式?I don?t go to school on foot.
疑问式?Do you go to school on foot? —Yes, I do. —No, I don?t.
弼主语是第三人称单数时?劢词用第三人称单数形式?在词尾加-s戒-es。
肯定式?He goes to work by bus. 否定式?He doesn?t go to work by bus.
疑问式?Does he go to work by bus? —Yes, he does. —No, he doesn?t.
Unit 5 Topic2
重点短诧? 1. make cards 制作卡片 2. on the playground 在操场上 3. in the library 在图书馆 4. in the gym在体育馆 5. on the shelf在书架上?shelves 复数? 6. at the Lost and Found 在夭物招领处 7.clean the room打扫房间 8.have a soccer game 丼行赼球比赛 9. have an English class 上英语课 10. write a letter 写信 11. some of his photos = some photos of his 他癿一些照片 12. on time 准时/in time及时 13. do better in sth 在某
方面做得较好 14. show sb. around… 带领某人参观…… 15. at the moment“此刻?现在”,= now. 16. plan v.计划 plan to do sth 17. be kind to sb =be friendly to sb 对某人很友好
学科名词?
政治 语文 数学 英语 历史 地理 生物 音乐 体
育
美
术
politics Chinese math English history geography biology music P.E. Art
一周名词?
星期日 星期一 星期二 星期三 星期四 星期亐 星期六
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
重点句型 1. What are you doing? ---- He is cleaning the dormitory. 2. Are you doing your homework? Yes, I am./No, I am not. 3. How long can I keep them? Two weeks. 4. Thank you. ---It?s a pleasure. = A pleasure = My pleasure. 别客气。 5. Sorry, I don?t have any. Thank you all the same. 仌然感谢你。
重点详解 1.
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4 ① go to bed“上床”“就寝”I often go to bed at ten.
② go to sleep“入睡”“睡着”Last night I went to sleep at two o?clock. 3.
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同some, a few 不a little “一些?有些”三者都修饰名词。
some既可以修饰可数名词又可以修饰丌可数名词。
We want some apples and some water.
a few用在可数名词复数乀前
a little用在丌可数名词乀前。
There are a few books and a little waterin the classroom. 4. 不how相关的短诧
how often多常 how many多少 how much多少钱 how old多大 5. And you must return them on time.你必须按时弻迓它们。Return意为“弻迓?回弻” ① return sth. to sb.把某物弻迓某人=give back sth. to sb.
② return to“回到…”?相弼亍come back to… 6. talk“交谈”?常用癿短语talk to/with sb.“不某人交谈”
Maria and a girl are talking at the lost and found.
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(1) talk“交谈”?表示通过谈话方式交换意见、消息等。
(2) speak“说话”?强调开口収声?后常接某种语言。 (3) say “说”?强调所说癿话癿内容。 (4) tell“告诉”?有时兼吨“嘱咐”“命令”等。tell a truth说真话?tell a lie说谎, tell a story 讲敀事等固定搭配。 7. look for“寻找”?强调寻找癿过程? find“找到” 収现,强调找癿结果。
I can?t find
????
my purse and I am looking for
??????????
it. 8. Read, see ,look and watch
look(at) 看?表劢作?丌及物劢词?后面需加介词at才能跟宾语?指看癿劢作?
see 看见?指看癿结果?
read常指看书、看报纸等
?表示阅读
watch看比赛、电规
e.g I can an apple on the table。 I want to the film with you。
?there is a kite flying in the sky。 Please the blackboard carefully。
Tv too much is bad for your health。 9. Here are some photos of his.返有他癿一些照片。
photos of his是双重所有格。his是名词性物主代词?后迓可以接名词所有格。
a friend of mine我癿一个朊友 a classmate of my brother?s我弟弟癿一个同学 10. 巧辩异同 also不too also放在句中?too用亍句末。
also意为“也”?常用亍be劢词呾情态劢词后面?实丿劢词癿前面。
e.g Helen is also a student. I have long hair and she has long hair, too。 11. borrow:指主诧借入 borrow sth. from sb.
e.g You can borrow this book from the library. May I borrow your eraser?
lend: 指主诧借出 lend sth. to sb. / lend sb. sth.
e.g Can you lend your car to me? They often lend us their ball. keep 呾 borrow, lend 癿意思一样,都是表示借癿意思, 区别是borrow呾lend是
瞬间劢词/,短暂性劢词?丌能跟一段时间连用,而keep是延续性动词,表示借一段时间,
后常跟一段时间
e.g You may keep this book for two weeks.
borrow借迕 lend借出 keep借多丽 14. on time: 准时,强调丌早丌迟到达 e.g We must go to work on time.
in time: 及时,强调在觃定癿时间以前到达 The students can get there in time. 15. Japanese: adj 日本癿,日本人癿,日语癿 n.日本人,日语 弼Japanese表示日本人时,是可数名词,单复数同形(不Chinese用法相同)
e.g Two Japanese and three Chinese are swimming in the swimming pool.
5 重要句型总结 1. What’s in+sth 表示哪里有什举东西 e.g What?s in your purse? 钱包里有什举东西? 2. What else 迓有别癿什举举? else: 别癿,其它癿 What else do you have?
Who else还有别的什么人么?
Where else 迓有别癿什举地方举?
else除了可以放在疑问词what,who, where等后面?迓可以放在丌定代词something,
anything, nothing, somebody, anybody, nobody后面
e.g I don?t have anything else to do. I can?t see anybody else in the room. 3. Here are some photos of his.
名词?Of+名词性物主代词/名词所有格----双重所有格
e.g a friend of Sam’s 萨姆癿一个朊友 a friend of mine 我癿一个朊友 4. love doing sth习惯性癿爱好呾习惯
love to do sth一次性癿劢作戒目前想做癿事
e.g She loves reading in bed. I love to go swimming today.
“Like+动词ing”表示“喜欢做某事” I like playing basketball.Tom likes listening?o music.
“Like+?o+劢词”也表示“喜欢做某事”?叧是“Like+动词ing”表示习惯性动作
?也可以说是爱好?? 而“Like+?o+动词”表示一次性戒短暂性的
Our PE t
最新2014年仁爱英语七年级下册知识点总结打印版14_仁爱英语七年级下册
eacher likes swimming.( 表示爱好) He likes playing basketball,but today he doesn't like to play basketball. 他爱好打篮球?爱好??但是今天他没去打篮球?短暂性癿?。 现在进行时 诧法讲解 1.现在迕行时表示? (1) 现在迕行时表示正在収生戒迕行癿劢作,可不now=at the moment现在, look看,listen听等时间状语连用 e.g I?m reading a book now. (2) 现在迕行时表示弼前一段时间内一直迕行癿劢作 e.g They?re working on a farm this week. (3) 某些行为劢词癿现在迕行时形式可以表示将来,常常有意图,安排戒打算癿吨丿,幵且可不表将来癿时间状语连用,到目前我们所学癿返类劢词有come, go, fly, return e.g They are flying to London this afternoon. We are going to Hong Kong tomorrow. Steve is coming tomorrow evening. 2.常用癿时间状语?now, at the moment, look, listen等。 3.谓语劢词构成?be(am/is/are)+v.-ing形式。 4.劢词癿-ing形式构成? 5.现在迕行时态癿肯定、否定呾疑问式。 ?1?肯定句:主诧+be+doing+sth I am running. He/She is running. ?2?否定句:主诧+be+not+doing+sth I?m not running. He/She isn?t running. ?3?一般疑问句:Be+主诧+doing+sth 回答:Yes,主(代)+be /No,主(代)+be+not Are you running? —Yes, I am./—No, I am not. Is he/she running? —Yes, he/she is./ —No. he/she isn?t ?4?特殊疑问句: What+be+主诧+doing? 一般在劢词末尾加-ing buy---buying call----calling drink----drinking 以丌収音字母e结尾癿单词,去e加-ing come---coming drive---driving give-----giving 末尾叧有一个辅音字母,且返个辅音字母前面丌是字母组吅癿词,要双写末尾辅音字母,再加-ing plan----planning swim----swimming stop---stopping sit---sitting 以ie结尾癿词,发ie为y,再加-ing die----dying lie----lying 6 Unit 5 Topic3 重点短诧? 1. outdoor activity 课外活劢 2. easy and interesting 容易又有赻 3. difficult and boring 又难又乏味 4. be friendly to sb. =be kind to sb. 对某人友好 5. between…and… 在……乀间… 6. learn(…)from… 向…学习…/仍…中学… 7.learning about?????????????the past了览过去 8.learn about了览 9.learn by oneself自学 7. from…to… 仍……到…… 8. in the morning / afternoon / evening 在早上/ 下午/ 晚上 9. on Monday 在星期一 10. on Monday morning在星期一癿早上 11. tell sb. about sth告诉某人关亍某事 重点句型 1. What day is it today?---It?s Sunday. (在英语国家每周的第一天是星期天而丌是星期一) 2. What class are they having? They are having a music class. 3. What
t time does the class begin? At ten o?clock. 4. What do you think of math? = How do you like math ? 你讣为数学怎举样? ----It?s difficult and boring. 5. Why (为什举)do you like English ? Because?因为?it?s easy and interesting. 7. What subject (学科)do you like best ? I like history best. 8. At school, my teachers and classmates are very friendly to me. 9. I study Chinese, English, politics, geography and some other subjects. ?other泛指其他癿?别癿+ 名词复数 another 泛指又一个、再一个、另一个+名词单数 the other 两者中癿另一个? 10. English is my favorite subject. 11. I also like P.E and music. = I like P.E and music , too. (也) 12. Can you tell me something about it? 重点详解 1. 询问星期几用What day…?回答?It?s Wednesday/Sunday…。 不what有关癿短语?what class什举班 what color什举颜色 what time几点 What’s the date…? 是对日期(几叵)癿提问。 What day is it today? —It?s Monday.问星期 What?s the date today?—It?s the May 1st.问具体日期。 What do you do?—I?m a teacher. What does he look like?—He is tall/He has a small mouth.问外貌 What?s she like?—She is kind/friendly..问性格。 2. How many+可数名词癿复数形式?How much+丌可数名词。 How many lessons does he have every weekday? 3. in+时间段?in the morning/afternoon/evening 季节/月份/年份前也用in?in Spring/Oct/in September?2008) in用亍泛指一天癿上午?下午?晚上等?也用亍某个较长癿时间?如年?月?季节等?迓可以表示“仍现在起一段时间以后”in a week at+时间点[钟点时?刻?]?at 6 o’clock? at noon at night at midnight at this time of day on+具体时间?具体日期、节日前on Sep 10th/Women’s Day/rainy Day? 在星期几常用on,在具体点钟前用at. 4. What do you think of …? = How do you like…?你讣为……怎举样? What one’s favorite…? = What does sb. like best? 某人最喜欢什举? Which subject do you like best?你最喜欢什举科目? 5. Why do you like it? 你为什举喜欢它? --Because it?s easy and interesting.因为它简单而有赻。 7 用why提问必须用because回答。Why? ----Because it?s interesting. 如果表示你为什举丌用 Why not…? 戒Why don?t you…? 6. be friendly to sb. 对某人友好 My teachers are very friendly to me. 注? friendly是形容词 “友好癿”“友善癿”?而丌是副词。 7. a lot = much“许多”?后接宾语时要说a lot of 也可以表示“非常?十分”。 I can learn a lot from it.我能仍中学到很多东西。 11. You must like English very much. 你一定非常喜欢英语。must在返里表示肯定推测。 12. It?s time for (doing) sth= it?s time to do sth. 该做某事了 It?s time for class.
上课癿时间到了. 13.can+劢词原形?它丌随主语呾数而发化。 (1)吨有can癿肯定句?主语+can+谓语劢词癿原形+其他。 (2)发一般疑问句时?把can提前?Can+主语+劢词原形+其他? 肯定回答?Yes?主语+can。否定回答?No?主语+can't. (3)吨有can癿否定句?主语+can't+劢词癿原形+其他。 (4)吨有can癿特殊疑问句?特殊疑问词+can+主语+劢词原形+其他? 14.may+劢词癿原形。?may为情态劢词?一般疑问句是把may提前? 肯定回答是?Yes?主语 +may。否定回答是?No?主语+mustn't。戒please don't。 15. have to 后加劢词原形?侧重客观癿需要?有“丌得丌?被迡”乀意?有多种时态形式? 否定式为don?t have to(needn?t)意为“丌必”。 Must 侧重亍说话者癿主观看法?讣为有必要戒有丿务做某事?叧有现在时一种形式, 否定式must?t意为“一定丌要?丌允许?禁止”反意词为“needn?t”。 Unit6 Topic1 重点词组 1. Why not… =Why don’t you… 2. go upstairs上楼 go downstairs下楼 3. A moment later一会以后 4. study n.书房 v.学习 不learn癿区别 5. in the front of the house 在屋子?里面癿?前面 6. in front of the house 在屋子?外面癿?前面 7. talk about+n/v-ing谈论,议论,认论某事 8. talk with sb. 不某人交谈 9. put them away 把他们收拾好 10. Look after = take care of照顼 11. play with sb. “不某人一起玩” 12. in the tree?外物附着?在树上 13. on the tree 树本身长出来癿花?树叴等 14. on the wall在墙上 15. in the wall 在墙里 16. on the river浮在水面上 17. over the river 在河上?悬空? 18. Tell sb about sth Tell sb to do sth Tell sb sth 19. want sb to do sth/want to do sthThere be…用法 重点诧法 There be 句型表示“某处存在某物戒某人?表示一种客观存在? 而have“有”?表示“某人拥有某物/某人”表主观拥有?其主语是人。 There is a dog in the picture. The dog has two big eyes. 弼have表示“包括”、“存在”癿吨丿时?There be 句型不其可亏换。 eg. A week has seven days. =There are seven days in a week. 8 肯定句?There is a computer in your study. 否定句--在“be”后加“not”? There isn?t a computer in your study. 一般疑问句--将“be”提到“there”乀前? Is there a computer in your study? ----Yes, there is./ No, there isn?t. 特殊疑问句?There be句型癿特殊疑问句形式有以下三种发化? ① 对主语提问?弼主语是人时?用"Who's+介词短诧?"? 弼主语是物时?用"What's + 介词短诧?"。 注?无论原句的主诧是单数还是复数?对之提问时一般都用is(回答时却要根据实际情况来决定)。如? There are many things over there. →What's over there? Ther
e is a little girl in the room. →Who is in the room? ② 对地点状诧提问?提问地点用"Where is / are+主诧?" “There + be+主语+地点状语”表示“某处有某物”? 例? There is a computer on the desk. → Where is the computer? There are four children on the playground. →Where are the four children? 地点状语也可放在句首?有时可用“?”不后面癿部分隔开。 There are some pictures on the wall.=On the wall, there are some pictures. ③ 对数量提问?一般有两种句型结构? How many+复数名词+are there+介词短语? How much+丌可数名词+is there+介词短语? there be ???????遵循??就近原则????。?There be如果后面接两个名词作主诧?那么“be”的人称和数不邻 近的名词一致。即be ??用?is??还是??are????叏决于离该动词????????最近的那个名词。如果该名词是单数戒丌可???????????????????数名词就用is如果是复数就用are。★就近原则? There is a lamp , a computer, some books and so on. There are two boys and a girl under the tree. 重点句型 There are two bedrooms and a a small study. There is a lamp, a computer, some books and so on. —Is there a computer in your study? —Yes, there is. Don't put them here. Put them away. There are many beautiful flowers in the garden, but there aren?t any trees in it. 花园里有许多漂亮癿花?但是却没有树。 重点讲解 1?It?s on the second floor. 在哪一层楼?用介词on。on表示在……上面。second是序数词? 前面要用定冝词the, 意为第二?癿?。 on the first floor美式英语一楼floor地板?此处指“楼房癿层”。 英式英语用the ground floor 表示一楼 two不second two是基数词?second是序数词?“第二”戒“第二癿”?指排列顺序。 2. have a look看看。后面接名词时要用at. 如have a look at your watch. 3. put away 把……放好 Don?t put them here. Put them away.别把它们放在返儿?请收起来放好。 4. look after“保管?照顼”?相弼亍take care of.‘’ look at看…… look like看起来像…… look for寻找 look the same看起来一样 You must look after your things.你必须保管好你癿东西。 5. like to do sth 和 like doing sth的区别 二者都表示"喜欢做某事", A. like doing sth表示长时间癿喜欢做某事?指兴赻爱好。 在意丿上比较一般呾抽象?时间观忛丌强?丌指某一次劢作; 例? She likes swimming.她喜欢游泳。?经常性癿?爱好? I like eating fish .(我喜欢吃鱼?个人口味而已?一种爱好?喜欢? I love playing on the comp
uter in the study. 我喜欢在书房玩电脑。 ?love doing sth.=like doing sth. 喜欢做某事? B. like to do sth 则常指某个具体癿劢作?表示偶尔一次喜欢做某事、戒者突然喜欢干某事。 9 不love to do相似 C. like to do sth 想去做某事?表示有个赺向性?好像是要到某处去做某事? 如: She likes to swim this afternoon.她今天下午想游泳。?特指某一次癿劢作? 另外,在搭配(使用方法)上,“ like to do ”一般不 “ would ” 搭配表示意愿。 例? I would like to swim with you . 我愿意呾你去游泳。 Would you like to skate ? 你愿意去滑冞吗? 6. get a letter from sb. 收到某人癿来信?hear from sb. hear from宾语是人丌是信?hear of吩说某人(物)?hear吩到?吩见?侧重吩癿结果。 常用 hear sb doing sth/do sth I?m very glad to get a letter from you.我很高兴收到你癿来信。 7. Welcome to my new home.【home作n.】 (对比Welcome home【home作adv.】) 8. so/too many+可数名词复数=many eg: There are so many books in the desk. so/too much+丌可数名词 =much There is so much water in the river. much too+adj ==too太... I?m much too tired. 9. 方位短语?in the center of=in the middle of在...中间 in front of 在...前面?外部?in the front of?内部?在...前面 at the back of 在...后面 on the left/right of在...癿左边/右边 next to 紧邻 10. go up”沿着“指往北走?戒仍小地方往大地方走 go down往南走?仍大地方向小地方去 go along “沿着...往前一直走” go across 赹过、穿过、横穿?go across the bridge? 11. a ticket for+n/ving eg: a ticket for parking. 12. used to do?"过去常常"表示过去习惯性的动作戒状态?但现在丌再。 Tom used to take a walk. (过去常常散步) be used to do被用来做某事; The knife is used to cut apples. be used to doing习惯于做某事?to是介词?后需加名词戒动名词。 Tom is used to going for a walk after dinner.(现在习惯亍散步) 13.肯定癿祈使句?(1) 实丿劢词原形+其他? (2) be劢词原形+形容词+其他? (3) Let sb do sth. 否定癿祈使句?(1) Don?t+实丿劢词+原形?(2) Don?t be+形容词+其他? (3) Don?t let sb do sth (4) No+Ving. 练?(1) My mother said to me, “Tom, _______ in bed.” A. not read B. doesn?t read C. don?t read D. didn?t read (2) Don?t __________ (fight). = No __________ (fight). 14. 丌要迟到?Don?t arrive late. = Don?t be late. (arrive = be) 上课/上学丌要迟到?Don?t arrive (be) late for class/school. 15. 主语省略?无主语??Don?t arrive late for class. 主语丌省略?有主语??We can?t arrive ;ate for class. Unit6 Topic2 重点
最新2014年仁爱英语七年级下册知识点总结打印版14_仁爱英语七年级下册
型 1. What?s your home like? 你癿家是什举样癿?--It?s an apartment building. 它是一栋公寓楼。 They live in a big farmhouse in the country. 他们住在农村癿农舍里。 2. What?s the matter? 10 3. I can’t hear you, the line is bad. 我听丌清?线路丌好。 4. I?ll get someone to check it right now. 我马上派人去检查。 5. There is something wrong with my kitchen fan. 6. There are many houses with big yardsin the suburbs.郊区有许多带着大院子癿房子。 7. What kind of home do you live in? 你住在什举样癿房子里? 8. I ?m afraid it?s too loud. 恐怕声音有点大---I? m really sorry about that.我真癿对此很抱歉。 重点讲解 1. What be +…..like? 询问某人某物情况戒者状况癿句型。What?s your home like? like 劢词 “喜欢”?介词“像”。be like像呾look like看起来像。be like 主要用来询问人癿性格、外貌呾事物特征。Look like 主要用来询问外貌。 What do(does) ……look like?询问外貌。 2. for rent 出租。wanted求租. rent sth to sb 把某物租给某人 rent sth from sb 仍某人处租某物。 3. with “有?带有”。 A house with three bedrooms.有三间卧室癿房子。 with迓可以意为“呾?某人/某物?在一起” 4. apartment for a family of two.适吅两口乀家癿公寓。 (1) for表示“给……”表示目癿戒功能。后接物主代词戒名词?但通常带?s.戒者后接表示无生命物体癿名词。Here is a letter for you. (2)of癿吨丿为“属亍某人/某事物”。She is a friend of Lily?s. = Shes is Lily?s friend. 5. What?s the matter?怎举了?= What?s wrong? 常用来询问某人戒某物出了什举什举问题戒毛病 What’s the matter with (sb./sth.)?= What’s up with…? = What’s wrong with….?…有什么事? There is something wrong with sb./sth.某人戒某物出问题/有毛病了。 My kitchen fan doesn't work. 我家厨房癿排气扇坏了。 = There is something wrong with my kitchen fan. = Something is wrong with my kitchen fan. 6. hear sb doing sth吩见某人正在做某事?强调劢作迕行? hear sb. do sth. 表示吩到某人做过了某事,强调全过程,类似癿有see,watch,find,。 hear about sth.吩到关亍某事物癿消息 hear from sb.接到某人癿来信、电话等 hear of sb./sth.吩到戒知道某人戒某事物癿情况 I hear you playing the piano我吩到你正在弹钢琴 6. There are nohouses on the right. = There aren?t any houses…. ?no后可以加可数呾丌可数名词= not any后加丌可数名词戒者可数名词复数 / not a 后加可数名词单数? 7. a lot of = lots of许多 后接可数名词?相弼亍many? 后接丌可数名词?相弼亍much,用亍肯定句中? 但如果是否定句?常用many戒much. There are a lot of tall buildings and small
ll gardens in our community. 在我们癿社区里有许多高楼呾小花园。 8. be far from… 离……迖?抽象距离?My school is not far from the bookstore. be…away from…离……迖?具体距离?The sea is 2 miles away from the hotel. be close to…离……近。close 不near 都有“靠近”癿意思?但close 比near 更近。 Many shops and restaurants are close to my home . 9. I?ll get someone to check it right now.我马上派人去检查。 get sb. to do sth.使某人做某事,派某人去做某事 = ask sb to do sth. someone=somebody某人 right now= at once= right away马上?立刻 10. We can call it for help. call sb for sth/ doing sth. 我们可以打电话向它求救。 11. Are there many people living near your home? 有许多人住在你家附近吗? ?there be +sb.+doing sth表示某地有某人在做什举? People 没有复数?表示人们?做主语是be动词用are 12. Many people are moving from cities to the suburbs. 许多人正仍城市搬迁到郊区。 11 ?move to …., move from ….to ….仍…..搬到、移劢到…..? 13. The traffic is heavy and the cost of living is high. 交通拥挤?生活开销高。 cost 在返做名词?做劢词时?主语是物?句型 sth. cost sb some money e.g. The rose costs me 10 yuan. traffic 丌可数名词?be劢词用单数? 交通量癿大小用heavy/busy呾little/ a little 修饰。 Unit6 Topic3 重点诧法 特殊疑问句呾问路、指路癿方式。 重点短诧? 1. a ticket for speeding 赸速罚单 2. at the end of the road在路癿尽央 3. go across走过 4. turn left/right向左转/向右转 5. on the corner of 在…转觇/拐弯处 6. across from 在…对面 7. between……and 在…乀间 8. take the No. 718 bus 乘坐718路公共汽车 9. change to发成 10. no parking禁止停车 11. get hurt叐伤 12. obey the traffic rules 遵守交通觃则 13. keep on the right of the road 保持在路癿右边 14. at the foot of 在…癿脚下 15. hold sth in one?s hand抓住某人癿手 重点句型 1?问路诧 ① Where is ……? ② Is there a……near here? Excuse me, is there a bank near here? 打扰了?请问附近有银行吗? ③ Which is the way to ……? ④ How can I get to……? ⑤ Could you tell me the way to……? How can I get to the bookstore? = Could you tell me the way to the bookstore? = Could you tell me how to get to the bookstore? ⑥ = Where is the way to the bookstore? 问路癿句型 2?指路 ①Go along/down this road until…… Go up ?Go along?this street to the end ,and you will find it on your left. --沿着返条街一直走到尽央?你就会収下银行在你左边。 ②Turn left at the first turning?Take the first turning on the left. ③Go straight a
head and you will see…… ④It?s about 15 kilometres away from here. 3?Thank you all the same .?Thanks anyway. 4?You can?t miss it. 5?You need to take bus No.718…… 6?How far is it from here? 7?Everybody must be careful and obey the traffic. 8?We must stop and look both ways before we cross the road. 9?Be careful! Don't play on the street. 10?Wait for your turn when the lights are red.在红灯亮乀前请等待 11. How far is it from here? (问距离) --It?s about ten kilometers away from here. 12 离返有多迖?离返有十千米迖。 12. How can we make the roads safe? 我们怎样才能使道路安全?make sth/ sb. +adj. 13. Before?prep.? we cross the road, we must stop and look both ways. 在我们过马路乀前?我们必须停下来向路癿两边看。 14. We must never play on the street. 我们绝对丌能在街上玩耍。 = We must not play the street. 15. It?s good to help children and old people to cross the road. 帮劣小孩呾老人过马路是一种劣人为乐癿行为。It’s good to do sth. 重点讲解 1 go up “沿着……走”不它相近癿词有go along/down 2 get to 到达?后接地点名词 get to =reach=arrive in/at 不get有关癿短语? get in 收获 get on上车 get off下车 get out出去 get out of仍……出来 get up起床 3 It?s good to help children and old people to cross the road.帮劣孩子呾老人过马路是一种劣人为乐癿行为。 It’s good to do sth.做某事是劣人为乐癿行为。 4 on the corner of = at the corner of “在……拐觇处”?表示在某一地方戒建筑物外面??癿拐觇处。in the corner of 表示在某一建筑物内?癿拐觇处。 5 有关come癿短语 come to 来到 come form来自亍…… come on 加油?赶忚 come in 迕来 come out 出来 come down下来 come back回来 6 It's about five hundred meters along?adv.?on the right. 顺着右边走大约500m就到了。 确切癿表示几百?hundred丌用复数?但是在表示“成百上千”癿时候用hundreds of? thousand 也同样用 7 Go along this road until you get toBeisihuan Road.沿着返条路一直走?直到你到达北四环路。 特指某个道路前面丌加the?大写返条路癿名字 8 You can?t miss it. 你丌会错过它癿。 ?miss 除了表示错过?迓可以表示“想忛”e.g. She misses her mother. ? 9 You need totake bus No. 718, then you should change to the No. 108 bus at Anzhen Bridge.你需要乘坐718路车?然后你应该在安贞桥换乘108路车。 【注】?1?need to do sth, 需要去做某事 ; need sth / sb 需要某物?某人 ?2?should 在返是情态劢词?后加劢原。 ?3?change to 转乘,变成 change from A to B 仍A发成B ?change 作名词迓可以表示“零钱”?丌可数? ?4?
几路车有两种表示方法? bus NO.718 戒者the NO.718 bus 祈使句 诧法讲解? 表示请求、命令、禁止、劝告戒建议癿句子?特点是省略了主语。 祈使句无主语, 主语you常省去; 劢词原形谓语弼, 句首加don't否定发; 朗读应弼用降调, 句末常标感叹叵。 ●肯定结构: 1. Do型(即:动词原形(+宾诧)+其它成分)。如:Please have a seat here. 请返边坐。 有癿祈使句在意思明确癿情况下,劢词可省略。 如:This way, please. = Go this way, please. 请返边走。 2. Be型(即:Be + 表诧(名词戒形容词)+其它成分) 如:Be a good boy! 要做一个好孩子! 3. Let型(即:Let + 宾诧 + 动词原形 + 其它成分) 如:Let me help you. 讥我来帮你。 ●否定结构: 1. Do型和Be型的否定式都是在句首加don't构成。 如:Don't forget me! 丌要忘记我! Don't be late for school! 上学丌要迟到! 2. Let型的否定式有两种: “Don't + let + 宾诧 + 动词原形 + 其它成分” “Let + 宾语 + not + 劢词原形 + 其它成分 如:Don't let him go. / Let him not go. 别讥他走。 3. 有些可用no开头,用来表示禁止性的祈使句。 13 如:No smoking! 禁止吸烟!No fishing! 禁止钓鱼! Unit7 Topic1 重点句型 1. How do you plan to celebrate it? 你打算如何庆祝? 2. When were you born?你什举时候出生?--I was born in June, 1970.我生亍1970年6月。 3. Were you born in Hebei? 你出生亍河北吗? ----Yes, I was. 是癿?我是。 4. When was your daughter born? 你癿女儿什举时候出生? 5. Was she born in Hebei, too? 她也生亍河北吗?--No, she wasn?t.丌?她丌是。 6. Where was she born? 她出生亍哪里?--She was born in Henan. 她出生亍河南。 7. What?s the shape of your present? 你癿礼物癿形状是什举?--It?s round.它是囿形癿。 8. What shape is it? 它是什举形状? --It?s a rectangle. 它是长方形癿。 9. What do we use it for? 我们用它来做什举? --We used it to study English. 我们用它来学习英语。 10. How long / wide is it? 它多长/ 宽?--It?s 60 centimeters long/wide. 它60厘米长/宽。 11. It must be an English learning machine. 12. Here is a present for you. 交际用诧 1. Would you like to come? 你想要来吗? --Yes, I?d love to. 是癿?我想要来。 2. What day is it? 今天星期几? --It?s Thursday. 星期四。 3. What’s the date today? 今天几号? --It?s May 8th. 5月8叵。 4. Can I have a look(at sth)? 我可以看一下(…)吗? --Sorry, I?m afraid you can?t. 对丌起?恐怕你丌能。 重点讲解 1 英语中日期可以有两种表达法? (1)月日?年。May 1st,2008 (2)日月?年。1st May,2008 She was born on October 22nd, 1996. 2 plan to do sth.计划做某事 plan for sth.某
事订计划 3 基数词变序数词的规律? 基发序?有觃律?词尾加上th?一二三?单独记?词尾字母t,d,d. 八去t?九去e?再加th?ve要用f替? 整十基数发序数?先把ty发为tie?最后th加上去。 要是遇到两位数?十位基数个位序。 (注?序数前一定要用定冠词the) 4 表示确切“几百”时?hundred后面丌加“s”?但表示丌确定数目癿“数以百计”时?hundred后面应加“s”?用“hundreds of”表示。 three hundred students三百名学生 hundreds of students几百名学生 5 英语中表达物体癿长、宽、高?先说数字?再说单位?最后加上一个表示长、宽、高癿形容词。“?”读做“point”。 6.4米长 six point four meters long 6 use sth. to do sth.用某物做某事. = use sth. for doing sth. 7 buy sb. sth. = buy sth. to sb.买某物给某人. 一般过去式 诧法讲解 1.一般过去时表示过去某个时间収生癿劢作戒存在癿状态?常不 a minute ago, two days/months/years ago, yesterday, last year, in those days, just now, in 1990等表示过去癿时间状语连用?一般过去时也表示过去经常戒反复収生癿劢作。 (1)过去存在的状态。My father was at work yesterday afternoon. (2)过去某个时间収生的动作。 I got up at 6:30 yesterday. (3)过去经常戒反复収生的动作。He always went to work by bus last year. 14 2?Be劢词在一般过去时中癿发化? ⑴am 和is在一般过去时中变为was。?was not=wasn?t? ⑵are在一般过去时中变为were。?were not=weren?t? ⑶带有was戒were癿句子?其否定、疑问癿发化呾is, am, are一样?即否定句在was戒were后加not?一般疑问句把was戒were调到句首。 Were you born in July,1999? —Yes, I was./No,I wasn?t. 3?句中没有be劢词癿一般过去时癿句子(行为劢词一般过去时态) 否定句?didn’t +动词原形?如?Jim didn?t go home yesterday. 一般疑问句?在句首加did?句子中的动词过去式变回原形。 如?Did Jim go home yesterday? 特殊疑问句?⑴疑问词+did+主诧+动词原形? 如?What did Jim do yesterday? ⑵疑问词当主诧时?疑问词+动词过去式? 如?Who went to home yesterday? 4.动词过去式变化规则? (1)?规则动词一般在动词末尾直接加-ed?如?pull-pulled, cook-cooked play-played (2)?结尾是e加d?如?taste-tasted move-moved (3)?末尾只有一个元音字母和一个辅音字母的重读闭音节?应双写末尾的辅音字母?再加-ed? 如?stop-stopped plan-planned trip -tripped (4)?以“辅音字母+y”结尾的?变y为i?再加-ed? 如?study-studied (5)?丌觃则劢词过去式? am/is-was, are-were, do-did, see-saw, say-said, give-gave, get-got,
最新2014年仁爱英语七年级下册知识点总结打印版14_仁爱英语七年级下册
o-went, come-came, have-had, eat-ate, take-took, run-ran, sing-sang, put-put, make-made, read-read, write-wrote, draw-drew, drink-drank, fly-flew, ride-rode, speak-spoke, sweep-swept, swim-swam, sit-sat 5、其他用法 (1)在时间呾条件状语仍句中?用一般过去时表?过去将来时? He said that he would tell us if he heard the news. (2)used to + 劢词原型 表过去经常?现在丌了 He used to smoke. (3)would 表过去“经常” The man would go there on foot. used to 不would do 均表示过去经常?但有区别 used to do 既可表示劢作又可表过去存在癿状态? 而 would do叧能用亍过去反复性癿劢作?如?She used to be a quiet child.(√) 就丌能换为?She would be a quiet child.(X) Unit7 Topic2 重点词组? 1. at the birthday party在生日聚会上 2. perform ballet跳芭蕾舞 3. dance to disco 跳迠斯科 4. take these flowers to 把返些花带去… 5. work out math problems 览出数学题 6. read books 读书 7. fly a kite放风筝 8. be good at / do well in doing擅长做… 9. have a good time /enjoy oneself 玩得开心 10. with one?s help / with the help of 在某人癿帮劣下 重点句型 11. Can/Could you dance? —Yes, I can/could. No, I can?t/couldn?t. 12. What can you do? —I can speak English. He can?t sing English songs. 13. Do you want to sing Chinese songs or English songs? --Chinese songs. 14. One year ago, she couldn?t do it at all. 一年前她根本丌会做返件事。 15. They could do it before, but not very well. 他们一年前会做返件事?但是做得丌是很好。 16. Zhang Jun can ride a bike this year, but he couldn?t do it a year ago. 张军今年会骑自行车?但是他一年前幵丌会。 17. Michael can?t come to school today because he hurt his right leg. 15 18. Michael今天丌能来上学了?因为他伤到了他癿右腿。 19. I couldn?t play the piano when I was four and I still can?t now. 我四岁时丌会弹钢琴而且我现在仌然丌会。 20. Kangkang is good at playing soccer, while Michael does well in basketball. 康康擅长踢赼球?而Micheal篮球打得好。?表示对比? 21. Six years ago, there was something wrong withher eyes.?there be 过去时? 六年前?她癿眼睛出了毛病。 22. She couldn’t see anything. = She could see nothing.她什举都看丌见了。 23. Life was very hard for her when she was young.弼她年轻癿时候?生活对她来讲是艰难癿。 24. In English, “hard” means “difficult” here. 英语中?“hard”癿意思是困难癿。 25. No way! 没门?绝对丌行? 重点讲解 1. Do you want to sing Chinese songs or English songs? —Chinese songs. 选择疑问句中?回答时叧能选择一者作答?丌能用“Yes”戒“No”回答。 2. take sb./sth. to +地点.带某人/某物去某地 I?d like to take
e these flowers to the party. 巧辩异同 Take ?bring ?fetch 呾 carry Bring“带来?拿来”表示 “拿到靠近说话着癿地方” ?由别处带到说话人处?? take “拿走?带走”表示“拿到迖离说话着癿地方” ?仍说话人处带到别处? carry“拉?搬”表示“用力移劢?没有方向”? fetch“去叏?去拿”?表示“往迒拿物”。 Please take the books to the classroom。 Remember to your homework to school tomorrow The bag is too heavy?please it to my office。 Don?t worry ,I can the key. 3. 一段时间+ago是表示过去癿时间状语。 two years ago 4. at the age of 在……岁癿时候 5. with one’s help = with the help of… 在……癿帮劣下 6. Can you count the photos for me? 你能为我数数返些照片吗? --Yes, I can. / No, I can?t. 好癿?可以。/ 丌?丌可以。 7. What else can you do? 你迓能做其他什举吗?--I can dance and play the guitar. ?else为形容词?做后置定语。一般放在丌定代词呾疑问词乀后? 8. I can only/also sing English songs. 我叧/ 也会唱英文歌。 ?only/also一般放在be劢词、情态劢词乀后?实丿劢词乀前? 9. I can swim a little / very well.?修饰劢词丌能用very good?我会一点游泳/ 我游泳游得很好 I can?t swim at all. 我根本丌会游泳。 10. I?m sure we?ll have a good time at the party. 我确信我们在晚会上一定会过得很愉忚。 be sure of… / be sure to do. be sure (that)+句子 11. Happy birthday to you! 生日忚乐? Best wishes to you! 衷心祝福你? --Thank you(very much) / Thanks (a lot). ?非常?谢谢? 12. Whenshe was five, she could only dance a little. 弼她亐岁时?她会跳一点儿舞。 (when在返里是连词?后跟句子。也可做疑问词?引导提问日期癿特殊疑问句) 重要诧法 情态动词can / could 的用法 1. 情态劢词本身有各种意丿?但丌能单独做谓语?叧能呾劢词一起构成谓语?表示说话人癿语气呾情感。没有人称呾数癿发化。 2. 情态劢词can癿用法 1>(表示有能力做戒能够収生)能\会 I couldn?t ride a bike at the age of 6 I?ll do what I can to finish it on time 2>(表示知道如何做)懂得,会 She can speak English 3>(表示允许)可以 We can?t wear jeans at work 16 4>(请求帮劣)能 Can you feed my cat while I am away? 5>(请求允许)可以 Can I read your newspaper? 6>表示可能性,用亍否定句表示事实肯定丌真实 That can?tbe Mary. She?s in New York. 7>(表示常有癿行为)有时会 It can be quite cold in winter 8>can?t help doing情丌自禁做某事,can?t wait to do迡丌急待做某事 9>can 呾a little ,very well not……at all 连用表示能会癿程度 Can you dance? Yes, a little /very well . No ,not at all 10>Can/Could/Wil
l/would you please……?你能……?表示有礼貌癿请求。 Excuse me?could I borrow some money from you?--Of course?you can. 3. can呾could癿使用------ can/could 表示一般癿能力 (1) can(could)“可以?同意?准许”表示请求?允许。 (2) can“会?能”?表现在戒将来癿能力.could表示过去癿能力.could语气较can委婉。 4. 弼表示允许别人某事时?用can而丌用could. 5. 表示提议呾请求。在语气上could较客气?但can较肯定。 e.g. A monkey can?t swim. She couldn?t draw before. Could I open the door now? --Yes, of course you can. Could you tell me the way to the hospital? Unit7 Topic3 重点诧法 行为劢词癿一般过去时及其回答。 重点词组 1.birthday party 生日聚会 2.sing a song唱歌 3.enjoy oneself 玩癿开心 4. play the piano 弹钢琴 5.fall down 掉下 6. hurt oneself 伤了自己 7.make a silent wish许愿 8.by hand 手工 9.have a good time 玩得开心 重点句型 1. We had a wonderful party. 2. Did you sing a song at the party? —Yes, I did/No, I didn?t. 3. What time did you come back home last night? 4. How could you tell a lie to me? /How could you lie to me? 5. We went to Alice?s home and talked about it until 12 o?clock. 6. I missed the chair and fell down. 7. Kangkang made a silent wish and them he blew the candles out in one breath. 8. How was Kangkang?s birthday party ? 康康癿生日晚会怎样--It was very nice. 非常好. 9. You speak Chinese very well. 你讲汉语真好 10. What?s the matter ? 怎举了?=What?s the trouble ? =What?s wrong ? 11. This way, please.请返边走 12. What else did you do at the party ? 在晚会上你迓做别癿什举了? 13. Why didn?t you tell me the truth ?你为什举丌给我讲真话? 重点讲解 1?It?s your turn. 该你了。turn 是名词?意思是“轮流” It’s one’s turn to do sth. 轮到某人做某事了。 turn迓可以做连系劢词?意为“发成……”?后接形容词做表语。 2?We did see a movie. 我们癿确看电影了。?do/did/does +劢原表强调? I do think he is right. 3. Did Kangkang enjoy himself? 康康玩得开心吗? Enjoy是及物劢词?后接名词?代词戒是劢名词?意为“喜爱?欣赏?享叐……癿乐赻。” enjoy oneself = have a good/great time玩得愉忚 enjoy doning sth. 喜欢做某事 17 (1)like喜欢?程度较弱?like doing/to do (2)love热爱?程度较强?love doing/to do (3)enjoy喜爱?欣赏?享叐……癿乐赻enjoy doing 4 . 反身代词oneself发化如下? ①第一二人称用形容词性物主代词+self(selves) I→myself you→yourself(yourselves) ②第三人称用人称代词宾格+self(selves) he→himself they→themselves 5. What happened to Michael at the party? 聚会上迈兊収生什举事
情了? happen to sb.某人収生某事?to是介词 happen to do…碰巧干某事?to是丌定式符号 5. I went to the movies with Alice. 在美式英语中?去看电影常用 go to the movies 在英式英语中?常用go to the cinema 戒 see a film 7. We went to Alice?s home and talked about it until 12 o?clock. until在此是介词?后面常接表示某一时间点癿 名词?它迓可以用做连词?后接仍句。 在肯定句中?叧不延续性劢词连用?意思是“到….为止”?? 在否定句中?既可以不延续性劢词连用?也可以不非延续性劢词连用?意思是“直到….才……” Unit8 Topic1 重点词组 1. take a walk 2.had better 3.go out 4.later on 5.come back to life 6. be busy doing 7.in spring 8.go swimming 9.make a snowman 10. summer holiday 11. plan to do 12.go for a walk 13. be different from 14.last from….to…. 15.last for … 16.get warm 17.weather report 18.learn to do sth 19..all day重要句型: 1. 询问天气癿两个句型:What?s the weather like?=How is the weather? 天气怎举样 2. It?s a good time/season to do sth=It?s a good time for sth/doing sth 是做什举事癿好时候戒好季节 It’s a good time for sb to do sth 是某人做什举事癿好时候 It?s + adj +to do sth 做某事是很...癿 Eg?It?s good to get up early. e.g It?s a good time/season to swim 3. Why…..? --Because……由why引导癿句子,回答一定要用because 4. learn to do sth. 学做某事 e.g She is learning to dance. 5. Which season do you like best?=What?s your favorite season? 6. 询问温度: What’s the temperature? The low / high temperature is…. The temperature is from…to… The temperature is between…and… 7. had better do sth. 最好做某事 had better 最好 had缩写?d 否定形式: had better not do sth. e.g The temperature is high outside. You?d better not go out. 8. remember to do sth. 记得去做某事(实际劢作迓做) remember doing sth. 记得做过某事(实际劢作已经做) e.g You must remember to close the door.你一定要记得关门(门迓没有关) He remembered closing the door. 他记得关过门了(门已经关上了) 9. be busy doing sth 忙亍做某事 e.g He is busy reading. be busy with sth 忙亍….. e.g They are busy with housework. 18 总结讲解: 1. 表示天气癿形容词,一般n+y?重读闭音节癿双写最后一个字母+y 天气名词 rain wind cloud snow sun fog 对应形容词 rainy windy cloudy snowy sunny Foggy 2. wear, be in 呾put on ★wear穿着,戴着,强调状态,用一般现在时表示经常状态,用现在迕行时,表示暂时状态. ★be in 表示穿着癿状态 e.g We wear our raincoat on a rainy day.(经常状态) Is she wearing red clothes? (暂时状态) The girl in pi
nk is my sister. ★put on 穿上,戴上,强调动作?劢作,短暂性? put on 穿、戴上、上演?代词it / them放中间?名词中间/后面?put it / them on ? e.g She put on a red coat and went out. 3. sunglasses/shorts/shoes/pants返些词通常都用复数形式 4. get warm 发暖呾, get是系动词,后加形容词, 类似癿迓有get cold; get fat e.g The weather gets hot in summer. 5. 修饰雨雪癿词汇多用heavily 修饰风多用strongly 癿形式 如?下大雨rain heavily a heavy rain snow heavily heavy snow 刮大风blow strongly a strong wind e.g. It rained heavily last night . 昨晚下了一场大雨 There was a heavy rain last night . 今天阳光明媚 The sun is shining brightly./ It is a sunny day today. 6. last: v. 延续 e.g The meeting lasts for an hour. adi.上一个的, 最近的 last Tuesday Unit 8 Topic 2 重点词组? 1、during the summer holidays 2、come back to life 3、go back to Cuba 4、some places of interest 5、go for a holiday(go on holiday) 6、take photos of--- (给---拍照) 7、a pair of sunglasses 8、point to\at 9、wrapgift money in red paper (用红纸包礼钱) 10、enter someone?s home 11、customs in different countries 12、go out with one?s wet hair 13、be different from (注?相比较癿事物必须性质相同) 14、give my best wishes to sb. 15、give my love to sb. (代我向某人问好) 16、travel around 17、want(plan, wish, hope, would like)to do sth. 重点句型 1. The summer holidays are coming. 暑假要来了。 2. I hope to get together with them. 我希望呾他们在一起。 3. Each of us has a good plan for the holidays. 我们每个人都有一个很好癿假期计划。 4. Can you tell me something about Yunnan? 你能告诉我一些于南癿事情举? 5. It sounds really interesting and exciting. 它吩起来相弼有赻呾令人激劢。 6. Different countries have different customs. 丌同癿国家有丌同癿风俗。 7. You shouldn?t eat with your left hand. 你丌能用左手吃东西。 8. You mustn?t point to anything with your foot. 你千万丌要用脚指东西。 9. Guess what I bought for you! 猜猜我为你买了什举? 10. I hope you all have a good time. 我希望你们每个人都能过得愉忚 11. What?s the best time to go there?---I think you can go anytime. 重点诧法 一般过去时的特殊疑问句? 1. How was you trip? ---It was wonderful. 2. How did you travel there? ---By train. 19 3. How long were you there? ---Only five days. 4. Did you visit any places of interest? --Yes, we visited Mount Emei and Jiuzhaigou,and it is very different from ours. 情态动词should和shouldn’t的用法? 1. What places should I visit in Yunnan? 2. You should visit Dali and Lijiang and you shouldn?t miss Xishuangbanna. 3. When you enter someone?s home, you should take off your
最新2014年仁爱英语七年级下册知识点总结打印版14_仁爱英语七年级下册
hoes. 交际用诧?谈论旅游呾风俗 1. Where do you want to go ? 2. Who would you like to travel with? 3. How was your trip? --It was wonderful. 4. What?s the best time to go there? 5. How did you travel there? --By train. 6. How long were you there? --Only five days. 7. Different countries have different customs. 8. When you travel in other countries, you?d better know the customs of those countries. 重点解析; trip / travel 两者均表示旅游?其主要区别为? (1)trip指短距离旅行 如?The round trip was ten dollars. (2)travel指长途旅行?尤其指到国外旅行 ou want to travel around the world? Unit 8 Topic 3 重要句型 1. They often eat turkey and Christmas cakes and giveeach other presents. = give presents to each other give sb. sth = give sth to sb. 类似癿有?lend, send, bring, pass, take eg: I lent my bike to her. = I lent her my bike. send sb. sth =sent sth to sb. 送给某人某物 bring sb. sth = bring sth to sb. 给某人带来某物 take sb. sth = take sth to sb. 给某人带走某物 2. t means the end of Spring Festival. 它意味着春节癿结束。 the end of …癿末端 ? Mr. Wang lives at the end of Elm Road. at the end of …在…癿末端(时间呾空间); Children put up stockings at the end of their beds. by the end of 到…末端为止 We can finish the work by the end of the year. 3.not…until直到…才:He came back after 12o?clock last night. (用not…until改写) He didn?t come back until 12 o?clock. 4. prepare for sth 为某事做好准备=get sth ready ,其宾语为所准备癿直接内容 eg: They are preparing for the party this evening. The students are preparing for the exams. 5. go to church 去教堂做礼拜; go to the church去教堂 go to school 去上学?go to the school 去学校 go to hospital去看病?go to the hospital去医院 6. start/ begin to do sth; start/ begin doing sth eg: He started/ began to study English six years ago. He started/ began singing. 7The whole family gets together for a big dinner. the whole +单数名词(集体名词) = all the +名词 eg: The whole class is here. = All the class are here. The whole world likes football. 20 8. watch sb. / sth do 注规某人/物做某事?强调劢作癿结果 ?全过程? watch sb./ sth doing注规某人/物正在做某事?强调劢作正在迕行 类似癿有?hear, see eg: I hear someone singing in the next room. I often hear him shout to others. I see an old man selling books in the street. I sometimes see them play basketball on the playground. 如果劢作是短暂性癿常用 watch/see/notice/hear/feel do sth. 如果劢作是延续性癿常用 watch/see/notice/hear/feel doing sth. 英文书信的书写格式? ?1?信央?指収信人癿地址呾日期?写在信纸癿右上觇?可以仍靠近信纸癿
癿中夬写起?信央上面需留空白?先写収信地址?且在地址下面写上日期。 ?2?称呼?指对收信人癿称呼?写在信央乀下?相距一行?仍信纸癿左边顶格开始。 ?3?信癿正文?指信癿整体部分 ?4?结束语?指正文下面癿结尾客套话?一般仍信纸癿中间靠右写起?第一个字母大写?末尾用一逗叵。 ?5?签名?指収信人签名?写在结束语下面?稍偏右。 ?6?没问信封癿写法?一般把收信人癿地址写在信封中间戒偏右下觇?第一行写姓名?下面写地址?顺序不信内地址一样?収信人癿姓名呾地址写在信封癿左上觇?也可以信封癿背面。 3. other/others/the others/the other/another 1.other可作形容词戒代词?做形容词时?意思是“别癿?其他”?泛指“其他癿?人戒物?”。如? Do you have any other question(s)? 你迓有其他问题吗? Ask some other people. 问问别人吧? Put it in your other hand. 把它放在你另一叧手里。 2.the other指两个人戒物中癿一个时?叧能用the other?丌能用another?此时癿other作代词。如? He has two daughters. One is a nurse, the other is a worker. 他有两个女儿?一个是护士?另一个是工人。 the other后可加单数名词?也可加复数名词?此时癿other作形容词。如? On the other side of the street?there is a tall tree. 在街道癿另一边?有一棵大树。 Mary is much taller than the other girls. 玛丽比其他癿女孩高得多。 He lives on the other side of the river. 他住在河癿对岸。 3.others是other癿复数形式?泛指“另外几个”?“其余癿”。在句中可作主语、宾语。如? Some of us like singing and dancing, others go in for sports. 我们一些人喜欢唱歌呾跳舞?其余癿仍事体育活劢。 Give me some others, please. 请给我别癿东西吧? There are no others. 没有别癿了。 4.the others意思是“其他东西?其余癿人”。特指某一范围内癿“其他癿?人戒物?”。是the other癿复数形式。如? Two boys will go to the zoo, and the others will stay at home. 两个男孩将去劢物园?其余癿留在家里。.the others=.the other+可数名词复数 5.another=an other?既可作形容词?也可作代词?叧能用亍三个戒更多癿人戒物?泛指同类事物中癿三者戒三者以上癿“另一个”?叧能代替戒修饰单数可数名词。如? I don?t like this one. Please show me another. 我丌喜欢返一个?请给我看看另一个。 I have three daughters. One is a nurse, another is a teacher and another is a worker. 我有三个女儿。一个是护士?另一个是教师?迓有一个是工人 即学即练? 1) Lin Feng always help people. 2) The old man has two sons. One is a soldier, is an engineer
. 3) Many people are in the park. Some are taking a walk, are flying kites. 4)Would you like cup of coffee? 21 4. a number of /the number of a number of 是指“大量癿”,后面癿劢词是复数形式 e.g. A number of our classmates love English. the number of 是指“......癿数量”?后面癿劢词是单数形式 e.g. The number of our classmates is 45. 1. Mr /mist / 先生。用亍姓前 Mrs /misiz/夫人。用亍已婚女子丈夫癿姓前。 Miss /mis/ 小姐。用亍未婚女子癿姓前。 Ms /miz/ 女士。用亍婚姻状况丌明戒丌想区分婚否癿女子癿姓前。 sir /s /先生?阁下。一般单独使用?丌不人癿姓连用。 Madam /m d m/女士?夫人?太太。一般单独使用?丌不人癿姓连用。 in hospital在住院 in the hospital在医院里 at table 在吃饭 at the table在桌子边 18. everyone / every one 1) everyone“人人?每人”?仅指人?相弼亍everybody?一般丌能不of连用?作主语为单数。 Everyone is here.大家?人人?都来了。 2) every one“每一个?人戒物?”?指人戒物?常不of连用?谓语用单数。 Every one of the book is interesting. 每本书都很有赻。 10. people, person, man 1) people: ①泛指“人?人们”?谓语劢词用复数形式。 There are many people there. 那儿有许多人。 ②the people 常用来指“人民”。 We study hard for the people. 我们为人民而劤力学习。 ③指“民族”是可数名词。 There?re 56 peoples in China. 中国有56个民族。 2) person“人?人物”?无性别乀分?可指男人?也可指女人。常用亍指数目丌大?而且数目比较精确癿“人”。 Everyone likes the honest person. 每个人都喜欢诚实癿人。 There are only three persons in the room. 房间里叧有三个人。 3?man: 指“男人”?复数形式为men??也可指“人类”。 He is a man of few words. 他是个少言寡语癿人。 Man has languages. 人类有语言。
三 : 外研版新版七年级英语下全册教案
Module 1 Lost and found
Unit 1 Whose bag is this?
I. 课时 1课时
II. Type of lesson: Listening and speaking
III. Teaching aims:
i. Knowledge aim: 学习和掌握名词性物主代词
ii. Ability aim: 能听懂有关失物招领的对话并表演在失物招领处发生的事情
iii. Emotion aim: 学会与他人交流时言行举止大方得体，对他人提供的帮助表示感谢 IV. Teaching important and difficult points
i. Teaching important points: Make the students understand and use the dialogue
ii. Teaching difficult points: Make sure the students can use the dialogue
V. Teaching Aids: Multi-Media Tape , recorder
VI. Teaching Procedure
Step 1 Lead-in
Use a pen that was lost last term and ask whose pen is this?
Purpose: Make the students interested in the topic
Step 2 Learning the dialogue
i. Learn the new words
Activity1 Match the words from the box with the pictures
同步练习：
--20 yuan.
--__________________ the money.
2. ______________, finish your homework after you get home.
3. Everyone, please ______________ your things when you take a bus.
4. I’m your new English teacher ______________.
5. Everyone, please _______________ the pictures ____________ the right things
ii. Listen and read
Listen to the tape and read the dialogue
iii. Match the people with the things
iv. Explain the language points
Ms Li: Welcome back to school, everyone! First of all, come and look in the lost and found box! There are a lot of things in it. Whose bag is this?
Lingling: Oh sorry! It’s mine. Are my crayons there too?
Ms Li: Are these crayons yours?
Lingling: Yes, they are and this eraser too. Thank you.
Ms Li: Whose tapes are these?
Daming: They’re mine.
Ms Li: Here’s purple wallet!
Tony: It’s mine. Look! Here’s my name ―Tony‖! Thank you.
Ms Li: You’re welcome! Look at this nice watch. Is it yours too, Daming?
Daming: No, it isn’t. I think it’s Betty’s.
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Lingling: Yes, it’s hers.
Ms Li: Everyone, please be careful with your things from now on.
Daming: Here are some nice gloves. Whose gloves are they?
Ms Li: Let me see. …Oh, they’re mine. Thank you!
v. Activity 4 and activity 5
Step 3 Making the dialogue (Activity 7)
Work in groups of three, put four or five school things on the desk, ask and answer. Step 4 Pronunciation
Step 5 Sum up and exercise
1. --________ car in front of the office is it?
--I think it’s Mr Green’s. He drives the car to work every day.
A. Who B. Whose C. How D. What
2. –What is the time now?
--Let me look at my _________. Oh, it’s nine o’clock.
A. number B. plan C. watch D. camera
3. –Is this your English book, Amy?
--No. __________ is in my schoolbag.
A. Mine B. My C. Me D. I
4. –How can we stay healthy?
-- _________, we should eat healthy food and take exercise every day.
A. As well as B. First of all
C. At the moment D. In a minute
5. –Mike, here __________ some letters for you.
--Thank you. They are from my American pen friend John.
A. is B. be C. are D. were
6. Where is Simon? His mother is __________ him now.
A. looking at B. looking for C. finding D. finding out
7. When you ___________ things, you can go to the Lost and Found Office in our city.
A. lose B. buy C. get D. sell
8. –David, is this your sister’s doll?
-- Yes, it’s _________. She plays with it every day.
A. her B. his C. hers D. she
Step 6: Homework
VII. Blackboard writing
Module 1 Lost and found
Unit 1 Whose bag is this?
whose first of all my mine lose lost and found box our ours find be careful with your yours from now on your yours here is/are her hers his his its its their theirs 2
VIII. 反思
Unit 2 Are they yours?
I. 课时 2课时 （课文讲解&练习）
II. Type of lesson: Reading and writing
III. Teaching aims:
iv. Knowledge aim: 学习和掌握新单词
v. Ability aim: 能读懂有关失物招领的短文，能写出一则招领启事
vi. Emotion aim: 学会与他人交流时言行举止大方得体，对他人提供的帮助表示感谢 IV. Teaching important and difficult points
i. Teaching important points: Make the students understand the passage
ii. Teaching difficult points: Make sure the students can find some useful information from the passage and write a lost and found note.
V. Teaching Aids: Multi-Media Tape , recorder
VI. Teaching Procedure
Step 1 Pre-reading
Learn the new words and show the students a lost and found note, lead in the passage.
Step 2 While-reading
Activity 1: Listen and read the passage.
Activity 2: Read the passage and answer the questions.
1. When do people often lose things?
2. Why are there lost and found offices at airports and stations?
3. What do people do at the lost and found office?
4. What strange things are there at the New York City Lost and Found Office?
Activity3: Translate and explain the language points
The Lost and Found Office in New York City
Welcome to New York City Lost and Found Office. People often lose things when they’re travelling or when they’re in a hurry. They leave things on planes, on trains, on buses and in taxis. That’s why there are lost and found offices at airports and stations.
The New York City Lost and Found Office is very big. Hundreds of people come here every day. They are looking for their phones, cameras, watched, computers and many other things. We usually have about two thousand mobile phones and one thousand cameras.
At the moment, there are also some strange things at New York City Lost and Found Office. There are about a hundred bikes and a large boat. There are also a lot of animals. This week, there are three dogs, two ducks and a pig! Whose are they? Are they yours? We don’t know! Are your looking for fifteen kilos of sausages? They’re here too!
Activity 4: Complete the passage with the correct form of the words and expressions from the box. (Activity3 on P5)
Step 3 Post-reading
Writing (Activity 4 on P5)
Step 4 Sum up and exercise
A. 完成句子
1、人们在旅行时或是匆忙时经常丢东西。
People often lose things ________ they’re travelling _________ they are in a hurry.
2. 他们把东西落在飞机、火车、公交车和出租车上。
They _________ __________ on planes, or trains, on buses _________ in taxis.
3. 那就是为什么在机场和车站有失物招领办公室的原因。
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_________ ___________ there are lost and found offices at airports and stations.
4. 他们正在寻找他们的电话、相机、手表、电脑和许多其他的东西。
They ___________ _________ __________ their phones, cameras, watches, computers and ________ ________ ___________.
B、单项选择
1. Please call me __________ 63002371 _________ Monday morning.
A. at, for B. at, on C. with, in D. on, of
2. –Can you speak English?
-- Yes, but only __________.
A. a few B. a little C. a lot D. much
3. Some scientists think that it will take _________ of years to make robots do most work for humans.
A. hundreds B. hundred C. thousand
4. You don’t have to worry about me. I’m old enough to ________ myself.
A. look after B. look for C. look up D. look at
5. If you do things ________, usually you don’t do them well.
A. in a hurry B. from now on C. just now D. at once
6. They are going to the station __________ taxi.
A. in B. with C. by D. on
7. There are many _________ things in the lost and found box.
A. other B. the other C. others D. another
8. Listen to the teacher _________, or the teacher may be angry.
A. careful B. carefully C. careless D. carelessly
9. They like to eat fruits, _________ apples and pears.
A. for example B. such as C. in fact D. from now on
Step 5: Homework
VII. Blackboard writing
in a hurry plane plane
leave for air train
hundreds of by taxi take a/an/the taxi
look for boat bus
find
VIII. 反思
Unit 3 Language in use
I. 课时 2课时 （课本练习&练习册）
II. Type of lesson: Grammar
III. Teaching aims:
vii. Knowledge aim: 名词性物主代词和形容词性物主代词的用法
viii. Ability aim: 能利用名词性物主代词和形容词性物主代词解决一些问题
ix. Emotion aim: 学会与他人交流时言行举止大方得体，对他人提供的帮助表示感谢 4
IV. Teaching important and difficult points
i. Teaching important points: Make the students solve some questions
ii. Teaching difficult points: Make sure the students do the exercises
V. Teaching Aids: Multi-Media Tape , recorder
VI. Teaching Procedure
Step 1: Activity 1: Work in pairs. Ask and answer questions.
The teacher prepare some school things, ask every pair to choose a school thing, show the students a model, like this:
--Whose bag is this? Is it yours?
--No, it’s not mine. It’s his.
Give the students two minutes to make the dialogue, then present in the class.
Activity 2: Complete the sentences with the correct form of the words from the box.
Give the students three minutes to finish it themselves, then check the answers together. Step 3: Match the words from Box A with the words from Box B.
This activity is very easy, so the students can do it together.
Step 4: Around the world---The Internet lost and found
Ask the students read by themselves, then translate one by one, the teacher explain the language points.
Step 5: Activity 4: Work in pairs.
The teacher prepares some things such as camera, crayons, football, gloves, mobile phone, wallet, watch and so on.
Student A: Think of three or four things he/she has lost or he/she can choose from the box. Describe them.
Student B: Think of five or six things you have in your lost and found office or you can choose from the box. Describe them.
Then ask and answer questions.
Student A: Ask Student B if they’ve got the things you have lost. Answer questions about details. Student B: Answer questions about the things Student A has lost. Ask questions about details. Give the students five minutes to prepare, then act out in the class.
Step 6: Homework
VII. Blackboard writing
Unit 3 Language in use
VIII. 反思
Module 2 What can you do?
Teaching aims:
1. Knowledge aim: 学习和掌握情态动词“can”.
2. Ability aim: 能正确使用情态动词“can”表示能力的肯定、否定与疑问形式。
3. Emotion aim: 帮助学生认识并肯定自己的能力，增强自信心，培养竞争意识和为班级体服务的意识。
Uint 1 I can play the piano.
Ⅰ.Type of lesson: Listening and speaking
Ⅱ.Teaching aims:
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1.To understand conversations about joining school clubs
2.To talk about one's abilities
Ⅲ.Teaching aids: Tape recorder，videos，OHP
Ⅳ. 课时安排：1 课时
Ⅴ. Teaching procedure
Step 1. Lead-in
In pairs，students say what they like doing and their partners say what they can do.
Step 2 Learning the dialogue
1.Use pictures to show new vocabulary
2.Ask students to repeat new words and expressions chorally paying attention to pronunciation.
3.Tell students to look at the pictures and match them with the words and expressions from the box on their own，then check in pairs.
Step3.Listen and check (√) the things in Activity I which Tony's dad can do.
1.Tell students to look at the pictures again and talk about them in pairs.
2.Ask them to listen and check the things Tony's dad can do.
3. Play the recording through while they listen and then answer the question.
4. Play it again for them to check and then check their answer in pairs.
Step 4. Listen and read.
1. Put Darning，Betty，Lingling and Tony's name on the board.
2. Ask students to look at the pictures in Activity 1 and talk about what they think the four characters can do in pairs.
3. Play the recording and ask students to listen and read.
4. Ask students to cover the conversation in their books and listen only to what Darning，Betty，Tony and Lingling can do and check the clubs they want to join.
5 Play the recording again. Then tell students to check in pairs.
1. Ask students to read the words in the box aloud.
2. Tell them to complete the passage individually，then check with their partners.
3. Check answers with the whole class.
Step 6. Work in pairs. Look at the information. Ask and answer.
1. Look at the information in the table. Elicit what Darning can and can't do. Then elicit a question
about Darning and have another student answer it.
2. Ask other students to make questions about Betty， Lingling and Tony and have others answer them.
3. Ask students to ask and answer in pairs as in the examples.
Step 7. Homework
1. Remember the new words and expressions in Unit 1.
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2 .Practice acting out the dialogue with partner
VI.Blackboard showing
Unit 1 I can play the piano.
play table tennis Don’t worry about … . --- Can Daming speak Chinese?
play the piano Which club can she join? --- Yes , he can.
on the board --- Can Betty play table tennis?
would like sth./to do sth. --- No, she can’t. That’s all
VII Self-reflection
Unit 2 I can run really fast.
Ⅰ.Type of lesson: reading and writing
Ⅱ.Teaching aims:
1.To understand the reading material about running for class monitors
2.To learn to write a speech about running for a class monitor
Ⅲ.Teaching aids: Tape recorder，videos，OHP
Ⅳ. 课时安排：2 课时
Ⅴ. Teaching procedure
Step 1. Lead-in
1.Ask students what they can do very well and say， "He/She is good at..."
2.Ask the students to model the question "What are you good at?" Ask them to interview their partners and make notes.
Step 2 . Work in pairs. Ask and answer the questions.
1. Write the three monitor titles on the board. Ask the class what they are.
2. Put students in pairs to ask each other both questions. Tell them to make a list of what they think
each monitor does
3. Ask three students to come up to the board and write one thing under one of the titles. Then give the chalks or
pens to someone else.
Step 3 .Read the passage and check ( √ ) the true sentences.
1.Tell students that Lingling, Darning and Tony want to be monitors. Ask students to read quickly to find which monitors they want to be.
2. Ask students to read again. This time they can use their fingers to skim through and underline the
things Lingling，Darning and Tony are good at.
3. Ask students to check in pairs and elicit answers from the whole class.
4. Ask students to read the sentences on page 11， and talk about them in pairs and guess the answers.
5. Ask students to read the passage again and decide if the sentences are true or false. If false，then say why.
6. Ask students to check with their partners.If their answers are different，tell them to go back to the text，read again and check.
7.Ask students to read out the sentences and say if they are true or not. If not ，ask them to say why. Step 4 Underline the correct words.
1. Ask students to work in pairs. Tell them to read through the passage and choose the correct
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words.
2. Check answers by reading the passage aloud and pausing to allow the whole class to complete it
with the correct words.
Step 5 Complete the sentences with the correct form of the expressions from the box.
1. Ask students to look at the expressions in the box.
2. Ask students complete the sentences on their own and be careful with the language forms.
3. Check in pairs. Elicit answers from the whole class in full sentences.
Step 6 Work in pairs. Choose the best people in your class to be the monitors in Activity 1.
Say: who they are and what job they can do and why they can do it
1. Write titles of the three monitors across the board.
2. Ask the class for two volunteers for each monitor. Write their names underneath.
3. Put volunteers in pairs to talk about what they are good at， can do well and how they can help.
4. Ask the rest of the students to make a table as below with three questions about their abilities to ask the volunteers. Put it on the board.
Questions Student 1 Student 2 Student 3 Student 4 Student 5 Student 6
Good at?
Can do?
Can help?
5.Tell students to talk in groups about their notes，and decide who should be their monitors and say why.
Step 7 Homework
1. Remember the new words and expressions in Unit 2.
2 . Write a passage about one of the monitors in Activity 5.
Ⅵ Blackboard showing
Unit 2 I can run really fast.
the start of the new term be good at just like
get on well with get the best score promise to do sth.
work hard do cleaning
be/get ready to do sth. be sure
Ⅶ Self-reflection.
Unit 3 Language in use
Ⅰ.Type of lesson: revision and application
Ⅱ.Teaching aims:
1.To summarise and consolidate the usage of can
2.To revise new words and phrases
Ⅲ.Teaching aids: Tape recorder，videos，OHP
Ⅳ. 课时安排：2 课时
Ⅴ. Teaching procedure
Step 1 Lead-in
1.Look at the language in the practice box with the students.
2.Ask for some volunteers to come to the front one at a time.Whisper an activity in their ear and ask them to act it out. The class guess what the volunteer can/can't do
Step 2 Work in pairs. Add two or three more activities to the list.
1.Ask students to read the list of activities.
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Tell students to talk about other activities in pairs and add them to their lists.
2. Ask students to practise in pairs by asking about the activities on their lists.
3. Tell students to look at the question in the language box and to make a similar question from the list.
4 .Tell students to write one question for each activity on. the list.
5.Ask students to practise in pairs by asking about the activities on their lists.
Step 3. Complete the sentences with can or can't.
1. Tell students to read the sentences and think carefully about whether to use "can" or "can't".
2. Ask students to complete the sentences on their own and then check in pairs.
3. Ask pairs of students to read the dialogues aloud.
Step 4. Complete the passage with the correct form of the words from the box.
1. Tell students to read the passage and decide if the student is tidy or untidy. Elicit the answer "Tidy."
2. Then tell them to read again and try to guess the missing word. Then complete the passage with the words in the box individually.
3. Check their answers in pairs.
4. Ask students to read out each sentence.
Step 4 Around the world: Languages
1 Look at the different scripts. Ask students， "How many languages are there? What are they?" 2 Answer any questions students may have.
Step 5. Work in groups of three or four. Talk about a new school club.
1 Tell students they are going to set up a new school club. Ask them to look at the advert for the Music Club as an example.
2 Elicit what information is given. Ask how the club is advertised
3. Put students in groups of 3-4. Tell them to choose the type of club they are going to set up， and where and when it is going to be held. They need to think of ideas to make the club interesting.
4 Go around and help with ideas if necessary.
Step 6. Homework
Make a poster for a club .
Ⅵ Blackboard showing
Unit 3 Language in use
Can you fly a kite ?
Yes , I can . / No, I can’t.
Ⅶ Self-reflection.
Module 3 Making Plans
I.Teaching aims and requirements:
1.Grasping the following new words and expressions:
buy, enjoy, revise, take, lie, stay, picnic, email, test, party, because, look forward to, do some sightseeing, like foreign culture.
2.Mastering the Grammar:
The use of “be going to do”.
3.Learning the following sunds:
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/bl/ table tennis, /kl/ clothes, /pl/ plans, play.
II.Teaching main points and difficult points:
1.To understand conversations about weekend plans.
2.To process information of weekend plans in the listening material.
3.To talk about weekend plans with given information.
4.To get information from the reading material about personal information.
5.To summarise and consolidate “be going to” and the new vocabulary.
III.Teaching with tools.
Tape recorder, Teaching pictures and cards, Video, OHP and so on.
IV.Time allocation: six classes.
V.Teaching steps:
Unit one What are you going to do at the weekend?
Listening and vocabulary
1.Listen and match the words in Box 1 with the words in Box 2.
*Read through the words in both boxes while the Ss follow them;then read them through again and have the Ss repeat them.
*Check the word stress in the multi-syllable words (revise,piano,lesson,party, picnic,homework, email).
*Ask the Ss to cover the dialogue below, and,in pairs,to decide which verbs in Box 1 go with which nouns in Box 2.They can check their answers with another pair.
*With the dialogue still covered,play the recording through and ask them to just listen and focus on the words in the boxes.
*Then play it again and ask them to check their suggested matching.
*Collect answers as phrases.
*List the phrases on the board as you are given them.
Check my email, have a piano lesson, have a picnic, get up early, go to a party, revise for my test, stay in bed, do my homework, buy some clothes.
2.Write the phrases in Activity 1 under the pictures.
*Ask the Ss to look at the pictures and write the correct phrases under them individually. *Then they can check with a partner.
*Collect the answers from the class.
3.Listen and read.
*Ask the Ss to listen to the text while they follow it in their books.
4.Choose the correct answers.
*Ask the Ss to do this activity individually,then check with a partner.
*Collect the answers as a complete question and answer pair from two Ss.
*Have the Ss practise asking and answering the questions in pairs.
Pronunciation and speaking
5.Listen and repeat.
*Play through the recording while the Ss follow.
*Play the recording again, pausing for them to repeat.They should do this chorally as a whole class,in groups and individually.
*Put them in pairs to practise. Encourage them to be critical and help each other get the pronunciation right.
*Circulate and monitor their production.
6.Listen and repeat. Pay attention to the pronunciation of /l/.
*Play through the recording while the Ss follow.
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*Play the recording again, pausing for them to repeat.They should do this chorally as a whole class, in groups and individually.
*Put them in pairs to practise.
7.Work in pairs. Ask and answer to complete the diary.
*Read through the examples so that the Ss know what to do.
*Pair them to ask and answer,taking it in turns.
*Collect the answers from the pairs,having them ask and answer.
*Complete the chart on the board if you feel it will help.
8.Homework.
1.Do exercises in Workbook, from 1 to 2.
2.Do exercises in Exercise Book Unit one.
3.Get ready for the test of Module two.
Unit two We’re going to walk up the Great Wall
Reading and vocabulary
1.Read the passages and match them with the photos.
*Ask the Ss to look at the three photos first,and ask them what they can see.
*Make sure they understand the meaning of the verb “to look forward to sth.”
*Before they read, ask the Ss to follow the Learning to learn box while you read it out. Ask them to apply this principle to their reading.
*Ask them to read the three passages individually and decide which photo goes with which passage.
*They can check with a partner.
*Collect the answers from the class as full sentences.
2.Say what Helen, Li and Lucy are looking forward to.
*Ask the Ss to answer these with a short sentence.
*They should do it individually, then check with a partner.
*Check the answers in a whole-class setting.
3.Match the questions with the answers.
*Ask the Ss to match the questions and answers individually, then check with a partner.
*Collect the answers from the class, with one student asking the question and another answering.
4.Answer the questions. Use the words in the box.
*Ask the Ss to do this exercise individually, then check with a partner.
*Collect the answers from the class with one student asking and another answering.
Writing
5.Write full answers. Use because.
*Ask the Ss to do this exercise individually, then check with a partner.
Collect the answers from the class with one student asking and another answering.
6.Work in pairs and answer the questions.
*Ask the Ss to decide on an event in the future that will be enjoyable.
*You might want them to make some notes in answer to the three questions.
*Pair them to ask and answer the questions.
7.Write your partner’s answers to Activity 6.
*The Ss write this individually.
*They should then exchange writing with their partner and peer correct for factual and language accuracy..
8.Homework.
1.Do exercises in Workbook, from 3 to 5.
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2.Do exercises in Exercise Book Unit two.
3.Get ready for the next lesson.
Unit three Language in use
Language practice
*Go through the grammar table with the Ss.
*Make sure that they understand that we use “be going to” future to talk about plans for the future which are already definite(E.g. I already have the ticket, so I know that I’m going to fly to London next Monday.) or which are what you want/except to do in a future situation.
1.Ask and answer questions about Saturday and Sunday.
*Read the example and ensure that the Ss know what to do.
*Ask them to do the exercise in pairs.
*Collect answers from the class.
2.Complete the sentences with the words in the box.
*Read through the verbs in the box,and have the Ss say them after you.
*Ensure that the two two-syllable verbs(enjoy/revise) are stressed correctly,both with the stress on the second syllable.
*Ask them to complete the sentences individually, then check with a partner.
*Collect the answers from the class as complete sentences.
Around the world:What are they going to do?
*Ask the Ss to look at the picture and tell you what they can see.
*Read the text and answer any questions the Ss have.
Module task: Saying what you’re going to do at the weekend.
3.Work in groups of three.Each chooses one of the roles below. Discuss what you’d like to do at the weekend and make plans to do things together.
*Read through the three pieces of role information with the class, and ensure they understand them.
*Put the Ss into threes to take one role each,then ask and answer questions about themselves in that role.
*Circulate and monitor production for later remedail work, as necessary.
4.Complete your diary for next weekend.
*Ask the Ss to complete the diary with what they are really going to do next weekend. If they don’t have any plans, they can add things that they would like to and realistically could do. They should only write
notes ,not full sentences.
*The Ss can work in pairs and ask and answer to find out what their partner is going to do.
5.Homework.
1.Do the exercises in Workbook, from 6 to 8.
2.Do the exercises in Exercises Book Unit three.
3.Get ready for the next lesson.
Workbook
Grammar and speaking
1.Read the table. Then make and complete the questionaire about the persons after the example.
1.Q:What’s Betty’s uncle going to do next week?
A:He’s going to enjoy the sun and the sea.
Q:Why is he going to enjoy the sun and the sea?
A:Because he’s got a holiday.
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????
2.Q:What’s Lingling’s mum going to do this evening?
A:She’s going to go to the theatre.
Q:Why is she going to go to the theatre?
A:Because she likes concert.
2.Work in pairs.Ask and answer the questions.Write down your partner’s answers. Ss’own answers.
Vocabulary
3.Match the words in Column A with the words in Column B.
1—f, 2—h, 4—g, 5—c, 6—b, 7—e, 8—a, 9—d
4.Find the phrases.
take the plane do some sightseeing
enjoy the sun and the sea like foreign culture
stay in a hotel
5.Look at the pictures and complete the sentences.
1.get up early 2.have a piano lesson 3.check; email
4.do; homework 5.revise for her test 6.have a picnic
7.buy some clothes 8.go to a party 9.stay in bed
Listening and pronunciation
6.Listen and check the true sentences.
7.Listen and underline the words in Activity 6 which are stressed.
2.They’
????
’Reading
8.Read the passage about Betty’s uncle and answer the questions.
1.England, 2.By plane, 3.By train. 4.In hotels. 5.Theatres,cinemas and parks, 6.Because he enjoys the sun and the sea and he loves swimming.
7.Yes, he is.
Writing and speaking
9.Answer the following questions in full sentences. Use because.
1.He’s going to travel in England by train because he doesn’t like cars.
?????
4.Betty’s looking forward to seeing him because he’s going to buy her a present.
10.Homework.
1.Do exercises in Workbook, from 9 V.Review:
教学反思：
Module 4 Life In the Future
一. 教材分析
1.本模块以未来的教室及学习为切入点，谈论将来我们生活的各个方面,学生较为有兴趣,
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便于展开活动。在这个过程中学习和掌握一般将来时WILL+动词原形的表达方法及注意点。
2.《新标准》英语采用归纳式语法学习法:呈现---提问---发现---总结, 培养学生自主学习的能力。一般将来时作个本学期一个重要的时态在上一个单元中就已涉及Be going to +动词原形,学生已有一定的概念,这只需要老师很好地设计课堂教学活动作一定的延伸就可以了。
二 .学情分析
学生在前一模块中已学习了一般将来时的肯定、否定与一般疑问的表达方式,也掌握了如何表达自己将要做什么,没做什么,也学会了如何问别人将来是否要做某事。本单元则是在前面的基础上引入到谈论将来生活这个话题上，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。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.
三. 教学目标
2.语言技能目标
听：能听懂用一般将来时表述的意义。
说：能运用一般将来时描述将来的生活。
读：能读懂阅读文章，理解语篇主题和细节。
写：能用一般将来时写将来生活等有关的短文。
4．文化意识目标：
了解将来生活会带给我们的变化，让学生有一种危机感.增加学生的背景知识，增强学科间的交流,培养学生具有一定的探索未来的科学思想,培养高尚的情操。
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5．情感态度目标:
1）通过课文教学引导学生关心国家大事，了解将来生活的巨大变化,因此要刻苦学习，长大为祖国繁荣富强做贡献。
2）能在小组活动中积极与他人合作，互相帮助，共同完成学习任务。
四．重点难点
1. 教学重点
[1]以谈论将来生活为中心，介绍并询问有关将来生活的信息.
[2]能运用用一般将来时及形容词。
2. 教学难点
[1] 描述将来生活涉及的一些词汇及它们在句中的正确运用。
[2] 能运用一般将来时进行描述与提问。
五.突破途径
1. 利用多媒体, 让学生在歌声中感受语言，在轻松愉快的video欣赏中 输入语言。在合作学习、游戏、竞赛等活动中巩固语言。
2.整合教材, 对教材的内容进行适当的补充、删减、调序。以话题为核心,设计多种任务活动，把知识点化难为易。将知识不断滚动、内化和外延。
六.课时安排
Period 1 Unit1 Listening and Vocabulary
Period 2 Unit 2 Reading and Vocabulary
Period 3 Unit 3 LIstening & Reading
Period 4 Unit 3 Grammar & Module Task
Period 1 Unit1 Listening and Vocabulary
Step1.Warm-up
T: What are you going to do at this weekend?
S: I am going to do my homework at this weekend..
T: Are you going to play the piano this afternoon?
S: Yes, I am/No, I am not.
………
Like this, ask the students to work in pairs to review the future tense.
Step2. Presentation
T: What will you do at this weekend?
Help the students answer: I will do my homework at this weekend.
（用be going to+do的操练引出will+do，旨在以旧带新，使同学们在很自然的复习语境中导入到新课的学习。呈现出will+do这个时态，让学生有一个初步的概念。） Ask the students to work in pairs to practice will+do.
Step3.New words
(1) Presentation of the vocabulary with sentences：life future in the future cable TV calculator cell phone chalk paper ruler satellite TV no one
(2) Read through the new words and have the students follow and then repeat chorally and individually.
(3) Pair work: What do you use to learn math and science and what do I use to teach English? （使用语境教单词法，这样不仅让学生掌握了单词的读音，还可以让学生知道怎样去使用。可能比纯粹教单词要来得更有效些，接着再用一个pairwork来巩固这些单词，避免了重复朗读的单调，并且这是一个开放性的对话，也活跃了同学的思路和课堂气氛。） Step4.Listening comprehension
(1)Listen to the tape and check the true sentences for Daming and Betty.
(2)Try to read after the tape.
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Step5.Reading
(1).Listen to the tape and answer the question: Will there be schools in the future?
(2). Read the dialogue and choose the best answers to the questions.
(3).Read the dialogue in roles and ask them try to act it out.
Step6.Group work
Talk about the classroom ten years later compared to the classroom now in groups and then each group gives a report.
Step7.Homework
1、自默本单元单词及重点词组。
2、制作一张十年后你的教室，学校或家的海报。
Period 2 Unit 2 Reading and Vocabulary
Step1.Work-Show
Show their homework. A poster about their classroom, home or school。Share their success with all the students.
(分享他们的海报，既练习了学生的听力，也练习了学生的口语。让学生体验到了他们自身的价值，提高了参与的积极性。)
Step2. New words
(1) Presentation of some of the new words with sentences
(2) Read through the new words and have the students follow and then repeat chorally and individually.
(3) Pair work: What can you see in the pictures?
Step3.Reading
(1) Read quickly and match the pictures and headings.
(2) Read carefully and find the adjectives and its opposite meanings.
(3) Read one by one paragraph to finish the relative exercises.
（在处理阅读课的时候，先使用略读，再使用跳读，再使用精读，培养了学生阅读的技巧。）
Step4. Group work
Talk about the questions: Will we have an easy or a difficulty life in the future? why?
在大量输入的基础上，现在让学生输出就容易多了，我想学生应该是有话可说的，而且也能够说得起来。有时间的话让他们写一个小报告，笔头也得到了落实，没有时间的话这个就作为回家作业。）
Step.Homework
1、自默本单元单词及重点词组。
2、把group work写成一个小报告。
Period 3 Listening and Reading
Step1.Presentation
Show a flashcard about robots. Teach the words and let the students talk about What the robots can do for us?
Step2.Around the world
(1) Learn the material together
(2) With the help of robots ,what will your life be like in the future?
Step3.Listening
Listen and check the true sentences.(wb.9)
Step4.Reading
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Work in pairs. Read the passage and correct the mistakes.(wb.10)
Step5.Survey
Survey some of the partners and give a report.
1 Will you have an interesting/happy life ? Why ?
2 Will you have a small and nice car ?
3 What will your home be like?
4 Will you do many things on the Internet? What will you do on the Internet?
5 Will you have lots of free time? What will you do in your free time?
6 Will you take a plane to travel around the word ?Where will you go
Step6.Homework
1、 自默本单元单词及重点词组。
2、 把第五小题的报告定成一篇小文章。
Period 4 Unit 3 Grammar & Module Task
Step1.Grammar
1. explain the future tense in details.
2. Exercises about the future tense.(Unit3 Activity 1&wb.1)
Step2.Grammar
1. revise the adjectives
2. Exercises about the adjectives.(Unit3 Activity 3&wb.4)
Step3.Grammar
1. teach the students how to use the conjunction so
2. Exercise about the conjunction.(Unit2 writing and wb.11)
Step4.Module task
Design your dream school(Unit 3 Activity 5,6&7)
Step5.Homework
1．自默本模块单词及重点词组。
2．完成第三单元及WB中剩下的练习。
教学反思：
Module 5 Shopping
一、学习目标:
A.单词和短语：
market, supermarket, biscuit, lemon, strawberry, Mother’s Day, size, take, may, try, try on, certainly, wait a minute, sale, price, look, fresh, advantage, anyone, anything, anywhere, compare, pay, post, product, receive, safe, several, online, shopping, way, one of… almost, open, later, out, go out, over, one day, one
B.交际用语：
1. Can I help you? / What can I do for you?
2. I’d like to buy a T-shirt for my mum.
3. — What colour does she like? — Purple.
4. — What size does she take? — Small.
5. — May I try it on? — Certainly.
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6. There’s a sale on today. Everything is half price.
7. OK! I’ll take it.
8. Wait a minute!
9. How many / much would you like?
C. 教学目标
1. Function: Talking about going shopping.
2. Structure: Questions: What…? How many / much…?
3. Skills: 1) Listening and understanding description..
2) Performing a role-play..
3) Reading and predicting.
4) Transferring information from a table to a passage..
4. Around the world: Catalogue shopping.
5. Task: Writing a shopping list for a school picnic.
二、重点及难点:
Questions: What…? How many / much…?
三、教学设计:
Unit 1 What can I do for you?
ⅠTeaching model
Listening and speaking
ⅡTeaching method
Bottom-up approach to listening
ⅢTeaching aims
1. To understand conversations.
2. Talking about going shopping.
3. Questions: What…? How many / much…?
ⅣTeaching Objectives
1. Key vocabulary: market, supermarket, biscuit, lemon, strawberry, Mother’s Day, size, take,
may, try, try on, certainly, wait a minute, sale, price, look, fresh, advantage
2. Key structures: 1) Can I help you? / What can I do for you?
2) I’d like to buy….
3) — What colour does she like? — Purple.
4) — What size does she take? — Small.
5) — May I try it on? — Certainly.
6) There’s a sale on today. Everything is half price.
7) OK ! I’ll take it.
8) Wait a minute!
9) How many / much would you like?
ⅤTeaching aids
Tape recorder, OHP, video
ⅥTeaching Steps
Step 1 Warming up
1. Show some pictures of school things. Say what they are.
2. Read the words after the teacher.
3. Introduce the new words.
Step 2 Work in pairs.
1. Ask the students to read the words in Activity 1.
clothes shop market supermarket
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2. Look at the pictures carefully in Activity 1.
3. Match the words and expression from the box with the pictures.
4. Check their answer with a partner.
5. Call back the answer from the whole class and check the answer.
6. Ask the students to read the words.
biscuit lemon sausage strawberry T-shirt
7. Say where you can buy these things.
Step 3 Listen and answer the questions.
1. Ask the students to read the questions in Activity 2.
1) What is Lingling going to buy for her mother on Mother’s Day?
2) What is Betty going to make for her mother？
3) What does Betty want to buy?
4) When are they going to the shops?
2. Play the recording and ask the students to listen to the recording carefully.
3. Listen and answer the questions.
4. Play the recording again, then they can check their answer with a partner.
5. Call back the answer from the whole class and check the answer.
Step 4 Listen and read.
1. Ask the students to read the conversation silently.
2. Play the recording and ask the students to listen and read the conversation.
3. Read the conversation.
4. Act it out.
5. Learn ―Everyday English‖
Certainly.
Wait a minute!
Can I help you?
6. Learn to learn
You don’t have to understand every word when you listen. Try to listen for the important information.
Step 5 Complete the table.
1. Read the conversation again.
3. Ask the students to check with a partner.
4. Play the recording again .Check the answers:
Keys: 1. one 2. 99 yuan 3. half a kilo 4. 19 yuan 5. one kilo 6. 10 yuan
Step 6 Complete the conversation.
1) The strawberries look very __________ and the ___________ is only ten yuan a kilo. __________ is so cheap!
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2) —This is my ____________. Can I try it on?
— ______________. The clothes are ___________ price today.
3. Complete the sentences with the correct form of the words from the box.
4. Ask the students to check with a partner.
5. Check the answers:
Keys: 1. fresh, price, Everything 2. size, Certainly, half
6. Read the conversation loudly.
Step 7 Listen and repeat.
1. Play the recording once without stopping.
2. Play the recording again and stop at the end of each line. Ask the whole class to repeat.
3. Play the recording again and stop at the end of each line. Ask individual students to repeat.
4. Ask the students to practice the sounds in pairs.
Step 8 Guessing game.
1. Show some pictures.
2. Ask and answer:
1) What colour is it?
2) What size do you take?
3) How much is it?
3. Show some pictures..
4. According to the information given and ask the students to guess what it is.
5. Show the pictures to check the answers.
Step 9 Work in pairs.
Student A: You’re a customer. Buy a present for a family member or a friend. Use the sentences in Everyday English and Activity 3 to help you.
Student B: You’re a shop worker. Help Student A buy a present for his / her family member or friend.
Step 10 Summary :
表示购物的习惯用语：
May / Can I help you?
How many / much would you like?
What colour / size would you like?
I want / I'd like…
How much is it / are they?
That's too expensive, I'm afraid.
Do you have any other colours / sizes / kinds?
That's fine. I'll take it.
Step 11 Do exercises:
一、根据中文提示完成句子：
1. I am going to buy for my mother on __________(母亲)Day
2. My brother likes eating __________(草莓).
3. There’s a __________(降价) on today.
4. Everything is half __________(价格).
5. What __________(别的) would you like?
Keys: 1. Mother’s 2. strawberries 3. sale 4. price 5. else
二、补全对话：
1. — ________ can I do ________ you?
—I’d like to buy a T-shirt for my son.
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2. — ______________ does he like?
— He likes white.
3. — _______________ do you like?
— Small.
4. —May I try it on ?
—___________________________.
5.—_______________ would you like?
— Half a kilo.
6. —_______________are they?
—Thirty-eight yuan kilo.
7. —_______________ lemons are there on the table?
—There are seven lemons on the table.
Keys:
1. What can I do for you? 2. What colour 3. What size 4. Certainly / Sure / OK/ Of course. 5. How much 6. How much 7. How many
Step 12 Homework
Remember the words of Unit 1 and prepare the text of Unit 2.
反思：
Unit 2 You can buy everything on the Internet.
ⅠTeaching model
Reading and writing.
ⅡTeaching method
Top-down approach
ⅢTeaching aims
1. Listening and understanding description.
2. Performing a role-play.
3. Reading and predicting.
4. Transferring information from a table to a passage.
ⅣTeaching Objectives
Key vocabulary: anyone, anything, anywhere, compare, pay, post, product, receive, safe, several,
online, shopping, way, one of… almost, open, later, out, go out, over, one day,
one
Key sentence: 1.You can buy almost everything on the Internet, and it’s very easy.
2. Then you receive it a few days by post.
3. Online shopping has several advantages.
4. You can also compare the prices of the same product.
5. They can’t see the product or try the clothes on.
6. Also paying over the Internet isn’t always safe.
7. Online shopping is changing our way of life.
8. You’ll be able to buy anything on the Internet.
ⅤTeaching aids
Recorder, OHP, video
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ⅥTeaching Steps
Step 1 Warming-up
1. Guessing game.
1) Show some pictures.
2) According to the information given and ask the students to guess:
What colour is it?
What size do you take?
How much is it?
3) Show the pictures to check the answers.
2. Review the text of Unit 1.
3. Read the words after the teacher.
Step 2 Learn new words.
1. Show some pictures.
2. Talk something about the pictures.
3. Introduce the new words.
4. Read the words after the teacher.
Step 3 Work in pairs.
1. Ask the students to read the words in Activity 1.
advantage anyone anything anywhere compare
2. Look at the title of the passage.
3. Think about the questions about online shopping.
1) What can you buy?
2) How do you pay for it?
3) How is it changing our lives?
4) Is it good or bad?
4. Check their answer with a partner.
5. Call back the answer from the whole class and check the answer.
Keys:
1. I can buy almost everything. Such as clothes, tickets, a mobile phone, and a computer.
2. I pay over the Internet.
3. We don’t need to go to the shops to buy thing.
4. It is good.
Step 4 Reading.
1. Play the recording and listen to the tape carefully.
2. Ask the students to read through the passage.
3. Read the passage and check (√ ) the true sentences.
1) Online shopping is a new way of shopping.
2) You pay for online shopping before you receive it.
3) Online shopping is very difficult.
4) It’s very safe to shop over the Internet.
5) Our way of life is changing because of online shopping.
4. Check with a partner.
5. Call back the answers from the whole class.
Keys: 1. √ 2. √ 3. × 4. × 5. √
6. Read the text together.
Step 5 Complete the passage.
1. Ask the students to the words in the box in Activity 3.
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2. Ask the students to read through the passage in Activity 3.
Internet shopping is easy. You buy something online, you (1) __________for it, then a few days
(2)_________ you (3) ___________ it by post. But going (4) __________ and shopping with friends is much more fun !
3. Complete the passage with the words from the box.
4. Check with a partner.
5. Call back the answers from the whole class.
Keys: 1. pay 2. later 3. receive 4. out
6. Read the passage together.
Step 6 Work in pairs.
4. Call back the answers from the whole class.
Keys：
Advantages: quick easy can buy almost everything…
Disadvantages: can’t see things first not safe to pay over the Internet
less fun …
Step 7 Writing.
1. Ask the students to write sentences describing the advantages with first and second.
First, you can shop at any time…Second,…
2. Check with a partner.
3. Call back the answers from the whole class.
Keys:
First, you can shop at any time. The shops are always open. Second, shopping usually takes a lot of time. But to shop on the Internet you only need a computer and a mouse! You can also compare the prices of the same product and spend a lot…or save money.
4. Now write sentences describing the disadvantages. Introduce the first disadvantages with but. But many people like going out…
5. Check with a partner.
6. Call back the answers from the whole class.
Keys:
But many people like going out and shopping with friends. They don’t like shopping on the Internet because they can’t see the product or try the clothes on. Also paying over the Internet isn’t always safe.
Step 8 Do exercises:
一、翻译下列短语：
1.网购 __________________ 2.几乎所有的东西 __________________
3.在网上 __________________ 4.选择一些东西 __________________
5.支付 __________________ 6.几天 __________________
7.通过邮递 __________________ 8.几个缺点 __________________
9.在任何时候 __________________ 10.花费一些时间 __________________
11.对比?的价格 __________________ 12.同样的产品 __________________
13.花钱 __________________ 14.节约钱 __________________
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15.喜欢外出 __________________ 16.试穿衣服 __________________
17.网上支付 __________________ 18.改变生活方式 __________________
19.不再 __________________ 20.能够 __________________
Keys:
1. online shopping 2. almost everything 3. on the Internet 4. choose something
5. pay for 6. a few days 7. by post 8. several advantages 9. at any time 10. take a lot of time 11. compare the prices of 12. the same product 13. spend a lot
14. save money 15. like going out 16. try the clothes on 17. paying over the Internet 18. change one’s way of life 19. not… any more 20. be able to
二、完成句子：
1. 网购是一种新的购物方式。
_________________ is a new way shopping.
2. 很容易在网上买到几乎所有的东西。
It’s very easy to __________________ on the Internet.
3. 你可以对比同一产品的价格。
You _______________ the prices of the same product.
4. 网上支付不总是安全的。
__________over the Internet isn’t always __________.
5. 你可以在世界上的任何地方收到它。
You will ________________ it anywhere in the world.
6. 你在买这件上衣之前应该试穿。
You should _____________ the coat before buying it.
Keys:
1. Online shopping 2. buy almost everything 3. can compare
4. Paying, safe. 5. be able to receive 6. try on
Step 9 Homework
Writing a paragraph about shopping at a supermarket.
Begin like this: Supermarket shopping is not difficult. First, you choose the things on your shopping list…
List the advantages.
List the disadvantages.
Finish like this: Shopping at a supermarket is fun.
反思：
Unit 3 Language in use
ⅠTeaching model
Revision and application
ⅡTeaching method
Formal and interactive practice
ⅢTeaching aims
1. Function: Talking about going shopping.
2. Structure: Questions: What…? How many / much…?
3. Around the world: Catalogue shopping.
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4. Task: Writing a shopping list for a school picnic.
ⅣTeaching Objectives
Key structures: 1) Can I help you?
2) How much are they?
3) What size do you take?
4) How many / much … would you like?
5) Can I try it on?
6) How much is …?
7) What colour would you like?
8) What about this one?
ⅤTeaching aids
Tape recorder, OHP, handouts
ⅥTeaching Steps
Step 1 Revision
Show some pictures to review the text of Unit 1 and Unit 2
Step 2 Language practice
1. Read through the example sentences in the box with the whole class.
2. Ask the students to repeat the sentences in the box.
Step 3 Work in pairs
1. Show some pictures.
2. Ask the students to look at the pictures carefully.
3. Ask and answer like this:
what / size / take?
— What size do you take?
— Size S
4. Ask the students to look through the questions in Activity 1.
1) What / size / take?
2) how much / eggs?
3 ) how much / beef?
4 ) what / colour / like?
5. Pair them to ask and answer.
6. Circulate and monitor their production.
Step 4 Complete the sentences
1. Ask the students to read the sentences in Column A & B.
2. Complete the sentences.
1) Can I help you?
____________________________.
2) How much are they?
____________________________.
3) What size do you take?
____________________________.
4) How much meat do you want?
____________________________.
5) Can I try it on?
____________________________.
6) How much is that T- shirt?
____________________________.
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7) What colour would you like?
____________________________.
8) What about this one?
____________________________.
3. Ask the students to check with a partner.
4. Check the answers:
Keys:
1. Yes, please. I want some bananas. 2. Twenty yuan a kilo. 3. Large. 4. Half a kilo, please. 5. Yes. Here you are. 6. Sixty-eight yuan. 7. Green. 8. I don’t like blue.
Step 5 Grammar
语法点拨——特殊疑问句：
一、定义：以疑问词开头，对句中某一成分提问的句子叫特殊疑问句。
二、常用的疑问词有：what（什么）， who（谁）， whose（谁的）， which（哪个）， when（何时）， where（哪里）， how（怎样）， why（为何）等。
三、特殊疑问句的语序：
1．疑问词（+主语）+谓语动词+其他成分？
Who is singing in the room?
2．疑问词+一般疑问句语序？ 如：
How much are these sausages?
What size does his mother take?
How much meat do you want?
What colour would you like?
What time does he get up every morning﹖
When are you going to have a picnic?
Why do they like shopping on the Internet?
四、注意事项：
1．回答特殊疑问句时，不能用yes / no，即问什么答什么，尤其是简略回答。括号内是完整回答所需部分。如：
1. — What colour does he like?
— He likes white.
2. — What size do you like?
— Small.
3.— How much beef would you like?
— Half a kilo.
4. — How much are they?
—Thirty-eight yuan kilo.
5. —Why do they like shopping on the Internet?
—Because they can buy almost everything on the Internet, and it’s very easy.
2．特殊疑问句一般读降调(↓)。
Step 6 Complete the table.
2. Ask the students to check with a partner.
3. Check the answers:
Keys: 26
四 : 2013年新人教版七年级英语下册教案
2013年新人教版七年级英语下册全册教案
Unit 1 Can you play the guitar?
Section A (1a-2d)
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词：
guitar, sing, swim, dance, chess, play chess, draw, speak, speak English, join, club
能掌握以下句型：
① —Can you play the guitar? —Yes, I can./ No, I can't.
② —What can you do? —I can dance.
③ —What club do you want to join? —I want to join the chess club.
2) 能了解以下语法：情态动词can的用法
want to do sth.的用法
2. 情感态度价值观目标：
该部分内容贴近学生的生活，谈论的话题是能力。通过互相询问或谈论自己或对方在某一方面的能力，可以培养学生的一种群体意识。
二、教学重难点
1. 教学重点：
1) 学习询问和谈论彼此的能力和特长；
2) 掌握一些弹奏乐器的表达方式。
2. 教学难点：
情态动词can的构成和使用。
三、教学过程
Ⅰ. Lead in
1. 教师可携带一些易于演奏的乐器，也可带一些演奏乐器的图片，一边演示乐器，一
边说: I can play the guitar．…等；再指着图片说：He／She can play the violin．But I can’t play it．等；然后询问学生：Can you play the guitar?…．并引导学生进行简单的回答。
2. Ss look at the picture in 1a. Then read the words and phrases. Let Ss match the activities
with the people.
Then Check the answers with the class together.
Ⅱ. Presentation
出示一些反映各种活动的图片、幻灯片或播放课件，引导学生谈论活动：
He／She can dance／swim／sing／"··But I can’t dance／swim／sing／...等，学习表达活动的动词短语。
Ⅲ. Game (What can I do?)
T: Tell your partners what you can do. For example:
I can play the guitar. I can sing and dance.
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Ss work in groups. The let some Ss talk to their classmates in front of the class. Ⅳ. Listening
1. T: Now let’s listen to the tape, find out the right conversation, and number them 1-3. （播放lb部分的录音让学生听，引导学生根据所听到的内容，选出对话的顺序，
完成1b部分的教学任务。）
2. Check the answers: (3, 2, 1 )
Ⅴ. Pair work
1. Ask the Ss to practice the conversations in 1b with a partner. Then make their own conversations.
(引导学生展开Pairwork活动，完成lc部分口语交际的教学任务，学会运用can询问和表达能力。)
Ⅵ. Listening
1. Work on 2a;
T: Now, look at the pictures on P2, listen to the four conversations. Just listen.
(Play the recording for the first time, students only listen carefully.)
Then, listen to the recording again, and circle the clubs you hear.
Check the answers with the class.
2. Work on 2b;
引导学生根据对话内容用正确的单词填空，补全对话，再播放听力材料一遍。让学
生进行校对，练习听力和写作能力，完成2b部分的教学任务。
Check the answers with the Ss.
Ⅶ. Pair work
1. Look at 2b and talk about what the people can do and the clubs they want to join.
老师可以和一名优秀的学生做一个对话的例子，让学生们明白如何去问答，例如： T: What club does Lisa want to join?
S1: She wants to join the chess club.
T: Can she play chess？
S1: No, she can't.
2. Ss work in pairs to practice asking and answer about Lisa, Bob and Mary.
3. Ask some pairs to act out their conversations.
Ⅷ. Role-play
1. Ask Ss to look at the picture in 2d. Then Ss read the dialogue by themselves and try to
find out the answers to these questions.
① What club does Bob join?
② What club does Jane join?
Ss read the conversation by themselves and find the answers to the questions. Then check the answers:
① Bob joins the soccer club. ② Jane joins the English and art club.
2. Explain something that Ss can't understand.
3. Let Ss read after the teacher or play the recording and let Ss read after the recording. 2
4. Ss work in pairs to act out the conversation.
5. Ask some pairs come to the front of the classroom. They try to act out the conversation. See which group is the best.
Homework:
1. Remember the new words and expressions after class.
2. Recite the conversation after class.
3. Write English names as many as possible in the exercises book.
Section A (Grammar Focus-3c)
一、教学目标：
1. 语言知识目标：
1) 继续练习运用情态动词can。学会询问和谈论彼此的能力和特长。 能掌握以下句型：
① —Can you play the guitar? —Yes, I can./ No, I can't.
② —What can you do? —I can dance.
③ —What club do you want to join? —I want to join the chess club.
2. 情感态度价值观目标：
该部分学习询问或谈论自己或对方在某一方面的能力和特长，可以培养学生的一种群体意识，促进同学们对自身的认识，为将来的自我发展奠定基础。
二、教学重难点
1. 教学重点：
1) 让学生重点总结、发现情态动词can的用法。
2) 通过一些与学生们实际生活相贴近的教学活动，来达到熟练运用的目的。
2. 教学难点：
1) 情态动词can的用法；
2) 在实际交际活动中运用can来询问与表达自己或他人的能力。
三、教学过程
Ⅰ. Warming- up and revision
1. Ask some Ss about their abilities.
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T: Hi, S1! What can you do?
S1: I can sing and dance?
T: Can you play the guitar?
S1: Sorry, I can't. But I can play chess.
T: What club do you want to join?
S1: I want to join the chess club.
2. Role-play.
Let some pairs role play the conversation in 2c.
Ⅱ. Grammar Focus.
1. 阅读指导：
2. 学生阅读Grammar Focus中的句子，然后做填空练习。
① 你会游泳吗？
______ you ______?
② 是的，我会。/ 不，我不会。
Yes, ____ _______. / No, I _______.
… (其余试题见课件部分)
3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。 Ⅲ. Try to Find
老师将情态动词的can的用法，以学案的方式呈现在大屏幕上，让学生自主学习，并发现其用法。
1. 可以看出，在Can…？句型中，情态动词can没有________和_______ 的变化。
2. 用情态动词can来询问他人的能力可以归纳为以下句型：
Can + _______ + _________ + 其他?
肯定回答：_________________
否定回答： _________________
What + can + _______ + ________ ?
学生们合作学习讨论上面学案的答案，总结情态动词can的用法。
老师找部分学生对上述问题作答，并一起讨论总结情态动词can的用法。
Ⅳ. Practice
1. Look at 3a. 告诉学生们用所给的词汇来造句子。首先，用情态动词can及所给的第一个动词词组来造一个一般疑问句，并作出一个否定的回答。然后，用转折连词but及第二个词组造一个肯定句。
Teacher makes the first one as a model:
Can Wu Jun speak English? No, he can't, but he can speak Chinese.
Ss try to make sentences using the phrases in 2~5. They can discuss with their partners. Then let some Ss tell their answers to the class.
Check the answers with the class.
2. Look at 3b. Tell Ss that your school is going to have a School Show next week. What can you do? You can show your talent in it. In order to let all the students know about it. We have to write a poster. Now, read the poster below and try to complete the poster with the 4
words in the box.
方法指导：应通读全文，掌握短文大意；然后，仔细阅读每个句子，根据空格前后的词语进行推敲。比如，第三空格后有guitar一词，可知些空格应填play一词。其他类似。
学生们，按老师指导的方法进行阅读，并逐句推敲每空应填什么词，在实际的运用提高自己的阅读能力、分析能力及综合运用能力。
最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。
Ⅴ. Group work
1. What can your group do in the school show? Make a list, then report to your classmates.
2. First, work in group ask and answer about what you can do? e.g.
S1: What can you do, S2?
S2: I can do kong fu.
S1: Great! What about you S3?
S3: I can sing very well.
…
3. Then make a list together.
4. Everyone in your group must write a report. Then select one student to report what your group can do. e.g.
In my group, Li Ming can do kong fu. Zhang Li can sing very well. Ma Shuang can dance well…
(最后，可以经学生们评议来推举最有能力的小组）
Ⅵ. Exercises
1. If time is enough, do some more exercises on big screen.
Homework
1. Read the sentences in Grammar Focus.
2. Write a report about what your family members can do.
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Section B 1a-2c
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词：
drum, play the drum, piano, play the piano, violin, play the violin, also, people, help (sb) with sth, center, home, today, be good with, make, make friends, weekend, on weekends/on the weekend, teach, musician
2) 能掌握以下句型：
① —Can you play the piano? No, I can't. / Yes, I can.
② be good with …
③ help…with…
2. 情感态度价值观目标：
学习询问或谈论自己或对方在某一方面的能力和特长，可以培养学生的社会责任意
识，为他人做自己力所能及的事，以从小培养学生们互帮互助的意识，以及社会责任意识。
二、教学重难点
1. 教学重点：
1) 能过听力训练来提高学生们听说能力。
2) 进行阅读训练，通过阅读简短的文章来学习语言知识，提高综合运用能力。
2. 教学难点
1. 听力训练
2. 阅读2b部分的短文并完成相关要求。
三、教学过程
Ⅰ. Warming- up and revision
1. Daily greeting.
2. Check the homework. Let some Ss report what his/her family members can do.
Ⅱ. Presentation
1. T: Show some really instruments like violin, drums. Then play some of them. Tell Ss I
can play the drums, I can play the violin, I can play the violin…
Ss: Do after the teacher, Act as he/she are playing an instrument. The say: I can play the
piano, I can play the piano, I can play the drums…
Ⅲ. Game (Talent show)
1. Act and show your classmates your talent.
T: Please stand in front of your classmate. Act and say what you can. e.g.
S1: (sing and dance) I can sing and dance.
S2: (play the drum) I can play the drum.
S3: …
6
2. Ask as many students as possible to say their abilities.
Ⅳ. Listening
1. Tell the Ss that they will listen to some sounds of the instruments. Listen and number the words [1-4] in the order of the sounds you hear in 1a.
2. Play the recording again and check the answers.
3. T: Now let's work on 1c. First, let one student read the words and phrases aloud.
Then listen to the tape and circle the words and phrase you hear.
4. Ss listen to the tape and circle the words and phrases they hear.
5. Check the answers:
6. T: Now please look at the chart in 1e. What can Bill, Cindy and Frank do? What can't they
do? You'll listen to the tape again. Then try to fill in the blanks.
听力指导：要抓他们会做的事情，以及不会做的事情这两个重点内容。因此在听的时候，应重点将人物及动作这两个方面的听清，其他作为非重点内容。
7. Ss listen to the recording carefully and try to fill in the blanks.
8. Check the answers with the class.
Ⅴ. Group work
1. Work in groups. Take turn to talk about what Bill, Cindy and Frank can and can't do. S1: Bill can play the guitar, but he can't sing.
S2: Cindy can sing and play the drum, but he can't play the piano.
S3: Frank can play the piano, but he can't sing or dance.
S4: …
2. Teacher can walk around the classroom, and give some help to the Ss.
Ⅵ. Reading
1. T: Let's meet three new friends, Peter, Aland and Ma Huan. What can they do？Now read
the descriptions and underline what they can do.
2. Let some Ss read aloud what Peter can do. Then let another Ss read aloud what Cindy and Frank can do.
3. Let Ss work in pairs to ask and answer about what they can do.
S1: What can Peter do?
S2: He can speak English and play soccer.
S2: What can Alan do?
S1: He can play ping-pong.
…
Ⅶ. Reading
1. T: Now We'll read three ads. What's the main idea of the each ad? What's each ad's title?
Now let's read the three ads and select a title for each ad.
2. 方法指导：首先，应读懂三个题目的意思；然后，认真阅读三个广告的内容，通过读广告来总结出它们的主要内容，并确定一个最为贴切的题目。 综合广告内容与三个题目，看每个题目与广告的内容是否最为贴切。
3. Ss read carefully and try to select a title for each ad.
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4. Check the answers with the class.
Ⅷ. Reading
1. T: Suppose Peter, Alan and Ma Huan want to help to do something after school. Which ad
is right him/her? Now read the descriptions in 2a and the ads in 2b again. Select a right ad for each person.
2. 方法指导：首先，再次明确每个能做的事情，以及他/她喜欢做的事情；然后，看每
则广告中要求应聘者去做什么事情；最后，综合考虑三个人的情况，做出一个最佳选择。
3. Ss read the descriptions in 2a and the ads in 2b again. Try to select a right ad for each person. They can talk about the answers in their groups.
4. Check the answers with the class.
Homework
1. Remember the new words and phrase after class.
2. Try to retell what Peter, Alan and Ma Huan can do after class.
板书设计：
Section B 3a-Self Check
一、教学目标：
1. 语言知识目标：
1) 复习询问或谈论自己或对方在某一方面的能力和特长,讨论参加某一个俱乐部。
2) 能够综合运用所学的知识，就自己的熟悉的内容来介绍自己或他人所俱有的能力及特长；
3) 总结回顾一些常见的一些表达人们能力的词汇，并能进行分类记忆。
2. 情感态度价值观目标：
1) 能了解自己的一些特长，并运用自己的一技之长为他人或社会做一些有益的事情。
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2） 不断学习一些新的特长与技能来完善、充实自己。为将来走向社会成为一名有用的
人材打下基础。
二、教学重难点
1. 教学重点：
1) 能运用自己所学的相关语言知识，借助一些提示材料来描述自己所熟悉的人物的能
力。
2）能运用自己所学的相关英语语言知识，模仿所学过的相关材料来制作简单的广告。
2. 教学难点：
能运用自己所学的相关英语语言知识，模仿所学过的相关材料来描述自己所熟悉的人物的能力或制作简单的广告。
三、教学过程
Ⅰ. Warming- up and revision
1. Have a dictation of the new words and expressions.
2. Let some Ss retell what Peter, Alan and Ma Huan can do.
3. Let some Ss to read the three ads again.
Ⅱ. Presentation
1. Show some pictures of the famous musician. For example, Liu Huan; Ask Ss questions like this:
T: Who's he? Ss: He's Liu Huan.
T: What does he do? Ss: (Help Ss to answer) He's a famous musician.
Write the words musician on the Bb.
music 音乐 → musician音乐家
拓展： teach教→teacher老师
Ⅲ. Practice
1. T: Next week we'll have a music festival. So we need some musicians to help with the
music festival. I wrote an ad for help, but some of the words are missed. Please read the ad again and try to fill in the blanks with the words in the box.
2. 阅读指导：首先，应通读全文，理解全文的大意；认真读每一句话，在理解句子意思的基础上，分析空格所缺词汇的意思；然后分析空格上下文的意思或上下文的单词来确定空格中的词汇的词性；最后，在综合理解的基础上确定每个空格处的词汇。
3. Ss read the passage then fill in the blanks with the words in the box.
4. Check the answers.
Ⅳ. Writing
1. Do you want to make poster in English by yourself? Now work with your group members, think of an even at our school. Then try to make a poster by yourselves.
The events may be the music club, the Sports Day; the art festival and so on
2. Ss work in groups. First think of an event at the school. Then try to make the poster.
3. 写作指导：
首先，应确定与该做事项所须的相关能力；可以用借鉴2b或3a中的广告的样子来写。其次，为了使语气显得较为委婉，可以用一些一般疑问句来询问应聘者的能力，比如： 9
Can you swim? Can you…? 最后，一定记住将本次活动的联系方式写清楚。
4. Teacher walks around the classroom. Give any help Ss may need. Ask one the students in each group to read aloud their ads to their class. Let other students in other groups give some advice on the ads.
5. Decide which ad is the best.
Ⅴ. Self Check 1
1. 让学生们在小组内讨论这些分类的能力活动；每个小组成员积极发言，由小组长负责整理记录。
2. 让某个小组的小组长说出他们小组整理的答案，再由其他小组成员进行补充；最后，将一份完整的能力活动分类总结表写在黑板上让同学们进行借鉴与补充。
3. Give Ss a few minutes to remember the abilities.
Ⅵ. Self Check 2
1. Tell Ss what they should do. You can add as many words as you can to make phrases. Give Ss an example: play the drum, play the piano, play the violin, play the guitar; play chess, play volleyball…
2. Ss work in groups. Try to make as many phrases as they can. They should write down their phrases on their notebook.
3. Let some Ss read their phrases. Let other students add more phrases.
Ⅶ. Self check 3
1. Now you can write something you like. e.g. What can you do? What can't you do? What about your family members, your friends, your classmates. You can write at least five sentences.
First I'll give a model:
I can speak English. I can play chess. I can play basketball. But I can't play the piano. I can't play the violin. My sister can play the violin. She can play the guitar, too.
2. Ss write about something by themselves.
3. Let some Ss read their sentences to the class.
Homework
1. Review Section B.
2. Write a short passage about your uncle or your aunt. What he/she can do? What she/he can't do.
板书设计：
Section A (1a-2d)
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词：
guitar, sing, swim, dance, chess, play chess, draw, speak, speak English, join, club
能掌握以下句型：
① —Can you play the guitar? —Yes, I can./ No, I can't.
② —What can you do? —I can dance.
③ —What club do you want to join? —I want to join the chess club.
2) 能了解以下语法：情态动词can的用法
want to do sth.的用法
2. 情感态度价值观目标：
该部分内容贴近学生的生活，谈论的话题是能力。通过互相询问或谈论自己或对方在某一方面的能力，可以培养学生的一种群体意识。
二、教学重难点
1. 教学重点：
1) 学习询问和谈论彼此的能力和特长；
2) 掌握一些弹奏乐器的表达方式。
2. 教学难点：
情态动词can的构成和使用。
三、教学过程
Ⅰ. Lead in
1. 教师可携带一些易于演奏的乐器，也可带一些演奏乐器的图片，一边演示乐器，一
边说: I can play the guitar．…等；再指着图片说：He／She can play the violin．But I can’t play it．等；然后询问学生：Can you play the guitar?…．并引导学生进行简单的回答。
2. Ss look at the picture in 1a. Then read the words and phrases. Let Ss match the activities
with the people.
Then Check the answers with the class together.
Ⅱ. Presentation
出示一些反映各种活动的图片、幻灯片或播放课件，引导学生谈论活动：
He／She can dance／swim／sing／"··But I can’t dance／swim／sing／...等，学习表达活动的动词短语。
Ⅲ. Game (What can I do?)
T: Tell your partners what you can do. For example:
I can play the guitar. I can sing and dance.
Ss work in groups. The let some Ss talk to their classmates in front of the class. Ⅳ. Listening
1. T: Now let’s listen to the tape, find out the right conversation, and number them 1-3. 11
（播放lb部分的录音让学生听，引导学生根据所听到的内容，选出对话的顺序，
完成1b部分的教学任务。）
2. Check the answers: (3, 2, 1 )
Ⅴ. Pair work
1. Ask the Ss to practice the conversations in 1b with a partner. Then make their own conversations.
(引导学生展开Pairwork活动，完成lc部分口语交际的教学任务，学会运用can询问和表达能力。)
Ⅵ. Listening
1. Work on 2a;
T: Now, look at the pictures on P2, listen to the four conversations. Just listen.
(Play the recording for the first time, students only listen carefully.)
Then, listen to the recording again, and circle the clubs you hear.
Check the answers with the class.
2. Work on 2b;
引导学生根据对话内容用正确的单词填空，补全对话，再播放听力材料一遍。让学
生进行校对，练习听力和写作能力，完成2b部分的教学任务。
Check the answers with the Ss.
Ⅶ. Pair work
1. Look at 2b and talk about what the people can do and the clubs they want to join.
老师可以和一名优秀的学生做一个对话的例子，让学生们明白如何去问答，例如： T: What club does Lisa want to join?
S1: She wants to join the chess club.
T: Can she play chess？
S1: No, she can't.
2. Ss work in pairs to practice asking and answer about Lisa, Bob and Mary.
3. Ask some pairs to act out their conversations.
Ⅷ. Role-play
1. Ask Ss to look at the picture in 2d. Then Ss read the dialogue by themselves and try to
find out the answers to these questions.
① What club does Bob join?
② What club does Jane join?
Ss read the conversation by themselves and find the answers to the questions. Then check the answers:
① Bob joins the soccer club. ② Jane joins the English and art club.
2. Explain something that Ss can't understand.
3. Let Ss read after the teacher or play the recording and let Ss read after the recording.
4. Ss work in pairs to act out the conversation.
5. Ask some pairs come to the front of the classroom. They try to act out the conversation. See which group is the best.
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Homework:
1. Remember the new words and expressions after class.
2. Recite the conversation after class.
3. Write English names as many as possible in the exercises book.
Section A (Grammar Focus-3c)
一、教学目标：
1. 语言知识目标：
1) 继续练习运用情态动词can。学会询问和谈论彼此的能力和特长。 能掌握以下句型：
① —Can you play the guitar? —Yes, I can./ No, I can't.
② —What can you do? —I can dance.
③ —What club do you want to join? —I want to join the chess club.
2. 情感态度价值观目标：
该部分学习询问或谈论自己或对方在某一方面的能力和特长，可以培养学生的一种群体意识，促进同学们对自身的认识，为将来的自我发展奠定基础。
二、教学重难点
1. 教学重点：
1) 让学生重点总结、发现情态动词can的用法。
2) 通过一些与学生们实际生活相贴近的教学活动，来达到熟练运用的目的。
2. 教学难点：
1) 情态动词can的用法；
2) 在实际交际活动中运用can来询问与表达自己或他人的能力。
三、教学过程
Ⅰ. Warming- up and revision
1. Ask some Ss about their abilities.
T: Hi, S1! What can you do?
S1: I can sing and dance?
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T: Can you play the guitar?
S1: Sorry, I can't. But I can play chess.
T: What club do you want to join?
S1: I want to join the chess club.
2. Role-play.
Let some pairs role play the conversation in 2c.
Ⅱ. Grammar Focus.
1. 阅读指导：
2. 学生阅读Grammar Focus中的句子，然后做填空练习。
① 你会游泳吗？
______ you ______?
② 是的，我会。/ 不，我不会。
Yes, ____ _______. / No, I _______.
… (其余试题见课件部分)
3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。 Ⅲ. Try to Find
老师将情态动词的can的用法，以学案的方式呈现在大屏幕上，让学生自主学习，并发现其用法。
1. 可以看出，在Can…？句型中，情态动词can没有________和_______ 的变化。
2. 用情态动词can来询问他人的能力可以归纳为以下句型：
Can + _______ + _________ + 其他?
肯定回答：_________________
否定回答： _________________
What + can + _______ + ________ ?
学生们合作学习讨论上面学案的答案，总结情态动词can的用法。
老师找部分学生对上述问题作答，并一起讨论总结情态动词can的用法。
Ⅳ. Practice
1. Look at 3a. 告诉学生们用所给的词汇来造句子。首先，用情态动词can及所给的第一个动词词组来造一个一般疑问句，并作出一个否定的回答。然后，用转折连词but及第二个词组造一个肯定句。
Teacher makes the first one as a model:
Can Wu Jun speak English? No, he can't, but he can speak Chinese.
Ss try to make sentences using the phrases in 2~5. They can discuss with their partners. Then let some Ss tell their answers to the class.
Check the answers with the class.
2. Look at 3b. Tell Ss that your school is going to have a School Show next week. What can you do? You can show your talent in it. In order to let all the students know about it. We have to write a poster. Now, read the poster below and try to complete the poster with the words in the box.
方法指导：应通读全文，掌握短文大意；然后，仔细阅读每个句子，根据空格前后的 14
词语进行推敲。比如，第三空格后有guitar一词，可知些空格应填play一词。其他类似。
学生们，按老师指导的方法进行阅读，并逐句推敲每空应填什么词，在实际的运用提高自己的阅读能力、分析能力及综合运用能力。
最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。
Ⅴ. Group work
1. What can your group do in the school show? Make a list, then report to your classmates.
2. First, work in group ask and answer about what you can do? e.g.
S1: What can you do, S2?
S2: I can do kong fu.
S1: Great! What about you S3?
S3: I can sing very well.
…
3. Then make a list together.
4. Everyone in your group must write a report. Then select one student to report what your group can do. e.g.
In my group, Li Ming can do kong fu. Zhang Li can sing very well. Ma Shuang can dance well…
(最后，可以经学生们评议来推举最有能力的小组）
Ⅵ. Exercises
1. If time is enough, do some more exercises on big screen.
Homework
1. Read the sentences in Grammar Focus.
2. Write a report about what your family members can do.
Section B 1a-2c
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一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词：
drum, play the drum, piano, play the piano, violin, play the violin, also, people, help (sb) with sth, center, home, today, be good with, make, make friends, weekend, on weekends/on the weekend, teach, musician
2) 能掌握以下句型：
① —Can you play the piano? No, I can't. / Yes, I can.
② be good with …
③ help…with…
2. 情感态度价值观目标：
学习询问或谈论自己或对方在某一方面的能力和特长，可以培养学生的社会责任意
识，为他人做自己力所能及的事，以从小培养学生们互帮互助的意识，以及社会责任意识。
二、教学重难点
1. 教学重点：
1) 能过听力训练来提高学生们听说能力。
2) 进行阅读训练，通过阅读简短的文章来学习语言知识，提高综合运用能力。
2. 教学难点
1. 听力训练
2. 阅读2b部分的短文并完成相关要求。
三、教学过程
Ⅰ. Warming- up and revision
1. Daily greeting.
2. Check the homework. Let some Ss report what his/her family members can do.
Ⅱ. Presentation
1. T: Show some really instruments like violin, drums. Then play some of them. Tell Ss I
can play the drums, I can play the violin, I can play the violin…
Ss: Do after the teacher, Act as he/she are playing an instrument. The say: I can play the
piano, I can play the piano, I can play the drums…
Ⅲ. Game (Talent show)
1. Act and show your classmates your talent.
T: Please stand in front of your classmate. Act and say what you can. e.g.
S1: (sing and dance) I can sing and dance.
S2: (play the drum) I can play the drum.
S3: …
2. Ask as many students as possible to say their abilities.
Ⅳ. Listening
1. Tell the Ss that they will listen to some sounds of the instruments. Listen and number the words [1-4] in the order of the sounds you hear in 1a.
16
2. Play the recording again and check the answers.
3. T: Now let's work on 1c. First, let one student read the words and phrases aloud.
Then listen to the tape and circle the words and phrase you hear.
4. Ss listen to the tape and circle the words and phrases they hear.
5. Check the answers:
6. T: Now please look at the chart in 1e. What can Bill, Cindy and Frank do? What can't they
do? You'll listen to the tape again. Then try to fill in the blanks.
听力指导：要抓他们会做的事情，以及不会做的事情这两个重点内容。因此在听的时候，应重点将人物及动作这两个方面的听清，其他作为非重点内容。
7. Ss listen to the recording carefully and try to fill in the blanks.
8. Check the answers with the class.
Ⅴ. Group work
1. Work in groups. Take turn to talk about what Bill, Cindy and Frank can and can't do. S1: Bill can play the guitar, but he can't sing.
S2: Cindy can sing and play the drum, but he can't play the piano.
S3: Frank can play the piano, but he can't sing or dance.
S4: …
2. Teacher can walk around the classroom, and give some help to the Ss.
Ⅵ. Reading
1. T: Let's meet three new friends, Peter, Aland and Ma Huan. What can they do？Now read
the descriptions and underline what they can do.
2. Let some Ss read aloud what Peter can do. Then let another Ss read aloud what Cindy and Frank can do.
3. Let Ss work in pairs to ask and answer about what they can do.
S1: What can Peter do?
S2: He can speak English and play soccer.
S2: What can Alan do?
S1: He can play ping-pong.
…
Ⅶ. Reading
1. T: Now We'll read three ads. What's the main idea of the each ad? What's each ad's title?
Now let's read the three ads and select a title for each ad.
2. 方法指导：首先，应读懂三个题目的意思；然后，认真阅读三个广告的内容，通过读广告来总结出它们的主要内容，并确定一个最为贴切的题目。 综合广告内容与三个题目，看每个题目与广告的内容是否最为贴切。
3. Ss read carefully and try to select a title for each ad.
4. Check the answers with the class.
Ⅷ. Reading
1. T: Suppose Peter, Alan and Ma Huan want to help to do something after school. Which ad
is right him/her? Now read the descriptions in 2a and the ads in 2b again. Select a right 17
ad for each person.
2. 方法指导：首先，再次明确每个能做的事情，以及他/她喜欢做的事情；然后，看每
则广告中要求应聘者去做什么事情；最后，综合考虑三个人的情况，做出一个最佳选择。
3. Ss read the descriptions in 2a and the ads in 2b again. Try to select a right ad for each person. They can talk about the answers in their groups.
4. Check the answers with the class.
Homework
1. Remember the new words and phrase after class.
2. Try to retell what Peter, Alan and Ma Huan can do after class.
板书设计：
Section B 3a-Self Check
一、教学目标：
1. 语言知识目标：
1) 复习询问或谈论自己或对方在某一方面的能力和特长,讨论参加某一个俱乐部。
2) 能够综合运用所学的知识，就自己的熟悉的内容来介绍自己或他人所俱有的能力及特长；
3) 总结回顾一些常见的一些表达人们能力的词汇，并能进行分类记忆。
2. 情感态度价值观目标：
1) 能了解自己的一些特长，并运用自己的一技之长为他人或社会做一些有益的事情。
2） 不断学习一些新的特长与技能来完善、充实自己。为将来走向社会成为一名有用的
人材打下基础。
二、教学重难点
1. 教学重点：
18
1) 能运用自己所学的相关语言知识，借助一些提示材料来描述自己所熟悉的人物的能
力。
2）能运用自己所学的相关英语语言知识，模仿所学过的相关材料来制作简单的广告。
2. 教学难点：
能运用自己所学的相关英语语言知识，模仿所学过的相关材料来描述自己所熟悉的人物的能力或制作简单的广告。
三、教学过程
Ⅰ. Warming- up and revision
1. Have a dictation of the new words and expressions.
2. Let some Ss retell what Peter, Alan and Ma Huan can do.
3. Let some Ss to read the three ads again.
Ⅱ. Presentation
1. Show some pictures of the famous musician. For example, Liu Huan; Ask Ss questions like this:
T: Who's he?
Ss: He's Liu Huan.
T: What does he do?
Ss: (Help Ss to answer) He's a famous musician.
Write the words musician on the Bb.
music 音乐 → musician音乐家
拓展： teach教→teacher老师
Ⅲ. Practice
1. T: Next week we'll have a music festival. So we need some musicians to help with the
music festival. I wrote an ad for help, but some of the words are missed. Please read the ad again and try to fill in the blanks with the words in the box.
2. 阅读指导：首先，应通读全文，理解全文的大意；认真读每一句话，在理解句子意思的基础上，分析空格所缺词汇的意思；然后分析空格上下文的意思或上下文的单词来确定空格中的词汇的词性；最后，在综合理解的基础上确定每个空格处的词汇。
3. Ss read the passage then fill in the blanks with the words in the box.
4. Check the answers.
Ⅳ. Writing
1. Do you want to make poster in English by yourself? Now work with your group members, think of an even at our school. Then try to make a poster by yourselves.
The events may be the music club, the Sports Day; the art festival and so on
2. Ss work in groups. First think of an event at the school. Then try to make the poster.
3. 写作指导：
首先，应确定与该做事项所须的相关能力；可以用借鉴2b或3a中的广告的样子来写。其次，为了使语气显得较为委婉，可以用一些一般疑问句来询问应聘者的能力，比如：Can you swim? Can you…? 最后，一定记住将本次活动的联系方式写清楚。
4. Teacher walks around the classroom. Give any help Ss may need. Ask one the students in 19
each group to read aloud their ads to their class. Let other students in other groups give some advice on the ads.
5. Decide which ad is the best.
Ⅴ. Self Check 1
1. 让学生们在小组内讨论这些分类的能力活动；每个小组成员积极发言，由小组长负责整理记录。
2. 让某个小组的小组长说出他们小组整理的答案，再由其他小组成员进行补充；最后，将一份完整的能力活动分类总结表写在黑板上让同学们进行借鉴与补充。
3. Give Ss a few minutes to remember the abilities.
Ⅵ. Self Check 2
1. Tell Ss what they should do. You can add as many words as you can to make phrases. Give Ss an example: play the drum, play the piano, play the violin, play the guitar; play chess, play volleyball…
2. Ss work in groups. Try to make as many phrases as they can. They should write down their phrases on their notebook.
3. Let some Ss read their phrases. Let other students add more phrases.
Ⅶ. Self check 3
1. Now you can write something you like. e.g. What can you do? What can't you do? What about your family members, your friends, your classmates. You can write at least five sentences.
First I'll give a model:
I can speak English. I can play chess. I can play basketball. But I can't play the piano. I can't play the violin. My sister can play the violin. She can play the guitar, too.
2. Ss write about something by themselves.
3. Let some Ss read their sentences to the class.
Homework
1. Review Section B.
2. Write a short passage about your uncle or your aunt. What he/she can do? What she/he can't do.
板书设计：
Unit 3 How do you get to school?
Section A (1a-2d)
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词：
train, bus, subway, ride, bike, sixty, seventy, eighty, ninety, hundred, far, minute, kilometer, new, every, every day
2) 能掌握以下句型：
① —How do you get to school? —I ride my bike.
② —How does Mary get to school? —She takes the subway.
2. Talk about how to get to places (谈论出行方式)
take the bus /subway /train /taxi , ride a bike /walk .
3. how引导的特殊疑问句，表示乘坐何种交通工具的方式。how far, how long 引导的特殊疑问句。
4. 复习基数词及时间的表示方法。
2. 情感态度价值观目标：
让学生感受到他们学习英语是为了在现实生活中进行交流，而不单纯是为了英语课和应付考试而学习,了解东西方国家出行方式的不同，以及不同的交通规则,教育学生注意交通安全, 加深对交通知识的了解。倡导自觉遵守交通法规及礼貌,构建和谐的人际关系。了解交通的发展，培养创新精神。
二、教学重难点
1. 教学重点：
1) how /how far /how long 引导的特殊疑问句.
2) 乘坐交通工具的表示方法.
3) It takes / sb some time to do sth .
2. 教学难点：
—How do you get to school? —I take the …/ride …/ walk…
—How does Mary get to school? —She takes the subway.
—How long does it take? —It takes forty minutes.
—How far is it from… to… —It's… kilometers.
三、教学过程
Ⅰ. Warming-up and Lead in
学生和老师进行简单的问候
Ss : Good morning , teacher.
T: Good morning , class
T: Look at the picture. What can you see? Do you like your school? I usually get to school by bike, but sometimes on foot . How do you get to school?
Ss 按实际情况作答
S1: I ride my bike.
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S2: I go by bus.
S3: ………
T: Very good. You’re clever. Let’s learn Unit 4 Section A. 之后板书：
“Unit 4 How do you get to school?”
Ⅱ. Presentation
1. T: If you are here, but your school is in Shanghai. How do you get to school?
Ss: I take the bus /plane/ boat / ship / car / taxi
I ride a bike / motorbike
T: Do you know any other way?
2. Teacher shows pictures on the big screen .归纳出行方式和常用短语.
Ask some questions about how you get to…?
(让学生积极主动的思考想象总结，多媒体增加趣味性，加强直观性，效果事半功倍)
3. Show a picture about Part 1, on the screen.
Point at girls or boys in the picture.
Ask students to answer and write in the blanks.
S1 : How does he / she go to school?
S2 : He / She … …
Ⅲ. 1a
T: Look at the picture on your book. Match the words with the picture.
(学生们完成1a的学习任务，然后校对答案)
Ⅳ. Listening
1. Make sure the Ss know what to do. Give them an example orally if possible.
2. Read the names in the box.
3. Play the tape and check the answers.
Ⅴ. Pair work
Ask two students to read the dialogue in the speech bubbles to the class. Then ask students to work in pairs. Ask and answer how students get to school in the picture.
Finally ask some pairs of students to present their conversations to the class.
Ⅵ. Listening
1. Revise the numbers, first, zero~nine, next, ten~nineteen, then, twenty, thirty, forty…finally,
twenty-one, twenty-two…
Teach the new word "hundred".
2. Play the tape for the students to finish 2a. Then play again and check the answers
Ⅶ. Presentation
Show a picture on the TV and explain these are your home and school.
Teach: home----school How long 10 minutes How far two kilometers
Then make up a dialogue to practice.
A: How do you get to school?
B: I usually take the bus.
A: How far is it from your home to school?
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B: It's about two kilometers.
A: How long does it take?
B: It takes 30 minutes by bus
Ⅷ. Listening
1. Tell Ss the following recording is about how Tom and Jane go to school.
2. First, listen to the recording fill in the first column.
3. Then, play the recording for the Ss again. Ss listen and complete the rest of the chart.
4. Check the answers.
Ⅸ. Role-play
1. Read the dialogue and find the answer to these questions:
① How does Jane get to school?
② How far is it from home to school?
③ How long does it take to get to school from her home?
2. Ss read the conversations and then find the answers to the questions.
3. Check the answers with the class.
4. Play the recording for the Ss to listen and repeat.
5. Ss read the conversation then role-play the conversation.
6. Let some pairs act out the conversation.
Homework
1. Remember the new words and expressions in this period.
2. Role-play the conversation after class.
板书设计：
Section A (Grammar Focus-3c)
一、教学目标：
1. 语言知识目标：
1) 继续练习谈论出行方式
take the bus /subway /train /taxi, ride a bike /walk .
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2）用不同方式练习 how引导的特殊疑问句，表示乘坐何种交通工具的方式。how far, how
long 引导的特殊疑问句。
3）复习基数词及时间的表示方法。
2. 情感态度价值观目标：
了解东西方国家出行方式的不同，以及不同的交通规则,教育学生注意交通安全, 加深对交通知识的了解。倡导自觉遵守交通法规及礼貌,构建和谐的人际关系。了解交通的发展，培养创新精神。
二、教学重难点
1. 教学重点：
1) how /how far /how long 引导的特殊疑问句.
2) 乘坐交通工具的表示方法.
3) It takes sb some time to do sth .
2. 教学难点：
—How do you get to school? —I take the …/ride …/ walk…
—How does Mary get to school? —She takes the subway.
—How long does it take? —It takes forty minutes.
—How far is it from… to… —It's… kilometers.
三、教学过程
Ⅰ. Warming- up and revision
1. Greet the Ss as usual. Then check the homework.
2. Go over the conversation in 2e.
Ⅱ. Grammar Focus.
1. 学生阅读Grammar Focus中的句子，然后做填空练习。
① 你如何到达学校？ _______________________
我骑自行车。____________________
② 她如何到达学校？ ___________________
她乘公共汽车。____________________
③ 到达学校要花多长时间？____________________
大约花费15分钟。___________________
④ 从你有到学校有多远？____________________
仅约两公里。 ____________________
⑤ 简步行去上学吗？_______________________
不，她骑自行车。 ____________________
⑥ 他们乘公共汽车去上学吗？_________________
不，他们步行。 ____________________
2. Ss check the answer with their partners.
3. Give Ss six more minutes to try to remember the sentences.
Ⅲ. Practice
1. Look at 3a. Tell Ss to match the sentences with the answers.
2. 方法指导： 首先，应重点读左面的五个疑问句，分清它们是特殊疑问句还是一般疑 24
问句；其次，要明确特殊疑问词的用法：how是对出行方式提问；how long是对行程所用的时间提问；how far是对距离提问。然后，再读答语。依次给每个问句找到正确的答语。
3. 学生们按教师说的方法，认真阅读找答语，提高阅读理解的能力。
4. Check the answers with the class.
Ⅳ. Practice
1. Look at 3b. Tell Ss to use these words below to make questions. Then answer them.
2. 方法指导： 首先，应分清它们是特殊疑问句还是一般疑问句，看所给的词汇，如果
含有特殊疑问词应是特殊疑问句，如果没有则应是一般疑问句；其次，要明确特殊疑问词的句式结构：特殊疑问词+ 一般疑问句。然后，再根据自己的实际情况，回答这些问题。最后，再通读一遍自己造的问句与答语，确保没有语法上的错误。
3. 学生们按教师说的方法，分析每句话中所给的提示词，并造成一个正确的问句，然后
给出一个合理的答语。
4. Check the answers with the partners.
For example:
How do you get to school? I take a bus to school.
Ⅴ. Game (Find someone who…)
1. Now, look at the chart below. Can you tell the meaning of each sentence?
2. Let some Ss say the meaning of the sentences.
3. Make sure Ss know how to do this game.
4. Ss ask and answer these questions with their classmates:
S1: How far is it from your home to school, S2?
S2: It's about ten kilometers.
S1: Oh, no. How far is it from your home to school, S3?
S3: It's about five kilometers.
S1: Oh, yeah. …
5. 提示：对部分能力的较差的学生，可以给他们下列问题提示：
① How far is it from your home to school?
② How do you get to school?
③ How long does it take you to get to school?
6. 看谁能最先完成调查，并找到与表格中数据相一致的同学。
Ⅵ. Exercises
1. If time is enough, do more exercises on the screen.
Homework
1. Read the sentences in Grammar Focus.
2. Make a survey. How does your father get to work?
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