人教新课标初二Unit 6
“我可是鲨鱼辣椒”通过精心收集，向本站投稿了10篇人教新课标初二Unit 6，以下是小编为大家整理后的人教新课标初二Unit 6，希望对您有所帮助。
篇1：人教新课标初二Unit 5
Lesson 17
Teaching Objectives:
初步掌握部分提建议的句型的运用；
掌握一些动物的名称。
Language Focus:
May I speak to sb? This is sb speaking. Hold on, please
What’s up? － What’s the matter?
Shall we go to the zoo?
Let’s make it ….
What about a quarter past ten?
Why not meet a little earlier.
What other animals do you see in the zoo?
Properties: Tape recorder, some pictures of animals
Teaching Procedures:
Step 1 Revision
1. Say what John is going to do (after school, at college, after college)
2. Revise talking about the time.
What time do you usually get up/have breakfast/go to school?
Get the students to ask in pairs about their parents.
Step 2 Presentation
Present the dialogue:
A: What are you going to do next Saturday?
B: Nothing much, why?
A: Shall we go shopping?
B: OK, What time?
A: How about 10:00?
B: Can we make it a little earlier? I have a lot of homework to do.
A: OK. I’ll meet you at ….
Explain the meaning of nothing much, shall and a little earlier.
Explain shall we … and Let’s make it a little earlier.
播放视频Let's讲解.asf和Shall用法讲解.asf。
They are both ways of making a suggestion.
Have the students practise the dialogue in pairs.
Teach the new words zoo and dolphin show by showing pictures.
Step 3 Read and act
Play the tape for the students to listen and ask What time are David and Lin Tao going to meet?
Play the tape again. Students listen and repeat.
Let the students practise the dialogue in pairs and ask some pairs to act it out.
Get the students to practise making a suggestion by using shall we, Let’s.
Step 4 Presentation
问问学生去过动物园没有，让去过的同学来谈谈在动物园里看到了哪些动物，有的动物名称可能学生知道，有的可能不知道，教师可以帮助学生用英语说出来。然后教师可教学这些动物名称词汇，还可以准备一些动物的图片，利用图片教学新词汇。
Have you ever seen these animals? Show the pictures and teach the words “panda”, an animal eating the bamboo, “lion” the famous movie is called King Lion, “elephant the biggest animal living on land, “monkey” something like human beings, “tiger” a very dangerous animal and has the name of “King of the beasts” “dolphin”, “deer”, “snake”, “rabbit”, “duck”, Beijing has a specialty “Beijing Duck” very delicious, “fox” a very clever (cunning) animal, “bear”. And more animals for them to see, “crocodile”, “Kangaroo” “camel” “flamingo” “zebra” etc.
Step 5 look, read and answer
Look at the color page and discuss the questions in pairs and write down the answers.
The answers of “look and answer”
1. The elephant
2. The panda
3. Dolphin and snake
4. Dolphin
5. Lion, tiger, snake, bear and fox
6. Panda, deer, sheep, cow, rabbit and horse
7. Lion, tiger, bear and snake
8. No definite answers
Step 6 Exercises in class
Complete the dialogues
1 A: Hello, __________?
B: Yes, this is Jerry ____. Who is ____?
A: This is Sam. How are you?
B: Fine, ____. …
2 A: Hello, can __________?
Keys: 1.May I speak to Jerry/ speaking/ that/ What about (How about )you/…
2. I speak to Nike/speaking /that /speaking …
B: Sorry, Nike is not at home. This is Nike's mother______. Who is ____?
A: Hello, Mrs. King. This is Andy ____.
Fill in the blanks.
1. Shall we go to the zoo? I hear there’s a dolphin ______ there.
2. “Why not come a little earlier?” “No ______.”
3. Which animal do you like ______, a panda, a tiger or an elephant?
4. I think an elephant is the biggest animal on ______.
5. Work must come ______.
6. It’s a little earlier to come at nine o’clock. Let’s ______ it half past nine.
Keys: 1.show 2.problem 3.best 4.land 5.first 6.make
Step 7 Homework
1. Revise the names of the animals.
2. Finish off the workbook exercises.
The design of the blackboard
Lesson 17 What’s up? Nothing much. No problem. Why not meet a little earlier? A: What are you going to do next Saturday? B: Nothing much, why? A: Shall we go shopping? B: OK, What time? A: How about 10:00? B: Can we make it a little earlier? I have a lot of homework to do. A: OK. I’ll meet you at ….
教案点评：
本教案示例利用多媒体手段进行目标语言点的教学，通过展示图片教学表示动物名称的词汇，同时把词汇的教学贯穿于语境中，融学生亲身的体验于教学中。
Lesson 18
教学目标：
1．掌握本课重点词组和词汇。
2．能够运用本课所学的内容对一些动物进行介绍并表达自己的看法。
教具：Picture and recorder
教学过程：
Step 1 Revision
（1） Revise the dialogue
让学生表演自编自演的关于本周末计划去动物园的对话。
（2） Revise the words
教师出示动物园的图片，找一个同学当导游向同学进行简单的介绍。
例如： I am a tourist guide. Welcome to the zoo. This is a panda .The panda is only lives in China. This is a snake .It is dangerous. There are still a lot of interesting animals in our zoo. The exciting dolphin show is waiting for you. Come and see。
（3） Pre-teach:组织学生根据刚才导游的介绍和导游图就教科书上的问题进行讨论。
Step 2 Presentation
（1） 教师指导学生快速默读阅读课文并判断True or False.
A: The writer thinks the animals in the cage cannot be happy.
B: The dolphin is human’s friend.
（2） 学生阅读课文找出影响理解文章含义的地方并根据上下文判断出生词cage, forest, feel, fall, if的大意。
“Cage” is a piece of framework in which birds or animals may be kept. Draw it on the board. “Holiday” is the day when people don’t have to go to work or school. We teachers and students have summer holidays and winter holidays. At the beginning of May, We have a seven-day- holiday. “Forest” is a place where a lot of trees grow. Use a gesture to teach “tired”. If you are tired, you need some rest (For “it’s …for …to …” “feel sorry for…” just give some examples.)
（3） 教师就本课的知识点进行讲解和分析。
（4）教师指导学生听课文录音，并跟读课文。
（5）学生阅读短文并回答练习册上的问题。
（6）教师可以组织学生可以根据第18课课文内容进行角色表演。（根据探究活动的素材进行）
Step 3 Practice
Play the tape for students to read and they ask and answer questions about the text in pairs.
Then try to retell the text, (Paragraph by paragraph) give the following questions as a reminder.
Paragraph one
1. Where do your parents often take him to on holidays?
2. What do you like?
3. What do you see in the zoo?
4. How are these animals?
5. Where do some of them stay? What do you feel about that?
Paragraph two
1. Where do tigers usually live?
2. What do they do usually?
3. What do they do in the zoo?
Paragraph three
1. What animal do you like best?
2. Why?
Step 4 Summary.
学生自己总结本课的重点词语。
Step 5 Exercises in class
1. Write out six animals you can see in the zoo ____ ____ ____ ___ ____ _____.
2. Fill in prepositions.
①I never stay at home ____ holidays.
② ____ the zoo, there are many animals.
③ Dangerous animals have to stay ____ cages.
④ It’s bad ____ your teeth to eat much sweet.
⑤ He likes living ____ the forest.
⑥ Tigers eat small animals ____ rabbits and deer.
⑦ I feel sorry ____ the animals.
⑧ Dolphins often play ____ a ball, and they can walk ____water.
⑨ Be careful ! Don’t fall ___ the water.
3. Fill in the blanks with the proper words.
①Monkeys like ______ (eat) nuts.
②I ______ (not have) many toy animals.
③May I ______ (borrow) your dictionary?
④It’s good ______ (read) English in the morning.
⑤I have a lot of thing ______(do) today.
⑥I think the dolphin is ______(interesting) animal in the zoo.
⑦Which animal is ______ (dangerous), a tiger or a bear?
⑧Some animals are ______ (friend) to people.
Answers:
1. (Open answers) eg ; monkey, lion, elephant, bird, snake, deer.
2. ①on ②in ③in ④for ⑤in ⑥like ⑦for ⑧with, on ⑨into
3. ① eating ② don’t have ③ borrow ④ to read ⑤to do ⑥the most interesting ⑦ more dangerous ⑧ friendly
Step 6 Homework
（1）Copy the new words and phrase.
（2）收集有关动物的资料，并写一篇参观动物园的日记。
Step 7 The design of the blackboard
Lesson 18take me there feel sorry for…on holidays watch sb. do sth.be dangerous fall into…in cages come up to"'walk round and round
教案点评：
本教案示例的突出特点在于学生的参与活动，通过学生的自主体验达到目标语言点的教学，另外还突出创设语境，体会语言的运用，不孤立地理解词汇。
Lesson 19
Teaching Objectives:
掌握提建议的三种表达方式
Language Focus:
Shall we …?
Let’s ….
Why not …?
I have a lot of homework to do.
Work must come first.
Properties: Overhead projector, recorder
Teaching Procedures:
Step 1 Revision
1. Revise the animal words by showing the pictures of animals or showing the pictures on page iii.
2. Revise making a suggest by talking about going to the zoo.
Step 2 Presentation
Ask students to write out the three ways of giving suggestions, then students work in pairs to make a responses to suggestions: agree and disagree
Good idea! OK/All right!
No, let’s ….
Get the students to practise the dialogue about making suggestions. Then ask some pairs to perform their dialogues.
Step 3 Practise
Let the students complete the exercise in pairs.
Explain at a quarter to is short for at a quarter to one/two…
Step 4 Practise
Have the students practise in pairs, filling in the blanks with the phrases from the box.
Then students make dialogues with phrases given in the box, do it in pairs first, then act it out in front of the class.
Step 5 Reading and writing
Have the students work together in pairs to fill in the blanks. Then ask several pairs to read their dialogue for the class.
Draws pictures on the blackboard to teach the word “dumpling”. Explain “seafood” is fish or animals in the sea that can be eaten.
Explain I have a lot of …to do”
I have many clothes to wash.
He has some questions to ask” etc.
Step 6 Exercises in class
1. Complete the sentences.
① The teacher has many lessons ____ ____
② The boys have some words ____ _____
③ I don’t have anything ____ ____
④ There are many games ____ ___
⑤ I have a lot of food ____ ____
2. Complete the dialogue.
① A: Would you like to see a film with me?
B: Yes, I___. When____?
A: ____ meet at 8:00 tomorrow evening.
② A: Would you like to go skating with me?
B: ____, I can’t. I have many things to do.
…
Answers:
1. ① to prepare ②to say ③to do ④to play ⑤to eat
2. ① ’d love to, Shall we meet, Let’s ② Sorry/ I’m afraid.
Step 7 Homework
1.Make up a dialogue about making suggestions and different responses to suggestions.
2.Finish off the workbook exercises.
The design of the blackboard
Lesson 19Shall we …?Why not meet…?Work must come first.I have a lot of … to do.
Lesson 20
Teaching Objectives:
巩固提建议的表达方式的运用；
掌握元音音素[ : ] [ ][ ]的发音及有关字母O的发音规律。
Language Focus:
[ : ]or, ore, oor, our, al, au [ ]o, a [ ] o, oa, ow,
On the back of
I don’t know what to do.
go boating What do you think?
Properties: Tape recorder, cards
Teaching procedures:
Step 1 Revision
1.Suggest to your friends that you go travelling to Japan next summer holiday. (in three ways.)
2.Revise the animal names by playing charades.
Ask a student to act out a kind of animal. The class guess the name of the animals by the student’s actions. Change another student to go on.
Step 2 Spelling and pronunciation
Play the tape for students to listen and repeat. Get them practise the pronunciation of these words. Show the students more words on cards to read.
Step 3 Listening
Play the tape and do Lesson 20 Ex.3. Check the answers.
Step 4 Look, read and act
Show the picture to students, talk about the picture, then guess what the two boys are talking about.
Play the tape for students to listen and repeat.
Then have the students read and act out the dialogue in pairs.
Step 5 Read and say
Say It’s Thursday morning. Tom and Li Lei are talking about what they are going to do tomorrow. Can you guess what they say exactly? Make up the dialogue with your partners.
Play the tape for the students to listen and ask What are Tom and Li Lei going to do on Friday?
Get the students to practise the dialogue in pairs.
Step 6 Writing
Suppose it’s Friday afternoon now. Tom and Li Lei are in the park. They see a lot of boats on the lake. They begin to talk. Make up this conversation with your partner.
Students read the introductory part themselves and write out the dialogue.
Step 7 Checkpoint
Revise the three ways of making suggestions and different responses to suggestions.
播放视频时间和提建议的表达法，让学生进行口头练习。
Read the useful expressions.
Step 8 Exercises in class
Complete the sentences.
1. 现在看海豚表演太早了。
It’s ______ ______ ______ the dolphin show.
2. 我想它正在和我们打招呼呢。
I think it’s ______ “______” ______ us.
3. 上面写着“请勿喂养动物”
It ______ “Don't ______ the animals!”
4. 我们去看看小熊猫吧！
______ go ______ ______ the ______ panda.
5. 我们看见一只猴子在它妈妈的背上。
We can see a monkey ______ ______ ______ ______ its mother.
6. 我们去买划船票好吗？
______ we go and ______ tickets ______ ______ ?
7. 先去大象室看看如何？
What about ______ to the ______ house ______?
Answers:
1.too early for 2.saying Hello to 3.says, feed 4.Let’s, and see baby 5.on the back of 6.Shall, buy, for boating 7.going, elephants’, first
Step 9 Homework
1. Finish off the workbook.
2. Review making suggestions.
The design of the blackboard
Lesson 20 I have a lot of …to do I don’t know what to do What do you think?
篇2：人教新课标初二Unit 6
Lesson 21
Teaching Objectives:
掌握本课的地点名词，并会看地图，能正确表达各个地方的地理位置；
复习问路的句型。
Language Focus:
in front of, next to, on the left/right side, Thank you all the same.
Properties: Map, recorder, flash动画
Teaching Procedures:
Step 1 Revision
Draw a simple map on the blackboard. 表达各个建筑物所处的位置，教学一些介词短语：in front of, left/right side of 等。Then get the student to practise about other places.
Step 2 Presentation
Showing the students the picture and make conversations with several students, like this:
Excuse me. Where’s the nearest …?
Excuse me. How far is ××× (an important place near school)?
Is there ××× near our school?
Help students to answer
Teach new words bank, bookshop, bus stop, theatre, museum and toilet by showing pictures.
Step 3 Practice
Look at the picture in the book and ask students to work in pairs to practise showing places, using prepositional phrases like “next to, in front of, behind, outside and on the left/right side”
eg. There’s a school next to the supermarket. In front of/behind the school, there’s a market.
Step 4 Ask and answer
Show students some maps and ask them for directions, using the patterns in the book.
Excuse me. Where’s the nearest ×××?
Play the tape for students to listen and repeat.
Then students practise in pairs and make up their own dialogues. Get some pairs to act theirs out.
Play the game: Which place is it?
(With the help of a map, on which some places are marked).
One student describes the location, asks other students to guess the place.
Step 5 Exercises in class
Fill in the blanks
1. There’s a cinema next ____ the shop.
2. ____ the left side of the room, there’s a desk.
3. －I’m sorry I can’t help you. －_____________.
4. Please come to the front and stand ____________ the class.
Key: to, on, Thank you all the same, in front of.
Complete the dialogue
A: ________ _______, where is the nearest police station, please?
B: I’m _______, I don’t know. Please ________ that man.
A: Thank you _______ ________ _______. Excuse me, where is the police station, please?
C: _______ over there, next ________ the post office.
A: Thank you ________ _______.
C: Not ________ _______.
Key: Excuse me, sorry, ask, all the same, It’s, to, very much, at all.
Step 6 Homework
1.Make 2 dialogues asking for directions (draw maps).
2. Finish off the workbook exercises.
The design of the blackboard
Lesson 21Where’s …?It’s next to the …/in front of the … /behind the … /outside the…/ on the left/ right side. Excuse me. Where’s the nearest …?Excuse me. How far is ×××?Is there ××× near our school?
教案点评：
本案例主要通过图片展示来进行目标语言点的操练，这对于地点之间的方位的辨认非常直观，这和实际的生活环境非常吻合，学生操练就非常简单。
Lesson 22
Teaching Objectives:
掌握如何表达需求；
掌握询问方向和指点方向的用语，并能在实际生活中为人指路。
Language Focus:
Is there a bank near here?
Where’s the nearest hospital, please?
Go along this road.
Take the first turning on the right.
It’s about a hundred metres along on the left.
It’s about 6 kilometers along.
He needs some help.
You’d better (not) ask sb. for sth.
Properties: Tape recorder, Map, Overhead projector
Teaching Procedures:
Step 1 Revision
Revise the ways of asking for and giving directions in a simple way.
Revise the prepositions of location
Step 2 Presentation
Ask the students Are you good at distinguishing directions? Are you always ready to help someone who can’t find his way?
The teacher asks several students the directions to some places near school, using different ways of asking for directions. Ask sb to give directions.
Excuse me. Where’s the people’s Hospital?
Could you tell me the way to Beijing zoo, please?
Excuse me, which is the way to Purple Bamboo Park?
Is there a Macdonald’s near here?
Step 3 Practice
I. Show ways of asking for and giving directions on a flashcard.
Students ask and answer about places on the map on colour page iv of the SB.
Excuse me, is there a …near here?
I’m sorry I don’t know.
Step 4 Ask and answer
Play the tape for the students to listen and repeat. Ask them to draw a map as described in the dialogue.
Get students to practise the dialogues in pairs.
Use a map to ask students to practise asking for and giving directions.
Step 5 Exercises in class
1. A: Excuse me. Which is the____ to East Park, please?
B: Let me see. Er, walk ____ this road and ____ right. Go ____ until you____ the end. You’ll find the park in front of you.
2. A: Excuse me. Can you give me ____ to the post office, please?
B: Sure. Go ____ this street and ____ right. Then you’ll see a tall building. That’s the ____, and it s between the zoo ____ the fruit shop. You can’t ____ it.
A: Is it ____ from here?
B: No, it s quite near. It’ll only ____ you about 10 minutes if you walk there.
A: Thanks a lot.
B: You’re welcome.
Keys:
1. way, along/down, turn, on, reach
2. directions, along/down, turn, post office, and, miss, far, take.
Step 6 Homework
1. Make a dialogue asking for and giving directions.
2. Finish off the workbook exercises.
The design of the blackboard
Lesson 22Is there a bank near here?Where’s the nearest hospital, please? a hundred metres along… awayHe needs some help.You’d better (not) ask sb. for sth
Lesson 23
教学目标：
1．使同学熟练掌握本课表示地点的介词词组和重点词汇。
2．使同学掌握本课阅读材料的内容，并能模仿课文表演游戏。
教具：Picture, recorder and coin
教学过程：
Step 1Revision
(1) Dictation
(2) 学生表演问路对话。情景：老奶奶第一次进城找不到儿子的家。她该怎么办？学生可以准备一根拐杖和一条毛巾办成老奶奶的样子。学生参照第22课的问路修改：
Granny故做四周环视状。
The boy: Hello, granny. Can I give you some help?
Granny: I want to go to the bus stop. I want to go to see my son. But I don’t know the way.
The boy: Don’t worry! granny. I can help you. I know the city well. Where is the address?
Granny: I lost it. I just remember there is a post office behind the apartment.
The boy: Oh. The post office is not near from here. You can catch the number3 bus. Go along this road, turn right at the second corner and then you will see the bus stop. The bus will take you to the post office. The apartment is behind it.
Granny: It is very kind of you.
The boy: It is my pleasure. Bye bye.
Step 2 Leading-in
1. Ask students to raise their hands.
Those sit in the front/middle/back rows.
Those sit on the left/in the middle/on the right.
2. Ask 3 students to express their positions in class/with the teacher’s help, if necessary.
eg. I sit in the front row, on the left, between ×× and ×××.
3. Guess game: Who’s my best friend?
A student talks about the position of his/her best friend and asks others to guess the friend’s name.
Step 3 Presentation
Part 1 Ask and answer
(1) 教师通过图片向学生介绍相关介词短语的用法。并进行操练。
(2) Read out the dialogue.
(3) 创设情景：教师可以提前在教室里准备一些表示地点的卡片。如动物园，天安门，北海等，标上英文名字。放在教室的不同方向，组织学生练习如：
Where is the Beijing zoo?
It is in the front row. Is the Bei Hai Park on the left of the zoo? Yes, it is.
Part 2 Reading: Who has the coin?
1.默读课文判断正误
The teacher gives everyone of the students a coin.
The students like the game very much.
2. Call 6 students to the front of the class and give them instructions as the text says, and give the other students instructions.
3. Ask the students who are sitting to guess where the coin is, using questions, like:
Is it in your right/left hand?
4. (Books open) Ask students to go over the text silently and prepare to answer the comprehension questions.
5. The teacher asks sb to answer comprehension questions in the book.
阅读全文。并找出生词和不懂的地方。教师向学生讲解重点词汇和句字。
Step 4 Practice
教师组织学生分组在班上进行这个游戏，看那一组表演的完全按照是书上的介绍。对表现出色的组进行表扬。
Step5 Summary.
学生自己总结本课的重点词语。
Exercises in class
Fill in the blanks according to the passage.
One day, in the English class. Miss Dong asked 6 students to stand ____ the front of the class and put their hands ____ their backs. The students pass the coin given by the teacher ____ one ____ another. The other students keep their eyes ____ and guess who ____ the coin.
Key: in, behind, from, to, closed, has.
Choose the right answer.
( )l. Tom, just do it ______ your teacher tells you.
A. like B. as C. because D. when
( )2. Where ______ your best friend sit?
A. is B. do C. are D. does
( )3. Let’s play a game. First you must keep your eyes______, then _____ them.
A. close, open B. closed, opened
C. close, opened D. closed, open
( )4. Where ______ the boy _____now?
A. is…stand B. is … standing
C. does…stand D. does … standing
( )5. The coin goes from one to ______.
A.the other B.other C.others D.another
( )6. Could you pass the orange ______ me?
A. to B. at C. in D. from
( )7. You mustn’t ______ your books now.
A.looks at B.look at C.see D.look
( )8. Can you guess who ______ the coin?
A.does have B.does has C.is have D.has
( )9. Betty tells Katy ______ the ball.
A.catch B.catches C.catching D.to catch
( )10. Who sits next to ______?
A. us B. we C. our D. ours
Answers: l. B 2. D 3. D 4. B 5. D 6. A 7. B 8. D 9. D 10.A
Homework
1.Copy the words and the phrase.
2.让学生编写一个关于问路短剧
The design of the blackboard
Lesson 23 Where do you sit? Who has the coin?
教案点评：
最主要的特点通过各种途径创设情景，让学生进行实际的交际操练，以激发学生的积极性，同时达到目标语言的要求。
Lesson 24
Teaching Objectives:
巩固有关问路、指路的交际用语，并能运用来解决生活中的实际问题。
Properties: Tape recorder Overhead projector.
Teaching Procedures:
Step 1 Spelling and pronunciation
Play the tape for the students to listen and repeat. Practise the individual sounds, then show flashcards with more words and get the students to pronounce the words.
Step 2 Stress and intonation
Play the tape for the students to listen and repeat.
Have the students imitate the recording, paying attention to stress and intonation.
Then have the students work in pairs and choose some sentences and use them in a dialogue.
Step 3 Listening
Play the tape for the students to listen.
Listen for the first time and catch the main idea.
Listen for the second time and finish the exercise of putting in the missing words.
Check the answer.
Step 4 Map puzzle
Look at the maps on page iv.
Play the tape for the students to listen and have the students follow along.
边听录音，边让学生跟着在彩图中标出路线，这样答案就非常明显。
Answer the five questions.
同时教师可让学生根据所听内容或根据书中的内容，自己画出一个简单的地图，显示所要去的各个地方。
Step 5 Practise
Get the students to read the dialogue. Then have them work together in pairs.
利用彩图，让学生根据图中各个地方的位置进行模仿问路和指路练习。
Step 6 Writing
Reading the passage in Part 6.
Make the possible dialogue in pairs.
可以让学生先想象一个方位图，然后根据自己的图编对话。
Choose several pairs to read aloud their dialogues for the class.
Step 7 Exercises in class
Complete the dialogue according to the map.
H: Blue sky Hotel B: bank C: supermarket
假设你在A处，一位外国朋友问你到蓝天宾馆如何走，请你根据地图所示，完成下列对话。
F: Excuse me, could you tell me ______?
C: Sure ______. Take ______. ______. They you’ll see the hotel. It’s ______.
F: Oh, it’s very ______. Which bus ______?
C: No. 9 bus. The bus stop is over there.
F: Thank you very much.
C: ______. Bye-bye.
Answers: the way to the Blue Sky Hotel; Go along Huanghai Street; the second turning on the right; Then go along East Road and take the second turning on the left; between the bank and the supermarket; far; shall I take; That's all right/You’re welcome.
Step 8 Homework
1. Make a dialogue between Mr. Yang and a policeman.
2. Finish off the workbook exercises.
The design of the blackboard
Lesson 24 Are you good at reading maps? How can I get to the bus station? First left and second right
篇3：人教新课标初二Unit 7
Lesson 25
Teaching Objectives:
Talk about a picture, using present progressive tense, grasp the usage of present progressive and simple future tenses
Properties: Overhead Projector, Pictures
Language Focus: be doing be going to do
Teaching Procedures:
I. Revision
Ask sb to say out the dialogue between Mr. Yang and the policeman they prepared after class.
II. Leading - in
Lead to the usage of present progressive and simple future tenses by asking students:
What are you doing now? --We re having English class.
What are you going to do at weekend? --I’m going to ….
III. Practice
I. Look at the picture in Ex. 1 in the book and ask sb to work in pairs and talk about the picture, using present progressive tense.
2. Ask sb to say out their dialogues.
3. Illustration: Call 3 - 5 students to the front of the class and make same actions, then ask a question “What am I doing?”
The other students answer, for example “You’re
dancing/singing/reading/playing basketball /sweeping, etc.”
4. Talk about the four pictures in Ex. 2. Using present progressive and simple future tenses.
5. Ask sb to talk about their plans in the near future.
IV. Consolidation
Help the students to summarize the usage of present progressive and simple future tense. And show some pictures to ask the students to talk about, using the two tenses that have just been learnt.
be (am, is, are)+doing
be (am, is, are) + going to do(plan to do sth. )
eg. I’m writing. Mary is sleeping. I’m going to have a holiday.
They re having an exam.
They’re going to Sichuan.
He’s going to give a report.
V. Exercises in class
1. -Where is Mary?
-Look! She ____ (sit) behind Jack.
2. -____ they ____ ( dig) holes now?
-No, they ____. They ____ (carry) water.
3. -Listen! Who____(cry) in the next room?
4. We __________________(have) an English evening class next Sunday.
5. She ________________(not buy) the film ticket because her friend has promised to buy for her.
Keys:
1.is sitting. 2.Are, digging/aren’t, are carrying
3.is crying 4.are going to have
5.isn’t going to buy
Complete the dialogue
A: ______ are you going next week?
B: I’m going to the factory.
A: ______ are you going to do there?
B: I’m going to see some machines. Would you like to go?
A: Yes. I’d like to. It’s much better ______ having classes. ______ are we going to leave?
B: We are going to leave at about seven next Saturday morning.
A: ______ are we going to meet?
B: Outside the school gate.
A: ______ are we going there?
B: We are going there ______ bus.
Answers: Where, What, than. When, Where, How, by
VI Homework
Ask each student to find a picture with many people doing something, describe the picture, using present progressive tense and trying to use simple future tense.
VII. he design of the blackboard
Lesson 26
Teaching Objectives: Understand the reading passage and practise listening.
Property: Tape recorder
Language Focus:
Canada--Canadian lift = elevator do sports = take exercise on the basketball team
Teaching Procedures:
I. Revision
Revise the two kinds of tense learnt in the last lesson.
The teacher does some actions and asks: What am I doing? The Ss answer with present progressive tense.
The teacher asks questions: What are you going to do this afternoon/evening/tomorrow/this weekend/…? The Ss answer with simple future tense.
II. Leading - in
Today, we re going to know a Canadian man. He lives in a tall building in Toronto. What will we know about him?
III. Presentation
Look at the picture in the book and describe it
Where is Paul?
What is he doing?
What does he look like?
What impressions does he give you?
IV. Read and find out
1. Read the passage in a silent way and try to answer the question: Why doesn’t Paul use the lift for the last three floors?
2. Do Ex. 1 on Page 108.
3. Go over the passage.
(1) Canada-Canadian Germany-German China-Chinese Greece-Greek
Japan-Japanese Egypt-Egyptian Korea-Korean India-Indian
America-American Ireland-Irish Australia-Australian Italy-Italian
Brazil-Brazilian Mexico-Mexican Britain-British Russia-Russian
France-French Spain-Spanish
(2) lift = elevator
(3) do sports = take exercise
eg. Youngsters should take regular exercise/do sports regularly. eg. Jacky is on our school football team.
(4) on the city basketball team
4. Listen and read after the tape.
5. Chain reading: Ask Ss to read the passage in Chains.
6. Discussion: Can a short person be a basketball player?
V. Listening
1. Pre－listening: Tell the Ss what we’re going to listen.
2. While-listening: Listen for the 1st time and catch the main idea
3. Listen for the 2nd time: answer the questions on Page 108
4. Check the answers
5. Listen again and check the answers again
VI. Exercises in class
Fill in the blanks with proper words and formations、
Mr. Paul is a ____ who lives in Toronto. He likes ____ sports after work and he is on the city basketball team. He is the ____ in the team, but at the same time, he’s the ____, His ____ time is weekends and he usually gets home a little ____ than usual. Mr. Paul’s home is in a tall building with eighteen floors. He lives on the ____(fifteen) floor, but he always gets out of the lift on the (twelve) floor and walk up 3 floors. Is it funny?
Key: Canadian, doing, shortest, fastest, busiest, later, fifteenth, twelfth.
Rewrite the sentence without changing its meaning.
1. There are eighteen floors in the building.
The building ______ eighteen floors.
2. He uses a lift to go up and down.
The lift _____ _____ up and down.
He _____ up and down _____ lift.
3. He starts work at half past eight.
_____ work _____ at eight _____.
4. Every day he does the same thing.
Every day he doesn’t ______ ______ ______.
5. Why doesn’t he use the lift for the last three floors?
Why doesn’t he use the lift _____ up the last three floors?
6. He lives in Toronto.
He lives in ______ ______ ______ Toronto.
7. Paul is very busy every day.
Paul ______ ______ very ______ every day.
8. He is on the city basketball team.
He _____ _____ the city basketball team.
Answers! 1.has 2.takes him, goes, by 3.His starts, thirty 4.do different things 5.to 6.the city of 7.is not, free 8.plays for
VII. Homework
1. Write a short passage: Mr. Paul.
2. Retell the passage.
VIII. The design of the blackboard
Lesson 27
教学重点和难点：重点复习提建议的表答方式和有关介绍不同事物的相关用语
教具：Pictures and recorder
教学过程：
Step 1 Revision
1．教师将学生分成两组，在黑板上画一个动物园然后提问What are in the zoo？让学生进行三分钟抢答。每答对一种动物该组加一分，能拼写上一个种动物加二分.同时教师在黑板上写下这些动物。并进行提问Which one is the biggest animal in the world? Which one do you like best? Which one is the smallest in the zoo? Which one is the most dangerous in the zoo? 学生每回答上一个问题每组加三分，最后分多的组获胜。
2．教师可以通过提问的方式向学生介绍的日常生活，如：When do you get up? What do you eat in the morning? Do you use the lift to go up and down your building? How do you go to school? 通过上述提问可以复习上节课所学内容。
Step 2 Puzzle dialogues
1．给学生三分钟时间完成课本的第一部分。
2．教师让学生总结表达建议的相关句型：Shall we, why not, what about, let’s
教师在黑板上出示一组动词词组让学生套用句型：go to school, go to the zoo, have a rest , have dinner together.
Step 3 Read and act
1. Before-reading
What’s the most popular sport in China? Do you like it? Why?
What’s the most popular sport at/in our school?
Do you know the most popular sport in U.S.A.?
2. While-reading
Step 4 Exercises in class
1. May I come in, please? A. Of course, you can. Here you are.
2. May I turn down the radio? B. That’s OK.
3. We should have a rest, shouldn’t we?
C. No, please don’t. The wind is blowing hard outside.
4. Can I open the door? D. Yes, we should.
5. Shall we go to the park? E. Yes, please.
6. Could I use your dictionary? F. Sorry, he isn’t in.
7. Can I keep the book longer? G. That’s a good idea.
8. Could I speak to Jim, please? H. Yes, you may keep it for two weeks.
Key: 1.E 2.B 3.D 4.C 5.G 6.A 7.H 8.F
Complete the dialogue.
A: What are you ______ ______ ______ tomorrow?
B: Nothing_______, why?
A: Tomorrow is Sunday. There is going to ______ a football game ______ the team ______ No.2 Middle School ______ the team from our school. ______ you ______ to go and ______ the game?
B: I’d ______ ______. What time ______it______?
A: ______ three o’clock.
B: ______ ______ go a little earlier? ______ ______ half past two?
A: That’s______ ______.
B: ______ shall we meet?
A: ______ meet outside the school gate.
B: ______. See you then.
A: ___________.
Answers: going to do; much; be, between, from, and, Would, like watch; love to, will, begin; At; Shall we, What/How about; all right; Where; Let’s; OK; See you
Step 5 Homework
1.Copy the text and the words
2. Role play the dialogue
3.让学生编写关于提建议一个小型的对话
The design of the blackboard
Lesson 28
Teaching Objectives: Develop the four skills of listening, speaking, reading and writing. Go over the language points of this unit.
Properties: Tape recorder, map
Language Focus:
/ia/ ea ear er (e) air are ear ere
be better than sb. at. sth./doing
Teaching Procedures:
I.Word Puzzle: A “Word Ladder”
Complete the word puzzle ladder in the book.
II. Listening
1. Give two words and , ask Ss to give letter combinations that make the two sounds.
2. Summarize the pronunciation rules of and .
3. Read after the tape, imitate the pronunciation.
4. Ex. 3. Listening practice.
(1) 1st time: Listen and get the main idea
(2) 2nd time: answer questions on Page 110
(3) Check answers
(4) 3rd time: Listen and Check again
III. Speaking
1. Ex. 4. Ask and answer
(1) (Books closed, only look at the map) listen and prepare to talk about the living place of Bill.
(2) (With the help of the map) Say out the living place of Bill.
(3) (Books open) Listen and repeat
(4) Pair work: Ask friends “Where do you live?”
(5) Act out the dialogue (Students should draw a brief map)
(6) Report: the living place of my friend.
2. Finish Ex.5 and read out, teach “be better than sb. at sth./doing”
eg. Dim is better than Irene at spoken English.
Rosy is better than Ariel at playing computer games.
Class 3 is better than class 4 at English.
IV. Writing
Writing about Anne’s best friend or favorite sports/singing star.
V. Revision
Go over the language points of this unit.
VI. Relaxation
Learn a song “The More We Get Together”
VII. Exercises in class
Find out one word with a different pronunciation.
1. A. hear B. near C. pear D. year
2. A. where B. hare C .here D .hair
3. A. fore B. bear C. rare D .dare
4. A. here B .dear C .fear D .fare
5. A. early B. learn C. earth D .dear
Key: C C A D D
Choose the right answer.
1. How many floors ______ the building have?
A. do B. does C. are D. is
2. There are sixty ______ in an hour.
A. months B. minutes C. days D. weeks
3. A city is ______ than a village.
A. smaller B. more bigger C. bigger D. much smaller
4. Do you know a boy ______ Jill?
A. call B. name C. calls D. called
5. Jim is ______ than Lily at fishing.
A. good B. well C. better D. best
6. ______ you study,______ you'll learn.
A. Harder, more B. The harder, more
C. Harder, the more D. The harder, the more
7. Let me show the place ______ you ______ the map.
A. to, in B. to, on C. for, on D. of, in
8. Which floor do you live ______?
A. on B. at C. in D. for
Answers: l. B 2. B 3. C 4. D 5. C 6. D 7. C 8. A
VIII. Homework
1. Writing task: My Best Friend or My Favourite Sports/Singing Star.
2. Revise the whole unit.
XI. The design of the blackboard
篇4：人教新课标初二Unit 2
Lesson 5
Teaching Objectives:
掌握be going to表将来时的句型的运用；
能够表达自己将来的意愿。
Language FOCUS:
be going to do sth. on a field trip be good at sth./doing sth. Go fishing/boating/hiking etc.
Teaching Procedures:
Step 1 Revision
1.To make up sentences with the time phrase. now, at the moment, Look! , listen! etc.
2. Ask What do you usually do on Sunday?
Step 2 Leading-in
Teacher: On Sundays. I often go shopping. I like going shopping. What do you like doing on Sundays?
Students: I like playing computer games.
…
Teacher: I’m going to visit my friend next Sunday. What are you going to do next Sunday, Li Mu? Help Li Mu answer I’m going to play ping-pong. Repeat for the others.
Show the table:
Name Sunday, September_______
Li Mu Play ping-pong
Jim
Kate
Ask What’s Jim/Kate going to do next Sunday? Help the students to answer using He’s/She’s going to ….
Explain be going to: It’s a way of talking about future plans.
Step 3 Present
Saying the students are going to go on their field trip. They are going to play somewhere. Let’s see what they like doing and where they are going.
Play the tape for the students and ask What is the class going to do next Friday?
Explain the phrase :
“be good at” means someone can do sth very well.
eg. “Wendy is good at English” means “Wendy s English is good, she can speak or write English very well.”
Hike. (go for a) long walk in the country, taken for pleasure exercise.
Students listen again and read in pairs
be going to : It express the future as the plans are being made. It can also be used to express future plans.
e.g. Lucy is going to study in Shanghai next month.
Step 4 Practice
Suppose your class is going on a field trip, too. Talk in groups about where to go, what to do, how to go, etc. Make it a role play. And act it out.
Step 5 Ask and answer
Students work in pairs ask questions in the box and answer.
Pay attention to the time phrases tomorrow, next week, next holiday, the day after tomorrow, etc.
Step 6 Practice
Add more phrases denoting the future time. eg, this weekend, next Sunday, etc.
A: What are you going to do next Sunday?
B: I am going to do my homework. What are you going to do?
C: I’m going to …
Talk about future intention. Have the students work in groups to plan a field trip.
Step 7 Exercises in class
Complete the dialogue.
－ What ____ ____ ____ ____ ____ tomorrow?
－ Nothing much. why?
－ I ____ ____ ____ Plant some trees. Do you want to go with me?
－ Yes, I’d love to. Where ____ ____ ____ ____ plant the trees?
－ I ____ ____ ____ the countryside.
－ How ____ ____ ___ ____ get there?
－ We can take a bus.
－ Good. When ____ we ___ and where?
－ Let's meet at 9:00 in the morning. I’ll go to your house.
－ OK. See you tomorrow.
－ See you.
Answers: are, you, going, go, do,/am, going, to, are, you, going, to, /am, going, to, are, you, going, to, /will, meet,
Step 8 Homework
1. To write a short article to introduce what you intend to do next holiday.
2. Finish off the workbook exercises.
The design of the blackboard
Lesson 5 go fishing Are you going to …? be good at doing sth. Yes, I am. have a field trip No, I’m not. go on a picnic
Lesson 6
教学目的(Teaching Objectives)
（1）掌握重点单词和词组hurry up. go the wrong way, be tired。
（2）熟练掌握be going to 结构的用法
（3）能回答课文的问题并能根据上下文判断单词的意思。
教具(Properties)：教学磁带，图片和卡片。Properties: tape recorder, calendar. .
教学过程(Teaching Procedures)
Step 1 Revision
1. To say sentences according to the calendar about Charlie’s holiday plan.
eg. Charlie is going to catch the nine o’clock train to his uncle’s home. etc.
2. Revise be going to by asking students about their plans for this evening, next Sunday, etc.
Step 2 Leading - in
Ask Do you like to hike? What mountains do you like to hike? Do you hike fast or slow? What do you do at the top of the mountain?
Divide the students into small groups and have them discuss the questions.
Step 3 Presentation
Saying Last lesson, we have known the students are going to have a field trip to mountain. Today we’re going to see what they met on their trip.
Do you think they have a good time? Are there any problems? (Encourage students to guess about their trip.)
Students Listen to the tape with their books closed and try to write down the problems. Call one student to write on the blackboard.
学生默读课文，了解课文大意。Answer What is the class going to do at the top of the mountain?
教师就生词和难点进行举例解释。
To draw a mountain on the blackboard, teach the phrase “on the top of” pointing to the top and “at the foot of the mountain” pointing to the loot of it “To have a picnic means to carry your food. and eat in out doors” “To trip over sth means to fall down because of sth”
e.g. I want to climb to the top of the mountain first.
Tomorrow we are going to have a picnic in a park.” “The boy trips over a lying tree.
Teach hurry up, I’m tired, the wrong way, tie my shoes, I’m going to die.
Step 4 Practice
Students listen and read the article.
Then they ask and answer about the problems in pairs “What s the matter with Jill?”
“She often goes the wrong way.” etc.
并就教科书78页的练习2进行讨论。然后两人一组问答练习。
Step 5 Practice
教师将课文第七页的1，2，3，4，5副图放大后挂在黑板上。告诉同学这就是当时爬山的情景。
Students guess what the people in each picture are going to say. Then check the answers.
Then students try to find ways to help them. They work in small groups.
最后教师让学生合上课文，根据图片复述课文。
If time permits, they act it out as a role play.
Step 6 Exercises in class
Ed trips over his shoes, so he has to 1 . Jiang Wei is very tired, he wants to 2 . Li Mu has too many things in his bag and it’s too heavy, he needs 3 . Katy wants to hike quickly, she always says 4 . But Jill often goes 5 .
Answers:
1. Wear his shoes 2. have a rest 3. help 4. hurry up! 5. the wrong way
Step 7 Homework
1.Do the exercise 2 in page 78 of the textbook
2.To make a role play according to the pictures.
3.Finish off the workbook exercises.
The design of the blackboard
Lesson sixbe going tobe doingthe word and phrase.the pictures of the text.
Lesson 7
Teaching Objectives: Students should be able to use “be going to” to talk about future intentions.
Language Focus: some sentence patterns
be going to
Property: Overhead Projector
Teaching Procedures:
Step 1 Revision
1. To talk about the problems they have when going hiking.
2. Revise the time phrases by asking students randomly, What are you going to do the day after tomorrow/ next week/ this afternoon/ tomorrow, etc.
Step 2 Leading - in
Saying We know that the students in the class are going hiking. What are you going to do Tomorrow/ Next Sunday?
Ask students to write down phrases of future times on the blackboard.
Step 3 Practice
Students ask and answer questions in small groups to fill in the form in the book using their own names. Call one group to do it on the blackboard for later use.
After they finish the table, change partners and talk about the form. Use different question words and different question patterns: “What…going to …?” How…going to…?
“Where/When/Why/Who … going to… ?”
“Is she (he) going to… ?”
“Are they going to… ?”
“Is she (he)/Are they going to …or … ?”
Step 4 Reading and matching
Students do the matching themselves, then check the answers in pairs and make them a dialogue.
Step 5 Exercises in class
1. The students are going to have a party in the meeting- room next Friday, because it’s their teacher’s birthday.
Ask questions:
①Who …? ②What …? ③Where …? ④When …? ⑤Why …? ⑥General question ⑦Negative sentence ⑧ Whose …?
2. Complete the dialogue.
A: What ____ ____ ____ ____ ____ next Sunday?
B: I don’t know ____ ____ you?
A: I ____ ____ ___ see a nice film .Do you want to go with me?
B: Yes. I’d love to. But the cinema is far. How ____ ____, ___ ____ go there?
A: Let’s go by bus.. I _____ ____ ____ buy the tickets tomorrow. Then I’ll call you.
B: OK. Bye!
A: Bye!
Answers:
1. ① Who is going to have a party in the meeting - room next Friday?
② What are the students going to do in the meeting - room next Friday?
③ Where are the students going to have a party next Friday?
④ When are the students going to have a party in the meeting - room?
⑤ Why are the students going to have a party in the meeting – room next Friday?
⑥ Are the students going to have a party in the meeting - room next Friday?
⑦The students aren’t going to have a party in the meeting - room next Friday.
⑧ Whose birthday party are the students going to go have a party in the meeting - room next Friday?
2. are you going to do/What(How) about/am going to/are We going to/am going to…?
Step 6 Homework
1.Use “be going to” to write a short article
2.Finish off the workbook exercises.
The design of the blackboard
Lesson 7What’s he/she going to do tomorrow?How’s he/she going there?When are they going?
Lesson 8
Teaching Objectives:
1.Grasp the pronunciation of some letter clusters.
2.Master the using of be going to by denoting the future plan.
Properties: Tape recorder, cards, pictures.
Language Focus:
Pronunciation & intonation
[i:]e, ee, ea, i, [i]I [ ]a, e, o, er, o(u)[in unstressed syllables)
Special questions should be in falling tones.
words & expressions
get to - reach, arrive at (in)
Salesgirl- a girl who sells things in a shop fruit (u]
Teaching Procedures:
Step 1 Revision
To talk about these people’s intentions for the future with “going to” e.g.
Peter is going to go to Chicago tomorrow.
Step 2 Spelling and pronunciation
Students read the words on the cards “be, she, green, screen, queen, breathe, beast, pick, hit, big, ship, agree, exercise, again, cookery, control, neighbour,” and try to find out the rule, then listen to the tape and repeat.
Step 3 Stress and intonation
Have the students say the sentences after you have modeled them one by one.
going to, want to, have to发音时可缩减为：gonna, wanna, haveta.
Step 4 Reading
Draw some fruit on the blackboard and teach the word “fruit”, tell them that It’s an uncountable noun.
Ask What would you take with you hiking? What kind of food?
Have the students prepare a list of the items they would take.
Play the tape for the students to find out the Chinese “You zi” and teach the English word “grape fruit”.
Teach the words “salesman, salespeople and salesperson.”
Students read the text to their partners first, then make it a role play. Four persons form a group. (Katy, Jill, salesgirl and narrator)
Step 5 Listening practice
Read over the questions with the students. Play the tape (three times). Check the answers with the class.
Step 6 Writing
Have the students write about their plans next week. Have them try to use some of the phrases from last unit.
Step 7 Reading
Show some pictures of Terra - cotla warriors, Teach the word. Show more pictures of Huashan and ask who has ever been to these places, or seen the sights, encourage them to say anything about that.
Play the tape for the students to listen and repeat. Answer Where is Huashan?
Have the students to practise it in pairs and act it out
Step 8 Reciting
Play the tape for the students to listen and repeat.
Then have a competition to see who can recite it correctly in the shortest time.
Step 9 Checkpoint
Go through the be going to sentences and the useful expressions..
Step 10 Homework
1. To write several pairs of sentences to compare “be doing” and “be going to do”
2. Finish off the workbook exercises.
The design of the blackboard
Lesson 8 take…with… have a fun field trip have lots of fun be far from
篇5：人教新课标初二Unit 3
Lesson 9
教学目的：
1.初步掌握形容词的比较级的基本用法和基本句型。
2.了解中秋节的习俗
3.掌握重点词组和单词；be free. on Mid-autumn day. come over, see you tomorrow, would like
教具：Pictures tape recorder and real objects
教学过程：
Ⅰ.Revision 1.dication. 2.make a dialogue about the last lesson
Ⅱ.warming up；
教师把事先准备好的一些有关中秋节的图片或录像资料展示给学生，然后提问：
1.What are they doing?
2.Why?
3. What day it may be?
学生答道；1.They are having a dinner. Some of them are talking.
2. They are having a celebration.
3.It may be Zhong qiu jie。The moon is big and bright.
教师说 ：Ok, today we are going to learn something about Zhongqiujie. How do we say Zhongqiujie in English?
学生答 Mid- autumn day.
Ⅲ.Read and act
1.教师说 Now, listen to the tape and see what are Hun Mei and Lucy going to do on the mid-autumn day，放录音，学生听一遍录音材料 然后回答：They are going to have mid-autumn day.
2学生跟录音磁带读两遍对话。并找出不认识的单词和短语
3.教师解释文中的短语和单词be free, call sb. Sth, come over，autumn, festival, free, mid-autumn. Moon cake, nut, and sweet, inside, store.
（1）be free;意为有空。Free 是形容词，在句中做表语Be 。动词可随着不同人称和时态变化。例如：Are you free this afternoon? No ,I am very busy .I have a lot of homework to do .另外free还有免费的意思。
（2）come over:意为过来，顺路来访。例如：My sister lived far from me. Today, she is free. She comes over to my house.
(3)would like: 意为愿意，喜欢，想要。后面可以跟名词也可以跟动词不定式。例如；I would like that bananas. What about you? No, I would like to drink some water.
(4)on mid–autumn day :注意介词的用法。在节日介词用on， 例如：people get together to have a party on mid-autumn day ，especially the children they are very happy about it .
（5）at this time of year:意为在一年的这个时候。
例如：A: My father always takes me to have a holiday at this time of year.
B: My mothers always buy a lot of gifts for me at this time of year.
4.practise the dialogue in pairs
5.role-play
6.recite the dialogue
Ⅳ.Read and practice
1．教师可以在黑板上用简笔画画出两个大小不一的月饼然后指着小月饼说；Big, it is a big moon cake 同时在下面写下big 然后指着大的说：bigger, it is bigger.然后写成下bigger最后进行比较说；This one is bigger than that one。如图：
than
bigger big
2．教师可以出示几组实物让学生说出.nice ,nicer cheap, cheaper , heavy heavier
3．教师告诉学生如何把形容词变成比较级形式.
4．教师把两把尺子放到桌子上演示；I have two rulers. This ruler is long. This one is longer. This ruler is longer than that one.
5．教师让学生仿照教师就其他组实物进行口头练习并把句子写下来。然后让学生自己总结句型：主语+be+形容词比较级+than +其他
Ⅴ.Summary :
学生自己总结本课重点词组，概括对话， 讲述语法和句型
Ⅵ.Homework
1．抄写单词和词组
2．背课文中的对话
3．做书后的有关比较级的练习
Ⅶ.板书设计。
1.words and phrase Lesson nine2.Structures: the cake is big, that moon cake is bigger than this one Pictures
教案点评：
通过图片或录像资料的展示，让学生了解中秋节。利用简笔画和实物进行比较，进行比较等级的教学。
Lesson 10
教学目的：
1进一步学习形容词比较级的用法。
2掌握本课所授的单词和词组in the open air, thank for, be like, be hungry, look+adj
3学习课文掌握中秋节的风俗习惯
教学教具：Pictures tape recorder and real objects
教学过程：
Step 1. Revision
1．Revise形容词比较级的用法
1）Ask the students to write down the comparative degree form of those adj：cheap- large- hard- hot -
2）实物练习：教师出示实物让学生编一个关于购物的小对话。要求学生购物时使用形容词比较级对商品进行比较。用句型：主语+be+形容词的比较级+than +其它
2．教师关于第九课对话的提问。
A：What is mid-autumn day?
B: What is moon cake like?
学生回答On Mid-autumn Day we usually eat a big dinner and moon cakes.
They are small round cakes with meat, eggs, nuts or something sweet inside。
Step 2 Presentation
1．利用已学过的对话引出有关中秋节的话题 today we are going to read an e-mail to see how did Lucy introduce mid-autumn day to her friend.
2．让学生默读一遍课文（五分钟左右），并用铅笔划出课文中的生词，鼓励学生根据上下文来判断这些词的意思。然后回答下列几个问题：
（1）Is this an email from Lucy to Joe?
（2）What day is Mid- Autumn Day?
（3）What do people do on the day?
（4）What kind of special food do people eat?
3．教师对学生标出的新单词进行讲解，并对文章中新出现的重点词汇和短语进行讲解
（1）Thank for意为：谢某人某事。结构：thank sb for sth 或thank for sth.
例如
A:I must thank you for the advice. You really give us a great help
B: You should thank for you teacher. She is kind
（2）get together：意为聚会，动词。 get-together意为聚会，名词。结构：have a get-together.
例如
A: We are going to get together to celebrate the new year. How about you?
B: Lucy and I had a get-together yesterday
（3）in the open air意为在露天。例如；What did you do in the open air? We had an party.
（4）at this time of year:意为在一年的这个时候。
例如：
A: My father always takes me to have a holiday at this time of year.
B: My mothers always buy a lot of gifts for me at this time of year.
4．学生完成阅读课文后，完成此表格的填写，以总结概括全文。
Holiday Mid –autumn-day
Date In September or October
Special foot Moon cake
Activities Get together, have dinner, talk about the family and tell the story about change
5．完成此表后，学生可以根据线索词对课文进行复述。
6．教师说 now, listen to the tape and see what did the girls eat on the mid-autumn day?学生听完一遍录音后再回答。They ate all kinds of moon cakes.
7．Practise the dialogue in pairs
8．Role-play
9．Recite the dialogue
Step4：Summary:
学生自己总结本课重点词组，概括对话， 讲述语法和句型
Homework
1:抄写单词和词组
2课背文中的对话
3做书后的有关比较级的练习
板书设计
1.words and phrase Lesson ten 2.Structures: the cake is big, that moon cake is bigger than this one Pictures
教案点评：
设置一个购物的情景，进行比较等级的复习；然后利用已学过的对话引出有关中秋节的话题，进入本课的教学，最后总结有关中秋节的知识。
Lesson 11
教学目的：
1进一步学习形容词比较级和最高级的用法。
2掌握本课所授的单词harvest another better pumpkin
3学习关于购物的交际用语
教学教具：图片、实物
教学过程：
Step 1 Revision
1．教师让学生自己编一个对话进行表演向其他同学介绍中秋节和月饼。可参照第十课教师所列表格
2．听写第十课的单词和词组。
3．教师组织学生复习形容词的比较级的形式和用法
（1）Ask the students to write down the comparative degree form of those word: tall, long, nice, thin, hot, heavy, good, happy)
（2）教师出示实物，要求学生做口头和笔头练习。例如：I have two balls. This one is big. That one is bigger. That one is bigger than this one.
Step 2 Presentation
（1）教师可以出示几组实物让学生说出nice nicer, cheap cheaper, heavy heavier等形容词比较形式，然后告诉学生如何把形容词变成比较级形式.
（2）教师可以在黑板上用简笔画画出三个大小不一的月饼然后指着小月饼说；Big, it is a big. 同时在下面写下big 然后指着大的说：bigger, it is bigger.然后写成下bigger最后指着最大的球。同时在下面写下biggest进行比较说；This one is biggest of three.如图：
bigger big biggest
（3）让学生仿照教师就其他组实物进行口头练习
（4）让学生自己总结比较等级的句型：主语+be+形容词比较级+than +其他 和主语+be+ the+形容词最高级+of/ in+范围
（5）把学生分成小组，每组学生根据实际情况进行比较等级对话练习。
（6）教师放录音磁带Read and say的内容。
学生先听一遍。然后完成练习ture or flase
1）Lucy wants to buy a pumpkin.
2）She takes the small one.
学生跟读两遍
（7）利用一些物品和方框中的词进行替换练习。
Step 4 Summary:
学生自己总结本课重点词组，概括对话， 讲述语法和句型
Homework
1．抄写单词和词组
2．利用生活中的物品进行比较等级的对话
3．做书后的有关最高级的练习
板书设计。
1.words and phrase Lesson ten2.Structures: 主语+be+the+形容词的最高级 Pictures
教案点评：
复习前面所学的比较等级引入本课第一部分关于比较等级的教学，然后根据实际情况进行比较等级练习，利用物品进行对话的操练。
Lesson 12
教学目的
1．使学生熟练掌握形容词比较级和最高级的用法，能根据具体情景用形容词比较级和最高级行对话
2．使学生掌握本课所授重点单词和词组twelfth， turkey， celebrate，harvest
3．进一步培养学生对英语的语调和重读的语感
4．熟练对话，总结归纳感恩节和中秋节的异同
教学教具：Pictures and real objects
教学过程：
Step 1. Revision
1）做下列填空练习。
A: I have two brothers. Xiao ping is ____（young）.
B: I am ____（young）than him.
A: Xiao ke is the____（young）of three.
2）学生三人一组讨论谁的铅笔长。
3）让学生根据第十课总结中秋节习俗的表格编成几句话。做一个讲演。
Step2 Presentation
1. Spelling and pronunciation .
通过投影出示单词，教师领读单词。学生比较发音，总结发音规律。
2.Stress and intonation
学生听录音然后跟读，读时可以在重音处击掌。引导学生体会。
3.Listen
第一遍泛听，知大意。第二遍分段听,填出所确缺的单词。第三遍检查答案。
4. Read and act.
（1）教师导入新课we have reviewed the mid-autumn day just now. Today we are going to learn a American holiday: Thanksgiving.
（2）听第一遍录音，判断Ture or Flase.:
1) They eat chicken on thanksgiving
2) Only American have thanksgiving.
（3）听录音跟读两遍对话。找出生词和不懂的地方。
（4）教师解释重点和难点和生词。
（5）Practise the dialogue in pairs
（6）Role-play
（7）教师可以在学生将对话练习熟练后，总结有关感恩节的有关习俗并和第十课的表相比较。然后让学生根据表格编写一段文字介绍这两个节日。
Holiday Mid –autumn-day Thanks giving
Date In September or October Autumn
Special food Moon cake Turkey, pumpkin
Activities Get together, have dinner, talk about the family and tell the story about Chang'e Get together, have a big dinner to celebrate the harvest
Step3 Practice
1.Write
Students write out several groups of sentences to compare things, then read them to their partners and correct each other’s mistakes. (Call a student to write on the blackboard so that teacher can correct their common mistakes.)
2.Talk about the pictures
Students use comparatives and superlatives to talk about the pictures in small groups, call one group to say it to the class. Then they may say anything about the pictures, even to make stories. Teacher write out some words of the things in the Picture “calendar, feast, candle, firework, wine, plant,” etc.
教师可选择在课后让学生自己来完成此部分内容。
Step4 Summary .学生自己总结。
Step5 Homework:
1．抄写课文和对话。
2．To write out a short story according to one of the pictures.
板书设计
1.words and phrase Lesson twelveStructures；（1）形容词比较级+than. （2）The +形容词最高级+in, of Table
篇6：新课标go for it初二英语unit6英语说课稿
英语说课稿
厦门市竹坝学校 陈原
各位老师：
大家好，今天我要说课的内容是初二英语上册第6单元SectionA的前部分，Title（题目）是I`m more outing than my sister.其主要的内容是：“Talk about personal traits and how to compare people.”一话题。由于本单元具有两部分：SectionA和SectionB， 从教材的整合来说本部分即有形容词用法的延续，又为后面形容词最高级的学习打下基础，具有承上启下的作用；再则，从本单元来说它既是本单元的基本语言内容，又为本单元知识扩展和综合语言运用奠定坚实的基础。因此，上好SectionA的前部分，既可让知识学习具有一定的延续性，又可为下面的教学做好铺垫，对完成本单元和今后的英语教学具有重要的意义。
对于SectionA前部分的教学，我准备把对词汇的掌握和听力的理解作为重点，把结对活动的核心对话（即学生说的能力培养）作为难点。这是因为我校地处农村，学生在英语学习方面没有一个好的语言氛围，有些学生不能拥有自己的一套磁带，更不用说拥有其他的听力辅助材料，因此解决这一重点，能让学生进一步感受英语语言的美，激发他们的学习兴趣，这为突破难点作好铺垫；而难点的确立是由于本套教材的特点是采用任务型语言教学模式，融汇话题、交际功能和语言结构，形成了一套循序渐进的生活化的学习程序并结合我校“新课程与学习方式的转变”课题实践，从而突出学生参与探究活动的主体作用。
基于以上的分析，本节的教学要达到以下几个目标：
在“知识目标”中，通过教学让学生掌握本课的词汇运用；“能力目标”方面：指导学生在自主探究和任务型教学模式中，让学生学会用英语与他人谈论人的个性特征和形容词的比较的话题，以及进一步提高听力能力和英语语言表达能力；“情感、态度、价值观”方面：通过师生在教学的双边活动中主动性和创造性的发挥，激发学生的学习兴趣，体验英语语言的美，体验知识间的相互应用、相互依存、联系，让学生充满自信，体验成就感和合作精神。
为达到以上的教育教学目标，根据英语“课标”中强调课程要从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程以及我校学生的实际，我将在教学中采用多媒体辅助教学、任务型教学模式，结合听说法、竞赛法以循序渐进的方式来进行教学。
首先，采用听说法和多媒体辅助教学来导入和呈现本节的基本词汇和句型，目的在于用师生、学生与学生互动的方式，共同观察图片、视屏，激活学生对所学知识的已有体验，使学生对新词语的识记经过一个由形象思维到抽象思维的转化过程，因此记忆效果更好。
其次，采用任务型教学途径，在活动中以循序渐进法、竞赛法来突破重点，培养学生综合语言运用能力，这样不仅激活学生的主体意识，而且激活了英语语言，这样在活学活用知识的过程中，学习的自信感逐步增强，从而体验到成功的喜悦。
教法的选择固然重要，但学法也是必不可少的，我们都知道，学生的学习过程并不是只孤立与课堂教学之中，应遵循学生的身心发展规律和学习规律，指导学生进行个性化的学习，让学生在活动与交流中产生个性化的体验。教师在教学的过程中要倡导学生体验、实践、参与、合作与交流的学习方式，瑞士心理学家让皮亚杰的“建构主义理论”指出：学习是获取知识的过程，但知识不是通过教师传授得到的，而是学习者在一定的情景即社会文化背景下，借助他人（包括教师和学习伙伴）的帮助，利用必要的学习资料，通过意义建构的方式而获得的，以及结合我校的学情，在本节教学中主要采用小组自由合作学习的方式，全班学生自由组合4-6人一小组（但原则上各小组要有各个层次的学生），因为这样的合作学习方式能突出以人为本的教育思想，符合教育的宗旨，能激发学生求真、向善的潜能，使学生会用心去体验集体的力量，去感悟合作的无穷魅力，在活动中体验合作成功的快乐，体验实现自我价值的幸福。
接下来是教学程序，我主要采用任务型的教学模式，分五个活动进行：
活动一：课堂激趣
在本活动中通过听说法配合多媒体辅助教学导入新课，进行师生互动活动引出本课的话题，用多媒体显示图画，如用姚明来让学生感觉单词tall，并以一个矮个short的人物来形成比较，通过连续几幅夸张的比较图片让学生认识并掌握本课所要学的基本词汇，并引出比较级的句子，如：He is taller than him./Sam is wilder than Tom.等句式，本环节以学生原有的知识为切入点谈论过去所做的活动，不知不觉地将学生引入教学交往的境地，进入本课的话题，达到润物细无声之效果，使学生形成积极的情感，主动思维，并形成良好的语感。
活动二：激趣后的体验
本人认为要充分挖掘教材的内涵，利用1b来培养学生的听力能力，并结合学生的猜猜他人的游戏（一个学生描述班里一位同学并和自己作比较，其他同学猜所描述的人是谁），如：He/She is ┅than I. But I’m ┅than he/she is.使此活动是在激趣环节上的再一次升华，不仅反馈于第一环节的活动，也为本节的重点突破环节打下基础。
活动三：生生的互动探讨和体验
采用任务型教学途径及学生小组自由合作学习的方式，这个环节分为两个小步骤：1.分小组展开竞赛，由每个小组自选一个同学上来进行比较的描述，其他组的同学来回答。2.利用多媒体制作动画，进行小组抢答的形式，激起学生的求胜心和参与率，同时达到训练学生快速思维的能力。
活动四：听力能力的反馈
采用分层的形式完成听力能力的培养（针对学生的个体差异进行听力训练），在利用2a及2b的多种听力形式材料的同时，又反馈于1a及1b，，使学生能更进一步对声音语言进行体会、感受，这就是本课的重点突破环节。
活动五：知识的拓展迁移
此环节是在活动三的基础上，再次通过任务型教学途径，分小组.结合循序渐法进行活动：假设班上要派一名交换生到美国学习，小组讨论谁是合适的人选，如描述Frank is smarter. I think he should be the exchange student./Frank is smarter, but I think Jack is more independent. He can take care of himself等等，最后全班汇集候选人，共同讨论谁最合适。在讨论、进行交际互动的过程中，使学生的口语交际能力提高到一个新的高度，激起学生的交际欲望，让学生体验到成就感和合作精神，从而突破本课的难点。
《英语课程标准》建议教师把“任务型”教学活动延伸到课堂之外的学习和生活之中。因此，我在家庭作业布置中，分常规性作业和合作探究性作业：
1. 常规性作业主要完成WORKBOOK的练习。
2. 合作探究性作业主要分为两层：
⑴成绩较差的成员让小组同学根据本节课的内容完成问、答操练（由易到难的渐进方式），以次来巩固重、难点。
⑵各小组总结本课形容词比较级的形式，如+er、/chang y into i+er/加more 的形式以及他们的读音规律，进而培养学生的自主探究能力和合作精神。
以上的教学过程注重学生的兴趣，贯穿“快乐教学”为指导思想，寓教于乐，把掌握知识，形成技能，发展能力与培养学生个性健康发展有机结合起来，让学生在集体合作中，发挥每个人的长处，是学生在合作中能互补、启发，形成立体的、交互的思维网络，产生1+12的效果。
篇7：一年级英语人教unit6练习题
一年级英语人教unit6练习题
一、听录音，在你听到的单词下划“√”
1、apple，candle，
2、bread，banana
3、coat，cold，
4、sixty，sixteen
5、snow_ball，snowman
二、听句子，选出句子中所缺的单词
1、Look____thecake(at，in)
2、Thisis____you，Jack(four，for)
3、Put____thiscap(on，up)
4、Seeyou___themorning(on，in)
5、Turn___thelight(on，off)
三、听录音，选择一个正确的.答案
1、a、Touchthechairb、Cleanthetablec、Havesomesandwichesandbananas2、a、Thatisallrightb、You’rewelcomeC、That’sgreat
3、a、Yes，pleaseb、That’sallrightC、Ilikeelephants
4、a、No，Ican’tb、IlikeitC、Seeyougreat
5、a、Oh，it’sniceb、Yes，IwantsoapC、Sue，hereyouare
四、选择填空
1、Let’s___asnowman
a,makeb,makingc,makes
2、Put____yourcoat()
a、forb、onc、in
3、Whatcolor____it?()
a、a,amb、isc、are
4、It’s____orangesun()
a、ab、anc、the
5、It’stime____sleep()
a、inb、onc、to
五、找出正确的回答，把选中的句子符号写在括号里
1、Whatdayisittoday?a、Yes,Ido()
2、Doyoulikesnow?b、It’sSunday()
3、CanIhelpyou?c、They’repineapples()
4、Whatarethese?d、Sevenpears,please()
5、Howmanydoyouwant?e、Yes,please。Iwantacap()
六、把单词重新排列成完整通顺的句子
1、look/great/!/You
____________________________
2、shirt/?/this/about/How
____________________________
3、it‘s/pretty/./Oh/，/
____________________________
4、on/it/./Oh/，
____________________________
5、hat/./a/Draw
____________________________
6、tiger/./a/Draw
____________________________
7、Birthday/!/Happy
____________________________
8、at/six/./get/up/I
____________________________
篇8：初二英语教案Unit6 Lesson21
作者：林永文
Unit 6 Find the right place!
Lesson 21
林永文 (/10/25)
一. Teaching aims: 1.Asking for directions: Where’s the … ?
2.Giving directions: It’s next to the …
二．Teaching tools: pictures, computer ……
三.Teaching steps:
1. Organization.( omitted )
2. Revision.
Park farm
School shop factory
_______________________________
Road
________________________________
Say: The farm is behind the factory. The shop is next to the school.
Ask: Where’s the school? …… ( Using behind / next to )
3. Presentation.
Park farm
School shop factory
Road
Ask: Where’s the farm / park / school / shop / factory ? etc.
( Using on the left / right side of, in front of, on the left / right )
Let the Ss ask and answer in pairs about the map.
4. Read, say and learn.
Part 1. Look at the picture and ask: Where’s the hospital?
Present this dialogue, using on the left / right, next to ,
in front of ,behind, outside.
A: Excuse me, where’s the hospital?
B: It’s over there, on the left.
Do Wb. L21. Ex.1 individually. Check the answers with the whole class.
5. Ask and answer.
Part 2. Play the tape of the first dialogue and practise it with the Ss. Make up another example. Practise the second dialogue in the same way. Get some pairs to act theirs out.
6. Homework.
① Finish Ex.3 in Page 101 for homework.
② Go over L 21 and recite Part 2.
Language points:
1. Look at the picture.
Look at 看 look through 查看 look up 向上看 、查 look out 向外看 look over 复习
2. the post office.
合成词：①、写成一个单词： bookshop ②、写成开放式： post office
③、用连字符连接：pencil-box
3. next to 紧挨
4. in front of 反义词 behind
5. Excuse me 的用法
①、引起别人注意 ②、请求让路 ③、向人问路或打听消息
6. Thank you all the same.
All the same 仍然
The hospital the bus station the bookshop
The post office the bank the toilet
The hotel the police station the school
The park the factory the farm
The train station the theatre the museum
篇9：人教三上Unit6 Numbers Part A. Let'
人教三上Unit6 Numbers Part A. Let's learn教学反思
教学反思
学校
羊角山小学
姓名
张程宇
课题
Unit6 Numbers
Part A. Let's learn
时间
12月 12日
教学反思 《国家英语课程标准》特别强调课程要从学生学习兴趣、生活经验、认知水平出发，倡导体验、参与、实践、合作与交流的学习方式和任务型的教学途径，发展学生综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。
（一）鼓励积极探究，培养自主学习能力 在本教案新授词汇呈现和理解的过程中，鼓励学生用手摸物品理解数字、听音模仿、小老师带读，同桌互相观察口型并纠正等方式，让学生通过自己的理解、感悟、揣摩、纠正等，在反复练习中逐渐感知语言知识。学生主动运用已初步学到的英语数字知识，或独立操作，或与同学合作完成任务活动，很好地复习巩固了本课新授的数字内容。
（二）巧妙设置活动任务，提高学生学习效率 创新教学改变了传统教学模式中教师讲──学生听，忽视学生主动参与和探究能力培养的弊端。针对学生的不同能力层次、兴趣爱好，分别设置了不同的学习活动和任务。如：请学生设计一个和为10或10以内的数学加法算式；或者选择设计一个电话号码；还可以选择介绍时钟上的数字所表示的时间等。不同的学习任务难易程度各不相同，学生可以根据自己的兴趣爱好和实际学习水平对活动任务进行自由选择。在一个个富有挑战又充满乐趣的任务活动中学生们激情四射，兴致盎然。此时此刻，学生已完全成为了学习的`主人，能够积极主动地探索和学习。当然，在学生开展各种任务活动的同时，教师也应扮演好助学者(facilitator),组织者（organizer），监督者(monitor)，以及学生的伙伴（partner）等多种角色。
（三）关注学生的生活经验，创设真实生活情境 本案的设计是以数字为主线贯穿始终。围绕生活中的数字，设计了一系列丰富而又有现实意义的教学环节。如：电话号码中的数字，数学中的数字，时钟里的数字这三大环节。此外，又让学生在课前便有意识的去观察和收集生活中的数字。结果学生找到了许多生活中的数字，有门牌号、邮政编码、汽车牌照、报刊杂志名称等，几乎涵盖了生活的方方面面。学生在学习过程中，感到本课的英语学习与自己的生活非常贴近，学习的积极性和热情自然也就高涨。与此同时，也培养了学生的动手能力以及获取资料、筛选并分类整理资料的能力，形成了智慧与资源共享的局面。
篇10：人教新课标 高一Revision (Units7-8)
Revision (Units7-8)
Step1 Words and phrases
Cultural represent give in give up recreate damage limit stand for would rather compete point
Step2 Language points
1、include : Vt 包含，包括
The price includes transportation fee
There were six people in the room, including three womem.
There were six people in the room, three women included.
2．Give in 1)Vi, 投降。 屈服， 呈现（文件）vt
The nobels were forced to give in.
He has given in to my views.
Please give in you examination papers now.
2) 放弃
I can do nothing more I give in
3. limit n 极限，限制。Vt, adj,
Don’t excelled the speed limit. 不要超速。
You must try to limit your expense. 你要控制你的开支。
The problem is not limit to U.S.A
这个问题在美国是不受限制的。
limited, adj.
Our natural resources were very limited.
limitless,
My patience is limitless.
4. make (1) make it clear that-----
They want to make it clear to the public that they do an important and necessary job.
(2) make + 宾语 + 名
I will make him king.
(3) make + 宾语 + adj
The film made him famous.
(4) make sib. do sth
The medicine made me feel better.
5．stand for (1)vt , be in favour of sth, support sth
What does the BC stand for?
We will stand for you if he fights with you.
6. would rather do sth
I’d rather stay here.
Would rather----- than----
The soldier would rather die than surrender(投降)
Would rather that + did
I would rather you wrote the letter.
Step3. Exercise
1. The red lines on the map _________ railways.
A. replace B. represent C. recover D. reserve
2. It is not easy to enter the garden in the daytime _______being noticed.
A. without B. instead of C. unless D. before
3. The _______ of the meeting is to elect a new manager.
A. reason B. fact C. result D. purpose
4. The city of San Francisco was lit by an earthquake, A village in this area was also _________.
A. under attack B. an attack
C. under an attack D. on the attack.
5. Although he explained again and again, he could not make himself _______ by all of us.
A. understand B. understanding C. understood
D. be understood
6. Wind _______ electricity in many parts of the world.
A. is widely used to produce B. is widely used to producing
B. widely used to produce D. widely used to producing
7．Is ______ you want to say? Please ask the teacher.
A. this B. that C. all that D. that all
8. The workers bought a new house but ______ will need a lot of work before they can move in.
A. they B. it C. one D. which
9. Would you like some coffee?
Yes, and please get me some milk too,
I prefer coffer ____ milk.
A. to B. than C. with D. of
10. In Sydney, the Chinese team got 28 gold medals, ______ the third of all the competing countries.
A. ranking B. ranker C. the rank D. having ranked
11. We were ______ to hear of your escape from the big fire we cried with great joy.
A. more happy than B more than happy
C. happy more than D. happier than
Keys：1-5 BADAC 6-11 ADBCAB
Step4 Important Drills
1. What(a/an) + n. + 主语 +谓语！
What a dirty ashtray it is!
What beautiful colors( they are)!
What beautiful sunshine!
2. How + adj./adv. + 主语 + 谓语！
How lucky he is!
How terrible the snakes look!
3. make sure that------
Please make sure (that) the door is locked.
He made sure that he had enough food for the journey.
Step 5 Homework
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