七年級英語課外閱讀賞析課件
⑴ 人教版七年級下冊英語第八單元課件
做英語課件是不是很難呢？不用擔心，下面是我為大家整理了人教版七年級下冊英語第八單元課件，希望能幫到大家！
Section A
一、學習目標
（一）知識目標
A：四會下列詞彙：would, I』d, noodle, beef, mutton, cabbage, potato, special, juice, drink, bowl, he』d, he would, size
B：熟練掌握句型：－What kind of noodles would youhe she like ?
－I』d / He』d/She』d like …… noodles.
What size bowl of noodles would you /he/she like?
（二）能力目標：學會描述食品，會以食品為「話題」的的角色表演，充分地展示自我。
（三）情感目標：讓學生在交流中學會熱情好客，禮貌待客，培養樂於助人的良好品質。
二、教學重難點
Difficult points:
1. Make the countable and uncountable nouns clear, and use them.
2. Use the new language to order your food.
三、學習過程
（一）預習導學及自測
用所給單詞的適當形式填空。
1. There (be) some （beef ）and (egg) in the noodles.
2. There (be) some onions and (mutton) in the bowl.
3. I would like you (come) to my house.
4. Look, they (buy) fruit and vegetables in the market.
5. Would you like some juice (drink)?
6. She (have) an egg, a small bowl of (chicken) noodles and two (apple)every day.
7. I like (listen) to the pop music and (watch) TV.
8. They would like (see) the (animal) in the zoo.
9. Let them (help) us with English.
10. I with Jack (do) homework in the classroom now.（二）情境導入
1.Warm-up
Talk about the food.
「Do you like apples?」 「Yes, I do.」
2 「Do you like tomatoes?」 「No, I don』t.」
I like… I don』t like…
（三）自主探究
Learn the new vocabulary words
1. Prepare some pictures of「 noodles, beef, cabbage, potatoes, mutton」. Show them to the students. Ask and answer. Learn the new words 「noodles, beef, mutton, cabbage, potatoes, would like, bowl, size, special」.
2. Practice reading the new words: (A) Get a student to read the new words.
(B) Ask the class to repeat the new words after the teacher.
(C) Then read them together/in parts/one by one.
3. Remember the new words.
4. Explain some opposite words:
Countable nouns: cabbage; potato; special; tomato; apple; egg
Uncountable nouns: beef; mutton; broccoli
（四）合作探究
1. Show a picture of noodles. Ask 「What kind of noodles would you like? Would you like beef noodles?」 Students may answer 「I』d like…; Yes, I』d like. / NO, I wouldn』t like.」
2. Ask some students to answer the questions. The teacher writes the answers on the blackboard.
「--What kind of noodles would you like? 「--I』d like mutton noodles.」
Practice asking and answering the conversation.
3. Make a new conversation with your classmates.
4. 1a. Look and match
(1) The teacher reads the instructions to the students. Look at the pictures first. Then get the students to complete it by themselves.
(2) Check up the answers.
5. 1b. Listening practice
(1). The teacher reads the instructions to the students.
(2). Get the students to look at three specials in the picture in 1a.
(3). Play the recording for the first time, students only listen.
(4). Play the recording again, try to check by themselves. And check up the
answers. Play the recording, let the students repeat after the recording. Then practice reading the conversation.
(五)拓展創新
1. 1c. Pair work
(1). The teacher explains the instructions to the students.
(2). The students practice reading the conversation below in 1c.
(3). Make their own conversations. Ask 「What kind of noodles would you
like? 」Then work it in class.
2. 2a Listening practice
(1).The teacher explains the instructions to the students.
(2). Get students to read the words and look at the pictures in 2a.
(3). Play the recording for the first time, students only listen.
(4). Play the recording again, students listen and try to check the words you
3. 2b Listening practice
(1). Students read the sentences in 2b.
(2). Play the recording. Listen and try to fill in the blanks.
(3). Check up the answers.
(4). Play the recording again. Get the students to repeat after the recording.
4. 2cPair work
(1). The teacher explains the instructions to the students. Then students look at the pictures in 2a. Read the example to the students.
(2). Try to make the conversation by on their own.
(3). Check up the conversations in class.
A: What kind of noodles would you like?
B: I』d like beef and tomato noodles.
(六)達標檢測
一、根據句意，補全已給出首字母的單詞
1.What s_____ bowl of noodles would you like?
2.Our playground is very l_____. We often play sports on it.
3. I』m a little h .Would you please give me something to eat?
4.There are many k of noodles in this shop.
二、選擇
1. --Would you like some_____________? --Just a little.
A. apple juices B. carrots C. orange D. pears
2.--__________________________? --Yes, I』d like some green tea.
A. What would you like? B. What can I do for you?
C. Can I help you? D.A.B.C.
3.Some ___________noodles are nice.
A. tomato and eggs B. tomatoes and eggs
C. tomato and egg D. tomatoes and eggs
4.--Would you like to go swimming with us? --______________________.
A. No, I wouldn』t B. Yes, I would C. Yes, I』d love D. Yes , I』d love to
5．--What _____ do you have ? -- We have small, medium, large bowls.
A. kind B. size C. color D. other
三、完成句子
1.我想要一大碗面。
I』d____________ a __________ _______ ___________noodles.
2.你們想要兩個中碗面嗎？
Would you_________ two________ ________ ______noodles?
3.他想要多大碗面？
What______ bowl __________noodles would you ___________?
4.Linda想要西紅柿牛肉麵。
Linda ______________like __________and____________noodles.
四、完成對話
Woman: Hello, Hamburger Express.
Boy: Oh, hello. I want to order a hamburger, please.
Woman: Sure.(1) ?
A. What would you like?
B. What's your phone number?
C. What's your address?
D.What size hamburger would youlike?
Boy: I』d like a medium hamburger.
Woman:(2) on it?
Boy: Tomatoes and mushrooms.
Woman: Okay…Anything else?
Boy: No, thanks.
Woman:(3) ,please?
Boy: 65 Zhongshan Street.
Woman: And (4) ?
Boy: It's 272-8656.
Woman: That'll be 2 dollars. And we'll deliver your hamburger in 20 minutes.
典型例題解析
1.– I don』t like mutton beef.
– I don』t like mutton , I like beef a lot.
A. and, but B. and, and C. or, but D. or, and
解析：本題考查and ， or, but的用法及其區別。 and用於肯定句，連接兩個並列的成分，表示並列。翻譯為「和」。 And用於否定句必須變成or來表示並列。Or也可以表示選擇，翻譯為「或者」。 But表示轉折，but 的前後句子部分意思上相反。根據題意，本題選C
2.—Would you like some tea? — ________.
A. Yes, please. B. No, please. C. No, I don』t D. Yes, I would
解析：本題考查情景交際。別人詢問你是否需要什麼東西時，如果需要就回答「Yes, please.」如果不需要就回答，」No,thanks.」就算不需要也應該感謝別人。CD兩項不符合題意。本題選A。
五、中考鏈接
1、（2009河南）I like__ a lot ,and my mother usually cooks it in different ways.
A. fish B. butter C. potatoes D. noodles
解析；本題考查名詞的用法。可數名詞不能單獨使用，名詞前邊必須有數詞、冠詞或形容詞性物主代詞來修飾，或者用復數，不可數名詞可以單獨使用。排除D,noodle為不可數名詞。「我媽媽經常用各種方式烹飪它」，排除B，butter為「黃油」 並且句子中的 「it」只能代指可數名詞單數或者不可數名詞所以排除C。根據分析，本題選A
2、（2009 石家莊）Would you like ______ tea?
A. a B. any C. some D. an
解析：tea 是不可數名詞，不能用不定冠詞a或an；再，雖然是疑問句，但是這里是表達說話人的建議，希望聽到肯定的回答，所以應該選C。
六、課後反思
通過過這節課，我掌握了________________________________________________,
還沒掌握_______________________________________________________________
Unit 8I』d like some noodles?
Section B
Teacher』s word: Excellence is doing ordinary things extraordinarily well.
卓越就是把普通的事情做得特別好。
一、學習目標
1. knowledge languages: In this part students will learn some words of food and how to order food. Learn to ask for and give personal information.
Orange juice,green tea,onions,mplings,rice,fish,porridge,soup,
2. Ability goal:Be able to order the food.Can ask for and give personal information.
3. Emotion goal: Learn to order your favorite food.
二、教學重難點
Important points:
1.Use the new language to order your food.
2.Orange juice,green tea,onions,mplings,rice,fish,porridge,soup,
Difficult points:
how to order food ;ask for and give personal information.
三、學習過程
1. 預習導學及自測
用所給詞的適當形式填空。
1.Who ___ (have) brown shoes in our class?
2.Please give me some _________ (fruit).
3. He ______ (would) like to sit here.
4.How many _____ (piece) of bread do you have?
5. They are in the ________ (teacher) office.
6. We must _____ (open) the door and go out.
7. There are some ____ (fish) in the bottle.
8. It』s time _____ (go) home.
9. She sometimes ______ (drink) coffee at home.
10. Let』s go and ask ___ (she).
2. 情境導入
1.Make a survey
A report like this:
Tom likes mplings, porridge and fish, but he doesn』t like soup,rice or onion.
3. 自主探究
從所給詞或片語中選擇適當的詞或片語完成下面的短文，其中兩個多餘。
Li Xianyang _______ at 146 Hangzhou Road. His pen pal is coming to eat dinner. He doesn』t know how to cook food, so he wants ___________ some food from the house of mpings. He would like chichen, fish and cabbage. For mplings, he』d like mplings ______ mutton and carrots.For soup, he』d like ______ tomato soup. He also would like one large green tea and one small orange juice. All the food costs him 50_______.
4. 合作探究
請采訪周圍的同學，詢問同學們中午想吃什麼飯，記錄下來，
采訪參考句子：
(1)Excuse me!
(2)What kind of food would you like?
(3)What kind of mplings/noodles/soup/dessert/drinks woulkd you like?
(4)Thanks
訂餐參考句子：請參考課本86頁Unit 8 Section B 2a,2b聽力材料
5. 拓展創新 Have a show!
根據合作探究中同學們的需要，四人小組一起討論編寫一個電話訂餐的對話，然後推選兩位同學起來表演。
6. 達標檢測
一、單項選擇
（ ）1. --I don』t like mutton beef.--I don』t like mutton , I like beef a lot.
A. and, but B. and, and C. or, but D. or, and
（ ）2. Some chicken in the bowl. And some eggs on the table. A. is, is B. are, are C. is, are D. are, is
（ ）3. --Is that apple large ? -- ______
A. Yes. It』s. B. No, it』s small apple. C. No, it isn』t. D. No, that』s a small.
（ ）4. I』d like some and .
A. porridge, vegetable B. broccoli, tomatoes
C. potatos, bananas D. French fries, orange juices
（ ）5. Andrew usually has fruit dinner.
A. of B. for C. at D. with
（ ）6. We often eats ice cream in a dessert .
A. home B. shopping C. house D. family
（ ）7. -- of shoes do you wear? -- Size 7.
A. What B. What size C. What kind D. What color
（ ）8. The oranges in the fruit store are good cheap.
A. as B. or C. with D. as well as
（ ）9. --Would you like some tea? --_______
A. Yes, please. B. No, please. C. No, I don』t. D. Yes, I would.
（ ）10. ________ is your address?
A. Where B. Which C. What D. How
二、句型轉換
1. kind, what, they, like, of, would, noodles（連詞成句）
2. She has a strawberry.（用they替換she）
They some .
3. Nancy wants some salad.（同義句轉換）
Nancy some salad.
4. He』d like a medium bowl.（改為一般疑問句）
like a medium bowl?
5. My phone number is 62885151.（對劃線部分提問）
phone number?
三、漢譯英
1.我想訂兩張電影票。
I want to two .
2.你想在上面加點什麼？
What on it?
3.你怎麼拼寫「noodle」？
How do you ?
4.十分鍾後您的電子郵件得送到。
We』ll deliver your about ten .
四、典型例題解析
1.I』d like some and .
A. porridge, vegetable B. broccoli, tomatoes
C. potatos, bananas D. French fries, orange juices
解析：本題考查可數名詞和不可數名詞的用法。Some可接可數名詞復數，也可接不可數名詞接。可數名詞本身不能單獨使用，必須有冠詞、數詞或形容詞性物主代詞的修飾，或者以復數形式出現。不可數名詞本身可以單獨使用，可以不需要冠詞數詞等的修飾。A項中vegetable最好用復數。C項中potatos應改為potatoes. D項中orange juice為不可數名詞，應去掉s。本題選B.
2.--Would you like _______ tea? --Yes, _______.
A. some, please B. any, please C. any, I will D. some, I would
3. Julie would like TV.
A. watch B. watches C. watching D. to watch
解析：這兩個題考查would like sth.和would like to do sth.的用法。第二題中
would like sth..意為「需要、想要…….」 本題考察情景交際回答時語氣要委婉，所以用some，any 用於否定句中。第三題中would like to do sth.意為「想要做…….」
五、中考連接
1.（2009濟南）--Is there ______in today』s menu?
--Yes.We have Beijing Duck.
A.anything special B. special anything
C. nothing special D. special nothing
2.（2009濟南）--Would you like some ice cream,Vera?
--_____.I』s my favorit.
A. No,I』m not thirsty. B. No,thanks
C. Yes, I do. D. Yes, please
3. (2009黃岡)--Good morning,madam.Can I help you?
--I』d like___for cooking vegetables.
A.two cups of tea B. three pieces of bread
C.one bowl of mplings D.five kilos of oil
⑵ 外研版英語七年級上冊課件
《外研版初中英語七年級英語上冊電子課本.pdf》網路網盤資源免費下載
鏈接: https://pan..com/s/1U11qLlx9NNIPogHQ_Ko43g
外研版初中英語七年級英語上冊電子課本
⑶ 英語閱讀理解課件
英語閱讀理解課件
閱讀理解是中考高考的一個必考題型，下面我給大家收集了初中和高中的`關於英語閱讀理解的課件，大家可以閱讀學習一下哦!
【高中英語閱讀理解課件】
https://www.renrendoc.com/paper/118525905.html
拓展
英語閱讀理解習題
篇一：英語閱讀理解練習（附答案）
閱讀下面短文，從每題所給的A、B、C、D四個選項中，選出最佳選項。
What would it be like to take a walk on the surface of Mars? If you could design the tallest building in the world, what would it look like? Do you dream of being the next J.K.Rowling? This summer, you can experience all of these things, and more. All you need is an Internet connection and your imagination.
A recent study by the Kaiser Family Foundation found that kids spend an average of 1 hour and 29 minutes online each day. Many kids like to use that time to chat with friends, play games or check e-mails. But next time you get on the Web, try exploring the world instead. 「With the Internet, you can go back 11,000 years in time, or go 11,000 kilometers across the planet,」 said Russell, Web search expert of Google. 「The whole scope of history and the world is open to you.」
There is a wealth of information to be found online. For example, if your family is going on vacation somewhere, do a quick online search on the area before you even get in the car. 「What』s the background of the place; what』s the history?」 says Russell. 「I like to tell my kids, 『Whenever you have a question, whenever you have a doubt, search it out.』」
Ready to launch a virtual journey of your own? Here are a few starting points to get you think ing and to help you on your way. You can invite your parents along for the ride, too. Always ask for permission before downloading programs and software into your computer. And, check with a parent or alt before visiting any new website.
Navigate the world in 3-D with Google Earth. Begin in outer space and zoom into the streets of any city, from Hong Kong to San Francisco. Or, visit ancient monuments and watch the changing rainforests over time. With the moon in Google Earth tool, you can walk in Neil Armstrong』s famous footsteps. Take a guided tour of the moon』s surface with Armstron g』s fellow shuttle mate astronaut Buzz Aldrin.
1. According to Russell, the kids _________.
A. spend too much time on the Internetx_k_b_1
B. should never chat and play games online
C. can solve their problems through the Internet
D. should study hard instead of chatting online
2. From the passage we know that _________.
A. we can find much information we need online
B. Neil Ar mstrong traveled to the moon alone
C. the kids can download programs onto the computer freely
D. the kids can visit the new website freely without parents』 guidance
3. According to the passage, if you want to go to Tropical Rainforests, you can _________.
A. take the time shuttle B. go to the cinema to watch 3-D films
C. find a travel agency in Google D. use Google Earth
4. The passage is mainly intended for _________.
A. parents B. kids C. teachers D. alts
5. In which section of a website can we probably read this passage?
A. Culture. B. Health. C. Internet World. D. Tourism.
【參考答案】 1—5、CADBC
篇二：閱讀理解
A
Papa』s jaw dropped when Mama told him that Sister had cheated on her final exams—not to succeed but to fail. 「It』s unbelievable!」 he said. 「Sister has always been so proud of her good grades!」
「Yes, she has,」 said Mama. 「But it』s not unbelievable. It just shows how badly she wanted off the swimming team.」
「Wanted off the swimming team?」 said Papa. 「She never said anything about that to me.」
「Of course she didn』t,」 said Mama. 「She was afraid you』d blow your top. You already had her getting a swimming scholarship to college and winning gold medals at the Olympics. Can you imagine how much pressure she must have felt? For her, being on the team couldn』t have been much fun.」
「Oh, my gosh!」 Papa said, clapping a hand to his forehead. 「I』ve been so stupid! I just thought she』d want to be a champion swimmer because she』s so good at it.」
「It』s like anything else, dear,」 said Mama. 「No matter how good at it you are, if it stops being fun, you won』t want to do it anymore.」
Papa put his head in his hands.
「She must be really mad at me,」 he mumbled. 「Maybe I should say sorry to her.」
Sister』s footsteps could be heard on the stairs. She came into the kitchen and looked hopefully up at her parents.
「Honey,」 said Mama with a smile, 「your papa and I have decided that there』s no reason for you to be on the swimming team if you don』t want to.」
Sister』s face lit up like a Christmas tree. 「Yippee!」 she cried.
「And,」 added Papa, 「there』s no need for any more drills. I』m sure you』ll bring your grades back up all by yourself.」
Sister ran to Papa and jumped into his arms. She gave him a big hug. 「I』m going to go p lay cards with Lizzy!」 she said. 「See you later!」[
From the kitchen window, Mama and Papa watched their daughter run down the sunny road toward Lizzy』s house.
「It』s good to see her happy again,」 said Mama.
「It sure is,」 Papa agreed. 「As for the swimming team, there』s always next year.」
「If?」 Mama prompted him.
「Oh, right,」 said Papa. 「If she wants to.」
Mama smiled. 「At least you』re learning, dear,」 she said. She kissed him.
「Well, you know what they say,」 Papa said. 「Better late than never.」
1. Sister wanted off the swimming team because _____.
A. she was not as good at swimming as ever before
B. she intended to improve her grades in her studies
C. she wanted to play cards far more than swimming
D. she felt it boring to struggle for Papa』s expectation
2. Mama insisted that the child should do _____.
A. what she was willing to B. what she felt easy to
C. what she was able to D. what she felt right to
3. What do you think of Papa?
A. Cruel but reasonable. B. Crazy but confident .
C. Stu bborn but honest. D. Ambitious but considerate.
4. Which might be the proper title for the passage?
A. Easier Said Th an Done B. Health Is Better Than Wealth
C. Better Late Than Never D. Something Is Better Than Nothing
【參考答案】 1—4、DADC
篇三：閱讀理解
ln the animal kingdom, weakness can bring about aggression in other animals.This sometimes happens with humans also.But I have found that my weakness brings out the kindness in people.I see it every day when people hold doors for me, pour cream into my coffee, or help me to put on my coat.And I have discovered that it makes them happy.
From my wheelchair experience, I see the best in people, but sometimes I feel sad because those who appear independent miss the kindness I see daily.They don』t get to see this soft side of others.Often, we try every way possible to avoid showing our weakness, which includes a lot of pretending.But only when we stop pretending we』re brave or strong do we allow people to show the kindness that』s in them.
Last month, when I was driving home on a busy highway, I began to feel unwell and drove more slowly than usual.People behind me began to get impatient and angry, with some speeding up alongside me, horning (按喇叭) or even shouting at me.At that moment，I decided to do something I had never done in twentyfour years of driving.I put on the car flashlights and drove on at a really low speed.
No more angry shouts and no more horns!
When I put on my flashlights, I was saying to the other drivers, 「I have a problem here.I am weak and doing the best I can.」 And everyone understood.Several times, I saw drivers who wanted to pas s.They couldn』t get aro und me because of the stream of passing traffic. But instead of getting impatient and angry, they waited, knowing the driver in front of them was in some way weak.
Sometimes situations call for us to act strong and brave even when we don』t feel that way.But those are few and far between.More often, it would be better if we don』t pretend we feel strong when we feel weak or pretend that we』re brave when we』re scared.
( )1.The author has discovered that people will feel happy when ________.
A．they offer their help
B．they receive others』 help
C．they feel others』 kindness
D．they show their weakness
( )2.The author feels sad sometimes because ________.
A．he has a soft heart
B．he relies much on others
C．some people pretend to be kind
D．some people fail to see the kindness in others
( )3.What did the other drivers do when they saw the flashlights?
A．They speeded up to pass.
B．They waited with patience.
C．They tried their best to help.
D．They put on their flashlights too.
( )4.In this passage, the author advises us to ________.
A．handle problems by ourselves
B．accept help from others
C．admit our weakness
D．show our bravery
( )5.Which of the following is the best title of this passage?
A．A Wheelchair Experience.
B．Weakness and Kindness.
C．Weakness and Strength.
D．A Driving Experience.
【解析】 本文是一篇議論文。在動物王國弱勢會被侵略，在人類社會有時也是如此。但作者認為弱勢能顯現出人們的善良，並使提供幫助和被幫助的人都感到幸福。作者以自己的經歷向人們闡述了弱勢與善良的`關系。
1．A 細節理解題。根據第一段中的「I have found that my weakness brings out the kindness in people.」可知我的'弱勢顯現出人們的善良，又由「I have discovered that it makes them happy」可知幫助別人能使他們感到幸福。故選A。
2．D 細節理解題。根據第二段中的「sometimes I feel sad because those who appear independent miss the kindness I see daily. They don』t get to see this soft side of others.」可知選D。
3．B 細節理解題。根據第五段中的「When I put on my flashlights...But instead of getting impatient and angry, they waited, knowing the driver in front of them was in some way weak.」可知選B。
4．C 主旨要義題。作者以自己的親身經歷向人們闡述了：有時承認自己的弱勢會給人們帶來好處，承認弱勢能改善人們之間的關系，使自己得到更多的幫助，讓人們看到人性的善良。故選C。
5．B 標題歸納題。由第一段「my weakness brings out the kindness in people」及文章大意可知。
;⑷ 仁愛版七年級上冊英語課件
七年級的英語並不是很難，但是要從基開始學習。我為大家整理的仁愛版七年級上冊英語課件，希望大家喜歡。
仁愛版七年級上冊英語課件1
一、教材分析：
這一話題進一步談論人的相貌特徵，從談論頭發、眼睛的色彩，到服裝的色彩進而談到各種色彩。而本Section主要讓學生了解並掌握12種不同的顏色，會用What color is…? / What color are …? 這一句型和同伴進行交談，能談論頭發、眼睛的色彩。
二、教學目標：
語言知識目標：
1.(1) Learn some words about the colors:
black, blue, brown, pink, white, purple, red, green, yellow.
(2) Learn some other useful words and expressions:
look the same, both, color, their.
2. (1) Continue to talk about the people』s appearances:
① We both have black hair and black eyes.
② I have blond hair and blue eyes.
③ short black hair, long blond hair.
(2) Talk about the colors:
① —What color is it? —It is pink.
② —What color is his hair? —It is black.
③ —What color are his eyes? —They are brown.
語言技能目標：
能聽懂並識別各種不同的顏色，並能用英語描述各種顏色。
情感態度目標：
通過學習不同的色彩，培養學生熱愛生活、熱愛美的情感，並培養他們的觀察能力和概括能力。
學習策略目標：
本Section主要談論色彩，在教學時聯系學生的實際，利用他們身邊的實物等進行描述。從而讓學生形成把學習和生活實際聯系起來的學習習慣，培養任務型學習方法與技巧。
三、教學重、難點：
1a and 3
四、教學方法 ：
任務型教學法、自主探究法、小組討論法。體現「導學——自悟」新課程教學模式的套路和特色。
五、課時安排：
1課時
六、教具准備：
錄音機、課件、實物、圖片
七、教學過 程：
第一步：營造課堂氛圍，激發學生學習興趣。
1. Sing the song with motions: Head and Shoulders, legs and Feet.
2. Greetings between the students and me.
第二步：復習（幻燈片3、4）
1. Review some new words with cards.（單詞競賽）
2. (One by one練習，對Does she/he have…?句型進行復習) Example:
T: Does she have long hair?
S1: Yes, she does. Does he have short hair?
S2: No, he doesn』t. Does she have a big nose? Etc.
3. (1)(拿出彩筆，通過師生互動來學習新句型。)
T: OK. Now look here, I bring some pens today. They have different colors.
(呈現出一支白色的筆)
T: What color is it? (學生第一次不懂，馬上用漢語解釋，學生此時也會用漢語回答：白色。然後我再用英語重復。)
T: Yes. It』s white. (再次對同樣的筆重復提問。)
T: What color is it? Ss: It』s white.
(然後呈現不同顏色的彩筆。)
T: Good. What color is it? Ss: 紅色。
T: Yes. It』s red. What color is it? Ss: It』s red.
(板書新句型和新單詞。領讀，並讓學生熟讀。)
What color is it?
It』s white/ black / blue / brown / gray / pink / purple / red / green / yellow / orange.
(2) (句型與單詞讀完後，把全班分成男女兩大組，根據我所指的圖片進行問答。)（幻燈片5、6）
T: Boys and girls, listen carefully. Boys ask and girls answer. Example:
Boys: What color is it? Girls: It』s black.
T: Change please. Girls ask and boys answer this time.
Girls: What color is it? Boys: It』s red.
4. Let students look at the picture. Ask and answer in pairs. （幻燈片7）
第三步：操練
用幻燈片展示各國國旗，學生看著國旗進行四人小組活動：討論各國旗的顏色及所屬國家。鞏固 What color is …? It is … .這一句型及對顏色的識別。（完成4a）（幻燈片8）
第四步：呈現
1. (掛出1a的圖片進行問答。)
T: Now look here. Who is this boy? Ss: He is Michael.
T: Does he have long hair? Ss: No, he doesn』t.
T: What colcor is it? Ss: It』s yellow.
T: Yes, he has yellow hair. What colcor are his eyes? Ss: They are blue.
2. T: Good. Now please look, listen and answer my questions. （幻燈片9、10）
①T: Who is that boy? Ss: He is Yukio.
②T: Where is he from? Ss: He is from Japan.
③T: Does he have black hair and blue eyes?
Ss: No, he doesn』t. He has black hair and black eyes.
T: Well done! Now look at the blackboard and pay attention to the sentences.
That』s right.
We both have black hair and black eyes.
We have different looks.
3. Read 1a. Find out the difficult points.Explain and stress: look the same, both.
第五步：鞏固
1. T: Listen to 1a and repeat, then act it out in pairs.
2. T: Work alone: Finish 1b according to 1a.
(師生互動問答，鞏固新句型和新單詞。)
T: Where is Yukio from? Ss: He』s from Japan.
T: What color is his hair? Ss: It』s black.
T: What color are his eyes? Ss: They are black.
3. T: Finish 2. Draw pictures and then color them. Then look at the pictures in 2 and talk about them. Example: What color is his hair? It』s black.. What color are his eyes? They are brown. （幻燈片11）
第六步：練習 （幻燈片11）
1. T: Now look at the pictures in 4b. Here are some people. They have different looks. Let』s talk about them together. Let』s begin with Picture 1.
T: What color is his hair? Ss: It』s black.
T: What color are his eyes? Ss: They are brown.
T: Very good.
(以同樣的方式練習Picture 2, Picture 3和Picture 4。)
2. (把全班同學分成兩大組，進行問答操練。)
T: Now Group 1 and Group 2 ask, Group 3 and Group 4 answer. Then exchange the roles.
G1、2: What color is his hair? G3、4: It is black. Etc.
3. T: Let me check your homework.(檢查學生「預習導綱」完成情況，給任務完成好的小組加分。)
第七步：綜合探究活動
1. 讓學生在紙上分別畫一幅人物頭部畫，然後根據我的描述給畫中的人頭塗顏色。Example:
Color his / her nose red. Color his / her eyes blue. Color his / her ears yellow. Etc.
2. 讓學生用本節課所學知識將自己手中塗好顏色的人物頭部畫介紹給同學。（兩人小組活動）Example:
This is my friend. His/ Her name is … .His / Her nose is … . His / Her eyes are … Etc.
3. Sum up
(1) The key points in this lesson.
(2) The competition result.
4. Homework:
(1) Review the words of the colors.
(2) Make a similar dialog according to Section A 1a.
(3) Find how many colors in our classroom.
(4) Preview Section B(見Section B預習導綱)
仁愛版七年級上冊英語課件2
【教學思路】
先復習Topic1的見面問候語，接著導入「excuse me」， 「What』s your name?」 和「My name is----- 」，呈現「I』m from---」， 「Are you from---」and 「Where are you from?」，鞏固1a和1b, 練習2a和2b，小結，最後布置家庭作業。
【教材分析】
本教材以學生為中心，倡導語言教學的交互性和實用性。它為學生提供了自然而有意義的語言環境。教材提供的對話不是讓學生機械地背誦，而是將其作為學生進行活動的範例，學生在活動中要根據語言使用的情況進行改編，從而培養學生的語言運用能力。
本節課內容以介紹為中心，了解他人信息，如姓名、國籍等。
【教學對象分析】
由於我們學校在城鎮的邊緣地帶（農村），學習成績好點的大多數到城裡就讀了。留下的大多數要麼不愛學習，要麼基礎差，整個英語學習氛圍差。對習慣漢語交流的初中生來說，面對新教材感到很不適應，難以進入學習角色，覺得學習任務重、負擔重。特別是對一些需要強化記憶的英語學習內容，如單詞記憶和短文背誦等,學生會感到枯燥無味，雖硬著頭皮去學，但效果往往比較差。
I. Teaching aims and demands
●Learn some personal pronouns and possessive pronouns:
me, your, she, he,
●Learn some country names:
Canada, the U.S.A , Japan.
●Learn other new words and phrases:
excuse, excuse me, what, name, where, from, be from, the
●Talk about people』s names and where they are from:
(1)—Excuse me, are you Jane?
—Yes, I am.
(2)—What』s your name?
—My name is Sally.
(3)—Where are you from?
—I』m from Canada.
(4)—Is he/she …?
—Yes, he/she is./No, he/she isn』t.
Ⅱ. Teaching aids
A projector, a recorder
Ⅲ. Teaching proceres:
Step 1 Review（8mins）
Review greetings in Topic 1 by making conversations
1. (T: Good morning, everyone! Before learning the new lesson, I will ask a new student(Zhang Lu) to introce herself. Then choose one student to greet the new comer and introce the classmates to her .)
Model:
S1:Good morning! I am Zhang Lu. Nice to meet you. (To the whole class)
Ss: Nice to meet you., too.
S2:Hi, Zhang Lu. I』m Wang Qiaoli. Nice to meet you.
S1: Hi, Wang Qiaoli. Nice to meet you., too.
S2: Zhang Lu, this is Shen Cui. Shen Cui, this is Zhang Lu.
(T: Good! Come back to your seat. Thank you!)
2. The teacher stands beside a student, asking the questions to lead to 「excuse me」.
Model:
T: Excuse me, are you Li Fen?
S1: Yes, I am. (Write down 「Excuse me」 on the blackboard)
Then the teacher stands beside another student, asking the questions with 「excuse me」.
T: Excuse me, are you Zou Lei?
S2: No, I am not. I am Li Jun.
Let Ss practice the patterns over and over again, understand and grasp the meaning of Excuse me
Step 2 Presentation（10mins）
1. (T: Now, I will introce myself.) Lead to 「My name is----- 」 and 「What』s your name?」
T: My name is Huang Xiaohong. What』s your name?(Write it down on the blackboard)
S: My name is Zheng Qinhui. (Write it down on the blackboard)
(T: Please read after me together.)
2. (T: OK, please look at the screen.)The teacher makes self-introction with different names by showing different pictures. Lead to sentence pattern of 「I』m from--」(showing flashcards)For example:
Picture1
T: My name is Jane. I』m from Canada. (Show Jane』s picture)
Picture2
T: My name is Sally. I』m from the U.S.A. (Show Sally』s picture)
Picture3
T: My name is Yukio. I』m from Japan . (Show Yukio』s picture)
Use this way repeatedly to consolidate and master the structure of 「I』m from---」,and write it down on the blackboard.
(T: Please read after me together.)
Ask students to learn and master the new words : Canada, the U.S.A., Japan.
3. Ask and answer between the teacher and students. Lead to 「Are you from---」and 「Where are you from?」
Model:
T: Are you from Canada?
S1:No,I』m not..
T: Where are you from? (Write it down on the blackboard)
S1:I』m from China.
Ask more students to help them understand the structure better.
(T: Please read after me together.)
Step 3 Consolidation（10mins）
1. (T: Now let』s listen to 1a and answer the following questions. But you only listen without looking at the book.. Are you ready?)
(1) Where is Jane from?(Teacher translates.)
(2)Where is Sally from? ( Teacher translates.)
Tape script
Sally: Excuse me, are you Jane?
Jane: Yes, I am. What』s your name?
Sally: My name is Sally. Where are you from?
Jane: I』m from Canada. Are you from Canada, too?
Sally: No, I』m not. I』m from the U.S.A.
2. (T: Open your books and turn to page 9.Listen to 1a again and follow it.. Imitate the pronunciation and intonation.)
3. (T:OK,I will divide the whole class into two groups of boys and girls to read 1a.Boys are Sally and girls are Jane .One ,two, start.----- Exchange!)
4. Finish the flashcards in 1b.
T: Now ,please make your own conversations in pairs according to 1a,using 「What』s----?」and 「Where-----?. I will choose some pairs to act them out .
You can practice like this:
S1:What』s your name?
S2: My name is---
S1:Where are you from?
S2: I』m from---
⑸ 初一簡單的英語短文欣賞
在課外英語閱讀教學伍老實踐中,初一學生普遍存在不能讀、不想讀、不會讀、不善腔迅升讀的現象。英語教師要正視這一現象,抓好課外閱讀習慣培養。我精昌帶心收集了初一簡單的英語短文，供大家欣賞學習!
初一簡單的英語短文篇一
The Delight of Books
Books are to mankind what memory is be the indivial. They contain the history of our race, the discoveries we have made, the accumulated knowledge and experience of ages; they picture for us the marvels and beauties of nature, help us in our difficulties, fort us in sorrow and in suffering, change hours of weariness into moments of delight, store our minds with ideas, fill them with good and happy thoughts, and lift us out of and above ourselves.
Many of those who have had, as we say, all that this world can give, have yet told us they owed much of their purest happiness to books. Macaulay had wealth and fame, rank and power, and yet he tells us in his biography that he owed the happiest hours of his life to books. He says: "If any one would make me the greatest king that ever lived, with palaces and gardens and fine dinners, and wines and coaches, and beautiful clothes, and hundreds of servants, on condition that I should rather be a poor man in a garret with plenty of books than a king who did not love reading."
Precious and priceless are the blessings which the books scatter around our daily paths. We walk, in imagination, with the noblest spirits, through the most sublime and enchanting regions.
Without stirring from our firesides we may roam to the most remote regions of the earth, or soar into realms when Spender's shapes of unearthly beauty flock to meet us, where Milton's angels peal in our ears the choral hymns of Paradise. Science, art, literature, philosophy, -- all that man has though, all that man has done, -- the experience that has been bought with the sufferings of a hundred generations, -- all are garnered up for us in the world of books.
初一簡單的英語短文篇二
Two Types of People
There are two types of people in the world. Although they have equal degrees of health and wealth and the other forts of life, one bees happy, the other bees miserable. This arises from the different ways in which they consider things, persons, and events, and the resulting effects upon their minds.
The people who are to be happy fix their attention on the conveniences of things, the pleasant parts of conveniences of things, the pleasant parts of conversation, the well-prepared dishes, the dishes, the goodness of wines, the fine weather. They enjoy all the cheerful things. Those who are to be unhappy think and speak only of the contrary things. Therefore, they are continually discontented. By their remarks, they sour the pleasures of society, offend many people, and make themselves disagreeable everywhere. If this turn of mind were founded in nature, such unhappy persons would be more to be pitied. The tendency to criticize and be disgusted is perhaps taken up originally by imitation. It grows into a habit, unknown to its possessors. The habit may be strong, but it may be cured when those who have it are convinced of its bad effects on their interests and tastes.
Although in fact it is chiefly an act of imagination, it has serious consequence in life, since it brings on deep sorrow and bad luck. Those people offend many others, nobody loves them, and no one treats them with more than the most mon politeness and respect, and scarcely that. This frequently puts them in bad temper and draws them into arguments. If they aim at obtaining some advantage in rank or fortune, nobody wishes them success. If they bring on themselves public disapproval, no one will defend or excuse them, and many will join to criticize their misconct. These people should change this bad habit and condescend to be pleased with what is pleasing, without worrying needlessly about themselves and others. If they do not, it will be good for others to avoid any contact with them.
初一簡單的英語短文篇三
The Day I Finally Cried
I didn't cry when I learned I was the parent of a mentally handicapped child. I just sat still and didn't say anything while my hu *** and and I were informed that two-year-old Kristi was - as we suspected - retarded.
"Go ahead and cry," the doctor advised kindly. "Helps prevent serious emotional difficulties."
Serious difficulties notwithstanding, I couldn't cry then nor ring the months that followed.
When Kristi was old enough to attend school, we enrolled her in our neighborhood school's kindergarten at age seven.
It would have been forting to cry the day I left her in that room full of self-assured, eager, alert five-year-olds.Kristi had spent hour upon hour playing by herself, but this moment, when she was the "different" child among twenty, was probably the loneliest she had ever known.
However, positive things began to happen to Kristi in her school, and to her schoolmates, too. When boasting of their own acplishments, Kristi's clas *** ates always took pains to praise her as well: "Kristi got all her spelling words right today." No one bothered to add that her spelling list was easier than anyone else's.
During Kristi's second year in school, she faced a very traumatic experience. The big public event of the term was a petition based on a culmination of the year's music and physical ecation activities. Kristi was way behind in both music and motor coordination. My hu *** and and I dreaded the day as well.
On the day of the program, Kristi pretended to be sick. Desperately I wanted to keep her home. Why let Kristi fail in a gymnasium filled with parents, students and teachers? What a simple solution it would be just to let my child stay home. Surely missing one program couldn't matter. But my conscience wouldn't let me off that easily. So I practically shoved a pale, reluctant Kristi onto the school bus and proceeded to be sick myself.
Just as I had forced my daughter to go to school, now I forced myself to go to the program. It seemed that it would never be time for Kristi's group to perform. When at last they did, I knew why Kristi had been worried. Her class was divided into relay teams. With her limp and slow, clumsy reactions, she would surely hold up her team.
The performance went surprisingly well, though, until it was time for the gunnysack race. Now each child had to climb into a sack from a standing position, hop to a goal line, return and climb out of the sack.
I watched Kristi standing near the end of her line of players, looking frantic.
But as Kristi's turn to participate neared, a change took place in her team. The tallest boy in the line stepped behind Kristi and placed his hands on her waist. Two other boys stood a little ahead of her. The moment the player in front of Kristi stepped from the sack, those two boys grabbed the sack and held it open while the tall boy lifted Kristi and dropped her neatly into it. A girl in front of Kristi took her hand and supported her briefly until Kristi gained her balance. Then off she hopped, *** iling and proud.
Amid the cheers of teachers, schoolmates and parents, I crept off by myself to thank God for the warm, understanding people in life who make it possible for my disabled daughter to be like her fellow human beings.
Then I finally cried.
⑹ 七年級下冊英語美文賞讀
教師在引導學生閱讀課內外經典美文的過程中,要提高學生認知、感悟、模仿經典美文的寫作技能,讓學生在持之以恆的經典美文閱讀。下面我整理了七年級下冊英語美文，希望大家喜歡!
七年級下冊英語美文摘抄
busy忙
Once upon a time a very strong woodcutter asked for a job in a timber merchant, and he got it. The pay was really good and so were the work conditions. For that reason, the woodcutter was determined to do his best.
從前，有一個健壯的伐 木工 人到木材商那裡找工作。他得到了一份工作，報酬非常高，而且工作條件也非常好。因此，伐木工決心要盡最大努力工作。
His boss gave him an axe and showed him the area where he was supposed to work.
老闆給了他一把斧頭，並帶他看了他的工作地點。
The first day, the woodcutter brought 18 trees.
第一天，伐木工帶回了18棵樹。
"Congratulations," the boss said. "Go on that way!"
“祝賀你!”老闆說：“就這么干，繼續!”
Very motivated by the boss's words, the woodcutter tried harder the next day, but he could only bring 10 trees. Day after day he was bringing less and less trees.
老闆的話給了伐木工極大的鼓舞。第二天，他更加努力地幹活，但卻只帶回了15棵樹。第三天，他幹得更起勁兒了，但是只帶回了10棵樹。日復一日，他帶回的樹越來越少。
"I must be losing my strength," the woodcutter thought.He went to the boss and apologized, saying that he could not understand what was going on.
伐木工想：“我一定是力量不夠了。”他找到老闆，懷著歉意說自己也不知道是怎麼了。
"When was the last time you sharpened your axe?" the boss asked.
老闆問道：“你上一次是在什麼時候磨的斧子?”
"Sharpen? I had no time to sharpen my axe. I have been very busy trying to cut trees..."
“磨斧子?我沒有時候磨斧子。我一直忙著砍樹呢。。。”
七年級下冊英語美文鑒賞
The Gold Chain金鏈
Once upon a time, there was a poor fisherman who always dreamed of becoming rich. He wished to become a millionaire, and so did his wife.
很久以前，有個貧窮的漁夫，他總是夢想著能夠發大財，希望自己能夠成為百萬富翁，他妻子也是如此。
He had heard from some old men before, that several ships loaded with diamonds and gold had once sunk in the nearby seashore.
他曾聽一些年長者說過，以前有幾艘載滿金銀珠寶的船隻沉沒在附近的海域。
Because of this, for a long time he kept searching that whole area for this treasure.
因此，長期以來，他一直在這一帶的海域里搜尋著金銀珠寶。
One day, while he was sitting on the boat daydreaming, he suddenly felt that the fishing rod was being weighed down by a heavy object.
有一天，正當他坐在船上想入非非時，忽然感到釣線被非常沉重的東西拖住了。
He excitedly pulled hard at it, and what he saw made him exclaim,“Wow! A big, shiny gold chain!”
他非常興奮，使勁地往上拉，當魚線拖出水面時，他不禁大聲尖叫起來：“哇!金光閃閃的長金鏈!”
He pulled hard at the gold chain to get it into the boat, but there seemed to be no end to it. His boat started to get over-loaded and the sea water filled his boat.
他拚命地把金鏈子往船上拖，可是似乎沒有盡頭。他的小船超載了，海水開始灌進船艙。
However, he had begun dreaming of a big house, a big piece of land and buying horses and cows...He kept pulling in the chain though the boat kept sinking.
然而，他卻依舊沒完沒了地做著黃粱美夢：可以買一幢大房子，置一大片稻田，再買下幾頭牛、幾匹馬……盡管小船一直往下沉，他卻依然拖著金鏈。
The boat was finally submerged and he struggled to stay afloat. Unfortunately his feet were entangled in the gold chain and he drowned.
最後，小船終於沉下去了，落入水中的他拚命掙扎想游出水面。不幸的是，他的雙腳被金鏈死死纏住，淹死了。
七年級下冊英語美文賞析
The Potter陶工
Once there was a very religious and skillful potter whose pottery was well-known far and wide. However, he was not satisfied with his finely crafted but fragile pottery. He thought if the pottery made by him could be unbreakable, his reputation and his business would be even better. He prayed hard to God to grant his wish for unbreakable pottery. 從前，有個虔誠信仰宗教、技藝高超的陶工，他製作的陶器遠近聞名。可是，他對自己精心製作的陶器並不滿意，因為陶器很容易碎。他心想，要是他製作的陶器永遠摔不破，那麼他的聲譽就會更高，買賣就會更興隆。於是，他便向上帝禱告，苦苦祈求上帝讓他實現他製作的陶器打不破的願望。
One night, he dreamt that God said to him, "If you are sure you won't regret it, I will make your wish come true." The potter said, "Yes, God, I am sure that I will not regret it." The next morning, the first thing the potter did when he woke up was to test whether God had granted his wish. In his workshop, he used the clay to craft a pot. Then he dried it under the sun. When the pot was dried, he lifted it and dashed it to the floor. The pot did not break! The potter was filled with joy. The news of the unbreakable pots made by the potter spread very fast. People from all over the world rushed here for his pottery. He became very rich and famous.
一天夜裡，他夢見上帝對他說：“如果你確信自己將來不後悔，我就讓你實現這一願望。” 陶工說：“是的，上帝，我決不後悔。”第二天早晨，陶工醒來後做的第一件事就是要檢驗一下上帝是否滿足了他的願望。他來到陶器製作室，用粘土做了一個罐子，然後把它放在陽光下曬。罐子曬干後，他便舉起它使勁往地上摔去，罐子果然完好無損。陶工滿心歡喜。陶工製作的罐子摔不破的消息，很快傳開了。四面八方的人們都紛紛趕來搶購他的陶器，他因此賺了好多錢，名聲大振。
But, the good fortune did not last. After a while, his business slowed down. Although everybody kept praising his proct, whoever bought one did not need to buy another again because the pots were unbreakable. The business got poorer by the day, as did his financial status. He now kept praying to God to let him recover his original pottery. One night, he dreamt that God appeared to him. Tearfully, he begged God to forgive him for his foolishness. God said, "Because you admit your mistake, I will forgive you and make your latest wish come true." So from then onwards, the potter's original pottery was once again in great demand.
但是，好景不長。沒過多久，他的生意就清淡了下來。雖然大家對他的陶器贊不絕口，但是，由於他製作的陶器永遠摔不破，所以買一個就無需再買了。生意一天天地蕭條，他的經濟狀況也每況愈下。現在他只好不斷地向上帝禱告，希望上帝能恢復他原來那樣的陶器。一天晚上，陶工又夢見了上帝，他眼淚汪汪地祈求上帝原諒他的愚蠢無知。上帝說：“既然你承認自己錯了，我就原諒你，也滿足你最近的願望。” 從那時起，陶工製作的陶器又變成原來那樣一摔就破了，人們對陶器的需求大增，陶工的生意也再次興隆起來。
⑺ 七年級上冊第九單元外語課件
七年級上冊第九單元外語課件
【指導思想與理論依據】：
本節課我在授課時是以《英語課程標准》為理論依據，將新課程的理念貫穿整個課堂教學的始終，整體目標設計，體現靈活開放，以學生的技能，語言知識，情感態度，學生策略和文化意識發展為基礎。倡導並落實任務型的教學途徑，面向全體學生，激發學生的學習興趣，讓他們在老師的指導下通過感知、體驗、實踐、參與和合作等方式，完成任務，感受成功，體味到學習的輕松和快樂。
【教學背景分析】：
本單元的話題是談論有關電影的話題，學會表明自己對他人和對電影等事物的喜好，並學會評價事物和表達自己對事物的簡單看法。
通過前幾個單元的學習，學生已經學習並掌握了一般疑問句式及其如何回答 ，也接觸過可數名詞的復數是如何變化的。
目標（以能做什麼來描述）：
通過本單元的學習，學生能通過 Do you want to go to a movie? Does he / she want to go to a movie? 來詢問是否想看電影。通過 What kind of movies do you like?What kind of movies does he / she like? 和回答來詢問和回答對電影類型的喜好。除此外，還能用 … like / likes …. …think / thinks they are +adj..來談論對某種電影的喜愛和原因。並能談論自己喜歡的電影演員以及他 / 她的作品。
單元重難點一覽表：
學生情況分析：
我所教授的班級是 普通班 ，對於普通班的學生來說在接受和掌握知識以及靈活運用上一定是要和實驗班存在差異的，通過從開學到現在的教授過程，在課上與課下的不斷的培養與訓中，形成了一定的能力裂世掘。對於本單元的語法難點里的「一般現在時里行為動詞的結構，肯定回答與否定回答以及名詞返謹單，復數的構成和使用」，對於學生來說，肆核再次的學習與復習，在此基礎上去學習新的詞彙與句型。
【課時分配】
本單元用4課時教學
Period 1 Section A 1a---2c
Period 2 Section A 3a—4
Period 3 Section B 1—2d
Period 4 Section B 3a---4
註：我今天講授的是本單元的第一課時的內容。Section A 1a-2c.以下就本節課的內容做一下具體設計：
一． 教學目標：
知識與能力
掌握一些電影的種類及名稱，如comedy, documentary, thriller, romance, Beijing opera, action movie, cartoon, science fiction and the plural forms of them.（它們的復數），and some adjectives to describe the movies (用形容詞去描述不同種類的電影)。
一些重點的句子： --What kind of movie is it?
--Do you want to go to a movie?
--Yes, I do.
--What kind of movie do you want to see?
--I want to see a / an….
過程與方法
採用Discussing的學習策略，利用幻燈片、實物(電影廣告、海報等)或製作課件等來展開課堂教學、Pairwork問答的口語交際活動和小組活動，進行「詢問和談論偏愛」表達自己的觀點，從而來完成課堂教學和練習。
情感態度價值觀
通過課上學生互相介紹自己的喜好和偏愛，告訴學生：每個人都有自己的喜好與偏好，我們必須要學生尊重他人，同時通過這一活動也可以增進同學之間的了解和友情，並幫助學生找到彼此的共同點，加深溝通。
二． 教學重點
電影的種類及名稱（重點在於它們的讀音與拼寫上，學生課前已經預習，大部分已經會讀，會拼，這一點是我所教授的學生在開始每一個新單元前都固定要做的）和用名詞的復數形式來表達一類事物的方法。句型的掌握。動詞want 的用法。
三．教學難點：
熟練掌握電影的種類及名稱，對於句型的靈活應用（特別是行為動詞在一般現在時里的應用）。
四． 教材處理（增減、添加、改編、刪除）：
增加了課文中沒有出現的另外幾種電影類型，以豐富學生的交談內容和興趣。對於書中1b 部分刪除，不做練習，因為在2c中可以一起練習。
五． 教學方法：
在教學中正確恰當的運用多媒體，製作了幻燈片，同時過程中學生們通過課前預習，課上通過視聽導入法，學生討論，小組合作，對話呈現等方式來完成本節課的教學任務，以突破重點與難點，最終達到對於知識的掌握與靈活應用，為培養學生形成綜合性語言技能打下基礎。
六． 課前准備：
教師准備：
通過搜集一些有關各種電影介紹的廣告，海報和能反映各種類型電影特徵的圖片來製作幻燈片形式出現的課件；設計及印發課上的鞏固練習題。錄音機與錄音帶。
學生准備：
復習行為動詞一般現在時的結構和名詞復數的構成；討論、收集一些電影名稱及類別和自己所喜歡的名星的資料（這個是第二課時用）。
七． 教學過程與設計意圖：
環節1 ：Warming up:課前讓學生欣賞電影《音樂之聲》片斷，歌曲：孤獨的牧羊人。以此調節氣氛，調動學生情緒。
環節2： Leading 新課的導入：板書課題，講解課題中的重點短語。呈現重點短語want to do sth.(想要去做某事)以及去看電影這個短語的幾種表達方式。（go to a movie , go to movies , go to the cinema, go to see a movie /film）同時復習這個短語的用法，用它來造句，以達到訓練掌握及能夠靈活運用的能力。
環節3： Question:提問：你所知道的電影的種類及名稱（學生舉例）。以此來檢查課前預習作業。
環節4： Presentation:根據學生提供的信息，教師也給出自己所搜集的有關電影類別的海報與圖片（藉助幻燈片）呈現給學生。注意單，復數的用法。再次鞏固本節的重點詞彙及語法中的名詞單，復數的問題。
環節5： Practice:以腦圖的形式出現在幻燈片上一些電影名稱，同時給出一些形容詞，教授如何用形容詞去形容修飾自己的喜好。比如你喜歡什麼樣的電影？並給出回答：what kind of movies do you like ?I like exciting movies ,like action movies。為下一步的句型教授作準備與鋪墊。..
環節6： Presentation:由單詞導出本節課的句型：Do you want to go to a movie? Yes, I do . / No, I don』t . Does he /she want to ......? Yes, he /she does. / No, he /she doesn』t .What kind of movies do you like ? I like action movies ...... , Why ? Because they are interesting......
環節7： Listening :完成書中的1a ,2a and 2b 的內容。對於本節課的'重點知識再次呈現，同時訓練學生的聽的能力。
環節8： Practice and pairwork:在幻燈片上呈現兩組對話，讓學生根據所呈現的對話內容自編對話，然後表演。通過口語交際，達到對所學知識的掌握與靈活運用。培養綜合能力。
環節9： Do exercises:針對本節課的重點與難點，還有話題來完成一小張測試卷。檢測學生本節課的學習成果。
環節10： Homework:布置課後作業：背單詞與對話同時自編對話；做本單元的練習。進一步鞏固所學知識。
八．板書設計：
九．教學反思及教學評價（教學設計特色）
本著新課程的理念，任務型活動為主的教學原則，整節課以「談論電影的種類及看電影」為話題展開了教學，整個過程中，我認為在這節課中我所設計的教學目標已經完成。本節課中從課前的學生預習，查找資料，到課上的前五個環節都是在突破本節課的重點單詞及名詞單，復數的問題。環節六到八是對本節課中重點句型的處理，通過教授，引導，朗讀，自編對話等過程達到對這一難點的突破。環節九是在所學基礎之上，通過小測來檢驗學生本節課的學習效果，作業更是對知識的一個鞏固和提高訓練。具體分析如下：
我認為本節課的優點有以下幾點：
1．能夠圍繞教學目標，並結合恰當，適合學生現狀的教學方法，設計教學環節，教授學習內容，重點難點有所突破。
2．通過課上課上的提問，了解到學生課前的預習作業完成較好，為新課的講授做了一個很好的鋪墊。
3．對於電影種類及名稱學生基本上能夠掌握，而且還能夠收集和整理一些課本外的資料，體現了學生學習的主動性。
4．知識容量上有所擴大，如句型：在本單元的重點句型之外又擴充了一些，給予學生更豐富的養料。
5．學生的對話表演，對於普通班的學生來說他們已經非常不錯了。這也體現了我平時基本功的訓練，今後還應該繼續加強。
6．大部分學生能夠積極主動的參與到課堂中來，教學環節流暢，進展順利。
當然本節課中也存在著一定的缺點：
1．學生對於語法中的名詞的單，復數問題，做為語法學生掌握的還可以，可是一到真正應用的時候就容易忘掉，特別是表達可數名詞一類事物時。今後還應加強練習。
2．由於學生所學英語以及所能表達的英語有限，所以對於所查閱的資料還不能用准確的英語來表示。
3．由於課堂時間有限，給學生開口說的機會不是特別多，特別是學生的對話表演，不能做到全體學生都練到。
4．課堂上沒有盡量的使用全英授課，由於學生基礎相對來說比較弱，所以課上也要結合一部分漢語來講授所學內容，這使學生一種依賴漢語的惰性，今後應盡量的使用全英語授課，一來可以訓練學生的聽力，二來對於學生形成英語的思維方式也有很大作用。
總之，要講好課需要不斷的完善和及時的反思。新課程改革對教師的能力提出了更高的要求。教師在復習時，是記憶的激活者；在呈現新內容時，是示範者；在操練時是組織者或是指揮者。因此我要更加努力探究教學理論，在教學實踐中不斷完善自己教學水平。
⑻ 七年級仁愛上冊英語課件
導語：學習並掌握用英語表達問候，自我介紹及認識他人的交際用語。以下是我為大家整理分享的七年級仁愛上冊英語課件，歡迎閱讀參考。
七年級仁愛上冊英語課件
Unit 1 Topic 1
一、知識目標
【重要短語】
Welcome to …歡迎到…來
Have a nice day！ 祝您一天愉快
Excuse me！ 對不起，打擾了！
See you later！ = See you soon！ 等會兒見！
See you tomorrow明天見！
Good—bye！ == Bye—bye！ = Bye！ 再見！
Stand up、 起立
Sit down、 坐下
【重點句型】
1、Nice to meet / see you、 = Glad to meet / see you、 很高興見到你。
2、What』s your name？ 你叫什麼名字？（常用於官方或者對小孩子說話）
My name is Maria、 = I am Maria、 我叫Maria。
3、 How do you do？ How do you do？ 你好！ 你好！（初次見面時打招呼使用）
4、 How are you？ 你身體好嗎？
I』m fine / OK / well、 Thanks、 我很好，謝謝！（可以縮略為：Fine， thank you、）
Not bad， thanks、 不錯，謝謝！
5、 This is Mary、 This is Tom、 這是Mary、 這是Tom、 （用於第三者介紹他人時）
【重點語法】
一般現在 時be用法：主語是第三人稱單數，be用―is‖； 主語不是第三人稱單數，be用―are‖ （I除外、用―am‖）、
二、要點講評
1、Excuse me！ 對不起，打擾了！（用在事情發生之前）
Sorry！ 對不起（用在事情發生之後）
2、 Good morning 早晨好！
一般用於熟人、朋友或家人之間，比Hello和Hi要正式一些。Good morning、 後可以帶稱呼語（如某人、某先生、某女士等）。對方應答是Good morning或Morning。其中morning指早上或上午（中午12點之前）。如果了12點鍾則用Good afternoon。大約在下午5點種之後，晚上9點種之前使用Good evening。約在9點種之後要說Good night。 例如：
A： Good morning， class！同學們，你們好！
B： Good morning， teacher！老師，早上好！
A： Morning， Mum！ 早上好，媽媽！
B： Morning， Kate！ 早上好，凱特！
3、 How do you do？
初次見面相互問候， 回答How do you do？、
4、Hello！
在口語中應用較廣泛，多用於熟人、朋友、同學之間的相互問好，相當於漢語的 ―你好‖。這是一種非正式的、比較隨便的問候語，使用時不受時間限制；此外打電話或
路遇熟人也可用。意為―喂；你好‖； Hello 在問候時表示―你好‖在打招呼或打電話時表示―喂‖。
例如 ： A： Hello / Hi， Han Mei！ 你好，韓梅。
B： Hello / Hi， Jim！ 你好，吉姆。
5、 Hi
在現代英語中可以用來代替Hello。Hi比Hello 用的更多，顯的更隨和。
例如：①Hello/Hi， Kate、 你好，凱特。
②Hello/Hi， Jim、 你好，吉姆。
Hi 可用於表示問候、打招呼後引起對方注意，既可用於熟人、朋友之間，也可用 陌生人之間，既可單獨使用，也可以加稱呼語。
6、 How are you？ 你好嗎？
這是一個問候身體情況的句型，常用Fine， thank you、―很好，謝謝。‖來回答。如果第二人接著再問第一個人的身體狀況，可以說Fine， thank you、 And you ？ ―很好，謝謝。你怎麼樣？‖。第一個人可以回答―I』m fine， too、‖ Fine是I』m fine、的簡答形式。
例如：—How are you， Mr、 Wang ？ 你（的身體）好嗎？，王先生？
—Fine， thank you、 And you ？ 很好，謝謝。你也好嗎？
—I』m fine， too、我也很好。
三、典型例解
（ ）1、 —Welcome to Beijing！
—____
A、 Welcome to Beijing， too、 B、 Thank you、 C、 Fine， thank you、
分析：B 對Welcome to、、、的回答常用Thank、、、結構。
（ ）2、 Mom， this is my teacher， Miss Lin、 Miss Lin， ____
A、 thank you、 B、 how are you？ C、 this is my mom、
分析：C本題根據上下文語境考查―介紹……‖的常用語，一般為This is 、、、。
（ ）3、 —____
—Fine， thank you、
A、 How do you do？ B、 How are you？ C、 Are you Mr、 Wang？
分析：B How are you？ 是英美等西方國家人們見面時的常用問候語， 它只是一句客套話，
意為―你好嗎？‖， 並非真的要問別人的身體健康如何。常用於熟人之間， 應答語為Fine， thank you、 And you？
（ ）4、 —____ you Mingming？
—Yes， I ____、
A、 Are; are B、 Am; am C、 Are; am
分析：C 本題通過語境考查be動詞的用法。在需要be動詞的情況下， 第一人稱單數（I）
和第二人稱（you）分別用am， are。
仁愛版英語七年級學案
Unit 1 Topic 2
一、知識目標
【重要短語】
be from = come from 來自
in English 用英語
telephone number 電話號【重點句型】
Where are you from？ = Where do you come from？
I』m from China、 = I come from China、
Are you from China？ = Do you come from China？
Am I in New York？ Yes， you are、 No， you aren』t、
Are you from the USA？ Yes， I am、 No， I am not、 / Yes， we are、 No， we aren』t、
Is she Maria？ Yes， she is、
Is he Tom？ No， he isn』t、
Is it my book？ Yes， it is、 No， it isn』t、
Are they from England？ Yes， they are、 No， they aren』t、
Where are you from？ I』m from China、 I』m Chinese、
Where is she / he from？ She / He is from Japan、
Where are they from？ They』re from France、
Where is Beijing？ It』s in China、
Who is he / she？ He is Michael、/ She is Jane、
Who are they / you？ They are my teachers、 / We are Maria and Jane、 / I am Diana、
【重要語法】
1、 肯定句
⑴基本語序：主語——謂語（be+表語）…
⑵主謂一致：主語是第三人稱單數，be用―is‖； 主語不是第三人稱單數，be用―are‖
（I除外、用―am‖）、
2、 一般疑問句
一般來說，把肯定句中的―be‖提到句首，句末加―？‖。
例如： Is she Maria？ Yes， she is、
Is he Tom？ No， he isn』t、
⒊ 特殊問句
特殊問句=特殊疑問詞+一般問句語序？
例如： Where is Beijing？ It』s in China、
Who is he / she？ He is Michael、/ She is Jane、
二、 要點講評
1、 in English
是一個介詞短語，意思是―用英語‖，其中介詞in指―用某種語言‖。如：in Chinese 用漢語。―in +語言‖表示―用……語言‖的意思。
例如：Can you sing this song in English？ 你能用英語唱這首歌嗎？
2、 Spell it， please、
Spell it，please、是Can you…， please？句型的省略形式。當詢問對方能否干什麼或對方會不會干什麼時，用這一句型。這是一個一般疑問句，用升調，表示請求。意思是―請你……可以嗎？‖Can you spell…，please？請你把……拼讀一下可以嗎？若作肯定回答時則先用Yes， I can、若作否定回答，則通常用No， I can』t、或I』m sorry， I can』t、意思是―對不起，我不會。‖ 例如： —Can you spell your name， please？你能拼寫你的名字嗎？
—Yes， I can、 J—I—M， Jim、是的，我能。吉姆。
—Can you spell ―English‖， please？你能拼寫出―English‖這個單詞嗎？
—No， I can』t、（I』m sorry， I can』t、）不，我不能。
3、 please
please一詞可以用在祈使句中也可以用在疑問句中，它可以放在句首也可以放在句末，而用在疑問句中則只能放在句末，前面加逗號，please在特殊疑問句中的意思相當於中文的―請問……？‖這樣顯得更有禮貌，更為客氣。在一般疑問句中，please實際上起一個語氣詞的作用，表示有禮貌，客氣地提出請求或詢問。
例如：What's this， please？ 請問這是什麼？
Can you spell your name， please？ 你能拼寫一下你的名字嗎？
三、典型例解
（ ）1、 —Where ____ they from？
—They』re from China、
A、 is B、 am C、 are
分析：C 本題考查am， is， are與人稱代詞的搭配， 可由一句口訣―我是am， 你是are， is跟著他她它‖來記憶，they是―他們‖的意思，是第三人稱復數後面接are，故選C。
（ ）2、 —____ your name？
—My name is Kate、
A、 What』s B、 What C、 Where
分析：A 由答語My name is Kate、可知是在問名字， 故可排除C， 同時該問句中應該有be動詞， 故選A。
（ ）3、 —Is she Maria？
—No， she ____、
A、 is B、 isn』t C、 aren』t
分析：B 本題考查一般疑問句的否定回答， be動詞+主語……？是一般疑問句的句式， 它的回答要用Yes後加肯定或No後加否定。因為有No，先排除A， 由she可知選B。
（ ）4、 —____， are you Mr、 Wang？
—Yes， I am、
A、 Fine B、 Please C、 Excuse me
分析：C Fine表示身體健康的；美好的；天氣晴朗以及表示滿意等；Please用於客氣的請求或吩咐以及表示客氣的接受和加強陳述的語氣等；Excuse me意為―請問， 打擾了、對不起‖等， 常用於引起別人注意、問路、請求讓路或打聽消息等， 由語境可知選C。
（ ）5、 —Are they from Canada？
—No， they ____、
A、 are B、 aren』t C、 isn』t
分析：B本題考查一般疑問句的否定回答，由they可知選B。
（ ）6、 —What』s ____ telephone number？
—It』s 8265—3412、
A、 you B、 your C、 my
分析：B you表示―你，你們‖作主語；your 表示―你的/你們的‖作形容詞性物主代詞，此句是問你的電話號碼是多少， 故選B。
（ ）7、 —____ are they？
—They are XiaoLi and Jane、
A、 Who B、 What C、 Where
分析：A 本題考查疑問代詞的用法。what 表示―什麼，怎麼樣‖; where 表示―在哪裡，往哪裡‖；而who 表示―誰‖。由答語他們是Maria和Jane可知選A。
（ ）8、 Mary ____ from Cuba、
A、 is B、 am C、 are
分析：、 A 本題考查am， is， are的用法。Mary為第三人稱單數， 故選A。
（ ）9、 ―One one zero‖ 表示 ____。
A、 火警 B、 匪警 C、 急救中心
分析：B 火警119， 匪警110， 急救中心120。one one zero翻譯成110， 故選B。
（ ）10、 —Is he Li Ping？
—Yes， ____、
A、 I』m B、 he』s C、 he is
分析：C 一般疑問句的簡單肯定回答中沒有縮略式， 故選C。
Unit 1 Topic3
一、知識目標
【重要短語】
How old
What class
in Class Four
English name
in the same school
look atin Grade Eight
【重點句型】
1、 What』s your My phone number is …
2、 How old are you？
I』m …
3、 What』s your
My English name is Tom、
4、 Who』s ？ That』s Nancy、
5、 W hI』m in Class Four。
6、What grade is she in？ She is in Grade Eight。
7、 What』s this 』s
⑼ 七年級下冊英語unit5課件
英語教案可以作為學校評價教師教學的標准之一。接下來要給大家分享的是七年級下冊英語unit5課件，歡迎大家的借鑒閱讀！
七年級下冊英語unit5課件
一、教材分析
本單元是Go for it ( 下 ) Unit 5。主要圍繞「What are you doing?」這一主題展開各種教學活動，並以這一主題引出現在進行時的一般疑問句，否定句以及特殊疑問句等語言功能。本單元旨在創造一個輕松、愉快的學習、交流環境，通過聽、說、讀、寫來培養學生綜合運用這些知識的能力。並讓學生能在「做中學」(learning by doing)，通過有限的課堂實踐活動，注意觀察別人的行動，能准確地用英語來表達。
SectionA 1a--1c部分是本單元的第一課時，這一課時通過常見的一些動詞短語引出現在進行時的教學，學好本課對以後的SectionB部分的學習起了很好的鋪墊作用。
二、 教學目標
1.語言目標
1)短語和doing homework, watching TV, cleaning, eating dinner, reading a book, talking on the phone, apartment
2)句型結構
What are you doing?I'm watching TV.
What's he/she doing? He/She's reading.
What are they doing ? They're watching TV.
3)語法The structure of the Present Progressive Tense
The present participle
2.語言技能
1)能用現在進行時的各種形式進行准確的描述和表達正在發生的動作。
2)能掌握現在進行時態及一些表示具體動作的片語搭配，如：doing homework, watching TV, eating dinner… 等。
3、學習 策略
通過本節課的教學，我要求學生能通過觀察別人的行為和活動時能用現在進行時來准確地表達所發生或進行的動作。
4、情感態度
通過對本單元的任務性活動，我的目的是能培養培養學生學習英語的強烈興趣，樂於參加各種活動的積極情感，樂於合作，培養學生團結合作的精神。
5、文化意識
了解西方人是如何表達或描述正在進行的動作。
三、教學的重、難點
基於上述對教材的分析，我確定本單元的教學重點為詞彙、片語搭配和現在進行時的用法。
教學難點為現在進行時中現在分詞的結構及讀音，能在交際中准確地運用現在進行時來描述或表達正在進行的動作。
四、學情分析
我所教學的對象是初一學生(以中等生為主)，對英語普遍感興趣，但有很大的不穩定性，好奇心強，求知慾旺盛，他們學習英語既感到好奇又擔憂，希望能得到他人的肯定。因此我在教學活動中盡量讓他們參與到活動中來，有更多的機會來說英語，減少他們的恐懼感，通過學生間的合作學習，降低他們的學習難度，使他們體驗到成功的喜悅。提高他們綜合運用語言的能力，使各層次的學生都有所收獲。
五、教學方法
1、教法分析
1)現在進行時是學生剛剛接觸的一種新的語法項目，而本單元的話題源自生活，立足這一點，我充分利用學生已有的知識和生活經驗，創設生活化的真實情境(或半真實情境)引導學生在 運用語言中學習語言，然後在學習新的語言知識後創造性地運用語言(為用而學， 在用中學,學了就用)。
2)開展多種類型的任務型活動，如小組表演、游戲、做報告、編歌曲等提供給學生合作交流的空間和時間，促使學生為完成任務和同學進行合作，為完成任務進行探究性學習。
2、學法指導
新制定的《英語課程標准》把「培養學生學習英語的興趣，樹立自信心，培養良好學習習慣和形成有效策略，發展自主學習和合作精神」放在了首位。依據課改的精神，我從以下幾個方面對學生進行學法指導。
1)、學習方法的指導
培養學生觀察力，想像力，記憶力以及思維能力。用生動的課件調動學生的感官進行聽說讀寫的訓練。
2)、學習積極性的調動
我在教學過程中創造一種開放的，和諧的，積極互動的語言氛圍，把課堂變成有聲有色的舞台，讓學生在樂中學。
3)、學習能力的培養
通過連貫的聽說讀寫，游戲競賽等，培養學生的交際能力，發展他們的思維能力。
4)、學習策略的指導
本節課將在課堂活動中讓學生圍繞著課堂任務在小組中分工合作，在活動中相互探討、相互交流、相互合作，從而獲得知識、技能和情感體驗，發展他們的能力。創建開放式，探究式的課堂，有意識滲透學習策略的訓練。我讓學生觀察課件畫面，回答問題，讓學生學會使用認知策略;讓學生表演對話，實現交際策略;引導學
3、教學手段
多媒體輔助：將本課所需要的動畫、錄音、圖片、文字、圖表和音樂製成CAI軟體，使抽象的語言變得直觀，為學生運用英語進行交際創設情景，實現師生互動，生生互動和人機互動的多向交流。
⑽ 新人教版七年級上冊英語unit3課件
現代英語所使用的拼寫字母，也是完全借用了26個字母。
新人教版七年級上冊英語unit3課件
備課標
一、 語言知識與技能
1. 根據讀音規則和音標拼讀單詞。
2. 能夠表述詞語的基本含義、語法項目以及語言形式的基本結構和常用表意功能;
3．能在課堂活動中用簡短的英語進行交際，例如，能聽懂學習活動中連續的孫穗指令和問題，並做出適當反應；
4. 能聽懂有關熟悉話題的語段和簡短的故事，獲取相關信息。
5．能運用本單元的詞彙和語言形式就熟悉的話題進行簡單的交流；能運用本單元的詞彙和語言形式及所給提示游談簡單描述人、物、事件等；
6. 能在教師的指導下進行簡單的角色表演；
7.能正確地朗讀課文；能從簡單的故事和其它文體的短文中找出有關信息，抓住大意；
8. 每天課外閱讀量最少達到200詞。
9.能運用本單元的詞彙和語言形式以及參照範例（文章結構）描述系列圖片，編寫簡單的故事等，包括起草和修改。
二、 文化意識
10. 了解神凱碰語言的文化因素，體驗跨文化交際。
三、 學習策略
11-（1）利用讀音規則和音標拼讀詞彙，利用上下文、非語言信息等理解詞義，聯想學習和記憶詞彙，構詞法等。
11-（2）利用情境等理解語法結構和表意功能，發現語言規律並舉一反三。
11-（3）復習、整理歸納所學內容。
11-（4）利用預測、語調、重音、問題等來獲取聽力信息。
11-（5）在課內外活動中藉助體態語用英語交流。
11-（6）利用預測、跳讀、尋讀、細節讀等來獲取文章信息。
11-（7）仿寫短文，准備素材、起草短文並修改。
11-（8）明確目標，制定計劃，
11-（9）了解並跨文化交際（恰當使用）。
四、 情感態度
12．樂於參與英語活動，敢於用英語表達，積極與他人合作，體驗自己的學習效果。
備教學
重、難點
內容
課標具體知識、技能、文化目標
知識與技能、文化意識的重、難點內容
課標具體策略目標選擇
section A
section B
目標1
在讀寫過程中，能夠根據讀音規則和音標拼讀單詞。
11-（1）
11-（2）
11-（3）
目標2
詞彙：
pencil, book, eraser,box,
pencil-box, schoolbag,
dictionary ,his ,mine,
hers, excuse me, thank, teacher, about, what about, yours, for,
thank you for help, welcome ,
you are welcome,
語言形式：
(1)Is this your pencil?
Yes, it is./No ,it isn』t.
(2) Are these your books?
Yea, they are./No, they aren』t.
(3)What about this
dictionary?
（4）Thank you for your help.
You』re welcome.
(具體見grammar focus)
詞彙：
baseball,watch,
computer ,game, card,
ID card,hotebook,ring,
bag,in,library ,ask,ask..for,find,some,classroom,e-mail,at,call,lost,must,a set of
語言形式：
1. 同前面的語言形式。
2. How do you spell it?
3. Ask the teacher for help.
4. Call me at 685-6034.
目標3
課堂教學活動中的英語交際
11-（4）
11-（5）
目標4
1b,2a,2b
1c, 1d,
目標5
1a,1c,3a,3b，3c
1a,1b,1e,
11-（5）
目標6
2d
2b
目標7
2a,3a
11-（6）
目標8
3b
11-（7）
目標9
Identify ownership
11-（9）
備註：
目標12樂於參與英語活動，敢於用英語表達，積極與他人合作，體驗自己的學習效果。