初中英语
七年级上册
第一课时教学设计 Period 1 Section A (1a-2d)
一、教学目标：
1. 语言知识目标：
1) 能掌握下列词汇: pencil, book, eraser, box, pencil box, schoolbag, dictionary, his, hers, mine, yours, teacher, excuse me, You're welcome.
2) 能掌握以下句型：
①—Excuse me. Is this/that…?— Yes, it is. / No, it isn’t.
②—Excuse me. Are these/those…? — Yes, they are. / No, they aren't.
③What about …?
3) 能初运用名词性物主代词mine, yours, his, hers；理解名词性物主代词和形容词性物主代词在用法上的区别。
2. 情感态度价值观目标：
通过“识别物品的所属”的学习，让学生们学会爱惜自己的学习物品，养成照看好自己的物品的好习惯，发现不属于自己的物品，应及时归还物品的主人。该部分学习内容贴近学生的生活，谈论的主题是学生最关心的问题，极易于激发学生的主动性和学习兴趣。
二、教学重难点
1. 教学重点：
1）能口头应用以下句型：
①—Excuse me. Is this/that …?—Yes, it is. / No, it isn’t.
②—Excuse me. Are these/those …?—Yes, they are. / No, they aren’t.
③What about …?
2）能初步运用名词性物主代词mine, yours, his, hers；理解名词性物主代词和形容词性物主代词在用法上的区别。
2. 教学难点：
能初步运用名词性物主代词mine, yours, his, hers；理解名词性物主代词和形容词性物主代词在用法上的区别。
三、教学过程
Ⅰ. Warming-up and revision
1. Greeting the Ss. Good morning! /Hello!/ Hi! ...
2. Let some Ss show their family photo. Ask:
—Is this your…?—Yes, she/he is. /No, she/he isn’t.
—Are these/those your…?—Yes, they are./ No, they aren’t.
3. Collect some items (pen, ruler, cup, book, pencil…) from the students and ask:
What’s this in English?
What’s that in English?
(Help them answer like thi s: It’s a/an …)
Have them work in pairs to practice the questions.
4. Provide more words by showing the students the picture in 1a.
T: What can you see in the picture? Collect their answers. Also ask them to finish 1a by themselves. Check their answers.
4. Let Ss read the new words aloud after the teacher. Then try to remember the new words.
Ⅱ. Presentation
1. Pretend that you don’t know whose these things are and ask A:
“Is this your book?” And lead him/her to answer: “Yes, it is. It’s mine.”
Then take ano ther one and ask its owner: “Is this your schoolbag?” Help him/her to answer: “No, it isn’t. It’s his.”
Have the students ask and answer in pairs. (Maybe when they do this, they’ll make mistakes, so the teacher come to them and give them help if necessary.) Then ask them to act their dialogues out.
— Is this your book?
—Yes, it is. It’s mine.
— Is this your schoolbag?
—No, it isn’t. It’s his/hers.
2. Tell Ss: my book = mine; his book = his; her book = hers
Ⅲ. Listening
T: Now please listen to the three conversations, the first time you only listen. Then I play again. And this time you listen and number the conversations.
(Point to the boxes to show where students write the numbers for the conversations. Teacher plays the tape and students listen to it and finish 1b.)
T: Let’s check the answers, OK?
Ss: … (from left to right)
T: Thank you.
Ⅳ. Pair work
1. Get the students to work in pairs to practice these conversations.
2. Ask them to practice in groups. Walk around the classroom to check pronunciation and intonation. Then call some groups to perform their conversations in front of the class.
Ⅴ. Listening
1. Work on 2a.
T: Please look at the pictures in 2a. Can you say their English name?
(Teacher asks the students to name each one individually.)
S1: This is …
S2: This is …
S3: …
T: Now please take out the objects in 2a and put them on the desk. You will listen to a dialogue and please pick up the things you hear. Let’s see who will do fastest and best.
(Play the recording for the students to listen.)
（让学生把听到的物品选出来，放在自己的桌子上，让学生动手去做，比单纯的单词辨听更易引起学生学习的兴趣。）
T: Now let’s check the answers. Please hold the things you hear and say their English names, OK?
(Make sure students hold the things to show them to the other students.)
2. Work on 2b.
T: Now please read the words. One holds the things, the others read them aloud one by one.
(One student holds the things, and the other students say the words aloud.)
T: This time you will listen to the recording again, and you will write one of the words from the box on each blank line.
(Play the recording. Students listen and complete the conversation.)
T: Let’s check the answers. I’d like to ask three students to read the conversation in role.
(Three students read the conversation, filling the missing words. The rest of the students check their answers.)
Ⅵ. Pair work
1. T: Now please practice the conversation with your partner.
2. Ask some pairs to act out the dialogue in front of the class.
3. T: Now collect some more school things from your classmates. Then make a new conversation with your partner. Then practice your conversation.
4. Ask some pairs stand up and act out their dialogue using the school things they collected.
Ⅶ. Presentation
1. Take a pen and a dictionary from S1. Then ask another S
2. (S1= Li Ming, S2= Sun Tao)
T: Is this your pen, Li Ming?
S1: No, it isn’t. It’s his.
T: This is not Li Ming’s pen. It’s Sun Tao’s pen.
(Write Li Ming’s, Sun Tao’s on the blackboard. Tell Ss this knowledge is “名词所有格”，It is the same as my, his, her, your ...)
T: Then what about this dictionary? Is this your dictionary, Li Ming?
S2: No, it isn’t. It’s Sun Tao’s. (This time help S2 answer the question with “Sun Tao’s”)
2. Let Ss understand the using of “名词所有格”, and repeat the sentences:
This is not Li Ming’s pen. It’s Sun Tao’s.
What about this dictionary? It’s Sun Tao’s.
Ⅷ. Role-play
1. Read the conversation and underline the school things in the dialogue.
(Ss read the dialogue and underline the school things. Check their answers with their partner.)
2. Now look at the screen. Read the conversation again and match the things with its owner.
(Ss read the conversation and match the things with its owner. Check their answers with their partner.)
3. Let Ss read the dialogue after the teacher. Then let Ss practice the conversation.
4. Ask some pairs to act out the conversation in front of the class.
5. 评价：（让学生们对自己的表现及语言表达能力进行自我评价，在小组内评价，然后进行评出最优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。）Homework:
1. Let Ss collect their school things and try to say them in English.
2. Collect some things from your classmates. And make a conversation with your partner.
第二课时教学设计 Period 2 Section A (Grammar Focus-3c)
一、教学目标：
1. 语言知识目标：
1) 总结归纳辨认物品的所有者所用的句型。
①—Excuse me. Is this/that …?—Yes, it is. / No, it isn’t.
②—Excuse me. Are these/those …?— Y es, they are. / No, they aren’t.
2) 根据不同场景,能用英语对物品的所属进行提问和回答。
3) 培养学生听、说、读、写的能力及创新思维能力。
2. 情感态度价值观目标：
通过开展小组活动,指导学生积极与他人合作,相互学习、相互帮助,共同完成学习任务。
二、教学重难点
1. 教学重点：
1) 总结归纳辨认物品的所有者所用的句型。
2）通过进行不同形式的对话练习来熟练运用辨认物品所有者的句型，同时复习所学的学习用品的词汇。
2. 教学难点：
总结归纳辨认物品的所有者所用的句型；熟练运用这些句型。
三、教学过程
Ⅰ. Warming-up and revision
1. Greeting the Ss and Check the homework.
2. (Ask Ss to put some school things on their desks.)
Let some Ss stand up and say what school things they have.
3. T walks around the classroom, pick up the things and ask about them.
T: Is this your pen?
S1: Yes, it is. It’s mine.
T: Is this your eraser?
S2: No, it isn’t. It’s hers.
T: Are these your books?
S3: Yes, they are.
T: Are those your rulers?
S4: No, they aren’t. They are his.
Ⅱ. Grammar Focus.
1. 阅读指导：
1）老师总结已学过的辨认物品的所有者所用的句型。
第一类为辨认单个物品时，较近处的用Is this…; 较远处的用Is that…；回答用Yes, it is. / No, it isn’t.
第二类为介绍多个物品时，较近处的用Are these …; 较远处的用Are those … 回答用Yes, they are. / No, they aren’t.
2）物主代词分为两类，一类是形容词性物主代词，另一类为名词性物主代词。
在用法上形容词性物主代词+ 名词= 名词性物主代词
2. 学生阅读并完成下列句子。（可借助课件来完成此任务）
①这是你的铅笔吗？_____ _____ your pencil?
②是的。它是我的。Yes, ___ _____. It’s ______.
③那是你的书包吗？___ _____ your schoolbag?
④不是。它是他/她的。No, ___ ___. It’s ___/____.
⑤这是他的绿色钢笔吗？___ this ___ ____ pen?
⑥不是。那只蓝色钢笔是他的。
No, ___ ___. The ______ _____ is ______.
⑦这些是你的书吗？_____ ______ your books?
⑧是的。/ 不是。Yes, ____ ____. /No, ____ _____.
⑨那些是她的钥匙吗？_____ _____ her ____?
⑩不是。它们是她的。No. _______ hers.
3. 掌握下列缩写形式
①it is = ______ ②they are = _______
③is not = _______ ④are not = _______
⑤that is = _______ ⑥name is = ______
Ⅲ. Practice
1. T: Let’s work on 3a. Look at the pictures in 3a. We can see the first picture is close to us, but the second picture is a little far from us. When we ask about them, we must pay attention to the use of this, that, these and those.
2. Now try to complete the questions and answers about each picture.
3. Check the answers with the class.
4. Explanation:
①this/these “这，这个/这些”，用于指代在时间或空间上说话人较近的人或物。
②that/those “那，那个/那些”，用于指代在时间或空间上说话人较远的人或物。
Ⅳ. Practice
1. Let’s work on 3b.
T: Read the questions and complete the answers. You should pay attention to this/that and these/those。
2. Ss read the questions and answer the questions with their partner. Then write down their answers in the blanks.
3. Check the answers with the class.
Ⅴ. Game
1. Divide the Ss into five or six groups. Each group has six to eight students. All the students in a group put some of their school things into a box.
(T makes a model for the Ss.)
T: I have many things in this box. But I’m sorry I don’t know whose these a re. Could you help me find the owners? Let’s see who can find all the owners first and write the owners’ names in the chart. You only have two guesses.
Language used for the task:
T: Is this your math book?
S1: Yes, it is. It’s mine.
T: Is that your ruler?
S2: No, it isn’t. It’s hers. My ruler is blue.
T: Kim, is this your dictionary?
S3: No, it isn’t. It’s his.
T: Jim, are these your erasers?
S4: Yes, they are. They are mine.
T: Here you are.
S4: Thank you.
Ⅵ. Exercises
Do some more exercises.
(使用多媒体课件来做更多的练习题来巩固所学的知识)
Homework
1. Review the Grammar Focus again.
2. Play the game with your friends after class. Then write down the conversation on your workbook.
Unit 6 Do you like bananas?
一、单元教材分析
本单元的核心项目是“喜欢和不喜欢（like and dislike）”。围绕着这一中心项目，课文中设计了各种食物及水果的插图和不同形式的表格，让学生进行听、说、读、写等各种学习活动。通过本单元的教学，使学生学会询问对方与了解别人喜欢与不喜欢的食物，学会谈论自己与他人早、中、晚餐喜爱吃的食物，为其今后能在交际中恰当地表达自己的情感、灵活运用已经学过的常用功能项目、进一步学习并掌握新的语言功能奠定坚实的基础。本单元的重点内容仍然是行为动词在一般现在时句子中的使用，应该是上一个单元内容的延伸，通过本单元的教学，学生应初步掌握行为动词一般现在时的肯定句、否定句、特殊疑问句、一般疑问句的构成以及简单的回答。
二、单元学情分析
本单元的主题是使用动词like询问对方对食物的喜好；谈论自己与他人喜欢吃的食物，学习并掌握行为动词的一般现在时的使用。通过前一单元的学习，学生已经初步了解了行为动词一般现在时的构成及其使用，再通过本单元学生比较感兴趣的话题的操练，一定会使学生有更深刻的印象；同时教师要善于总结、比较以帮助学生了解构成规律，正确把握所学内容。
三、单元课时分配
本单元可用4课时完成教学任务：
Section A (1a-2c) 用1课时Section A (2d Grammar Focus-3c) 用1课时
Section B (1a-2c) 用1课时Section B (3a-Self Check) 用1课时
The first period
Section A (1a-2c)
一、教学目标：
1、语言知识目标：掌握蔬菜，水果的词汇；掌握Do you like …? 结构。
2、语言技能目标：学会询问别人喜欢或不喜欢的食物。
3、语言运用目标：学会询问别人的爱好；并能将调查结果做成口头和书面报告。。
4、情感目标
a.通过一系列的任务活动，鼓舞学生积极参与活动和积极学习英语，增加学生用英语表达的自信。
b.培养学生对同一事物要有不同的看法，能够做到各抒己见。
5．教学重、难点：
（1）重点：
关于水果、蔬菜的词汇；可数名词与不可数名词。
（2）难点:
动词like的肯定否定句、一般疑问句及肯否回答。
利用所学语言结构，进行简单交际。
二、教学过程：
环节（教师活动）过程（学生活动）设计目的
1.启动激活
任务时间
（2min）音乐导入。
学生观看动画儿童英语
歌曲
活跃课堂气
氛，作好热身准
备。
2.任务初步准备时间
（5min）
借助图片介绍新词并归
类。hamburgers, tomatoes,
broccoli, French fries, orange,
ice cream, salad,
strawberries, pears
(重点强化划线词汇，
学生较生疏)
1. Listen and repeat, then
read the new words group by
group.
2. Match the words with
the pictures in 1a on page 31.
通过兴趣激
活已有知识，学习
新单词。
3.Drill (3min)
运用图片询问
Do you like bananas?
引导学生做出回答。
根据图片回答问题。
语词归纳整
理，拓展。
播放视频Tom’s Dream观看视频，回答问题。强化语词运
用
1b: Listen and number
the conversations you hear.
1.Listen
and number the
conversations.
Then listen and repeat.
呈现新结
构，通过听力训练
强化句型结构。
4.巩固学习时间(15min)
1C: Practice the
conversations:
-Do you like salad?
-No, I don’t .
-Do you like bananas?
-Yes, I do.
转述为第三人称
对话接龙游戏(师生先做
示范，然后生生练习)
Ask and answer
通过两人
一组和四人一组
的对话训练，强化
新结构运用。
5.学习时间(5min)
2a,2b Play the tape for
students.
Listen to the tape and
finish the exercises.
通过听力训
练强化句型结构。
6.任务整合完成时间( 10min)
Interview your
classmates and make a survey
about their likes and dislikes
about food. Write a report,
read it to your class.
（教师先采访学生，并
做报告示范）
Group Work：
采访小组内成员喜欢与
不喜欢的食物，收集信息，最
后一起写出调查报告。
运用新语言
项目和结构，合作
探究
7. Summary (3min)
Make a summary
according to the students.
Let students talk about
what they learnt in the class.
学生总结，
教师补充，培养学
生归纳、整理知识
的能力。
8. Homework
(2min)
1.Remember the new words.
2.Write a report(报告).
Talk about you ,your classmate and your father or
mother.
在训练学生
的口语表达能力
的基础上训练写
作能力。
板书设计：
Unit 6 Do you like bananas?
Do you like …? I like ….
They I don’t like…
Does he li ke …?He /She likes…
She
Tom He/She doesn’t like…
七年级下册
七下Unit 3 How do you get to school? 第一课时Section A (1a-1c)
一、教学目标：
1.语言知识目标：
1) 能掌握以下单词：
train, bus, subway, ride, bike, foot,walk.
2) 能掌握以下句型：
①—How do you get to school? —I ride my bike.
②—How does Mary get to school? —She takes the subway.
2.Talk about how to get to places (谈论出行方式)
take the bus /subway /train /taxi , ride a bike /walk .
3.情感态度价值观目标：
让学生感受到他们学习英语是为了在现实生活中进行交流，而不单纯是为了英语课和应付考试而学习,了解东西方国家出行方式的不同，以及不同的交通规则,教育学生注意交通安全, 加深对交通知识的了解。倡导自觉遵守交通法规及礼貌,构建和谐的人际关系。了解交通的发展，培养创新精神。
二、教学重难点
1.教学重点：乘坐交通工具的表示方法.
2.教学难点：
—How do you get to school? —I take the …/ride …/ walk…
—How does Mary get to school? —She takes the subway.
三、教学过程
（一）Warming-up and Lead in
学生和老师进行简单的问候并播放英文歌曲Over the mountains
Ss : Good morning , teacher.
T: Good morning , class
T: Listen to the song and answer my questions.
Q1:How many kinds of transportation can you see?
Q2:What are they?
（二）Presentation
1.展示一张含有各种交通工具的图片，呈现有关交通工具的单词。
bike, car, ship, train, taxi, boat, plane, bus.
2. A guessing game.
Listen to sound of the transportation and guess what kind of transportation it is.
（三）Free talk
How do you get to school?
Ss: I take the bus /plane/ boat / ship / car / taxi
I ride a bike / motorbike
T: Do you know any other way?
2. Teacher shows pictures on the big screen .归纳出行方式和常用短语.
Ask some questions about how you get to…?
(让学生积极主动的思考想象总结，多媒体增加趣味性，加强直观性，效果事半功倍)
3. Show a picture about Part 1, on the screen.
Point at girls or boys in the picture.
Ask students to answer and write in the blanks.
S1 : How does he / she go to school?
S2 : He / She … …
（四）Practice
通过图片解释交通方式的不同表达方法。
ride a bike by bike 骑自行车
walks on foot 走路、步行
take the subway by subway 乘坐地铁
take the train by train 乘坐火车
take a car by car 乘坐小车
take the plane by plane 乘坐飞机
take the bus by bus 乘坐公车
take a boat by boat 乘坐船
(五) 1a
T: Look at the picture on your book. Match the words with the picture.
(学生们完成1a的学习任务，然后校对答案)
（六）Listening
1. Make sure the Ss know what to do. Give them an example if possible.
2. Read the names in the box.
3. Play the tape and check the answers.
（七）Pair work
Ask two students to read the dialogue in the speech bubbles to the class. Then ask students to work in pairs. Ask and answer how students get to school in the picture.
Finally ask some pairs of students to present their conversations to the class.
（八）A survey
Make a survery:How do your classmates get to school?
Classmates(同学)How to get to school?
Bob By bus
(九) Consolidation
Let students do some exercise.
(十)Homework
Write an article about how your families(家人）go to work.
七下Unit 3 How do you get to school? 第二课时SectionA 2a-Grammar Focus
一、教学目标：
1. 语言知识目标：
1) 继续练习谈论出行方式take the bus /subway /train /taxi, ride a bike /walk .
2）用不同方式练习how引导的特殊疑问句，表示乘坐何种交通工具的方式。how far, how long 引导的特殊疑问句。
3）复习基数词及时间的表示方法。
2. 情感态度价值观目标：
了解东西方国家出行方式的不同，以及不同的交通规则,教育学生注意交通安全, 加深对交通知识的了解。倡导自觉遵守交通法规及礼貌,构建和谐的人际关系。了解交通的发展，培养创新精神。
二、教学重难点
1. 教学重点：
1) how /how far /how long 引导的特殊疑问句.
2) 乘坐交通工具的表示方法.
3) It takes sb some time to do sth .
2. 教学难点：
—How do you get to school? —I take the …/ride …/ walk…
—How does Mary get to school? —She takes the subway.
—How long does it take? —It takes forty minutes.
—How far is it from… to…—It's… kilometers.
三、教学过程
（一）Warming- up and revision
1. Greet the Ss as usual. Then check the homework.
2. Go over the conversation in 2e.
（二）Presentation
1.58 fifty 103 one hundred and three 900 nine hundred
How long.....? Twenty-five minutes
How far.....? Ten kilo-meters
2.从一个地方到另一个地方花多长时间使用句型：How long does it take?
3.Ask and answer:How long does it take you to school?
It takes me...minutes to school.
4.快速抢答:How long does it take Zhou Bichang to get to the cinema?
(三)Pairwork
How long does it take he/she to get to school on foot/by bus/by bike?
It takes.......
How far is it from...to....?
It is....kilometers.
(四) Listening
1.1a:Listen to the tape and repeat the numbers.
2.Listen to the tape and finish 2b.
(五) Pairwork
Student A is Jane and Student B is Tom.
How do you get to school？
How long does it take …?
How far is it from … to …?
1.Read the conversation and answer the questions
2. Listen to the tape and role-play the conversation.
3. Retell the conversation and fill in the blanks.
Lisa: Hey, Jane. Is this your new ________?
Jane: Yes. _____________ every day. How do you get to school?
Lisa: I usually __________.
Jane: _______ is it from your home to school?
Lisa: I’m not sure … about 10 kilometers? ________takes about 20 minutes. __________ does it take you to get to school?
Jane: About 15 minutes ____ bike. It’s good exercise.
Lisa: Yeah. Well, _____________ at school.
Jane: You, too.
(六)Grammar Focus
1.Explain the chart to students and students read the sentences together.
2.3a: Match the questions with the answers. Then practice them.
3.Students finish 3b.
(七)A survey
Ask your classmates questions and write their names in the chart. The first student to fill in all the blanks wins!
Find someone who …Name
lives about five kilometers from school.walks to school.
takes a bus to school.
goes to school by bike.
needs about an hour to get to school
needs about 10 minutes to get to school.
(八)Homework
1.Copy the sentences in Grammar Focus.
2.Recite the conversation in 2e.
七下Unit 3 How do you get to school? 第三课时Section B 1a-1e
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词：
drive, live, stop, station, think of
2) 表达采用怎样的交通方式去某地：
Well, I ride my bike to the subway station.
Then I take the subway.
3) 听懂目标语言，获取相关信息的能力。
2. 情感态度价值观目标：
了解东西方国家出行方式的不同，以及不同的交通规则,教育学生注意交通安全, 加深对交通知识的了解。倡导自觉遵守交通法规及礼貌,构建和谐的人际关系。了解交通的发展，培养创新精神。
二、教学重难点
1) 通过进行听、说的训练，来提高学生们综合运用所学知识的能力。
2) 通过读、写的训练，来让学生们能真正在实际活动中运用所学的知识。
2. 教学难点
听力训练
三、教学过程
(一)Warming- up and revision
1. Greet Ss as usual.
2. Ask questions:
How do you get to school?
(二)Free talk and presentation.
1.What kinds of transportation have you used?
Where do you have to take them?
eg. You have to go to the bus stop to take a bus.
2.Show some pictures to show “bus stop” “bus station” “train station” “subway station” “airport”.
(三)Activity 1a and 1b
1.1a:Match the words with the pictures.
2.1b.Tell your partner how you get to school. Imagine you use two type of transportation.
e.g A: How do you get to school?
B: Well, I ride my bike to the subway station. Then I take the subway.
(四) Listening
1.Listen and check the things that Mary wants to know.
2.Listen again. How does Bob get to his grandparents’ home?
(五) Groupwork
How does Paul get to his uncle’ home?
First,he......
Next,he......
Then,he......
At last,he.....
(六)Pratice
Practice: I take the … to …
Students talk like this:
A: I want to go to…
B: How do you get to …?
A: Well, I ride my bike to the subway station. Then I take the subway.
(七) Review
Review the key vocabulary in this class.
get to his grandparents’ home,
walk to the bus stop,
ride a bike to the subway station, think of the trip
take the subway
(八)Homework
Write a passage about how your father gets to school.
八年级上册
Unit 5 Can you come to my party? 第二课时教学设计
一、教学目标
1. 学生学习如何写邀请函。
2. 学习完成任务所需要的语言：
1) 词汇：whom, calendar
2) 句子：
复习表达邀请, 接受和拒绝邀请的方法：
--- Can you come to my party?
--- Sure, I'd love to.
--- I'm sorry, I can't. I have to ...
--- I'm sorry, I can't. I'm doing ...
学习邀请函的写法
It's a ...
For whom: ...
Time: ...
Place: ...
3. 完成课本第26页Grammar focus, 27页3a, 3b, 4的教学任务。
二、教学环节
1. Warm-up
（老师事先要准备好录音机, 电子版教材。老师准备八张卡片，六张分别是No, 并带有一个活动：No. Go fishing; No. Wash the car;No. Study for a test; No. Help mom at home; No. Visit grandparents; No, go to a piano lesson, 另外两张是Yes.）
T: Do you like to play a game? Now we'll play a game. The name of the game is "Pick a card". I have eight cards. Two cards have the word Yes on them. Six of them have the word No along with the name of an activity. For example, a No card might say: No. Wash the car or No. Go fishing. Each of you will make an invitation. The student who answers will pick a card and give a correct answer according to the card. If you give a complete, correct answer, you have the chance to make another invitation. If not, the original student will go on. 我有八张卡片，其中有两张是带有Yes的，六张有No, 并有一个活动的名称。每个同学依次向下一位同学提出一个邀请，回应邀请的同学抽出一张卡片，按照卡片内容的提示，给出完整、正确的回复。回复正确继续向下一个同学提问，相反，仍由上一个同学继续。
每个同学先准备自己的邀请，然后要回复邀请的同学，从提出邀请同学手中随意抽取一个卡片，
依据卡片内容提示，回复邀请。
T: Hi, S1! Can you go to the beach with me?
S1: (S1抽取一张卡片)Yes, I'd love to.
S2, Can you play football with me?
S2: (S2抽取一张卡片)I'm sorry, I can't. I have to wash the car. S3, Can you go to the park with me?
S3: (S3抽取一张卡片) Yes, I have to help my mom at home.
T: S3 is wrong. S2 will go on asking.
S2: S4, Can you go to the park with me?
S4: (S4抽取一张卡片)I'm sorry. I am studying for a test. S5, Can you come to my party?
S5: (S5抽取一张卡片) Yes, I'd love to. S6, Can you go shopping with me?
S6: (S6抽取一张卡片)I’m sorry. I'm going to a piano lesson.
T: Excellent!
2. Revision: Grammar focus
T: Do you remember how to invite someone, how to accept or refuse an invitation? 你们还
记得怎样提出邀请，怎样接受或拒绝邀请吗？Open your books at page 26. Now, Let's review the grammar box. Read the questions and answers in the box. S5, S6 please.
S5: Can you come to my party?
S6: I'm sorry, I can't. I have to help my mom. Sure, I'd love to.
S5: Can she go to the movies?
S6: No, she can't. She's playing soccer.
S5: Can he go to the baseball game?
S6: No, he can't. He has to study.
S5: Can they go to the concert?
S6: No, they can't. They're going to a party.
T: Thank you. Here we have two ways to give reasons for saying no to an invitation. Look at the first answer: I'm sorry, I can't. I have to ... It means he or she has to do something. Let's look at the second answer: She can't because she's playing soccer. This talks about what she's doing as the reason she can't go. We say no to invitations by using have to or has to, or by talking about our future plans. 在拒绝他人邀请时，我们可以有两种方法，其一用have to, 表达不得不；其二用be doing，表述将来的计划。
3. Presentation
1) T: Before we have our birthday party. We have a lot of things to do. One of the most important things is to send invitation cards to our friends. Do you know how to write an invitation card? Look at the invitation on the screen. What is this invitation for?
Ss: A birthday invitation.
T: Yes. Who can read the invitation? S7, please.
S7: It's a birthday party.
For whom: Lisa
Time: Friday, June 30, at four-thirty
Place: Lisa's house, 15th street
Come and have fun!
Unit 6 I'm more outgoing than my sister. 第一课时教学设计
一、教学目标
1. 教学目标
1)Knowledge Objects知识目标
In this unit, students learn to talk about personal traits and how to compare people. 学习谈论人的个性特征和如何比较人的个性特征。
Learn the rules of changing adjectives into comparative degree. Help to use comparative degree to compare two people. 学习把形容词变比较级的规则, 帮助他们用形容词的比较级比较两个人。
2)Ability Objects能力目标
To train the students ability of listening, speaking, reading and writing. To train the students ability of communicative competence. 培养学生听说读写和交际能力。
3)Moral Objects德育目标
To have students understand people have quite different traits, but they should overcome the bad habits and keep good healthy habits. To encourage students to be brave, honest, kind people. 让学生理解不同的人有不同的个性，他们要改变不良习惯，保有健康习惯。鼓励学生要勇敢，诚实，友善。
2. 学习完成任务所需要的语言：
1)复习表示个性特征形容词：tall, thin, short, longhair, short hair, funny, serious, outgoing
2)其他词汇：different, hair, heavy, heavier, quiet, quieter, same, serious, shorter, taller, thinner, twin, wild, wilder, calmer, smart, smarter, more than, more athletic , more popular, twin, both, be good at
3)句子：学习用比较级比较人
Tina is taller than Tara.
Pedro is funnier than Paul.
Tom is more athletic than Sam.
We're both short.
Is that Sam?
No, that's Tom.
He has shorter than Tina.
Is that Tara?
No, it isn't. Tara's shorter than Tina.
3.完成课本第31页1a, 1b, 1c, 2a, 2b, 2c和Grammar Focus的教学任务。
二、教学环节
1. Lead in and revision
T: I'm very glad to see you again. Do you remember what adjective words can describe people? 大家还记得我们以前学过的描述人的形容词吗？(出示幻灯片图片，让学生按座次依次说出描述人的形容词，所说单词顺序为：funny / humorous, easygoing / outgoing, serious, quiet, generous / mean, friendly / unfriendly, moody, smart, kind, shy, tall / short, thin / heavy, long hair /short hair)
(老师叫4-5个学生上台，描述学生的特征) T: What does Tom look like?
S1: He is very fat.
T: What about Sally?
S2: She is thin and has long hair.
T: Would you say something about Bill?
S3: I think he is funny.
T: Make a simple drawing of a boy and a girl on the board. Make the boy tall and make the girl a little taller than the boy. Write the name Judy under the girl and the name Bobby under the boy. Then compare Judy and Bobby and ask students to repeat the sentences: Bobby is tall. Judy is tall, too. Judy is taller than Bobby.
(拿两把尺子，比较长度) Then bring out two rulers of different length. T: This is a ruler. It's Bobby's. (longer) This is Judy's ruler. (long) Bobby's ruler is longer than Judy's.
2. New words
(Call two students who are good at basketball to stand up and ask the students) T: Do you think they're good basketball players?
Ss: Yes, we do.
T: Who are athletic?
Ss: Both.
T: Who are more athletic?
Ss: Victor is.
(把―athletic‖写在黑板上。Write ―athletic‖ on the Bb. 引导学生将该词变比较级。) T: How to change it into comparative degree?
S1: More athletic.
T: See the picture on the screen. (athletic – more athletic 读该词和该比较级的读音。) OK. Read after me. "athletic, more athletic".
Ss: Athletic, more athletic.
(看屏幕，比较郑秀文和张柏芝的头发长度。) T: Look at the two photos of the singers, say something about their hair.
S1: Sammy has shorter hair than Miss Zhang.
S2: Miss Zhang has longer hair than Sammy.
Show some new words on the screen. And change them into comparative degrees.
more adv. (构成含有三个或三个以上音节的大多数形容词及副词的比较级）更；更多的，更大的
than adj. （后接表示比较级的第二部分）比
calm adj. （心情）镇静的；无忧虑的
wild adj. 卤莽的；轻率的
Read the new words to students and ask them to repeat. T: More.
S1: More.
T: Than.
S2: Than.
T: Calm.
S3: Calm.
T: Wild.
S4: Wild.
3.1a
T: Now please open your books at page 31. First, look at the picture. How many people are there in the picture?
Ss: Nine.
T: Please tell me their names?
S: Yeah. Pedro and Paul, Tom and Sam, Tara and Tina.
T: Very good! Maybe they're having a concert. There are three teachers under the stage. Do you see the twins?Great! Who is taller, Pedro or Paul? Ask the students to repeat the following sentences:
Tina is wilder than Tara.
Tara is calmer than Tina.
Sam is wilder than Tom.
Sam has longer hair than Tom.
Tom is calmer than Sam.
Tom has shorter hair than Sam.
Pedro is heavier than Paul.
Paul is thinner than Sam.
Tell students to draw lines between the words of the opposite meanings. For example, tall and short. Ask students to do this activity individually. Then check the answers. Answers:
tall-short , longhair - short hair, thin-heavy, calm – wild (This activity introduces the key vocabulary.)
4.1b Listening听力练习
T: Twins are children born at the same time to the same parents. Sometimes they look exactly alike, but not always. The twins in this picture do not look exactly alike. Now we'll hear three conversation about people in the picture. They are all twins.
Listen to the conversation carefully and number the pairs of twins (1-3) in the picture. (Play the recording for the students and ask them to do this activity. 听音，标号) Answers: Sam / Tom 1, Tara Tina 2, Pedro / Paul 3. OK. Have you got the correct answers? Let's listen to the tape again. Please repeat. 让我们一起跟录音机再把对话读一遍。Girls ask and boys answer. Begin!
Conversation 1
A: Is that Sam?
B: No, that's Tom. Sam has longer hair than Tom.
C: Yes, and Tom's calmer than Sam.
Conversation 2
A: That's Tara, isn't it?
B: No, it isn't. It's Tina. Tina is taller than Tara. And she's also wilder.
Conversation 3
A: Is that Paul?
B: No, that's Pedro. Pedro's heavier than Paul. And Paul's shorter than Pedro.
5.1c Pair work
Practice the conversations in pairs. Students say one or more of their conversations to the class.
6.2c
1)First, ask two students to read the sample conversation to the class.
A: Is that Tara?
B: No, it isn't. It's Tina. Tara's shorter than Tina.
2)Then have students work with a partner. Make conversations about the other twins.
3)Next ask some pairs of students to say one or more of their conversations to the class.
A: Is that Paul?
B: No, it isn't. It's Pedro. Pedro is heavier than Paul.
A: Is that Sam?
B: No, it isn't. It's Tom. Sam has longer hair than Tom.
4)Look at the screen and tell the different and same between the twins.
T: Lucy and Lily are twins. They are both 6 years old. They both have long hair and black eyes. What other same things can you find? Class, look at them carefully and tell the difference by using the given words? Work in groups.
Group 1, student 1: Lucy is taller than Lily.
Group 2, student 2: Lucy is wilder, and more outgoing.
Group 3, Student 3: Yes, she is also more athletic.
7.Discussion
Words given:
short calm quiet easygoing tall
wild outgoing athletic
Now, the leader of each group stands up and say your ideas.
8.Pronunciation note
Write one of the example sentences from the picture on the board and circle the word than. Say, when we say the word than, we say it quickly. You don't hear very much of the sound. It sounds almost like this. Give several examples, pronouncing the word than lightly and quickly. Play the tape again to demonstrate this pronunciation point.
9.Listening
First read the words in the box to the students: funny, serious, outgoing, quiet. Tell students smart and athletic are new words. Explain the new words and tell students what they mean. Athletic adj. 体格强健的.
Then ask students to look at the picture. T: In this picture, Tina and Tara are talking to a reporter. I'll play the recording to you. Please listen carefully.请同学们看书32页，在图中，Tina 和Tara正在和记者交谈。听一遍录音，
T: Now, look at the chart in your book. Some of the sentences use the words they say end in –er or –ier. Some of the sentences use the word more.请看书中表格，他们说的一些句子以-er 或-ier结尾，有些词变比较级前面要用到more.
T: Now, listen to the recording again and write the –er and –ier words in the first column and the words that use more in the second column.现在，再听一遍录音，并将以-er或-ier结尾的词填在第一栏内，将前面加more 的词写在第二栏内。
Answers: Column 1 funny, quiet. Column 2 : outgoing, serious, smart, athletic.
Ask students to look at the boxes with the heading. Tina is ... Tara is ...
Listen to the recording again. This time write how Tina and Tara are different. Please write words in the boxes. These are the words from the list in Activity 2a. The words tell about each girl. Play the recording for students. Students write words in the two boxes. Pause when necessary so that students can finish their sentences. Then check the answers.
Answers: Tina is funnier, more outgoing, more athletic. Tara is more serious, quieter, smarter
10 Pair work对话练习
First let students look at the chart in Activity 2c. Ask two students to read it. Tell students
*** means Sam is taller than Tom.
Have students know they will talk about Sam and Tom in this activity.
Now tell students how to do this activity. T: Work in pairs, please. Student A in each pair looks at the chart on Page 36. Student B looks at the chart on Page 97. But you can't look at the page each other. Do you understand?
Ss: Yeah.
T: Now begin.
Student A: Is Tom more intellectual than Sam?
Student B: (Look at the answer on the chart on Page 97.) No, Sam is smarter than Tom?
Another example:
Student B: Is Sam taller than Tom?
Student A: Yes, Sam is taller than Tom.
11. Grammar Focus
Look at the screen. Read the following chart carefully and say the rules of changing adjectives into comparative forms.不规则的形容词的比较级
-er-ier more
calmer wilder
smaller taller shorter longer funnier
easier
athletic
difficult
初中英语语法词汇辨析之SodoISoIdoSoitiswith…
初中英语语法词汇辨析之S o d o I S o I d o S o i t i s w i t h… Newly compiled on November 23, 2020
词汇辨析之So do I, So I do, So it is with… 以上几种表示法都可用来表示对别人的话作出反应，但用法不同。 do I属于“So+do(be, have, can等)+主语”结构，它为倒装语序：so相当于in the same way(同样的)， I do属于“so+主语+do”(be, have, can等)结构，它为正常语序。So的意思相当于indeed, certainly(的确如此)，对别人的话作出肯定反应时用，如： A: I like English. 我喜欢英语。 B: So do I. 我也喜欢。 A: You like English. 你喜欢英语。 B: So I do. 正是。(我的确如此) A: I am very tired. 我很累。 B: So am I. 我也很累。 A: He is a good teacher. 他是位好老师。 B: So he is. 确实是这样。 A: She can speak English fluently. 她英语说得很流畅。 B: So can he. 他英语说得也很流畅。 A: She can speak English fluently. 她英语说得流畅。 B: So she can. 确实如此。 So do I是对肯定句作出反应，如果提出的话是否定的，则用Neither(Nor)do I. 如： A: He doesn’t like English. 他不喜欢英语。
初中英语：简单句的五种基本句型
初中英语：简单句的五种基本句型 1. S+V此句型的特点是:谓语动词是不及物动词,本身能表达完整的意思,后面不需跟宾语,但有时可跟副词、介词短语等作状语。如: He laughed. John has read widely. He lives in London. 2. S+V+O此句型的特点是:谓语动词是及物动词,不能表达完整的意思,必须跟有一个宾语。如: Our team beat all the others. 3. S+V+P此句型的特点是:谓语动词是连系动词,不能表达完整的意思,必须加上一个表明主语特征、身份、状态的表语。常见的系动词有:be(是),become(成为),get(变得),turn(变得),grow(变得),look(看起来),feel(感到),smell(闻起来),taste(尝起来),sound(听起来),seem(似乎),keep(保持),stay(保持)等。如: The rose smells sweet. 4. S+V+INO+DO此句型的特点是:谓语动词跟有两个宾语,这两个宾语都是动作的对象或承受者,其中指人的是间接宾语,指物的是直接宾语。当间接宾语放在直接宾语之后时,通常需要加介词for或to。可跟双宾语的动词 有:answer,bring,buy,find,get,give,lend,make,pass,pay,send,show,sing,take,teach,tell,write等。如: Mr. Li told us an interesting story. Would you please give this dictionary to Li Hua? 5. S+V+O+OC此句型的特点是:谓语动词虽然跟有一个宾语,但意思还不完整,必须加上另外一个成分(宾语补足语)对宾语进行补充说明。可以用作宾语补足语的有:名词、形容词、不定式、动名词、分词、介词短语等。如: We must keep our school clean. They made him their monitor. 【注】S=Subject(主语); V=Verb(谓语动词); P=Predicative(表语); O=Object(宾语);
中考介词in和with 用法
1.I don`t like a ___(rain) day. 2.Please tell Tom ___(call)me back. 3.____ is the weather like? It`s snowy. How. What. Where. Why. 4.____ ia it going? It`s great. How. What. Where. When. 5.Is he____? No, he’s ___ in the river. A. swims,fishing B. swimming, running C. swim,walking D. running, swimming 6.Hello!is that Linda speaking? Yes.______ Who’s that? Who’s it? Who are you? I’m Linda. 7.He often ____(watch)TV in the evening. But now he _____(read)a book. 8.My uncle is a ___(cook). 9.It’s a nice ____. A weather photo salad rice 10.After supper Mary often ___ along the river. Take a walk takes walk taking a walk takes a walk 11.How’s it going? _____. The weather is so cold. Preety good. Great. Terrible. Not bad. 12.Beijing ___ (have)a long history. 13.I am having a great time ____(visit)my grandmother. 14.We feel very ___ after the ___ (relax) vacation. 15.We are ___ vacation in Dalian. A in B on C at Dof 16.What ____ when it’s sunny? Aare you doing B do you do C does you D is he do 17.Tom like to go ___(skate) 18.Kate is very tired, so she needs ____(relax) 19.Would you like to ____ a photofor us? Sure. Agive B make C take Dget 20.Could you help me put up the maps on the wall?_____ A.No problem B. I hope so C. That’s all right D.That’s a good idea. 21.China plan to let Jim ____the Xisha Islands> Visit visits visiting visited 22.Where is Grace? She ____ IN THE yard. Reads read is reading was reading 23.Britain is ___ European country and Singapore is ___ Asian country A,a,a a, an the , an a ,the 1.I don`t like a ___(rain) day. 2.Please tell Tom ___(call)me back. 3.____ is the weather like? It`s snowy. How. What. Where. Why. 4.____ ia it going? It`s great. How. What. Where. When. 5.Is he____? No, he’s ___ in the river. A. swims,fishing B. swimming, running C. swim,walking D. running, swimming 6.Hello!is that Linda speaking? Yes.______ Who’s that? Who’s it? Who are you? I’m Linda. 7.He often ____(watch)TV in the evening. But now he _____(read)a book. 8.My uncle is a ___(cook). 9.It’s a nice ____. A weather photo salad rice 10.After supper Mary often ___ along the river. Take a walk takes walk taking a walk takes a walk 11.How’s it going? _____. The weather is so cold. Preety good. Great. Terrible. Not bad. 12.Beijing ___ (have)a long history. 13.I am having a great time ____(visit)my grandmother. 14.We feel very ___ after the ___ (relax) vacation. 15.We are ___ vacation in Dalian. A in B on C at Dof 16.What ____ when it’s sunny? Aare you doing B do you do C does you D is he do 17.Tom like to go ___(skate) 18.Kate is very tired, so she needs ____(relax) 19.Would you like to ____ a photofor us? Sure. Agive B make C take Dget 20.Could you help me put up the maps on the wall?_____ A.No problem B. I hope so C. That’s all right D.That’s a good idea. 21.China plan to let Jim ____the Xisha Islands> Visit visits visiting visited 22.Where is Grace? She ____ IN THE yard. Reads read is reading was reading 23.Britain is ___ European country and Singapore is ___ Asian country A,a,a a, an the , an a ,the
初中英语话题汇总
1. Personal information 一、Personal information From:七年级上Unit 1,Unit 8 Words:名词 ---name, telephone, phone, number, month, January, February, March, April, May,June,July,August,September,October,November，December 代词---your,his,her,she,my 数词—0—9,first---thirty-first 其它---yes,no,first,lsat 名词短语：first name,last name,middle school,phone number,telephone number,English test,school trip,birthday party,basketball game,soccer game,art festival,Sports Day,School Day,book sale 相关句型：What’s your name？ Alan. Hello,Allan.I’m Ms Brown. Nice to meet you. Are you Hellen? No,I’m not.I’m Gina. What’s your telephone number? It’s 281-9176. When is your birthday? My birthday is on May 2nd. When is her birthday? It’s in August. When is Sally’s birthday party? It’s on October 5th. 二.Physical appearance and personal traits From:七年级下Unit9,八年级上Unit3 Words： 形容词：tall, short ,heavy, thin ,ugly, beautiful, handsome, pretty, young, old,round, outging, serious, quiet, shy, popular, hard, hard-working, smart, lazy, brave, clever, lovely, lively,friendly, unfriendly, generous, humorous, funny,similar,fantastic,better,necessary,fast,early,hard 名词：face,mouth,eye,nose,glasses, 动词：sing,run,jump,work,study,put,describe 副词：loudly,quietly,clearly,truly,fast,early,hard 短语：be of medium height,be of medium build,look kike,wear glasses,a little,in the end,as long as,in fact,be different from,be similar to,the same as,bring out,care about,play the drums,get up What does he look like? He’s of medium build. Is he tall or short? He’s tall. Do they have straight hair or curly hair? They have curly hair. Is Tom smarter than Sam? No, he isn’t. Sam is smarter than Tom. Does Tara work as hard as Tina? Yes, she does. Who’s more hard-working in your class? Tina thinks she works harder than me. 三.Personal interest and hobby From:七年级上Unit5,八年级上Unit2 名词： sports, tennis-ball, ping-pong, soccer, volleyball, basketball, TV, housework, junk food 形容词：interesting,boring,fun,difficult,relaxing,easy, 副词：always,usually,often.sometimes,never 动词： do, does, have, has,go, get, play, like, love, let, sound, exercise, sleep,
初中英语教学的基本课型与教学模式
初中英语教学的基本课型与教学模式 听说课 一、教学流程 听说课以听说为主，读写结合，重在训练学生的听说能力。教材为我们提供了若干段听力素材和一段对话素材，教师要根据教学目标对这些素材深入研究和挖掘，灵活运用，为实现教学目标服务。 流程图 二、环节解读 课前预习 （一）预习词汇布置学生预习词汇，能够根据音标读出并了解汉语意思即可，培养学生自主学习词汇的习惯。单词学生能做到课前读译即可，更高的要求需要视学生水平而定。预习内容不要过多、过难；有布置，一定有检查。 （二）课前朗读朗读本课新单词、短语等，同时巩固预习效果。建议注重内容、形式的多样性和实用性，并持之以恒。 （三）每日播报建议每节课前安排一名学生准备2分钟左右的展示内容，可以独自也可与他人合作，以讲、演、唱等形式，轮流进行，人人参与。每日播报贵在坚持，教师应及时给予鼓励，树立学生信心。 课上探究 （一）新课导入
1.检查词汇预习：有布置有检查，采用多种形式检查学生对词汇的预习情况，可以采取学生结对、小组互查等形式； 2.展示新句型：教师通过创设情境导入本课的新句型； 3.专项练习：结合本课新单词对新句型进行专项练习，并为后面教学环节的展开扫清障碍。可采取学生个人、结对、小组合作等形式，以机械性操练为主，遵循单句、问答、对话，低起点、多层次，由易到难的原则。对新句型的专项练习，要充分利用本课新词汇，让学生理解词的意义和用法。本部分如果不需要成为独立部分，可以与三、3.的读后学部分结合起来。 （二）听力训练 教师先简要介绍听力素材的相关信息，如：人物、背景等。 1.多层听：根据听力素材内容和学生实际水平，深入挖掘素材，活用素材，设计由易到难，多层次的听力练习，使学生得到扎实有效的听力训练； 听力练习除了常用的判断、选择、连线等尽量设计有听后写的形式。本环节需要根据听力素材的难易度和学生水平进行合理设计和运用。 2.听后说：根据听力素材的内容和相关信息，结合本课的新知识，引导学生进行简单的说的训练，可采取造句、对话等形式进一步巩固对新知识的掌握并为对话学习做好铺垫。本环节根据听力素材设计，可以没有。 （三）对话处理 1.读前听：根据对话素材内容和学生实际水平，深入挖掘素材，活用素材，设计由易到难，多层次的听力练习，使学生基本掌握对话的主要内容并能得到相应的听力训练；本环节要求同上。如果本对话确实难度较大，作为听力素材有困难，可以跳过。 2.听后读（阅读）：学生默读对话，进一步理解对话内容。可以
初中英语话题作文【三篇】
初中英语话题作文【三篇】 【篇一】 Our life occur a lot of things nearly every day. Some we may forget and some we may remember. There is one thing I won’t forget forever. It is the birth of my little sister. Before she comes to the world, I have imagined thousand times what she looks. In fact, although I have guessed so many times, I still couldn’t hit the point. I never know that a newborn child will be so tiny and wrinkle. But she just likes an angel. Seeing her, I feel my heart get warm right away. I couldn’t forget the moment I saw h er. 在我们生活中几乎每天都会发生很多事情。有些我们可能忘记了，有些我们可能会记得。但有一件事我永远都不会忘记。那就是我的小 妹妹的出生。在她来到这个世界之前，我想象过千万次她的样子。事 实上，虽然我已经猜了那么多次，我仍然没猜中。我不知道一个刚出 生的孩子会是那么的小和皱巴巴的。但是她就像天使一样。看到她， 我的心都马上暖起来。我无法忘记见到她的那一刻。 【篇二】 Thanksgiving Day is coming soon, it is on the fourth Thursday in December. Thanksgiving Day is very popular in western country, on that day, people will make a big turkey to eat. The day is to in honor of Indian people’s great kindness. A long time ago, some puritans took the boat May Flower to Americafor freedom, but they suffered from starvation and illness, the Indian people helped them, gave them food and treat them. The puritan planted something, they
word完整版初中英语入门五种简单句
英语的句子按使用目的可分为陈述句、疑问句、祈使句和感叹句。 1）陈述句（Declarative Sentences）：说明一个事实或陈述一种看法。有肯定句和否定句之分。2）疑问句（Interrogative Sentences）：提出问题。有以下四种： a. 一般疑问句（General Questions）： Can you finish the work in time? 你能按时完成工作吗？ b. 特殊疑问句（W Questions; H Questions）： Where do you live?你住那儿？How do you know that? 你怎么知道那件事？ c. 选择疑问句（Alternative Questions）： Do you want tea or coffee? 你是要茶还是要咖啡？ d. 反意疑问句（Tag-Questions）： He doesn't know her, does he?他不认识她，对不对？ 3）祈使句（Imperative Sentences）：提出请求，建议或发出命令，例如： Sit down, please.请坐。Don't be nervous!别紧张！ 4）感叹句（Exclamatory Sentences）：表示说话人惊奇、喜悦、愤怒等情绪，例如：What good news it is!多好的消息啊！ A. 简单句的五种基本句型。 简单句的五种基本句型，对于提高同学们的听、说、读、写、译能力有至关重要的作用。下面我们就一起再来回顾一下简单句的五种基本句型吧！简单句的五种基本句型包括： a. 主语+连系动词+表语 (S+ Link-V+P) 此句型中的谓语动词为连系动词，作表语成分的有形容词、名词、代词、分词、不定式介词短语等。常见的系动词有be, feel, taste, smell, sound,seem, look(看起来)，get(变)，become(变),turn(变)等。 1）The story sounds interesting. 那个故事听起来很有趣。 她的梦想实现了。come true. Her dream has 2）我的书在书桌上。）3My books are on the desk. 这食物似乎不错seems ）4The food to be nice. 1 / 13 本句型的特点是连系动词+表语二者缺一不可。例如呜敨琠慥档牥愠杮祲和We in the classroom. She sixteen.都不成其为一个句子。汉语中形容词、介词短语、数词都可以用作谓语，但是英语中它们不能单独作谓语，它们前面必须加上一个系动词才能构成谓语。 Exercises:Put the following sentences into English. key 1 1. 李甜甜是个聪明的女孩。 2. 张飞在三年级六班。 3. 冬季白天短,夜晚长。 4. 早起有益于身体健康。 5. 这些玫瑰花闻起来很香。 b.主语+不及物动词 (S+V) 在此句型中，谓语动词是不及物动词，其后没有宾语。因为此句型中的动词表达的意思已经很明确，所以不需要跟宾语。有时为了表示动作发生的频率、程度、原因、结果、目的、场所、时间等，可以带状语修饰动词。如： 1）My head aches. 我头疼。 学生们正在听。2）The students are listening．
with的用法
一、with表拥有某物 Mary married a man with a lot of money . 马莉嫁给了一个有着很多钱的男人. I often dream of a big house with a nice garden . 我经常梦想有一个带花园的大房子. The old man lived with a little dog on the lonely island . 这个老人和一条小狗住在荒岛上. 二、with表用某种工具或手段 I cut the apple with a sharp knife . 我用一把锋利的刀削平果. Tom drew the picture with a pencil . 汤母用铅笔画画. 三、with表人与人之间的协同关系 make friends with sb talk with sb quarrel with sb struggle with sb fight with sb play with sb work with sb cooperate with sb I have been friends with Tom for ten years since we worked with each other ,and I have never quarreled with him . 自从我们一起工作以来,我和汤母已经是十年的朋友了,但我们从没有吵过架. 四、with 表原因或理由 John was in bed with high fever . 约翰因发烧卧床. He jumped up with joy . 他因高兴跳起来. Father is often excited with wine . 父亲常因白酒变的兴奋. 五、with 表“带来”,或“带有,具有”,在…身上,在…身边之意 The girl with golden hair looks beautiful . 那个金头发的女孩看起来漂亮. The famous director will come to the meeting with the leading actor and actress . 那个有名的导演将带着男女主角来到会场. A storm with a hurricane has come onto its way . 带有飓风的风暴要来了. Do you have money with you . 身上带着钱吗?
【初中英语】with的用法
【With的基本用法与独立主格】 with结构是许多英语复合结构中最常用的一种。学好它对学好复合宾语结构、不定式复合结构、动名词复合结构和独立主格结构均能起很重要的作用。 一、 with结构的构成 它是由介词with或without+复合结构构成，复合结构作介词with或without的复合宾语，复合宾语中第一部分宾语由名词或代词充当，第二部分补足语由形容词、副词、介词短语、动词不定式或分词充当，分词可以是现在分词，也可以是过去分词。With结构构成方式如下： 1. with或without-名词/代词+形容词； 2. with或without-名词/代词+副词； 3. with或without-名词/代词+介词短语； 4. with或without-名词/代词 +动词不定式； 5. with或without-名词/代词 +分词。 下面分别举例： 1、She came into the room，with her nose red because of cold.（with+名词+形容词，作伴随状语） 2、With the meal over, we all went home.（with+名词+副词，作时间
状语） 3、The master was walking up and down with the ruler under his arm。（with+名词+介词短语，作伴随状语。） 4、He could not finish it without me to help him.（without+代词 +不定式，作条件状语） 5、She fell asleep with the light on.（with+名词+现在分词，作伴随状语） 二、with结构的用法 with是介词，其意义颇多，一时难掌握。为帮助大家理清头绪，以教材中的句子为例，进行分类，并配以简单的解释。在句子中with结构多数充当状语，表示行为方式，伴随情况、时间、原因或条件（详见上述例句）。 1. 带着，牵着…… (表动作特征)。如： Run with the kite like this. 2. 附加、附带着……(表事物特征)。如： A glass of apple juice, two glasses of coke, two hamburgers with potato chips, rice and fish. 3. 和…… (某人)一起。
初三英语简单完成句子100句及答案
简单完成句子 1．对不起，我上课迟到了。 I'm sorry I'm __________________ class. 2.今天天气真好啊!既不冷也不热。 What a nice day! It's _________ cold _________ hot. 3.你父母正忙于工作。为什么不自己做呢？ Your parents are busy working. Why __________________ it yourself? 4.当李先生听到这个好消息时，兴奋得说不出话来。 Mr Li was _______ excited ________ say anything when he heard this piece of good news. 5.我一收到你的电子邮件，就告诉你叔叔。 I' ll tell your uncle about it ____________________________ I get your e-mail. 6.工人们建成这所医院花费了多长时间？ How long _________ it _________ the workers _________ build this hospital. 7. 英语和数学一样重要。 English ____________________________________ maths. 8. 郝老师不仅是我们的老师而且也是我们的朋友。 Mr Hao _____________________________________________. 9. 哈里·波特的故事真有意思，我们都喜欢。 The story of Harry Porter _____________ interesting _________________________ like it. 10. 工人们仅用七天的时间就建成了一座新医院。 ________ the workers __________________________________ build a new hospital. 11. 别扔了它，还有用呢。 Don’t ___________________ as it is still useful. 12. 奥运会期间，国家体育场每天都有成千上万的观众观看比赛。 During the Olympic Games, ________________ audience watched the games in the National Stadium. 13．该吃晚饭了。It's time to ________________. 14．你想来点儿面包吗? Would you ____________ some _____________ ? 15．安娜太小，还不能上学。 Ann is ________ young ________ go to school. 16．约翰跑得和我一样快。 John runs ________ fast ________ me. 17．布莱克太太经常在英语上帮助我们。 Mrs. Black often ________ us ________ our English . 18．你昨天花了多长时间做作业? How long ________ it ________ you to do your homework yesterday? 19．老师让我们每天说英语。 The teacher tells us ________________ English every day. 20．为什么不让孩子们做他们喜欢的事情? ________________ let the children do what they like? 21．当老师走进教室时，学生们立刻停止了谈话。
初中 英语 介词“with”的用法
介词“with”的用法 1、同, 与, 和, 跟 talk with a friend 与朋友谈话 learn farming with an old peasant 跟老农学习种田 fight [quarrel, argue] with sb. 跟某人打架 [争吵, 辩论] [说明表示动作的词, 表示伴随]随着, 和...同时 change with the temperature 随着温度而变化 increase with years 逐年增加 be up with the dawn 黎明即起 W-these words he left the room. 他说完这些话便离开了房间。2 2、表示使用的工具, 手段 defend the motherland with one s life 用生命保卫祖国 dig with a pick 用镐挖掘 cut meat with a knife 用刀割肉3
3、说明名词, 表示事物的附属部分或所具有的性质]具有; 带有; 加上; 包括...在内 tea with sugar 加糖的茶水 a country with a long history 历史悠久的国家4 4、表示一致]在...一边, 与...一致; 拥护, 有利于 vote with sb. 投票赞成某人 with的复合结构作独立主格,表示伴随情况时，既可用分词的独立结构，也可用with的复合结构： with +名词(代词)+现在分词/过去分词/形容词/副词/不定式/介词短语。例如： He stood there, his hand raised. = He stood there, with his hand raise.他举手着站在那儿。 典型例题 The murderer was brought in, with his hands ___ behind his back A. being tied B. having tied C. to be tied D. tied 答案D. with +名词(代词)+分词+介词短语结构。当分词表示伴随状况时，其主语常常用
【精品】初二英语简单句
初二（下）英语五种基本句型专项练习题 Ⅱ、口头翻译下列句子，标出句子的主语和谓语。 1. He is standing by the sea. 2. A yellow cat was sitting in the tree. 3. He often walked in the rain before. 4. They are still reading in the classroom. 5. I can write with your help. Ⅲ、标出下列句子的直接宾语和间接宾语。 1. Can you do me a favor? 2. Lei Feng set us a good example. 3. He found me my bike. 4. Tom lent her some money. 5. I'll write you a letter tonight. Ⅳ、标出下列句子的系动词。 1. We should keep cool. 2. When did you become a teacher? 3. How nice the meet smells! 4. KFC tastes nice. Ⅴ、标出下列句子的宾语补足语。 1. We must keep the room clean. 2. Internet makes our life better. 3. The teacher found the boy clever. 4. They get everything ready in time.
一、请判断下列句子的结构类型： 1.He is running. 2.The loud voice from the upstairs made him angry. 3.The little boy is asking the teacher all kinds of questions. 4.She seemed angry. 5.My father bought me a beautiful present. 6.Why do you keep your eyes closed？ 7.Will you tell us an exciting story？ 8.We must keep our classroom tidy and clean. 9.I heard the baby crying in the sitting room. 10.Can you push the window open？ 三、判断下列句子基本结构类型 1．Do you know her younger sister? 2．I got home after dark yesterday. 3．Bill always does very well at school. 4．What pet do you keep? 5．There were some students reading in the classroom then. 6．Amy always helps her mother after school. 7．Tom often makes his teacher angry. 8．Did you see anyone go into that house? 9．Helen looks very happy today. 10．I was born in a little town in the south of Taiwan. 四、判断句子各属于哪一基本句型。
初中英语语法(in、on、of、with、by、at等用法汇总)
in用在年月季节前，还有上午、下午等固定习语里 at用于传统的节日前，如at Christmas等；还有固定词组：at noon, at night;在点时间前用at 如at 7.15 on 用于具体的日期前，星期几，几号，包括那天的上午下午晚上等，如on Friday afternoon with:一、with表拥有某物 Mary married a man with a lot of money . 马莉嫁给了一个有着很多钱的男人。 I often dream of a big house with a nice garden . 我经常梦想有一个带花园的大房子。 The old man lived with a little dog on the lonely island . 这个老人和一条小狗住在荒岛上。 二、with表用某种工具或手段 I cut the apple with a sharp knife . 我用一把锋利的刀削平果。 Tom drew the picture with a pencil . 汤母用铅笔画画。 三、with表人与人之间的协同关系 make friends with sb talk with sb quarrel with sb struggle with sb fight with sb play with sb work with sb cooperate with sb I have been friends with Tom for ten years since we worked with each other , and I have never quarreled with him . 自从我们一起工作以来，我和汤母已经是十年的朋友了，但我们从没有吵过架。 四、with 表原因或理由 John was in bed with high fever . 约翰因发烧卧床。 He jumped up with joy . 他因高兴跳起来。 Father is often excited with wine . 父亲常因白酒变的兴奋。 五、with 表“带来”，或“带有,具有”，在…身上，在…身边之意 The girl with golden hair looks beautiful . 那个金头发的女孩看起来漂亮。 The famous director will come to the meeting with the leading actor and actress . 那个有名的导演将带着男女主角来到会场。 A storm with a hurricane has come onto its way . 带有飓风的风暴要来了。 Do you have money with you . 身上带着钱吗？ Take the umbrella with you in case it rains . 随身带伞，以防下雨。 六、with表想法，信念，态度与…一致 I agree with you on how to deal with it . 关于此事如何处理，我同意你的看法。 I believe with the headmaster that a good teacher should not only teach a student what to learn but also how to learn it . 我相信校长所说，一个好老师不但教学生学什么，而且应教学生怎