新版新目标人教版七年级 Unit 2
人教版新目标七年级英语下册 Unit 2教学设计

人教版新目标七年级英语下册 Unit 2教学设计一. 教材分析人教版新目标七年级英语下册Unit 2主要围绕日常生活话题,让学生学会描述日常活动、表达喜好和计划。
本单元包括三个部分:听说课、读课和综合语言运用课。
听说课主要训练学生的听说能力,读课通过阅读提高学生的理解能力,综合语言运用课则培养学生的综合语言运用能力。
二. 学情分析七年级的学生已经掌握了基本的英语语音、词汇和语法知识,具备一定的听说读写能力。
但部分学生对英语学习仍存在恐惧心理,缺乏自信心。
因此,在教学过程中,教师需要关注学生的情感态度,激发他们的学习兴趣,提高课堂参与度。
三. 教学目标1.知识目标:学生能够掌握日常生活中常用的词汇和表达方式,如goto school, read books, watch TV等。
2.能力目标:学生能够在真实情境中运用所学知识进行日常交流,提高听、说、读、写的能力。
3.情感目标:学生能够积极参与课堂活动,提高学习英语的自信心和兴趣。
四. 教学重难点1.重点:学生能够熟练运用日常词汇和句型描述日常生活。
2.难点:学生能够正确使用一般现在时表达习惯性动作和喜欢的事物。
五. 教学方法1.任务型教学法:通过完成各种实际任务,让学生在实践中学习、运用英语。
2.情境教学法:创设真实的语境,激发学生的学习兴趣和积极性。
3.情感教学法:关注学生的情感需求,营造轻松、愉快的学习氛围。
六. 教学准备1.教师准备:提前备课,熟悉教材内容和教学目标。
2.学生准备:预习新课内容,复习相关知识点。
3.教学资源:准备多媒体教学课件、图片、实物等。
七. 教学过程1.导入(5分钟)利用图片或实物展示日常生活中的人物和活动,引导学生谈论他们的日常喜好。
例如,展示一张学校操场上的图片,让学生描述图片中学生在做什么。
2.呈现(10分钟)教师通过PPT展示本节课的主要词汇和句型,如go to school, read books, watch TV等,并用例句展示如何运用这些词汇和句型。
Unit 2单元复习知识点 人教新目标英语七年级上册

Unit 2 Is this your pencil?一.语法知识:1)人称代词作主语时用主格,作宾语时用宾格。
①I am hungry, please give me something to eat.我饿了,请给我一些吃的东西。
(作主语) (作宾语)① ①( ) like ( ). and ( ) likes ( ),too.--我喜欢她,她也喜欢我。
2)你,我,他:you, he, and I我和你:you and I3)形容词性物主代词修饰名词(即必须放在名词前面),相当于形容词,在句中作定语。
名词性物主代词相当于名词(即指代名词,后面不能再加名词),在句中作主语、表语或宾语。
①This is your ruler, it is not mine.这是你的尺子,不是我的。
①________________________________这是他的书,你的在桌子上。
①__________(他) doesn't have an eraser,_________(我的)is in the bag. Give__________(你的)to__________ .(他) 他没有橡皮擦,我的在包里。
把你的给他吧。
2.Is this/that..,?这/那是...... 吗?Yes, it is. / No, it isn’t.是的,这/那(它)是。
/不,这/那(它)不是。
①回答时,要用it来代替this和that。
Is this/that your ruler? Yes, it is. /No, it isn’t.不可回答Yes, this/that is, / No, this/that isn't.3. Excuse me.请原谅/打扰了(客套语,用于问别人问题、请别人帮忙、打断别人说话等场合。
)Sorry/I’m sorry.“对不起,抱歉”(用于向别人表示歉意)A: Excuse me. Where is my pen?打扰了,我的钢笔在那?B: Sorry/I'm sorry. I don’t know.对不起,我不知道。
人教版新目标英语七年级下册unit2全单元教案

Unit 2 Where is the post office?Language goals:●In this unit students learn to talk about asking for and give directions on thestreet.New languages:●Excuse me, is there a bank near here?●Y es, there is. It’s on Center Street.●Where is the pay phone?●It’s across from / next to / in front of / behind the library.●It’s between the post office and the library.●Just go straight and turn left.●Turn left on First Avenue.●T ake a walk through the park on Center Avenue.●There is a clean / dirty park near my house.Difficult points:1. Listening for the information of the names of the neighborhoodRead the tour guide and an e-mail from a friend you’re going to visit.Write the dialogues about asking the way and giving directions.2. Where questions.Affirmative statementsPrepositions of placeTeaching aids:● A tape recorder●Some picturesTeaching periods:Period 1: Section A1a, 1b, 1cPeriod 2: Section A2a, 2b, 2cPeriod 3: Section A3a, 3b, 4Period 4: Section B 1a, 1b, 1c, 2a, 2b, 2cPeriod 5: Section B 3a, 3b, 3c, 4Period 6: Self CheckTeaching aims:1. T each vocabulary words.2. T arget languages: Is there a bank near here? Y es, there is. It’s on CenterStreet.3. Enable the students to ask for and give directions on the street.4. Help the students to ask for and give directions on the street.Teaching procedures:Step 1. Warming upShow three pictures prepared before class to the students. There is acat in a box in picture 1. There is a cat on a box in picture 2. There is acat under the box in picture 3.Then ask some students to ask and answer these questions.Step 2.Match work (2a)Ask the students to read the picture and the words in the numbered list.Ask the students to match each word or phrase on the list with one of the pictures.Then check the answers.Present the new sentence patterns.Then ask the students to read the dialogue in the picture.Step 3. Listening (1b)Ask the students to listen to the conversations and circle the places in 1a.Change the roles and do the same again.Then students ask and answer without the help of the recording.Step 4. PracticePoint to the different locations shown in the picture. Ask different students to name each one.Then point to more locations and let the students to practice more.Homework1. Practice the conversation in the picture on page 7.2. Learn the new words and phrases in this period by heart.Teaching aims:1. Learn the vocabulary words and useful expressions.2. T arget languages:The pay phone is across from the library.The pay phone is next to the library.The pay phone is between the post office and the library.The pay phone is on Greet Street.The pay phone is in front of the library.The pay phone is behind the library.3. Enable the students to talk about the position of a place.4. Help the students to talk about the position of a place.Teaching procedures:Step 1. Revision and warming upCheck the homework by talking about the pictures on page 7 with thestudents or prepare some other pictures with different buildings in itand let the students practice asking and answering questions aboutthe places.Ask the students to practice more.Step 2. Presentation (2a)Introduce the items across from, next to, between, in front of, behindand on.Draw the following picture on the blackboard.Park 3 Centre StreetEncourage or help the students to answer: It’s across from the library.The same way goes with next to, on and in front of.Ask the students to match each sentence with one of the pictures.Then ask the students to read the six sentences and match thesentences the pictures.Check the answers.Step 3. Listening(2b)Review the buildings and street names in Activity 1a and the sixsentences in 2a.The read the six sentences in 2b to the class.Ask the students to listen to the recording and fill in the blanks.Play the tape. Check the answers.Step 4. Practice (2c)Ask the students to repeat the conversations after the recording.Ask the students to do the Pair work asking and answering questionsabout the places in 1a.Step 5.Grammar FocusAsk the students to read the sentences in the grammar box aloud. Theask them to answer the following questions. Explain some languagepoints if t he students can’t understand.HomeworkAsk the students to practice talking about their neighborhood in pairs.Period 3T eaching aims:1. T each vocabulary words.2. T arget languages:Just go straight and turn left.It’s down Bridge Street on the right.It’s next to a supermarket.3. Enable the students to talk about the neighborhood.4. Help the students to talk about the neighborhood.Teaching procedures:Step 1. RevisionLet the students look at the picture in activity 1a. And ask somestudents to answer some questions in order to check the homework.Say, Is there a library near here? Where is it? Is there a bank near here?Where is it?Put up the picture of activity 2a on the blackboard and ask them tomake conversations.Step 2. Presentation (3a)Guide the students to guess the meanings of the three traffic signs.Show the pictures and ask some questions about the pictures.Then ask the students to hold up their left hands and then their righthands to practice “left” and “right”.Point to the picture and let the students read the conversation.Ask the students to read the conversations. Then ask them to find Pauland Nancy in the picture.Ask the students to role play the conversation then point out the placethat Paul wants to get to.Step 3. Complete the conversations (3b)Ask the students to make conversations and answer the questionsbelow each picture.The students point out the place in the picture. And write down theanswers on the line in the pictures. Or ask a pair of students to say theconversation, the others point to the speakers’ place.Step 4. GameAsk the students to look at the picture in Activity 1a and name all the buildings.Ask some students to read the conversation in the picture in Activity 4.And then explain the instruction to the student.Then ask some groups to present their work.HomeworkAsk the students to make a similar conversation to that in Activity 3a. Period 4Teaching aims:1. T each vocabulary words.2. T arget languages:Is there a big supermarket near your house?Y es, there is.There is a big supermarket.No! There is a small supermarket.3. Enable the students to describe the neighborhood.4. Help the students to describe the neighborhood.Teaching procedures:Step 1. RevisionCheck the homework by asking the following questions.Say, Look at the picture in activity 3a. Suppose you are standing nearthe building on the side of New Street. Please answer my questions.Excuse me. Is there a pay phone in the neighborhood?Ask another student to answer questions.Give more students chances to practice this dialogue.Step 2.Match work (1a)Bring in some objects or pictures to the students. (Two rulers, one is old,the other is new. Two boxes, one is big and the other is small. Two bottles, one is clean and the other is dirty. Two pictures of a street, one is busy and the other is quiet.)Say, Look at the rulers, please. Can you find the difference between them? Y es. This one is old. (Show the old ruler.) And this one is new.(Show the new ruler.) Do you understand old and new?Ask the students to talk about the picture.Point to each half of each picture and ask about the difference between the halves.Go on with the other pictures to teach the language items.Ask the students to match the words with the pictures.Step 3. Pair workCall attention to the conversation in the picture.Then ask the students to work in pairs and take turns asking each other questions about the things on the list of phrases in activity 1a on page 7. Step 4. Listening (2a, 2b)Ask the students to listen to the tape and circle the places in 1a.Say: Now please listen to the tape again. Listen to it and draw the places in Michael’s neighborhood on the street map. Just listen.Play the recording.Play the recording again.Then have some students show their completed drawing to the class. Step 5. Pair workAsk the students to work in pairs talking about drawings to the class.Then ask some pairs to present their dialogues to the class.Ask the students to work in pairs, draw a map of their own neighborhood and practice asking and answering questions about the places they live in.HomeworkAsk the students to make similar conversations to that in Activity 1b.Period 5Teaching aims:1. T each vocabulary words.2. T arget languages:Turn left on First Avenue and enjoy the city’s quiet streets and small parks.T ake a walk through the park on Center Avenue.This is the beginning of the garden tour.Bridge is a good place to have fun.3. Enable the students to write a tour guide and draw the rout to somewhere.4. How to write a tour guide and draw the rout to somewhere.Teaching procedures:Step 1. RevisionCheck the homework by asking about the student’s neighborhood.Ask the students to work in pairs.Ask the students to work in pairs.Then ask some pairs to present their conversations to the whole class.Step 2. Reading (3a, 3b)Ask the students to read the tour guide.Divide the whole class into four groups to have a quiz.T ell the students to keep these words down and make at least two sentences with each word after class.After that ask the students to look at the pictures and fill in the blanks for this tour guide.Step 3.WritingAsk the students to write a tour guide with the students.Names of buildings and locations.Description wordsWords that talk about positions.Words that talk about directions.Step 4. Pair work (4b)Learn to draw a picture of neighborhood. First ask the students toanswer the questions according to the pictures.Then ask the students to draw a picture according to the followingconversation.Then ask students to present their drawings to the whole class.Homework1. Ask the students to talk about the street and buildings in their ownneighborhood.2. Ask the students to make sentences with the description words they keptdown in the class.Period 6Teaching aims1. T each vocabulary words.2. T arget languages:I know you are arriving next Sunday.Let me tell you the way to my house.I hope you have a good trip.3. Enable the students to write about the neighborhood.4. Help the students to learn how to write about the neighborhood.Teaching procedures:Step 1. RevisionCheck the homework by asking and answering some questions.Give more students chances to practice.Step 2.Key word check(1)Ask the students to check the words they know.Then ask the students to do the some exercises.Step 3.Vocab-Builders (2)Expand the students’ vocabulary.After that ask the students to share their list with other students.Step 4. ReadingAsk the students to read the letter and draw the rout on the map.Ask the students to change the letter into a telephone conversation.Let the students pay attention to the pictures.Say, Look at the picture of Sally. How old do you think she is? Where do you think she is from? What language do you think she speaks? What do you think she likes?What do you think she dislikes?The same step goes with Jim and Julie.After a few minutes, ask some students to read their descriptions to the class.Step 5. Just for Fun!Call attention to the conversation in the cartoons.Ask the students to read the conversation and then answer the questions.HomeworkAsk the students to do the following:1. Suppose your friend is going to visit you. He doesn’t know the way toyour house. Write a letter to him to tell him the route from the bus stop to your house.2. Review the next unit.。
人教版(新目标)初中英语七年级下册Unit 2预习自学

Unit 2单词(音标)up [ ʌp] adv. 向上get up 起床;站起dress [ dres] v. 穿衣服 n. 连衣裙getdressed 穿上衣服brush [ brʌʃ] v. 刷刷净 n. 刷子tooth [ tuːθ] n. ( pl. teeth[ tiːθ]) 牙齿shower [ ' ʃaʊə]n.& v.淋浴n. 淋浴器(间)take a shower 洗淋浴usually [ ' ju: ʒuəli] adv. 通常地;一般地forty [ ' fɔ:( r) ti] num. 四十wow [ waʊ] interj.(表示惊奇或敬佩)哇;呀never [ ' nevə( r)] adv. 从不;绝不early [ ' ɜːlɪ]adv.& adj. 早(的)f i fty [ ' f ɪ ftɪ]num. 五十job [ dʒɒb], [ dʒɑːb] n. 工作;职业work [ wɜːk] v. & n. 工作station [ ' steɪʃn] n. 电( 视) 台;车站radio station 广播电台o' clock [ ə' klɒk], [ ə' klɑ: k] adv.(表示整点)…… 点钟night [ naɪt] n. 晚上;夜晚funny [ ' fʌnɪ] adj. 奇怪的;滑稽好笑的exercise [ ' eksəsaɪz]v.& n. 锻炼;练习on weekends ( 在) 周末best [ best] adj. 最好的 adv. 最好地;最group [ gruːp] n. 组;群half [ hɑːf], [ hæf] n. & pron. 一半;半数past [ pɑːst],[ pæst]prep. 晚于;过(时间) adj. 过去的quarter [ ' kwɔː( r) tə( r)]n. 一刻钟;四分之一homework[' həʊmwɜː( r) k] n. 家庭作业do( one’ s) homework 做作业run [ rʌn] v. 跑;奔clean [ kliːn]v. 打扫;弄干净 adj. 干净的walk [ wɔːk]n.& v. 行走;步行take a walk 散步;走一走quickly [ ' kwɪkli] adv. 很快地either [ ' aɪðə( r)], [ ' iː ðə( r) ] adv. 或者;也(用在否定词组后)either… or…要么……要么……;或者……或者……lot [ lɒt], [ lɑ: t] pron. 大量;许多lots of 大量;许多sometimes [ ' sʌmtaɪmz] adv. 有时taste [ teɪst]v. 有……的味道;品尝 n. 味道;滋味li fe [ laɪf]n. 生活;生命Rick [ rɪk] 里克(男名)Jim [ dʒɪm] 吉姆(男名)Scott [ skɒt], [ skɑ: t] 斯科特(男名)Tony [ ' təʊnɪ] 托尼(男名)unit2电子课本Liaten and match the timea with the actions. Draw lines from the clocksto the pictures.Snident A ie the interviewer. Student B is Rick. Ask amd axxswerquestions about Rick's day.A: V 'ha c t tim dci yo u usually take a s lioive r, Rick * B : 1 us my take a sh never aI s ix fo rty.Match theactivi£ics wiEts tJze pictures.1. ,lot up c?. gn tn sChnnlri t si x i hi r r yWhos tiry›c dg ypuusmlly get up7Jim hassisters. Jim’s familyhas _ xhuxvcr.Ltccers agaJxs. Cossp!ete tbe shower schedcsle £orJiza*c fiuoJ3y'.Tims5:3¢linterviewer: -$cott has an inrcrext ing jrib. He wcirks at a radiri station.Scott, what time is your radio show?Ston: Interviewer: Scott:From bvelve o’clock at night to six oklock in the morning. What time do you usually get up?At eight thirty at night. ”thenI eat breakfast at nine.Interviewer: ‘Heat s a ftnftf¥y titTte fOr t›renkfast!S‹ort:Scoti:Yeah. After that, I usually exercise at a1›nut ten twenty. then do you go to «'ork?At 4•levcn t3’clock, .*cl I 'mnever late for work.tøte on •<cłændsüh< țjr î3 uc u14.Anna never eats breakfast.S. What rime does your be3t Friend go to sckooł7When do students usually do these things? h4atchthe activitie.s tenth the time of day..i .jiiartcr i‹› ten ii* ila.Check your answers with your partner.sListen rind circle the activities yuu hear.g= =p 5: 30.1. eat \ realm:1st 4. ¿u tu choul. in hnmc7. clcan i riy rel t3It1G. eat ‹4in n er9. t.Ake a is' all 1 O. t;ci ter b c dListen agatn. Wrtte Mtc titres text to tbe actioicies yotz circled In 1 c.AkandanswerquesConsaboutlom. ’Unit2 知识梳理◆短语归纳1.what time 几点2.go to school 去上学3.get up 起床4.take a shower 洗淋浴5.brush teeth 刷牙6.get to 到达7.do homework 做家庭作业8.go to work 去上班9.go home 回家10.eat breakfast 吃早饭11.get dressed 穿上衣服12.get home 到家13.either…or…要么…要么…14.go to bed 上床睡觉15.in the morning/afternoon/evening 在上午/下午/晚上16.take a walk 散步17.lots of=a lot of 许多,大量18.radio station 广播电台19.at night 在晚上20.be late for=arrive late for 迟到◆用法集萃1.at + 具体时间点在几点(几分)2.eat breakfast/lunch/dinner 吃早饭/午饭/晚饭3.thirty/half past +基数词…点半4.fifteen/a quarter to +基数词差一刻到…点5.take a/an+名词从事…活动6.from…to…从…到…7.need to do sth 需要做某事◆典句必背1.—What time do you usually get up? 你通常几点钟起床?—I usually get up at six thirty. 我通常6:30起床。
Unit 2 Section B 2a-2c 七年级英语上册课件(人教版新目标)

of介词,意为“属于(某人或某
物) 在第一张照片里 通常用f于irs表t示作无序生数命的词东前西面的要所加the, 属关系若。有物主代词则不加the:my
first photo
Who are in the next picture?
What is Cocnoe?xt “下一It个’s的a,d接o下g.来的”
M_y__b_r_o_th__er_s_,__B_o_b__a_n_d__E_r_i_c,_a_r_e__in__th__e_n_e_x_t_p_i_ct_u_r_e__.
*be动词的单复数取决于其后面的名词。
圈出正确的be动词。 1) In the next picture ( is / are) his cousin, Jane. 2) In the first photo ( is / are ) my grandparents.
人教新目标版 七年级(上)
Unit 2 This is my sister.
SectionB 2a-2c
Learning objectives
知识目标:1. 掌握本节课词汇:here, photo, of, next, picture, girl, dog 2. 掌握本节课目标语言。
能力目标:1. 进一步学习英文名字,并能分辨出名字的不同性别。 2. 能根据图片和描述,理解短文。 3. 能运用所学内容描述自己的家人及朋友。
What about the __n_e_x_t__ one?
Ⅱ. 根据对话内容,从方框中选择恰当的选项补全对话,其中 有两项多余。
A: Hello, Grace!
B: Hi, Alan! (1)___A____
人教版新目标七年级英语上册 Starter Unit2 教学设计

人教版新目标七年级英语上册 Starter Unit2 What’s thisin English? 教学设计Period 1 1a- 2e【导学目标】Ⅰ. Teaching Aims and Demands1. Guide the students to learn the letters Ii-Rr.2.Learn to ask the name of something, and ask the partner to spell the word. Ⅱ. Teaching Key Points1. How to read and write the letters Ii- Rr.2.Important sentence patterns:What’s this in English? It’s a /an….Ⅲ. Teaching Difficult PointsPay attention to how to use a/an before the nouns.【导学过程】Step 1. Lead in(3mins)Students sing the song, or the teacher asks some questions to review what they have learnt in last class.Step 2. 1a (4mins)1. Look at the pictures,and then learn the new words.2. Ask and answer the questions using the new words and the key sentences.3. Finish 1a and then check the answers.4. The teacher can ask again:Do you know when to use the “a” and when to use the “an”?Step 3. 1b (3mins)Students can read after the tape for several times. The teacher can also give them time to read by themselves.Step 4. 1c (4mins)1. Watch a video to know how to do it.2. Students can practice with his/ her partner or they can practice in groups. When they practice, they can change the roles.Step 5. 2a (4mins)1. The teacher can play the tape for several times.2. Ask the students to pay attention to the pronunciation and the intonation. Try to imitate.Step 6. 2b (4mins)1. Before listening, the teacher can introduce some listening skills to the students.2. Listen and number the letters you hear.3. Check the answers.Step 7. 2c (8mins)1. Ask students to look at the letters in 2c and pay attention to the orders of the writing. Then the teacher writes the letters on the blackboard or watch the flash on the screen. Try to write beautifully.2. All the big letters are written in the first and the second line.3. Write every letter in right order and try to write beautifully.4. Write from memory. Ask two students to write on the blackboard.The teacher can ask again:Among the 8 letters, which are vowels and which are consonants? Continuation: Classify the small letters according to the writing and classify the big letters according to the phonetic symbols.Step 8. 2d (2mins)Write the small letters for the big letters or write the big letters for the small letters.Step 9. 2e (3mins)Show “P, NBA, kg” and ask the students to read them first, and then guess what they stand for. If they have difficulties, the teacher can give them some help. Step 10. Summary (3mins)Help the students to summarize by themselves:1. New words.2. Sentence patterns:--What’s this/ that in English?--It’s a/ an……3. The use of “a/ an”.Step 11. Exercises (7mins)Try to finish the exercises on the guiding paper on time and hand in the paper after the class.【探究归纳】1.what疑问代词,意为“什么,什么样的人(或事物)”,用来引导特殊疑问句,位于句首。
人教版新目标七年级英语上册Unit 2第一课时Section A(1a-2d)教学课件

1. This is my D . His name is Tom.
A. mother
B. sister
C. grandmother
D. brother
2. —Bob, C is my brother Frank.
my friend Jane. Kate: Nice to meet you, Jane. Jane: Nice to meet you, too. Are those your parents? Kate: Yes, they are. Jane: And who’s he? Sally: He’s my brother, Paul. Jane: Oh, I see. Well, have a good day! Sally/Kate : Thanks! You, too. Bye!
2d 读对话,回答下列问题。
1). Who’s Kate? Sally’s sister.
2). Who’s Jane? Sally’s friend.
3). Who’s Paul? Sally’s brother.
1. These (this) are my friends, Mike and Frank. 2. Those are his brothers (brother) . 3. The two girls are my sisters (sister). 4. —Good morning, Linda. This (these) is my friend, Mary.
A. Yes, they are.
B. No, they aren’t.
七年级英语下册Unit2Whattimedoyougotoschool教案新版人教新目标版

②When does Scott go to work?
③He always goes to work at seven o’clock.
能力目标
1.掌握What time及When特殊疑问句及其答语。
2.熟练使用频度副词
Summarize how to use what time to ask about their daily activities.
培养学生探究、归纳总结能力。
续表
教学环节
教师活动
学生活动
备课札记
Step 8
Consolidation
教师设置巩固检测练习:
Ⅰ.用所给词的适当形式填空
1. What time do you getdressed(dress) every morning?
2. Ss talk about themselves in pairs.
通过利用“信息差”进行口语结对活动,在交流信息过程中,进行真实的交际问答活动。
Step 6
Role-play (2d)
1. Let Ss read the conversation of 2d and answer the questions below.
2. Play the tape of2a.
3. Let Ss look at the chart of 2b carefully.
4. Play the tape of 2b.
1. Ss read the sentences in the box in2abefore listening to the tapபைடு நூலகம்.
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These are my parents. _____ are workers! A.This B. He and she C. These D. they
These are my parents. _____ are workers! A.This B. He and she C. These D. They
i
f
g h j
l
i
i
i
c a k e u o p l
a j
h a
n
c h u y t e m i l
h b c v B m l e r
k k k w a t
p L n m a
n w a p p l
e l
p q o l
r
e t
p j
复数规则
① 一般在单数名词后加-s
• • • • • •
pear → pears → /z/ desk→ desks → /s/ pig→ pigs → /z/ bird → birds → /dz/ student →students → book → books → /s/
他们是this和that的复数形 式
注意 S 哦
• • • • Is this my pen? Is that Joe’s calculator? Are these your pencils? Are those his books?
近 远
单数 this(这个)
that(那个)
复数 these(这 些) those(那 些)
• 一、将下列名词变为复数形式 • girl _______ cat ______ sister ______ bird ______ glass ____ baby _______ tomato ______ wolf _____ fish ______ potato______
• 一、将下列名词变为复数形式 • girl _______ cat ______ sister ______ bird ______ glass ____ baby _______ tomato ______ wolf _____ fish ______ potato______
名词变复数不规则变化
man
men
名词变复数不规则变化
• 1. 改变部分字母:
• • • • • • • woman- women 妇女, man- men男人, policeman-policemen警察, child-children孩子, mouse-mice老鼠 , foot-feet脚, tooth-teeth 牙
清辅音后读/s/; 浊辅音和元音/z/ ; ds后读 /dz/ ;
/ts/
ts后读 /ts/;
② 辅音字母+y结尾的名词, 先变y为i再加es
• 注意:是辅音字母+y结尾的名词,若 city→ cities • 是元音字母+y的名词则直接+s。例如: story→→boys day →days stories boy • lady→ ladies • country→ countries
These或者those所指的事物再次被 提及时要用they,同理this和that再次提及 的时候用it.
These are my parents. _____ are workers! A.This B. He and she C. These D. They
These或者those所指的事物再次被 提及时要用they,同理this和that再次提及 的时候用it.
• • • • • • •
2.单、复数同形: Chinese – Chinese Japanese – Japanese sheep – sheep people – people deer – deer 请区别: Frenchman – Frenchmen German – Germans 中日不变英法变,其余s 加后面。
elder brother big brother
younger brother
aunt
uncle
my parents
cousins
How to introduce a person?
当面对面向别人介绍某 人时,通常 不用he is … 或 者 she is …,而用This is… 表示这位是!
Do you have a sister or a brother? Introduce them to us!
Words & Sentences
parents
grandma
grandpa
grandparents
sister
brother
younger sister
elder sister big sister
2) Here is
3) Here 4) Here
something for you.
some books. my toys.
are are
Have a nice day!
Have a good time!
除此之外,我们还可以说 The same to you.
或者 You, too.
Summary
读音为/z/
③ 以s, x, ch, sh结尾的名 词+es
• • • • glass→ glasses fox→ foxes bench→ benches brush→ brushes
读音为 / Iz /
④ 以 o 结尾的名词
• negro hero mosquito potato tomato • ↓ ↓ ↓ ↓ ↓ • negroes heroes mosquitoes potatoes tomatoes
4)Jack can speak Chinese,and his brother can also speak Chinese.
5)He knows Chinese as well.
Here are some apples.
Here + be + noun表示这里有……
e.g. 1) Here is your cap.
来试试中考题吧?
My father is a teacher. _______ saved four students from a falling building in the earthquake (地震). A. He B. I C. She D. You
(2008·大连中考)
来试试中考题吧?
7. -Who's that in the picture? A. It’s me B. That's I C. This is a boy D. It's I
7. -Who's that in the picture? A. It’s me B. That's I C. This is a boy D. It's I
一位黑人英雄被一只有毒的蚊子咬过以后, 只能吃土豆(马铃薯)和西红柿。
⑤ 以f(e)结尾的名词
一般变f(e)为v,再加-es
• knife→knives • leaf→leaves • roof 读音为 / z /
/ f / →/ v /
• They come from different ______ A.country B. countries C. a country D. countrys • How many ______ do you see in the picture? A. tomatos B. tomatoes C. tomato D. the tomato
单数
表示可以计算数目的人或物称为可数名词,表 示一个用单数,两个以上用复数。
.Find the food and drink words
t e a t h a d f m e a t g h g i b
f
r
d g w h m b r
o r
e a d w n k p a a
t r n
a n g e m n c p e a r
让我们一起看看 Parents 的小尾 巴——
Parents = father + mother
My parents _________ very kind. My father and mother ________ both teachers.
Tom and Judy _________ friends.
1.用too,also,either或as well填空: 1)I'll go to see the film, too. 2)If you don't come here, I shouldn't, either. 3)I, too , will help him.
1.用too,also,either或as well填空:
This is my sister.
Warming up
Well, parents always think we should like this!
However, this is the real situation between us.
Whatever, this is my family and lifelong friend. We can’t live without each other!
— Look! Do you know_____ man under the tree? — Sorry. It’s too far to see ____ clearly. A. this; him B. that; his C. this; her D. that; him (2010湖北黄冈)