Unit4 Book2 revision
2019人教版七年级上册英语Unit 4 全单元教案
维
目
标
知识与技能
感知方位介词，提高学生语感和理解力。
学会礼貌交谈。
过程与方法
小组探究合作学习
情感态度与价值观
教学重点
1.熟练运用Where问句和一般疑问句及其回答。
2．掌握名词单复数及人称代词they的用法。
教学难点
1.掌握名词单复数及人称代词they的用法。
2.一般疑问句Is it …? Are they …?的回答。
2．Check the answers
3．Read
4．Translate and explain
Step 4: Section A 1c
1．Read
2．Practice
Step 5: Section A 2a
1．Look and say
2．Listen and number
3．Check the answers
Step 4: Section B 1c
1．Listen and circle
2．Check the answers
Step 5: Section B 1d
1．Listen
2．Listen and write
3．Check the answers
4．Read the tape script
Step 6: Ask and answer
A: What’s this? B: It’s a schoolbag.
A: Where’s the schoolbag? B: It’s on the desk.
2.Teach the new words and sentences like this.
3．Look and find
一年级英语上册 Unit4 Revision教案 人教新起点
Unit4Revision教学目标1．能够在看、听、唱、画、演、玩等多项活动中保持学习兴趣。
2．能够掌握第1～3单元重点词汇的发音和词义。
3．能够用big, small, long, short等词汇描述动物的特征。
4．能够用学过的交际用语互相打招呼、问候。
5．能够掌握五官和四肢的词汇，了解五官和四肢的功能。
6．能够根据第24课故事内容，进行角色表演。
Lesson19课前准备1．教学挂图。
2．教学录音磁带。
3．教学投影片。
教学内容A Look, listen and chant．通过歌谣来复习五官单词。
B Let's do and say．1．通过展示活动复习文具单词。
2．也可以用TPR复习第一单元所学习的课堂指示语。
如：Stand up! Show me your ruler!教学建议1．通过TPR活动复习五官单词。
如教师说“Touch your mouth．”学生就用手触摸自己的嘴。
2．教师出示教学挂图（没有五官的小丑的脸），要求学生先听录音，然后再根据录音将小丑的五官图一一贴上。
这项活动可以以小组为单位进行比赛，看哪个小组贴得最好。
3．看图，听录音。
教师指导学生边听边指，听到什么就指什么。
反复听几遍后再试着跟录音说。
4．学会儿歌以后，教师就可以让学生边唱边表演。
5．做B项活动时，可以先通过TPR活动复习文具单词。
如教师说：Show me your pencil! 学生就出示铅笔。
教师说：Touch your book．Open your book．学生按要求做动作。
6．听录音，试着跟录音说。
然后模仿教材上的图示边说边做活动。
7．录音材料：A项：CHANTHere is my hair．Here is my eye．Here is my nose, you see．Here is my mouth．Here is my ear．Here is my face．Here is me!B项：DIALOGUEBill: Here is my pencil．Lily: Here is my book．Andy: Here is my ruler．Joy: Here is my eraser．课堂学习评价1．引导学生把掌握复习内容的情况用和记入学习档案。
人教版PEP小学英语三年级下册 Unit4 单元教材分析及教案
PEP2 Unit4 单元教材分析一、教学内容：本单元以“寻找物品”这一话题，展开“Where？”的问答活动，引出表示方位关系的介词“in,on,under”和表示家庭中常见物品的单词。
“东西在哪里”这一话题与学生的日常生活密切相关，符合学生的心理年龄特征。
教学时，教师要创设符合生活实际的情境，利用生活中的实物,辅以歌谣、趣味性较强的小游戏等活动，充分体现学生的主体地位，体现英语教学的趣味性和实效性。
同时教师要注意让学生通过完成任务型活动感知新的语言点，培养学生的语言运用能力。
在前三个单元学习的基础上，教师可以借助已学的语音知识和拼读能力，从“音”人手，帮助学生能够根据元音字母Oo的短音发音规律正确拼读相应的词。
C部分的小故事有机地整合了本单元的主要词汇和句型，有趣幽默的故事情节引人入胜在阅读理解的基础上，可以鼓励有能力的孩子进行表演或给故事配音。
二、教学目标1.能够听懂、会说Where is…等询问方位的句子，并能在实际情景中进行运用。
2.进一步熟悉掌握一般疑问句的用法。
3.能够听说、认读一些方位介词及基本生活用品的单词。
4.能听懂所接触的指示语，并能按照指令做出相应的动作。
5.学会课本中的一首歌曲。
《Where is the toy car?》6.逐步养成自己收拾书包、玩具的好习惯。
三、教学重难点：方位介词的掌握与区别。
四、课时安排每日精选三题1. 判断划线部分发音是否相同A.catB.cake2.--The panda is from__________.A. the USAB.ChinaC.the UK3. 连词成句①he ②Is ③father ④your ⑤(?)______________________________________________________PEP Book2 Uni4 Where is my car?Part A Let’s talk一、教学内容PEP Book2 Unit4 A Let’s talk and Let’s play二、教学目标1.能听懂、会说并理解句子Where's ...? It's in / on / under....2.在创设的情景中，能用 Where's ...? 询问某物在哪里，并做简单回答。
英语2基础模块教案
Book 2 Unit 1 I laughed till I cried!课时：2课时一. 教学内容能够听懂并谈论家庭在假期中的活动，掌握提供以及询问过去的经历的词汇和句型。
二. 教学重点、难点⑴ 教学重点能够听懂并谈论家庭在假期中的活动，掌握询问以及提供过去的经历的词汇和句型。
⑵ 教学难点提供以及询问过去的经历的词汇和句型三.教学目标1. 知识目标⑴ 帮助学生掌握以下词汇：如ski, mountain, beach, sail, skate, vacation, wonderful, parent等⑵ 帮助学生掌握询问和提供过去的经历所使用的词组和句型，如：a. useful expressions about some activities: visit the zoo, go swimming / skating / skiing / boating / sailing / fishing, pick apples, climb mountains, play volleyball on the beach, etc.b. ask for and give information on past experiences:How was your vacation?It was wonderful / great / not bad.We had great fun.Where did your family go? / Where did you go?I went to …. / We went to ….What did you do there?2. 能力目标⑴ 学生能听懂关于询问和提供过去的经历的对话。
⑵ 学生能就过去的经历这一话题进行简单的交流，能够就这一话题询问和提供信息。
3. 情感目标在真实情景交流中，让学生学会与同伴分享自己的经历，健康快乐地成长。
四、教学步骤Step One Lead-in （25 mins）1. The teacher greets each student:Good morning.Nice to see you again.Welcome back to school.What did you do during your winter vacation? Did your family go somewhere?Did you enjoy yourselves?（设计意图：这是学生寒假回来的第一节英语课，和学生互相问候了之后，顺便聊到寒假里的活动是再自然不过的事了。
小学英语PEP四年级上册Unit 4 第二课时
The second periodPart A Let’s learn & Let’s do内容分析本单元学习的主题是家里的居室及相关设施。
教学内容主要是围绕着家人和朋友间的家居生活来展开。
教学重点是能够使用描述居室名称的重点词汇，在情景中运用重点句型询问人物或物品的位置并作出回答。
课时目标知识与能力1.能够听、说、认读单词或短语“bedroom, living room, study, kitchen, bathroom”。
2.能够熟练运用句型“Where’s Amy?”“—Is she in the study? —Yes, she is.”进行询问并作出回答。
3.能够听懂指令并根据指令语做出正确的动作。
过程与方法通过韵句激发学生的学习兴趣，帮助学生复习Let’s talk板块的内容。
再通过游戏复习重点句型“—Is it in the…? —Yes, it is./ No, it isn’t.”。
通过提问激起学生的学习兴趣，使学生在听录音时更有目的性，听的时候会更加认真。
再在同样的情境中进行对话练习，让学生能自如地运用本课的句型。
通过游戏进一步加深学生对新授词汇的熟悉程度，再结合句型来练习，使学生更熟练地掌握并运用本课的重点词汇和句型。
情感态度价值观锻炼学生运用语言的能力，提高学生参与英语学习的积极性。
教学重难点教学重点1. 能够使用描述居室名称的重点词汇。
2. 能够在情景中运用重点句型询问人物或物品的位置并作出回答。
教学难点能够听懂Let’s do 中的指令并根据指令做出正确的动作；能够正确匹配居室和活动。
教学准备教学课件、课文视频、单词卡片等。
教学媒体选择多媒体，录音。
教学活动1.角色扮演2.游戏3.观看动画4.小组合作竞争教学过程Step 1: Warm-up & Revision1. Greetings.2. Let’s chant.3. A guessing game.(课件出示：钢笔在书包、文具盒、桌子或盒子等任一物品里的图片)T: I lost my pen. Where’s my pen? Let’s look for it together. Is it in the…? Guess!S1: Is it in the box?T: Yes, it is. / No, it isn’t.…Step 2: Presentation1. Teach the new vocabulary and sentences.（1）Teach the word “study”.T: Where are my books? Look, they are in a room. (课件出示：书房中有很多书的图片) I have m any books in it. Oh, it’s a study! (课件出示：study的相关内容) (Write down the word “study” on the blackboard and teach it.)T: Follow me: study, st/st/-u/ʌ/-dy/di/, study/ˈstʌdi/.Ss: … (Read it together, then read it one by one.)T: What can you do in the study?Ss: Read a book.T: (课件出示：read a book的相关内容) Do you like reading books?Ss: Yes.T:Let’s go to the study and read a book. Follow me: Go to the study. Read a book.Write down the phrase “read a book” on the blackboard and teach the sentences “Go to the study. Read a book.”(2) Teach the phrase “living room”.Show a picture of a living room.(课件出示：客厅的图片)T: Is this room a classroom?Ss: No.T: What’s this?Ss: A living room.T: Yes. This is a living room. (课件出示：living room的相关内容) Follow me: living room, li/lɪ/-ving/vɪŋ/, living, o/u:/-room/ru:m/, living room.Write down the phrase “living room” on the blackboard and teach it.Ss:… (Read it in groups.)T: What can you see in the living room?Ss:I can see a table, a sofa, a…and a TV.T: Do you like watching TV? （课件出示：watch TV的相关内容）Ss: Yes.T:Let’s go to the living room and watch TV.Ss: OK.T: Go to the living room and watch TV. Follow me: Go to the living room. Watch TV.Write down the phrase “watch TV” on the blackboard and teach the sentences “Go to the living room. Watch TV.”(3) Teach the word “kitchen”.T: Oh, I read a book. I watch TV. Now I feel a little hungry. I want to have a snack. (课件出示：have a snack的相关内容) Follow me: have a snack, have a snack. Do you want to have a snack?Ss: Yes.Write down th e phrase “have a snack” on the blackboard and teach it.T: Oh, I can’t find any snacks. Where can we get snacks?Ss: Kitchen.T: Yes. (课件出示：kitchen的相关内容) Follow me: kitchen, ki/kɪ/-tch/tʃ/-en/ɪn/,kitchen.Write down the word “kitchen” on the blackboard and teach it.Ss: … (Read it one by one.)T: Let’s go to the kitchen and have a snack. Follow me: Go to the kitchen. Have a snack.Teach the sentences “Go to the kitchen. Have a snack.”(4) Teach the word “bathroom”.T: Haha, I’m full. (Touch the belly and yawn, looking sleepy.) I’m sleepy. Can I have a nap? (Help students understand with the action.)Ss:No, you’re dirty.T: Yes. Let me take a shower. (课件出示：take a shower的相关内容)Write down the phrase “take a shower” on the blackboard and teach it.T: Where can I take a shower?Ss: Bathroom. (课件出示：bathroom的相关内容)T: Yes. Follow me: bathroom, ba/bɑː/-th/θ/-bath, bathroom.Write down the word “bathroom” on the blackboard and teach it.Ss: … (Read it aloud or in a low voice.)T: Let me go to the bathroom. Take a shower. Follow me: Go to the bathroom. Take a shower. / Wash your face and hands. / Brush your teeth.Teach the sentences “Go to the bathroom. Take a shower.”(5) Teach the word “bedroom”.T:Now, I’m clean and I’m tired. I want to have a nap. (课件出示：have a nap的相关内容)Write down the phrase “have a nap” on the blackboard and teach it.T: Where can I have a nap?Ss: Bedroom. (课件出示：bedroom的相关内容)T: Follow me: bedroom, e/e/-bed/bed/, bedroom.Write down the word “bedroom” on the blackboard and teach it.Ss:… (Read it in groups.)T: Good. Follow me: Go to the bedroom. Have a nap.Do the corresponding actions and let students learn the new vocabulary above. Present the vocabulary “bedroom, living room, bathroom” on the PPT.T: Please read the words and the phrase together, and tell me what you find.Ss: …T: Great! They are all rooms and they all have the same word “room”.2. Let’s learn.（1）Show the pictures of “Let’s learn”. (课件出示：教材P39 Let’s learn板块的房间图片)T:Look, it’s a nice home. That is Amy’s cat. Where is the cat? Is she in the bedroom/ living room/ bathroom/ study/ kitchen?Ss: …T: Where is Amy? Let’s listen to the recording of “Let’s learn” and answer the question.(2) Listen and answer.Play the recording of “Let’s learn” and ask the questions.(出示课件)T: Where is Amy? Is she in the bedroom/ living room/ bathroom/ study/ kitchen?Ss: …T: Amy is in the study. Where’s Amy’s dad? And where’s Amy’s mum?Ss:Is he/ she in the…?（课件出示：点击学生问的房间，点进去看到爸爸在客厅，妈妈在厨房）（3）Ask students to listen to the recording again and read after it.(4) Act out the dialogue.Step 3: Practice1. Play games.(1) What’s missing?Present the vocabulary “living room, bedroom, study, bathroom, kitchen” on the PPT. Ask students to say the missing word or phrase quickly.（出示课件）(2) Guess words.Show the back of the word cards. Ask students to guess what the words or the phrases are. Students can say “Is it a…?”2. Let’s do.(1) Play the video of “Let’s do”. (课件出示：教材P39 Let’s do板块的视频) Ask students to read after the video.(2) Let’s match.T:Now, let’s match. I say the name of the room. You say what you can do in it and do the action. Then practice in pairs.3. Guess where Mike is.Present the picture of Mike’s home. (课件出示：Mike的家，猜他在哪个房间，猜对了，点开房间看到Mike)T: Look, this is Mike’s home. We can see a living room, a bedroom, a study, a bathroom and a kitchen in his home. But where is Mike? Let’s guess! You can say “Is he in the…?”S1: Is he in the living room?T: No, he isn’t.Step 4: Consolidation & Extension1. Talk about your home.Present a picture of a new home. (课件出示：新家的图片)T: Look, boys and girls! This is my new home. You can see a living room, two bedrooms, a study, a bathroom and a kitchen in it. I can watch TV in the living room.I can read a book in the study. I can have a nap in the bedroom. I can take a shower in the bathroom. I can have a snack in the kitchen.Take out the picture of your home. Talk about your home with your partners. Then introduce your home to us. (课件出示：句型This is my new home. You can see… I can…in…)Divide students into three groups. Lead students to work in groups. At last, ask some students to show in class.2. Let’s sing.Sing the song My home. (课件出示：教材P44 Let’s sing板块的歌曲)T: East or west, home is the best. We love our home. We love our family.板书设计作业设计完成《核心课堂》/《一本好卷》本节课习题。
小学英语教案：pep第二册教案第四单元
小学英语教案：pep第二册教案第四单元Unit4DoyoulikepearsPartA教案教学内容PEPBook2Unit4PartA1、学习单词：Watermelon,peach,pear,orange2、Doyoulike…?Yes,Ido./No,Idon’t.Whatabout…?Let’shavesome….教学目标要求1、能听懂、会说本课时句型，要求模仿正确、语调自然，能在实际中运用句型会话；2、能听、说、认读本课时水果单词；3、学唱英文歌：AnAppleADay教学重点：教学单词、句型。
教学难点听懂、会说本课时句型，并能在实际情景中运用。
教学用具实物（水果）、篮子、售货员服装、新单词图片、多媒体设备。
教学步骤StepⅠ.Warmingup.CAI课件展示英文歌，学唱：AnAppleADay.1、听录音，跟唱；2、全班合唱；3、比赛，分组对答唱，看哪个组唱得好，并给予集体加分，以便激励学习热情。
StepⅡ.学习DialogueA1、多媒体平台显示出课题：UnitFour⑷DoYouLikePears?2、投影出Let’slearn部分的图象和单词，让学生听录音后跟读，再让全班看课件齐读。
3、叫一位学生做小老师上机操作，由他提问其他同学读出课件中的水果单词，并作出评判。
StepⅢ.学习DialogueA1、句型导入，老师拿着水果分别问二位学生。
T:Doyoulikeapples/oranges?S:Yes,Ido./No,Idon’t.T:Whataboutpears/peaches?（启发答出）S:Oh,Ilikethemverymuch.T:Let’shavesomepeachesandpears.S:OK./Allright.2、出示CAI课件，老师指图介绍，并说DialogueA一遍。
T:ThisisChenjie.ThisisMissWhiteandthisisAmy.White:Doyoulikepeaches?Amy:Yes,Ido.White:Doyoulikeoranges?Amy:No,Idon’t.…3、跟CAI课件朗读。
人教版精通英语五年级下第二单元revision教案
人教版精通英语五年级下第二单元revision教案全文共6篇示例，供读者参考篇1Unit 2 Revision Lesson PlanHello everyone! I'm so excited to share my revision notes for Unit 2 of our English textbook. In this unit, we learned about sports and hobbies. It was a lot of fun and I can't wait to review everything we covered.First up, let's go over the vocabulary we learned. One of the first words was "badminton." Badminton is a really cool racket sport where you hit a shuttlecock back and forth over a net. I tried playing badminton during PE class and it was harder than it looks! Another racket sport we talked about was "tennis." Tennis is played on a bigger court with a fuzzy ball. My favorite players are Serena Williams and Roger Federer.We also learned the word "cycling" which means riding a bicycle. Cycling is goo篇2Unit 2 Revision Lesson PlanHi everyone! Today we're going to review everything we learned in Unit 2 about clothes, colors, and describing people's appearances. Get ready, because this is going to be super fun!First, let's go over the vocabulary for different items of clothing. Can someone give me a clothing word? Great, a shirt! A shirt is a top piece of clothing that covers the upper body. What other clothes can you name?Pants, skirts, dresses, jackets, coats, socks, shoes - awesome job remembering all those words! Let's do an activity to practice. I'll describe a piece of clothing, and you have to guess what it is.It's something you wear on your feet when it's cold outside. Boots! You got it. Okay, next one...it has long sleeves and a hood to keep you warm. A coat or jacket? Correct! This is helping reinforce the vocab.Now let's move on to describing clothes. What colors did we learn? Red, blue, green, yellow, white, black, purple, orange, brown, pink. Yeah, those are all the color words we know so far.How else can we describe clothing besides the color? The material/fabric it's made of is one way. Like cotton, wool, silk, denim. I'm wearing a cotton green t-shirt today.We can also use adjectives like striped, polka-dotted, plain, fancy, casual. My friend has on a fancy polka-dotted dress for the school play.The clothes' patterns and level of fanciness are great descriptive details to include. Let's go around the room and describe what someone is wearing today. You can aim for 3-4 details minimum.Excellent job, everyone! You added such vivid descriptions. Clearly we've mastered talking about clothes. Who's ready to move on to describing people's appearances?The first step is using adjectives for physical attributes like height, hair color, eye color, build/body type. We learned words like tall/short, thin/slim/skinny, medium/average build,strong/muscular, plump/chubby, bald, curly hair, straight hair, etc.I'll give you a few examples to get us started:"My grandpa is an elderly man with gray curly hair and a plump build.""My friend Sara is a tall, thin girl with beautiful long brown straight hair."Your turn to describe someone! Maybe a family member, celebrity, or book character. Use as many descriptive details as you can.Wow, those were brilliant descriptions! I have such a clear picture in my mind of each person you described. We really paid attention to all the key details like height, build, hair type/color, age, etc.One more appearance aspect to cover - facial features! This includes the eyes, nose, mouth, ears, etc. We can use adjectives like big, small, round, narrow, full lips, pouty lips, button nose, upturned nose, and so on.I'll start us off:"My little sister has the most adorable chubby cheeks, big brown eyes, and a small upturned nose."Now you try describing someone's facial features in as much detail as possible. Don't hold back!Phenomenal job, everyone. You all have such a strong mastery of describing physical appearances now. Let's keep practicing by playing a fun guessing game...I'm thinking of a celebrity. I'll give clues describing their appearance little by little. Raise your hand when you think you know who it is! This will really test our skills.Okay, first clue: This person is a tall, muscular man with short brown hair and blue eyes. Any guesses? No? Okay, next clue...he has a chiseled jaw line and full lips. Think a famous actor or athlete. Still no guesses? Final clue: he often plays superhero roles in movies. Who is it?Chris Hemsworth! Yes, great job to those who figured it out from my descriptions. Let's keep playing this game and seeing how precise we can get with our language.Well, I think that covers all the key things we needed to review from this unit - clothing vocabulary, describing clothing colors/patterns/materials, describing heights/bodytypes/hair/facial features, and more. We worked on our speaking, listening, writing, reading - all the English skills!You all did an amazing job practicing today. I'm so impressed with how much descriptive language you used. We're all going to be expert appearance describers after this unit!Before we wrap up, let me know if anyone has any remaining questions about anything we covered. No? Okay, wonderful. Then let's put our new skills to the test with one final activity...I'm going to describe someone's entire appearance from head to toe, clothes篇3Unit 2 Revision Lesson PlanHey there, friends! It's me again, your favorite English student. Today, we're going to review everything we learned in Unit 2 of our English textbook. Get ready for some fun activities and games to help us remember all the important stuff!First up, let's start with a quick recap of the topics we covered in this unit. We learned how to talk about different rooms in a house and the furniture inside them. We also learned vocabulary for household objects and how to describe their colors, shapes, and materials. Plus, we practiced asking and answering questions about where things are located.To warm up, I have a cool idea! Let's play a game called "Room Raiders." I'll describe a room, and you have to guess which one it is based on the objects I mention. For example, if Isay "bed, closet, dresser," you would shout "Bedroom!" Ready? Here we go!Okay, next we'll review the grammar points from this unit. We learned how to use "there is" and "there are" to talk about the existence of things. And we practiced making sentences with prepositions like "in," "on," "under," etc. to describe an object's location.Time for a quick preposition practice! I'll give you a sentence, and you have to fill in the right preposition. Example: "The book is _____ the table." You would say "on." Let's try a few together.After that, we'll play a fun miming game to review household vocabulary. I'll act out using or interacting with a household object, and you have to guess what it is! Get ready to flex those acting skills, friends.For the next activity, we'll split into teams. Each team will get a room assignment, like the living room, kitchen, or bedroom. Then you'll work together to draw a picture of that room and label all the furniture and objects inside using the English words we learned. When you're done, we'll go around and present our room drawings to the class. This will really test our memories!Finally, to wrap things up, we'll have a friendly team quiz competition on Unit 2. I'll ask questions about vocabulary, grammar points, and other concepts we covered. Each correct answer wins a point for your team. The team with the most points at the end wins a small prize! Doesn't that sound like fun?I can't wait to review everything we learned with you all. Unit2 was packed with so many useful English phrases for talking about our homes and belongings. With some hard work and these engaging activities, I know we'll be Unit 2 masters by the end of class today!Let's dive into the revision, English rockstars! We've got this!篇4Unit 2 Revision Lesson PlanHey there, friends! It's time to review what we've learned in Unit 2 of our English textbook. This revision lesson will help us remember all the cool stuff we studied, like new words, grammar points, and conversation skills. Let's dive in!Vocabulary RecapWe learned so many excellent new words in this unit! Here are some of the most important ones we need to remember:Appearance words: slim, plump, freckles, scar, moustachePersonality traits: brave, honest, hard-working, patient, rudeEmotions: proud, embarrassed, disappointed, relieved, jealousTo review, let's play a game! I'll describe someone, and you have to guess the word I'm thinking of. For example, if I say "having a small beard on the upper lip," you would say "moustache!" Ready? Let's go!Grammar HighlightsIn this unit, we learned about using adjectives to describe people's appearances and personalities. We also studied how to use the verb "to be" correctly with different subjects.For example:She is tall and slim.They are hard-working students.I am proud of my accomplishments.Another important grammar point was using "have" to talk about appearances and possessions:He has freckles on his face.We have a new English textbook.Let's practice by playing a game of Grammar Charades! I'll act out a sentence, and you have to guess the correct grammar structure. For example, if I point to myself and pretend to be crying, you might guess "I am disappointed." Fun, right?Conversation SkillsA big part of this unit was learning how to introduce ourselves and others, describe people's appearances and personalities, and talk about our emotions and experiences. We practiced asking and answering questions politely.For instance:"What does your friend look like?""He is tall with short brown hair.""What kind of personality does he have?""He is very friendly and outgoing."To review, let's do some role-playing! I'll pretend to be a new student, and you can ask me questions to get to know me. Then we can switch roles. This will help us feel confident in real-life conversations.Project TimeAs a fun way to put everything we've learned into practice, let's create portrait galleries! Each of us can make a poster or booklet with drawings or photos of different people, and write descriptions using the vocabulary and grammar we've studied.For example, you could have a page titled "My Family" with pictures and descriptions like:"This is my mom. She has long, wavy brown hair and green eyes. She is a very kind and patient person.""This is my uncle. He is tall and plump with a moustache. He is hard-working but also funny!"We can share our portrait galleries with the class and see if our descriptions help others understand what the people look and act like. Doesn't that sound like a cool project?Revision Wrap-UpWhew, we covered a lot in this revision lesson! We played games to review vocabulary and grammar, practiced conversation skills through role-play, and even started an exciting project.If we keep reviewing and practicing what we've learned in Unit 2, I'm sure we'll be describing people's appearances and personalities like pros in no time! Don't be shy – keep putting your English skills to use every day. That's the best way for us to improve.Thanks for working so hard, everyone! I'm proud of us for mastering this unit. On to the next adventure in English learning!篇5Unit 2 Revision Lesson PlanHi there! Today I'm going to share the revision lesson for Unit 2 in my English textbook. This unit was all about animals and habitats. It was really interesting to learn about different creatures and where they live. Let me walk you through what we covered.First up was the lead-in story "The Caterpillar". It was a cute little tale about a caterpillar who kept eating and eating until he turned into a beautiful butterfly. I liked the colorful pictures in the book. After reading the story, we learned some new vocabulary words like "cocoon", "nibble" and "branch". The teacher had us act out being hungry caterpillars munching on leaves - that篇6Unit 2 Revision Lesson PlanHi there! I'm excited to share with you the lesson plan for our Unit 2 Revision in English class. As a fifth-grader, I know how important it is to review and reinforce the concepts we've learned before moving on to new material.First things first, let's recap what we covered in Unit 2. We learned about different jobs and occupations, such as doctor, teacher, firefighter, and many more. We practiced describing what people do in their jobs and the tools or equipment they use. It was really cool to learn about so many interesting professions!One of the highlights of the unit was the dialogue we read about a career fair. Remember when we acted it out in class? It was hilarious when Jack tripped over the firefighter's hose! We also learned how to ask and answer questions about people's jobs and responsibilities.In this revision lesson, we'll go over the key vocabulary, grammar points, and language skills from Unit 2. Get ready to play some fun games and activities to help reinforce what we've learned!Vocabulary ReinforcementLet's start by reviewing the vocabulary related to jobs and occupations. We'll play a game called "Occupation Charades." I'll divide the class into small groups, and each group will take turns acting out different jobs without speaking. The other groups have to guess the occupation based on the actions.Grammar PracticeRemember learning about the present simple tense and how we use it to talk about people's jobs and daily routines? We'll play a interactive game called "Job Descriptions." I'll give each group a set of job titles, and they have to write accurate job descriptions using the present simple tense.Reading ComprehensionWe'll revisit the dialogue about the career fair and practice our reading comprehension skills. I'll ask some questions about the main ideas, specific details, and vocabulary from the dialogue. We can also discuss the different language structures and expressions used in the conversation.Writing ActivityFor our writing activity, we'll imagine that we're organizing a career fair at our school. Each student will choose a job oroccupation they're interested in and write a short paragraph describing the job duties, required skills, and any special equipment or tools needed.Listening and SpeakingWe'll practice our listening and speaking skills by playing a game called "Job Interview." I'll divide the class into pairs, and one student will be the interviewer, while the other will be the job applicant. The interviewer will ask questions about the applicant's qualifications, experience, and reasons for wanting the job. Then we'll switch roles so everyone gets a chance to practice both parts.Wrapping UpAt the end of the lesson, we'll have a class discussion to review the key points from Unit 2. We can share our favorite parts, discuss what we found challenging, and talk about how we can apply what we've learned in real-life situations.I hope you're as excited as I am for our Unit 2 Revision lesson! It's going to be a fun and engaging way to reinforce our knowledge and skills before we move on to the next unit.Let's give it our best effort and continue to explore the wonderful world of English!。
新人教版英语七年级上册Unit4课件
Where’s the baseball? It’s on the table.
Where’s the schoolbag? It’s under the table.
Where’s the…? It’s on/ in/ under ….
box
Where are the baseballs? They’re on the chair.
a desk
a bookcase a sofa
a chair
a bed
keys bags books
CDs schoolbags
1a Match the words with the things in the picture.
1. table __b__ 2. bed _e___ 3. bookcase _h__ 4. sofa _g__ 5. chair _d__ 6.schoolbag _a__ 7. books __f _ 8. keys __c__
Where’s my computer game?
They’re on the sofa.
It’s in your schoolbag.
It’s under your bed.
Exercises
在沙发上
on the sofa
在我的书包里 在桌子下
in my schoolbag
Where are my _____( key)? under the table
Where are the cups?
Are they under the table?
No, they aren’t.
Are they on the table?
Yes, they are.
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7.The government made an investigation of the
employment
(employ) in the public and private
sectors. 8.It is generally accepted that smoking is
harmful
(harm) to our health. (important) of
what to do
in sorrow， for he had ，
B. loss；lost；lost ； ； D. lost；loss；lost ； ；
★
They should not have no mercy on the poor father and daughter.他们不应该毫不怜悯这对可怜的父女。 他们不应该毫不怜悯这对可怜的父女。 他们不应该毫不怜悯这对可怜的父女 ①He shouldn't like to man， so he escaped. ， 他不想任由这个残忍的家伙摆布， 所以逃跑了。 他不想任由这个残忍的家伙摆布， 所以逃跑了。 ② It is a mercy that she wasn't seriously hurt and was waiting until the rescue arrived. 幸运的是她伤势不重并一直等着救援人员到达。 幸运的是她伤势不重并一直等着救援人员到达。 be at the mercy such a cruel of
5. appreciate vt.欣赏；感激；意识到 vt.欣赏 感激； 欣赏； Her boss appreciated her talents very much. 她的老板非常赏识她的才干。 她的老板非常赏识她的才干。 your kind words. ①I appreciate 我很感谢你好心的安慰。 我很感谢你好心的安慰。 We didn't appreciate that he was seriously ill. 我们没有意识到他的病情很严重。 我们没有意识到他的病情很严重。 (1)appreciate doing I would appreciate it if... (2) appreciation in appreciation 感激…… 感激…… 假如……我将不胜感激 假如……我将不胜感激 …… n.欣赏；感激 欣赏； 欣赏 赞叹
解析：考查动词辨析。 计算； 考虑， 解析：考查动词辨析。calculate计算；consider考虑， 计算 考虑 认为； 完成； 控制。 项最符合句意 项最符合句意。 认为；complete完成；control控制。A项最符合句意。 完成 控制
(2)—After the earthquake， he was at a ， next. —Obviously， he was ， his wife and son. A. loss；losing；losing ； ； C. losing；lost；lost ； ；
练一练： 练一练：
①He'll try his best to 他将努力弥补损失。 他将努力弥补损失。 ②For a moment Tom was 汤姆一时不知怎么回答是好。 汤姆一时不知怎么回答是好。 What made him unhappy was the loss of yesterday's football match.昨 昨 天比赛输了使他不高兴。 天比赛输了使他不高兴。 我在雪中迷了路。 ③I got lost in the snow.我在雪中迷了路。 我在雪中迷了路 how at a loss to reply to it. make up for the loss .
9.He emphasized the importance careful driving. 10.The storm blew sea.
fiercely
(fierce) over land and
Ⅱ.重点短语回顾 重点短语回顾 1. in peace 2. die out 3. burst into laughter 4. in relief 5. according to 6. in danger (of) 和平地，和睦地； 和平地，和睦地；安详地 灭亡， 灭亡，逐渐消失 突然笑起来，大声笑出来 突然笑起来， 如释重负； 如释重负；松了口气 按照， 按照，根据 在危险中； 在危险中；垂危
contain herself 她气急了，无法控制自己。 她气急了，无法控制Байду номын сангаас己。 Doctors are struggling to contain A(H1N1)flu. 医生们正努力阻止甲型(H1N1)流感的传播。 流感的传播。 医生们正努力阻止甲型 流感的传播
4. affect vt.影响；感动；(疾病 侵袭 vt.影响 感动； 疾病 影响； 疾病)侵袭 Their opinion will not affect my decision. 他们的意见不会影响我的决定。 他们的意见不会影响我的决定。 (1) be greatly/ deeply affected be affected by heat /cold be affected with high fever (2) effect have an effect on in/into effect 很/深受感动 深受感动 中暑/着凉 中暑 着凉 发高烧 n.作用；影响；结果 作用；影响； 作用 对……产生影响 ……产生影响 起作用/有效 起作用 有效
Unit4 Book2 Designed by xzc 2010.10. 12
Ⅰ.高频单词点击 Ⅰ.高频单词点击
用所给单词的正确形式填空
1.The ships required the air power. 2.It was a great loss
(protect) of naval and protection (lose) to us all.
6. succeed vi.成功；继承vt 接替；继任 vi.成功 继承vt 接替； 成功； vt.接替 (1). succeed in doing sth. succeed to sth. succeed sb.as... (2). success n. successful be successful in successfully 成功做某事 继承(王位、财产 ； 爵 继承 王位、财产)；袭(爵) 王位 接替某人当……；继任某人为…… 接替某人当……；继任某人为…… …… [U]成功，成就[C]成功的人或事物 [U]成功，成就[C]成功的人或事物 成功 adj.成功的 成功的 在某方面成功 adv. 成功地
2. mercy n.仁慈，宽恕，怜悯 n.仁慈 宽恕， 仁慈， at the mercy of for mercy's sake have mercy on sb. show mercy to sb. ask/beg for mercy It's a mercy that... 任由……摆布 任由……摆布 …… 请发慈悲 怜悯某人 请求宽恕 幸运的是…… 幸运的是……
4.What a shame to treat you like that！ ！ 那样对待你实在太不应该了。 那样对待你实在太不应该了。 5.I’m sorry，but we can't come ， .很抱歉， 我们不能来。 很抱歉， 我们不能来。 很抱歉
1. loss n.损失；遗失；丧失 n.损失 遗失； 损失；
3. contain vt.包含；容纳；克制 强烈的感情 ；抑制 vt.包含 容纳；克制(强烈的感情 包含； 强烈的感情)；
He opened the bag，which contained a razor，soap and a towel. ， ， 他打开袋子，里面有一把剃须刀，一块香皂和一条毛巾。 他打开袋子，里面有一把剃须刀，一块香皂和一条毛巾。 Orange juice contains things which help keep you healthy. 橘汁里含有有益于健康的东西。 橘汁里含有有益于健康的东西。 ①She was too angry to .
交际用语必背: Ⅳ.交际用语必背 意愿和目的 交际用语必背 意愿和目的(Intentions and purposes) 1.Do you feel like going picnicking this weekend？ ？ 这个周末你想去野餐吗？ 这个周末你想去野餐吗？ 2.He said he would rather not tell his age. 他说他还是不告诉年龄为好。 他说他还是不告诉年龄为好。 3.I intend to forgive him. 我打算原谅他。 我打算原谅他。
(1)(2009·湖北高考 湖北高考)The loss has not yet been 湖北高考 accurately， but it is believed to be well ， beyond a hundred million dollars. A. calculated ★ C. completed B. considered D. controlled
3.There were many different kinds of dinosaur and a number of them used to live in China. [信息提取 there be句型表示“某处有某人、某物或某事”。 信息提取] 句型表示“ 信息提取 句型表示 某处有某人、某物或某事”
[例句仿写 那儿有个人在吸烟。 例句仿写] 那儿有个人在吸烟。 例句仿写 There is a man smoking there.
4.破解疑难句 破解疑难句 典 句 分 析 试 译 They lived on the earth tens of millions of years ago， ， long before humans came into being and their future seemed secure at that time. ? 千百万年前恐龙就在地球上生活， 千百万年前恐龙就在地球上生活，比人类的出现要早 得多， 他们的未来在那时看来很安全。 得多， 他们的未来在那时看来很安全。