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七年级新目标英语
上册全册教案新人教版+考试试题以及答案
七年级新目标英语上册全册教案
Unit 1 My name’s Gina
第一课时教案示例
教学目标
1．学会询问周围新同学的姓名，并且将自己刚认识的好朋友介绍给全体同学
2．通过学生制作名卡或桌卡来提高学生学习英语的兴趣，体现英语的实用性
3．通过以上任务活动，掌握形容词性物主代词的用法及其与人称代词的主格的区别，并且在第一节课让学生对英语的学习产生兴趣。
4．德育目标：热爱班集体，团结同学。
教学重点和难点
1．形容词性物主代词的用法
2．在任务活动中掌握you和your，he和his, she和her 的用法
3．重点句型 (斜体字为扩展句子)：
Hi / Hello! Good morning / afternoon / evening.
How are you? Fine, thank you! / Very well / So-so /All right.
What’s your name? My name is … / I’m …
What’s his/ her name? His/Her name is …
课前准备
1．学生课前准备：
利用网络查阅中英文姓名及初次见面时各国或各地风俗，礼仪体会它们的不同之处；
准备硬纸片和水彩笔；
用英文介绍自己的姓、名。
2．教学器材：录音机、电脑、图片。
3．教学课件：中英文名字展示片。
教学设计
Tasks Students’ activities Teacher’s activities
1. Game: ask and answer the question: What’s your name? Students make a self-introduction and pass the sentences one by one. At first, teacher makes a self-introduction.
2.Two students act out how to greet people. Act out the greeting forms they are familiar with or they find on net. Show the students the pictures of other countries’ customs with computer.
3. See who can make the most friends and get the most information. Then report their results with his or hers. Move around to make friends with the ones they are interested in. Make the students move around to make friends with others.
4. Design and make their name cards . Design and make their name cards in groups. Ask them to design their name cards and see which group is the best.
教学过程设计
任务一：结识新朋友。
1．老师首先向学生做一个自我介绍，将名字写在黑板上: My name is …, My first name is…, My last name is …同时介绍一下名字的意义，然后学生就近结组，进行自我介绍。例如：一个学生叫徐烨，他说：My name is Xu Ye. Ye means light；一个叫王超的学生介绍说: My name is Wang Chao. Chao means Superman。这个任务能够激起学生学习英语的兴趣，同时扩大词汇量。
2．“What’s your name?”传句子比赛。学生按行分组，一个同学问，“What’s your name?”第二个学生回答，“My name is …”然后再接着问第三个人, “What’s your name?” 第三个人答，“My name is … His/ her name is …”再接着问第四个人What’s your name?”。。。看哪个组最先获胜。
任务二：学生利用电脑向大家展示他们所搜集的中英文姓，问候语名及各国或各地初次见面时的礼仪，体会它们的不同之处；然后由抽签决定各组同学分别用哪个国家或哪个地区的礼仪（例如：日式、美式、法式和学校版的礼仪）来表演两个人初次见面时的问候语及谈话内容（用英文），看哪一组同学表演的形象，语言准确，最后评出最佳组合。
任务三：找朋友。并将他或她加入你的朋友记录中。该任务是通过学生自己去询问他们感兴趣的同学的爱好，找出他们之间的共同点，然后和他们交朋友（利用时间争取和所有的同学交朋友，了解他们各自的优点），并将自己所掌握的新朋友的信息介绍给全体同学，让大家了解他（们）。在该任务的执行过程当中，学生可以尽量施展他们的才能，倾尽其所学的英文知识来展示自己并且看谁能获得最多的信息。因此，这项任务在调动学生学习英语兴趣的同时，也反复操练了本单元的关键句型和形容词性物主代词，尤其是he and his, she and her；同时运用到一些超出本课教学内容的语言知识，学生参与性强，最大限度的调动了他们的积极性，同时也为学生树立了英语学习的信心。
Name Hobbies Other information
任务四：制作姓名卡。制作姓名卡，由小组协作共同完成名卡的设计与制作，名卡中要求包括学生的汉语名字（拼音书写）和英文名字，其他的内容由各组自行设计，但要求每个人的名卡的设计要有创意、体现小组的共性、美观大方、经久耐用、语言准确。因此，该任务既体现个性，又体现共性；既有分工，又有合作。
任务五：作业。为自己、父母、亲朋好友找一个有意义的英文名字，同时将他们介绍给你的同学们。
教学点评
本节课的设计体现了任务型教学的特点，同时整个任务链的设计均以学生的兴趣为主，由易至难，逐层递进，逐步完成各个任务，使学生在愉快的完成每一个任务的同时，体会到学习英语的乐趣，并使每一位学生都参与到活动中，都有所提高。
本节课由于是新学期的第一节课，在教学中，本着 “新学期、新起点、新观念、新认识”的观点设计了四个快乐的任务，同时这几个任务相互连接，环环相扣，形成了一个完整的任务链。整节课课堂气氛活跃，学生学习英语的兴趣始终很浓。尤其是“找朋友”这个任务，极大地调动了学生的积极性，学生们说出了很多精彩的句子，。而在制作名卡时，各小组通力合作，氛围和谐，作品各具特色，体现了任务型教学中共同合作与个性张扬的优势。在解释自己名字的任务中，充分调动了学生的表现欲，学生们的名言经整理后被保留下来，提高了学生学习英语的积极性。
在各国礼仪表演中学生既学到了英文知识，又了解了其他各国各地的风俗，将知识“延伸到课堂之外的学习和生活之中”。因此，这节课中的活动具有可操作性，并以学生的生活经验和兴趣出发，使学生的思维和想象力、审美情趣得到发展，从而提高学生实际语言运用能力。
另外，本节课的德育目标，使英语教学与其他学科结合起来
当然本节课中也存在几个需要继续探索的问题：
一、师生均是初次接触任务型教学，对其仅是好奇及尝试，尚未能领会其主旨。
二、活动中课堂秩序稍有些乱，在以后课堂中应加以指导。
教师本身也需要提高对新课标和任务型教学的认识，以完善今后的教学。
第二课时教案示例
教学目标
1． 介绍更多的英文姓名，并且区分出姓和名；
2． 学习英语中姓名（name/ full name）、姓（family name/last name）和名（given name/first name）的用法；
3． 通过用英语说出自己的电话号码的任务，学习数字0—9；
4． 制作身份证，以综合运用所学的姓名和数字；
5． 德育目标：我长大了，学会对人有礼貌、学会感激。
教学重点和难点
1． 了解英语与汉语中姓与名的位置不同，准确掌握英语的姓与名的表达；
2、 听懂并能说出电话号码，培养学生的英语意识。
3． 重点句型：What’s your English name?
My English name is …
What’s your last name/ family name?
My last / family name is …
What’s your telephone number?
My telephone number is …
主题词 (斜体字为扩展词)：
last name family name
second name surname Tanaka Barnes Green Mitchell Jones Lim Smith Brown Cooper Locke
first name
given name Tony Bill Paul Mark Amy Gina Kenji Lisa Chi-yong Mary Kate Katherine Elizabeth Kim Mike Nick Tom John
telephone number
课前准备
1． 学生课前准备：父母或朋友的录音磁带、硬纸卡片
2． 教学器材：电话、小皮球、录音机、电脑
3． 教学课件：身份证课件
教学设计
Tasks Students’ activities Teacher’s activities
1. Game: throw the ball while asking and answering the question. In groups, one student throws the ball and asks: “What’s your English name?”, the other one answers it ,then throw the ball again. Do this game first as an example.
2. Guess, “Who is he/ she?” Play students’ tape and ask the other students to guess who the speaker is. Introduce two words: family name and first name.
3.Create the Class Telephone Book Interview other students what are their telephone numbers. Direct.
4.Check the telephone number from 114. One student is the operator, others can check the telephone number by asking : “What’s ×××’s telephone number?” Ask the students to do it，and tell them the rules.
5.Make ID Card. They can add some information as a real ID Card. Then, make their own ID Card in groups. Show students the teacher’s ID Card on the computer.
教学过程设计
一、接力游戏询问学生的英文名。首先由教师仿做，教师拿出一个小皮球，任意抛向一名学生，同时问：“What’s your English name？”，这个学生接住球并回答：“My English name is …”, 然后由这名学生将球抛向另一名学生, 第二名学生在接物品时必须回答：“My English name is …，his/her English name is …（只要重复前一名学生的名字即可）”，然后传递下去并问：“What’s your English name？”。最后将学生分为几组在组内做。在这个活动中，学生的积极性很高（球必须接住，否则也算做失误），达到《课标》中要求的既从学生的兴趣出发，又具备易操作的特点 。
二、做“新学期的新祝愿”。在这个活动中，同时引入姓（family name/last name）和名（given name/first name）与汉语的位置区别。将学生所录制的带有家人或朋友的祝福的磁带放在录音机中，同时用英语介绍：“ His/Her family name is …, his/her first name is …，do you know who is he/she？ ”然后由其他学生猜：“This is your father，his name is …”。在猜的过程中，学生可以加上他们会的其他的信息，例如：他（她）的职业等，充分展示他们的所长并为猜的学生提供一些提示性信息，三次机会,猜对了加分。在这个任务活动操作过程中，给了学生很大空间去发挥，也用到了一些本单元未涉及到的句型，例如： What’s he/she? Is he/she in our class? How old is he/she? 等。
三、建立班级电话簿。学生互相询问电话号码，用“What’s your telephone number?” 这个句型，并记录在教师发的记录卡上，最后经过整理，再加上一些公益电话，形成班级电话簿。
附表：
Name Family name First name Telephone number
四、这个任务是模仿114查号台，该任务利用上一个任务整理后的班级电话簿去查询，它要求每一位学生都要投入角色，尤其是作为话务员，要求声音甜美、温和，态度和蔼。其实施过程是由一个学生作为话务员，其他学生可以任意拨通电话并且询问：“What’s ×××’s telephone number?”，同时话务员回答：“ His/Her telephone number is …”。这项任务的设计主要是为了在任务活动中练习让学生脱口而出0—9这几个英文数字，同时，这项任务活动的过程中所用到的句型What’s ×××’s telephone number？和His/Her telephone number is …中，His和Her 是对上一节课形容词性物主代词的一个复习，而“ ×××’s telephone number”对于本单元在内容上是一个补充和提高。
五、制作ID Card。首先用电脑展示教师本人的真实身份证的样本，同时告诉学生我们的家长及朋友对我们的祝福都是希望我们在新的一年里像一个大人了，那我们就要为自己制作我们的身份证来证明我们长大了，我们会努力做到最好。然后，观察老师的身份证，有哪些需要更改的，提出更好的建议，制作学生心中理想的身份证。以下是学生修改后的身份证：
附表：
ID Card
Name： Gender：
Photo
Age：
Class：
School：
Address：
Postcode：
Tele Number：
E-mail：
ID Card No.：20020500102
六、本节课的作业设计是延续身份证的制作，要求学生写一个“自我介绍 ”将本节课所学的知识得以提升，字数不限，我认为这个活动既可以检验学生这两节课所学到的知识，同时又可以对整体学生的水平有一个了解，应该是一项具有延伸性和拓展性的作业。
教学点评
本节任务型课程的设计比起第一节课的内容，有一定难度，知识量、信息量都增加了.例如：英语和汉语中姓与名的区分就是一个难点，在以后的课程中仍需要进一步加以区分。整个任务链的设计仍然以任务教学为主要的依据，同时遵循教学的规律，各个任务以学生的兴趣为出发点，高潮迭起，做到“乐而学，学而乐”。
本节课设计的第一个游戏在整个这节课起到了调动学生兴趣的作用，学生参与性高，为以下的任务活动及本节课的进展起到了“开门红”的作用。在“新学期的新祝福”
这一任务中，当他们的父母、亲朋或好友的祝福声音传出来的时候，每一位学生的脸上都漾着喜悦的微笑，在做介绍时，很自豪的说：“这是我的爸爸，这是我的妈妈！”。这个任务在设计时，按照《课标》中要求的与其他各学科相结合，融会贯通，我希望学生在新的学期拥有美好的愿望，同时加上朋友的真诚的祝福会对他们的学习助以一臂之力，而当这个任务完成时，我感到我的初衷达到了。
另一个任务做114 台查询，是另一个高潮。学生当中有很多人拨打过这个号码，因此，对这项业务相当熟悉，学得惟妙惟肖，做到了“活动要以学生的生活经验和兴趣为出发点，内容和方式要尽量真实；活动要有利于学生学习英语知识 ，发展语言技能，从而提高学生实际语言运用能力”。最后制作身份证的活动，学生将所学知识与实际生活相结合，积极发散思维，制作适合他们并且证明他们是一个成人的证件，这一点符合学生到初中之后希望他们周围的人能够用成人的眼光来看待自己。同时，本节课的作业是一项具有延伸性和拓展性的作业，也是写作的一次尝试。
总之，这节课的任务设计我认为还是比较成功的，基本达到预先的想法。但是，它也存在以下几个需要继续探讨的问题：
第一、在建立班级电话簿的任务中显得时间较为仓促，调整本课时间安排。
第二、在制作身份证的过程中，个别学生的动手能力稍差，导致任务未完成,需考虑小组互助。
Unit 2 Is this your pencil?
第一课时教案示例
教学目标
能够掌握常见物品的英文表达
能够询问教室物品或文具名称并找到物主
能够综合运用所学句型汇报活动结果
教学向导
语言目标 学习策略与思维技巧 重点词汇
运用this /that 的一般疑问句及其答句；What 引导的特殊疑问句及其简略回答。 以游戏的形式，做出推理与判断，培养综合分析能力。 pencil, pen, book, eraser, pencil-case, backpack, ruler, key,ID card, baseball, watch, game, ring, computer, notebook
语言结构 语言功能 跨学科学习
Demonstratives this, that;
What questions;
Yes/No questions and short answers
How do you spell pencil?
(Formulaic) 寻找物主 培养学生绘画和写作能力
主题词表
pencil, pen, book, eraser, pencil-case, backpack, ruler, key, ID card, baseball, watch, game, ring, computer, notebook
Extensive words:
textbook; exercise-book; ball-pen; compass; sharpener; rubber; glue; color-pen; sticker; highlight; ball-point; scissors; chalk; file; blackboard; ink; set- square; paper; pamphlet; peg.
重点句型
（1）Is this your pencil? Yes, it is./No, it isn’t.
（2）Is that my book? Yes, it is./ No, it isn’t.
（3）Is this/that her/his eraser? Yes, it is./ No, it isn’t.
（4） What’s this/ that in English? It’s a/an ……
（5）How do you spell pen? P-E-N.
主题思维图及任务型活动
课前准备
让学生收集并自学有关文具或教室物品的名词，并准备一些实物或图片。教师事先应对学生常用的文具有所了解，同时收集部分同学的物品，对于不能出示实物的用具则应准备一些简图。让学生挑选一件自己喜欢的物品或图片并为该它制作一个英文标签，即写出该物品的英文名称；教师也可根据将学生学习新词时感觉困难的词语，制作自己的标签，将其放入学生的物品中；同时为各小组准备好活动用的纸盒或袋子。
Task One: Lead in---Learning words.
教学目的：学习有关文具的英文表达方式
需要学习和掌握的新单词与新句型：pencil, pen, book, eraser, pencil-case, backpack,
ruler, key, ID card, baseball, watch, game, ring, computer, notebook
1.Is this your pencil? Yes, it is./No, it isn’t.
2.Is that my book? Yes, it is./ No, it isn’t.
3.Is this/that her/his eraser? Yes, it is./ No, it isn’t.
4.What’s this/ that in English? It’s a/an ……
5.How do you spell pen? P-E-N.
Step 1: 出示实物或图片，问学生What’s this/ that in English?导入Task One中新词。（pencil, pen, book, eraser, pencil-case, backpack, ruler, key, ID card,
baseball, watch, game, ring, computer, notebook ）板书目标词汇。
Step 2: 抽取学生中的文具由学生问，学生答；复习上一步所学单词。
Step 3: 从学生中收取一部分文具，引入句型Is this your pencil? Yes, it is./No, it isn’t.
或Is that my book? Yes, it is./ No, it isn’t. etc.
Task Two: Guessing game( Finding the owners)
教学目的：巩固目标词汇和Is this your pencil?
Yes, it is./No, it isn’t. etc.
复习What’s this/ that in English? It’s a/an ……
How do you spell pen? P-E-N.
Step 1: 每位学生将自己准备好的物品放进一个袋子里。
Step 2: 教师与一位学生做示范。为接下来的Group work 作铺垫。需要用到的句型打在屏幕上。
Step 3: 学生开始做Group work。
Step 4: 展示各小组统计的结果，看哪组同学在规定时间内猜出的物品的主人最多。
Task Three: Competition.
教学目的：培养学生在一定语境下综合运用目标语的能力。
Step 1: 在小组内部将各自的文具汇集到一处。运用句型：This is my …….
Step 2: 交换小组成员。来自外组的同学负责寻找相关文具的主人。运用句型：Is this your…..? Is this Jane’s ……?
Step 3: 完成下表并由Group Leader 进行汇报。
stationery
Owner sharpener Pencilcase eraser dictionary
Homework:
Write down a dialogue using the words and the target languages.
Preview the content of the next period.
Blackboard writing
Unit 2 Is this your pencil?
What’s this /that in English? It’s a/an……
How do you spell….?
Is this your/Tina’s backpack?
Yes, it is. / No, it isn’t. It’s his/Mary’s.
教学点评：
本课时以寻找物主为主线，用实物或实物简图为学生提供尽可能真实的场景，让学生产生一定的体验，并在体验中学习、探究，课堂气氛活跃，学生学习兴趣高，学习效果也较好。同时教师为学生设计了一个任务链，加强了活动之间的联系，同时活动之间的层次分明，学生易于接受。本堂课成功的关键是教师课前准备到位，每一个环节都使学生感到新鲜、好奇，在这样一种心理因素的驱使下，学生乐学、好学，教学效果倍增。
第二课时教案示例
Section Three
Task Three Draw their own family tree
Teaching aims 1. Use the language in the true life.
2. Learn to write the language structures.
Import and difficult points How to use language in their life
Teaching methods Listening and speaking; discussing and guessing
Teaching apparatuses Tape recorder, pictures, cards, some pictures and photos.
Teaching Procession
Designs for the class Teacher’s activities Students’ activities
Revision Is this your father?
Is that your mother? Yes, it is.
No, it isn’t.
Leading Are they your parents? Yes, they are.
Presentation Ask students to present their family tree
Add the words in the box to the family tree.
Play the tape.
Ask students to read the letter in 3a and then help them to write a letter to Emma
Pair work Draw a picture of their family and friends Tell your partner about your picture
Ask them to show their letters and correct their mistakes.
Help Ss finish 3b. Present their family tree in the group, and then in the class
Use the language:
This is my father. His name is…
This is my mother. Her name is…
Finish Ex 1 . Add the words in the box to the family tree.
Ask students to listen again , and choose which pictures are Dace and Lin Hai talking about?
Read the letter. Draw a picture of Emma’s family. And then write a letter to Emma
Read their letter to the class.
Draw a picture of their family and friends Tell their partner about their picture
Take out their family photo. Write an introduction about the people on the back of the photo.
Homework Make their photo Album with some simple introduction.
教案点评：
整节课设计思路清晰，符合学生的认知能力和认知规律。导入自然，任务衔接较好，给学生一个真实的大任务，以小组为单位，在完成一系列的小任务的同时，完成大任务，在完成任务的同时学会语言。课堂教学形式多样，且以学生活动为主体；能关注学生的情感，整个过程以激励评价为主，以评价促学生发展。
由于新教材试教时间很短，对任务型教学研究还很不够，学生在做汇报的时候，如何让全体学生用心去听，是一个急需重视的问题。
Unit 3 This is my sister
第一课时教案示例
Title Unit 3 This is my sister
Teaching aims Target
languages This is my sister.
That is my brother.
This is Harry's brothers
Those are Anne's parents
Is this Harry’s cousin?
Are these his brothers?
Skills Talk about the family members
Introduce the family members to others
Emotions & cultures To know the usual way to get to know each other.
To develop the student’s ability to communicate and cooperate with others.
Learning strategies Using what you know, deducing, personalizing
Key words Father, mother, parents, grandmother, grandfather, grandparents, aunt, uncle, cousin
Important & Difficult Points To know the differences between this and that, these and those
To grasp the way of introducing family members
To get the information from the third person
Task
designation Task 2
Teacher-students wedding party taking photos
Students’ Activities Sentence patterns Communication goal
Introduce themselves This is… Introduce yourself and the other people
Introduce the members of another group That is…
Pairwork: introduce the members of their own group and some other group members These are…
Those are…
Step 2 Family Members
A. Brainstorm. Listen to a clip of the tape. Give me the words and phrases according to the tape. Eg. Who are they? What are they doing?
B. Check the answer and listen to the tape again. Complete the simple family tree.
Step 3 Wedding party
Task 2
Activities Words and sentence patterns Communication goal
Guessing game: what is happening on Anne Parents, grandparents uncle, aunt, cousin Introduce the family member to the other people
Introduce the family tree This is Harry’s cousin.
These are Harry’s parents.
Group work:
Introduce the family members to other people
Competition:
Compete with other groups
Step 4 Talking about photos
Activities Sentence patterns Communication goal
Draw the photos Is this Harry’s mother?
Yes, it is. Get information from the third person.
Pairwork: Introduce the photos to the partners. This is…
That is…
These are…
Those are…
Groupwork: Ask some questions about the photos Are these Harry’s parents?
No, they aren’t.
These are Anne’s parents.
Step 5 Summary
List all the sentence patterns so that all the students know the target languages.
教案点评：
一．环节设计思路：
首先由学生熟悉的称谓引入，将上节课的单词进行系统复习，为任务的完成做铺垫。
小组活动为个人的汇报作一个统计，由小组长主持，主要目的之一是促进学生之间的互相学习和合作，学会去倾听和辨别，学会在集体中发表自己的意见；目的之二，学会关心别人，正确表达自己的喜好
二．课后反思：
学生是活动的主体，课堂上大部分的时间交给学生，教师的引导是关键。如何一层层的导入，由易至难的阶梯状任务何时引入，如何引入都是关键所在。同时要注意的是，学生活动之前的范例一定要明确清晰，要每个孩子都知道做什么和怎么做，活动才会顺利的开展，学生才能在活动中有所得。
在课堂设计上体现了任务型教学的主导思想，以任务贯穿教师教学和学生活动的各个环节。学生活动的目的明确，每个步骤教师都给出了活动所需的语言知识内容，学生亦能准确的使用目标语言，在活动中学习掌握知识。
第二课时教案示例
Section Three
Task Three Draw their own family tree
Teaching aims 1. Use the language in the true life.
2. Learn to write the language structures.
Import and difficult points How to use language in their life
Teaching methods Listening and speaking; discussing and guessing
Teaching apparatuses Tape recorder, pictures, cards, some pictures and photos.
Teaching Procession
Designs for the class Teacher’s activities Students’ activities
Revision Is this your father?
Is that your mother? Yes, it is.
No, it isn’t.
Leading Are they your parents? Yes, they are.
Presentation Ask students to present their family tree
Add the words in the box to the family tree.
Play the tape.
Ask students to read the letter in 3a and then help them to write a letter to Emma
Pair work Draw a picture of their family and friends Tell your partner about your picture
Ask them to show their letters and correct their mistakes.
Help Ss finish 3b. Present their family tree in the group, and then in the class
Use the language:
This is my father. His name is…
This is my mother. Her name is…
Finish Ex 1 . Add the words in the box to the family tree.
Ask students to listen again , and choose which pictures are Dace and Lin Hai talking about?
Read the letter. Draw a picture of Emma’s family. And then write a letter to Emma
Read their letter to the class.
Draw a picture of their family and friends Tell their partner about their picture
Take out their family photo. Write an introduction about the people on the back of the photo.
Homework Make their photo Album with some simple introduction.
教案点评：
整节课设计思路清晰，符合学生的认知能力和认知规律。导入自然，任务衔接较好，给学生一个真实的大任务，以小组为单位，在完成一系列的小任务的同时，完成大任务，在完成任务的同时学会语言。课堂教学形式多样，且以学生活动为主体；能关注学生的情感，整个过程以激励评价为主，以评价促学生发展。
由于新教材试教时间很短，对任务型教学研究还很不够，学生在做汇报的时候，如何让全体学生用心去听，是一个急需重视的问题。
Unit 4 Where’s my backpack
Period 1教案示例
教学目标 掌握关于房间和房间中各种物品的名称
学会用使用功能句表述事物的具体位置
教学重点 Furniture: table, bed, dresser, bookcase, sofa, drawer, chair, desk
Proposition: under, on, behind, next to, between
Daily appliance: alarm clock, CD, video cassette, television
1) Where is the baseball?
It’s in the backpack.
2) Where is my computer game?
It’s under the bed.
3) Where are your books?
They’re on the chair.
Step 1 游戏
A）请同学根据老师的指令变换自己的位置。如老师说，You are next to the front door now.所有的学生将跟着老师的思路开始进入本单元的主题。
B）让学生回忆在刚才的游戏中，我们到底使用了哪些关于方位的介词，并再一次明确这些方位介词的具体意思和用法。A.要求学生根据事物的真实位置使用一些方位介词表示出事物的准确位置。B.给学生一些例句，引导他们总结出方位介词通常情况下在句中的位置。
Step 2 描述我们的教室
A） 同学们通过观察，告诉大家教室里分别有哪些事物，如黑板、电视、书、文具、图片等。
B） 分别说出他们在教室中的具体位置。将两人分为一组，或将四人归为一组，相互寻味对方物品的摆放位置。可以给学生规定出一些事物，就教室中事物的位置进行对话，也可进行讨论。以便学生能够熟练掌握基础的方位表述方式。
C） 课堂练习，连词成句。
TV under dresser
Air conditioner behind Table
Books Next to Sofa
Video cassette on chair
Step 3 听录音磁带，并在图中标出他们正确的位置
做P20 2A，2B
Step 4 向你的同学介绍宿舍的情况。
近来我们学校将要接待一批来自盲人学校的同学来我校学习。为了方便他们的生活和学习，我们将要安排一些同学向他们介绍学校的具体情况，特别是宿舍中一些常用物品的摆放位置以方便他们使用。
课前准备：了解学生公寓中生活用品的位置摆放。
课堂活动：
学生就日常用品的摆放位置进行一一回忆，找到准确位置。
句型：Where is the TV? It’s on the dresser.
Is the TV on the dresser? Yes, it is.
同学们根据自己的生活经验，可将部分生活用品的位置摆放进行一些调整，这样可以让盲人同学使用起来更简便。
Step 5 本课小结
A）单词分类整理Furniture: table, bed, dresser, bookcase, sofa, drawer, chair, desk
Proposition: under, on, behind, next to, between
Daily appliance: alarm clock, CD, video cassette, television
B） 罗列句型 1)Where is the baseball?
It’s in the backpack.
2)Where is my computer game?
It’s under the bed.
3)Where are your books?
They’re on the chair.
课堂设计点评：
作为本单元的第一节内容，重点是通过教学工作使得学生能够尽快了解本单元学习的主题和重要内容以及难点。针对学生英语基础比较弱的情况，在第一课时中加入适当的简单句型操练是很有必要的。所以在整节课的教学过程中，教师设计的任务都是围绕着Where句型展开的。目的是让学生能掌握基本的表达方式和重点单词和短语，为以后三节课中任务的顺利完成做准备。
本节课的第一个任务属于引入部分。教师通过小游戏让学生迅速进入学习状态，并为下一个任务的完成做铺垫。当学生的学习积极性被调动起来后，让他们逐渐平静下来整理刚刚涉及到的内容是十分必要的。对于程度较差一些的同学，可以他们一些例句让他们对于本单元所学的方位介词有一个直观的认识。在第二任务中，我们将学生非常熟悉的教室作为我们参考的对象，运用本单元涉及到的表达方式向他人介绍自己的教室。在必要的时候提醒学生注意名词单、复数的变化对于句子中BE动词的影响。然后，我们为学生设置一个场景，假设某同学的文具丢失了，希望学生能够帮助他找到自己丢失的文具。学生在猜测的过程中很自然地使用了一般疑问句以及能够显示查找结果的肯定回答和否定回答。完成此部分内容之后请同学就语音室的具体位置向盲人同学做介绍，既能让他们进一步熟练所学的内容，又能培养他们乐于助人的精神。最后完成书中的部分练习。
课堂设计的三个任务从简单的句型练习到与实际相联系的任务，现实意义逐渐突显。使学生能够将课堂中所学习的内容自然地与现实生活相结合，帮助学生认识到英语学习的重要作用。本节课主要练习学生的听说能力，任务设计也以听说为主，任务能够贴近学生生活，吸引她们的兴趣，最后进行必要的小结。整个课程设计完整，气氛活跃，同时重视学生对基础知识的掌握。
Period 2教案示例
教学目标 能够通过提问得知事物的具体位置
能够向第三人描述事物的具体位置
树立学生的审美观
教学重点 熟练掌握目标语言和表达方式
能对某一特定事物提出自己的看法，并能运用所学知识表述自己的思想，如：There is a bed in my bed room and there is a ball under my bed.
Step 1 找差别
变动教室的一些东西，然后让学生自己找出他们的不同。同学以小组为单位，同学们仔细观察，然后将自己组发现的不同迅速写在黑板上，其他组不能写与黑板上内容相同的不同点。看哪一组的同学发现的最多。然后写的最少的一组，根据自己的记忆将事物还原。
学习句型：There was a map on the front wall but now there is a map on the back wall.
Step 2 打扫房间
目的：通过自己的描述能够使得第三人清楚地明白事物的具体位置，并能依据你的要求完成特定的工作任务。学生通过这一任务的完成不仅能够掌握位置的书面表述方式而且能够真正达到用英语交流和解决问题的目的。
场景设计：学校的外教的工作非常忙。今天他们请了钟点工为家中做清理工作，但是学校突然打电话通知他们去开会。因此，她/他请你帮助指导钟点工的工作。
任务一
场景设计：你很乐意帮助外教的忙。但是当小时工问到一些东西的位置摆放时你却并不清楚。
颗前准备工作：要求学生在课前每组同学具体了解本校的四位外教中任意一位外教家的房间的一些布置情况，并做相应的记录。
课堂活动：
a. 以小组为单位，通过问答的方式得到自己不知道的内容。这样本组的同学就能够轻松得到关于整个房间的设计内容。
b. 最终通过全组人的合作得到了关于房间布置的准确情况，并将其逐一罗列出来。要求比较准确和详实。
c. 全组同学经过讨论后画出外教房间的草图，并在课下将着一草图较给外教核实，如有不准确的地方请他们一一改正过来。
任务二
课前准备工作：将在上个任务中设计的草图经过修改并画出比较清晰的示意图
场景设计：如果由你来做主收拾房间，你有方法让房间比外教原有的布置更合理而且符合生活习惯吗？
课堂活动：
a. 使用实物投影仪，将各组经过修改后的草图展示给其他组员，并用简单的文字内容对本组的草图进行设计。
b. 组员之间相互讨论，如果考虑到实用性和美观性，能不能提供一个更好的设计方案对房间的布置进行大胆地改革？如果现在外教希望你能给他们的房间设计提一些建议，你们有什么好的建议。进行本组间的讨论，组员可将自己的想法告诉本组的组长，然后有组长总结出本组同学的意见。
c. 用文字体现出本组的设计方案，如有时间还可以画出设计草图。
课堂设计点评：
本节属于活动课类型。在教学过程中要求学生说和做的任务很多，一方面是巩固学生在第一节课所学的重要内容，而重要的是希望学生能够根据课堂的一系列活动达到让学生对本章内容的一个感官上的认识，使他们真正理解所学内容。
课堂中的三个任务都与描述位置与画出相应的示意图有关。学生通过自己画图和描述增加了感性上的直观认识，帮助他们对语言本身的理解，学生在学习语言知识的同时，能够将方位的知识真正用于实践，解决学生所遇到的问题。另外，在活动课中还能运用到一些英语学科以外的内容，促进学科间的相互融合。
活动课是学生较为喜欢的一种课堂教学形式。学生通过自己的观察和实践不断提高对自己所学知识的认识。通过这种方式使得学生能够更加真切地感受到学习的认识过程，能够得到更多的成就感，因此对于学生的学习很有帮助。
Period 3教案示例
教学流程图
Step 1 整理房间
a. 作调查，询问班上有多少同学每天自己整理房间，他们的房间是否漂亮。如果从不整理自己的房间，那么谁来帮他整理；对于自己整理房间的同学给予表扬，同时找同学谈谈自己整理房间的一般方法。
name
Do you often clean your room?
How often do you clean your room?
b. PAIRWORK:向学生展示一幅描述房间凌乱无章的图片，学生可以根据这张图片谈谈如果是你将如何整理房间。
things places
c. REPORT:让学生自己描述一下他是如何收拾这个房间的。
Step 2 我的理想房间
1. 通过幻灯片向同学展示几种不同的设计风格，为了充分挖掘学生的英语潜力，我们希望学生用简短的句子、短语甚至单词谈谈他们的感受，喜欢的原因。Eg: I like the second picture because it is very bright and tidy.
2. 在看过很多漂亮的房间设计方案后，学生自己也会产生一定的想法。引导学生设计属于自己的房间。他们可以使用自己最喜欢的颜色，并放置学生最喜欢的家具。为了他们生活的方便和舒适，还可以发挥自己的想象力在自己的房间里增加许多设施。然后按照自己的设计思路画出房间的设计图纸，可以图上适当的颜色或是作出适当的标识。
3. 在设计图纸上配以简短的问题说明自己的设计思路，特别是表示位置关系的各种物品的位置。
4. 课上请一部分同学展示自己的作品。然后组织同学在课后将设计作品展示在教室内，同学们可以相互评比最终选出一个最佳方案。
5. 通过幻灯片向同学展示几种不同的设计风格，为了充分挖掘学生的英语潜力，我们希望学生用简短的句子、短语甚至单词谈谈他们的感受，喜欢的原因。Eg: I like the second picture because it is very bright and tidy.
6.
在看过很多漂亮的房间设计方案后，学生自己也会产生一定的想法。引导学生设计属于自己的房间。他们可以使用自己最喜欢的颜色，并放置学生最喜欢的家具。为了他们生活的方便和舒适，还可以发挥自己的想象力在自己的房间里增加许多设施。然后按照自己的设计思路画出房间的设计图纸，可以图上适当的颜色或是作出适当的标识。
7. 在设计图纸上配以简短的问题说明自己的设计思路，特别是表示位置关系的各种物品的位置。
8. 课上请一部分同学展示自己的作品。然后组织同学在课后将设计作品展示在教室内，同学们可以相互评比最终选出一个最佳方案。
Step 3 Writing
1. 根据文字描述出事物的位置，然后将自己的图片与书上的图片相对照。
2. 划出表示位置关系的短语。
3. 仿照3a完成3b的文章。
课堂设计点评
本节课主要是针对如何提高学生的写作水平而设计的写作课。课堂设计由浅入深，对本章的写作主题进行逐步渗透。
课堂中的任务一起到了承上起下的作用。利用上节课使用过的图片，要求学生针对不同的房间提出不同的整理意见。让学生先从说完整的句子开始，熟练本章的主题，学会使用方位介词。然后为学生创设一定的场景，激发学生的想象力。希望通过为学生提供的主题让学生发挥自己的学习主动性。让学生为自己设计漂亮的小屋并将他们的构思画在纸上，配以简单的文字说明以便向大家更好地自己的设计思路，同时能够达到练习写作的目的。最后近一步加大写作的难度，完成课本里的练习。
在整个过程中应该为学生提供适当的表达方式，这样让语言基础比较差的学生也能够在课堂上有发挥的空间，写出自己的作文。
Unit 4 Where’s my backpack Period 1
教学目标 掌握关于房间和房间中各种物品的名称
学会用使用功能句表述事物的具体位置
教学重点 Furniture: table, bed, dresser, bookcase, sofa, drawer, chair, desk
Proposition: under, on, behind, next to, between
Daily appliance: alarm clock, CD, video cassette, television
1) Where is the baseball?
It’s in the backpack.
2) Where is my computer game?
It’s under the bed.
3) Where are your books?
They’re on the chair.
Step 1 游戏
A）请同学根据老师的指令变换自己的位置。如老师说，You are next to the front door now.所有的学生将跟着老师的思路开始进入本单元的主题。
B）让学生回忆在刚才的游戏中，我们到底使用了哪些关于方位的介词，并再一次明确这些方位介词的具体意思和用法。A.要求学生根据事物的真实位置使用一些方位介词表示出事物的准确位置。B.给学生一些例句，引导他们总结出方位介词通常情况下在句中的位置。
Step 2 描述我们的教室
A）
同学们通过观察，告诉大家教室里分别有哪些事物，如黑板、电视、书、文具、图片等。
B） 分别说出他们在教室中的具体位置。将两人分为一组，或将四人归为一组，相互寻味对方物品的摆放位置。可以给学生规定出一些事物，就教室中事物的位置进行对话，也可进行讨论。以便学生能够熟练掌握基础的方位表述方式。
C） 课堂练习，连词成句。
TV under dresser
Air conditioner behind Table
Books Next to Sofa
Video cassette on chair
Step 3 听录音磁带，并在图中标出他们正确的位置
做P20 2A，2B
Step 4 向你的同学介绍宿舍的情况。
近来我们学校将要接待一批来自盲人学校的同学来我校学习。为了方便他们的生活和学习，我们将要安排一些同学向他们介绍学校的具体情况，特别是宿舍中一些常用物品的摆放位置以方便他们使用。
课前准备：了解学生公寓中生活用品的位置摆放。
课堂活动：
学生就日常用品的摆放位置进行一一回忆，找到准确位置。
句型：Where is the TV? It’s on the dresser.
Is the TV on the dresser? Yes, it is.
同学们根据自己的生活经验，可将部分生活用品的位置摆放进行一些调整，这样可以让盲人同学使用起来更简便。
Step 5 本课小结
A）单词分类整理Furniture: table, bed, dresser, bookcase, sofa, drawer, chair, desk
Proposition: under, on, behind, next to, between
Daily appliance: alarm clock, CD, video cassette, television
B） 罗列句型 1)Where is the baseball?
It’s in the backpack.
2)Where is my computer game?
It’s under the bed.
3)Where are your books?
They’re on the chair.
课堂设计点评：
作为本单元的第一节内容，重点是通过教学工作使得学生能够尽快了解本单元学习的主题和重要内容以及难点。针对学生英语基础比较弱的情况，在第一课时中加入适当的简单句型操练是很有必要的。所以在整节课的教学过程中，教师设计的任务都是围绕着Where句型展开的。目的是让学生能掌握基本的表达方式和重点单词和短语，为以后三节课中任务的顺利完成做准备。
本节课的第一个任务属于引入部分。教师通过小游戏让学生迅速进入学习状态，并为下一个任务的完成做铺垫。当学生的学习积极性被调动起来后，让他们逐渐平静下来整理刚刚涉及到的内容是十分必要的。对于程度较差一些的同学，可以他们一些例句让他们对于本单元所学的方位介词有一个直观的认识。在第二任务中，我们将学生非常熟悉的教室作为我们参考的对象，运用本单元涉及到的表达方式向他人介绍自己的教室。在必要的时候提醒学生注意名词单、复数的变化对于句子中BE动词的影响。然后，我们为学生设置一个场景，假设某同学的文具丢失了，希望学生能够帮助他找到自己丢失的文具。学生在猜测的过程中很自然地使用了一般疑问句以及能够显示查找结果的肯定回答和否定回答。完成此部分内容之后请同学就语音室的具体位置向盲人同学做介绍，既能让他们进一步熟练所学的内容，又能培养他们乐于助人的精神。最后完成书中的部分练习。
课堂设计的三个任务从简单的句型练习到与实际相联系的任务，现实意义逐渐突显。使学生能够将课堂中所学习的内容自然地与现实生活相结合，帮助学生认识到英语学习的重要作用。本节课主要练习学生的听说能力，任务设计也以听说为主，任务能够贴近学生生活，吸引她们的兴趣，最后进行必要的小结。整个课程设计完整，气氛活跃，同时重视学生对基础知识的掌握。
Period 2教案示例
教学目标 能够通过提问得知事物的具体位置
能够向第三人描述事物的具体位置
树立学生的审美观
教学重点 熟练掌握目标语言和表达方式
能对某一特定事物提出自己的看法，并能运用所学知识表述自己的思想，如：There is a bed in my bed room and there is a ball under my bed.
Step 1 找差别
变动教室的一些东西，然后让学生自己找出他们的不同。同学以小组为单位，同学们仔细观察，然后将自己组发现的不同迅速写在黑板上，其他组不能写与黑板上内容相同的不同点。看哪一组的同学发现的最多。然后写的最少的一组，根据自己的记忆将事物还原。
学习句型：There was a map on the front wall but now there is a map on the back wall.
Step 2 打扫房间
目的：通过自己的描述能够使得第三人清楚地明白事物的具体位置，并能依据你的要求完成特定的工作任务。学生通过这一任务的完成不仅能够掌握位置的书面表述方式而且能够真正达到用英语交流和解决问题的目的。
场景设计：学校的外教的工作非常忙。今天他们请了钟点工为家中做清理工作，但是学校突然打电话通知他们去开会。因此，她/他请你帮助指导钟点工的工作。
任务一
场景设计：你很乐意帮助外教的忙。但是当小时工问到一些东西的位置摆放时你却并不清楚。
颗前准备工作：要求学生在课前每组同学具体了解本校的四位外教中任意一位外教家的房间的一些布置情况，并做相应的记录。
课堂活动：
a. 以小组为单位，通过问答的方式得到自己不知道的内容。这样本组的同学就能够轻松得到关于整个房间的设计内容。
b. 最终通过全组人的合作得到了关于房间布置的准确情况，并将其逐一罗列出来。要求比较准确和详实。
c. 全组同学经过讨论后画出外教房间的草图，并在课下将着一草图较给外教核实，如有不准确的地方请他们一一改正过来。
任务二
课前准备工作：将在上个任务中设计的草图经过修改并画出比较清晰的示意图
场景设计：如果由你来做主收拾房间，你有方法让房间比外教原有的布置更合理而且符合生活习惯吗？
课堂活动：
a. 使用实物投影仪，将各组经过修改后的草图展示给其他组员，并用简单的文字内容对本组的草图进行设计。
b. 组员之间相互讨论，如果考虑到实用性和美观性，能不能提供一个更好的设计方案对房间的布置进行大胆地改革？如果现在外教希望你能给他们的房间设计提一些建议，你们有什么好的建议。进行本组间的讨论，组员可将自己的想法告诉本组的组长，然后有组长总结出本组同学的意见。
c. 用文字体现出本组的设计方案，如有时间还可以画出设计草图
课堂设计点评：
本节属于活动课类型。在教学过程中要求学生说和做的任务很多，一方面是巩固学生在第一节课所学的重要内容，而重要的是希望学生能够根据课堂的一系列活动达到让学生对本章内容的一个感官上的认识，使他们真正理解所学内容。
课堂中的三个任务都与描述位置与画出相应的示意图有关。学生通过自己画图和描述增加了感性上的直观认识，帮助他们对语言本身的理解，学生在学习语言知识的同时，能够将方位的知识真正用于实践，解决学生所遇到的问题。另外，在活动课中还能运用到一些英语学科以外的内容，促进学科间的相互融合。
活动课是学生较为喜欢的一种课堂教学形式。学生通过自己的观察和实践不断提高对自己所学知识的认识。通过这种方式使得学生能够更加真切地感受到学习的认识过程，能够得到更多的成就感，因此对于学生的学习很有帮助。
Period 3教案示例
教学流程图
Step 1 整理房间
a. 作调查，询问班上有多少同学每天自己整理房间，他们的房间是否漂亮。如果从不整理自己的房间，那么谁来帮他整理；对于自己整理房间的同学给予表扬，同时找同学谈谈自己整理房间的一般方法。
name
Do you often clean your room?
How often do you clean your room?
b. PAIRWORK:向学生展示一幅描述房间凌乱无章的图片，学生可以根据这张图片谈谈如果是你将如何整理房间。
things places
c. REPORT:让学生自己描述一下他是如何收拾这个房间的
Step 2 我的理想房间
1. 通过幻灯片向同学展示几种不同的设计风格，为了充分挖掘学生的英语潜力，我们希望学生用简短的句子、短语甚至单词谈谈他们的感受，喜欢的原因。Eg: I like the second picture because it is very bright and tidy.
2. 在看过很多漂亮的房间设计方案后，学生自己也会产生一定的想法。引导学生设计属于自己的房间。他们可以使用自己最喜欢的颜色，并放置学生最喜欢的家具。为了他们生活的方便和舒适，还可以发挥自己的想象力在自己的房间里增加许多设施。然后按照自己的设计思路画出房间的设计图纸，可以图上适当的颜色或是作出适当的标识。
3. 在设计图纸上配以简短的问题说明自己的设计思路，特别是表示位置关系的各种物品的位置。
4.
课上请一部分同学展示自己的作品。然后组织同学在课后将设计作品展示在教室内，同学们可以相互评比最终选出一个最佳方案。
5. 通过幻灯片向同学展示几种不同的设计风格，为了充分挖掘学生的英语潜力，我们希望学生用简短的句子、短语甚至单词谈谈他们的感受，喜欢的原因。Eg: I like the second picture because it is very bright and tidy.
6. 在看过很多漂亮的房间设计方案后，学生自己也会产生一定的想法。引导学生设计属于自己的房间。他们可以使用自己最喜欢的颜色，并放置学生最喜欢的家具。为了他们生活的方便和舒适，还可以发挥自己的想象力在自己的房间里增加许多设施。然后按照自己的设计思路画出房间的设计图纸，可以图上适当的颜色或是作出适当的标识。
7. 在设计图纸上配以简短的问题说明自己的设计思路，特别是表示位置关系的各种物品的位置。
8. 课上请一部分同学展示自己的作品。然后组织同学在课后将设计作品展示在教室内，同学们可以相互评比最终选出一个最佳方案
Step 3 Writing
1. 根据文字描述出事物的位置，然后将自己的图片与书上的图片相对照。
2. 划出表示位置关系的短语。
3. 仿照3a完成3b的文章。
课堂设计点评
本节课主要是针对如何提高学生的写作水平而设计的写作课。课堂设计由浅入深，对本章的写作主题进行逐步渗透。
课堂中的任务一起到了承上起下的作用。利用上节课使用过的图片，要求学生针对不同的房间提出不同的整理意见。让学生先从说完整的句子开始，熟练本章的主题，学会使用方位介词。然后为学生创设一定的场景，激发学生的想象力。希望通过为学生提供的主题让学生发挥自己的学习主动性。让学生为自己设计漂亮的小屋并将他们的构思画在纸上，配以简单的文字说明以便向大家更好地自己的设计思路，同时能够达到练习写作的目的。最后近一步加大写作的难度，完成课本里的练习。
在整个过程中应该为学生提供适当的表达方式，这样让语言基础比较差的学生也能够在课堂上有发挥的空间，写出自己的作文
Unit 5 Do you have a soccer ballPeriod 1
教学目标
1．掌握所给的体育词汇，熟悉补充的词汇
2．掌握目标语言
3．谈论自己喜欢的体育运动
4．能够询问他人喜好并提出建议
教学向导
语言目标 学习策略与思维技巧 重点词汇
掌握Do does 引导的一般疑问句及肯定、否定回答；
掌握体育运动词汇； 个体、群体思维；
看图做答；
交换信息； Dodoes; havehas;
Basketball, soccer, bat,
Tennis racket, volleyball;
语言结构 语言功能 跨学科学习
以dodoes 引导的一般疑问句及其答语 谈论自己拥有物品的情况；
阐述自己的喜好
提出建议或意见 了解中西方体育文化的差异；
培养自己良好的身体素质
课前准备
1．学生课前准备：小组调查表
2．教学器材：实物投影、多媒体电脑
3．教学课件：PowerPoint 课件unit5
教学设计
主体思维图及任务型活动
教学过程设计
Steps Teacher’s Activity Student’s Activity Preparation
Warm up Lead the Ss to sing a song Sing a song about balls Learn a song
Lead in: balls
What’s this? Talk about balls. Look at the pictures and answer Powerpoint
Task I pair work what do you have
Aim Familiar with the target language and the key words
1 Show the target language:
Do you have…? Look at the example, and try to understand Powerpoint
2 Show the target language:
Does your sister have…? Look at the example, and try to understand
3 Ask Ss to talk about the things they have Pair work to talk about the balls according the examples Pair work
4 Move around the room and give support as needed Talk to each other
5 Ask pairs of students to show their works Pairs of Ss show their works
Task II A survey: Group work
Aim Get to know others’ ownership
1 Play the recorder Listen and finish 2a P26-2a
Check the answers Give the answers Recorder
Play the recorder Listen and finish 2b P26-2b
Check the answers Give the answers Recorder
2 Let Ss know others’ ownership Use the target language, and talk to others Chart
3 Move around the room and give support as needed Talk and Fill in the chart
4 Choose a leader to make a report Give report
5 Ask one student to count the number Give the number. See which is the most one Microsoft Excel
Task III sports center
Aim use the target language to finish their own cards
1 Ask Ss look at the poster and read it Read and know the meaning of the poster Powerpoint
2 Ask Ss to talk about the sports center and the card Talk and finish the card The form of the card
3 Move around the room and give support as needed Discuss in groups and finish the card
4 Ask Ss to show their works and perform it Give the performance
Homework Find out the things about one sport
教学点评：
深入的开展任务型教学，就会深入的挖掘学生的潜力。这是最深刻的感受。任务型课程的设计要从简单机械操练为起始任务，逐步递进，达到完成真实或接近真实任务的目的。
本单元设计由三个任务组成。单词的掌握比较简单，学生很喜欢看动感的图片，他们的兴趣很容易调动起来。有的实物也能达到这种效果。句型的教授比较难，学生接受新句型的能力不同，机械的操练十分必要，但形式可以有所不同，多方位的训练目标语言比较好。最后的任务，能够发挥学生的主体地位，让他们运用所学语言解决真正的问题。但是任务的设计不要超出学生的能力，要与现实生活接近。课堂要营造活跃的氛围，使学生在‘我要说的’中度过四十分钟。特别要调动学生的创造力和想象力，他们知道的事情远远超出我们的想象，要最大限度挖掘他们的潜力！
教材的合理使用会使它成为丰富多彩的资料，需要教师的整合和挖掘
Period 3教案示例
教学目标
1．掌握形容词，补充词汇
2．谈论自己对体育运动的看法
3．介绍自己的体育收藏
教学向导
语言目标 学习策略与思维技巧 重点词汇
掌握扩充体育运动词汇；
形容词汇 个体、群体思维；
交换信息；
自我介绍 Interesting, boring, fun, difficult, relaxing
语言结构 语言功能 跨学科学习
第三人称的变化：She has…
She doesn’t have… 谈论自己拥有物品的情况；
介绍自己的运动收藏 对学科的喜好。
对其他兴趣的培养
教学过程设计：
Steps Teacher’s Activity Student’s Activity Preparation
Warm up Lead in: Do you like…?
Why? Talk about activities. Use the description words. Powerpoint
Task I Pair work: Do you have…
Aim Familiar with the target language and the key words
1 Show the target language:
Do you like….? Look at the pictures, and try to understand Powerpoint
2 Show the target language:
It’s…. or That sounds….. Look at the words, and try to use them
3 Ask Ss to talk about the things they like Pair work to talk about the balls or other things Pair work
4 Move around the room and give support as needed Talk to each other
5 Ask pairs of students to show their works Pairs of Ss show their works
Task II Write about your ownership
Aim From the example, know the information, and write about yourself
1 Let Ss know others’ ownership
Read the articleP29-3a Know the meaning and finish the work
2 Move around the room and give support as needed Circle the sports things Powerpoint
3 Ask students to check the answers Give answers
4 Look at the pictures and fill in the chartP29-3b Finish the picture, and give the words Powerpoint
5 Write about sports things and other things you have Write the things Show it on the screen
Task III Performance
Aim Use the target language to make their own conversations
1 Ask Ss look at the article Read and know the meaning of the article
2 Ask Ss to talk about the sports things Talk and make the sentences write
3 Move around the room and give support as needed Discuss in groups and finish the conversations
4 Ask Ss to show their works and perform it Give the performance
Homework Get mort information about sports and find out your friend’s sports collection
教学点评：
本节课运用不同形式鼓励学生使用目标语言，在任务中体现学生的主体地位。在过程中如果学生出现一些错误，教师要以积极的态度对待他们，愉快的氛围对学习有很大的影响力。
教无定法，教师不要为了任务活动而忽略了语言的传授。学生的信息交流要在特定的环境中进行，给他们参与的机会。任务的完成不是语言学习的结束，而是另一个高度的开端。加强学生语言的实践是改革的关键，要给学生机会去说、去做、去思考。本节课中学生们的现场对话表演很精彩，如果用心挖掘学生们的潜力，他们还是很有语言天赋的
Unit 6 Do you like bananas
教学目标：
1．复习本单元所学食品名称。Broccoli, salad, ice cream, apple, banana, orange, carrots, hamburger, French fries, strawberry, tomatoes，练习与like有关的肯定句否定句疑问句。
2．扩展词汇。〖教师备用〗
Rice, porridge/gruel/congee, steamed bun, steamed stuffed bun, pancake, noodles, dumpling, ravioli
Egg, pizza, bread, cake, biscuit, cream, cheese, candy, sweets, milk, yogurt, fruit juice, soup, peanut
Peanut
Pork, mutton, mutton kebab, beef, fish, shrimp
Cabbage, CH. cabbage, potato, bean, bean curd, bean sprouts, onion, celery
Apple, pear, peach, grape, strawberry, coconut,
Leek, pea, eggplant, cucumber garlic, celery, mushroom, pumpkin, guava, pineapple, beerry, peach, fig, mango, cherry, plum, lamb , bacon, turkey, oat, wheat, barley, corn, rye, crab, cookie, biscuit, nut pie.
3．任务一：会食品分类。任务二：询问或陈述食物的喜好。任务三：谈一日三餐。
重点句型：Do you like…?Does he like…?I like… He likes…I don’t like… He doesn’t like,,,
情感教育：关心他人的喜好，加强与同学，家人的沟通。
教学手段：多媒体，卡片，表格
Chart 1
Staple food
Vegetables
Meat
Fruits
others
Chart 2
Foods I like Students’names …likes… …doesn’t like…
chart 3
…likes… …doesn’t like
Father
Mother
Grandfather
Grandmother
Chart 4
This Sunday’s foods plan
For breakfast
For lunch
For supper
教学过程
步骤
任务
教师的话语 大屏幕展示 学生活动 课前，课上临时补充 课后反思
Step 1
greetings.
nice to see you Do you like bananas? Nice to meet you ,too.
Step 2
review the words of foods Who knows it? hand up. Good. Do you like it? Use flash cards. Say the food names and answer the questions. 让学生将单词拼写出来 此项活动容易完成，学生的积极性一下子就调动起来。
Step 3
classify foods.(in whole class) Fill in the table 1.
有同学说，学了这些词我去超市，许多食品的英文我依然不知道，接下来大屏幕将展示是我在上庄超市拍的食物，并配有英文。请大家在表格1记下你所感兴趣的食品的英文。要求分类填写。 Pictures of foods and the words. Write down the words they are interested in. Ask in Chinese if they want to know something more. 学生很兴奋，求知欲明显很强。但由于展示太快，一些动作慢的同学跟不上，急得直嚷。下次最好将扩展词汇名提前打印下发。让学生划勾。
Step 4
food likes and dislikes.(in group) Fill in the table 2.
民以食为先，在中国开餐馆似乎最赚钱。假如你想在永丰开个餐馆，已有了资金，店面，店员，执照，开业前还有一件非常重要的事，是什么？调查当地人的食物喜好。从哪儿开始？从身边的人开始 zhang Xu , do you like bananas? Yao shuo , do you like bananas. Do you like bananas?
Yes, I do.
No , I don’t. Discuss in group, and fill in the table 2 设问语气很重要。要有煽动性。
Step 5
Ask some students to give reports
For example: zhang Xu ,likes banans. Yao Shuo doesn’t like bananas? Zhang Xu likes bananas.
2. Yao Shuo doesn’t like bananas. A student from each group gives a report. The others do a calculation to find out what kinds of food are popular. 事先教师问过张雪，瑶硕两位同学对香蕉的喜好。并根据实际情况修改了两个例句的主语。
Step 6
Again food likes and dislikes.(pair work)
For example: Liu Wei , does your father like hamburgers？ Does your father like hamburgers?
Yes, he does.
No he doesn’t. Write down a menu . ask the partner to tick in the table 3
Step 7
Ask some students to give reports. Liu Wei’s father likes hamburgers. His father doesn’t like salad.. A student from each group gives a report. The others do a calculation to find out what kinds of food are popular. 刘委同学课上临时改变了他父亲的食物喜好，与课前不符，教师场在大屏幕上用电脑更改例句。 电脑不熟练，教师有点忙乱。
Step 8
prepare three meals for parents on Sunday
Exchange the table 3. Fill in the fourth table. For breakfast, I have…
For lunch, I have…For supper, I have…(use table 4) Fill in the fourth table.
Step 9: :
Homework
Cook for your family 。周末为父母做一日三餐，用英语写出一份购物单，一份菜谱（各道菜的成分） Hand in the shopping list in English. 家长回执，写一个评价：难以下咽，过得去，好吃，太棒了。 作业很有人情味。沟通了学生与家长的情感。也使家长了解了学校的教育教学情况。尤其是使一些工作忙，无暇过问子女教学的家长心头一亮。
结束语： 将本课的表格，菜单保存进档案袋，日后自己开餐馆用作参考，或向开餐馆的亲戚朋友提供信息
教案点评：
本课的每一个环节，都力求真实，靠近学生实际生活。最大限度地调动他们的学习积极性。这是一所农村校，大部分学生不上高中，所以我选择了开餐馆这一话题来引入重点句型。在例句中也用学生的真实姓名，真实爱好，使得课堂很亲切，很活跃。课堂任务设计难度适中，完成较好。家庭作业完成情况较好，少数学生没有家长的回执。
有听课的老师评价中文似乎多了点儿，建议能否在步骤3，4，9和结束语中用英文。我汉语的使用目的是煽动学生的求知欲。对程度较高的学生，对学生程度比较均匀的班级可以更少地使用汉语，或全用英文。但对我这个普通中学的普通班，在调动积极性和进行必要的游戏规则讲解时最好用汉语。它可使我短时快效地与学生沟通
Unit 8 When is your birthday
教学目标
通过学习一年中十二个月的单词和序数词，教会学生使用互相询问对方生日，以及第三人称他或她的生日。
教学重点和难点
1. January, February, March, April, May, June, July, August, September, October, November December.
2. When is your birthday? My birthday is November 11th.
When is Leila’s birthday? Her birthday is September 5th.
What year were you born?
I was born in _____.
课前准备
1．学生课前准备
预习十二个月的单词，会朗读单词，能听懂中文意思。每人准备一个小台历。
通过上网查找十二个月单词的由来，以便进一步更好的了解西方文化历史的同时和更容易地记住单词。
2．可以预先准备好一张生日卡片或一个生日蛋糕。
3．教学课件 利用幻灯片制作一些投影片
教学设计
教学过程设计
Step1 Revision of the words of twelve months.
可以先问学生“一年有几个月？”“它们都怎么说？”
可以让一个学生问另一个学生的生日在哪天？其他学生翻日历，教师检查学生是否翻对日历。
Step 2 Listen to a conversation and fill in the chart.
Name Jan. Feb. Mar. Apr. May Jun. Jul. Aug. Sep. Oct. Nov. Dec.
Vera
Mary
Jeff
让学生看表格，填月份。听完之后，让学生互相问检查答案。
Step 3Listen and match the names, months, and days.
学生先看表格，让一个学生先按照表格的顺序姓名，月份，日期，填好。再听录音，连线。最后让学生说出答案。
Step 4 Ask your partner about his or her birthday in groups.
以组为单位，互相询问生日在哪天，哪一年出生，谁比谁大，组长汇报自己组谁年龄最大，谁年龄最小。
Step 5 Choose an ID and make a conversation
根据上面的活动，自己可以制作一个个人身份证。包括自己的姓名，年龄，出生日期，在哪所学校学习等。
Step 6 Report
如果时间允许，可以找一些做的较好的学生展示以下他们的作品。
教学点评（或反思）
这节课教学活动较多，如果学生基础不扎实，可以少做一些活动。重点练习“你的生日在哪一个月，哪一天？”。
如果程度较好的班级可以在此基础上再适当增加内容，让学生反复操练重点句型，以求达到一个新的水平。
Unit 9 Do you want to go to a movie?
一、单词
1、名词：action movie, comedy, romance, thriller,
（附加相关的单词：tragedy, science fiction, cartoon, documentary）
2、形容词：scary, funny, exciting, sad,
（附加相关的单词：instructive, useful）
二、句型：
1. Do you want to go to a movie?
Yes, I do. No, I don’t.
2. Does he want to go to a movie?
Yes, he does. No, he doesn’t.
3. Does she want to go to a movie?
Yes, she does. No, she doesn’t.
4. What kind of movies do you like?
I like……
5. What kind of movies does he like?
He likes……
6. What kind of movies does she like?
She likes……
7. I like……and……
I like……but I don’t like……
8. She likes……and……
She likes……but she doesn’t like……
三、教学过程
Period One:
Task：调查同学爱看什么类型的电影，从而决定周末组织/约同学去看哪一部电影。
Step 1 pair work: Classify the names of the movies.
所用句型：“……is a thriller.” “…and…are comedies.”
Action movie comedy romance thriller tragedy
Step 2: Group work: Ask your partner what kind of movies he likes and dislikes.
所用句型：
What kind of movies do you like?
I like action movies and comedies.
I don’t like thrillers.
Step 3 The group leader will write down their answers and fill in this form.
Names likes doesn’t like
Mary
Tom
John
Kate
Step 4 One of the group members will report to the class what kind of movies they like.
所用句型：“We like……”
Groups like don’t like
Group 1
Group 2
Group 3
Group 4
Group 5
Period Two:
Task：根据原来的电影名单表，小组讨论，喜欢看什么类型的电影，得出最终结果，从而周末约同学去看哪一部电影。
Step 1：Pair work: Read the list of the movies. Tell your partner what kind of movies you like and the reasons.
所用句型：
“I like action movie, it’s exciting and I like comedy, it’s funny.”
Step 2: Tell your partner what kind of movies you don’t like and the reasons. Your partner will write down your answers.
Name like reason dislike reason
所用句型：
I like action movie, it’s exciting but I don’t like thriller, it’s scary.
Step 3: According to the form above, decide to see what kind of movie at weekend.
Step 4: Books(P53---P56)
Period Three
Task One：你的一位外国朋友到中国来，想随你一起去看一部中国电影，你向你的外国朋友做一下有关著名电影演员的简单介绍并推荐一部你觉得适合他的电影。
For example:
GeYou is a great actor. His new movie is “bujianbusan”. It’s a comedy. It’s really a good movie. It’s funny and romance. The movie is on now. You can see it at Capital Cinema.
Talk about the name of the movie, the main actor and actress of the movie, the kind of the movie and the description of the movie.
游戏：
1. 放一段音乐，让学生听，根据主题音乐判断该电影的名称、主要演员，判断该部电影的类别，可以进行简单的描述。
2. 放一段对白录音，让学生听，判断该电影的名称、主要演员，判断该部电影的类别，可以进行简单的描述。
3. 放一段录像，让学生看，判断该电影的名称、主要演员，判断该部电影的类别，可以进行简单的描述。
模仿以上的例文请学生进行简单的口语练习，此练习为最后的综合练习，学生通过前边的大量口头练习，应该尝试着做口头作文的练习，为笔头作文打下良好的基础。这一练习方式给学生创造机会，老师应尽可能让学生都说一说，鼓励学生课下写下来。
教案点评：
本设计包括本单元3部分的教学思路，采用任务型的教学模式，主要围绕电影这个主题，通过三个任务活动完成本单元的目标教学，了解电影的种类，谈论对电影的喜好，介绍电影及电影明星，并进行评论。
Unit10 Can you play the guitar?
本单元的语言目标是让学生学会谈论能力。按照一般惯例或在过去教学中，我们在讲can这个词时，首先说can是一个情态动词，表示“能，会”。它的陈述形式是can+动词原形，它的否定形式是can +not +动词原性，它的疑问句形式是Can you….? 讲完之后在进行问答式训练。
新课程的教学改变以往的方式，它不直接讲can的用法，而是通过一系列的活动完成。第一步展示一张图，上面画有许多俱乐部在招收学员，有艺术俱乐部，运动俱乐部，音乐俱乐部，棋类俱乐部和英语俱乐部
教学步骤：
一、 把句型I want to join … club.写在黑板上，学生用这个句型说出自己要参加的俱乐部。教师再用Can you … ? 的句型提问学生有什么特长。
例如:
S: I want to join the music club.
T: Can you……?
S: Yes, I can . / No, I can’t.
通过大量问与答的练习后，学生对这种句型有了感性的理解。
二、小组活动。 用I can….He/She can…的句型谈论自己或他人有什么能 力。学生们很愿意在别人面前表现自己。
三、前面做了铺垫后，给学生下达任务。把学生分成五个俱乐部的五组招聘人员和五组面试人员。招聘组讨论自己俱乐部招收人员所应具有的素质。例如，音乐俱乐部的人应该至少会一种乐器或会唱歌跳舞等。面试组的人员也要做好充分的准备。在招聘会上，同学们使用了以下句型：
What club do you want to join? I want to join the …club.
What can you do? I can…
Can you…? Yes, I can. No, I can’t
通过对话练习学生们能准确地用英文询问或回答自己想做或能做的事。
四、为了使自己的俱乐部能够吸引同学们的关注，就要展示自己的招聘广告。广告中不光要夸自己，还要确定对面试者的要求,人数限制,人员素质等。学生们仿照P 63的3a和3b 部分，写出一则招聘广告，这样把所学的语言落实在笔头了。整个过程完成了听，说，读，写的语言目标。
新目标英语Go for it 的教材选材非常贴近学生的生活实际。每学完一个单元学生就能用英语进行简单的交流。充分体现了学以致用的教学原则。学生已经从死背语法知识，机械模仿句型为主的学习方式过渡到“做中学”的活学活用阶段。学生的学习积极性大大提高，课堂气氛也更加活跃。课堂上把时间还给学生，让每个学生都动起来。学生通过讨论交流和合作方式展示他们丰富的想象力和创造力。教师应为学生创设宽松，和谐，民主的学习气氛，设计多种合作方式或活动内容，多思考导入的途径和技巧。怎样让每个孩子都说话，每个任务都有话说。
Unit 11 What time do you go to school?
Topic Unit 11 What time do you go to school? (the second period)
Aims Language To teach verbs describing everyday actions.
To teach certain verb collocations.
To teach present tense in what time questions and narrative forms including the present single tense.
To give practice in speaking and listening in the context of talking about one’s daily routine.
Ability Students can tell about their own daily routine.
Students can ask about times and tell different times.
Students can make a timetable by themselves.
Target language What time do your get up?
I get up at six o’clock.
What time does Rick get up?
He gets up at six o’clock.
Key words get up, run, take a shower, go to school, eat breakfast, go home, do homework, go to bed, o’clock, what time
Functions To express different times correctly.
To narrative daily routine clearly
Teaching steps:
Warmer:
Put students in pairs.
Students tell each other the things they do every day.
Students try to find the same things they do.
Ask one or two pairs to report.
Lead-in:
1. Match the words with the pictures.
2. What time do you do these things?
Step One: Section A
(1) 1b Ask students to listen and match the times and actions.
After listening, check the answers.
(2) 1c Ask students to do pair work. One is Rick, and the other is the interviewer.
(3) Ask students to talk about Rick’s daily activities.
Step Two: Play a game.
There’re many kinds of fruit on the blackboard. Students are encouraged to get them by answering the questions on the back of the fruits. The ways to answer them can be different.
Step Three: Listening and speaking practice.
1.Ask students to see a video and fill in the missing information about David’s daily routine.
David’s daily routine:
Activity Time
gets up 6:00 a.m.
has breakfast 7:00 a.m.
7:30 a.m.
gets to school
11:30 a.m.
goes home 4:30 p.m.
gets home
has dinner
10:00 p.m.
2. Ask some students to say about David’s daily routine.
Step Four: Fill in a form.
Ask students to write down the information of their own.
Ask students to do pair work and fill in their partners’ information.
Ask some students to say two or three sentences about themselves and two or three sentences about their partners.
Time
(yourself) Activities Time
(your partner)
get up
have breakfast
go to school
have lunch
do homework
take a shower
have dinner
go to bed
Step Five: Written practice.
I usually ______at six o’clock. I have milk and bread for breakfast. After breakfast, I _____ home and then I______ school by bus. I get to school at seven thirty. I have five classes in the morning. And then I have lunch at ______. In the afternoon I have two classes. I go home at four . I get home at 4:30p.m. I _______at about seven. After dinner, I _______ homework. I _______ at nine thirty. My life isn’t exciting.
Step Six: Summary
Summarize the structures learned this class.
Step Seven: Homework
You are free this Saturday. Please arrange it as you like it to be.
课堂教学设计说明
这个单元主要学习谈论日常作息活动及时间的表述法。学习用英语描述不同的时间是一个难点，并且只有学习了时间表示法后，才能自如地谈论日常活动。因此在第一课时中，主要讲解了时间的表述方法，为第二课时谈论日常活动做好了准备。这节课是第二课时。整节课的活动都紧紧围绕基本句型展开，层层铺垫，层层推进。课堂设计基本上是以学生活动为主体。下面是具体的课堂设计思路。
这节课，我首先设置了一个热身活动，让同学两人一组谈论一下他们知道的有关日常活动的词。然后让几个同学起来汇报一下。这样，基本上把有关daily activities 的词都出来了。然后让他们作一个看图识字，巩固并加深对这些词语的认识。既然这些是daily activities，每天都要做，这样就可以很自然地问“what time do you do these things？”这样就引出了新句型，然后提问几组同学，关于他们的日常活动及时间，让他们有个模糊的印象，然后利用书上65页第一部分的图片及听力给学生一个完整的关于询问和回答日常活动的模式，运用书本上的东西落实新句型，同时把第三人称单数很自然地呈现在学生面前。
接着为了巩固和运用新学的句型，课堂上设计了一个摘水果游戏，每个水果的后面都有一个问题，这样学生要想得到他所喜欢的水果，必须完成回答问题任务，学生参与活动的热情很高，非常乐意去完成这个任务和挑战，并没有把它当作学习的压力，学生在非常轻松愉快的心情下和环境中完成了句型的学习，并且还达到了运用英语交际的目的。
在这节课中又设置了一个录像片段，让学生可以根据所听到的内容获取所需信息，从而完成填写表格的任务。通过这个活动，学生加强了听力练习。并且在表格中非常清楚地把几个动词的第三人称单数显示出来，这样就把难点突出了出来。
紧接着是一个调查表，调查表中需要学生填写两栏的内容，首先，写出自己日常活动的时间，然后二个同学之间运用所学句型做问答练习，然后把所听到的时间写下来，通过这个活动可以练习学生的听力，也起到了巩固新句型的目的。做完调查表之后，由学生起来讲述有关他本人和他的同伴的一些日常活动。这个活动让学生对整个学习目标有一个清楚的认识。
调查表之后设计了一个写作，这样又把有关日常活动的词语做了巩固练习。
课堂最后做了一个小结，告诉同学这节课所做的任何活动和任务都是为了学习和运用这些句型。
通过这节课，我对任务型教学思路有下列体会：为了完成这节课的教学目的，老师要设计合适的教学活动，让学生参与其中，顺利地，轻松地学习。改变由老师单纯传授知识，学生被动学习的状况。学生通过课堂的学习，可以在课下运用所学知识与他人交流或可以动手做一些事情，就达到了任务型教学的目的。
教案点评：
首先设置了一个热身活动，谈论有关日常活动的词，然后在摘水果游戏中学习本单元的目标语言句型，接着利用媒体谈论一天的作息活动安排，然后让学生就日常活动和时间进行调查。各个阶段的活动都体现了学生的参与活动，都围绕本单元的目标语言点进行
Unit 12 My favorite subject is science
教学目标
※ 学会描述各个学科
※ 学会表达对不同学科的看法
培养学生分析判断事物的能力，发表自己的看法和意见。
教学向导
语言目标 1. 用what, when, why 引导的一般现在时的特殊疑问句
2. 词汇：各个学科，一周七天的表达方式
语言结构 1. what, why, when 句子的问题及回答
2. 加入who的问句及want to 句式
学习策略与
思维技巧 1. 个体操练 2. 群体思维 3. 查找信息解决问题
4. 通过字，句，篇结构表述问题
语言功能 1. 谈论学科，说明理由
2. 谈论日期，说明理由
跨学科学习 调查各学科受喜欢程度，培养学生各学科平衡发展；
培养学生分析事物的能力并知道如何表述自己看法
道德培养 询问父母最喜欢的事物
主题思维图及任务型活动
教学过程:
Steps Teacher’s activity Students’ activity
Lead in: a chant
Warm up Lead the Ss to listen to a chant
What are they talking about Listen to the chant
Ask questions about school:
What subjects and what days Answer the questions
Task I pair work: my favorite subject
Aim: get to know favorite subjects and teachers, and the reasons.
1 Give Ss some examples of ‘what’
Why’ and ‘who’ conversations Read the examples
2 Ask Ss to do the pair work,Favorite subjects, teachers… Make their own conversations
3 Move around and give Support Work in pairs
4 Ask pairs of Ss to show their works
And correct their pair works Show the conversations
Task II game: my favorite subject
Aim: familiar with the target language and tell their favorite subjects
1 Show the words of one week
And translate into Chinese Read the words
2 Give the sentences: when do you have…? I have …on… Make the sentences
3 Give the school schedule, and do pair works Make the conversations
4 Show the examples of the game Look and read
5 Play the game: pass the sentences one by one Play the game
Task III oral practice
Aim: know others’ favorite subjects and make oral practice
1 Play the recorder: two times Listen and finish the chart
2 Ask Ss to read the answers
In pairs Check the answers
3 Ask Ss to find our their favorite day
And reasons Answer the questions
4 Show the examples and make a report about the chart Practice the report
5 Ask Ss to give the report:
Oral practice Read the report
Task IV group work: make your favorite day
Aim: use target language to design a school schedule
1 Ask questions about school
Subjects and date Answer the questions
2 Show the examples
Ask Ss to read Look at the PowerPoint
3 Do the group work and choose their favorite day and favorite subjects Group work
4 Move around and give the support
Check their words Work in groups
5 Give the report and ask one student to count the numbers Give the reports of groups
Homework:
Aim: let Ss know more about their parents
Ask their parents’ favorite things: food, color, book……
教学点评及反思：
本课是一节任务型教学研究课，着重以不同的方式向学生传授目标语言。用学生日常熟悉的事物来教授新课：
1．导入：用关于学校科目的chant来引入新课，有利于活跃课堂气氛，把学生带入课程的场景当中。
2．把各科教师的照片、学生们喜爱的画片和目标语言结合起来，能够加深学生对目标语言的理解。
3．使用Pair work的形式讨论学生的课程表使目标语言具有很强的实用性。
4．听力部分的Report有利于学生掌握英语口试的形式，是一种很好的练习方式。
5．自制课表的任务能够激发学生们参与教学的积极性，使他们成为学习的主动者。
评价：本课设计合理，层次清晰；形式活泼多样，课件运用恰当；开始由chant导入新课，最后在歌声中结束，使整节课首尾呼应、气氛活跃，达到了学生掌握并灵活运用目标语言的教学目的。不足之处：在任务的设计和衔接上还不够精炼和流畅，有待在今后的教学中作进一步研究和探讨。
教案点评：
本课是一节任务型教学研究课，着重以不同的方式向学生传授目标语言。用学生日常熟悉的事物来教授新课。本课设计合理，层次清晰；形式活泼多样，课件运用恰当；开始由chant导入新课，最后在歌声中结束，使整节课首尾呼应、气氛活跃，达到了学生掌握并灵活运用目标语言的教学目的。
第一学期七年级上册英语期末测试卷（B）
姓名 班级 考号 得分
（时间：120分钟；满分：150分）
温馨提示：
1.本试卷分听力和笔试两部分，测试时间为120分钟，测试分值150分；
2.请在答题卷上作答
Ⅰ、听力部分（共四大题，满分25分）
一.听句子，选出与所听句子内容相符的正确答语。每个句子读一遍。（每小题1分满分5分）
1. A. Yes, it is. B. No, it isn’t. C. Yes, he is.
2. A. Yes, I do. B. Yes, he likes. C. Yes, he does.
3. A. Yes, I am. B. Yes, I can. C. No, I don’t.
4. A. Yes, it is. B. It’s a ruler. C. That’s a ruler.
5. A. Nine. B. Ten. C. Eleven.
二.听对话，选择最佳答案。每段对话读两遍。（每小题1分，满分5分）
6.What subject does Miss Zhang teach (教)?
A.Art. B.Math. C.Music.
7.How much are two dresses (长裙)？
A.15 dollars. B.30 dollars. C.45 dollars.
8.When is Lucy’s birthday?
A.It’s on October 9th. B. It’s on October 10th. C. It’s on October 11th.
9.What does the girl think of milk?
A. It’s junk food. B. It’s delicious. C. It’s good for her health.
10.Where are the pencils?
A.On the desk. B.In the bag. C.In the pencil box.
三. 听长对话，根据所听内容完成表格，每题不可超过三个词。对话读两遍。（每小题1分，满分5分）
When does Kate have history?
11 .
What does Kate think of math?
12 .
How many math classes does Kate have on Monday?
13 .
What’s Peter’s favorite subject?
14 .
What does Peter like doing?
15 .
11. 12. 13. 14. 15.
四.听短文，根据短文内容完成下列表格，每题不可超过三个词。短文读两遍。（每小题2分，满分10分）
Jeff’s Information
Age
Fourteen years old
Birthday
16
Likes
17
Want to join the club
18
Favorite color
Green
Favorite subject
19
Telephone number
20
Ⅱ、笔试部分(共7大题，满分125分)
一 单项选择（共20题，每小题1分，共计20分）
21 For ____breakfast , I like hamburgers, eggs and _____apple.
A. a; a B.a; an C./;a D./;an
22 Does she ____ any pencils?—Yes,she ____ three pencils.
A.have；has B. have；have C. has；have D. has；has
23 I don’t like soccer. ---Ok, Let ____ ____basketball.
A. we ; play B. us; playing C. we; playing D. us ;play
24.Look! Some salad ____here and some hamburgers ____on the table.
A. is；is B. are; are C. is; are D. are; is
25. Does she want ____ a computer?
A.buy B.buys C.buying D.to buy
26. We have socks _________all colors _________only $5 .
A. at ; in B. in ; for C. at ; at D.in, with
27. –_______? –I like tennis and volleyball best.
A. What’s your favorite color B. What’s your favorite sport
C. Do you like tennis or volleyball D. Can you play volleyball well?
28. Let’s ______basketball after school.—That_____ good.
A.plays ,sounds B.play,sounds C.to play,sounds D.playing,sound
29.This is _______room.
A. Lucy and Lily B. Lucy and Lily’s C. Lucy’s and Lily’s D. Lucy’s and Lily
30. Don’t give me so many hamburgers. My _______ is enough.
A. food B. foods C. apples D. vegetables
31. — ___ do you like English?—Because it’s ____ .
A.When,boring B.Why,difficult C. Why,interesting D.Who,fun
32. Mr.Zhang is___ years old,and today is his ___ birthday.
A. fourteen,fourteenth B. fourteen,forteenth
C. fourteenth,fourteen D. fourteen,fourteen
33. ___ “f” and ___ “u” are in the word “fun”.
A. An, a B. An, an C. A, a D.A,an
34. The baby is only ten ___ .
A. month old B. months years old C. months old D monthes years old
35. _______? -- It’s Sunday.
A. What day is it today? B. What’s the day?
C. What’s the day today? D. What’s the date today?
36. ______ are the books? --- Five dollars.
A. How old B. How many C. How D. How much
37. ____ this your eraser? —No, _____ isn't. _____ his eraser.
A. Is; it; its B. Is; it; Its C. Is; it; It's D. Are; it; It's
38. Mr. Wang _____ a watch.
A. doesn’t has B. doesn’t have C. don’t have D. don’t has
39. This is my little sister. _______ name is Jenny. We all like_______.
A. She; she B. Her; her C. She; her D. Her; she
40. After class I have an art lesson _____ two hours.
A. at B. in C. for D. on
二．完形填空（共15小题，每题1分，共计15分）
Today is Sunday. My brother and I 41 at home. We 42 to carry two boxes into the room. 43 box is big, but it’s light. My brother’s box is 44 but heavy. We put 45 on the table. We can see 46 clothes in the boxes, but my 47 aren’t in them. I 48 find my socks. My brother can 49 me to find them. They’re under the bed. I must look 50 my things. We put the 51 boxes away. The chair is 52 . My brother and I can mend(修理)it. After that, we 53 basketball 54 the playground(操场). We are very happy, we 55 this Sunday.
41. A. be B. am C. is D. are
42. A. look B. want C. know D. meet
43. A. I B. My C. He D. His
44. A. small B. big C. heavy D. light
45. A. it B. they C. them D. him
46. A. an B. a C. some D. the
47. A. books B. pens C. socks D. desks
48. A. can’t B. not C. no D. isn’t
49. A. find B. help C. see D. meet
50. A. in B. at C. on D. after
51. A. one B. two C. three D. four
52. A. new B. broken（坏了） C. black D. white
53. A. do B. do the C. play D. play the
54. A. under B. on C. of D. for
55. A. don’t do B. don’t like C. do D. like
三．阅读理解（共20题，每小题2分，共计40分）
A
阅读下面的表格内容，根据信息选择最佳答案。
Name
Has
Doesn’t have
Kate
an alarm clock
a watch, a ball
Gina
a backpack, a watch
a baseball bat
Jim
a basketball, a TV
a baseball
Tommy
a math book, CDs
a video tape
Paul
a baseball, a soccer ball
a tennis racket
56 Gina has _______ , but she doesn’t have ________.
A. a clock; a watch B. a watch; a ball C. a watch; a baseball bat D. a clock; a ball 57. Kate has ______, but she doesn’t have ______ .
A. a clock; a ball B. a book; CDs C. a ball; a clock D. a watch; a ball
58. Paul and Jim have _______ .
A.CDs B. books C. tennis rackets D. a ball
59. Tommy has a ______ and some _______ .
A. a math book; CDs B. baseball; CDs C. video tape; books D. watch; balls
60. ______ has a TV and a basketball, but doesn’t have a baseball.
A. Paul B. Jim C. Gina D. Kate
B
Nancy is an English school girl. She studies in a middle school. She has a little brother. His name is John. John is only four. Nancy likes him very much.
Today is Sunday. Nancy wants to do her homework. She takes out her pencil box and opens it. “Oh, dear! Where’s my pen?”She can’t find her pen. She goes to ask her brother in his bedroom.
“John! I can’t find my pen. Can you see. . . Oh, what are you doing with my pen? ”
“I’m writing to my friend, Peter.” John answers.
“But how can you? You don’t know how to write! ”
“It doesn’t matter. Peter can’t read. ” John says.
61.How old is Nancy’s brother?
A.Five. B.Four. C.Six. D.Three.
62.________ can’t find her pen.
A.Nancy B.Peter C.John D.Friend
63.Where’s John?
A. In the school. B.In a shop. C. In his bedroom. D.In his father’s car.
64. Which is not right?
A. Nancy finds her pen in John’s room.B. John can’t write.
C. John is writing with his sister’s pen.D. Peter can read.
65. John and Peter are ________.
A. friends B. English C.at home D. school girls
C
We have twenty minutes’ rest between classes. Look! Most of us are playing during the rest time. Some students are on the playground. They are having a basketball game. Oh! A boy is running with a ball. And another is trying(尽力) to stop him. They are so coo1. And there are some girls watching the game. Some students are in the classroom. They are talking. A few of them are reading or doing homework. Look! A girl is looking at the birds in a tree in front of the classroom. She must be thinking of something interesting because she is smiling(微笑).
What are the teachers doing? Do you know? Some of them are working in the office, and some are talking with students. Everyone is busy with his or her things. Busy and happy!
66. Where are some students having a game?
A.In the classroom. B.In front of the classroom.
C.On the playground. D.in the classroom
67. A girl is looking at the birds. She is ______
A. happy B. busy C. sad D. interesting
68. What are teachers doing?
A. Working or talking with students. B. Having a basketball game.
C. Playing with the students. D. Talking to each other.
69. There are ______ students in the classroom
A. no B. some C. few D. many
70. The passage is mainly(主要地) about ______
A. students B. a basketball game C. rest time D. school activities
D
Jane and Kate are friends.(1) They can sing and dance. Jane likes English very much. Kate likes math. They are in China now（现在）. They go to school (2) five days a week. They play sports or play games at home on Saturday and Sunday. They have two (3) Chinese friends. Their names are Wang Ping and Han Li. They are all in the same class. They like their school. Jane and Kate love China. They say（说），“China is great. And Chinese food is very good.”
根据上面短文内容，完成下列任务。
71.将画线（1）处句子翻译成汉语：
72.将画线（2）处词组翻译成汉语：
73.猜测画线（3）处单词的意思：
A.中国的 B.汉语的 C.汉语 D.中国人
74.回答问题：When do Jane and Kate not go to school?
75.回答问题：Are Wang Ping and Han Li in the same class?
四．补全对话。（共5小题，共计5分）
A：Can I help you?
A:.Do you have a bigger one?
B: Thank you
C: How do you spell it？
D: Yes，please
E: What's your name？
F: What color do you want？
G: How much is it？
B：76.______ I want a sweater for my son.
A：We have sweaters in red, yellow and white
77.______
B：Yellow.
A：Here you are.
B：Oh, this sweater is too small.
78______
A：Yes.What about th is one?
B：It's very nice.79.______
A：It's ten dollars.
B：OK.I'll take it.80.______
A：You're welcome.
五．词汇题.(共10题，每小题1分，共计10分)
81.Tom’s books are e , on the desk, on the bed and under the chair.
82.There aren’t any (图书馆) in my school, but there are some reading rooms.
83.My birthday is on the twelfth of （五月）.
84.You must keep (健康的) eating habits.
85.Jenny and her friends have a bus trip to Beijing. They think it’s very _______（令人放松的）.
86.Jane and Lucy_______(真地) love English.
87 O 1st is an exciting day in China.
88.There are t months in a year.
89.We go to school from Monday to F_______.
90.My f movie star （电影明星）is Jackie Chan.
六．句型转换。（共5题，每小题2分，共计10分）
91The computer and the CD are on the table. (对划线部分提问)
the computer and the CD?
92. Those are English books. （改为单数形式)
English book.
93. He and Julia like ping-pong very much. (改为一般疑问句)
he and Julia ping-pong very much？
94. Jim wants to watch TV on Sunday. (改为否定句)
Jim to watch TV on Sunday.
95. This yellow sweater is 8 dollars. (对划线部分提问)
is this yellow sweater
七．书面表达（满分25分）
同学们，你们一周当中都参加了哪些活动呢？你的生活是否丰富多彩呢？快拿起你的笔来描绘一下你一周的生活吧！词数在80左右。
2015—2016学年度第一学期七年级上册英语期末测试卷（B）听力原文及参考答案
一、Ⅰ.听句子，选出与所听句子内容相符的正确答语。每个句子读一遍。
1. Is he your friend Li Lei?
2. Does your brother like bananas?
3. Can you spell your name?
4. What’s that in English?
5. What’s three and eight?
Ⅱ. 听对话，选择最佳答案。每段对话读两遍。
6. W:Who is your art teacher?
M:My art teacher is Miss Zhang.
7. W:How much is the dress?
M:It’s 15 dollars.
8. W:My birthday is on October 9th. What about you?
M:It’s on October 11th.
W:When is Lucy’s birthday?
M:It’s on October 10th.
9. M:Do you like milk?
W:Yes,I do.
M:Why do you like it?
W:I think it’s good for my health.
10.W:Where are the pencils? Are they on the desk?
M:No, they’re in the pencil box.
Ⅲ.听长对话，根据所听内容完成表格，每题不可超过三个词。对话读两遍。
M:Hi,Kate!How are you?
W:I’m not fine. We have history today.
M:Oh,no,you are wrong. It’s Tuesday, not Wednesday.
W:Oh.Great!
M:Don’t you like history?
W:No.I think it’s boring.
M:Then what subject do you like best?
W:Math.It’s difficult but interesting. I love Monday because we have two math classes on Monday. What subject do you like best, Peter?
M:I like music best. I like playing the piano and I can play it well.
IV.听短文，根据短文内容完成下列表格，每题不可超过三个词。短文读两遍。
My brother is Jeff. He is a middle school student. He is fourteen years old. His birthday is
on July 2nd. Jeff is in Class One, Grade Nine. His favorite subject is English. He doesn’t like math. He thinks it’s very difficult. His favorite color is green. So my parents usually buy green clothes for him. Jeff likes basketball. And he plays it very well. But he can’t play baseball. He wants to join the baseball club. Jeff is good to his friends. If you want to make friends with him，you can call him at 896-6781.
听力部分：
1～5 CCBBC 6～10 ABBCC
11.Wednesday 12.Difficult but interesting 13.Two 14.Music 15.Playing the piano 16.July 2nd 17.Basketball 18.The baseball club 19.English 20.896-6781
笔试部分：
21—25 DADCD 26—30 BBBBA 31—35 CAABA 36—40 DCBBC
41—45DBBAC 46—50 CCABD 51—55 BBCBD
56—60 CADAB 61—65 BACDA 66—70 CAABC 71她们会唱歌和跳舞。
72.一周五天 73.A Chinese此处意为“中国的”。
74.They don’t go to school on Saturday and Sunday. 75.Yes, they are.
76—80 DFAGB 81.everywhere 82.library 83.May 84.healthy 85 relaxing
86. really 87.October 88.twelve 89.Friday 90.favorite
91.where ,are ; 92. That, is ,an; 93.Do,like; 94.doesn’t ,want ; 95. How,much
七．作文
This week, I am very busy because I have many things to do. On Monday morning, I have English. I think English is interesting. On Tuesday afternoon, I have science. On Wednesday morning, I have biology. It’s boring, but on Thursday afternoon, I practice music. On Friday afternoon, I practice English. On Saturday morning, I go shopping with my mother. On Sunday afternoon, I play football with my friends. This is a really busy week .
初一英语上学期期末测试题
I.听力(略)
Ⅱ．根据所给的中文意思，完成下列短语，每空一词。
1．到这来 come______
2．18只鸟______
3．一张中国地图a______ of______
4．凯特的钢笔______
5．我的父亲______father
6．去运动 go and______
Ⅲ．将下列词组分别译成汉语或英语。
1．put on______ 2．照看______
3．some clothes______ 4．给你______
5．go home______ 6．在学校______
7．come in______ 8．不必谢______
9．sit down______ 10．几岁______
Ⅳ．用am，is，are填空。
1．My mother______ a teacher.
2．My name Mary. I______ fourteen.
3．What colour ______ your coats? They ______yellow.
4．Who______ that girl? She Lucy.
5．What______ that in English? It______ a tree.
6．What______ these? They______ oranges.
7．The man______ under the tree. His son and daughter______ in the car.
8．What______ the time? It______ three fifteen.
Ⅴ．单项选择。
1．What is this in English? It is______ apple. It's______ red apple. [ ] A．a, an B．an, a C．the, the D．a, the
2．Where is Han Meimei? She is______ home. [ ]
A．at B．in C．to D．on
3．______colour is your pencil-box? [ ]
A．What's B．What C．what's D．What
4．What______ you see in the picture? [ ]
A．are B．can C．is D．×
5．I have a bird. ______name is Polly. [ ]
A．Its B．It's C．Is D．It
6．How old ______your sister? She is ______. [ ]
A．are, fourteen B．is, fourteen C．are, forteen D．is, forteen
7．What class are you in? I'm in ______. [ ]
A．Class five B．class five C．Class Five D．class Five
8．Is this your shirt? [ ]No, it isn't______ . It's______ .A．my, her B．mine, hersC．mine, her D．my, hers
9．Look at this watch, Lily. IS it yours? [ ]No, it isn't______ . I think it's______ .A．mine, Mike B．My, Mike'sC．mine, Mike's D．Mine, Mike's
10．______on duty today? [ ]
A．Whose B．Who's C．Who D．Whose's
11．I must ______school. [ ]
A．to go B．go C．to go to D．go to
12．Let us______ games. [ ]
A．to play B．play C．play to D．to play to
13．This is his shirt. It is______ [ ]
A．he B．he's C．him D．his
14．Are these ______desks? No, they are not______ . [ ]
A．their, their B．theirs, their C．their, theirs D．theirs, theirs
15．Whose blouse is this? It is______ . [ ]
A．Tom's B．Mike's C．Han Meimei's D．Li Lei's
16．Let______ , please. [ ]
A．I see B．me see C．me look D．I look
17．Who's this man______ a white shirt? [ ]
A．in B．on C．at D．to
18．Whose shoes ______these? [ ]
A．is B．a C．are D．of
19．I can't______ my pen. [ ]
A．to find B．find C．find the D．to find the
20． Where is my bag? It's ______there. [ ]
A．at B．in C．over D．to
Ⅵ．按要求改写下列各句，每空一词。
1．It is a red apple. (改为否定句)
It ______a red apple.
2．I am his student. (改为复数形式)
______ ______ his ______.
3．She is twelve. (改为一般疑问句)
______ ______ twelve?
4．Is Bill at school? (写出否定回答)
______,he ______.
5．The book is on the chair. (就划线部分提问)______the book?
Ⅶ．从右栏中找出左栏各问题的适当答语。
( )1．Are they students? A．They are orange.
( )2．Which coat is Lily's? B．A car.
( )3．What colour are the oranges? C．Yes, they are,
( )4．How are you? D．The red one.
( )5．What can you see in Picture 3? E．Fine, thank you.
Ⅷ．补全对话。
A：______, Wu Ming,______ is this black cat? ______it yours?
B：Let______ see, please. Oh, no, it's not______ .
I think it is Li Lei's. My cat is brown.
A：Li Lei, look______ the cat. Is it ______?
C：Sorry, it is not mine, My ______is yellow and it is at home.
I think it looks______ Zhang Ming's.
A：Zhang Ming, is it your ______?
D：Oh, yes, it is ______.
A：Here______ And you must ______it．
D：Yes,______ .
A：That is ______
Ⅸ．阅读短文，然后根据其内容选择正确答案。
This is my sister's bedroom. I can see a table, a bed and a chair in it. The desk is under the window. The chair is behind the table. Some books are on the table and her bag is on the chair. Under the bed I can see her shoes. Some pictures are on the wall. On her bed I can see her blue sweater. And now she is not at home.
1．I can see a table, a bed and a chair in______ . [ ]
A．my room B．my sister's room C．my classroom
2．The chair is______ . [ ]
A．under the window B．on the table C．behind the table
3．______are on the table. [ ]
A．Some books and a bag B．Some books C．Some pictures
4．______sweater is on the bed. [ ]
A．Her blue B．My blue C．She's blue
5．My sister______ now. [ ]
A．is at home B．is not at school C．is not at home
参考答案：
Ⅰ．1．C 2．C 3．A 4．B 5．D
Ⅱ．1．here 2．eighteen birds 3．map; China 4．Kate's pen 5．my 6．play games
Ⅲ．1．穿上 2．look after 3．一些衣服 4．Here you are 5．回家 6．at school 7．进来 8．Not at all 9．坐下 10．how old
Ⅳ．1．is 2．is; am 3．are; are 4．is; is 5．is; is 6．are; are 7．is; are 8．is; is
Ⅴ．1．B 2．A 3．D 4．B 5．A 6．B 7．C 8．B 9．C 10．B 11．D 12．B 13．D 14．C 15．C 16．B 17．A 18．C 19．B 20．C
Ⅵ．1．isn't 2．We are; students 3．Is she 4．No; isn't 5．Where is
Ⅶ．1．C 2．D 3．A 4．E 5．B
Ⅷ．Excuse me; whose; Is; me; mine; at; yours; cat; like; cat; mine; you are; look after; thank you; all right
Ⅸ．1．B 2．C 3．B 4．A 5．C
初一英语期末考试试题以及答案--人教版
笔试部分（100分）
Ⅰ. 单项选择。(15分)
( )1. Lucy and Lily _____ China next week.
A. is visit B. are visiting C. visit D. visits
( )2. —How do you go to work?
—I usually go to work _____.
A. by a car B. in a car C. on a car D. by cars
( )3. —Must I finish my homework now?
—No, you _____.
A. may not B. mustn’t C. can’t D. needn’t
( )4. They each _____ a CD in their bags.
A. have B. has C. is D. are
( )5. It is a good time _____.
A. sing B. to sing C. singing D. sang
( )6. Find the answer _____ the question, please.
A. of B. with C. to D. for
( )7. — _____ do you go for a picnic?
— Once a month.
A. How long B. How many times C. How often D. How many time
( )8. — _____ will you stay in America?
—About two months.
A. How many B. How often C. How long D. How
( )9. She’s good at _____.
A. read B. reading C. to read D. reads
( )10. —Mum, I’ m going to Ann’ s party this evening.
—_____.
A. Why not B. Have a good time
C. Come back early D. Good idea
( )11. —I’m going to Hawaii with my aunt this month for my holiday.
—_____!
A. Have a good time B. Best wishes to them
C. Thand you very much D. It’s OK
( )12. —Excuse me, which is the way to the post office?
—Sorry. I’m new here.
—_____.
A. Not at all B. Bad luck
C. Thank you all the same D. Thank you
( )13. —Would you like to go for a picnic with us?
—_____, but I’m too busy.
A. No, I can’t B. I’d like
C. Yes, I’d love to D. Why not
( )14. Leo likes _____, but he doesn’t like _____ now.
A. hike; hiking B. hikes; hiking
C. hiking; to hike D. hiking; hiking
( )15. The flowers smell _____.
A. well B. badly C. good D. much well
Ⅱ. 完形填空。（10分）
One day there was an argument (争论) between the wind and the sun. “ I’m much 1 than you, ”said the wind.“No, I don’t agree with you!”said the sun. While they were arguing, they saw a man 2 along the road. He is wearing a heavy coat. The sun said to the wind, “Now, let 3 see who can make the man take 4 his coat. Then we will know who is stronger.”
First the wind tried. It began to blow very hard. It blew 5 hard that the man pulled (拉)his coat around him. The wind was 6 with the man. Then it said to the sun，“Now, it’s your 7 . ” The sun started to 8 on the man. Soon it got very 9 ! The man took off his coat. The argument was over. We know the 10 was stronger now.
（ ）1.A. strong B. strongly C. stronger
（ ）2.A. walking B. walk C. walks
（ ）3.A. we B. our C. us
（ ）4.A. up B. on C. off
（ ）5.A. not B. so C. such
（ ）6.A. sad B. happy C. angry
（ ）7.A. way B. turn C. turns
（ ）8.A. shines B. shine C. shining
（ ）9.A. hot B. hotter C. hottest
（ ）10.A. wind B. sun C. man
Ⅲ.阅读理解。（15分）
(A)
One day, Mr. Smith went to a dinner party. He was wearing very old clothes. He came into the room. But people in the room didn’t look at him. They didn’t ask him to sit at the table. He wasn’t happy. But he said nothing.
Mr. Smith went home quickly and put on （穿上） his best clothes. He went back to the party. Everyone in the room stood up and looked at him. They gave him good food to eat.
Mr. Smith took off his coat, and put it on the food and said, “Eat, coat!”
The other people were surprised and asked, “What are you doing? Why do you do that?”
Mr. Smith answered, “I am asking my coat to eat food. When I wore old clothes, you didn’t look at me. You didn’t ask me to sit down. Now I am wearing these nice clothes. And you give me good food. Now I see, you give the food to my coat, not to me.”
（ ）1. One day, Mr. Smith went to__________.
A.a birthday party B.a dinner party
C.an English party D.a movie
（ ）2. When he came into the room, the people didn’t look at him. Why?
A.Because the people didn’t ask him to come.
B.Because Mr. Smith wore old clothes.
C.Because Mr. Smith didn’t say hello to them first.
D.Because it was night, they didn’t see him.
（ ）3. Why did he go home quickly?
A.Because he didn’t want to stay here.
B.Because he went home for his best clothes.
C.Because the people there asked him to leave.
D.Because he didn’t like the food there.
（ ）4. What’s the meaning of “surprised”in Chinese?
A.高兴的 B.不满的
C.感到奇怪的 D.生气的
（ ）5. Which statement is right?
A.A person in good clothes should eat good food.
B.A good coat should eat good food.
C.We can’t judge(判断)a man by his clothes.
D.Mr. Smith is stupid(愚蠢的).
（B）
One day a Chinese student went to study English in England. His family name is Sun. It is the same as the word “sun”. England is a country with bad weather. It is often cloudy or misty, and it
rains now and again. So the people there don’t get much sunshine in the whole year. When the Chinese student went to London, a tall English policeman with a large face opened his passport to examine(检查) it. The policeman was interested to find the Chinese name “sun” in the passport. He thought it was pronounced just like the English word “sun”，so he said to the Chinese student, “ I see your name is sun. You are wanted here.”
The Chinese student was greatly surprised. But after a moment the policeman began to smile, “Mr. Sun, you’ve brought sunshine to England! So we don’t want you to go away.”
根据短文内容，判断正(T)误(F)。
（ ）1.The Chinese student’s family name is pronounced just like the English word “sun”.
（ ）2.London, the capital of England, is called “The misty city”.
（ ）3.In London, a tall Englishman with large eyes examined the Chinese student’s passport.
（ ）4.The policeman in London was interested in the Chinese name “sun”.
（ ）5.Mr. Sun was really to bring sunshine to England.
(C)
It was very cold. It snowed heavily and blew very strongly. It was not a good night to go out. But David had to walk home from work “I can be warmer,” he thought, “I wear my coat backwards①.”He took off his coat and put it on backwards. “That’s much better.”He thought and walked on. About ten minutes later a car hit him. The driver stopped his car and got out of it. He ran to help David.
Soon a police car arrived. The policeman ran to look at David. “I’m afraid he’s dead.”The policeman told the driver.
The driver could not believe it.“He can’t be dead.”He cried,“I did not touch him. Look at my car. There is not a mark②on it.”
“He’s dead.”The policeman said again.
“I don’t understand it.”The driver said,“As soon as I hit him. I ran to help him. He was lying on the road, but he was breathing and there was no blood③.”
“Did you touch him?”The policeman asked.
“Yes,”The driver said,“but I only turn his head around the right way.”
Notes:
1. backwards adv.反方向地
2. mark n.印记
3. blood n.血
Read the passage and answer the following questions.（阅读短文，回答问题。）
1. Why was David walking in such bad weather?
______________________________________________________________________________.
2. How did David make himself warmer?
______________________________________________________________________________.
3. Did the driver run to help David?
______________________________________________________________________________.
4. What did the policeman say again?
______________________________________________________________________________.
5. Who killed David?
______________________________________________________________________________.Ⅳ. 词汇。(15分)
(A) 根据句意及首字母提示补全单词。(8分)
1. What is the w _____ like in Beijing?
2. History is my favorite s _____.
3. The students should r _____ some English words every morning.
4. Fall is a h _____ season.
5. D _____ the 25th is Christmas Day in western countries.
6. Maria can p _____ ballet at the birthday party.
7. They sang and danced happily and really e _____ themselves.
8. There will be a heavy snow this evening, and the t _____ will fall below zero.
(B) 根据汉语提示完成下列句子。(7分)
1. Polly can’t _____ _____(计算出) math problems.
2. He felt very tired because he _____ _____ (熬夜) all night.
3. It’s _____(多云) today?
4. They made the cards _____ _____(手工).
5. Look! They are _____ _____ _____(划船) over there.
6. His sister goes shopping _____ _____ _____(每周两次).
7. I bet it _____ _____(一定) fun.
Ⅴ. 句型转换。（10分）
1. There is some rice in the bag. (改为否定句)
There _____ _____ _____ in the bag.
2. Children often have a good time on Children’s Day. (改为同义句)
Children often _____ _____ on Children’s Day.
3. It starts in May, and goes on to July. (改为同义句)
It _____ from May to July.
4. She writes to her mother twice a month. (对划线部分提问)
_____ _____ does she write to her mother?
5. You’d better go to Fuzhou by train. (改为否定句)
You _____ _____ _____ _____ to Fuzhou by train.
6. I like apples. I like bananas, too. (合并句子)
I like apples _____ _____ _____ bananas.
Ⅵ. 补全对话。（10分）
A. 选用方框中所给句子完成对话，有一句是多余的。
A: By the way, why did you call me?
B: How long did you stay there?
C: Would you like to come to my birthday party?
D: What’s up?
E: How was your trip?
F: Where did you go?
A: Hello! May I speak to Bill?
B: Speaking!
A: Hi, Bill! This is Jane speaking.
B: Hello! 1
A: I called you yesterday, but nobody answered the telephone. 2
B: I went to the World on Water (水上世界) with my parents.
A: Really? 3 .
B: It was great. We saw the dolphin show (海豚表演). It was very wonderful.
A: That sounds interesting.
B: 4 .
A: Oh, the day after tomorrow will be my birthday. 5
B: Yes, I'd love to. Thanks a lot.
A: You're welcome.
1.________ 2.________3. ________4. ________5. ________
B. 根据对话内容, 从方框中选出正确的单词或短语补全对话。
celebrate, dance, Sure, I’d love to, perform, There is
Michael: Hi, Jane. 1 a party in the music hall tonight, would you like to come?
Jane: 2 , what kind of party is it?
Michael: You see the New Year is coming, we hold a party to 3 it.
Jane: That sounds exciting. What time does it start?
Michael: Half past six, by the way, would you like to 4 something at the party?
Jane: I can 5 ballet, is that OK?
Michael: Sure, it’s great!
1.________ 2.________3. ________4. ________5. ________
Ⅶ. 综合填空。（10分）
There are four seasons in a year: spring, summer, fall and winter. In spring, the weather is warm. It is a good season for 1 (hike). This is a 2 (hope)season. Summer 3 (come)after spring. It is very hot. The children like to go 4 (swim). It often rains and sometimes it rains 5 (heavy). In fall it is cool. It’s a good time 6 (go)hiking. The farmers are busy 7 (harvest). The 8 (leaf)fall from the trees. Winter is a very cold season in the year. The wind blows 9 (strong). Sometimes it snows, and we can make 10 (snowman).
1. ________2. ________3. ________4. ________5. ________6. ________7. ________
8. ________9. ________10. ________
Ⅷ.书面表达。（15分）
以My Favorite Festival为题写一篇60个字左右的小短文
My Favorite Festival
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
听力材料
Ⅰ. 1. W: What festival do you have in China in autumn?
M: We have Mid-autumn Day. It is the time for families to get together. And we eat moon
cakes on that day.
2. M: Linda, can’t you speak English?
W: Yes, I can.
3. W: Maria, what’s your favorite festival?
M: Of course the Spring Festival in China, but my sister likes Christmas best.
4. M: Helen, what time does your brother get up on Sunday morning?
W: He gets up at half past eight on Sunday morning.
5. W: Can you post the letter for me, Tom?I am busy with the house work.
M: OK, Mother. I will go to the post office this aftermoon.
Ⅱ. 1.How is the weather in Beijing?
2.Which season do you like best?
3.I couldn’t swim when I was twelve.
4.What’s the matter with you?
5.What’s the shape of your present?
Ⅲ. W: Excuse me. How can I get to the East Park, please?
M: Well, go along the street, and take the second turning on the right. Then walk on. You’ ll see the park in front of you.
W: How long will it wake to walk there?
M: It’s about twenty minutes’ walk.
W: Thanks a lot.
M: You’re welcome.
Ⅳ. My country has all four seasons: winter, spring, summer and fall. We girls wear different clothes in each season. It’s very cold in winter, so we need heavy sweaters and wool skirts. We like spring. We take off our heavy coats and sweaters then. In spring we wear light(单薄的)skirts. The weather often changes in spring. It’s not too hot and it’s not too cold. In summer we put on light clothing. We need cool clothing. The weather doesn’t change much. It’s always hot. It’s cool in fall. The weather often changes. Girls wear light coats and sweaters them.
Every season is nice. I like them all.
参考答案
听力部分
Ⅰ.1~5 A B C B C Ⅱ.1~5 E B C D A
Ⅲ.1.Park 2.second 3.right 4.front 5.twenty
Ⅳ.1~5 C A B C A
笔试部分
Ⅰ.1.B next week表示 “下一周”，现在进行时态可以表示将来的计划，又因Lucy and Lily作主语，谓语动词要用复数，故选B
2.B 乘小汽车要说by car 或 in a car
3.D 回答must引导的一般疑问句；其否定形式要用needn’t。因为mustn’t表示禁止，不允许，而needn’t表示不必，没有必要
4.A 注意这里each是同位语，They是主语
5.B It is a good time to do sth. 是固定句型结构
6.C 固定搭配be answer to the question这个问题的答案，故选C
7.C how long意为“多长时间”，how many times意为“多少次”，how often意为“多长时间一次”，本句的回答是“一个月一次”，故选C
8.C 根据回答about two months是一段时间，故用How long提问
9.B be good at后面只能接名词或动词的ing形式
10.B 是一种祝福用语
11.A 根据句意是希望对方过得愉快
12.C 由前面对话知，问话人没有得到帮助，但出于礼貌应说Thank you all the same.
13.C “Would you like…”是征求某人的意见或同意。回答应是“Yes, I’ d love to.”故选C
14.C like doing sth.表示喜欢这项活动，like to do sth.表示喜欢去做
15.C smell在句中作系动词，接形容词作表语，well作形容词为“味道好”，所以选C
Ⅱ. 1.C much修饰形容词比较级
2.A see sb. do/doing sth. 看见某人做/正在做某事
3.C let是动词，动词后用宾格
4.C take off意为“脱衣服”
5.B so+adj.+that … 如此……以致于……
6.C be angry with sb. 意为对某人生气
7.B It’s one’s turn. 轮到某人了
8.B start to do sth. 开始去做某事
9.A got在此是系动词，后面接adj.构成系表结构。adj.在此句中应该用原级
10.B 根据短文意思得知
Ⅲ. (A)1.B 从短文第一句可知Mr. Smith是专程来参加一个晚餐聚会的
2.B 因为Mr. Smith穿着旧衣服
3.B 从短文第二段第一句中我们知道Mr. Smith回家穿最好的衣服
4.C 动词“surprise”加ed 变成形容词的用法
5.C 我们不能只靠外貌衣着来判断一个人，故选C
(B) 1~5 F T F T F
(C) 1. He had to go home from work.
2. He put on his coat backwards.
3. Yes, he did.
4.“He’ s dead.”/He was dead.
5. The driver did.
Ⅳ.（A）1.weather 2.subject 3.recite 4.harvest
5.December 6.perform 7.enjoyed 8.temperature
（B）1.work out 2.stayed up 3.cloudy 4.by hand
5.rowing a boat 6.twice a week 7.must be
Ⅴ.1.isn’t any rice 2.enjoy themselves 3.lasts 4.How often 5.had better not go
6.as well as
Ⅵ.A. 1~5 D F E A C
B. 1.There is 2.Sure,I’d love to 3.celebrate 4.perform 5.dance
Ⅶ.1.hiking 2.hopeful 3.comes 4.swimming 5.heavily 6.to go 7.harvesting 8.leaves 9.strongly 10.snowmen
Ⅷ. My Favorite Festival
My favorite festival is Spring Festival. It usually comes in late January or February. Before the Spring Festival, the Chinese people usually give their houses a general cleaning and buy new clothes for children. On the last day of the old year, there is a big family dinner. All members of the family go out to visit their relatives and friends on the first day of the new year.
初一英语第一学期期中检测
一、翻译。（5分）
1，多少__________ 2，一个苹果__________ 3，一双（对…） _________
4，太大 __________ 5，最喜欢的颜色_________
二．单项选择（15分）
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
( ) 1,This is____eye and that is____nose.
A. a,a B.an.a C.a.an D.a,an.
( ) 2,Jenny is my friend. ___is my friend.
A.I B.He C.You D.She
( ) 3,A:___Shoes are these?
B:They are Danny’s shoes.
A.What B.How C.What colour D.Whose
( ) 4,Tom and I ____ good friends.
A. am B.are C.is D.be
( ) 5, ___do you feel?
A.Where B.What C.How D.How many
( ) 6,Her___are very big.
A.foot B.foots C.feet D.feets
( ) 7,Meat___okey,and dumplings___delicious.（美味）
A.is ,is B.are,are C.are,is D.is,are
( ) 8,I am___,I like some water.
A.tired B.hungry C.happy D.thirsty
( ) 9,A:Would you like some chicken?
B:____I am hungry now.
A.Yes, thanks , B.Yes,please ,
C.No,thanks, D.No,please,
( ) 10,Li Ming___breakfast in the moring.
A.have B.has C.eat D.Eats
( ) 11,Stand ___ your feet.
A.on B,in C,with D.at
( ) 12, I’m hungry ,I want___eat.
A.from B.in C.at D.to
( ) 13,Do you like___Jenny?
A.a water B.waters C.water D.an water
( ) 14,See you later!
A.Fine! B.Hi! C.Thanks! D.Good-bye!
( ) 15,Is your mom short___ tall?
A.but B.or C.and D.too.
三，情景交际。（选择恰当的句子完成对话）（5分）
A:Hello,Jenny!
A. It’s my favourite colour.
B. May I borrow your coat.
C. What colour is it?
D. Thank you!
Where is it?
B:Hello,Dany!
A:It’s very cold.____
B:Sure!
A:___
B:There it is.
A:___
B:Blue,___
A:Oh,It’s very nice.
B:___
1___ 2___ 3___ 4___ 5___
四，写出对应词或反义词。（6分）
1,You feel happy,but I feel ______.
2,I’m in,she is______.
3,This is my left hand,that is my______hand.
4,Your legs are long.My legs are_____.
5,Do you feel warm or______.
6,I am tall,but you are ____
五，句型转换。（15分）
1,I feel tired .（对划线部分提问）
_______ _______ _______ feel?
2,I’m 1.63metres tall（对划线部分提问）.
_________ _________ _________ _________？
3,I have nine pencils. （对划线部分提问）
_______ _______ pencils do you have?
4,I like chicken.（改为否定句）
I ______________ ________chicken.
5, I’m a teacher.（改为疑问句）
________ ________ a teacher.
6,They are old sweaters.
________ ________old sweater.（改为单数形式）
五，完型填空。（10分）
1
2
3
4
5
6
7
8
9
10
I__1_a new friend . _2__name is Jenny .Jenny _3__a new student in our class.She comes from Canada . She is very 4__.She _5__blond hair and blue eyes.She __6_yellow very much .Her school bag（书包）,her sweater and shoes __7_all yellow.She goes to school in her dad’s car .She comes school early（早地）.Every day we _8__lunch together at school.She __9_bread and milk ,but I _10__ rice and vegetables.Sometimes（有时） we have hamburgers.（汉堡包）
( ) 1. A.has B.have C.am D.is
( ) 2. A.His B.My C.Her D.His
( ) 3. A.is B.are C.do D.be
( ) 4. A.old B.tall C.new D.big
( ) 5. A.does B.has C.have D.are
( ) 6. A.has B.like C.likes D.have
( ) 7. A.is B.have C.has D.are
( ) 8.A.have B.do C.make D.has
( ) 9.A.likes B.eat C.drink D.do
( ) 10.A.have B.like C.likes D.has
六，阅读理解。（10分）
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1, My name is Jenny.I live in Canada.Look at my hair . It’s short and black.My eyes are blue.Linda has long ,red hair.Look at her eyes.They’re green .Danny has three hairs. He is 3.1 metres tall.I’m only 1.2metres tall.
根据短文内容选择正确答案。
( ) 1.I’m___.
A.Jenny B.Canada C.Linda D.Danny
( ) 2.My hair is ___.
A.short and blue B.short and black
C.long ang red D.long and black
( ) 3.Linda has___eyes.
A.black B.blue C.green D.red
( ) 4.Danny is___tall.
A.3.1 metres B.1.2 metres
C.1.3 metres D.2.1 metres
( ) 5.My eyes are___.
A.black B.blue C.green D.red
2，I’m a student .My name is Li Hua .My favourite colour is green.I have a good friend.Her name is Jenny.Look ! She is wearing a new coat.It’s from her mom.I like her coat.
( ) 1.Li Hua’s friend is Danny.
( ) 2,Jenny is wearing an old coat.
( ) 3,Li Hua likes Jenny’s coat.
( ) 4,Jenny’s coat is from her dad.
( ) 5,They are good friends.
七，改错题。（4分）
（ ）1.Jenny have short,blond hair___
A B C D
( ) 2.A:What colour are the chair . B:yellow.___
A B C D
( ) 3.A:Do you feel warm and cool? B:I am warm.___
A B C D
( ) 4.Do you like an apples.___
A B C D
八，连词成句。（10分）
1. short, are, tall,or,are,you.
____________________________
2. I,today,tired,feel,very.
____________________________
3. his ,what,name,is.
____________________________
4. to,nice,meet,too,you.
____________________________
5. the,we,same,are.
____________________________
九，完成句子。（10分）
1，出了什么事？我划破我的脚。
What’s the ______? I cut my_______.
2, 我饿了，我想吃。
I’m hungry ,I _____ ______ eat.
3, 这是谁的毛衣？
______ sweater______ this?
4, 你有多高啊？
______tall ______you?
5, 我喜欢你的裙子。
I like______your ______.
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