英語知識點復習教案
英語知識點復習教案如何寫？由于英國過去在世界各地有許多殖民地的緣故，因此在現(xiàn)代，英語在許多國家與地區(qū)，都是通用語言或官方語言之一。下面是小編為大家?guī)淼挠⒄Z知識點復習教案七篇，希望大家能夠喜歡！
英語知識點復習教案（精選篇1）
教學目標
I. 單詞和詞組
permission, nation,reduce, fetch, compare, therefore, remain, dislik, share, persuade, hardly, go ahead, burn down, compared to, give up, call for, be used to, get into the habit of
II. 日常交際用語
1.請求
May / Could / Can I do that?
I wonder if I can do that.
Would / Do you mind if I come earlier?
Will you tell me if can go now?
2.允許
Yes, please. / Of course. / Sure. / Certainly.
Go ahead, please.
That’s all right. / OK.
It’s all right to me.
3.拒絕
I’m sorry, but it’s not allowed here.
You’d better not.
I’m afraid not. It’s not right.
III.語法
復習名詞性從句作賓語和表語的用法。
教學建議
教材分析
The main dialogue of this unit is to practise the students how to ask for permission, refuse and give permission ability. Though learning the way of expressing are able to remind the students speaking in daily life. This dialogue is the main idea to learn to use these phrase for permission. Though two men’s talking. Meanwhile this lesson offer some practice to help the students to understand and learn about the content of the dialogue. In order to master these phases, this lesson has short dialogue to give the students to speak each other.
重點詞匯講解
1.catch fire與be on fire
1)catch fire：begin to burn著火;燒著。catch fire有動態(tài)含義，揩“開始燃燒”。
例如：
Paper catches fire easily.紙容易著火。
The bed clothes catch fire and the whole house may be burnt down.鋪蓋著火了，整個房子都可能燒掉。
2)be on fire：be burning著火;失火。 be on fire有靜態(tài)含義，指“燃燒的狀態(tài)”。
例如：
The house was on fire.房子著火了。
She woke up at midnight and found the kitchen on fire.她半夜醒來發(fā)現(xiàn)廚房失火了。
英語知識點復習教案（精選篇2）
Good afternoon, everyone, It’s my great pleasure to be here sharing my lesson withyou.The content of my lesson is Senior English for China Book1B Unit 16 Scientists at work. I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, the
teaching procedure,and Blackboard design.First, let me talk about the teaching material.
Part 1 Teaching Material:
This unit is about science and scientists. By studying of this unit, we’ll Enable the students to know the serious attitude towards science and develop the interest in science. At the same time ,Let the students learn how to give instructions. this lesson plays an important part in the English teaching in this unit.This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each passage. Therefore, this lesson is in the important position of the teaching material. If the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.As we all know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . According to the new standard curriculum and the syllabus (新課程標準和教學
大綱), after studying the teaching material and analyzing the rule of children’s growing of mind,I think the teaching aims are the followings:
1.Knowledge objects:
a)The Ss can hear, read, and use the main sentence patterns b)The Ss can understand the content of the lesson.
c)The Ss can use the patterns to express their thoughts in the proper situation.
2.Ability objects:
(1) To develop the Ss’ abilities of listening, speaking, reading and writing.
(2) To train the Ss’ ability of working in pairs.
(3) To Improve the student’s reading ability, especially their skimming and scanning ability.
3.Emotion or moral objects:
a)By completing the task,the Ss increase their interest and set up self-confidence in science;
b)Teach the Ss what is “science”, put the moral education in the language study.
now,let’s come to the Important points and the Difficult points.
Well, how to achieve the teaching objects better, how to stress
the important points and break through the difficult points? As is known to us all,The modern teaching demands the teacher should improve the students’ ability. A good teaching method requires that the teacher should have the leading effects. According to the analysis of the teaching material and the students’learning background ,I will use the following methods .
Part 2 Teaching Methods:
In my opinion,the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” Approach(交際教學法), “Whole language
teaching” (整體語言教學法)and “Task-based” language teaching (任務教學法). That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. According to the modern social communication teaching theories(現(xiàn)代社會交際教學理論), I adopt the TSA method(情景教學) and TBLT method (語言任務教學)in my teaching, namely Total Situational Action and Task-based Language Teaching.The former is a “scene —
activity” teaching method .It establishes a real scene and the interaction between the teacher and the Ss . The latter offers the Ss an opportunity to complete the tasks in which Ss use
language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they want.At the same time, I’ll make use of the modern electricity teaching equipments and all kinds of teaching means, it can develop the Ss creativity in learning English.
英語知識點復習教案（精選篇3）
1. Ability goals 能力目標
To help the Ss develop their reading ability by skimming for main ideas and car eful-reading for details with the teacher’s guidance.
To get The Ss to master some key words such as witness, abandon, yell, drag, flee and so on.
2. Learning ability goals 學能目標
To enable the Ss to talk about animals under the sea.
To help the Ss know the importance of the relationship between animals and humans.
教學重難點
教學重點和難點
Teaching important points 教學重點
Help the Ss know more about animals under the sea as well as the animals’ loyalty and help to human bein gs.
Teaching difficult points 教學難點
1. Help the Ss get the main idea and some detailed information by fast-reading and careful-reading.
2. Help the Ss tell apart from Before, During and After in the story.
教學過程
Step1. Warming Up : Talk about animals under the sea.
1. Have you ever seen some marine animals?
2. What have you seen, and where have you seen them?
I have seen a/some/many…… in/on/from……
amazing marine animals: seal, turtle, dolphin, sea-horse, sea-star, shark, angelfish, jellyfish, lobster, coral
Step2. Fast-reading:
1. Find out the Background Information of the story : writer, career, writing style, time, place, main character.
2. Find out the Main Idea of the passage: What’s the first story mainly about?
Step3. Careful-reading:
1. Clancy had heard of the killer whales that every year killer whales would help whalers catch baleen whales. Did he believe it at first? When did he believe it was a true anecdote?
2. How many paragraphs are there all together in story1? The hunt can be divided into 3 stages.
Stage1: before the hunt: (para. 2-6):
Old Tom’s doing: throwing itself out of … and crashing down again… Why? to tell the whalers…, …by the boat…, circling back to …Why? to lead the whalers…
Whalers’ reaction: Another whaler __________. George _____ ___ _____ Clancy, and Clancy ______ after him. They __________ the boat and ______ ____into the bay.
Stage2&3: Dur ing and after the hunt: (para. 7-9):
Killer whale’s doing: The killers over there are ________ themselves on the top of the whale’s blow-hole to stop it __________; and some others are stopping it _______ out to sea. The killers started ________ between our boat and the whale just like a pack of ____ ___ dogs. When the baleen whale was dead, its body wa s _______ down into the depths of the sea.
Whalers’ reaction: The man in the bow of the boat aimed the harpoon at the whale and then let it go to hit the spot.
Conclusion: They have amazing relationship. They work as a team
Step4 : Summary
Working at the _______station, I had the chance to _________ a baleen whale being attacked by a ______ of k iller whales.
On the afternoon I arrived at the station, as I was __________ my accommodation, I heard a loud noise coming from the bay. I ran down to the ______ in time to see an enormous animal _________ itself out of the water and then _______________ again. George told me it was Old Tom, who announced there would be a ___________.
Using a _________, we could see a baleen whale _______________ by about six killers. Some are ________ themselves on top of the whale’s __________to stop it breathing; and some others are stopping it _______ out to sea. The whalers aimed the ________ at the whale and then let it go to hit the spot. Being badly ________, the whale soon died. Very soon, its body was ________ by the killers down into the _______ of the sea.
課后習題
課后作業(yè)
Deal with Exercise 3 in Comprehending . Let the Ss work in groups and do some discussion：As a matter of fact, whales are now an endangered animal. Many people are trying to protect them from being hunted. The last whaling station in Australia closed in 1978. But some countries oppose the ban. An d there are still people who hunt whales. What’s your opinion? Are you for or against the banning whaling? Consider the problem carefully and we’ll have a discussion tomorrow.
英語知識點復習教案（精選篇4）
Ⅰ. Teaching Basis (教學依據(jù)) ：《普通高中英語新課程標準》
Ⅱ. The Type of the Text (課型) ：Revision (復習課)
Ⅲ. Teaching Methods(教學方法): Question-based method(提問式)，Group discussion
method(小組討論法)，Cooperative learning(合作探究)，Practicing(練習).
Ⅳ. Teaching Aids (教學手段) ：Multimedia computer(多媒體電腦)，Learning
paper(導學案)，Blackboard(黑板).
Ⅴ. Teaching Aims(教學目標) ： ①Knowledge aims(知識目標):
words: achievement, specialist, organization, hard-working, confident….. phrases: put to death, mean doing, either…or…, the bond between……, structure: only+…., It is/was+….+that…. grammar: Subject-verb agreement.
②Ability aims(能力目標): Develop the students’ ability to use the important
language points, enable students to describe people using the adjectives.
③Emotional aims(情感目標): Encourage the students to think about what makes a
person great.
Ⅵ. Teaching focuses(教學重點)：Get the students to review and consolidate what they
have learned in this unit.
Ⅶ. Teaching difficulties(教學難點)：Get the students to turn what they have learned into
their ability.
Ⅷ.Teaching procedure(教學過程)： Step 1 復習學案情況反饋(1分鐘)
Step 2 lead-in ：通過圖片展示的方式，過渡到知識競答類節(jié)目《一站到底》，本節(jié)課也將模仿這種模式授課。依次介紹本節(jié)課的競答規(guī)則：
本此活動分為五輪淘汰賽，全班共八個小組，每個小組推薦一名選手(作為本組站神)進行參與:
→→第一輪采用記單詞的方式，進行車輪大賽，最終淘汰掉一個小組，剩余七個小組成功晉級第二輪，成功晉級的小組將獲得5分，加入到本組的總量化分數(shù)中;
例：
1. n.成就，功績 _______________________ 7 .n. 巢，窩 ________________________
2. n.福利，福利事業(yè) _________________ 8..n. 聯(lián)系，關(guān)系，結(jié)合，紐帶_________ 3. n,項目，工程，規(guī)劃 _________________ 9. n. 觀察，觀測，遵守 ______________ 4. n.學會，學院，協(xié)會 _________________ 10. n. 童年，幼年時期 ________________
???.
→→第二輪節(jié)采用記短語的方式，在成功晉級的7個小組中進行車輪賽，最終淘汰掉兩個小組，剩余5個小組成功晉級第三輪，成功晉級的小組將獲得的分數(shù)為上一輪得分的二倍(即5__2=10); 例：
1.過著…的生活 ____________________ 6 .離開，啟程，出發(fā) ________________ 2.涌上心頭，涌入腦海 ______________ 7.藐視，瞧不起 ___________________ 3.查閱，參考，談到 _______________ 8. 碰巧，湊巧 ___________________ 4.偶然遇見，碰見 ________________ 9 繼續(xù)，堅持 ____________________
???
→→第三輪采用背誦句子的方式，在成功晉級的5個小組中進行車輪賽，最終淘汰掉三個小組，剩余兩個小組成功晉級第總決賽，并且這兩個小組均獲得一次免答權(quán)，這兩個小組將獲的分數(shù)為上一輪得分的二倍(即10__2=20); 例：
(1)她的一生全都奉獻給了中國婦女和兒童的醫(yī)療事業(yè)。
She (2)這意味著我們要返回前一天晚上我們離開時黑猩猩一家睡覺的大樹旁。;
back to the place we left the family sleeping in a tree (3)簡預先提醒我們，到下午的時候我們就會又臟又累，她說對了。
(4)她母親頭幾個月來幫過她的忙，這才使她得以開始自己的計劃。
begin her project.
(5) 比方說，她的一個重要發(fā)現(xiàn)是黑猩猩獵食動物。
was that chimps hunt and eat meat. ???
→→第四輪為復活賽，在前三輪車輪賽中被淘汰的6個小組，均可獲得一次復活機會，但是復活賽的要求非常苛刻，每個參賽的小組必須能夠正確背出隨機指定的3個句子，8個短語，10個單詞，如能成功過關(guān)，將直接晉級總決賽，但不享有免答權(quán);假如沒有成功過關(guān)，所有分數(shù)將清零。 例：
(1)她的一生全都奉獻給了中國婦女和兒童的醫(yī)療事業(yè)。
speakers.
A. go on B. carry on C. carry out D. work on
3. The new equipment ________ the disabled during the 2008 Beijing Paralympics. A. was intended for B. was intended to C. intended for D. intended to
4. He was an ________ poet at that time and his _____ poems spread through all the country. A. inspired;inspired B. inspiring;inspired C. inspired;inspiring D. inspiring;inspiring
She (2)這意味著我們要返回前一天晚上我們離開時黑猩猩一家睡覺的大樹旁。;
???
注意事項:(1)小組加分不累計。
(2)前三輪車輪賽中，每次選手必須更換，從第四輪開始可自由安排,各
小組相互監(jiān)督，如有違規(guī)取消其參賽資格及所得分數(shù)。
(3)每輪車輪賽中間設1-2分鐘準備時間。 (4)參賽選手在準備時間內(nèi)抽取答題順序。
設計意圖:(1)增加學習的趣味性，提高學生的參與度，提高課堂效率。 (2)培養(yǎng)團隊協(xié)作能力，增強競爭意識。
(3)嘗試一種新的模式，改變英語課堂的沉悶現(xiàn)狀。 Step 3 Summing up (總結(jié))：
Step 4 Homework :(1)寫作專題突破, 根據(jù)提示用英語寫一篇介紹宋慶齡的短文。
(2)Review and summarize what you have learned in Unit 1. (3)Preview the next unit.
Step 5 Blackboard Design (板書設計)：
back to the place left the family sleeping in a tree (3)簡預先提醒我們，到下午的時候我們就會又臟又累，她說對了。
and she is right.
1.與某人聯(lián)系______________________ 2.計算出，得出 _____________________ 3.大膽的說，直率的說______________ 4.迫不及待做某事____________________ 5.獲得博士學位____________________ 6.為了某人 _________________________ 7.為什么不呢______________________ 8.大學入學考試(高考)______________ 1 .vt&vi. 舉動，表現(xiàn)________________ 2 .vt. 觀察，觀察____________________ 3. vt&n. z尊敬，尊重，敬意_________ 4 . vt&vi.討論，爭辯，辯論___________ 5. vt.鼓舞，激發(fā)，啟示_____________ 6 .vi.談到，查閱，參考_______________ 7. vt,計劃，打算 _________________ 8.vt 遞送，生，接生，發(fā)表___________ 8.adj.直言的，坦誠的_______________ 10. adj.值得的，值得做的______________
……….
→→第五輪為總決賽，所有進入的總決賽的小組，將隨機抽到一個單選題目，請在20秒的時間內(nèi)給出答案，并進行解釋說明，如果回答錯誤將直接被淘汰。直到剩余最后一個小組，最后的勝利者的小組將獲得“站神”的稱號，并將獲得全場分40分。
英語知識點復習教案（精選篇5）
1.能力目標：
① Listening: gain useful information and clear views from the listening material;
② Speaking: express one’s attitude or views about friends and friendship in appropriate words.
③ Reading: let Ss summarize the main idea
④ Writing: write a letter about how to make friends
2. 知識目標：
① Talk about friends and friendship; how to BE friends; how to gain friendship
② Use the following expression:
so do I / neither do I
I think it is a good idea
All right
Yes，but…
③ to get the Ss to master direct speech and indirect speech
④ vocabulary and phrases: upset, calm, concern, careless, loose, cheat, list, share, German, series, outdoors, crazy, purpose, thunder, entirely, power, trust, suffer, teenager, advice, quiz, editor, communicate, situation, add up, calm down, have got to, be concerned about, walk the dog, go through, hide away, set down, a series of, on purpose, so as to, face to face, according to, get along with, fall in love with, join in, be upset about, for once
3. 情感目標:
① To arise Ss’ interest in learning English;
② To encourage Ss to take part in the activities and make Ss confident;
③ To develop the ability to cooperate and communicate with others.
4. 策略目標：
① To develop Ss’ cognitive strategy: making notes when listening carefully;
② To develop and improve Ss’ communicative strategies.
5. 文化目標：
To enable the Ss to come to know different opinions about making friends from different countries.
6. 現(xiàn)實目標
① To make Ss respect each other and friendship
② To make them get well with one another in society
Teaching steps:
Period one
Step 1. warming up
1. Ss listen to an English song AULD LANG SYNE.
2. Brainstorming: let Ss say some words about friendship：careful, warm-hearted, honest, friendly, brave, humorous, funny, smart, kind, open-minded, responsible….
3. To let Ss make a correct choice about their questions that they meet in warming up.
Step 2. practice speaking
1. Ss talk about their old friends in Junior Middle School, talk about their appearance, personality, hobbies, etc.
2. Self-introduction or work in pairs
3. Ss can ask some questions about life or learning
Step 3. Make new friends
1. Ss go around and ask their new friends some information and fill in the following form name age/hobbies/favorite sports, books …
2. Report to the class: who will probably be your friend why.
Step 4. Do a survey
Ss do the survey in the text on P1
Step 5. Listening and talking
Do Workbook on P41 (Talking). While Ss listen to the material, ask them to take notes about the speaker’s views of making friends.
When Ss make their conversation, ask them to try to use the following expressions.
I am afraid not exactly I agree I think that is a good idea of course not
Step 6. Discussion
Divide Ss four in one group and each group choose a topic to discuss. There are four topics.
Topic 1: Why do you need friends? Make a list of reasons why friends are important to you.
Topic 2: There is a saying “to have a good friend, you need to be a good friend.” What do you think of the saying and how can you be a good friend?
Topic 3: Does a friend always have to be a person? What else can be your friend? Why?
Topic 4: List some qualities of a person who does not make friend easily.
Step 7. Summary
1. Ask Ss themselves to summarize what is friendship and what is the most important in making friends.
2. T shows more information about friendship and a poem about friendship.
What is friendship?
I want to find the answer to the question
What is friendship?
When it rains, I think friendship is a small umbrella.
It can give me a piece of clear sky.
When I’m crying, I think friendship is a white handkerchief.
It can wipe my tears dry.
When I am sad, I think friendship is a warm word.
It can bring me happiness again.
When I am in trouble, I think friendship is a strong hand.
It can help me escape my troubles.
When I sit in a quiet place, I think friendship is a very wonderful feeling.
It can’t be pulled and torn, because it is in everyone’s heart.
It is there from the beginning to the end of our lives.
3. Tell Ss: make new friends and keep the old; one is silver and the other is gold.
Step 8. Evaluation
Ss finish the following evaluation form. Standard: A, B, C
Contents 自評 他評
1. I’m active in talking with others.
2. I’m active in cooperating with others.
3. I can express myself fluently, accurately and appropriately.
4. I know more about friendship after the lesson…
5. Do you think you need to improve yourself in some ways? Which ways?
Homework:
1. Look up the new words and expressions in warm-up and pre-reading in a dictionary.
2. Write a short passage about your best friend.
Period two
Step 1. Warming up
Activity 1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or TV at home.
How would you feel?
What would you do?
Four students a group discuss with each other for 2 minutes.
Activity 2: Play a short part of the movies
Step 2. Predicting
Students read the title of the passage and observe the pictures and the outline of it to guess:
Who is Anne’s best friend?
What will happen in the passage?
Step 3. Skimming
Students skim the passage in 2 minutes to get the main idea:
Who is Anne’s best friend?
When did the story happen?
Step 4. Scanning
Students work in pairs to find the information required below:
Anne in World War Ⅱ
Step 5. Intensive reading
Students work in groups of four to discuss the following open questions:
1. Why did the windows stay closed?
2. How did Anne feel?
3. What do you think of Anne?
4. Guess the meanings of “spellbound”, “ hold me entirely in their power” from the discourse(語篇,上下文).
5. Which sentences attract you in the passage?
Step 6. Activity
Four students a group to discuss the situation:
Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you.
What will you take? Why?
How will you spend the 3 months?
How will you treat each other and make friends?
Step 7. Assignment
Task 1. Surf the internet to find Anne’s Diary and read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. We will share the pieces and your feelings with the whole class.
Task 2.Ex 2.3 on Page3
Period three
Step 1. Warming up
Check the Ss’ assignment: task 2
Step 2. Language points:
1. add (v.)
1). To put together with something else so as to increase the number, size, importance, etc.增加，添加
Please add something to what I’ve said, John.
2). To join numbers, amount, etc so as to find the total 相加
Add up these figures for me, please.
add to something: to increase 增加
The bad whether added to our difficulties
add up to總計、加起來共是
Having a big breakfast adds up to 112
add…to…把…加到…
Please add the names to your list
2. Cheat v.
1). To act in a dishonest way in order to win 欺騙;作弊
2). (of, out of) to take from (someone) in a dishonest way 騙取
The boss has cheated out of his money
1). an act of cheating 作弊行為
2). one who cheats 騙子
3. Go through
1).To examine carefully 仔細閱讀或研究
I went through the students’ papers last night.
2).To experience 經(jīng)歷，遭受
They went through the terrible earthquake at night
4. Crazy (adj.)
1). mad, foolish 瘋狂的，愚蠢的`
It’s crazy to go out in such hot weather.
2). wildly excited; very interested 狂熱的，著迷的
She is crazy about music
5. Lonely (adj.) unhappy because of being alone or without friends 孤獨的，寂寞的
He has been very lonely since his wife left him.
Lonely/alone
alone
1). without or separated from others單獨的
She lives alone.
2). only 僅僅，只有。用于名詞或代詞之后。
The gloves alone cost $ 80.
Leave/let sb. or sth. alone: not take, touch or interfere with sb or sth 不帶走，不觸摸，不干涉某人或某事
Leave that alone. It’s mine.
She has asked to be left alone.
6. be concerned about/for: be worried about 擔心
We’re all concerned about her safety
Concern oneself in something 從事或參與某事
He concerned himself in the case
Be concerned with… 與…有關(guān)
The car accident was concerned with my carelessness
7. upset:
1). Adj. worried; sad; angry; not calm 不安，心煩意亂， 生氣
He is upset about the little things。
2). V. cause to worry, to be sad, to be angry, not to be calm 使不安，使生氣
His cheating on the exam upset his mother
8.well n.井 adj. 身體好 adv. 好 Int. 噢，
George was well and truly drunk.
I couldn’t very well say no when there was no one else she could ask.
9. spellbind: to hold the complete attention of 吸引人，迷人，是入迷
The children watched spellbound as the magician took rabbits from his hat.
Step 3. Learning about language
1. Finish Ex.1, 2 and 3 on Page 4.
2. Direct speech and indirect speech: Ss do Ex.1 and 2 on Page 5. Then let the Ss themselves discover the structures.
Step 4. Practice
Using structures on Page 42: ask the Ss to use indirect speech to retell the story.
Step 5. Assignment
Finish Workbook. Ex, 1 and 2 on page 41 and 42.
Period four
Step 1. Revision
Check the Ss’ assignment.
Step 2. Reading
Ss read the letter on page 6 and tell each other how to help the student named Lisa
Notes:
1. get along with
2. fall in love with
Step 3. Listening
Ss should take notes while they are listening.
1 .first listening: Ss listen and answer the questions of part 2 on page 6.
2. second listening: Ss listen again and finish part 3 on page 6.
Step 4. Listening
Ss listen to a story about Anne and try to finish Workbook. Ex 1 and 2 on page 43 and page 44.
Step 5. Speaking
Ss work in groups of four, design a questionnaire to find out what kind of friends your classmates are. They can use the quiz in the warming up to help them.
Step 6. Assignment
1. Ss prepare the reading task on page 44.
2. Surf the internet and find some material about friendship in different countries.
Period five
Step 1. Warming up
Ss say something about making friends and how to maintain friendship.
Step 2. Listening
Ss listen to a short passage and fill in the blanks on page 41 (listening).
Step 3. Reading
1. first reading: Ss read the passage about friendship in Hawaii and finish Workbook.Ex1.on page 45.
2. second reading: Ss read again and discuss the questions on page 45.
3. Ss share their material about friendship in different countries in groups, and then choose some groups to show theirs in class.
Step 4. Discussion
What do you and your friends think is cool?
Ss look at the photos on page 46 and in groups of four talk about whether what they are doing is cool or not.
Ask Ss to use the following sentences while they talk:
I think that… is cool/ isn’t cool because ….
I think so.
I don’t think so.
I agree with you.
I don’t agree with you.
Step 5. Assignment
Ss collect some proverbs about friendship.
Period six
Step 1. Pre-writing
1. Read a letter from a student called Xiao dong.
2. Go over the advice on page 7 and be ready for writing.
Step 2. While-writing
Ask the Ss to write a letter to Xiao dong as an editor and give him some advice.
1. Ss make a list of the important information they can need
2. Ss begin to write the letter to Xiao dong.
3. Ss revise their letters by themselves.
4. Ss exchange their writing paper with their partners and correct the mistakes (tense, spelling, letters, structures….)
5. Ss get back their own writing paper and write the letter again.
Step 3. Post-writing
Choose some students’ writing paper and show in the class. Ask the Ss to correct the mistakes together and also learn from some good writings.
Step 4. Writing for fun
1. Ss read the passage on page 7 by themselves.
2. Ss try to write a few lines to describe their best friends or a person they know.
3. Show some Ss’ writings in class.
Step 5. Assignment
Do Workbook. writing task on page 46.
Period seven
Teachers can use this period freely.
Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself on page 47. It is very important to improve their learning interests and abilities。
Teachers can try to let Ss write down their opinions about making friends or friendship in order to make Ss get well with each other in school.
英語知識點復習教案（精選篇6）
教學準備
教學目標
掌握住列舉的重點單詞和句子
教學重難點
掌握住列舉的重點單詞和句子并能靈活運用
教學過程
Ⅰ.重點單詞
1.________ vi.爆裂;爆發(fā)
n.突然破裂;爆發(fā)
2.________ n.事件;大事
3.________ n.廢墟;毀滅
vt.毀滅;使破產(chǎn)
4.________ adj.極度的
5.________ vt.破壞;毀壞;消滅
6.________ vt. & vi. (使)震驚;震動
n.休克;打擊;震驚
7.________ n. & vt.援救;營救
8.________ vt.使陷入困境
n.陷阱;困境
9.________ n.災難;災禍
10.________ vt.埋葬;掩埋;隱藏
11.________ n. & vt.損失;損害
12.________ n.裁判員;法官
vt.斷定;判斷;判決
13.________ vt.損害;傷害→________ n.傷害;損害→________ adj.受傷的
14.________ n.電;電流;電學→________ adj.用電的;帶電的'→________ adj.與電有關(guān)的;電學的
15.________ vt.使驚嚇;嚇唬
→ ________ adj.受驚的;受恐嚇的
→ ________ adj.令人恐懼的
16.____________ n.祝賀;(復數(shù))賀詞
→ _____________ vt.祝賀
Ⅱ.重點短語
1.a (great) number ________許多;大量的
2.dig ________掘出;發(fā)現(xiàn)
3.________ an end結(jié)束;終結(jié)
4.right ________立刻;馬上
5.as ________仿佛;好像
6.________ ruins嚴重受損;破敗不堪
7.think little ________輕視，滿不在乎
8.tens ________ thousands of數(shù)以萬計
9.be proud ________以……自豪
10.judge ________從……判斷
11.be trapped ________陷入
12.be buried ________埋頭于
13.put ________ shelters搭建避難所
14.get away ________離開
15.pay attention ________注意
Ⅲ知識點教案
EX.2 On seeing Jay Chow appear on the stage, the audience burst out _________ (cheer).
burst with anger/ joy
勃然大怒
burst n.
突然破裂;爆發(fā)
a burst of laughter
一陣笑聲
2.
n.廢墟，遺跡(常用復數(shù)形式);毀滅
be/lie in ruins
成為廢墟;嚴重受損;破敗不堪
EX.1 All the towns were/lay in _____ (ruin) after the earthquake.
vt.毀滅;使破產(chǎn)
ruin oneself
ruin one’s health/fame/future
EX.2過量吸煙損害健康，因此你應該戒煙。
Heavy smoking ruins your health, so you should give up smoking.
EX.3用ruin, destroy, damage填空：
① Her heart was slightly _______ as a result of her long illness.
② His life was ________ by drink.
③ The earthquake almost _______ all the bridges in this area.
3. injure vt.損害;傷害
______ n.傷害
______ adj.受傷的
________傷員
Exs.
①The soldier was ______ in the arm in the war.
②She was ______ slightly in an accident during the work.
③This bright light will do great ______ to your eyes.
④I was very much ______ at his words.
看例句再歸納：
1. I was shocked to hear that 17 people died in the explosion at a restaurant in Anhui.
2. I was shocked at the news that 17 people died in the explosion at a restaurant in Anhui.
3. I was shocked that 17 people died
in the explosion at a restaurant in Anhui.
excite, discourage, disappoint, encourage, inspire, interest, move, please, puzzle, surprise, worry…
6. trap
vt.使陷入困境
trap sb. into (doing) sth.
be trapped in
困在……中;陷在……中
EX.1警察設圈套使他講出實情。
The police trapped him into
telling the truth.
EX.2對比練習
他陷入交通堵塞中，感到很無助。
1) He ___________ (trap) in the traffic jam and felt helpless.
2) When he __________ (trap) in the traffic jam, he felt helpless.
3) When __________ (trap) in the traffic jam, he felt helpless.
n.陷阱;困境
set a trap to do sth./for…
誘使某人做某事
fall into a trap
落入圈套
7. bury vt.
找出含bury的短語并翻譯
① The army organized teams to dig out those who were trapped and to bury
the dead.
掩埋
② He has learnt to bury his feelings.
掩藏、隱藏
③ You’ll never solve your problems if you just bury your head in the sand----you have to face them.
bury…in…
把……埋到……里;使……沉浸于……
④ She buried her face in her hands and wept.
bury one’s face in hands
雙手掩面
be buried in/bury oneself in
專心于;埋頭于;沉浸于
EX.1對比練習：
他埋頭學習，不知道他的同學們早已經(jīng)離開了。
1. As he ____________ (bury) in his study, he didn’t know that his classmates had left.
2. As he __________ (bury) himself in his study, he didn’t know that his classmates had left.
3. _____ (bury) in his study, he didn’t know that his classmates had left.
4. ________(bury) himself in his study, he didn’t know that his classmates had left.
5. 8. right away
6.立刻、馬上
7. =right now/ at once/in no time
8. by the end of到時候為止(常與_________連用)
9. EX.2 By the end of last month, he _________(learn) 3,000 English
10. words or so.
11. EX.3我會用愛迪生的一句名言來結(jié)束。
12. I’ll end up with a famous saying from Edison.
13. 10. Review
14. a (great/large) number of +(pl.) n.
15. the number of+(pl.)n.
16. EX.1 The number of foreign students attending Chinese universities_________ (be) rising steadily since 1990.
17. EX.2 ----The number of students are in
18. the dining hall now.(改錯)
19. ----Yes. The number of students
20. _____ (be) about 400.(填空)
21. 11. Thousands of families were killed and many children were left without parents.
22. leave做使役動詞，意為___________________
23. leave+賓語+賓補{doing sth.
24. {done
25. {to do sth.
26. {adj. / adv. /介詞短語
27. EX.1 You shouldn’t have left water ___________(run).
28. EX.2 She ran away _____________________
29. _______________. (她跑開了，留下她的男友
30.一個人在雨中)
31. 12. It seemed as if the world was at an end!
32. → as if用于陳述語氣中：
33. It looks as if it’s going to rain.
34. She closed her eyes as if she was tired.
35. → as if用于虛擬語氣中：
36. 1). She behaved as if nothing ______________(happen).
37. →as if___________ “似乎要做某事”
38. 2). He opened his mouth as if _________ something. (say)
39. 12. It seemed as if the world was at an end!
40. → as if用于陳述語氣中：
41. It looks as if it’s going to rain.
42. She closed her eyes as if she was tired.
43. → as if用于虛擬語氣中：
44. 1). She behaved as if nothing ______________(happen).
45. →as if___________ “似乎要做某事”
46. 2). He opened his mouth as if _________ something. (say)
47. 13.Translate the following sentences:
48. 1). All hope was not lost.
49.
50. 2). Not everyone has passed the exam.
51. 3). I don’t want both the ties.
52.部分否定/半否定:
53. all/both/every... not...(not all/both/every…)
54.意為：______________________
55. EX.1 ________ people can understand you.
56. = _____ people can _____understand you.
57.并不是所有的人都能理解你。
全部否定：
no, never, none, neither, nobody,
nothing, no one, nowhere…
EX.2這兩個男孩對我們都不粗魯。
Neither of the boys is rude to us.
Ⅳ.鞏固考點作文串記
One night, everything began ___________ (shake), with the pipes _________ (burst) and the electricity cut off. It seemed that the world was ______ an end. Some people were ______ (injure), some buried in the _______ (ruin) and some missing. Judging from the situation, there were ______ number of ______ (trap) people waiting for the rescue. But all hope was not lost, ________ soldiers were soon sent to help ______. With the help of the soldiers, everything returned to _______ (peaceful).
英語知識點復習教案（精選篇7）
教學目標
通過本單元教學，使學生掌握有關(guān)提出建議或忠告的句型，對他人的一些具體問題提出自己的建議或忠告。復習有關(guān)看病的用語。通過對課文的學習，了解有關(guān)營養(yǎng)與衛(wèi)生方面的基本常識，描寫中國食譜與西方食譜之間的差異及優(yōu)勢。
1.重點詞匯
examine;advise;contain;score;scores of;discuss;cause;suggestion;in (the)future;be rich in;put on weight;at the end (of);lose weight
2.重要句型
1)I advise you not to eat fruit that isn't ripe in future.
2)The result is that many of them become fat.
3)There is as much sugar in it as eight pieces of sugar.
3.語法
學習英語中提出建議和忠告的句型
4.日常交際用語
a. Seeing the doctor：
1)What can I do for you? What was the matter?
2)Lie down and let me examine you.
3)I've got a pain/cough/headache.
4)I don't feel well.
5)There's something wrong with……
6)Take this medicine three times a day.
7)Drink plenty of water and have a good rest.
8)Take two pills now and two more in four hours'time.
b. Making suggestions and giving advice
1)You'd better have a good rest.
2)I advise you to do something.
3)I advise you not to do something.
4)I suggest that you do…
5)Why not do…?
6)Why don't you do…?
教學建議
寫作建議
1.首先讓學生們寫在練習本上，然后與同組討論，互相交換議建議。
2.談論書中所給出的幾個題目，練習學生們看病的用語。如：
I've got a pain/ There's something wrong，/I feel terrible./ I don't feel well，so on.
課文建議
Step1本篇課文是有關(guān)健康飲食的話題，通過對比中西方飲食的對比，讓學生們能夠?qū)φn文的了解，教師列表寫在黑板上。(略)
Step2通過閱讀，讓學生掌握一些飲食的名稱，如What's your favorite food?
duck/ chicken/egg/peanuts/jiaozi/noodles/chocolate/cream/cakes/potato crisps/butter，etc…
聽力建議
Step1.Preparation for listening
讓學生們準備去聽聽力，首先讓他們看P121頁的練習，使學生們能夠了解練習的大概內(nèi)容。
Setp2.每一道題先放一遍，提問學生們是否聽懂，大概的內(nèi)容是什么。然后再放兩遍，讓學生們單獨去做練習。
Setp3.讓學生們能夠重復每一段小故事。如：Ex1.
I was in a chemistry lesson. I was carefully looking at something on the lab table and my hair caught fire. Luckily I wasn't badly hurt .Next time I'll tie my hair back before I go into the lab. Long hair can be dangerous
重點難點講解
辨析pain與ache
相同點：兩者都表示疼痛。不同點：
pain要注意以下三個方面：
① 表示身體某部位不適時，屬于可數(shù)名詞;
I've a pain in my back. 我后背有點疼。
② 表示精神上的痛苦時，屬于不可數(shù)名詞;
He gave his mother much pain by failing all the subjects. 他所有的考試不及格使他媽媽很痛苦。
③作“努力”、“辛苦”講時，只用復數(shù)形式，但不能用many，few修飾。
No pains，no gains. 不勞則無獲。
ache表“疼痛”時，其主語是身體的某部位，而不是“人”。
My legs ache. = I have pains in my legs. 我腳疼。
注：head，tooth，stomach(胃)與ache一起構(gòu)成復合名詞，如：headache(頭疼)，但leg，foot，hand，forehead不行。
辨析asleep，sleepy 和sleeping
相同點：這三個詞都具有形容詞性質(zhì)。不同點：
asleep意思是“睡著了，它是表語形容詞，在句中只能作表語或賓語補足語，不能作定語。
The teacher found Tom asleep in class and kept him behind after school.
老師發(fā)現(xiàn)湯姆在課上睡著了，放學后把他留了下來。
sleepy意思是“想睡了”但并沒有睡著。它可以在句中作定語。
I'm sleepy and I'd like to go to bed.老想睡了，我去房間休息了。
sleeping意思是“正在睡覺”。它可以在句中作定語。
They woke up the sleeping girl and asked her where her parents were.他們把那位正在睡覺的女孩叫醒，問她父母在哪兒。
辨析diet與food
相同點：diet，food都可作“食物”解。不同點：
diet指的是習慣的食物或規(guī)定的食物，特指維持健康的定量或定質(zhì)的食物，如病人的療養(yǎng)飲食。
The doctor has ordered me a special diet.醫(yī)生給我安排了特殊的飲食。
注意：diet是可數(shù)名詞，常與不定冠詞a連用，如：
food是一般用法，凡能吃喝的具有營養(yǎng)的東西都稱food. food是不可數(shù)名詞，但在表示食品的種類時，可以用復數(shù)。
The doctor put him on a diet after operation.手術(shù)之后，醫(yī)生規(guī)定了他的飲食。
Too many sweet foods will make you fat.太多的甜食會使你發(fā)胖。
辨析in the future 與 in future
相同點：這兩個短語都表示“在將來”的意思，一般可以互換。不同點：
1)in future (= from now on)強調(diào)“從今以后/今后”，如：
Don't do that again. Be more careful in future. 別再那樣做了，今后更要注意。
2)in the future (=time that has not come yet)側(cè)重表示“將來某個時候/將來”，不一定就是從今立即開始，與in the past相對。
My sister wants to be an actress in the future. 我妹妹將來想當演員。
辨析 too much 與 much too
1)much too具有副詞功能，作程度狀語，常用來修飾形容詞或副詞原級，意為“實在太，非常”。它不能修飾動詞。
It is much too expensive. 這實在太貴了。
2)too much具有形容詞、名詞和副詞的功能，可用作主語、賓語、表語、定語或狀語，意為“太多、過多、過分、太厲害”。中心詞為much，too用于修飾much，表示程度，用以加強語氣。其用法可以歸納為以下幾種：
a. 用作形容詞，修飾不可數(shù)名詞;
b. 用作副詞，修飾動詞，作狀語。
c. 用作名詞，后常與of連用。
d. 用作代詞;
e. 一般不單獨用在be動詞之后，但可用在 “be too much for sb.”結(jié)構(gòu)中，表示“對某人來說太難了(受不了)”。例如：
1)There was too much noise.(√)The noise was too much.(×)噪音太大了。
2)She is afraid the rip will be too much for her. 她怕受不了旅途的勞累。
3)You are asking for too much.你要的太多了。
4)Jack thinks too much of himself.杰克太自以為是。
It cost him too much. 他付出的代價太大了。
辨析advise和suggest
相同點：這二個動詞都是提出建議和忠告，后面同時可接如下用法：
1)可接名詞：He advised / suggested a rest.他建議休息一下。
2)代詞：They advised / suggested nothing to us.他們對我們沒有什么建議。
3)動名詞：Tom advised / suggested sending for a doctor at once.湯姆建議立即叫醫(yī)生。
4)that引導的賓語從句(that從句中用should+動詞原形，should可省略，意思相近)。
I advised / suggested that he (should)eat more fruit.我建議他應多吃水果。
不相同點：
advise可以接賓語+不定式短語或疑問詞引導的不定式短語，而suggest不能這樣用。
The doctor advised me to rest for a week.醫(yī)生建議我休息一星期。
I suggested to hold a meeting (×)
I suggested holding a meeting.(√)
John suggested us to go for a walk.(×)
John advised us to go for a walk.(√)
辨析die of 與die from
相同點：兩者含有“由于……而死”之意，后均接名詞或動詞-ing形式。在因外界環(huán)境影到體內(nèi)或疾病，衰弱，年邁而造成的死亡時，兩者可互換。
He died of/from overeating/hunger/cold /illness.他因為消化不良/饑餓/寒冷/疾病而死亡。
不同點：
die of 可用來表示因內(nèi)在感情而造成的死亡，或因直接原因?qū)е滤劳觯Ｓ糜谝韵虑闆r：
die of cancer/a cold/a fever/old age/sorrow/love
die from用來表示非人體的而是環(huán)境污染，事故等造成的死亡，或者說因間接原因?qū)е滤劳觯Ｓ靡韵虑闆r：
die from polluted air /an accident/drinking too much/ a wound因污染的空氣/事故/飲酒過度/受傷而死
分析句型as much /many as…
作“多達……程度”解。所涉及的數(shù)量如果是可數(shù)的，則用many，如果是不可數(shù) 的，則用much，如：
You can eat as much as you like.你愛吃多少就吃多少。
Here are plenty of magazines. Take as many as you want. 這里有大量的雜志，你要多少拿多少吧。
分析discuss用法
vt.討論，商量，商討
1.+疑問詞+to do
We'll discuss when to hold the sports meeting.我們將討論什么時候開支運動會。
2. +從句
We discussed where we should go.我們討論了我們該上哪兒去。
n.討論，議論
We had a long discussion about the question.關(guān)于這個問題我們討論了很長時間。
cause much discussion 引起議論
be under discussion 在討論中。
1.When playing football or basketball，you might be using 400 calories an hour.
這句是狀語從句中省略了主語和動詞be.在表示時間、地點、條件、方式(比較)或讓步等的狀語從句中，如果謂語含有動詞be，主語又和主句的主語一致，或其主語是it，那么從句中的主語和謂語的一部分(尤其是動詞be)往往可以省略，如：
連詞+V-ing
When (she was)walking along the river，she met the stranger.
連詞+V-ed
He won't come unless (he is )invited.
連詞+adj/adv
The news will change all our plan，if (it is )true.
另外，在比較狀語從句或方式狀語從句中，可根據(jù)需要省略相同的成份。
You can jump much higher on the moon than (you jump)on the earth.
2.What food do you think is healthy and which is unhealthy?
該句為“特殊疑問詞+do you think+其他部分構(gòu)成的，用以征詢對方的看法或推測等。其中的do you think 是插入語，并不影響全句結(jié)構(gòu)。可以用于這一結(jié)構(gòu)的動詞還有believe，imagine，suppose等，如：
Who do you think has got the first prize? 你認為誰獲得了第一名?
Which do you suppose will be taken away next? 你認為接下來被拿走的是哪一個?
但是當think，believe，imagine，suppose等用在“think+賓語+to be”結(jié)構(gòu)時，要慎重選擇who(主格)或whom (賓格)，試比較：
1)Whom do you think to be the best in our class?你認為誰是我們班的學生?
2)Who do you think will be our English teacher next term?你認為下學期誰會當我們英語教師?
句1為“think sb. to be”結(jié)構(gòu)，是對sb.表示疑問。
句2是對I think 后賓語從句的主語表示疑問。
表示建議和提出忠告的方法
“建議”可以包括兩個方面，即表示建議對方做某事和表示建議對方和自己一起做某事，第二種情況在現(xiàn)代漢語中可用“咱們”這個人稱代詞。“建議”有許多表達方法，有直接了當?shù)靥岢鲎约旱南敕ǎ灿修D(zhuǎn)彎抹角地暗示自己的想法;有隨時想起的提議，也有經(jīng)過周密思考提出的建議。表達“建議”的常用方法有：
1)用“Let's” 開頭的祈使句后面接動詞原形，建議對方和自己一起做某事，句尾常常加 “shall we?”，“OK” 等用于征求對方看法的詞語，從而使語氣緩和得多。例如：
Let's cross over here while the light's green.
Let's call it a day now，OK?
Let's go upstairs，shall we?
“Let's…，shall we?” 句型可以和 “Shall we…?” 換用，肯定回答常用 “Yes，let's…” .例如：
—Shall we listen to some music? —Yes，let's listen to some.
2)用 “Why don't you…” 句型建議對方做某事，可縮略為 “Why not…?”。 例如：
Why don't you sell the car if you need money?
Why not look in the local paper?
3)用“How/ What about…?” 句型，表達非正式的建議，征求對方意見，多數(shù)情況下建議對方和自己一起做某事。例如：
How about a trip to the beach on Sunday?
What about coming across the road for a break?
4)用suggest，suggestion等詞匯表示比較正式的建議，在會議和討論中使用較多，也常用于書面語中。例如：
I suggest a meeting with the new members.
I suggest trying it once more.
I suggest (that)we (should)take the night train.
“勸告”偏重于為對方著想，替對方出主意、想辦法，或者是長輩對晚輩、師長對學生、有經(jīng)驗的對無經(jīng)驗的人講應該做什么或怎樣去做。表達“勸告”的常用方法有：
1)“You'd better….”句型表達隨便的勸告，口語中有時省略had和主語you.例如：
You'd better take an umbrella. It's going to rain.
Better do it yourself. It's no good depending on others.
2)用should，ought to，might，could 等情態(tài)動詞表達責任和義務。例如：
—Please tell me which courses to take in the first term.
—Well，you could take a history course. You might also take art course. You should certainly take a language course.
3)用advise，advice 等詞匯。例如：
I strongly advise you to see the doctor.
My advice is： Go to the doctor right now.