“桃桃乌龙”通过精心收集，向本站投稿了8篇NCE II 27 新概念英语第二册27课教案 (外研版英语中考复习)，下面是小编帮大家整理后的NCE II 27 新概念英语第二册27课教案 (外研版英语中考复习)，希望对大家有所帮助。
- 目录
篇1：NCE II 27 新概念英语第二册27课教案 (外研版英语中考复习)
Lesson 27 A wet night
Step1Topic
1. Ask students to recite L 26 together
2. Tell a joke about hiking and camping to lead in the text.
Go on a hiking trip
Sherlock Holmes and Matthew Watson were on a camping and hiking trip.
They had gone to bed and were lying there， looking up at the sky. Holmes said,
“Watson, look up. What do you see?
”Well, I see thousands of stars.“
”And what does that mean to you?“
”Well, I guess it means we will have another nice day tomorrow. What does it mean
to you, Holmes?“
”To me, it means someone has stolen our tent.“
Step 2 General Idea
Text-learning map 1: Late in the afternoon, the boys put up their tent in the middle of
a field. As soon as this was done, they cooked a meal over an open fire. They were all hungry and the food smelled good. After a wonderful meal, they told stories and sang
songs by the campfire. 傍晚时分，孩子们在田野中央搭起了帐篷。这件事刚刚做完，他
们就在篝火上烧起了饭。他们全都饿了，饭菜散发出阵阵香味。他们美美地吃了一顿饭后，
就围在营火旁讲起了故事，唱起了歌。
Text-learning map 2：But some time later it began to rain. The boys felt tired so they put out the fire and crept into their tent. Their sleeping bags were warm and
comfortable, so they all slept soundly. 但过了一阵子。天下起雨来，于是他们扑灭了篝火， 钻进了帐篷。睡袋既暖和又舒服，所以，他们都睡得很香。
Text-learning map 3：In the middle of the night, two boys woke up and began shouting. The tent was full of water! They all leapt out of their sleeping bags and
hurried outside. 午夜前后，有两个孩子醒了，大声叫了起来。原来帐篷里到处都是水！他 们全都跳出睡袋，跑到外面。
Text-learning map 4：It was raining heavily and they found that a stream had formed
in the field. The stream wound its way across the field and then flowed right under their tent! 雨下得很大，他们发现地上已经形成了一条小溪。那小溪弯弯曲曲穿过田野，然后正好从他们的帐篷底下流过去。
Step 3 New words & Expressions
Teach them to know the spelling and meaning of the new words and expressions
in this lesson.
1. tent:
e.g. we set up a tent in the field to watch the starry night.
2. smell: v. 嗅，闻到，散发…的气味，有…的气味
e.g. It smells of human beings.
The dish smells wonderful, but tastes bad. You smell; you should take a bath right now.
n. 气味，臭味，嗅觉
e.g. The dustbin gives off a strange smell.
3. campfire，n 营火，营火会
e.g. summer camp 夏令营/ a holiday camp 假日野营地
a prison camp 战俘集中地
v．露营，扎营
e.g. Where should we camp tonight? Camping n.露营，野营，帐幕生活
e.g. Do you like camping?
e.g. I joined the summer camp and had a very good campfire party.
4. creep: v.爬，蹑手蹑脚
e.g. The cat crept slowly and quietly towards the bird. The thief is creeping along the corridor.
n. give sb the creeps 影响某人
e.g. Don’t talk about F4, you know they give me the creeps.
5. sleeping bag: Gerund.（动名词，表示用来睡觉的袋子，睡袋）
6. comfortable:
a) comfort v. 安慰
e.g. I know you were hurt, I really want to comfort you, but I don’t know how.
b) comfortable adj. 舒适的
e.g. The prince and the princess lived a comfortable and happy life.
I felt comfortable at home/ in your arms.
7. soundly: in good health/ healthy adv. 香甜的
8. sound adj. 健全的，可靠的，合理的，健康的
e.g. have sound teeth/ have a sound heart safe and sound adj. 安然无恙的
e.g. Don’t worry about the children, they are safe and sound in grandma’s house. As sound as a bell adv.十分健全
e.g. The doctor said that I was as sound as a bell.
soundly: adv. in a sound way 非常好,彻底地
e.g. I crept out of my home when my parents were sleeping soundly. He was soundly beaten at chess.
9. leap: v. jump 跳，跳跃
e.g. I leapt from my chair when I saw her. My heart leapt for joy at the news.
10. heavily: v.
e.g. He fell down heavily and hurt his ankle. The people of Shanghai are heavily taxed.
11. stream: n. 溪，川，流
e.g. There is a stream near my home in my hometown. A stream runs through the woods.
v. 流，涌，流住
e.g. Tears stream down her face.
12. form: n.形状，外形，形态
e.g. The fog was very heavy and I could only see the form of the building.
v. 形成，构成，组成
e.g. The students formed into a line.
They formed a party twenty years ago.
13. wind: v. 绕，缠
e.g. the river winds its way to the sea. wind up: stop 卷起，卷拢，停止
e.g. Before I wind up, I have two points to talk about
Step 4 Presentation of Complex structures and sentences
Key point: pay attention to the use of words to express time order
Please refer to exercises part Two
Analyze with students the use of such words; try to appreciate the beauty of this passage.
1. Put:
Put on: She put on her coat and went away.
Put up with（容忍，忍受）: John can’t put up with his girlfriend. Put out（扑灭）: The firemen put the fire out quickly.
Put away（放好，储存…备用）: Please put the book away and recite together.
Put up（举起，抬起，提供）: provide food to eat and place to sleep in e.g. My friends put me up in his room last night.
Build，建造，搭筑
e.g. These buildings were put up in 1950s.
Put off（推迟，拖延）: It rained yesterday, so the meeting had to be put off. Put down（记下）: Please put down all the sentences on the blackboard.
2. in the middle of
e.g. In the middle of the campus, there is a very big clock. In the middle of the term, we had an exam.
3. as soon as: once
e.g. As soon as I had finished my homework, I went to play tennis. Please give me a phone call as soon as you arrive in Shanghai.
4. pay attention to the use of different past tenses and analyze with students why the writer chose to write in this way.
e.g. to describe what they did use simple past
to describe what was happening use past continuous
to describe what had been done________________ use past perfect
Step 5 Reciting
请用上海勤学堂的超级情景背诵图中的实现背诵图来进行
Step 6 Expanding
Ask students to translate，using the words that are used to express time order 上个星期三的早晨， 我很早就起床了。 一醒来，我就去刷牙，然后洗脸。吃过 早饭后， 我去等公交车， 但是没有赶上。 因为怕迟到， 所以我就给老板打了 一个电话。 但我到达公司的时候， 恰好是九点钟。 当时我真的感觉自己很有 运气。 下午五点，我正要离开公司回家。 那时候天正下着雨， 我忘记了带伞， 所以不得不等到雨停。
Step 7 Homework
Use the following words and phrases to make sentences in groups, ask students to read the sentences aloud each other, see which group has the most correct sentences. First at first firstly second secondly then later next
After before as soon as in the middle of during always
Immediately At the same time in the meantime last finally eventually now someday sometimes soon sooner until when
篇2：外研版小学英语三年级起点第二册教案Ⅲ
外研版小学英语三年级起点第二册教案Ⅲ
Module8 Unit1 It’s hot in summer. 一、教材分析 本课是《新标准英语》三年级起点第二册第八模块第一单元：《It’s hot in summer》，学生要学习并掌握季节和天气的单词，并通过一系列的课堂活动，创造语境，让学生把单词运用于句子中，学会用天气的单词描述季节，并介绍在该季节中适合进行的活动。 二、教学内容 本课是《新标准英语》三年级起点第二册第八模块第一单元《It is hot in summer》，学生要了解四季的表达法:spring/summer/autumn/winter，同时要了解四季的主要天气特征：warm/hot/cool/cold，懂得四季中人们常见的活动：We fly kites in sping.等等。 三、教学对象分析 三年级的学生活泼好动，好奇心强，喜欢表现自己，通过一段时间的学习，初步掌握了一些基本的单词。能根据教师的简单的个人指令做游戏，做动作，能交流简单的个人信息，对新语言表现出好奇心与兴趣，但是，他们也存在着稳定性较差，注意力不易长时间集中，掌握的知识不牢固。需要通过各种教学方式反复的练习，不断强化才能巩固所学的知识。 四、教学目标 1、知识目标：能听、说、读本节课的新单词、新句型。 2、情感目标：在语言教学中培养学生热爱生活，热爱大自然，积极乐观的生活情感态度。 3、能力目标：在语言教学中培养学生探究、自主、合作的学习方法以及在实际生活中运用语言的能力。 4、学习策略目标：培养学生主动学习的能力和合作学习的策略，在一定的语境中能用学过的英语进行交流。 五、教学重点：学习认识有关季节和天气的单词：spring, summer, autumn, winter, warm, hot, cool, cold. 掌握 “It’s spring. It’s warm in spring. We fly kites in spring.”等新句型。 六、教学难点：句型在生活中的灵活运用。 七、教学准备：CAI，图片，四季名胜的图片作为奖品。 八、教学设计总思路 以“为了每一位学生的发展”的宗旨，在教学中借助网络教学，运用了TPR教学法、情景教学法、快乐教学法、任务型教学法等，强调语言运用，注重能力培养，突出兴趣激发，重视双向交流，重视知识的灵活拓展，通过说一说、唱一唱、做一做、画一画等形式将英语教学与音乐、美术、信息技术有机地整合，从而引导学生探究式、自主式、合作式地参与整个教学活动。让学生在活动中感知，在情景中体验，在运用中实践，充分发挥学生的自主性，创造性，使学生主动参与到求知的行列中来。 九、Teaching steps:(教学步骤) Step One: Warm up（课前热身） 1、Greetings. What ’ s the weather like today?What do you do at the weekend?等 2、Sing a song----We wish you a happy Christmas. (设计意图：以歌曲激发学生的学习兴趣,调动学习积极性。创设情景，通过师生，生生交流，帮助学生温习旧知，同时训练学生的听说能力，激发学生兴趣，培养学生在实际生活中运用语言的能力，为新课教学打下伏笔。) Step two：Look at the CAI. （欣赏四季,引入课题.）自动呈现教学主题“Seasons and weather”学生通过看卡通短片，浏览了一年当中四个季节的.变换，认识有关季节和天气的单词， spring, summer, autumn, winter, warm, hot, cool, cold. 教师板书课题： SEASONS AND WEATHER (设计意图：课件采用动画的形式进行教学。美丽的画面及可爱的人物形象，令人赏心悦目，使学生有如身临其境，从而激发学生的学习兴趣。学生可以一边欣赏动画，一边反复跟读操练。以这种方式引出新单词的学习，不但使学生感到有兴趣不觉得枯燥做作，而且给学生营造了一种相应的氛围。) Step Three: Presentation（新课学习） 1、看完卡通短片后，提出问题： T: Now. Everybody, Who can answer my questions? How many seasons are there in a year? Ss: Four seasons. T: Very good! There are four seasons in a year. Now, What are they? Please say it in Chinese. Ss: 春, 夏, 秋, 冬. T: Yes! They are spring , summer, autumn and winter. 教师板书： spring ,summer , autumn , winter 1、教师出示单词卡片,教授单词.并且采用多种方法进行练习,如开火车,回音壁,升降调, 看口型猜单词等. (设计意图：通过单词卡片、采用课件动画的形式进行教学。在教师的指导下学会这些单词。 ) 2、助多媒课件做游戏：猜猜看 What ’ s the season? 学习句型:It’s spring/summer/autumn/winter. (设计意图：利用课件巧妙、自然地引出本课与天气有关的新句型，学生初步从音、形、意上整体感知所学单词和句型。) 3、T：How do you feel in spring/summer/autumn/winter? Who can tell me？ Ss: (学生做出很舒服的样子) T: Good! It’s warm in Spring! Follow me ’warm’(出示单词卡片,教授单词warm.并且一边读单词一边做出很舒服,暖和的表情,动作). 学习：It’s warm in spring.It’s hot in summer. It’s cool in autumn.It’s cold in winter. (设计意图：通过形象有趣的表情，让学生理解不同天气有关的英语表达。整合学生所学知识，将活动与各个季节的特点相联系。在整体感知、学习的基础上，教师设计各种活动，帮助学生不断复习巩固新词，感知新句，学生在活动中运用所学语言进行交际，体验语言学习的过程，学生的思维能力，创新能力，合作能力在活动的过程中同时得到发展。) Step Four: Practices.（朗读操练） 1、Let’s chant Spring, spring, spring, spring is warm. Summer, summer, summer ,summer is hot. Autumn, autumn, autumn, autumn is cool. Winter, winter, winter, winter is cold. (设计意图：设计这个活动，主要是帮助学生不断复习巩固新词。学生跟着节奏边拍手边读，简单易学，琅琅上口，同时轻松地复习巩固了单词。) 2、Play a game First time, the teacher do some actions, ask the students to guess it, what is teacher doing? go swimming, go cycling, play football, play basketball, play table tennis, watch TV. T: Then, this time, I say the words, you do the actions.T: Now, Please answer my question. What do you do at the weekend? S1: We go swimming at the weekend. S2: We play football at the weekend. S3: We... T: What do you do in Spring? S1:We go clcying in Spring. S3: We... (设计意图：教师根据教学内容的特点，采用了全身动作法、让学生根据自己的生活经验自主表演、大胆模仿踢球、投篮、乒乓球、游泳、骑车、看电视等各种运动动作，让学生在不知不觉中运用What do you do in…?句型，并能大方自然地运用于交际中。让学生自主选择自己喜欢的运动并主动与他人交流让学生在兴趣盎然的积极情感中习得语言。 ) Step Five:学习课文 1、Listen to the tape. Ask them to open their books. Look at activity 1: Listen, say and point.The first time, ask them just listen. The second time, ask them listen, point and repeat. 完整地听对话一次，让学生尽可能记下主要句型的语音语调，并在书上标出。这样做，有助于语感的形成。 2、Read after the tape. Sentence by sentence （一句一句跟机仿读，帮助学生强化对语音语调及内容的记忆。齐声朗读，巩固、强化语音语调。） 3、Get some pairs to read. 活动形式：请几对学生朗读，开展语音语调的仿读评价。通过评价，加强学生对语音语调的重视。 4、Listen and do it利用课件让学生听句子，然后选择正确的季节图片并说出所听到的句子。 (设计意图：游戏是英语课堂教学不可缺少的教学手段之一。“ Copy 不走样”是英语游戏中的经典，每一次都能极大地刺激学生的视听器，引导学生说一说，做一做，达到“教学做”统一。) Step Six: Make similar dialogues.（知识活用） 1、转盘游戏：围绕本课的主题季节与天气，转盘游戏包括春、夏、秋、冬四个部分。让学生在转盘游戏中，根据所转到的季节进行口语交际。 (设计意图：采用课件游戏的形式，为学生创设一个轻松、愉快的课堂氛围。转盘游戏，整合学生所学知识，将活动与各个季节的特点相联系。引导学生围绕本课话题展开讨论，培养学生的口语交际能力，激发学生爱英语、学英语、说英语的学习热情。，进一步巩固本课所学知识，发挥学生的想象力和动手动口能力。进一步扩宽学生的视野，陶冶情操.一堂成功的英语课，必须能够给与学生的思维一个自由驰骋的平台。按部就班的传授，只会使学生丧失创造能力和自我学习的能力。) 2、请用What’s your name? What’s your favorite season? What do you do in…? 完成这份调查表。 name favorite season What do you do in…? (设计意图：《新课标》倡导要探究、自主、合作式的学习。在学习本课新句型时，这三者达到了高度地统一。“ 任务型教学”是一种“为用而学，用中学，学了就用”的新的教学途径。本课的扩展活动是要求学生表达自己在四季中进行的活动，在这里我采用自由互问法来讨论，尊重了学生的个人情感，并能更准确的体验知识语言。) Step Seven:Homework 1、家人及同学谈论喜爱的季节和天气。 2、Paint the four seasons.。 (设计意图：英语学习需要语境 ,发挥家庭的特殊作用,既有利于孩子与父母的交流,也可以监控学生学习情况。自制画（相）册能将课堂所学向课外延伸，提高学习兴趣“四季”是丰富多彩的，让学生在合作学习的基础上，动手调画出树在四季的不同颜色，答案可以是不一样的，教育学生热爱生活，保护大自然。) 十、板书设计 Unit 1 It’s hot in summer . spring summer autumn winter warm hot cool cold Module8 Unit2 It’s hot and sunny today. 一、教学内容 本课是《新标准英语》三年级起点第二册第八模块第二单元《It is hot and sunny today》，学生能认读单词：sunny/windy/rain/snow,能用“It is …today”描述天气，表演唱歌曲：Rain,rain,go away. 二、教学对象 三年级学生 三、教学目标篇3：外研版小学英语三年级起点第二册教案Ⅰ
外研版小学英语三年级起点第二册教案Ⅰ
Module 1 Unit 1 It’s the ABC songs. Teaching aim: Describing the alphabets Teaching importance and difficulty: alphabets Vocabulary: favourite, song. Letters: A--Z Teaching steps: 一、Warming up: 1. Sing songs: Good morning! Please stand up! 二、Revisions: Free talk 1. T: Hello,…, how are you? S1: …. 2. T: Hi, good morning! What’s your name? S2: …. How old are you? … 3. T: Hello, …, how are you? S3: …. Point to the window, please. … Point to the door, please. … 4. T: Hi, good morning! S4: …. What’s this ? …. What colour is it ? …. T: Oh, yes, it’s …. Do you like …? I like …, too. We can also say, My favourite colour is …. What’s your favourite colour? 你最喜欢的颜色是什么？ 启发学生用It’s ….来回答问题。教授新词favourite.再问: What’s your favourite song? 你最喜欢的歌曲是什么？教授新词song. 三、New lessons: 1. T : My favourite song is the ABC song. OK, today we’ll learn the new lesson: Module 1 Unit 1 It’s the ABC song.（板书课题）Now turn to page 2, listen to the tape carefully. Ok, Can you find the new words: favourite and song. Ask the kids to underline the new words. 2. T: OK! Look at the screen, read the letters after me. 先按字母表顺序教读，再按歌词的顺序教读。Ask the kids to read the letters together, then ask some of them to read. 2. T: Now listen to the tape again, read and sing together. (twice) 四、Games: 1. 快速说出字母：(1) 让学生快速读出容易混淆的字母。(2) 教师说出一个字母，让学生快速说出后一个字母。 2. 读字母游戏：教师出示一组组字母，让学生大声朗读出来, 看看是否正确。 3. 猜字母：只给出字母的一小部分让学生猜。 五、Homework: 1. Listen to the tape 3 times and read or sing the song loudly. 2. Recite the letters. 3. Prepare Unit 2. Module 1 Unit 2 My favourite toy is a car. Teaching aim: Talking about favourite things. Teaching importance and difficulty: My favourite toy is a car. Vocabulary: toy, car, ship, doll Teaching steps: 一、Warming up: 1. Sing ABC song. 二、Revisions: 1. Recite the letters together. 2. Recite the letters one by one. 3. 教师出示字母卡片，学生快速读出字母。 4. 教师说出一个字母，学生快速说出后一个字母。 5. 快速读出字母。屏幕上一个一个出示字母，每个字母用不同的颜色表示, 每出现一个字母, 问What’s this? What colour is it ? f, a, v, o, u, r, i, t, e, yes, it’s favourite. My favourite colour is red. What’s your favourite colour? 启发学生用It’s ….来回答问题。同样方法出现 t, o, y, yes, it’s a toy. 三、New lessons: 1. T: Do you know toy? （出示卡片）Teach the new word: toy and my favourite toy. 2. T: There are lots of toys, doll, ship, car, computer game. Teach the new words. (game: What’s missing?) 最后一次时，教师说：My favourite toy is …. 问学生: What’s your favourite toy? 启发学生用It’s a ….来回答问题，引入新课你知道Amy最喜欢的玩具是什么吗？（板书）My favourite toy is a car. 3. Open the books and turn to page 4, listen to the tape first, underline the new words. 看幻灯片，将单词与相对应的汉语连线，请学生到前面来完成练习，边做边问，What’s your favourite colour? Now listen, point and read. (twice) 4. Ask the kids to read the sentences one by one. 5. Ask the kids to talk about their favourite things, using: My name is …. My favourite toy is …. After talking, teacher says, This is …. Her / His favourite toy is …. 四、Teach the chant in Students Book P5. Listen and do. 五、Homework: 1. Listen to the tape 3 times. 2. Read the text loudly. 3. Prepare Module 2. Module 2 Unit 1 they’re monkeys 一、教学内容分析 作为第一课时，本节新授课的学习内容是关于动物的Dialogue ，由于内容比较简单，教师可以抓住时机，把本课时变成新授，听力及拓展学习相结合的学习过程。本课时基本不存在比较难的新句型，主要设计到了描述动物的句型：What’s this?It’s…/What are they?They’re…句型，学会日常用语交际，重点要操练其用法。 二、教学目标 1、语言知识目标（1）能听、说、读、写本节课的词语。 （2）能听、说、读本节课的课文内容。 （3）进一步巩固What’s this?It’s…/What are they?They’re…句型。 2、语言技能目标 （1）能用所学的知识描述不同动物名称及其特征。 （2）学生通过学习，能流利朗读和背诵课文。 3、学习策略目标 通过玩游戏、猜动物和小组合作等方式，完成本节课的学习。 4、情感态度目标 变被动学习为主动学习，在英语学习活动中形成主动开口说英语的习惯，体验用英语进行交际的乐趣。 三、教学重点 1、本节词语和句型 2、在情景中运用big,small,fat.3、课文对话的理解与运用。 四、教学难点 描述动物的特征人称的变化，能运用所学单词句型谈论各种动物，让学生在练习中得以掌握。 五、课型听说读写综合运用 六、课时安排 一课时 七、教具准备 1、教师准备教材配套的录音带。2、教师准备教学课件。3、教师准备所学动物类单词卡片（或玩具）、图片和动物头饰。4、学生准备相关的动物玩具及面具。（每人至少一个） 八、教学过程 （一）热身／复习（Warm-up/Revision） 教师用动作比划单词，孩子看一看，举出相应的单词卡片。孩子在小组中做游戏。 (二) 呈现新课 （Presentation） 1、导入：熊猫来跟大家打招呼，欢迎小朋友去zoo参观：Good morning, I’m Jingjing. Nice to meet you.让生也跟熊猫打招呼，复习hello,I’m…,nice to meet you.句型。让生跟着熊猫一起去公园走一走，看一看。 2、齐读课题：Module 2 zoo/Unit 1 They’re monkeys 3、出示一张有着很多动物的动物园照片，问生都知道他们分别是谁？然后展示动物是如何介绍自己的，让生学会注意倾听，学会动物名称。 4、让生自学单词，师范读，教读，学生个别读，小组读，掌握其读音。 5、Guessing game （1）孩子们把自己的毛绒玩具都摆到讲台桌上，请一个孩子描述自己的玩具，大家猜一猜。 小组比赛的形式进行，哪组在规定的时间里猜到的多，就获胜。 （2）出示一张张的动物图片，遮住大部分部位，让学生猜是什么动物。用英文猜出，在玩游戏的同时掌握单词。 6、Look at this animal.What’s this?(幻灯片出示：老虎) Yes,It’s tiger.Look at it.It’s big. （板书出示单词：big It’s big.）教读（OK，now follow me带动作big。） OK，there is another animal coming.what’s this?(狮子、大象，举一反三) 幻灯片出示猴子图片，look at the animal，What are they?they’re monkeys,学生说出：It’s small. 同样，教师做出“小”的手势。让学生明白动物特征。 幻灯片出示熊猫图片，Look ，it’s panda,it’s fat.让生学会fat的意思和用法。 7、Read the text with partners. Try to recite the dialogue. 展现课件，上面很清晰地打出对话，跟一个学生做一个例子给全班孩子看，然后出示四张图片，请孩子仿照老师的例子跟同桌造对话。（图片上会出现一些新的动物单词，拓展学生的单词量）。 8、趣味操练 (Practice) （1）将课件中的声音关闭，为其中的人物配音。 （2）让学生拿出事先准备好的'玩具。先将学生手中的各个玩具单词说一说，然后教师做示范请一名学生上讲台前，教师指着学生手中的玩具说： Look ！It’s tiger.It’s big，之后，请几个能力较强的学生说说手中动物玩具。 （3）让学生以小组为单位，继续练习简单小动物的句子。在此处，教师提示学生注意What’s this?It’s…/What are they?They’re…句型，教师请每组派两名学生到讲台前表述组里的人或小动物玩具。 （4）做Let’s play 部分的练习。按照课本中所呈现的方式，教师先拿出一个小猪的面具，请一名学生到讲台前戴上面具，扮演“小猪”， 让另两名学生问关于“小猪”的话，教师带领学生做游戏，通过游戏的形式让学生连锁记忆，从而复习小动物情况的句子。 9、课堂评价 (Assessment)做活动手册练习。 10、扩展性活动(Add-activities) 教师把学生带到室外，做传球说物的游戏。将学生分为3―4组，每组围成一个圈，每圈的学生分一个气球，学生听音乐传球活动，当音乐停止时，手中拿到球的学生则抽取问题，问题的内容为：介绍某某人或某某小动物。回答问题的同学用Look ！It’s…的句子来表述。 （三）表扬总结，结束全课。 （四）Homework: 抄写本节课的单词： (课前让学生准备动物玩具、头饰，采用游戏形式把学生迅速带入到英语课堂。由于教学内容比较简单，单词只是四种动物及其三个形容词，新句型有：What’s this?It’s…/What are they?They’re…所以在进行本课时的教学设计的时候，我把新课内容变成了兴趣操作内容，改变了传统的教学方式，让学生既能在学习新课的同时又能进行有趣而生动的游戏及对话操作训练。新课的难点部分则设计在游戏当中解决并操练，为接下来的课文朗读练习做好铺垫。本课时主要操练内容的侧重点放在What’s this?It’s…/What are they?They’re…句型的熟练掌握上，因此，在本节课的教学设计里，请学生发挥其主动性，最后延伸到其他我们生活中常见的动物练习。整节课的每个教学环节力求做到过渡自然，一环紧扣一环，层层铺垫，层层加深，学生在做中学，学中做，真正做到有兴趣学，学有所得。 (课前让学生准备动物玩具、头饰，采用游戏形式把学生迅速带入到英语课堂。由于教学内容比较简篇4：外研版小学英语三年级起点第二册教案Ⅱ
外研版小学英语三年级起点第二册教案Ⅱ
Module 4 Food Unit 1 Do you like meat？ Teaching aims(教学目标): 1.Get the students to master the following words and sentences:meat,rice,noodles,fish milk. Do you like…? Yes, I do. No, I don’t. 2.Get the students to use the sentence patterns to ask about likes and dislikes. 3.Through activities, the teacher should cultivate the students’ spirit of competition and cooperation. Important points(教学重点): The mastery of the new words and sentences. Difficult points(教学难点): The students can use the sentence patterns to ask about likes and dislikes. Teaching aids(教学准备)： Multimedia computer, tape recorder, some objects ( meat, a pear, an orange, an apple, pencils, pens, table tennis) cards( fruits cards, basketball, football, teddy , cars, ships and so on) Teaching procedures(教学过程)： Step1 Warm-up Activities 1. Greetings. 2. Sing a song.(old Macdonald song) 3. Have a competition between groups. Step2 Presentation and Practice 1. Yes, I do./ No, I don’t. (1) Yes, I do. T: (熊猫头饰) I’m a…. Look, I’m very fat.(with gestures) So, I like basketball. Do you like basketball? S: Yes… T: Yes, I do. CAI―Yes, I do. 贴卡片Yes, I do. (2) No, I don’t. T: Do you like…? S: No… T: No, I don’t. (Have the students answer the question.) CAI―No, I don’t.. 贴卡片No, I don’t. (3) Little chant. T: Follow me, Do, do, do. Yes, I do. Don’t, don’t, don’t. No, I don’t.(With gestures) 2.New words―meat, rice, fish, noodles,milk .. (1) meat (2) T: Do you like meat? (CAI present meat.) S: Yes, I do./ No, I don’t. T: What’ this? (CAI present noodle.) S: It’s noodles. Let many students answer the same question. T: Do you like noodles? S:… Writing on Bb: noodles. Read after the teacher. High―low voice. T: Point to the bananas. (3) pear. T: What color is it? (Point to the banana) S: It’s yellow. T: Any other yellow fruits? ( With gesture) S: Pear. T: What’s this? What’s that? S:… T: Do you like fish? Writing on Bb: fish Read after the teacher. Point to… (4) milk T: What does Ms Li like? Guess with “Do you like…?” S: Do you like…? T: I like milk. Do you like milk? Ss:… T: milk, can you read? Apple: … T: Anymore? S: … T: Do you like milk ? Writing on Bb: milk . Read after the teacher. Point to… (5) rice T: (CAI present rice) Are they meat? Ss: No, they are’t. They’re rice. Writing on Bb: rice. Read after the teacher. Point to… T: rice, rice, do you like rice? S: Yes, I do. T: rice, rice, do you like rice? S: No, I don’t. (6) Fast reaction. T: Little teacher. Who can try? （叫一名学生发令，其他学生在下面指。） (7) Play a game.（大脑风暴） T: Let’s play a game. Guess, Stop at which picture? （屏幕上的物体出现后马上消失，让学生猜最后哪张图片不会消失，会停下来。） 3.Sentence: Do you like…? T: Do you like pears?（接上面的游戏最后梨子停下来。） Ss:… T: Make sentence.(Right hand: Do you like… Left hand: picture) S:… 贴卡片：Do you like T: Magic eyes. (手持一张图片快速闪过，让学生用Do you like… 这个句型和他所看到的单词联合成一个完整的句子。) Step3 Consolidation 1. Play a game. (猜卡通人物的喜好―屏幕上有各种物体，学生随意选择一种并用句型Do you like…?提问。猜对了，课件出示声音: Yes, I do. 反之：No, I don’t.) 2. Output. (1)Listen to the tape, point and tick. (2)Check the answers. (3)Listen and repeat. Step4 Task 1. Chain game. (1)T: Boys and girls. You did a good job. Now, Let’s play a game. First, Who wants to play with me. (2)The teacher play with students. (3)Let the students play the game.（老师手持秒表制造紧张气氛） (4)T: Which group is the winner? Step5 End 1. Count the fruits. 2. T: Class is over. Bye-bye, boys and girls. Module 4 Unit 2 Does Daming likes bananas? 教学程序：Teaching Procedures （一）Revision: 请学生展示自己制作的食物类新单词卡片，并把新单词教给全班同学。 （二）Warmer: 1．教师事先准备一些水果的实物，出示实物，看学生能否说出这些水果的英文名称。 2．教师指着香蕉说：This is a banana.请学生重复句子。 3．以相同的方式介绍新单词：pear,orange,apple. 4.教师可以编成儿歌的形式，带领学生熟练单词，如：Pear,pear,pear,do you like pears? （三）New lesson: 1．教师拿着苹果，对一位女生说：Do you like apples?该女生回答：Yes,I do./No,I don’t.接着教师指着该女生，问全班学生：Does she like apples?引导全班学生回答Yes,she does./No,she doesn’t. 2.教师以同样的方式出示不同的水果，带领学生继续操练句型：Does he/she like…?及其回答：Yes,he/she does./No,he/she doesn’t. 3.出示挂图，请学生听SB Unit 2活动1的录音。放第一遍录音时，请学生看着图听一听，课文录音针对哪些人物哪些水果提出了哪些 4.请学生上前指着挂图提出问题，其他学生试着回答。 5．放第二遍录音，请学生边听边指向相应的图片。 6．请学生合上书，再放录音，每个问题后停顿，看学生是否记得答案。 7．继续放录音，让学生检查自己的回答是否正确。 8．二人一组读课文的示范对话，请学生根据活动1中不同人物的喜好进行问答。 9．学生SB Unit 2活动4的韵诗。学生跟录音机逐行朗读韵诗。将全班分为两组，每组读一段韵诗。比如，在读到第一段中的Mmm时学生可以做揉肚子的动作，读到第二段中的No时，可以在嘴边扇动手表示很辣。放录音时，请每组说对应的部分。 10．学生SB Unit 2活动6的字母。请学生摹写字母单词并默写。然后可以编儿歌：G is for girl.H is for hat.I is for in.请学生进行单词的.扩展练习，比一比谁扩展的单词最多。 任务完成： 1．完成运用任务1：请学生读SB Unit 2活动3的示范对话。教师板书游戏的对话模式，提醒学生注意第一人称与第三三人称单数的转换。同时出示一些水果类的单词在黑板上，便于学生做替换练习。请学生三人一组分别扮演Xiaoyong.Tingting和Lili开展游戏. Xiaoyong:I like….Do you like…? Tingting:Yes,I do./No,I don’t. Lili:Does Tingting lies rice? Xiaoyong:Yes,she does./No,she doesn’t. 2.完成运用任务2：请学生四人一组完成游戏。学生A指着学生D，问学生B和C：Does …like…?学生B和C进行猜测。并回答：Yes,he/she does./No,he/she doesn’t.然后A问D：Do you like…?学生D根据自己的喜好做出回答。猜对的学生获胜。 扩展活动： 1．出示课件共五组单词卡片，每组包含五个单词。 2．教师先出示其中的一组，请学生认真看，并试着记住它们。然后教师说出其中的四个单词，请学生说出教师没有提到的是哪一个单词。 3．比一比谁最快猜出遗漏的单词。 4．此项游戏活动可以训练学生熟练记忆单词的能力。 Homework: 1.听录音，朗读SB Unit 2活动1的课文，并试着背诵。 2．把学过的语言：Does…like…?Yes,he/she does.No,he/she doesn’t.编排成韵诗，演唱给教师和全班同学听。 Module 5 Time Unit 1 I get up at seven o’clock. Function: 1.Talking about “time”. 2. Enable the Ss to say “get up” “go to school” “have lunch” “go home” “watch TV” “go to bed”. Teaching points: Grasp the important words and phrases. 一、 Warming up 1. Greetings: T: Hello, boys and girls. Ss: Hello, Miss Yang. T: What day is it today? Ss: Today is ……. T: Are you happy? Ss: Yes, we are. 2. Saying a chant One, two, three, four. Come in please and close the door. Five, six, seven, eight. Go to school and don’t be late. Nine, ten, nine, ten. Learn English again and again. 3. Singing: “Good morning Sam?’’ 二、New concept. 1. T: Oh, you are so clever. Today, let us learn Module 5 Time Unit 1 I get up at seven O’clock. (Writing and Reading) T: Hello, boys and girls. What’s this? Ss：It’s a clock. T: You are so clever. T: Do you know? What’s the time? (Explain in Chinese) Ss: 8: 10 T: How to say in English? Ss: I don’t know. T: Ok, I will tell you. Its eight ten .表示8点过10 分。或篇5：外研版书信类文章备课教案 (外研版英语中考复习)
【教学内容】七年级下module10、八年级下module8、九年级上module10课文
【课程类型】复习课
【课时安排】1小时
【教学目标】1. 熟悉旅游类书信的基本结构，并能在写作中运用
2. 掌握介绍某地的基本句型：there be, has, of, be famous to
3. 掌握比喻、列举数字、对比、细节描写等写作方法
4. 掌握使用交通工具的几种不同表达方式
5. 掌握过去、现在、将来3种一般时态的灵活运用
【重难点】三大从句、介词、最高级、进行时态
【教学方法】采用对比的方式，展现不同句型之间的转换规律
讲练结合，外加考试巩固
【教学资料】课文原文、课堂练习、考试试题
【教学步骤】
1.介绍本次课的上课内容、总体目标(2min)
2.介绍书信的开头结尾形式 (2min)
3.介绍正文的整体结构 （5min）
1)开场 报平安 where
2)行程 （agenda） when， where，what，how
What is there（有什么）
3)相关介绍（introduction） Feature(特色)
Feelings（你的感受）
4）下步打算（plans） 将来时态(will/be going to/ be doing)
4. 讲解关注点
时态（10min）
1） 开场 ：一般现在时或现在进行时
2） 行程：一般过去或过去进行时
3）相关介绍：一般现在时
4）下步打算：一般将来时
句型25min
1） 描述所在位置
介词（in/at/from/on/ by）+ 地点
如：I’m in Paris/Beijing/Shanghai
be staying with sb +介词+地点
如： I’m staying with Lingling’s uncle in Zhangjiajie
be writing this letter to you +介词+地点
I’m writing this letter to you at the top of Mountain Tai.
2) 去某个地方
Go to +地方 如go to Summer Palace
by bus/plane
take a/the bus/plane+to+地点
fly to/ walk to/drive to
课堂练习1： 用以上句型翻译
上周我坐飞机去纽约了。
3）介绍某地
Has： China has a population of 1.4 billion
There be： There are shops and restaurants everywere.
Of: Beijing is a city of fog. Hunan is a land of fish and rice
be famous for: Zhangjiajie is famous for its amazing rocks.
4) it 句型
It is +adj
It is+adj+to do
It is a pity that …
It is +形容词+that
延伸：
其他+形容词+to do something
课堂练习：
用以上句型翻译2： 学习英语很重要
写作方法（10min）
1）抒情
it is +形容词（wonderful/amazing/great/delicious/funny/interesting）
I love/like +something/doing sth
2) 列数字
It’s very large, about 480 square kilometers.
3.6kilometers long and 348 kilometers high
3）比喻
Some of them look like humans.(注意跟 be like 的区别)
4）动作的细节描写
5）对比
Although it is December, it is summer over here.
….but the middle of the country has no trees or grass, just rocks and sand.
好句拾遗： （让学生标记出来）
（1）I hope you’ll like it. 希望你能喜欢
（2）I’ll write again.
（3）it was a pity that it was cloudy
（4）wish you were there
课堂总结（2min）
课后作业布置
（1）本次课的课后练习
（2）自学课文中的语法点及记忆课文单词、短语（详见语法讲解稿、短语汇总），并完成相应练习。
篇6：Module3 The Violence of Nature 教学设计(外研版英语中考复习)
Part One The Analysis of teaching material
The Violence of Nature是外研版Book 3 Module 3的一篇阅读文章，文章共分3部分，分别介绍了两种自然灾害--龙卷风和飓风的形成和危害及一次异常事件。
Part Two Teaching aims
1. 让学生识记并能正确运用以下词汇：ash, bury, current, disaster, erupt, flow, latitude, lava, occur, tornado, tropical, hurricane, pick up, take off, on average, end up。
2. 学习过去完成时的被动语态的用法。
3. 理解含有所学生词、含有过去完成时的被动语态和间接引语的句子和段落，读懂其意义并获取信息；理解模块提供的和来自其他渠道的对不同自然灾害的介绍并获取信息。
4. 引导学生整体把握文章主旨，提高阅读效率；鼓励学生开展小组合作，运用副词表达好消息和坏消息。
5. 了解自然灾害的危害，结合发生在我国的两次大地震及甘肃省舟曲县的泥石流，激发学生学好科学文化知识的决心和信心，以实际行动作好与自然灾害作斗争的准备，为人类造福。
Part Three Important points and difficult aims
1. 通过阅读理解词汇，通过词汇学习掌握文章主旨，加深对文章的理解。
2. 理解文章中含有定语从句的句子及含有过去完成时的被动语态的句子。
3. 联系实际，了解不同的自然灾害带来的危害，激发学生利用所学知识与自然灾害作斗争的决心。
Part Four Teaching procedures
StepⅠWarming up
Show a video “Storm Chasers” and some pictures about tornado, hurricane and other natural disasters to lead in the topic of this passage.
[设计说明]
使用多媒体视频及图片生动、形象地展示与文章相关资料，更直观地展现自然灾害的威力，吸引学生注意，激发他们的学习兴趣和决心。
StepⅡSkimming
Let the students read the whole text quickly and say the main idea of each part.
● Part 1: A tornado is a rotating column of air and introduce its power.
● Part 2: Hurricanes are strong tropical storms and introduce its power and the worst disaster by it.
● Part 3: Charles Coghlan?s story in the worst hurricane disaster.
[设计说明]
通过快速阅读让学生初步了解文章大意，归纳每一部分的主旨大意，提高阅读技能。
StepⅢ Scanning
1. Let the students read the passage again and then work in pairs or groups to fill in the chart according to the text.
Keys:①A rotating column of air from a thunderstorm to the ground ②In the US ③More than 400kms/h ④Pick up cars, trains and even houses and put them down in the next street - or even in the next town; take the fur off the back of a cat and the feathers off a chicken; destroy the houses ⑤In 1925, in the US; killed more than 700 people; injured 2,700 people ⑥Strong tropical storms ⑦In the southern Atlantic Ocean, the Caribbean Sea and the Gulf of Mexico ⑧120kms/h or more ⑨Cause huge waves, heavy rain and floods ⑩ September the 8th, 1900; killed 6,000 people; destroyed 3,600 buildings
[设计说明]
通过练习使学生有目的地进行阅读，了解文章的细节信息，提高学生获取信息和处理信息的能力。
2. Do activity 2 and activity 3 on Page 22 by themselves.
Activity 2: Read the passages on page 23 and answer these questions.
(1) How strong are tornado winds?
(2) What can happen to furniture when a house is destroyed by a tornado?
(3) How many tornadoes are there in the US every year?
(4) How many people died in the worst tornado of all time?
(5) What happens at sea during a hurricane?
(6) When was the worst hurricane of all time?
(7) Was the actor Charles Coghlan killed in it?
(8) What happened to him after the hurricane?
Keys: (1) More than 400km/h. (2) It stays where it was. (3) About 800. (4) More than 700. (5) It has huge waves. (6) On the 8th September, 1900. (7) No, he wasn?t. (8) His coffin was dropped in the sea by a hurricane and carried to Canada by the Gulf Stream.
Activity 3: Find the words and expressions in the passages and match them with the definitions.
(1) you can see this on an animal_____
(2) describing the hottest parts of the earth, north and south of the equator_____
(3) a terrible event _____
(4) you can see these on a bird _____
(5) to place in the ground or tomb_____
(6) to happen _____
Keys: (1) fur (2) tropical (3) disaster (4) feathers (5) bury (6) occur
[设计说明]
让学生通过练习进一步获取文章信息，提高阅读理解能力及用英语思维的能力。
StepⅣ Careful reading
Let the students read the text carefully and do the following exercises.
Decide if these statements are true(T) or false (F).
(1) All tornadoes have winds of more than 400 kilometres per hour. (F)
(2) There are more tornadoes occurring in the US than in other parts of the world. (T)
(3) Tornadoes can?t destroy furniture because they are not violent enough. (F)
(4) In the US, there are usually about 80 people killed in tornadoes every year.(F)
(5) The worst tornado in history killed at least 700 people. (T)
(6) Every year there are six Atlantic hurricanes. (F)
(7) Both the worst tornado and the worst hurricane occurred in the US. (T)
(8) The worst hurricane of all time killed about one?sixth of the population in the US. (F)
(9) Charles Coghlan didn?t become famous until he moved to New York. (T)
(10) Coghlan?s coffin was destroyed by the 1900 Galveston hurricane. (F)
(11) It was only because of the hurricane that Coghlan?s body could travel back to Canada. (F)
[设计说明]
通过细读了解文章细节，指导学生掌握一定的阅读技巧，提高阅读效率。
StepⅤ Important language points
1. Almost all of them occur in the US, in the area from Texas in the southeast to South Dakota in the north.
occur:
①发生
e.g. He told me how the accident occurred.
② Sth occur to sb... 想起，浮现
e.g. An excellent idea occurred to me when I woke up this morning.
It occurred to me that I would travel to Europe.
2. On average, there are 800 tornadoes in the US each year, causing about 80 deaths and 1,500 injuries.
causing about 80 deaths and 1,500 injuries作结果状语。现在分词短语作结果状语表示两个动作之间具有必然的因果关系，通常放在句末。
e.g. Football is played in more than 80 countries, making it the most popular game in the world.
3. The cemetery where Coghlan was buried was destroyed by the hurricane and Coghlan?s coffin ended up in the sea.
end up with 以……告终
e.g. Without your help, the experiment will end up with failure.
[设计说明]
让学生掌握重点单词、短语和句型的用法，分析长难句，提高阅读水平和写作技能。
StepⅥ Discussion
The teacher shows the topic and some information about the Wenchuan earthquake. First, let the students discuss in groups. Second, each group will display a passage according to the given materials. Then, the teacher and students correct the mistakes and choose the best one together. Finally, show the possible version for the students to refer to.
Discussion and writing: 根据下面的提示写一篇120~150词的短文，可适当增添细节。
5月12日，一次特大地震袭击了汶川，数以万计的人员伤亡，更有许多人无家可归。震后，交通阻断，水电供应也中断了，灾区情况严峻。消息传出后，全国人民纷纷伸出援助之手，众多国际组织和外国政府实施紧急救援，帮助灾区人们渡过难关。
Some expressions to help you.
● be in ruins 变成废墟
● in a flash 顷刻间
● as a result 结果
● become homeless 无家可归
● what?s worse 更糟糕的是
● lose one?s life 丧生
● take action 采取行动
● donate money 捐钱
● raise / collect money 筹集资金
● call on sb. to do 号召某人做
● share pains and sorrows with...与……分担痛苦与伤悲
● in a short time 在短时间内
● make contributions to 为……作出贡献
[设计说明]
以小组形式展开讨论，激发学生的积极性，提高他们的合作意识；利用所学知识组织文章，使之掌握写作技巧，提高写作能力。
Step Ⅶ Homework
1. Retell the text using about 100 words.
2. Combine the natural disasters which happened in our country in recent years, and write an essay based on the main idea “Faced with a natural disaster, what should you do to fight with it and benefit the human beings?”
[设计说明]
通过复述课文，培养学生利用所学知识进行英语口头表达的能力；自己组织一篇开放式作文，鼓励学生巩固所学知识，并通过多种渠道收集信息，提高学习英语的积极性和主动性。
篇7：初中英语复习课教案(宾语从句) (外研版英语九年级)
一、教学目标
1. 掌握宾语从句的构成和用法.
2. 正确运用宾语从句:重点掌握注意宾语从句的三类引导词,从句的语序及主从句的时态呼应关系,不能忽视宾语从句的一些特殊情况.
二、教学重点
目标1和目标2
三、教学难点
目标2
四、教学过程
Step1、Warming-up
T ask: Do you know this teacher?(point to a teacher)
Ss:
T say: I know the teacher.
I know she is a very good teacher.
T ask: Is she a beautiful girl?(point to a girl)
Ss:
T say: I think she is beautiful.
T ask S1: How old are you?
S1: I am...
Then ask Ss: What did she say just now?
Ss: She said that she was...
板书 I know the teacher.
I know she is a very good teacher.
I think she is beautiful.
She said she was..
(叫学生划分这些句子的成分,引导学生明确理解宾从的概念)
Step2、练习、归纳、总结
1、让学生把第一题A的各组句子合并成一个宾语从句,并观察合并后的每个句子的结构(注意引导词和语序)
2、Check the answers.
1、 She says that she likes English.
2、 Do you know what her name is?
3、 Can you tell me if/whether he goes fishing every day?
(引导学生归纳三种宾从的构成,注意看连接词和语序)
3、让学生再做的三组句子,叫学生要特别留意这些句子的时态.
4、Check the answers.
1. We don’t know what they are doing.
2. The teacher asked me if/whether they had finished their homework.
3. Father told me (that )the earth goes round the sun.
(引导学生归纳主、从句时态的呼应关系)
Step3 中考考点练习
1、 让学生做近两年部分地区中考中出现的有关宾语从句的单项填空题,对宾语从句进一步巩固.
2、 对答案,师生一起分析点评,注意一些特殊的地方.
Step4 完成句子.
1、 让学生完成有关宾从的几道翻译题,对宾语从句进行灵活运用.
2、 对答案,师生一起分析点评.
宾语从句专练
一. 合并句子
A.
1. She says. “I like English.”
2. Do you know? What is her name?
3. Can you tell me? Does he go fishing every day?
B.
1. We don’t know. What are they doing?
2. The teacher asked me. Have they finished their homework?
3. Father told me. The earth goes round the sun.
篇8：中考常考语法题型总结 教案教学设计(外研版英语中考复习)
一、冠词
1、定冠词the
（1)表示一家人
The Smith are very nice to their neighbors.
The Greens are preparing for the coming Thanksgiving Day.
(2)表示一类人, 谓语用复数
The poor sometimes are even happier than the rich.
(3)表示确定的人或事
A. 双方都知道的人或事
Would mind open the door?
Let’s go to the library
B. 后面有限定的，常常是定语从句。如：Is this the book you talked about yesterday?
(4)独一无二的事物 the sun，the Great Wall. The earth runs around the sun.
(5)序数词、最高级、西洋乐器前
序数词。试比较：
A. He got the first prize in the maths competition. (用the，前面无my， his等形容词性物主代词修饰）
B. I got my first birthday gift at the age of ten. (不用the，前面有形容词性物主代词修饰）
最高级同理，如：
A. I try my best to win the first prize.
B I’m the best.
西洋乐器前面
John loves playing the guitar.
Tom loves play football.
2、不定冠词 a/an
用于可数名词前，表示一个或一类人或事。
A. I ate an apple this morning
B.Tom bought a toy car for his son.
C. A plane is a machine that can fly. (常用来表示定义）
以元音开头的字母（非元音字母a, e,i,o,u, 如 an “s”，而不是a “s”)用an. 原理是两个元音连在一起发音有些不便，因此加个辅音”n“隔开。
总结：a/an 与 the 分别对应汉语中的“一+量词（个、本、张...）”、“这/那+量词”
翻译出“一....”的概念的，通常 a/an
没有翻译出“一...”的概念的，通常不用a/an，而用 the 或不用冠词。
如： I saw a cat on the floor. 我看见地板上有一只猫。
What a nice day! 多么美好的一天啊！
A： Did you see a boy around? 你看见附近有一个男孩吗？
B： You mean the one with a hat？ 你指的是带着一顶帽子的那个吗？
Tom usually goes to school by bus. Tom 通常做公交车去上学。
这里没说坐一辆公交车，故不能用a/an，同时也没特指，所以也不用the，属于零冠词。注：play the piano 属于固定搭配，可以单独记忆。
知识延伸：（1）a/an 与 the 的转化
如：He gets up at six in the morning. 他早上六点起床。
He returned home on a cold winter morning. 他在一个寒冷的冬天的早上回到家。
（2）零冠词与a/an的转化
He called his parents on Friday. 他星期五给他父母打了电话。
He called his parents on a sunny warm Friday. 他在一个晴朗温暖的星期五给他父母打了电话。
二、代词
1、不定代词
对应中文的“一些、很少、很多、几乎没有、没有、某个人、某件事、每个人、所有的...用来表示一个不确定的数量。
（1)few, little 均表示几乎没有，其中few修饰可数名词，little修饰不可数名词（否定语气）
A few 跟 a little 表示有几个、有一些，分别修饰可数、不可数名词，肯定语气。
如：Tom has few friends. 汤姆几乎没有什么朋友。
Few of us can speak French. 我们当中很少有人会说法语。
This is little milk in the fridge and we need to call the milkman. 冰箱里没什么牛奶了，我们需要打电话给送牛奶的人。
There is still a little milk in the fridge. 冰箱里还有一点牛奶。
There are only a few students in the classroom. 教室里只有几个学生。
知识延伸：
A. 含有few，little的反意疑问句中，后半部分用肯定形式。
如：Tom has few friends, does he?
There is little milk in the fridge, is there?
B. a little 也可用作副词，表示“有点，稍微”
如：I’m a little tired. 我有点累了。
She is a little hungry. 她有点饿了。
（2）some，any 表示一些，修饰可数或不可数名词。其中some常用于肯定句中，any多用于疑问句、否定句中。
如：I have some old books. 我有一些旧书
I don’t have any old books? 我没有任何旧书。
Do you have any old books? 你有一些旧书吗？
I’m thirsty, and I want to have some water. 我很渴，我想喝点水。
知识延伸：
A. 由some, any 衍生出来的词 something, anything，somebody, anybody，someone，any用法基本同上。
如：I’m hungry and I want something to eat.
It’s dark here. I can’t see anything.
B. some/something 可用于疑问句中，表示征询对方意见的意思；any/anything 用于肯定句中，表示任何的意思。
如：Would you like something to drink? 你想要喝点什么吗？
Can you give me some advice? 你能给我一些建议吗？
Anything is possible. 一切皆有可能。
He is taller than any boys in his class. 他比他班上任何一个男生都要高。
C. 当句中something, anything 有形容词修饰时，形容词需后置，如 something new
例句：I hate eating potatoes everyday. I want to have something new today.
Do you have anything interesting to tell us.
知识衔接：类似的表达还有 形容词+enough 如 strong enough（足够强，enough 后置）
例句： He is old enough to go to school.
She is not strong enough to move the box.
（3）all ，both；none，neither; either
All 表示三者或三者以上都...对应的否定形式为 neither
Both 表示两者都，对应的否定形式为neither。
如： All of us love listening to music. 我们所有人都喜欢听音乐。（三人或三人以上）
（否定）None of us loves listening to music. 我们所有人都不喜欢听音乐。
Both Tom and John are from America. 汤姆和约翰都来自美国。（两人）
（否定）Neither Tom nor John is from America. 汤姆和约翰都不是来自美国。
either 表示 “两者中任何一个”；“either...or...”表示“要么...要么...”
如：---Which do you prefer, tea or coffee. 茶跟咖啡你要喝哪一个？
---Either is OK. I don’t mind. 哪个都行，我不介意。
Either you or I am going to the meeting. 要么你去参加这个会议，要么我去。
知识延伸：
all 的否定形式有两种 加“not”表示的是部分否定，none 表示的是全部否定。
如： All of us don’t like listening to music. 不是我们所有人都喜欢听音乐（有一部分人喜欢，一部分人不喜欢）
None of us like（s）listening to music. 我们所有人都不喜欢听音乐（完全否定）
含有neither...nor... either...or...句子，谓语动词的单复数要根据最靠近它的名词而定。
如：Either you or I am going to the meeting.
(4)other 表示“其他的”形容词性
如：Tom is not here. You can ask other students. 汤姆不在这里，你可以问其他的学生。
any other 表示任何其他的一个
He is taller than any other boys in his class. 他比他班上其他任何男生都高。
others 表示“其他的人”
如：We should help others. 我们应该帮助他人。
the other
一个，另一个（两个）
如：I have two brothers. One is 7 years old and the other is 5 years old.
表示“剩余其他的”
Where have the other students gone? 其他的学生去哪儿了？
the others+the other +前面提到的复数名词
如：He is clever than the others in his class.
another
三个或以上中的另一个
如：This skirt is too big. Can you show me another one?
固定用法 another+数词/few +复数名词 表示另外的、额外的
如：I need another three hours to finish my homework.
2、人称代词
（1）主格 I, you, he, she, we, they, it (做主语）
如：I/She/He...want(s) to see a film.
（2）宾格 me, you, him, her, us, them, it(做宾语或表语）
及物动词后
We don’t like him because he is very strict.
I asked him a question.
介词后面
It’s good for us to do exercise everyday.
I haven’t heard from her since 1997.
Be 动词之后做表语
-----Who is there?
------It’s me, Jack.
3、物主代词
（1）形容词性：my your his her our their its, 放在名词前。
（2）名词性： mine yours his hers ours theirs its 代替前面提到的名词
如： This is my book. It ’s not yours .
This is not my pen. Mine is red. 这不是我的笔，我的笔是红色的。 （mine=my pen)
4、反身代词
myself , yourself/yourselves himself, herself, ourselves, themselves itself
表示我自己、他自己、他们自己、我们自己，常见的固定短语有“
enjoy oneself(玩得开心） by oneself（独自） help oneself(to) 随便吃...
如：We really enjoyed ourselves last night. 昨晚我们玩得很开心。
He did his homework all by himself. 他的家庭作业都是自己独立完成的。
Help yourself to the dishes. 随便吃点鱼。
三、名词
重要考点
（1）名词复数不规则变化: 各国人的单复数
常考：Frenchman---Frenchmen， German----Germans，
Englishman---Englishmen, American---Americans
如：There are five foreign students in our class. Three are Frenchmen, and two are Germans.
（2）所有格 名词+’s，如 Tom‘s book， 表示所属关系。
如：Lily’s father is a doctor.
Tom’s house is near a lake.
知识延伸：
组合名词的复数形式
A. 一般加在最后一个名词上
如：There are 24 boy students and 25 girl students in our class.
I saw two policemen in the street this morning.
B. 特殊情况：前半部分是man/woman，将两部分变成复数。
如：Two women doctors were injured in the accident.
A group of men scientists are working on this project.
名词所有格中出现两个或以上名词时：
A. 表示各自关系时，各名词末尾均加“s”
B. 表示共有关系时，只在末尾名词加“s”
如：Tom’s and Lily’s fathers are teachers. (两人的父亲不是同一个人）
Tom and Lily’s father is a teacher. （两人的父亲是同一个人）
考点解析：此知识点主要考察主谓一致，解题时可以通过谓语动词的单复数判断前面名词的关系，一般情况下，若为复数，则为各自关系；若为单数，则为共有关系。同样地，也可以根据前面名词的关系，判断后面谓语的单复数。
四、数词
1、基数词
(1) 用“百”、“千”修饰名词的情况
A. hundreds of; thousands of 数百的；数千的
前面不能有数词修饰，如不能写成： four hundreds of students
B. 数词+hundred/thousand +名词复数：four hundred students
例句： Thousands of people lost their homes after the earthquake.
Hundreds of students took part in the sports meeting this year.
There are five hundred students in our school.
This temple was built hundreds of years ago.
知识延伸：
Hundreds of thousands of 表示成千上万的。
如：Hundreds of thousands of people gathered in the square to celebrate the new year.
成千上万的人聚集在广场上庆祝新年。
2、序数词
表示“第...”的概念：first 第一 second 第二 third 第三；其他均在末尾加“Th”
但有几个例外，如： fifth 第五； ninth 第九；eighth 第八； twelfth 第十二
例句：He lives in the second floor. 他住在第二楼。
Mary won the second place in the competition. 玛丽在比赛中获得了第二名。
知识衔接：序数词前无物主代词修饰时要用定冠词“the”
3、分数
形式：分子基数词+分母序数词，分子超过1，分母加“s“。
如：two thirds 2/3one fifth 1/5
例句：Two fifths of the students are boys.
Three thirds of this area is countryside. 这个地区的三分之二是乡村。
注：句子中的谓语动词单复数要根据分数后面的名词而定，可数则用复数，不可数则用单数。
知识延伸：
A. 1/4 属于特殊的分数，多写作 one quarter， 如 3/4 为three quarters
B. 1/2 写作 half， 一个半小时 写作：one hour and a half 或 one and a half hours.
五、时态
中考涉及的常用时态有6种：一般现在时、一般过去时；现在进行时，过去进行时；现在完成时，一般将来时；其中重点考察过去进行、现在完成时态。
1、一般现在时
表示一般性、经常性动作，标志性副词有：everyday，usually， sometimes，everyday morning等。
He exercises everyday to keep fit. 他每天锻炼身体来保持健康。
Jimmy usually goes to school by bike. 吉米通常骑自行车去学校。
表示恒定不变的规律，如
The earth runes around the sun.
Light travels faster than sound.
2、一般过去时
表示过去已经完成的动作，标志性副词有：yesterday，last year， in 1997， three days ago 等明确表示过去时间的词。
I lost my bag yesterday.
Tim was born in 1997.
A car accident took place in the street three hours ago.
3、现在进行时
表示现在正在进行的动作，基本结构为：is/am/are +V-ING，标志性词语有：now, at the moment.
I’m doing my homework now.
He is watching TV at the moment.
表示即将发生的动作，多见于come， leave，run 等方向性动词，如
The bus is coming! 车来了
I’m leaving tomorrow! 我明天就要走了
4、过去进行时
A. 表示过去某个时间点或某段时间正在进行的动作
如：-----I called you last night, but there was no answer.
-----Sorry, I was playing football with my friends outside.
(当他打电话时，“我”正在外面跟朋友踢足球）
B. 主句是过去进行时，从句是when/while 引导的时间状语从句。
I was having dinner with my parents when the light went out.
电灯熄灭时，我正和爸妈在吃晚餐
I was watching TV when the bell rang.
门铃响时，我正在看电视。
特殊情况下，也可以是主句是一般过去时，从句是过去进行时
如：He fell asleep when he was reading his newspaper.
5、现在完成时
A. 过去发生的动作持续到现在，标志性词语：for，since, so far, in the past...years/months
I‘ave studied English for five years. 我学英语5年了（现在还在学）
We’ave known each other since we were nine or ten. 我们九到十岁时就已经相识。
We’ave learn over 3,000 English words so far. 到目前为止，我们学了3000多个单词。
Great changes have taken place in China in the past 30 years. 在过去的30年间，中国发生了翻天覆地的变化。
B. 过去发生的事，但对现在仍有影响，标志性词：already，yet（already 对应的否定句，常置于句末）never，ever，before， just.
I’ave already finished my homework. 我已经完成了家庭作业
I haven’t finished my homework yet. 我的家庭作业还没做完
I have never been to America. 我从来没去过美国。
I‘ave just finished my homework. Now I can go out to play football with my friend.
我刚做完了家庭作业，现在我可以跟朋友出去踢足球了。
Julia has never seen an elephant before. 茱莉亚以前从来没有见过大象。
6、一般将来时
A. 表示很快要发生或打算去做的事： be going to +动词原形
It’s going to rain. Let’s hurry up. 天马上要下雨了，我们快点走吧
I’m going to visit my uncle this weekend. 这个周末我打算去看望我的叔叔。
I‘m going to buy a new bike. The old one was broken. 我的旧单车坏了，我打算买一辆新的。
B. 表示在将来某个时间会发生的动作或状态，标志性词: tomorrow, in the future, in three days, next year/month/week, some day, one day.
I’ll have an exam tomorrow. 明天我有场考试。
The famous singer, Jay Chou, will come to our city next week. 著名歌手周杰伦下周将会来我们的城市。
All my dreams will come true one day. 总有一天，我所有的梦想都会实现。
知识延伸：
在“if， as long as”引导的条件状语从句以及“when, while, before as soon as”等引导的时间状语从句中，主句是一般将来时，从句中用一般现在时代替。
I won’t come if it rains tomorrow. 如果明天下雨，我就不来了。
I will call you as soon as I get there. 我一到那里就会打电话给你。
As long as you don’t give up, your dream will come true. 只要你不放弃，你的梦想就会实现
I will send you a letter when I get there. 当我到达那里时，我会给你寄封信
I will have everything prepared before i leave. 在我离开之前， 我会把一切都准备好。
误区整理：注意区分宾语从句中的”if“跟”when”
如：----I don’t know if it will rain tomorrow.
----If it rains, I will stay at home.
-----Do you know when he will come tomorrow?
-----No,when he comes, I will let you know.
短暂性动作如come， go，marry，leave，die等在现在完成时中不能同“for，since”表示的一段时间短语连用，需要转化成相应的持续性动作。
如：（1)She has married for three years. ×
She has been married for three years. (将短暂性动作化成持续性状态）√
(2) Mr. Lee has come to China for thirty years. ×
Mr. Lee has been in China for thirty years. √
have been to 跟 have gone to 的区别。
“have been to”指去过某地，但现在已经回来了；“have gone to”指在去某地的路上，现在还没回来。试比较：
---Have you been to Australia?
---Yes, I went there last summer. （去年夏天去过澳大利亚，现在已经回来了）
---May I speak to Mr. D win？
---Sorry, Mr. D win has gone to China. He will be back next Monday. (现在还没回）
六、形容词、副词
解析：英语形容词对应汉语中的“...的”，如：漂亮的、高大的，友好的；副词对应汉语中的”...地“，如”慢慢地，悄悄地“。跟中文习惯相同，形容词一般位于名词前或者系动词之后做表语。副词一般位于动词之后（及物动词的，位于动词宾语之后）。
（1）比较级，两者之间的比较。 A比B... A is ...er than B
最高级 三个或以上的比较
形式：形容词副词后+er/Ier(辅音字母+y结尾）；est/est
more+形容词/副词； the most+形容词、副词
不规则的，需单独记忆
例：tall---taller---tallest strong---stronger---strongest
fast---faster----fastest easy---easier---easiest
beautiful---more beautiful---the most beautiful
good---better---the best bad---worse---worst
例句; He is taller than me.
He is the tallest in his class.
This skirt looks more beautiful than that one.
Tom did a better job than Jerry.
Robertson runs faster than any other boys in his class.
Shanghai is one of the biggest cities in China.
知识延伸：
比较级前面可以加序数词、或”much, a little, even, far”等修饰，表示“第几..“”...得多，远远...“等意思。
The Yellow River is the second largest river in China. 黄河是中国第二长河。
His English is even worse than mine. 他的英语甚至比我的还要差。
Wyoming is much taller than Gunslinging. 姚明比郭敬明要高得多。
His French is a little better than mine.( than me ×) 他的法语比我好一点。
知识链接：序数词与定冠词的搭配使用；不定代词与名词性物主代词的使用。
表示A跟B一样...可用”...as ... as...“中间的形容词副词用原级。
He is as tall as me. 他跟我一样高
He speaks English as well as me. 他英语说得跟我一样好。
附：表否定，形式如下（第一个as改成so）
He is not so tall as me. 他不比我高
He speaks English not so well as me. 他英语不比我说得好。
（2）形容词的-ING跟-ed形式
-ING 表示”令人...“，一般形容事物；
-ed 表示“感到...”，一般形容人。
如：The film is boring. I’m bored.
I’m surprised by the surprising news.
You look tired. What happened?
Mr. Wang’s class is very interesting.
七、介词
常考知识点：地点、方位介词、时间介词、方式介词
(1) at, in, on
at 表示 某个时间点或小的地方
He was at home last night. (at home 在家）
He usually gets up at six o’clock in the morning. (表时间点）
Tom awns’t at school today. He was ill.
in 表示大的地点或一段时间
Chairman Mao was born in 1897. (年份）
Gao takes place in June every year. (月份）
You can see many flowers in spring. (季节）
It’s usually hot in the afternoon in summer. (一段具体的时间）
More and more foreigners are studying in China. (国家）
There will be a big festival in Shanghai next month. (城市）
（2）方位的（可结合地图进行理解记忆）
between ，opposite， in front of， next to， near， behind..
The post office is between the bookstore and the supermarket. 邮局在书店跟超市中间。
The hotel is opposite the park. 酒店在公园的对面。
There is a car in front of the classroom 教室前面有一辆车
知识延伸： in front of 跟 in the front of 的区别，前者表示在某个范围以外的前面，后者 表示在某个范围以内的前面。
如：The blackboard is in the front of the classroom. 黑板在教室前面。（黑板位于教室内部）
There is a tree in front of the classroom. 教室前面有棵树。（树长在教室的外面）
between 跟 among 的区别
between 表示两者之间 如：between you and me
among 表示三者或以上之间 Among all the singers, I love Jay Chou best.
（3）表“方式”，意思为“用....”
by+交通工具
I go to school by bus.
Mrs. Green traveled to London by plane.
in+语言
What’s this in English.
Can you say it in Chinese?
with +具体的工具
He opened the door with a key.
In the western restaurant, people usually use a knife.
八、连词
1、并列连词：and，or，but，so；not only...but also; both...and; neither...nor; either...or
He study very hard and he is never late for class. (关系平等的两个句子）
Which do you prefer, tea or coffee? (or 用于疑问句中，表选择）
My family are not rich, but we are happy. (but,但是，表转折）
Judy was ill, so she could’t come to school today. (表因果）
Not only Jack but also Johnson is going to to party.
知识延伸：
祈使句，and/or....
Don’t give up, and your dream will come true one day. 不要放弃，总有一天你的梦想会实现。
=If you don’t give up, your dream will come true one day.
Study hard, or you will fail in the exam. 努力学习，否则你将会考试不及格。
=If you don’t study hard, you will fail in the exam.
2、从属连词
A. 表如果：if it does’t rains tomorrow, we will have a picnic.
If you study hard, you will get high scores.
知识链接：条件状语从句中，从句用一般现在时代替简单将来时。
知识延伸：If 还可以表“是否”，意思跟whether 一样，如：
I don’t know whether he will come. 我不知道他是否会来。
I’m not sure if it is true. 我不知道它否正确。
注：这种情况下通常表示不确定的意义。当从句中含有“...or not”时，只能用whether，不能用”if“，如：
We don’t know whether he will come or not. (不能用 if）
We are not sure whether it is true or not.
B. 表原因 because，since，as
----Why are you late？
----Because I missed the bus.
Since everybody is here, let’s begin. (=now that 既然）
As it was late, I had to go. 由于太晚了，我必须得走了。
C. 表让步 though, although 尽管
Although it’s snowy, he goes to school as usual. 尽管下着雪，他还是像往常一样去上学。
Although he is poor, he is very happy. 尽管他很穷，但他很幸福。
D. so...that... Such...that... 如此...以至于...
The box is so heavy that no one can move it. 这箱子太重了，以至于没人能够移动它。
She eats so much that she becomes very fat.
She is such a lovely girl that everyone likes her.
知识延伸：so...that...与“too...to..”或“enough...to..”的句型转化
He is so old that he even can’t walk.
=He is too old to walk.
He is so strong that he can carry the heavy box.
=He is strong enough to carry the heavy box.
九、情态动词
（1）can ，could（can的过去式）
A. 表能力， 会，可以
I can swim. / I can play the guitar.
Mary could play the piano when she was ten.
B. 表推测，只能是否能形式。
---I saw Tom just now.
---It can’t be him. He is on holiday with his parents.
（2）may，might 可能
A. 表请求准许
May I come in? 我可以进来吗？
May I watch TV? 我可以看电视吗？
否定回答时，用“munts’t”, 表示禁止，不允许，如：
----May I smoke here?
----No, you munts’t.
B. 表推测
He may/might come tomorrow. 他明天可能回来.
He may/might know about this. 他可能知道这件事。
注：might 表示的可能性比”may“小。
(3) need 需要
作为情态动词时，用于疑问句和否定句中，如：
----Need I finish my homework by Friday? 我需要在周五之前完成作业吗？
----Yes, you must./ No, you Needles’t
You Needles’t come so early. The meeting begins at 9:00. 你没必要来这么早，会议9点 才开始。
注：回答时，肯定回答用”must“，表示”必须“；否定回答用”Needles’t”表示“没必要”。
（4）must 必须，一定
A. 表必须。
I must go now. 我必须现在离开。
Everyone must arrive on time. 每个人都必须按时赶到
回答时，肯定回答用“must”，否定回答用“Needles’t”，如：
----Must I stay in bed all day?
----Yes, you must./ No, you Needles’t.
B. 表推测：一定，肯定
The road is wet. It must have rained last night. 路面很潮湿，昨晚肯定下过雨。
The light is on. He must be at home now. 灯还亮着，他一定在家。
注：表示不可能时，用“can‘t”，而不用”munts’t”。
十、被动语态
表示“被”的含义，如：
The police caught him. 警察抓到了他。（主动）
He was caught by the police. 他们警察抓住了。（被动）
知识延伸：
（1）在一些动词如“make, see,hear”的被动语态中，主动句中省略的”to“，被动句中需要还原，如：
His boss made him work ten hours a day. 他的老板让他每天工作10小时。（to 省略了）
He was made to work ten hours a day by his boss. (to 需要补充出来）
I saw him read a book in the classroom.
He was seen to read a book in the classroom..
(2) 不确定动作的发出者是谁时，一般用被动语态。
The bridge was built hundreds of years ago. (不知道是谁建造的）
My bike was stolen last night. (不知道是谁偷的）
（3）固定句型”It is...that...“
It is said that he dropped out of school at the age of ten. 据说他十岁的时候辍学了。
=He is said to have dropped out of school at the age of ten. (to后面用完成时）
It is reported that five passengers were killed in the accident. 据报道，5名乘客在这次事故中丧生。
=Five passengers were reported to have been killed in the accident.
(4) 不及物动词没有被动语态，切记！！
An accident was happened last night. ×(append 为不及物动词）
Great changes have been taken place in the city. ×(take place 为不及物动词）
十一、主谓一致
1、就近原则：either...or; neither...nor; not only...but also; there be 句型
谓语动词的单复数由最靠近它的一个主语决定。
如：Either I or him is in class 1.
Not only you but also I am shocked by the news.
There is a banana and two apples on the table.
知识链接：不定代词的意义及用法。
2、语法一致的原则
基本原则：单数主语，谓语用单数；复数主语，谓语用复数。
（1）and 或 both...and，谓语动词用复数，如：
Tom and Jim are good friends.
Both Tom and Jim are good at sports.
(2)句中有”with, along with, together with, as well as, except”等词时，谓语动词单复数 由前面的主语决定。
如：The teacher with his students is going to the museum.
Mr. Green, along with his three children, are going to America next week.
All the class, except Tom, were at the meeting yesterday.
注：这些词只是对主语起到一个补充说明、插入的作用，并不能对谓语动词的单复 数造成影响。
3、意义一致的原则
主要是看是否将主语当成一个整体来看，如
Twenty miles is a long way to go. (20英里整体来看是一段很长的路程，故用单数）
My family is a big one. 我的家庭很大（整体来说的）
My family are having dinner. 强调每个家庭成员的动作，故用复数。
十二、感官动词
五官：look，feel，taste，smell，sound，后面直接+adj, 表示”看起来，感觉起来，尝起来，闻起来，听起来...“的意思，如：
Wow！Look at the picture. It looks so beautiful! 看起来很漂亮
I love the soup. It tastes so good. 尝起来很好。
The flowers you sent me smells sweet. 闻起来很香
I bought a new dress this afternoon. It feels comfortable. 感觉起来很舒服。
----How about going fishing this afternoon？
----Sounds great!(=Good idea!) 听起来很棒
知识延伸：
感官动词+like+名词，意思为...起来像...,如：
That sounds like a good idea! 那听起来像个好主意。
The mountain looks like an elephant. 这座山看起来像一头大象。
This T-shirt feels like silk. 这件T恤摸起来像丝绸。
附注：feel like 还有一层意思，表示“想要...”
如： I don’t feel like eating anything 我不想吃任何东西。
I feel like a cup of tea. 我想喝杯茶。
The food in the restaurant is disgusting. It smells like dead fish.
十三、固定短语
中考常考的固定短语有以下一些：
1、give的短语
（1） Give up 放弃（及物或不及物）
Don’t give up. You can do it. 不要放弃，你能行的。（不及物）
He finally decided to give up smoking. 他最终决定戒烟了。
放弃某个人，用 give up on sb.
Come on! We will never give up on you. 加油，我们永远不会放弃你！
当宾语是it是，it 位于短语中间，如：
He has been smoking for 20 years. It’s very hard for him to give it up.
(2) give off 散发出（气味、热量等）
The flowers give off a sweet smell.
Rotten eggs give off a bad smell. 腐烂的鸡蛋散发出一股难闻的气味。
（3）give out 公布、分发
He would’t give out any information. 他不愿透露任何信息。
（4）give away 赠送，泄露
Brad gives all his old toys away to the poor children. 布莱德把他所有的旧玩具送给了 贫穷的孩子。
Don’t give away the secret. 不要泄露这项机密。
2、put 的短语
(1)put up 张贴，举起
Tom, please put up the pictures on the wall. 汤姆，请把照片贴到墙上。
Put up your hand,please.
(2) Put off 延迟，推迟,脱掉（衣、帽等）
The meeting was put off because of the heavy rain.
Please put off your shoes before you enter this room
(3)put out 扑灭，熄灭（火、烟头等）
The fire was put out before the police arrived. 在警察到来之前，火就已经被扑灭了。
He put out the cigarette and went out the room. 他灭掉烟头，走出了房间。
（4）put away
Put away your shoes. They‘re too dirty. 把你的鞋子收起来，它太脏了。
All the books must be put away during the exam. 考试中所有书籍都要收起来。
3、turn 的短语
(1)Turn up （声音）调高；出现
Could you please turn up the radio. I can’t hear it.
延伸：He promised to come to my birthday party, but he did’t turn up. 他答应要来我的生日晚会，结果却没出现。
（2）turn down （音量）调小；拒绝
Can you turn down the radio. It’s too noisy. 你能把收音机调小吗？它太吵了。
延伸：He gave me an offer, but I turn it down. 我拒绝了他提供的帮助。
（3）turn on 打开
Turn on the TV, please. I want to see the football match.
Turn on the lights,please. It’s too dark here.
（4）turn off 关闭
Tom turned off the TV and went to bed.
We should turn off the lights when we leave the room.
4、Look 的短语
（1）look up 查找，向上看
If you see a new word, you can look it up in the dictionary.
He looked up at the window and saw nothing.
(2)look after 照顾
She is too busy to look after her son.
Mary asked me to look after her pet dog when she was away.
(3) look into 调查
The police are looking into the case. 警方正在调查这起案件。
I’ll look into the matter later. 我稍后再研究这个问题。
（4）look forward to(doing/n）期待，盼望
I’m looking forward to seeing you soon. 我盼望很快能见到你。
I‘m looking forward to your letter. 我期待你的来信。
十四、情景对话
1、接听电话
----May I speak to Mary please?
----Speaking/ This is Mary speaking
----Hold on please. I’ll go and get her. 请稍等一下，我去叫一下她。
----Sorry, she is not here at the moment. Can I take message? 不好意思，她现在不在这里， 我可以帮你留言吗？
2、听到好或不好的消息
听到好的消息时，表示祝贺，如：
----I won the first prize in the writing competition!
----Congratulations！（恭喜！）
听到不好的消息时，表示抱歉或遗憾。
----My mother was ill at bed. I have to look after her.
----(I’m) sorry to hear that.
3、当受到他人帮助、或赞美时，表示感谢，如：
----You look so beautiful today!
----Thanks/Thank you.
4、当别人心情沮丧、遇到困难、挫折时，鼓励、帮助他人，如：
----I’m afraid that I can’t pass the exam this time.
----Cheer up! I’m sure you’ll make it.(振作起来，我相信你一定行的）
----I failed the exam yesterday. What should I do?
----Cheer up！You‘ll do better next time.
5、当别人提出道歉时
----I’m sorry that I lost your pen.
----That’s alright/It’s OK/It does’t matter. Forget it.
----I’m sorry to give you so much trouble.
----It does’t matter/ Never mind.
6.当别人提出建议、想法时
---Why not go out for dinner.
---(That’s a) good idea!
---Sounds great!
---How about going shopping this weekend.
---Sounds good,(but I have to study for the final exams)
---Would you mind opening the door?
---Of course not!/Certainly not! （当然不介意）
---Would you mind my smoking here?
---Yes, you’d better smoke outside./I’m afraid so. (表示介意，不同意对方的做法）
十五、反意疑问句
基本特点：前肯后否，前否后肯，抓准助动词。
1、入门级别：
You like football, don’t you? 你喜欢足球，不是吗?（前肯后否，助动词为do）
Tom is 5 years old, hisn’t he? 汤姆5岁了，不是吗？（前肯后否，助动词为is）
He can’t swim, can he? 他不会游泳，是吗？ （前否后肯，助动词为can）
Jimmy haen’t been to Beijing, has he? 吉米没去过北京，是吗？（前否后肯，助动词为has）
The story is interesting， hisn’t it? (主语为一个具体的名词时，反问部分主语用“it/them”代替。
2、渐进级别：
反意疑问句前半部分有“hardly，never，seldom，nothing，little，few，nobody”等否定词时，后半部分用肯定形式，如：
He speaks little English, does he?
Nina has few friends, has she? (知识链接：不定代词little，few用法）
He never eats onions, does he?
You seldom exercise, do you?
3、高级级别
当主语是this,that,these,those时，反意部分主语分别改为it, they; 当主语是 everybody，everyone，no one，nobody等指人的合成词时，反意部分主语通常用he. 当主语是everything，something， anything，nothing等指物的合成词时，反意部分主语用it.
This is his first time here, hisn’t it?
These are Sarah’s books, Daren’t they?
No one likes Germy, does he?
Nothing is more important than life, is it?
知识延伸：
（1）There be 句型的反意疑问句。
There are two books on the desk, Daren’t there?
There is a pen and two bananas on the table, hisn’t there?
(2）祈使句的反意疑问句：统一用will you？/won’t you.
Open the window, won’t you?
Don’t talk aloud in the reading room, will you?
(3)Let’s 句型跟Let us句型的反意疑问句
Let’s have a rest, shall we?
Let us have a rest,will you?
详解：Let’s缩写时是针对大家的意见，用“shall we？”，Let us 针对的是被询问的人，用“will you？”
十六、定语从句(状语从句详见连词中的从属连词部分）
定语从句：相当于形容词的功能，根据先行词（被修饰的名词或代词）的不同，关系代词有如下变化：
1、who/whom: 先行词是人，who在从句中充当主语，whom充当宾语
He is the boy who got the first prize in the competition.
I saw an old man in the street who had no hair.
Is she the girl to whom you were talking?
The boy (whom) she loved died in the war.
2、whose,that：先行词是人或物，whose表示...的，如：
I know this girl whose mother is a nurse.
I bought a book whose cover was red.
He went into a shop that supplied food.
Ryan showed me a photo (that) he took in Casa.
3、which，先行词是物
Last night, I watched a film which was made by Spielberg.
I found my computer which was stolen last night.
The book (which)I gave you was worth 10$.
知识延伸：
（1）当先行词前有序数词或形容词最高级时，常用that，如：
This is the most beautiful lake (that )I’ave ever seen.
Thomas Edison was the first person that invented the lamp.
He is always the first one that arrives at school.
(2) 当先行词既有人又有物时，用that.
This is the photo of the boy and the house that I will never forget.
Mr. Thomas and his dog that I talked about last night were two characters from the book.
十七、宾语从句
从句在句子中充当宾语，主要有两大类：
（1）that 引导的宾语从句，that在从句中不充当任何成分。
He said that he wanted to have a car.
I’m sorry that I hurt you.
I’m sure that he will come.
(2)由 when，where,how, w
NCE II 27 新概念英语第二册27课教案 (外研版英语中考复习)（集锦8篇）
