第一篇：新版譯林三年級(jí)上冊(cè)u(píng)nit1、unit2教學(xué)反思

新版譯林三年級(jí)上冊(cè)u(píng)nit1、unit2教學(xué)反思

新版譯林教材有些地方和老教材有區(qū)別，比如說(shuō)一些字母的書(shū)寫(xiě)“E”“J”等，因?yàn)樗季S定勢(shì)，一不小心就會(huì)寫(xiě)錯(cuò)；現(xiàn)在三年級(jí)孩子和以往不同，他們的知識(shí)更豐富，視野更開(kāi)闊。各種培訓(xùn)班，以及多媒體的普及，讓他們獲得了很多英語(yǔ)知識(shí)，所以說(shuō)他們并不是零基礎(chǔ)的。該如何把握新教材，如何面對(duì)求知若渴的三年級(jí)孩子們，我只能一邊教學(xué)，一邊摸索了，下面就一二單元和大家分享一下我的一些做法。

第一、把握教材，做到心中有數(shù)。

教材是教師教和學(xué)生學(xué)的主要憑借。根據(jù)認(rèn)識(shí)過(guò)程的普遍規(guī)律和教學(xué)過(guò)程中學(xué)生的認(rèn)識(shí)特點(diǎn)，學(xué)生系統(tǒng)掌握知識(shí)，一般是從對(duì)教材的感知開(kāi)始，感知越豐富，觀念越清晰，形成概念和理解知識(shí)就越容易，同時(shí)教材使學(xué)生在學(xué)習(xí)過(guò)程中獲得的知識(shí)更加系統(tǒng)化、規(guī)范化，有助于對(duì)教材講解的理解和掌握。因此，教師應(yīng)正確理解教材，準(zhǔn)確把握教材，創(chuàng)造性地使用教材。

一、二單元的教學(xué)重點(diǎn)是會(huì)說(shuō)日常用語(yǔ)“Hello.”“Hi.”“Good morning.”“Good afternoon.”“I’m ?Are you ??”及其回答“Yes, I am.”“No, I’m not.I’m? ”；會(huì)寫(xiě)字母“Aa、Bb、Cc、Dd、Ee、Ff、Gg”。相比較打招呼用語(yǔ)，想確定對(duì)方是否某人的句型“Are you ??”及其回答“Yes , I am.”“No , I’m not.I’m ?”學(xué)生在說(shuō)起來(lái)更困難些。在教學(xué)第二單元新授句型時(shí)，我把張三說(shuō)成李四，學(xué)生都覺(jué)得很好笑，被喊錯(cuò)名字的同學(xué)也會(huì)搖搖頭，好些的還會(huì)說(shuō)“No”,我順勢(shì)引導(dǎo)他們說(shuō)出“Yes , I am.”“No , I’m not.I’m?”學(xué)生很快就理解并掌握了。

第二、教法多樣，激發(fā)學(xué)生興趣。、課堂教學(xué)是實(shí)施素質(zhì)教育的主渠道。眾所周知，教學(xué)有法，教無(wú)定法，貴在得法。英國(guó)著名教育家曾指出：“能夠引起學(xué)生學(xué)習(xí)英語(yǔ)的興趣的方法就是最好的英語(yǔ)教學(xué)法?！庇纱丝梢?jiàn)，適當(dāng)?shù)慕虒W(xué)方法是搞好英語(yǔ)教學(xué)的關(guān)鍵，也是每個(gè)英語(yǔ)教師所面臨的重要課題。

1、好的音樂(lè)、歌曲既能給人以美的享受，又能使人振奮，催人上進(jìn)。所以，幾分鐘的音樂(lè)欣賞會(huì)使學(xué)生迅速進(jìn)入角色，起到意想不到的效果，特別對(duì)于上午第四節(jié)課或下午課更有效。在第一單元的教學(xué)中，我除了教唱了《Good morning.》以外，還增加了兩首歌《Good morning to you.》和《Hello!》，這兩首歌旋律簡(jiǎn)單，學(xué)生學(xué)起來(lái)也不費(fèi)勁，歌曲既有助于知識(shí)的鞏固，有活躍了課堂氣氛，可謂一舉兩得。

2、在課堂的一開(kāi)始，我們可以通過(guò)唱熟悉的歌曲來(lái)吸引學(xué)生的注意力，而在新授過(guò)程中或者在鞏固環(huán)節(jié)中我們就可以穿插一些小游戲，利用學(xué)生愛(ài)玩的特點(diǎn)抓住學(xué)生的心，集中學(xué)生的注意力，讓孩子們?cè)谕嬷袑W(xué)。如“Magic eyes”“Smart eyes ”“What’s missing?”“Finding friends ”等等。

3、角色表演注重情景交際，是理解語(yǔ)言、真實(shí)運(yùn)用、實(shí)踐語(yǔ)言的有效途徑，分角色朗讀、分角色表演是我在課堂教學(xué)中常用的方法之一，小學(xué)生，尤其是起始階段三年級(jí)的孩子活潑、好動(dòng)、愛(ài)模仿、喜歡交際、喜歡表現(xiàn)。我就利用他們這種心理特點(diǎn)，使每個(gè)學(xué)生都投入到這種活動(dòng)中，讓他們感受語(yǔ)言、學(xué)習(xí)表達(dá)，收到一定的效果。一般來(lái)說(shuō)，我都是先讓學(xué)生就課文表演課文，接著再讓學(xué)生模仿課文情境真實(shí)表演，特別鼓勵(lì)那些有所創(chuàng)新的同學(xué)。孩子們特別喜歡這種形式，尤其喜歡扮演cartoon time里的Sam 和Bobby。

第三、個(gè)別輔導(dǎo)，抓緊每位學(xué)生。

高爾基曾說(shuō)過(guò)：“不愛(ài)孩子，就不配教育孩子?！苯處熓紫纫獙?duì)后進(jìn)生傾注“愛(ài)心”，“愛(ài)”是撫平他們“心靈創(chuàng)傷”的“靈丹妙藥”，也是促使他們形成完整學(xué)習(xí)動(dòng)機(jī)的重要前提。教師還要善于發(fā)現(xiàn)后進(jìn)生身上的閃光點(diǎn)，要不失時(shí)機(jī)的激勵(lì)、鼓舞他們，使他們產(chǎn)生強(qiáng)大的內(nèi)動(dòng)力和自信心，從而揚(yáng)起學(xué)習(xí)的風(fēng)帆。我現(xiàn)在所教的班級(jí)里有個(gè)特殊的孩子，他小時(shí)候得過(guò)小兒麻痹，現(xiàn)在走路有些跛，自卑心理加上家長(zhǎng)的放任不管，致使他在學(xué)習(xí)上不能按時(shí)完成學(xué)習(xí)任務(wù)，成績(jī)和班級(jí)里其他學(xué)生之間相差比較大。為了幫助他迎頭趕上，除了在生活上給予他適當(dāng)?shù)年P(guān)懷以外，利用課余時(shí)間我都是把他喊到身邊，細(xì)心地講解給他聽(tīng)，教一遍不會(huì)讀就教兩遍，此外我還給他安排了一個(gè)“小老師”，即他的同桌，讓他遇到問(wèn)題先向“小老師”請(qǐng)教，無(wú)法解決的來(lái)問(wèn)我。在課堂上我也適時(shí)找些機(jī)會(huì)給他展現(xiàn)一下，雖然他的語(yǔ)速較慢，但我從不會(huì)催促他，更多的是鼓勵(lì)，班上孩子看到我的態(tài)度，也不會(huì)譏笑他了。在我的堅(jiān)持下，他現(xiàn)在基本能按時(shí)完成學(xué)習(xí)任務(wù)了，課堂上偶爾也能舉個(gè)小手，雖然和別的孩子相比，差距還是有，但看到他的點(diǎn)滴進(jìn)步，我還是充滿信心的。三年級(jí)的孩子是可愛(ài)的，記得一個(gè)課間，班上的一個(gè)小男生伸出四個(gè)小手指問(wèn)我：“老師，你知道這用英語(yǔ)怎么說(shuō)嗎？”我想：嘿，是想在我面前得瑟自己會(huì)說(shuō)“four”這個(gè)單詞吧！又想：難道是腦筋急轉(zhuǎn)彎？我猶豫了一下，看我猶豫，小家伙更得意了?！癋our?”我問(wèn)。小家伙又彎著四個(gè)手指問(wèn)：“那這個(gè)呢？”“??？還是連環(huán)題啊？”不過(guò)確實(shí)難倒我了，看我答不上來(lái)，小家伙笑得前俯后仰，“是wonderful（彎的four）！”看著他那燦爛的笑臉，突然我覺(jué)得，這么可愛(ài)的孩子，我有什么理由不好好地教給他們知識(shí)呢？

第二篇：譯林三年級(jí)上冊(cè)u(píng)nit2教學(xué)反思

Unit2教學(xué)反思

本單元的主要教學(xué)內(nèi)容為Are you ?? Yes, I am./ No, I’m not..本單元教材以“I'm...”為主題，讓學(xué)生學(xué)會(huì)向別人介紹自己的姓名，以及如何確定對(duì)方是某人嗎？詞匯：雖然本單元教材中還沒(méi)有出現(xiàn)主題詞匯，但是I'm，you，yes，no是重點(diǎn)掌握內(nèi)容。句型：學(xué)會(huì)準(zhǔn)確使用Are you ?? Yes, I am./ No, I’m not.I’m ?來(lái)正確問(wèn)答對(duì)方是否是某人，以及會(huì)向別人介紹自己的姓名。日常交際用語(yǔ)：初步運(yùn)用道別用語(yǔ)Goodbye.字母：繼續(xù)學(xué)習(xí)認(rèn)讀及書(shū)寫(xiě)字母Ee, Ff, Gg。認(rèn)識(shí)新人物L(fēng)iu Tao，也可以提前讓學(xué)生結(jié)識(shí)Wang Bing。

教師在整個(gè)單元教學(xué)中充分利用了Rhyme time和Fun time, 依靠孩子們對(duì)歌謠和游戲的熱情，從第二課時(shí)起反復(fù)鞏固了Are you ?? Yes, I am./ No, I’m not.的句型，但在第一課時(shí)Story time中由于學(xué)生對(duì)該劇的練習(xí)還不到位，學(xué)生則表現(xiàn)出了怯場(chǎng)的一面，現(xiàn)反思修改方案如下：

教師可先利用欣賞Rhyme time給學(xué)生進(jìn)行熱身，Rhyme time中的Are you ??句子非常清晰，學(xué)生很容易跟上，教師只需用中文解釋一遍。然后依靠老師對(duì)學(xué)生姓名不熟悉的現(xiàn)實(shí)讓學(xué)生習(xí)得Yes, I am./ No, I’m not.再借助Fun time中的游戲來(lái)鞏固Are you ?? Yes, I am./ No, I’m not.當(dāng)學(xué)生對(duì)這一句型相當(dāng)熟練的情況下，再來(lái)學(xué)習(xí)Story time.相信會(huì)有跟好的效果。

本單元所要學(xué)習(xí)的字母不多，難點(diǎn)在Ｅ、Ｆ的筆順上以及Ｇ的結(jié)構(gòu)上，只有通過(guò)書(shū)面不斷的練習(xí)來(lái)進(jìn)行糾正。

Checkout time和Ticking time。其實(shí)這節(jié)課主要是復(fù)習(xí)本單元所學(xué)的日常交際用語(yǔ)和字母，要求學(xué)生能熟練掌握。

三年級(jí)的學(xué)生，雖然課堂上感覺(jué)效果很好，但是課后反饋卻很不理想。通過(guò)最近的觀察我終于找到了問(wèn)題，孩子們雖然會(huì)說(shuō)會(huì)讀會(huì)背，但是給他一個(gè)句子或單詞的時(shí)候，卻不能讀出來(lái)，而且也不知道漢語(yǔ)意思。針對(duì)這一情況，我要求學(xué)生讀對(duì)話和單詞的時(shí)候，要求學(xué)生指讀，男女生分角色讀或個(gè)人讀等方式，并且把每節(jié)課的內(nèi)容都寫(xiě)到黑板上，并對(duì)應(yīng)上漢語(yǔ)解釋，讓學(xué)生不僅會(huì)說(shuō)，會(huì)聽(tīng)，而且還要會(huì)讀，并且知道漢語(yǔ)意思。

第三篇：七年級(jí)英語(yǔ)上冊(cè)Unit1一般現(xiàn)在時(shí)(譯林出版社2012新版)

Unit 1 動(dòng)詞be的一般現(xiàn)在時(shí)（2012新版譯林出版社）我們常使用動(dòng)詞be的一般現(xiàn)在時(shí)談?wù)撌聦?shí)和狀態(tài)。如：

I am from China．我來(lái)自中國(guó)。

He is 12 years old．他十二歲。

We are very happy．我們非常高興。

注意：主語(yǔ)可以是人稱代詞，也可以是名詞，動(dòng)詞be要與主語(yǔ)保持一致。如：The little dog is very cute．這只小狗很可愛(ài)。

These apples are big and red.這些蘋(píng)果又大又紅。

如果主語(yǔ)是代詞，在非正式行文中，動(dòng)詞be與前面主語(yǔ)可以縮寫(xiě)。如：I am＝I'mYou are＝Y(jié)ou'reShe is＝She'sHe is＝He's

It is=It'sWe are =We're．They are＝They're

動(dòng)詞be一般現(xiàn)在時(shí)的否定句式是在be后面加not。如：

She is not tall．她個(gè)子不高。

They are not in the classroom．他們不在教室里。

在非正式行文中，動(dòng)詞is/are與not可以縮寫(xiě)。如：

is not = isn't、are not = aren't.動(dòng)詞be一般現(xiàn)在時(shí)的一般疑問(wèn)句式是將be提前至句首。如：

一Are you in Grade 7?你在七年級(jí)嗎？

-Yes, I am．是的，我是。

-Is Tom your classmate?湯姆是你的同學(xué)嗎？

-No, he isn't．不，他不是。

注意：am與not不能縮寫(xiě)。

在肯定答句中，主語(yǔ)和動(dòng)詞be不能縮寫(xiě)。如“Yes, he is.”不可縮略為“Yes, he's.",

第四篇：譯林版七年級(jí)英語(yǔ)上冊(cè)Unit1 This is me教案

Unit1 This is me!第 1 課時(shí)

Comic strip and welcome to the unit 教學(xué)目標(biāo) To grasp the words : e-dog, master, look after, good night

To learn how to greet with each other in English.To train the Ss’ love to each other and respect each other

To learn how to greet with each other.教學(xué)難點(diǎn) The same as the above.教學(xué)過(guò)程: Step1

Revision Free talk.Ask the Ss to greet their partners.(Ss greet with each other.)Step2 Presentation(Ss read and find what the Ss say.)1)Show Ss a clock and say: At this time of day, how do you greet your teacher or your partner? 2)Today we are going to meet some friends at Beijing Sunshine Secondary School.This is their first English class.Open your books at Page 7 and read aloud what the Ss say.Step3 Presentation(listen and say)

Show Ss a picture & say: Look!I have two new friends.Point to Eddie, say: It’s a dog.Then Hobo: It’s an e-dog.Ask: Do you want to know his name? Say: I have an e-dog.I look after my e-dog every day.Who is his master? Step4 listen and answer Do you know? Present: master and look after T: Where’s the dog?

Play the tape and answer the questions 1.What is it?(It’s an e-dog.)2.Who is Eddie?(He is the master.)3.Who is Hobo?(He is the e-dog.)4.Do you like this e-dog/Eddie/Hobo? 5.Does Eddie like the dog? How do you know? Get some students to answer them in English.Step5 composition ask the students to write a composition Step6 Homework

Finish the exercises in the workbook.Revise the use of the Prep.in English.教學(xué)反思:1.通過(guò)情境的設(shè)置，可以激發(fā)學(xué)生的學(xué)習(xí)動(dòng)機(jī)，更好地參與到課堂2.教師要多做個(gè)別指導(dǎo)。

第 2 課時(shí) Reading

教學(xué)目標(biāo)：1.Vocabulary : year, grade, club, music, after, wear, glasses, enjoy.2.Patterns :He enjoys playing computer games.& She is good at swimming.3.Skills: Learn to say 教學(xué)重點(diǎn)：The same as the aims 教學(xué)難點(diǎn)：Aim 2 教學(xué)過(guò)程: Step1 Revision Revise the dialogue between Eddie and Hobo.Step2 Reading Show Ss the picture , say: Are the Ss at Sunshine Secondary School ?.They are our friends.Do you know them? Let’s meet Millie first.Listen and read carefully.Ask: How old is Millie? Does she like reading? In the same way to learn sth.About Simon and Sandy etc.Ask the Ss to read again and finish Part B on Page 9 and Part C on Page 10.Step3 Practice Ask: What activities do his students like? Please help him to put the correct letters in the box.Step 4 Discussion 1.Ask the Ss to finish Part B2, discuss the answers with the Ss 2 Learn the language points.We know something about Millie ,Simon, Kitty, Amy, Sandy and Daniel now.Do you know more about them? Let's do the following exercises.3 Ask the students to do the exercises.Step6 homework Finish the exercises in the workbook.教學(xué)反思：給學(xué)生一些時(shí)間尋找課文中不理解的知識(shí)點(diǎn)，教師應(yīng)有針對(duì)性講解。

第 3 課時(shí)

Vocabulary

教學(xué)目標(biāo)：Vocabularies: swimming, volleyball， football field, badminton, court, swimming pool, badminton court.教學(xué)重點(diǎn)：Aims.教學(xué)難點(diǎn)：The same as the importance.教學(xué)過(guò)程: Step1.Revision（say the names of the sports.）

1.Talk about sports with the class.Ask students what sports they know the English word for.Then show the real sports things for the students to learn their English names.2.Ask some questions: What sports do you like? Do you like Playing football? Can you swim? What other sports do you like? Step2.Presentation（Ss fill in the blanks and check it.）

1.Ask students to complete Part A and check answers orally with the class.Draw this table on the small blackboard.Use “swimming” as an example.Then ask students to draw the following table on the paper.Step 3 Practice(Make up the sentences.Complete the sentences.)Tell students to work in pairs to complete the chart.Then ask students to make their own sentences about the sports that they have written down in the table.For example: I play badminton with a badminton racket….Ask the students to complete the sentences.Step 4 Test Ask the students to do the test paper.教學(xué)反思: 可以開(kāi)展小組比賽，激發(fā)學(xué)生的熱情。

第 4 課時(shí) Grammar 教學(xué)目標(biāo)：1 to make positive and negative statements and ask questions with the verb “to be” To learn to use the simple present tense to talk about things.教學(xué)重點(diǎn)：The Simple present tense.教學(xué)難點(diǎn)：The same as the importance.教學(xué)過(guò)程: Step1

Revision Get the students to review “be” and prons and understand its usage.Step 2 Presentation 1.Go through the tables with students.Point out the contractions.2 Students read the sentences on their own.3.Ask students to complete the sentences in Part D.Then in pairs, Students compare and check answers.4.Get the students to read after the teacher and read in pairs.Step 3 Ask and answer 1 Go through the tables with students.2 Ask students to read the sentences in Part E.Let them use the correct forms of the verb “to be” to make positive/ negative statements and questions.3 Ask student to complete the sentences and check for correct answers and pronunciation.4 Let them read after the teacher and read together.Then ask groups of three to read the conversation.Then ask them to replace the information with their own information and read the new conversation.Step4 Learn 1.teach the students how to write a letter.2.Ask students to complete the letter in Part E, Then check the answer in pairs.3.Ask students to read together.4.Explain : go running , be good at/ be bad at doing Step5 Homework Write a letter to a pen-friend.教學(xué)反思: 1.調(diào)動(dòng)學(xué)生口語(yǔ)表達(dá)的熱情。培養(yǎng)學(xué)生獨(dú)立自主解決問(wèn)題的能力。

第 5 課時(shí)

Integrated skills

教學(xué)目標(biāo)：1.To extract information from an article.2.To obtain information from listening 教學(xué)重點(diǎn)：Extract and obtain information about Li Hua.教學(xué)難點(diǎn)：Complete a newsletter article.教學(xué)過(guò)程:

Step1 Revision 1.Get the students to look at a picture of Yao Ming and ask some questions: Who is he? What does he do ? Where does he work?… 2.Ss answer the questions with the picture.Step 2 Presentation.1.Tell students to look at the headline of the newspaper article and the picture.Ask:1)Who do you think the person is? 2)What does he do?

3)Which football team does he play for? 4)Which football team did he play for? 2.Point out and explain the meaning of these words: score, goal, match, team, the World Cup.3.Tell the students to read the note sheet after the teacher.Then read together loudly.4.Ask students to listen to the recorder three times, and complete the information.5.Ask students to check the answers for a class.6.In Part A3, Ss need to extract information from both the article and the note sheet.Then ask them to read after the teacher and practice reading.Step3 Speaking

1.Encourage students to revise the conversation for self introduction and the giving of personal information first.2.Present the conversation line by line, focusing on intonation and the linking of words.Ask students to repeat complete sentences as they hear them.3.Ask students to replace the underlined words with their own information.4.Encourage students to expand the conversation to include more formal greetings.Step4 Homework Write a newsletter article of a famous person.教學(xué)反思:

第 6 課時(shí)

Study skills

教學(xué)目標(biāo)：1.To use everyday expressions to give instructions, make requests and give responses

2.Give instructions, make requests and give responses.教學(xué)重點(diǎn)：Everyday expressions 教學(xué)難點(diǎn)：Everyday expressions and responses.教學(xué)過(guò)程: Step1 Revision 1.Revise some useful expressions.The teacher let them guess and plays a game to the students: listen to the teacher/ listen carefully Turn to Page …/ work in pairs/ Open/ close your books…

Excuse me, what’s your name, please? Are you …? Where are you from? Are you good at English?…Let the students answer them.Step 2 Presentation.1.Tell students that they need to speak English in my class, so it’s important to learn some everyday expressions.Then let them practice their own phrases they have prepared.2.Go through Part A with the students.3.Explain “borrow/ borrow from/ lend”

4.Ask students to work in pairs to exchange requests and responses as presented.Then check a row of students.Do you have an English book? Does he/she have an English book? Can I borrow your …?

Step3 Practice

1.Go through Part B.Let students guess what those sentences mean by the pictures.2.Get students to work in pairs and encourage students to repeat whole sentences from memory.3.Explain: I don’t understand.I’m sorry I don’t know.I’ll start/begin.4.Tell students to learn more phrases in order to understand what the teacher.Step 4

Homework Do the exercises in students’ workbook.教學(xué)反思:

第 7課時(shí) Main task

教學(xué)目標(biāo)：1.Learn two profiles of Millie and Daniel

2.To write about themselves

3.Introduce themselves to others confidently.教學(xué)重點(diǎn)：Learn to write about themselves 教學(xué)難點(diǎn)：The same as the importance.教學(xué)過(guò)程: Step1 Organize ideas.Tell students that the class is preparing a handbook containing a profile of each student.The final drafts of their writing will be collected to make a class handbook.Step 2 Present 1.Ask students to listen to the recorder and answer some questions about Millie and Daniel.2.Ask students to read the profiles.Tell students to underline words and phrases which they find useful in the models so that they can include them in their own writing.3.Tell students to read the outline on Page 16.Encourage students to include additional information.Step3 Practice

1.In pairs, students read, check and correct their partner’s draft.The teacher goes around the class And provides help and assistance.2.Ask students to rewrite their personal profiles on a separate sheet of paper and add illustrations, particularly a picture of themselves.3.Ask for volunteers to read out their profiles to the class.Step 4 Play games 1.Tell students not to include their names on the first drafts.2.Divide the class into groups of

eight.Collect the students first drafts, mix them up and then hand them out to different students within the group.3.Each student reads a personal profile, tries to guess who the write is and returns the personal profile to the writer.Step 5 Homework Write one or two profiles of himself /herself and another person.教學(xué)反思:

第 8 課時(shí) Checkout

教學(xué)目標(biāo)：1.To use the new grammar items and vocabulary taught in unit.2.The simple present tense.教學(xué)重點(diǎn)：Use simple present tense.教學(xué)難點(diǎn)：The same as the importance.教學(xué)過(guò)程: Step1 Revision

1.Revise some vocabulary and grammar items taught in this unit: be good at doing/ be clever at/ in the reading club/ like/love/enjoy doing/ take…for a walk/ walk home/ a member of…/ go running…

Step 2 Present

1.Tell students that they will be able to check whether they can use words they have learned earlier in the unit to make sentences.2.Give them a time limit and finish it.3.Let students correct themselves, or divide the class into pairs.Students correct each other’s work and write the score on the “paw”.Step 3 Have a competition

1.Tell students that they are having a competition task.Tell them if they can sort the words into the correct word families.2.Students put the words into the correct word families.Set a time limit.Let them fill in the blanks, then ask students to say the answers.The first student who gets all the answers right is the winner.3.Ask them to write a few more words for each column if they can.Step4 Homework 教學(xué)反思:

第五篇：譯林英語(yǔ)7A unit2知識(shí)點(diǎn)總結(jié)

重點(diǎn)詞組：

1、喜歡散步

enjoy/ like/ love walking

2、走到我碗邊

walk to my bowl

出去散步

go out for a walk 走回家/這兒/那兒

walk home/ her/ there 遛狗

walk a dog

3、每天許多次

many times a day 一年一次

once a year 一天三頓

three meals a day

4、看起來(lái)很強(qiáng)壯/開(kāi)心

look very strong/ happy

5、在他的空余時(shí)間里

in his free/ spare time

6、在下一屆世界杯里踢球

play football in the next World Cup

7、黃河足球隊(duì)的新成員

a new member of Huanghe Club

8、觀看電視上的籃球比賽

watch basketball games on TV 聽(tīng)收音機(jī)上的英語(yǔ)新聞

listen to English news on the radio 查互聯(lián)網(wǎng)上的一些信息

search for information online/ on the Internet

9、在周末

at/ on weekends

at/ on the weekend

在工作日

on weekdays

10、呆在家里

stay at home

11、我的很多學(xué)生

many of my students

12、談?wù)撨\(yùn)動(dòng)

talk about/ of sports

13、談?wù)撊绾螌W(xué)英語(yǔ)

talk about/ of how to learn English

14、我最喜歡的英雄之一

one of my favourite heroes

15、和某人一起玩

play with sb.重點(diǎn)句型：

1.What’s your favourite sport? 你最喜歡的運(yùn)動(dòng)是什么？

該句型為 “One’s favourite + 名詞 + be 動(dòng)詞 + ···“, 意為“某人最喜歡的···是···”

E.g.My favourite food is meat.句中favourite 意為“最喜歡的，特別喜愛(ài)的”，既沒(méi)有比較級(jí)，也沒(méi)有最高級(jí)，所以不能用程度副詞best, most，very, quite修飾。

注意：favourite 既可以作形容詞，又可作名詞，其近義詞組是like···best/most

E.g.His favourite sport is football.= Football is his favourite.= He likes football best.2.I like football very much.I plays football very well.2.He also enjoys listening to musi.3.It makes him happy.1）make作動(dòng)詞，意為“使得”

make + sb./sth.+ 形容詞，“使某人/某物處于某種狀態(tài)”

make sb./sth.do sth.“使某人/某物做某事”

E.g.Doing morning exercises makes us healthy.You help me make the work easy.你幫助我使這個(gè)工作容易了。

I love music.It makes me feel great.我喜歡音樂(lè)，它使我感覺(jué)很棒。

His stories make us laugh.他的故事使我們笑了。

2）make作動(dòng)詞，還可意為“做；制作”。

E.g.make a cake/ card 做蛋糕/ 做卡片 4.I hope his dream comes true.1）hope 既可作動(dòng)詞，也可以名詞，意為“希望”

E.g.He hopes that she will win.他希望她會(huì)贏。

固定結(jié)構(gòu) hope to do sth.不能用 hope sb.to do sth.E.g.We hope you to win the game.[誤]

We hope that you will win the game.[正]

2）dream 作動(dòng)詞，意為“夢(mèng)見(jiàn)，做夢(mèng)”；

構(gòu)成的短語(yǔ)有：dream about 夢(mèng)到某人或某物； dream of 渴望某事

dream 作名詞，意為“夢(mèng)，夢(mèng)想”；

E.g.She misses her family and often dreams about her father and mother.I sometimes dream of visiting the Great Wall.3)come true 意為“變?yōu)楝F(xiàn)實(shí)，成為事實(shí)”

E.g.I hope your dream will/can come true soon.我希望你的夢(mèng)想很快實(shí)現(xiàn)。5.What about you?

What about ```? = How about```? 意為“（你認(rèn)為）···怎么樣”，常在口語(yǔ)中用來(lái)征求對(duì)方的意見(jiàn)、建議、看法

或詢問(wèn)情況。其中 about 為介詞，后面常跟名詞、代詞或動(dòng)詞的-ing 形式作賓語(yǔ)。

E.g.---What about/ How about going fishing?

---I’d love to.注意：英語(yǔ)中表示建議、邀請(qǐng)的表達(dá)法還有：

Let’s do sth., shall we?

Why not do sth.?= Why don’t we/you do sth.?

Would you like````? 6.What else do you like to do?

else 意為“另外；其他”，常用于不定代詞（anybody, everything等）和疑問(wèn)詞（who, what, where等）后面，但不能說(shuō) which else, 應(yīng)說(shuō) what else

E.g.What else would you like?

Where else do you want to visit?

注意：else的所有格： else’s

E.g.someone else’s book 其他某人的書(shū)

7.I read a lot of interesting books.我讀了很多有趣的書(shū)。

a lot of= lots of 意為“許多，很多”，后可接可數(shù)名詞也可接不可數(shù)名詞，接可數(shù)名詞時(shí)，相當(dāng)于many；接

不可數(shù)名詞，相當(dāng)于much。

E.g.I meet lots of/ many new friends at the party.There is a lot of/ much water in the bottle.8.Reading is fun.fun 為不可數(shù)名詞，意為“享樂(lè)，樂(lè)趣；有趣的事”；還可作形容詞，意為“有趣的，令人愉快的”。

固定搭配：for fun 為了享樂(lè)； have fun 玩的開(kāi)心； have(great)fun doing sth.做某事很高興

形容詞：

funny, 滑稽的，有趣的

E.g.The children often go to the park for fun on Sundays.星期天孩子們經(jīng)常到公園去玩。

The teacher often makes his class very fun.那位老師經(jīng)常使他的課堂非常有趣。

I have great fun reading books in my free time.閑暇時(shí)我很喜歡讀書(shū)。

語(yǔ)法

一、行為動(dòng)詞一般現(xiàn)在時(shí)的用法

行為動(dòng)詞：除be動(dòng)詞、情態(tài)動(dòng)詞、助動(dòng)詞以外的動(dòng)詞,也叫實(shí)義動(dòng)詞?；居梅ǎ阂话悻F(xiàn)在時(shí)表示經(jīng)常性的、習(xí)慣性的動(dòng)作或存在的狀態(tài)，常與usually, often, every day, every morning 等時(shí)間狀語(yǔ)連用。E.g I do my homework every day.She speaks English very well.基本句型：

1）肯定句： 主語(yǔ) + 動(dòng)詞 + 其他成分

E.g I live with my parents.He walks to school every day.2）否定句： 主語(yǔ) + don’t doesn’t + 動(dòng)詞原形 + 其他成分

E.g I don’t live with my parents.He doesn’t walk to school every day.3）一般疑問(wèn)句及其回答： Do Does + 主語(yǔ) + 動(dòng)詞原形 + 其他成分?

E.g.----Do you live with your parents ?

----Yes, I do.No, I don’t.----Does he walk to school every day?

----Yes, he does.No, he doesn’t.4）特殊疑問(wèn)句：疑問(wèn)詞詞組 + 一般疑問(wèn)句

E.g Who do you live with?

How does he go to school?

How often do they play football? 注意點(diǎn)：用作助動(dòng)詞的do 和 用作行為動(dòng)詞的do 在英語(yǔ)中，do 既是一個(gè)助動(dòng)詞，又是一個(gè)行為動(dòng)詞 1）do 用作行為動(dòng)詞一般表示“做”，“干”。

E.g.We do morning exercise every day.Jack often does his homework in the evening.2）Do用作助動(dòng)詞主要用來(lái)幫助構(gòu)成疑問(wèn)句、否定句。

E.g.Do you watch TV every evening?

She doesn’t work on Sundays 3)區(qū)別do 在以下句子中的不同功能

E.g.Do you do your lessons every day?

The students don’t do their homework on Sundays.二、行為動(dòng)詞一般現(xiàn)在時(shí)第三人稱單數(shù)形式的構(gòu)成及讀音

1)一般動(dòng)詞在詞尾加-s,-s 在清輔音后讀[s],在濁輔音或元音后讀[z]。E.g help--helps make--makes get--gets 2)以-s,-x,-ch,-sh 結(jié)尾的動(dòng)詞加-es,-es發(fā)[iz]；如動(dòng)詞詞尾是-es,只加-s，也發(fā)[iz]。E.g guess--guesses teach--teaches wash--washes 3)以-o結(jié)尾的動(dòng)詞加-es,-es發(fā)[z]。E.g go--goes do--does 4)以輔音字母加-y結(jié)尾的動(dòng)詞，先變-y為-i，再加-es,-es發(fā)[z]。E.g fly--flies carry--carries

元音II（vowels）

5個(gè)元音字母： aeiou 在閉音節(jié)中不發(fā)它們本身的音，各自的發(fā)音分別為：/?/, /e/ , /i/, /?/ , /Λ/ 閉音節(jié)：包含一個(gè)元音字母，而以輔音字母（r,w除外)結(jié)尾的重讀音節(jié)。元音字母在閉音節(jié)中讀短音。

/?/: bag dad

hat map black back sad

man and

cat fat family

rabbit hand /e/: bed

red

let pen

desk yes

egg

pen when ten dress /i/: fish

big drink sit

milk swim him in

ship

is which /?/: clock not box

shop sock dog long not

stop

on song /Λ/: bus

but cup jump much lunch run sun duck under