黔西二中高效课堂教学设计七上Unit3 Topic1
七年级上UNIT3 教案
七下英语单元题目Unit 3 Is this your pencil?生词课Period OneT eaching and Learning Goals：Learn how to read the new words in this unit and practice the use of some words, for example his, mine, hers, yours. In this class, try to learn and practice some noun words . At the same time , try to make a list of problems and solutions the students meet in reading the words. Try to spell the words in this unit..T eaching and learning stepsStep 1Learn to read the words1.First get the students to try to read the new words in this unit according to the phonetics given by themselves and underline the difficulties they meet.2.Then give them a few minutes to deal with the problems they have in their pronunciation in pairs or groups.3.Next, ask students to read the new words after the teacher. Pay attention to the pronunciation of the words “dictionary, excuse, computer, library, find.”4. Then, get the students to read the words twice after the tape. Then give them a few more minutes to read all the words quickly to consolidate the pronunciation.5. Last, get individual students to read the new words to the class, the others listen. If possible , the teacher gets the student to correct some pronunciations .6. Give students several minutes to read the new words.Step 2 : Learn to remember words1.Remember the words by changing the letters.1) pen----pencil----pencil box2) school----school bag3) his----his, my----mine, her----hers, your----yours2. Remember the words by conversion(转换) 、complex words （合成）and derivative（派生），1) school +bag-----schoolbag, note+book----notebook, class+room----classroom7. 笔记本_____________ 8. 包，袋___________________二、词组互译。
七年级英语上册Unit 3 单元课时教案
七年级英语上册 Unit 3 单元课时教案课时一：词汇学习教学目标•掌握与生活相关的动词短语•学会正确运用所学动词短语进行交流•培养学生的听说能力和合作意识教学准备•教材：七年级英语上册 Unit 3 单元课文•多媒体设备教学过程1.导入（5分钟）–利用多媒体设备播放一段与课文相关的视频，引发学生对话题的兴趣。
–引导学生讨论视频中出现的动词短语。
2.学习与记忆（25分钟）–教师出示并讲解与生活相关的动词短语，例如：•do homework 完成作业•watch TV 看电视•listen to music 听音乐•play sports 进行体育运动–通过示范性对话和操练，帮助学生掌握这些动词短语的用法和表达。
–通过多种方式进行记忆，例如呈现卡片让学生猜猜动作、让学生进行角色扮演等。
3.练习与巩固（15分钟）–给学生发放练习册，让他们完成相关练习题，巩固所学内容。
–教师对学生答题情况进行检查和指导。
4.小结与拓展（5分钟）–教师总结本课所学的动词短语，并与学生一同复习。
–鼓励学生在课余时间运用所学的动词短语进行实践，例如与家人、朋友进行交流。
课时二：听说训练教学目标•提高学生的听力理解能力•培养学生的口语表达能力•培养学生的合作意识和团队精神教学准备•教材：七年级英语上册 Unit 3 单元课文•多媒体设备•PPT或课件教学过程1.导入（5分钟）–教师通过多媒体设备播放一段与课文有关的对话。
–随后教师与学生进行互动，询问学生对对话内容的理解。
2.听力训练（15分钟）–教师播放课文中的录音，让学生在听力过程中尽可能多地捕捉关键词和信息。
–学生根据听力内容回答问题，或进行一些听力练习，如听音选词填空等。
3.口语训练（20分钟）–将学生分成小组，每个小组从课文中选择一个对话进行模仿和表演。
–学生可以根据自己的理解进行适当的改编和创新。
–教师在每组表演结束后给予评价和指导，并鼓励其他同学给出自己的看法。
七年级英语上册高效课堂(人教版)Unit3(第1课时SectionA1a1d)优秀教学案例
本节课在遵循英语教学原则的基础上，注重培养学生的语言素养、思维品质和学习能力，力求实现高效课堂。通过本节课的学习，学生能够熟练运用所学知识进行家庭成员的介绍，提高他们的英语综合素质。
5.学生能够运用所学知识，运用正确的语法和词汇，进行书写，如写一篇关于家庭成员的短文。
（二）过程与方法
1.通过观察图片，引导学生运用观察法学习家庭成员的英文名称和相关词汇。
2.利用角色扮演、情景模拟等方法，让学生在实际语境中练习介绍家庭成员的英语表达。
3.运用任务型教学法，分配课堂任务，鼓励学生小组合作，共同完成任务，培养学生的团队协作能力。
3.鼓励学生参加英语角、英语俱乐部等课外活动，提高他们的英语口语能力和交际能力。
4.教师对学生的作业进行批改和评价，给出反馈意见，帮助学生进一步提高。
五、案例亮点
1.情景创设丰富多样：本案例通过利用图片、实物、角色扮演等多种方式，创设了生动、真实的学习情境，使学生能够更好地理解和掌握家庭成员的英文表达。这种情境创设的方式不仅增加了课堂教学的趣味性，而且有助于提高学生的学习兴趣和积极性。
4.教师对学生的学习情况进行总结性评价，给出反馈意见，如对学生的发音、语法等方面进行评价和改进建议。
四、教学内容与过程
（一）导入新课
1.利用图片和实物，如家庭成员的图片、玩具等，引起学生的兴趣，引导学生关注家庭成员的名称和特征。
2.设计情境对话，让学生在特定的情境中进行交流，如在家庭聚会中介绍自己的家庭成员。
初中英语外研版七年级上册高效课堂资料G7AM3U3读写课2 教学设计(县)
初中英语外研版七年级上册高效课堂资料初一英语教学设计二、课堂教学过程突破重难点探究一1.There are thirty students in my class .归纳总结：在There be 句型中，当主语是________谓语动词用is, 当主语是________谓语动词用are .2. Are there computers on everyone’s desk ?No, there aren’t .There be 句型的肯定回答用___________否定回答用_________3.Behind the classroom building _______ the library .A. has B . have C . is D . are归纳总结：什么情况下使用There be 句型。
4.There ______ a teacher and thirty students in my class .A. has B . have C . is D . are归纳总结：就近原则探究二（一）单项选择1. There ______ some bread in the fridge.A. beB. isC. amD. are2. The offices are ______ our classroom.A. onB. inC. behindD. from3. In front of our classroom ________some trees .A. isB. areC. haveD. has4. The post office is ______ the bookshop.A. inB. fromC. behindD. next5. In the office, there _______ a television and two desks.A. isB. areC. haveD. has（二）用be的适当形式填空。
初中英语外研版七年级上册高效课堂资料M3U2（1）教学设计.docx
初中英语外研版七年级上册高效课堂资料M3U2（1）教学设计.docx初中英语外研版七年级上册高效课堂资料Module 1My schoolUnit 2 The library is on the left of the playground课标话题 : 以“学校”为话题，介绍学校的设施、布局和教室内的设备等。
教学内容《英语》（外研版）初一上 M3 U2第一课时教学对象初一学生根据一张学校的平面图向读者介绍学校。
作者使用了大量的方位介词和部分倒装句。
教材分析向学生点明课文作者采用的是从中心开始、从左侧开始以顺时针顺序现在写作的方式，以帮助他们建立起阅读这类英语文章的图式。
dining hall, gym, science lab, in front of, next behind, any, one, building词汇教学项目结构Is\ Are there````````?课文passage教学方法任务教学法，学生中心教学法，多媒体教学1.熟记本单元的单词、短语 :2.掌握本单元的核心句型：1)The library is on the left of the playground near the school gate.语言知识2)Behind the library, on the left, are the school offices.3)Between this building and the dining hall is the classroom buildingwith twenty-four classrooms.教学目标1.能通过描述判断出图中物体之间的位置关系。
语言技能2.能够用介词描述方位。
语言运用能够运用所学的知识描述学校设施之间的位置关系。
文化意识了解不同国家的学校教育。
情感态度培养热爱学校、热爱家园的意识。
学习策略能借助词汇图片掌握单词。
1．熟记本单元方位介词、建筑设施名称。
七年级英语上册第三单元教案
七年级英语上册第三单元教案教案标题：七年级英语上册第三单元教案教学目标：1. 通过本单元的学习，学生能够掌握并正确使用有关家庭成员的英语词汇。
2. 学生能够运用所学知识，描述自己的家庭成员。
3. 学生能够运用所学知识，与他人交流关于家庭成员的信息。
教学重点：1. 家庭成员的英语词汇。
2. 描述家庭成员的外貌特征和性格特点。
教学准备：1. 教材：七年级英语上册教材第三单元。
2. 多媒体设备：投影仪、电脑等。
3. 教具：图片、卡片等。
教学过程：Step 1：导入（5分钟）1. 利用图片或卡片展示不同的家庭成员，如爸爸、妈妈、哥哥、姐姐等。
2. 引导学生用英语说出每个家庭成员的名称。
Step 2：词汇学习（15分钟）1. 教师出示家庭成员的图片或卡片，逐一教授家庭成员的英语词汇，并帮助学生正确发音。
2. 学生跟读并模仿教师的发音，巩固词汇记忆。
Step 3：描述家庭成员（20分钟）1. 教师出示一张家庭成员的图片，并描述该家庭成员的外貌特征和性格特点。
2. 引导学生根据教师的描述，用英语描述其他家庭成员的外貌特征和性格特点。
3. 学生两两合作，互相描述自己的家庭成员，并尝试用英语进行交流。
Step 4：练习与拓展（15分钟）1. 学生分组进行角色扮演，模拟真实情境，用英语描述自己的家庭成员。
2. 教师提供一些问题，让学生用英语回答，如“你有几个兄弟姐妹？他们是什么样的人？”等。
3. 鼓励学生展示自己家庭成员的照片，并用英语介绍他们。
Step 5：总结与评价（5分钟）1. 教师总结本节课的重点内容，并检查学生对家庭成员的英语词汇掌握情况。
2. 对学生在本节课中的表现进行评价和鼓励。
拓展活动：1. 学生可根据所学知识，撰写一篇关于自己家庭成员的英文短文。
2. 学生可利用多媒体设备，制作一个家庭成员的介绍视频，展示给全班同学。
教学反思：本节课通过图片、卡片等教具的运用，帮助学生掌握了家庭成员的英语词汇，并通过描述家庭成员的外貌特征和性格特点，提高了学生的口语表达能力。
七年级上册unit3教案
七年级上册unit3教案教案标题：七年级上册Unit 3 教案教学目标：1. 通过本单元的学习，学生将能够掌握描述人物外貌特征和性格特点的词汇和句型。
2. 学生将能够运用所学知识，描述他人的外貌特征和性格特点。
3. 学生将能够通过听说读写的综合训练，提高他们的语言技能。
教学重点：1. 掌握描述人物外貌特征和性格特点的词汇和句型。
2. 运用所学知识，描述他人的外貌特征和性格特点。
教学难点：1. 运用所学知识，描述他人的外貌特征和性格特点。
2. 综合运用听说读写的技能，提高语言表达能力。
教学准备：1. 教材：七年级英语上册教材 Unit 3 部分2. 多媒体设备3. 学生练习册4. 单词卡片和图片教学过程：Step 1: 导入新课 (5分钟)1. 利用多媒体设备展示一些人物图片，引起学生的兴趣。
2. 引导学生讨论这些人物的外貌特征和性格特点。
Step 2: 学习新知 (15分钟)1. 教师出示单词卡片，教授新的人物外貌特征和性格特点的词汇。
2. 学生跟读并模仿教师的发音和语调。
3. 教师通过图片和实物示范，帮助学生理解每个词汇的意义。
Step 3: 练习与巩固 (20分钟)1. 学生分组进行角色扮演，描述组内成员的外貌特征和性格特点。
2. 学生在小组内互相提问和回答，巩固所学词汇和句型。
3. 教师组织学生进行听力练习，听描述并选择正确的人物。
4. 学生完成练习册上的相关练习，巩固所学知识。
Step 4: 拓展与应用 (15分钟)1. 学生小组合作，设计一份调查问卷，询问他人的外貌特征和性格特点。
2. 学生互相交换问卷并填写答案，然后向全班汇报调查结果。
3. 学生撰写一篇短文，描述一个他们喜欢的人物的外貌特征和性格特点。
Step 5: 总结与反思 (5分钟)1. 教师总结本节课的重点和难点。
2. 学生反思本节课所学内容，提出问题和困惑。
教学延伸：1. 学生可以利用互联网资源，进一步了解不同文化背景下的人物外貌特征和性格特点。
七年级上unit3 第一课时教案新部编本
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit 3 Is this your pencil ?The first period Section A (1a-1c)By Li YijieI. Teaching Aims and Demands1.Master the key words and expressions.2.Listening and speaking practice.3.Enable students to be interested in identifying ownership.II. Teaching Key PointMaster the key words and expressions.III. Teaching Difficult PointBe able to identify the ownership.IV. Teaching Method and Teaching AidPractice method and a tape recorder.V. Teaching ProceduresStep I Warm-up1.GreetingsT:Good morning,class.Ss:Good morning,teacher.How are you?T:I’m fine,thanks.And you?Ss:I’m OK.2.Watch a short playStep II Presentation1.Teach the new words.(pencil---dictionary)Ask students pay attention to the new words in unit 3 and then read the new words for the class, ask students pay attention to my pronunciation and help students to find out the skills of pronunciation.After that,ask students to read the words and if they can’t pron ounce well,go around them to offer some help,to correct some pronunciation mistakes.2.Teaching activity 1aT:Now ,dear students, please open your books at page13,you need to look at the picture in 1a,find out how many things and how many people are the in the picture.Ss:There are eight students and a teacher in the picture.There are many books,two pencils,a pen,an eraser,a ruler,a pencil box,a schoolbag,a dictionary in the picture.T:OK,now,I will give you two minutes to match the words with the things and do it by yourself.Two minutes later,invite a student to present his or her answers:pencil e ; 2.pen g; 3.book b; 4.eraser h; 5.ruler c; 6.pencil box;7.schoolbag a;8.dictionary d;T:Now,look at the picture carefully.Then answer the following questions:1.where is here?2.How many people are there in the picture?3.What are they dong?(Give students 2 minutes to look at the picture again and think about the answers to the questions.)Answers:1.It’s the clas sroom.2.There are nine people.3.They are identifying the ownership.Read the conversations in the picture and ask students to repeat sentence by sentence.Then explain language point for students to understand better.Translate the sentences into Chinese.Point out the differences between “this”，“that”，“these”and “those”；“my”“mine”,“his”“his”,“her”and“hers”3.Teaching activity 1b.T:Now,you will hear three conversations so that you can know their main ideas.Then I will play the conversation for two times,for the first time,all of you just listen,for the second time,number the conversations,later,I will check the answers.4.Teaching activity 1c.T:Let’s read the conversations together ,pay attention to the pronunciation and intonation.Then give students 5 minutes to practice the conversations in groups.Encourage them to make their own conversations using the school things in the classroom in groups.As they work,move around the classroom,checking progress and offering help as needed.Finally,invite some pairs to act out their conversations.For example:--Is this your pencil?--Yes, it is.It’s mine.---Is that your schoolbag?---No,it isn’t.It’s his.---Are these your books?---No,they are n’t. They’re hers.StepIII PracticeDo some exercises to practice the words and the target language.Step IV SummaryIn this period,we’ve learned how to identify ownership.And we’ve also learned the use of possessive pronouns.Step V Homework1.Copy the new words in this period.2.Read the conversation in 2b again and again.3.Preview the next period.板书设计Unit 3 Is this your pencil?The First Periodpencil,book,eraser,box, pencil box,schoolbag,dictionaryhis,hers,mine--Is this your pencil?--Yes, it is.It’s mine.---Is that your schoolbag?---No,it isn’t.It’s his.---Are these your books?---No,they are n’t. They’re hers.。
七上M2U3教案
准备
教师准备：教学设计 、PPT
学生准备：课前预习
教学
评价
教与学活动过程
个性修改
Step1 Revision. Introduce yourself.
Hello, everyone. My name is ….
My last name is .... My first s old.
There are …people in my family. They are my …, my… and I. My father is a …. He works at a … My mother is a …. She works at a …
Step9 homework.
Write a short passage ,introduce your family.
Step 5 Practice.
Complete Activity3 on page 12.
Step6
Personal and Possessive Pronouns.
(1)单数复数人称代词(主格）
I we you she he it they
人称代词宾格
me us you you her him it them
Look at the pictures and talk about the families.
•This is .... Her father is ... and her mother is ... .
•A: Is this Lily’s family?
•B: Yes, it is.
•A: Is Lily’s father a ...?
(2)Introduce your family with the new words.
七年级英语上学期Unit3教案2～.docx
七年级英语上学期Unit3教案2〜七年级英语上学期Unit3教案2教学步骤StepOne:Reviewthedril1.T:Youknowmyfamilymembers・ Iwanttoknowyourfam订ymembe rs. Wouldyouliketointroduceyourfamilymemberstous?(Studentsusetheirphotosorthepicturestheyd rew.)SS:Yes .T: Who wan tstobethef i rst, please?SA:Letmetry ・T:0K, pleas e.SA:Hell o, everyone! Mynameis •・・Lo okatthispic ture, please ・ Thisisapic tureofmyfam ily. Thisismyfather .His n ame i s •・・ This ismym ot her ・ Hernameis ・・・T heyaregoodp arents.This ismybrother ・Hisnameis ••• Look! It' sme ・ AmIfunny?I lovemyfamil y.T:Verygoo d.(Anothe rtwostudent sintroducet heirfamily.) StepTwo:Li stening.(DListenandci rcletheword syouhear・T:Herearetw oboys.0neis LinHai. Theo therisDave. Theyaretalk ingaboutDav e sfamilyme mbers・ Pleaselistentoth erecordingo f2ainSectio nAandcircle thefamilyme mbersyouhea r.SS:OK.(Playthereco rdingof2atw ice・ Student swork.)T: Ch ecktheanswe r.(Asktwo studentstos aytheanswer s.)②Listena ndmatch・T :Thisisapic tureofDave? sfamily. Wek nowthisisDa ve. Butwedon ' tknowhois Mary, whois J imandwhoisL inHai. Let's 根据上节课布置的作业，让学生谈论自己的家庭成员, 为新课教学做铺垫。
七上Unit3全课时教学设计-优质教案
3. To introduce different facilities in your school;
4. To introduce the environment of your school with suitable words and expressions.
课题
七上Unit 3Comic strip &Welcome to the unit
课型
New
教学目标
1. To know the names of the subjects they learn at school;
2. To use the right words to talk about their school life.
Step 2 Learn Reading
1.Lead-in
Today is the Open Day in Millie’s school . Millie meets her mother at the school gate . She is ready to show her mother around the school .
2.Listen to the tape and finish Part B 3
3.Read the conversation and answer the following questions :
1)How does Millie’s school look ?
2)How many classrooms are there in the classroom building ?
句型：The playground is so big .
初中英语外研版七年级上册高效课堂资料M2U3教学设计(1)
初中英语外研版七年级上册高效课堂资料Module2 My familyUnit3 language in use 教学设计【目标确定的依据】1.相关课程标准的陈述1.能听懂有关熟悉话题的语段。
2.能在课堂活动中用简短的英语进行交际。
3.能就熟悉的话题进行简单的交流。
4.能在老师的指导下进行简单的交流。
2.教材分析本节课主要语法是指示代词的用法，并汇总了人称代词的主格和形容词性物主代词，本课的主要任务是写一篇短文来介绍自己的家庭，了解不同国家中不同的家庭结构。
3.学情分析本课的授课对象是七年级学生，有一部分学生是刚考入的新生，他们对新同学新班级有强烈的兴趣，正好利用这一点让他们介绍朋友和家人，这也是同学们感兴趣的话题。
【教学目标】1.通过卡片、幻灯片来认读学习本模块的7个词汇并能灵活运用。
2.通过背诵重点句子、编写对话以及写作文介绍家人学会指示代词引导的一般疑问句和物主代词。
3.通过around the world，了解东西方国家的家庭结构的不同。
【教学重难点】重点：能正确运用指示代词和名词所有格。
难点：能听懂有关家庭介绍的简短对话,辨认对话中的人物关系；能用指示代词来介绍自己的家庭，询问他人的家庭【课时安排】1课时【评价任务】1.通过听简短的对话，能辨别人物关系的单词，理顺家庭成员的关系。
2.通过再次听对话，选择正确的单词，提高学生捕捉目标词汇的能力。
3.通过听长对话，划出听到的单词，培养学生捕捉目标语言的能力。
4.通过写作文，能向他人介绍自己的家庭成员，提高学生写作能力。
【教学活动设计】附：板书设计Module2 Unit3 Language in use-- Is this your family? -- Yes, it is.-- Are these your grandparents? -- Yes, they are.- - Who’s this? -- That’s my dad.【教学反思】。
七年级上Unit3课堂教学设计.doc
七年级上Unit3课堂教学设计一.Analysis of teaching materials本课的教学内容是新li标版七年级上Unit3 This is my sister中Section A部分。
在本课中出现了大量的家庭成员名称，其中很多名称是学牛经常碰到的、熟悉的。
是教材Unit2的延伸以及后血单元学习的必耍补充。
二.Analysis of studying ways上课的学牛是刚刚接触英语两个月的初一新牛。
学牛的知识水平和能力水平有限。
但是同学们己经学了两个月的英语，有一小部分同学还利川课外时间在外学了一些英语，人部分同学对英语学习兴趣浓厚，已具备一定的口主学习能力，在学习过程中，通过学生的交流及师牛互助，能鮫大限度地发挥自己的主观能动性，课堂上积极参与到英语游戏、比赛、角色表演等各种英语活动中，合作学习能力也鮫强，能与其他同学团结协作，相互交流，成功地共同完成各项任务。
三.Teaching objectives3.1 Knowledge objectives: Let Ss master key words, expressions and structure.3.2 Ability objectives: To develop Ss speaking ability-・・ introduce their family members in English.3.3 Emotion objectives: To enable Ss to know the importanee of using English in daily life and to stimulate Ss' learning interests.在教学设计中，我处处体现出五项“关注”，W：关注内容、关注过程、关注体验、关注兴趣、关注成效。
其中重点是关注过程和兴趣。
因为教学形式是活动课，所以，我根据活动课的特点进行教学设计。
Unit3Topic1SectionB教案英语七年级上册
Unit 3 Getting TogetherTopic 1 Does he speak Chinese?Section B一．课时：1课时二．课型：新授三. Teaching aims1.Knowledge aims：(1) 能正确使用实义动词want /like/speak/live等主语为第三人称单数的一般现在时的陈述句、一般疑问句及其肯定和否定回答。
2.Skill aims:能够通过听力材料获取信息。
3.Emotional aims:能够积极与他人合作,体会英语学习的乐趣。
四. The key points and difficult points1.Key points:（1）Words : live, say , visit , lot, about（2）Sentences: ①Does he speak Chinese?Yes, he does. / No, he doesn’t. He speaks English.② What does he say in the letter?He wants to visit Beijing.③ Where does Lucy e from /live?④Does he /she speak /want /like…?⑤She speaks English and Chinese.2.Difficult points：主语为第三人称单数的实义动词在一般现在时的陈述句、一般疑问句及其肯定和否定回答。
五. Teaching procedureStage1 Getting students ready for listening.General greetings and review(warm up).Stage2 PrelisteningShow learning aimsStage3 whilelistening①Resent a letter and talk about the letter.②Present the picture in 1a and the table in 1b.③Try to fill in the table.④Listen to 1a and finish 1b.⑤Enjoy the flash⑥Present the passage in 1d and Finish 1d.⑦Discuss the key points and then analyze.2.非常,许多3.关于，大约4.①住在某地②和某人住一起5.speak VS say6.①想要某物②想要做某事③想要某人做某事7.①参观某地②拜访某人Stage5 SummaryEncourage the Ss to summarize the key points六. Homework1. Remember the key points and the dialogue.2. plete the workbook.3. Preview the next lesson.七. Blackboard design八. Teaching reflection。
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课题：Unit2 English Around the WorldPeriod 2Learning about Language (Discovering useful words and expressions& Discovering useful structures)课型：新授 执笔：姜远平 审核：高一年级备课组 年级 ：高一年级 时间：2011年9月【教学目标】 I.Knowledge ：1、Do some exercises to master words and phrases.2、Learn and master the sentence patterns which express an order and a request ，and their different features.II.Ability ：1、Learn to use these words and phrases in daily life.2、Use these patterns to communicate with others.III..Emotion ：1、Train students perseverance and patience by remembering new words and phrases.2、Help students master the points in this period.【教学重点】1、Explanation of words and phrases and practise using them.2、Point out the features of an order —which uses the imperative ，namely “tell/order sb. to do sth.” and a request —which uses a question form or an imperative ，very polite ，namely “ask sb. to do sth.”【教学难点】1、How to let student master them well2、How to change orders and requests into reported orders and requests.【教学内容】1、master words and phrases.2、Point out the features of an order —which uses the imperative ，namely “tell/order sb. to do sth.” and a request —which uses a question form or an imperative ，very polite ，namely “ask sb. to do sth.”【教学方法】1、Task based Language Teaching . 2、Stratified teaching【当堂训练】 一、基础训练 Section A(课堂1练习)Ⅰ、单词拼写 (每题1分，共10分)1. If you c ________ someone to do something, you order them to do it.2. He walked five b __________ down High Street.3. When she saw me, she r _________ me at once.4. The book refers to modern English _________(惯用法).5. Thank you for all your e __________ of praise.6. The teacher asked us to be ablie to r________ the story before the next class.7. The country is facing a very difficult economic s ___________.8. Can you r _________ what you just said, please?9. He is surprised to see that our home town develops so r ________. 10. The ten most ___________(频繁地)asked questions are listed below. Ⅱ、短语翻译(每题1分，共10分)1. 信不信由你_____________________2. 走近___________________3. 要求某人做某事_________________4. 在操场上_______________5. 公认某人为_____________________6. 在周末__________________7. 向某人解释_____________________8. 说出不同________________9. 提出请求_______________________ 10. 列出清单_______________二、 能力提升Section B(课堂2练习)Ⅰ、单项选择(每题1分，共15分)( )1. He commanded that all the gates __________. A. shut B. should shut C. would be shut D. be shut( )2. With a good ____________ of both Chinese and English, Mr Li was assigned the task of oral interpretation for the visiting American delegation. A. command B. impression C. programme D. writing ( )3. Do you think the President will give in to the terrorists ’ ____________ ? A. suggestion B. request C. demand D. requirement ( )4. She come here ___________. A. by my request B. at my request C. for my request D. by the request of me ( )5. His only request is that the room _________ after being used. A. be cleaned B. will be cleaned C. would be cleaned D. is cleaned ( )6.—Do you mind if I keep pets in this building? — _______________________. A. Great! I love pets B. Of course not, it ’s not allowed hereC. No, you can ’tD. I ’d rather you didn ’t, actually ( )7. Y esterday she told me that she had met her aunt ___________. A. for two years B. two years before C. two years ago D. before two years ( )8. The teacher told me that the light ______ faster than sound. A. travels B. had traveled C. is traveling D. traveled ( )9. She said she ________ here soon. A. will go B. would come C. will come D. would go( )10. He asked me ______ I bought the dictionary. I told him that my brother gave it to me as a present.黔西二中高效课堂教学设计贵州 黔西二中科目：高一英语（必修1）A. whatB. whichC. thatD. where课后反思：( )11. He _______ us to have another try.A. warnedB. hopedC. suggestedD. asked( )12. Mother said that _______ would do all washing herself.A. sheB. herC. ID. we( )13. “_______ polite to the guests,” said my father.A. AreB. Do beC. ShouldD. Please( )14. He told me that she had met one of my old friends in the street ________.A. the next dayB. the following dayC. the day beforeD. yesterday( )15. I was told that the singer _______ in 1978.A. was bornB. had been bornC. had bornD. is born三、语法巩固I、把下列直接引语改为间接引语(每题2分，共20分)Section C (课堂2练习)1. “Write your names on your papers first,” the teacher said to us.2. “Please come here again tomorrow,” her friend said to her.3. Father said t o him, “Go away!”4. “Don’t make so much noise in class, boys and girls,” said the teacher.5. “What a lovely day it is!”6. “Happy New Year to you!” he said.7. Kate said, “Would you please come up to my flat for a visit?”8. “Never forget it,” he said.9. She said, “Let’s go shopping.”10. Miss Lin said, “Tom, stop talking.”II、把下列间接引语改为直接引语(每题2分，共10分)1. The hostess asked us to sit down..2. He told the boys not to make so much noise.3. Mother told me to go back before 10:00.4.She told me not to wait for her.5. The girl suggested that we should start at once.四、创新探究（分层选作）the same … as 与the same… that 有何区别？。