Unit12 Know your pets ,know yourself

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2021-2022学年牛津译林版八年级英语上册Unit1-8全书背记手册(学生版)

Unit 1Friends一、Comic strip & Welcome to the unit核心单词1. ____________ adj. 口渴的2. ____________ adj. 诚实的3. ____________ n. 秘密4. ____________ vi. /vt. 关心，在意5. ____________ n. 杂志6. ____________ adj. 礼貌的7. ____________ linking v. 成为；适合8. ____________ adj. 确实的；的确重点短语1. ____________……怎么样2. ____________ 再一些，更多一些3. ____________ 使某人特别4. ____________ 愿意做某事；为……做准备5. ____________ 保守秘密6. ____________ 关心，关怀7. ____________ 撒谎重点句型1. Can I have _______________________，please? 请问我可以喝点东西吗？2. Can I have ____________ food? 我可以吃更多食物吗？3. ____________ the pizza in your bowl? 你碗里的比萨饼怎么样？4. Is he/she _______________________ when you have problems?当你有问题的时候，他/她乐于帮忙吗？5. What ____________ your friend so ____________？什么使你的朋友如此特别？二、Reading核心单词1. ____________ adj. 慷慨的，大方的2. ____________ adj. 乐意的，愿意的3. ____________ adv. (＝anytime)在任何时候4. ____________ n. 嗓音5. ____________ n. 歌手6. ____________ adv. 几乎，差不多7. ____________ adj. 无聊的重点短语1. ___________________________ 乐意做某事2. _________________ 和某人共享/分担……3. ________________________ 给某人让座4. __________________幽默感5. ____________ 走过，经过6. _______________________说某人的坏话/ 好话重点句型1. Betty is ____________ friends. 贝蒂是我最好的朋友之一。

人教版七年级英语下册unit12优秀教案

人教版七年级英语下册unit12优秀教案全文共3篇示例，供读者参考篇1Unit 12 of the People's Education Edition Grade Seven English textbook covers the topic of art and creativity. In this unit, students will learn about different forms of art, discuss their favorite types of art, and participate in various creative activities to express themselves.To make the most of this unit, here is an excellent lesson plan that teachers can follow:Lesson 1: Introduction to ArtObjective: To introduce students to the concept of art and its different forms.Activities:1. Show examples of different types of art such as paintings, sculptures, and music.2. Brainstorm with students about what art means to them and what forms of art they enjoy.3. Discuss the importance of art in society and how it can bea form of self-expression.Lesson 2: Famous ArtistsObjective: To learn about famous artists and their works.Activities:1. Introduce students to well-known artists such as Leonardo da Vinci, Vincent van Gogh, and Pablo Picasso.2. Show pictures of their famous works and discuss the style and themes of their art.3. Have students choose a favorite artist and create a poster about their life and works.Lesson 3: Creating ArtObjective: To engage students in creative activities to express themselves.Activities:1. Provide art supplies such as paints, crayons, and paper for students to use.2. Encourage students to create their own artwork inspired by the styles of famous artists or their own imagination.3. Have a mini art exhibition in the classroom to showcase students' works.Lesson 4: Reflecting on ArtObjective: To reflect on the role of art in our lives and society.Activities:1. Have a class discussion about how art can inspire, entertain, and provoke emotions.2. Ask students to write a reflection on what art means to them and how they can incorporate more art into their lives.3. Watch a short video about the impact of art on society and discuss its importance.By following this lesson plan, teachers can effectively cover the content of Unit 12 and engage students in meaningful discussions and activities related to art and creativity. This will not only help students improve their English skills but also develop their appreciation for art and the creative process.篇2Unit 12 of the People's Education Press seventh grade English textbook is focused on the theme of "Life in the future".In this unit, students will learn how to talk about their future plans, aspirations, and predictions. Here is an excellent lesson plan for teaching Unit 12 of the textbook:Lesson Plan:Title: Life in the futureGrade: 7Unit: 12 (People's Education Press)Theme: Future plans, aspirations, and predictionsDuration: 2 lessons (90 minutes each)Objectives:- Students will be able to talk about their future plans using the simple future tense.- Students will be able to express their aspirations for the future.- Students will be able to make predictions about the future using future tense modal verbs.- Students will be able to write a short paragraph describing their future plans.Warm-up (15 minutes):- Begin the lesson by asking students to brainstorm and discuss what they think life will be like in the future. Encourage them to think about technology, education, careers, and daily life.- Play a short video or show pictures of futuristic inventions and ask students to describe what they see.Presentation (30 minutes):- Introduce the simple future tense to students and explain its formation (will + base verb).- Give examples of how to talk about future plans using the simple future tense.- Practice with students by asking them to talk about their own future plans using the simple future tense.- Introduce future tense modal verbs (will, might, may) for making predictions about the future.- Give examples of how to make predictions using future tense modal verbs.Practice (30 minutes):- Divide students into pairs and ask them to discuss and write down their future plans using the simple future tense.- Monitor and provide assistance as needed.- Ask some pairs to share their plans with the class.Production (15 minutes):- Ask students to write a short paragraph (5-7 sentences) describing their future plans using the simple future tense.- Provide a writing prompt to help guide students in their writing.- Allow students to share their paragraphs with the class.Review and Assessment (15 minutes):- Review key concepts and vocabulary from the lesson.- Ask students to complete a short quiz or worksheet to assess their understanding of the simple future tense and future tense modal verbs.- Provide feedback and address any misconceptions.Homework:- Assign students to write a diary entry about a day in their future life using the simple future tense.By following this lesson plan, students will be able to effectively communicate their future plans, aspirations, andpredictions in English. This lesson plan incorporates various activities to engage students and reinforce key language concepts related to the theme of "Life in the future" in Unit 12 of the People's Education Press seventh grade English textbook.篇3Unit 12: You’re supposed to shake handsTeaching Objectives:1. Students will be able to understand the cultural differences in greetings between different countries.2. Students will be able to use the target language for greetings appropriately.3. Students will be able to reflect on the importance of cultural understanding and respect.Teaching Procedures:Step 1: Warm-up (10 minutes)- Begin the class by showing a video clip of people from different cultures greeting each other. Ask the students to share their thoughts on the various greetings they saw.- Discuss the importance of greetings in different cultures and how they can vary from country to country.Step 2: Presentation (15 minutes)- Introduce the target language for greetings and practice pronunciation with the students.- Show a slideshow or video presentation of common greetings in different countries, emphasizing the cultural significance of each greeting.- Have students take notes on the different greetings and their cultural meanings.Step 3: Practice (20 minutes)- Divide the class into pairs or small groups and have them practice the target language greetings with each other.- Encourage students to think about the appropriate greetings for different situations (formal vs. informal, meeting strangers vs. meeting friends).- Monitor and provide feedback as needed.Step 4: Cultural Understanding (15 minutes)- Engage the students in a discussion about the importance of cultural understanding and respect when greeting others.- Ask students to reflect on a time when they may have misunderstood a greeting in a different culture and how they could have handled the situation better.- Encourage students to think about ways they can show respect for other cultures in their daily lives.Step 5: Review and Assessment (10 minutes)- Review the target language greetings with the whole class and assess student understanding through a quick quiz or game.- Encourage students to continue practicing their greetings outside of the classroom and to explore more about different cultures and their greetings.Homework:- Ask students to research a different culture and its traditional greetings, and to write a short reflection on what they learned.By following this detailed lesson plan, students will not only learn the target language for greetings but also gain a deeperunderstanding of the importance of cultural awareness and respect.。

苏教版译林版初中英语各年级知识点,推荐文档

苏教版译林版初中英语各年级知识点,推荐文档7A Unit1This is me!Unit2Let’s play sports! Unit3Welcome to our school! Unit4My dayUnit5Let’s celebrate!Unit6Food and lifestyles Unit7ShoppingUnit8Fashion7B Uint1Dream homesUnit2NeighboursUnit3Welcome to Sunshine Town Unit4Finding your wayUnit5Amazing thingsUnit6Outdoor funUnit7AbilitiesUnit8Pets8A Unit1FriendsUnit2School lifeUnit3 A day outUnit4Do it yourself Unit5Wild animals Unit6Bird watching Unit7SeasonsUnit8Natural disasters8B Unit1Past and presentUnit2TravellingUnit3Online toursUnit4 A good readUnit5Good manners [彬彬有礼]Unit6Sunshine for allUnit7International charities [国际慈善机构] Unit8 A green world9A Unit1Know yourselfUnit2ColoursUnit3Teenage problemsUnit4Growing upUnit5Art worldUnit6TV programmesUnit7FilmsUnit8Detective stories [侦探小说] 9B Unit1AsiaUnit2Great people Unit3Robots Unit4Life on Mars7A 1动词be的一般现在时2行为动词的一般现在时3人称代词4表示时间的介词5频度副词6特殊疑问句7可数名词和不可数名词8用some和any表示数量9 there be结构10 现在进行时7B 1 基数词2 序数词3 一般将来时（will shall）4 一般将来时（be going to）5 名词所有格6 形容词性物主代词和名词性物主代词7 冠词 a an the8 方位介词9 一般过去时（1）10 一般过去时（2）11 情态动词can could may12 What How 感叹句13 形容词14 不定代词8A 1 形容词比较级和最高级2 数量的比较3 副词比较级和最高级4 as…as的用法5 反身代词6 祈使句7 用should和had better提建议8 情态动词may 的用法9 动词不定式作宾语10 动词不定式作目的状语11 动词不定式作宾语补足语12 动词及五种基本句型13 连系动词14 行为动词15 过去进行时16 when while 和as的用法8B 1 现在完成时Ⅰ2 现在完成时Ⅱ3 现在完成时Ⅲ4 疑问词+动词不定式5 must/have to的用法6 enough to 的用法7 too…to的用法8 It is +adjective(+for…/of…)+to-infinitive等句型9 被动语态的一般现在时和一般过去时10 被动语态Ⅱ9A 1 并列连词and、but、or和so2 并列连词3 that引导的宾语从句4 if或whether引导的宾语从句5 连接代词和连接副词引导的宾语从句6 提建议的句型7 while引导的时间状语从句8 until引导的时间状语从句9 as soon as和whenever引导的时间状语从句10 Because引导的原因状语从句11 since和as引导的原因状语从句12 if引导的条件状语从句13 unless引导的条件状语从句14 although和though引导的让步状语从句15 so…that 和such…that引导的结果状语从句16 so that 引导的目的状语从句17 限制性定语从句和关系代词9B 1 代词it的用法2 时态3 一般现在时和现在进行时4 一般过去时和过去进行时5 一般过去时和现在完成时6 简单句和复合句之间的转换（一）7 简单句和复合句之间的转换（二）。

Unit12复习(课件)译林版英语四年级上册

二、Choose the right answer.（选择正确的答案）
B( )1. Do you have _______ toy animals?
A some B any C a D an
C( )2._______you like a big pineapple？ Yes，please.
A Do B Are C Would D Is
B( )5.Look at these_______ .They are sweet.
A tiger B bananas C apple D horses
B( )6.Do you like______ ?
A cat B this cat C that cats D a cat
三、句子改错
1.This is a elephant.
some 和 any 的用法
都表示“一些”的意思。 some 用于肯定句和would you like...?中； ቤተ መጻሕፍቲ ባይዱny 用于否定句和疑问句中（would you like...?除外) 例如：I have some grapes.（肯定句）
I don't have any mangoes.(否定句） Do you have any bananas?（疑问句）
___h__o_rs_e_____horses
第二单元句子
1.我有一个芒果和一个桔子。 I have a mango and an orange.
2.我有一些香蕉。我没有一些葡萄。 I have some bananas.I don't have any grapes.
3.你有一些橘子吗？是的，我有。 Do you have any oranges? Yes, I do.

译林版九年级英语上册 Unit 1 know yourself 知识点总结

Unit 1 know yourself 知识点总结Welcome to the unitIt says 上面写着，上面显示eat up 吃光，吃完（use up 用完，用尽）be well organized 很有条理的keep …… in good order 使……保持井然有序（in order 按顺序）show off炫耀,卖弄(show sb. around sp带领某人参观某地show sb the way to 给某人指到某地的路)show no interest in 对……毫不感兴趣repeat grammar rulers for us 为我们重复语法规则come up with （= think of 想出，提出）；追上，赶上be curious about 对…感到好奇get angry easily 容易生气make a good accountant 成为一名优秀的会计neither ……nor …… 既不……也不……（就近原则）Neither he nor I am well educatedHe didn’t come here yesterday , neither / nor did I 他昨天没来这儿，我也是work without speaking all day long 整天工作不说话Readingbe happy with = be satisfied with 对……感到满意a born artist 一个天生的艺术家impress the whole country with his creative work 他的富有创造力的作品给全国人民留下深刻的印象win high praise from the art community 赢得艺术团的高度赞扬praise sb for sth 因某事表扬某人give up 放弃（代词放中间）give up doing sth = stop doing sth放弃做某事work for the sales department in a big company 在一家大公司的销售部工作day after day 日复一日the general manager 总经理either ……or …… 要么……要么……，或者……或者……（就近原则）take the lead 处于领先地位，带头fall behind 落后be ready to do 准备做某事take on new challenges 接受新的挑战the chief engineer 首席工程师make mistakes .犯错误connect……with/to …… 把……和……连接起来be conncted with 与……有联系a miss is as good as a mile 差之豪厘，谬以千里（as good as与……几乎一样，简直是）can’t affofd to do 负担得起（费用、损失、后果）多用于否定句和疑问句中pay attention to every detail 注意每个细节（to 为介词+ doing sth ）pay no attention to… 不在意…work to high standards 工作高标准make mistakes 犯错误work with 与……一起工作be easy to work with.容易共事a pioneer heart surgeon 一位心脏外科手术的带头人ca n’t be too careful = can never be too careful 再怎么细心也不为过.do operations（on sb）.做手术find it difficult to do sth. .发现做…很难be willing to do sth 愿意做某事devote oneself/ one’s life / time to 把…奉献给…（to为介词,后接名词，代词，动名词）respect sb = have / show respect for sb 尊重，尊敬某人be suitable for sth/ doing sth 适合做Grammar and Integrated Skills and Study Skillsaccept others’ advice 接受别人的建议think twice (about sth )三思而行be /get angry with sb 生某人的的气be /get angry at/ about sth 因某事而生气worry too much担心太多be patient / impatient with 对……有/ 没有耐心连接主语时，谓语动词考虑就近原则；Either…or… 要么…要么…Not only… but (also)… 不仅…而且…Neither … nor… 既不…也不…both ……and …… 连接两个主语时，谓语动词用复数形式do the washes 洗碗，洗餐具animal signs 生肖in all 总共，总计appear in a fixed order 按照固定的顺序出现make his lesson lively and interesting使他的课上得生动而有趣（lively活泼的，生气勃勃的指人或物）people born under the same star sign出生在同一星座下的人们share similar personalities具有相似的个性be similar to 与……相似be similar in 在某方面相似depend on 依靠in some ways .在某些方面/在某种程度上believe in sb. 信任/信奉…be divided into被分成divide …into … 把……分成……It’ s you who shape your life and your future 你的生活和将来都掌握在你的手中（强调句型）TaskIt’s said that 据说make a speech = give a speech 作演讲do extra work 做额外的工作win several science competitions 赢得几项科学竞赛get himself more organized 使他自己更加有条理be absent from school 缺席the most suitable person to be… .做…… 最适合的人选recommend sb as/ to be… 推荐某人为/当…recommend sb to do sth 推荐某人做某事recommend sb for… 推荐某人获…奖agree with sb 同意某人的看法、意见agree to do sth 同意做某事重要句型：1.It made them feel good to share things with others. .和他人分享东西使得他们感觉很好。

辽宁师范版小学英语四年级下册Unit12第1课时参考教案

辽宁师范版小学英语三年级起点四年级学习单词，背诵课文，基础知识很重要！辽师范小学英语和你一起共同进步学业有成！Unit12 第1课时参考教案一、教材版本辽宁师范大学出版社四年级下册二、教学目标：听说读写单词：listen talk stand wait三、教学重点：听说读写单词：listen talk stand wait四、教学难点：生活中好习惯的指导与培养五、课前准备：1..教师准备班班通/优教通Unit12第1课时参考课件2. 教师准备班班通/优教通第1课时热身和导入动画六、教学过程：Step1: Warming up(热身)活动一：唱一唱建议用时：2—3分钟老师播放班班通/优教通第1课时热身动画If you’re happy大家一起跟着唱，可以活跃课堂气氛，调动学生们的学习积极性。

Step2: Review (复习)活动二：演一演建议用时：2—3分钟找学生把上节课学的Let’s act 部分表演给大家看Step3: Presentation（呈现新课）1.新课导入建议用时：2—3分钟老师播放班班通/优教通第1课时导入动画Stand and sit down，引入今天的学习内容2.学习新知识活动三：学一学建议用时：7—8分钟老师播放PPT，开始学习新知识活动四: 玩一玩建议用时：5—6分钟依据课本part2听老师指令做动作活动五：奖励时间建议用时：2—3分钟以组为单位，做课本part8部分，老师根据实际情况给予学生奖励Step4: Let’s play （趣味操练）活动六：唱一唱教学参考时间：4—5分钟由老师教唱课本part7部分歌曲Step5: Consolidation and extension （扩展活动）建议用时：（5—6分钟）活动七：知识拓展老师播放班班通/优教小学生安全常识歌(一)板书设计：Unit12 Good habitslistentalkstandwait相信自己，就能走向成功的第一步教师不光要传授知识，还要告诉学生学会生活。

教案2：Unit 12 第一课时

Life is full of the unexpected 第一课时Section A（1a ~ 2d）I. I. 知识目标II. 课堂环节§自主学习方案【自学自查】根据汉语提示完成单词。

1. I got to school late because I overslept（睡过头）this morning.2. When I got home, I realized I had left (遗忘)my English book at school.3. It’s cold outside (在外面), you’d better wear more clothes.4. When I got to school, I realized（意识到）I forgot to bring my homework.5. You’d better put your homework in your backpack (背包).§课堂导学方案Step 1 情景导入（参考案例）Teacher: For one or more times in our school times ,we are late for school. Have you ever been late for school? Can you tell me why? And what happened to you that day? Students: ___________①Yes, I have been late for school one times. Because…②I was nearly late for class one day and……环节说明：通过课前的一个师生问答互动引入新课的话题Step 2 完成教材1a-1c的任务【操作案例】1. 要求学生翻开课本P89，迅速阅读1a部分的内容。

并按要求完成课本上相应的任务: Look at the pictures what happened to the girl.（1分钟）2. 检查答案，先要求全班一起给出答案并检查讨论。

《新目标英语》第八册Unit12教案：拓展自己的英语词汇量

《新目标英语》第八册Unit12教案：拓展自己的英语词汇量In today's globalized society, English is widely used as a common language in international communication, business, and education. Therefore, it is essential to have a rich vocabulary to express ourselves effectively and convey our messages clearly to others. Vocabulary development is a lifelong process that requires dedication and persistence. In this unit, we will explore some tips and strategies to expand our vocabulary and enhance our fluency in English.I. Objectives:1.To introduce new words and phrases related todifferent topics.2.To provide students with various techniques andstrategies to enhance their vocabulary acquisition.3.To enable students to use the newly learnedvocabulary in real-life situations.II. Materials:1.New Horizon English (Book Eight) Unit 12.2.Oxford Advanced Learner's Dictionary.3.Interactive whiteboard and projector.III. Procedures:1.Warm-Up:The teacher greets the students and asks them to share any new words they have learned recently.The teacher writes the words on the board and asks the students to try to use them in a sentence.2.Vocabulary Introduction and Practice:The teacher introduces the new vocabulary related to different topics such as travel, culture, technology, education, and entertainment.The teacher uses visual aids, such as pictures, videos, and realia, to illustrate the meaning and context of the new words and phrases.The teacher provides examples of the new words in sentences, and asks the students to repeat them.The teacher engages the students in various exercises, such as matching words and definitions, completing sentences, and creating meaningful conversations.3.Vocabulary Expansion Techniques:The teacher introduces various techniques and strategies to expand and enrich vocabulary acquisition, such as:a.Reading extensively and critically.ing contextual clues and inference skills.c.Learning word roots, prefixes, and suffixes.d.Keeping a personal vocabulary log.e.Watching movies, sitcoms, and documentaries inEnglish.f.Playing word games and puzzles.g.Participating in online forums, blogs, and socialmedia.4. Vocabulary Consolidation and Assessment:The teacher assigns homework, such as reading a newspaper article and highlighting unfamiliar words, using them in a sentence, and checking their meanings in a dictionary.The teacher monitors and assesses the students' vocabulary development and mastery through various means, such as quizzes, projects, presentations, and conversations.IV. Suggested Activities and Projects:1.Vocabulary Card Game:The teacher prepares a set of vocabulary cards with the words and definitions facing opposite directions.The students work in pairs or groups and take turns flipping a card and guessing the meaning of the word.The winner is the one who guesses the most words correctly.2.Vocabulary Journal:The teacher asks the students to create their own vocabulary journal and record new words and phrases theyencounter in their reading, listening, and speaking activities.The students are encouraged to write definitions, synonyms, antonyms, and examples of usage for each word.The teacher collects and checks the journals periodically and provides feedback and correction.3.Vocabulary Project:The teacher assigns a vocabulary project, such as creating a vocabulary board, a word search puzzle, a crossword puzzle, or a vocabulary story.The students work individually or in groups and use the newly learned vocabulary in a creative and meaningful way.The teacher evaluates the projects based on creativity, accuracy, and relevance.V. Conclusion:Expanding our vocabulary is not only beneficial for academic and professional purposes, but also for personal growth and cultural understanding. By following the suggestedtechniques and strategies, we can enhance our fluency and confidence in English and communicate with people from different backgrounds and perspectives. Remember, vocabulary acquisition is a journey, not a destination!。

牛津译林版九年级英语上册Unit 1 Know yourself第5课时示范课教学课件

Post-listening
Task 2
Show your ideas.
Do you think animal signs decide people’s personalities?
Sample:I was born in the Year of the Dragon. The animal sign says that I am powerful. And I think that’s true. So I agree with it.
Personality: curious,clever ...Animal sign: sheep
Personality: humorous, ...Animal sign: sheep
People born under the same animal sign may not have similar personalities.
animal sign
more careful
powerful
While-listening
In Western countries, a year is divided into a cycle of (4)____ star signs. Your star sign depends on your (5)____________. Some people believe that your (6)________ may decide your personality.Do animal signs or star signs really tell anything about your personality? No, not really. If you are interested in either animal signs or star signs, read about them just for (7)_______. It is you who shape your life and your future.

四英Unit12Lesson3

①看插图，能用所学句型描述图片内容；
②快速指认并写出各肢体部位名称；
③能快速找出发音不同的单词；
④能跟唱本单元歌曲。
二、自主学习（7分钟）
1、出示自学提纲：（2分钟）
①教师拿住Reading的教学卡片，展示一到两个图片，让学生回忆课文内容；
②用游戏的方式指认肢体部位，看谁说的又快又准；
③听录音，判断字母在单词中的发音。
2、自主学习（5分钟）
三、合作探究（23分钟）
1、小组探究（5分钟）
2、全班合探（16分钟）
A出示课文图片，全班分组组成对话；
B.各小组自己完成游戏；
C.小组讨论，展示正确答案。
四、目标检测：（7分钟）
附：堂清检测题
五、板书设计
Unit12 Review
Lesson3
句型：Can I have three tickets to River Town?Here you are.
Xx学校课堂教学设计（新授课试行稿）
四年级英语学科备课人：xx
时间：2019年1月22日累计课时：第3课时
课题：（具体到单元、课时）Unit12 Reviw
二次备课
导学过程
一、导入新课（3分钟）
复习62页课文，全体一起读背。
2、板书课题（0.5分钟）
Unit12 Reviw
3、精确目标（1.5分钟）
Can I open the window?Yes,you can .
What’s the matter?My eye hurts.
单词：hand,body,ear,head,arm,leg,hair,eye,nose,mouth,foot,tummy
音标：字ห้องสมุดไป่ตู้g在单词中的两个不同发音/g//d3/

八年级英语上学期Unit12课文完全解读

八年级英语上学期Unit 12课文完全解读八年级英语上学期Unit 12课文完全解读,八年级英语上学期Unit 12课文完全解读课文完全解读Section A1b It is the cheapest . 它最便宜1b It is the closest to home.它离家最近。

1b It has the friendliest service . 它有最友好的服务。

1b It has the biggest screen.它有最大的屏幕。

1c What’s the best movie theater ?最好的电影院是什么?1c I think Gold Theater has the most comfortable seats .我想(认为) 金色剧场座位最舒服。

1.在第六单元学习了形容词和副词比较级的构成,那么本单元将进行复习并学习它的最高级构成。

A. 大多数形容词和副词有三个等级。

(1)为原级比较: as +形容词或副词原形+.as... 像...一样如Zhang Hong is as tall as Tom.张红和Tom一样高。

形容词tall用的是原级。

(2)形容词和副词的比较级: 两者进行比较构成形容词或副词比较级+than如:He is taller than I .他比我高。

可以修饰形容词比较级的有:even, much, a little, a lot, a bit.(3)形容词的最高级:三者或三者以上进行比较,结构为the + 形容词或副词的最高级+of / in ...如:He is the tallest of the three .他是这三个人中最高的。

He is the funniest in his class .他是他们班最有趣的。

形容词最高级前要加定冠词”the”B. 形容词、副词比较级和最高级有规则变化和不规则变化。

(1)规则变化一般情况下,单音节或双音节的形容词(或副词)比较级+er最高级+est如:clever-cleverer-cleverestfew-fewer-fewestsmall-smaller-smallest等以e结尾的词,比较级+r,最高级+st即可如:nice-nicer-nicestcute-cuter-cutestlarge-larger-largest以辅音字母+y结尾的变y为i+er或est如:easy-easier-easiesthappy-happier-happiest再如:early, busy, heavy, dirty, lazy ,friendly. 也如此双写最后一个辅音字母+er或est的词同学要用心去记。

英语（二）自学教程UNIT12

英语（二）自学教程UNIT12Unit 12A Break from LifeText APre-reading Questions1.Do you find it difficult to enjoy a break from life? What are some of the difficulties you have?2.What tips would you give to those who are fully occupied with their schedule and have little time feeling free?Feeling FreeI woke up feeling cranky. I didn`t want to do housework, though the laundry was piling up. I didn`t want to read the work I brought home from the office. I didn`t want to do anything that resembled responsible behavior. It was that kind of day.As I drank my morning tea, I thought I felt a headache coming on. Yes, there it was, a dull throb just behind my eyes. Maybe I should go back to bed until it subsided. As I put the dishes in the sink, it seemed that my muscles were beginning to ache. Or was the ache in my joints? That could mean I was coming down with the flu. Everyone I knew had the flu this year. Why should I be the one to escape it? I absolutely should be in bed.I shuffled back to bed, wiggled under the covers and shut my eyes. Another couple of hours of sleep would be so nice, but I was already completely awake. I ought to get up. But no, there was that headache and the beginning of a sniffle. Better get the tissues.On my way back from the bathroom with a family-sized tissue box, I stopped to grab that big new novel I had bought but had no time to read.I opened the book and settle against the pillows.The morning was moving along and so was my reading. Another twenty pages and I was stretching. I should try to crack the report I was working on. I should at least get up and do the wash. What if I was contagious? I certainly didn`t want to spead any germs. The wash could wait. My family was resourceful enough to scrounge clothing for the next day.Maybe I wasn`t actually getting the flu. I didn`t really want to be sick. To be truthful, all I wanted was a little time off. I needed to nurture myself away from people, chores, career and the outside world. Did I have to wait to be sick to do that? As a child, the only respite from school or family chores was illness. But I wasn`t a child any more. Did I have to manufacture symptoms to provide myself with an excuse? No, I decided, I didn`t.I talked to myself. Okay, I said, you need a day off. Admit it. Toss out the guilt and enjoy a mini-vacation what would you like to do? Read? You`re already doing that. Pamper yourself? Take a bubble bath. Be a hermit? Let the machine answer the phone.I poured half the bottle of bath gel into the streaming water and added a hearty handful of chamomile bath salts. Then I lit a vanilla-scented candle and gingerly stepped into the bathtub. With a grateful sigh, I immersed myself in my homemade spa. I heard the phonering somewhere off in distance and smiled.It is funny how the aches subsided in the heat of the tub. They just slipped away with the last of the bubbles down the drain. My head felt just fine, the throb replaced by a sense of well-being.By late afternoon, I was back at it, refreshed physically, mentally and emotionally. And rather than feeling helpless, I feltempowered. I had given myself permission to listen and respond to my needs, to care for myself the way I tended to my family. I didn`t need the crutch of illness to justify a rest. It was such a simple awareness, but then isn`t it the simple things that set us free?Text BPre-reading Questions1.Do you have a positive body image? What do you think is the relation between self-esteem and body image?2.What do you think is important to develop a positive body image?Self-Esteem and Body ImageI`m fat. I`m too skinny. I`d be happy if I were taller, shorter, had curly hair, straight hair, a smaller nose, bigger muscles, longer legs.Do any of these statements sound familiar? Are you used to putting yourself down? If so, you `re not alone. As a teen, you`re going through a ton of changes in your body. And as your body changes, so does your image of yourself. Lots of people have trouble adjusting, and this can affect their self- esteem.Why Are Self-Esteem and Body Image Important?Self-esteem is all about how much people value themselves, the pride they fell in themselves, and how worthwhile they feel. Self-esteem is important because feeling good about yourself can affect how you act.A person who has high self-esteem will make friends easily, is more in control of his or her behavior, and will enjoy life more.Body image is how someone feels about his or her own physical appearance. For many people, especially those in their early teems, body image can be closely linked to self-esteem.That`s because as kids develop into teens, they care more about how others see them.What Influences a Person`s Self-Esteem?PubertySome teens struggle with their self-esteem when they begin puberty because the body goes through many changes. These changes, combined with a natural desire to feel accepted, mean it can be tempting for people to compare themselves with others. They may compare themselves with the people around them or with actors and celebs they see on TV, in movies, or in magazines.But it`s impossible to measure ourselves against others because the changes that come with puberty are different for everyone. Some people start developing early; others are late bloomers. Some get a temporary layer of fat to prepare for a growth spurt; others fill out permanently, and still others feel like they stay skinny no matter how much they eat. It all depends on how our genes have programmed our bodies to act.The changes that come with puberty can affect how both girls and guys feel about themselves. Some girls may feel uncomfortable or embarrassed about their maturing bodies. Others may wish that they were developing faster. Girls may feel pressure to be thin but guys may feel like they don`t look big or muscular enough.Outside InfluencesIt`s not just development that affects self-esteem, though. Many other factors (like media images of skinny girls and bulked-up guys) can affect a person`s body image too.Family life can sometimes influence self-esteem. Some parentsspend more time criticizing their kids and the way they lookthan praising them, which can reduce kids` ability to develop good self-esteem.People also may experience negative comments and hurtful teasing about the way they look from classmates and peers. Sometimes racial and ethnic prejudice is the source of such comments. Although these often come from ignorance, sometimes they can affect someone`s body image and self-esteem.Healthy Self-EsteemIf you have a positive body image, you probably like and accept yourself the way you are. This healthy attitude allows you to explore other aspects of growing up, such as developing good friendships, growing more independent from your parents, and challenging yourself physically and mentally. Developing these parts of yourself can help boost your self-esteem.A positive, optimistic attitude can help people develop strong self-esteem. For example, saying, “Hey, I`m human” instead of “Wow, I`m such a loser” when you`ve made a mistake, or not blaming others when things don`t go as expected.Knowing what makes you happy and how to meet your goals can help you feel capable, strong, and in control of your life. A positive attitude and a healthy lifestyle (such as exercising and eating right) are agreat combination for building good self-esteem.Tips for Improving Body ImageSome people think they need to change how they look or act to feel good about themselves. But actually all you need to do is change the way you see your body and how you think about yourself.The first thing to do is recognize that your body is your own,no matter what shape, size, or color it comes in. If you`re very worried about your wight or size, check with your doctor to verify that things are OK. But it`s no one`s business but your own what your body is like. Ultimately, you have to be happy with yourself.Next, identify which aspects of your appearance you can realistically change and which you can`t. Everyone (even the most perfect-seeming celeb) has things about themselves that they can`t change and need to accept, like their height, for example, or their shoe size.If there are things about yourself that you want to change and can (such as how fit you are), do this by making goals for yourself. For example, if you want to get fit, make a plan to exercise every day and eat nutritious foods. Then keep track of your progress until you reach your goal. Meeting a challenge you set for yourself is a great way to boost self-esteem!。

四年级下册英语教案Unit12Goodhabits辽师大版(三起)

四年级下册英语教案Unit 12 Good habits辽师大版（三起）教学内容本单元围绕“好习惯”这一主题展开，通过多种情景对话和活动，让学生掌握与生活习惯、学习习惯相关的词汇和表达方式。

教学内容包括日常生活中的好习惯，如守时、整理个人物品、健康饮食等，以及学习中的好习惯，如专心听讲、认真完成作业、积极参与讨论等。

教学目标1. 知识目标：使学生能够听懂、会说、会读本单元的重点词汇和句型，如“be on time”、“keep healthy”等。

2. 能力目标：培养学生运用英语描述和讨论日常生活中的好习惯，并能就如何培养良好习惯进行简单交流。

3. 情感目标：通过学习，使学生认识到好习惯的重要性，激发他们培养良好习惯的愿望。

教学难点1. 词汇记忆：一些专业词汇，如“discipline”、“routine”等，对于四年级学生来说较为复杂，需要有效的记忆策略。

2. 句型运用：如何正确使用本单元的句型进行描述和讨论，如“I have a habit of”和“What good habits do you have?”。

3. 文化理解：理解不同文化背景下的好习惯可能有所不同，并能尊重和接纳这些差异。

教具学具准备1. 多媒体课件：包含与教学内容相关的图片、音频和视频资料。

2. 单词卡片：用于词汇教学和复习。

3. 角色扮演道具：如时钟、书本、食物模型等，用于模拟真实生活场景。

4. 作业纸：用于课堂练习和课后作业。

教学过程1. 导入：通过展示一些好习惯的图片，引导学生用中文描述，然后引入英语词汇。

2. 新授：借助单词卡片和多媒体课件，教授本单元的重点词汇和句型。

3. 实践：设计角色扮演活动，让学生在实际情景中运用所学知识。

4. 巩固：通过小组活动和游戏，巩固词汇和句型的运用。

板书设计板书设计将突出本单元的核心词汇和句型，通过图表、关键词和简笔画等形式，直观展示教学内容。

作业设计1. 书面作业：完成课后练习题，巩固词汇和句型。

Lesson42KnowYourself教案2023-2024学年冀教版英语七年级下册

3.重点难点解析：在讲授过程中，我会特别强调如何运用恰当的词汇和句型进行自我介绍。对于如何在不同场合进行自我介绍这个难点，我会通过举例和比较来帮助大家理解。
三、实践活动（用时10分钟）
1.分组讨论：学生们将分成若干小组，每组讨论一个与自我介绍相关的实际问题，例如如何在面试中进行自我介绍，如何在派对上介绍自己的朋友等。
（3）测试：在课堂结束前，我设计了一个小测试，让学生用英语进行自我介绍。通过测试，我能够了解学生对所学知识的掌握程度，并及时给予反馈。
2.作业评价
作业评价是巩固学生学习成果的重要手段。在本节课的作业中，我要求学生用英语给家人或朋友介绍自己。在批改作业时，我注意以下几点：
（1）认真批改：我对每个学生的作业都进行了认真阅读和批改，确保能够准确地了解他们的学习情况。
6.文化差异知识点：教师需要讲解中西方文化在自我介绍方面的差异，并引导学生正确地理解和运用。
7.学习策略知识点：教师需要教授学生如何通过自主学习、合作学习和探究学习等策略，提高学习效果和自主学习能力。
教学反思
今天的课结束后，我坐在办公室里，静静地回想着课堂上的每一个环节。这节课我教授了冀教版英语七年级下册的Lesson 42 Know Yourself。整体来看，这节课的进展是顺利的，但我也发现了一些需要改进的地方。
（3）在线工具：如语言学习平台、互动游戏等，用于学生课后自主学习和巩固知识。
（4）实物和道具：如图片、卡片等，用于辅助教学，让学生更直观地理解词汇和句型。
（5）作业布置：通过学习平台发布课后作业，让学生在线上完成并提交，方便教师批改和反馈。
教学流程
一、导入新课（用时5分钟）
同学们，今天我们将要学习的是《Know Yourself》这一章节。在开始之前，我想先问大家一个问题：“你们是否曾经遇到过想要介绍自己，却不知道从何说起的情况？”这个问题与我们将要学习的内容密切相关。通过这个问题，我希望能够引起大家的兴趣和好奇心，让我们一同探索如何更好地介绍自己的奥秘。

牛津译林版九年级上册Unit 1《Kown yourself》(Integrated skills)

牛津译林版九年级上册Unit 1《Kown yourself》（Integrated skills）教学设计一. 教材分析牛津译林版九年级上册Unit 1《Know yourself》（Integrated skills）主要围绕“了解自己”的主题展开，内容涉及到个人信息、兴趣爱好、情感状态等方面。

通过本单元的学习，学生能够进一步掌握英语听说读写技能，提高语言综合运用能力。

教材以真实情境的交际任务为主线，引导学生探讨和了解自己的个性特点和兴趣爱好，培养他们正确认识自我、积极面对生活的态度。

二. 学情分析九年级的学生已具备一定的英语基础，掌握了基本的语法知识和词汇量。

他们在学习过程中具有较强的求知欲和好奇心，善于模仿和参与活动。

但同时，部分学生对英语学习仍存在恐惧心理，不敢开口说英语。

因此，在教学过程中，教师需要关注学生的心理素质，激发他们的学习兴趣，培养自信心。

三. 教学目标1.知识目标：–掌握有关个人信息、兴趣爱好、情感状态的词汇和表达方式。

–学会用英语进行简单的自我介绍和询问他人信息。

2.能力目标：–提高学生的听力、口语、阅读和写作能力。

–培养学生的交际能力和团队合作精神。

3.情感目标：–帮助学生正确认识自我，树立自信。

–培养学生积极面对生活，关注自身成长的态度。

四. 教学重难点•掌握本单元的词汇和表达方式。

•能够用英语进行简单的自我介绍和询问他人信息。

•正确运用情态动词进行疑问和回答。

•在实际交际中灵活运用所学知识。

五. 教学方法1.任务型教学法：通过完成真实的交际任务，提高学生的语言运用能力。

2.情境教学法：创设生活情境，激发学生的学习兴趣。

3.合作学习法：培养学生团队合作精神，提高交际能力。

4.情感教学法：关注学生心理素质，培养积极的人生观。

六. 教学准备1.教师准备：–熟悉教材内容，明确教学目标。

–设计教学活动和交际任务。

2.学生准备：–预习本单元的生词和语法。

–准备相关个人信息和兴趣爱好。