L33学案
7英L33
编写人：韩昭育审核人：审批人：上课时间：年月日【课题】Lesson 33：Let’s Go to the Zoo!【学习目标】1. 记住本课5个单词并学会运用4个短语。
（重点）2. 学会现在进行时的一般疑问句结构并会作答。
（难点）3. 通过本课学习，懂得保护动物。
4.能在小组活动中积极与他人合作，相互帮助，共同完成学习任务。
【预习案】【预习自测】得分I.阅读课文，回答下列问题。
(2×5=10分)1. How many animals are there in the text?__________________________________2.What is the tiger eating?__________________________________3.What are the monkeys doing?___________________________________4.Is the elephant sleeping?___________________________________5.Does the lion look lonely?______________________________________II. 在课文中画出下列短语并记忆。
1. go to the zoo 去动物园2. make noises 吵闹3. Of course 当然4. look cute / lonely 看起来可爱/ 孤独【探究案】课文探究：1. 听录音，并填空。
Look ! The monkeys are eating ___________.The tiger is________meat. Here is an elephant, he ____ dreaming . Look at the lion! He looks _______. He is missing the _____.2. Read the text , look and practice.3. 独立完成Let’s do it No.2.（读课文，圈出正确的单词。
新概念L33教案
L33-L34
教学目标
1.Master the words and sentences.
2.Review the sentences: there be
3.Review the grammar: the present continue tense.
重点
1.Words and sentences.
Step 2: Review.
1. Review the words and sentences.
2. Review the grammar.
3. Check the exercises and homework in order to practice the above grammar.
4. Have a dictation.
Eg：The kite is above the tree.风筝在树的上方。
3)aeroplanen.飞机plane
4）sunshine sun n.太阳shine v.照耀
3.Learn the text.
1) Ask students to imagine the text according to the words and the pictures.
2. The grammar:the present continue tense.
难点
1.The grammar:fly—flying.
授课主要内容
Step 1: Greetings and warming-up.
1. Use oral English to greet with students.
2))over：在......上；
Eg：The bridge is over the water.桥在水面上。
L13教学设计及反思
Lesson 13 How Is School Going?教学设计及反思Teaching Aims:Knowledge aim:To learn some words and sentences to describe school life..Ability aims:To Understand the meaning of the dialogue.To be able to describe your school life .Emotional aims:To Love school and school life.Main and difficult Points:To learn some words and sentences to describe school life.To Be able to describe your school life .Teaching methods:Task-based teaching, Listening, speaking, reading and writing.Procedures:Greeting the students.Step I:Lead in:Enjoy a video about their own school life, then the teacher says: How happy you are! How hard you work! What’s it about? How is your school life going?Think about it:A:What subjects do you have? B: …What’s your favourite subj ect? Why?B: … (师生、生生互动）Step II: Listen and answer:What subjects do Wang Mei and Jenny have?Step III: Read and answer:(1)How many classes does Wang Mei have every day?(2)When does Wang Mei start and finish school?(3)What is Wang Mei’s favourite subj ect? How about Jenny?(4)What did Jenny make in shop class last week?(5)What activity does Wang Mei often take part in?Step IV: Retell the text.Look at the Bb and retell the text, then read together.Jenny’s school life is a little busy this______. She has ______classes every day. Jenny has English, social studies, shop, math, French and art. Her favourite subject is______.Last week, she ______a bird house all by______.Wang Mei also has six classes every day. She ____ school at 8:00 a.m. She usually _______ at 5:00 p.m. P.E is her favourite subject. They always have a big sports meet _____a year. She _____ good at the _____jump. She often ____ part in the long jump. Last term she ____ first place.Step V:Pair work: Making a dialogue about your school life.A:How is your school life?B:My school life is...A:How many classes do you have every day?B: ...A:When do you start and finish school?B:I start school at ...A:What subjects do you have? What's your favourite subject?B: ...A:What do you like to do after class(in P.E./music... class)?B: I like to play games with my friends. We play soccer ...Step VI: Group work:Writing: My school lifeSchool life is meaningful and colorful, please write it down, then share it in front of the class.Summary and Homework:Suppose you are Li Tong, please write a letter to your foreign pen pal,Tom. Talk about your school life.{ Blackboard Design } :Lesson 13 How Is School Going?Teaching Introspection(教学反思)：一．优点：1. 用“学生自己的学校生活”视频导课，生动、激趣，很好调动了他们的视听觉，提高了课堂基调，为学习课文、谈论school life奠定基础。
NCE1 L33教案
Teaching Plan Lesson 33 A Fine Day Layout of the blackboard Words and sentences on the river over the bridge/river in the sky under the bridge Sentences: 1. walk over the bridge 2. go under the bridge 3. look at a big ship 4. fly over the river 5. What are they doing ? 学习目标 1.能听说读新单词；有能力的同学会写。
2.能在情景中掌握熟练运用动词加介词。
3.能熟练运用句型: What are they doing? They are walking along the bridge. 4.能主动与人合作、交流。
学法：自主、合作、探究学习 评分表：Step 1 Greetings and Daily Report A student reports the day, date, weather to the class, then goes on to do a self-introduction, including his or her name, age, likes, appearance and so on. Then teacher can ask a few students to answer some questions relating to his or her report.Step 2 Review1. Reciting Lesson 31, Give them the picture of Lesson 31 .Then ask them to describe the pictureswith: There be …, they are doing sth.2. 复习现在进行时态：running; sweeping3. 复习介词：across, in; on, nearStep 3 Lead-inShow them the pictures of Lesson 33Look at the picture: describe the picture with their own sentences. Encourage them to speak English. Eg): It is sunny today. It is OK, it is a wonderful sentences. Or there is a bridge over the river. That is a nicer sentence.Step 4 Presenting vocabulary and sentence structureV ocabulary: over; bridge; ship; boat; areoplane ;Verbs: walk; swim; run; shine; fly add: --ingThen teach them the new words according to the pictures on the PPT.Discuss in groups. Make sure everyone can read and understand them correctly.Read aloud in class. Practice in pairs and teachers go around to offer help when necessary.Step 5 Group work ---make sentences according to the picture.walk over the bridge eg): They are walking over the bridge.go under the bridgelook at a big shipfly over the riverStep6 Listen and answerAfter students can read and understand the key words and sentences, they can have a listening practice. Listen to the tape for the first time with books closed and the teacher asks the questions: Where is the Jones family?2.Ss: Listen again and repeat twice with books open.T: get the students focus on the pronunciation, intonation and stress.3.Ss: listen and repeat once with books closed. Passage by passage.T: point out the mistakes in the pronunciation, intonation and stress.Step 7:Reading and retelling1.Read in roles (the whole class, boys-girls half to half; , they will change the roles)2.Read in threes in roles. Encourage Ss to read dramatically and try to recite their part.3. Have a reading competition.4. Retell the story with the help of key words and pictures.Step 9 Summary and comment1.Students work in groups and summarize what they have learned in this lesson.2.Group spokesmen share their summary with the class.3.Count their marks and encourage the winners.Step 10 Assignment1.Copy the dialogue once.2.Read the dialogue dramatically and try to recite it.。
五年级 上学期 英语 鲁科版Unit3__L3教案
Unit3 L3教案一、教学目标1、能听懂、会说、认读、正确书写单词children以及短语took pictures, sang and danced, play games, ate the cake并能在情境中灵活运用。
2、能听懂、会说、会写、会用几个动词的过去式had, did ,sang, took, ate.3、能听懂、会说、认读句型：“What did you do at the party?”“We sang and danced.”4、能运用所学语言向他人询问或描述生日相关活动，并能用一般过去时进行复述。
二、教学重点能听懂、会说并认读句子“What did you do at the party?”“We sang and danced.”能参与谈论生日这一话题，并用一般过去时复述生日的相关活动三、教学难点1、句型“What did you do at the party?” “We sang and danced.”2、一般过去时的理解与运用。
四、课前准备1、教师准备本节课所需的单词和短语卡片。
2、教师准备上课所需课件。
3、教师准备本节课所需音频和动画。
4、教师准备课前热身时用的小球一个。
5、教师准备一张有关生日聚会的卡片。
五、教学过程Step1: Warming up(热身)活动一：击鼓传球活动规则：老师击鼓喊停时，谁最后拿到球就站起来读上节课所学习的重点单词或句子，读对时，老师输，学生是胜利者，然后老师表演动作，如：兔子跳、贴墙、眨眼睛、扮鬼脸等；反之，若学生读错，则学生表演一个动作给大家看。
（此活动意在活跃课堂的气氛，激发学生的兴趣，并且拉近了老师和学生间的距离。
）Step2: Review (复习)活动二：快速抢答1、教师呈现前两课的单词卡片，学生快速抢答，复习所学内容。
2、教师把学生们分为若干小组，让学生运用所学句型进行交流，滚动复习所学语言知识，为学习新课做好铺垫。
L13教学设计新部编版和反思
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市实验学校快乐英语第七册Unit3 Lesson13 He likes sports育英小学傅晓丽教学目标：知识目标：1、能听、说、读、写单词basketball,baseball等。
2、能熟练掌握句型：He/She likes...能力目标：能熟练地表演Learn to say部分的内容并能改编小对话，能向别人介绍自己喜欢的明星。
情感目标：通过对话和表演增强合作意识，提高对体育运动的热爱，增强自己的体质。
教学重点：熟练拼读、书写basketball和baseball两个单词，掌握本课对话和基本句型。
教学难点：本课的难点是第三人称单数的一般现在时，要让学生理解句型并会运用，关键是做好从I like...到 He/She likes...的过渡，强调动词后的字母s，对第一人称和第三人称句型做出清晰的对比。
教具：1、实物：篮球、足球、排球、乒乓球。
2、图片：课文中所涉及到的球类图片。
明星图片及明星相关信息。
3、卡片：单词卡4、录音机、磁带教学步骤：一、Warm-up1、Sing a song: Follow me.2、Greeting:Hello, boys and girls. It's a fine day today. So it's a good day for sports.（板书课题）Do you like sports? OK, I have many balls here. Can you play them?二、New.A、 Try to use.1、出示实物球，领读单词basketball、baseball、出示单词卡片，教授新词，把卡片分为两部分，粘贴在黑板上。
basketball:basket+ballbaseball: base+ball游戏巩固把球藏在某地，当找球的同学靠近球时同学们读单词的声音就大。
3下英语U3L3教学设计
主备：审核：第 ____ 周第 __ 课时累计课时Unit3 Animals.课题 Lesson3 How many monkeys can you see?（课型：新授课）一、课标依据：1、对英语有好奇心，喜欢听他人说英语。
2、能根据教师的简单指令做动作、做游戏、做事情（如标序号、连线）。
能做简单的角色表演。
能唱简单的英文歌曲，说简单的英语歌谣。
3、能有意识的通过模仿发音，能大声跟读视频材料，能理解基本的日常问候，能在语境中理解简单句的表意功能。
4、对英语学习感兴趣，有积极性；喜欢和别人用英语交流；乐于学习和模仿；注意倾听，敢于表达，不怕出错；乐于参与课堂活动，遇到困难能大胆求助。
能尝试用多种渠道学习英语；能在学习活动中尝试与他人合作，共同完成学习任务。
二、教材分析：Unit 3 Book 2的主题是“Animals””Lessson 3 How many monkeys can you see?”的语言功能是识别和问答数字eleven到twenty；学习任务是句型“How many …can you see?”，教材内容生动有趣，能激起学生的求知欲。
三、学情分析本课的教学对象是三年级的小学生，通过第一册课本的学习，他们在听说读各方面的能力均有了一定的基础。
他们活泼好动，求知欲强，好表现，但注意力不持久，教师应在课堂上设计生动活泼、形式多样的活动，吸引学生的注意力。
四、教学目标1、语言能力目标：(1)能听说读写字母：Rr, Ss, Tt；(2)能听、说、认读单词：eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeeen, eighteen, nineteen, twenty；(3)能够听懂、会说句型：How many … can you see?并作出回答。
2、文化意识目标：通过学习本课内容，学生能在自己的内心世界当中形成关爱动物，保护动物的观念，动物是人类的朋友。
《典范英语》(3a-L13)教学参考
《典范英语》（3a-L13）教学参考The Odd Egg教学参考的目的在于为实验课提供一个基本的思路和框架，帮助实验教师更好地把握课题理念。
课题组鼓励实验教师结合学生的实际情况适当做出调整，将实验课上出特色。
一、教学目标1. 语言能力目标：学生能够读懂故事情节；惟妙惟肖地模仿录音；绘声绘色地独立朗读故事；能复述主要故事情节；能简写或仿写故事。
2. 非语言能力目标：简单了解孵蛋器的功能；通过预测故事结局和仿写故事培养学生的想象力；让学生体会孵蛋过程给一家人带来的欢乐和惊喜。
二、课时安排要求每周不少于两课时，每课时至少完成一个故事。
三、教师要求1. 教师课前须熟读故事，了解故事内容。
2. 对于较难的单词，教师可板书，并配合动作、表情帮助学生理解。
3. 全英文授课。
四、教学用具多媒体设备、CD机、课件（课题组提供）、故事图片、图片（小鸡、鸡蛋、孵蛋器）。
五、课堂教学基本步骤1. 导入（Lead-in）：拼读单词，让学生了解孵蛋和孵蛋器通过展示图片、提问问题的形式让学生了解孵小鸡的过程，为看图讲故事做好铺垫。
教师展示鸡蛋、孵蛋器和小鸡的图片，帮助学生了解孵蛋的过程。
What’s this? （教师展示鸡蛋图片）And what’s this? （教师展示小鸡图片）How does an egg become a chick?We hatch the egg by keeping it in a warm place, such as in an incubator.It will take about 20 days. Then, a chick has hatched.之后，自然过渡到讲故事环节。
Today the children hatched chicks too.Did they succeed? What happened? Let’s learn the story The Odd Egg.2. 看图讲故事（Storytelling）：理解故事情节，观察日期并体会孵蛋过程所带来的欢乐和惊喜教师利用课件逐幅播放故事图片，并用丰富的表情、生动的英文和适当的肢体语言给学生绘声绘色地讲故事，让学生观察图片上的日期变化并体会孵蛋过程带来的欢乐和惊喜。
新概念英语教案L13
新概念英语冬令营教案L13~L14 一、教材准备
新概念英语第一册L13~L14
二、课时
一课时1小时15分钟左右
三、教学重点与难点
1．词汇：
colour n. 颜色=color（美）
green adj. 绿色
come v. 来
upstairs adj. 楼上
smart adj. 时髦的，巧妙的
hat n. 帽子
same adj. 相同的
lovely adj. 可爱的
2．句型：
What colour ……?
It’s ……
3.语法
初识祈使句
四、教学目标
1．学生能掌握以上词汇的读写。
2．学生能使用“What colour ……?”完成教师给出的练习。
3．学生能接受祈使句的概念并学会使用简单的祈使句。
五、教学过程
课文
A new dress
LOUISE: What colour's your new dress?
ANNA: It's green.
Come upstairs and see it.
LOUISE: Thank you.
ANNA: Look! Here it is!
LOUISE: That's a nice dress.
It's very smart.
ANNA: My hat's new, too.
LOUISE: What colour is it?
ANNA: It's the same colour.
It's green, too.
LOUISE: That is a lovely hat!。
学案1：3.3 让生命之花绽放
让生命之花绽放【学法指导】1、课前充分预习课本P29—P31用笔勾画出重难点知识（预习时用铅笔，练习时用黑笔，重点知识、批改更正用红笔）；2、独立认真完成导学案，标记疑点。
组长要对成员课本预习情况和导学案完成情况进行检查，给予等级评价。
3、课后组长、课代表要迅速收齐导学案交学科代表，老师批阅完下发后个人要进行分类保存，经常复习回访。
4、课上小组长组织好“一对一”讨论，并帮助有展示、点评任务的同学高效完成任务。
其他同学要用双色笔迅速的补充完善自己的导学案，当堂巩固落实。
5、每个小组按分工展示，要求到位及时，用简洁的语言出示，下面同学积极质疑并及时整理和落实。
【学习目标】1、知识目标：认识生命的价值和意义，既尊重自己的生命，也尊重他人的生命。
2、能力目标：提高紧急情况下自我保护的能力，获取一些自救知识；培养学生抗挫折能力。
3、情感态度、价值观目标：悦纳自己的生命，尊重他人的生命；生命的意义不在于长短，而在于内涵；回馈社会，造福人类。
【学习重点】珍爱生命的意识，了解生命的价值所在。
【学习难点】探索生命的意义与价值，并树立积极的人生观【学习过程】一、自主独学（充分预习课本，熟记重点基础知识）1．珍爱生命的人，无论何时何地，无论遇到多大的挫折，都不会。
2．实现人生的意义，追求生命的价值，要，从做起，从做起。
3．每个人对国家、社会和他人都有价值。
在肯定自己的价值、的同时，我们应该肯定他人的价值、。
4．幸福快乐的生活从开始，世界上没有十全十美的生命。
5．在肯定、、、珍爱自己生命的同时，也应该同样他人生命。
6．当自己的生命受到威胁时不轻言放弃，；当他人生命时，尽自己所能伸出援助之手。
7．生命的意义不在于，而在于。
8．我们应该怎样珍爱自己的生命？二、探究提高探究一：材料一：废墟下咬破腮帮饮血自救。
一个小学生，被压在废墟里口渴难耐怎么办？四川大地震中十大勇敢儿童之一的什邡市洛水小学的龚辉的办法是——咬破腮帮，喝自己的血！在医院，这个不满12岁孩子讲述的自救经历令人惊叹。
冀教版2022年《L33 Life on Wheels》精品省优获奖教案
Lesson 33 Life on Wheels一、教材分析1. 教学目标●语言知识掌握词汇：wing, pull, able, appear, machine, space, imagine, environment, be able to●语言技能理解并能灵活运用书中的重点单词、短语。
●情感态度培养学生英语阅读能力，保持学习英语的浓厚兴趣，提高学生之间的合作能力。
●教学策略学生通过思考、讨论、交流和合作等方式，了解“车轮上的生活〞。
在教学过程中借助多媒体，提高课堂效率。
2. 教学重点通过了解信息，丰富有关交通工具的知识，掌握本课重点词汇。
3. 教学难点掌握不定式用法。
二、教学准备多媒体课件、配套教学光盘三、教学步骤Step 1 Class opening〔3 minutes〕1. Greetings.2. Sing a song The Wheels on the Bus.这首英文儿歌不仅是进入课堂状态的一个热身，而且为本课学习做了铺垫。
Step2 New Concepts1. Leading in〔1 minute〕T: This world is always moving. Everything seems to have wheels. Now our life is on wheels. 板书本课课题Lesson 33 Life on Wheels.2. Discussion〔2 minutes〕Discuss: How many ways can you think of to use wheels 引导学生自由讨论、发言，然后出示图片。
3. Read the text and fill in the blanks 〔4 minutes〕T: Jeremy wrote a report. Please read it carefully and quickly. Fill in the blanks.1. This is Jeremy’s report on t_______________.2. Cars make the U.S. a nation on w___________.3. Now people can even travel to space in s_______________.4. Riding a bike is good for our health and the e_______________.Ask the students to do Let’s Do It Ex.2 and write down the answers. Then check the answers together.4. Read the text again and answer the questions.〔5 minutes〕T: Now let’s read Jeremy’s report again and we will know more about it. Pleasetry to answer the questions in 5 minutes.1. According to Jeremy, what does everything seem to have2. What did horses do long ago3. What did people do over 100 years ago4. What is space Can you travel to space with an airplane在此环节，要限定学生阅读及做题时间，并根据问题的难易程度，请同学板书答案。
L33-2
Unit 4 Go with Transportation Lesson 33: Life on Wheels【学习目标】 1.通过学习Lesson33，能够熟练准确听读写下列单词： wing; pull; able; appear; machine; space; imagine; environment 2.能够认读下列单词：Jeremy; cart; skateboard; power; spaceship 3.通过学习，能够熟记下列短语并正确使用：long ago; in the 1700s; the beginning of; be able to; thousands of years; be full of; be good for; 4.熟读并理解课文内容，能够正确完成相关阅读题目。
【要点和难点】熟练听读单词，发音准确。
※※【预习任务】：I.自学本课单词并默写：（每个写2遍） 1.翅膀_________________ 2.拖;拉__________________ 3.出现_________________ 4.机器;机械______________________ 5.太空;空间;距离_______________________ 6.想象;想到_______________________7.环境________________________________ II. 认真阅读课文，将下列英汉短语或句子互译(写一遍) 1.很久以前_________________________ 2.在十八世纪________________________ 3.the beginning of_________________________ 4.be able to ____________________ 5.Boats have been around for thousands of years._______________________________ 6.现在路上全是汽车。
13三年级第三 单元导学案
__She is my mother’s mother.
__Who is she?
__He is my father’s father.
__Who is he?
Unit2
—Look at my family.
__Who is he?
__He is my father. This is my mother.
2、通过创设实际情景，让学生能在相应的情景中准确运用以上句型。
重
点
1、能听会说会读会写father, mother, sister, grandma, grandpa等四会单词
2、能听懂、会说Who is she/he? She is my mother. This is my grandma.
3、掌握学习基数词one,two,three,four,six,ten,nine会有其数数。
学情分析
通过前半学期的学习之后，绝大部分学生对英语是充满好奇的，好心奇也让他们对英语学习抱着很高的兴趣和热情，这对英语教师开展教育教学工作是十分有利的，教师要充分利用好这些最初的优势，并努力让他们继续保持对英语学习的兴趣和热情。
教
学
目
标
1:father, mother, sister, grandma, grandpa,等四会单词，能听懂、会说Who is she/he? She is my mother. This is my grandma.
游戏BINGO。
学生跟读单词
第
六
课
时
（一）热身
、复习（Warm-up
/Revision）
（5分）
（二）呈现
新课（Presentation）
直通语文口语 教案 L13
第13课我哥哥弹得特别好教学内容：生词30个；课文2篇；任务2个教学时间：200分钟教学对象：教学重点：生词和重点词的学习熟读课文，课文的整体理解和掌握询问程度、描述某种技能教学步骤：一、组织教学教师可以采用以下几种方法中一种或多种：（1）点名（2）宣布上课（3）师生交流二、复习旧课教师提出跟上次课课文相关或者话题相关的问题：（1）白丽丽的宿舍能做饭吗？（2）张文喜欢看什么书？（3）你有什么爱好？喜欢弹吉他吗？三、学习生词1. 教师领读生词（带拼音）2. 学生齐读生词（带拼音）3. 学生自己练习（不带拼音）3. 学生齐读生词（不带拼音）4. 教师讲练生词（见PPT）5. 个别学生认读生词（不带拼音）四、学习课文课文（一）1. 学生听课文1-2遍，回答下列问题。
（1）吴格在哪里长大的？（2）吴格会游泳吗？（3）陈莎莎会弹吉他吗？2. 教师领读课文（带拼音）3. 学生练习读课文（带拼音）4. 教师针对课文内容提问。
5. 学生齐读课文（不带拼音）6. 学生分角色读课文（不带拼音，见PPT）7. 教师提问，把对话体课文变成叙述体。
课文（二）1. 学生听课文1-2遍，回答下列问题。
（1）王华要去做什么？（2）陈莎莎喜欢唱歌吗？（3）陈莎莎晚上做什么？2. 教师领读课文（带拼音）3. 学生练习读课文（带拼音）4. 教师针对课文内容提问。
5. 学生齐读课文（不带拼音）6. 学生分角色读课文（不带拼音，见PPT）7. 教师提问，把对话体课文变成叙述体。
8. 教师请学生朗读本课的重点句子。
五、完成练习六、任务活动教师给学生分配任务，完成双人或小组活动（见PPT）七、布置作业1. 复习本课课文2. 预习下一课的生词课后总结和心得。
l33教案
Lesson 33 Kim’s Favorite Season椒山初中：何晓燕学习目标：1. Learn new words and phrases: clap, temperature, pie , happily, in front of…2.To master the usages of be going to, How fun it is!3. Can write a report about different seasons correctly学习重、难点：To master the usages of be going to, How fun it is!设问导读：Step 1 Lead inShow a video about what’s your favorite season.Think about it!（1）. W hat’s your favorite season?（2）. Why do you like this season ? (这一环节是对后面的写作做铺垫)(3) .Can you guess what is my favorite season and hou about kim’s.Step 2. Show the objectives ( by PPT).Step 3.Learn new wordsListen and read the new words following the tape and then check them by doing some exercises.Step 4.Listening.1.Listen to the passage and tick the sentences that DO NOT belong.(let’s do it!part2)2.Listen again. Listen and imitate.(the whole class activity)Step 5 Reading1. Pre-reading(1) Read the lesson and answer the following questions.(let’s do it! Part 1)2. while-reading(1) Read the lesson and discuss the following sentences1). She is going to talk about her favorite season.2). The temperature outside is cool and the sky is blue.3). It is a great season for apple picking.4). I usually help my mum make apple pie.5). I can enjoy the different colors of the leaves.6). Everyone happily takes an apple.7). How fun it is!”组内讨论language points并总结用法Step 6 Exercise(当堂检测)Step 7 Pair work.Make a dialogue in pairs and act it out.Step8 Homework1.拓展延伸WritingWrite a short passage about your favorite season. You can use the following tips:1). How is the weather in …?2). What activities do you like to do?3). What clothes do you like to wear?4). What food do you usually eat?2.No3-4. Recite the new words and phrases.3. No1-2. 巩固全部练习。
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Lesson 33 Out of the darkness★darkness n. 黑暗in the darkness 在黑暗中(在没有光线的情况下)★explain v. 解释, 叙述 explanation n. 解释Could you give me an explanation? 能给我一个解释吗?interpret v. 解释, (强调翻译)语言之间的解释interpreter n. 解释程序，解释者，口译人员，翻译员，讲解员interpretation n. 解释, 阐明, 口译, 通译interpretress n. 女翻译员★coast n. 海岸（地理意义上的海岸, 海岸线等, 感觉旁边是岩石, 很陡峭seashore n. 海岸（跟游玩有关系, 为了游玩的）seaside n. 海边seashore/ seaside 给人的感觉是旁边是沙滩, 可以进行日光浴的感觉bank n. 河岸，坝，堤（两边比水面高）★storm n. 暴风雨 (只解释为“风暴”)snowstorm n. 暴风雪thunderstorm n. [气]雷暴，雷雨rain heavily 表示雨下得很大pour v. 灌注, 倾泻, 涌入, 流, 倾盆大雨The rain is pouring. 倾盆大雨It's raining cats and dogs. 滂沱大雨★towards prep. 向, 朝, 接近towards 强调nearer and nearer（强调越来越近）★rock n. 岩石, 礁石rock 表示huge stone （huge adj 巨大的, 极大的, 无限的）★ahead adv. 在前面a开头的词（asleep，awake，alive，ahead，alight…）往往是表语形容词。
不管是作表语形容词，还是副词，都放在名词的后面，一般形容词放在名词的前面ahead 的用法：①放在被修饰词的后面作定语, 定语后置light ahead 前方的灯光② ahead of…在……前面 He went ahead of me. 他走在我前面③ go ahead 朝前走；请随便(回答请求时用)--Would you mind my using your telephone? / Can I use your telephone?--Ok, go ahead.--Can I smoke here?--Go ahead. /Sorry +一个原因(可能是事实, 可能是个借口)★hospital v. 医院hospital前面是否加the，和它的功能有关系，一旦+the, 只表示地点go to hospital 看病； go to the hospital 去医院（看望病人）in hospital 住院； in the hospital 在医院【课文讲解】1、Nearly a week passed before the girl was able to explain what had happened to her.nearly adv. 将近快一个星期了:________________________“一段时间以后”句型：sometime later…Three days later, my mother returned. （强调某人做某事，简单句)Three days passed and then my mother returned. 并列句, 既强调某人做某事, 又强调时间(有多久) …passed before…Three days passed before my mother returned. 强调时间(这么久的时间, 时间状语从句, 后面是从句)根据例子选择：I can swim across the river. 我能游过这条河（但没有游过，不知道能不能成功）I was able to swim across the river.be able to________________(强调有能力, 且能够成功(还强调成功)/只表示能力)can ________________ (强调有能力, 且能够成功(还强调成功)/只表示能力)2、One afternoon she set out from the coast in a small boat and was caught in a storm.set out = set off = begin a journey 出发set out from… 从……出发be caught in+灾难（突然）遇到/上（风暴等）be caught in a earthquakeI was caught in a rain. 我遇上了一场雨遇上人用meet, 遇上灾难用be caught in…3、Towards evening, the boat struck a rock and the girl jumped into the sea.towards evening 天越来越晚strike强调的往往是猛烈的撞击4、Then she swam to the shore after spending the whole night in the water.“to”强调朝那个方向去, 但没有强调越来越近；“towards”朝那个方向去，强调距离越来越近5、During that time she covered a distance of eight miles.cover可笼统地表示“行过（一段路程）”，根据上下文可具体译为“走过、飞过、游过”等。
The bird covered the distance in three minutes.a distance of+具体长度多长的距离，表示具体的距离the red army covered a distance of 25000… 两万五千里长征6、Early next morning, she saw a light ahead.a light ahead 前方的一盏灯（ahead 放在被修饰词的后面）7、On arriving at the shore, the girl struggled up the cliff towards the light she had seen.“on +动名词”相当于一个由as soon as＝the moment或when引导的时间状语从句，as soon as＝the moment后面要加句子，on 后面一定要加动词ing, 承认动词是由主句主语做的On reaching the airport, he was arrested by the police.“…up the cliff towards the…”用两个介词起到动词的作用，up在此处为介词，表示“沿着……往上”8、That was all she remembered.all作表语，是先行词, she remember 修饰 all 作定语从句, 省略 thatThat was all I wanted to say. 那就是我想说的全部That was all I can do for you.＝I can do nothing else for you.9、When she woke up a day later, she found herself in hospital.find +宾语+宾补发现……（宾补可以由形容词或介词短语充当）find the books tidy 发现书摆放得整齐I found the books in order.When I woke up, I found myself in bed.【Key structures】表示方向和目的地的介词和副词①表示“上、下”的两对小品词是on和off，up和downJim’s standing on the roof. I hope he won’t fall off.Tom’s climbing up the tree. I hope he won’t fall down.②表示“来、去”的一对小品词是from和to；towards（强调越来越近）的意义和to（强调目标）相近，表示“朝，向，接近”等；for在有些动词后面也表示“往，向”的意思The ball was coming towards me.The plane flies from Moscow to New York.He went for home.leave for… 动身到某地（强调离开，出发）Yesterday my father left for Tianjin.set out for… 动身到某地 He left/ set out for New York yesterday.head for/to 前往（强调“去”）③表示“进去，出来”这两种方向的介词为into（进、入）和out of（从...出来）；表示“在某个地方”或“在……里面/外面”可用at（含有一种瞄准的概念，方向性），in，out of等；表示目的地或位置往往用at aim at，fire at(瞄准开火)，throw at，threw to the bankTell him go into my house.Did you stop anywhere on your way to the office?去办公室的路上你在别的地方逗留过吗？④表示“穿过，越过，绕过”等动词时，往往用through，across，under，over，round等介词How did you get through the fence? 你怎么穿过篱笆的？How did you get over the wall?【Special difficulties】Pass and Pastpass和past的区别主要是词义上的区别，pass是动词，其过去式为passed，过去分词是passed或past。
当作及物动词用时，可表示“经过，通过（考试），超过”等，作不及物动词用时可表示“（时间等）消逝”。
Your sister passed me in her new car, driving great speed.I’ve passed/past my French test.A month has passed/past since I left home.past可以作形容词、介词、名词等，作形容词时表示“以前的，过去的”等；作介词时表示“经过，超出（范围等）”；作名词时表示“过去，昔时，往事”等。