英语知识点复习教案

英语知识点复习教案如何写？由于英国过去在世界各地有许多殖民地的缘故，因此在现代，英语在许多国家与地区，都是通用语言或官方语言之一。下面是小编为大家带来的英语知识点复习教案七篇，希望大家能够喜欢！

英语知识点复习教案（精选篇1）

教学目标

I. 单词和词组

permission, nation,reduce, fetch, compare, therefore, remain, dislik, share, persuade, hardly, go ahead, burn down, compared to, give up, call for, be used to, get into the habit of

II. 日常交际用语

1.请求

May / Could / Can I do that?

I wonder if I can do that.

Would / Do you mind if I come earlier?

Will you tell me if can go now?

2.允许

Yes, please. / Of course. / Sure. / Certainly.

Go ahead, please.

That’s all right. / OK.

It’s all right to me.

3.拒绝

I’m sorry, but it’s not allowed here.

You’d better not.

I’m afraid not. It’s not right.

III.语法

复习名词性从句作宾语和表语的用法。

教学建议

教材分析

The main dialogue of this unit is to practise the students how to ask for permission, refuse and give permission ability. Though learning the way of expressing are able to remind the students speaking in daily life. This dialogue is the main idea to learn to use these phrase for permission. Though two men’s talking. Meanwhile this lesson offer some practice to help the students to understand and learn about the content of the dialogue. In order to master these phases, this lesson has short dialogue to give the students to speak each other.

重点词汇讲解

1.catch fire与be on fire

1)catch fire：begin to burn着火;烧着。catch fire有动态含义，揩“开始燃烧”。

例如：

Paper catches fire easily.纸容易着火。

The bed clothes catch fire and the whole house may be burnt down.铺盖着火了，整个房子都可能烧掉。

2)be on fire：be burning着火;失火。 be on fire有静态含义，指“燃烧的状态”。

例如：

The house was on fire.房子着火了。

She woke up at midnight and found the kitchen on fire.她半夜醒来发现厨房失火了。

英语知识点复习教案（精选篇2）

Good afternoon, everyone, It’s my great pleasure to be here sharing my lesson withyou.The content of my lesson is Senior English for China Book1B Unit 16 Scientists at work. I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, the

teaching procedure,and Blackboard design.First, let me talk about the teaching material.

Part 1 Teaching Material:

This unit is about science and scientists. By studying of this unit, we’ll Enable the students to know the serious attitude towards science and develop the interest in science. At the same time ,Let the students learn how to give instructions. this lesson plays an important part in the English teaching in this unit.This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each passage. Therefore, this lesson is in the important position of the teaching material. If the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.As we all know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . According to the new standard curriculum and the syllabus (新课程标准和教学

大纲), after studying the teaching material and analyzing the rule of children’s growing of mind,I think the teaching aims are the followings:

1.Knowledge objects:

a)The Ss can hear, read, and use the main sentence patterns b)The Ss can understand the content of the lesson.

c)The Ss can use the patterns to express their thoughts in the proper situation.

2.Ability objects:

(1) To develop the Ss’ abilities of listening, speaking, reading and writing.

(2) To train the Ss’ ability of working in pairs.

(3) To Improve the student’s reading ability, especially their skimming and scanning ability.

3.Emotion or moral objects:

a)By completing the task,the Ss increase their interest and set up self-confidence in science;

b)Teach the Ss what is “science”, put the moral education in the language study.

now,let’s come to the Important points and the Difficult points.

Well, how to achieve the teaching objects better, how to stress

the important points and break through the difficult points? As is known to us all,The modern teaching demands the teacher should improve the students’ ability. A good teaching method requires that the teacher should have the leading effects. According to the analysis of the teaching material and the students’learning background ,I will use the following methods .

Part 2 Teaching Methods:

In my opinion,the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” Approach(交际教学法), “Whole language

teaching” (整体语言教学法)and “Task-based” language teaching (任务教学法). That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. According to the modern social communication teaching theories(现代社会交际教学理论), I adopt the TSA method(情景教学) and TBLT method (语言任务教学)in my teaching, namely Total Situational Action and Task-based Language Teaching.The former is a “scene —

activity” teaching method .It establishes a real scene and the interaction between the teacher and the Ss . The latter offers the Ss an opportunity to complete the tasks in which Ss use

language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they want.At the same time, I’ll make use of the modern electricity teaching equipments and all kinds of teaching means, it can develop the Ss creativity in learning English.

英语知识点复习教案（精选篇3）

1. Ability goals 能力目标

To help the Ss develop their reading ability by skimming for main ideas and car eful-reading for details with the teacher’s guidance.

To get The Ss to master some key words such as witness, abandon, yell, drag, flee and so on.

2. Learning ability goals 学能目标

To enable the Ss to talk about animals under the sea.

To help the Ss know the importance of the relationship between animals and humans.

教学重难点

教学重点和难点

Teaching important points 教学重点

Help the Ss know more about animals under the sea as well as the animals’ loyalty and help to human bein gs.

Teaching difficult points 教学难点

1. Help the Ss get the main idea and some detailed information by fast-reading and careful-reading.

2. Help the Ss tell apart from Before, During and After in the story.

教学过程

Step1. Warming Up : Talk about animals under the sea.

1. Have you ever seen some marine animals?

2. What have you seen, and where have you seen them?

I have seen a/some/many…… in/on/from……

amazing marine animals: seal, turtle, dolphin, sea-horse, sea-star, shark, angelfish, jellyfish, lobster, coral

Step2. Fast-reading:

1. Find out the Background Information of the story : writer, career, writing style, time, place, main character.

2. Find out the Main Idea of the passage: What’s the first story mainly about?

Step3. Careful-reading:

1. Clancy had heard of the killer whales that every year killer whales would help whalers catch baleen whales. Did he believe it at first? When did he believe it was a true anecdote?

2. How many paragraphs are there all together in story1? The hunt can be divided into 3 stages.

Stage1: before the hunt: (para. 2-6):

Old Tom’s doing: throwing itself out of … and crashing down again… Why? to tell the whalers…, …by the boat…, circling back to …Why? to lead the whalers…

Whalers’ reaction: Another whaler __________. George _____ ___ _____ Clancy, and Clancy ______ after him. They __________ the boat and ______ ____into the bay.

Stage2&3: Dur ing and after the hunt: (para. 7-9):

Killer whale’s doing: The killers over there are ________ themselves on the top of the whale’s blow-hole to stop it __________; and some others are stopping it _______ out to sea. The killers started ________ between our boat and the whale just like a pack of ____ ___ dogs. When the baleen whale was dead, its body wa s _______ down into the depths of the sea.

Whalers’ reaction: The man in the bow of the boat aimed the harpoon at the whale and then let it go to hit the spot.

Conclusion: They have amazing relationship. They work as a team

Step4 : Summary

Working at the _______station, I had the chance to _________ a baleen whale being attacked by a ______ of k iller whales.

On the afternoon I arrived at the station, as I was __________ my accommodation, I heard a loud noise coming from the bay. I ran down to the ______ in time to see an enormous animal _________ itself out of the water and then _______________ again. George told me it was Old Tom, who announced there would be a ___________.

Using a _________, we could see a baleen whale _______________ by about six killers. Some are ________ themselves on top of the whale’s __________to stop it breathing; and some others are stopping it _______ out to sea. The whalers aimed the ________ at the whale and then let it go to hit the spot. Being badly ________, the whale soon died. Very soon, its body was ________ by the killers down into the _______ of the sea.

课后习题

课后作业

Deal with Exercise 3 in Comprehending . Let the Ss work in groups and do some discussion：As a matter of fact, whales are now an endangered animal. Many people are trying to protect them from being hunted. The last whaling station in Australia closed in 1978. But some countries oppose the ban. An d there are still people who hunt whales. What’s your opinion? Are you for or against the banning whaling? Consider the problem carefully and we’ll have a discussion tomorrow.

英语知识点复习教案（精选篇4）

Ⅰ. Teaching Basis (教学依据) ：《普通高中英语新课程标准》

Ⅱ. The Type of the Text (课型) ：Revision (复习课)

Ⅲ. Teaching Methods(教学方法): Question-based method(提问式)，Group discussion

method(小组讨论法)，Cooperative learning(合作探究)，Practicing(练习).

Ⅳ. Teaching Aids (教学手段) ：Multimedia computer(多媒体电脑)，Learning

paper(导学案)，Blackboard(黑板).

Ⅴ. Teaching Aims(教学目标) ： ①Knowledge aims(知识目标):

words: achievement, specialist, organization, hard-working, confident….. phrases: put to death, mean doing, either…or…, the bond between……, structure: only+…., It is/was+….+that…. grammar: Subject-verb agreement.

②Ability aims(能力目标): Develop the students’ ability to use the important

language points, enable students to describe people using the adjectives.

③Emotional aims(情感目标): Encourage the students to think about what makes a

person great.

Ⅵ. Teaching focuses(教学重点)：Get the students to review and consolidate what they

have learned in this unit.

Ⅶ. Teaching difficulties(教学难点)：Get the students to turn what they have learned into

their ability.

Ⅷ.Teaching procedure(教学过程)： Step 1 复习学案情况反馈(1分钟)

Step 2 lead-in ：通过图片展示的方式，过渡到知识竞答类节目《一站到底》，本节课也将模仿这种模式授课。依次介绍本节课的竞答规则：

本此活动分为五轮淘汰赛，全班共八个小组，每个小组推荐一名选手(作为本组站神)进行参与:

→→第一轮采用记单词的方式，进行车轮大赛，最终淘汰掉一个小组，剩余七个小组成功晋级第二轮，成功晋级的小组将获得5分，加入到本组的总量化分数中;

例：

1. n.成就，功绩 _______________________ 7 .n. 巢，窝 ________________________

2. n.福利，福利事业 _________________ 8..n. 联系，关系，结合，纽带_________ 3. n,项目，工程，规划 _________________ 9. n. 观察，观测，遵守 ______________ 4. n.学会，学院，协会 _________________ 10. n. 童年，幼年时期 ________________

„„„.

→→第二轮节采用记短语的方式，在成功晋级的7个小组中进行车轮赛，最终淘汰掉两个小组，剩余5个小组成功晋级第三轮，成功晋级的小组将获得的分数为上一轮得分的二倍(即5__2=10); 例：

1.过着…的生活 ____________________ 6 .离开，启程，出发 ________________ 2.涌上心头，涌入脑海 ______________ 7.藐视，瞧不起 ___________________ 3.查阅，参考，谈到 _______________ 8. 碰巧，凑巧 ___________________ 4.偶然遇见，碰见 ________________ 9 继续，坚持 ____________________

„„„

→→第三轮采用背诵句子的方式，在成功晋级的5个小组中进行车轮赛，最终淘汰掉三个小组，剩余两个小组成功晋级第总决赛，并且这两个小组均获得一次免答权，这两个小组将获的分数为上一轮得分的二倍(即10__2=20); 例：

(1)她的一生全都奉献给了中国妇女和儿童的医疗事业。

She (2)这意味着我们要返回前一天晚上我们离开时黑猩猩一家睡觉的大树旁。;

back to the place we left the family sleeping in a tree (3)简预先提醒我们，到下午的时候我们就会又脏又累，她说对了。

(4)她母亲头几个月来帮过她的忙，这才使她得以开始自己的计划。

begin her project.

(5) 比方说，她的一个重要发现是黑猩猩猎食动物。

was that chimps hunt and eat meat. „„„

→→第四轮为复活赛，在前三轮车轮赛中被淘汰的6个小组，均可获得一次复活机会，但是复活赛的要求非常苛刻，每个参赛的小组必须能够正确背出随机指定的3个句子，8个短语，10个单词，如能成功过关，将直接晋级总决赛，但不享有免答权;假如没有成功过关，所有分数将清零。 例：

(1)她的一生全都奉献给了中国妇女和儿童的医疗事业。

speakers.

A. go on B. carry on C. carry out D. work on

3. The new equipment ________ the disabled during the 2008 Beijing Paralympics. A. was intended for B. was intended to C. intended for D. intended to

4. He was an ________ poet at that time and his _____ poems spread through all the country. A. inspired;inspired B. inspiring;inspired C. inspired;inspiring D. inspiring;inspiring

She (2)这意味着我们要返回前一天晚上我们离开时黑猩猩一家睡觉的大树旁。;

„„„

注意事项:(1)小组加分不累计。

(2)前三轮车轮赛中，每次选手必须更换，从第四轮开始可自由安排,各

小组相互监督，如有违规取消其参赛资格及所得分数。

(3)每轮车轮赛中间设1-2分钟准备时间。 (4)参赛选手在准备时间内抽取答题顺序。

设计意图:(1)增加学习的趣味性，提高学生的参与度，提高课堂效率。 (2)培养团队协作能力，增强竞争意识。

(3)尝试一种新的模式，改变英语课堂的沉闷现状。 Step 3 Summing up (总结)：

Step 4 Homework :(1)写作专题突破, 根据提示用英语写一篇介绍宋庆龄的短文。

(2)Review and summarize what you have learned in Unit 1. (3)Preview the next unit.

Step 5 Blackboard Design (板书设计)：

back to the place left the family sleeping in a tree (3)简预先提醒我们，到下午的时候我们就会又脏又累，她说对了。

and she is right.

1.与某人联系______________________ 2.计算出，得出 _____________________ 3.大胆的说，直率的说______________ 4.迫不及待做某事____________________ 5.获得博士学位____________________ 6.为了某人 _________________________ 7.为什么不呢______________________ 8.大学入学考试(高考)______________ 1 .vt&vi. 举动，表现________________ 2 .vt. 观察，观察____________________ 3. vt&n. z尊敬，尊重，敬意_________ 4 . vt&vi.讨论，争辩，辩论___________ 5. vt.鼓舞，激发，启示_____________ 6 .vi.谈到，查阅，参考_______________ 7. vt,计划，打算 _________________ 8.vt 递送，生，接生，发表___________ 8.adj.直言的，坦诚的_______________ 10. adj.值得的，值得做的______________

……….

→→第五轮为总决赛，所有进入的总决赛的小组，将随机抽到一个单选题目，请在20秒的时间内给出答案，并进行解释说明，如果回答错误将直接被淘汰。直到剩余最后一个小组，最后的胜利者的小组将获得“站神”的称号，并将获得全场分40分。

英语知识点复习教案（精选篇5）

1.能力目标：

① Listening: gain useful information and clear views from the listening material;

② Speaking: express one’s attitude or views about friends and friendship in appropriate words.

③ Reading: let Ss summarize the main idea

④ Writing: write a letter about how to make friends

2. 知识目标：

① Talk about friends and friendship; how to BE friends; how to gain friendship

② Use the following expression:

so do I / neither do I

I think it is a good idea

All right

Yes，but…

③ to get the Ss to master direct speech and indirect speech

④ vocabulary and phrases: upset, calm, concern, careless, loose, cheat, list, share, German, series, outdoors, crazy, purpose, thunder, entirely, power, trust, suffer, teenager, advice, quiz, editor, communicate, situation, add up, calm down, have got to, be concerned about, walk the dog, go through, hide away, set down, a series of, on purpose, so as to, face to face, according to, get along with, fall in love with, join in, be upset about, for once

3. 情感目标:

① To arise Ss’ interest in learning English;

② To encourage Ss to take part in the activities and make Ss confident;

③ To develop the ability to cooperate and communicate with others.

4. 策略目标：

① To develop Ss’ cognitive strategy: making notes when listening carefully;

② To develop and improve Ss’ communicative strategies.

5. 文化目标：

To enable the Ss to come to know different opinions about making friends from different countries.

6. 现实目标

① To make Ss respect each other and friendship

② To make them get well with one another in society

Teaching steps:

Period one

Step 1. warming up

1. Ss listen to an English song AULD LANG SYNE.

2. Brainstorming: let Ss say some words about friendship：careful, warm-hearted, honest, friendly, brave, humorous, funny, smart, kind, open-minded, responsible….

3. To let Ss make a correct choice about their questions that they meet in warming up.

Step 2. practice speaking

1. Ss talk about their old friends in Junior Middle School, talk about their appearance, personality, hobbies, etc.

2. Self-introduction or work in pairs

3. Ss can ask some questions about life or learning

Step 3. Make new friends

1. Ss go around and ask their new friends some information and fill in the following form name age/hobbies/favorite sports, books …

2. Report to the class: who will probably be your friend why.

Step 4. Do a survey

Ss do the survey in the text on P1

Step 5. Listening and talking

Do Workbook on P41 (Talking). While Ss listen to the material, ask them to take notes about the speaker’s views of making friends.

When Ss make their conversation, ask them to try to use the following expressions.

I am afraid not exactly I agree I think that is a good idea of course not

Step 6. Discussion

Divide Ss four in one group and each group choose a topic to discuss. There are four topics.

Topic 1: Why do you need friends? Make a list of reasons why friends are important to you.

Topic 2: There is a saying “to have a good friend, you need to be a good friend.” What do you think of the saying and how can you be a good friend?

Topic 3: Does a friend always have to be a person? What else can be your friend? Why?

Topic 4: List some qualities of a person who does not make friend easily.

Step 7. Summary

1. Ask Ss themselves to summarize what is friendship and what is the most important in making friends.

2. T shows more information about friendship and a poem about friendship.

What is friendship?

I want to find the answer to the question

What is friendship?

When it rains, I think friendship is a small umbrella.

It can give me a piece of clear sky.

When I’m crying, I think friendship is a white handkerchief.

It can wipe my tears dry.

When I am sad, I think friendship is a warm word.

It can bring me happiness again.

When I am in trouble, I think friendship is a strong hand.

It can help me escape my troubles.

When I sit in a quiet place, I think friendship is a very wonderful feeling.

It can’t be pulled and torn, because it is in everyone’s heart.

It is there from the beginning to the end of our lives.

3. Tell Ss: make new friends and keep the old; one is silver and the other is gold.

Step 8. Evaluation

Ss finish the following evaluation form. Standard: A, B, C

Contents 自评 他评

1. I’m active in talking with others.

2. I’m active in cooperating with others.

3. I can express myself fluently, accurately and appropriately.

4. I know more about friendship after the lesson…

5. Do you think you need to improve yourself in some ways? Which ways?

Homework:

1. Look up the new words and expressions in warm-up and pre-reading in a dictionary.

2. Write a short passage about your best friend.

Period two

Step 1. Warming up

Activity 1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or TV at home.

How would you feel?

What would you do?

Four students a group discuss with each other for 2 minutes.

Activity 2: Play a short part of the movies

Step 2. Predicting

Students read the title of the passage and observe the pictures and the outline of it to guess:

Who is Anne’s best friend?

What will happen in the passage?

Step 3. Skimming

Students skim the passage in 2 minutes to get the main idea:

Who is Anne’s best friend?

When did the story happen?

Step 4. Scanning

Students work in pairs to find the information required below:

Anne in World War Ⅱ

Step 5. Intensive reading

Students work in groups of four to discuss the following open questions:

1. Why did the windows stay closed?

2. How did Anne feel?

3. What do you think of Anne?

4. Guess the meanings of “spellbound”, “ hold me entirely in their power” from the discourse(语篇,上下文).

5. Which sentences attract you in the passage?

Step 6. Activity

Four students a group to discuss the situation:

Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you.

What will you take? Why?

How will you spend the 3 months?

How will you treat each other and make friends?

Step 7. Assignment

Task 1. Surf the internet to find Anne’s Diary and read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. We will share the pieces and your feelings with the whole class.

Task 2.Ex 2.3 on Page3

Period three

Step 1. Warming up

Check the Ss’ assignment: task 2

Step 2. Language points:

1. add (v.)

1). To put together with something else so as to increase the number, size, importance, etc.增加，添加

Please add something to what I’ve said, John.

2). To join numbers, amount, etc so as to find the total 相加

Add up these figures for me, please.

add to something: to increase 增加

The bad whether added to our difficulties

add up to总计、加起来共是

Having a big breakfast adds up to 112

add…to…把…加到…

Please add the names to your list

2. Cheat v.

1). To act in a dishonest way in order to win 欺骗;作弊

2). (of, out of) to take from (someone) in a dishonest way 骗取

The boss has cheated out of his money

1). an act of cheating 作弊行为

2). one who cheats 骗子

3. Go through

1).To examine carefully 仔细阅读或研究

I went through the students’ papers last night.

2).To experience 经历，遭受

They went through the terrible earthquake at night

4. Crazy (adj.)

1). mad, foolish 疯狂的，愚蠢的`

It’s crazy to go out in such hot weather.

2). wildly excited; very interested 狂热的，着迷的

She is crazy about music

5. Lonely (adj.) unhappy because of being alone or without friends 孤独的，寂寞的

He has been very lonely since his wife left him.

Lonely/alone

alone

1). without or separated from others单独的

She lives alone.

2). only 仅仅，只有。用于名词或代词之后。

The gloves alone cost $ 80.

Leave/let sb. or sth. alone: not take, touch or interfere with sb or sth 不带走，不触摸，不干涉某人或某事

Leave that alone. It’s mine.

She has asked to be left alone.

6. be concerned about/for: be worried about 担心

We’re all concerned about her safety

Concern oneself in something 从事或参与某事

He concerned himself in the case

Be concerned with… 　与…有关

The car accident was concerned with my carelessness

7. upset:

1). Adj. worried; sad; angry; not calm 不安，心烦意乱， 生气

He is upset about the little things。

2). V. cause to worry, to be sad, to be angry, not to be calm 使不安，使生气

His cheating on the exam upset his mother

8.well n.井 adj. 身体好 adv. 好 Int. 噢，

George was well and truly drunk.

I couldn’t very well say no when there was no one else she could ask.

9. spellbind: to hold the complete attention of 吸引人，迷人，是入迷

The children watched spellbound as the magician took rabbits from his hat.

Step 3. Learning about language

1. Finish Ex.1, 2 and 3 on Page 4.

2. Direct speech and indirect speech: Ss do Ex.1 and 2 on Page 5. Then let the Ss themselves discover the structures.

Step 4. Practice

Using structures on Page 42: ask the Ss to use indirect speech to retell the story.

Step 5. Assignment

Finish Workbook. Ex, 1 and 2 on page 41 and 42.

Period four

Step 1. Revision

Check the Ss’ assignment.

Step 2. Reading

Ss read the letter on page 6 and tell each other how to help the student named Lisa

Notes:

1. get along with

2. fall in love with

Step 3. Listening

Ss should take notes while they are listening.

1 .first listening: Ss listen and answer the questions of part 2 on page 6.

2. second listening: Ss listen again and finish part 3 on page 6.

Step 4. Listening

Ss listen to a story about Anne and try to finish Workbook. Ex 1 and 2 on page 43 and page 44.

Step 5. Speaking

Ss work in groups of four, design a questionnaire to find out what kind of friends your classmates are. They can use the quiz in the warming up to help them.

Step 6. Assignment

1. Ss prepare the reading task on page 44.

2. Surf the internet and find some material about friendship in different countries.

Period five

Step 1. Warming up

Ss say something about making friends and how to maintain friendship.

Step 2. Listening

Ss listen to a short passage and fill in the blanks on page 41 (listening).

Step 3. Reading

1. first reading: Ss read the passage about friendship in Hawaii and finish Workbook.Ex1.on page 45.

2. second reading: Ss read again and discuss the questions on page 45.

3. Ss share their material about friendship in different countries in groups, and then choose some groups to show theirs in class.

Step 4. Discussion

What do you and your friends think is cool?

Ss look at the photos on page 46 and in groups of four talk about whether what they are doing is cool or not.

Ask Ss to use the following sentences while they talk:

I think that… is cool/ isn’t cool because ….

I think so.

I don’t think so.

I agree with you.

I don’t agree with you.

Step 5. Assignment

Ss collect some proverbs about friendship.

Period six

Step 1. Pre-writing

1. Read a letter from a student called Xiao dong.

2. Go over the advice on page 7 and be ready for writing.

Step 2. While-writing

Ask the Ss to write a letter to Xiao dong as an editor and give him some advice.

1. Ss make a list of the important information they can need

2. Ss begin to write the letter to Xiao dong.

3. Ss revise their letters by themselves.

4. Ss exchange their writing paper with their partners and correct the mistakes (tense, spelling, letters, structures….)

5. Ss get back their own writing paper and write the letter again.

Step 3. Post-writing

Choose some students’ writing paper and show in the class. Ask the Ss to correct the mistakes together and also learn from some good writings.

Step 4. Writing for fun

1. Ss read the passage on page 7 by themselves.

2. Ss try to write a few lines to describe their best friends or a person they know.

3. Show some Ss’ writings in class.

Step 5. Assignment

Do Workbook. writing task on page 46.

Period seven

Teachers can use this period freely.

Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself on page 47. It is very important to improve their learning interests and abilities。

Teachers can try to let Ss write down their opinions about making friends or friendship in order to make Ss get well with each other in school.

英语知识点复习教案（精选篇6）

教学准备

教学目标

掌握住列举的重点单词和句子

教学重难点

掌握住列举的重点单词和句子并能灵活运用

教学过程

Ⅰ.重点单词

1.________ vi.爆裂;爆发

n.突然破裂;爆发

2.________ n.事件;大事

3.________ n.废墟;毁灭

vt.毁灭;使破产

4.________ adj.极度的

5.________ vt.破坏;毁坏;消灭

6.________ vt. & vi. (使)震惊;震动

n.休克;打击;震惊

7.________ n. & vt.援救;营救

8.________ vt.使陷入困境

n.陷阱;困境

9.________ n.灾难;灾祸

10.________ vt.埋葬;掩埋;隐藏

11.________ n. & vt.损失;损害

12.________ n.裁判员;法官

vt.断定;判断;判决

13.________ vt.损害;伤害→________ n.伤害;损害→________ adj.受伤的

14.________ n.电;电流;电学→________ adj.用电的;带电的'→________ adj.与电有关的;电学的

15.________ vt.使惊吓;吓唬

→ ________ adj.受惊的;受恐吓的

→ ________ adj.令人恐惧的

16.____________ n.祝贺;(复数)贺词

→ _____________ vt.祝贺

Ⅱ.重点短语

1.a (great) number ________许多;大量的

2.dig ________掘出;发现

3.________ an end结束;终结

4.right ________立刻;马上

5.as ________仿佛;好像

6.________ ruins严重受损;破败不堪

7.think little ________轻视，满不在乎

8.tens ________ thousands of数以万计

9.be proud ________以……自豪

10.judge ________从……判断

11.be trapped ________陷入

12.be buried ________埋头于

13.put ________ shelters搭建避难所

14.get away ________离开

15.pay attention ________注意

Ⅲ知识点教案

EX.2 On seeing Jay Chow appear on the stage, the audience burst out _________ (cheer).

burst with anger/ joy

勃然大怒

burst n.

突然破裂;爆发

a burst of laughter

一阵笑声

2.

n.废墟，遗迹(常用复数形式);毁灭

be/lie in ruins

成为废墟;严重受损;破败不堪

EX.1 All the towns were/lay in _____ (ruin) after the earthquake.

vt.毁灭;使破产

ruin oneself

ruin one’s health/fame/future

EX.2过量吸烟损害健康，因此你应该戒烟。

Heavy smoking ruins your health, so you should give up smoking.

EX.3用ruin, destroy, damage填空：

① Her heart was slightly _______ as a result of her long illness.

② His life was ________ by drink.

③ The earthquake almost _______ all the bridges in this area.

3. injure vt.损害;伤害

______ n.伤害

______ adj.受伤的

________伤员

Exs.

①The soldier was ______ in the arm in the war.

②She was ______ slightly in an accident during the work.

③This bright light will do great ______ to your eyes.

④I was very much ______ at his words.

看例句再归纳：

1. I was shocked to hear that 17 people died in the explosion at a restaurant in Anhui.

2. I was shocked at the news that 17 people died in the explosion at a restaurant in Anhui.

3. I was shocked that 17 people died

in the explosion at a restaurant in Anhui.

excite, discourage, disappoint, encourage, inspire, interest, move, please, puzzle, surprise, worry…

6. trap

vt.使陷入困境

trap sb. into (doing) sth.

be trapped in

困在……中;陷在……中

EX.1警察设圈套使他讲出实情。

The police trapped him into

telling the truth.

EX.2对比练习

他陷入交通堵塞中，感到很无助。

1) He ___________ (trap) in the traffic jam and felt helpless.

2) When he __________ (trap) in the traffic jam, he felt helpless.

3) When __________ (trap) in the traffic jam, he felt helpless.

n.陷阱;困境

set a trap to do sth./for…

诱使某人做某事

fall into a trap

落入圈套

7. bury vt.

找出含bury的短语并翻译

① The army organized teams to dig out those who were trapped and to bury

the dead.

掩埋

② He has learnt to bury his feelings.

掩藏、隐藏

③ You’ll never solve your problems if you just bury your head in the sand----you have to face them.

bury…in…

把……埋到……里;使……沉浸于……

④ She buried her face in her hands and wept.

bury one’s face in hands

双手掩面

be buried in/bury oneself in

专心于;埋头于;沉浸于

EX.1对比练习：

他埋头学习，不知道他的同学们早已经离开了。

1. As he ____________ (bury) in his study, he didn’t know that his classmates had left.

2. As he __________ (bury) himself in his study, he didn’t know that his classmates had left.

3. _____ (bury) in his study, he didn’t know that his classmates had left.

4. ________(bury) himself in his study, he didn’t know that his classmates had left.

5. 8. right away

6.立刻、马上

7. =right now/ at once/in no time

8. by the end of到时候为止(常与_________连用)

9. EX.2 By the end of last month, he _________(learn) 3,000 English

10. words or so.

11. EX.3我会用爱迪生的一句名言来结束。

12. I’ll end up with a famous saying from Edison.

13. 10. Review

14. a (great/large) number of +(pl.) n.

15. the number of+(pl.)n.

16. EX.1 The number of foreign students attending Chinese universities_________ (be) rising steadily since 1990.

17. EX.2 ----The number of students are in

18. the dining hall now.(改错)

19. ----Yes. The number of students

20. _____ (be) about 400.(填空)

21. 11. Thousands of families were killed and many children were left without parents.

22. leave做使役动词，意为___________________

23. leave+宾语+宾补{doing sth.

24. {done

25. {to do sth.

26. {adj. / adv. /介词短语

27. EX.1 You shouldn’t have left water ___________(run).

28. EX.2 She ran away _____________________

29. _______________. (她跑开了，留下她的男友

30.一个人在雨中)

31. 12. It seemed as if the world was at an end!

32. → as if用于陈述语气中：

33. It looks as if it’s going to rain.

34. She closed her eyes as if she was tired.

35. → as if用于虚拟语气中：

36. 1). She behaved as if nothing ______________(happen).

37. →as if___________ “似乎要做某事”

38. 2). He opened his mouth as if _________ something. (say)

39. 12. It seemed as if the world was at an end!

40. → as if用于陈述语气中：

41. It looks as if it’s going to rain.

42. She closed her eyes as if she was tired.

43. → as if用于虚拟语气中：

44. 1). She behaved as if nothing ______________(happen).

45. →as if___________ “似乎要做某事”

46. 2). He opened his mouth as if _________ something. (say)

47. 13.Translate the following sentences:

48. 1). All hope was not lost.

49.

50. 2). Not everyone has passed the exam.

51. 3). I don’t want both the ties.

52.部分否定/半否定:

53. all/both/every... not...(not all/both/every…)

54.意为：______________________

55. EX.1 ________ people can understand you.

56. = _____ people can _____understand you.

57.并不是所有的人都能理解你。

全部否定：

no, never, none, neither, nobody,

nothing, no one, nowhere…

EX.2这两个男孩对我们都不粗鲁。

Neither of the boys is rude to us.

Ⅳ.巩固考点作文串记

One night, everything began ___________ (shake), with the pipes _________ (burst) and the electricity cut off. It seemed that the world was ______ an end. Some people were ______ (injure), some buried in the _______ (ruin) and some missing. Judging from the situation, there were ______ number of ______ (trap) people waiting for the rescue. But all hope was not lost, ________ soldiers were soon sent to help ______. With the help of the soldiers, everything returned to _______ (peaceful).

英语知识点复习教案（精选篇7）

教学目标

通过本单元教学，使学生掌握有关提出建议或忠告的句型，对他人的一些具体问题提出自己的建议或忠告。复习有关看病的用语。通过对课文的学习，了解有关营养与卫生方面的基本常识，描写中国食谱与西方食谱之间的差异及优势。

1.重点词汇

examine;advise;contain;score;scores of;discuss;cause;suggestion;in (the)future;be rich in;put on weight;at the end (of);lose weight

2.重要句型

1)I advise you not to eat fruit that isn't ripe in future.

2)The result is that many of them become fat.

3)There is as much sugar in it as eight pieces of sugar.

3.语法

学习英语中提出建议和忠告的句型

4.日常交际用语

a. Seeing the doctor：

1)What can I do for you? What was the matter?

2)Lie down and let me examine you.

3)I've got a pain/cough/headache.

4)I don't feel well.

5)There's something wrong with……

6)Take this medicine three times a day.

7)Drink plenty of water and have a good rest.

8)Take two pills now and two more in four hours'time.

b. Making suggestions and giving advice

1)You'd better have a good rest.

2)I advise you to do something.

3)I advise you not to do something.

4)I suggest that you do…

5)Why not do…?

6)Why don't you do…?

教学建议

写作建议

1.首先让学生们写在练习本上，然后与同组讨论，互相交换议建议。

2.谈论书中所给出的几个题目，练习学生们看病的用语。如：

I've got a pain/ There's something wrong，/I feel terrible./ I don't feel well，so on.

课文建议

Step1本篇课文是有关健康饮食的话题，通过对比中西方饮食的对比，让学生们能够对课文的了解，教师列表写在黑板上。(略)

Step2通过阅读，让学生掌握一些饮食的名称，如What's your favorite food?

duck/ chicken/egg/peanuts/jiaozi/noodles/chocolate/cream/cakes/potato crisps/butter，etc…

听力建议

Step1.Preparation for listening

让学生们准备去听听力，首先让他们看P121页的练习，使学生们能够了解练习的大概内容。

Setp2.每一道题先放一遍，提问学生们是否听懂，大概的内容是什么。然后再放两遍，让学生们单独去做练习。

Setp3.让学生们能够重复每一段小故事。如：Ex1.

I was in a chemistry lesson. I was carefully looking at something on the lab table and my hair caught fire. Luckily I wasn't badly hurt .Next time I'll tie my hair back before I go into the lab. Long hair can be dangerous

重点难点讲解

辨析pain与ache

相同点：两者都表示疼痛。不同点：

pain要注意以下三个方面：

① 表示身体某部位不适时，属于可数名词;

I've a pain in my back. 我后背有点疼。

② 表示精神上的痛苦时，属于不可数名词;

He gave his mother much pain by failing all the subjects. 他所有的考试不及格使他妈妈很痛苦。

③作“努力”、“辛苦”讲时，只用复数形式，但不能用many，few修饰。

No pains，no gains. 不劳则无获。

ache表“疼痛”时，其主语是身体的某部位，而不是“人”。

My legs ache. = I have pains in my legs. 我脚疼。

注：head，tooth，stomach(胃)与ache一起构成复合名词，如：headache(头疼)，但leg，foot，hand，forehead不行。

辨析asleep，sleepy 和sleeping

相同点：这三个词都具有形容词性质。不同点：

asleep意思是“睡着了，它是表语形容词，在句中只能作表语或宾语补足语，不能作定语。

The teacher found Tom asleep in class and kept him behind after school.

老师发现汤姆在课上睡着了，放学后把他留了下来。

sleepy意思是“想睡了”但并没有睡着。它可以在句中作定语。

I'm sleepy and I'd like to go to bed.老想睡了，我去房间休息了。

sleeping意思是“正在睡觉”。它可以在句中作定语。

They woke up the sleeping girl and asked her where her parents were.他们把那位正在睡觉的女孩叫醒，问她父母在哪儿。

辨析diet与food

相同点：diet，food都可作“食物”解。不同点：

diet指的是习惯的食物或规定的食物，特指维持健康的定量或定质的食物，如病人的疗养饮食。

The doctor has ordered me a special diet.医生给我安排了特殊的饮食。

注意：diet是可数名词，常与不定冠词a连用，如：

food是一般用法，凡能吃喝的具有营养的东西都称food. food是不可数名词，但在表示食品的种类时，可以用复数。

The doctor put him on a diet after operation.手术之后，医生规定了他的饮食。

Too many sweet foods will make you fat.太多的甜食会使你发胖。

辨析in the future 与 in future

相同点：这两个短语都表示“在将来”的意思，一般可以互换。不同点：

1)in future (= from now on)强调“从今以后/今后”，如：

Don't do that again. Be more careful in future. 别再那样做了，今后更要注意。

2)in the future (=time that has not come yet)侧重表示“将来某个时候/将来”，不一定就是从今立即开始，与in the past相对。

My sister wants to be an actress in the future. 我妹妹将来想当演员。

辨析 too much 与 much too

1)much too具有副词功能，作程度状语，常用来修饰形容词或副词原级，意为“实在太，非常”。它不能修饰动词。

It is much too expensive. 这实在太贵了。

2)too much具有形容词、名词和副词的功能，可用作主语、宾语、表语、定语或状语，意为“太多、过多、过分、太厉害”。中心词为much，too用于修饰much，表示程度，用以加强语气。其用法可以归纳为以下几种：

a. 用作形容词，修饰不可数名词;

b. 用作副词，修饰动词，作状语。

c. 用作名词，后常与of连用。

d. 用作代词;

e. 一般不单独用在be动词之后，但可用在 “be too much for sb.”结构中，表示“对某人来说太难了(受不了)”。例如：

1)There was too much noise.(√)The noise was too much.(×)噪音太大了。

2)She is afraid the rip will be too much for her. 她怕受不了旅途的劳累。

3)You are asking for too much.你要的太多了。

4)Jack thinks too much of himself.杰克太自以为是。

It cost him too much. 他付出的代价太大了。

辨析advise和suggest

相同点：这二个动词都是提出建议和忠告，后面同时可接如下用法：

1)可接名词：He advised / suggested a rest.他建议休息一下。

2)代词：They advised / suggested nothing to us.他们对我们没有什么建议。

3)动名词：Tom advised / suggested sending for a doctor at once.汤姆建议立即叫医生。

4)that引导的宾语从句(that从句中用should+动词原形，should可省略，意思相近)。

I advised / suggested that he (should)eat more fruit.我建议他应多吃水果。

不相同点：

advise可以接宾语+不定式短语或疑问词引导的不定式短语，而suggest不能这样用。

The doctor advised me to rest for a week.医生建议我休息一星期。

I suggested to hold a meeting (×)

I suggested holding a meeting.(√)

John suggested us to go for a walk.(×)

John advised us to go for a walk.(√)

辨析die of 与die from

相同点：两者含有“由于……而死”之意，后均接名词或动词-ing形式。在因外界环境影到体内或疾病，衰弱，年迈而造成的死亡时，两者可互换。

He died of/from overeating/hunger/cold /illness.他因为消化不良/饥饿/寒冷/疾病而死亡。

不同点：

die of 可用来表示因内在感情而造成的死亡，或因直接原因导致死亡，常用于以下情况：

die of cancer/a cold/a fever/old age/sorrow/love

die from用来表示非人体的而是环境污染，事故等造成的死亡，或者说因间接原因导致死亡，常用以下情况：

die from polluted air /an accident/drinking too much/ a wound因污染的空气/事故/饮酒过度/受伤而死

分析句型as much /many as…

作“多达……程度”解。所涉及的数量如果是可数的，则用many，如果是不可数 的，则用much，如：

You can eat as much as you like.你爱吃多少就吃多少。

Here are plenty of magazines. Take as many as you want. 这里有大量的杂志，你要多少拿多少吧。

分析discuss用法

vt.讨论，商量，商讨

1.+疑问词+to do

We'll discuss when to hold the sports meeting.我们将讨论什么时候开支运动会。

2. +从句

We discussed where we should go.我们讨论了我们该上哪儿去。

n.讨论，议论

We had a long discussion about the question.关于这个问题我们讨论了很长时间。

cause much discussion 引起议论

be under discussion 在讨论中。

1.When playing football or basketball，you might be using 400 calories an hour.

这句是状语从句中省略了主语和动词be.在表示时间、地点、条件、方式(比较)或让步等的状语从句中，如果谓语含有动词be，主语又和主句的主语一致，或其主语是it，那么从句中的主语和谓语的一部分(尤其是动词be)往往可以省略，如：

连词+V-ing

When (she was)walking along the river，she met the stranger.

连词+V-ed

He won't come unless (he is )invited.

连词+adj/adv

The news will change all our plan，if (it is )true.

另外，在比较状语从句或方式状语从句中，可根据需要省略相同的成份。

You can jump much higher on the moon than (you jump)on the earth.

2.What food do you think is healthy and which is unhealthy?

该句为“特殊疑问词+do you think+其他部分构成的，用以征询对方的看法或推测等。其中的do you think 是插入语，并不影响全句结构。可以用于这一结构的动词还有believe，imagine，suppose等，如：

Who do you think has got the first prize? 你认为谁获得了第一名?

Which do you suppose will be taken away next? 你认为接下来被拿走的是哪一个?

但是当think，believe，imagine，suppose等用在“think+宾语+to be”结构时，要慎重选择who(主格)或whom (宾格)，试比较：

1)Whom do you think to be the best in our class?你认为谁是我们班的学生?

2)Who do you think will be our English teacher next term?你认为下学期谁会当我们英语教师?

句1为“think sb. to be”结构，是对sb.表示疑问。

句2是对I think 后宾语从句的主语表示疑问。

表示建议和提出忠告的方法

“建议”可以包括两个方面，即表示建议对方做某事和表示建议对方和自己一起做某事，第二种情况在现代汉语中可用“咱们”这个人称代词。“建议”有许多表达方法，有直接了当地提出自己的想法，也有转弯抹角地暗示自己的想法;有随时想起的提议，也有经过周密思考提出的建议。表达“建议”的常用方法有：

1)用“Let's” 开头的祈使句后面接动词原形，建议对方和自己一起做某事，句尾常常加 “shall we?”，“OK” 等用于征求对方看法的词语，从而使语气缓和得多。例如：

Let's cross over here while the light's green.

Let's call it a day now，OK?

Let's go upstairs，shall we?

“Let's…，shall we?” 句型可以和 “Shall we…?” 换用，肯定回答常用 “Yes，let's…” .例如：

—Shall we listen to some music? —Yes，let's listen to some.

2)用 “Why don't you…” 句型建议对方做某事，可缩略为 “Why not…?”。 例如：

Why don't you sell the car if you need money?

Why not look in the local paper?

3)用“How/ What about…?” 句型，表达非正式的建议，征求对方意见，多数情况下建议对方和自己一起做某事。例如：

How about a trip to the beach on Sunday?

What about coming across the road for a break?

4)用suggest，suggestion等词汇表示比较正式的建议，在会议和讨论中使用较多，也常用于书面语中。例如：

I suggest a meeting with the new members.

I suggest trying it once more.

I suggest (that)we (should)take the night train.

“劝告”偏重于为对方着想，替对方出主意、想办法，或者是长辈对晚辈、师长对学生、有经验的对无经验的人讲应该做什么或怎样去做。表达“劝告”的常用方法有：

1)“You'd better….”句型表达随便的劝告，口语中有时省略had和主语you.例如：

You'd better take an umbrella. It's going to rain.

Better do it yourself. It's no good depending on others.

2)用should，ought to，might，could 等情态动词表达责任和义务。例如：

—Please tell me which courses to take in the first term.

—Well，you could take a history course. You might also take art course. You should certainly take a language course.

3)用advise，advice 等词汇。例如：

I strongly advise you to see the doctor.

My advice is： Go to the doctor right now.