unit7复习课教学设计

unit7复习课教学设计（精选6篇）

unit7复习课教学设计 第1篇

Unit 7 How do you make banana milk shake?

课程类型：复习课

教学目标：

1、复习和区分可数名词和不可数名词

2、学会使用how many/how much问句

3、学会描述制作某个东西的过程和步骤。

4、培养学生团结协作和动手能力

Teaching procedures:

Task I: 复习与制作食物有关的单词，谈论比较喜爱的食物。

Aim: 熟悉巩固必要词汇，为之后的活动做铺垫。

Step 1.Lead-in

以一个经典笑话导入，使学生轻松的进入课堂。

Step 2 Offer words of ingredients with courseware.使用课件给学生扩展一些有关食物的词语以便学生在对话和活动中运用。

Step 3 Tell the different fruit in the salad

向同学展示一盘沙拉，并请几个同学品尝，分别说出沙拉中所包含的水果种类。

Step 4.Good Taster: What do you like in your favorite fruit salad?

(how many/how much)

对话练习，在日常生活中理解和恰当表达有关数量词的交际功能。

Step 5 Reading Put the sentences in the correct order.提供一篇关于制作三明治的过程的文章，要求学生把打乱顺序的语句重新排列。该练习着重训练学生处理信息的逻辑分析能力。

Task II: Make it and taste it.(开展小组活动，合作制作一种食物)

Aim: 通过实践活动，培养学生的实际操作能力，调动学生的情感态度，兴趣等非智力因素。

Step 1.Pre-task Ask students to bring materials of making salad or sandwich.(Teacher)Objects to bring to class: salad, hamburger, fruits.课前布置适当任务，使学生准备好自己所要制作食物的原材料。

Step 2.Group Work：Make it and Taste it!

通过小组活动，让学生互相协商分工，培养他们的合作精神，锻炼语言的交际能力。

Step 3.How do we make it?

请每组派出一名代表讲述制作食物的过程，可以借助食物和图片。

Step 4.积极开展互相评价。

Task III: Writing

通过观看记录过程，培养学生记忆和写作的能力。

Step 1.学生观看录像并用英语记录制作的步骤。

Step 2.小组讨论，互相帮助，完善自己的记录内容

Step 3.小组成员代表朗读自己的作品。

Free topics to discuss and write:

1.What have you learnt from this activity?

2.What can you make for your parents and how do you make it?

3.What other things can you make?

挑战性任务：Surf the Internet to find information about the diet culture of some other countries.教学反思：这节复习课目的让学生更好的掌握目标语言，并运用目标语言完成一个大的任务。在第一个环节中是复习单词及句型；第二个任务是锻炼学生的思维能力，鼓励他们用英语说出沙拉制作过程；第三个任务是综合运用语言，并主要看学生的动手能力，制作沙拉。学生的潜力是很大的，只要给他们空间，教师会有意想不到的成果的。但是要注意在动手制作的过程中要鼓励学生用英语，不要用汉语。

unit7复习课教学设计 第2篇

Teaching aims:

Ⅰ. Knowledge:

1. Get some information about St Petersburg and how people recover the destroyed city and cultural relics.

2. Words and useful expressions. restore, replace, recreate, in ruins, under attack, give in, in pieces, bringback to life, come true, under attack

3. Some grammar points. Word formation: re-; Present perfect passive voice.

Ⅱ. Feelings and attitudes:

1. Get the students to know that the cultural relics are rare. It is hard to recover if they are destroyed.

2. Get the students to realize that the power of the people is so great. They can overcome the difficulties and make something impossible possible.

3. We should do something in our daily life to stop the damage. Some damages are caused by human beings.

Ⅲ. Ability:

1. Enable the students to get key information after reading.

2. Develop students’ cooperation spirit.

3. Improve their reading and analyzing abilities.

Difficulties:

1. The understanding of the whole text

2. How to get the right answers in skimming.

Teaching procedures:

Step1 Greeting

Step2 Pre-reading. (7 minutes)

Review the topic: culture relics and sites students have learned in the previous lessons. Then raise some questions discussed by students of group four. Give them 3 minutes to prepare. Present some pictures of some famous cities, so the students’ attention is attracted on the topic

Questions: 1. As we all know, there are many great cities in the world, such as Beijing, Pairs, New York etc. in your opinion, what makes these cities great?

2. What’s your favorite city? Why?

3. What cultural relics are there in your hometown? How important are they?

Choose 3 or 4 students to answer each question. (4 minutes)

Hints: 1. The capital of a country/ centre of transportation/ with large population/ some important events happened in that city./ some great people have been there,etc.

2.The reason: nice weather/ beautiful scenery/ special custom/ hometown,etc.

3.Yue Temple, Bai Causeway, Su Causeway, Li Ying Temple, etc. They are important parts of Hangzhou’s history.

Goals: These questions are aimed at cultivating student’s speaking ability and the way of thinking and also spirit of teamwork.

Step3 Skimming (5 minutes)

Give students 3 minutes to go through the passage as fast as possible while the tape should be played in order to limit the time of reading. Students can underline or circle important words and sentences. After that, give them some simple questions to answer.

1. When was St Petersburg built and who built it?（300 years ago, Russian Czar Peter the Great.）

2. In 1941, who tried to destroy the city? ( Germans.)

3.When the Nazis had gone, what did the people of St Petersburg do? ( Rebuild the city.)

4.How can we describe the people of St Petersburg do? (Strong, proud and united.)

Then do the Exercise Two in post reading: True or False questions.

Goals: Train students’ reading speed and develop their ability of getting key information.

Teach some new words: the Neva River, the Russian Czar, Peter the Great, St Petersburg.

These words should be explained in accordance with certain background. That is to say, let student know something about Russian history.

Step4 Scanning (19 minutes)

Ⅰ Deal with the important words, expressions and some grammar points.(3 minutes)

Word: restore, replace, recreate, in ruins, under attack, give in, in pieces, bringback to life, come true, under attack.

Sentences: where is a river, there is a city. It is true that. Do everything we can to do something, be located in, be an important part of one’s history.

Grammar: the present perfect passive voice.

Goals: Grasp the useful expressions, language points, important sentence structures and grammar points. This can help students understand the text more easily.

ⅡAsk students to read the text carefully paragraph by paragraph in 5 minutes and find out topic sentence of each paragraph. Finally, encourage them to summarize the general idea of each paragraph. As for each question, give student 5 minutes to discuss in groups.

Questions:

1. Why do people think St Petersburg is a great city?

2. Why was it so difficult for people to rebuild the old palaces?

3. What did people use to help them rebuild the city?

4． Why are the people of St Petersburg heroes?

Choose several students to answer. (6 minutes)

Possible answers:

1. People think that St Petersburg is a great city because it was built by a great Russian Czar and has been the center of many important historic events. More importantly, it survived the Germans attack in 1941 and its people did everything they could to make it as beautiful as it once was.

2. The palaces were so badly damaged in the war that people thought it was almost impossible to rebuild them. Few modern Russian artists knew exactly what the palaces looked like and there were many missing parts and pieces. The project, restoring the former glory of the city, required hard work, patience and devotion.

3. The Russian artists used old paintings and photographs to rebuild St Petersburg.

4. The people of St Petersburg are heroes because they have made something impossible possible. They have successfully rebuilt the palaces without destroying their old beauty. With hard work, patience, devotion and love for their cultural relics, they have shown that dreams can come true.

Goals: These questions are raised to train students’ ability of summarizing, organizing and cooperation as well as to achieve the ethic aims

Step 5 free asking (3 minutes)

Give students 3 minutes to ask whatever they don’t understand after reading the text. Ask other students to give the answer if they can. If they can’t work out these problems, teacher helps them.

Goals: this step shows the students-centred principle. Students find out the problems and solve it actively.

Step6 Consolidation(3 minutes)

Fill in the blanks.

300 years ago, the Russian Czar Peter the Great built a new ________---St Petersburg. It has been the center of many important _________ in history. In 1941, it was under ______ for 900 days, but the people never ________ ________. After the Germans left, the city was almost in ________. People decided to ________ the city. It was ________ to save the palaces and buildings without _________ their old beauty. With the ______ of old paintings and photographs, people were able to _______ ________ the beauty of their culture and history. Strong, proud and _______, the people of St Petersburg are modern ________ of Russia.

Goals: Help students review the content of the text as well as some important words and expression.

Step7 Further discussion. (7 minutes)

Now, many cultural relics are destroyed by human beings. We know the power of people is great. So is their power of damaging. We should do our best to prevent this situation from going worse. For high school students, we should protect everything nearby, for example, at school or in the public place where we go. Think about what we can do to stop the damage. (4 minutes). Ask several students to express their ideas. (3 minutes).

Goals: Achieve the third aim of feelings and attitudes. At the same time, the ability of speaking, words organization and cooperation is trained.

Step 8 Conclusion. (2 minutes)

Through the discussion, we can see the importance of protection. We must do our best to stop damaging in our daily life. If everyone makes efforts, the world will be better and better.

Goals: Get the students to understand what our duties are. Achieve the ethic aims.

Step9 homework (1 minute)

1. Do exercise 2 and 4 in scanning part on the exercise book.

2. Say something about St Petersburg using your own words.

unit7复习课教学设计 第3篇

授课时间:2016年10月22日

指导专家:丁薇吉林省教育学院初中研训部英语教研员

吴晓威吉林省教育学院初中研训部英语教研员

一、教学分析与整体设计思路

(一) 教学内容分析

本堂课的教学内容Teenagers should be allowed to choose their own clothes.是人教版新目标九年级第七单元的内容。本单元的核心话题是“规则”, 旨在让学生了解哪些事情是允许青少年做的, 哪些是不允许青少年做的。本单元的题目还体现了一个重要的语言结构:与情态动词连用的被动语态。所以, 从语言功能上看, 本单元的教学需要帮助学生根据语境使用恰当的情态动词来陈述规则和表达观点。

本单元的话题rules是《初中英语课程标准》中所列的24个话题功能项目中非常重要的一个;情态动词should的用法也是语法功能项目中必考的知识点之一;should be allowed to do更是初中英语中一个相当重要的语言结构。情态动词should可以用来表达对于规则的陈述, 相当于must, have to的表达意义, 而should be allowed to do这个语言结构却是用来表达对规则的看法, 而非陈述, 学生在表达时很容易将should be allowed to do和should相混淆, 尤其是在书面表达中。

(二) 学情分析

学生在七年级 (下) Unit 4 Don’t eat in class的教学中已经学习了如何运用do/don’t/can’t/have to等简单的词或词组对规则进行陈述。在八年级 (下) Unit 4 Why don’t you talk to your parents.的教学中学习了如何用should来表达建议以及用agree和disagree来表达是否同意他人的观点。由此可见, 学生通过七、八年级的英语学习已经有了话题与语言知识的初步储备。由于本单元是初中英语的最后一册教材, 对学生语言能力的培养也应该从围绕话题简单地陈述规则内容提升为围绕话题表达观点, 向话题写作过渡。因为话题写作需要观点鲜明, 并能就观点提出支持或反对的理由, 在语言能力上的要求较高, 所以在教学设计上需要将话题、语法和句型真实地呈现出来, 以学生为主体进行从基本语言输出到高级语言输出的过渡。

(三) 设计思路

对于语言学习来说, 做习题是巩固词汇和语法知识的有效方式之一。所以, 本课的习题设计是为了帮助学生巩固本单元重点词汇allow及其被动语态, 以及语言结构should be allowed to do的用法。

在课时有限的情况下, 笔者将散而杂的语法句型进行梳理, 并以微课的形式提供给学生。在课前, 学生联系之前所学知识对新知识进行学习。由于学生已经会用can’t, must, mustn’t, have to等表达方式来陈述规则, 在此基础上, 笔者在微课视频中加入了情态动词should的用法, 便于学生区分should和should be allowed to do, 同时be allowed to do这个被动语态也会在讲解中被强化。

在微课中使用图片和视频来展示青少年被允许和不被允许做的事情, 以及青少年本人对于这些规则的看法, 不仅能激发学生的学习兴趣, 而且能为学生提供良好的语言环境, 让学生更好地理解should和should be allowed to do的语境, 减少教师在课堂上为讲解语法和语言结构的用法所花费的时间, 使学生在课堂上有更多的时间进行语言表达, 更好地就规则这一话题进行思考和讨论。英语教学的实质是交际, 交际是通过活动体现的, 活动是转变学习方式的关键。学生在课前通过微课已经熟悉了语法知识点, 从而有了更多的课堂时间参与课堂活动, 提升语言能力。

微课主要针对本堂课的教学重点, 以图片和视频导入单元话题, 对单元题目中包含的语法和语言结构进行讲解和辨析, 让学生在真实的语境中理解目标语言如何正确运用。学生在学习微课的同时, 结合教材, 对预学案中的allow, should, should be allowed to do的用法进行总结并在课堂活动中正确运用。对于与规则相关行为的陈述, 各小组在进行讨论的时候可以互相补充、完善, 教师也可以对重点知识进行拓展和延伸;在此基础上进行听力练习, 活动的主要目的在于巩固和拓展本单元的话题、语法和句型, 并在基础句型的基础上, 补充对观点是否认同的表达方式以及如何陈述支持观点的理由。最后通过两名学生关于参观博物馆的规定的对话, 让学生在语境中体会其他情态动词后面接被动语态的用法, 学生可以模仿对话, 进行口语拓展操练。

二、教学目标及重难点

(一) 教学目标

1. 初步掌握本单元的目标语言结构should be allowed to do, 能用其表达观点;

2. 能在对话中表达同意与不同意并阐明理由;

3. 能运用目标语言进行听力练习和与实际生活相关的对话练习。

(二) 教学重难点

教学重点:能运用should be allowed to do表达允许和不被允许做的事情, 并能就生活中实际遇到的情况进行交流和讨论。

教学难点:对should do, should be allowed to do以及be allowed to do的用法进行区分 (should do可用来陈述规则, 而should be allowed to do是用来陈述对规则的看法;be allowed to do是被动语态的形式) , 学生在理解的基础上才能在实际的交际对话中运用自如。

三、教学过程

(一) 设计思路

第一步:话题导入

学生在七年级 (下) 第四单元已经学习了如何陈述学校和家庭规则。以学生熟悉的图文搭配来激活记忆图式, “What can you do and what can’t you do at school?/What do you have to do at home?”在学生思考和讨论之后, 给出句型的小结并引出本单元的课文标题Teenagers should be allowed to choose their own clothes.

第二步:单元题目的理解

单元题目中使用新的情态动词来陈述规则, Teenagers should do.../Teenagers shouldn’t do...作为对已学内容的扩展和延伸。

Allow的主动语态中的动名词做宾语和不定式做宾补都是很重要的词法内容, 要给学生讲解清楚。然后过渡到被动语态的结构be allowed to do以及情态动词should与被动语态结构be allowed to do的搭配。should be allowed to do是对所陈述的规则表达个人看法。

第三步:巩固词汇和语法知识

以汉译英、句型转换等方式进行操练, 帮助学生巩固词汇和语法内容。在课堂新授课之前解决词汇和语法的问题不仅能培养学生语言的自学能力, 又能节省出宝贵的课堂时间进行深入的讨论, 并把讨论结果以高级语言输出的方式呈现出来, 真正实现语言的交际功能。

第四步:总结单元题目中语法和话题的结合点

利用教材Section A 1a中的图片, 总结单元题目中语法和话题的结合部分, 在预学案中让学生使用目标语言来总结更多其他方面的规则并提出自己的看法。

培养学生对事物独立的看法和主张是思辨型思维建立的第一步, 学生的思维不能总是简单地停留在陈述和描述的层面上, 同意或不同意也要给出合理的理由。与其他人进行沟通和交流是调整和纠正自己思维方式的重要途径。所以, 笔者让学生依据自己的喜好选择谈论的话题, 并使用英语来描述规则的内容以及个人对此规则的看法。此预设为课堂上思想的交流和碰撞提供了良好的平台, 通过交流看法, 学生的思维更加开阔。

(二) 教学过程展示

Challenge your memory

(by using as many sentences patterns as possible to describe the pictures which tell about school rules)

(By using:I agree/disagree that we are (not) allowed to...in the museum/...I (don’t) think...that...)

(三) 教学流程图

四、教学反思

unit7复习课教学设计 第4篇

三年级学生的年龄特征决定了他们刚上课时不能立即进入学习状态，因此我选用游戏导入yeah， yeah， yeah， or no， no， no。调动孩子们的学习热情，吸引他们的注意力。

接下来，我采用的是“三环式”整体阅读教学模式。Pre-reading 通过教师带领学生参观自己的农场，自然引出话题。并在这一过程中，帮助学生解决语言障碍：What are these/those？及其回答They re...？ Are these/those...？及其回答：Yes， they are./No， they arent.扫除2个名词复数：apples，pears.

While-reading师生一起go， go， go， 来到了Mr Lius farm。第1步我设置了三个问题who， where， what， 播放动画，参观Mr Lius farm.让学生初读课本，讓学生通过视听课文对话部分，感知阅读内容，进入课文情境。第2步学生自读文本，询疑解答，完成老师的三格问题。学生有针对性地寻找答案，获取关键信息。教师解惑：pigs， cows.第3步学生跟读，培养学生的英语语感和正确的语音语调。学生学习英语要经历“听——模仿朗读——说”的过程，跟读的过程就是一个纠音正音的过程，通过训练学生听录音、模仿和跟读等习惯，使学生借助口、眼、脑等活动充分理解语篇内容。

Post-reading学生通过角色扮演、复述，来达到语篇阅读质量的检查评估。根据心理学家研究表明小学生学习注意力的集中时间大概只有25分钟，因此我带领学生go， go， go 来到了Old MacDonalds farm。动画多次呈现名词复数，让学生通过视觉，直接感知名词复数。我又设计了一个活动连连看，检查学生自主阅读能力。通过几张截图，对学生视觉进行冲击，单数，复数一目了然。4组对话更好的练习和巩固本课的主要语言点，又为下节课作铺垫。最后通过一个老农民的一句话，有意识地提炼文本的情感目标，关注对学生热爱动物，热爱自然的情感的引领。

板书设计是教师在教学过程中运用文字符号、绘图、列表等手段，有效提高教学质量的一种教学行为。作为课堂教学的重要组成部分，板书可以帮助学生把握重点、理清思路，使学生能够做到“过目不忘”，以后遇到相关学习内容时还能够“触景生情”。板书设计是教学设计中的画龙点睛之笔。除了增强课堂教学的吸引力、感染力和启发性之外，它还能培养学生的分析能力、概括能力，启发思维，发展智能。所以我设计了远近两棵果树，一颗苹果树一颗梨树，用鲜艳的颜色画上许多苹果和梨子，呈现了文本中的两个水果单词apples和pears。两棵果树的树冠画上四线三格，呈现重点句型Are these/those...？ Yes， they are./No， they arent？ What are these/those？ They re...？又彩喷了几只猪和几只牛，分别放置于两棵果树之下，呈现单词pigs，cows。学习完文本，学生触景生情，借助板书复述文本。

施教完本课，听了几位专家点评后，豁然开朗、受益匪浅。再结合自己在这段时间的教学实践，感觉存在一些需要改进的地方。

首先本课的教学内容选择上有偏差。如果这不是一节拿出来比赛的课，那教学内容的选择是没有任何问题的。但这是一节比赛课，所以教学内容既然选择了story time部分，那story time部分下方的单词也必须是这一节课的教学内容。

其二英语课堂上教师话语在组织课堂教学和学生的语言习得过程中起着至关重要的作用。英语课堂话语是教师组织教学的重要工具，也是学生可理解语言输入的一个重要来源。我在教学过程中课堂指令性话语不够明确，过长，过于复杂，给学生造成理解上的困难，学生对教师的指令性话语似懂非懂，以至于不太理解教师在讲什么，布置什么活动，最终导致课堂教学的拖沓，教学效率大打折扣。我深深感受到教师具备良好的语言素质和教学组织能力以及富有创新精神的重要性。

其三小学英语新课标提出：培养学生学习英语的兴趣和积极性，使其建立英语学习的自信心，培养其具有一定的英语语感和良好的语音、语调基础，使其形成初步应用英语进行简单的日常交流能力，为进一步英语的学习打下良好的基础。本堂课中，我使用的激励性语言还不够，无法激起学生的主体参与性，让学生在课堂中体验成功的喜悦。我也感受到创设和谐的朋友式的师生关系的必要性。

unit7复习课教学设计 第5篇

1. Master the following words and expressions:

restore, replace, recreate, in ruins, under attack, give in ,in pieces, bringback to life, come true

2. Improve the Ss’ reading ability.

3. Enable the Ss to be aware of the significance of protecting cultural relics.

Teaching key points:

How to improve the Ss’ reading ability.

Teaching difficult points:

1. How to grasp the main idea of a paragraph.

2. How to guess the meaning of new word in the context.

3. How to help the Ss understand the passage deeply.

Teaching aids:

1.a tape recorder

2.a laptop and OHP(overhead projector)

Teaching procedures:

Step 1 Revision and discussion

1.T shows some pictures of cultural relics in Jingmen and get them to talk about these cultural relics.

2.T shows more pictures of cultural relics in other cities such as New York, London, Beijing and help the students discuss the Qs in pre-reading.

Qs: What is your favorite city?/What are your favorite cities? Why?

Some cities are called great cities, what makes them great?

How important are the cultural relics?

Step 2 Lead-in

T shows pictures of St Petersburg and say Let’s look at some cultural relics in Russia. What can you see in the picture? (statue, a man on his horse)Do you know who may it be on the horse? (Maybe a very important person such as a king or hero) Tell Ss they are going to learn a passage called a city of heroes.

Step 3 Reading

1. Fast-reading. Let Ss listen to the tape and try to find out the answers to the two Qs:

What does the city in the title refer to?

Who is the man riding the horse?

Teach the pronunciation of St Petersburg and the Russian Czar Peter the Great if necessary.

2. Intensive reading.

T shows pictures of St Petersburg in different times and get the Ss to give a title for them. In this way, Ss will know the structure of the passage .(4 parts including built, destroyed, rebuilt, today)

Para 1 The city was built

Qs: When and where was St. Petersburg built?

What kind of person was Peter the Great?

What did the palaces built look like?

Para 2 The city was destroyed

Qs: Who came to the city in 1941?

What did they do to the city?

What was the result?

What did people of the city determine to do at that time?

Para 3 The city was rebuilt

Qs: When did people begin to rebuild the city?

What did people use to help them rebuild the city?

What was difficult for the people to rebuild the city?

Is the city as beautiful as before after it was rebuilt?

Para 4 The city today

Qs: Who was the hero on his bronze horse?

Who are the modern heroes of Russia today?

3. In paragraph 4, T helps Ss have a deeper understanding of the title by comparing hero’ to heroes’ ,’St Petersburg’ to Peoplesburg’. If possible, ask them why St Petersburg is called a city of heroes’ in order to make Ss understand the spirit of the people in St Petersburg----patience, devotion and love for cultural relics

Step 4 Practice

T ask the Ss to finish T or F exercise on their books.

T or F:

1. ( F ) The city of St Petersburg was rebuilt by Peter the Great.

2. ( F )The Germans attacked St Petersburg a hundred years ago.

3. ( T )A portait of Peter the Great was destroyed by the Germans.

4. ( T )It was difficult for people to rebuild the old palaces.

5. (T )Workers and painters used old photographs to help them rebuild the city.

6. ( F )St Petersburg will never be as beautiful as it was before.

Step 5 Interview

T gives Ss two situations and ask them to choose one of it to prepare an interview in pairs.

Situation 1: Suppose you are a foreign reporter and your partner is a citizen of St Petersburg. Prepare an interview talking about the city’s history.

Situation 2: Suppose you are Peter the Great. You come back to St Petersburg by time machine and want to know the changes of this city from your partner who is a citizen. Prepare an interview talking about the city’s development.

Step 6 Homework

T shows pictures of cultural relics in danger and ask Ss to write a passage about how to save or protect them.

Leaning Tower of Pisa( in Italy) Abu Simbel (in Egypt)

unit7复习课教学设计 第6篇

imagine , soup , cheese , biscuit , pancake , western , Indian , Russian , pity , sale , supply , cut , oil , add , cooker , pork , immediately , advantage , cheap , butter , piece , polite , spoon , course , southern , lady , gentleman , satisfy , guest , menu , wine , bill , lemonade , salad , coke , worth ,effort

二、课文重难点

1. Do you know about Daniel lgali ?

A . know about sb know sb

2. I will turn to our teacher for help.

A . turn to sb for help

3.I will think over how we should organize the food festival .

A . think over

4.Let’s try our best to make it successful .

A. try one’s best to do sth make +adj

a.作为学生， 你应该尽力学习.

As a student , you must

b.They are going to have a sports meeting ,and they decide to make it .

A. succeed B. successful C. successfully

5. I have a sweet tooth and I think a lot of students would buy western food .

A. have a sweet tooth .

a. 小孩子喜欢吃糖，并不是好事.

It is not a good thing for children to

6. What’s more , I am sure that selling fried rice and dumplings will make a lot of money .

A.what’s more make a lot of money

7. Thank you for inviting me to you food festival .

A. thank you for doing sth

a.谢谢你告诉我这件事.

Thank you for me the matter .

b. Thank you for me your dictionary .

8. I am very pleased with what you are going to do for us .

A. be pleased with sth

a. 老师对你的作文很满意.

The teacher your composition .

9. Let’s make his dream come true .

A. come true

10. Help yourself to some soup .

A. help oneself to

a. Help to some fruit , children .

A. yourself B. yourselves C. you

11. Do you know whether or not it’s polite to smoke during a meal in France ?

A. whether or not

a. I don’t know he will come here or not .

A. if B. whether C.weather

12. If you are going to a formal western dinner party for the first time , you had better know about western table manners .

A. for the first time had better do sth

a. 我是第一次见到你的父亲.

I saw your father

b. 你最好不要告诉他你考试不及格.

You’d better him that you failed the exam .

c. You’d better up smoking .

A. to giveB. stop C. give

13. It is polite to finish eating everything on your plate , so don’t take more food than you need .

A. finish doing sth take more food than you need

a. 他上周就写完了他的小说了.

He his novel last week .

b. When did you finish (read ) this book ?

14. Remember not to drink too much .

A. remember not to do sth

a. The teacher told me to remember (not be) late again nest time .

15. If you can’t remember these rules , just do as other people do .

A. do as other people do

a. 如果你不知道怎么做，就像别人做的那样做.

If you don’t know,please

16. People around the world have different eating habits .

A. people around the world eating habits

a. 我们城市的人.

b. 他们班里的学生.

c. 来自美国的老师.

d. 我们学校的老师都很友好.

are all friendly to us .

17. I hope everyone has a wonderful time .

A. have a wonderful time = have a good time .

18. Let’s wish the students success .

A. wish sb success

19. Enjoy yourselves .

a.孩子们在公园里玩得很快乐.

The children in the park .

b. Did you enjoy (you) during the holiday .

20. We will send the food to you in twenty minutes.

A. in twenty minutes .

a. I will come back ten minutes .

A. in B. after C. for

b. He came back ten years .

A. in B. after C. for

c. They have lived here ten years .

A. in B. after C. for

21. It is very important for us to keep a balanced diet .

A. it is very important for sb to do sth

a. 和别人融洽相处是很重要的.

It is

b. It is difficult for us to remember all these new words in such a short time .

B. keep a balanced diet .

c. 保持饮食平衡是很重要.

It is very important for us to

22. We must realize that we should eat not only our favorite food but also healthy food .

A. realize sth not only but also

a. 他不但喜欢中国历史，而且还喜欢英国历史.

He is interested in China’s history the history of England.

b. Not only we but also his brother(like)playing football .

23. Jane cooked more carefully . I cooked the most carefully .

a. The students are doing their homework (care) now .

24. The more regularly we eat , the healthier we are .

A. The +比较级 ，the +比较级

a. 你的书读得越多，你获得的知识就越多.

The books you read , knowledge you get .

b. 爬得越高，看得越远.

The you climb , you see .

25. May I have the bill ?

26. The results were worth the effort .

A. be worth sth be worth doing sth

a. This books is worth (read)

三、语法：宾语从句

1、宾语从句的类型：

(1) 从句是陈述句，用连词 引导，它在从句中只起连接作用，不作句子成分，没有词义，在口语中往往可省略;

(2) 从句是一般疑问句，用连词 或 引导;

(3) 从句是特殊疑问句，用作引导词。

2、宾语从句时态的变化：

(1) 如果主句用的是一般现在时态，从句则根据动作发生的实际情况来确定。

He says (that)he(have) a walk soon. (soon 指将来，从句用将来时)

I want to know who (come) here late this morning . (今早已过去，从句用过去时)

(2)如果主句用了过去时态，那么从句也要用过去时态(包括一般过去时，过去进行时，过去将来时或过去完成时)。

He wondered if I (will come).

She told me that her son (get) well .

She said that she (like) watching TV.

We thought Jim (be) wrong .

(3) 当从句如表示的是客观存在的事实或者是客观存在的真理时，就不用受到主句时态的限制，仍是用一般现在时态。

Mr. Li said the moon(be) smaller than the earth .

The teacher told us (that) the earth (move) around the sun .

3、宾语从句的语序：

在宾语从句中，如果从句是疑问句，要用陈述语序。

四、写作：

How to make

First

Second

Next

Then

After that