unit 1单元过关练习

日口....目洲月节10.His mother_in a village five years ago·A .lives B.lived C .15 living D.will live 1 1._seems very hard to work out this Problem. A.Tllat B .This C.I特润目月口日目.皿困翻扭翻翻翻月翻.翔垂斑私洲盛颧缺妥S U m e ItW D.ft. e 1.根据英语释义选     

语法知识unit 1-3

Unit One 1.表示频率的副词与短语(用how often提问) always总是every day每天usually通常once a week每周一次often经常twice a week每周两次sometimes有时three times a week每周三次hardly ever几乎不曾four times a week每周四次never从不three or four times a week每周三、四次     

巧问妙答(unit1~12)

1.问:therebe结构有“有”的意思,have也有“有”的意思,两者有什么区别?答:therebe表示某地有某物。而have表示某人有某物。例如:我有两只钢笔。Ihavetwopens.铅笔盒里有两只钢笔.Therearetwopensin thepencil-case.2.问:Unit2中有这样一句话:Turn lefton FirstAvenue and enjoy the city’squietstreetsandsm allparks.句中enjoy是什么意思?答:enjoy表示“喜欢,享受……的乐趣”的意思,后面可以接名词或动名词作宾语。如:W eenjoyreadingthism agazine.3.问:Unit3中“Shelikestoplaywith herfriendsand eatgrass.”这句话中play用法有…     

unit 9 Saving the earth要点解读

一、词语例解蘸麟黔燃【用法】n.l)内容;(常用复数)目录(t hing(s)eontained in other thing(s);what 15 written or said in a book，ete.) E呷ty out the eontents of your purse·把你的荷包里的东西全部掏出来。1 like the style of his writing but 1 don’t like the content.我喜欢他的写作风格，但是不喜欢他写的内容。The Freneh newspaPer 15 always six p鳍es in eontent.那家法文报纸总是有六版的内容。注意:Conient当“里面的东西;内容”解时大多用其复数形式;但指作品、讲话之类的“内容”解时却是不可数名词，只能用单数。…     

运用"unit diary"培养学生自学能力

一、Unit Diary的设计目的和内容 目的:奥斯科特根据策略与语言材料的关系将策略分为两大类:直接和间接策略.间接策略所包含的元认知策略中,要求学生培养和建立评价学习策略.Unit Diary对本单元的词句篇让学生进行回忆和反思,这符合新课程目标和高考英语考试大纲的要求.     

中考链接(unit1~12)

1.Tellthosechildren______there.It’sdangerous.(2004佛山市中考)A.notswim B.nottoswim C.don’t分析:此题考查tell的用法,tell有tellsb(not)to do sth.意为“告诉某人要(不要)干某事”结构。答案:B2.Joan and Dick aretoobusytohelp us.Let’sdoit_____.(2004山西省中考)A.     

初三unit15——19重难点及同步练习

1、Phrases :(1 ) getonwellwithsb .与……相处得好。(2 )decidetodosth .决定做某事(3)bedifferentfrom与……不同(4 )bemadeofsth由某物制 /构成(5 )bemadeinsomewhere在某地制 /构成(6)beusedfor (doingsth)用于做某事(7)beusedbyst.被某人用于     

unit 7 How much are these pants？教学设计

本单元通过教学生谈论物品颜色、价格及购物时的礼貌用语，将语言和应用紧密地融为一体，各项任务环环紧扣，使学生得以学以致用，充分调动了每个学生的学习积极性和参与意识，使师生之间达到了很好的互动。     

unit 7 How much are these pants?教学设计

一、教材版本:《义务教育课程标准实验教科书英语(新目标)》七年级上册二、教材分析本单元通过教学生谈论物品颜色、价格及购物时的礼貌用语,将语言和应用紧密地融为一体,各项任务环环紧扣,使学生得以学以致用,充分调动了每个学生的学习积极性和参与意识,使师生之间达到了很好的互动。三、教学目标(一)认知目标1.词汇和语言点掌握词汇:关于衣物的词汇,如socks,shorts,sweater,pants等;熟练掌握数词的用法;熟练掌握big,small,short,long以及颜色等词汇。学会谈论物品颜色和价格以及谈论对服装的喜好。学会用How much is...?How muchare...?…     

牛津英语初中9A unit 3 Checkout教学设计

<正>一、课题牛津英语初中9A unit 3 Checkout二、教材简析本单元通过青少年中存在的问题和困扰这一主题,引出话题,谈论话题。由于学生对这一话题极感兴趣,在教学中准备使用多种教学手段设置情景,有效地把单词和句型情景相结合,注重听说训练,使语言点的训练密切联系生活实际,达到灵活运用,学以致用的目的。三、目标预设1.知识与能力目标:a.复习本单元重要知识点及语法(动词不定式)。b.能通过语境猜测课文大意c.理解相关细节和信     

Academic unit relocation: students’ pre- and post-move responses*

Relocation of an academic unit affects not only the staff, but also the students. A pre- and post-move study examined the responses of undergraduate students to the relocation to a new and spacious campus carried out during the break between two semesters. The distance between the old and the new site did not require home relocation. However, it required change and adaptation to issues of commuting duration and transportation. 314 students participated in a pre-move survey. Second-year students were less satisfied about the move than were first- and third-year students. The significant predictors of pre-move satisfaction with the impending relocation were the estimated change in commuting duration, estimated advantages and disadvantages of the relocation, extent of thinking about the move, and a feeling of uncertainty. 203 students participated in the post-move survey. The significant predictors of post-move satisfaction with the relocation were perceived changes resulting from the relocation, a feeling of uncertainty, and a belief that relocation is a common organisational change. Among the 126 students who participated in both surveys, there was a significant increase of positive feelings associated with the relocation, relocation satisfaction, and its justification, and a significant decrease of negative feelings and feeling of uncertainty.     

《unit 6 what’s for dinner》教学设计

一、教材分析《unit 6 what’s for dinner》是选自外研社出版的中职教育新教材《英语》中的一个单元内容。这个单元内容主要围绕饮食这一话题来展开教学,教学内容涉及一日三餐常见的中西餐食品、饮料等词汇,从学生感兴趣的题材中穿插如何点菜的对话和交际用语。本单元的教学内容是以实用性较强的生活英语应用为指向。本课的教学设计为一个课时,45分钟。     

新目标英语七年级上unit3教学设计c

在新课程背景下,《英语课程标准》（以下简称《课标》）是教材编写、教学和评价的重要依据,我们的教学应在《课标》．的引导下进行;教材是开展教学活动的中介与范例,对教材,教师应树立“用教材教,而非教教材”的正确观念;学生是学习活动的主体,在教学中,教师应充分体现“以生为本”的教学思想;资源是开展一切教学活动的有力支撑。笔者通过对《课标》的解读、教材的分析、学情的认知和资源的运用来设计教学过程,以达到在教学过程中渗透教法、指导学法的目的。