make_pair用法 make的七种用法
关系的变量做格兰杰因果检验时是用原序列还是？
步骤一：分析数据的平稳性（单位根检验）
make_pair用法 make的七种用法
make_pair用法 make的七种用法
按照正规程序，面板数据模型在回归前需检验数据的平稳性。李子奈曾指出，一些非平稳的经济时间序列往往表现出共同的变化趋势，而这些序列间本身不一定有直接的关联，此时，对这些数据进行回归，尽管有较高的R平方，但其结果是没有任何实际意义的。这种情况称为称为虚回归或伪回归（spuriousregression）。他认为平稳的真正含义是：一个时间序列剔除了不变的均值（可视为截距）和时间趋势以后，剩余的序列为零均值，同方，即白噪声。因此单位根检验时有三种检验模式：既有趋势又有截距、只有截距、以上都无。因此为了避免伪回归，确保估计结果的有效性，我们必须对各面板序列的平稳性进行检验。而检验数据平稳性最常用的办法就是单位根检验。首先，我们可以先对面板序列绘制时序图，以粗略观测时序图中由各个观测值描出代表变量的折线是否含有趋势项和（或）截距项，从而为进一步的单位根检验的检验模式做准备。单位根检验方法的文献综述：在非平稳的面板数据渐进过程中,LevinandLin(1993)很早就发现这些估计量的极限分布是高斯分布,这些结果也被应用在有异方的面板数据中,并建立了对面板单位根进行检验的早期版本。后来经过Levinetal.(2002)的改进,提出了检验面板单位根的LLC法。Levinetal.(2002)指出,该方法允许不同截距和时间趋势,异方和高阶序列相关,适合于中等维度(时间序列介于25～之间,截面数介于10～之间)的面板单位根检验。Imetal.(1997)还提出了检验面板单位根的IPS法,但Breitung(2000)发现IPS法对限定性趋势的设定极为敏感,并提出了面板单位根检验的Breitung法。MaddalaandWu(1999)又提出了ADF-Fisher和PP-Fisher面板单位根检验方法。
由上述综述可知，可以使用LLC、IPS、Breintung、ADF-Fisher和PP-Fisher5种方法进行面板单位根检验。其中LLC-T、BR-T、IPS-W、ADF-FCS、PP-FCS、H-Z分别指Levin,LinChut统计量、Breitungt统计量、lmPesaranShinW统计量、ADF-FisherChi-square统计量、PP-FisherChi-square统计量、HadriZ统计量，并且Levin,LinChut统计量、Breitungt统计量的原设为存在普通的单位根过程，lmPesaranShinW统计量、ADF-FisherChi-square统计量、PP-FisherChi-square统计量的原设为存在有效的单位根过程，HadriZ统计量的检验原设为不存在普通的单位根过程。有时，为了方便，只采用两种面板数据单位根检验方法，即相同根单位根检验LLC（Levin-Lin-Chu）检验和不同根单位根检验Fisher-ADF检验（注：对普通序列（非面板序列）的单位根检验方法则常用ADF检验），如果在两种检验中均拒绝存在单位根的原设则我们说此序列是平稳的，反之则不平稳。如果我们以T（trend）代表序列含趋势项，以I（intercept）代表序列含截距项，TI代表两项都含，N（none）代表两项都不含，那么我们可以基于前面时序图得出的结论，在单位根检验中选择相应检验模式。但基于时序图得出的结论毕竟是粗略的，严格来说，那些检验结构均需一一检验。具体作可以参照李子奈的说法：ADF检验是通过三个模型来完成，首先从含有截距和趋势项的模型开始，再检验只含截距项的模型，检验二者都不含的模型。并且认为，只有三个模型的检验结果都不能拒绝原设时，我们才认为时间序列是非平稳的，而只要其中有一个模型的检验结果拒绝了零设，就可认为时间序列是平稳的。此外，单位根检验一般是先从水平（ll）序列开始检验起，如果存在单位根，则对该序列进行一阶分后继续检验，若仍存在单位根，则进行二阶甚至高阶分后检验，直至序列平稳为止。我们记I(0)为零阶单整，I(1)为一阶单整，依次类推，I(N)为N阶单整。
步骤二：协整检验或模型修正
情况一：如果基于单位根检验的结果发现变量之间是同阶单整的，那么我们可以进行协整检验。协整检验是考察变量间长期均衡关系的方法。所谓的协整是指若两个或多个非平稳的变量序列，其某个线性组合后的序列呈平-No, I’m not.稳性。此时我们称这些变量序列间有协整关系存在。因此协整的要求或前提是同阶单整。但也有如下的宽限说法：如果变量个数多于两个，即解释变量个数多于一个，被解释变量的单整阶数不能高于任何一个解释变量的单整阶数。另当解释变量的单整阶数高于被解释变量的单整阶数时，则必须至少有两个解释变量的单整阶数高于被解释变量的单整阶数。如果只含有两个解释变量，则两个变量的单整阶数应该相同。也就是说，单整阶数不同的两个或以上的非平稳序列如果一起进行协整检验，必然有某些低阶单整的，即波动相对高阶序列的波动甚微弱（有可能波动幅度也不同）的序列，对协整结果的影响不大，因此包不包含的重要性不大。而相对处于阶序列，由于其波动较大，对回归残的平稳性带来极大的影响，所以如果协整是包含有某些高阶单整序列的话（但如果所有变量都是阶数相同的高阶，此时也被称作同阶单整，这样的话另当别论），一定不能将其纳入协整检验。
协整检验方法的文献综述：(1)(1999)、andChiang(2000)利用推广的DF和ADF检验提出了检验面板协整的方法,这种方法零设是没有协整关系,并且利用静态面板回归的残来构建统计量。(2)Pedron(1999)在零设是在动态多元面板回归中没有协整关系的条件下给出了七种基于残的面板协整检验方法。和的方法不同的是,Pedroni的检验方法允许异质面板的存在。(3)Larssonetal(2001)发展了基于Johansen(1995)向量自回归的似然检验的面板协整检验方法，这种检验的方法是检验变量存在共同的协整的秩。我们主要采用的是Pedroni、、Johansen的方法。通过了协整检验，说明变量之间存在着长期稳定的均衡关系，其方程回归残是平稳的。因此可以在此基础上直接对原方程进行回归，此时的回归结果是较的。这时，我们或许还想进一步对面板数据做格兰杰因果检验（因果检验的前提是变量协整）。但如果变量之间不是协整（即非同阶单整）的话，是不能进行格兰杰因果检验的，不过此时可以先对数据进行处理。引用张晓峒的原话，“如果y和x不同阶，不能做格兰杰因果检验，但可通过分序列或其他处理得到同阶单整序列，并且要看它们此时有无经济意义。”下面简要介绍一下因果检验的含义：这里的因果关系是从统计角度而言的，即是通过概率或者分布函数的角度体现出来的：在所有其它的发生情况固定不变的条件下，如果一个X的发生与不发生对于另一个Y的发生的概率（如果通过定义了随机变量那么也可以说分布函数）有影响，并且这两个在时间上又有先后顺序（A前B后），那么我们便可以说X是Y的原因。考虑最简单的形式，Granger检验是运用F-统计量来检验X的滞后值是否显著影响Y（在统计的意义下，且已经综合考虑了Y的滞后值；如果影响不显著，那么称X不是Y的“Granger原因”（Grangercause）；如果影响显著，那么称X是Y的“Granger原因”。同样，这也可以用于检验Y是X的“原因”，检验Y的滞后值是否影响X（已经考虑了X的滞后对X自身的影响）。Eviews好像没有在POOL窗口中提供Grangercausalitytest，而只有unitroottest和cointegrationtest。说明Eviews是无法对面板数据序列做格兰杰检验的，格兰杰检验只能针对序列组做。也就是说格兰杰因果检验在Eviews中是针对普通的序列对(pairwise)而言的。你如果想对面板数据中的某些合成序列做因果检验的话，不妨先导出相关序列到一个组中(POOL窗口中的Proc/MakeGroup)，再来试试。
情况二：如果如果基于单位根检验的结果发现变量之间是非同阶单整的，即面板数据中有些序列平稳而有些序列不平稳，此时不能进行协整检验与直接对原序列进行回归。但此时也不要着急，我们可以在保持变量经济意义的前提下，对我们前面提出的模型进行修正，以消除数据不平稳对回归造成的不利影响。如分某些序列，将基于时间频度的数据变成时间频度下的变动数据或增长率数据。此时的研究转向新的模型，但要保证模型具有经济意义。因此一般不要对原序列进行二阶分，因为对变动数据或增长率数据再进行分，我们不好对其冠以经济解释2、t：today i go to school by bus. i usually go to school on foot. 教师利用肢体动作帮助学生理解句子意思。。难道你称其为变动率的变动率？
步骤三：面板模型的选择与回归
面板数据模型的选择通常有三种形式：一种是混合估计模型（PooledRegressionModel）。如果从时间上看，不同个体之间不存在显著性异；从截面上看，不同截面之间也不存在显著性异，那么就可以直接把面板数据混合在一起用普通最小二乘法（OLS）估计参数。一种是固定效应模型（FixedEffectsRegressionModel）。如果对于不同的截面或不同的时间序列，模型的截距不同，则可以采用在模型中添加虚拟变量的方法估计回归参数。一种是随机效应模型（RandomEffectsRegressionModel）。如果固定效应模型中的截距项包括了截面随机误项和时间随机误项的平均效应，并且这两个随机误项都服从正态分布，则固定效应模型就变成了随机效应模型。在面板数据模型形式的选择方法上，我们经常采用F检验决定选用混合模型还是固定效应模型，然后用Hauan检验确定应该建立随机效应模型还是固定效应模型。检验完毕后，我们也就知道该选用哪种模型了，然后我们就开始回归：在回归的时候，权数可以选择按截面加权（cross-sectionweights）的方式，对于横截面个数大于时序个数的情况更应如此，表示允许不同的截面存在异方现象。估计方法采用PCSE（PanelCorrectedStandardErrors，面板校正标准误）方法。Beck和Katz(1995)引入的PCSE估计方法是面板数据模型估计方法的一个创新，可以有效的处理复杂的面板误结构，如同步相关，异方，序列相关等，在样本量不够大时尤为有用。
求几道初中英语选择题的解。要解释哦！
Student A is Alan and Student B is Cindy. Talk about the rules in 2a.1.There_D___fish in this river than in that one.
A SWIMMING POOL = A POOL FOR SWIMMINGA.are fewer
B.is fewer
C.are less
D.is less
Fish 是不可数名词，所以不能用are,而few是修饰可数名词的。Less是little的比较级，修饰不可数名词。所以选D。
2.The whole class_B__listening to the teacher carefully ,and this class ___the best one in the grade.
A.are;are
B.are;is
C.is;is
D.is;are
The whole class 是指全班学生，而后面的this class 是指一个集体，把它看成一个整体。
3.根据句意，用所给的词的适当形式填空
Mr Smith has two _brothers-in-law___(brother-in-law),both of whom are teachers in a school.
4.Here is a photo of Mr Shute's. His familyD__in front of Eiffel Tower.
A.were
B.are
C.was
D.is
这里的his family 是指他的家，不是他家的成员。根据前面的时态，应该是现在时。
5.Mr Black is a friend of___.
A.Mraymother's
B.Mery's mother
C.mother's of Mary
D.Mary mother
觉得应该是Mary's mother's
6.These Germans want to he some _A__for supper ,so they decided to catch__now.
A.fish;many
B.fishes;much
C.fish;much
D.fishes;many
因为鱼译为鱼肉时是不可数，所以个是fish,第二空是译为很多种鱼时是可数
7.What did jack do yesterday ?He went to a _D__to buy a pair of new ____.
A.shoe'shop;shoe
B.shoeshop;shoe
C.shoesshop;shoes
D.shoeshop;shoes
Shoes是很少以单数出现，因为鞋子是两只的，而鞋店是shoe shop
8._B__face to the south.
A.Windows of the room
B.The windows of the room
C.The room's windows
D.The windows in room
表特指
9. room 和 place的区别
.place一般都是特指，指某种单一的，特殊的地点。
room是泛指，不是具体的概念，都是抽象的
10.是all kind of 还是all kinds of
all kinds of是各种各样的意思没有all kind of
11.一个半小时的两种表达法
one and a half hours或者one hour and a half
1.选is less
1A 此题考察比较级，fish在这里是可数名词
2B whole class指全班同学，this class 指这个班级
3 brothers-in-law
4 D family在此是单数
5 B Mr Black 是Mray的
6A
8B
9room指房间，place指某一个地方
10 all kinds of
11 an hour and a half 或one and a half hours
1 A 此题中的fish是指一条条的鱼，是复数形式，用few , 后面有than比较
2 B 前面指学生，后面指整体班级
3 brothers-in-law
4 A 指（全家）人，当时
5 Mary's mother's
6 A 当晚餐吃的是鱼（肉） 不可数，需要抓的可数
7 D 鞋店，名词修饰名词，前面的名词一般不用复数，买鞋子不会一只吧
8 B 房间的窗户应该限定，房间不用's表示所有格
9 room房间，空间（=space） place名词地方；动词：放置
10 all kinds of
11 one and a half hours/ one hour and a half
怎么编译iTalc的源代码
教学重点：git 版的，用的是 cmake 来编译的一、初步掌握动词现在分词的构，结果，发现，这个软件声称需要 Linux-PAM 的支持，但是在说明文档中并没提到这个支持，于是，我就试着下了一份 Linux-PAM ，经过几次编译调试，最终用的以下配置命令通过 Linux-PAM 的编译：
"All the ________ are made of ________ , not plastics, and this pair of glasses _"
B
解题思路：glass(玻璃)是物质名词，glasses()只有复数形式，这样的构成方法有：
1)由两个相同部分组成的名词，如：trousers裤子，gloves手套，shoes鞋子，scissors剪刀，socks袜子，handcuffs，pincers钳子，jeans牛仔裤，tweezers镊子．
2)以-ing结尾的名词，如：earnings薪水，sings储蓄，findings调查结果，logings住处，sightings发现，winnings奖金，surrounudings环境，greetings致敬．
3)有些名词的用法则习惯上用复数，如：armed to the te(武装到牙齿)，shake hands with (握手)，make friends with，by leaps and bounds(突飞猛进)．
以上四例与逻辑有关：很难想象只有一个牙齿，而握手和交朋友都是双方的事，蹦跳起来也不可能只有一步．
下面几例则与婚丧喜庆有关：
My hearty congratulations！(衷心祝贺)
My best regards to her！(问好，致意)
MStep2:any happy returns of the day！(祝贺生日用语)
To express one's condolen1)encourage用作动词，意思是“鼓励”、“支持”。ces to(吊唁)
英语八年级课堂课件(2)
The teacher ask the students to read these five verbs for sral times.英语八年级课堂课件【3】 一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词：decide, try, paragliding, feel like, bird, bicycle, building, trader, wonder, difference, top, wait, umbrella, wet, because of, below, enough, gry
2) 能掌握以下句型：
① Where did…?
② What did…?
③ How was…? / How were…?
④ Did she/he…?
2. 情感态度价值观目标：
学生了解我国不同地方的人们上学的方式，了解还有一些地区的孩子们需要我们去帮助他们。
二、教学重难点
1. 教学重点：
1) 掌握本课时出现的生词及表达方式。
2) 进行听力训练，提高综合听说能力。
3)阅读短文，获得相关信息，提高学生们的综合阅读能力。
2. 教学难点
1. 听力训练
2. 阅读2b部分的短文并完成相关要求。
三、教学过程
Ⅰ. Warming- up and revision
1. Daily greeting.
2. Check the homework. Let some Ss report where did they go on vacation.
3. Review the “复合不定代词”
4. Review the “反身代词”
5. Show a movie of paragliding.
Ⅱ. Writing
Work on 1a:
1. Point to the six words. delicious, expensive, exciting, cheap, terrible, boring
2. Read the words and let Ss read after the teacher.
3. Point to the last picture and say: This is a cake. It’s delicious. Then do the same thing for all six pictures.
4. Let Ss match each word with a picture. Then check the answers with the students.
…Work on 1b:
1. Explain the meaning of “ J words” and “ L words.”
2. Let Ss discuss the words they know and write them down on the line.
3. Let some Ss read out their words to the class. (Or let some Ss write their words on the blackboards.)
Ⅲ. Listening
Work on 1c:
1. T: Now let's work on 1c. First, let one student read the questions aloud. Make sure all the Ss know the meanings of the questions.
2. Play the recording for the first time. Ss only listen.
3. Then play the recording for the second time. Ss listen and answer the questions.
4. Then play the recording for the third time for the Ss to check the answers.
5. Ss listen to the tape and circle the words and phrases they hear.
6. Check the answers: (Look at the big screen.)
Work on 1d:
1. Tell Ss this time they he to write down what Lisa said about her vacation, the people, the fun park, the food and the store.
2. Then play the recording for the second time. Ss listen and write down the words.
3. Then play the recording for the third time for the Ss to check the answers.
听力指导：在听时要抓重点内容。次听要求我们回答问题，因此在听的时候，应重点将与这些问题相关的内容方面的听清，其他作为非重点内容。另外，要注意要速记下重点内容。
在完成1d部分时要注意听的重点是放在Lisa对这五个方面的事情所做评价，因此应听清楚那些形容词。
Ⅳ. Pair work
1. Tell Ss to ask and answer about Lisa’s vacation. Begin your questions with the following sentences. For example:
Where did you go on vacation?
I went to New York City.
Did you go with anyone?
Yes, I did.
2. Ss work in pairs and ask and answer about Lisa’s vacations.
3. Let some pairs come to the front and ask and answer in pairs.
Ⅴ. Discussion
1. Tell Ss to work in groups. Discuss the questions toger.
What do people usually do on vacation?
What activities do you find enjoyable?
2. Give Ss some sible answers:
People usually go to some places of interest for vacation.
I find fishing enjoyable.
3. Ss discuss the two questions. Write down their answers. Let some group report their answers.
VI. Reading
Work on 2b:
1. T: Now we’ll read Jane’s diary entries about her vacation and answer the questions.
Did Jane he a good time on Monday?
What about on Tuesday?
2. Ss read the diary quickly and find the answers to the questions.
3. Check the answers with the Ss.
Work on 2c:
2. Let Ss look at the chart first. Then let them read and fill in the chart.
3. Check the answers. (Look at the big screen.)
Work on 2d:
1. Tell Ss they should read the conversation about Jane’s trip to Penang again and use the rmation in the diary entries.
2. Ss read the conversation about Jane’s trip to Penang first then try to fill in the blanks.
3. 方法指导：首先，应读通读整个对话一遍，理解对话的大意;然后，认真阅读有空格的上下句的内容，结合日记的内容，确定空格处的内容。 ，再通读一遍对话，综合日记的内容看每个空格处是否贴切。
3. Ss read carefully and try to write down the words in the blanks.
4. Check the answers with the class.
Work on 2e:
1. 告诉学生们这篇日记是Jane在七月十八日又一次参观了Penang Hill 后，所写的。读日记，并用括号中单词的正确形式填空。
2. 方法指导：首先，再次明确这是一篇日记，因此应用一般过去时态;然后，通读一遍日记的内容，了解大体内容;，综合每句的内容，用括号中动词的正确的形式填空。
3. Ss read the diary and try to fill in the blanks.
4. Check the answers. (Look at the big screen)
5. 对动词一般过去时的规则形式与不规则形式，再复习一遍。
Homework
用所给动词的适当形式填空。
1. My mother ______ (buy) a new schoolbag for me yesterday.
2. When _____ you _____ (start) to learn English?
3. My aunt ______ (take) us to dinner at a restaurant but the food _______ (is) not good at all.
4. When I _______ (am) in America, I _______ (make) a lot of new friends.
5. They _______ (he) a great sale last weekend.
英语八年级课堂课件【4】
一、教学目标：
1. 语言知识目标：
1) 复习询问或谈论期去某地旅行的经历。
2) 能够综合运动词的一般过去时形式，并能正确填空。
3) 总结回顾动词过去式的规则变化不规则变化。
2. 情感态度价值观目标：
1) 学生了解我国不同地方的人们上学的方式，了解还有一些地区的孩子们需要我们去帮助他们。
2)通过谈论期旅行的经历，明白在旅行时应注意保护环境。
二、教学重难点
1. 教学重点：
1) 能综合运用所的重难点词汇来完成相关任务。
2)能运用英语根据相关提示来记自己某次旅行的经历。
2. 教学难点：
能运用英语根据相关提示来记自己某次旅行的经历。
三、教学过程
Ⅰ. Warming- up and revision
1. Let Ss read the passage about Jane’s vacation to Malaysia. Then fill in the blanks.
2. Check the answers.
Ⅱ. Discussion
1. Show some pictures of the some places of interest. Tell Ss the name of them.
e.g. the Great Wall, Summer Palace, Tian’anmen Square, a Beijing hutong…
2. Let Ss discuss what they can do, eat, buy… in those places.
Ⅲ. Writing
1. Tell Ss they went to one of these places of interest last summer vacation. With the of the words in the box, try to fill in the blanks of the diary.
2. Let some Ss read the words in the box.
3. Ss read the diary and try to fill in the blanks with the words in the box.
2. 阅读指导:
首先，应阅读日记一遍，了解日记的大意。然后，细读每一句，根据上下文文意来确定每个空格处应填的词汇。比如：读行可知此处是填空记日记时的时间，空格后面有日期，因此空格处应填月份August。读第二句话，可知空格处应填写天气的词汇，故应选hot and sunny。其他类似。
3. Ss read the passage then fill in the blanks with the words in the box.
4. Check the answers.
Ⅳ. Pract
Work on 3b:
1. Let some Ss read the questions aloud to the Ss. Make sure they know the meaning of the questions.
2. Let Ss work in pairs to ask and answer the questions. Write their answers on a piece of .
3. Get some pairs read out their answers.
4. Check the verbs forms.
Work on 3c:
1. Tell Ss to write a trel diary like Jane’s on Page 5. Use your notes in 3b.
2. 写作指导：
1. 本文为写日记， 因此应用一般过去时态。应注意动词的过去式形式。
2. 回顾一下在3b中所回答的问题的情况，然后将这些句子按恰当的逻辑顺序排列在一起，形成条理清晰的一段文字。
3. 可以根据旅行的经历再添加一些恰当的想象的句子。
4. 再次，阅读一遍短文，看有没有错误的句子。
3. Ss wrS: Listen and repeat.ite their diary by themselves. Give any they need.
4. Let some Ss read their diary to the class.
Ⅴ. Self check 1
1. 让学生们看自己的笔记，复习相关复合不定代词的用法。
2. Let Ss read the all conversation and choose the correct words in the box to fill in the blanks.
3. Check the answers with the Ss.
4. Explain any problem that Ss can’t understand.
Ⅵ. Self check 2
1. 让学生们看自己的笔记，复习相关动词过去式的规则变化及不规则变化。
2. Ss read the passage and fill in the blanks.
3. Let some Ss write their answers on the blackboard.
4. Check answers with the Ss.
5. Explain any problem that Ss can’t understand.
Ⅶ. Group work
1. Tell Ss what they should in this activity. Imagine you are all foreigners on vacation in China. You meet each other at the airport on your way home. Talk about what you did on your vacation.
2. Ss work in groups of four and ask and answer about their vacations in China.
3. Let some pairs act out their conversations in front of the class.
Homework
1. Review Section B.
2. 阅读Self check 2 的短文，并强化记忆所列举动词的一般过去式形式。
3. 总结全单元出现的不规则变化的动词的一般过去式，并努力记住他们。
英语八年级课堂课件【5】
一、教学设计思路
为学生设置情境，帮助学生在不同情况下做出正确的选择和回答，使学生在应用中掌握知识。
二、教学目标
(一)知识
1. 掌握如何礼貌地发出、接受、拒绝邀请：Canyou come to my party? Yes, I’d love to. / Sorry, I can’t. today,tomorrow, the day after tomorrow, next week, lesson,invitation
2. 掌握如何谈论自己或别人必须做的事情：Ihe to ...
(二)能力
能够根据日程表中的安排自己的活动。
(三)情感
礼貌地发出、接受、拒绝邀请，礼貌地与人交流。
三、教学重点
礼貌地发出、接受、拒绝邀请。Can youcome to my party? Yes, I’d love to. / Sorry, I can’t. today,tomorrow, the day after tomorrow, next week, lesson,invitation
四、教学难点
根据日程表中的安排自己的活动并对邀请做出适当回答。
电脑、投影仪、邀请卡片
英语八年级课堂课件【6】
一、教材分析:
本模块以出行旅游为话题，通过大量的语言材料集中展示了问路、指路、对某一区域进行描述的语言表达方式。本节课是本模块的课时，是一节听、说课，主要通过听、说、读、写来展开课堂活动，为学生提供了充足的体验和运用语言的机会。
二、学情分析：
学生在七年级已学过一些方位介词和问路的句子，这为学习本单元新知识奠定了基础。利用学生对学校周围环境比较熟悉这一特点作为切入点，学生深入探究、自主解决问题。
二、教学目标: (Teaching aims)
1、Knowledge Objects
a. Key vocabulary ____ bank, market, supermarket, pool, swimming pool,
square， structures, left, right, opite, chairman,
between, turn, corner, along
b. Key structures ____ How do I get to…?
Can you l me the way to….?
Go straight ahead.
Go along…../Go across….
Turn left into….
It’s opite…/on the corner of…/
between…and...
2.Ability Objects
To understand the sentences ling itions
To learn how to give directions
3.Moral Objects
Students can the others.
三、教学重、难点：学生能熟练运用本节课重点句型
四、教材分析： 本单元是在通过日常的问候和交谈后，自然引出在
五、策略与方法：
1.教法
(1)直观教学法：借用多媒体展示画面，给学生直观的感觉，创建真实的语言环境，学生在情景中学习语言，在学习新的语言知识后，创造地运用语言。
(2)开展多种类型的任务活动，提供给学生合作交流的时间和空间，促使学生为完成任务和同学进行合作以及为完成任务进行探究性学习。 (3)听说法：借用大量的听力材料训练学生的听力能力;通过创设形式多样的活动情景，培养学生的口语表达能力。
2.学法
通过学生的观察和生活实际，让他们在电教设备的帮助下，在模拟现实的环境中，运用合作交流、互相探究等多种学习方法，促进同学互相帮助，为学生创建助人为乐、积极向上的和谐氛围。 六、教学准备：
制作本课多媒体课件 七、教学思路：
由学生已知的知识引入到新的知识,由学生描述熟悉的线路来激发学生的学习兴趣. 八、教学流程：
导入→教学单词—呈现→语言点学习→练→巩固
本节课在多媒体的辅助下，直观生动地呈现给学生学习语言的需要，为学生搭建了一个很大的语言练习平台，在导入环节中，通过，使学生轻松愉快学习有关地点的词汇，学生积极参与对话练习。在课堂中教师设计了一个轻松愉快的接近生活的语言环境，充分体现了学生开口说英语的欲望。利用师生互动 、生生互动形式，调动学生学习积极性，轻松愉快地学习知识，达到了教学目的。
动名词 有哪些作用？
T: You are very good today, boys and girls! And thank you for listening. Bye.动名词 的用法1. 用在动词之后的动名词
（1）用在及物动词之后，做宾语
某些及物动词之后，必须接动名词作宾语，例如ENJOY，EXCUSE，FEEL LIKE，FINISH，KEEP， MIND， MISS，PRACTICE，prnt。
动词do后面也常常跟动名词，不过前面须带限定词the, some, a lot, a little等。如do some reading, do some cleaning, do the shopping.
(2) 用在不及物动词come, go后
某些表示室外活动的动名词，如climbing, driving, fishing, riding, sailing, shopping, skiing,
walking, surfing, diving等，可以跟在come或go后面，表示要进行的活动。
（3）用在need或want 之后，
在动词need, want之后，可以跟动名词，表示被动意义。如：
he needs encouraging.
My shoes want mending. 2．用在形容词后的动名词
两个形容词后可以用动名词。这两个词是BUSY 和WORTH；
值得注意的是，BE WORTH DOING 表示被动意义。3．用在介词（或者副词小品词）后面的动名词
初中阶段常见的有：THANKS FOR；BE GOOD AT；BE WEAK IN；BE INTERESTED IN；INSTEAD OF；PR。。。FROM 。。。；STOP 。。。FROM。。。；KEEP。。。FROM。。。；特别应该注意的是；介词TO后应该跟动名词，如：GIVE BIRTH TO；BE（GET）USED
TO；LOOK FORWARD TO；MAKE A CONTRIBUTION TO；
此外，一些副词小品词，如 GIVE UP，PUT OFF后面也跟动名词。4. 用在名词前的动名词
动名词可以用在名词前，表示该事物的用途。如：
A WRITING BRUSH = A BRUSH FOR WRING
A READING ROOM，A WASHING MACHINE，A SLEEPING CAR，
A PAIR OF RUNNING-SHOES，A DINNING ROOM，A SLEEPING ROOM5．用在一些固定结构中的动名词
HAVE FUN （in）DOING STH；
HAVE PROBLEMS （IN）DOING STH
SPEND TIME / MONEY （IN）DOING STH
WASTE time （in）DOING STH6．用动名词还是用不定式
A．一些动词后面可以跟动名词，也可以跟不定式，意义没有变化
如：BEGIN，CONTINUE
B．还有一些动词，跟动名词或不定式，意义略有变化。
如。LOVE，HATE，LIKE，FREFER
C．一些动词后面跟不定式和动名词时，意义相很大
如。（1）REMEMBER，FORGET
（2）STOP，GO ON
（3）TRY
TRY TO DO STH = TRY ONE‘S BEST TO DO STH，（在做某事时遇到困难）想方设法做某事，企图办成某事
TRY DOING STH = HAVE A TRY TO DO STH， 试一试做某事（看会有身什么结果或后果）
（4）NEED ，WTo understand the conversation of giving directionsANT
英语作文怎样才能得高分，一般用那些句式
词汇量的积累，模板的使用，平时有心去摘录一些句和名人名言。中学英语作文一般是三—四段式较多，段是总起，比如谈到环境，With the dlopment of……，先可以说到发展如何，the more the more 句式可用，比较级+比较级，再进行转折，说到环境变……第二段说道污染因素有哪些，举例说明有哪些不文明行为，举例时可用and,or,howr,moreover等连词，there be (1) Present the new words: classroom, hallway, dining room, fight, arriv e late for class.句型，宾语、定语从句，简单句交错使用……第三段可以阐释个人观点，怎么认为怎么做，如In my opinion,As far as I concerned,from my perspective……从几个方面谈，on the one hS: Listen to the tape and try to do it.and,on the other hand.或者用序数词firstly,secondly……第四段烘托主题，渲染气氛，一、两句话总结即可……多注重积累单词、短语、句子，多看范文，加以背诵，边学习边总结，相信你会有所收获的！
初中3年英语词组和句试
短语、词组归纳
由动词开头构成的短语、词组很多。复习时应分类处理：
一、动词+介词
1．look at…看…，look like … 看上去像……，
look after …照料…
2．listen to…听……
3．welcome to…欢迎到……
4．say hello to …向……问好
5．speak to…对……说话
此类短语相当于及物动词，其后必须带宾语，但宾语无论是名词还是代词，都要放在介词之后。如：
This is my new bike. Please look it after.(×)
This is my new bike. Please look after it.(√)
二、动词+副词
“动词+副词”所构成的短语义分为两类：
A．动词（vt.）+副词
1．put on 穿上 2．take off脱下 3．write down记下
此类短语可以带宾语，宾语若是名词，放在副词前后皆可；宾语若是人称代词，只能放在副词的前面。试比较：
First listen to the tape, then write down the answer/write the answer down. (√)
First listen to the answer, then write down it.(×)
First listen to the answer, then write it down.(√)
B．动词（vi）+副词。
1．come on赶快 2．get up起床 3．go home回家 4．come in进来 5．sit down坐下 6．stand up起立
此类短语属于不及物动词，不可以带宾语。
三、其它类动词词组
1.close the door 2.1ook the same 3.go to work/class 4.be ill 5.he a look/seat 6.he supper 7.1ook young 8.go shopping 9.watch TV/s 10. play s
介词短语聚焦
“介词+名词/代词”所构成的短语称为介词短语。现将Unitsl-16常用的介词短语按用法进行归类。
1．in+语言/颜色/衣帽等，表示使用某种语言或穿着……。如：in English，in the hat
2．in + Row/ Team/ Class/ Grade等，表示“在……排/队/班级/年级”等。
3．in the morning/ afternoon/ ning/ 表示“在上午/下午/傍晚”等一段时间。
4．in the desk/ pencil-box/bedroom 等表示“在书桌/铅笔盒/卧室里”。
5．in the tree表示“在树上 (非树本身所有)”；on the tree表示“在树上(为树本身所有)”。如：There are some in the tree. There are many apples on the trees.
6．in the wall表示“在墙上（凹陷进去）”；on the wall表示“在墙上（指墙的表面）”。如：There’re four windows in the wall, and there is a map on the back wall.
7．at work（在工作）/at school（上学）/at home（在家）应注意此类短语中无the。
8．at + 时刻表示钟点。如：at six, at half , past ten.
9．like this/that表示方式，意为“像……这/那样”。
10．of短语表示所属关系。如：a picture of a classroom, a map of China.
11．behind/ beside/ near/ under+ 名词等，表示方位、处所。如：beside/ near the door, under/ behind the tree.
12．from与to多表示方向，前者意为“从……”，后者意为“到……”。如：from one to ten, (go) to school/ bed/ work.
另外，以下这些短语也必须掌握。如：on duty, after breakfast, at night, at the door, in the middle, in the sky, on one’s bike等。
重点句型大回放
1．I think…意为“我认为……”，是对某人或某事的看法或态度的一种句型。其否定式常用I don’t think…，如：I think he’s Mr Zhinag. (L17)I don’t think you are right.
2．give sth. to ./ give . sth. 意为“把……给……”，动词give之后可接双宾语，可用这两种句型；若指物的宾语是人称代词时，则只能用give it/ them to . 如：
His parents give him a n purse./His parents give a n purse to him. Give it to Mr Hu.(L57)
3．take ./ sth. to…意为“把……(送)带到……”，后常接地点，也可接人。如：
Please take the new books to the classroom.
4．One…, the other…/One is…and one is…意为“一个是……；另一个是……”，必须是两者中。如：One is red and one is grey.(L50)或 One is red,, the other is grey.
5．Let . do sth. 意为“让某人做某事”，人后应用不带to的动词不定式，其否定式为Don’t let ，do sth.，或Let . not do sth. 另外，Let’s 与Let us的含义不完全相同，前者包括听者在内，后者不包括听者在内，如：Let’s go for a walk./Let us try once more, please.
6． . (to) do sth./ . with sth.意为“帮助某人做某事”，前者用不定式作宾补，后者用介词短语作宾补，二者可以互换。如：Let me you find it.(L42)/Let me you with it.
7．What about…？/How about…？意为“……怎么样？”是用来询问或征求对方的观点、意见、看法等。about为介词，其后须接名词、代词或V-ing等形式。如：What/How playing chess?
8．It’s time to do…/ It’s time for sth. 意为“该做……的时间了”，其中to后须接原形动词，for后可接名词或V-ing形式。如：It’s time to he supper. =It’s time for supper.
9．like to do sth./like doing sth.意为“喜欢做某事”，如：Li Lei and his friends like to play in the tree house. (L 43)前一种句型侧重具体的一次性的动作；后一种句型侧重习惯性的动作，试比较：
Tom likes swimming, but doesn’t like to swim this afternoon.
10．ask .(not) to do sth. 意为“让某人(不要)做某事”，其中ask .后应接动词不定式，如：
Ask your friends to guess what is in it. (L44)
11．show . sth. / show sth. to do. 意为“把某物给某人看”，该句型的用法同前面第2点。如：
Show your friend your family photo.（L36）/Show your family photo to your friend.
12．introduce . to . 意为“把某人介绍给另一人”；introduce to .则是“向某人作介绍”。如：Introduce your family to her.
重点短语快速复习
1.kinds of 各种各样的
2. either…or…或者…或者…，不是…就是…
3. neither…nor…既不……也不……
4. Chinese tea without, anything in it 清茶
5. take a seat 就坐
6. home cooking 家常做法
7. be famous for 因……而
8. on ones way to在……途中
9. be sick/ill in hospital生病住院
10. at the end of在……的尽头，在……的末尾
11. wait for 等待
12. in time 及时
13. make one’s way to…往……（艰难地）走去
14. just then 正在那时
15. first of all 首先，
16. go wrong 走错路
17. be/get lost 迷路
18. make a noise 吵闹，喧哗
19. get on 上车
20. get off 下车
21. stand in line 站队
22. waiting room 候诊室，候车室
23. at the head of……在……的前头
24. laugh at 嘲笑
25. throw about 乱丢，抛散
26. in fact 实际上
27. at midnight 在半夜
28. he a good time=enjoy oneself玩得愉快
29. quarrel with . 和某人吵架
30. take one’s temperature 给某人体温
31. he/get a pain in…某处疼痛
32. he a headache 头痛
33. as soon as… 一……就……
34. feel like doing sth. 想要干某事
35. stop…from doing sth. 阻止……干某事
36. fall asleep 入睡
37. again and again再三地，反复地
38. wake up 醒来，叫醒
39. instead of 代替
40. look over 检查
41. take exercise运动
42. had better(not) do sth. （不要）干某事
43. at the weekend 在周末
44. on time 按时
45. out of从……向外
46. all by oneself ，单独
47. lots of=a lot of 许多
48. no longer/more=not…any longer/more 不再
49. get back 回来，取回
50. sooner or later迟早
51. run away 逃跑
52. eat up 吃光，吃完
53. run after 追赶
54. take sth. with . 某人随身带着某物
55. take(good) care of…=look after…(well)
（好好）照顾，照料
56. think of 考虑到，想起
57. keep a diary 坚持写日记
58. lee one by oneself 把某人单独留下
59. harder and harder 越来越厉害
60. turn on打开（电灯、收音机、煤气等）
61. turn off 关
重温重点句型
1．So + be／助动词／情牵动词／主语．
前面陈述的肯定情况也适于另一人（物）时，常用到这种倒装结构，表示“另一人（物）也如此。”前面陈述的否定情况也
适于另一人（物）时，常用“Neither/ Nor + be／助动词／情态动词+主语．”这种倒装结构。例如：
He likes playing basketball, and so do I.
他喜欢打篮球，我也喜欢。
Kate can’t speak Chinese, and I neither/ nor can Jim．
凯特不会说汉语。吉姆也不会。
注意：“So+主语+be／助动词／情态动词．”这一句型常用于表示赞同，进一步肯定对方的看法，表示“的确如此。”
一Basketball is very popular in America．
篮球在美国是一项很受欢迎的运动。
一So it is．的确如此。
2．Turn right／left at the first／second／…crossing.
这一指路的句型意为“在／二／……个十字路口向右／左拐。”相当于Take the first ／second／…turning on the
right／left.
例如：
一Can you l me the way to the nearest t off？
你能告诉我去最近的邮局的路吗？
一Walk along this road，and turn left at the third crossing.
沿着这条路走，在第三个路口向左拐。
3．It takes ．some time to do sth．
此句型表示“干某事花了某人一段时间。”其中的it是形式主语，后面的动词不定式（短语）才是真正的主语。例如：
It took me half an hour to finish the hard work．完成这项艰巨的工作花了我半个小时。
4．…think／find + it + adj. + to do sth.
此句型中的it是形式宾语，不可用其它代词替代，形容词作宾语的补足语，后面的动词不定式（短语）才是真正的宾语。例如：
I found it important to learn English well.
我发现学好英语很重要。
5．What’s wrong with…？
此句型相当于What’s the matter/ trouble with…？后跟某物作宾语时，意为“某物出什么毛病了？”后跟某人作宾语时，意为
“某人怎么了？”例如：
－What’s wrong with your bike？你的自行车出什么毛病了？
一It’s broken．它坏了。
－What’s wrong with you？你怎么了？
一I he a pain in my head．我头痛。
6．too…to…
在so…that…复合句中，that后的句子是否定句时，常与简单句too…to…（太……而不能……）进行句型转换。例如：
He is so young to go to school．（改为简单句）
→He is too young to go to school．
在so…that…复合句中，that后的句子是肯定句时，常与简单句…enough to…进行句型转换。例如：
This maths problem was so easy that we could work it out. （改为简单句）
→This maths problem was easy enough for us to work out.
7．Sorry to hear that.
全句应为I’m sorry to hear that. 意为“听到此事我很难过（遗憾）。”常用于对别人的不幸表示同情、遗憾之意。例如：
—My mother is ill, so I he to look after her at home.
我母亲病了，因此我必须在家照看她。
—Sorry to hear that.
听到此事我很难过。
重点句型、词组大盘点
1. She used to be a Chinese teacher. 她过去是一位汉语老师。
[用法] used to + 动词原形，表示过去经常性的动作或存在的状态，含有现在不再如此之意。
[搭配] used to do的否定式可以是usedn’t to do或didn’t use to do.
[比较] used to do sth. 过去常做某事；be/ get used to doing sth. 习惯于做某事；be used to do sth. 被用来做某事。
[举例]
1) I used to read in bed.
我过去总是躺在床上看书。
2)Did he use to work into the night? 或 Used he to work into the night?
他以前总是工作到深夜吗？
3)I am used to getting up early.
我习惯早起。
4)Knives are used to cut things.
刀是用来削东西的。
2.…return it sooner or later.
……迟早要将它归还。
[用法]
l)sooner or later意为“迟早”、“早晚”。
2)return此处用作及物动词，意为“归还”，相当于give back.
[拓展]return还可用作不及物动词，意为“返回”，相当于go back或come back。
[举例]
l)He will find his shortcoming sooner or later.
他迟早会发现他的缺点的。
2)When will yoeturn to your hometown? 什么时候回老家？
nbsp;3)I he returned the book to the library. 我已经把书还给图书馆了。
3.No matter what the weather is like…无论天气……
[用法]no matter what 相当于whatr，其意为“无论什么”，状语从句。
[拓展]类似no matter what的表达方式还有：
no matter when无论什么时候
nbsp; nbsp;nbsp;no matter where无论什么地方
no matter who无论谁
no matter how 无论怎么样
[举例]
l)No matter what he does,nbsp; he always tries to do it well.
无论做什么事，他总是力求做好。
2)No matter what happens, I will take your side.
无论发生什么事，我都将支持你。
3)No matter who gives a talk, we shall listen carefully.
无论谁做报告，我们都应当认真听。
4)No matter how he goes to work, he is nr late.
无论怎么样去上班，他从不迟到。
4. A young man practised speaking English with Mr. Green. 一位年经人与格林先生练习讲英语。
[用法]practise doing sth. 表示“实践、练习（做）某事”。
[拓展]pract名词，“实践”、“实施”、“练习”；put a plan into pract实行某。
[举例]
l)The boy practised a new sound. 那男孩练习发出新的声音。
2)She practised (the student who is on duty starts to make a duty report)the piano two hours ry day.
她每天练习两个小时的钢琴。
3)We he laid the plan and now we m每个学生都能掌握所授内容，做好能听.会说.能读。ust put it into pract. 我们已经制订出，现在必须实施。
5. He encouraged ryone to take part in protecting our lakes, rivers, seas and oceans.
他鼓励大家参加保护我们的湖泊、河流和海洋的活动。
[用法]
2)take part in“参加”，常表示参加活动。
3)protect 是动词，表示“防御”、“保护”。
[搭配]
1)encourage . in sth.
在某事上鼓励或支持某人
nbsp;encourage . to do sth.
鼓励某人干某事
2)protect sh. from sth.
使某人不受某事侵袭或伤害
[比较]
1)My parents encourage me in my studies.
我父母亲经常鼓励我学习。
2)The school encouraged the students to practise using the comrs.
校方鼓励学生练习使用计算机。
3)Will you take part in the English contest?
你准备参加英语竞赛活动吗？
4)The vegetables were well protected from the cold.
这些蔬莱被保护得好而没受冻。
6. …to warn people about sharks in the water. ……人们当心水里的鲨鱼。
[用法] warn用作动词，意思是“”、“警戒”。
[搭配]
1)warn .+ that从句
nbsp;nbsp;2)warn . of sth. 某人某事
3)warn . to do sth.
告诫某人做某事
4)warn . against(doing) sth.
告诫某人当心某事/不要做某事
[举例]
1)I warned him that snakes were erous. 我他，蛇很危险。
2)We are trying to warn children the ers of oking.
我们正试图孩子们吸烟的危害。
3)Dr Synes warned me to give up my drinking.
Synes 大夫劝我戒酒。
4)The not warned people against swimming in the pool.
公告告诫人们不要在池塘里游泳
人教版七年级下册英语Unit12《Don't eat in class》教案
《Don’t eat in class》教案(一) 教学目标
1. 语言知识目标：
1) 能掌握以下单词：rules, arrive, late, hall, dinning hall, listen, listen to, fight, sorry
2) 能掌握以下句型：
① Don't eat in class.
② You must be on time.
③ Eat in the dining hall.
2. 学会用英语表达一些标志的含义。
3. 熟练使用目标语言谈论对某些规章制度(校规、家规等)的看法
3. 情感态度价值观目标：
能用英语表达和制定一些简单的规则，理解没有规矩不成方圆;无论是在学校时还是在家庭中以及以后走上都应当遵守规则，按规则办事。
教学重难点
1. 教学重点：
1) 肯定祈使句是省略掉主语的原形动词开头;
2) 否定祈使句则是在肯定祈使句前加上“don’t”。
3) 情态动词must及he to在用法上的区别。
2. 教学难点：
掌握祈使句的用法，并能听懂、会说一些简单的祈使句。
教学工具
多媒体
教学过程
Ⅰ. Warming-up and revision
教师进教室后，使用祈使句请学生们完成一系列动作：
Please stand up/ sit down. Close the door, please. Look at me and listen to me.
Don’t open your books. Don’t talk. Let’s begin our class.
学生听教师的指令完成各种动作，教师也可将指令写到黑板上，让学生从视觉上考察祈使句的特点。
Ⅱ. Presentation
教师出示书上1a 的，向学生提问。
指着图上奔跑的男孩提问
T：What’s the boy doing? S: He’s running.
T: Where is he running? S: He’s running in the hallways.(板书，教读)
T：Can youn in the hallways? S: No, I can’t.
T: So please don’t run in the hallways.(板书，教读)
(= You can’t run in the hallways.)
学生跟读数遍，明白祈使句和“can”的表达含意。
T：Why is he running in the hallways? S: He’s late.
T: Oh, he’s late for class.(板书，教读)
You can’t arrive late for class.(板书，教书) = Don’t arrive late for class.
…Ⅲ. 1a
T: Now, Look at the picture on your textbook. Each of the students is breaking one of these rules.
Please finish 1a.
学生看图，完成1a的内容，检查并大声朗读校规。
Ⅳ. Listening
1. T: Now let’s listen! What rules are these students breaking? Write the numbers after names?
2. 学生们听录音，完成1b，选出四位学生都违反了哪条校规;听之前，学生要读会英文名。
3. Check the answers:
Ⅴ. Pair work
请两位学生朗读1c部分的句型;要求学生两人一组对话表演，SA扮演外校转来新生，SB告知本校校规。(学生可经过讨论，多说出他们想到的校规，不必只限于书上;教师应给予帮助)
Ⅵ. Listening
1. Work on 2a:
First, let's read the sentences in 2a toger.
T: Now, let's listen to the recording. Check the activities Alan and Cindy talk about.
Ss listen to the recording and check the activities they hear.
Play the recording again for the Ss to check the answers.
2. Work on 2b:
Make Sure Ss know what they should do.
Listen to the recording again. Can Alan and Cindy do these activities? Circle can or can't above.
3. Check the answers:
Ⅶ. Pair work
1. Supe you are Alan and your partner is Cindy. Talk about the rules in 2a.
2. Let some students come to the front and act out the conversations.
2. Ss read the conversations and find the answers to this question.
3. Check the answers:
( Don't be late for school. Don't bring music players to school. You always he to wear the school uniform. You he to be quiet in the library. )
Homework:
1. Remember the new words and expressions.
2. 完成下列句型转换试题
1)I can play comr s on weekends.(一般疑问句)
_________________________________? Yes, ____________.
2) He has to wear uniform.(变否定句)
He _____ _____ _____ wear uniform.
3) I he to wear sneakers for gym class.(一般疑问句)
_____ you ____ ____ wear sneakers for gym class? Yes, I ____.
4) They he to wash clothes.(提问) ____ do they he ____ ____?
6) Don’t talk in class.(同上) No _________.
课后习题
1)I can play comr s on weekends.(一般疑问句)
_________________________________? Yes, ____________.
2) He has to wear uniform.(变否定句)
He _____ _____ _____ wear uniform.
3) I he to wear sneakers for gym class.(一般疑问句)
_____ you ____ ____ wear sneakers for gym class? Yes, I ____.
4) They he to wash clothes.(提问) ____ do they he ____ ____?
6) Don’t talk in class.(同上) No _________.
板书
Section A (1a-2d)
Main sentences:
1. Don't arrive late for school. You must be on time.
2. —What are the rules?
—Well, we can't arrive late for class. We must be on time.
3. Listen to music in the music room.
4. We always he to wear the school rules.
5. We he to be quiet in the library.
《Don’t eat in class》教案(二)
教学目标
1. 学习祈使句的否定形式。
2. 学会使用祈使句表示规则。
3. 能够熟练使用can和can’t表示许可。
4. 能和同学谈论校规。
教学重难点
Language points (语言点)
1. 词汇：1)名词n. rule, hallway, hall, fight
2) 动词v. arrive, listen, fight, wear
3) 形容词 adj. sorry, outside
4) 词组 be on time, dining hall, listen to…
2. 句型：What are the rules? We can’t …./Don’t …/We he to …
Can we … ? Yes, we can./No, we can’t.
What do you he to do? We he to …
DⅧ. Role-playifficulties (教学难点)
1.祈使句的否定形式1. Let some Ss read Jane’s diary entries again. Fill in the chart.。
2. 如何谈论规则。
教学过程
Teaching steps (教学步骤)
1. Warm-up and revision(课堂热身和复习)
(1)Greet the class.
(2) Listen to a song.
T: Do you like this beautiful song?
Can we listen to it in class?
T: Can we listen to music in the classroom?
What can we do in the classroom?
What can’t we do in the classroom?
【教学设计说明】通过听歌曲来导入本单元的主要话题——规则。让学生自由谈论在教室里可以做的事情和不可以做的事情，帮助学生培养秩序感。
2. Presentation (呈现新知识)
Show some pictures of the new words on the screen. He Ss read these words.
classroom, hallway, dining room, fight, arrive late for class
(2) Flash some pictures quickly on the screen. He Ss say the words according the pictures as quickly as they can.
(3) Show some pictures of different activities that are happening in the school.
Help Ss understand the school rules.
T: Can youn in the hallways? Don’t run in the hall ways.
T: Can you fight? Don’t fight.
T: Can you listen to music in class? Don’t listen to music in class.
T: Can you eat in the classroom? Don’t eat in the classroom.
You can only eat in the dining hall.
T: Can you arrive late for class? Don’t arrive late for class.
You must be on time.
【教学设计说明】教学法是呈现新知识最简单有效的方法之一，学生通过，能更价值观的理解新单词的含义。此环节重点在新单词及词组的意思和发音上，所以要尽量让更多的学生张口说，必要的机械练是必不可少的。
3. Drill (练习)
Show the pictures as quickly as sible. He Ss say the new words. Then use the new words to make conversations.
T: Let’s play a . Please say the new words as quickly as you can. Then make a conversation like this:
A: What are the rules?
B: Don’t …
【教学设计说明】此环节为机械练，使不同层次学生初步掌握目标语言。机械练是英语初始阶段教学必不可缺的部分，学生要先从模仿到初步掌握，才能熟练应用。机械练时应注意着重提问成绩较的学生，由于机械练比较简单，因此是激发后进生兴趣，培养后进生自信的一个很好的途径。
4. Work on 1a (完成1a)
(1) Which rules are these Ss breaking? Write the number of the rule
next to the student.
(2) Talk about the picture with Ss using the target language.
【教学设计说明】通过1a的练习，使学生进一步学会运用新单词。和学生一起谈论，目的在于学生学会使祈使句表示规则。
5. Work on 1b (完成1b)
(1)Listen. What rules are these Ss breaking? Write the numbers after the names.
(2) Student A is a new student. Student B ls Student A about the rules. Make conversations with your partner.
A: What are the rules?
B: Well, we can’t arrive late for class. We must be on time.
【教学设计说明】此环节着重是听力训练。让学生在听对话的过程中抓住汇，由于前面已做了一些训练，因此学生听起来比较容易，让他们都有一次成功的喜悦和感受，这样可以增强他们的学习自信心。
6. Work on 2a & 2b (完成2a和2b)
(1)T: Please turn to page 20. Look at the activities in 2a and read them aloud.
(2)T: Listen. Check the activities Alan and Cindy talk about.
(3)T: Can you get the answers? Listen again and check your answers.
(4)T: Listen again. Can Alan and Cindy do these activities? Circle can or can’t.
【教学设计说明】此环节进一步巩固了本堂课所学的词汇和句型。通过反复听读，可以让学生尽快熟悉生词。帮助学生掌握情态动词can表示许可的用法。
7. Work on 2c (完成2c)
A: Can we listen to music, Cindy?
B: We can’t listen to music in the hallways, but we can listen to it outside.
【教学设计说明】此环节既能充分练习学生的目标语言，使学生学以致用，同时也能极大的调动学生们的课堂参与率.
《Don’t eat in class》教案(三)
教学目标
1. 谈论规则
2. 祈使语气
3. 表示允许
4. 能够用口头或书面描述规则
教学重难点
教学重点和难点：
重点掌握祈使语气的用法，包括表示允许的Can及其当情态动词用的 he to do;以及各种可以用在表述规章制度的动词和句型。难点在于情态动词的用法，以及祈使句与它的应答。
教学工具
课件
教学过程
Task One:
Talk about school rules to “feel” Imperatives
Goal：Get to know about the structure to express rules
Step 1: Talk about the school rules they know / remember
Step 2: Look at the picture and read the rules in Section A – 1a, ling the difference between yours
Step 3: Add more rules to your school, which you think necessary
Task Two:
Listen and find out what Ss can do and what they cannot
Goal: Try to understand the rules by listening
Step 1: Listen to conversations about the activities and find out what students can do and what they cannot do
Step 2: Listen to conversations about the activities and find out what Alex and Christina can do and what they cannot do→Section A (2a / b)
Step 3: Listen to conversations about the activities and find out what rules students break
→Section A (1b)
Step 4: Listen to the different rules that different people he to follow→Section B (2a / b)
Task Three:
Learn to read the signs for rules
Goal: Learn about the rules by reading the signs
Step 1: Learn about the rules by reading the pictures→Section B1
Step 2: Learn about the rules by reading the signs→Section B (3 b)
Step 3: Talk about the similarities or the differences about the signs between China and abroad
Task Four:
Write rules for libraries, labs, comr-rooms, and swimming pools etc.
Goal: Learn to take care of public things
Step 1:
Read the letter →Section B (3 a)
Find the rules in the letter
Write them down
Step 2:
Talk in pairs about the rules for public places, such as libraries, labs, comr-rooms, swimming pools, etc.
Discuss in groups about the rules for these public places
Write down what he been talked about / discussed
课后小结
学了这节课，你有什么收获?
课后习题
完成课后练习题。
板书
Unit 12 Don’t eat in class
小学英语教案范文五篇精选模板
7C在英语学习中要让学生自己去读，感受语音语调，鼓励学生加入自己的感情动作来表演对话。以下是我整理的小学英语教案范文五篇，希望可以提供给大家进行参考和借鉴。
1. Read the conversation and find some rules in this school?小学英语教案范文一
【教材解读】
本单元的话题是谈论天气情况和周末活动。Story time 以日记的形式记录Yang Ling周末的一天， 让学生进一步认识和理解一般过去时的用法。教师可以利用学生用书五年级上册Unit7 At weekends的词汇设计教学活动，要求学生运用一般过去时描述刚过去的周末活动。
【学习目标】
1. 学生能初步能理解并且会听、会说、会读和会拼写单词及词组：cloudy, rainy, sunny, windy 和会运用句型：It was sunny / cloudy / windy / rainy.
2. 学生能初步听懂并且会说、会读单词show, interesting, weather, high, honey, ant, bee, cloud, sky, rain
3. 学生能初步感知动词过去式的不规则变化及读音
4. 学生能初步感知天气表达的句型
5. 学生能够对英语书写日记格式有一定的了解
【教学重点】
1. 学生能初步能理解并且会听、会说、会读和会拼写单词及词组：cloudy, rainy, sunny, windy 和会运用句型：It was sunny / cloudy / windy / rainy.
2. 学生能初步听懂并且会说、会读单词show, interesting, weather, high, honey, ant, bee, cloud, sky, rain,、
3. 学生能初步感知动词过去式的不规则变化及读音
4. 学生能初步感知天气表达的句型
【导学过程】
Step 1 Warm up
Greeting
Free talk
T: Hello, boys and girls.
Would you know soming more about me?
Two days ago, I was in Shanghai. Do you know Shanghai ?
It’s a big and beautiful city. I
Review : was(am的过去式) ago
But now ,I am in Zhangjiagang. It’s beautiful, too.
利用简单的两句话，区分时态的不同
3.T: Can you let me know soming about you?
Look at the screen, you can choose one part to l me soming about you.
出示 Fourite Food, Fourite Animal, Hobbies三个话题
在Fourite Animal话题中引出本课相关单词parrot 延伸到parrot show
在Hobbies话题中引出I like drawing and writing diaries very much.
Teach: diaries diary
T:Look ,these are my pictures. Let’s look at them.
Teach: sunny cloudy windy rainy
T: These pictures are about the weather.
Teach: weather
Step 2. Presentation
1.show a picture
T: This is Yang Ling.
She likes drawing and writing diaries ,too.
出示日记抬头部分
T: This is a diary of hers. What a day!
What day is it today? Sunday
What date is it today? 20th September(9月20号)
渗透英文日记的书写格式
引出课题Unit 2 What a day! T:Let’s look at Yang Ling’s pictures.
(1)S:I can see some children in the park.
T:Who are they?
S: Su Hai, Mike, Liu Tao and Yang Ling.
(2) We can see some parrots in the park.
(3) fly kites
(4) rain
4.Let’s talk 出示课文相关展开讨论
Look and match 在此过程中动词过去式的特殊变化形式
go→went see→saw become→became fly→flew are→were
Then read the sentences in the right orders. (Teach: wet)
5.Read the diary by yourself, then finish the exercise. (T/F)
6.Read the diary
找出表达天气变化的句子，再过渡到变化的句子
在此活动中bring过去式brought, can过去式could
Step 3.Consolidation
1.Let’s read
a.Read after one.
b.Read toger.
c.Read one by one.
2.T:What do you think of her day?
Happy? Interesting? Terrible? Bad?
Step 4.Homework
1. Read the text.
2. Try to rel the diary according to YL’s pictures.
板书设计：
Unit 2 What a day!
It was sunny / cloudy / windy / rainy.
go→went fly→flew
see→saw are→were
become→became bring→brought
小学英语教案范文二
_课时
教学内容：Storytime
教学目标：
能初步听懂、会说、会读单词lovely, nine, eight, our, five, six, sn, ten.
2. 能在情境中感知如何谈论年龄，能初步听懂、会说、会读句型日常交际用语：How old are you? I’m … . How lovely! Here you are.
教学重点、难点
能在情境中感知如何谈论年龄，能初步听懂、会说、会读句型日常交际用语：How old are you? I’m … . How lovely! Here you are.
教具、学具准备：
单词卡片，PPT
教学过程：
step 1. Greeting and warm up
T: …, please close the door.
…, please close the window.
T: Good morning/afternoon, boys and girls.
Ss: Good morning/afternoon, Miss Cui.
T: …, can you count from one to ten? 学生试着说。
What’s this number? (呈现数字8)
Ss: Eight. (T教eight,以同样的方法教nine,ten)
Step 2.Presentation and pract .
T：(出示Mike, Helen, Tim的)Look, Helen is Mike’s brother. Mike is nine. And how old are you?
Ss: I’m eight/nine /ten .
新授句型，学生问答。
T: Good. And how old is Helen? Guess! (学生猜测Helen的年龄)
Step 3. Learn to say .
出示T：This is a museum. Mike and his family are in a museum. What can you see? Ss: Toys.
T: Yes, and what are they going to do ? Let’s he a look.
1.观看动画，整体感知课文：Do they see toys in the museuml? How do they feel?
Find the sentence: Look!How lovely!
2.提出问题，让学生带着问题再听一遍录音：How old is Mike? How old is Helen?
How old is Tim?
学生练：How old are you ? I’m nine/eight/two.
仔细读课文，找出: What is for Mike/Helen/Tim?
出3 ：This is for you. Thank you.
出4 ：Here you are . Thank you.
4.Read after the tape.逐句跟读，注意语音语调。
Read toger. 注意人物的表情和动作。
Read in roles.让学生自己去读，感受语音语调，鼓励学生加入自己的感情动作来表演对话。
Rel. 出示，让学生回忆出气泡里的内容
Act in roles. 4人小组进行表演。
Step 4 Consolidation
Make a dialogue.
学生在习得课文语句的基础上进行对话创编：
T：Now I’m the shopkeeper at the Toy Museum. Look at the toys .
Ss: How lovely!
T: Hello! How old are you?
S: I’m … .
T: This …is for you./Here you are.
学生在小组内开展对话练习与创编。
课堂作业：
家庭作业：
1.听录音跟读对话。
2. 抄写四会单词。
3. 记住家里的电话号码、门牌号、车牌号
小学英语教案范文三
一、教材分析:
本单元主要围绕“朋友”这个话题开展各项活动，所涉及的日常交际项目有介绍，告别等。其中以“介绍自己的朋友”为重点内容。在设计教学活动时，应用“任务型”教学方法，以活动来支撑课堂。把每一项教学目标看成本课时的主要任务，精心设计，巧妙铺垫，在教师的前提下，让学生自己归纳语言知识，培养学生的口语表达能力。
二、教学目标;
1 、能听懂、会读、会说goodbye, my friend, he’s, she’s.
2、能听懂、会读、会说日常交际用语Goodbye,… He’s/She’s… He’s/She’s my friend.
3、能正确地理解并朗读对话内容，在教师的和帮助下尝试表演对话。
4、能初步运用本课所学的词汇和日常交际用语与人告别，向他人介绍自己的朋友。
三、教学重难点;
1、能熟悉所学字母。
2、分清he’s/she’s的读音以及所包含的意思。
3、能熟练应用所学句型。
4、能将句型应用到实际生活中。
四、教学准备
字母卡片、PPT、动画课件
五、教学过程。
Setp1: class opening and revision
Free talk
T: Good morning, class.
Ss: Good morning , Miss Tang.
T: Hello, Are you …?
S1: Yes, I am. /No, I am not. /Yes, you are right.
T: ok, now I he some cards. You should read them quickly and loudly.
(出示字母卡片，复习旧知。)
Setp2：Presentation
1、let’s enjoy a song
2、there are two person.(出示人物卡片)he’s Mike. He’s Joe. Mike is my friend and Joe is my friend too. So they are my friends.(出示板书，新词friends我的朋友们)出示单词卡，巩固发音。
3、So today we will learn unit 3 My friends.(引出课题my friends)
4、展示PPT，there is a person, but I can’t see her clearly. Can you guess who she is?S2: Yang Ling
T: Yes, she is Yang Ling. (板书she’s …她是…。) 同桌反复练句型。
(同理出示Mike，he’s…她是…。)同桌反复练句型。纠正读音。
We he many friends, we are all friends. For example, she’s … She’s my friend.
Pair work
let’s introduce your friends
he’s ….he’s my friend.
She’s…she’s my friend.
Setp3: story time
1. Watch and answer
Q1who’s Mike’s friend?
Q2How does Mike introduce his friend?
2. Listen and underline
3. watch again
重复播放故事录音，组织学生一边指着对应的英文句子，一边模仿跟读。
4、read in different ways
5、play in roles
Step4:interesting pract
根据课文内容填空
Step5：homework
try to rel the story
板书设计
Unit 3 My friends
我的朋友们
Friend/friends
He’s __x. 他是__x。
He’s my friend.他是我的朋友。
She’s __x. 她是__x。
She’s my friend.她是我的朋友。
小学英语教案范文四
The 4th period
Teaching Aims:
1. The students can pract three special sounds.
2. The students like to learn English.
3. The students can listen and find.
1.How to pract the special sounds.
2.How to listen to the story and do exercise.
Teaching Difficulty
1. How to pract the special sounds.
2. How to listen and do some exercise.
Teaching process:
Step1:
Special sounds.
T: He the children open the books at page78 and look at the pictures of the drum, the flowers and the frog. He them try to read them.
S: Look at the pictures and try to read them.
T: Play the tape and he the children listen carefully for the difference between the sounds /dr/ /fl/ and /fr/.
S: Listen to the tape carefully and find difference.
T: Play the tape again and he the children read after the tape.
T: He the children try to remember some words. He the children look at the blackboard and read the other words.
S: Look at the blackboard and read the words after the teacher.
Match the ordinal numbers
T: He the children open their books at page 32 and look at the prizes and words on top of the page. He them read the words first.
S: Look at the prizes and read the words.
T: Point to the pictures of the prizes with the race ition given and to the ordinal number words. Tell the children that they he to match the words and numbers.
S: Try to match the words and numbers.
T: Explain that people sometimes use the ordinal numbers instead of their names in writing.
S: Listen and think.
Step3:
Read and label the prizes
T: He the children look at the pictures at the bottom of the page. Explain the five objects are prizes in a competition and they he to read the sentences and then write the ordinal numbers under the corresponding object.
S: Look at the pictures and read the sentences and write the ordinal numbers.
T: Put the children in pairs to read the sentences and label the objects.
S: Read the sentences and label the objects.
Step4:
Listen and check
T: He the children look at the pictures on the top of page 33. Explain that the two children in the pictures is talking about things they did yesterday. He the children say what they think the child in the picture did yesterday.
S: Look at the pictures and guess.
T: Play the tape and he the children listen to the tape carefully.
S: Listen to the tape.
T: Play the tape again and he the children check what the boy did in the pictures.
S: Listen to the tape and check.
Step5:
Let’s find out
T: He the children think about the sports that they usually to do.
S: Try to think.
T: He the children look at the bottom of the page. He them read the conversation between the two children. Explain that you want them to interview at least three children for sports they did last week, and they need to take notes on the lines provided.
S: Read the conversation and interview three children.
T: When the children finished, ask them to read their notes to the class.
Homework:
Recite the words.
课后反思：学生能够把所学内容灵活运用到实际的练习中，掌握较好。
小学英语教案范文五
The 5th period
Teaching Aims:
1. The students can read the story and do some exercise.
2. The students like to learn English.
3. The students can listen and write the words.
1.How to read the story.
2.How to listen to the story and do exercise.
Teaching Difficulty
1. How to read the story and do exercise.
2. How to listen and do some exercise.
Teaching process:
Step1:
Review the story.
T: He the children try to think the story.
S: Try to think.
T: Tell the story to the student.
S: Listen and think.
Read the story.
T: He the children open their books at page 34 and look at the pictures. Ask them to predict what is going to happen in this part of the story.
S: Look at the pictures and try to guess.
T: He the children read the story .
S: Read the story.
T: He the children read the story with teacher.
S: Read the story toger.
Step3:
Number the pictures.
T: He the children look at the pictures again and then number the pictures in the order.
S: Read the story again and number the pictures.
T: He the children find the sentences about the pictures in the text.
S: Find the sentences.
Step4:
Check the correct answer.
T: Explain to children that the unfinished sentences all relate to this part of the story. All the rmation they need to complete the sentences is in the text. He the children read the story and do exercise.
S: Read the story and do exercise.
T: He the children check the answer in pairs.
S: Correct the answer.
Step5:
Listen and write the words.
T: Explain to the children that they are going to listen to the story from the chicken’s point of view.
S: Look at the pictures.
T: Play the tape and he the children listen carefully .
S: Listen to the tape carefully.
T: Play the tape again and he the children write the missing words.
T: He the children read the story and check the answer.
S: Read the story and correct the answer.
Homework:
Tell the story to their parents.
声明：本站所有文章资源内容，如无特殊说明或标注，均为采集网络资源。如若本站内容侵犯了原著者的合法权益，可联系 836084111@qq.com 删除。