作业帮where,are,you,based
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篇一：七年级教案Where are you from
七年级英语教案Where are you from?
教学建议
教学内容分析
本单元的核心教学项目是“语言”（Language），涉及到国家、国籍、所使用的语言和姓名使用习惯等项内容。从某种意义上讲，本单元的内容也可以看成是对第一学期关于交流个人基本信息 (如年龄，姓名，电话号码等)方面学习的扩展。关于交流个人基本信息的技能和知识是初一阶段必须掌握的一项重要的语言应用内容。
第93课的第一部分是在彩图第一页的地图上找寻重要的国家和城市。本课所涉及的国家和城市与语言有关。本课提供了四个具体情景，涉及到来自澳大利亚、加拿大、中国、美国和日本的不同人物，而谈话的内容则都与国籍和语言有关。
第94课的主体部分是由一段在问路的具体情景中的对话构成的，由于对话发生在北京，发生在一个中国男青年和一个澳大利亚男青年之间，所以，在问路的过程中就不可避免地要涉及到国籍和语言。本课第二部分吟咏供选用，其中复现国家、国籍、语言的名称。
第95课提供了一张由在中国的Lily写给她在美国的朋友的明信片，信的内容涉及到学语言和说语言。 第96课的第一、二部分是语音和语调的常规训练，主要涉及元音字母i和u及字母组合的拼读规则、句子重音和语调。本课的听力材料是来自不同国家的朋友聚集一堂彼此介绍的对话。本课的第五部分提供一段阅读材料，是Jack Wilson谈论学校中不同国籍的学生和他们所用语言的电子邮件(e—mail)。供选用的第六部分是另一份电子邮件，学生将要在这份电子邮件的基础上做完形填空的练习。第七部分要求学生给Jack写信，讲述自已学校和同学的情况。
教学方法建议
本单元的一个主要学习任务是相互传递个人的基本信息，教师的指导和训练项目设计不应当仅仅是机械的问答操练。因为学生如仅有这样的操练便无法体会语言知识的实际应用。
那么，在十分简单的语言知识基础上，学生能不能进行语言应用的实际训练呢? 回答是肯定的。下面，我们就为教师提供几个语言应用的教学设计案例：
1．介绍笔友
1) 教师提出语言任务：向同伴介绍自己在国外的笔友。
2) 学生在心中默想一位自己感兴趣的某国的同龄友伴。
3) 教师提供样本：(如果可能的话，本任务可以包括对人的外貌的描述。)
4)学生按照样本自行设计自己的笔友。(如果教师的任课确实在国外有友好班级，如果多数学生确实有自己的笔友，那么，本项任务就更有实际意义，也更易得到实际效果。)
5)学生以两人一组或几人小组的形式进行交谈，交流有关笔友的信息。
6) 学生以小组的形式制做表格，填写自己笔友的基本信息。
7)小组之间进行信息交流。
8)教师与学生对完成以上任务的情况作出评价(可以采取录音或录像的办法为评价提供第一手材料)。
2．表达态度
教师可以结合本单元的话题 (Language)引导学生谈论对于英语学习的态度，这是一种真实的谈论，因为，不同的学生对待英语学习的态度将是不同的，由此就可以形成学生之间的信息沟通。
1)在黑板上(或用投影仪)画出下面的四个套圆：
2)教师帮助学生解决个别词汇问题 (如interesting)。
3)学生根据教师介绍的上面的图表实际确定自己对于英语的真实态度，并提供理(可以个人形式，也可以两人-组或小组活动形式。)
4)学生谈论自己的态度；并询问别人的态度。
5)教师和学生共同评价完成此任务的表现。
3．信息沟
教师可以向不同的学生或学生小组提供有关人物的不同信息，以此在学生之间或学生小组之间构成信息差距，从而能够常设进行自然交流的条件。下面就是信息差距的一一种设计形式：
A (for some of the students in the class)
B (for the other students in the class)
以上这些任务型的活动(Task-based activities) 具有明显的交际性。这类活动较之机械性练习的优越之处在于：学生可以知道交际的真实动因，可以在语言活动中找到真实的感觉，了解自己在交谈中究竟与谈话的对方是一种什么关系，可以关注交谈的过程变化以及自己在这种变化中所起的作用，他们会自觉谋求交谈所应获得的结果。
词汇教学建议：
本单元出现了大量的国家、城市的名称，在教学时可以首先让学生把这些词根据读音知道所在的位置（如：亚洲、欧洲等）及所属的国家，使用的语言等。再通过情景教学时的听、说、读、写等语言实践活动，使学生掌握。从而，改变那种死记硬背单词拼法的不当做法。在单词教学中，应以学生自学为主，教师引导为辅的教学原则，充分体现学生的主体性。
口语教学建议：
要想使学生对句型能够熟练、灵活的掌握和运用，就要在实际操作中尽量避免“明知故问”的倾向，要创设一个合乎逻辑、现实生活中常出现的语境，从实际出发，减少纯句型的练习。这样更能突出应用性原则。在以Where are you from? I’m from England/America/China.及 Where do you come from? I come from England/ America/ China. Do you come from…? Are you come from? What do you like about China? How do you like Chinese food? 为主的功能性会话的训练上，要让学生在口语训练的过程中记忆本单元所出现的句型及语法，逐步加深对句型的理解和运用。为了使口语训练更加有趣、贴近生活，教师不妨让学生先进行以下一些活动：
1）利用多媒体及世界地图，让学生扮演成不同国家的学生进行对话练习。如：Where are you from? I am from … Where do you come from? I come from…Are you from…? Yes, I am. No, I am not. Do you come from…? Yes, I do. No, I do not.
2)让学生把自己的喜好以表格的形式表达出来，并利用不同的表格，让学生表达喜好、厌恶 如：I like… I don’t like…并进行问答练习 如：Do you like…? Yes, I do./No, I don’t. How do you like Chinese food? /What do you like about…?
3）让学生自己设计名片或明信片，并进行两个学生之间或小组之间的问答如：Do you speak Japanese/English? Do you live…? Where do you live? What do you like? 等句型的操练。从而为语法的教学作乐很好的铺垫。
语音教学建议
本单元语音教学的主要内容是元音之母i和u的发音，字母i在开音节中读/ai/,在闭音节中读/i/。字母u在开音节中读/u:/ /u/ /∧/。练习单词重音、句子重音和语调时候，让学生跟随录音练习,模仿句子重音和语调，体会英语语流的节奏感
语法教学建议
本单元的语法重点是一般现在时，其中它的一般问句、否定句是教学的重点。尤其是一般问句的构成与汉语的结构是不同的，我们汉语的问句是在句末加个“吗”，而英语需要把助动词do提前至句首，后面用动词的原形。这些需要理解、记忆的地方，一定要让学生在第一次接触这个句型时，就彻底明白，并会进行句型转换。切忌将这些内容在本单元讲授完毕时，才对学生讲解，那样做不利于学生的学习。 在每讲一个时态，都应从这个时态的概念、时间搭配、时态的构成三方面进行教学。
一般现在时的概念：表示经常性或习惯性的动作，或表示现在的特征或状态。
一般现在时的时间搭配: every day/week/year, on Monday, on Sunday morning; usually, often, always, in the morning/afternoon/evening
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一般现在时的构成是比较难于理解、掌握的，因为它分为：当主语是非第三人称单数及主语是第三人称单数，关于主语是第三人称单数的概念必须向学生讲清楚、讲透彻。可以采取对比的形式如：I---- my mother; he ----- his friends; the teacher---- the teachers; you--- your brother; she ---- her classmates Tom ----- Tom and Kate; he ----- they;
当主语是非第三人称单数 时, 行为动词的一般现在时的句型变化如下：
（１）肯定句： 用行为动词原形来表示，如：We know a little English. Li Hai and Liu Hua come from China. They learn Chinese.
（２）否定句：用助动词don’t + 动词原形表示。如：They don’t go to school on Sundays. The students don’t speak French. I don’t read the books in the evening.
（３）一般疑问句是把助动词do 提前至句首，后面动词用原形。回答时，肯定用“Yes, 主语 + do ”; 否定用“No, 主语 + don’t ” 如：Do you like apples? Yes, I do. Do the teachers speak English? No, they don’t. Do they stay at home every day? Yes, they do.
当主语是第三人称单数 时, 行为动词的一般现在时的句型变化如下：
(1) 肯定句： 用行为动词原形后加--s来表示，如：He knows a little English. Li Hai comes from China. My father learns Chinese.
(2) 否定句：用助动词doesn’t + 动词原形表示。如：Your sister doesn’t go to school on Sundays. The student doesn’t speak French. Tom doesn’t read the books in the evening.
(3) 一般疑问句是把助动词does提前至句首，后面动词用原形。回答时，肯定用“Yes, 主语 + does ”; 否定用“No, 主语 + doesn’t ” 如：Does your friend like apples? Yes, he does. Does the teacher speak English? No, she doesn’t. Does Tom stay at home every day? No, he doesn’t.
在学生理解的基础上，再配以适量的汉译英的练习，加以巩固提高。需要说明的是：在本单元的知识范围内，主要是以：当主语是非第三人称单数时的变化为主，它是本单元的重点。而当主语是第三人称单数时, 行为动词的一般现在时的句型变化只作为一般性的了解，但应告知学生，他们之间的差异和联系，为今后的教学（第二十五、二十六单元）作好铺垫工作。
阅读教学建议
本单元第95课第一部分是一篇短文，介绍lily通过书信形式向Jo介绍她在学校里的学习和生活情况，在学生单独阅读文章后，可让他们完成练习册第95课练习1的对话。这些补全对话练习主要是检查学生理解文章细节的能力。
词汇分析
1.本单元重点学习speak,from,come,much,little,people,teach,love,great.
2. speak表示“说，讲”的意思， 她可作及物动词也可作不及物动词。
(1)当它作“讲某种语言”时用作及物动词。如speak,English/ Chinese / Japanese等。
(2)在下列情况下作为不及物动词：a. 与某人打招呼 b. 打电话用语 c.在会上发言。例如：He often speak to the old man./ Can I speak to Mr Wang? / Our English teacher is speaking at the meeting.
3．little 用作形容词，表示“几乎没有，很少的”，常用来修饰不可数名词，而a little则表示有一些，相当于some，例如：there is little water in the bottle.(几乎没有) / there is a little water in the bottle.(有一些) 重难点分析
1．熟练运用询问国籍和所使用语言的日常交际用语。
2．熟悉实义动词一般现在时的陈述句、疑问句及其答语，以及介词短语to her, from Lily, on Sundays 等状语的运用。
3．继续进行单词重音、句子重音和语调的训练，体会英语语流的节奏感。
学法指路
本单元主要学习一般现在时的肯定句、否定句、一般疑问句及其答语。
英语和汉语在语言结构方面差异较大，学生在实际应用中较难把握，常常出错。建议教师在教学时，能通过实例和反复的操练，帮助学生理解、判断和归纳连系动词be、助动词do及实义动词come等在句中的用法。
Where’s he from? 他从哪儿来？
be from =come from意为“从……来”或“是……人”，常用来询问某人来自哪个地方或籍贯（包括国籍）。be from =come from. be from 强调状态；come from强调动作。如：
—Where are you from? (=Where do you come from?) 你是哪儿的人？你来自哪儿？
—I’m from Changsha.（=I come from Changsha.） 我是长沙人。/我从长沙来。
2. How do you like…?
此句型动词like后可接某人或物的词作宾语，意为“你觉得某人或某物怎么样？”表示询问对某人或某物的印象、看法。相当于What do you think of…? 如：
—How do you like Tom? 你觉得汤姆这人怎么样?
—I think he's a good student.我认为他是一个好学生。
3. What do you like about China? 你们都喜欢中国的哪些方面?
—The people—and the food! 这里的人们一还有吃的。
people常泛指“人”“人们”，作主语时，谓语动词常用复数形式；people还有“(多少)人”之意，受two以上基数词的修饰，本身就是复数形式：the people是“人民”之意；表示“民族”时，people有单、复数之分。 People work in the day.人们白天工作。
“What do you like about…?”（你喜欢……哪些方面？）用来询问对方喜欢某人、某物的哪些方面。如： —What do you like about your school?你喜欢学校哪些方面？
—The teachers and the students. 老师和同学。
How do you like…？侧重于询问对某人或某物喜欢的程度，答语常用a little或very much。What do you like about……？侧重于询问对方所喜欢的内容，答语要用具体说明所喜欢的人或物的陈述句。如：
（1）—How do you like Beijing?
—Very much.
（2）—What do you like about the school?
—I like teachers in this school.
4. We teach them English and they teach us Chinese. 我们教他们英语，他们教我们中文。
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teach可作不及物动词，也可作及物动词，作及物动词时，可用teach sb., teach sth., teach sb. sth., 如果宾语是人称代词，要用宾格。如：
Mr. Wang teaches Chinese. 王老师教语文。
Miss Gao teaches us. 高老师教我们。
Miss Gao teaches us English. 高老师教我们英语。
5. Chinese put our family name first. 我们中国人把姓放在前面。
在西方，人们的全名往住由三部分组成：given name (名)+ middle name (中间名)+ family name (姓)。中间名又叫教名，往往可以省略。注意：名在前，姓在后， Mr.、Mrs.和Miss要和姓连用，而不能和名(given name)连用。而中国人的全名由两部分组成：family name (姓)+given name(名)。姓在前，名在后。学习时要注意英汉两种文化的差异。
称呼某人时，要说Mr./ Mrs. / Miss + family name，如：Mr. Wang王先生。
6. Our friends ask us to go to their homes for dinner. 我们的朋友请我们到他们家吃饭。
此句中的词组是“ask sb. to do sth.”（叫/请某人做某事），此词组的否定式是“ask sb. not to do sth.”(叫/请
某人不要做某事)。注意词组中的sb.如是代词，要用宾格。如：
Mr. Brown asks us to clean the room. 布朗先生请我们打扫房间。
My parents ask me not to talk in class. 我父母叫我在上课时不要讲话。
7. 给某人写信，要说write (a letter) to sb., 而收到某人的来信，要说get a letter from sb. 或hear from sb.。
8. I want to make friends in China. 我想在中国交朋友。
make friends意思是“交朋友”。表示“和某人交朋友”时，要用make friends with sb.。如：
Can you make friends with me?你能和我交个朋友吗?
9. 说汉语，用speak Chinese；学汉语，用learn Chinese；教日语；用teach Japanese；教某人汉语，用teach sb Chinese。语言名词Chinese，English等都是不可数名词，可以用(a) little，much, a lot of修饰。
10.所学国家、国籍、语言一览表。 国家
注：1) American、Australian、Canadian的复数形式分别是：Americans, Australians, Canadians.
2)表示一个英国人时用an Englishman,一个英国妇女用an Englishwoman.
它们的复数形式是：Englishmen. Englishwomen。类似的还有：
一个法国人an Frenchman 一个法国妇女 an Frenchwoman
它们的复数形式是：Frenchmen, Frenchwomen
3)Chinese, Japanese的单复数同形。
Unit 11 What do you think of game shows?
Period 4---Section B (3a---4)
一、教材：新目标英语Go for it!(七年级下) Unit 11
二、教具：单词卡片、录音机、实物、小黑板
三、教学方法：以任务型教学法为教学的主要途径，辅以“张法”中的两两对话，竞争机制。
四、教学目标：
根据本课功能项目，设想学生情况，我确定以下的三维目标。
1、认知目标：
a. 掌握表达自己个人对事物或人看法的动词和词组。
b. 谈论自己的喜好与憎恶。
c. 询问及回答对事物或人的看法。
如：What do you think of XX?
I love it /them.
I do,too.
What do you think of XX?
I can’t stand it/them.
I don’t ,either.
篇二：新视野第三册第6单元测试
答案的话请看下面的蓝框，我选的不一定对哦！
文科B5: Qiz details
A. manage
B.
C. take
D. prepare
3.
Mr. Lewis broke the world ______ for the 100 meters.
A. mark
B. standard
C. level
D. record
4. In American universities, classes are often arranged in more
flexible _____ and many jobs on campus are reserved for
students.
A. scales
B. patterns
C. grades
D. ranks
5.
Last year the advertising rate ________ by 20 percent.
B. raised
C. aroused
D. arose
6.
The guard walked through the train ______ everyone's ticket.
A. inspecting
B. overlooking
C. reviewing
D. analyzing
7.
Our holiday was _______ by showers of rain.
A. spoiled
B. destroyed
C. crashed
D. discouraged
8. Students or teachers can participate in excursions (短途旅行)
to lovely beaches around the island at regular ________.
A. gaps
C. intervals
D. length
9. We were tired of hearing him ________ about how strong he
was.
A. comment
B. remark
C. refer
D. boast
10. He played the guitar (吉他) so well that everyone was
_______.
A. affected
B. aroused
C. effected
D. impressed
11. Most nurses are women, but in the higher ranks of the medical
profession women are in a _______.
A. scarcity
B. minority
C. minimum
D. shortage
12.
My uncle rarely used to oversleep, _________?
A. wasn't he
B. didn't he
C. was he
D. did he
13.
Jack was about to announce our plan but I ________.
A. put him through
B. turned him out
C. gave him up
D. cut him short
14. Only after a long chat, _________ that Mr. Smith was in fact a
boss of a big factory.
A. he realized
B. he has realized
篇三：新视野大学英语4网上测试-1
返回我的课程
D. They are bothered by it.
3.
A. The state of the marriage.
B. The silly things they did.
C. The terrible cold she had.
D. They haven't gotten married.
4.
A. Go to their parents.
B. Have arguments.
C. Walk in the park.
D. Go to the cinema.
5.
A. The park.
B. The cinema.
C. A parent's home.
D. Their home.
Questions 6 to 10 are based on the same passage or dialog.
6.
A. Parents.
B. Rich people.
C. Food.
D. Parents.
7.
A. Steak and potatoes.
B. Hamburger and French fries.
C. Indian food.
D. Lamb.
8.
A. The speakers are not rich.
篇四：外研必修五module6(无答案)
Module 6 Animals in Danger
Vocabulary reserve only if if only
1. reserve It’s a nature reserve. I believe your story without reserve. I have reserved a room for you at the hotel. 翻译：这些座位是留给老人和残疾人坐的。
2. endanger vt. 使遭到危险, 危及, 危害 endangered adj（生命等）有危险的,有灭绝危险的,
Smoking ________________________(吸烟危害健康)
The giant panda is an _________ (濒危物种)
扩展：en-前缀表示“使、使成为”和“使处于…状态”之义：
3.struggle n. vi.努力, 奋斗, 挣扎 扩展： a power struggle the class struggle
stuggle with和...一起战斗,与...斗争; struggle against挣扎，挣脱，对抗；struggle for 争夺 struggle to do sth.挣扎去做 struggle to one’s feet
The shopkeeper__________________ the thief. （与小偷搏斗）
The prisoner _______________his captors, but couldn't escape.（挣脱）
The two officials are _______________(争夺权力)
She__________________ get away from the robber.
4.protect vt.保护 protect ____________保护…免受… 派生词：
Please wear sunglasses to__________________________________.(保护眼睛免受阳光的伤害)
5.meanwhile:其间;同时，同义表达：
翻译：我上大学去了. 那时我的朋友全都找到了收入不错的工作.
6.aim vt. vi对...瞄准, 打算. n.目标, 目的, 瞄准 ______没有目标的 __________志向远大
He aimed his gun at the target.(to;at;on)
My remarks were not aimed at you.
He aims to be a novelist.
He has only one aim in life------- to become rich.
7. wonder n.奇迹, 惊奇, 惊愕 vt.对...感到惊讶, 惊奇, 想知道 vi.惊讶, 怀疑
They were filled with wonder at the sight.
It's a world of wonders 世界七大奇迹 ______________________
常见用法：it’s a wonder that______________//no wonder that______________
It's a wonder that he continues to gamble when he always loses!
8. concern v. n. 关心 担心，涉及 be concerned about /for concerned concerning as far as…be concerned Concerning his proposal, there were pros and cons.
As far as I’m concerned, I cannot object to your marriage.
My greatest concern is the stability of economy
We__________________________________ her safety.(为她的安全担心)
_____________________（我担心）they may have lost.
____________ parents held a meeting ___________ their children.
A. Concerned, concerned B.Concerning, concerned C.Concerneding, concerning D.Concerned, concerning
9. feed vt.喂养, 饲养, , 靠...为生( fed --- fed ) feed back _____ _________厌烦 __________ 以…为主食；
Cows feed on grass.
I______________________ the wet weather.(厌倦)
feed raise rise bring up
10.stand for v.代表, 代替, 象征, 支持, 做...的候选人 同义：
What does USA stand for?
I won't stand for this impoliteness.
扩展：stand by ____________ stand out______________
11.focus n.(兴趣活动等的)中心, 焦点, vi. vt.聚焦, 集中 同义：
The focus on my camera isn't working properly.
Focus your camera on those trees.
Her beauty makes her the focus of attention.
In tonight's programme our focus is on USA.
I'm so tired that I can't_______________ anything today.（集中精力）
Please _____________________the following problem.（把你的心思集中到下面的问题上）
12. set up v.设立, 竖立, 架起, 升起, 装配, 创(纪录), 提出, 开业 回顾：up 组成的词组
We__________________________（竖起一个旗杆）on the playground.
The government has _________________________（设立新的医院）for the children.
He set (up) a new record in the race.
The fresh air will set you up and you will feel much better. (使…康复)
辨析：put up set up build found establish
13. only if if only
翻译：只有我们真正明白了学好外语的重要性，我们才可能学好英语。
—Can I watch the football match on TV tonight，Mum?
—________ you finish all the homework first.
A．If only B．Only if C．Even when D．Not unless
14. put down放下，记下，镇压， 使---下车
Put me down at the next corn, please.
----I am having a party next Sunday. ----Put it down in your diary so you don't forget!
The police are _____________________________(镇压叛乱rebellion)
The engine failed and the pilot had to______________________________(飞机着陆)
15. involve ___________参与，涉及 翻译：试还包括回答一些关于一张照片的问题。
The judge made the final decision after listening to the opinions of each party ________.
A．involved B．to be involved C．involving D．having involved
16. Although surprised, the poachers had an advantage----- there were more of them.
Although surprised= ______________省略规则：
_______________________（当过马路的时候）, you can't be too careful.
_______________________________ (在等候时) I read the newspaper.
_____________________,（当被加热）the ice can change into water.
_______________________ (一旦出版) the book will be popular.
__________________________ (虽然疲惫) he kept on working.
Please make a mark___________________________ (在必要的地方)
17. at a time 一次、每次；在某个时候 at one time 一度；过去曾经
Don't speak all at once . ____________, please A. Each at one time B. One by one time C. One for each time D. One at a time
I was very poor _______________. A. at a time B. at one time
18. come into fashion come into的词组回顾：
be in fashion go out of fashion be out of fashion follow the fashion
That style of hat _________________________when I was a boy.（开始流行）
Long hair is very much ________________now.（很流行）
It's quite __________________to dress like that.（过时的）
19. raid n./v.突袭， 袭击 make/carry out a raid on 突袭，奇袭
The enemy made a raid on the naval base.=
The naughty boys________________ the kitchen and took all the cakes.（袭击了厨房）
20. confiscate vt. 没收、征用、充公
If you are caught smuggling(走私) goods into the country, they will be confiscated.
The customs officials confiscated the goods.
21. get tough with….对……强硬； 对……不妥协
The government will get tough with people who avoid paying taxes.
The employers____________________________________.(对工人罢工采取强硬措施)
22.give one’s life to…为……献身 同义：
翻译：他被选为了议员，难怪他积极投身于公共事务。
23.on the spot 在现场、当场；立即、即刻(表场所或时间) ________________ 被当场逮住/解雇___________风景胜地
24. Its aim was to protect the natural habitats of wild animals in danger of extinction.
in danger of :面临…危险； in danger 处于危险中 反义词组___________
The boy________________________ (处于危险中), so we have to help him.
He was__________________________________.(面临失去生命的危险）
We were______________________________________.(面临被石头击中的危险)
extinction n.消失, 消灭, 废止, extinct adj.熄灭的, 灭绝的, 耗尽的
The passenger pigeon is extinct. Efforts have been made to prevent the extinction of the buffalo(美洲野牛).
拓展：in+名词构成的词组： 和平地；和睦地； 在困境中 井然有序地 惊奇地 如释重负，松了口气
25.For fifteen years WWF China staff had been based in Switzerland but came to China to monitor the project.
base n.底部, 基础, 根据地, 基地, 本部 vt.以...作基础, 基于...
base sb in/at ：把……安置在….工作和学习
He made London the base for his revolutionary work.
Where are you based now?
Most of our staff are based in Paris.
The company's headquarters is//are based in London.）
We should base our opinions on the facts.(in;at;on)
The theory_________________________ the facts.(以……为基础)
We should believe the theory _____________ the facts.
A. base on B. basing on C. based on
26. monitor v./n. 用监视装置监视…； 收听…
They were monitoring the radio broadcast from that country.
The enemy planes were monitored by our radar stations .
The monitor is helping our teachers to collect the papers.
He worked as a monitor after his graduation.
Grammar-------定语从句专项练习
1. The house, _____ was destroyed in the terrible fire, has been repaired.
A. the roof of which B. which roof C. its roof D. the roof
2. Can you lend me the novel _____ the other day?
A. that you talked B. you talked about it C. which you talked with D. you talked about
3. The matter _____ you were arguing about last night has been settled.
A. that B. what C. why D. for which
4. They talked for about an hour of things and persons _____ they remembered in the school.
A. which B. that C. who D. whom
5. Who _____ has common sense（常识） will do such a thing? A. which B. who C. whom D. that
6. All the apples _____ fell down were eaten by the pigs. A. that B. those C. which D. what
7. They asked him to tell them everything _____ he saw at the front. A. what B. that C. which D. where
8. I’ll tell you _____ he told me last night. A. all which B. all what C. that all D. all
9. A child _____ parents are dead is called an orphan. A. who B. who’s C. whose D. which
10. Is this the museum _____ you visited the other day? A. that B. where C. in which D. the one
11. Is this museum _____ some German friends visited last Wednesday?
A. that B. where C. in which D. the one
12. --- How do you like the book?
--- It’s quite different from _____ I read last month. A. that B. which C. the one D. the one what
13. The train _____ she was traveling was late. A. which B. where C. on which D. in that
14. He has lost the key to the drawer _____ the papers are kept. A. where B. on which C. under which D. which
15. Antarctic _____ we know very little is covered with thick ice all the year round.
A. which B. where C. that D. about which
16. He often helps the students _____ he thinks are not quick at their studies.
A. whom B. who C. when D. because
17. He was born in the year _____ the Anti-Japanese War broke out.
A. which B. when C. on which D. during which
18. Mr. Crossett will never forget the day _____ he spent with his various students.
A. when B. which C. during which D. on which
19. This is just the place _____ I am longing to visit these years. A. that B. where C. in which D. to where
20. The hotel _____ during our holidays stands by the seaside.
A. we stayed at B. where we stayed at C. we stayed D. in that we stayed
21. I have bought the same dress _____ she is wearing. A. as B. that C. which D. than
22. Is that the reason _____ you are in favor of the proposal? A. which B. what C. why D. for that
23. Some of the roads were flooded, _____ made our journey more difficult. A. which B. it C. what D. that
24. He must be from Africa, _____ can be seen from his skin. A. that B. as C. who D. what
25. He has two sons, _____ work as chemists.
A. two of whom B. both of whom C. both of which D. all of whom
26. The buses, _____ were already full, were surrounded by an angry crowd.
A. most of that B. which most C. most of which D. that most
27. My glasses, _____ I was like a blind man, fell to the ground and broke.
A. which B. with which C. without which D. that
28. Mr. Wu, _____ everybody likes, is going to give us a talk on chemistry. A. whom B. that C. which D. /
29. This is Mr. Smith, _____ I think has something interesting to tell us. A. who B. whom C. that D. /
30. _____, the compass was first made in China.
A. It is know to all B. It is known that C. We all know D. As is known to all
31. I, _____ your good friend, will try my best to help you out. A. who is B. who am C. that is D. what is
32. He is a man of great experience, _____ much can be learned. A. who B. that C. from which D. from whom
33. It was such a serious mistake, _____ caused by carelessness.
A. which I think was B. which I think it was C. I think which was D. I think which it was
34. The general at last got a chance to visit the village ___ he used to fight, _____he had been dreaming of for years.
A. that/which B. where/that C. in which/what D. where/which
35. I will hire the man _____ they say is a good English speaker. A. who B. that C. which D. whom
36. He has to work on Sundays, _____ he does not like. A. and which B. which C. and when D. when
37. I gave him a warning, _____ he turned a deaf ear. A. of which B. for which C. to that D. to which
38. My father has made me _____ I am. A. who B. which C. what D. that
39. She is one of the few girls who ____ passed the examination. A. was B. were C. has D. have
40.She is the only one of the students who ____ praised by the teacher. A. is B. are C. has D. have
篇五：七年级英语教案Where are you from
七年级英语教案Where are you from?
教学建议
教学内容分析
本单元的核心教学项目是“语言”（Language），涉及到国家、国籍、所使用的语言和姓名使用习惯等项内容。从某种意义上讲，本单元的内容也可以看成是对第一学期关于交流个人基本信息 (如年龄，姓名，电话号码等)方面学习的扩展。关于交流个人基本信息的技能和知识是初一阶段必须掌握的一项重要的语言应用内容。
第93课的第一部分是在彩图第一页的地图上找寻重要的国家和城市。本课所涉及的国家和城市与语言有关。本课提供了四个具体情景，涉及到来自澳大利亚、加拿大、中国、美国和日本的不同人物，而谈话的内容则都与国籍和语言有关。
第94课的主体部分是由一段在问路的具体情景中的对话构成的，由于对话发生在北京，发生在一个中国男青年和一个澳大利亚男青年之间，所以，在问路的过程中就不可避免地要涉及到国籍和语言。本课第二部分吟咏供选用，其中复现国家、国籍、语言的名称。
第95课提供了一张由在中国的Lily写给她在美国的朋友的明信片，信的内容涉及到学语言和说语言。 第96课的第一、二部分是语音和语调的常规训练，主要涉及元音字母i和u及字母组合的拼读规则、句子重音和语调。本课的听力材料是来自不同国家的朋友聚集一堂彼此介绍的对话。本课的第五部分提供一段阅读材料，是Jack Wilson谈论学校中不同国籍的学生和他们所用语言的电子邮件(e—mail)。供选用的第六部分是另一份电子邮件，学生将要在这份电子邮件的基础上做完形填空的练习。第七部分要求学生给Jack写信，讲述自已学校和同学的情况。
教学方法建议
本单元的一个主要学习任务是相互传递个人的基本信息，教师的指导和训练项目设计不应当仅仅是机械的问答操练。因为学生如仅有这样的操练便无法体会语言知识的实际应用。
那么，在十分简单的语言知识基础上，学生能不能进行语言应用的实际训练呢? 回答是肯定的。下面，我们就为教师提供几个语言应用的教学设计案例：
1．介绍笔友
1) 教师提出语言任务：向同伴介绍自己在国外的笔友。
2) 学生在心中默想一位自己感兴趣的某国的同龄友伴。
3) 教师提供样本：(如果可能的话，本任务可以包括对人的外貌的描述。)
4)学生按照样本自行设计自己的笔友。(如果教师的任课确实在国外有友好班级，如果多数学生确实有自己的笔友，那么，本项任务就更有实际意义，也更易得到实际效果。)
5)学生以两人一组或几人小组的形式进行交谈，交流有关笔友的信息。
6) 学生以小组的形式制做表格，填写自己笔友的基本信息。
7)小组之间进行信息交流。
8)教师与学生对完成以上任务的情况作出评价(可以采取录音或录像的办法为评价提供第一手材料)。
2．表达态度
教师可以结合本单元的话题 (Language)引导学生谈论对于英语学习的态度，这是一种真实的谈论，因为，不同的学生对待英语学习的态度将是不同的，由此就可以形成学生之间的信息沟通。
1)在黑板上(或用投影仪)画出下面的四个套圆：
2)教师帮助学生解决个别词汇问题 (如interesting)。
3)学生根据教师介绍的上面的图表实际确定自己对于英语的真实态度，并提供理(可以个人形式，也可以两人-组或小组活动形式。)
4)学生谈论自己的态度；并询问别人的态度。
5)教师和学生共同评价完成此任务的表现。
3．信息沟
教师可以向不同的学生或学生小组提供有关人物的不同信息，以此在学生之间或学生小组之间构成信息差距，从而能够常设进行自然交流的条件。下面就是信息差距的一一种设计形式：
A (for some of the students in the class)
B (for the other students in the class)
以上这些任务型的活动(Task-based activities) 具有明显的交际性。这类活动较之机械性练习的优越之处在于：学生可以知道交际的真实动因，可以在语言活动中找到真实的感觉，了解自己在交谈中究竟与谈话的对方是一种什么关系，可以关注交谈的过程变化以及自己在这种变化中所起的作用，他们会自觉谋求交谈所应获得的结果。
词汇教学建议：
本单元出现了大量的国家、城市的名称，在教学时可以首先让学生把这些词根据读音知道所在的位置（如：亚洲、欧洲等）及所属的国家，使用的语言等。再通过情景教学时的听、说、读、写等语言实践活动，使学生掌握。从而，改变那种死记硬背单词拼法的不当做法。在单词教学中，应以学生自学为主，教师引导为辅的教学原则，充分体现学生的主体性。
口语教学建议：
要想使学生对句型能够熟练、灵活的掌握和运用，就要在实际操作中尽量避免“明知故问”的倾向，要创设一个合乎逻辑、现实生活中常出现的语境，从实际出发，减少纯句型的练习。这样更能突出应用性原则。在以Where are you from? I’m from England/America/China.及 Where do you come from? I come from England/ America/ China. Do you come from…? Are you come from? What do you like about China? How do you like Chinese food? 为主的功能性会话的训练上，要让学生在口语训练的过程中记忆本单元所出现的句型及语法，逐步加深对句型的理解和运用。为了使口语训练更加有趣、贴近生活，教师不妨让学生先进行以下一些活动：
1）利用多媒体及世界地图，让学生扮演成不同国家的学生进行对话练习。如：Where are you from? I am from … Where do you come from? I come from…Are you from…? Yes, I am. No, I am not. Do you come from…? Yes, I do. No, I do not.
2)让学生把自己的喜好以表格的形式表达出来，并利用不同的表格，让学生表达喜好、厌恶 如：I like… I don’t like…并进行问答练习 如：Do you like…? Yes, I do./No, I don’t. How do you like Chinese food? /What do you like about…?
3）让学生自己设计名片或明信片，并进行两个学生之间或小组之间的问答如：Do you speak
Japanese/English? Do you live…? Where do you live? What do you like? 等句型的操练。从而为语法的教学作乐很好的铺垫。
语音教学建议
本单元语音教学的主要内容是元音之母i和u的发音，字母i在开音节中读/ai/,在闭音节中读/i/。字母u在开音节中读/u:/ /u/ /∧/。练习单词重音、句子重音和语调时候，让学生跟随录音练习,模仿句子重音和语调，体会英语语流的节奏感
语法教学建议
本单元的语法重点是一般现在时，其中它的一般问句、否定句是教学的重点。尤其是一般问句的构成与汉语的结构是不同的，我们汉语的问句是在句末加个“吗”，而英语需要把助动词do提前至句首，后面用动词的原形。这些需要理解、记忆的地方，一定要让学生在第一次接触这个句型时，就彻底明白，并会进行句型转换。切忌将这些内容在本单元讲授完毕时，才对学生讲解，那样做不利于学生的学习。 在每讲一个时态，都应从这个时态的概念、时间搭配、时态的构成三方面进行教学。
一般现在时的概念：表示经常性或习惯性的动作，或表示现在的特征或状态。
一般现在时的时间搭配: every day/week/year, on Monday, on Sunday morning; usually, often, always, in the morning/afternoon/evening
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一般现在时的构成是比较难于理解、掌握的，因为它分为：当主语是非第三人称单数及主语是第三人称单数，关于主语是第三人称单数的概念必须向学生讲清楚、讲透彻。可以采取对比的形式如：I---- my
mother; he ----- his friends; the teacher---- the teachers; you--- your brother; she ---- her classmates Tom ----- Tom and Kate; he ----- they;
当主语是非第三人称单数 时, 行为动词的一般现在时的句型变化如下：
（１）肯定句： 用行为动词原形来表示，如：We know a little English. Li Hai and Liu Hua come from China. They learn Chinese.
（２）否定句：用助动词don’t + 动词原形表示。如：They don’t go to school on Sundays. The students don’t speak French. I don’t read the books in the evening.
（３）一般疑问句是把助动词do 提前至句首，后面动词用原形。回答时，肯定用“Yes, 主语 + do ”; 否定用“No, 主语 + don’t ” 如：Do you like apples? Yes, I do. Do the teachers speak English? No, they don’t. Do they stay at home every day? Yes, they do.
当主语是第三人称单数 时, 行为动词的一般现在时的句型变化如下：
(1) 肯定句： 用行为动词原形后加--s来表示，如：He knows a little English. Li Hai comes from China. My father learns Chinese.
(2) 否定句：用助动词doesn’t + 动词原形表示。如：Your sister doesn’t go to school on Sundays. The student doesn’t speak French. Tom doesn’t read the books in the evening.
(3) 一般疑问句是把助动词does提前至句首，后面动词用原形。回答时，肯定用“Yes, 主语 + does ”; 否定用“No, 主语 + doesn’t ” 如：Does your friend like apples? Yes, he does. Does the teacher speak English? No, she doesn’t. Does Tom stay at home every day? No, he doesn’t.
在学生理解的基础上，再配以适量的汉译英的练习，加以巩固提高。需要说明的是：在本单元的知识范围内，主要是以：当主语是非第三人称单数时的变化为主，它是本单元的重点。而当主语是第三人称单数时, 行为动词的一般现在时的句型变化只作为一般性的了解，但应告知学生，他们之间的差异和联系，为今后的教学（第二十五、二十六单元）作好铺垫工作。
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