初中英語優(yōu)秀教學(xué)案例選登

1、初中英語優(yōu)秀教學(xué)案例選登1、我歌唱，我閃爍記一堂英語活動課     初秋的溫州，陽光暖暖地照著，一個由32名學(xué)生組成的班級里，傳來了有節(jié)奏的鼓點聲。然而，這不是一堂音樂課，而是一堂由筆者自創(chuàng)的不同以往的英語課。我們不妨稱它為英語活動課。 【教學(xué)片段】    鼓點聲起，在熱烈的鼓點聲的感染下，老師領(lǐng)著同學(xué)們隨著鼓點興致勃勃地拍著手，屏幕上顯示了六組符合典型開、閉音節(jié)規(guī)律的單詞。在教師的示意下，學(xué)生們隨著節(jié)奏齊聲念到：/ei/-/ei/, /m/-/ei/-/mei/-/meik/, /n/-/ei/-/nei/-/n

2、eim/,平?？菰锓ξ兜囊羲兀诠狞c和掌聲的襯托下，仿佛突然搖身變成了可愛的音符，在教室里跳躍著，也在學(xué)生的心弦上響動著。然后我又變換著節(jié)奏，像一位樂隊指揮一樣，讓不同組的學(xué)生重復(fù)念剛才的音素加單詞。抑揚頓挫的，激起了每個學(xué)生的學(xué)習(xí)興致。于是我又趁熱打鐵，向意猶未盡是學(xué)生發(fā)問：這些念起來朗朗上口的單詞之間，有什么規(guī)律嗎？很快就有學(xué)生指著第一行說：這一行的單詞都是字母a 的開音節(jié)。我馬上表揚他: Very good! Heres a star for you.（我同時給了發(fā)言者一顆表示鼓勵的幸運星）。接著，又有幾位同學(xué)說出了其他幾行單詞的規(guī)律。答對者也都得到了一顆星星。師：大家都很聰明，相信下面

3、難度大一點的句子，也難不倒你們。于是我又出示六個配圖的句子：1. the fat man eats jam.2. Jane makes a paper plane.3. Ted has ten pegs.4. She sees trees in the streets.5. A big pig is in a big bin.6. Mike has five nice kites.學(xué)生們看著這些有生動配圖的句子，饒有趣味地讀開了。躍躍欲試的手舉起了一片。我于是請了一位熱切地想表現(xiàn)的男孩試念第一句。男孩既緊張、又興奮，如此念到：盡管不是很流暢，但他成功地用學(xué)習(xí)過的語音知識讀出了每個生詞。頓時，教

4、室里響起了支持與贊許的掌聲。我也不失時機樹起大拇指，稱贊到： 并將給他兩顆星星。這下，幾乎所有的手都舉了起來。六個句子在學(xué)生的口里也越來越順口的起來。我馬上不失時機地拿出早已準(zhǔn)備好的單詞卡片，告訴學(xué)生我們將要玩一個記單詞的游戲，看誰能運用所學(xué)過的語音知識，更好地記單詞。我先示范了一個：Ten, T-E-N,ten. Now who can spell bed?一名學(xué)生“唰”地站了起來，搶答到：B-E-D, bed. 當(dāng)然，他也歡欣鼓舞地得到了一顆星星。其他的學(xué)生再也等不及了，“砰砰”的舉手聲此起彼伏，我則忙者給他們發(fā)星星。此刻，課堂已被學(xué)生主宰，我高興地成了他們的“后勤服務(wù)員”。比賽在激烈的氣

5、氛中結(jié)束了。我興致勃勃地幫著學(xué)生數(shù)起了他們的戰(zhàn)利品星星：得到星星最多的女生不禁興奮地叫了起來：Seven！我于是指著這名女生表揚到：She is a good girl! 然后我話題一轉(zhuǎn)說：Heres a chant about a girl. Look! 隨著chant的出示，我打著響指念唱到：Jim is a boy. Hes at school. Kate is a girl 沒等我念出第四句，已經(jīng)有學(xué)生打著響指和了進來：Shes at home. Who is Polly? Polly is a bird. Where is the bird? Its here! Here!一次念罷，

6、學(xué)生們馬上心領(lǐng)神會地再次齊聲念唱了起來。我趁著他們念得高興，悄悄擦去了Hes, Shes, Its.學(xué)生們一念完，我就問：現(xiàn)在這首chant不完整了，大家還能不能在來一次？“Yes” 學(xué)生們異口同聲地大聲回答到。于是他們又津津有味地chant了起來。“光會說不行，誰能幫老師把chant 恢復(fù)原樣？”我一副要為難他們的樣子。“我！我！”學(xué)生個個都胸有成竹的樣子。我不忍打擊他們的積極性，請了兩位上來寫后，對其余同學(xué)說：“誰能在自己本子上寫對的，下課來跟老師換星星。”于是，臺上、臺下的學(xué)生都喜滋滋地寫了起來，【教學(xué)分析】1、要勇敢地從教材中跳初出來。本課書的設(shè)計，不是直接取材于教材中的某一課。而是筆

7、者通過對教材的深入理解，觀察學(xué)生學(xué)習(xí)過程中的不足，將教材的要點與自己收集的素材，進行再加工后，重新設(shè)計的。我們常常會發(fā)現(xiàn)拿到教材時，覺得教材提供的素材與現(xiàn)實不很相符，或者與學(xué)生的實際有距離，可又覺得不能拋開教材不管。其實，只要我們讀透教材，看清編者意圖，取其精要為我所用便可。大可不必?fù)?dān)心學(xué)生不讀課本原先設(shè)計的對話，會對學(xué)生掌握語言知識和技能造成損失。2、大膽嘗試“愉快教學(xué)法”，幫助鞏固詞匯與語法。“愉快教學(xué)法”是近幾年倍受青睞的一種教學(xué)方法?？赏徽f到語法教學(xué)、詞匯教學(xué)，就覺得很難與愉快教學(xué)聯(lián)系起來。我是在上完JEFC教材第一冊的第五單元后，萌發(fā)用愉快教學(xué)法復(fù)習(xí)鞏固語法與詞匯的。因為學(xué)生此時

8、已漸漸感覺到識記單詞和正確理解語法的難度了。如果不及時給他們注入興奮劑,恐怕會有不小的后遺癥。那么找準(zhǔn)學(xué)生學(xué)習(xí)的興奮點就顯得格外重要。有心理學(xué)實驗表明，太熟悉的東西，引不起學(xué)生的興趣；完全陌生的東西，因與主體已有的經(jīng)驗聯(lián)系不上，也不能引起興趣。恰當(dāng)?shù)淖龇ㄊ前研庐惓潭榷ㄔ趯W(xué)生“似曾相識又陌生”的感覺尺度上為好。另外要難易程度適中，坡度遞進。讓學(xué)生在等峰爬破中享受成功的樂趣。同樣是讓學(xué)生念符合發(fā)音規(guī)律的單詞，因為有了鼓聲與掌聲，便有了新意，學(xué)生的樂趣也隨之而來。接著又從單詞到句子，讓學(xué)生體驗我“跳一跳”也能夠得著的興奮感。而單詞拼度賽，則讓剛才夠不找的學(xué)生，也有了感受成功的愉快體驗。學(xué)生們在玩中學(xué)

9、，把被動接受知識轉(zhuǎn)化為開動腦筋主動探索知識，進而促進創(chuàng)新思維的發(fā)展。本課中用CHANT復(fù)習(xí)語法，也有異曲同工之妙。音樂美與語言美在這堂課上交相輝映，師生都其樂融融。3、巧用形成性評價，激發(fā)學(xué)生學(xué)習(xí)熱情。形成性評價重在評價學(xué)生在學(xué)習(xí)過程中的表現(xiàn)、所取得的成績，以及所反映出來的情感、態(tài)度、策略等方面的發(fā)展做出評價。其目的是激勵學(xué)生學(xué)習(xí)，幫助學(xué)生有效調(diào)空自己的學(xué)習(xí)過程，使學(xué)生獲得成就感，增強自信心、培養(yǎng)合作精神。本堂課中，我用了星星，讓原本抽象的評價變得看得見了。學(xué)生們都努力表現(xiàn)出自己最好的一面。別看星星雖然小，但卻點亮了許多學(xué)生的自信心。每天都能數(shù)到通過自己努力得到的星星，每天都有收獲的感覺，不用

10、忐忑不安地等待考試來審判自己，學(xué)生怎會不喜歡呢？                                2、領(lǐng)  悟 英語新課程標(biāo)準(zhǔn)對英語課程的任務(wù)是這樣描述的：激發(fā)和培養(yǎng)學(xué)生學(xué)習(xí)英語的興趣，使學(xué)生樹立自信心，養(yǎng)成良好的學(xué)習(xí)習(xí)慣和形成有效的學(xué)習(xí)策略，發(fā)展自主學(xué)習(xí)

11、的能力和合作精神，為他們的終身學(xué)習(xí)和發(fā)展打下良好的基礎(chǔ)。對于這段話，我們已經(jīng)是耳熟能詳，但如何在英語教學(xué)中貫徹落實，卻始終混沌不清。在一個尋常的初春早晨，一堂看似尋常的英語公開課，一次與新課程的親密接觸，讓我深刻地領(lǐng)悟了這段話，在我的教學(xué)生涯中，留下了極不尋常的一頁。這堂課就是謝樹斌老師上的Junior English Book I Lesson 89. 教學(xué)片斷(課前準(zhǔn)備：分發(fā)給每一組學(xué)生4人一組一本漢英字典)隨著有節(jié)奏的音樂和著抑揚頓挫的chant聲揭開了本堂課的序幕。Rice, rice, a bowl of rice. Juice, juice, a bottle of ju

12、ice.學(xué)生一個個拍著掌與 video里的聲音交相應(yīng)和著，很快打破了沉悶緊張的氣氛。這是課前的熱身活動，又為接下來要討論的食物做鋪墊。念完chant后，謝老師微笑地說：“Im new here. I want to know more about you. Whats your favourite drink?”生1: My favourite drink is coke. 謝老師笑著點頭說：Coke is very popular now. (生1露出笑容，坐下) 老師又繼續(xù)問：Whats your favourite fruit?  生2：My favourite fruit i

13、s apples. 謝老師驚喜地說：Apples are nice. I like apples, too. 老師又微笑地問：Can you ask me questions?由于老師做了很好的引導(dǎo)和鋪墊，語言又具極強的親和力，學(xué)生們開始砰然心動，紛紛舉手，新問題更是層出不窮，如：Whats your name?/ Whats your favourite food?/ Can you swim?，問出了許多老師想要的答案，拉近了師生的距離。謝老師帶著詢問地語氣又問：”What food do we have?” 在屏幕上打出學(xué)生學(xué)過的食物、飲料和水果名稱。然后，皺著眉頭，按著腹部說：” Im

14、 hungry. Look at this guy. Is he hungry? What food does he have?” 于是畫面出現(xiàn)了一個可愛滑稽的卡通人物Gus, 接著播放迪斯尼動畫英語Gus 到朋友家一口氣吃了很多東西的畫面，選材貼切，畫面生動有趣，既拓展了學(xué)生的詞匯量，讓學(xué)生在輕松愉快的氣氛中學(xué)習(xí)了單詞soup, spaghetti, corn, sandwich等，又對學(xué)生進行思想情感教育：到朋友家亂吃亂喝是不禮貌的行為。 老師并不滿足于這樣的詞匯拓展，于是又刨根究底地問：”What other food do you know?”“ You can look it up

15、in the dictionary.”學(xué)生4人一組紛紛查字典，踴躍地上黑板寫下他們知道的或者是字典中查出的他們喜歡的食品名稱，繼而，老師又親切地說：“Who writes the word, please teach the word to the other students” 學(xué)生于是逐個站起來教生詞，諸如：beef, cheese, pie, onion, uncooked fish 等等。一個個笑容可掬，洋洋得意，也許比較滿意自己的“勞動成果”吧。老師又繼續(xù)指著黑板上的生詞，略帶神秘地神情問：“Can you guess what kind of food Li Lei would l

16、ike? What about Jim?”生（思索一會兒）: Li Lei likes rice , dumplings. Jim likes beef. 師（高興地大聲說）：Very good. Li Lei likes Chinese food. Jim likes English food. 就此對學(xué)生進行文化教育，不同國家的人們吃不同的食物。然后轉(zhuǎn)到課本，師饒有興趣地問：“Different people, different food. What about Jimmy and Vicky?”“Jimmy eats too much and doesnt do sports. So

17、he is very fat. Eating too much is not good. No sport is not good.” 不知不覺，一堂課就在老師循循善誘、充滿親和力的言語中結(jié)束了，老師是從容不迫、游刃有余，學(xué)生則是興趣盎然，聽者更是樂而忘返。教學(xué)分析1.    教，是為了不教。謝老師這堂課最讓人難忘的地方就是他對學(xué)生的學(xué)法指導(dǎo)，這為學(xué)生的終身學(xué)習(xí)和發(fā)展打下了堅實的基礎(chǔ)。“碰到不會的單詞，請教別人或查字典，你就會得到你想要的答案。要不僅僅滿足于老師課上所教的內(nèi)容，同學(xué)們應(yīng)該知道舉一反三，當(dāng)老師教的內(nèi)容不滿足你的需求時，你可以查字典與身邊可用的資源，學(xué)

18、習(xí)更多你想學(xué)習(xí)的內(nèi)容。教會學(xué)生要善于使用我們的良師字典?！蔽蚁胫x老師的學(xué)生有了字典這位良師益友“相伴終身”，何愁任何“艱難險阻”。這使我更加明白“授人以魚不如授之以漁”這個道理，就如武術(shù)的最高境界是無招勝有招，教的最高境界是教是為了不教。教給學(xué)生學(xué)習(xí)的能力，教會他們?nèi)绾螌W(xué)習(xí)遠(yuǎn)比傳授單純的語言知識重要得多。“教學(xué)有法，教無定法，貴在得法”。一切適合學(xué)生發(fā)展，促使他們自主學(xué)習(xí)的教學(xué)方法都是好方法。本堂課，謝老師并沒有按我們傳統(tǒng)的傳授語言知識的方法來教學(xué)，而是大膽地跳出教材，教學(xué)的內(nèi)容雖取材于教材，卻遠(yuǎn)遠(yuǎn)超越了教材，重點是教會學(xué)生如何自主地學(xué)習(xí)，這樣的教學(xué)方法也許在短期內(nèi)無法從學(xué)生的成績中得到滿意的

19、答案，但對于他們將來的英語學(xué)習(xí)無疑是受益無窮的。2.         態(tài)度決定一切。老師的態(tài)度直接影響學(xué)生的學(xué)習(xí)，學(xué)生只有以積極的態(tài)度參與課堂，才能促使他們自主的學(xué)習(xí)。在課伊始到課結(jié)束，謝老師一直在用他的身體動作語言與和藹可親的態(tài)度鼓勵著同學(xué)們，當(dāng)學(xué)生回答完老師的問題時，謝老師都能及時地用鼓勵性的語言來評價學(xué)生，這不但能讓學(xué)生體驗成功，并且能夠讓學(xué)生認(rèn)識自我，從而實現(xiàn)自主學(xué)習(xí)，自主發(fā)展，有助于自信心的建立。如學(xué)生回答：My favourite fruit is apples. Mr Xie says with a

20、smile:“Apples are nice. I like them, too”. 雖然，這也許只是老師輕描淡寫的一句話，但字里行間深含著對學(xué)生認(rèn)可的態(tài)度，對于學(xué)生無異于吃了蜜糖，從嘴甜到心。特別是讓學(xué)生把自己寫在黑板上的單詞教給其他同學(xué)，這既可讓教的同學(xué)體驗成就感，更增強了同學(xué)們的合作意識，讓學(xué)的同學(xué)充滿了新鮮感，激發(fā)了學(xué)生學(xué)習(xí)英語的興趣，從而使他們用積極的態(tài)度參與課堂活動，使師生之間的雙邊活動得以有效地進行。面對新課程，我們腳下的路還很長很長但是有句英語諺語說得好，“Nothing in the world is difficult, if you put your heart into

21、 it.”只要在平常的教學(xué)中，教師能做一個有心人，努力學(xué)習(xí)新課程理念，加強對學(xué)生的學(xué)法指導(dǎo)，我想我們一定能教出數(shù)不勝數(shù)的不怕“艱難險阻”的學(xué)生。初中英語人稱代詞與物主代詞表MADE BY:RAIN DATE:2010-12-16人稱代詞人稱單數(shù)復(fù)數(shù)主格賓格主格賓格第一人稱Imeweus第二人稱youyouyouyou第三人稱hehimtheythemsheheritit例句： 1、主格=主語：表示誰怎么樣了、干什么了。 I am a teacher. You are student. He is a student.They are students. 2、賓格=賓語：表示動作行為的對象。 G

22、ive it to me. Let's go(=Let us go).物主代詞人稱形容詞性名詞性第一人稱單數(shù)：我的mymine復(fù)數(shù)：我們的ourours第二人稱單數(shù)：你的youryours復(fù)數(shù)：你們的第三人稱單數(shù)他的his她的herhers它的its復(fù)數(shù)：他們的theirtheirs物主代詞是表示“的”和“的東西”的意思。 比如你說“這是我的書包”： This is my schoolbag. 這里的my是一個形容詞性物主代詞，它只是作一個形容詞用，后面必須再跟一個具體表示某個東西的名詞，這里就是這個schoolbag（書包）。 而如果你說“那個書包是我的”： That schoolb

23、ag is mine. 這里的mine就是一個名詞性物主代詞，它的后面不能再有其它的名詞。 賓語從句的點點滴滴賓語從句是英語復(fù)合句中的其中非常重要的從句之一。它是用一個句子做另一個句子的賓語，將這個句子叫做賓語從句。賓語從句做介詞或及物動詞的賓語?，F(xiàn)在從下列三個方面總結(jié)歸納如下：一，引導(dǎo)詞A,由that 引導(dǎo)的陳述句性的賓語從句，在很多動詞如say, think, wish , hope, see, believe, agree, expect, hear , feel等動詞后。連詞that只起連接作用，在從句中不做句子的成分，也無詞匯意義，在口語中常被省略，但在大多數(shù)情況下還是以不省為好，特

24、別是在筆語中。例：I told him that he was wrong.l在think,believe, suppose, expect等動詞引起的賓語從句中，有時謂語盡管是否定意義，卻不用否定形式，而將think 等動詞變?yōu)榉穸ㄐ问?。例：I dont think you are right. (我認(rèn)為你做的不對)l在許多帶有復(fù)合賓語的句子中，that引導(dǎo)的賓語從句經(jīng)常移到句子的后面，而用it做形式賓語。例：We think it wrong that he told a lie to everyone (我認(rèn)為他向每一個人撒謊是錯誤的)B,由連詞if、 whether 引導(dǎo)的表示“是否”

25、的賓語從句。Whether,if 在從句中不做句子的成分，一般情況下，whether和if 可以替換。例：I dont know if/whether he will come tomorrow.The teacher asked if/whether we had finished the experiment.l在介詞后面的賓語從句中不用if引導(dǎo)例：Everything depends on whether we have enough money。l賓語從句中有or not時不用if引導(dǎo).例：I dont know whether the movie star will come or

26、not.l和不定式連用作賓語時不用if引導(dǎo).例：Whether to go there or not hasnt been decided.C,由wh-引導(dǎo)的賓語從句。連接代詞who,whom,whose, what, which,和連接副詞when, where, why, how 等連接的賓語從句，它們在句中即有連接從句的作用，又在句中充當(dāng)句子的成分。例：Do you know which film they are talking about? (which做定語)I dont know where he lives. (where 做地點狀語)二，賓語從句的語序，賓語從句從句的語序必須

27、是陳述語序，既連接詞+主語+謂語+其他成分例：I believe that they will come soon.He asked me whether I was a teacher.They wanted to know what they can do for us.二，賓語從句的時態(tài)。賓語從句的時態(tài)受主句的限制，既：主句是一般現(xiàn)在時態(tài)，從句根據(jù)實際情況而定。主句是一般過去時態(tài)，從句用相應(yīng)的過去的時態(tài)。如果從句的動作發(fā)生在主句之前，則從句要用過去完成時態(tài)。例:1)She says that she is a student.She said that she was a student

28、.2)She says that she will fly to Japan in a week.She said that she would fly to Japan in a week.3)She says that she has finished her homework already.She said that she had finished her homework already.4)She says that she can sing a song in English.She said that she could sing a song in English.l如果賓

29、語從句說的是客觀真理、自然現(xiàn)象或事實時，這時賓語從句要用一般現(xiàn)在時態(tài)。例：The teacher said that the earth goes round the sun.He told me that Japan is an island country.lCould you tell me是用來征詢對方的意見，語氣委婉，并不表示過去。例：Could you tell me when we will visit the Histury Museum?注意事項：u由陳述句變成賓語從句時，要注意人稱的變化。例：She said: “I have been to England before.

30、”She said that she had been to England before.She asked me: “Do you like maths?”She asked me if I liked maths.u賓語從句與簡單句的交換。由連接代詞和連接副詞引導(dǎo)的賓語從句，如果賓語從句的主語和主句的主語是同一個人時，可以用“疑問詞+不定式”做賓語的簡單句結(jié)構(gòu)。例：I dont know what I should do next.I cont know what to do next.He didnt know where he would live.He didnt know whe

31、re to live.DO SOME EXERCISES:1.Can you see_?A. what hes reading B. what is he readingC. what does he read D. he reads what2.Does Jack come from Japan? Do you know?(合并成一個句子)Do you know_Jack _from Japan?3._What did your son say in the letter?_He told me that he_ the Disney would the next dayA.will vis

32、it B. has visitedC. is going to visit D. would visit4.He didnt know_A.whats the matter B.what the matter isC. what was the matter D. what the matter was5.Somebody called you just now,but I didnt know_A.who were they B. who they wereC. who was it D. who it was6.I want to know_A.what is his name B. wh

33、ats his nameC. that his name is D. what his name is 7.-Could you tell me _she is looking for?-Her cousin,susan.A.that B.whose C .who D.which8.-What are you searching the Internet for?-Im trying to find out_.A.What is the difference between SARS and BIRDFLUB.How many persons have died in IraqC.How to

34、 protect our environmentD.Why is our Chinese team be able to beat Korea9.Do you know_?(誰正在唱歌)10.Do you know_?(她正在和誰談話)11.Do you know_?(昨天發(fā)生了什么事)The keys: 1 A.2 if ,comes.3D. 4 C. 5 D. 6 D. 7 C. 8 B9 who is singing 10 who she is talking with11 what happened yesterday1.將下面的句子連接成為含有賓語從句的復(fù)合句。(1)These fl

35、owers are from Guangdong. He said.He said _ these flowers _ from Guangdong.(2)Light travels faster than sound. My teacher told me.My teacher told me _ light _ faster than sound.(3)There will be a meeting in five days. Jack didnt know.Jack didnt know _ there _ _ a meeting in five days.(4)Can they spe

36、ak French? I want to know.I want to know _ _ _ _ French.(5)Are the children playing games? Tell me.Tell me _ the children _ _ games.(6)Have you finished your homework yet? Mr. Zhao asked Ma ChaoMr. Zhao asked Ma Chao _ _ _ _ _ homework yet. (7)How many people can you see in the picture? Who knows?Wh

37、o knows _ _ _ _ _ _ in the picture?(8)Where did she park her car? Do you know?Do you know _ _ _ her car?(9)What does he often talk about? The girl wondered.The girl wondered _ _ often _ about.(10)Who knocked at the door so loudly? I dont know.I don t know _ _ at the door so loudly.2.選擇填空。(  )(1

38、)What did Mike say? He said _.A. if you were free the next week            B. what colour was itC. the weather is fine                     

39、D. summer comes after spring(  )(2)Tom asked my friend _.A. where was he from                      B. that the earth is bigger than the moonC. when did he come back    &#

40、160;              D. not to be so angry(  )(3)Let me tell you _.A. how much is the car                      B. how much does

41、the car costC. how much did I pay for the car           D. how much I spent on the car(  )(4)Peter knew _.A. whether he has finished reading the book      B. why the boy had so many questionsC. there were 12 months in a

42、year               D. when they will leave for Paris參考答案：1.(1)that, were  (2)that, travels  (3)if, would be  (4)if , they can speak  (5)if, are playing  (6)if, she had finished her  (7)how many people

43、 you can see  (8)where she parked(9)what he, talked  (10)who knocked2.(1)D   (2)D   (3)D   (4)B一、當(dāng)由陳述句充當(dāng)賓語從句時，用that引導(dǎo)，that無詞義，在口語或非正式文體中常省略。如：She said that she would leave the message on the headmaster's desk.她說她會把留言條放在校長桌子上。He said that he could finish hi

44、s work before supper.他說他會在晚飯前完成工作二、當(dāng)由一般疑問句充當(dāng)賓語從句時，用if或whether引導(dǎo)，意為“是否”。如：Alice wanted to know if/whether her grandmother liked the bag.愛麗斯想知道她祖母是否喜歡這個包。I don't know whether he'll come the day after tomorrow.我不知道他后天是否會來但直接與or not連用時,往往用whether(ifor not也可以使用)。如：Let me know whether / if he will

45、 come or not.(= Let me know whether or not he will come )讓我知道他是否能來。I don't know whether / if he does any washing or not.(= I don't know whether or not he does any washing. )我不知道他在家洗不洗衣服。I wonder whether we stay or whether we go.我想知道我們是去還是留。三、如果賓語從句原來是特殊疑問句，只需用原來的疑問詞引導(dǎo)。如：Could you tell me whe

46、re we will have the meeting this afternoon?你能告訴我我們今天下午將在哪兒開會嗎？I don't know who bought the present for me. Is it Jack?我不知道誰給我買了禮物。是杰克嗎？下面的表格可以幫助大家理解這一部分內(nèi)容句式連詞語序陳述句that不變一般疑問句If/whether改為陳述語序特殊疑問句特殊疑問詞改為陳述語序賓語從句的時態(tài)問題主句一般現(xiàn)在時態(tài)一般過去時態(tài)從句保留原來時態(tài)改為過去的某個時態(tài)客觀事實和自然現(xiàn)象除外所謂過去的某個時態(tài)指的是如下的變化一般現(xiàn)在時態(tài)一般過去時態(tài)現(xiàn)在進行時態(tài)過去進行時

47、態(tài)(was/were doing)現(xiàn)在完成時態(tài)過去完成時態(tài)（had +過去分詞）一般將來時態(tài)過去將來時態(tài)（would do;was/were going to do）               have/has been to ,have/has gone to, have/has been in同學(xué)們在運用這三個詞組時容易出現(xiàn)錯誤，希望這個練習(xí)能夠?qū)δ兴鶐椭?#160;講解：have/has been to強調(diào)的是“去過”某地，已經(jīng)不在所說的地方，

48、可以和次數(shù)（once,twice,three times）連用，還可以和never ,ever, just, before,so far,already等連用，但是不能和表示一段時間的。第一卷選擇題（50分） 一、單項選擇。（1×1515） 1There are 4 cups on the table. _ one is yours? A. What B. WhichC. Whose D. Who's 2I have a sister. _ is a teacher. A. He B. ItC. SheD. I 3-Look! There is _ old man under

49、 _ tree. -Let's go over and see. A. a, the B. an, theC. an, aD. the, the 4-My father is ill. - _ . A. Sorry B. Excuse me C. I'm sorry to hear that D. That's too bad 5Uncle Sam likes _ things like machines. A. doing B. making C. carrying D. putting 6School _ . Les go home. A. beginsB. is

50、off C. is over D. is over there 7- _ is your new bike? -1000 yuan . A. How manyB. How much C. How about D. Where 8Do you read English _ ？ A. on every morning B. in every morning C. every morningD. in morning 9I would like _ , please. A. two bottles of milks B. two bottles milk C. two bottles of milk

51、D. two bottle milks 10Mrs. Green comes from _ . A. English B. AmericanC. CanadaD. Japanese 11-Do you often play ball games? -Yes, I _ . A. do B. am C. play D. does 12Mr. White is an American, but he can speak _ Chinese. A. a littleB. any C. a lotD. many 13- _ do you like eating? -I like eating rice,

52、 meat and all kinds of vegetables. A. How muchB. How many C. WhatD. How 14- _ your father watch TV in the evening? -Yes, and he _ it now. A. Do, watch B. Does, is watching C. Does, watchesD. Do, is watching 15- Can I help you, madam? -I'd like a kilo of _ . A. meat B. cakeC. bananaD. apple  

53、; 二、閱讀理解。（2×1020） （A） There is a big tree in front of my house. A black bird lives in the tree. Every day I take some food to the tree. The bird sees me and comes down. The food is in my hand. The bird comes to my hand and eats it. After that it goes back to the tree. I give some food to the bi

54、rd every day. And so the bird knows me. I like the bird and the bird likes me. We are good friends. 1What's in the tree? A. A big black bird.B. A black bird. C. An old black bird. D. A big old black bird. 2Why does the bird come down? A. Because there is some food in my hand. B. Because the bird

55、 cats some food. C. Because the bird likes food. D. Because the bird eats good food. 3Where dose the bird go back? It goes back to _ . A. his handB. its house C. the treeD. the sky （B） My name is Alan. I live in Beijing. Now I am sitting at the window. I often sit here. I can look at the street. In Beijing the buses are blue. A bus is coming now. There is a bus stop