Unit 7 Seasons第3课时习题
一、单项选择。
（ ）1. There are so many in the spring.
A. snow B. butterfly C. butterflies D. butterflys
（ ）2. It is in the winter for most of time.
A. wind B. snow C. snowy D. rain
（ ）3. It may be plenty of fish in the , because the water is full of food.
A. shower B. stream C. shade D. steam
（ ）4. the snow dropping, the world become a white kingdom.
A. As B. But C. And D. However
（ ）5. I thing I have a , because my body temperature is as high as 39 degrees.
A. stomachache B. headache C. fever D. cough
二、根据首字母或括号中所给提示填空。
1. We have four s in a year.
2. The （云朵）became dark. They covered the sun.
3. I saw some kids （踢）balls in the park.
4. S is always sunny and warm and full of butterflies.
5. As the （上升）of the temperature, spring comes.
三、分析下列句子成分。
1. I have an apple.
2. It smells good.
3. The rain dropped.
4. He bought her a bunch of rose.
5. She is listening her singing.
四、翻译句子。
1. 冰淇淋尝起来很好吃。
.
2. 春天很温暖并且阳光明媚。
.
3. 爸爸妈妈给了我一个很好的礼物，但我并不开心。
.
4. The leaves are falling down. The autumn arrives.
.
5. It seems that the winter has passed, but the temperature is still very low.
.
五、判断下列句子成分分析是否正确。正确填（T）,错误填（F）。
（ ）1. Winter arrives. (S+V)
（ ）2. Autumn has passed. (S+V+O)
（ ）3. The panda is drinking milk. (S+V+O)
（ ）4. My mom gave me a present. (S+V+IO+DO)
（ ）5. I don’t know. (S+V+O)
参考答案
一、
C C B A C
二、
1. （s）eason
2. clouds
3. kicking
4. （S）pring
5. rising
三、
1. I have an apple.
S V O
2. It smells good.
S V P
3. The rain dropped.
S V
4. He bought her a bunch of rose.
S V IO DO
5. She is listening her singing.
S V DO OC
四、
五、
T F F T F
牛津译林版英语八年级上册Unit7第3课时教学设计
课题
Seasons
单元
Unit7
学科
英语
年级
八年级
学习
目标
知识与能力目标：
Learn to judge the sentence constituents(subject, predict, object, predicative…)and know the basic types of sentence;
Grasp the ability of writing a sentence according to the rules.
过程与方法：
To master the grammar by TBLT and inductive teaching method;
Strengthen students’ awareness by emphasizing the importance of sentence structure.
情感态度与价值观：
Improve students’ ability and develop students’ awareness of sentence structure.
重点
The analysis of sentence structure.
难点
To make up sentence by using the sentence structure skillfully.
教学过程
教学环节
教师活动
学生活动
设计意图
导入新课
Lead-in(4’)
Show some words and then link these words into a “sentence” in a random order. (one Chinese, one English).
观察教师给出的“句子”是否是正确表达。思考原因。
乱序排列的不成句子的句子增加课堂趣味性。提高学生的意识：句子结构很重要
讲授新课
Grammar presentation(10’)
Give some sentences.
Analyze and explain the sentence constituents. (SV)
Give examples and analyze the sentences structure. (S+V+O)
Give examples and analyze the sentences structure. (S+V+P)
Exercise
Try to translate the following sentences.
1.雨停了。
2.风筝正在空中飞舞。
3.春天真美。
4.小明有一盒彩色铅笔。
5.雪落了。
Words(6’)
Kick, cough, fever, cloud, awful
Using some sentences including these words to learn the words. At the same time, analyze the sentence structures.
Exercise
Matching the word with its explanation.
4. Kick D. general mass in the sky like smoke or dust.
5. awful E. for physical reasons to make noise
through throat
Summary(2’)
Give two tips
(1. The subject and object can be a pronoun or a noun phrases; 2. Common linking verbs are…)
Exercise
Millie is writing about the seasons. Help her underline the verb in each sentence and write down the main structure of the sentence.
1．We have four seasons.
2．They are quite different.
3．Ice cream tastes nice.
4．Autumn leaves are falling down.
5．I don’t know.
Grammar presentation(10’)
Give two sentences (SVO and SV(IO)(DO)) and let students find the difference between them.
Present the two branches of object (indirect object and direct object).
Change the structure (S+V+IO+DO) with to/for.
Give tips of which verbs can be used with to and which verbs can be used with for.
Give sentences whose structure is (S+V+DO+OC) and let students find the difference.
Exercise
Paraphrase(改写) the following sentences using to or for.
1. Mike brought Mary a branch of roses.
2. Jane offered her boss a pile of files.
3. Mom left me a cup of milk as my breakfast.
4. John showed his teacher a painting.
5. Li Hua wrote her mother a letter.
Production(6’)
Game: divide the whole class into 6 groups and get a competition.
Each student writes down a sentence (no repetition, just according to the five sentence structures we have learned today). The seventh student should analyze the sentence structure. Write and analyze one by one. The faster and better group is the winner.
Exercise
Fill the blanks with the correct form of words in bracket.
1. The teacher saw some boys (kick) football in the playground.
2. What a(n) (极坏的) day! I can't play outside.
3. Her head touched hot. Maybe she got a (发烧).
4. The little dog swallowed a bone without chewing. Now he is (咳嗽).
5. Look! There are so many grey (云) are gathering. It will rain soon.
Amy kept a weather diary. Read the sentences from her diary entries and describe the structure of each sentence.
1. It was a perfect day today. There was not a cloud in the sky. Mum was making breakfast when I woke up this morning.
2. The sun was shining. Some kids were kicking the ball in the park. I caught a bad cold. I had a high fever and coughed a lot, so Mum took me to the hospital. It was an awful day!
Sum up(5’)
S + V
S + V + O
S + V + P
S + V + IO + DO
S + V + DO + OC
Homework(2’)
Sum up the grammar learned on class and write 3 sentences for each sentence structure. For example: S+V: I quit. She smelled. The rain fell down.
观察处在“句子变形记”中的句子，找区别。学习句子成分的表达（例如主语）
用所学句子结构写简单句子。
读句子，猜测此意，认真识记单词。
将单词与其英文释义连线。
观察并总结相关规律，积累词汇。
练习语法，分析句子成分，查漏补缺，及时发现并解决问题。
积极调动思维，学习另一项语法内容。细心观察教师给出的例句的区别，构建自己的逻辑体系，努力梳理思路。
根据所学，对句子进行改写。
积极参加游戏，利用所学，即兴造句，小组成员合理分工，完成游戏。
按括号中所给词的正确形式填空。考虑相关语法规则。
读长句子，分析潜在的句子结构。
配合教师对本堂课所学进行集中梳理，认真完善笔记。
通过在简单句中慢慢添加成分的“句子变形记”情景，增加课堂趣味性，构建学生的逻辑体系。
及时操练，巩固所学。
在新单词的学习过程中复习所学语法知识。
练习单词，英英解释加深记忆。
为学生拓展词汇，对语法点进行集中梳理总结
通过练习，考察学生是否真的掌握了语法点，便于教师有针对性的帮助学生。
通过对比比较法，分析两种句子结构（主谓宾，主谓双宾）。按照学生的思维逻辑顺序一步一步引导，便于学生构建逻辑体系。
通过改写，巩固知识，深化记忆。
通过游戏，集中练习本堂所学，增加学生的积极性，趣味性，锻炼小组合作能力。
将语法与单词结合起来考察学生对知识点的掌握与理解程度。
为将来的阅读做准备。训练学生分析长句子的句子成分，句子结构的能力。
再次巩固本堂所学，帮助学生梳理主要内容。为学生们的作业做铺垫。
课堂小结
对五个基本句型的学习，分析句子结构，掌握句子成分的相关表达（主语、谓语等），系统提高对句子结构的认识，增强句子结构的重要性的意识。
板书
Unit 7 Season
S + V
S + V + O
S + V + P
课件29张PPT。Unit 7 Seasons牛津译林版 八年级上第3课时 GrammarLead-in冬天到了世界变成了白色的乐园Is it a right order in a sentence?Can you understand the meaning of the sentence?Lead-inthe builtEddieatentwithsticksatHobobeachyesterdayCan you understand the meaning of the “sentence”?Word order (sentence structure)
is very important in a sentence.PresentationThe basic parts of a sentence are the subject(S)主语
the verb(V)谓语动词
the object(O)宾语
A statement begins with the subject and the verb.
We divide verbs into three kinds: intransitive verbs (vi.)不及物动词
transitive verbs (vt.)及物动词
linking verbs (linking v.)连系动词PresentationAn intransitive verb does not take a direct object.(不及物动词后不加宾语) The sentence structure is like this:The temperature drops.
I don't know.
The little girl coughed.The temperature drops.
I don't know.
The little girl coughed.pronoun/ noun phraseintransitive verb (vi.)subject (S)verb (V)S+VSentence structure:Presentation·A transitive verb takes an object. (及物动词后面加宾语，用以解释主语)
·The verb tells us what the subject does to something else (the object).
·The sentence structure is like this:Farmers harvest crops.
I have a pen.
Her son has a fever.Farmers harvest crops.
I have a pen.
Her son has a fever.
pronoun/ noun phrasetransitive verb (vt.)pronoun/ noun phrasesubject (S)verb (V)object (O)Sentence structure:S+V+OPresentation·A linking verb links the subject and the adjective phrase or noun phrase that describes it.（连系动词连接主语与修饰它的形容词或名词词组）
·A word or a group of words that follows a linking verb is the predicative (P)在系动词后面的词或词组叫做表语.The sentence structure is like this:Autumn leaves turn brown.
Ice cream tastes nice.
A boy is kicking the ball.PresentationAutumn leaves turn brown.
Ice cream tastes nice.
A boy is kicking the ball.pronoun/ noun phraselinking verbword/ a group of wordssubject (S)verb (V)predicative (P)Sentence structure:S+V+PExerciseTry to translate the following sentences.Pay attention to the using of sentence structure.1.雨停了。
2.风筝正在空中飞舞。
3.春天真美。
4.小明有一盒彩色铅笔。
5.雪落了。The rain have stopped.The kites are flying in the sky.Spring is beautiful.Xiao Ming has a box of colored pencils.The snow dropped.WordA boy is kicking the ball.kick [k?k]
vt.踢；反冲
n.踢；反冲；后座力
e.g.
·Five minutes later, she will kick them off because her
feet are under the dest.
·The best thing is to kick them out violently.
最好的办法是把他们踢出这个国家。
拓展：free kick任意球、kick off开球、kick ass不好惹的
WordThe little girl coughed.cough [k?f]
vi. 咳嗽
n. 咳嗽，咳嗽声；咳嗽病
e.g.
·He coughed up some drops of blood.
他咳出了几滴血。
·The old man coughed badly and wheezed out a few words.
那个老人咳嗽得厉害，气喘吁吁地说了几句话。
WordHer son has a fever.fever ['fi?v?]
n. 发热，发烧；热病；一时的狂热；激动不安
vt. 引起发热；使狂热；使患热病
e.g.
·He soon rallied from his fever.
他的发烧很快就好了。
·A fever often denotes an infection.
发烧常常是传染病的征兆。WordThe cloud is gathering. Maybe we can't go outside when it rains. It's awful!cloud [kla?d]
n.云；阴影
e.g.
·The sky was almost entirely obscured by cloud.
天空几乎完全被云遮住了。
·习语
1. to be under a cloud
名誉扫地
2. to have your head in the clouds
< 非正式 > 心不在焉；开小差WordThe cloud is gathering. Maybe we can't go outside when it rains. It's awful!awful ['??f?l]
adj. 可怕的；极坏的；使人敬畏的
e.g.
·I hardly slept, and felt awful.
我几乎没睡，觉得不舒服。
·It was an awful shock.
这太令人震惊了。
·That's awful!
这可太糟糕了！S+V+P
S+V
S+V+PExerciseMatching the word with its explanation.1. cloud A. strike with the feet
2. fever B. exceptionally bad or displeasing
3. cough C. high body temperature
4. kick D. general mass in the sky like smoke or dust.
5. awful E. for physical reasons to make noise
through throatSum up1. verbsintransitive verb (vi.)不及物动词transitive verb (vt.)及物动词linking verb系动词2. A subject or an object can be a pronoun or a noun phrase.
3. Common linking verbs are:
---表状态：be (am/is/are)、seem、look、appear（看起来好像、显得）
---表持续：keep、remain、stay、stand（状态或态度）
---表感官：feel、smell、sound、taste（...起来）
---表变化：become、grow、turn、get
---表终止：prove、turn out（结果是、证明是）ExerciseMillie is writing about the seasons. Help her underline the verb in each sentence and write down the main structure of the sentence.
1．We have four seasons.
2．They are quite different.
3．Ice cream tastes nice.
4．Autumn leaves are falling down.
5．I don’t know. S+V+OS+V+PS+V+PS+V+PS+VPresentationHobo brought clothes.
Hobo brought Eddie his clothes.
pronoun/ noun phrasetransitive verb (vt.)pronoun/ noun phrasepronoun/ noun phrasedouble objectsSome transitive verbs can take two objects, the direct object (DO)直接宾语
the indirect object (IO)间接宾语 SVIODOSentence structure:S+V+IO+DOPresentationWe can change the structure
S +V +IO +DO with to.
Hobo gave Eddie some ice cream.
Hobo gave some ice cream to Eddie.Hobo gave Eddie some ice cream.
SVIODOHobogavesome ice creamtoEddieVerbs can be used with to:
bring give hand lend offer pass pay post read sell send show take teach tell writePresentationWe can change the structure
S +V +IO +DO with for.
Hobo built Eddie a tent.
Hobo built a tent for Eddie.Hobo built Eddie a tent.SVIODOHobobuilta tentforEddieVerbs can be used with for:
bring build buy cook find get leave make order pick savePresentationThe complement can also follow a direct object to rename or describe it.
In this case, it is called the object complement (OC)宾语补足语（补语）.
The sentence structure is like this:Eddie is watching Hobo work.We can add an adverbial to each of the above five main structures.
We use an adverbial to show when (adverbial of time), where (adverbial of place) or how (adverbial of manner) an action is done.Eddie is watching Hobo work.pronoun/ noun phraselinking verbpronoun/
noun phrasecomplement (to describe Hobo)SVDOOCSentence structure:S+V+DO+OCExerciseParaphrase(改写) the following sentences using to or for.1. Mike brought Mary a branch of roses.
2. Jane offered her boss a pile of files.
3. Mom left me a cup of milk as my breakfast.
4. John showed his teacher a painting.
5. Li Hua wrote her mother a letter.Mike brought a branch of roses to/for Mary. Jane offered a pile of files to her boss. Mom left a cup of milk for me as my breakfast. John showed a painting to his teacher. Li Hua wrote a letter to her mother. ProductionEach student writes down a sentence
(no repetition, just according to the five sentence structures we have learned today).
The seventh student should analyze the sentence structure.
Write and analyze one by one.
The faster and better group is the winner!!!Game TimeExerciseFill the blanks with the correct form of words in bracket.1. The teacher saw some boys (kick) football in the playground.
2. What a(n) (极坏的) day! I can't play outside.
3. Her head touched hot. Maybe she got a (发烧).
4. The little dog swallowed a bone without chewing. Now he is (咳嗽).
5. Look! There are so many grey (云) are gathering. It will rain soon.kickingawfulfevercoughingcloudsExercise1. It was a perfect day today. There was not a cloud in the sky. Mum was
making breakfast when I woke up this morning.
2. The sun was shining. Some kids were kicking the ball in the park. I caught
a bad cold. I had a high fever and coughed a lot, so Mum took me to the
hospital. It was an awful day!S+V+PS+V+PS+V+DO+OCS+V+PS+V+DO+OCS+V+OS+V+OS+V+DO+OCS+V+PAmy kept a weather diary. Read the sentences from her diary entries and describe the structure of each sentence.Sum upS + V
S + V + O
S + V + P
S + V + IO + DO
S + V + DO + OCHomeworkSum up the grammar learned on class and write 3 sentences for each sentence structure.
For example:
S+V: I quit. / She smelled. / The rain fell down.谢谢21世纪教育网（www.21cnjy.com) 中小学教育资源网站 有大把高质量资料？一线教师？一线教研员？
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