人教新目标七下英语同步练习+英语B卷练习+英语下册教案整册

人教新目标七下英语同步练习+英语B卷练习+英语下册教案整册

人教新目标七下英语 同步练习+英语 B 卷练习+英语下册教案整册 人教版七下英语同步练习 Unit 1 Can you play the guitar? Section A (1a-2d) I.翻译词组（中英互译） 1.下象棋________2.play the guitar______________ 3. 加 入 艺 术 俱 乐 部 _________________4. speak Englis well___________5 ． 体 育 俱 乐 部 _____________6. sound good_________7.象棋俱乐部_________.8.swimming club___________ II.根据句意及首字母提示补全单词。 1. Do you want to join the m______ club? 2. Tom can play the g______ but he can’t play it w_____. 3. What club do you want to j_______? 4. Can you play c______? 5. Mary can play the tr______ and the p______. 6. I can’t sing, but I can play the v______. 7. I don’t want to join the s______ club because I don’t like sports. 8. Bob likes playing b_____. III.单项选择 1– Can you play ____ chess? – Yes, I can A .a B. an C .the D./ 2.Little Tom can draw ________.His drawings are very ________. A good well B well good C good good D well well 3.-- Can you ____ Japanese? --A little. A speak B say C talk D tell 4. Do you want ____ the English club？ A join B to join C in D be 5. Can he dance? Yes, he ________. A do B can C is D can’t IV.用所给词的适当形式填空。 1. Do you want to join the ___________ (swim) club? 2. Can Mary and Alice ___________ (play) computer games? 3. Come and ___________(join) the art club. 4. She wants ___________ (dance) with her friends. 5. Thanks for ___________ (help) me 6.what club do you want_____(join)? 7.Bob_____(like) English club, so he joins it. 8.She ___(speak) English very well. 9.What club does Tom ___(want ) to join? 10.Can you ___(swim). [知识讲堂] 1． can 为情态动词，没有人称和数的变化，后跟动词原形。把句中有 can 的肯定句 为否定句时，只需在后加 not，一般缩写为 can't；变为一般疑问句时，把 can 提前即可，肯 定回答：Yes，主语+can 。否定回答：No，主语+ can't。 She can play the guitar. -----She can't play the guitar. ----Can she play the guitar? Yes, she can. No, she can't. 2.总结情态动词的用法：①情态动词没有人称和数的变化，后接动词原形 ②不能独立做谓 语，要与后面的动词一起构成谓语 ③含情态动词的句子变否定在其后加 not，变疑问句将 其提前. 3.play 和乐器名词连用时，要加定冠词 the，表示弹奏吹拉某种乐器；但和球类名词连用， 表示踢/打某种球时不加 the。 play the piano play basketball play chess play computer games play with sb. 与某人一起玩 3.join v(及物) 参加，加入（sb,社团，俱乐部等某种组织，并成为其中一员） eg. join the art club/us/the army/the Party join in=take part in 参加比赛，竞赛，运动会等相对短期的活动（程度好的可补充） eg. join in the speech contest/the Asia Gam 4.What club do you want to join? want to do sth 想做某事 want sb to do sth 想让某人做某事 want sth 想要某物。 Eg .I want to buy a computer I want him to play with me I want a new car. Unit 1 Section A (Grammar-3c) I.翻译词组（中英互译） 1.打排球____________2.wanted for _________ 3.踢足球___________4.tell stories______ 5.展示给我们_________6.school show________ II.用 can 或 can’t 将下列单词连成句子。 1，he play the piano. ______________________________________ 2 my brother not speak English. ______________________________________ 3Tom swim. ______________________________________ 4The kid play chess well _______________________________________ III 句型转 1. I can dance.(变一般疑问 句） ___________________________________ 2. Can he play the guitar well? (做出否定回答) ______________________________ 3. She can paint . (变否定句) __________________________________ 4. He can sing an English song.(对划线部分提问) What _____he _____? 5. He can swim. (变一般疑问句并作肯 定回答) ____ ___ swim ? ____, ___ ____. V. 用 speak，say，tell，talk 填空。 1. Tom ________ he can ________ a little Chinese. 2. —Do you often ________ with Kate? —No, I don’t. 3. My father often _______ me funny stories. 4. What does he often ____with you about 5.you should ____“thank you” ,when someone helps you . VI 汉译英： （1）我们足球队招收运动员（广告语） Players ________ ________ Our Football Team （2）我们的摇滚乐队需要两名优秀的音乐人。 We ________ two good ________ ________ our rock band. （3）李梅想参加音乐俱乐部吗？是的，但是她妈妈却想让她参加英语俱乐部。 —Does Li Mei ________ ________ ________ the music club? —Yes, she does. But her mother wants ________ ________ ________ the English club. [知识讲堂] 1.wanted for 多用于广告中“……招收，需要……” wanted 前写招收的对象，for 后接招收单位 或组织，活动 【例句】 Actors Wanted for School Day 校庆招收演员（广告语） Actors are wanted for School Day. 校庆招收演员。（书面语） 【拓展 1】 want to do sth. 想要做某事 【例句】 I want to have a cup of tea. 我想喝杯茶。 【拓展 2】 want sb. to do sth. 想让某人做某事 【例句】 He wants me to tell you the truth. 他 想让我告诉你事实。 2.【辨析】speak, say, talk, tell speak 强调说话的动作、声音，而不强调内容，也表示说某种语言。 say 指用语言表达思想，着重指说话的内容。 She said goodbye to all her friends and left. 她跟她所有的朋友说再见，然后离开了。 Ben never forgets to say “Please” and “Thank you”. 本从来不忘说“请”和“谢谢你”。 talk 表示两个人或多个人在一起讲话、谈论（多指随意谈论）。 I don’t like to talk to him. 我不喜欢和他谈话。. talk to sb 对某人谈话 与某人交谈 谈论某人／ 谈论某人／某事 对某人谈 论… 与某人谈 论… 与某人谈论 talk with sb talk to sb talk with sb about sth tell 的意思是“告诉，讲述，吩咐”，讲故事或讲笑话多用 tell。 She loves to tell stories. 她 喜欢讲故事。 Can you tell me the way to the station? 你能告诉我去车站的路吗？ Unit 1 Section B ( 1a—2c) I.翻译词组（中英互译） 1 拉小提琴_________ 2.play drums__________ 3 对 某 人 好 ________4.play games with sb_______5 交 朋 友 __________ 6.call…….at ___________7.招收音乐老师___________ 8.need sb to do sth ________ II.汉译英： 1. 你对老人好吗？ Are you ____ _____old people？ 2. 我喜欢交朋友 I like to ____ _____ 3. 如果你需要帮助，请给我打电话拨 0531-6247856 If you need help ,please ____me ____ 0531-6247856 4. 他很擅长英语。 He is _____ _____English. 5. 他的英语说得很好。 He _______ English very ______. 6.你能给我看看你的照片吗？ Can you _____ your ______? III 选择填空题： ( )1. Let’s go and play _____________ ping-pong. I don’t want to play __________ violin. A. a, the B. the, a C. X, the D X, X ( )2. Who wants _______________ the swimming club? A. to joins B. join C. to join D joining ( )3. Maybe he can _________________ in their basketball team. A. is B. be C. are D am ( 4. I can’t sing Japanese songs very _____________. A. well B. much C. good D.very ( )5 They help me __________Japanese. A. in B. with C. on D to ( ）6.we need you to help _______ sports for English-speaking students. A for B with C of D in ( )7.Are you good ______ kids? A at B with C for D of ( )8.He often ____us many fun stories A says B tell C tells D speaks ( )9.It’s ___and easy to help with sports for Englis-speaking students A relaxed B relaxing C relaxes D relaxs [知识讲堂] 1.we need you to help with sports for English –speaking. 我们需要你来帮着说英语的学生做运 动 【考点】 help sb. with sth. 帮助某人某事 【例句】 Tom often helps me with my English. 汤 姆常帮助我学习英语。 【拓展】 help sb. (to) do sth. 帮助某人做某事 【例句】 Mary often helps her mother do the housework. 玛丽经常帮助母亲做家务。 2.Are you good with old people? 你与老人们相处得好吗？ 【考点】 be good with ＝be friendly with 与……相处得好 【例句】 He’s good with me. 他 和我相处得很好。 【考点】 be good to sb. 对某人友好 【例句】 My teacher is good to us all. 我的老师对我们 都很友好。 【拓展 1】 be good at 擅长…… 【例句】 He is good at math. 他擅长数学。 I am good at swimming. 我擅长游泳。 【拓展 2】 good adj. 用来修饰名词或作表语。 well adv. 用来修饰动词或形容词。 【例句】 He is a good student. 他是一个好学生。 He can’t play the guitar well. 他的吉他弹 得不好。 3. Please call Zhang Heng at 622-6033. ，at 介词，在这里意思是 call sb .at 电话号码，意思是 “用某个号码给某人打电话”“在…电话线上”。 ●例如：如果需要我帮忙，拨打 622-4567 找我。 If you need my help please call me at 622-4567. 3. We need you to help with sports . need sb to do sth. need to do sth Unit 1 Section B (3a-self-check) I．单项选择 （ ） 1．Tom wants ________ to you. Are you free? A．to tell B．tells C．to talk D．talks （ ）2．Can you help me ________ my English? A．with B．of C．learning D．about （ ）3．Here ________. A．is some in formations B．are some in formations C．are some information D．is some information （ ）4．Bob can play ________ tennis but can’t play ________ violin. A．the, the B．×, × C．the, × D．× , the （ ）5．Can you paint? ________. A．Yes, a little B．Yes, little C．No, a little D．No, little （ ）6．Please call me ________ 8989766. A．in B．at C．about D．with （ ）7．________ like to go swimming ________ summer. A．Children, on B．Children, in C．A child, on D．A child, in （ ）8．Miss Read is good ________ music．She can be good ________ children in the music club. A．at, at B．with, with C．at, with D．with, at （ ）9．The young ________ plays the ________ very well. A．pianist, piano B．piano, pianist C．pianist, pianist D．piano, piano （ ）10．What can you do, Lin Tao? ________. A．I like sports B．I want to join the music club C．I am well D．I can do Chinese Kung Fu （ ）11．Hi, can I help you? ________. A．Yes, please B．No, I can’t C．Yes, I can D．You are welcome （ ）12．________ you can ________ our school concert. A．Maybe, in B．Maybe, be in C May be, in D．May be, be in （ ）13．We want two good ________ our rock band. A．music for B．musician in C．music in D．musicians for （ ）14．Little Tom can draw ________.His drawings are very ________. A．good, well B．well, good C．good, good D．well, well （ ）15．Can he ________ it in English? A．speak B．speaks C．say D, talk （ ）16．Please call me ________ 8989766. A．in B．at C．about D．with （ ）17．________ like to go swimming ________ summer. A．Children, on B．Children, in C．A child, on D ．A child, in （ ）18．Sorry, I can’t play basketball ______. A. good B. nice C. well D.better （ ）19．The young _______ plays the ______ very well. A．pianist, piano B．piano, pianist C．pianist, pianist D．piano, piano （ ）20．What can you do, Lin Tao? ______. A．I like sports B．I want to join the music club C．I am well D．I can do Chinese Kung Fu II.完形填空 Mike and Ann are 1 They live in a large house. The house is 2 the foot of a mountain （big hill）. Near the mountain 3 a lake. There are four people in the family: Mike, Ann, their father and their mother. Their father is a farmer. He 4 a farm not far from their house. Their mother is at home. She is a housewife （家庭主妇）. Mike and Ann go to school every day. They are 5 , but they are 6 . Mike is in Grade 2. Ann is in Grade 1. Mike likes sports. He likes swimming and playing football. After school he often plays football 7 his classmates. Ann is a good girl. After school, she often goes home to help her mother 8 the housework. （）1．A．brothers andsisters B．brother and sister C a brother and sister D．a brother and a sister （）2Aat B．in C．under D．on （）3A．has B．have Cis there D．there is （）4A．are working B．is workingCworkson D．works at （ ）5A．at the same school B．at the same schools C．in the same school D．in the same schools （ ） 6A ． in different grades B ． in a different grade C ．at different grades D．at a different grade （）7．A．and B．with C．but D．or （ ）8A．doing B．does C．with D．in III．阅读短文，选择正确答案 Once a great boxer（拳击家）, Tom Brown, went to a restaurant（饭馆）for dinner. He put his bag near the door, but he was afraid that someone would take it. So he got out a pen and a piece of paper and wrote on it: “The great boxer, Tom Brown, left his bag here. He’ll come back in a few minutes. ” He put the paper on his bag and went to have his dinner. When he came back, his bag wasn’t there. But he found a piece of paper on the ground. It said: “A great runner took away your bag, and he will not come back. ” （ ）1．Tom Brown went to the restaurant ________. A．for his bag B．to see the runner C．to have his meal D．for his pen （ ）2．Mr Brown was afraid ________. A．to put down his bag near the door B．he couldn’t find his pen C．thieves would take his bag away D．he couldn’t get enough food himself from the restaurant （ ）3．Mr Brown wrote the words on the paper because he ________. A．thought the thief would not steal （偷） his bag when he read the words B．was a boxer C．wanted to catch the thief D．wanted to get to know the runner （ ）4．When Mr Brown came back he ________. A．found another piece of paper on the ground B．found his bag wasn’t there C．both A and B D．saw the runner running after him （ ）5．Which is not right? A．Mr Brown was foolish． B．The runner was a thief. C．The runner made a joke on Mr Brown. D．The boxer didn’t know the runner at all. IV.书面表达 简要介绍你们学校乐队有多少人，以及每个人的特长。（不少于 5 句话） 提示词：school band（校乐队）talented（有才华的） favourite（最喜爱的） best（最好） well（做得好） sing（唱） dance（跳舞） piano（钢琴） trumpet（喇叭） violin（小提琴） drum（鼓） _______________________________________________________________________________ _______________________________________________________________________________ _____________________________________________ ___________________________ Unit 2 what time do you go to school? Section A (1a-2c) I.翻译词组（中英互译） 1.去上学_______2.get dressed_______ 3.刷牙________ 4.eat breakfast_______ 5.上班迟到_______ 6.take a shower______ 7.一份有趣的工作_______ 8.at eight thirty______ II.根据汉语提示完成句子 Scott works very long hours.He usually _______ ﹙ 起 床 ﹚ at 17:00.He_______ ﹙ 刷 牙 ﹚ and_______﹙洗澡﹚Then he ______﹙吃早饭﹚.___________________ ﹙多么有趣的时间 啊 ﹚ to eat breakfast!After breakfast he __________ ﹙ 弹 吉 他 ﹚ .Then he _______ ﹙ 去 上 班﹚.To get to work,he __________﹙乘 17 路车﹚to a hotel.Then bus usually ____________ ﹙带他去上班﹚at 19:15.He ________﹙整夜工作﹚.People love to__________﹙听他说 话﹚!He________﹙到家﹚ at 7:00,and he ___________﹙看早间电视﹚.He ________(_睡 觉﹚at 8:30.Can you think what his job is? III． 单项选择。 （ ）1._____ do you usually go to school? A .what time B. who C. which D. why （ ）2.--____he get up early in the morning? --Yes, he____ up very early A. Does , get B. Do , gets C. Does, gets D. do, get （ 3.I usually ____ out to ____ with my friends. A. go ,eat B. go, eats C. goes, eats D. goes, eat （ ）4.She ____up at seven every day. A get B gets C to get D getting ( )5.We have_______breakfast______morning A.the,in B./,in the C.the, in the D./, in （ ）6.___he brush teeth every day ? Yes ,he _____. A Do ,does B Does ,do C Does ,does D Do ,do. ( )7.What time_____he usually ___a shower? A. do, take B do, takes C does ,takes D does,take ( )8.I’m never late_____class. A to B from C for D at [知识讲堂] 关于时间的问法 1. what time 与 when what time 翻译为“几点”问的是具体的时间，一般回答要具体到小时。 What time do you go to school? 你什么时候/几点上学？ I go to school at half past seven o’clock. 我七点半去上学。 回答具体到点钟，且注意在几点前边的介词用 at。 when 也是对时间的提问，但与 what time 的区别是：用 when 提问，回答既可以是具体 的时间，也可以是不具体的时间，如：in the morning，last year，in 1998 等范围大的时间， 例如：When does he take a shower？他什么时候洗澡？ He takes a shower in the morning. 他在早上洗澡。 也可用具体时间： I take a shower at 6 o’clock in the morning. 我早上六点洗澡。 2 .在表达时间时所用的介词 in，on，at 的区别。 ①in 用在 morning，afternoon，evening 前，还可用在月份、年代、季节前。 ②on 用在日期、星期前，也可用在某个星期的上午、下午，如：on Monday，on July 8th， on Sunday morning． ③at 用在具体的时间点钟前，也可用在固定的搭配中，如：at night 在夜里，at ten 十点钟。 when do you go home in the afternoon. What do you do on Sunday morning. I usually have breakfast at 7:00 Unit 2 Section A (grammar focus-3c) I.翻译词组（中英互译） 1 洗淋浴____________2 在周末_________ 3 在学习日__________4 吃早餐_________ 5 去上班___________ 6 去上学__________ 7 回家__________ 8 起床_____________ II.选择 1. —_____ do you go to school ? — I often go to school ____ 7:30 pm . A、What time，on B、What time , at C、What , in D、When , in 2.—What's the time ? (几点了？) —______ nine —fifteen. A、The time is B、It's C、At D、This is 3.—It's seven o'clock .It's time to go ______. —OK. Let's go . A、to home B、the home C、my home D、 home 4. Mike often _________ a shower in the morning. A. makes B. have C. takes D gets 5. He __________ his homework _________ Sundays. A. doesn’t, on B. don’t do, in C. doesn’t do, on D. don’t do ,on III. 翻译下列句子. 1. Tom 一般几点起床？他一般 4 点 15 起床。. What time ______ Tom _______ _____ up? He usually ____ ______ _____ 4:15 . 2. 人们一般都什么时候吃晚饭？一般在晚上吃。 What time ____ people usually _______ ________ ? People usually ____ ______ in ____ ______. 3. 你经常几点吃早饭？ What time _____ _______ _____ _______ ____? 4. — 你的哥哥几点淋浴？ —他经常在七点淋浴。 _______________________ ________________________ 5.他总是 7:20 穿好衣服。 He always _____ _____at seven twenty. 6.他从没有迟过到。 He is ____ _____ 7.周末他几点起床 When ___he ___ ____on weedends. [知识讲堂] 1．频度副词的使用 usually，sometimes，always，often 这类词在英文中被称为“频度副词”，是 用来表示动作或状态的频率。使用时位置规律如下： (1)放在 be 动词之后。如： He is often late for school．他上学经常迟到。 ②放在行为动词之前。如：She always doe sher work well．她总是把工作做的很好。 ③放在情态动词或助动词之后。如： What time do you usually get up？ ④sometimes 的位置较活，可放在句首，也可放在句中，有时也可放在句尾。 如： Sometimes she goes to school on foot．有时他步行上学。 I sometimes go to see my aunt on Saturday．我有时在星期六去看我的姨妈。 2.They always get dressed at seven twenty. 他们总是在 7:20 穿好衣服。 get dressed 穿好衣服 dress 在这里加 ed 构成过去分词,具有形容词的性质,系动词经常跟这类词连在一 起用,有如:become depressed; 3.what time do you get up on school days? on school days 在上学期间 My mother never lets me watch TV on school days. 我的妈妈从不让我在上学期间的晚上看电视。 Unit 2 Section B (1a-2c) I.翻译下列时间 (1)8:00_________12:00___________9:25_________ 11:48___________ (2)6:10_________10:20_________ 10:15___________ (3)7:36_________ 12:55_________ (4) 10:30___________ 6:30 ___________ II.翻译词组（中英互译） 1 散 步 ________2 half an hour _______3 play basketball_______4 对 …. 没 有 好 处 _________5after dinner________ 6 不健康的习惯_________7 healthy activities________8 体育 锻炼_________9 either……or….._________10a quarter past seven____ III.单项选择 ( ) 1.-----What’s the time? ----______nine thirty. A.Its B.It’s C.This is D. They are ( ) 2.He eats ______dinner at 7:30 in the evening. A.a B. an C. the D./ ( ) 3.-----What time______Lucy and Lily go home? ------At 4:50. A.do B.does C.is D.are ( ) 4.Please write and tell me ______your mornig. A.for B.with C. about D.from ( ) 5.It’s ten o’clock.Let’s go ________. A.to bed B.bed C.my bed D.our bed ( ) 6.I want to ____a No.6 bus to Tian’annmen Square. A. get B.come C.go D take ( ) 7.Jim____ his homework at schooll.He____it at home. A.doesn’t do,does B.doesn’t ,does C.isn’t do ,does D.doesn’t do,is ( ) 8.------Why does he like blue? -------Because the color______him happy. A.makes B.lets C.make D.bring ( ) 9.------What time is it? --------It’s ______five. A.at B.to C.about D./ ( ) 10.____weekends we go to school_____7 o’clock. A.In,at B.On,at C,On,in D,In,on [知识讲堂] I..时间的表达法： （1）直读式，即直接读出时间数字 eg.7:05seven five 8:16eight sixteen9:30 nine thirty 10:47 ten forty-seven. (2)．间接读法：用 to 和 past 表达时间。在时间的表达中有以下几种： 当分钟小于 30’ 用 past 表示过了几分钟 (即所过分钟数+past+点钟数) 当分钟大于 30’ 用 to 表示差几分钟 （即<60-所过分钟数>+to+下一点种数） 当分钟等于 30’ 用 half 表示 当分钟等于 15’用 a quarter 表示 7:10：It’s ten past seven． 8:15It's a quarter past eight 不能说成如 It’s fifteen past eight． 9:30:It’s half past nine． 10:45：It’s a quarter to eleven． 11:55：It's five to twelve． 关于一般现在时。（语法重点） （1）一般现在时态的意义是： ①表示现在的特征或状态。如：He is at home today. 他今天在家。 ②表示经常性、习惯性的动作。常和频率副词 always, often, usually 及 every day 等表示时间 的短语连用。 如：I go to school at 7:00 every day. 我每天 7 点钟去上学。 ③表示主语具备的性格或能力。如：She likes pears very much. 她非常喜欢梨子。 They speak English. 他们讲英语。 Unit 2 Section B (3a--self-check) I. 根据句子意思，每空填一个英语单词。 1. Who _______ (help) you with your English? 2. My brother often _______ (study) with me. 3. ―What _______ your brother _______ (do) in the evening? 4. ―_______ your father _______ (help) your mother do house work at home? 5. I want _______ (visit) my grandfather and grandmother tomorrow. 6. How long can she _______ (stay) at home? 7. She usually _____ (go) shopping with her parents at the weekend. 8. My sister _______ (not like) reading books. 9. How _______ (many) time does it take you to go to school? 10. He never _______ (go) to bed before twelve. II.单项选择. ( ) 1. Does he _______ a bus_______ A. take, home B. taking, home C. take, to home D. taking, to home ( ) 2. _______ you play chess well? A. Do B. Is C. Does D. Are ( ) 3. There are lots of _______ to do every day. A. things B. homework C. news D. maths ( ) 4. Do you often tell _______ about your everyday life? A. his B. he C. her D. they ( ) 5. She wants _______ an orange. A. to eat B. eating C. eat D. eats ( ) 6. I often take the bus to school, but _______ I go to school by bike. A. some time B. sometime C. some times D. sometimes ( ) 7. We always _______ after school. A. go to school B. go home C. to go home D. to go to school ( ) 8. — _______ time do you eat dinners every day? — Three. A. How many B. What C. How long D. Where ( ) 9. It’s time______ A. for English class B. to dinner C. have dinner D. for the dinner ( ) 10. The students always have ______ homework to do. A. too much B. too many C. much too D. a lot III. 句型转换 1. He gets home at five in the afternoon. (就划线部分提问) ________ ________ ________ he ________ home in the afternoon? 2. I think Tom is at home. (否定句) I________ think Tom ________ at home. 3. Now it’s five thirty. (同义句) Now it’s ________ ________ ________. 4. She goes to work by car. (就划线部分提问) ________ ________ she ________ to work? 5. Ann does her homework at home. (否定句) Ann _______ _______ her homework at home. IV. 汉译英。 1. 我的妹妹早上 7:30 去上学。 My sister _______ _______ _______ at 7:30 2. 我们需要吃完东西后刷牙来保护好牙齿 We need to ____ ____ ___ after eating to have good teeth. 3.我从星期一到 星期五都没有时间 打扫我的房间 I _______ _______ _______.to clean my room from Monday to Fridya. 4. 你晚上洗澡还是早晨洗澡？ _______ you ________ _______ _______ in the evening _______ in the morning? 5. 你为什么喜欢体育？ 因为它有趣。 ______ do you like _______? _______ it’s fun. 6. 我有时帮我妈妈做一些家务。 I help my mum _______ some housework _______. V. 阅读理解。 Dear Lin Xin, Thank you for your e-mail! I love autumn too. In Canada, we have an autumn holiday called Thanksgiving Day. Family members always celebrate it together. I will go to my grandmother and grandfather’s house. My uncles, aunts and their children will be there too. Canadian Thanksgiving Day is in early October. In the USA, they celebrate Thanksgiving Day in late November. I remember your birthday is in September. Have a good time on your birthday, Lin Xin! On my birthday, I have a cake with candles(蜡烛). Everyone sings the song “Happy birthday”. Then I blow out the candles! Will you have a cake for your birthday? Your friend, Tom （ ）1.—When is Lin Xin’s birthday? —____. A. On September 29th B. In September C. Before September 29th D. After September 29th （ ）2. Americans celebrate Thanksgiving Day ____. A. in early October B. in early November C. in late October D. in late November （ ）3. —What do Canadians usually do on Thanksgiving Day? —They usually ____. A. eat cake B. stay together C. watch the moon D. sing a song （ ）4. The subject(主题)of Tom’s e-mail is “____”. A.Your.birthday B. My birthday C.Thanksgiving.Day D. National Day （ ）5. —What must Lin Xin and Tom use when they write to each other? —____. A. Pens B. Paper C. Computers D. Telephones Alex’s day Hello! I’m Alex. I often get up at 6:30 a.m. Half an hour later I have my breakfast. At 7:30 a.m. I take a bus to school. We have Math, Chinese and English classes from 8.00 a.m. to 11.30 a.m. I have lunch and talk with my classmates at school. We have three classes from 1:40 to 4:10 in the afternoon. After school, I often play with my classmates. We often play soccer, tennis and ping-pong. I go home at about 5:00p.m. I usually have dinner at 6:00p.m. Then I do my homework and watch TV. At about 10:30, I go to bed. ( ) 6. —When does Alex go to school in the morning? —At_______. A. half past six B. seven C. six thirty D. seven thirty ( ) 7. —What time does Alex eat breakfast? —At _______. A. six B. seven C. seven thirty D. eight ( ) 8. How long does it take Alex to have breakfast? A. Thirty minutes B. An hour C. Ten minutes D. Seven hours ( ) 9. Where does Alex eat lunch? A. At school B. At home C. at a hotel D. in a restaurant. ( ) 10. Alex usually _______ before he goes to bed. A. plays computer games B. takes a shower C.play soccer D.watch TV VII. 作文。（10 分） 你的一天是怎样度过的？你合理利用时间了吗？ 请写一下你的作息时间表。 __________________________________________________________________ _____ Unit 3 How do you get to school? Section A (1a-2e) I.翻译词组（中英互译） 1 乘地铁__________2 how far _________ 3 骑自行车________4 be not sure_________ 5 乘 公 共 汽 车 __________6have a good day_______7 多 长 时 间 _______8good exercise ________ II.用所给词的正确形式填空。 1) It________(take) me half an hour to do my homework every day. 2) He___________ (walk) to school every day . 3) How long does it take you________ _(do) your homework ? 4)60________(minute) is an hour III 正确写出以下数字（注意：个位与十位之间的连字符、十位与百位之间的 and） 46 99 61 33 105 84 72 58 IV.选择 ( )1. It will take the men half a year ________ the work. A. finish B. finishing C. to finish D. finishes ( )2. I often go to work ________. A. ride my bike B. by bike C. by a bike D. on bike ( )3.--________ do you usually come to school in the morning? --By bike. A.What B.Where C.When D.How ( )4.The old man goes to the park _________ every morning. A.by foo B.by feet C.on footD.on feet ( )5.--___________ does it take? --It takes about half an hour. A.What time B.When C.How D.How long （ ）6．It takes ________ half an hour ________ on foot. A．my, to get to school B．me, to get to school C．my, going to school D．me, going to school [知识讲堂] 1.How do you get to school？ (1) how 是疑问副词，意为“如何,怎样，用什么手段” 。本句为 how 引导的特殊疑问句， 用以询问交通工具。 ① take + a/the + 表示交通工具的名词，是 动词短语，在句中作谓语。 ② by + 表示交通工具的单数名词或 on/in + a/the +表示交通工 具的单数名词，是介词短 语，作方式状语。 eg: I walk./ I get to school on foot. I ride my bike./ I get to school by bike./ I get to school on my bike. I take the bus./ I get to school by bus./ I get to school on the bus. 【注意】by + 表示交通工具的单数名词时，名词前不能加任何冠词或者其他修饰词。 (2)get 在句中为不及物动词， “到达” 常与 to 连用， 意为 ， 但是表示目的地的词是副词 here、 there、home 等时，则不需要用介词 to。eg: They’ll get to Beijing at six tonight. I’ll get there on time. 2—How far is it from your home to school?从你家到学校有多远？ —It’s three miles.三英里。 （1）本句中 it 指代的是距离。例如 It’s about a few kilometers away. 大约有几千米远。 （2）how far“多远”，用于询问两地间的距离，答语常用 It’s…meters/kilometers/miles/句型 或直接用表示距离的词语。例如： （3）from…to…从……到……该短语后可以接地点名词、地点副词或表示时间的词及其它词语。 例如： 3.It takes about 25 minutes to walk. It takes sb some time to do sth. 做某事花费某人多长时间 Unit 3 Section A (grammar-3c) I.根据句意及首字母填空（1）I always ride my bike to the bus s_________? (2) It t______ me half an hour to get to school. (3) It takes him ten m________ to go to school . (4) My mother _______(步行）to work every day. (5)My father d____ his car to work every day (6) We l___ on the earth. (7) He r____ a bike to go to school. (8) It ____(need)about an hour to get to school. II、句型转换 1、It takes me two hours to go there.(对划线部分提问) __________________________________ ? 2、It is about 10 kilometers away from here.(对划线部分提问) __________________________________ ? 3、My mother usually takes the bus to work.(改为否定句) __________________________________ ? 4、My father drives his car to work.(改为一般疑问句) __________________________________ ? 5、Does he walk to school? (否定回答) __________________________________ III 连词成句 1. how, your, does , father , to, go, work? __________________________________ ? 2. how, they, do, to, school, get, every day? ___________________________________? 3. how long, it , does , take, you, get, to, home, from , to , school? _______________________________________? 4. the, early, takes, bus, him, his, to, work place ___________________________________ 5.all,we ,to ,walk ,school,every,day __________________________ 6.takes, it, him, to, get ,to, school,fifteen minutes ,every day __________________________ [知识讲堂] how 是英语中的常用词，它的基本涵义是“怎样”。现将其用法归纳如下： 1、how 用于询问动作执行的方式、手段等，译为“怎样”。如： —How do you usually go to school？ 你通常怎样去上学。 —On foot. 步行。 2、how 用于询问动作的执行程度，译为“怎样”。如： —How do you like China？ 你觉得中国怎么样？ —I like it very much. 非常喜欢。 3、how 用于询问身体健康状况，译为“怎么样”。如： —How are you？ 你好吗？ —I’m fine，thank you.我很好，谢谢。 4、how many 用于询问人或物品的数量，后接可数名词的复数形式，译为“多少”。如： —How many students are there in your class？ 你们班有多少名学生？ —There are sixty-five. 六十五名。 5、how much 既可询问物品数量，后接不可数名词，译为“多少”；又可询问物品价格，译 为“多少钱”。例略。 6、how old 询问年龄，译为“多大”。如： —How old are you？ 你多大了？ —I’m twelve. 我十二岁。 7、how far 用于询问距离，译为“多远”。如： —How far is it from here to the station？ 从这里到车站有多远？ 8、how long 既可询问时间，译为“多久”，又可询问物品的长度，译为“多长”。 如：How long is the river？ 这条河有多长？ Unit 3 Section B (1a-2c) I.翻译下单词和短语 1 地铁站__________2think of_______ 3 公共汽车站________4come true_______ 5 火车站__________ 6 between.....and_______ 7 与 ……. 一 起 玩 _________8 be like a father to me______9 过 河 去 上 学 __________10 go on a ropeway________ II.翻译下列句子 1 ） 她 所 居 住 的 地 方 离 学 校 多 远 ？ ______________________________________? 2 ） 到 达 学 校 需 要 多 长 时 间 ？ ______________________________________? 3 ） 她 怎 样 到 达 学 校 ？ ______________________________________? 4）她认为这次旅行怎样？ ______________________________________? III 选择： ( )1 ----________ is it from your home to school? -----Three miles. A. How far B. How much C. How soon D. How long ( )2---When do you usually get up,Mary? ---________ 6:30 in the morning. A、In B、On C、With D、At ( )3It's about ten __________ walk from here. A、minutes' B、minute's C、minutes D、minute of ( )4My sister always takes the train _______ school .A、in B、on C、to D、at ( )5..He ___a mother to me A likes B is like C liked D be like ( )6._____ is the bridge over the Yellow River? ---- It’s three miles. A. How long B. How far C. How soon D. How often ( )7. I think it can _______ them about two hours to do the work. A.start B.pay C.make D.take ( )8. It’s difficult for me ______English well. A learn B to learn C learned D learns ( )9.I love ______with my classmates. A to play B playing C plays D played [知识讲堂] 1. For most student ,it’s easy to get to school. 此时的 it 作形式主语，to do 作真正的主语。 “It’s+adj.+for+sb.+to do”与 It’s+adj.+of+sb.+to do”区别 It is +adj.+for sb.+to do sth 表示做某事对某人来说很 adj. 这里的 adj.是 do sth.的属性 里面的 sb.跟 adj.没有直接联系 如 It's difficult for you to deal with the problem. 你就不能说 you are difficult 了吧 It is+adj.+of sb. +to do sth 中的 adj.跟 sb.有关, 这个 adj.是用来形容 sb.的, 表示某人这么做真是太 adj.了． 你会发现在这个句型中你把 sb.和 adj.提出来可以造个句 sb. is(are) adj. 如 It's very kind of you to help me. 把里面的 sb.和 adj.提出来可以发现 you are kind 是说得通的. It's adj of sb to do sth 中 adj 是针对事件，修饰 sb It's adj for sb to do sth 中 adj 是针对 sb，修饰事件 用 of 常用于描述人的性质 友好、可恨、善良等。 用 for 常用于描述事情的性质 容易、重要、关键 2.He’s like a father to me . like.v.喜欢.like to do/doing like.prep.像，be like be like sb to sb 对某人像某人一样。 Unit 3 Section B (3a-self check) I．用方框中单词的适当形式填空。 1、 How do you ______ school in the morning? 2、 What do you ______ the transportation（交通） in your town. 3、 When it rains， I _____ a taxi. 4、 How far do you ______ from the bus station? ride take live think of get to 5、 I like to ______ my bike on the weekend. II．根据句意及首字母提示，完成下列单词拼写。 1.They are waiting for you at the bus s______. 2. She l_____ for school at seven o’clock. 3. I often get up at h________ past six in the morning. 4. There are sixty m________ in an hour. 5. It's about two k________ from here to there. 6. How d_____ Jim get to school? 7. The bus ride usually t_____ John about half an hour. 8. How f_____ is it from your home to school? III．选择填空。 1. Mr. Wang is leaving ________ Guangzhou next week. A. to B. with C. in D. for 2. -________ is it from your home to school? -Three miles. A. How far B. How much C. How soon D. How long 3. It will take the men half a year ________ the work. A. finish B. finishing C. to finish D. finishes 4. I often go to work ________. A. ride my bike B. by bike C. by a bike D. on bike 5. How long does it ____? A. spend B. take C. cost D. pay ( )6. Tom can play the guitar, _____ he can’t play it ______. A. or, good B. and, wellC. but, good D. but, well （ ） 7．Tom wants ___ to you. Are you free? A.to tell B．tells C．to talk Dtold （ ）8．Can you help me _____ my English? A．with B．of C．learning D．about （ ）9．Bob can play ______ tennis but can’t play _____ violin. A．the, the B．×, × C．the, × D．× , the （）10. Mary can play the piano ______ she can’t swim. A. and B. but C. or D if （ ）11．We want two good ________ our rock band. A．music for B．musician in C．music in D．musicians for （ ）12．Little Tom can draw ________.His drawings are very ________. A．good, well B．well, goodC．good, good D．well, well IV. 动词填空 I have a good friend. His name is John Brown. He is a school boy. His school is far from his home. Every day It___1 a lot of time to get there. The road___2 not flat,so he can't____3 to school by bike. He often ___4there by bus or on foot. It__5him twenty minutes to get there by bus and an hour on foot. He must____6 up very early every morning. He___7 no time for breakfast at home. He often___8 something for breakfast on the way or on the bus. He doesn't want to___9 late for school, so sometimes he____10 to school. V．阅读理解 20 分 A Most children like to watch TV. It’s very interesting. By watching TV they can see and learn a lot and know many things about their country and the world. Of course, they can also learn over the radio(收音机). But they can learn better and more easily with TV. Why? Because they can hear and watch at the same time. But they can’t see anything over the radio. TV helps to open children’s eyes. TV helps to open their minds, too. They learn better and better ways of doing things. They can find the world is now smaller than before. Many children watch TV only on Saturday or Sunday evening. They are always busy with their lessons. But a few children watch TV every night. They go to bed very late. They can’t have a good rest. How about you, my young friend? ( )1. According to the passage, a few children go to bed late because they ________. A. are busy with their lessons B. do their homework C. watch TV every night D. listen to the radio ( )2. Children can’t see anything ________. A. in the country B. over the radio C. on TV D. by watching TV ( )3. TV helps to open children’s ________. A. eyes and minds B. minds C. eyes or minds D. eyes ( )4. ___children watch TV only on Saturday or Sunday evening. A. No B. Hundreds of C. A lot of D. Few ( )5. Children can study better and more easily with TV because . A. they like to watch TV B. they can’t learn over the radio C. they don’t like to listen to the radio D. they can hear and see something at the same time B The Blacks are American tourists. They visits now in Beijing. This is their first visit to China. They are going to stay in China for three months. They want to visit some big cities and villages. They hope to learn some Chinese, too. Mr Black is a taxi driver. He likes to drive in Beijing. Mrs Black is a school teacher. She is visiting a city school today and a village school tomorrow. Their daughter is a middle school student. She is going to meet some Chinese students. They are taking a lot of pictures in China. When they return to America, they are going to show the pictures to their friends. They want the American people to know more about China. ( )6. The Blacks are from________. A.China B.England C.Canada D. the USA ( )7. The Blacks are staying in________ now. A. England B. Beijing C. Shanghai D. New York ( )8. Mr Black is________. A. a teacher B. a doctor C. a taxi driver D. a worker ( )9. There are______ people in Mr Black's family. A.two B.three C. four D. five ( )10. Why are they going to show the pictures to their friends when they go back to America? A.Because the pictures are very beautiful. B. Because they like China. C.Because they want the American people to know more about China. D.They don’t like China. Unit 4 Don’t eat in class Section A (1a-2d) I.翻译出下列短语或句子。 1 不 要 在 走 廊 里 跑 ______________________ 2 不 要 上 课 迟 到 ___________________________ 3 不要在教室里吃东西 ___________________ 4 不要在 教室里或走廊里听音乐_____________ 5 不 要 打 架 ______________ 6 穿 校 服 _______________ 7 在 餐 厅 吃 饭 _______________8 听 音 乐 ________________ 9 准 时 __________10 音 乐 播 放 器 _______________ 11.音乐室_______ Ⅱ. 用所给词的适当形式填空。 1. ______ (not look) outside. Come in and let’s begin our class. 2. It’s raining. We have to ______ (stay) at home. 3. ______ he ______ (have) to arrive there before ten o’clock? 4. ______ (not be) late for the meeting, please. 5. The teacher told us ______ (not fight) with each other. 6. Tom and his father often______ (swim) together. 7. My uncle ______ (not have)to walk there. 8. You must ______ (clean)your bedroom every day. 9. My father and I often______ (go) to see my grandpa 10. Mum asked me ______ (get) up early. III. 根据句意和首字母提示完成单词 1.We must obey school r______________ 2. Don’t a______ late for the meeting next time. 3. They often f__________ at home , Mom is very angry 4. You must w_____ sports shoes for gym class 5. It’s time for lunch. Let’s go to the d______ hall. 6. Don’t stand o______. Come in, please! 7 Don’t run in the h______ 8 Do you like to l_____ to music, when you want to relax yourself? 9 We can’t listen to music in the hallways , but we can listen to it o_____________ 10.She is a q____girl. 11 We have to wear a u_______ at school on Monday1 12 feel s___to come late. 13He often b___me some interesting books 14we always have to wear the school u____ 15Don’t be l__for class. [知识讲堂] 1、语法（祈使句） 祈使句是用来表示请求、命令、叮嘱、号召或者劝告等的句子，这类句子的主语常是第二人 称 you，也就是听话者，因而 you 常省去了。祈使句的开头是动词原形。 如：Look out! 小心！Wait here for me! 在这等我！ Be sure to come here on time! 务必准时来到这里！ 祈使句的否定形式多以 do not（常缩写成 don't）开头，再加上动词原形。 Don't arrive late for school. 上学别迟到。 Don't fight! 别打架！ Don't look out of the window. 不要向窗外看。 2. arrive late for= be late for 做某事迟到。 arrive late for 侧重到达的时间晚，be late for 侧重于状态。 Don’t arrive late for the meeting next time= Don’t be arrive late for the meeting next time 下次 开会别迟到 3. 动词 can 的用法 （1）表示能力，"会""能"（在第一册中已经学习这种用法） I can dance and sing. 我能唱歌又能跳舞。 （ 2 ） 表 示 允 许 、 许 可 ， " 可 以 " 、 " 能 " （ 在 这 一 课 中 新 学 的 词 义 ） Can the students run in the hallway? 学生们可以在走廊上跑吗？We can eat outside. 我们可以在外面吃东西。Can I come in? 我能进来吗？ 问句中，把 can 放到主语前面，并且没有人称和数的变化。 Unit 4 Section A (Grammar-3c) I.单项选择。 1. Jack _______ have to do housework. A. doesn’t B. not C. don’t D. isn’t 2. My mother always tells me _____ drink too much cola. A. to B. not to C. doesn’t D. not 3. Every student in Class 5 ______ Mr. Green. A. like B. likes C. is liking D. are liking 4. Both my mother and my father _____ to work by bike. A. goes B. are going C. go D. don’t go 5.you _____ have to do the homework now. You can do it tomorrow. A. doesn’t B. did C. don’t D. do II.选词填空：用所给词的适当形式填空 rule, practice, join, after, lucky, for, on, read, by, early Emily has to obey ( 遵 守 ) so many 1 . She has to do her homework 2 school. She can’t go out 3 school nights. She has to wash the dishes after dinner, then she can watch TV_4 ___ half an hour. She likes 5 .She usually reads at night. She has to be in bed 6 ten o’clock because she has to get up 7 the next morning. She 8 a music club. She has to 9 her guitar every day. She doesn’t think she’s 10 . III.句型转化。（每题 2 分， 共 10 分 ） 1. He has to go to bed by 10:00. （改为一般疑问句并做否定回答） _______ he _______ to go to bed by 10:00? _______, he _______. 2. I can watch TV and play computer games on weekends. （转化为否定句） I _______ _______ TV ______ play computer games on weekends. 3. Close the windows, please. （转化为否定句） _______ _______ the window. 4. We have to wear a school uniform. （转化为否定句） We ______ ______ to wear a school uniform. 5. They can listen to music in the music classroom. (画线部分提问) _______ ________ they _______ to music? [知识讲堂] have to 的用法 1. have to 句式 肯定式: have/has to + 动词原形 We have to leave now. She has to work on Sunday. 否定式: don’t/doesn’t have to + 动词原形 You don’t have to walk. He doesn’t have to buy a new coat. 一般疑问式: Do/Does + 主语 + have to + 动词原形 + …? --Do you have to study English now? --Yes, I do. --Does he have to go now? –No, he doesn’t (have to). 特殊疑问句: 疑问词 + do/does + 主语 + have to + 动词原形 + …? What do you have to do? Where does she have to go? 2. have to 与 must 的区别 have to 着重于客观的需要,含有不得不的客观强制性; must 着重于主观上自己认为有义务, 有必要. She has to clean the classroom every week. I must go now. 在否定句中,don’t have to =needn’t 3.wear a hat 戴帽子 wear a pair of glasses 戴眼镜 wear a uniform 穿制服 4.in the library 在图书馆 in the dining hall 在餐厅 in the hallways 在走廊 in the classroom 在教室 in class 在班上 5.the rules for the school library 学校图书馆的规则 the rule for ……的规则 the rules for the dining hall. the rules for the class the rules for the meeting. Unit 4 Section B (1a-2c) I.翻译出下列短语 1.洗盘子 __________ 2.练习吉他 __________ 3.帮妈妈做早饭_________4.太多规章制度___________ 5.在课堂上__________ 6.在上学期 间 ___________ 7.放学后 __________ 8.在上学的晚上 __________ 9.再周末 ________10.遵 守规则__________- II 翻译下列句子 1.你们学校有什么规章制度?不许上课讲话. 2.我们能听音乐吗? 可以. 3. 我们必须遵守这些规则。 4. 放学后我不能见朋友，因为我必须做作业。 III．从方框中选择适当的单词填空,注意用其正确形式. later, outside, else, classroom, loudly, fight, rule, wash 1. The teacher told us not to____ each other in school. 2. We must obey(遵守) the school _____ 3. The box is red_____ and green inside. 4. When ____ can we come again? 5. I have to_____ my clothes on weekends. 6. Don’t talk_____ on the phone.. 7. You can go to the Summer Palace______. 8. There is nobody but Wang Dong in the ______ . IV．按要求变化句子 1. Wear hats in school. (否定句) ________ ________ hats in school. 2. She has to wash the dishes. (一般疑问句) ________ she _______ to wash the dishes? 3. eat, run, in, do, or, not, the, classroom (连词成句) ______________________________________________. 4. We can listen to the music in the music room or outside. (对划线部分提问) _________ ________ you listen to the music? 5. I have to go to bed at 11:00. (对划线部分提问) _______ _______ _____you have to go to bed? 6.He has to go home now.(变一般疑问句) _____he ____ ____ go home now? [知识讲堂] I.There are too many rules in our school 在我们学校有太多的规则。 too many + 可数名词， “太多+ 可数名词 ” too much + 不可数名词 或代替不可数名词。 句子中用上 “too”表示已经超出某人所承受的范围。 1）我们有太多的家庭作业了。 We have too much homework. 2）那个家庭孩子太多了。 The family has too many children. 3）上一个春天，云南雨水太少了。 There was too little rain in Yunnan last spring. so many+可数名词 “很多+可数名词” so much + 不可数名词 或代替不可数名词。 so little + 不可数名词；“如此少+不可数名词” so few +可数名词； “如此少+可数名词” 4）大厅里这么多人，老师很难让所有人听到。 There were so many people in the hall that the teacher could hardly make herself heard. 5）上海有很多可看可做的事。 There is so much to do and see in Shanghai. 6）他们当时可吃的东西太少，经常挨饿。 They had so little to eat that they often went hungry. 7）她朋友很少，经常觉得孤独。 She has so few friends that she often feels lonely. Unit 4 Section B (3a-Self-check) I、单项选择 ( )1. ---What are the school rules? ---We _____ arrive late for class. A. don’t B. can’t C. aren’t D. are ( )2. _____ eat in class. A. Please B. Please not C. Not D. Don’t ( )3. Please listen ___ the teacher carefully (认真). A. to B. on C. at D. of ( )4. We don’t know Jack _____ Bruce. A. and B. or C. about D. of ( )5. --- I want to join the sports club. --- Can you _____? --- Yes, I can. A. sing B. dance C. paint D. swim ( )6. --- Don’t run in the hallways. --- ______, I won’t do it again. A. Sorry B. Excuse me C. Thank you D. No ( )7. Students can’t _____ hats in the classroom. A. put on B. wear C. in D. wearing ( )8. I like swimming, but I _____ swim. A. don’t B. am C. can’t D. not ( )9. Can she ____ clean the classroom today? A. has to B. have to C. has D. have ( )10. Don’t _____ TV after class. A. watch B. watching C. to watch D. to watching ( )11. He often _____ English with the classmates. A. practice speak B. practices speak C. practices speaking D. practice speaking ( )12. There is ______ water on the floor. A. too many B. too much C. much too D. many too ( )13. We can’t be late _______ school. A. of B. on C. at D. for ( )14. On Sundays, I often ______ the library _____ books. A. go , reading B. go to, readingC. go to, to read D. go, to read ( )15. Please help me _____ English. A. speaking B. to learning C. with speak D. learn II、根据汉语提示和首字母完成单词 1. Where does Bob ________(居住)? 2. It is e______ to get to school. 3. I love to play w___ my classmates. 4. It is really their ________(梦) to have a bridge. 5.T_______ for your last e-mail. 用介词完成短语 1. 乘汽车_____ 2.乘火车_______ 3.骑自行车_____4 乘飞机_______ 5.乘地铁_____6.坐小船_____ III、在方框中选择正确的答案完成对话。 A. but I have to be home by ten o’clock. B. And I can’t watch TV after school. C. And I have to practice my guitar every day. D. I can’t go out on school nights. E. I can’t hang out with my friends after school. Dave: Can you go to the movies tonight, Emily? Emily: No, I can’t. 1 Dave: Oh, that’s too bad. I can go out, 2 Emily: You’re lucky. I have so many rules… Dave: Like what? Emily: 3 Dave: Really? Emily: Yeah, I have to do my homework after school. Dave: Oh, I do, too. 4 Emily: Well, I have to clean my room every weekend. Dave: Ugh. Emily: 5 Dave: I can’t, either. IV、完形填空 Dear Dr Know, I have too many rules in my house. It isn’t 1 . I have to get up at 6 o’clock 2 morning. I have to practice 3 English every day. I can’t 4 my friends after school 5 I have to walk my dog. I can’t watch TV in the 6 . And I have to be in bed 7 10 o’clock. On weekends, I have to 8 my bed and clean my room. Then I have to wash the 9 . 10 I have to go to the children’s palace to learn the violin. I never have any fun. What can I do? Yours, Zhao Ming ( )1. A. fun B. happy C. relaxing ( )2. A. late B. early C. every ( )3. A. speak B. speaking C. speaks ( )4. A. watch B. find C. visit ( )5. A, but B. because C. so ( )6. A. class B. evening C. morning ( )7. A, by B. in C. after ( )8. A. make B. made C. have ( )9. A. face B. clothes C. hands ( )10. A. After B. Later C. Well V、阅读理解 A) 根据短文内容判断正（T）误（F） A Notice in the Lab(实验室) a. Come to the lab at 9:00 AM。 Don’t arrive late for class. b. You can’t fight in the lab. c. When you come into the lab, listen to your teacher carefully(仔细地). Do what he tells you to do. d. After the experiment(实验), you must put everything back, and wash your hands with soap. e. When you leave(离开), you must turn off(关) the lights(灯), close(关) the window, and lock(锁) the door. ( )1. You must arrive at the lab. ( )2. You can fight to you lab. ( )3. You must listen to your teacher carefully. ( )4. You can’t use the soap to wash your hands. ( )5. You must turn off the lights when you leave. B) 根据内容选择正确答案。 Christina is an American girl. She is a good student. Every morning she gets up at 6:00. She has her breakfast at home. The she wears her uniform and goes to school. She studies hard every day. She eats in the dining room when she is in school. After school, she does her homework first, then she cleans the room and helps her mother with the dinner. Before she goes to bed, she usually reads some books. Then at 10:00 p. m. she goes to bed. She thinks she is happy every day. What do you think? ( )6. Christina is a (an) _______ girl. A. English B. Chinese C. American D. Japanese ( )7. When she is in school, she eats ______. A. in the hallways B. in the dining room C. in hotel D. in the classroom ( )8. Does she wear her uniform in school? A. Yes, she does. B. No, she doesn’t. C. I don’t know. D. OK! ( )9. After school, what does she do first? A. She watches TV. B. She does her homework. C. She eats. D. She helps her mother. ( )10. What does she do before she goes to bed? A. She watches TV. B. She reads some books. C. She goes for a walk. D. She sings a song. VI、写作练习 制定一份班级规章制度，要求写清必须做什么、禁止做什么，50 字左右。参考词：must(必 须) ，keep it clean and tidy(保持清洁和整齐)hand in(交)，throw(扔)。 ___________________________________________________________________________ _______________________________________________________________________________ _____________ Unit 5 Why do you like pandas? Section A (1a-2d) I.完成句子 1． _____ do you like pandas? Because they’re ______ _______(很聪明). 2． Why _____ he ____(like) koalas? ____ they’re ____ _____ _____ (几分有趣). 3． Where _______ lions _______(来自于…)? They _____ _____ _____ ____ (来自南非). 4． What ____ ____ (其他的动物)do you like? I like _____ (长颈鹿)，____? (为什么)Because they’re ______ _______ _____.(友好而且聪明) 二．按要求转换句型， 一空一词。 1. A koala comes from Australia. (变否定句) A koala ________ ________ from Australia. 2. He likes dolphins very much. (变一般疑问句) ________ he ________ dolphins very much? 3. The zoo is across from a big and clean hotel. (对划线部分提问) ________ ________ the zoo? 4. I like Tom because he is very friendly. (对划线部分提问) ________ do ________ like Tom? 5. The shy girl wants to see giraffes. (对划线部分提问) ______ ______ does the shy girl want to see? 6. Do you have lots of clever friends? (变陈述句)________ ________ lots of clever friends. 7. Pandas are from China. (同义句转换) Pandas _______ ________ China. 8. She doesn’t want bananas at all. (变肯定句) She ________ bananas very ________. 9 Does he know the news?(变否定句) He ____ ____the news [知识讲堂] 1. Let’s see the pandas first. Let’s = Let us 祈使句句型 Let sb. do sth. 让某人做某事。表示说话人的建议。 肯定回答: OK / All right / Yes, let’s…否定回答: Sorry, I… Let’s go to the zoo to see the animals. 让我们去动物园看动物吧。 —Sorry. I have no time. 对不起，我没时间。 —All right. I like animals. 好的，我喜欢动物。 2.由 why 提问的问句，要用 because 来回答。 3.be from 来自… be from = come from Pandas are from China. = Pandas come form China. 3. kind of + 形容词 有点，稍微, 有几分，kind of 作状语，修饰后边的形容 词。 The monkey is kind of smart. 这只猴子有点聪明。 Koalas are kind of shy. 考拉有点害羞。 a kind of… 一种 a kind of movies all kinds of = different kinds of 各种各样的 all kinds of books 4.He can walk on two legs 他会两条腿走路。 5.He can dance ,too too 的用法 . too 表示“也”､“又”､“还”的意思｡通常用于肯定句中,且常置于句末,其前有逗号,但 有时 也可以插入句中｡ Unit 5 Section A (Grammar-3c) I.单项选择 1.____do you like pandas? _____ they re very cute. A .Why But B.What So C.Why Because D. What Because 2．The pandas are ______interesting. A.kind of B.a kind of C.kinds of D.kind 3._______your friend like koalas A.Is B.Are C.Do D.Does 4.This kind of animal ___ my favorite. A.are B.do C.is D.be 5.Students ______ nine hours a day. A. sleeps B. sleep C. are sleep 6.People usually think lions are _____ scary. A. kinds of B. kind C. kind of 7.Tigers like _____ meat. A. eat B. eats C. eating 8.Koala bears sleep _____. A. at night B. during the day C. at noon 9.Do you ever play _____ pandas? A. with B. to C. and 10.Foxes can count numbers. So people think they are _____. A. scary B. interesting C. intelligent II.选词形填空 1. My brother is______, so he is often late for school. 2. I like the _____ bird in the tree. 3.the elephants are ___.My son doesn’t like them. 4.Our math teacher is_______ to us. 5.He is a____ boy, He learns everything quickly. 6.Penguins are________ . Children like _____. 7.my shoes are ______, I have to wash them. 8.Mike always_____ up at 6:00. ugly, get, beauty, dirty, friend, cute, lazy, clever, they III.句型转换 1.Please be very quiet.(改为否定句) Please _______ _______ very quiet. 2. I like elephants because they are friendly.(对划线部分提问)_____ _____ you like elephants? 3.Where are the Greens from?(改为同义句) Where ______ the Greens _______ from? [知识讲堂] 特殊疑问词的用法： 特殊疑问句通常以“what”、“who”、“which”、“when”、“where”、“how”、“how old”、“how many”等开头，对某一具体问题进行提问。 特殊疑问句的基本构成有两种情况： 1. 疑问句+一般疑问句结构。这是最常见的情况。 例如：What’s your grandfather’s telephone number? 你爷爷的电话号码是多少？ Who is that boy with big eyes? 那个大眼睛的男孩是谁？ Where does he live? 他住在哪儿？ How are you? 你好吗？ How old are you? 你多大了？ How many brothers and sisters do you have? 你有几个兄弟姐妹？ 2. 疑问句+陈述句结构。这时疑问词作主语或修饰主语。 例如：Who is on duty today? 今天谁值日？ Which man is your teacher? 哪位男士是你的老师？ What happened to him ? What’s wrong with you ? What’s the matter ? What/How about+名词/代词+其他？也是特殊疑问句，它是一种省略结构。 例如：I like English. What/How about you? 我喜欢英语。你呢？ What about playing basketball? 打篮球怎么样？ Unit 5 Section B (1a-2c) I.翻译下列短语： 1.拯救大象_______2.a symbol of good luck________ 3.迷路___________4.be in great danger__________ 5.砍伐___________6.walk for a long time________ 6.失去家园______8.kill them for________ II.根据句意及首字母提示填词。 1. He often f_____to bring his homework to school 2.When we are in d_____,we can call 110 3.We can’t live without w_____. 4.People c___dow too many trees ,so many animals lost their homes 5. Our national(国家的) f____is red. III 用所给词的正确形式填空。 1. Why_____ (do) he like penguins? 2. The little boy is four _____ (year) old. 3. Blinky Bill _____ (sleep) during the day. 4. Larry usually _____ (relax) 15hours every day. 5. Let’s _____ (see) the pandas first. IV 单项选择（20 分） 1. The pandas are _____ cute. A. kind of B. kinds of C. all kinds of D. a kind of 2. _____ English people like boating? A. Are B. Is C. Do D. Does 3. This is _____ interesting book. A. a B. an C. the D. / 4. — _____ do you like elephants? — Because they are friendly and interesting. A. What B. How C. Why D. Where 5. — _____ are you from? — I’m from huanggang. A. Where B. Why C. How D. What 6. — Let’s see the pandas now. I like pandas — _____ ? — They are very interesting. A. What B. How C. Where D. Why 7. — What do koala bears eat? — They eat _____ . A. meat B. apples C. leaves D. grass 8 Why do you want _____ the lions? A. see B. to see C. sees D. seeing 9. Don’t _____ shy, boys and girls. A. am B. is C. are D. be [知识讲堂] 1. we want to save the elephants. want to do sth .想做某事。 want sb to do sth 想让某人做某 事。 want sth 想要某物。 2.we must save the trees and not buy things made of ivory. made of 由……制成. be made of 表示由成品能看出原材料,也就是物理变化. 例 The table is made of wood. 桌子是由木头制成的。 be made from 则表示由成品看不出原材料.也就是化学变化. 例 Paper is made from wood. 纸是由木头制成的。 3.don’t cut down so many trees. so many +可数名词复数 eg.There are so many students in the playground. so much +不可数名词 eg.There is so much water on the floor. too many +可数名词复数 He has too many questions. too much +不可数名词 He has had too much rice. much too +形容词，太…… He is much too tired.他太累了。 4.This is a symbol of good luck.这是一个幸运的标志。 a symbol of …..的标志 5.Elephants are in great danger. be in great danger 处于极度危险的境地。 6 Elephants can walk for a long time and never get lost. get lost 迷路 get 作为连系动词，后接形容词，表示“变成、变得”。如： 1) The weather gets warmer, and the days get longer. Unit 5 Section B (3a-self-check) I.选择正确的选项，完成所给的单词。 1. tig____ A. ea B. ae C. ai D. er 2. el____ph____nt A. e, a B. e, e C. a, e D. a, a 3. d___n A. ow B. aw C. ew D. cw 4. iv____n A. ai B. or C. ro D. oi 5.dan____r A. ge B. ce C. he D. ke II. 用括号内所给词的适当形式填空。 1. These tigers ____________ (be) from Africa. 2. Let’s ____________ (swim) in the lake (湖). 3. Why ____________ she ____________ (want) to see the dolphins? 4. Please see the pandas ____________ (one). 5. The koalas are very ____________ (interest). 6. Don’t talk so _____ (loud)! The child is sleeping. 7. I think she is _____ (real) a good student. 8. I enjoy _____ (listen) to classical music very much. 9. There are too many _____ (rule) in my school. 10. After dinner, I have to wash the_____ (dish). III.单项选择（20 分） ( ) 1. — Don’t _____ loudly in the reading room! —Sorry, sir. We will keep quiet. A. talk B. to talk C. talks D. talking ( ) 2.. Is this ___ elephant or ___ lion? A. an; a B. a; an C. an; an D a ,a ( )3.—Does a panda come from China? —____. A.Yes，she doesB.No，it doesn’t C.Yes，it does D No, it isn’t ( )4.The tiger is ___dangerous. A little B a kind of C kinds of D kind of ( ) 5. —Please _____ go out on school nights! — Yes, Miss Wang. A. not B. not to C. don’t D. didn’t ( ) 6. — I have to go to the_____ palace to learn the piano. — I do_____. A. child’s...to B. children...also C. children’s...either D. children’s...too ( ) 7. —He is always busy. He never has_____ fun. —I’m _____ to hear that. A. some...glad B. great...nice C. any...sorry D. no...sorry ( ) 8. — Don’t eat _____ in class! —Yes, sir. A. something B. everything C. anything D. nothing ( ) 9. —Do I have to clean the classroom? —_____. A. Yes, I do. B. No, I don’t. C. Yes, you do. D. No, you can’t. ( ) 10. — What do you usually do _____ night? — I usually stay_____ home and watch TV. A. in...at B. on...at C. at...at D. at...in ( ) 11. —_____ should I do if it’s_____? — You should go out and practice your guitar. A. What...sunny B. What...rains C. Where...raining D. How...rain ( ) 12. — Can I go out and walk with my dog? — _____ A. Yes, I can. B. Yes, I will. C. Yes, you can. D. Yes, you don’t. IV.连词成句。 1. lions, the, let, see, us _________________________. 2. pandas, why, want, see, to, do, the, you ____________________________ 3. they, are, scary, because ____________________________ 4. South Africa, lions, from, are, those __________________________ V. 用方框中单词的适当形式完成短文，每词只能用一次。 (1) ____________ is Lingling. She is five years (2) ____________ and she is from (3) ____________. She (4) ____________ bamboo (竹子). She is very (5) ____________ and she likes to (6) ____________. So please be (7) ____________. Do you love her? VI.英汉互译。 1. Mary is twelve years old. She comes from Africa. _____________________________________________ 2. What other animals do you like? _________________________________________ 3. Tigers like eating meat and relaxing in the day. _______________________________________ 4. 玛丽喜欢与她的朋友玩耍。 Mary likes ____________ ____________ her friends. 5. 熊猫对人们很友好。 Pandas ____________ ____________ ____________ people very much. 6. 你为什么不喜欢数学？ 因为它太难了。 —____________ don’t you ____________ math? —____________ it is very ____________. 7.他经常在晚上看电视和做作业。 He often _______ _______ and does his homework _______ _______. 8.你为什么喜欢熊猫？因为它有几分有趣 Why _____ you _______ pandas ? Beacause they are ______ ______ ______ 9.安喜欢和她的中国朋友玩。 Ann likes to _____ _____ her Chinese friends. 10.我认为狮子非常懒惰。 I think lions _______ _______ _______. 11.你为什么想看大象？ _____ _____ you want______ ______ elephants? 12 动物园有各种各样的动物。 There are all _____ _____ animals in the zoo.. VII.任务型阅读 Where is the best place to see animals? The answer is Australia.(a)There are many cute animals beautiful, Chinese, old, this, eat, sleep, quiet there. The koala is one of them. Koalas likes to sleep.They often sleep ___ (b)the day, but __ (c)night they often get up and eat leaves. There is another animal. They can’t run but they can jump.They usually only live in Australia.(d)they have a pocket in front of them and they put their babies there. What are they? They are kangaroos. 1.将(a)变一般疑问句_________________ 2.用合适的介词填补(b) (c)两处(b)____ (c) ___ 3. Can kangaroos run or jump?________ 4. What is a kangaoo?________（汉语翻译） 5. 将（d）翻译成汉语_____________ VIII、阅读理解 Most of us like animals. Sometimes we go to the zoo to see the animals. They can make us happy. Some people often think they can teach the animals to work for them.In our life we may see elephants, tigers, dogs or some other animals doing a lot of things for people. Elephants can carry large logs, because they are strong. Dogs can look after houses. And people can also teach the animals to work in the factory. Now people are trying to get the animals to do some other things. 根据短文内容回答问题。 1.Do most people like animals? _________________________________________________ 2.Where do people usually go to see the animals? _________________________________________________ 3.Why can elephants do some heavy work? _________________________________________________ 4.What can dogs do according to the passage? _________________________________________________ 5.What are people trying to do? _________________________________________________ Unit 6 I’m watching TV Section A (1a-2d) I.翻译下列词组。 正在听音乐________- 正在看电视_____________ 正在打扫房间_________________正在用电脑_________________正在看书______________ 正在打电话_______________正在洗盘子_______________ II.用所给单词的适当形式填空。 1、—What is he doing now? —He’s __________(wait) for a telephone. 2、Look! They __________(dance) there. 3、She is _______(wash) her clothes. 4、Let’s __________（listen）to the pop music. 5、Do you like __________ (swim)? 6、Listen! He__________(sing) in the classroom. III.单项选择。 （ ）1、My father is __________a newspaper at home. A. looking B. watching C. reading D.listening （ ）2、—_____ is Steven__________? —He is writing a letter. A. What, do B、What, doing C.What,does DWhere do （ ）3、He is drinking milk. .I am drinking,_________. A. and B. too C. either D yet （ ）4、Look! Your brother_________ basketball now. A. plays B. play C. are playing D. is playing （ ）5、—What are you doing now? —I ______ the window. A. is cleaning B. am cleaning C. clean D. cleans （ ）6、—Where’s your mother, Helen? —She ______the flowers in the garden. A. waters B. watered C. is watering D. water （ ）7、—Keep quiet, kids. Dad ____ in the next room. —OK, Mom. A. slept B. sleeps C. is sleeping D. sleep （ ）8、—What’s your brother doing in his room? ___He is ___a kite A. makes B. made C. is making D. will make V.完成句子。 1、人们正在跳舞。 The people __________ __________. 2、她正读报纸。 She is __________ __________ ________. [知识讲堂] 现在进行时定义： （1）现在进行时表示现在（说话瞬间）正在进行或发生的动作、行为。如： His father is reading newspaper. 他父亲正在看报纸。 The students are listening to the teacher. 学生们正在听老师讲课。 （2）现在进行时也可表示当前一段时间内的活动或现阶段正在进行的动作。如： The workers are building a big house these days. 工人们这些天来在建一栋大房子。 I'm teaching the children to swim this month. 这个月来我都在教孩子们游泳。 ■ 构成： 现在进行时是由 be (am / is / are)加动词-ing 形式构成，动词-ing 形式即现在分词。 其陈述句式为：sb.＋ be ＋ V-ing ＋其他。例如： (1) I'm cleaning the blackboard. 我正在擦黑板。 (2) He is playing computer games. 他正在玩电脑游戏。 (3) The students are listening to the teacher. 学生们正在听老师讲课。 由于现在进行时的句中含有动词 be，因此，否定句和一般疑问句只要遵循“否 be not, 疑 be 提前”就可以了。以上例句的否定句和一般疑问句具体如下： (1) I'm not cleaning the blackboard. 我不在擦黑板。 Are you cleaning the blackboard? 你在擦黑板吗？ (2) He's not playing computer games. 他不在玩电脑游戏。 Is he playing computer games? 他在玩电脑游戏吗？ Unit 6 Section A (Grammar-3c) I.写出下列词的 ing 适当形式。 1. clean_______ 2. work_______ 3. watch_______4 go_______ 5. play_______ 6 study_______ 7. take_______8. have________9. dance_______10. get_______ 11. run_______ 12. swim_______13. sit_______ 14. shop_______ 15. stop_____ II.单选 ( ) 1. — What ______ your mother ______ ? — She is watching TV . A. are, do B. are, doing C. is, doing D. is, do ( ) 2. — She is ______ in the pool（池）. A.swim B.swims C.swimming D.swiming ( ) 3. — What is the girl doing ? — She’s _______ dinner . A. eat B. have C. eating D. eats ( ) 4. Look! The little boy ______ a bike . A. is rideing B. is riding C. ride D. to ride ( )5. They are _______ TV in the room . A. looking B. looking at C. seeing D. watching （ ）6.--____ are the girls talking about? --They are talking about the new TV play. Awhen B.what C.why D.where （ ）7.She is ______ a book in the room. A.reading B.looking at C.seeing D.watching （ ）8.Look!They_______games over there. A.play B.is play C.is playing D.are playing ( ) 9.One of the boys _____ sitting near the door. A. is B. are C. am D. be （ ）10.Jodie and her sister_______ now. A.is sing B.are sing C.is singing D.are II.根据要求完成句子。 1. Tom is watching TV. （对划线部分提问） _________ is Tom _________? 2. Steve wants to go to the movies.(改为一般疑问句) _________ Steve __________ to go to the movies? 3. Nancy is doing her homework.(改为一般疑问句) _________ Nancy __________ her homework? 4.He is learning English.(改为一般疑问句,并做肯定回答) ___he ___English? Yes .___ ____ [知识讲堂] 一般现在时和现在进行时的区别 一、概念不同： 一般现在时表示主语经常性和习惯性的动作或存在的状态，也表示说话者的能力及自然现 象。而现在进行时表示说话时（瞬间）正在进行的动作，也表示目前或现阶段一直进行的动 作。如： She often does her homework in the evening. 她经常在晚上做作业。 She is doing her homework now. 现在她正在做作业。 二、在构成方式上的不同： 一般现在时中谓语动词的构成有以下三种情况： ①be 动词的一般现在时形式：am，is，are. ②动词 have 的一般现在时形式：have，has. ③其他行为动词的一般现在时形式有动词原形或第三人称单数形式。 而现在进行时中谓语动词的构成是：am/is/are+动词的-ing 形式（现在分词）。 三、时间状语不同： 一般现在时的时间状语主要有：always，usually，often，sometimes，never，every day， on Sundays，in the morning/afternoon/evening 等； 现在进行时的时间状语主要有：now，these days，this week，at the moment 等，有时句 首有“Look！”、“Listen！”或“It’s+时刻”等词、句存在。如： We play football in the afternoon.我们在下午踢足球。（一般现在时） My mother is reading a newspaper now. 我妈妈正在看 Unit 6 Section B (1a-2e) I.选择填空： 1. What are you doing? I_____ A. eat B. can eat C. eating D. am eating 2. We want _________this book now. A. reading B. am reading C. read D. to read 3. Our teacher is ________a red sweater . A. putting on B. put on C. wearing D. wear 4. That boy isn’t ____the teacher . A. listen B. listens C. listening D. listening to 5.It’s eight o’clock. Jim’s family __TV. A. is watching B. are watching C. watch D. to watch 6.My mother is __a cake __my birthday. A. making ,to B. making ,for C. doing ,to D. doing ,for 7.Let me __these books in the box. A. puts B. put C. to put D. putting 8.__you __the window?—Yes, I am. A. Do, clean B. Is, cleaning C. Are, cleaning D. Do, cleaning I.用所给的词的适当形式填空: It’s a fine Sunday morning. There’re many people in the park. They are playing. Look: Two boys ________ (play) with yo-yos. A girl_______(fly)a kite.Two Children________(mend) a toy boat. There____ (be) a lake in the park. Near the lake ,a young man_______ (run).There _____ (be) two men near the house. They____(work) hard now. A woman________(water)the flowers.A girl__________ (draw) Look at the big tree. Two cats _______(run) up the tree. What do they want to do? They want ________ (catch) the bird. All of them are very happy . [知识讲堂] 1. 现在分词(V-ing)的变化规则 （1）正常变化是在动词原型后加 ing，如： read --- reading; drink --- drinking; eat --- eating; listen --- listening （2）特殊变化 1）以 e 结尾的动词，去掉 e 再加 ing，如： write --- writing; make --- making; ride --- riding; take --- taking; come --- coming; drive—driving; arrive --- arriving 2）以重读闭音节结尾的动词，如果末尾只有一个辅音字母（只有一个元音字母，而其后跟 有一个辅音字母时），要双写结尾的辅音字母再加 ing，如： sit --- sitting; swim --- swimming; put --- putting; run --- running; get ---- getting; begin --- beginning; shop --- shopping; stop --- stopping 2.younger brother 弟弟 younger sister 妹妹 这是形容词的比较级做定语的情况。elder sister 姐姐 elder brother 哥哥 3.so it’s like any other night for Zhu Hui and his host family. (1)like 此时是“像”的意思。be like 像………look like 看起来像…. like .v. 喜欢 like doing /to do 喜欢做….. Zhu hui like watching the boat races. (2) any other 任何一个其它的 any 任何一个 Unit 6 Section B (3a-self-check) I.单选 ( ) 1. She is ___ a sweater today. A. putting on B. puts on C. wearing D. wears ( ) 2. I ___ to go home now. A. want B. wants C. to want D. am wanting ( ) 3. The boy isn’t ___ the teacher. A. listen B. listening C. listenning to D. listening to ( ) 4. Listen! She ___ in the classroom. A. sing B. sings C. singing D. is singing ( ) 5. My parents often ___ TV in the evening. A. watch B. see C. look D. look at ( ) 6. There ___ some tea in the cup. A. are B. is C. isn’t D. aren’t ( ) 7. Where is my bag? I can’t ___ it. A. watch B. look C. find D. want （ ）8。----Where’s Jennifer? -----He in the river A.swims B.is swimming C.waiting for D.swimming ( ) 9. I’m writing ___ my friend. A. to B. for C. at D. on ( ) 10. We’re talking ___ the final exam. A.with B. to C. about D. of ( )11――do you want to go to a movie? -----Let’s go at 6:oo. A. Where B. When C. Why D. How ( ) 12. Let ___ help ___. A. they, you B. us, his C. me, them D. we, you ( ) 13. Thank you for your help. ___. A. No thanks. B. You’re welcome. C.That’s right D. All right ( ) 14. My father ___ young. A. is looking B. look C. looks D. looking ( )15.---Is Bob doing homework?- ----No, he______ .He is______ a letter. A. doesn’t ,write B. isn’t, writes C. isn’t , writing D. isn’t , writeing II．用所给词的适当形式填空。 1. What are you doing now? I ___________ (clean) the windows. 2. Are you __________ (make) a cake? Yes, we ________. (be) 3. OK. I am ________ (come) now. 4. Is she __________ (listen) to the teacher? 5. They are taking now.(photo) 6. I like _________ (swim) very much. 7. It’s time __________ (play) football. 8. Miss Li wants _________ (eat) some rice and two eggs. 9. Look at the picture. The children __________ (fly) kites. 10. The twins _________ (not speak) French. III.句型转换 1．They do their homework every day. （改为否定句） _____________________________ 2．Jenny is running. （改为否定句） _____________________________ 3．Tom is looking at a picture. （改为一般疑问句，并做出肯定回答） ___________________________________________________ 4．We read English in the morning. （改为一般疑问句，并做出否定回答） _________________________________________________________ 5．The girls are playing over there. （就划线部分提问） _____________________________ 6．Jim stands under the tree. （改用现在进行时表达） _____________________________ 7．They are cleaning their classroom. （对划线部分提问） _____________________________ IV..根据汉语句子，完成英语句子。 1. 我们现在在上英语课。 We _______ _______ an English class now. 2. 约翰正在公园里跑步。 John _________ ________ in the park. 3. 孩子们正在谈论什么？ What _______ the children _________ about? 4. 他父亲正在踢足球。 His father _____ _______ ________. V．综合填空 根据文章的需要把下列单词填入文章，使句子通顺。注意大小写 It’s a fin Saturday morning. There 1 many children. They are 2 happily. Some are playing 3 under a big tree. Some girls are singing and 4 .some boys are running 5 the hill(小山). Li lei’s 6 by the lake(在湖边). He’s reading a story. 7 is Wang Lin? he’s standing over there. 8 Is he doing? he’s looking for 9 a nice butterfly(蝴蝶).he 10 to catch it . VI 阅读理解。（共 20 分，每小题 2 分） A 根据短文内容判断正误，正确写 T，错误写 F。 Look at the picture. The children are visiting the zoo. They are looking at the monkeys. The monkeys are in a large cage. Are the monkeys walking or jumping? They are jumping up and down in the cage. But one monkey is not jumping. It’s sleeping. It is ill. Where are the children now? The children are standing next to a small cage. What’s in the small cage? It is a fox. What is the fox doing? The fox is walking in the cage. It’s looking for something to eat. It wants to go out On， where ，at ，are， yo-yos ，sitting ， wants ， of the cage to play and walk. Now the children are looking at the wolf. Is the wolf sleeping? No, it isn’t. It is not sleeping at all. The wolf is eating. What is the wolf eating? It is eating meat. There is a bone in its mouth. ( ) 1. The children are in the zoo. ( ) 2. All the monkeys are jumping. ( ) 3. The fox is looking for food. ( ) 4. The fox is eating the bone. ( ) 5. The wolf is eating. B 根据短文用完整句子回答问题。 It is five o’clock in the afternoon. The last class is over and some students are going home and some students are going to the clubs. The soccer players are doing some exercise on the playground. Some swimmers are swimming at the pool. Others are warming up near the pool. Many students love music. The members of the school band are practicing in the garden. In the chess club, there are some students playing chess. After-school activities are really fun! 1.When is school over? ___________________________ 2.Are all the students going home after school? ________________________ 3.What are the soccer players doing? ____________________________ 4.Who are swimming in the pool? _____________________________ 5.Where are the students playing chess? ____________________________ VII．书面表达 今天是星期天，天气晴好，七中的学生在操场活动。现请你做一场学生活动的现场报道。 英文提示 Basketball ,football, volleyball, game ,sports. _______________________________________________________________________________ _______________________________________________________________________________ ____________________________________________ _________________________________________________________ Unit7 It’s raining Section A (1a-2d) I.根据句子意思完成下列单词。 1.When the sun comes out, sunny it’s____. 2.When there are some clouds, cloudy it’s_____. 3.When it’s raining, it’s______. 4.When it’s snowing, it’s______. 5.When the wind is blowing(吹), 吹 windy it’s_____. 6. What bad w_________ it is today! 7. What are you doing? I’m _________（做饭）. II、单项填空 ( )1. ____ is the weather ____ in Shanghai? A: How, like B: What, like C: How, about D: What,/ ( )2. –How is it ____? – Not bad. A: go B: going C: goes D: to go ( )3. There ____ snow in Canada every year. A: has many B: has much C: are many D: is much ( )4. – Who’s cooking? -- _____. A: Linda does B: Linda is C: Linda has D: Linda’s ( )5. --_____? – It’s windy. A: How is it goingB: How is the weather C: How is it like D: Do you like the weather ( )6. –What are they doing? – They _____ a story. A: listen B: listening C: are listening D: are listening to ( )7. Uncle Sam ___ TV every night. A: watch B: watches C: watching D: is watching ( )8. His family are all ____ vacation now. A: at B: of C: on D: for ( )9. -- ____ is it going? –Pretty good. A: What B: When C: How D: Why ( )10. Thank you for ____ me so many books. A: give B: giving C: is giving D: giving ( )11. –Where is Boston? It’s in ____. A: the United States B: Japan C: Canada D: the United Kingdom ( )12. – Tigers can eat people. –That sounds ____. A: really B: terrible C: well D: usually ( )13. Look! The old man is ____ a book! A: reading B: looking C: seeing D: watching ( )14.Some students ____the zoo now. A is visiting B am visiting C are visiting D vist [知识讲堂] 1. --How's the weather in Shanghai ?上海天气怎么样? --It's cloudy．(上海)阴天。 (1)这是用来询问天气情况的常用表达方式。如： --what's the weather like in Beijing now?现在北京的天气怎么样? --It's very old, but quite sunny. 天气很冷，但十分晴朗。 这个句式的同意句为: What is the weather like? 类似的结构还有：How's the weather today?／What do you think of the Weather today?／What will the weather be like tomorrow?在 回答天气状况时常用“It is(was)+ 表示天气的形容词”。 (2)cloudy 形容词，意为“阴天”。表示天气的形容词还有 sunny(晴朗的)，windy (多风的)， rainy(下雨的)，snowy(下雪的)，humid(潮湿的，湿润的)，dry(干燥的)，cold(冷的)，cool(凉 爽的)，warm(暖和的)，hot(热的)。 2. How is it going? 事情进展得怎么样？ （1）该句是由疑问副词 How 引出的问候句型。意为：一切顺利吗？“How’s …”句型在问候 语中用来询问对方的情况。通常都接在 Hello 或 Hi 之后。它可以放在各种词的前面组成很棒 的问候语。 （2）句中的主语是代词 it，用它来指代问话人所问的“那件事情”，即可以指代问话人所关 心的任何事情。 （3）动词 go 在此处不表示“去，走”，而表示“进行，进展”，常用 be going 的结构。如：Everything is going well. 一切进展顺利。 Unit7 Section A (Grammar-3b) I.根据句意，首字母和提示写出单词。 1.—How is the w_______ in Beijing . —It’s sunny. 2. It looks like rain. It’s c_______ 3. Is Tom talking on the phone a_____? Yes,he talks on the phone for three hours every day . 4. —Where is your brother? —He is p________ basketball. 5. —What are they doing now? —They are s________ English 6.The sun is shining(照耀)。It’s s_______ today. 7. It’s r________ .We can’t go out. 8. W________ the weather like in Beijing ? 9. Tom ___________(study) hard every day, now he _______(study) Chinese. II.单项选择题. 1. —What is the weather like today ? —_________. A. It’s Sunday B. It’s cloudy C. I like it D. I don’t like it. 2. —_____ do you study English? —By listening to tapes A. What B. Where C. Who D. How 3. —What is he doing ? —He________. A. is cook B. is cooks C. is cooking D. cooks 4.What’s Tom dong right now? He___soccer. he _____soccer every day. A plays ,playing B is playing , plays C plays ,plays D is playing , is playing. III.按要求改写句子。 1．He is singing now.(用 often 代替 now) • He often _____________ • 2．They are taking photos.(改为一般疑问 句并作否定回答) • ______ ______ ______ ________? _____,____ _____ 3.I’m reading a book.(改为否定句) • I _________________ . IV. 补全对话 • A: Hello, this is Kate. ____1____ ____2______ that? B: Hello, Kate.___3______ _____4_____ Cathy. A: Oh, Cathy. How’s it ___5______? B: Great. • A: ___6____ the ____7_____ there ? B: It’s sunny. • A: What are you ___8_____ now? B: I’m ___9_____ volleyball. What about you? A: I’m ___10____TV. [知识讲堂] 1.How's the weather in Shanghai ?上海天气怎么样? --It's cloudy．(上海)阴天。 (1)这是用来询 问天气情况的常用表达方式。 如： --what's the weather like in Beijing now?现在北京的天气怎么样? --It's very old, but quite sunny. 天气很冷，但十分晴朗。 这个句式的同意句为: What is the weather like? 类似的结构还有：How's the weather today?／What do you think of the Weather today?／What will the weather be like tomorrow? 在回答天气状况时常用“It is(was)+ 表示天气的形 容词”。 (2)cloudy 形容词，意为“阴天”。 表示天气的形容词还有 sunny(晴朗的)，windy (多风的)，rainy(下雨的)， snowy(下雪的)， humid(潮湿的，湿润的)，dry(干燥的)，cold(冷的)，cool(凉 爽的)，warm(暖和的)，hot(热的)。 2. 询问天气情况的句式 ① How is the weather in Beijing? (How is the weather today?) ② What’s the weather like in Beijing? ( What’s the weather like today?) It’s + adj. (形容词) Eg: It’s windy. . How’s it going (with you)? ① Not bad. ② Great! ③ Terrible! ④ Pretty good. 3.He’s talking on the phone to his older brother in Shenzhen. talk on the phone ==talk by phone 电话交谈 有 the,前面就要用 on, 没有 the,就要介词 by Unit7 Section B (Ia-2c) I.短语英汉互译 1.right.now_______2.have a great time___________ 3.be on a vacation_________4.sit by the pool________ 5.write to sb________6.summer vacation___________ 7.visit some of friends________8.have fen__________ II.填词完成句子，首字母已给出 1. —Do you want to go on v______ in England? 2. The weather in summer in Wuhan is very h_______. 3. It’s c__________ in winter in most places in China. 4. We want to climb M______ Tai . 5. He studies very h______.The teachers like him. 三. 单项选择： 1. It’s too _______ outside, you must put on your coat. A. hot B. cool C. cold D. warm 2. What _______ the children ______? A. is, doing B. does, do C. are, doing D. do, do 3. ________ you ______ the window? Yes, I am. A. Do, clean B. Is, cleaning C. Do, cleaning D. Are, cleaning 4. _______ are they doing there? They’re running. A. Who B. What C. Where D. Whose 5. --- How is it ________? --- It’s not bad. A. go B. going C. goes D. is 6. -- ______ is the weather? ---- It’s windy. A. What B. How C. When D. Where 7. -- Hi, Lucy! Glad to see you. What are you doing here? -- I’m ______ vacation now. A. on B. in C. at D. for 8. On the wall there are two pictures. ______ is Tom’s and ______ is Mary’s. A. One, one B. One, other C. One, the other D. One, others 9. -- What are you doing in the park? -- I’m looking at the children ______ volleyball. A. plays B. playing C. are playing D. to play 10. He’s sitting ______ the beach and ______ orange juice. A. on, drinking B. in, drinking C. on, drinks D. in, drinks 11. -- Where is Sam? Do you know? -- Look! He’s ______ on the beach. How cool! A. swimming B. lying C. looking D. having [知识讲堂] 1.I’m having a great time visiting my aunt in Canada. [知识讲堂] have a great time doing 可翻译为，某人做某事很开心；或直接翻译为玩的开心，过得愉快。当表达上述意思时可用 这个短语词组。 同义词组：have a good time. engoy oneself 或者 enjoy oneself in (doing) sth. hava fun doing sth. 2.It’s afternoon,right now. right now 意为“立即，此刻”。如： The kid is sleeping right now．孩子此刻正在睡觉。 3.I’m writing to you . write to sb 给某人写信。 4.on a vocation 美国英语习惯用语，一般 vocation 表示一段时间，故不再用变复数。holiday 假期，英国英 语常用的词汇。一般是几天的休息，如各种节日或休假日。On holidays summer holidays/ vocation 暑假 5.It’s hot in your country now, isn’t it? 反义疑问句即附加疑问句。它表示提问人的看法,没有把握,需要对方证实。 它表示提问人的看法，没有把握，需要对方证实。反义疑问句由两部分组成：前一部分是一 个陈述句，后一部分是一个简短的疑问句，两部分的人称时态应保持一致。 1．陈述部分肯定式+疑问部分否定式 2．陈述部分否定式+疑问部分肯定式 They work hare, don’t they? He can’t ride a bike, can he? Unit7 Section B (3a-self-check) I . 单选 ( )l. I'm not ______ a book like this. A. watchingB.looking at C. seeing D. reading ( )2. It's very cold today. You'd better put_______ your coat when you go out. A. away B. down C. on D. up ( )3. Don't _____ on the street, Tom. A. play B. playing C . plays D. is playing ( )4. Listen! Who______ in the next room? A. sing B . sings C . singing D. is singing ( )5.--We can use MSN to________ with each other on the net. --Really? Will you show me how to use it? . speak B. talk C. say D. tell ( )6 . _______ your raincoat . It's raining outside . A. Wear B. Put on C . Wearing D. Putting on ( )7 . We _______ a Chinese class today. They an English class now. A. aren't having; are having B. don't have; haveC. aren't having; have D. don't have; are having ( )8. My brother and I _______. A. is doing my homework B. am doing his homework C. are doing our homeworks D. are doing our homework ( )9 . Miss Gao is______ green trousers . She looks beautiful . A. put on B. putting on C. wearing D. wear ( )10. I am ______ the kite like this. A. not liking B. not wanting C . not finding D. not flying ( )11._______ careful girl Kate is! A. How B. What C. What a D. How a ( )12. --What's the date today? --_______. A. It's Sunday B. It's cold C. It's June 2001 D. It's September 10th ( )13. --How's the weather in Xinjiang? --The weather here is _______ . A.strange B.wind Csun D . fog ( )14. --What's the weather like today? --_________ . A. It's Sunday B. It's sunny C. It's July 3rd D. It's food ( )15. --What a cold day it is! --_________ . A. Yes, but it's going to be colder B. No, I think it's cold today C. Sorry, I'm afraid I can't D. Yes, it isn't cold ( ) 16. Jenny is_______ a green shirt today. A. putting on B. near C. wearing D. put on ( ) 17. Look at the_____ !It's _______ heavily now． A．rain；rain B．raining；raining C．rain；raining D．raining；rainy ( ) 18. -- Who is standing under the tree? --________. A. Tom is B. Tom does C. Tom are D. Tom do ( )19. -- How's it______ ? -- Not bad. A. go B. goingC. goes D. went ( ) 20. ______ you_______ a good time yesterday? A. Did; have B. Did; hadC. Are; have D. Were; had II.句式变化 1 . It was cold yesterday . (对画线部分提问) ______ _______ the______ _______ yesterday ? 2. Kate has lunch at twelve every day. (变为否定句) Kate _______ _______ lunch at twelve every day. 3 . They are delicious mooncakes . (变为感叹句) _______ _______ mooncakes they are ! 4. It's bad weather today! (变为感叹句) ________ ________ weather it is today ! 5 . Jim speaks English very well. (变为感叹句) ________ ________ Jim speaks English ! 6. There was a heavy rain last night. (改写同义句) It______ _______ last night . 7. There was a strong wind just now. (改写同义句) It______ _______ just now. 8. I think it's going to rain. (改写否定句) I_______ _______ it's going to rain. 9. The weather was warm yesterday, ________? (变为反意疑问句) 10. It is snowy today. (改写同义句) Today _______ _________. III、.用所给单词的适当形式填空。 1._____it often____(rain) here in summer? 2.It is very ______(rain)in this city. 3.Look!there are lots of ______(cloud)in the sky. 4.Look!it_____(rain)heavily outside. 5..In winter ,it often_____(snow)here. 6.How _____(be)your summer vacation going? 7.I’m having a great time _____(visit)my aunt in Canada. IV.阅读理解. A It is August in Qingdao. It’s very hot here. Now, there are many people on vacation. They go to the beach and have a good time there. Today is windy, it is not very hot. On the beach, a lot of people are talking to their friends and looking at the beautiful sea. Some of them are swimming. Others are taking photos. Can you find me? I’m the boy in blue shorts. I’m going to dive. It’s cool. 根据短文判断正（T）误（F）。 1. It’s sunny and hot. 2. Many people go to the beach and have a good time. 3. It’s a fine day for swimming. 4. People only talk to their friends on the beach. 5. I’m a boy in a blue shirt. B Li Ming is staying with the Wang’s family for the weekend. Today it is warm and fine. The family are having dinner in the garden. They often have dinner in the garden on a warm and fine spring day. Now Mr. and Mrs. Wang are sitting at the table with Li Ming under a tree. “It’s great to have dinner out here on such a lovely day,” Mrs. Wang says. “What’s the weather like in your hometown, Li Ming?” Mr. Wang asks. “It’s not very warm in spring. But I like the spring there best.” “Help yourself to some cakes, Li Ming,” Mrs. Wang says. “Thanks,” says Li Ming. “The cakes are very nice. I enjoy the dinner very much.” 6. Li Ming is staying with the Wang’s family ______. A. for a week B. for a day C. for the weekend D. for a month 7. It’s not cold spring day, is it? A. Yes, it is. B. No. It’s a warm spring day. C. No. It’s a warm winter day. D. Yes. It is a warm spring day. 8. The family are having their dinner ______. A. in the house B. in the garden C. in the park D. in the hotel 9. What’s the weather like in Li Ming’s hometown? A. It isn’t very cold in spring. B. It’s very nice. C. It’s not very warm in spring D. It’s very cold. 10. How does Li Ming like the dinner? A. He enjoys the dinner very much. B. He only enjoys the cake. C. He eats a lot. D. He doesn’t enjoy the cake. Unit 8 Is there a post office near here? Section A(1a-2c) I．根据单词首字母或汉语意思完成句子。 1. When you want to post a letter, you can go to a p_____ o________. 2.There is a p_____ phone near here. 3.Which ______(餐馆) do you want to go？ 4.He is in h______ we want to see him. 5.we often go to b_____ to get money. II.选择题 1. My school is across _____the market. A in B from C after D on 2. The garden is next __-__ the video arcade. A to B on C for D at 3. We all live in that hotel .It is _____the market ____the bank. A from, to B between, and C . in, on D at, out 4. Is there a food shop ____ the neighborhood? A on B in C at D under 5. ____. Where is my watch? A Sorry B I am sorry C Excuse me D Hello 6. When you want to go to the hotel ,you can go straight and ____left. A turning B to turn C turns D turn 7.This term we are going to have fun _____and _____English. A to learn , to speak B learning , speaking C learning, to speak D to learn, speaking 8. When you leave the supermarket , don’t forget to pay _____the things you buy. A for B at C on D in 9.Thank you very much . --_______ A You are welcome. B You are right C You are OK D That’s right. 10. Be careful when you walk _____the street. A through B across C into D from III.完成下列句子 1.这儿附近有一家银行吗？ _______ _______ a bank near here? 2.公用电话在哪儿？ _______ _______ the pay phone? 3.银行就在超市的旁边。 The bank is _______ _______ the supermarket. [知识讲堂] 1. Is there a bank near here? Yes, there is. It is on Bridge Street. 附近有银行吗？是的， 附近有银行 吗？是的，有。它在大桥街上。 （1.）这是 there be 的一般疑问句，把 be 动词放在句子的开头，句子结尾用问号， 读句子的 时候用升调。 对于这类句子的肯定回答是： Yes, there is.或者 Yes, there are. 否定回答是：No, there isn’t.或者 No, there aren’t. （2.）there be 表示“某地有某物”；have (has)表示“某人有某物”。同学们在 表达的时候不能相混， 一定要分清楚。例如：There is a book on the desk. 桌子上有一本书。I have a book on the desk. 我 有一本书在桌子上。 2. across from 介词词组“在…对过” The bank is across from KFC. 银行在肯德基的对面。 The restaurant is across from the National Library. 那家饭馆在国家图书馆的对面。 3. next to “在…旁边” The supermarket is next to the flower shop.超市在花店的旁边。 The small garden is next to our school. 4. on “在…” The supermarket is on Fifth Avenue.超市在第五大街。 The pay phone is on Bridge Street. 公用电话在桥街。 5. between 介词“在两者之间” The post office is between the library and the cinema. 邮局在图书馆和电影院之间。 Unit 8 Section A(Grammar-3c) I.根据汉语意思完成句子，一空一词 1.附近有旅馆吗？----有，图书馆对面有一家。 ---- _____ _____ a hotel near here ---- Yes, there’s . _____ across from the library. 2. 公园紧挨着银行。 The park is _____ _____ the bank. 3. 哪里有投币电话、_____ _____ ____the pay phone? 4. 邮局在公园对面。 The post office is _____ _____ the park. 5.. ----饭馆在哪里？----在中心大街上。 ----Where is the restaurant. -----It’s _____ _____ ____. 6.. 图书馆在旅馆和银行之间。 The library is ______ the hotel ______ the bank. II.单选 1.—10.My best friend sits next _____ me. A. to B. on C. in D. beside 2. ---Excuse me can you tell you where the police station is --- It’s far _____ here. Walk _______ the street until you see a pay phone . ______ left and you will see it. A. from ,along, Turn B. /, down ,Turn C. from ,down ,Take D. away ,along ,Turn 3. . ----Is there a library in your school.----______. A. Yes it is. B. No it isn’t. C. Yes there is D. No there aren’t. 4. Are there any markets in your neighborhood -- _________. A. Yes it is B. Yes there is C No it isn’t D. No there aren’t 5.Are there ___students on the playgroud? A much B some C any D little III. 按要求完成句子，一空一词 1. The pay phone is between the school and the bank. （对画线部分提问） ______ _____ the pay phone? 2. I have a computer in my room.（写出同义句）. _____ _____ a computer in my room. 3. They live in shanghai.（对画线部分提问） _____ _____ they live? 4. There is a supermarket on Center Street. （改为一般疑问句） _____ _____ a supermarket on Center Street 5.. I sit on Tom’s right and Jim’s left.（写出同意句） I sit _____ Tom _____ Jim. [知识讲堂]：There be 精讲 There be 句型表示“某地(或某时)存在有某人(或某物)，而并非某地(某人、某物或某时)拥有什么东西” 二、结构： 1、There is + 单数可数名词/不可数名词 + 地点状语. 2、There are + 复数名词 + 地点状语. 三、实质： There be 句型的实质句式为“倒装句”。 谓主动词 be 要与主语保持人称和数的一致。当主语是两个或 两个以上的名词时，谓语动词要与跟它最近的那个名词一致。看下面一组例句： There is a girl under the tree. 树下有一个女孩。 There are two boys under the tree. 树下有两个男孩。 There is a girl and two boys under the tree. 树下有一个女孩，两个男孩。 There are two boys and a girl under the tree. 树下有两个男孩，一个女孩。 四.一般疑问句 There be 句型的一般疑问句变化是将“be 动词放在句首”，再在句尾加上问号即可，此为“调整法”。 但同时要注意：当肯定句中有 some 时，要将其改为 any（否定变化也一样）。 例 1： 陈 述 句：There is some water on Mars. 一般疑问句：Is there any water on Mars? 肯定回答： Yes, there is.否定回答： No, there isn't. 例 2： 陈 述 句：There are some fish in the water. 一般疑问句：Are there any fish in the water? 肯定回答： Yes, there are 否定回答： No, there aren't 五、对地点状语提问： 提问地点当然用“Where”，其形式为“Where is are+主语?”。 例：陈 述 句： There is a computer on the desk. 特殊疑问句： Where is the computer? Unit 8 Section B(1a-2c) I 用适当的介词填空。 1. The bank is across ______ the school. 2. The library is ________ the restaurant and the post office. 3. The hotel is ______ to the bank. 4. Mr. Green lives _______ Chang’ an Street. 5. Take right ____the first crossing . 6. There is a good hotel ______ the neighborhood. 7. Go _____ Bridge Street, and you can find the hotel ____ your left. 8. The supermarket is in front ____ the school. 9. The post office is ___ Fifth Avenue. 10.The zoo is __ the right. II.单选 ( )1.The library is ______ Green Street. A.of B.on C.for D.at ( )2.The house is across _____ the school. A.for B.from C.of D.at ( )3.Look! Your father is ______ the two men. A.among B.in C.between D.of ( )4.Liu Mei is short. So she sits _____ the class. A.in front of B.in the front of C.at the back of D.behind ( )5.There’s a big desk between _____ and ______. A.he, I B.he, me C.him, I D.him, me ( )6.There ____ a pen and two pencils in the pencil case. A.is B.are C.be D.have ( )7.______. Can you tell me the way to the library? A.Sorry B.Excuse C.I’m sorry D.Excuse me ( )8.-How many people are there in your ______? -Three, my parents and I. A.house B.home C.fmily D.room ( )9.Go straight and turn _____. You’ll see the school. A.to left B.the left C.for the left D.left ( )10.Jim sits _____ my left. A.in B.on C.for D.of ( )11.My father enjoy ___CCTV10 A.to watch B.watching C.watches. D.watched. ( )12.you can turn left ___the left of Bridge Street. A at B on C in D down [知识讲堂] 1. go along 一直走。along “一直”副词放动词后常用于指示方向强调于墙平行而行。如 go along the road. 沿着这条路走。 2. turn left / right 向左/右转。Turn left / right at the…turning/crossing .在第个路口向左/右转。 如 Turn right at the first crossing. 在第一个路口向右转。 Turn left/right on/at 街道地点。在某地向左/右转。如 Turn left at New Park. 在新公园向左转。 Turn right on Green Street. 在格林大街向右转。 3. on the left/right 在左/右边。 On one’s left/right 在某人的左/右边。On the left/right of… 在.....的左右边 如 There is a supermarket on the left. 在左边有一家超市。 Lucy sits on Lily’s right. 露西坐在莉莉右边。 You can see a school on the right of the bank. 你 能看到银行右边有一所学校。 5. Thank you very much. 非常感谢=Thanks a lot. . You’re welcome. 别客气不用谢。 6.I love to watch the monkeys climbing around 我喜欢看猴子到处爬 Watch sb/sth doing 观看某人或某物正做某事 7. in the neighborhood 在附近 There is a park in the neighborhood. 附近有一个公园 8．enjoy doing sth.喜欢做某事 like doing sth Diana enjoys watching TV. 戴安娜喜欢看电视。 enjoy oneself 过得快乐玩得愉快 have fun have a good time 如 You can enjoy yourself there. 你在那会过得愉快. Unit 8 Section B(3a--self-check) I.根据所给单词填入正确的形式。 1. The girls enjoy ____________(see) comedies. 2. I hope the_________ (begin) of our tour is happy. 3. 3.They have fun __________(walk) in the park. 4. Do you enjoy __________(you) at the birthday party? 5. Go down _________ (three) Street and turn right. II、单项选择(15 分) ( )1. ________ there a bank near here? Am B. Is C. Are D. Be ( ) 2. Our school is ______ a bank. A. next B. next to C. between D. between and ( )3. --- _____ is the park? --- It’s on Center Street. A. What B. When C. Where D. How ( )4. The supermarket is _____ Fifth Avenue. A. on B. through C. between D. / ( )5. The library is _____ the restaurant and the supermarket. A. next B. near C. between D. across ( )6. --- Where are you ______? --- Beijing. A. on B. from C. come D. come from ( )7. Is _____ a pay phone in the neighborhood? A. this B. there C. that D. the ( )8. --- _____ can I get to the post office? ---Go down this road and turn left. A. Where B. What C. How D. When ( )9. --- Is there a supermarket --- No, _____. A. this is not B. there isn’t C. it isn’t D. there aren’t ( )10. There isn’t _____ clean park. A. the B. a C. an D. / ( )11. The zoo is _____ the right . A in B on C of D at ( )12. Bridge Street is a good place _______. A. have fun B. to have fun C. having fun D. to fun ( )13. --- Is there a pay phone _______ the neighborhood? --- Yes, it’s____Center Street____the right. A. in, down, on B. on, on, is C. in, on, in D. on, down, on ( )14. Can you tell me the way ______ the post office? A. to B. on C. at D. of ( )15. You can get money in the ______ and you can get books in the ______. A. post office, bank B. bank, garden C. bank, library D. library, bank （ ）16.There is a big table ______ the left side. A. in B. on C. at D. for ( )17.One of the twins _______ me. A. sit next to B. sit next in C. sits next to D. sits next for ( )18.The library is ____ the video arcade and the supermarket. A. from B. behind to C. before in D. between ( )19.The hotel is ______ Fifth Avenue. A. on B. of C. across D. from ( )20.Is there a hotel near here? Yes, just go ______ and _____ left. A .straight , go B. go, across C. straight , turn D. straight, turns ( )21.Is there a pay phone in the neighborhood? Yes, it’s _____ the school. A .near B. on C. between D. down ( )22.Is there a bank around here? Yes, _______. A. it is B. this is C. there is D. that is ( )23.The pay phone ______ the library. A. across from B. next to C. near D. is across from ( )24.Nancy is between ______ and ______. A. Jim , I B. I, Jim C. he , me D. him , me ( )25.Let me tell you how ______ Hemingwei Hotel. A. get to B. arrive in C. to get to D. arrive at ( )26. Take a walk _____ the park on Center Avenue. A. for B. from C. off D. through ( )27.Does Anna think monkeys ____ people? A are like B likes C is like D like ( )28. You can enjoy your meal _____ a bench ____ the park. A. on, on B. in, in C. on, in D. in, on ( )29.Next to the hotel is a small house ______ an interesting garden. A. of B. off C. with D. from ( )30.________, is there a pay phone near here? A. I’m sorry B. Sorry C. Excuse D. Excuse me III．补全对话（10 分） A: Excuse me, sir. 1________ 2 _______ a post office near here? B: 3___, I don’t 4 ____. I’m new here. 5____ ___ ask that man. A: Excuse me, sir. Is there a post office around here? C: Go along this street. When you 6_______a big supermarket, 7 _____ this street ,8 _______ right. Then go 9_______ Center Street. The post office is 10__________ your left. IV．根据汉语完成句子（22 分） 1.沿着这条街走， 你就能看见那个图书馆在你的右边。 Go _______ this street, and you can see the library _____ your left. 2.跨过三个单行道， 你就会发现它在邮局和银行之间。 You will have to _______ three one-way streets. You can find it _____ the post office and the bank. 3.乘出租汽车沿着公路往前。再向右拐。 _______ a taxi and go along the high way, then ______ right. 4.那个公用电话就在中国银行隔壁。 The pay phone is ______ ______ the Bank of China. 5.在公园对面你就会看家一个旧旅馆。 _______ ______ the park you will see an old hotel. 6．欢迎你到花园社区来。 ________ ______ the garden district. 7. 对不起， 这儿附近有超市吗？ _______ ______ , is there a supermarket in the neighborhood? 8.桥街是一个令人愉快的好地方。 Bridge Street is a good place to ______ _______. 9.你必须今晚完成作业。 You ______ ______ finish your homework this evening. 10.你能告诉我怎么到达电子游戏中心吗？ Could you tell me ______ to get _______ the video arcade? V、书面表达. 你的笔友 Amy 要拜访你，但她不知道如何到你家，请根据下面的提示写明到你家的路线。 提示：Amy 从宾馆出发，沿着解放大街走，在左侧看见一个汽车站，乘 101 路车在第七站 下车，来到人民路，沿着这条路一直走，在右侧看到一家银行，你的家在银行的后面。 Dear Amy, _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ ___________________ Unit 9 what does he look like? Section A (1a-2d) I.翻译下列单词和短语吗？ 短头发______ 卷头发______ 长头发______ 直头发______高______ 矮______ 中等高度 ______ 瘦______ 重______中等体型______ II.单词拼写 1.Her father is really tall and h______ and her uncle is short and thin. 2. The American girl has long , c______ hair. 3.Her friend has a medium b____. 4.He is not tall and not short, he is of m_______ h_______. 5.She is of medium b_________means（意思是） she is not heavy and not thin. III.补全对话。 (Tony 与 Mike 在谈论 Tony 的足球队长，你能把他们没说完整的话补充上吗？) Tony : Do you know the captain of our football team? Mike: What does he _____1_______? Tony: He isn’t very tall or short, he is _____2_______height. Mike: Is he ______3_______? Tony: No, he is a little thin. Mike :Does he have _____4________ or straight hair? Tony: Oh, he has no hair, Mike : ____5________is he . Tony:He is thirty-five years old . Mike :Does he like talking? Tony: No, he’s a little bit ________6_____ , but we like him very much. He is very _____7______ in our team. IV．根据汉语完成句子 1.你哥哥长什么样？ 他高个子，短发. -___ does your brother _________ ________? 2. 她 总 是 戴 着 一 副 眼 镜 。 She always _______________. 3.我的 T 恤衫有点大。 My T-shirt is ________________________________ 4.我的老师 不 胖 不 瘦 ， 中 等 身 材 。 My teacher________________________________--- 5.我们将在七点见面。 We are _____________ [知识讲堂] 1. 1）---What does he look like? 他长得什么样？ （询问外貌） ---He is tall and thin with short hair. 2）---What is he like? 他这个人怎么样？ （询问性格、品质） ---He is kind and friendly. / He is shy. 3）---What does he like? 他喜欢/爱好什么？ （询问爱好） ---He likes sports. 2. She is of medium build. 她中等身材（不胖不瘦）。 be of medium build / height 中等身材 / 个头 1）我们的数学老师中等身材。 Our math teacher is of medium build. 2）我爸爸中等个，四十多岁。 My father is of medium height in his forties. 区别比较： 中等高度/身材 身材：(1) 他 是 中等高度 身材：He is of medium height/build. ( 是 of, 前 用 be 动 是 词 ) (2) 他 有 中 等 高 度 / 身 材 ： He has a medium height/build.( 是 a, 前用 have/has) 2. 形容头发时，可按照先长短，后曲直，最后说颜色的顺序说。(长 形色) Eg: She has long curly black hair. 3．He is …(通常为形容词，包括身高、体形等). He has…（通常为形 容词修饰的名词，包括头发、五官）. He wears…（穿、戴、留。可 以是衣服、帽子、鞋子等，也可以是眼镜、手表、胡须）. Unit 9 Section A (Grammar -3d) I.用 is 或 has 填空。 1.Lei Hao ______ short and straight hair. 2.Dick ______ tall,but his sister ______ short. 3.Xie Kai ______ of medium height. 4.Betty’s mother ______a medium build. 5.Du Ke ______ short and thin. II.用所给的适当动词填空。 1.Does Mary (are/wear)______ glasses? 2.What (do/have)______ the new students look like? 3.Wang Bin (wears/is)______ tall and fat. 4.Mr.Santos (has/does)______ a medium build. 5.(Has/Is)______ Henry's moustache(胡子) black？ III 连词成句。 1.does,what,look like,your friend _________________________________？ 2.build,has,she,medium,a _________________________________ 3.friend,I,a,have,new,in Class Five _________________________________ 4.reading,and,he,playing chess,likes _________________________________ 5.remember,do,you,with,the rock singer,funny glasses __________________________________________ IV.单项选择 1. ______ does your favorite singer look like? A. How B. What C. Who D. When 2. He ______ tall and he ______ a medium build. A. has；is B. is；has C. is；is D. has；has 3. She always ______ a white shirt. A. wear B. put on C. puts on D. wears 4. Our math teacher is medium ______ black curly hair. A. high at B. tall in C. height in D. height with 5. He doesn’t tell me ______ the person ______. A. what；looks like B. what；look like C. that；looks like D. that；look like 6.—What does Merry look like?— ______. A. She looked like her mother B. She is funny. C. She has brown hair and black eyes D. She looks like a movie star 7.. ---__________________? ---He has big eyes and small nose. A. How old is he B. What does he do C. What does he look like D. How is he [知识讲堂] 1.询问某人长什么样 What do/does sb. look like?[来源:Z§xx§k.Com] 2.描述某人的外表 sb. am/is/are+ 形容词. sb. have/has + 名词. 3.怎样描述头发：漂亮+长短+曲直+颜色 have short straight hair have short curly blonde hair have beautiful long black hair have curly brown hair 4.tall 与 high 的用法： high 和 tall 都有“高”的意思。 A: tall 指身材的高度，一般用于人和动物，它的反义词是 short。 1）Mike 比 Scott 个子高。 Mike is taller than Scott. B: high 一般表示物体的高度，它的反义词是 low。 5. She always wears glasses. A: wear 是“穿着”，“戴着”的意思，强调状态。常用一般时表示经常的状态，用进行时表 示现在的状态。wear 还可用来表示佩戴手表、首饰、徽章、花儿的“佩”或“带”以及留头发、 胡须的“留”，面带微笑等。 1）Lucy 总是穿着白色的鞋子。 Lucy always wears white shoes. 2）Gina 今天穿着一件红裙子。 Gina is wearing a red skirt today. 3）那天她的头上戴了一朵红花。 She wore a red flower in her hair that day. Unit 9 Section B (Ia-2c) I.选词填空。 1、talk /speak/ tell/ say ； 1)I can’t _______ English well, but I can _____ it in English. 2) We are _______ about the picture. 3)Hello, May I _______ to David ,please ? 4)He often _____ with his friends. 5) Miss Wang _____ us a story in class every day 2、wear/ put on/ in/ dress； 1)We go to school _____school clothes on weekdays. 2)__________ your coat. It’s cold. 3)Little Tom can________ herself 4)Our teacher is _________ a white blouse and skirt today. 5) He always ____ a pair of glasses. Ⅱ. 单项选择。 ( )1. The man _____glasses is a policewoman. A. with B. in C. on D. to ( )2. Alice Green ________ thin and ________ long curly hair. A. is; is B. is; has C. has; is D. has; has ( )3.—________? —He is tall. A. How is he B. What does he look like C. What does he like ( )4. Liu Huan is a great singer _______ long hair. A. has B. have C. with D. of ( )5. “Don’t play soccer on the street, ” ________ a policeman. A. speaks B. tells C.talks D.says ( )6.—What does she look like? —________ A. She likes English. B .She’s tall and thin. C. She’s very good . D .She’s a teacher. ( )7.What _____your English teacher look like? A. do B. is C. does D. was ( )8. There is _________ hair on her head. A. a few B. a little C. few D. many ( )9. He ______tall and he _____curly hair . A. has is B. is has C. is is D. has is ( )10.The young man _________ glasses is my teacher. A. wear B. wearsC. put on D. with [知识讲堂] 1. 反 义 词 : curly—straight tall—short short—long thin—fat heavy—light light—dark rembember—forge 2.some people see crimes and then talk to Joe . They tell him what the criminal looks like. “He has long straight brown hair and big eyes.” Says one woman. 【辨析】speak, say, talk, tell speak 强调说话的动作、声音，而不强调内容，也表示说某种语言。 say 指用语言表达思 想，着重指说话的内容。 She said goodbye to all her friends and left. 她跟她所有的朋友说再 见，然后离开了。 Ben never forgets to say “Please” and “Thank you”. 本从来不忘说“请”和“谢谢你”。 talk 表示 两个人或多个人在一起讲话、谈论（多指随意谈论）。 I don’t like to talk to him. 我不喜欢和他谈话。. talk to sb 对某人谈话 与某人交谈 谈论某人 ／ 谈论某人／某事 对某人谈 论… 与某人谈论… 与某人谈论 talk with sb talk to sb talk with sb about sth tell 的意思是“告诉，讲述，吩咐”，讲故事或讲笑话多用 tell。 She loves to tell stories. 她喜欢讲故事。 Can you tell me the way to the station? 你能告诉我去车站的路吗？ 3.An interesting job job 与 work 都是指工作，但 job 是可数名词，work 是不可数名词。 我们不能说 a work,只能说 a job. Unit 9 Section B (3a-self-check) I.根据句子的意思及首字母完成句子。 1.He is tall and he is m________ build. 2.He is not tall or short .He is medium h__________. 3.Her hair is not straight, it’s c _________. [来源:中国教育出版网 zzstep.com] 4.Michael Jordan is my f_________ basketball star. 5.She is a pretty girl w________ blonde hair.[来源:中国教育出版网 zzstep.com] 6My father often w_________ glasses. 7.He is not heavy ,he is t___________ 8.I have short s____________ black hair. II．选择填空 （ ）1— What’s your sister __________? — She’s __________. A. look like; thin B. look; shy C. like; friendly D. like; tall ( )2.The woman _________ long hair is our math teacher. A. in B. with C. on D. of ( )3.Mr Read on the bike _________ a medium build. A. have B. has C. are D. is ( )4.Mr Brown doesn’t like pop songs , but his daughter _________. A. is B. likes C does .D. do ( ) 5 — __________? — He has big eyes and a small nose. A. What does he look like B. What does he do C. How old is he D. How is he ( )6.Pete stops _________ and goes to bed. A. watching TV B. watch TV C. to watch TV D. to read ( )7.I often write emails to my pen pals , but ________ writes to me back. A. everybody B. somebody C. anybody D. nobody ( )8.My aunt is too _________ ,she wants to be slim. A.heavy B tall C. short D. thin ( )9.He is medium build , but he looks ________ fat, I think . A. a lot of B. a bit of C. a little D. a little of ( )10.Can you _________ the differences between them? A. say B.speakC. talk D. tell ( )11.Jenny ________ her mother, and her mother _________ very young. A. looks ,like , looks like B. looks like , looks C. looks , looks like D. looks , looks ( )12.-What does Lee look like? -He’s tall _________ blonde hair. A. in B .on C. with .D has ( )13.The pretty girl has __________ hair. A. long brown B. brown long C. a long brown D. a brown long ( )14.What about __________ shopping on Sunday? Good idea! A. go B. goes C. to go D. going ( ) 15. Mr Simmons __________ medium build, and he has yellow hair. A. is B. is of C. looks like D. isn’t III．补全对话 A: Do you know we have a new teacher and two new students this team? B: Really? What does the new teacher look ___1______? A: He is an old man. He _____2____ no hair. B: Is he bald (秃头)? A: Yes. And he ____3______ glasses. B: ____4______ he have a mustache（胡子）? A: No, he ___5_______ a beard. He is not good-looking. But he is very kind. B: What ___6_______ your new classmates? What ____7______ they ______8____ like? A: They are twins. They look the ___9_______. They ___10_______medium height. They’re not heavy _______11___ thin. They ____12______ curly hair. B: What’s the ___13_______ ____14______ their hair? A: Well, they ____15______ blonde hair. They are good-looking. IV．句型转换（10 分） 1． Mike has short brown hair.(对画线提问) _________ _________ Mike _____ _____ like? 2. Lily does her homework everyday (否定句) Lily _________ _________ her homework every day. 3 .He doesn’t like staying at home, I think.(合并为一句) I ________ think he __________ staying at home. 4. The boy is 1.80m tall.(同义句) The boy is 1.80m ___ ____ 5. Lucy and Lily look the same .( 同义句) Lucy _________ ___________ V、从方框中选择适当的单词完成句子，其中有两个多余(10 分) hair, height, never, old, newspaper, play, but, can’t, get, glasses, scarf, build My grandfather is seventy years old, 1.________ he is very healthy. He is tall and of medium 2.________. He has short straight white 3.________. He likes reading. Every morning he 4._______ up very early and then reads morning 5.________. When he reads , he always wears 6.________. He also likes 7._________ chess. He always plays chess with his 8.________ friends. He 9._______ plays chess with me. Why? Because I 10._____ play chess. VI 阅读理解 Miss Nancy is only nineteen. She has brown, curly hair and she is of medium build,. She likes children and her teaching work.. From Monday to Friday she stays at school and teaches her children. She has a lot of work to do every day, but she often plays games with her students after school. Her children like her very much. On Sundays she usually drives her car to her parents’ house and stays with her parents, but sometimes she goes to see her friends on Sunday. She drives back to school on Monday morning. She likes singing, dancing and swimming. She is a good teacher. （ ）1. Miss Nancy is ______ teacher. A. a popular B. an English C. a Chinese （ ）2. —What does Miss Nancy look like? —She ______ . A. likes her students B. likes her teacher C. is not too tall （ ）3. Miss Nancy goes to see her friends______ . A. every day B. on Sunday C. on Saturday （ ）4. Miss Nancy usually goes out ______ . A. on a bus B. by bike C. by car （ ）5. Miss Nancy likes ______ . A. her work B. her students C. Both above VII．书面表达。（根据所给信息向你的同学介绍你的朋友。(60 字) 名字: Maria 年龄 : 14 外貌: 大眼睛，黑长 卷发 ，中等身材，有点胖 爱好： 喜欢穿红色衣 服，喜欢读书，爱好 流行歌曲，网上聊天 （chat） 籍贯: Australia 学 校 : Apple Tree School _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _____________________________________________________________ Unit 10 I’d like some noodles. Section A（1a-2d） I.写出下列词汇 [来源:学科网 ZXXK] 1.想，想要_________ 2.何种 __________ 3.一碗面条________ 4.土豆面条 __________5. 牛肉西红 柿面条__________ 6.多大尺寸… __________ 7.牛肉汤__________ 8.绿茶 _________9 你现在可以点菜了吗？______________________? II.按要求改写句子。 1.He’d like a large bowl of porridge.(提问) _______ ______ bowl of porridge would he like? 2.Can I help you? (同义句) ______ can I ______ ______ you? 3. I’d like some orange juice.(一般疑问句) ______ you ______ _____ orange juice? 4. I’d like beef and tomato noodles. ______ ______ ______ noodles ______ you like? 5.Would you like to go with you ?(做肯定回答) _____ ______ _______ III.词汇应用 1. China is a l_______ country with long history. 2. What s______ shoes would you like ? 3. John likes ________ (粥)，pizza(比萨)，salad and ice tea very much. 4. We have many great ________ (特色菜) in the restaurant. 5. I would like you ________ (come) to my house. 6. Would you like some juice _____(drink)? 7. There are some ________ (tomato) and ________ (porridge) on the table. 8. There ________ (be) some beef and eggs in the noodles. IV.补全对话 Ａ: Hello! I’d ______some noodles. B: _______ _______ bowl of noodles would ______ like? A: _______like _______large bowl of noodles. B: What _____ _____ noodles would you like ? A: I’d like mutton ________ potato_________. [知识讲堂] 关于 would like : 1.would like 想要 = want， would 为情态动词 结构：would like sth. 想要某物 Would like to do sth. 想要做某事 Would like sb. to do sth. 想要某人去做某事 2.变否定：在 would 后加 not, would not=wouldn’t 3.变一般疑问句：把 would 提前，原句中的第一人称变成第二人称，其余照抄。 a.Would you like sth.? 你想要某物吗？ 这是礼貌而又委婉地询问对方要求时的用语。 肯定回答：Yes, please./All right./Yes./OK. 否定回答：No, thanks. Would you like some apples?在这种委婉地提出要求或建议的句型里，some 不用变成 any. b. Would you like to do sth.?你愿意做某事吗？ 用来向对方提出有礼貌的建议或邀请的句型。 肯定回答：Yes, I’d like to./ Yes, I’d love to. 否定回答：Sorry. 2.What size bowl of noodles would you like? 你想要多大碗的面条？I’d like a large bowl 5..May I take your order?您要点菜吗？ 6.冠词/数词+容器名称/单位+of+名词，此结构通常来表示不可数名词的量 一袋牛奶 a bag of milk 两瓶水 two bottles of water Unit 10 Section A（Grammar-3c） 1 单项选择 （ ）1. I’d like some ______. A. beef B. potato C. noodle D. bowl （ ）2. —Would you like some milk? —______ . A. Yes, I would B. No, I wouldn’t C. Yes, please D. Thanks （ ）3. — What ______ noodles would you like? — A medium one, please. A.kind of B.kinds of C. size bowl of D. sizes bowl of （ ）4. —What size shirt would you like? —A _______ one. A. red B. large C. big D. long ( ) 5. There ______ some food on the table. A. is B. are C. has D.have ( ) 6. I’m hungry. I would like ______ a large bowl of dumplings . A. eating B. eat C. to eat D.ate ( ) 7. Do you like noodles ______ chicken? A. with B. of C. in D. for II.从方框中选择最佳选项完成对话，其中有两项多余 A. Would you like a large one or a small one? B. Please write “Happy Birthday to Mary”. C. Tomorrow is Mary’s birthday. D. It’s 888786. E. What kind of cake would you like? F. 022 Center Street. G. What number would you like? A: Can I help you? B: Yes，please. 1 I’d like a birthday cake for her. A: 2 B: A large one，please. A: What would you like to write on it? B: 3 A: OK. What’s your phone number? B: 4 A: What’s your address? B: 5 [知识讲堂] 1.① 本单元的可数名词：eggs, apples, strawberries, oranges, onions, dumplings, drinks, carrots, ② 本单元的不可数名词：rice, porridge, beef, mutton, broccoli, juice ③ 本单元的既是可数又是不可数的名词；chicken, salad, ice cream, cabbage, soup, dessert, fish 2. What kind of +名词+would you like? 用来询问某人想要什么样的东西的句型。 例如：What kind of food would you like? 你想要什么样的食物 3.What size bowl of noodles would you like?（P48—Grammar Focus） 你想要多大碗的面条？ what size 询问尺寸、大小，“多大尺寸，什么号码的”。size 是名词，可以表示物品的 大小、尺寸、号码。 1）---你要多大号码的鞋？---我要 38 码的。 ---What size shoes would you like? ---I’d like Size 38. 2）这件Ｔ恤有点小，你能给我一件大号的吗？ This T-shirt is a little small for me. Would you like to show me a larger size? a bowl of …”一碗…”； 冠词／数词＋容器名词＋of+名词 3）她晚饭只喝了一碗粥。 She only had a bowl of porridge for dinner. 4.a large＼mediumsmall bowl of noodles 大＼中＼小碗的面 Unit 10 Section B（1a-2c） I.根据中文意思写出英语单词。 1.My clothes are _____(不同的)for yours. 2.Before you have a birthday cake ,you usually ____(吹)out your birthday candles. 3.I’m very _____(幸运的)to buy a Ipad . 4.In China ,it’s getting ____(受欢迎的) to have cake on birthday. 5.Children can’t eat many _____(糖果)。 II.单选。 1.The girl _____long hair is my sister A .in B of C for D with 2.If it _____tomorrow ,I____go to Ning Yang. A rain,won’t B rains ,will C rains ,won’t D rain,won’t 3.It’s not easy for us _____English well. A learn B learns C learning D to learn 4.The large cake ___ eggs on it is just 10 yuan . A. has B. have C. with D. is 5. I’m hungry. I would like ________ a large bowl of dumplings. A. have B. eat C. eating D. to eat III.单词连成句子。 1 you, what , of, would, size, noodles, bowl, like 2 like, green tea, don’t, fish or, I 3 medium, she’d, noodles, like, bowl, please, of ,a 4 specials, come, and, your, today, get 5 breakfast, has, Mary, and porridge, eggs, for IV.用所给单词的适当形式填空。 1. There ______ (be) some beef and eggs in the noodles. 2. I would like you _____ (come) to my house. 3. Look, they ______ (buy) fruit and vegetables in the market. 4. Would you like some juice _____ (drink)? 5. She ______ (have) an egg, a small bowl of chicken noodles and two apples every day. 6. I like ______ (listen) to the pop music and watching TV. 7. They would like__(see) the animals in the zoo. [知识讲堂] 1. People have birthday cakes with candles.人们吃带有蜡烛的生日蛋糕。 1）.具有；带有(having;carrying) China is a country with a long history. 中国是一个历史悠久的国家。 ﹡The girl with long hair is my sister.那个留长发的姑娘是我妹妹 2）.用；使用（工具、手段等） word that shows what you are using ﹡ He was writing with a pencil. 他在用铅笔写字。 2.The birthday person must make a wish and blow out the candle. make a wish 许愿 blow out 吹灭 3.If he or she blows out all the candles in one go, the wish will come true. In one go . 一口气 come true.实现 if 作为连词,引导条件状语从句,它表示的意思是"假如""如果"等.在复合句中 如果主句用将 来时,则 if 引导的状语从句用一般现在时. 例如: 1）. If itdoesn'train, we will go to the park next Sunday. 如果天不下雨,下周星期天我们将 去公园. 2）. If you ask him,he will help you.如果你求他,他将会帮助你. 4.In China , it is getting popular to have cake on your birthday.在中国，在你生日的时候吃蛋糕愈 来愈流行。 此句中 it 是形式主语，真正的主语是不定时 to have cake on your birthday. get popular 变得流行。 5.The long noodles are a symbol of long life.长面条是长寿的象征。 Unit 10 Section B（3a-self-check） I.单项选择 （ ）1. He’d like a bowl of noodles ______ chicken and cabbage A. has B. have C. with D. in （ ）2. We _______ have dumplings and green tea. A. also B. too C. either D. neither （ ）3. What _____of noodles would you like? A. bowl B. size C. kind D. for （ ）4. What _______bowl of noodles would you like, small or large? A. kind B. size C. colour D. time （ ）5. What toppings would Alice ______? A. to like B. likes C. like D. want （ ）6. He ______ a large juice. A. would like B. would likes C. like D. want （ ）7. I’d like two ______. A. small bowl of noodles B. small bowls of noodle C. small bowls of noodles D. small bowl of noodle ( )8. There ________ some food on the table. A. have B. are C. is D. has ( )9. I’m hungry. I would like ________ a large bowl of dumplings. A. have B. eat C. eating D. to eat ( )10. Do you like noodles ________ chicken? A. with B. of C. in D. to ( )11.—What size shoes do you want? —________. A. Small shoes B. Size 36 C.36 size D. Big shoes ( )12. There are ________ tomatoes on the table. A. many B. much C. a little D. any ( )13. --Would you like _____tea with ice in it? -- Yes, I _____ A. any, would B. some, would C. any, will D. some, will ( )14. The noodles with orange juice ______ only $1.5. A. is B. are C. for D. with ( )15.What size bowl of dumplings would you like，small，medium _______ large? A.or B.and C.with D.of II.给句子排序，组成对话。 （ ）What kind of noodles would you like? （ ）No 3 ZhongShan Road. （ ）A small one, please. （ ）Can I help you? （ ）May I have your phone number? （ ）OK, One bowl of mutton and potato noodles. What size would you like? （ ）What’s your address? （ ）I’d like mutton and potato noodles, please. （ ）65432103 （ ）Yes, I’d like a bowl of noodles please. III．用所给词的适当形式填空 1. Who (have) brown shoes in our class? 2. Please give me some (fruit). 3. He (would) like to sit here. 4 . How many (piece) of bread do you have? 5.There.are.some (fish) in the bottle. 6. It’s time (go) home. IV．句型转换 1. I’d like some apples.((对画线部分提问) you like ? 2. There are two glasses of milk on the table. (对画线部分提问) glasses of milk on the table? 3. It’s time for supper.(同义句转换) It’stime supper. 4. We’d like a glass of milk.(改为复数形式) We’dlike of . 5. The twins want some fruit.(同义句转换) T The.twins some fruit. 6.They’d.like.an.English-Chinese dictionary.(改为一般疑问句) like an English-Chinese dictionary? V、完形填空 What do you do at the weekend? Some people like to 1 at home，but others like to go 2 a walk or play football. My friend Jack works hard in a factory during the 3 .At the weekend，he always 4 the same thing. On Saturday he 5 his car and on 6 he goes with his family to a village(村庄) by car. His uncle and aunt have a farm there. It isn’t a 7 one，but there’s always 8 to do on a farm. The children help with the animals and give them their 9 . Jack and his wife help in the fields. At the end(结束) of the day，they are all 10 and Jack’s aunt gives them a big meal. 1. A. play B. live C. stay D. enjoy 2. A. to B. for C. in D. at 3. A. day B. time C. summer D. week 4. A. does B. reads C. eats D. has 5.A.watchesB. drivingC. sells D. washes(洗) 6. A. Monday B. Sunday C. Saturday D. Wednesday 7. A. small B .big C. hard D. short 8. A. much B. little C. fast (快) D. far (远) 9. A. clothes B. places C. food D. water 10. A. clea B. late C. hungry D. friendly VI、阅读理解 BIG SALE AT MURRAY’S! Come to Murray’s big sale on clothes，things for your room and things for school. We have jackets for boys for thirty－five dollars，sweaters for girls for fifteen，and bags，earrings，and pants for five dollars! See our great dressers，beds，and chairs. Get a new bookcase for all your school books and notepaper. At Murray’s big sale，they’re only twenty dollars! And we have backpacks pencils， pens and notebooks—everything for school! Come into Murray’s today! 1. Sweaters for girls are ________. A. $35.00 B. $15.00 C.$5.00 2. Bags are ________. A. $35.00 B. $15.00 C. $5.00 3. ________ for boys are on sale for $35.00. A. Jackets B. Sweaters C. Belts 4. Murray’s doesn’t have ________ on sale. A. dressers B. tables C. chairs 5.________ are $20.00. A. Bookcases B. Books C. Papers B Here is a menu for a fast food restaurant. The prices are in American money, called dollars and cents. There are 100 cents in a dollar. Side dishes small large Fries 0.90 1.10 Salad 1.00 1.20 Chicken wings 1.30 1.60 6. From the menu, how much is a small hamburger? A. One hundred and eighty dollars B. Two dollars and thirty cents C. Eighty cents D. One dollar and eighty cents 7. If you have only three dollars, what can you buy? A. A large salad and a large ice cream B. A large chicken burger and a small cup of tea C. A small vegetable burger and a large chocolate D. An apple pie and a large hamburger with cheese 8. Jam is a kind of _____. A. main meals B. side dishes C. desserts D. drinks 9. What can’t we buy in the restaurant? A. Coffee B. Fries C. Hamburger D. Beef 10. A thirsty(渴的) boy may ask for _____. A. coca cola B. donuts C. fries D. a chicken burger Unit 11 How was your school trip？ Main Meals(主食) small large Hamburger 1.80 2.30 Hamburger with cheese 2.00 2.50 Chicken burger 1.90 2.40 Vegetable burger 1.80 2.30 Drinks small large Coca Cola 0.80 1.00 Orange juice 0.90 1.20 Tea 0.70 0.90 Coffee 0.80 1.00 Desserts small large Ice cream or Chocolate 1.20 1.60 Apple pie (hot) 0.70 / Donuts or Jam 0.50 / Section A (Ia-2d) I.写出下列动词的过去式。 isam_________feed_______take________ are________see_________milk_______ go________make_______grow________ worry________ask_____show__________ ride________say______pick_________ do ________ II.翻译出下列短语 1.去散步_______2.挤牛奶________3.骑马_______ 4.喂鸡_________5.拍照__________6.带领某人参观____________7.种植草莓_________8.去 钓鱼________9 摘草莓_________10 从 12 月到六月______ III.用 be 动词的适当形式填空。 1. I __________ at school just now. 2. He ___________ at the camp last week. 3. We ___________ students two years ago. 4. They ___________ on the farm a moment ago. 5. Yang Ling ___________ eleven years old last year. 6. There ___________ an apple on the plate yesterday. 7. There ___________ some milk in the fridge on Sunday. 8. The mobile phone __________ on the sofa yesterday evening. 四、用所给词的适当形式填空。 1. Tom and Mary ___________ (come) to China last month. 2. Mike _________________(not go) to bed until 12 o’clock last night. So he ________ (get ) up late. 3. Mary __________ (read) English yesterday morning. 4. There _________ (be) no one here a moment ago. 5. I ___________ (call) Mike this morning. 6. I listened but ___________ (hear) nothing. 7. Tom ___________ (begin) to learn Chinese last year. 8. Last week we ____________ (pick) many apples on the farm. 9. My mother ________________ (not do) housework yesterday. 10. She watches TV every evening. But she ____________ (not watch) TV last night. 11．___________ your father ___________ ( go ) to work every day last year? [知识讲堂] 一般过去时： 1．一般过去时表示过去某个时间发生的动作或存在的状态，常和表示过去的时间状语连用。 一般过去时也表示过去经常或反复发生的动作。 2．Be 动词在一般过去时中的变化： ⑴ am 和 is 在一般过去时中变为 was。（was not = wasn’t） ⑵ are 在一般过去时中变为 were。（were not = weren’t） ⑶ 带有 was 或 were 的句子，其否定、疑问的变化和 is, am, are 一样，即否定句在 was 或 were 后加 not，一般疑问句把 was 或 were 调到句首。 3．句中没有 be 动词的一般过去时的句子：即行为动词的一般过去时: 陈述句：主语+动词过去式+其它 I go to the movie. →I went to the movie. 否定句：主语+助动词 didn’t+动词原形+其 I don’t go to school today. →I didn’t go to school. 一般疑问句：Did +主语+动词原形+其它 Do you have breakfast? →Did you have breakfast? Yes, I do./No, I don’t. Yes, I did./No, I didn’t. 2.It was so much fun.它是很有趣的 so much 表示状态,很 比如，I love you so much 我是如此的爱你 表示多, there is so much water 这里有很多水 Unit 11 Section A (Grammar-3b) I.写出下列动词的过去式 do is are have eat ____ buy _____get______come______ play_____visit______climb______ study_____worry_____- stop_____run_____ II. 用所给单词的适当形式填空。 1. I ______ (meet) her on her way to school yesterday. 2.He _______ (say) goodbye to his teacher and went out. 3.He did some _______ (read) to practice English yesterday morning. 4. —— _____ you _____ (like) watching TV? —— Yes, I do. 5. Last year he usually ______ (stay) at home and ______ (watch) TV. 6.When I was a student, I _____ (go)to school early every day. 7. He usually ______ (write) letters to her aunt. 8.He always _____ (do) it in the evening, but yesterday he _____ (do) some reading in the morning. 1、—How___ your weekend ? —It great . But I tired(累)now A. was was am B. is was was C. is is am D. is is was 2、—What did you do ? —I_____ A. play tennis B. played tennis C. study science D. studyed science 3.I think everyone_____ their weekends. A. enjoy B. enjoys C. like D. liking 4.It is time _____to school. A. to go B. go C. goes D. went 5.Please don’t____ your pencil in class. A. play B. played C. played with D. play with 6.Old Henry watched Wang Wang ___near his house. A. walked B.walks C. walking D. walk 7.Last month I___ a new song. A. write B. writes C. wrote D. to write 8.— Where___ you ____last Monday ?—I went to the library. A. do go B.did go C.does go D. did went 9.Did you eat____ in the morning —No I didn’t eat . A. something, anything B. anything, anything C. something ,something D.anything, something [知识讲堂] 规则动词的过去式变化规则 变化规则 例词 一般在词尾加—ed. play→ played 以不发音的 e 结尾的，只加--d. like → liked love →loved 以辅音字母+y 结尾的，变 y 为 i ,再加—ed. study → studied carry →carried 以一个辅音字母结尾的重读闭音节，先双写这个辅音字母，再加-ed stop →stopped plan → planned 动词不规则变化： do →did have →had go →went see →saw read →read get →got give →gave sleep →slept eat→ate find_---found write →wrote meet→met fly→flew run→ran come→came get→got ………… 对于不规则动词的过去式形式，我们需要记住。 2.一般现在时与一般过去时的不同点： 一般现在时表示现阶段发生的动作或状态，以及永恒不变的事实、真理和自然规律，常与时 间状语 today, every day, on Sunday, every morning 等连用。 They ride bikes to school every day. I get up early every morning . Spring returns in March. 一般过去时表示过去阶段发生的动作或状态，常与时间状语 yesterday,last year, the day before yesterday , the month before,this morning,five days ago 等连用。 What day was yesterday ? Unit 11 Section B (1a-2c) I.翻译出下列短语。 1 进行一次学校旅行___________2 沿路____________3 与某人下棋________________ 4 礼品 店_______________5 可爱的礼物______________6 总的来说______________7 对……感兴趣 _____________8 拍照______________9 爬山______________10 观看油画_______________ II.根据汉语提示完成句子。 1.He is a ______(可爱的) boy ,we all like him. 2.The book isn’t _______(贵的)，I will take it. 3.He told me the ________(令人激动的) news. 4.I want to be a _______(向导)，when I grow up. 5.The ______(机器人) can help people do many things. III.从方框中选词并用其适当形式填空。(5 分) write, read, have, something, do 1. I ________ a party for my friend in the park last weekend. 2. She doesn’t feel well, and she doesn’t want to eat ________. 3. It’s time ________ sports. 4. Jim ________ a letter to his pen pal once a month last year. 5. I helped my son do some ________ yesterday evening. Ⅵ. 完成句子(10 分) 1. I cleaned my room yesterday. (就划线部分提问) ________ ________ you ________ yesterday? 2. Jim went to the library last night. (改为一般疑问句) ________ Jim ________ to the library last night? 3. She did her homework last night. (改为否定句) She ________ ________ her homework last night. 4.昨天晚上他们陪着万先生去散步了。 They ________ ________ ________ ________ with Mr. Wan last night. 5..总的来说，他是一个和蔼友好的人。 ______ _______ _______,he is a kind and friendly man. 6..昨天我去礼品店给妈妈买了一个礼物。 I went to _____ _____to buy a gift for my mom. 7..我对学英语很感兴趣。 I am _______ _______learning English. [知识讲堂] 1.go fishing 钓鱼 go＋v-ing 通常用来表示去进行某项活动。 e.g. go shopping 去购物 go swimming 去游泳 go boating 去划船 go skating 去滑冰 2 .I learned a lot about robots 我学到许多关于机器人的知识。 learn ……about …..对…..学到…… learn…….from…..向…..学习….. 3 The guide taught us how to make a model robot.. 向导教给我们怎样做一个模型机器人。 teach sb to do sth.教给某人做某事。 teach sb how to do sth 教给某人如何做某事。 4.We took the train to the museum.=We went to the museum by train.我们坐火车去了博物馆。 5.All in all ,it was an exciting day.总的来说，那是令人兴奋的一天。 6.Everything was about robots and I’m not interested in that.一切都是关于机器人的，我对那不 感兴趣。 interested 是形容词,常用结构 be interested in (doing) sth.意为“对(做)……感兴趣”,主语是人。如: John is interested in history. 约翰喜欢历史。 He is interested in drawing pictures. 他对画画感兴趣。 interesting 也是形容词,意为“令人感兴趣的”,既可以作表语,也可以作定语。如: The story is very interesting. 这个故事很有趣。 This is an interesting movie. 这是一部有趣的电影 Unit 11 Section B (3a---self-check) I. Fill in the blanks with the words in the box. （选用方框中所给词填空。） 1. They _____ for the math test last night. 2. Who _______ to the beach last weekend? 3. _____ your teacher busy last week? 4. They went to the zoo, because they _______ to see the pandas. 5. Linda ________ her uncle and aunt on weekend. 6. My brother ________ computer games last Sunday. 7. John ________ a soccer game over the weekend. 8. Lucy ________ her room last Saturday morning. II. Finish the questions and answers. （完成问句和答语。） 1. What ____ _____ ______ over the weekend? He played soccer. 2. What _______ _____ _______ on Sunday? We did our homework. 3. What did they do on Saturday? They ______ to the library and _______ for the science test. 4. What did Lisa do on Sunday morning? She ______ tennis with her friend. 5. What ______ your brother _________ last Saturday afternoon? He ______ his room. 6. ______ did you do on Saturday evening? I _____ to the movies. 7. _____ did your parents do on Sunday afternoon? They _______ TV. 8. What _____ your sister _______ over the weekend? She ______ computer games. III. Choose the best answer. （单项选择。） （ ）1. What did you do _______ the weekend? A. to B. of C. in D. over （ ）2. He didn’t _______ a nice weekend. A. has B. had C. have D. having （ ）3. He _____ his homework. A. didn’t B. isn’t C. isn’t do D. didn’t do cleaned, visited, watched, went, studied, played, was, wanted （ ）4. How _____ your weekend? A. did B. was C. were D. are （ ）5. John had a busy weekend. He _____ math. A. study B. studies C. studied D. is studying （ ）6. Jim played _______ soccer and Kate played _______ piano. A. the, the B. the, / C. /, / D. /, the （ ）7. Did you study ______ the English test? A. for B. of C. at D. to （ ）8. Lucy ______ at home and read ______ interesting book. A. stay, an B. stayed, an C. stays, an D. stayed, a （ ）9. _____ Sunday evening I watched TV. I ______a talk show. A. In, saw B. On, saw C. On, see D. In, see （ ）10. Do you think everyone _______ their weekends? A. enjoys B. enjoy C. like D. to enjoy IV. Number the sentences to make a conversation. （给句子排序，组成对话。） （ ）What did you do? （ ）I went to the beach. I have fun. （ ）That’s great. （ ）How was your weekend? （ ）I did my homework and cleaned my room. What about you? （ ）It was boring. V. Place the words in order to make sentences. （连词成句，注意句后标点。） 1. basketball, morning, played, Sunday, they, on _____________________________________. 2. the, do, he, weekend, did, over, what _____________________________________? 3. Mr, went, Smith, afternoon, library, on, to, the, Saturday _____________________________________. 4. a, weekend, they, busy, had _____________________________________. 5. got, up, on, the, beach, sit, went, to, and, he, early _____________________________________. VII. Close test. （完形填空。） Wei Hua was quite busy yesterday. She got up 1 7:00 in the morning. She washed her face 2 and had some milk and bread 3 breakfast. It was a fine day. She went to school early. She had four 4 in the morning. She had a little 5 after lunch, 6 she worked very hard in class all day. She played basketball after school and then went home. On her way 7 she bought a pen. When she 8 home, she had a short rest. After that she helped her parents. She quickly cooked 9 and cleaned the house. She watched TV for half an hour after supper. Then she finished her homework at half past nine. She 10 at ten. （ ）1. A. on B. before C. for D. about （ ）2. A. sadly B. happily C. slowly D. quickly （ ）3. A. for B. about C. on D. of （ ）4. A. matches B. games C. classes D. books （ ）5. A. time B. rest C. homework D. housework （ ）6. A. and B. or C. but D. for （ ）7. A. home B. to school C. to house D. to hospital （ ）8. A. took B. was C. left D. arrived （ ）9. A. supper B. breakfast C. lunch D. meals （ ）10. A. went go school B. went to bed C. got to school D. got up VIII. Reading. （阅读。） （A） Mark Twain （马克·吐温）was an American writer （作家）. One day he went to a city by train. He wanted to see one of his friends there. He was a very busy man. He usually forgot something. When he was in the train, the conductor asked him for his ticket. Mark Twain looked for the ticket here and there, but he couldn’t find it. The conductor knew Mark Twain. She said, “Show me your ticket on your way back. And if （如果）you can’t find it, it doesn’t matter.” “Oh, but it does, ”said Mark Twain, “I must find the ticket. If I can’t find it, how can I know where I’m going? ” Write “T”for true or “F”for false according to the passage. （根据短文内容判断正误， 正确写“T”，错误写“F”。） （ ）1. Mark Twain usually forgot something because he was very busy. （ ）2. Mark Twain didn’t want to show his ticket to the conductor. （ ）3. The conductor didn’t know Mark Twain. （ ）4. Mark Twain bought a ticket before he got on the train. （ ）5. Mark Twain remembered where he was going. Unit 12 What did you do last weekend? Section A (1a-2c) I.翻译下列短语。 1.去看电影_______________2 在湖边野营______________3 打羽毛球_______________4 自 然历史博物馆_________5 生活习性______________ 6 度过了一个愉快的周末__________7 熬夜到很晚______________8 观看足球比赛_________________ II.根据汉语提示完成句子。 1.We went to___（野营）with our teachers last vacation. 2.He often go fishing by the_____ (湖) 3.Many students like playing______(羽毛球)。 4.She is like a_______(蝴蝶)flying into my house. 5.Many_____(游客)come to The Great Wall every year. 6.I’m very_______（疲倦）after a long walk. 7.Don’t _______(熬夜)late very night. III.根据上下文补全对话。 The two students came back to school after a long vacation. A: Hi, Bob! How are you? 1________________________________? A: It was great. B: 2_______________________________? A: I went to New York. It’s my favorite city. B: Yeah, I love New York3____________________ it’s so expensive.4_______________________. A: We went to museum and we went to the movies.[来源:学科网 ZXXK] B: And 5_______________________ there? A: It was hot., but we didn’t mind it. IV.汉译英。 1.你的周末过的怎么样？ How____ your weekend? 2 我想当一名医生，当我长大了。 I want to ____ ______a doctor ,when I grow up. 3.你周末玩的愉快吗？ _____ you ___ _____ _____ ______? 4.昨晚我熬夜看了一场乒乓球比赛。 I ____ _____to watch a ping-pong game last night. 5.今天多么晴朗啊! ______ ______ the day is ! 6.我向游客讲授它们的生活习性。 I told them about _____ _____ _____. [知识讲堂] 1.play badminton 打羽毛球 play +运动 play soccer play tennis play sports play the + 乐器 play the guitar play with…和某人＼物玩耍 2.I worked as a guide at the Natural History Museum.我在自然历史博物馆当导游。 work as： 担当,从事 He works as a cleaner in a hospital. 3.How interesting！ 此句是感叹句。 由 how 引导的感叹句，其句子结构也分为三种： How ＋形容词 / 副词＋主语＋谓语！”。如： How careful she is! 她多么细心啊！ How fast he runs! 他跑得多快啊！ How ＋形容词＋ a/an ＋可数名词单数＋主语＋谓语！”。如： How beautiful a girl she is! 她是个多么漂亮的姑娘啊！ How ＋主语＋谓语！”。如： How time flies! 光阴似箭 由 what 引导的感叹句，其句子结构可分为： What + a/an ＋形容词＋可数名词单数＋主语＋谓语！”。如： What a nice present it is! 它是一件多么好的礼物啊 What ＋形容词＋可数名词复数/不可数名词＋主语＋谓语 What beautiful flowers they are! 多么漂亮的花啊！ What fine weather it is today! 今天天气多好啊！ ！ Unit 12 Section A (Grammar-3c) I.用所给单词的适当形式填空。 1. Last summer my family and I _____(go)to the beach. 2. When it_____ (rain),I stayed at home and watched TV. 3. We _____(be)in Dalian last year. 4. Ed_____ (be)always late for class last term. 5. What day_____ (be)it yesterday? 6. I often help parents ________ (do) some housework. 7. It’s time for the students ________ (read) English. 8. Last year I _______ (have) great fun __________ (play) in Guilin . II.看图填词，用所给词填空 weather swimming sunny hot was went to play with all The_____1 ______ 2 great yesterday. It was _______3 and _____4 all day. I ______ 5 my parents _____6to the beach _____7. We had great fun ____8 in the sea. We played _____ 9 afternoon there. III.句型转换 1. My vacation was great!(对划线部分提问) was your vacation? 2. I went to summer camp during my holiday.(对划线部分提问) you during your holiday? 3. The weather was hot and humid.(对划线部分提问) was the weather? 4. Ann went to the mountain by car.(对划线部分提问) Ann to the mountain? 5. I cleaned my room yesterday.(就划线部分提问) __________ __________ you ____________ yesterday? 6. I visted my grandparents last week（变一般疑问句） ___ you ___ your grandparents last week? [知识讲堂] 1 一般过去时的特殊疑问句 含有实意动词特殊疑问句结构为： 疑问词＋did+主语＋动词原形＋其它？ 20）---What did you do last night? ---I did my homework. 21）---Where did you go last week? ---I went to Shanghai with my parents. That’s all for today! Thank you! 含有 be 动词的特殊疑问句结构为： 疑问词＋was / were+主语＋其它？如： 11）---Where were you last night? 12）---We were at my uncle’s house. 13）---How was your weekend? ---It was great. 2.A family of mice were in the kitchen on Saturday morning. on +某日＋mornig/afternoon/ evening. in + morningafternoonevening 3.It’s important to learn a second language. It 是形式主语，真正的主语是 to learn a second language . It 作形式主语的常见句型： 1. 代作主语的动词不定式，其句型为（1）It be adj. (for sb.) to do sth. （2）It be adj. of sb. to do sth. （3）It 替代作主语的动名词的常见句型： It’s no good/use doing… It’s (well)worth doing… It’s (well)worth one’s while doing/to do Unit 12 Section B (2a-2c) I.翻译下列短语。 1.弹吉他唱歌__________2.为考试而学习_________ 3. 放 风 筝 ___________4. 搭 帐 篷 ___________5. 如 此 …. 以 至 于 __________6. 向 …. 外 看 __________7.在第一天晚上___________8.一次有意的教训_______ II.根据汉语提示完成句子。 1.Two years ____(以前)，I didn’t know him. 2.We put up a _____(帐篷) by the lake. 3.When I knew the news ,I got a _____(惊讶) 4.Most people are scared of _____(蛇)。 III.单选。 1.―______fine day it is today! ―Yes,the sunshine is_____beautiful that I'd like to go swimming in the sea. A. How, such B. What a, very C. How, so D. What a, so 2.The TV is __________expensive__________ I can't afford(负担) it. A. so, that B. such, that C. so, as to D. enough, that 3.Miss Gao asked a question, but it was__________that nobody could answer it. A.very difficult B. too difficult C. difficult enough D. so difficult 4.I saw him ____soccer on the playgroud just now A play B playing C to play D played 5.Don’t shout ____others, it’s not polite(礼貌的) A of B to C from D by 6.She feels something ____onto his back. A climb B climbing Cclimbed D climbs 7.It’s impotant ___near a snake ,when you see it. A not go B not to go C not going D went. 8..What ______ Dean ______ last Saturday night? A.is; doing B.does; do C.did; do D.was; do 9..It was time ______ a class. A.to have B.have C.has D.had 10.Staying at home ______ boring. A.is kind B.are kinds of C.is kind of D.is kinds of 11.-Who cleaned the blackboard yesterday, Nick? -John ______. A.cleaned B.does C.did D.is 12.Who ____ he play with yesterday? A do B does C did D was [知识讲堂] 1.But I was so tired that I went to sleep early.但是，我是如此的累，以至于很早就去睡觉了。 “so…that”结构表示“如此……以致”，so 后跟形容词或副词，that 后引出结果状语从句。例如： I was so busy at that time that I didn't go to sleep for three days.那时我很忙，一连三天都没睡 觉。 The noise was so loud outside that I could sleep no longer.外面的噪声这样大，我再也睡不着觉 了。 The pop star sang so beautifully that he was asked to sing again and again 注意：当 that 引导的结果状语从句为肯定句时，so ... that ...可以与 be ... enough to do 转换； 当从句为否定句时，可以与 too ... to ... 或 be not ... enough to do 转换。如： 2.We saw a big snake sleeping near the fire. see sb do sth 看见某人做过某事， often see him draw a picture. . see sb doing sth 看见某人正在做某事。 When I pass the window I see him drawing a picture. 3.We shouted to our parents to let them know about the danger. Shout to/at 朝某人大喊 let sb do sth 让某人做某事 4.Snakes don’t have ears but can feel things moving .蛇没有耳朵但能感觉到东西在动。 feel sb/sth doing 感觉某人/某物在做某事 类似的感官动词有 watch see hear 等 Watch sb doing See sb doing Unit 12 Section B (3a—self-check) 一、选择填空题 ( )1. It __________ sunny today, but it __________ cloudy yesterday. A. is, is B. was, was C. is, was D. was, is ( )2. I ___________ at school now, but I _________ at home an hour ago. A. am, am B. was, was C. am, were D. am, was ( )3. --- ___________ there any students in the classroom? --- No, there aren’t. But there _____________ some half an hour ago. A. Are, were B. were, areC. are, are D. were, were ( )4. --- Where __________ you last night? --- I _________ at home. A. are, am B. am, am C. were, was D. were, were ( )5. __________ Nancy at home last weekend? No, she __________. She was in the library with her friends.[来源:学科网] A. Is, isn’t B. Was, wasn’t C. Did, didn’t D. Was, isn’t ( )6.That made me very happy. A.felt B.feels C.feel D.felling[来源:Zxxk.Com] ( )7. ______ you often go to the beach? No, but I ________ last Sunday. A. Do, go B. Did, wentC. Do, did D. Did, do ( )8.At first she like math., but now she . A.didn’t ; did B.doesn’t ; does C. didn’t ; does D. doesn’t ; did ( )9. What ________Kevin _____ on weekends? A. is, doing B. does, do C. did, do D. is, do ( )10.What_______Cathy and Glora ________now? A. are, doing B. do, do C. did, do D. are, do ( )11. What __________ Dean __________ last Saturday night? A. is, doing B. does, doC. did, do D. was, do ( )12. I watched Wang Wang ______ with a friendly white cat ten minutes ago. A. played B. to play C. plays D. play ( )13.What did you decide after lunch? A.did B. to do C. doing D.does ( )14.I don’t have money a computer . A.any; for B.some; for C.little; with D.some; with ( )15. Last weekend we had great fun ______on the beach. A. played B. to play C .playingD. play 二、完形填空：（10 分 It was Children’s Day yesterday, we 16 the park. Our teacher was 17 us. 18 many people there. Some Young Pioneers (少先队员) 19 near the river. 20 sang and danced. There were some 21 on the river. There was a hill 22 . Some boys 23 in the river. We sat under 24 apple tree with our teacher. We 25 on Children’s Day yesterday. ( )16. A. went B. went to C. went for D. went in ( )17. A. to B. from C. with D. of ( )18. A. Those were B. How C. Had D. There were ( )19. A. are B. was C. were D. did ( )20. A. They B. Them C. Their D. Theirs ( )21. A. hills B. boats C. flowers D. trees ( )22. A. here B. over C. over there D. near ( )23. A. swim B. swimming C. swimmed D. swam[来源:学,科,网] ( )24. A. a B. an C. / D. the ( )25. A. liked B. enjoyed C. had great fun D. did 三、阅读理解：（30 分） ① Some years ago there was an old woman. She had no children because she did not like children at all. But she loved cats. She had mo ther cats and baby cats. She had black cats and white cats. The children in the neighborhood came to her house to play with the cats. More and more cats came to the old woman’s house. There were too many cats. The old woman couldn’t (不能) feed them all. Then she had an idea (主意). “The children love my cats,” she thought (想). So she gave each child a cat. Then she was very happy. And the children were very happy, too. And the cats were pleased, too, because they each had a room. ( )26. The old woman didn’t like . A. old cats B. baby cats C. old people D. children ( )27. Why did the children come to the woman’s house? A. To look at her house B. To help the old woman C. To play with the cats D. To buy young cats ( )28. The word “feed” in the passage means . A. give food to B. look after C. live with D. play games ( )29. The woman gave each child a cat because . A. the children liked the cats B. she couldn’t feed so many cats C. more cats came to her house D. children came to her house very day ( )30. Finally (最后) the woman . A. began to love children B. sold (卖掉) all her cats to children C. bought enough food for the childr en’s cats D. could get enough (足够的) food for the cats in her house ② Bill and Sue were brother and sister. They studied in the same school. One day, on the way home they saw some nice birds. But they had no money to buy them. Sue had a good idea. On Saturday and Sunday they went to their farm and help their father pick apples. So their father gave them twenty dollars. Sue and Bill went to Mr. King’s shop after school, Every one of them bought a bird. One is yellow, the other is green. The yellow one is smaller than green one. They liked them very much. ( )31. Bill was Sue’s _____ A. father B. mother C. brother D. sister ( )32. _____they went to work for money. A. Every day B. After school C. at night D.On Saturday & Sunday ( )33. They helped their father ___on the farm. A. clean the room B. pick apples C. water the trees D. cook supper ( )34. Bill and sue bought _______ in Mr. King’s shop. A. two dogs B. two apple C. two birds D. apples ( )35. The green bird was ____________than that yellow one. A. bigger B.cheaper C. better D. smaller 四、补全对话 A:______ B: It was great. I enjoyed it. A: ______? B: My family went to the Great Wall. We visited my uncle in Beijing. A: _____? B: No, I stayed at home and studied for the math exam, ______.Did you go? A: Yes, I did. I saw the Rush Hour last night. B: __________? A: It was really exciting. A. Was it exciting B. How was your vacation C. How was the movie D. Frank helped me study it E. Where did you go on vacation F. What did you do last night G. Did you go to a movie last night 五．书面表达 以 “My Busy Day”为题描述你昨天的活动情况。 _____________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _____________________________________________________ __________________________ _______________________________________________________________________________ ______________________________________________________________________________ 七年级下册答案 Unit 1 Section A (1a-2d) 1 play chess 2 弹吉他 3join art club 4 英语说得好 5sports club 6 听起来很好 7 chess club 8 游泳俱乐部 II 1.music 2guitar 3join 4 chess 5 trumpet ,piano 6violin 7sports 8 basketball III.1-5 DBABB IV. 1.swimming 2play 3join 4 to chance 5helping 6to join 7likes 8speaks 9 want 10 swim Section A (Grammar-3c) I.1play volleyball 2 招收 3 play football 4 讲故事 5show us 6 校园节目 II.1He can play the piano. 2 My brother can’t speak English. 3Tom can swim 4The kid can play the chess well III.1Can you dance? 2 No,he can’t 3She can’t paint 4what can he sing? 5Can he , yes ,he can V. 1says ,speak 2 talk 3 tells 4talks 5say VI.1 wanted for 2want ,musicians ,for 3want to join ,her to join Section B ( 1a—2c) I.1play the violin 2 打鼓 3be good with 3 与某人玩游戏 4 make friends 5make friends 6 请拨 打….7wanted for teachers 8 需要某人做某事 II.1 good with 2 make friends 3 call….at 4 good at 6 speaks well 6 show photos III.1-5CABAB 6-9BBCB Section B (3a-self-check) I 1-5 CADDA 6-10 BBCAD 11-15 ABDBC 16-20BBCAD II.1-8 BADCCABC III.1-5CCACD Unit 2 what time do you go to school? Section A (1a-2c) I.1.go to school 2 穿好衣服 3 bursh teeth 4 吃早饭 5be late for work 6 洗澡 7an interesting job 8 在 8:30 II. gets up ,bushes teeth , takes a shower ,has breakfast ,how interesting time ,plays the guitar , goes to work , take No17 bus , takes him to work , works all the night, listen to him , gets to , goes to bed. III. 1-5 AAABBB 6-8CDC Section A (Grammar-3c) I 1take a shower 2 on weekends 3on school days 4 eat breakfast 5 go to work 6 go to school 7 go home 8 get up III 1-5 BBDCC III.1 does ,usually get , gets up at 2 do ,eat dinner ,eat dinner ,the evening 3 do you often eat breakfast 4 what time ,does your brother take a shower ?He often takes shower at seven .5 gets dressed 6 never late7does, get up Section B (1a-2c) I,1eight ,twelve , nine twenty- five , eleven forty-eight 2.ten past six , twenty past ten , a quarter past ten 3twenty-four to eight ,five to one 4half past ten , half past six II1 take a walk 2 半小时 3 打篮球 4be not good for 5 晚饭后 6unhealthy habits 8play sports 9 或者….或者 10 7：15 III 1-5BDBCA 6-10DAADB SectionB(3a--self-check) I.1helps 2 studies 3 does ,do 4 Does ,help 5 to visit 6stay 7 goes 8doesn’t like 9 much 10 goes II1-5AABCA 6-10 DBBAA III.1What time does, get 2 don’t ,is 3 half past five 4 How does , go 5 doesn’t go IV 1 goes to school 2 brush our teeth 3 don’t have time 4 Do, take a shower , or 5 why ,PE, Because 6 do ,sometimes . V 1-5 BDBCC 6-10 DBAAD Unit 3 How do you get to school? Section A (1a-2e) I 1 take the subway 2 多远 3ride a bike 4 不确定 5 take the bus 6 过得愉快 7how long 8 好的 锻炼 II 1 takes 2walks 3 to do 4 minutes III.forty-six ,ninety-nine, sixty-one ,thirty-three,one hundred and five ,eighty-four,seventy-two,fifty-eight IV1-6CBDCDB Section A (grammar-3c) I 1stop 2 takes 3 minutes 4 walks 5 drives 6 live 7 rides 8 needs II.1 How long does it takes you to go there ？. 2 How far is it from here？ 3 My mother doesn’t usually takes the bus to work. 4 Does my father drive his car to work？ 5 No, he doesn’t III.1How does your father go to work? 2 How do they get to school every day? 3 How long does it take you to get home from school 4 The early bus takes him to work place 5 We all walk to school every day 6 It takes him fifteen minutes to get to school every day Section B (1a-2c) I1 subway station 2 认为 3 bus station 4 实现 5 train station 6 两者之间 7 play with 8 像爸爸 一样对我 9 cross a river to school 10 通过一个索道 II. 1 How far does she live from school? 2 How long does it take to get to school? 3 How does she get to school? 4 What does she think of the trip III.1-5ADACB6-9ADBA Section B (3a-self check) I.1 get to 2 think of 3 take 4 live 5 ride 6 II. 1 station 2 leaves 3 half 4 minutes 5 kilometers 6 does 7 takes 8 far III1-5DACBB6-12DAADBDB IV 1take 2 is 3 get 4 gets 5 takes 6get 7has 8has 9 be 10 runs V.1-5 CBACD 6-10 DBCBC Unit 4 Don’t eat in class Section A (1a-2d) I1Don’t run in the hallways 2 Don’t be late for class 3 Don’t eat in the classroom 4 Don’t listen to music in classroom or hallways 5 Don’t fight 6 wear the school uniform 7 eat in the dining hall 8listen to 9on time 10 music player 11 music room II 1 Don’t look 2 stay 3 Does have 4 Don’t be 5 not to fight 6 swim 7 doesn’t have 8 clean 9 go 10 to get III1 rules 2arrive 3 fight 4 wear 5 dining 6 outside 7 hallways 8 listen 9 outside 10 quiet 11uniform 12 sorry 13 brings 14 uniform 15late Section A (Grammar-3c) I1-5ABBCC II.1rules 2 after 3 on 4 for 5 reading 6 by 7early 8 joins 9 practice 10 lunky III 1 Does ,have ,No ,doesn’t 2 can’t watch ,or 3 Don’t close 4 don’t have 5 where can listen Section B (1a-2c) I. 1do the dishes 2practice the guitar 3 help mom make breakfast 4 too many rules 5 in class 6 on school days 7after school 8 on school night 9 on weekends 10 follow the rules II.1 What rules are there in your school? Don’t speak in class. 2 Can we listen to music ? 3 We have to follow the rules 4 I can’t meet my friends after school , because I have to do homework. III. 1 fight 2rules 3 outside 4 else 5 wash 6 loudly 7 later 8 classroom IV 1 Don’t wear hates 2 Does ,have 3Don’t run or eat in the classroom. 4Where can 5 What time do Section B (3a-Self-check) I. 1-5 BDABD 6-10 ABCBA 11-15 CBDCD II 1live 2 easy 3 with 4 dreams 5 thanks 1 by car 2 by train 3 by bike 4 by plane 5 by subway 6 by boat III. 1-5 DAECB IV 1-5 ACBCB 6-10 BAABB V. 1-5 FFTFT 6-10 CBABB VI 略 Unit 5 Why do you like pandas? Section A (1a-2d) I1. why ,cute 2does ,like ,because ,kind of interesting3 are from ,are from south Africa 4 other animals ,giraffe,why ,friendly and smart II. 1 does’t come 1Does like 3 where is 4 Why you 5What animal 6 I have 7come from 8wants ,much 9doesn’t know Section A (Grammar-3c) I1-5CADCB6-10CCBAC II 1.lazy 2 beautiful 3 ugly 4 friendly 5 clever 6cute ,them7 dirty 8gets II. 1please don’t be 2 why do 3 do ,com Section B (1a-2c) I 1 save the elephants 2 好运的象征 3 get lost 4 在极度危险中 5 cut down 6 走很长时间 7 lost homes 8 为…..杀死 II.1 forgets 2 danger 3 water 4 cut 5 flag III.1 does 2 years 3 sleep 4 is relaxed 5see IV 1-5 ACBCA 6-10DDBD Section B (3a-Self-check) I 1-5 DAABA II 1 are 2 swim 3does ,want 4 once 5 interesting 6 loudly 7 really 8 listening 9 rules 10 dishes III 1-5AACDC 6-10 DCCCC 11-12 AA IV 1 Let’s see the lions 2 Why do you want to see the pandas 3 Because they are scary 4 Lions are from South Africa V 1 玛丽 12 岁了，她来自非洲。 2 你还喜欢其他动物吗？ 3 老虎喜欢吃肉并且喜欢白天休息。 4playing with 5are friendly to 6 why ,like ,Because ,difficult 7 watch TV,at night 9play with 10 are very lazy 11 why ,do ,to see 12 kinds of VII 1 Are there many cute animals there 2in ,at 3 yes ,they can 4 袋鼠是什么？5 它们身体前面有一个袋子，它们把它们的婴儿放在袋 子里面。 Unit6 SectionA (1a-2c) I 1 listening to music 2 watching TV 3 cleaning the room 4 using the cpmputer 5 talking on the phone 6 washing the dishes II 1 is waiting 2 are dancing 3 washing 4 listen 5 swimming 6 is sing III 1-5 CBBDB 6-8CCC IV1 are dancing 2 reading a newspaper Section A (Grammar-3c) I 1cleaning 2working 3watching 4going 5playing 6studying 7taking 8having 9dancing 10getting 11running 12swimming 13sitting 14shopping 15stopping II1-5CCCBC 6-10 BADAB III.1 what doing 2 Does ,want 3 Is ,doing 4 Is learning ,he is Section B (1a-2c) I 1-5 DDCDB 6-8 BBC II are playing , is flying , are mending ,is ,is running , are ,are working , is watering , is drawing ,are running ,to catch. Section B (3a-Self-check) I.1-5 CADDA 6-10 BCBAC 11-15 BCBCC II. 1. am cleaning 2. making, are 3. coming 4. listening 5. photos 6. swimming 7. to play 8. to eat 9. are flying 10. do not speak III、 1．They don’t do their homework every day.  2．Jenny isn’t running.  3．Is Tom looking at a picture? Yes, he is.  4．Do you read English in the morning? No, we don’t. 5．Where are the girls playing?  6．Jim is standing under the tree.  7．What are they doing IV. 1are having 2 is walking 3 are talking 4 is playing football. V．1are 2.playing3.yo-yos.4.dancing 5,on 6.sitting 7.Where8.What 9.at10.wants VI．A 1-5TFTFT B 1Five o’clock 2 No, they aren’t 3 The soccer players are dong some exercise on the playgroud.4 some swimmers 5 In the chess club. VII Hello, everyone. Today is Sunday. It’s a fine day .I’m in No.7 Middle school now. Look, many students are in the playground. Some boys are playing basketball. Some girls are playing volleyball .There is an exciting football game. Others are playing games .All of the students are doing sports. Unit7 It’s raining Section A (1a-2d) I 1sunny 2cloudy 3 rainy 4 snowy 5 windy 6 weather 7cooking II1-5 BBDBB 6-10 DBCCB 11-14 ABAC Section A (Grammar-3b) I.1weather 2cloudy 3 again 4 playing 5 speaking 6 sunny 7raining 8 what’s 9 studies ,is studying II.1-4 BDAB III. 1sings 2Are they taking photos ?No , they aren’t 3 I’m not reading a book . IV 1 who 2is 3This 4 is 5going 6 How 7 weather 8 doing 9playing 10 watching Section B (Ia-2c) I 1 此刻 2 玩得高兴 3 在度假 4 做在水池边 5 写信给某人 6 暑假 7 拜访一些朋友 8 玩的开心。 II 1 vacation 2 hot 3 cold 4 mountain 5 hard III1-5CCDBB 6-11BACBAB SectionB (3a-self-check) I 1-5DCADB 6-10 BDDCD 11-15CDABA 16-20CCABB II.1 . What was, weather like 2. doesn't have 3. What delicious what 修饰复数名词 moon cakes. 4. What bad what 修饰不可数名词 weather. 5. How well 6. rained heavily 雨大用“heavily”或"hard". 7. blew strongly 风大用“strongly”. 8. don't think 9. wasn't it weather 用 it 代替. 10. is snowing III1 Does ,rain 2 rainy 3 clouds 4 is raining 5 snows 6 is 7visiting IV. 1-5 F T T F F 6.C 7.B 8.B 9.C 10.A Unit 8 Is there a post office near here? Section A(1a-2c) I .1 post, office 2 pay 3 restaurant 4 hospital 5 bank II 1-5 BABBC 6-10 DBAAA III1 Is there 2 where is 3 next to Section A(Grammar-3c) I 1 Is there ,It’s 2 next to 3 where is there 4 across from 5 on Center Street 6 between, and II ,1-5AACDC III 1 Where is 2There is 3 Where do 4 Is there 5 between, and Section B(1a-2c) I 1 from 2 between 3 next 4 on 5 at 6 in 7 along .on 8 of 9 on 10on II 1-5 BBCAD 6-10 ADCDB 11-12 CB Section B(3a--self-check) I 1 seeing2 beginning 3 walking 4 yourself 5 third II 1-5 BBCAC 6-10 BBCBB 11-15 BBAAC 16-20 BCDAC 21-25 ACDDC 26- 30DACCD III 1 Is 2 there 2 sorry 4 know 5 Let’s 6 see 7 on 8 turn 9 along 10 on IV 1 along ,on 2take ,between 3 take ,turn 4 next to 5 Across from 6 welcome to 7Execuse me 8 have fun 9 have to 10 how , Unit 9 what does he look like? Section A (1a-2d) I short hair , curly hair ,long hair ,straight hair , tall, short , medium height ,thin , heavy ,medium build II 1 heavy 2curly 3 build 4 medium ,height 5 build III 1 look like 2medium 3 heavy 4straight hair 5 How old 6 quiet 7 welcome IV 1 what look like2 wears glasses 3 a little big 4 isn’t heavy and of medium build 5 meeting at seven Section A (Grammar -3d) I 1 has 2 is ,is 3 is 4 has 5 is II 1 wear 2 do 3 is 4 has 5 is III 1 what does your friend look like ? 7 She has a medium build 8 I have a new friend in Class Five 9 He likes reading and playing chess. 10 Do you remember the rock singer with funny glasses. IV 1-5BBDDA 6-7 CC Section B (Ia-2c) I 1)1 speak ,say 2 talking 3 speak 4 talks 5 tells 2) 1 in 2 put on 3 dress 4 wearing 5wears II 1-5 ABBCD6-10BCBBD Section B (3a-self-check) I 1 medium 2 height 3curly 4 favorite 5 with 6 wears 7 thin 8 straight II 1-5 DBBCA 6-10ADACD 11-15 BCCDB III 1 like 2has 3 wears 4 Does 5 has 6about,7do 8look 9same 10 are of 11or 12 have 13 color 14of 15 have IV 1 what does look 2 doesn’t do 3 don’t ,likes 4 in height 5 looks like V.1but 2 build 3hair4gets 5 newspapers6glasses 7plays8 old 9never10can’t VI1-5ACCCC Unit10 I’d like some noodles. Section A（1a-2d） I 1 would like 2 what kind of 3 a bowl of noodles 4 potato noodles 5 beef and tomato noodles 6 what size 7 beef soup 8 green tea 9 May I take your order? II1 what size 2 what, do ,for 3 would ,like ,some 4 what kind of ,would III1 large 2 size 3 porridge 4 specials 5 to come 6 to drink 7 tomatoes, porridge IV 1 like 2 what size ,you 3 I would ,a 4 kind of 5 and ,6noodles . Section A（Grammar-3c） I 1-5 ACCBA 6-7CA II CABDF Section B（1a-2c） I1 different 2 blow3 lucky 4popular 5candy II 1-5 DCDCD III 1 what size bowl of noodles would you like ? 2 I don’t like green tea or fish 3 She’d like a medium bowl of noodles 4Com and get your specials today. 5Mary has porridge and eggs for breakfast. IV 1 is 2 to come 3 are buying 4 to drink5 has 6 listening 7 to see Section B（3a-self-check） I 1. C 2. A 3. C 4. B 5. C 6. A 7. C 8 C 9D 10 A 11 A12B13C14A15A II. 给句子排序，组成对话。 3 8 6 1 9 5 7 4 10 2 III．1has 2 fruit /fruits 3 would 4 pieces 5fish 6to go IV．1 What would 2 How many 3 to have 4glasses, milk 5 would like 6Would they V、1-5 CBDAD 6-10 BBACC IV、1-5 BCABA 6-10 DACDA Unit 11 How was your school trip？ Section A (Ia-2d) I 1 was ,fed ,toke ,2 were ,saw , milked 3 went made grew 4 worried ,asked ,showed II 1 go for a walk 2 milk a cow 3 ride a horse 4 feed chickens 5 take some photos 6 show sb around 7 grow strawberries 8 go fishing 9 pick strawberries 10 from December to June III 1 was 2 was 3 were 4 were 5 was 6 was 7 is 8was IV 1came 2 didn’t go ,got 3 read 4 was 5 called 6 heard 7 began 8picked 9 didn’t do watch 11Did ,go Section A (Grammar-3b) I did, was , were , had ,ate ,bought , got ,came , played ,visited , climbed ,studied , worried ,stopped , ran II, 1 met 2said 3 reading ,4 Do like 5 stayed ,watched 6 went 7 writes 8 does ,did III 1-5 ABBAD 6-9DCBB Section B (1a-2c) I 1 go on a school trip 2 along the way 3 play chess with sb 4 gift shop 5lovely gifts 6 all in all 7 be interested in 8 take photos 9climb mountains 10 watch painting II 1 lovely 2 expensive 3 exciting 4 guide 5 robot III 1 had 2 anything 3 to do 4 writes 5 reading IV 1 what did do 2 Did go 3 didn’t do 4 went for a walk 11 All in all 6 gift shop 7 interested in Section B (3a---self-check) I. 1. studied 2. went 3. Was 4. wanted 5. visited 6. played 7. watched 8. cleaned II. 1. did he do 2. did you do3. went, studied 4. played 5. did, do / cleaned 6. What / went 7. What / watched 8. did, do / played III. 1. D 2. C 3. D 4. B 5. C6. D 7. A 8. B 9. B 10. A IV. 3 5 6 1 4 2 V. 1. They played basketball on Sunday morning. 2. What did he do over the weekend? 3. Mr Smith went to the library on Saturday afternoon. 4. They had a busy weekend. 5. He got up early and went to sit on the beach. VII. 1. B 2. D 3. A 4. C 5. B 6. A7. A8. D9. A 10. B VIII （A）1. T2. F3. F 4.T5. F Unit 12 What did you do last weekend? Section A (1a-2c) I 1 go to the cinema 2 camp by the lake 3 play badminton 4 National History Museum 5 living habits 6 have a good weekend 7 stay up late 8 watch the soccer game II 1 came 2 lake 3 badminton 4 butterfly 5 visitors 6 tired 7 stay III 1 Fine ,How was your vacation ? 2 where did you go ? 3 too , 4 what did you do ? 5 what was the weather like IV 1 was 2 work as 3 Did ,have a good weekend 4 stayed up 5 How sunny Section A (Grammar-3c) I 1 went 2 rained 3 were 4 was 5 was 6 do 7 to read 8 had ,playing II 1 weather 2 was 3 sunny 4 hot 5 with 6 went 7 to play 8 swimming 9 all III 1How 2 what did ,do 3 HOW 4 How did you go 5 What did do6 Did visit Section B (2a-2c) I 1 sing and play the guitar 2 study for a test 3 fly a kite 4 put up a tent 5 so…that 6 look out of 7 on the first night 8 a useful lesson II 1 ago 2 tent 3 surprise 4 snake III 1-5 DACBB 6-12BBCABCC Section B (3a—self-check) 一．1-5 CDACB 6-10 DCDBA 11-15 CDBCC 二．16.BCDCA 21-25 BCDBC 三. 26-30 DCABD 31-35 CDBCA 四．BEGDC 五．略 七下英语期末 B 卷练习 一：完成对话 A：Hi, Brett, where do you live? B: 1 Jing’an Road. It’s not 2 from our school. A: When do you get up every morning? B: I get up at 7, then I get 3 quickly and have a quick breakfast. A: Do you go to school by bike? B:Yes, I 4 it to school every morning. What about you? A: First, I walk to the subway 5 . 6 , I take the subway to school. B: How long does it take? A: 7 50 minutes. B: It’s really a long 8 . When do you usually get home after school? A: I usually get home at 8 o’clock. I go to the 9 club before going home. B: Why do you like to swim? A: Because it can 10 me healthy. 二：短文填空 Bob and his family live in Chengdu. Bob works 1 a radio station, and his radio 2 is from 12 at night to six in the morning. It’s not easy 3 at night. Every help, do, in, show, speak, listen hour, talk, at, work, a, noise night, Bob has much work 4 .He 5 with the listeners for 6 and he also plays music. People like 7 to his show maybe because it’s not very 8 .Bob usually gets home at 7 in the morning. He has 9 11-year-old son, and he wants 10 his son make breakfast. 三：阅读排序 A：I think school makes rules to help us. B: And we must get to school on time. C: So we must follow the rules. D: For example, we can’t listen to music in the classroom. E: There are many rules in my school. 一：完成填空 A:Hello,this is Steven,May I speak to Susan? B:This is Susan 1 A: 2 it going there? B:Great!How’s the 3 in Beijing A:It’s 4 heavily.So I can’t go out to paly basketball. B: Oh. That must be very wet everywhere. A: Yeah! You know it’s really 5 for me to stay indoors all the time. I can’t stand that ! What are you doing then? B: I’m 6 to some soft music and reading a book on the sofa. A: 7 relaxing! I can only do my homework now. B: How long does it usually 8 to finish it? A: About 20 minutes. After that, I can do something I like. B: I see. By the way, are there too many strict 9 in your home? A: Sure. Foe example, I can’t play computer games for a long time. And I must get back home by 10 o’clock p.m. B: I think they are good 10 you. A: Yeah, so I always try my best to follow them, although it’s not easy. Oh！ I have to do my homework now. Bye! B: Bye! 二：短文填空 Do you like visiting the zoo? There are different 1 of animals inthe zoo. We can see the zoo keepers give them food to eat. They don’t need 2 any time looking for food by themselves. They just eat, walk and 3 all day. So many of us may think the for friend kind spend stay sadness like to sleep dangerous take back animals in the zoo are happy and lucky. But it’s really 4 for them to live there. Why? Because they are no longer free. Animals 5 elephants, monkeys and tigers usually live freely and happily in the mountains or the forests. Tigers, for example, run, jump and play with their children and catch small animals 6 for food. But now they have to 7 in small rooms in the room. Their life in the zoo is very different from that in the forests. Now many people think more and more animal should go 8 to mountains and forests because the animals in the zoo are in great 9 now. We should also learn to be 10 to them so that the earth will be better. 一：完成对话 A：Hi, Mary. Are you 1 tomorrow afternoon? B: Yes. I don’t have 2 to do. What’s the problem? A: My best friend, Lily will get to Beijing by train. She is new in town and doesn’t know the 3 to my house. But I have to go to the hospital. Can you help me 4 her at the train station? B: OK, sure. But I don’t know her at 5 . What does she look like? A: Well, she isn’t heavy or thin. She is of medium build. She is quite a lovely girl 6 brown hair and a round face. B: Does she 7 glasses? A: Yes. They’re black. And 8 telephone number is 13812867689. B: OK. When will she 9 at the station? A: At about 4 o’clock in the afternoon 10 the train leaves on time for Beijing. Thanks a lot. B: No problem. See you tomorrow. 二： 短文填空 Yesterday was Kate’s 13th birthday. She had a birthday party at home. Only 6 friends came to her party, because the party date 1 the same as a holiday and everyone enjoyed 2 withe their families. Kate’s father did 3 best to make the children happy, but he didn’t have many 4 games. Her mother wanted 5 delicious food for them, but she found that she forgot to buy many 6 .The children ran around the house and the garden. In the end, the party turned into a disaster (灾难). The children 7 home at 3 o’clock in the afternoon. Kate’s parents had to 8 the dirty house. They all felt tired and unhappy. Kate cried in her room, because she 9 had a terrible birthday party. They 10 it easy to have a party but things were different. As you can see, a good birthday needs a good plan. 三： 阅读排序一 go quite clean he cook real be meat stay think wish interest A：They often told him not to speak out his ideas when he goes out. B: He published his first novel Falling Rain on a Spring Night that year. C: Mo Yan was born into a family of farmers in Gaomi, a small town in Shandong in 1955. D: He was very interested in books and reads a lot. He started to write in 1981. E: He says that the name comes from his parents. F: At the age of 18, he began to work in a factory and made money for the family. G: Four years later, he became a teacher and wrote another novel, A Transparent Radish. H: In 2011, his novel Frog won Mao Dun Literature Prize(矛盾文学奖). In 2012, he got the Nobel Prize in literature. I: He was famous for his 1987 novel Red Sorghum Clan. Zhang Yimou’s movie Red Sorghum was from this novel. J: He became a farmer after he left middle school. 阅读排序二 Mr King parks his car outside his house one night. A: He looks at it carefully and finds two movie tickets and a card in the car. B: So he calls the police. They say it takes much time and work to find the car. C: It says , “We’re sorry. We take your car without telling you.” D: When he comes out to work the next morning, he finds that his car isn’t there. E: When they get home, they find that theives take many thing from their house. F: Mr King gets home from work that evening, his car is back outside his house. G: The next night they go to the movies with the two tickets and have great fun. H: It says, “We are sorry again. We borrow something from your house without telling you.” I: Mr King thinks the thing isn’t so terrible and forgets about it quickly. J: Mr King finds another card on the bed. 一：完成对话 A:Tom B: Jack A: Hello? This is Tom. 1 that? B: Hi, Tom. It’s Jack here. A: Oh, hi, Jack. What are you doing now? B: 2 much. It’s Sunday. It’s time for us to 3 and do anything we want, 4 ? A: Yes, I think so .But my parent are still not 5 .They are always busy 6 their work in their offices .I have to buy some vegetables and meat now and 7 lunch by myself .You don’t know how I 8 to enjoy lunch time with them on weekends! B:Oh,how poor you are !I will take you to much time .How about 9 out with me? A: 10 like a good idea.Let’s meet Wanda plaza. B:OK,see you later. 二： 短文填空 七下英语全册教案 Unit 1 Can you play the guitar? 一、单元总揽 （一）单元教学内容 话题： Can you play the guitar? 功能：（1）谈论能力 （2）辨别乐器 语言结构： 1、句型：Can you dance? Yes, I can. No, I can’t. What club do you want to join? I want to join the music club. What can you do? I can play the piano. 2、复习已学词汇：basketball volleyball 复习已学句型：Do you like…? I like…. I don’t like…. Let’s …. 3、新词汇：Verbs of activity such as dance, swim, sing Names of musical instruments such as guitar, drums, piano, drums, trumpet, 4、Grammar focus: Can you dance? Yes, I can. / No, I can’t. Can he paint? Yes, he can. /No, he can’t. Can she speak English? Yes, she can. / No, she can’t. Can you speak English? Yes, we can. / No, we can’t. What club do you want to join? We want to join the chess club. I want to join the basketball club. （二）单元教学目标： 1、能力目标：（1）学会询问别人所拥有的技能 （2）根据相关信息表达自己所掌握的技能和意愿，想参加何种类型的俱乐部 （3）能够表达自己参加俱乐部的意愿和理由 2、知识目标：（1）能听说读写课文中出现大纲要求掌握的单词 （2）要知道 play +球、棋、牌 play ＋the +乐器 （3）要学会情态动词 can 的用法及其一般疑问句型的肯定和否定回答 （4）掌握询问别人所掌握的能力的方法 3、情感策略、文化等有关目标： （1）通过对人物个性化的了解，认识对方 （2）跨学科学习：语言艺术、审美教育 （3）了解自己的能力，培养情操 4、教学方法：直观教学法、情景教学、任务型教学法 5、教学用具：录音机、电脑、卡通图片 （三）单元重难点 1、 本单元重点学习询问别人的能力 2、情态动词 can 及动词 play 教学是本单元的难点 （四）单元教学课时安排建议（4 课时） 第一课时 Section A 第二课时 Section A 第三课时 Section B 第四课时 Self-check 及处理一些练习册 二、Teaching Procedures Period 1:Section A1a –1c Additional materials to bring to class Harmonica and guitar or other two musical instruments to use in the language goal section PowerPoint with pictures of basketball, volleyball and some music instruments. Step 1 Revision and lead in The teacher says I like basketball. Then asks: Do you like basketball/ volleyball? Do you want to join a basketball club? Step 2 Presentation Ask the students to look at the pictures of , there are some clubs in it. Let’s look at the clubs. What are they? They are art club, English club, chess club, swimming club and music club. What club do you want to join? Help the students to answer I want to join the art club and so on. If the school has clubs, the teacher can ask the students: What clubs do we have in our school? The teacher writes What club do you want to join? I want to join… on the blackboard. Ask the students to practice it. Then introduces the key vocabularies and the words can and can’t. The teacher says to the students who say he/she wants to join the basketball club: Can you play basketball? Help the students say Yes, I can. No, I can’t. Then repeat with other actions or pictures, such as play volleyball. Show the students the activities the people in each club can do with the same step. Then repeat with dance, swim, play chess, paint, speak English and play the guitar with the help of doing the action. Or we can use the PowerPoint to help us to show the students what we can do. The teacher can ask the students to practice the following dialogues with can. Can you dance? Yes, I can. / No, I can’t. Can he paint? Yes, he can. /No, he can’t. Can she speak English? Yes, she can. / No, she can’t. Can you speak English? Yes, we can. / No, we can’t. Can you play it well? Yes, I can. / No, I can’t. Do the action and read the new words and phrases. Ask the students to practice can and can’t. Ask the students to practice can you play it well? At the same time, the teacher write down sing, dance, swim, play chess, paint, speak English, and play the guitar on the blackboard. Ask the students to read after the teacher. Step 3 A game To be more familiar with the words and phrases, the teacher can organize a game like this: Write the words and phrases on pieces of paper. Ask one of the students come to the front and choose one of the paper, then do the action. Ask other students to guess what he or she can do. Then exchange. Step 4 Exercise Task 1: Look at the pictures 1a. Points to the activities the people in each club are doing. Say something about each club’s activity clearly. For example, This is a chess club. See the chess? They are playing chess. Ask the students to match each club activity in the picture with a word from the list. For example: A can dance, so we can write “a” beside dance. The answers are: 1.dance a 2. swim e 3. sing f 4. play chess b 5. paint d 6. speak English c 7.play the guitar g Task 2. Say each conversation with a student in Part 1a. After doing this, play the recording the first time. Students only listen. Play the recording a second time. This time ask the students to listen to the conversations and write a number 1 next to the first conversation they hear, a number 2 next to the second one they hear, and a number 3 next to the third one they hear. Point out the sample answer. The answers are 2, 3, 1. Task 3 1c.Say the sample conversations. Have students repeat. Then ask students to practice the conversations in pairs. Ask them to use the vocabulary from 1a. As students work, listen in on various pairs so that you can check progress and help with pronunciation as needed. After students have had a chance to practice the conversations, ask pairs to come to the front of the room and act out one of their conversations. Step 5 Homework Task1: workbook Part 1, 2, Task 2.: fill in the form. Write down three things you can do and three things you can not do. I can I can’t The second period: 2c-4 Step1 Revision Task 1:Ask the students to revise the names of the clubs they have learnt. Do the actions and ask the students what the thing is. Task2: Ask the students: what can you do? What can’t you do? Can you play chess? Can you play the guitar? Can you sing? What club do you want to join? Can you play it well? If time permits, ask the student who says he can do it to show something he can do. Step 2 Presentation: Task1: （Listening practice） 2a. Ask the students to read the context in 2a . Ask one student to read the clubs in the box. And ask another two students to read the dialogue. Ask all of them to listen to the recording carefully, circle the clubs they hear. Play the recording the first time. Students only listen. Play the recording a second time. This time ask the students to circle the club they hear from the recording. The answers are: English club, music club and chess club. And then ask the students to repeat the dialogue. Task 2（Listening practice） 2b. Ask the students to look at the dialogues of 2b on the right. Ask them if they can fill in the blanks directly. Play the recording the first time. Students only listen. Play the recording a second time. This time ask the students to fill in the blanks with the words they hear from the recording. The answers are: do , to , want, club, play, can’t. Then ask the students to listen and repeat the dialogue. Task 3 3a. Ask the students to put the conversation in order. The first one is given. The right order is 2,3, 1, 4. Step3 Survey After finishing task 2 in step1.the teacher can ask: Can he play the guitar? Can he play it well? Maybe there are all kinds of answers. Some of the students may say I don’t know. 3b. The teacher asks the students make a survey, and fill in the blanks. Name Can Play well or not Can’t club why I Ask the students to practice the dialogues by asking: What can you do? Can you dance? Can you play the guitar? Can you play it well? What club do you want to join? etc. the teacher goes round the classroom , gives help if necessary. Ask some groups of students to act out their dialogue. Step4 Oral practice 3b. Ask the students to share the information they got from their friends. Help the students with he or she wants to join the music club. Example: I am Lisa, I can sing, but I cannot sing well. I can swim. I think it is hard. I want to join the swimming club. My friend Tom can play the guitar but he can’t play it well. And he can’t play chess. He wants to join the chess club. He thinks it is interesting. He wants to learn it. If the students can do the report like this with the help of the teacher, they will be quite happy, and they will learn much knowledge. Step 4: Homework: Task 1: 4 group work: Suppose you are a boss, you want to get some good workers. How to write an advertisement. Focus students on the advertisement. Elicit the kind of personal qualities that would be good for the job, eg. A good teacher, a good swimmer, and write them on the board. Then elicit questions from the qualities on the board. eg. Can you teach children? Can you help kids with swimming? Divide the class into small groups and have them take turns interviewing each other for the job. Walk round the class offering language support as needed. Practice Can you help kids with…? Pay more attention to the things after “with”. Eg Can you help kids with swimming/ chess/ playing chess/ singing? For feedback, ask students if they have found someone for the job. Why? What can they do? Why not? What can’t they do? Homework: Workbook Part 3, 4. The third period: Section B 1a-3b. Step 1 Revision Task 1.Ask some questions about can you …? What club do you want to join? Task 2: ask the students to give the ad. Four students a group. Ask one of them to be the boss. And others are the interviewees. Guide them to use kids, can you help the kids with …? Step 2 Presentation 1a Ask the students to guess the music instrument by listening the music one by one. （PowerPoint Can you play the guitar B.） The music instruments are guitar, trumpet, drums, violin and piano. Ask the students to read after the teacher when they are looking at the pictures on PowerPoint. Ask the students to match the words with the pictures of the book. The right answers are 3, 1, 4, 5, 2 Step 3 Practice 1b. ask the students to ask and answer questions about the instruments with the help of the PowerPoint. （PowerPoint Can you play the guitar B.） They can ask and answer the questions like this. The teacher goes round the class and gives help if necessary. Can you play the guitar? Yes, I can. Can you play it well? No, I can’t. Can he play the violin? Sorry, I don’t know. Can she play the drums? Yes, she can . She can play it well. After the practice, the teacher can ask some pairs to act it out in the front. And the students answer the questions of the teacher after listening to the dialogue. Ask the students to practice more dialogues with the picture of playing chess, singing, dancing, swimming, painting, speaking English. Mix with playing the guitar, playing the violin, playing the drums. Tell the students there are something differences between playing chess and playing the guitar. Ask them to pay attention to it. （PowerPoint Can you play the guitar B.） Then ask more pairs to act the dialogues out in front of the class. Step 3 Listening Practice 2a and 2b. Ask the students to read the words in the box first and ask them to listen to the recording for the first time. And play it for the second time and ask the students to circle the words they hear. The answers are sing, dance, drums, piano.（PowerPoint Can you play the guitar B.） With the same step, ask the students to do the exercise of 2b. Fill in the chart with the words in the box. Before doing this, tell the students to write down what can Bill do , what can’t Bill do and so on. person can Can’t Bill Play the guitar sing Jennifer Sing, play the drums Play the piano Victor Play the piano Sing, dance Step 4 Pair work 2c. Ask the students to read the information in the box. And do the pair work to tell what Bill, Jennifer and Victor can and can’t do. They can practice it like this: A: Can Bill play chess? B: No, he can’t. But he can play the guitar. And he can play it well. A: Can Bill dance? B: No, he can’t. But he can sing. And he can sing very well. Ask the students to work in groups. Ask and answer like this: -What can you do? -I can…,but I can’t… （I can…and…, but I can’t…or…）（PowerPoint Can you play the guitar B.） Then act it out in front. If you can ,you must show（展示）it for your classmates. 3a. Ask the students to read the ad from the school magazine. The teacher can teach the students how to read the first part: musicians wanted for school music festival.（PowerPoint Can you play the guitar B.）Ask the students to underline the things they want people to do for the school music festival. Ask the students to read once more and think about whether he or she can be the musician. 3b. ask the students to complete the following poster with the words in the box. They can use 3a for help.（PowerPoint Can you play the guitar B.） The answers are: play, guitar, Can, sing, Can, play, drums. Homework: Task 1: 3c. Ask the students to write their own poster for a sports day. The teacher can give some information to the students: play basketball, play volleyball, swim, jump, and so on. New and more information can be given to the students and they can also look up in the dictionary. They can also demonstrate their poster. Task 2: workbook The four period：Self –Check Step1 Revision Ask several students to read the poster out. Let’s see whose poster is the best one? Who can read it the most loudly and freely? The teacher asks the students to collect their own poster. Ask the students to say something about their friends. Let’s see what their friends can do for the school show. Step2 Words check 1 and 2 Ask the students to see if they know the words on Part 1. Ask students to check all the words they know. You may wish to have them circle any words that they don’t know. Ask students to find out the meaning of any words they don’t know. They can do this by reviewing the lesson, asking you, asking classmates or using a learner’s dictionary or bilingual dictionary. They can also add some new words that they learn from the teacher or the dictionary such as flute and harmonica Step 3 Writing 3. Ask the students to read the conversation. Ask them who is asking the conversation（a student and the teacher on charge of the art club） Ask the students to fill in the card individually. The answers are: Cindy Jones, 12, I can draw a little. I want to learn about art. Step 4 Check the homework. Just for fun! Ask a student to read what the man is asking the drummer. Ask students: can they play the drums? Guide them to answer: No, he can’t. Then ask, can he play the guitar? Allow the students to guess. Yes, he can. / No, he can’t. Step 5 Group work 4. There is a school show in the music room on Sunday. The time is 6:00. What can you do? What can your friends do? Ask one of the students to read the chart. Ask another students to read the example in the speech bubbles. Explain that students must fine people for the school show and write their name s in the chart. Name What can you do ? Li Xin Chinese Kung Fu Then ask the students to give us a report like this. I can do Chinese kung fu for the music show. My friend Wang Ming can…. Culture note Kung Fu . The term Kung Fu can be used for the many martial arts native to China. More than 300 styles are registered with the Chinese government. Different spellings are Gung Fu and Gong Fu. In everyday language, gong fu is excellence achieved through long practice in any endeavor. A more correct word for describing Chinese martial arts is Wushu. Using Kung Fu to describe Chinese martial arts is more common outside China. Chinese martial arts have spawned popularized genre of action movie. The films of Bruce Lee popularized martial arts in the west and actors like Jet Li and Jackie Chan have appeared in many western films. Their movies are often called Kung Fu movies. Homework Task 1:Workbook Part 7 Writing Task2: make an interview. What can your father do? What can your mother do? What can’t your mother do ? What can’t your father do? Make a list and prepare a report for the next class. Unit 2 What time do you go to school? (The 1st period Section A 1a-1c) Teaching aims(教学目标） 1.谈论日常作息时间。 2.询问、表达时间。 3.学会用频度副词 usually Language points(语言点） 1.要求掌握以下句式： （1）-What time is it?（将 3b 中的语言点前移） -It's… （2）-What time do you usually…? -I/we usually… 2. 要求掌握以下词汇： （1）名词：time, shower （2）动词短语：go to school, get up, take a shower, （3）副词：usually o'clock （4）疑问代词：what time Key points（重点）: 一般现在时的特殊疑问句，即掌握: “What time do you usually…？I/We usually…”这个句型 Teaching difficulties（难点）: 助动词 do 在一般现在时的特殊疑问句中的用法。 Teaching steps (教学步骤): 1.Warming-up and revision（课堂热身和复习） (1)欣赏世界名曲《钟表店》，学生交流收集到的时间谚语。 （2）Game： T：（指着自己）one 然后指着直排的一个学生 S1:two (T helps S1,并提示起立） S2：（教师再指着第二个学生） three S3:four (T helps S3, 并提示起立) S4：five S5：six （一般情况下，此学生就会自动报出，如果没反应，提示其它学生提供帮助） … S60：60 2、Presentation（呈现新知识） T：（拿出一个自制的钟表，此钟指针会转动） I have a nice clock. Do you want to have a look? Ss: Yes. 教师指着此钟：What time is it now? Ss：It's……（T help Ss） T：（教师转动指针）What time is it now? Ss: It's…（教师启发） （教师板书：What time is it ? It's …） T: Follow me :“What time is it? It's…” Read it in groups. T：（教师转动指针并引导组之间对话） Ss: What time is it? Ss: It's… （操练三四次） 3、Drill（操练） T：Ok. The whole class, please write down time on the paper. Are you ready ? Ss: Yes T: Well. Practise it in pairs. What time is it? It’s… T：act （三四组） 4、Consolidation（巩固） Play a game and practise more on the pattern“What time is it? It’s…” T：（每大组选一个代表，分别用 What time is it ?向教师发问，教师便用以下句子启发）： You can ① have breakfast 复习以前的短语 ② have lunch 复习以前的短语 ③ have supper 复习以前的短语 ④ go to bed … 复习以前的短语 ⑤ get up （做动作） 为下面单词呈现作铺垫 ⑥ go to school（做动作 ） 为下面单词呈现作铺垫 ⑦ take a shower（做动作） 为下面单词呈现作铺垫 S1：It's… S2：It’s… S3: It’s… S4: It’s… 5、Presentation（呈现新知识） T：（总结上述游戏）Now let's look at the clock .（将时钟调整到六点钟） What time is it? Ss: It's six o'clock T: o'clock（板书）. Read after me. Ss: o’clock. T：We will……（做“起床”的动作，并提供一男孩起床的照片） Ss: get up（T helps Ss） T：Follow me ：get up（板书） T：（指着此图片中的男孩）What's he doing? Ss: He's getting up. T: And what am I doing? Ss: You're getting up. T: Right. What time is it now?（一边说一边将时钟调到七点） Ss: It's 7 o'clock. T: We will……（做“上学”动作，并提供一群孩子上学的图片） Ss: go to school（板书）T：go to school. Together. T: （指着图片）What are they doing? Ss: They are going to school. T：（指着自己，背上书包，做出“上学”的模样） What am I doing? Ss: You're going to school T: Good .And what time is it?（将时间调整到晚上十点） Ss: It's 10 o'clock. T: We will……（做“洗澡”动作，并提供一男孩洗淋浴的图片） Ss: take a shower（板书） T: Together T:（指着图片）What's he doing? Ss: He is taking a shower. T:（做出“洗澡”的动作）What am I doing? Ss: You're taking a shower. 6、Work on 1a （完成 P651a） T: Ok. Please open your book. Look at 1a, listen and match the words and the pictures. 7、Work on 1b （完成 P651b） T: Now let's listen to the tape, match the times and actions. T: Well, let's check the answers. 8、Consolidation. T:（当答案校对到九点钟时）But I often take a shower at ten o'clock.（一边说一边高举自己洗 澡的图片，此图片上课前画好）I usually（突出 usually）take a shower at ten o'clock T：Read after me: usually T：Please hold your pictures and tell me “I usually…” （这些图片包括洗淋浴，起床、上学、跑步、吃饭等日常活动，并事先叫学生在课前画好） S1：I usually take a shower at nine o'clock S2：I usually go to school at six o'clock S3：I usually… S4：… 9、Work on 1c（完成 P651c） （1）T：（针对最后一个发言的学生说的句子，问其它同学 What time do you usually…？） S1：I usually…at…（T help S1） T:（再问另一学生）What time do you usually…？ S1:I usually…at… T：Read after me What time do you usually …？（板书） I usually…at…（板书） （2）T：Read it in pairs. T: What time do you usually take a shower? S1: I usually take a shower at … 10、Drill （1）Make a similar dialogue with the person you like. （2）Act. 11、Listen and repeat（听音跟读） T：Now let's listen to the tape and repeat. Please try to read like the tape. 附听原文： Interviewer: What time do you usually get up, Rick? Rick: Um, I usually get up at five o’clock. Interviewer: Five o’clock. Wow! And what time do you run? Rick: Um. At six o’clock. Interviewer: Hmm. And breakfast? Rick: Seven o’clock. Interviewer: What time do you usually shower? ]Rick: Uh, eight o’clock. Interviewer: What time do you usually go to school? Rick: I usually go to school at nine o’clock. 12、Follow up （进一步扩展） （1）T：Now it's your turn to make up your own dialogues. Please work with your partner. （2）T：（事先将 workbook 中 P43 的第 4 题的图片扫描到 PPT 中并配上录音，其录音分别 是： ①I do sport at 6:30 ②I take a shower at 7:00 ③I have breakfast at 7:15 ④I go to school at 8:00） You can ask Justin some questions. First, I will try. What time do you usually take a shower?（然后点击声音②）Come on! S1：What time do you usually do sport? S2:… S3:… T: Please open your workbook. Look and write sentences. （有了前面的铺垫，这一部分对于学生就更加容易） T: Ok, please tell a story about Justin. S1:…… S2:…… 13、Homework: Oral work: （1）Read and recite the listening tapescript. （2）Go on making up your dialogues with the partner and polish it（继续和小组成员编对话， 并完善对话） Written work （1）Copy the phrases in 1a twice （抄写 1a 的词组两遍） （2）Finish Ex.1 of the workbook. （3）调查朋友的作息时间，操作过程如下： 1 教师设计如下表格，分发给各小组。 Name Get up Have breakfast Leave home … ②学生自由组合成 3~5 人小组，围坐在一起，相互提问，并把答案记录在表格中。 2 各小组成员根据表格内容，以“……的一天”为题，依次叙述作息时间，并 写成一篇短文。 （The 2nd period Section A 2a-2c） Teaching aims （教学目标） 1、谈论日常作息时间 2、询问、表达时间 Language points（语言点） 要求掌握以下句式： ——What time does sb. verb? ——Sb. verbs at … Key points（重点）： 一般现在时的特殊疑问句，即掌握： What time does he/she…？ Teaching Difficulties（难点）： 学生对于一般现在时，特别是单数第三人称的谓语动词的变化没有一定的概念，常常出错。 Teaching steps（教学步骤） 1、Warming - up and revision（课堂热身和复习） （1）Student chant: What time do you usually get up? I usually get up at 6:30. What time do you usually go to school? I usually go to school at 7:10. What time do you usually go home? I usually go home at 5:00. What time do you usually go to bed? I usually go to bed at 9:00. （2）Play a game: ①老师为学生提供分别装有动词、时间和地点短语小纸条的盒子。 ②学生上台任意抽取纸条，要求用“I”开头组成句子并大声地在全班同学面前讲出来。 ③抽学生以第三人称单数形式复述。 （3）Find mistakes. 叫一个学生读前一天写的短文，其他同学认真听，并记录短文中出现的错误，读完以后，让 学生指出错误。 2、Work on 2a.（完成 2a） T：But my friend Rick does the same thing with his family. Do you know? 在黑板上或幻 灯片上呈现录 音原文 Ss: No. T: Let's listen S1:（启发学生回答） T：Listen again and fill in the blanks. 3、Work on 2b.(完成 2b) T: What time do they take a shower? Listen again and complete the shower schedule. T：(校对答案) 4、Work on 2c.(完成 2c) T：××，When does Alicia take a shower? S1: She takes a shower at 8:00 T : （Read after me） When does Alicia take a shower? She takes a shower at 8:00. Read it in groups. T：××，when does Jerry take a shower? S1:… T: Look at 2b and make a dialogue like this. 5、Listen and repeat （听音跟读） T: Now let's listen to the tape and repeat . Please try to read like the tape. 附：听力原文 Interviewer: You have a big family, don’t you, Rick? Rick: Yes. I have two brothers and two sisters. Interviewer: Wow! How many showers do you have? We only have one shower. Interviewer: Is that difficult? Rick: No, because we have a shower schedule. My brother Bob takes a shower first,at 5:00. Interviewer: Wow! That’s early! Rick: Yeah. Then my sister Mary takes a shower at 6:00. Next my brother Jerry takes a shower at 7:00,then my sister Alicia at 8:00. 6、Follow up（进一步扩展） （1）T：Now it's your turn to make up your own dialogues like this. Please work with your partner. （2）T：And now say something about Rick. Four people make a group and try. You may begin it like this, “My friend Rick has a big family. He has two brothers and four sisters. But they only have one shower…” （3）T：Here is a picture about Lu Lilu What do you think about his schedule? First tell us his schedule in English. Then give a healthy one for him. Do this part in pairs first. And then choose some best groups to speak in the front. （你认为 Lu lilu 周末生活好吗？请你看图与同伴一起为 Lu lilu 设计一个更有益健康的周末安 排） 7、Grammar focus. （老师用中文总结这两天所学的语法点） （1）T：这两天，我们学习了以 What time 引导的一般现在时的特殊疑问句形式。 它的结构式是：What time do sb. Verb（原形）? （非第三人称单数原形） Sb. Verb at …（板书） What time does sb. Verb（原形）? （第三人称单数） Sb.verb s at… 在这一句型中，要特别注意助动词用 do 还是 does。 注：①以上结构板书，并配以解释。 ②verb 后有时也要加 es。当此 verb 以 s,x,ch,sh,o 结尾时加 es. watches ，does. Fill in the blanks with the words in their proper forms. ①——What time （do）they . （get up）？ ——They （get up）at five o’clock. ②——What time （do）Tom . （take a shower）? ——He （take a shower）at 19:15 ③——What time （do）he go to school? ——He （go）to school at 5 o’clock. 8、Homework Oral work: （1）Read and Recite the listening tapescript. （2）Go on making up your dialogues with group members and polish it （继续和小组成员编对 话，并完善对话） Written work 1.Finish Ex.2and Ex.3 of the workbook 2.Design a better schedule for your family at the weekends and write it down in your exercise book. （The 3rd period SectionA3a~Part4） Teaching aims （教学目标） 1、用 When 询问时间 2、表示频率的副词 Language points （语言点） 1、要求掌握以下句式： ——When do you usually …? ——I/we … prep… 2、要求掌握以下词汇 （1）名词：work，hour，hotel，bus，night，morning，job，home. （2）动词及动词短语：listen，go to work，get to，go to bed （3）其它：after，am Key points（重点）： 1、一般现在时的特殊疑问句，即掌握：When do you usually …? 2、频度副词 usually 的熟练运用 Teaching difficulties（难点） 助动词 do，在一般现在时的特殊疑问句中的用法： Teaching steps（教学步骤）： 1、Warming - up and revision （课堂热身和复习） （1）Watch a video clip about Mickey Mouse's Day.（观看一段米老鼠一天活动的录像剪辑） （2）Revision T：What time does the mouse get up / have breakfast/…？ S1：… 2、Presentation（呈现新知识） T：（在问问题中适时引出一些新词汇） What time does Mickey Mouse usually get up? What time does Mickey Mouse usually get up? We can also say, “When does Mickey Mouse usually get up?” Follow me: When does Mickey Mouse usually get up ? （板书） S1:He usually gets up at six. T: at six am or pm? Ss: am（板书） T：6 am is in the…？ Ss: In the morning （T helps Ss）（板书）（引出 morning 同时为 SectionB 作准备） T：Read after me ：in the morning. T：In the morning I usually do sport. What about you? S1: In the morning I usually… S2: In the morning I usually… S3:… T: But 6 pm is in the …? Ss: evening （T helps Ss）（板书） T：Right. Follow me: evening ,in the evening（为 section B 作准备） T：And when does Mickey Mouse leave school? S1:He usually leaves school at 5 o'clock T: Then what does he usually do? S1:He usually goes home.（T helps S1） T: Read after me: go home. T: What time do you usually go home? S1: I usually go home at… S2：I usually go home at… S3：I usually go home at… T：Look at the video, too. What does he(米老鼠) do? S1:He is a student T: Yeah. He goes to school in the morning and goes home in the afternoon Right? Ss: Yes. T: How many hours is he at school in a day? From eight to nine is an hour. Do you know? Ss: Yes T: Read after me: hour（板书） T: How many hours is he at school in a day? About…… S1: 8 hours T: What about you? S1:…… T: Then he goes home. After school, he goes home. Right? Ss: Yes T: Read after me :after（板书） T: After he comes into home, after he gets to his home. T: Follow me :get to T: After he gets to his home, what does he do? He does homework to in the …… Ss: in the evening. T: In the evening. we often say at night. T: Follow me :night T: At night, I usually watch Tv. What about you? S1: At night, I usually… S2:At night, I usually… S3:At night I usually…… T: Suppose we get to Beijing at night, where can we stay? Ss:……（学生能讲出 hotel 最好，如不能，帮助学生讲出 hotel） T：After you get to the hotel, no people is there. No people is working there. T: work （板书） T：But a boy is working at night. What is his work? Do you know? Ss: No 3、Work on 3a(完成 3a). （1）Read through the passage and tell me （2）Read it again and match the pictures. (3)Answer questions: What does he do after he get up? Does he go to work after breakfast? What does he do? How does he go to work? By bus or on foot? What does he do before he goes to bed? What does“What a funny time to eat breakfast!”mean? 4、Follow up （进一步扩展） T：My friend Da Bao likes Scott's work, so he gets to Sai Te Hotel . But he doesn't find him. T: There are many children in the hotel. Look, they are coming.（事先叫五个学生准备扮演 Scott） Please ask them questions to find the real Scott. 5、Work on part4.（完成 P67 第四部分） T：Now six people make a group, and ask the other students when they usually go to bed . The leader lines up from the earliest to the latest bedtime. T:（活动以后）Let's listen Group1…Group2… 6、Work on part 3 of self –check T: Now I want to know something about what you do on weekends. You can go, ask your classmates and fill in the forms. Then you have a report. T: You may begin it like this "Ma Li gets up at …" 7、Work on Ex.5 of the workbook（完成 workbook 44 页第 5 题） T: Please open your workbook and finish Part 5 8、Homework Oral work: （1）Read 3a and recite it.（读背课文 3a） （2）Go on making a survey to find out what your classmates do on weekends.（继续作一个有 关你同班学生所做的调查） Written work: （1）Copy the new words and phrases in 3a twice（抄写 3a 的新词和词组两遍） （2）Write down the survey about what your classmates do on weekends in your exercise book. You can do it like the reporters in class. (The 4th period Section B 1a~2c) Teaching aims（教学目标） 1. 用 When 询问时间 2. 表示频率的副词 Language Points（语法点） 1. 要求掌握以下句式： —When does sb(第三人称单数) usually verb? —Sb(第三人称单数) verbs prep…. 2. 要求掌握以下词汇 （1）名词：afternoon evening homework （２）动词短语:do homework, go home. Key Points （重点）： １.一般现在时的特殊疑问句即掌握Ｗhen does sb(第三人称单数). usually verb? 2.频度副词 usually 的熟练运用 Teaching difficulties（难点）： 助动词 does 在一般现在时的特殊疑问句中的用法： Teaching Steps （教学步骤） 1、Warming - up and revision （课堂热身和复习） A game: quick responses. T：Let’s play a game. Please give me a word of each sentence and spell it. The first one who finishes the sentence will get a star.(Divide the students into several groups and draw stars on the blackboard to encourage the students.) (1).Tom goes to ______ on weekdays, and he works very long hours. (2)._____ lunch, lucy goes home. (3).To_____ to the hotel, Jack takes the number 4 bus. (4).Many people love to ______ to music. (5).Sally usually______ a shower after school. (6).Tom’s father often works all _____,because(因为)he works in a night club(夜总会). Keys: (1)work (2)After (3) get (4) listen (5) takes (6) night 2. Work on 1a（完成 1a） T:（Point to the stars on the blackboard and make brief comments on the results of the game） people usually do things, too （指着 Section 1B 1a）Let's look and match 3. Work on 1b(完成 1b) T: Please check the answers with another student T:（集体对答案） T: （对答案以后，指着那个小男孩） What's the boy doing? Ss: He is doing his homework（T helps Ss） T: Follow me： do homework（板书） Ss:… T：Do you usually do homework? Ss: Yes T: But when do you usually do your homework? Please tell me ?（举手示意） I usually… S1: … S2: … S3: … T:Oh, I see. But I don't know when my friend Rick does homework T: Could you help me listen and tell me ? Ss: Yes. T:（学生听完）Who can? S1:… 4. Work on 2a(完成 2a) T: Well, Listen again and circle the activities you hear. 5. Work on 2b(完成 2b) T: Then look at 2b,listen and write. 6. Listen and repeat（听音跟读） T: Now let's listen to the tape and repeat. Please try to read like the tape 附：听力原文 Interviewer: Thanks for the interview, Rick. We want to know about your day. Rick: OK Interviewer: When do you get up? Rick: When do I get up? Hmm. Usually around five o’clock. Then I run around six. Interviewer: You run at six in the morning? Rick: Uh-huh. Interviewer: And what time do you eat breakfast? Rick: Breakfast? Usually around seven. And then I usually go to school around eight o’clock. Interviewer: Wow! And you go home at…? Rick: Four-fifteen in the afternoon. Interviewer: And what do you do in the evening? Rick: I do my homework around five- thirty. And I eat dinner at seven-fifteen. And I go to bed at nine o’clock. Interviewer: That’s early! But then you get up early. Rick: Uh-huh. 7.Work on 2C（完成 P68 2c） (1)T:(把听力原文提供在幻灯片成黑板上) Let's look at the dialogue. When does Rick usually get up? Ss: He usually gets up at …(T helps Ss) T: Follow me: When does Rick usually get up? He usually gets up at …（板书） T: Read it in groups (2) T: Look at the dialogue carefully and memorize it for two minutes. Then we’ll have a competition. T: Ready? Ss: Yes. T: Well. In our class, there are two halves. Right? Ss: Yes. T:OK! This half, ask questions like“What time does Rick usually…?”That half, please. … T:(一分钟以后)Exchange. T: Who wins the game? (3)T: Imagine what Beckham usually does in a day. I’ll give you a time(5:30/6:00/7:30/…)Please say a sentence like,“Beckham gets up at 5:30.” 8.Homework: Oral work: (1)Listen to 2a,read and recite it(听读背诵 2a 中的对话) (2)Go on making up your dialogue with your partner and polish it （继续和同伴编对话，并完善对话） Written work: (1) Finish Ex.6 of the workbook. (2) Make a routine for your dream(梦想)day (The 5th period Section A 3a~self-check) Teaching aims：（教学目标） 1、通过阅读找出重要文中信息。 1._______ 2._______ 7.________ 8.________ 3._______ 2、通过小测试来复习本单元所学过的重点内容。 Language points：(语言点） A、要求掌握下列词汇 letter, around, start, write, tell, me, best, wish, soon, Saturday, survey, late B、Review the key words presented in this unit. Key points and teaching difficulties：（重难点） 巩固以 When ,What time 引导的特殊疑问句形式。 Teaching steps(教学步骤) 1、Warming-up and revision(课堂热身和复习) A game T：Let's play a game. Six people make a group. Every group will get a piece of paper. There are some pictures on it. Listen and fill in the time. Then put them in the right order. Let's see which group can finish most quickly and best? The right order:_____________________________________ 附：I have a good friend. His name is Wang Tao. He usually gets up at 6:00.Then he often takes a shower at 6:20. He has breakfast at 6:30. After that, he usually takes a bus to school at 7:00. He has classes at7:30. After school, he does his homework at 4:30and goes home at 5:00. At 9:00, he goes to bed. (Keys:1. 6:20 2. 6:00 3. 6:30 4. 9:00 5. 4:30 6. 5:00 7. 7:00 8. 7:30 The right order:2、1、3、7、8、5、6、4) 2.Work on Part4(完成 P69 第四部分) Pairwork：Imagine you are a famous movie star . Fill in the timetable with the things you usually do. Then share the information with your partner. T: Well done ! Well, Let's see who wins the game. T: Now, imagine you are a movie star. Please fill in the time table with the things you usually do. T: Please look for your friend in our class. You can ask questions like “ What time do you usually…?” T: Now please make a report. You can do it like this: …is a movie star. He/She usually… 5.________4._______ 6.________ 3、Presentation.(呈现新知识) T: Thank you .And I want to know more about you. You can write(手势) a letter(拿出信纸) to me about it. It is for your homework OK? T: Read after me: write(板书)letter (板书) 4、Work on 3a(完成 3a) T: Here is a letter from Jane to Mona. Would you like to read it ? Ss: Yes. T: Please read it quickly and write down what she does at these times 5、Work on 3b(完成 3b) T: Now Mona wants to answer the letter. But he isn't good at English .Could you help me? Ss: Yes /No . T: Don't worry. Here's a letter. It can help you . T：I'm sure you can help Mona write a letter to Jane now. Right? Ss: Yes. 6.Work on Part1、2 Make a list. 将全班分成两大组。叫他们分别罗列出日常起居生活中的动词。看哪个组列得多，为获胜。 此步的目的是扩大词汇量，刚好与 Self-check 的第一、二部分吻合。 7.Enjoy just for fun on P70.(欣赏 Just for fun) (1).学生分角色朗读对话。 （2）有可能的话，学生看录像，并模仿进行表演。 8．Grammar test. 一、根据首字母填空。 1.He u draws at six o in the morning. 2.Tom w for long h , so(因此)he often goes home late. 3.The bus t him to a hotel. 4.The English class will s .please get ready for(准备)it. 5.Xiao Wang wants to w a letter to his pen friend and t him about his j in China. Unit 3 How do you go to school？ Part 1:Teaching design (第一部分：教学设计) Structures: How questions; Affirmative and negative statements Target language: How do you get to school? I take the bus. How long does it take? It takes 20 minutes. How far is it? It’s 10 miles. Vocabulary: get to, how far, bicycle, subway, car, train, bus stop, train station, bus station, subway station, minute, kilometer, mile, transportation, calendar Learning strategies: Personalizing; Inferring vocabulary SECTION A Goals ● To learn to use How questions, affirmative and negative statements ● Lean to talk about how to get to places, how long it takes to go to places, and how far the places are ● To talk about kinds of transportation Procedures Warming up by talking Hello, everyone! What’s the weather like today? It’s a sunny day with a gentle breeze. It’s comfortable. So this morning I come to school by bike. It took me nearly 50 minutes. You know I live far from school. I often take buses to come here. But it takes me more than an hour. What about you? Today, let’s talk about how you go from one place to another. And we will talk about the time it takes to get to places and how far it is between two places. 1a Looking and writing Open your book. Look at the picture carefully and read the dialogue. Then please write how the students in the picture get to school in the morning in the chart. Sample answers: 1. take the subway 2. ride a bike 3. take the bus 4. take the train 5. walk(on foot) 6. take a boat 7. take a taxi 8. go in a parent’s car 1b Listening and writing Look at the picture again. How do students get to school? Let’s listen to a conversation between two people talking about this. Listen carefully and write the number of the name in the white box next to the student. Please do it individually. Then let’s check the answer. Answers: 1. Bob takes the train. 2. Mary takes the subway. 3. John takes the bus. 4. Paul walks. 5. Yang Lan walks. Tapescript A: How do Bob and Mary get to school? B: Bob takes the train and Mary takes the subway. A: How does John get to school? B: He takes the bus. A: How do Paul and Yang Lan get to school? B: They walk. Look, there they are waling now! Now read the tapescript, shadow the how questions and underling the expressions. 1c Doing pairwork Please read the dialogue in the box. And make your own conversations about how the people in the picture get to school with their partner. Then I’ll ask some pairs to say their dialogue. Sample dialogue A: How does Bob get to school? B: He takes the train. A: Does John take the train to school, too? B: No. He takes the bus. A: What about Mary and Paul? B: Paul walks, and Mary takes the subway. A: And Yang Lan walks, does she? B: Yes, she does. 2a Listening and repeating Listen to these numbers and repeat. Please pay attention to the pronunciation. Tapescript 32, 40, 50, 60, 70, 80, 90, 100 2b Writing the numbers forty-six 46 thirty-three 33 seventy-two 72 one hundred and five 105 fifty-eight 58 ninety-nine 99 sixty-one 61 eighty-four 84 2c Listening and checking Now please look at the five transportation pictures. And we’ll listen to two conversations. The people are talking about how students get to school and how long it takes. Listen carefully and put a checkmark to show the kinds of transportation they talk about. Check your answer. 40 minutes 35minutes 25minutes 10 minutes Listen carefully again and match the time with the kinds of transportation. Let’s check the answers. Tapescript Conversation 1 Boy: How do you get to school? Girl: I take the train. Boy: How long does it take? Girl: Oh, around forty minutes. How about you? Boy: I take the subway. Girl: How long does that take? Oh, around thirty-five minutes. Conversation 2 Girl: How do you get to school, Tom? Tom: I ride my bike. Girl: How long does it take? Tom: It takes around twenty-five minutes. Tom: How do you get to school? Girl: I walk. Tom: And how long does that take? Girl: It only takes ten minutes. Look at the sentences on the board. “They take the train. It takes about forty minutes.” “Take the train” means to ride the train. And we also use “take” to talk about a length of time. For example, it takes me 20minutes to get to school. So we use the same word, take, in two different ways. Now read the tapescript, shadow the how questions and underling the expressions. 2d Doing pairwork Now please make your own conversations about how you get to school and how long it takes. Read the example dialogue first then make yours with your partner. Example: A: How do you get to school? B: well, I usually walk but sometimes I take the bus. A: How long does it take? B: It takes about 25 minutes to walk and 10 minutes by bus. What about you? A: I get to school by bike, sometimes I take my father’s car. B: Oh, how long does it take? A: It takes around 40 minutes by bike and 15 minutes by car. 3a Reading and writing So far you have learned to talk about how you get to school and how long it takes. The passage you will learn in this part tells us something about Li Lei. Please read the questions about Li Lei in the speech bubbles. Then read the passage and write the answers to the questions on the line. You should complete the activity individually. OK, now let’s check the answers. 1How does he 2 How long does 3 How far is it from get to school? it take? his home to school? By bike and It usually takes About 10 kilometers. by bus. about 35 minutes. Now read the passage following the tape sentence by sentence. Please pay attention to the pronunciation and intonation of the native readers and try to imitate them. Then draw lines under the useful phrases and structures. Lin Fei’s home/ is about 10 kilometers /from school. He gets up /at six o’clock/ every day, showers, and has a quick breakfast. Then/ he leaves for school/ at around six-thirty. First, he rides his bicycle/ to the bus station. That takes about ten minutes. Then/ the early bus/ takes him to school. The bus ride/ usually/ takes about 25 minutes. Ok, we have got to know something about Li Lei. What about you? How far are your homes from school? What time do you get up? How do you get to school? Let’s ask some students to say something about you. 3b Doing pairwork Look at the pictures. Can you name each form of transportation? They are easy to you. Read the time and distance that goes with each form of transportation. Pay attention to “mile”, which is a common measure of distance in some western countries. (1 mile=1.6 kilometers). Read the example dialogue in the box. Now make your own conversations using the information in the picture with your partner. A: How do you get to school? B: I take the train. A: How far is it from your home to school? B: It’s eight miles. A: How long does it take you to get from home to School ? B: It takes 35 minutes. A: How do you get to school? B: I walk. A: How far is it from your home to school? B: It’s two miles. A: How long does it take you to get from home to school ? B: It takes 40 minutes. A: How do you get to school? B: I take the bus. A: How far is it from your home to school? B: It’s four miles. A: How long does it take you to get from home to school? B: It takes 15 minutes. OK. Stop here please. Let’s ask some pairs to say their dialogues. 4 Talking and writing Well done everyone! Now let’s play a game: Info Gap Race! This time you work in groups of three. You decide which one is A, which one is B and which one is C. Please read the instruction. You ask each other questions to learn information for your chart, and then write the answers on the chart in your book. Don’t look at others’ pages please. The first group to fill in all the blanks is the champion. Who How How long How far 1. Maria bus twenty minutes five miles 2. John bike ten minutes six miles 3. Liu Pei subway fifteen minutes eight miles Sample dialogue: C: How does Maria get to school? A: She takes the bus. How long does it take Maria to get to school? B: It takes her twenty minutes. How far is it from her home to school? C: It’s five miles. Closing down by asking and answering (using the useful information learned in this part) *How do you get to school? *I usually walk, but sometimes I take the bus. *How long does it to take you to get from your home to school? *It takes 25 minutes. *How far is it from your home to school? *It’s around 4miles. A bus station Section B Goals  To learn to use: bus stop, train station, subway station  To learn to talk about how to get to places further. Procedures Warming up by asking some individuals questions How does Li Lei get to school? First, he rides his bicycle to the bus station. Then he takes the early bus to school. Do you know the bus station? It’s a place where trains stop here. Today we’ll study some other “stations”. 1a Looking and matching Look at the four phrases and read them loudly. Then match the words with the pictures. Answers: 1. b bus stop 2. a train station 3. c bus station 4. d subway station 1b Doing pairwork Read the dialogue in the box first. Then suppose you use two kinds of transportation to get to school. Now make your own dialogues to tell your partner how you get to school, using the phrases in 1a. Sample dialogue: A: How do you get to school? B: Well, I ride my bike to the subway station. Then I take the subway. What about you? A: First, I walk to the bus stop. Then I take the bus to school. A: How does your father get to his school? B: Well, he walks for ten minutes to Bus No. 11. He takes the bus and gets off at Da Yingpan. Then he walks again for five minutes to his classroom. 2a Listening and checking OK, now. Let’s listen to the conversation between Tina and Thomas. What does Thomas want to know about Nina? Here is a list of information that Thomas wants to know. I’ll ask some students to read lines to the class. Then listen carefully and put a checkmark in front of each thing that Thomas wants to know. Thomas wants to know… √where Nina lives. how far from school she lives. how long it takes Nina to get to school. √how she gets to school. what she thinks of the transportation. 2b Listening and checking Look at the pictures with a blank line in front of each. They show the ways of how to get to school. Which one is Nina’s? Listen carefully and put a checkmark next to the picture that shows how Nina gets to school. 1. — to ride a bike to the subway—to take the subway to the bus—to walk from the bus stop to the school 2.√ to walk to the bus—to take the bus to the subway—to take another bus after the subway—to walk from the bus stop to the school. Typescript Thomas: Where do you live, Nina? Nina: New Street. Thomas: So, how do you get to school? Nina: Well, first I walk to the bus stop. Thomas: Uh-huh. Nina: I take a bus to the subway station. Then I take the subway. Thomas: Yeah… Nina: Next I take a bus to the bus stop on 26th Street. Finally I walk. You may turn to the tapescript to read it, underlining the expressions and shadowing the how questions. 2c Doing groupwork Now make your conversations about how Nina gets to school in groups of four. You can use the pictures in activity 2b. Pay more attention to the sentence starters: She…; Next, she…; Then, she… in the box and use them in your conversation. Sample dialogue: A: How does Nina get to school? B: She walks to the bus stop. C: Next, she takes a bus to the subway station. D: Then she takes another bus to the bus stop on 26th street after the subway. A: Finally she walks to school. Now let’s ask some of you to say your descriptions to the class. 3a Reading and writing Now you can say something about how you get to school. Do you want to know how students around the world get to school? Read the article, and then decide if the statements are true or false in your exercise book. Check the answers: T 1. In North America, not all students take the bus to school. T 2. Other parts of the world are different from the United States. F 3. In Japan, the three most popular ways of getting to school are bus, train and bike. (Students take trains, or walk, or ride bikes) F 4. In China, bikes and buses are the most popular means of transportation. (It depends on where you are) T 5. Students in Hongshanhu and Kaishandao have to take a boat to get to school. Read the article once again, this time, to slash/ the sentences, underline the useful expressions in it and shadow the connectives. After school, you are going to write them down in your notebook. How do students around the world get to school? In North America, most students/ go to school/ on the school bus. Some students/ also walk/ or ride bikes to school. In other parts of the world, things are different. In Japan, most students/ take trains to school, although others also walk/ or ride their bikes. In China, it depends on /where you are. In big cities, students usually ride bikes to school/ or take buses. And in places/ where there are rivers and lakes, like Hongshanhu and Kaishandao, students usually go to school/ by boat. That must be a lot more fun/ than taking a bus! 3b Reading and writing Look at the chart. Then read the article and fill in the blanks. You can find the answers in the chart. Please complete the activity individually. Check the answers: How do the students get to Garden High School? At Garden High School, most students ride their bikes to school. Many students walk. Some students drive. Other students take the bus. A small number of students take the subway. 3c Writing Just now we filled in an article about how students get to Garden High School. What about you? How do students in our class get to school? Let’s make a survey and list your ideas on the board. You can use the words and numbers to write a passage about how students in our class get to school. Sample passage: In my class, most students ride their bikes to school. Many students go to school on foot. Some students live far from school, so they go to school by bus. A few students take their parents' car to school. At Taiyuan Wuzhong, most students live at school. They just walk to their classroom. So they don’t ride their bikes to school. Many students play on the playground in the early morning. Some students play football. Some read aloud their English texts. But at the same time, other students in other schools have to take the bus, ride the bike, to hurry to their schools. 4 Making a survey Now, please. Look at the chart. Read the heading and the phrases listed below. Please complete the chart in ten minutes. You can go around the class and ask questions to find out the answers. Look at the dialogue in the box next to the chart. You can ask questions like this. The first student to fill all the blanks wins. Let’s see who the champion is. Find someone who… Names lives 10 miles away from school. walks to school. takes a bus to school. takes more than an hour to get to school. ride s a bike to school. takes the subway to school. takes less than ten minutes to get to school. Closing up by discussing the main points of this part Do you remember Nina? How does she get to school? How do students around the world get to school? Please tell me in your own words. And I will also ask some of you to say something about themselves. Who will be the first to have a try? SELF CHECK Goals ● To revise the vocabulary introduced in the unit ● To practice writing skill Procedures 1 Filling the blanks and making sentences Look at part 1. Fill in the blanks with the words given to you. Change the form of the word if necessary. Check the answers: 1. How do you get to school in the morning? 2. What do you think of the transportation in your town? 3. When it rains I take a taxi. 4. How far do you live from the bus station? 5. I like to ride my bike on the weekend. Now make your own sentences with the words. I’ll ask some students to write the answers on the board. And then we shall correct their mistakes together if they get any. 1. When will you get to Beijing? 2. I cannot think of any good methods to learn English. 3. I take a plane to go to my school in Shanghai. 4. My teacher lives close to the school. 5. I never ride a bike in life. But I like riding horses sometimes. 2 Planning schedules Finish the schedule. Saturday Sunday Morning: take a bus around the city, go shopping at supermarkets Morning: go to visit Mt. Wutai Afternoon: visit Jinci Afternoon: go around Pingyao City Evening: watch Jinju at a therter Evening: fly home from Taiyuan Just for fun! Let’s sing a song in English. Three Blind Mice Three blind mice, see how they run! They all ran after the farmer's wife, Who cut off their tails with a carving knife, Did you ever see such a thing in your life, As three blind mice? Part 2: Teaching resources(第二部分:教学资源) I. Background reading 1.Traffic in England When you are in England, you must be very careful in the streets because the traffic drives on the left. Before you cross a street, you must look to the right first and then the left. If the traffic lights are red, the traffic must stop. Then people on foot can cross the road carefully. If the traffic lights are green, the traffic can go. People on foot mustn't cross. In the morning and in the evening when people go to or come from work, the streets are very busy. Traffic is the most dangerous then. When you go by bus in England, you have to be careful, too. Always remember the traffic moves on the left. So you must be careful. Have a look first, or you will go wrong. In many English cities, there are big buses with two floors. You can sit on the second floor. From there you can see the city very well. It's very interesting! III. Word studies （词语学习） 1.take v.1.抓住拾起 get hold of something or someone; pick something up: Please take my hand. 请 拉 住 我 的 手 。 2. 拿；带 carry something： Who has taken my pen? 谁 把 我 的 钢 笔 拿 走 了 ？ 3.带领 lead or bring someone somewhere: He'll take me swimming. 他 带 我 去 游 泳 。4.做；进行 do or have something: We took a walk in the park. 我 们 在 公 园 里 散 步 了 。 5. 吃；喝 eat or drink something: Take some more bread. 再 吃 点 面 包 。 6. 搭 乘 go or travel by means of (a train, car, etc.): I took a taxi. 我 乘 了 出 租 汽 车 。 7. 需要；耗费need something: This work took us 10 days 这 项 工 作 我 们 花 了 十 天 时 间 。 8.买: I'll take this one. 我 想 要 买 这 个 。 9.画下 照出 get or make by drawing, photographing, etc.: Let's take a few pictures of it 咱 们 来 给 它 照 几 张 像 。 10.量出 get by testing, measuring: May I take your measurements (for your coat)? 2. depend vi. 1.依靠，依赖 need someone or something: All living things depend on (upon) the sun for their growth. 万 物 生 长 都 依 靠 太 阳 。 2.信任；信赖 tr ust; rely on: I can depend on (upon) your being punctual. 我 可 以 相 信 你 会 遵 守 时 间 的 。He is a man to be depended on. 他 是 个 靠 得 住 的 人 。3.视…而定；有赖于 be a result of; be connected with: Whether we go or not depends on the weather. 我 们 去 不 去 要 看 天 气 而 定 。4. 悬挂；垂吊 from hang down (from): The lamp depends from a hook. 这 盏 灯 悬 吊 在 钩 子 上 。 相关短语: a person to be depended on it depends (that depends) depend upon it 3.worry n. 1. [U] 忧虑, 担心 feeling that something is wrong or will be wrong: Worry and suffering have made her hair turn white. 她 又 发 愁 又 痛 苦 ， 头 发 都 变 白 了 。 2. [C] 烦恼事,问题 problem; something that makes you feel worried: Poor woman, she has had a lot of worries. 可 怜 的 女 人 ， 她 经 历 过 许 多 忧 患 。 vt.1. 使烦恼；困扰 cause annoyance to sb.: Oh, do stop worrying me with all these questions! 哦 ， 你 别 缠 着 我 问 这 么 多 问 题 了 ！ 2. 使焦虑；使担忧；使发愁 cause anxiety or discomfort to sb.: Phil's bad health worries his parents. 菲 尔 身 体 不 好 ， 使 他 父 母 很 发 愁 。 vi.烦恼,担心,发愁 feel that something is wrong or will be wrong: Don't worry. I shall get there safely. 别 担 心 ,我 会 平 安 到 达 那 里 的 。 相关短语: 担心,惦念; household worries 家 庭 烦 恼 ; worry out 绞尽脑汁想出,解决问题; mental worry 精 神 上 的 烦 恼 ; worry along 设 法 应 付 下 去 ， 熬 过 去 4. ill adj. 1.生病的；不健康的 sick, with bad health: Jill is in bed because she is ill. 吉 尔 生 病 卧 床 了 。 He has been ill for a long time. 他 病 了 很 久 了 。 2.坏的 bad： He is an ill man. 他 是 个 坏 人 。 He has an ill temper. 他 脾 气 不 好 。 n. 1.恶事 evil; harm; wickedness; a wrongful action: I don't know whether the outcome will be for good or for ill. 我 不 知 道 结 果 是 好 是 坏 。 2.不幸 misfortunes: He suffers great ills. 他 遭 受 很 大 不 幸 。 adv. 坏地,不利地 badly: The child has been ill-treated. 这 孩 子 受 到 虐 待 。 5. otheradj.1. 别的, 另外的, 对面的 not the same, opposite: There are some other people waiting to see you. 还 有 另 外 一 些 人 等 着 要 见 你 。 He walked across the road to the other side. 他 穿 过 马 路 到 了 对 面 。 2.其余的；剩下的 remaining: Tom is reading in his room, but the other boys are playing on the playground. 汤 姆 在 他 的 房 间 内 读 书 , 但 是 其 余 的 男 孩 子 在 操 场 上 玩 pron.另外的人或物, someone or something that is not the same: This book is mine and the other is Adrian's. 这 本 书 是 我 的 , 另 一 本 是 艾 德 里 安 的 。 You should care for others. 你 应 当 关 心 别 人 。 Smith among others, was there.在 场 的 人 中 还 有 史 密 斯 。 相 关 短 语 : and not a few others 还 有 不 少 其 他 的 人 a good many others 许 多 其 他 的 人 no other than this 正 是 这 个 among others 在 其 他 东 西 （ 人 ） 中 in other words 换 句 话 说 speak ill of others 说 别 人 坏 话 no other than 不 是 别 人 （ 或 物 ） 而 正 是 do good to others 为 别 人 做 好 事 V. Grammar studies (语法学习) How 的用法： 1.问交通方式 ---How do you go to school every day? ---I go to school by bike. 2.问多长时间 ---How long does it take you to get from home to school? ---It takes me 15 minutes by bike. 3.问动作发生频率 ---How often do you go to the movies? ---Once a week. 4.问距离 ---How far is it from your home to school? ---4 miles. 5.问年龄 ---How old is your sister? ---She is five. 6.提建议或询问情况 ---How about going out for a walk? ---How about your mother recently? Unit 4 Don’t eat in class. Part 1: Teaching Design (第一部分：教学设计) Unit goals ● Learn to use “can” ● Talk about rules. Vocabulary New words Classroom, fright, rule, outside, dining, else, wash, letter, children, palace, loudly New Phrases have to, sports shoes, Children’s Palace, arrive late, in the hallways, on school nights Expressions Don’t eat in class. Don’t listen to music in the classroom or the hallways. You have to wear sports shoes for gym class. Can students eat in classroom? Practice your guitar every day. No talking. Structures What are the rules at your school? Don’t run in the hallways and don’t arrive late for class. Can we eat in school? We can eat in the dining hall. But we can’t eat in the classrooms. Can you hear hats in school? Yes, we can. No, we can’t. What else do you have to do? We have to clean the classroom Section A Teaching goals ● Master the new words: Ms, hallway, classroom, fight, rule, outside, else, have to, sports shoes, gym ● Learn to talk about rules What are the rules in your school / class? Don’t eat in class. Listen carefully in class. We have to wear uniforms in school. We can’t run in the hallways. Teaching procedures Step 1: Warming up 1. Ask students what they usually do in school / in class / after school/ after class/ at home/ on weekends 2. Ask students what they can do. Model: T: Can you sing? S: Yes, I can. T: Can you sing in class? S: No, I can’t. T: Can you eat in class? S: No, we can’t. Step 2: Presenting 1. Students work in pairs, ask and answer about what they can do and can’t do in school. 2. Show a card of school rules. Ask students say these are our school rules. Ask students: What are the school rules? Help students to translate some rules in English. For example: Don’t arrive late for class. Don’t run in the hallways. Don’t listen to music in class. Don’t fight with others. Don’t talk loudly in class. We have to finish your homework on time. We have to wear school uniforms on Monday. Listen carefully in class. No talking in the library. 3. Let students read the rules loudly. Step 3: Practicing Activity 1 Ask students to say out their school rules or class rules as many as possible. Activity 2 Ask students to tell their family rules to the class. For example: I have to get home before 6pm. Don’t watch TV too late. Wash my clothes by myself. Finish my homework. Activity 3 (1a) 1. Focus students’ attention to the picture in 1a. Ask students: What are the students doing in the picture? Is that good for the team to do that? What do you want to say to them? Help students answer. For example: Don’t eat in class. Don’t listen to music in class. 2. Focus attention on the five rules written under “school rules”. Let students read all the rules aloud and help them know their meanings. 3. Students work individually. Which rules are these students breaking? Write the number of the rule next to the student. 4. Check the answers. P71 1. boy looking at his watch 2. boy running in the hallway 3. girl eating an apple 4. boy with headphones 5. boys sitting at desks, fighting Step 4: Listening (1b) 1. Point to the instructions and names in 1b. Read it to the class. Ask students to listen carefully. Pay attention to what rules these students are breaking. 2. Play the recording the first time. Students listen and write the numbers after the names. Tapescript Ms Clark: Hey, Peter. You know the rules. Don’t run in the hallways. Peter: Sorry, Ms Clark. Mr Smith: Selina, don’t eat in class. Nick: Oh, sorry, Mr Smith. Mr Smith: Hey, Nick. Don’t listen to music in class, Nick. Boy 1: He can’t hear you, Mr Smith. 3. Check the answers. Peter:2 Selina: 3 Nick: 4 4. Students listen again and repeat. Step 5: Listening (2a,2b) 1. Point to the rules in the chart in 2a. Let students read them aloud. 2. Play the reading the first time. Students listen and check the activities Alex and Cindy talk about. Tapescript Cindy: What are the school rules, Alex? Alex: Well, we can’t listen to music in the classrooms or hallways. But we can listen to it in the music room. Cindy: Uh-huh. Alex: And we can’t eat in the classrooms, but we can eat in the dining hall. Cindy: Oh. And can we wear a hat in class? Alex: No, we can’t wear hats. What else? Oh, you can’t fight with anyone. That makes the teachers really unhappy. Cindy: I see ... 3.Check the answers: These items are checked: 1 2 3 5 6 7 4.Play the recording the second time. Students listen and pay attention to these activities Alex and Cindy can do or can’t do. Circle “can” or “can’t” in the form. 5.Check the answers. Can: 6. listen to music in the music room 7. eat in the dining hall Can’t: 1. listen to music in the hallways 2. eat in the classrooms 3. wear a ha 4. fight 6. Students work in pairs. Student A is Alex, and Student B is Cindy. Ask and answer about the school rules. For example: Cindy: Can we listen to music, Alex? Alex: We can’t listen to music in the hallways, but we can listen to it outside. Cindy: Can we eat in the classroom? Alex: No, we can’t. 7. Check some pairs. Step 6: Practicing Activity 1 1. Ask students to look at the three pictures in 3a. Teacher reads the speech bubbles. Call their attention to the blanks. 2. Point to the three words. Let students read together. 3. Ask students to work individually. Fill in the blanks with the correct words in the box. 4. Check the answers. P73 Activity 2 1. Students work in pairs, ask and answer question about the rules at their school, using “have to”. Model: A: Do we have to wear a uniform? B: Yes, we do. A: Do we have to come to school on time? B: Yes, we do. 2. Ask some pairs to act out. Activity 3 1. Students take out a piece of paper and write down some school rules. Then make new school rules or class rules. Section B Teaching goals ● Master the new words: wash, later, children, palace, Children’s Palace, loudly ● Learn to use new sentences: Don’t go out on school nights. I have to be in bed by ten o’clock. I have to go to the children’s Palace to learn the piano. No talking. Teaching procedures Step 1: Making a revision Activity 1 1. Students work in fours. Three students do some activities they can’t do in class. The fourth student acts as a teacher to stop them. 2. Ask some groups to act out in class. Activity 2 Show students some pictures about traffic signs. Ask them what these sings mean. For example: Don’t stop your car here. Be careful. Turn left. Drive slowly. Step 2: Practicing Activity 1 1. Focus attention on the four pictures in Part 1. ask students to tell what they see in each picture by answering what the boy is dong in each picture. 2. Point to the four rules in the chart. Students read them aloud. 3. Ask students to match the pictures a—d with the rules. 4. Check the answers. The rules should be lettered in this order: d a b c Step 3: Listening 1. Point to the instruction in 2a. Let students listen to a conversation between Dave and Emily carefully. Tapescript Dave: Can you go to the movies tonight, Emily? Emily: No, I can’t. I can’t go out on school nights. Dave: Oh, that’s too bad. I can go out, but I have to be home by ten o’clock. Emily: You’re lucky. I have so many rules ... Dave: Like what? Emily: I can’t hang out with my friends after school. Dave: Really? Emily: Yeah, I have to do my homework after school. Dave: Oh, I do, too. And I have to practice my guitar every day. Emily: Well, I have to clean my room every weekend. Dave: Ugh. Emily: And I can’t watch TV after school. Dave: I can’t, either. 2. Play the recording the first time, students listen and number the rules 1—4 in the order they hear. 3. Check the answers: The rules should be numbered in this order: 4 1 2 3 4. Play the recording the second time, students listen and pay attention to the rules Emily and Dave have and put checks under Emily or Dave. 5. Check the answers. Dave’s rules: Don’t watch TV after school. Do his homework after school. Practice his guitar every day. Emily’s rules: Don’t watch TV after school Don’t go out on school night. Do her homework after school. 6. Students listen to the tape once more and repeat. 7. Students work in pairs and talk about the rules in their house. For example: S1: I have to do my homework after school, and I .... S2: I can’t go out on school night, and I .... Step 4: Reading (3a) 1. Call attention to the letter. Draw students’ attention to the form of an English letter. 2. Read the letter to the class or ask a student to do this. Explain some words and expressions that students don’t understand. 3. Ask students to work alone and write the list of rules on Zhao Pei’s house. 4. Check the answers. 1) get up at six o’clock 2) don’t meet her friends after school 3) has to do her homework after school. 4) can’t watch TV on school nights 5) has to be in bed by ten o’clock 6) has to clean her room and wash her clothes on weekends 7) has to help her mom make dinner 8) has to learn the piano 5. Let students talk about Zhao Pei’s rules by asking and answering: What can she do? What can’t she do? Does she have to ...? Step 5: Writing (3b) Activity 1 1. Point to the five pictures in 3b. Let students guess what each picture means. 2. Let students write the library rules in the chart. 3. Check the answers. 1. No talking. 2. No school bags. 3. No food. 4. No wet umbrellas. 5. No listening to music. 4. Ask students to read the rules aloud. Activity 2 Ask students to draw some signs of any other rules. Let other students guess what these sings mean. Activity 3 1. Ask students to write their own family rule alone. 2. Ask some individual students read their family rules to the class. Self-check Teaching goals ● Help students to review all the key vocabulary presented in this unit. ● Help students practice writing about others. ● Give students an opportunity to use the target language in conversation. Teaching Procedures Step 1:Learn words 1. Ask students to read the words aloud in Part 1 and know the meanings of them. 2. Ask students to divide the words into 3 different groups. 1) verbs: arrive, go out, practice, can, can’t, have to, listen 2) nouns: classroom, hallway, uniform, sports shoes, 3) others: late, outside, without 3. Let students write five or more new words in their vocab-builder. Step 2: Writing 1. Call attention to the pictures in Part 3. Let students tell what they can see in each picture. 2. Students work alone. List the rules of the Fraser Family, 3. Check the answers 4. S1 reads the rules aloud. 5. Let students imagine they are children in the Fraser family. Write a letter alone to Dr Know about the rules in their house. 6. Ask some individual students to read their family rules to the class. Unit 5 Why do you like pandas? 一、 教材分析： 本单元主要是通过学习动物名称和常见的有关描述动物的形容词，学会表达个人对动物的喜 好；学会运用 why, what, where 引导的问句，了解动物的外形、生活习性及主要产地，并能 运用英语简单描述自己喜欢的动物，进一步培养和激发热爱动物、保护动物、维护生态平衡 的朴素情怀。主要学习内容如下表： 类别 语言项目 单词词组 Zoo ,animal, tiger, elephant, koala, dolphin, panda, lion, penguin, giraffe,smart,cute,fun,ugly,beautiful,clever,intelligent,friendly, shy, kind of, very, get up, Africa 日常交际用语 Why do you like pandas? Because they are cute. They are kind of shy. They are very big. 语法 1. Why, What Where 开头的特殊疑问句 2. because 引导的原因状语从句 3. 描述性的形容词 二、 教学目标： 1. 语言技能目标： 通过本单元的学习，学生将学会描述动物，学会表达喜好并陈述原因。 2. 学习策略目标: 学会调动已有知识,根据情景推测句子含义. 3. 情感态度目标: 学生通过谈论动物的各种特点,让学生学会观察、关爱野生动物并珍爱大自然。 4. 文化意识目标: 了解各种动物的特性及它们的分布点。 三、 参考任务与活动 1.Bingo 游戏 2.为动物找家族 （1） 按所吃食物分类：肉，草，叶 （2） 按 can run, can fly, can swim 分类 3.调查同伴的宠物 3.让同学描述自己喜爱的小动物，其他人猜 4.调查同伴喜欢和不喜欢的动物并报告： names Animals he/she likes why Animals he/she dislikes why Student 1 Student 2 Student 3 5.为自己学校设计一个吉祥物 四、 课时计划： Period 1: Section A 1a,1b,1c,Section B 1 Period 2: Section A 2a,2b,2c, 3a,3b Period 3: Section A 4 ,Section B 2a,2b,3 Period 4: Section B 3a,3b,3c,self-check 3,4 五、教学设计 Period 1: Section A 1a,1b,1c,Section B 1 Step 1:Free Talk What do you usually do on weekends? What do you want to do this weekend? Do you want to go to the zoo? What animals do you want to see? Step 2:enjoy the zoo picture.（从面上） Step 3:Do you know these animals?（从点上） Step 4:What can you see in the picture?(We are at the zoo now.) Step 5: Section A 1a 设计意图：巩固知识 Step 6:guessing game What animal is it? The one who guesses out is the lucky dog and can get one score 引出形容词： small,big,large,interesting,fun,scary,friendly,smart,cute,lazy,ugly, beautiful, clever, intelligent, lovely, strong, tall, shy Step 7:listening Section A 1b Step 8:Make a dialogue If you and your friend go to the zoo. What animal do you want to see first? Make a dialogue. A: Let’s see the _____ first. B: Why do you like ____? A: Because they’re cute/…… B：But I like____. Do you like ___? A:…… 设计意图 ：在句型操练中巩固知识。 Step 9: Make a survey and give a report: names Animals he/she likes why Animals he/she dislikes why Student 1 Student 2 Student 3 设计意图：培养学生的知识综合运用能力。 Step 10: Homework Make a survey: What’s your best friend’s favorite animal？Why? Period 2: Section A 2a,2b, 2c, 3a,3b Step 1: Review: 活动形式：就上节课 Homework 部分 Make a report。 Eg：My best friend’s favorite animal is dog. Because he thinks it’s cute.…… Step 2: challenges(智力大比拼) 1. What animals can swim? What animals eat grass? What animals eat meat? What animals eat leaves? 2.old saying：as busy as a bee 忙得团团转 It’s raining cats and dogs.倾盆大雨 Every dog has its day.每个人都有得意的一天。 Step 3: Groupwork: Ask and answer: What animal is your pet(宠物)? Dolphin. Why do you like dolphins? Because they are very/kind of(有点) smart. Report: Why pet is dolphin. Because they are smart. Step 4 : listening: Action A 2a,2b 2a This activity provides listening practice using the target language. Call attention to the two blank lines on the left. Ask Ss to listen a recording of a conversation carefully and write the names of the two animals you hear on these lines. Play the recording the first time. Listen again and write in the names of the animals. Check the answers. 2b This activity provides listening and writing practice using the target language. Call attention to the conversation and the blank lines in it. Ask Ss to listen the recording again, and write a word from the box on each blank line. Some words can be used more than one time. Ask a student to read the words in the box. Listen the recording again. Check the answers. Step 5 :Where are these animals from? Step 6: Pairwork Where are lions from? They are from Africa. Step 7: Homework: Preview Section B 1 Period 3: Section A 4 ,Section B 2a,2b,3 Step 1: Bingo Write nine words in the square below .Then listen and cross out the words you hear. Say BINGO when you get a row of Xs. Step 2:Read the following sentences and find out what animals they are. (1)It’s only in China .Its color is white and black. It likes to eat bamboo(竹子). Panda (2)It lives in the cold place—South Pole( 南 极 ).It walks like a duck( 鸭 子 ). Penguin (3)It looks like a bear. It can climb the tree（爬树）. Koala (4)It’s big and strong. It can run fast. It’s from Africa. Lion (5)This animal is very friendly .It can swim fast and play with a ball. Dolphin Step 3: listening( Section B 2a,2b) 2a This activity provides listening practice with the target language. Say, Now I will play a recording of a conversation between Tony and Maria. This time circle the adjectives you bear on the list for la. Play the recording again. Students circle the adjectives they hear. Check the answers. 2b This activity provides listening and writing practice using the target language. Call attention to the three headings. Animal, Maria's Words and Tony's Words, and the write-on lines under each. Say, Now I will play the recording again. This time please write the name of the animals each person talks about and the words they say. Play the first four lines of recording and stop the tape. Ask, What animal are they talking about? (the elephant) What words does Maria use to describe the elephant? (interesting, intelligent) Point out the write-on lines where students can write these words. Play the whole recording and have students write the words they hear on the chart. Check the answers. Step 4:Pairwork A: Hello! What animals do you like? B:I like elephants. They’re cute. A: What other animals do you like? B:I like dogs , too. A: Why? B: Because they are friendly and clever. Step 5: Make a survey Ask your group members their favorite animals and why. Names Favorite animal Why? other animals Why? Report: My friend’s favorite animal is … He/She likes them because they’re … He/She likes …, too. Because they’re … Step 6:Homework: Design an animal mascot(吉祥物) for our school. Period 4: Section B 3a,3b,3c,self-check 3,4 Step 1: enjoy the story 《lion and mouse》 (flash 片段) Step2: Guessing game What animal do I like? Eg: He is two years old. He is from China. He is black and white. He eats bamboo. He sleeps during the day(白天睡觉). 活动形式：学生叙述自己喜爱的动物信息，让其他同学猜是哪种动物. Step 3:reading Section B 3a,3b Step 4:Show the designs. 活动形式：展示上次课的课后作业，即学校吉祥物。 Step 5:Homework 设计一张卡片，介绍你最的宠物。 六、教学后记： Unit 6 I’m watching TV 一、教材分析：本单元是 Go for it (下) Unit 6。主要围绕“What are you doing?”这一主题展开 各种教学活动，并以这一主题引出现在进行时的一般疑问句，否定句以及特殊疑问句等语言 功能。本单元旨在创造一个轻松、愉快的学习、交流环境，通过听、说、读、写来培养学生 综合运用这些知识的能力。并让学生能在“做中学”（learning by doing），通过有限的课堂实 践活动，注意观察别人的行动，能准确地用英语来表达。 ２、教材的地位和作用：“Go for it”教材有一个比较明显的编排特点，那就是每单元由 Section A , Section B 和 Self Check 三大版快组成，同时每个版快又由 a, b , c 三小部分构成，内容 循序渐进，符合学生的认知规律，教材又图文并茂，既能吸引学生的注意力，又能激发学生 的学习兴趣，每一小部分中的Ｃ部分又是 pairwork,培养了学生的合作意识，每一小部分又 有听力训练，培养了学生的听说能力。Section B 中的３a, 3b 又能培养学生的读写能力， 本单元的综合语言知识能力的运用，又能在此体现出来。Section B 中的 3c 是任务性教学， 体现了语言的交际性和实用性。 1.语言知识： 本单元要求学生掌握以下词汇（phone, mall, movies, sound, show, boring, library, soccer. watch TV, do homework, eating dinner, talking on the phone) 语言功能： 学会读、写一篇有关人们正在运动的短文。 语言结构（日常交际用语）： What are you / they doing ? I'm / We're/ They're watching TV. Is he/ she watching TV? Yes, he/ she is. / No, he/ she isn't. 2.语言技能： （1）能用现在进行时的各种形式进行准确的描述和表达正在发生的动作。 （2）能掌握现在进行时态及一些表示具体动作的词组搭配，如：watch TV, read books, play soccer, talk with/ to , be boring, go to the movies, want to do sth.等。 （3）能在日常生活中恰当理解和运用本单元的话题范围内的单词和习惯用语。 3、学习 策略： 通过本单元的教学，我要求学生能通过上下文内在的逻辑联系，或在观察别人的行为和活动 时能用现在进行时来准确地表达所发生或进行的动作。 4、情感态度： 通过对本单元的任务性活动，我的目的是能培养同学间的友好相处，规范自己的行为，同时 能提高他们的观察能力和判断能力，激发他们对学习英语的兴趣和热情，在接近生活常态的 交际中能乐于模仿，敢于开口，积极参与，主动请教。 5、文化意识： 了解西方人是如何表达或描述正在进行的动作。 三、教学的重、难点： 基于上述对教材的分析，我确定本单元的教学重点为词汇、词组搭配和现在进行时的用 法。 教学难点为现在进行时中现在分词的结构及读音，能在交际中准确地运用现在进行时来 描述或表达正在进行的动作。 四、教学方法 1、教法分析： （1）现在进行时是学生刚刚接触的一种新的语法项目，而本单元的话题源自生活，立足这 一点，我充分利用学生已有的知识和生活经验，创设生活化的真实情境（或半真实情境）引 导学生在 运用语言中学习语言，然后在学习新的语言知识后创造性地运用语言（为用而学， 在用中学,学了就用）。 （2）开展多种类型的任务型活动，提供给学生合作交流的空间和时间，促使学生为完成任 务和同学进行合作，为完成任务进行探究性学习。 2、学情分析： 我们教学的对象是初一学生（以中等生为主），他们学习英语既感到好奇又担忧，希望能得 到他人的肯定。因此我在教学活动中尽量让他们参与到活动中来，有更多的机会来说英语， 减少他们的恐惧感，通过学生间的合作学习，降低他们的学习难度，使他们体验到成功的喜 悦。同时在阅读和书面表达中加以落实，提高他们综合运用语言的能力，使各层次的学生都 有所收获。 五、教学过程设计 The First Period Step 1 Warming up (“良好的开端是成功的一半”， 因此，我认为能以一种新颖的问候方式或复习方式进入 一节课，就能唤起学生的兴趣，使学生保持一种积极的学习状态，或循序渐进地导入所学的 内容，那么可为这节课的成功打下基础，同时也能给自己适当的减压。） T：We are having an English class now. What are we doing now? (Help the students to answer: We're having an English class now.)接下来教师要求几个学生 做一些动作，让其他学生用英语来猜测。（目的是为本节课的现在进行时作好铺垫） (Section A 1a. 1b ,1c,2c) Step 2 Presentation 教师出示几张图片,引出现在进行时的结构和用法。 (1)叫一位学生按照老师图片上的提示做动作，教师接着说： T: He/ She is singing now. They are playing football now. T: What is he/ she doing ? He/ She's playing football now 2）然后叫一个学生做动作，另一个学生问，进行问答练习。 S1: What are you doing now? S2: I'm watching TV. (ect.) sing----singing / watch----watching / play---playing /ect. 这样设计的目的是让学生在交际情景中感受出现在进行时的结构和用法。 Step 3 Practice 1. Show some pictures and let the students ask and answer in pairs. e.g What are you doing ? I am eating. What is he doing ? He is eating. What are they doing? They're eating.. 2. Practice Section A (1a) 3. 然后叫学生归纳出现在进行时的结构句型。 主语 + am/ is / are+ 动词的现在分词 （培养学生归纳能力，找出记忆的规律。） Step 4 Listening 接下来的任务型听力要求学生对动作作出反应，教师可承接刚开始的话题，引导学生根 据所学语言完成以下任务： 1.What are the people doing? 2.Write numbers from 1a below. 3.Check the answers in pairs like this: A: What is Jenny doing? B: He is watching TV. A: What are Dave and Mary doing? B: They are eating dinner. A: What is John doing? B: He is doing homework. (通过听力训练，现在进行时的结构得以很好的落实 Step 5 Pairwork 接着教师叫一些学生背向着全班同学来做一些动作，让其他学生来猜他或她正在干什么。 （小组比赛，猜对的同学以一颗红星加以鼓励，比一比哪组同学的红星最多。） 如：Is LiLei writing? No, he isn't. ect. 直到猜对为止。（在课堂活动中实行鼓励性评价，能促进学生的竞争意识和学习英语的积极 性。） 然后叫学生看第 26 页 2C 部分的内容，让学生进行结队练习。本部分要求学生掌握一些固 定的词组搭配，如： write a letter, eat dinner, do homework, talk with 等。 Step 6 Group work 接下来我设计的任务是要求三个学生为一小组， 进行问答练习。 如：What are you doing ? I am talking. What is he/ she doing ?He/ She's talking. Is he/ she talking? Yes, he/ she is. / No, he/ she isn't. (这样的活动既可以培养学生的合作意识，又能在情景中用现在进行时交际，巩固了本节课 的重点，从而突破了难点，促使学生在学习过程中学会细心观察。) Homework: 1.熟记本课的单词、词组和句型。 2.完成 Shelf Check 3. 3.观察今晚自己一家人做的事。 The Second Period ( Section A / 2a , 2b , 3a, 3b) Step 1 Warming up 1. 教师做几个动作，要求学生进行问答练习： What is the teacher doing? She is cleaning the classroom ect. 2、然后三人活动，一人做动作，另两人进行问答练习。 What is he / she doing? He/ She is playing soccer. Is he/ She playing football? Yes, he/ she is. / No, he/ she isn't. （通过复习，使学生巩固上一节课的主要内容，为本节课进一步学习现在进行时打下基础。） Step 2 Presentation 教师要求一位学生做打电话样子， 然后问： What is he/ she doing? I am talking on the phone. T: Do you want to go to the movies? S: Sure./ That's sounds good. Step 3 Practice 1.Ask some students to make a conversation. What are you doing? Do you want to go to the movies? 2. Section 2b. Put these questions and answers in order to make a conversation. Then listen to the tape carefully. Check the answers. (目的是让学生进一步巩固现在进行时的用法。) Step 3 Listening (2a) 要求学生听一段对话，然后回答一些问题。 检查学生的听力情况。 Step 4 Practice 1. Show some pictures and ask the students to make a conversation about them( Role play) What are you doing? I am reading. Do you want to go to the movies? Sure. When do you want to go? Let's go at 7:00. 2. Ask the students to write the number of the picture next to the correct conversation. (利用模拟情景，可以培养学生初步综合运用语言的能力，同时巩固本节课的重点句型，达 到学以致用的目的。） Homework: 1.熟记本课的单词和重点句型。 2、根据今天所学过的重点句型，编一则对话。 The Third Period ( Section A 4 --Section B/ 1a--2c) Step 1. Warming up 教师出示几幅图片，要求学生进行问答练习。 如：What's he/ she doing? He/ She is playing basketball. What are they doing ? They are playing football. Is he/ she swimming ? Yes, he/she is. / No, he/ she isn't. Step 2 Presentation 接着教师以前面复习的这几幅画，引入本课的现在进行时的各种特殊疑问句，如： Where are they playing football? Who is he/ she talking to? ect. Step 3 Practice 教师在引入新课的前提下，接下来提供以下任务，要求学生去完成。 （1）教师出示 Section B/ 1a 中的六幅图片，要求学生用现在进行时的各种疑问句进行问答。 （2）要求学生在问答的基础上，完成 Section B/ 1a 中的表格。 （本环节通过各种活动，目的是强化训练，加深印象， 为运用将打下最坚实的基础。） Step 4 Listening 在上面环节的基础上，教师要求学生做以下的听力练习，根据听到的内容，完成下面的表格。 （Section B/ 2b） （通过本次的听力练习， 强化学生现在进行时的运用） Step 5 Pairwork 承接上部分听力内容，要求学生在模拟情景中进行交际: 如: A: Hello, is Tina there ？ B: No, she isn’t. A: Where is she ？ B: She is at home. A: What’s she doing now？ B:She is watching TV. A:Does she want to go to the movies? B:Sure. Let's go there at 7:00. (通过学生在模拟情景中交际,目的是培养学生综合运用语言的能力,能在做中学,在学中用.) Homework: 1.熟记本节课的重点句型. 2.画一张或带一张家庭活动的照片. The Fourth Period ( Section B / 3a------4) Step 1 Warming up 1. 教师出示几张图片,要求学生就图片中的内容进行问答. What is he/ she doing ? Where is he / she playing football? Who is he/ she playing with? 2.然后要求学生就图片中的内容,用完整的句子进行介绍.(目的是培养学生观察能力及用英 语表达的能力.) Step 2 Reading 1.教师把刚才出示的图片顺序打乱,要求学生根据老师提供的具体内容,一个学生陈述,另一个 学生重新排列图片的顺序. 2.要求学生读 Mike 写给他笔友的信,然后重新排列图片的顺序.(Section B / 3a） （在第一步的基础上，学生会比较容易读懂这封信，对第二步的任务也比较容易完成） Step 3 Group work 要求学生出示带来的照片,进行问答练习(Tell the group about your photos.) (这样的小组活动,有利于培养学生的合作,又能让学生在实践中学习,在交流中运用语言.) Step 4 Speaking and writing 1. 在上述小组活动的基础上,再要求学生介绍自己照片的内容,目的是为下面的写作作好准 备. 2.要求学生完成一篇书信(Section B/ 3b) (这是一篇同步完成的书信材料,在以上的学习过程中,学生以具备了阅读和处理相关信息的 能力,因此这部分任务交给学生自己完成,以此提供学生运用语言,解决问题的空间.) 3.同步写作:写一篇自己家照片的内容的书信体. (写作是学生综合运用语言能力的体现,通过写作能强化语言的运用,同时加深对所学知识的 理解,将学与用融合在一起.) Homework: 1.熟记本单元的单词,词组和重点句型. 2.注意观察同学在课间的活动,用现在进行时写一篇报道. 本单元我的教学设计理念： 1、本单元的教学活动始终遵循任务型教学的教学理念，以学生为学习的主体，以任务为中 心，在运用语言完成任务的过程中来学习，体会和掌握语言。 2、自始自终贯穿了以交际为目的的原则（在做中学，在学中用）。 3、在教学过程中，关注学生的生活实际和生活体验，让其贴近实际、贴近生活、贴近时代， 树立以学生为本的思想，提倡学生参与、体验、亲身实践、独立思考、合作探究，从而实现 教学方式和学习方式的转变。 Unit 7 It’s raining! 一、教学背景 这一单元的中心话题是 Describe the weather。语法现象是 Present Progressive Tense。继 Unit6 I’m watching TV 第二次出现了现在进行时态，是上一单元的延续。 比较上一单元，本单元增设了一个日常生活中重要的情景 Talking about the weather 。学生 不但要具备并熟练地掌握现在进行时态的意识和技巧，并且要会运用这一时态描述在各种天 气背景下人的活动。 二、 教材内容 本单元语言训练的重点是（1）谈论天气；（2）描述正在发生的动作。重点语言结构是（1） How 引导的特殊疑问句；（2）Yes/No 问句及答语；（3）现在进行时的用法。Section A 主要 是听读说和基础语言运用，为目标句型提供分步示例和指导性练习；Section B 知识扩展、新 旧知识的运用，循序渐进的写作练习；运用所学的语言完成各种任务使学生能够对已经学过 的目标句型运用自如：Self -Check 自我评价，词汇知识的评价，语言应用能力的评价。 三、 单元总体学习目标 1、词汇 基础核心词汇：sunny, cloudy, snowing, raining, windy, cold, hot, cool, warm, humid, terrible 掌握：rain, snow, weather, cook, study, bad, pretty, lying, beach, group, surprised, beat, relaxed, winter, scarf, everyone, man, like 了解：Moscow, Boston, how’s=how is, vocation, beach, volleyball 补充词汇：spring, summer, autumn, sandstorm, typhoon, tsunami(海啸) 2、语法 (1)现在进行时 (2) 有关天气的特殊问句及答语 3、日常交际用语 How’s the weather in Moscow? It’s raining. What’s the weather like in Shanghai? It’s sunny. What are you/they doing? We/They are watching TV. What is he/she doing? He/she is cooking. How’s it going? Great! 4、语言技能 1）能用英语打招呼和描述并谈论不同的天气。 2）能用现在进行时互相交流。 3）能用现在进行时叙述在不同地方的和不同的天气背景下人们能做的事。 5、情感态度 1）通过课文教学引导学生关注天气情况，爱护环境，保护大气等自然资源的良好意识。 2）通过学习打招呼、谈论天气和所做的事时所用的交际用语，学会与人友好相处。 3）通过学习和对比不同天气背景下人的活动，激发学生的内在情感，进行爱的教育。 4）能在小组活动中积极与他人合作，相到帮助，共同完成学习任务。 6、文化意识 了解不同地方和不同的天气背景下人们能做的事，互相交流不同国家的文化，对学生进行不 同文化意识的渗透。同时让了解其他国家风景，风俗，增加学生的背景知识，增强学科间的 交流。培养学生具有一定的环保意识、责任意识和关爱他人之心。 7、学习策略 通过任务型的教学，让学生学会自主学习，归纳总结，培养主动学习的能力。尤其对所学内 容能主动复习并加以整理和归纳的能力。 四、分课时教学设计 Period One Section A 1a, 1b, 1c, 2a+ Section B 1a, 1b Ⅰ. Teaching aims 1. Knowledge ①Words:rain,windy,cloudy,sunny,snow,weather,Moscow,Boston,how’s,bad,terrinle,pretty, cool, cold, humid, warm, hot ②Sentence structures: How’s it going? How’s the weather? What’s the weather like? 2. Ability: Talk about the weather and greet each other with a new structure. 3. Cultural awareness: A new way of greetings and asking about the weather is quite a common greeting in western countries. ⅡImportant points: A new way of greetings and the description words about the weather. Ⅲ.Difficult points: How’s the weather? It’s raining/windy/cloudy/sunny/snowing/. How’s it going? Great! /Not bad! /Terrible! /Pretty good! ⅥTeaching procedures Step1. Warming up 1. Ask the Ss randomly: What’s the date today? What day is it today? How are you? 2. Give a new expression which has the same meaning as How are you? : How’s it going? But the new one has more answers. Step2. Presentation 1. Show 4 faces on the screen and ask Ss to describe each face using whatever words they can. Help Ss identify each person is feeling. 2. Then show 4 words. Say the words and ask Ss to repeat each one. Ask Ss to match each remembered phrase with a face. Encourage them to spell the phrases by How do you spell it? 3. Practice with the new structure by the whole class: Choose one to the front and the others guess the description words through his/her facial expressions. Step3. Presentation 1. Let one student ask me: How’s it going? I may answer like this: Terrible! Because it’s snowing and it’s so cold. Show a picture of snowing day and children are making a snowman and pretend to be very cold. Make Ss guess the words: the weather and snowing. Ask them: How’s the weather? Get them to answer like: It’s snowing/snowy. Go on with other kinds of weather: sunny, rainy, cloudy, windy. 2. Point out the numbered list of description words. Say each one and ask Ss to repeat the words again. Then ask Ss to match each word with one of cities in the picture. Check the answers. 3. Play the tape and get Ss to write the city names in the boxes. Check the answers. Look at the 5 pictures in 1a. Encourage Ss to use the description words to describe the weather: ①Beijing—sunny and warm/hot ②Shanghai—cloudy and cool ③Boston—windy and cool ④Moscow—snowing and cold ⑤Toronto—raining and humid. Show an arrow to identify the degree of the 4 adjectives: cold, cool, warm and hot. 4. Practice with the structures: How’s the weather? and What’s the weather like? with the 5 pictures The exact weather on that day should not be missed. Note: Talking about the weather is quite common in western countries as a daily greeting. Step4. Weather report Show a weather map of China. Get Ss to make a weather report as a CCTV anchor. They may begin with asking the weather in each city, then make up a report about it. Step5. Chant Show an easy chant to reinforce the questions and words about the weather. Step6. Homework 1. Copy the new words 4 times each. 2. Summarize the usages of how in questions. 3. Watch a weather report on TV and take down some notes about the weather forecast for tomorrow, and then write a report about it. Period Two Section A 2a, 2b, 2c, 3b+ Grammar Focus Ⅰ. Teaching aims 1. Knowledge ①Words: cook, study ②Sentence structures: What are you/ they doing? We/ They are… What is he/she doing? He/ She is … Yes/No questions and short answers. 2. Ability: Ask and answer the Present Progressive Tense, and describe the activities people are doing 3. Cultural awareness: The inner feelings of the Ss are motivated by understanding and comparing different people’s lives in different areas. ⅡImportant points: the correct use of the Present Progressive Tense Ⅲ.Difficult points: Describe the weather and activities with the Present Progressive Tense ⅥTeaching procedures Step1. Warming up and revision 1. Daily greetings: How’re you today? How’s it going? How is the weather? Ask these questions randomly to the Ss to revise what they learned yesterday. 2. Point out the conversation in the large picture in 3b on P33 and ask two Ss to read it to the class. Practice it in pairs, then change some of the words and make their own conversations. 3. If Ss do quite well, show a piece of cartoon of the Snow-white and the seven dwarfs. Step2. Presentation 1. After showing the cartoon, ask Ss: What are they doing? (They are singing and dancing.) Show more pictures with questions: What’s he/she doing? and What’re they doing? to get Ss to practice the tense which is the core grammar of this period. Get Ss to guess out the word cook by the picture. Choosing the right words and pair work are added as the reinforcements. 2．Let’s see what Joe’s families are doing. Point to the 4 pictures (The girl in the second picture is talking on the phone with the first speaker.). Ask Ss tell each person is doing in each picture. More attentions should be paid to the correct use of the Present Progressive Tense. Use every hint to finish 2b. 3. Play the tape for Ss to have a check. One more time listening to finish 2a. Teach: What does your father do? He is a cook.. Compare cook with cooker. 4. With the whole picture, get some Ss to tell the story of it. Step3. Brainstorming 1. Play the tape for another time. Then do a memory test. Ask Ss: What’s Uncle Joe/Jeff/Mary/Aunt Sarah doing? What’re Scott and Lucy doing? Is Jeff watching TV? Etc. 2. Guessing game. Guess the activities people are doing. Step4. Game. Find the differences! 2 Ss in a group. Student A looks at the picture on P84 and Student B looks at the picture on P86. Each picture has the same people in it, but they are doing different things. Take turns talking about what the people doing in the picture. Attention: don’t look at the partner’s picture. And the weather in 2 pictures could be compared too. weather sunny raining person P84 P86 Uncle Ed sleeping cooking Aunt Betty playing soccer watching TV Nancy playing soccer reading a book Rick swimming playing computer games Get Ss to describe the 2 pictures orally. Step5. Grammar Focus 1. Ask 2 Ss to read the sentences loudly and make interpretations. 2. Some oral exercises about the core materials in Section A. Step6. Homework 1. Copy the new words 4 times and the Grammar Focus. 2. Write 2 paragraphs about the 2 pictures on P84 and P86. Period Three Section B 2a, 2b, 2c Ⅰ. Teaching aims 1. Knowledge ①Words: hot, cold, cool, warm, humid ②Additional words: spring, summer, autumn ③Sentence structures: How’s it going? What are you doing? How’s the weather? 2. Ability: Describe the different kinds of weather and different activities in different areas ⅡImportant points: Revise and use the words, expressions and sentence structures correctly. Ⅲ.Difficult points: Describe the weather in 4 seasons and people’s activities ⅥTeaching procedures Step1. Revision 1. Show different weather signs to revise the description words in Section A. Draw an arrow to revise the 4 words: cold, cool, warm and hot. But don’t forget humid. 2. Get Ss to look at Picture C .Tell them: It’s Chengdu. How is the weather in it? It’s sunny. Is it cool? No, it’s hot. It’s hot and humid. 3. Make a survey by the whole class. Ask Ss: Who likes the cold weather? Have Ss raise their hands. Check out the most popular and the least popular weather. Get Ss to talk about the local weather in 4 seasons. Step2. Presentation 1. After talking about the local weather in 4 seasons, let’s watch different weather in other countries. Tell Ss Maria is in Mexico. Play this phone conversation between Sam and Maria. Listen carefully to their questions and answers. Play the tape the first time, Ss only listen. Play the tape again and have Ss catch the answers Maria and Sam give to the question How’s it going? Listen again and write what they answer to What are you doing? and How’s the weather? 2. Further discussion. Show 4 pictures. With the 4 questions ①Where is it? ②How is the weather? ③What season is it? ④What are the people doing? Ss talk about the countries, the weather, the seasons and the activities. country weather season activities Japan cool spring watch the flowers America(Hawaii) hot summer swim Canada warm autumn watch the leaves American cold winter do sports Step3. Interview 1. After visiting the 4 places, ask some Ss: Where do you want to go? When do you want to go there? How’s the weather? What do you want to do there? Let them describe the places they want to go most. 2. Ss make an interview in the class., and then give a report about. 3. Let’s find out. Find out what kinds of activities someone wants to do on certain days. Step4. Homework !. Copy the new words 4 times. 2. Interview their family members about the place they want to go most and the situations there, and then write a report about it. Period Four Section B 3a, 3b, 3c, 4 +self check Ⅰ. Teaching aims 1. Knowledge ①Words: vocation, lying, beach, group, beach, volleyball, surprised, heat, relaxed, winter, scarf, everyone, man ②Additional words: sandstorm, typhoon, tsunami(海啸) ③Sentence structures: How’s the weather? What’s the weather like? What can we do with this? When is the best time to visit your town/city? 2. Ability: Learn about different activities in different weather 3. Cultural awareness: Learn to love our nature and protect the environment. Make a donation if possible ⅡImportant points: Use the words, expressions and sentence structures correctly. Ⅲ.Difficult points: Describe the weather in 4 seasons and people’s activities ⅥTeaching procedures Step1. Revision Show a weather map of China and get Ss to ask and answer in pairs about the different kinds of weather in some cities. Step2. Presentation 1. Ask Ss: How do you know the weather beforehand? Get answers like: From the radio/121/the TV/the mobile phone/the internet. 2. Look at a paragraph, and ask Ss to find out what the show is (CCTV’s Around the World show) and where the reporter is (in Australia) .Ask them to tell what they know about Australia. 3. Ask Ss to work alone. Underline the things that people are doing and circle the words that describe the weather. They may follow the 2 examples have done for them. Check the answers. 4. Draw attention to the pictures of France and the descriptions below. Ask Ss to work alone .Have Ss fill in the blanks. Check the answers. Step3. Group working 1. In groups of 2, finish 3 in Self check by asking and answering. 2. Ss form groups of 4. One of them works for CCTV’s Around the World show. He/She interviews the other 3 Ss what the weather is like in their hometowns and what the people are doing. Then give a report about what he/she has got. 3. Make a survey. Find out what activities people will do on certain days. 4. Ask all the Ss further: When is the best time to your town/city? Ss may answer like: The best time to visit my town/city is in … because it’s … Step4. Extension Show pictures of the nature disasters: sandstorm, typhoon and tsunami(海啸).Tell Ss: If we have such natural disasters, we could not enjoy the lives any longer. But what can we do with this? Collect any possible answers from Ss. Step5. Reinforcement 1. 北京天气如何？阳光灿烂又暖和！ 2. Sarah 阿姨是个厨师。她正在烹饪食物。 3. 他们正在干什么？他们正在学习。 4. 情况怎么样？糟糕透了！ 5. 欢迎收看中央台环球节目。 6. 许多人在那里度假。 7. 看那一群正在打沙滩排球的人。 8. 对于他们能在这么高的气温下打球我感到很惊讶。 Step6. Homework Summarize the key words and expressions in this unit. Unit 8 Is there a post office near here? Language goal In this unit Ss learn to ask for and give directions on the street. New language Is there a bank near here? Yes, there is. It’s on Center Street. Where’s the supermarket? It’s next to the library. Is there a pay phone in the neighborhood? Yes, it’s on Bridge Street on the right. Locations in the neighborhood such as post office, hotel, restaurant Descriptive words such as new, old, dirty, clean Descriptions of location such as across from, next to, between Period 1 New words: post office, restaurant, library, supermarket, bank, park, pay, street, center, mail, near, bridge, across, between, front, behind Language structures: Is there a bank near here? Yes, it is. / No, there isn’t. Where’s the bank? It’s on Center Street. Teaching steps Step1 Leading in T: Ask two rows of three Ss each to stand facing each other in the front of the classroom. Point to Ss standing in front and ask the class to repeat the questions and answers. T: Where’s Yang Li? (Point to two Ss standing beside each other) Yang Li is next to Li Peng. T: Where’s Zheng Wen?(Point to two Ss in different lines facing each other.) Zheng Wen is across from Sheng Lin. T: Where ‘s Lin Jiahui?( Point to one student standing between two other Ss.) Lin Jia hui is between Sheng lin and Li Dai. Step2 . Learning Section A 1a Learn the new words in 1a. The new words are: post office, restaurant, library, supermarket, bank, park, pay, street, center, mail, near, bridge, across, between, front, behind. After learning the new words, ask Ss to match each word on the list with one of the pictures. Step3 Listening Listen and circle the places you hear in 1a. The answers are: restaurant, post office, supermarket Step4 Pairwok In pairs, the Ss practice the conversation Is there a bank near here? Yes, it is. / No, there isn’t. Where’s the bank? It’s on Center Street. Ask several Ss to say some of their questions and answers for the class. Step 5.Learning 2a T: Point out the six sentences. Say each one of the pictures. Then ask Ss to match each sentence with one of the pictures. Step6 Listening Listen to 2b and fill in the blanks with the words in the box. Step7 Pairwork Ask and answer questions about the places in 1a. Using the following conversation: Where’s the supermarket? It’s next to the library. Let the Ss practice in pairs then ask some pairs to do it in class. Homework 1. Recite and copy the new words. 2. Copy the sentences in Grammar Focus. 课后记： Period 2 Key points: Excuse me. Is there a hotel in the neighborhood? Yes, there is. Just go straight and turn left. It’s nest to Supermarket. Step1 Revision 1. Dictate the new words and drills we learnt yesterday. Step2 Leading-in T has a conversation with one student. The conversation is following: --- Is there a bank near here? --- Yes, there is. It’s on Center Street. Write the new words on the Bb. They are excuse, straight, turn, left, right, down, open, clean, quiet, dirty, market, house Step3 Learn Learn the new words with the whole class. Ask a student to point out the place that Paul wants to get to. Ask Ss to read the conversation again. Match the sentences with the pictures. Write each number in the box. 3b Point to the questions below each picture and ask a student to read them aloud. Step4 Practice 1. Section B 1a. Match the words with the pictures below. Step5 Pairwork Ask your partner about where he or she lives. Using Is there a big supermarket near your house? Yes, there is. Step6 Listening Listen and circle the places you hear in 1a. Listen again. Draw a map of Michael’s neighborhood in the box. Homework: Copy the new words they learned today and the conversations in 3a. 课后记： Period 3 New words: garden, district, enjoy, walk, through, beginning, tour, visit, place, have fun Language structures: learn to describe the place. 3a This activity provides reading practice using the target language. Ask Ss to read the paragraph to the class or read it yourself. Answer any questions Ss may have. Read the instructions aloud. Check the answers. 3b This activity provides guided reading and writing practice using the target language. Point out the guide and the blank spaces in it. Read it aloud saying blank each time you come to a blank line. Please write one word in each blank space in the guide. Look at the picture for the answers. Check the answers. 4a This activity provides guided writing practice using the target language. Ask Ss to work individually. Point out the description in 3b and say, now write your own neighborhood. Use sentences like these. 4b This activity provides open-ended oral practice using the target language. Call attention to what the person in the picture is saying. Ask a student to read the statement to the class. Ask Ss talk with their partner about their own neighbourhood. Tell about the streets and buildings. And ask partner will draw a picture of the neighbourhood. Homework: Copy the new words and recite them. Write a description of a kind of animal. 课后记： Period 4 1 Review the words in this unit. Ask Ss to check all the words they you know. Ask Ss to find out the meanings of any words they don’t know. 2 Ask Ss to write five new words in their notebooks. After Ss have recorded their new words, ask them to share their lists with other Ss. 3 This activity provides reading practice focusing on the grammatical structures used to ask and say where things are. Ask students to read the letter and draw the route on the map. Answer any questions students may have. Check the answer. Just for fun! This activity provides reading practice with the target language. Ask two Ss to read the conversation. Homework: Revise this unit and prepare for the exam. 课后记： Unit 9 What does he look like? Period One I.教学目标： 1.知识目标： 1).单词： hair, curly，straight, height, tall, medium, thin，heavy，build ,beard，glasses, blonde, brown 2).句型： -- What does he/she look like? --He/She is tall and has long hair. --What do you look like? --I’m thin． He/She wears glasses/… 2.能力目标：1）学完本课，学会描述人物外貌。 2）能积极思维，运用所学单词，短语及 句型，结合实际生活进行灵活运用。 3.情感态度目标：让学生学会友好地描述别人的形象。 II.教学重点: 掌握本课新单词和句型和怎样描述一个人的外貌。 III．教学难点：掌握描述人物外貌的方法。 IV. 教学设计： Step 1 1.what do you look like? 2.What does Tom/he look like? Step 2: Practice (B1a, A1a) 1.Finish P44, B1a. 2.Now please look at P41, Use the letters to match the people in the picture with one of the numbered words. Write each letter next to a numbered word. You can use some letters more than once. Point out the sample answer. (Keys: c, f, a, a, d, h, e, b, g, e) Step4: Listen 1b． (Look at their books Listen and fill careful1y). Listen carefully and fill in the blanks and find Amy’s friend? We will listen twice．The first time, just listen．The second time，listen and fill in the blanks．And say Amy’s friend’s look．( He's really tall．And he has curly hair.) Step5: Practice (1c and 3b ) 1. Ask two students to read the sample conversation to the class. Then ask the class to point to the girl in the picture who has long hair and a medium build. 2. Make a dialogue with a student. And ask the student to point out the person you described. Then Ss practice the dialogue in pairs. 3.(3b) 1). 2). Act the dialogue. 3). Finish the form. Step 6 make sentences (Section B 1b) Step 7 describe(shelfcheck3) Step 8 a guessing game （SectionB2c） Step9 homework Describe your family member and draw a picture of him/her. Period Two I.教学目标： 1.知识目标： 1).单词：always, captain, popular，team, good-looking, a little bit, joke, never, stop, teeny, huge, dreamer, wise 2).句型：如同第一课时。 Do you know David? No/Yes. 2.能力目标：1). 提高听读能力。2).能抓住人物的主要特征来描述人物的外貌。3).能概括人 物的外貌特征并根据人物特征推理出某一人物。4).能和合作伙伴互相交流，充分交换信息, 进行合作学习。 3.情感态度目标：1).教育学生要多发现别人的优点，学会赞美别人。2).懂得心灵美比外表美 更重要。 II.教学重点: 掌握本课新单词和句型和熟练掌握描述人物外貌的方法。 III．教学难点：熟练掌握描述人物外貌的方法并成功的根据人物特征推理出某一人物。 IV. 教学设计： Step 1 According to the picture to describe your family member. Step 2 listening (Section A 2a/ 2b) Listen 2a and 2b And find the difference between is and has． Step3 Pairwork （Section A 3） 1).Have students do the activity individually. 2).Practice the conversation． 3).Describe Nancy to your partner. Step 4 Presentation 1.listen and match the descriptions you hear in 3a. 2.Introduction：This is my good friend，Liu Peng．Please describe him with your partner. 3.1) What does Ma Yan look like? 2)What about Wang Lin's appearance? 4. Fill the form Step5 What does your best friend look like? 1.survey 2. report her /him to the class Step6 homework 1.(SectionB3c) According to the picture you draw to write about him or her down. 2.Design yourself a new look that you are twenties later. Period Three I.教学目标： 1.知识目标： 1).单词：look, remember, nobody, singer, pop singer, now, say 2).句型：复习前面句型 2.能力目标：1).继续提高听读能力。2).能概括人物的外貌特征并区别人物和推理出 某一人物。3). 能替自己和别人进行新形象设计，能和合作伙伴互相交流，充分交换信息。 3.情感态度目标: 1)通过描述同学、教师或自己的偶像的外貌，简单地表达自己的观点或好 恶，学会交换不同的看法，使学生在人际交往中学会尊重和理解别人。2).培养正确的审美 观。 II.教学重点: 掌握本课新单词和句型和熟练掌握描述人物外貌的方法并能灵活运用于生活 中。 III．教学难点：熟练掌握描述人物外貌的方法和画疑犯图。 IV. 教学设计： Step1 organization 1’ organize Ss by showing a picture taken about ten years ago． （Let the students guess who was me in the picture.） Step2 a song Why do most people can find themselves in a picture first? Please enjoy the song and answer my question. Step3 Free talk 1.Ask the students to describe my old photo． 2.Let the students talk about some changes. Step4 My new look Step5 Listen (Section B 2a and 2b) You will hear Maria and Danny talking about Tina Brown and Johnny Dean. 1.Your job is to write the job each person does. Point to the heading "Job" on the chart. 2times. Check the answers. 2.This time your job is to write what each person looks like. Point to the heading "looks like". Check the answers. Step6 Section B 3a 1.Read the magazine article to the class．And find the difference between the two pictures of Johnny Dean． 2.Point to the blanks in the chart．Describe Johnny before and now. Point out the simple answer. Step7 Section B 3b 3b is an article provides guided writing practice using the target language, point out the numbered blanks in the paragraph． Period Four I.教学目标： 1.知识目标： 1).单词：复习整个单元。 2).句型：复习整个单元。 2.能力目标：1).能熟练的用英语进行对人外表特点的描述，并根据描述画出人像。2). 能掌 握本单元出现的表示人外观的词组及句型，并能结合实际生活进行灵活运用这些词组及句型 描述别人的外表,提高写作水平。 2.情感态度目标：能在小组活动中积极与他人合作，相互帮助，共同完成学习任务, 尽情享 受学习的乐趣。 II.教学重点: 描述人物外貌特征和写作。 III．教学难点：听文画图，看图写文。 IV. 教学设计： Step1. Who remembers best? words Selfcheck 1 Step 2.Who describes best? (SectionA/4) In groups, ask a student to describe his or her classmate．Use only words and sentence patterns from this unit. For example, She's short and thin. She has curly hair. (The other students listen to him or her carefully and guess who it is.) Give a sample description of someone in the class and ask the class to guess who you are describing. Ask some students to describe a person while their classmates guess who it is. Step3 Who draws best? (Section B/ 4) This activity provides listening and speaking practice using the target language. 1. Ask each student to draw a picture without letting ,anyone else see it. 2. Have students get into groups of four. Tell the students in each group to give themselves numbers from 1 to 4. 3. Ask the other three students in each group to listen to the description and draw the person. You may wish to have them listen to the description several times. 4. Ask each group to swap its pictures with another group. That group votes to decide which of the three copies looks most like the original picture. The student who drew that copy is the winner. Step4 Who writes best? Choose a picture you draw and write the description on the exercise books. Step5 homework 1. Revise the useful expressions in this unit. 2. Look for some more beautiful passages to read. 3. Write down a notice for looking for the lost people Unit 10 I’d like some noodles. Unit 1 Can you play the guitar? 一、单元总揽 （一）单元教学内容 话题： Can you play the guitar? 功能：（1）谈论能力 （2）辨别乐器 语言结构： 1、句型：Can you dance? Yes, I can. No, I can’t. What club do you want to join? I want to join the music club. What can you do? I can play the piano. 2、复习已学词汇：basketball volleyball 复习已学句型：Do you like…? I like…. I don’t like…. Let’s …. 3、新词汇：Verbs of activity such as dance, swim, sing Names of musical instruments such as guitar, drums, piano, drums, trumpet, 4、Grammar focus: Can you dance? Yes, I can. / No, I can’t. Can he paint? Yes, he can. /No, he can’t. Can she speak English? Yes, she can. / No, she can’t. Can you speak English? Yes, we can. / No, we can’t. What club do you want to join? We want to join the chess club. I want to join the basketball club. （二）单元教学目标： 1、能力目标：（1）学会询问别人所拥有的技能 （2）根据相关信息表达自己所掌握的技能和意愿，想参加何种类型的俱乐部 （3）能够表达自己参加俱乐部的意愿和理由 2、知识目标：（1）能听说读写课文中出现大纲要求掌握的单词 （2）要知道 play +球、棋、牌 play ＋the +乐器 （3）要学会情态动词 can 的用法及其一般疑问句型的肯定和否定回答 （4）掌握询问别人所掌握的能力的方法 3、情感策略、文化等有关目标： （1）通过对人物个性化的了解，认识对方 （2）跨学科学习：语言艺术、审美教育 （3）了解自己的能力，培养情操 4、教学方法：直观教学法、情景教学、任务型教学法 5、教学用具：录音机、电脑、卡通图片 （三）单元重难点 2、 本单元重点学习询问别人的能力 2、情态动词 can 及动词 play 教学是本单元的难点 （四）单元教学课时安排建议（4 课时） 第一课时 Section A 第二课时 Section A 第三课时 Section B 第四课时 Self-check 及处理一些练习册 二、Teaching Procedures Period 1:Section A1a –1c Additional materials to bring to class Harmonica and guitar or other two musical instruments to use in the language goal section PowerPoint with pictures of basketball, volleyball and some music instruments. Step 1 Revision and lead in The teacher says I like basketball. Then asks: Do you like basketball/ volleyball? Do you want to join a basketball club? Step 2 Presentation Ask the students to look at the pictures of , there are some clubs in it. Let’s look at the clubs. What are they? They are art club, English club, chess club, swimming club and music club. What club do you want to join? Help the students to answer I want to join the art club and so on. If the school has clubs, the teacher can ask the students: What clubs do we have in our school? The teacher writes What club do you want to join? I want to join… on the blackboard. Ask the students to practice it. Then introduces the key vocabularies and the words can and can’t. The teacher says to the students who say he/she wants to join the basketball club: Can you play basketball? Help the students say Yes, I can. No, I can’t. Then repeat with other actions or pictures, such as play volleyball. Show the students the activities the people in each club can do with the same step. Then repeat with dance, swim, play chess, paint, speak English and play the guitar with the help of doing the action. Or we can use the PowerPoint to help us to show the students what we can do. The teacher can ask the students to practice the following dialogues with can. Can you dance? Yes, I can. / No, I can’t. Can he paint? Yes, he can. /No, he can’t. Can she speak English? Yes, she can. / No, she can’t. Can you speak English? Yes, we can. / No, we can’t. Can you play it well? Yes, I can. / No, I can’t. Do the action and read the new words and phrases. Ask the students to practice can and can’t. Ask the students to practice can you play it well? At the same time, the teacher write down sing, dance, swim, play chess, paint, speak English, and play the guitar on the blackboard. Ask the students to read after the teacher. Step 3 A game To be more familiar with the words and phrases, the teacher can organize a game like this: Write the words and phrases on pieces of paper. Ask one of the students come to the front and choose one of the paper, then do the action. Ask other students to guess what he or she can do. Then exchange. Step 4 Exercise Task 1: Look at the pictures 1a. Points to the activities the people in each club are doing. Say something about each club’s activity clearly. For example, This is a chess club. See the chess? They are playing chess. Ask the students to match each club activity in the picture with a word from the list. For example: A can dance, so we can write “a” beside dance. The answers are: 1.dance a 2. swim e 3. sing f 4. play chess b 5. paint d 6. speak English c 7.play the guitar g Task 2. Say each conversation with a student in Part 1a. After doing this, play the recording the first time. Students only listen. Play the recording a second time. This time ask the students to listen to the conversations and write a number 1 next to the first conversation they hear, a number 2 next to the second one they hear, and a number 3 next to the third one they hear. Point out the sample answer. The answers are 2, 3, 1. Task 3 1c.Say the sample conversations. Have students repeat. Then ask students to practice the conversations in pairs. Ask them to use the vocabulary from 1a. As students work, listen in on various pairs so that you can check progress and help with pronunciation as needed. After students have had a chance to practice the conversations, ask pairs to come to the front of the room and act out one of their conversations. Step 5 Homework Task1: workbook Part 1, 2, Task 2.: fill in the form. Write down three things you can do and three things you can not do. I can I can’t The second period: 2c-4 Step1 Revision Task 1:Ask the students to revise the names of the clubs they have learnt. Do the actions and ask the students what the thing is. Task2: Ask the students: what can you do? What can’t you do? Can you play chess? Can you play the guitar? Can you sing? What club do you want to join? Can you play it well? If time permits, ask the student who says he can do it to show something he can do. Step 2 Presentation: Task1: （Listening practice） 2a. Ask the students to read the context in 2a . Ask one student to read the clubs in the box. And ask another two students to read the dialogue. Ask all of them to listen to the recording carefully, circle the clubs they hear. Play the recording the first time. Students only listen. Play the recording a second time. This time ask the students to circle the club they hear from the recording. The answers are: English club, music club and chess club. And then ask the students to repeat the dialogue. Task 2（Listening practice） 2b. Ask the students to look at the dialogues of 2b on the right. Ask them if they can fill in the blanks directly. Play the recording the first time. Students only listen. Play the recording a second time. This time ask the students to fill in the blanks with the words they hear from the recording. The answers are: do , to , want, club, play, can’t. Then ask the students to listen and repeat the dialogue. Task 3 3a. Ask the students to put the conversation in order. The first one is given. The right order is 2,3, 1, 4. Step3 Survey After finishing task 2 in step1.the teacher can ask: Can he play the guitar? Can he play it well? Maybe there are all kinds of answers. Some of the students may say I don’t know. 3b. The teacher asks the students make a survey, and fill in the blanks. Name Can Play well or not Can’t club why I Ask the students to practice the dialogues by asking: What can you do? Can you dance? Can you play the guitar? Can you play it well? What club do you want to join? etc. the teacher goes round the classroom , gives help if necessary. Ask some groups of students to act out their dialogue. Step4 Oral practice 3b. Ask the students to share the information they got from their friends. Help the students with he or she wants to join the music club. Example: I am Lisa, I can sing, but I cannot sing well. I can swim. I think it is hard. I want to join the swimming club. My friend Tom can play the guitar but he can’t play it well. And he can’t play chess. He wants to join the chess club. He thinks it is interesting. He wants to learn it. If the students can do the report like this with the help of the teacher, they will be quite happy, and they will learn much knowledge. Step 4: Homework: Task 1: 4 group work: Suppose you are a boss, you want to get some good workers. How to write an advertisement. Focus students on the advertisement. Elicit the kind of personal qualities that would be good for the job, eg. A good teacher, a good swimmer, and write them on the board. Then elicit questions from the qualities on the board. eg. Can you teach children? Can you help kids with swimming? Divide the class into small groups and have them take turns interviewing each other for the job. Walk round the class offering language support as needed. Practice Can you help kids with…? Pay more attention to the things after “with”. Eg Can you help kids with swimming/ chess/ playing chess/ singing? For feedback, ask students if they have found someone for the job. Why? What can they do? Why not? What can’t they do? Homework: Workbook Part 3, 4. The third period: Section B 1a-3b. Step 1 Revision Task 1.Ask some questions about can you …? What club do you want to join? Task 2: ask the students to give the ad. Four students a group. Ask one of them to be the boss. And others are the interviewees. Guide them to use kids, can you help the kids with …? Step 2 Presentation 1a Ask the students to guess the music instrument by listening the music one by one. （PowerPoint Can you play the guitar B.） The music instruments are guitar, trumpet, drums, violin and piano. Ask the students to read after the teacher when they are looking at the pictures on PowerPoint. Ask the students to match the words with the pictures of the book. The right answers are 3, 1, 4, 5, 2 Step 3 Practice 1b. ask the students to ask and answer questions about the instruments with the help of the PowerPoint. （PowerPoint Can you play the guitar B.） They can ask and answer the questions like this. The teacher goes round the class and gives help if necessary. Can you play the guitar? Yes, I can. Can you play it well? No, I can’t. Can he play the violin? Sorry, I don’t know. Can she play the drums? Yes, she can . She can play it well. After the practice, the teacher can ask some pairs to act it out in the front. And the students answer the questions of the teacher after listening to the dialogue. Ask the students to practice more dialogues with the picture of playing chess, singing, dancing, swimming, painting, speaking English. Mix with playing the guitar, playing the violin, playing the drums. Tell the students there are something differences between playing chess and playing the guitar. Ask them to pay attention to it. （PowerPoint Can you play the guitar B.） Then ask more pairs to act the dialogues out in front of the class. Step 3 Listening Practice 2a and 2b. Ask the students to read the words in the box first and ask them to listen to the recording for the first time. And play it for the second time and ask the students to circle the words they hear. The answers are sing, dance, drums, piano.（PowerPoint Can you play the guitar B.） With the same step, ask the students to do the exercise of 2b. Fill in the chart with the words in the box. Before doing this, tell the students to write down what can Bill do , what can’t Bill do and so on. person can Can’t Bill Play the guitar sing Jennifer Sing, play the drums Play the piano Victor Play the piano Sing, dance Step 4 Pair work 2c. Ask the students to read the information in the box. And do the pair work to tell what Bill, Jennifer and Victor can and can’t do. They can practice it like this: A: Can Bill play chess? B: No, he can’t. But he can play the guitar. And he can play it well. A: Can Bill dance? B: No, he can’t. But he can sing. And he can sing very well. Ask the students to work in groups. Ask and answer like this: -What can you do? -I can…,but I can’t… （I can…and…, but I can’t…or…）（PowerPoint Can you play the guitar B.） Then act it out in front. If you can ,you must show（展示）it for your classmates. 3a. Ask the students to read the ad from the school magazine. The teacher can teach the students how to read the first part: musicians wanted for school music festival.（PowerPoint Can you play the guitar B.）Ask the students to underline the things they want people to do for the school music festival. Ask the students to read once more and think about whether he or she can be the musician. 3b. ask the students to complete the following poster with the words in the box. They can use 3a for help.（PowerPoint Can you play the guitar B.） The answers are: play, guitar, Can, sing, Can, play, drums. Homework: Task 1: 3c. Ask the students to write their own poster for a sports day. The teacher can give some information to the students: play basketball, play volleyball, swim, jump, and so on. New and more information can be given to the students and they can also look up in the dictionary. They can also demonstrate their poster. Task 2: workbook The four period：Self –Check Step1 Revision Ask several students to read the poster out. Let’s see whose poster is the best one? Who can read it the most loudly and freely? The teacher asks the students to collect their own poster. Ask the students to say something about their friends. Let’s see what their friends can do for the school show. Step2 Words check 1 and 2 Ask the students to see if they know the words on Part 1. Ask students to check all the words they know. You may wish to have them circle any words that they don’t know. Ask students to find out the meaning of any words they don’t know. They can do this by reviewing the lesson, asking you, asking classmates or using a learner’s dictionary or bilingual dictionary. They can also add some new words that they learn from the teacher or the dictionary such as flute and harmonica Step 3 Writing 3. Ask the students to read the conversation. Ask them who is asking the conversation（a student and the teacher on charge of the art club） Ask the students to fill in the card individually. The answers are: Cindy Jones, 12, I can draw a little. I want to learn about art. Step 4 Check the homework. Just for fun! Ask a student to read what the man is asking the drummer. Ask students: can they play the drums? Guide them to answer: No, he can’t. Then ask, can he play the guitar? Allow the students to guess. Yes, he can. / No, he can’t. Step 5 Group work 4. There is a school show in the music room on Sunday. The time is 6:00. What can you do? What can your friends do? Ask one of the students to read the chart. Ask another students to read the example in the speech bubbles. Explain that students must fine people for the school show and write their name s in the chart. Name What can you do ? Li Xin Chinese Kung Fu Then ask the students to give us a report like this. I can do Chinese kung fu for the music show. My friend Wang Ming can…. Culture note Kung Fu . The term Kung Fu can be used for the many martial arts native to China. More than 300 styles are registered with the Chinese government. Different spellings are Gung Fu and Gong Fu. In everyday language, gong fu is excellence achieved through long practice in any endeavor. A more correct word for describing Chinese martial arts is Wushu. Using Kung Fu to describe Chinese martial arts is more common outside China. Chinese martial arts have spawned popularized genre of action movie. The films of Bruce Lee popularized martial arts in the west and actors like Jet Li and Jackie Chan have appeared in many western films. Their movies are often called Kung Fu movies. Homework Task 1:Workbook Part 7 Writing Task2: make an interview. What can your father do? What can your mother do? What can’t your mother do ? What can’t your father do? Make a list and prepare a report for the next class. Unit 2 What time do you go to school? (The 1st period Section A 1a-1c) Teaching aims(教学目标） 1.谈论日常作息时间。 2.询问、表达时间。 3.学会用频度副词 usually Language points(语言点） 1.要求掌握以下句式： （1）-What time is it?（将 3b 中的语言点前移） -It's… （2）-What time do you usually…? -I/we usually… 2. 要求掌握以下词汇： （1）名词：time, shower （2）动词短语：go to school, get up, take a shower, （3）副词：usually o'clock （4）疑问代词：what time Key points（重点）: 一般现在时的特殊疑问句，即掌握: “What time do you usually…？I/We usually…”这个句型 Teaching difficulties（难点）: 助动词 do 在一般现在时的特殊疑问句中的用法。 Teaching steps (教学步骤): 1.Warming-up and revision（课堂热身和复习） (1)欣赏世界名曲《钟表店》，学生交流收集到的时间谚语。 （2）Game： T：（指着自己）one 然后指着直排的一个学生 S1:two (T helps S1,并提示起立） S2：（教师再指着第二个学生） three S3:four (T helps S3, 并提示起立) S4：five S5：six （一般情况下，此学生就会自动报出，如果没反应，提示其它学生提供帮助） … S60：60 2、Presentation（呈现新知识） T：（拿出一个自制的钟表，此钟指针会转动） I have a nice clock. Do you want to have a look? Ss: Yes. 教师指着此钟：What time is it now? Ss：It's……（T help Ss） T：（教师转动指针）What time is it now? Ss: It's…（教师启发） （教师板书：What time is it ? It's …） T: Follow me :“What time is it? It's…” Read it in groups. T：（教师转动指针并引导组之间对话） Ss: What time is it? Ss: It's… （操练三四次） 3、Drill（操练） T：Ok. The whole class, please write down time on the paper. Are you ready ? Ss: Yes T: Well. Practise it in pairs. What time is it? It’s… T：act （三四组） 4、Consolidation（巩固） Play a game and practise more on the pattern“What time is it? It’s…” T：（每大组选一个代表，分别用 What time is it ?向教师发问，教师便用以下句子启发）： You can ① have breakfast 复习以前的短语 ② have lunch 复习以前的短语 ③ have supper 复习以前的短语 ④ go to bed … 复习以前的短语 ⑤ get up （做动作） 为下面单词呈现作铺垫 ⑥ go to school（做动作 ） 为下面单词呈现作铺垫 ⑦ take a shower（做动作） 为下面单词呈现作铺垫 S1：It's… S2：It’s… S3: It’s… S4: It’s… 5、Presentation（呈现新知识） T：（总结上述游戏）Now let's look at the clock .（将时钟调整到六点钟） What time is it? Ss: It's six o'clock T: o'clock（板书）. Read after me. Ss: o’clock. T：We will……（做“起床”的动作，并提供一男孩起床的照片） Ss: get up（T helps Ss） T：Follow me ：get up（板书） T：（指着此图片中的男孩）What's he doing? Ss: He's getting up. T: And what am I doing? Ss: You're getting up. T: Right. What time is it now?（一边说一边将时钟调到七点） Ss: It's 7 o'clock. T: We will……（做“上学”动作，并提供一群孩子上学的图片） Ss: go to school（板书）T：go to school. Together. T: （指着图片）What are they doing? Ss: They are going to school. T：（指着自己，背上书包，做出“上学”的模样） What am I doing? Ss: You're going to school T: Good .And what time is it?（将时间调整到晚上十点） Ss: It's 10 o'clock. T: We will……（做“洗澡”动作，并提供一男孩洗淋浴的图片） Ss: take a shower（板书） T: Together T:（指着图片）What's he doing? Ss: He is taking a shower. T:（做出“洗澡”的动作）What am I doing? Ss: You're taking a shower. 6、Work on 1a （完成 P651a） T: Ok. Please open your book. Look at 1a, listen and match the words and the pictures. 7、Work on 1b （完成 P651b） T: Now let's listen to the tape, match the times and actions. T: Well, let's check the answers. 8、Consolidation. T:（当答案校对到九点钟时）But I often take a shower at ten o'clock.（一边说一边高举自己洗 澡的图片，此图片上课前画好）I usually（突出 usually）take a shower at ten o'clock T：Read after me: usually T：Please hold your pictures and tell me “I usually…” （这些图片包括洗淋浴，起床、上学、跑步、吃饭等日常活动，并事先叫学生在课前画好） S1：I usually take a shower at nine o'clock S2：I usually go to school at six o'clock S3：I usually… S4：… 9、Work on 1c（完成 P651c） （1）T：（针对最后一个发言的学生说的句子，问其它同学 What time do you usually…？） S1：I usually…at…（T help S1） T:（再问另一学生）What time do you usually…？ S1:I usually…at… T：Read after me What time do you usually …？（板书） I usually…at…（板书） （2）T：Read it in pairs. T: What time do you usually take a shower? S1: I usually take a shower at … 10、Drill （1）Make a similar dialogue with the person you like. （2）Act. 11、Listen and repeat（听音跟读） T：Now let's listen to the tape and repeat. Please try to read like the tape. 附听原文： Interviewer: What time do you usually get up, Rick? Rick: Um, I usually get up at five o’clock. Interviewer: Five o’clock. Wow! And what time do you run? Rick: Um. At six o’clock. Interviewer: Hmm. And breakfast? Rick: Seven o’clock. Interviewer: What time do you usually shower? ]Rick: Uh, eight o’clock. Interviewer: What time do you usually go to school? Rick: I usually go to school at nine o’clock. 12、Follow up （进一步扩展） （1）T：Now it's your turn to make up your own dialogues. Please work with your partner. （2）T：（事先将 workbook 中 P43 的第 4 题的图片扫描到 PPT 中并配上录音，其录音分别 是： ①I do sport at 6:30 ②I take a shower at 7:00 ③I have breakfast at 7:15 ④I go to school at 8:00） You can ask Justin some questions. First, I will try. What time do you usually take a shower?（然后点击声音②）Come on! S1：What time do you usually do sport? S2:… S3:… T: Please open your workbook. Look and write sentences. （有了前面的铺垫，这一部分对于学生就更加容易） T: Ok, please tell a story about Justin. S1:…… S2:…… 13、Homework: Oral work: （1）Read and recite the listening tapescript. （2）Go on making up your dialogues with the partner and polish it（继续和小组成员编对话， 并完善对话） Written work （1）Copy the phrases in 1a twice （抄写 1a 的词组两遍） （2）Finish Ex.1 of the workbook. （3）调查朋友的作息时间，操作过程如下： 3 教师设计如下表格，分发给各小组。 Name Get up Have breakfast Leave home … ②学生自由组合成 3~5 人小组，围坐在一起，相互提问，并把答案记录在表格中。 4 各小组成员根据表格内容，以“……的一天”为题，依次叙述作息时间，并 写成一篇短文。 （The 2nd period Section A 2a-2c） Teaching aims （教学目标） 1、谈论日常作息时间 2、询问、表达时间 Language points（语言点） 要求掌握以下句式： ——What time does sb. verb? ——Sb. verbs at … Key points（重点）： 一般现在时的特殊疑问句，即掌握： What time does he/she…？ Teaching Difficulties（难点）： 学生对于一般现在时，特别是单数第三人称的谓语动词的变化没有一定的概念，常常出错。 Teaching steps（教学步骤） 1、Warming - up and revision（课堂热身和复习） （1）Student chant: What time do you usually get up? I usually get up at 6:30. What time do you usually go to school? I usually go to school at 7:10. 在黑板上或幻 灯片上呈现录 音原文 What time do you usually go home? I usually go home at 5:00. What time do you usually go to bed? I usually go to bed at 9:00. （2）Play a game: ①老师为学生提供分别装有动词、时间和地点短语小纸条的盒子。 ②学生上台任意抽取纸条，要求用“I”开头组成句子并大声地在全班同学面前讲出来。 ③抽学生以第三人称单数形式复述。 （3）Find mistakes. 叫一个学生读前一天写的短文，其他同学认真听，并记录短文中出现的错误，读完以后，让 学生指出错误。 2、Work on 2a.（完成 2a） T：But my friend Rick does the same thing with his family. Do you know? Ss: No. T: Let's listen S1:（启发学生回答） T：Listen again and fill in the blanks. 3、Work on 2b.(完成 2b) T: What time do they take a shower? Listen again and complete the shower schedule. T：(校对答案) 4、Work on 2c.(完成 2c) T：××，When does Alicia take a shower? S1: She takes a shower at 8:00 T : （Read after me） When does Alicia take a shower? She takes a shower at 8:00. Read it in groups. T：××，when does Jerry take a shower? S1:… T: Look at 2b and make a dialogue like this. 5、Listen and repeat （听音跟读） T: Now let's listen to the tape and repeat . Please try to read like the tape. 附：听力原文 Interviewer: You have a big family, don’t you, Rick? Rick: Yes. I have two brothers and two sisters. Interviewer: Wow! How many showers do you have? We only have one shower. Interviewer: Is that difficult? Rick: No, because we have a shower schedule. My brother Bob takes a shower first,at 5:00. Interviewer: Wow! That’s early! Rick: Yeah. Then my sister Mary takes a shower at 6:00. Next my brother Jerry takes a shower at 7:00,then my sister Alicia at 8:00. 6、Follow up（进一步扩展） （1）T：Now it's your turn to make up your own dialogues like this. Please work with your partner. （2）T：And now say something about Rick. Four people make a group and try. You may begin it like this, “My friend Rick has a big family. He has two brothers and four sisters. But they only have one shower…” （3）T：Here is a picture about Lu Lilu What do you think about his schedule? First tell us his schedule in English. Then give a healthy one for him. Do this part in pairs first. And then choose some best groups to speak in the front. （你认为 Lu lilu 周末生活好吗？请你看图与同伴一起为 Lu lilu 设计一个更有益健康的周末安 排） 7、Grammar focus. （老师用中文总结这两天所学的语法点） （1）T：这两天，我们学习了以 What time 引导的一般现在时的特殊疑问句形式。 它的结构式是：What time do sb. Verb（原形）? （非第三人称单数原形） Sb. Verb at …（板书） What time does sb. Verb（原形）? （第三人称单数） Sb.verb s at… 在这一句型中，要特别注意助动词用 do 还是 does。 注：①以上结构板书，并配以解释。 ②verb 后有时也要加 es。当此 verb 以 s,x,ch,sh,o 结尾时加 es. watches ，does. Fill in the blanks with the words in their proper forms. ①——What time （do）they . （get up）？ ——They （get up）at five o’clock. ②——What time （do）Tom . （take a shower）? ——He （take a shower）at 19:15 ③——What time （do）he go to school? ——He （go）to school at 5 o’clock. 8、Homework Oral work: （1）Read and Recite the listening tapescript. （2）Go on making up your dialogues with group members and polish it （继续和小组成员编对 话，并完善对话） Written work 1.Finish Ex.2and Ex.3 of the workbook 2.Design a better schedule for your family at the weekends and write it down in your exercise book. （The 3rd period SectionA3a~Part4） Teaching aims （教学目标） 1、用 When 询问时间 2、表示频率的副词 Language points （语言点） 1、要求掌握以下句式： ——When do you usually …? ——I/we … prep… 2、要求掌握以下词汇 （1）名词：work，hour，hotel，bus，night，morning，job，home. （2）动词及动词短语：listen，go to work，get to，go to bed （3）其它：after，am Key points（重点）： 1、一般现在时的特殊疑问句，即掌握：When do you usually …? 2、频度副词 usually 的熟练运用 Teaching difficulties（难点） 助动词 do，在一般现在时的特殊疑问句中的用法： Teaching steps（教学步骤）： 1、Warming - up and revision （课堂热身和复习） （1）Watch a video clip about Mickey Mouse's Day.（观看一段米老鼠一天活动的录像剪辑） （2）Revision T：What time does the mouse get up / have breakfast/…？ S1：… 2、Presentation（呈现新知识） T：（在问问题中适时引出一些新词汇） What time does Mickey Mouse usually get up? What time does Mickey Mouse usually get up? We can also say, “When does Mickey Mouse usually get up?” Follow me: When does Mickey Mouse usually get up ? （板书） S1:He usually gets up at six. T: at six am or pm? Ss: am（板书） T：6 am is in the…？ Ss: In the morning （T helps Ss）（板书）（引出 morning 同时为 SectionB 作准备） T：Read after me ：in the morning. T：In the morning I usually do sport. What about you? S1: In the morning I usually… S2: In the morning I usually… S3:… T: But 6 pm is in the …? Ss: evening （T helps Ss）（板书） T：Right. Follow me: evening ,in the evening（为 section B 作准备） T：And when does Mickey Mouse leave school? S1:He usually leaves school at 5 o'clock T: Then what does he usually do? S1:He usually goes home.（T helps S1） T: Read after me: go home. T: What time do you usually go home? S1: I usually go home at… S2：I usually go home at… S3：I usually go home at… T：Look at the video, too. What does he(米老鼠) do? S1:He is a student T: Yeah. He goes to school in the morning and goes home in the afternoon Right? Ss: Yes. T: How many hours is he at school in a day? From eight to nine is an hour. Do you know? Ss: Yes T: Read after me: hour（板书） T: How many hours is he at school in a day? About…… S1: 8 hours T: What about you? S1:…… T: Then he goes home. After school, he goes home. Right? Ss: Yes T: Read after me :after（板书） T: After he comes into home, after he gets to his home. T: Follow me :get to T: After he gets to his home, what does he do? He does homework to in the …… Ss: in the evening. T: In the evening. we often say at night. T: Follow me :night T: At night, I usually watch Tv. What about you? S1: At night, I usually… S2:At night, I usually… S3:At night I usually…… T: Suppose we get to Beijing at night, where can we stay? Ss:……（学生能讲出 hotel 最好，如不能，帮助学生讲出 hotel） T：After you get to the hotel, no people is there. No people is working there. T: work （板书） T：But a boy is working at night. What is his work? Do you know? Ss: No 3、Work on 3a(完成 3a). （1）Read through the passage and tell me （2）Read it again and match the pictures. (3)Answer questions: What does he do after he get up? Does he go to work after breakfast? What does he do? How does he go to work? By bus or on foot? What does he do before he goes to bed? What does“What a funny time to eat breakfast!”mean? 4、Follow up （进一步扩展） T：My friend Da Bao likes Scott's work, so he gets to Sai Te Hotel . But he doesn't find him. T: There are many children in the hotel. Look, they are coming.（事先叫五个学生准备扮演 Scott） Please ask them questions to find the real Scott. 5、Work on part4.（完成 P67 第四部分） T：Now six people make a group, and ask the other students when they usually go to bed . The leader lines up from the earliest to the latest bedtime. T:（活动以后）Let's listen Group1…Group2… 6、Work on part 3 of self –check T: Now I want to know something about what you do on weekends. You can go, ask your classmates and fill in the forms. Then you have a report. T: You may begin it like this "Ma Li gets up at …" 7、Work on Ex.5 of the workbook（完成 workbook 44 页第 5 题） T: Please open your workbook and finish Part 5 8、Homework Oral work: （1）Read 3a and recite it.（读背课文 3a） （2）Go on making a survey to find out what your classmates do on weekends.（继续作一个有 关你同班学生所做的调查） Written work: （1）Copy the new words and phrases in 3a twice（抄写 3a 的新词和词组两遍） （2）Write down the survey about what your classmates do on weekends in your exercise book. You can do it like the reporters in class. (The 4th period Section B 1a~2c) Teaching aims（教学目标） 1. 用 When 询问时间 2. 表示频率的副词 Language Points（语法点） 1. 要求掌握以下句式： —When does sb(第三人称单数) usually verb? —Sb(第三人称单数) verbs prep…. 2. 要求掌握以下词汇 （1）名词：afternoon evening homework （２）动词短语:do homework, go home. Key Points （重点）： １.一般现在时的特殊疑问句即掌握Ｗhen does sb(第三人称单数). usually verb? 2.频度副词 usually 的熟练运用 Teaching difficulties（难点）： 助动词 does 在一般现在时的特殊疑问句中的用法： Teaching Steps （教学步骤） 1、Warming - up and revision （课堂热身和复习） A game: quick responses. T：Let’s play a game. Please give me a word of each sentence and spell it. The first one who finishes the sentence will get a star.(Divide the students into several groups and draw stars on the blackboard to encourage the students.) (1).Tom goes to ______ on weekdays, and he works very long hours. (2)._____ lunch, lucy goes home. (3).To_____ to the hotel, Jack takes the number 4 bus. (4).Many people love to ______ to music. (5).Sally usually______ a shower after school. (6).Tom’s father often works all _____,because(因为)he works in a night club(夜总会). Keys: (1)work (2)After (3) get (4) listen (5) takes (6) night 2. Work on 1a（完成 1a） T:（Point to the stars on the blackboard and make brief comments on the results of the game） people usually do things, too （指着 Section 1B 1a）Let's look and match 3. Work on 1b(完成 1b) T: Please check the answers with another student T:（集体对答案） T: （对答案以后，指着那个小男孩） What's the boy doing? Ss: He is doing his homework（T helps Ss） T: Follow me： do homework（板书） Ss:… T：Do you usually do homework? Ss: Yes T: But when do you usually do your homework? Please tell me ?（举手示意） I usually… S1: … S2: … S3: … T:Oh, I see. But I don't know when my friend Rick does homework T: Could you help me listen and tell me ? Ss: Yes. T:（学生听完）Who can? S1:… 4. Work on 2a(完成 2a) T: Well, Listen again and circle the activities you hear. 5. Work on 2b(完成 2b) T: Then look at 2b,listen and write. 6. Listen and repeat（听音跟读） T: Now let's listen to the tape and repeat. Please try to read like the tape 附：听力原文 Interviewer: Thanks for the interview, Rick. We want to know about your day. Rick: OK Interviewer: When do you get up? Rick: When do I get up? Hmm. Usually around five o’clock. Then I run around six. Interviewer: You run at six in the morning? Rick: Uh-huh. Interviewer: And what time do you eat breakfast? Rick: Breakfast? Usually around seven. And then I usually go to school around eight o’clock. Interviewer: Wow! And you go home at…? Rick: Four-fifteen in the afternoon. Interviewer: And what do you do in the evening? Rick: I do my homework around five- thirty. And I eat dinner at seven-fifteen. And I go to bed at nine o’clock. Interviewer: That’s early! But then you get up early. Rick: Uh-huh. 7.Work on 2C（完成 P68 2c） (1)T:(把听力原文提供在幻灯片成黑板上) Let's look at the dialogue. When does Rick usually get up? Ss: He usually gets up at …(T helps Ss) T: Follow me: When does Rick usually get up? He usually gets up at …（板书） T: Read it in groups (2) T: Look at the dialogue carefully and memorize it for two minutes. Then we’ll have a competition. T: Ready? Ss: Yes. T: Well. In our class, there are two halves. Right? Ss: Yes. T:OK! This half, ask questions like“What time does Rick usually…?”That half, please. … T:(一分钟以后)Exchange. T: Who wins the game? (3)T: Imagine what Beckham usually does in a day. I’ll give you a time(5:30/6:00/7:30/…)Please say a sentence like,“Beckham gets up at 5:30.” 1._______ 2._______ 7.________ 8.________ 3._______ 8.Homework: Oral work: (1)Listen to 2a,read and recite it(听读背诵 2a 中的对话) (2)Go on making up your dialogue with your partner and polish it （继续和同伴编对话，并完善对话） Written work: (3) Finish Ex.6 of the workbook. (4) Make a routine for your dream(梦想)day (The 5th period Section A 3a~self-check) Teaching aims：（教学目标） 1、通过阅读找出重要文中信息。 2、通过小测试来复习本单元所学过的重点内容。 Language points：(语言点） A、要求掌握下列词汇 letter, around, start, write, tell, me, best, wish, soon, Saturday, survey, late B、Review the key words presented in this unit. Key points and teaching difficulties：（重难点） 巩固以 When ,What time 引导的特殊疑问句形式。 Teaching steps(教学步骤) 1、Warming-up and revision(课堂热身和复习) A game T：Let's play a game. Six people make a group. Every group will get a piece of paper. There are some pictures on it. Listen and fill in the time. Then put them in the right order. Let's see which group can finish most quickly and best? The right order:_____________________________________ 附：I have a good friend. His name is Wang Tao. He usually gets up at 6:00.Then he often takes a shower at 6:20. He has breakfast at 6:30. 5.________4._______ 6.________ After that, he usually takes a bus to school at 7:00. He has classes at7:30. After school, he does his homework at 4:30and goes home at 5:00. At 9:00, he goes to bed. (Keys:1. 6:20 2. 6:00 3. 6:30 4. 9:00 5. 4:30 6. 5:00 7. 7:00 8. 7:30 The right order:2、1、3、7、8、5、6、4) 2.Work on Part4(完成 P69 第四部分) Pairwork：Imagine you are a famous movie star . Fill in the timetable with the things you usually do. Then share the information with your partner. T: Well done ! Well, Let's see who wins the game. T: Now, imagine you are a movie star. Please fill in the time table with the things you usually do. T: Please look for your friend in our class. You can ask questions like “ What time do you usually…?” T: Now please make a report. You can do it like this: …is a movie star. He/She usually… 3、Presentation.(呈现新知识) T: Thank you .And I want to know more about you. You can write(手势) a letter(拿出信纸) to me about it. It is for your homework OK? T: Read after me: write(板书)letter (板书) 4、Work on 3a(完成 3a) T: Here is a letter from Jane to Mona. Would you like to read it ? Ss: Yes. T: Please read it quickly and write down what she does at these times 5、Work on 3b(完成 3b) T: Now Mona wants to answer the letter. But he isn't good at English .Could you help me? Ss: Yes /No . T: Don't worry. Here's a letter. It can help you . T：I'm sure you can help Mona write a letter to Jane now. Right? Ss: Yes. 6.Work on Part1、2 Make a list. 将全班分成两大组。叫他们分别罗列出日常起居生活中的动词。看哪个组列得多，为获胜。 此步的目的是扩大词汇量，刚好与 Self-check 的第一、二部分吻合。 7.Enjoy just for fun on P70.(欣赏 Just for fun) (1).学生分角色朗读对话。 （2）有可能的话，学生看录像，并模仿进行表演。 8．Grammar test. 一、根据首字母填空。 1.He u draws at six o in the morning. 2.Tom w for long h , so(因此)he often goes home late. 3.The bus t him to a hotel. 4.The English class will s .please get ready for(准备)it. 5.Xiao Wang wants to w a letter to his pen friend and t him about his j in China. Unit 3 How do you go to school？ Part 1:Teaching design (第一部分：教学设计) Structures: How questions; Affirmative and negative statements Target language: How do you get to school? I take the bus. How long does it take? It takes 20 minutes. How far is it? It’s 10 miles. Vocabulary: get to, how far, bicycle, subway, car, train, bus stop, train station, bus station, subway station, minute, kilometer, mile, transportation, calendar Learning strategies: Personalizing; Inferring vocabulary SECTION A Goals ● To learn to use How questions, affirmative and negative statements ● Lean to talk about how to get to places, how long it takes to go to places, and how far the places are ● To talk about kinds of transportation Procedures Warming up by talking Hello, everyone! What’s the weather like today? It’s a sunny day with a gentle breeze. It’s comfortable. So this morning I come to school by bike. It took me nearly 50 minutes. You know I live far from school. I often take buses to come here. But it takes me more than an hour. What about you? Today, let’s talk about how you go from one place to another. And we will talk about the time it takes to get to places and how far it is between two places. 1a Looking and writing Open your book. Look at the picture carefully and read the dialogue. Then please write how the students in the picture get to school in the morning in the chart. Sample answers: 1. take the subway 2. ride a bike 3. take the bus 4. take the train 5. walk(on foot) 6. take a boat 7. take a taxi 8. go in a parent’s car 1b Listening and writing Look at the picture again. How do students get to school? Let’s listen to a conversation between two people talking about this. Listen carefully and write the number of the name in the white box next to the student. Please do it individually. Then let’s check the answer. Answers: 1. Bob takes the train. 2. Mary takes the subway. 3. John takes the bus. 4. Paul walks. 5. Yang Lan walks. Tapescript A: How do Bob and Mary get to school? B: Bob takes the train and Mary takes the subway. A: How does John get to school? B: He takes the bus. A: How do Paul and Yang Lan get to school? B: They walk. Look, there they are waling now! Now read the tapescript, shadow the how questions and underling the expressions. 1c Doing pairwork Please read the dialogue in the box. And make your own conversations about how the people in the picture get to school with their partner. Then I’ll ask some pairs to say their dialogue. Sample dialogue A: How does Bob get to school? B: He takes the train. A: Does John take the train to school, too? B: No. He takes the bus. A: What about Mary and Paul? B: Paul walks, and Mary takes the subway. A: And Yang Lan walks, does she? B: Yes, she does. 2a Listening and repeating Listen to these numbers and repeat. Please pay attention to the pronunciation. Tapescript 32, 40, 50, 60, 70, 80, 90, 100 2b Writing the numbers forty-six 46 thirty-three 33 seventy-two 72 one hundred and five 105 fifty-eight 58 ninety-nine 99 sixty-one 61 eighty-four 84 2c Listening and checking Now please look at the five transportation pictures. And we’ll listen to two conversations. The people are talking about how students get to school and how long it takes. Listen carefully and put a checkmark to show the kinds of transportation they talk about. Check your answer. 40 minutes 35minutes 25minutes 10 minutes Listen carefully again and match the time with the kinds of transportation. Let’s check the answers. Tapescript Conversation 1 Boy: How do you get to school? Girl: I take the train. Boy: How long does it take? Girl: Oh, around forty minutes. How about you? Boy: I take the subway. Girl: How long does that take? Oh, around thirty-five minutes. Conversation 2 Girl: How do you get to school, Tom? Tom: I ride my bike. Girl: How long does it take? Tom: It takes around twenty-five minutes. Tom: How do you get to school? Girl: I walk. Tom: And how long does that take? Girl: It only takes ten minutes. Look at the sentences on the board. “They take the train. It takes about forty minutes.” “Take the train” means to ride the train. And we also use “take” to talk about a length of time. For example, it takes me 20minutes to get to school. So we use the same word, take, in two different ways. Now read the tapescript, shadow the how questions and underling the expressions. 2d Doing pairwork Now please make your own conversations about how you get to school and how long it takes. Read the example dialogue first then make yours with your partner. Example: A: How do you get to school? B: well, I usually walk but sometimes I take the bus. A: How long does it take? B: It takes about 25 minutes to walk and 10 minutes by bus. What about you? A: I get to school by bike, sometimes I take my father’s car. B: Oh, how long does it take? A: It takes around 40 minutes by bike and 15 minutes by car. 3a Reading and writing So far you have learned to talk about how you get to school and how long it takes. The passage you will learn in this part tells us something about Li Lei. Please read the questions about Li Lei in the speech bubbles. Then read the passage and write the answers to the questions on the line. You should complete the activity individually. OK, now let’s check the answers. 1How does he 2 How long does 3 How far is it from get to school? it take? his home to school? By bike and It usually takes About 10 kilometers. by bus. about 35 minutes. Now read the passage following the tape sentence by sentence. Please pay attention to the pronunciation and intonation of the native readers and try to imitate them. Then draw lines under the useful phrases and structures. Lin Fei’s home/ is about 10 kilometers /from school. He gets up /at six o’clock/ every day, showers, and has a quick breakfast. Then/ he leaves for school/ at around six-thirty. First, he rides his bicycle/ to the bus station. That takes about ten minutes. Then/ the early bus/ takes him to school. The bus ride/ usually/ takes about 25 minutes. Ok, we have got to know something about Li Lei. What about you? How far are your homes from school? What time do you get up? How do you get to school? Let’s ask some students to say something about you. 3b Doing pairwork Look at the pictures. Can you name each form of transportation? They are easy to you. Read the time and distance that goes with each form of transportation. Pay attention to “mile”, which is a common measure of distance in some western countries. (1 mile=1.6 kilometers). Read the example dialogue in the box. Now make your own conversations using the information in the picture with your partner. A: How do you get to school? B: I take the train. A: How far is it from your home to school? B: It’s eight miles. A: How long does it take you to get from home to School ? B: It takes 35 minutes. A: How do you get to school? B: I walk. A: How far is it from your home to school? B: It’s two miles. A: How long does it take you to get from home to school ? B: It takes 40 minutes. A: How do you get to school? B: I take the bus. A: How far is it from your home to school? B: It’s four miles. A: How long does it take you to get from home to school? B: It takes 15 minutes. OK. Stop here please. Let’s ask some pairs to say their dialogues. 4 Talking and writing Well done everyone! Now let’s play a game: Info Gap Race! This time you work in groups of three. You decide which one is A, which one is B and which one is C. Please read the instruction. You ask each other questions to learn information for your chart, and then write the answers on the chart in your book. Don’t look at others’ pages please. The first group to fill in all the blanks is the champion. Who How How long How far 1. Maria bus twenty minutes five miles 2. John bike ten minutes six miles 3. Liu Pei subway fifteen minutes eight miles Sample dialogue: C: How does Maria get to school? A: She takes the bus. How long does it take Maria to get to school? B: It takes her twenty minutes. How far is it from her home to school? C: It’s five miles. Closing down by asking and answering (using the useful information learned in this part) *How do you get to school? *I usually walk, but sometimes I take the bus. *How long does it to take you to get from your home to school? *It takes 25 minutes. *How far is it from your home to school? *It’s around 4miles. A bus station Section B Goals  To learn to use: bus stop, train station, subway station  To learn to talk about how to get to places further. Procedures Warming up by asking some individuals questions How does Li Lei get to school? First, he rides his bicycle to the bus station. Then he takes the early bus to school. Do you know the bus station? It’s a place where trains stop here. Today we’ll study some other “stations”. 1a Looking and matching Look at the four phrases and read them loudly. Then match the words with the pictures. Answers: 1. b bus stop 2. a train station 3. c bus station 4. d subway station 1b Doing pairwork Read the dialogue in the box first. Then suppose you use two kinds of transportation to get to school. Now make your own dialogues to tell your partner how you get to school, using the phrases in 1a. Sample dialogue: A: How do you get to school? B: Well, I ride my bike to the subway station. Then I take the subway. What about you? A: First, I walk to the bus stop. Then I take the bus to school. A: How does your father get to his school? B: Well, he walks for ten minutes to Bus No. 11. He takes the bus and gets off at Da Yingpan. Then he walks again for five minutes to his classroom. 2a Listening and checking OK, now. Let’s listen to the conversation between Tina and Thomas. What does Thomas want to know about Nina? Here is a list of information that Thomas wants to know. I’ll ask some students to read lines to the class. Then listen carefully and put a checkmark in front of each thing that Thomas wants to know. Thomas wants to know… √where Nina lives. how far from school she lives. how long it takes Nina to get to school. √how she gets to school. what she thinks of the transportation. 2b Listening and checking Look at the pictures with a blank line in front of each. They show the ways of how to get to school. Which one is Nina’s? Listen carefully and put a checkmark next to the picture that shows how Nina gets to school. 2. — to ride a bike to the subway—to take the subway to the bus—to walk from the bus stop to the school 2.√ to walk to the bus—to take the bus to the subway—to take another bus after the subway—to walk from the bus stop to the school. Typescript Thomas: Where do you live, Nina? Nina: New Street. Thomas: So, how do you get to school? Nina: Well, first I walk to the bus stop. Thomas: Uh-huh. Nina: I take a bus to the subway station. Then I take the subway. Thomas: Yeah… Nina: Next I take a bus to the bus stop on 26th Street. Finally I walk. You may turn to the tapescript to read it, underlining the expressions and shadowing the how questions. 2c Doing groupwork Now make your conversations about how Nina gets to school in groups of four. You can use the pictures in activity 2b. Pay more attention to the sentence starters: She…; Next, she…; Then, she… in the box and use them in your conversation. Sample dialogue: A: How does Nina get to school? B: She walks to the bus stop. C: Next, she takes a bus to the subway station. D: Then she takes another bus to the bus stop on 26th street after the subway. A: Finally she walks to school. Now let’s ask some of you to say your descriptions to the class. 3a Reading and writing Now you can say something about how you get to school. Do you want to know how students around the world get to school? Read the article, and then decide if the statements are true or false in your exercise book. Check the answers: T 1. In North America, not all students take the bus to school. T 2. Other parts of the world are different from the United States. F 3. In Japan, the three most popular ways of getting to school are bus, train and bike. (Students take trains, or walk, or ride bikes) F 4. In China, bikes and buses are the most popular means of transportation. (It depends on where you are) T 5. Students in Hongshanhu and Kaishandao have to take a boat to get to school. Read the article once again, this time, to slash/ the sentences, underline the useful expressions in it and shadow the connectives. After school, you are going to write them down in your notebook. How do students around the world get to school? In North America, most students/ go to school/ on the school bus. Some students/ also walk/ or ride bikes to school. In other parts of the world, things are different. In Japan, most students/ take trains to school, although others also walk/ or ride their bikes. In China, it depends on /where you are. In big cities, students usually ride bikes to school/ or take buses. And in places/ where there are rivers and lakes, like Hongshanhu and Kaishandao, students usually go to school/ by boat. That must be a lot more fun/ than taking a bus! 3b Reading and writing Look at the chart. Then read the article and fill in the blanks. You can find the answers in the chart. Please complete the activity individually. Check the answers: How do the students get to Garden High School? At Garden High School, most students ride their bikes to school. Many students walk. Some students drive. Other students take the bus. A small number of students take the subway. 3c Writing Just now we filled in an article about how students get to Garden High School. What about you? How do students in our class get to school? Let’s make a survey and list your ideas on the board. You can use the words and numbers to write a passage about how students in our class get to school. Sample passage: In my class, most students ride their bikes to school. Many students go to school on foot. Some students live far from school, so they go to school by bus. A few students take their parents' car to school. At Taiyuan Wuzhong, most students live at school. They just walk to their classroom. So they don’t ride their bikes to school. Many students play on the playground in the early morning. Some students play football. Some read aloud their English texts. But at the same time, other students in other schools have to take the bus, ride the bike, to hurry to their schools. 4 Making a survey Now, please. Look at the chart. Read the heading and the phrases listed below. Please complete the chart in ten minutes. You can go around the class and ask questions to find out the answers. Look at the dialogue in the box next to the chart. You can ask questions like this. The first student to fill all the blanks wins. Let’s see who the champion is. Find someone who… Names lives 10 miles away from school. walks to school. takes a bus to school. takes more than an hour to get to school. ride s a bike to school. takes the subway to school. takes less than ten minutes to get to school. Closing up by discussing the main points of this part Do you remember Nina? How does she get to school? How do students around the world get to school? Please tell me in your own words. And I will also ask some of you to say something about themselves. Who will be the first to have a try? SELF CHECK Goals ● To revise the vocabulary introduced in the unit ● To practice writing skill Procedures 1 Filling the blanks and making sentences Look at part 1. Fill in the blanks with the words given to you. Change the form of the word if necessary. Check the answers: 6. How do you get to school in the morning? 7. What do you think of the transportation in your town? 8. When it rains I take a taxi. 9. How far do you live from the bus station? 10. I like to ride my bike on the weekend. Now make your own sentences with the words. I’ll ask some students to write the answers on the board. And then we shall correct their mistakes together if they get any. 6. When will you get to Beijing? 7. I cannot think of any good methods to learn English. 8. I take a plane to go to my school in Shanghai. 9. My teacher lives close to the school. 10. I never ride a bike in life. But I like riding horses sometimes. 2 Planning schedules Finish the schedule. Saturday Sunday Morning: take a bus around the city, go shopping at supermarkets Morning: go to visit Mt. Wutai Afternoon: visit Jinci Afternoon: go around Pingyao City Evening: watch Jinju at a therter Evening: fly home from Taiyuan Just for fun! Let’s sing a song in English. Three Blind Mice Three blind mice, see how they run! They all ran after the farmer's wife, Who cut off their tails with a carving knife, Did you ever see such a thing in your life, As three blind mice? Part 2: Teaching resources(第二部分:教学资源) I. Background reading 1.Traffic in England When you are in England, you must be very careful in the streets because the traffic drives on the left. Before you cross a street, you must look to the right first and then the left. If the traffic lights are red, the traffic must stop. Then people on foot can cross the road carefully. If the traffic lights are green, the traffic can go. People on foot mustn't cross. In the morning and in the evening when people go to or come from work, the streets are very busy. Traffic is the most dangerous then. When you go by bus in England, you have to be careful, too. Always remember the traffic moves on the left. So you must be careful. Have a look first, or you will go wrong. In many English cities, there are big buses with two floors. You can sit on the second floor. From there you can see the city very well. It's very interesting! III. Word studies （词语学习） 1.take v.1.抓住拾起 get hold of something or someone; pick something up: Please take my hand. 请 拉 住 我 的 手 。 2. 拿；带 carry something： Who has taken my pen? 谁 把 我 的 钢 笔 拿 走 了 ？ 3.带领 lead or bring someone somewhere: He'll take me swimming. 他 带 我 去 游 泳 。4.做；进行 do or have something: We took a walk in the park. 我 们 在 公 园 里 散 步 了 。 5. 吃；喝 eat or drink something: Take some more bread. 再 吃 点 面 包 。 6. 搭 乘 go or travel by means of (a train, car, etc.): I took a taxi. 我 乘 了 出 租 汽 车 。 7. 需要；耗费need something: This work took us 10 days 这 项 工 作 我 们 花 了 十 天 时 间 。 8.买: I'll take this one. 我 想 要 买 这 个 。 9.画下 照出 get or make by drawing, photographing, etc.: Let's take a few pictures of it 咱 们 来 给 它 照 几 张 像 。 10.量出 get by testing, measuring: May I take your measurements (for your coat)? 2. depend vi. 1.依靠，依赖 need someone or something: All living things depend on (upon) the sun for their growth. 万 物 生 长 都 依 靠 太 阳 。 2.信任；信赖 tr ust; rely on: I can depend on (upon) your being punctual. 我 可 以 相 信 你 会 遵 守 时 间 的 。He is a man to be depended on. 他 是 个 靠 得 住 的 人 。3.视…而定；有赖于 be a result of; be connected with: Whether we go or not depends on the weather. 我 们 去 不 去 要 看 天 气 而 定 。4. 悬挂；垂吊 from hang down (from): The lamp depends from a hook. 这 盏 灯 悬 吊 在 钩 子 上 。 相关短语: a person to be depended on it depends (that depends) depend upon it 3.worry n. 1. [U] 忧虑, 担心 feeling that something is wrong or will be wrong: Worry and suffering have made her hair turn white. 她 又 发 愁 又 痛 苦 ， 头 发 都 变 白 了 。 2. [C] 烦恼事,问题 problem; something that makes you feel worried: Poor woman, she has had a lot of worries. 可 怜 的 女 人 ， 她 经 历 过 许 多 忧 患 。 vt.1. 使烦恼；困扰 cause annoyance to sb.: Oh, do stop worrying me with all these questions! 哦 ， 你 别 缠 着 我 问 这 么 多 问 题 了 ！ 2. 使焦虑；使担忧；使发愁 cause anxiety or discomfort to sb.: Phil's bad health worries his parents. 菲 尔 身 体 不 好 ， 使 他 父 母 很 发 愁 。 vi.烦恼,担心,发愁 feel that something is wrong or will be wrong: Don't worry. I shall get there safely. 别 担 心 ,我 会 平 安 到 达 那 里 的 。 相关短语: 担心,惦念; household worries 家 庭 烦 恼 ; worry out 绞尽脑汁想出,解决问题; mental worry 精 神 上 的 烦 恼 ; worry along 设 法 应 付 下 去 ， 熬 过 去 4. ill adj. 1.生病的；不健康的 sick, with bad health: Jill is in bed because she is ill. 吉 尔 生 病 卧 床 了 。 He has been ill for a long time. 他 病 了 很 久 了 。 2.坏的 bad： He is an ill man. 他 是 个 坏 人 。 He has an ill temper. 他 脾 气 不 好 。 n. 1.恶事 evil; harm; wickedness; a wrongful action: I don't know whether the outcome will be for good or for ill. 我 不 知 道 结 果 是 好 是 坏 。 2.不幸 misfortunes: He suffers great ills. 他 遭 受 很 大 不 幸 。 adv. 坏地,不利地 badly: The child has been ill-treated. 这 孩 子 受 到 虐 待 。 5. otheradj.1. 别的, 另外的, 对面的 not the same, opposite: There are some other people waiting to see you. 还 有 另 外 一 些 人 等 着 要 见 你 。 He walked across the road to the other side. 他 穿 过 马 路 到 了 对 面 。 2.其余的；剩下的 remaining: Tom is reading in his room, but the other boys are playing on the playground. 汤 姆 在 他 的 房 间 内 读 书 , 但 是 其 余 的 男 孩 子 在 操 场 上 玩 pron.另外的人或物, someone or something that is not the same: This book is mine and the other is Adrian's. 这 本 书 是 我 的 , 另 一 本 是 艾 德 里 安 的 。 You should care for others. 你 应 当 关 心 别 人 。 Smith among others, was there.在 场 的 人 中 还 有 史 密 斯 。 相 关 短 语 : and not a few others 还 有 不 少 其 他 的 人 a good many others 许 多 其 他 的 人 no other than this 正 是 这 个 among others 在 其 他 东 西 （ 人 ） 中 in other words 换 句 话 说 speak ill of others 说 别 人 坏 话 no other than 不 是 别 人 （ 或 物 ） 而 正 是 do good to others 为 别 人 做 好 事 V. Grammar studies (语法学习) How 的用法： 1.问交通方式 ---How do you go to school every day? ---I go to school by bike. 2.问多长时间 ---How long does it take you to get from home to school? ---It takes me 15 minutes by bike. 3.问动作发生频率 ---How often do you go to the movies? ---Once a week. 4.问距离 ---How far is it from your home to school? ---4 miles. 5.问年龄 ---How old is your sister? ---She is five. 6.提建议或询问情况 ---How about going out for a walk? ---How about your mother recently? Unit 4 Don’t eat in class. Part 1: Teaching Design (第一部分：教学设计) Unit goals ● Learn to use “can” ● Talk about rules. Vocabulary New words Classroom, fright, rule, outside, dining, else, wash, letter, children, palace, loudly New Phrases have to, sports shoes, Children’s Palace, arrive late, in the hallways, on school nights Expressions Don’t eat in class. Don’t listen to music in the classroom or the hallways. You have to wear sports shoes for gym class. Can students eat in classroom? Practice your guitar every day. No talking. Structures What are the rules at your school? Don’t run in the hallways and don’t arrive late for class. Can we eat in school? We can eat in the dining hall. But we can’t eat in the classrooms. Can you hear hats in school? Yes, we can. No, we can’t. What else do you have to do? We have to clean the classroom Section A Teaching goals ● Master the new words: Ms, hallway, classroom, fight, rule, outside, else, have to, sports shoes, gym ● Learn to talk about rules What are the rules in your school / class? Don’t eat in class. Listen carefully in class. We have to wear uniforms in school. We can’t run in the hallways. Teaching procedures Step 1: Warming up 3. Ask students what they usually do in school / in class / after school/ after class/ at home/ on weekends 4. Ask students what they can do. Model: T: Can you sing? S: Yes, I can. T: Can you sing in class? S: No, I can’t. T: Can you eat in class? S: No, we can’t. Step 2: Presenting 4. Students work in pairs, ask and answer about what they can do and can’t do in school. 5. Show a card of school rules. Ask students say these are our school rules. Ask students: What are the school rules? Help students to translate some rules in English. For example: Don’t arrive late for class. Don’t run in the hallways. Don’t listen to music in class. Don’t fight with others. Don’t talk loudly in class. We have to finish your homework on time. We have to wear school uniforms on Monday. Listen carefully in class. No talking in the library. 6. Let students read the rules loudly. Step 3: Practicing Activity 1 Ask students to say out their school rules or class rules as many as possible. Activity 2 Ask students to tell their family rules to the class. For example: I have to get home before 6pm. Don’t watch TV too late. Wash my clothes by myself. Finish my homework. Activity 3 (1a) 5. Focus students’ attention to the picture in 1a. Ask students: What are the students doing in the picture? Is that good for the team to do that? What do you want to say to them? Help students answer. For example: Don’t eat in class. Don’t listen to music in class. 6. Focus attention on the five rules written under “school rules”. Let students read all the rules aloud and help them know their meanings. 7. Students work individually. Which rules are these students breaking? Write the number of the rule next to the student. 8. Check the answers. P71 1. boy looking at his watch 2. boy running in the hallway 3. girl eating an apple 4. boy with headphones 5. boys sitting at desks, fighting Step 4: Listening (1b) 5. Point to the instructions and names in 1b. Read it to the class. Ask students to listen carefully. Pay attention to what rules these students are breaking. 6. Play the recording the first time. Students listen and write the numbers after the names. Tapescript Ms Clark: Hey, Peter. You know the rules. Don’t run in the hallways. Peter: Sorry, Ms Clark. Mr Smith: Selina, don’t eat in class. Nick: Oh, sorry, Mr Smith. Mr Smith: Hey, Nick. Don’t listen to music in class, Nick. Boy 1: He can’t hear you, Mr Smith. 7. Check the answers. Peter:2 Selina: 3 Nick: 4 8. Students listen again and repeat. Step 5: Listening (2a,2b) 3. Point to the rules in the chart in 2a. Let students read them aloud. 4. Play the reading the first time. Students listen and check the activities Alex and Cindy talk about. Tapescript Cindy: What are the school rules, Alex? Alex: Well, we can’t listen to music in the classrooms or hallways. But we can listen to it in the music room. Cindy: Uh-huh. Alex: And we can’t eat in the classrooms, but we can eat in the dining hall. Cindy: Oh. And can we wear a hat in class? Alex: No, we can’t wear hats. What else? Oh, you can’t fight with anyone. That makes the teachers really unhappy. Cindy: I see ... 3.Check the answers: These items are checked: 1 2 3 5 6 7 4.Play the recording the second time. Students listen and pay attention to these activities Alex and Cindy can do or can’t do. Circle “can” or “can’t” in the form. 5.Check the answers. Can: 6. listen to music in the music room 7. eat in the dining hall Can’t: 1. listen to music in the hallways 2. eat in the classrooms 3. wear a ha 4. fight 6. Students work in pairs. Student A is Alex, and Student B is Cindy. Ask and answer about the school rules. For example: Cindy: Can we listen to music, Alex? Alex: We can’t listen to music in the hallways, but we can listen to it outside. Cindy: Can we eat in the classroom? Alex: No, we can’t. 7. Check some pairs. Step 6: Practicing Activity 1 5. Ask students to look at the three pictures in 3a. Teacher reads the speech bubbles. Call their attention to the blanks. 6. Point to the three words. Let students read together. 7. Ask students to work individually. Fill in the blanks with the correct words in the box. 8. Check the answers. P73 Activity 2 1. Students work in pairs, ask and answer question about the rules at their school, using “have to”. Model: A: Do we have to wear a uniform? B: Yes, we do. A: Do we have to come to school on time? B: Yes, we do. 2. Ask some pairs to act out. Activity 3 1. Students take out a piece of paper and write down some school rules. Then make new school rules or class rules. Section B Teaching goals ● Master the new words: wash, later, children, palace, Children’s Palace, loudly ● Learn to use new sentences: Don’t go out on school nights. I have to be in bed by ten o’clock. I have to go to the children’s Palace to learn the piano. No talking. Teaching procedures Step 1: Making a revision Activity 1 1. Students work in fours. Three students do some activities they can’t do in class. The fourth student acts as a teacher to stop them. 2. Ask some groups to act out in class. Activity 2 Show students some pictures about traffic signs. Ask them what these sings mean. For example: Don’t stop your car here. Be careful. Turn left. Drive slowly. Step 2: Practicing Activity 1 5. Focus attention on the four pictures in Part 1. ask students to tell what they see in each picture by answering what the boy is dong in each picture. 6. Point to the four rules in the chart. Students read them aloud. 7. Ask students to match the pictures a—d with the rules. 8. Check the answers. The rules should be lettered in this order: d a b c Step 3: Listening 8. Point to the instruction in 2a. Let students listen to a conversation between Dave and Emily carefully. Tapescript Dave: Can you go to the movies tonight, Emily? Emily: No, I can’t. I can’t go out on school nights. Dave: Oh, that’s too bad. I can go out, but I have to be home by ten o’clock. Emily: You’re lucky. I have so many rules ... Dave: Like what? Emily: I can’t hang out with my friends after school. Dave: Really? Emily: Yeah, I have to do my homework after school. Dave: Oh, I do, too. And I have to practice my guitar every day. Emily: Well, I have to clean my room every weekend. Dave: Ugh. Emily: And I can’t watch TV after school. Dave: I can’t, either. 9. Play the recording the first time, students listen and number the rules 1—4 in the order they hear. 10. Check the answers: The rules should be numbered in this order: 4 1 2 3 11. Play the recording the second time, students listen and pay attention to the rules Emily and Dave have and put checks under Emily or Dave. 12. Check the answers. Dave’s rules: Don’t watch TV after school. Do his homework after school. Practice his guitar every day. Emily’s rules: Don’t watch TV after school Don’t go out on school night. Do her homework after school. 13. Students listen to the tape once more and repeat. 14. Students work in pairs and talk about the rules in their house. For example: S1: I have to do my homework after school, and I .... S2: I can’t go out on school night, and I .... Step 4: Reading (3a) 6. Call attention to the letter. Draw students’ attention to the form of an English letter. 7. Read the letter to the class or ask a student to do this. Explain some words and expressions that students don’t understand. 8. Ask students to work alone and write the list of rules on Zhao Pei’s house. 9. Check the answers. 1) get up at six o’clock 2) don’t meet her friends after school 3) has to do her homework after school. 4) can’t watch TV on school nights 5) has to be in bed by ten o’clock 6) has to clean her room and wash her clothes on weekends 7) has to help her mom make dinner 8) has to learn the piano 10. Let students talk about Zhao Pei’s rules by asking and answering: What can she do? What can’t she do? Does she have to ...? Step 5: Writing (3b) Activity 1 5. Point to the five pictures in 3b. Let students guess what each picture means. 6. Let students write the library rules in the chart. 7. Check the answers. 1. No talking. 2. No school bags. 3. No food. 4. No wet umbrellas. 5. No listening to music. 8. Ask students to read the rules aloud. Activity 2 Ask students to draw some signs of any other rules. Let other students guess what these sings mean. Activity 3 3. Ask students to write their own family rule alone. 4. Ask some individual students read their family rules to the class. Self-check Teaching goals ● Help students to review all the key vocabulary presented in this unit. ● Help students practice writing about others. ● Give students an opportunity to use the target language in conversation. Teaching Procedures Step 1:Learn words 4. Ask students to read the words aloud in Part 1 and know the meanings of them. 5. Ask students to divide the words into 3 different groups. 1) verbs: arrive, go out, practice, can, can’t, have to, listen 2) nouns: classroom, hallway, uniform, sports shoes, 3) others: late, outside, without 6. Let students write five or more new words in their vocab-builder. Step 2: Writing 7. Call attention to the pictures in Part 3. Let students tell what they can see in each picture. 8. Students work alone. List the rules of the Fraser Family, 9. Check the answers 10. S1 reads the rules aloud. 11. Let students imagine they are children in the Fraser family. Write a letter alone to Dr Know about the rules in their house. 12. Ask some individual students to read their family rules to the class. Unit 5 Why do you like pandas? 五、 教材分析： 本单元主要是通过学习动物名称和常见的有关描述动物的形容词，学会表达个人对动物的喜 好；学会运用 why, what, where 引导的问句，了解动物的外形、生活习性及主要产地，并能 运用英语简单描述自己喜欢的动物，进一步培养和激发热爱动物、保护动物、维护生态平衡 的朴素情怀。主要学习内容如下表： 类别 语言项目 单词词组 Zoo ,animal, tiger, elephant, koala, dolphin, panda, lion, penguin, giraffe,smart,cute,fun,ugly,beautiful,clever,intelligent,friendly, shy, kind of, very, get up, Africa 日常交际用语 Why do you like pandas? Because they are cute. They are kind of shy. They are very big. 语法 4. Why, What Where 开头的特殊疑问句 5. because 引导的原因状语从句 6. 描述性的形容词 六、 教学目标： 1. 语言技能目标： 通过本单元的学习，学生将学会描述动物，学会表达喜好并陈述原因。 2. 学习策略目标: 学会调动已有知识,根据情景推测句子含义. 3. 情感态度目标: 学生通过谈论动物的各种特点,让学生学会观察、关爱野生动物并珍爱大自然。 4. 文化意识目标: 了解各种动物的特性及它们的分布点。 七、 参考任务与活动 1.Bingo 游戏 2.为动物找家族 （1） 按所吃食物分类：肉，草，叶 （2） 按 can run, can fly, can swim 分类 3.调查同伴的宠物 3.让同学描述自己喜爱的小动物，其他人猜 4.调查同伴喜欢和不喜欢的动物并报告： names Animals he/she likes why Animals he/she dislikes why Student 1 Student 2 Student 3 5.为自己学校设计一个吉祥物 八、 课时计划： Period 1: Section A 1a,1b,1c,Section B 1 Period 2: Section A 2a,2b,2c, 3a,3b Period 3: Section A 4 ,Section B 2a,2b,3 Period 4: Section B 3a,3b,3c,self-check 3,4 五、教学设计 Period 1: Section A 1a,1b,1c,Section B 1 Step 1:Free Talk What do you usually do on weekends? What do you want to do this weekend? Do you want to go to the zoo? What animals do you want to see? Step 2:enjoy the zoo picture.（从面上） Step 3:Do you know these animals?（从点上） Step 4:What can you see in the picture?(We are at the zoo now.) Step 5: Section A 1a 设计意图：巩固知识 Step 6:guessing game What animal is it? The one who guesses out is the lucky dog and can get one score 引出形容词： small,big,large,interesting,fun,scary,friendly,smart,cute,lazy,ugly, beautiful, clever, intelligent, lovely, strong, tall, shy Step 7:listening Section A 1b Step 8:Make a dialogue If you and your friend go to the zoo. What animal do you want to see first? Make a dialogue. A: Let’s see the _____ first. B: Why do you like ____? A: Because they’re cute/…… B：But I like____. Do you like ___? A:…… 设计意图 ：在句型操练中巩固知识。 Step 9: Make a survey and give a report: names Animals he/she likes why Animals he/she dislikes why Student 1 Student 2 Student 3 设计意图：培养学生的知识综合运用能力。 Step 10: Homework Make a survey: What’s your best friend’s favorite animal？Why? Period 2: Section A 2a,2b, 2c, 3a,3b Step 1: Review: 活动形式：就上节课 Homework 部分 Make a report。 Eg：My best friend’s favorite animal is dog. Because he thinks it’s cute.…… Step 2: challenges(智力大比拼) 1. What animals can swim? What animals eat grass? What animals eat meat? What animals eat leaves? 2.old saying：as busy as a bee 忙得团团转 It’s raining cats and dogs.倾盆大雨 Every dog has its day.每个人都有得意的一天。 Step 3: Groupwork: Ask and answer: What animal is your pet(宠物)? Dolphin. Why do you like dolphins? Because they are very/kind of(有点) smart. Report: Why pet is dolphin. Because they are smart. Step 4 : listening: Action A 2a,2b 2a This activity provides listening practice using the target language. Call attention to the two blank lines on the left. Ask Ss to listen a recording of a conversation carefully and write the names of the two animals you hear on these lines. Play the recording the first time. Listen again and write in the names of the animals. Check the answers. 2b This activity provides listening and writing practice using the target language. Call attention to the conversation and the blank lines in it. Ask Ss to listen the recording again, and write a word from the box on each blank line. Some words can be used more than one time. Ask a student to read the words in the box. Listen the recording again. Check the answers. Step 5 :Where are these animals from? Step 6: Pairwork Where are lions from? They are from Africa. Step 7: Homework: Preview Section B 1 Period 3: Section A 4 ,Section B 2a,2b,3 Step 1: Bingo Write nine words in the square below .Then listen and cross out the words you hear. Say BINGO when you get a row of Xs. Step 2:Read the following sentences and find out what animals they are. (1)It’s only in China .Its color is white and black. It likes to eat bamboo(竹子). Panda (2)It lives in the cold place—South Pole( 南 极 ).It walks like a duck( 鸭 子 ). Penguin (3)It looks like a bear. It can climb the tree（爬树）. Koala (4)It’s big and strong. It can run fast. It’s from Africa. Lion (5)This animal is very friendly .It can swim fast and play with a ball. Dolphin Step 3: listening( Section B 2a,2b) 2a This activity provides listening practice with the target language. Say, Now I will play a recording of a conversation between Tony and Maria. This time circle the adjectives you bear on the list for la. Play the recording again. Students circle the adjectives they hear. Check the answers. 2b This activity provides listening and writing practice using the target language. Call attention to the three headings. Animal, Maria's Words and Tony's Words, and the write-on lines under each. Say, Now I will play the recording again. This time please write the name of the animals each person talks about and the words they say. Play the first four lines of recording and stop the tape. Ask, What animal are they talking about? (the elephant) What words does Maria use to describe the elephant? (interesting, intelligent) Point out the write-on lines where students can write these words. Play the whole recording and have students write the words they hear on the chart. Check the answers. Step 4:Pairwork A: Hello! What animals do you like? B:I like elephants. They’re cute. A: What other animals do you like? B:I like dogs , too. A: Why? B: Because they are friendly and clever. Step 5: Make a survey Ask your group members their favorite animals and why. Names Favorite animal Why? other animals Why? Report: My friend’s favorite animal is … He/She likes them because they’re … He/She likes …, too. Because they’re … Step 6:Homework: Design an animal mascot(吉祥物) for our school. Period 4: Section B 3a,3b,3c,self-check 3,4 Step 1: enjoy the story 《lion and mouse》 (flash 片段) Step2: Guessing game What animal do I like? Eg: He is two years old. He is from China. He is black and white. He eats bamboo. He sleeps during the day(白天睡觉). 活动形式：学生叙述自己喜爱的动物信息，让其他同学猜是哪种动物. Step 3:reading Section B 3a,3b Step 4:Show the designs. 活动形式：展示上次课的课后作业，即学校吉祥物。 Step 5:Homework 设计一张卡片，介绍你最的宠物。 六、教学后记： Unit 6 I’m watching TV 一、教材分析：本单元是 Go for it (下) Unit 6。主要围绕“What are you doing?”这一主题展开 各种教学活动，并以这一主题引出现在进行时的一般疑问句，否定句以及特殊疑问句等语言 功能。本单元旨在创造一个轻松、愉快的学习、交流环境，通过听、说、读、写来培养学生 综合运用这些知识的能力。并让学生能在“做中学”（learning by doing），通过有限的课堂实 践活动，注意观察别人的行动，能准确地用英语来表达。 ２、教材的地位和作用：“Go for it”教材有一个比较明显的编排特点，那就是每单元由 Section A , Section B 和 Self Check 三大版快组成，同时每个版快又由 a, b , c 三小部分构成，内容 循序渐进，符合学生的认知规律，教材又图文并茂，既能吸引学生的注意力，又能激发学生 的学习兴趣，每一小部分中的Ｃ部分又是 pairwork,培养了学生的合作意识，每一小部分又 有听力训练，培养了学生的听说能力。Section B 中的３a, 3b 又能培养学生的读写能力， 本单元的综合语言知识能力的运用，又能在此体现出来。Section B 中的 3c 是任务性教学， 体现了语言的交际性和实用性。 1.语言知识： 本单元要求学生掌握以下词汇（phone, mall, movies, sound, show, boring, library, soccer. watch TV, do homework, eating dinner, talking on the phone) 语言功能： 学会读、写一篇有关人们正在运动的短文。 语言结构（日常交际用语）： What are you / they doing ? I'm / We're/ They're watching TV. Is he/ she watching TV? Yes, he/ she is. / No, he/ she isn't. 2.语言技能： （1）能用现在进行时的各种形式进行准确的描述和表达正在发生的动作。 （2）能掌握现在进行时态及一些表示具体动作的词组搭配，如：watch TV, read books, play soccer, talk with/ to , be boring, go to the movies, want to do sth.等。 （3）能在日常生活中恰当理解和运用本单元的话题范围内的单词和习惯用语。 3、学习 策略： 通过本单元的教学，我要求学生能通过上下文内在的逻辑联系，或在观察别人的行为和活动 时能用现在进行时来准确地表达所发生或进行的动作。 4、情感态度： 通过对本单元的任务性活动，我的目的是能培养同学间的友好相处，规范自己的行为，同时 能提高他们的观察能力和判断能力，激发他们对学习英语的兴趣和热情，在接近生活常态的 交际中能乐于模仿，敢于开口，积极参与，主动请教。 5、文化意识： 了解西方人是如何表达或描述正在进行的动作。 三、教学的重、难点： 基于上述对教材的分析，我确定本单元的教学重点为词汇、词组搭配和现在进行时的用 法。 教学难点为现在进行时中现在分词的结构及读音，能在交际中准确地运用现在进行时来 描述或表达正在进行的动作。 四、教学方法 1、教法分析： （1）现在进行时是学生刚刚接触的一种新的语法项目，而本单元的话题源自生活，立足这 一点，我充分利用学生已有的知识和生活经验，创设生活化的真实情境（或半真实情境）引 导学生在 运用语言中学习语言，然后在学习新的语言知识后创造性地运用语言（为用而学， 在用中学,学了就用）。 （2）开展多种类型的任务型活动，提供给学生合作交流的空间和时间，促使学生为完成任 务和同学进行合作，为完成任务进行探究性学习。 2、学情分析： 我们教学的对象是初一学生（以中等生为主），他们学习英语既感到好奇又担忧，希望能得 到他人的肯定。因此我在教学活动中尽量让他们参与到活动中来，有更多的机会来说英语， 减少他们的恐惧感，通过学生间的合作学习，降低他们的学习难度，使他们体验到成功的喜 悦。同时在阅读和书面表达中加以落实，提高他们综合运用语言的能力，使各层次的学生都 有所收获。 五、教学过程设计 The First Period Step 1 Warming up (“良好的开端是成功的一半”， 因此，我认为能以一种新颖的问候方式或复习方式进入 一节课，就能唤起学生的兴趣，使学生保持一种积极的学习状态，或循序渐进地导入所学的 内容，那么可为这节课的成功打下基础，同时也能给自己适当的减压。） T：We are having an English class now. What are we doing now? (Help the students to answer: We're having an English class now.)接下来教师要求几个学生 做一些动作，让其他学生用英语来猜测。（目的是为本节课的现在进行时作好铺垫） (Section A 1a. 1b ,1c,2c) Step 2 Presentation 教师出示几张图片,引出现在进行时的结构和用法。 (1)叫一位学生按照老师图片上的提示做动作，教师接着说： T: He/ She is singing now. They are playing football now. T: What is he/ she doing ? He/ She's playing football now 2）然后叫一个学生做动作，另一个学生问，进行问答练习。 S1: What are you doing now? S2: I'm watching TV. (ect.) sing----singing / watch----watching / play---playing /ect. 这样设计的目的是让学生在交际情景中感受出现在进行时的结构和用法。 Step 3 Practice 1. Show some pictures and let the students ask and answer in pairs. e.g What are you doing ? I am eating. What is he doing ? He is eating. What are they doing? They're eating.. 2. Practice Section A (1a) 3. 然后叫学生归纳出现在进行时的结构句型。 主语 + am/ is / are+ 动词的现在分词 （培养学生归纳能力，找出记忆的规律。） Step 4 Listening 接下来的任务型听力要求学生对动作作出反应，教师可承接刚开始的话题，引导学生根 据所学语言完成以下任务： 1.What are the people doing? 2.Write numbers from 1a below. 3.Check the answers in pairs like this: A: What is Jenny doing? B: He is watching TV. A: What are Dave and Mary doing? B: They are eating dinner. A: What is John doing? B: He is doing homework. (通过听力训练，现在进行时的结构得以很好的落实 Step 5 Pairwork 接着教师叫一些学生背向着全班同学来做一些动作，让其他学生来猜他或她正在干什么。 （小组比赛，猜对的同学以一颗红星加以鼓励，比一比哪组同学的红星最多。） 如：Is LiLei writing? No, he isn't. ect. 直到猜对为止。（在课堂活动中实行鼓励性评价，能促进学生的竞争意识和学习英语的积极 性。） 然后叫学生看第 26 页 2C 部分的内容，让学生进行结队练习。本部分要求学生掌握一些固 定的词组搭配，如： write a letter, eat dinner, do homework, talk with 等。 Step 6 Group work 接下来我设计的任务是要求三个学生为一小组， 进行问答练习。 如：What are you doing ? I am talking. What is he/ she doing ?He/ She's talking. Is he/ she talking? Yes, he/ she is. / No, he/ she isn't. (这样的活动既可以培养学生的合作意识，又能在情景中用现在进行时交际，巩固了本节课 的重点，从而突破了难点，促使学生在学习过程中学会细心观察。) Homework: 1.熟记本课的单词、词组和句型。 2.完成 Shelf Check 3. 3.观察今晚自己一家人做的事。 The Second Period ( Section A / 2a , 2b , 3a, 3b) Step 1 Warming up 1. 教师做几个动作，要求学生进行问答练习： What is the teacher doing? She is cleaning the classroom ect. 2、然后三人活动，一人做动作，另两人进行问答练习。 What is he / she doing? He/ She is playing soccer. Is he/ She playing football? Yes, he/ she is. / No, he/ she isn't. （通过复习，使学生巩固上一节课的主要内容，为本节课进一步学习现在进行时打下基础。） Step 2 Presentation 教师要求一位学生做打电话样子， 然后问： What is he/ she doing? I am talking on the phone. T: Do you want to go to the movies? S: Sure./ That's sounds good. Step 3 Practice 1.Ask some students to make a conversation. What are you doing? Do you want to go to the movies? 2. Section 2b. Put these questions and answers in order to make a conversation. Then listen to the tape carefully. Check the answers. (目的是让学生进一步巩固现在进行时的用法。) Step 3 Listening (2a) 要求学生听一段对话，然后回答一些问题。 检查学生的听力情况。 Step 4 Practice 1. Show some pictures and ask the students to make a conversation about them( Role play) What are you doing? I am reading. Do you want to go to the movies? Sure. When do you want to go? Let's go at 7:00. 2. Ask the students to write the number of the picture next to the correct conversation. (利用模拟情景，可以培养学生初步综合运用语言的能力，同时巩固本节课的重点句型，达 到学以致用的目的。） Homework: 1.熟记本课的单词和重点句型。 2、根据今天所学过的重点句型，编一则对话。 The Third Period ( Section A 4 --Section B/ 1a--2c) Step 1. Warming up 教师出示几幅图片，要求学生进行问答练习。 如：What's he/ she doing? He/ She is playing basketball. What are they doing ? They are playing football. Is he/ she swimming ? Yes, he/she is. / No, he/ she isn't. Step 2 Presentation 接着教师以前面复习的这几幅画，引入本课的现在进行时的各种特殊疑问句，如： Where are they playing football? Who is he/ she talking to? ect. Step 3 Practice 教师在引入新课的前提下，接下来提供以下任务，要求学生去完成。 （1）教师出示 Section B/ 1a 中的六幅图片，要求学生用现在进行时的各种疑问句进行问答。 （2）要求学生在问答的基础上，完成 Section B/ 1a 中的表格。 （本环节通过各种活动，目的是强化训练，加深印象， 为运用将打下最坚实的基础。） Step 4 Listening 在上面环节的基础上，教师要求学生做以下的听力练习，根据听到的内容，完成下面的表格。 （Section B/ 2b） （通过本次的听力练习， 强化学生现在进行时的运用） Step 5 Pairwork 承接上部分听力内容，要求学生在模拟情景中进行交际: 如: A: Hello, is Tina there ？ B: No, she isn’t. A: Where is she ？ B: She is at home. A: What’s she doing now？ B:She is watching TV. A:Does she want to go to the movies? B:Sure. Let's go there at 7:00. (通过学生在模拟情景中交际,目的是培养学生综合运用语言的能力,能在做中学,在学中用.) Homework: 1.熟记本节课的重点句型. 2.画一张或带一张家庭活动的照片. The Fourth Period ( Section B / 3a------4) Step 1 Warming up 1. 教师出示几张图片,要求学生就图片中的内容进行问答. What is he/ she doing ? Where is he / she playing football? Who is he/ she playing with? 2.然后要求学生就图片中的内容,用完整的句子进行介绍.(目的是培养学生观察能力及用英 语表达的能力.) Step 2 Reading 1.教师把刚才出示的图片顺序打乱,要求学生根据老师提供的具体内容,一个学生陈述,另一个 学生重新排列图片的顺序. 2.要求学生读 Mike 写给他笔友的信,然后重新排列图片的顺序.(Section B / 3a） （在第一步的基础上，学生会比较容易读懂这封信，对第二步的任务也比较容易完成） Step 3 Group work 要求学生出示带来的照片,进行问答练习(Tell the group about your photos.) (这样的小组活动,有利于培养学生的合作,又能让学生在实践中学习,在交流中运用语言.) Step 4 Speaking and writing 1. 在上述小组活动的基础上,再要求学生介绍自己照片的内容,目的是为下面的写作作好准 备. 2.要求学生完成一篇书信(Section B/ 3b) (这是一篇同步完成的书信材料,在以上的学习过程中,学生以具备了阅读和处理相关信息的 能力,因此这部分任务交给学生自己完成,以此提供学生运用语言,解决问题的空间.) 3.同步写作:写一篇自己家照片的内容的书信体. (写作是学生综合运用语言能力的体现,通过写作能强化语言的运用,同时加深对所学知识的 理解,将学与用融合在一起.) Homework: 1.熟记本单元的单词,词组和重点句型. 2.注意观察同学在课间的活动,用现在进行时写一篇报道. 本单元我的教学设计理念： 1、本单元的教学活动始终遵循任务型教学的教学理念，以学生为学习的主体，以任务为中 心，在运用语言完成任务的过程中来学习，体会和掌握语言。 2、自始自终贯穿了以交际为目的的原则（在做中学，在学中用）。 3、在教学过程中，关注学生的生活实际和生活体验，让其贴近实际、贴近生活、贴近时代， 树立以学生为本的思想，提倡学生参与、体验、亲身实践、独立思考、合作探究，从而实现 教学方式和学习方式的转变。 Unit 7 It’s raining! 一、教学背景 这一单元的中心话题是 Describe the weather。语法现象是 Present Progressive Tense。继 Unit6 I’m watching TV 第二次出现了现在进行时态，是上一单元的延续。 比较上一单元，本单元增设了一个日常生活中重要的情景 Talking about the weather 。学生 不但要具备并熟练地掌握现在进行时态的意识和技巧，并且要会运用这一时态描述在各种天 气背景下人的活动。 四、 教材内容 本单元语言训练的重点是（1）谈论天气；（2）描述正在发生的动作。重点语言结构是（1） How 引导的特殊疑问句；（2）Yes/No 问句及答语；（3）现在进行时的用法。Section A 主要 是听读说和基础语言运用，为目标句型提供分步示例和指导性练习；Section B 知识扩展、新 旧知识的运用，循序渐进的写作练习；运用所学的语言完成各种任务使学生能够对已经学过 的目标句型运用自如：Self -Check 自我评价，词汇知识的评价，语言应用能力的评价。 五、 单元总体学习目标 1、词汇 基础核心词汇：sunny, cloudy, snowing, raining, windy, cold, hot, cool, warm, humid, terrible 掌握：rain, snow, weather, cook, study, bad, pretty, lying, beach, group, surprised, beat, relaxed, winter, scarf, everyone, man, like 了解：Moscow, Boston, how’s=how is, vocation, beach, volleyball 补充词汇：spring, summer, autumn, sandstorm, typhoon, tsunami(海啸) 2、语法 (1)现在进行时 (2) 有关天气的特殊问句及答语 3、日常交际用语 How’s the weather in Moscow? It’s raining. What’s the weather like in Shanghai? It’s sunny. What are you/they doing? We/They are watching TV. What is he/she doing? He/she is cooking. How’s it going? Great! 4、语言技能 1）能用英语打招呼和描述并谈论不同的天气。 2）能用现在进行时互相交流。 3）能用现在进行时叙述在不同地方的和不同的天气背景下人们能做的事。 5、情感态度 1）通过课文教学引导学生关注天气情况，爱护环境，保护大气等自然资源的良好意识。 2）通过学习打招呼、谈论天气和所做的事时所用的交际用语，学会与人友好相处。 3）通过学习和对比不同天气背景下人的活动，激发学生的内在情感，进行爱的教育。 4）能在小组活动中积极与他人合作，相到帮助，共同完成学习任务。 6、文化意识 了解不同地方和不同的天气背景下人们能做的事，互相交流不同国家的文化，对学生进行不 同文化意识的渗透。同时让了解其他国家风景，风俗，增加学生的背景知识，增强学科间的 交流。培养学生具有一定的环保意识、责任意识和关爱他人之心。 7、学习策略 通过任务型的教学，让学生学会自主学习，归纳总结，培养主动学习的能力。尤其对所学内 容能主动复习并加以整理和归纳的能力。 四、分课时教学设计 Period One Section A 1a, 1b, 1c, 2a+ Section B 1a, 1b Ⅰ. Teaching aims 1. Knowledge ①Words:rain,windy,cloudy,sunny,snow,weather,Moscow,Boston,how’s,bad,terrinle,pretty, cool, cold, humid, warm, hot ②Sentence structures: How’s it going? How’s the weather? What’s the weather like? 2. Ability: Talk about the weather and greet each other with a new structure. 3. Cultural awareness: A new way of greetings and asking about the weather is quite a common greeting in western countries. ⅡImportant points: A new way of greetings and the description words about the weather. Ⅲ.Difficult points: How’s the weather? It’s raining/windy/cloudy/sunny/snowing/. How’s it going? Great! /Not bad! /Terrible! /Pretty good! ⅥTeaching procedures Step1. Warming up 1. Ask the Ss randomly: What’s the date today? What day is it today? How are you? 2. Give a new expression which has the same meaning as How are you? : How’s it going? But the new one has more answers. Step2. Presentation 1. Show 4 faces on the screen and ask Ss to describe each face using whatever words they can. Help Ss identify each person is feeling. 2. Then show 4 words. Say the words and ask Ss to repeat each one. Ask Ss to match each remembered phrase with a face. Encourage them to spell the phrases by How do you spell it? 3. Practice with the new structure by the whole class: Choose one to the front and the others guess the description words through his/her facial expressions. Step3. Presentation 1. Let one student ask me: How’s it going? I may answer like this: Terrible! Because it’s snowing and it’s so cold. Show a picture of snowing day and children are making a snowman and pretend to be very cold. Make Ss guess the words: the weather and snowing. Ask them: How’s the weather? Get them to answer like: It’s snowing/snowy. Go on with other kinds of weather: sunny, rainy, cloudy, windy. 2. Point out the numbered list of description words. Say each one and ask Ss to repeat the words again. Then ask Ss to match each word with one of cities in the picture. Check the answers. 3. Play the tape and get Ss to write the city names in the boxes. Check the answers. Look at the 5 pictures in 1a. Encourage Ss to use the description words to describe the weather: ①Beijing—sunny and warm/hot ②Shanghai—cloudy and cool ③Boston—windy and cool ④Moscow—snowing and cold ⑤Toronto—raining and humid. Show an arrow to identify the degree of the 4 adjectives: cold, cool, warm and hot. 4. Practice with the structures: How’s the weather? and What’s the weather like? with the 5 pictures The exact weather on that day should not be missed. Note: Talking about the weather is quite common in western countries as a daily greeting. Step4. Weather report Show a weather map of China. Get Ss to make a weather report as a CCTV anchor. They may begin with asking the weather in each city, then make up a report about it. Step5. Chant Show an easy chant to reinforce the questions and words about the weather. Step6. Homework 1. Copy the new words 4 times each. 2. Summarize the usages of how in questions. 3. Watch a weather report on TV and take down some notes about the weather forecast for tomorrow, and then write a report about it. Period Two Section A 2a, 2b, 2c, 3b+ Grammar Focus Ⅰ. Teaching aims 2. Knowledge ①Words: cook, study ②Sentence structures: What are you/ they doing? We/ They are… What is he/she doing? He/ She is … Yes/No questions and short answers. 2. Ability: Ask and answer the Present Progressive Tense, and describe the activities people are doing 3. Cultural awareness: The inner feelings of the Ss are motivated by understanding and comparing different people’s lives in different areas. ⅡImportant points: the correct use of the Present Progressive Tense Ⅲ.Difficult points: Describe the weather and activities with the Present Progressive Tense ⅥTeaching procedures Step1. Warming up and revision 1. Daily greetings: How’re you today? How’s it going? How is the weather? Ask these questions randomly to the Ss to revise what they learned yesterday. 2. Point out the conversation in the large picture in 3b on P33 and ask two Ss to read it to the class. Practice it in pairs, then change some of the words and make their own conversations. 3. If Ss do quite well, show a piece of cartoon of the Snow-white and the seven dwarfs. Step2. Presentation 1. After showing the cartoon, ask Ss: What are they doing? (They are singing and dancing.) Show more pictures with questions: What’s he/she doing? and What’re they doing? to get Ss to practice the tense which is the core grammar of this period. Get Ss to guess out the word cook by the picture. Choosing the right words and pair work are added as the reinforcements. 2．Let’s see what Joe’s families are doing. Point to the 4 pictures (The girl in the second picture is talking on the phone with the first speaker.). Ask Ss tell each person is doing in each picture. More attentions should be paid to the correct use of the Present Progressive Tense. Use every hint to finish 2b. 3. Play the tape for Ss to have a check. One more time listening to finish 2a. Teach: What does your father do? He is a cook.. Compare cook with cooker. 4. With the whole picture, get some Ss to tell the story of it. Step3. Brainstorming 1. Play the tape for another time. Then do a memory test. Ask Ss: What’s Uncle Joe/Jeff/Mary/Aunt Sarah doing? What’re Scott and Lucy doing? Is Jeff watching TV? Etc. 2. Guessing game. Guess the activities people are doing. Step4. Game. Find the differences! 2 Ss in a group. Student A looks at the picture on P84 and Student B looks at the picture on P86. Each picture has the same people in it, but they are doing different things. Take turns talking about what the people doing in the picture. Attention: don’t look at the partner’s picture. And the weather in 2 pictures could be compared too. weather sunny raining person P84 P86 Uncle Ed sleeping cooking Aunt Betty playing soccer watching TV Nancy playing soccer reading a book Rick swimming playing computer games Get Ss to describe the 2 pictures orally. Step5. Grammar Focus 1. Ask 2 Ss to read the sentences loudly and make interpretations. 2. Some oral exercises about the core materials in Section A. Step6. Homework 1. Copy the new words 4 times and the Grammar Focus. 2. Write 2 paragraphs about the 2 pictures on P84 and P86. Period Three Section B 2a, 2b, 2c Ⅰ. Teaching aims 2. Knowledge ①Words: hot, cold, cool, warm, humid ②Additional words: spring, summer, autumn ③Sentence structures: How’s it going? What are you doing? How’s the weather? 2. Ability: Describe the different kinds of weather and different activities in different areas ⅡImportant points: Revise and use the words, expressions and sentence structures correctly. Ⅲ.Difficult points: Describe the weather in 4 seasons and people’s activities ⅥTeaching procedures Step1. Revision 1. Show different weather signs to revise the description words in Section A. Draw an arrow to revise the 4 words: cold, cool, warm and hot. But don’t forget humid. 2. Get Ss to look at Picture C .Tell them: It’s Chengdu. How is the weather in it? It’s sunny. Is it cool? No, it’s hot. It’s hot and humid. 3. Make a survey by the whole class. Ask Ss: Who likes the cold weather? Have Ss raise their hands. Check out the most popular and the least popular weather. Get Ss to talk about the local weather in 4 seasons. Step2. Presentation 1. After talking about the local weather in 4 seasons, let’s watch different weather in other countries. Tell Ss Maria is in Mexico. Play this phone conversation between Sam and Maria. Listen carefully to their questions and answers. Play the tape the first time, Ss only listen. Play the tape again and have Ss catch the answers Maria and Sam give to the question How’s it going? Listen again and write what they answer to What are you doing? and How’s the weather? 2. Further discussion. Show 4 pictures. With the 4 questions ①Where is it? ②How is the weather? ③What season is it? ④What are the people doing? Ss talk about the countries, the weather, the seasons and the activities. country weather season activities Japan cool spring watch the flowers America(Hawaii) hot summer swim Canada warm autumn watch the leaves American cold winter do sports Step3. Interview 1. After visiting the 4 places, ask some Ss: Where do you want to go? When do you want to go there? How’s the weather? What do you want to do there? Let them describe the places they want to go most. 2. Ss make an interview in the class., and then give a report about. 3. Let’s find out. Find out what kinds of activities someone wants to do on certain days. Step4. Homework !. Copy the new words 4 times. 2. Interview their family members about the place they want to go most and the situations there, and then write a report about it. Period Four Section B 3a, 3b, 3c, 4 +self check Ⅰ. Teaching aims 2. Knowledge ①Words: vocation, lying, beach, group, beach, volleyball, surprised, heat, relaxed, winter, scarf, everyone, man ②Additional words: sandstorm, typhoon, tsunami(海啸) ③Sentence structures: How’s the weather? What’s the weather like? What can we do with this? When is the best time to visit your town/city? 2. Ability: Learn about different activities in different weather 3. Cultural awareness: Learn to love our nature and protect the environment. Make a donation if possible ⅡImportant points: Use the words, expressions and sentence structures correctly. Ⅲ.Difficult points: Describe the weather in 4 seasons and people’s activities ⅥTeaching procedures Step1. Revision Show a weather map of China and get Ss to ask and answer in pairs about the different kinds of weather in some cities. Step2. Presentation 1. Ask Ss: How do you know the weather beforehand? Get answers like: From the radio/121/the TV/the mobile phone/the internet. 2. Look at a paragraph, and ask Ss to find out what the show is (CCTV’s Around the World show) and where the reporter is (in Australia) .Ask them to tell what they know about Australia. 3. Ask Ss to work alone. Underline the things that people are doing and circle the words that describe the weather. They may follow the 2 examples have done for them. Check the answers. 4. Draw attention to the pictures of France and the descriptions below. Ask Ss to work alone .Have Ss fill in the blanks. Check the answers. Step3. Group working 1. In groups of 2, finish 3 in Self check by asking and answering. 2. Ss form groups of 4. One of them works for CCTV’s Around the World show. He/She interviews the other 3 Ss what the weather is like in their hometowns and what the people are doing. Then give a report about what he/she has got. 3. Make a survey. Find out what activities people will do on certain days. 4. Ask all the Ss further: When is the best time to your town/city? Ss may answer like: The best time to visit my town/city is in … because it’s … Step4. Extension Show pictures of the nature disasters: sandstorm, typhoon and tsunami(海啸).Tell Ss: If we have such natural disasters, we could not enjoy the lives any longer. But what can we do with this? Collect any possible answers from Ss. Step5. Reinforcement 9. 北京天气如何？阳光灿烂又暖和！ 10. Sarah 阿姨是个厨师。她正在烹饪食物。 11. 他们正在干什么？他们正在学习。 12. 情况怎么样？糟糕透了！ 13. 欢迎收看中央台环球节目。 14. 许多人在那里度假。 15. 看那一群正在打沙滩排球的人。 16. 对于他们能在这么高的气温下打球我感到很惊讶。 Step6. Homework Summarize the key words and expressions in this unit. Unit 8 Is there a post office near here? Language goal In this unit Ss learn to ask for and give directions on the street. New language Is there a bank near here? Yes, there is. It’s on Center Street. Where’s the supermarket? It’s next to the library. Is there a pay phone in the neighborhood? Yes, it’s on Bridge Street on the right. Locations in the neighborhood such as post office, hotel, restaurant Descriptive words such as new, old, dirty, clean Descriptions of location such as across from, next to, between Period 1 New words: post office, restaurant, library, supermarket, bank, park, pay, street, center, mail, near, bridge, across, between, front, behind Language structures: Is there a bank near here? Yes, it is. / No, there isn’t. Where’s the bank? It’s on Center Street. Teaching steps Step1 Leading in T: Ask two rows of three Ss each to stand facing each other in the front of the classroom. Point to Ss standing in front and ask the class to repeat the questions and answers. T: Where’s Yang Li? (Point to two Ss standing beside each other) Yang Li is next to Li Peng. T: Where’s Zheng Wen?(Point to two Ss in different lines facing each other.) Zheng Wen is across from Sheng Lin. T: Where ‘s Lin Jiahui?( Point to one student standing between two other Ss.) Lin Jia hui is between Sheng lin and Li Dai. Step2 . Learning Section A 1a Learn the new words in 1a. The new words are: post office, restaurant, library, supermarket, bank, park, pay, street, center, mail, near, bridge, across, between, front, behind. After learning the new words, ask Ss to match each word on the list with one of the pictures. Step3 Listening Listen and circle the places you hear in 1a. The answers are: restaurant, post office, supermarket Step4 Pairwok In pairs, the Ss practice the conversation Is there a bank near here? Yes, it is. / No, there isn’t. Where’s the bank? It’s on Center Street. Ask several Ss to say some of their questions and answers for the class. Step 5.Learning 2a T: Point out the six sentences. Say each one of the pictures. Then ask Ss to match each sentence with one of the pictures. Step6 Listening Listen to 2b and fill in the blanks with the words in the box. Step7 Pairwork Ask and answer questions about the places in 1a. Using the following conversation: Where’s the supermarket? It’s next to the library. Let the Ss practice in pairs then ask some pairs to do it in class. Homework 3. Recite and copy the new words. 4. Copy the sentences in Grammar Focus. 课后记： Period 2 Key points: Excuse me. Is there a hotel in the neighborhood? Yes, there is. Just go straight and turn left. It’s nest to Supermarket. Step1 Revision 2. Dictate the new words and drills we learnt yesterday. Step2 Leading-in T has a conversation with one student. The conversation is following: --- Is there a bank near here? --- Yes, there is. It’s on Center Street. Write the new words on the Bb. They are excuse, straight, turn, left, right, down, open, clean, quiet, dirty, market, house Step3 Learn Learn the new words with the whole class. Ask a student to point out the place that Paul wants to get to. Ask Ss to read the conversation again. Match the sentences with the pictures. Write each number in the box. 3b Point to the questions below each picture and ask a student to read them aloud. Step4 Practice 2. Section B 1a. Match the words with the pictures below. Step5 Pairwork Ask your partner about where he or she lives. Using Is there a big supermarket near your house? Yes, there is. Step6 Listening Listen and circle the places you hear in 1a. Listen again. Draw a map of Michael’s neighborhood in the box. Homework: Copy the new words they learned today and the conversations in 3a. 课后记： Period 3 New words: garden, district, enjoy, walk, through, beginning, tour, visit, place, have fun Language structures: learn to describe the place. 3a This activity provides reading practice using the target language. Ask Ss to read the paragraph to the class or read it yourself. Answer any questions Ss may have. Read the instructions aloud. Check the answers. 3b This activity provides guided reading and writing practice using the target language. Point out the guide and the blank spaces in it. Read it aloud saying blank each time you come to a blank line. Please write one word in each blank space in the guide. Look at the picture for the answers. Check the answers. 4a This activity provides guided writing practice using the target language. Ask Ss to work individually. Point out the description in 3b and say, now write your own neighborhood. Use sentences like these. 4b This activity provides open-ended oral practice using the target language. Call attention to what the person in the picture is saying. Ask a student to read the statement to the class. Ask Ss talk with their partner about their own neighbourhood. Tell about the streets and buildings. And ask partner will draw a picture of the neighbourhood. Homework: Copy the new words and recite them. Write a description of a kind of animal. 课后记： Period 4 3 Review the words in this unit. Ask Ss to check all the words they you know. Ask Ss to find out the meanings of any words they don’t know. 4 Ask Ss to write five new words in their notebooks. After Ss have recorded their new words, ask them to share their lists with other Ss. 3 This activity provides reading practice focusing on the grammatical structures used to ask and say where things are. Ask students to read the letter and draw the route on the map. Answer any questions students may have. Check the answer. Just for fun! This activity provides reading practice with the target language. Ask two Ss to read the conversation. Homework: Revise this unit and prepare for the exam. 课后记： Unit 9 What does he look like? Period One I.教学目标： 1.知识目标： 1).单词： hair, curly，straight, height, tall, medium, thin，heavy，build ,beard，glasses, blonde, brown 2).句型： -- What does he/she look like? --He/She is tall and has long hair. --What do you look like? --I’m thin． He/She wears glasses/… 2.能力目标：1）学完本课，学会描述人物外貌。 2）能积极思维，运用所学单词，短语及 句型，结合实际生活进行灵活运用。 3.情感态度目标：让学生学会友好地描述别人的形象。 II.教学重点: 掌握本课新单词和句型和怎样描述一个人的外貌。 III．教学难点：掌握描述人物外貌的方法。 IV. 教学设计： Step 1 1.what do you look like? 2.What does Tom/he look like? Step 2: Practice (B1a, A1a) 1.Finish P44, B1a. 2.Now please look at P41, Use the letters to match the people in the picture with one of the numbered words. Write each letter next to a numbered word. You can use some letters more than once. Point out the sample answer. (Keys: c, f, a, a, d, h, e, b, g, e) Step4: Listen 1b． (Look at their books Listen and fill careful1y). Listen carefully and fill in the blanks and find Amy’s friend? We will listen twice．The first time, just listen．The second time，listen and fill in the blanks．And say Amy’s friend’s look．( He's really tall．And he has curly hair.) Step5: Practice (1c and 3b ) 1. Ask two students to read the sample conversation to the class. Then ask the class to point to the girl in the picture who has long hair and a medium build. 2. Make a dialogue with a student. And ask the student to point out the person you described. Then Ss practice the dialogue in pairs. 3.(3b) 1). 2). Act the dialogue. 3). Finish the form. Step 6 make sentences (Section B 1b) Step 7 describe(shelfcheck3) Step 8 a guessing game （SectionB2c） Step9 homework Describe your family member and draw a picture of him/her. Period Two I.教学目标： 1.知识目标： 1).单词：always, captain, popular，team, good-looking, a little bit, joke, never, stop, teeny, huge, dreamer, wise 2).句型：如同第一课时。 Do you know David? No/Yes. 2.能力目标：1). 提高听读能力。2).能抓住人物的主要特征来描述人物的外貌。3).能概括人 物的外貌特征并根据人物特征推理出某一人物。4).能和合作伙伴互相交流，充分交换信息, 进行合作学习。 3.情感态度目标：1).教育学生要多发现别人的优点，学会赞美别人。2).懂得心灵美比外表美 更重要。 II.教学重点: 掌握本课新单词和句型和熟练掌握描述人物外貌的方法。 III．教学难点：熟练掌握描述人物外貌的方法并成功的根据人物特征推理出某一人物。 IV. 教学设计： Step 1 According to the picture to describe your family member. Step 2 listening (Section A 2a/ 2b) Listen 2a and 2b And find the difference between is and has． Step3 Pairwork （Section A 3） 1).Have students do the activity individually. 2).Practice the conversation． 3).Describe Nancy to your partner. Step 4 Presentation 1.listen and match the descriptions you hear in 3a. 2.Introduction：This is my good friend，Liu Peng．Please describe him with your partner. 3.1) What does Ma Yan look like? 2)What about Wang Lin's appearance? 4. Fill the form Step5 What does your best friend look like? 1.survey 2. report her /him to the class Step6 homework 1.(SectionB3c) According to the picture you draw to write about him or her down. 2.Design yourself a new look that you are twenties later. Period Three I.教学目标： 1.知识目标： 1).单词：look, remember, nobody, singer, pop singer, now, say 2).句型：复习前面句型 2.能力目标：1).继续提高听读能力。2).能概括人物的外貌特征并区别人物和推理出 某一人物。3). 能替自己和别人进行新形象设计，能和合作伙伴互相交流，充分交换信息。 3.情感态度目标: 1)通过描述同学、教师或自己的偶像的外貌，简单地表达自己的观点或好 恶，学会交换不同的看法，使学生在人际交往中学会尊重和理解别人。2).培养正确的审美 观。 II.教学重点: 掌握本课新单词和句型和熟练掌握描述人物外貌的方法并能灵活运用于生活 中。 III．教学难点：熟练掌握描述人物外貌的方法和画疑犯图。 IV. 教学设计： Step1 organization 1’ organize Ss by showing a picture taken about ten years ago． （Let the students guess who was me in the picture.） Step2 a song Why do most people can find themselves in a picture first? Please enjoy the song and answer my question. Step3 Free talk 1.Ask the students to describe my old photo． 2.Let the students talk about some changes. Step4 My new look Step5 Listen (Section B 2a and 2b) You will hear Maria and Danny talking about Tina Brown and Johnny Dean. 1.Your job is to write the job each person does. Point to the heading "Job" on the chart. 2times. Check the answers. 2.This time your job is to write what each person looks like. Point to the heading "looks like". Check the answers. Step6 Section B 3a 1.Read the magazine article to the class．And find the difference between the two pictures of Johnny Dean． 2.Point to the blanks in the chart．Describe Johnny before and now. Point out the simple answer. Step7 Section B 3b 3b is an article provides guided writing practice using the target language, point out the numbered blanks in the paragraph． Period Four I.教学目标： 1.知识目标： 1).单词：复习整个单元。 2).句型：复习整个单元。 2.能力目标：1).能熟练的用英语进行对人外表特点的描述，并根据描述画出人像。2). 能掌 握本单元出现的表示人外观的词组及句型，并能结合实际生活进行灵活运用这些词组及句型 描述别人的外表,提高写作水平。 2.情感态度目标：能在小组活动中积极与他人合作，相互帮助，共同完成学习任务, 尽情享 受学习的乐趣。 II.教学重点: 描述人物外貌特征和写作。 III．教学难点：听文画图，看图写文。 IV. 教学设计： Step1. Who remembers best? words Selfcheck 1 Step 2.Who describes best? (SectionA/4) In groups, ask a student to describe his or her classmate．Use only words and sentence patterns from this unit. For example, She's short and thin. She has curly hair. (The other students listen to him or her carefully and guess who it is.) Give a sample description of someone in the class and ask the class to guess who you are describing. Ask some students to describe a person while their classmates guess who it is. Step3 Who draws best? (Section B/ 4) This activity provides listening and speaking practice using the target language. 1. Ask each student to draw a picture without letting ,anyone else see it. 2. Have students get into groups of four. Tell the students in each group to give themselves numbers from 1 to 4. 3. Ask the other three students in each group to listen to the description and draw the person. You may wish to have them listen to the description several times. 4. Ask each group to swap its pictures with another group. That group votes to decide which of the three copies looks most like the original picture. The student who drew that copy is the winner. Step4 Who writes best? Choose a picture you draw and write the description on the exercise books. Step5 homework 1. Revise the useful expressions in this unit. 2. Look for some more beautiful passages to read. 3. Write down a notice for looking for the lost people Unit 10 I’d like some noodles. I. Teaching Contents: Unit 10 I’d like some noodles. 1. Status and function The topic of this unit is about food. The students will learn how to order food or take-away. In this unit, the students will be able to use “would like” to express their need for food and learn how to ask others’ information and provide their personal information during the process. 2. Teaching aims and demands （1） Knowledge objects a. To master how to order food or take-away; b. To master the modal verb “would” and “what” questions. c. To master the usage of countable nouns and uncountable nouns. （2） Ability objects a. To use “would like” to talk about the need for food. b. To improve students’ ability of communication and social practice. (3) Sensibility objects: Let the students experience the happiness of learning English, cultivate their ability to do things and foster the spirit of cooperation in group activities. 3. Teaching difficult points and focus: （1）Key words and target language and structures; （2）To master the usage of countable nouns and uncountable nouns; （3）To use “would like” to express their need for food and learn how to order food. III. Target Language (1) What kind of noodles would you like? I’d like beef and tomato noodles, please. (2) What size bowl of noodles would you like? I’d like a large / medium / small bowl of noodles. (3) What is your address? My address is… IV. Vocabulary large, noodles, beef, chicken, mutton, potatoes, cabbage, dumplings, porridge, soup, green tea, orange juice, would like, address, kind, size, bowl. V. Teaching Time The first period I .Teaching Aims and Demands 1. Knowledge objects (1) Key words: noodles, beef, mutton, chicken, cabbage, potatoes, tomatoes. (2)Target Language: What kind of noodles would you like? I’d like beef and tomato noodles, please. (2) Listening practice and speaking practice (4)To learn the countable and uncountable nouns. 2. Ability objects To train students’ ability of listening and speaking. II. Teaching Focuses 1. To learn the names of food and the countable and uncountable nouns; 2. To learn how to order food; 3. To make pair work. III. Teaching Procedures Step 1 Presentation Show a picture and let the students answer the questions below: 1) Can you see three bowls? 2) What are in them? 3) Do you like noodles? 4）Can you find the differences among the three bowls of noodles? 5）Show the sign ___Special 1, Special2, Special3 to understand their meanings. Step2. Presentation 1. Teach the new words of food used in noodles. 2. Look at the numbered list of ingredients. Read and repeat. 3. Ask students to match each word with the foods in 1a. Step3. Grammar 1. Present the countable and uncountable nouns. 2. List many words, and let the students discuss in groups and tell us what kinds of nouns these words are. Step4. Presentation Present the target language as following: A: What kind of noodles would you like? B: I’d like beef and tomato noodles, please. Step5. Practice the drill 1、Read the conversation above. 2、Ask students to work in pairs. One person is the waiter, the other one is the customer. Then let them perform the conversation in front of the classroom. Step6. Listening 1、Show three bowls of noodles in picture. Ask: What ingredients are in these noodles? 2、Play the recording the first time .Students only listen. 3、Play the recording a second time and correct the answers. Step7. Homework 1. Review the knowledge learned in this period. 2. Copy the new words. The second period I . Teaching Aims and Demands 1.Knowledge objects a) To review how to order food; c) Listening and speaking practice 2. Ability objects To train students’ ability of listening and communication. II. Teaching Focuses 1. To review how to order food; 2. To learn the key structures in this period; 3. To do listening practice. III. Teaching Procedures Step1. Revision Review the new words and conversations learned in last period. Step2. Presentation Present the target language as following: A: What size bowl of noodles would you like? B: I’d like a large / medium / small bowl of noodles. Step3. Role play Let the students perform the conversation as following, imagining they are in a restaurant (Each student can be both the waiter and the customer): A: What kind of noodles would you like? B: I’d like beef and tomato noodles, please. A: What size bowl of noodles would you like? B: I’d like a large / medium / small bowl of noodles. Step4. Listening 1、Listen and check the names of the foods they hear in 2a. 2、Listen and fill in the blanks in 2b.Play the recording a second time. Step5. Activity b) Let the students draw different pictures of food and bowls in different sizes. Let the students make the noodles their partners or classmates want to eat. One student says the ingredients and sizes he/she wants, others stick the pictures to make a bowl of noodles. Step6. Homework The third period I. Teaching Aims and Demands 1.Knowledge objects (1) To learn how to order take-away in really circumstance; (2) Pairwork 2. Ability objects To train students’ ability of speaking and communication. II. Teaching Focuses 1. To master how to order take-away or food and new words of food; 2. Pairwork III. Teaching Procedures Step1. Revision 1. Revise the food words. What size bowl of noodles would you like? I’d like… Step2. Practice 1. Look at the picture and discuss what the people are doing in 3a. 2. Read all the questions and the answers by themselves. 3. Match each question with an answer. The first one is done as a sample. Step3. Show Time Imagine the students are in a noodles’ restaurant in China. There is a menu. Order noodles they like. Make up a new dialogue with their partners. They should use their target language in this part. Step4. Practice 1. Read the conversation again in 3a. And let the students make their own conversations. Student A asks the questions. Student B gives true answers. 2. Perform their dialogue for the class. Step5. Game and report Find out the most popular noodles in each group and let the students make a report. Step6. Homework The fourth period I. Teaching Aims and Demands 1.Knowledge objects (1) To learn how to express their likes and dislikes; (2) To learn how to ask others’ information and provide their information; (3) Listening, speaking and reading practice. 2. Ability objects To train students’ ability of listening and reading. II. Teaching Focuses 1. To learn how to express their likes and dislikes; 2. To do some reading practice. III. Teaching Procedures Step1. Revision Revise the food words and target languages in this unit. Step2. Game. Describe noodles (kind, size) in four sentences. Ask four students to stand in front of the classroom one by one, and let him or her to guess what kind of noodles and size bowl of noodles it is. Continue the competition. Step3. Presentation 1. Read the numbered list of words in 1a and repeat. 2. Ask students to match each word with a picture. Write the letter of each food picture in the blank in front of the correct word. Check the answers. Step4. Practice 1. Circle the things they like and put an X in front of the things they don’t like. 2. Learn to express their likes and dislikes as 1b. (I like… I don’t like….) 3. Work in pairs. Tell each other what they like and don’t like. Step5. Listening 1. 2a: Let the students circle each of the words in 1a that they hear. 2. 2b: Let the students write down the information on the order form. Step6. Practice Work in pairs. Student A works in the House of Dumplings. Look at the order form. Ask student B questions and fill in the order form. Step7. Reading and writing Let the students read the words in 3a and the newspaper ad, then fill in the blanks. Step8. Homework The fifth period Teaching Aims and Demands 1. Knowledge objects (1) To learn how to write an ad for a noodle or dumpling restaurant. (2) To do some reading and writing practice; (3) Self-check Teaching Focuses To learn how to write an ad for a noodles or dumplings restaurant IV Teaching Procedures Step1. Revision Revise the food words learned in last period. Step2. Survey: Let the students ask their partners and classmates: What food do you like? Step3. Practice Read the ad in 3b. Write a word in each blank. Check the answers. Step4. Writing Look back at the ad in 3a.2. Let the students write their own ad. They can use some of the sentences from activity 3a. But please use their own types of dumplings and choose different drinks. They can also change the prices. Step5. Practice 1. Let the students read their partner’s ad. Notice the kinds of food and prices. Then order food from their partners. 2. Work in pairs and take turns ordering food and drink from their partner’s ad. Step6. Self-check Review all the knowledge learned in this unit through doing the exercises in self-check. Step8. Homework Finish off the workbook and review. Unit 11 How was your school trip? Teaching goals : 1. words & phrases : shark , seal , ate , win , won , got , visitor , drive , at the end of . 2. Use the past tense to talk about things . 3. 掌握由 there be 结构和行为动词构成的一般过去时. 4. 掌握规则和不规则动词的过去时. Important and difficult points : How to use the past tense correctly . The form of the past tense . Teaching aids : card , picture and a tape recording . Period 1 Teaching procedures : Step 1 Leading in Greeting : talk about something the Ss did last week . Step 2 Pre-task SB , 1a , 1c . T: What did you do on your last school trip ?Look at the picture .Guess :What did Tina … do ? Pairwork : Did Tina buy a souvenir ? No , … . Step 3 While-task SB , 1b .Listen and check the answers . SB, 2a , 2b .Play the recording and correct the answers. Step 4 Post-task SB, 2c . Pairwork : Make conversations . Ask several students to present their conversations . Step 5 Conclusion Grammar focus . Review the grammar box .Ss say the questions and answers . Practice reading . Period 2 Teaching procedures : Step 1 Leading in Greeting : talk about what last day off was like .Was it a good day off or a terrible day off ? Step 2 Pre-task SB, 1a , 1b . Look at the pictures .say something about the pictures . Point out the five phrases .Ss read after teacher . Make sure Ss understand what they should do .Rank them from 1-5 .Pay attention to the conversation in the box on the right .Read . Pairwork : make conversations . Share the students’ conversations . Step 3 While-task SB, 2a , 2b . Say , Now you will hear a conversation about what Tina and Tony did on their last day off . Point out the sample answer in 2a . Listen carefully twice .Fill in the chart. Read the sentences in 2b .Pay attention to who said these things . Play the tape again .Listen carefully . Check the answers . SB, 3a . Ask one student to read the article . Ss read and work : correct the statements below . Listen to the recording .Read after it . Ask Ss to read together . Step 4 Post-task Pairwork: Make conversations with your partner using these phrases : Were there … ? Did you see … ? Did you go … ? Step 5 Homework Make up a story . Period 3 Teaching procedures: Step 1 Leading in Free talk . Check the homework . Step 2 Pre-task SB, Part 4 . Say ,Here are some photos of your last vacation .What did you do ? Ask and answer with your partner . Question like this : Did … ? What … ? Were there … ? Where … ? How was … ? Pairwork . Step 3 While-task SB, 3a. Read the letter about the things Nick did by Ss . Explain the new words . Play the tape .Ss listen and repeat . Point to the number 1-5 .Point out the sample answer. Ss work .Then check the answers . Play the tape again .Practice reading . SB, 3b . Say , Imagine you are Tony and you’ll give Nick a letter . Point out the letter .Read the letter to the class .saying blank each time when come to a blank line . Read the letter and fill in the blank . Ask one student to present the answers . Step 4 Post-task SB, 3c . Say :We read about the things Tony and Nick did .What did you do on your last day off .Let’s write a letter about them . Give them help if they need .Ss work . Step 5 Homework Complete the selfcheck . Unit 12 What did you do last weekend? 教 学 目 标 语 言 目 标 描述周末所做的事情或所开展的活动。 能 力 目 标 能够用一般过去时来叙述周末所做的事情，并写出一篇日记，用来介绍当天所发生的 事情。 情 感 目 标 通过学习课文使同学之间相互交流周末时间的安排，丰富课余生活和活动。 语言结构 1.A. What did you do over the week end? B. I played tennis on Saturday morning. A. How was your brother’s weekend? B. It was great. 2.A. What did he do over the weekend? B. He went to the movies. A. What about your friend, Anita? B. He had a party. 语言功能 Past tense 教学重点 一般过去时：（1）过去时动词四种规则变化 A. play-played B. die-died C. stop-stopped D. study-studied （2）不规则变化 is, am-was are-were do-did go-went have/has-had sit-sat get-got 教学难点 (1) He did his homework. 变成一般疑问句 Did he do his homework?(2) How was your weekend? (3) I was very busy last night. 变成一般疑问句 Were you very busy last night?(4) She often came to help us. (5) …sth. terrible(nothing interesting, anything great 等 学习策略与思维 技巧 Teach Ss how to talk about things in their daily life in English 教学准备 A tape recorder The blackboard 任 务 型 活 动 课时 Four Periods Period One Teaching aims and demands: 1.Knowledge Objects: Key Vocabulary: was , did , went, beach, over Target Language: What did you do last weekend? On Saturday morning I played tennis 2.Ability Object: Train students’ listening and speaking skills 3.Moral Object: From today on, try to talk about your weekend and other things in English. Don’t be afraid of making mistakes. It is of great help to your English study. Teaching Key Points: Key vocabulary, Target language . Teaching Difficulties: Train students’ listening and speaking skills; Learn to talk about recent past events using the target language. Teaching Aids: A tape recorder a projector Teaching Procedures: 教学步骤 教师活动 学生活动 备注 Step 1 Assign the task Tell something about your weekend. Assign the task. Say: Well class. The weekend is just over. Now we are going to prepare a diary about what you did in the weekend. Then tell your friends in your group. 1.Listen to the teacher 2.make clear the task of this lesson. 3.Get ready for the task Gestu res Step 2 Warm-up 1a&1b Say something interesting Say: first, before the activity stars, I want to let you pay attention to the question: what did you do in the weekend? Next, talk about your own weekend, and then listen to the others carefully. Then say, prepare some paper to write down others’ weekend 1. Listen to the teacher’s question. 2. Try to think of the question and then find an answer to it. 3. Watch the sample carefully. Group work starts. Textb ook Step 3 Warm-up The teacher writes several words on the blackboard: did played cleaned went visited 1. Activity. 2. Answer the Note book Task One: How did you do over the weekend? Task Two: How was your weekend? Task Three: Write about what you did last weekend Weekend activities 1c studies had. Then ask the students to make sentences according to these words. Then ask the other students to ask: What did you do over the weekend? Then ask students to practice similar conversations in pairs. Say, Student A , you are Lucy, Student B, ask Lucy about her weekend, Remind them to use the activities in 1a and the days and times in 1b. Ask students work , help with pronunciations as needed. After Ss have had a chance to pratice the conversations . Ask pairs to act out one of their conversations. question. 4. Ask and answer 5. Act out Textb ook Step 4 Summary In this class, we’ve learned some activities first. Such as did my homework , played soccer. Then we’ve learned to talk about recent past events using the target language what did you do last weekend? On Saturday morning, I played tennis Make notes Step 5 Homework Read and memorize the activities in 1a and the target language in 1c. Make similar conversations to the one in 1c Period Two Teaching aims and demands: 1.Knowledge Objects: Key Vocabulary: test, What about…? Have a party, do some reading Target Language: -What did you do last weekend? -I played soccer. We went to the beach. 2.Ability Object: Train students’ listening skills. Train Ss’ communicative competence. 3.Moral Object: If you have some difficulty memorizing irregular verbs. Don’t worry. Take it easy and be confident, you’ll be sure to overcome difficulties and make progress. Teaching Key Points: Key vocabulary, Irregular verbs Teaching Difficulties: Train students’ communicative competence; Teaching Procedures: 教学步骤 教师活动 学生活动 备注 Step1 Revision Work in pairs. Ss talk about their weekends by asking each other. What did you do last weekend? Work in pairs Step 2 2a&2b Let’s listen to the tape about one student’s weekend. Write down the key words. 1. Listen to the tape carefully. Finish 2a 2. Listen to the tape three times Tape 3. check the answer recor der Step 3 While-task Divide the students to several groups. Then let each group talk about their weekends and write down what they heard. Show them the reference materials in Section A. Invite someone to read what he has written down 1. Follow the teacher’s instructions and form into several groups. 2. For each groups, talk about the weekend 3. Group starts 4. Listen to the tape carefully Textb ook Paper Step 4 2c Call Ss’ attention to the list of activities in the box. Read them and have Ss repeat one by one. Write them on the blackboard. Say these pairs and have Ss repeat like this. Visit sb.-Visited sb. Allow Ss some times to practice reading these pairs of activities Point out the conversation. Please fill in the conversation using the past forms of the activities to talk about recent past events. Ask Ss to use the activities to make new conversations. After Ss have had a chance to practice their own conversations, ask several pairs to present them to the class. Read them and repeat one by one. read these pairs of activities fill in the conversation Act out the conversations Step 5 Grammar Focus Allow Ss some time to read these questions and answers in pairs. Call attention to the Regular verbs and Irregular verbs columns. The regular verbs ends with –ed while irregular verbs must be memorized one by one. Read and answer textb ook Step 6 Summary In this class, we’ve learned the present and past forms of some verbs, including regular verbs and irregular verbs. And we’ve also practiced talking about recent past events using the present past tense. Make notes Step 7 Homework The task is not finished yet. Try to write a diary about what you did today 1. Listen to the teacher carefully Try to write a diary to show your achievement in English Period Three Teaching aims and demands: 1.Knowledge Objects: Key Vocabulary: wasn’t = was not Target Language: -How was your weekend? It was great! I went to the beach. 2.Ability Object: Train students’ read skills. Train Ss’ communicative competence. 3.Moral Object: Everyone has his merits. Maybe you are good at drawing but not good at English or math or Chinese. Don’t worry, and you’ll make progress with the help of your teacher and classmates. Be confident. Teaching Key Points: Learn to talk about how was your or someone else’s weekend Teaching Difficulties: Train students’ communicative competence; Learn to talk about how was your or someone else’s weekend. Teaching Procedures: 教学步骤 教师活动 学生活动 备注 Step1 Revision Review regular and irregular verbs forms. Answer one by one 小 黑 板 Step 2 Assign task What did you do yesterday? Did you have a good time? Now introduce your experience to your friends in your group 1. Listen to the teacher 2. Make clear the task of this lesson 3. Get ready for the task Pictur es Step3 3a Before the activity begins think about: What did you do yesterday? did you have a good time? Next think about whether you were happy. Then say open your books. And look at 3a. Point out the sample answer. Invite two Ss to read the first conversation to the class. Please complete the other two conversations using the activities above the picture. The scene may help you with your answers Get Ss to write numbers 1-3 in the blanks on their own Check the answers. 1. Listen to the teacher’s questions. 2. Try to think of the question and then find an answer to it. 3. Watch the sample carefully. Get ready for the group later on. 4. Group work 5. Sum up the results Textb ooks Step 4 3b Point out the sample conversation and ask two Ss to read it. Now please practice asking and answering questions about Ming’s. Tony’s and Sarah’s weekends like this using Read Act out information in 3a. Read the sample conversation first. Ask several pairs to say their conversations to the class Step5 Summary In this class we’ve done much reading and oral practice talking about how was your or somebody else’s weekend. At the end of class we’ve practiced making statements using the simple past tense. Listen and make notes Step6 Homework Ask Ss to make an interview after class to try to find out who had the most wonderful weekend. Ask different classmates, How was your weekend? Finish off the exercises of the workbook. Period Four Teaching aims and demands: 1.Knowledge Objects: Key Vocabulary: studied geography, played the guitar, went to the library Target Language: What did Jim do ? Jim went to the movies. What did you do last weekend? I visited my sister 2.Ability Object: Train students’ listening kills. Train Ss’ communicative competence. 3.Moral Object: Everyone should take an active part in the activities. Teaching Key Points: The target language. What questions Teaching Difficulties: What questions. Train Ss’ communicative competence. Teaching Procedures: 教学步骤 教师活动 学生活动 备注 Step1 Revision Ask different Ss to report their interview results to the class. Vote to see who had the most wonderful weekend. Make a report Step2 1a Read each one and have Ss repeat. Translate the word “geography” to the students. Please match the activities with the pictures. Write the letter of the picture in front of the correct activity. Point out the sample answer. Check the answers. Read after the teacher. match the activities with the pictures. Step 3 2a Now you are going to have a conversation between Jim and Sally. They are talking about what they did over the weekend. Listen to the conversation and write about what each person did. 1. Listen to the tape carefully then answer together. 2. Listen again, write down the dialogue. 3. Listen to the third Textb ook Practise in pairs. Use the dialogue as an example/ time. Try to make a small speech about your weekend. Step 4 2b Please practice asking and answering questions. Talk about what Sally and Jim did last weekend like this using information in 2a. Read the sample conversation first. Ask several pairs to say their conversations to the class. Step 5 2c Divide the students into several groups. Now the activity begins. Let a student to read his friend’s weekend 1. Follow the teacher’s instruction and form into groups(four persons a group) 2. For each group: introduce the weekend experience; hearers listen to the introduce carefully and write down what he did in the weekend 3. Group work 4. Sum up the results Paper Textb ook Step 6 Summary In this class we’ve learned more activities first, such as played the guitar, studied geography. Then we’ve done much listening and oral practice using the target language What did you /Jim/ Sally do last weekend? Listen and make a note Step 7 Homework Write a diary about what he/she did yesterday And try to use the language you learned 1. Listen to the teacher carefully 2. Try to write a diary to show your talent and achievements in English Paper Note book I. Teaching Contents: Unit 10 I’d like some noodles. II: Analysis of the Teaching Material 4. Status and function The topic of this unit is about food. The students will learn how to order food or take-away. In this unit, the students will be able to use “would like” to express their need for food and learn how to ask others’ information and provide their personal information during the process. 5. Teaching aims and demands （1） Knowledge objects a. To master how to order food or take-away; b. To master the modal verb “would” and “what” questions. c. To master the usage of countable nouns and uncountable nouns. （2） Ability objects a. To use “would like” to talk about the need for food. b. To improve students’ ability of communication and social practice. (3) Sensibility objects: Let the students experience the happiness of learning English, cultivate their ability to do things and foster the spirit of cooperation in group activities. 6. Teaching difficult points and focus: （1）Key words and target language and structures; （2）To master the usage of countable nouns and uncountable nouns; （3）To use “would like” to express their need for food and learn how to order food. III. Target Language (1) What kind of noodles would you like? I’d like beef and tomato noodles, please. (2) What size bowl of noodles would you like? I’d like a large / medium / small bowl of noodles. (3) What is your address? My address is… IV. Vocabulary large, noodles, beef, chicken, mutton, potatoes, cabbage, dumplings, porridge, soup, green tea, orange juice, would like, address, kind, size, bowl. V. Teaching Time Five periods The first period I .Teaching Aims and Demands 3. Knowledge objects (1) Key words: noodles, beef, mutton, chicken, cabbage, potatoes, tomatoes. (2)Target Language: What kind of noodles would you like? I’d like beef and tomato noodles, please. (2) Listening practice and speaking practice 4. Ability objects To train students’ ability of listening and speaking. II. Teaching Focuses 1. To learn the names of food and the countable and uncountable nouns; 2. To learn how to order food; 3. To make pair work. III. Teaching Procedures Step 1 Presentation Show a picture and let the students answer the questions below: 2) Can you see three bowls? 2) What are in them? 3) Do you like noodles? 4）Can you find the differences among the three bowls of noodles? 5）Show the sign ___Special 1, Special2, Special3 to understand their meanings. Step2. Presentation 1. Teach the new words of food used in noodles. 2. Look at the numbered list of ingredients. Read and repeat. 3. Ask students to match each word with the foods in 1a. Step3. Grammar 3. Present the countable and uncountable nouns. 4. List many words, and let the students discuss in groups and tell us what kinds of nouns these words are. Step4. Presentation Present the target language as following: A: What kind of noodles would you like? B: I’d like beef and tomato noodles, please. Step5. Practice the drill 1、Read the conversation above. 2、Ask students to work in pairs. One person is the waiter, the other one is the customer. Then let them perform the conversation in front of the classroom. Step6. Listening 1、Show three bowls of noodles in picture. Ask: What ingredients are in these noodles? 2、Play the recording the first time .Students only listen. 3、Play the recording a second time and correct the answers. Step7. Homework 3. Review the knowledge learned in this period. 4. Copy the new words. The second period I . Teaching Aims and Demands 1.Knowledge objects c) To review how to order food; b) Key structures: A: What size bowl of noodles would you like? B: I’d like a large / medium / small bowl of noodles c) Listening and speaking practice 2. Ability objects To train students’ ability of listening and communication. II. Teaching Focuses 1. To review how to order food; 2. To learn the key structures in this period; 3. To do listening practice. III. Teaching Procedures Step1. Revision Review the new words and conversations learned in last period. Step2. Presentation Present the target language as following: A: What size bowl of noodles would you like? B: I’d like a large / medium / small bowl of noodles. Step3. Role play Let the students perform the conversation as following, imagining they are in a restaurant (Each student can be both the waiter and the customer): A: What kind of noodles would you like? B: I’d like beef and tomato noodles, please. A: What size bowl of noodles would you like? B: I’d like a large / medium / small bowl of noodles. Step4. Listening 1、Listen and check the names of the foods they hear in 2a. 2、Listen and fill in the blanks in 2b.Play the recording a second time. Step5. Activity Let the students draw different pictures of food and bowls in different sizes. Let the students make the noodles their partners or classmates want to eat. One student says the ingredients and sizes he/she wants, others stick the pictures to make a bowl of noodles. Step6. Homework The third period I. Teaching Aims and Demands 1.Knowledge objects (1) To learn how to order take-away in really circumstance; (2) Pairwork 2. Ability objects To train students’ ability of speaking and communication. II. Teaching Focuses 2. To master how to order take-away or food and new words of food; 2. Pairwork III. Teaching Procedures Step1. Revision 1. Revise the food words. Unit 11 How was your school trip? Teaching goals : 5. words & phrases : shark , seal , ate , win , won , got , visitor , drive , at the end of . 6. Use the past tense to talk about things . 7. 掌握由 there be 结构和行为动词构成的一般过去时. 8. 掌握规则和不规则动词的过去时. Important and difficult points : How to use the past tense correctly . The form of the past tense . Teaching aids : card , picture and a tape recording . Period 1 Teaching procedures : Step 1 Leading in Greeting : talk about something the Ss did last week . Step 2 Pre-task SB , 1a , 1c . T: What did you do on your last school trip ?Look at the picture .Guess :What did Tina … do ? Pairwork : Did Tina buy a souvenir ? No , … . Step 3 While-task SB , 1b .Listen and check the answers . SB, 2a , 2b .Play the recording and correct the answers. Step 4 Post-task SB, 2c . Pairwork : Make conversations . Ask several students to present their conversations . Step 5 Conclusion Grammar focus . Review the grammar box .Ss say the questions and answers . Practice reading . Period 2 Teaching procedures : Step 1 Leading in Greeting : talk about what last day off was like .Was it a good day off or a terrible day off ? Step 2 Pre-task SB, 1a , 1b . Look at the pictures .say something about the pictures . Point out the five phrases .Ss read after teacher . Make sure Ss understand what they should do .Rank them from 1-5 .Pay attention to the conversation in the box on the right .Read . Pairwork : make conversations . Share the students’ conversations . Step 3 While-task SB, 2a , 2b . Say , Now you will hear a conversation about what Tina and Tony did on their last day off . Point out the sample answer in 2a . Listen carefully twice .Fill in the chart. Read the sentences in 2b .Pay attention to who said these things . Play the tape again .Listen carefully . Check the answers . SB, 3a . Ask one student to read the article . Ss read and work : correct the statements below . Listen to the recording .Read after it . Ask Ss to read together . Step 4 Post-task Pairwork: Make conversations with your partner using these phrases : Were there … ? Did you see … ? Did you go … ? Step 5 Homework Make up a story . Period 3 Teaching procedures: Step 1 Leading in Free talk . Check the homework . Step 2 Pre-task SB, Part 4 . Say ,Here are some photos of your last vacation .What did you do ? Ask and answer with your partner . Question like this : Did … ? What … ? Were there … ? Where … ? How was … ? Pairwork . Step 3 While-task SB, 3a. Read the letter about the things Nick did by Ss . Explain the new words . Play the tape .Ss listen and repeat . Point to the number 1-5 .Point out the sample answer. Ss work .Then check the answers . Play the tape again .Practice reading . SB, 3b . Say , Imagine you are Tony and you’ll give Nick a letter . Point out the letter .Read the letter to the class .saying blank each time when come to a blank line . Read the letter and fill in the blank . Ask one student to present the answers . Step 4 Post-task SB, 3c . Say :We read about the things Tony and Nick did .What did you do on your last day off .Let’s write a letter about them . Give them help if they need .Ss work . Step 5 Homework Complete the selfcheck . Unit 12 What did you do last weekend? 教 学 目 标 语 言 目 标 描述周末所做的事情或所开展的活动。 能 力 目 标 能够用一般过去时来叙述周末所做的事情，并写出一篇日记，用来介绍当天所发生的 事情。 情 感 目 标 通过学习课文使同学之间相互交流周末时间的安排，丰富课余生活和活动。 语言结构 1.A. What did you do over the week end? B. I played tennis on Saturday morning. A. How was your brother’s weekend? B. It was great. 2.A. What did he do over the weekend? B. He went to the movies. A. What about your friend, Anita? B. He had a party. 语言功能 Past tense 教学重点 一般过去时：（1）过去时动词四种规则变化 A. play-played B. die-died C. stop-stopped D. study-studied （2）不规则变化 is, am-was are-were do-did go-went have/has-had sit-sat get-got 教学难点 (1) He did his homework. 变成一般疑问句 Did he do his homework?(2) How was your weekend? (3) I was very busy last night. 变成一般疑问句 Were you very busy last night?(4) She often came to help us. (5) …sth. terrible(nothing interesting, anything great 等 学习策略与思维 技巧 Teach Ss how to talk about things in their daily life in English 教学准备 A tape recorder The blackboard 任 务 型 活 动 课时 Four Periods Period One Teaching aims and demands: 1.Knowledge Objects: Key Vocabulary: was , did , went, beach, over Target Language: What did you do last weekend? On Saturday morning I played tennis 2.Ability Object: Train students’ listening and speaking skills 3.Moral Object: From today on, try to talk about your weekend and other things in English. Don’t be afraid of making mistakes. It is of great help to your English study. Teaching Key Points: Key vocabulary, Target language . Teaching Difficulties: Train students’ listening and speaking skills; Learn to talk about recent past Task One: How did you do over the weekend? Task Two: How was your weekend? Task Three: Write about what you did last weekend Weekend activities events using the target language. Teaching Aids: A tape recorder a projector Teaching Procedures: 教学步骤 教师活动 学生活动 备注 Step 1 Assign the task Tell something about your weekend. Assign the task. Say: Well class. The weekend is just over. Now we are going to prepare a diary about what you did in the weekend. Then tell your friends in your group. 1.Listen to the teacher 2.make clear the task of this lesson. 3.Get ready for the task Gestu res Step 2 Warm-up 1a&1b Say something interesting Say: first, before the activity stars, I want to let you pay attention to the question: what did you do in the weekend? Next, talk about your own weekend, and then listen to the others carefully. Then say, prepare some paper to write down others’ weekend 6. Listen to the teacher’s question. 7. Try to think of the question and then find an answer to it. 8. Watch the sample carefully. Group work starts. Textb ook Step 3 Warm-up 1c The teacher writes several words on the blackboard: did played cleaned went visited studies had. Then ask the students to make sentences according to these words. Then ask the other students to ask: What did you do over the weekend? Then ask students to practice similar conversations in pairs. Say, Student A , you are Lucy, Student B, ask Lucy about her weekend, Remind them to use the activities in 1a and the days and times in 1b. Ask students work , help with pronunciations as needed. After Ss have had a chance to pratice the conversations . Ask pairs to act out one of their conversations. 3. Activity. 4. Answer the question. 9. Ask and answer 10. Act out Note book Textb ook Step 4 Summary In this class, we’ve learned some activities first. Such as did my homework , played soccer. Then we’ve learned to talk about recent past events using the target language what did you do last weekend? On Saturday morning, I played tennis Make notes Step 5 Read and memorize the activities in 1a Homework and the target language in 1c. Make similar conversations to the one in 1c Period Two Teaching aims and demands: 1.Knowledge Objects: Key Vocabulary: test, What about…? Have a party, do some reading Target Language: -What did you do last weekend? -I played soccer. We went to the beach. 2.Ability Object: Train students’ listening skills. Train Ss’ communicative competence. 3.Moral Object: If you have some difficulty memorizing irregular verbs. Don’t worry. Take it easy and be confident, you’ll be sure to overcome difficulties and make progress. Teaching Key Points: Key vocabulary, Irregular verbs Teaching Difficulties: Train students’ communicative competence; Teaching Procedures: 教学步骤 教师活动 学生活动 备注 Step1 Revision Work in pairs. Ss talk about their weekends by asking each other. What did you do last weekend? Work in pairs Step 2 2a&2b Let’s listen to the tape about one student’s weekend. Write down the key words. 5. Listen to the tape carefully. Finish 2a 6. Listen to the tape three times 7. check the answer Tape recor der Step 3 While-task Divide the students to several groups. Then let each group talk about their weekends and write down what they heard. Show them the reference materials in Section A. Invite someone to read what he has written down 4. Follow the teacher’s instructions and form into several groups. 5. For each groups, talk about the weekend 6. Group starts 8. Listen to the tape carefully Textb ook Paper Step 4 2c Call Ss’ attention to the list of activities in the box. Read them and have Ss repeat one by one. Write them on the blackboard. Say these pairs and have Ss repeat like this. Visit sb.-Visited sb. Allow Ss some times to practice reading these pairs of activities Point out the conversation. Please fill in Read them and repeat one by one. read these pairs of activities fill in the the conversation using the past forms of the activities to talk about recent past events. Ask Ss to use the activities to make new conversations. After Ss have had a chance to practice their own conversations, ask several pairs to present them to the class. conversation Act out the conversations Step 5 Grammar Focus Allow Ss some time to read these questions and answers in pairs. Call attention to the Regular verbs and Irregular verbs columns. The regular verbs ends with –ed while irregular verbs must be memorized one by one. Read and answer textb ook Step 6 Summary In this class, we’ve learned the present and past forms of some verbs, including regular verbs and irregular verbs. And we’ve also practiced talking about recent past events using the present past tense. Make notes Step 7 Homework The task is not finished yet. Try to write a diary about what you did today 2. Listen to the teacher carefully Try to write a diary to show your achievement in English Period Three Teaching aims and demands: 1.Knowledge Objects: Key Vocabulary: wasn’t = was not Target Language: -How was your weekend? It was great! I went to the beach. 2.Ability Object: Train students’ read skills. Train Ss’ communicative competence. 3.Moral Object: Everyone has his merits. Maybe you are good at drawing but not good at English or math or Chinese. Don’t worry, and you’ll make progress with the help of your teacher and classmates. Be confident. Teaching Key Points: Learn to talk about how was your or someone else’s weekend Teaching Difficulties: Train students’ communicative competence; Learn to talk about how was your or someone else’s weekend. Teaching Procedures: 教学步骤 教师活动 学生活动 备注 Step1 Revision Review regular and irregular verbs forms. Answer one by one 小 黑 板 Step 2 Assign task What did you do yesterday? Did you have a good time? Now introduce your experience to your 4. Listen to the teacher 5. Make clear the Pictur es friends in your group task of this lesson 6. Get ready for the task Step3 3a Before the activity begins think about: What did you do yesterday? did you have a good time? Next think about whether you were happy. Then say open your books. And look at 3a. Point out the sample answer. Invite two Ss to read the first conversation to the class. Please complete the other two conversations using the activities above the picture. The scene may help you with your answers Get Ss to write numbers 1-3 in the blanks on their own Check the answers. 6. Listen to the teacher’s questions. 7. Try to think of the question and then find an answer to it. 8. Watch the sample carefully. Get ready for the group later on. 9. Group work 10. Sum up the results Textb ooks Step 4 3b Point out the sample conversation and ask two Ss to read it. Now please practice asking and answering questions about Ming’s. Tony’s and Sarah’s weekends like this using information in 3a. Read the sample conversation first. Ask several pairs to say their conversations to the class Read Act out Step5 Summary In this class we’ve done much reading and oral practice talking about how was your or somebody else’s weekend. At the end of class we’ve practiced making statements using the simple past tense. Listen and make notes Step6 Homework Ask Ss to make an interview after class to try to find out who had the most wonderful weekend. Ask different classmates, How was your weekend? Finish off the exercises of the workbook. Period Four Teaching aims and demands: 1.Knowledge Objects: Key Vocabulary: studied geography, played the guitar, went to the library Target Language: What did Jim do ? Jim went to the movies. What did you do last weekend? I visited my sister 2.Ability Object: Train students’ listening kills. Train Ss’ communicative competence. 3.Moral Object: Everyone should take an active part in the activities. Teaching Key Points: The target language. What questions Teaching Difficulties: What questions. Train Ss’ communicative competence. Teaching Procedures: 教学步骤 教师活动 学生活动 备注 Step1 Revision Ask different Ss to report their interview results to the class. Vote to see who had the most wonderful weekend. Make a report Step2 1a Read each one and have Ss repeat. Translate the word “geography” to the students. Please match the activities with the pictures. Write the letter of the picture in front of the correct activity. Point out the sample answer. Check the answers. Read after the teacher. match the activities with the pictures. Step 3 2a Now you are going to have a conversation between Jim and Sally. They are talking about what they did over the weekend. Listen to the conversation and write about what each person did. Practise in pairs. Use the dialogue as an example/ 4. Listen to the tape carefully then answer together. 5. Listen again, write down the dialogue. 6. Listen to the third time. Try to make a small speech about your weekend. Textb ook Step 4 2b Please practice asking and answering questions. Talk about what Sally and Jim did last weekend like this using information in 2a. Read the sample conversation first. Ask several pairs to say their conversations to the class. Step 5 2c Divide the students into several groups. Now the activity begins. Let a student to read his friend’s weekend 5. Follow the teacher’s instruction and form into groups(four persons a group) 6. For each group: introduce the weekend experience; hearers listen to the introduce carefully and write down what he did in the weekend Paper Textb ook 7. Group work 8. Sum up the results Step 6 Summary In this class we’ve learned more activities first, such as played the guitar, studied geography. Then we’ve done much listening and oral practice using the target language What did you /Jim/ Sally do last weekend? Listen and make a note Step 7 Homework Write a diary about what he/she did yesterday And try to use the language you learned 3. Listen to the teacher carefully 4. Try to write a diary to show your talent and achievements in English Paper Note book 七年级下学期英语教学案 Unit 1 Can you play the guitar? 一. Knowledge and abilities goals: 1.vocabulary:dance,swim,sing,play chess , paint ,speak English, play the guitar 2. How to use Model verb” can”. 3. Listening and speaking skills and communicative competence. 二. Teaching method: Listening and speaking methods. Pair works. 三. Moral goals: Encourage students to express their abilities. Content of courses: In this period, students will learn some names of clubs ,such as art , music, chess club, swimming club, etc. students will learn the drills :Do you want to join…club ?Can you …? 四. Importance and difficulty: can Teaching Aids: A tape recorder. Some pictures. A projector Some sports things, such as volleyball, basketball, etc. Preparation test paper for lessons before class. 五. Teaching Time: 4 periods Period 1 (Section A: 1a-2d) 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 1.Knowledge Objects: Learn to talk about abilities. Know something about the culture of clubs. Can you/he..?What can you do? What club do you want to join?can, can’t, draw, dance, swim, speak, walk. 2.Teaching key point: can 3. Teaching Difficult point: can 4.Teaching Procedures: Step 1. Lead-in Enjoy a song I’m a musician T: Do you want to be a musician? S: T: Can you play the piano? S… T: What can you do? S: I can… T: What about you? S: T: OK, now please show your talent and tell us what you can do. Ask one of the students come to the front and do the action. Ask other students to guess what he or she can do. Step 2. Presentation T: Look at the pictures. What are they doing? S: Step 3 Pair work Look at the pictures. Ask and answer like this: A: Can you play basketball? B: Yes, I can. / No, I can’t. Can you…? Step 4 Presentation Show some pictures of famous stars. Practice the third person “he, she, they” T: Where can you play chess? S: T: Yes, in a chess club. This term, we have a lot of clubs. What club do you want to join? S… T: Sounds great. Can you…? S: Yes, I can/ No, I can’t If the answer is negative, guide students to say: S: No, I can’t. But I can learn it from others. Step5 Pair work A: What club do you want to join? B: I want to join the… A: Can you …? B: Yes, I can . No, I can’t. But I can learn it from others. Step 6 Listening Listen to 1b Listen to 2a and 2b. Tell them to give special attention to listening activity (names of the clubs). Finish the tasks. Step 7 Pair work Look at 2b and talk about what the people can do the clubs they want to join. Step 7 Role-play the conversation 2d T: If you like telling stories. What club can you join? S: Story telling club. T: Right. Please read the conversation following the recording. Who wants to join the story telling club? Then role-play the conversation. Step 8 Explain some language points. Step 9 Homework Reflection after class： _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _________________________________ Period 2 (Section A: 3a-3c) 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 1. Knowledge Objects: go on learning to talk about abilities. —Can you play the guitar? —Yes, I can./ No, I can't. —What can you do? —I can dance. —What club do you want to join? —I want to join the chess club. 2. Teaching key points: Conclude the usage of ‘can’; put all new language into practice through different activities. 3. Teaching Difficult points: Distinguish “say, speak, tell, talk” 4.Teaching Procedures: Step1:Greeting, Warming up and duty report. Watch a flash about the content of the Just for fun. Talk something about the flash: Why is the other boy unhappy? Introduce because of the difference of time zones, the time in different places are different. Revision: show the time in six places: Beijing, Tokyo, Paris, Los Angeles, New York, and London. Elicit the sentence pattern: What time is it? It’s…… Draw attention to the “am” and “pm”. For instance, Beijing is seven o’clock in the morning. We can say Beijing is seven am. Los Angeles is three in the afternoon. So we can say Los Angeles is three pm. (teacher helps students answer). Step2:Review the words learnt in the last period and add more. (1)T：Here are some Chinese, let us see what time do they usually get up/ take a shower… get up take a shower eat breakfast go to school eat lunch run go home do homework eat dinner go to bed (2)ask students to make a survey Ask your friend 5 questions about his /her day. Then make a report. A: What time do you usually…? B: I usually…at… Step3:presentation. (1)Ben’s day. Introduce something about Ben. Using the sentence pattern: What time does he usually get up/go to school/… Pay attention to the verb form of the third person. Discuss Do you like ben’;s routines. (2)Show the picture of Scott. He usually gets up at 5 pm. Ask students to predict what his job is? (3)listen to the tape,and try to answer this question. then read through the passage,and match the pictures with the times. (4)read it again and fill in the chart. (5)answer the following questions 1.Where does he work? 2.How does he go to work? Step4:Work on 3a. （1）Read through the passage and tell me what his job is. （2）Read it again and match the pictures. (3)Answer questions: What does he do after he get up? Does he go to work after breakfast? What does he do? How does he go to work? By bus or on foot? What does he do before he goes to bed? What does“What a funny time to eat breakfast!”mean? Step5:Follow up. T：My friend Da Bao likes Scott's work, so he gets to Sai Te Hotel . But he doesn't find him. T: There are many children in the hotel. Look, they are coming. Please ask them questions to find the real Scott. Step6:Work on part4. T：Now six people make a group, and ask the other students when they usually go to bed . The leader lines up from the earliest to the latest bedtime. T: Let's listen Group1…Group2… Step7:Work on part 3 of self –check. T: Now I want to know something about what you do on weekends. You can go, ask your classmates and fill in the forms. Then you have a report. T: You may begin it like this "Ma Li gets up at …" Step8:Homework. Oral work: （1）Read 3a and recite it. （2）Go on making a survey to find out what your classmates do on weekends. Reflection after class： _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________ Period 3 (Section B: 1a-1f) 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 1. Knowledge Objects: go on learning to talk about abilities. drum, play the drum, piano, play the piano, violin, play the violin 2. Teaching key points: Improve listening and speaking 3. Teaching Difficult points: Improve listening and speaking 4. Teaching Procedures: Step 1 Warming- up and revision Daily greeting. Check the homework. Let some Ss report what his/her family members can do. Step 2 Presentation Play the sound of different kinds of instruments. Let Ss guess what it is. Act and show your classmates your talent. T: Please stand in front of your classmates. Act and say what you can. S1: (sing and dance) I can sing and dance. S2: (play the drum) I can play the drum.. Step 3 Listening Tell the Ss that they will listen to some sounds of the instruments. Listen and number the words [1-4] in the order of the sounds you hear in 1a. Play the recording again and check the answers. T: Now let's work on 1c. First, let one student read the words and phrases aloud. Then listen to the 1d and circle the words and phrase you hear. Check the answers: T: Now please look at the chart in 1e. What can Bill, Cindy and Frank do? What can't they do? You'll listen to the recording again. Then try to fill in the blanks. Step 4 Group work Work in groups. Take turn to talk about what Bill, Cindy and Frank can and can't do. S1: Bill can play the guitar, but he can't sing. S2: Cindy can sing and play the drum, but he can't play the piano. Teacher can walk around the classroom, and give some help to the Ss. Step 5 Homework Make up a conversation between a volunteer and a person who is in charge of a sports club/old people’s home/music club. Reflection after class： _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ____________________________________ Period 4 (Section B: 2a-self check) 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 1. Knowledge Objects: go on learning to talk about abilities. also, people, help (sb) with sth, center, home, today, be good with, make, make friends, weekend, on weekends/on the weekend, teach, musician 2. Teaching key points: Also, too; be good with, help with 3. Teaching Difficult points: Describe one’s ability 4. Teaching Procedures: Step 1 Warming-up Check the homework Ask some pairs to show their conversations Step 2 Reading First, show some pictures of the boys and girls and some key words in 2a. T: Here are some pictures and information about Peter, Alan and Ma Huan. Can you describe them according to the pictures and key words? S1: Guide Ss to use “also, too”, and distinguish how to use these two words. Give comments on Ss’ descriptions. T: Now we’ll read three ads. What's the main idea of each ad? What's each ad's title? Now let's read the three ads and select a title for each ad. Ss read carefully and try to select a title for each ad. Check the answers with the class. Step 3 Review the usage of “tell”, Review and distinguish the usage and function of “help” T: Suppose Peter, Alan and Ma Huan want to help to do something after school. Which ad is right for him/her? Now read the descriptions in 2a and the ads in 2b again. Select a right ad for each person. Ss read the descriptions in 2a and the ads in 2b again. Try to select a right ad for each person. They can talk about the answers in their groups. Check the answers with the class. Step 4 Homework 1. Recite 2a and 2b 2. Finish the exercise on p6 Reflection after class： _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _________________________________ Unit 2 What time do you go to school? 1. Teaching Aims: 1) Aims of Basic Knowledge: ① Vocabulary: time, shower, usually, O’clock, what time, go to school, take a shower. ② Grammar: What time do you…? What time does he / she…? ③ Function: Use the simple tense to talk about the daily life. 2) Aims of Abilities: Listening skill. Speaking skill. Reading skill. Writing skill. 3) Aims of Emotion: Love life. 2. Analysis of the Material: 1) Brief Introduction of the teaching material: What time / When do you…?” “ What time / When does he…?” 2) Teaching Focus: What time do you…? What time does he/ she…? 3) Teaching Difficulties: Present tense. 3. Learning Methods: Make a plan. Culture. 4. Teaching Methods: Student- centered. Task-based Teaching. 5. Teaching Time: 4 periods Period 1(Section A: 1a-2a) 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 Step One: Warming-up Greeting T: Good afternoon, everyone. Ss: Good afternoon, Miss Yang. Step Two: Presentation 1. Adjust the time, and ask students questions. T: What time is it? Ss: It’s 12 o’clock. ( Write on Bb ) ( Help Ss to say ) T: What time is it? Ss: It’s 10:15. ( Help Ss to say ) 2. Ask one student to come to the front, adjust the time and ask the other students. S1: What time is it? Ss: It’s 9 o’clock. 3. Teach the new words & phrases. Show some pictures of different clocks and the activities. T: I’m very busy these days. Can you guess what time I get up / eat breakfast / go to school / run / take a shower? ( Write on Bb) T: I usually get up at 6:35. ( Teach Ss the new word “ usually” ) S1: You usually eat breakfast at … S2: You usually run at… S3: You usually take a shower at … 4. Ask Ss to do the exercise of 1a, and then check the answers. Step Three: Listening 1. Show Ss the timetable of Rick’s ( write on small Bb ) Rick’s timetable Gets up Eats breakfast Runs Goes to school Takes a shower Ask Ss listen to the recorder and fill in the chart. Then check the answers. 2. Ask and answer. T: What time does Rick get up / eat breakfast / run / go to school / take a shower ? Ss: He gets up / eats breakfast / runs / goes to school / takes a shower at… ( Ask Ss pay attention to the underlined phrases.) Step Four: Consolidation 1. Ask Ss to look at the pictures and tell their days. Example: I usually get up at …. I eat breakfast at …. I go to school at …. At …, I take a shower. Step Six: Homework 1. Try to remember all the words & phrases. 2. Survey: Ask your classmates their routines, and give your report. 3. Plan: January 1st is coming. Please plan it, and make your day wonderful. Step Seven Blackboard Design Reflection after class： _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _______________________ Period 2 (Section A: 2b-Grammar Focus) 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 Unit 2 What time do you go to school? What time do you go to school? I usually go to school at six thirty. go to school get dressed get up brush teeth eat breakfast take a shower what time 1. Aims and demands : 1) Language skills :Ss learn to talk about kinds of transportation, and how long it takes to go places, and how far apart places are. 2) Target Language : Words : how far , get to , bicycle , subway , bus stop, train station , minute, kilometer, mile , transportation , calendar Sentences: How do you get to school ? / How long does it take ? / How far is it ? 3) Moral object : Through learning this unit , Ss can enable them to care for each other whenever crossing the roads and pay attention to the sign of traffic. 2. Analysis of the material: Students have learned the transportation before.. In this unit ,they need to learn more details about the transportation. At the same time ,they need to learn “How long and How far” and they can use them freely. 3. Teaching methods: pairwork , groupwork ,listening and speaking, practicing 4, learning strategies: Personalizing Inferring vocabulary 5.Teaching aids: Tape recorder, a projector or a computer 6.Teaching period: Four periods. Period 3 (Section B: 3a-3c) 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 1. Aims and Demands: Key vocabulary, How do you get to school ? How does he get to school ? 2. Teaching methods : Listening Writing Pairwork 3. Teaching Aids : A tape recorder. Step I Leading in T: Good morning, everyone! You know I live far away ,so I go to school by bus every day. What about you? David, “How often do you go to school?” S:-------- T: So we will talk about how to get to places in this unit. Step II Now I will show you pictures and let’s review the transportations we know. Then we will learn more about it .(take the subway) Please open your books and finish 1a. Step III 1. There are five names in 1b.Now they are in the picture. We should find them. 2. Play the tape .They should listen carefully and find the persons .Write the numbers next to the correct students in the picture above. After listening , check the answers together . Step IV Point to the example in the box , ask two students to read it .then ask them to make up their conversations about how the people in the picture get to school . Teacher choose some pairs to act their conversations. Step V Practicing the listening :T: I will play two conversations The people are talking about how students get to school and how long it takes .The first time check the kinds of transportation that you hear. The second time match the time with the kinds of transportation activity 2a. Step VI 1. Pay attention to the picture and dialogue.2. Make your own dialogue into pairs. 3. Act it in front of the students. Step VII Summary and homework: This class we have learnt some key vocabulary and the target language .I hope after class you can survey how does your friends get to school .and pre-revise the 3a,3b. Step VIII Blackboard Design Reflection after class： _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ __________________________________ Unit 4 How do you get to school ? How do you get to school ? How long does it take ?It takes about 10 minutes . Period 4 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 课 题 Unit 2 What time do you go to school？（第 4 课时） 教学批注 教 学 设 计 一、教学三维目标 1.知识与技能： (1) 通过本单元的学习，使学生掌握相关的时间表达方法以及相关的词汇， 能够就生活中的时间安排及日常活动来交谈； (2) 通过情景设计来激发学生学习的学习兴趣，并培养学生的自主学习和 与他人合作的精神； (3) 通过谈论作息时间及日常活动，培养学生合理安排作息时间的意识。 2.过程与方法： 启发式教学和讨论法 3.情感态度与价值观： 让学生能合理安排作息时间 二、教学重点、难点 教学重点 （1）时间的表达法 （2）第三人称单数谓语动词的运用 （3）本单元的新词汇多及内容跨度大也给学生在理解和掌握上带来了一定的 困难。 教学难点 Ss write an essay about their daily abilities. 三、教学准备 录音机、磁带、实物、图片等 四、教学课时 5 课时 五、教学过程 Step 1 Check their homework Choose some students to tell us the Sunday schedule and collect it Step 2 Self check 1. Page 70 part 1, Let them to finish it. 2. Have a dictation. Step 3 Design a survey 1. According to the knowledge, let them to design a survey. 2. Write down on page 70. 3. Ask some students to do it orally. Step 4 Game 1. Divide them into three groups, and write the name, time and actions on the paper. 2. Collect them into three boxes, and ask students to choose, then make a sentence. 3. If he is right, his group will get one flag. Step 5 Culture notes 1. Read through ‘just for fun’. 2. Discuss in groups. 3. Tell us what happened. Step 5 Homework Arrange your class in a week Monday. Tuesday Wednesday Thursday Friday 7:30-8:10 Break time 板书设计 教 学 反 思 Unit 3 How do you get to school ? Period 1 (Section A: 1a-1C) 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 【学习目标】 1.掌握本节课的 5 个单词：train bus subway ride bike 和 5 个短语: take the train take the bus take the subway ; ride the bike walk to 2.熟练运用问方式的句型。----How do you get to school ? ---- I ride my bike . 3.掌握句型：I take the bus to (get to) school . I get to school by bus . 4.能听懂有关谈论行为方式的对话并进行自由交际。 【预习指导】自我预习： 一、扫清障碍 根据音标读出 1a---1c 的单词,并记住。 二、课本预习： 熟读 1a 的词组并翻译成汉语。 熟读 1a 并根据图中的信息填空 翻译 1c 对话。 (二)预习效果检查。 1，写出并读出下列单词和短语： 火车 公共汽车 地铁 自行车 乘火车/地铁/----- 骑自行车 2，翻译下列句子 1），你怎么上学/回家/去威远？ 我步行上学。我骑自行车回家。我乘公共汽车去威远。 2），她乘地铁上学。Mike 乘火车回家。 【 课内学习】 一、教材处理： 1.检查 1a 的预习效果（熟练掌握 1a 中的词组）。 2.放录音让学生完成 1b, 跟读，朗读听力材料。 3.检查答案。 4.检查 3c 对话情况。 学生背诵此对话，然后结合 1a 图画两人一组自编对话。 5，展示成果，小组对话表演。 二、 组内探讨： 1,How are you?怎样用英语回答。 2, How do you get to -----?怎样用英语回答。 How does he get to ------?怎样用英语回答。 3, How do/does sb do ---?句型扩展 How do you come to school ? How do they go home ? How does he play baseball ? How does Mike help his mother ? 三,要点总结 1, 问交通方式的句型 How do/does -------get to ---? 回答时可用动词短语（谓语）take the bus /train /subway /plane /ship to ride my bike /the horse to drive sb to walk to 还可以用介词短语（状语） by bus /train /subway /plane /bike o n foot /on the bus /on the train /on her bike in his car 2, 交通工具大会餐：(take ,ride , drive ,walk)(by) car, truck, tricycle, motorbike, bike/ bicycle, subway, taxi, cab, train, bus, plane, school-bus, ship, boat. Period 2 (Section A: 3a-3c) 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 1. Aims and demons: Key vocabulary : minute hour second take some body some time to do sth.Kilometer 2. Teaching Methods : Reading and writing Pairwork 3.Teaching Aids : Recorder A projector Step I Reading 1. Pay attention to these questions. 2. Read this text by yourself and try to answer the questions 3. Explain the text and check the answers. Step II Pairwork 1. Pay attention to the conversation on the right.2. Read this text in different roles. 3. Look at the picture and time on the left.4. Make the other conversations in pairs.(Give them five minutes) Step III ( Into group race) Three students a group. A ,look at page 21.B, look at page 85.C, look at page 86.If they want to get the answers in the chart ,they should ask the others questions.eg: 1. How often does John go to school? 2.How long does it take Maria to get to school? Get the answers from the conversations .At the same time ,they can practise the basic sentences in this unit. Step V Workbook Complete these questions and answers. 1. Q: How does she get to school? A: She takes the bus. 2. Q; How do ____get to school? A:I _____my bike. 3. Q:______ does he get to school? A: He ____ the subway. Step VI Summary This class we’ve had reading and writing practice. And we’ve done a game. Step VII Homework Finish off the workbook exercise. Step VIII Blackboard Design Unit 4 How do you get to school? How; How long; How far Reflection after class： _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ___________________________ Period 3 (Section B: 1a-2b) 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 1. Aims and Demands: Key vocabulary: bus stop, bus station, train station, subway station. 2. Teaching Methods: Listening methods. Reading methods. Pairwork. Groupwork. Practice. 3. Teaching Aids: A tape recorder, a projector. Step I Section B 1a , Ss match the words with the pictures .Ask them to recognize the different stations. Check the answers together . Step II Practicing listening : Play the tape twice , the first time please give out the general meaning . the second time check the things that Tomas wants to know. The third time how does Nina get to school? Step III Practicing reading :T: class , Do you want to know the students around world how to get to school ? ok, please read silently the article. (1 minute later ) T: Who can tell me the main idea of the article .? Good ,look at the five sentences, write T or F. Ss check the answer each other. Step IV 2b Students look at the chart first. Make sure they know what to do. Ask them to finish the activity individually according to the chart. Then check the answers. Step V Summary Today we have learnt some more key words and done some reading and writing practice. Step VI Home work Preview the 2b and finish the self check. Step VII Blackboard Design Unit 4How do you get to school? First…… Next…… Then…… Most, many, some, other, a small number Reflection after class： _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ___________________________ Period 4 (Section B: 2c-Self check) 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 1. Aims and Demands: Writing practice ,make a survey, exercises over the workbook. 2. Teaching Methods: Writing method, speaking method, self check method. 3. Teaching Aids: A projector. Step 1 2c Just now you filled in an article about how students get to Hillsville High School. How do students get to your school? As a students say, list them on the board. Tell students to use the words on the board to write about how students at your school get to school. Ask students to write individually. Choose some students to read their work to the class. Give them little present s if they do well. Step II 4 Survey Find someone who… Tell students we’ll do a survey. Please turn to page 92.First look at the chart. You want to know how far people live from school, how they get to school, and how long it takes them to get to school. Let me tell you how to do the survey. Go around the class and ask questions like this: How far do you live from school? How do you get to school? How long does it take to get to school? And find out these answers and write them names in the chart. The students with the most names in his or her chart wins the game. Step III Self check Tell them to use the words in the box to fill in the blanks. Ask them to do this exercise individually. After finishing, write some on the board .Underline any mistakes and ask students to tell how to correct each of them. Step IV 2 Show the picture on the screen. Tell them imagine you meet an American who needs help. His friend is ill in hospital .He has got a map .But it’s a Chinese map. He doesn’t know Chinese. Can you tell him how to get to the hospital? Students work in pairs to present their conversations to the class. Step V Summary Today we’ve reviewed key vocabulary in the unit and done writing and oral practice. Step VI Homework Finish off the exercise of the workbook and preview the next unit. Reflection after class： _____________________________________________________________________ _____________________________________________________________________ __________________ _____________________________________________________________________ ________ Unit 4 Don’t eat in class. Ⅰ. Analysis of the Teaching Material 1.Status and Function In this unit students learn to talk about school and family rules.Such a topic is so familiar to students that they must be active in all the activities in class.It is helpful to raise learning interest and useful to improve students’ listening,speaking,reading and writing skills. (1)The first period introduces some negative imperatives first.Then students are provided with much listening and oral practice using the target language “What are the rules?” (2)In the second period students do much listening and oral practice using the words “can” and “can’t”.After this class,students know more about what they can or can’t do at school. (3)The third period provides students with much oral practice using the phrase “have to”.And the game in the last part is useful to raise learning interest.It is useful to improve spoken English. (4)In the fourth period students learn to talk about what they do or don’t have to do at home. (5)In the fifth period students learn to write a letter to talk about their family rules.And they also learn to talk about some common signs.All the activities are designed to improve students’ reading and writing skills. (6)The self check in the last period is designed to give students more reinforced practice,especially writing practice.In this way,students better understand how to apply what they have learned in their daily life. 2.Teaching Aims and Demands (1)Knowledge Objects In this unit students learn to talk about rules. Make students learn and grasp imperatives and the usage of the words “can” and “have to”. (2)Ability Objects Train students’ listening,speaking,reading and writing skills.Train students’ integrating skills. (3)Moral Object As students,we must obey school rules. 3.Teaching Key Points Learn the key vocabulary and the target language. Learn the imperatives and the words “can” and “have to”. 4.Teaching Difficulties Train students’ listening,speaking,reading and writing skills. Learn to write a letter. 5.Studying Ways Teach students how to talk about rules in daily life. Ⅱ.Teaching Guidance 1.Language Function: Talk about rules. 2.Target Languages:Don’t eat in class! Can we wear hats? No,we can’t. We don’t have to wear a school uniform. 3.Structures Imperatives. Can for permission. Modal have to. 4.Key Vocabulary in class, classroom, hallway, gym, arrive,hate,go out, practice, inside, outside, uniform, sports shoes,fight,can,can’t,have to 5.Learning Strategies: Scanning. Deducing. Ⅲ. Periods: Six periods. Period 1 (Section A: 1a-2d) 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 Step 1 Revision Review some key words and language points learned in Unit 11 briefly. 1 2 3 4 5 学校走廊 Point to the pictures one by one and teach students to say, Don’t arrive late for class.Don’t run in the hallways.Don’t eat in the classrooms.Don’t listen to music in the classrooms.Don’t fight. Write the rules on the blackboard.Read and have students repeat several times. Students open their books. Point out the list of school rules.Invite a different student to read each rule to the class. Step 2 Call students’ attention to the picture. Say, Each of these students is breaking one of these rules.Write the number of the rule each student is breaking in the box next to him or her.Point out the sample answer. Students do the activity individually. Check the answers. Answers 1.boy looking at his watch2.boy running in the hallway3.girl eating an apple4.boy with headphones5.boys sitting at desks,fighting Step 3 1b Ask students to read the five rules in activity 1a once more. Point to the three names.Say,You are to listen to a conversation.Three students are breaking the rules.Listen and write the number of the rules next to the name of the student who is breaking the rules. Play the recording for the first time.Students only listen. Play the recording again.This students listen and fill in the number of the rule after each name. Correct the answers. Answers Peter:2 Nicki:3 Joseph:4 Step 4 1c Invite a pair of students to read the sample conversation to the class. Write it on the blackboard. Put students into pairs.Say,Student A is an exchange student.He or she doesn’t know the rules in the school.Student B tells him or her about the rules in 1a. Get students to work in pairs.As they are working,move around the room offering help as needed. Get some pairs of students to present their conversation to the class. (This activity provides oral practice using the target language.) Step 5 Summary In this class we’ve mainly learned to talk about school rules. As students, we must obey school rules. Step Ⅵ Homework Write down the rules in activity 1a without looking at books. Step 6 Blackboard Design Unit 4 Don’t eat in class. Don’t arrive late for class. Don’t run in the hallways. Don’t eat in the classrooms. Don’t listen to music in the classrooms. Don’t fight. Reflection after class： _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ________________________________ Period 2 (section A: 3a,3b,3c) 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 Step1 Revision T: Hello. What day is it today? What’s the weather like today? T: It is a good day today. Can we play pingpong outside? Can we run outside/in the hallways? Can we fight in the classrooms? Can we eat an apple in a dining hall? Do you like movies？Do you want to go to a movie? Today we are going to watch a short play about rules. It is made by our classmates. When you are watching the play, you should to remember what rules they are breaking. Use the sentence like : Don’t … S1: Don’t arrive late for school. S2: Don’t talk in class. S3: Don’t listen to music in class. Step 2 Presentation T: Excuse me. What time does the school begin in the morning? S: It begins at … T: Yeh, so I have to arrive at school at ….What about you? What time do you have to arrive at school in the morning? S: I have to arrive at school at… T: As students, what do you have to do in the school? S: We can’t listen to … eat in class. fight. … T: What can you do at home? S: I can play computer/watch TV/sleep/talk/…at home. Step 3 Task 1: tell the reason T: Where do you like to stay, at home or at school? Now I’ll give you 2 minutes to prepare for it. S: At school, I can….. I don’t have to …. At home, I can’t …. I have to… Step4 Ask and answer Do you have to get up at 6:oo? Can you watch TV on weekdays? Do you have to wash your clothes? Can you go out at night? T: Now , look at the list. These are family rules. Please ask and answer with your partner and fill in the list. Then I will ask some of you to report this list. Step 5 3a T: As you know, we have seven classes in a day. What can you do in an English class? S: We can speak English/learn English songs/… T: What can you do in the painting class? S: We can draw some pictures.. T: What do you have to bring for the painting class? S: We have to bring our color pencils. T: What can you do in the PE class? Or we can say, what can you do in gym class? Step6 Task2: Design your ideal school T: As you are students, you have to obey the rules. Now if you have the chance to be a headmaster, what kind of school do you want to make? Please tell us the rules of your ideal school. You can work with your group, ask and answer like: A: Can the students….? B: Yes, they can. / No, they can’t. Report: In our school, the students can … They can’t …. They have to …. They don’t have to…. Do you like our school? Step 7 Homework: 1) Copy new words. 2) Design your ideal school and write down the rules Step 8 Bb design Unit 12 Don’t eat in class. What do you have to do in the school/at home? don’t you have to … I have to … don’t have to.. What can you do in the school/at home? I can…. I can’t … Reflection after class： _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ______________________________ Period 3 (section B: 1a-2c) 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 Step 1 Warming-up and revision Sing some English songs. Greet the class as usual. T: Good morning/afternoon! How are you? What’s the date today? What day is it today? What’s the weather like today? Are you happy? Learn the song “If you’re happy.” T: I’m very happy today, do you know? Please guess! Step 2 Reading Present the photos of Emily and Dave on Page 74(They are laughing) and ask: T: Are you happy? Why? Revise Part 1 in Section B. Then show the photo of Zhao Pei in3a. Ask: Is she happy? Let Ss read the letter and find out the answers. After that, ask Ss make a list about her rules . T: What can you do at your house and what can’t you do in your house? (Get different answers from Ss.) Step 3 Class Survey 1. Make a list of the rules at your houses. T: OK! There are so many rules in your houses! Now make a list of the rules at your houses. You can use Zhao Pei's list of rules as a model. Give the Ss some minutes to write. And then have some students read their lists to the class. Make language corrections as needed. 2. Make a survey First, point out the sample question and answer in the picture in the book. Ask two students to read it to the class. Step 4 Task2 Make the rules for school library T: As you are Ss, you have to obey many rules. Now if your headmaster asks you to help him make a rule for your school library, can you help him? What kind of rules do you want to make? Please tell us the rules. Work in groups. Then make a report. T: You are all good Ss. I hope you can be Ss both at home and at school. Be a good student. Step 6 Homework Do the exercises in the exercise books. 教学反思： Period 4 (Section B: 3a-self check) 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____ 节 Step 1 Warming-up and revision 1. Greetings. 2. Enjoy English songs. 3. T: Are you happy? Ask some Ss to say the rules in their house. Step 2 Look and practice T: Most of us have many rules in our house. What about the Jones family? Are there too many rules in his house? Look at the pictures and ask and answer in pairs like this: S1: Do you have to….? S2: Yes, I do./ No, I don’t. Ss practice in pairs and act out. Then show a list and let Ss make the list. Step 3 Write T: Jones is very unhappy. H e wants to write a letter to Dr Know about the rules in his house. Imagine you are Jones, do it! Ss do this job. Then show some and enjoy their ideas. Step 4 Explanation Revise the whole unit, and explain some important phases in class. And solve the problems the Ss have. Step 5 Exercises Do some exercises in class and check the answers. Step 6 Home work 1. Finish the exercises in Book 1-2. 2. Write a letter to your pen pal and tell her /him the rules of your school or your family. 教学反思： _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _______________________________ Unit 5 Why do you like pandas? 一、教学目标 1、知识目标：学习本单元的词汇和句型结构 1） 词汇： zoo, animal, tiger, elephant, koala bear, dolphin, panda, lion, penguin, giraffe, smart, cute, fun, ugly, intelligent, friendly, shy, kind of, Africa 2） 句型结构： why, what, where 引导的特殊疑问句；用 because 表示原因；表示性质、品质的 形容词的使用及程度的表达。 Why do you want to see the lions? / Why do you like lions?/Because they’re cute/interesting… What animals do you like?/Where are lions from? / Where do lions come from? They are very dangerous. They are kind of intelligent. 2、能力目标： 描述动物，并能表达对某种动物的好恶。 二、教学重、难点 1、重点：学习本单元的词汇，用 what、why、where 引导的特殊疑问句，用 because 表示原因以及形容词的使用。 2、难点：准确使用形容词对自己感兴趣的事物进行描述。 三、课前准备 教师：录音机，图片，物品实物. 学生:实物(学习用品). 四、教学建议： 课时及内容：本单元建议用 5 个课时完成 第一课时完成 section A 1a-1c 第二课时完成 section A 2a-2c（grammar focus） 第三课时完成 section A 3a-4 第四课时完成 section B 1-3 第五课时完成 section B 3a-4 Period 1（Section A 1a-1c） 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 Step 1 Warming-up and revision 1.Greetings. 2.Revise the new words and expressions. 3.Revise the conversations they learned the last day. 4.Some Ss report their collection in the homework. Step 2 Presentation 1、请同学用英语说出自己知道的动物名称并板书。出示课前准备好的各种动物 图片，向学生展示各种动物的英语表达方法。（tiger, elephant, koala bear, dolphin, panda, lion, penguin, giraffe, etc.） 2、发音练习， 注意元音字母及组合的发音规则。 3、 将图片按 1a 中的样子贴在黑板上，仿照动物园的导游图布置，要求学生将 单词卡贴在相应的动物图片下。教材中对应配对练习（1a）。(答案: b, h, d, a, e, f, g, c) Step3 活动： （1）用黑板上所贴的图片学习对某种动物的喜爱及原因 （2）完成任务需要的词汇及句型结构： 词汇：cute, interesting, fun, smart, beautiful 等形容词， 句型结构：I like lions. Let’s see the lions first. Why?(Why is that?) Because they are cute. Step 4 听力训练： 听录音（1b）。在 1a 中勾出所听到的 动物。（panda, giraffe, penguin） Step 5 小组活动：讨论在动物园中最先参观的动物，并给出理由。 Step 6 对话表演 （1）让小学生进行表演 1c 部分的知识点，进行对话训练。 （2）让几组学生在班上进行对话练习。 Step 7 Pair work Ask the students to read the conversation in 3b first. And then ask them to make conversations. Now practice asking and answering questions about what the people in the pictures did last weekend. Practice in pairs. Use the dialogue as an example. Give the students two minutes to read and make the conversations. Step 8 Copy the words and phrases. 教学反思： Period 2（Section A: 2a- grammar focus） 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 Step 1 Warming-up and revision 1.师生问候。 2.Revise the new words and expressions. 3.Revise the conversations they learned the last day. 4.Some Ss report their collection in the homework. Step 2 Presentation 1、使用各种动物图片，复习动物名称，谈论喜好及程度。 （1）What animal is it? It’s a tiger. （2）Do you like tigers? Yes, I do. / No, I don’t. （3）Why? / Why not? Because they’re very (kind of)… 讲解 very, kind of 的用法，可将 Section B 第一部分中的 ugly, scary 等词提前教 学。 2、学生练习对所看到的动物的喜好（程度）及原因，并表演对话。 Step 3 听力训练： （1） 听录音，完成练习（2a）。 （2）步骤 4 听录音，完成练习（2b）。 Step 4 小组活动：为自己的同学选择生日礼物。调查同伴最喜爱和不喜爱的小动 物及原因，然后为他/她准备一份动物玩具作为生日礼物。使用下列表格： Step 5 互组活动：（让学生在对话的语境中练习自己的交际能力，巩固本课的句 型） 汇报为同学选取生日礼物的情况，可采用情景复现的方式（小组对话），也可以 采用汇报结果的方式。 Step 6 Reading Present the photos of Emily and Dave (They are laughing) and ask: T: Are you happy? Why? Revise. Then show the photo of Zhao Pei Ask: Is she happy? Let Ss read the letter and find out the answers. After that, ask Ss make a list about her rules . T: What can you do at your house and what can’t you do in your house? (Get different answers from Ss.) Step7 Grammar focus 让学生反复读，然后把这些句子翻译成英语。 Step8 Homework Names Animals he/she likes Reasons Animals he/she dislikes Reasons Copy the words and phrases. 反思教学： _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ____________________________ Period 3（Section A: 3a-4） 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 Step 1 Warming-up and revision 1.师生问候。 2.Revise the new words and expressions. 3.Revise the conversations they learned the last day. 4.Some Ss report their collection in the homework. Step 2 Presentation 出示动物玩具或图片：a panda，a lion，a koala bear，请学生表达对这些动物 的好恶。复习并介绍国名 China, Australia, South Africa。句型结构 Where are pandas from? Pandas are from China.（注意另一种表达，Where do pandas come from? Pandas come from China.）可以对这些动物的习性等做简单介绍，将 Section B 中 的部分词汇和表达在此处介绍，如：eat grass, sleep during the day, at night, eat leaves，lazy, meat 等。（3a） Step 2 ： 学生练习谈论对上述三种动物的喜好，产地及简单习性。(3b) What animals do you like? I like pandas. Where are pandas from? They are from China. They are lazy. They like eating bamboos. Step3： 出示另外几种动物，如：an elephant, a giraffe, a kangaroo 等，要求学生对这几 种动物开展谈论，包括喜好、产地、习性等信息。 Step 4 对话表演：（让学生与自己的伙伴交流，锻炼他们的口头表达能力） Step5 Bingo。 要求学生从所给的词语中随机选择九个填入旁边的格子中。放录音，让学生听 到自己所选的词时，在该词上划叉，最先连成三个一排者为胜者。（Part4） Step 6 Writing Look back at the ad in 3a.Now please write your own ad. You can use some of the sentences from activity 3a. But please use your own types of dumplings and choose different drinks. You can also change the prices. Read your ad for the class. Step 7 Pair work Ask the students to read the conversation in 3b first. And then ask them to make conversations. Now practice asking and answering questions about what the people in the pictures did last weekend. Practice in pairs. Use the dialogue as an example. Give the students two minutes to read and make the conversations. Step 8 Homework Review the key sentences. 教 学 后 记 ： __ _ Period 4（Section B: 1-3） 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 Step 1 Warming-up and revision 1.师生问候。 2.Revise the new words and expressions. 3.Revise the conversations they learned the last day. 4.Some Ss report their collection in the homework. Step 2 Presentation 1、出示图片或玩具模型，对所出示图片中的动物进行描述，要求学生用别的 形容词对所见到的动物进行描述，接受学生所给出的各种不同答案。共出示八幅 图片。介绍形容词：ugly, friendly, small, shy, intelligent ,beautiful, cut, scary 等。 2、要用到的句型：What do you think of the tiger? It’s scary. Etc. （1） Step 2 让学生用 1b 句型及 1a 中的形容词进行对话练习。 活动：对步骤 1 中的图片进 行谈论。完成任务所需要的句型结构： What animals do you like? I like elephants. Why do you like elephants? Because they are cute. What other animals do you like? I like …, too. Why? Because … . Step 3 教师先让学生自己和同伴进行练习，然后抽几组学生进行对话表演。 Step 4 Listening Test 听录音（3 遍），完成练习（2a，2b）。 Step 5 （1）要求学生采访她或他的伙伴，他/她的父母/老师喜欢什么动物。句型如下： ---- What animals does your father/mother like? -----He/She likes … -----Why does he/she like …? -----Because they are …. （2）选择部分同学在全班汇报采访结果。 Step 6 Pair work This activity provides guided oral practice using the target language．Call attention to the question words．Have a student read them to the class ．Ask Where did you go on vacation? Say，please work in pairs．As students talk，move around the room offering pronunciation and language support as needed．Read aloud. then discuss the keys．Listen and fill in the chart．Then discuss the keys． Step 7 Homework Review the key words and phrases. 教 学 后 记 ： ___ Period 5（Section B: 3a-self check） 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 Step 1 Warming-up and revision 1.师生问候。 2.Revise the new words and expressions. 3.Revise the conversations they learned the last day. 4.Some Ss report their collection in the homework. Step 2 Presentation 教师展示四幅教学挂图，就图片提出问题，要求学生进行回答。教师可采用 先通过提问进行引导的方式，过度到让学生自由谈论。 What animal is this? Where is it from? What is the …eating/doing? Do you like it? How much do you know about it? 在此步骤中,将 3a、3b 语篇中的词汇进行教学。 教学 grass, sleep, during, at night, leaf, meat, relax, lazy 等词汇。 Step 3 Reading （1）引导学生读短文，回答下列问题： Who is Molly? Who is Ling Ling? Who is Bill? （2）学生阅读语篇，并将图片与相应的语篇匹配。（3a） How old is Molly? Where is she from? What does she like to do? How old is Ling Ling? Where is she from? What does she look like? How old is Bill? Where does he come from? When does he sleep and when does he eat his meals? （3）在订正答案时，讲解涉及到的语言知识。 Step 4 观察图片 a, 完成 3b。订正答案。 Step 5 小组活动（表演）：动物的自述。要求学生从教材中的四种动物中选择 一种进行扮演，以独白的方式向其他同学介绍自己。 Step 6 写作练习（3c）, 描写自己家养的宠物或想要养的宠物。 学生先在小组中进行讨论如何写作，然后进行书面表达。 Step 7 猜猜我的宠物是什么。让部分学生描述自己养的宠物或理想中的宠物，其他同 学边听边找线索并进行猜测。要求描述出产地、颜色、习性等基本特点。 Step 6 Homework Review the key words and phrases. 教学后记： Unit 6 I’m watching TV. 一、Teaching Goal： In this unit students learn to talk about what people are doing. Teach students how to cooperate and be good at watching something and love our lives. 二、Teaching difficulties 1. The vocabulary and the sentence structures. 2. Learn the grammar: Present progressive tense. 3. Oralpracticeusingthetargetlanguage. 三、Teaching Methods Listening and practicing methods, pair work, Task-Based Learning method. 四、Teaching Aids A tape recorder, some pictures and cards. 五、Teaching Time: 5 periods Period 1 (Section A:1a—2b) 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 Teaching Procedures Step 1.Revision 1. Greetings. 2. Revise the words and expressions in Unit 4. Step 2.Presatation: Lead in 1. Do “Ask and answer” practice with the Ss. 2. The teacher asks the students to give more verbs phrases and write them down on the blackboard.(show many pictures to help the Ss.)Teach the new words and expressions. 3. Teach the Present Progressive. 1）Introduction: Talk about the title of this unit. Show some pictures to introduce the Present Progressive tense. T: What’s she/he doing? Ss: She/He is v-ing (Help the Ss to answer the questions and show the sentences) 2) Let the Ss to say what the Present Progressive is. (现在进行时表示现在正在进行或发生的动作, 它的表现形式为:Be Verbs + V-ing ….) 3). Tell the difference Write down the V-ing forms by another lines of go, watch, do, play and eat . Ask the Ss to have a look and find the difference between them. For example: go and going, watch and watching, do and doing, etc. Then ask the Ss to read them again and do more exercises. Step3.Activity 1a:Match 1. Help the Ss talk about the pictures. The Ss read these V-ing words after the teacher. Match the words and the activities. Check the answers. 2. Help the Ss do “Ask and answer” practice in pairs. 3. Ask some Ss to do actions and let the class guess what he/she is doing. Step4.Activity 1b & 1c: Listening and pair work. 1. Play the recording for the Ss to listen. Play again. Ss listen and write the number of the activity each person is doing. Check the answers. 2. Pairwork: Ask the Ss to do “Ask and answer” practice about the picture in pairs. Some pairs present their dialogues to the class. Step 5.Activity 2a & 2b: Listening and Practice 1.Activity 2a:Talk about the picture in 2b.Ask the Ss to read the questions in 2a. Then listen to the tape and and write the answers. Check the answers. 2.Activity 2b:Play the recording again. Help the Ss put these questions and answers in order to make a conversation. Go through the answers with the Ss. Step 6 Pairwork: Activity 2c 1.Talk about the pictures in 2c. Ask Ss to read the sample conversation. Let Ss look at the first group of pictures, and ask them to guess what the people are doing. 2. Then imitate the sample conversation, work in pairs. Some pairs present their dialogues to the class. 3. A guessing game: Guess the activities according to the Ss’ actions. Step 7 Grammar focus Go through the sentences with the Ss. Deal with some language points. Step 8 Homework: 1.Copy the new words and recite.2.Make up their own dialogues. 教学后记： Period 2 (Section A:2c—4) 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 Teaching aims Go on learning to talk about what people are doing. Language points 1.To learn the following sentences. ⑴—Is Nancy doing homework ? —Yes, she is ./No, she isn’t .She is writing a letter. ⑵—Do you want to go to the movies? —Yes ,I do . ⑶—When do you want to go? —Let’s go at six o’clock. 2.To learn the following words and phrases: ⑴adjective: sure ⑵verb phrases: wait for , talk about , talk to sb. Teaching difficulties present participle: run-running , write-writing Present progressive tense: Subject +be+doing +… Teaching steps 1. Warming-up and revision ⑴Watch VCD which is connected with the present progressive tense. ⑵Revision The teacher asks Ss to do some actions, ask and answer one by one (chain work) T: What are you doing? S1: I am reading an English book. What are you doing ? S2: I am writing .What are you doing ? S3: I am playing the guitar. What are you doing? Show some pictures, point to them and ask.（运用图画） T: Look at picture 1! What is he /she doing ? S1: He/She is talking on the phone. T: Look at picture 2! What are they doing? S2: They are singing and dancing. T: Look at picture3. What is he doing? S3: He is swimming. 2. Presentation The teacher asks one student to come to the blackboard and do an action. T: Are you playing soccer? S: No, I’m not. T: Are you playing basketball? S : Yes, I am. Ask more students like this. 3. Practice Have students make a similar dialogue like this S1: Are you reading a book? S2: No, I am not. S1: Are you reading a newspaper ? S2: Yes ,I am. 4. Guessing games The teacher uses pictures to ask the students. Cover one part of the picture and then uncover it little by little. T: What is he doing ? S1: Is he playing the computer? T: No, he isn’t . S2: Is he playing the guitar? (show another picture) What are they doing? Teacher continues to ask students and shows them more pictures. 5. Pair work (work on 2c) T: let’s look at the pictures and guess what the people are doing. Please practise in pairs. A: Is Nancy writing a letter? B: No, she isn’t. She is writing a letter. Then check the answers. 6. Work on 3a T: Look at the pictures and make conversations. Please write the correct number of the pictures next to the conversations below. Then check the answer. [Conversation A=3 Conversation B=2 ] The teacher reads the conversation before the class, and the Ss repeat the sentences. Ss practice the conversation in pairs and act out the conversation. 7. Pair work（work on 4） （1）Show a picture and teach the new phase“wait for a bus”. （2）Look at the pictures and answer the questions below. Ask Ss ask and answer like this. S1: Where is he? S2: He is in the store/ the supermarket. S1: What is he taking? S2: He is taking a bottle of juice. S1: What is he waiting for? S2: He is waiting for a bus. （3）T: Please look at the pictures again and talk about the four pictures. 8. Grammar Focus T: 这两天我们学习了现在进行时，当我们询问某人正在干某事时，我们应该 说 What are you doing? What is he/she doing? 回答时应说 I am watching TV. He is doing homework. 一般疑问句：Is he/she doing? Yes, he/she is./No, he/she isn’t/ Are they doing? Yes, they are./ No, they aren’t. T: 请大家注意现在进行时态的构成. 主语＋be＋现在分词 T： 现在分词在动词下面加“ing”, 如 play→playing, wait→waiting 9. Homework Read and recite 3a.Write the story about the four pictures. 教学后记： Period 3 (Section B:1a-2c) 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 Teaching aims 1. 询问别人正在哪里干某事. 2. 继续学习某人正在干某事. Teaching points 1. To learn the following sentences. —Where do people play basketball? —At school. —Where is he swimming? —He is swimming at the pool. 2. To learn the following vocabularies: toy, shopping, mall, pool. Teaching steps 1. Warming-up. chant and revision 1) Chant What are you doing? I’m reading books. What is he doing? He is watching TV. What is she doing? She is doing homework. What are they doing? They are eating dinner. 2) Revision Ask a student to do an action and ask T: Are you eating breakfast? S1: No, I’m not . T: Are you singing? S2: Yes, I am . T: Is he writing a letter? S3: No, he isn’t . T: What is she doing? S4: She is singing . T: Are you reading a newspaper? (To another student) S5: No, I’m not . T: What are you doing? S6: I am reading an English book . T: Is he reading a Chinese book? S7: No, he isn’t . T: Is she reading an English book? S8:Yes, she is . 2. Presentation Show some pictures and present the new vocabularies . T: What is he doing? S1: He is swimming . T: Where is he swimming? S2: He is swimming in the river . T: No, he isn’t swimming in the river. He is swimming at the pool . T：Look! What are these? They are toys . What are the girl and her mother doing? They are shopping . T: Where are they shopping? S1: They are shopping in the store . S2: They are shopping in the supermarket . T: Maybe, look, they are shopping at the mall . 3. Practice Show some pictures and phrases, let Ss practice in pairs like this . A: What is he doing? B: He is boating . A: Where is he boating? B: He is boating on the river . 4. Complete the chart . (work on 1a) T: Look at the pictures and complete the chart . Then check the answer . 1). library reading books 2). school playing basketball 3). pool swimming 4). mall shopping 5. Pairwork Let Ss look at the chart , ask and answer in pairs . A: Where do people play basketball? B: At school . A: Where do people swim? B: At the pool . 6. Listening comprehension 1) 2a. T: You will hear three short conversations. Please listen carefully and write down the places you hear in the chart below . Then check the answers: mall, school , library . 2) 2b. T: Now look at 2b on page 28. Please listen to the tape again and fill in the chart . Let’s write down what they are doing.Ss listen to the tape twice and write down the answer on their charts. 7. Pairwork (work on 2c) . T: Now look at the chart and use the information in the chart to make a conversation like this . A: Hello! Is Tina there? B: No, she isn’t . She is at the mall . A: Oh, is he shopping at the mall ? / What is she doing ? B: No, she isn’t ./ She is eating lunch with a friend . 8. Groupwork (Make a survey ) 1). T: Let’s make a survey, please ask Ss in your classroom where their parents are and what their parents doing now . Please ask and answer in threes, then fill in the chart . People Place Activities Jim’s father Jim’s mother Susan’ father Susan’ mother 2.) After the Ss finish the survey .Let them give a report . 9.Homework: 1). Listen to the tape and repeat the conversation on Section B.2b. try to imitate the pronunciation and intonation. 2). Collect some pictures and bring them to the classroom. 3). Write the report down in the exercise book . 教学后记： Period 4 (Section B:3a—4) 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 Teaching aims: 1. Ss can use the present progressive tense to describe the pictures. 2. Ss can ask and answer questions about the picture fluently. Language points 1. To use the following sentences: Here is a photo / picture of my family. I’m with my sister Gina. Thank you for your letter and the photos 2. To learn the following phrases Thank you for sth. / doing sth. be with Teaching difficulties How to write the sentences about the present progressive tense correctly. Teaching steps 1.warming-up and revision (1)The teacher asks Ss some questions. T: Hello, how are you? S1: I’m great. Thank you. T: How is your father? S1: He is very well. T: Where is your father? S1: He is at the mall. T: What is he doing? S1: He is shopping. T: Is your father shopping now? S2: No, he isn’t. He is watching TV. T: Where is he watching TV? S2: He is watching TV at home. (2) Show some pictures, let Ss ask and answer the questions in pairs. S1: Look! What is she doing? S2: She is reading a book. S1: Where is she reading a book? S2: She is reading a book under a tree. 2. Work on 3a. (1)Show the pictures of 3a and let Ss say it one by one. S1: He is playing basketball. S2: The girl is doing homework. S3: The boy is watching TV. S4: He is swimming. S5: They are eating and talking. (2) T: Here is a letter from Mike to his pen pal, Linda. Please read the letter and underline the activities and circle the places. Check the answers: playing basketball School swimming pool eating dinner home doing homework watching TV (3) T: Now read the letter again and number the photos, using 1,2,3,4. Check the answers: 1, 4, 2, 3 (4) Let Ss work in pairs, ask and answer about the photos like this. A: What is Mike doing in Photo 1? B: He is playing basketball. A: Is he playing basketball at school? B: Yes, he is. 3.Writing Show the pictures to the Ss and let Ss finish the sentences, then check the answers. They are dancing. He is running. Yao Ming is playing basketball. The teacher is writing. Xie Tingfeng is singing. 4.Group work T: Now take out your photos or pictures, please work in fours and tell your partners about your pictures or photos. I’ll give you two minutes to practice it. T: At this time I’ll ask several students to say something about your photos. 5. Practice T: Take out the pictures or photos of your own and write one or two sentences about them. Ss write the sentences in their exercise books, the teacher walks around the class and see if the Ss can write the sentences correctly. Give Ss some help if necessary. The teacher collects some pictures and sentences, shows them to the Ss and checks the answers. 6. Fill in the blanks. ( finish 3b) (1) T: Here is another photo, look at the photo and the letter next to it. Please take out your pens and fill in the blanks. Check the answers: watching TV reading the newspaper talking eating (2)Show the picture of 3b, let Ss say the picture like this: 7. Homework. Write a short composition about your own photos or pictures. Period 5 (Self-check) 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 Teaching aims: 1. Revise the contents of Unit 5. 2. Ss can use the present progressive tense correctly. Language points 1. Revise the key words, phrases and sentences in this unit. 2. To learn two new words: camera, bird Key points and teaching difficulties. Consolidate the present progressive tense. Teaching steps: Step 1 Warming-up and revision Let one student take out a photo or a picture of his / her own and show it to the whole class, then he / she will ask some questions about the photo or the picture. S1: Where is my father? S2: He is….. S1: What is he doing? S3: He is… S1: Is my mother doing…? S4: No, she isn’t. She is … Ask more Ss to come to the blackboard to do it. Step 2 Presentation Use two pictures and present the new words: camera, bird T: What is this? S1: Sorry, I don’t know. T: It’s a camera. We can use a camera to take a photo. T: Look! What is it? S2: It’s a bird. T: That’s right. What is the bird doing? S3: I think it is singing. S4: I think it is flying. Step 3 Complete the story T: Look at the pictures on Page 30, Part 3. please complete the story and write the sentences in the blanks. Check the answers: What is he doing? He is looking at the birds. What are they doing? They are talking. What is the boy doing? He is running. What is the boy carry? He is carrying a bag. What is in the bag? It’s a camera. What is the boy doing? He is taking a photo. Step 4 Enjoy “ Just for fun!” on Page30. Divide the Ss into two parts and read the dialogue. Let Ss act out the dialogue. Step 5 Key words check (1).现在进行时态的基本结构 主语 + be 动词 + 动词的现在分词 / | (is am are) (2)动词现在分词的构成： 动词原形 + ing ： read-reading，play–playing， eat–eating, walk - walking， 以“e” 结尾，去“e”加 ing ：write–writing，make–making，take-taking. 重读闭音节要双写结尾的辅音字母加 ing ：run – running, swim – swimming Step 6 Homework Review the key words and phrases. 教学后记： Unit 7 It’s raining! 单元分析 本单元的中心话题是谈论天气. 整个单元的内容围绕天气展开听、说、读、 写的活动。通过本单元的学习使学生掌握描述天气的基本词汇及对天气的提问， 学会准确地表达自己对某种天气的喜好并说明原因，学会做天气预报，学生叙述 在不同的天气背景下做什么。通过以上活动，使学生能够在实践中体会到学习英 语的乐趣，更积极地运用目标语言，培养学生在实际生活中综合运用所学语言能 力。 教学目标 1、作学习重点词汇：raining, sunny, cloudy, snowing , windy, hot ,cool, warm, humid, 和部分现在分词。 2、 掌握描绘天气状态的形容词及现在分词，并学会其特殊疑问句、一般疑问句 的用法及回答。 教学重点 A 学习并掌握记汇： raining, sunny, cloudy, snowing , windy, hot ,cool, warm, humid B 熟练掌握现在进行时的用法； 学会表达对不同天气的不同态度及原因。 教学难点 学会描述人们在不同的天气里所做的各种活动。 教具：教学挂图、录音机 课时安排 第一课时 Section A 1a- 2c 第二课时 Section A 3a-4 第三课时 Section B 1a-2c 第四课时 Section B 3a-4 Period 1(Section A 1a, 1b, 1c, Section B 1a, 1b) 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 Teaching aims 1 、 Words:rain,windy,cloudy,sunny,snow,weather,Moscow,Boston,how’s,bad,terrinle,pret ty, cool, cold, humid, warm, hot 2、Sentence structures: How’s it going? How’s the weather? What’s the weather like? Important points A new way of greetings and the description words about the weather. Difficult points How’s the weather? It’s raining/windy/cloudy/sunny/snowing/. How’s it going? Great! /Not bad! /Terrible! /Pretty good! Teaching procedures Step1. Warming up 1. Ask the Ss randomly: What’s the date today? What day is it today? How are you? 2. Give a new expression which has the same meaning as How are you? : How’s it going? But the new one has more answers. Step2. Presentation 1. Show 4 faces on the screen and ask Ss to describe each face using whatever words they can. Help Ss identify each person is feeling. 2. Then show 4 words. Say the words and ask Ss to repeat each one. Ask Ss to match each remembered phrase with a face. Encourage them to spell the phrases by How do you spell it? 3. Practice with the new structure by the whole class: Choose one to the front and the others guess the description words through his/her facial expressions. Step3. Practice and listening test 1. Let one student ask me: How’s it going? I may answer like this: Terrible! Because it’s snowing and it’s so cold. Show a picture of snowing day and children are making a snowman and pretend to be very cold. Make Ss guess the words: the weather and snowing. Ask them: How’s the weather? Get them to answer like: It’s snowing/snowy. Go on with other kinds of weather: sunny, rainy, cloudy, windy. 2. Play the tape and get Ss to write the city names in the boxes. Check the answers. Look at the 5 pictures in 1a. Encourage Ss to use the description words to describe the weather: ①Beijing—sunny and warm/hot ②Shanghai—cloudy and cool ③Boston—windy and cool ④Moscow—snowing and cold ⑤Toronto—raining and humid. Show an arrow to identify the degree of the 4 adjectives: cold, cool, warm and hot. 4. Practice with the structures: How’s the weather? and What’s the weather like? with the 5 pictures The exact weather on that day should not be missed. Note: Talking about the weather is quite common in western countries as a daily greeting. Step4. Weather report Show a weather map of China. Get Ss to make a weather report as a CCTV anchor. They may begin with asking the weather in each city, then make up a report about it. Step5. Chant Show an easy chant to reinforce the questions and words about the weather. Step6. Homework 1. Copy the new words 4 times each. 2. Summarize the usages of how in questions. 3. Watch a weather report on TV and take down some notes about the weather forecast for tomorrow, and then write a report about it. 教学后记： Period 2 (Section A 2a, 2b, 2c, 4 and Grammar Focus) 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 Teaching aims 3. Knowledge ①Words: cook, study ②Sentence structures: What are you/ they doing? We/ They are… What is he/she doing? He/ She is … Yes/No questions and short answers. 2. Ability: Ask and answer the Present Progressive Tense, and describe the activities people are doing 3. Cultural awareness: The inner feelings of the Ss are motivated by understanding and comparing different people’s lives in different areas. Important points: the correct use of the Present Progressive Tense Difficult points: Describe the weather and activities with the Present Progressive Tense Teaching procedures Step1. Warming up and revision 1. Daily greetings: How’re you today? How’s it going? How is the weather? Ask these questions randomly to the Ss to revise what they learned yesterday. 2. Point out the conversation in the large picture in 3b on P33 and ask two Ss to read it to the class. Practice it in pairs, then change some of the words and make their own conversations. 3. If Ss do quite well, show a piece of cartoon of the Snow-white and the seven dwarfs. Step2. Presentation and listening test 1. After showing the cartoon, ask Ss: What are they doing? (They are singing and dancing.) Show more pictures with questions: What’s he/she doing? and What’re they doing? to get Ss to practice the tense which is the core grammar of this period. Get Ss to guess out the word cook by the picture. Choosing the right words and pair work are added as the reinforcements. 2．Let’s see what Joe’s families are doing. Point to the 4 pictures (The girl in the second picture is talking on the phone with the first speaker.). Ask Ss tell each person is doing in each picture. More attentions should be paid to the correct use of the Present Progressive Tense. Use every hint to finish 2b. 3. Play the tape for Ss to have a check. One more time listening to finish 2a. Teach: What does your father do? He is a cook.. Compare cook with cooker. 4. With the whole picture, get some Ss to tell the story of it. Step3. Brainstorming 1. Play the tape for another time. Then do a memory test. Ask Ss: What’s Uncle Joe/Jeff/Mary/Aunt Sarah doing? What’re Scott and Lucy doing? Is Jeff watching TV? Etc. 2. Guessing game. Guess the activities people are doing. Step4. Game. Find the differences! 2 Ss in a group. Student A looks at the picture on P84 and Student B looks at the picture on P86. Each picture has the same people in it, but they are doing different things. Take turns talking about what the people doing in the picture. Attention: don’t look at the partner’s picture. And the weather in 2 pictures could be compared too. weather sunny raining person P81 P82 Uncle Ed sleeping cooking Aunt Betty playing soccer watching TV Nancy playing soccer reading a book Rick swimming playing computer games Get Ss to describe the 2 pictures orally. Step5. Grammar Focus 1. Ask 2 Ss to read the sentences loudly and make interpretations. 2. Some oral exercises about the core materials in Section A. Step6. Homework 1. Copy the new words 4 times and the Grammar Focus. 2. Write 2 paragraphs about the 2 pictures on P84 and P86. 教学后记： Period 3 (Section A 3a,3b Section B 2a, 2b, 2c) 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 Teaching aims 1.Knowledge ①Words :bad, terrible, pretty good, hot, cold, cool, warm, humid ②Additional words: spring, summer, autumn ③Sentence structures: How’s it going? What are you doing? How’s the weather? 2. Ability: Describe the different kinds of weather and different activities in different areas Important points Revise and use the words, expressions and sentence structures correctly. Difficult points Describe the weather in 4 seasons and people’s activities Teaching procedures Step1. Revision 1. Show different weather signs to revise the description words in Section A. Draw an arrow to revise the 4 words: cold, cool, warm and hot. But don’t forget humid. 2. Get Ss to look at Picture C .Tell them: It’s Chengdu. How is the weather in it? It’s sunny. Is it cool? No, it’s hot. It’s hot and humid. Step2 Make a survey Make a survey by the whole class. Ask Ss: Who likes the cold weather? Have Ss raise their hands. Use the way and talk about the different weather, draw faces to teach the different expressions “ not bad, great, terrible, pretty good ” Check out the most popular and the least popular weather. Get Ss to talk about the local weather in 4 seasons. Step3 Work on 3a and 3b Step4. Presentation 1. After talking about the local weather in 4 seasons, let’s watch different weather in other countries. Tell Ss Maria is in Mexico. Play this phone conversation between Sam and Maria. Listen carefully to their questions and answers. Play the tape the first time, Ss only listen. Play the tape again and have Ss catch the answers Maria and Sam give to the question How’s it going? Listen again and write what they answer to What are you doing? and How’s the weather? 2. Further discussion. Show 4 pictures. With the 4 questions ①Where is it? ②How is the weather? ③What season is it? ④What are the people doing? Ss talk about the countries, the weather, the seasons and the activities. country weather season activities Japan cool spring watch the flowers America(Hawaii) hot summer swim Canada warm autumn watch the leaves American cold winter do sports Step5. Interview 1. After visiting the 4 places, ask some Ss: Where do you want to go? When do you want to go there? How’s the weather? What do you want to do there? Let them describe the places they want to go most. 2. Ss make an interview in the class., and then give a report about. 3. Let’s find out. Find out what kinds of activities someone wants to do on certain days. Step6. Homework !. Copy the new words 4 times. 2. Interview their family members about the place they want to go most and the situations there, and then write a report about it. 教学后记： Period 4 (Section B 3a, 3b, 3c, 4) 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 Teaching aims 3. Knowledge ①Words: vocation, lying, beach, group, beach, volleyball, surprised, heat, relaxed, winter, scarf, everyone, man ②Additional words: sandstorm, typhoon, tsunami(海啸) ③Sentence structures: How’s the weather? What’s the weather like? What can we do with this? When is the best time to visit your town/city? 2. Ability: Learn about different activities in different weather 3. Cultural awareness: Learn to love our nature and protect the environment. Make a donation if possible Important points: Use the words, expressions and sentence structures correctly. Difficult points: Describe the weather in 4 seasons and people’s activities Teaching procedures Step1. Revision Show a weather map of China and get Ss to ask and answer in pairs about the different kinds of weather in some cities. Step2. Reading 1. Ask Ss: How do you know the weather beforehand? Get answers like: From the radio/121/the TV/the mobile phone/the internet. 2. 3a. Look at a paragraph, and ask Ss to find out what the show is (CCTV’s Around the World show) and where the reporter is (in Australia) .Ask them to tell what they know about Australia. 3. Ask Ss to work alone. Underline the things that people are doing and circle the words that describe the weather. They may follow the 2 examples have done for them. Check the answers. 4. 3b. Draw attention to the pictures of France and the descriptions below. Ask Ss to work alone .Have Ss fill in the blanks. Check the answers. Step3 Chant Learn a chant with the students to relax. Step4 Make an interview Ss form groups of 4. One of them works for CCTV’s Around the World show. He/She interviews the other 3 Ss what the weather is like in their hometowns and what the people are doing. Then give a report about what he/she has got. Step5 Make a survey Find out what activities people will do on certain days. And ask some to report their results in class. Step6 Homework 1. Summarize the key words and expressions in this unit. 2. Write a composition . 教学后记： Period 5 (Self-check) Teaching aims 4. Knowledge: Revise the words and the sentences in the unit. 2. Ability: Learn about different activities in different weather 3. Cultural awareness: Learn to love our nature and protect the environment. Make a donation if possible Important points Use the words, expressions and sentence structures correctly. Difficult points Use the expressions they learned to describe the weather in 4 seasons and people’s activities Teaching procedures Step1 Warming-up 1. Greetings. 2. Have a chant. Step2 Dictation Revise the words and have a dictation for the words in the unit. Step3 Revision 1. Show a weather map of China and get Ss to ask and answer in pairs about the different kinds of weather in some cities. 2. Show some pictures to revise “What are you /they doing? We /They are…… What is he/she doing? He/She is… How is it going?” etc. Step3. Pair work In groups of 2, finish 3 in Self check by asking and answering Step4 Task 1. In groups of 4. Ask all the Ss further: When is the best time to your town/city? Ss may answer like: The best time to visit my town/city is in … because it’s … 2. Ask some groups to report and share their results. Step5 Extension Show pictures of the nature disasters: sandstorm, typhoon and tsunami( 海 啸).Tell Ss: If we have such natural disasters, we could not enjoy the lives any longer. But what can we do with this? Collect any possible answers from Ss. Step6 Just for fun Read the story to relax. Step7 Reinforcement 17. 北京天气如何？阳光灿烂又暖和！ 18. Sarah 阿姨是个厨师。她正在烹饪食物。 19. 他们正在干什么？他们正在学习。 20. 情况怎么样？糟糕透了！ 21. 欢迎收看中央台环球节目。 22. 许多人在那里度假。 23. 看那一群正在打沙滩排球的人。 24. 对于他们能在这么高的气温下打球我感到很惊讶。 Step 8 Homework Summarize the key words and expressions in this unit. 教学后记： Unit 8 Is there a post office near here? 一、教学目标 （1）掌握本单元的重要词汇及句型。 （2）通过本单元的学习，掌握问路与指路的基本语句，并能运用于现实生活 中。 二、重点词汇 （1）post office, hotel, video arcade, bank, park, supermarket, street, pay phone, avenue new, clean, quiet, big, small, dirty, old, busyleft, right, next to, across from, near, between （2）表示方位的介词 三、重点句型： Is there a bank near here ? Yes, there’s a bank on Center Street. Where’s the supermarket ? It’s next to the library. Is there a pay phone in the neighborhood ? Yes, it’s on Bridge Street on the right. Where 引导的特殊疑问句 四、教学重、难点 1．重点： 1）．表方位的介词：near、across from、next to、between、on 2）．问路与指路的基本语句 2．难点： 本单元词汇量较大（ 生词表中列出 44 个单词，9 条短语；课文中还有一些短语）。 五、难点注释： （1）Is there a big supermarket near where you live ?在你住处附近有一家大超市 吗？ （2）Turn left off the busy First Avenue and enjoy the city’s quiet streets and small parks. 向左转走出/驶离繁华的第一大道，即可享受到城区里安静的街道和小公 园。 (3) ┉ there is a small house with an interesting garden. 有一座带着有趣花园的 小屋。 (4) Bridge Street is a good place to have fun. 大桥街是个能愉悦享乐的好地 方。 六、教具：教学挂图、城市或乡镇街道的图片、录音机、磁带 七、课时安排： 第 1 课时：Section A: 1a ~ Grammar Focus 第 2 课时：Grammar Focus - 4 第 3 课时：Section B: 1a ~ 2c 3a ~ 4 第 4 课时： Self check Period1 （Section A ：1a ~ Grammar Focus） 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 Step 1 Warming-up and revision 1.Greetings. 2.Revise the new words and expressions. 3.Revise the conversations they learned the last day. 4.Some Ss report their collection in the homework. Step 2 Presentation 方法一：教师课前准备 1a 中出现的标有各建筑或设施的单个图片。将其逐个呈 现，同时与学生进行对话： （1）T: What can you see? Ss: I can see a library. （2）T: What’s in the picture? Ss: There is a bank. T: Is there a bank? Ss: Yes. 教师一边出示图片，一边教读单词，并将图片贴在黑板上，让学生读出单词，猜 想汉语意思。在学生能力较高的班上，教师可提前加入后面的 avenue, garden 等 名词。生词呈现完后，再集中教读。此时教师应注意学生的发音，尤其是 arcade 的重音。必要时可抽部分学生朗读。 方法二：为呈现 supermarket, bank, video arcade 等词，可有如下对话： （1）T: Where can we buy food and drink? Ss: In a supermarket. （2）T: Where do people keep their money? Ss: In a bank. （3）T: Where can you play video games? Ss: In a video arcade. 其余类似。教师将通过对话引出的单词板书在黑板上并教读。 方法三： （1）引出单词 street: T: Our school is on Zhong Shan Street. Ss: Yes. （2）T: On the street we can see our school. We can see a shop, too. Ss: Yes. （3）T: What other things can we see on the street? Ss：I can see a... （4）T: What can you see on other streets? S1: I can see a ... S2: I can see a ... （为了让学生能够表达其意，教师可将学生可能会涉及到的以及已经表达的单 词写在黑板上。在学生学习能力较强的班上，教师可将学生使用到而教材中未出 现的单词写在黑板上并教读。） Step 2．检验学生是否正确理解词意。 T: What’s in a supermarket? Ss: Food and drink. T: What’s in a library? Ss: Books. T: What can you do in a video arcade? Ss: I can play games. 教师可板书以下句型： (1) What’s in a library? (2)What can you do in a video arcade? 让学生自己选择用什么样的问句进行问答练习。 Step 3．听力训练：熟悉单词。教师放 1b 部分的录音两遍，要求学生圈出所听 到的词。师生一道讨论所听到的内容。 Step 4．呈现主要对话。 （1）T: Look at the map. Can you find Center Street?（板书: Center ST） Ss: Yes. 教师用以上同样的句型引导学生对图中其他地点进行问答。 （2）T: There is a bank near here on Center Street. Is there a bank near here? Ss: Yes, there is. 教师板书句型： ---Is there a bank near here? ---Yes, there is a bank on Center Street. （3）若学生接受能力较强，教师可加入 3a 中出现的 in the neighborhood. T: The bank is in near here. The bank is in the neighborhood. 教师重复并教读 in the neighborhood. T: Is there a park in the neighborhood? Ss: Yes, there is a park on ...Street. Step 5．操练对话。 教师让学生看 1a 中的画面，模仿图中对话谈论其他地点,进行 pairwork。 Step 6．检查。 （1）教师抽数对学生在全班进行对话表演。 （2）教师仔细听，然后尽量给予鼓励、表扬。但若有关键词句的错误，则应指 出并纠正。 Step 7、作业布置： （1）生词记忆，准备听写。 （2）抄写 Grammar Fucous 的句子，并且翻译在家庭作业本上。 教学后记： Period 2 (Grammar Focus ~ 4) 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 Step 1 Warming-up and revision 1.Greetings. 2.Revise the new words and expressions. 3.Revise the conversations they learned the last day. 4.Some Ss report their collection in the homework. Step 2 Presentation 呈现 2a 中的方位介词。 方法一：教师走到学生中，站在两名同学之间，告诉学生： T: I am between…and… （然后变换方位，告诉学生， ） T: I am next to… 方法二：教师可仿照 2a 在黑板上画出简图，配合手势告诉学生： T: The pay phone is across from the library. The pay phone is on Center Street. 单词出现的同时教师板书并教读： next to, between, across from… Step 3 （1）T: Who is between ... and ...? Ss: ... is between them. （2）T: Who is next to you/...? ... is next to me/him. ... is next to me/her. （3）学生看 2a 中的图画，根据各句子的意思将句子番号填在相应图中，然后师 生一起 讨论答案。 Step 4 以新知识练习 1c 的对话 （1）教师让一名学生同自己配合，示范对话： T: Is there a pay phone near here? S: Yes, there is a pay phone across from the library. （2）教师指着 2a 中的图，让学生相互问答。 Step 5 用 2c 中的句型，练习对话 （1）教师让学生看 1a，一边与学生对话，一边板书对话内容： A: Is there a pay phone in the neighborhood? B: Yes. A: Where is it? B: It’s on the Fifth Avenue./It’s between ... and ... （2）教师让学生齐读对话。 （3）教师让学生仿照例子自由表达，练习对话。教师走到学生中聆听。 （4）检查。 （5）读 2c 中的内容。 Step 6 Listening Test（完成 2b 听力练习） （1）教师放录音两遍。 （2）核对答案。 Step 7 呈现 3a 中的新句子。 （1）教师仿照 3a 大图上部的小图在黑板上画一幅简笔画。同时一边陈述： Go straight and turn left/right.一边以箭头在图上示意，并将该表达写在图中相 应位置。 （2）教师教读。 Step 8 Games（游戏，让学生在游戏中巩固和得到练习） （1）T: Put up your left hand, and show me your right hand. （2）T: Who is on your left/right? : ... is on my left. : ... is on my right. （3）教师可叫某个学生离开座位，告诉他：Please go straight and turn left/right. Step 9 Homework Review the key words and phrases. 教学后记： Period 3 (Section B: 1a ~ 2c 3a ~ 4) 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 Step 1 Warming-up and revision 1.Greetings. 2.Revise the new words and expressions. 3.Revise the conversations they learned the last day. 4.Some Ss report their collection in the homework. Step 2 Presentation （1）教师课前尽可能多地准备能表现 small, big, new, old, dirty, clean 等特点的盒 子、衣物等。 呈现 clean，教师可做出擦黑板、打扫讲台的动作，同时说： T: Look! The blackboard is very clean now, and the teacher’s desk is clean, too. 或 指着某 位衣着整洁的同学说： T: Her clothes are very clean. 或出示自己的双手，说： T: Look! My hands are clean. 然后将粉笔末涂在手上，说： T: Are they clean now? No, they aren’t. They are dirty. 板书 clean, dirty （2）呈现其他形容词，教师可使用所带辅助教具，以类似方法进行。对于学习 能力较强的学生，教师还可加入 narrow, wide 等词。 （3）教师在引出新单词的同时将其板书在黑板上，再集中教读。建议教师板书 时将单词按正反意义分组排列，让学生直观地了解哪些词互为反义词。 Step 3 （1）教师说出汉语短语，让学生翻译成英语，如： T: 一条忙碌拥挤的街道 Ss: a busy street T: 一个… Ss: a... （2）教师让学生模仿上面的练习方式，用黑板上的以及自己知道的形容词表达 短语， 相互考查。教师走到学生中聆听。 （3）让学生看 1a，将画面的字母代号填在相应的短语前。然后师生一起讨论答 案。 （4）学生读 3a 短文，按要求圈出描述性的单词，然后师生讨论答案。 （5）教师让学生开展讨论，总结自己对所圈单词用法、功能的理解，并给予评 价或加以补充。 Step 4 （1）为了让学生理解 1b 部分的 where you live，教师可对学生说： T: There is a big supermarket near my house. There is a big supermarket near where I live. 教师板书：my house/where I live 教师提问： Is there a new park near your house/where you live? What is near where you live? （2）学生仿照上面的表达相互问答，然后在全班表演。 Step 5 教师放 2a 录音两遍，让学生将所听到的地点在 1a 中圈出来，然后师生讨论答案。 （1）教师可请两名学生同时到黑板前，按所听到的内容将简图画在黑板上，其 他同学在书上空白处画。教师放录音两遍。 （2）讨论答案。 方法一：教师先让坐在下面的其他学生对黑板上的图进行评价或修改，再给予 确认。 方法二：按 2c 中的对话方式，让学生两人一组对黑板上的和自己的图进行相互 陈述和纠正，得出正确答案。 Step 6 学生填完后，老师请一名学生读出短文。 23．做第 4 部分练习。 24．3c 部分是一项对学生要求较高的练习。教师可让学生仿照 3a 短文，综 合运用所学的知识进行表达。可让学生在课堂上先口头练习，两人一组向对 方表达，再将所述内容写下来。也可作为家庭作业布置下去。 Step 7 Homework Review the key words and phrases. 教学后记： Period 4 (Self Check) 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 Step 1 Warming-up and revision 1.Greetings. 2.Revise the new words and expressions. 3.Revise the conversations they learned the last day. 4.Some Ss report their collection in the homework. Step 2 1、2 部分为词汇自测。 （1）教师要求学生除掌握第 1 部分所列单词外，还应尽量多地记住所用到的其 他单词， 并将它们写出来。 （2）教师可要求学生将 1、2 部分单词按名词、形容词、方位介词进行归类，并 多角度地总结它们的特点。 (3 )学生完成第 3 部分练习进行自我检测 步骤： 步骤 1：让学生读 Self check 里的单词, 随后听写这些基本词汇以及由它们构成 的词组、短语. 步骤 2：检查学生的听写情况( 全班齐读听写内容、组与组之间相互检查、教师 抽查个别同学 ). 步骤 3：画一张街区简图,告诉学生从 A 点到 B 点、A 点到 C 点、B 点到 C 点的几 种走法,要使用以下词组: turn left / right、 go down --- street、 go through、 on one’left / right ；同时引出、使用并教学生词与短语： taxi、 take a taxi、 arrive、 arrive in / at、 airport . 步骤 4：展示 Self check 第 3 部分的挂图，进行教学。 步骤 5：任务性活动：以写信、或发 e--mail 的方式邀请朋友、笔友、网友来你 家乡作客，告之详细的走法，然后互相交流。 Step 3 文化知识背景： avenue 名 （复 ~ s ） 1．（城市的）大街, 街道；---街 美国的大都市尤其是纽约，东西通行的为 Street, 南北通行的为 Avenue，缩写为 ave．，Ave． Fifth Avenue（纽约市的）第 五 2．林荫大道；英（尤指乡村的大住宅，自大门到宅邸之间的）林荫道 3．（到达目的的）途径，手段，方法 an avenue to success 成功之路 video 名 （复 ~ s ） 1．U（口语）录像机〔带〕 2．U 电视机的画面 3．电视 arcade 名 1．有拱廊的街道 （两边都有店铺） 2．〖建筑〗拱廊 （拱廊相连而成的通道；在建筑物侧面，面向中庭）。 3．（内设电子游戏机等的）电子游戏中心 district 名 （复 ~ s ） 1.地区，管区 （以行政、司法、教育等为目的而划分的；略为 dist.） 2.地带，地域，地方 down 在或向低处；沿着；顺着 从城市向乡村方向走、由北往南去，通常称为 down ，反之 则称为 up Step 4 同步训练： 1．Where is the post o______ ? It’s ____ Center Street. 2. The _________ (超市) is ________ the park ______ the hotel. 3. Is there a _______ _______ (电子游乐中心) near here ? Yes, there is. 4. Is there a ______ (小图书馆) in the ____________ (附近) ？ No, there ______. 5．The school is _____ _____（在┅对面）my house . 6. I sit _____ _____ (在┅旁边) Li Hua. 7. Guang Ming Street is not _______ (脏的)，it’s _______（干净的）. 8． _______ _______ (向右转), enjoy the city’s interesting ________ (花园) . 9. The _______（安静的）room is over there, on ______ _______（你左边）. Step 5 Homework Review the key words and phrases. 教学后记： Unit 9 What does he look like? 一、教学目标 1.识记描述人物外貌特征的词汇 Short, long, curly, straight, blonde, brown, hair, bald, tall, height, thin, heavy, a medium build, glasses, beard mustache 2.学会使用询问、描述人物外貌特征的句型。 a. What do you look like? I’m short I have curly hair b. What do they look like? They’re medium height c. What does he/she look like? He/She is tall/medium height/short//thin/heavy//bald. He/She has a medium build//a beard//a mustache He/she has long/short//blonde/brown/black…/straight/curly hair He/She wears glasses//a white T-shirt 3.学会询问他人外表；学会谈论，描述身高，体重，发型，面部特征及着装 等外貌特征。并根据描述画出人像。 二． 教学重点 1) What 引导的询问外貌的特殊疑问句。 2) be, have, wear 的一般现在时用法。 3) 描述外貌的形容词。 三．教学难点 1) 注意比较动词“has”和“is”在对人物进行描述时的用法及汉语意思的差别。 2) 注意当句子主语是第三人称单数时，在句型 What does he/she/your friend/A’my look like?中助动词用 does，后面用动词原形 look。 四、课前准备 教师：录音机，教学挂图；物品实物、照片。学生：实物(学习用品)、照片。 五、教学时间及安排： 第 1 课时：Section A 1a—2b 第 2 课时：Section A 3---Section A 4 第 3 课时：Section B la—Section B 2C 第 4 课时：Section B 3a—Section B 3C 第 5 课时：Section B 4—Self check Period 1 (Section A: 1a—2b) 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 Teaching aim Learn the words about describing persons’ appearance. Learn how to describe people’s looks. Language points A: What do you look like? B: I am…, and I have…. A: What does he/she look like? B: He/She is…, and He/She has…. Teaching difficulties How to make students describe people’s looks correctly. Teaching procedures: Step 1 Leading-in T: How many people are there in your family? S1: There are…They are my… T: Can you say something about them? S1:… (Then the teacher asks another three students to answer the questions like this.) T: I think you all have a happy family. Me, too. I also have a happy family. Do you want to know them? Ss: Yes. T: Do you know what they look like? Ss: No. T: Look, this is my family photo. Let’s meet them one by one. (Show a photo of my family.) Step 2 New words 1. Present new words. T: Look, who’s this woman? Can you guess? (Show my picture to the students.) Ss: Is this your mother? T: Yes, she has long hair. Read after me, long hair, H-A-I-R, hair. Ss: H-A-I-R, hair. (Then look at the pictures of my father and my sisiter and teach the other new words in the same way such as “short hair, curly hair and straight hair.”) T:I have long, straight hair. What about you? (The teacher points at a student.) S1: I have short, straight hair. (The teacher asks some moer students to practice. Then show a photo to the students.) T: Look at this man. He is my father. He is very tall. Read after me, tall, T-A-L-L, tall. Ss: T-A-L-L, tall. (Teach the other new words in the same way such as “short, medium height, thin, heavy, medium build”.) 2. Practice the new words. T: Look at 1a. Match the new words with the pictures as quirkily as you can. (Then check the answer.) Step 3 listening. T: I have a good friend. Her name is Amy. Look, this is Amy. Now she comes to the station to meet her friend. But there are so many people. She can’t find her friend. Can you help her? Ss: Yes. T: Listen to the tape. Work on 1b. Help Amy find her friend, Ok? Ss: OK. (The teacher plays the recording. Then check the answers.) Step 4 New drills 1. Present the drills T: I have long, sraight hair. I’m medium height and I’m medium build. What do you look like? S:I have …And I’m…. (Ask three more students to practice.) 2.Practice the drills A: What do you look like? B: I am…, and I have…. A: What does he/she look like? B: He/She is…, and He/She has…. Step5 Homework Copy each word in 1a one line. 教学后记： Period 2 （Section A: 3---Section A 4） 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 Teaching aims 1.To enable students to describe people’s looks correctly. 2.To improve students listening skill. Language points A: What do you look like? B: I am…, and I have…. A: What does he/she look like? B: He/She is…, and He/She has…. Teaching difficulties How to improve students listening skill. How to make students describe people’s looks correctly. Teaching procedures Step 1 Greetings Greet students as usual. Step 2 Review the drills T: What do you look like? S1: I am…, and I have…. T: What does he/she look like? S1: He/She is…, and He/She has…. (Ask more students to answer.) Step 3 Listening practice (2a,ab) T: I have three good friends. They are David, Sally and Pete. Do you know what they look like? Ss: No. T: Do you want to know them? Ss: Yes. T:Look at 2a. Listen and cirle “is” or”has”below. (Play the tape and then check the answers. If necessary, sum up how to use“is” and ”has” ) T: Listen again. Fill in the chart in 2b.(Play the tape again and check the answers.) T: What does David look like? S1: He is tall and heavy. He has curly hair. Step 4 Practice T: Work in pairs. Ask and answer according to 2b. (The students practice the dialogue and then the teacher asks some pairs to practice.) Step 5 Pairwork (Show a picture of Lily’s new friend.) T: Look at the picture. Do you know her? Ss:No. She’s Lily’s new friend. Lily will introduce her to you. Look at 3 and help Lily describe her new friend. (Ask students to fill in the blanks.) Ask several minutes and then act the dialogue out. Step6 Grammar Focus Explain the important language points. Step7 Homework Recite the dialogue in P42. 教学后记: Period 3 (Section B la—Section B 2C) 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 Teaching aims 3. Learn to describe people’s looks in different ways. 4. Learn the useful words and expressions about describing persons’ appearance. Language points A: What do you look like? B: I am…, and I have…. A: What does he/she look like? B: He/She is…, and He/She has…. Teaching difficulties How to make students to describe people’s looks in different ways. Teaching procedures Step1 Greetings Greet students as usual. Step2 Present the new words T: I like making friends. I have many pen pals. Two of them are from America. Look at the two pictures. (Show two pictures to the students.) T: Look at this boy. His name is Jack. He likes soccer very much. He is the capitain of the team. He is very popular in his class. He has brown hair. (Then explain”capitain, team and brown” to the students. Teach them how to read the new words.) T: Look at this girl. She is Tina. She is very funny. She likes telling jokes very much. She is a bit thin. She has beautiful blonde hair. She never stops talking. (Explain “tell jokes, a bit, blonde and stop tallking” to the students and teach them how to read the new words.) (Show four pictures of four students.) T: They are in the same class. Read the descriptions of the four classmates. Match them with the picures in 3a. Step3 Practice Ask students to match the pictures and check the answers. After explaining some useful words and expressions, ask students to read after the tape. Step 4Pairwork There are some other classmates here. Can you describe them? Let’s work in pairs. Student A writes the names in the box next to the people in the picture. Student B asks questions to find the people. (The students work in pairs.) Step5 Game Descibe someone in the class. Ask your classmates to guess who you’re describing. T:This person is medium height. She has short hair… Ss:… (First teacher gives an example, then ask a student to come to the blackboard and describe one person. Ask other students to guess who he/she’s describing. ) Step6 Task”Design your new teacher’s look” T: What do your teachers look like? S1: My math teacher is…and she has… T: Work in group of four. Talk abour your teachers’ look. Then help them design the new look. Fill in the chart and report it to the class. What does our…teacher look like? Subject Old look New look (The students work in groups of four. Then fill in the chart.) Step7 Homework Design your parents’ new look. 教学后记： Period 4 (Section B 3a—Section B 3C) 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 Teaching aims: 1.To enable students to learn other descriptions of persons’ appearance. 2.To improve students listening skill. Language points My favorite…is…. He is….and….He has…. Teaching difficulties How to improve students listening skill. How to make students report people’s looks correctly. Teaching procedures Step 1 Greetings Greet students as usual. Step 2 New words 1. Leading-in T: I have many good friends. Today a new friend of mine comes to our classroom. Would you like to know him? Ss: Yes. (A person with a beard and glasses comes into the classroom.) T: Who is he? Can you guess? Is he…? S1: No, he isn’t. S2: Is he…? T: Let’s see who he is. Please take off your glasses. (The person takes off his glasses. He is…) Ss: Oh, it’s… T: Yes, you’re right. Look, he is wearing a pair of glasses and he has a beard today. These are the two words we will learn today. 2. Learn the new words (The teacher shows a false beard to the students.) T: Look, this is a beard. Read after me, beard, B-E-A-R-D, beard. Ss:… T: Boys, do you like a beard? S1:…. (The teacher puts the beard on one boy’s face.) T: Now he has a beard. Is he cool? Ss:…. (Teach other new words in the way above. “glasses, black hair, blonde hair”) 3. Work on 1a Work on 1a and then the teacher checks the answers. Step 3 Practice the new words (Show a picture of a famous musician with black hair and a beard.) T: Who’s he? Do you know? S1: He’s… T: What does he look like? S1: He has black hair and he has a beard. T: Do you know other musicians, actors or famous people? Look at 1b and fill in the blanks. Let’s see who knows the most. (The students fill in the blanks. Then the teacher asks the students to tell the answers.) Step 4: Listening practice T: Danny and Maria are also talking about two famous men, Johnny and Tina. What do they do? Look at 2a, listen and write their jobs in the chart. (Play the tape and check the answers.) T: Now listen again, what do they look? Fill in the chart. (Check the answers.) Step 5 Task Make a survey and give a report. T: Danny and Maria talked about their favorite singer and actor. Who are your favorite musician, actor and athlete? What do they look like? Now work in pairs and fill in the chart. I will ask some students to report it to the class. My partner’s favorite person Job Name What does he/she look like? musician actor athlete S1: My partner’s favorite musician is… He is… He has… He is very handsome. I like him very much. And his favorite actor is…. Step6 Homework 1.作业本（2）P20 2. Copy each word one line on P110 (From ”always” to “glasses”) 教学后记： Period 5 (Section B 4—Self check) 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 Teaching aims Learn how to make a new look. Learn some useful words and expressions about describing persons’ appearance. Language points …has a new look…...He/She has…. He/She doesn’t have…. Teaching difficulties How to make a new look. Teaching procedures Step 1 Greetings Greet students as usual. Step 2 Leading-in (Show a picture of Liu Huan.) T: Look at the picture. What’s his name? Ss: Liu Huan. T: What does he do? Ss: A famous popular singer. T: Yes, he is a pop singer. Read after me, pop singer, P-O-P S-I-N-G-E-R, pop singer. Ss: P-O-P S-I-N-G-E-R, pop singer. T: What does he look like? S1: He has long black hair. S2: He has a big nose and a big mouth. (Then the teacher shows another photo of Liu Huan.) T: Now look at this photo. What does he look like? S1: He has short black hair. T: Who is he? S1: Is he…? Step 3 Reading(3a) T: Do you know his old look? Ss: Yes. T: Read the magazine article about Johnny Dean and fill in the blanks in the chart. After checking the answers, teacher could explain some useful words and expressions for students. Step 4 Work on 3b (Show a picture of a beautiful woman to the students.) T: You know she is Gloria Green, a pop singer. Now she is not happy. Ss: Why? T: Because she likes shopping. But when she goes shopping, many fans follow her. So she wants to design a new look. Look at the two pictures of Gloria Green. Then fill in the blanks in the article Step 5 Design your favorite famous star’s new look Name What does he/she look like? What’s his/ her new look? Work in group of four and then the teacher asks groups to have a report. Step 6 Homework Design your family member’s new look. 教学后记： Unit 10 I’d like some noodles 一、教学目标 1.学习 would like 的用法 2.学会使用询问和表达面条的种类以及各种尺寸的大小。 二． 教学重点 1)would like 的用法。 2)句型的操练。 3) 名词的可数与不可数。 三．教学难点 1) would like 的用法。 2) 如何灵活的运用本单元的重点句型以及名词。 四、教学时间及安排： 第 1 课时：Section A 1a-2b 第 2 课时：Section A 3-Section A 4 第 3 课时：Section B la-Section B 2C 第 4 课时：Section B 3a--Self check Period 1 (Section A 1a—2b) 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 Language goal To order food. To ask for and give personal information. To write their own ad for foods. Teaching procedures Step 1 Presentation 1、Look at the picture . Please answer the questions below 1）Can you see three bowls? 2）What are in them? 3）Do you like noodles? 4）Can you find the differences among the three bowls of noodles? 5） What size bowl of noodles would you like -----small, medium, or large? 6 ） Look at the sign ____Special 1,Special2,Special3.And understand their meanings. 2、Look at the numbered list of ingredients .Read and repeat. 3、Ask students to match each word with the foods. 4、Check the answers. Step 2 Listening 1、Look at the three bowls of noodles. Ask: What ingredients are in these noodles? 2、Play the recording the first time .Students only listen. 3、Play the recording a second time. 4、Correct the answers. Step3 Practice 1、Read the conversation in the picture in 1a. 2 、Ask students to work in pairs. One person is the waiter, the other one is the customer. 3、Perform the conversation in front of the classroom. Step4 Listening 1、Look at the food in the picture in 2a and name each one. 2、Read the numbered list of words. 3、Say, you will hear a conversation. The people will talk about some of the foods, but they will not talk about others. Please check the names of the food you hear below. 4、Play the recording a second time. 5、Correct the answers. Step5 Listening 1、Read the conversation in 2b. Point to the blank lines .Say ,listen again and fill in the blanks now. 2、Check the answers. Step6 Practice 1、Read the conversation in 2c yourselves. 2、Work in pairs. Each student can be both the waiter and the customer. Say what you really like with your noodles. Step7 Homework Copy the new words. Do Exercises 1 and 2. 教学后记： Period 2 (Section A 3-Section A 4) 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 aims To order food. To ask for and give personal information.To write their own ad for foods. Language goal I’d like some noodles. What kind of noodles would you/he/she/they like? I’d/He’d/She’d/They’d like beef noodles. What size bowl of noodles would you/he/she/they like? Teaching procedures Step One: Revision 1 Revise the food words. 2 Revise: What kind of noodles would you like? I’d like … What size bowl of noodles would you like? I’d like… Step Two: Practice 1 Look at the picture .What’re they doing in 3a? 2 Read all the questions yourselves and all the answers yourselves. 3 Now please match each question with an answer. The first one is done as a sample. 4 Check the answers. Step Three: Practice 1 Read the conversation again in 3a. 2 Now make your own conversation. Student A asks the questions from activity 3a. Student B gives true answers. 3 Perform their dialogue for the class. Step Four: Game 1 Look at the four different bowl of noodles on the table. Ask: What ingredients are in it ? 2 Divide the students into groups of four. Ask and answer. 3 Find out the most popular noodles in each group and report. Step5 Homework Review the phrases. 教学后记： Period 3 (Section B: la-Section B: 2C) 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 Step 1 Revision 1. Revise the food words. 2. Revise: What kind of noodles would you like? I’d like… Step 2 Presentation 1. Look at the food on the table. Can you name them? 2. Read the numbered list of words in 1a and repeat. 3. Ask students to match each word with a picture. Write the letter of each food picture in the blank in front of the correct word. 4 Check the answers. Step 3 Circling 1 Read again the food on the table in 1a. 2 Please circle the things you like and put an X in front of the things you don’t like. 3 Read the dialogue on the right in 1b. 4 Work in pairs . Tell each other what you like and don’t like. Step 4 Listening 1 Read the eight words again in 1a. 2 Say, you will hear a conversation. A boy is ordering food from a restaurant. As you listen, please circle each of the words in 1a that you hear. 3 Play the recording the first time, students only listen. 4 Play the recording a second time. 5 Correct the answers. Step 5 Listening 1 Look at the order from on Page 82. What information does it ask for ? 2 Listen again . Please write down the information on the order form. 3 Correct the answers. Step 6 Practice 1 Look at the order form on Page 83. 2 Work in pairs. Student A, you work in the House of Dumplings. Ask student B questions and fill out the order form. Step 7 Completing 1 Read the list of words in 3a. 2 Read the newspaper ad, and fill in the blank lines. 3 Check the answers. Step 8 Practice 1 Read the ad. Say, write a word in each blank. 2 Check the answers. Step 9 Writing 1 Look back at the ad . 2 Now please write your own ad. You can use some of the sentences from activity 3a. But please use your own types of dumplings and choose different drinks. You can also change the prices. 3 Read your ad for the class. Step 10 Practice 1 Read your partner’s ad. Notice the kinds of food and prices. Then order food from your partner. 2 Work in pairs and take turns ordering food and drink from their partner’s ad. Step 11 Homework Copy the words and phrases. Do exercises 3 in the Exercise Book. 教学反思； _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ________________________________ Period 4 (Section B: 3a--Self check) 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 Teaching aims: Ss can use the present progressive tense to describe the pictures. Ss can ask and answer questions about the picture fluently. Language points To use the following sentences: Here is a photo / picture of my family. I’m with my sister Gina. Thank you for your letter and the photos. To learn the following phrases.Thank you for sth. / doing sth. be with Teaching difficulties How to write the sentences about the present progressive tense correctly. Teaching steps 1.warming-up and revision (1)The teacher asks Ss some questions. T: Hello, how are you? S1: I’m great. Thank you. T: How is your father? S1: He is very well. T: Where is your father? S1: He is at the mall. T: What is he doing? S1: He is shopping. T: Is your father shopping now? S2: No, he isn’t. He is watching TV. T: Where is he watching TV? S2: He is watching TV at home. (2) Show some pictures, let Ss ask and answer the questions in pairs. S1: Look! What is she doing? S2: She is reading a book. S1: Where is she reading a book? S2: She is reading a book under a tree. 2. Work on 3a. Show the pictures of 3a and let Ss say it one by one. S1: He is playing basketball. S2: The girl is doing homework. Let Ss work in pairs, ask and answer about the photos like this. A: What is Mike doing in Photo 1? B: He is playing basketball. A: Is he playing basketball at school? B: Yes, he is. 3.Writing Show the pictures to the Ss and let Ss finish the sentences, then check the answers. 4.Group work T: Now take out your photos or pictures, please work in fours and tell your partners about your pictures or photos. I’ll give you two minutes to practice it. T: At this time I’ll ask several students to say something about your photos. 5. Practice Ss write the sentences in their exercise books, the teacher walks around the class and see if the Ss can write the sentences correctly. Give Ss some help if necessary. The teacher collects some pictures and sentences, shows them to the Ss and checks the answers. 6. Fill in the blanks. Show the picture of 3b, let Ss say the picture like this: 7. Homework. Review the words and phrases. 教学后记： Unit 11 How was your school trip? 1. Target language —How was your school trip? — It was great. —Did you go to the zoo? —Yes , Yes, I did. /No, I didn't. —Were the strawberries? —Yes, they were. words , phrases & sentences. regular verb, irregular verb 2. Key sentences —How was your school trip? — It was great. —Did you go to the zoo? —Yes, Yes, I did. /No, I didn't. 3. Teaching important / difficult points How to listen to and talk about recent past events. 4. Structures Simple past tense; How questions; Yes/No questions and short answers; Adjectives of description. 5. Difficulties Simple past tense. 6. Importance How to listen to and talk about recent past events 7.Teaching aids A tape recorder. Some picture. CAI. 8. Periods Four periods. Period 1 (Section A: 1a-1c) 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 Step I Warming up and lead-in Greet the students and talk about weekend activities with them. T: Hello! Everyone. Today we’ll learn to talk about recent past events. Now first please tell me what you often do on weekends. S1: I often play basketball on weekends. S2: I often watch TV. T: (Point to the word “weekend”) What does this word mean? S: Saturday and Sunday are the weekend. S1: I played basketball last weekend. S2: I cleaned my room last weekend. Step II Talking about the picture (1a) 1. Ask the students to match the words with the pictures. Check the answers. T: Look at the picture. What did each person in the picture do? S1: She played tennis. S2: She did homework. 2. Ask the students to talk about the picture in 1a T: Now please look at the picture on page 53. Suppose you are Lucy in the picture. What did you do last weekend in Picture a? S1: I went to the movies. T: What did you do last weekend in Picture b? S2: I played soccer / football. T: Please ask and answer in pairs Step III Listening and speaking (1b, 1c) 1. Ask the students to listen to the conversation and fill in the blanks in the picture. Check the answers. 2. Ask the students to read the conversation in 1c and then make conversations in pairs. Sample conversations: S1: What did you do last weekend, Lucy? S2: On Sunday morning, I played tennis. Ask the students to make their own conversations. Show the following. —What did you / he / she / they do last weekend / last Sunday morning / last Monday / yesterday? —I / We / He / she / They went to the beach / played computer games / did my homework / cleaned my room / went to the movies. Step Ⅳ Homework 1. Ask the students to do Exercises 1 & 2 in the workbook. 2. Ask the students to learn the new words and expression. 教学反思： _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _________________________________ Period 2 (Section A: 2a-2d) 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 Step I Revision and lead-in Check the homework. T: Today we’ll go on talking about the recent past events. We know when we talk about the things we did in the past, we must use the past forms of the verbs. For example: clean→cleaned; visit→visited; look→looked; study→studied; do→did; have→had; go→went. Now read after me these words. Then ask the students what they did last weekend. T: What did you do last weekend? S1: I played football last weekend. S2: I did my homework last weekend. S3: I cleaned my room last weekend. T: Well! What did your brother do last weekend? S4: He watched TV last weekend. S5: He went to the movies last weekend. Step II Listening (2a, 2b) 1. Listen to the recording and underline the words. T: OK. Do you know what Carol, Ben and Emma did last weekend? Now let’s listen to a conversation between a teacher and three students. They will talk abot some of the activities and people, but they will not talk about others. Please under-line the words you hear on the recording. Then check the answers. 2. Ask the students to listen and write. Check the answers. 3. Ask the students to listen to and repeat the conversation after the recording. Step III Pairwork (2c) 1. Ask the students to practice the conversation. Ask the students to read the words repeatedly. Ask the students to ask and answer in pairs. Sample conversations: 1) S1: What did you do last weekend? S2: I visited my grandmother. S1: What about your friend, Carol? S2: She went to a bookshop. What did you do? S1: I stayed at home and did some reading. 2. Ask the students to make conversations. Step IV Grammar Ask the students to read the sentences in the Grammar Focus and underline the verbs in them. Show the following. What did you do last weekend?I played soccer. We went to the beach. She did her homework. He went to the movie. They played tennis. T: The underlined parts in these sentences are called past form. And in English they formed the simple past tense. The simple past tense is one of the most common tenses in English. We use the simple past to refer to an action in the past that is finished. Step V Homework 1. Ask the students to learn more past forms of irregular verbs in the dictionary. 2. Ask the students to read a short story and pay attention to the verb forms in the story. 教学反思： _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _________________________________ Period 3 ( Section A: 3a-3c) 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 Step I Revision Ask the students to complete the part of the story from Cinderella. Check the answers by asking some students to read the part of the story. The students may meet some new words during the reading, ask them to try to guess the meaning. T: As we can see, nearly all the verbs are in past forms in the story. In fact, when we keep diary, we always use the simple past. Step II Lead-in Talk about recent past events with the students. T: Good! Now answer my question: What did you do last weekend? S1: I watched TV at home last weekend. S2: I stayed at home last weekend. S3: I played basketball last weekend. T: Well done, everyone. You did many interesting things. But I stayed at home last weekend. I did much housework. I cleaned my room. I washed my clothes. It was not very good, because I was very tired. Now answer: How was your weekend? Help them answer. Ss: It was great / good / OK... Write down and get the students to read the dialogue: —How was your weekend? —It was great. Step III Reading and speaking (3a) 1. Ask the students to describe what each person in each scene did. T: Look at the picture in 3a. Tell me what the person in each scene did. S1: In Picture 1: She went to the beach. S2: In Picture 2: He did his homework and watched TV. S3: In Picture 3: She cleaned her room and studied for the math test. 2. Ask the students to read the expressions and the conversations. T: Now please read the expressions above the picture and the conversations in the picture. The second part of each conversation is incomplete. They are listed above the picture. Read them and write the correct number on the blank lines in the speech bubbles to complete the conversations. Then check the answers by asking some students to read the completed conversations. Step IV Pairwork (3b) 1. Ask the students to read the conversation in 3b first. And then ask them to make conversations. T: Now practice asking and answering questions about what the people in the pictures did last weekend. Practice in pairs. Use the dialogue as an example. Give the students two minutes to read and make the conversations. A: How was Sarah’s weekend? B: It wasn’t very good. She cleaned her room and studied for the math test. Sample conversations: 1) S1: How was Tony’s weekend? S2: It was OK. He did his homework and watched TV. 2) S3: How was Sarah’s weekend? S4: It wasn’t very good. She cleaned her room and studied for the math test. Step Ⅴ Homework Ask the students to finish the exercises. 教学反思： _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _________________________________ Period 4 ( Section B: 1a-2c) 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 Step I Revision and lead-in Check the homework. T: Hi, class! Nice to see you again in a new day. Did you finish your homework yesterday? S: Yes, we did. T: Good. Who’d like to show us your answers? Ask some students to read the answers and the story. Key to the homework in Period 3: I. 1. got, yesterday morning 2. didn’t do 3. What did, do 4. How was 5. was II. went, sat, was, was, opened, was, said, said, said, put on, looked, went, was, was, asked, danced, said, was, forgot, rang, said, ran, lost, was, was, didn’t know, lived, went, said, went, opened, said, said, was, were Then ask the students the following questions. T: What did your parents do yesterday? S1: My mother did some reading and my father watched TV. S2: My father played computer games and my mother helped me with my English. S3: My parents went to visit one of their old friends. T: OK! Look at the pictures. Could you tell me what Lucy did yesterday? S1: She watched TV yesterday. S2: She cooked at home yesterday. S3: She cleaned the car with her friends yesterday. S4: She studied geography yesterday. Help to answer and read the new word geography. Step II Reading and writing (1a, 1b) 1. Ask the students to match the words with the pictures in 1a. T: Jim studied geography yesterday, too. He also did other things. Now open your books and turn to page 56. Look at the pictures in 1a. Read the words and then write the letter of each picture in the blank in front of the correct phrase. Check the answers. T: Right. Now ask and answer in pairs, using the question: What did Jim / Sally do yesterday? Sample conversations: 1) S1: What did Jim do yesterday? S2: He did his homework. 2) S3: What did Sally do yesterday? S4: She played the guitar. 2. Ask the students to draw a happy face or an unhappy face under each picture. Help to answer. S: No. I think doing homework is an unhappy thing. T: What about playing the guitar? S: It’s a happy thing. T: In Picture b, the boy played the guitar. It was fun. The happy face shows it was fun. Now please draw a happy face or an unhappy face under each picture a, c and d. Check the answers. Step III Listening (2a) 1. Ask the students to listen to the conversation Sally and Jim and write the answers in the chart. Check the answers. Play the recording and ask the following questions. T: First, what did Sally do last weekend? S1: She stayed at home and did lots of things. She cleaned her room and did her homework. And on Sunday, she went to the library. T: Good. What about Jim? What did Jim do last weekend? S2: He played soccer on Saturday morning. On Sunday afternoon, he went to a movie. On Sunday night, he visited his friend’s house. 2. Ask the students to repeat after the recording line by line and try to write them down. T: I will play the recording twice again. First repeat after the recording and then try to write the conversations down. Step IV Pairwork (2b, 2c) 1. Ask the students to read the dialogue first. And then make a conversation. 2. Ask the students to talk about what they did last weekend. 3. Then ask the students to write down what they did last weekend. T: OK. You did very well. Now please write down what you did last weekend. Give the students two or three minutes to write. Step V Homework 1. Ask the students to do Exercise 6 in the workbook. 2. Ask the students to write something about what they did last week. 教学反思： _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _________________________________ Period 5 Section B: 3a-3c) 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 Step I Revision and lead-in T: Today we will go on talking about the past events. We’ll learn an article about how kids spent the weekend. Now can you tell me what you did last weekend? Sample answers: S: Last Saturday I went to my aunt’s house. There I played computer games with T: Well done. Now look at the pictures and say what they did yesterday morning? S1: Lucy listened to the radio. Tom did some reading. Bill and Bob played soccer, and Jim went to school by bike. T: Oh! Which school did Jim go to? S2: He went to No. 4 Middle School. Write down the new words: No.=number, middle, middle school. Teach to read the new words. T: Which school are you in? S3: We’re in No. 3 Middle School. Step II Reading (3a) 1. Ask the students to read the article, and then answer the following questions. 1) How many students did their homework or studied? 2) Did two kids visit friends? 2. Read the article again and circle the activities you like. Underline the activities you don’t like. 3. Explain the key and difficult points in the passage. 1) spend 花费，度过 （1）spend money on sth 花钱买某物（在……上花钱）。 （2）spend time / money (in) doing sth. 花费多少时间或金钱做某事。 （3）“度过”。 2) on Saturday morning Practice: Ask the students to read the following words and phrases and then make some sentences with them. S1: I spent two hours doing my homework yesterday afternoon. S2: Last week, I played tennis ball with my friends. Step III Reading and writing (3b) 1. Ask the students to say something about the pictures in 3b. 2. Ask the students to look at the pictures and fill in the blanks. Step IV Writing (3c) T: Great! We read the article about No. 3 Middle School. Now please write what you did with your parents last weekend. Show the above pictures. T: Now look at these pictures. Suppose you are the person in the picture. Last weekend you and your parents went to your grandmother’s birthday. Write a short passage telling what you and your parents did. You can use the following phrases: Step VI Homework 1. Ask the students to do Ex 7 in the workbook. 2. Ask the students to write a passage about what they did last weekend. 教学反思： _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _________________________________ Period 6 (Self check) 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 Step I Revision T: Hello, everyone! I’m happy to see you again. This class we’ll revise what we have learnt in this unit. First I’ll check your homework. Have you finished your homework? Now please read your writing. Last week I was very busy. On Saturday morning, I got up early. I went to the farm to help my parents. In the afternoon, I did my homework at home. In the evening, I watched TV and read English. On Sunday morning I did some washing. In the afternoon, I played computer games with my brother. Then I took a bus to school. T: Good! If you want to describe what you did last weekend, you must use the past form of verbs. Can you write some verbs and their past forms? Step II Vocabulary (1, 2) 1. Check the words T: OK. You did well. In this lesson we are going to learn more past forms. Now open your books and turn to page 58, read and check the words you know in 1. 2. Vocab-Builder T: Next, please add five more new words to your Vocab-Builder. Then share with your classmates. A sample list: mended, had, helped, sent, gave, looked, took, geography, English, Chinese, art, music 3. Ask the students to make sentences with some of the words. Sample answers: S1: I mended my bike last Sunday morning.S2: We had a football match last Saturday afternoon. S3: I helped Li Lei with his English. S4: Mr Yang sent me a present for my birthday. Step III Speaking and writing (3) 1. Ask the students to read the story and answer the following questions. T: Right. We know Jim had a busy weekend. I think he was very happy that day. But does Old Henry enjoy his weekends? Why not? What happened to him? Do you think he needs friends? Now read the passage in 3. Then answer the questions: 1) What did Old Henry do last month? 2) Why is Old Henry sad now? Sample answers: 1) He went for a walk with Wang Wang. 2) Because he has no dog and no family. Step V Homework ：1. Ask the students to summarize what they have learned in this unit. 2. Ask the students to write a short passage according to the following. Unit 12 What did you do last weekend? 1. Vocabulary Words , phrases & sentences in Unit 12. 2. Target language ----What did you do last weekend? ----I played soccer. ----Who did you play with? ----I played with my friend. ----How was your weekend? ----It was great. ----Did you/he/she/they go to the Central Park? ----Yes, I/he/she/they did. 3. Functions Simple past tence; What questions; Who questions. 4.Teaching important / difficult points How to listen to and talk about recent past events. 5. Difficulties Simple past tense. 6. Importance How to listen to and talk about recent past events 7.Teaching aids A tape recorder. Some pictures. 8. Period Four periods. Period 1 (Section A : 1a -- Grammar Focus) 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 Step 1 Lead in: Listen to the tape of Section A 1a. Before listening, two questions are given: What did they talk about? What did they do on vacation? Step 2 Task one: show one’s own vacation activities. Ask some Ss to use the pictures they prepared before class and describe their vacation tour. Teacher try to catch the verbs they use and write them down on the blackboard, point out the past form of these verbs. Step 3 Pair work and presentation. Brain storm: let students know by using the past form of the verbs. Step 4 Task two: My classmates’ vacation. Listen to the tape of Section B2a,ab. Step 5 Class work: ask classmates about their vacation and fill a chart. Name Place Weather Activities Food Stores People Level Step 6 Task three: decide on next vacation destination. Compare the information you got from the classmates, decide where you want to go and state why. Name Place Weather Activities Food Stores People Level Mary Hong Kong sunny, warm and humid went to the beaches, delicious expensive Not very friendly, ☆☆☆ Step 7 Report I decided to go to … Mary went there last summer vacation. The weather there was …the food … I think it was … So I want to go there next vacation. Step 8 Homework: Write down your final choice and state why. 教学后记： Period 2 (Section A: 3a -- 3c) 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 Step 1 Free talk Ask the question：Where did you go last Sunday? Students talk about events in the past． Step 2 Presentation Point out the pictures in the photo album. Ask students to describe what they see．（In Picture 1 there is a man with a bowl of soup．There is also a waiter. He looks angry．）Describe what theysee in picture 1 and picture 2 Fill in the blanks in the conversation. Does it mean you are excited or quiet? How do you look when you relax? Students don’t know the meaning of relaxing, demonstrate by leaning back in your seat and half 一 closing your eyes. Say a dialogue with a student． Step 3 Practice Read the first two lines of the dialogue to the class．Point out the answer was in the first line. Then point out the blanks in the rest of the lines of the dialogue．Read the conversation to the class saying the word blank for each blank line: How blank the beaches? Then say，Write the word was or were in each blank. Ask students to complete the activity on their own．Have two students perform the example conversation，or perform it yourself with one student（you ask the questions)． Point out that the conversations starts off with the sentences in the speech bubbles． For example， A：where did you go? B: I went to… A: What was the weather like? B: It was hot and humid． How was the food? Do a send example，if you wish． Move around the room monitoring their work ． Offer language or pronunciation support as needed． Work with the teacher. Work with a partner and act out．Read and learn．Make their own conversation Step 4 Practice Say：First fill in the chart with the information about your last vacation，Say where you went，what the weather was like, what you ate，and what else you did．As students fill in the chart move around the classroom, monitoring progress and offering help as necessary。 Something in the pictures．Act it out Fill in the chart with their own information Then ask and answer. （In picture 2 there is a beautiful beach．There is a man．He looks unhappy．） Then read the words under the picture．Pronounce any new words and explain what they mean，if necessary Say：In this picture a girl is on a bus．The girl is taking a bus trip．Ask，What does relaxing mean？ Practice in pairs．The student replies，it was awful．work in pairsLook at picture6， Practice the conversation below．Ask and answer questions． 教学后记： Period 3 (Section B: la -- 2c) 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 Step 1 Organization Ask：What do you think of this book? Is it interesting?（通过对话弓 l 出本课要学习 的新形容词 expensive 等） Step 2Presentation Point to the picture, This is a ring. The price is one hundred milliondollars．Answer the questions together Say：It’s expensive． Step 3 writing This activity introduces more key vocabularies． Point out the six words delicious，awful，expensive，inexpensive, crowded 1．Say each word and ask students to repeat them， 2．Call attention to the fourth picture saying: This is a cake． It’s delicious！Then do the same thing for all six pictures．crowded delicious 3．Then point out the blank line in front of each numbered word． 4．Point out the sample answer. As students work，move around the room answering questions as needed．Answers. Repeat loudly Practice in pairs then act it out. Match each word with a picture by writing the letter of each picture in the blank in front of the correct word.Discuss in groups （act the faces out) Step 4 Listening 1．Point out the two questions. After you hear the conversation, please answer these questions. Read the questions to the class. 2. Play the recording the first time. Students only listen. This time say, listen to the recording and write the answer to each question. listen to the recording the second time. correct the answers. Cite some examples to learn these adjectives. 1．She went to Tokyo. 2. Yes, she did. Tapescript Girl: Hi, Vera , How was your vacation? Vera: It was great！ Girl: Where did you go? Vera: I went to Tokyo with my family. Girl]: Really? Wow！What did you do there? Vera：Well, we went to a lot of museums. Girl: Oh, how were they？ Vera: They were really interesting. But they were also very crowded. Did you meet any Japanese people? Step 5 Pair work This activity provides guided oral practice using the target language． Call attention to the question words． Have a student read them to the class ．Ask Where did you go on vacation? Say， please work in pairs．As students talk，move around the room offering pronunciation and language support as needed．Read aloud. then discuss the keys．Listen and fill in the chart．Then discuss the keys． 教学反思： Period 4 (Section B: 3a -- self check) 授课人:______ 授课班级: _____ 授课时间：2014 年___月___日____午第____节 Step 1 Organization Organize Ss by greeting each other. Step 2 Free talk Ask the questions：What day is it today? What day was it yesterday? Answer: It is Friday．It was Thursday． Step 3 Group work This activity gives students listening and speaking practice using the target language. 1 Say, Now you can talk about a real vacation or an imaginary one. The other students can ask you questions. You can use the diary you wrote for activity 3b if you want. 2. Ask students to get into groups of four. One student in each group begins by telling where he or she went. The other students ask questions. Then they switch roles, so each student has a chance to tell the others about his or her vacation. 3. Move around the room, offering vocabulary and pronunciation support as needed. The students talk about vacation．Be divided into groups of four and ask questions each other. Step 4 Reading Present the photos of Emily and Dave on Page 74(They are laughing) and ask: Revise Part 1 in Section B. Then show the photo of Zhao Pei in3a. Ask: Is she happy? Let Ss read the letter and find out the answers. After that, ask Ss make a list about her rules . Step 5 Survey Tell students we’ll do a survey. Please turn to page 92.First look at the chart. You want to know how far people live from school, how they get to school, and how long it takes them to get to school. Let me tell you how to do the survey. Go around the class and ask questions like this: How far do you live from school? How do you get to school?How long does it take to get to school? And find out these answers and write them names in the chart. The students with the most names in his or her chart wins the game. Step 6 Pair work Ask the students to read the conversation in 3b first. And then ask them to make conversations. Now practice asking and answering questions about what the people in the pictures did last weekend. Practice in pairs. Use the dialogue as an example. Give the students two minutes to read and make the conversations. Step 7 Homework 1．Master the new words. 2．Write a diary. 教学反思： _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _________________________________