外研英语七年级上 Module 6 An invitation to the cinema Period 1 Listening and speaking Language goals 语言目标 1. Key vocabulary 重点词汇 cinema, would, film, match, star, team, evening, Friday, Monday, Saturday, Sunday, Thursday, Tuesday, Wednesday, with, great, idea, let, let’s, when, invite 2. Key structures 重点句式 Would you like to go to the cinema? Let’s go in the evening. Ability goals 能力目标 Enable students to listen to and talk about invitations. Teaching methods 教学方法 Bottom-up approach to listening. Teaching aids 教具准备 Tape recorder, video cassette. Teaching procedures and ways 教学过程与方式 Step ⅠWarming up and lead-in Let students look at some pictures about films and film stars. For those like sports, show some pictures of the famous football or basketball players to them. First show them the picture of Jackie Chen.
T: Who is this? S: Cheng Long. T: Yes. What does he do? S: He is an actor. T: Is he very famous?
S: Yes. He is a film star. Go on with the word “team” using a picture of our own football team.
(There is only one new word in Activity 1. Ask students to do the match work directly.) T: Hello, boys and girls. Today we are going to learn something new. First, let’s look at some new words. Open your books and turn to page 36. Look, there are some pictures. What’s in Picture 4? It’s a stadium. Let students repeat the new word. Go on with the other given words. Let them read and write down the words and then go on with activities 1 and 2. Learn the days of a week To help children learn the days of the week in order, sing to the tune of "If you're happy and you know it, clap your hands..." Every week has 7 days, yes it does. Every week has 7 days, yes it does. Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday. Every week has 7 days, yes it does. (clap, clap) And today is (name of the day 2x), yes it is. And today is (name of the day 2x), yes it is. And today is (name of the day 2x) Yes today is (name of the day 2x) And today is (name of the day 2x) yes it is. Or ask students to read the following rhythm. Monday’s child is fair of face, Tuesday’s child is full of grace,
Wednesday’s child is full of woe, Thursday’s child has far to go, Friday’s child is loving and giving, Saturday’s child works hard for living, But the child that is born on a Sunday Is bonny and blithe, and good and gay. Practice as follows: We have English on ________. We have P.E. on _________. We have computer class on _________. We have music on __________. We have science on _________. Step II Listening and individual work (4: P37) Talk about going to movies with students. T: Do you like watching films？ S: Yes. T: I’d like to go to the cinema on Sunday. Would you like to go with me? S: Yes. T: OK. Let’s go in the afternoon. Betty and Daming are also talking about going to the cinema. Let’s listen when and where they would like to go. Play the recording for students to listen and choose the correct answers by themselves. Check the answers. Step III Listening and reading (5, 6, 7, 8: P37) T: Betty and Daming decide to go to the cinema in the evening. Is there anybody else who wants to go with them? Play the recording for students to listen. Then check the answers. S: Yes. T: Who? S: Tony and Lingling.
T: Good. Read the conversation in pairs please. Play the recording again for students to repeat. Then check the true sentences in Activity 6 individually. Check the answers with the whole class. Then let students repeat the sounds, words and sentences in Activities 7 and 8 after recording without looking at their books. Step IV Speaking Let students work in pairs and act out the conversation. It is much better to ask them to work in groups of four. Before acting out the conversation, give students enough time to listen and follow the recording. Make sure that they get a good preparation. Then work in pairs or groups to act out the conversation. Step V Homework Ask students to 1. do Activity 3 on page 40. 2. finish Exercises 1& 3 in the workbook on page 92. 3. Prepare a short conversation with their partners. Talk about what they are going to do at the weekend. Period 2 Reading and writing Target language 目标语言 Words & phrases 生词和短语 show, garden, day, place, price, theatre, swimming Ability goals 能力目标 Enable students to talk about invitations and write an email invitation. Teaching methods 教学方法 Reading and writing. Teaching important/difficult points 教学重难点 How to use prepositions before time and place names. Teaching aids 教具准备 A computer, a projector and some handouts
Teaching procedures and ways 教学过程与方式 StepⅠRevision and lead-in Ⅰ Choose some pairs of students to act out their own conversations as a revision. A sample conversation: S: Would you like to go to the cinema? S: That’s a good idea. When is it? S: It’s in the afternoon and in the evening. S: Let’s go in the afternoon. Then ask students to do activity 2 on page 92 as a warming up exercise. Let students get familiar with the prepositions before time and place names. Prepare some adverts from newspapers before class. Show the adverts and let them read the adverts. T: What have you read? You can tell me in Chinese. S: 广告. T: Now look at the blackboard. Do you know these words？ Show the words: show, garden, day, place, price, theatre Ask students to read aloud the words. StepⅡReading and speaking Ⅱ Talk about adverts and ask students to read the adverts in activity 2. T: From the adverts, we can get a lot of information, for example, what, when and where to do something. In our books, there are also some adverts. Now please read the adverts and finish Activity 2 on page38. Remember the three “w’s”—what, when and where. Check the answers. Then ask students to work in pairs to finish Activity 1. If the sentence is not true, try to correct it. Check the answers by asking some students to read the sentences. Then ask students for some information in the adverts. T: Where is the film?
S: It’s at the New Times Theatre. T: What film is on? S: The Lion King. T: when is the film? S: It’s in the afternoon and in the evening. Then let students work in pairs to ask and answer questions about the adverts. Sample conversation: S: Where is the magic show? S: It’s at the Sun Theatre S: When is the magic show? S: It’s in the evening. S: How much is the magic show? S: 120 yuan to 200 yuan. After this, ask students to work in pairs and ask and say when and where things are as instructed in activity 4. Step III Writing Ask students to read the phrases in Activity 5 aloud and then talk about emails with them. T: Do you know what is it？ S: This is an email. T: Yes. This is an email to Tony. Read the email and complete it with the phrases. Check the answers by asking some students to read the completed email. T: we want to go to the cinema this Sunday afternoon. Please write an email to invite your friend to go with us. Sample writing: From: Ding Lei To: Gu Chen Day: Thursday Hi!
Would you like to come to the cinema at Guang Ming theatre. The film is Chicken Run. It’s in the afternoon. It’s on Sunday. Best wishes! Ding Lei Step IV Homework Ask students to 1. finish Exercises 6 & 7 on page 93. 2. write an email invitation to your friend and send it to him or her if possible. Period 3 Integrating skills Target language 目标语言 1.Words & phrases 生词和短语 plan, playground, stay, game 2. Key sentences 重点句子 Would you like to go to the cinema? Let’s go in the evening. It’s at the cinema. Ability goals 能力目标 Enable students to use the expressions of invitations, prepositions of time and place correctly. Teaching methods 教学方法 Task-based activities. Teaching aids 教具准备 A computer and a projector. Teaching procedures and ways 教学过程与方式 StepⅠRevision and lead-in Ⅰ Read the sentences in Activity 2 as a revision of the sentence structures. Play a game “pass the words” with students. Students in the same line are in a group. Show the following sentence(s) to the first student and give him or her a few seconds to remember the words and then tell the student behind him or her silently. The last student in each line should write the sentence on the
blackboard. The group that can write the sentence correctly wins the game. Sample sentences: Would you like to go to the cinema tonight? Let’s go and watch the football match. And then let students themselves tell the difference between the two sentence structures. would like +to do 喜欢 想要，常用来提起建议或邀请。常用的回答方式： Yes, I’d love to. Yes, very much. Sorry, I’m afraid that… let’s+动原，为祈使句的一种，也可用来表示建议或邀请。 Then let students make sentences with the structures. Sample sentences: Would you like to go to the park? Would you like to sing a song? Let’s play football. Let’s have a picnic. Ask students to read the sentences in Activity 3 individually. Then do the exercises alone. Check the answers with the class. StepⅡSpeaking Ⅱ Ask students to read the sentences in Activity 1 on page 40 and tell them that the tables contain information that they can use in the conversation between Sam and Tom. Make sure students can understand what they mean. T: Look at the tables in activity 2. Tom invites Sam to play with him. Now work in pairs and make you own conversations. Sample conversation: S: Hello. S: Hello. It’s Friday today. Would you like to cinema tonight? S: I’d like to go with you but there is a football match tonight. It’s Manchester United, my favorite team.
S: Are you free tomorrow? S: Yes. Let’s do our homework together in the afternoon.. S: That’s a good idea. Step III Writing Ask students to read Around the world. T: Different people in different countries spend weekends in different ways. Now read the pictures and the words in Around the world and find out. Then ask them to work in pairs, ask and answer about their weekends and write down the things they want to do. Sample version: S: I want to play computer games. S: I want to go to the park. S: I want to play basketball. S: I want to see a film. Step IV Pairwork Ask students to work in pairs and make an invitation conversation using the things they have written down. Sample conversation: S: Would you like to see a film on Sunday? S: That’s a great idea. When is it? S: It’s in the afternoon and in the evening. It’s at Hua Na theatre. S: Let’s go in the afternoon. S: That’s good idea. Step V Homework Ask students to 1. summarize what they have learned in the module. 2. finish the exercises in the workbook. Teaching resources 教学资源库 I．What do British people like doing at the weekends? ． The weekends are a time for families in Britain. Often the parents are not at
work having worked a five-day week from Monday to Friday. Saturdays are a busy time for shops with many families going shopping. Sundays used to be a very special day of the week in Britain. It was the one day of the week for “worship and rest”. The shops were closed and most people were at home or at church. Popular leisure activities on Sundays used to be going to church and doing odd jobs around the home such as gardening and DIY. Until a few years ago shops were not permitted to open on a Sunday. Sundays today are becoming like any other day other week with shops open. Some families will now spending their time shopping rather than going to church or they will combine the two activities. Britain is becoming a far les Christian country with fewer people regularly attending church. Many Christian’s belief that Sunday should be kept special, as a time given to worshipping god. They think it is important for Christians to meet together, listen to readings from the bible and celebrate holy communion. Others believe that it is important that families have time to be together. (The shopping hours on a Sunday are less than on any other day of the week.) 外研英语七年级上 Module 7 My school day 模块教案 Period 1 Listening and reading Language goals 语言目标 Key vocabulary 重点词汇 talk, about, what about…, time, o’clock, half, past, art, chemistry, history Ability goals 能力目标 Enable students to talk about their lessons. Teaching methods 教学方法 Listening, reading and speaking.
Teaching aids 教具准备 A tape recorder, some pictures and some books. Teaching procedures and ways 教学过程与方式 Step I Warming up and Matching Bring a clock face into class---it has hands that are easy to move around and is big enough for the students to see. T: Hello! Boys and girls! Do you have a watch? S: Yes. T: Good! Can you tell me the time, please? S: Yes! It’s eight o’clock. T: Thank you. Well, now, I will show you my clock. It is eight o’clock, too. Yes? Now I will move the hands. Can you tell me the different time, please? Move the clock hands and ask students to read the time. T: Very good. Now please turn to page 42, Part 1. Look at the pictures, listen and repeat the time. Write down the following. o’clock, half past Ask the students to read the time one by one, and then match the pictures with the sentences in activity 2. Then check the answers. Step II Speaking Show different books of different subjects. Ask students to speak out the correct words and then match the words and the pictures in activity 3. Check the answers and get them to talk about what lessons they have at school. T: Well done! Now who can tell me what lessons you have at school? S: I have English at eight o’clock. S: I have maths at half past nine. S: We have Chinese in the afternoon. Step II Listening and reading
Get students to listen to the conversation and fill in the following table. Show the following. Time Subjects
Check the answers by playing the recording and pause at “subjects” and “time” with the class or by calling back the answers from some students. Ask students to listen again and repeat the conversation. Then ask them to read the conversation in pairs first, and then individually and finish activity 5. Check the answers by asking some students to read and correct the wrong sentences. look at the pictures, play the recording and have students listen and look at the words and pictures. Then play it again and have the students repeat chorally and individually. Step III Homework Ask students to 1. remember the words on pages 130—131. 2. complete Parts 4--6 in the workbook. Period 2 Speaking Language goals 语言目标 1. Key words and phrases 重点词汇和短语 at, start, favourite, today 2. Key structures 重点句式 I have… We have… I don’t have…
We don’t have… I like… I don’t like… Ability goals 能力目标 Enable students to learn how to describe a school day. Teaching methods 教学方法 TBL(Task based learning). Teaching aids 教具准备 A tape recorder, a projector and some slides. Teaching procedures and ways 教学过程与方式 Step I Revision Ask students to describe their lessons and times. T: What day is today? S: Today is Thursday. T: What are your lessons in the morning? S: We have math at eight o’clock. We have PE at nine o’clock and we have science at ten. Check the homework. Step II Pronunciation Get students to correctly pronounce the four vowels. When do this part, show the words listed in Part 6 to students and then ask them to work in pairs and find out the sounds in each group of words. T: Well, everybody, would you like to play a game? Now, look at this: Show students the following words. 1. 2. 3. 4. eight like don’t about today nine favourite Chinese my
Several minutes later. T: OK. What about the first group of words?
While asking students to read the pronunciations they have found, try to correct the improper pronunciations and encourage the right ones. Play the tape recorder; pause where necessary to help students pronounce properly. Then do activity 9 on page 98. Step III Listening and speaking Get students to practice how to describe a school day. First ask some students to stand up, and ask them questions as follows, and ask the other students to listen carefully. Example: T：Hello! (What’s up? / How is it going …) A. A：Hello! (What’s up? / Good…) Mr. / Miss … T：What day is it today? A：It’s Monday. T: When is your science lesson? A: I have science at half past eleven.
Ask the other students: T：When is A’s science lesson? S：A has science at half past eleven T：Great! Thank you, sit down, please. Then ask another student—B: T：Excuse me! What day is it today? B：It’s Friday. T: When is your English lesson? B: I have English at eight o’clock.
Ask the other students: T：When is B’s English lesson? S：B has English at eight o’clock. T：Very good! Then ask students to work in pairs and ask and answer the questions in activity
7. Speaking Give students enough time to read the sentences in activity 8 and make their own dialogues. Several minutes later, ask some pairs to stand in front of the class and act out the dialogues. Sample dialogue: A: What are your lessons today? B: I have art at eight o’clock. And I have maths at half past eleven. A: Do you like maths? B: No, I don’t like maths. Step IV Homework Ask students to finish activities 7 & 9 in the workbook. Period 3 Integrating skills Language goals 语言目标 1. Key vocabulary 重点词汇 get up, have breakfast, house, break, lunch, or, go home, dinner 2. Key structures 重点句式 My school is next to my house. I go to school at half past eight. Lessons start at nine o’clock. We have a break. I talk to my friends. Ability goals 能力目标 Enable students to talk about their school day. Teaching methods 教学方法 Pairwork and speaking. Teaching aids 教具准备 Pictures and a projector. Teaching procedures and ways 教学过程与方式 Step I Revision and lead-in
Greet students as usual and check the homework. Then ask students to answer the questions about themselves. T: How is it going! S: Fine! T: How old are you? S: Twelve. T: What day is today? S: Friday. T: What time is it now? S: Half past eight. T: What are your lessons today？ Step II Vocabulary and Speaking Get students to learn some new words. T: Boys and girls, do you want to know my school day when I was young? S: Yes! Of course! T: In my day, there were not enough teachers. We have maths, Chinese, English, politics, physics and chemistry. There was no computer, no tape recorder, no TV then. We had eight classes in a school day. But now you have more, you’d better make good use of the time, right? S: Yes. T: OK. Please look at the pictures on Page 44. First work in groups of six and describe the pictures with your own words. Clear? Give students enough time to do this. While they are discussing, go around and help them. Several minutes later, ask some students to describe the pictures. Step III Reading Get the students read the passage and put pictures in order. After that ask students to finish activity 2. Check the answers. Listening Play the tape recorder for several times. For the first time, ask them to repeat
to imitate the pronunciation and intonation; for the second time, ask them to repeat without looking at the book, help them get familiar with the passage, then check the true sentences in activity 3. Check the answers by asking some students to read the sentences and correct the wrong ones. Writing Ask students to rewrite the sentences in activity 3. Summary Get students to talk about Alex and his school day. Ask them to fill in the following table. Time In the morning 7:30 8:30 9:00 Things have breakfast go to school lessons start
11:00 have a break and talk to my friends At noon In afternoon In the evening 12:30 have lunch the 1:30 3:30 lessons start go home
10:00 do homework and go to bed
Then ask them to retell the passage according to the table above after class. Step IV Speaking and writing Ask students to work in pairs and talk about their school day. Sample conversation: A: Hello, Li Hua! B: Hi, Mingming! You look fine. When do you get up in the morning? A: At seven o’clock. B: I get up at half past seven. A: When do you have breakfast?
B: I have breakfast at eight. A: Then when do your lessons start? B: At nine o’clock. Then ask students to do activity 6. Step V Homework Ask students to do activities 10, 11 on page 98 in the workbook. Period 4 Integrating skills Language goals 语言目标 1. Key vocabulary 重点词汇 housework, park, study English, in the UK, finish school 2. Key structures 重点句式 I like maths. I don’t like history. I go to the park on Sunday. I don’t go to school on Sunday. Ability goals 能力目标 Enable students to use the present simple with I, you, we, they and the prepositions of time. Teaching methods 教学方法 Talking and writing. Teaching aids 教具准备 A tape recorder, a computer and a projector. Teaching procedures and ways 教学过程与方式 Step I Homework checking Check the homework. Then talk about weekend activities with students. T: We all like weekend. We don’t have lessons and we can go and play with parents. Now who’d like to tell us something about your weekend? S: I go to the park with my parents on Saturday and play computer games on Sunday. S: I play football on Saturday morning and piano on Sunday morning.
Then ask the students to work in pairs and to talk about their weekend activities. Make sure they include things they don’t do. Step II Language practice Speaking Ask students to talk about Jack’s school day. T: Just now, you talked about what you do and don’t do. What about Jack? Now look at activity 2. Write the sentences about Jack. Look at the pictures and say what Jack does and doesn’t do. Give students enough time to do Activity 2. And then ask some students to read and check the answers together. Competition Divide the students into two large groups and ask them to write the answers to activities 3&4 down on pieces of paper. Ask them to exchange their papers with the other group, and then check the answers together, and find out which group has the most students that get a full mark. Step III Writing Get the students to complete the Module task. Sample version: Hi! I’m Jingjing. I’m a student of Class 3, Grade 2 in No. 2 Middle School. I go to school at seven thirty. I have four classes in the morning. Lessons start at eight. Today is Friday. I have maths, science and music in the morning. I have lunch at twelve. I have noodles, rice and fish. I like fish very much. In the afternoon, I have two classes. Today I have Chinese and English. I go home at 5 o’clock. I do my homework at half past five. I have dinner at six o’clock. Then I watch TV and go to bed at half past nine. Step IV Homework Ask students to finish the rest activities in the workbook. Teaching resources 教学资源库 I. Different school days Schools in Britain
Most schools have a five-day week, from Monday to Friday. The school day begins around 9 a.m. and ends around 3 p.m. for the youngest children, and 4 p.m. for older ones. There is a break of 15 or 20 minutes in the morning and sometimes also in the afternoon. Many children take a packed lunch from home; others have school dinner, a cooked meal at the school for which parents have to pay. Schools in the USA Students at junior high school take different lessons from different teachers who are specialists in their subjects. Students are required to study certain subjects, but they can choose which classes they take. For example, students may be required to study a science subject for three years, but they can choose whether to take chemistry, physics or biology. There are also many subjects that students can choose to take or to drop, without any limits at all. Many students go to school in a school bus which picks them up near their homes and takes them back again in the evening. At the age of 16, when most Americans learn to drive, students often go to school in their own car or borrow that of their parents’. 外研英语七年级上 Module 8 Different habits 全模块教案 Period 1 Listening and speaking Language goals 语言目标 Key vocabulary 重点词汇 different, habit, always, card, present, usually, often, never, get Ability goals 能力目标 Enable students to talk about the activities on the birthdays. Teaching methods 教学方法 Listening and speaking. Teaching aids 教具准备
A tape recorder and some pictures. Teaching procedures and ways 教学过程与方式 Step I Lead-in Before class, prepare a birthday cake, candles and presents for someone whose birthday is on the day. Sing “Happy birthday” when the class begins. T: Today is …’s birthday. Happy birthday to you! Here’s a present for you. Then, ask students to sing the song together. Show the following pictures. Talk about the pictures.
T: Now look at these pictures. What are they? S: Birthday cake, birthday card, birthday party and birthday present. T: What do you usually do on your birthday? S: We have birthday party. S: We share birthday cake. S: We send birthday cards. Then ask students to do activity 1 on page 48. T: Well done! Let’s look at activity 1 on page 48. I will read through the words in the box. And you have to repeat after me chorally and individually. Then ask some students to read in class. T: Now look at the picture. It’s about a birthday party. There is a cake, a card, some presents and some students. Can you match the words with the picture? Give students one or two minutes to do it. Then call back the answers as complete sentences in a whole- class setting Step II Presentation
Ask students to look at the box. T: Look at the box. There are four words here. They are adverbs of frequency. When we want to say how often something happens, it is common to use frequency adverbs. It is possible to use them when referring to the past, present or future:
? ? ?
We often went camping when we were children. I usually go to the gym at lunchtime. I will always love you.
The following list shows the most common adverbs of frequency, with the one that refers to things that happen most often at the top, and least often at the bottom:
? ? ? ? ?
Always Usually Often Sometimes Never
Show the following and ask students to read these sentences repeatedly.
I always brush my teeth before I go to bed. (=every night) I usually have toast for breakfast. (=happens most days) I frequently watch the news before dinner. (=it's common)
I often go to the park with my dog. (=many times) I sometimes see him down at the shops. (=at particular occasions but not all the time)
? ? ? ? ?
I occasionally visit the capital. (=not happening often or regularly) I rarely smoke cigars. (=it is not common) I seldom have a chance to go to the theatre. (=almost never) I hardly ever travel abroad. (=almost never) I never work on the weekend. (=not at any time or not on any occasion)
If necessary, explain the above in Chinese. Show the following form on the blackboard.
David Monday Tuesday Wednesday Thursday Friday Saturday Sunday √ √ √ √ √ √ √ always
Tony √ √ √ √ × √ √ usually
Daming √ √ √ × √ × × often
Bruce × × × × × × × never
Then show the following sentences on the blackboard. David listens to music every day. He always listens to music t. Tony listens to music on 6 days of the week. He usually listens to music. Daming listens to music on 4 days of the week. He often listens to music. Bruce doesn’t listen to music on any day of the week. He never listens to music. T: So you can see: always > usually > often > never. Clear? S: Yes. Step IV Listening and speaking Ask students to pay attention to the symbols in the form. Make sure they understand them. T: Now listen to the recording and check what people usually do on their birthdays. After listening, write the answers in the form with the symbols. Play the recording. After they finish, check their answers with the whole class. Let the students do activity 3 on page 48. T: Everyone has a birthday. But different people have different activities on their birthday. What do you always / usually / often / never do on your birthday? Now work in pairs, but you have to use adverbs of frequency. As students work, move around the class and listen in. Then ask some pairs to act out their dialogues in class.
Sample dialogue: A: What do you always do on your birthday? B: I always eat a big birthday cake. A: What do you usually do on your birthday? B: I usually have a party. A: What do you often do on your birthday? B: I often go to a film. A: What do you never do on your birthday? B: I never make a birthday cake. Step V Homework Ask students to remember the words listed and complete Exercises 2, 6 in the workbook. Period 2 Integrating skill (I) Language goals 语言目标 1. Key vocabulary 重点词汇和短语 OK 2. Key structures 重点句式 Let’s … What about…? That’s a good idea. Ability goals 能力目标 Enable students to talk about activities on one’s birthday. Teaching methods 教学方法 Reading, listening and talking. Teaching aids 教具准备 A tape recorder. Teaching procedures and ways 教学过程与方式 Step I Revision Talk about the activities on one’s birthday. T: Birthday is the date on which you were born. What do you always do on your
birthday? S: I always have a big birthday cake. T: What do you never do on your birthday? S: I never have a birthday party. T: Now work in pairs and make your own conversations like this. Then ask some pairs to present their dialogues in front. Step II Listening and reading Ask students to listen to the passage in activity 4. Show the following questions on the blackboard. 1. Whose birthday is it on Saturday? 2. Do they want to have a birthday party? T: Now you are going to hear a passage. It is between Daming and Lingling. Listen and find out the answers to the questions above. Play the tape and have them listen. Then ask students to answer. T: Now tell me whose birthday it is on Saturday? S: It’s Tony’s birthday. T: And do they want to have a birthday party? S: Yes, they do. T: Well done. Now listen again, but this time you have to repeat the dialogue after the tape. Play the tape again and pause after each sentence. Ask students to read the dialogue. T: I will play the recording again and pause after each phrase. You have to repeat chorally and individually. Play the recording twice. Ask students to read the dialogue, and then work in pairs and practise the dialogue. Then ask them to check the true sentences in activity 5. Check the answers with the whole class. Step III Pronunciation
Ask students to pronounce two consonants /h/ and /r/ correctly. T: Well, everybody, would you like to play a game? S: Yes! T: OK! Now, look at this: Show students the following words: 1. he, him, his, have, who, whose 2. read, right, run, write, wrong T: Listen carefully! I only say that once! Work in groups, read and find out the same pronunciation in each group. Let’s see which group finishes that quickly and correctly. Then divide the class into 6 groups. Give them enough time to do that. While asking students to read the pronunciations they have found, try to correct the improper pronunciations and encourage the right ones. Play the tape recorder; pause where necessary to help students pronounce properly. Step IV Listening and presentation Ask students to look at the words in activities 6 & 7. Elicit the third person singular of the present simple tense. Show the following. 例词 1. 一般情况下，直接加-s 2. 以 s, x, ch, sh, o 结尾的，加-es like—likes, drink—drinks, love—loves watch—watches, do—does 3. 以“辅音字母+y”结尾的，变 y 为 i, 再 play—plays 加-es 4. 以“元音字母+y”结尾的，直接加-s Ask students to do activity 7 on page 49. T: Now let’s go on with activity 7. Listen and repeat, please. And you have to pay attention to the right pronunciation of the ending “-s” or “-es”. Play the tape. Then ask some students to read them. fly—flies, study—studies wash—washes,
Then go on with activity 8. Show the following form. “-s”或 “-es”的发音规律 1. 在清辅音之后，发 / s / 2. 在浊辅音之后，发/ z / 3. 在元音之后，发/ z / 4. 在 / t / 之后， t /一起发/ ts / 与/ 5. 在 / d / 之后，与 / d / 一起发 /dz/ 6. 在/s/, /z/, /t∫/, /∫/之后发/iz/ watches, washes, finishes 例词 likes, makes, drinks listens, loves plays, does, goes eats, gets, finds, reads
Ask students to read all the words several times. Then go on with activity 9. Call back a few examples from some pairs in a whole-class setting. Step V Homework Ask students to complete Exercises 1 and 11 in the workbook. Period 3 Reading and speaking Language goals 语言目标 Key vocabulary 重点词汇 ticket, pair, a pair of, trainer, jeans, T-shirt, concert, box, silk, shirt, magazine, novel, CD, choose Ability goals 能力目标 Enable students to talk about birthday presents. Teaching methods 教学方法 Pair work and speaking. Teaching aids 教具准备 A tape recorder and some pictures of presents. Teaching procedures and ways 教学过程与方式 Step I Homework checking and revision. Ask students to change the personal pronouns “I”, “my” into “Tom” and “his” in the passage. I like my bedroom because I like sleeping. I have a TV set in my bedroom. I
like watching TV, lying (躺) in bed. I also like the dinning room, because I like eating. I have a big dining room in my family. I have a round table and four chairs in it. I and my family often have meals and drink tea in the dining room. I like cooking. I can cook nice dishes. But I don’t like washing dishes. Who else does it? Check the answers by asking some students to read their work. Sample answers: Tom likes his bedroom because he likes sleeping. He has a TV set in his bedroom. He likes watching TV, lying (躺) in bed. He also likes the dinning room, because he likes eating. He has a big dining room in his family. He has a round table and four chairs in it. He and his family often have meals and drink tea in the dining room. He likes cooking. He can cook nice dishes. But he doesn’t like washing dishes. Who else does it? Step II Lead-in Get students to learn some new words about birthday presents. T: Boys and girls, tomorrow is my friend, Jane’s birthday. But I don’t know what I should give her as a birthday present. Can you help me? S: A birthday card. S: A birthday cake. S: A computer game. S: A CD. S: A book. S: Some flowers. T: Thank you! But there are many new things for us to choose as birthday presents. Do you want to know them? Teach new words about birthday presents as follows. Find a student who wears a T-shirt. T: Do you know what he wears today? S: A T-shirt. / I don’t know. T: Yes, it’s a T-shirt.
Write T-shirt on the blackboard and have students repeat. The same way goes with a pair of jeans, a pair of trousers, a silk shirt. Take out a novel prepared before class. T: It’s a novel. It’s written by Ba Jin. Do you know what “novel” mean in Chinese? S:小说. T: Yes. The same way goes with magazine. T: My daughter likes to listen to music, so, what does he often go to buy? S: CDs. T: Yes, that’s it. Tomorrow is Sunday. I want to go to the cinema. I have to buy a…? S: Cinema ticket. Help students answer. The same way goes with a concert ticket. Step III Matching and speaking Ask students to do the match work. T: Now listen to the words in the box and repeat after the tape. Play the tape twice. Then ask students to read the words by themselves. After this, ask them to match the words with the pictures. Check the answers several minutes later. Speaking Ask the students to decide which one or two presents they would like best. T: There are so many presents for us to choose. If tomorrow is your best friend’s birthday, what would you give him or her as a present? Work in pairs and talk about birthday presents. Move around the class, and listen in. Then ask some pairs to present their dialogue in class. Sample dialogue 1: A: Tomorrow is Tim’s birthday. What would you like to send him?
B: A CD. A: Why? B: He likes to listen to music. Sample dialogue 2: A: It’s Tony’s birthday. I want to send him a card. B: Yes. He likes cards. Sample dialogue 3: A: What do you often do for Lily’s birthday? B: I often give her a cinema ticket. A: Anything else? A: A football ticket. She likes to watch a football game. Step IV Scanning and Skimming Ask students to scan the passage. T: Scan the passage quickly and then do the match work. Show the following. 1. Daming’s uncle 2. Tony’s sister 3. Lingling’s father 4. Betty’s aunt and uncle 5. Daming’s mother A. watch the football on television B. wear trainers C. read books D. wear silk shirts E. play the piano
Then check the answers with the students. Sample answers: 1—C 2—E 3—A 4—B 5—D
Step V Homework Ask students to finish Activities 7, 8 & 9 in the workbook. Period 4 Reading and writing Language goals 语言目标 Key vocabulary 重点词汇和短语 lot, lots of, a lot of, clothes, singer, on, on television, its
Ability goals 能力目标 Enable students to learn to use apostrophe “’”. Teaching methods 教学方法 Reading and writing. Teaching aids 教具准备 A tape recorder. Teaching procedures and ways 教学过程与方式 Step I Revision Check homework and do some revision. T: How about your homework? Finished? Now, let’s check the answers together. Show students the answers and check together. Or have a dictation of the words they have learned during last period. T: Well done! Now, guess, what are we going to talk about today? S: Birthday presents! T: You are clever! What would you give your friend as a birthday present? S: A CD. He likes to listen to music. S: A novel. He likes reading books. S: A football ticket. He likes watching a football match. S: A cake. She likes cakes very much. Step II Listening and reading Ask students to listen to the passage and answer the following questions. Show the following: 1. Who doesn’t like football? 2. Who usually wears silk shirts? 3. Who never goes to a football match? 4. Whose favourite clothes are jeans and T-shirts? Then check the answers with the whole class. T: Now tell me the answer to the first question. S: Daming’s uncle.
T: And the second? S: Daming’s mother. T: And the answer to the third? S: Lingling’s father. T: And the last? S: Betty’s aunt. Then ask students to read the passage. T: As we all know, different people like different birthday presents. Read the passage and answer my questions. Move around the class, offering help if they need. After reading. T: What does Daming’s uncle like? S: He likes books, magazines and films. T: What doesn’t he like? S: He doesn’t like football. T: What about Daming’s mother? S: She likes candy, and she likes to wear silk shirt. T: What doesn’t she like? S: She doesn’t like films, table tennis or basketball. T: What does she never wear? S: Jeans or trainers. Ask questions about the other people in the passage. More chance should be given to more students. Ask students to do activity 3 on page 51. Call back the answers from the whole class. Step III Speaking Ask students to work in pairs and practice asking and answering questions about the people and their presents according to the passage. Move around and listen in as students work. Then ask some pairs to act out their dialogues. Sample dialogue 1:
A: What does Tony’s sister like? B: She likes music. A: What does she often buy? B: She often buys CDs by her favourite singers. Sample dialogue 2: A: What does Lingling’s father like to do? B: He likes to watch the football on TV on Saturday and Sunday. A: Does he goes to a football match? B: No, never. A: Which team does he like best? B: Manchester United. Sample dialogue 3: A: Where do Betty’s aunt and uncle live? B: They live in the USA. A: What are their favourite clothes? B: Jeans and T-shirts. A: Do they go to the cinema? B: Yes, they do. Step IV Writing Teach students how to use these sentences with ’ (apostrophe) Write the following on the blackboard. 1. isn’t=is not, can’t = can not 2. the student’s book / the students’ books. Explain to students when apostrophes are used in English: T: When a letter is left out, we use apostrophe, just like number 1, and for possessive, just like number 2. Ask them to do activity 4 on page 51 individually. Then check the answers with the whole class. After they finish, ask students to exchange with their partner. T: Now work in pairs and talk about things you like and do.
Give students enough time to do it. Then ask some pairs to act out their dialogues in class. Ask them to write a description of their partner. Sample writing 1: My partner’s name is Wu Dong. He likes football very much. He usually plays football in the afternoon every day. He likes music. He often buys CDs by his favourite singers. He likes candy. He often eats a bar of chocolate. Sample writing 2: My partner’s name is Wang Ping. She likes books very much. She usually reads a book every day. She likes sport. She often goes to play basketball. She likes to wear a T-shirt and a pair of trainers. She also likes film very much. Step V Homework Ask students to finish Activities 4, 12, & 13 in your workbook. Period 5 Integrating skills (II) Language goals 语言目标 1. Key vocabulary 重点词汇 think, think of 2. Key structures 重点句式 Do you often watch football? Yes, I do. / No, I don’t. They don’t usually give money or fruit. They always open their presents at once. Ability goals 能力目标 Enable students to master the usage of possessive adjectives. Teaching methods 教学方法 Talking, and writing. Teaching aids 教具准备 A tape recorder. Teaching procedures and ways 教学过程与方式 Step I Homework checking
Talk about sending presents with students. T: Tomorrow is Wu Dong’s birthday. What do you usually send him? S: I often send him a card. S: I usually send a CD. He loves music so much. T: And what about you? Have you ever sent him a football ticket? S: No, never. He doesn’t like football. Ask more students to answer questions. Step II Language practice In this procedure, make sure that students are familiar with the usage of adverbs of frequency. T: Read through the examples in the box, please. And pay attention to adverbs of frequency. Where should they be put? Then ask some students to read the sentences in the box. Elicit that adverbs of frequency should be put in front of the verbs. Let students do activities 2—5 on pages 52.—53. Then check the answers. Step III Listening and reading In this procedure, students can know something about different habits in foreign countries. T: Different people have different habits. In foreign countries, people also give different birthday presents. Do you want to know about different habits in foreign countries? Here is a short passage about different habits in other countries. Please listen to the tape. Play the tape twice. After that, ask students to answer questions. T: Now, answer my questions. What countries are mentioned in this passage? S: The UK and the USA. T: What do the people in the UK and the USA give as birthday presents? S: Flowers, cakes and candy. T: Do they give money or fruit? S: No, they don’t.
T: Is this habit the same as ours? S: No, it isn’t. T: Do Chinese people open their presents at once? S: No. Step IV Module task Get the students to complete the Module task. T: Let’s do activity 6. Fill in the form and describe someone in your family. Then ask some students to read their descriptions. Ask students to do activity 7. T: Show your description to your partner. Work in pairs and try to choose a birthday present. Then ask some pairs to act out their dialogues in class. Step V Homework Ask students to finish the other activities in the workbook. Teaching resources 教学资源库 I．文化背景知识 ． The history of birthday parties Birthday parties are always among the highlights of a child's year, but did you ever wonder how the tradition of birthday parties started? The tradition of birthday parties started in Europe a long time ago. It was feared that evil spirits were particularly attracted to people on their birthdays. To protect them from harm, friends and family would to come be with the birthday person and bring good thoughts and wishes. Giving gifts brought even more good cheer to ward off the evil spirits. This is how birthday parties began. At first it was only kings who were recognized as important enough to have a birthday celebration (maybe this is how the tradition of birthday crowns began?). As time went by, children became included in birthday celebrations. The first children's birthday parties occurred in Germany and were called Kinderfeste. Birthday traditions in different countries
Canada Greasing the nose with butter or margarine. In Atlantic Canada (Nova Scotia, Prince Edward Island, New Brunswick and Newfoundland) the birthday child is ambushed and their nose is greased for good luck. The greased nose makes the child too slippery for bad luck to catch them. This tradition is reputed to be of Scottish decent. Birthday punches. In Quebec the birthday person receives a punch for each year they are alive and then one for good luck. China - Noodles for Lunch. The birthday child pays respect to his/her parents and receives a gift of money. Friends and relatives are invited to lunch and noodles are served to wish the birthday child a long life. Cuba Food, music, pinatas and lots of people. The celebrations are very similar to the United States; food, decorations, gifts, pinatas, cake, candles, "happy birthday" song and games. But a lot of people are invited including neighbors, friends, co-workers and family even if they don't have kids around the birthday child's age. Denmark Flying Flags. A flag is flown outside a window to designate that someone who lives in that house is having a birthday. Presents are placed around the child's bed while they are sleeping so they will see them immediately upon awakening. England Fortune Telling Cakes and Bumps. Certain symbolic objects are mixed into the birthday cake as it being prepared. If your piece of cake has a coin in it, then you will be rich. Also, when its your birthday your friends give you the "bumps" they lift you in the air by your hands and feet and raise you up and down to the floor, one for each year then one for luck, two for luck and three for the old man's coconut! Germany
Candles left burning for the day. A member of the birthday person’s family wakes up at sunrise and lights the candles on the birthday cake. There are as many candles as the years of age of the birthday person plus one for good luck. The candles are left burning all day long. After dinner that night then everyone sings the birthday song and the birthday person blows out the candles. If all of the candles are blown out in one try then the wish of the birthday person will come true. Presents are then opened and the party starts. Holland Crown Years. Special year birthdays such as 5, 10, 15, 20, 21 are called "crown" years. The birthday child receives an especially large gift on a crown year birthday. The family also decorates the birthday child's chair at the dining room table with seasonal flowers or paper streamers, paper flowers and balloons. At school the birthday child can give their classmates something to eat and the teacher makes the child a birthday hat, often made of paper streamers or paper flowers. Hungary Candy to school. The birthday child brings candy to school to give to their classmates. India Colored dress and chocolates. At school the birthday child wears a colored dress and passes out chocolates to the entire class, with the help of a trusted friend. Ireland Birthday Bumps. The birthday child is lifted upside down and "bumped" on the floor for good luck. The number of bumps given is the age of the child plus one for extra good luck. Israel Chair Raising. A small child sits in a chair while grown-ups raise and lower it a number of times corresponding to the child's age, plus one for good luck.
Italy Pulling ears. The child's ears are pulled as many times as how old they are turning. Japan New Clothes. The birthday child wears entirely new clothes to mark the occasion. Certain birthdays are more important than others and these are celebrated with a visit to the local shrine. Lithuania - Garlands and lifting the chair.A garland is hung around the entire door of the home of the birthday person. The birthday person sits in a decorated chair and family members lift them up to three times. New Zealand Birthday claps. After the birthday cake is lit, the happy birthday song is sung loudly and often out of tune and then the person birthday person receives a clap for each year they have been alive and then one for good luck. Norway Birthday day. The birthday child stands out in front of their class and chooses a friend to share a little dance while the rest of the class sings a happy birthday song. Philippines Mixture of East and West. Birthday cakes are baked in various sizes and shapes. The celebration includes noodles representing long life, balloon decorations and pinatas. Earlier in the day the family goes to hear Mass and to thank God. Russia Birthday Pies. Instead of a birthday cake, many Russian child receive a birthday pie with a birthday greeting carved into the crust. United States Cake, candles and song. A cake is made, and candles are put on top based on how old the person is. Then everyone sings the "happy birthday"
song, and at the end of the song, the birthday child blows out the candles. If they blow them all out with one blow, their birthday wishes will come true. Vietnam Everyone’s birthday is celebrated on new years day. Not only is Tet (越南 的春节)the beginning of a New Year, it is also everyone's birthday. The Vietnamese do not know or acknowledge the exact day they were born. A baby turns one on Tet no matter when he/she was born that year. Children say they were born in the year of the symbol of the lunar calendar for that year. On the first morning of Tet, adults congratulate children on becoming a year older by presenting them with red envelopes that contain "Lucky Money," or li xi. These envelopes are given to the children by parents, siblings, relatives and close friends. II. 重点知识详解 1. He likes films and he often goes to the cinema. 他喜欢电影，他经常去看电 影。 She never wears jeans or trainers.她从不穿牛仔裤或运动鞋. 在连接两个肯定意义的词或句子时, 我们常常用 and；在连接两个否定意义 的词或句子时，我们常常用 or。例如： Wang Dong has a football and a basketball. 王东有一个足球和一个篮球。 Wang Dong has no football or basketball. 王东既没有足球，也没有篮球。 2. trainers 的意思是“运动鞋”，这是英式英语, 美式英语用 sneakers 来表示。 3. 在英语中有些名词表示由左右对称的两部分构成的东西, 常常用复数形式.这 类名词做主语时谓语动词要用复数, 表示数量时常用: 数词+ pair(s) + of shoes 鞋 shorts 短裤 trousers 裤子 scissors 剪刀 glasses 眼镜 chopsticks 筷子 gloves 手套
That pair of trousers is not mine. 那条裤子不是我的. He wants to buy a pair of scissors. 他想买一把剪刀。 4. She plays the piano and likes to sing. play 和表示乐器的名词连用时, 该名词前总是要加上定冠词 the.，如:
play the violin 拉小提琴 play the flute 吹笛子 但是当 play 和表示球类的名词连用时,该名词前不加冠词.如: play football 踢足球, play basketball 打篮球 5. She often goes to concerts and she usually buys CDs by her favourite sings. by 在这里表示”由……” 或”被……”的意思, 例如： I like the songs by Coco.我喜欢听李文的歌 Tony likes reading novels by Lu Xun.他喜欢读鲁迅写的小说. 6. 英语中表示频度的副词常见的有： always（总是） ，usually（通常） ，often（经常） ，sometimes（有时） ，never （从不） 。它们在句子中通常位于 be 动词之后，行为动词之前，例如： He is often late for school. 他经常上学迟到。 He always listens to music. 他总是听音乐。 7. They always open their presents at once. 句子中的 at once 是一个词组，意思是“立刻”、“马上”，例如： Go home at once. 立刻回家。 Module 9 A trip to the zoo
第一课时： 第一课时：Vocabulary, listening and speaking Teaching Aims and Demands: 1. Language Knowledge Key vocabulary: trip, zoo, tiger, camel, elephant, lion, giraffe, monkey kangaroo, panda, snake, wolf, polar, guide, thousand, visit, every, animal, zebra, more, Australia, Arctic, Europe, Asia, here, bamboo. Key structure: Does the panda eat bamboo? Does the tiger come from Europe? Yes, it does. No, it doesn’t.
2. Listening skill: To understand conversations about asking and answering questions about animals. Improve the students’ listening ability. 3. Speaking skill: Ask and answer questions about animals. Improve the students’ speaking ability
4．Teaching Aids: Multi-Media (or Tape recorder, OHP) Teaching Procedures: Step 1 Warming up 1. Ss watch a clip of the video about animals: Tom and Jerry. 2. Have a brainstorming: Do you like animals? know? Step 2 New words learning Which animals do you
1. Play a guessing game. Show the Ss the pictures of animals one by one, by covering a part of each one. Ask them to guess what it is and try to describe it. eg. 1)T: It’s the king of the forest. It’s scared. Ss: It’s a tiger. 2)T: Yes, it’s a panda. Can you describe it? Ss: Yes, it’s black and white. It has two black eyes. It looks like a bear. 2. Have a memory challenge: Which is missing? Step 3 Looking and learning
1.Show a picture of a polar bear and a picture of a penguin and ask the Ss: 1) What are they? 2) Where do they live? Do you know? 2. Then show the picture of the North pole and the South pole. Help the Ss to ask: Does the polar bear live in the North Pole ? Yes, it does. No, it doesn’t.
Does the penguin live in the North pole?
3. Show a picture of a panda which is eating bamboo. Get the students to work in pairs and have a conversation. eg. Does the panda come from China? /England? … eat bamboo? /meat? Yes, it does./No, it doesn’t. Step 4 Discussion
1. Show a group of animals in America, Australia and Canada. Have the
students discuss in pairs. Does … come/eat…?-Yes.../No… Step 5 Listening and reading
1.The teacher ask questions to lead to the dialogue in Activity 3. 1) Do you like animals? 2)Where can you find the animals? 3)Which zoo have you been to? 4)Have you been to Beijing Zoo? 2. Show the picture of Beijing Zoo and say Daming and Lingling are visiting the zoo. Listen and answer: What’s the name of the panda? 3. Read through the sentences in Activity 4. Listen again and check the true sentences. 4. Check the answers. 5. Listen and read after the tape. Step 6 Summing up and acting
1. Ask the Ss to find at least two sentences with third person verb endings –s in the dialogue. eg. 1)The kangaroo comes from Australia. 2)The zoo has five thousand animals. 2. Let the students sum up the structure: 主单三人称 + V 单三式 3. Find the present simple questions in the same way: Does + 主单三人称 + V 原? 4.A competition: Let’s choose and do some exercises 5. Free talk. Work in pairs and make up a similar dialogue: Let’s go to the zoo. Step 7 Let’s learn
1. Show the students some proverbs about animals and ask them about their meanings. 1) Love me, love my dog. 爱屋及乌
2) When the cat is away, the mice will play.山中无老虎，猴子称霸王 3) Beat(打) the dog before the lion. 杀一儆百
2.Resources: If you want to know more information about animals, you can surf these internets: 北京动物园网： 北京动物园网： http://www.beijingzoo.com 中国网上动物园: Step 8 Homework http://www.chinaezoo.com
1. Revise the phrases and grammar in Unit 1. 2. Learn more information about animals on line. 第二课时： 第二课时：vocabulary, reading and writing Teaching Aims and Demands: 1. Language Knowledge Key vocabulary: Australia, Australian, European, Asia, Africa,
African,America,American,Oceania,Oceanian,desert,forest,jungle, grass,grassland,India,leaf,leaves Key structure: 1) Does the camel eat fruit? Yes, it does./No, it doesn’t. 2) Is the camel African? Yes, it is./No, it isn’t. 2. Reading skill: Get more information about the animals through reading. Improve the students’ reading ability. 3. Writing skill: Write down the information about the animals. Improve the students’ reading ability. Teaching Aids: Multi-Media (or Tape recorder, OHP) Teaching Procedures: Step 1 Revision and Leading in
1. Say in the last lesson we have been to Beijing Zoo. Can you describe the animals and let the others guess what animals they are. Play a game: You describe, I guess. Step 2 New words learning
1. Ask the students where the animals live and lead to learn the places where the animals live: forest, grassland, desert and jungle
2. Show the animals’ living places and learn the new words: desert, forest, grassland and jungle. eg. T: Where does the camel live? desert. 2. Then show the places where the animals come: Europe, Africa, Asia, Oceania, North America and South America. Help the Students to say like this: The desert is in Africa. The camel lives in the desert. 3. Show the pictures of animals and get the students to practise in pairs. eg. The panda comes from China. It’s Chinese. 4. Finish off Activity2 and Activity3 Step 3 Listening and reading Ss: It lives in the
1. Listen and answer the following question: How many animals are mentioned in the passage? 2. Skim the passage in Activity 4 and finish some exercises.(见课件） 3. Read the passage more carefully and choose the correct answers in Activity 4. 4. Fill in the blanks according what you read. 5. Read aloud the whole class. Step 4 Practice
1. Talk about your favourite animal in pairs. 1) What’s your favourite animal? 2) Where does it come from? 3) Where does it live? 4) What does it often eat? 5) What does it like doing? It comes from… It lives..（in the forest, water, at home…) It often eats… It likes…
(climbing trees, jumping, swimming, running, sleeping, eating food…) Step 5 Interviewing and reporting
1.Interview some of your friends, ask him/ her what his /her favourite animal is and write down the information about the animal in the form.
Language support: 1) What’s your favourite animal? 2) Where does it come from? 4) What does it often eat? 3) Where does it live? 5) What does it like doing?
(climbing trees, jumping, swimming, running, sleeping, eating food…) your name favourite animal come from live eat like doing 2. Ask some of the students to make a report in front of the class. Step 6 A game friend’s
1. Suppose the teacher’s favourite animal is an antelope. Get the students ask questions and guess what their English teacher’s favourite animal is. 2. When they know the answer, the teacher show them the picture and let them discuss : 1) Can we see these lovely animals in the future if we don’t protect（保 护）them? 2) What’s your idea after you see the pictures? Help them to say: There is only one earth (地球） in the world.
Animals are our friends. We should (应该） protect（保护） them. Step 7 Doing exercises
1. Fill in the blanks.(见课件) 2. Complete the sentences. 3. Choose the proper words and complete the passage about my favourite animal. Step 8 Homework
Write a short passage about your favourite animal.
第三课时：Pronunciation and Language in use 第三课时： Teaching Aims and Demands: 1.To summarize and consolidate the language covered in this module. 2. Get some information about animals in the world. 3. Pay attention to the different sound between / iз/ and /eз/ 4. Talk about their favourite animals. Improve the students’ speaking ability. 5. Make a poster of their favourite animal. Improve the students’ writing ability. Affection and attitudes: We should love and protect animals. Teaching Aids: Multi-Media (or Tape recorder, OHP) Teaching Procedures: Step 1 Vocabulary revision
1.Revise the names of the animals, adding up some new words. 2. Tongue twister. Pay attention to the difference between /iз/ and /eз/. 3. Show some group of words and ask the students to circle the word which does not belong to its group, then explain why. 4. Find seven continents on the map of the world. 5. Finish the word map in Activity 4 Step 2 Reading 1. Match the poster with the picture. 2. Around the world. Get the students to read the passage and list the information about the pandas and the tigers in the wild in China. There are…. They usually eat… They eat for… Their favourite food… They stay healthy… Step 3 Sharing the information
1. Individual work: Get the students to search the information about the animals on the Internet which are in imminent danger before class.
2. Pair work: Students work in groups and share the information about the animals which are in imminent danger. (事先布置学生搜索世界濒危动物的资料 或图片). It comes from It lives It eats How many (3) Class work: Report the different information about the animals in imminent danger around the world. Step 4 Language practice
1. Write 5 sentences about your favorite animal using the words you know. Tell where it lives, what it looks like, what it likes to eat. 2. Ask questions and guess what my favourite animal is. 3. Make a poster of your favourite animal. Draw it or find a photo. 4. Show and talk about your poster to other students. Step 5 5 Listening
1. Watch the video and answer the questions. 1) How many animals are mentioned （提到)? What are they? 2) How do they feel? 2. Watch the video again, write down 3 facts you remember. 3. Group work. Collect the information and make sure you get as many facts as you can. Step 6 Cross-culture expansion
1. Introduce some idioms about the animals and tell the students to try to remember them. Step 7 Homework
1. Make a poster about your favorite animal. Paper: A4 What? 1) Pictures
2) the short paragraph you wrote 3) find an idiom about your favorite animal. Module 10 Unit 1 上课教 师 教 材 课 型 教材分 析 本模块以电脑为主题。该单元则是以对话的形式谈论如何用电脑完成作业，让学生能 听说有关电脑方面的基本词汇，并就电脑的操作使用进行简单的问答。内容既接近生 活又能激发学生学习的兴趣。 语言知 识目标 1. Key vocabulary: computer, keyboard, monitor, mouse, print, printer, connect, switch, switch on, finally, first, document, use, click, next, save, box, then, again 2. Key structures: wh-question in Present simple imperative sentences 语言技 能目标 情感态 度目标 1. To understand conversations about how to use a computer 2. To learn how to give instructions 1. Raise students’ interest to learn English and get to know more knowledge about computers in English. 2. Prompt students to explore new knowledge autonomously. 3. Through experiencing, participation and practice, encourage students to be cooperative and learn from each other. 教学重 点 教学难 点 1. Names of computer items 2. Conversations about how to use a computer How to give instructions of writing homework on the computer 听说课 《英语》 （新标准）初一上册 课 时 1 课时 Computers
How do I write my homework on the computer? 学生年级 初一
教学设 备 与教具
Tape recorder, CAI, blackboard
教学步骤 Step1 Greeting
学生活动 Greet the
1．相互问候，拉 1. Greet the students 近师生的情感距 2. What’s your habit? 离
teacher Answer the
Can you do it on the 2.
2． 引入本课话题 computer? 教 Step 2 学 Presentation
1．结合图片，根 1 ． Show the picture of 1. Answer: I can 据学生已有的水 computers 平教授单词。 T: what can you see in the see…
2． 将单词放入词 picture? 对学生不懂的电脑 组中学习，为稍 部件单词进行新教授
后的学习作好铺 2．请五个学生戴上五个电脑 2. 学 生 回 答 老 师 垫，同时学生通 部件的头饰， 巩固单词并用于 问题，戴相应头饰 过活动开动脑子 connect…to…, 学习单词词组， 中。 激发学生的学习 T：What’s this? Connect the 兴趣。 mouse to the computer. 3. 小组练习 switch on 的 学 生 hand in hand.,并造出词组
3 ． 学 生 模 仿 操 3. Ask students to do pair 练，通过交流合 work 作进一步巩固所 学内容。
灵活运用教材， 1. Play the recording for 1. Students listen
Activity1, 2 & 3 通过听力训练， them to number the words, and do (Activity1, 增加学生进行听 then check with the partner. 力练习的信心。 教 2 &3) 2.
2. Play the recording again, Students then check together. complete sentences individually, then
check together. Step4 New 学 and expressions 1． 新课程标准强 通过课件图文并茂， 学习动词 学生初步认识新单 words 调在语境中学习 use, open, write, save, print. 词和词组，并能结 词汇和句型，任 并引导学生尝试应用新词组 务设计使学生在 E.g. use: use the mouse 理解上下文语境 的基础上掌握单 词和词组的意义 和用法 过 2． 学生初步认识 新单词和词组， 并在教师的引导 下，能尝试运用 新词组 click: click the mouse 合所学知识拓展应 用 词 组 use the mouse/ keyboard/printer … click: click the
1． 提供新的语言 1. Play the recording, “Who 1.
Listen, read & 环境 ，通过听力 is good at using computer, answer write 加强在 Step4 中 Lingling or Daming?” 学习到的词组 2. 学生听， 以小组
2. Play again, have the 形 式 共 同 讨 论 结 listen and do 果，并回答。
2． 小组讨论能解 students 决层次问题并增 Activity5
强学生的合作能 3. Pair work and check the 力。 answer together 4. Play the 3rd time, and 3. 学生跟读课文， pause after each phrase, 小组合作练习，学 asking repeat, Activity6. 5. Repeat the exercise using first, next, then and finally. Step6 Speaking 积极开发课程资 在课件上提供几个文件：绘 学生小组讨论。以 源，给学生提供 图，购物，写作业，发邮件。 小组为单位，自由 贴近生活的与课 1. Choose one of the 选择喜欢的文件， the 初步运用所学的知 the and students then to 生两两分角色朗读 do 对话。
学生在老师的指 computer, saying how to do 识，用英语简单的 导下，通过小组 it. 表述如何用电脑操
的讨论与合作等 2. Choose the document 作。 方式解决问题， again, ask the students to 进一步提升学生 say how to do it with the 运 用 语 言 的 能 teacher. 力。 3. Ask students to do pair work, then check.
培养学生的归纳 1. Get students to sum up Students
总结知识的能力. what we have learned in about what we’ve class. 2. Teacher makes a brief sum-up. Unit1 How do I write my homework on the computer? learned today.
first next then finally
open use save write print
Work in pairs. Ask and answer with your partner: how do you write your homework on the computer.（Activity10） Module 10 Unit 2 Computers
How often do you use a computer?
上课教 师 教 材 教 课 型 教材分 析 教学目 标 Reading and writing 学 设 《英语》 （新标准）初一上册
The main topic of this unit is computer. Students can learn about how people in different places of the world use computer. 1. About knowledge: to understand questions and answers. 2. About ability: to improve listening, speaking, reading and writing skills. 3. About attitude: to be active to study and be confident.
1. Grammar: special questions and answers; affirmative and negative forms in Present Simple. 知识 与能力 2. Phrases: buy tickets, check train timetable, download music, get information, go online, make travel plans, send email, use Internet, visit website 3. Through reading, listening, speaking and writing exercises, be able to ask and answer questions with the new phrases in this unit and write a report in Present Simple. 过程 与方法 情感、 情感、 态度 与价值 观 教学步 骤 活动目的 教师活动 学生活动 Guide the Ss to find out the answers by themselves. Set up different activities to reach the teaching goals. Be active to take part in the activities. Cooperate in a group. Be confident.
Lead-in 教 Activity 1 学 (5m’)
Review the new words in Unit 1
1. Talk about Guilin. Lead the Ss to the topic of computer.
1. Label the pictures and review the words in Unit 1. 2. Talk about themselves and
and make sure the 2. Show some pictures and Ss have been clear about the ask the Ss to label them: computer, monitor, mouse, keyboard, printer, laptop.
meanings of the questions. Teach
3. Ask the Ss some questions: their computers. How often do you use a computer? (Give some examples to explain the meaning of “how often”) What do you usually do on your computer? (Prepare some pictures to help the Ss understand the words: timetable, email, Counter Strike, Tomb Raider, Final Fantasy, download, online, website, information, Internet) 3. Guess the meaning of some words and phrases with the help of the pictures.
some new words.
Readin g Activity 1 教 (5m’)
Get the general ideas of each paragraph in the text. Learn to find out the support for the answers. Cooperate in a group.
1. Ask the Ss to match the
1. Group work:
questions with the people who read the text and answer them and find out the key words which help them make such a decision. 2. Ask 8 groups to give the answers and the reasons. 3. Ask if there are different answers. 4. Make the final decision with the whole class. match the questions with the people who answer them. 2. Find out key words.
Readin g Activity 2 (5m’)
Learn the important words and phrases in the text. Cooperate to check the answers.
1. Ask the Ss to complete the first part of Form 1 in pairs: find out what these people “do” on their computers. 2. Give the referential answer to the Ss. 3.Finish Activity 2, the word-matching exercise on Page 62. 4. Ask the Ss to complete the second part of Form 1 in pairs: find out what these people “don’t do” 5. Give the referential answer
1. Pair work: find out what these people “do” and complete the first part of Form1. 2. Finish Activity 2 on Page 62. 3. Pair work: find out what these people “don’t do” and complete the second part of Form1.
to the Ss.
Readin g Activity 3 (5m’)
Try to use the questions and the phrases. Be more familiar with the content of the text.
1. Divide the Ss into 2 groups to have a competition: People and their computers. (Rules: ask and answer according to the text with the help of Form 1. One student can only ask one question. ①The other group answers the question together②one student from the other group answer the question. Every student has only one chance to ask or answer.③Prepare some hints and some questions in case the Ss are not able to continue the game. The choice depends on the level and the performance of the
1. Group competition: ask a new question within 3 seconds each time. 2. And the other group has to answer the question after counting.
students. Three seconds for preparation each time. Time for the game is limited in 2 m’.) 2. Correct the mistakes during
the game. 3. Give the 8 sentences in Activity 3 to the Ss to decide whether they are true or not.
Writing 过 Activity 4 (2m’)
Review the affirmative and negative in Present Simple.
Ask Ss to make some affirmative and negative sentences in Present Simple with the information in Form 1. Ss in different groups write different 4 of them: two
Complete the sentences.
程 Writing Activity 5 (3m’) Learn to use “but” to join two sentences.
affirmative and two negative. 1. Give an example to tell how Learn to use “but” to use “but” to join two sentences. 2. Ask every S to make another two sentences by themselves. Writing Activity 6 Part 1 (5m’) Language output training I: oral training. 1. Interview a student about him and his computer and take down some key words. 2. Ask the Ss to interview the other Ss or even the teachers about themselves and their to join two sentences. Join the sentences they just made. 1. Learn to interview the others and take notes. 2. Interview the others and take
computers and write down the down some notes key words in Form 2. in Form 2.
Writing Activity 6 Part 2 (10m’)
Language output training II: writing training
1. Give an example to the Ss about how to use the key words to write a report. 2. Ask the Ss to share their
1. Write a report about the interview. 2. Make the report
reports with their partners and to the partner and help to correct the mistakes with each other. 3. Invite some Ss to read out check their reports for the first time.
their reports and summ up the 3. Listen to the common mistakes. teacher’s comments and check the report again.
1. Some pictures to show Guilin, computer, monitor, mouse, keyboard, printer, laptop, timetable, email, Counter Strike, Tomb Raider, Final Fantasy, download, online, website, information, Internet etc. 2. Word matching 1.buy——tickets 2.check——train timetable 3.download——music 4.get——information 5.go——online 6.make——travel plans 7.send——email 8.use——Internet 9.visit——website 板 3. Form 1: Name Satoshi Panos and Elena Jack Nam Da 书 Karl Heinz Marcella and Bruno Becky Xiao Mei 4. Affirmative and negative sentences: Satoshi plays games and downloads music. She doesn’t send emails. 设 5. Join two sentences with “but” Satoshi plays games and downloads music but she doesn’t send emails. 6. Form 2 Name: ______________ Do: _____________________________________________ Don’t do: ________________________________________ 计 How often: _______________________________________
Write a passage about “My computer and I” or “________ and I”
Module 10 Computers Unit 3 上课教 师 教材 课型 教材分 析 练习课 本单元是一个练习单元，是通过练习和活动，对学生在本模块一、二单元中所学的电脑方面 的基本词汇、一般现在时的特殊疑问句和答句等知识进行复习和巩固，使学生能更为透彻地 理解、更为准确运用所学知识。 语言知 识目标 语言技 能目标 1． 语法：复习巩固一般现在时的用法，尤其是本模块所学的一般现在时特殊疑问形式 2． 词汇：①生词：kind ②复习本模块所学的有关电脑方面的词汇 1． 听：能听懂所学的有关电脑方面的词汇；听懂一般现在时的特殊疑问句 2． 说：能就电脑的使用进行简单的问答；能运用一般现在时特殊疑问形式进行问答 3． 读：能读懂简单的特殊疑问句及其回答 4． 写：能结合本模块所学的语言知识，准确运用所学句型结构写出相关的表达 学习策 略目标 1． 认知策略：联系、归纳、推测等技能。如能通过观察、应用，总结归纳出一般现在时特 殊疑问句的用法 2． 调控策略：从同伴处得到反馈，对自己在叙述及书写中的错误进行修改 3． 合作学习策略：同学之间互相学习，取长补短 文化意 识目标 情感态 度目标 任务 教学重 点 设计一个有关电脑方面的问卷 1． 复习巩固一般现在时的用法，尤其是本模块所学的一般现在时特殊疑问形式 2． 复习巩固本模块所学的电脑词汇及一些动宾搭配的使用。 通过学习电脑方面的词汇提高对英语的学习兴趣 了解不同国家和地区的人们使用电脑的情况 《英语》 （新标准）初一上册 课时 1 课时 Language in use 学生年级 初一
教学难 点 教学方 法 教学设 备
较熟练地运用本模块中所学的词汇和句型，区别应用助动词 do, does
教学步骤 1. Warming 教 -up
设计意图 对本模块所 1．与学生问候。 学的有关电 2．词汇复习
学生活动 1．与教师问候。 2． ①学生根据提示
脑的词汇进 ①猜词：屏幕展示以下句子：A、I can see 猜出单词。之后朗 行复习，在 pictures and information on it.(monitor) B. I 读单词。
复习过程中 can use it to print my homework .(printer) C. ②完成 Activity 4。 调动学生的 I can type information into the computer. 全班核对答案。③
学 习 积 极 (keyboard). D. I can click it and open a new 连线。之后朗读。 性。强化对 document. (mouse). What are they? 之后屏 ④完成 Activity 5。
词汇及一些 幕显示这些物体的图片和单词并让学生朗 全班核对答案，朗 动宾搭配的 读。 理解、记忆 ②让学生完成课本 P64 Activity 4。 和掌握，为 ③T：We can use the computer to do a lot of 任务的开展 things, right? 屏幕展示本模块 Unit 2 中的 做好词汇的 Activity 2 的连线练习，请学生连线，以运用 储备。 到“we can use the computer to ….” 句子中 的方式朗读词组。 ④请学生完成 Activity 5。之后朗读词组。 读词组。
Lead-in & 乐的方式引 T：Now let’s enjoy a piece of music to relax 2．学习生词 kind， Presentat 出本课的唯 ourselves a little. ion 一 生 并跟读。 之后回答：
词 2．T：Do you like it? I like this kind of music I like pop music/
kind. 并 利 very much. What kind of music do you like? light music etc. 用讨论是否 教授生词 kind. (板书，带读) 3．学生可能会回
经常用电脑 3．T：I like music very much, so I often 答： 教 下载音乐的 download music from the Internet. What S1: Yes, I do. I 话题引出要 about you? Do you often download music? often 复习的一般 屏幕显示带 耳机听音乐图片，及 Do you music. 现在时疑问 often download music ? 句子（ Do 用红色 S2: No, I don’t. I 句句式。结 标 出 ） 引 导学 生 回 答： yes, I do. I often don’t often download
合 口 头 操 download music./ no, I don’t. I don’t often download music. 练，加强学 download music.适当就学生的回答发表评 进行此句型的连锁 学 生对该语言 论或问更多的问题。 操练问答。
进行此句型的连 点的感性认 4．以同样方式展现句型 Do you usually play 4． 识，体会它 computer games? 锁操练问答。
尝试在教师提示 们的意义和 5．T：ok, just now when we talked about 5． 用法。并引 导学生归纳 总结语法概 过 念， computers, we used some sentences like 下归纳总结。 these： 呈现课本 P64 language box 中的句 6．朗读 language 型。引导学生归纳在一般现在时疑问句中助 动词 do 的用法。 6、让学生朗读 language box 中的句子。 box 中的句子。
结 合 课 本 1．让学生开展课本 P64 Activity 1 问答练习， 1．结成对子进行 Acitvity1, 并请几个对子在全班展示。 Activity1 的 问 答 练习。
e practice 2&3 的 口 2．幕展示课本人物 lingling 的图片，播放一
头、笔头练 段听力材料。 （workbook P110 第 11 题） 2． ， 听力练习， 之后 习和一段听 让学生听并回答 lingling 用电脑干什么 （以判 与全班核对答案。 程 力材料，给 断正误的方式） 。之后在屏幕上与全班核对答 3．对话。 学生更多运 案。 用、体会所 3．次播放录音学生打开课本跟读。 4． 察句子， 朗读句 子， 尝试归纳用法。
学知识的机 4． 据听力材料内容， 在屏幕上展现以下句子： 5． 类似的句子完成 会。为任务 Does Lingling often use the Internet? Yes, 课本 Activity 2 谈 的开展提供 she does. She downloads music and she 论同伴的练习。之 更多的知识 often visits websites. She sends emails to 后一些学生在班上 储备。 her friends in England, but she doesn’t send 读出所写的句子。 emails to her Chinese friends. Does she 6．成课本 Activity download games? No, she doesn’t. 提示学 3 的练习。之后全 生第三人称作主语时助动词 does 的使用。 班核对答案。 教 之后让学生朗读以上句子。 5．学生用类似的句子完成课本 Activity 2 谈 论同伴的练习。之后请一些学生读出所写的 句子。 6．学生完成课本 Activity 3 的练习。之后全 学 班核对答案。
4. Module task 过
培养学生使 1．呈现任务：以展示一封 E-MAIL 信件的形 1、了解任务内容。 用语言的能 式呈现“around the world”的内容。告诉学生 力、与他人 这是一位美国学生 peter 写来的信， 信中谈到 沟通、合作 了美国青少年使用电脑的情况，他也想知道 的能力。 中国青少年使用电脑情况如何？让学生在回 2 ． 参 照 Unit 2, Activity 1 的问题设 计自己的调查问 卷，确定要采访对 象的名单。之后学 生两人一组活动， 然后整理调查结
以 E-MAIL 信之前开展一个问卷调查活动。 的形式把文 化意识整合 2．组织开展任务 程 到任务中， 让学生了解 世界其他地 3．请一些学生在班读出调查结果。 方的人们使
用电脑的情 4．让学生给 Peter 回信。 （如课堂时间不够， 果，与别组进行交 况，鼓励学 则作为课后作业完成） 生学会使用 电脑。把学 习英语和熟 悉电脑的基 本应用结合 起来，提高 对英语的学 习兴趣。 kind 板书 设计 Do you often download music? Do you usually play computer games? What do you usually do on your computer? When do you use a computer? 作业 布置 1．完成给 Peter 的回信。 2．完成 Workbook 1、5、7 题。 二、重难点提示： 重难点提示： 流。 3． 一些学生在班上 展示调查结果。 4．给 peter 回信。
1．First, connect the monitor to the computer. 首先把显示器连接到电脑上。 connect v. （使）……连接(to /with)
e.g. A highway connects the two cities. 有一条公路连接这两座城市。 This river connects with the village. 这条河与那个村庄连接。 Please connect the printer to the computer. 请把打印机与电脑连接上。 2．How do I write my homework on the computer? 我怎样在电脑上写作业？
how 引导的是特殊疑问句。 特殊疑问句用特殊疑问词引导， 后面加上一 般疑问句的语序。在本模块中出现的特殊疑问句有： What’s the mouse? 什么是鼠标？ What do I do next? 我下一步做什么？ How do I save the document? 我怎样储存这个文件？ Where do I write the name? 我在哪里写名字？ Where is the printer? 打印机在哪里？ 特殊疑问句不能用 yes 或 no 来回答，要问什么答什么。 3． First, …. next, …, then, …, finally, … 最后……。 在叙述某个过程时，可用这些表示次序的副词来帮助你把过程叙述的更 加清楚。 首先……， 然后……， 其次……，
First, you go out of the school gate. Next, turn to the left. Then walk along that street and turn right at the second crossing. Finally you will get to the zoo. 首先你走出校门，然后向左拐。再沿着那条街向前走，在第二个十字路 口向右拐。最后你就会到达动物园。 4．How do I save the document? 我怎样保存文件？
save. v. 保存；挽救；节省（时间、金钱、劳力等） e.g. The doctor can save her. 医生可以挽救她。 I want to save money to buy a bike. 我想省钱去买辆自行车。
Computer can save a lot of time. 计算机可节省很多时间。 5．How often do you use a computer? 你多长时间用一次电脑？ how often 是针对动作的频率提问,回答通常是“多久一次”或“多久几次” e.g. —How often do you go to Beijing? 你多久去一次北京？ —I go to Beijing once a year. 我一年去一次。 e.g. —How often do you play computer games? 你多久玩一次电脑游戏？ —Twice a week. 一周两次。 6．When do you use a computer? 你什么时候用电脑？ when 针对时间提问，回答通常是时间。 e.g. —When do you get up? 你什么时候起床？ —I get up at 6:30. 我 6 点半起床。
7．What do you usually do on your computer?
你在电脑上通常干什么？ what 引导特殊疑问句，回答应该是“干什么”。 e.g. I usually play games and download music. 我通常是玩游戏和下载音乐。 8．He checks the train timetable but he doesn’t buy tickets. 他查了查列车时刻表，但没有买票。 but 是连词，连接两个对等的部分，表示转折“但是，然而，却”。 e.g. He is young, but he studies very hard. 他很小，但他学习很努力。 He has a computer, but he doesn’t play computer games. 他有电脑，但他不玩电脑游戏。 9．American teenagers often use computers. 美国的青少年经常使用电脑。 use vt. 用，使用 e.g. May I use your pencil? 我可以用一下你的铅笔吗？
use sth. to do sth. 用……去做…… e.g. You can use the Internet to do your homework. 你可以用互联网来做作业。 10．switch on 开（电灯、机器等） switch off 关（电灯、机器等） 11．They send emails and sometimes play computer games. 他们发送电子邮件，有时玩电脑游戏。 sometimes adv. 有时，偶尔 e.g. —Do you often go online? 你经常上网吗？ —Sometimes. 偶尔
MODULE 8 Different habits 重点难点 1. Tony always likes birthday parties. 托尼总是喜欢生日聚会。 托尼总是喜欢生日聚会。 此处 likes 是动词 like 的第三人称单数的形式， 读作[laiks]。 这里介绍一下动词 第三人称单数词尾变化的形式及读音， 动词第三人称单数词尾变化一般有四种形 式： ①大多在词尾加-s，-s 在清辅音后读清辅音[s]，在浊辅音及元音后面读浊辅音 [z]。如： help→helps read→reads[z] say→says[z] write→writes[s] begin→begins[z] see→sees[z] make→make[s] play→plays[z] close→closes[iz]
②以字母 s、x、ch、sh 结尾的词，在词尾加-es，读作[iz]。如： guess→guesses watch→watches fix→fixes wash→washes teach→teaches
③以 o 结尾的动词在词尾加-es，读[z] go→goes do→does
④以“辅音字母+y”结尾的动词构成第三人称单数时，要先将 y 改为 i，然后再 加-es，-es 读[z]。如： worry→worries study→studies [注] 动词如 play，say 等不属于这一范畴，因为它们 y 前不是辅音字母，而是 元音字母。这样的动词构成第三人称单数时直接加-s。 2. We usually send him a birthday card. 我们通常送给他一个生日卡。 我们通常送给他一个生日卡。 send sb. sth.或 send sth. to sb.意为“送某物给某人”“ 派人） （ 把某物寄给某人”。 如： I’d like to send her a message for her birthday. He sends home 1000 yuan every month. Please send him my best wishes. 我们经常为他的生日做一个 3. And we often make a cake for his birthday. 我们经常为他的生日做一个 carry→carries fly→flies
蛋糕。 蛋糕。 ▲make 作“加工”“制作”解释时，后面直接跟名词做宾语。这样使用时，多指食 品加工或需要加工工艺制作产品的生产。如： He is very good at making steamed bread. My mother makes coffee for me sometimes. ▲make 作“制造”“建造”解释时，常构成“make a +名词宾语”短语，其中名词宾 语常常是指大型复杂的设备、建筑物或者需要较复杂劳动技能的物件。如： You see, I’m making a chair. Their plant is making an oil vessel for a foreign company. 4. Let’s give him a computer game. 咱们给他一个电脑游戏吧。 咱们给他一个电脑游戏吧。 当我们把某物给某人时，可说 give sth. to sb.或 give sb. sth.，但如果所给的 东西用代词来表示时，就只能说 give it/them to sb.。在语法上 sth.是直接宾语， sb.是间接宾语，sb.在后面时须带介词 to，sb.在前面时，不能带介词 to。 She gave the money to her son.= She gave her son the money. Please give the note to him.= Please give him the note. 5. He often listens to music.他经常听音乐。 他经常听音乐。 他经常听音乐 often 表示“经常”，sometimes 表示“有时候”，在表示动作发生的频率上 often 要高于 usually，usually 要高于 sometimes。这三个词表示的是经常性、一般性 的动作或情况，不是具体指某一次，因此常常和一般现在时连用，常位于主要谓 语动词的前面，其他谓语动词（指 be 动词，情态动词和助动词）的后面。有时 也可位于句尾。如果要加强语气，则可放在句首。如： I often go and see my old teacher on Sunday. After I do my homework, I often watch TV. listen 为不及物动词，接宾语时，要加介词 to。如： Listen! Who’s singing in the room? Let’s listen to the radio. 6. OK, let’s have a birthday party.好，咱们举办一个生日聚会吧。 好 咱们举办一个生日聚会吧。 ▲have a birthday party 意为“举办一个生日聚会”。have 后接不同的名词，表 示进行不同的活动。如： We’ll have an English lesson today.
I’m going to have haircut. ▲have 后加表示疾病的名词，表示“患病”。如： I have a cold. She has a headache. 7. Tony usually gets a birthday card.托尼通常会得到一个生日贺卡。 托尼通常会得到一个生日贺卡。 托尼通常会得到一个生日贺卡 ▲get 意为“得到”“弄来”。如： I get birthday cards from my friends every year. Let me go and get the doctor. ▲get 表示到另一处去“取”某物或“请”某人。如： Don’t worry. I can get it for you. I want to go back to my room to get my textbook. ▲get 还可以作“买”解。如： Please get me some apples. You can get any school things in our shop. 8. a pair of trainers 一双运动鞋 ▲pair 通常能够指同时使用的两个相同的东西， 或一件由两个相同部分组成的 东西。a pair of 后面的名词总是复数，如 a pair of glasses/trousers，若带形容 词作定语时， 该形容词多位于 pair 之前， 有时可位于名词之前。 可以说 a new pair of socks，也可以说 a pair of new socks。当 a pair of…作主语时，谓语动词的 单复数情况通常与 pair 保持一致，用单数。如： That pair of shoes is mine. [注]当上文只出现 pair 时，下文中的代词通常不用 it，而要用 they 或 those 指 代 pair of 后面的复数名词。如： “How about that pair?” “Oh, I like those. How much are they?” ▲pair 还常用来指 two people，即“（粘在一起或合作某事或相互关联的）两 个人”或“一对（夫妻）”。短语 in pair 表示“两个人之间地”“两个两个地”进行某一 活动，通常作状语。如： I’d like you to do this exercise in pairs. The happy pair is/are going to Spain after their wedding. 9. Daming’s uncle likes reading and he reads lots of books and
magazines. 大明的叔叔喜欢阅读，他读许多书籍和杂志。 大明的叔叔喜欢阅读，他读许多书籍和杂志。 lots of =a lot of，可修饰可数名词或不可数名词，意为“许多的”“大量的”，相当 于 many 或 much。如： Lots of foreigners visit our city every year. I have a lot of homework to do today. 10. She likes clothes and she usually wears silk shirts. 她喜欢服装，并且她通常穿丝质衬衣。 她喜欢服装， 并且她通常穿丝质衬衣。 ▲cloth 表示“衣服”，它总是复数形式，类似的还有 trousers。不能说 a/two clothes 或 a/two trousers，应该说 a suit/two suits of clothes（一套/两套衣服） ， a pair/two pairs of trousers 一条/两条裤子）可以用 some， （许多）these， （ 。 many ， those 等修饰名词 clothes 或 trousers。shoe 是单数名词，复数用 shoes，说“一 双/两双鞋子”，英语是 a pair/two pairs of shoes。可以说 a shoe（一只鞋） ，two shoes（两双鞋） ，many shoes（许多双鞋）等。 ▲clothes，trousers 和 shoes 作主语时，谓语动词总是用复数形式。如果用“a pair of 或 two pairs of + trousers/shoes”，谓语动词则与 pair 在数上保持一致。 如： The clothes/trousers/shoes are mine. [注] clothes 包括 coat，shirt，sweater，blouse，skirt，dress，trousers 等。 hat 和 shoes 等头上、手上戴的、脚上穿的东西不属于 clothes。 ▲wear 作“穿”“戴”解，为及物动词。如： Do we have to wear evening dresses for the party? Is she wearing earrings? ▲wear 作“把头发梳成某种式样”“留某种胡须”解，为及物动词。如： She wears her hair long. He wears a short beard. ▲wear 作“带有（某种表情或样子）”解，为及物动词。如： He always wears a smile. The town wears an empty look.
[注] wear 的过去式、过去分词分别是 wore，worn。 11. Tony’s sister likes music.托尼的妹妹喜欢音乐。 托尼的妹妹喜欢音乐。 托尼的妹妹喜欢音乐 ▲music 为不可数名词，意为“音乐”“乐曲”，泛指音乐时，前面一般不用冠词， 但表示特指时，前面加定冠词 the。如： She often listens to music. ▲music 也可意为“乐谱”“乐感”。如： She can play without music.放松放松法 12. She often goes to concerts and she usually buys CDs by her favourite singers. 她经常去听音乐会，并且通常买她最喜欢的歌手的光盘。 她经常去听音乐会，并且通常买她最喜欢的歌手的光盘。 ▲concert 用作名词，意为“音乐会”“演奏会”。如： an open-air concert 露天音乐会 give a concert 开音乐会 go to a concert 去听音乐会 They are going to give a concert this evening. ▲by 表示行为者，意为“被”。如： I like books by that writer. He likes films by Jackie Chen. 13. Lingling’s father watches the football on television on Saturday and Sunday, …在星期六和星期日玲玲的爸爸在电视上看足球赛。 在星期六和星期日玲玲的爸爸在电视上看足球赛。 在星期六和星期日玲玲的爸爸在电视上看足球赛 on television 意为“在电视上”，常可缩写成 on TV。如： I watch tennis games on TV. 14. 英语中的频度副词 英语中常见的频度副词有 always, usually, often, sometimes, hardly ever, never 等。这里分别简述如下： ▲always 的意思是“总是”，即“每次都是”“毫无例外” 。如： He always stays up very late into the night. The temperature of ice is always below zero degree. ▲usually 的意思是“通常”，即“在正常情况下”“如果没有特殊情况”。如： Walter usually goes to school at six o’clock in the morning.
My sister usually helps me with my homework. ▲often 的意思是“经常”“常常”，即“不隔太久”。如： I often clean the classroom with my classmates. Do you often listen to English programs? ▲sometimes 的意思是“有时候”，即“不太经常”。如： We sometimes make mistakes in class, too. We do our exercises in the reading-room sometimes. ▲hardly ever 的意思是“很少”“偶尔”，即“基本不”。如： My grandma hardly ever goes out in winter. I can hardly ever understand you. ▲never 的意思是“从不”“尚未”，即“一次也没有”“从来就没有”。如： He never tells a lie to us. He never knows the man by name. ▲表示频率的副词在使用时应注意其在句中的位置：频率副词放在 be 动词、 助动词、情态动词之后。如： The weather is usually cold in winter. I do not always believe what he says. ▲当句子里有两个助动词同时出现时，频率副词放在第一个助动词之后。如： The job will never be finished. ▲频率副词放在行为动词之前。如： I often go to the movies with my friends on weekends. 有时为了强调，频率副词可放在句首。如： Sometimes I drive to work and sometimes I go by bus. Always try to be polite. I sometimes work late on Friday. 15. We often read. There are a lot of books in our home. 我们经常读书，我们家有许多书。 我们经常读书，我们家有许多书。 人称代词的主格和形容词的物主代词 人 称 代 I we you he she it they 作主语
词 的 主 格 形 容 词 的 物 主 代词
我 my 我的
他们 their 作定语 他们的
我们的 你的、 你们的 他的 她的 它的
16. different habits 不同的习惯 ▲different 作形容词，意为“不同的”。be different from…意为“与……不同”。 Be different from…和 be the same as…互为反义词组。如： The weather in Australia is quite different from that in China. The two brothers look different. They don’t look the same. ▲although 和 though 一样，都是既可以作连词，又可以作副词。两个词的意 思也相同。不过 although 较多地用于文学语言和较古老的英语中，现代英语和 口语中多用 though，如： Although it is so hot, they come on time. They solve the problem within the limited time, though it’s quite different. ▲habit 是可数名词，意思是“习惯”。在表达“…….的习惯”时，如果 habit 之前 的修饰语不长，则该修饰语通常前置，如 eating habit“饮食习惯”，sleeping habit“睡觉习惯”。如果 habit 之前的修饰语成分复杂，则通常后置，即用“a/the habit + of…”的结构，如 the habit of sleeping with the light on“开着灯睡觉的习 惯”。 注意， 如果某一习惯属于坏习惯， 则以“毛病”代替“习惯”， a habit of biting 如 one’s nails 要译为“咬指甲的毛病”。如： You should try to improve something about your working and sleeping habits. I think no one likes your habit of snoring loudly. 17. In the UK and USA people often give flowers, cakes and candy as birthday presents.在英国和美国人们经常送鲜花、蛋糕和糖果作为生日礼物。 在英国和美国人们经常送鲜花、 在英国和美国人们经常送鲜花 蛋糕和糖果作为生日礼物。 此处 as 是介词，意为“作为”“以….的资格”。如： Listen, son! I need to talk to you as your father. As a teacher, I really should know about what my daughter really cares for.
18. They always open their presents at once.他们总是立刻打开他们的礼 他们总是立刻打开他们的礼 物。 ▲open 作动词， 意为“开”“打开”， 表示一个动作。 动词 open 的反义词是 close， 意为“关”“关闭”，同样表示一个 动作。如： Please close the door and open the window. He closes his Chinese book, take out his English book, opens it and begins to read. ▲at once 意为“马上”“立刻”。如： Do it at once. 19. Choosing a birthday present.选一个生日礼物。 选一个生日礼物。 选一个生日礼物 choose 常用作及物动词，意为“选择”“挑选”，通常指根据自己胡喜好和判断力 进行挑选。如： Will you help to choose a new tie for me? Choose me a good one, please. choose 有时也可用作不及物动词。如： I don’t know which one to get. You choose. We have to choose between leaving early and paying for a taxi. 20. Think of someone in your family.想一个你家中的某个人。 想一个你家中的某个人。 想一个你家中的某个人 think of 是个动词短语， 意思是“想出”“找到”， 相当于 find from one’s memory“凭 记忆找到/出”。如： Think of a VIP to you, and say something about him. Tell me soon when you think of a better way. 典型例题 1. This is Jim and that is Sue. _______both new in our class. ______desks are over there. A. He’s; His B. They’re; Their C. She’s; Her D. Their; They’re
[题解] 选 B。第一个空格填的是主语和谓语，根据前一句中的 Jim and Sue， 主语应用第三人称复数 They，be 动词用 are；第二个空格填的是与主语相对应 的形容词性物主代词，故正确答案是 B。 2. “Are these English cars?”“_______.”
A. No, it isn’t
B. No, they are
C. No, they aren’t
D. No, it is
[题解] 选 C。问句中主语是复数形式，故应用复数的代词来回答，排除 A、D 项；又因为用 yes 或 no 对疑问句进行回答时，要前后一致。所以排除 B，选 C。 3. My father _____to work on foot. A. usually goes B. usually go C. go usually D. goes usually
[题解] 选 A。my father 为第三人称单数，故谓语动词应用单数形式 goes，所 以可先排除 B、C 两项；频度副词在句中通常位于行为动词前，be 动词、情态 动词或助动词之后，故选 A。 4. “What’s _____name?”“Her name is Wang Ying.” A. you mother mother’s [题解] 选 D。本题主要检测物主代词和名词所有格，your 修饰 mother’s， mother’s 修饰 name，故 D 为正确答案，you 是人称代词主格或宾格，不能起修 饰作用，mother 也是如此，故 A、B、C 三项均不合语法规则。 5. She usually goes to work by bus, but ______on foot. A. some time B. sometimes C. sometime D. some times B. your mother C. you mother’s D. your
[题解] 选 B。some time 意为“一段时间”，sometimes 意为“有时”，sometime 意为“某时”，some times 意为“几次”。根据句意，与前一句 usually 相对应，故 应选 B。 6. “Can you______ a cake?”“Yes, I can. It’s ______.” A. carry; nice B. eat; hard C. make; easy D. do; good
[题解] 选 C。根据上下两个句子的语意，用 make 和 easy 最为合适，句子意 为“你会做蛋糕吗？”“我会，做蛋糕挺容易的。” 7. Boys and girls, look______ the picture and listen _____me, please. A. at; to B. to; at C. for; for D. at; with
[题解] 选 A。 本题考查动词与介词的搭配， look at 意为“看”， listen to 意为“听”。 8. There are _____people there on vacation every summer. A. much B. many C. a lot D. lot of
[题解] 选 B。much 用来修饰不可数名词；a lot of = lots of，既可以修饰不可
数名词，又可以修饰可数名词；many 只修饰可数名词。故选 B。C 项后应加介 词 of；D 项 lot 应改为 lots。 9. The girl ______story books. She has some nice pictures. A. don’t have some C. isn’t having any B. doesn’t have any D. doesn’t has some
[题解] 选 B。 否定句中要用 any 而不用 some， 故排除 A、 两项。 D have 作“有” 解时一般不用进行时态，故可排除 C 项。 10. The students in that school go to ______school at six o’clock every morning. A. the B. a C. / D. an
[题解] 选 C。 to school 意为“上学”； to a school 意为“去一个学校”； to go go go ，go the school 意为“去那个学校”。类似用法的表达还有 go to school（做礼拜） to the church（到那个教堂去） 。 MODULE 9 A trip to the zoo 重点难点 1. Does the tiger eat meat? 老虎吃肉吗？ 老虎吃肉吗？ ▲在一般现在时中， 如果主语是第三人称单数， 谓语动词后需加 s 或者 es。 （情 态动词、be 动词及 have、has 等无此变化） 。如： My friend likes to play in the tree house with me. In summer holidays, Tom watches TV all day. ▲否定句的一般现在时是在行为动词前加 doesn’t 主语为第三人称单数形式） （ 或 don’t（主语为第一、二人称或第三人称的复数形式） ，并把后面的谓语动词改 成原形。如上面的句子改为否定句为： My friend doesn’t likes to play in the tree house with me. In summer holidays, Tom doesn’t watch TV all day. ▲一般疑问句是在句首加 does 或 do， 并把后面的谓语动词改为原形， 句末用 “？”。如上面的句子改为一般疑问句： Does your friend like to play in the tree house with me? In summer holidays, does Tom watch TV all day?
2. Welcome to Beijing zoo.欢迎来北京动物园。 welcome 的基本意思为“欢迎”，可用作多种词性。 ▲作为感叹词，welcome 常用来表示一种亲切的招呼，可单独使用，也可以 和某些表示场所的副词或介词 to 与连用，表示欢迎对方来到某地。如： Welcome back/here! [注] 试比较 Welcome back to school 和 Welcome back to our school。前一 句中 school 前不用定冠词或其他限定词， 这是应为说话对象是学生， 属于 school 这一学习环境中的一员，school 在这里不强调场所，而是强调学习环境。第二 句中 school 前须用 our 这一限定词，这是因为说话对象是客人，说话人是主人 身份，school 强调场所。 ▲作为形容词，welcome 可作定语，也可与连系动词 be 构成系表结构。如： You are a welcome friend( to my family). A cool drink is welcome after a long walk. ▲作为及物动词，welcome 一般带宾语。如： Mr Smith welcome us to his home. ▲welcome 还可作名词。如： They will give you a warm welcome. 3. Sixteen thousand people visit it every day. 每天有一万六千人参观它。 每天有一万六千人参观它。 ▲当 hundred，thousand 等词前面有数词或表示数字的形容词修饰时，它们 本身不能加-s。如： Several hundred in this city have lost their houses in the fire. ▲hundreds/thousands of 意为“数百/数千……”，其前不能加数词，后跟复数 名词。如： hundreds of bees 数百只蜜蜂 thousands of cars 数千辆汽车
▲hundreds of thousands of 意为“数十万的……”。如： Countries like Italy, Spain and Argentina have hundreds of thousands of fans. ▲tens of thousands of 意为“数以万计的……”。如： Tens of thousands of people died in the flood.
▲every day 的意思是“天天”“每天”，等于 per day 或 daily，指所从事的动作或 行为属于经常性的或不间断的。当然，实际使用中，除了以“天”作计算单位之外， 还有很多时间单位都可如此使用。如： I get up at about 6:30 every day from Monday to Friday. Our school has a sports-meeting every term. [注] 如果表示“每隔若干天/周等”的概念，可以在 every 和 day/week 等之间加 上数量词。这时，后面的 day/week 等也须由单数变成复数 days/weeks 等。如 果需要表达“每隔一周或若干周做一次”，可以使用诸如 once every 或 once every…weeks 的表达方式。如： They visit the old man every three months. We play basketball at least twice every other week. 4. The zoo has five thousand animals----kangaroos, polar bears, zebras, 这个动物园有五千只动物 有袋鼠 北极熊、斑马、 pandas and many more. 这个动物园有五千只动物----有袋鼠、北极熊、斑马、 千只动物 有袋鼠、 熊猫和许多其他的动物。 熊猫和许多其他的动物。 ▲more 常用来指额外的数量，意为“另外的”“其他的”。如： There’s no more milk left----I’d better go and buy some more. We have a lot more work to do today. There are many more books on the other side. [注] 这样使用时 more 前通常可以用 some，any，much，many，a few，no， lots，a lot 或表示具体数量的词来加强词义，表示不同的程度。 ▲more 可以用作代词， 用来指代上文出现过的或对话双方心里都清楚的事物。 more 可以指代可数名词的复数形式，也可以指代不可数名词。如： If you stay at that hotel, you’ll have to pay a little more. Tell me more! I want to know more about it. 5. Let’s go and see a tiger.我们去看看老虎。 我们去看看老虎。 我们去看看老虎 go（或 come）and + 另一动词是英语中常见的习惯表达法，and 连接的是两 个并列谓语动词，尽管是并列关系，但实际上后一动词是前一动词的目的，相当 于 go （或 come） do。 to 然而实际使用时大多用 and 连接两动词， 很少在 go （或 come）后用不定式，后一种往往给人以不自然或死板的感觉。如： Come and meet my family sometime.
Please come and have a talk. [注] 但是当 go 和 come 用于-ing 形式时，后面须用不定式，而不能用 and 加 另一动词的-ing 形式。如可以说 He’s coming to help you.（他就要来帮你了） ， 不能说 He’s coming and help you 或 He’s coming and helping you;只能说 Thank you for coming and see/seeing me. 6. It comes from Asia.它来自亚洲。 它来自亚洲。 它来自亚洲 ▲介词 from 表示“来自（某一地区、城市、国家、单位等）”。如： Mr Wang is from Beijing. He’s a good English teacher. She is a girl from Shanghai. ▲from 可表示从某一地方、某一点时间或从某人处。如： You can buy things from the shop on your way home. He often works from eight in the evening to four the next morning. 7. Look, there she is.看，她在那儿。 看 她在那儿。 以 here 和 there 开头的句子一般用倒装形式，谓语用行为动词时，还具有正 在进行的意思。如： Here’s a letter for you. There goes the bell. Here you are. 8. This is an African camel.这是一头非洲骆驼。 这是一头非洲骆驼。 这是一头非洲骆驼 ▲冠词一般位于所限定的名词之前，用来说明名词所指的人或事物。冠词有不 定冠词和定冠词两种。不定冠词有两种形式，即 a 和 an。a 用在以辅音音素开 头的词前，如 a desk；an 用在以元音音素开头的词前，如 an apple。a 一般读 [?]， 一般读[?n]。 an 定冠词是 the， 它在辅音音素前读[?i]或[?i:]， the book; the 如 orange。冠词在句中一般弱读。 ▲不定冠词 a/an 与数词 one 都可以表示“一个”，与可数名词连用，但用法及 着重点有所不同。a/an 不强调数量，泛指某类人或事物中的一个，而 one 强调 的是数量。如： This is a cat. Li Lei is a good student. I have three pencils, but one pen.
▲定冠词 the 有 this，that，these 或 those 之含意。用在可数名词单复数和不 可数名词前， 表示某个或某些特定的人或事物， 以区别于同类中的其他人或事物。 指对话双方都知道的那个人或事物，也可以指上文提到过的人或事物。如： Who’s the boy under the tree? Look at the picture of our classroom. 9. This is a European wolf.这是一只欧洲狼。 这是一只欧洲狼。 这是一只欧洲狼 ▲wolves 是 wolf（狼）的复数形式。英语中，以-f 和-fe 结尾的名词变成复数 时，先将 f 或 fe 变成 v，然后再加-es。可通过下面一句话巧记这些名词： A thief’s wife puts a loaf of bread on the shelf but a wolf cuts it into two halves with a knife and a calf’s life is ended by itself with a leaf. ▲还有一句话亦可帮你快速记住其中一些常见的这类名词： 小偷（thief）和他的妻子（wife）用一把刀（knife）和一片叶子（leaf）把卧 在书架 （shelf） 旁边的一只狼 （wolf） 劈成了两半 （half） 结果了它的性命 ， （life） 。 ▲下列以-f 或-fe 结尾的名词变为复数时，后面也可直接加-s。如： The serf’s chief has the belief that the gulf’s cliffs are like roofs. [注] handkerchief（手帕）的复数形式有两种：既可以直接加-s；也可以变 f 为 v，再加-es。 10. There are about 1600 pandas in the wild in China. 在中国大约有一千六百只熊猫处于野生状态。 在中国大约有一千六百只熊猫处于野生状态。 ▲about 作副词，表示“大约”。如： About ten people want to do the work. He is only five, but he knows about fifty English words. ▲about 作介词，表示“关于”。如： He talks about his family. Do you want to know something about her work? ▲in the wild 意为“处于野生状态”。如： Most of these animals are in zoos now----there are very few still living in the wild. 11. They usually eat 15 kilos of bamboo a day.它们通常每天吃十五千克的 它们通常每天吃十五千克的
竹子。 竹子。 ▲a 表示“一个”。如： I have a sister. ▲a 表示“一”，用于 hundred，thousand 等词前。如： There are a thousand students in this school ▲a 表示“每一”。如： We have six classes a day. ▲a 表示“某一”。如： A girl want to see you. ▲a 表示“职业”。如： He is a teacher. My father is a worker. ▲a 表示“类别”。如： A triangle has three sides. A tiger eats meat. 12. But zoos often give them 5 kilos a day, so they stay healthy. 但是动物园经常每天给它们吃五千克，所以它们很健康。 但是动物园经常每天给它们吃五千克，所以它们很健康。 ▲so 可用作连词，连接两个具有因果关系的并列句，前面的分句表示原因， 后面 so 引导的分句表示结果。如： This is our first lesson, so I don’t know all your names. There’s little bread, so I want to buy some food for supper. ▲stay 可以用来表示某种情况保持在某种状态或程度之中，这样用时，stay 相当于一个连系动词，后面可接形容词或介词短语。如： The weather will stay fine for a few days. The boy’s temperature stays above 400C. ▲stay 作不及物动词用，表示“停留”“逗留”“暂住”等意思。如： Stay here before I come back. We stay (at) home and play games on Sunday. ▲stay 可作名词用，通常作不可数名词。如： How do you like your stay here?
I’d like to go and see some important persons during my stay here. ▲healthy 是 health 的形容词形式， 意为“健康的”“健壮的”“有益于健康的”。 如： All the children here are strong and healthy. Drinking lots of water helps to give you clear and healthy skin. I like this city very much, especially the healthy seaside air here. 典型例题 1. ---_____she like music? ---_______. A. Do; Yes, she does C. Do; No, she doesn’t B. Does; Yes, she does D. Does; No, she does
[题解] 选 B。一般现在时的一般疑问句 2 要借助助动词 do 或 does 构成，do 或 does 位于句首，当主语是第三人称单数时用 does，其他人称均用 do；简略 式回答肯定句是：Yes，…do/does；否定式是：No，...don’t/doesn’t，选项 A、 C、D 均不正确。 2. ---______your sister like music? ---Yes, ________. A. Do; she do C. Do; she do B. Does; she does D. Does; she likes
[题解] 选 B。 一般现在时的一般疑问句由 do/does 引导， 主语是第三人称单数 时用 does，其他人称时用 do。简略回答用 Yes，…do/does；否定式是： No，...don’t/doesn’t。 3. I like _____, but I don’t like _______today. A. sing; singing C. singing; to sing B. singing; sing D. to sing; singing
[题解] 选 C。like doing sth.和 like to do sth.不同，前者表示爱好、兴趣，后 者则表示一次性的行为。句意为“我喜欢唱歌，但我今天不想唱”。 4. “Don’t you want to have a piece of bread?” “______. I’m not hungry.” A. Yes, I do B. Yes, I don’t C. No, I do D. No, I don’t
[题解] 选 D。这是一个 否定形式的一般疑问句，肯定回答为 Yes，I do，否定 回答为 No，I don’t。根据 I’m not hungry 可知应选 No，I don’t。 5. I don’t want to _____any soup. I’d like to ______some ten. A. drink; drink B. eat; eat C. drink; eat D. eat; drink
[题解] 选 D。表示“喝汤”，动词要用 eat 或 have，与 drink 相连的宾语可以是 wine（葡萄酒） ，coffee（咖啡） ，tea（茶）等单词，所以正确答案为 D。 6. “Does Li Lei like monkeys?” “Yes, ______.” A. he does one C. he does B. he likes one D. he do
[题解] 选 C。 一般疑问句的简略回答应用与问句一致的助动词， 这里应用助动 词 does。助动词不能带宾语，故 A 项 does 后不应加 one。选项 B 属完整回答， 但 one 和前面 monkeys 在数上不一致，应把 one 改为 them 才对。选项 D 属助 动词使用错误，主语 he 是第三人称单数，助动词 does。 7. “_____your Chinese teacher very old?” “Yes, _______.” A. Is; he is B. Are; he’s C. Are; he is D. Is; he’s
[题解] 问句中的 your Chinese teacher 属第三人称单数，谓语动词应用 is，位 于句首构成一般疑问句，故排除 B、C 两项。在简略回答中，主语 he 不能与句 尾的 is 缩写，因此 D 项是错的，故选 A。 8. Mr Thompson is ______years old. A. twenty B. fifty C. one D. 1981
[题解] 选 A。表示年龄要用基数词，因为 years 是复数形式，故答案为 A。 9. Please ______me and say “[ɑ:]”. A. listen B. look C. look at D. listen to
[题解] 选 D。根据 say[ɑ:]可知这里是听，不是看。listen 听某人或某物时要加 to，look 在表示看什么时则要加 at，at 和 to 在英语中作介词，后面要接宾语。 10. ---_____your sister have a hat? ---_____, she ______. A. Do; Yes; do B. Does; Yes; has
C. Does; No; does
D. Does; No; doesn’t
[题解] 选 D。your sister 为第三人称单数，助动词需用 does，故可排除 A； 本题中的 have 为实义动词，故进行简略回答时需用动词 does，故排除 B；No 后应跟否定形式，故只有 D 项正确。 MODULE 10 Computers 重点难点 1. First, connect the monitor to the computer.首先，把显示器和电脑连接 首先， 首先 起来。 起来。 ▲connect 作及物动词，意为“把……连接”。如： Please connect the hose with/to the faucet. A highway connects the two cities. ▲connect 作及物动词，意为“（将电话）接通（给某人） 。如： Please connect me with New York. I was connected to the wrong person. ▲connect 作不及物动词，意为“（交通工具） （与……）衔接”。如： This train connects here with another for London. 最后， 2. Finally, switch on the computer.最后，打开电脑的开关。 最后 打开电脑的开关。 switch 作动词，意为“打开/关闭（电等的）开关，常与 on，off 连用。如： It’s dark. Switch on the light. Switch off the TV before you go out. 3. How do I write my homework on the computer?我怎样在电脑上做作 我怎样在电脑上做作 业？ ▲“How do sb. do sth.?”句型是英语中的一个常用的疑问句型——特殊疑问 句， 意思是“某人是怎样做某事的？”。 此句型常用来询问对方做事的方式或方法。 回答时，使用和问话相对应的陈述句。此句型中第一个 do 是助动词，要根据主 语 sb.的数和时间状语变化而变化。如： “How do you go to work?” “I go to work by bus.” --“How do your parents go traveling?” --“They go traveling by plane.”
4. First, open a new document.首先，打开一个新的文件。 首先，打开一个新的文件。 首先 ▲在汉语中，我们常用“某人先做了某事，然后做了某事，最后做了某事”来表 示某个人做事情的先后顺序。在英语中，我们也可以在句子前加一些表示先后顺 序的词语来表示动作的先后顺序。常用的词语有 first, then, next, finally/in the end 等。如： In the English class today, our English teacher first asked us to read the new words. Then she explained them. And finally /in the end she told us to do some written exercise. Let’s first get everything ready. Then we will read the directions. Finally/in the end, we must do it carefully. [注] 在具体使用时，序数词前一般要带定冠词 the。但序数词前面如果已经有 了物主代词如 my，your，his 等，则不能再用定冠词 the。如： the first lesson the fifth question the second picture the first term
5. So, use the mouse and click “new document”.所以，用鼠标点击 新文 所以， 所以 用鼠标点击“新文 件”。 。 ▲use 用作及物动词，意为“用”“使用”“利用”，后接名词或代词作宾语。如： We learn to use computers. You can use it as a bookmark. ▲use 也可用作名词，意为“用处”“用途”，既可以是可数名词，也可以是不可 数名词。如： Bamboo has many uses. Can you find any use for these boxes? 6. What do I do next? 我接下来做什么？ 我接下来做什么？ 特殊疑问句的构成是“特殊疑问词+一般疑问句”。 所学过的特殊疑问词有 what， who，where，how，how old。特殊疑问句都要有降调朗读，回答时不用 Yes 或 No。如： “Who’s this?” “This is Mr Li, my new friend.” 我怎样保存文件？ 7. How do I save the document? 我怎样保存文件？
save 作动词，意为“救”“拯救”“保存”“节省”“保留”等。如： He is saving his money to buy a bike. She saved an old man from the fire. 8. Write it in the box. 把它写在框里。 把它写在框里。 ▲write 当一般的“写”讲，write down 表示“写下”“记写”“抄写”。如： The old man can’t write his name. Find words in the picture and write them down. ▲write to sb.表示“给某人写封信”。如： I must write to my father. She wants to write you a letter. 9. OK, then click “save” again. 好，然后再点击“保存 。 保存”。 然后再点击 保存 again 作副词，意为“又”“再”“再次”。如： Try it again, please. 请再试一次。 I hope you will soon be well again. [注] again and again 意为“再三地”“一再地”。如： He sings the same song again and again. 最后，我怎样打印它？ 10. Finally, how do I print it? 最后，我怎样打印它？ print 作动词，意为“印刷”“出版”“用印刷体写”“打印”。如： They will print this book next month. Print your name and address here, please. 11. How many emails do you send? 你发多少电子邮件？ 你发多少电子邮件？ 少电子邮件 how many 和 how much 都是“多少”的意思，用于询问某种东西的数量。其中， how many 用于询问可数名词的数量，how much 用于询问不可数名词的数量。 ▲how many 用于询问可数名词的数量，句子中主语通常用复数，谓语动词用 复数形式。如： How many oranges do you need? How many cars do you have in your firm? ▲how much 用于询问不可数名词的数量，谓语动词用单数形式。如： How much milk and sugar do you need for the drink? How much pepper is there in the bottle?
[注] 如果句子的主语是不可数名词，在询问其“容器”或“计量单位”的单位名词 多少时要使用 how many，而不能用 how much，因为表示“容器”或“计量单位” 的单位名词是可数的。如： How many bottles of milk do you want to buy today? How many cups of water does your sister need? 12. What games do you play? 你玩什么游戏？ 你玩什么游戏？ 这是特殊疑问句。疑问词 what 修饰 games。因此，在疑问句中，what 和它 所修饰的名词一起放在句首，不能分开。如： “What colour is the cat?” “It’s black/white.” What day (of the week) is (it) tomorrow? 13. Do you make travel plans on the Internet? 你在互联网上制订旅游计 划吗？ 划吗？ ▲travel 一词泛指“旅游”，前面一般不用冠词，即不说 a travel。travel 可以有 复数形式，意思是“旅游的经历”“游记”，但是前面不用 many 或其他数词修饰。 如： John wrote a book about his travels in Europe. Travel is good to one’s health, as it can make him relax. ▲trip 通常指有时间或任务安排的旅行，如 a business trip, a holiday trip。如： We will have a business trip to Nanjing next week. The couple is on their honeymoon trip in Venice. ▲journey 主要指“（在陆地上的）旅行”，也可以作“旅程”“旅途”讲。Journey 一般可以和 trip 互换使用。 You must be very tired after such a long journey. Just have a rest today. 14. Yes, I check the train timetable. 是的，我查一下列车时刻表。 是的，我查一下列车时刻表。 check 用作及物动词，意为“检查”“核对”“在……打上验讫的符号（√）”。如： She often checks the door locks before she starts. 15. I visit my website at the weekend. 在周末我们访问我的网站。 在周末我们访问我的网站。 on weekends 属于美国英语表达法，意思是“在周末”“每逢周末”。on weekend 也可以作“在周末”解，泛指周末。如果是指说话听话者双方都明白的特定的那个
周末，可以用 on the weekend（the 也可以被 this，that 或 such a 代替） 。英国 人则习惯于使用 at weekends 或 at the weekend，通常不说 at weekend。如果 没有特别说明或要求，at 和 on 可以任意选用。如： Many people go shopping on weekends. Do you want to go dancing on such a rainy weekend? 16. I also get information for my lessons on the Internet. 我也在网上得到与我的功课相关的信息。 我也在网上得到与我的功课相关的信息。 Information 是一个不可数名词，意为“资料”“情报”“消息”。如： For further information, phone the number below. [注] information 后常可接由介词 on 或 about 引起的短语，表示“关于”“有关某 方面的消息、资料或情报等。如： Do you have any information on/about flights to Cairo, please? This book gives useful information on/about how to repair cars. [注] 由于 information 为不可数名词，所以其前不能加不定冠词，也没有复数 形式。我们可以说 a piece of information（一则消息） ，some information（一些 消息） a lot of/lots of information ， （许多信息） 但不能说 an information 或 many ， informations。 17. They usually go online and use the Internet to do their homework. 他们通常上网并且利用互联网来做作业。 他们通常上网并且利用互联网来做作业。 to do homework 是不定式短语作目的状语。不定式作目的状语，表示谓语动 作的目的是为了不定式这个动作。如： He gets up early to go to school on time every day. He uses the computer to send emails. 典型例题 1. ___________ is the desk? A. What’s color B. What color C. Which is color D. Which color
[题解] 选 B 想知道某物的颜色，可以用“What color…?” 来发问， 其后是 be 加名词。 be 的变化随后面的名词的变化而变化。 例如 What color is your pen? 你的钢笔是什么颜色？ What color are the windows? 窗子是什么颜色？ 2. I often go shopping with _______.
[题解] with 是介词，后面接人称代词应该用宾语的形式，故选 B. 3. –Hello! Who is that? -- ________ Mary. A. This is B. I am C. You are D. She is
[题解] 选 A。回答 Who is this/that?一般用：This is …., That is….或 It’s…..。 B 项只能用于回答 What’s your name? 4. --- _________ is your father? ---My father is a carpenter. A. How B. Who C. What D. Where
[题解] 选 C。根据答语 My father is a carpenter 得知问句是问：你父亲是干 什么的？或你父亲从事什么职业？询问第三人称单数的职业可以用 What’s he/she? 或 What does he/she do? 回答一般用 He/She is a….。 5．--________ does your father come back? -- At half past six. A. What B. How C. When D. Why
[题解] 选 C。 根据答语 at half past six 可知， 问句是问你父亲什么时候回来， 所以只有 When 符合句意。 6．Look at that picture on the wall. _______ you like it? A. Do B. Can C. Could D. Are
[题解] 选 A。句中 like 应理解为“喜欢”，是动词，构成一般疑问句时，要在句 首加助动词 Do （Does 用于第三人称单数） 。动词 like 不与情态动词 can 或 could 连用。like 与系动词 be 连用时是介词，作“像……一样”解，故 D 项不合题意。 7. “ __________” “She is a doctor.” A. How is your mother C. How old is your mother B. What does your mother do D. Where is your mother
[题解] 选 B。根据答语 She is a doctor 可知问句是在询问职业。询问某人的职 业我们可以用 What does sb. do? 或 What is sb. ? A 项用来询问健康；C
项用来询问年龄；D 项用来询问地点。故选 B。 8. “What _________ those on the farm?” “Some sheep.” A. are B. is C. has D. have
[题解] 选 A。 根据 those 可知要用复数的谓语动词， 又根据语意可知应选 are, 不选 have。 9．“What _________ of movies do you like?” “I like action movies.” A. a kind B. kind C. kinds D. lots
[题解] 选 B。“什么种类”的英语表达为 What kind of …. 10. She is sad. She has ______ friend. A. a B. some C. any D. no
前面可以用 a, some, any 和 no 修饰。 some 用 [题解] 选 D。friend 是可数名词， 修饰时，friend 要用复数形式；any 一般用于疑问句或否定句；no 可以理解 为 not a 或 not any, 可以说 not a friend 或 not any friends. 此句意为：她 伤心，因为她没有朋友。
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