九年级英语unit7教案（共7篇）
许多青少年都有自己的爱好。但是有时这些爱好可能与学业相冲突，父母们可能会担心孩子在学习上的成功。青少年常认为应当允许他们尽可能多地去实践自己的兴趣爱好。你意这个观点吗？
刘玉，十五岁，来自山东，是一名赛跑明星。他在校赛跑队，他一直想长大后成为一名专业运动员。但是他的父母不允许他训练得太多。“当然我们想看到刘玉实现他的梦想，”刘先生说，“而且我们知道他是多么爱好跑步。我和妻子支持了他的每一场跑步比赛。我们没有反对跑步！但是我们认为我们的儿子应当考虑一些有可能的工作。随着年龄的增长，他需要想一下如果他最后成不了一名专业赛跑运动员，那又怎么办？”
刘玉实际上并不同意这个观点。“噢，我认为我应该被允许为我自己做决定，”他说，“我父母总是告诉我在学习努力学习考大学是多么重要，我理解这一点，但是对于赛跑我是认真的，成为一名专业赛跑运动员是我想要做的唯一的事情。”
以《义务教育体育与健康课程标准(2011年版)》为指导,以学生为主体,以学生的能力为基础,结合技术特点设计教学内容和方法。旨在关注学生心理变化,发挥教师的主导作用,满足学生不同阶段的心理需求,育体育心双赢,培养学生终身体育的意识和能力。
二、教材分析
本课选用的教材是笔者学校2002年编写的《双节棍》校本教材,此教材简单易学,具有很强的健身、娱乐、表演等价值,让学生终身受益。《双节棍—前反弹》单元是《双节棍》校本教材第二个教学单元,单元内容是由单个发力动作串联成组合动作的衔接技术,在整个教材中起着承上启下的作用,这一单元教学可以满足学生完成组合动作进行舞台表演的欲望,有效激发了学生对双节棍学习的兴趣。
本节课为本单元的第一课时,主要解决学生学习双节棍的兴趣,了解反弹的技术原理、特点及在双节棍技术体系中的作用,克服畏惧心理,利用前反弹技术完成简单动作间的衔接,为本单元后面的学习作铺垫。
三、学情分析
本节课的授课对象为初三年级武术兴趣班的学生,此阶段学生身心发展还不成熟,具备了一定独立思考、判断、概括等能力,在身体锻炼中也具备了一定基础的运动能力。有4名学生可以完成多个双节棍组合动作,在教法上运用异质分组帮带的学习形式,有效利用优质学生资源,发挥“小老师”的示范和指导作用。在教学中,将学生动体与动脑很好地结合起来,给学生提供再认识的机会,并搭建展示平台,满足学生的表现欲,从而增强教学效果。
四、教学流程
教师示范(提出问题)→做实验(探索问题实质)→体验练习(进一步验证)→前反弹技术学练(学习实践)→组合动作学练(扩展学习)→分组练习(练习巩固)→组合动作创编展示(创造性应用)。
新目标八年级英语下Unit7教案
新目标八年级英语下Unit7教案 Unit 7 Would you mind turning down the music ? Analysis of Unit 7 Teaching goals: 1. 学习Would you mind doing sth ?这一句型，学会恳请对方对于某事如何表达歉意。 2. 本单元围绕“歉意、恳请”这一话题展开教学，以此培养学生的交际能力。 Important points : A: Would you mind doing sth ? B: I’m sorry .I’ll do it right away . A: Would you mind not doing sth ? B: Sorry. We’ll go and play in the park . Difficult points : 比较: Would you mind (not) doing sth ? Could you please do sth ? Please do sth . You have to do sth . Structures: Would you mind cleaning your room ? I’m sorry .I’ll do it right away . Would you mind moving your bike ? No, not at all .I’ll do it right away . Period 1 Teaching procedures: Step 1 Assign the task Write the following requests on the Bb : Can you give me the book ? Please give me the book . Would you mind giving me your book . Explain that the last example is a very polite way of making a request . Step 2 Warm up Section A(1a-1c) SB Page 52 ,1a . 1. Point to the four requests in the box .Say each phrase to the class and ask the Ss to repeat it . 2. Point to the picture .Ask Ss to write the letter of each request in the correct place in the picture . 3. Correct the answers . SB Page 52 ,1b . 1. Point to the list of requests in activity 1a.Play the recording the first time .Ss only listen . 2. Play the recording a second time .Correct the answers . SB Page 52 ,1c. 1. Ask two students to read the words in the sample dialogue in activity 1c. Say, You’ll work with your partner .Make requests . 2. Ask two pairs to say their conversations to the class . Step 3 Pre-task Section A (2a-2c) SB Page 53 ,2a . 1. Read the instructions with the students .Play the recording the first time .Ss only listen . 2. Play the recording a second time .Ask Ss to write the number of each conversation . 3. Correct the answers. SB Page 53 , 2b . 1. Point out the five responses in activity 2b .Ask different Ss to read each one to the class . 2. Play the recording .this time ask Ss to fill in the letters of the pictures in front of the responses . 3. Correct the answers . SB Page 53 , 2c . Ask two Ss to read the words in the sample dialogue .Say, Make conversations like this about the information above . Step 4 Grammar Focus 1. Review the grammar box .Ask students to say the statements and responses . 2. Ask students to talk about the differences among the different sentences . Exercise: 汉译英: a) 你介意把门关上吗？好的，我马上就办。 b) 你介意把收音机关小点儿声吗？不，一点也不。 c) 请不要在教室里大声说话好吗？对不起。 教学后记: Period 2 Teaching procedures : Step 1 Pre-task SB Page 54 , 3a . 1. Read the instructions .Point to the pictures .Ask Ss to explain what is happening in each picture . 2. Point to the note .Ask Ss to read the note and fill in answers . 3. Check the answers . SB Page 54 , 3b . 1. Read the instructions .Point out the list of requests and commands in the box . 2. Ask Ss to make conversation like the sample dialogue . 3. Ask several pairs to say one of their conversations to the class . SB Page 54 , Part 4. 1. Ask Ss to complete the work in groups . 2. Ask a few students to share the sample conversation . Homework : 完成对话 A: mind up ? You to help me in the kitchen . B: OK .I’ll get up right . Do I have to the dishes . A: Yes , and you have to help me dinner . B: OK . When I finish , you help me my homework ? A: Sure . 教学后记: Period 3 Teaching procedures : Step 1 Assign task Teach the new words . SB Page 55 , 1a . 1. Read the instruction and ask Ss to read each situation and think about the two questions . 2. Ask some students to share their answers with the class .Ask other students whether they agree with the opinions or not . SB Page 55 , 1b . 1. Help the students understand that something that is unpleasant or something that bothers you is annoying . 2. Then ask the students to number the ideas from most annoying to least annoying . 3. Ask the class to vote on the most annoying item on the list . SB Page 55 , 2a . 1. Read the instructions .Play the r4ecording .This time Ss only listen .Answer any questions they have about the recording . 2. Play the recording again and ask the students to write the number 1, 2 and 3 in front of the correct pictures . 3. Correct the answers . SB Page 55 , 2b . 1. Say , Listen to the three conversations again .This time write the situations ,problems and solutions in the chart . 2. Point out the sample answers .Play the recording again .Ask Ss to fill in the answers on their own .You may need to pause the tape from time to time to allow students to write answers in their books. 3. Check the answers . SB Page 55 , 2c . 1. Read the instructions .Point out the problems in activity 2b . 2. Ask one or two students to say the conversations to the class . Step 2 While-task SB Page 56 , 3a. 1. Read the article to the class .Ask Ss which words they don’t understand. Write these words on the board . 2. Ask students to underline the things that are annoying .Then have the students circle what people do when something annoying happen. 3. Correct the answers with the class . SB Page 56 , 3b . 1. Look at each picture with the class .Ask different students to tell what is happening in each picture . 2. Read the instructions and ask students to complete the activity on their own . 3. Check the answers . SB Page 56 , Part 4 . 1. This activity provides speaking ,listening and writing practice using the target language . 2. Ask students to complete the work in groups . 教学后记: Period 4 Teaching procedures: Step 1 Self Check SB Page 57, Part 1 . 1. Ask Ss to fill in the blanks on their own .Check the answers. 2. Ask Ss to make their own sentences with the words ,preferably sentences that are meaningful . SB Page 57, Part 2 . 1. Ask the students what might be annoying in the picture . 2. Ask the students to write the letter on their own . 3. Ask a few students to share their letters . Step 2 While-reading SB Page 58 , Section 1 . 1. Read the title .Ask the students to predict what they think the article is about based on the article . 2. Look at the picture .Ask students to describe what is happening in the picture . SB Page 58 , Section 2 . 1. Encourage Ss to use the reading strategy of scanning for specific information . 2. Ask Ss to read the article carefully once time .Then ask Ss to raise their hands and say which words and sentences they don’t understand .Encourage Ss to read in contest ,guessing the meaning of words and phrases from the other words around them. 3. Ask the Ss to read the article again for comprehension . SB Page 58 , Section 3 . 1. complete the task .Ss can work individually or in pairs . 2. Check the answers . 3. Practice students’ speaking and listening skills . Homework: 词组翻译 1. 控制你的声音 2. 熄灭 3. 例如 4. 在公共场所 5. 捡起垃圾 6. 实际上 7. 排队 8. 变得气恼 教学后记:
It’s a dog.Vocabulary: dog
cat
rabbit
fish
bird
mouse
monkey Teaching step: Step 1: Warm-up(1)Review he rhyme from the previous lesson.Have children say the rhyme in a class chorus.Then say it in teams or chose individual student to say the rhyme.(2)Encourage students singing animal songs or saying animal rhyme while imitating the animal.Step 2 Review with poster(1)Using Chinese, ask them to describe the picture.Ask where the characters are, what they are doing and how the children think the characters feel.(2)Say, “Point to a dog.” and have the children point to a dog.Repeat this for bird, cat, fish, and rabbit.(3)Practice asking yes/no questions.Point to the rabbit and ask, “Is it a dog?” Elicit, “No” or “No, it is a rabbit.”
Step 3: Match and color(1)Say, “Open your books.” Have the children look at the picture.(2)Say “Find a dog.” Have children point to a dog in the picture.(3)Repeat the step above for fish, cat, rabbit, bird, mouse and monkey.(4)Draw children’s attention to the text at the top of the page.Have them read each sentence silently.(5)Explain that they are going to match each sentence with one of the animals.(6)Set enough time for children to do the matching activity.Then have them color each animal according to the sentences.Step 4: Find and color(1)Have the children open their books and look at the picture.(2)Explain that in the picture there are some animals.Give children a few minutes to look for the animals.(3)When all the children have found the animals, they can color them and share their pictures with class.Step 5: Set homework Review the words
Welcome to our food festival! Section B 姓名：曾根荣 出生：1963年7月8日 籍贯：湖南 民族：汉族 单位：云南省勐腊县南腊中学 性别：男
专业：英语本科 职称：中教一级 电话：15012121678 地址：云南省勐腊县南腊中学
邮编：666300 （研究教育教学和班主任管理工作 ） The main activities are 1a and 3.
Ⅰ.Teaching aims and demands
1.Learn the names of foods and drinks：
bean，mushroom，steak，salad，pancake, soft drinks，lemonade，main course，dessert
2.Learn to order and offer foods and drinks：
(1)What would you like for dessert/the main course?
(2)Sure. I’d like to try…/I think I’ll have…
(3)Let’s go Dutch/go halves/go fifty-fifty.
(4)How much do you want?
(5)Just a little.
Ⅱ.Teaching aids
Pictures/multimedia courseware or photos or slides (conditions permitting) / word CARDS
Ⅲ.Five-finger Teaching Plan
Step 1 Review(Time: 14 minutes)
1 (check on class assignments, organize the student, teacher choose several copies proved to comment).
Look! This one is very beautiful!/Good job! / Well done!/Excellent!/I like it very much!/That’s
interesting!…
2 (the “food classification by operations into a new word.”
A: choose a scheme (two copies to make a comparison, classification of fine works show class, or a or use multimedia course ware.
(2: competition: group to the blackboard writing, the maximum of the classification of food, members can complement. While writing, look
Which group to write well. )
Please read the words.
(after reading. Student evaluation of new knowledge, import).
T：“ice cream， cheese pie， apple pie， pancake… These sweet dishes eaten at the end of a meal are called dessert or pudding. Read after me， please， “dessert， pudding”
Ss：“dessert， pudding”
(Several times to read . writing.)
dessert： fruit salad， pear pancake Greek cheese pie
T：Fruit salad and pear pancake are desserts.
Salad， fruit， vegetables， meat， fish， cheese (cut into small pieces) are served with
salad cream.
(The Chinese side show pictures or introduces analytical).
T：For example：a chicken/beef salad， bean/carrot/potato salad，
fruit salad
(Green bean show the pictures and bean bean green and pictures, learning bean.)
T：Food, such as peanuts,popcorn,meat pie,hot dog cookies
T：Egg soup, vegetable soup, mushroom soup are soups.
Mushroom, show the mushroom (learning with pictures, lets the student said)
T：Mushroom -Mushroom soup-Beef and mushroom.
Roast duck/chicken, pizza, beef and mushroom, kungpao chicken, Indian curries and so on.
They are main dishes/courses.
Steak-main dish, too.
Show the picture, learning (steak steak and main form/rats)
T：Soft drink-a cold drink that doesn’t contain alcohol,such as cola.
And this is “lemon”， that is “lemonade”.
(produce lemon lemon juice and pictures).
3. (do to consolidate words. Practice game)
T：Let’s play “I like/have… Who likes/has…” game.
What word will above (distributed to every corner of the picture, pictures have 2 format, you can choose one. Not draw again
Find the graph, usable format. ),
(“Who has started a” solitaire games.)
(Student A asks: I have (the Lord), who has (lower)? etc.)
T： I like/have lemon，who likes/has lemonade?
S1：I like/have lemonade，who likes/has steak?
S2：I like/have steak，who likes/has…
Sn：I like/have mushroom，who likes/has lemon?
T： I like/have lemon.
(the game ended. For fast, high efficiency, can play a few students more different tissues, effect is good, also very good atmosphere.
Still can add some learned words, let more people have the opportunity to attend. ),
4. (in a sentence, the practice of game play above. The teacher demonstrate.)
T： Let’s say “What would you like? I like to try…”
instead of “I have/like， who has/likes…”
I’d like lemon， what would you like?
S1：I’d like lemonade，what would you like?
(Ask the person near side, chain drill.)
5 (do game,food and drinks。)
T：Boys and girls，stop here，let’s have a competition. Put these cards of words on the right places.
(All kinds of words CARDS will be distributed to each student, some tickets, the domestic product which group classification fast and good, stick to the place again
. The blackboard soups, snacks, respectively, affix drinks, desserts, main form, lets the student will be posted on the corresponding card. Stick to a 1 points. ),
T：Group A is good，Group B is excellent…
(With all the students on top ranking, inventory CARDS, positive, encouraging teachers.)
(At the blackboard content already close book 1a.)
Step 2 Presentation(time: 8 minutes)
Step 1 has fully (because the study content, listen, learn 1a 1a content has not difficult, can directly enter 1a Look, listen and learn.)
1 (learning 1a.)
T：Open your books，let’s look at the menu in activity 1a. How many groups are there in the menu? What are they?
(let students answer.)
Now，let’s listen to the recording and repeat.
(let students read with recording imitate.)
2 (let students complete 1b.)
T：OK，let’s turn to activity 1b Work alone. Fill in the blanks with the help of the menu.
3 (2 points to a group of students practise 1b dialogue.)
T：Work in pairs，practise the conversation，please.
Step 3 Consolidation(Time: 4 minutes)
1 (let students consolidate 1a).
T：OK，now listen to me，and circle the food or drink you hear.
2. (let students practice in groups: each group one random read menu foods, the other students in pencil circle them hear
The food of words. The teacher can demonstration again. The teacher read, or to circle, each team leader or check result. )
T：Work in groups，listen and circle what you hear on the menu.
(Each group read 10, 2-3 groups.)
Step 4 Practice(Time: 9 minutes)
1 (2 finish activity.)
T：Now，let’s listen to the recording and circle the food or drink you hear in 2.
(The tape first, let students complete the tape, and second, lets the student proofreading answer.)
2. (let students have dinner, to guide them, summarized the language knowledge, comb consolidated enhancement. Induction process teachers should strengthen the tip and guidance.)
(a plan:)
T：When people eat out，boys and girls，can you tell me what a waiter or a waitress may say?
Ss：Welcome to our restaurant.
Would you come with me?
Here’s the menu.
What would you like for dessert/the main course?
Would you like to try…/start with…?
Can I take your order?
Anything else?
How much do you want?
We have…/ I’m sorry，but we don’t have…
Welcome to our restaurant again.
(the best meal, and according to the process of learning if we do.)
T：Can you tell me what customers may say?
Ss：They may say--
I’d like…， please.
Sure. I’d like to try…
I think I’ll have…
Just a little.
No, that’s all.
I’d like to/Let me pay (get) the bill.
Let’s go Dutch/go halves/go fifty-fifty.
How delicious!/This is the most enjoyable dinner I’ve had.
……
(2: the waiter and customer answers form.)
T：When a people eat out，can you tell me what waiters or waitresses and their customers may a say?
When a customer comes，what may a waiter/waitress say?
Ss：Welcome to our restaurant.
T：When the customer looks for the table,...?
Ss：Would you come with me，please?
T：Order the food?
Ss：Here’s the menu.
May I take your order?
What would you like for the main course/dessert?
I’d like…?
(With “What may the waiter say/What should the customer say” step by step to guide students to dinner.) inductive
3 (learning activities within the form of language in March, review the terms which meal.
T：Let’s look at the sentences in 3.
Read them aloud.
4. (please students finish activity 3 groups).
T：Work in groups to make an order and fill in the form.
Name Soup Snack Main course Dessert Drink
(teacher can ask several students to students, together with a demonstration).
Step 5 Project(Time: 10 minutes)
(let student group using 1a three big menu and written language and dining. “At the restaurant” performance play each student
In viewing, teachers and students attention patrol in evaluation and help. 2 ~ 3 groups prepare adequately, class to the front
Display performance. )
1.T：Now， practise in groups-prepare a short play “At the restaurant” using the menu in activity 1a and the sentences in 3. Then put them on.
2.T：Group X and Group Y would like to put on their short plays in front.
Let’s wish them a big success!
(guides the student to review, learn from each other to improve integrated language skills and ability to perform, encourage each other).
T：What do you think of the short play?
3. Homework：
（1）Review the words and the sentences in 1a and 3.
（2）Tell something about the food festival.
语言, 以语音为物质外壳, 由词汇和语法两部分组成的符号系统。语言是人类最重要的交际工具。英语对于现在的学生来说, 是一门比较难学的学科。许多学生都说英语真困难, 不愿意学习它, 从而导致他们的学习不太理想。面对九年级的学生, 不论是对老师来说, 还是对学生来说, 英语教学都是一个巨大的挑战。它关系到学生的毕业与升学, 关系到学生的前途和命运。尤其是对于教师来说, 那简直是“任重而道并不远”。如果教学得法, 便可事半功倍。要取得好的效果, 趣味教学可以说是一种值得采纳的好方法。
创造和谐融洽的师生关系, 轻松、愉快的学习环境。采用灵活多变的教学方法, 让学生做到用中学, 学中用, 从而激发兴趣, 学得主动, 提高效率。由于教师的素质不相同, 教学对象不同, 使用教材不同, 因而进行趣味教学没有也不可能有固定的模式可循。但趣味教学所探讨的这些方面和所要追求的效果是相同的。
一、营造一个轻松愉快的学习环境
常言道:“Well beginning is half done.”良好的英语课堂导入可以激发学生的学习积极性、提高学生语言学习的兴趣, 让学生很快地进入学习状态, 愉快地参加各种学习活动, 真正做到学有所获。为了淡化传统教学给人们的印象, 要“寓教于乐”“动静结合”“学用结合”“师生配合”。下面举一案例说明。
[案例背景]
“问路“这一话题是《英语教学大纲》中要求掌握的重要话题之一。在学生掌握了有关”问路“目标语之后, 如何让学生学以致用, 提高语言综合运用的能力?
[教学片段]
在学习之后, 巩固所学:完成“问路”任务, 如何到达指定地点。教师展示学校附近建筑物的平面图。
[设计活动任务]
模仿对话内容, 以四人一小组为单位, 编写新的对话:如何从学校到某地?
(平面图展示:出校门, 向左拐, 在公共汽车站乘坐几路车, 40分钟即可到达。)
如何从学校到达某地?
(平面图展示:走出学校, 向左拐, 直走大约500米, 即可在你的左手边看到某处。)
[教学反思]
因为激励学生学习对学生而言是一种主动学习, 有利于发挥学生的主观能动性, 增强学习效果。而任务型教学旨在通过使用语言来完成任务, 这种任务驱使型教学正是要激发学生的学习动机, 有益于提高学生的兴趣和参与程度, 以达到实际的运用中提高学生的语言交际能力的目的。本环节的设计, 离不开生活, 即任务的设定是真实的, 该任务很好地把握了主题与生活的结合, 显然任务设定是非常有效的。
二、教学方法要灵活多样, 充满情趣
单一的教学方法是乏味的。即使是一个好的方法, 经常用也就失去了它的魅力。为了激发学生的兴趣, 保持学生的兴趣, 巩固学生的兴趣, 根据教学内容的不同, 如初学、巩固和复习, 就不能用一样的方法。比如, 教单词, 我们可充分利用直观教具, 比如教football, 我们指着足球:“What’s this?It’s a football.football, football再重复一下, 足球的音、形、意深深印在学生脑子里, 以后看到足球就会脱口而出football, football, 而不需要汉语翻译作中介, 教词汇也在教思维。如果进行词汇复习, 我们可进行“Guess?”比如复习bell, football, pen, book, car, jeep等名词。我们便可把准备好的小实物、图片、模型放在讲台上, 先让学生看一下, 然后放到讲台下, 秘密放地把一件比如book放在一个准备好的大袋子里, 然后拿出, 用学生已学过的句型问:
T:What’s in my bag?学生猜后回答 (宜单人进行) 。
S:It’s a football如果答不对, 就说:
T:No, it isn’t?接着问另一个学生。
T:What’s it?学生猜答。
S:It’s a book?猜对子, 教师鼓励这个学生说:
T:Yes, you’re right如果学了Clever还可进一步说:
T:Yon are very clever.
然后再换一件继续进行。如此等等, 既复习了单词, 又熟悉了句型, 既练了听, 又练了说, 而且学生不以学为苦, 而是兴趣浓厚地参与。
三、关注学生情感, 和谐、融洽师生关系
俗话说:“亲其师, 信其道。”学生只有对自己、对英语及其文化有积极的情态, 才能保持英语学习的动力并取得成绩, 刻板的情态, 不仅会影响英语学习的效果, 还会影响其他发展, 情态是学好英语的重要因素, 因此在课堂上我努力创造宽松、民主、和谐的教学空间, 做到:
1.尊重每个学生, 积极鼓励他们在学习中的尝试, 保护他们的自尊心和积极性。
2.把英语教学与情态有机地结合起来, 创造各种合作学习的活动, 促进学生互相学习, 互相帮助, 体验成就感, 发展合作精神。
3.关注学习有困难的或性格内向的学生, 尽可能地为他们创造讲话的机会。
4.建立融洽、民主的师生交流渠道, 经常和学生一起反思学习过程和学习效果, 互相鼓励和帮助, 做到教学相关。
The 1st period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects（1）Key Vocabulary
clean up, hunger, homeless, cheer up, give out, volunteer, food, bank（2）Target Language I’d like to work outside．
You could give out food at a food bank． 2． Ability Objects
（1）Train the students to express offering to help with the target language．（2）Train the students’ listening skill． 3． Moral ObjectOffer help to the others as much as possible． Ⅱ． Teaching Key Points 1． Key Vocabulary
clean up, hunger, homeless, cheer up, give up2． Target Language
How to express offering to help with target language． Ⅲ． Teaching Difficult Points
1． Teach the students how to use the new phrasal verbs．
2． Teach the students to express offering to help with target language． Ⅳ． Teaching Methods
1． Teaching by giving sample sentences and making up sentences． 2． Teaching by showing pictures． Ⅴ． Teaching Aids 1． A tape recorder2． Some pictures on volunteer’
s offering help Ⅵ． Teaching Procedures Step Ⅰ Revision1． Revise the language points in Unit 7．
Ask some questions like this: Where would you like to go on vacation?（I’d like to/I’d love to/l hope to„）Why?（Because„）
2． Revise the contents in Unit 7． Say to the class like this: Who can say something about Singapore?
What things do you like there and what things don’
t you like about it? Ask them to give the answers without looking at the b
ooks．
3． Check homework by asking some students to read their sentences they’
ve made with the verbs． Let them hand in their homework． 4． Dictate ten words in Unit 7． Step Ⅱ la
This activity introduces the key vocabulary and provides some writing practice． In this unit we learn to offer to help．We’
ll use some phrasal verbs． Each phrasal verbs has two or three words, such as clean up, cheer up, give out．
Here is an example on how to use clean up． Look at the title of Unit 8． I’
ll help clean up the city parks． Repeat it twice, please． Ask the children to read the title twice．
Then go on saying, “clean up means make a place clean and tidy, put things there in order”． Let’
s see another example, We should always clean up after a picnic． Who can explain this sentence in your own, words? Ask one student to explain the sentence．
He or she may say like this． This sentences means we should burn wastepaper, collect litter and empty bottles, etc．
Then ask the class． Who can make more sentences with clean up? Ask several students to share their sentences to the class． Do the same with the other phrasal verbs． Some sample sentences1． clean up—
make a place clean and tidy, put things in order We should always clean up the dirty parts of the sea． 2． cheer up—
make someone feel happy The good news cheers everyone up． 3． give out—hand out, distribute
Lin Tao helped the teacher give out the new textbooks to the class． Rea
d the instructions to the students．
Please look at the picture now． We can see a bulletin board and two children in it． What is the bulletin board about?Help students to answer: Volunteer Today!
Then continue saying, “Who can tell me the meaning of volunteer?”Ask one student to try to explain it． Then tell them the meaning of it． Volunteer means a person who offers to do something unpleasant or dangerous． It means a person who offers to help the others sometimes． Volunteer is used as a verb in this lesson． Draw the students’ attention to the three posters on the board． We can see one sentence in each poster．And we can see some people in each poster, too． What are the volunteers doing in each poster? Please work in pairs and talk about the posters．Give the students a few minutes to talk about what they will say． Let them talk about all the three items． Move around and help the pairs as needed．
Then read the sentences in the posters to the class． Ask the pairs of students
Unit 15—Unit 10 复习
Unit 15I like music that I can dance to.1.I love music that I can sing along with.跟着唱 2.I like music that I can dance to.随着跳
3.Rosa likes music that is quiet and gentle.is与music相搭配4.I love singers who write their own music.write 与singers相搭配 5.We prefer music that has great lyrics.： has与 music相搭配 6.He likes movies that are about monsters.are与 movies相搭配 7.I prefer English to Chinese.可使用名词
8.I prefer singing to dancing.也可跟动名词，要形式一致
9.The music reminds me of Brazilian dance music.使某人想起„ 10.on a Monday morning 具体某一天的前面用on 12.make us happy 使„高兴 13.too much 和much toov.+ too much；
too much + n.过多； much too +adj.太，过于
14.such as 作“例如„”讲，只能例举并列部分事实，即不能是全部He knows six languages, such as Chinese and English.Unit 7 Where would you like to visit?1.I‟d like to go somewhere relaxing.任何形容词与不定代词连用，均要置后
2.I‟d like to go to places（where the weather is warm）.括号中为宾语从句；从句中is与the weather进行搭配 3.It‟
s supposed to be very hot.4.Why not consider visiting…? 5.decide to do sth.决定去做„
6.in the east of China在中国的东部（在中国范围以内）to the east of China在中国的东部（在中国范围以外，互不相连）at the east of China在中国的东部（与中国接壤，挨着）7.provide sb.with sth.about„
8.big enough：enough 和形容词一起用放后面enough water：enough放在名词前面 9.let us know：let后面跟动词原形
Unit 8 I‟ll help clean up the city park.1.would like to do sth.2.I will help„一般将来时3.你还认识下列这些动词短语吗？
work outside/ cheer up/ help with/ help sb.do sth./ give out/ clean up/ come up with/ put off/ write down/ put up/ hand out/ call up/ need to do/ put off making a plan/ set up/ volunteer their time to do…/ spend … doing…/ could help…/run out of/ take after/ fix up/ give away/ be similar to…/ try to do/ ask for/ work out
4.put it off代词放在中间/ put off the plan名词放在后面5.Volunteering is great.动名词做主语Unit 9 When was it invented?1.词组：
want to do/ fall into/ decide to do
in the end/ by accident/ according to/ in this waynot„until„直到„才e.g.I didn‟t go to bed until I finished my homework.昨晚我直到完成作业才去睡觉。one of +名词复数: 其中之一
e.g.Dalian is one of the most beautiful cities in China.大连是中国最美丽的城市之一。2.被动语态：be + done
When was the car invented?It was invented in„ Who was it invented by?It was invented by„ What is it used for?It is used for traveling.3.1）some time: 一些时间
I have some time this afternoon, I will go to see you.2）sometime: 未来某一时候
I would like to go to Hong Kong sometime next month.3）sometimes:有时I sometimes watch TV.4）some times:一些次/倍/
遍（once, twice, three times„）I have seen this film some times.Unit 10 By the time I got outside, the bus had already left.1.词组：
take a shower/ get up/ get outside/ get to school/ get in the shower/ leave„at home/ get home/ get back to school/ walk into/ start（begin）doing=start
（begin）to do/ be late for/ go off/ wake up/ have to do/ wait for/ come out/ take a quick shower/ have breakfast/ run off to the bus stop/ give sb.a ride/ break down/ invite sb.to do sth./ stay up late/ show up/ be exhausted/ land on/ move across/ set off 2.on time:准时，按时 in time:及时3.I only just made it to my class.我恰好准时到校.4.forget to do:忘记
去做某事
I forgot to turn off the lights yesterday.昨天我忘了关灯。forget doing sth.: 忘记做过某事
I forgot sending the letter.我忘了给你寄过信。
5.so„that„:so+adj./adv.+that+句子（如此„以致于„）He is so friendly that everyone likes him.He runs so fast that nobody can catch up with him.6.hundreds of/ thousands of/ millions of: 前面无具体数字时,三个数词后一定加s two hundred/ five thousand/ ten million: 前面有具体数字时,三个数词后不加s 7.stop to do sth.停下来去做某事 stop doing sth.停止做某事 8.both„and„两者都„ Unit 6 — Unit 10写作复习7
jobs, but he didn‟
t have to.John decided to30living a simple life like everyone else.He didn‟
t tell any of his friends and gave his $ 100,000 of his money to a31that helped poor children to live better lives.Today he is 36, he32wears cheap shoes and owns a small car only, but he is much happier.Once, John went to meet a little girl in Africa.He said the meeting was very33.“ When I met her, I felt very, very happy,” he said.“ I saw that the money34for a very good plan.It brought me35to the child in a way that giving money36cannot.” “ I want to do everything I can,” he added.（）29.A.rich B.happy C.lucky D.confident（）30.A.stop B.have C.keep D.agree（）31.A.hospital B.familyC.school D.charity（）32.A.also B.still C.everD.never（）33.A.excitingB.relaxingC.boring D.frustrating（）34.A.invented B.was invented C.usedD.was used（）35.A.friendlyB.honestC.closerD.quieter（）36.A.prettyB.aloneC.sureD.extremely
III.阅读理解（A）
David Brenner came from a poverty family.When he finished his school, he was given a wonderful present.“Some of my friends got new clothes and a few rich boys even got new cars.” He remembered, “My father reached into his trousers pocked and took something out, I held out my hand, and he let my present drop into it---a nickel!”
“Dad said to me, „Buy a newspaper with that.Read every word of it.Then turn to the classified section and get yourself a job.Get into the world.It‟s all yours now!”
“I always thought that was a great joke my father had played on me until a few years later when I was in the Army, sitting in a foxhole, and thinking about my family and my life.It was then that I came to know that my friends had got only new cars, or only new clothes.My father has given me the whole world.What a great present!”注：nickel五分硬币;foxhole战壕
37.From the text we know that David Brenner‟
s family was______.A.richB.poorC.strangeD.unusual 38.What did David get as a present when he left school? A.New clothes B.A new carC.Something nice D.A nickel 39.David father asked him to read the newspaper to _______.A.find interesting storiesB.find himself a job C.know what happened in the world D.learn more things in it 40.Some years went by and David became a ______.A.doctorB.teacherC.soldier D.driver 41.In the end David understood the present his father gave him was _________.A.greatB.unimportantC.beautifulD.useless
（B）
During the winter, Fred Carpenter goes skiing（滑雪）
just about every weekend.Sometimes he drives as far as three hundred miles to find the freshest snow.Fred has been skiing since he was seven years old.By the time he was twelve, he had won several junior8
championships.When he was thirteen, he lost his right leg in an accident.By the next season, Fred had learned to ski on one leg.“ It‟
s certainly a little harder this way,” Fred says, “ but the thrill is just the same.”
Now Fred is looking for other people like himself who love to ski.“ It‟s time to organize some races!” he says.（）42.Fred Carpenter goes skiing during the ________.A.springB.summerC.autumnD.winter（）43.Carpenter began skiing when he was ________.A.twelveB.thirteenC.fourteenD.seven（）44.Carpenter learned to ski on one leg ________.A.after he had an accident B.after he found the freshest snow C.because he liked skiing this wayD.because he was a champion（）45.Fred Carpenter does not ________.A.love skiingB.give up easily C.enjoy drivingD.show up easily（C）
For most students, the time of exams is very stressful and difficult.Some people find exam time so bad that they become ill, because they are afraid of failing;they are afraid of letting their parents and families down.If exams are really making you ill or worried, don‟
t hide your feelings.Talk to someone about it.If one person doesn‟t help you, ask someone else.How to get through exams? Here are some top tips by educational psychologists（教育心理学家）：
●Ask a teacher or tutor about how to revise, and exam skills—how to work when you are in an exam.●
Take short rests during your time of work and revision.If your mind is tired, it will not remember well.●
Plan your work: revise at times when you know you will work at your best.●Get enough sleep, and eat healthy food.●If you feel ill, talk to someone about your worries.But don‟
t be too relaxed!Some stress over exams makes you work hard for them.●If it upsets（沮
丧）you to talk to your friends about an exam when it is finished, don‟t do it!In fact, don‟
t even think about the exam you have finished.What is done is done.You cannot change what you have written!To this advice, we would add:
If you are studying in the evening, don‟
t go straight to bed afterwards.Your mind will still be “going round and round”---thinking too much.Do something else, maybe walk or get exercise.Choose something that will relax you, and make you think of other things.Problems Suggestions---don‟
t know how to work for an exam Ask a teacher or tutor about how to revise.---feel tired 46.---feel ill or worried 47.---can‟t sleep well
Don‟t go straight to bed after studying in theevening.---it upsets you to talk to your friends about an exam when it is finished9
（D）
Hi!My name is Wang Ming.I‟m fifteen years old, and I‟m a Grade 3 student in Shanghai in the year 2053!
I expect you find that pretty hard to believe.Let me explain.This book is a journal I wrote last month for a very special competition.I won the first prize, which was that my book would become part of the first ever experiment in time travel.It would be put in a time capsule to be sent back almost fifty years into the past.So, if everything went according to the plan, you should be reading this in about the year 2005.Do you know what time capsules are? They are usually containers made of some very strong material---so strong that it should last for hundreds or thousands of years without being destroyed.Inside these containers, you put things that are typical of the place in which you live.For example, in 2005 you might put a copy of a popular comic, a CD by a famous musician, videos of television programs---all sorts of things.The idea is that when people in another century open up the time capsule.They‟ll be able to see what life was like in the past.Until now, all time capsules have been left for people in the future to find.This one is the first that has been sent from the future to the past.I don‟t understand how it‟s going to be done, but I think it‟
s a really cool idea.If it works, my own grandparents will be able to read this when they were secondary school students!But if my grandparents did read this, why haven’t they ever mentioned it to me?
（）49.If we believe what the passage says, this book was written ____________.A.last monthB.about fifty years agoC.in the futureD.by a time traveler.（）50.Time capsules are usually ____________________.A.hundreds or thousands of years old.B.made by people in another century C.sent back in time to people in the past
D.containers holding objects typical of a certain time and place.（）51.The main purpose of most time capsules is to ____________
_______
A.show people in the past what life will be like in the future B.show people in the future what life was like in the past C.keep copies of old comics of CDs
D.store recording of old television programs
（）52.The last sentence shows that Wang Ming finds the ideas of time travel______.A.confusingB.excitingC.uninterestingD.cool
综合语言运用
一、周末，我和朋友们除了进行一些娱乐活动外，还参观了博物馆，看到了许多发明„„
（a）按要求将所给的单词、词组分类。（请写字母）
A.telescopesB.listening to musicC.microwave ovensD.usefulE.watching moviesF taking photosG computersH.boringI.TV1.Last weekend, we enjoyed B ,.2.The inventions that we saw were _______________________________.3.We thought the inventions were________________________________.（B）回答问题。
What would you like to invent if you can and why?
I would like ____________________________ because ________________________.二、读下列三位志愿者的简历，完成任务。10
Name Jennifer John Mary Age 1614Free time
Saturday & Sunday Saturday & SundaySaturday
Likes 1）fixing up things 2）working outside 3）machines1）reading stories.2）chatting with others.3）kids & teaching1）singing & dancing2）working inside3）animals, kids & oldpeople
（A）根据所提供的信息，将志愿者的姓名填入相应的空白处，并阐明选择该工作的原因，同时选择符合句子的代词。1.例：
Jennifer can help to fix up the machines in a poor elementary school because she（he, she）likes fixing up things.2._______ can help work in an animal hospital because ________
（he, she）likes _______.3.__________ can sing and dance to cheep up the old people because _________（he, she）likes __________.4._______ can help the kids at local elementary schools to finish their schoolwork on Sunday because __________（he, she）likes __________.（B）请阅读Jennifer 的来信，仿照下面的范文替John 或Mary 写一封自荐信。Dear Mr.Black,I‟
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