新目标九年级unit10教案（精选8篇）
这是新目标英语九年级第十单元第一课时。在这一课，我们首先通过看图片认知过去完成时，然后再通过听、说、写来体验并掌握这个时态。
二、教学目标和要求
1.认知目标
(1)掌握单词和短语：by the time, gotten, oversleep(2)观察目标句型：“what happened?”and“by the time i got up, my brother had already gotten in the shower.”
(3)归纳过去完成时的用法。
2.技能目标
(1)教学生会使用新单词。
(2)教学生会用过去完成时来叙述过去发生的事情。
(3)用核心句型来训练学生的听说写的技能。
3.情感价值
要让学生养成早睡早起的好习惯，那么早上就不会匆匆忙忙。
教学重点：
(1)重点单词：oversleep(2)用过去完成时来叙述过去发生的事情。
(3)语法：过去完成时
教学难点：
语法：过去完成时
三、教学设计
在备课时，笔者是依据《全日制义务教育英语课程标准（实验稿）》、“考试说明”及初中英语教学和学生实际情况来设计的。具体的教学过程：
1.首先以“发现”区别为例，减缓学生的紧张和焦虑，并为下面的对话和理解语法作热身。
teacher asked, “in unit 9, we’ve learned the differences between discover and invent, do you still remember?”
student 1 answered, “my father discovered my mother, then they invent me, i i’m their invention ”
t: what do you usually do in the morning?before school? t: do you like mornings? why or why not? 2.教师先通过图片说两个完整的过去完成时的句子，让学生有个初步的了解。
by the time she got up, her brother had already got in the shower.by the time she got outside, the bus had already left.3.让学生仿照我的例句再根据图片，完成句子，进一步理解过去完成时。
t: 当我到达学校时，铃早已经响了。
s2: by the time he got to school, the bell had rung.4.通过听力来巩固过去完成时。
(1)by the time i got up, my brother ___already ___ in the shower.(2)by the time i got outside, the bus ___already ___.(3)when i got to school, i realized i ___?___ my backpack at home.make a conversation with: a: what happened this morning? b: i overslept…
5.看图，再听再巩固过去完成时。
when i got to school, i realized that i had left my backpack at home when i ________(get home), i _______(realize)i _______(leave)my keys by the time i ____(get)back to school, the bell ________(ring).by the time i _______(walk)into class, the teacher __________(start)teaching already.6.通过复述书上小主人迟到过程，来练习过去完成时。可以根据下面两个例子来复述。
sample one(对话形式)：
what happened first? i overslept.what happened next? by the time i got up, …had already gotten….…got outside, …had left….…got to school, …had left….what happened then? by the time i got home, …had left….…got back to school, … had rung….…walked into class,… had started…
what happened at last? the teacher looked at tina and….sample two(短文形式)：
tina ___(oversleep).by the time she ___(get)up, her brother ___(get)in the shower.by the time she ___(get)outside, the bus ___(leave).when she ___(get)to school, she ___(realize)she ___(leave)my backpack at home.when she ___(get)home, she ___(realize)she ___(leave)my keys in the backpack.by the time she ___(get)back to school, the bell ___(ring).by the time she ___(walk)into class, the teacher ___(start)teaching already.the teacher looked at tina and said, “ you ___(should get)to school on time ”.7.通过来给书上的故事编结局，不但可以进一步巩固语法，还可以提高他们的写作能力。
make up an ending for the story.you?can begin with: the teacher looked at tina and…
8.让学生来总结他们对过去完成时的理解，老师补充升华
过去完成时的构成：s+ had p.p.9.家庭作业
任务型语言教学是目前交际教学思想中的一种。以任务为中心的教学营造了一个有利于学习者语言习得的最佳环境, 把语言应用的基本概念转化为具有实践意义的课堂教学方式, 它倡导“在做中学, 在做中用”的教育理念, 将语言应用的基本理念转化为具有实践意义的课堂教学方式。运用学习任务组织教学, 强化了语言实践的过程, 充分体现了语言的交际本质。在完成任务的过程中, 学生自然地应用语言知识, 从而获得语言运用的能力, 真正体现了从知识到能力的转化。
英语是一门有声语言, 与其他任何语言一样, 它是用来交流思想的, 其重要作用就是交际, 首先要求说话者必须听懂对方的话, 听不懂也就失去了交际的意义。英语听力教学不仅仅起听力练习的作用, 更给我们提供了一个有声有色的语言环境。把学生带进了谈论本单元话题这样一个贴近生活的环境, 容易激发学生的学习兴趣。让学生接触到了地道、纯正的英语, 有利于学生模仿。
二、教学目标
1. 语言目标
(1) 重点单词及短语:stressed out, happen, no wonder, realize, rush, by the time, gotten, oversleep。
(2) 能听懂对话内容, 会从中提取信息和观点。
(3) 能就所提供的图片表达自己的观点和看法。
2. 能力目标
(1) 训练学生听力能力及获取语言信息的能力, 完成围绕听力内容所设计的各种任务, 初步掌握听力技巧。
(2) 在听录音的过程中培养学生捕捉信息的能力, 熟悉口语特点, 激发学生主动学英语和用英语的积极性。
3. 情感态度目标
回忆过去的事, 谈论的主题是“Bad days”, 激发学生的学习兴趣, 克服消极情感因素。
三、教学过程
环节1.听前活动 (pre-listening activities)
【活动目的】
学生在做听力理解前, 根据所给的图片或对话标题, 可对将听到的材料内容进行预测;做好听前预测可消除学生对听力的畏惧心理。
【活动流程】
(1) 看1a动画图片, 学习新单词是为听力中的生词做铺垫
Ask students to have a look at the pictures in 1a and provide sentences showing the meaning of the words.
T:What do you see in the first picture?
S1:She slept for a long time.
T:That's correct.She slept too late.She overslept.Class re peat, she overslept.
SS:She overslept.
T:...
(2) 全班互动交流。通过让学生观察动画图片预测听力对话内容。
【教学反思】预测能力是听力能力中不可缺少的一部分, 因此, 万不可盲目地按下播放键, 让学生在没有任何与听力材料相关的线索下, 漫无目的地、不知详略地乱听。只有当学生见到1a中对话者的形象, 大概了解对话主题之后, 他们作出的猜测才是有意义的, 才能在听的过程中有的放矢, 达到目的。
环节2.听中活动 (while-listening activities)
【活动目的】
通过听对话了解对话内容主旨大意以及能捕捉到相应的信息, 完成题目1b要求。
【活动流程】
(1) Play the recording the first time. (要求学生带着问题听对话, 捕捉大意)
(2) Play the recording a second time. (要求学生边听边完成题目要求, 为了给学生充足的时间来填写, 作以必要的停顿)
【教学反思】听的过程中要明确目的, 分步细听, 解决细节问题, 教师在设置听力问题时, 一定要注意任务的难度。听力材料一开始就出现理解障碍, 容易给学生造成不安或畏惧的情绪。教师首先可呈现较容易的学习内容, 旨在使大部分学生有成就感, 再呈现较难问题, 旨在让学生了解自己的听力水平。
环节3.听后活动 (post-listening activities)
【活动目的】
《新目标》教材中的听力材料富有趣味性和实用性。听力录音的声音、语速和节奏等都比较符合说话人的身份和语境, 具有较强的真实感。而听力教学的主要任务是帮助学生提高语言信息的接收和理解能力, 而理解和表达是交际的两个方面, 不能完全分离。因此, 听力教学应让学生在听懂的基础上围绕听的材料说, 在说的同时提高其听的能力。教师应充分利用这些语言材料, 让学生在完成听力任务的同时, 模仿并朗读听力材料, 最后围绕话题展开自由讨论。
【活动流程】
Ask and answer in pairs according to the conversation.
A:Hi, Wang Mengze.You look stressed out.
B:I am.I had a bad morning.
A:Really?What happened?
B:Well, I overslept.And by the time I got up, my brother had already gone into the shower.
A:What about you, Sun Xiaoyin?
B:...
【设计意图】充分利用听力材料, 在听力理解的基础上过渡到说。
(1) Read after the tape.
【设计意图】加深对语篇的印象, 模仿语音语调, 培养语感。
(2) Say something about other students.
Wang Mengze had a bad morning.He overslept.And by the time he got up, his brother had already gotten in the shower...
【设计意图】语言输出, 培养学生的综合语言表达能力。
(3) Write a short passage about himself or herself.
【设计意图】最终落实到写, 检测学生对听力材料的巩固情况。
(4) 学生总结汇报。
(5) 老师给予总结性评价。
上述听力任务设计都是紧紧围绕教学目标展开的, 在听力训练的基础上, 通过听力材料所获得的语言知识和语用知识就会有效地转化为听、说、读、写的能力, 真正做到用教材, 而不是教教材。
【教学反思】任何听力材料都包含语言知识, 与主题相关的文化知识和语篇方面的知识, 教师应善于根据教学实际需要, 灵活地和创造性地使用教材, 根据教学目标合理设计听力任务, 把听与说、读、写紧密地联系起来, 使学生把通过听力材料所获得的语言知识和语用知识有效地转化为听、说、读、写能力。
环节3.课堂小结
In this period we've practiced the target language in spoken conversation, and practice the spoken English using the target language.
环节4.布置作业Homework
Write a short passage about bad things.
含有“by/by the end of + 过去时间点”或“by the time + 谓语动词为一般过去时的从句”时态标志的句子中的谓语动词通常用过去完成时,构成模式为“had + 动词的过去分词”,表示在过去某一时间或某一动作之前已经发生或完成了的动作(也可以说这一动作发生的时间在“过去的过去”)｡例如:
By the end of last term we had won two matches. 到上学期末为止,我们已赢了两场比赛｡
注意:在包含 when, before 等时间状语从句的复合句中,如果主从句的谓语动词表示的动作是在过去不同时间发生的,那么先发生的动作通常用过去完成时,而后发生的动作用一般过去时｡例如:
When I woke up it had already stopped raining. 我醒来的时候雨已经停了｡
但如果两个动作紧接着发生,则主句和从句的谓语动词均可用一般过去时｡例如:
Just before I left Beijing, I sent them an e-mail. 在离开北京前,我给他们发了一个电子邮件｡
2. I’ve never been late for school, but yesterday I came very close.(P78) 我上学从来没有迟到过,但昨天我却差点迟到了｡
come close 表示“差点迟到”的意思, close 是副词,意为“接紧地”､“紧紧地”｡例如:
The end of the year is drawing close. 年终将至｡
He lives close by the church. 他住在教堂附近｡
3. I only just made it to my class.(P78)我正好按时到达了教室｡
only just 意为“勉强”､“刚刚”｡例如:
We were only just in time for the last bus. 我们差点儿没赶上末班车｡
I’ve only just arrived. 我刚刚到达｡
make it 表示“及时赶到”､“成功”等意思｡例如:
Let’s make it half past one. 我们一点半到那儿吧｡
He wants to make it as a writer. 他想作为作家而一举成名｡
注意: make it up to sb 意为“报答/偿还某人”｡例如:
Thanks for buying a ticket for me——I’ll make it up to you later. 谢谢你为我买票,我以后会还你的情｡
4. The bus broke down.(P78)公交车坏了｡
break down 意为“(机器等)出故障”,它还有“崩溃”､“瓦解”､“身体或精神衰弱,情绪失去控制(如突然大哭)”等意思｡例如:
Our plans have broken down. 我们的计划已经失败了｡
His health broke down. 他的身体垮了｡
She broke down when she heard the news, but quickly recovered. 她听到那消息就哭了起来,但很快就恢复过来了｡
另外, breakdown 是名词,意为 “(机器等的)故障/损坏”､“垮台”､“破裂;“(精神､体力等的)衰弱”等｡例如:
The earthquake has caused a breakdown of communications. 地震造成了通讯系统的中断｡
He’s suffering from a nervous breakdown. 他正患神经衰弱｡
5. Wells was so convincing that hundreds of people believed the story...(P80)韦尔斯说得如此令人信服,以致于许多人都相信了这件事……
“so + adj./adv. + that...”结构意为“如此……以致于……”, that 引导结果状语从句｡例如:
He did so well that the workers all spoke highly of him. 他干得如此出色,以致于工人们都称赞他｡
This book is so interesting that everyone in our class wants to read it. 这本书如此有趣,以致于全班同学都想看｡
6. He was going to meet me earlier but he didn’t show up.(P81)他打算早一点与我见面,但他没有露面｡
show up 意为“出现”､“露面”｡例如:
Over a hundred people showed up at the meeting. 有100多人出席了会议｡
7. Could you please tell me where the restrooms are?(P86) 你能告诉我公共厕所在哪里吗?
句中的连接副词 where 引导的是宾语从句,宾语从句应用陈述语序｡
注意以下常用于问路的句式:
Can/Could you please tell me how to get to... ?/where...?
Do you know where I can...?/I wonder if you can tell me...?
8. The bank is next to the bookstore.(P87)银行在书店隔壁｡
next to 意为“贴近”､“挨着”､“与……相邻”,与名词或代词连用,在句中作表语､定语或状语｡例如:
In one room next to his, I found a lot of old clothes. 在他隔壁的一个房间里, 我发现了许多旧衣服｡
He stood next to the garden. 他在靠近花园的边上站着｡
另外, next to 还有“几乎”､“差不多”的意思,相当于 almost｡例如:
I know next to nothing about him. 我对他几乎一无所知｡
It would be next to impossible to do the job in such a short time. 在这么短的时间里干这件事是不大可能的｡
9. Is that a good place to hang out?(P88)那是一个闲逛的好地方吗?
to hang out 是动词不定式作后置定语,修饰 a good place｡ 动词不定式与被修饰的名词之间存在着逻辑上的动宾关系｡例如:
I have something important to say. 我有重要的事要说｡
She has no paper to write on. 她没有写字的纸了｡
10. ... the staff dress up as clowns.(P90)员工们都装扮成了小丑｡
dress up 意为“装扮”､“(使)穿上盛装”｡例如:
He dressed up as a cowboy. 他装扮成一个牛仔｡
She was dressed up in her Sunday best. 她身着节日盛装｡
11. Could you please tell me if there are any good museums in Newtown.(P90)你能告诉我在新城里有没有一些好看的博物馆?
if 是连词,意为“是否”,引导宾语从句,在此句中可以用 whether 代替 if｡注意:
(1) 引导主语从句时只用 whether,不用 if｡例如:
Whether he will come is still a question. 他是否能来还是个问题｡
(2) 引导表语从句时用 whether, 不用if｡例如:
The question is whether we should go on with this work. 问题是我们是否应该继续进行这项工作｡
(3) 在介词之后,只能用 whether 引导宾语从句, 不能用 if｡例如:
I worry about whether I hurt her feeling. 我担心我是否伤害了她的感情｡
(4) 与 or 连用时只能用 whether,不能用 if｡例如:
The question is whether to go or to stay. 问题是去还是留｡
I don’t know whether he is wrong or she is wrong. 我不知道是他错了还是她错了｡
12. I’ve been collecting them for many years.(P91)我已经集邮很多年了｡
句中的 have been collecting 是现在完成进行时｡现在完成进行时由“have/has been + 现在分词”构成,主要表示从过去某时间开始持续到现在并有可能继续进行下去的动作｡例如:
We’ve just been talking about you. 我们一直在谈论你｡
13. The expressions you use might depend on whom you are speaking to or how well you know them.(P92)你所选用的语言取决于你和谁讲话或你们相互的相识程度｡
depend on/upon意为“取决于……”､“依靠”､“信赖”｡例如:
Success depends on your efforts and ability. 成功与否取决于你的努力和能力｡
You can depend on him for help. 你可以依靠他的帮助｡
He is not to be depended on. 他不可信赖｡
注意: depend on/upon it 意为“毫无疑问”､“没错”｡例如:
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新目标九年级英语英文教案Unit 12
新目标九年英语英文教案Unit 12 Youre supposed to shake hands. Unit 12 Youre supposed to shake hands. Part 1: Teaching design (第一部分：教学设计) Structures: Supposed to ＋ infinitive Target language: How was the dinner at Paul’s house last night? Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrived at 8:00. Vocabulary: kiss, bow, table manners, chopstick, fork, spoon, napkin, greet, rude, wipe, point, stick, shake hands, be supposed to, drop by, pick up, You should… Learning strategies: Comparing, Listening for key words Section A Goals ●To learn to use the structure Supposed to ＋ infinitive ●To listen and talk about what people are supposed to do Procedures Warming up by learning about the structure Supposed to ＋ infinitive Turn to page 95 first. Look at the sentences. Do you see how the structure Supposed to ＋ infinitive is used? What are you supposed to do when you meet someone? You’re supposed to kiss. You’re not supposed to shake hands. When were you supposed to arrive? I was supposed to arrive at 7:00. You should have asked what you were supposed to wear. 1a Looking, listening and matching Hello, class. What are we supposed to do next? Yes, you are right. We are going to look, listen and match. Now turn to page 94. Look at the picture and listen to the recording for what people do when they meet for the first time. Tapescript Boy1: What are people supposed to do when they meet in your country, Celia? Girl1: Well, do you mean when friends meet for the first time? Boy1: Yeah. Girl1: Well, in Brazil, friends kiss. Boy1: What about in Mexico, Rodriguez? Boy2: In Mexico we shake hands. Boy3: We bow. Girl2: And in Korea we also bow. Boy1: Well, I guess in most Western countries we shake hands. 1b Listening and checking You are supposed to listen for a second time to check your answers in 1a. Countries Customs 1. c Brazil a. bow b. shake hands c. kiss 2. b the United States 3. a Japan 4. b Mexico 5. a Korea Now you can turn to page 135 to read the tapescript. While reading circle the connectives and underline the expression_rs. 1c Doing pairwork What do people do when they meet for the first time? Now in pairs tell each other what you know about meeting for the first time. You are sopposed to use the Supposed to ＋ infinitive structure, OK? A: What are people in Korea supposed to do when they meet for the first time? B: They’re supposed to bow. A: What are people in the United States supposed to do when they meet for the first time? B: They’re supposed to shake hands. A: What are people in China supposed to do when they meet for the first time? B: They’re supposed to shake hands. A: What are people in Mexico supposed to do when they meet for the first time? B: They’re supposed to shake hands. A: What are people in Brazil supposed to do when they meet for the first time? B: They’re supposed to kiss. A: What are people in your city supposed to do when they meet for the first time? B: They’re supposed to wave their hands. 2a Listening and checking Maria, an exchange student from India, went to her American Friend Dan’s place and had dinner there. Now listen to the tape for the mistakes Maria made there. Tapescript Boy: Hi, Maria. How was Paul’s party? Girl: Oh, Dan, it was a disaster. Boy: It was? Girl: Uh-huh. Boy: What happened? Girl: Well, I was supposed to arrive at 7:00 but I arrived at 8:00. Boy: Oh, so you were late. Girl: Yeah, but in my country it’s different. When you’re invited for 7:00, you’re supposed to come later! Boy: I see. Girl: Then when I met Paul’s mom, I kissed her. Boy: And you were supposed to shake hands instead. Girl: That’s right. AND I wore a fancy dress. Boy: What’s wrong with that? Girl: Well, it was a barbecue, Dan. Everyone else was wearing a T-shirt and jeans. Boy: I guess you should have asked what you were supposed to wear. Now you may check√the mistakes by Maria on page 95. Maria’s mistakes √Arrive late; ate the wrong food; √greeted Paul’s mother the wrong way; √wore the wrong clothes 2b Listening and filling To fill in the blanks on page 95 you are supposed to listen to the tape one more time. Tapescript MariA: I was supposed to arrive at 7:00 but I arrived at 8:00. MariA: In my country it’s different. When you’re invited for 7:00, you’re supposed to come later. Dan: Boy: And you were supposed to shake hands instead. MariA: That’s right. And I wore a fancy dress. Dan: I guess you should have asked what you were supposed to wear. Next you are supposed to make a conversation based on 2b. You are supposed to say anything you like. Li Hong: I was supposed to get up at 7:00 but I got up at 8:00. Li Hong: In my home it’s different. When you’re asked to get up at 7:00, you’re supposed to get up later. Wang Bin: And you were supposed to do the morning exercise instead. Li Hong: That’s right. And I took my school backpack. Wang Bin: I guess you should have asked what you were supposed to take. 2c Doing pairwork You are supposed to role play the conversation between Maria and Dan. And you are supposed to use the information from activities 2a and 2b. A: How was the dinner at Paul’s house last night? B: Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrived at 8:00. A: Why was that? Why didn’t you arrive earlier? B: But in my country it’s different. A: What is the difference? B: When you’re invited for 7:00, you’re supposed to come later! A: So you didn’t arrive at 7:00.. B: When I met Paul’s mom, I kissed her. A: But you were supposed to shake hands instead. We don’t kiss each other when we are only friends. B: But I didn’t know that then. A: What did you wear? B: I wore a fancy dress. A: What’s wrong with that? B: It was a barbecue, you know. Everyone else was wearing a T-shirt and jeans. A: Oh, you made another mistake. I think you should have asked when you were supposed to arrive and what you were supposed to wear. 3a Reading and filling On page 96 are two exchange students, one from Colombia, the other from Switzerland, talking about their own home culture. Now read their speech, blacken the connectives and underline the expression_rs. Teresa Lopez From Cali, Colombia Marc LeBlanc From Lausanne, Swizerland Where I’m from, we’re pretty relaxed about time. If you tell a friend you’re going to their house for dinner, it’s okay if you arrive a bit late. Spending time with family and friends is very important to us. We often just drop by our friends’ homes. We don’t usually have to make plans to meet our friends. Often we just walk around the town center, seeing as many of our friends as we can！ In Switzerland, it’s very important to be on time. We’re the land of watches, after all！If someone invites you to meet them at 4:00, you have to be there at 4:00. If you are even fifteen minutes late, your friend may get angry. Also, we never visit a friend’s house without calling first. We usually make plans to see friends. We usually plan to do something interesting, or go somewhere together. And now you are supposed to fill in the chart. Attitude about… Colombia Switzerland Being on time Pretty relaxed about time very important to be on time Visiting a friend’s house Often just drop by friends’ house never visit a friend’s house without calling first Making plans with friends Don’t usually have to make plans to meet friends usually plan to do something interesting, or go somewhere together 3b Doing pairwork Next you are supposed to role play a conversation between Teresa and Marc, telling about the different attitudes of life in their home countries. A: What kinds of rules do they have in Colombia? B: Well, they have pretty relaxed rules. A: Like what? B: Well, it’s ok if you’re not on time. A: Could you give me an example? B: Sure. If they tell a friend they’re going to his or her house for dinner, it’s okay if they arrive a bit late. A: Do they often visit friends’ house? B:
Unit 11 教案
The First Period
Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary restroom, shampoo, stamp（2）Target Language
Excuse me． Can you please tell me where I can get a dictionary? Sure． There’s a bookstore on River Road．
2． Ability Objects
（1）Train students’ listening ability．
（2）Train students’ communicative competence．
3． Moral Object
Helping each other is very important． It is a good quality．
Ⅱ． Teaching Key Point Target Language
Ⅲ． Teaching Difficult Points
1． How to train students’ listening ability．
2． How to train students’ communicative competence．
Ⅳ． Teaching Procedures Step Ⅰ Revision
T: You’re new to this school． You need to know where the main office is．How can you ask where the main office is? S1: Where’s the main office?
T: That’s one way to ask． But there is a more polite way you can ask． You can say, “Can you tell me where the main office is?” Class repeat． Can you tell me where the main office is?
Ss: Can you tell me where the main office is?
T: That’s correct． Now let’s say you want to know where Classroom 1 is． How can you ask?
S2: Can you tell me where Classroom 1 is? T: Good!There’s another polite way you can ask: Could you tell me how to get to Classroom 1? Class repeat． Could you tell me how to get to Classroom 1? Ss: Could you tell me how to get to Classroom 1? T: That’s right． Very good．
Step Ⅱ 1a
Go through the instructions with the class．
Read the list of things to the class． To review the meaning of each item on the list, invite different students to say each phrase in their own words．
Point to the lettered parts of the picture one by one．
Ask a student: What kind of place is this?
What do they sell there? Do we have one in our community? What is the name of the one in our community?
亿库教育网 http:// 亿库教育网 http:// Point out the sample answer． Say, The letter c is in front of the words buy shampoo because you could buy shampoo in a department store． There may be more than one correct answer for some blanks．
While students are working, move around the room offering help as necessary．
Step Ⅲ 1b
Read the instructions to students． Point out the two conversations that are shown in the picture．
As you listen, fill in the blanks with words you hear in the recording．
Play the recording the first time．Students only listen．
Play the recording a second time．This time ask them to fill in the blanks with the words you hear．
Check the answers with the whole class．
Step Ⅳ 1c
Read the instructions to the class．
Point out the list of things people need and the pictures of the places in activity 1a． Say． Look at activity la． Have a conversation with a partner． Ask your parter politely where you can do these thing and then answer your partner’s questions．
As students work, listen to some pairs in order to check the progress and help with pronunciation as needed．
After students have had a chance to practise several exchanges, ask some pairs to come to the front of the classroom and act out their conversations．
Step Ⅴ Homework
Review the target language．
The Second Period
Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary
escalator, furniture, exchange money, elevator（2）Target Language
Excuse me． Do you know where I can exchange money? Sure． There’s a bank on the second
floor． Take the escalator to the second floor and turn right． The bank is next to the bookstore．
2． Ability Objects
（1）Train students’ listening ability．
（2）Train students’ communicative competence．
3． Moral Objects
If someone asks you how to get to the place he wants to go to, you should tell him the way correctly．
亿库教育网 http:// 亿库教育网 http://
Ⅱ． Teaching Key Points 1． Key Vocabulary exchange money
2． Target Language
Excuse me． Do you know where I can exchange money? Sure． There’s a bank on the second floor．
3． Structures
Do you know where I can buy shampoo?
Could you tell me how to get to the post office? Can you please tell me where I can get a dictionary?
Ⅲ． Teaching Difficult Points 1． Indirect questions．
2． How to improve students’ listening ability．
Ⅳ．Teaching Procedures Step Ⅰ Revision Check homework．
Step Ⅱ 2a
Read the instructions and point to the list of directions．
Get students to name the items in the picture such as escalator, elevator, shoe store, and so on．
Play the recording． Students only listen．
Tell them that the picture may help them understand what they are hearing．
Play the recording again． This time ask students to write a number next to four of the directions．
Check the answers with the whole class．
Step Ⅲ 2b
Point to the picture． Say, now you will hear the recording again． This time show where the boy went as he followed the directions to the drug store． Draw a line on the picture in your book．
Play the recording again and ask students to draw the line on their own． Check the answer with the class．
Step Ⅳ 2c
Ask a pair of students to read the sample conversation aloud to the class．
Read the instructions aloud． Say． Make conversations using information about the places in the picture with your partners．
As students work, move around the classroom checking the progress of the pairs and offering help as needed．
Ask one or two pairs to say their conversations to the class． Ask the rest of the 亿库教育网 http:// 亿库教育网 http:// class to look at the picture as they listen．
Step Ⅴ Homework
Ask the students to write three sentences with the starters of the structures．
The Third Period
Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary
hang out, fresh, advantage, disadvantage, block（2）Target Language
Go out the front door and take a right． Walk about three blocks． Go past the park, and turn left onto Oak Street．
（3）Moral Objects
Anything has both advantages and disadvantages． We should treat everything correctly．
Ⅱ． Teaching Key Point
Train students’ listening, speaking, reading and writing ability．
Ⅲ． Teaching Difficult Points
How to improve students’ integrating skills．
Ⅳ． Teaching Procedures Step Ⅰ Revision
T: Yesterday we learned the structures．
Do you know where…? Could you tell me how to get to…? Can you please tell me where…? Now who can make sentences by using the structures?
Step Ⅱ 3a
Read the instructions． Point out the blank lines under the words Advantages and Disadvantages below the interview．
You will write your answers in these blanks．
Read the first two sentences at the top of the article．
Explain that the interviewer will talk to several teenagers．
Get students to read the interview on their own quickly．
When they have finished, ask if there are any words or sentences they don’t understand． If there are, explain them．
Ask students to read the interview again and write the advantages and disadvantages． Check the answers with the whole class．
亿库教育网 http:// 亿库教育网 http:// Step Ⅲ 3b
Read the instructions． Point out the conversation in the box and invite two students to read it to the class．
Point out the list of advantages and disadvantages in Activity 3a． Say, You can use these items and any other items you can think of as you talk about places you usually hang out．
Ask students to work in groups of four or five． As they work, move around the classroom helping the groups as necessary． Make sure they talk about both advantages and disadvantages．
Ask several groups to act out part of their conversation to the class．
Step Ⅳ 4
Read the instructions to the class． Get students to look back at the picture and activities on the first page of this unit．
Point out the sample language in the box． Invite a student to read it to the class．
Ask students to say the names of some stores and other places in the community and write them on the board． Say，Each group can choose three of these places to write about, or you can choose another place you know of
Write careful directions from the school to each place, but do not say the name of the place． You can use the words this place instead． In order to help students work, draw a simple map showing the school and several nearby streets．
When the groups are ready, they read their directions to the class and the other students guess the name of the place they are talking about．
Step Ⅴ Homework
1． Ask students to choose two places in the community and write careful directions from the school to each place．
2． Finish off the exercises on pages 46～47 of the workbook．
The Fourth Period
Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary
fascinating, convenient, safe, restroom, inexpensive（2）Target Language
Can you tell me where there’s a good place to eat? Of course． What kind of food do you like? 2． Ability Objects
（1）Train students’ writing and speaking ability．
亿库教育网 http:// 亿库教育网 http://（2）Train students’ ability to understand the target language in spoken conversation．
（3）Train students’ ability to use the target language．
Ⅱ． Teaching Key Points 1． Key Vocabulary
convenient, safe, restroom inexpensive 2． Target Language
Can you tell me where there’s a good place to eat? Of course． What kind of food do you like? Ⅲ． Teaching Difficult Points
1． How to improve students’ writing and speaking ability．
2． How to use the target language．
Ⅳ． Teaching Procedures Step Ⅰ Revision Check homework．
Step Ⅱ 1a
Go through the instructions with the class．
Read the words in the box to the class and ask if there are any of these words that students don’t understand． If so, help students to explain the meaning of the word．
Then read the instructions again and point out the sample answer． Get a student to read the sample answer to the class． Point out that students can also write other words after the word clean．
Ask students to write words from the box in the blanks on their own． Help students if needed．
Correct the answers by having students read what qualities he or she listed．
Step Ⅲ 1b
Read the instructions to the class．
Point out the example in the box． Invite two students to read it to the class．
Now work with a partner． Look at the words in the box and use them to talk about places in your own city． As students talk, move around the classroom checking their work． Offer language support as needed．
Invite several pairs of students to say their conversations to the class．
Step Ⅳ 2a
Point to the picture and ask students to tell what is happening． If necessary, explain that the scene shows a family on vacation． They are asking the man for information about various things to do in Sunville．
Go through the instructions and point to the chart．
Play the recording． Students only listen the first time．
Play the recording again． Ask students to write the places people ask about．
Check the answers with the whole class．
亿库教育网 http:// 亿库教育网 http:// Step Ⅴ 2b
Read the instructions and point to the chart．
You will hear the same recording again．
This time listen carefully to the answers the cleck gives． Write the answers in the blanks alone．
Point out the sample answer．
Play the recording again． Ask students to write their answers in the blanks．
Check the answers．
Step Ⅵ 2c
Point to the sample conversation． Invite two students to read it to the class．
Read the instructions． Role play the conversations you hear on the tape．
Get students to work in pairs． Move around the room checking the progress of the pairs and offering help as needed．
Ask one or two pairs to say their conversations to the class．
Step ⅦHomework
Talk about some places using the words in la, then write down the conversations．
The Fifth Period
Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary
water slide, clown, dress up, have fun（2）Practise reading an article．
（3）Practise writing something using the target language．
2． Ability Objects
（1）Train students’ reading ability．
（2）Train students’ writing ability．
Ⅱ． Teaching Key Point
Practise reading and writing using the target language． Ⅲ． Teaching Difficult Point How to write a guide to a place．
Ⅳ． Teaching Procedures Step I Revision
Review the target language presented in this unit． Check homework．
Step Ⅱ 3a
Invite a student to read the article aloud to the class． Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．
亿库教育网 http:// 亿库教育网 http:// Ask students to read the article again and complete the chart． Get students to do the work on their own or in pairs． As they work, move around the classroom and offer help as necessary． Check the answers．
Step Ⅲ 3b
Read the instructions to the class． Point to the first two sentences and ask a student to read these sentences to the class．
Look back at Activities 2a and 2b． Use this information to help you complete the guide to Sunville．
Ask the students to complete the brochure on their own． As they work, walk around the classroom offering help and answering questions as needed．
Invite a student to read the completed article to the class．
Step Ⅳ 3c
Read the instructions to the class．
Ask students to say the names of some of the places they might write about． Write a list of these places on the board for students to use as they write their guides．
Ask students to work on their own． Tell them that they can use what they wrote
for activity 3b as a guide． They can write the guide for all tourists, teenagers, families, or people on a budget． As they work, move around the room offering help as needed． Correct the students’ work． Ask some students to read their guides and correct them．
Step Ⅴ Part 4
Go through the instructions with the class．
Get students to look back at the guides they wrote in Activity 3c．
Ask students to work in groups of four or five students． Let different students play the role of the booth worker and the different tourists． Make sure every student has a chance to participate．
Ask one or two groups to say one of their conversations to the class．
Step Ⅵ Homework
1． Read the article in 3a again．
2． Write a guide to our city．
The Sixth Period
Ⅰ． Teaching Aims and Demands 1． Knowledge Objects
（1）Fill in blanks and make sentences using beautiful, safe, delicious, convenient, fascinating．
（2）Write some questions using the target language．
2． Ability Objects
亿库教育网 http:// 亿库教育网 http:// Train students’ writing ability．
Ⅱ． Teaching Key Points
1． Fill in blanks and make sentences．
2． Write questions using the target language．
Ⅲ． Teaching Difficult Point
Make sentences using “beautiful, safe, delicious, convenient, fascinating”．
Ⅳ．Teaching Procedures Step Ⅰ Revision
Check homework． Ask a few students to read the article in 3a．
Then ask a few students to read their guides．
Step Ⅱ Part 1
Look at the words in the box． Ask a student to read them． Make sure the students understand the meaning of the words． You are to fill in the blanks with the words． In some cases, students may need to use another form of the word, for example adjusting for tense or subject/ verb agreement．
Ask students to fill in the blanks on their own．
Check the answers．
Step ⅢPart 2
Go through the instructions with the class．
Look at the example with the students．
Ask students what the answer would be．
Ask a student to read the question and answer it．
Excuse me, could you tell me where the bank is, please? The bank is across the street from the shopping malt．
Get students to complete the work in pairs．
Check the answers． Ask a few students to read their questions．
Step Ⅳ Just for Fun!
Ask all the students to read the conversation． Ask: What is funny about this cartoon? Help students to explain． A Martian is a person from the planet Mars．
There is no such thing as Martian food on Earth, and the clerk looks silly because he is trying to think of where there is a Martian restaurant．
Invite some pairs of students to present this conversation to the rest of the class．
Step Ⅴ Summary and Homework In this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit． After class, please finish the questions in 2 in your exercise books． Then finish the exercises on pages 47～48 of the workbook as well．
亿库教育网 http:// 亿库教育网 http://
The Seventh Period
Ⅰ Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary
image, adventure, jealousy, hero, crime, journey, brave, no longer, show interest in, take it easy, become interested in, plain looks（2）Text:
Grown-ups like cartoons, too．
2． Ability Objects
（1）Fast-reading to get a general idea of the text．
（2）Careful-reading to get the detailed information in the text．
（3）Learn the words and phrases from the context．
Ⅱ． Teaching Key Points 1． Key vocabulary．
2． Train students’ reading and writing skills．
Ⅲ． Teaching Difficult Point
Train students’ reading and writing skills．
Ⅳ． Teaching Procedures Step I Key Vocabulary
Say the words and have students repeat them again and again until they can pronounce them fluently and accurately．
Step Ⅱ Part 1
Read the title Grown-ups like cartoons, too． To the class． Ask, what do you think the article is about? Look at the picture． Ask students to describe what is happening in the picture．
Ask students to answer the five questions． But don’t look at the reading text．
Instead, they use their background knowledge to try to answer the questions． As students work, walk around, looking at their progress．
When most students finish the task, ask students to answer the questions with a parter．
Elicit answers from the students． Ask if other students have the same or different answers． Do not give the correct answers to the students at this point． Wait until students have finished the reading and let them revise their answers accordingly．
Step Ⅲ Part 2
Read the text quickly, then summarize each paragraph in your own words． As the students are doing this, move around the classroom to make sure they can do the task in English．
Ask five students to report their answers．
Draw students’ attention to the instructions．
Ask students to complete the task individually or in pairs．
亿库教育网 http:// 亿库教育网 http:// As they work, walk around the classroom to make sure students discuss their reasons in English．
Have students report their answers． Encourage students to use complete sentences．
Step Ⅳ Part 3 Point to the story． Look at the words indicated in bold． Ask different students to guess the meaning． Don’t give them the correct answers． Ask students to read the article once． Say, pay attention to the bold words and expressions． And note any other words or sentences, you don’t understand． Read in context, guessing their meanings from the other words around them． Ask students to read the article again for comprehension．
Read the instructions with the students and have them look at the example． Then ask students to match the correct meanings with the correct words and expressions． Allow them one or two minutes to do this．
Check the answers:
Get students to make sentences with the words and expressions． Remind them to look at the article again for extra help．
Answers to this activity will vary． Then ask a students to write his/her answers on the blackboard． Help correct any mistakes．
Step Ⅴ Part 4
Read the instructions to the class． Elicit the first answer from the students from memory． Make sure that they understand what they need to do．
Ask students to do the activity on their own or in pairs． As they work, walk around the classroom offering help students may need．
Check the answers．
Step Ⅵ Part 5
Read the task with the students．
Ask students to do the activity in small groups． Try to put creative and artistic students in each group．
Check the answers and have students show or act out their cartoons for the class．
Optional activity
As an optional in-class or homework activity, remind students to find some cartoons and cut out the speech bubbles．
Students can then write their own English stories in the speech bubbles．
Step Ⅶ Homework
1． Read the story in 2 again for further comprehension．
2． Revise the target language in this unit．
指导专家:张志富 (辽宁省英语教研员)
曲端 (辽宁省英语教研员)
刘静雯 (辽宁省大连市英语教研员)
陈玉卿 (辽宁省大连市金州新区英语教研员)
一、教学内容
《新目标英语》八年级上Unit 5以娱乐活动为话题, Section A的话题主要围绕电视节目展开, Section B在此基础上引入电影话题。本堂课的教学内容是Section B部分, 阅读语篇围绕卡通片电影展开, 主要谈论美国卡通形象——米老鼠 (Mickey Mouse) 。
二、教学设计依据
任务型语言教学体现了“教师为主导、学生为主体”的理念, 鼓励学生通过体验获得语言技能。在教学实际操作中, 教师需要对教材进行重新整合, 并根据学生的接受能力开展行之有效的教学活动。
本课教学以“阅读教学”为核心, 采用了新《英语课程标准》倡导的“任务型课文教学途径”教学理念, 即要遵循“整体—局部—整体”的原则。
三、教学目标
(一) Knowledge and ability
1.Knowledge Master the new language:think of, come out, one of the main reasons, such as, was ready to
2.Ability:Learn to talk about cartoon characters and also the symbols of culture.
(二) Methods and procedures
1.Task based Teaching
2.Use the reading strategies to analyze the reading
(三) Value of emotion and attitudes
To know more about the symbol of American culture and also have a better understanding of Chinese traditional cartoons and the influence on Chinese culture.
四、教学方法
(一) 整体阅读教学法
在教学中, 笔者运用了整体阅读教学方法, 对学生进行相关阅读技巧的训练 (如捕捉关键词或细节, 抓住主题句, 利用语境猜测词义等) , 重视培养学生的阅读习惯, 引导学生利用已有的背景知识对阅读材料进行猜测、推断、概括, 达到培养学生阅读能力的目标。
(二) 交际语言教学法
学习语言的最终目的在于交际, 笔者有意识地加强对学生学习策略的指导, 让学生在学习和运用语言的过程中学会学习, 使学生在一定程度上形成自主学习、有效交际的能力。
五、教学重点和难点
Key points:Using the target languages to talk about the cartoon characters.
Difficult points:Using writing tips to write the cartoon characters and symbols of a culture.
六、教学设计思路
本课以Mickey Mouse的诞生、成名过程和所拥有的成就为线索展开。为了更好地完成本课教学任务, 培养学生的语言能力, 笔者设计了教学活动流程图 (见图1) 。
七、教学媒介
笔者运用实物、录音机、多媒体等教学媒介, 为学生创设逼真的情境, 激发学生积极参与的欲望。
八、教学过程
Step 1:Leading in
Show the students a video about different cartoon characters in different cartoons.
笔者通过播放一首歌曲, 激发学生的兴奋点, 自然地引出本课的主题“动画人物”。
Step 2:Pre-reading
1. Ask the following three questions
(1) Do you like to watch cartoons?
(2) What is your favorite cartoon?
(3) Why do you like it?
阅读文章是以一个广为人知的卡通形象———Mickey Mouse为核心的。阅读前, 笔者要求学生谈论有关卡通片的话题, 充分激活学生的背景知识。
2. Teach the new language points by introducing the cartoon called“Big Baymax”
Big Hero is a very famous and successful film.The main characters in Big Hero are Xiao Hong and Baymax.It first came out in China on February28, 2015.At first, Xiao Hong was unlucky.He lost his brother and he had some other problems, too.But he was always ready to try his best.And he won at last.
笔者与学生共同探讨较难的词、词组和语法结构, 扫清学生阅读障碍, 帮助学生顺利地进行阅读。
3. Prediction
教材的图片形象直观、新颖有趣。笔者通过挖掘图片资源, 让图片资源为教学服务, 培养学生的读图能力。
Step 3:While-reading
1.Read for the main idea
What’s the passage mainly about?
It is about a famous symbol in American culture——Mickey Mouse.
Read the passage quickly and find out the main idea of the passage.
学生快速阅读文章, 并判断自己的预测是否正确。这样, 学生通过快速阅读, 能够整体感知文章, 把握文章大意。
2.Skim for general information
Paragraph 1___Paragraph 2___Paragraph 3___
a.Who is Mickey?
b.What is Mickey like today?
c.Why was Mickey popular?
学生了解每段的大意和写作重点, 为后面的语言输出做好准备。
3.Read for details
(1) 2b Complete the time line.
学生再次速读课文, 并根据2b部分的时间轴补充信息, 其目的是培养学生的寻读能力。
(2) Read and fill the blanks. (见图2)
学生通过细读, 进一步从整体上了解文章的写作脉络, 为复述课文降低了难度。学生四人一组合作完成学习任务, 有利于培养自主学习、合作学习、探究学习的能力。
Step 4:Appreciate the sentences
1.The man behind Mickey was Walt Disney.
2.People went to the cinema to see the“little man”win.
英语学习既要有利于发展学生的语言运用能力, 体现工具性, 也要全面提升学生的人文素养, 体现人文性。学生通过了解Walt Disney和当时美国经济大萧条的背景, 进一步深入理解文章。
Step 5:Retelling
复述课文是思维整合和强化记忆的过程。复述课文可以训练学生的思维能力, 使学生巩固所学内容, 提高语言组织能力, 激发想象力。
Step 6:After reading
1.Discuss the following questions.
(1) Do you think Walt Disney is a smart man?Why or why not?Do you want to be like him?
(2) Do you want to be like Mickey?Why or why not?
(3) Can you think of another cartoon character that is as famous as Mickey?Why is the character popular?
(4) What cartoon character can be a symbol of Chinese culture?
口语活动能够使学生加深对文章的理解, 让学生品味阅读内容, 使学生能够将课文内容与自身实际相结合, 促进学生表达自己的观点。
2.Summary and writing (见上页图3)
(1) My favorite cartoon character
(2) Write about a symbol of Chinese culture.
学生对所学知识进行归纳、总结。在此基础上, 笔者为不同层次的学生设计了两个写作题目, 使学生在写作中学习和使用语言。
Step 7:Homework
1.Think of a cartoon character for our school mascot (吉祥物) .
2.Describe the mascot for us.
专家点评
张红老师的教学设计理念新颖, 目标明确;课堂活动由浅入深, 层层递进。具体体现在以下三个方面:
第一, 重视整体性原则。整个课堂围绕美国卡通形象———米老鼠展开教学活动, 学生通过阅读, 了解了卡通片在美国文化中的地位。每个教学环节紧紧围绕这一主题, 循序渐进、由易入难, 让学生自然融入。张老师设计的任务难度不断加大, 在充分铺垫的基础上, 学生能够很容易达成任务, 形成语言技能。在任务设计时, 张老师给学生提供较大的创造空间, 使学生通过学习掌握描写卡通人物的表达方式。
第二, 重视培养学生的阅读策略和阅读能力。本堂课通过一个短篇文章, 张老师有意识地对学生进行学习策略指导, 使学生学会如何通过速读、细读、略读等方式来获取信息, 让学生在学习和运用英语的过程中学会学习。
第三, 重视工具性和人文性的统一。本堂课张老师的教学设计既有利于发展学生的语言运用能力, 培养学生的听、说、读、写技能, 从而使学生形成运用英语与他人交流的能力, 体现英语的工具性;又有利于全面提升学生的人文素养, 开阔学生的眼界, 丰富学生生活经历, 使学生形成跨文化意识, 体现英语的人文性。
Ⅰ. 根据句意及首字母提示， 完成下列单词。
1. In Korea， people are s to bow when they meet for the first time.
2. Different countries have different c .
3. Tack will i his good friends to his home for birthday.
4. She g me by saying “Good morning” yesterday.
5. We d by the club to see if Mike was there， but he wasnt.
Ⅱ. 用所给单词的适当形式填空。
1. Were supposed （say） thanks when someone helps us.
2. She felt （relax） lying on the sofa.
3. The parents are planning （send） their children to a good school.
4. I invited him （have） dinner with me. And he agreed.
5. She has to （work） harder if she wants to catch up with others.
6. We never visit a friends house without
（call） first.
7. She was made （do） the homework again.
8. Mark runs （quickly） than Tom.
Ⅲ. 选择填空。
（ ）1. Dont angry if your friends arrive too late.
A. go B. grow
C. turn D. get
（ ）2. When I am at home， Im relaxed about time.
A. pretty B. beautiful
C. pleasant D. peacefully
（ ）3. —Am I late？
—Youre just for the meeting.
A. on time B. in time
C. at times D. sometimes
（ ）4. —What shall I do？
—The first thing is your homework.
A. finish B. finished
C. to finish D. finishes
（ ）5. The you are， the mistakes you will make.
A. more careful； fewer
B. more careful； more
C. more carefully； fewer
D. more carefully； more
（ ）6. The boy was nervous when he was to speak in class.
A. a little； asked
B. a bit； allowed
C. a few； told
D. few； able
（ ）7. In China， when you are invited to dinner， your friend may if you arent on time.
A. get angry B. not mind
C. be glad D. visit you
（ ）8. People in Brazil kiss when they meet for the first time.
A. must B. used to
C. love D. are supposed to
（ ）9. —Mike wants to know if a picnic tomorrow.
—Yes. But if it ， we will visit the museum instead.
A. you have； will rain
B. you will have； will rain
C. you will have； rains
D. will you have； rains
（ ）10. The teacher told her students in public.
A. not to shoutB. did not shout
C. not shout D. to not shout
Ⅰ. 根据提示写出正确的单词。
1. You can g______ the teacher with saying good morning.
2. In some western countries， its very i______ to be on time.
3. The people in Columbia have pretty r______ rules.
4. I cant believe how quickly my English has been i______！
5. I dont know how to b______ at the dinner table.
6. When you meet a Japanese for the first time， you are supposed to ______ （鞠躬） but not to ______ （握手）.
7. Can you have Chinese food with ______ （筷子）？
8. John was an ______ （没有经验的） graduate， so he could not do his work well.
Ⅱ. 用所给词的适当形式填空。
■
1. I dont know where I am， for everything is .
2. The writer some advice for parents and children.
3. Describe what you did and what the were.
4. His mother never gave up to help him.
5. ， his dog was found at last.
6. Its important to get children in reading.
7. When I first ate in a restaurant， I didnt know what I was supposed to do.
8. Was he supposed with the largest ones or the smallest ones？
9. I was used to with chopsticks.
10. What is one particular challenge that he is ？
Ⅲ. 选择填空。
（ ）1. —Wheres Diana？
—Shes just left to the kids from school.
A. dress up B. get up
C. stand up D. pick up
（ ）2. He kept on his eyes with the back of his hand.
A. drawing B. washing
C. wiping D. painting
（ ）3. The Smiths and we had a good time together.
A. dropped byB. turned by
C. showed byD. picked by
（ ）4. We stand in line when waiting for the bus.
A. dont B. are supposed to
C. cant D. mustnt
（ ）5. The vegetable should be into small pieces and put in the pot.
A. put up B. given up
C. cut up D. eaten up
（ ）6. I thought I would fail the exam， but I passed .
A. after all B. at all
C. in all D. of all
（ ）7. Its not good to others with your finger.
A. point at B. pick up
C. drop by D. hand out
（ ）8. In our country， we are pretty relaxed
time.
A. on B. in
C. about D. out
（ ）9. We often to do something interesting.
A. plan B. make
C. suppose D. out
（ ）10. Alice her way to be nice to
the new girl.
A. got out B. got out of
C. went outD. went out of
Ⅰ. 根据句意及首字母提示填写单词，完成句子。
1. I like chemistry very much because the teacher often e______ with some chemicals in class.
2. I dont know what to do here because everything is u______.
3. Tom is careless. He isnt the p______ man to do the important work.
4. N______ I get home at five oclock but yesterday I didnt get home until six.
5. Sending e______ is quicker and easier than sending letters by post.
6. You can often see the signs “Dont throw r______ everywhere.” “Please protect our environment.” and so on on the wall.
7. Its impolite to jump the q______.
8. I dont know w______ bike this is. It has been there for several days.
9. Its very hard to p______ everyone.
10. Linda is good at guessing r______. She can give the answers easily.
Ⅱ. 用所给动词的适当形式填空。
1. His mother never gave up ______ （try） to help him.
2. I find it difficult ______ （remember） when we visited Japan.
3. He did so well that he ______ （invite） to study at Oxford University.
4. Its impolite to make noise while ______ （eat） noodles in Japan.
5. You are ______ （suppose） to shake hands.
6. ______ （spend） time with family and friends is very important for us.
7. She gets relaxation from _______ （read） books.
8. Im sure everyone will have fun ______ （speak） English.
Ⅲ. 单项选择。
（ ）1. Its very important ______ us ______ many languages.
A. for； to learnB. of； to learn
C. for； learningD. of； learning
（ ）2. Walking along the railways ______
very dangerous.
A. was B. wereC. areD. is
（ ）3. —______ book is this？
—Its Lindas.
A. Who B. Whose
C. Whom D. Whos
（ ）4. Last year， the students in our class were ______ girls.
A. most B. the most
C. mostly D. the mostly
（ ）5. Tim bought a new bike ______ the money he earned in the summer vacation.
A. with B. inC. byD. for
（ ）6. —What does “CSL” ______？
—It means “cant shop laughing”.
A. meaning B. stand for
C. stand D. means
（ ）7. The Smiths ______ sending e-mails ______ letters because it is faster.
A. prefer； to writing
B. prefer； to write
C. prefers； to writing
D. prefers； to write
（ ）8. You shouldnt eat ______ drink while ______ down the street.
A. and； walk B. or； walk
C. or； walking D. and； walking
（ ）9. —Are you ______ English e-mail？
—No， it is ______ me.
A. familiar to； unfamiliar with
B. familiar to； unfamiliar to
C. familiar with； unfamiliar to
D. familiar with； unfamiliar with
（ ）10. Each of the children ______ watching cartoons.
A. like B. liking
C. to like D. likes
Ⅰ. 阅读理解。
风俗礼仪是本单元的主题。在和外国人打交道之前，我们应当先了解一些他们的礼仪，这样才能更好地交流和沟通。如果我们对此一无所知，也许会闹笑话哦。
Firstly， you must be punctual （准时的） with Germans. Even being 5 minutes late makes a bad impression. Being punctual is also very important in the USA. In the UK， its important to be punctual for business meetings， but nobody expects you to be on time for a social event. Half past seven really means a quarter to eight， or even eight oclock！With Russians， always be on time， but dont be surprised if your Russian contact（已有或将有联系的人） is very late！It is not unusual for them to be one or even two hours late！
In all the four countries， it is best to dress formally （正式地） and use dark colors. In Russia， designed clothes are very common. Dont be surprised if you go to an office in the UK on a Friday and find everyone wearing jeans. Many companies have “dressdown Friday”， when people wear casual clothes （休闲装）.
In conversation， the British and the Americans value （重视） humor， and both like to talk about sports. The weather is also a good topic of conversation with the British， but avoid talking about politics. In Russia， say positive things about their country， but avoid making complaints.
根据短文内容回答下列问题。
1. Is it important to be punctual for a social event in the UK？
2. Do people in the UK dress formally on Friday？
3. What topic do the British like to talk about in their conversations？
4. Who value humour more， the Americans or the Russians？
5. How many countries are mentioned in this passage？
Ⅱ. 阅读理解填词。
If youre invited to an American friends home for dinner， youd better remember the following r 1 for polite behavior. First of all， arrive on time （but not early）. Americans expect their g 2 to be on time. Its OK to be 10 or 15 minutes late but not 45 minutes late.
When youre invited to someones home for a meal， its polite to bring a small g 3 . Flowers or candies are always good. If you give something that is made in your n 4 country， your host or hostess would be very happy.
The napkin should not be put into the collar（衣领） or vest. It should be p 5 on the lap. If you are served some food that you dont like or cant eat， dont make a fuss （大发牢骚） about it. Simply eat what you like and hope that no one n 6 what you have left on your plate. If you are asked， you may have to say that youve enjoyed the o 7 food and have had “more than enough”. Be sure to tell the cook that you enjoyed the food.
After the dinner， dont leave at once. But dont stay too long， e 8 . When your friends seem to be getting t 9 and running out of things to say， it is time to leave. The next day， call or write a thank-you note to say how m 10 you enjoyed the evening.
1. r________ 2. g________ 3. g________
4. n________ 5. p________ 6. n________
7. o________ 8. e________ 9. t________
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