我们在英语语法中遇到的一般过去时，它的定义与运用方法是怎么样的呢？为大家精心整理了一般过去时复习教案 (译林牛津版英语七年级【优秀9篇】，希望可以启发、帮助到大家。
Comic strip and welcome to the unit
By Xu Xianggu
1.Teaching aims and demands on knowledge and abilities
a. To get to know the main topic of this unit ---computer.
b. To learn to guess the meanings for each picture.
c. To get to know the basic use of a computer and learn to talk about them.
e. To gain a feeling of success through making up and acting out after the samples in English.
f.To develop our students’ society sense
2.Teaching focus:
To leaen to talk about what to use a computer for.
3.Teaching difficulty:
To get to know the new grammar –passive voice
4. The teaching methods
Teaching aids: multi-media
Teaching methods: Communicative Approach
Study strategies: autonomous learning; pair work & group cooperation
Part Three Teaching procedures:
Procedure
Step One Greetings
Step Two presenting
1.I’ll show a picture of a computer and ask:
What is this?
Do you have one at home?
What do you usually do in your free time ?
Do you enjoy computer games ?
2.Leading-in by asking
Do you only use your computer to play games?
What do you use your computer for?
Why?
How often do you use your computer to help your study or play games ?
(Here encourage students to give opinions as many as possible and present the expressions such as drawing and designing , playing games, sending receiving e-mails)
3.Show the pictures one by one and ask
Do you know any other uses of a computer?
What does your father use a computer for?(According to each picture present the words and expressions such as word processing ,search for information, writing computer programs)
4.Read them and try to make sentences with them.
Step Three practice
1. Check them on the words and phrases: Show the six pictures and ask them to give the computer use in English.
2. Work in pairs with the expressions: What do you use your computer for? I use it to-
3.And then ask two students to read the dialogue as Daniel and Simon and the others listen to them with the following questions
What does Simon usually use his computer for?
Why and how often?
4.Work in pairs of two after the model (Here more opinions encouraged)
Step Four Presenting
1.Listen to the tape with this question: Do Eddie and Hobo know well about computers ?
2.After listening, ask the students the following questions
What do Eddie and Hobo think the computer look like?
Do you know what the remote control really is?
3. Ask the students to read the part and act out in pairs
4. With the sentence: the TV is turned on now, introduce the sentence pattern-- passive voice
（Write it on the blackboard and explain the form and meaning with more samples: such as The blackboard is cleaned after class ,I am often asked questions by my teacher in class .）
Step Five Practice
More practice with the words and expressions such as online travel, online friends , Have no idea, look like …, the remote control, turn …on, turn –off, change the channel, show the different uses of …, play games, search for…search sb for , send and receive e-mails, write computer programs,
Step Six Homework
a. Read the comic strips and try to recite it.
b. Try to review the new words and expressions in this period.
c. Prepare for the reading part.
Teaching Designs
Online Travel
online Searching for information What do you use your computer for?
remote control Word processing I use it to---
turn on Writing computer programs The TV is turned on now.
have no idea The blackboard is cleaned after class.
Teaching content：Comic strip and welcome to the unit
Teaching aims：1.复习掌握已学过的衣服的名称。
2.复习掌握已学过的颜色单词。
3.掌握并会使用服装的制作材料。
4.掌握并灵活运用课文中的对话。
5.教育学生养成乐于助人的品质。
Teaching focus ：1.衣服的名称及其制作材料。
2.会描述人物的穿着打扮。
Teaching aids：教学挂图，多媒体。
Teaching procedure：
Warming up:
Let the students see some pictures of the fashion show on the screen.
Pre - task:
1. Use the pictures to review the names of the clothes.
2. Review the colours. Ask the Ss to say the colours of the clothes.
3. Describe yourself what you are wearing today. Then ask some students to describe what they are wearing.
While- task:
1. Eddie is going to a fashion show. Will you please help him to dress up?
2. See some pictures of different kinds of dogs in clothes on the screen.
3. Use the pictures on the screen to present some new words: the material of the clothes. (silk, cotton, leather, wool,)
eg. Look at this lovely dog. Its scarf is white, and its made of silk.
4.Practise
Now Eddie is on the fashion show. He looks smart. He is doing a good job. He raises a lot of money for Project Hope. Use the following words to describe what Eddie is wearing.
names shoes hat scarf coat
colours black red white Yellow
materials leather wool silk cotton
5．Learn “comic strip”。
A. Present the comic strip. Help the Ss understand the meaning.
eg. Eddie is going to a fashion show. But he doesn't know what to wear. So he asks Hobo. Hobo tells him not to wear any clothes because dogs don't wear clothes.
B. Repeat the dialogue
C. Read the dialogue after the teacher.
D. Ask some students to act it out.
Post- task:
1.Welcome to the unit
A. Looking good and raising money.
The students are giving a fashion show to raise money for Project Hope. Look at the two students below and put the following words in the correct boxes.
B. Clothes and materials
Millie wants to join the fashion show. She wants to know the names of the names of the different materials. Help her write the correct words under the pictures.
2. Give a fashion show
Ask several students to give a fashion show.
The Second Teaching Plan Of Unit 6
Teaching Aims: (1) 认知目标：学习本课阅读内容。To learn the main diea of the reading.
(2) 技能目标：通过学生的活动，口头表达某人的衣着。初步完成本单元任务活动。
（3）情感目标：师生双边活动，增强亲合力，共同感受时装魅力。
Teaching contents: To learn the reading part of this unit, to grasp the main idea of this unit
Teaching Language Points: raise money; Project Hope, in /from 1980s;look colorful, / smart/modern /cool; a pair of blue jeans, fashion show.
Teaching procedures:
1. Lead-in (1)Select some Ss, Say something about their clothes. Pay attention to size, colour, and ues some suitable adjective words. Such as : smart, modern, cool, …
eg: 1. What colour is his coat?
2. What size is it ?
3. Does he look cool? …
(2) Ask the some Ss to describe my clothes. (to express one’s fashion with the words appeared in the reading. )
2. Warming up exercises: Present the new materials by picture.
(1) To distinguish the fashions in different times.(through pictures prepared.)
(2) Sum up. To describe a person in a short passage. (according to the pictures.)
Just like: “Deniel looked smart and modern. He wore blue and yellow sports clothes. He also wore a pair of colourful trainers. ”
3. Present the new materials; (1) Listening to the tape recorder and try to finish the form below.
Simon Clothes(1980s) Looked colourful Trousers were _____.His shirt was __ ____His tie was _______
Daniel ------ Looked ____ & ____. He wore ________.He also ______ trainers
Millie Give a talk on “_______” Young people ______ in 1990s. The trainers are _______.
Amy Young people like to wear ___________ Looked cool . She wore a yellow ‘silk blouse with ______ and a pair of blue jeans _____.
Sandy (I) Clothes(1990s) I wore ___, ____ and ______. I also wore my hair _____.
(2)Ask the Ss to sum up the impression on each student.(axxording to the form above)
(3) Try to retell the main ideas of the story.
4.Ask Ss to draw some pictures about Simon, Daniel, Millie, Amy and I.
This course is for the purpose of main task
5.Ss’ activities. Say something about the pictures drawn on the Bb.
6. Listen and read after the tape. (Pay attention to the intonation and pronunciation.) and try to translate some important sentences into Chinese.
7. Homework for today. Draw a picture of oneself in fashion for the Fashion Wall.
The Third Period of Unit 6
Teaching Contents: Reading A B
Teaching Topic: The Fashion Show
Teaching Aims: 1、进一步理解课文的主题
2、学习有关服装的名称、面料、色彩的运用
3、能够描述某个人的着装特色，增强个人的审美意识
Teaching LanguagePoints: 用新闻报道的形式写关于时装秀的一篇短文
Ⅰ.Greeting
Ⅱ.Warming up
1. Read the names of clothes with the picture on P87 (A)
T : He / She looks beautiful ( smart modern cool)
What is it?
S: Jacket tie shirt / blouse skirt
T : What are they?
S: Shoes trousers / boots
2. Ask the students about his (her) real life.
T: What are you wearing ?
S: A shirt.
T: What’s it made of?
S: It’s made of silk (wool leather cotton).
T: What colour is it?
S: It’s red .(yellow black white blue green purple)
Ⅲ. Reading (1)
1. Read the new words.
T: Last Friday ,Sandy’s class gave a fashion show.
Can you read the new words.
a fashion show Project Hope style scarf
time times trainer trainers century
smart modern colorful comfortable cool
2. Read the text
3. Qs and As
T: (1) Who wore white shoes?
(2) What did Simon wear?
(3) Who wore a blouse?
(4) What did Amy wear?
(5) Who wore sport clothes?
(6) Who wore a black skirt?
(7) Was Amy’s blouse silk? Was Amy’s scarf wool?
4. Fill in the blanks.
Name Clothes
Simon
Daniel
Sandy
Amy
Ⅳ.Reading (2)
T: Now let’s look at P90 (B) “Style and fashion”
Finish Kitty’s notes.
1. Simon wore a pair of white_____________
2. Millie talked about sports shoes called _____________
3.Young people like to wear trainers because they are ____________
4.Sandy wore a red____________
5. Simon’s _________ was yellow and red.
6.Amy wore a yellow __________ blouse and a pair of blue jeans.
Ⅴ.Post-task activity
(1) T: Now , I’ll ask you to say something about your friend’s fashionable clothes. And let’s guess who he is / she is .
S: He /She is wearing ….
(2) T: OK. Please come to the front and say something about yourself.
S: I’m wearing…
Ⅵ. Reading (3)
The students read the text again.
Ⅶ. Homework.
T: Please write an article about your friend’s fashionable clothes.
( about the fashion show)
The Fourth Period Of Unit 6 Fashion
Topic: Reading C, D
Aims:
1. Identify clothes and learn the names appeared in the reading part.
2. Arouse students’ enthusiasm for contacting others by interviewing.
3. Developing the ability of useing
I. Greetings
T: Hello, everyboy. Nice to see you again .Oh, Student A, your shirt is very beautiful, who bought it for you?
A: My father did.
T: Oh, I see. Student B, you look colourful. I think you can give a fashion show.
B: Thank you.
T: Do you still remember the fashion show?
Ss: Yes, we do.
II. Fashionable Clothes (C1)
1.T: Ok, let’s look at the pictures. Please tell us what these are.
(Teacher show them the pictures on the blackboard, ask students to tell the names.)
Picture One
C: scarf
T: Yes, scarf, a blue silk scarf. Read after me, please.
(Students read after teacher. Repeat the steps to go over the left pictures. Shirt, a black shirt;
boot, a pair of long red boots; tie, a yelllow and red tie; trousers, a pair of white trousers; trainers, a pair of colourful trainers.)
T: Good. Who wore these colthes at the fashion show? Who can answer this question? Please read the passage ‘ The fashion show’’, then answer the question.
(Students read it quickly.)
T: Who wore the scarf? Student E , please.
E: Amy wore the blue silk scarf at the fashion show.
(Ask students do the rest questions, write the names on the lines.)
2. Ask students to do the exercises in pairs like this:
A: What is this?
B: It’s a …..
A: Who wore it/them at the fashion show?
B: ….. did.
III. Fashionable Clothes (C2 )
T: Let’s come to the next part. Kitty wants to check her notes before she writes the article. Help her read her notes below. Write a T if the sentence is true. Write an F if it is false. Go ahead.
(Students read and check. Ask them to give the answers. If the sentence is false, ask them why, then correct it. Students read the true sentences.)
IV. A television interview
1.T: Kitty interviewed Simon and Sandy after the fashion show. Here are six sentences said by them. Read the sentences, then listern to the tape, try to find out who said what then write the correct numbers in the blanks.
(After the students finish reading the sentences, play the tape for them to listen to then ask them to write the numbers.)
2.T: Kitty interviewed Simon and Sandy after the fashion show. Do you know how Kitty interviewed them? Next please work in pairs or groups to act out the interview. Please use the sentences given in our textbook.
(Student prepair and act out the interview.)
V. Homework.Suggest some of our classmates just came from a fashion show. Do you want to know something about the fashion show? Do you want to know something about him?
The Fifth Period of Unit 6
TeachingContents: Vocabulary
TeachingTopics: Fashion Clothes
Teaching Aims :①To recognize adjectives that describe clothing
②To use adjectives to express opininons about how things look
Ⅰ:Warming up
T:Good morning
S:Good morning
T:What are you wearing ?
S:A silk shirt
T:Very beautiful
S:Thank you
Ⅱ: Part (A)
1,Show the six pictures and let the students guess who they are
S: Picture 1:Sandy
2:Amy
3;sandy
4:simon
5:Daniel
6:Daniel
2,Ask stronger classes to describe what their classmates are wearing. They can also describe their favourite clothes they wear at weekends.
e.g..Amy is wearing a yellow silk blouse
Sandy is wearing a pair of long red boots
3,Read the new words
boots blouse skirt tie trainers T-shirt
Ⅲ:Part (B)
1: help students describe the appearance of clothes with a wider range of adjectives. Introduce the idea of opposites. Brainstorm some common words:
big-small
old-new
short-long
slim-fat
young-old
2 :Ask students to do Part B on their own . For weaker classes, you may need to pre-teach or check the meaning of some words.
3:Have students compare answers with a partner’s. You could ask S1 to say the numbered words, one at a time ,and S2to say the word with the opposite meaning.
Ⅳ:Do a game
students work in pairs to describe a boy’s(girl’s) appearance and clothes,guess who he (she) is.
Game: He is wearing a yellow blouse and his clothes is heavy.
Q: Who is he ?
Extension activity
Do a survey. Write the table below on the board. Divide the class into groups of four.Have students interview each other using these questions.
What is your favourite clothing item? What materal is it made from? What colour is it?
Name of classmate Favourite clothes Material Colour
1
2
3
4
Ask students to present their fingings. Write some model sentences on the board to help students talk about their findings.
`they all like…’
‘One student like …and two students like…’
Ⅴ.Homework
1:Read the text after class
2:Preview grammar
The 6th and 7th Period Grammar
A Simple past tense
Task-based Teaching Aims:
1. Cognitive Development
Make sure students can recognize the tense freely.
2. Proficiency Level
To develop their integrated skills through listening, reading, speaking and writing. They can use the tense to make up sentences and dialogues freely after learning. They can also recognize and use adverbs to order events.
3. Affective Learning
To develop their enjoyments of life and things around them, especially the success of learning, through interactive teaching and student-oriented teaching.
4. Cultural Understanding
Make them feel the cultural differences between Eastern and Western Countries.
Step 1 Revise the purpose and use of the simple past tense by using a timeline. Draw a timeline on the board to show how the simple past tense is expressed in English. Give students some common time expressions: yesterday, last night, a month ago, yesterday afternoon, last week, ten years ago and make sure they can use the simple past tense to talk about things in the past.
e.g. 1. Eddie met Millie 3 years ago.
2. Eddie was ill yesterday.
Step 2 Teach them how to form the simple past tense before practicing them.
We form the simple past tense by adding ‘-ed’ to regular verbs.
Most verbs + ed walk →consonant walked
Verbs ending in e + d live → lived
Verbs ending in a consonant + y - y + ied try → tried
Short verbs ending in double the
a vowel + a consonant consonant + ed stop → stopped
We form the simple past tense of irregular verbs differently. We do not add ‘ –ed’.
No change cost → cost
Change the vowel come → came
Change the consonant make → made
Change the vowel (s) and the consonant (s) buy → bought
Writing about the past
A1. Write about the simple past tense forms of the verbs below.
1. start → started 2. dress → dressed 3. play → played
4. help → helped 5. use → used 6. like → liked
7. look → looked 8. study → studied 9. plan → planned
Step 3 Talk to students about what you did last weekend and ask some questions as you go along, e.g. I had a really good weekend.
Did you have a good weekend?
I played tennis for two hours.
What did you do?
I watched a film on Saturday evening. It finished at 11 p.m.
What did you do last Saturday?
On Sunday, I took a bus from Wangfujing.
There were a lot of people.
What did you do on Sunday?
Step 4 Teach them how to use the simple past tense to make positive and negative sentences, ask and answer questions. Have them complete the conversation. Check answers and clarify any misunderstandings.
Mrs Wang: Did Millie ask Grandma about the dress on Monday?
Andy: No, she didn’t. She went to the Reading Club. Did she help you with the shopping on Tuesday?
Mrs Wang: Yes, she did. Did she play volleyball on Wednesday?
Andy: Yes, she did. But she cleaned her bedroom.
Mrs Wang: I know! Did she do her Maths project?
Andy: No, she didn’t. But she did some work for the fashion show.
Step 5 Teach them how to use the simple past tense to form positive and negative sentences, ask and answer questions with the verb ‘ to be’. Have them complete the conversation. Check answers and clarify any misunderstandings.
Millie: Were you at home on Saturday morning?
Sandy: Yes, I was.
Millie: Was your cousin at the football match?
Sandy: No, he wasn’t. He was at the shopping mall with Mum.
Millie: Were you and your parents at the cinema on Saturday evening?
Sandy: Yes, we were.
Millie: Were your grandparents at the fashion show on Friday?
Sandy: No, they weren’t.
Millie: Were we at school last Monday?
Sandy: No, we weren’t. Last Monday was a holiday.
B Sequencing events
Step 1 To recognize and use adverbs to order events. Tell them to pay attention to the simple past tense. We use these adverbs to show the order in which things happen. We put the adverbs at the beginning of a sentence as they connect the sentences. We often use them to clarify a process or a particular sequence of events.
( first, then, next, afterward, finally)
Step 2 Ask students to do a presentation about their own day using the adverbs they have learned. Encourage them to include more information. Help them choose a title. Remind them to use the simple past tense.
B1 Briefly review the adverbs, using the picturesfor support.
Ask students to write the letters in the boxes in Ppart B1 individually. Students check each other’s sequence of sentences. Monitor the class as you walk around.
B2 Set the context by reminding students about the fashion show described earlier in the unit before asking students to do B2. Link Simon’s experience to any other events your students may have been involved in. introduce the idea of woriting a picture story as a narrative using adverbs and the simple past tense to order events.
Step 3 Review key vocabualry and explain unfamiliar words: ‘ catwalk.’
Ask questions about each picture.
1) What did Simon do first?
2) What did Simon wear?
3) What did he do next?
4) Who did Simon talk to?
5) Where did he go afterwards?
Ask students to write sentences about Simon’s day using the simple past tense. Check the answers as a class activity.
The Eighth Period of Unit 6 Fashion (Part 7)
Integrated Skills
Task-based Teaching Aims:
(1) Cognitive Development:
Through reading and listening to “The life of a trainer” , the Ss can learn and use relevant expressions freely.
(2) Proficiency Level:
To develop the Ss’ integrated skills through listening ,speaking, reading and writing .
(3) Affective Learning:
To develop the Ss’ enjoyments of life and things around them , especially the success of learning , through interactive teaching and student-oriented teaching .
(4) Cultural Understanding :
Make the Ss feel the cultural differences between Eastern and Western Countries.
Procedures:
Step One : Present a trainer and teach the different parts of it . Then listen and do part A1.
T: Is it a trainer ?
S: …
T: Do you like wearing trainers?
S: …
T: Do you know what the names of these parts are ?
S: …
T: OK. We call it “shoelace / sole / stripe / tongue”。
Step Two : Present the procedures of making a trainer .Then guide the Ss through the new words and let them speak out in English .
T: Now , boys and girls , I know that most of you like wearing trainers. Do you know how to make one ?
S: …
T: OK. First let’s have a look on the screen . Then please tell me about it .
S: …
T: OK. I know it’s very difficult for you to say . But it doesn’t matter . Now please discuss in your groups and later we’ll share your ideas together .
S: …(Discuss in groups )
T: (After listening to the Ss’ description , the teacher describes the general contents in Part A2 . Then let the Ss say after me twice . Finally listen and put the sentences in the correct order .)
Step Three : Present Part Two of the story . Then let the Ss get the general idea of it and pay much attention to the verbs past tense forms .
T: Now , we know how to make a trainer . Do you want to know how the trainer is getting along ? OK . Let’s listen carefully and complete the sentences in Part A4.
S: …
T: (After listening for three times , ask a student to present her answer , then check it . Teach the students to read the verbs and complete Part A3.)
T: Then guide the Ss to sum up the pronunciation principles of verbs past tense forms by reading themselves , such as:
清后[t], 元浊[d], [t][d]之后读[id].
eg: /t/ /d/ /id/
danced played acted
helped lived needed
talked answered visited
shopped carried shouted
Step Four :Present a fashion show and practise the sentences “What is / are … made of ? It’s/ They’re made of …”。
T: (First make a conversation with a student as a model in Part B. Then let the Ss work in groups of three to talk about the materials of their own clothes . Five or six minutes later , let them act out in the front and give the best a warm applause .)
Step Five :Written work
T: Now , we’ve learned the different parts of a trainer and how to make one . And we also see a fashion show and have learned different materials for making clothes . And would you please design some clothes and make a poster to give information about the styles , colours and materials of the clothes ? You can do it like this :
My Fashion ShowIntroduction Clothes A person wearing the clothes Introduction
T:OK. That’s all for today’s class . Thank you .
The Ninth Period of Unit 6 Fashion
Main task
Objectives
1 To describe different materials and items of clothing.
2 To make a brochure about clothes and fashion.
3 To present a brochure to the class.
Background information
Students will have opportunities to describe clothes and accessories. This section focuses on a fashion brochure for girls, which makes it necessary to bring in magazine pictures of boys’ fashions for mixed classes.
Bring in authentic brochures to show students the style of this kind of writing. Talk to students about the purpose of writing a brochure. Elicit from students as much information as possible about
1 Who are the readers?
2 What do the readers want to know?
3 How do you make your brochure look interesting to the reader?
Teaching procedures
1 Before doing the task, ask students who the audience is and emphasize the context in the Student’s Book of creating a ‘Fashion Wall’.
2 Tell students to read keywords below . Students identify any words they don’t know. Check and clarify the meaning of those words with the class.
Adjectives Clothing items MaterialsChecked hat silkSleeveless skirt cottonPatterned shirt denimLoose blouse leatherSpotted sweatshirt polyester Striped jacket viscoseFlowered sweater furTight socks linenComfortable tie Long shoesUncomfortable beltShort bootsBright suitFashionable dressModern CasualPolo-neckFormal
3 Enable students to describe themselves or their classmates by using the keywords above.
4 Ask students to read the model article on page 102. And tell them to use the model article and complete the sentences with word from Part A on page 101.
5 Check the answers and encourage students to express their opinions about the model article.
6 Tell students to choose one fashion item and make them aware of what kind of things . Their readers might like to read about . And tell students to create their own words to write a rough draft using the given model.
7 Let students read, check and correct their partner’s drafts in pairs and give them suggestions about the improvements in the use of words, spelling and structures and provide help while monitoring .
8 Make students rewrite their articles on a separate sheet of paper and add illustrations, particularly pictures of popular fashion items. Ask them to stick their work on the noticeboard and encourage them to read each other’s poster.
Sample writing
Teenagers like clothes that are fashionable and look good. My brochure is about casual, comfortable style.
First, I designed a cotton T-shirt. It is bright red and has a V-neck. It goes well with a pair of jeans. The jeans have wide legs. There are lots of big pockets at the front and back. I also designed a cotton shirt with long sleeves and buttons in the front.
Then I designed a pair of trainers to go with the jeans and T-shirt. They are very comfortable and made of white leather. They do not have laces, so they are easy to put on. The jacket I designed is blue with white sleeves.
All the clothes are comfortable to wear at weekends.
Unit 7 Shopping
1. come with me 跟我来 2. need sb. to do sth. 需要某人做某事
3. flower / shoe /gift shop 花/鞋/礼品店 clothes / sports shop 服装店/体育用品商店
4. go shopping = do some shopping = buy some things 购物/买东西
5. hate doing…/ hate to do…. 讨厌做….
6. be interested in (doing) sth. 对(做)…感兴趣
7.down the street 沿着这条街 8. be sure 确信、相信
9. just a minute = wait a minute = wait a moment = wait for a short time 稍等片刻
enough修饰adj./adv.时喜欢放在后 good enough
enough修饰n.时常放在前面enough money
11.carry all the bags 拎所有的包
12. wait for…. 等待… 13. be different from… 与….不同14. the same as…. 与…一样
15. another 又一，另一，用于三者或以上
16.take a look看一看 17.how much 多少钱
18. price用高、低(high, low)形容，不用贵、便宜形容
19. buy Simon a present 买给西蒙一个礼物 = buy a present for Simon 为西蒙买一个礼物
20. last year’s cards 去年的卡片
21. different kinds of hair clips 不同种类的发卡
22. go well with… 与…很配23. help the children in some poor areas 帮助一些贫困地区的孩子
24. walk a long way to school 走很长的路上学
25. try on 试穿26. one floor of restaurants 一个楼层的饭馆27. on the top floor 在顶楼
句型
There’s a new mall down the street.沿着这条街走有一个新建的大型购物中心。
What can I help you?/Can I help you?您需要什么？
How much do they cost?How much are they?他们多少钱？
4.I’ll take /buy them.我就买它们。
5. Not far away from my school, there is also a supermarket. 离我学校不远也有个超市。
6.They need books most. 他们最需要书。
7. We can use our pocket money to buy them these things. 我们可以用零用钱买给他们这些东西。
8. Thank you for your help. 谢谢你的帮助。
9. What’s your size? Size 40. 你穿几码？ 40码。
10. They fit very well. 他们很合适。
11. Can we see another pair? 我们可以再看一双吗？
12. There are five floors of shops. 有五层楼的商店。
13. There are foods from different areas. 有来自不同地区的食物。
14. The mall is a good place to meet friends and have fun. 这个购物中心是与朋友见面和玩乐的好地方。
Units1--4重点知识点总结
n.名词 v.动词 vt.及物动词 vi.不及物动词 adj.形容词
adv.副词 prep.介词 pron.代词 conj.连词
1、 喜欢
like / love / enjoy / be interested in / be crazy about (痴迷于)/ have fun / have a good time +doing sth.
动词+doing 的还有
Go doing sth. / finish doing sth./Be good at doing sth./ do well in doing sth.
How/what about doing sth./practise doing sth.
2、“四大看”
read vt.看读物(read books/newspaper/magazines/a map等)
look vi. 瞧常用短语look at/ for/around/after/out/over/up
see vt.看见，强调结果 I can see you.
watch vt.带有欣赏性的观看watch TV/ a film / a football game
3、“五大穿着”
Put on 强调“穿上”的动作eg. He ____a coat and goes for a walk.
Wear 强调“穿着”的状态；进行时态表示暂时的情况eg. She is wearing a new skirt now. / wear glasses
Dress (1) dress sb. (2) dress oneself (3) dress up as (4) get dressed
In (穿戴)后接颜色(或衣服)，表示状态 look!Lucy is_____a red skirt and a pair of pink shoes.
On 后接人指衣服穿在某人身上看出区别来。The red coat looks nice on you.
4、“四大花费”
Spend：sb.(人) + spend + 时间/金钱 + on sth.
sb.(人) + spend + 时间/金钱+(in) doing sth.
pay：sb.(人) +pay + 金钱+for sth.
cost：sth.(物) + cost + sb.+金钱
Doing + sb.+时间
take：it takes sb. +时间+ to do sth.
5、“三大地点副词”
Home / there /here 前不加任何的介词 welcome home / come here / go there
6、“三大使役动词”
Make sb. do sth./ have sb. do sth. / let sb.do sth.
7、见面打招呼用语
(1)Nice to meet you . (2) Glad to meet you . (3) How are you ? (4) How are you doing ?
(5)How is it going ? (6)How is everything going? (7) What’s up?
8、基数词+year(s)+old 表示“…岁”提问用“how old”名词性短语
数词-year-old 也表示年龄，但其为形容词性短语“前有冠词后有名(词)”
Eg. Helen is 11 years old = Helen is an 11-year-old girl.
9、Let’s 与let us 的区别
Let’s do sth. 指包括听者(对方)和说者(我们)都在内，表示建议
Let us do sth.指“让(允许)我们做某事”而听者(对方)不做，只有“我们”做
10、play+the+乐器类名词e.g. Play the piano
Play + 球类运动 play+ football / play cards / play chess
11、She comes from Shanghai= She is from Shanghai . 注：如何提问Shanghai 及如何改一般疑问句
12、be good at =do well in = be clever at = study sth. well
Be good at (反) be bad at do well in (反) be poor in
13、介词over的用法
(1)”在…正上方” There is a bridge over the river.
(2)”越过” A plane flies over the house
(3)”超过” There are over 20 boys in this class.
(4)”结束” Class is over! / Game is over.
14、every one 与everyone 辨析
区别(1)Every one 可以与of 连用，而everyone 却不能与of连用
Eg.every one of the children likes playing the computer games.
(2) everyone 只指人=everybody而every one 既指人又可指物
共同点：谓语动词都要用“三单”
15、family 的用法：“家庭”作为整体谓语动词用“单数”He has a big family.
“家人”强调成员，是复数含义，谓语动词用“原形” My family are at home.
拓展：集体名词有people、class、police、sheep、deer、furniture等
16、all/ both/ each/every/neither/ either 的用法
all (1)三者或三者以上“全部、都”(2)all + the + 名词(all the afternoon = the whole afternoon)
(3)all 放在行为动词前，名词前；be 动词后 (4) all of +宾格/名词复数
Both(1)两者都(2)后可跟of +宾格/名词复数Both sides of the street are grown trees.
Each 指两个或两个以上“每一个”个体Each side of the street is grown trees.
Every 指许多人或事物的“全体”后接名词单数 Every student is here . 所有人都在。
Neither指两者都不 neither of you will go to the party.
Either 指两者中任意一人意为“要么。要么” Either you or your brother will go to the party.
17、Walk 的用法
(1)作为及物动词；意为“遛(动物);陪着某人走”walk the dog = take the dog for a walk
(2)作为不及物动词；意为“走、步行”walk to school =go to school on foot
(3)作为名词；意为“步行、走”take a walk after supper =go walking after supper
(4)walking作为动名词常做主语 Walking is good for you.
18、含有o 结尾的名词变成复数加es的有：
黑人(Negro)英雄(hero)喜欢吃芒果(mango)、西红柿(tomato)和土豆(potato)
19、系动词中的感官类动词：
look(看起来) sound(听起来)smell(闻起来)taste(尝起来)feel(摸起来)后加形容词
20、make的两种用法：(1) make + sb. + adj. eg. Make me happy (2) make sb.+do sth.
21、hope 的用法
(1)不及物动词 hope to do sth. I hope to hear from you soon.
(2) 后加that从句 I hope you can finish your work soon.
注意：无hope do sth. 用法；只有wish sb. to do sth.
22、week/weekday/weekend的用法
Week 周；指from Monday to Sunday weekday 工作日；指from Monday to Friday
Weekend 周末；指 Saturday and Sunday (at /on weekends)
23、else 与 enough 的用法
else 放在不定代词、疑问代词后面如：what else / anyone else
enough形容词放在enough 前面；名词放在enough后面，简称“形前名后” lucky enough ;enough time
24、one、it用法辨析
One“同类不同一”只可代指可数名词单数 I don’t like the yellow bike , show me a red one.
Ones 是one 的复数；Would you like a toy? Yes, I’d like new ones = I’d like new toys.
It 代指“同一物品”I have a car. It is red.
25、What’s the date today ? what day is it today? What’s the time ?=what time is it?
26、in front of 与in the front of 区别
In front of 在个体外部的前面(反)behind in the front of 在物体内部的前面(反) at the back of
27、help 的用法(1) help sb. (to) do sth. (2)help sb. with sth.
28、say hello to sb. / say sorry to sb./ say goodbye to sb./ say thanks to sb.
29、open 的用法
(1)及物动词，“打开” open the box (2) 形容词“开着的” The window is open.
Close 的用法
(1)及物动词，“关上”close the door 过去式、过去分词皆为closed
(2)形容词为closed The shop is closed all the morning.
30、两“借”lend 与borrow的用法
A lend B sth. = A lend sth. to B (A 把东西借出去借给了B ) eg.He lend his bike to me
A borrow sth. from B (A 向B 借了某物，A 为借入) eg.She borrowed a book from the library.
31、far away from=be far from但两者前皆不可跟具体距离 My home is far (away ) from my sister’s .
Away from 前可跟具体距离 My home is ten miles away from the park.
32、few / a few / little / a little 的区别
Little / a little + 不可数名词 few/ a few + 可数名词
A few / a little 表示肯定(一点/一些) few/little 表示否定(几乎没有)
33、Exercise 动词或名词“锻炼”不可数。Exercise 名词表示“练习、操”可数，复数形式
34、too much / too many / much too / very 的用法区别
too much +不可数名词或者做副词性短语放在动词后面 too many +可数名词
much too+ 形容词表示“太….”Very +副词/形容词
35、need的用法
(1)行为动词，意为“需要”need sth. Do you need a cup of coffee?
need to do sth. She needs to find a good job.
(2)情态动词，意为“需要，必须”need do sth. / needn’t do sth. You needn’t do the housework every day.
(3)名词，意为“需要，需求” A friend in need is a friend indeed. 患难见真情。
The flowers are in need of water.花儿需要水。
36、trousers复数名词；单独做主语时谓语动词用复数形式；而与pair连用时，谓语动词要与pair一致
类似的复数名词还有：shoes、jeans、glasses、chopsticks、gloves、scissors等。
［知识梳理］
一、短语
ought (not) to, build…out of…, make a noise, be trouble, run after, look around for sth, on top of, all over, be busy at work, all day, look after, take care of, all kinds of, keep clean,make sure, at the bottom of, take… out of…, teach sb to do sth, be willing to do sth, share sth with sb, be ready to do sth, help sb with sth, give seats to sb, in need, grow up, each other, because of, at night, have a sense of, keep a secret, think of, say a bad word about sb, vote for, have problems with sth, move to, make friends with, bring in, have to, near the end of, talk to, as well, take a bus, spend time doing sth, practise doing sth, have a great time doing, make a mistake, find out, on the left, be different from, the same as, have time off, at the end of, at weekends
二、语法
1. 祈使句
2. 情态动词should, ought to, must
3. 形容词的比较级和最高级
4. 用as…as表示程度相同的比较，用not as/so…as表示程度不同的比较
5. 用more/fewer/less than…, the most/fewest/least比较数量
6. 用like和alike表示比较
7. 用the same as和 different from表示比较
【模拟试题】（答题时间：90分钟）
听力部分（20’）
一、根据问句，选出合适的答句（5’）
1. A. Just a little B. Just a few C. Just a moment
2. A. I’m a worker B. I’m a farmer C. I’m a Japanese
3. A. In the evening B. Once a month C. Two hours
4. A. Yes, you can B. I don’t think so C. No, I can’t
5. A. This way please B. After a few minutes C. On the plane
二、听对话，回答问题（5’）
1. A. America. B. English. C. England.
2. A. Some tea. B. Some water. C. Some coffee.
3. A. Thursday. B. Friday. C. Saturday.
4. A. To school. B. To hospital. C. To his home.
5. At home. B. At the bus stop. C. At school.
三、听短文，回答问题（10’）
1. When did the story happen?
A. In the morning. B. In the afternoon. C. In the evening.
2. How many people were in the family?
A. Three. B. Four. C. Five.
3. What was the daughter doing when the sound came?
A. She was watching. B. She was washing plates. C. She was reading.
4. Who broke the plate?
A. The son. B. The daughter. C. The mother.
5. What can we know from the story?
A. The mother often blamed(责备) others when they made a mistake.
B. The mother was a very patient（耐心） woman.
C. The mother didn’t treat（对待） the daughter kindly.
笔试部分（80’）
四、根据中文提示及句意，用所给的词的正确形式填空（10’）
1. The number of the teachers in our school is ________(多) than that in her school.
2. My son had _____(少) milk and ______(少) noodles of all，but he had _____(多)fruit and ______(多) vegetables.
3. There are many _______(不同) between the two countries. This one has quite_____(不同) weather from the other.
4. She can’t answer the question, ______(也).
5. The problem is as _____(困难) as that one , and we have ______（困难） in working them out.
6. Both the twins enjoyed ______(他们) at the party.
7. I think diving is not as ______(兴奋) as cycling.
8. December is _____(12) month of the year.
9. Which is _____(好) ,this film or that one?
10. Our school lunch and their school lunch are _____(像).
11. Don’t make any ______(吵闹). You are too ______(吵闹).
12. He wants to be a _____(驾驶), he is now having ______(驾驶) lessons.
13. We should learn how to use a dictionary .It’s very _____(使用) for us to learn English.
五、单项选择（13’）
1. He always says a bad word ______ others.
A. of B. in C. about D. with
2. The road is two miles ______.
A. length B. of length C. in long D. long
3. Of all the balls, this one is _____.
A. the bigger B. the most biggest C. the bigest D. the biggest
4. I think skating is________ diving.
A. as danger as B. more dangerous than
C. more dangerous as D. danger than
5. What if it ______ next week?
A. rain B. rains C. is raining D. will rain
6. Our school has seven weeks ____ in summer.
A. off B. of C. out D. away
7. They are playing ______ together now.
A. a chess B. chess C. the chess D. chesses
8. We should use _____ people and _____ money to do the work.
A. less, less B. less, fewer C. fewer, less D. fewer, fewer
9. ---How do you go to work?----______
A. By a bike B. On bike C. Ride a bike D. By bikes
10.____ does it take you to go to school?
A. How far B. How long C. What time D. How much
11._____ important news!
A. How B. What C. What an D How an
12.---Do you mind my sitting here? ---______.
A. Yes, sit down, please B. No, of course not
C. No, you can’t sit here D. Yes, sit here, please
13. She has three daughters. One is a teacher, _____ are nurses.
A. the other B. another C. the others D. other
六、动词填空（7’）
1. _____(Read) a lot is good for you.
2. ---Where is Tom? ---Maybe he _____(chat) with his classmates on the playground.
3. ______(be) you good at _____(swim) when you were young?
4. ______Lucy as well as her brother ______(stay) at home on Sundays?
5. We ______(not have) any classes next Tuesday.
6. I ____(give) it to her as soon as she ____(come) back next week.
7. Let’s ______(hear) her ______(sing).
8. What about _____(go) there on foot?
9. _______(not be) late any more. ______(come) early next time.
10. Do you mind ______(close) the window?
七、完成句子（10’）
1. 这个瓶里的水比那个瓶里的水少。
There is ______ ______ in this ______ than in that one.
2. 你最喜欢的科目是什么？
What is _______ ______ ______?
3. 我认为地理比体育更重要。
I think _______ is ______ ______ than P.E.
4. 他没有你强壮。
He ______ ______ _____ ______ you.
5. 她总是愿意与别人分享快乐。
She ______ ______ ______ ______ ______ her joy______ ______ .
八、完型填空（10’）
The sea looks very beautiful when the sun is shining 1 it . It can be very terrible when there is 2 wind . The sea is very big . It covers three 3 of the earth. The sea is also very deep in some places. There is one place where the sea is about 11 kilometers deep. The 4 mountain in the world is about 9 kilometers high . If that mountain was put into the sea at that place , there would be 2 kilometers of 5 above it .
In most parts of the sea , there are 6 fishes and plants . Some 7 near the top of the sea . 8 live deep down . There are also a lot of small living things and lots of fish live by 9 them. The sea can be very cold. When people go down, the sea become colder and colder. Only some men go down into the deep sea, 10 in 1970, five women scientists stayed in the deep sea for fourteen days.
（ ）1. A. on B. near C. in D. before
（ ）2. A. big B. strongly C. strong D. terribly
（ ）3. A. meters B. quarters C. kilometers D. miles
（ ）4. A. high B. higher C. most high D. highest
（ ）5. A. water B. mountain C. land D. place
（ ）6. A. a lot B. a lots of C. much D. a lot of
（ ）7. A. to live B. lives C. living D. live
（ ）8. A. Others B. The others C. Other D. The other
（ ）9. A. to eat B. eating C. eat D. ate
（ ）10. A. so B. and C. but D. that
九、阅读理解（20’）
（A）
We were going to play against(挑战)a team from a country school . They didn’t come until the last minute . They looked worse than we had thought . They were wearing dirty blue trousers and looked like farm boys .
We sat down for a rest. We felt that we didn’t need any practice against a team like that.
The game began. One of us got the ball and he shot（射） along pass to our forward (前锋). From out of nowhere a boy in an old T-shirt stopped the ball and with beautiful style(姿势) he shot and got two points. Then another two points in a minute. Soon the game was all over. We were beaten by the country team.
After that, we thought a lot. We certainly learned that even though（即使） a team is very good, there is usually another team better than yours. You can not be always the best. And the important lesson（课，教训） we learned was : one can’t judge(判断) a person , or a team only by their clothes.
（ ）1.The team from the country were in old clothes, so the writer’s team .
A. looked down up them B. could win
C. didn’t like the city boys D. were afraid of them
（ ）2.The country team arrived so late that ___________.
A. nobody saw them B. the writer’s team were angry
C. they had no time to warm up(热身) D. they won the game
（ ）3.The team from the country won because .
A. they were in old clothes B. they were farm boys
C. they didn’t practise before the game D. the team was better than the writer’s
（ ）4.From the text , we can guess the writer’s team is .
A. a basketball team from a country school
B. a football team from a school in the city
C. a basketball team from a school in the city
D .a football team from the country
（ ）5.The writer’s team learned a lot from the game. They got to know how to .
A. learn from others B. fight against the country boy
C. play against a weak team D. judge a man or a team by clothes
（B）
A friend of mine named Paul received an expensive car from his brother as a Christmas Christmas Eve when Paul came out of his office，a street urchin was walking around the shining car．“Is this your car，Paul？”he asked． Paul answered，“Yes，my brother gave it to me for Christmas.” The boy was surprised．“You mean your brother gave it to you and it didn't cost you nothing？Boy，I wish…” He hesitated． Of course Paul knew what he was going to wish for．He was going to wish he had a brother like that. But what the boy said surprised Paul greatly. “I wish,” the boy went on，“that I could be a brother like that.” Paul looked at the boy in surprise, then he said again, “Would you like to take a ride in my car？” “Oh yes，I'd love that．” After a short ride，the boy turned and with his eyes shining，said，“Paul，would you mind driving in front of my house？” Paul smiled a little．He thought he knew what the boy wanted．He wanted to show his neighbours that he could ride home in a big car. But Paul was wrong again. “Will you stop where those two steps are？” the boy asked． He ran up to the steps. Then in a short while Paul heard him coming back, but he was not coming fast. He was carrying his little crippled brother. He sat him down on the step and pointed to the car. “There he is, Buddy, just like I told you upstairs. His brother gave it to him for Christmas and it didn't cost him a cent. And some day I'm going to give you one just like it…then you can see for yourself all the nice things in the Christmas windows that I've been trying to tell you about.” Paul got out and lifted the boy to the front seat of his car. The shining-eyed older brother climbed in beside him and the three of them began an unforgettable holiday ride.
注：urchin 顽童 hesitate 犹豫 neighbour 邻居 crippled 残疾 cent 美分
1. The street urchin was very surprised when ________.
A. Paul received an expensive car
B. Paul told him about the car
C. he saw the shining car
D. he was walking around the car
2. From the story we can see the urchin ________.
A. wished to give his brother a car
B. wanted Paul’s brother to give him a car
C. wished he could have a brother like Paul's
D. wished Paul could be a brother like that
3. The urchin asked Paul to stop his car in front of his house ________.
A. to show his neighbours the big car
B. to show he had a rich friend
C. to let his brother ride in the car
D. to tell his brother about his wish
4. We can infer（推断）from the story that ________.
A. Paul couldn't understand the urchin
B. the urchin had a deep love for his brother
C. the urchin wished to have a rich brother
D. the urchin's wish came true in the end
5. The best name of the story is _________.
A. A Christmas Present
B. A Street Urchin
C. A Brother Like That
D. An Unforgettable Holiday Ride
十、书面表达（10’）
题目 My ideal school
【试题答案】
听力材料及答案
一。 1. How much do you need? A
2. Where are you from? C
3. How often do you go to see parents? B
4. Can you make a cake? C
5. Could you tell me how we can get on the plane? A
二。 1. W: Were you born in America, Jack?
M: No, I’m English.
Q: Where was Jack born? C
2. W: Zhanghua, would you like to have some coffee?
M: No, thank you . I’d like to have some tea.
Q: What does Zhanghua want to have? A
3. W: Tom arrived in China on Sunday.
M: His father arrived two days earlier.
Q: When did Tom’s father arrive in China? B
4. W: Would you like to play football after school with us, Tom?
M: I’d like to But I’ll go to see my sister. She is in hospital.
Q: Where is Tom going? B
5. W: Excuse me. Are you waiting for the bus ?
M: Yes, the bus is late, isn’t it?
Q: Where are they talking? B
三。 After supper mother and son were washing plates downstairs , and father and daughter were watching TV upstairs. Suddenly a sound of plates broke came from downstairs. And then the sound died out. The daughter said to her father, “It’s mother who broke them.” “How do you know that?” asked the father. “Because mother said nothing,” said the daughter.
C B A C A
四。 1. larger 2. the least, the fewest, the most, the most 3.differences, different 4. either
5. difficult, difficulties 6.themselves 7.exciting 8.the twelfth
9. better 10.alike , noisy 12.driver, driving 13. useful
五。 CDDBB ABCCB BBC
六。 1. Reading 2. is chatting 3.Were, swimming 4.Does, stay 5. won’t have
6.will give, comes 7.hear, sing 8. going 9.Don’t be. Come 10. closing
七。 1. less water, bottle 2. your favourite subject 3. geography more important
4. isn’t as strong as 5.is always willing to share, with others
八。 完型填空
1-5ACBDA 6-10DDBBB
九。 阅读理解
（A）1. A 2. B 3. D 4. B 5. A
（B）1. B 2. A 3. D 4. B 5. C
十。 略
牛津高中英语教学设计
单 元：Unit 1 School life
板 块：Reading 1
Thoughts on the design:
在完成了welcome板块的学习后，阅读一名从中国到英国的交换生的介绍文章。让学生在阅读过程中使用skimming理解文章大意，用scanning 获取细节信息，之后再对文章作综合回顾。然后，引导学生换个角度，从英国学生的角度来看待中国的学校生活，模仿课文，从不同的方面介绍中国的校园生活。
Teaching objectives:
1. to help the Ss master the reading skills of skimming and scanning.
2. to guide the Ss to understand the passage and learn about more details of school life in the UK.
3. to encourage the Ss to learn to view our school life in a different perspective.
Step 1. Lead-in
1. [Teacher] We’ve learned a little about the difference between schools in China and in the UK.
2. [Brainstorming] If you were an exchange student in a UK school, what would you enjoy most?
3. Collect answers from a few students.
4. [Teacher] Today we’ll read an article from a school magazine, written by Wei Hua, who studied in the UK for one year. Let’s find out what she finds enjoyable.
[设计思路]：从上一课时涉及的中英学校生活差异谈起，问学生什么是他们心目中英国校园生活最让人喜欢的部分，从而引出课文的enjoyable experience。
Step 2. Reading for general ideas
1. Introduce the reading skill: skimming.
2. Teacher can start with the title and the first paragraph so that the Ss know how to work out the general idea of each paragraph.
3. [pairwork] Ask the Ss to work in pairs. Go through the passage quickly to find out the main idea of each paragraph.Check answers one by one paragraph.
[设计思路]：教师示范skimming的运用，让学生学会在快速浏览的情况下，抓住文章的要点。
Step 3. Reading for details
1. Introduce the reading skill: scanning.
2. Teacher can do Q1, Q2 in Part A first.
3. [Individual work]Ask Ss to do Q3 in Part A and questions in C1 individually.
Check answers with the Ss.
4. [Listening and reading] Ask Ss to go through the questions in C2.
Then listen and read after the recording. Ask Ss to answer the questions using their own words.
[设计思路]: 示范传授scanning的运用，并辅以相关练习，让学生在阅读中掌握阅读方法。
Step 4. Consolidation
1. [Task-based reading] Ask the Ss to do the task-based reading and check answers.
Aspects Details
General impression It was a different but exciting and enjoyable 1. ______________
Assembly Students should attend it on the first day and the 2. ____________
Will tell the rules of the school during that period.
Class Our class is of the 3._______ size; we would never study in a fixed classroom.
Subjects English I practiced it every day, so it got 4. ________ a lot.
French I had an 5. _______ French class on Tuesday evenings.
Cooking I learned a lot and could make delicious cakes.
Selective ones Students can 6. _______ studying some subjects if they don’t like them.
7. _________ It was not heavy but a bit 8. ______________
Spare time I played football with others, 9. _______ under a tree and went to the Computer Club where I could send e-mails to my family and friends 10. _________ of charge.
Keys: 1-5 expericenced headmaster average improved extra
6-10 stop Homework challenging relaxed free
[设计思路：通过任务型阅读填空的形式，帮助同学进一步巩固课文内容并再次理清文章概要]
Step 5. Discussion
1. [groupwork] Suppose you were Daniel, a UK student in China on a student exchange programme, write a passage for him entitled “School life in China”。 Discuss what will be covered in the passage. Draw the outline and present.
[设计思路]：了解了中国学生在英国的感受，让学生换个角度，谈一谈英国学生在中国学习的感受。一方面让学生创设了情境，让学生运用学到的语言，同时，也促使学生以新的视角来看待自己周围的学习、生活。
Step 6. Homework
1. Revise the text and do part E.
2. Prepare for an interview with Wei Hua.
Ⅰ单项选择：
1. We have to __________ some practical measures.
A. come out B. come up with
C. come up D. come about
2. ---You ________part in the party in time.
---Sorry, I was delayed by the accident.
A. are supposed to take B. have supposed to take
C. are supposed to have takenD. supposed to have take
3. The popular musician was asked ________ she should intend to be her partner in the next concert.
A. what B. whomC. howD. when
4. A plan has been put forward _______ from next month on electricity fee should be paid at the bank.
A. that B. whether C. when D. where
5. When I caught him cheating me, I stopped ____ things in his shop.
A. buyingB. buy C. to buy D. bought
6. The words of his old teacher left a ______ impression on his mind. He is till affected by them.
A. lasting B. lively C. long D. real
7. The woman is abnormal. Sometimes she is very _____ but sometimes she is really fierce.
A. gentleB. terrible C. frighteningD. fearful
8. A traffic accident happened on the highway, and a driver ______.
A. may have hurt B. may be hurting
C. may be hurt D. may have been hurt
9. An exhibition of paintings ____ at the museum next week.
A. are to be held B. is to be held C. are holding D. will hold
10. Every possible means ____, but none ____ successful．
A. has tried; has proved B. tried; proves
C. has been tried; provesD. is being tried; is proved
11. When we see this kind of film, we can experience anything in the film, even feelings. Everyone will be surprised at _______ it feels.
A. what real B. how real C. how reallyD. which really
12. Letters _______ in the post office before they are sent out.
A. sort B. be sorted C. are being sorted D. are sorted
13. I know Fanning was closed down at the end of 2001, but ____ Fanning’s dream finally began to fade?
A. How was it B. What was it that
C. When was that D. When was it that
14. Not only _____ to stay in from the rain. To his joy, he was invited to dinner with the host.
A. did the stranger allow B. was the stranger allowed
C. the stranger allowedD. the stranger was allowed
15. Mr Green is said ____ an experiment to prove the new method of solving the problem when young.
A. to do B. to have done C. to be doing D. to have been doing
Ⅱ 单词拼写：.
1. New technology has enabled development of an online “v_______________ library”,
2. When it comes to job interviews, first i_______________ are important.
3. He was t_______________ about being asked to play the leading role.
4. U______________ entering the room she saw him.
5. I can send him a note v_______________ the internal mail system.
6. The mailman d_______________ the letters on time.
7. The two football players seem like enemies on the field but in r___________ they are good friends.
8. The nurse m_______________ the patient’s condition carefully.
9. She was a truly _______________(非凡的) woman.
10. I hope you will find true ________________(幸福).
11. The _______________(战役) finally brought the war to an end.
12. We need to develop the steel _______________(工业).
13. It’s nice to be on the _______________(获胜的) side for a change.
14. The wood was wet and would not _______________(燃烧).
15. You look _______________(极好的) in that dress.
Ⅲ 选用下列词组填空，必要时改变形式：
1. An engineer from Jiang Su_____________ this project now.
2. Many IT workers______________ piracy of various softwares.
3. The film____________ the mountainous area is popular with audience.
4. He___________ as the best actress in International Film Festival.
5. He_____________ being attacked by wild animals and stayed for the night in forest.
6. The miners were finally rescued____________ first Aid Team.
7. ________________ his disappointing daughter, the old man went away in silence.
8. At the meeting, the sales manager_________ that he would like to see the product promoted.
9. The Olympic torch______________ from one torch bearer to another.
10. What he said at the conference_______________ the audience present.
Ⅳ 改写句子：根据要求完成句子（单词和句子大多数来自课本）
1. With the rapid development of science and technology, some of our wildest dreams could come true in the future. （填入一词，完成下面句子，并保持两个句子意思一致）
As science ____________ rapidly in the direction of technology, some of our fantasies could become real in tomorrow’s world.
2. However, with VR we are able to do some things that could never be achieved in real life.（填入一词，完成下面句子，并保持两个句子意思一致）
However, VR enables us in some way to do __________ could never be achieved in real life.
3. During the first few years, the company did not make a profit and Mr Bezos thought that his efforts would not pay off. （填入一词，完成下面句子，并保持两个句子意思一致）
At the beginning, the company made no profit and in Mr Bezos’s mind all his efforts would end in _____.
4. She likes traveling and is quite familiar with many countries. （填入一词，完成下面句子，并保持两个句子意思一致）
She is fond of traveling and has a wide _____________ of many countries.
5. In the active voice, some verbs (such as see, find, make etc.) are followed by an object and a bare infinitive (without “to”). In the passive voice, we change the bare infinitive into the to-infinitive. e.g. I saw him go there. → He was seen to go there. （填入一词，完成下面的总结）
A grammatic ____________ is given here about the changes between the active and
Unit 5 Let’s celebrate!
1.dress up 打扮 2. dress up as a ghost 乔装打扮成鬼
3.have a guess 猜一猜 4. at Christmas = on Christmas Day 在圣诞节
5.Mid-Autumn Festival中秋节 6. enjoy the full moon赏满月
7. knock on / at people’s doors 敲人们的门8. play a trick on sb. / play tricks on sb.捉弄某人
9. seem + adj. He seems very happy. seem to do… He seems to be very happy.
He seems to like apples
It seems that + 句子。 It seems that he is very happy. 他似乎很开心。
10. be different from… 与…不同 11 wear masks戴面具12. have a party开派对
13. learn about different festivals around the world 了解全世界不同的节日
14. a special day 特别的一天 15. make pumpkin lanterns 做南瓜灯
16. make lanterns out of pumpkins 把南瓜做成灯 17.visit houses 串门
18. play a game with the people inside和里面的人做一个游戏19.lion dance 舞狮
20.find out 找到，发现 21.take a lot of photos 拍很多的照片
22.around the world = all over the world全世界
23. paint one’s face 给脸涂色 24. on the evening of…. 在….的晚上
25.give us some candy as a treat 给我们一些糖果作为招待 = give us a treat of candy
26 fun 不可数名词 much fun 很多乐趣
have lots of fun = have great fun 玩得开心 What great fun 多么大的乐趣！
27. on Halloween 在万圣节前夕28. at a restaurant near my home 在我家附近的一家餐馆
29. some other nice things 一些别的好东西30. what other things = what else 别的什么东西
31. on the radio 在收音机里 32 let off fireworks 放烟火
33. watch the fireworks 看烟火 34. a music and dance show一场音乐舞蹈表演
35. most Chinese families 大多数中国家庭 36. at this time of year 在一年的这个时候
句子
1. Let’s celebrate. 让我们庆祝。
2. What is your favourite festival? =What festival do you like best? 你最喜欢的节日是什么？
3. All my family get together and have a big dinner. 我所有的家人聚集在一起吃大餐。
4. Thank you for telling me about the Mid- Autumn Festival. 谢谢你告诉我中秋节的情况。
5. Children have lots of fun on that day. 在那天孩子们有很多的乐趣。
6.It’s really a special day. 这真是特殊的一天。
7. Family members get together and give each other presents. 家庭成员聚集在一起并互送礼物。
8. How do you usually celebrate your birthday? 你通常怎样过生日？
9. What do you get as birthday presents? 你得到什么作为生日礼物？
10. The Spring Festival is an important festival in China. 在中国春节是个重要的节日。
11. I am on holiday in New York. 我在纽约度假。
12. What do you do to celebrate the Chinese New Year in Beijing? 你们在北京做什么事庆祝春节？
13. There is a great Spring Festival Gala on TV every year. 电视上每年都有盛大的春节联欢晚会。
14. Children have lots of fun on this day. 孩子们在这一天玩得很开心。
15. Usually our parents get new clothes ready for us. 我们的父母为我们准备好新衣服。
16. We get red packets from our parents. 我们从父母那得到压岁钱。
17. They are really wonderful. 他们真的很精彩。
一、教学课型：对话单词课
二、教学目标：
本节课是本单元的第一课时，它的中心任务是能对人的外貌进行简单的描述。教学目标可细化为四个方面：
1．语言知识：正确使用下列单词和句型：
1）单词：hair, curly, straight, height, tall, medium, thin, heavy, build.
2）句型：-- What does he/she look like?
--He/She is tall .
--What does heshe look like?
--HeShe has curly hair.．
2．语言技能 ：
1）学生学完本课，会描述人物外貌。
2）学生能积极思维，运用所学单词，短语及句型，结合实际生活进行灵活运用。
3．学习策略：学生通过小组活动学会与人合作，通过游戏导入提高学生学习的兴趣。
4．情感态度：学生学会友好地描述别人的形象。
三、教学重点：
掌握怎样用本课新单词、句型来描述一个人的外貌的方法。
四、教学难点：
掌握正确运用have动词和be动词的描述人物外貌的方法。
五、教学设计：
StepI.warming up
教师活动：
教师设计一个幸运猜物的游戏，学生选中一样衣物后，后面会出现一些与课堂内容有关的简单问题，说唱或赠送一些小礼品，带领学生做完游戏，以此来调动学生的积极性，借此与学生交流沟通，消除陌生感，活跃课堂气氛。
1）跟随老师一起做幸运猜物的游戏，在六样衣物中做出一个选择。
2）通过游戏中讲衣着，找朋友等活动为下面描述外貌这个中心任务的展开做好热身准备。
设计说明：教师创设一个游戏情景，在游戏中营造课堂气氛，并设计what is your friend wearing?等简单问题来引出本节课的主题，描述人的外貌。活动形式以师生活动为主。
Step II Present & practice
教师活动：呈现出潘长江，姚明等身高特征比较明显的人物，带领学生讲出short, tall,并用古天乐的身高引出medium height这个词。带领学生读好medium height的发音。然后用What do I look like? What do you look like? What does he/she look like?来让学生巩固练习medium height的发音。教师始终不忘用What does he/she look like?的句型来问学生。为下面学生自己能说做好铺垫。
学生活动：能看着图片中的人物，会说表示身高的几个词。强化medium height的用法和发音。
设计说明：通过看图说话的形式，向学生呈现一些名人的图片，引出一些表示身高的词，然后让他们对身边同学的身高进行简单的描述。教师通过What does he/she look like?句型的提问，为下面学生做pairwork做好铺垫。
Step III Presentation
教师活动：由一个比较重的人的图片，引出heavy，并拿出thin的人来比较，从而引出medium build.带领学生读好medium build的发音。
学生活动：能感悟表示体重的几个词。
设计说明：通过直观的手段让学生感悟这几个表示体重的词的意义。
Step IV Pairwork
教师活动：通过呈现央视主持人的照片，让学生会说名人的身高和体重。然后再通过说毕福剑的星光大道的节目，为下面老乐一家的出现做好铺垫。通过描述老乐的家庭成员，让学生会用What does he/she look like? --He/She is …and …的句型来描述生活中普通人的'身高和体重。
学生活动：积极参与这个活动，在谈论名人和普通人的活动中以及生生互动中逐步理解What does he/she look like? --He/She is …and …句型的适用情景，并能灵活运用该句型。 设计说明：创设情境，让学生主动参与活动，学会描述不同人的身高和体重。
Step V Present & Pairwork
1．教师用一句 “Look at Le Bao. a beautiful girl has beautiful hair.”来引出不同头发的展示和句型。She has …hair.同时板书She has …hair
2．用一张光头的图片，调动学生气氛，并追问一句：What do you think of being bald? 同时，自圆其说：I think it’s cool. I want to, but I’m a teacher, so I can’t. How about you. What do you want to have in the future?呈现一些各色漂亮的发型图片，引导学生说出，自己想要变换成什么发型？教师及时进行评价。
学生活动：
1．在老师的启发下，逐渐接受long straight hair, short curly hair等表达方法，并在pairwork环节中，学会用What does she/he look like? She/He has…hair来谈论一些native speakers的头发。
2．用I have…hair now. 和I want to have …hair 的句型来巩固对描述头发的表达方法，灵活掌握对各种发型的描述。
设计说明：通过图片呈现的直观效果和策划学生的理想发型的话题，让学生掌握头发的表达方法和突出用has, have 描述外貌的教学重点。
Step VI Exercise 1a &1b
教师活动：
1．带领学生快速完成1a，如果有多选答案，也请学生补上。
2．用Amy’s friend is here. Let’s help her find him.这一句来请学生听录音。
3．设问：What does Amy’s friend look like?学生回答。
4．带领学生朗读2a。
学生活动：
1．仔细观察图片，把不同人的特征按要求填空。
2．听录音，读材料