-Welcome back。
一般给学生们上课之前,老师就早早地准备好了教案课件,大家在认真准备自己的教案课件了吧。只有规划好新的教案课件工作,新的工作才会更顺利!你们知道哪些教案课件的范文呢?下面是小编精心为您整理的“-Welcome back”,大家不妨来参考。希望您能喜欢!
英语教案-Welcomeback教学目标
复习现在进行时;
讲授新词汇及习语;
Usefulexpressions
Welcomebacktoschool.Itdoesntmatter.OntimeBestwishes!
HappyTeachersDay!Whydontyou…?
Thatsagoodidea.
Weregoingto……
Whatareyougoingtodo?
welcome,so,term,call,apieceofpaper,nexttime,thisterm,welcome(back)to…
序数词的讲授与归纳。
本单元的重难点是中国人名与英国人名顺序的区别以及与称呼的搭配使用。
教材分析
整体教学内容分析
本单元主要的教学内容是“介绍英美人的姓名”。除了要复习巩固初一学过的一般现在时和现在进行时外,还要学习一些新的词汇和日常用语。由thedifferencebetweenChineseandEnglishnames引出beshortfor和callsb./sth.forshort两个短语,学习了英国人名的顺序以及与称呼的搭配使用、简称的由来。本单元突出了听说领先的特点,加深理解了both与all、wish与hope、excuse与sorry的用法区别。Lesson4主要学习元音音素[a:][au],逐渐能按照26个字母及有关字母组合的拼读规则来朗读、拼写和记忆单词。
教学要点分析
1.熟练运用本单元的日常交际用语,掌握不定代词的修饰语的正确位置。
2.中国人名与英国人名顺序的区别,英国人名简称形式的由来。
3.学习序数词first,second,third和fourth.注意它们的书写和用法,特别是要理解它们在句子中所作的语言成分。
4.进一步复习巩固现在进行时态,理解其与一般现在时的区别。注意助动词be与单复数人称的相应变化,系统总结动词形式(v.-ing)的变化。
5.归纳r音节的拼读规则进一步明确单词的发音特点:一个字母特别是元音字母不只一个读音,一个音素(即音标)也不只由一个字母或一个字母组合构成。
关于英国人名字的教学分析
本单元主要的教学内容是“介绍英美人的姓名”。教师在教学中要注意让学生清楚地了解英国人的三个名字各自的意义,它们之间的关系,并且要掌握如何要称呼一个英国人以及了解中国人和英国人名字之间的区别。
本单元教学要求学生对英语姓名有些初步的了解,知道姓和名的位置、全名、男女名、尊称、呢称等即可,不必讲得过细。在教第2课时,需强调用Mr./Miss./Mrs.称呼人时,后面要用姓(Mr.Brown)不可用名(Mr.Robert),因为这是中国人通常犯的错误。英语和汉语人名表示方法的区别在于姓和名的顺序。
教法建议
关于交际语言运用教学
学生们经过一个假期休息,无论从体力还是脑力都得到充分放松,精力十分充沛。教师应抓住学生这一良好状态,结合本单元知识点少,交际性强的特点努力为学生创设语境,激发学生学习语言的兴趣,使学生对语言的学习产生新鲜感,成就感,从而提高学习效率。针对本单元交际性强的特点,创设适合于每课的语言环境,使学生置身于此环境,并担当某一角色,从而让学生真正感悟到语言的真谛。
关于词汇和短语的教学
记忆单词和习语是学生比较头痛的。为了减轻学生思想负担,通过师生之间对话,将生词及习语逐一呈现。在特定情景中,通过使用熟悉词语进行会话表演等交流方式,学会生疏单词。
有些特殊词还可用图片、幻灯,示范动作呈现给学生,让学生感到学有所用,
英语并不是难不可攀。
关于现在进行时的教学
1.动作表演游戏
教师做个动作让学生来表达:He/Sheisdoing…,学生之间互相交换一个做动作,另一个用英语表达他/她正在进行的动作。或让一个学生先做个动作,其他的学生来表达。如一个学生做个看书的动作,另一个学生用英语问:What’she/shedoing?,其他的学生抢着说:He/Sheisreading(abook),看谁说的又快又准确。也可以换成一个学生用英语表达一个动作,让别的学生来做这个动作,看动作是否表演得准确。
采取对抗赛的形式:1-6小组,1、3、5组组员分批表演哑剧动作,2、4、6组组员分批使用英语描绘证明这些动作。表演动作明确易懂的,得分。使用英语描绘该动作,无误的,得分。
2.描绘图画。
师生之间,或同学之间互相指图问答。如下图,教师指着图中站在窗户旁的男孩用一个学生:What’shedoing?,学生回答:Heiscleaningthewindow。接着这个学生指着图中的某个人,问别的学生:What’she/shedoing?,循环下去,尽量让更多的学生参与。
也可采用比赛形式,教师指着图中的人问:What’she/shedoing?,让学生进行抢答,看谁答得又快又准确。
3.创设情景,首先请一位同学读课文,唱英文歌等易表演的动作。在他做此动作过程中,教师可提出问题:Whatishedoing?请学生回答:Heisreading.HeissinginganEnglishsong.
然后组织学生两人一组,模仿刚才师生问答做表演。
条件好的可看课文教学录像,加深对现在进行时的理解。
关于课文What’sinaname?的教学
1.首先问一个学生:What’syourname?然后教师说His/Herfullnameis…,并且把名字板书出来。然后给出一个已学过的英文名字:Jim,告诉学生Jim’sfullnameisJamesAllanGreen,借此解释fullname和givenname的意思。
2.以图解的形式讲解Englishnames:afirstname,amiddlenameandafamilyname的意义。
或通过播放动画讲解:Themeaningsofthethreenames,Howtocallaperson,thedifferencebetweenEnglishnamesandChinesenames(见媒体素材中动画类:names)。
3.学生熟悉课文后,让学生仿照课文内容giveatalkaboutnames:EnglishnamesandChinesenames。可以参考视频文件:What’sinaname?(见媒体素材中视频类:talkaboutnames)
4.让学生就自己的名字进行对话练习,参照练习册Ex2的5个问题进行一对一对的练习,或让学生就这5个问题对某人进行采访,记录下采访的过程。
关于现在进行时的讲解
(1)表示讲话时或现阶段正在进行的动作
Heissingingintheroom.
Theyarelisteningtotheirteacher.
(2)有时表示计划安排中的将来动作(限于come,goleave,stay等少量动词)
Hescomingtonight.
Imleavingtomorrow.
(3)表示目前反复发生的动作,有时含有感情色彩。
Hesalwaystalkinginclass.
关于Happyteacher’sDay的讲解
HappyteachersDay,Mr.Wu.祝您教师节愉快,吴老师!
(1)happy意为“快乐的;幸福的;乐意的”。常可放句首构成表示祝福的句子。如:
HappyBirthday!生日快乐!
HappyNewYear!新年快乐!
(2)TeachersDay意为“教师节”,是由普通名词构成的专有名词,每个单词的第一个字母都要大写。在表示节日的专有名词前一般不需要冠词the.如:
WomensDay妇女节ChildrensDay儿童节MothersDay母亲节AprilFoolsday愚人节
(3)表示祝福时除些表达方式外,还有两种形式:
Bestwishestosb.(for…);wishsb.+宾语补足语。如:
BestwishestoyouforTeachersDay.
IwishyouahappyNewYear.
关于matter的讲解
Itdoesntmatterthistime.这次没有关系。
matter在这里作动词,意为“要紧”。如:
Itmattersverylittle.不要紧,丝毫没关系。
Itdoesntmatterwhowilldoit.谁干这事都无关紧要。
matter同时也可作名词,意为“事情,问题”。如:
―Icantcarrytheheavybox.――我搬不动这个重箱子。
―Nomatter.Letmehelpyou.――没关系。我帮你。
Whatsthematterwithyou?你怎么了?
关于Whydon’t表建议的用法讲解
Whydontyoutalkaboutnames?你为什么不谈论一下名字呢?
这是一个否定的特殊疑问句,表示劝说或建议,这个句子也可用“Whynot+动词原词?”
来表达同样的意思。如本句可改为:Whynottalkaboutnames?
What/Howabout…?这一句型也表示建议可与上述句型转换。不过后面若跟动词时,
必须用-ing形式。如:
Whydontyougotoasktheteacher?=Whataboutgoingtoasktheteacher?
教学设计方案
Lesson1
TeachingObjectives:Studentsshouldmasterthedialoguesandusefulexpressions
LanguageFOCUS:Welcome(back)to…,onduty,havefun(doingsth),bestwishes,thisterm,thefirstlesson,callone’sname,becauseclausetraffic(a),ontime.
Properties:Taperecorder,somepictures,acalendar
TeachingProcedures:
I.organizingtheclass
Teacher:Goodmorning,class.
Students:Goodmorning,sir.
T:Welcometoschool.
S:(Theymayhavedifferentanswers,nevermind)
II.Warmingup
Afteralongvacation,studentsmayfeelhardtospeakEnglish,sogivethemafewminutestotalkabouttheirholidaysingroups.
III.Leadingin
Goroundtheclassroomandgreetthemindividually“Goodmorning,welcomebacktoschool”thengetthemtogreetotherstudentsinthesameway.
IV.Presentation
TakeoutsomepictureswithPeopledoingthingshappilyandshowthemtothestudentstolearnandpractice“havefundoingsth.eg.Thechildrenarehavingfunplayingfootball”,“Thefarmershavefunworkingonthefarm.”etc.
Callstudents’namesandhelpthemanswer“I’mhere.”or“Here.”Thenexplainthephrase“callonesnames”.
Drawacrowdedstreet(manycars,people,busesandbikes,etc)andteachthephrase“badtraffic”,drawandteach“trafficlimits”“trafficsigns”tohelpstudentstograspthemeaningof“traffic”.
Firstwritethephrase“ontime”ontheblackboard,thengivethemsomeexamplesentences,letthemunderstandthemeaningeg.“Helivesfarfromschool,buthegetsupveryearly,sohegetstoschoolontime,”etc.
V.Practise
Playthetapeforthestudentstolistenandreadthreetimes,thengetthemtoreadoutbythemselves.Playthetapetwomoretimesforthemtorepeatandpractise.Atlastgetthemtoactoutthedialogueinfrontoftheclass.
VI.Presentation
Showstudentsthecalendar,andteach“Teachers’Day”withasignonSept.
10th,“Women’sDay”whenpointtoMarch8th,“Children’sDay”pointingtoJunelst.
Getsomeonetocleantheblackboardandsay“Thankyouforcleaningtheblackboardforme.”Getsomemorestudentstodothingsandteach“Thankyoufordoingsth.”
Playthetapeonceforthemtofindanyproblem,thenplayitagainforthemtoreadandpractiseinpairs.
Actitout
VII.Exercisesinclass
Fillintheblanks
1.Welcomeback________School.
2.Theboysalwayshavefun____basketball(play).
3.Thestudentssay“here”____theteachercalltheirnames.
4.Maryalwaysgetstoschool____time.
5.Imnot____dutytoday.
6.Imadeacard____myfriendTom.
7.Thankyou____yourcomingtoseeme.
Answers:1.to,2.playing,3.when,4.on,5.on,6.for,7.for.
VIII.Homework
1.Tomakeacardforyourteacher,parentsorfriends.
2.Tomakesentenceswith:havefun(doingsth)ontime,welcome…to
IX.Summary
Lesson2
TeachingObjectives:Studentsshouldmasterthedialogue,someusefulexpressionsandthebackgroundknowledgeinthearticleaboutEnglishnames
LanguageFocus:
Ⅰ.Usefulexpressions:thinkabout/of,talkabout,thedifferencebetween…and…,giveatalk
II.Englishnames:
“Mr./Mrs./Miss/Ms”beforealastname
Properties:Taperecorder,overheadprojector
TeachingProcedures:
I.Organizingtheclass
Greetingandadutyreport(tosaysomethingaboutChinesenames)
Ⅱ.Revision
Actoutashortroleplay:Ateacherishavingaclass,(thefirstclass)someoneislate.
Ⅲ.Leading-in
Teachthephrase“thinkabout”bygesturesandsomesentences.eg.Teacherfrownsandthinksaswellassaying“I’mthinkingaboutthehomeworkfortoday.”
Calltwostudentstothefrontandsay,“Tom’scoatisblack.Ted’scoatisblue.Thecoloursaredifferent.ThedifferenceisthatTed’scoatisblueandTom’scoatisblack.”Writethewords“different”and“difference”ontheblackboardandgivethemmoreexamples,eg.“DoyouknowthedifferencebetweenMaryandhersister?Maryisthin,buthersisterisfat.”
IV.Practice
Studentslookatthepictureandlistentothedialogue,thenreadafterthetape,actitoutinpairs.
V.Leading-in
Fromthefirstdialogue,weknowJimisgoingtotalkaboutEnglishnamesandthedifferencebetweenChineseandEnglishnames.Beforewelistentohistalk,let’sworktogethertoseehowmuchweknowaboutthat.
…(Anythingispermittedandtheyareencouragedtospeakalot).
Nowlet’sseewhatJimsaysaboutnames.
VI.ReadingComprehension
Studentsreadthetextbythemselvesandanswerthequestions:
1.Howmanynamesarethereinafullname?Whatarethey?
2.What’stheorderofthesenames?
3.Whichnameisnotoftenused?
4.Whatarethetitlesusedtogetherwithnames?Howtousethem?
Studentslistentothetapeandreadafteritforseveraltimes.
VII.Exercisesinclass
Letthemdotheculturecomparingexercise.
Englishname:JamesAllanGreen
Chinesename:ZhangCheng
IntheEnglishname,familynameis1,itsalsocalled2or3name.Thegivennamesare45.Thenamenotverymuchusedis6.it’salsocalled7name.
IntheChinesenamefamilynameis8,itsalsocalled9or10
name.Thegivennameis11.Itsalsocalled12name.
Theanswers:1.Green2.last3.surname4.James5.Allan6.Allan7.middle8.zhang9.first10.surname11.cheng12.last
VIII.Homework
1.Toreadthetextfluently
2.Tomakesentenceswith:①talkabout②thinkabout/of③bedifferent④thedifferencebetween…and…
IX.Summary
教学设计方案
Lesson3
TeachingObjectives:
Studentsshouldbeabletotellboys’namesfromGirls’namesandusethepresentcontinuoustensecorrectly.
LanguageFOCUS:
I.alot(of),many,muchII.presentprogressivetenseIII.names
Properties:Taperecorder,cardswithnames
TeachingProcedures:
I.Organizingtheclass
Greetingandadutyreport(ashortstoryinpresentcontinuoustense)
II.Review
Showthecardswithnamesforstudentstotellwhichisfamilyname,givenname
III.Practise
Studentstalkaboutthenamesinpairsafteramodel.
Teacher:DoyouknowifMaryisagirl’sname?
Student:Yes,itisagirl’sname/Imnotsure,etc.
Teachersticksmorenamesontheblackboardforthemtodiscuss,andgoroundtheclassroomtohelpwithanyproblem.
Thendothediscussiontogether.
IV.Leading-in
Teacher:What’syourname,please?
Students:MynameisZhangDaMin.
T:CanIcallyouDaMin?
S:Yes.(Sure)
S:Whatsyourname,please?
T:MynameisElizabeth,youmaycallmeliz,that’sshortforElizabeth.
Playthetapeforstudentstolisten,readandpractise.
Thenstudentsactoutthedialogueinpairs,theymayusetheirownnamesormake-upnames)
V.Askandanswer
Studentslookatthepictureandaskandanswer
——Whatistheboydoing?
——Whichboy?
——Theboystandingbythewindow.
——Oh,hescleaningthewindow.
VI.MorePracticeof“bedoing?”
Callindividualstudenttothefront,andmimeanactionforthestudentstoguess.
——Areyoudancing?
——Yes,Iam./No,Iamnot.(Imnot)
VII.Exercisesinclass
1.Writeoutthepresentparticiple.
①Walk②skate③ski④knit⑤wash⑥pass⑦have.⑧celebrate⑨play⑩clap
2.Writeoutthequestions
Theboysarehavingafootballlessonontheplayground.
①Who—?
②What—?
③Where—?
Answers:1.①walking②skating③skiing④knitting⑤washing⑥passing⑦having⑧celebrating⑨playing⑩clapping
2.①Whoishavingafootballlessonontheplayground?
②Whataretheboysdoingontheplayground?
③Wherearetheboyshavingafootballlesson?
VIII.Homework
Tochooseonepictureinthebook?anddescribeitinpresentprogressivetense.
IX.summary
教学设计方案
Lesson4
TeachingObjectives:Studentsshouldgraspthepronunciationofsomeletterclustersandunderstandthearticle.
LanguageFocus:
I.Pronunciation:
[:]er,ur,ir,or,ear[a:]ar,a(ss),al[u:]ou,ow
II.Usefulexpressions:
①makesbsth,-makesthforsb②trytodosth③friendly,unfriendly④not…anymore⑤asksb,todosth⑥helpsb,(to)dosth⑦awasteoftime
Properties:Taperecorder,Overheadprojector,cards
TeachingProcedures:
I.Organizingtheclass
Greetingandadutyreport
II.Review
1.Givesomenamesforthemtosaywhichisthefamilynameandwhichisthegivenname.AndhowtousethetitlesMr./Mrs./Miss/Ms.Remindthemthatthetitlescanonlybeusedwithafamilyname.
2.Showapictureforthestudentstodescribeinpresentcontinuoustense“bedoingsth”.
III.Pronunciation
1.Studentsfollowthetape
2.Morewordstoread(oncards)
IV.Listening:
Studentslistentothetapeanddotheexercise
V.Leading-in
Teacher:WhatareyougoingtodoonSaturday?
Student:I’mgoingto…
T:Canyoumakeacard?
S:Yes,Ican.
T:Willyoupleaseshowusyourcard?
S:Sure!(Theyhavedonethatashomeworksomedaysbefore.)
T:Oh,it’sreallyanicecard.Nowlet’sseewhatTomisgoingtodobeforeTeachers’Day(withthequestions)
①WhatdoesTom’smumwanthimtodo?
②Canhedoit?why?orwhynot?
③WhatistheideaMumthinkingoutforTom?
④Doyouthinkit’sagoodidea?
Afteransweringthequestions,studentsfollowthetapeandactitoutinpairs.
VIReadingpractice
Studentsreadthetextbythemselvesandanswerthequestions:
①Who’sinthestory?
Saysomethingabouthim,eg,name,nationality,likes,etc.
②What’sthemistakethestudentsoftenmake?
③Whatdoeshewantnow?
④Whohelpshim?
⑤Doeshegetwhathewants?
⑥Canyouhelphim?
Thenplaythetapeforthemtofollow.
Studentstrytoretellthestorywiththequestionsasclues.
VILanguagePractice
Let’slearnsevenusefulexpressionsofthislesson
①makesbsth____makesthforsb.
②trytodosth.
③friendlyoppositeunfriendly(adj)
④not…anymore
⑤asksb.todoSth.
⑥helpsb.(to)doSth.
⑦awasteoftime
Listentomysentencesandtrytounderstandthem
eg①I’llmakeyouanewpaperboat→
I’llmakeanewpaperboatforyou.
②Theboyistryingtoclimbthetree.
③Thepeoplearefriendlytome.
④You’renotachildanymore.
⑤MyDadasksmetobuyhimsomenewspapers.
⑥Willyoupleasehelpmedothecleaning?
⑦It’sawasteoftimetolistentohim.
Thenaskthestudentstomaketheirownsentenceswiththephrasesgivenabove.
VIII.Exercises!inclass
1.Writeoutthephoneticsymbols.
①bird②part③grass④how⑤trousers⑥world⑦learning⑧clerk⑨birthday⑩blouse
2.TointroducePhillipin40words.
Answers:①[:]②[a:]③[a:]④[u]⑤[u]⑥[:]⑦[:]⑧[:]⑨[:]⑩[u]
3.Omit
IX.Homework
1.Lesson4,exercise4,tomakeupadialogueinpairsandbereadytoact(writeoutscript)
2.Iftheydon’tliketheirEnglishname,theymaychangeittoanewoneandmakeanamecardtobeplacedonthedesk.
3.Finishofftheworkbook
4.Gothroughthecheckpoint,answeranyquestion.
X.Summary
探究活动
英语姓名游戏
教师可以通过游戏让学生熟悉和掌握英语姓名的意思。
1.每个学生为若干同学准备英语姓名,口述或笔头(上黑板)写出,不得有重复的。
2.给每个学生取一个英文名字,让学生互相之间以英文名字称呼。取名字时,教师可查阅英汉词典有关索引。英语姓名应尽可能与该同学的汉语姓名读音相近,或者与其特征相近。
如:个子高的男生可用TomLongfellow.矮的可叫JackShort.姓金的女生可叫MaryKing,姓马的男生可称为EdwardMartin.姓张的中国人最多,可姓Smith如:WilliamSmith.
Giveatalkaboutnames
Askeverystudenttoprepareatalkaboutnames,includingthenumberofnames,themeaningsofthem,thedifferencebetweenChineseandEnglishnames.Organizealecturecontestafterclass.
教师可以让学生参照媒体素材中的视频文件:关于英国人名字的演讲中Jim所作的演讲进行。
中国姓氏调查报告
让学生去调查中国的十大姓氏,每个姓氏在全国所占人口的比例,然后制作调查表。
姓
Zhang
所占人口比例
40percent
可参考扩展资料中的素材:Chinesesurnames。
Makeacard
1.AskeverystudenttomakeacardforTeachers’Day,andwritetheirbestwishesonit.
2.上课时,要求每个学生三分钟内制作一张英语贺卡送给其他同学。事先教师通知学生准备好笔、纸、剪刀、胶水、颜料等用品。
做好后,当场由各小组、全班和老师分三级评出最佳贺卡,进行奖励。
请用多媒体制作美丽的贺卡若干张,作为自制奖品,供学生与教师选用。
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1.goonanouting____________________2.beafraidof________________
3.goup____________________________4.godown________________
5.followme_____________________6.havetodosth.______________
7.在西北方向_____________________8.找到你的路________________
9.在北部______________________10.在西南方向_______________
英语中表示“位于……的方位”,可用“be(+tothe)+方位词+of+地点”这一结构,指一个地方在另一个地方的外围的相对位置。
我的学校在我家的北面。Myschoolis(tothe)northofmyhome.
台湾位于福建的东面。Taiwanis(tothe)eastofFujian.
一.用所给词的适当形式填空:
1.Let’s_________(help)himwithhisEnglish.
2._____________(do,not)yourhomeworkatschool.
3.______________(benot)afraidtosingbeforeyourclassmatesandteachers.
4.Doyouknowwhat_____________(do)forourschooltrip?
5.Ithinkyou’ll___________(have)to_____________(clean)thefloornow.
6.__________(benot)lateforclassnexttime.
7.LiLei’smother__________(have)to_________(wash)clothesonSundays.
8.LetJim___________(do)hishomeworkinthebedroom.
9.Doyouknowwhere____________(go)toenjoyyourself.
10.Whocananswerthe__________(follow)questions?Theyarenoteasy.
二、根据要求写出相应的句子:
1.IthinkMillie’sanswerisright.(改为同义句)
I______thinkMillie’sansweris________.
2.Igetuplatethismorning.IamafraidthatIwillbelate.(同义表达)
Igetuplatethismorning.Iamafraid________ _________late.
三.单项选择
( )1._______Danieltakehisdogtoschool______him?
A.Shall;andB.Shall;withC.Will;withD.Will;and
()2.Taiwanis_________theeastofChina.
A.toB.inC.fromD.on
()3.CanyouhelpJimfind_________theSummerPalace?
A.thewayB.thewaytoC.tothewayD.thewaytoget
()4.There_______afootballmatchontneplaygroundtomorrow.
A.willhaveBwillbeC.isD.isgoingtohave
Unit3Findingyourway
(Reading)
1.学会阅读剧本故事。
2.学会根据语境推测故事内容的发展。
3.学会根据路线在地图上标出记号,识别具体细节。
一.写出下列单词或词组:
1)住在.…..附近_______________2)出小汽车__________________
3)立刻_______________________4)开走______________________
5)尽力开门___________________6)乘汽车____________________
7)沿着6号街直走_____________8)向右拐进4号街___________
9)停在交通灯处_______________10)最后_____________________
二、根据课文内容判断正(R)误(W):
()1.Justin,PaulandSusanlivedinthesamebuilding.
()2.JustinandPaulrantoHillBuildingatonce.
()3.Threemeninpoliceuniformtoldthemabouttherobbers.
()4.Paulopenedthedoorofthevanwithaknife.
()5.Theytookdifferentroutes.
()6.Justinwentalong6thstreet.
()7.Theymetatthepolicestationatlast.
()8.Therobberstriedtorunawaybutfailed.
三、为下列词语找出相应的解释
()1.catchA.atlast,finally
()2.policeuniformB.useyourhandstomakesomethingmoveforward
()3.nearbyC.asetofclothesforthepolice
()4.trafficlightsD.takeholdofapersonorananimalthattriestoescape(逃)
()5.pushE.notfaraway
()6.failF.thewaytogofromoneplacetoanother
()7.intheendG.nottobesuccessfulindoingsomething
()8.suddenlyH.fast
()9.quicklyI.quicklyandunexpectedly
()10.routeJ.asetofred,orangeandgreenlightsatacrossroads
1.nearby意为“在附近一带”。如:
他在附近的一所学校教英语。HeteachesEnglishinaschoolnearby.
他在附近工作。Heworksnearby.
2.Paulstopstalking.句中stopdoing…意为“停止(正在干的事)”,stoptodo表示“停下(正在做的一件事去干另一件事)”。如:
当老师走进教室时,他们就不说话了。
Theystoppedtalkingwhentheteachercameintotheclassroom.
当他看见我时,他停下来和我说话。
Whenheseesme,hestoppedtotalkwithme.
一、用所给词的适当形式填空:
1.Wewere_____________(surprise)tohearhimsing.
2.Thecattried_______________(catch)thebirdbutfailed.
3.Theboyfailed____________(keep)hisroomcleanandtidy.
4.Thethree__________(rob)gotintothecaranddroveaway.
二、改写同义句,每空一词:
1.Theydroveacartothestationquickly.
They____________________thestation____________________quickly.
2.Turnleftatthesecondcrossing.
________thesecond__________________the___________.
3.Hewassurprisedtoseetherobbers.
_________he________therobbers,hefeltvery____________.
4.Heusedaknifeandtriedagain,itworked.
He________to________thedooragain________aknife,itworked.
三、单项选择:
()1.Idon’tlikethiscoat.Wouldyoupleaseshowme________.
A.otherB.theotherC.theothersD.another
()2.Theearthgoes________thesun.
A.overB.acrossC.fromD.around
()3.Myclockdoesn’t________.Canyoumenditforme?
A.moreB.walkC.useD.work
()4.Jack,withhisfriends,_________seeMrLitomorrow.
A.isgoingtoB.aregoingtoC.gotoD.willgoes
()5.Afterheheardthe_________news,hewasvery__________.
A.surprised,surprisingB.surprised,surprised
C.surprising,surprisingD.surprising,surprised
四、翻译下列句子:
1.这个强盗从大厦里跑了出去。
2.我们走不同的线路好吗?
3.看到他们的父母,这些孩子很惊奇。
4.你能告诉我怎样去购物中心吗?
5.你认识去警察局的路吗?
Unit2Findingyourway
(Vocabulary)
认识各种交通标志。
学会给别人指路,能对他人指引的路线做出正确反应。
一、翻译下列公共场所的标志用语:
1.Zebracrossing________________2.Straighton__________________
3.Nosmoking_________________4.Dangerous__________________
5.Turnleft_________________6.Noparking__________________
7.Slow________________8.Nophotos___________________
二、在日常生活中,你都见到过哪些标志,除本课的之外,你一定能画出几个:
一、根据中文或括号中词的暗示完成句子:
1.Togettothepark,turnleftwhenyoucometothe__________(十字路口)。
2.Don’t______________(横穿)thestreet.
3.Thissigntellsusthatwecango______________(径直)on.
4.MybrotherworksinSunshine_______________(宾馆).
5.Walkdowntheroad,youcanfindtheoffice___________(easy)
6.Perhapsyoucanfindyourmoney________(inside)thecornerofthebox.
二、根据对话上下文在空白处填上意适当的词:
Daniel:_________me.Isthereapostofficenearhere,please?
Police:No,thereisn’t.Thenearestoneis_______3kilometers_______.You’dbettertakeabus.
Daniel:WhichbusshouldI_______,please?
Police:Ithinkyouneeda_______8bus.
Daniel:Whereisthe________________,please?
Police:Go_________thisroadandtakethefirst________ontheleft.Thebusstopisalongthatroad_________theright.
Daniel:Thankyouverymuch.
三、翻译下列句子:
1、杰尔现在坐在我左边。
__________________________________________________________
2、在十字路口向右转,你会发现入口处就在你前面。
___________________________________________________________
3、哪一个答案是正确的。
___________________________________________________________
4、我们沿着第六街走,然后右转进进入公园路。
____________________________________________________________
四.按要求改写句子。
Susanwantstoclosethewindow,butitdoesn’twork.(改为同义句)
Susanwantstoclosethewindow______________.(butfails)
Takethesecondturningontheright.(改为同义句)
________________atthe_________turning.(Turnright,second)
Let’sgoalongthelake.(先改为反意疑问句,再改为同义句)
______________goalongthelake?(Whynot)
Let’sgoalongthelake,________________?(shallwe)
Tomysurprise,Imeetafriendofminehere.(改为同义句)
I_____________________________afriendofminehere.(amsurprisedtomeet)
五按要求进行句型转换(每空一词):
1.Thereisabigbuildingnearmyhome.Thereisasupermarketnearmyhome.(将两句并为一句)
Thereis____________________________________nearmyhome.
2.Myschoolisbetweenaparkandashop.(对划线部分提问)
________________________?
3.on,a,through,the,take,walk,Zhongshan,park,road(连词成句)
4.Thereisabigsupermarketnexttothisroad.(改为一般疑问句并作肯定回答)
___________abigsupermarketnexttothishotel?_________________.
5.how,me,you,to,tell,let,there,get(连词成句)