将下列单词按要求归类,并写在横线伤fruit drink food and drink pptima
点击联系发帖人
时间：2015-02-13 04:36
一.将你学过的单词按要求归类meat:beef、chicken、porkvegetable:onion、potato、tomatofruit:melon、orange、apple、bananadrink:Coke、juice可数名词________________不可数名词__________________不可数的有吗 没的话帮我弄几个
太简单了吧.可数名词的vegetablepotatotomatoorangeapple、bananamelon给我分吧 不说了 （楼上那个绝对是错的— —） 楼下的不准抄袭啊!
为您推荐：
其他类似问题
melon、orange、apple、bananaonion、potato、tomatobeef、chicken、pork可数
可数名词vegetablepotatotomatoorangeapple、bananamelon
扫描下载二维码fruit、drink,food是可数的还是不可数的？
fruit、drink,food是可数的还是不可数的？
09-02-24 &
一般来说这三个单词都是用作不可数名词用。但是fruit和drink有时候也做可数名词．当不可数名词从抽象化到具体化的时候，可以看成可数．
请登录后再发表评论!
请登录后再发表评论!Unit 10 Where....,Healthy Food_宇文网
当前位置： >
> Unit 10 Where....,Healthy Food
Unit 10 Where....,Healthy Food
七年级上册英语时态复习 一、一般现在时：（1、现在的状态。2、经常或习惯性动作。3、主语所具备的性格和能力。4、真理。）1、标志：often（经常）,usua lly（通常）,sometimes（有时）,always（总是）,never（从不）,on Sundays（在星期天）, every day/month/year（每一天/月/年）2、结构： （1）主语+连系动词be(am/is/are)+名词/形容词/数词/介词短语/副词等做表语表状态（包括There be +n.）练习：1.I______(be) a student. y name_____(be) Tom. 2. Where _____(be) my shoes? They___(be) here.3.Who ____(be) the girl with long straight hair? I think she ___(be) ate. 4. You and I ___(not be) in Class Six.5.___(be) there a supermarket on the Fifth Avenue? Yes, there_____(be). 6. ____ her parent tall? No, he____.（2）主语（非第三人称单数）+行为动词原形+其他 （用助动词do 帮助构成否定句、一般疑问句和特殊疑问）（3）主语（第三人称单数）+行为动词的第三人称单数+其他（用助动词does 帮助构成否定句、一般疑问句和特殊疑问句）行为动词第三人称单数加-s的形式1.- s 2. 辅音+y: study-studies 3.以s,x,ch,sh结尾watch-watches teach-teaches4特殊have-has do-does go-goes.1)His parents _______(watch) TV every night. 肯定句 1) y brother _________(do) homework every day.2)His parents _________(not watch) every night.否定句2)y brother________(not do)homework every day.3)_____his parents_____(watch) TV every night?一般疑3)______ your brother _____ homework every day ?Yes, they _______. No, they _______. Yes, he______. No, he _________.4)When___ his parents _____(watch) TV? 特疑 4)When _____ your brother ____(do) homework? They watch TV every night. He does homework every day.二．现在进行时：表示说话瞬间或现阶段正在进行的动作。1、标志: now（现在）listen（看）look（听） 2、结构:主语+助动词be(am/is/are)+行为动词的现在分词(doing)现在分词的构成：1.-ing: eat-eating 2.辅音字母+e: take-taking 3. sit, put, begin, run, swim, stop, get, sho p,（双写最后一个辅音字母，再加ing.）练习：1. Jim __________________(t ake) photos in the park no 2. Jim_________(not take) in the park no 3. _______________Jim____________(take) photos in the park now? Yes, he _____. No, he _______. 4. Where _________Jim ____________ photos now? In the park.三、情态动词：1、任何主语+can/may/must+动词原形 2、主语+ can’t/may not/ mustn’t+动词原形 3、Can/ay/ust + 主语+ 动词原形？ 4、疑问词+can/may/must+主语+动词原形？四、非谓语动词（是固定搭配） 1. like+ to do不定式/doing动名词 2.want to do sth. 3. love to do 4. would like to do sth.5. enjoy doing sth. 6. thanks for doing 7. stop doing sth 8. let sb. do sth. She wants _____(have) a party. Does he like _______(swim)? Thanks for _______(enjoy) CCTV sho She never stops ____(talk).五．祈使句：Go straight and turn left/ right. Go through Fifth Avenue.Take a taxi（Take a bus，Take a walk……）六．综合练习：1.r Green _____(be) a wor ker. Now he ____(work) in the field. 2.Listen! Who_______(sing)?3.What time ____ your brother usually _____(do) his homework? 4.You can______ _(come) here by bus.5. Who ____(have) a ruler? 6.Are they_____(clean) the room? 7.-____ you____(eat) dinner? ? Yes, we are. 8.Jack ____(have) a soccer ball, but he ____(not have) a basketball. 9._______Jim _______(like)______(run)?10.They _____(be) from Canada. They______(not speak) Chinese. 11. He wants _________ ________(be) tall. 1.我们正在吃晚餐。 2、我们每天6点起床。We __________________________. We __________________ at six every day.3．你们在聊天吗？是的。 4、他们常常聊天吗？不是。_______ they _______? Yes, they _____. ______ they often ______ ? No, they ________.5、他在做什么？他在做作业。 6、他晚上常干什么？他常做作业。What ____he ___? He_______. What ___he usually ___ in the evening? He usually______.答案： 1.are having dinner 2. get up 3. Are , talking , are 4. Do , talk, don’t 5. is doing, is doing homework 6. does, do, does , h omework七．人称代词： 我 你 他 她 它 我们 你们 他/她/它们 主格： I you he she it we you they 宾格： me you him her it us you them形容词性物主代词： 我的 你的 他的 她的 它的 我们的 你们的 他/她/它们的 my your his her its our your their练习：1.________(我) am a worker. _________(你) are a doctor. ______(她) is a teacher. 2.This is (他的 )shirt. 3. This is __________(我的)pen. 4._________(他们的) trousers are there.
5. I like this picture. Please give ________(它) to ________(我).
6. People get ________(他们的) money from _________(我). 7._____(他们) are new students. _____(他们的) names are Lucy and Lily. 8. These are _____(我们的) shoes. Can ____(我们) wear ______(它们). 9．Thank _______ for _______(你的) help.
10. _______(他) loves _______（她）, and _______(她) loves _______（他）,too. _______(我) love _________（你）, and ________(你) love _______（我），too.八，There be句型 句型转换1)There is a bank on the street. 2) There are some cars in front of the park.否定句：There _______a bank on the street. 否定句：There ______ _______cars in front of the bank.一般疑问句：_______ ______ a bank on the street? 一般疑问句：____ ______ ______cars in front of the bank?就划线部分提问：________ on the street? 就划线部分提问：_____ _____ in front of the bank?There’s a bank o n the street. There are some cars in front of the bank.同上：____ ______ ______are there on the street? 同 上：____ ____ ____ are there in front of the bank There’s only one. There’re some.2)将下列句子改为否定句、一般疑问句，并就划线部分提问。1. We are eating lunch. We eat lunch at noon.2．He is swimming at a pool. He swims at the pool every day.3.Jim and Tony are playing basketball at school. Jim and Tony play basketball on Sundays. 4.Sandra is running. Sandra likes running Unit 10 Where did you go on vacation Unit 10 Where did you go on vacation?Language goalIn this unit students learn to talk about past events.New languageWhere did you go on vacation? I went to the mountains.Where did they go on vacation? They went to New York.Where did he go on vacation? He stayed at home.Where did she go on vacation? She visited her uncle.Did you go to the beach? Yes, I did. /No, I didn't.Section AAsk questions about what students did last Saturday.Write some past tense statements on the board. Ask,Who went to the movies last Saturday? Point to a student who raises his or her hand. Sara went to the movies last Saturday. Repeat. Write this sentence on the board.Underline the word went. Ask, Who visited a friend lastSaturday? Point to a student who raises his or her hand.Carlos visited a friend last Saturday. Repeat. Write this"sentence on the board. Underline the word visited.Point to the words went and visited in the sentences on the board. Say, We use these words to talk about things that happened in the past.Then write these pairs of words on the board: go-went,visit-visited. Ask a student to point out the words that talk about the past.1 a This activity introduces the key vocabulary.Focus attention on the picture. Ask students to tell what they see. Say, Each picture shows something a person did in the past. Name each activity and ask students to repeat:went to the mountains, went to New York City, went to summer camp, visited my uncle, stayed at home, went to the beach, and visited museums.Point out the numbered list of activities. Say each one again and ask students to repeat.Then ask students to match each phrase with one of the pictures. Say, Write the letter of each picture next to the name of the activity. Point out the sample answer.Check the answers.1 b This activity gives students practice in understanding the target language in spoken conversation.Point to the picture. Ask students to tell what the person did in each scene. For example, Tina went to the mountains or She went to the mountains.Play the recording the first time. Students only listen.Play the recording a second time. This time say, There are three conversations. The people talk about what they did on vacation. Listen to the recording and write numbers of the names in the white boxes in the picture. Please write only five numbers. Point out the sample answer next to the picture showing went to the mountains.Correct the answers.1 C This activity provides guided oral practice using the target language.Point out the example conversation. Ask two students to read the dialogue to the class.Say, Noork with a partner. ake your own conversations about the pictures.Say the dialogue in the picture with a student. Do a second example, if you wish.Then have students work in pairs. As they talk, move around the room monitoring their work.Offer language or pronunciation support as needed.2a This activity gives students practice in understanding the key vocabulary in spoken conversation.Point to the three people's names and read the names to the class. Point to the three vacation activities and ask a student to read the activities to the class.Say, This is a recording about three people's vacations. Please match the people with the places they went to on vacation.Play the recording the first time. Students only listen.Play the recording a second time. This time, ask students to write the letters of where people went on vacation next to their names. Point out the sample answer next to item 1.Correct the answers.2b This activity provides more listening practice using the target language.Call attention to the chart. Ask a student to read through the names and activities listed.Say, Now listen to the recording again. This time,please listen to the conversations and put a checkmark in the "Yes, I did." or "No, I didn't." blank after each activity. Play the recording the first time. Students only listen.Point out the sample answer under Yes, I did in the first blank after the words "Nancy... go to Central Park?" Say, Did Nancy go to Central Park? Yes, she did.Play the recording again. Ask students to put checkmarifl in the correct blanks.2c This activity provides guided oral practice using the target language.Say, Get into groups of three. One of you will be Nancy, one will be evin, and one will be Julie. Ask each other about the vacations. You can talk about the activitiesfrom the chart in 2b or about any other activities you like.As students talk, move around the room, monitoring the conversations and offering support as needed.You may want to have a group of students present their conversation to the class.3a This activity provides reading and writing practice using the target language.Point out the pictures in the photo album. Ask students to describe what they see. (In picture 1 there is a man with a bowl of soup. There is also a waiter. He looks angry. In picture 2 there is a beautiful beach. There is a man. He looks unhappy.)After that, read the first two lines of the dialogue to the class. Point out the answer was in the first line.Then point out the blanks in the rest of the lines of the dialogue. Read the conversation to the class saying the word blank for each blank line: How blank the beaches?Then say, Write the word was or were in each blank.Ask students to complete the activity on their own.Correct the answers.3b This activity provides guided oral practice using the target language.Point to each of the pictures and ask students to say what they see. Then read the words under each picture. Pronounce any neords and explain what they mean, if necessary. For example, In this picture a girl is on a bus. The girl is taking a bus trip. Ask, What does relaxing mean? Does it mean you are excited or quiet? How do you look when you relax? If students don't know the meaning of relaxing, demonstrate by leaning back in your seat and half-closing your eyes.Say,Noork with a partner. ake your own conversations about the pictures.Say a dialogue with a student. Point to the food picture.Ask, Hoas the food? The student replies, It was awful.Do a second example, if you wish.Then have students work in pairs. As they talk, move around the room monitoring their work. Offer language or pronunciation support as needed.4. This activity provides speaking practice using the targetlanguage.Explain to the students that they are going to make a vacation photo album and talk about it with their classmates. You may want to provide students with magazines which they can cut up for their photo albums, or askthem to draw the photos or have them make their photo albums at home for homework.Once students have completed their photo albums, draw students' attention to the vacation pictures in the student book. Tell them that they are pictures from your last vacation. Using the simple past tense, point to each picture and describe a few things about your time in each place. Write wh- questions on the board (where,what, who, why, when, how). Remind students that the photos in the book in activity 4 are photos from your vacation. Encourage the class to ask you wh- questions about your vacation.Have students interview their classmates about their vacation photo albums.When students have interviewed several classmates,have them discuss in pairs where in China they think would be the best place for a vacation. It could be somewhere one of them has been to, or just somewhere they have heard of and would like to visit.Have several pairs explain their choices of vacation destination to the rest of the class.Section BNew languagedelicious, awfulexpensive, inexpensivecrowded, uncrowded1 a This activity introduces more key vocabulary.Point out the six words. Say each word and ask students to repeat it.Call attention to the first picture. Say, This is a ring.The price is one hundred million dollars. It's expensive!Do the same thing for all six pictures'.Then point out the blank line in front of each numbered word. Ask students to match each word with a picture by writing the letter of each picture in the blank in front of the correct word.Point out the sample answer. As students work, move around the room answering questions as needed.1 b This activity provides writing practice using the targetlanguage.Point out the smiley face and the frowny face. Say,The smiley face is for good things. The frowny face is for bad things.Call attention to the six words in activity la. Say,Norite each word under the smiley face or under the frowny face.Point out the sample answer. Say, The word delicious is under the smiley face because delicious is a happy word.Ask students to finish the activity individually.Check the answers.2a This activity gives students practice in understanding the target language in spoken conversation.Say, Now listen to this conversation. Vera is talking about her vacation.Point out the two questions. Say, After you hear the conversation, please answer these questions. Read the questions to the class.Play the recording the first time. Students only listen.Play the recording a second time. This time say, Listen to the recording and write the answer to each question.Correct the answers.2b This activity provides further listening practice using the target language.Call attention to the chart. Read the words in the charher vacation, the museums, the stores, the people, thefoaSay, Listen to the recording again. This time, write what Vera thinks about these things in the blanks ii the chart.Point out the sample answer. Say, What does Vera thil of her vacation? It was great.Play the recording. Students fill in the chart.Play the recording a second time. Ask students to finish filling in their answers and to check their answers.Correct the answers.2c This activity provides guided oral practice using tbtarget language.Call attention to the question words. Have a student read them to the class.Say, Please work with a partner. Student A, you are Vera's friend. Student B, you are Vera. Student A, use this question words to ask Vera questions about her vacation Student B, you can use the information in activities 2a and 2b to answer.Help with the first question. Point to activity 2a. Ask Where did you go on vacation?Say, Please work in pairs. As students talk, move arom the room, offering pronunciation and language support as needed.3a This activity provides reading practice using the target language.Call attention to irn's diary. Ask a different student to read each entry in the diary. Answer any questions students have about the neords.Explain the instructions to the activity. Point out the sample answer "weather". Say, The weather was a good thing. It was "great".Say, Now read the diary and circle all the good things about irn's holiday. Underline all the bad things. Ask them to notice the description words that tell them whether something is "good" or "bad" (e.g. "great","beautiful", "fun" ="not much fun", "boring","crowded" = bad). You may want to ask a student to tellyou what the first "bad thing" was (i.e. irn's kite breaking).Ask students to finish the activity individually.Check the answers.3b This activity provides guided writing practice using the target language.Say, Norite a travel diary like the one in 3a.Imagine you are an American student on vacation in Beijing.Have students do the activity individually. You maywant to have them write on pieces of paper, since space in the textbook is limited. As they work, move around the classroom offering assistance as necessary.Have several students read out their diaries to the class. (You might want to make this activity more substantial, and set it as written homework to be collected and marked.) 4. This activity gives students listening and speaking practice using the target language.Say, Now you can talk about an imaginary vacation.Pretend you are a foreigner who came to China on vacation. Think about what nationality you are and the places in China you visited.Ask students to get into groups of four. Tell them to pretend that they are foreigners who meet at the airport after their vacation in China. One student in each group begins by telling where he or she went.The other students ask questions. Then they switch roles, so each student has a chance to tell the others about his or her vacation.As students talk, move around the room, offering vocabulary and pronunciation support as needed.Healthy FoodUnit 3 Language in use导学案（一）学习目标：Enable students to talk and write about food and drink.（二）学习重点、难点：1、some 和any 区别运用2、不可数名词和可数名词的单复数变化（三）问题导学：Ⅰ. 将下列方框内的单词按要求归类noodle, rice, juice, milk, apple, tomato, chicken, melon, onion, beef, carrot, pork1.可数名词： ____________________________________2.不可数名词：____________________________________Ⅱ.用所给词的适当形式填空1. I would like five ______ (tomato). 2. There aren’t any ______ (noodle) in the bowl. 3. Have they got ______ (some) rice? 4. We have got some ______ (banana) on the table. 5. Do you like ______ (hamburger), Daming?Ⅲ.根据括号内所给汉语写出单词的适当形式?1.They'll have (猪肉)with carrots tonight.?2.Sandy likes eating (西红柿)with eggs.?3.Eating much (水果)is good for us.?4.I'm thirsty.I want something to (喝).?5.What's your (最喜欢的)food??6. (汉堡包)are the most popular in America.?7.Don't eat too much (糖果).It's bad for your teeth.?8.Ice cream and candy are not (健康的)food.?9.Potato is one of (蔬菜).We can eat a lot.?10.We often put the food into the (冰箱)in summer.?（四）课堂操练：Activity 1看右边的图进行问答：Have we got any … in the fridge?Activity 2看右边的图根据示例填空。Activity 3看本题的表格，在右边名词后面的空格处填上相应的s（单数），p（复数）或者u（不可数）。Activity 4写出书本中所列单词的复数形式并写出下列单词的复数形式1. shop _______ 2. bag _______ 3. bus _______4. box _______ 5. baby _______ .6. city _______7. knife _______ 8. life _______ 9. zoo _______10. potato _______11. radio _______ Activity 5按分类填写单词。（五）随堂检测：I.完成句子1. 我们有些橙汁吗？______ we got ______ ______ ______ ? 2. 妈妈喜欢吃洋葱和胡萝卜。My mother likes eating ______ and ______ . 3. 我们没有一些冰激凌。We haven’t got ______ ______ ______ . 4. 你喜欢美国食物吗? Do you like ______ ______ ? 5. 冰箱里有一些鸡蛋。There are ______ ______ ______ ______ ______ . Ⅱ.句型转换1. They have got some apples. （改为一般疑问句并作肯定回答）______ they got ______ apples? Yes, ______ ______ . 2. There is some juice in the bottle. （改为否定句)There ______ ______ juice in the bottle. 3. I have got an orange. （改为复数形式）______ ______ got ______ ______ . 4. Tom’s favourite drink is Coke.（对划线部分提问）______ ______ Tom’s favourite drink? 5. has, any, fish, Green, got, Mr. , not（连词成句）___________________________________________.（六）归纳小结：自己能否对比一下在不同国家的食品和饮料有哪些异同？（七）语言拓展：I.根据问句选出相应的答语?1.How many bikes have you got? A.He is a farmer. 2.How much tea would you like? .B.Two cups,please!?3.How old is the boy? C.Only one.?4.Who is the girl? D.He is behind the tree.?5.What is the man? E.It's sunny.?6.What day is it today? F.It's May 1st.?7.What's the date today? G.He is three.?8.Where is the boy? H.At six.?9.What time does Annie get up? I.She is his sister.?10.What's the weather like today? J.It's Monday.?Ⅱ.补全对话A: 1 your favourite food? B: My favourite food is candy. A: 2 it 3 food? B: 4 , it isn’t. It is 5 food. A: What’s your favourite 6 ? B: My favourite drink is juice. A: That’s good. It is a 7 drink. B: Yes. It is good for our health. A: 8 you 9 10 juice here? B: Sorry, I haven’t got any juice here. 1. ______ 2. ______ 3. ______ 4. ______ .5. ______ People and workUnit 26 People and work学习目标：一. 语音 1. 辅音字母组合的发音： ch [t∫] child teach China sh [∫] shop shirt English th [?] throw thank thirsty th [ e] there then that wh [w] where why white wh [h] who whose 2. 句子重音和语调 Do you ′have a?brother? ′Yes, I?do. Do you′speak ?English? ′Yes, she ?does. ′Where does he ?work? He ′works on a ?farm.二. 词汇 1. 单词 driver, farmer, soldier, nurse, factory, station, hospital, farm, post, office, party, medicine, businessman, assistant, postman friendly also study * job, writer, cleaner, turn, grow, baker, artist, hobby, place 2．词组 on a farm 在农场 in a factory 在工厂 every week 每星期 in the day 在白天 at night 在晚上 at weekends 在周末 make money 赚钱 post office 邮电局 work hard 努力工作 a shop assistant 售货员 bus station 公共汽车站三．日常交际用语 1. What do you do? I'm a teacher. 2. What does he do? He is a postman. 3. Where does his father work? He works in a factory. 4. Are you a businessman? Yes, I am./ No, I'm not. 5. Good evening Good evening.四. 语法 The Simple Present Tense 一般现在时 1. 用法：一般现在时用来表示经常的或习惯性的动作。 e.g. Uncle Wang works in a factory. We usually stay at home on Sundays. Tom often helps me with my English. 2. 当主语是第三人称单数时，动词形式发生变化。这一变化被称为"动词的第三人称单数形式。" 规 则 动词原形 第三人称单数形式 规 则 动词原形 第三人称单数形式 一般动词在词尾加-s. help make swim helps makes swims 以字母s, x, ch, sh, o结尾的动词加-es guess fix teach go wash guesses fixes teaches goes washes 以辅音字母加y结尾的动词，先变y为i，再加-es. fly carry study flies carries studies 3. 结构： 1）.当主语为第一、二人称单、复数及第三人称复数时： 2）.当主语为第三人称单数时： 知识讲解 1. What does he do? 他是干什么的？ 这是用来询问对方职业和身份的常用语。 What do you do ? 你是做什么的？ I'm a teacher. 我是一名老师。 What does your mother do? 你妈妈是做什么的？ She 's a nurse. 她是一名护士。 询问对方职业和身份时，还可以说"What are you?" "What's you mother?" 而" Where does your mother work?"则是用于询问某人工作地点的句型。 2. The people there are very friendly. 那儿的中国人非常友好。 friendly是形容词，而不是副词。表示"对某人友好"用be friendly to sb, 强调一方对另一方的态度；这时friendly相当于nice, good, kind等词的意思。表示"与某人友好相处"用be friendly with sb, 这一句中的friendly 不能用nice，kind或 good代替。 I have some good friends,. They are friendly to me. 我有一些好朋友。他们对我都很好。 You're not very friendly to newcomers. 你对新来的人不太友好。 形容词friendly在句中不能作状语，通常用in a friendly way这一介词短语作状语，意思是"以友好的方式"。 Li Lei talks to me in a friendly way. 李雷友好地和我谈话。 3. Nice meeting you 与Nice to meet you. 两者都表示"见到你很高兴"，但Nice to meet you是见面时的问候语，而Nice meeting you表示告别时的用语。 类似的还有：Nice talking to you, but we have to say good-bye. 和你谈话很高兴，但我们得说再见了！（结束谈话时） 4. She's also learning Chinese medicine there. 她也正在那学习中医。 too与also都可作副词，表示"也"的意思，即前者如何，后者也如何。一般说来，also用于较正式的场合，too比较随意。此外，also一般位于行为动词之前，be动词、助动词或情态动词之后。Too则常位于句末，前面常用逗号隔开。 I also like playing basketball. 我也喜欢打篮球。 He has a new bike, too. 他也有一辆新自行车。 5.He wants to make more money. 他要赚更多的钱。 want (sb) to do sth 表示"要（某人）做某事"。 He wants to go home. 他要回家。 She wants me to go with her. 她要我和她一起去。练习检测一. 根据意思，写出所缺的单词，每个单词的第一个字母已给出。 1. I often watch TV at w_________. 2. The Chinese people are very f__________. 3. Mark Twain is a great American w_________. 4. Sichuan food is very h_________. 5. My uncle is a worker. He works in a f_________.二．选择填空。 6. --- What are you? --- ____________. A. I'm very well. B. I'm thirteen. C. I'm in Mr Green's office. D. A postman. 7. Mr Black works _________ a farm. A. on B. in C. at D. to 8. Can he ________ you English? A. teaches B. teach C. teaching D. teacher 9. Does Mr. White __________ in Beijing? A. likes working B. likes work C. like working D. like work 10. He ________ works in the hospital. A. also B. too C. does D.is三. 用括号中所给动词的正确形式填空. 11. He wants _________ ( draw ) a picture. 12. What about something __________ ( drink) ? 13. _________ (not close) the door, please. 14. Look! They _________ (run ) over there. 15. Let me _________ (help) you. 16. He __________ (do) his homework in the evening. But he __________ ( not do ) at this time.四. 下列每句中均有一处错误，请找出并加以改正。 22. It’s a hard work for us to do. A B C D 23. I don’t have much money of these things. A B C D 24. The boy want to eat some ice cream. A B C D 25. His mother often works at the night. A B C D 26. He doesn’t likes playing basketball at all. A B C D 五. 句型转换： 27. What does your uncle do? （改为同义句） ________ ________ your uncle? 28. Where is Bill from? （改为同义句） Where _______ he ________ from? 29. Mr. Green works in an office. （对划线部分提问） ________ ________ Mr. Green ________? 30. They watch TV in the evening. （对划线部分提问） _______ _______ they ______ in the evening? 31. Lily has some new pencils. （改为一般疑问句） _______ Lily _______ ________ new pencils?六． 阅读理解 The Sawyers live at 87 King Street. In the morning, Mr. Sawyer goes to work and the children go to school. Their father takes them to school every day. Mrs. Sawyer stays at home every day. She does the housework. She always eats her lunch at noon. In the afternoon, she usually sees her friends. They often drink tea together. In the evening, the children come home from school. They arrive（到达）home early. Mr. Sawyer comes home from work. He arrives home late. At night, the children always do their homework. Then they go to bed. Mr. Sawyer usually reads his newspaper, but sometimes he and his wife watch television. 根据短文内容，判断正误。（True or False） 32. Mrs. Sawyer takes the children to school. 33. Mrs. Sawyer does the housework at home. 34. Mrs. Sawyer and her friends drink coffee in the afternoon. 35. Mr. Sawyer and the children arrive home early. 36. Sometimes Mrs. Sawyer reads the newspaper at night.七. 书面表达 根据下列表格内容，以My friend为题，写一篇50字左右的短文，要求语句流畅、表达清楚。姓 名 李 雷 年 龄 13 班 级 一（5）班
爱 好 踢球、看书、电脑、英语 学 校 合肥一中 父亲：教师 母亲： 护士（nurse）
地 址 明光路55号 答案： 1. 我经常在周末看电视，故所缺词为weekends. 2. 中国人民很友好，应填friendly 3. 马克`吐温是个伟大的美国作家，应填writer. 4. 四川食物很辣，应用hot. 5. 所缺词为factory. 6---10 DABCA 11---15 BCDCD 6. 问题是"你是干什么的"，答案应为D (postmen指邮递员)。" How are you?" 的答语为"I'm very well." "I'm thirteen."所对应的问题是"How old are you?" 而"I'm in Mr Green's office."的问题为"Where do you work?"。 7. "在农场"应使用介词on，而不用in. 8. 情态动词can的后面应用动词原形。 9. 本题是一般现在时的第三人称单数的一般疑问句形式，助动词does已体现了第三人称单数的形式,在使用动词时应用like,而不用 like+doing sth表示"喜欢做某事"，故答案为C. 10. 他也在医院工作。用在行为动词work前，应用also表示"也"。 11. 动词want意为"想要",want to do sth表示"想要做某事"，应填 to buy。 12. 表示"所喝的东西"，用something to drink. 13. 本题是祈使句的否定形式，肯定的祈使句动词原形开头，否定的祈使句以Don't +动词原形开头，应填Don't close. 14. 从look 来分析,本题应表达一个正在发生的动作,即: 看! 他们正在那边跑呢.应填.are running 15. "让某人做某?,用let sb do sth 的句型，let 后动词应用原形，故填help。 16. 本题第一句表示习惯性的动作，即：他在晚上做作业，主语是he,故应用 does；第二句意为现在他不在做作业，用现在进行时态的否定形式，填isn't doing。 21---26 BCADB 17. work作为名词，意为"工作"，是不可数名词，所以前面不能加冠词a，应把B去掉. 18. money 多与介词for连用表示"……的钱"，把of 改为for。 19. 第三人称单数the boy 做主语，故把动词want 改为wants。 20. at night是固定搭配，表示"在夜晚"，去掉the。 21. 助动词does 已体现出第三人称单数的变化，所以动词likes应改为like。 22. What is your uncle? 与What does your uncle do? 有同义。 23. be from与come from同义，所以，第二句为Where does he come from? 24. 对地点进行提问，应用表地点的疑问词where, 本句时态为一般现在时的第三人称单数，助动词应用does, 所缺词为Where, does, work。 25. 对"作什么"进行提问，用"What",第二句话为What do they do in the evening? 26. 一般现在时的第三人称单数，助动词应用does,原句中的动词has在一般疑问句中要变成原形have, some要变为any，故，所填词为Does, have, any. 32---36 FTFFF七. 书面表达 Li Lei is my good friend. He's thirteen years old. He's in Class 5, Grade 1 in No. 1 Middle School in Hefei. He likes playing football, reading and playing computer games. He's good at English. He can speak English well. He's from a family of three people. His father is a teacher. And his mother is a nurse. They work hard. His home is at No. 55Mingguang Road. It's near his school.Unit 6 Do you like bananas教案（总第28课时） Unit 6 Do you like bananas教案（总第28时）第1时 Unit 6 Do you like bananas? （总第28时）SectionA1a—1c【学习目标】：1、熟练掌握本13个单词. 2、谈论对方喜欢或不喜欢的食物。 【学习重点】：名词的复数形式。 【学习过程】：一、自主学习（教师寄语：nowledge is power.）学习任务一: 会读写本13个单词. 1．个人自读，记忆本单词． 2．小组互相检查单词读写情况． 3．根据汉语写出下列英语单词并展示 喜欢___________香蕉_____________汉堡包___________西红柿_________ 花椰菜_________薯条_____________橙子_____________冰____________ 奶油__________ 冰淇淋_________ 沙拉___________ 草莓_________梨__________学习任务二: 谈论对方喜欢或不喜欢的食物。 1. 录音完成1b （ 面的对话编号） 2. 两人一组练习1b 对话. 3. Pair work 和你同伴模仿1b对话.编新对话. 二、合作共建（教师寄语：any hands make light work. ） 小组讨论你所学的不可数名词. _______________________________________________________三、系统总结（教师寄语：No man can do two things at once.）I. 一般情况下加 －s . 如： book books
hamburger _____________pear__________ banana_______________ orange_________ II. 以 o 结尾的加 －s 或－es 如： photo photos
tomato _______________III. 以 s . sh ch . x 结尾的加－es 如： watch watches bus _________IV . 以辅音字母加 y 结尾的变 y 为 i 加 es . 如： dictionary dictionaries
strawberry __________ family _______________四、 诊断评价：（一） 翻译下列句子.
1.我喜欢花椰菜。
____________________________________________________________ 2.我不喜欢橘子。
__________________________________________________________ 3.他喜欢西红柿． __________________________________________________________ 4.她不喜欢梨． ____________________________________________________________ 5.你喜欢冰淇淋吗？不，我不喜欢 __________________________________________________________ 6.你喜欢草莓吗？是的，我喜欢。 ________________________________________________________（二） 根据句意及汉意写出下列单词 （１） Do you l ________ salad ?
（２） I want to eat some b _________.
（３） There are many p ________ on the table. （三） 用所给单词的正确形式填空。 1. There are four _________ ( tomato) in the drawer. 2. Jeff likes ____________( strawberry ) very much.
3. Are these ____________( you) oranges.
4. She ___________( like ) bananas.
5. I ______________ (not like ) math. （四）选择 1. ost boys ___________ hamburgers .
A. likes B. like C. does D. do
2. Do ___________like French fries? A. he B. she C. them D. you
3. y mother ____________oranges and strawberry .
A. don't like B.do likes C. doesn't like D. doesn't likes
4. Do they like broccoli ?
A. Yes , I do B. Yes , they do C. No , I don't D No , they do
5. There is some _________in the bag . A. apple B. salad C. tomato D. banana 五、【后反思】（教师寄语：Never do things by halves） 通过本节的学习我最大的收获_________________________________感到自己有待加强的是________________________________________ 第2时 Unit 6 Section A( 2a—4) （总第29时）【学习目标】：1.掌握本单词have,food。 2.区分可数名词与不可数名词。 3.学会询问他人喜欢与不喜欢的食物。【学习重点】：可数名词与不可数名词。 询问他人喜欢与不喜欢的食物的句型及其回答.【学习过程】：一、自主学习（教师寄语：any hands make light work. ）学习任务一：熟练读、写本单词及短语。 1.个人自读、记忆本单词及短语． 2.小组互相检查读写情况． 3.根据汉语写出下列英语单词及短语并展示．单词：吃；饮__________食物_________啊;噢;呀(表示惊讶等)___________短语：可数名词__________不可数名词____________ 吃汉堡包____________ 吃冰淇淋________________ 4.完成下列表格,并在小组内核对答案.Countable nounsUncountable nounsFoodsVegetablesFruits学习任务二：运用句型Do you like ┅?/Does┅like┅?及其回答,调查人们喜欢与不 喜欢的食物. 1.组内同学运用句型Do you like ┅?及其回答Yes, I do./No, I don't.互相问答,
e.g. A: Do you like tomatoes, Zhang Xiang? B: Yes, I do. /No, I don't. 完成本4部分的表格. 2.组内同学合作,完成3及82页表格. e.g. (1)A:Does Bob like French fries? B:Yes, he does.
(2)A: Does Bill like strawberries? B: No, he doesn't. 3.听录音,完成2a, 2b,并核对答案. 4.理解下列句子: Let's have ice cream. / I don't like ice cream. 5.背诵、默写2b的对话并展示.二、合作共建（教师寄语：any hands make light work. ） 小组合作总结一下名词变复数的变化规则(可参考本94、95页): （1）一般情况_________________________________ （2）以辅音字母加y结尾的词______________________ （3）以s,x,sh,ch结尾的词__________________________三、系统总结（教师寄语：No man can do two things at once.)
I like bananas.此句中bananas(名词复数)表示的是________. 四、【诊断评价】（教师寄语：Never do things by halves）
（一）写出下列单词的复数形式. hamburger__________ dictionary__________ tomato_________ photo_________
strawberry__________ banana__________ pear__________ orange_________ （二）写出下列短语. 冰淇淋__________ 五个汉堡包_____________ 炸马铃薯条_____________ 七个草莓________________ 一些西红柿_____________ （三）选择. 1.He likes some____________. A.apple B.banana C.broccolis D.salad 2.She doesn't like_______. A.tomato B.tomatoesC.tomatosD.a tomato 3.Bill and Bob ________ like bananas. A.does B.don't C.not D.does （四）根据汉语完成句子. 1.我喜欢橘子. I like _______. 2.你喜欢橘子吗? _____you like ________? 3.我不喜欢橘子. I ______like _________. 4.比尔喜欢汉堡包. Bill _______ ＿＿＿＿＿. 5.比尔喜欢汉堡包吗? ______ Bill like ________? 6.比尔不喜欢汉堡包. Bill _______ like ________. 7.比尔和我喜欢沙拉. Bill and I _________ _________. 8.我们吃些花椰菜吧. __________have _______ _________.五、【后反思】（教师寄语：Never do things by halves） 通过本节的学习我最大的收获是_________________________________ 感到自己有待加强的是___________________________________________第3时 Unit 6 Section B 1a—2c （总第30时）【学习目标】：1.掌握本9个单词
2.掌握like的三单及其否定形式的句型【学习重点】：like的三单及其否定形式的句型【学习过程】：一、自主学习（教师寄语：any hands make light work. ）学习任务一: 熟练掌握本的7个单词 1.个人自读，记忆本单词． 2.小组互相检查单词读写情况． 3.根据汉语写出下列英语单词并展示． 蛋,鸡蛋______苹果_______胡萝卜________鸡,鸡肉 __________早餐________午餐________晚餐,正餐_________ 水果________ 蔬菜;植物________学习任务二: 1. 完成1a,小组核对答案 2. 小组合作,完成1b,看哪个小组写的最多学习任务三: 1. 听录音,把听到的单词写在下方. 1________ 2________ 3_________ 4_________ 5________ 6________ 7_________ 2. 小组核对答案 3. 再听一遍,完成2b的表格 4. 小组核对答案 5. 椐表格的内容,练习句型: Sandra likes salad. Tom doesn't like apples.二、合作共建（教师寄语：any hands make light work. ）小组合作,翻译下列两个句子.拖尼喜欢汉堡包.玛丽不喜欢鸡肉.三、系统总结（教师寄语：No man can do two things at once.) 总结喜欢和不喜欢的两个句型.四、【诊断评价】（教师寄语：Never do things by halves） （一）据首字母填空 1. What do you have for b_________? 2. I like salad for l_______. 3. Where is my ice c________? 4. This is an e_______and that's an apple. 5. We must eat v________.（二）选择 1. _____Clark ______French fries? A. do like B. does like C. Does like D. Do like 2. I often have chiicken and fruit ______dinner. A. of B. for C. at D. in 3. y brother ______very much. A. like banana B. likes bananas C. like bananas D. likes bananas 4. — Does she like broccoli? —__________. A. Yes, she like. B. No,she does. C. Yes, she does. D. No, he does. 5. ary ________vegetables. A. don't like B. doesn't like C. doesn't likes D. like（三） 汉译英. 1. 他不喜欢花椰菜. He _______like________. 2. 我们应多吃些水果和蔬菜. We should eat lots of ________and________. 3. 我哥哥早餐吃薯条和沙拉. y brother eat _______ _________and ________for________.（四）请根据表格内容,写一篇介绍ary的小短.姓名年龄喜欢不喜欢ary12冰淇淋,香蕉,西红柿,沙拉鸡肉,花椰菜五、【后反思】（教师寄语：Never do things by halves） 通过本节的学习我最大的收获_________________________________ 感到自己有待加强的是___________________________________第5时 Unit 6 Do you like bananas? （总第31时）Self -check【学习目标】：1.复习掌握本单元表食物、蔬菜、水果的单词及几个短语. 2.熟练运用本单元句型: —Do you / they like? —Yes, I / they do.—No, I / they don't. —Does she / he/Zhang ing ? —Yes, she / he does . —No, she / he doesn't. 进行对话交际.【学习重点】： 正确运用询问对方喜欢或不喜欢东西的句型【学习过程】： 一、自主学习（教师寄语：nowledge is power.） 学习任务一: 熟悉掌握本单元单词和短语 1.自读并记忆单词5分钟 2.两人一组，相互提问 3.展示交流，小组竞赛(以听写形式进行展示)Fruit: 香蕉_________ 橙子____________草莓___________ 梨___________ 苹果______ Vegetables :花椰菜 ________ 西红柿 ________ 胡萝卜 _____________Food: 汉堡包 ____________ 炸马铃薯条 ______________ 冰淇淋 _______________沙拉______________ 鸡肉 _______________蛋,鸡蛋 ________________Others: 早餐 ___________午餐___________晚餐_________ 喜欢 ____________ 吃、饮_______ 健康的 ___________ 清单 ________ 跑、奔跑 ________ 星星、明星_______ 4.完成本一、二、三部分学习任务二: 根据所学的内容进行交际 1.自我总结本单元的重点句型 2. 两人一组练习对话 3.完成本第四部分,写下对话，然后读并熟记,小组表演对话,展示对话交际.二、合作共建（教师寄语：any hands make light work. ） 你学到哪些名词变复数的规则?_______________________________________________________________ 三、系统总结（教师寄语：No man can do two things at once.） 总结本单元的主要句型.____________________________________________________________________四、诊断评价(一)英汉互译 1.lots of_____________ 2.healthy food_____________ 3.French fries____________ 4.running star __________________ 5 .一个鸡蛋______________________ 6.一些花椰菜_________________________ 7.七个草莓__________________ 8.赛跑明星___________________________ 9.四个西红柿_______________ 10.一些鸡肉___________________________(三)根据句意和首字母提示完成单词. 1.—Do you like _______________ (番茄) ?—Yes,I do. 2.I like hamburgers for b________________. 3.We must eat _________________.( 蔬菜 ) 4.I like ______________, for example (例如 ),apples, bananas,oranges…. 5.She doesn't like b__________________.(花椰菜) 6.y brother likes ice c_______________. 7.I have six b___________________. (香蕉)(四)用所给词的正确形式填空. 1. rs Gao _________(eat) a lot of healthy food. 2. Do you like ___________(pear)? 3. For dinner,she has some _______________.(chicken) 4. That ___________(sound) good. 5.__________(do)he like pears?（五）选择空 1. He likes some____________.
A. apple B. banana C.broccolis D.salad2. Please read your list _______food to us. A .at B.in C.of. D.on3. ________Gina ___________French fries? A. do, like B.does, like C. Does, like D. Do, likes4. I ofen have chicken and fruit ______dinner. A. of B. for C. at D. in5. Bill and Tom ______like eating eggs. A. does B. don't C. not D.does （六）翻译下列句子。. 1.咱们晚饭吃西红柿和鸡蛋吧。______________________________________________________________.
2.那位赛跑明星经常吃很多健康食品。______________________________________________________________. 3.我吃沙拉作为甜点。_______________________________________________________________. 4.我姐姐不喜欢花椰菜。_______________________________________________________________. 5.李小雨午饭喜欢吃汉堡包。__________________________________________________________ 五、【后反思】（教师寄语：Never do things by halves）通过本节的学习我最大的收获_________________________________感到自己有待加强的是__________________________ Unit 8 What is John likeUnit 8: What is John like?Language goalIn this unit students learn to talk about what people are like.New languageWho's that? That's Mike.What's he like? He's shy.What's she like? She's unfriendly.Section AAdditional materials to bring to class:pictures from newspapers and magazines for Follow-up activity 1 .Ask a student to stand in front of the class. Ask students questions about this student using language they already know. For example, What's his/her name? Where is be/she from? What's his/her address? What's his/her favorite kind of music?Then say, In this unit we're going to learn to say more about people. Write the six new words from page 47 on the board and use one or two of the words to describe the student standing in front of the class. For example,He's/She's friendly. He's/She's smart. Use gestures, facial expressions and/or translation to clarify the meaning of each statement. Point to each word on the board as youuse it to describe the student.1 a This activity introduces the key vocabulary.Focus attention on the picture. Ask students to tell what the people look like. They may mention that some one is tall, has blond hair, etc. Then point to a person in the picture, name the kind of personality he or she represents (smart, funny, serious, friendly, shy, or unfriendly) and ask students to repeat each word. Say a sentence or two about each kind of personality. She's smart. She studies a lot. She getsA's in all her classes.Point out the numbered list of words. Say each one and ask students to repeat these words. , -Then ask students to match each word with one of the people. Say, Write the letter of each person next to one of the words. Point out the sample answer.Check the answers.1 b This activity gives students practice in understanding the target language in spoken conversation.Point to the picture. Ask students to identify the person ality type of each person. For example: She's smart.He's funny.Play the recording the first time. Students only listen.Play the recording a second time. This time, point to the six people. Ask students to write the number 1 next to Billy, the number 3 next to Jane and the number 2 next to Angela. You may wish to write these names and numbers on the board for students to look at as they work.Correct the answers.1 c This activity provides guided oral practice using the target language.Point to the example in the speech bubbles in activity la. Ask two students to read it.Say, Now work with a partner. Make your own conversations about Billy and Jane. Student A talks about Billy. Student B talks about Jane.Have students work in pairs making conversations about Billy and Jane. As they talk, move around the room monitoring their work. Offer language or pronunciation support as needed.Ask some pairs to present their conversations to the class.2a This activity provides guided listening practice using the target language.Point out the chart. Read the column headings to the class. Then have one student read the list of names to the class, another student read the list of relationships to the class, and a third student read the list of personality words to the class.Say, You will hear a recording of four conversations.In the chart, circle all of the words that you hear.Play the tape the first time. Students only listen.Play the tape a second time. Say, Circle all the words you hear in these three columns.You may want to play the tape several times so students can finish and check their answers.Correct the answers.2b This activity provides listening practice using the target language.Call attention again to the chart. Point out the lines that are drawn between "Mike", "Peter's brother", and "shy"!Say, I will play the tape again. This time, draw lines to match the words that are about each person in the chart. Mike is Peter's brother and he is shy, so lines are drawn to connect all those words. Please do this for the other three people.Play the tape. Students draw lines connecting the related words.Check the answers.2c This activity provides guided oral practice using the target language.Point to the example in the speech bubbles. Ask two students to read the dialogue. Show students how this dialogue connects with the chart in activity 2a.Say, Now work with a partner. Make your own conversations about the chart. You can use sentences like the ones in activity 2c.As students work in pairs, move around the room monitoring their work. Offer language or pronunciatiol support as needed.3a This activity provides guided oral practice using the target language.Point out the four sentences next to the picture.Ask different students to say one of the sentences each.Say, Now number the sentences so that they make a conversation. The first one is done for you. The first line of the conversation is "Who's the tall, thin boy with curly hair?" Please work in pairs.As students work, move around the room monitoring progress.After students have finished numbering the sentences, check the answer. Then say. Now please practice the conversation. Take turns asking about Jack.Ask several pairs of students to read the dialogue to the class.3b This activity provides oral practice using the target language.Call attention to the example in the chart. Ask one student to introduce "Anne" to the class (Anne's smart and interesting. She likes monies and Kung Fu).Explain that students have to write words that describe their riends' personalities and hobbies. Ask,Are they friendly or nfriendly? erious or funny? Smart or shy? What sports do they like? What do they like to do in their leisure time? What clothes do they like to wear?What else can you say about them?Have students complete the chart individually. As they work, move around the classroom monitoring progress.When they have completed the chart, ask students to introduce their friends to their partners.Ask several students to introduce one of their friends to the rest of the class.4 This game provides guided listening, speaking, and writing practice using the target language.Point out the questions and answers in the speech bubbles. Ask two students to perform the dialogue.Reintroduce the question, What are you like? by asking one or two students the question and prompting a reasonable answer, such as, I'm serious or I'm friendly.Read the instructions to the class or have a student do this.Point out the list of six personality types and the sample answer, Dave. Say, Now talk to your class mates. Ask the question, "What are you like?" Get as many answers as you can in ten minutes.Answer any questions students have about how to play the game. Remind students that you will stop the game in ten minutes.When the game is over, ask. Who has ten names on your chart? Who has twelve names? Continue until you find the student with the most names. That student is the winner of the game.Ask the winner to read his/her list of personality types and names to the class.Alternative: If you do not want students to get up and walk round the class, then you can ask them to do ?the activity sitting down. They an ask students sitting near them, "What are you like?" The student who finds the largest number of different personal ity types is the winner.Section BNew languagemore words to describe people's personalities: generous,outgoing, easygoing, moody1 This activity introduces more key vocabulary.Focus attention on the four pictures. Ask students to tell what they see in each picture. Guide students to understand the meaning of each word through facial gestures and/or translation.Then review the four words again, adding a sentence or two describing each personality type. For example you might say, She's generous. She gives people things.She doesn't keep everything/or herself She's a generous person.Point out the numbered list of words. Say each one and ask students to repeat.Then ask students to match each word with one of the pictures. Say, Write the letter of each picture next to one of the words. Point out the sample answer.Check the answers.2a This activity provides listening practice using the target language.Say, You are going to hear a conversation. Mary is talking with a friend. Listen to the conversation and flu in the blanks in the chart under "Personality".These words tell what the people are like.Play the recording the first time. Students only listen.Play the recording a second time. This time ask students to fill in the words under "Personality" that describe the people's personalities.Check the answers.2b This activity provides more guided listening practice using the target language.Say, Now you are going to hear the conversation again. This time listen to the conversation and/ill in the blanks under "Appearance." These words tell what the people look like.Play the recording the first time. Students only listen.Play the recording a second time. This time ask student to fill in the words under "Appearance" that describe what people look like.Check the answers.2c This activity provides guided listening and speaking practice using the target language.Point to the example in the speech bubbles. Ask two students to read it to the class.Ask students to work in pairs. Say, Use the chart in activity 2 a to ask and answer questions about the people in the picture.As students work, move around the room monitorin progress.Ask some pairs to present their conversations to the class.3a This activity provides reading and writing practice using the target language.Call attention to the letter and ask students to read one sentence each to the class. Ask some comprehension questions to be sure students understand the main ideas in the letter. For example, What is the girl's name?Where does she want to go? How old is she?Point out the application form. Point to and read the five headings to the class. Say, Now use the information in the letter to fill in the application form. Ask students to work individually.Correct the answers.3b This activity provides more reading and writing practice using the target language.Call attention to the application form. Point out that it looks just like the one they just filled in.Say, Now read the information on this form and write a letter like the letter in activity 3a. You can look back at that letter/or ideas.Ask students to work independently. As they work,move around the room monitoring progress and offering assistance where eeded.Ask a student to read his or her letter to the class.3c This activity provides writing practice using the targetlanguage.On the board, make a five-part chart similar to the ones in activities 3a and 3b. Include 1. Name, 2. Age,3. Nationality,4. Likes, 5. Personality.Say, Copy this chart on separate paper and fill in the information about yourself before you start writing the letter. Offer spelling and pronunciation help with any new likes or personality types students wish to use in their letters. Write each new word on the board and have the class repeat it.Ask students to work Independently. As they work,move around the room monitoring progress and offering assistance where needed. .Ask several students to read their letters to the class.4 This activity provides listening and speaking practice using the target language.Read the directions to the class.Say, What do we ask to find out someone's name?Guide students to answer. What's your name? Write this on the board. Elicit more topics to ask about.Afterward, point to each of the questions on the board. Ask students to repeat each one after you. Compare the What do you like? and What are you like? questions and point out different answers to each.Ask students to work with their partners to ask and answer questions. Suggest that they each take the student and the teacher role once.Ask several pairs to present their conversations to the class.Review unit 81.QuestionWhat??s he/she/Fan Jianqiang like?He/She is----2.PersonalityHe is serious She funny Gong Yadong smart They are friendly
My sister shy unfriendly quiet gentle and quiet introverted outgoing generousUnit 3 How Are You学案M Unit 3 How Are You学案第一课 时学一学1.重点短语be polite and helpful 礼貌且乐于助人 big and strong 又高又壮small and thing 又瘦又小2.重点句型对年龄提问：How old +be+s b?eg: He is eleven.(对划线部 分提问)一般疑问句的回答用Yes 或No回答eg: Are they classmates? (肯定回答) Is she your cousin? (否定回答)练一练1.—- your brother? -- He is a teacher in a middle school.
A. Who is B. What is C. W hat D. Who2.海宝是我的新朋友，他又高又壮。 HaiBao _______my________ ________,He______ _ and ． Unit 3第二课时学一学１.重点短语 two new friends 两位新朋友be from=come from 来自于look at 看……have a look 看一看2.重点句型（1）She is from England. She is Engli sh 国 国人
England English America American（2）We are all Chinese.all 与both的用法区别all 用于三者 或三者以上 “都”both用于两者 或两者 “都”all与both 在句中的位置 be动词或情态动词的后面，实意动词的前面。（3）语法be 动词与人称代词的搭配我（I）用 你(you)用
连着他（he）她（she）它（it）单数名词用 复数名词全用 练一练1. Is Lucy ? A. England B. America C. American D. an America2. Wang Hai is Chinese and Pat is American boy. A. an, a B. a, a C. a, an D. an , an3. We are from China. (改为一般 疑问句并作肯定回答)4.这个女孩是你的表妹吗? 是的。－ this girl your ? －Yea, .
上一篇： 下一篇：
相关文章推荐
兴趣文章推荐}
太简单了吧.可数名词的vegetablepotatotomatoorangeapple、bananamelon给我分吧 不说了 （楼上那个绝对是错的— —） 楼下的不准抄袭啊!
为您推荐：
其他类似问题
melon、orange、apple、bananaonion、potato、tomatobeef、chicken、pork可数
可数名词vegetablepotatotomatoorangeapple、bananamelon
扫描下载二维码fruit、drink,food是可数的还是不可数的？
fruit、drink,food是可数的还是不可数的？
09-02-24 &
一般来说这三个单词都是用作不可数名词用。但是fruit和drink有时候也做可数名词．当不可数名词从抽象化到具体化的时候，可以看成可数．
请登录后再发表评论!
请登录后再发表评论!Unit 10 Where....,Healthy Food_宇文网
当前位置： >
> Unit 10 Where....,Healthy Food
Unit 10 Where....,Healthy Food
七年级上册英语时态复习 一、一般现在时：（1、现在的状态。2、经常或习惯性动作。3、主语所具备的性格和能力。4、真理。）1、标志：often（经常）,usua lly（通常）,sometimes（有时）,always（总是）,never（从不）,on Sundays（在星期天）, every day/month/year（每一天/月/年）2、结构： （1）主语+连系动词be(am/is/are)+名词/形容词/数词/介词短语/副词等做表语表状态（包括There be +n.）练习：1.I______(be) a student. y name_____(be) Tom. 2. Where _____(be) my shoes? They___(be) here.3.Who ____(be) the girl with long straight hair? I think she ___(be) ate. 4. You and I ___(not be) in Class Six.5.___(be) there a supermarket on the Fifth Avenue? Yes, there_____(be). 6. ____ her parent tall? No, he____.（2）主语（非第三人称单数）+行为动词原形+其他 （用助动词do 帮助构成否定句、一般疑问句和特殊疑问）（3）主语（第三人称单数）+行为动词的第三人称单数+其他（用助动词does 帮助构成否定句、一般疑问句和特殊疑问句）行为动词第三人称单数加-s的形式1.- s 2. 辅音+y: study-studies 3.以s,x,ch,sh结尾watch-watches teach-teaches4特殊have-has do-does go-goes.1)His parents _______(watch) TV every night. 肯定句 1) y brother _________(do) homework every day.2)His parents _________(not watch) every night.否定句2)y brother________(not do)homework every day.3)_____his parents_____(watch) TV every night?一般疑3)______ your brother _____ homework every day ?Yes, they _______. No, they _______. Yes, he______. No, he _________.4)When___ his parents _____(watch) TV? 特疑 4)When _____ your brother ____(do) homework? They watch TV every night. He does homework every day.二．现在进行时：表示说话瞬间或现阶段正在进行的动作。1、标志: now（现在）listen（看）look（听） 2、结构:主语+助动词be(am/is/are)+行为动词的现在分词(doing)现在分词的构成：1.-ing: eat-eating 2.辅音字母+e: take-taking 3. sit, put, begin, run, swim, stop, get, sho p,（双写最后一个辅音字母，再加ing.）练习：1. Jim __________________(t ake) photos in the park no 2. Jim_________(not take) in the park no 3. _______________Jim____________(take) photos in the park now? Yes, he _____. No, he _______. 4. Where _________Jim ____________ photos now? In the park.三、情态动词：1、任何主语+can/may/must+动词原形 2、主语+ can’t/may not/ mustn’t+动词原形 3、Can/ay/ust + 主语+ 动词原形？ 4、疑问词+can/may/must+主语+动词原形？四、非谓语动词（是固定搭配） 1. like+ to do不定式/doing动名词 2.want to do sth. 3. love to do 4. would like to do sth.5. enjoy doing sth. 6. thanks for doing 7. stop doing sth 8. let sb. do sth. She wants _____(have) a party. Does he like _______(swim)? Thanks for _______(enjoy) CCTV sho She never stops ____(talk).五．祈使句：Go straight and turn left/ right. Go through Fifth Avenue.Take a taxi（Take a bus，Take a walk……）六．综合练习：1.r Green _____(be) a wor ker. Now he ____(work) in the field. 2.Listen! Who_______(sing)?3.What time ____ your brother usually _____(do) his homework? 4.You can______ _(come) here by bus.5. Who ____(have) a ruler? 6.Are they_____(clean) the room? 7.-____ you____(eat) dinner? ? Yes, we are. 8.Jack ____(have) a soccer ball, but he ____(not have) a basketball. 9._______Jim _______(like)______(run)?10.They _____(be) from Canada. They______(not speak) Chinese. 11. He wants _________ ________(be) tall. 1.我们正在吃晚餐。 2、我们每天6点起床。We __________________________. We __________________ at six every day.3．你们在聊天吗？是的。 4、他们常常聊天吗？不是。_______ they _______? Yes, they _____. ______ they often ______ ? No, they ________.5、他在做什么？他在做作业。 6、他晚上常干什么？他常做作业。What ____he ___? He_______. What ___he usually ___ in the evening? He usually______.答案： 1.are having dinner 2. get up 3. Are , talking , are 4. Do , talk, don’t 5. is doing, is doing homework 6. does, do, does , h omework七．人称代词： 我 你 他 她 它 我们 你们 他/她/它们 主格： I you he she it we you they 宾格： me you him her it us you them形容词性物主代词： 我的 你的 他的 她的 它的 我们的 你们的 他/她/它们的 my your his her its our your their练习：1.________(我) am a worker. _________(你) are a doctor. ______(她) is a teacher. 2.This is (他的 )shirt. 3. This is __________(我的)pen. 4._________(他们的) trousers are there.
5. I like this picture. Please give ________(它) to ________(我).
6. People get ________(他们的) money from _________(我). 7._____(他们) are new students. _____(他们的) names are Lucy and Lily. 8. These are _____(我们的) shoes. Can ____(我们) wear ______(它们). 9．Thank _______ for _______(你的) help.
10. _______(他) loves _______（她）, and _______(她) loves _______（他）,too. _______(我) love _________（你）, and ________(你) love _______（我），too.八，There be句型 句型转换1)There is a bank on the street. 2) There are some cars in front of the park.否定句：There _______a bank on the street. 否定句：There ______ _______cars in front of the bank.一般疑问句：_______ ______ a bank on the street? 一般疑问句：____ ______ ______cars in front of the bank?就划线部分提问：________ on the street? 就划线部分提问：_____ _____ in front of the bank?There’s a bank o n the street. There are some cars in front of the bank.同上：____ ______ ______are there on the street? 同 上：____ ____ ____ are there in front of the bank There’s only one. There’re some.2)将下列句子改为否定句、一般疑问句，并就划线部分提问。1. We are eating lunch. We eat lunch at noon.2．He is swimming at a pool. He swims at the pool every day.3.Jim and Tony are playing basketball at school. Jim and Tony play basketball on Sundays. 4.Sandra is running. Sandra likes running Unit 10 Where did you go on vacation Unit 10 Where did you go on vacation?Language goalIn this unit students learn to talk about past events.New languageWhere did you go on vacation? I went to the mountains.Where did they go on vacation? They went to New York.Where did he go on vacation? He stayed at home.Where did she go on vacation? She visited her uncle.Did you go to the beach? Yes, I did. /No, I didn't.Section AAsk questions about what students did last Saturday.Write some past tense statements on the board. Ask,Who went to the movies last Saturday? Point to a student who raises his or her hand. Sara went to the movies last Saturday. Repeat. Write this sentence on the board.Underline the word went. Ask, Who visited a friend lastSaturday? Point to a student who raises his or her hand.Carlos visited a friend last Saturday. Repeat. Write this"sentence on the board. Underline the word visited.Point to the words went and visited in the sentences on the board. Say, We use these words to talk about things that happened in the past.Then write these pairs of words on the board: go-went,visit-visited. Ask a student to point out the words that talk about the past.1 a This activity introduces the key vocabulary.Focus attention on the picture. Ask students to tell what they see. Say, Each picture shows something a person did in the past. Name each activity and ask students to repeat:went to the mountains, went to New York City, went to summer camp, visited my uncle, stayed at home, went to the beach, and visited museums.Point out the numbered list of activities. Say each one again and ask students to repeat.Then ask students to match each phrase with one of the pictures. Say, Write the letter of each picture next to the name of the activity. Point out the sample answer.Check the answers.1 b This activity gives students practice in understanding the target language in spoken conversation.Point to the picture. Ask students to tell what the person did in each scene. For example, Tina went to the mountains or She went to the mountains.Play the recording the first time. Students only listen.Play the recording a second time. This time say, There are three conversations. The people talk about what they did on vacation. Listen to the recording and write numbers of the names in the white boxes in the picture. Please write only five numbers. Point out the sample answer next to the picture showing went to the mountains.Correct the answers.1 C This activity provides guided oral practice using the target language.Point out the example conversation. Ask two students to read the dialogue to the class.Say, Noork with a partner. ake your own conversations about the pictures.Say the dialogue in the picture with a student. Do a second example, if you wish.Then have students work in pairs. As they talk, move around the room monitoring their work.Offer language or pronunciation support as needed.2a This activity gives students practice in understanding the key vocabulary in spoken conversation.Point to the three people's names and read the names to the class. Point to the three vacation activities and ask a student to read the activities to the class.Say, This is a recording about three people's vacations. Please match the people with the places they went to on vacation.Play the recording the first time. Students only listen.Play the recording a second time. This time, ask students to write the letters of where people went on vacation next to their names. Point out the sample answer next to item 1.Correct the answers.2b This activity provides more listening practice using the target language.Call attention to the chart. Ask a student to read through the names and activities listed.Say, Now listen to the recording again. This time,please listen to the conversations and put a checkmark in the "Yes, I did." or "No, I didn't." blank after each activity. Play the recording the first time. Students only listen.Point out the sample answer under Yes, I did in the first blank after the words "Nancy... go to Central Park?" Say, Did Nancy go to Central Park? Yes, she did.Play the recording again. Ask students to put checkmarifl in the correct blanks.2c This activity provides guided oral practice using the target language.Say, Get into groups of three. One of you will be Nancy, one will be evin, and one will be Julie. Ask each other about the vacations. You can talk about the activitiesfrom the chart in 2b or about any other activities you like.As students talk, move around the room, monitoring the conversations and offering support as needed.You may want to have a group of students present their conversation to the class.3a This activity provides reading and writing practice using the target language.Point out the pictures in the photo album. Ask students to describe what they see. (In picture 1 there is a man with a bowl of soup. There is also a waiter. He looks angry. In picture 2 there is a beautiful beach. There is a man. He looks unhappy.)After that, read the first two lines of the dialogue to the class. Point out the answer was in the first line.Then point out the blanks in the rest of the lines of the dialogue. Read the conversation to the class saying the word blank for each blank line: How blank the beaches?Then say, Write the word was or were in each blank.Ask students to complete the activity on their own.Correct the answers.3b This activity provides guided oral practice using the target language.Point to each of the pictures and ask students to say what they see. Then read the words under each picture. Pronounce any neords and explain what they mean, if necessary. For example, In this picture a girl is on a bus. The girl is taking a bus trip. Ask, What does relaxing mean? Does it mean you are excited or quiet? How do you look when you relax? If students don't know the meaning of relaxing, demonstrate by leaning back in your seat and half-closing your eyes.Say,Noork with a partner. ake your own conversations about the pictures.Say a dialogue with a student. Point to the food picture.Ask, Hoas the food? The student replies, It was awful.Do a second example, if you wish.Then have students work in pairs. As they talk, move around the room monitoring their work. Offer language or pronunciation support as needed.4. This activity provides speaking practice using the targetlanguage.Explain to the students that they are going to make a vacation photo album and talk about it with their classmates. You may want to provide students with magazines which they can cut up for their photo albums, or askthem to draw the photos or have them make their photo albums at home for homework.Once students have completed their photo albums, draw students' attention to the vacation pictures in the student book. Tell them that they are pictures from your last vacation. Using the simple past tense, point to each picture and describe a few things about your time in each place. Write wh- questions on the board (where,what, who, why, when, how). Remind students that the photos in the book in activity 4 are photos from your vacation. Encourage the class to ask you wh- questions about your vacation.Have students interview their classmates about their vacation photo albums.When students have interviewed several classmates,have them discuss in pairs where in China they think would be the best place for a vacation. It could be somewhere one of them has been to, or just somewhere they have heard of and would like to visit.Have several pairs explain their choices of vacation destination to the rest of the class.Section BNew languagedelicious, awfulexpensive, inexpensivecrowded, uncrowded1 a This activity introduces more key vocabulary.Point out the six words. Say each word and ask students to repeat it.Call attention to the first picture. Say, This is a ring.The price is one hundred million dollars. It's expensive!Do the same thing for all six pictures'.Then point out the blank line in front of each numbered word. Ask students to match each word with a picture by writing the letter of each picture in the blank in front of the correct word.Point out the sample answer. As students work, move around the room answering questions as needed.1 b This activity provides writing practice using the targetlanguage.Point out the smiley face and the frowny face. Say,The smiley face is for good things. The frowny face is for bad things.Call attention to the six words in activity la. Say,Norite each word under the smiley face or under the frowny face.Point out the sample answer. Say, The word delicious is under the smiley face because delicious is a happy word.Ask students to finish the activity individually.Check the answers.2a This activity gives students practice in understanding the target language in spoken conversation.Say, Now listen to this conversation. Vera is talking about her vacation.Point out the two questions. Say, After you hear the conversation, please answer these questions. Read the questions to the class.Play the recording the first time. Students only listen.Play the recording a second time. This time say, Listen to the recording and write the answer to each question.Correct the answers.2b This activity provides further listening practice using the target language.Call attention to the chart. Read the words in the charher vacation, the museums, the stores, the people, thefoaSay, Listen to the recording again. This time, write what Vera thinks about these things in the blanks ii the chart.Point out the sample answer. Say, What does Vera thil of her vacation? It was great.Play the recording. Students fill in the chart.Play the recording a second time. Ask students to finish filling in their answers and to check their answers.Correct the answers.2c This activity provides guided oral practice using tbtarget language.Call attention to the question words. Have a student read them to the class.Say, Please work with a partner. Student A, you are Vera's friend. Student B, you are Vera. Student A, use this question words to ask Vera questions about her vacation Student B, you can use the information in activities 2a and 2b to answer.Help with the first question. Point to activity 2a. Ask Where did you go on vacation?Say, Please work in pairs. As students talk, move arom the room, offering pronunciation and language support as needed.3a This activity provides reading practice using the target language.Call attention to irn's diary. Ask a different student to read each entry in the diary. Answer any questions students have about the neords.Explain the instructions to the activity. Point out the sample answer "weather". Say, The weather was a good thing. It was "great".Say, Now read the diary and circle all the good things about irn's holiday. Underline all the bad things. Ask them to notice the description words that tell them whether something is "good" or "bad" (e.g. "great","beautiful", "fun" ="not much fun", "boring","crowded" = bad). You may want to ask a student to tellyou what the first "bad thing" was (i.e. irn's kite breaking).Ask students to finish the activity individually.Check the answers.3b This activity provides guided writing practice using the target language.Say, Norite a travel diary like the one in 3a.Imagine you are an American student on vacation in Beijing.Have students do the activity individually. You maywant to have them write on pieces of paper, since space in the textbook is limited. As they work, move around the classroom offering assistance as necessary.Have several students read out their diaries to the class. (You might want to make this activity more substantial, and set it as written homework to be collected and marked.) 4. This activity gives students listening and speaking practice using the target language.Say, Now you can talk about an imaginary vacation.Pretend you are a foreigner who came to China on vacation. Think about what nationality you are and the places in China you visited.Ask students to get into groups of four. Tell them to pretend that they are foreigners who meet at the airport after their vacation in China. One student in each group begins by telling where he or she went.The other students ask questions. Then they switch roles, so each student has a chance to tell the others about his or her vacation.As students talk, move around the room, offering vocabulary and pronunciation support as needed.Healthy FoodUnit 3 Language in use导学案（一）学习目标：Enable students to talk and write about food and drink.（二）学习重点、难点：1、some 和any 区别运用2、不可数名词和可数名词的单复数变化（三）问题导学：Ⅰ. 将下列方框内的单词按要求归类noodle, rice, juice, milk, apple, tomato, chicken, melon, onion, beef, carrot, pork1.可数名词： ____________________________________2.不可数名词：____________________________________Ⅱ.用所给词的适当形式填空1. I would like five ______ (tomato). 2. There aren’t any ______ (noodle) in the bowl. 3. Have they got ______ (some) rice? 4. We have got some ______ (banana) on the table. 5. Do you like ______ (hamburger), Daming?Ⅲ.根据括号内所给汉语写出单词的适当形式?1.They'll have (猪肉)with carrots tonight.?2.Sandy likes eating (西红柿)with eggs.?3.Eating much (水果)is good for us.?4.I'm thirsty.I want something to (喝).?5.What's your (最喜欢的)food??6. (汉堡包)are the most popular in America.?7.Don't eat too much (糖果).It's bad for your teeth.?8.Ice cream and candy are not (健康的)food.?9.Potato is one of (蔬菜).We can eat a lot.?10.We often put the food into the (冰箱)in summer.?（四）课堂操练：Activity 1看右边的图进行问答：Have we got any … in the fridge?Activity 2看右边的图根据示例填空。Activity 3看本题的表格，在右边名词后面的空格处填上相应的s（单数），p（复数）或者u（不可数）。Activity 4写出书本中所列单词的复数形式并写出下列单词的复数形式1. shop _______ 2. bag _______ 3. bus _______4. box _______ 5. baby _______ .6. city _______7. knife _______ 8. life _______ 9. zoo _______10. potato _______11. radio _______ Activity 5按分类填写单词。（五）随堂检测：I.完成句子1. 我们有些橙汁吗？______ we got ______ ______ ______ ? 2. 妈妈喜欢吃洋葱和胡萝卜。My mother likes eating ______ and ______ . 3. 我们没有一些冰激凌。We haven’t got ______ ______ ______ . 4. 你喜欢美国食物吗? Do you like ______ ______ ? 5. 冰箱里有一些鸡蛋。There are ______ ______ ______ ______ ______ . Ⅱ.句型转换1. They have got some apples. （改为一般疑问句并作肯定回答）______ they got ______ apples? Yes, ______ ______ . 2. There is some juice in the bottle. （改为否定句)There ______ ______ juice in the bottle. 3. I have got an orange. （改为复数形式）______ ______ got ______ ______ . 4. Tom’s favourite drink is Coke.（对划线部分提问）______ ______ Tom’s favourite drink? 5. has, any, fish, Green, got, Mr. , not（连词成句）___________________________________________.（六）归纳小结：自己能否对比一下在不同国家的食品和饮料有哪些异同？（七）语言拓展：I.根据问句选出相应的答语?1.How many bikes have you got? A.He is a farmer. 2.How much tea would you like? .B.Two cups,please!?3.How old is the boy? C.Only one.?4.Who is the girl? D.He is behind the tree.?5.What is the man? E.It's sunny.?6.What day is it today? F.It's May 1st.?7.What's the date today? G.He is three.?8.Where is the boy? H.At six.?9.What time does Annie get up? I.She is his sister.?10.What's the weather like today? J.It's Monday.?Ⅱ.补全对话A: 1 your favourite food? B: My favourite food is candy. A: 2 it 3 food? B: 4 , it isn’t. It is 5 food. A: What’s your favourite 6 ? B: My favourite drink is juice. A: That’s good. It is a 7 drink. B: Yes. It is good for our health. A: 8 you 9 10 juice here? B: Sorry, I haven’t got any juice here. 1. ______ 2. ______ 3. ______ 4. ______ .5. ______ People and workUnit 26 People and work学习目标：一. 语音 1. 辅音字母组合的发音： ch [t∫] child teach China sh [∫] shop shirt English th [?] throw thank thirsty th [ e] there then that wh [w] where why white wh [h] who whose 2. 句子重音和语调 Do you ′have a?brother? ′Yes, I?do. Do you′speak ?English? ′Yes, she ?does. ′Where does he ?work? He ′works on a ?farm.二. 词汇 1. 单词 driver, farmer, soldier, nurse, factory, station, hospital, farm, post, office, party, medicine, businessman, assistant, postman friendly also study * job, writer, cleaner, turn, grow, baker, artist, hobby, place 2．词组 on a farm 在农场 in a factory 在工厂 every week 每星期 in the day 在白天 at night 在晚上 at weekends 在周末 make money 赚钱 post office 邮电局 work hard 努力工作 a shop assistant 售货员 bus station 公共汽车站三．日常交际用语 1. What do you do? I'm a teacher. 2. What does he do? He is a postman. 3. Where does his father work? He works in a factory. 4. Are you a businessman? Yes, I am./ No, I'm not. 5. Good evening Good evening.四. 语法 The Simple Present Tense 一般现在时 1. 用法：一般现在时用来表示经常的或习惯性的动作。 e.g. Uncle Wang works in a factory. We usually stay at home on Sundays. Tom often helps me with my English. 2. 当主语是第三人称单数时，动词形式发生变化。这一变化被称为"动词的第三人称单数形式。" 规 则 动词原形 第三人称单数形式 规 则 动词原形 第三人称单数形式 一般动词在词尾加-s. help make swim helps makes swims 以字母s, x, ch, sh, o结尾的动词加-es guess fix teach go wash guesses fixes teaches goes washes 以辅音字母加y结尾的动词，先变y为i，再加-es. fly carry study flies carries studies 3. 结构： 1）.当主语为第一、二人称单、复数及第三人称复数时： 2）.当主语为第三人称单数时： 知识讲解 1. What does he do? 他是干什么的？ 这是用来询问对方职业和身份的常用语。 What do you do ? 你是做什么的？ I'm a teacher. 我是一名老师。 What does your mother do? 你妈妈是做什么的？ She 's a nurse. 她是一名护士。 询问对方职业和身份时，还可以说"What are you?" "What's you mother?" 而" Where does your mother work?"则是用于询问某人工作地点的句型。 2. The people there are very friendly. 那儿的中国人非常友好。 friendly是形容词，而不是副词。表示"对某人友好"用be friendly to sb, 强调一方对另一方的态度；这时friendly相当于nice, good, kind等词的意思。表示"与某人友好相处"用be friendly with sb, 这一句中的friendly 不能用nice，kind或 good代替。 I have some good friends,. They are friendly to me. 我有一些好朋友。他们对我都很好。 You're not very friendly to newcomers. 你对新来的人不太友好。 形容词friendly在句中不能作状语，通常用in a friendly way这一介词短语作状语，意思是"以友好的方式"。 Li Lei talks to me in a friendly way. 李雷友好地和我谈话。 3. Nice meeting you 与Nice to meet you. 两者都表示"见到你很高兴"，但Nice to meet you是见面时的问候语，而Nice meeting you表示告别时的用语。 类似的还有：Nice talking to you, but we have to say good-bye. 和你谈话很高兴，但我们得说再见了！（结束谈话时） 4. She's also learning Chinese medicine there. 她也正在那学习中医。 too与also都可作副词，表示"也"的意思，即前者如何，后者也如何。一般说来，also用于较正式的场合，too比较随意。此外，also一般位于行为动词之前，be动词、助动词或情态动词之后。Too则常位于句末，前面常用逗号隔开。 I also like playing basketball. 我也喜欢打篮球。 He has a new bike, too. 他也有一辆新自行车。 5.He wants to make more money. 他要赚更多的钱。 want (sb) to do sth 表示"要（某人）做某事"。 He wants to go home. 他要回家。 She wants me to go with her. 她要我和她一起去。练习检测一. 根据意思，写出所缺的单词，每个单词的第一个字母已给出。 1. I often watch TV at w_________. 2. The Chinese people are very f__________. 3. Mark Twain is a great American w_________. 4. Sichuan food is very h_________. 5. My uncle is a worker. He works in a f_________.二．选择填空。 6. --- What are you? --- ____________. A. I'm very well. B. I'm thirteen. C. I'm in Mr Green's office. D. A postman. 7. Mr Black works _________ a farm. A. on B. in C. at D. to 8. Can he ________ you English? A. teaches B. teach C. teaching D. teacher 9. Does Mr. White __________ in Beijing? A. likes working B. likes work C. like working D. like work 10. He ________ works in the hospital. A. also B. too C. does D.is三. 用括号中所给动词的正确形式填空. 11. He wants _________ ( draw ) a picture. 12. What about something __________ ( drink) ? 13. _________ (not close) the door, please. 14. Look! They _________ (run ) over there. 15. Let me _________ (help) you. 16. He __________ (do) his homework in the evening. But he __________ ( not do ) at this time.四. 下列每句中均有一处错误，请找出并加以改正。 22. It’s a hard work for us to do. A B C D 23. I don’t have much money of these things. A B C D 24. The boy want to eat some ice cream. A B C D 25. His mother often works at the night. A B C D 26. He doesn’t likes playing basketball at all. A B C D 五. 句型转换： 27. What does your uncle do? （改为同义句） ________ ________ your uncle? 28. Where is Bill from? （改为同义句） Where _______ he ________ from? 29. Mr. Green works in an office. （对划线部分提问） ________ ________ Mr. Green ________? 30. They watch TV in the evening. （对划线部分提问） _______ _______ they ______ in the evening? 31. Lily has some new pencils. （改为一般疑问句） _______ Lily _______ ________ new pencils?六． 阅读理解 The Sawyers live at 87 King Street. In the morning, Mr. Sawyer goes to work and the children go to school. Their father takes them to school every day. Mrs. Sawyer stays at home every day. She does the housework. She always eats her lunch at noon. In the afternoon, she usually sees her friends. They often drink tea together. In the evening, the children come home from school. They arrive（到达）home early. Mr. Sawyer comes home from work. He arrives home late. At night, the children always do their homework. Then they go to bed. Mr. Sawyer usually reads his newspaper, but sometimes he and his wife watch television. 根据短文内容，判断正误。（True or False） 32. Mrs. Sawyer takes the children to school. 33. Mrs. Sawyer does the housework at home. 34. Mrs. Sawyer and her friends drink coffee in the afternoon. 35. Mr. Sawyer and the children arrive home early. 36. Sometimes Mrs. Sawyer reads the newspaper at night.七. 书面表达 根据下列表格内容，以My friend为题，写一篇50字左右的短文，要求语句流畅、表达清楚。姓 名 李 雷 年 龄 13 班 级 一（5）班
爱 好 踢球、看书、电脑、英语 学 校 合肥一中 父亲：教师 母亲： 护士（nurse）
地 址 明光路55号 答案： 1. 我经常在周末看电视，故所缺词为weekends. 2. 中国人民很友好，应填friendly 3. 马克`吐温是个伟大的美国作家，应填writer. 4. 四川食物很辣，应用hot. 5. 所缺词为factory. 6---10 DABCA 11---15 BCDCD 6. 问题是"你是干什么的"，答案应为D (postmen指邮递员)。" How are you?" 的答语为"I'm very well." "I'm thirteen."所对应的问题是"How old are you?" 而"I'm in Mr Green's office."的问题为"Where do you work?"。 7. "在农场"应使用介词on，而不用in. 8. 情态动词can的后面应用动词原形。 9. 本题是一般现在时的第三人称单数的一般疑问句形式，助动词does已体现了第三人称单数的形式,在使用动词时应用like,而不用 like+doing sth表示"喜欢做某事"，故答案为C. 10. 他也在医院工作。用在行为动词work前，应用also表示"也"。 11. 动词want意为"想要",want to do sth表示"想要做某事"，应填 to buy。 12. 表示"所喝的东西"，用something to drink. 13. 本题是祈使句的否定形式，肯定的祈使句动词原形开头，否定的祈使句以Don't +动词原形开头，应填Don't close. 14. 从look 来分析,本题应表达一个正在发生的动作,即: 看! 他们正在那边跑呢.应填.are running 15. "让某人做某?,用let sb do sth 的句型，let 后动词应用原形，故填help。 16. 本题第一句表示习惯性的动作，即：他在晚上做作业，主语是he,故应用 does；第二句意为现在他不在做作业，用现在进行时态的否定形式，填isn't doing。 21---26 BCADB 17. work作为名词，意为"工作"，是不可数名词，所以前面不能加冠词a，应把B去掉. 18. money 多与介词for连用表示"……的钱"，把of 改为for。 19. 第三人称单数the boy 做主语，故把动词want 改为wants。 20. at night是固定搭配，表示"在夜晚"，去掉the。 21. 助动词does 已体现出第三人称单数的变化，所以动词likes应改为like。 22. What is your uncle? 与What does your uncle do? 有同义。 23. be from与come from同义，所以，第二句为Where does he come from? 24. 对地点进行提问，应用表地点的疑问词where, 本句时态为一般现在时的第三人称单数，助动词应用does, 所缺词为Where, does, work。 25. 对"作什么"进行提问，用"What",第二句话为What do they do in the evening? 26. 一般现在时的第三人称单数，助动词应用does,原句中的动词has在一般疑问句中要变成原形have, some要变为any，故，所填词为Does, have, any. 32---36 FTFFF七. 书面表达 Li Lei is my good friend. He's thirteen years old. He's in Class 5, Grade 1 in No. 1 Middle School in Hefei. He likes playing football, reading and playing computer games. He's good at English. He can speak English well. He's from a family of three people. His father is a teacher. And his mother is a nurse. They work hard. His home is at No. 55Mingguang Road. It's near his school.Unit 6 Do you like bananas教案（总第28课时） Unit 6 Do you like bananas教案（总第28时）第1时 Unit 6 Do you like bananas? （总第28时）SectionA1a—1c【学习目标】：1、熟练掌握本13个单词. 2、谈论对方喜欢或不喜欢的食物。 【学习重点】：名词的复数形式。 【学习过程】：一、自主学习（教师寄语：nowledge is power.）学习任务一: 会读写本13个单词. 1．个人自读，记忆本单词． 2．小组互相检查单词读写情况． 3．根据汉语写出下列英语单词并展示 喜欢___________香蕉_____________汉堡包___________西红柿_________ 花椰菜_________薯条_____________橙子_____________冰____________ 奶油__________ 冰淇淋_________ 沙拉___________ 草莓_________梨__________学习任务二: 谈论对方喜欢或不喜欢的食物。 1. 录音完成1b （ 面的对话编号） 2. 两人一组练习1b 对话. 3. Pair work 和你同伴模仿1b对话.编新对话. 二、合作共建（教师寄语：any hands make light work. ） 小组讨论你所学的不可数名词. _______________________________________________________三、系统总结（教师寄语：No man can do two things at once.）I. 一般情况下加 －s . 如： book books
hamburger _____________pear__________ banana_______________ orange_________ II. 以 o 结尾的加 －s 或－es 如： photo photos
tomato _______________III. 以 s . sh ch . x 结尾的加－es 如： watch watches bus _________IV . 以辅音字母加 y 结尾的变 y 为 i 加 es . 如： dictionary dictionaries
strawberry __________ family _______________四、 诊断评价：（一） 翻译下列句子.
1.我喜欢花椰菜。
____________________________________________________________ 2.我不喜欢橘子。
__________________________________________________________ 3.他喜欢西红柿． __________________________________________________________ 4.她不喜欢梨． ____________________________________________________________ 5.你喜欢冰淇淋吗？不，我不喜欢 __________________________________________________________ 6.你喜欢草莓吗？是的，我喜欢。 ________________________________________________________（二） 根据句意及汉意写出下列单词 （１） Do you l ________ salad ?
（２） I want to eat some b _________.
（３） There are many p ________ on the table. （三） 用所给单词的正确形式填空。 1. There are four _________ ( tomato) in the drawer. 2. Jeff likes ____________( strawberry ) very much.
3. Are these ____________( you) oranges.
4. She ___________( like ) bananas.
5. I ______________ (not like ) math. （四）选择 1. ost boys ___________ hamburgers .
A. likes B. like C. does D. do
2. Do ___________like French fries? A. he B. she C. them D. you
3. y mother ____________oranges and strawberry .
A. don't like B.do likes C. doesn't like D. doesn't likes
4. Do they like broccoli ?
A. Yes , I do B. Yes , they do C. No , I don't D No , they do
5. There is some _________in the bag . A. apple B. salad C. tomato D. banana 五、【后反思】（教师寄语：Never do things by halves） 通过本节的学习我最大的收获_________________________________感到自己有待加强的是________________________________________ 第2时 Unit 6 Section A( 2a—4) （总第29时）【学习目标】：1.掌握本单词have,food。 2.区分可数名词与不可数名词。 3.学会询问他人喜欢与不喜欢的食物。【学习重点】：可数名词与不可数名词。 询问他人喜欢与不喜欢的食物的句型及其回答.【学习过程】：一、自主学习（教师寄语：any hands make light work. ）学习任务一：熟练读、写本单词及短语。 1.个人自读、记忆本单词及短语． 2.小组互相检查读写情况． 3.根据汉语写出下列英语单词及短语并展示．单词：吃；饮__________食物_________啊;噢;呀(表示惊讶等)___________短语：可数名词__________不可数名词____________ 吃汉堡包____________ 吃冰淇淋________________ 4.完成下列表格,并在小组内核对答案.Countable nounsUncountable nounsFoodsVegetablesFruits学习任务二：运用句型Do you like ┅?/Does┅like┅?及其回答,调查人们喜欢与不 喜欢的食物. 1.组内同学运用句型Do you like ┅?及其回答Yes, I do./No, I don't.互相问答,
e.g. A: Do you like tomatoes, Zhang Xiang? B: Yes, I do. /No, I don't. 完成本4部分的表格. 2.组内同学合作,完成3及82页表格. e.g. (1)A:Does Bob like French fries? B:Yes, he does.
(2)A: Does Bill like strawberries? B: No, he doesn't. 3.听录音,完成2a, 2b,并核对答案. 4.理解下列句子: Let's have ice cream. / I don't like ice cream. 5.背诵、默写2b的对话并展示.二、合作共建（教师寄语：any hands make light work. ） 小组合作总结一下名词变复数的变化规则(可参考本94、95页): （1）一般情况_________________________________ （2）以辅音字母加y结尾的词______________________ （3）以s,x,sh,ch结尾的词__________________________三、系统总结（教师寄语：No man can do two things at once.)
I like bananas.此句中bananas(名词复数)表示的是________. 四、【诊断评价】（教师寄语：Never do things by halves）
（一）写出下列单词的复数形式. hamburger__________ dictionary__________ tomato_________ photo_________
strawberry__________ banana__________ pear__________ orange_________ （二）写出下列短语. 冰淇淋__________ 五个汉堡包_____________ 炸马铃薯条_____________ 七个草莓________________ 一些西红柿_____________ （三）选择. 1.He likes some____________. A.apple B.banana C.broccolis D.salad 2.She doesn't like_______. A.tomato B.tomatoesC.tomatosD.a tomato 3.Bill and Bob ________ like bananas. A.does B.don't C.not D.does （四）根据汉语完成句子. 1.我喜欢橘子. I like _______. 2.你喜欢橘子吗? _____you like ________? 3.我不喜欢橘子. I ______like _________. 4.比尔喜欢汉堡包. Bill _______ ＿＿＿＿＿. 5.比尔喜欢汉堡包吗? ______ Bill like ________? 6.比尔不喜欢汉堡包. Bill _______ like ________. 7.比尔和我喜欢沙拉. Bill and I _________ _________. 8.我们吃些花椰菜吧. __________have _______ _________.五、【后反思】（教师寄语：Never do things by halves） 通过本节的学习我最大的收获是_________________________________ 感到自己有待加强的是___________________________________________第3时 Unit 6 Section B 1a—2c （总第30时）【学习目标】：1.掌握本9个单词
2.掌握like的三单及其否定形式的句型【学习重点】：like的三单及其否定形式的句型【学习过程】：一、自主学习（教师寄语：any hands make light work. ）学习任务一: 熟练掌握本的7个单词 1.个人自读，记忆本单词． 2.小组互相检查单词读写情况． 3.根据汉语写出下列英语单词并展示． 蛋,鸡蛋______苹果_______胡萝卜________鸡,鸡肉 __________早餐________午餐________晚餐,正餐_________ 水果________ 蔬菜;植物________学习任务二: 1. 完成1a,小组核对答案 2. 小组合作,完成1b,看哪个小组写的最多学习任务三: 1. 听录音,把听到的单词写在下方. 1________ 2________ 3_________ 4_________ 5________ 6________ 7_________ 2. 小组核对答案 3. 再听一遍,完成2b的表格 4. 小组核对答案 5. 椐表格的内容,练习句型: Sandra likes salad. Tom doesn't like apples.二、合作共建（教师寄语：any hands make light work. ）小组合作,翻译下列两个句子.拖尼喜欢汉堡包.玛丽不喜欢鸡肉.三、系统总结（教师寄语：No man can do two things at once.) 总结喜欢和不喜欢的两个句型.四、【诊断评价】（教师寄语：Never do things by halves） （一）据首字母填空 1. What do you have for b_________? 2. I like salad for l_______. 3. Where is my ice c________? 4. This is an e_______and that's an apple. 5. We must eat v________.（二）选择 1. _____Clark ______French fries? A. do like B. does like C. Does like D. Do like 2. I often have chiicken and fruit ______dinner. A. of B. for C. at D. in 3. y brother ______very much. A. like banana B. likes bananas C. like bananas D. likes bananas 4. — Does she like broccoli? —__________. A. Yes, she like. B. No,she does. C. Yes, she does. D. No, he does. 5. ary ________vegetables. A. don't like B. doesn't like C. doesn't likes D. like（三） 汉译英. 1. 他不喜欢花椰菜. He _______like________. 2. 我们应多吃些水果和蔬菜. We should eat lots of ________and________. 3. 我哥哥早餐吃薯条和沙拉. y brother eat _______ _________and ________for________.（四）请根据表格内容,写一篇介绍ary的小短.姓名年龄喜欢不喜欢ary12冰淇淋,香蕉,西红柿,沙拉鸡肉,花椰菜五、【后反思】（教师寄语：Never do things by halves） 通过本节的学习我最大的收获_________________________________ 感到自己有待加强的是___________________________________第5时 Unit 6 Do you like bananas? （总第31时）Self -check【学习目标】：1.复习掌握本单元表食物、蔬菜、水果的单词及几个短语. 2.熟练运用本单元句型: —Do you / they like? —Yes, I / they do.—No, I / they don't. —Does she / he/Zhang ing ? —Yes, she / he does . —No, she / he doesn't. 进行对话交际.【学习重点】： 正确运用询问对方喜欢或不喜欢东西的句型【学习过程】： 一、自主学习（教师寄语：nowledge is power.） 学习任务一: 熟悉掌握本单元单词和短语 1.自读并记忆单词5分钟 2.两人一组，相互提问 3.展示交流，小组竞赛(以听写形式进行展示)Fruit: 香蕉_________ 橙子____________草莓___________ 梨___________ 苹果______ Vegetables :花椰菜 ________ 西红柿 ________ 胡萝卜 _____________Food: 汉堡包 ____________ 炸马铃薯条 ______________ 冰淇淋 _______________沙拉______________ 鸡肉 _______________蛋,鸡蛋 ________________Others: 早餐 ___________午餐___________晚餐_________ 喜欢 ____________ 吃、饮_______ 健康的 ___________ 清单 ________ 跑、奔跑 ________ 星星、明星_______ 4.完成本一、二、三部分学习任务二: 根据所学的内容进行交际 1.自我总结本单元的重点句型 2. 两人一组练习对话 3.完成本第四部分,写下对话，然后读并熟记,小组表演对话,展示对话交际.二、合作共建（教师寄语：any hands make light work. ） 你学到哪些名词变复数的规则?_______________________________________________________________ 三、系统总结（教师寄语：No man can do two things at once.） 总结本单元的主要句型.____________________________________________________________________四、诊断评价(一)英汉互译 1.lots of_____________ 2.healthy food_____________ 3.French fries____________ 4.running star __________________ 5 .一个鸡蛋______________________ 6.一些花椰菜_________________________ 7.七个草莓__________________ 8.赛跑明星___________________________ 9.四个西红柿_______________ 10.一些鸡肉___________________________(三)根据句意和首字母提示完成单词. 1.—Do you like _______________ (番茄) ?—Yes,I do. 2.I like hamburgers for b________________. 3.We must eat _________________.( 蔬菜 ) 4.I like ______________, for example (例如 ),apples, bananas,oranges…. 5.She doesn't like b__________________.(花椰菜) 6.y brother likes ice c_______________. 7.I have six b___________________. (香蕉)(四)用所给词的正确形式填空. 1. rs Gao _________(eat) a lot of healthy food. 2. Do you like ___________(pear)? 3. For dinner,she has some _______________.(chicken) 4. That ___________(sound) good. 5.__________(do)he like pears?（五）选择空 1. He likes some____________.
A. apple B. banana C.broccolis D.salad2. Please read your list _______food to us. A .at B.in C.of. D.on3. ________Gina ___________French fries? A. do, like B.does, like C. Does, like D. Do, likes4. I ofen have chicken and fruit ______dinner. A. of B. for C. at D. in5. Bill and Tom ______like eating eggs. A. does B. don't C. not D.does （六）翻译下列句子。. 1.咱们晚饭吃西红柿和鸡蛋吧。______________________________________________________________.
2.那位赛跑明星经常吃很多健康食品。______________________________________________________________. 3.我吃沙拉作为甜点。_______________________________________________________________. 4.我姐姐不喜欢花椰菜。_______________________________________________________________. 5.李小雨午饭喜欢吃汉堡包。__________________________________________________________ 五、【后反思】（教师寄语：Never do things by halves）通过本节的学习我最大的收获_________________________________感到自己有待加强的是__________________________ Unit 8 What is John likeUnit 8: What is John like?Language goalIn this unit students learn to talk about what people are like.New languageWho's that? That's Mike.What's he like? He's shy.What's she like? She's unfriendly.Section AAdditional materials to bring to class:pictures from newspapers and magazines for Follow-up activity 1 .Ask a student to stand in front of the class. Ask students questions about this student using language they already know. For example, What's his/her name? Where is be/she from? What's his/her address? What's his/her favorite kind of music?Then say, In this unit we're going to learn to say more about people. Write the six new words from page 47 on the board and use one or two of the words to describe the student standing in front of the class. For example,He's/She's friendly. He's/She's smart. Use gestures, facial expressions and/or translation to clarify the meaning of each statement. Point to each word on the board as youuse it to describe the student.1 a This activity introduces the key vocabulary.Focus attention on the picture. Ask students to tell what the people look like. They may mention that some one is tall, has blond hair, etc. Then point to a person in the picture, name the kind of personality he or she represents (smart, funny, serious, friendly, shy, or unfriendly) and ask students to repeat each word. Say a sentence or two about each kind of personality. She's smart. She studies a lot. She getsA's in all her classes.Point out the numbered list of words. Say each one and ask students to repeat these words. , -Then ask students to match each word with one of the people. Say, Write the letter of each person next to one of the words. Point out the sample answer.Check the answers.1 b This activity gives students practice in understanding the target language in spoken conversation.Point to the picture. Ask students to identify the person ality type of each person. For example: She's smart.He's funny.Play the recording the first time. Students only listen.Play the recording a second time. This time, point to the six people. Ask students to write the number 1 next to Billy, the number 3 next to Jane and the number 2 next to Angela. You may wish to write these names and numbers on the board for students to look at as they work.Correct the answers.1 c This activity provides guided oral practice using the target language.Point to the example in the speech bubbles in activity la. Ask two students to read it.Say, Now work with a partner. Make your own conversations about Billy and Jane. Student A talks about Billy. Student B talks about Jane.Have students work in pairs making conversations about Billy and Jane. As they talk, move around the room monitoring their work. Offer language or pronunciation support as needed.Ask some pairs to present their conversations to the class.2a This activity provides guided listening practice using the target language.Point out the chart. Read the column headings to the class. Then have one student read the list of names to the class, another student read the list of relationships to the class, and a third student read the list of personality words to the class.Say, You will hear a recording of four conversations.In the chart, circle all of the words that you hear.Play the tape the first time. Students only listen.Play the tape a second time. Say, Circle all the words you hear in these three columns.You may want to play the tape several times so students can finish and check their answers.Correct the answers.2b This activity provides listening practice using the target language.Call attention again to the chart. Point out the lines that are drawn between "Mike", "Peter's brother", and "shy"!Say, I will play the tape again. This time, draw lines to match the words that are about each person in the chart. Mike is Peter's brother and he is shy, so lines are drawn to connect all those words. Please do this for the other three people.Play the tape. Students draw lines connecting the related words.Check the answers.2c This activity provides guided oral practice using the target language.Point to the example in the speech bubbles. Ask two students to read the dialogue. Show students how this dialogue connects with the chart in activity 2a.Say, Now work with a partner. Make your own conversations about the chart. You can use sentences like the ones in activity 2c.As students work in pairs, move around the room monitoring their work. Offer language or pronunciatiol support as needed.3a This activity provides guided oral practice using the target language.Point out the four sentences next to the picture.Ask different students to say one of the sentences each.Say, Now number the sentences so that they make a conversation. The first one is done for you. The first line of the conversation is "Who's the tall, thin boy with curly hair?" Please work in pairs.As students work, move around the room monitoring progress.After students have finished numbering the sentences, check the answer. Then say. Now please practice the conversation. Take turns asking about Jack.Ask several pairs of students to read the dialogue to the class.3b This activity provides oral practice using the target language.Call attention to the example in the chart. Ask one student to introduce "Anne" to the class (Anne's smart and interesting. She likes monies and Kung Fu).Explain that students have to write words that describe their riends' personalities and hobbies. Ask,Are they friendly or nfriendly? erious or funny? Smart or shy? What sports do they like? What do they like to do in their leisure time? What clothes do they like to wear?What else can you say about them?Have students complete the chart individually. As they work, move around the classroom monitoring progress.When they have completed the chart, ask students to introduce their friends to their partners.Ask several students to introduce one of their friends to the rest of the class.4 This game provides guided listening, speaking, and writing practice using the target language.Point out the questions and answers in the speech bubbles. Ask two students to perform the dialogue.Reintroduce the question, What are you like? by asking one or two students the question and prompting a reasonable answer, such as, I'm serious or I'm friendly.Read the instructions to the class or have a student do this.Point out the list of six personality types and the sample answer, Dave. Say, Now talk to your class mates. Ask the question, "What are you like?" Get as many answers as you can in ten minutes.Answer any questions students have about how to play the game. Remind students that you will stop the game in ten minutes.When the game is over, ask. Who has ten names on your chart? Who has twelve names? Continue until you find the student with the most names. That student is the winner of the game.Ask the winner to read his/her list of personality types and names to the class.Alternative: If you do not want students to get up and walk round the class, then you can ask them to do ?the activity sitting down. They an ask students sitting near them, "What are you like?" The student who finds the largest number of different personal ity types is the winner.Section BNew languagemore words to describe people's personalities: generous,outgoing, easygoing, moody1 This activity introduces more key vocabulary.Focus attention on the four pictures. Ask students to tell what they see in each picture. Guide students to understand the meaning of each word through facial gestures and/or translation.Then review the four words again, adding a sentence or two describing each personality type. For example you might say, She's generous. She gives people things.She doesn't keep everything/or herself She's a generous person.Point out the numbered list of words. Say each one and ask students to repeat.Then ask students to match each word with one of the pictures. Say, Write the letter of each picture next to one of the words. Point out the sample answer.Check the answers.2a This activity provides listening practice using the target language.Say, You are going to hear a conversation. Mary is talking with a friend. Listen to the conversation and flu in the blanks in the chart under "Personality".These words tell what the people are like.Play the recording the first time. Students only listen.Play the recording a second time. This time ask students to fill in the words under "Personality" that describe the people's personalities.Check the answers.2b This activity provides more guided listening practice using the target language.Say, Now you are going to hear the conversation again. This time listen to the conversation and/ill in the blanks under "Appearance." These words tell what the people look like.Play the recording the first time. Students only listen.Play the recording a second time. This time ask student to fill in the words under "Appearance" that describe what people look like.Check the answers.2c This activity provides guided listening and speaking practice using the target language.Point to the example in the speech bubbles. Ask two students to read it to the class.Ask students to work in pairs. Say, Use the chart in activity 2 a to ask and answer questions about the people in the picture.As students work, move around the room monitorin progress.Ask some pairs to present their conversations to the class.3a This activity provides reading and writing practice using the target language.Call attention to the letter and ask students to read one sentence each to the class. Ask some comprehension questions to be sure students understand the main ideas in the letter. For example, What is the girl's name?Where does she want to go? How old is she?Point out the application form. Point to and read the five headings to the class. Say, Now use the information in the letter to fill in the application form. Ask students to work individually.Correct the answers.3b This activity provides more reading and writing practice using the target language.Call attention to the application form. Point out that it looks just like the one they just filled in.Say, Now read the information on this form and write a letter like the letter in activity 3a. You can look back at that letter/or ideas.Ask students to work independently. As they work,move around the room monitoring progress and offering assistance where eeded.Ask a student to read his or her letter to the class.3c This activity provides writing practice using the targetlanguage.On the board, make a five-part chart similar to the ones in activities 3a and 3b. Include 1. Name, 2. Age,3. Nationality,4. Likes, 5. Personality.Say, Copy this chart on separate paper and fill in the information about yourself before you start writing the letter. Offer spelling and pronunciation help with any new likes or personality types students wish to use in their letters. Write each new word on the board and have the class repeat it.Ask students to work Independently. As they work,move around the room monitoring progress and offering assistance where needed. .Ask several students to read their letters to the class.4 This activity provides listening and speaking practice using the target language.Read the directions to the class.Say, What do we ask to find out someone's name?Guide students to answer. What's your name? Write this on the board. Elicit more topics to ask about.Afterward, point to each of the questions on the board. Ask students to repeat each one after you. Compare the What do you like? and What are you like? questions and point out different answers to each.Ask students to work with their partners to ask and answer questions. Suggest that they each take the student and the teacher role once.Ask several pairs to present their conversations to the class.Review unit 81.QuestionWhat??s he/she/Fan Jianqiang like?He/She is----2.PersonalityHe is serious She funny Gong Yadong smart They are friendly
My sister shy unfriendly quiet gentle and quiet introverted outgoing generousUnit 3 How Are You学案M Unit 3 How Are You学案第一课 时学一学1.重点短语be polite and helpful 礼貌且乐于助人 big and strong 又高又壮small and thing 又瘦又小2.重点句型对年龄提问：How old +be+s b?eg: He is eleven.(对划线部 分提问)一般疑问句的回答用Yes 或No回答eg: Are they classmates? (肯定回答) Is she your cousin? (否定回答)练一练1.—- your brother? -- He is a teacher in a middle school.
A. Who is B. What is C. W hat D. Who2.海宝是我的新朋友，他又高又壮。 HaiBao _______my________ ________,He______ _ and ． Unit 3第二课时学一学１.重点短语 two new friends 两位新朋友be from=come from 来自于look at 看……have a look 看一看2.重点句型（1）She is from England. She is Engli sh 国 国人
England English America American（2）We are all Chinese.all 与both的用法区别all 用于三者 或三者以上 “都”both用于两者 或两者 “都”all与both 在句中的位置 be动词或情态动词的后面，实意动词的前面。（3）语法be 动词与人称代词的搭配我（I）用 你(you)用
连着他（he）她（she）它（it）单数名词用 复数名词全用 练一练1. Is Lucy ? A. England B. America C. American D. an America2. Wang Hai is Chinese and Pat is American boy. A. an, a B. a, a C. a, an D. an , an3. We are from China. (改为一般 疑问句并作肯定回答)4.这个女孩是你的表妹吗? 是的。－ this girl your ? －Yea, .
上一篇： 下一篇：
相关文章推荐
兴趣文章推荐}
我要回帖
更多推荐
- ·机锋市场论坛停止服务了吗？
- ·机锋市场论坛为什么停止服务了？
- ·本田xrv和crv的区别-V和思域这两款价格差不多，拿不准要哪个，感觉思域配置高？
- ·微信账户如何解除被执行人限制机关限制支付使用了怎么办？
- ·用友u8T1商贸宝批发零售版打印出来的单子字都出来了，如何调整页面？
- ·曰照港海钓扁食什么地方有买
- ·先天性隐性骶椎裂骶椎裂为什么以前剧烈运动都没事
- ·国际象棋---我接下来该怎么走？求大神给个网站你懂的回答
- ·最近两只挺红的ATH，MSR7和esw9 msr7LTD，谁都听过
- ·搞定体育帅哥被直男干生直男旭阳
- ·乒乓球底板 脱胶拍脱胶怎么办butterfly4星
- ·柴油机8.5匹汽油机和柴油机的区别15匹哪种机好
- ·中国奥运会的旗帜微信朋友圈下面的地址两个圈哪个是绿哪个是黄
- ·林丹2016羽毛球林丹李宗伟速度力道
- ·雷丁跟比德文什么关系雷丁四轮电动车一辆多少钱
- ·手机闪光灯自动调焦根据歌曲自动闪的软件叫什么
- ·BAT面试不过个人黑名单有什么影响响吗?比如，加入黑名单，标注此人水平有限~~
- ·北沟镇看守所昨天开庭了吗?
- ·沈方琦几岁住哪里，知道吗？
- ·parallelsdesktop破解 Desktop 9怎么用
- ·将下列单词按要求归类,并写在横线伤fruit drink food and drink pptima
- ·2015管理类的2015艺术统考成绩查询是324怎么办
- ·标准件手册校对位置与产品测量位置不一致可以吗
- ·求大神不解风情解这些题！急急急！要手写谢谢！
- ·必四叶草的含义义
- ·三2013司法考试真题解析觉问题过程 谢谢 建议发文字不发图片
- ·学霸们学车师傅帮帮忙忙！(=^_^=)
- ·神农公园去公园玩的英语作文文100字
- ·在由na2s na2so33是正盐吗？？
- ·就剩2,4,6打个成语故事 6个
- ·You onlyyou belong to me简谱you什么意思
- ·《我需要理解作文600的生命》为题的一篇600字的作文
- ·那一年 冬天 我 学校 的600字初三优秀作文600字作文
- ·关于蔬菜类的词语,水果,文具的词语
- ·微分方程求解，如图
