陕师版新课标八年级下册第十二课试题答案

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篇1：陕师版新课标八年级下册第十二课试题答案

陕师版新课标八年级下册第十二课试题答案

一、1A 2D 3B 4B 5B 6C 7A 8C 9A 10C 11D 12C 13C 14C 15A

二、

16、不正确。因为这侵犯了学生的受教育权。我国法律对受教育者的权利做了明确规定：受教育者在使用教育教学设施、设备等方面享有平等的权利，尽管微机老师的这一规定是出于保护多媒体教室的目的，但这样做剥夺了学习成绩后进同学的使用学校教学设施和设备的权利，是违法行为。

17、我会告诉刘军，包是我不小心丢失的，里面有我的一份保险合同，不信可以打开来看，如果你还给我，就是还给了我个人合法的私有财产，我将不胜感激，谢谢你的帮助。但如果他不想承认，那我必须说明，包确实是我的合法财产，捡拾他人物品不还实际就是侵犯他人合法财产所有权，是违法行为。实在不行，可用法律手段解决.

三、

（1）中年妇女合伙偷盗，侵犯了摊主的合法的财产所有权，是违法行为，应受法律制裁。摊主的行为是勇于同违法行为做斗争的表现，应予以表扬和大力提倡。

（2）骗子侵犯了赵大爷的`合法财产所有权、生命健康权。赵大爷这种做法不合理。他应该立即向当地公安机关报警并提供有效的线索，配合公安机关将犯罪嫌疑人抓获，不再让他们逍遥法外，继续害人，以维护广大人民群众的合法财产所有权不受侵犯。

（3）①我们要提高警惕，注意加强自我保护，不随便贪别人的小便宜。②公民的合法财产所有权受法律保护，当我们的合法权利受到侵害时，要采用合法途径和手段，勇于维护自己的合法权利。

四、

①我国宪法规定：“妇女享有同男子平等的权利，”我国继承法也规定：“继承权男女平等，”可见，小刚的母亲同他的舅舅一样属于财产的合法继承人，应当继承外祖父的遗产。

②我国继承法规定了继承的顺序：第一顺序继承人：配偶、子女、父母。第二顺序继承人：兄弟姐妹、祖父母、外祖父母。小刚的母亲虽已出嫁，但同其舅舅同为第一顺序继承人，应当继承遗产。

③我国继承法规定了遗产分配原则，对被继承人尽了主要赡养义务或与被继承人共同生活的的继承人，分配遗产时可以多分。有赡养能力或赡养条件，却不尽赡养义务的继承人，分配遗产时应该少分或者不分。小刚的母亲对其外祖父尽了主要赡养义务，她分配的遗产应该多于舅舅。

五、

（1）法制观念淡薄，没有充分认识到受教育即是权利又是义务；家庭经济困难；“读书无用论”思想作祟；办学条件落后，办学水平低，吸引不了学生的兴趣 等。

（2）加强义务教育法的宣传工作力度，让学生和家长明知自己的义务，不能随便辍学；积极推进农村教育改革和发展，加大投入力度；实现教育均衡发展，落实中央制定的一系列教育扶持优惠政策；动员一切力量，做 好贫困生的救助工作。

（3）第一，印发宣传材料；第二，集中宣讲；第三，入户座谈等。

篇2：新课标版八年级下册历史知识点

“大跃进”

1、社会主义建设总路线

⑴提出的背景

①社会主义建设道路没有历史先例和足够准备

②当时对社会主义初级阶段经济建设和社会发展的认识存在着很大的盲目性

④战胜资本主义的“赶超”战略滋长了急于求成的情绪，以致脱离客观实际

⑵推出的时间及内容

①时间：1958年

②内容：鼓足干劲，力争上游，多快好省地建设社会主义

⑶结果：“大跃进”运动在全国范围内展开全民“大炼钢铁”

⑷评价：这条总路线反映了广大人民群众要求尽快改变我国经济文化落后状况、求富求强的强烈渴望，但由于过分强调“速度是总路线的灵魂”，忽视了经济建设的客观规律，助长了浮夸蛮干的风气。

2、“大跃进”

⑴时间：1958年

⑵核心内容：全民“大炼钢铁”

⑶结果：生产造成严重破坏，造成了国民经济比例严重失调

⑷特点：以片面追求工农业生产高指标、高速度，运动在全国范围内展开，首先在农业上发动起来，而后扩展到工业领域。

人民公社

1、时间：1958年

2、人民公社化运动的掀起：

1958年根据“工农商学兵相互结合、农林牧副渔全面发展”的原则，全国农村一哄而起，将农业生产合作社迅速转变为人民公社。

3、评价人民公社化运动：

虽然刮“共产风”的时间较短，人民公社的管理体制也几度调整，但对适合中国国情的农业经营方式和所有制形态的探索，没有取得实质性的突破。

4、人民公社化运动的后果：

大半人民公社超出了当时的生产和群众觉悟水平，搞平均主义实际上损害了群众利益，最终造成生产混乱，生产力下降。

5、人民公社的特点：一大二公

国民经济的调整

1、历史背景：从1959年起，特别是1960年夏以后，“大跃进”和人民公社化运动造成的严重后果逐渐显露出来。

2、时间：1960年开始——1965年初(1964年底)

3、国民经济调整的方针：调整、巩固、充实、提高

4、国民经济调整的结果：在1964年底至1965年初召开的第三届全国人民代表大会上，周恩来宣布：经济调整的任务已基本完成，我国将进入一个以实现“四个现代化”为目标的国民经济发展的新时期。

篇3：新课标版八年级下册历史知识点

整顿经济秩序

1、背景：中华人民共和国成立后，新生的人民政权经受了军事、政治、外交、经济等多方面的严峻考验。特别是工作重心由农村转向城市，对处理全国性、特别是大城市中的经济问题还缺乏经验，如何迅速制止市场物价混乱，整顿经济秩序，进而为恢复国民经济创造条件，是一项既复杂艰难又十分紧迫的任务。

2、措施：

⑴采取果断的行政措施，严厉打击银元投机。

⑵在全国范围大规模调运基本生活、生产物资到城市，敞开供应，平抑物价。

⑶统一全国财政收支、物资调度和现金管理。

3、结果(成效)：几个月后，迅速收到成效，社会秩序稳定，人民欢欣鼓舞。

4、意义

5、影响：几个月后，迅速收到成效，社会秩序稳定，人民欢欣鼓舞。事实证明，人民政权完全有能力在经济上管理好自己的国家。

抗美援朝

1、抗美援朝的原因：美国打着联合国的旗帜武装干涉朝鲜，并公然入侵台湾海峡，把战火延烧到中国的东北边境。在美国无视中国政府严正警告、国家面临外部侵略严重威胁的紧急情况下，应朝鲜党和政府的请求，同年10月，中国人民志愿军开赴朝鲜战场，与朝鲜军民并肩作战，承担起保卫和平的历史重任。

2、时间：1950年10月—1953年7月

3、参加部队：中国人民志愿军

4、抗美援朝的目的：保家卫国

5、指挥者：彭德怀

6、著名的战役：上甘岭战役

7、中国人民志愿军为什么被誉为最可爱的人?

在敌强我弱、导常残酷的战争中，志愿军指战员为维护祖国和民族的尊严，舍生忘死，慷慨奉献，发扬了爱国主义、革命英雄主义和国际主义的精神，被人们誉为“最可爱的人”。

8、精神及英雄人物：

精神：爱国主义、革命英雄主义、国际主义的精神。

英雄人物：邱少云、黄继光等。

9、战争结果：从1951年7月起，到1953年7月，美军在战场上严重受挫，被迫在停战协定上签字。朝鲜战争结束。

10、影响(意义)：抗美援朝是巩固年轻的人民共和国的又一胜利。它极大地增强了中华民族的自信心和凝聚力，也使新中国的国际声望得到空前提高，为经济建设赢得了一个相对稳定的和平环境。

土地改革

1、时间：1950年6月—1952年底基本完成

2、法律依据《中华人民共和国土地改革法》

3、主要内容：宣布废除地主阶级封建剥削的土地制度，实行农民的土地所有制。

4、土地改革的过程：1950年6月到1952年底，在两年多的时间内，全国绝大部分地区完成了土地改革。

5、意义：

⑴(经济上)土地改革，废除了封建土地剥削制度，极大地解放了农村生产力，推动了农业生产的恢复和发展，为新中国的工业化创造了条件。

⑵(政治上)依靠在土改中形成产有组织的阶级队伍，中国共产党完成了对旧乡村的改造，为以后在农村社会中推行党的各项政策奠定了基础。

篇4：新目标英语八年级下语法总结(新课标版八年级英语下册)

Unit1 Will people have robots?

语法：一般将来时

1、概念：表示将来某个时间要发生的动作或存在的状态，也表示将来经常发生或反复发生的动作，常与表示将来的时间状语连用，如:tomorrow, next week, in the future等。

I’ll go to New York next month.下个月我将去纽约。

We will come to see you on Saturday.周日我们会来看你。

2、构成：助动词will+动词原形，will用于各种人称，will在名词或代词后常缩略为’ll。

Lily will go to the zoo tomorrow.莉莉明天将去动物园。

3、否定形式：will not=(won’t)

I won’t give tickets to you.我不会把票给你。

4、疑问形式：Will sb do sh?

肯定答语：Yes, sh will.

否定答语：No, sb won’t..

4、there be 结构的一般将来时，表示将来存在某事或某物。

（1） 肯定形式：There will be……

（2） 否定形式：There won’t be……

（3） 疑问形式：Will there be……？

注意：“be going to + 动词原形”也可表示将要发生的动作和安排，意为“将要发生……”打算、计划、决定要……

Unit 2 What should I do?

语法：情态动词should、could的用法

1、词性

情态动词，没有人称、数和时态的变化。

2、用法

表示提出或征询建议、劝告

Should 表示推测“可能，该”

表示义务“应该”

委婉客气地提出问题或陈述看法

Could 表请示（回答用can）

表推测，强调“客观可能性”

What should I do now? (表征询建议) 我现在该怎么办？

You could take a rest.（表委婉地陈述看法）你可以先休息一下。

Could I use your eraser?（表请示）我可以用一下你的橡皮吗？

Yes, you can.是的，你可以。

Uint 3 What were you doing when the UFO arrived?

语法：while ＆ when ,过去进行时

while ＆ when

词汇 含义 表时间点、段 从句中动词 例句

while 当……

的时候 时间段 延续性动词 While I was reading,someone knocked at the door.

when 时间点 时间段 延续性动词

非延续性动词 I was reading when someone knocked at the door.

延续性动词：learn, work, stand, lie, know, walk, keep, have, wait, watch, sing, read, sleep, live, stay等。

非延续性动词：open, die, close, begin, finish, come, go, move, borrow, lend, buy等。

过去进行时

含义：表示在过去某一时刻或某一时间正在进行的动作

构成：was/were+v.ing(注：v为延续性动词)

常用时间状语：this morning, the whole afternoon, all day, from nine to ten, when, while, at that time, etc.

肯定句：主+was/were+v.-ing

否定句：主+was/were+ v.-ing

句型结构 一般疑问句Was/Were+主+ v.-ing？

特殊疑问句 特殊疑问词+Was/Were+主+ v.-ing？

Unit4 He said I was hard-working.

语法：直接引语和间接引语

1、概念

直接引语（Direct Speech），直接引述别人的话，一般前后要加引号。

间接引语（Rported/Indirct Speech），用自己的话转述别人的话，多为含有宾语从句的复合句。

2、直接引语与间接引语的转变

变化原则 例句

直接引语 间接引语

人

称 如果主语是第一人称，则无需变化。

如果主语是第三人称，则从句主语随主句变化。 He said,”I like it very much”.

他说：“我非常喜欢它。” He said he liked it very much.

他说他非常喜欢它。

时态

（主句为一般过去时） 从句一般现在时→一般过去时 He said,”I can draw pictures”.

他说：“我会画画。” He said that he could draw pictures. 他说他会画画。

从句现在进行时→过去进行时 He said,“I’m using the knife.”

他说：“我正在用那把小刀。” He said that he was using the knife. 他说他正在用那把小刀。

从句一般将来时→过去将来时 She said,”I will do it after class.”她说：“下课后我就做”。 She said she that she would do it after class. 她说她下课后我就做。

时间状语 tomorrow明天→the next/following day 第二天 She said,”I will do it tomorrow.”她说：“明天我就做”。 She said she that she would do it the next/following day. 她说她第二天会做。

Unit 5 If you go to the party, you’ll have a great time!

语法：If 引导的条件状语从句

1、概念：表示假设的情况可能发生

2、构成：①if 从句+主句

②主句+if从句

3、用法：当主句为一般将来时或主语中含有must,may,can等情态动词或主语为祈使句时，if从句都用一般现在时。

We will go to the zoo if it doesn’t rain tomorrow.

明天如果不下雨我们就去动物园。

He will have a birthday party if he gets good grades.

如果他取得好成绩，就会举办生日聚会。

You must stop if the traffic light is red.

如果红灯亮了，你必须停下来。

You can buy a new dress if yours is old.

如果你的裙子旧了，你可以买一条新的。

If he comes, please let me know.

=Please let me know if he comes.如果他来了，请告诉我一声。

Close the window if you feel cold.如果感觉冷了就关上窗户。

注意：条件状语从句引导词有：if， unless（除非）， as/so long as(只要),on condition that(条件是……)等。

Unit6 How long have you been collecting shells?

语法：现在完成进行时

1、含义：表示从过去某一时间开始一直延续到现在的动作。这一动作可能刚刚开始，也可能仍在继续，并可能延续到将来。

2、结构：have/has been +v.-ing。

3、有时也用来表示经常反复的动作。

4、强调动作延续时间长久或带有一定的感情色彩。

5、常和延续性动词连用，并常附带有表示一段时间的状语。

I have been working for five hours.我工作5个小时了。（肯定句）

He hasn’t been doing housework for a week.他都一周没做家务了。（否定句）

Has she been working?她一直在工作吗？（一般疑问句）

Yes, she has./No, she hasn’t.是的，她是。/不，她不是。

Unit7 Would you mind terning down the music?

语法：Would you mind……？

Would you mind……？句型多用来表达委婉、客气地请求、建议、劝说对方做某事或询问对方是否可以做某事。

接续 doing “请做某事好、介意吗？”

one’s doing “某人做某事好、介意吗？”

否定形式 Would you mind not+v.-ing/one’s v.-ing……？“不要做某事好吗？”

答语 介意用肯定回答：Yes./I’m sorry,but I do.

不介意用肯定回答：Not at all./Certainly not./Of course not.

Would可换成 Do Do you mind+ doing/one’s doing?

Unit 8 Why don’t you get her a scarf?

语法：表示建议

1、提建议的表达方式

⑴“Why don’t you/Why not+动词原形……？”表示建议对方做某事，意为：“为什么不……呢？”语气比较委婉。例如：

Why don’t you/Why not go with her?你为什么不跟她一起去呢？

⑵“How/What about +名词/代词/动名词……？”多为建议对方一起做某事，有征询对方意见的含义，意为：“……怎么样？”例如：

How about buying a new washing machine?买一台新洗衣机怎么样？

2、回答建议的表达方式

⑴同意对方的建议时：

①OK./All right.好的。

②I’d love/like to.我愿意。

③It’s great./Good idea./That’s a good idea.棒极了。/好主意。/那是个好主意。

What about buying her a bag?给她买个书包怎么样？

That’s a good idea.那是个好主意。

⑵委婉拒绝对方的建议时：

①I’d love/like to,but……/I’m afraid……我愿意，但是……/我恐怕……

②Sorry, I can’t../Sorry, but……对不起，我不能。对不起，但是……

---Why not join us in the game, Tom?汤姆，为什么不和我们一起玩游戏呢？

---I’d love to,but I have to do my homework first.我愿意，但是我得先做我的家庭作业。

Unit9 Have you ever been to an amusement park?

语法：现在完成时

现在完成时表示到目前为止已经完成的动作或存在的状态，强调对现在的影响或结果。

构成：助动词have/has+动词的过去分词

肯定句：主语+have/has+动词的过去分词

否定句：主语+have/has not+动词的过去分词

疑问式：Have/Has+主语+动词的过去分词？

简略答语：肯定：Yes,主语+have/has.

否定：No,主语+haven’t/hasn’t.

Have you cleaned your bedroom? 你已经打扫了你的卧室吗？

---Yes, I have. It’s very clean now. 是的，我扫过了。卧室现在很干净。

注意：规则动词的过去分词与过去式相同，不规则动词的过去分词要特殊记忆。

用法：

1、表示过去完成或已经完成的某一动作对现在造成的影响或结果。常与already（已经），recently（近来），ever（曾经），never（从未），just（刚刚），before（以前），yet（还未）等时间状语连用。

I haven’t finished my homework yet. 我还没有完成家庭作业。

Have you ever been to Hangzhou? 你曾经去过杭州吗？

I have never eaten this kind of food before. 我以前从没吃过这种食物。

注意：短暂性动词不能与表示一段时间的状语连用。

2、表示过去某一时间开始并一直持续到现在的动作或状态，可以和表示一段时间的时间状语连用。如：these days, all this year, recently, for+时间段，since+时间点，等。

I have known him for ten years. 我认识他十年了。

We have lived here since my childhood. 自从我童年时期，我们就住在这里了。

注意：句中的动词多为延续性动词。

Unit 10 It’s a nice day,isn’t?

语法：附加疑问句

定义：附加疑问句又称反义疑问句，是在陈述句后面附加一个简单问句。其中的简短附加问句是对陈述句所说的事实或观点提出疑问，起证实作用，一般用于证实说话者所说的事实与观点。

构成：陈述句+简短附加问句

简短问句中的主语和谓语要与陈述句中的保持一致，且两部分时态也要一致。

Mr Brown has flown to Qingdao for holiday, hasn’t he?

动词+陈述句部分主语的相应代词

布朗先生承飞机去青岛度假了，不是吗？

The clock isn’t slow, is it? 这种不慢，是吗？

指代 the clock

注意：若陈述句中的动词为be动词、助动词或情态动词，则简短附加问句中的动词就用这些词的适当形式；若陈述句中的动词为实义动词，则简短附加问句中的动词需借助助动词do的相应形式。

原则：简短附加句要遵循“前肯后否，前否后肯”的原则，即：

① 肯定陈述句+否定疑问句。

He is a good doctor, isn’t he? 他是一名好医生，不是吗？

It’s very hot today, isn’t it? 今天天气很热，不是吗？

He likes playing basketball, doesn’t he? 他喜欢打篮球，不是吗？

② 否定陈述句+肯定疑问句。

He isn’t a good doctor, is he? 他不是一名好医生，是吗？

His sister didn’t attend the meeting, did she?他妹妹没有参加会议，是吗？

回答：回答附加疑问句时，若事实是肯定的，就要用yes；事实是否定的，就要用no。当简短附加问句是肯定式时，回答时yes要翻译为“不”，no要译为“是的”，和汉语是由区别的，应特别注意。

You aren’t a doctor, are you? 你不是医生，是吗？

Yes, I am.不，我是（医生）。/No, I am not.是的，我不是（医生）。

He doesn’t like playing football, does he?他不喜欢踢球，是吗？

Yes, he does.不是，他喜欢踢球。/ No, he doesn’t.是的，他不喜欢踢球。

注意：当说话者的不在疑问，而是为了加强语气时，问句部分用降调。当说话者得目标是在疑问句时，问句则为声调。

篇5：部编版八年级上册语文第十二课《钱塘湖春行》教案

《钱塘湖春行》课文原文

【作者】白居易 【朝代】唐

孤山寺北贾亭西，水面初平云脚低。

几处早莺争暖树，谁家新燕啄春泥。

乱花渐欲迷人眼，浅草才能没马蹄。

最爱湖东行不足，绿杨阴里白沙堤。

《钱塘湖春行》语文教案

教学目标

1、知识与能力

①了解诗歌的有关知识。

②理解诗歌内容，领会其中所抒发的感情。

2、过程与方法

①有感情地反复诵读，体会古诗的意境。

②教会学生欣赏诗歌的方法。

3、情感态度与价值观

①启发学生热爱祖国古代文化的思想感情。

②提高审美能力。

教学重点：诵读、体会意境及品味语言。

教学难点：体会意境及品味语言。

教学方法：教法：启发、引导式。

学法：自主、合作的方式。

教学课时：一课时

教学过程

一、导入

前几天我们跟着朱自清先生一起去欣赏了江南春天的美景，和老舍先生一同感受了济南冬天特有的魅力，今天我们将穿越时空到1180年前的西湖去看看，唐朝诗人白居易一起去领略早春西湖特有的美景。(板书课题)

二、作家及作品

白居易，字乐天，自号香山居士，唐朝杰出的现实主义诗人，以乐府诗见长，其诗歌形象鲜明，语言通俗，每写好一首诗，都先让老人先读，不懂就改诗。

唐代三大诗人：李白(浪漫主义诗人，称为“诗仙”)、杜甫(现实主义诗人，称为“诗圣”)、白居易(现实主义诗人)

代表作：《长恨歌》《琵琶行》

三、朗读

1、自读，标出不会读的字词(抽一名学生读)

2、纠错，范读(听节奏及感情)

3、指导断句(意义划分法)

4、学生自由读

5、指名朗读

6、齐读

四、解题(引导学生完成)

地点：钱塘湖、季节：春、事件：行(骑马游春)

体裁：七言律诗(教师讲解：首联、颔联、颈联、尾联的认知)

注：结合时代背景讲事件

五、理解内容

明确：结合注释，四人一组合作完成课文理解

六、赏析(学生合作完成，教师引导)

1、本文围绕哪两个字来写。

明确：“春”、“行”

诗人的“行”踪(游踪是如何的?从文中找出词语)

孤山寺北——贾亭西——湖东——白沙堤

(注：抓题眼)

2、诗人在途中看到了什么，用原文回答。(寻景物)

孤山寺北——贾亭西——湖东——白沙堤

水几谁乱浅绿

面处家花草杨

初早新渐才阴

平莺燕欲能里

云争啄迷没白

脚暖春人马沙

低树泥眼蹄堤

3、行程找到了，现在我们看看写了什么“春景”?哪些属于初春之景?

明确：春景——水、云、鸟、树、泥、花、草

初春之景(细节描写)——水面初平、争暖树、啄春泥、没马蹄、早莺、新燕、乱花、浅草

4、诗中哪句诗流露出诗人已陶醉在美好的湖光山色中了?(悟诗情)

“最爱湖东行不足”，说明了诗人流连忘返、陶醉在美好的湖光山色中了。体现了作者对“春”的喜爱和赞美之情。

5、赏析：“几处”为什么不是“处处”、“谁家”为什么不是“家家”?

因为还是初春季节，故不是处处、不是家家，由春的歌手和春的`信使来展现出大自然刚从沉睡中刚苏醒过来。

七、小结

这首诗的题意主要在“行”字诗人写骑马游春的乐趣，从孤山寺北写起至白沙堤止开头写“水面初平”是孤山寺所见之景，中间写游程中所见，最后用“绿杨阴里”写白沙堤之景，轻快明丽，令人目迷神驰。

赏析诗歌的方法：抓题眼、寻景物、悟诗情(重点)

八、作业布置

1、赏析颔联，描绘了一幅怎样的图画?

2、背诵此诗

《钱塘湖春行》知识点

【词句注释】

1.钱塘湖：即杭州西湖。

2.孤山寺：南北朝时期陈文帝(522～565)初年建，名承福，宋时改名广华。孤山：在西湖的里、外湖之间，因与其他山不相接连，所以称孤山。上有孤山亭，可俯瞰西湖全景。贾亭：又叫贾公亭。西湖名胜之一，唐朝贾全所筑。唐贞元(唐德宗年号，785～805)中，贾全出任杭州刺史，于钱塘湖建亭。人称“贾亭”或“贾公亭”，该亭至唐代末年。

3.水面初平：湖水才同堤岸齐平，即春水初涨。初：在古汉语里用作副词，常用来表示时间，是指不久。云脚低：白云重重叠叠，同湖面上的波澜连成一片，看上去，浮云很低，所以说“云脚低”。点明春游起点和途径之处，着力描绘湖面景色。多见于将雨或雨初停的时候。云脚：接近地面的云气，多见于将雨或雨初停时。“脚”的本义指人和动物行走的器官。这里指低垂的云。

4.早莺：初春时早来的黄鹂。莺：黄鹂，鸣声婉转动听。争暖树：争着飞到向阳的树枝上去。暖树：向阳的树。

5.新燕：刚从南方飞回来的燕子。啄：衔取。燕子衔泥筑巢。春行仰观所见，莺歌燕舞，生机动人。侧重禽鸟。

6.乱花：纷繁的花。渐：副词，渐渐地。欲：副词，将要，就要。迷人眼：使人眼花缭乱。

7.浅草：浅浅的青草。才能：刚够上。没(mò)：遮没，盖没。春行俯察所见，花繁草嫩，春意盎然。侧重花草。浅浅的青草刚够没过马蹄。

8.湖东：以孤山为参照物，白沙堤(即白堤)在孤山的东北面。行不足：百游不厌。足，满足。

9.阴：同“荫”，指树荫。白沙堤：即今白堤，又称沙堤、断桥堤，在西湖东畔，唐朝以前已有。白居易在任杭州刺史时所筑白堤在钱塘门外，是另一条。

【白话译文】

行至孤山寺北，贾公亭西，暂且歇脚，举目远眺，水面平涨，白云低垂，秀色无边。

几只黄莺，争先飞往向阳树木，谁家燕子，为筑新巢衔来春泥?

鲜花缤纷，几乎迷人眼神，野草青青，刚刚遮没马蹄。

湖东景色，令人流连忘返，最为可爱的，还是那绿杨掩映的白沙堤。

【创作背景】

唐穆宗长庆二年(822年)七月，白居易被任命为杭州的刺史，唐敬宗宝历元年(825年)三月又出任了苏州刺史，所以这首《钱塘湖春行》写于长庆三、四年(823、824年)间的春天。

【作者简介】

白居易(772～846)，唐代诗人。字乐天，号香山居士。其先太原(今属山西)人，后迁下邽(今陕西渭南东北)。贞元进士，授秘书省校书郎。元和年间任左袷遗及左赞善大夫。后因上表请求严缉刺死宰相武元衡的凶手，得罪权贵，贬为江州司马。

长庆初年任杭州刺史，宝历初年任苏州刺史，后官至刑部尚书。在文学上，主张“文章合为时而著，歌诗含为事而作”，是新乐府运动的倡导者。其诗语言通俗。和元稹并称“元白”，和刘禹锡并称“刘白”，与李白、杜甫一起被后人并称为唐代“三大诗人”。有《白氏长庆集》。

晚年官至太子少傅，谥号“文”，世称白傅、白文公。在文学上积极倡导新乐府运动，主张文章合为时而著，诗歌合为事而作，写下了不少感叹时世、反映人民疾苦的诗篇，对后世颇有影响。是我国文学相当重要的诗人。

《钱塘湖春行》教学反思

(1)注重文言文的朗读，让学生熟读成诵培养语感，体会情感美。

“熟读唐诗三百首，不会作诗也会吟”多读精背是千百年来我国人民学习语文的传统的行之有效的方法。在教学过程中，让学生在多读、精读、美读中对诗意逐步了解，以至熟悉诗的内容，设计不同的教学情景让学生读，进一步品味诗的好词妙句，感受诗中的优美意境，理解作者寄寓文中的喜怒哀乐之情和沉郁顿挫、奔腾激越的情感，体会诗文的情感美。这些情感孕于无声的语言中，要通过朗读将其外化。最后达到诗词教学的目的，熟读成诵。

(2)在合作学习中培养探究能力

赏析诗中的好词妙句，让学生找出自己认为好的词句，在合作小组中讨论探究，交流自己的意见和看法，从而形成合作学习的能力。对诗中情景的表演更是对合作探究的训练与提升。

(3)多媒体教学手段激趣

用多媒体播放有关的音乐，有关的春的图片，有关的课件，让学生有兴趣去学习，使教学的内容直观形象生动有趣，从而活跃课堂气氛，使学生乐学。

(4)、倾听诗乐，强化想象力，感受诗歌意境。

诗歌与音乐有密不可分的联系，很多诗就是为和乐而作。古代诗歌遣词造句高度精辟，具有浓郁的诗意，在教学中若能把它化静为动，变无声为有声，将能引导学生迅速进入诗中的情感氛围，感受并体验着诗人的喜怒哀乐。在教学中尽可能地将古诗中的“情”化为可作用于听觉的音律，这有利于学生披文入境感受诗歌文字的精妙。

(5)、用心动脑，编演课本剧，培养创造力。

改编是一种创造，表演更是一种创造。“一千个观众就有一千个哈姆莱特”，改编后进入表演，个人的创造性发挥达到巅峰，围绕剧情的推进和人物性格的表现，动作、表情、对话都达到高度的个性化。编演课本剧，可以帮助学生把书面文字转换成适合于舞台的口头语言、形体动作，变死的课本知识为活的演出实践，培养了学生的想象力和创造力。

篇6：第十三章 主谓一致 (新课标版高三英语下册教学论文)

第十三章 主谓一致

主谓一致是指一个句子的主语和谓语动词保持人称与数的一致关系。有些句子不易直接看出主语的单复数，需仔细推敲。处理主谓一致要注意语法一致，意义上一致和就近一致。

高考重点要求：

1. 根据主谓一致的三个原则(语法一致,意义一致，就近一致), 判断和确定句子的主语和谓语在人称和数上保持一致

2. 掌握固定词组作主语,谓语动词的数与主语保持一致

第一节 知识点概述

一、语法上的一致

一个句子的主语是单数时，谓语动词也应是单数形式，主语是复数，谓语动词也用复数形式。例如：

Learning English is very important.

学习英语是很重要的。

The girl together with her two sisters has left for Nanjing.

Both Bob and Tom are my friends.

但如果并列的主语指的是同一个人，同一类物，谓语动词要用单数形式。

例如：A singer and dancer is going to attend our meeting.

由and连接的并列单数主语前，如果分别有each, every等修饰时，谓语要用单数。

例如：Every boy and every girl was given a present.

Each word and each phrase in the dictionary is important.

二、意义上的一致

主语形式是单数，但意义为复数，谓语动词根据意义要用复数；反之主语形式为复数，但意义为单数，谓语动词也用单数。如表示一笔钱，一段时间，一定重量时，这些单位虽是复数形式，但谓语动词是单数形式。

例如：It seems to me that five years is so short a time.

Two hundred dollars was spent on the books.

有些集体名词，如family, group, class等作主语时，作为整体看待，谓语动词要用单数，就其中一个个成员而言，谓语要用复数。

例如：My family is a happy one.

My family are watching TV.

三、就近一致

出现几个主语时，谓语动词的人称单复数须和最近的主语保持一致。There be, Here be句型中动词的单复数必须与后置的第一个主语保持一致。当be后面的主语有两个或两个以上的并列成分时，be动词往往与最邻近的一个一致。

例如：There is an orange, two apples and many bananas on the table.

There are two books and a dictionary on the desk.

两个做主语的名词或代词由either…or…, neither…nor…, not only…but also等连接时，谓语动词用靠近原则。

例如：Neither you nor I am right.

Not only the students but also the teacher is going to attend the meeting.

但如果用as well as连接两个主语用靠前原则

例如：Mary as well as you is my friend.

第二节 实战演练

一、复习时需注意的要点

1、集体名词看作整体时，谓语动词用单数，看作各个成员时，谓语用复数。

例如：His family isn’t large.

His family are all fond of music.

2、些名词如news, maths, physics等虽然有词尾“s”但意义上是单数，谓语动词要用单数。

例如：The news is wonderful.

Physics is an interesting subject.

3、由数词+表示重量、里程、时间、金钱等名词所构成的复数名词主语，是当作一个整体看待的，后面用单数动词。

例如：Five minutes is too short.

Ten dollars is enough.

4、主语后面跟有介词with或together with 引导的短语时，谓语动词一般与前面的主语的人称和数一致。

例如：The teacher together with ten students is doing an experiment in the lab.

5、主语前有every或each修饰时，无论有几个主语，谓语动词用单数。

例如：Every teacher and every student in our school has been to the Century Park.

二、历届高考试题分析

例1、He is the only one of the students who _______a winner of scholarship for three years.

A. is B. are C. have been D. has been

答案为D。

【解析】 这是一个定语从句。在one前是否有定冠词决定定语从句中的谓语动词的单复数形式：one of the students中的先行词是the students，定语从句中的谓语动词要用复数形式。the only one of the students中的先行词是the only one，定语从句中的谓语动词要用单数形式。又因“for three years”是完成时的标志。

例2、Professor Smith, along with his assistants, ____ on the project day and night to meet the deadline.

A. work B. working C. is working D. are working

答案：C

【解析】 Professor Smith决定谓语动词的数；his assistants和谓语动词的数无关。

例3、Not only ______interested in football but ______beginning to show an interest in it.

A. the teacher himself is … all his students are

B. the teacher himself is …are all his students

C. is the teacher himself …are all his students

D. is the teacher himself …all his students are

答案为D.

【解析】 not only …but (also )连结两个句子，用部分倒装。

例4、----“Each of the students, working hard at his or her lessons, _____ to go to university.”

----“So do I.”

A. hope B. hopes C. hoping D. hoped

答案为B。

【解析】 “each of +名词复数”谓语用单数。

例5、E-mail, as well as telephone, ______ an important part in daily communication.

A. is playing B. have played C. are playing D. hoped

答案为A。

【解析】 本题考察主谓一致，当主语后面跟有as well as短语时，其后的谓语动词不受as well as之后的名词影响，仍然和主语在人称和数上保持一致。

例6、Books of this kind ______ well.

A. sell B. sells C. are sold D. is sold

答案为A。

【解析】 “kind(s) of + 名词”作主语时，谓语动词的数依kind 单复数而定；“复数名词 + of this/that kind ”作主语时，谓语动词的数依of 前面的名词而定。本题中sell 用作不及物动词表示“销售”。

例7、Every possible means ______ to prevent the air pollution, but the sky is still not clear.

A. is used B. are used C. has been used D. have been used

答案为C。

【解析】 mean单数复数一个形式。在本题中代表单数。

例8、When and where to go for the on-salary holiday ______ yet.

A. are not decided B. have not been decided

C. is not being decided D. has not been decided

答案为D。

【解析】 不定式作主语，谓语动词用单数。

例9、The number of people invited ______ fifty, but a number of them _____ absent for different

reasons.

A. were, was B. was, was C. was, were D. were, were

答案为C。

【解析】 “the number of” 表示“……的数量”，谓语用单数；“a number of”表示“许多”，谓语用复数。

例10、______ of the land in that district ______ covered with trees and grass.

A. Two fifth…is B. Two fifth…are C. Two fifths…is D. Two fifths…are

答案为C。

【解析】 考察数词和主谓一致。分数词在句中作主语时，谓语动词必须跟分数词所修饰的名词保持数的一致。

第三节 巩固练习

Direction: Beneath each of the following sentences there are four choices marked A, B, C and D. Choose the best answer that completes the sentence.

1. His “Selected Poems” ______ first published in 1965.

A. were B. was C. has been D. were

2. All but one ______ here just now.

A. is B. was C. has been D. were

3. Seventy percent of the students here ______ from the country side.

A. is B. are C. comes D. has come

4. More than 60 percent of world’s radio programmes ______ in English.

A. is B. was C. are D. be

5. The whole class ______ the teacher attentively.

A. are listening to B. is listening to C. are listening D. is listening

6. The United States of America ______ one of the most developed countries in the world.

A. is B. are C. was D. were

7. The air in big cities ______ very dirty by factories.

A. are often made B. is often made C. have often made D. has often made

8. A large number of students of this school _______ fond of playing football.

A. are B. was C. is D. be

9. Mary as well as her sisters ______ Chinese in China.

A. are studying B. have studied C. studies D. study

10. I, who ______ your teacher, will try my best to help you with your lessons.

A. be B. am C. are D. is

11. Ten dollars ______a big sum for a small child , and they will go a long way .

A. are B. being C. have D. is

12. The rich ______ not always happy.

A. are B. is C. has D. have

13. Apples of this kind _______.

A. tastes good B. tastes well C. taste good D. taste well

14. The Olympic Games _______ held every _______ years.

A. is…four B. are…four C. is…five D. are…five

15. No one but her parents ______ it.

A. know B. knows C. is knowing d. are knowing

16. ______ a good enough price for this book.

A. Two yuans are B. Two yuan are C. Two yuans is D. Two yuan is

17. No bird and no beast _______ in the lonely island.

A. are seen B. is seen C. see D. sees

18. The news of victories ______ spreading far and wide.

A. is B. are C. have been D. were

19.Few of his family ______ with his imaginative ideas.

A. agree B. agrees C. are agreed D. is agreed

20. The paper for books and newspapers _____ made of wood.

A. are B. is C. has D. have

21. Neither your mother nor you ______ at home.

A. am B. is C. are D. be

22. It is she who _______ wrong.

A. is B. am C. are D. has been

23. ________ well looked after in that hospital.

A. Wounded are B. Wounded is C. The wounded are D. The wounded is

24. Twenty of us are old. The rest _______ young.

A. is B. are C. was D. were

25. The Smiths ______ to move into the new building.

A. are B. is C. has D. will

26. It is said the police _______ trying their best to catch the murderer.

A. have B. has C. is D. are

27. Here ______ a new pair of shoes for you.

A. is B. are c. have D. has

28. The best ______ still unknown.

A. is B. are C. be D. were

29. We each _______ to pass the entrance examinations.

A. hopes B. hope C. hoping D. is hoping

30. Bread and butter ______ a kind of food.

A. is B. are C. am D. be

31. The watch and chain ______ of gold.

A. is made B. are made C. were made D. am made

32. Half the eggs ______ bad.

A. is B. are C. am D. be

33. ______ this pair of glasses ______ her well?

A. Is…fit B. Do…fit C. Does…fit D. Are…fit

34. About eighty percent of the students in his class ______ below sixteen.

A. is B. are C. am D. be

35. There ______ a map of the world and some pictures on the wall.

A. is B. are C. am D. be

36. A large quantity of water pipes ______ needed.

A. are B. is C. has D. have

37. Large quantities of paper ______ wasted.

A. are B. is C. has D. have

38. How and why he ______ come to Princeton, New Jersey ______ a story of struggle, success and sadness.

A. had…was B. had… are C. had… has d. had… have

39. Not only I but also Jessie and Mary _____ tired of having one examination after another.

A. is B. are C. am d. be

40.My driving licence , rather than my credit cards, ______lost .,

A. have B. are C. is D. has

41. Nobody but Jane and Mary ______ secret.

A. know B. knows C. have known D. is known

42. A great deal of ______ was done to crops.

A. damages B. damaging C. damage D. ruin

43. -Do you want the pants?

-My pants ______ laid in bed.

A. is B. was C. are D. being

44. I told him what I was surprised ______ his attitude towards his study.

A. is B. was C. at is D. at was

45. I have finished a large part of the book; the rest _______ more difficult.

A. is B. are C. was D. were

46. They each ______ a new dictionary.

A. has B. have C. is D. are

47.The pilot as well as four of the passengers ______death .

A. has escaped B. have escaped C. has been escaped D. have been escaped

48. Every hour and every minute ______ important.

A. are B. were C. is D. will

49. Nobody except Bill and Johnny ______entered the second round of the interview.

A. have B. has C. have been D. has been

50. He is one of the old scientists who ______nothing about his personal income and fame .

A. cares B. care C. is caring D. are caring

责任编辑：李芳芳

篇7：第十一章 定语从句 (新课标版高三英语下册教学论文)

第十一章 定语从句

定语从句是在句中起形容词作用的句子，通常修饰它前面的名词或代词。

高考重点要求：

1、限制性定语从句和非限制性定语从句区别和结构特点。

2、关系代词who, which, that, whose，whom引导定语从句时的使用特点。

3、关系副词when, where, why 引导定语从句时的使用特点。

4、as引导定语从句的使用。

第一节 知识点概述

定语从句在句中起定语作用，修饰某一名词或代词。定语从句所修饰的词叫先行词，定语从句放在先行词后面。引导定语从句的关系代词，指人的有who、whom、that、whose，指物的有which、that、whose。

定语从句分为两类：限制性定语从句和非限制性定语从句。限制性定语从句是主句中的先行词不可缺少的定语，不可用逗号分开。非限制性定语从句只对主句中的先行词作附加说明，关系不密切，主句与从句之间用逗号分开，不能用that连接。例如：

I have a sister who works in a bank.

限制性定语从句（我有一个在银行工作的姐姐。）

I have a sister, who works in a bank.

非限制性定语从句（我有一个姐姐，在银行工作。）

关系代词whose在定语从句中作定语.例如:

Edison is a great inventor(whose)fame is world-wide.

关系代词that和which都可以指物，但先行词为不定代词以及先行词被序数词或最高级形容词修饰时用that。

引导定语从句的关系副词有when、where、why。例如:

The day (when)I helped the old man out was a very happy one for me.

The reason(why)the gamblers lose in the end is that they are dishonest.

关系副词的先行词总是表示时间、地点或理由的名词。

As引导的定语从句

(1)as用作关系代词和关系副词引导限制性定语从句,并在从句中作定语、表语或状语,构成the same…as,such…as等结构。例如:

I like the same book as you do.

I want to do it in the same way as you did.

(2)as引导非限制性定语从句.as在定语从句中作主语,表语或宾语,这个定语从句说明整个句子,它可以放在主句之前。例如:

As is known to all, he is the best student in our class.

第二节 实战演练

一、复习时需注意的要点

1、关系代词在从句中作主语时,从句的谓语动词的人称和数必须和先行词保持一致.

2、关系代词whom, which, that 在限制性定语从句中作动词宾语或介词宾语,而该介词又位于从句末尾时,经常省略,但as一般不省略.

3、关系代词which在非限制性定语从句中不能放在句首,as既能在句首也能在句中.

4、that在定语从句中可以指人或物,在从句中作主语或谓语动词的宾语.但不能放在介词后面作介词宾语。

例如：The letter that I received was from my father.

5、先行词是不定代词:all, few, little, much, something, nothing, anything等，只能用that。

例如：That’s all (that)I want to say.

6、先行词被序数词或形容词最高级所修饰，只能用that。

例如：This is the most exciting film (that) I have ever seen.

7、先行词被the only, the very, the same, the last 修饰时，只能用that。

例如：He is the only person that attended the meeting.

8、先行词表示地点时,有时用where,有时用that, which来引导定语从句.这时要根据从句的谓语动词是及物还是不及物，是及物的就用that(which)，否则用 where。

例如：This is the factory where we worked last year.

This is the factory that (which)we visited.

二、历届高考试题分析

例1、If a shop has chairs ____ women can park their men, women will spend more time in the shop.

A. that B. which C. when D. where

答案为D

【解析】 关系副词where 连接定语从句，其中where= in/ on which。

例2、We will be shown around the city: schools, museums, and some other places, ________ other visitors seldom go.

A. what B. which C. where D. when

答案为C。

【解析】 这是一个定语从句，先行词是places，表示地点，非限定性定语从句中缺少状语，因此用where来引导定语从句，故要填where。这句话的意思是我们被带领着参观了这座城市的学校、博物馆和其他一些游人很少去的地方。

例3、Alec asked the policeman _______ he worked to contact him whenever there was an accident.

A. with him B. who C. with whom D. whom

答案为C。

【解析】 这是一个定语从句，the policeman是先行词。work是不及物动词，“work with sb.”意为“与某人共事”，所以定语从句应为with whom he worked。这句话的意思是无论何时发生事故时，Alec要求与他一起工作的警察与他联系。

例4、Is this the reason _______at the meeting for his carelessness in his work?

A. he explained B. what he explained

C. how he explained D. why he explained

答案为A。

【解析】 the reason后接定语从句。因为先行词the reason作explained的宾语，用that或which引导定语从句在从句中作宾语时省略。这句话的意思是这就是他在会议上对他为什么在工作上粗心大意的理由所作的解释吗?

例5、The film brought the hours back to me _____ I was taken good care of in that far-away village.

A. until B. that C. when D. where

答案为C。

【解析】 when引导定语从句(the hours的定语)，修饰先行词the hours,when在从句中作状语。这句话的意思是这部电影使我回忆起我在那偏远的村庄得到无微不至的照顾的时光。

例6、Have you seen the film “Titanic”, ________leading actor is world-famous?

A. its B. it's C. whose D. which

答案选C。

【解析】 这是一个定语从句，因为先行词the film “Titanic”和leading actors是所属关系，所以要填写whose。

例7、Recently I bought an ancient Chinese vase, ________ was very reasonable. A. which price B. the price of which C. its price D. the price of whose

答案为B。

【解析】 这是一个非限制性定语从句。根据句意可知之中的是花瓶的价格。在定语从句中表示“谁的”，可以这样表达，如：I live in the room whose windows face south(名词前没有冠词，用whose)=I live in the room the windows of which face south(如果名词前有冠词就用of which)。

例8、Carol said the work would be done by October, ________personally I doubt very much.

A. it B. that C. when D. which

答案选D。

【解析】 在这个非限制性定语从句中，关系代词which代替Carol所说的话。这句话的意思是“Carol说工作将在十月完成，我个人对此表示怀疑。”

例9、It was an exciting moment for these football fans this year, _____ for the first time in years their team won World Cup.

A. that B. while C. which D. when

答案为D。

【解析】 从从句的意思：“这是他们多年来第一次赢得世界杯，”可推知，从句是对表示时间的先行词加以说明，先行词是主句中表示时间的名词an exciting moment this year，而非整个句子，故选D。

例10、John said he’d been working in the office for an hour, _____ was true.

A. he B. this C. which D. who

答案为C。

【解析】 该非限制性定语从句缺少主语，A、B两项不能用作关系代词，D项只能指代人，而该从句需要关系代词指代主句所说的事实用which。

第三节 巩固练习

Direction: Beneath each of the following sentences there are four choices marked A, B, C and D. Choose the best answer that completes the sentence.

1. The English play _____ my students acted at the New Year’s party was a great success.

A. for which B. at which C. in which D. on which

2. _____ is often the case, we have worked out the production plan.

A. Which B. When C. What D. As

3. Everything he ____ away from him before he returned to his hometown.

A. took B. had been taken C. had had been taken D. had taken

4. Was _____ Bill _____ played basketball very well _____ helped the blind man across the street?

A. this…who…who B. which…that…that C. that…that…who D. it…who…that

5. The journey around the world took the old sailor nine months, _____ the sailing time was 226 days.

A. of which B. during which C. from which D. for which

6. Helen was much kinder to her youngest son than to the others, _____ of course, made the others envy him.

A. who B. that C. what D. which

7. It is easy to do the repair. _____ you need is a hammer and some nails.

A. Something B. All C. Both D. Everything

8. The person we spoke to ____ no answer at first．

A．making B．makes C．make D．made

9. The factory produces half a million pairs of shoes every year , 80% _____ are sold abroad .

A．of which B．which of C．of them D．of that

10. There were dirty marks on her trousers _____ she had wiped her hands.

A. where B. which C. when D. that

11. George Orwell, _____ was Eric Arthur, wrote many political novels and essays.

A. the real name B. what his real name C. his real name D. whose real name

12. American women usually identify their best friend as someone _____ they can talk frequently.

A. who B. as C. about which D. with whom

13. A fast food restaurant is the place _____, just as the name suggests, eating is performed quickly.

A. which B. where C. there D. what

14. ______break the law will be punished.

A. Anyone B. One C. Those who D. No matter who

15. Will you please show me the girl ______name is Lee.

A. her B. who’s C. whose D. which

16. It was raining again , ______is very bad for our drops.

A. it B. that C. what D. which

17. The world ______is made up of matter.

A. in that we live B. on which we live

C. where we live in D. we live in

18. Hay ______too much moisture will spoil.

A. contains B. that containing C. that contains D. which to contain

19. Caves and hollow trees are not the only places ______.

A. where are found bats B. where bats are found in

C. where bats are found D. in which bats to find

20. Now we can fly to Tokyo .There was a time ______ we had to take a boat.

A. how B. what C. why D. when

21. This is the very car ______ yesterday.

A. which was stolen B. that was stolen

C. to have been stolen D. Having been stolen

22. The man ______had little information.

A. I spoke of B. of who I spoke C. I spoke of whom D. whom I spoke

23. The reason ______ he gives for not coming is that his mother won’t let him.

A. for which B. which C. why D. about which

24. This steel pipe has the same diameter _____ that plastic one has.

A. of which B. which C. such as D. as

25. I don’t like ______ you speak to you parents.

A. the way B. the way in that C. the way which D. the way of which

26. The boy ______leg was broken when he fell off the bike was sent to the nearest hospital right away.

A. which B. who’s C. of whom D. whose

27. This is ______ I want to say .

A. all what B. that C. all D. all which

28. The students should be encouraged to read such books ______ good for them informing good habits.

A. that are B. as they are C. as are D. that they are

29. Supermarkets ______people buy nearly everything continue to appear in China .

A. that B. from which C. from where D. which

30. The train ______she was traveling was late .

A. which B. where C. on which D. in that

31. Most of the classmates wanted to know the way ______he learns new course.

A. which B. in which C. by which D. about which

32. The room was full of students , ten of ______are from foreign countries.

A. them B. who C. whom D. which

33. He has many habits, ______ are harmful.

A. some if them B. which of some C. of which few D. few of whose

34. The furniture _____ I ordered was sent to the wrong address.

A. in which B. where C. when D. which

35. Thirty people were sent to the hospital after accident, _____ children.

A. many of them were B. many of them

C. many of whom were D. many whom were

36. This is the school _____ my little brother studied years ago.

A. which B. that C. when D. in which

37. Nearby were two boats _____ they had come to the island.

A. where B. by which C. in which D. with which

38. What’s that _____ was flashed in the sky just now?

A. which B. that C. who D. as

39. Who is the man _____was standing at the door ?

A. who B. which C. that D. as

40. Although violent , tornadoes are small storms ______paths aren’t usually more than a quarter of a mile in width.

A. what B. where C. that D. whose

41. They have started an investigation, _______are being kept secret.

A. the details of which B. which details C. the details D. the details of that

42. I was stuck by the limited use _______ their natural resources.

A. the Indians made of B. which the Indians made

C. for the Indians to make of D. for the Indians making of

43. The architect’s task is to design buildings ______ are functional and beautiful.

A. where B. which C. in that D. with which

44. The speed ______ light travels is said to be the maximum in the universe.

A. in which B. by which C. from which D. with which

45. Why do you blame me for everything _____ goes wrong.

A. that B. when C. where D. who

46. Ann bought a dress ______ didn’t fit her, so she took ______ back to the shop ______ she bought it.

A. which…that …. that B. that…which…where

C. which…it… where D. where…it…that

47. Yesterday we visited the City Museum, ______ I’d never been to before.

A. which B. where C. that D. what

48. A lot of people applied for the job _______ was advertised, ______had the necessary qualifications.

A. once…who B. where….most of who

C. that … few of which D. which…few of whom

49. We can see now in a very general way the method ______the computer works.

A. in which B. by which C. with which D. on which

50. Are these glasses ______?

A. which you wish will be repaired B. the ones you wish to have repaired

C. the one you wish to repair D. that you wish to be repaired

责任编辑：李芳芳

篇8：Units15-26初二英语下册教案(新课标版八年级英语下册教案教学设计)

Lesson 57

Step 1 Revision

1 Check the homework the students did during the winter vacation .

2 Have the students talk about their holidays using the language they know. Have them especially talk about the food they ate, even though there might not be an English word for some for some of the food.

Step 2 Presentation

Draw a picture of a cupboard with salt, pepper, oil, sugar, etc. On the Bb. Ask What’s in this cupboard? Then ask What is in your cupboard at home?

Draw a picture of a table. Ask What is on your table at home during dinner? Draw pictures or stick pictures, or use the colour pictures on page 1 of the SB to teach the new vocabulary for this lesson.

Step 4 Presentation

Present this dialogue:

A: I eat a lot of pork.

B: Oh, I don’t I eat a lot of chicken.

A: So do I. Explain that I eat a lot of chicken, too. Practise the dialogue with the students.

Step 5 Learn and discuss

SB Page 1, Part 2. Collect more food words and put them into the table on page 1. discuss the question with several students to give some examples. Then get the students to work in pairs. Call out some of them to demonstrate. Their conversations.

Step 6 Puzzle dialogues

SB page 1. Part 3. Pair work. Check the answers as a class. In small groups, have the students role-play as if they are at a dinner.

Homework

Have the students go home and make a list of some of the things in their kitchens. If the students live on campus, have them make a list of the things they can remember that are in their families’ kitchens.

Lesson 58

Sep 1 Revision

1 Revise the names of the food and tableware in SB Lesson 57.

2 Revise the dialogues from SB Part 3 and Wb Lesson 57, Ex. 3. Choose several groups to share their rol-plays.

Step 2 Presentation

Tell the students that this table shows Li Lei’s favourite meat, Jim’s favourite meat, Jim’s favourite vegetables and Ann’s favourite fruit. Say Li Lei likes pork better. He likes chicken best. Repeat for Jim an Ann. Then get students to listen and repeat the sentences. Ask Which does Ann like better, apples or oranges? Which does she like best? Students work in pairs asking and answering about their favourite foods.

Step 3 Reading

SB Page 2, Part2, Speech Cassette Lesson 58. Have the students look at the picture. Ask What kind of food do you see? What countries do these foods come from?

Ask What’s the most popular food in the world? The students scan the passage for the answer.

Play the tape as a model for the students to practice reading aloud.

Discuss the passage. Ask Do you Do you like fish / pizza / hamburgers? What’s your favourite Chinese food?

Step 4 Ask and answer

SB Page 2, Part 3. Ask the students the questions and help them answer I think pork/ rice is very popular in China. Do you agree? Explain to the student the difference between I don’t really agree and I really don’t agree. I don’t really agree means that you just disagree a little bit, but are open to hear the other person’s point of view, and that you may change your opinion. However, I really don’t agree means that you strongly disagree with the other person and nothing will change your mind.

Homework

Have the students review the new words for this lesson.

Lesson 59

Step 1 Revision

1 Write lists of meat, vegetables, fruit and others on the Bb. Ask Whose favourite food is chocolate? Etc. hands up! Students vote on their favourite kind of food.

2 Competition: Ask students to give an example of a verb, a noun, a pronoun, and adjective and an adverb. Then hold a competition. In small groups, the students see which group is the first to write down eight to ten verbs/ nouns/ adjectives/ pronouns/ adverbs. Check the answers.

Step 2 Study

SB Page 3, Part 1. Let the students read through the sentences in the first box carefully. Ask them if they can discover the common feature in the sentences. Point out that all these sentences contain a noun or pronoun denoting the doer and a verb. Do the same with the sentences in the rest of the boxes. Point out the different parts of the simple sentence.

Step 3 Presentation

Ask What does your mother/ father do at home? Do you help with the housework?

In small groups, have the students make a list of what their mothers/ fathers/ themselves do at home. As a class, discuss the answers.

Step 4 Read and discuss

SB Page 3, Part 2, Speech Cassette, Lesson 59. Tell the students to look at the first passage. Ask them to quickly skim the text and tell you the main idea. Play the tape and have the students repeat.

Tell the students to look at the second passage, Ask Who is the busiest in Indira’s family? Have the students scan the passage for the answer. Explain the use of either…or and neither… nor

Homework

Finish off any workbook exercises if needed. Review the five kinds of simple sentences.

Lesson 60

Step 1 Revision

1 Revise either…or…by saying, Either I’m at home, or I’m at school. Then ask, What two places are you at usually? Help the students to answer, Either I’m at _______ or I’m at _______. Now ask a second student about where the first student usually is, only use two different places.

2 Revise the food items in this unit.

Step 2 Presentation

In small groups role-play a parent and a son/ daughter who has a foreign friend over for dinner. Remind the students to use the phrases from SB Lesson 57, part 3. Get several of the groups to share their rope-play with the rest of the class.

Step 3 Read and act

SB Page 4., Part 1, Speech Cassette Lesson 60. Books closed! Ask What are they eating for dinner? Play the tape. Check the answer. Play the tape again, students listen and repeat.

Step 4 Listening

SB Page 4, Part 2. Listening Cassette Lesson 60.

Check the answers with the whole class.

Step 5 Read and act

SB Pages 4-5, Part 3. Speech cassette Lesson 60. Play the tape while students listen and repeat. Then in groups of three, have the students read and act out the dialogue. Choose several groups to perform their dialogue for the class.

Step 6 Writing

SB Page 5, Part 4. For example: China is very famous for its food in the world. There are many kinds of food in China. The north part of China is famous for its dumplings. There can be meat such as pork or beef or vegetables inside dumplings In the south part of China along the Changjiang River, people eat much fish. In Shanghai the food is sweet. But no matter where you are in China, the food is always delicious.

Step 7 Checkpoint

Go through Checkpoint 15 in the usual way. Explain any problems that the students may have. Get the students to go over the grammar notes on pages 158-159 for Member of the sentence, Types of Sentences and Five Kinds of Simple Sentences.

Homework Finish off the workbook exercise.

Lesson 61

Step 1 Revision

Check homework Get the students to revise Wb Lesson 60, Ex. 4.

Step 2 Presentation

1 Draw a street plan on the Bb, showing different buildings. Add a church, library, café, men’s and ladies’ rooms and video shop. Revise Where’s the …? It’s next to / in front of / behind/ outside the …

3 Revise giving directions: Excuse me, is there a hospital near here? Walk along this road and take the first turning on the left. Teach the new words. Get students to ask and answer.

4 Give the street names. Say excuse me, where’s North street, please? Help the students to answer.

Step 3 Look and say

SB Page 6, Part 1. In pairs, have students look at the picture and ask and answer questions as in the presentation. Choose several pairs to share their answers.

Step 4 Read and act

SB Page 6, Part 2, Speech cassette Lesson 61. Books closed. Teach the new words. Point the differences between cross and across and crossing. Ask How do you get to the library? Tell the students to write down the directions as they hear them. Play the tape twice. Check the answer. Note the difference between the usage of reach, arrive and get to.

In pairs have the students read the dialogue. They should pay attention to their intonation as they are giving directions.

Step 5 Practice

SB Page 6, Part 3. ask a student to volunteer to help you model a dialogue. Then ask the student, How can I get to the church? Help the student to answer with the choices from the box, for example, Go along this road and take the second turning to the right. Walk across a bridge. Go on until you reach the end. You can’t miss it.

In pairs, have students make similar dialogues. Choose several pairs to share their answers with the class.

Homework

Finish off the workbook exercises.

Do Wb Lesson 61, Exx. 1 and 2 as written homework.

Lesson 62

Step 1 Revision

Review Lesson 61 by drawing a small, simple street plan of your town or city on the Bb, or by looking at the map on SB Lesson 61, Page 6. As you draw, ask Where’s the video shop? Get the students to say It’s next to the Ladies’ Room. Say, That’s right, it’s on the corner. Ask the students, What other places are on corners? Ask the students to give you directions to different places.

Step 2 Presentation

On the street play, draw three or four bus routes with different coloured chalk. The bus routes should go past the buildings on the street plan.

Present this dialogue:

A: Excuse me! Which is the way to the hospital?

B: Sorry, I don’t know. Ask the man over there. He may know.

A: Excuse me! Where’s the hospital, please?

C: It’s a long way. You’d better take a bus.

A: Which bus goes there?

C: The number 9. It’ll take about half an hour.

Explain the use of may in He may know.

Repeat, using different places and bus numbers. Get the students to play the part of B and C. Then they can practise in pairs or groups of three.

Step 4 Read and act.

SB Page 7, Part 2, Speech Cassette Lesson 62. Books closed! Ask Where is the woman going? What number bus do they catch? Play the tape for the students to find the answers.

Books open! Look at the pictures. Get the students to describe the two people. Play the tape again for the students to listen and repeat. Explain the new words and expressions.

Step 5 Practice

Get the students to act out the dialogue in groups of three. Divide the whole dialogue into two parts. Read and act out each part. Finally set some groups to act out the dialogue, performing all the actions. The actors should use their books for reference only. Let them look at each line before they say it-they should try to avoid reading each line directly.

Homework Finish off the workbook exercises.

Lesson 63

Step 1 Revision

Get the students to retell the story in Lesson 62 in pairs. Check some of the students.

Step 2 Read and think

SB Page 8, Part 1. Have the students look at the pictures. Choose student volunteers to read the dialogue in each of the pictures. See if the students can guess the meaning of the word cut. Ask the students if they can see the difference in the use of may in the second and third picture.

Step 3 Presentation

Tell the students I can’t find my pen. I know! It may be in my pocket! No, it may be on the floor! No, it isn’t. Continue with more It may …! No it isn’t. Then It may be in my desk! Oh yes, here it is! Repeat with other subjects in the room, and get the students to suggest where the object may be. Write may be and maybe on the Bb and tell the difference.

Step 4 Practice

1 SB Page 8, Part 2. Read through the example with the students. Teach geography, physics, history and key. Then let the students work in pairs.

2 If there is time, play the eraser game, but the student who has to find the eraser says It may be in …’s right hand. That student will answer No, it isn’t / Yes, it is.

Step 5 Presentation Draw a picture of Jim on the Bb. Perform this dialogue with him.

T: Jim, what are you going to do when you are older?

J: I’m not sure. May be sell computers.

Repeat for Lucy. Say the sentences again. Get the students to listen and repeat. Teach the meaning of I’m not sure. Ask some students What are you going to do when you are older? Help them to answer. Then students ask and answer in pairs.

Step 6 Ask and answer

SB Page 8, part 3. Read through the dialogues with the students. Then let the students work in pairs. At the end of the exercise, ask some students What are you going to do tonight, etc…?

Homework

Finish off the workbook exercises.

Do Wb Lesson 53, Ex. 2 as written work.

Lesson 64

Step 1 Revision

Revise I can’t find my …! It may be … Send two students out of the room. Hid A’s pen. Call A and B back into the room. Tell B to make suggestions like this:

A: I can’t find my pen!

B: It may be on the floor.

A: No, it isn’t.

B: It may be in your desk.

Repeat with another pair of students.

Step 2 Listening

SB Page 9, Part `, Listening Cassette Lesson 64.

Do Wb Lesson 64, Ex.1 as the students listen to the tape. Your may need to play the tape more than once.

Check the answers with the class.

Step 3 Presentation

Spelling game. Play this game in small groups. Give an example with the whole class first.

A: How do you spell “hospital”, B?

B: I’m not sure. C may know.

C: H-o-s-p-I-t-a-l. How do you spell “cinema” D?

D: I’m not sure. A may know. Etc.

Step 4 Practice

SB Page 9, part 2. Go through the dialogues with the students. The students work in pairs asking and answering.

Do Wb Lesson 64, Ex. 2.

Step 5 Read and draw

SB Page 9, Part 3. Go through the dialogue with the whole class. Draw a map showing where B’s home is on the Bb. Then the students practise in pairs. One of the students has to give directions and draw a little map. The students may change the dialogue to fit their real-life home. Then the students change roles. Ask some pairs to act out their dialogues.

Step 6 Writing

SB Page 9, Part 4. In small groups, have the students write a dialogue about how to get somewhere that is on the map on Page 6. Make sure the students write a dialogue where everyone in the groups to share their dialogue with the class.

Step 7 Reading

SB Pages 9- 10, Part 5, Speech Cassette Lesson 64. This part is optional. Books closed! Ask Why did Mrs Lee have to return to the restaurant? Play the tape and check the answer and have the students listen and repeat.

Step 8 Checkpoint 16

Go through Checkpoint 16 in the usual way. Discuss any problems that the students raise.

Homework

Finish of the Wb exercises.

Lesson 65

Step 1 Revision

1 Ask directions to different places in your town.

2. Check homework: Wb Lesson 64, Ex. 5. Call out several students to show their maps and read aloud the instructions for their guests to find their homes.

Step 2 Presentation

Draw a road on the Bb. Say Joan wants to cross the road. First, se must stop. Then she must look carefully. Then she can cross the road. But she must walk across the road. But she must walk across the road. She mustn’t run! Perform actions for each sentence. Say the sentences again and get the students to listen and repeat. Explain that must is used when we tell someone what to do. Get the students to tell you how Ann should cross the road.

Step 3Read and act.

SB page 11, Part 1, Speech Cassette Lesson 65. Talk about the picture: Who can you see? What does Kate want to do? What is Jim saying to her? Etc. Play the tape the students to listen and repeat. Then students practice the dialogue in pairs. Get some pairs to act it out. Using appropriate.

Step 4 Read and say

SB Page 11, Part 2, Speech Cassette Lesson 65. Students read the instructions Then ask What must you do when the lights are green /red? Explain when as a conjunction. Give further examples of duties, e.g. When the telephone rings, I must answer it. When I get up, I must wash my face. Give some half-sentences for the students to finish.

Now take the students’ sentences and switch them around, making the subordinating clause the second clause in the sentence, e.g. I must wash my face, when I get up. It is important to show the students that unlike in Chinese, the when clause ma come second in an English sentence.

Step 5 Presentation

SB Page 11, Part 3. Introduce the word if by saying If it rains tomorrow, I will be unhappy. If it is sunny tomorrow, I will be happy. Get the students to guess the meaning of if. Tell the students that if is usually used with the Simple Present Tense even when the main clause is in the Future tense. Get them to make sentences about the weather in the same way. Some of the answers may be used more than once.

Step 6.Workbook

Wb Lesson 65, Exx.1 and 2 can be done orally in class. Ask individual students to volunteer reading the sentences to the rest of the class in Ex. 2 and translate them into Chinese. For Ex.3, have the students either work in pairs or in small groups to discuss the pictures.

Homework

Have students write a few sentences giving advice to friend. They must use the words must and mustn’t.

Write down the sentences in the exercise book for Wb Lesson 65, Ex. 3

Lesson 66

Step 1 Revision

Revise Lesson 65. Give the students an example of a school rule, e.g. You must do eye exercises every day/ wear your school uniform. Get students to use must and must not to give some school rules. Write them on the Bb.

Step 2 Presentation

Present the two dialogues:

1 A: If the weather is fine on Sunday, I will go for a walk.

B: Are you sure?

A: Yes.

2 A: If the weather is fine / hot on Sunday, I may go for a walk.

B: Are you sure?

A: No, I’m not sure.

Explain in Chinese that if sentences with will are used for definite plans or results, but sentences with may are for plans or results that are not definite.

Step 3 Presentation

Before you start this presentation, take two students aside and tell them to jump the queue. Tell five other students to line up. As they are lining up, the two students will probably get a little upset because the two students jumped the queue. Say Look at the 2 students.. They jumped the queue and the other students are not pleased with them.

Step 4 Reading

SB Page 12, Part 2, Speech cassette Lesson 66. Ask Was the queue jumper really a queue jumper? Let the students scan the passage quickly to find the answer. Then read it more slowly. Explain the new words and expressions in the text. Then play the tape as a model for the students to practice reading aloud. Ask the students When the woman says, “If I get there early, I can see the doctor quickly,” is she sure or not sure?

Step 5 Workbook

Wb Lesson 66, Exx. 2 and 3. For Ex. 2, have the students work individually to fill in the blanks. Check their answers with the whole class. If time permits, get some of them to retell the story. Ex. 3 can be done orally in class.

Homework

Finish off the workbook exercises.

Lesson 67

Step 1 Revision

Get the students to retell the story “The queue jumper.”

Step 2 presentation

In small groups, have the students discuss the following question. Ask What must you do when you are sick? Have the students make a list of the things they must do, i.e., drink lots of water, see a doctor, etc. As a class discuss the answers.

Step 3 Read and act

1 SB page 13, Part 1, Speech cassette Lesson 67. Books closed! Ask What’s wrong with Kate? Play the tape for the students to find the answer. Books open! Play the tape again. Students listen and repeat. Ask Why does Kate feel better? Expain the sentence You mustn’t eat anything until you see the doctor by translation.

2 Get some pairs to act out the dialogue. See who can do it without books.. Students may change the names of the characters to their own if they wish.

3 Do Wb Lesson 67, Ex. 1.

Step 4 Learn

SB Page 13, Part. Read over the sentences with the students. Have the students guess the similarities between them. Explain that when, if, after and before are used as subordinating conjunctions. The clause that follows a subordinating conjunction, is not a complete sentence.

Step 5 Practice

SB Page 12, part3. have the students finish the sentences individually. Then have the students share their answers with the class.

Step 6 Workbook

Wb Lesson 67, Ex. 3 Get the students to work together in pairs.

Homework

Revise the use of if, when before and after in subordinating clauses.

Write the complete sentences down in the exercise book for Wb Lesson 67, Ex. 3

Lesson 68

Step 1 Revision

1 Check homework.

2 Revise Lesson 67 by asking several more students to share their answers from part 3.

Step 2 Listening

SB Page 14, Part 1, Listening Cassette Lesson 68. Wb Lesson 68, Ex. 2. Ask the students to raise their hands as soon as they hear a mistake. You may need to play the tape two or three time for everyone to hear the mistakes.

Check the answers with the class.

Step 3 Presentation

Teach a song that is very energetic. If it has motions, that is better. You need something to get the students a little noisy. When they are a little too loud say, YOuo must stop making so much noise!

Step 4 Read and answer

SB Page 14, Part 2, Speech Cassette Lesson 68. Give the students 3 minutes to skim the passage for the main idea. Check the answer. Teach the new words and expressions change, bell, arrive, surprise, police, enjoy oneself and themselves by having the students guess the words from the context. Play the tape for the students to listen and repeat. Ask the class as a whole the questions orally. If the students think the answer is right they should put their thumb up. If they think the answer is wrong, they should put their thumb down.

Step 5 Writing

Sb Page 15, Part 3. This Part is optional. Have the students work in pairs to fill in the blanks. Then you may want to assign the writing part as homework if time is not enough.

Step 6 Checkpoint 17

Go through Checkpoint 17 in the usual way. Go over the grammar notes on Types of Sentences and the Adverbial Clause on pages 159-160 of the SB. Practise the “useful expressions”. Explain any problems the students raise.

Homework

Finish off the workbook exercise.

Write Ex. 7 down in the exercise book.

Lesson 69

Step 1 Revision

1 Go over the homework.

2 Revise the parts of the body: eyes, ears, mouth, head, back, arm, foot, leg, etc.

Step 2 Presentation

Present this dialogue

A: I don’t feel very well.

B: Oh dear! What’s the trouble?

A: I’ve got a headache.

B: Oh, you’d better stay in bed.

See if the students can guess the meaning of trouble. Get the students to listen and repeat. Divide the class into two halves to practice the dialogue. Make sure the students use gestures. Change the dialogue to I’ve caught a cold and practice again.

Let the students practice the dialogues in pairs.

Step 3 Read and act

SB Page 16, Part 1, Speech Cassette Lesson 69. Play tape and have the students listen and repeat, paying careful attention to the intonation. Teach the word the terrible.

Step 4 Puzzle dialogue

SB Page 16,. Part 2. Teach the meaning of serious. Divide the students into groups of three. Have them fill in the blanks with the correct answers. Then get the students to role-play the dialogue. They may change the dialogue to create a new situation at the doctor’s if they wish.

Step 5 Look, say and write

SB Page 16, part 3. Get students to work pairs. Check the answers as a class.

Homework

Finish off the workbook exercises.

Write down Ex. 3 in the exercise book.

Lesson 70

Step 1 Revision

1 Check the homework. Get some students to read aloud their notes asking for sick leave.

2 Revise the dialogue from SB Page 16, part 2. Get several small groups to act it out for the class.

Step 2 Presentation

Have the students look at the picture on SB Page 17. Ask What is the boy doing ? What do you think he is dreaming about? Say I had the worst dream last night. I was running and running but I couldn’t wake up. Finally I woke up and stopped dreaming. Then I went back to sleep, but as soon as I fell asleep again, I started dreaming that I was running and running again. Today I’m very tired. Write on the Bb the new words. Say fast asleep is an idiom.

Step 4 Reading

SB Page 17, Part 2, Speech Cassette Lesson 70. Ask Did Roy finally get a good night sleep? Books closed! Play the tape and students listen for the answer. Books open. Play the tape again and have students read the text along with the tape. Teach the words and phrases.

Step 4 Practice

Do Wb Lesson 70, Ex. 1 and 2

In pairs ask the students to write down a dream they have had using at least three of the new vocabulary words and phrases. In small groups, have the students read their dreams to each other.

Homework

Finish off the workbook exercises.

Review the new vocabulary and phrase.

Lesson 71

Step 1 Revision

1 Revise the new vocabulary by asking the students to share the dreams they wrote down.

2 Revise the text in Lesson 70 by asking the students to tell what kind of dreams Roy had and what he dreamt of after he listened to music.

Step 2 Presentation

Say I like to eat chocolate. It tastes delicious, but I mustn’t eat too much, or I’ll become too heavy. Ask What do you like to eat that tastes delicious? Write the suggestions on the Bb. Ask Which foods mustn’t you eat too much of?

Check these.

Step 3 Practice

SB Page 18, Part 1, Speech Cassette Lesson 71. Books closed ! Ask How much chocolate can the wife eat? Play the tape and check the answer. Books open. Divide the class into two groups –boys and girls. The boys read the man’s part and the girls read the woman’s part.

Step 4 Look, match and read

SB Lesson 71m Page 18, Part 2. Read through the sentences with the students. Point out the linking verbs be, taste, seem, feel and smell which are followed by adjectives. Describe the new words angry, hard and smell with gestures. In pairs, get the students to match the sentences with the pictures.

Step 5 presentation

Ask What do you want to become when you grow up? Teach become. Write the following on the Bb: I want to become a … when I grow up.. Have the students tell their partners what they want to be.

Step 6 Reading

SB Page 18, Part 3, Speech Cassette Lesson 71. Before reading about Florence Nightingale ask the students to skim the reading and look for the main idea. Teach rich. Now have the students scan the reading about Henry Norman Bethune for the answer to the following questions, Where was Dr. Bethune born? And Why did he become very popular in China? Tell them to read more about Florence Nightingale and Dr Henry Norman Bethune in the notes on SB Page 137.

Get the students to practice reading the passages aloud to their partners.

Homework Finish off the workbook exercises. Write Ex. 1 in the exercise book.

Lesson 72

Step 1 Revision

1 Check the homework.

2 Revise the linking verbs in SB Lesson 71 by asking students to make sentences with them.

3 Revise Part 3 in SB Lesson 71 by asking students to say something about Florence Nightingale and Dr Bethune.

Step 2 Listening

SB Page 19, Part 1, Listening Cassette Lesson 72. Wb Lesson 72m Ex 1. Books closed! Say Mr Brown’s head hurts. Ask What part of his head hurts? Play the tape for the students to answer the question.

Then read through the questions in Wb Ex. 1 Make sure the students understand them. Play the tape once or twice for the students to find the answer.

Let the students discuss their answers in pairs. Finally check the answers with whole class.

Step 3 Practice

SB Page 19, Part 2. Teach the word instead. In pairs, have the students match the sentences. Walk around and give help where needed. Ask several pairs to share their answers with the whole class.

Step 4 Read and answer

1 SB Page 19-20, Part 3, Speech Cassette Lesson 72. Say to the students, Look at the picture. What can you see? What’s happening? Now read the dialogue quickly and find the answer to this question: What’s wrong with Mrs Brown? Let the students find the answer.

2 Teach the words and phrases instead of, enough, and thin. Tell the students to read the dialogue more carefully. Get them to discuss the questions after reading the story in pairs,

3 Play the tape for the students to listen and repeat. Then let the students practice the dialogue in pairs in the usual way.

Step 5 Writing

SB Page 20, Part 4. Students work individually to write the letter to their penfriend.

Step 6 Checkpoint 18

Go through Checkpoint 18. Give the students extra practice when necessary: You can revise the dialogue from earlier lessons.

Spend time on the “useful expressions.” Revise the new vocabulary in the unit.

Homework

Finish off the Wb exercises.

Unit 19 A visit to island

Lesson 73

Step 1 revision

1. Check homework

3 Get some students to retell the story about Mrs Brown SB Lessson 72.

Step 2 read and act

SB Page 21 Part 1, Speech Cassette Lesson 73. Books closed! Play the tape. Ask where are Bruce and Bill going to meet? When are they going to meet? Check the answers Play the tape again. Students listen and repeat. Then books open.

Practise the dialogue with the students. Let the students work in pairs. Get some pairs to act out the dialogue, without books if possible.

Step3 Presentation

1. talk about the picture on SB Page 21. Get the students to give us much information as they can: ask: How many islands can you see? Which is near? Which is farther/ the farthest? Where are the children? What are they doing? ect. Note the spelling of island. Let the students practice the pronunciation before they see the spelling. When you write the word on the SB, explain that the letter “s” is silent.

2. Ask three students (A, B and C) to come to the front and to stand one next to each other, close to you, like this: T_______A_______B_____C Say C is near. B is nearer than C, but A is the nearest. Repeat, then students listen and repeat. Then get the three students listen and repeat. Then get the three students to move away from you : T______________A______B______C Say A is far. B is farther than A, but C is the farthest. Get the students to listen and repeat. Ask students questions: Who is nearer, A or B? Who is farther/the farthest? etc.

Step 4 Read and act

SB Page 21 Part2, Speech Cassette, Lesson 73. Books closed! Ask Which island will they go to? Play the tape for the students to find the answer. Books open . Play the tae again for the students to listen and repeat. Then practice the dialogue in pairs. Ask some pairs to act it out.

Step 5 Workbook

Ex.2 should be done orally in small groups.

Lesson 74.

Step 1 revision

1. Check the homework.

2. Revise far/ farther/ farthest by asking about objects around the room. For example ask Which is farther from me, the door or the window? You may also ask students how far they can jump. Then make comparisons by asking Who jumps farther, A or B? who jumps farthest, A,B or C?

Step 2 Pre-read

SB Page 22, Part1. turn out the lights in the classroom. Then have the students close their eyes. Tell the students You are going to make a picture in your mind. Think that you are on an island with many trees. The wind is blowing and you hear the sea hit the beach. It smells funny and you hear strange noises. You are all alone. Give the students a few minutes of silence to thoroughly imagine themselves on the island. Now ask them to open their eyes and with their partners, discuss the questions. Then call out some students to give their answers.

Step 3 Presentation

1. Draw a house on the Bb and teach this dialogue:

A: Is there anybody in the house?

B: Yes, I think there’s somebody in it.

C: No. I don’t think there’s anybody in it/ There is nobody in it.

Drill the dialogue using in the room/building/village/boat/or on the island, etc.

Then show the students a handbag or a box and teach this dialogue:

A: Is there anything in this bag?

B: I don’t think there’s anything in it.

C: I think there is something in it.

Open your bag and tell the students if there is anything in it.

Say: Yes, there’s something in it. Or there is nothing in it.

Explain the use of anything, anybody, something, somebody, nothing and nobody.

2. Now draw a picture of children pulling a boat up from the water on the Bb. Then tell the story in SB Page 22. Explain the new words by gesture or facial expression, eg. happily, lots of and cry.

Step4 Reading

SB Page 22, Part2, Speech Cassette Lesson 74. Ask What do the children do on the island? Let the student scan the passage again more slowly. Ask the questions in WB L74, Ex1,and get the students to guess what happened to the children’s picnic. Reming the students of the use of negative questions when expresses pleasure in the same way. Tell them the meaning of all by ourselves, perhaps, no longer and get back. Now play the tape for the students to practice reading aloud

Step5 Practice

Divide the class into groups of six. One of them plays the part of a narrator. The others play Lucy, Jim, Kate, Bruce and Ah Fang. Read the text aloud. Change the roles. Act out the conversation. Ask one or two to give their performance in front of the class.

Step6 Workbook

Lesson 75

Step 1 Revision

Get the students to retell the story from SB page 22, Part 2, L74. If your students have difficulty, you may ask questions about the story to help them.

Step2 Presentation

Revise the parts of the face. Teach the students these sentences, performing appropriate actions: I see with my eyes. I hear with my mouth. Get some students to act them out.

Step3 Ask and answer

Page 23, Part 1, Speech Cassette L75. Books closed! Ask what or who are on the island with the children? Play the tape and check the answer. Books open. Play the tape again and students listen and repeat. Point out the use of something, somebody, anything, and nobody, which corresponds to some, any, and no. We often use any, anything, and nobody in questions, e.g. Is there anybody on the island? Can’t you hear anything? We also use them in negative sentences, e.g. I can’t hear anything. Some, something and somebody are usually used in statements. In pairs have students substitute the answers in the box to make new dialogues. Ask several pairs to share their new dialogue. Do Wb Lessson 75, Ex.1

Step 4 Puzzle dialogues

Sb Page 23, Part2. Read through the parts of the dialogues with the students. Explain too---to--- and everybody. Then get the students to work in pairs making sentences.

Step5 Read and say

SB Page 23, Part 3, Speech Cassette Lesson 75. Have the students cover up the dialogue with their hand. Then have them describe the picture to you. For example, The mom/sister is talking on the telephone. The boy is working/playing on the computer. The girls/twins are playing on the floor with a truck. There is a plant in the room, etc. Play the tape and get the students to read and repeat. Then ask the students to practice the dialogue in pairs.

Step 6 workbook

Lesson 76

Step 1 revision

Get the students to retell the story in this unit. To help them with the reading, show the pictures in each lesson or ask questions.

Step 2 Presentation

Ask what did the children lose on the island? If it wasn’t mentioned in the retelling of the story. Ask Do you think the children will get the picnic basket back? If the students answers Yes, have him or her tell why they think that. The same goes for the students who answers No.

Step3 reading

SB Page 24 Part1, Speech Cassette Lesson 76. Tell the students to look at the pictures. Ask the students again, Do you think the children will get the picnic basket back? Who has the basket? How did the children get the basket back? Ask Where is the boat? Have students scan the passage for the answer. Play the tape for the students to listen and repeat. Teach as and eat up.

Step 4 Listening

SB Page 24 Part 2, Listening Cassette Lesson 76. Wb Lesson 76, Ex 2.

Step 5 Listen, write and draw

SB Pages 24-25, part 3. Before you read the text for the students, explain to them that you are going to read something to them and they need to follow the directions. You may need to read two or three times.

Step 6 Writing

Part 4. this part is optional. In small groups, have students write a report about their last school trip. Remember to tell the students that everyone must contribute to the report. Ask a group to read their report.

Step 7 rhyme

Part 5 Play the tape and let the students listen and repeat.

Step 8 Checkpoint 19

Go through Checkpoint 19 in the usual way.

Step 9 Workbook

Unit 20 Mainly revision

Lesson 77

Step 1 Revision

Check the homework

Step 2 Presentation

Say I just got a computer, but I don’t know how to use it yet. I’ll have to learn how to use it by myself. Ask How many of you have a computer? How did you learn how to use it? Write the following dialogue on the Bb:

A: I just got a computer, but I don’t know how to use it yet.

B: Who is going to teach you, your parents?

A: No, they don’t know anything about computers.

B: Oh, neither do mine.

A: I’ll have to learn by myself.

Get the students to guess the meaning of yet and by myself. In pairs have the students practice the dialogue.

Step 3 Read and act

SB Page 26, Part 1, Speech cassette Lesson 77. Section A. Play the tape and have the students read and listen. Ask What does Han Mei’s cousin do? Check the answer. Play the tape again and have students repeat.

Section B. Ask What do you have to do at home/ Do you have some kind of work to do to help your family? Play the tape while students read and listen. Ask Why did Paul have to take care of himself and his little brother? Check the answer. Play the tape again and have student practice both dialogues. Allow them to change the dialogue to fit a situation they might have at home. Ask several pairs to act out their dialogues.

Step 4 Write

SB Page 26, Part. Get the students to guess them meaning of sad. Have the students make a list of things that make them happy and 5 things that make them sad. Then have a class scramble where the students walk around the class and ask at least three other people what makes them sad and happy. As a class ask the students to share what they have discovered.

Homework

Finish off the workbook exercises.

Do Wb Lesson 77, Ex. 1 in the exercise book.

Lesson 78

Step 1 Revision

Check the homework

Revise the family relationships of aunt, uncle and cousin, etc.

Step 2 Presentation

Books closed! Show the students how to begin writing a diary. On the Bb draw a rectangle that represents a page from a diary. Place the date and day on the top left hand side, and the weather on the right hand side. Now give the students a few minutes to do the same on a piece of paper. Now have the students write something in their diary. They should write in English. They may use their dictionaries if necessary. However, encourage the students to use the language they know.

Step 3 Reading

SB page 27, Part 2, Speech Cassette Lesson 78. Ask What’s the main idea of the diary? Give the students about three minutes to skim the test for the main idea of the reading. Check the answer. Teach the new words. Play the tape while the students read along silently. Play the tape again and get the students to repeat.

Step 5 Read and act

Get the class to read the dialogue in pairs.

Huang: Grandma is sick. I have to take her to hospital. But my baby …/ I can’t leave her by herself. What can I do?

Ling: I don’t have any lessons this afternoon. I can look after her for you.

Huang: Oh that’s great! Thanks so much, Xiao Feng.

Call out several pairs to act out the dialogue.

Step 6 Practice

In pairs, have the students retell the story. Then ask them to tell their own story of what in waas like to watch a younger child, or play with a younger child, if possible.

Homework

Finish off the workbook exercises.

Revise the new vocabulary.

Write a diary as Wb Lesson 78, Ex. 3 requires.

Lesson 79

Check the homework. Get some students to answer the questions about Ling Feng’s diary. Then ask some students to retell the story.

Step 2 Presentation

Revise dates and months. Say It’ll be July soon. We’ll have the exams. After we finish the exams, we’ll have our summer holidays. Ask the class What are you going to do in your summer holidays? Then you may say what you are going to do, e.g. I’ll go to my hometown. I’ll visit my uncle and aunt there. And I’ll also go to visit a few cities-places of interest in China. Then ask the students Where shall I go for my holiday? What other places shall I go to see?

Step 3 Read and act

SB Page 28, Part 1, Speech Cassette Lesson 79. Let the students listen to the tape to find the answers these questions: What cities is Emma going to visit in her summer holidays? What will Hu Xin do? Check the answers. Have the students guess the meaning of the new word wonderful. The listen to the tape again and repeat after it. Get the students to read the dialogue in pairs. Call out several pairs to act out the dialogue.

Step 4 Write

SSB Page 28, Part 3. Have the students individually make two lists. One a can do list, and the other a can’t do list. Then have the students talk about their lists in pairs. As a class, take a poll and see how many students can do something and can’t do something.

Homework

Write Wb Lesson 79, ex 3 in the exercise book.

Lesson 80

Step 1 Revision

Check the homework.

Get several pairs to tell their stories from Wb Lesson 79, Ex 3.

Step 2 Study and match

SB Page 29, Part 1. Go through each of the sentences carefully and point out every part of the sentences. Give more examples when necessary. Note that S stands for the subject, V for the Verb, O for the object and P for the predicative. In pairs ask the students to match the kinds of sentence patterns with the sentences, Check the answers with the whole class.

Step 3 Listening

SB Page 29, Part2. Listening cassette Lesson 80. Play the tape. Then look at the questions in Wb Lesson 80, Ex. 1. see how many of the question s the students can answer orally. If the students can answer all of he question go on, if not, play the tape again while the students are looking at the questions.

Step 4 Writing

SB Page 29-30, Part 4. In groups of four, have the students fill in the blanks with the correct words. Check the answers as a class. Then have the students practice the dialogue. Encourage the students who are playing the part of the teacher to use intonation and body language that show anger. Ask several groups to act out the dialogue for the class.

Step 6 Read and answer

SB Page 30, Part 5, Speech Cassette Lesson 80. Let the students scan the passage quickly to find the answer to the question why did the monkey laugh in the end of the story? Check the answer. Books closed. Play the tape for the students to listen to the story. Write down the new words on the Bb. Get the students to guess the meaning of these words form the context of the story. Play the tape again for the students to practice reading aloud. If there is time, ask students to role-play the story.

Homework

Finish off the workbook exercises.

Write Wb Lesson 80, Ex. 7 in the exercise book.

Lesson 81

Step 1 Revision

Check the homework

Step 2 Presentation

Say I just got a computer, but I don’t know how to use it yet. I’ll have to learn how to use it by myself. Ask How many of you have a computer? How did you learn how to use it? Write the following dialogue on the Bb:

A: I just got a computer, but I don’t know how to use it yet.

B: Who is going to teach you, your parents?

A: No, they don’t know anything about computers.

B: Oh, neither do mine.

A: I’ll have to learn by myself.

Get the students to guess the meaning of yet and by myself. In pairs have the students practice the dialogue.

Step 3 Read and act

SB Page 26, Part 1, Speech cassette Lesson 77. Section A. Play the tape and have the students read and listen. Ask What does Han Mei’s cousin do? Check the answer. Play the tape again and have students repeat.

Section B. Ask What do you have to do at home/ Do you have some kind of work to do to help your family? Play the tape while students read and listen. Ask Why did Paul have to take care of himself and his little brother? Check the answer. Play the tape again and have student practice both dialogues. Allow them to change the dialogue to fit a situation they might have at home. Ask several pairs to act out their dialogues.

Step 4 Write

SB Page 26, Part. Get the students to guess them meaning of sad. Have the students make a list of things that make them happy and 5 things that make them sad. Then have a class scramble where the students walk around the class and ask at least three other people what makes them sad and happy. As a class ask the students to share what they have discovered.

Homework

Finish off the workbook exercises.

Do Wb Lesson 77, Ex. 1 in the exercise book.

Lesson 82

Step 1 Revision

Check the homework

Revise the family relationships of aunt, uncle and cousin, etc.

Step 2 Presentation

Books closed! Show the students how to begin writing a diary. On the Bb draw a rectangle that represents a page from a diary. Place the date and day on the top left hand side, and the weather on the right hand side. Now give the students a few minutes to do the same on a piece of paper. Now have the students write something in their diary. They should write in English. They may use their dictionaries if necessary. However, encourage the students to use the language they know.

Step 3 Reading

SB page 27, Part 2, Speech Cassette Lesson 78. Ask What’s the main idea of the diary? Give the students about three minutes to skim the test for the main idea of the reading. Check the answer. Teach the new words. Play the tape while the students read along silently. Play the tape again and get the students to repeat.

Step 5 Read and act

Get the class to read the dialogue in pairs.

Huang: Grandma is sick. I have to take her to hospital. But my baby …/ I can’t leave her by herself. What can I do?

Ling: I don’t have any lessons this afternoon. I can look after her for you.

Huang: Oh that’s great! Thanks so much, Xiao Feng.

Call out several pairs to act out the dialogue.

Step 6 Practice

In pairs, have the students retell the story. Then ask them to tell their own story of what in waas like to watch a younger child, or play with a younger child, if possible.

Homework

Finish off the workbook exercises.

Revise the new vocabulary.

Write a diary as Wb Lesson 78, Ex. 3 requires.

Lesson 83

Check the homework. Get some students to answer the questions about Ling Feng’s diary. Then ask some students to retell the story.

Step 2 Presentation

Revise dates and months. Say It’ll be July soon. We’ll have the exams. After we finish the exams, we’ll have our summer holidays. Ask the class What are you going to do in your summer holidays? Then you may say what you are going to do, e.g. I’ll go to my hometown. I’ll visit my uncle and aunt there. And I’ll also go to visit a few cities-places of interest in China. Then ask the students Where shall I go for my holiday? What other places shall I go to see?

Step 3 Read and act

SB Page 28, Part 1, Speech Cassette Lesson 79. Let the students listen to the tape to find the answers these questions: What cities is Emma going to visit in her summer holidays? What will Hu Xin do? Check the answers. Have the students guess the meaning of the new word wonderful. The listen to the tape again and repeat after it. Get the students to read the dialogue in pairs. Call out several pairs to act out the dialogue.

Step 4 Write

SSB Page 28, Part 3. Have the students individually make two lists. One a can do list, and the other a can’t do list. Then have the students talk about their lists in pairs. As a class, take a poll and see how many students can do something and can’t do something.

Homework

Write Wb Lesson 79, ex 3 in the exercise book.

Lesson 84

Step 1 Revision

Check the homework.

Get several pairs to tell their stories from Wb Lesson 79, Ex 3.

Step 2 Study and match

SB Page 29, Part 1. Go through each of the sentences carefully and point out every part of the sentences. Give more examples when necessary. Note that S stands for the subject, V for the Verb, O for the object and P for the predicative. In pairs ask the students to match the kinds of sentence patterns with the sentences, Check the answers with the whole class.

Step 3 Listening

SB Page 29, Part2. Listening cassette Lesson 80. Play the tape. Then look at the questions in Wb Lesson 80, Ex. 1. see how many of the question s the students can answer orally. If the students can answer all of he question go on, if not, play the tape again while the students are looking at the questions.

Step 4 Writing

SB Page 29-30, Part 4. In groups of four, have the students fill in the blanks with the correct words. Check the answers as a class. Then have the students practice the dialogue. Encourage the students who are playing the part of the teacher to use intonation and body language that show anger. Ask several groups to act out the dialogue for the class.

Step 6 Read and answer

SB Page 30, Part 5, Speech Cassette Lesson 80. Let the students scan the passage quickly to find the answer to the question why did the monkey laugh in the end of the story? Check the answer. Books closed. Play the tape for the students to listen to the story. Write down the new words on the Bb. Get the students to guess the meaning of these words form the context of the story. Play the tape again for the students to practice reading aloud. If there is time, ask students to role-play the story.

Homework

Finish off the workbook exercises.

Write Wb Lesson 80, Ex. 7 in the exercise book.

Unit 22

Lesson 85

Step 1 revision

2. Check homework

4 Get some students to retell the story about Mrs Brown SB Lessson 72.

Step 2 read and act

SB Page 21 Part 1, Speech Cassette Lesson 73. Books closed! Play the tape. Ask where are Bruce and Bill going to meet? When are they going to meet? Check the answers Play the tape again. Students listen and repeat. Then books open.

Practise the dialogue with the students. Let the students work in pairs. Get some pairs to act out the dialogue, without books if possible.

Step3 Presentation

3. talk about the picture on SB Page 21. Get the students to give us much information as they can: ask: How many islands can you see? Which is near? Which is farther/ the farthest? Where are the children? What are they doing? ect. Note the spelling of island. Let the students practice the pronunciation before they see the spelling. When you write the word on the SB, explain that the letter “s” is silent.

4. Ask three students (A, B and C) to come to the front and to stand one next to each other, close to you, like this: T_______A_______B_____C Say C is near. B is nearer than C, but A is the nearest. Repeat, then students listen and repeat. Then get the three students listen and repeat. Then get the three students to move away from you : T______________A______B______C Say A is far. B is farther than A, but C is the farthest. Get the students to listen and repeat. Ask students questions: Who is nearer, A or B? Who is farther/the farthest? etc.

Step 4 Read and act

SB Page 21 Part2, Speech Cassette, Lesson 73. Books closed! Ask Which island will they go to? Play the tape for the students to find the answer. Books open . Play the tae again for the students to listen and repeat. Then practice the dialogue in pairs. Ask some pairs to act it out.

Step 5 Workbook

Ex.2 should be done orally in small groups.

Lesson 86

Step 1 revision

3. Check the homework.

4. Revise far/ farther/ farthest by asking about objects around the room. For example ask Which is farther from me, the door or the window? You may also ask students how far they can jump. Then make comparisons by asking Who jumps farther, A or B? who jumps farthest, A,B or C?

Step 2 Pre-read

SB Page 22, Part1. turn out the lights in the classroom. Then have the students close their eyes. Tell the students You are going to make a picture in your mind. Think that you are on an island with many trees. The wind is blowing and you hear the sea hit the beach. It smells funny and you hear strange noises. You are all alone. Give the students a few minutes of silence to thoroughly imagine themselves on the island. Now ask them to open their eyes and with their partners, discuss the questions. Then call out some students to give their answers.

Step 3 Presentation

3. Draw a house on the Bb and teach this dialogue:

A: Is there anybody in the house?

B: Yes, I think there’s somebody in it.

C: No. I don’t think there’s anybody in it/ There is nobody in it.

Drill the dialogue using in the room/building/village/boat/or on the island, etc.

Then show the students a handbag or a box and teach this dialogue:

A: Is there anything in this bag?

B: I don’t think there’s anything in it.

C: I think there is something in it.

Open your bag and tell the students if there is anything in it.

Say: Yes, there’s something in it. Or there is nothing in it.

Explain the use of anything, anybody, something, somebody, nothing and nobody.

4. Now draw a picture of children pulling a boat up from the water on the Bb. Then tell the story in SB Page 22. Explain the new words by gesture or facial expression, eg. happily, lots of and cry.

Step4 Reading

SB Page 22, Part2, Speech Cassette Lesson 74. Ask What do the children do on the island? Let the student scan the passage again more slowly. Ask the questions in WB L74, Ex1,and get the students to guess what happened to the children’s picnic. Reming the students of the use of negative questions when expresses pleasure in the same way. Tell them the meaning of all by ourselves, perhaps, no longer and get back. Now play the tape for the students to practice reading aloud

Step5 Practice

Divide the class into groups of six. One of them plays the part of a narrator. The others play Lucy, Jim, Kate, Bruce and Ah Fang. Read the text aloud. Change the roles. Act out the conversation. Ask one or two to give their performance in front of the class.

Step6 Workbook

Lesson 87

Step 1 Revision

Get the students to retell the story from SB page 22, Part 2, L74. If your students have difficulty, you may ask questions about the story to help them.

Step2 Presentation

Revise the parts of the face. Teach the students these sentences, performing appropriate actions: I see with my eyes. I hear with my mouth. Get some students to act them out.

Step3 Ask and answer

Page 23, Part 1, Speech Cassette L75. Books closed! Ask what or who are on the island with the children? Play the tape and check the answer. Books open. Play the tape again and students listen and repeat. Point out the use of something, somebody, anything, and nobody, which corresponds to some, any, and no. We often use any, anything, and nobody in questions, e.g. Is there anybody on the island? Can’t you hear anything? We also use them in negative sentences, e.g. I can’t hear anything. Some, something and somebody are usually used in statements. In pairs have students substitute the answers in the box to make new dialogues. Ask several pairs to share their new dialogue. Do Wb Lessson 75, Ex.1

Step 4 Puzzle dialogues

Sb Page 23, Part2. Read through the parts of the dialogues with the students. Explain too---to--- and everybody. Then get the students to work in pairs making sentences.

Step5 Read and say

SB Page 23, Part 3, Speech Cassette Lesson 75. Have the students cover up the dialogue with their hand. Then have them describe the picture to you. For example, The mom/sister is talking on the telephone. The boy is working/playing on the computer. The girls/twins are playing on the floor with a truck. There is a plant in the room, etc. Play the tape and get the students to read and repeat. Then ask the students to practice the dialogue in pairs.

Step 6 workbook

Lesson 88

Step 1 revision

Get the students to retell the story in this unit. To help them with the reading, show the pictures in each lesson or ask questions.

Step 2 Presentation

Ask what did the children lose on the island? If it wasn’t mentioned in the retelling of the story. Ask Do you think the children will get the picnic basket back? If the students answers Yes, have him or her tell why they think that. The same goes for the students who answers No.

Step3 reading

SB Page 24 Part1, Speech Cassette Lesson 76. Tell the students to look at the pictures. Ask the students again, Do you think the children will get the picnic basket back? Who has the basket? How did the children get the basket back? Ask Where is the boat? Have students scan the passage for the answer. Play the tape for the students to listen and repeat. Teach as and eat up.

Step 4 Listening

SB Page 24 Part 2, Listening Cassette Lesson 76. Wb Lesson 76, Ex 2.

Step 5 Listen, write and draw

SB Pages 24-25, part 3. Before you read the text for the students, explain to them that you are going to read something to them and they need to follow the directions. You may need to read two or three times.

Step 6 Writing

Part 4. this part is optional. In small groups, have students write a report about their last school trip. Remember to tell the students that everyone must contribute to the report. Ask a group to read their report.

Step 7 rhyme

Part 5 Play the tape and let the students listen and repeat.

Step 8 Checkpoint 19

Go through Checkpoint 19 in the usual way.

Step 9 Workbook

Lesson 89

Step 1 Revision

Check the writing tasks: a report about the sports meeting and the 8 sentences from Wb Lesson 88, Ex. 5

Step 2 Presentation

Say Last night I watched a movie with Zhang Ziyi in it. I think she is a famous person. Write on the Bb, Who is a famous person that you like? Why? Get the students to guess the meaning of person. In pairs, have the students discuss the question s. Then ask several students to discuss who they think is famous and why. Say It’s not just actors / actresses and musicians who are famous. What are some other things that people do to make them famous? Get the students to give suggestions such as writers, politicians.

Step 2 Read and act

SB Page 41, Part 1, Speech Cassette Lesson 89. Ask the students to find the answer to the question, Why does Jim like Bill Gates? Play the tape and have the students listen and repeat. Teach the word and phrase interested and be interested in. See if the students understand thought, technology, and best-seller from the context. In pairs have the students practice the dialogue.

Step 4 Presentation

Say I always wanted to be a teacher. Ask What do you want to be? Have a class scramble where the students ask each other, What do you want to be? Write this sentence on the Bb. Each students needs to ask 5 other students what they want to be. Then have them come back as a class and take a poll as to how many students want to be businessmen, teachers, etc. Ask Can a person do more than one thing/ Ask the students to give you some examples such as a teacher who also writes books, etc.

Step 5 Read and practise

SB Page 41, Part 2. In pairs have the students read the dialogue. Then have students make up their own dialogues based on the dialogue given. Ask several pairs to say their new dialogues for the class. Be sure that you ask different pairs of students each time so that every student has a chance to share with the class.

Homework

Finish off the workbook exercises.

Write the answers to the interview from Wb

Lesson 89, Ex. 2 and the sentences in Ex. 3 in the exercise book.

Lesson 90

Step 1 Revision

1 Check the homework

2 Ask several students to share some of their answers from their interviews and their sentences from Wb Lesson 89, Ex. 3.

Step 2 Pre-read

SB Page 42, Part 1. In small groups have the students discuss the questions. Then have the students share their answers together. If the students don’t know much about Bill Gates, ask the students if they know what a personal computer is. Then ask if they know the names of different computer software companies. Guide them to answer Microsoft. Say Bill Gates helped Microsoft make things easier for people to use their programmes, such as Microsoft word. Help the students to guess the meaning of programme.

Step 3 Reading

SB Page 42, Part 2, Speech Cassette Lesson 90. Review how to skim a text. For Skimming, a person should read only the first and last sentence of each paragraph. Give the students three minutes to skim the test for the main idea. Point out how the text is laid out to give the students clues about the main idea. Ask the students to scan the text for the answer to the following question: Check the answer. Teach the new words. Play the tape and have the students listen and read along. Do Wb Lesson 90, Ex 1.

Step 4 Workbook

Wb Lesson 90. Exx. 2 and 3. Ex 2 can be done orally in pairs.

Before starting to do Ex. 3, get the students to revise the new words and expression s in the reading passage. After the sentences are

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