高中教案教案

Unit2WhatshouldIdo教案。

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Unit2WhatshouldIdo?

Unit2WhatshouldIdo?

I.Teachingaimsandteachingdemands:

Inthisunitstudentslearntotalkaboutproblemsandgiveadvice.

II.Teachingkeyanddifficultpoints:

A.Vocabulary

argue,loud,original,outofstyle,tutor,upset,adult,

Recycling:problem,sorry,part-time,important,friend,money,home,new,easy,letter,ticket,ballgame,surprise,colorful,borrow,write,callsomeoneup,gotosomeone’shouse,everynight

B.B.Targetlanguage

MybrotherplayshisCDtooloud.

WhatshouldIdo?

Whydon’tyoutalktohimaboutit?

C.Structures

Modalscould,should

Whydon’tyou…?(formulaic)

III.Teachingmethods:Audio-lingualmethods

IV.Teachingaids:ataperecorder

V.Thisunitisdividedintosevenperiods.

Lesson1Speakandlisten

SectionA1a---1c

I.Teachingaimsanddemands:

Studentslearntotalkaboutproblemsandgiveadvice.

II.Teachingkeyanddifficultpoints:

A.Vocabulary

keepout,play,loud,argue,wrong,What’swrong?outofstyle,could,should,

B.Targetlanguage

MybrotherplayshisCDstooloud.

Maybeyoushouldbuysomenewclothes.

III.Teachingmethods:Audio-lingualmethods

IV.Teachingaids:ataperecorder

V.Teachingprocedure

Activity1.Revision

Task1.Dictation

Task2.Askandanswer.

Questionsaboutfuturewithwill.

Activity2.Presentation

Thisactivityintroducessomenewvocabulary.

Task1.Makeatwo-columnchartontheboardwiththeheadingProblematthetopofcolumn1andtheheadingAdviceatthetopofcolumn2.Thenaskthestudentstotellyouwhatyoucoulddoaboutit.

Problem

IwanttobuyanewguitarbutIdon’thaveenoughmoney.Advice

1.Waituntilnextyear.

2.Don’tbuyaguitar.

3.Borrowone.

4.Buyausedguitar.

5.Getapart-timejob.

Task2.Thenreadtheproblemtotheclassagain.Thenwritethewordscould,should,andshouldn’tontheboardnexttothechart.Readtheproblemtotheclassagainandhelptheclassgiveadviceusingthewordscould,should,andshouldn’t.

Task3.Askthestudentstofinishthetaskin1a.

Teach:Seriousproblemisaverybadproblem,averybigproblem.Outofstylemeansnotinfashion.

enoughmoney:Idon’thaveenoughmoneytobuyabike.

AskthestudentstowritetheproblemsintheseriousorNotseriouscolumn.

Task4.Talkabouttheanswers.

Ask,Whoput“Myparentswantmetostayathomeeverynight?”theseriouscolumn?Askthesamequestionsabouttheotheritems.Discusswhichproblemsstudentsthoughtwerethemostserious.

Activity3.Listenandcircletheproblemsyouhearinactivity1a.

Task1.Pointtothepicturesinactivity1a.Askdifferentstudentstosaywhattheyseeineachpicture.Readtheinstructionstostudents.

Task2.Playtherecordingthefirsttime.Studentsonlylisten.

Task3.Playtherecordingasecondtime.Studentscircletheproblemstheyhear.Thenchecktheanswers.

Step4.Pairwork

Askthestudentstolookattheproblemsinactivity1aandmakeconversations.

Homework

1.Makeupyourownconversations.

2.Maketensentenceswithcould,shouldandshouldn’t.

Lesson2Listenandspeak

SectionA2a---GrammarFocus

I.Teachingaimsanddemands:

Studentslearntotalkaboutproblemsandgiveadvice.

II.Teachingkeyanddifficultpoints:

A.Vocabulary

callsb.up,ticket,surprise,onthephone,What’sthematter?

B.Targetlanguage

Youcouldgotohishouse.

Youcouldgivehimatickettoaballgame.

WhatshouldI/he/theydo?

III.Teachingmethods:Audio-lingualmethodsandPPP

IV.Teachingaids:ataperecorder

V.Teachingprocedure

Activity1.Revision

Task1.Checkthehomework.Askandanswer.

Task2.Revisethevocabulary.

Activity2.Listeningandcircling.

Task1.Readtheinstructions.Learnthekeyvocabulary.

Readandrepeatthephrases.

Task2.YouwillhearaconversationbetweenNariandafriend.

Playtherecordingtwiceandstudentscircletheword,Nari’sfriendusestogiveadvice.

Thenchecktheanswers.

Activity3.Listening

Task1.Readtheinstructions.Showstudentstheexamplematch.

Task2.Playtherecordingagainandchecktheanswers.

Activity4.Groupwork

Task1.Readtheinstructionsfortheactivity.

Task2.Pointtotheexampleinthesampledialogue.Asktwostudentstoreadtheconversationtoclass.

Task3.AskstudentstoroleplayaconversationbetweenNariandhisfriendusingthesetwosetsofsentences.Thenhavethestudentsworkinpairs.

Task4.Checktheanswersbycallingondifferentpairstosayaconversationtotheclass.

Activity5.GrammarFocus

Reviewthegrammarbox.askthestudentstosaythequestionsandtheresponses.Explainthatthewordshouldisalwaysusedtoaskforadvice,butthewordscould,should,andshouldn’tareusedtogiveadvice.Couldisalessseriouswordthanshould.

Payattentiontothequestionsandanswers,askandanswerloudly.

Homework

1.Reviewtheconversationandthevocabulary.

2.Writeyourownconversationsongivingadvice.

Lesson3Readingandwriting

I.Teachingaimsanddemands:

Studentslearntotalkaboutproblemsandgiveadvice.

II.Teachingkeyanddifficultpoints:

A.Vocabulary

payfor,part-timejob,okay,either,bake,TeenTalk,tutor,need,maybe,goodidea,badidea,okayidea

B.Targetlanguage

WhatshouldIdo?

ThenIthinkyoushouldgetapart-timejob.

III.Teachingmethods:Audio-lingualmethodsandControl-readingandwriting.

IV.Teachingaids:apicture

V.Teachingprocedure

Activity1.Revision

Task1.Revisethevocabularyandthekeystructures.

Task2.Dictation.

Activity2.Readingandwriting

Task1.Readtheinstructions.WritethepossibleresponsesontheBbandaskastudenttoreadtheresponsestotheclass.Discussthethreeresponsesandbesurestudentsunderstandhowtheresponsesareused.

Task2.Askfourstudentstoreadtheconversationtotheclass.

Askthestudentstofillintheblank.

Thenaskandansweringroups.

Activity3.Pairwork

Task1.Readtheinstructions.Andthenasktwostudentstoreadthesampleconversation.

Task2.Askthestudentstosaysomewaystogetmoneythataren’tinthebook.

Task3.askthestudentstoworkwithpartnersastheyaskforandgiveadvice.Thenasktwoorthreepairsofthestudentstosaytheirconversationstotheclass.

Activity4.Pairwork

Thisactivityprovidesanopportunityforstudentstousethelanguageoftheunittogiveadvice.

Task1.Readtheinstructions.Thenasktwostudentstoreadthedialogue.

Task2.Askanotherpairofstudentstogivetheiradviceonanothertopic.Pickatopicofcurrentinterestinthenews.

Homework

1.Reviewthevocabularyandtargetlanguage.

2.Writeyourownconversationsaboutproblemsandadvice.

Lesson4SectionB

I.Teachingaimsanddemands:

Studentspracticeusingthetargetlanguage.

II.Teachingkeyanddifficultpoints:

A.Vocabulary

original,thesameas,instyle,nicer,haircut,inexpensive,comfortable

B.Targetlanguage

IthinkErinshouldtellherfriendtogetdifferentclothes.

Friendsshouldn’twearthesameclothes.

Theyarethesameasmyfriend’sclothes.

III.Teachingmethods:Audio-lingualmethods

IV.Teachingaids:ataperecorder

V.Teachingprocedure

Activity1.Revision

Thisactivityintroducesthekeyvocabulary.

Task1.Readtheinstructionsin1a.Askastudenttoreadthesentencestotheclass.ReadeachsentenceagainandasktheSstorepeatit.Thenexplainintheirownwordsthateachsentencemeans.

Forexample:T:Whatdoesoriginalmean?

S1:Differentfromothers.Notthesame.

T:Correct.Whensomethingisoriginal,itisnotlikealltheothers.Canyougiveanexample?

S1:Mywatchdoesn’thavenumbersonit.Ithaspicturesoffacesinsteadofnumbers.Mywatchisoriginal.

T:Correct.It’snotlikealltheothers.

Task2.Pointoutthewrite-inlineinfrontofeachsentence.writeVIifthestatementisveryimportanttoyou,writeIifthestatementissomewhatimportanttoyou,andwriteNIifitisnotimportant.

Task3.Talkabouttheanswerswiththeclass.

Activity2.Listening

Task1.Readtheinstructions.

Pointtothethreeitemsstudentswillbelisteningfor:

Sayyouwillbelisteningtoaradioadviceprogram.Peoplecallinforhelpwithaproblemandotherpeoplecallupwithadvice.Theywillbetalkingaboutoneoftheseproblems.Pleasechecktheproblemtheytalkabout.

Task2.Playtherecordingthefirsttime.Studentsonlylisten.

Task3.Playtherecordingasecondtime.Askthestudentstoputacheckinfrontoftheseproblems.Thenchecktheanswer.

Activity3.Listeningandwriting

A.Listencarefullyandfillinthechartwiththeadvicethatyouhear.Thenchecktheanswers.

B.Listenagainandfillinthechart.Thenchecktheanswers.

Activity4.Pairwork

Task1.Readtheinstructions.

Task2.Asktwostudentstoreadtheconversationtotheclass.

Task3.WorkwiththepartnersandsaywhatdoyouthinkErinshoulddo.

Asksomepairsofstudentstosaypartoftheirconversationtotheclass.

Homework

1.Reviewthevocabulary.

2.Writeyourownconversationsaboutadvice.

Lesson5Readingandwriting

I.Teachingaimsanddemands:

Studentspracticethetargetlanguagebyreadingandwriting.

II.Teachingkeyanddifficultpoints:

A.Vocabulary

except,upset,findout,dowrong,whattodo,lonely,argue

B.Targetlanguage

WhatshouldIdo?

Youcouldbemorefriendly.

Youshouldtrytobefunny.

Everyoneelseinmyclasswasinvitedexceptme.

I’mveryupsetanddon’tknowwhattodo.

Ijustfoundoutthatmyfriendswereplanningabirthdaypartyformybestfriend,…

III.Teachingmethods:Audio-lingualmethodsandControl-writing.

IV.Teachingaids:ataperecorder

V.Teachingprocedure

Step1.Revision

Task1.Checkthehomework.Askandanswer.

Task2.Revisethevocabulary.

Step2.Readingandwriting

Task1.Teachthesewords:

except:EveryonehasabikeexceptJim.

EveryonehasabikebesidesJim.

findout:learn,Pleasefindoutwheretheylive.

Ican’tthinkwhatIdidwrong.

Idon’tknowwhattodo.

Task2.Askthestudentstoreadtheinstructions.

Task3.Askthestudentstoreadtheletterandunderlinetheproblemontheirown.

Correcttheanswers.

Step3.Writing

Task1.Readtheinstructions.

Askastudenttosaysomeoftheadvicetheymightgive.Writethekeywordsontheboard.

Task2.Askthestudentstowritethelettersontheirown.

Task3.Asksomestudentstoreadtheirletterstotheclass.

Step4.Writingonyourown.

1.readtheinstructions.

2.askthestudentstosaysomeproblemstheymightwriteabout.

3.asksomestudentstoreadtheirletters.

Step5.Groupwork

1.Askthestudentstoreadtheinstructions.

2.Asktwostudentstoreadthedialogue.

3.Askanotherpairofstudentstogivetheiradviceforoneoftheproblems.

4.Askstudentstocompletetheworkingroups.

5.Askafewstudentstosharethesampleconversations.

Step6.SelfCheck

1.Askthestudentstodotheexercisesontheirown.Thenchecktheanswers.

2.Readtheletterandthenwritesomeadvice.

3.Askafewstudentstoreadtheirlettersofadvice.

4.Justforfun.Asktwostudentstoreadtheconversationtotheclass.

Homework

1.Reviewthevocabulary.

2.Finishoffthewritingexercises.

Lesson6Readingandwriting

I.Teachingaimsanddemands:

Studentslearntomasterthereadingskills.

II.Teachingkeyanddifficultpoints:

A.Vocabulary

until,fit,asmuchaspossible,pressure,complain,include,pushy,send,allkindsof,compare,crazy,adult,ontheonehand,…organized,ontheotherhand,…

B.Targetlanguage

Whatshouldyoudotorelax?

Parentsshouldlearntogivetheirkidsabitmoretimetothemselves.

III.Teachingmethods:Audio-lingualmethodsandControl-readingandwriting.

IV.Teachingaids:atape-player

V.Teachingprocedure

Activity1.Revision

Task1.Revisethevocabularyandthekeystructures.

Task2.Dictation.

Activity2.BeforeYouRead

Task1.Readtheinstructions.

1.Encouragethestudentstothinkaboutlifeoutsideschoolhours.ListthemontheBb.

2.AskthestudentstousethelistontheBbtocompletethetwoboxeslabeled‘Ido’,and‘Idon’tdo-‘.Theyarefreetoaddanyoreactivitiestheydo,ordon’tcurrently.

3.Askafewstudentstosharewhattheyhavewritten.

Task2.Teachthestudentsaboutusingadictionary.

1.Explainthatadictionarycanhelpstudentslearnindependently.Theycanlearnnewwords,howtopronouncethem,andhowtousethemcorrectly.

2.Letthestudentstolookupthewordsinthebox.

3.Haveabriefmemoryquizonallthewords.

4.DiscussthepointsmadeintheReadingStrategyaboutusingabilingual,learner’sandelectronicdictionary.

Activity3.WhileYouReading

Task1.Askthestudentstoreadandnoticethewordstheyhavejustlookedupintheirdictionaries.Readthesentencestotheclass.

Task2.Askthestudentstoreadthepassageloudly.

Homework

1.Reviewthevocabularyandtargetlanguage.

2.Writeyourownconversationsaboutproblemsandadvice.

Lesson7Readingandwrite

I.Teachingaimsanddemands:

Studentslearntomasterthereadingskills.

II.Teachingkeyanddifficultpoints:

A.Vocabulary

until,fit,asmuchaspossible,pressure,complain,include,pushy,send,allkindsof,compare,crazy,adult,ontheonehand,…organized,ontheotherhand,…

B.Targetlanguage

Whatshouldyoudotorelax?

Parentsshouldlearntogivetheirkidsabitmoretimetothemselves.

III.Teachingmethods:Audio-lingualmethodsandControl-readingandwriting.

IV.Teachingaids:atape-player

V.Teachingprocedure

Activity1.Revision

Task1.Dictation.

Task2.Readthepassagetotheclass.

Activity2.AfterYouRead

Task1.Readthestatements.

Task2.Discusswithyourpartners.

Task3.Askeachgrouptoreporttheirideastotheclass.

Activity3.writing

AskthestudentstowriteasentenceoftheirownusingthewordsfromtheboxinSection1b.

Activity4.Writing

Task1.Readtheinstructions.

Task2.Reviewlanguageusedforadvice.ThenimagineyouareDrAliceGreen.WritealettertoCathyTaylor.Giveadviceaboutwhatsheshoulddowithherchildren.

Activity5.Goforit!

1.WritePressureontheBb.Makeasurveywithtwoquestions:

Whendoyoufeelunderpressure?

Whatshouldyoudotorelax?

2.Ifthereissomeoneinyourclasswhohasabigproblem,makeaplantohelpthem.

Homework

1.Reviewthevocabulary.

2.Finishwritingtheletter.

Unit2WhatshouldIdo?教案

Unit2WhatshouldIdo?教案

Teachinggoals:

1.Wordsphrases:keepout,loud,argue,What’swrong?football,either,except,themselves,include,etc.

2.情態(tài)動詞could/should的用法。

3.Whydon’tyou…?結(jié)構(gòu)表建議的運用。

4.如何談?wù)搯栴}及提出建議。

5.在處理問題中學(xué)會自省與人際交往。

Importantanddifficultpoints:

1.should/could情態(tài)動詞的用法。

2.如何提出建議。

Teachingaids:ataperecorder5,cards.

Period1

Teachingprocedures:

Step1Leadingin

1.Greetingsandfreetalk.

2.Checkthehomework.

Step2Pre-task

T:IwanttobuyanewguitarbutIdon’thaveenoughmoney.WhatshouldIdo?

Ssthinkitover,andtrytogivehis/heradvice.

WritetheiradviceontheBb.

1.Borrowone.

2.Buyasecond-handguitar.

3.Getapart-timejob.

4.Don’tbuyaguitar.

5.Waituntilnextyear.

PracticereadingtheadvicebytheSs.

導(dǎo)入:Inthisunitwearegoingtotalkaboutproblemspeoplehaveandlearnhowtogivethesepeopleadvice–totellpeoplewhatwethinktheyshoulddo.

Step3While-task

SBPage10,1a.

1.ReadtheinstructionstotheSs.

2.ReadtheproblemsbytheSs.

3.AskSstowritetheproblemsinthe“Serious”or“Notserious”columns.

4.Explain.

5.Talkabouttheanswerswiththeclass.Practicereading.

SBPage10,1b.

MakesuretheSsunderstandwhatshouldtheydo.Playthetapetwice.Sscircletheproblemstheyhear.Playthetapeathirdtime.Checktheanswers.

Step4Post-task

SBPage10,1c.

Lookattheproblemsinactivity1aandmakeconversations.

Step5While-task

SBPage11,2a.

1.Readtheinstructions.MakesuretheSsunderstandwhatshouldtheydo.

2.Pointtothesentencesbelow.

3.Playthetapethefirsttime.Ssonlylisten.PayattentiontoPeter’sfriend’sadvice.

4.Playthetapeagain.Sscircle“could”or“should”.

5.Correcttheanswers.

SBPage11,2b.

Readtheinstructions.PayattentiontoPeter’sanswers.Playthetapeagain.Checktheanswers.

Step7Post-task

Makeconversationswithpeterandhisfriendwiththehelpof2a2b.

Step8GrammarFocus

Reviewthegrammarbox.Sssaythequestionsandtheresponses.Explainthedifferencesbetweencould/should.

Homework:

1.Gooverthewords.

2.Myclothesareoutofstyle,whatshouldIdo?Pleasegivetheadvice.

教學(xué)后記:

Period2

Teachingprocedures:

Step1Leadingin

1.Greetingandfreetalk.

2.Checkthehomework.Collectthestudents’advice.WriteitdownontheBb.

Step2Pre-task

1.Reviewthedifferencesbetween“could/should”.

2.LearnthenewwordsinPage12.

Step3While-task

SBPage12,3a.

1.Readtheinstructions.

2.ReadtheconversationsbySsorlistentothetape.Thenwrite“goodidea”“okayidea”or“badidea”.

3.Talkaboutthestudents’answers.

4.Makesurethestudentsunderstandthedialogue.Practicereading

Step4Post-task

SBPage12,3b.

1.Readtheinstructions.Pointouttheexampleconversationandasktwostudentstoreadittotheclass.

2.Useyourhead.Findsomeotherwaystogetmoneythataren’tinthebook.

3.AskSstoworkwithpartnerastheyaskforandgiveadvice.

4.Pairwork.

5.Actouttheconversationstotheclass.

Step5While-task

SBPage12,Part4.

1.Readtheinstructions.MakesuretheSsunderstandwhattheyshoulddo.

2.Tostudentsreadthedialogue.

3.Practicereading.

4.Askanotherpairtogivetheiradviceonanothertopic.

5.Pairwork.

Homework:

將下列短語或句型譯為漢語

1.keepout2.outofstyle3.What’swrong?

4.callsbup5.payfor6.askforsomething

7.summercamp8.stayathome

教學(xué)后記:

Period3

Teachingprocedures:

Step1Leadingin

1.Greetingsandfreetalk.

2.Checkthehomework.

Step2Pre-task

SBPage13,1a.

1.Readtheinstructionstothestudents.

2.Readthesentencesandaskastudenttoreadthesentencestotheclass.

3.WriteNI,I,VIforeachstatement.

4.“Whatisimportanttoyouwhenyouchooseclothes?”Writeoneormoreoftheirstatementstotheclass.

Talkabouttheanswerswiththeclass.

Step3While-task

SBPage13,2a.

1.Readtheinstructions.MakesuretheSsunderstandwhattheyshoulddo.

2.Readthethreesentencesinthebox.Youwillbelisteningtoaradioadviceprogram.Theywillbetalkingaboutoneoftheseproblems.

3.Playthetapetwice.Sschecktheproblemtheyhear.

4.Playthetapeagain,Sscorrecttheanswers.

SBPage13,2b.

1.Readtheinstructions.MakesureSsunderstandwhattheyshouldpayattentionto.

2.Lookatthechart.Therearethreepersons,Kim,Nicole,Emilio.WhowillgiveErinsomeadvice?Whatarethey?Readeachnamefortheclass.

3.Playtherecordingagain.Sswritetheiranswers.

4.Playtherecordingagain,onesentencebyonesentence.Checktheanswers.

Step4Post-task

SBPage13,2c.

1.Pointouttheexampleinthesampledialogue.Sspracticereading.

2.Pairwork:WhatdoyouthinkErinshoulddo?

3.Sharetheirconversationswithwholeclass.

Homework:

Youleftyourhomeworkathome,whatshouldyoudo?Pleasegiveyouradvice.

教學(xué)后記:

Period4

Teachingprocedures:

Step1Leadingin

1.Greetingsfreetalk.

2.Checkthehomework:Ileftmyhomeworkathome,whatshouldIdo?Sharesomestudents’advice.

Step2While-task

SBPage14,3a.

1.Scanthisletter,underlinetheproblem.

2.Readtheletteragain,tickoutthenewwords.

3.Explainsomething:

except=but除…之外（不包括在內(nèi)）

besides除…之外（包括在內(nèi)）

Allthestudentswenttotheparkexcepthim.

LucyandLilywillcometothepartybesidesme.

findout=learned了解到find找到

Ijustfindoutthereisadancetomorrow.

4.Listentotherecording.Sspracticereading.

SBPage14,3b.

1.Pairwork:Givesomeadvicetothelonelykidin3a.

2.Supposeyou’reMary.Writethelettersonyourown.

3.Readtheletterstotheclass.

SBPage14,Part4.

1.Readtheprobleminthebox.

2.Twostudentsreadthedialogue.

3.Pairwork:Thinkthemoverandgiveyouradvice.

4.Groupwork:Seewhichclassmatehasthebestadvice.

Step3Post-task

SBPage15,Selfcheck.

1.Fillintheblankswiththewordsgiven.Trytomakeyourownsentenceswiththewords.

2.ReadthelettertoAuntChen’sadvicecolumnandthenwritesomeadvice.

Homework:

What’syourproblem?Pleasewriteyourownlettertoanadvicecolumn.

教學(xué)后記:Period5

Teachingprocedures:

Step1Leadingin

1.Greetingsandfree-talk.

2.Checkthehomework:Readtheletteroutintheclass,theotherSsgivetheiradvice.

Step2Pre-task

1.Whatafter-schoolactivitiescanyouthinkof.Writewhatyoudoandwhatyoudon’tdo.

2.SBPage16,1b.Readthewordsandguessthemeaning.iftherearesomenewwordsinthebox,lookupinthedictionary.

Step3While-task

SBPage16.

1.Readthepassagequicklyandgetthemainidea.

2.Listentotherecording.Circlethewordsintheboxin1b.

3.Explainsomething:

busyenough

It’stimeforsth.

the+姓s:夫婦/一家

SBPage17,3a.

1.Readthesestatements.

2.Pairwork:Numbereachpair1-5aroundtheclass.Askeachpairtodiscussonlythequestionwiththeirnumber.

3.Afterawhile.Allpairswiththesamenumberfromagroupandcompareideas.

4.Afterfiveminutes.Eachgroupreporttheirideastotheclass.

Homework:

1.Writefoursentencesusingoneofthewordsfrom1bineachsentence.

2.Areyouoryourfriendsunderpressure?Doasurveytofindout.

教學(xué)后記:

Unit2WhatshouldIdo?（教案二）

老師職責(zé)的一部分是要弄自己的教案課件，大家在認(rèn)真準(zhǔn)備自己的教案課件了吧。只有制定教案課件工作計劃，才能對工作更加有幫助！你們知道多少范文適合教案課件？考慮到您的需要，小編特地編輯了“Unit2WhatshouldIdo?（教案二）”，大家不妨來參考。希望您能喜歡！

Unit2WhatshouldIdo?（教案二）

一、知識點撥

I．LanguageGoals

學(xué)會談?wù)撚嘘P(guān)生活中的問題。

學(xué)會針對別人的問題給出建議。

能針對所提出的建議做出評價。

II．KeyWords

1．a(chǎn)rguev．爭論；爭吵

　arguewithsb．與某人吵架

　Iarguedwithmybestfriend．我和我的好朋友吵架了。

2．eitheradv.（用于否定句）也

　Hedoesnthaveanymoney,andIdont,either．他沒有錢，我也沒有。

　too也（用于肯定或疑問句）

　Imateacher．Heisateacher,too．我是老師，他也是老師。

3．a(chǎn)sk（sb．）forsth．向某人尋求某物；要……

　Dontaskforfoodeveryday．Goandfindsomework．別天天要飯，找點兒工作做。

　Idontthinkyoushouldaskyourparentsforsomemoney．我想你不應(yīng)該向父母要錢。

　Hedidntwanttoaskhisteacherforhisbookhack．他不想向老師要回他的書了。

4．thesameas...與……相同

　Theclothesarethesameasmyfriends．這些衣服與我朋友的一樣。

　TomisthesameageasAnna．＝TomisasoldasAnna．湯姆和安娜一樣大。

5．except除……以外；（不包括……在內(nèi)）

　Myclasshasbeeninvitedexceptme．＝OnlyIhaventbeeninvited．

　除我以外，我的同學(xué)都被邀請了。

　Allthestudentswenttotheparkexcepthim．＝Onlyhedidntgettothepark．

　besides除……以外（包括在內(nèi)）

　除他以外，所有的學(xué)生都去了公園。

　Weallwenttherebesideshim．＝Hewentthere．Wewentthere,too．

　除他去以外，我們也都去了。

6．wrongadj．錯誤的；有毛病的；不合適的

　─Whatswrongwithyou?你怎么了?（你哪里不舒服?）

　─Ivegotaheadache．我頭痛。

　adv．錯誤地；不正確地；不對地

　Heansweredwrong．他答錯了。

7．getonwellwithsb．與某人相處融洽

　Thestudentswillgetonwellwiththeteacher．學(xué)生會和老師相處得非常好。

　Wegetonwellwitheachother．我們彼此相處融洽。

8．haveafightwithsb．＝fightwithsb．與某人打架

　Idontwanttohaveafightwithmycousin．我不想和我的堂兄打架。

III.KeySentencesStructures

WhatshouldIdo?Youcouldwritehimaletter．

Whatshouldhedo?Maybeheshouldsaysorrytohim．

Whatshouldtheydo?Theyshouldntargue．

二、學(xué)習(xí)自評

I．ListeningComprehension

（A）Listenandmatchthecorrectpictures．

1．（）2．（）3．（）4．（）5．（）

（B）Listencarefullyandwrite“T”（true）or“F”（false）beforeeachstatement．

（）1．Jimwantstogoshoppingforanewshirt．

（）2．Jimcantwearsizesixshoes．

（）3．Jimsmothersawsomeniceshopstheotherday．

（）4．Jimpreferswhitetoblue．

（）5．TheywillbuytheshoesonSaturdayafternoon．

II．Vocabulary

Matchthewordswiththeirmeanings．

（）1．genius

（）2．a(chǎn)ttend

（）3．solution

（）4．pressure

（）5．psychiatrist

（）6．upset

（）7．family

（）8．exhausted

（）9．pair

（）10．ideaa．strongoroppressiveinfluence

b．nothappy

c．peoplewithrelatives

d．a(chǎn)nswerorthewaytoworkoutproblems

e．tootiredtodoanything

f．picturesinmind

g．a(chǎn)personwhoisveryintelligent

h．takepartin

i．personwhostudieshowpeoplethink

j．twothingsofthesamekind

III．Choosethecorrectanswers．

（）1．Idonthaveanymoneyandhedoesnt,.

A．tooB．either　C．a(chǎn)lsoD．neither

（）2．─doyougotothecinema?

─Everytwoweeks．

A．Howlong　B．Howmany　C．Howoften　D．Howmuch

（）3．Youcanthisbookforaweek．

A．borrowB．lendC．keep　D．buy

（）4．YesterdayDickmademeforalongtime．

A．towaitB．waitC．waitedD．waiting

（）5．Ineedsomemoneytobuyclothesmymother．Herclothesareoutofstyle．

A．a(chǎn)fter　B．to　C．ofD．for

（）6．Mybikeisbroken．Ihavetogotoschoolonfoot.

A．a(chǎn)lso　B．insteadC．insteadofD．too

（）7．MyfriendhasthesamehaircutIdo．

A．a(chǎn)sB．likeC．with　D．than

（）8．Theteachertoldhimlateanymore．

A．nottobe　B．tobenot　C．benotD．notbe

（）9．Hetheradioandbegantolistentoit．

A．turnedoff　B．turneddown　C．turnedon　D．turnedup

（）10．Imverybecausemybestfrienddidntinvitemetocometohisparty．

A．popularB．happyC．late　D．upset

IV．Formsentences．

1．I,friend,nicer,clothes,my,has,than,do

2．wears,the,clothes,my,same,I,do,brother,as

3．left,your,homework,at,you,home

4．doesnt,he,is,know,ID,where,your,card

5．a(chǎn)re,invite,thesinger,having,a,myfriends,party,and,didnt,they

V．Fillintheblankswiththesewords．

are,played,for,with,out,about,keep,else,drops

1．Mybrotherhisstereotooloud．

2．Heisarguinghisbestfriend．

3．Itsnoteasytogetaticketabasketballgame．

4．IdontwanttotalkTominclass．

5．Heborrowedanewcarhisfather．

6．Wefoundthattherewouldbeanimportanttestthenextweek．

7．HermotherheroffonNo．302busstopeveryday．

8．Youshouldeverythingniceandtidy．

9．Everyoneinmyclassisrunningexceptme．

10．TheWhiteshangingoutbytheriver．

VI．Readingcomprehension

（A）

Canyoumakeatelephonecall?OfcourseyoucanmakeitinChinese．ButacallinEnglishisquitedifferentfromtheoneillChinese．IfyouwanttoaskMr.Smithtoanswerthetelephone,youcannotsay,“PleaseaskMr.Smithtoanswerthetelephone．”Insteadyoumustsay,“May1speaktoMr.Smith?”IfyouwanttoaskifMr.Smithisansweringthetelephone,youshouldsay“Whoisthat?IsthatMr.Smithspeaking?”insteadof“Whoareyou?”Ifyouwanttotelltheotheronewhoyouare,youshouldsay,“ThisisTom（speaking）．”Insteadof“ImTom．”

（）1．AnEnglishtelephonecallisaChineseone．

A．notthesameasB．betterthan

C．thesameasD．a(chǎn)sgoodas

（）2．Ifyouwanttoaskwhoisansweringthecall,youshouldsay“?”

A．WhoamI　B．Whoisbe

C．Whoareyou　D．Whoisthat

（）3．Ifyouwanttotelltheotheronewhoyouareonthetelephone,

　youshouldsay,“.”

A．Thisis...　B．Im...　C．Thatis...　D．Heis...

（）4．IfyouwanttoaskMr.Smithtoanswerthecall,youshouldsay“”

A．PleasetellMr.Smithtoanswerthetelephone．

B．May1speaktoMr.Smith?

C．IwanttospeaktoMr.Smith．

D．AreyouMr.Smith?

（）5．Whichsentenceisrightaccordingto（根據(jù)）thispassage?

A．IttellsthedifferencebetweencallsinEnglishandinChinese．

B．WeknowhowwecallinEnglish．

C．WedontunderstandhowwecallinEnglish．

D．ItseasytocallinEnglish．

（B）

AmericanschoolsbegininSeptemberafteralongsummervacation．Therearetwotermsinaschoolyear．ThefirsttermisfromSeptembertoJanuary,andthesecondisfromFebruarytoJune．MostAmericanchildrenbegintogotoschoolwhentheyarefiveyearsold．Moststudentsareseventeenoreighteenyearsoldwhentheyfinishschool．

Highschoolstudentstakeonlyfourorfivesubjectseachterm．Theyusuallygotothesameclasseseveryday,andtheyhavehomeworkforeveryclass．Afterclasstheydomanyinterestingthings．

Afterhighschool,manystudentsgotocollege．Theycangotoasmalloneoralargeone．Theyusuallyhavetopayalotofmoney．Somanycollegestudentsworkafterclasstogetthemoneyfortheirstudies．

QuestionsAnswers

1．HowlongisthesummerholidayinAmerica?

2．HowolddomostAmericanchildrenbegintogotoschool?

3．Whatdomanystudentsdoafterhighschool?

4．WhydoAmericancollegestudentsworkafterclass?

5．Howmanysubjectsdohighschoolstudentstakeeachterm?

VII．Writing

Writeyouradvicetosolvethefollowingproblems．

1．Idonthaveenoughmoney．

2．Iarguedwithmybestfriend．

3．Ileftmyhomeworkathome．

4．Myclassmatesdidntinvitemetohisparty．

5．Iwanttojoinaclub,butmyparentsdontallowmetodoso．

三、相關(guān)信息

休息好，才能更好地工作?？墒牵袝r人們不得不在周末加班工作。由于別人都在休息，常常就會遇到許多不便，有時還可能會很危險。

Manypeoplehavetoworkontheweekend．Somepeopledonotmind．Otherpeoplethinkitisterrible．

Onemanthinksthatworkingontheweekendcanbedangerous．HeisGrahamCoates．Mr.CoatesworksinanofficeinBrighton,England．

OnthemorningofSaturday,May24,1986,hewenttotheofficetodosomework．Whenhegotontheelevator,itstoppedbetweenfloors．Mr.Coatescouldnotgetoutoftheelevator．Hestartedtoshout,butnooneheardhim．ThenMr.CoatesrememberedthatitwasaholidayinEngland．NoonewasgoingtocometoworkuntilMonday!

TherewasnothingforMr.Coatestodo．Hehadtowaituntiloneofhisworkmatescametoworkandfoundhim．Withnothingtoeatordrink,Mr.Coatesendedupsleepingformostofthetime．

EarlyonMondaymorning,thevicepresidentofthecompanycametoworkandfoundtheelevatorwasnotworking．Whentheelevatorwasopened,Mr.Coatescameout,cold,weak,andtired．Hehadbeenintheelevatorfor62hours!

NowMr.Coatessays,“Ionlyuseelevatorsiftheyhavetelephonesinthem．”