Target language: A: I used to eat candy all the time. Did you? B:Yes,I did. And I used to chew gum a lot. Period 4 Teaching Procedures Step 1 Revision Review the target language presented in this unit. Invite a student to come to the front of the classroom and demonstrate an activity. The rest of the class guess what he/she is doing first. Then make sentences using the words "used to" and the guessed activity. Step 2 Activity 3a Teach the words right and comic. Call students' attention to the article. Invite a student to read it to the class. Point out the chart. Elicit the first answer from the class: Rose Tang then had so much time. Guide students to find out the information in the reading. It says when I was young, I used to have so much time,... Say, Now read the article and complete the chart. Get students to do the work on their own. Correct the answers. Step 3 Activity 3b Read the instructions to the class. Read the letter to the class. Do the first one or two fill-ins with the class. Say, Please complete the letter on your own. You may use the information from the chart in Activity 2b. Ask students to work individually. Ask different students to read their completed letters to the class. Step 4 Activity 3c Read the instructions to the class. Demonstrate how to do the activity. Ask students to take turns suggesting things that they used to do and that they still do. Make two columns with the headlines Used to and Now on the blackboard. Say, Write an article about the things that you used to do and that you still do to describe how your life has changed since primary school. Use these suggestions on the blackboard with your ideas to write your article. You may also use the articles in Activities 3a and 3b as a model. Ask students to do the activity individually. Ask students to read their articles to a partner. Step 5 Activity 4a Read the instructions to the class. Focus attention on the chart. Set a time limit of one minute. Students read the headlines at the top and at the sides. Ask students to complete the work on their own. They may remember or guess what their parents used to do. Assign part of their task to homework so that students may talk to their parents. Step 6 Activity 4b Read the instructions to the class. Ask students to complete the work in groups. Ask a few students to tell the class about the other students they have talked to. Step 7 Summary Say, In this class, we've done much practice in reading and writing as well as speaking the target language. Step 8 Homework (1) Talking to their parents, students fill in the information in the chart in Activity 4a. (2) Finish off the activity in Activity 4b. Write a passage about students and their parents. (3) Preview Self check. Blackboard Design Unit 2 I used to be afraid of the dark. Section B Period 4 Used to Now play chess study very late draw pictures wear glasses not wear glasses like maths Period 5 Teaching Procedures Step 1 Revision Check homework. Ask students to exchange their articles in Activity 4b with a partner. Read each other's work. Then invite a few students to tell the class about his/her partner. Step 2 Part 1 Focus attention on the box. Invite a student to read the vocabulary words at the top. Say, You are to fill in the blanks with the words. In some cases, you may need to use another form of the word, for example adjusting for tense or subject/verb agreement. Ask students to fill in the blanks on their own. Check the answers. Five students each read a sentence filling in the blanks. The rest of the students check their answers. Ask students to make their own sentences with the words, preferably sentences that are meaningful. Collect a few students' answers with mistakes on the blackboard. Help correct the mistakes. Step 3 Part 2 Read the instructions to the class. Read the beginning of the article to the class. Get students to look at the pairs of pictures carefully and finish the writing on their own. Have several students read out their articles to the class. Check the answers. Step 4 Just for Fun! Ask all the students to read the conversation. Ask, what is funny about this cartoon story? Help students to answer. The caterpillar doesn't understand that the butterfly meant she used to be a caterpillar. He thinks she means that she used to be an ugly butterfly. Invite pairs of students to present this conversation to the rest of the class. Step 5 Summary Say, In this class, we've done much writing practice using the key vocabulary words and the target language presented in this unit. Step 6 Homework 1. Review Self check. 2. After class, please finish off the article in Activity 2 in your exercise books. 3. Ask students to finish off the exercises on pages 6-7 of the workbook as well. 4. Preview Reading in Unit 2. Blackboard Design Unit 2 I used to be afraid of the dark. Self check Period 5 Sample answers to activity 1: 查看更多

 

题目列表(包括答案和解析)

There are hundreds of funny and strange expressions in the English language. A lot of them include country names or nationalities. Take these examples:
The Dutch(丹麦人)are the target of most English expressions about nationalities. Why are there so many jokes about the Dutch in English? And what do these expressions mean? In the 17th and early 18th centuries, there were three wars between the British and the Dutch, and Dutch became a bad word. So double Dutch means something that has no meaning or is impossible to understand. A Dutch uncle is someone who gives much stronger advice than they need to. There are later expressions, which are funnier and kinder, like to go Dutch, which is nowadays a popular expression. It means to pay for your part of a bill. This often happens when a group of friends have a meal together, and each person pays for the food they ate. I’m a Dutchman is another commonly used expression. This means not being able to believe something.
An expression with a similar meaning to double Dutch is it’s all Greek to me, which means I don’t understand. The expression was made famous in Shakespeare’s play Julius Caesar although the expression is actually hundreds of years older.
If you take French leave, you are not present or leave somewhere without permission. For example, you could take French leave from a classroom or the place where you work. This expression is from the 18th century when French people left parties without saying goodbye to the host or hostess.
There are Chinese whispers, which mean confused(令人困惑的)messages. This describes the fact that a message can often change as it is passed from person to person. This expression comes from the First World War when foreigners were often confused by Chinese language.
Many people find English expressions confusing, but now that you know about some of them, you can easily have fun finding out many more funny English expressions.
【小题1】Are there many jokes about the Dutch in English?
【小题2】When did Dutch become a bad word?
【小题3】What does “French leave” mean?
【小题4】Which three expressions mentioned above have similar meanings?
【小题5】What do the funny and strange expressions in the passage have in common?

查看答案和解析>>

There are hundreds of funny and strange expressions in the English language. A lot of them include country names or nationalities. Take these examples:

The Dutch(丹麦人)are the target of most English expressions about nationalities. Why are there so many jokes about the Dutch in English? And what do these expressions mean? In the 17th and early 18th centuries, there were three wars between the British and the Dutch, and Dutch became a bad word. So double Dutch means something that has no meaning or is impossible to understand. A Dutch uncle is someone who gives much stronger advice than they need to. There are later expressions, which are funnier and kinder, like to go Dutch, which is nowadays a popular expression. It means to pay for your part of a bill. This often happens when a group of friends have a meal together, and each person pays for the food they ate. I’m a Dutchman is another commonly used expression. This means not being able to believe something.

An expression with a similar meaning to double Dutch is it’s all Greek to me, which means I don’t understand. The expression was made famous in Shakespeare’s play Julius Caesar although the expression is actually hundreds of years older.

If you take French leave, you are not present or leave somewhere without permission. For example, you could take French leave from a classroom or the place where you work. This expression is from the 18th century when French people left parties without saying goodbye to the host or hostess.

There are Chinese whispers, which mean confused(令人困惑的)messages. This describes the fact that a message can often change as it is passed from person to person. This expression comes from the First World War when foreigners were often confused by Chinese language.

Many people find English expressions confusing, but now that you know about some of them, you can easily have fun finding out many more funny English expressions.

1.Are there many jokes about the Dutch in English?

2.When did Dutch become a bad word?

3.What does “French leave” mean?

4.Which three expressions mentioned above have similar meanings?

5.What do the funny and strange expressions in the passage have in common?

 

查看答案和解析>>

There are hundreds of funny and strange expressions in the English language. A lot of them include country names or nationalities. Take these examples:
The Dutch(丹麦人)are the target of most English expressions about nationalities. Why are there so many jokes about the Dutch in English? And what do these expressions mean? In the 17th and early 18th centuries, there were three wars between the British and the Dutch, and Dutch became a bad word. So double Dutch means something that has no meaning or is impossible to understand. A Dutch uncle is someone who gives much stronger advice than they need to. There are later expressions, which are funnier and kinder, like to go Dutch, which is nowadays a popular expression. It means to pay for your part of a bill. This often happens when a group of friends have a meal together, and each person pays for the food they ate. I’m a Dutchman is another commonly used expression. This means not being able to believe something.
An expression with a similar meaning to double Dutch is it’s all Greek to me, which means I don’t understand. The expression was made famous in Shakespeare’s play Julius Caesar although the expression is actually hundreds of years older.
If you take French leave, you are not present or leave somewhere without permission. For example, you could take French leave from a classroom or the place where you work. This expression is from the 18th century when French people left parties without saying goodbye to the host or hostess.
There are Chinese whispers, which mean confused(令人困惑的)messages. This describes the fact that a message can often change as it is passed from person to person. This expression comes from the First World War when foreigners were often confused by Chinese language.
Many people find English expressions confusing, but now that you know about some of them, you can easily have fun finding out many more funny English expressions.

  1. 1.

    Are there many jokes about the Dutch in English?

  2. 2.

    When did Dutch become a bad word?

  3. 3.

    What does “French leave” mean?

  4. 4.

    Which three expressions mentioned above have similar meanings?

  5. 5.

    What do the funny and strange expressions in the passage have in common?

查看答案和解析>>

We recycle(回收利用)rubbish, so why not language? Recycling language means using vocabulary that you have learnt before again and again. However, unlike rubbish that piles up(堆积)in our environment. if we do not recycle language, we simply forget it. So how do you recycle language?

There are basically three ways to do it. The first is through reading. Go back to your favourite articles and read them once more. Just reread them and do not worry about each vocabulary item. If there are some that you are not sure about, make a guess and you will probably guess right. The second way to recycle is through writing. Look at some of your favourite articles and write either a short paragraph or a few sentences in your own words. After you have done this a few times, go back and read through what you have written, checking vocabulary functions. Don't worry if you have made mistakes. That's how you learn. The third way to recycle language is by having an imaginary chat with yourself about your favourite articles at home. You can pretend there is someone with you who speaks English and tell him what you are thinking about or how you feel.

(     )12. According to the passage, recycling language means ______.

A. repeating vocabulary at times    B. revising vocabulary at a proper time

C. learning new vocabulary as much as possible

D. using vocabulary that we have learnt very often

(     )13. If we recycle language, it may ______.

A. be kept in our mind                  B. be forgotten easily

C. pile up in our environment            D. disappear from our mind soon

(     )14. Which of the following is NOT mentioned in recycling language?

A. Reading.        B. Listening.       C. Writing.        D. Speaking.

(     )15. Which of the following is probably the best title of the passage?

A. Why to Recycle Language              B. How to Learn Vocabulary

C. How to Recycle Language              D. Why to Learn Vocabulary

 

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In order to find _______ better job, Tom made up his mind to learn _______ second foreign language.

A.the; a            B.a; a              C.the; the           D.a; the

 

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