练习册

  • 练习册
  • 试题
    The First Period Step 1:Presentation(设计意图:通过展示时钟.引导学生如何询问和表达时间.) Display a clock with moveable hands to the students, placing the hands at various times from 1:00 to 12:00 and calling on students to say the clock times shown and lead the students to read them. Then present following dialogue T: What time is it? Ss: It’s five o’clock Step 2:Pairwork(设计意图:学生通过合作练习.掌握如何询问和表达时间.) Ask students to draw some clocks with various times. Then ask and answer about the clock times each other. Step 3:Presentation(设计意图:通过描述自己的早晨作息安排.使学生掌握如下语言知识:1.词汇go to school ,eat breakfast, take a shower, get up :2.句子结构:I usually do something at +times) Show some pictures of my morning routine with a clock showing different times and describe what is happening in each picture. For example: I usually get up at 5:00.Usually eat breakfast at 7:00.I usually go to school at 8:00.Then ask students to repeat the sentences and the new words. Step4:Survey( 设计意图:学生4人一组互相调查早晨的时间安排.如几点起床.几点吃早饭等.看谁最认真,时间安排最合理.通过这一任务的完成学生在交际的过程中进一步掌握询问和表达时间及作息安排的词汇和句型结构) Step5:Groupwork(设计意图:学生在组内谈论自己一天的时间安排.进一步熟练时间的表达方法.掌握与日常作息相关的词汇短语和句型.实现谈论时间和日常作息的语言功能,并且互相学习取长补短.) Ask students to narrate their own daily routines. Then ask several to report it to the class. At last decide who does the most things and makes the most reasonable daily routines. Step6 Listening Listen to the recording and try to finish 2a & 2b Step7 Writing Make a reasonable daily routine for themselves in groups. And write them out. Homework: Write out their own daily routines in the exercise books. Remember the new words ,new phrases and sentences. The Second Period Step 1: Revision(设计意图:通过完成汇报自己的日程安排.复习时间表达法和作息安排相关词组.) Revise how to ask and say clock times. Revise the important phrases by asking students to talk about their own daily routines. I usually get up at five o’clock. I usually have breakfast/go to school-. Step 2: Presentation(通过转述一个学生的作息安排.引导学生如何描述他人的作息安排.且教会学生相关句子结构和表达方式.) After the last student finish talking about his/her daily routine. Then I say She/He gets up at 6:00. She/he runs at 6:30. She/He has breakfast at 7:00. She/He goes to school at 8:00-. And write down the sentences on the Bb. Then lead the students to read the sentences and pay attention to the third singular verb forms. Step 3: Interview(设计意图:学生通过完成调查和描述他人的作息安排这一任务进一步熟悉且掌握相关语言结构和词汇.注意第三人称单数动词形式.提高学生的口语表达能力.) Ask students to interview a student’s daily routine and write it down on a piece of paper. Then ask several students to report to the class, using sentence: He/He does something + 时间. Step4: Presentation(设计意图:通过展示或画出不同的时间.教会学生如何表达24小时制时间及半小时和一刻钟等.学生通过观察.听.思考学会表达一切时间.掌握am和pm 的区别) Use a teaching clock or draw a large clock face on the board and erase and redraw the hands as needed. First ask students to say whole-hour clock times such as nine o’clock. Explain the differences between am and pm, and show how you can show the differences between am and pm by using 0-24 for times. Write 0-24 on the board, point to each number, and make sure the students can give you the correct times, eg: 21:00 is nine pm. Introduce the half hours by setting the clock hands to show half hour time, saying the time and ask students to repeat. Introduce the quarter hours the same way. For example: set the hands to show 6:15, say six-fifteen, and ask students to repeat. Step 5 Practice (3b)(设计意图:学生通过完成表达各种时间这一小任务.从而达到在用中学.通过交际来落实语言知识.各种时间表达法) Ask students to name clock times using full hours, half hours, and quarter hours. Set the hands at various times in random. Order and call on individuals to answer or write down different times on the blackboard. And let students ask and answer in pairs. 5:15 A: What time is it? B: It’s five fifteen am.(am means in the morning) 17:00 A: What time is it? B: It’s five o’clock pm.(pm means in the afternoon) Step 6: Reading (3a) Ask students to read passage. Then match the pictures with the correct clocks At last discuss any difficulties that students have. Step7:Practice in pairs(设计意图:学生通过完成讨论和汇报下列表格这一任务.必然在交际中练习时间表达和日常安排相关的词汇.短语及句型 .从而进一步掌握该语言结构和功能.提高学生的听.说.读的能力.) Following is a daily routine of Lily’s or Jim’s Name Time activities 6:00 get up 6:15 have/take a shower 6:30 make one’s breakfast 7:00 practise one’s guitar 7:30 eat breakfast 8:00 go to work/go to school 18:00 watch TV 21:30 go to bed Ask students to discuss the form in pairs by practicing following dialogue A: What time is it? B: It’s 6:00 o’clock A: What time does Lily/Jim get up? B: She/He usually get up at 6:00 Step 8 Writing(设计意图:写作是语输言出形式之一.它训练了学生的语言组织能力.思维能力.反映了学生的语言掌握情况.学生通过完成笔头描述表格这一任务.在语言的运用中学习表达时间和作息安排的语言结构和语言内容.达到语言目标的最终落实.) Ask students to write a short passage about above form like this: Lily gets up at 6:00.She has a shower at 6:15. She makes her breakfast at 6:30.She eats breakfast at 7:00 and so on. Ask two students to write their passages on the blackboard. The others write on the paper. Homework (设计意图:作业是课堂教学的有效延伸.合理的科学的家庭作业对学生成绩的提高大有帮助.学生通过完成对家庭成员日程的调查.制表和写成文章这一任务环.达到 复习掌握时间表达法及日常作息安排表达法.同时通过用中学.掌握相关词组和重点句型.) Make a survey and write a short passage about your family members’ daily routines. 设计思路:提倡任务型教学模式.以学生为中心设计各种切实可行的任务.创设各种教学情景.让学生在“学中用 “用中学 .使学生完成各项语言任务进行语言交际.这两课设计了描述自己的早晨作息时间安排.调查和汇报对方和他人的日程安排.制作表格和分析表述表格等易操作的任务.同时遵循由易到难逐渐推进的原则.第一课时主要内容是学生较熟悉的整点时间表达法及第一和第二人称的日程安排.第二课时则是学生较难掌握的24小时制时间与12 小时制时间的转换和各种非整点时间的表达.以及第三人称的日程安排 ,在前一课时的基础上内容和难度都有所增加.学生通过完成任务进行语言交际.逐渐完善语言内容.步步体会成就感 .调动自己的学习积极性.真正达到教学目标的落实. 【查看更多】

     

    题目列表(包括答案和解析)

    　　One day, a physically-deformed man came to our school and on his back was a notice saying “Free shoe repairing for college students.”

    　　Repairing shoes free? Most of us didn't believe it, and some even thought that it was just device (诡计) to the students who would have to pay for the shoes once they had been repaired, but the man just smiled and said, “Save your money and buy some books.” These words really surprised me and I talked with him, “You need to make a living; why do you still repair shoes for us for free?” He answered, while keeping on working, “I am an illiterate (文盲) , but it is my pleasure to serve you. In my opinion, money isn't everything in life.”

    　　He stopped for a moment and said, “I look down on those people who always cry. For example, when they themselves push their bodies into a bus, it is very common for people to help each other. But in recent years, people always look at me with an eye of surprise and say, 'Please wait for the next one.' I have to wait for the next... so I am with a wheelchair now!”

    　　After the chat, I felt he was great compared with me. He ---a physically-deformed man who couldn't walk without a wheelchair, still tried his best to devote himself to society. I would like to thank this man, because he gave me a new direction in my life, and taught me how to know the true value of life.

    (1) Why didn't most of the students believe that man at first?

    [　　]

    A．Because they didn't know the man at all.

    B．Because they didn't need to repair their shoes.

    C．Because they thought that the man would deceive.

    D．Because they thought it was impossible that man could repair shoes for them free.

    (2) Why did he repair shoes for free? Because he thought ________.

    [　　]

    A．the students needed some help

    B．these shoes didn't need to be repaired at all

    C．the students were all his friends

    D．the students were very poor

    (3) What should you do when you meet an old lady at a bus stop? I will ________.

    [　　]

    A．let her wait for the next one

    B．get on the bus by myself

    C．help her get on the bus

    D．get on the bus first

    (4) What's the meaning of “a physically-deformed man”?

    [　　]

    A．体力劳动者
    B．个体劳动者
    C．有特长的人
    D．有残疾的人

    (5) What did the writer understand from that man?

    [　　]

    A．He understood that man was a kind-hearted man.

    B．He understood money was not everything in life.

    C．He understood people should try their best to help others.

    D．Both B and C

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    单词拼写

    根据句意和首字母提示，补全单词

    1.He wants to see the new movie, so he needs to buy the t                 first. .

    2.It’s raining hard outside. If you go out, please take the u                 with you.

    3. There is a new b                 over there and you can buy many new books.

    4. Take the e                 to the second floor and you can see a drug store.

    5. When you c                 the street, you must be careful. The traffic is busy.

     

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    根据文章意思，填出文中所缺单词。

    Beijing is a beautiful city. I have a plan for the ________ of Beijing. I'm going to the Zoo first tomorrow. It's in the ________ of the city. Then I am going to the Temple of Heaven. It's in the ________ of the city. After that I am going to the Palace Museum. It's in the ________ of the city. In the evening I'm going to Tian An Men Square. It's in ________ of the Palace Museum. It's very beautiful. We can go these places by car. Is this a good plan?

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    选择句子,补全对话。（其中有两项是多余的）

    Jim: Hi, Kate!

    Kate: Hi, Jim! Can you come to my birthday party next Saturday?

    Jim: Sure,   1     2   

    Kate: Ann, Lucy, Lily and Jack.

    Jim:   3   

    Kate: It’s going to start at half past four.

    Jim: Oh, but   4   I must practice playing the guitar first.

    Kate: That’s all right.   5   

    Jim: All right, see you then.

    Kate: Bye.

    A. I will be late.

    B. You may be a little late.

    C. I’m afraid I can’t get there on time.

    D. What time is it going to start?

    E. It doesn’t matter.

    F. Thank you for asking me to your party.

    G. Who else have you asked?

    1.         2.         3.         4.         5.        

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    根据I栏中的问句从II栏中选择正确的答语。
                    I
    1. Do you like animals?
    2. Why does your mother like dogs?
    3. Does a panda look like a koala?
    4. Do animals like living in cages (笼子) ?
    5. Let's see the giraffes first.
    6. What's your favorite animal?
    7. How do you like pandas?
    8. Are penguins cute?
    9. Where is he from?
    10. Where's the zoo?
                  II
    A. It's over there,
    B. Yes, I do.
    C. Because they are friendly.
    D. Yes, they are.
    E. OK.
    F. Tigers.
    G. They are very clever.
    H. Africa.
    I. No, they don't.
    J. No, it doesn't.

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