T: Where is my dictionary ? S: It’s in the backpack. •Look for things. The students hide and look for the things in groups. They can give the others some clues. For example: This is my book.. It’s on the second desk. Step 2: New words learning •Show the students three pictures of rooms ( bedroom, sitting room, study) Bedroom Sitting room Study •Group work: The students choose one of the three pictures and list the things they may think the room has. Bedroom -- Sitting-room -- Study -- •Class work: (sharing the ideas in class) Ask the groups to share their ideas with the class. Meantime they can teach the new words. Where is -- ? It’s -- Where are -- ? They are- Step 3: Activities •Match the words with the pictures. •List and number the things in the pictures when you hear them. •Pair work: Talk about the pictures in the textbooks and make their own conversation. •Game: challenge your memory Step 4: listen and read Homework: Make a survey Interview a student / a teacher and fill in the forms Period 2 •Sub Topic: Talk about the room •Language focus: Talk about where the things are •Recycled language: There is /are- Where is -? It’s on /in /under- Where are -? They’re in /on/under- •language Structure: Is the book / Are the books on the desk? Yes,- / No,- / I don’t know. •Tasks: Listening & Making a survey Teaching procedures: Greetings Step 1 Warming up •Chatting: Chat with the students about the things around the room by showing them pictures. •A guessing game: Show the students a picture of a room with a few things in it. Have them guess the places of the other things. T: Where is the bookcase? S: Is the bookcase near the bed? T: Yes, it is / No, it isn’t. •Listen and number these things. •Listen again. Imitate the dialogue in 2b,2c. Step 2 Memory Challenge •A competition: The students watch a clip of the video for a few minutes. (The video is about the teacher’s room.) •Have a competition among groups. See who can remember all the things and places. A: Where is / are the -? B: Is / Are the - in -? B: I think it’s / they’re- B:Yes, -/No,- Step 3 Activities •Group Work: Share the information they got from the teachers in groups. S1: There is / are -in Mr. Mrs. - room. S2: Where is the -? S3: Is the - near the -? One of the four makes a report in class. The others listen carefully and try to draw the room. They are encouraged to ask any questions. •Pair Work: A: I interviewed - There is a - in his room. B: Where is the -? OR Is the - in -? A:It’s in - OR Yes, -/No, - A: I interviewed - There is a /an - in his room. B: Where is the - ? OR Is the - in -? A: It’s in -. OR Yes, - / No, -.A: I interviewed - There is a /an - in his room. B: Where is the - ? OR Is the - in -? A: It’s in -. OR Yes, - / No, -.Pair Work: A: I interviewed - There is a /an - in his room. B: Where is the - ? OR Is the - in -? A: It’s in -. OR Yes, - / No, -. Step 4 Self-assessment Homework: Homework: •Finish off the exercises in the exercises book •Imitate & act out the dialogue in SectionA 2a & 2b. Period 3 (Section A 4-Section B 1a-1c) •Sub Topic Find the differences •Language focus Tell the differences between the two pictures •Recycled language alarm clock, video cassette, CD, math book, computer game, •language Structure Is the book/ Are the books on the desk? Yes,-/ No,- / I don’t know. •Tasks Listening, comparing & sharing Teaching procedures: Greetings Step 1 Warming up •Act out the dialogue Step 2 New words learning •Show the students a picture of a room •Let some able students list some new words •Match the new words with the things in the pictures •Pair work: talk about the pictures ( Section B, 1b &1c) Step 3 Find the differences •Show the students two pictures •Divide the whole class into two parts and show the different halves two different pictures •Ask and answer: (The teacher asks questions and the students answer them. They are asked to listen very carefully and remembered the things and places in another picture.) T: Where is the computer game in Picture One? S: It’s -- T: Where is the computer game in Picture Two? S: It’s -- •Have a competition: One half asks, the other answers Where is the plant in Picture One ? What can you see near the bed in Picture Two? •A report like this: In Picture One, the plant is on the table, but in Picture Two it’s under the chair. - Step 4 Group work •Show the students a picture of sb’s untidy room. •Group work: decorate the room for sb Step 5 Task: rearrange one’s room Things Places The places we put His books are in the desk.We put his books in the bookcase. -- Homework: To draw a picture of their own room and write a short composition about it. You may begin like this: - Homework: To draw a picture of their own room and write a short composition about it. You may begin like this: This is -’s room. The hat is - The books are - Period 4 •Sub Topic Asking for help •Language focus take- to ; bring- to ; need •Recycled language The book is on the table. The pens are in the pencil-case. •Language structure I need - for- Can you bring some things to school? Please take these things to- •Tasks Comparing, Problem solving & sharing Teaching procedures: Greetings Step 1 Warming up •Show Tommy’s photo to the class and let the students ask any questions about Tommy. •Discussion: The teacher tells the students Tommy wants something from his room for school. Have them discuss in groups what he needs. •Make a report: We think Tommy may need --, because-- ( Section B: 2a & 2b ) Step 2 Listing and writing •Listen and circle the things Tommy really wants •Listen again and write down notes. •Make an oral report Step 3 Section B 3a &3b •Read the note and draw the missing things in the picture. •Look at the picture and fill in the blanks. Step 4 Creative Work •Group work: Discuss what you need for the coming sports meeting •Make a telephone call to your family •Act out the conversation •The others listen to the conversation and finish the telephone message Model⑴: Telephone Message From : To : Message : I need Step 5 Discussion •Discuss in groups: What do you we need in our dormitory/classroom? We need-,because now -. We want to put it in the-. Step 6 Writing •Write a letter to the headmaster/ classroom in groups and put in the letter box Homework: Design your ideal room in groups Period 5 (Section B 4-Self-check) •Sub topic My ideal room •Language focus The things in our nice room •Language Structure We have a nice room. There is / are -. You can see the -. •Tasks Project Teaching procedures: Greetings Step 1 Recommendation •Suppose each group is a company for renting out the rooms. •Have a few groups recommend their rooms to the others. •Introduction We have a very nice room. There are lots of things in it-- ( The others listen carefully and try to choose the room they want to rent.) •Make up dialogues between the leaser and leaseholder •See which group can lend their rooms Step 2 Designing •Group Work: Discuss what we can see in your room in 2050. “You can see a very great room. There is / are - •Make a report Step 3 Writing John has a nice room to rent, please help him to write a notice to describe his room. Notice I have a very nice room. There is a Do you like it? If you like it, please call John at 730-0555. Homework: Finish off the exercises Write a short passage My room in 2050 & My ideal room Activities Atitude Learning the words Playing the game Making up dialogue Making a survey Making a report Memory challenge Action Discussion Group work Class work 查看更多

 

题目列表(包括答案和解析)

任务型阅读 (每小题1分,共5分)

阅读下列对话,回答问题。

Tom:   Oh, no! My math book isn’t in my backpack. Where is it?

Mother:  Look! It is on the desk. .

Tom:   Thank you, Mum. Where is my pencil case?

Mother:  Is it a green one?

Tom:    No, it isn’t. It is a new pencil case. It is red.

Mother:  It is on your bed.

Tom:    Oh. I see. One more thing…. Oh, where is my school ID card?

Mother:  I don’t know. Is it on the desk?

Tom:     No, it isn’t.

Mother:  Is it in the drawer?

Tom :    I can’t see it. Oh, it is here, in my pencil case. Now, I am going to school.

         Mum, I can’t find my keys. Where are they?

Mother:  Can’t you see? They are in your hand(手). You are a careless (粗心)boy.

Tom:     Bye-bye, Mum!

Mum:    Bye!

1.Where is Tom’s math book?

   ________________________________________________________________

2.What color is Tom’s pencil case?

 _________________________________________________________________

3.Is Tom’s school ID card in the drawer?

 ________________________________________________________________

4.Where are Tom’s keys?

 ________________________________________________________________

5.请将You are a careless boy. 译成汉语。

  _______________________________________________________________

 

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从方框中选择适当的句子填在横线上,使短文意思完整。其中有两项多余。

                             . He often buys some fish in the shop and takes it home. But when his wife sees the fish, she says to herself, “Good ! I can ask my friends to have lunch, and we can eat the fish. __________________________”

  ____________________________, the fish is not there and his wife always says, “Oh,your cat eats it ” And she gives Tom some bread for his supper._____________. He takes the cat and his wife to the shop near his house and weighs(称) the cat. Then he turns to his wife and says, “My 

fish weigh one kilo. This cat weighs one, too. My fish is here, you see, ­­­­_______________”

A.Tom doesn’t like fish.

B. They like fish very much..

C. Tom is very angry.

D. then where is my cat?

E.Tom likes fish very much..

F.His wife is very happy.

G.So when Tom comes home in the evening

 

 

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A man has a cat. He likes her very much. At mealtime the cat sits at the table with him. The man eats with a knife and a fork(叉), but the cat eats from her plate. Sometimes, when she finishes her dish, her master(主人) will give her a little his food. He shares(分享) his meal with her. One day the cat is not at the table at mealtime.

“Ah! Where is my cat?” asks the man. His wife says, “Can’t you eat without her?”

So the meal begins without the cat. Before lunch is over, the cat rushes (冲)into the room and jumps into the chair quickly. She has two mice in her mouth, and before anyone can stop her, she drops(扔下) one into her own plate, and the other into her master’s plate.

“Dear me!” cries the woman, “A mouse is in your plate!”

“Hush(安静)!” says her husband. “This shows that she is a nice cat. She knows what friendship is. She hopes I share her dinner as I often share mine with her.

根据短文内容,判断以下句子的正误。你认为正确的句子请在答题卷相应位置涂 “T”,错误的涂“F”。

1.The master loves his cat very much.

2.The cat never shares her food with her master.

3.One day the cat is not at the table at mealtime.

4.The cat hurries(匆忙)back home with one mouse in her mouth when the master and his wife are having lunch.

5.The story tells us the cat also loves her master.

 

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Asking for information or help is a very common and necessary activity, especially when we visit a foreign country. So knowing how to ask for information politely is important. In English, "Where are the restrooms?" and "Could you please tell me where the restrooms are?" are similar requests—both are correct English, but the first could sound rude. It's important to use correct language, but sometimes this alone is not enough—we need to learn how to be polite when we make requests.
In English, just like in Chinese, we change the way we speak when talking with different people. The expressions you use might depend on whom you are speaking to or how well you know them. If you say to your teacher, "Where is my book?" this will sound rude. But if you say, "Excuse me, Mr West. Do you know where my book is?" your question will sound much more polite. On the other hand, it might be alright to say "Where is my book?" in some situations, perhaps with people you know well.
And you would not usually say, "Peter, lend me your pen. " A very direct order like this can sound rude in English. Usually in English polite questions are longer and include extra language, such as "Could you please...?" or "Can I ask...?" It sounds more polite to say, "Peter, could you please lend me your pen?" Sometimes we might even need to spend some time leading in to a question or request. For example, if you stop a stranger in the street, we might first say, "Excuse me. I wonder if you can help me. " or "I'm sorry to trouble you but," before asking them for help.
It might seem that speaking politely is more difficult than being direct, and in a way this may be true. However, in order not to offend people, learning about the language etiquette is just as important as learning grammar or vocabulary. And doing this will also help you become better at English, or any other language you wish to speak.
【小题1】 It's important to know how to_     _in English when we visit a foreign country.
【小题2】 When you talk with different people, you need to__      _.
【小题3】 Extra words are used to help__     ___.
【小题4】._      _is as important as learning language structure.
【小题5】 How do you say " Don't smoke here. " politely? "_        __*

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Where is my pen ? Millie _____ it here but I can’t find it .

A.puts             B.put              C.is putting          D.was putting

 

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