练习册

  • 练习册
  • 试题
    Step I Revision Now let’s review five different verb tenses． Can you name the five tenses? Please look at the screen． Show the names of the five tenses on the screen by a projector along with a sample sentence for each． present progressive: You’re reading these sentences． present: We use our books every day． past with used to: He used to live in the countryside． passive voice: Our classroom is found at the end of the hall． present perfect: We have already finished Unit 14． We haven’t finished Unit15 yet． Invite a student to read the verbs in these sentences． Then get other students to briefly explain what each tense is used for． Present progressive describes things that are happening right now． Present describes things that happen all the time or usually happen． The past with used to describes things that were a certain way in the past, but have changed now． The passive voice describes things that we don’t know who did, or we don’t care who performed the action． The present perfect describes recent events． Get students to think of two or three more sample sentences using each type of verb． Have several students read their sentences． Step Ⅱ 1a This activity introduces the key vocabulary． Look at the signs on each animal’s picture and read the words to the class． Get students to repeat the name of each animal． African elephants, chimpanzees, kangaroos, manatees, cheetahs, polar bears． If necessary, read the words and ask students to repeat them again． Then have students read the words by themselves． Make sure students can read the words correctly and fluently． Read the directions to the class． Point to the list of words in the box． Read the words and let students repeat them． Then get different students to explain what they think each word means in their own words． For example, A gentle animal is quiet and not dangerous． A fury animal is covered with soft hair． Ask some students to explain any words students may not understand． An enormous animal is very great． A playful animal is full of fun． An aggressive animal is fond of quarrels and quick-tempered． A spotted animal is marked with spots． Let students begin filling in the answers on their own． When they work, walk around the classroom checking their progress and answering any questions they may have． After students have finished using all the words from the box, let the students write some other words in the blanks below some of the pictures． Check the answers with the whole class． Let students say the words they wrote under each heading． Answers Possible answers manatee: gentle, shy chimpanzees: noisy elephants: enormous, gray kangaroos: playful cheetahs: spotted, fast polar bears: aggressive, furry Step Ⅲ 1b This activity gives students practice in understanding the target language in spoken conversation． Go through the instructions with the class． Look back at the list of words in Activity 1a． You will hear Ginny and Victor talk about the animals in the picture in Activity 1a． Now please listen to the recording carefully and circle the words on the list that they use to describe the animals． Play the recording the first time． This time students only listen． Play the recording a second time． Now listen to the recording again and circle the words you hear on the recording． Check the answers． Answers These words should be circled: aggressive, gentle, shy, furry, gray, fast, spotted Tapeseript Boy: Hey, Ginny, What’s that big, furry animal in the pond? Girl: It’s a polar bear, Victor． They’re kind of aggressive． Boy: Are they? They looks like really love water． Girl: Uh-huh． Boy: And what do you call those big, gray things in the water? Girl: They’re called manatees． Boy: What? Girl: Manatees． They’re very gentle and very shy． Boy: Oh． And how about the yellow and black spotted animals in that cage? Girl: They’re cheetahs． The cheetah is the fastest animal on earth． Step Ⅳ 1c This activity provides oral practice using the target language． Go through the instructions with the whole class． Look at the sample conversation in the box and get three students to read it aloud to the class． SA: I am like this animal because I am strong and intelligent． I like water, and I like to eat vegetables． SB: You’re like an elephant． SA: No． SC: You’re like a manatee． SA: Yes! Tell students to think of an animal that is the same as them in some ways． Take a few minutes to write down a statement． Say, You can write a sentence or two that describes how you are similar to the animal you choose． Don’t say the name of the animal． A few minutes later, let student read their statements to the class and see how quickly the other students can guess what animal the students is talking about． Statement 1 S1:I am like this animal because I am playful and funny． Ss: You’re like a polar bear． S1: No． Ss: You’re like a kangaroo． S1: Yes! Statement 2 S2: I am like this animal because I run very fast． I like to wear colorful clothes． Ss: You’re a kangaroo． S2: No． Ss: You’re like a cheetah． S2: Yes! Note like-in the manner of Step Ⅴ Summary In this class, we’ve learned some important words such as manatee, kangaroo, Po ;; ar bear, gentle, furry, enormous, playful, noisy, aggressive, spotted． We’ve also learned the target language I am like this animal because I am strong and intelligent． I like water, and I like to eat vegetables． You are like an elephant． No． You’re like a manatee． Yes! Step Ⅵ Homework1． Get students to write down some statements and read them to their partners． Let the partners guess what animals they are talking about． 【查看更多】

     

    题目列表(包括答案和解析)

    用方框中所给词语的适当形式填空，使短文正确、通顺、连贯(每词限用一次)。
    as well, because, everything, fear, grade, get along, happy, make, real, try
           Wednesday , Step. I
           Today was the first day of my new life. I    1   my new school uniform and looked at my new books
    and checked   2   for the new school year. I was worried and excited   3  .
           I was excited for I had expected this day for a long time. I am a student of senior middle school now. I was worried    4   I was in a new school. I didn't quite know about the teachers and students here. I was afraid that I couldn't    5   well with them. Would I get new friends? What would the other kids think of
    me? Would I get good   6   ? Would I please the teachers? Would I be   7   for the next three years here? I really wanted   8   a good beginning when I made my first step to this wonderful school.
           Everyone was   9   sweet to me. Teachers were kind and ready to help us. I soon forgot my shyness
    and nervousness. I felt at home.
           At the end of today, I didn't have any shyness and   10   I believe I will have lots of fun and happiness from today on at this new school.

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    阅读理解．

    阅读短文，根据其内容，从各题所给的四个选项中，选择最佳答案．

    　　James Thornhill was an English painter. He painted many beautiful pictures. Once the King of England asked him to paint some pictures on the walls of the King's palace.

    　　The King showed the palace to the painter and said, “You must paint our pictures round the walls of the palace near the ceiling(天花板).”

    　　Then the workers came and made a big platform(平台).

    　　Thornhill began to paint. He worked with an assistant(助手). They painted on the platform near the ceiling. They worked for a year. At last the pictures were ready. Thornhill looked at the pictures and was happy. They were beautiful. He looked at them for a long time. How beautiful they were! He took one step(举手) back and looked again. Now the pictures were more beautiful. He took another step, then another. Now he was at the step at the very edge(边缘) of the platform but he didn't know it, he thought only of his pictures.

    　　The assistant saw everything.

    　　“What should I do?” He thought, “Thornhill is at the very edge of the platform. If I cry out, he will take another step and will fall down to the stone floor. It will kill him.” The worker quickly took a pail(桶) of paint(颜料), ran to a picture and threw the paint at the picture.

    　　“What are you doing?” cried the painter, running quickly back to his picture.

    1．Once the King of England asked the painter to ________.

    [　　]

    A．paint the palace throughout

    B．paint some pictures on the walls of the palace

    C．paint pictures round the walls of the palace near the ceiling

    D．paint pictures on a wall of the palace

    2．It took the painter and his assistant ________ to paint all the pictures.

    [　　]

    A．two years
    B．twenty months
    C．over a year
    D．twelve months

    3．Thornhill looked at the pictures and was happy because ________.

    [　　]

    A．he thought he could get much money from the King

    B．he found the pictures to be beautiful

    C．he could finish the work in time

    D．he thought the King would like the pictures

    4．Although he was at the very edge of the platform ________.

    [　　]

    A．he still took another step

    B．he knew he was in danger

    C．he thought of his pictures

    D．he didn't stop to paint the pictures

    5．To help Thomhill, the assistant ________.

    [　　]

    A．threw the paint at the beautiful picture

    B．didn't want to do anything

    C．ran away as quickly as he could

    D．cried out

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    Carly Williams decided to become a TV reporter when she was in Grade 6. “ One day, we went out into forest and did some reporting about forest fires,” Carly said. “ Ever since then, I have loved the job and I have been trying to do it as much as I can.”
    Now 15, Carly reports for the news program at her school. And she has interviewed many famous people including some famous basketball players and TV stars.
    “Carly is a great student and I am sure she will achieve her dream in the future,” said one of Carly’s teachers.
    Last month the happiest thing for Carly was that she got a call from Teen Kids News in New York. She sent them some films she made by herself for the school news program. Teen Kids News is on over 200 TV stations around the USA. The producer of the show said he liked Carly’s films and asked if Carly would make a film for them.
    “ All I could say was, yes, yes, yes!” Carly said. “ I didn’t even think for a second.”
    Carly spent five days learning something about Teen Kids News in New York. She also visited a person who was a reporter for Teen Kids News and got some advice.
    Her first task was to interview an artist in New York. Carly said she worried about working with a new team because she wanted to impress the producer. Although under great pressure, she did a wonderful job.
    “Carly has gotten to do some pretty amazing things,” said Carly’s mother. “For her to get that taste of it was pretty cool.”
    【小题1】Which thing helped Carly decide to be a TV reporter?

    A．The task to interview an artist in New York.
    B．Her report about forest fires when in Grade 6.
    C．Her interviews with many famous people.
    D．The exciting words from one of her teachers.
    【小题2】Last month Carly was very happy because __________.
    A．she was asked to make a film for Teen Kids News
    B．she did a wonderful job for the school news program
    C．she sent some of wonderful films to Teen Kids News
    D．she visited a reporter in New York and got some advice
    【小题3】Why was Carly worried when doing first task?
    A．Her mother asked her not to do it. B．She wanted to interview a producer.
    C．She wanted to impress the producer. D．She doesn’t want to work with a new team.

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    I lost my sight when I was four years old by falling off a box and landing on my head. Now I am thirty-two. I can vaguely(模糊地) 　1　 the brightness of sunshine and what color red is. It would be wonderful to see things again, 　2　 a disaster can do strange things to people. It happened to me the other day that I might not have come to love 　3　 as I do if I hadn’t been blind. I believe in life now. I am not sure that I would believe in it so 　4　. I don’t mean that I would prefer to go without my eyes. I 　5　 mean that the loss of 　6　 made me enjoy more of 　7　 I have now.

    Life asks us to keep making 　8　 to reality. If a person is able to get ready for anything changeable his world will 　9　 more meaningful. I became blind, but I was 　10　. My parents and my teachers saw 　11　 in me－a potential(潜力) to live, you might call it－which I didn’t see, and they make me fight it out with blindness.

    The hardest 　12　 I had to learn was to believe in myself. That was what I had to do at least. If I hadn’t been able to do that, I would become a chair rocker for the 　13　 of my life. When I say I believe in myself I am not talking about simply the kind of self-confidence that helps me down an unfamiliar staircase 　14　. That is part of it. But I mean something bigger than that: A belief that I could deal with anything alone; that somewhere in the 　15　 there is a special place where I can make myself fit.

    1. A. imagine       B. find             C. remember     D. guess

    2. A. but           B. though               C. so           D. because

    3. A. myself        B. life             C. eyes         D. blindness

    4. A. that          B. therefore            C. happily      D. deeply

    5. A. seldom        B. just             C. hardly           D. always

    6. A. them      B. it                   C. blindness        D. light

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

    8. A. moments       B. encouragements       C. improvements D. changes

    9. A. become        B. change               C. look         D. end

    10. A. brave        B. lucky                C. sad          D. wise

    11. A. something    B. everything           C. nothing      D. anything

    12. A. problem      B. experience           C. difficulty       D. lesson

    13. A. rest     B. whole                C. need         D. last

    14. A. lonely       B. alone                C. self         D. person

    15. A. company  B. group                C. society  (社会)   D. family

     

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    — Mary, can you help me?

    — Wait a moment. I         dinner now.

    A. cook             B. cooked       C. was cooking      D. am cooking

     

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