7.I don’t think he’d like to take such a difficult job, __________?

　A. had he　 B. would he　 C. do I　 D. don’t you

6. I don’t think he had his supper at the school, _____________?

　A. had he　 B. did he　 C. do I　 D. don’t you

5. You don’t have to go school on Sundays, _____________ you?

　 A. have　　 B. do　 C. should　 D. would

4. Tom isn’t a hard-working student, for it is the third time he has been late,　 ______________?

A. wasn’t it　 B. hasn’t it　 C. isn’t　 it　 D. hasn’t he

3. ----- You will come to have dinner with us, won’t you?

----- ____________

　A. Excuse me, I won’t.　　　　 B. I haven’t been there.

C. You are welcome.　　　　 D. Yes. That’s very nice of you.

2. Everyone is surprised at the news, _____________?

　 A, is he　　　　　 B. are they　　　 C. aren’t they　　 D. is not he

Step Ⅰ Revision

T: Yesterday we finished Unit 11． In this unit, we learned some ways of asking for information politely． Now if you want to go to a library to get a book, how can you ask?

Write the two column headings on the board: Right and Wrong．

Say, Please tell me things that are good to do in school and that are not good to do in school．

Write each suggestion under the appropriate heading on the board．

T: Is it a good idea to come to class late?

S₁: No．

T: That’s right, It’s not a good idea to come to class late． You’re not supposed to come to class late． Class repeat． You’re not supposed to come to class late．

S_s: You’re not supposed to come to class late．

T: (Writes come to class late under wrong) What are some things you shouldn’t do?

S₂: We shouldn’t eat in class．

T: Right． You’re not supposed to eat in class．

Ask students to repeat this example．

Then ask students to tell about some things that are good to do in school． They may say things such as, You should do your homework every day; You should raise your hand before you talk． Rephrase each of these sentences using supposed to and ask students to repeat: You’re supposed to do your homework every day．

You’re supposed to raise your hand before you talk．

Step Ⅱ 1a

Let students read the instructions．

Point to the two lists of words． Read each word and ask students to repeat it．

Put up a map of the world on the board．

Ask students to explain where each of the countries is．

Ask different students to act out the action described by each word or phrase-bow, shake hands, and kiss．

Read the instructions again and ask students to match the customs lettered a, b and c with the numbered countries．

Look at the sample answer． Tall students to guess if they aren’t sure．

Step Ⅲ 1b

Go through the instructions with the class． Point to the lists in Activity la and say, Now you will hear a conversation between a boy and a girl． Their conversation contains the answers to the questions in

Activity 1a．

Play the tape for the first time． This time, students only listen．

Play the tape a second time． Ask them to listen to the recording and check their answers to Activity 1a．

Check the answers with the class． Invite a student to read the answers．

Step Ⅳ 1c

Read the instructions to the whole class．

Point out the example in the box． Ask two students to read it to the class．

Point to the lists of customs and countries in Activity la． Tell students to first talk about these countries and customs, and then talk about other countries and customs they know about．

As students work together, move around the classroom checking their work．

Ask different pairs of students to ask and answer a question for the class．

Step ⅤHomework

Review the target language．

Exercises

反意疑问句练习

1. I suppose the shoes will last you at least one year, ____________?

　 A. won’t　 they　　 B. will they　　 C. do I　　　 D. don’t

2． How to train students’ communicative competence．

1． How to train students’ listening ability．

Target language