Teaching plan of Unit 1
Lesson+Plan+for+Unit+1+of+Grade+5+English+Volume+1
Instruct students to take notes during the lesson and summarize key points to help them retain information.
Group work and discussion
Practice and Application
Provide students with opportunities to practice and apply the grammar rules they have learned through controlled
and free writing activities.
Practice and Control
Practice Activities
Provide a variety of practice activities for students to apply the new language, such as fill-in-the-blank exercises, multiple-choice quizzes, and role-playing games.
Theme and Central Idea
Discuss the overall theme and central idea of the text, and how they are developed throughout the text.
Detail Analysis
Analyze specific details in the text, including imagery, symbolism, and other literary devices.
新职业英语《综合英语2》教案Unit 1 Teaching Plan
EnglishforCareers2Unit1WorkplaceAfterstudyingthisunit,thestudentsareabletomasterthekeywordsandstructu understandingworkplacefashiontrendsunderstandingacodeofconduct(ofaworkplace)havinginternalcommunicationunderstandingandwritinganoticepreparingforapartymasteringtimemanagementfitinwithreputationprosandconsoutfitcomplimentforinstancecasualsettingproductiveincorporateTeachingproceduresThisunitisarrangedforatimespanof8hours,duringwhichatimelimitissuggestedforeachstep.Thou din-classoccurrencesandmakenecessaryadjustmentsaccordingly.Notethatnoteverystepsuggest Hour1:Courseintroduction 45minutesWarming-upTask1 10minutesObjective:Sscanidentifydifferentroomsinanoffice.Steps:• SsreadWarming-upTask1.• GetSstolookatthelayoutoftheoffice.• AskSstoidentifydifferentrooms.•Givethesuggestedanswers.Suggestedanswers:B—4 C—5D—3E—6 F—2 G—7Task2 10minutesObjective:Sscangivedirections.Steps:•SsreadWarming-upTask2.•GetSstolookatthepictureofTask1.•AskSstoworkinpairsandtelleachotherhowtofindMikeandJackintheoffice.•AsksomeSstoreportinclass.•Givethesuggestedanswers.Suggestedanswers:Gothroughthereceptionroomtothehallway.ThefirstroomonyourleftisthemultifunctionmNewwordsinReadingA 15minutesObjective:Sscangetfamiliarwiththenewwordsandexpressions,etc..Steps:•Sslistentothenewwordsandexpressions,etc.•Ssreadthenewwordsandexpressions,etc.Notes:ForaclasswithhigherEnglishproficiency,theteachermayfollowthefollowingsteps: •Sspreviewthenewwordsandexpressions.•Ssreadthenewwordsandexpressions.•Ssdictateseveralimportantnewwordsandexpressions.DiscussionsbeforeReadingA 10minutesObjective:Sscangetfamiliarwiththenewwordsandexpressions,etc..Steps:•SsknowsomethingaboutReadingA.•Ssdiscussthefollowing twoquestions:1.Whataretheprosandconsofrelyingonworkplacefashiontrends?2.Beforerelyingonworkplacefashiontrends,whatwillyoudo? •Commentbrieflyontheirwork.Hours2-3:ReadingA 45minutesLanguagepoints 35minutesParagraph1fitinwith:tolive,work,etc.inaneasyandnaturalwaywithsomeone/somethinge.g. H e’sneverdonethistypeofworkbefore;I’mnotsurehowhe’llfitinwiththeotherpeople.Ournationalpolicyfitsinwiththechangedinternationalsituation.reputation:n.theopinionthatpeoplehaveaboutwhatsomeone/somethingislike,basedonwhathashappen e.g. T heschoolhasagoodreputationforexaminationresults.Heearnedthereputationofbeingahardworker.Paragraph2prosandcons:theadvantagesanddisadvantagesofsomethinge.g. W hatcommentdoyouhaveontheprosandconsofstudyingabroad?Weweigheduptheprosandconsofstartingupourownbusiness.outfit:n.asetofclothes,especiallyonethatyouwearforaspecialoccasione.g. S hewasdressedinawhiteoutfit.Ontheopeningceremonyofthesportsmeet,allofusworesportsoutfits.Thefootballteammemberswerewearingorangeoutfits.compliment:n.aremarkthatshowsyouadmiresomeone/somethinge.g. T hankyouverymuchforyourcompliment.Heknewthathehadjustbeenpaidagreatcompliment.Shetookhisacceptanceasagreatcompliment.Paragraph3forinstance:forexamplee.g. W hatwouldyoudo,forinstance,ifyoufoundamemberofstaffstealing?Hisspellingisterrible.Forinstance,lookatthisword!Forinstance,anelectricfireisarelativelyexpensivemethodofheatingaroom.casual:rmale.g. H ewaswearingcasualclothes,nothisschoolones.Wedon’tlikehiscasualbehavior.Paragraph4setting:n.asetofsurroundings;theplaceatwhichsomethinghappense.g. I twastheperfectsettingforawonderfulChristmas.Peopletendtobehavedifferentlyindifferentsocialsettings.Theoldcastlewouldhaveprovidedtheperfectsettingforahorrorstory.productive:a.producingorachievingalote.g. A gricultureandindustrybothgrowmoreproductive.Therearealotofproductiveworkersinthisfactory.Paragraph6incorporate:v.toincludesomethingsothatitformsapartofsomethingelsee.g. M anyofyoursuggestionshavebeenincorporatedintotheplan.Wehaveincorporatedallthelatestsafetyfeaturesintothedesign.Hispicturehadbeenincorporatedwithouthispermissionintoanadvertisement.Task15minutesObjective:Sscanunderstandthepassageandwritethecorrectorder.Steps:•SsdoTask1.•AskSstoworkindividually.•Checktheanswers.SuggestedAnswers:1.C2.D3.B4.F5.E6.ATask2 5minutesObjective:Sscandecidewhetherthefollowingstatementsaretrueorfalseaccordingtothepassage. Steps:•SsdoTask2.•AskSstoworkindividually.•Che cktheanswers.SuggestedAnswers:1.F2.F3.F4.F5.TLanguagelab 45minutesTask1 5minutesObjective:SsknowthespellingandmeaningofthewordsandexpressionsfromReadingA.Steps:•SsreadTask1.•AllowSs5minutestodothetask.•Checktheanswers.KeyKey:1.J 2.I3.F 4.H 5.B 6.G 7.D 8.E 9.A 10.C Task2 10minutesObjective:SscanusethewordsandexpressionsfromReadingA.Steps:•SsdoTask2.•AskSstoworkindividually.•Checktheanswers.Answers1.incorporate2.hampered3.displayed4.reputation5.impartiallyModel21.Whatintereststhechildrenalotisthattherearemanyanimalsinthezoo.2.Whatshesaidatthemeetingisthattheprogramwillbeputoff.3.WhatMr.Liwasproudofwasthathissonwoninthematch.Task5 10minutesObjective:SscanusethevocabularyinReadingAfortranslation.Steps:•Ssworkindividuallyorinpairsandtranslatethesentences. •AsktwoSstowritetheirtranslationsontheboard. •Commentbrieflyontheirworkwithemphasisonthestructuresoftheirsentences.Key:1.Allthecompanyrulesandregulationsmustbestrictlyobserved.2.Weshouldbecasualwhenwestaywiththesestudents.3.Theabove-mentionedaresomecommunicationskillsthatareveryusefulinanofficesetting.4.Wehaveaprofessionalteamtomarketourproducts.5.Doyouknowblackclotheswillbetrendythisfall?6.Wewouldratherrelyonourselvesinsteadofseekinghelpfromothers.7.Newvehiclesmustcomplywithnationalstandards.8.Someyoungpeopleinourcompanymaycometoseekyouradvice.Hours4-5:Listening 45minutesTask1 5minutesObjective:Sscanaccuratelywritedownthemissinginformation.Script:W:Roy,Ishallworkoutatimetomeetwithyourpeopletodiscussthenewproject.M:Doyouwisheveryoneinthedepartmenttobethere?Wilsonisonvacationthisweek. W:Itwouldbebestifeverybodycouldbethere.WhenwillWilsoncomeback?M:NextMonday.W:Howaboutsometimenextweek?M:Letmelookattheschedulefirst.I’llgetbacktoyouthisafternoon.W:Thankyou.KeyKey:1.thenewproject2.onvacation3.nextMonday4.thescheduleTask2 10minutesObjective:Sscandecidewhetherthestatementsaretrueorfalse.Script:M:Hi,Shelly,howareyoutoday?W:Well,Ididn’tsleepverywelllastnight.I’mhavingaslightheadachenow.M:I’msorrytohearthat.Hopeyou’llbebettersoon.W:Thanks.Doyouknowthatashift-worksystemistobeintroducednextmonth?M:Really?Howwillwebeaffected?W:Thesystemwillaffecteveryoneinouroffice.Itwillbeonatwo-shiftbasis—7 a.m.to2p.m.,and2p.m.to9p.m.M:IwonderwhichshiftI’llbeworkingon.W:Whydon’twegoandaskthemanager?M:Ishallwait.Actuallyitdoesn’tmakeanydifferencewhichshiftIamallocated.Key:1.T2.F3.T4.FTask3 10minutesObjective:Sscanaccuratelytickofftheitemsaccordingtotheconversation.Script:W:Whatdoyouusuallywearforwork?M:Idon’tneedtomeetcustomerstoooften,soIusuallywearverycasualclothesinmyoffice,likejeansandT-s W:Whatdoyouthinkofthedressingpoliciesofacompany?M:Well,Ithinkformalbusinessclothesshouldbewornwhenmeetingwithcustomersandclientsatschedule W:Yes.Bylookingneatandsmart,we’llbeabletogainthetrustofcust omers.M:Right.Butatothertimes,staffcanwearbusinesscasualclothes.Thisincludesdressshirts,collaredsports W:AndIthinkbluejeans,T-shirtsandshortsarefartoocasualtobeacceptedintheoffice.M:Idon’tagreeonthis.Ithinkcasualwearbringsasenseoffreedomintheofficeandcaninspireusinourjob. W:Maybeyouareright.KeyKey:Task4 10minutesObjective:Sscanunderstandtheconversationandchoosethebestanswer.Script:M:Areport saysthattherehasbeentoomuchwatercoolerchatinthecompanyrecently.Idon’tthinkMr.Blac W:Well,thebossmaynotlikeit,butwedo.It’salwaysrelaxingtostayatthewatercoolerandchatforawhile.It M:Yes,Iagre e.Buthaven’tyounoticedthatsomeofourworkmatesarespendingtoomuchtimechattingarou W:Youareright.Iguessweneedtocomebacktoworkoncewefinishourcupofcoffeeortea.M:Idon’twantourniceandpleasantwatercoolerchatstoevergetthebossangry.W:NeitherdoI.Ithinkthepointisthatwekeepchattingatthewatercooleruntilitistoolong.M:Yes.Otherwisewemightdrinktoomuchwaterandspendalotoftimeinthebathroom!W:Youbet!Q1:WhoisMr.Blacksmith?Q2:Whatdoesthewomanthinkofthewatercoolerchat?Q3:Whichofthefollowingstatementsistrueaccordingtotheconversation?Q4:Whataretheattitudesofthemanandthewomantowardtherecentwatercoolerchattinginthecompany? KeyKey:1.A2.B3.B4.CTask5 10minutesObjective:Sscanfindspecificinformationfromlisteningtoapassagerelatedtothetheme.Script&Key:Weallknowthatcommunicationisthekeytoahealthyrelationshipinandoutofwork.Dealingwithpeopl hardtofindandoneshouldbeprofessionalunderallsituations.Anotherbrilliantwayofdealingwithyourbossisbystudyinghim.Noticethesignalsheorshesends;pick Anddon’tbeafraidtoaskyourco-workersforhelp.Getyourselfreadytohelpinthework,andalwayslookonthepositivesideofthings.IfyourbosssaySpeaking 45minutesTask6 45minutesObjective:Ssareabletopracticeshowinganewcolleaguearoundtheoffice(andtheotherasanewcomer)wit Steps:•SsreadTask6.•Ssworkinpairs,oneshowinganewcolleaguearoundtheofficeandtheotherasanewcomer.Key:(Omitted)Hours6-7:ReadingB 45minutesNewwords 5minutesObjective:Sscangetfamiliarwiththenewwordsandexpressions,etc.Steps:•Sslistentothenewwordsandexpression s,etc. •Ssreadthenewwordsandexpressions,etc.Fastreading 20minutesObjective:SscancomprehendReadingB.Steps:•Ssreadthepassage.•Providehelpifneeded.Task1 10minutesObjective:Sscandecidewhetherthefollowingstatementsaretrueorfalseaccordingtothepassage. Steps:•Ssreadthepassage.•Sscompletethetask.•Sscomparetheirworkwithothers.•SelectSstopresenttheirwork.KeyKey:1.F2.F3.T4.F5.FTask2 10minutesObjective:Sscancomprehendthespecificinformationtakenfromthepassage.Steps:•Ssreadthepassage.•Sscompletethetask.•Sscomparetheirworkwithothers.•SelectSstopresenttheirwork.Key:1.N2.N3.A4.N5.A6.NWriting 45minutesTask1 15minutesObjective:Sscangetfamiliarwiththestyleofnotice.Steps:•Ssdothetaskindividually.•Sscomparewitheachoth er’sanswers.•Providehelpifneeded.KindlynotethatourHealthcareCenterwillberelocatedtothefollowingaddresswitheffectfromSeptem Newaddress:909J2ndStreetNorth,FultonNewYorkTelephonenumbersandfaxnumbersremainunchanged. Thanksforyourkindattentionandcontinuoussupport.Task2 15minutesObjective:Sscangetfamiliarwiththestyleofnotice.Steps:•Ssdothetaskindividually.•Sscomparewitheachother’sanswers.•Providehelpifneeded.•Presenttheanswers.Key:Sample:PleasebeinformedthatOfficeSafetyTrainingSectionwillbeconductedfrom2:30to4:30thisFridaya Allstaffarerequiredtocome.Handoutswillbeavailableafterthesection.July15,2009Task315minutesObjective:Sscangetfamiliarwiththestyleofnotice.Steps:•Ssdothetaskindividually.•Sscomparewitheachother’sanswers.•Providehelpifneeded.•Presenttheanswers.Sample:Pleasebeinformedthatathree-daysightseeingtripwillbearrangedforallthestaffinourcompany. Time:May28—May30,2010Destination:Guilin,GuangxiProvinceItinerary:May28eveningTraintoGuilin,GuangxiProvinceMay29morningCitytourinGuilinMay29afternoonCruiseonLijiangRiverMay29eveningFreetimeinYangshuoMay30morningTrainbackAccommodation:Three-starhotelsTransportation:Train,busandcruiserTripFare:CoveredbythecompanyOthers:NofamilymembersallowedThosewhowillparticipatepleaseconfirmwithmebeforeMay20,2010.May15,2010Hour8:Mini-Project40minutesObjective:Sscanknowhowtoholdaparty.Steps:•Grouping.Dividethecl assintogroups.Thereareseveralways:Sspickuptheirownpartners;Teachersgrou •Definingtheproject.Gothroughtheprojectwiththeclassandclarifyrequirements.Theymaysearchonline •Timing&cooperation.GiveSsthedeadlineforcompletionandguidelinesonworkingtogether.Timemana ced.RemindthemthatdifferentSshavedifferentworkbuteverybodycontributestotheproject.Theydiscu •Presentation.Sspresenttheirevidenceforcompletion.Inthisproject,theyneedtopresenttheirpreparation Quiz 5minutes世上没有一件工作不辛苦，没有一处人事不复杂。
全新版《大学英语》综合教程-第一册-教案
Unit 1 Growing upText A Writing for MyselfI. Teaching Plan1.Objectives1)Grasp the main idea (the essence of writing is to write what one enjoys writing.) And structure of the text (narration in chronological sequence);2)Appreciate the narrative skills demonstrated in the text (selection of details, repetition, coherence.);3)Master the key language points and grammatical structures in the text;4)Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. 2. Time allotment3. Pre-reading tasks1)Have you listened to John Lennon's Beautiful Boy? (2 minutes)The teacher (T) may ask several students (Ss) this question:__What does Lennon think of growing up?(Possible answers: Life better as one grows up; it takes time to grow up; life is not always what one has planned, but is full of surprises; life is adventurous.)2)The art of eating spaghetti (15 minutes)a)Before class, T cuts a sheet of paper into many long, thin strips, which he/she brings to class together with fork (Or: if possible, T brings a platter of boiled noodles to class together with a fork).b)T explains that spaghetti is Italian-style noodles, and that unlike some Chinese noodles. It will never taste pulpy and is usually served with sauce, not in soup. Several Ss are invited to come up with “proper ways of eating spaghetti” and demonstrate to the class, using the fork.c)T dictates the following passage to Ss (pre-teach some words like “poke”, “scoop”, “prong”, “twirl” if necessary):i.Hold the fork in your hand as if to poke the spaghetti.ii.Scoop up a small amount of spaghetti on your fork and raise it about 30 cm above your plate.iii.Make sure the spaghetti on your fork is completely disconnected from the remainder on your plate.iv.Put the prongs of the fork at an edge of the plate that is free of food.v.Quickly point the prongs of the fork straight down toward the plate and place the points on the plate.vi.Twirl the fork to gather the spaghetti around the prongs.vii.With a quick scooping movement, gather up the roll around the prongs and place it in your mouth.viii.Gently gather up any stray spaghetti ends that don't make it all the way into your mouth.d)T asks one S to come up and demonstrate the right way of eating spaghetti.3)T asks Ss the following questions:(8 minutes)__Would you enjoy writing “The Art of Eating Spaghetti”? Why or why not?__Why did Russell Baker enjoy writing “The Art of Eating Spaghetti”? (Hint: Para.4)__Look at the title of Text A, then find out in which paragraph a similar phrase appears. Read that paragraph carefully and explain in your own words what the author means by saying “write for myself”. (Hint: Para.5) 4. While –reading tasks1.Grasping the structure of the text: (15 minutes)1)Ss circle all the time words, phrases in Text A (They include: since my childhood in Belleville, until my third year in high school, until then, when our class was assigned to Mr. Fleagle for third-year English, late in the year, until the night before the essay was due, when I finished, next morning, two days passed, when I saw him lift my paper his desk… when Mr. Fleagle finished). When they finish, T asks several Ss to read aloud what they have circled.2)T draws Ss'attention to Organization Exercise 2 , reads its instructions, and asks them these two questions:__Refer to the time words/phrases/clauses you have just circled and tell from which point on Baker starts talking about his new experience. (Hint: the paragraph containing “later in the year”)__Starting from which paragraph does Baker stop writing about his new experience? (hint: the paragraph containing “when I finished” and “next morning”3)In this way Ss will be able to divide the text into 3 parts and sum up the main ideas.4)Several Ss report the main ideas they have summed up to the class.2.Cultural background---T explains the U.S. grade school system and how school teachers are dressed. (seeCultural Notes) (3 minutes)3.T explains language points and gives Ss practice. (see Language Study) (60 minutes)4.Grammatical structures. (25 minutes)1)T asks Ss to form pairs and ask each other questions based on Para. 2 using the structure “sb./ sth. is said/believed/reported to do/be”. T may offer the following model:__What kind of person is Mr. Fleagle?__He was said/reported/believed to be very formal, rigid and hopelessly out-of-date.Afterwards, a pair or two may repeat their questions and answers to the class.2)Ss do Structure Exercise 2 in the textbook.5.T draws Ss' attention to Writing strategy in Theme-related Language Learning Tasks, especially the part about details. (also see Text Analysis) T then asks the following questions:__In Part 1, what details are selected to show “I' d been bored with everything associated with English courses”?__In Part 1, what details are given to show that Mr. Fleagle was dull and rigid?__In Part 2, which sentences show that at first Baker was unwilling to write the essay?__In Part 3, the author didn't tell us directly that his essay was very good. By which sentences did he manage to give us the impression that his essay was very good? (12 minutes)6.Synonymous words or phrases in this text (see Text Analysis):1)T chooses one words from each group of synonyms listed in Text Analysis, and asks Ss to scan for respective synonyms. If Ss' findings are inconclusive, T may reveal those they have neglected.2)T may further provoke Ss' thinking by this question: Why does Russell Baker employ all these synonymous words and phrases? (15 minutes)7.When T and Ss come to the sentence “In the eleventh grade, at the eleventh hour as it were, I had discovered a calling.” In Para. 9, T may ask Ss to recall a similar sentence they have read. (Para.1, “The idea of becoming a writer had come to me off and on since my childhood in Belleville, but it wasn't until my third year in high school that the possibility took hold.”) By this T will show Ss the importance of coherence in writing. (5 minutes)5. Exercises1.Think alone: According to Mr. Fleagle, what is the very essence of the essay? (5 minutes)Then T invites several Ss to give their opinions. T may sum up by this sentence---The essence of good essay is to write what one enjoys writing about.2.T checks if Ss have done the rest of the after-text exercises in their spare time, and discusses somecommon errors that crop up. (10 minutes)3.T checks on Ss' home reading (Text B). (3 minutes)4.Ss do Part Iv: Theme-related Language Learning Tasks in class. (1 period)5.T asks Ss to prepare the next unit:1)Do the pre-reading task;2)Preview Text A. (2 minutes)6.Confusable phrases.Severe, stern & strictSevere: 作“严厉”解时，可以来形容人（severe father）,人的面貌（severe look 严厉的神色），人的态度（the teacher is severe with his students.教师对学生很严厉。
Unit 1 How do you study for a test全英分析
Unit 1 How do you study for a testThe Teaching Plan for “Unit 1 How do you study for a test?”I. Analysis of the teaching materialThe content of this lesson is adopted from Go for it Book III Unit1. The topic of this unit is about learning how to study things. By reviewing this unit, students will be able to master the key vocabulary words and sentence patterns of this unit, and they’ll be better to talk about various learning ways, problems in learning, asking for and giving advice, and comments on ways of learning. Obviously, the topic of this unit is related closely to students' actual life, so it will raise students learning interest. They have a great desire to talk about the problems they met in learning English and they wish to solve these problems. So we can provide situations for students to exchange ideas in the process of study and help them find the most suitable ways to improve their English. It will also cultivate students’ ability of using English to solve the practical problems. Besides, students will learn to regard problems as challenges and try their best to find ways to solve them.According to English syllabus, new curriculum standards and the type of the lesson---- revision, I wi ll use “English learning” as a clue to review the key voc abulary and sentence patterns. Wilkings, a great linguist once said, “Without grammar, very little can be conveyed. Without vocabulary, nothing can be conveyed.” So, in this lesson, I lay great emphasis on the review of vocabulary. As words are used in sentences, I will review the key words and phrases in the sentences or contexts. Generally speaking, I’ll review the unit from the following four parts: ways of learning, problems, advice and comments. The four parts connect to each other closely and the topics are from easy to difficult. On the other hand, the four parts involve the main sentence patterns and key vocabulary stu dents must master in this unit. By reviewing the unit like this, at the end of the lesson, students are expected to write a letter about how to learn Chinese well based on what we reviewed.II. Analysis of learning conditionThe students I’m going to teach are from Wencheng Experimental Middle School. Most of them have a strong English background. So in this period, I mainly focus on how to get students to behave actively. And as a famous Italian doctor says, “Tell me and I will forget. Show me and I understand. Involve me and I remember!” In order to help the students maste r the key language points of this unit, I design different tasks for them to do, which will greatly get them involved in the classroom activities. As a result, they will have a better understanding of the language points.III. Teaching Objectives1. Knowledge O bjectives(1) The students will be able to master the key vocabulary words of this unit byreviewing them in different ways: make flashcards, pronunciation, differently, fast, deal with, regard, make mistakes, afraid, too … to …, etc.(2) The students will be able to use the following four sentence patterns in thegiven situations or daily life:①How do you learn English? I learn English by...② Why don’t you / Why not ...?③ Maybe you should …. / You’d better …④ I think studying Engli sh by …is…because…2. Ability Objectives(1)The students will be able to talk about their learning ways, and commenton the ways of learning English as well as the problems they meet in learning English and the solutions to them.(2) The students will be able to get information from reading passage.(3) The students will be able to use the words and sentence patterns reviewedin this period to write a passage about how to learn Chinese well.3. Emotion & attitude Objectives(1) The students will form a correct attitude to study.(2) The students will learn to choose good ways to study.4. Learning Strategies(1) The students will be able to get the information needed from the givenreading material. (Resourceful strategy)(2) The students will be able to make up a dialogue according to the providedsituation. (Communicative strategy)(3) The students will be encouraged to comment on the different ways of learning.(Cognitive strategy)IV. Teaching Focus1.The ways of learning English.2.The comment on the ways of learning English.3.The difficulties in learning English.4.The suitable learning ways for individuals.V. Teaching difficulties1.How to get students to review the key vocabulary and expressions presented inthis unit.Solutions: Review the vocabulary in different ways: brainstorming, practicing, explaining, writing a letter, etc.2.How to enable students to write a passage well enough.Solution: Review the vocabulary and sentence patterns may be used in the passage.3.How to make students master the usage of “verb +by with gerund”.Solution: Design tasks for students to do. By fulfilling the tasks, students are expected to use “verb +by with gerund” and thus know the usages of it well. VI. Teaching Methods1、Communicative approach2、Task-oriented method3、Practicing approach4、Situation-experienced methodVII. Teaching AidsMulti-media equipmentsVIII. Teaching ProceduresStep 1.Leading-in & Brain-stormingT: Class begins! Good morning, everyone!Ss: Good morning, teacher!T: Glad to meet you! Today is the first time we meet each other. Now let me introduce myself to you. I come from No. 2 Experimental Middle School. My name is Hu Haiyan. You can cal l me Miss Hu. I think we’ll have a good time together. Ok, now I’d like to know something about you. What’s your name? What’s your favorite subject? Why?S1: ….T: Do you like English? How do you study English?S2: …T: What about you? What do you think of your way?S3: …T: Hi! Nice to meet you! How long have you been learning English?S4: ….T: Well, most of you have been learning English for many years. And all of you have your own ways to learn English. Now take out the worksheet I gave you just now and fill in the mind map about the ways of English learning. Let’s see who can write t he most ways.(Ss try to write as many ways of English learning as possible.)T: O K. Are you ready? How many ways have you written? Show me your answers please. Who’d like to share your answers?(Ask two or three students to say the ways of English learning.)Design purpose: Talk with students freely can get a general idea about how well students mastered this unit and on the other hand, can help construct a relaxing learning atmosphere. The brainstorming activity can activate students’ knowledge about the ways of learning English. As a result, help them review the phrases of learning ways.Step 2. Survey & ReportT: So there’re many ways of English learnin g. And how do you learn it? What about your friends. What do you think of the ways? Please work in groups of four and make a survey about it. Fill in the chart in your worksheet.(Ss work in groups and try to fill in their charts.)T: Well, have your completed your survey chart?Ss: Yes.T: Good. Let’s make a report. Please pay attention to the sentence patterns you use. For example, when we find one way is not successful, we can say I think it’s not helpful at all. (Write “not …at all” on the blackboard.)Who’d like to give a report about it?(Let 3or 4 students give reports about their survey results.)Design purpose: This activity makes students work cooperatively and use phrases in sentences properly, which will not only review the sentence patterns, but also train students’ communicative ability. As to the students who are good at English,they can further their ability by giving reports about how their friends learn English. And the students will try to express their own attitudes toward various ways of learning in target language.Step 3. InterviewingT: You see, every one has his or her own ways of learning. And some students’ ways are really very successful. Recently there is an English Speech Contest in Wenzhou. Some students really did well in it. And the winders are asked to hold a news conference. Suppose you took part in the contest, too. Now please work in groups of four to role play it. One is the winner; the others are the reporters from different TV stations. Try to ask as many questions as you can.(After students practice for a while, invite one or two students to come to the front as a winner, and let the other students ask them questions about English learning.)Design purpose: There are two purposes for the design of the News Conference: One is to review the two sentence patterns “Do you …” and “Have you ever …” And the other is to train students’ speaking ability and activate the classroom atmosphere ---- Get every student involved in the activity.Step 4. PracticingT: Congratulations! Your spoken English is really wonderful. What about other students? It seems you’re not confident enough to come to the front. Are you good at English? Do you have any difficulties in learning English? If so, what are they?(Let some students talk about the problems they face.)T: Well, don’t worry. It’s quite common to meet problems while learning something. My students have trouble learning English, too. Here’re their problems. But some of the words are missing. Can you help me to complete the sentences? Please take out the worksheet again. And try to complete the sentences in it.(Check the answers after students finish the task and help the students to review the key words and phrases presented in the ten sentences.)Design purpose: By doing exercise, students will review the main sentence patterns about the problems students meet in learning English and the words related to this topic. And in the process of checking the answers, the teacher can remind the students of the usages of some important words and phrases.Step 5. PairworkT: Well done. You’ve got all the answers right. But here comes another problem. There are so many problems we may meet in learning English, but we still need to learn English well. How can we deal with them? How do you deal with the problems you meet in learning English? Show me your ideas.(Let different students talk about how they solve problems.)T: Good idea. I’ll tell these solutions to my students. Do you know how I usually solve my problems?Ss: No.T: Well, generally speaking, I have two ways to solve problems. First of all, I’ll deal with my problems by regarding them as challenges. And I’ll try my best to overcome the difficulties. And if I can’t solve them by myself, I’ll ask someoneelse for advice. Do you like to ask others for advice?Ss: Yes.T: Then let’s work in pairs and tell your partner your problems. I think we can solve the problems together. Do you think so?(Ss work in p airs and make conversations. After they practice for a while, invite some pairs of them to present their conversations.)Design purpose: In this activity, students are asked to ask for and give advice to each other. By doing this, students will review the sentence patterns about how to make suggestions.Step 6. ReadingT: Good job. I wish all of you will try to regard all your problems as challenges and try your best to overcome them. I really appreciate these kinds of people. My friend Tom is such a person. Let’s see what problems he met and how he solved them. Please read the passage about him in your worksheet and try to complete the chart below it.(Students read the passage individually and try to get information to fill in the chart.)T: Are you ready?Ss: Yes.(Check the answers.)T: Excellent! Your reading ability is pretty good. Now we’ve known how Tom studied English. What do you think his solutions? I think studying English by joining an English club is a good way because you can ask others when you have questions. What’s your opinion?(Let different students comment on the ways of learning English, using the sentence pattern “I think studying English by… is … because…”) Design purpose: In this part, students are supposed to get information from the reading passage quickly and to give comments on ways of learning by using the sentenc e pattern “I think studying English by … is … because ….” As to this step, students should learn to combine simple sentences to make a complex one. This will help them improve their writing ability.Step 7 WritingT: Ok. Today we talked much about English learning. Suppose you have a pen pal named Bob is coming to Wencheng soon. And he’d like to learn Chinese. As a Chinese, I believe you can give him much advice. Please write a letter to him and tell him how to learn Chinese well. You can use the key words provided in your worksheet. And here are some tips for you. Try to answer the following questions in your mind, and you’ll know what should be included in your writing.1.How long have you been learning Chinese?2.How did you learn Chinese?3.What challenges did you meet in learning Chinese?4.What’s your attitude toward the problems you met?5.How did you deal with the problems of Chinese learning6.What do you think your ways of learning Chinese?(Ss work individually to write the letter. If time is enough, I’d as k some of the students to read their letters and give comments on them.)Design purpose: The writing task is designed to see if students have already mastered all the points reviewed in this period. And it provides students a chance to output the language they learned. On the other hand, this activity helps students have a summary of what they have reviewed in this unit by answering the questions the teacher provided in sweet tips. Step 8. Emotional Education T: How t ime flies. There is not enough time for us to present your writing now. Before we end the lesson, I’d like to have a word with you. Where there is a will, there is a way. Believe yourself and work persistently, you’ll get good grades in the Entrance Examination to Senior Middle School.Design purpose: This step is to guide students to form a good attitude toward the difficulties they meet in learning procedures or daily life.Step 9. HomeworkT: Ok. Today’s homework:1. Make a vocabulary list of the key words and expressions learned in this unit.2. Finish your writing and try to improve it.3. Complete the two exercises in your Homework sheet.So much for today’s lesson. Wish you succeed every day. Goodbye, class. Ss: Goodbye, Miss Hu.IX. The blackboard designReview of Unit 1 How do you study for a test? I learn English by …. (Verb + by gerund)Do you …?Have you ever …?What / How about doing sth?Maybe you should You ’d better do sth. Why not / Why don ’t you do sth?I think studying English by … is … because …not …at all pronunciation(n.) pronounce(v.) be afraid to do.=be afraid of doingfrustrating frustrated make mistakes spoken / written Englishtoo … to …deal with。
仁爱英语八年级上册第一单元教学计划
仁爱英语八年级上册第一单元教学计划Unit 1 Teaching Plan: Compassion English Grade 8 Semester 1。
Introduction:Welcome to the first unit of Compassion English for Grade 8! In this unit, we will delve into the theme of compassion and explore its significance in our daily lives. Through a variety of engaging activities and discussions, students will enhance their understanding of compassion while improving their English language skills.Objectives:1. Understand the concept of compassion and its importance.2. Develop vocabulary related to compassion.3. Enhance reading, writing, speaking, and listening skills.4. Foster empathy and kindness towards others.Week 1: Introduction to Compassion。
Activity 1: Brainstorming。
Students will engage in a brainstorming session to discuss their understanding of compassion. They will share personal experiences or stories related to compassion and its impact.Activity 2: Vocabulary Building。
Starter Unit 1 教案
Teaching Plan for Starter Unit 1I. Teaching aims:1. Learn how to greet people.2. Learn the pronunciation and writing of letter A to H.3. Grasp the new words.II. Key points and difficulties:1. Learn the following sentence patterns.1) Good morning/afternoon/evening!2) Hi/Hello!3) –How are you?--I’m fine, thanks. How are you?--I’m OK.2. The pronunciation of letter A and E in different words.(开音节和闭音节问题)A /ei/ & /æ/E /i:/ & /e/III. Time arrangement:3 periodsPeriod 1Teaching procedure:Step I Lead-inT: At the beginning of the English class, how do teacher and students greet each other?（可使用中文）Usually, the teacher will say, “Good morning, class.”Then the students will say, “Good morning, teacher.”(Show Ss three pictures to illustrate three situations.)Pic 1: At 8:00-12:00 a.m., people use “Good morning.” to greet each other.Pic 2: At 12: a.m.-6::00 p.m., people use “Good afternoon” to greet each other.Pic 3: After 6:00 p.m., people use “Good evening” to greet each other.T: But how will people greet their friends? Usually they do it in a more casual way. They will say, “Hi or Hello!” to each other.(Ask Ss to read the sentence after the teacher while explaining.)Step II Practice(Ask Ss to greet their friends according to the pics)Pic 1: Hello, Harry!Pic 2: Hi, Tom!Pic 3: Hello, Jerry!/Hi, Jerry!/Good morning, Jerry!Step III Listen and repeat (1a)1) Ask Ss to find out the boy’s name and girl’s name and read them together.2) Listen to the tape and read the dialogue.Step IV Group workPractice the conversations in 1a and greet your group members. (用图片中的人物姓名和自己的真实姓名两种情况进行对话练习)Step V Learn the first 8 letters1)Read the 8 letters after the tape.2)Learn how to write these letters. (播放书写字母的flash教程，学生跟着一起练习。
Teaching plan for Module 5 Unit 1
A Teaching Plan for Module 5 Healthy foodUnit 1 Have you got any oranges?By Zheng Yufang from Xinglian Junior High School Part 1. Analysis of the teaching material and the students1. The status and function of the teaching content:(1) Type of this lesson: Listening and speaking(2) Topic: Module 5 Healthy food, Unit 1 Have we got any oranges?(3) Target grammar: have got; some/ any2. Analysis of the teaching content:The topic is Have we got any oranges?It talks about healthy food. Although the students have learned some words for food and drinks, not all the students know these words well. And they have difficulty in distinguishing countable nouns from uncountable nouns. Students have learnt “have got” to talk about their family members and relatives in Module 4, so they are familiar with the structure “have got.”In this case, I assigned students to preview words for food and drinks with a dictionary and the textbook before class.Before this lesson, I spent 20 minutes teaching words for different food and drinks. Then I had students put the words into the right group, e.g. fruit, vegetable, meat, food, and drinks. So I needn’t teach the new words again in this lesson. Students still need to revise the new words at the beginning of this lesson. They will have more time to practice listening and speaking.3. Teaching objectivesLanguage objectives(1) Key vocabulary: healthy, orange, drink, fruit, vegetable, beef, carrot, chicken, juice, melon, milk, onion, pork, potato, tomato(2) Key sentence structure: have/ has got(3) Important grammar: countable nouns and uncountable nounsAbility objectives(1) Listening skill: To be able to understand and get necessary information from the listening material.(2) Oral ability: To be able to talk about the food and drinks one has got.Moral objectivesEnable students to cultivate awareness of keeping a healthy diet.4. Important and difficult pointsImportant points:1. Correctly read words for different kinds of food, fruit, vegetables and drinks.2. Use “have got” to make sentences.Difficult points1. Tell which nouns are countable and which ones are uncountable.2. Get to know the usage of “some” and “any”.Part 2. Analysis of teaching and learning methods1. Teaching MethodsCommunicative Approach, Task-based Approach, Presentation-Practice-Production2. Design ConceptMy design concept of teaching process is to make the students enjoy studying by taking part in a series of activities and improve their skills of listening, speaking, reading and writing.3. Teaching aidsSome objects, some pieces of paper, fruit, CAI and Internet4. Learning method guidance(1) Train students’listening, speaking, reading and writing skills, especially listening and speakingabilities, since this is a listening and speaking lesson.(2) Help students to develop their abilities of observation, imagination, memorizing and thinking.(3) Help the students to improve their abilities of communicating and expressing by involving them in the activities.Part 3: Teaching ProceduresStep 1 Warming up1.Show pictures of different kinds of fruit. Have students look at the pictures and utter some words forfruit.2.Play a game: “Tha t’s me!”3.Show pictures of me in a KFC in Xingtan Town, to elicit “healthy food” and “unhealthy food.”4.Visit the following website to learn some of the healthy food./Step 2 V ocabulary learning1. To learn new words for food and drinks with picture aids and the following website:/zh-hans/content/%E7%94%9F%E6%9E%9C-1?st_lang=en2. To learn to classify the words for food and drinks.Step 3 In-put1. Have students guess what the teacher has got. The teacher elicits the following sentence structures with fruit as aids.(1) – What have I got? – You have got a/ an/ some…(2) – Have you got any…? – I haven’t got any…2. To distinguish the countable nouns from the uncountable nouns. Refer to the following websit:/view/1d9d8605bed5b9f3f90f1c89.html3. Students read the above sentence structures after the teacher.Step 4 Listening1. Listen and check the food and drink Lingling has got. (Activity 4, Page 26)1.Enjoy reading.2.Pair discussion: Try to remember the food and drink Betty and her mum have got and talk about itwith a partner, using the following structure:– Have they got any…? – Yes, they have. / No, they haven’t.Making sentences: Students are divided into ten groups. Each group will be given 20 slips of paper with different words on them. Students work in groups to make up sentences with the words in hand. They should write down their sentences. The group that make the most correct sentences is the winner.Step6 Oral task1.Help students summarize what they have learned in this lesson. Click the following website forsummary:/view/a3e55d3543323968011c921d.html2.Read the dialogue as much as possible at home.3.Report the food and drinks you’ve got at home to your partner, then have a discussion and post yourown ideas or report in the following forum:/i/108656276/p/324366498#0Part 4. Teaching reflectionAfter this lesson, student are able to ask and answer about things one has got. They will be able to tell different kinds of food and drinks in English, and be aware of the importance to keep a healthy diet.Part 5. Blackboard Design。
Unit1TeenageLifeListeningandSpeaking教学设计-2023-2024
Teaching Plan: Unit1 Teenage Life Listening and Speaking教材分析本单元的中心话题是青少年的生活。
本节课学生通过讨论和听了解有关高中生活和俱乐部活动以及俱乐部的选择，教学内容能引起学生很大的探究和讨论的兴趣。
内容贴近高一学生的现实生活，符合高中学生的认知需求，能让学生产生共鸣。
学生自然而然会把自己爱好和俱乐部活动联系在一起，思考“如何尽快适应高中学习生活”这一问题。
本节课是本单元的第一课时。
导入新课就显得尤为重要。
它为学好本单元奠定了基础。
为此，针对高一学生的学习实际，我首先，通过播放高中一天的生活视频，让学生初步了解高中生活，紧张的高中生活需要学生通过参加活动来放松，很自然的引出本节课的听说话题“Choose a school club”，激发学生学习的热情和积极性。
学情分析当前阶段的高一学生对于英语的学习还在适应和转变阶段，虽然对英语充满着热情和好奇，但对于知识和表达更多的依赖于初中英语，学习起来稍有难度。
班级里的学生差异性还是比较大的，有比较开朗，善于表达，能够在课上积极发言的；有比较害羞，害怕错误，上课时虽认真听讲但不敢说英语，不敢回答问题的；还有英语基础知识很薄弱，注意力不集中，听课有些吃力的。
这些都需要老师的鼓励和引导帮助。
作为本单元的第一课时，没有出现太多的新单词，学生们对于听的内容不成问题，重要的是通过第一课加深学生对本单元的认识，考虑本班学生基础, 导入视频选用了一段视频, 增强学生对高中生活的兴趣和直观认识。
在对本课的话题有了一定预习的基础上，通过观察图片，学生们能够运用一定的英语句子表达自己的观点。
对于俱乐部的话题，贴近学生的生活，他们也有话可说。
所给照片也真实有力，容易引起学生共鸣，呼吁热爱集体生活，热爱学习，积极进取，这有利于帮助他们树立正确的人生观和价值观Teaching Aims:1. To talk about clubs and club activities.2. To master some practical listening skills.3. To Learn to talk about choosing a school club.A clue: The lesson is designed according to one clue: school clubs and their activities .Teaching key points and difficult points :Understand Campus life, academic challenges, problems encountered in daily life, and learn to handle solutions. This theme is closely related to student life, and guided by its significance, try to understand various aspects of campus life, promote the integration and development of students' language ability, cultural awareness, thinking quality, and learning abilityTeaching Procedures:Step 1 : Leadin1. Watch a video and describe what you can see in the video.2. What are the teenagers doing in the photo to relax themselves?3. What school clubs can you think of ?(Aims: The video is used to show a busy high school life. The first question is used to do an interaction and get students to know the topic：school clubs.The second question is used to let students to know school clubs and their activities.)Step 2 : Prelistening1. Describe what the students do in the photos and match the photos with the namesListening skills:7step listening method1. Before you listen, you can read the questions and the choices and predict what you will hear.2. Listen and choose the answer for the first time.3. Listen again and check your answers.4. Listen and fill in the blanks.5. Learn useful expressions.6. Listen and imitate the pronunciations.7. Read and memorize.(Aims: To make students be familiar with clubs and club activities, learn some listening skills and improve their listening ability.)Step 3 : WhilelisteningTask 1. Listen to the first two conversations.1. What are they learning about in Coversation 1?A. HearingB. SoundsC. Dogs2. The students are discussing ________ in Conversation 2?A. schoolworkB. relationshipsC. dating3. Circle two clubs where these two conversations happened.A. Science clubB. Ballet ClubC. Nature ClubD. Debate ClubTask 2. Listen to the conversation 3.Teacher: ________the first one, it means you’re________not a dog! ________very________ , but people can’t. And ________ the second one, you’re younger than 25. Student: Wow! Why is that?Teacher: Our ears change when we get older.________the second one, but most people older than 25 can’t.Task 2 Look at Activity 3 and help Adam choose a club.2. Adam says that he likes ___, but is not so interested in ___.A. stories, cartoonsB. animals, plantsC. making friends, cleaning up3. Which club do you think is suitable for Adam? Why?I think Adam should join the_______Club because he says that he . Task 3. Useful expressions.(Aims: To apply the 7step listening method to listen to the conversations , practice listening skills, improve students’ listening ability and learn useful expressions to prepare for postlistening.)Step 4 : Postlistening1.Learn the structure.in pairs to help each other choose a school club.3.Work in groups. Suppose you are a head of a club and design an ad. for your club.4.Give an example.(Aims: To get students know how to help each other choose a club which can lay a solid foundation for speaking. two speaking tasks are designed to make students digest and practice what we have learned by listening and to improve spoken English.) Step5 : HomeworkWrite down your advertisement and wele your classmates to join.1评测练习1.Write down your conversation on choosing a club.An example:A：Hi，Judy！I’ve decided to join the V olunteer Club.B：Good decision!A：How about you？Are you going to join a club?B：Yes. I’m wondering which one I should choose，the Football Club or the Basketball Club.A：I guess the question is...Do you like football better than basketball?B：Actually，I like football better，but my friends go to the Basketball Club and I want to be with them.A：Hmm...If you ask me，I think you should choose what you like.B: I decide to join the Football Club. Thank you for your help.教学启示与反思本节课引入较自然，通过播放视频，引起了学生的兴趣，并且自然地与本课的主题衔接。
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Teaching plan of Unit 1(Designed to the periods)Teaching aims and demands1. goals: Talk about making a Study Plan for ExamsPractise talking about what you should do for making a study plan for exams Learn to use the nouns2. Vocabulary and useful expressions:Make a list, mark, work out, relax, opposite, diary, calendar, target, in other words, tick, circle, item, organize, concentrate, achievement 3. Function:It’s helpful to do sth.Organizing yourself in this way really helps you to concentrate. . 4. Grammar:NounsI.The definition of Nouns.II.The numbers of nounsIII.The genitive of nounsTeaching important points:Vocabulary StudyTeaching Difficult Points:1.How to improve the Ss’ speaking ability.2.NounsAids:1. A recorderTeaching procedure:Period 1-2.Step 1.Warming up1. Brainstorming:Activity: a quiz to test the knowledge of making a study plan for exams.2. Finishing the steps of comprehension on page 19.Step 2. While-reading1. Scanning: Ss read quickly and discussWhat have you learned from the passage?2. Ss read and get the main ideas of each paragraph.Step 3. After-readingDiscussion: how to make a study plan for exams.Layout:Make a PlanMake a list Work out the orderA study targetStep 4. Learning about the languageTeacher explain some language points in the text on page18.1. Many people find that it’s helpful to make a study plan. Layout: 1) It’s help to do morning exercises.2) It’s necessary to study English.2. Organizing yourself in this way really helps you to concentrate Layout: 1) Collecting stamps can be very helpful to everyone.2) Playing video games is harmful to students.3. concentrate.Layout: 1) We students should concentrate on our study.4. work out.Layout: 1) At last, he worked out this problem.Step 5. PracticeSs finish Ex 1 and 2 on page 27-29 by themselves.Step 4. Assignment1. Learn the useful expressions by heart.2. Finish Wb.for unit one.Period 3-4. Step 1. Layout:⏹ 名词的分类：⏹ 普通名词(Common Nouns) ⏹ 专有名词（Proper Nouns)⏹ 1) 个体名词Individual Nouns⏹ 2）集体名词 Collective Nouns Countable Nouns ⏹ 3）物质名词 Material Nouns⏹ 4）抽象名词 Abstract Nouns Uncountable NounsThe pls of the Countable Nouns⏹ Chinese,Japanese,deer,sheep,means ⏹ Eg:Every means _____________(try). ⏹ All the possible means_______________. ⏹ Sheep _______(feed) on grass.⏹ One of the sheep _________(be) missing. ⏹ The Chinese _are____(be) a great people. ⏹ Japanese __is__(be) hard to learn.Step 3. Interaction1. Ss four in one group and have a discussion about the translation on page 312. Ss make notes during the discussion, and try to make the process clear in mind.Step 4. SpeakingStep 5. AssignmentFinish Wb Ex on page1-5Finish Tb Ex on page 12-13Period 5-6. (The Subject-verb agreement)Step 1. Question Analyzing1. Analyze the questions on page28-29.2. Master the important rules of this grammar.Layout:Subject –verb Agreement主语谓语一致no less than/as well as/besidesrather thanlike; more thanA+ with (together with) +B +V.( 与A一致)but; unlikeexcept; including…percent(two-thirds)the rest/halfall; a part; some of 表整体的名词/不可数名词+v.(单) most; a lot; lots n.(pl.) +v.(pl.)plenty; parteach; any;many a; every;either; neither; + 单数名词+单数动词no…and no…each…and each…every…and every…oreither…orA+ +B+v.(与靠近的主语一致，即B一致) neither…norStep 2. dealing with the Ex on p 12-14 of textbook.Step 3. Listening skillsGive the students some tips on how to improve listening while checking the Ex.a. make notes while listening;b. grasp the most important informationStep 4. AssignmentRecite the new words & phrases.Period 7-8 Exercises for consolidationStep 1. Listening1. Ss listen to the passage and get the general idea about it.2. Explain the skills on how to improve Ss’listening ability. Step 2. Vocabulary and Grammar1.give up, give in, give out, give away2. put up with, put down, put out, put up, put forward, put off, put away3. The Noun; Subject-verb agreementLayout:1．a. He is the only one of the students that _______ got full mark.b. He is one of the students that ______ got full mark.A. isB. areC. hasD. have2. a. Three fourths of the teachers present _____ against the plan.b. Three fourths of the surface of the earth ______ covered with water.A. isB. areC. wasD. were3. a. What she wants ____ more time.b. What she wants ____ more sheep.A. hasB. haveC. isD. are4. a. I can work out two of the five problems, but the rest______ too difficult for me.b. I have finished one third of the work and the rest _____ left for you.A. isB. areC. hasD. have名词与主谓一致归纳题（1）1．He found a lot of ____were _____.a. passers-by; grown-upsb. passer-bys; growns-upc. passer-bys; grown-upsd. passers-by; growns-up2. My family raise a lot of ______ , including two ______.a. cattles; cowsb. cows; cattlec. cattle; cowsd. cow; cattles3. Two_________ and three _______attended the meeting.a. Englishmans; Germenb. Englishmen; Germenc. Englishmen; Germansd. Englishmans; Germans4. He left________ with my secretary that he would call again in the afternoon. He said he would keep__________.a. words; his wordsb. word; his wordc. word; wordd. the word; his word5. She is the only one among the ________writes who _________ stories for children.a. woman; writesb. women; writec. women; writesd. woman ; write6. My sister has two _________.a. tooth-brushesb. tooth-brushc. teeth-brushesd. teeth-brush7. This is an old photo of my aunt’s when she had black________, but now she has some white_______.a. hair; hairsb. hairs; hairc. hair; haird. hairs; hairs8. This is the ______.a. students’ exercise-bookb. student’s exercise-bookc. students’ exercise-booksd. student’s exercise-books9. “What does Mr Brown do for a living?”“He’s one of the most successful ________ in the city.”a. newspaper reporterb. newspaper’s reportersc. newspaper’s reporter b. newspaper reporters10. “Where’s your brother?”“At ______.”a. the Mr Green’sb. Greensc. Mr Green’sd. the Greens11. What he says and what he does __________.a. does not agreeb. do not agreec. does not agree withd. not agree12. The boy and the girl each ________ toys.a. have their ownb. has their ownc. have her ownd. has her own13. A great of talking and listening that ______ under casual circumstance may seem to be aimless.a. is occurredb. are occurredc. occursd. occur14. _______ the classroom needs to be cleaned.a. Either the officers orb. The offices andc. Both the office andd. The office and15. _________ food is kept in his new cave.a. Large quantities ofb. A great deal ofc. A large quantities ofd. Quite a fewStep 3. Translation (Interaction)Correct the answers with the class and show them in class. Step 4. writing1. Teach Ss the right style of writing a letter.2. Give Ss the sample for the compostion.Step 5. AssignmentSs in group 3-5, make an plan to spend Mid-autumn Festival.Period 9-10. (Examination )Period 11-12 Analyze the papers:Step 1: give the correct answers to the whole classStep 2: analyze the difficult points22. You haven’t had your supper yet, ________?A. do youB. did youC. have youD. had you(解析)本题考查附加疑问句，因为have是行为动词，主句中助动词是have,所以答案应选C.27. By the end of last year, we ______more than 2,000 teachers of English all over the province.A. trainedB. have trainedC. would train C. had trained(解析)本题考查时态，因为时间状语是by the end of last year, 看到by引出时间状语，动词用完成时，和last year连用，表过去，因此整句时态用过去完成时，答案选C.28. _____the teacher’s suggestion, Tom finally found a way to settle the problem.A. FollowingB. To followC. FollowD. Followed(解析)本题考查非谓语动词中分词作原因状语，要看follow与句子主语Tom之间是主动关系，因此答案选A.30. Sometimes Cathy dreamed of _______ away on a white horse by a handsome young prince.A. carryingB. being carriedC. to carryD. to be carried(解析)本题考查介词后作宾语可以用动名词，又因为句子主语Cathy 和carry away 根据句意是被动关系，所以应采用being done 的结构，故答案选B.Period 13-14.Analyze the exercises in the WBStep 1. c heck the whole answers in the WBStep 2. analyze the important and difficult points in the ex1.________experience our journey by camel is!A. What an excitingB. What excitingC. How an excitingD. How excitingKey: A(分析) 感叹句的基本句式：(1) 由what 引出的感叹句，其句式为：(a/an)+(adj.)+可数名词单数形式What （adj.）+可数名词复数形式 +(主语+谓语)adj. +不可数名词eg: What an interesting story(it is)!What terrible mistakes they made!What lovely weather it is!（2）由how 引导的感叹句，用来修饰形容词、副词和动词，其形式为：①How +adj(adv)!省略句子的主语和谓语。