八年级英语下Unit4学案3人教版
八年级英语下Unit4 教案3人教版

人教版英语八年级下Unit4 教案3Unit 4 He said I was hard-working.I. Teaching aims and teaching demands:In this unit students learn to report what someone said and tell a story.II. Teaching key and difficult points:A.Vocabularyever, mad, anymore, message, hard-working, surprise party, report card, first of all ,lazy, soap opera, house, snacks, beach, history, science, Spanish,B. Target languageWhat did your math teacher say?He said I was hard-working.I can speak three languages.What did she say?She said she could speak three languages.C.StructuresReported speechSimple past tenseCan for abilityIII. Teaching methods: Audio-lingual methodsIV. Teaching aids: a tape recorderV. This unit is divided into eight periods.Lesson 1 Speak and listenSection A 1a---1cI. Teaching aims and demands:Students learn to report what someone said.II. Teaching key and difficult points:A.Vocabularysoap opera, surprise party, be mad at, on Friday night,B.Target languageWhat did she say? She said she was having a surprise party for Lana on Friday night. Did you ever watch soap opera?What are some things happened on soap opera?III. Teaching methods: Audio-lingual methodsIV. Teaching aids: a tape recorderV. Teaching procedureActivity 1. RevisionTask 1. DictationTask 2. Ask and answer.Questions about the past progressive.Activity 2. PresentationThis activity introduces some new vocabulary and provide oral practice using the target language.Task 1 . Ask four students to stand in front of the class, and the teacher asks them the following questions as a reporter.1.What are you going to do when you grow up?2.What are you going to do next week?3.What are going to do after school?The students will give different answers, then ask a good student to report what they said.I am going to e a doctor.What did she say?----------She said she was going to be a doctor.I am going to have a party on Friday night.What did he say?-------He said he was going to have a party on Friday night.I am going to do my homework.What did she say ?------ She said she was going to do her homework.I am going home after school.What did she say?-----She said she was going home after school.Say In this unit we are going to learn to use words like to report what someone said. Task 2. Read the instructions. Then ask a student to read the four questions. And write the words on the Bb. Explain what soap opera is.Task 3. Ask the students to Look at the pictures, point out the TV screens in the picture. Ask one girl to read what Marcia said.What did Marcia say? She said She said she was having a surprise party for Lana on Friday night. Repeat the other pictures in the same way.Activity3. Listen and number the pictures in activity 1a.Task 1. Play the recording the first time. Students only listen.Task 2. Play the recording a second time. Students number the pictures. Then check the answers.Activity 4. PairworkAsk the students to ask and answer about what the people in the soap opera said. Homework1.Make up your own conversations.2. Write down the sentences in 1a.Lesson 2 Listen and speakSection A 2a---Grammar FocusI. Teaching aims and demands :Students learn to report what someone said.II. Teaching key and difficult points:A.Vocabularya surprise party, be mad at, not…anymore, bring …to , happen (on), Direct Speech, Indirect Speech.B.Target languageBen told Lana that Marcia was going to have a surprise party for her.She said she was mad at Marcia.He told me he would call me tomorrow / the next day.She said she could speak three languages.III. Teaching methods: Audio-lingual methods and PPPIV. Teaching aids: a tape recorderV.Teaching procedureActivity 1. RevisionTask1. Check the homework. Ask and answer.I am a student.What did he say?-----He said he was a student.I can swim.What did she say ?------She said she could swim.I will ring you up tomorrow.What did she say?She told me she would ring me up.Activity 2. Listening and circling .Task1.Read the instructions. Learn the key vocabulary.Task2.Point to the five sentences and ask different students to read them to the class. Then say: You will hear a conversation between two people who are talking about a soap opera on TV.Circle True or false after each statement.Play the recording twice and students circle their answers. Then check the answers. Activity 3.ListeningTask 1. Read the instructions.Task 2. Play the recording again and check the answers.Activity 4. GroupworkTask 1.Read the instructions for the activity.Task 2. Point to the pictures in activity 2b.Ask the students to use the words and pictures as they have their conversations.Task 3. Have the students work in pairs.Task 4. Check the answers by calling on different pairs to say a conversation to the class.Activity 5. Grammar FocusReview the grammar box.ask the students to say the statements.Pay attention to the following:Direct speech Indirect speecham, is , am having, go, will, can was , was having, would , could, wenta present situation a past situationWhen you report what someone said, you use words that talk about the past. Homework1.Review the conversation and the vocabulary.2.Write the sentences in grammar focus.Lesson 3 Reading and writingI. Teaching aims and demands :Students learn to report what someone said.II. Teaching key and difficult points:A. Vocabularya surprise party, first of all, be mad at, anyone, on Friday night, homework project, pass the message to, jacket, supposed,B. Target languageMarcia told Ben she was having a surprise party for Lana.Lana told Ben That she wasn’t mad at Marcia anymore. She told Ben That she would go to Marcia’s house on Friday night.III. Teaching methods: Audio-lingual methods and Control-reading and writing. IV. Teaching aids: a pictureV.Teaching procedureActivity 1. RevisionTask 1.Revise the vocabulary and the key structures.Task 2.Dictation.Activity 2. Reading and writingTask 1 .Read the instructions. Point to the newspaper story and then to some of the blanks students will fill in.Task 2. Ask several students to read the article to the class, saying blank each time you e to a blank line. Then ask the students to fill the blanks on their own. Then check the answers.Activity 3. Writing This activity provides guided oral practice using the target language.Task 1. Read the instructions.And then ask several students to say out their ideas about the next episode. the other students judge if the episodes are good or okay.Then get the students to discuss their episodes in groups.The students can imagine anything they want.Task2.Finish the newspaper article. Ask one or two students to read their episodes to the class.Activity 4. Groupwork This activity provides an opportunity for students to practice their speakingand listening skills in role plays.Task 1. Read the instructions. Then ask the students to work in groups of four students.Task 2. Ask students to plete the role plays on their own.Task 3. Ask a few students to role plays to the class.Homework1.Review the vocabulary and target language.2.Finish the episodes on your own.Lesson 4 Section BI. Teaching aims and demands :Students practice using the target language.II. Teaching key and difficult points:A. Vocabularyhard-working, be good at, do well in, can do better,lazy, math, history, science, Spanish,report card,B. Target languageI am good at speaking.I am better at reading than listening.I can do better in math.I think you are very hard-working.What did your math teacher say?He said I was Hard-working.Activity 1. Revision This activity introduces the key vocabulary and provides reading practice using the target language.Task 1. Ask a student to read the sentences to the class.Read each sentence again and ask the Ss to repeat it. Then explain in their own words that each sentence means. be good at, do well in, can do better, lazy, hard-working,Ask the students to make sentences with the phrases.Task 2.PairworkFirst read the conversation in the box, then ask students to work in pairs to talk about their answers .Task 3. Have some pairs act their conversations to the class.Activity 2. ListeningThis activity gives students practice writing the target language and understand it in spoken conversation.Task 1. Read the instructions.Point to the pictures and ask students to tell what they see. Help the students understand that the teacher in Picture 1 is a math teacher, in Picture 2 is a Spanishteacher, in Picture 3 is a history teacher.Say you will hear a conversation between a boy and his parents. They are talking about his report card.Task 2. Play the recording the first time. Students only listen.Task 3. Play the recording a second time.Ask the students to fill in the bubbles .In the speech bubbles write the actual words each teacher used.Then correct the answers. Activity 3.ListeningTask 1. Ask different students to read the information on the four report cards. Task 2.Listen carefully.Then check the answers .Activity 4. PairworkTask 1.Read the instructions.Task 2.Ask two students to read the conversation to the class.Task 3. Work with the partners and say what did your math teacher say?He said I was hard- working. Point to the report cards in 2b.Ask several questions about a report card and answer the questions using information on the report card .Ask some pairs of students to say their conversation to the class.Homework1.Review the vocabulary .2.Write your own conversations about report card.Lesson 5 Reading and writingI.Teaching aims and demands :Students practice the target language by reading and writing.II. Teaching key and difficult points:A.Vocabularygrandpa, be in good health, report card, nervous, envelope, luckily.\, semester, true, disappointing, lucky.B.Target languageMy math teacher said that I was hard-working.My Spanish teacher said that my listening was good.You are lucky.III. Teaching methods: Audio-lingual methods and Control-writing.IV. Teaching aids: a tape recorderV.Teaching procedureActivity1. RevisionTask1. Check the homework. Ask and answerWhat did your math teacher say?He said I was hard-working.Task2.Revise the vocabulary.Activity 2. Reading and writingTask 1.Teach these words:Task 2. Ask the students to read the instructions.Task 3. Ask the students to read the letter and find Alan’s report card in activity 2b on page 29.Task 4.Read the letter loudly, and make sure the students understand the letters. Correct the answers.Activity 3. WritingTask 1. Read the instructions.Ask students to read the information of Scott from activity 2bTask 2. Ask the students to write the letters on their own.Task 3. Ask some students to read their letters to the class.Activity 4. Writing on your own.1.read the instructions.2.ask the students to say something they might write about.3.ask some students to read their letters.Activity 5. Pairwork1.Ask the students to read the instructions.2.Ask two students to read the dialogue.3.Ask students to plete the work in groups.4.Ask a few students to share the sample conversations.Homework1.Review the vocabulary .2.Finish off the writing exercises.Lesson 6 Reading and writingI.Teaching aims and demands :Students practice the target language by reading and writing.II. Teaching key and difficult points:A.Vocabularyhappen, bring, copy, borrow, pass on, own, get over, have a fight,B.Target languageMy math teacher said that I was hard-working.My Spanish teacher said that my listening was good.She asked me if she could copy my homework.I said that was OK and that I was sure she would get over it.III. Teaching methods: Audio-lingual methods and Control-writing.IV. Teaching aids: a tape recorderV.Teaching procedureActivity1. RevisionTask1. Check the homework. Ask and answerWhat did your math teacher say?He said I was hard-working.Task2.Revise the vocabulary.Activity 2.Fill in the blank.Task 1.Teach these words.Task 2. Ask the students to fill in the blanks on their own.Task 3. Correct the answers.Activity 3. Read and Writing1.Ask the students to read the story and then write it as a conversation.2.Ask a few students to read their conversations.3.Just for fun. Ask two students to read the conversation to the class. Homework1.Review the vocabulary .2.Finish off the writing exercises.。
人教八年级下册英语Unit4教学设计

(五)总结归纳,500字
1.教师引导学生回顾本节课所学内容,总结一般过去时态的用法、词汇的含义和用法。
2.学生分享自己在课堂上的收获和感受,教师给予肯定和鼓励。
3.教师布置课后作业,包括复习词汇、完成短文写作等,并提醒学生预习下一节课的内容。
1.任务型教学法:教师通过设计任务,引导学生参与课堂活动,提高学生的英语实际运用能力。
2.情境教学法:教师创设情境,让学生在真实的语境中学习英语,提高学生的学习兴趣和积极性。
3.小组合作学习:教师组织学生进行小组讨论、展示等活动,培养学生的合作精神和团队意识。
4.自主学习:教师鼓励学生课前预习、课后复习,培养学生自主学习的能力。
1.学生在八年级上册及本册前三个单元的学习中,已经掌握了基本的英语语法、词汇和句型,具备了一定的英语听说读写能力。
2.在此之前,学生已经学习过一般过去时态,但对于一些不规则动词的过去式变化仍需巩固。
3.学生在阅读方面,对于故事性较强的文章能够产生兴趣,但部分学生在提取关键信息、理解文章深层含义方面存在一定困难。
(2)在篇章层面,如何使文章结构清晰,逻辑性强。
(3)口语表达中,如何使语言流畅、自然,富有表现力。
(二)教学设想
1.教学方法:
(1)采用情景教学法,通过图片、视频等多媒体手段,创设真实语境,帮助学生更好地理解词汇和语法。
(2)运用任务型教学法,设计各种听说读写任务,引导学生主动参与,提高实际运用能力。
(1)形成性评价:关注学生在课堂上的表现,包括参与度、合作精神、口语表达等。
(2)终结性评价:通过单元测试、作文、口语测试等形式,全面评估学生的学习成果。
人教版新目标英语八年级下册Unit4 第三课时教案

新目标英语八年级下册Unit4 He said I was hard-working.教学设计(第三课时)班级:初159班教师:普里生一、教学目标△知识目标1.V ocabulary: first of all, message, pass on, suppose, be supposed to2.Target language: Marcia told Ben she was having a surprise party for Lana.△能力目标1.能正确转述别人的话,培养学生说的能力。
2.提高学生的阅读和写作能力。
△情感目标在生活中学会认真倾听别人说话。
二、重点、难点△Key Points: Train students’ reading and writing skills.△Difficult points: To use the target language correctly.三、教法选择本节课,采用情景视听法,任务型教学法,为学生设置真实的情景、语境,使学生在学中用在用中习得语言,帮助学生养成良好语言学习习惯。
四、教学过程Step1: Greetings and RevisionGreet the class as usual.Ask some students to answer questions, such as What did you do last weekend? What were you doing at the same time of last Sunday?... Then make others change the answers into reported speech.Step2: ConsolidationShow some pictures on the screen to consolidate the language structure.Step3: Lead-inThis time we are going on talking about the Soap opera Young Lives. Do you still remember who Ben, Lana and Marcia are? First let’s review the episodes about theYoung Lives. Through doing this, it will easier for students to do the 3a.Step4: 3aAsk students to make into groups(four students form a group). As they work, Teacher walk around the room and offer help as needed. Then check the answers and read the story.Step5: 3bIn this activity students can write anything they like. What do think Ben, Lana and Marcia will do next? After a few munites, ask some students to share their episodes in class.Step7: SummaryIf it’s possible, ask students to summarize first.Today we’ve had some reading and writing practice. And also we’ve had role plays. All the activities can strengthen the target language.Step8: HomeworkPlease write the newspaper article(3b) on your exercise book.。
【人教版】八年级英语下:Unit4 Why don’t you talk to your parents单元学案(含答案)

Unit 4 Why don’t you talk to your parents?一、What is wrong with you?(2 x 14)1. 作业太多_________________________2. 睡眠不足___________________________3. 没有空闲_________________________4. 父母不许___________________________5. 太多课外班________________________6. 与…..打架__________________________7. 关系不好________________________ 8. 生…..的气_________________________9. 感觉寂寞和紧张____________________ 10. 需要更多时间进行正常的交流______________ 11. 给我很大的压力____________________ 12. 不得不与同学竞争____________________ 13. 借东西不还________________________ 14. 同其他孩子比较____________________二、What should I do? (2x 6)1. 打电话讨论某事_____________________2. 提供帮助________________________3. 坐下来谈谈________________________4. 应该解释________________________5. 独自一个人呆着_______________________6. 不给孩子太大压力___________________三、other phrases (2 x 8)1. 不是什么问题_____________________2. 希望事情能解决__________________________3. 同意…..的建议_______________________4. 考上一个好高中__________________________5. 训练体育项目________________________6. 典型的美国家庭__________________________7. 从小就开始竞争________________________8. 一个孩子的发展__________________________四、Sentences(3 x 15)1. —我应该怎么办?—为什么不忘了呢?虽然她做错了,这也不是什么大不了的事情。
新人教版八年级英语下册Unit 4 导学案(3)

Unit 4 why don't you talk to your parents?第三课时(Section B 1a-2a) 导学案【学习目标】:1). 能掌握本节课的单词,句子:member,pressure… My parents give me a lot ofpressure about school .2) . 进行听力训练,提高综合听说能力。
3) . 遇到问题要主动地去和家人,朋友,同学交流,学会放松,缓解压力。
【学习重、难点】:1) 进行听力训练,提高综合听说能力。
1).听力训练温故知新:复习Unit4 Section A Grammar Focus 中的句子,看看你能背写下了吗?自主互助学习:和同桌合作完成Unit4 Section B 1a,1b听力训练1. 认真听录音完成了1c和1d。
2. 再听录音核对答案。
3. 综合提高:小组分角色朗读听力材料中的对话。
重点语法学习:Until, so that ,although 引导的状语从句:Until:在带有till或until引导的时间状语从句从句里,如果主句用肯定式,其含义是“一直到……时”,谓语动词只能用延续性动词。
如果主句用否定式,其含义是“直到……才……”, “在……以前不……”, 谓语动词可用瞬间动词。
例如: The young man read till the light went out.Let’s wait until the rain stops.We won’t start until Bob comeDon’t get off until the bus stops.so that:引导目的状语从句 so that(为了,以便)例如:We started early so that we could catch the first train.He studies hard so that he could work better in the future Although:although的用法意思相当于though(尽管,虽然),用来引导让步状语从句。
八年级英语下Unit4学案3人教版

人教版英语八年级下Unit4学案3Unit 4 He said I was hard-working.讲学稿一、学习目标:1. 掌握直接引语与间接引语的意义、功能及用法;2. 进一步熟练过去时态(一般过去时、过去进行时)。
二 . [重点词组](Key Phrases)1.be mad at sb 生某人的气同义词组2.not ……anymore 不再3.bring ……to 带来,反义词组4.have a party for sb. 为某人举行一次聚会5 .have a surprise party 举行一个惊奇晚会三、学习重点难点:直接引语:直接引述别人的话(句子中有“”)。
间接引语:用自己的话转述别人的话,叫“间接引语”(句子中一般无“”)直接引语变间接引语A.一般不表示请求或祈使的句子改为一个宾语从句1.连词若直接引语引号里的内容是陈述句,那么改为间接时,要用连词 that (可以省略) ……………….一般疑问句,…….,要用连词 if/whether (不可以省略)……………….特殊疑问句,…….,要用连词 wh- 即特殊疑问词本身(不可省)2.变化(1)主句动词的变化一般说来,主句谓语动词常为said或said to,变为间接引语时,当直接引语是陈述句时,said不变。
当直接引语是一般疑问句和特殊疑问句时,则要把said或said to变为asked / asked sb.(2)从句人称的变化由直接引语变间接引语时,从句的主语人称要遵循一主、二宾、三不变的原则。
①直接引语的主语是第一人称变为间接引语时要和主句的主语保持一致。
②如果直接引语的主语是第二人称变为间接引语时要与主句的宾语保持一致。
③如果直接引语的主语是第三人称变为间接引语时,人称不变。
例如:①They said, “We will go there by bus.” →They said they would go there by bus. (3)、从句动词时态的变化a. 如果主句的时态是一般过去时,从句的时态则应是与主句时态相应的过去时态。
人教版英语八年级下册Unit4课教学设计

3.通过阅读课文,引导学生运用不同的阅读策略,提高阅读效率,培养批判性思维。
4.通过课堂讨论和课后作业,让学生运用所学知识分析和解决实际问题,提高学生的思辨能力和创新能力。
5.教师引导学生进行自我评价和同伴评价,培养学生自我反思和自我提高的能力。
2.利用例句和情景,引导学生学习一般过去时和现在完成时的用法,让学生在实际语境中感受这两种时态的区别和联系。
3.以课文为载体,教授阅读策略,如略读、寻读、精读等,帮助学生更好地理解课文内容。
4.对课文中的重点句子进行分析,让学生学会运用所学语法知识进行句子构建。
(三)学生小组讨论,500字
在学生小组讨论环节,我将组织以下活动:
2.语法练习:完成一般过去时和现在完成时的语法练习题,要求学生能够准确运用这两种时态描述过去的事情及其对现在的影响。
提示:学生可以通过写作或口头练习来巩固时态的运用。
3.阅读练习:阅读一篇关于人口问题的短文,运用课堂所学的阅读策略,如略读、寻读、精读,提高阅读理解能力。并回答相关问题。
提示:学生可以总结文章的主要观点,并用自己的话进行复述。
3.阅读策略运用不足:学生在阅读过程中,可能尚未形成有效的阅读策略,导致阅读效率低下。
4.口头表达能力有待提高:学生在进行课堂讨论和口头陈述时,可能存在表达不清、逻辑混乱等问题。
针对以上学情,教师在教学过程中应注重以下方面:
1.丰富学生的词汇量,通过拓展学习、词汇游戏等方法,提高学生的词汇运用能力。
6.家庭作业:要求家长参与,让学生向家长介绍本节课所学的知识,并讨论家庭所在地区的人口问题。
提示:家长可以提问,促进学生思考和表达,同时加强家校合作。
人教版英语八年级下册Unit4SectionA(2d3c)教学设计

为了巩固本节课的学习内容,提高学生的英语综合运用能力,特布置以下作业:
1.复习本节课所学的核心词汇和短语,如:amusement park,roller coaster,scary,boring,exciting等,并尝试用这些词汇编写一段关于自己喜爱的娱乐活动的对话。
2.结合所学语法知识,用一般现在时态和一般过去时态各写一篇短文,分别描述自己经常参加的娱乐活动和过去一次难忘的游乐园经历。
针对人教版英语八年级下册Unit4 Section A(2d3c)的教学内容,我们对学生的学情进行分析。八年级学生经过前两年的英语学习,已经具备了一定的词汇量和语法基础,能够运用一般现在时和一般过去时进行简单句子的表达。在此基础上,学生对本节课的学习有以下特点:
1.学生对娱乐活动话题感兴趣,这为教学提供了良好的情感基础。通过生活化的情境,可以激发学生的学习热情,使其积极参与课堂活动。
四、教学内容与过程
(一)导入新课,500字
1.教师通过向学生展示一组关于娱乐活动的图片,如amusement park,roller coaster等,引导学生用英语描述图片内容,激发学生的兴趣和好奇心。
2.教师提问:“What do you usually do in your free time? Do you like going to amusement parks?”,让学生自由讨论,分享自己的兴趣爱好。
4.鼓励学生在课堂上展示作业成果,提高他们的自信心和表达能力。
(五)总结归纳,500字
1.教师引导学生回顾本节课所学内容,总结一般现在时态和一般过去时态的用法,以及重点词汇和句型。
2.学生分享自情感态度与价值观,教育学生正确看待娱乐活动,养成良好的生活习惯。
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人教版英语八年级下Unit4学案3Unit 4 He said I was hard-working.讲学稿一、学习目标:1. 掌握直接引语与间接引语的意义、功能及用法;2. 进一步熟练过去时态(一般过去时、过去进行时)。
二 . [重点词组](Key Phrases)1.be mad at sb 生某人的气同义词组2.not ……anymore 不再3.bring ……to 带来,反义词组4.have a party for sb. 为某人举行一次聚会5 .have a surprise party 举行一个惊奇晚会三、学习重点难点:直接引语:直接引述别人的话(句子中有“”)。
间接引语:用自己的话转述别人的话,叫“间接引语”(句子中一般无“”)直接引语变间接引语A.一般不表示请求或祈使的句子改为一个宾语从句1.连词若直接引语引号里的内容是陈述句,那么改为间接时,要用连词 that (可以省略) ……………….一般疑问句,…….,要用连词 if/whether (不可以省略)……………….特殊疑问句,…….,要用连词 wh- 即特殊疑问词本身(不可省)2.变化(1)主句动词的变化一般说来,主句谓语动词常为said或said to,变为间接引语时,当直接引语是陈述句时,said不变。
当直接引语是一般疑问句和特殊疑问句时,则要把said或said to变为asked / asked sb.(2)从句人称的变化由直接引语变间接引语时,从句的主语人称要遵循一主、二宾、三不变的原则。
①直接引语的主语是第一人称变为间接引语时要和主句的主语保持一致。
②如果直接引语的主语是第二人称变为间接引语时要与主句的宾语保持一致。
③如果直接引语的主语是第三人称变为间接引语时,人称不变。
例如:①They said, “We will go there by bus.” →They said they would go there by bus. (3)、从句动词时态的变化a. 如果主句的时态是一般过去时,从句的时态则应是与主句时态相应的过去时态。
①一般现在时→一般过去时;②一般过去时→过去完成时;③现在进行时→过去进行时;④现在完成时→过去完成时;⑤过去完成时→过去完成时(不变);⑥一般将来时→过去将来时。
例如:The girl said, “I'm sorry for being late for class.” →The girl said that she was sorry for being late for class.b. 直接引语变为间接引语时,如果主句中的谓语动词是一般现在时或一般将来时,则间接引语从句的时态保持不变。
例如:He says, “I have finished my homework.” →He says that he has finished his homework. She will say, “I'll do it tomorrow.” →She will say that she'll do it the nextday.c. 直接引语如果是客观事实或真理,变为间接引语时,从句时态不变。
例如:The teacher said, “The earth moves around the sun.” →The teacher said that the earth moves around the sun.1.(Mary) I will go to Tom’s house on Sunday.Mary said2.(Mike)I go shopping every weekend.Mike said3.They can speak English .They said4.(Li Lei) I am learning to speak English.Li Lei said( )1. I ________ he ________ go there by himself.A. think; won’tB. don’t think; willC. don’t think; isD. think; isn’t going to( )2. Lana said that she wasn't mad _________ Marcia anymore.A. toB. atC. forD. on( )3. Do you think _________ an English film tomorrow night?A. is thereB. there is going to beC. there is going to haveD. will there be( )4. You are _________ to return the book to the library in two weeks.A. supposedB. wantedC. shoutedD. thought( )5. I am always _________ to speak in the front of the classroom.A. disappointingB. scaredC. surprisedD. nervous( )6. Do you think it is difficult _________?A. study English wellB. studies English wellC. studying English wellD. to study English wellUnit 4 He said I was hard-working!【同步达纲练习】Ⅰ.单项选择。
( ) 1. This coat is expensive, ___, it’s worth it.A. butB. howeverC. althoughD. as( ) 2. He made a quick response ___ his mother’s question.A. toB. forC. atD. as( ) 3. Can you ___ this difficulty?A. get upB. get intoC. get overD. get to( ) 4. Sorry, I forgot ___ the book to school.A. bringingB. to bringC. takingD. to take( ) 5. He prefers ___ to school on foot rather than ___ the bus.A. to go; to takeB. going; takingC. to go; takeD. go; take( ) 6. Peter said he was sorry he ___ the key.A. lostB. had lostC. losesD. lose( ) 7. They said they ___ a party at 8:00 last night.A. were havingB. are havingC. hadD. have( ) 8. We ___ study hard for our parents and ourselves.A. canB. mustC. mayD. shall( ) 9. There’s ___ for you from your brother.A. messageB. a messageC. the messageD. messages( ) 10. When he heard the sad news, his face ___ white.A. grewB. becameC. gotD. turnedⅡ.阅读理解。
( A )Singapore is made up of many kinds of people. The largest groups are Chinese, Malays and Indians. Each group has its own special wedding customs.Chinese weddings: Before the wedding, the mothers of the bride and the groom do the hair for the m. The bride and the groom make tea for the groom’s parents,aunts and uncles. Then they go to the bride’s family to give gifts. After that they take some pictures. They ride in a car with red, pink and gold ribbon decoration. In the evening there is a big dinner. The women wear pink or gold dresses because those are lucky colors. The bride usually wears a red or pink dress at the dinner.Malay weddings: Malay’s weddings last two days in the city and many days in the country. The first day is a Saturday evening. On Sunday morning, the bride and the groom meet their friends, and the friends throw yellow rice over them to wish them good luck. In the evening there is a big dinner. The friends usually take some hard-boiled eggs when they leave for home.Indian weddings: A tree is planted at an Indian wedding. After the bride and the groom plant the tree, they change their clothes. Usually the groom gives the clothes to the bride and the bride puts the clothes on. The friends throw rice at the bride and the groom to wish them good luck. The friends do not wear black or white clothes. Bright colors are the best for weddings.( ) 1. What can we learn about Singapore?A.It is made up of three kinds of people.B.The largest group of people is Malays.C.There are different wedding customs.( ) 2. Which wedding may be the longest?A.A Chinese Wedding.B.A Malay Wedding.C.An Indian Wedding.( ) 3. Which is true of all the three wedding customs?A.The friends have a big dinner for the bride and the groom.B.The friends wish the bride and the groom good luck.C.The friends throw rice at the bride and the groom.( ) 4. Which wedding may cost the least money according to the passage?A.A Chinese Wedding.B.A Malay Wedding.C.An Indian Wedding.( ) 5. What is true according to the passage?A.At an Indian wedding, the bride and the groom plant a tree.B.At a Malay wedding, there is a big dinner on the first day.C.At a Chinese wedding, all the people wear green clothes.( B )About the year 1900, a small, dark-haired boy named Charles Chaplin was often seen waiting outside the back entrances of London theatres. He looked thin and hungry. He was hoping to get work in show business. He could sing and dance, and above all, he knew how to make people laugh. But he couldn’t ge t work and therefore wandered about the city streets. Sometimes he was sent away to home for children who had no parents.But twenty years later this same Chaplin became the greatest, best known, and best loved comedian in the world. Any regular visitors to the cinema must have seen some of Charlie Chaplin’s films. People everywhere have laughed at them until tears have run down their faces. Even people who don’t understand English can enjoy Chaplin’s films because they are mostly silent. It isn’t what he s ays that makes us laugh. It depends on little actions which mean the same thing to people all over the world. Acting out, without words, the common human play an important part in the dances and plays of many countries. It’s a kind of world language.Chaplin lived most of his life in America and died in Switzerland on Christmas Day in 1977 at the age of eighty-eight. There was sadness all over the world at the news of his death.( ) 1. Why was young Chaplin waiting outside the back entrance of the theatre?A.Because he wanted to enjoy a play in the theatre.B.Because he had no money to buy tickets.C.Because he liked to act a part in a play and thus made a living.D.Because he wanted to become a man of business.( ) 2. Chaplin’s comedies almost not depend ed on ___.A.actionsB. acting outC. common human situationsD.words and languages( ) 3. People all over the world can enjoy Chaplin’s films because ___.A.most of them have been translated into foreign languagesB.they can enjoy the films silentlyC.they are best comediesD.most of them were films without sound( ) 4. What is a kind of world language according to the passage?A. ComedyB. Acting out without wordsC. SilenceD. Films( ) 5. Chaplin is regarded as king of comedy mainly because ___.A.he acted out the common human situations best in his comedyB.his films are mostly silentC.he knew how to make people laughD.any regular visitor has seen some of his filmsⅢ.完型填空。