全国外国语学校系列教材英语综合教程同步辅导 初中一年级第二学期 第一单元
Module 1 Unit 1【分层练习】-2022-2023学年七年级英语下册同步精品课堂(外研版
Module 1 Lost and FoundUnit 1 Whose bag is this?基础练一、基础过关1.课标词汇1. _________/ˈkreɪɒn/n.蜡笔2. ___________/ɪˈreɪzə/ n. 橡皮擦3. _________ /ɡlʌv/ n. 手套4. ___________ /'wɒlɪt/ n.钱包5. _________ /wɒtʃ/ n.表;手表6. _______ /huːz/ pron. 谁的7. _________ /luːz/ v.失去8._________ /faind/v.发现;找到9. _________ /main/ pron.我的10._________ /jɔːz/ pron.你(们)的11._________ /teip/ n录音带12. _______ /'pɜːpl/ adj.紫色的;n.紫色;13. ________ /hɜːz/ pron. 她的14.________/ˈkeəfl/adj.仔细的;15._________ /ɒn/ adv.从某时刻起2.课标短语1. __________________ 首先;第一2.___________________失物招领箱3. __________________大量;许多4.__________________看5.__________________小心(对待)......6. __________________从现在开始3.课标句型11. 欢迎回到学校，莉莉。
________ ________ ________ school, Lily.2. 这是谁的眼镜？________ ________ are these?3. ——这些是你的磁带吗？——不，它们不是我的。
—Are these ________ ________?—No, they are not ________.4. 我觉得那是一个好主意。
外研版七年级英语上册 Module1 U1教案 (1)
B：Yes, he/she is.
No, he/she isn’t. He/She is ....
Example:
Is Lingling Chinese?
Yes , she is.
Is Lingling from Weifang?
No ,she isn’t. She is from Beijing.
3.能辨别指示代词和名词所有格的意思。
4.能通过阅读对话，找出人物职业及工作地点等细节信息，并能根据提示描述文章内容。
5.能运用思维导图或关键信息模块以家庭为话题，承接了上一模块学生自我介绍的主题，迎合了学生之间想进一步相互了解的心理，围绕着询问他人的家庭和介绍自己的家庭展开。本模块通过介绍课本主要人物的家庭关系，让学生了解不同的家庭结构，关心他人家庭，由此培养移情能力。
听力
一听：Listen and choose.
1. What’s the teacher’s name?
A. Wang Lingling B. Li Fang C. Betty King
2. How many students are there?
A. Two B. Four C. Five
3. What class are they in?
/
(13)
Betty
/
(14)
/
(15)
1.读课文，填出所缺信息。
2.根据表格进行复述
抽查学生进行复述。
评价标准：
尽量能够用正确的语音语调进行准确的复述。
4.朗读课文
1.跟读（read after the pen）
2.Read by themselves
全国外国语学校系列教材英语综合教程同步辅导初中一年级第二学期第一单元
一、Getting Started1.It will be rainy. 表达天气的方式It will be sunny / fine / clear / bright / cloudy / overcast / windy / rainy / showery / snowy / stormy / snowstormy / thunderstormy / foggy tomorrow.= It ' s going to be sunny / fine / clear / bright / cloudy / overcast / windy / rainy / showery / snowy / stormy / snowstormy / thunderstormy / foggy tomorrow.明天将会阳光灿烂/天晴/天晴/天晴/多云/多云/刮风/ 下雨/下阵雨/下雪/有暴风雨/有暴风雪/有雷雨/有雾。
2.horriblehorrible = terrible adj. 可怕的3.play footballplay ball games 进行球类游戏play football 踢足球play basketball 打篮球play volleyball 打排球play tennis 打网球play table tennis / ping-pong 打乒乓球play baseball 打棒球play badminton 打羽毛球play golf 打高尔夫球play billiard 打桌球play softball 打垒球play polo 打水球/马球4.fly a kite 放风筝5.sunbathe v. 晒日光浴sunbath n. 日光浴have a sunbath 晒日光浴6.motorbike = motorcyclen. 轻型摩托车，机器脚踏车ride a motorbike 骑摩托车7.基本句型Will it be rainy sunny / fine / clear / bright / cloudy / overcast / windy / rainy / showery / snowy / stormy / snowstormy / thunderstormy /foggy tomorrow.Yes, it will./No,it won 't.It will be snowy.It 's horrible/terrible I can 't do something.8.free adj. 空闲的，有时间的be free 有空的（反义词组）be busy 忙的e.g. He has little free time. 他几乎没有空闲时间。
外研版七年级英语上册Unit 1 综合素质评价含答案
外研版七年级英语上册Unit 1 综合素质评价限时: 120分钟满分: 120分第一部分听力(共四大题, 满分20 分)I. 短对话理解(共5 小题; 每小题1 分, 满分5 分)( )1. What’s Kate’s first lesson in junior high school?A. B. C.( )2. When does the girl have maths?A. B. C.( )3. How did Daming feel in his first lesson?A. Interested.B. Bored.C. Nervous. ( )4. Who is Gina’s geography teacher?A. Mrs White.B. Mrs Green.C. Mrs Black. ( )5. Why does Linda like English?A. Because it’s interesting.B. Because it’s useful.C. Bec ause it’s easy.II. 长对话理解(共5 小题; 每小题1 分, 满分5 分)听下面一段对话, 回答第6、7 题。
( )6. What subject did Cindy have this morning?A. Chinese.B. Science.C. English. ( )7. What did Cindy learn from the lesson?A. A new English name.B. An interesting story.C. Some skills.听下面一段对话, 回答第8 至10 题。
( )8. How many boys are there in Bill’s class?A. Forty.B.Twenty-two.C. Eighteen. ( )9. When does Bill’s first lesson start?A. At 7:30.B. At 8:00.C. At 8:20. ( )10. What problem does Bill have at school?A. Maths is difficult for him.B. The teacher can’t help him.C. He doesn’t have any friends.III. 短文理解(共5 小题; 每小题1 分, 满分5 分)( )11. Where does Betty come from?A. America.B. France.C. England. ( )12. How did Betty feel when she got to her middle school?A. Nervous but happy.B. Sad and nervous.C. Happy and excited.( )13. What was Betty afraid of at first?A. Making friends with others.B. Taking part in after-school activities.C. Speaking in front of the class.( )14. Who helped Betty?A. Her Chinese teacher.B. Her English teacher.C. Her math teacher.( )15. What does Betty often do with her classmates on weekends?A. Go to swim.B. Study Chinese.C. Help some poor students.IV. 信息转换(共5 小题; 每小题1 分, 满分5 分)第二部分语言知识运用(共三大题，满分30 分)V. 单项选择(共10 小题；每小题1 分，满分10 分)( )21. —I don’t know how to do better at school. Can you give me some ______?—Sure. You should find a better way to learn.A. timeB. adviceC. informationD. news ( )22. Jim is so rich that he often shows off (炫耀), but I think it is ______.A. happyB. cruelC. sillyD. proud ( )23. —Why does our chemistry teacher often ______ her?—Because she gets full marks in chemistry every time.A. forgetB. praiseC. controlD. hurt( )24. —Hey, Tom! It’s not ______ to shout in the library.—Sorry, Mrs. King. I won’t do that again.A. rudeB. carefulC. politeD. difficult ( )25. —Did you get red packets (红包) ______ the Spring Festival?—Yes. It’s the most popular way of sending traditional holiday presents now.A. withB. toC. duringD. after ( )26. Miss Guo ______ my mistakes and asks me to correct them at once.A. deals withB. points outC. puts awayD. waits for ( )27. —Hi, Sara. Is this ______ English book?—No. ______ is on the desk.A. your; MineB. your; MyC. yours; MineD. yours; My ( )28. In China, people often joke that there’s no ______ that hot pot can’t solve.A. problemB. programmeC. projectD. exercise ( )29. —Look, there is a cute bird, Mom.—It flew into our kitchen ______ the window just now, Alex.A. aboveB. underC. acrossD. through ( )30. —Could you clean the dining room after dinner?—______ . I’ll do that soon.A. Yes, pleaseB. Yes, of courseC. No, I’m notD. No, I couldn’tVI. 完形填空(共10 小题; 每小题1 分, 满分10 分)Mr. Wu wants his students to bring a personal item (个人物品) from home on the first day of school. Jessica isn’t sure 31 to bring because she has to show it in class and tell others a little about herself. She goes to her room and 32 . There is Teddy, but her classmates may think she is a baby if they know she still 33 with her bear at night. She has a shelf full of 34 , but she seldom spends time reading them. The tennis racket (球拍) under her bed catches her eye. She has tennis lessons in the summer holiday, and she likes 35 .“What about talking about my love of tennis?” Jessica 36 her mom. “It is 37 , but these postcards from Aunt Mary may tell the class more about you.” Mom takes out some postcards 38 a box. “But I have never been to these places,” Jessica says. “No, but you want to visit39 . You want to travel around the world. Showing your classmates these postcards may be a great way for everyone to 40 you better.” “Mom, will Mr. Wu let me talk all day? It takes hours to talk about all of them.”Mom laughs, “Maybe not all day, but he must be happy that you’re so willing to share.”( )31. A. what B. when C. where D. how ( )32. A. looks up B. looks downC. looks outD. looks around( )33. A. eats B. walks C. sleeps D. dances ( )34. A. shoes B. toys C. books D. clothes ( )35. A. music B. films C. snacks D. sports( )36. A. asksB. helpsC. teachesD. wishes ( )37. A. badB. fineC. oldD. difficult ( )38. A. intoB. onC. fromD. to ( )39. A. itB. themC. thatD. there ( )40. A. meet B. know C. help D. find VII. 补全对话，其中有一项多余 (共5 小题; 每小题2 分, 满分10 分) Anna goes home from school. It’s her first day to go to the middle school.Mom: Dear, how’s your first day of school?Anna: Great, Mom! 41. ________Mom: Do you see your friends?Anna: 42. ________ Bella and I are in the same class.Mom: 43. ________Anna: It’s good. We have a school trip this month.Mom: Sounds cool. 44. ________Anna: It’s on September 25th.Mom: 45. ________Anna: Sure, Mom.第三部分 阅读 (共两节，满分40 分)VIII. 阅读理解 (共20 小题; 每小题2 分, 满分40 分)第一节 阅读下列短文, 从每小题所给的A 、B 、C 、 D 四个选项中选出最佳选项。
外研(新标准)版七年级下学期Module 1 Unit 2 Are they yours第2课时练习
外研（新标准）版七年级下学期Module 1 Unit 2 Are they yours第2课时同步练习一、根据汉语提示完成句子。
1．She is looking for her (照相机) in the room.2．There is nothing (奇怪的) in the box.3．There is a new mobile (电话) on the table. It's a present from my parents.4．Beijing Daxing International (机场) uses a robot-operated (机器人操作的) parking system.5．Paper-cutting has (千) of years of history. It tells a lot about Chinese social (社会的) life.二、单项选择题6．Every year, _________people come to China.A．thousand B．thousands C．thousands of D．thousand of 7．—Tom is ill today.—Oh, that's _______he doesn't look well.A．because B．why C．what D．how8．Take your English book. Don't _________it at home again.A．get B．leave C．give D．lose9．—My mobile phone is________, mum.—Be careful ________your things, Kate.A．lose, of B．lost, to C．lost, with D．lose, with10．I want to buy _________oranges.A．three kilo of B．three kilos C．three kilo D．three kilos of 11．Look at _______eraser on the floor. Whose is it?A．a B．an C．the D．two12．Look! The children _______the colorful eggs happily on the grass.A．looking for B．are looking forC．finding D．are finding13．There ______some bread and rice on the table.A．is B．are C．be D．has14．We have to leave_________.A．in hurryB．in a hurry D. hurry up D. in no hurry15．There are _______students in our grades and about 4_________ of them are boys.A．hundred of, hundred B．hundreds of, hundredsC．hundred, hundreds of D．hundreds of, hudred三、完成句子16．GEM her camera.GEM正在寻找她的照相机。
初一英语第一单元教案
初一英语第一单元教案初一英语第一单元教案(6篇)作为一名专为他人授业解惑的人民教师，时常要开展教案准备工作，借助教案可以让教学工作更科学化。
那么写教案需要注意哪些问题呢？下面是小编精心整理的初一英语第一单元教案，希望对大家有所帮助。
初一英语第一单元教案1Language goalIn this unit, students learn to talk about jobs.New languageWhat do you do? I'm a reporterWhat does he do.' He's a student.What do you want to be? I want to be an actor .What does she want to be? She wants to be a police officer names of jobs and professionsSection ABrainstorm with students a list of jobs that friends or relatives do. ("Brainstorming" is an activity in which you set a topic and students say whatever words they can think of relating to that topic.) Write the word jobs on the board and list all the jobs students mention.Point to the jobs one by one and ask students to say what ever they can about these jobs. Accept single word answers or simple sentences such as, It's fun. It's a good job.la This activity introduces the key vocabulary.Focus attention on the art. Ask students to tell what they see in each scene. Ask students to name as many of the jobs shown as they can. Then point to a scene, name the job, and ask students to repeat.Point to the numbered list of words. Say each one and ask students to repeat.Then ask students to match each word wllfa one of the scenes. Say, Write the letter of each scene next to one of the ivords. Point to the sample answer.1 b This activity gives students practice in understanding the target language in spoken conversation.Point to the different people shown in the picture.Ask various students to tell what they do as you point to each one, Say, Now you will hear three conversations. The conversations are about three of the people in this picture.Play the recording the first time. Students only listen.Play the recording a second time. This time ask students to write a number 1 next to the person being talked about in conversation 1. Have students put a 2 and 3 next to the people being talked about in conversations 2 and 3.Correct the answers.1 c This activity provides guided oral practice using the target language-Ask a student to read the example conversation with you. Hold up the book and point to the doctor in the picture.Say, Now work with your partner. Make your own conversations about the picture. You can use sentences like the ones in activity 1b.Say a dialogue with a student. Point to a picture of one of the people. Guide the student to answer using one of the words in activity 1a.As students work in pairs, move around the room monitoring their work. Oner language or pronunciation support as needed.2a This activity gives students practice in understanding thetarget language in spoken conversation.Ask students to look at the three pictures. Ask different students to tell you what they sec in each picture. What are the people doing? What jobs do they have?Play the recording the first time. Students only listen.Say, You will hear conversations about the people in these pictures.Play the recording a second time. Say, Write the number of each conversation below the picture of the person being talked about.Correct the answers.2b This activity gives students practice in understanding the target language in spoken conversation.Point to the three headings in the chart and read the headings to the class. Ask students, What does "wants to be" mean? (It is not the Job the person lias now. It is the job the person wants in the future.)Play the recording the first time. Students only listen.Say, You wiU hear about the people in these pictures. You will hear the job they haw now and the job they want in the future.Play the recording a second time. This time ask students to fill in the blanks with the jobs the people have now and the ones they want in the future. Point out the sample2c This activity provides guided oral practice using the target language.Point out the pictures in activity 2a. Ask who each person is. (They are Susan's brother. Anna's mother, and T ony's father.) Say, Now work with your partner. Ask and answer questions about the pictures. Ask, "What does he or she do?" Then ask, "What does he or she want to be?"Say a dialogue with a student. Point to Anna's mother andthen to the example in the speech balloons. Practice the dialogue with a student.As students work In pairs, move around the room monitoring their work. Offer language support as needed.3a This activity introduces the names for the places where people work, and gives reading practice using the target language.Call attention to the pictures. Ask students to read the name for each place. As they name each place, write the word on the board and-ask the class to repeat it.Point out the list of jobs with the numbers next to each. Then call attention to the people in the pictures and the speech bubbles. Point out the sample answer and have a student read out the speech bubble.Ask students to work alone. Say, Write the number of each job in the square next to each workplace.Check the answers.3b This activity provides guided oral practice using the target language.Point out the pictures in activity 3a. Ask students to name the workplace shown In each picture.Then point out the conversation in the speech bubbles. Ask two students to read It to the class.Say, Wow work with a partner. First practice the conversation in the picture. Then make new conversations. Use jobs and places from activity 3a.Say a dialogue with a student. Point to the word waiter in activity 3a and then to the picture of the restaurant. Ask a student. Where does he work? Guide the student to answer using the correct place: He works in a restaurant.Then ask. What does hedo? and guide the student to answer, He's a waiter.As students work in pairs, move around the room monitoring their work. Offer language support as needed.4 This activity provides listening and speaking practice using the target language.Call attention to the pictures in the book showing how to play the game. Say, You will draw a picture of someone working. Other students will ask questions about the kind of job you are drawing. After two questions someone can try to guess the job.Demonstrate by drawing a picture on the board of a stick figure reporter. Add details (microphone, notebook,etc.) until students guess what job it is.Ask a student to go to the board. Say, Draw a picture of a person working. If necessary, help the student add details that show the job the person is doing. He or she can add a bank interior to show that the person is a bank clerk. A student could also use an eye chart on the wall to show that the place is a doctor's office and the person is a doctor.Ask two different students to ask questions about the Job, and then ask a third student to guess what job it is.Play the game using drawings by several different students.Alternative: If you do not want students to move from their seats, then you can ask them to do this activity sitting down in groups of four. They will need pieces of paper on which to draw their pictures. They will also need pencils.Section BNew languageWords that describe jobs, such as exciting, dangerous,boring, difficult, busy, funAdditional materials to bring to class:help wanted ads from an English-language newspaper1 a This activity introduces the key vocabulary.Focus attention on the six pictures. Ask, What job does the person have? Where does the person ivnrk?Point out the numbered list of words. Say each one and ask students to repeat. Then use simple explanations and short sample sentences to help students understand what each word means. For example, Exciting means very interesting and very fast-moving. A police officer has an exciting job. The job is always changing. Something is always happening. For dangerous you might say, Dangerous means not safe. You might be hurt or killed in a dangerous job.Then ask students to match each word with one of the pictures. Say, Write the letter of each picture next to one of the words. Point out the sample answer.Check the answers.1 b This activity provides guided oral practice using the target language.Call attention to the picture In this activity and ask a student to read the statement to the class. Then point to the picture of the police officer and say. It's an exciting job. Ask the class to repeat. Then say, What else can you say about being a police officer? Someone may answer, It's a dangerous job. Ask the class to repeat each correct answer.Then ask students to work in pairs. Suggest that they each point to the pictures of the workers and make statements about them. As students practice, move around the classroom monitoring their work.1 c This activity provides an opportunity for oral practice.Say, Name some of the jobs from this unit. Write this list ofjobs on the board. Say, Can you name some other jobs? Add any new jobs to the list.Ask some students to make statements about Jobs on the list using the words in activity la. You may wish to write some of the sentences on the board so that students can copy the sentences into their notebooks.2a This activity provides listening and writing practice with the target language.Call attention to the two headings and ask a student to read die headings to the class.Point out the blank lines where students will write the name of a job (under the words wants to be).Play Ihe recording the first time. Students only listen.Say, Now I will play the tape again. This time write the name of a job under the words "wants to be."2b This activity provides listening and writing practice with the target language,Call attention to the second heading and ask a student to read it to the class. Say, This time you will unite why each person wants the job.Play the recording again. Students only listen.Then say, Now I will play the tape again. This time write the reason the person wants the job under the word "Why?"Play the recording. Students write their answers.Check the answers.2C This activity provides open-ended oral practice using the target language.Say, What do you want to be? What words describe each job? Help the class make up a list of jobs they might like to do. As students suggest possible jobs, ask the class to suggest words todescribe them. Use a bilingual dictionary, if necessary, to find the names of jobs and words to describe each one.Then ask students to work in small groups. They tell each other what they want to do and why. Encourage students to use dictionaries if necessary. Move from group to group offering assistance as needed.Ask individual students to tell the class about what they want to be and why.3a This activity provides reading and writing practice using the target language.Call attention to the three newspaper ads and read these ads to the class. Say blank each time you come to a blank line.Then read each ad again separately, pausing to allow students to ask questions about anything they don't understand. For example, in the first ad, students may not know that working late means "working at night." To work hard means to use a lot of energy to do the job.Ask students to fill In (he blanks in the ads using the words actor, reporter, and waiter.Check the answers.3b This activity provides reading and writing practice using the target language.Call attention to the newspaper ad and ask a student to read it, saying blank for each blank line.Ask students to fill in the blanks using words from This section. Say,Look at the pictures next to each blank line. The pictures will help you guess the correct word.Suggest that they look at the names of jobs and the words that describe jobs in the first part of Section B.Check the answers,3c This activity provides writing practice using the targetlanguage.Point out the blank strip of newspaper where students can write their own ads.Ask one or two students, What are you going to write about? Repeat each of the students' sentences and ask the class to repeat the sentences after you. For example: Do ^OM want an interesting but dangerous job? Do you want to meet new people? We need a police officer.Call the Smithtown Police Station at 555-2323.Ask students to read their ads to a partner. Ask the pairs to correct each other's work.4 This activity provides guided oral practice using thetarget language.Ask two students to read the conversation in the speech bubbles. Answer any questions students may have about it.Then say, New please work in groups. Ask efuestions to find out what jobs each person wrote about. You can use sentences like the ones we just read.As students ask questions, move from group to group. Rephrase any incomplete or incorrect questions.Also rephrase any inaccurate answers.初一英语第一单元教案2Unit 3 Language in use课型 Revision and application教材分析 Unit 3 对“自我介绍和获取信息”的功能句式进行综合训练：谈论自己或朋友的情况(活动1);根据提示完成介绍图片中人物情况的句子;填表、匹配复习表示国家、民族及人物活动的词汇。
七年级英语下册Module1unit2课件2外研社
Homework and quizzes
布置有针对性的作业
教师应根据课程内容和学生实际情况， 布置有针对性的作业，帮助学生巩固所 学知识。
VS
定期进行小测验和考试
通过定期进行小测验和考试，教师可以了 解学生对课程内容的掌握情况，以便及时 调整教学进度和策略。
01
Teaching objectives
Knowledge objectives
掌握本单元的核心词汇和短语，如“historical”, “fascinating”, “ancient”等 。
理解并能够运用本单元的语法点，如现在完成时态和副词的用法。
熟悉本单元的主题——古代文明，包括古埃及、古希腊和古罗马的文化和历史。
7th Grade English Volume 2 Module 1 Unit 2 Coursew
目录
• Teaching objectives • Teaching content • teaching process • Teaching methods and means • Teaching evaluation and feedback
Inquiry-based learning
This method encourages students to ask questions, seek answers, and investigate topics on their own. It is useful for promoting critical thinking and
Student feedback and teacher reflection
初中一年级下学期英语《Unit 1 Section A 2a-2d》教学设计
Unit 1 Can you play the guitar? Section A 2a-2d
教学设计
一、语篇研读
What: 本课是听力+对话阅读。
学生根据自身的实际情况选择加入适当的俱乐部，并询问同伴相关的信息。
Why：通过学习本课，学生能更加自如地表达自己的意愿，并通过交流了解同伴的意愿并转述。
How：通过更加真实的模拟面试，让学生感受招新的氛围，从而巩固目标语言。
二、教学目标
通过本课时学习，学生能够：
1.更加自如地向别人描述自己具备的能力；
2.根据自身实际情况，选择加入相应的俱乐部；
3.通过使用动词can和like区分abilities和interests；
4.通过对话、采访了解同伴的能力和兴趣；
5.通过角色扮演认识面试过程。
四、教学反思
本堂课是一堂听说+阅读课，需要学生能够基于话题进行相应的输出活动，作者想要让学生将所学内容重点解决Why do you think you/he/she can join the club?的问题。
对学生的思维品质和学习迁移能力有一定的要求，因此还需要学生有一些常识的积累方能更好地完成本课任务。
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一、Getting Started1.It will be rainy.表达天气的方式It will be sunny / fine / clear / bright /cloudy / overcast / windy / rainy / showery /snowy / stormy / snowstormy / thunderstormy /foggy tomorrow.= It’s going to be sunny / fine / clear /bright / cloudy / overcast / windy / rainy /showery / snowy / stormy / snowstormy /thunderstormy / foggy tomorrow.明天将会阳光灿烂/天晴/天晴/天晴/多云/多云/刮风/下雨/下阵雨/下雪/有暴风雨/有暴风雪/有雷雨/有雾。
2.horriblehorrible = terrible adj. 可怕的3.play footballplay ball games 进行球类游戏play football 踢足球play basketball 打篮球play volleyball 打排球play tennis 打网球play table tennis / ping-pong 打乒乓球play baseball 打棒球play badminton 打羽毛球play golf 打高尔夫球play billiard 打桌球play softball 打垒球play polo 打水球/马球4.fly a kite 放风筝5.sunbathe v. 晒日光浴sunbath n. 日光浴have a sunbath 晒日光浴6.motorbike = motorcyclen. 轻型摩托车，机器脚踏车ride a motorbike 骑摩托车7.基本句型Will it be rainy sunny / fine / clear / bright / cloudy / overcast / windy / rainy / showery / snowy / stormy / snowstormy / thunderstormy / foggy tomorrow.Yes, it will./No,it won’t.It will be snowy.It’s horrible/terrible I can’t do something.8.free adj. 空闲的，有时间的be free 有空的（反义词组）be busy 忙的e.g. He has little free time. 他几乎没有空闲时间。
Are you free this evening? 你今晚有空吗？I am free after six. 六点后我有空。
9. What about doing something? = How about doing something? 做……怎么样？（表示提出建议）e.g. What about going for a walk?去散步好不好？What about something?= How about something?……怎么样？（表建议）e.g.How about a dinner party?举行一次宴会怎么样？10.（美式英语）go to a movie= （英式英语）go to see a film, go to the cinema去看电影11.go to a concert去听音乐会12.visit the art gallery参观美术馆，参观画廊13.基本句型Will you be free tomorrow?Yes,I’ll be free then.Sorry,I won’t be free then.But I’ll be free……What about doing sthThat’ll be fine14.barbecue n. 烧烤have a barbecue 烧烤15.ski v. 滑雪go skiing 去滑雪go + doing 去做……e.g. go swimming 去游泳go boating 去划船go picnicking 去野餐go camping 去野营go bowling 去打保龄球go fishing 去钓鱼16.stay v.停留，呆在……地方(1) stay in + a big place 呆在（大）地方e.g. stay in America 停留在美国stay in Shanghai 停留在上海(2) stay at + a small place 呆在（小）地方e.g. stay at home 呆在家里stay at a park 呆在公园里(3) stay with somebody 和某人住在一起e.g. stay with my grandparents和我的祖父母呆在一起17.do some reading 读些书do some v.+–ing 做些……事e.g. do some cleaning 做些清洁工作do some washing 洗一些东西18.基本句型19.get up 起床（反义词组go to bed 上床睡觉）20.probably adv. 或许，大概，很可能probable adj. 很可能的，或许的21.get dressed 穿好衣服（表动作）be dressed 穿好衣服（表状态）dress v. 给……穿衣服，穿衣dress somebody 给某人穿衣服dress oneself 给自己穿衣服The mother dresses her 2-year-old son every morning.每天早晨那位妈妈为她两岁的儿子穿衣。
I can dress myself now.我现在能自己穿衣服。
dress n. 女服，套裙，衣服22.eggs and toast 蛋和吐司23.基本句型24.Let’s do something.让我们做……吧。
e.g. Let’s play baseball.我们来打棒球吧。
Let’s go for a picnic this Sunday.这星期天我们去野餐吧！Let’s go swimming.我们去游泳吧。
25.luggage n. 行李，旅行袋leave one’s luggage把行李放在某处26.lobby n. 休息室，大厅，门厅27.Shall I go onShall I do something?我能做……吗？（表示征询意见）Shall I do ...?我能做……吗？Yes, please. 可以，做吧。
No, thank you.不用，谢谢。
二、Chatroom1.on +morning / afternoon / evening在具体某日的上午、下午、晚上e.g. on the morning of June 27在6月27日的早上on Friday evening在星期五傍晚Will you be free on Friday evening?你星期五晚上有空吗？2.two tickets for some placetwo tickets for Swan Lake3.would like 想要······，欲······（表示“想要······”的意思，would like较want来得婉转。
）would you like to do something?= Do you want to do something?你想要做······吗？would like something 想要某物would like to do something 想要做某事e.g. Would you like some tea? 你要喝点茶吗？I’d like a cola.我想要一杯可乐。
4.would love to do想做······（多为女性喜欢用的说法）e.g. Would you please dance with me?能否请你跳个舞？I’d love to.我很愿意。
5.show n. 表演，演出e.g. a car show 汽车展a stamp show 邮票展a flower show 花展show v. 出示，表示，展示show somebody something= show something to somebody给某人看某物，向某人展示某物6.That sounds great.那听上去很不错。
It sounds + adj. ······听上去······e.g. The music sounds wonderful.这音乐听上去很棒。
7.sound link v.（联系动词）听上去······注意：联系动词后面只能加形容词8.When and where …?什么时候什么地点······？e.g. When and where shall we meet?我们什么时候什么地点碰头？9.theatre (英式英语)= (美式英语) theatern. 剧场，戏院比较：cinema n. 电影院10.around 7:30around = about adv. 大约，大概11.have a picnichave vt. 进行……，做……(do)（通常以表示动作、行为的名词当作宾语，成为宾语的名词，通常与a [an] 连用，表示仅一次行为。
这种用法比用一个动词更浅显易懂。
）e.g. have a picnic 野餐have a chat 聊天have a walk 散步have a dream 做梦have a taste 尝一尝have a rest 休息have a look 看一看have a drink 喝一杯have a try 试一试have a sleep 睡觉12.Fairy-Lake Park仙女湖公园13.by busby + 交通工具的名词，名词前面不加冠词。