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人教版英语七年级下册Unit11SectionA1a1c说课稿

3.任务型教学法：设计具体的语言任务，如角色扮演、小组讨论等，让学生在实际完成任务的过程中学习英语，这有助于学生将语言知识转化为语言能力。
这些方法的选择基于以下理论依据：情境教学法能够激发学生的学习兴趣，使学习过程更加生动有趣；交际式教学法强调语言的交际功能，有助于学生实际运用英语进行交流；任务型教学法强调语言学习的实践性，有助于学生将所学知识应用于实际情境中。
1.知识与技能：
（1）学生能够掌握描述天气的形容词，如sunny, cloudy, rainy, windy, snowy等；
（2）学生能够运用句型What's the weather like? It's sunny/cloudy/rainy/windy/snowy.进行天气询问和描述；
（3）学生在实际生活中能够运用所学词汇和句型进行听说交流。
（二）学习障碍
在学习本节课之前，学生可能已经掌握了一些基本的英语词汇和简单句型，具备一定的英语听说能力。然而，他们在学习本节课时可能面临以下学习障碍：
1.词汇量不足：描述天气的词汇对学生来说可能比较陌生，需要大量的输入和练习来掌握。
2.句型运用不熟练：学生可能不熟悉询问天气的特定句型，需要通过实际操练来提高熟练度。
5.实际应用：鼓励学生在课堂之外的实际生活中尝试运用所学内容，如记录一周的天气情况并与同学分享，将学习与生活紧密结合。
三、教学方法与手段
（一）教学策略
本节课我将采用以下主要教学策略：
1.情境教学法：通过创建真实的天气情境，让学生在情境中自然地学习和使用英语，这有助于提高他们的语言实际运用能力。
2.交际式教学法：鼓励学生通过对话和交流来学习英语，这种方式能够促进学生之间的互动，提高他们的听说能力。

Unit 11 Section A 教学参考

Unit 11 Section A 教学参考·Ask students to pretend they are new to this school. Say, You need to ask teachers and other students where to find places like the library. Let's practice some polite ways to ask for information. [T=Teacher, S=Student]T: You're new to this school. You need to know where the main office is. How can you ask where the main office is?S1: Where's the main office?T: That's one way to ask. But there is a more polite way to ask. You can say, Can you tell me where the main office is? Class repeat. Can you tell me where the main office is?SS: Can you tell me where the main office is?T: That's correct. Now let's say you want to know where the library is. How can you ask?S2: Can you tell me where the library is?T:Good! There's another polite way you can ask:Could you tell me how to get to the library? Class repeat. Could you tell me how to get to the library?SS: Could you tell me how to get to the library?T: That's right.·Ask students what other places they might need to find. Write the names of these places on the board.·Ask different students to ask politely how to find these places. Practice both the Can you tell me where… and the Could you tell me how to get to … forms.1a This activity reviews earlier vocabulary and introduces some new words.·Read the instructions to the class.·Read the list of things to the class. To review the meaning of each item on the list, ask different students to say each phrase in their own words.·Point to the lettered parts of the picture one by one. Ask a student, What kind of place is this? What do they sell there? Do we have one in our community? What is the name of the one in our community?·Point out the sample answer. Say, The letter c is in front of the words buy shampoo because you could buy shampoo in a department store. There may be more than one correct answer for some blanks.·While students are working, move around the room offering help as needed.·Check the answers.Answersshampoo: a or c information: d or emagazines: a or d writing paper: a or cdictionary: d stamps: etelephone call: a or e save money: b1b This activity gives students practice in understanding the target language in spoken conversation.·Read the instructions to students. Point out the two conversations that are shown in the picture.·Say, As you listen, fill in the blanks with words you hear in the recording.·Play the recording the first time. Students only listen.·Play the recording a second time. Say, Now listen to the conversation again. This time fill in the blanks with the words you hear.·You may wish to stop the recording from time to time to allow students enough time to fill in the blanks.·Correct the answers.Answers1．buy some stamps2．post office3．Center Street4．save money5．bank6．Main StreetTapescriptConversation 1Girl 1:Excuse me. Could you tell me where I can buy some stamps?Boy 1: Yes. There's a post office on Center Street.Girl 1: Oh. Can you tell me where Center Street is?Boy 1:Sure. Go past the bank. Center Street is on your right.Girl 1: Thanks a lot.Boy 1: No problem.Conversation 2Girl 2: Excuse me. Do you know where I can save money?Boy 2: Sure. There's a bank on Main Street.Girl 2: Oh. Could you please tell me how to get there?Boy 2: Yes… Go straight ahead. The bank is on your left.Girl 2: Thank you.Boy 2: You're welcome.1c This activity provides guided oral practice using the targetlanguage.·Read the instructions.·Point out the example in the box. Ask two students to read it to the class.·Point out the list of things people need and the pictures of the places in activity 1a. Say, Look at activity 1a. Have a conversation with a partner. Ask your partner politely where you can do these things and then answer your partner's questions.·Ask some students to say their conversations to the class.2a This activity provides listening practice using the target language.·Read the instructions and point to the list of directions. Point out that there is a blank line in front of each direction where students can write in a number from 1 to 4.They will hear only four directions, so two blank lines will not be used.·Then say, You will hear one boy ask another boy how to find something in a shopping mall, The sentences in your book are in the wrong order. Number the directions from 1 to 4 to show the correct order.·Point out the picture. Ask students to name the items in the picture such as escalator, elevator, shoe store, and so forth.·Play the recording. Students only listen the first time. Tell them that the picture may help them understand what they are hearing.·Play the recording again. This time ask students to write a number next to four of the directions.·Check the answers.AnswersThe directions should be numbered in this order: blank 2 1 blank 4 3TapescriptBoy 1:Excuse me. Can you tell me where I can buy some shampoo?Boy 2: Yes. There's a drug store on the second floor. Um. Let me think…. Take the escalator to the second floor and then… then you turn left. Let's see…. Then go past the bank. And um…. The drug store is between the furniture store and the bookstore. You should be able to get shampoo there.Boy 1: OK, great. Thanks a lot.Boy 2: You're welcome.2b This activity gives students practice in understanding the target language in spoken conversation.·Read the instructions. Point to the picture. Say, Now you will hear the recording again. This time show where the boy wentas he followed the directions to the drug store. Draw a line on the picture in your book.·Play the recording again and ask students to draw the line on their own.·Correct the answer.AnswersThe line goes from where the boy is standing, over to the escalator, up the escalator to the second floor, to the left and past the bank. The line stops in front of the drug store between the furniture store and the bookstore.2c This activity provides guided oral practice using the target language.·Point to the sample conversation. Ask two students to read it to the class. Have students follow the directions by looking at the picture.·Read the instructions. Say, Each pair of students can make a conversation using information about the places in the picture.·Ask students to work in pairs. Move around the room checking the progress of the pairs and offering help as needed.·Ask one or two pairs to say their conversations to the class. Ask the rest of the class to look at the picture as they listen.[See Follow-up activity 1. ]Grammar Focus·Review the grammar box. Ask students to read the questions to the class.·Write these three question starters on the board:Do you know where…, Could you tell me how to get to…, Can you please tell me where ….·Ask students to think of different ways of completing each sentence. Ask a student to name something that he or she is looking for, such as a new notebook. Then ask other students to try to use all three sentence starters to form questions. (Possible questions are:Do you know where I can buy a notebook? Could you tell me how to get to the bookstore? Can you please tell me where I can get a notebook? )Pronunciation noteWith most questions that use the words how and where, your voice drops at the end. For example, when you say Where are you going? your voice goes lower at the end of the sentence. The same is true for the question How are you? Point out to students that the voice rises at the end of the polite questions in this chapter. Eventhough the questions contain the words how and why, the voice rises at the end. If you allow your voice to fall at the end, the questions will no longer sound as polite.3a This activity provides reading practice using the target language.·Write the words advantages and disadvantages on the board and ask students to explain them in their own words. You may want to put a plus sign (+) overadvantages and a minus sign (-) over disadvantages. Ask students to give some examples. To get started, you might ask, What are some advantages and disadvantages to owning a car?·Read the instructions. Help students give examples of advantages and disadvantages from their own lives.·Point out the blank lines under the words Advantages and Disadvantages below the interview. Say, You will write your answers in these blanks.·Read the first two sentences at the top of the article. Explain that the interviewer will talk to several teenagers.·Ask students to read the interview on their own. When they have finished, ask if there are any words or sentences they don't understand. Write these words or sentences on the board and discuss them. Ask other students to explain them in their own words, if possible.·Then ask students to read the interview again and write the advantages and disadvantages.·Correct the answers.AnswersAnswers should include the following information:Advantages: friends hang out there, always something happening, free concerts, fun to people-watch, I like to go in the music store, listen to CDs, look at books in the bookstore.Disadvantages:air isn't fresh, usually crowded, always spend too much money.[See Follow-up activity 2. ]3b This activity provides oral practice using the target language.·Read the instructions. Point out the conversation in the box and ask two students to read it to the class.·Point out the list of advantages and disadvantages in activity 3a. Say, You can use these items and any other items you can think of as you talk about places you usually hang out.·Ask students to work in groups of four or five. As they work, move around the room helping the groups as necessary. Make surethey talk about both advantages and disadvantages.·Ask several groups to share part of their conversation with the class.4This activity provides reading, writing, listening, and speaking practice using the target language.·Read the instructions to the class. Ask students to look back at the picture and activities on the first page of this unit.·Point out the sample language in the box. Ask a student to read it to the class.·Ask students to say the names of some stores and other places in the community and write them on the board.·Say, Each group can choose three of these places to write about, or you can choose another place you know of. Write careful directions from the school to each place, but do not say the name of the place. You can use the words this place instead. It may help students if you draw a simple map showing the school and several nearby streets.·When the groups are ready, they read their directions to the class and the other students guess the name of the place they are talking about.Your students can use the exercises on pages 46-47 of the workbook to practice the language presented in this unit. Answer keys for the workbook are on page 137 of this Teachers' Edition.。

人教版七年级英语下册1Unit11SectionA2a2d说课稿

这样的导入方式能够迅速吸引学生的注意力，激发他们的好奇心，为新课的学习营造积极的开端。
（二）新知讲授
在新知讲授阶段，我将按照以下步骤逐步呈现知识点，引导学生深入理解：
1.首先，通过PPT展示过去时态的基本概念和动词变化规则，并配以例句；
2.接着，通过课堂活动，如小组讨论或游戏，让学生在实际语境中练习使用过去时态；
（二）媒体资源
我将使用以下教具、多媒体资源或技术工具来辅助教学：PPT演示文稿、图片、视频、在线翻译工具和互动白板。PPT演示文稿用于呈现课程内容结构，清晰展示学习目标；图片和视频能够直观展示不同的旅行场景，激发学生的兴趣；在线翻译工具可以帮助学生理解生词和短语；互动白板则为学生提供了即时反馈和互动的平台。这些资源在教学中的作用是丰富教学手段，提高教学效率，增强学生的感官体验。
2.听力练习：布置一些听力材料，让学生练习理解过去时态的句子；
3.口语练习：鼓励学生与家人或朋友用英语讨论假期活动，练习使用过去时态；
4.自主学习：推荐一些在线资源，让学生自主学习过去时态的相关知识。
作业的目的是巩固学生在课堂上学到的知识，提高他们的语言运用能力，并培养他们的自主学习习惯。
五、板书设计与教学反思
这些练习和活动旨在通过多种方式巩固学生的知识，并提高他们的语言运用能力。
（四）总结反馈
在总结反馈阶段，我将采取以下措施引导学生自我评价，并提供有效的反馈和建议：
1.让学生回顾本节课所学的知识点，并用自己的话总结过去时态的用法；
2.邀请学生展示他们的巩固练习成果，并对他们的表现给予积极评价和建设性反馈；
3.然后，分析课文中的2a-2d部分，引导学生观察和理解文本中过去时态的用法；
4.最后，通过问答和互动，检查学生对过去时态的理解程度，并解答他们的疑问。

人教版英语九年级全册Unit11SectionAGrammarFocus4c说课稿

（三）巩固练习
为了帮助学生巩固所学知识并提升应用能力，我计划设计以下巩固练习或实践活动：
1.单项选择和填空题：设计一些关于过去进行时的选择题和填空题，让学生在练习中巩固语法规则。
2.翻译练习：给出一些中文句子，让学生将其翻译成英文，使用过去进行时描述过去某一时刻正在进行的动作。
3.角色扮演：组织学生进行角色扮演活动，让他们在模拟的情景中使用过去进行时进行对话，提高他们的实际应用能力。
1.布局：板书分为三个部分，上方为课题和目标，中间为知识点和例句，下方为总结和作业提示。
2.主要内容：板书首先列出本节课的课题和教学目标，接着呈现过去进行时的定义、构成、用法以及与一般过去时的区别，中间部分提供典型例句和练习题，下方总结本节课的重点，并给出课后作业的提示。
3.风格：板书风格简洁明了，使用不同颜色的粉笔强调重点，以清晰的图表和流程图展示语法结构，增强视觉效果。
（3）学生在实际应用中，能够准确、熟练地运用过去进行时描述过去某一时刻正在进行的动作。
二、学情分析
（一）学生特点
本节课所面向的学生为九年级学生，他们正处于青春期，具有以下特点：首先，年龄特征上，他们具有一定的自我意识和独立思考能力，但情绪波动较大，容易受到周围环境的影响。其次，在认知水平上，学生已经具备了一定的英语基础，能够理解和使用简单的语法结构，但对于较为复杂的语法现象仍需要引导和讲解。在学习兴趣方面，学生对新鲜事物充满好奇心，喜欢互动性强、富有挑战性的学习内容。在学习习惯上，部分学生可能存在学习自觉性不高、作业完成不及时等问题，需要教师在教学中加以引导和纠正。
四、教学过程设计
（一）导入新课
新课导入是激发学生兴趣和吸引注意力的关键环节。我将采用以下方式导入新课：
1.利用图片或视频：展示一张描绘过去某一时刻正在进行的动作的图片或视频，如一个人在打电话、另一个在跑步等，引导学生观察并描述图片或视频中的场景。

人教版新目标九年级英语 Unit 11 Section A (3a ~ 3c) 教案设计

2. Neither medicine nor rest can help him.
3. Although I have a lot of power, it doesn't make me happy.
4. I have a lot of wealth, but I'm always worried about losing my money.
2.Role-play
Lessontype
a new course,reading,listening and speaking, grammar
Teaching tools
ppt
Teachingprocess
Remarks
Lead in:Are you happy today?
Pre-reading:
What can make you happy?
(family,delicious food,health,power, etc.)
While-reading:
Skimming :What is the main idea of the passage?
Scanning :
1)What happened to the king?
Summary
What makes you happy?
NotwealthbutHealth.
•Notpowerbutflower.
•Notmoneybuthoney.
•Notfamebutlove.
•Notreceivebutgive.
Homework
1.Read the passage again and recite the key words and sentences.

2020年人教版英语七年级下册Unit11 Section A (1a-2d) 教案

2020年人教版英语七年级下册Unit 11 How was your school trip?Section A (1a-2d)Knowledge Goals:Key words:milk, cow, horse, feed, farmer, quite, anything, grow, farm, pick, excellent, countryside,Key phrases：milk a cow, ride a horse, feed chickens, in the countryside, quite a lotKey sentences：How was your school trip? It was great!Did you go to the zoo? No, I didn’t. I went to a farm.Did you see any cows? Yes, I did. I saw quite a lot.Did Carol ride a horse? No, she didn’t. But s he milked a cow.Were the strawberries good? Yes, they were. No, they weren’t.Ability Goals:Can use past past to describe past events.Moral Goals:Learn to express your views objectively and cultivate an optimistic personality. Teaching important points:The judgement and selection of simple past tense.Teaching difficult points:To use of simple past tense correctlyTeaching aids:a tape player，some pictures，CAITeaching proceduresStep 1 Warming upShow some pictures and talk about the present events and past events.1. What d o es he/she often do on weekends?2. What did you do last weekend?Step 2 Presentation1. Show a picture and tell Ss:Yesterday Carol and his classmates went to the farm. What didn’t they do on the farm? 2. Show some pictures again and try to get the past tense verbs expressions according to the pictures.rode a horse/milked a cow/fed chickens/talked with farmers …Step 3 Listening and speaking1. Work on1a.Match the phrases with the pictures.went for a walk milked a cow rode a horsefed chickens talked with a farmer took some photos2. Listen to the tape and answer the question.Where did Carol go on her school trip? Did Carol see any chickens?3. Work on 1b.Listen and circle the three things Carol did on her school trip in 1a.went for a walk milked a cow rode a horsefed chickens talked with a farmer took some photos4. Role-play the conversation.Bob: Hi, Carol. How was your school trip yesterday?Carol: It was great!Bob: ____ you go to the zoo?Carol: No, I didn’t. I went to a _____. Look, here are my photos.Bob: Did you see any _____?Carol: Yes, I did. I saw _________.Bob: ____ you ride a horse?Carol: No, I didn’t. But I ______ a cow.Bob: Did you feed any chickens?Carol: Well, I ____ some chickens but I ______ feed them.Bob: What ____ did you do?Carol: My friends and I ___ for a walk around the farm and ____ with a farmer.5. Work on 1c.Ask and answer questions about Carol’s school trip.①Work on 2a. Listen and check the questions you hear.②Work on 2b. Listen again. Circle T for true or F for false.Check the answer.③Work on 2c. Ask and answer questions about Carol’s visit to the farm.Step 4 Role- play the conversation in 2d.1. Read the conversation in 2d and answer the questions.Where did Eric go last weekend?Why did he go there?What did he do?How was the weather there?What did he do at night?How did Eric feel about the trip?2.Role-play the conversation.Step 5 Exercises用适当的单词填空。

初中英语_Unit 11 SectionA教学设计学情分析教材分析课后反思

Unit 11 Sad movies make me cry. Section A 教学设计教学目标分析：在本节课结束时，学生将能够：使用make的使动用法，即“make + sb.+ adjective”结构，发表自己的观点，表达某物对情绪的影响和表示意愿。

学会使用宾语补足语构成及使用，尤其是不定式作宾补时，to的省略。

描述人们心理及情绪的词语和句型。

(一)知识与能力1. 能够正确使用词汇：rather, drive2. 能够正确使用常用表达：make sb sth.; make sb. do sth.;drive sb. crazy3. 能够正确使用so that引导的目的状语从句以及think等词后跟的宾语从句等。

(二)过程与方法通过教师创设的情景，导入新课。

采用Role play和模仿的学习策略，将听、说、读、写的任务结合起来，不仅锻炼了学生的语言综合运用能力，还巩固了学生对目标语言的学习、识记和运用。

(三)情感态度与价值观了解一些表达感情的词，能正确的表达自己的感情，学会分析不同事物的优缺点，从而进行优化选择。

学会比较选择对自己有影响的事物，正确处理实际问题，远离不良影响，以积极的姿态，精神饱满地面对生活与学习。

教学重难点分析(一)教学重点1. 掌握表示情绪和感受的形容词、动词。

2.“make + sb.+ adjective”结构，表达自己的意愿及情绪。

3. 运用预测、速记、抓关键词等策略获取听力所需的信息。

(二)教学难点掌握make的用法：sth. makes sb.+形容词；sth. makes sb. do 。

能在实际情境中围绕“Feelings”(感受)这个话题进行交际、谈论或者询问对某件事物的看法，以及谈论事物对人的影响。

教学策略分析帮助学生区分词汇的“积极意义”和“消极意义”，理解和体会他人的感受并能表达自己的感受。

(一) 语音教学：让学生模仿操练词汇、句型的语音语调。

(二) 词汇教学：创设情境，让学生在情境中操练、理解含义。

人教版英语九全Unit11SectionA(1a1c)说课稿

（3）通过口语表达，培养学生的思维逻辑能力和语言组织能力。
3. 情感态度与价值观目标：
（1）培养学生对文化差异的尊重和包容；
（2）激发学生对英语学习的兴趣和积极性；
（3）提高学生的跨文化交际意识和能力。
（三）教学重难点
根据对学生的了解和教学内容的分析，本节课的教学重点和难点如下：
1. 教学重点：
（1）掌握关于身势语的基本词汇和表达；
2. 同伴互评：学生相互评价，提出建议，促进彼此的成长。
3. 教师评价：针对学生的课堂表现，给予积极的反馈和有针对性的建议，帮助学生改进学习方法，提高学习效果。
（五）作业布置
课后作业布置如下：
1. 复习本节课所学的身势语词汇和一般现在时的用法，做好课后巩固。
2. 完成一份关于身势语的小调查，了解家人或朋友对身势语的认识和看法，培养学生的跨文化交际意识。
1. 多媒体课件：展示身势语的图片、视频等，帮助学生直观地了解和记忆身势语。
2. 投影仪：将多媒体课件投射到屏幕上，便于学生观看和学习。
3. 教学卡片：制作包含身势语词汇的卡片，用于课堂游戏和小组活动。
4. 录音机：播放听力材料，提高学生的听力技能。
这些媒体资源在教学中的作用主要是：提供丰富的教学素材，激发学生的学习兴趣；辅助教师讲解，提高教学效果；增强课堂的趣味性和互动性。
1. 对身势语词汇的理解和记忆困难；
2. 听力训练中，对细节信息的捕捉和处理能力不足；
3. 口语表达中，对身势语使用情况的描述不够准确；
4. 缺乏跨文化交际意识和能力。
（三）学习动机
为了激发学生的学习兴趣和动机，我拟采取以下策略或活动：
1. 创设情境：通过展示身势语在不同国家和地区的实际应用，让学生感受到英语学习的实用性和趣味性；

2024-2025学年人教九年级英语下册Unit11SectionA(3a-4b)课件

The prime minister was called to the palace. But when they explained the king’s situation to him, he said, “Although I have a lot of power, it doesn’t make me happy. I’m always worried about losing my power. Many people are trying to take my position.”
One day, a doctor was called in to examine the king. But he found nothing wrong with his body. “It’s all in his mind. Neither medicine nor rest can help him. What he needs is the shirt of a happy person to wear. That’ll make him happy.”
(To be continued)
Questions
1. Can medicine help the king? Why or why not? No. The doctor says there is nothing wrong with his body. The problem is in his mind and no medicine can help him.
2. Why does power not make the prime minister happy? Because he is always worried about losing his power and many people are trying to take his position.

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Unit11 Could you please where the restrooms are ?
SectionA(1a----2c)
主备人：黄朝晖审核人：督办领导：使用时间：知识目标：运用委婉的语气询问他人地点，以及询问的几种方式。

能力目标:学习有礼貌的请求的句型，学会如何有礼貌的询问地点。

重点、难点：
几种礼貌问路的方式
1. Excuse me，do you know where I can buy some shampoo?
2. Could you tell me how to get to the post office?
3. Could you tell me where I can get a dictioary？
4. Could you tell me where the Center Street is?
5.Could you tell me which is the way to the post office?
教学过程
从课本中找出下面的短语并把它们写在横线上。

公共厕所_________洗发剂______杂货店________咖啡馆__________
百货商店_________电动扶梯_______魔术的________书写纸___________ 打电话_________ 存钱________乘电梯________
乘电动扶梯__________向右拐_________走过_________
在…….和……..之间_____________在……旁边____________
展示交流
1.Listen to the tape1b
2.Listen to the tape 2a
合作探究
1.Could you please tell me where the restrooms are?这是一个宾语从句的复合句，从句要用陈述句的语序。

Could在此表示委婉的语气，并不表示过去时态。

链接：--Could you please tell me____? --OK，her name is Cici.
A.what was her name
B.what her name is
C.what is her name
D.what her name is
2.Could you please tell me if there are any good museums in London.
在这里if引导宾语从句，意为“是否”不同于if引导的条件状语从句。

链接：(1).Do you know if_____a basketball match on TV this evening?
A. there is going to be
B.is there
C.will there be
D.there are
达标拓展
一，填词
1.This kind of new s________can keep your hair clean and bright.
2.---Where is the cinema?
----Thake the e_________to the third floor.It’s next to a bookstore.
3.He was ill, so he had to buy some medicine in the d__________.
4.I know a good c_________.Would you like to have coffee with me there?
5.Could you please ________(close) the window?It’s hot now.
6.He wants to buy some ________(write) paper.
7.The twins bought two English-Chinese _________(dictionary)
8.There _______(be)a book store and two drugstores in the street.
9.Most girls in our class usually go to the m_______to buy all kinds of things
10.----Where does your father work?----He works in a d________store. 二．单选
( )1.Can you tell me ____________?
A.where is the supermarket
B.the supermarket is where
C.where the supermarket is
D.the supermarket where is
( )2.Y ou can go _____the park, and turn right in to River Road.
A.pass
B. past
C. passed
D.to pass
( )3.----_________Do you know the way to the hotel?
-----I’m new here.
A.I’m sorry
B.Can you help me ?
C.Excuse me
D.I need help
( )4.We often ______an hour walking in the park after dinner.
A.cost
B.pay
C.take
D.spend
( )5. Could you tell me where_______a dictionary?
A.get
B.gotten
C.getting
D.to get
( )6.Turn_____left and you’ll find the pa rk_______your left.
A./,on
B./,in
C.the, on
D.the,in
完成句子
1.请问我能在哪儿买到词典呢？
Could you please tell me _______ I ______get a _________?
2.银行在书店的旁边。

The bank is _______ ________ the bookstore.
3.那是个打电话的好地方吗？
Is _______a good place ______make a _______ ________?
4.你知道怎么到动物园吗？
Do you know _______to ________to the zoo?
5.Could you please play basketball with me ?（同义句）
Would you like _____ ______ baskdtball with me?
6.The bank is on the right of the bookstore and on the left of the library.
The bank is ________ the boolstore ________ the library. （同义句）五．教学评价
六．教（学）后反思。