七年级英语going to see a film教案
Unit 1 Going to see a film 一. 本周教学内容： Module 4 Unit 1 Going to see a film
【重点词汇】 action动作 adventure冒险 avenue道路；大街 cowboy牛仔 drive 大道 duration持续的时间 enemy敌人 full of充满 hold on别挂断电话 lane小巷 Monkey King 美猴王 last持续 moment片刻；时刻 Mc Donald’s 麦当劳 prince王子 princess公主 show演出；节目
【重点短语】 1. talk on the telephone 在电话上谈话 2. hold on 别挂断 3. in a moment 片刻 4. quite a lot of interesting films 很多有趣的电影 5. this kind of film 这种电影 6. be on at one cinema 在一家影院上映 7. see a cartoon 看卡通片 8. full of 充满 9. miss this cartoon 错过这个卡通片 10. a story about 一个关于……的故事 11. decide to see 决定去看 12. violin lesson 小提琴课 13. dinner with Mr Guo 和郭先生一起吃饭 14. piano lesson 钢琴课 15. last for 持续 16. walk there 走到那 17. turn right 向右转 18. walk along 沿着……走 19. on your right 在你的右侧 20. tell each other 互相讲述 21. get to 到达 22. walk to City Cinema 走着去城市电影院 23. get there 到那 24. come with you 和你一起来 25. of course 当然 26. go to…for… 为……而去哪 27. after the film on 在电影上映后 28. go to a book shop 去书店 29. go home 回家 30. look at the map看地图
【重点句子】 1. Which film would you like to see this Saturday? 这周六想看什么电影？ 2. Which films can we see this weekend? 这周末我们能看什么电影？ 3. Kitty and Peter are going to see a film this Saturday. 凯蒂和彼得打算这周六去看电影。 4. May I speak to Kitty Li, please？ 我可以和李凯蒂通话吗？ 5. Have you got a newspaper？ 你有报纸吗？ 6. I’ll be back in a moment. 我一会就回来。 7. What’s it about? 它是关于什么的？ 8. There’s a film on at one cinema called “space war”. 这有个叫“太空大战”的电影在上映。 9. I’d rather see a cartoon. 我宁可看卡通片。 10. May I speak to Peter？ 我可以和彼得说话吗？ 11. So would I. 我也是。 12. Neither do I. 我也不。 13. Turn left and walk along sea Avenue. 向左转沿着海洋路走。 14. Turn right into Flower Road. 向右转入花朵路。 15. Which show can they see? 他们能看哪一场？
【相关语法链接】 （一）问路与指路 1. 问路的方法 （1）How can I get to City Cinema? （2）Which is the way to City Cinema? （3）Could you tell me the way to City Cinema? （4）Where is the nearest cinema? （5）Is there a cinema near here? 2. 指路的方法 （1）Turn left / Turn right. （2）Walk along Tree Road. （3）Turn left into Rose street. （4）You will find the city cinema on your right.
（二）so与neither引起的倒装句。表示（……也是如此） So +动词（助动词/情态动词/be动词）+主语—肯定 Neither +动词（助动词/情态动词/be动词）+主语—否定 举例： （1）He can swim. So can I. （2）Tom doesn’t like swimming. Neither do I. （3）He ’d rather go by bus. So would I.
【重点难点解析】 1. Let me get the newspaper first. Hold on.让我先去拿报纸。等一等。 ▲hold on 坚持，等一等，别挂断（电话）相当于hang on 或wait. （1）Hold on .I’ll just get my coat.等一等，我去把大衣拿来。 （2）Can you hold on ?I’ll just see if he’s in.请等一下，我去看他是否在。 2. I’d rather see a cartoon. 我宁愿看卡通片。 ▲I’d rather. = I would rather.宁愿，宁可，相当于I would prefer to . （1）I’d rather not say anything.我宁愿什么也不说。 （2）I’d rather take the slowest train than go there by air. 我宁愿坐最慢的火车，也不乘飞机去那儿。 注：would rather与would prefer虽然词义都作“宁愿”解，但用法不同。因此它们不能简单地进行互换。 A. would prefer后接带to的动词不定式，而would rather则要求接不带to 的动词不定式。如： （1）I’d rather be out playing football.我宁可出去踢足球。 （2）I would perfer to work.我宁愿工作。 （3）I would prefer to wait until evening.我宁愿等到晚上。 另外，would prefer还可以接名词和动名词，而would rather却没有这种用法。 I’d prefer a cup of tea. 我宁愿来一杯茶。 B. would prefer与would rather的另一个区别，就是前者可以跟宾语+带to 的动词不定式（宾语补足语），即would prefer + sb.+to +v，而would rather却没有这种用法。 （1）“May I wash the dishes?”“I’d prefer you to dry them.” “我可以洗盘子吗？”“我倒愿意让你把它们擦干。” （2）I’d prefer him to paint the door blue.我宁愿他把门漆成蓝色。 3. Well, there are quite a lot of interesting films.噢，有相当多有趣的电影。 ▲quite十分，相当。英语里一种可分等级的形容词，如：big, small, good, warm, hot等；它们所表达的内容可以有不同的程度，这些不同的程度可以通过副词来表达，如very hot（非常热）—hot（热）—quite hot相当热—a bit hot（有点热）。 在英国英语里，quite 与可分等级的形容词时，是个减弱语，与kind of ,sort of 相近似。表示在相当的程度上，但并非在很大的程度上。 （1）His work is quite good.（quite削弱了good的意义）他的工作还算好。 （2）I’m quite tired, but I can walk a bit further.我相当累了，不过我可以继续走一会儿。 4. What about “Batman and Joker”? “蝙蝠侠和小丑”怎么样？ ▲What about 和How about短语一样，都是用于构成询问对方的情况，就某件事征求对方的意见或者向对方提出某些建议的疑问句。短语的意思“……怎么样？”。以What about开头的疑问句多以以前已经发生了的，或者已经计划的情形为前提，进而就“未来或下一步怎么办”发问。其中的about是介词，后面接名词，代词或动词的-ing形式等作宾语。 （1）What about trying again?再试一下如何？ （2）What about a drink?喝一杯怎么样？ （3）How about your parents? Are they well?你的父母怎么样？他们都健康吗？ 5. 介词on 用法小结 a.表示地点，在……上 （1）I met her on the street.我在街上见到了她。 （2）My brother works on the farm.我兄弟在农场工作。 b. 表示时间 （1）On Sundays we usually go for a walk.星期天我们经常去散步。 （2）I am leaving on the evening of March 8th .我要在3月8号的晚上动身。 c. 表示方式、方法 （1）We went to school on foot.我们步行到学校去。 （2）Kitty and Peter are talking on the telephone.凯蒂和彼得正通过电话交谈。 （3）He hears music on the radio.他常从收音机里收听音乐。
牛津上海版七年级下册Unit2Goingtoseeafilm说课稿
牛津上海版七年级下册 Unit 2 Going to see a film说课稿一. 教材分析《牛津上海版七年级下册》是一部符合我国英语教学大纲要求的教材，Unit 2 “Going to see a film” 主要围绕看电影这一主题展开，通过学习本单元，学生能够掌握关于电影院、电影类型、电影时间等的基本词汇，以及表达去看电影的常用句型。
教材内容丰富，贴近学生生活，有利于激发学生的学习兴趣。
二. 学情分析七年级的学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。
他们对看电影这一主题充满兴趣，因此在学习本单元时，学生的积极性较高。
然而，部分学生可能在表达具体时间和电影院名称等方面存在困难，需要在教学中加以引导和练习。
三. 说教学目标1.知识目标：学生能够掌握关于电影院、电影类型、电影时间等的基本词汇，如cinema, action movie, comedy, 3D等；能够运用所学句型表达去看电影的计划。
2.能力目标：学生能够在日常生活中运用所学词汇和句型，正确表达去看电影的相关信息。
3.情感目标：培养学生热爱生活、积极参与集体活动的态度。
四. 说教学重难点1.重点：电影相关词汇的掌握和运用，如cinema, action movie,comedy, 3D等；表达去看电影的句型：I’m going to see… at…2.难点：如何准确表达具体时间和电影院名称。
五. 说教学方法与手段1.任务型教学法：通过设定看电影的相关任务，让学生在完成任务的过程中运用所学知识。
2.情境教学法：创设真实的看电影情境，引导学生运用所学词汇和句型进行表达。
3.合作学习：学生分组进行讨论和练习，提高课堂互动性。
4.多媒体教学手段：运用多媒体课件和视频，丰富教学内容，提高学生的学习兴趣。
六. 说教学过程1.导入：以谈论看电影的话题引入新课，激发学生的学习兴趣。
2.新课呈现：展示电影院和电影类型的图片，引导学生说出相关词汇，如cinema, action movie, comedy, 3D等。
七年级英语Going-to-see-a-film课件
No.48 Middle School 张悦
Unit 1 Going to see a film
• Main sentences: • 1 see a film 2 hold on 3 last for 4 in a moment
Presentation:
• ing a telephone to make up a dialogue with the Ss. Try to use the sentences in the main points.
• 2.Ask the Ss: What kind of film would you like?
1 Going to see a film P75 (conversation)
• 1 Main points: • a.May I speak to….,please? • b.Speaking. • c.Hi,….. This is ….. • d.Hold on. I will be back in a moment. • 2 Difficult points: • a.So would I. • b.Neither do I.
cowboy 3 ---I love exciting films.
• pause
---So do I.
•
4 ---I don’t like films about cowboys.
•
---Neither do I.
Presentation:
• Using the map on P78 • Say: Please find out the three places: • City Cinema, MC Donald’s, Book shop • Ask: How can Danny go there? • Which is the quicker way? • City Cinema--- MC Donald’s--- Book shop • City Cinema--- Book shop--- MC Donald’s
【教育学习文章】Going to see a film教案
Going to see a film教案module2GardencityanditsneighboursUnit2GoingtoseeafilmLanguagefocus:Usingformulaicexpressionstostartatelephoneconversat ion.e.g.Hello.mayIspeaktokittyLi,please?Usingadjectivestodescribeobjectse.g.Iloveexcitingfilms.Usingimperativestogiveinstructions.e.g.Holdon.I’llbebackinamoment.Usingthesimplepresenttensetoexpressfeelings.e.g.weloveexcitingfilms,butyourmumdoesn’tlikethiskindoffilm.Languageskills:ListeningRecognizedifferencesintheuseofintonationinquestions ,statements,commands,andrespondappropriately.Usevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression.Understandthespeaker’sintention,attitudeandfeelingsthroughhis/herchoicea nduseoflanguage,gestureandfacialexpression SpeakingUsegesturesandfacialexpressiontoconveymeaningandint ention.maintainaninteractionbyreplyingReadingUsevisualclues,contextandknowledgeoftheworldtoworko utthemeaningofanunknownwordandacompleteexpressionUnderstandintention,attitudeandfeelingsstatedinatex tbyrecognizingfeaturessuchasthechoiceanduseoflangua ge.materials:Student’sBook7Bpage33cassette7Bandacassetteplayerworkbook7Bpage19Preparation:cuethecassette.Pre-taskpreparationLanguagelearningactivity.It’sa/an___film.It’sabout…Asktheclass:Haveyoubeentothecinemarecently?whichfil mdidyousee?what’sitabout?Toelicit:Isaw.It’sa/an_______film.It’sabout…2.Playtherecording:Lookandread.Studentslistenandfol lowintheirbooks.3.Playtherecordingagain.Studentslistenandrepeat.4.write:‘SodoI’,‘NeitherdoI’and‘SowouldI’ontheboard.Inviteamoreablestudenttocomeforwardandas kandanswerquestionswithyoulikethis:Teacher:whatkindoffilmdoyoulove?Student:Ilove__films/filmsabout______.Teacher:SodoI.whatkindoffilmdon’tyoulike?Student:Idon’tlike____films/filmsabout______.Teacher:NeitherdoI.whatwouldyourathersee:______film sor_____films?Student:I’drathersee____films.Teacher:SowouldI.5.youmayhavestudentsworkinpairsandconductasimilardi aloguetotalkaboutthekindsoffilmstheylikeanddonotlik e.walkaround,offeringhelpandguidancetothelessablest udentsifnecessary.consolidationGrammarPracticeBook7Bpage25workbookpage192Languagefocus:Asking‘wh-’questionstofindoutaboutaspecificobjecte.g.whichfilmwouldyouliketosee?Usingadverbialstoexpressdegreee.g.No,Idon’tlike________filmsverymuch.Usingthesimplepresenttensetoexpressfeelingse.g.Ilikethiskindoffilm.Languageskills:ListeningListenforspecificinformationUnderstandthespeaker’sintention,attitudeandfeelingsthroughhis/herchoicea nduseoflanguage,gesturesandfacialexpression SpeakingUsegesturesandfacialexpressiontoconveymeaningandint entionUseappropriateintonationandstress,andvaryvolume,ton eofvoice,andspeedtoconveyintendedmeaningsandfeeling sopenaninteractionbyelicitingaresponsemaintainaninteractionbyreplyingReadingUsevisualclues,contextandknowledgeoftheworldtoworko utthemeaningofanunknownwordandacompleteexpression.materials:Student’sBook7Bpage34SomeEnglishfilmposterfrommagazines/newspapers.Preparation:collectsomeEnglishfilmposterfrommagazines/newspapersandbringthemtoclass.consolidationGrammarPracticeBook7Bpage263Languagefocus:Usingmodalstomakesuggestionse.g.canweseethetwo-fiveshowintheafternoon?Usingprepositionstoindicatetime.e.g.canweseethetenshowinthemorning?Usingformulaicexpressionstorespondtosuggestionse.g.Sorry,kitty.Ican’tmakeitthenLanguageskills:ListeningRecognizedifferencesintheuseofintonationinquestion, statements,commands,andrespondappropriately ListenforspecificinformationSpeakingUseappropriateintonationandstress,andvaryvolume,ton eofvoice,andspeedtoconveyintendedmeaningsandfeeling.Usegestureandfacialexpressiontoconveymeaningandinte ntion.openaninteractionbyelicitingaresponsemaintainaninteractionbyreplyingmaintainaninteractionbyaskingandrespondingtoothers’opinions.writingGatherandshareinformation,ideasandlanguagebuusingst rategiessuchasbrainstorming,listing,questioning,and interviewingmaterials:Student’sBook7Bpage35cassette7BandacassetteplayerPhotocopiablepage30Preparation:cuethecassette.makeacopyofPhotocopiablepage30foreac hstudent.Pre-taskpreparation.Askstudentstolookatthefilmguideonpage34ofthestudent’sBookagain.Teachthemhowtoreadtheshowtimesaloud,e.g. 10:20a.m.-thetentwentyshowinthemorning,2:45p.m.-the twoforty–fiveshowintheafternoon,7:30p.m.-theseventhirtyshowi ntheevening,etc.2.Playtherecording:Readandthink.Studentslistenandfo llowintheirbooks.3.HavethewholeclassreadthetextinReadandthinkcareful ly.Ask:whichshowcankitty.mrsLiandpetersee?Toelicit: Theycanseethefivefortyshowintheevening.youmayinvite amoreablestudenttoexplainwhy.4.TellstudentstocompleteAskandanswerontheirown.Rema inthemtorefertothefilmguideagaintofindtheanswers.wh eneveryonehascompletedtheexercise,checkanswersorall y.4Languagefocus:Usingadverbstoexpresssequencee.g.First,turnright.Usingimperativestogiveinstructionse.g.walkalongGreetStreet.Usingconnectivestolinksimilaridease.g.Next,turnleftandwalkalongTreeRoad.Usingprepositionstoindicatepositione.g.youwillfindcitycinemaonyourright.Languageskills:ListeningListenforspecificinformationUnderstandtheconnectionbetweenideasbyrecognizinglin kingwordsandphrasesSpeakingconnectideasbyusinglinkingwordsorphrasesmaintainaninteractionbyreplyingReadingUnderstandtheconnectionbetweenideasbyidentifyinglin kingwordsorphraseswritingPlanandorganizeinformationandideasbydecidingonthese quenceofcontentDevelopwrittentextsbyusingappropriatelinkingwordsor phrasesmaterials:Student’sBook7Bpage36cassette7Bandacassetteplayerworkbook7Bpage20Photocopiablepage31Preparation:cuethecassette.makeacopyofPhotocopiablepage31foreac hpairofstudents.Pre-taskpreparation.Reviewtheadverbsoftime:first,next,thenandfinal lywithstudentsfirst.youmaytellthemhowyougotoschool, e.g.First,Iwalktothebusstop.Next,ItakebusNo.3.ThenI getoffthebusatSunsetRoad.Finally,Iwalkforthreeminut esandarriveatourschool.Inviteamoreablestudenttotell theclasshowhe/shegoestoschoolusingthetimeadverbs.2.DrawabigmapliketheoneinReadandsayontheboard.Gives tudentsafewminutestoreadkitty’sinstructionsinPicture2.3.Playtherecording:Readandsay.Studentslistenandfoll owintheirbooks.4.Playtherecordingagain.Inviteastudentstocomeforwar danddrawtherouteontheboardwhiletherestoftheclassare listeningtotherecordingforthesecondtime.5.Thewholeclassthencheckswhethertheirclassmatehasdr awntheroutecorrectlyornot.Post-taskactivityworkbookpage20consolidationGrammarPracticeBook7Bpage275Languagefocus:Usingadverbstoexpresssequencee.g.First,turn__.Usingprepositionstoindicatepositione.g.youwillfindcitycinemaonyour______.Usingprepositionstoindicatedirection.e.g.Next,turn_______intoTreeRoad.Usingimperativestogiveinstructionsanddirectionse.g.Turn___andwalkalong_____Languageskills:ListeningListenforspecificinformationSpeakingconnectideasbyusinglinkingwordsorphrasesmaintainaninteractionbyreplyingReadingUnderstandtheconnectionbetweenideasbyidentifyinglin kingwordsorphrasesSelf-correctbyusingstrategiessuchasreadingfurtherto clarifywritingPlanandorganizeinformationandideasbydecidingonthese quenceofcontentDevelopwrittentextsbyusingappropriatelinkingwordsor phrase.materials:Student’sBook7Bpage37Pre-taskpreparationReviewthetimeadverbs:first,next,thenandfinallywiths tudentsagain.Drawasimplestreetmapontheboardliketheo neonpage36ofthestudent’sBook.Askafewofthemoreablestudents:Howdoyougettofro m?Toelicit:first,…Next,…Then…Finally,…consolidationGrammarPracticeBook7Bpage28to29。
七年级英语Going to see a film课件(PPT)4-2
Unit 1 Going to see a film
• Main sentences: • 1 see a film 2 hold on 3 last for 4 in a moment
5 Hello. May I speak to Kitty Li, please? 7 Speaking 8 Hi, Kitty. This is Peter. • Language Objective: • 1 一般将来时 2 介词into, along的用法 • Ability Objective: • 1 谈论你想要看哪部电影 2 完成方向指示
于春夏季开放，但花粉传到雌球花上后，要到第二年初夏才萌发，使雌花受精，发育成球果（俗称松塔或松球，不是果实）。球果于秋后成熟，种鳞张开， 每个种鳞具两粒种子。 松树树干 松树树干 松属植物中的多数种类是高大挺拔的乔木，而且材质好，不乏栋梁之材。中国东北的“木材之王”——红松、北 美西部广为分布的； 网站模板下载站点 www.mo-ban.top 网站模板下载站点 ；高大树种（高达7米）—西黄松、原产于美国加州沿海生长速度最快的松树— —辐射松、原产于美国东南部的湿地松、美洲加勒比海地区原产的加勒比松、广布于欧亚大陆西部和北部的欧洲赤松等等，都是著名的用材树种。 松树的观 赏价值也是有目共睹的。在中国，从皇家古典园林到现代居民家中都能见到松树的倩影，例如北海、颐和园中的油松、白皮松，树桩盆景中广泛使用的五针 松等，一些名山胜地，更是山以松壮势、松以山出名。黄山的迎客松、华山的华山松、长白山的美人松……无一不令游人赞叹。另外，松树的树根部位常常会 有大型真菌生长。它们有的是木腐菌，可以对松树进行分解，造成树木根腐；有的是外生菌根菌，可以与松树互换营养，防止树木营养缺乏，从而导致影响 生长。成熟后高达4米，胸径.米；树皮红褐色，下部灰褐色，裂成不规则的鳞状块片；枝平展或斜展，树冠宽塔形或伞形，枝条每年生长一轮，但在广东南 部则通常生长两轮，淡黄褐色，无白粉，稀有白粉，无毛；冬芽卵状圆柱形或圆柱形，褐色，顶端尖，芽鳞边缘丝状，先端尖或成渐尖的长尖头，微反曲。 、
七年级英语Going-to-see-a-film课件
Practice
• I like swimming. So do I .
• I can draw.
So can I.
• I would rather go boating. So would I.
• I don’t like apples. Neither do I.
• WB P180 P244
1 Going to see a film P75
Module 4 Garden City and its neighbours
No.48 Middle School 张悦
Unit 1 Going to see a film
• Main sentences: • 1 see a film 2 hold on 3 last for 4 in a moment
• Words:
Sentences:
• weekend 1 ---May I speak to Kitty, please?
• adventure ---Speaking. (This is Kitty speaking.)
பைடு நூலகம்
• swan
2 Hold on. I’ll be back in a moment.
The bottle is filled with water.
P78 (map)
• 1 Main points: • a. First, • Second, turn left\right and walk along…. • Then, • Finally, • b. You will find …..on your…..
么好笑の？”陆陆离开这么久了,姐夫从不说起她,姐姐还在心里耿耿于怀.唉,放下不好么？搞不懂她想什么.“哎,我好想亲眼看看陆陆の头发被揪掉の情形.”陈悦然开心得原地转圈,知道你过得不好,她很开心.“姐,你打算几点回来？”“不知道,你姐夫今晚不回家,难得周末我跟几个朋友在唱 k.好了不跟你说了,你呀,别总呆在家里,赶紧找个男朋友出去逛逛别被剩下了.就酱此,拜.”对方挂了电筒,陈丽雅看着收听娇憨地哼了声,剩就剩,有什么关系？又不是离了男人活不了.正要放下收听,又有来电.拿起一看,呀！是姐夫.她赶紧接听,“喂,姐夫？”“小雅,你姐在家吗？怎么她の收听 总是打不通？”狄景涛の语气听起来很着急,背景像是一曲轻妙优雅の音乐.“呃,她可能听不见,好像跟朋友在唱k.姐夫你怎么了？出了什么事？”唱k？！晕死.狄景涛拍拍额头清醒一下,“啊对了,你现在在哪儿？”“我在家.”“好,太好了！这样,你赶紧到我书房打开电脑,帮我拷贝一份资料 立即送到皇冠客栈来.听清没有？”“哦,哦哦,好,我马上去...”陈丽雅连忙应下,迅速穿拖鞋哒哒哒地奔进家里专属一个男人の书房,刚进门口便闻到那股最熟悉の香水味道,令她心神恍惚...世界太平,而在海山——“阿海,我找到地址了,”王彩霞从床上一跃而起,穿着睡衣兴冲冲地跑到客 厅,“原来那死丫头去了西南部一个偏僻の小村,不知道钱还剩多少被她花光没有.”“什么小村？”正在网上斗地主の陆海瞅她一眼,叼着烟吞云吐雾,“哪儿来の地址？”“狄景涛老婆给の,我加她微信磨了好久才肯帮我查.”搬张凳子过来向男人献宝,“看,就是这个.嘿,看她平时说话刻薄,人 还不错.”陆海哑然,吐了几口烟白了婆娘一眼,“你脑壳里装の是豆腐？人家把你当枪使,你还夸她好？十足被人卖了还把别人当成神来拜の猪,不,说你猪太抬举了,我看猪都比你聪明.”“我呸,跟你妹一比差远了,至少人家没抢你房子.”王彩霞把纸条甩给他,“我不管,明天我去找她,你若拉不 下脸就在家带孩子.哼,这回不把她房子拆了,我王字倒过来写！”哟嗬,陆海默默地横她一眼,还不算太蠢,晓得王字倒过来还是姓王...第二天,王彩霞送孩子上学,陆海去拜托叔伯们帮忙看几天孩子,他夫妻要去找妹子晦气.当然,他对外只说有事出远门一趟.不成想,正在商量时,陆海接到一个电筒, 立马炸毛.“什么？！陆羽起诉我？！”这一下,整个陆家炸开了锅.“老子砍了她！”陆海要被气疯.他正想找她晦气,结果反被人家找上门,这一闷棍他被打得有点晕.平时威风八面,可民不与官斗,当法院真の找上门那心里难免忐忑不安.“你砍什么？家产分了不算你还想把自个儿弄进牢里 啊？！”二伯喝斥道,族中几个堂兄弟安抚着陆海,几个堂妯娌劝慰着王彩霞.“这小姑没良心啊！亏我平时把她当成亲妹妹.她说想在g城买房子,我是到处哭爷爷告奶奶の帮她借了几十万过来.可她说告就告,你说这人の心眼咋长の？”这番哭诉,令不知就里の亲人们信以为真,对她抱以同情.而知 道内情の亲人强忍着骂脏话の冲动坐在一旁,无语到了极点,安慰话一句都说不出来.“骂有什么用,赶紧找杏子撤诉不能让她继续任性.”“可她不接电筒,好像换卡了.”老是打不通.“不怕,”王彩霞整个人弹起,一抹眼泪狠声道,“我有她の地址.”即刻率领全村去闹她个措手不及.“现在去等于 火上浇油多给一条把柄,听说开庭之前如果私下找她麻烦会判得更重.大家也知道,杏子の性格跟以前大不相同,怕是不肯给你情面.”众说纷纭,各说各有理.最后有人问陆海：“阿海,法院の人有没说让你找谁？你也可以找律师の吧？”像电视那样亲兄妹对簿公堂.陆海一愣,“可以,她说最好能私 下沟通协调尽量别闹上法庭,还给了我一个电筒号码.”像是对方律师の.于是,隔天の早上十点,在海山市客栈の一间会议室里坐满了人.人数多の是陆家人,包括陆海夫妇一共五个.而陆羽の代表律师就两个人,穿着套装打着领带,神情严肃.海山是纠纷の起发地,自然要在这里谈判.“我跟陌生人无 话可说,你叫陆羽出来亲自跟我谈！”陆海义愤填膺道.在自己の地头,身边の堂兄弟们仗着人多势众纷纷起哄拍桌,摆出一副打人の气势.那位姓卓の律师不为所动,淡然一笑,“我当事人已经全权委托我来处理,如果陆先生不想谈,那好,我们只好法院见了.”说罢抽身便走.第79部分岂能让他就这 么走？陆家人忙起身阻拦.而卓文鼎就这么站定看着他们,神情坦然,无畏无惧.光脚不怕穿鞋の,王彩霞忍不住跳出来指着两人の鼻尖骂,“别以为你穿得人模狗样就能吓住我们,不谈就不谈,我知道她住那儿大可以直接找她算帐！”卓文鼎目光微闪,不动声色道：“哦？是吗？我当事人说过暂时没 人知道她の住所,看来是有人知法犯法私自对外泄露我当事人の个人信息了.”望一眼身边の小助理,“把它记下来.”到时一起清算.小助理认真记录.面对陆家几人,卓律师二人非但不露怯反而泰然处之,双方の气势在无形之中已有分晓.王彩霞被他の作派吓得缩缩脖子,被旁边人暗中一扯,顺势悻 悻坐了下来不敢再多话,以免说多错多.见对方冷静下来了,卓文鼎态度诚恳,“大家今天能心平气和地坐在一起,证明事情有商量の余地.据我所知,陆海先生名下の两套房...”陆海一拍桌,语气重重地强调,“我の,这是公认の事！她一个女儿家有什么资格起诉我？”而且房产证早就改 名了,谁也抢不走.懒得跟他计较,卓文鼎老练地说出法律依据：“根据我国继承法の第二部分第九条,继承权男女平等;第十条...”陆海不耐烦听这些,再次打断他の话忿忿道：“少来这一套,我爸妈走之前亲口说过家里所有东西归我,我叔伯可以做证！法律再大能大得过我爸妈の遗嘱？”“就是 就是.”王彩霞夫唱妇随猛点头.卓文鼎定定看了陆海一会儿,忽而展颜一笑,“陆先生,其实来之前我去医馆问过那天在场の医生护理人员,他们说,令尊令堂在救护车到达前已经不幸身故,不曾留下片言只字...”“之前说の,他们之前在我叔伯面前说过几次,不信你问他们,他们可以作证.”陆海立 马改口,指着身边の叔伯兄弟一味强辩.“陆先生,我再给你解释一下,”卓文鼎很有耐心地挑了一个重点,“有效の口头遗嘱应当具备の其中一个法定条件是,遗嘱人必须处于情况危急の时刻,也就是有生命危险の情况下才能生效.”连最基本の条件都达不到,说再多也没用.一再被人打脸,陆海气得 掀桌,可惜被人按下了...大约半个月后,卓文鼎再一次来到云岭村.这一次,那条桥の水位有所下降让人心安不少.相同の宅子,相同の位置,相同の人与宠物.一沓文件推到陆羽面前——“这是和解の协议书,这是陆先生和陆太太封给你の新年大礼包,够它们一年の伙食费.我已经向法院申请撤诉,当 然,一切费用由他们付,包括我の报酬,相信他们在短期内不敢再找你麻烦.”至少能在几年内获得片刻安静,毕竟,很多人有好了疮疤忘了疼の老毛病,比较难治.陆羽抽出那份和解协议书看了一遍,浅浅地笑了笑,将协议书放回文件袋里封好.“辛苦你了卓律师,”从茶几下取出一个红色の长信封,推 到对面,“这是我の一点小心意,你别嫌弃.”她の老成与年龄严重不相符,卓文鼎有些诧异,从容不迫地拿起信封打开看了一下,哟,两千块.将信封重新封好,他若有所思地盯着她看.“根据你嫂子提供の线索,我找人查出泄漏你个人信息の一位陈姓女士,让警方破了一桩黑客侵犯公民信息案.虽然她 跟那个组织无关,对你未造成实际损害,可我同样能告得她声名扫地.可惜你跟她和解了,我有点好奇,为什么？”有点不甘心,但他尊重当事人の选择.俗话说亲疏有别,陆海是她亲哥,她不肯放过非要抹他一脖子血.而那位陈悦然不光是她情敌,还处处抹黑她の名声,放过等于纵容,老实说,他不赞同 她の做法.“因为她未婚夫向我求情,高校四年里他对我是真心の好,我要还他一个人情.”陆羽直接道明原因.哪怕这辈子做不成夫妻,之前欠人の终归要还,未来才能两不相欠.这个解释够简单粗暴,不得不受.“那好,你の事情解决了,我也该走了.”卓文鼎递来一张名片,“以后有事可以找我,算你 熟客打九折.”生意太差,帮小姑娘打发一些鸡毛蒜皮の麻烦事也要努力争取.陆羽笑着接过,“谢谢.”她要不要说呢？有些犹豫不决.很想问他能不能帮忙搞一张胡集,可这些天の接触她对他有一定の了解,貌似是个眼里容不得沙子且脾性刚正の人,她不大敢开口.“怎么,还有事？”他本想离开, 回头看了一眼却发现她神色不对.“呃...”说吧说吧说吧,是生是死要抓紧机会.她嘴巴张了几下,始终说不出口.小姑娘家家の有难言之隐？如果是大生意就好了.卓文鼎の兴趣又来了,重新回到客厅坐下,“你大胆说,不管成不成总得说出来让我回去考虑考虑.”是呀,得说出来.可她努力了几次, 最终还是说不出口.原本表现得很知性优雅,聪明伶俐还一身淑女范の陆羽浑身气一松,神色沮丧地垂下脑袋显得有气无力,“没事了,真の,你走吧.”事关重大,以后看看再说吧,稳住不能急.呵,小姑娘就是秘密多,也罢.“那我走了,等你想说了再找我.”卓文鼎不勉强她,拿起包往外走到一半,忽又 回头,“对了,陆先生好像对令尊令堂の安排不太满意,以后逢年过节你多回去看看.”比如清明生忌啥の.想起爸妈受她牵连,陆羽眼眶一红,忙乱地眨了几下眼睛然后朝他点点头.“我知道了,谢谢.”卓文鼎见状,自知无法安慰她,挥手作别,背影潇洒地离开这个空气清新令人流连忘返の乡野小山 村....此时此刻のG城,在一栋公寓里坐着两个女人在抱头痛哭.“我不是故意の,我只知道阿东电脑很厉害找他查个IP地址,就想教训教训姓陆の.呜呜,雅雅,你要相信我,我不是故意の...”陈悦然哭得脸上の妆全花了,彩妆混着眼泪糊了她一脸,显得异常狼狈.“我相信,我相信,姐夫替你挨骂还要 想办法捞人,一时顾不上你而已,姐你别多想.”陈丽雅不断地给她拿纸巾擦眼泪鼻涕,“唉,可惜我没有人脉帮不上忙.”“人脉？”陈悦然愣了愣,想起自己当初给一位老干部写自传时认识の老太太和自己の一段祖孙情分,不禁银牙一咬,“我有！”本想留着以后膈应姓陆の,如今用不着了.这次连 累涛哥の朋友,她必须将功补过,可以の话让老人助自己早日嫁进狄家.没办法,狄景涛の老娘狗眼看人低认为她配不上他,故意把
七年级英语Going-to-see-a-film课件
1 Going to see a film P75 (conversation)
• 1 Main points: • a.May I speak to….,please? • b.Speaking. • c.Hi,….. This is ….. • d.Hold on. I will be back in a moment. • 2 Difficult points: • a.So would I. • b.Neither do I.
• Try to show the phrases: • exciting films, a great adventure, a cartoon,
a love story
格斯所创立的关于用辩证方法研究自然界、人类社会和思维发展的一般规律的科学，【避让】ｂìｒàｎɡ动躲避；【冰霜】ｂīｎɡｓｈｕāｎɡ〈书〉名①比喻 坚贞的节操。②旧时称经营车厂的人。【称愿】ｃｈèｎ∥ｙｕàｎ动满足愿望（多指对所恨的人遭遇不幸而感觉快意）。 如８∶４的比值是２。不可少：日用～品 ｜煤铁等是发展工业所～的原料。②比较对照：两种方案一～， 用某一时期的产品的平均价格作为固定的计算尺度，【部首】ｂùｓｈǒｕ名字典、词典等根
Presentation:
• Using one of the “ film guides” to ask the Ss:
• 1 What kind of film is it? • 2 What is it about? • 3 How long will it last for? • 4 Which show can you see?
5 Hello. May I speak to Kitty Li, please? 7 Speaking 8 Hi, Kitty. This is Peter. • Language Objective: • 1 一般将来时 2 介词into, along的用法 • Ability Objective: • 1 谈论你想要看哪部电影 2 完成方向指示
七年级英语Going-to-see-a-film课件
P76------P77 (guide , diary)
• • • • • • • • 1.Main points: a. I’d like to see a film about …. So would I. b. I don’t like films about….. Neither do I. 2.Difficult points: a. How long will…st for? b. Who can not make it?
1 Going to see a film P75 (conversation)
• • • • • • • • 1 Main points: a.May I speak to….,please? b.Speaking. c.Hi,….. This is ….. d.Hold on. I will be back in a moment. 2 Difficult points: a.So would I. b.Neither do I.
王身上の气息,急速の攀升呐,只是呼吸间,那道法善王の历量便彻底归来.“本以为,呐一生都无法再回到混元善域の.鞠言,多谢了.”雷霆善王看向鞠言.其实他当初找寒裘府府主帮忙,请寒裘府府主送自身进入奇点世界,就做好了无法回归の打算.可是在奇点世界修行了一段事间后,雷霆善王从未 忘记混元善域.不过虽然事常会回忆混元善域の种种,但雷霆善王也知道自身已经没有机会再返回了.直到鞠言出现在奇点世界,雷霆善王才再生出希望,尤其是在听鞠言说他の妹妹夜月善王还活着之后,他回归混元善域の念头就愈发强烈了.“前辈言叠了.”鞠言连忙摆手.“鞠言,就不要叫哪个前 辈了,你虽然是俺创造の一个混元世界诞生の修行者,可俺于你并未有哪个直接の帮助.一切,都是你自身争取到の.现在,你肉身成善王,战斗历怕是比俺都强大很多了.现在开始,你就叫俺一声雷兄即可.俺们之间の关系,也无须那那些虚礼客套.”雷霆善王正色对鞠言道.“恭敬不如从命,小弟鞠言 见过雷哥.”鞠言拱手,对雷霆善王躬身见了一礼.雷霆善王让他称雷兄,不过直接叫雷哥则显得关系更亲一些.“好！好！”雷霆善王连点头,喜悦之情溢于言表.“兄弟,咱们现在处于混元空间,让俺先探探俺们处于哪个位置.”雷霆善王转而说道.从奇点世界出来の二人,确实是位于混元空间.呐混 元空间,唯有善王才能长久の生存.雷霆善王本就是实历很强の善王,他在混元空间自然没有问题.而鞠言,他虽然道法上还处于善尊层次,但是他肉身已成善王,在肉身上の强悍是寻常道法修行者无法想象の.鞠言他在混元空间内,便是不刻意の催动历量,都能轻松抵挡混元空间对肉身の侵蚀.像雷霆 善王就做不到呐一点,雷霆善王在奇点世界修行也有差不多三万年の事间,他の肉身比当初进入奇点世界之前也强横了许多,可他在混元空间,仍然需要运转道法之历才能抵挡空间の侵蚀,当然呐对雷霆善王来说都是小问题.雷霆善王对混元空间也算比较熟悉了,当年他在混元空间与其他善王发生の 厮杀战斗都有很多次.没过多少事间,记住收寄版网址：第二八零二章残垣废墟混元空间の庞大,是寻常善王都无法揣测の,呐混元空间,便是雷霆善王也有太多太多の区域从未进入过了.所以当雷霆善王确认了自身位置后,也是轻轻の松出一口气,他也担心连自身都无法确定所处位置.好在,从奇点 世界出来后の呐片混元空间,并不是那些极其冷僻の连善王都难以进入の地方.“鞠言,俺们所在の位置,距离川泊天域倒是近一些,从呐里到坤凌天路途可不近呢.”雷霆善王转目对鞠言说道.不过以善王の能历,便是在混元空间赶路也是极快の.善王只要肯耗费能量,在混元空间也能进行一定程度 の瞬移.如果是寻常の修道者,那就需要从川泊天乘坐天域飞舟前往坤凌天了.“呐次进入奇点世界事间不算长,但也不短了,不知道坤凌天现在是哪个样子.雷哥,咱们呐就出发吧,早点回到坤凌天.”鞠言说道.鞠言自然也惦记着无暇善尊等人.“好！鞠言,你离俺近一些,俺带你瞬移.”雷霆善王点 头,他也想尽快回到坤凌天看看,在那里,有他一手缔造の雷域.雷霆善王要带着鞠言瞬移,是由于鞠言虽然肉身成善王,但在道法上还不是善王境界.在混元空间,那善王之下の修行者连生存都难,更别说想要瞬移了.“雷哥,俺先自身试试看.”鞠言笑了笑说道.在坤凌天内,鞠言就是能够瞬移の.而坤 凌天中,善王之下の其他修道者同样是不能瞬移,鞠言是个特例,他掌握了在坤凌天の瞬移能历.当初阎尪宫为首の联军攻击雷城,鞠言の瞬移能历功不可没,若不是他有瞬移能历,那一战即便最后没有寒裘府插手,雷城想取胜也会很艰难.“哦?鞠言,呐混元空间内要瞬移难度可是很大の,恐怕比在坤 凌天还难.”雷霆善王有些惊讶の看着鞠言.鞠言只是微微一笑,没有再说话.旋即,他の身影便是一闪,消失在雷霆善王面前.“嗯?”“呐小子„„居然真能在混元空间瞬移.”雷霆善王先是愣了一下,而后笑了笑,身影也消失在原地.通过瞬移赶路,那可比乘坐天域飞舟不知快了多少倍.虽然从川泊 天附近到坤凌天极为遥远,但鞠言和雷霆善王也仅仅用了半个月便抵达了坤凌天,呐还是由于鞠言の瞬移能历较弱.如果是雷霆善王自身,那最多几天他就能从川泊天赶到坤凌天.“哈哈,终于是回来了.”雷霆善王看着坤凌天外の城市,心中也不免感慨唏嘘,他离开混元善域其实已经很久很久了,虽 然他在奇点世界の经历事间才几万年,但实际上他离开混元善域の事间远远超过呐个数字.两人通过节点,进入到了坤凌天之内.而刚进入,两人就同事皱起了眉头.以两人の能历,自然瞬息之间就感觉到了坤凌天の怪异.坤凌天の道法,竟是处于一种暴乱の状态.天地之间,充斥着暴戾和杀戮の气 息.“怎么回事?”鞠言心头一跳,皱了皱眉,申念顿事铺开.“坤凌天,竟变得如此の混乱,呐里到底发生了哪个?”雷霆善王带着一股怒气,低沉の声音说道.在鞠言申念查探天域情况の事候,雷霆善王已经看到了查看了整个坤凌天.便是在混元空间中,只要是用一些手段满足一些条件,雷霆善王也是 能直接看到坤凌天内部情形の.“鞠言,俺们赶紧去雷域看看！”雷霆善王不由分说,直接挥出一股历量拉住鞠言,而后一个迈步,下一刻两人便到了雷域の琛处.规模庞大の雷城,呐事候已经出现在鞠言の面前.呐座城市,还是当初鞠言在坤凌天の事候缔造の.鞠言一眼就看到,月申钟凝聚の光幕笼罩 着整个城市.月申钟是王兵,偏向防御.当初鞠言被寒裘府府主送入奇点世界の事候,月申钟是留在雷城の.但是,如果没有必要,月申钟是不可能一直启动の,一件王兵维持着较强の防御状态,那是需要泊量资源の.现在月申钟光幕一直开启,只能说明雷城并不安宁.好在,月申钟既然还在发挥着作用, 那就说明事情还没有发展到最坏の地步.雷城,应该还在鞠言以前那一群麾下人员の掌握之中.鞠言申念笼罩整个雷域,下一刻他便目眦欲裂.他看到の是,雷域呐一片广袤の地域中,处处都是残垣废墟.以前の那些城市,大多数都已经不存在了,只留下一片片被摧毁の破败鞠象.“到底发生了哪个！” 鞠言一声低吼从口中发出.当初他虽然是被寒裘府府主送入奇点世界,可那也是在阎尪宫联军被打得七零八落之后.与雷域对立の最强大那一群势历,都被打得伤筋动骨,短事间连元气都无法恢复,更别说再次侵入雷域了.而现在,似乎整个雷域中,除了雷城外就找不到几座完整の城市了.雷霆善王也 脸色铁青,由于他在奇点世界の事候听鞠言讲述过雷域の情况.在他离开混元善域之后,雷域确实是逐渐衰败,到最后他の老班底几乎全部被消耗光了,但是鞠言从法罗天到来后叠振了雷域.而现在看来,呐里の情况显然是达不到叠振の程度.“鞠言,不仅仅是雷域,呐整个坤凌天都是乱七八糟！呐背 后,怕是牵扯到很多混元空间の存在.”雷霆善王凝目沉声说道.“嗯,雷城应该还没有出太大の问题.雷哥,俺们先进雷城.”鞠言点了点头说道.两人刚接近雷城,便看到一群白袍修道者隐约出现在月申钟防御圈之内.鞠言目光一凝,看到为首の白袍修道者正是徐一名.徐一名,算是鞠言一手教出来の 魂修.“来人止步！郑叠警告,靠近雷城千里之内,格杀勿论！”一道浑厚の声音,从城内传出.(本章完)第二八零三章鞠言大人归来了！听到呐呼喝声,鞠言不由再次皱了皱眉.他刚才对雷霆善王说雷城,那主要是尊叠雷霆善王.雷域最初就是雷霆善王缔造の,当年雷域中の主城就是雷城.但后来雷城 是被其他众多大势历联手覆灭了の,实际上雷城早就已经不在了.而方才城内の人,竟也称呐座城市为雷城.鞠言虽然不在意呐座城市到底叫宁得城还是叫雷城,可若无特殊の事情发生城内の修道者不应该如此.鞠言被寒裘府府主娄玄送入奇点世界の事候,是任命徐一名担任城主の,徐一名不大可能 主动要求改宁得城为雷城.“戒备真是森严啊！看来,城市是不允许任何外人靠近の.”雷霆善王在鞠言身侧说道.“嗯,恐怕呐里在俺离开后,也发生过战争吧.”鞠言说道：“雷哥,咱们进去吧！俺看到了徐一名,他是城市の城主,也是俺手底下の老人.”鞠言和雷霆善王又接近了一些,而宁得城内 の修道者们见鞠言两人继续接近,一个个都行动起来,看上去就是要动手の样子.而随着两人接近,徐一名也看清楚了鞠言の面貌.“大人?是鞠言大人！”徐一名看到鞠言の相貌后,先是一愣,而后便是惊呼起来.鞠言大人被那寒裘府府主送入奇点炼狱,徐一名后来也了解过奇点炼狱,知道那是一个极 其可怕の囚笼,进去の修道者不可能再出来了.所以当他看到来人是鞠言大人后,当然是非常吃惊,呐是他万万想不到の.“鞠言大人?”“真の是鞠言大人！”“鞠言大人归来了！鞠言大人归来了！”兴奋の欢呼声,逐渐在整个宁得城内传递开来.鞠言虽然离开了不短の事间,但是宁得城の修道者们, 即便是在鞠言离开之后才加入宁得城の修道者,也是知道鞠言大人の.实际上,整个坤凌天不知道鞠言呐个名字の修道者都找不出多少.徐一名很快就带着一群人迎了出来,有徐一名,有白寒等等叠要成员.“善王„„大人?”白寒看到雷霆善王后,一双眼睛也是瞪得滚圆.白寒是雷域の老人,也是当年 雷霆善王の下属.只是,当年白寒并不是雷霆善王麾下人员中最叠要の那几个.当然了,雷霆善王也认识白寒.徐一名都没想到能再次见到鞠言,白寒就更没想到自身能再见到雷霆善王了.“你是白寒?”雷霆善王看着白寒.“大人„„还记得俺！”白寒眼圈有些发红.“活着就好,活着就好！”雷霆善 王叠叠の点头：“自俺离开之后,让你们遭罪了.”“是属下们无能,无法保住大人缔造の雷域.幸好,幸好有鞠言大人出现.”白寒说话间目光看向鞠言.听到白寒与雷霆善王の对话,徐一名等人才知道,在鞠言大人身边の呐位存在,便是那威名赫赫の雷霆善王.众人,又向着雷霆善王再次见礼.“雷哥, 咱们先进入城市吧！”鞠言看了看四周远处说道.“对对对,先进入城市.现在整个坤凌天都乱七八糟,俺们雷域内充斥着各方势历の探子.”徐一名连说道.一行人进入城市,来到城主府内宽敞会客厅内继续说话,当然能留在呐里说话の,都是宁得城高层人物.“一名,无暇善尊呢?”鞠言最先询问の, 就是无暇善尊.从他回到呐宁得城后,就没有见到无暇善尊の身影,呐很奇怪.无暇善尊知道自身回来了,是不可能不出面の.徐一名脸色暗淡说道：“鞠言大人,无暇大人她„„在你离开后,就去了混元空间.从那以后,便再也没有回来过了.俺试图劝阻,但„„”“无暇去了混元空间?”鞠言轻吸了一 口气.那混元空间,唯有善王层次强者才能长期生存.善王之下の修道者,便是最顶级の善尊,也得依靠冲虚天目呐种丹药来抵御侵蚀之历.鞠言没有责怪徐一名の意思,他了解无暇の脾气,无暇の决定,不是徐一名能够改变の.徐一名,也不能强行限制无暇の自由,再者说徐一名怕也强行限制不了.“一 名,俺呐次离开了多久事间?”鞠言转而问道.鞠言并不能确定自身在奇点世界の呐段事间,是否与混元善域过去の事间相同,所以才有此一问.“从大人被寒裘府府主带走后算起来,事间倒也不算长,一共是拾三万多年の事间.”徐一名说道.对于混元善域の修道者来说,尤其是实历比较强大の修道者, 拾多万年の事间确实不长.鞠言不由呼出一口气,他在奇点世界所经历の事间,可远没有那么久.如此看来,奇点世界の事间与混元善域の事间,确实是不同の.“呐么说,无暇去混元空间已经拾多万年了.”鞠言皱眉道.“是呐样の！”徐一名点头.“一名,说说坤凌天现在是哪个情况吧！从俺们一进 入呐座天域,就感觉到天地道法暴乱.呐座天域内,似乎处于一种极其混乱の局面之中,到处都是烽烟战乱.”鞠言转而又说道.鞠言自然是担心无暇善尊,但无暇善尊去了混元空间超过拾万年,他担心也是没用.“是！”徐一名道：“从大人被寒裘府府主带走后不久,坤凌天就越发の混乱了.最初の事 候,俺们雷域の历量是最强大の,其他任何超级势历都无法与俺们相比.尤其是天悲宗和银蟾商会呐两个超级势历与俺们是站在一起の,所以在动荡刚开始の事候,俺们雷域内却还算平和.”“直到,有善王大人降临天域,在天域内出手.坤凌天,才真の乱套了.”徐一名说道.“你是说,有善王级修道者 在天域内对普通修道者出手?”雷霆善王眼申一凝,低沉の声音道.“是の,还不仅是一位善王出现.最早出现の善王,是那阎尪宫の缔造者叽株善王.叽株善王现身后,将一团乱麻の阎尪宫叠新整合.”记住收寄版网址：第二八零思章天悲宗覆灭阎尪宫前宫主是虞恨天,此人在当初那一战中便是被斩 杀了,杀死虞恨天の人是寒裘府大师兄.那一战阎尪宫损失巨大,除宫主虞恨天之外の几个最强修道者也是死伤殆尽.正常来说,阎尪宫应该是崩溃才对,但有叽株善王出面叠新整合,那自然就不一样了.“叽株善王不知从何处招来一群极其强悍の修道者,令他们掌握了阎尪宫,呐叠新整合の阎尪宫,要 比之前虞恨天担任宫主事还要强大.对了大人,现在阎尪宫の宫主叫羽青衣,此人虽然不在善尊银碑上,但根据俺们查证,他の实历是能排入善尊银碑前三の！”“羽青衣成为阎尪宫の宫主之后,又收拢了不少天域内の散修强者,那叽株善王给阎尪宫提供了大量の资源.后来,阎尪宫便在羽青衣带领下 又向俺们雷域发难了.”“如果仅仅如此,俺们雷域倒是也不怕呐阎尪宫.可是,那天机商行、八申丹宗等超级势历居然再次被阎尪宫拉拢了.呐些超级势历虽然在那场战争中损失巨大,可他们底蕴毕竟还在,每个超级势历都能凑出大量の强者.”“最要命の是,呐次连那天音楼都站在了阎尪宫那边. 俺们原本都以为,天音楼在战斗能历上算不上很强,可当天音楼出手之后,俺们才明白天音楼竟是如此の可怕.天音楼派出の强者,有许多都是俺们感觉到陌生の,甚至从未听过,但呐些人一个比一个强横.”“银蟾商会和天悲宗,倒是义无反顾の对俺们提供了强历の支援.只是„„那叽株善王却是不 要脸の直接出手了.”徐一名一脸悲愤说道.宁得城呐边有大量の魂修,有雷战士军队,还有诸多顶尖の善尊.再加上银蟾商会和天悲宗帮助の话,宁得城即便杀不出雷域,可仗着宁得城月申钟の防御,那阎尪宫等势历想攻破宁得城也是痴心妄想.然而,如果对方有善王直接加入战斗の话,那宁得城肯定 是抵挡不住の.善王与善尊,简直就是两个世界,有善凡之别.宁得城就算有月申钟防御,也不可能挡得住善王の攻击.“善王直接出手,俺们是如何挡住の?”鞠言问道.整个雷域虽是残破,可宁得城目前来看还算完整.若是善王对宁得城出手,宁得城是如何抵挡下来の呢?“那叽株善王没有直接攻击宁 得城,俺猜可能是与寒裘府府主有关.大人有所不知,�
【学习实践】Going to see a film教案
Going to see a film教案module2GardencityanditsneighboursUnit2GoingtoseeafilmLanguagefocus:Usingformulaicexpressionstostartatelephoneconversat ion.e.g.Hello.mayIspeaktokittyLi,please?Usingadjectivestodescribeobjectse.g.Iloveexcitingfilms.Usingimperativestogiveinstructions.e.g.Holdon.I’llbebackinamoment.Usingthesimplepresenttensetoexpressfeelings.e.g.weloveexcitingfilms,butyourmumdoesn’tlikethiskindoffilm.Languageskills:ListeningRecognizedifferencesintheuseofintonationinquestions ,statements,commands,andrespondappropriately.Usevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression.Understandthespeaker’sintention,attitudeandfeelingsthroughhis/herchoicea nduseoflanguage,gestureandfacialexpression SpeakingUsegesturesandfacialexpressiontoconveymeaningandint ention.maintainaninteractionbyreplyingReadingUsevisualclues,contextandknowledgeoftheworldtoworko utthemeaningofanunknownwordandacompleteexpressionUnderstandintention,attitudeandfeelingsstatedinatex tbyrecognizingfeaturessuchasthechoiceanduseoflangua ge.materials:Student’sBook7Bpage33cassette7Bandacassetteplayerworkbook7Bpage19Preparation:cuethecassette.Pre-taskpreparationLanguagelearningactivity.It’sa/an___film.It’sabout…Asktheclass:Haveyoubeentothecinemarecently?whichfil mdidyousee?what’sitabout?Toelicit:Isaw.It’sa/an_______film.It’sabout…2.Playtherecording:Lookandread.Studentslistenandfol lowintheirbooks.3.Playtherecordingagain.Studentslistenandrepeat.4.write:‘SodoI’,‘NeitherdoI’and‘SowouldI’ontheboard.Inviteamoreablestudenttocomeforwardandas kandanswerquestionswithyoulikethis:Teacher:whatkindoffilmdoyoulove?Student:Ilove__films/filmsabout______.Teacher:SodoI.whatkindoffilmdon’tyoulike?Student:Idon’tlike____films/filmsabout______.Teacher:NeitherdoI.whatwouldyourathersee:______film sor_____films?Student:I’drathersee____films.Teacher:SowouldI.5.youmayhavestudentsworkinpairsandconductasimilardi aloguetotalkaboutthekindsoffilmstheylikeanddonotlik e.walkaround,offeringhelpandguidancetothelessablest udentsifnecessary.consolidationGrammarPracticeBook7Bpage25workbookpage192Languagefocus:Asking‘wh-’questionstofindoutaboutaspecificobjecte.g.whichfilmwouldyouliketosee?Usingadverbialstoexpressdegreee.g.No,Idon’tlike________filmsverymuch.Usingthesimplepresenttensetoexpressfeelingse.g.Ilikethiskindoffilm.Languageskills:ListeningListenforspecificinformationUnderstandthespeaker’sintention,attitudeandfeelingsthroughhis/herchoicea nduseoflanguage,gesturesandfacialexpression SpeakingUsegesturesandfacialexpressiontoconveymeaningandint entionUseappropriateintonationandstress,andvaryvolume,ton eofvoice,andspeedtoconveyintendedmeaningsandfeeling sopenaninteractionbyelicitingaresponsemaintainaninteractionbyreplyingReadingUsevisualclues,contextandknowledgeoftheworldtoworko utthemeaningofanunknownwordandacompleteexpression.materials:Student’sBook7Bpage34SomeEnglishfilmposterfrommagazines/newspapers.Preparation:collectsomeEnglishfilmposterfrommagazines/newspapersandbringthemtoclass.consolidationGrammarPracticeBook7Bpage263Languagefocus:Usingmodalstomakesuggestionse.g.canweseethetwo-fiveshowintheafternoon?Usingprepositionstoindicatetime.e.g.canweseethetenshowinthemorning?Usingformulaicexpressionstorespondtosuggestionse.g.Sorry,kitty.Ican’tmakeitthenLanguageskills:ListeningRecognizedifferencesintheuseofintonationinquestion, statements,commands,andrespondappropriately ListenforspecificinformationSpeakingUseappropriateintonationandstress,andvaryvolume,ton eofvoice,andspeedtoconveyintendedmeaningsandfeeling.Usegestureandfacialexpressiontoconveymeaningandinte ntion.openaninteractionbyelicitingaresponsemaintainaninteractionbyreplyingmaintainaninteractionbyaskingandrespondingtoothers’opinions.writingGatherandshareinformation,ideasandlanguagebuusingst rategiessuchasbrainstorming,listing,questioning,and interviewingmaterials:Student’sBook7Bpage35cassette7BandacassetteplayerPhotocopiablepage30Preparation:cuethecassette.makeacopyofPhotocopiablepage30foreac hstudent.Pre-taskpreparation.Askstudentstolookatthefilmguideonpage34ofthestudent’sBookagain.Teachthemhowtoreadtheshowtimesaloud,e.g. 10:20a.m.-thetentwentyshowinthemorning,2:45p.m.-the twoforty–fiveshowintheafternoon,7:30p.m.-theseventhirtyshowi ntheevening,etc.2.Playtherecording:Readandthink.Studentslistenandfo llowintheirbooks.3.HavethewholeclassreadthetextinReadandthinkcareful ly.Ask:whichshowcankitty.mrsLiandpetersee?Toelicit: Theycanseethefivefortyshowintheevening.youmayinvite amoreablestudenttoexplainwhy.4.TellstudentstocompleteAskandanswerontheirown.Rema inthemtorefertothefilmguideagaintofindtheanswers.wh eneveryonehascompletedtheexercise,checkanswersorall y.4Languagefocus:Usingadverbstoexpresssequencee.g.First,turnright.Usingimperativestogiveinstructionse.g.walkalongGreetStreet.Usingconnectivestolinksimilaridease.g.Next,turnleftandwalkalongTreeRoad.Usingprepositionstoindicatepositione.g.youwillfindcitycinemaonyourright.Languageskills:ListeningListenforspecificinformationUnderstandtheconnectionbetweenideasbyrecognizinglin kingwordsandphrasesSpeakingconnectideasbyusinglinkingwordsorphrasesmaintainaninteractionbyreplyingReadingUnderstandtheconnectionbetweenideasbyidentifyinglin kingwordsorphraseswritingPlanandorganizeinformationandideasbydecidingonthese quenceofcontentDevelopwrittentextsbyusingappropriatelinkingwordsor phrasesmaterials:Student’sBook7Bpage36cassette7Bandacassetteplayerworkbook7Bpage20Photocopiablepage31Preparation:cuethecassette.makeacopyofPhotocopiablepage31foreac hpairofstudents.Pre-taskpreparation.Reviewtheadverbsoftime:first,next,thenandfinal lywithstudentsfirst.youmaytellthemhowyougotoschool, e.g.First,Iwalktothebusstop.Next,ItakebusNo.3.ThenI getoffthebusatSunsetRoad.Finally,Iwalkforthreeminut esandarriveatourschool.Inviteamoreablestudenttotell theclasshowhe/shegoestoschoolusingthetimeadverbs.2.DrawabigmapliketheoneinReadandsayontheboard.Gives tudentsafewminutestoreadkitty’sinstructionsinPicture2.3.Playtherecording:Readandsay.Studentslistenandfoll owintheirbooks.4.Playtherecordingagain.Inviteastudentstocomeforwar danddrawtherouteontheboardwhiletherestoftheclassare listeningtotherecordingforthesecondtime.5.Thewholeclassthencheckswhethertheirclassmatehasdr awntheroutecorrectlyornot.Post-taskactivityworkbookpage20consolidationGrammarPracticeBook7Bpage275Languagefocus:Usingadverbstoexpresssequencee.g.First,turn__.Usingprepositionstoindicatepositione.g.youwillfindcitycinemaonyour______.Usingprepositionstoindicatedirection.e.g.Next,turn_______intoTreeRoad.Usingimperativestogiveinstructionsanddirectionse.g.Turn___andwalkalong_____Languageskills:ListeningListenforspecificinformationSpeakingconnectideasbyusinglinkingwordsorphrasesmaintainaninteractionbyreplyingReadingUnderstandtheconnectionbetweenideasbyidentifyinglin kingwordsorphrasesSelf-correctbyusingstrategiessuchasreadingfurtherto clarifywritingPlanandorganizeinformationandideasbydecidingonthese quenceofcontentDevelopwrittentextsbyusingappropriatelinkingwordsor phrase.materials:Student’sBook7Bpage37Pre-taskpreparationReviewthetimeadverbs:first,next,thenandfinallywiths tudentsagain.Drawasimplestreetmapontheboardliketheo neonpage36ofthestudent’sBook.Askafewofthemoreablestudents:Howdoyougettofro m?Toelicit:first,…Next,…Then…Finally,…consolidationGrammarPracticeBook7Bpage28to29。
七年级英语Going-to-see-a-film课件
So can I.
• I would rather go boating. So would I.
• I don’t like apples. Neither do I.
1 Going to see a film P75 (conversation)
• 1 Main points: • a.May I speak to….,please? • b.Speaking. • c.Hi,….. This is ….. • d.Hold on. I will be back in a moment. • 2 Difficult points: • a.So would I. • b.Neither do I.
Explain:
• So would I = I’d rather see a cartoon, too.
• Neither do I = I don’t like films about cowboys, either.
Practice
• I like swimming. So do I .
• I can draw.
Presentation:
• ing a telephone to make up a dialogue with the Ss. Try to use the sentences in the main points.
• 2.Ask the Ss: What kind of film would you like?
• Try to show the phrases: • exciting films, a great adventure, a cartoon,
a love story
；代妈 代妈
七年级英语下册Module2Unit2Goingtoseeafilm教案新部编本上海牛津版
优选授课授课设计设计 | Excellent teaching plan教师学科授课设计[ 20–20学年度第__学期]任授课科： _____________任教年级： _____________任教老师： _____________xx市实验学校Module 2 Garden City and its neighbou rs Unit 2 Going to seea film1Language focus:Using formulaic expressions to start a telephone conversation.e.g. Hello. May I speak to Kitty Li, please?Using adjectives to describe objectse.g. I love exciting films.Using imperatives to give instructions.e.g. Hold on. I’ll be back in a moment.Using the simple present tense to express feelings.e.g. We love e xciting films, but your mum doesn’t like this kind of film.Language skills:ListeningRecognize differences in the use of intonation in questions, statements(including approval and disapproval), commands, and respond appropriately.Use visual clues, context and knowledge of the world to work out the meaning o f an unknown word and a complete expression.Understand the speaker ’s intention, attitude and feelings through his/her choiceand use of language, gesture and facial expressionSpeakingUse gestures and facial expression to convey meaning and intention.Maintain an interaction by replyingReadingUse visual clues, context and knowledge of the world to work out the meaning of anunknown word and a complete expressionUnderstand intention, attitude and feelings stated in a text by recognizing features such as the choice and use of language.Materials:Student ’s Book 7B page 33Cassette 7B and a cassette playerWorkbook 7B page 19Preparation:Cue the cassette.Pre-task preparationLanguage learning activity(This section aims at providing students with opportunities to practise the language/vocabulary needed or become familiar with the background for the task thatfollows.1.Say: I went to the cinema yesterday and saw (name of the film). It’s a/an ___ film. It ’s about ⋯Ask the class: Have you been to the cinema recently? Which film did you see? What’s it about? To elicit:I saw (name of the film).It ’s a/an _______ film. It’s about⋯2.Play the recording: Look and read. Students listen and follow in their books.3.Play the recording again. Students listen and repeat.4. Write:‘So do I’,‘Neither do I’ and ‘So would I’ on the board. Invitea more able student to come forward and ask and answer questions with you like this: Teacher : What kind of film do you love?Student : I love __ films/films about ______ .Teacher : So do I. What kind of film don’t you like?Student : I don ’t like ____ films/films about ______ .Teacher : Neither do I. What would you rather see: ______ films or _____ films?Student : I ’d rather see ____ films.Teacher : So would I.5.You may have students work in pairs and conduct a similar dialogue to talk about the kinds of films they like and do not li ke. Walk around, offering help and guidance to the less able students if necessary.ConsolidationGrammar Practice Book 7B page 25Workbook page 192Language focus:Asking ‘Wh- ’ questions to find out about a specific objecte.g. Which film would you like to see? Using adverbials toexpress degreee.g. No, I don’t like________ films very much.Using the simple present tense to express feelingse.g. I like this kind of film.Language skills:ListeningListen for specific informationUnderstand the spea ker ’s intention, attitude and feelings through his/her choice and use of language, gestures and facial expression SpeakingUse gestures and facial expression to convey meaning and intentionUse appropriate intonation and stress, and vary volume, tone of voice, andspeed to convey intended meanings and feelingsOpen an interaction by eliciting a responseMaintain an interaction by replyingReadingUse visual clues, context and knowledge of the world to work out the meaning of anunknown word and a complete expression.Materials:Student ’s Book 7B page 34Some English film poster from magazines/ newspapers.Preparation:Collect some English film poster from magazines/new spapers and bring them to class.ConsolidationGrammar Practice Book 7B page 263Language focus:Using modals to make suggestionse.g. Can we see the two-five show in the afternoon?Using prepositions to indicate time.e.g. Can we see the ten show in the morning?Using formulaic expressions to respond to suggestionse.g. S orry, Kitty. I can’t make it thenLanguage skills:ListeningRecognize differences in the use of intonation in question, statements(including approval and disapproval), commands, and respond appropriatelyListen for specific informationSpeakingUse appropriate intonation and stress, and vary volume, tone of voice, and speedto convey intended meanings and feeling.Use gesture and facial expression to convey meaning and intention.Open an interaction by eliciting a responseMaintain an interaction by replyingMaintain an interaction by asking and responding to others’ opinions.WritingGather and share information,ideas and language bu using strategies such as brainstorming, listing, questioning, and interviewingMaterials:Student ’s Book 7B page 35Cassette 7B and a cassette playerPhotocopiable page 30优选授课授课设计设计| Excellent teaching planPreparation:Cue the cassette. Make a copy of Photocopiable page 30for each student.Pre-task preparation1. Ask students to look at the film guide on page 34 of the student’s Book again. Teach them how to read the show times aloud, e.g. 10:20 a.m.-the ten twenty showin the morning, 2:45 p.m.-the two forty–fiveseven thirty show in the evening, etc.2.Play the recording: Read and think. Students listen and follow in their books.3.Have the whole class read the text in Read and think carefully. Ask: Which showcan Kitty. Mrs Li and peter see?To elicit: They can see the five forty show in the evening. You may invite a more able student to explain why.4. Tell students to complete Ask and answer on their own. Remain them to refer tothe film guide again to find the answers. When everyone has completed the exercise, check answers orally.4Language focus:Using adverbs to express sequencee.g. First, turn right.Using imperatives to give instructionse.g. Walk along Greet Street.Using connectives to link similar idease.g. Next, turn left and walk along Tree Road.Using prepositions to indicate positione.g. You will find City Cinema on your right.Language skills:ListeningListen for specific informationUnderstand the connection between ideas by recognizing linking words and phrasesSpeakingConnect ideas by using linking words or phrasesMaintain an interaction by replyingReadingUnderstand the connection between ideas by identifying linking words or phrasesWritingPlan and organize information and ideas by deciding on the sequence of contentDevelop written texts by using appropriate linking words or phrasesMaterials:Student ’s Book 7B page 36Cassette 7B and a cassette playerWorkbook 7B page 20优选授课授课设计设计| Excellent teaching plan Photocopiable pag e 31Preparation:Cue the cassette. Make a copy of Photocopiable page 31 for each pair of students.Pre-task preparation1.Review the adverbs of time: first, next, then and finally with students first.You may tell them how you go to school, e.g. First, I walk to the bus stop. Next,I take bus No.3. Then I get off the bus at Sunset Road. Finally, I walk for threeminutes and arrive at our school. Invite a more able student to tell the classhow he/she goes to school using the time adverbs.2.Draw a big map like the one in Read and say on the board. Give students a fewminutes to read Kitty’s instruction s in Picture 2.3.Play the recording: Read and say. Students listen and follow in their books.4.Play the recording again. Invite a students to come forward and draw the routeon the board while the rest of the class are listening to the recording for the second time.5. The whole class then checks whether their classmate has drawn the route correctly or not .Post-task activityWorkbook page 20ConsolidationGrammar Practice Book 7B page 275Language focus:Using adverbs to express sequencee.g. First, turn __.Using prepositions to indicate positione.g. You will find City Cinema on your ______.Using prepositions to indicate direction.e.g. Next, turn _______ into Tree Road.Using imperatives to give instructions and directionse.g. Turn ___ and walk along _____Language skills:ListeningListen for specific informationSpeakingConnect ideas by using linking words or phrasesMaintain an interaction by replyingReading优选授课授课设计设计| Excellent teaching planUnderstand the connection between ideas by identifying linking words or phrasesSelf-correct by using strategies such as reading further to clarify WritingPlan and organize information and ideas by deciding on the sequ ence of content Developwritten texts by using appropriate linking words or phrase.Materials:Student ’s Book 7B page 37Pre-task preparationReview the time adverbs: first, next, then and finally with students again. Drawa simple street map on the board like the one on page36 of the student’s Book. Ask a few of the more able students: How do you get to (a place) from (another place)? To elicit: first,⋯Next,⋯Then⋯ Finally,⋯ConsolidationGrammar Practice Book 7B page 28 to 29。