冀教版九年级英语上第一单元测试

第一篇：冀教版九年级英语上第一单元测试

Unit 1 test 一.单项选择(共20小题，每小题1分，计20分)选出可以填入空白处的最佳选项。

()1.— Bob, what’s matter with you? — I have bad toothache.A.a;the B.the;a C./;/ D./;the()2.— Is this Bill’s maths book? — It can’t be.David’s name is on it.A.he B.she C.his D.hers()3.Do you know that grains and fruit can be made wine? A.by B.from C.of D.into()4.It’s a that we missed the important meeting this morning.A.risk B.pity C.pain D.harm()5.Eating more fruit and vegetables good for our health.Why don’t you have a try? A.is B.are C.does D.do()6.Danny took the medicine and he felt than before.Now he can get up and have breakfast.A.a little heavier B.much better C.very well D.much worse()7.The little boy fell off from bicyle.So the doctor advises her to take ____ X-ray.A.a

B.an

C the D.不填

()8.Emma enjoys the piano and she plays it very well.A.play B.to play C.playing D.plays()9.healthy, you should take more exercise from now on.A.To keep B.Keep C.Kept D.Keeping()10.We had no choice but for another whole day.A.wait B.waiting C.to wait D.waits()11.The mother just now learnt that her son hadn’t stolen the money.She regretted him yesterday.A.beat B.beats C.to beat D.beating()12.junk food and take more exercise, and you will be healthy.A.Stay away from B.Be afraid of C.Focus on D.Take up()13.She too much food for us, for we aren’t hungry at all.A.has to cook B.should cook C.needs to cook D.needn’t cook()14.Get up early you can have enough time to exercise.A.so that B.as a result of C.because of D.now that()15.Her sister becomes strong and healthy by a balanced diet.A.have B.having C.has D.had

()16.You leave your kid alone at home.It’s very dangerous.A.wouldn’t B.needn’t C.couldn’t D.shouldn’t()17.Jenny, there is waiting for you at the school gate.A.something B.anything C.somebody D.anybody()18.Rosa a bad cold for over a week.A.has caught B.caught C.has had D.have had()19.a student, he shouldn’t go to the Internet bar every day.A.As B.For C.To D.By()20.— I have been seriously ill these days.—

A.Did you go to work yesterday? B.Why not tell me? C.I’m sorry to hear that.D.Where is the doctor? 二.完形填空(共10小题，每小题1分，计10分)阅读下面短文，掌握其大意，然后从各小题所给的四个选项中选出最佳选项。

On my first visit to India with my friend,Barry,we met a really nice woman on the plane.Her name was Uma.Talking with her __21__us very happy.When we arrived __22__India, we found that our bags weren’t on our plane.__23__was 4 a.m.on Saturday morning.But we were told that we couldn’t get our bags ___24____Monday.What could we do? As we stood there thinking, Uma came over.She __25___,‖Our car will come soon.Come home with me.‖

We went out of the airport and gor into the small __26__.It was already crowded with her family who had come to welcome Uma home.At the __27___,we showered and rested.They provided us delicious Indian meals and took us on tours of their city.On Monday morning, their driver __28___us to the airport, where we were ___29__to find our bags.The following year,we returned to India, and our first thing was to __30___Uma and her family.We have become good friends.Her kindness(善良）was a real gift.We also did our best to pass on that kindness wherever we went.21 A.worried B.had C.made D.thought A.at B.in C.to D.,on 23 A.That B.This C.It D.One A.until B.when C.after D.if 25 A.talked B.spoke C.told D.said A.bus B.car C.plane D.airport 27 A.shop B.hospital C.house D.company 28 A.left B.brought C.asked D.Took 29 A.happy B.sorry C.afraid D.easy

A.watch B.visit C.remember D.help

三、改错

1.My father regretted to say those words.将

改为

2.There are so much apples to pick on the apple tree.The farmers are very happy this autumn.将

改为

3.All the students got to here early this morning so that they could catch the early bus.将

改为

4.Lucy’s mother tells her practice playing the violin on weekends.将

改为

5.There are many germen visiting China now.6.Here are some juice for your teacher.将

改为

7.Beans are rich at protein.They are good for us.将

改为

8.All the students have got into the habit of prepare for their lessons.将

改为

9.The young man dares going to the mountain alone.将

改为

10.These shorts are her.Mine are over there.将

改为

11.My grandmother focus on the gardening now.将

改为

12.Jim’s bag is in the desk.He takes out it.将

改为

四．用所给词的适当形式填空。

1.The twins ___________(get)dressed and left the room.2.The little girl is afraid of _________(make)mistakes.3.The woman fefused _____________(open)the door for the bad man.4.The old man is sick.He has no choice but __________(see)a doctor.5.Playing sports can make us stay __________(health).6.Do exercise is good for our ____________(health).7.I heard Tom __________(sing)when I walked past his room yesterday.8.It’s hard ________(understand)what he said.五．阅读理解。（30分）Chinese writer Mo Yan won the 2012 Nobel Prize in Literature（诺贝尔文学奖）.He is the first Chinese to win the Nobel Prize In Literature.Mo Yan was born in 1955 in Gaomi, Shandong Province.His parents are farmers, when he was 12 years old, Mo Yan had to leave school to work,first on the farm, later in a factory.In 1976 he began to study literature and write articles.His real name is Guan Moye.Mo Yan is his pen name.It means ― don’t speak‖.His first story came out in 1981.His novel Red Sorghum came out in 1987.Soon the director Zhang Yimou made it into a film, and it won the Golden Bear at the Berlin Film Festival in 19 88.Mo Yan also wrote many other famous novels, such as Frog, Sandalwood Punishment , Life and death and The Republic of Wine.Lots of people read them, and people translate some of his works into English, French and many other languages.31.When he won the Nobel Prize, Mo Yan was _______years old.A.55 B.56 C.57 D.60 32.What did Mo Yan do after he joined the army? A.He tried to become a good soldier.B.He began to study literature and writer articles.C.He wanted to get on well with others.D.He started to learn to draw pictures.33.What happened to Mo Yan at the age of 26? A.He started to work on the farm B.He became a film director.C.He began to write novels D.His first story came out 34.His great work ______was made into a film which won the Golden Bear in 1988.A.Frog B.Red sorghum C.The Republic of Wine D.Sandalwood punishment 35.From the passage we can infer(推断)that _______.A.Mo Yan began to work when he was young.B.Mo Yan didn’t like to talk with people.C.Mo Yan joined the army at the age of 24.D.Mo Yan wrote all of his works in English.B How I study English？

I often hear some students say English is difficult, and it gives them a headache.So they can’t learn it well.But English is very easy for me.I’m good at it.I’m very glad to tell you something about how I study English.First, I think an Interest in English is very important.When I was in Grade One, we had a new subject – English.It was fresh for me.I was interested in it, so I worked hard at it.Soon we had an English exam and I got a very good mark.How happy I was!After that, I learned English harder and harder.Our English teacher often teaches us English songs, the songs sound nice.I often think how interesting English is!Second, I think English is a foreign language.I should learn it well in the following ways: Listen to the teacher carefully, speak bravely, read aloud and have a good vocabulary.Then practice again and again, never be tired.And I also have a good habit: Asking whenever I have a question, I must make it clear by asking our English teacher.How happy I am when I understand!Besides this, I often read English stories, jokes and easy novels.From these I know English is not only interesting, but also useful.They help me understand a lot of things.So to do more reading is an important way to learn English well.And I also do some exercises from our class magazines, and I often write English diaries.English has become a close friend of mine.Now I have learned English for more than two years.I always keep the first position in our school.From these words, I hope every student can learn English well.()36.Why do some students often ―have a headache‖?

A.Because they are easy to catch cold.B.Because it’s often very cold C.Because they think English is easy.D.Because they don’t think English is easy.()37 The writer tells us that we should be____in English if we want to learn it well.A.interest B.interested C.interesting D.strict()38.The sentence ―I got a very good mark‖ means ______.A.I got a good way.B.I had a good idea.C.I did badly in the exam.D.I did well in the exam.()39.The writer thinks English is interesting because________.A.English is full of stories.B.English is full of jokes.C.his teacher often teaches them nice English songs.D.of nothing()40.Which of the following is not the way the writer studies by? A.speaking bravely B.Writing to foreign friends C.Reading aloud D.Writing English diarie

第二篇：九年级冀教版英语上第一单元重点词

九年级冀教版英语上第一单元重点词汇总结教案 set /hold/ break a world record 创建/保持/打破一项世界记录 at the opening event 在开幕式中 at the 2008 Olympics 在2008年奥运会上

in the long jump 在跳远比赛中 compete for medals 争夺奖牌 up and down 上上下下 any other 其他的

women’s 100-meter freestyle 女子100米自由泳 at the same time 同时 good luck 祝好运 stand still 静静地站着

run across the soccer field 从足球场的一头跑到另一头 two more times 再来两次

write down 写下

try one’s best 尽某人最大努力 give up 放弃 believe in 信任 win the game 赢得比赛 be able to 能做

such an interesting day 如此有趣的一天

a special guest 一位特殊的客人 a great basketball player 一名伟大的篮球运动员 some day 某一天 at the age of 13 在13岁 catch up with 赶上某人

one of the most popular events 最受欢迎的项目之一

the women’s 10-meter platfor

女子10米跳台

第三篇：九上第一单元测试

姓名考号班级

九年级上册第一单元测试题

分值：100分时间：40分钟命题人：林磊

一、选择题（共90分）

1、下面对于“词”的说法不正确的一项是（）（5分）

A、词是一种诗的别体，是唐代兴起的一种新的文学样式。到了宋代，经过长期不断的发展，进入到词的全盛时期。

B、词又称曲子词、长短句、诗余，是配合宴乐乐曲而填写的歌诗。C、词可以没有词牌，但必须有题目。

D、词牌是词的调子的名称，不同的词牌在总句数、句数，每句的字数、平仄上都有规定。

2、划线词语解释有误的一项是（）（5分）A、惟余莽莽：无边无际。B、须晴日：必须。

C、忍冬的新苗：忍受冬寒。D、襁褓：包裹婴儿的布或被。

3、文学常识有误的一项是（）（5分）A、《雨说》的作者是香港诗人郑愁予，他被称为“浪子诗人”。B、《夜》是一首俄罗斯田园诗歌，作者是叶赛宁。C、中国现实主义诗歌的源头是《诗经》中的《国风》。D、现代诗歌也讲究气韵和谐，但不必句句押韵。

4、下面人物不属于朦胧派诗歌代表人物的是（）（5分）A、舒婷 B、琦君 C、江河 D、海子

5、不是英国浪漫主义诗人济慈的代表作的一项是（）（5分）A、《伊莎贝拉》。B、《圣亚尼节前夜》。C、《夜莺颂》。D、《雷电颂》。

6、不含通感修辞的一项是（）（5分）A、秀色可餐

B、微风过处，送来缕缕清香，仿佛远处高楼上缈茫的歌声似的。C、闪闪烁烁的声音从远方飘来。

D、她的歌声委婉动听，余音绕梁，三日不绝。

7、对以下比喻句解说有误的一项是（）（5分）A、棉花裂了桃，像雪团一样。（明喻）

B、那又浓又翠的景色，简直就是一幅青绿山水画。（暗喻）C、乱石穿空，惊涛拍岸，卷起千堆雪。（暗喻）

D、江南雨，是阿婆河边捣的衣，是阿妈屋前舂的米。（博喻）

8、对以下诗歌意象的象征义表述有误的一项是（）（5分）A、牡丹：富贵 B、白鸽：和平C、松鹤：长寿 D、鸟：忧伤

9、不含互文的一项是（）（5分）A、千里冰封，万里雪飘 B、开我东阁门，坐我西阁床 C、采菊东篱下，悠然见南山 D、将军百战死，壮士十年归

10、解释有误的一项是（）（5分）A、弥望：满 B、弥补：填满 C、弥漫：遍 D、欲盖弥彰：大

11、解释有误的一项是（）（5分）A、弥望：满 B、弥补：填满 C、弥漫：遍 D、欲盖弥彰：大

12、断句有误的一项是（）（5分）A、望/长城/内外，惟余/莽莽 B、谁不愿意/每天/都是一首诗 C、只识弯/弓射/大雕

D、谁还会/在夜里凝望/寻找遥远的安慰

13、下列表述有误的一项是（）（5分）A、《沁园春雪》通过对北国雪景的描述，表达了作者对祖国大好河山的热爱，对历代封建统治者的批判以及对他们缺少文采的惋惜这一主题思想。B、《雨说》中“雨”是一位给大地带来春天、充满爱心、鼓励孩子们自有欢笑、勇敢生活的爱的天使。C、《浪淘沙北戴河》抒发了诗人前无古人的伟大气魄和汪洋浩瀚的博大胸怀。D、《星星变奏曲》揭示了现实与理想的背离，抒发了诗人对光明的渴求。

14、下列宣传语和场所不相吻合的一项是（）（5分）A、洗碗池：餐具洗净，勿忘公共卫生 B、阅览室：只留下纸屑，不带走脚印 C、草坪：小草正在休息，请勿打扰

D、餐厅：一茶一饭当思来处不易，一丝一缕恒念物力维艰

15、和曹操无关的故事是（）（5分）A、舌战群儒 B、望梅止渴 C、赤壁之战 D、败走华容道

16、没有用“以动衬静”手法的一项是（）（5分）A、明月松间照，清泉石上流。B、月出惊山鸟，时鸣春涧中 C、山舞银蛇，原驰蜡像

D、燕子来时新社，梨花落后清明

17、文言词语解释正确的一项是（）（5分）A、薛谭学讴：呕吐 B、未穷青之技：学完 C、乃谢求反：告辞 D、响遏行云：停止

18、不含想象的一项是（）（5分）A、须晴日，看红装素裹，分外妖娆 B、千里冰封，万里雪飘

C、人们感到那声音仿佛就是蝈蝈在草茸茸的山上鸣叫

D、我的眼前仿佛看见冬花开在雪野中，有许多蜜蜂们忙碌地飞着，也听得他们嗡嗡地闹着。

二、名句（共10分）

（1）《沁园春雪》的主旨句:

（2）《沁园春长沙》的过渡句：

（3）《蝈蝈与蛐蛐》的主旨句：

（4），郡亭枕上看潮头

（5），兴是清秋发。

（6）遥望洞庭山水色。

（7），风景这边独好。

（8）疑是水仙梳洗处，（9）天若有情天亦老。

（10）细雨鱼儿出。

拓展阅读：

一、读后感——所谓“感”

可以是从书中领悟出来的道理或精湛的思想，可以是受书中的内容启发而引起的思考与联想，可以是因读书而激发的决心和理想，也可以是因读书而引起的对社会上某些丑恶现象的抨击、讽刺。读后感的表达方式灵活多样，基本属于议论范畴，但写法不同于一般议论文，因为它必须是在读后的基础上发感想。要写好有体验、有见解、有感情、有新意的读后感，必须注意以下几点：

首先，要读好原文

“读后感”的“感”是因“读”而引起的。“读”是“感”的基础。走马观花地读，可能连原作讲的什么都没有了解，哪能有“感”?读得肤浅，当然也感得不深。只有读得认真，才能有所感，并感得深刻。如果要读的是议论文，要弄清它的论点(见解和主张)，或者批判了什么错误观点，想一想你受到哪些启发，还要弄清论据和结论是什么。如果是记叙文，就要弄清它的主要情节，有几个人物，他们之间是什么关系，以及故事发生在哪年哪月。作品涉及的社会背景，还要弄清楚作品通过记人叙事，揭示了人物什么样的精神品质，反映了什么样的社会现象，表达了作者什么思想感情，作品的哪些章节使人受感动，为什么这样感动等等。

其次，排好感点

只要认真读好原作，一篇文章可以写成读后感的方面很多。如对原文中心感受得深可以写成读后感，对原作其他内容感受得深也可以写成读后感，对个别句子有感受也可以写成读后感。总之，只要是原作品的内容，只要你对它有感受，都可能写成读后感，你需要把你所知道的都表示出来，这样才能写好读后感。第三、选准感点

一篇文章，可以排出许多感点，但在一篇读后感里只能论述一个中心，切不可面面俱到，所以紧接着便是对这些众多的感点进行筛选比较，找出自己感受最深、角度最新，现实针对性最强、自己写来又觉得顺畅的一个感点，作为读后感的中心，然后加以论证成文。第四、叙述要简

既然读后感是由读产生感，那么在文章里就要叙述引起“感”的那些事实，有时还要叙述自己联想到的一些事例。一句话，读后感中少不了“叙”。但是它不同于记叙文中“叙”的要求。记叙文中的“叙”讲究具体、形象、生动，而读后感中的“叙”却讲究简单扼要，它不要求“感人”，只要求能引出事理。初学写读后感引述原文，一般毛病是叙述不简要，实际上变成复述了。这主要是因为作者还不能把握所要引述部分的精神、要点，所以才简明不了。简明，不是文字越少越好，简还要明。第五，联想要注意形式

联想的形式有相同联想(联想的事物之间具有相同性)、相反联想(联想的事物之间具有相反性)、相关联想(联想的事物之间具有相关性)、相承联想(联想的事物之间具有相承性)、相似联想(联想的事物之间具有相似性)等多种。写读后感尤其要注意相同联想与相似联想这两种联想形式的运用。

二、如何写读后感

一、格式和写法

读后感通常有三种写法：一种是缩写内容提纲，一种是写阅读后的体会感想，一种是摘录好的句子和段落。题目可以用《读后感》;还可以用自己的感受(一两个词语)做题目，下一行是——《读有感》，第一行是主标题，第二行是副标题。

二、要选择自己感受最深的东西去写，这是写好读后感的关键。

三、要密切联系实际，这是读后感的重要内容。

四、要处理好“读”与“感”的关系，做到议论，叙述，抒情三结合。

五、叙原文不要过多，要体现出一个“简”字。

六、要审清题目。

在写作时，要分辨什么是主要的，什么是次要的，力求做到“读”能抓住重点，“感”能写出体会。

七、要选择材料。

读是写的基础，只有读得认真仔细，才能深入理解文章内容，从而抓住重点，把握文章的思想感情，才能有所感受，有所体会;只有认真读书才能找到读感之间的联系点来，这个点就是文章的中心思想，就是文中点明中心思想的句子。对一篇作品，写体会时不能面面俱到，应写自己读后在思想上、行动上的变化。

八、写读后感应以所读作品的内容简介开头，然后，再写体会。原文内容往往用3～4句话概括为宜。结尾也大多再回到所读的作品上来。要把重点放在“感”字上，切记要联系自己的生活实际。

九、要符合情理、写出真情实感。

三、写读后感的注意事项

①写读后感绝不是对原文的抄录或简单地复述，不能脱离原文任意发挥，应以写“体会”为主。②要写得有真情实感。应是发自内心深处的感受，绝非“检讨书”或“保证书”。

③要写出独特的新鲜感受，力求有新意的见解来吸引读者或感染读者。④禁止写成流水账!

四、步骤和思路

(1)引——围绕感点引述材料。简述原文有关内容。

(2)概——概括本文的主要内容 ,要简练,而且要把重点写出来。

(3)议——分析材料，提练感点。亮明基本观点。在引出“读”的内容后，要对“读”进行一番评析。既可就事论事对所“引”的内容作一番分析;也可以由现象到本质，由个别到一般的作一番挖掘;对寓意深的材料更要作一番分析，然后水到渠成地“亮”出自己的感点。要选择感受最深的一点，用一个简洁的句子明确表述出来。这样的句子可称为“观点句”。这个观点句表述的，就是这篇文章的中心论点。“观点句”在文中的位置是可以灵活的，可以在篇首，也可以在篇末或篇中。初学写作的同学，最好采用开门见山的方法，把观点写在篇首。

(4)联——联系实际，纵横拓展。围绕基本观点摆事实讲道理。写读后感最忌的是就事论事和泛泛而谈。就事论事撒不开，感不能深入，文章就过于肤浅。泛泛而谈，往往使读后感缺乏针对性，不能给人以震撼。联，就是要紧密联系实际，既可以由此及彼地联系现实生活中相类似的现象，也可以由古及今联系现实生活中的相反的种种问题。既可以从大处着眼，也可以从小处入手。当然在联系实际分析论证时，还要注意时时回扣或呼应“引”部，使“联”与“引””藕”断而“丝”连这部分就是议论文的本论部分，是对基本观点(即中心论点)的阐述，通过摆事实讲道理证明观点的正确性，使论点更加突出，更有说服力。这个过程应注意的是，所摆事实，所讲道理都必须紧紧围绕基本观点，为基本观点服务。

(5)结——总结全文，升华感点。“读”的内容不放松。

以上五点是写读后感的基本思路，但是这思路不是一成不变的，要善于灵活掌握。比如，“简述原文”一般在“亮明观点”前，但二者先后次序互换也是可以的。再者，如果在第三个步骤摆事实讲道理时所摆的事实就是社会现象或个人经历，就不必再写第四个部分了。

五、范文

《红楼梦》读后感通过30天的努力，厚厚的一本《红楼梦》终于读完了。虽然刚开始时不想读，但读着读着就被接下来的故事情节所吸引：金陵十二钗的命运最后怎么样了?贾府最后成了什么样子等。这些问题时时刻刻都在折磨着我的好奇心。读到后来，有点废寝忘食想读书了。

熟读完了，给我印象最的还是贾家这个大家庭。在这个家里贾母是最德高望重的人了，没有人不尊重她。凤姐是掌权之人，大小事都归她管，没有人不怕她。而且她本身也是有手段的，与她作对的人是没有好下场的。即使与她没仇的人，她要是想惩罚一下，也是轻而易举的。贾宝玉虽然贪玩，但他的才气是不减的。让他吟个诗、做个对，他也会。而且，他玩的内容中相当一部分是吟诗作对。林黛玉有一个法宝——哭。只要她一哭，贾母和贾宝玉都着急，毕竟她的身子本来就不好。

贾府能作为一个地方的富贵人家，除了祖先的努力，就要数朝廷内的元妃了。因为朝廷内有人，所以可以得到朝廷的照顾。这一点在今天也没改变。如果谁家有人在市里、省里或中央当个什么官。那么那家人就有了保护伞，有很多人送礼还不说，就是家人犯了什么罪，也能瞒过去或从轻发落。就像薛宝钗的弟弟薛蟠，犯了罪，但有贾府一干人的照顾，受的苦倒不多。

由于贾府是富贵的，许多有难的亲戚也来求。比如刘姥姥进大观园，就是为了求贾母救济的。而且为了讨贾母的好、哄贾府的人开心，不惜把自己平时那些庸俗的言谈举止表现出来。这一点在现在也没改变。如果谁家里有一个有钱的亲戚，一家子人肯定围着他转，有什么事都想找他帮忙。逢年过节都要送礼、打电话问候。这时，孩子可以算作一个讨人喜爱的工具，因为孩子本身就是可爱的，如果嘴再甜一点，不怕生，长的再聪明一点，就一定能把人哄祝摊到这样的孩子的家庭，就可以得到有钱亲戚的喜爱，而如果孩子嘴不甜，怕生，那么这家人不会就不会得到有钱亲戚的喜爱，父母恐怕还要责备着孩子呢。

贾宝玉和林黛玉的爱情悲剧也是小说的重点。他俩从小青梅竹马，本来应是一对，但由于贾母不同意，所以最后没能成为夫妻。害得林黛玉含恨而死，贾宝玉疯疯癫癫。这也说明了封建包办婚姻的弊处。由于包办婚姻而受罪的人还不止他们两个，元春、迎春等也深受其害。强扭的瓜不甜，薛宝钗与贾宝玉的婚后生活也不幸福。

贾府虽然有它华丽的外表，但其内部却是丑陋的。贾府中的多数人都是笑里藏刀，天天钩心斗角。元妃一死，贾府的保护伞也没了，就难免不了被查抄的悲惨命运。从这里也可看出曹雪芹对封建社会的态度，认为封建社会必将走向灭亡。但后人改写时，结局到不那么悲惨，贾府还有恢复的余地。

《红楼梦》给人们展现了一幅多姿多彩的清朝生活画卷。包括服饰、医药、诗词、人际关系等许多内容，称它是一部“百科全书”一点也不为过。读《三国演义》有感

怀着激动的心情,我翻开了古典文学名著《三国演义》。

曹操的诡诈,刘备的谦逊,孔明的谨慎,周瑜的心胸狭窄,每一个人物都具有不同的性格,作者刻画的淋漓尽致,细细品味,让读者仿佛进入了一种境界。

故事的主要内容是以智和勇来依次展开的，但是我认为智永远是胜过勇的。比如：在西城，孔明用空城计吓退了司马懿率领的十五万大军。此种例子举不胜数。

可是在故事中也有“智不划谋，勇不当敌，文不拿笔，武不动枪”的。像汉室刘禅，整日饮酒作乐，不理朝政，心甘情愿的把蜀国献出，最后竟然上演了让天下人耻笑的事情，乐不思蜀。谁会想到一个国家的统治者能做出这样的时移俗易的事情来呢？

有勇无谋，大敌当前，只能拼死征战。吕布，颜良都是典型的例子：如果吕布在白门楼听从谋士的计策，何必被曹操吊死在城门上呢？如果颜良把刘备在河北的事情和关羽说清楚，哪儿至于被义气的关羽所砍呢？古人云：大勇无谋，祸福占其，祸居上，福临下，入阵必中计，死无不目。

再谈谈国家，魏，曾经煊赫一时；蜀，曾经功成不居；吴，曾经名震江东。这么来看，从国家就可以反映出国君的性格。曹操，欺压百姓；刘备，爱民如子；孙权，称霸江东。

如果说魏国在三国里智谋最强，一点也不为过。曹操的用兵堪称举世无双，司马懿就更是用兵如神。但是两个人都有自己致命的弱点：曹操多疑，司马懿太过阴险。再说蜀国，首当其冲的必定是伏龙诸葛亮。他那过人的机智，娴熟的兵阵，无不让后人叹为观止。还有像凤雏庞统、姜维、徐蔗等等一些人物，但是我认为都不如孔明。吴，一个占据三江六郡的国度，能算得上是有谋略的，也就是周瑜了，少年时期的周瑜就熟读兵书，精通布阵。经过一番刻苦的努力，终于当上了水军大都督，总统水兵。不过他太过于嫉妒，死正中年时。从这些人物和国家我们不难看出人的性格的重要性。性格关系着成功。

每个人都有自己的目标，只要踏踏实实，仔仔细细地走好追求成功过程中的每一段路，相信成功一定会不远的。

二、阅读（30分）

（一）（12分）二人并走

有老姥遇劫于路，唱贼，路人为逐擒之。贼反诬路人，时已昏黑，莫知其孰是，乃俱送之。

融见而笑曰：“此易知耳，可二人并走，先出凤阳门者非贼。”既而还入，融正色谓后出者曰：“汝真贼也，何诬人乎？”贼遂服罪。盖以贼若善走，必不被擒，故知不善走者贼也。

10、解释画线的词语。（4分）

(1)路人为逐擒之（2）莫知其孰是

(3)既而还入（4）贼遂服罪

11、翻译句子（6分）

（1）如真贼也，何诬人乎？（2分）

（2）盖以贼若善走，必不被擒，故知不善走者贼也。（4分）

12、联系实际，谈谈你读了这则短文得到的启发。（2分）

（二）（18分）苦瓜肖复兴

原来我家有个小院，院里可以种些花草和蔬菜。这些活儿，都是母亲特别喜欢做的。把那些花草蔬菜侍弄得姹紫嫣红，像是给自已的儿女收拾得眉清目秀、招人眼目，母亲的心里很舒坦。

那时，母亲每年都特别喜欢种苦瓜。其实，这么说并不准确，是我特别喜欢苦瓜。刚开始，是我从别人家里要回苦瓜籽，给母亲种，并对她说：“这玩艺儿特别好玩，皮是绿的，里面的瓤和籽是红的！”我之所以喜欢苦瓜，最初的原因就是它里面的瓤和籽格外吸引我。苦瓜结在架上，母亲一直不摘，就让它们那么老着，一直挂到秋风起时。越老，它们里面的瓤和籽越红。红得像玛瑙、像热血、像燃烧了一天的落日。当我掰开苦瓜，兴奋地注视着它两弯船一样盛满了鲜红欲滴的瓤和籽时，母亲总要眯缝起昏花的老眼看着，露出和我一样喜出望外的神情，仿佛那是她老人家的杰作，是她才能给予我的欧·亨利式的意外结尾，让我看到苦瓜最终这一落日般的血红和辉煌。

以后，我发现苦瓜做菜其实很好吃。无论做汤，还是炒肉，都有一种清苦味。那苦味，格外别致，既不会传染上肉或别的菜，又有一种苦中蕴含的清香，和苦味淡去的清新。

像喜欢院里母亲种的苦瓜一样，我喜欢上了苦瓜这一道菜。每年夏天，母亲都会经常从小院里摘下沾着露水珠的鲜嫩的苦瓜，给我炒一盘苦瓜青椒肉丝。它成了我家夏日饭桌上一道经久不衰的家常菜。

自从这之后，再见不到苦瓜瓤和籽鲜红欲滴的时候了，是因为再等不到那时候了。这样的菜，一直吃到我离开了小院，搬进了楼房。住进楼房，依然爱吃这样的菜，只是再吃不到母亲亲手种、亲手摘的苦瓜了，只能吃母亲亲手炒的苦瓜了。一直吃到母亲六年前去世。

如今，依然爱吃这样的菜，只是母亲再也不能为我亲手到厨房去将青嫩的苦瓜切成丝，再掂起炒锅亲手将它炒熟，端上自家的餐桌了。

因为常吃苦瓜，便常想起母亲。其实，母亲并不爱吃苦瓜。除了头几次，在我一再的怂恿下，勉强动了几筷子，皱起眉头，便不再问津。母亲实在忍受不了那股子异样的苦味。她说过，苦瓜还是留着看红瓤红籽好。

可是，她依然每年夏天当苦瓜爬满架时，为我清炒一盘我特别喜欢吃的苦瓜肉丝。最近，看了一则介绍苦瓜的短文，上面有这样一段文字：“苦瓜味苦，但它从不把苦味传给其他食物。用苦瓜炒肉、焖肉、炖肉，其肉丝毫不沾苦味，故而人们美其名曰‘君子菜。’”

不知怎么搞的，看完这段话，让我想起母亲。

13、文章开头写母亲种花草和蔬菜，似乎与写“苦瓜”无关，可否删掉？为什么？（4分）

14、品味下面句子中加下划线的词语，简要分析其表达效果。（6分）（1）母亲总要眯缝起昏花的老眼看着，露出和我一样喜出望外的神情。

（2）它成了我家夏日饭桌上一道经久不衰的家常菜。

15、赏析文章结尾的妙处（4分）

16、文章以“苦瓜”为题在结构和内容上有什么作用？（4分）

三、小作文（20分）

三月是“雷锋月”，请以“雷锋就在身边”为题，写一则300字左右的小作文。要求主旨鲜明，语句流畅，书写工整。

第四篇：冀教版九年级英语下册教案

冀教版九年级英语下册全套教案(48课)

Lesson 1: Poetry, Please Teaching Content: Mastery words and expressions: poem, decide, nature, express, learn/know …by heart, pleased, happiness, shut Oral words and expressions: poetry, description, continue, beyond Teaching Aims: 1.Learn about the poems in foreign countries.2.Know the differences between Chinese and foreign poetry.Teaching Important Points: 1.How to make suggestions.2.The grammar: infinitives.3.Some words and expressions: learn/know …by heart Teaching Difficult Points: The grammar: infinitives Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1: Come to “THINK AOBUT IT”.Let the students talk about the questions in groups.1.Have you written a poem in Chinese? Is it hard? Why? 2.What kinds of poetry do you like best? After a while, let the students in each group present their ideas to the class in front of the class.Step2: Listen to the tape and find the answers to the questions: 1.Have Brian finished his poem? 2.What’s Danny’s poem about? Step3: Reading task: 1.Read the text and underline the new words in this lesson.Present the meanings of the words with the help of the media computer.We can use our body language if necessary.3.Tell the main idea of this lesson.Step4: Read the text again and decide the statements are true or false.1.Jenny wrote a Chinese poem.2.Brian wrote a poem about nature.3.Danny learned his poem by heart.Step5: Deal with the language points.How to make a suggestion: Maybe you could write a description of your favourite place.The infinitives: I haven’t decided what to write about.Would you like to hear my poem? Do you really want to hear? I don’t need to read it.Let the students sum the use of infinitives of this lesson.Then encourage them to make more sentences with the grammar.Step5: Activities 1.Divide the class into several groups.Then let them translate a Chinese poem written by Li Bai or other famous poets.Then compare the translations of the groups.Let’s see which is the best.2.Each group writes an English poem about the familiar things around us.Then let them change the poems in groups.They may give their own advice to the poems written by others.Step6: Describe the picture in English.Ask the students work in their formal groups.Then let them read their poems in class loudly.Step7: Come to “LET’S DO IT”.Work with a partner.Let the students talk about the question: which do you think is more difficult to understand, English poetry or Chinese poetry? All of the students have seen much Chinese poetry, but few of them have seen English poetry.So present the students several English poems.Let them discuss the mean ideas of the poems.Then let them finish the task.Step8: Homework 1.Finish off the activity book.2.Get more information about the English poetry after class.Summary:

The students more little of the English, so that the teacher provides them more information about the English poetry is very necessary.We can use the Internet to help us.The teacher should stimulate the students’ interests about the English poetry.The students can have more time to search more information on the Internet after class.Lesson 2: Poems About Nature Teaching Content: Mastery words and expressions: hill, clear, brave, pale, golden, softly, kiss, noisy Oral words and expressions: swiftly, tiny, warmth, scene, related, topic Teaching Aims: 1.Cultivate the students’ guessing ability of the whole text.2.Enjoy the charming of the English poetry.3.Compare the differences between the English and Chinese poetry.Teaching Important Points: 1.Learn the English poetry about nature by hearty.2.Know how to write an English poem.Teaching Difficult Points: Use what we learn to write an English poem.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1: Come to “THINK ABOUT IT”.Divide the class into several groups.Talk about the next questions: Have you read any poems in English? Which one do you like best? Why? What should you do first if you want to write a poem about winter? Choose several best poems and let the students read them in front of the class.Show some pictures of winter to the students.Help them to find more words to describe winter.Step2: Listen to the tape and fill in the blanks.1.Does the poem make you think of _______? 2.You can write a poem about _______, too.3.Before you start writing your poetry, think about your _______.Step3: Read the text and find the new words.1.Let the students guess the meanings of the new words.Most of the new words are related nature.So present some pictures to the students to help them understand the new words.2.Ask some students to tell the main idea of this text.Step4: Do with the language points.Make sentences with the new words we learn in this text.Ask if someone can tell a story with the words we learn today.Encourage them to stand in front of the class and tell his story to us.Step5: Reading task Encourage the students to ask questions about this text.Finish the task in groups.Let the students design questions and exchange them in groups.They can ask questions like this: 1.What are your ideas for a nature poem? 2.What can you do to describe about something? Step6: Activities.Work in groups.Write a poem about the two pictures.Finish a poem.Then each student in the group correct it before reading it to the class.Step7: Come to “LET’S DO IT!”

The task is similar to the step6.Finish it in class.Try to write a poem about one of the seasons.The teacher shows some pictures about the seasons to the students.Step8: Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

It is fun and interesting to write a poem in English.The teacher tries to write a poem and presents it to the class.Let the students correct it if they have any good ideas.Some students are interested in English, and they are also interested in poems.So give them more chances to create their minds.Lesson 3: Say It in Three Teaching Content: Mastery words and expressions: direction, form, poet, simply, a set number of, middle, clearly, dark, sleepy, unexpected, frog, feeling Oral words and expressions: petal, cherry, grebe, Matsuo Basho, Haiku, particular, pattern, set, syllable, interruption, plop, splash, limerick, adverb Teaching Aims: 1.Cultivate the students’ reading comprehension.2.Know more about the foreign culture.3.Compare the differences between the Chinese and Japanese poems.Teaching Important Points: 1.Learn about an old style of Japanese poem: Haiku.2.Know some styles of poems: Haiku, Nature Poem and Limerick.Teaching Difficult Points: The old form of Japanese poetry: Haiku.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1: Show pictures of Japanese poets and poems.Then introduce Haiku to the students.The teacher can find some music to match the poem.Step2: Listen to the tape and fill in the blanks.Usually Haikus are about _______.Haiku always has ______ lines.The first line of a Haiku has _______ syllables.Check the answers in class in oral.Step3: Read the text and guess the meanings of the new words.Sometimes some new words are too hard to understand, so the teacher can find some related pictures to help them.If the students bring some pictures about nature to the class, let them show them in front of the class.Step4: Read the text and find the answers to the questions: 1.Do Haikus tell a story? 2.What’s a syllable? Step5: Come to “PROJECT”.1.Divide the class into groups to finish the task.2.Finish the three poems in the text.Use the sentence: I need a ______.Let the others give the answers, one student write the words down.3.After finishing the poems, read it to the class.All the groups have different poems.Do they sound funny? 4.Decide a subject by each group.Then make a pattern according to the subject.Then finish the poem as the models in the text.5.Read the poem to the class.Step6: Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary: Some students may think the foreign poems are funny and easy.The teacher may also think so.It is possible for the students to create poems like those we have learned in the class.Give them more chances to create their minds.The teacher can try some poems, too.The class and the teacher can find much fun in learning foreign poems.Lesson 4: The Wish Teaching Content: Mastery words and expressions: wish, in the middle of, stone, friendship, recite Teaching Aims: 1.Learn how to sing foreign songs.2.Know more about the foreign culture.3.Learn about the styles of all kinds of poems in other countries.Teaching Important Points: 1.Master the main idea of the song.2.Grasp the use of “without”.3.Make a similar song like this.Teaching Difficult Points: The use of “without”.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1: Listen to the tape for several times.At the same time, ask the students to sing after it.Test how long they grasp the rhythm of the song.Step2: Read the song as a poem.Let the students read the poem as a lyric line by line.Step3: Make a poem like this.Divide the class into several groups.Make the similar this.Every group makes a poem.Then present it to the class.If the others have other better ideas, they can give their advice.Step4: Do with the language points.Make sentences with the important phrases: in the middle, without.S1: Danny sits in the middle of the classroom.S2: There is a stone in the middle of the road.S3: Fish can’t live without water.S4: We can’t finish the work without your help.Step5: Come to “PROJECT”.Finish the task in groups.1.Everyone in the group chooses one pattern of these poems and writes one by yourself.2.After writing the poem, show it to the others in the group.3.Each exams the others’ poems and gives his advice.4.After examine all of their poems, change them with the other group.Give their reasonable advice.5.The teacher gives them chances to express themselves.Step6: Homework.1.Finish off the exercises in the activity book.2.Go on the next reading in the student book.Summary:

The students are familiar to the Chinese poetry, but the foreign ones are hard for them.When the students practice, the teacher should give them a hand if necessary.It is a challenge for the Chinese students to write foreign poems.Encourage them more in order to stimulate their interests of learning English.Lesson 5: That’s a Funny Limerick!

Teaching Content: Mastery words and expressions: both…and… Oral words and expressions: blank, motion Teaching Aims: 1.Cultivate the students’ ability of learning by themselves.2.Master one of the patterns of foreign poems.3.Compare the differences between the Chinese and foreign poetry.Teaching Important Points: 1.Know more about the limerick.2.Learn more words about describing weight, size, feeling and age.Teaching Difficult Points: Know how to write a limerick.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1: Come to “THINK ABOUT IT”.Let the students answer the questions in class in oral.1.Ask several students to say funny sayings in English.If they can’t express themselves in English, they can say them in Chinese.2.Let some students tell jokes.Encourage them to tell jokes in English.Step2: Listen to the tape and fill in the blanks.1._______ and _______ help Jenny fill in the blanks in her limerick.2.They choose _______ to describe the weight.Step3: Read and get the main idea of the text.1.Let the students scan the text.Then tell the main idea of the text.2.Find the new words and guess their meanings according to the text.Step4: Do with some language points.Either…or…, both…and…

Let some students make sentences with the help of the pictures.S1: He eats either apples or oranges.S2: Either he or I am good at dancing.S3: Both his teachers and his parents love him.S4: Susan loves both reading and listening.Step5: Come to “LET’S DO IT”.Limerick is a kind of poem that has a pattern.Study the “Limerick”.Get the results.1.There are five lines in the limerick.2.From Jenny’s limerick, we can see the first, second and fifth lines have rhyme.Look in the library or search on the Internet to find some information about limericks.Show them to the class and let them find the patterns of “limerick”.3.Let different groups act the dialogue out in front of the class.Step6: Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

Limerick is fun.It’s interesting for the students.The students may like to practice it very much.Everyone writes a limerick.The class will be full of laughter.Ask the students to begin the similar dialogue in class to practice the limerick.Lesson 6: Say It in Five Teaching Content: Mastery words and expressions: create, single, thought Oral words and expressions: fur, stretch, hum, adjective Teaching Aims: 1.Improve the students’ listening and reading abilities.2.Know more about the foreign poetry.3.Learn the American five-line poems.Teaching Important Points: 1.Grasp the pattern of the five-line poem.2.Use the pattern to describe something.Teaching Difficult Points: Use the pattern to describe something.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1: Come to “THINK ABOUT IT”.We all know Chinese poetry has different kinds of patterns.Let the students give some examples.Step2: Listen to the tape and answer the following questions: 1.Who created the five-line poem? 2.How many poems does the text show us? Finish the listening part in class in oral.Step3: Reading task: Read and tell the main idea of the text.This is a game to practice the students’ memories.It can improve the students’ summary abilities.Step4: Read and decide the statements are true or false.1.Today we learn a pattern of French poetry.2.The second line has three words.3.The topic of the poem is a noun.Finish the questions in class in oral.Step5: Activity: Show some pictures to the students.Let them the favourite one to describe.They can work in pairs.Then show their poems to the class.It’s easy to finish the task, but it is hard to do it well.Step6: Come to “LET’S DO IT”.Work in groups of three or four students.1.Say the differences between a Haiku and a five-line poem.Say about their different forms and different patterns.A haiku is just a description of a scene.It is simply what is happening in this place, at this moment.Five-line poem has five lines.It is always about a single topic.Each line has a set number of words.The first line has one word.The second line has two words.The third, or middle, line has three words.The fourth line has four words.The last line has one word.2.Finish the task in groups.Choose one topic as they like.Then exchange the poems among the groups.Step7: Homework 1.Finish off the exercises in activity book.2.Ask the students to find more topics after class.Summary:

We learn different kinds of foreign poetry.They are limericks, five-line poems and Haiku.The students may think they are very interesting.Some students have surprising poems that you didn’t think of.Give them more chances to practice so that they can create their minds.Lesson 7: Trading Poems Teaching Content: Mastery words and expressions: awake, riddle Oral words and expressions: avenue Teaching Aims: 1.Know more about the foreign culture.2.Create the student’s cooperation ability.Teaching Important Points: 1.Master the written style, letter.2.Learn the differences between Chinese and foreign poetry.Teaching Difficult Points: Write a letter with what we learn in this unit.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1: Show the type of the letter.Let the students sum how to write a letter.Pay attention to the written style of the envelope.Step2: Listening task Listen to the tape and fill in the blanks.1._______ is a beautiful way to express thoughts and feelings.2.Danny’s teacher says Danny’s always saying _______ things.Let the students listen to the tape and finish the listening task in class in oral.Step3: Read the text and answer the following questions: 1.Does Danny think it is hard to write a poem? 2.Did Li Ming write back to Danny? Ask the students scan the text and answer the questions.Step4: Practice Write a letter to your friends about what we learn in this unit.The teacher encourages them to write a poem to their friend, too.It’s hard, so they can choose any topic that they like.They only write for friends.We don’t need to demand too much.Step5: Come to “LET’S DO IT”.Finish the task in groups of three or four students.In a small group, write a poem like the one in Li Ming’s postcard.1.First, choose a word your group like.They can choose any word that they like.Because the task is to begin a poem with the letters in this word, everyone can write a word on a piece of paper.Then they can choose one from these.2.Use each letter in this word to begin a line of our poem.Everyone in the group can write different poem according to the word.Then they can exchange their poems and give advice to each other.3.Make a poster to display your poems on the wall.It takes some time to design the poster.4.Which one do you think is the best? Give your reasons.Let the students choose the best poem that they like best and give their reasons in front of the class.Step6: Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

The last poem that we learn in Li Ming’s postcard is very interest

Lesson 8: Unit Review

Teaching Content: Mastery words and expressions from Lesson1 to Lesson7.Oral words and expressions from Lesson1 to Lesson7.Teaching Aims: 1.Improve the students’ ability of using what we learn in this unit.2.Stimulate the students’ mind of learning about Chinese and foreign poetry.3.Know the differences between Chinese and foreign poetry.Teaching Important Points: 1.Making suggestions.2.Master the use of infinitives.Teaching Difficult Points: The use of infinitives.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: review lesson Teaching Procedure: Step1: Listen to some beautiful poems in Chinese or in English.Music usually creates atmosphere for the students.If anyone can recite some English poems, the teacher can give them chances to recite in front of the class.Step2: Do the exercises in Lesson8.At the same time, the teacher walks in the classroom and see if they have any trouble to solve.Step3: Let the students write some difficulties on the blackboard.Then let’s try to solve them together.The most important grammar is the infinitive.For example: I haven’t decided what to write.Li Ming has something important to do, so he can’t come to your party.My wish is to go to space.It’s not easy to walk against a strong wind.Step4: Practice the spoken English.Make a similar dialogue according to the Speaking the Language part.It’s how to make suggestions.Ask the students work in pairs to make up dialogues like this.Then present it in front of the class.Step5: Play “Story Game’.Work in groups to finish the task.When the students play the game, the teacher walks around the classroom and see if any group needs help.At last, ask each group presents their stories to the others in front of the class.Whose story is the funniest?

Step6: Homework 1.Finish the exercises in activity book.2.Preview the next lesson.Summary:

Poetry is an important part of culture.So it is useful to learn it well.This unit gives us opportunities to practice.Making suggestions is important, too.So let the students make dialogues to practice it.The teacher should pay attention to the infinitives in this unit.We should practice more in this class.Lesson 9: What’s a “Horkey”?

Teaching Content: Mastery words and expressions: helpful, at the same time Oral words and expressions: DNA, combine, juicy, mule, donkey Teaching Aims: 1.Know more about cloning.2.How to combine two different things.Teaching Important Points:

Talk about the questions above, then sum their ideas.Give a report in front of the class.Demonstrate your ideas.Describe the thing that you combine in detail.Describe its advantages and disadvantages.Step7.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary In this lesson, we learn to combine two different things together.In order to get new living things, we must make full use of our imagination.What can the things that we combine are used for? It is important for us to discuss.During the discussion, we practice our spoken English.Lesson 10: What is DNA? Teaching Content: Mastery words and expressions: generally, twin, clone, not only…but also Oral words and expressions: blueprint, identical, egg, identify Teaching Aims: 1.Know how to write a passage on science.2.Learn something about DNA.3.Know more about our body.Teaching Important Point: 1.Master the words and expressions of this lesson.2.The ability and inability.3.The use of coordinating conjunctions.Teaching Difficult Point: The use of DNA.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Lead in the text by discussing what DNA is.Divide the class into several groups.Then talk about the subject for several minutes.Then one of the groups presents their opinions in front of the class.Step2.Listening task:

Listen to the tape and fill in the blanks with the correct words you hear.1.Generally speaking, a ______ is a drawing.2.______ for identical twins, each living thing has its own unique DNA.Play the tape once.Then let the students try to finish the task in class in oral.Step3.Reading task: Read the text quickly and answer the following questions: 1.Where does your DNA come from? 2.Is your DNA in every part of your body? Finish the reading task in class in oral.Try to get more information about the text at the same time.Step4.Read the text again.Find the sentences with the new words.Try to create situation about the new words.Then make sentences with the new words.If someone can make a whole story with the new words that we learn in this lesson, the teacher must encourage her.The sentences with the new words: Generally speaking, a blueprint is a drawing.Identical twins are two children that grew from the same egg.They are clones.From your DNA, scientists can identify not only you, but also people related to you.Step5.Let some students tell some details about the text.What is DNA? Where is your DNA from? What is DNA used for? Step6.Come to “LET’S DO IT”.Finish the task with a partner.Find the things about you that show your parents’ DNA.Talk about if for a while.Then let some volunteers come to the front to talk about the subject.Step7.Homework 1.Finish off the exercises in the activity book.2.Go on the next reading in the student book.Summary:

You look like your father or your mother.That identifies the DNA of your body from your parents.DNA is very fascinating.Each living thing has its own unique DNA.Try to find more ways to use the DNA in many fields.Discuss the use of DNA in this class.Make full use of it to help more people in the world in more fields

Lesson 11: Cloning People? Teaching Content: Mastery words and expressions: exactly, divide, crazy Oral words and expressions: human being, original, adult, Dolly, insect Teaching Aims:

1.Know more about cloning.2.Create the students’ spirit of cooperation.Teaching Important Points: 1.The advantages and disadvantages of cloning.2.The expression of ability and disability.3.The use of coordinating conjunctions.Teaching Difficult Points: The advantages and disadvantages of cloning.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure:

Step1: Show a picture of Dolly.Then let the students discuss what our life will be if we make a clone of ourselves.Divide the class into groups of three or four.Discuss for five minutes.Then present their results to the class.Step2.Listening task: Listen to the tape and fill in the blanks with the correct words you hear.1.The clones are the ______ height.2.There are ______ ways to clone people.Finish the task in class in oral.Step3.Reading task: Read the text and decide whether the following statements are true(T)or false(F).1.We can make clones from dead animals.2.Each clone would be a different person.3.We can combine the DNA of pigs and dogs.Finish the task in class in oral.Step4.Pair work: Read the text again and find more details about the text.Try to solve the following problems.Talk about them with your partner.At the same time, encourage them to ask more questions about the text.How many ways are there to clone people? What are they? Do you want a clone of your self? Why? What is the use of cloning? Try to finish it in a limited time in order to improve their comprehension ability.Step5.Read the text by the students.Give the students time to listen to the tape again.Then make a chance for them to practice in front of the class.Step6.A debate Divide the class into two groups.One group is for the advantages of cloning.The other is for the disadvantages of cloning.The teacher designs the task in order to find out the meanings of cloning.Step 7.Come to “LET’S DO IT’.This task is similar to the one is step6.This topic is about the food.The students can use their imaginations.Of course the best way is to search on the Internet for more information about the subject.Step8.Homework 1.Search more information about cloning on the Internet or in the newspaper.2.Finish off the exercises in the activity book.Summary:

Cloning is a popular subject in the modern society.It is good for the students to know more about that.Encourage the students to find out more information on the Internet.They can use other tools to get more.Give them chances to present their results in the next lesson.Lesson 12: Did You Ever See a “Chorse”?

Teaching Content: There are no new words and expressions in this lesson.Teaching Aims: 1.Know more about combining.2.Find the differences between the Chinese and foreign songs.Teaching Important Points: 1.The expression of ability and disability.2.The use of coordinating conjunctions.3.Sing the song fluently.Teaching Difficult Points: Combine two different living things.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Show some pictures of animals to the students.Let them imagine what animals what animals they would like to combine.What would they look like? What are they used for? Divide the class into groups of three or four.Then discuss the questions for five minutes.After a while, show their results to the class in front of the class.Step2.Listen to the song and repeat after it.Play the tape for several times.Let the students to be familiar to the rhythm of the song.Step3.Read the song as a lyric.Then let the students make up other similar songs according to their imagination.Let some volunteers present their song to the class.Step4.Let the students try to sing the song together.Play the tape again.Ask them to sing after it for several times again.Step5.Ask some volunteers to sing in front of the class.Step6.Come to “LET’S DO IT”.Work in a small group to finish the task.Use the pattern in the song to tell customers about your new animals.Describe the new animals in the following ways.What animals will you combine? What is the new animal look like? What are they used for? What will you name them? At last, they can present their result in words or in pictures.Let the students talk about the subject for five minutes.Then let one of the members come to the front and present their result.Step7.Homework 1.Finish off the exercises in activity book.2.Practice the song after class.Summary:

This song is about combining.Combine two different things together by changing their DNA.It is a new technique.We must make full use of it in many ways.The students today are the future scientists and engineers.So let them know more about coming is good for them.Give them more chance to search after class.Help them to use many tools to teach themselves.Lesson 13: Clones Are the Same Teaching Content: Oral words and expressions: laboratory Teaching Aims:

1.Practice the students’ spoken English.2.Create the students’ imaginations.Teaching Important Points: 1.Know more about cloning.2.The expression of ability and inability.3.The use of coordinating conjunctions.Teaching Difficult Points: The expression of ability and inability.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Talk about the question “What would you like to clone?” in groups.They can use the following patterns: What would you like to clone? Why? Give the students five minutes.Then let them act their dialogues out in front of the class.Step2.Listening task: Listen to the tape and answer the following questions: 1.Jenny would like to clone a dog.2.Danny would clone himself.Finish the task in class in oral.Step3.Reading task: Scan the text and answer the following questions: 1.What would Jenny like to clone? 2.What would Brian like to clone? 3.Why would Danny like to clone himself? Finish the task in class in oral.Step4.Read the text again and find the main idea of the text.Ask some students to say it in front of the class.Step5.A Game Make up a similar dialogue according to the text.Finish the task in groups of three or four.Give them five minutes.And then ask the students to present their dialogues in front of the class.Step6.Discussion Discuss the use of the clones of yourself.If you have a clone of yourself, what would you like him to do for you? Do you think it is very useful? Step7.Come to “PROJECT”.Divide the class into groups of three or four.Talk about the subject “Have you heard of cloned animals?” The next is “If you are a scientist, what would you like to clone? Why?”

Talk about the subjects in groups.The students may have five minutes to finish the task.Then try to present your result to the class in front of the class.Step8.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

Cloning is new to some students.It is useful to give them more time to talk about the subject.They can find more information about cloning on the Internet or with other tools.Encourage them to know more after class by themselves Lesson 14: A Clone of My Own Teaching Content: Mastery words and expressions: secret, copy, doubt, stupid, chess, robot Oral words and expressions: foolish, flute, closet, prefer, play chess, prefer…to… Teaching Aims:

Would you like to have a clone of yourselves? Why? Finish the task in groups.Give the students five minutes to discuss the subject.Then let the students present it in front of the class.Step2.Listening task: Listen to the tape and answer the flowing questions: 1.How old is Kate? 2.What does “foolish” mean? Finish the task in class in oral.Step3.Scan the text and decide the following statements are True or False: 1.Katie would like a secret clone.2.Katie already has three sisters.3.Katie’s clone would live the living room with Katie.Finish the task in class in oral.Step4.Read the text again and try to find the sentences with the new words.What does Katie mean by “a secret clone”? I doubt what she says!“Foolish” means “silly or stupid”.Also, she would play chess with me.Maybe I need a robot!She would feed my tow cats, clean my room and practise my flute.Step5.Ask some students to tell the main idea of the text.Let some students say it in front of the class.Step6.Group Work Talk about the subject in groups.Talk for about five minutes.If you have a clone of yourself, what would you like her or him to do for you?

Write what you think of down on a piece of paper.Then exchange their ideas in groups.One of the members sum what they think of.Then present it in front of the class.Step7.Come to “LET’S DO IT”.Finish the task in pairs.Make up a dialogue with a partner and act it out in front of the class.Encourage them to make the story funny.Make the ending surprising.Step8.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

It is fun to give the students chances to speak in front of the class.Sometimes they think they are not happy in their daily life.They don’t want to do something sometimes, so they want someone else to do it for him or her.Maybe some students think clones of themselves are useful to them.Lesson 15: Cloning Questions

Teaching Content: Mastery words and expressions: neither, nor, neither…nor…, dead Oral words and expressions: mammoth Teaching Aims:

Ask the students to answer the questions in class in oral.Step3.Reading task: Read the text and decide the statements are True or False.1.Li Ming doesn’t think cloning is interesting.2.Li Ming knew how the sheep Dolly cloned.3.Jenny has ever studied cloning.Finish the task in class in oral.Step4.Read the text again and find the sentences with the new words.Let the students guess the meanings of the new words.Give more examples with the new words.I knew that English scientists had cloned a sheep, but I knew neither how nor why.I chose mammoths.Ask the students to make sentences with neither…nor… He is neither a teacher nor a doctor.Neither he nor I am thirteen years old.Step5.Sum the main idea of the two e-mails.Let the students tell them in their own words, not word by word according to the content of the e-mails.Step6.Come to “LET’S DO IT”.Divide the class into groups of three or four.Use the Internet or other tools to find more information about cloning.Talk about what, where, when, why and how cloning is taking place.Everyone writes down a short passage, then exchange it with the others.Next one of the members of the group gives a report in front of the class.Step7.Homework 1.Finish off the exercises in the activity book.2.Ask your parents for some information about cloning.Summary:

Cloning is new to the students.Let them get more information on the Internet.That is helpful for them.It is helpful for them to use the Internet for some important information.On th the coordination conjunctions are important in this unit.So make more practice in class.Lesson 16: Unit Review Teaching Content: Mastery words and expressions in this unit.Oral words and expressions in this unit.Teaching Aims: 1.Learn to use the Internet and other tools to search more information.2.Know more about cloning.Teaching Important Points: 1.The expression of ability and inability.2.The use of coordinating conjunction.Teaching Difficult Points: The use of coordinating conjunction.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: review lesson Teaching Procedure: Step1.Group work Talk about the question in groups.“What do you like to clone the most? Why?” Let the students write their opinions down on a piece of paper.Then exchange their opinions.At last, one of the members sums the opinions and gives a report in front of the class.Step2.Finish the exercises in this lesson.Find out the problems and write them down on the blackboard.Discuss the problem together and find out the correct way to solve the problems.Step3.Do with “Grammar in Use”.Let the students finish the exercises.Then ask the students to make some sentences with neither…nor…, not only…but also….Not only he but also his father is handsome.Neither my mother nor my father likes this kind of fruit.Step4.Come to “Speaking the Language”.Complete the dialogue.Then ask the students to make a similar dialogue with his partner.Then present it in front of the class.Step5.Play the game “Stop-Go”

Play the game in front of the class.Start the game with 10 volunteers from the class.Play the game to practice the “ability and inability” expressions on this page.Change the students to play the game if the time is enough.Step6.Group work Divide the class into several groups.Ask them to introduce themselves in the group.Then choose two best ones to present in front of the class.Step7.Homework 1.Finish off the exercises in activity book.2.Find out more information about cloning on the Internet.Summary:

This unit is designed to review the main language points in this unit.It is used to build the vocabulary of the unit.Practice the grammars and spoken English in this unit.All those are put in a situation of cloning.Cloning is a new subject for the students.It is very interesting to discuss.Lesson 17: Do Mistakes Matter?

Teaching Content:

Mastery words and expressions: pardon, mention, pocket, double, mistake, make a mistake, depend, common Oral words and expressions: Bruce, confused, confusing, depend on, bargaining Teaching aims: 1.Know the cultural differences between China and western countries.2.Improve the students’ abilities of speaking English.Teaching Important Points:

1.Target language: I made a mistake.He looks confused.Buying things in China is confusing.2.Train the students’ focus abilities and cooperation spirit.Teaching Difficult Points: the difficult cultures of different countries Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of Lesson: new lesson Teaching procedures: Step1.Lead in The teacher shows some pictures to the students with the Multi-media computer.The pictures show the differences between China and Western countries.From the people’s appearance and the colour of the skin，We can tell the differences.The others show cultural differences.We use chopsticks but they use the fork and knives.Divide the class into several groups and finish the task.Encourage the students to speak more.They can use their own pictures to help them.Step2.Listening task

Listen to the text and answer the following question: 1.Where is Bruce from? 2.What does Bruce’s father do?

3.How much does Li Ming pay for the two pops? 4.How much did Bruce pay for one pop?

Ask the students to listen carefully and answer the questions.We can arrange the students to listen to the part that is connected with the two questions.Step3.Read and find the new words: He looks confused.Buying things in China is confusing.I made a mistake.Let the students try to make sentences with the new words.Step4.Reading task:

Read the text again and answer the questions: What are Bruce and Li Ming doing? Is Bruce confusing?

Where don’t people try to change the price, in China or in North America? Encourage the students to ask more questions by themselves.Step5.Fill in the blanks with the right forms of the words given.1.My brother is _______(迷惑的).2.It is so ______(迷惑的)a thing.3.Does he often ______(犯错误)?

This part is used to check if they have grasped the new words.Step6.Activity

Suppose you and Bruce are shopping, you are bargaining with the clerk.Bruce can bargain, too.Divide the class into several groups and talks about the questions.After a while, let the students act their out in front of the class.Encourage the students to speak loudly in front of the class.Choose the best group and praise them.Step7.Think about: What’s the difference between people in China and North America when they are shopping?

Let them debate the questions.As usual, the class can be divided into two groups.One group thinks the shopping center is good.The other thinks the market is better.Let them debate for five minutes.Then let one student in each group to sum the opinions of his own group.Step9.Homework

Find more information about the differences between China and western countries.Summary: This interesting text is about bargaining in China.It’s based on the different cultures between Chinese and Western countries.In some countries in North America, people don’t try to bargain, so some foreign friends feel confused when they buy things in China.Try to help them when you meet foreigners.Try to find more differences between Chinese and Western countries on the Internet.Lesson 18: Wait!Don’t Eat Yet!

Teaching Content:

Mastery words and expressions: society, politely, manner, especially, unless, polite, fork, serve, forever, act, compare, theirs Oral words and expressions: custom, tablecloth, rude, toothpick, Spaghetti, sauce Teaching Aims: 1.Find the differences between the Chinese and Western customs at table.2.Cultivate the students’ creation and cooperation spirit.Teaching Important Points: 1.The expressions of similarities and differences.2.Grasp the Past Future Tense.Teaching Difficult Points: The expressions of similarities and differences.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of Lesson: new lesson Teaching Procedures: Step1.Lead in: a pair work.The teacher asks the students the following question: Have you ever traveled to other places? Where have you been?

Show some pictures with the help of the multi-media.The pictures are from Australia, France, China, England, America and Japan.Let the students discuss for 2 or 3 minutes.Then let them say in front of the class.When the student is speaking, the others can ask him or her questions about his subject.Step2.Listening task Listen and answer the following questions: 1.Table manners in China and Canada are quite ______.2.In China, if your guests have no food on their plates, putting food on their plates is ______.3.It’s ______ to use a toothpick at the table.Finish the task in class in oral.Step3.Read the text and find out the sentences with the new words.All societies have customs about how to eat politely.We call these customs “table manners”.It’s okay to eat it, especially if it’s something dry, like a piece of bread.In Canada, if you drop something on the tablecloth, you pick it up and put it on your plate.Parents are forever telling their children: “Don’t talk with your moth full!” Step4.Reading task: Read the text and decide the statements are true or false.1.In China, if you drop something on the tablecloth, you usually pick it up and eat it.2.In Canada, to finish the food in front of the class in rude.In China, everybody has a knife at the table.Exercises: Fill in the blanks with the right forms of the words given.1.I think______(sing)loudly at table is not polite.2.It’s rude ______(point)to the others when you eat at table.3.His mother said he ______(return)the fork to the restaurant tomorrow.4.Nobody ______(know)the secret except me.Step6.Activity:

Project: What’s the story? 1.Find pictures in magazines.2.Make up a quick story about your picture.3.Trade your picture with the students from another group.Practice:

Show some pictures to the students.Let the students picture them.Show some different pictures in different situations.Let them give vivid description.When they finish one picture, try to show them the whole story.If we don’t have enough time, show them the main idea.Step8.Consolidation

Suppose you have a foreign friend.He will come to China.Make a chart.Write down his/her name, his nationality, his language and his aims.Show it to your partner, then finish it in class.Lesson 19：Sayings

Teaching Content: Mastery words and expressions: culture, several, action, fly, as soon as Oral words and expressions: saying, penny, earn, boil, hatch, judge, prevention, cure, worm, fence, spoil, broth, honey, vinegar, Nick, giggle Teaching Aims: 1.Know more about the differences between the Chinese and Western table manners.2.Train the students focus abilities.3.Cultivate the students’ cooperation abilities.Teaching Important Points:

1.Understanding the English saying.2.The expressions of similarities and differences.3.The past future tense.Teaching Difficult Points: Learn the expressions of similarities and differences between Chinese and Western countries on table manners and sayings.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of Lesson: new lesson Teaching Procedures: Step1.Lead in: The teacher begins the class by discussing the question.It is a group activity.Ask the students to tell the manners at the table.In the activity, the students will think of many funny stories.Give them chance to speak in front of the class.Praise the groups that act well.Step2.Listening task: Listen and answer the following questions: 1.Who does Nick sit beside? 2.Is Nick full at last? Listening is necessary for training the students listening abilities.Remember to give them a few easy questions to answer.Step3.Reading task:

Read and find the new words:

But as soon as his bowl was empty, the grandmother put more in it.Wu Yang’s little sister giggled.Let the students make sentences with the new words.S1: The students stop talking as soon as the teacher comes in.S2: My mother came in as soon as I watched TV.S3: While I am speaking, Wang Yan giggles all the time.Step4.Read and find the difficult language points: 1.Nick ate it all up.2.The grandmother kept giving him more.3.Wu Yang was trying not to smile.Let the students try using the phrases in English.S5: I’m so hungry that I eat up all the food on the table.S6: He was not good at English, but he kept trying his best.We all admire him.S7: Try to pass the exam, please.Step5.Divide the class into several groups in three or four.Guess the meanings of the English sayings.First let them exchange the meanings of the sayings in the group first.Then exchange the meanings in groups.Let the students decide which are the correct answers to the English sayings.Step6.Exercises:

1.I will call you __________(一„„就)I come back.2.You must _________(解释)it to your parents.3.Although he failed, he kept _________(努力).4.What _______(其他的)can I do for you? If the teacher wants to know if they have grasped the language points of this lesson, he can give them some exercises to see the result.Step7.Project: It is a group activity.Divide the class into several groups to finish the task.The people in the story have a problem.They don’t understand each other very well.Write an ending for the story.Explain why you choose you ending.Search more information about the differences between China and western countries at the table.Lesson 20: Where I Come From Teaching Content: Mastery words and expressions: greeting Oral words and expressions: forgive Teaching Aims:

1.Know more about the cultural differences among different countries.2.Cultivate the students’ cooperation spirit.Teaching Important Points: 1.The different greeting ways in different country.2.The Past Future Tense.Teaching Difficult Points: The similarities and differences.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure:

Step1.Lead in by discussing in groups.Finish the task with the help of the flashcards.Divide the class into groups of three or four.Let each group discuss the following questions with the help of the pictures.He /she will come to your home for dinner next Sunday.What will you prepare for him/her? Try to finish the task in five minutes.Step2.Listen to the tape and let the students sing after it for several times.Step3.Show a globe to the foreign students.Let’s see where we are.Ask some students come to the front and point up where we are on the globe.A game.Ask two students to the front.Let’s who can find more places in limited time.The one who finds more is the winner.Step4.Read the text as a poem and find the new words.Then make sentences with in greeting, forgive

Where I come from we shake hands in greeting and ask, “How are you?” During a meeting and forgive a mistake or two.Step5.Group work.Ask the students to say some special customs of the foreign countries.For example, the schools are different in China and other countries.Divide the class into groups of three or four to finish the task.Step6.Activity

Work in groups.Think about your culture.List some special Chinese customs that aren't found in other cultures.Step7.Homework

1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

English songs sometimes are the same as the Chinese songs.They also describe a subject and the content is all about it.Because of the English songs, the students know more about the foreign customs and culture.Lesson 21: What’s in a Name? Teaching Content: Mastery words and expressions: given name, family name, sir Oral words and expressions: formal Teaching Aims:

1.Know more about the foreign culture.2.Cultivate the students’ learning abilities.Teaching Important Points: 1.The structure of English names.2.The differences between English and Chinese names.Teaching Difficult Points: The structure of English names.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Lead in by discussing: How much do you know about the differences between Chinese and Western names? Work in groups.Then one of the members of the groups gives a report to the class.Step2.Listen to the tape and fill in the blanks with the information you hear.1.In Western countries, people have ______names.2._______ is Li Ming’s first name.Finish the task in class in oral.Step3.Read and find the new words in the text.1.My given names are “Brian” and “James”.2.My family name is “Smith”.3.That’ formal in English.Practice the new words in class.Stp4.The language points: I’m a little confused.But in China it comes last!What do they say when they meet on a formal occasion? Make sentences with the language points.Step5.Practice: Tell us why Danny is confused.If you understand, give us an example.Let some students say give some examples to show the differences between Chinese and English names.Step6.Work with a partner.Write a dialogue in which Brian and Wang Mei meet and introduce themselves.What do they say when they meet on a formal occasion.Step7.Homework

Give English names to each of your family members.Summary:

English names are so different from Chinese names that some Chinese students are confused about them.Let the students choose English names themselves.Then they can choose English names for their family members.I believe practice makes perfect.Lesson 22: Do Manners Matter? Teaching Content: Mastery words and expressions: praise Oral words and expressions: Joe Teaching Aims:

1.Know more about the foreign culture.2.Cultivate the students’ abilities about learning English.Teaching Important Points:

1.Good manners in China and North America.2.Apologies, similarities and differences.3.Past Future Tense.Teaching Difficult Tense: Past Future Tense.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Lead in by a group work.Ask the students to tell the differences about the manners when you receive the presents.Work in groups of three or four.Everyone writes his or her answers down on a piece of paper.Then exchange their ideas.Next sum the main ideas and present them to the class.Step2.Listen to the tape and fill in the blanks with the correct words.1.Wu Zhou has lived in Canada for ______ years.2.Good manners in North America are ______ from good manners in China.3.When people give you gifts in Canada, you ______ them with many words.Finish the task in class in oral.Step3.Read the text and decide the following statements are true or false.1.In North America, there are no words for being polite.2.When people give you gifts in Canada, you might say, “I don’t want your gift.” 3.Wu Zhou is a teacher in a university in Canada.Finish the task in class in oral.Step4.Read the text again.Tell the main idea of the text and encourage the students to ask more questions about the text.They can ask questions like these: S1: Wu Zhou calls himself Joe Wu, why? S2: Because “Joe” is an English name that sounds like “Zhou”.S3: If you don’t say “please” or “thank you”, what will people think of you? S4: They will think you are rude.Step5.Act

Work with your partner.Suppose you receive a present from your friends, what will you say if you are Chinese and what will you say if you are Canadian? Act your dialogue out in front of the class.Let the students get the differences by their acting.Step6.Come to “LET’S DO IT”

Before we do this, the teacher can show the students more about the differences between Chinese and Canadian culture on the Internet.Divide the class into groups of three or four to finish the task.Everyone write his or her ideas down then exchange the ideas in the group.Make up a dialogue or give a report.Then present it in front of the class.Step7.Homework 1.Finish the exercises in the activity book.2.Go on the next reading in the student book.Summary:

The culture differences show in different ways.Let the students think of more situations and let’s find out how to do on the Internet.Teach the students how to learn is more important than what to learn.So give the students more time to practice in class.Lesson 23: Supper with the Bradshaws

Teaching Content: Mastery words and expressions: trouble Oral words and expressions: peppermint, tradition Teaching Aims: 1.Know about the similarities and differences between China and Western countries.2.Cultivate the students’ abilities.Teaching Important Points: 1.Apologies.2.Similarities and differences.3.Past Future Tense.Teaching Difficult Points: Past Future Tense Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Lead in by discussing what you will do when your friends say goodbye to you.Divide the class into groups of three or four.Everyone writes their ideas down then exchange them in groups.Sum the ideas then give a report in front of the class.Step2.Listen to the tape and answer the following questions: 1.We just came home from the ______.2.Bruce and his father had trouble with Chinese ______ and culture.3.Last night, we eat in the ______.Finish the task in class in oral.Step3.Scan the text and answer 1.Did Bruce and his father make mistakes in China? 2.Western people never eat duck’s feet, do they? 3.Does Li Ming like peppermints? Finish the task in class in oral.Step4.Read the text again.Find the sentences with the new words.But he and his father sometimes had trouble with Chinese customs and culture.At the end of the meal, Mr.Bradshaw opened a box of peppermint candies.In good Chinese tradition, I told him that I enjoyed it.Show some pictures to help the students remember the new words.Step5.Act it out.Divide the class into several groups.Ask each group to act one part of the text out.Before doing this, let them read the text fluently and decide which part to act it out.If they don’t have real peppermints or something they must use, they can use something else to replace them.Step6.Come to “LET’S DO IT”.Divide the class into groups.Ask them to discuss what makes them embarrassed when they are guests at a dinner.Everyone writes his ideas down.Then exchange them in groups.At last, one of the groups sums the group’s ideas and presents it in front of the class.They can write a diary entry, an e-mail or a letter about the dinner.Step7.Homework 1.Finish off the exercises in the activity book.2.Go on the next reading in the student book.Summary:

It is not easy to make friends with foreigners.It is helpful to know more about the differences between Chinese and western customs and culture.Acting the text out is interesting.The teacher can ask the students to bring something useful into the class.If they don’t have real ones, they can use something to replace it.Lesson 24: Unit Review

Teaching Content: Mastery words and expressions from Lesson17 to Lesson23.Oral words and expressions from Lesson17 to Lesson23.Teaching Aims: 1.Know about the differences between Chinese and western customs and culture.2.Cultivate the students’ learning abilities and cooperation spirit.Teaching Important Points: 1.Apologies.2.Similarities and differences.3.The past future tense.Teaching Difficult Points: The past future tense.Teaching Preparation: pictures

Teaching Aids: flashcards, audiotape, pictures Teaching Procedure: Step1.Show some pictures about different table manners to the students.Encourage the students to act out a dialogue to show the differences.Give them five minutes.Let the students act in front of the class.Step2.Ask the students to talk about the different customs and culture between China and western countries.Show some pictures to remind the students.They can show them in all kinds of styles.They can make a dialogue or write a passage.Step3.Finish the exercises in class in oral.Write some problems down on the blackboard.Discuss in the class.Then choose the correct answer.Step4.Come to “Grammar in Use”.Let the students make more sentences with the past future tense.It is often used in the object clause, when the subject is past tense, the object clause is often used the past future tense.Encourage them to give more examples to practice it.Step5.Come to “Speaking the Language”.Ask volunteers to act the dialogue out in front of the class.Encourage the students to make other dialogues and act them out.Step6.Come to “Written work”.Let the students write it as homework if we can’t finish it in class.It’s practice of the main ideas of this unit.It can also build the students’ vocabulary.Step7.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

The students practice their reading, speaking and written English in this text.It is used to build the students’ vocabulary.The teacher must make full use of this part.At the same time, encourage them to remind the main ideas of this unit.Give them more time to use what we learn in this unit.Think over after class :

Lesson 25: Talk!Don’t fight!

Teaching Content: Mastery words and expressions: fight, spend Oral words and expressions: fought, spent Teaching Aims: 1.Let the students know the importance of peace.2.Create the students’ spirit of cooperation.Teaching Important Points: 1.Talk about the agreement and disagreement.2.Grasp the object clause.Teaching Difficult Points: Talk about the agreement and disagreement.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Come to “THINK ABOUT IT”.Divide the class into groups of three or four.Discuss the following questions: What would you do if you found some money on the street? Give the students five minutes to finish the task.Pay attention to all the students’ feelings.Let all of them take part in the discussion.Step2.Listen to the tape and fill in the blanks with the words you hear: 1.Jenny and Brian see Danny ______ on the street, _______ a bag.2.The money that Danny found was on the _______.Step3.Read the text and answer the following questions: 1.Who did Danny buy the shirt for? 2.How much money did Brian lose? Step4.Read the text and tell the main idea of the text in the students’ own words.Let the students speak in front of the class.Encourage them not to be shy when they stand there.Give the students chances to speak loudly in front of the class.Step5.Encourage the students to ask more questions about this part.Divide the class into groups of three or four to finish the task.Ask all of the students to take part in the discussion.They can ask questions like this: S1: When you are Jenny, what should you do to stop the fight? S2: Do you think the ten dollars is Brian’s?

S3: Do you think Danny should spend the ten dollars that he found on the street? Step6.Come to “LET’S DO IT”.Divide the class into groups of three or four, talk about what Danny should do.Everyone writes his or her opinion on a piece of paper.Everyone must write his or her reasons down.Choose the best from their opinions.Then report it to the class.Step7.Homework 1.Finish off the exercises in the activity book.2.Go on the next reading in the student book.Summary:

Activities are the main style of the class.The students learn their knowledge in the games and role-plays.It’s a good way to make the English class interesting.Always remember to improve the students’ cooperation spirit.Let everyone in the group to have the chance to speak.This is very important for the English teaching.Think over after class :

Lesson 26: Good Friends Shouldn’t Fight

Teaching Content: Mastery words and expressions: enemy, behave, gentleman, honest Oral words and expressions: thief, unhappy, agreed Teaching Aims: 1.Let the student’s grasp the four basic skills of English: listening, speaking, reading and writing.2.Know about the importance of peace in the world.Teaching Important Points: 1.Talk about the agreement and disagreement.2.Grasp the object clause.Teaching Difficult Points: The agreement and disagreement Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Come to “THINK ABOUT IT”.Divide the class into groups of three or four.Talk about the following questions: Have you ever had a fight with a friend? What happened? If you had a fight with your friends, how do you make up after the fight? Everyone writes their opinions down on a piece of paper, then show it to the others of the group.Remember to demonstrate their reasons.The group chooses the best to present in front of the class.Step2.Listen to the tape and fill in the blanks with the words you hear.1.Brian thinks Danny is a ______.2.Jenny thinks Danny and Brian should stop _______.3.They will have a ______ at Jenny’s house.Step3.Read the text and answer the following questions: 1.Has Brian found his lost money? 2.Did Danny feel sorry to Brian? 3.Is Brian still angry with Danny? Step4.Read the text and act the role-play in front of the class.Encourage them to make up a role-play by themselves.If they like, they can add any ending for the story.After they act, the others can say where they should improve and how they should improve it.Step5.Group work Divide the class into groups of three or four.Discuss the following questions:

Talk about your fight with your members of the groups.Tell them: what happened to you? How long did the fight last? Who helped you to solve it? After one student finishes his speech, the others can tell him or her whether his actions are right or wrong.Step6.Come to “LET’S DO IT’.Finish the task in pairs.Ask the students to think about the fight between Danny and Brian.Is Brian right to be angry with Danny? Why? The key is to describe the reasons.Is Danny right to say that he doesn’t want to be Brian’s friend anymore? With a partner, debate which character is right, Danny or Brian? Step7.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

Activities give the students chances to practice their spoken English.During the activities, some students may have trouble in expressing themselves.The teacher should help them if necessary.Provide them pictures to help them remind the stories or experience in their life.Show them some English words that are about their topics Think over after class :

Lesson 27: The Dove and the Olive Branch

Teaching Content:

Mastery words and expressions: flood, peaceful, raise, symbol Oral words and expressions: dove, olive, Adam, Eve, Eden, God, Noah Teaching Aims: 1.Stimulate the students’ ideas of loving our country.2.Improve the students’ spoken English.Teaching Important Points: 1.Talk about the agreement and disagreement.2.Grasp the object clause.Teaching Difficult Points: the object clause Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure:

Step1.Lead in by discussing “Do you know the story of the dove and the olive branch?”

Divide the class into group of three or four.Discuss the question.At the same time, show the students the picture of the dove and the olive branch with the help of the audiotape.Everyone in the group writes their answers down.Then discuss it in the group.Choose the best to show in front of the class.Step2.Listen to the tape and decide the following statements are true or false.1.Noah is a good man.2.Noah and his family in the Great Flood for a hundred days.3.Since then, people use a picture of a dove with an olive branch in its mouth to show their love for peace.After listening to the tape, ask the students to finish the task in class in oral.Step3.Scan the text and tell the main idea of it.Remember to say with their own words.Not one word by one word from the text.Step4.Read the text carefully and answer the following questions: 1.Did God think there are too many bad people in the world? 2.What did Noah do to escape the Great Flood? Finish the task in class in oral.Step5.Group work Discuss the following questions in groups of three or four.What do you think breaks the peace in our life? What can you do to prevent this happen?

Make a list of it.Then exchange the ideas in groups.Choose the best to present in front of the class.Before the students finish the task, the teacher had better show some new words to them on the blackboard.Step6.Come to “LET’S DO IT”.Ask the students to finish the task in formal groups.First, discuss whether or not you think the story of Noah is real.Why or why not? What do they think of the God’s idea?

Second, tell other famous stories about making peace.Many students may know some Chinese stories about making peace.Show some pictures to help them remind the old stories.Many people died in order to get a peaceful world for us.Step7.Homework 1.Finish off the exercises in activity book.2.Write down your story in the exercise book.Summary:

Remind the students to respect the dead men who died in the anti-Japanese wars.Many stories also write down some great men who devoted themselves to the peace of China.Let’s remember them forever.Without them, we haven’t the peaceful world and the happy life.Think over after class :

Lesson 28: Please Let There Be Peace Teaching Content: Mastery words and expressions: army, prepare, gun, agree, agree to, imagine Oral words and expressions: obey, battle, rage, suffering Teaching Aims: 1.Cultivate the students’ abilities of listening, speaking, reading and writing.2.Learn to love and care for the people around us.Teaching Important Points: 1.Talk about agreement and disagreement.2.The object clause.Teaching Difficult Points: The object clause Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1.Show a picture of a dove and the olive branch to the class.Let them show their opinions about the peace of the world.If you are a member in the U.N, what should you do to stop fighting? Peace and development are the main topics now.Make a list of the plan that you make.Then present it to the class.Step2.Listen to the tape for two times.Let them know the rhythm of the song.Can someone sing in front of the class? If anyone can, the teacher let them have a try.Step3.Read the song as a poem line by line.Translate it into Chinese.If necessary, help them.There are some new words in it.Some words are difficult to understand.Step4.Play the song again for several times again.Let the students sing after it.Step5.Practice Divide the class into two groups to read the song.Then sing the song together.If necessary, play the tape again.If they can’t sing it well, the teacher teaches them line by line.Step6.Come to “PROJECT”.Finish the task in groups of three or four.Wars bring suffering to people.We all love peace and hate war.We have an organization called the U.N.which is to stop fight and keep peace in the world.It is made up of six main countries in the world.When there is a fight on the earth, we may think it’s time for the U.N.to play an important part.Now imagine you are representing China at the U.N.Make a speech about how the U.N.should work to stop war.Present your speech to a small group of classmates and listen to their speeches.As a group, talk about your speeches.Ask each other questions about your opinions and information.After five minutes, ask several groups to present their result to the class.Step7.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book Summary:

We all hate wars because we see what wars bring us on TV, in newspapers and on Internet.We must do something to stop them.Give the students chances to open their minds.Maybe it is they that can save the earth someday.Think over after class :

Lesson 29: Jenny’s Good Advice

Teaching Content: Mastery words and expressions: agree with, probably, belong, belong to Oral words and expressions: opinion, have a talk Teaching Aims: 1.Cultivate the students’ abilities of learning English.2.Know about the importance of peace.Teaching Important Points: 1.Talk about the agreement and disagreement.2.The object clause.Teaching Difficult Points: The object clause Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1.Come to “THINK ABOUT IT”

Lead in by discussing the following questions: Why do you sometimes fight with others? How do you feel after the fight? Finish the task in groups.After discussing it for a while, make the best one to show it in the class.Step2.Listen to the tape and answer the following questions: 1.Where do Danny and Brian meet? 2.Do Danny and Brian stop fight in this lesson? Finish the task in class in oral.Step3.Read the text and tell the main idea of the text.Pay attention to Danny’s and Brian’s opinions about this.Step4.Read the text and decide the statements are true or false.1.Danny and Brian both think Jenny’s cookies are good.2.Brain didn’t think the money that Danny’s picked up was his.3.Danny can’t agree with Brian’s opinion.Finish the task in class in oral.Step5.Pair work Work with your partner.If you were Jenny, what would you do to stop them from fighting? Do you have any other good ideas? Work in pairs.Then discuss it for a while.Let some volunteers come to the front to give their advice.Step6.Come to “LET’S DO IT”.Finish the task in group work.Ask them to make up a dialogue or a role-play.First, they must make a plan for the play.What happened to you? Who are fighting? Why? Give them five minutes to finish the task.If they don’t have enough people to play, they can ask the teacher to take part in it.Step7.Homework 1.Have you had a fight with your friend? Write it down.2.Go on the next reading in the student book.Summary:

The teacher can take part in the students’ activities.They can help the students make a plan to play it better.The teacher can provide them some new words if necessary.Praise them after they act a dialogue out.Think over after class :

Lesson30: Let’s Work for Peace

Teaching Content: Mastery words and expressions: provide, disagree, trust Oral words and expressions: religion Teaching Aims: 1.Learn about the importance of peace.2.Know more about the foreign culture.Teaching Important Points: 1.Know about a student council in Canada.2.Talk about the agreement and disagreement.3.The object clause.Teaching Difficult Points: The object clause Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1.Come to “THINK ABOUT IT”.Lead in by discussing the following questions: How many clubs are there in your school? What are they?

If there aren’t any clubs in the school, we can think about who works for the peace of your school.What do they often do when someone fights in school? Discuss it in groups.Then choose the best to present it in front of the class.Step2.Listen to the tape and answer the following questions: 1.What grade is Danielle in? 2.What does the student council do? Finish the task in class in oral.Step3.Read the text and decide the statements are true or false.1.Student councils work to make schools better places.2.All the students in Danielle’s school wear the same clothes.3.We need to learn about different cultures and make friends with people from other cultures.Finish the task in class in oral.Step4.Tell the main idea of this text.Remember to answer the questions: 1.What does the student council do? 2.What is Danielle’s school like?

3.What do we do in order to make our school a better place? Step5.Group work Work in groups of four or three to discuss the following questions: If you are a member of the student council, make a plan about how to make the school a better place.Make a list of the things that you think must be done according to the situation of the school.Discuss the question in groups.Then show it to the others in class.Discuss the plan in class.At last, give the advice to school.Step6.Come to “LET’S DO IT”.Work in groups.Plan a debate about this topic: countries should never go to war to solve disputes.Are there any wars today? Where are they? Are wars good or bad? Are there better ways to solve problems? Give them enough time to debate the interesting topic.Let them open their minds to create good ideas.Then present their ideas group by group in front of the class.Step7.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

Students are old enough to think about these questions.They watch TV to pay attention to the development of the world.They have much to say in this part.Show some pictures about the disaster that wars bring to the people in the world.Call on the students to study hard to create a more peaceful world for the people.Think over after class :

Lesson 31: Peace at Last Teaching Content: Mastery words and expressions: at last, pity, angry, decision, fair, conversation, regret There are no oral words and expressions in this lesson.Teaching Aims: 1.Learn to love and care for the others.2.Practice the students’ written English.Teaching Important Points: 1.Talk about agreement and disagreement.2.The object clause.Teaching Difficult Points: The object clause Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Lead in the text by discussing the following question: What should you do if you have trouble with your friend? Finish the task in groups of three or more.Let’s see how they solve their problems.Many students may write a diary.Others tell his or her trouble to his friend or teacher.Tell the students: when you meet trouble, find some effective and fast ways to help yourselves out.Step2.Listen to the tape and answer the following questions: 1.Who has trouble with the basketball game, Li Ming or Danny? 2.Did Li Ming go to the basketball game at last? 2.What is Danny going to deal with the money problem? Finish the task in class in oral.Step3.Read the text and then tell the others what Li Ming’s trouble is.Do you think how to solve it? Is Li Ming right or wrong? Tell the class the reasons.Step4.Read the text and decide the statements are true or false.1.Li Ming has been invited to a party on Friday evening.2.Li Ming’s friend was angry because Li Ming missed the game.3.Brian wrote a letter to Danny and told him he didn’t want the ten dollars any more.Finish the task in class in oral.Step5.Find out the sentences with the news and practice them in class.After I missed the game, my friend was very angry.What a pity.She said that the decision was mine.It wouldn’t be fair for me to go to the game.Jenny said we should have a conversation.I regret what I did.Let the students make up sentences with the words and expressions that we learn in this lesson.Show some flashcards to help them.S1.Don’t be angry with me.S2: It is necessary for us to have a conversation with my mother.S3: His sister regrets doing that.Step6.Group work Divide the class into groups of three or four.Write experience that you have had.Then share it with your members.Tell who is right in the story.What should we do to solve the problem correctly? Step7.Come to “LET’S DO IT’.Finish the task in groups.Write a diary entry, an e-mail or a letter about the topic below.Have you or anyone in your family experienced war before? What is war like? If they have no experience, they can describe a war that they have heard before.After they write their experience down, share them in the group.Then choose a special to give a report in front of the class.Step8.Homework

1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

We all have a fight with our friends.Write your experience down and share with your classmates.You may think it’s funny for to do such a thing at that time.It will help you to analyze yourself.Think over after class :

Lesson 32: Unit Review Teaching Content:

Mastery words and expressions from Lesson25 to Lesson31.Oral words and expressions from Lesson25 to Lesson31.Teaching Aim: 1.Learn to love and care for others.2.Know about how important the peace is for us.Teaching Important Points:

1.Talk about agreement and disagreement.2.The object clause.Teaching Difficult Points: The object clause Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: review lesson Teaching Procedure: Step1.Lead in by discussing the importance of peace for us in the world.Finish the task in groups of three or four.Show some pictures to the students.Analyze the disadvantages that wars bring us.Make a list of it and show it to the class.Step2.Do with the exercises the lesson.Write down some difficulties on the blackboard.Then discuss the use of them.Practice them again.Step3.Come to Grammar in Use.The object clause is the main part.Let some student make similar sentences in front of the class.The others listen and find if they are right.Step4.Come to “Speaking the Language”.Fill in the blanks with correct words.Make up similar dialogues in front of the class.Step5.Do with the comprehension part.Can the students answer the question fluently? If they have any difficulties, help them.Step6.Come to “Take This Quiz”.Search on the Internet to find more information.Ask the students what they want to know.Let them search on the Internet before the class.Then give a report to the class the next day.Step7.Do with written part.If we have time in class, finish it in class in groups.If we don’t have enough time to do with it, we can have it done after class.Step8.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

This is the summary of the unit.It includes the main points in this unit.Arranging it carefully before the class, we can have a good review in the class.We can do with the language points, the main grammar and practice the spoken English.Think over after class :

Lesson 33: Welcome, Guest!

Teaching Content: Mastery words and expressions: shape, perhaps, though Teaching Aims:

1.Know more about the foreign culture.2.Good manners at table.Teaching Important Points: 1.Learn different cultures.2.Practice the object complements and attributive clauses.Teaching Difficult Points: The object complements.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1.Come to “THINK ABOUT IT”.Lead in by discussing the following questions: What do you know about dinosaurs? List the names of some types of dinosaurs you know of.Discuss the questions in groups.Every member writes his or her answers down.Then discuss it in groups.Make a complete answer.Then present it in the class.Step2.Listen to the tape and answer the following questions: 1.Where was Danny yesterday afternoon? He was at Dinosaur School.2.Did Danny learn Dinosaur song at school? Yes, he did.Finish the task in class in oral.Step3.Reading task Read the text and encourage the students to ask more questions about this part.S1: What did Danny learn at Dinosaur school? S2: He learned dinosaur culture.S3: When will they have dinner together? S4: On Saturday.Step4.Practice Do with the main grammar: the object complements.Point out the sentences with object complements: I find other cultures interesting.Make examples by the students: We must keep the classroom clean every day.Step5.Activity Invite your friend to your home.What do you do? Make up a dialogue with your partner.Then let them present it in front of the class.Step6.Come to “LET’S DO IT”.What do you think dinosaur food is like? Do you think Brian and Jenny will like the food? Write down your ideas.Then share it with your partner.After a while, let some students show their answers in front of the class.Remind them to tell the students why they think so.Step7.Homework 1.Finish off the exercise book.2.Go on the next reading in the student book.Summary:

Students are strange to hear of the Dinosaur culture.We all want to know what real Dinosaur culture is, including their food, songs, clothes and so on.Give the students time to say some other countries’ culture in front of the class.Let them search on the Internet for more information.Think over after class :

Lesson 34: Danny’s Dinosaur Dinner

Teaching Content:

Mastery words and expressions: knock, hang, hang up, offer Oral words and expressions: hung, hanged Teaching Aims: 1.Know about the Dinosaur culture.2.Cultivate the students’ cooperation ability.Teaching Important Points: 1.Learn something about having a meal.2.The object complement and the attributive clause.Teaching Difficult Points: Have a meal.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1.Come to “THINK ABOUT IT”.Lead in by discussing the following questions:

Have you ever invited a guest to your home? Have you ever been a guest? What’s the worst food you’ve ever had?

Discuss the following questions in groups.Then present it in front of the class.Step2.Listen to the tape and fill in the blanks with the correct words you hear.1.When Jenny and Brian come to Danny’s home, he is in the _____.2.Danny gives Brian and Jenny some _____ to eat.Finish the task in class in oral.Step3.Reading task Read the text and decide the following statements are true or false.1.Jenny and Brian come to Danny’s home on Sunday.2.Jenny and Brian drink some milk in Danny’s home.3.Dinosaur food is certainly different.Finish the task in class in oral.Step4.Read the text again and retell the story in their own words.Correct their grammar mistakes after he finish telling the story.Ste5.Do with the language points: Make sentences with the useful phrases: Would like to…? Help yourself to… S1: Would you like some dumplings? S2: Yes, I’d love to.S3: Would you like to have an apple? S4: No, thank you.Step6.Come to “LET’S DO IT”.Divide the class into several groups to finish the activity.Every member writes his ideas on a piece of paper.Are guests important in your home? What do you do to make guests feel comfortable? Let the students show their dialogues out in front of the class.Step7.Homework 1.Finish off the exercises in class.2.Go on the next reading in the student book.Summary:

It is important for you to make your guests feel comfortable.At first, you must be polite.Then you can provide them with different drinks and fruits.Ask them what their favourite food is.Of course, as a guest, you must be polite enough, too Think over after class :

Lesson 35: Keeping Culture Alive Teaching Content:

Mastery words and expressions: hand in, strange, mind, share Oral words and expressions: Chinatown Teaching Aims:

1.Learn more about foreign cultures.2.Cultivate the students’ abilities.3.Grasp the important grammars.Teaching Important Points: 1.Know more about the Chinatown.2.Having meals.3.Object complements.Teaching Difficult Points: Object complements Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1.Lead in by discussing the following questions: Have you ever heard of Chinatown? What do you think of it?

Work in groups.Everyone writes his or her answers down.Then discuss for five minutes.Present it in front of the class.Step2.Listen to the tape and fill in the blanks.This is the _____ time for Danny to Chinatown.Would Chinese students visit _____ _____ _____.Finish the task in class in oral.Step3.Read the text and answer the following questions: 1.Did Brian enjoy the school trip?

2.Is there an area called Little North America in Beijing? Finish the task in class in oral.Step4.Read the text again.Then ask the students to retell the story in their own words.They can practice with her partner first.Step5.Do with the language points: Let the students read the text again.Sum the new words and language points in this lesson.Make up sentences with the new words and the language points.S1: Must I hand in the paper now? S2: Let’s share the experience in the summer holiday.S3: I shall share the fruit with the little girls.S4: Will it rain tomorrow? S5: I don’t think so.Step6.Activity Group work.If there were Little North America in Beijing, what will it be like?

Divide the class into groups to finish the task.Every member writes his or her answers down.Then change it with the others.Then choose the complete one to present in front of the class.Step7.Come to “LET’S DO IT”.Finish this part in groups of three or four.One student sums his group’s advice.Then present it in front of the class.Step8.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

Chinatown is used for Chinese in America.They can speak Chinese.It if convenient for those people who can’t speak English live there.They are all kinds of shops there.Think over after class :

Lesson 36: So We Can Be Friends Teaching Content: Mastery words and expressions: difference Oral words and expressions: Peru, Scotland, bagpipe Teaching Aims:

1.Learn more about the foreign culture.2.Learn to sing English songs.Teaching Important Points: 1.Keep one country’s culture.2.Grasp the object complement.3.How to use keep.Teaching Difficult Points: Keep one culture’s culture.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1.Show some pictures about the foreign culture.Pointing to the pictures, ask the students to guess where they are and what special culture they have.Step2.Listen to the tape for two times.While they are listening, let the students sing after it in a low voice.Step3.Read the song as a poem.Let them find if it has rhythms.Step4.Ask the students to know the meaning of the song with the help of the pictures.Step5.Listen to the tape again and sing after if for several times.Step6.Let the volunteers sing in front of the class.Step7.Come to PROJECT.1.List the differences between the Chinese and Chinese cultures.Finish it in work group.Talk about the different ways in China and Canada.What are the differences between the two countries?

2.Ask the students to act short plays out in front of the class.Show what would happen in Canada and what will happen in China.Step8.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

Different countries have different culture.We must keep it.Students should know more about it.It can help them when they go abroad to study further.Ask the students to search more after the class.Then present it in the next lesson Think over after class :

Lesson 37: The Fox and the Stock

Teaching Content: Mastery words and expressions: fox, flat, hardly, fetch, thin, stick, regard, realize, promise Oral words and expressions: stork, Aesop, rudely, beak Teaching Aims: 1.Learn about more about the foreign culture.2.The importance of cooperation in the world.3.Improve the student’s creation ability.Teaching Important Points: 1.The lessons we learn from the story.2.The object complement and the attributive clauses.Teaching Different Points: Practice object complement and the attributive clauses.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1.Lead in by discussing the following questions: Tell a story about the animals.What can we learn from the story? Finish the task in groups.Let some students come to the front and tell his class his wonderful story.Step2.Listening task Listening to the tape and find the correct answers to the following questions.1.There is a _____ and a _____ in the story.2.The fox brought the soup in large flat _____.Finish the task in class in oral.Step3.Read the text and answer the following questions: 1.Is the fox polite to the stork? 2.What are the stock’s noodles in? 3.Were they still friends? Finish the task in class in oral.Step4.Read and tell the stories by their own words.Step5.Do with the new language points in this text.1.“Certainly” said the stork, who was doing her best to be polite.Do one’s best

S1: I am doing my best to learn well.2.The stork fetched two tall, thin jars.Fetch=go and come back S2: Can you fetch me two bottles of water, please? Step6.Work in groups.Divide the class into groups.Then one member of the group tells a story which are with animals about characters.Then let the others sum the lessons that we learn from the story.Step7.Homework Find the most wonderful story after class.Prepare to tell the class in the next lesson.Summary:

All of the students know many interesting stories about animals.We can learn important lessons from the story.They must respect others in their life, or they might have a fight.This is the same as man.We must respect others in our life.Then we can have a peaceful world.Think over after class :

Lesson 38: One Country, Many Cultures

Teaching Content: Mastery words and expressions: central, although, respect Oral words and expressions: immigrant, tolerant, dancer Teaching Aims:

1.Know about the culture in the world.2.Keep one country’s culture.3.Create the students’ basic abilities.Teaching Important Points: 1.The details about Canadian cultures.2.Different cultures have different features.1.Practice the object complement and the attributive clauses.Teaching Difficult Points: The object complement and the attributive clauses Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1.Come to “THINK ABOUT IT”.Lead in by discussing the following questions: How many cultures does China have? How many can you name? What are some of the interesting things in your culture? Discuss the questions above in groups.Then every group answers the questions one by one.Step2.Listen to the tape and fill in the blanks with the words you hear: 1.Only _____ percent of all Canadians are from First Nations.2.Canada has _____ official languages.Finish the task in class in oral.

第五篇：冀教版九年级英语下册教案

Lesson 1: Poetry, Please Mastery words and expressions: poem, decide, nature, express，learn/know …by heart, pleased, happiness, shut

Oral words and expressions: poetry, description, continue, beyond Teaching Aims: 1.Learn about the poems in foreign countries.2.Know the differences between Chinese and foreign poetry.Teaching Important Points: 1.How to make suggestions.2.The grammar: infinitives.3.Some words and expressions: learn/know …by heart Teaching Difficult Points: The grammar: infinitives Teaching Preparation: pictures Teaching Aids: audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1: Come to “THINK AOBUT IT”.Let the students talk about the questions in groups.1.Have you written a poem in Chinese? Is it hard? Why? 2.What kinds of poetry do you like best? After a while, let the students in each group present their ideas to the class in front of the class.Step2: Listen to the tape and find the answers to the questions: 1.Have Brian finished his poem? 2.What’s Danny’s poem about? Step3: Reading task: 1.Read the text and underline the new words in this lesson.2.Present the meanings of the words with the help of the media computer.We can use our body language if necessary.3.Tell the main idea of this lesson.Step4: Read the text again and decide the statements are true or false.1.Jenny wrote a Chinese poem.2.Brian wrote a poem about nature.3.Danny learned his poem by heart.Step5: Deal with the language points.How to make a suggestion: Maybe you could write a description of your favourite place.The infinitives: I haven’t decided what to write about.Would you like to hear my poem? I don’t need to read it.Let the students sum the use of infinitives of this lesson.Then encourage them to make more sentences with the grammar.Step6: Activities 1.Divide the class into several groups.Then let them translate a Chinese poem written by Li Bai or other famous poets.Then compare the translations of the groups.Let’s see which is the best? 2.Each group writes an English poem about the familiar things around us.Then let them change the poems in groups.They may give their own advice to the poems written by others.Step7: Describe the picture in English.Ask the students work in their formal groups.Then let them read their poems in class loudly.Step8: Come to “LET’S DO IT”.Work with a partner.Let the students talk about the question: which do you think is more difficult to understand, English poetry or Chinese poetry? Homework 1.Finish off the activity book.2.Get more information about the English poetry after class.Feedback：

Lesson 2: Poems About Nature Teaching Content: Mastery words and expressions: hill, clear, brave, pale, golden, softly, kiss, noisy Oral words and expressions: swiftly, tiny, warmth, scene, related, topic Teaching Aims: 1.Cultivate the students’ guessing ability of the whole text.2.Enjoy the charming of the English poetry.3.Compare the differences between the English and Chinese poetry.Teaching Important Points: 1.Learn the English poetry about nature by hearty.2.Know how to write an English poem.Teaching Difficult Points: Use what we learn to write an English poem.Teaching Aids: audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1: Come to “THINK ABOUT IT”.Divide the class into several groups.Talk about the next questions: Have you read any poems in English? Which one do you like best? Why? What should you do first if you want to write a poem about winter? Choose several best poems and let the students read them in front of the class.Show some pictures of winter to the students.Help them to find more words to describe winter.Step2: Listen to the tape and fill in the blanks.1.Does the poem make you think of _______? 2.You can write a poem about _______, too.3.Before you start writing your poetry, think about your _______.Step3: Read the text and find the new words.1.Let the students guess the meanings of the new words.Most of the new words are related nature.So present some pictures to the students to help them understand the new words.2.Ask some students to tell the main idea of this text.Step4: Do with the language points.Make sentences with the new words we learn in this text.Ask if someone can tell a story with the words we learn today.Encourage them to stand in front of the class and tell his story to us.Step5: Reading task Encourage the students to ask questions about this text.Finish the task in groups.Let the students design questions and exchange them in groups.They can ask questions like this: 1.What are your ideas for a nature poem? 2.What can you do to describe about something? Step6: Activities.Work in groups.Write a poem about the two pictures.Finish a poem.Then each student in the group correct it before reading it to the class.Step7: Come to “LET’S DO IT!”

The task is similar to the step6.Finish it in class.Try to write a poem about one of the seasons.The teacher shows some pictures about the seasons to the students.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Feedback：

Lesson 3: Say It in Three Teaching Content: Mastery words and expressions: direction, form, poet, simply, a set number of, middle, clearly, dark, sleepy, unexpected, frog, feeling Oral words and expressions: petal, cherry, grebe, Matsuo Basho, Haiku, particular, pattern, set, syllable, interruption, plop, splash, limerick, Teaching Aims: 1.Cultivate the students’ reading comprehension.2.Know more about the foreign culture.3.Compare the differences between the Chinese and Japanese poems.Teaching Important Points: 1.Learn about an old style of Japanese poem: Haiku.2.Know some styles of poems: Haiku, Nature Poem and Limerick.Teaching Difficult Points: The old form of Japanese poetry: Haiku.Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1: Show pictures of Japanese poets and poems.Then introduce Haiku to the students.The teacher can find some music to match the poem.Step2: Listen to the tape and fill in the blanks.Usually Haikus are about _______.Haiku always has ______ lines.The first line of a Haiku has _______ syllables.Check the answers in class in oral.Step3: Read the text and guess the meanings of the new words.Sometimes some new words are too hard to understand, so the teacher can find some related pictures to help them.If the students bring some pictures about nature to the class, let them show them in front of the class.Step4: Read the text and find the answers to the questions: 1.Do Haikus tell a story? 2.What’s a syllable? Step5: Come to “PROJECT”.1.Divide the class into groups to finish the task.2.Finish the three poems in the text.Use the sentence: I need a ______.Let the others give the answers, one student write the words down.3.After finishing the poems, read it to the class.All the groups have different poems.Do they sound funny? 4.Decide a subject by each group.Then make a pattern according to the subject.Then finish the poem as the models in the text.5.Read the poem to the class.Homework: 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Feedback:

Some students may think the foreign poems are funny and easy.The teacher may also think so.It is possible for the students to create poems like those we have learned in the class.Give them more chances to create their minds.The teacher can try some poems, too.The class and the teacher can find much fun in learning foreign poems.Blackboard Design：

Lesson 4: The Wish Teaching Content: Mastery words and expressions: wish, in the middle of, stone, friendship, Teaching Aims: 1.Learn how to sing foreign songs.2.Know more about the foreign culture.3.Learn about the styles of all kinds of poems in other countries.Teaching Important Points: 1.Master the main idea of the song.2.Grasp the use of “without”.3.Make a similar song like this.Teaching Difficult Points: The use of “without”.Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1: Listen to the tape for several times.At the same time, ask the students to sing after it.Test how long they grasp the rhythm of the song.Step2: Read the song as a poem.Let the students read the poem as a lyric line by line.Step3: Make a poem like this.Divide the class into several groups.Make the similar this.Every group makes a poem.Then present it to the class.If the others have other better ideas, they can give their advice.Step4: Do with the language points.Make sentences with the important phrases: in the middle, without.S1: Danny sits in the middle of the classroom.S2: There is a stone in the middle of the road.S3: Fish can’t live without water.S4: We can’t finish the work without your help.Step5: Come to “PROJECT”.Finish the task in groups.1.Everyone in the group chooses one pattern of these poems and writes one by yourself.2.After writing the poem, show it to the others in the group.3.Each exams the others’ poems and gives his advice.4.After examine all of their poems, change them with the other group.Give their reasonable advice.5.The teacher gives them chances to express themselves.Homework：

1.Finish off the exercises in the activity book.2.Go on the next reading in the student book.Feedback: The students are familiar to the Chinese poetry, but the foreign ones are hard for them.When the students practice, the teacher should give them a hand if necessary.It is a challenge for the Chinese students to write foreign poems.Encourage them more in order to stimulate their interests of learning English.Blackboard Design:

Lesson 5: That’s a Funny Limerick!

Teaching Content: Mastery words and expressions: both…and… Oral words and expressions: blank, motion Teaching Aims: 1.Cultivate the students’ ability of learning by themselves.2.Master one of the patterns of foreign poems.3.Compare the differences between the Chinese and foreign poetry.Teaching Important Points: 1.Know more about the limerick.2.Learn more words about describing weight, size, feeling and age.Teaching Difficult Points: Know how to write a limerick.Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1: Come to “THINK ABOUT IT”.Let the students answer the questions in class in oral.1.Ask several students to say funny sayings in English.If they can’t express themselves in English, they can say them in Chinese.2.Let some students tell jokes.Encourage them to tell jokes in English.Step2: Listen to the tape and fill in the blanks.1._______ and _______ help Jenny fill in the blanks in her limerick.2.They choose _______ to describe the weight.Step3: Read and get the main idea of the text.1.Let the students scan the text.Then tell the main idea of the text.2.Find the new words and guess their meanings according to the text.Step4: Do with some language points.Either…or…, both…and…

Let some students make sentences with the help of the pictures.S1: He eats either apples or oranges.S2: Either he or I am good at dancing.S3: Both his teachers and his parents love him.S4: Susan loves both reading and listening.Step5: Come to “LET’S DO IT”.Limerick is a kind of poem that has a pattern.Study the “Limerick”.Get the results.1.There are five lines in the limerick.2.From Jenny’s limerick, we can see the first, second and fifth lines have rhyme.Look in the library or search on the Internet to find some information about limericks.Show them to the class and let them find the patterns of “limerick”.3.Let different groups act the dialogue out in front of the class.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Feedback:

Lesson 6: Say It in Five Teaching Content: Mastery words and expressions: create, single, thought Oral words and expressions: fur, stretch, hum, adjective Teaching Aims: 1.Improve the students’ listening and reading abilities.2.Know more about the foreign poetry.3.Learn the American five-line poems.Teaching Important Points: 1.Grasp the pattern of the five-line poem.2.Use the pattern to describe something.Teaching Difficult Points: Use the pattern to describe something.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1: Come to “THINK ABOUT IT”.We all know Chinese poetry has different kinds of patterns.Let the students give some examples.Step2: Listen to the tape and answer the following questions: 1.Who created the five-line poem? 2.How many poems does the text show us? Finish the listening part in class in oral.Step3: Reading task: Read and tell the main idea of the text.This is a game to practice the students’ memories.It can improve the students’ summary abilities.Step4: Read and decide the statements are true or false.1.Today we learn a pattern of French poetry.2.The second line has three words.3.The topic of the poem is a noun.Finish the questions in class in oral.Step5: Activity: Show some pictures to the students.Let them the favourite one to describe.They can work in pairs.Then show their poems to the class.It’s easy to finish the task, but it is hard to do it well.Step6: Come to “LET’S DO IT”.Work in groups of three or four students.1.Say the differences between a Haiku and a five-line poem.Say about their different forms and different patterns.A haiku is just a description of a scene.It is simply what is happening in this place, at this moment.Five-line poem has five lines.It is always about a single topic.Each line has a set number of words.The first line has one word.The second line has two words.The third, or middle, line has three words.The fourth line has four words.The last line has one word.2.Finish the task in groups.Choose one topic as they like.Then exchange the poems among the groups.Step7: Homework 1.Finish off the exercises in activity book.2.Ask the students to find more topics after class.Summary:

The last poem that we learn in Li Ming’s postcard is very interest

Lesson 8: Unit Review

1.Talk about the ability and inability.2.The use of coordinating conjunctions.3.Combine two different things.Teaching Difficult Points: Talk about the ability and inability.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Lead in the class by showing some pictures about combining to the students.They may be about different things, such as food, fruit, animals and other things.Step2.Listen to the tape and answer the following questions: 1.Can Danny combine a donut and a pizza? 2.Who wants to combine a cow and a chick? Let the students answer the questions with the help of the pictures.Finish the task in oral in class.Step3.Read the text and fill in the blanks with the correct words.1.We can combine two different ______ or two different ______.2.Brian would combine ______ and ______.Look through the whole text quickly and answer the questions in class in oral.Step4.Encourage the students find the new words in this lesson.Give more examples and let the students understand more about the words.I would combine a donut and a pizza.Then I could have breakfast and lunch together.Then I would have little, juicy bananas.Do you know what a mule is? It has a horse as mother and a donkey as a father.Step5.Read the text again and encourage them to find more questions about the text.One student stands up and asks a question.The others who want to answer can stand up and answer it as quickly as he can.For example: 1.What would you combine? 2.What about combining a duck and a deer? 3.Can we combine apples and bananas? Step6.Come to “PROJECT”.Finish the task in groups of three or four students.Think about something that is combined by two different things.Each of the group writes his answer down and shows it to others.Then choose the most meaningful one to study.What will your group combine? What if you combine the two things? What can it do for us? What’s its advantage? Talk about the questions above, then sum their ideas.Give a report in front of the class.Demonstrate your ideas.Describe the thing that you combine in detail.Describe its advantages and disadvantages.Step7.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary In this lesson, we learn to combine two different things together.In order to get new living things, we must make full use of our imagination.What can the things that we combine are used for? It is important for us to discuss.During the discussion, we practice our spoken English.Lesson 10: What is DNA? Teaching Content: Mastery words and expressions: generally, twin, clone, not only…but also Oral words and expressions: blueprint, identical, egg, identify Teaching Aims: 1.Know how to write a passage on science.2.Learn something about DNA.3.Know more about our body.Teaching Important Point: 1.Master the words and expressions of this lesson.2.The ability and inability.3.The use of coordinating conjunctions.Teaching Difficult Point: The use of DNA.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Lead in the text by discussing what DNA is.Divide the class into several groups.Then talk about the subject for several minutes.Then one of the groups presents their opinions in front of the class.Step2.Listening task:

Where is your DNA from? What is DNA used for? Step6.Come to “LET’S DO IT”.Finish the task with a partner.Find the things about you that show your parents’ DNA.Talk about if for a while.Then let some volunteers come to the front to talk about the subject.Step7.Homework 1.Finish off the exercises in the activity book.2.Go on the next reading in the student book.Summary:

Lesson 11: Cloning People? Teaching Content: Mastery words and expressions: exactly, divide, crazy Oral words and expressions: human being, original, adult, Dolly, insect Teaching Aims:

Lesson 14: A Clone of My Own Teaching Content:

Mastery words and expressions: secret, copy, doubt, stupid, chess, robot Oral words and expressions: foolish, flute, closet, prefer, play chess, prefer…to… Teaching Aims:

1.Improve the students’ written ability.2.Create the students’ imaginations.Teaching Important Points: 1.Imagine the use of cloning in our daily life.2.The expression of ability and inability.3.The use of coordinating conjunctions.Teaching Difficult Points: The use of coordinating conjunctions.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1.Talk about the question: Would you like to have a clone of yourselves? Why? Finish the task in groups.Give the students five minutes to discuss the subject.Then let the students present it in front of the class.Step2.Listening task: Listen to the tape and answer the flowing questions: 1.How old is Kate? 2.What does “foolish” mean? Finish the task in class in oral.Step3.Scan the text and decide the following statements are True or False: 1.Katie would like a secret clone.2.Katie already has three sisters.3.Katie’s clone would live the living room with Katie.Finish the task in class in oral.Step4.Read the text again and try to find the sentences with the new words.What does Katie mean by “a secret clone”? I doubt what she says!“Foolish” means “silly or stupid”.Also, she would play chess with me.Maybe I need a robot!She would feed my tow cats, clean my room and practise my flute.Step5.Ask some students to tell the main idea of the text.Let some students say it in front of the class.Step6.Group Work Talk about the subject in groups.Talk for about five minutes.If you have a clone of yourself, what would you like her or him to do for you? Write what you think of down on a piece of paper.Then exchange their ideas in groups.One of the members sum what they think of.Then present it in front of the class.Step7.Come to “LET’S DO IT”.Finish the task in pairs.Make up a dialogue with a partner and act it out in front of the class.Encourage them to make the story funny.Make the ending surprising.Step8.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

Teaching Content: Mastery words and expressions: neither, nor, neither…nor…, dead Oral words and expressions: mammoth Teaching Aims:

1.Be familiar to the e-mail.2.Know more about cloning.Teaching Important Points: 1.The expressions of ability and inability.2.The use of coordinating conjunction.Teaching Difficult Points: The use of coordinating conjunction.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Lead in by showing some pictures of cloning.Let the students talk about the use of cloning.What is cloning? What is cloning used for? What can we do with cloning? Step2.Listening task: Listen to the tape and answer the following questions: 1.What did Li Ming study this week in school? 2.What’s the name of the first cloned animal? Ask the students to answer the questions in class in oral.Step3.Reading task: Read the text and decide the statements are True or False.1.Li Ming doesn’t think cloning is interesting.2.Li Ming knew how the sheep Dolly cloned.3.Jenny has ever studied cloning.Finish the task in class in oral.Step4.Read the text again and find the sentences with the new words.Let the students guess the meanings of the new words.Give more examples with the new words.I knew that English scientists had cloned a sheep, but I knew neither how nor why.I chose mammoths.Ask the students to make sentences with neither…nor… He is neither a teacher nor a doctor.Neither he nor I am thirteen years old.Step5.Sum the main idea of the two e-mails.Let the students tell them in their own words, not word by word according to the content of the e-mails.Step6.Come to “LET’S DO IT”.Divide the class into groups of three or four.Use the Internet or other tools to find more information about cloning.Talk about what, where, when, why and how cloning is taking place.Everyone writes down a short passage, then exchange it with the others.Next one of the members of the group gives a report in front of the class.Step7.Homework 1.Finish off the exercises in the activity book.2.Ask your parents for some information about cloning.Summary:

Listen to the text and answer the following question: 1.Where is Bruce from? 2.What does Bruce’s father do?

3.How much does Li Ming pay for the two pops? 4.How much did Bruce pay for one pop?

Read the text again and answer the questions: What are Bruce and Li Ming doing? Is Bruce confusing?

Where don’t people try to change the price, in China or in North America?

Encourage the students to ask more questions by themselves.Step5.Fill in the blanks with the right forms of the words given.1.My brother is _______(迷惑的).2.It is so ______(迷惑的)a thing.3.Does he often ______(犯错误)?

This part is used to check if they have grasped the new words.Step6.Activity

Use the formal group to finish the task.When the students discuss, the teacher walks around the classroom to see if they need any help.Step8.Talk about: Where would you like to buy things, in shopping center or market? Let them debate the questions.As usual, the class can be divided into two groups.One group thinks the shopping center is good.The other thinks the market is better.Let them debate for five minutes.Then let one student in each group to sum the opinions of his own group.Step9.Homework

Find more information about the differences between China and western countries.Summary:

This interesting text is about bargaining in China.It’s based on the different cultures between Chinese and Western countries.In some countries in North America, people don’t try to bargain, so some foreign friends feel confused when they buy things in China.Try to help them when you meet foreigners.Try to find more differences between Chinese and Western countries on the Internet.Lesson 18: Wait!Don’t Eat Yet!

Teaching Content:

Step4.Reading task: Read the text and decide the statements are true or false.1.In China, if you drop something on the tablecloth, you usually pick it up and eat it.2.In Canada, to finish the food in front of the class in rude.In China, everybody has a knife at the table.Exercises: Fill in the blanks with the right forms of the words given.1.I think______(sing)loudly at table is not polite.2.It’s rude ______(point)to the others when you eat at table.3.His mother said he ______(return)the fork to the restaurant tomorrow.4.Nobody ______(know)the secret except me.Step6.Activity:

Project: What’s the story? 1.Find pictures in magazines.2.Make up a quick story about your picture.3.Trade your picture with the students from another group.Practice:

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