Unit 2 The Olympic Games 教学设计
Using language：Reading and Listening
I. 教材分析Teaching analysis
This lesson is the fourth period of this unit, which is about the ancient Olympic Games. By studying of this unit, we’ll enable the students to know something abo ut the ancient Greek stories, which arouses students’ interest in western culture. Most importantly, it trains students’ reading and listening ability.
II．三维目标Teaching aims
1．Knowledge aims
1) 1、Important words and expressions
a、bargain, compete, foolish, race, pick up ,one after another
b、sentence structures
①Her father said that she must marry, so Atlanta made a bargain with him.
②She could run faster than any men in her country.
③He threw the golden apples one after another.
④ No one will be pardoned..
2) Let Ss know more about the ancient Olympic Games.
2．Ability aims
1) Develop the students’ reading skills by using different reading skills
2) Enable Ss to express themselves by answering questions..
3．Emotional aims
1) Stimulate Ss’ love of the anci ent Greek literature and culture.
2) Train the students’ ability to cooperate with others.
III．教学重点Teaching important points
1) Develop Ss’ reading skills by extensive reading.
2) Train the students’ reading and listening ability..
IV．教学难点Teaching difficult point
Enable Ss to learn to use different reading strategies such as skimming ,scanning and so on.
IV. 教学辅助工具Teaching aids
Multimedia, computer and blackboard.
V．教学方法Teaching methods
1) Task-based teaching and learning2) Cooperative learning 3) Discussion
VI. 教学流程Teaching procedures
Step1. Greeting and Lead-in
First, show the Ss the two pictures on P14.Have Ss talk about these two pictures T: What can you see in the picture?
Can you guess the relationship between them?
What is the girl giving to the man
Ss look at the pictures and then answer the questions
Second, Group work
T: Which is best for describing what happened?
1.This story is about a princess who races because she does not want to marry.
2.This story is about a princess and a man who agree to marry.
3.This story is of how a Goddess helps a man marry a princess.
Ss think and talk about it for several minutes then give their answers
Step 2. Reading
1.Scanning
Read the text quickly and find out the answers:
. Who was Atlanta?
What was she good at?
Who did she want to marry?
How could Hippomenes win Atlanta?
Purpose: To get a brief understanding of the passage.
2. Skimming
Read the text again and then do the following true or false questions.
1). Atlanta practised running to compete in the Olympic Games.
2). At first Hippomenes understood why men ran against Atlanta.
3). Atlanta was not sure she would win.
4). She was so angry about the fact that she could not run in the Olympics.
5). She made as many men as she could share her pain.
6). Her father did not understand her wish to compete in the Olympics.
7). He did not refuse her wish to choose her husband in a race.
Suggested Answers: (1) F (2) F (3) F (4) T (5) T (6) T (7) T
Purpose: To get Ss to have some details in the text.
Step3 Discussion
Ask Ss to talk about the possible ending in groups of five. After discussing, let every student write down the result they have got. And then ask some Ss to read out their results.
Purpose: To make Ss have more chances to practice expressing themselves.
Step4 Listening
Ss will try to work out the order of the following sentences before listening
( )One man wanted to win and marry Atlanta very much.
( )Atlanta married him and they lived happily ever after.
( )When the race began, Atlanta ran past him.
( )He asked the Goddess of Love fro help.
( )Atlanta was a very beautiful princess.
( )Many men tried to compete with her, but failed and so were killed .
( )She stopped to pick them up.
( )She gave him three golden apples.
( )She ran too slowly and he won.
( )He threw the golden apples one after another.
( )She could run faster than any man in Greece.
Have Ss listen to the tape and finish the exercises 3-5 on P15
Then T will check answers with Ss.
VII. 家庭作业Homework
Finish tasks in workbook
Write a short passage entitled “My favourite sport.”
VIII. 板书设计Blackboard design
Unit 2 The Olympic Games
The story of Atlanta
Questions:
1.Who was Atlanta?
2.What was she good at?
3.Who did she want to marry?
4.How could Hippomenes win Atlanta?
广东省惠州市第一中学高一物理上学期期中试卷 考试用时：50 分钟满分：100分 一．单项选择题(本大题共6小题，每小题4分，满分24分。在每小题给出的四个选项中，只有一项是符合题目要求的.选对的得4分，选错或不答的得0分。) 1.在运动会比赛中裁判员评判下列运动项目时，参赛运动员可视为质点的是： A．某足球运动员是否涉嫌手球 B．某跳水运动员入水时身体是否竖直 C．某体操运动员落地时身体是否平稳 D．在男子5000 m比赛中记录运动员的成绩 2．下列各组物理量中，都是矢量的是： A．位移、时间、速度 B．速度、密度、加速度 C．加速度、位移、速度 D．路程、质量、位移 3．下面有关加速度的说法中，正确的是： A．加速度是描述物体速度变化大小的物理量 B．加速度是描述物体运动快慢的物理量 C．加速度是描述物体位置变化快慢的物理量 D．加速度是描述物体速度变化快慢的物理量 4．如图1所示为甲、乙两质点的v-t图象。对于甲、乙两质点的运动，下列说 法中正确的是： A．质点甲、乙的速度相同 B．质点甲向所选定的正方向运动，质点乙与甲的运动方向相反 C．在相同的时间内，质点甲、乙的位移相同 D．不管质点甲、乙是否从同一地点开始运动，它们之间的距离一定越来越大 5．下列关于弹力说法中正确的是： A．只要两物体相互吸引就一定产生弹力 B．弹力的方向与施力物体形变方向相反 C．只要两物体接触就一定产生弹力 D．桌面上的物体对桌面的压力是由于桌面发生弹性形变产生的 6．如图2所示，高处有一根长为L的棍子，在距棍子的下端h处有一点p。现在使棍 子自由落下，则棍子的全长通过p点所用的时间是： A.2h g B. 2L g C. () 2h L g + D. () 22 h L g h g + - 图1 L h p 图2 1
Unit 1 Cultural relics I. 单元教学目标 II. 目标语言
II. 教材分析与教材重组 1. 教材分析 本单元以cultural relics为话题，旨在通过单元教学使学生了解世界文化遗产，学会描述它们的起源，发展和保护等方面的情况，复习并掌握定语从句，能就如何保护和处理世界文化遗产给出自己的观点。 1.1 Warming up热身部分提供了四幅图片，设计了三个问题让学生交流对于cultural relic的了解，并就此进行讨论。这部分的目的是呈现本单元的中心话题“文化遗产”。 1.2 Pre-reading是Reading的热身部分，提供了ambers的图片并就此此设计了两个问题。这两个问题极易引起学生对amber的兴趣，并能引导学生对课文进行prediction。 1.3 Reading是关于寻找丢失了的普鲁士国王威廉一世送给俄罗斯沙皇的那个琥珀房子的建立、转让、被毁、重建的整个历史。设计这篇文章的目的是让学生了解什么是文化遗产以及讨论保护和重建文化从文化遗产的重要性和必要性。 1.4 Comprehending既有知识性的问题，同时又跳出了课文，对文章进行整体评价，由易到难，有较好的梯度，全面考查学生对文章的理解。Exercise 1将人物及相关事件匹配，检验学生对文章细节的理解；Exercise 2 将所给的问题与段落匹配，是段落大意理解题；Exercise 3安排了对于重建lost cultural relics的意义进行讨论，使得学生能对本单元的主题进行较为深入的探讨。 1.5 Learning about language 分Discovering useful words and expressions 和Discovering useful structures两部分。其中第一部分的Exercise 1着重训练对英语单词解释的理解。Exercise 2 着重词汇在短文中的用法练习。要求学生按所给的语境填入所需的词汇。Exercise 3 专练belong to的词义和用法。在Discovering useful structures 中，分为四个练习，从课文中出现的定语从句入手，让学生自主学习限定性定语从句及非限定性定语从句的联系和区别。再通过连句练习和造句练习来巩固本次所学定语从句的内容。 1.6 Using language分Reading and Listening、Speaking 及Reading and writing 三部分。以不同的学习形式：听、说、读、写，从不同的角度围绕本单元的目标
Frederick William Ⅰ，the King of Prussia , could never have imagined that his greatest gift to the Russian people would have such an amazing history . This gift was the Amber Room , which was given this name because several tons of amber were used to make it . The amber which was selected had a beautiful yellow-brown colour like honey . The design of the room was in the fancy style popular in those days . It was also a treasure decorated with gold and jewels , which took the country's best artists about ten years to make . In fact , the room was not made to be a gift . It was designed for the palace of Frederick Ⅰ. However, the next King of Prussia , Frederick William Ⅰ,to whom the amber room belonged, decided not to keep it. In 1716 he gave it to Peter the Great. In return , the Czar sent him a troop of his best soldiers. So the Amber Room because part of the Czar's winter palace in St Petersburg.About four metres long, the room served as a small reception hall for important visitors . Later,Catherine Ⅱhad the Amber Room moved to a palace outside St Petersburg where she spent her summers. She told her artists to add more details to it .In 1770 the room was completed the way she wanted . Almost six hundred candles lit the room ,and its mirrors and pictures shone like gold. Sadly , although the Amber Room was considered one of the wonders of the world , it is now missing . In September 1941, the Nazi army was near St Petersburg . This was a time when the two countries were at war . Before the Nazis could get to the summer palace , the Russians were able to remove some furniture and small art objects from the Amber Room . However , some of the Nazis secretly stole the room itself . In less than two days 100,000 pieces were put inside twenty-seven woooden boxs . There is no doubt that the boxs were then put on a train for Konigsberg, which was at that time a German city on the Baltic Sea . After that, what happened to the Amber Room remains a mystery . Recently , the Russians and Germans have built a new Amber Room at the summer palace . By studying old photos of the former Amber Room , they have made the new one look like the old one .In 2003 it was ready for the people of St Petersburg when they celebrated the 300th birthday of their city . A FACT OR AN OPINION? What is a fact? Is it something that people believe? No. A fact is anything that can be proved. For example, it can be proved that China has more people than any other country in the world. This is a fact. Then what is an opinion? An opinion is what someone believes is true but has not been proved. So an opinion is not good evidence in a trial. For example, it is an opinion if you say “Cats are better pets than dogs”. It may be true, but it is difficult to prove. Some people may not agree with this opinion but they also cannot prove that they are right. In a trial, a judge must decide which eyewit nesses to believe and which not to believe. The judge does not consider what each eyewitness looks like or where that person lives or works. He/she only cares about whether the eyewitness has given true information, which must be facts rather than opinions. This kind of information is called evidence. Unit 2 AN INTERVIEW Pausanias, who was a Greek writer about 2,000 years ago, has come on a magical journey on March 18th 2007 to find out about the present-day Olympic Games. He is now interviewing Li Yan, a volunteer for the 2008 Olympic Games.
广东省惠州市第一中学（惠州市）2015届高三第一次调研考试【解析版】 语文试卷（2014.7） 【试卷综析】本套试题特点：依纲、平实稳定、可借鉴。 严格依据高考考纲的精神。在学科考查的主体内容、相应学科能力、试卷的长度、需要阅读的文字总量、要求学生书写的字数、试卷的结构、题目的类型、题干的表述、试题的难中易及主客观试题的比例等方面体现了“考试说明”的精神。 试卷总体设计似曾相识，稳字当先。基本保持了20014年高考试卷的风格，其中不乏变革、创新的成分。 试题中蕴涵的考纲理念，无形之中将中学语文教学纳入“有据可依”的轨道，有助于提高学生的学习积极性。 本试卷分必考和选考两部分，满分为150分。考试用时150分钟。 注意事项： 1．答卷前，考生务必用黑色字迹的钢笔或签字笔将自己的姓名和考生号、试室号、座位号填写在答题卷的相应位置上。 2．考生务必用黑色字迹的钢笔或签字笔作答，答案不能写在试卷上，必须写在答题卷的各题目指定区域内相应位置上；如需改动，先划掉原来的答案，然后再写上新的答案；不准使用铅笔和涂改液。 一、本大题4小题，每小题3分，共12分。 1．下列各组词语中加点的字的读音，全都不相同的一组是（ ）（3分） A ．甄．选/箴．言 聒．噪/恬．淡 结．实/结．构 弹．劾/弹． 丸 B ．掠．影/虐．待 舐．犊/胼胝． 稽．查/稽．首 解．救/解． 差 C ．缄．默/信笺． 谄．媚/胡诌． 屏．障/屏．除 大度．/忖度． D ．羁．绊/亟．待 校．正/比较． 装载．/记载． 畜．牧/牲畜． 【知识点】本题考查考生读准字音的能力，能力层次为A 级，识记（识别和记忆）。 【答案解析】答案：B 解析：B 项l üè/nüè，shì/zhǐ，j ī/q ǐ,ji ě/ji è；A 项甄/箴zh ēn “；C 项缄/笺ji ān “；D 项校/较ji ào 。 【思路点拨】完成本题需要平时的积累。一是积累形近字，如：B 项舐．犊/胼胝． shì/zhǐ；二是积累平时阅读中读错字，特别是多音字，如：稽．查/稽．首j ī/q ǐ,解．救/解． 差ji ě/jiè。 2．下列各句中，加点词语使用恰当的一句是（ ）（3分） A ．吴天明是许多第五代导演的伯乐。在任西影厂厂长期间，他大胆启用．． 张艺谋、周晓文等一批有艺术潜质的新人，为他们提供独立拍片的平台。 B ．气管黏膜是保护人体的第一道关卡，这道关卡被破坏后，有害颗粒物就会进入和．伤害肺部，导致人体呼吸系统及其他系统患病。 C ．只要算盘还在使用，珠算就不会仅仅是一种遗产，而是一种可与现代数字技术相提并论、相互补充的实用技术，它还会因可持续发展而“永葆青春．．．． ”。 D ．中国的口头文学非常博大，像空气一样无处不在。陈陈相因．．．． 的故事传递着中国人传统的道德准则与价值观，蕴含着人们的生活智慧和丰富的生产经验。 【知识点】本题考查考生正确使用词语能力，能力层次为D 级 （表达应用）。 【答案解析】答案：C 解析：A 项启用，开始使用。与语境不符。应使用有“提拔、任用”之意的“起用”；B 项此处应用“并”；D 项“陈陈相因”比喻沿袭老一套，没有改进。含贬义，与语境不符。可改为“代代相传”。
新课标高中英语必修二教案合集Unit 1 Cultural relics Part One: Teaching Design （第一部分：教学设计） Period 1: A sample lesson plan for Reading (IN SEARCH OF THE AMBER ROOM) Aims： To read about cultural relics To learn about The Restrictive and Non-Restrictive Attributive Clause I. Warming up Warming up by defining Good morning, class. This period we are going to read about IN SEARCH OF THE AMBER ROOM. Before our reading, I’d like to know: A.What kind of old things are cultural relics? Are all the old things cultural relics? B.What is the definition and classification of cultural relics? C.To whom do cultural relics belong? Keys for reference: A. Cultural relics are physical remainders of what different peoples valued in the past and continue to value now. It can also be said that cultural relics are more than works of art, they are symbols of history and the people who lived in the past. B. No, not all the old objects are cultural relics. C. Each kind of relics preserves some aspect of cultural heritage and each relic is still a unique cultural expression and contributions. D. In a larger sense, it can be said that all the cultural relics belong to all peoples and whole societies, not a certain individual. Warming up by presenting Hi, everyone. Let’s look at the screen. I’ll present yo u some pictures. They all
Module 1 Unit 2 English around the world ●单元规划 本单元主要围绕English around the world这一主题介绍了英语的使用情况、发展情况及各地不同的方言。 第二单元English around the world的设计可分为五部分。第一部分learn something about words and expressions；第二部分warming up and reading；第三部分the structure which expresses commands and requests；第四部分using language；第五部分 writing and speaking; ●课时安排 本单元教学可分为6个课时。第一课时vocabulary;第二课时为reading；第三课时为language points；第四课时为grammar；第五课时为using language；第六课时为writing and speaking；第七课时为revision The First Period Words and expressions Teaching aims : 1. Know the key words and expressions in the whole unit: elevator, petrol, official, voyage, actually, base, identity, command, request, recognize, straight, because of, come u p, at present, such as, play a part (in)…… 2. Enable the students to get familiar with the pronunciation of the important words. 3. Prepare for the learning process of the whole unit. Teaching important points : 1.Get familiar with the words in the text part. 2.Master the important expressions such as： because of, come up, at present, such as, play a part (in)……Teaching methods:Task-based teaching and learning; cooperative-learning; group discussion Teaching procedures : Step 1、Self-directed learning 学习方法指导：第一步：写出所给单词的音标； 第二步：大声朗读三遍，注意画线字母的发音； 第三步：依次写出画线字母的音标。 从单词表找出下列词汇的音标，并熟读。注意画线字母的发音。 elevator ［］ African［］frequently［］ official ［］ base［］ straight［］block ［］command［］vocabulary［］latter［］southeastern［］usage［］依次写出上面单词画线字母的音标： ［］［］［］［］［］［］［］［］［］［］［］［］Step 2、Present briefly
惠州市2015届高三第一次调研考试 数 学 (理科） 【试卷综评】试卷的题型着眼于考查现阶段学生的基础知识及基本技能掌握情况。整份试卷难易适中，没有偏、难、怪题，保护了学生的学习信心并激励学生继续学习的热情；在选题和确定测试重点上都认真贯彻了“注重基础，突出知识体系中的重点，培养能力”的命题原则，重视对学生运用所学的基础知识和技能分析问题、解决问题能力的考查。整份试卷充分体现了“数学来源于生活”这一新课程理念。 一、选择题：本大题共8小题，每小题5分，共40分. 在每小题给出的四个选项中，只有一项符合题目要求. 1．复数i i z += 1（其中i 为虚数单位）的虚部是 （ ） .A 21- .B i 21 .C 21 .D i 21- 【知识点】虚数的概念;虚数除法的运算法则. 【答案解析】C 解析 ：解：化简得 i z 2121+=，则虚部为21，故选C . 【思路点拨】分式上下同时乘以分子的共轭复数再化简整理即可. 2．已知集合},1{R x x y y A ∈-==，}2{≥=x x B ，则下列结论正确的是（ ） .A A ∈-3 .B B ?3 .C A B B ?= .D A B B ?= 【知识点】集合元素的意义;集合运算;分段函数求值域. 【答案解析】C 解析 ：解：已知集合),,3(+∞-=A ),,2[+∞=B ∴B B A = ,故选C . 【思路点拨】{}|||1,A y y x x R ==- 指的是函数值域，将绝对值函数数形结合求值域，在验证各答案. 3．某学校高一、高二、高三年级的学生人数分别为9009001200、 、人，现用分层抽样的方法从该校高中三个年级的学生中抽取容量为50的样本，则应从高三年级抽取的学生人数为 ( ) .A 15 .B 20 .C 25 .D 30 【知识点】分层抽样. 【答案解析】B 解析 ：解：三个年级的学生人数比例为4:3:3，按分层抽样方法，在高三年级应该抽取人数为20433450=++? 人，故选B . 【思路点拨】利用样本三个年级学生容量比与总体中其容量比相同建立等式求值. 4．已知等差数列}{n a 的前n 项和为n S ，若5418a a -=，则=8S ( ) .A 18 .B 36 .C 54 .D 72 【知识点】等差数列的性质和求和公式.
Module 1 Our body and Healthy Habits Introduction Look at these words and expressions. Which of them are connected with illness? dentist diet fat fit flu (influenza) get/catch a cold health rare toothache unhealthy wealthy Read the proverbs and try to explain them in English. ?You are what you eat. % ?Healthy mind in a healthy body. % ?Early to bed, early to rise makes a man healthy, wealthy and wise. % ?An apple a day keeps the doctor away. % Vocabulary and Reading 1.Look at these words and answer the questions. anxious; break (as in break an arm); captain; fever; injure; injury; pain; painful; normal; sweets
1. Which word is connected with food? 2. Which words are connected with body? 3. Which word means usual or ordinary? 4. Which word means leader? 5. Which word means worried about something that may happen? Zhou Kai (1) When Zhou Kai's mother saw him heading towards the front door without a jacket on, she eyed him anxiously. "Zhou Kai, where are you going?" she asked. "To the park. I'm going to play football," said Zhou Kai. "But it's raining! You'll catch a bad cold," said his mother. "No, I won't. I'll be fine," said Zhou Kai, as he opened the door. "Zhou Kai, you'll get ill. You know you will. You can at least go and get your jacket." "OK, OK." Zhou Kai went and did as he was told.
Unit 2English around the world 单元规则 本单元的中心话题是“世界英语(English around the world)”，主要介绍了英语及其在世界上的发展状况(English language and its development)和各种各样带有民族、地域特色的英语(different kinds of English)等具体内容。语言知识和语言技能等都是围绕“世界英语”(English around the world)这一中心话题展开的。通过对这一话题的探讨，旨在加强学生对英语语言的了解，对当代语言特别是英语发展趋势的了解。 为了围绕中心话题开展听、说、读、写活动，本单元安排了八个部分：“热身(Warming Up)”“读前(Pre-reading)”“阅读(Reading)”“理解(Comprehending)”“语言学习(Learning about Language)”“语言运用(Using Language)”“小结(Summing Up)”和“学习建议(Learning Tip)”。 “热身（Warming Up）”部分以问答(Do you know that there is more than one kind of English in the world? )和图表的形式，简要介绍了世界英语以及英语语言在某些重要方面有很大差异，使学生感受到英语语言的多文化、多层次、多元性，对英国英语和美国英语的不同有一个粗浅的了解，为本单元的进一步学习作好了准备。 “读前（Pre-reading）”部分设计了三个步骤都与单元主题有关，因此可以引发学生对课文主题的思考，以便参与课堂活动。这时可以展开简短的讨论，讨论时要鼓励学生独立思考，阐述不同的看法。 “阅读（Reading）”部分提供了一篇文章，标题是THE ROAD TO MODERN ENGLISH，简要地说明了英语语言的起源、发展变化、形成原因，以及它的发展趋势。通过这篇文章，使学生了解一些关于英语的知识，了解一点当代语言新趋势和新特点，明确为什么除了英国英语和美国英语还会有印度英语、加拿大英语等，以后可能还会有中国英语。 “理解（Comprehending）”部分设计了三个练习，练习1判断正误，旨在检测学生对课文基本内容的理解程度；练习2列出英语的发展阶段，旨在检测学生的归纳概括能力；练习3回答问题, 要求学生结合实际作答，目的是挖掘学生的学习潜能。这阶段要注意给他们提供充分的思维时间和空间，让他们做学习的主人，学会自己解决问题。 “语言学习（Learning about Language）”部分教学本课重点词汇和重点语法项目。词汇部分设计了4个练习：练习1是给新单词和短语与其释义配对；练习2是用练习1中的一些单词完成段落；练习3是将短语填入段落中使其具有意义，并将这些意群标出；练习4告诉我们有时英国人和美国人使用不同的介词，要求用英国英语和美国英语的介词填空，并比较它们的不同。设计这些练习的主要目的是通过各种练习帮助学生重温本单元前几个部分所学习的新单词和短语，同时也通过新的例子展现了美国英语、英国英语的差异。在这一环节中，教师要引导学生自学、自做、自助、自悟，并适时适当地给以指导点拨，使学生形成自主学习意识，掌握合适的学习策略。语法项目是祈使句及其间接引语，设计了四个步骤：步骤1问能否从“阅读(Reading)”部分中找到表示“要求”和“请求”的祈使句，观察如何用间接引语来复述；步骤2首先着重介绍了表示“要求”和表示“请求”的祈使句之间的不同，然后要求将所给表达按“要求”和“请求”分类；步骤3要求先判断所给句子是“要求”还是“请求”，然后用间接引语复述；步骤4要求运用“要求”和“请求”结合具体语境编对话。设计这些练习的目的就是让学生了解表示“要求”和表示“请求”的祈使句之间的不同，理解并运用它们以及学会正确地转述“要求”和“请求”。教师在教学中要注意启发学生从实际语境出发，理解说话人的语气，灵活掌握。 “语言运用（Using Language）”部分分为Reading, Listening, Reading and speaking和Writing四个步骤：Reading主要介绍了在当今世界各国各地说英语都有自己的特色，即便是美国东西部、南北部，说话也有所不同。学生读完文章后可讨论中国的方言，使他们感受到
惠州一中教育集团2019—2020学年下学期九年级一模考试英语试卷 命题人：初三英语备课组审题人：初三英语备课组 说明：1.本次考试范围为：中考考试范围;教材：外研版 2.全卷共8页，满分为120分。考试用时为90分钟。 3.答卷前，考生务必用黑色字迹的签字笔或钢笔在答题卡填写自己的班级、准考证号、姓名、考场号。用2B铅笔把对 应该号码的标号涂黑。 4.选择题每小题选出答案后，用2B铅笔把答题卡上对应题目选项的答案信息点涂黑，如需改动，用橡皮擦干净后， 选涂其他答案。 5.非选择题必须用黑色字迹钢笔或签字笔作答;答案必须写在答题卡各题目指定域内相应位置上;如需改动，先划掉 来的答案，然后再写上新的答案;不准使用铅笔和涂改液。 —、听力理解（本大题分为A、B、C、D四部分,共30小题,每小题1分,共30分） A．听单句话（本题有5小题，每小题1分，共5分） 根据所听句子内容和所提问题，选择符合题意的图画回答问题，并将答题卡上对应的选项涂黑。每小题听一遍。 1.Who does the speaker have to see? A B C 2.Which person does Kate volunteer to help? A B C 3.What does the woman want to get? A B C 4.What does the man advise Susan to buy for her mother? A B C 5.What was the speaker doing? A B C B．听对话(本题有10小题，每小题1分，共10分) 回答每段对话后面的问题，在每小题所给的三个选项中选出一个最佳答案。每段对话听两遍。听第一段对话，回答第6小题。 6.What's the problem with George's homework?
Unit 5 Music 写作和口语课 一、教学内容 S peaking and writing (pp. 39-40) 二、教学目标 在本节课结束时，学生能够 ● 在口语中运用提建议和征求建议的表达法，并且熟悉一些关于音乐和组建乐队的 话题。 ● 写信向音乐人征求建议，并恰当运用一些相关表达法。 三、教学步骤 步骤一 热身 1. 教师将问题展示在PPT 上，第一个问题可以请全班一起回答；第二个问题可以请学生四 人一组讨论，小组讨论会用到一些提建议的表达法，讨论前教师可以和学生一起回忆以前学过的相关表达法，并将其展示在PPT 上或写在黑板上；对于比较难的表达法，教师可以给出例句。 2. 教师请两三个组的代表先说出本组同学的看法，其他组学生补充，最后再综合学生的想法，形成类似右图的思维导图。 设计意图：热身旨在让学生回顾上节课所学 内容和自己已有的与话题相关的知识，并引入此节课的教学内容，起到承前启后的作用；列出表达法和例句旨在为小组讨论提供语言上 a music band band name musicians instruments the kind of music main singer (lead vocals) piano drum bass guitar guitar pop music folk music classical music rock ‘n ’roll rap country music orchestra companions
的帮助；思维导图的设计是为了向学生展示思考的过程；同时复习学过的关于音乐和乐队的一些词汇，为学生下面的写作做好词汇准备。 步骤二 写前 1. 教师介绍写作任务：给Freddy 写一封信，向他征求一些有关组建乐队的建议。 2. 语言准备： 1）教师提问学生关于征求建议的英文表达法。可以全班一起回答也可以找个别学生回 答。教师可以进行补充并在PPT 中或黑板上展示。 2）用表示征求建议的表达法翻译一些句子。教师请学生自己思考后完成翻译练习，然 后找学生说出答案，教师或其他学生更正错误并提供正确答案。 设计意图：请学生列出征求建议的表达法 旨在为下面的书信写作做语言准备；把几个较难掌握的表达法提出来让学生练习，旨在帮助学生掌握其用法，帮助他们克服写作中可能遇到的语言困难。 3）教师向学生介绍咨询信的特点，并请学 生看学生用书p.39给出的信的开头 和p.40Freddy 的回信，两人一组根据回信写出李华向Freddy 提出的问题；然后结合前面讨论的组建乐队需要考虑的问题，列出自己要向Freddy 咨询的问题。 4）教师和学生一起分析一封咨询信范例，讨论咨询信的写法。
惠州一中2018-2019九年级上学期期末试卷 听力略。 一．单项填空(本大题有15小题每小题1分,共15分) 在每小题所给的四个选项中,选出可以填入空白处的最佳答案,并将答题卡上对应题目所选的选项涂黑。 ( )31. ----President Xi Jinping paid _____ important visit to the US in 2017. --- And he was warmly welcomed by Donald Trump,______ 45th American president. A. a: the B, an: a C. the: a D. an: the ( )32.-----What is Tony busy with? ------He is reading some_____on Chinese________ cutting in the reading room . A. paper, paper B. papers; paper C. papers: papers D. paper, papers ( )33. The medicine that was discovered by Tu Youyou _____ many people's lives in the past few years . A. saved B. has saved C. saves D. will save ( )34. ----500 yuan for pulling a tooth? It's only a couple of minutes 'work . ---- Well,I can do it______ if you like. A .more quickly B. quickly C. more slowly D. slowly ( )35 It's the 49th Earth Day and I think the government should order people_____too many trees. A. cutting down B. to cut down C. not cutting down D. not to cut down ( ) 36 The international meeting_____ in Hainan in a few weeks’ time . A. holds B.is held C. is going to hold D.will be held ( )37. The young man works hard and hopes to____ his own company. A. take up B. give up C. set up D. pick up ( )38----I can't find my English book. Have you seen ______? ----Oh, sorry. I have taken______ by mistake. A them; my B them;your C. it; mine D. it;yours ( )39. Look at the man standing at the school gate. Is he your math teacher Mr. Brown -No, it ______ be him. He has gone to Chengdu on business. A. needn't B.can’t C.may not D.mustn’t ( )40.I_____the telephone number many times, but the foreigner still couldn't write it down A. replaced B.spread. C. considered D. repeated ( ) 4I. Make a call to us as soon as you know the result of the speech competition. We are_____your good news.
Unit 1 Friendship ？ Warming up 1.be good to be good for=do good to be good at 2.following adj. 下面的，下列的 ) the following+n.=the+n.+below ( 形容词修饰名词放在名词之前，介词或者介词短语修饰名词置于其后 ) 3.add v. add...to... add to add up add up to ： addition n.in addition=besides +句子 in addition to +n./doing 同类用法联想： because & because of instead & instead of additional adj. 附加的 additionally adv.“而且，其次” “附加给 ..., 除了 ...还有...” 4.分数 score grade point mark (full marks) 5.until 6.with 和...一起，附带着， 用 without 不... within在...内，不出 ... . write with a pen eat with hands/ spoon/chopsticks/knife and fork He left without saying goodbye.
He left with the water running. 分析： saying 前无名词，则是主语发出 saying 的动作； running 前有 water，因此是 water 发出 running 的动作，而不是句子的主语 he。