Review of units 6

Review of units 6---8一. 重点词汇短语1. feel like意思是“觉得好像…”，相当于feel as if/feel as though，like为介词，其后可加名词或句子做宾语。

如：When he knew he was cheated，he felt like a fool.当他得知被骗后，觉得自己像一个傻瓜。

feel like 还有“想做某事”的意思，其后要接doing形式。

如：He felt like eating something，because he was very hungry.他想吃些东西，他太饿了。

(1)would like 的意思为“想做某事”，但是它的用法不同于feel like，后面要接to do sth.如：He would like to swim in the river.他要去河里游泳。

(2)would love 也是同样的用法。

如：I would love to go to Japan.我想去日本。

2. answer，reply和respond(1)answer 表示“回答”的意思是普通用语，使用范围较广，指对问题、问候、请求、信件、电话等的口头或书面回答，可以用作及物或不及物动词。

如：What shall I answer?我将怎么回答呢?I've answered his letter．我给他回信了。

She answered that she knew nothing about it．她回答说，她对此一无所知。

(2)reply 的用法比answer正式些，有时作“答复”解，其句法与answer 基本相同，但它一般用作不及物动词，后接to sb．/sth.如：I don't know what to reply.我不知道该回答什么。

I wrote，but she did not reply.我写了信，但她没有回信。

词汇精讲1. hurt（1）hurt作及物动词，意为“使受伤，使弄痛”，过去分词和过去式都是hurt。

例如：She hurt her right knee. 她伤了右膝。

I hope you haven't hurt yourself. 但愿你没有受伤。

(2) hurt 既可指肉体上的伤害，也可指精神上、感情上的伤害。

例如：I hurt her feelings when I said she was fat.我说她胖，伤害了她的感情了。

I don't mean to hurt you. 我并非有意伤害你。

（3）hurt作不及物动词，意为“疼痛”。

例如：My feet hurt when I walk. 我走路时脚疼。

He had a fever and his head hurt. 他感冒了而且头痛。

2. raiseraise是及物动词，意为“筹集”。

常用短语：raise sth. for sb./ sth.意为“为某人/物而筹集……”。

例如：We raise money for Hope Project. 我们为希望工程筹钱。

【拓展】(1) raise作及物动词，意为“提升，举起，升起”。

例如：raise one's hand举手raise one's glasses to sb. 举杯祝福某人(2) raise作及物动词，还可意为“种植；饲养；培养；抚养”。

例如：Their family raised much rice. 他们家种了很多稻米。

3. as a resultas a result为习惯短语，意为“因此；结果”，在句中作状语。

例如：She didn't practice, and as a result he lost.她没有练习，所以输了。

The traffic was very heavy and as a result we didn't arrive on time.交通十分拥挤，因此我们没有能准时到达。

Review of Units 6-10词句精讲精练词汇精讲1. agree with ＆agree toagree with和agree to都意为“同意……；赞成……”，但前者常跟人或表示“意见；观点”的词；后者常跟表示“计划；提议；办法；安排”的词。

例如：I don’t agree with you. 我不同意你（的意见）。

I don’t agree to your idea. 我不同意你的想法。

【拓展】agree还可以用于that从句前，表示“同意；一致认为”。

例如：We all agreed that everybody should come here early. 我们一致认为每一个人都应该早点过来。

It was agreed that another meeting was necessary. 大家一致认为有必要再开一次会。

2. grow（1）grow 作行为动词时，可以意为“种，种植”，是及物动词，后面可以直接跟宾语。

也可以意为“生长，成长”，是不及物动词，常与up构成短语，意为“长大”。

例如：My father grows vegetables by himself every year. （及物动词）我父亲每年自己种蔬菜。

The olive grows in Italy. （不及物动词）橄榄生长于意大利。

What are you going to do when you grow up? （和up连用）你长大后打算干什么？（2）grow 作连系动词，意为“逐渐变得”，后接形容词作表语。

例如：Truth never grows old. 真理永远不会变老。

The world is growing smaller. 世界在逐渐变小3. can与be able to（1）be able to 和can有时可以互换，但是can只用于一般现在时和一般过去时，而be able to有多种时态形式。

Review of units 6～10The Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Listening practice using the target language．（2）Oral practice using the target language．2．Ability Objects（1）Train students’ listening skill．（2）Train students’ speaking skill．3．Moral ObjectsHave you ever had a bad day like Amy?Never mind．Let bygones be bygones．Ⅱ．Teaching Key Points1．Listening practice using the target language．2．Oral practice using the target language．Ⅲ．Teaching Difficult PointTrain students’ listening skill．Ⅳ．Teaching Methods1．Listening method2．PairworkⅤ．Teaching AidsA tape recorderⅥ．Teaching ProceduresStep ⅠRevision1．Dictate some vocabulary words in units 6～10．2．Choose four or five words．Encourage students to make sentences with them．Step Ⅱ2aThis activity provides practice in listening for the general idea．Focus attention on the four pictures．Say．You are to listen to four conversations．Match the conversations with the correct pictures．Point out the sample answer．Say．Picture 2 matches the first conversation you will hear．Play the recording for the first time．Students only listen．Play the recording a second time．This time students listen and match the conversations with the correct pictures by writing the numbers in the boxes．Check the answers．Answers（from top to bottom）2, 1, 4,3TapescriptConversation 1Jin: Hello, Mrs．Tan．I’d like to be a volunteer．Can you help me?Mrs．Tan: Sure．What kind of volunteer work would you like to do?Jin: Well, I like working with kids．Mrs．Tan: Do you know how to play basketball? We need someone to help teach kids basketball．Jin: No, I don’t really like basketball．Is there anything else?Mrs．Tan: Sure．There’s a job cleaning up the parks．It’s every Sunday．Jin: That’s no good．I help take care of my grandmother on Sundays．Mrs．Tan: I see．Here’s another job．Do you know how to fix up bicycles?Jin: Sorry．I can’t even fix up my own bicycle．Mrs．Tan: Okay．Maybe this is a good one．We need someone to read to people at the hospital．You can do it any day you like．Jin: That sounds good．When do I start?Mrs．Tan: How about today?Conversation 2Peter: Hey, Kelly．Imagine y9u could travel anywhere．Where would you go?Kelly: Oh, I don’t know．I don’t like to travel．Peter: e on! What if you could go anywhere? How about a jungle trek in India?Kelly: No．It’s too tiring．Peter: Oh, well, then what about a trip toFrance? You could see the museums．Kelly: No．I think France too touristy．Peter: Really? But there’s lots to see and do．Oh, I know．How about Hawaii? The weather is really warm．Kelly: Really warm? Yes, you’re right．I don’t want to go to Hawaii．It’s too hot!Peter: Okay．How about Singapore? Singapore is not too hot, too tiring or too touristy．You must want to go there．Kelly: No, Singapore is too expensive．Peter: Kelly, there must be some place you want to go!Kelly: Yes, there is．Peter: Really? Where?Kelly: I want to go home．Goodbye．Conversation 3Ben: Hi, Gu．I’m starting a band．Do you want to join me?Gu: Sure, Ben．I’d love to be in a band．Ben: Okey, good．What do you play?Gu: I don’t play an instrument．I sing．I like music with great lyrics．Ben: So do I．Who else can join our band?Gu: Well, there’s Dave．He plays the piano．But he prefers quiet music．Ben: Good．What about Harry? He plays the guitar, doesn’t he?Gu: Yes．But Harry loves music that’s loud．Ben: That’s OK．We can play loud music and quiet music．Gu: What kind of music do you like, Ben?Ben: Oh, I like music you can dance to．But there’s just one problem for our band．Gu: What’s that?Ben: I’m not a musician and I can’t sing．Conversation 4Zhang: Hi, Amy．How are you?Amy: Hi, Zhang．I’m glad to see you．I’ve had a bad day．Zhang: Why? What happened?Amy: Well, this morning I was late at the bus stop．The bus had gone so I had to walk to school．Zhang: That’s a long walk．Amy: Yeah．And then it started raining and I’d forgotten my umbrella．Zhang: Oh no! Did you get wet?Amy: Yes, I was late and wet．And, my class wasn’t at school．They had gone to the museum．Zhang: You missed a museum trip．That’s too bad．Amy: Then in the afternoon I went to the library to study for the math test．And guess what?Zhang: Oh no．What?Amy: I’d left my math book at home．Zhang: You are right．You did have a bad day．Step Ⅲ2bThis activity requires students to listen for specific information in the dialogues．Point out the four different question types next to the pictures in Activity 2a．Set a time limit of two minutes．Students go through the lists of questions．You are to listen to the same recording again．This time you need to listen for specific information in the dialogues that will help you answer the questions．Point out the sampleanswers．Play the recording twice or three times so that students have enough time to plete the task．Let students check their answers in pairs, and then with the whole class．AnswersIndia--too tiring; Singapore--too expensive;Hawaii--too hot; France--too touristyT F F T T2 5 13 4Gu--music with great lyrics;Dave--quiet music;Harry--loud music;Ben--music you can dance toStep Ⅳ2cThis activity lets students work in pairs to practice the conversations they have just heard．Read the instructions to the class．Point out the sample conversation in the box．Invite a pair of students to read it to the class．S A: I’d like to be a volunteer．Can you help me?S B: Sure．What kind of volunteer work would you like to do?S A: Well, I like working with kids．Write the conversation on the blackboard．Now work with a partner．Start by reading the sample conversation in the box with your partner．Then make conversations using information in activity 2b．As students talk, move around the room checking their work and offering language support as needed．Ask several pairs of students to say their conversations to the class．Step ⅤSummaryIn this class, we’ve done much listening and oral practice using the target language．Step ⅥHomeworkAsk students to write three conversations in activity 2c in their exercise books．Step ⅦBlackboard DesignReview of units 6～10The 1st periodⅠ．Analysis of the Teaching Material1．Status and FunctionThis is a revision unit, so it covers all the key vocabulary words and the target language presented from Units 6～10．All the activities are designed for students to review what they have learned and improve their listening, speaking, reading and writing skills．（1）In the first period, students review all the vocabulary words learned from units 6～10 by pleting a crossword．（2）The activities in the second period are used to train students’listening for specific information using the target language．（3）The activities in the third period provide writing and speaking practice using the following target language:Where would you like to visit?I’d like to visit Holland．Why do you want to go there?I want to see the windmills and smell the flowers．By the time I was five, I had started learning English．Really? Where did you learn?I went to classes at an English language school．When was it invented?It was invented about a thousand years ago．Who was it invented by?It was invented by a Chinese man．（4）The activities in the fourth period provide writing and speaking practice using the following target language:Who’s your favourite singer?I really like Celine Dion．Really? I prefer Faya Wong．What would you like to do?I’d like to climb Qomolangma Mountain．Do you think you could do it?Yes．And in this class, students practice making some sentences using some phrasal verbs．2．Teaching Aims and Demands（1）Knowledge ObjectsTo make students review all the vocabulary words and the target language from Units 6～10．（2）Ability ObjectsTo improve students’ listening, speaking, reading and writing skills．To improve students’ municative petence．（3）Moral ObjectsParents are tired after a day’s hard work．As sons or daughters, we should try to be helpful and do housework．3．Teaching Key PointsTo review the vocabulary words and the target language．To review the usage of the structurespresented from Units 6～10．4．Teaching Difficult PointsTo train students’ listening, speaking, reading and writing skills．To train students’ municative petence．5．Studying WaysTeach students how to master the target language and municate with others．Teach students how to be successful language learners．Ⅱ．Language FunctionsExpress preference．Talk about places you would like to visit．Narrate past events．Talk about the history of inventions．Ⅲ．Target Language1．Where would you like to visit?I’d like to visit Holland．Why do you want to go there?I want to see the windmills and smell the flowers．2．By the time I was five, I had started learning English．Really? Where did you learn?I went to classes at an English language school．3．When was it invented?It was invented about a thousand years ago．Who was it invented by?It was invented by a Chinese man．4．Who’s your favourite singer?I really like Celine Dion．Really? I prefer Faya Wong．5．What would you like to do’?I’d like to climb Qomolangma Mountain．Do you think you could do it?Yes．Ⅳ．Structures1．Phrasal verbs2．Past perfect3．Passive voice （questions and statements）．Ⅴ．V ocabularyAll the vocabulary words from Units 6～10．Ⅵ．Learning Strategies1．Listening for specific information．2．Role playing．Ⅶ．Teaching TimeFour periodsThe First Period Ⅰ．Teaching Aims and Demands1．Knowledge ObjectsKey vocabulary that students have learned in Units 6～10．2．Ability ObjectsTrain students’ ability to creatively use the language they have learned．3．Moral ObjectsParents are tired after a day’s hard work．As sons or daughters, we should try to be helpful and do housework．Ⅱ．Teaching Key PointsKey vocabulary．Ⅲ．Teaching Difficult PointsTrain students’ ability to creatively use the language they have learned．Ⅳ．Teaching MethodsPractice method．Ⅴ．Teaching AidsThe blackboardⅥ．Teaching ProceduresStep ⅠRevision1．Invite different students to say their answers to the exercises of the workbook．2．Get several students to share their sentences with adjectives with the whole class, Correct the mistakes if there are any．Then let the other students hand in their sentences．Correct the mistakes before returning them．Step Ⅱ1aThis activity reviews some of the vocabulary that students have learned in Units 6～10．In this activity, we’ll review some of the vocabulary in Units 6～10 by pleting a crossword．First, please look at the clues with the headlines Down and Across．Explain down and across to the students．Call students’ attention to the crossword．Point out the sample answer．When my mother is tired, I try to be helpful and make dinner．Elicit the first answer to the list of across clues（hair）．Now please read the clues and plete the crossword．Get students to do the crossword in pairs．As students are doing this, walk around the classroom to make sure that all the students know what they need to do．Check answers by asking different students to read out and spell the answers．AnswersDown 1．helpful 2．radio 3．visit 4．Chinese 5．one 8．soon 9．culture 10．stop12．got 13．songs 14．ocean 16．left 17．sick 18．that 19．are 21．atAcross 1．hair 4．clock 6．land 7．likes 9．costume 11．signs 15．pack 16．loud 18．traffic 20．bakery 22．betterStep Ⅲ1bThe activity requires students to creatively use the language they have learned．Ask students to choose four words from Units 6～10 and write a clue for each word．Use the sample conversation to illustrate the activity: Students work in pairs and take turns to say their clues for the words they chose from Units 6～10．Their partner tries to guess the words．Walk around the class and make sure students are using the words correctly．Ask a few students to say their clues and have the class guess the words．Optional activityA petition．Divide the students in half down the middle into two teams．A student from Team A says a clue for a word．A student from TeamB guesses the word．Team A gets one point for a correct clue and Team B gets one point for a correct word．Change them round．Team B says a clue while Team A guesses．The first ten-point team wins．Step ⅣSummaryIn this class, we’ve reviewed some of the vocabulary in Units 6～10．Step ⅤHomeworkSay and remember the vocabulary words in Units 6～10．Step ⅥBlackboard DesignReview of Units 6～10The First PeriodA petitionTeam A Team B正正下正8 10Review of units 6～10The Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Oral practice talking about places you would like to visit．（2）Oral particle narrating past events．（3）Oral practice talking about the history of inventions．2．Ability Objects（1）Train students’ speaking skill．（2）Train students’ writing skill．3．Moral ObjectThank all the inventors．It is they who make our life convenient and easy．Ⅱ．Teaching．Key Points1．Talk about places you would like to visit．2．Narrate past events．3．Talk about the history of inventions．Ⅲ．Teaching Difficult PointsTrain students’ speaking and writing skills．Ⅳ．Teaching MethodsPractice method．Ⅴ．Teaching AidsThe blackboard．Ⅵ．Teaching ProceduresStep ⅠRevisionCheck homework．Ask different students to say their conversations to the class．Then let students hand in their homework and correct any errors before returning them．Step ⅡPart 3This activity provides writing and speaking practice using the target language．Point out the list of questions．Ask a students to say them to the class．Say, please write your answers to these questions．Point out the sample answer．Remind them to look back at the information in activity 2a to get extra help．Get students to plete the task on their own．Walk around the room offering help with names of different countries．Point out the sample conversation in the box．Invite a pair of students to say it to the class．The B student should think of something to finish the conversation．S A: Where would you like to visit?S B: I’d like to visit Holland．S A: Why do you want to visit there?S B: I want to see the windmills and smell the flowers．Write the conversation on the blackboard．Please work in pairs．Make conversations to talk about places you’d like to visit or you don’t want to go and give reasons．As the pairs work together, walk around the room listening in on various pairs and offering help as needed．Ask several pairs to say their conversations to the class．Answers will vary．Step ⅢPart 4The activity lets students work in pairs to practice writing and speaking skills．Point to the list of sentence starters．Read the sample answer．By the time I was five, I had started learning English to the class．Say, please plete these sentences using your own experience．Get students to plete the task individually．Point out the sample conversation in the box．Invite a pair of students to read it to the class．S A: By the time I was five, I had started learning English．S B: Really? Where did you learn?S A: I went to classes at an English language school．Write the conversation on the blackboard．Please work in pairs．Make conversations to narrate some of your past events．As the pairs work together, walk around the room listening in on various pairs and offering help as needed．Ask several pairs of students to say their conversations to the class．Answers will vary．Then encourage students to talk about what sorts of things they had done by different ages other than those ages in the book．Ask students to pare who had done the same things by different ages．Step ⅣPart 5This activity provides writing and speaking practice using the target language．Read the instructions to the class．Point out the sample conversation in the box．Invite a pair of students to read it to the class．S A: When was it invented?S B: It was invented about a thousand years ago．S A: Who was it invented?S B: It was invented by a Chinese man．Encourage students to go on with the conversation．S A: What is it used for?S B: It is used for many things including writing and printing．S A: How has it developed?S B: It has developed by being created by machine rather than by hand．S A: Is it paper?S B: Yes, it is．Write the conversation on the blackboard．Please think of an invention．Then talk to your partner and try to guess his or her invention．As the pairs are working together, move around the room offering help with names of the inventors and exact dates it necessary．Ask selected students to model their conversations to the class．Step ⅤSummaryIn this class, we’ve practiced talking about places you would like to visit, narrating past events and talking about the history of inventions using the target language．Step ⅥHomework1．Collect more detailed information of different inventions．2．Reread the conversations in activities 3,4 and 5 to get a further understanding of the target language．Step ⅦBlackboard DesignReview of units 6～10The Fourth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Practice expressing preference．（2）Practice talking about what you would like to do．（3）Make sentences using phrasal verbs．2．Ability Objects（1）Train students’ speaking skill．（2）Train students’ writing skill．3．Moral ObjectsAs we know．everyone makes great efforts before he can success．So does your favourite singer．Work hard and efficiently, and you’ll succeed．Ⅱ．Teaching Key Points1．Express preference．2．Talk about what you would like to do．3．Phrasal verbs．Ⅲ．Teaching Difficult PointsTrain students’ speaking and writing skills．Ⅳ．Teaching MethodsPractice method．Ⅴ．Teaching AidsThe blackboardⅥ．Teaching ProceduresStep ⅠRevisionAsk different pairs of students to say the conversations in activities 3,4 and 5 with books closed．Encourage students to make up their own conversation．Step ⅡPart 6This activity lets students work in groups to practice listening, speaking, reading and writing skills．Read the instructions to the class．Call students’ attention to the chart．Point out the sample answer．My favourite singer is Faya Wong．Invite two students to read the sample conversation in the box to the class．S A: Who’s your favourite singer?S B: I really like Celine DionsS A: Really? I prefer Faya Wong．Write the conversation on the blackboard．First please write your answers to the five questions in the first column in the chart．Then work in groups of there．Take turns asking for and sharing information in a circle．At the same time, fill in the second and the third columns in the chart．Get students to do the task individually first, then in groups of three．As students are doing this, walk around the room offering any help they may need．Ask different students to report his or her survey results．Answers will vary．At the end of the activity, vote on the class favourite singer, type of music,song, band and instrument．Step ⅢPart 7This activity provides writing and speaking practice using the target language．Point to the numbered list of blank lines．Say the sample answer climb Qomolangma Mountain to the class．Say．Please write some things you would like to do on the blank lines．Get students to plete the task individually．Point out the sample conversation in the box．Invite a pair of students to say it to the class．S A: What would you like to do?S B: I’d like to climb Qomolangma Mountain．S A: Do you think you could do it?S B: Yes．Write the conversation on the blackboard．Please work with a partner．Make conversations to talk about what you would like to do．As the pairs work together, walk around the room listening in on various pairs and offering help as needed．Ask several pairs of students to say their conversations to the class．Answers will vary．Step ⅣPart 8This activity lets students work in pairs to make sentences using phrasal verbs．Read the instructions to the class．Point to the phrasal verbs in the box．Invite a student to read them to the class．e up with put off write downput up hand out call upcheer up clean up set upInvite different students to say the meaning of each phrasal verb in their own words．Demonstrate how to play the game with the whole class．Put students in half down the middle into two teams．Each team chooses a square from the book．The first person on Team A makes a sentence using the phrasal verb in their chosensquare．If the sentence is correct, he or she puts an "X" in the square．Then a person from Team B makes a sentence using the phrasal verb in their chosen square．If the sentence is correct, he or she puts an "O" in the square．The first team to make a row wins．Ask students to play the game in pairs．Remind students to be careful to make sure the sentences are correct．Move around the class offering help as needed．Ask winning students for their sentences．Step ⅤSummaryIn this class, we’ve mainly reviewed expressing preferences, talking about what you would like to do and making sentences using phrasal verbs．Step ⅥHomework1．Make sentences using five of the phrasal verbs in activity 8．2．Finish off the exercises on pages 42～45 of the workbook．Step ⅦBlackboard Design。

《Review of units 6—10》教案设计Teaching PlanReview of units 6——10The First Period1、Teaching Aims and Demands(1)Knowledge ObjectsMain words which students have learned in units 6——10(2)Ability ObjectsLet students master how to use the language they have learned(3)Moral ObjectsAsk students to understand the importance of doing homework every day2、Teaching Key PointsMain words and expressions3、Teaching Difficult PointsTrain students’ ability to use the language they have learned.4、Teaching MethodsPractice methods5、Teaching AidsThe blackboard6、Teaching ProceduresStep 1 RevisionAsk different students to say their answers to the exercises of theworkbook. If they have mistakes, correct the mistakes.Step 2 .1 aReviews some words that students have learned in units 6——10. First, look at the clues with the headlines down and across. Explain down and across to the students.Now please read the clues and complete the crossword.Get students to do the cross word in pairs. As students are doing this, walk around the classroom to make that all the students know what they need to do.Step 3.1 bThis activity requires students to use the language they have learned. Ask students to choose four words from units 6——10 and write a clue for each word. Their partner tries to guess the words. Walk around the class and make sure students are using the words correctly.Ask a few students to say their clues and make the class guess the words.Have a competition in class. Divide the students in to two teams. A student from Team A says a clue for a word. A student from Team B guesses the word. Team A gets one point for a correct clue and Team B gets one point for a correct word. Change them round. Team B say a clue while Team A guess. The first ten-point team wins.Step 4 . SummaryIn this class, we have reviewed some of the words in units 6——10 and we have had a competition with activity 1 b. And Two Teams did well.Step 5 HomeworkRemember the words in units 6——10 Step 6 Blackboard Design。

【要点1】现在完成时或现在完成进行时态中时间状语从句的考查how long用于对某一动作或状态延续时间的状语进行提问,其答语通常为“for+一段时间”或“since+过去时间点”等短语。

例如:—How long has Alison been skating?爱丽森滑冰滑了多长时间了?—She’s been skating for fiv e hours.她已经滑了5个小时。

—How long have you been skating?你滑冰滑了多长时间了?—I’ve been skating since I was sev en years old.我自从7岁就一直滑冰。

【要点2】have/has been(to),have/has been in/at,have/has g one tohave/has been(to)意为“去过某地”,主语(去的人)已经从某地回来了;have/has been in/at意为“在某地居住过/呆过多久”; have/has gone to意为“去了某地”,主语(去的人)还没有回来,有可能在去的路上。

例如:She has been there,but she do esn’t know a lot about that place.她去过那里,但对那里知道不多。

—Hav e y ou ev er been to a w ater park?你曾经去过水上乐园吗?—No,I have never been to a w ater park.不,我从没去过。

We hav e been in China for twenty years.我们在中国已经20年了。

—Where is M r.Green?格林先生在哪里?—He has gone to the post office.他到邮局去了。

(格林先生不在说话现场,有可能在去邮局的路上。

)【要点3】延续性动词和短暂性动词的用法区别在完成时中,延续性动词后面可以接表示时间段的状语,而短暂性动词后面则不能接表示时间段的状语。

Review of units 6-10Teaching contents :Review of units6-10 (SB Page 82-85)Teaching procedures :Step 1 Leading in1.SB Page 82 , 1a .Ask Ss to do the crossword individually .Then correct theanswers .2.SB Page 82 , 1b .Explain to the students that they need to write clues like the cluesfor the crossword in activity 1a .Have Ss do the activity in pairs .As they work ,move around the classroom listening and offering help where necessary . Step 2 Pre-taskSB Page 83 , 2a .1.Draw attention to the sample answer .Say , Each statement goes with oneconversation .Now listen to the tape and write the numbers of four conversations next to the statements .2.Play the recording of conversations 1-4 .Ss listen and write the numbers in theboxes next to the pictures .Check the answers .SB Page 83 , 2b .Play the tape, Ss listen and complete the task . Repeat playing the tape as often as necessary .Check the answers .SB Page 83 , 2c .1.Read the instructions .Explain to Ss that they should make up their ownanswers ,not just repeat what is on the tape .2.Ask two or more pairs of students to practice the sample dialogue for the class .3.Ss complete the task .Then ask some pairs of students to practice theirconversations for the class .Step 3 While-taskSB Page 84 , Part 3 .1.Draw students’ attention to the instructions and the example .2.Ask Ss what sorts of things bother them .3.Tell Ss to think five things that bother them .For each thing ,Ss should write apolite request .Remind Ss to write in sentences .4.Tell Ss to role play their requests and replies .SB Page 84 , Part 4 .1.Draw students’ attention to the instructions and the example .2.Ask a few students about places where they make small talk .3.Tell Ss to write small talk questions suitable to each of the five places .Ask Ss touse their questions to role play conversations with their partners .4.Ask Ss to share their answers as dialogues with the class .Step 4 Post-taskSB Page 84 , Part 5 .1.Ask Ss about things that they like and dislike .Ask for reasons . Discuss whetherthe reasons are good or not .2.Tell Ss to write five things they like or dislike .3.Ask Ss to share their likes and dislikes with their partners .The partner should askfor reasons .SB Page 85 , Part 6 .1.Explain to Ss that they are going to reflection what they have learned fromstudying English .2.Explain that they are going to write an essay about their learning experience .3.Students do activity on their own .Monitor and provide support as required .Step 5 HomeworkSB Page 85 , Part 7 .1.Explain to Ss that this is an opportunity for them to reflect on what they havelearned ,and to make plans and resolutions to improve their learning of English . 2.Explain that they will not be marked on this section , and that their answers willremain secret .They should not feel that they should award themselves high marks , but instead give hones answers .3.Students complete the questionnaire individually .Tell students that it is acceptablefor them to write their answers in Chinese if they wish. Monitor and give help as needed .教学后记:。

Review of units 6-10目标认知重点词汇Unit 61. collect 收集2. shell 贝壳3. skate 滑冰4. for 表示时间的持续5. since 自……以后6. pair 一对7. raise 筹集8. several 少数几个9. stamp 邮票 10. probably 或许 11. store 储存 12. room 空间 13. particularly 特别的 14. anyone 任何人 15. collector 收集者16. common 普通的17. topic 题目 18. capital 首都 19. European 欧洲的 20. Russian 俄罗斯的 21. Australian 澳大利亚的 22. thousand 一千23. foreigner 外国人 24. quite 十分 25. certain 确实的 26. miss 想念Unit 71. yard 院子 2. brought 动词bring的过去式 3. line 排 4. annoy 使生气 5. polite 有礼貌的 6. perhaps 大概 7. Asian 亚洲的 8. impolite 无礼的 9. allow 允许10. voice 声音 11. public 公众 12. cough 咳嗽 13. break 违背 14. smoke 吸烟 15. careful 小心的 16. drop 落下 17. litter 垃圾 18. pick 挑选Unit 81. personal 私人的 2. special 特别的 3. receive 接受 4. gave 动词give 的过去式 5. mouse 老鼠 6. snake 蛇 7. child 孩子 8. advantage 优点 9. perfect 完美的 10. company 伙伴 11. cost 花费 12. asleep 睡着了 13. choose 选择 14. present 礼物 15. instead 代替 16. enter 进入 17. nearly 几乎 18. clearly 清楚的 19. winner 胜利者 20. interested 感兴趣的 21. encourage 鼓励 22. progress 进步 23. suggest 建议 24. besides 除……之外 25. mention 提及 26. drive 开车Unit 91. neither 二者都不 2. character 人物 3. seen 动词see的过去分词 4. island 岛屿 5. especially 特别 6. discover 发现 7. film 电影 8. wonderful 极好的9. holiday 假日 10. quarter 一刻钟 11. population 人口 12. fear 害怕 13. brave 勇敢 14. excellent 极好的 15. Indian 印度的 16. dark 黑暗 17. wake 醒来 18. natural 自然的 19. environment 环境 20. temperature 温度 21. whenever 无论何时 22. spring 春天 23. autumn 秋天 24. season 季节 25. awake 醒着的Unit 101. noon 中午 2. goodbye 再见 3. cross 穿过 4. low 低的 5. slow 慢的 6. fan 迷 7. note 短信 8. traffic 交通 9. least 形容词和副词little的最高级Units 6-101. review 复习，回顾重点词组及句型：Unit 61. run out of 用完，用尽2. by the way 顺便一提3. be interested in 对……感兴趣4. far away 在远处5. a pair of skate 一双溜冰鞋6. snow globes里面有雪花的球型玻璃器7. three and a half years三年半8. more than=over 超过9. on the way to…在……的路上Unit 71. not at all 一点也不 2. turn down 把……调低 3. right away 立刻，马上 4. wait in line 排队等候 5. cut in line 插队 6. at first 第一 7. keep down 控制 8. take care 当心，小心 9. break the rule 违反规则 10. put out 扑灭 11. pick up 捡起 12. get mad/annoyed 变得生气 13. happen to sb. 发生在某人身上 14.half an hour半小时 15. in a minute/right away/in no time 立刻，马上 16. be late forschool/class=arrive late for school 上学/上课迟到 17. at last=in the end=finally 最后18. allow sb. to do /not to do sth. 允许某人做/不做某事 19. be allowed to do /not to do sth. 某人不被允许某人做/不做某事 20. in public 当众地；公开地；公然地21. in public places 在公共场所Unit 81. fall asleep 入睡 2. give away 赠送 3. hear of 听说 4. make progress 取得进步 5. take an interest in 对……感兴趣 6. make friends with 与……交友 7. rather than 宁愿……而不是，胜于 8. would do…rather than do宁愿……不愿做 9. too personal 太私人化 10. not interesting enough不够有趣 11. make a special meal 做一顿特别的饭 12. an 8-year-old child 一个八岁的孩子 13. these days 最近 14. different kinds of 不同种类 15. make her happy 使她高兴 16. someone else 别人（else 总是后置）17. improve English 提高英语 18. in different ways 以不同的方式19. encourage sb. to do鼓励某人做Unit 91. on board 在船上 2. end up结束 3. flight attendant 空中服务员 4. tour guide 导游 5. three quarters 四分之三 6. wake up 睡醒 7. all year round 一年到头8. take a ride 兜风9. take a holiday/vacation 度假 10. such as 例如 11. a zoo called/named…一个叫做……的动物园 12. during the daytime 在白天13. have a great/nice/wonderful/great time 玩得高兴14. a wonderful place to take a holiday/to visit一个度假/游览的好地方15. an English-speaking country一个讲英语的国家16. be asleep=fall asleep睡着17. Three quarters of the population are Chinese.四分之三的人口是中国人（谓语动词用复数形式）18. What’s the population of China? 中国的人口是多少？（不用how much提问）19. The population of China is 1.3 billion中国的人口是13亿。