九年级英语听力ReviewU1-5

UNIT 1-5 Review of units 1-5四、新教材完全解读○1. “No+名词/动名词”结构常常表示“禁止……”，相当于一个祈使句。

No photos.禁止拍照。

No garbage.禁止扔垃圾。

No smoking.禁止吸烟。

No talking.禁止说话。

七、倍速1. □make me laugh为“make+宾语+宾语补足语”结构，其中宾语补足语可以是名词、形容词、过去分词或不带to的动词不定式，用以表示宾语的情况或动作。

例如：They made Tom their team leader.(名词做宾补)他们选汤姆当他们的队长。

We are working hard to make our country more beautiful. (形容词做宾补)我们努力工作以使我们国家更美好。

He raised his voice to make himself heard. (过去分词做宾补)他提高嗓音以使别人听清他的话。

The boss makes them work 16 hours a day. (不带to的动词不定式做宾补)老板让他们一天工作16个小时。

【注意】当make用于被动语态时，宾语补足语中的不定式符号to不能省略。

例如：She was made to sing us a song at the party.在聚会上，她被迫为我们唱了首歌。

2. ○turn off表示“关掉”，其中off是副词，如果代词做其宾语要放在短语中间。

例如：The radion is too noisy. Would you please turn it off? 收音机太吵了。

请你把它关掉好吗？Do you mind if I turn off the computer?你介意我把电脑关掉吗？相关链接：由turn构成的其他常用短语：turn on 打开turn down 调小turn up 调大3. ☆so常用做分句的替代词，代表前面已经出现过的分句的一部分或整个分句，以避免重复。

九年级英语Review 1--5一、单项选择。

1.Put on your, or you may make your hands dirty.A. coatB. socksC. hatD. gloves一When did you the project? —Yesterday.A. produceB. completeC. suggestD. discover3.The factory near my house can 2, 000 cars every month.A. produceB. acceptC. leadD. invent.She has in remembering things and it'sgetting worse these days.A.difficult;everB. difficulty; everC.difficult;evenD.difficulty;even5.The boss found two boys stealing his bread but he didn't knowA. how to do with B. what to do with them C. how to do deal with it D. what to deal with6.—Chinese astronauts can also walk in space now. 一Yes,they're our country.A. proud ofB. pleased withC. the pride ofD. known for7.——Look how beautiful and cute the fish is! I bought it yesterday. —This kind of fish a lot of care, or it will die easily.A. requestsB. requiresC. repeatsD.reviews. It's not the right time to argue about who should be blamed （责备）.WeM better and find a way out as soon as possible.A. come downB. break downC. calm downD. look down. The old man would rather money to charity than himself expensive things.A. to donate; buyB. donate; buyC. donating; buyingD. donate; tobuy.-What do you think of your work?-Do you know Mickey Mouse?-Of course.lt has been a popular cartoon character since Walt Disney it in 1928.A. createdB .checkedC. discoveredD. developed8.— Do you know when he back? - Sorry, I don't.When he back, I'll tell you right away.A. comes; comesB. comes; will comeC. will come;comesD. will come; will come9. — Hi, Tom! What are you going to do for the coming summer holiday?—I am going to cooking because I like eating deliciousfood.A. take downB. clean upC. pick upD. take up 13.—Wouldyou like to watch Transformer 4 in the IMAX theater with me.---rd love to,I have watch it twice.The movies is really a treat to eyes.A.ifB.sinceC.becauseD.even though.—What did the teacher say to you ?---He asked meA.why I look unhappy thenB.when did I go home last nighC.how could I solve the problemD.if I had got everything ready14.-Daniel, do you think we should speak English as often as possible to improve our spoken English?-Yes. As the old saying goes J2A.It serves you rightB.Great hopes make great manPractice makes perfectC.Its a piece of cake二、完形填空Do you love music? Yes? Some boys and girls in Jing5an Middle School love music, too. J also have dreams (梦想)of being musicians. But their dreams are difficult to achieve (实现), 2 they have no money (专戋)to a piano, a guitar or a violin.Do you want 4 them? If you do, come and 5 us. We41 have a great sale at Students' Home in our school. 6 watches, clothes, schoolbags and many other things will be 7 sale here. We'll use the money to help the 8 in Jing'an Middle School. We 9 buy pianos, guitars or violins for them, or give the money to them, and they can have music 10 .you.()1. A. We()2. A.and()3. A. play()4. A.help()5. A.joinOur sale is from next Monday to Wednesday. We welcome all ofyou.()1. A. We ()2. A.and ()3. A. play ()4. A.help ()5. A.joinB. TheyB.orB. findB. helpsB. teachC. YouC. becauseC.buyC - helpingC. thankD.ID. soD. showD.to helpD. see)6. A. Relaxing B. Big)6. A. Relaxing B. Big C. Tidy D. Nice()7. A. in B. atC. on D. with()8.A. teachers B. students C. boys D. girls()9. A. do B. don't C. canD. can't()10. A. stories B. libraries C. parties D. lessons三、阅读理解。

Review of units 1～5Ⅰ. Analysis of Teaching MaterialThis is a revision unit, so it covers all the key vocabulary words and the target language presented from Unit 1 to Unit 5. All the activities are designed for students to review what they have learned and improve their listening, speaking, reading and writing skills.Ⅱ. Teaching Aims(1) Knowledge ObjectTo make students review all the vocabulary words and the target language learned from Unit 1 to Unit 5.(2) Ability ObjectTo improve students’ listening, speaking, reading and writing skills.To improve students’ communicative competence.(3) Moral ObjectRepetition is the mother of learning.Ⅲ. Teaching Key PointsTo review the vocabulary words and the target language.To review the usage of the structures presented from Unit 1 to Unit 5.Ⅳ. Teaching Difficult PointsTo train students’ listening, speaking, reading and writing skills.Ⅴ. Learning StrategiesListening for specific informationRole playingComparingⅥ. Teaching PlansPeriod 1 (p40)In this period, students review all the vocabulary words learned from Unit 1 to Unit 5 by completing a crossword.Period 2 (p41)The activities in this period are used to train students’listening for specific information using the target language.Period 3 (p42)The activities in this period provide writing and speaking practice using the following target language.Period 4 (p43)The activities in this period provide writing and speaking practice using the following target language.The First PeriodⅠ．Teaching Aims and Demands1．Knowledge ObjectsKey vocabulary that students have learned in Units 1～5．2．Ability ObjectsTrain students’ ability to use the target language they have learned freely and creatively．3．Moral ObjectRepetition is the mother of learning．Ⅱ．Teaching Key PointKey vocabularyⅢ．Teaching difficult PointTrain students’ ability to use the target language they have learned freely and creatively．Ⅳ．Teaching MethodPractice methodⅤ．Teaching AidThe blackboardⅥ．Teaching Procedures☆Step I RevisionCheck homework．Ask five students to read their sentences one by one using the words in activity 1 in preceding class．Help correct the mistakes made in their sentences．☆Step Ⅱ 1aThis activity reviews some of the vocabulary that students have learned in Go For It Book 5．In this activity, we’ll revie w some of the vocabulary in Units 1～5 by completing a crossword．Now, look at the clues with the headings Down and Across．Draw students’ attention to the crossword．Read the sample answer to the class: I can look out of the funny in my apartment．Make sure that they understand what they need to do．Then say,Please read the clues and complete the crossword．Get students to do the crossword in pairs．While they are working, move around the classroom to make sure that all the students know what to do, offering help if necessary．Cheek the answers by asking different students to read out and spell the answers．AnswersDown 1．Funny 2．activities 3．concert 5．volleyball 6．need 7．snacks 8．serious 12．calm 15．bad 16．bad 18．old 19．big 20．inAcross 1．ask 4．music 7．color 8．picnic 9．shy 10．early 11．fruit 13．could14．noisy 17．ears 21．animal 22．Dog☆Step Ⅲ 1bThis activity requires students to creatively use the language they have learned．Go through the instructions with the class．Invite a pair of students toread the sample conversation．S A: This is a place where we can go to see animals．S B: Is it a zoo?S A: Yes, it is．Make sure students understand what they need to do．Ask students to choose four words from Units 1～5 and write a clue for each word．Have students do the activity in pairs．When they work, move around the classroom listening and offering help where necessary．Ask four students to say their clues and have the class guess the words．S1: It is useful and helpful to us and can bring us success in competition．（advantage）S2: This is a person who owns something．（owner）S3: This is a metal container in which food is kept cold．（refrigerator）S4: This is a large sea animal．We also call it sea cow．（manatee）☆Step Ⅳ SummaryIn this class, we’ve reviewed some of the vocabulary words in Units 1～15．☆Step Ⅴ HomeworkReview the vocabulary words in Units 1～5☆Step Ⅵ Blackboard DesignThe 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）Tr ain students’ listening skill．（2）Train students’ speaking skill．3．Moral ObjectIf you review what you have learned actively, you will make greater progress．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 method to improve students’ listening ability．2．Pairwork to make every student work in class．Ⅴ．Teaching AidA tape recorderⅥ．Teaching Procedures☆Step Ⅰ RevisionDictate some vocabulary words in Units 1～5．guidebook, member, advantage, manatee, environment, greet, bow, wipe, serve, miss, fresh, rude, endangered, useful, strong, tiny, politely, mostly, gradually, speciallyChoose five words．Encourage students to make sentences with them．S1: Everyone has more advantages than disadvantages．S2: Manatees are large sea animals．S3: Let’s go out for some fresh air．S4: He was late for school because he missed the bus．S5: The ant is a tiny insect．☆Step Ⅱ 2aThis activity provides practice in listening for the general idea．focus attention on the four pictures．Say, You are going to listen to four conversations．Match the conversations with the correct pictures．Point to the sample answer．Say, This picture 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）1,4,2,3TapescriptConversation 1Cbu: Tom, I have some questions about your country, Canada．Tom: Okay．What do you want to know?Cbu: What are you supposed to do when you meet someone for the first time?Tom: You’re supposed to shake hands．Cbu: How about time? For example, when a party is at eight o’clock, do you go at eight o’clock?Torn: No, you can go about fifteen minutes late．Cbu: OK．Is it the same for business meetings?Tom: Oh no．For a business meeting make sure you’re on time．Cbu: Mm．I heard that it’s rude to make sounds when you eat．Is that true?Tom: Yes．it is．You shouldn’t do it．Cbu: One more question．Are you supposed to take a gift when you visit someone?To m: Yes, it’s polite to take a few flowers．Cbu: Thanks．Now I’m ready．Conversation 2Ben: Excuse me, could you tell me where the doctor’s office is?Sue: Yes, it’s on the second floor, beside the escalator．Ben: Mm．First I need to buy a book．Is there a book store around here? Sue: Sure．You can find Biblo Books on the fourth floor．Take the elevator．Ben: Oh, I also need to exchange some money．Sue: Yes．There’s a bank on the first floor．It’s right behind you．Ben: Good．I think that’s everything．Oh no．There’s one more place I need to go．Sue: Yes?Ben: Do you know where I can buy some shampoo?Sue: Yes, there’s a drugstore on the third floor．Take the elevator．Ben: Thank you．You’ve been very helpful．Sue: You’re welcome．Conversation 3Mom: We have to leave in half an hour．Is everything ready for the trip? Xiao Li: I don’t know．Mom: Well, have you packed the travel guidebook?Xiao Li: Yes．I did．Oh! But I forgot the map．Mom: OK．Pack the map．What about the camera?Xiao Li: Yes．I have the camera．Mom: What’s that noise? Have you turned off your radio?Xiao Li: No, I’ll do it now．Mom: And the towels．Have you packed the towels yet?Xiao Li: Yes．I packed the towels．Mom: What about the food? Did you pack the food?Xiao Li: Yes．I’ve packed it alr eady．Morn: Well, I think we’ve almost ready!Conversation 4Henry: Hi, Janet．Would you like to help save the environment? Janet: I don’t know．What can I do?Henry: Well, first, you can start by turning off the lights．Janet: Yes．That’s easy．Sometimes I turn on the lights without thinking．What’s next?Henry: Second, you can ride a bicycle．Don’t take a bus or a taxi if you don’t have to．Janet: That will save money, too．What else?Henry: Thrid, try to recycle paper．Janet: Mm．Newspapers, magazines, m ail …we get a lot of paper at home．Good idea．Henry: The fourth idea is turning off the shower When you’re not using it．Janet: You mean, when I have shampoo in my hair?Henry: Yes．Get wet．Turning off the shower．Put in the shampoo in your hair and then turn on the shower and wash it out．Janet: Will that help the environment?Henry: Yes．We have to save water．And fifth, take a bag when you go shopping．Don’t use plastic bags．Janet: OK．My parents do most of the shopping．I’ll tell them．☆Step Ⅲ 2bThis activity requires students to listen for specific information in the dialogues．Look at the four different questions types next to the pictures in Activity 2a．Give students two minutes to go through the list of questions．You are going 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 sample answers．Play the recording for students to answer the questions．Play therecording a second time or a third time if necessary．Have students do the activity in pairs．When they work, walk around the classroom listing and offering help where necessary．Ask several students to share their answers．AnswersFTFFT53214doctor’s office--second floor;bookstore--fourth floor;bank--first floor; drugstore--third floor√pack the guidebook; × pack the map;√pack the camera;× Turn off the radio;√pack the towels;√pack the food☆Step Ⅳ 2cThis activity lets students work in pairs to practice the conversations they have just heard．Go through the instructions with the class, sample conversation in the box．Invite a pair of students to read it to the class．S A: Would you like to help save the environment?S B: I don’t know．What can I do?Write the sample 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 2a．Get students to practice their conversations．As they work, walk around the classroom offering help and encouragement．Ask several pairs of students to say their conversations to the class．For example:S A: Would you like to help save the environment?S B: I don’t know．What can I do?S A: You can turn off the shower while you are washing your hair．S B: When I have shampoo in my hair?S A: Yes．☆Step Ⅴ SummaryIn this class, we’ve done a lot of listening and oral practice Using the target language．☆Step Ⅵ HomeworkAsk students to write three conversations in Activity 2c in their exercise books．☆Step Ⅶ Blackboard DesignThe Third PeriodⅠ．Teaching Aims and Demands1．Knowledge ObjectsOral practice using the structures Supposed to, It makes me…and Present perfect with already and yet．2．Ability Objects（1）Train students’ speaking skill．（2）Train students’ writing skill．3．Moral ObjectExpress your own opinions freely and correctly．Ⅱ．Teaching Key Points1．Supposed to2．It makes me…3．Present perfect with already and yet．Ⅲ．Teaching Difficult PointTrain students’ speaking and writing skills．Ⅳ．Teaching Methods1．Practice method2．PairworkⅤ．Teaching AidThe blackboardⅥ．Teaching Procedures☆Step I RevisionCheck homework．Invite several students to say their conversations to the class．Check any errors and correct them．☆Step Ⅱ Part 3This activity provides writing and speaking practice using the targetlanguage．Go through the instructions with the class．Look at the sample conversation in the box．Invite a pair of students to read it aloud to the class．A: What are you supposed to do when you meet a new person in the USA?B: You’re supposed to shake hands．A: In China, you’re supposed to…Write the conversation on the blackboard．Look at the list of questions．Get a student to read the questions to the class．Please write your answers to these questions．Ask students to finish the task on their own．The answers may vary．For example:A: What are supposed to do when you meet someone in China?B: You are supposed to bow to the person/say Hi to the person/shake hands with the person．Ask students to fill in their answers, then discuss with a partner．While they are working, move around the classroom listening to different pairs and offering help as needed．Ask several pairs to share their activities．☆Step Ⅲ Part 4This activity lets students work in pairs to practice writing and speaking skills．Go through the instructions with the class．Look at the sample conversation in the box．Invite a pair of students to read it aloud to the class as a model．S A: How do you feel when you see the national flag of China?S B: It makes me feel proud．How about you?S A: It makes me proud, too．I think of famous Chinese men and women．Write the conversation on the blackboard．Review the different feelings in different situations students have learned．（happy, angry, sleepy, sad, relaxed, tense, etc）Ask students to give their feelings for each of the five items．Say, Please work in pairs．Make conversations to talk about your feelings in different situations．For each item, students should think of a reason for their answer．As they work, move around the classroom listening and offering help as needed．Ask several pairs of students to say their conversations to the class．Answers will vary．☆Step Ⅳ Part 5This activity provides practice to train students’ writing and speaking skills．Look at the instructions．Let a student to read it aloud to the class．Read the sample answer history project to the class．Say, Please make a list of the things you plan to do this month．Ask students to complete the task individually．Point to the sample conversation in the box．Invite a pair of students to read it to the class．S A: I have to do my history project this week．S B: Really? I’ve already done my history project．Write the conversation on the blackboard．Get students to think of things they need to do today．Ask them to say whether or not they have already done each thing．Ask students to write a list of five things to do this month．Please compare your list with your partner’s．Discuss what you have or have not already done．Ask several pairs to share their discussions with the class．Answers will vary．☆Step Ⅴ SummaryIn this class, we’ve reviewed the structures Supposed to, It makes me…and Present perfect with already and yet by writing and oral practice．☆Step Ⅵ HomeworkAsk students to write two sentences for each structure in their exercise books．☆Step Ⅶ Blackboard DesignThe Fourth Period Ⅰ．Teaching Aims and Demands1．Knowledge Objects（1）Practise talking about hobbies．（2）Practise asking for information politely．（3）Practise using I think/believe/feel that…and I agree/disagree with you．2．Ability Objects（1）Train students’ speaking ability．（2）Train students’ writing ability．3．Moral ObjectsPractice makes perfect．Ⅱ．Teaching Key Points1．Talk about hobbies．2．Ask for information politely．3．I think/believe/feel that…and I agree/disagree with you．Ⅲ．Teaching Difficult PointsTrain students’ speaking and writing skills．Ⅳ．Teaching methods1．Pairwork2．Practice methodⅤ．Teaching AidThe blackboardⅥ．Teaching Procedures☆Step Ⅰ RevisionCheck homework．Ask students to exchange their homework exercise with a partner．Help correct each other’s mistakes．Then get different students to say their sentences to the class．S1: We’re supposed to do our homework on time．S2: Pop music makes me happy．S3: Have you cleaned your room yet?S4: Yes．I have already cleaned my room．☆Step Ⅱ Part 6This activity provides writing and oral practice using the target language．Go through the instructions with the class．Look at the sample conversation in the box．Invite a pair of students to read it to the class．S A: What kind of museums do you like?S B: I like history museums．They’re interesting．S A: Really? I prefer science museums．Write the conversation on the blackboard．Draw students’ attention to the chart．Ask students to read the questions．Please write down your own answers in the first column in the chart．Get students to complete the task individually．Then ask students to interview two classmates about what they like and write their answers in the second and the third columns in the chart．Get students to complete the task in groups if three．As the groups work together, walk around the classroom to make sure all the students know how to fill in the blanks and offer language support as needed．Get different students to report their results like this:S A: What kind of sports do you like?S B: I like football．It is very exciting．S A: Really? I prefer basketball．Answers will vary．☆Step Ⅲ Part 7This activity lets students work in pairs to practise writing and speaking skills．Go through the instructions with the class．Look at the sample conversation in the box．Invite a pair of students to read it to the class．S A: Excuse me．Can you help me?S B: Yes, certainly．How can I help you?S A: Can you tell me if there are any good museums in the city?S B: There are many good museums．Do you like art?S A: Yes．I like it very much．Write the conversation on the blackboard．Ask a few students about museums, food, transportation and costs．Then write questions using the four sentences as guides．Please make conversations using the questions．Then ask students to role play conversations with their partners using their questions．Have some students share their answers as dialogues with the class．A sample conversation:S A: Excuse me．Can you help me?S B: Yes, certainly．How can I help you?S A: Could you tell me where I can get some good food?S B: There are a lot of good restaurants．What kind of food do you like?S A: Vegetarian．S B: You can try Green Restaurant．They have delicious salads．☆Step Ⅳ Part 8This activity provides writing and oral practice using the target language．Read the instructions aloud to the class．Point to the sample conversation in the box．Invite a pair of students to read it to the class．S A: I think that cats are the most important animal in China because many people have them as pets．S B: I disagree．I feel that pandas are the most important animal because there aren’t very many of them．S A: Yes, but cats are more popular with ordinary people．Write the conversation on the blackboard．Ask students to select an animal and write five reasons why it is the most important animal in China．Let them use the words in the box to discuss their opinions in conversations．As they work, walk around the classroom, checking the progress of the pairs and offering language support as needed．Get several pairs of students to say their conversations to the class．Answers will vary．☆Step Ⅴ SummaryIn this class, we’ve practised talking about hobbies and asking for information politely using the target language．We’ve also reviewed the structures I think/believe/feel that…and I agree/disagree with you．☆Step Ⅵ Homework1．Read the conversations in Activities 6, 7 and 8 again for a further understanding of the target language．2．Finish off the exercises on pages 65～68 of the workbook．☆Step Ⅶ Blackboard Design。

Review of Units 1-5Ⅰ.Choose the best answers.单项选择题。

(每小题2分，共30分)1.He will be back _______ few weeks.A.inB.onC.forD.at2.It was after dark when the two children were both _______on the safety crossing by a lorry.A.knocked downB.knocked outC.run outD.run across3.Look at all the corruption that’s going on.It’s time the city was_______.A.cleaned outB.cleaned downC.cleaned awayD.cleaned up4.How much did you pay _______ that bike?A.overB.offC.onD.for5.If you don’t go,I shall not_______.A.tooB.alsoC.neitherD.either6.You should_______ that bad habit.A.get out ofB.get down uponC.get along withD.get away with7.We _______ the stranger,wondering who he was.A.gaze roundB.gaze atC.gazed atD.gaze a way8.The young American stood quietly_______ British guards searched his clothes.A.asB.whileC.whenD.since9.Read the letter and _______ him.A.passed it on toB.pass on it toC.pass it forD.pass it on10.“Why can’t you and Bill go to the movies tonight?”“We are _______a history test tomorrow.”A.supposed to havingB.supposedly to haveC.supposed to haveD.supposedly to having11.We haven’t _______ all the difficulties yet.A.done withoutB.out downC.gone throughD.got over12.Plato is a thinker that we all should _______.A.look up toB.look intoC.look throughD.look down upon13.If it _______ tomorrow,we’ll not have the meeting.A.rainB.rainsC.will rainD.wouldrain14.We _______TV when the telephone rang.A.watchedB.were watchingC.watchD.are watching15.He asked his father _______?A.where it happensB.where did it happenC.how it happenedD.how did it happenⅡ.Cloze test.完形填空。

《Review of units 1-5》教案Ⅰ．Analysis of the Teaching Material1．Status and FunctionThis is a revision unit, so it covers all the key vocabulary words and the target languagepresented from Units 1～5．All the activities are designed for students to review what theyhave learned and improve their listening, speaking, reading and writing skills．1）In the first period, students review all the vocabulary words learned from units 1-5 by completing a crossword．2）In the second period, the activities are used to train students’ listening for specific information using the target language．3）In the third period, the activities provide writing and speaking practice using the target language:4）In the fourth period, the activities provide listening, speaking, reading and writing using the target language:Ⅱ．Teaching Aims and Demands1. Knowledge ObjectsTo make students review all the vocabulary words and the target language from Units 1～5．2. Ability Objects1) To improve students’ listening, speaking, reading and writing skills．2) To improve students’ communicative competence．Ⅲ．Teaching Key Points1. To review the vocabulary words and the target language．2. To review the usage of the structures presented from Units 1～5．Ⅳ．Teaching Difficult Points1. To train students’ listening, speaking, reading and writing skills．2. To train students’ communicative competence．Ⅴ．Teaching Methods1. Teach students how to master the target language and communicate with others．2. Teach students how to be successful language learners．Ⅱ．Language FunctionsMake predictions．Talk about problems．Give advice.Talk about past events．Tell a story.Report what someone said．Talk about consequences.Ⅲ．Target Language1.What are your predictions about the future?I guess we won’t work anymore.Will there be teachers in the future?No, there won’t.Students will study on computers.2. What’s the matter? / What’s the problem? / What’s wrong?I don’t have any friends. There are lots of things you could do. Join a club or a sports teamWhat else could I do？Maybe you could make pen pals.3. What were you doing when the fire started?I was studying in the library.What was he doing when the fire started?He was talking on the phone.4. What did he say?He said he was mad at me.What did Harry say about the basketball?Ha said that the game on Saturday.Did he say it was oat school?No, he said it was at the park.5. I like to eat hamburgers every day.If you eat them every day, you’ll get fat.What do you like to？I like to watch TV.If you watch too much TV, you’ll get bad grads.Ⅳ．Structures from units 1~51．Will do.2．What’s the matter?3. What were you doing when the UFO arrived?4. He said I was hard-working.5. If do / does / is / are / am, …will doⅤ．VocabularyAll the vocabulary words from Units 1～5．Ⅵ．Learning Strategies1．Listening for specific information．2．Role playing．3. Reading and writing practice.Ⅶ．Teaching TimeFour periodsTeaching reflection:It’s usually harder to have revision lessons than have new lessons. Designing efficient way to review is important. But how to review what they have already learned is really difficult. For the one thing, they take no interest in revision lessons, and on the other hand, students don’t know what to do. So we teachers should lead them to review and design efficient activitiesMonday, April 9, 2012Review of units 1～5The First PeriodⅠ．Teaching Aims and Demands1．Knowledge ObjectsKey vocabulary that students have learned in Units 1～5．2．Ability ObjectsTrain students’ ability to creatively use the language they have learned．3.Processes and MethodsWith the teaching method of practicing, get Ss to use the vocabulary creatively. Get Ss to do the crossword and write clues.Ⅱ．Teaching FocusKey vocabulary leant from u its 1~5.Ⅲ．Teaching DifficultiesTrain students’ ability to creatively use the language they have learned．Ⅳ．Teaching MethodsPractice method．Ⅴ．Teaching ProceduresStep ⅠRevisionStep Ⅱ1aThis activity reviews some of the vocabulary that students have learned in Units 1～5．Call students’ attention to the crossword．Point out the sample answer．Elicit the first answer to the list of across clues．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．Step Ⅲ1bThe activity requires students to creatively use the language they have learned．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 1～5．Their partner tries to guess the words．Walk aroundthe 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．Step ⅤCheck vocabularyHow to remember the words efficiently.HomeworkRemember the vocabulary words in Units 1～5．Step ⅥBlackboard DesignTeaching reflection:From this lesson, I know Ss have very poor vocabulary. The biggest problem is that Ss can’t get good use of vocabulary. So how to teach vocabulary is a problem in teaching.1.Teach words in the context.2.Give Ss typical example sentences while teaching.3.Get Ss to use words to make sentences.4. Design some efficient exercises for students to get students to remember.5. Often check students hoe they grasp the words.Tuesday, April 10, 2012Review of units 1～5The Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects1）Listening practice using the target language．2）Oral practice using the target language．2．Ability Objects1）Train students’ listening skill．2）Train students’ speaking skill．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 method. Listening specific information in the dialogues.2．Pairwork. Role play.Ⅴ．Teaching ProceduresStep ⅠRevisionDictate some vocabulary words in units 1～5．Step Ⅱ2aThis activity provides practice in listening for the general idea．Focus attention on the four pictures．Ask four Ss to describe the pictures.Read instructions to the class.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．Step Ⅲ2bThis activity requires students to listen for specific information in the dialogues．Point out the four different statements in Activity 3a．Set a limit time to students go through．Say, 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 sample answers．Play the recording twice or three times so that students have enough time to complete the task．Let students check their answers in pairs, and then with the whole class．Step 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．Then get Ss to make conversations using information in activity 3b．As students talk, move around theroom checking their work and offering language support as needed．Ask several pairs of students to say their conversations to the class．Step ⅤHomeworkRevise．Step ⅦBlackboard DesignTeaching reflection:Listening is very hard for the students in poor English, at the same time is more difficult for them to improve listening in a short time. In fact, there is no good way to improve listening, but just practice listening more and often. Students never practice listening by themselves. Only in class, it’s hard to be good listener.Wednesday, April 11, 2012Review of units 1～5The Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects1）Oral practice talking about．2）Oral practice talking about your health and give advice．3）Oral practice talking about future plans.2．Ability Objects1）Train students’ speaking skill．2）Train students’ writing skill．Ⅱ．Teaching Key PointsⅢ．Teaching Difficult PointsTrain students’ speaking and writing skills．Ⅳ．Teaching MethodsPractice method．Ⅴ．Teaching ProceduresStep ⅠRevisionStep ⅡPart 3This activity provides writing and oral practice using the target language．Read the instructions to the class．Call students’ attention to the four questions．Point out the sample answer．Invite two students to read the sample conversation in the box to the class．Say, First please write your answers to the four questions．Then work in pairwork．Take turns asking for and sharing information．Get students to do the task individually first, then in pairs to make up conversations.．Ask different pairs to present theirs to the class．Step ⅢPart 4This activity lets Ss work in pairs to practice writing and speaking skills．Read the instructions to the Ss．Point out the sample answer．And collect some ideas from Ss and write down on the blackboard. Get students to complete 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．Get Ss to work in pairs. As the pairs work together, walk around the room listening in on various pairs and offering help as needed．Ask several pairs to present their conversations to the class．Step ⅣPart 5This activity provides in writing and speaking skills．Read the instructions to the class．Get Ss to write their trip plans.And call some Ss to read their letters to the class.Get Ss to share their ideas with the partner.Ask selected Ss to share their ideas with the class.Step ⅤHomework1.Review the target language in unit 1&2&3.Step ⅦBlackboard DesignTeaching reflection: 以后应该把复习单元的教学内容作为拓展延伸融合在相应的单元教学中完成，这样既可以充实课堂内容，有节约了单独复习这些内容的时间。

Review of units 1-5教学参考This unit reviews the language that students have learned in Units 1-5.1a This activity reviews some of the vocabulary that students have learned in former units.·Draw students'attention to the sample answer.Check that they understand what they need to do by having one or two students complete other answers.·Ask students to do the crossword individually or in pairs.·Check the answers.Ask different students to read out and spell the answers.AnswersDown 1．funny 2．activities 3．concert 4．volleyball 8．need 9．snacks 10．serious 13．calm 15．bad 16．old 17．big 20．in Across 2．ask 5．music 6．color 7．picnic 9．shy 12．fruit 13．could 14．noisy 18．ears 19．animal 21．Dog1b This activity requires students to creatively use the language they have learned.·Explain to students that they need to write clues like the clues for the crossword in activity 1.·Draw students'attention to the example.Check that students understand what they need to do by eliciting clues for other words from Units 1-5．Write a few words on the board and ask the class to suggest clues.·Have students do the activity in pairs.As they work,move around the classroom listening and offering help where necessary.Answers will vary.2a This activity provides practice in listening for the general idea.·Draw attention to the sample answer.Say,This picture matches the first conversation you will hear.Now listen to the tape and match the other conversations to the correct pictures.·Play the recordings of Conversations 1-4.Students listen and write the numbers in the boxes next to the pictures.·Check the answers.Answers(from top to bottom)1,4,2,3TapescriptConversation 1:Chen:Zhu,is that you?Zhu:Yes.You're Chen,aren't you?Chen:Yes,that's right.You've changed a lot!Zhu:Really?How?Chen:You used to be short.Now you're tall.Zhu:Yes.I am.Chen:You used to have long hair.Now you have short hair.Zhu:Yes.That's right.Chen:And you used to wear glasses.Zhu:Yes.I still do.But today I have contact lenses.Chen:You used to play the guitar,didn't you?Zhu:No,I played the piano.My friend Xiao Li played guitar.Chen:Oh yes.I forgot.Conversation 2:Ben:I'm doing a survey.Can I ask you some questions?Sue:Sure.Ben:What would you do if you saw a big bicycle accident?Sue:I would call the police.Ben:What would you do if you could be a famous doctor?Sue:I would help people who can't see.Ben:What would you do if you could fly anywhere in the world?Sue:Mm.That's hard.There's lots of places I'd like to see.I'd go to Canada.Ben:Good.One more question.What famous person from history would you most like to meet?Sue:I would most like to meet zhou Enlai.Ben:Good answer.That's all my questions.Conversation 3:Lisa:Oh,Ma.I can't learn English.Ma:No?What's the problem?Lisa:I read my books but I always forget.How do you study?Ma:By using flashcards.But everyone is different.Tony doesn't like flashcards.Lisa:How does he learn when he doesn't understand?Ma:By asking the teacher.But maybe you should learn English like Judy.She's the best student.Lisa:How does Judy learn?Ma:By watching English TV.Lisa:Really?How about Ping?Is there another way she learns?Ma:Yes.By studying grammar.Lisa:I don't like grammar.Ma:Well,everyone learns a different way.Conversation 4:Henry:Hi,Kitty.Are you going to the party tonight?Kitty:No.I'm not allowed.Henry:You're allowed to go to parties,aren't you?Kitty:No.There are lots of things I can't do.Henry:Like what?Kitty:Well,I'm not allowed to watch TV on school nights.Henry:Really?But there are lots of good shows.You can learn a lot.Kitty:Also,I'm not allowed to shop for clothes.My mother buys them.Henry:Do your parents do everything for you?Kitty:No,but they have lots of rules.Henry:Are you allowed to have a pet?Kitty:Oh no!I'm not allowed to have a pet.Henry:What are you allowed to do?Kitty:My parents say I'm allowed to study all night.Their rules make me a good student.2b This activity requires students to listen for specific information in the dialogues.·Explain to students that they need to listen for information in the dialogues that will help them answer the questions.Point out that there are different question types.·Draw students'attention to the example.Check that students understand by playing enough of the tape so students can see the answer to the question.Repeat as necessary for the other three questions and examples.·Have students do the activity in pairs.As they work,move around the classroom listening and offering help where necessary.·Have several students share their answers.AnswersT T F F1 42 5 3bicycle accident-call the police;famous doctor-people who can't see;fly anywhere-Canada;meet-Zhou EnlaiMa-using flashcards;Tony-asking a teacher;Judy-watching English TV;Ping-studying grammar2c This activity lets students work in pairs to practice the conversations they have just heard.·Draw students'attention to the instructions and the example.Have two students model the sample dialogue.·Ask students to use the information in 2a to create conversations.It does not matter if the conversations are not exactly the same as those in the tapescripts,but the ideas should be similar.·Ask students to practice their conversations.Move around the room offering help and encouragement.·Ask students to share their conversations with the class.The activities on this page and the following one provide guided oralpractice using the target language from units 1-5.The tasks call on students to use their own experience,so answers will vary.3 This activity provides writing and speaking practice using the target language.·Draw students'attention to the instructions and the example.Have two students model the sample dialogue.·Ask students for Sample answers.Ask How do you study for a test?·Have students work in pairs to complete the task.·Have several pairs share their activities.4This activity lets students work in pairs to practice writing and oral skills.·Draw students'attention to the instructions and the example.Have two students model the sample dialogue.·Ask students about things they used to think.Offer one or more of your own examples.·Tell students to discuss things they used to do.Remind students to write in sentences.Tell students to role play their past experiences and offer replies.·Ask students for the things they used to do.Ask the class to talk about common experiences.5 This activity provides practice in writing and speaking skills.·Draw students'attention to the instructions and the example.Have two students model the sample dialogue.·Ask students about things they should be allowed to do.Ask students why they should be allowed to do each thing.·Ask students to write lists of things they should be able to do.·Ask students to share their ideas with a partner and discuss.Students should make sure that the ideas on their lists are reasonable.·Ask selected students to share their ideas with the class.6 This activity provides writing and oral practice using the target language.·Draw students'attention to the instructions and the example.Have two students model the sample dialogue.·Ask students about unusual situations where they have had to make difficult decisions.Encourage students to talk about situations different from those in the task.·Ask students to write their own responses.·Ask students to work in groups of three.Students take turns interviewing each other and writing the answers.·Do a large survey with the class.List the five situationson the board and ask students for a few responses.Ask students to agree on the best response.7 This activity provides writing and speaking practice using the target language.·Draw students'attention to the instructions and the example.Have two students model the sample dialogue finishing the B response.·Tell students to look at the pictures and discuss with their partners what they look like.·Ask the students to share their answers as conversations with the class.Sample answers:the first picture looks like a man on a horse or a map of islands;a vase or two faces;an old woman looking down and a young woman looking away.Optional activityIf the students enjoy this activity,you might ask them to find other examples and bring them to class.Another good language activity is to show pictures of unusual things or parts of things and have students discuss their use.8 This activity provides writing and oral practice using the target language.·Draw students'attention to the instructions and the example.Have two students model the sample dialogue.·Ask students about places they have been.Ask about when they have been there.Pay particular attention to verb tense.·Ask students to discuss the other questions with a partner.The parner should ask for details.·Ask students for their answers in the form of dialogues.Ask some students for more details.Your students can use the exercises on pages 18-21 of the workbook to practice the language presented in this unit.Answer keys for the workbook are on pages 134-135 of this Teachers'Edition.。

初三英语Review of Unit 1—5知识精讲人教版（新目标）【同步教育信息】一. 本周教学内容：Review of Unit 1—5Unit 1—5知识点归纳:Unit 1 How do you study for a test?重点词汇：pronounce pronunciation understand frustratingmemorize differently excited challengesolution completenative speaker说本族语的人write notes 记笔记make up conversations编对话as a second language作为另一种语言around the world 全世界help sb. do sth.帮助某人做某事watch sb. do sth.观看某人做某事improve English提高英语get lots of practice得到许多锻炼have fun娱乐，有趣not… at all一点也不get excited about sth.对某事很激动end up结束ask sb. about sth. 问某人某事the best way to do…做……的最好方法 a great way to do…做……的非常好的方法specific suggestions明确的、特别的意见memorize the new words记生词help a little/ a lot 有一点/很大帮助feel differently感觉不同make mistakes 犯错误be afraid to do sth. 怕做某事Ways of learning English:听磁带做认读卡做词汇表朗读课文和朋友一起学习请老师帮忙做笔记和一个小组共同学习看录像带参加学习小组和朋友一起练习对话朗读练习发音唱英语歌学习语法读英语报纸请家教Grammar focus1. How do you study for a test?I study by listening to tapes.2. How do you learn English?I learn by studying with a group.3. Do you learn English by reading aloud?Yes, I do.e.g. How do you study English?I study by listening to cassettes / studying with a group / watching TV / listening to English language music / taking part in English classes after school / getting an English tutor / reading English magazines / surfing the Internet …Do you learn English by …?Yes, I do. / No, I don’t.Sentence Strures:1. How do you study for tests?Well, I study by working with my classmates.2. Have you ever studied with a group?Yes, I have. I’ve learned a lot that way.3. I’m having trouble learning English.I can’t get the pronunciation right.4. What about reading aloud to practice pronunciation?I do that sometimes. I think it helps.Why don’t you join an English language club to practice speaking English?Maybe you should join an English club.5. The best way to learn new words is by reading English magazines.Studying grammar is a great way to learn a language.Memorizing the words of pop songs helps a little.Difficulties1. I can’t read fluently.2. I can’t spell some English words.3. I can’t understand spoken English.4. I can’t pronounce some of the words.5. I make mistakes in Grammar.6. I can’t understand the words in newspapers and magazines.7. I don’t get much writing practice.Solutions1. Maybe you should find a pen pal.2. You can always write the new words in your notebook and learn them at home.3. Why don’t you join an English language club?4. You can write English diary every day.5. Listening can help.6. They learnt by using English.7. The best way to learn English words is by reading English magazines.8. He thinks studying grammar is a great way to learn a language.9. Watching English movies isn’t a bad way.10. Joining the English club is the best way to improve your English.语法：V+ing总结：动名词如何用？一. 介词后面的动词要变为动名词（-ing动词）1. study/learn by watching/listening…2. What/How about reading/speaking…3. …is one of the secrets of becoming a good language learner.4. When we ask about studying grammar, she said…5. Thank you for inviting me.二. 作主语的动词要变为动名词（-ing动词）1. Studying grammar is a great way to learn English.（句子的主语）2. I think watching English movies isn’t a bad way.（从句的主语）3. Listening can help. （句子的主语）Memorizing the words of pop songs helped a little.He thinks studying grammar is a great way to learn a language.语的单复数e.g. Studying English is very important.Listening more improves listening skills.Eating too much can make us fat.Eating well and sleeping well help us study well.三. 有些动词后面要接动名词We end up speaking in Chinese.Why don’t you join a club to practice speaking English?Now I am enjoying learning English.I finish reading the book.Would you mind taking out the trash?I often spend money buying books.四. 有些词组里用动名词reading skills阅读技巧speaking skills口语技巧listening practice听力练习writing practice写作练习注意：spoken English 口头英语written English 书面英语either 和too的用法I couldn’t always make complete sentences, either.否定句I often watch English movies, too.肯定句Unit 2 I used to be afraid of dark.重点词汇：used to, dark, spider, insect, along, quiet, snake, outgoing, friendly, serious, funny, outgoing, friendly, serious, funny, tall, shy, short, straight, long hair.Grammar Focus:1. I wasn’t very outgoing.You used to have long hair.2. Did you use to have straight hair? Yes, I did.3. Did you use to play the piano? No, I didn’t.语法：一. used to do sthused to中的to是不定式符号，后加动词原形，表示“过去常常做某事，而现在已不做”，时态形式不变。