Text Review (2) Sentence Patterns

9A Unit One Star signsComic strip and welcome to the unit第一部分简要提示一．年级：九年级二．教学内容：9A Unit1Star signs三．课型：Comic strip and welcome to the unit四．教学目标1．知识目标：1）词汇：能够运用本课时的四会单词。

2）词组：star sign worry about(not)doing sth.3）句型：It’s nice of you to bring me the newspaper.You shouldn’t worry about not having breakfast then.2.能力目标：熟悉本单元的话题，了解“中国的十二生肖”和“西方的十二星座”的相关知识。

五．教学重点：1.重点：1）掌握本课时的四会单词和词组。

2）熟悉本单元话题“Star signs”，并激发学生对该话题的兴趣。

2．难点：1）理解It’s nice of you to bring me the newspaper.2）了解“中国的十二生肖”和“西方的十二星座”。

第二部分教学流程用时：16分钟Part One Welcome to the unitStep1.Warming up用时：3分钟T:Boys and girls,welcome to my class.I’d like to start with two interesting questions: (PPT6)✧Do you know yourself?How do you know that?✧What kind of person are you?You see,in this unit we are going to have such funny topics.But first let’s look at the pictures.(PPT7)瞧，在这个单元，我们将谈论这些有趣的话题。

Unit 6 Section A Bribery and Business Ethics1. Pre-reading Activities--1.1 Background informationChrysler Corporation; U.S. Securities and Exchanges Commission(SEC) ;The International Chamber of Commerce (ICC)1.2 Topic-related listening+1. 3 Topic-related discussion2. While-reading Activities2.1 Global reading1) Main idea of the text + 2) Text structure analysisPart One (Para. 1-4) Bribery ─a common occurrence in many countriesBribery in various forms is ________________ and has become a fact of commercial life. (on the increase)Part Two (Para. 5-8) Three broad categories of bribes or other questionable payments(1)Substantial payments made for political purposes or to secure ______________. (major contracts)(2)Payments made to obtain quicker _________, to speed up the wheels of government. (official approval of some projects)(3) Payments made to people ___________________________________. (who help with the passage of a business deal)Part Three (Para. 9-11)The efforts to prohibit briberyThe ICC has set up a council to manage a code of conduct that would ban ________. It is difficult to impose the law as opinions differ _________. Bribery seems inevitable. (the giving and seeking of bribes, concerning how to enforce the code)2.2 Detailed reading--2.2.1 Words and phrases1) substantial (L.6)他在英文写作方面颇有进步。

《全新版大学进阶英语综合教程3》课程单元教学设计（教案）编号：U3-01Steps（步骤）教学组织Step One（步骤一）Opener:Pair work: The pictures below compare Westerners (marked in blue) andChinese (marked in pink) in their way of looking at children and the family,travelling, and the role of the boss in an organization. Look at the picturesand work with your partner to answer the questions that follow.Helpful Expressions接送孩子drop off and pick up the child风土人情local customs and culture到此一游been here, done that高高在上superiority有权有势powerfulQuestions:1 In what way does the role of grandparents in Chinese families differ fromthat in Western families2 In what way do Western tourists and Chinese tourists behave differently3 In what way do Western and Chinese employees differ in the way they lookupon their bossTips in this part:1. Introduce the topic to the class by asking if they can give any example ofhow Chinese and non-Chinese behave or think differently in life.2. Explain the pictures in Opener that illustrate the differences between theWesterners and Chinese in their perspective on different issues.3. Ask Ss to look at the pictures and discuss the differences in pairs with theaid of the questions that follow.4. To sum up, have different pairs report to the class their discussion on thepictures, one pair for one picture.Step Two（步骤二）Video watching:After watching a video clip about an interview with three foreign womenmarrying Chinese husbands, discuss the following questions with yourpartner.1. According to the video, when raising grandchildren, what is the difference《全新版大学进阶英语综合教程3》课程单元教学设计（教案）编号：U3-02《全新版大学进阶英语综合教程3》课程单元教学设计（教案）编号：U3-03《新视野大学英语（第三版）》Book 3课程单元教学设计（教案）编号：U3-04DiscussionDiscuss what you like / dislike about where you live.things you like:a food market; a bookstore; close to the metro; a good hospital / medical care centerthings that are nice but not essentiala good local supermarket; a sports center;a theater / cinema; a barthings you dislike:lacking of parking space; various types of noise; pollution; high crime rateThink about your neighborhood. What would make it:saferLectures should be given to tell people how to prevent fire, theft and other dangers. Besides, the police should make sure the streets are safe –not only from crime but also from traffic accidents.more beautifulI think we should plant more trees and flowers in the community. In addition, we should discipline our own behavior and should not litter garbage everywhere or draw on the buildings.more interestingMore entertainment activities should be held to draw the interest of people. Meanwhile, don’t forget the children. We should also provide them with facilities to give them fun and joy.better for your healthI think we should build a community gym providing a variety of affordable exercise options. Besides, activities should be conducted to help people quit smoking or excessive drinking.more of a communityI’d really like to see a good shopping mall, where people can meet, get to know each other and entertain themselves.。

全新版大学英语综合教程（第二版）Integrated Course (2)Unit 1 Text A: Learning, Chinese-Style1. Sentence Patterns1) may well do…: be likely to do … (很可能做…)-He may well get frustrated and angry.2) be less likely (unlikely) to do … (不大可能做…)3) so much so that …: to such a extent that … (以至于…)-In the best Chinese tradition, they were “teaching by holding his hand” — so much so that he would happily come back for more.4) assuming that …: if…, suppose that… (假如…，假设…)-Assuming that the contrast I have developed is valid, can we strike a balance between the poles of creativity and basic skills?2. Chunks (Beautiful Expressions)1)旅馆工作人员hotel staff2)小学an elementary school (a primary school)3)在旅馆的大堂里in the lobby of a hotel4)由于他年幼because of his tender age5)完成一项任务accomplish a task6)关键在于…, 要点在于…the critical point is that…7)弥补某种错误行为make up for a misdeed8)一个人必须学会独立思考，学会自己解决问题。

阅读下面短文,根据所给情节进行续写,使之构成一个完整的故事。

It was somewhere between spring and summer，my mom and I were driving through the countryside. Back then，I was 13 years old，and always felt unhappy with mom．But little did I know that this trip was going to be a special one．A pot of flowers sat in the back seat，whose heavenly scent filled the car．Suddenly，in the middle of nowhere，my mom pulled over．“What are you doing?”I cried，fearing that the car had broken down and we’d be stuck there，so far from home．But that wasn’t the ca se．My mom hopped out of the car，grabbing the flowers from the back seat．“It’ll just be a minute，”she called back through the open windows．My eyes impatiently skimmed the edge of the road before settling on a little sign showing that it was a nursing home．I looked back to the building，somewhat annoyed，as my mom reappeared—empty-handed．Before she started the car，curiosity drove me to ask，“Do you know someone there?”She shook her head．“Then what did you do with the flowers?”She smiled slightly，“I gave them to the receptionist．” “What?”She laughed at my confusion．“I told the receptionist to give the flowers to whoever needed them，especially who hasn’t gotten any in a while．”I kept silent for a moment．Not long after we continued our driving，I spoke again，“Did y ou leave your name?”To this she answered instantly，“No．Leaving flowers there for someone who will appreciate them makes me feel good，which is enough of a thank for me．”Suddenly，still thinking about Mom’s deeds，I heard something burst loudly．It was our car that broke down! Nothing could be worse，because neither my mom nor I understood how to repair it，and we didn’t know where the garage was．It also seemed impossible to wait for any passer-by，since we had seen so few along the way．注意：1．所续写的短文的词数应为150左右；2．至少使用5个短文中标有下划线的关键词语；3．续写部分分为两段，每段的开头语已为你写好；4．续写完成后，请用下划线标出你所使用的关键词语。

Unit1 SectionA（4a-4c）教案【教材版本与册数】新目标人教版九年级全一册【单元名称】Unit 1 How can we become good learners?【课时】Section A (4a-4c)（第3课时）【课型】Grammar (语法课）【本课时教学设计】教材版本：新目标册数：第5册年级：九年级单元：Unit 1 课型(课时)：Section A Section SA Grammar Focus语法教材分析【本单元话题】围绕学习本身，讲述了学习的障碍及对应的解决方法，对学生有重要意义。

【本单元重点掌握目标】用“by + 动词-ing形式”结构来表达方式方法。

【教材内容拆分分析】4a对本单元by doing形式结构的再次直接呈现，在内容上六个小问题分别对应语言学习中的听说读写四项技能以及词汇、语法两大基本语言知识；4b将学习的内容从Section A单一的英语学习拓展到了对其他学科学习方法上；4c要求学生总结自己的英语学习方法，同时调查，了解同伴的学习方法，旨在帮助学生相互交流、借鉴彼此的学习方法。

【综合技能】1 / 142 / 14附：教学活动设计3 / 14/physics/chemistry?Do you learn history and geographyby________?学习兴趣DE LC5 2 获Step2Pre-Task(5 mins)Step 3While-TFind the new words and phrases重复，重做________物理__________化学___________记忆，记住________练习做某事_____________做笔记______句子模式_____________Answers:重复，重做----repeat物理___physics化学---chemistry记忆，记住---memorize练习做某事---practice doing sth做笔记---- take notes句子模式----sentence patterns为本节课语法任务的完成扫除障碍。

Sentence Patterns & Sentence Structures/ComponentsAccording to sentence structure, sentences have four types: simple sentence, compound sentence, complex sentence and compound-complex sentence.I. simple sentenceA simple sentence is one clause which contains one subject and one predicate verb only. There are seven basic sentence patterns if including.1. subject + linking verb + subject complement S + V + C (SC)I feel better.It tastes (smells) good.She is a great writer.They are on the playground now.2. subject + intransitive verb (vi) S + VShe cried.Birds fly.People laughed.3. subject + transitive verb (vt) or monotransitive verb + object S + V + OThey need help.She got a gift.Most of them speak Cantonese.4. subject +complex-transitive verb + object complement S + V + O + CWe made him our spokesman.We call her Amy.Many people find the book useful.They elected him president.5. subject + double-transitive verb or ditransitive + indirect object + direct object S + V + Oi + OdI show him a picture.Tom lent Andy a lot of money.Mr. Chen teaches the children English.Her parents buy clothes for her.6. subject + verb + adverbial S + Vi + AdI live in Guangzhou.All are staying at home.The team leaves at five.7. subject + verb + object + adverbial S + Vt + O + AdI put the material evidence in front of him.Her husband treated her cruelly.II. compound sentenceA compound sentence consists of at least two or more independent clauses, each containing a subject and a predicate, each describing an action complete in itself, and they are equally important. The clauses of the compound sentence are linked by connectives. The following conjunctions indicate different relations of clauses.1. coordination (and, not only…but also)My father is a teacher, and my mother is a teacher too.He can not only speak English, but also she can speak Japanese.2. transition (but, yet, nevertheless, however)He worked hard, yet he failed.She asked me to go back, but I didn’t want to go with her.She’s vain and foolish, however people like her.3. alternation (or, otherwise, either…or, nor)We must hurry up, or we will miss the train.Either you come to my home, or I come to your home.Her answer is not right, nor is yours.4. cause and effect (so, for, therefore, then, hence, thus)We have wasted much time here, so we must set off in early morning.You needn’t worry about, for they have arrived there safely.She failed in exam again, therefore she felt worse this time.III. complex sentenceA complex sentence consists of one independent clause (main clause) and one or more than one dependent clauses (subordinate clause), with a connective word denoting the relation between the two parts. The dependent clause depends on the independent clause. The dependent clause may play the part of a subject, a complement (predicative), an object, an attributive (adjective), an adverbial or an appositive in main clause. 1. subject clauseWhat’s done can not be undone.That he passed the entrance examination is true.It is not important whether you attend the meeting or not.2. complement clauseThis is what I need.China is no longer what it used to be.The fact is that he helps me with his Chinese.3. object clauseWe can’t tell whose answer is right.He often asks me what my name is.I don’t know where we are heading to now.4. attributive clauseHe is a man who has few words.This is the most interesting story that I’ve ever heard.Can you hand me the book that (which) is lying on the table?5. adverbial clausea). time (after, as, as soon as, before, once, since, till, until, when, whenever, while)My father often read newspaper after we finish dinner.I’ll write to you as soon as I get there.The doorbell rang when I was cooking.b). place (where, wherever)You can go where you like.I’ll follow you wherever you are.c). cause (as, because, now that, since)We all have to stay at home today because it’s raining all day long.Now that your father asked for you, I’ll let you go.They have lived here for twenty years since they moved to this town.d). reason (for fear that, in case, in order that, so that)She studied very hard so that she got scholarship every year.He went to bed very early in order that he could get up early the next morning.You should write down some notes in case you miss something.e). result (that, so (that), such…that…)It rained so hard that we couldn’t go anywhere.It is such an interesting book that I almost forget to dinner.f). comparison (as, than)He was so brave as you expect.She is much older than she looks.g). manner (as, as if, as though)You can spend your money as you wish.He treats me well as if he were my brother.h). condition (if, on condition that, so long as, unless)We can get high marks if we study hard.Your composition will be much better so long as you make few grammar mistakes.My parents wouldn’t let me watch TV unless I finished homework.i). concession (although, as, even if, even though, however, though, no matter how (what, when, where, etc.)) Although it’s raining outside, the workers are still working hard.Even if he failed the experiment again and again, he would give up.No matter what happened, I’ll stay on your side.6. appositive clauseThe news that Susan got married on July 1 is true.Joe sent me a message that he wouldn’t come that day.A compound-complex sentence has at least two independent clauses (main clauses) and one dependent clause (subordinate clause). It is the combination of a compound sentence and a complex sentence. For example: Mr. Smith who is my teacher can not only play the piano, but also he can sing song.My uncle asked me to visit his house, which was not far from my home this afternoon, but I didn’t.I was late because it was raining, and I kept everybody waiting.The sentence—I was late, and I kept everybody waiting—is a coordinating compound sentence, and the sentence—I was late because it was raining—is a complex sentence. It belongs to an adverbial clause of cause in complex sentences.1）first, second, third, last（不推荐，原因：俗）2）firstly, secondly, thirdly, finally（不推荐，原因：俗）3）the first, the second, the third, the last（不推荐，原因：俗）4）in the first place, in the second place, in the third place, lastly（不推荐，原因：俗）5）to begin with, then, furthermore, finally（强烈推荐）6）to start with, next, in addition, finally（强烈推荐）7）first and foremost, besides, last but not least（强烈推荐）8）most important of all, moreover, finally9）on the one hand, on the other hand（适用于两点的情况）10）for one thing, for another thing（适用于两点的情况）Sentence CompositionsIn English, there are ten sentence compositions: subject, predicate, object, predicative, attributive, appositive, adverbial, complement, parenthesis (插入语) and address (呼语).Subject is the topic or theme of the sentence, which tells of what the sentence is about.1)n. Our teacher speaks very fast.2)pron. She likes playing tennis.3)num. Five is an odd number. (奇数) (偶数even)4)infinitive It is not easy to remember all these rules.5)gerund Learning grammar well is difficult.6)subject clause What I said is true.Predicate says something about the subject and bears the new information which the speaker or writer wants to transmit to the listener or reader. There are two types of predicates. If we use a verb or a verbal phrase as predicate, it is called simple predicate. If we use a link verb plus a predicative as predicate or a verb plus an infinitive (especially a modal verb plus an infinitive), it is called compound prediacte, e.g., Simple predicate1)v. He bought a dictionary yesterday.2)verbal phrase He is looking for his pen.Compound predicate1)link v. + predicative We are students.2)modal v. + infinitive I may be wrong.3)v. + infinitive We have to do something for them.Predicative expresses the status, characteristics or the quality of the subject.1)n. Mr Scott is a farmer.2)pron. That’s something we have always to keep in mind.3)num. My lucky number is seven. She was the first to learn about it.4)adj. His hair has gone white.5)adv. We are here.6)prep. phrase They are in the classroom.7)infinitive All I can do is t o send her a telegram.8)gerund My job is teaching them grammar.9)participle. Time is pressing. Let’s hurry up.10)predicative clause The suggestion is that we should recite wore words.Object represents the person or the thing that something is done to or the person who is concerned in the result of an action. Usually, an object is called a prepositional object when we put it after a preposition. In English there are four kinds of objects: direct object (a), indirect object (b), cognate object (c) and compound object (d), e.g.,She has ordered two tickets (a) for the seven-thirty show.He made an important discovery (a) recently.Please show me (b)your passport (a). = Please show your passport (a) to me (b).He bought me (b) a new coat (a). = He bought a new coat (a) for me (b).He lived a hard life (c) then. / He died a herioc death (c).The baby is sleeping a sound sleep (c). / Mary smiles a sweet smile (c).I wish to dream a beautiful dream (c ). / The child laughed a hearty laugh (c).He asked me to open the door (d). / I heard him singing the song (d) last night.We wish you happy (d).1)n. I’ve bought an English-Chinese dictionary.2)pron. They didn’t promise him anything.3)num. We need two. / I want the first.4)infinitive My father likes to swim in winter.5)gerund I enjoyed working with you.6)object clause Did you write down what she said?Attributive is used to modify a noun or a pronoun.1)n. He has bought a grammar book.2)adj. He gave a vivid description of the battle.3)pron. No difficulty whatsoever can stop our advance.4)num. There are two policemen in the street. / Please read the first paragraph.5)gerund This swimming pool is beautiful.6)participle The sleeping boy is my brother.There are some boys playing outside.She is takig care of the newly-born child.We must solve the problem left by history.7)infinitive I have a lot of homework to do.8)adv. The buildings around are of modern construction.9)prep.The book on the desk is mine.10)attributive clause The boy who went to the library is our monitor.Appositive is the further information after a noun or a pronoun referring to “who” or “what”.1)n. This is Mr Zhou, director of our hospital.2)pron. He himself finished it.3)num. We two will go shopping this afternoon.4)infinitive My job, to teach them grammar is hard.5)gerund Her task, looking after these children is important.6)appositive clause I had no idea that you were here.Adverbal is usually used to modify a verb, an adjective, an dverb or a sentence. There are ten kinds of adverbials in English.1)adverbial of time He is to fly to London tomorrow.2)adverbial of place The meeting was held in Xinjiang.3)adverbial of manner The workers there are paid by the week, not by the month.4)adverbial of cause Because of the warm and sunny weather, oranges grow very well here.5)adverbial of purpose We do it in this way so as to save time.6)adverbial of result He returned home to find his father dead.7)adverbial of condition Without plants, animals could not live in the world.8)adverbial of concession In spite of all his efforts, he failed.9)adverbial of comparison he worked as fast as a skilled worker.10)adverbial of degree He love his son very much.When we use an adverbial, we may choose one of the following parts of speech, phrases or clauses.1)n. It weighs almost a ton.2)adv. He runs very fast.3)adj. He got home, cold and hungry.4)prep. We are learning grammar in the classroom.5)infinitive. They study hard in order to pass the TEM4.6)participle. I like to sit there doing nithing.7)adverbial clause. He got up early so that he might catch the morning train.8)absolute construction.(1)n. / pron. + n. He talked about his friends, all of them film stars.(2)n. / pron. + adj. His face pale with rage, Borg rose to speak.(3)n. / pron. + adv. Dinner over, we decided to play bridge.(4)n. / pron. + prep. The teacher came in, (with) a book in his hand.(5)n. / pron. + infinitive. Much work to do, I don’t think I’ll have time to come and see you.(6)n. / pron. + participle. Some boys making so much noise, I could n’t study. / The question settled,we began our work.Complement is used to form complete semantic meaning of a sentence. There are subject complement (S.C.) and object complement (O.C.).1)n. We call her Zhang Sir. (O.C.) / She is called Zhang Sir. (S.C.)2)adj. The letter made him sad. (O.C.) / He was made sad. (S.C.)3)adv. I’ll let him out. (O.C.) / He will be let out. (S.C.)4)prep. We regard her as our friend. (O.C.) / She is regarded as our friend. (S.C)5)infinitive. The teacher made us recite the words. (O.C.) / We were made to recite the words. (S.O.)6)participle. I saw him crossing the street. (O.C.) / He was seen crossing the street. (S.C.)Parenthesis is one or more words introduced as an added explanation or thought, and in writing usually enclosed at both ends by a bracket or a comma.1)infinitive To be frank, I don’t quite agree with you.2)participle Judging from your accent, you must be from Scotland.3)prep. phrase This, in my opinion, is only one of the minor issues.4)adj. Sure enough, enemy planes came again the next day.5)adv. Honestly, I don’t need it at the moment.6)clause. What is more, 40 per cent of the families would get an income of over 10 000 yuan.7)sentence. The cross-talk, I think, was both intersting and instructive.Direct address is used to address somebody in the conversation.1)n. Hurry up, children!2)pron. You, stand up!3)person’s name. Tom, come here!Comparision—more effective?I love living in the city. I have a wonderful view of the entire city. I have an apartment. I can see the Golden Gate Bridge. I can see many cargo ships pass under the bridge each day. I like the restaurants in San Francisco. I can find wonderful food from just about every country. I don’t like the traffic in the city.I love living in the city of San Francisco. I have a wonderful view of the entire city from my apartment window. In addition, I can see the Golden Gate Bridge under which many cargo ships pass each day. I also like San Francisco because I can find wonderful restaurants with food from just about every country; however, I don’t like the traffic in the city.Example: How many clauses?1. When reports came into London Zoo that a wild puma had been spotted forty-five miles south of London, they were not taken seriously, but, as the evidence began to accumulate, experts from the Zoo felt obliged to investigate, for the descriptions given by people who claimed to have seen the puma were extraordinarily similar.2. Furthermore, he (a successful scientist) is not only critical of the work of others, but also of his own, since he knows that man is the least reliable of scientific instruments and that a number of factors tend to disturb impartial and objective investigation.。

第1课时Unit 2 At school (Ⅰ)New words: study, paint, line up, dining hall, eat, drink…Sentence patterns: Let’s …New words: study, paint, line up, dining hall, drink …Sentence patterns: Let’s …Word cards, picture, tape-recorderⅠ. Free talkWhat can you do?Can you run?Can you jump?Can you dance?Ⅱ. Presentation1.Revise with the pupils the verbs they learned in Pupil’sBook Unit 3 (run, dance, jump, sing, read, write). Doactions for run, dance, jump, sing, read and write andhave the pupils repeat the words after you. Thenencourage the pupils to do the actions with you bysaying, for example, Let’s run.2.Teach the new words with actions to demonstrate theirmeanings. For example, open more than one book, andmake notes for study, draw a paintbrush and pretend topaint, get a few pupils to line up, mime eat and drink andgently throw a ball to a pupil, saying Let’s play.3.Drill the new words by saying a word and getting thepupils to do the appropriate action or by doing an action and getting the pupils to say Let’s …4.Show Transparency and play the tape. Ask the pupils torepeat the words in the speech bubbles after the beeps.Do the same with the vocabulary items.Ⅲ. Practice1.Show Transparency. Point to the children on the pagewho are painting. Say Let’s paint. Get the pupils to do the action and join in with them. Let’s line up.2.Point to the other words. Ask the pupils to repeat themafter you and to do the action you have taught them. 3.Ask the pupils to work in groups of four. Give a word cuelike study.Nominate one pupil in the group to make a sentence with Let’s …and to invite Ss to do the action with him or her.1.Copybook 52.Workbook 63. Write the new words on the notebook. Unit 2 At schoolwords (picture cards) Let’s study. Let’s paint. Let’s line up.The activity that teacher give orders (say the words) and pupils do actions is good for memorizing the new words and sentence pattern.第2课时Unit 2 At school (Ⅱ)New words: sing, play, study …Sentence patterns: What do you do in the …? We … and …New words: sing, play, study …Sentence patterns: What do you do in the …? We … andWord cards, picture, tape-recorderⅠ. GreetingHow are you today?Is there a library in the school?Can we shout in the library?Ⅱ. Presentation1.Bring in the plan of the school again.2.Point to an appropriate room on the plan. Make sentences aboutwhat the pupils do in the room. For example, say We study in the classroom.3.Drill the pupils by asking about the different rooms, e.g. What do youdo in the dining hall?Encourage the more able pupils to use more than one verb by saying And? With rising intonation after they have told you one thing they do, e.g. S: We eat. T: And? S: We drink.4.Show Transparency and play the tape. Point to the speech bubblesand get the pupils to repeat the sentences after the beeps.Ⅲ. Practice1.Show Transparency and play the tape. The pupils listen and follow intheir books. Continue to play the cassette and ask the pupils to repeat the words after the beeps.2.Show Ss the characters and explain Mike is in Pat’s school.3.Point to the pictures and ask, for example, what do you do in theplayground? Encourage the pupils to make a sentence about each small picture in the thought bubbles.4.Show the pupils, using the sentences in the speech bubbles, thatwhen we talk about more than one thing we can use … and … to link the actions. We can also use …, too to link a sentence to a previous sentence.5.Point to Pat’s thought bubbles in picture 3. help Ss to link the actionsshown by saying … and … or …, too.6.Ask the pupils to work in pairs to complete the conversation. Thepupils take turns to role-play P and M.1.Copybook 62.Workbook 73. Review what welearned today.Unit 2 At school What do you do in the playground? We line up and sing.We play, too.Enlargement:1.We surf the internet/ play computer game in the computer room.2.We sing and dance/ have a show in the hall.3.We swim in the swimming pool.jump, run, read, write, etc.第3课时Unit 2 At school (Ⅲ)Words: here ,pool, coolSentence patterns “What do you do in the …?”“We …and …”“We play in the …”the sentence patterns of “ What do you do in the …?”the sentence patterns of “ What do you do in the …?”Picture cards, tape-recorderⅠ. GreetingWhat do you do at home?We eat and drink.We play, too.Ⅱ. Presentation1.Point to the characters in the pictures and read their speechbubbles aloud. Ask the pupils to point to the speech bubbles as you read them.2.Play the Pupil’s Book Cassette for the pupils and ask them to saythe sentences after the cassette.3.Pupils say the speech bubbles together. And then say them groupby group, see which group is best.4.Ask the pupils to role-play the story in groups of three and to readthe characters’ speech bubbles. Some groups may like to come out to the front and act the story.e the storycards to revise sequence and language of the story.Ⅲ.Do the part D1.Ask the pupils to read the story again. Read the words in thespeech bubble with pupils and tell them to repeat the sentences.2.Demonstrate how to write a cross in the first one as an example.e Transparency to check the answers.Ⅳ. More to do1.Write the names of the different rooms on the board. Using stripsof paper with the action verbs written on them, ask the pupils to stick a strip of paper under an appropriate room name.2.Ask a pupil about a room, for example, what do you do in themusic room? The pupil makes a sentence using the word on the strip of paper under the room name. This game can also be played in teams for points.1.Copybook 72.Workbook 83. Review what welearned today.Unit 2 At schoolWe fly in here.We read in the swimming pool. Your school’s cool.Role-playing and acting out the story gain a good effect.Retelling the story with the help of teacher help pupils understand the story.第4课时Unit 2 At school (Ⅳ)The pronunciation of “ea” in the following words: ice cream, seat,read, eatpronunciation ea in the words: ice cream, seat, read, eatpronunciation ea in the words: ice cream, seat, read, eatPicture cards, word cards, tape-recorderⅠ. GreetingWhat’s your favourite food?Do you like apple?Do you like ice cream?Ⅱ. Presentation1.Play the Pupil’s Book Cassette and ask the pupils to listen to thesound and the words.2.Point out the spelling of this sound. It is important that the pupilsrealize the vowel sound is spelt with two letters.3.Say the words slowly and clearly. Check that the pupils are sayingthe sounds correctly.4.Point to the pictures and check that the pupils to listen to therhyme and point to the children. Ask the pupils to read what is written on the wrappers of each child’s ice cream. Tell them to circle the winner. Get the pupils to say the rhyme.Ⅲ. Play the game1.Write the names of the different rooms on the board. Using stripsof paper with the action verbs written on them, ask the pupils to stick a strip of paper under an appropriate room name.2.Ask a pupil about a room, for example, What do you do in themusic room? The pupil makes a sentence using the word on the strip of paper under the room name. This game can also be played in teams for points.Ⅳ. Do workbook.(P9)1.Ask Ss to look at the first part of the page and listen to the tape.They need to circle the correct TVs according to the sound theyhear on the tape.2.Ask the pupils to look at the second part of the page. Tell them tolook at the pictures and fill in the blanks in the sentences.1.Copybook 82.Workbook 93. Review what welearned today.Unit 2 At school What do you do in the playground? We line up and sing.What do you do in the music room? We sing and dance.第5课时Unit 2 At school (Ⅴ)Get pupils to be more familiar with the words and thesentence patterns “ What do you do in the …?”“We …and …”…words and the sentence patterns “ What do you do …?”words and the sentence patterns “ What do you do …?”word cards, pictures and tape-recorderⅠ. Free talkWhat do you do in the playground?I play…What do you do in the classroom?I study………Ⅱ. Word revisionReview the words. Ask some pupils do actions for study, paint, line up, eat, drink…the others guess the wordsand spell the words.Choose some students to spell the words, and choose some able students, make sentences with words.Ⅲ. Presentation ( F. Look and do. P.11)1.Ask the pupils to draw their own face in the blank faceson page 62. Tell them to cut out the pictures and to stick them in the four rooms at the top of page 11. Tell them not to show their friend.2.Tell the pupils to work in pairs. Ask them to take turns toask What do you do in the …? The other pupil answers according to the picture he or she has put in that room.The pupil asking the questions ticks the correct boxes in the grid at the bottom according to their partner’s answer.3.At the end, the pupils check to see if their pictures andtheir partner’s grid match.Ⅳ. More to doThe pupils draw a picture of their favorite room in the school. They write a caption to tell what they do there.Ⅴ. SummaryWhat do you do in the library?I study.What do you do in the dining hall?We eat and drink.What do you do in the …?1.Workbook 102.Review the words3.Review what we learned today.Unit 2 At schoolWhat do you do in the library?I study.What do you do in the dining hall? We eat and drink.第6课时Unit 2 At school (Ⅵ)Consolidate all the new words and sentence patterns of Unit 2Sing the songsNew words and sentence patternsSentence patternsWord cards, picture cards, tape-recorderⅠ. GreetingWhat do you do in the home?I do my homework.I eat and drink. I play, too.Ⅱ. Revision1.Review the new wordsstudy, paint, line up, dining hall, eat, drink, do, weat school, well2. Review sentence patterns.What do you do in the playground?We line up and sing. We play, too.What do you do in the classroom?We study.What do you do in the dining hall?We eat and drink.What do you do in the art room?We paint and draw.Ⅲ. Sing and play1.Play the Pupil’s Book Cassette for the pupils to listen tothe song. Ask the pupils What do you do in the …? For each of the rooms listed at the bottom of the page.2.Play the cassette again and tell the pupils to point to thecorrect pictures for each of the verses.3.Play the cassette again and encourage the pupils to joinin with the words.Ⅳ. The pupils play a miming game.Give a pupil a strip of paper with a verb from this unit written on it. The pupil reads the word on the strip of paper silently and then mimes the action. The others guess what action he or she is doing by making a sentence like We sing in the music room. Award points for correct guesses.Ⅴ. Summary1.Review theunit.2.Recite PartAand PartB3.Prepare Unit3。