Section B

Mary
Father and mother
I
love you.
What’s his name?
His name is Xia Yu.
Do you know his family?
father sister I’m Xia Yu. brother
mother
. This is his mother …
Who’s he? brother He’s his _________. Who’s she? sister She’s his _________.
Who’s he? father He’s his _________. Who’s she? She’s his _________. mother
grandmother grandfather
mother
father
aunt uncle
(daughter) I am Gina.
(son)
I
brother
Gina’s family
cousin cousin
用下列句型介绍一下你的一张家庭照片。 This is… That’s… These are… Those are…
Unit 2
This is my sister.
Grammars
(介绍位置相对较近的人)
This is … .
These are … . (介绍位置相对较远的人)
That is ... .
Those are … .
Can you remember?
I’m Mary. This is my family. This is my _____________. brother sister This is my _____________. This is my _____________. mother This is my _____________. father They are my __________. parents That is my _________. grandfather grandmother That’s my ________. They are my __________. grandparents

Unit 10You're supposed to shake hands.Section B第3课时分层训练[Section B1 1a­1d]Ⅰ.根据句意及汉语提示写出所缺的单词1．Some foreigners are not used to using ________(筷子).2．He used to be ________(不礼貌的), but now he is polite and friendly.3．There is an ________ (空的) bottle on the table.4．Don't use your finger to ________(指) at others.5．He ________(将……刺入) the knife into the wood and couldn't pull it out.Ⅱ.用括号中所给单词的适当形式完成以下句子，每空格限填一词1．It's ________ to speak loudly in public. (polite)2．The children should start ________ English at an early age. (learn)3．I'm gradually getting used to ________ in the city. (live)4．The oldest person is ________ to eat first. (expect)5．They are talking about table ________ in their country. (manner)6．Could you help me ________ the water bottle？(empty)7．You shouldn't stick your ________ into the food. (chopstick)8．The woman wants to learn ________ in this school. (France)9．In Korea, the youngest person is expected to ________ eating first. (start)10．You wouldn't believe how ________ my French has improved because of that. (quick)2021·大连改编短文填词阅读下面短文，根据中文、首字母、音标或语境的提示，在每个空格内填入一个适当的单词或短语，使其内容通顺、意思完好。

C. teaches C. are; for
D.in
D. taught D. is; to
3. Thank you very much for ______us so well. some flowers _____you .
5. I want you to say _________ about this subject. A. anything new C. something new B. new anything D. new something
2c
Read the article again and answer the questions
2d
Write sentences with the percentages using always,usually or sometimes.
2e
Talk about one of the free time activities. Make a pie chart.Show the pie chart to your class.
A: How often do you eat vegetables?
B: I
eat vegetables every daeek three times a week
A: Do you like them?
B: Yes, I do. /No, I don’t.
3a
Look at the information in the chart and complete the report.
3b
Complete the chart with your own e expressions like always, every day, twice a week and never.

Section B 教学建议New language·sweet, crispy, salty, sour, by mistake, by accident, beverage, discover, legend, bush, remain, notice, leaves, pleasant, smell, mixture, slightly, flying disc, pie plate, plastic, festival1a This activity introduces new vocabulary.·Read the four words and ask students to repeat them. Then ask students to say in their own words what each word means, or give some examples of foods that show what each word means. ·Read the instructions. Then ask students to complete the writing activity on their own. ·Check the answers.Answerspotato chips: crispy, saltylemon: sourice cream: sweettea: sweet1b This activity provides practice using the new vocabulary and writing familiar words. ·Read the instructions and point out the four taste words.·Point to the sample answer and say, Y ou can write the name of any food you know in the blank. What’s another sweet food？·Ask students to complete the activity on their own.·Check the answers.AnswersAnswers will vary but may include:sweet: apple, orange, orange juice, soda, cake, honeycrispy: french fries, salad, lettucesalty: french fries, olives, pepperoni, pizza, popcornsour: pickle, grapefruit[See Follow-up activity 3.]2a This activity gives students practice understanding the target language in spoken conversation.·Read the instructions. Say, Y ou will hear a story about the invention of the potato chip. ·Point to the six sentences. Ask a student to read the first sentence to the class. Ask another student to say what the sentence means in his or her own words. If the student can’t do this, give a simple explanation yourself. Continue this way with each sentence.·Point out the sample answer and read it to the class. Say, The first statement is true so the letter T is circled.·Play the recording the first time. Students only listen.·Play the recording again. Ask students to circle T for true or F for false.·Check the answers.Answers1．T 2．F 3．T 4．F 5．F 6．TT apescriptBoy 1: Hey, did you know that potato chips were invented by mistake?Boy 2: Really? What do you mean?Boy 1: Well, here on the bag it says that they were invented by a chef called George Crum.Boy 2: When was that?Boy 1: Oh, it was back in 1853.Boy 2: So, why was it an accident?Boy 1: Well, one day a customer in the restaurant where George worked sent back his plate of fried potatoes because he said they were cut too thick.Boy 2: So what happened?Boy 1: Well, George was in a bad mood, so he cut the potatoes really, really thin, and he cooked them for a long time until they were crispy. And he sprinkled lots of salt on them so they were really salty. He thought the customer would hate them.Boy 2: And?Boy 1: And the customer loved them and asked for more. He told the other customers about them, and soon everyone was ordering thinly-sliced, crispy, salty potato chips.Boy 2: And we’re still eating them today. What a coo l story!Boy 1: Yeah.2b This activity gives students practice in understanding and writing the target language.·Read the instructions. Point out the blanks in the sentences in the story.·Play the recording again. Ask students to fill in the blanks with the words they hear. ·Correct the answers.Answers1．Did you know 4．were crispy2．were invented 5．really salty3．18532c This activity provides guided oral practice using the target language.·Read the instructions for the activity.·Point to the example in the box. Ask two students to read this conversation to the class. ·Read the instructions again. Say, Each pair of students can make a conversation using information from activities 2a and 2b.Ask students to make up another question starting with Did you know?·Ask students to work in pairs. Move around the room checking the progress of the pairs and offering help as needed.·Ask one or two pairs to say their conversations to the class.3a This activity provides reading practice using the target language.·Read the instructions.·Ask students to read the article once all the way through. Say, Please circle any words or phrases that you don’t understand.·Ask students to raise their hands and read to the class any words or phrases they don’t understand. Ask other students to explain or define the new words. Ask students to say in their own words any sentences that other students don’t understand.·Have students write the answers to the questions on their own.Answers1．The article is about the invention of tea.2．It was invented over three thousand years ago.3．It was invented by the Chinese emperor, Shen Nong.4．It was invented by accident.3b This activity provides reading and writing practice using the target language.·Read the instructions to the class. Look at the sample first sentence. Explain that students can combine more than one point into one sentence.·Ask students to complete the work in pairs.·Review the task. Ask a few students to tell the class about the partners they have interviewed.AnswersAnswers will vary but the article should roughly contain the following information:The flying disk was a toy invented by college students in the 1950s. They used a metal pie plate from a ba kery in Bridgeport, Connecticut. Students ate the bakery’s pies then threw the pie plates.Today, there are flying disk clubs, magazines and a festival.·One possible version: The flying disc was invented by a group of college students. Well, they didn’t actually invent it-they discovered it. The original flying disc was really a metal pie plate from a bakery in Bridgeport, Connecticut. The students liked to eat the pie and then throw the pie plate around. In the 1950s, a company began making plastic disc. Now there are flying disc clubs, a flying disc magazine, and even a national flying disc festival each September. It’s amazing that all this started from a pie plate.4a This activity provides reading and writing practice using the target language.·Read the instructions to the class.·Give an example. Y ou may ask a good student to do this instead if you would prefer. Forexample, you might not like cleaning the blackboard and invent a self-cleaning board with something like a car’s windshield wipers.·Ask students to complete the work on their own or in pairs.·Don’t review the task. This is done in the next task.4b This activity provides listening and speaking practice using the target language.·Read the instructions to the class.·Ask a student to model the sample dialogue. Correct any pronunciation errors to make sure the students are providing a good model for the rest of the class.·Ask students to complete the work in pairs.·Ask students to share their presentations with the class.·Have a student from each group describe their best invention to the rest of the class. State the reasons for buying them. Then the class votes for the most popular invention they want to buy.。