Travel（精選14篇）
Travel 篇1
教學目標
Teaching aims and requirement
本單元教學是使學生能夠熟練運用語言表示問候和祝愿，并對他人的問候和祝愿予以正確答應。復習現在進行時的用法，了和掌握現在進行時表示將來的用法。根據課文的內容熟悉寫旅游日記。
Teaching important and difficult points
1.Words and expressions
separate, guide, sharp, destroy, through, across, travel, trip, journey, go off see. . . off take a taxi/train/bus. . . ,by taxi/train/bus. . . ,tie. . . to, move on, be made from/of/into/by/,in. . . every two or three days
2.Useful phases
be about to do; nothing except/but. . .
3. Oral expressions
Give my regards to. . .
Have a nice /good/wonderful time!
Have a good/pleasant trip!
Say “Hi/Hello” to sb. from me.
Good luck!
The same to you!
4.Grammar
Revise the Present Continuous Tense is often used for plans in the near future.
教學建議
一、能力訓練
1.設置若干情境，用現在進行時自編對話，安排未來的學習和生活，并對對方的計劃提出良好祝愿。
2.討論森林遭到破壞的原因。
3.學會制訂旅行計劃，思考如何解決野外旅行時遇到的意外及如何寫好旅行日記。
二、德育滲透
1.旅行的意義：開闊視野，豐富知識，陶冶情操等。
2.我國是個森林覆蓋率極低的國家，如何保護森林、合理利用現有耕地是個有待解決的問題。
三、互動教學
1.回答問題及叛斷正誤
2.朗讀對話
3.學生自編相似情境的對話
4.分組討論
口語訓練建議
1.教師在組織教學的方向，不講或少講漢語，盡量給學生創造英語真實情景。教師可通過形體語言，表情等示意，幫助學生聽懂課堂用語和日常交際用語。
2. 創設一個人合乎情理，符合邏輯的語言環境。本單元是圍繞travel這一話題為主題，教師與學生通過面對面的交流如：Do you like traveling? When are you going to….?Have a nice time, so on.教師也可提供給學生們真實的錄像，對本單元的主要交際用語反復練習，如：角色扮演，學生自述等。
語法建議
本單元的語法是現在進行時表示將來時的用法，教師一定要注意遵循精講多的原則，通過大量的練習和反復的實踐使學生理解并能熟練運用，形成比較自然的語言習慣。比如：教師可用來去幾個詞，come, go, arrive, set off等詞語用口語的從式進行操練和練習。
教材分析
本單元通過給出假日之行的有關，主要是學習如何寫旅游日記的寫作知識，本文的對話主要是祝愿，問候，轉達致意的基本表達方法。本單元的語法重點是用現在進行時表示將來的行為動作的用法，一些重點詞匯的用法在本單元出現如：separate, see…off等詞，詞匯的辨析trip, journey, travel的區別，in, after表示時間的區別，except, besides, but, make…from, make of make…into,及what, how引導的感嘆句等在課文和對話中均是本單元中需要掌握的重點內容。
教學重點·難點
1.separate adj.
—forming a unit which is distinct and which exists apart個別的，單獨的
Jane and Betty are going on separate holidays in a few days’ tune.簡與貝蒂幾天后就要各自休假了。
---divided; not joined or united 分離的，分開的
Although both these shops sell vegetables, they are quite separate. 雖然這兩個商店都賣蔬菜，但是他們是獨立經營。
v. —make, become or keep separate 使分離，分開，隔開
England is separated from France by the Channel. 英法兩國由英吉利海峽隔開。
separate sth. /sb. / from sth. (some place)把……與……分開；把……與某地分開
We should never separate from the masses. 我們絕不應該脫離群眾。
2.destroy
vt.－break into pieces; make useless; put an end to 毀滅，毀壞，破壞
The houses were destroyed by a fire [a flood, an earthquake].房屋被火災[水災, 地震]所毀。
It can easily be destroyed by the burning and by the cows.它很容易被燒毀和被牛損壞。
Don't destroy that box, it may be useful.不要把那個盒子毀掉，它也許有用。
3) guide
n.－person who shows the way, esp. a person employed to point out interesting sights on a journey or visit 向導
Our guide buys some food from the villagers and we cook it ourselves.我們的向導從村民那兒買了些食物后，我們親自烹調。
The guide led us into that mountain. 導游帶我們進山了。
v.－act as guide to 引導；指導
The Party guides us forward from victory to victory. 黨指引我們從勝利走向勝利。
guide 和 lead 的區別
1) guide指充當向導，率先而行，對所走的路或所干的事非常精通。
He guided the child across the forest. 他領著孩子穿過森林。
2) lead指在前面帶路，讓別人跟著走。
He led us to a room upstairs. 他把我們帶到樓上的一個房間里。
4)sight
1)n.—sth. that is seen, esp. sth. remarkable; sth. which looks very bad or laugh景象，景物，尤指顯著物；很難看或很可笑的事物
What a sad sight it was! 那是多么凄慘的景象啊！
What a sight you are! 你多惹人注意啊！
2)－the power of the eye; limit within which seeing is possible 視力，視覺
The Grand Canyon is one of the sights of the world. 大峽谷是世界名勝之一。
have good( poor) sight( eyesight) 視力良好（不好）/ in( within) sight; out of sight看得見；看不見
Land was not yet in sight. 陸地仍然望不見 / Victory was still out of sight. 勝利尚不可及
7）see sb. off
—go to the railway station, dock, airport, etc. with sb., who is starting on a journey 到火車站，碼頭，飛機場等送某人
Is anybody seeing you off? 有人送你嗎？
the same usage:
1) see something (somebody) out (through)辦好某事（送某人出去）；使某事順利通過
2) see somebody later (again)再見
注意：以上例句中out, off, through, later (again)都是adv.。如果動詞賓語是代詞，應把賓語置于以上副詞之前。
交際用語
1.向某人表示問候
A. Give my regards/ best wishes / love to…
B. Say “Hi/Hello/ Sorry/ Yes/ No” to sb.
2.祝愿某人
Have a nice/ good/ wonderful time.
—Have a nice weekend!
—The same to you.
3.問某人或某事情況如何
How about sb./ sth.?
語法：現在進行時表示將來時態的用法
be + v-ing表一般將來時態
go, come, leave, start, arrive, move, stay等瞬間動詞用于進行時態時，表示將來含義。如：
I’m leaving for Beijing tomorrow. 明天我要去北京。
英語中表示將來時態的結構還有下列幾種：
l）will/ shall +動詞原形。
They will go to visit the Great Wall tomorrow.
2）be going to do sth. 表示打算要做或準備要做某事，或將要發生或肯定要發生的事。如：It is going to snow.天要下雪了。
3）一般現在時表將來時，表示按計劃或時刻表要發生的事，僅用于come, get, go, leave, start, stay等表來去的少數動詞。如：
The plane leaves at seven. So I think we’ll take a taxi to the airport.飛機7點起飛，所以我們將要乘出租車去機場。
4）be about to do sth. 表正要做某事，但不和具體的時間連用。如：
I was about to leave when he came to see me. 我正要離開，這時他來看我。
4.Jane and Betty are going on separate holidays in a few days’ time.
I’m going there for holiday with my parents.
holiday是指“節假日”。較短的節假日一般用單數，較長的節假日單復數均可。
Sunday is a holiday.
The summer holidays begin.
They had a five day’s holiday.
They had a five-day holiday.
They had a holiday of five days.
搭配一：for holiday 度假
A French student went to London for his holiday.
搭配二：on holiday 正在休假
She is on holiday in France.
[注意]表示放多少天假時，只能用 “a holiday of … days”, “…days’ holiday”或 “…day holiday”.
This summer we have 50 days’ holidays.
This summer we have a holiday of 50 (days).
搭配三：have/take/spend a holiday 度假
I spent my holiday in the village.
搭配四：summer vacation 暑假
[注意]在英國英語中表示“假期”時，vacation同holiday,但在美國英語中，vacation多指大學假期，且一般不用復數形式。
搭配五：sick leave病假
[注意] leave多指軍隊等的假期，亦指病假。
辨析 shout at/shout to
shout at 的意思是“對某人大聲叫嚷”含有警告責備等含義。shout to 則是“大聲喊叫某人”，使對方能聽到喊聲。例如：
（1）Why shout at me all the time? Is it possible that I have done something wrong? 為什么老對我大叫大嚷？莫非我做錯了什么？
（2）I heard someone shout to me in the distance. 我聽到有人在遠處叫我。
Travel 篇2
教學目標
Teaching aims and requirement
本單元教學是使學生能夠熟練運用語言表示問候和祝愿，并對他人的問候和祝愿予以正確答應。復習現在進行時的用法，了和掌握現在進行時表示將來的用法。根據課文的內容熟悉寫旅游日記。
Teaching important and difficult points
1.Words and expressions
separate, guide, sharp, destroy, through, across, travel, trip, journey, go off see. . . off take a taxi/train/bus. . . ,by taxi/train/bus. . . ,tie. . . to, move on, be made from/of/into/by/,in. . . every two or three days
2.Useful phases
be about to do; nothing except/but. . .
3. Oral expressions
Give my regards to. . .
Have a nice /good/wonderful time!
Have a good/pleasant trip!
Say “Hi/Hello” to sb. from me.
Good luck!
The same to you!
4.Grammar
Revise the Present Continuous Tense is often used for plans in the near future.
教學建議
一、能力訓練
1.設置若干情境，用現在進行時自編對話，安排未來的學習和生活，并對對方的計劃提出良好祝愿。
2.討論森林遭到破壞的原因。
3.學會制訂旅行計劃，思考如何解決野外旅行時遇到的意外及如何寫好旅行日記。
二、德育滲透
1.旅行的意義：開闊視野，豐富知識，陶冶情操等。
2.我國是個森林覆蓋率極低的國家，如何保護森林、合理利用現有耕地是個有待解決的問題。
三、互動教學
1.回答問題及叛斷正誤
2.朗讀對話
3.學生自編相似情境的對話
4.分組討論
口語訓練建議
1.教師在組織教學的方向，不講或少講漢語，盡量給學生創造英語真實情景。教師可通過形體語言，表情等示意，幫助學生聽懂課堂用語和日常交際用語。
2. 創設一個人合乎情理，符合邏輯的語言環境。本單元是圍繞travel這一話題為主題，教師與學生通過面對面的交流如：Do you like traveling? When are you going to….?Have a nice time, so on.教師也可提供給學生們真實的錄像，對本單元的主要交際用語反復練習，如：角色扮演，學生自述等。
語法建議
本單元的語法是現在進行時表示將來時的用法，教師一定要注意遵循精講多的原則，通過大量的練習和反復的實踐使學生理解并能熟練運用，形成比較自然的語言習慣。比如：教師可用來去幾個詞，come, go, arrive, set off等詞語用口語的從式進行操練和練習。
教材分析
本單元通過給出假日之行的有關，主要是學習如何寫旅游日記的寫作知識，本文的對話主要是祝愿，問候，轉達致意的基本表達方法。本單元的語法重點是用現在進行時表示將來的行為動作的用法，一些重點詞匯的用法在本單元出現如：separate, see…off等詞，詞匯的辨析trip, journey, travel的區別，in, after表示時間的區別，except, besides, but, make…from, make of make…into,及what, how引導的感嘆句等在課文和對話中均是本單元中需要掌握的重點內容。
教學重點·難點
1.separate adj.
—forming a unit which is distinct and which exists apart個別的，單獨的
Jane and Betty are going on separate holidays in a few days’ tune.簡與貝蒂幾天后就要各自休假了。
---divided; not joined or united 分離的，分開的
Although both these shops sell vegetables, they are quite separate. 雖然這兩個商店都賣蔬菜，但是他們是獨立經營。
v. —make, become or keep separate 使分離，分開，隔開
England is separated from France by the Channel. 英法兩國由英吉利海峽隔開。
separate sth. /sb. / from sth. (some place)把……與……分開；把……與某地分開
We should never separate from the masses. 我們絕不應該脫離群眾。
2.destroy
vt.－break into pieces; make useless; put an end to 毀滅，毀壞，破壞
The houses were destroyed by a fire [a flood, an earthquake].房屋被火災[水災, 地震]所毀。
It can easily be destroyed by the burning and by the cows.它很容易被燒毀和被牛損壞。
Don't destroy that box, it may be useful.不要把那個盒子毀掉，它也許有用。
3) guide
n.－person who shows the way, esp. a person employed to point out interesting sights on a journey or visit 向導
Our guide buys some food from the villagers and we cook it ourselves.我們的向導從村民那兒買了些食物后，我們親自烹調。
The guide led us into that mountain. 導游帶我們進山了。
v.－act as guide to 引導；指導
The Party guides us forward from victory to victory. 黨指引我們從勝利走向勝利。
guide 和 lead 的區別
1) guide指充當向導，率先而行，對所走的路或所干的事非常精通。
He guided the child across the forest. 他領著孩子穿過森林。
2) lead指在前面帶路，讓別人跟著走。
He led us to a room upstairs. 他把我們帶到樓上的一個房間里。
4)sight
1)n.—sth. that is seen, esp. sth. remarkable; sth. which looks very bad or laugh景象，景物，尤指顯著物；很難看或很可笑的事物
What a sad sight it was! 那是多么凄慘的景象啊！
What a sight you are! 你多惹人注意啊！
2)－the power of the eye; limit within which seeing is possible 視力，視覺
The Grand Canyon is one of the sights of the world. 大峽谷是世界名勝之一。
have good( poor) sight( eyesight) 視力良好（不好）/ in( within) sight; out of sight看得見；看不見
Land was not yet in sight. 陸地仍然望不見 / Victory was still out of sight. 勝利尚不可及
7）see sb. off
—go to the railway station, dock, airport, etc. with sb., who is starting on a journey 到火車站，碼頭，飛機場等送某人
Is anybody seeing you off? 有人送你嗎？
the same usage:
1) see something (somebody) out (through)辦好某事（送某人出去）；使某事順利通過
2) see somebody later (again)再見
注意：以上例句中out, off, through, later (again)都是adv.。如果動詞賓語是代詞，應把賓語置于以上副詞之前。
交際用語
1.向某人表示問候
A. Give my regards/ best wishes / love to…
B. Say “Hi/Hello/ Sorry/ Yes/ No” to sb.
2.祝愿某人
Have a nice/ good/ wonderful time.
—Have a nice weekend!
—The same to you.
3.問某人或某事情況如何
How about sb./ sth.?
語法：現在進行時表示將來時態的用法
be + v-ing表一般將來時態
go, come, leave, start, arrive, move, stay等瞬間動詞用于進行時態時，表示將來含義。如：
I’m leaving for Beijing tomorrow. 明天我要去北京。
英語中表示將來時態的結構還有下列幾種：
l）will/ shall +動詞原形。
They will go to visit the Great Wall tomorrow.
2）be going to do sth. 表示打算要做或準備要做某事，或將要發生或肯定要發生的事。如：It is going to snow.天要下雪了。
3）一般現在時表將來時，表示按計劃或時刻表要發生的事，僅用于come, get, go, leave, start, stay等表來去的少數動詞。如：
The plane leaves at seven. So I think we’ll take a taxi to the airport.飛機7點起飛，所以我們將要乘出租車去機場。
4）be about to do sth. 表正要做某事，但不和具體的時間連用。如：
I was about to leave when he came to see me. 我正要離開，這時他來看我。
4.Jane and Betty are going on separate holidays in a few days’ time.
I’m going there for holiday with my parents.
holiday是指“節假日”。較短的節假日一般用單數，較長的節假日單復數均可。
Sunday is a holiday.
The summer holidays begin.
They had a five day’s holiday.
They had a five-day holiday.
They had a holiday of five days.
搭配一：for holiday 度假
A French student went to London for his holiday.
搭配二：on holiday 正在休假
She is on holiday in France.
[注意]表示放多少天假時，只能用 “a holiday of … days”, “…days’ holiday”或 “…day holiday”.
This summer we have 50 days’ holidays.
This summer we have a holiday of 50 (days).
搭配三：have/take/spend a holiday 度假
I spent my holiday in the village.
搭配四：summer vacation 暑假
[注意]在英國英語中表示“假期”時，vacation同holiday,但在美國英語中，vacation多指大學假期，且一般不用復數形式。
搭配五：sick leave病假
[注意] leave多指軍隊等的假期，亦指病假。
辨析 shout at/shout to
shout at 的意思是“對某人大聲叫嚷”含有警告責備等含義。shout to 則是“大聲喊叫某人”，使對方能聽到喊聲。例如：
（1）Why shout at me all the time? Is it possible that I have done something wrong? 為什么老對我大叫大嚷？莫非我做錯了什么？
（2）I heard someone shout to me in the distance. 我聽到有人在遠處叫我。
教學設計方案----Lesson 13
（一）Teaching Aims
1. To understand the dialogue fully.
2. To develop the Ss' ability to make similar dialogues using present continuous tense for the plan in the near future.
3. To study the usage of some words and expressions in the dialogues.
(二) Teaching procedures
Step I Introduction
Tell the Ss that in this period we are going to study a dialogue between two girls and learn to talk about the future plan in the Present Continuous Tense and try to make a travel plan for a holiday.
Step II Dialogue
1. T: National Day is coming. We will have a holiday. How are you going to spend it? Are you going to travel? If “yes”, answer the questions below:
1 ) Where are you going? 2) Why are you going there?
3) When are you starting off? 4) How are you travelling there?
5) Is anybody seeing you off or meeting you?
6) How long are you going to stay?
( Ask these questions in the Present Continuous Tense. )
2. Introduce the dialogue in brief to the Ss
Step Ⅲ Listening
1. Listen to the dialogue twice with the books closed.
2. After listening, ask the Ss to fill in the following form with the information in the dialogue.
Who
Where to go
When to leave
How to go
Whom to stay with
How long to stay
Jane
Betty
Step ⅣReading
1.T play the recorder one or twice, the Ss follow it to read. Then ask them read loudly by themselves.
2.After reading, let the Ss judge whether the following statements are true or false according to the information in the dialogue. Do it orally.
1) Betty is going off to Guangzhou next Friday afternoon. (False)
2) Nobody is seeing her off. (False) .
3) Her plane leaves at seven and they'll take a taxi to the airport. (True)
4) Betty is staying with her friend in a hotel although the hotels in Guangzhou are expensive. (False)
5) She is going there by train. (False)
6) She is staying there just for the weekend. (True)
7) Betty and Jane wish each other a good trip. (True)
Step Ⅴ Language points
1.Prepare some sentences and ask the Ss to fill in the blanks using the words and expressions in the dialogue.
1).Jane and Betty are going on ____holidays in a few ____time.
2)When are you going to ____Guangzhou?
3)Is anybody ____you off?
4)Do give her my____.
5)____a good trip!
2. Point out some of the words and expressions.
1.separate 2.see..off 3.in a few weeks’ time=in a few weeks 5.Please say “Hi” to sb.
6.The Present Continuous Tense----Future Use
Step Ⅵ Practice
1. Make a summary of the Present Continuous Tense. Tell the Ss that the present continuous tense. can be used for a plan in the future. Come, go, leave, start and so on are often used in this way.
2. Make similar dialogues. Given situations:
1) You are going to have a football match.
2) You are going to see a film.
3) You are going to meet a friend on Sunday.
Allow them a few minutes to make dialogues in pairs. Then ask them to play in the front of the class.
Step Ⅶ Workbook
Finish Ex. I and 2 on Page 72 as quickly as possible.
StepⅧ Homework
Make a travel plan
教學設計方案---Lesson 14-15
（一）Teaching Aims
1. To make clear the meanings of some of the difficult sentences.
2. To come to know about the causes of the forest's being destroyed and find about the ways to protect the forest.
(二)Teaching procedures
Step I Introduction
1.Tell the Ss in this period we’ll discuss the causes why the forest is being or to be destroyed and how we can protect them.
2. T gives a brief introduction to the passage using the pictures in the textbook.
Step II Listening
1.T play the recorder twice, let the Ss listen carefully.
2.After listening, T will give some questions in order to check the Ss’ listening comprehend?
1) What’s the main idea about the text?
2) What’s happening to the forest?
Step III Reading
1.T gives the Ss some minutes to read the text loudly.
2. Ask the students to read Part One silently and quickly and answer the following questions orally.
1) Where is the writer when she is writing the diary?
2) How do they have to travel? Why?
3) What do they eat for supper?
4) What can they hear at night?
3. Read Part Two carefully and answer the questions below.
1) What did they see when they flew over the forest?
2) How is the population of the country?
3) What do they do after they move to the forest?
4) Why do they plant crops for cows?
5) How often do they move on to another place?
6) What will happen to the soil when the soil is destroyed?
Answers:
Part One
1) On a rock.
2) By boat. Because there aren't any roads.
3) Chickens, eggs, buds or monkeys.
4) The strange sounds of wild birds and animals.
Part Two
1) Nothing but a great fire and lots of smoke.
2) It is growing every minute.
3) They burn the forest and plant crops.
4) To sell their beef at a high price in the capital.
5) Every two or three years.
6) It will become sand again.
Step Ⅳ Language points
Difficult sentences in the text
1) . . .they can eat a person in two minutes, leaving only bones. =they can eat a person very quickly and only the bones will be left.
2) . . . I was just about to go swimming when lucidly our guide saw me and shouted at me. . . =It was lucky for me that out guide was in time to stop me before I went into the river.
3) The population of the country is increasing every minute. =In every minute many babies are born, so the peculation is growing very fast in the country.
Step Ⅴ Workbook
1. Finish Ex. 2 on Page 73 as quickly as possible. Ask the Ss practise in pairs
2. As to Ex. 3 an Page 73,let the Ss do it by themselves.
Step Ⅵ Practice
T organize Ss in group to discuss the following the questions, then ask someone to answer individually
1) Why is the forest destroyed? 2) What should be done to protect the forest?
Answers:
1) People move to the forest and they bum the trees to plant crops for the cows to make a living.
2) Control the population, provide them jobs, make laws to protect the forest, and so on.
Step Ⅶ Homework
1. Ex. 2 and 3on Page 74
2.Try to retell the text in your own words.
探究活動
1.Discuss in groups
1) Why do you travel and what it brings you?
2) How yon plan for an imaginary travel and what you should prepare for a travel?
2.教師組織學生們根據自己旅游的經歷，假設自己是一位導游，描述某一天的旅游過程。教師給學生們一些詞語和提示如：
1)date and the place to visit 2)how many travelers, 3)how to get there, 4)other activities, 5)anything special, 6)what time you are back, so on.
Travel 篇3
教學目標
Teaching aims and requirement
本單元教學是使學生能夠熟練運用語言表示問候和祝愿，并對他人的問候和祝愿予以正確答應。復習現在進行時的用法，了和掌握現在進行時表示將來的用法。根據課文的內容熟悉寫旅游日記。
Teaching important and difficult points
1.Words and expressions
separate, guide, sharp, destroy, through, across, travel, trip, journey, go off see. . . off take a taxi/train/bus. . . ,by taxi/train/bus. . . ,tie. . . to, move on, be made from/of/into/by/,in. . . every two or three days
2.Useful phases
be about to do; nothing except/but. . .
3. Oral expressions
Give my regards to. . .
Have a nice /good/wonderful time!
Have a good/pleasant trip!
Say “Hi/Hello” to sb. from me.
Good luck!
The same to you!
4.Grammar
Revise the Present Continuous Tense is often used for plans in the near future.
教學建議
一、能力訓練
1.設置若干情境，用現在進行時自編對話，安排未來的學習和生活，并對對方的計劃提出良好祝愿。
2.討論森林遭到破壞的原因。
3.學會制訂旅行計劃，思考如何解決野外旅行時遇到的意外及如何寫好旅行日記。
二、德育滲透
1.旅行的意義：開闊視野，豐富知識，陶冶情操等。
2.我國是個森林覆蓋率極低的國家，如何保護森林、合理利用現有耕地是個有待解決的問題。
三、互動教學
1.回答問題及叛斷正誤
2.朗讀對話
3.學生自編相似情境的對話
4.分組討論
口語訓練建議
1.教師在組織教學的方向，不講或少講漢語，盡量給學生創造英語真實情景。教師可通過形體語言，表情等示意，幫助學生聽懂課堂用語和日常交際用語。
2. 創設一個人合乎情理，符合邏輯的語言環境。本單元是圍繞travel這一話題為主題，教師與學生通過面對面的交流如：Do you like traveling? When are you going to….?Have a nice time, so on.教師也可提供給學生們真實的錄像，對本單元的主要交際用語反復練習，如：角色扮演，學生自述等。
語法建議
本單元的語法是現在進行時表示將來時的用法，教師一定要注意遵循精講多的原則，通過大量的練習和反復的實踐使學生理解并能熟練運用，形成比較自然的語言習慣。比如：教師可用來去幾個詞，come, go, arrive, set off等詞語用口語的從式進行操練和練習。
教材分析
本單元通過給出假日之行的有關，主要是學習如何寫旅游日記的寫作知識，本文的對話主要是祝愿，問候，轉達致意的基本表達方法。本單元的語法重點是用現在進行時表示將來的行為動作的用法，一些重點詞匯的用法在本單元出現如：separate, see…off等詞，詞匯的辨析trip, journey, travel的區別，in, after表示時間的區別，except, besides, but, make…from, make of make…into,及what, how引導的感嘆句等在課文和對話中均是本單元中需要掌握的重點內容。
教學重點·難點
1.separate adj.
—forming a unit which is distinct and which exists apart個別的，單獨的
Jane and Betty are going on separate holidays in a few days’ tune.簡與貝蒂幾天后就要各自休假了。
---divided; not joined or united 分離的，分開的
Although both these shops sell vegetables, they are quite separate. 雖然這兩個商店都賣蔬菜，但是他們是獨立經營。
v. —make, become or keep separate 使分離，分開，隔開
England is separated from France by the Channel. 英法兩國由英吉利海峽隔開。
separate sth. /sb. / from sth. (some place)把……與……分開；把……與某地分開
We should never separate from the masses. 我們絕不應該脫離群眾。
2.destroy
vt.－break into pieces; make useless; put an end to 毀滅，毀壞，破壞
The houses were destroyed by a fire [a flood, an earthquake].房屋被火災[水災, 地震]所毀。
It can easily be destroyed by the burning and by the cows.它很容易被燒毀和被牛損壞。
Don't destroy that box, it may be useful.不要把那個盒子毀掉，它也許有用。
3) guide
n.－person who shows the way, esp. a person employed to point out interesting sights on a journey or visit 向導
Our guide buys some food from the villagers and we cook it ourselves.我們的向導從村民那兒買了些食物后，我們親自烹調。
The guide led us into that mountain. 導游帶我們進山了。
v.－act as guide to 引導；指導
The Party guides us forward from victory to victory. 黨指引我們從勝利走向勝利。
guide 和 lead 的區別
1) guide指充當向導，率先而行，對所走的路或所干的事非常精通。
He guided the child across the forest. 他領著孩子穿過森林。
2) lead指在前面帶路，讓別人跟著走。
He led us to a room upstairs. 他把我們帶到樓上的一個房間里。
4)sight
1)n.—sth. that is seen, esp. sth. remarkable; sth. which looks very bad or laugh景象，景物，尤指顯著物；很難看或很可笑的事物
What a sad sight it was! 那是多么凄慘的景象啊！
What a sight you are! 你多惹人注意啊！
2)－the power of the eye; limit within which seeing is possible 視力，視覺
The Grand Canyon is one of the sights of the world. 大峽谷是世界名勝之一。
have good( poor) sight( eyesight) 視力良好（不好）/ in( within) sight; out of sight看得見；看不見
Land was not yet in sight. 陸地仍然望不見 / Victory was still out of sight. 勝利尚不可及
7）see sb. off
—go to the railway station, dock, airport, etc. with sb., who is starting on a journey 到火車站，碼頭，飛機場等送某人
Is anybody seeing you off? 有人送你嗎？
the same usage:
1) see something (somebody) out (through)辦好某事（送某人出去）；使某事順利通過
2) see somebody later (again)再見
注意：以上例句中out, off, through, later (again)都是adv.。如果動詞賓語是代詞，應把賓語置于以上副詞之前。
交際用語
1.向某人表示問候
A. Give my regards/ best wishes / love to…
B. Say “Hi/Hello/ Sorry/ Yes/ No” to sb.
2.祝愿某人
Have a nice/ good/ wonderful time.
—Have a nice weekend!
—The same to you.
3.問某人或某事情況如何
How about sb./ sth.?
語法：現在進行時表示將來時態的用法
be + v-ing表一般將來時態
go, come, leave, start, arrive, move, stay等瞬間動詞用于進行時態時，表示將來含義。如：
I’m leaving for Beijing tomorrow. 明天我要去北京。
英語中表示將來時態的結構還有下列幾種：
l）will/ shall +動詞原形。
They will go to visit the Great Wall tomorrow.
2）be going to do sth. 表示打算要做或準備要做某事，或將要發生或肯定要發生的事。如：It is going to snow.天要下雪了。
3）一般現在時表將來時，表示按計劃或時刻表要發生的事，僅用于come, get, go, leave, start, stay等表來去的少數動詞。如：
The plane leaves at seven. So I think we’ll take a taxi to the airport.飛機7點起飛，所以我們將要乘出租車去機場。
4）be about to do sth. 表正要做某事，但不和具體的時間連用。如：
I was about to leave when he came to see me. 我正要離開，這時他來看我。
4.Jane and Betty are going on separate holidays in a few days’ time.
I’m going there for holiday with my parents.
holiday是指“節假日”。較短的節假日一般用單數，較長的節假日單復數均可。
Sunday is a holiday.
The summer holidays begin.
They had a five day’s holiday.
They had a five-day holiday.
They had a holiday of five days.
搭配一：for holiday 度假
A French student went to London for his holiday.
搭配二：on holiday 正在休假
She is on holiday in France.
[注意]表示放多少天假時，只能用 “a holiday of … days”, “…days’ holiday”或 “…day holiday”.
This summer we have 50 days’ holidays.
This summer we have a holiday of 50 (days).
搭配三：have/take/spend a holiday 度假
I spent my holiday in the village.
搭配四：summer vacation 暑假
[注意]在英國英語中表示“假期”時，vacation同holiday,但在美國英語中，vacation多指大學假期，且一般不用復數形式。
搭配五：sick leave病假
[注意] leave多指軍隊等的假期，亦指病假。
辨析 shout at/shout to
shout at 的意思是“對某人大聲叫嚷”含有警告責備等含義。shout to 則是“大聲喊叫某人”，使對方能聽到喊聲。例如：
（1）Why shout at me all the time? Is it possible that I have done something wrong? 為什么老對我大叫大嚷？莫非我做錯了什么？
（2）I heard someone shout to me in the distance. 我聽到有人在遠處叫我。
教學設計方案----Lesson 13
（一）Teaching Aims
1. To understand the dialogue fully.
2. To develop the Ss' ability to make similar dialogues using present continuous tense for the plan in the near future.
3. To study the usage of some words and expressions in the dialogues.
(二) Teaching procedures
Step I Introduction
Tell the Ss that in this period we are going to study a dialogue between two girls and learn to talk about the future plan in the Present Continuous Tense and try to make a travel plan for a holiday.
Step II Dialogue
1. T: National Day is coming. We will have a holiday. How are you going to spend it? Are you going to travel? If “yes”, answer the questions below:
1 ) Where are you going? 2) Why are you going there?
3) When are you starting off? 4) How are you travelling there?
5) Is anybody seeing you off or meeting you?
6) How long are you going to stay?
( Ask these questions in the Present Continuous Tense. )
2. Introduce the dialogue in brief to the Ss
Step Ⅲ Listening
1. Listen to the dialogue twice with the books closed.
2. After listening, ask the Ss to fill in the following form with the information in the dialogue.
Who
Where to go
When to leave
How to go
Whom to stay with
How long to stay
Jane
Betty
Step ⅣReading
1.T play the recorder one or twice, the Ss follow it to read. Then ask them read loudly by themselves.
2.After reading, let the Ss judge whether the following statements are true or false according to the information in the dialogue. Do it orally.
1) Betty is going off to Guangzhou next Friday afternoon. (False)
2) Nobody is seeing her off. (False) .
3) Her plane leaves at seven and they'll take a taxi to the airport. (True)
4) Betty is staying with her friend in a hotel although the hotels in Guangzhou are expensive. (False)
5) She is going there by train. (False)
6) She is staying there just for the weekend. (True)
7) Betty and Jane wish each other a good trip. (True)
Step Ⅴ Language points
1.Prepare some sentences and ask the Ss to fill in the blanks using the words and expressions in the dialogue.
1).Jane and Betty are going on ____holidays in a few ____time.
2)When are you going to ____Guangzhou?
3)Is anybody ____you off?
4)Do give her my____.
5)____a good trip!
2. Point out some of the words and expressions.
1.separate 2.see..off 3.in a few weeks’ time=in a few weeks 5.Please say “Hi” to sb.
6.The Present Continuous Tense----Future Use
Step Ⅵ Practice
1. Make a summary of the Present Continuous Tense. Tell the Ss that the present continuous tense. can be used for a plan in the future. Come, go, leave, start and so on are often used in this way.
2. Make similar dialogues. Given situations:
1) You are going to have a football match.
2) You are going to see a film.
3) You are going to meet a friend on Sunday.
Allow them a few minutes to make dialogues in pairs. Then ask them to play in the front of the class.
Step Ⅶ Workbook
Finish Ex. I and 2 on Page 72 as quickly as possible.
StepⅧ Homework
Make a travel plan
教學設計方案---Lesson 14-15
（一）Teaching Aims
1. To make clear the meanings of some of the difficult sentences.
2. To come to know about the causes of the forest's being destroyed and find about the ways to protect the forest.
(二)Teaching procedures
Step I Introduction
1.Tell the Ss in this period we’ll discuss the causes why the forest is being or to be destroyed and how we can protect them.
2. T gives a brief introduction to the passage using the pictures in the textbook.
Step II Listening
1.T play the recorder twice, let the Ss listen carefully.
2.After listening, T will give some questions in order to check the Ss’ listening comprehend?
1) What’s the main idea about the text?
2) What’s happening to the forest?
Step III Reading
1.T gives the Ss some minutes to read the text loudly.
2. Ask the students to read Part One silently and quickly and answer the following questions orally.
1) Where is the writer when she is writing the diary?
2) How do they have to travel? Why?
3) What do they eat for supper?
4) What can they hear at night?
3. Read Part Two carefully and answer the questions below.
1) What did they see when they flew over the forest?
2) How is the population of the country?
3) What do they do after they move to the forest?
4) Why do they plant crops for cows?
5) How often do they move on to another place?
6) What will happen to the soil when the soil is destroyed?
Answers:
Part One
1) On a rock.
2) By boat. Because there aren't any roads.
3) Chickens, eggs, buds or monkeys.
4) The strange sounds of wild birds and animals.
Part Two
1) Nothing but a great fire and lots of smoke.
2) It is growing every minute.
3) They burn the forest and plant crops.
4) To sell their beef at a high price in the capital.
5) Every two or three years.
6) It will become sand again.
Step Ⅳ Language points
Difficult sentences in the text
1) . . .they can eat a person in two minutes, leaving only bones. =they can eat a person very quickly and only the bones will be left.
2) . . . I was just about to go swimming when lucidly our guide saw me and shouted at me. . . =It was lucky for me that out guide was in time to stop me before I went into the river.
3) The population of the country is increasing every minute. =In every minute many babies are born, so the peculation is growing very fast in the country.
Step Ⅴ Workbook
1. Finish Ex. 2 on Page 73 as quickly as possible. Ask the Ss practise in pairs
2. As to Ex. 3 an Page 73,let the Ss do it by themselves.
Step Ⅵ Practice
T organize Ss in group to discuss the following the questions, then ask someone to answer individually
1) Why is the forest destroyed? 2) What should be done to protect the forest?
Answers:
1) People move to the forest and they bum the trees to plant crops for the cows to make a living.
2) Control the population, provide them jobs, make laws to protect the forest, and so on.
Step Ⅶ Homework
1. Ex. 2 and 3on Page 74
2.Try to retell the text in your own words.
探究活動
1.Discuss in groups
1) Why do you travel and what it brings you?
2) How yon plan for an imaginary travel and what you should prepare for a travel?
2.教師組織學生們根據自己旅游的經歷，假設自己是一位導游，描述某一天的旅游過程。教師給學生們一些詞語和提示如：
1)date and the place to visit 2)how many travelers, 3)how to get there, 4)other activities, 5)anything special, 6)what time you are back, so on.
Travel 篇4
教學目標
教學目標與要點
1.掌握打電話的一些方法和技巧，能熟練使用英語打電話，并且用語準確，特別注意英漢文化之間的差異。
2.學習歸納有關"travel"方面的詞匯。能夠制定、描述、總結自己的某一次trip。掌握相關的旅行常識。
3.學習賓語從句，掌握由that引導的賓語從句。注意所有陳述（肯定或否定）句作賓語時，都應由that引導。
4.能夠理解和運用部分動詞所帶否定的賓語從句的否定前置。如：I don't think they can came on time.
5. 除會敘述旅行之外，我們還要給出We should write a short passage about travelling. What do you think of travelling? Is it good or bad? 等題目進行寫的練習。
素質教育目標
1. 學習新的語法知識：The Object Clause。
2. 熟練掌握有關打電話和旅行的詞匯、短語及日常用語。
3. 鼓勵學生在學習過程中鍛煉聽說讀寫的能力，并不斷提高相關知識的語言應用能力。
4. 向學生通過對旅行知識的學習，了解祖國的大好河山，教育他們熱愛祖國、建設祖國、保衛祖國的理念。
教學建議
關于本單元教材內容的分析
本單元圍繞這一中心話題，結合Lesson 14“Jim’s train ride”和與travel相關的對話Lesson 15開展教學活動。Lesson 13是由格林先生打電話給校長引出了本單元的語法功能項目——賓語從句。由that引導的賓語從句是本單元教學的重點知識之一。本單元學習了用英語寫電話留言（telephone message），重現和新學了一些打電話的專用術語。本單元所闡述的有關travel的內容，和我們生活密切相關，如Lesson16，應靈活掌握，就其中的某些問題能有自己的獨特見解。對于有關travel的交際用語，學生應學會熟練地使用。
本單元句型及日常交際用語
1. 本單元句型及交際用語
（1） — Could I speak to sb, please?
— I’m sorry he isn't here right now.
（2） — May I help you?
— That's very kind of you.
（3） That would be fine.
（4） I’ll leave a message on his desk.
（5） Many thanks.
（6）— What does sb say?
— He/ She says that….
（7） What a pity! I’m sorry I missed it.
（8） How exciting!
（9） You must be very tired.
（10） The score was 2-1.
（11） Hurry up! Or we’ll be late.
（12）It takes about ten minutes.
（13）— What do you think is the fastest way to travel?
— I think the fastest way to travel is by plane.
（14） It takes sb some time to do sth.
（15） I’m free every day except today.
2. 關于打電話的一些專用語：
（1）開始打電話時
Hello, could I/may I speak to Carter Bronte?
您好，我可以和卡特·布朗特講話嗎？
Hello, is Mr. Parley in?
您好，派雷先生在嗎？
Hello, this is John here (speaking). Who’s that (speaking)?
您好，我是約翰，您是哪一位？
（2）接電話時
Hold on for a moment, please. 請稍等。
He is on another phone. 他正在接聽另一通電話。
May I ask who is calling? 請問是誰？
Is that John (speaking) ? 你是約翰嗎？
Sorry, but he is not here at this moment. 對不起，他不在。
The line is bad, please speak a little louder.
線路不好，請說得大聲點。
Someone wants you on the phone. 您的電話。
（3）留口信、結束通話時
Could I take a message for you? 我替您留個口信好嗎？
Do you want to leave a message? 您想留個口信吧？
He is not in right now. Would you call back? 他不在，你（一會兒）再打過來好嗎？
I’ll hang up now, bye! 我掛了，再見！
關于本單元重難點知識的分析
1. I hope to see him as soon as possible.
as…as possible是一個固定詞組，與as … as I can/ could同義。soon為副詞，可將soon換為別的副詞或形容詞，作“盡可能……地（的）”解。如：
as soon as possible 盡可能早
as quick as possible 盡可能快
as often as possible 盡量經常
as friendly as possible盡量友好
【例】
（1）You’d better leave here as soon as possible.
你最好盡早離開這里。
（2）Try to be as friendly to your classmates as possible.
對同學要盡可能友好。
（3）Your should go home to see your sick mother as often as possible.
你應當盡可能多回去看你病中的母親。
（4）Get up as early as possible tomorrow ==Get up as early as you can.
明天清盡早起床。
（5）Will you please say it as clearly as possible? =Will you please say it as clearly as you can？
請你能盡可能說得清楚些嗎？
（6）Do it as quickly as possible =Do it as quickly as you can.盡快去做吧。
需要注意的是as soon as possible指時間的遲早；而as quickly as possible則表示動作的快慢。
2. I’ll leave a message on his desk. 我將在他的桌子上留言。
（1）leave a message. “留言；留話”，類似的還有：
give sb a message 給某人帶個口信；
take message帶個口信，帶個話；
send a message to sb 發信息給某人
（2）leave 的用法歸納
1）離開；出發。詞組有：leave…for… 離開…去…；leave for 動身去…，如：
When will you leave Beijing? 你們什么時候離開北京?
We are leaving Beijing for Shanghai. 我們將離開北京去上海。（leave此句中是及物動詞）
When are you leaving for London?什么時候你將動身去倫敦？（leave此句中是不及物動詞）
2）留下；丟下；遺忘。常用結構：leave+賓語+介詞短語，如：
I left my bay in your home. 我把我的書包忘在你們家了。
3）過去分詞left 用在名詞后作賓語，意為“剩下”，如：
Don’t worry, there is some time left. 不要著急，還剩一點時間。
4）leave還可表示“讓……處于……狀態”，例如：
Will you leave the door open? 請把門敞開好嗎？
3.I’m free every day except today. 除了今天我每天都空。
在英語中，besides，but和 except作為介詞，都有“除……之外”的意思。besides是“除……之外，還有……”是肯定的；而except和but是“除……之外，沒有……”是否定的。在否定句中，besides可以和 except，but同義。與but相比，except所含“除外”的意味更明確，語氣也更強烈。例如：
（1）All came back besides Kate.除了凱特已回來，其他所有人也回來了。
（2）All came back except/ but Kate.除了凱特，全都回來了。（意思是凱特還沒有回來）
（3）I don't want anything but / except this.除了這個，我什么都不要
（4）We go to school everyday except Sunday.除了星期天，我們每天都上學。
4. What does the teacher say？
She says that she will leave a message on the headmaster’s desk.
在這個句子中that是一個引導詞，用來引導一個賓語從句。that在口語中可以省略。在使用含有賓語從句的復合句中，當主句是一般現在時的時候，從句可以用任何時態。但是，當主句是一般過去時的時候，從句必須用過去的某一種時態（客觀真理除外）。例如：
I hear she will be back in an hour.
He said she lived with her mother.
He told me that the sun is the biggest of the three.
5.電話記錄卡的寫法
書寫電話記錄卡是我們日常生活、辦公、學習中常常碰到的事。接個電話，要找的人不在，需要對方留言，我們要學會怎樣寫這種“電話留條”。下面我們看一個例子：
有時候，如果電話內容重要，還要將接電話，寫留言記錄條的人姓名寫上去。
6. It is much cheaper and far more enjoyable than a rushed trip by air.
句中的much和far是用在比較級前表示程度的。類似的還有：a little，still，a lot，even等。例如：
（l）This text is a little more difficult than that one.這篇課文比那篇稍難一點。
（2）I’m feeling even worse today.我今天覺得更不舒服。
（3）I’ve made a lot more mistakes than you have.我犯的錯比你犯的多多了。
7. It takes about ten minutes.
“大約花了十分鐘時間。
“花費某人多長時間做某事”通常使用 It takes/took sb.some time to do sth.句型。
【例】
(1) It took me three hours to finish my work.
完成工作花了我三個小時的時間。
（2）It usually takes me half an hour to do morning exercises.
早鍛煉通常花我半個小時時間。
8. They kept watching the beautiful scenery out of the window.
The conductor kept coming go offer them hot water and selling them magazines.
此兩句中共同用到keep doing，keep作為動詞有許多用法：
1）保持；保存；保留；保護；保守（秘密）
Will you keep this seat for me?
替我保留這個座位好嗎？
Does your watch keep good time?
你的表走得準嗎？
Who holds the position to keep goal? Who’s the goal keeper?
誰守球門呀？
2）使人（物）保持在（某一狀態）
We should keep the motherland in mind and the whole world in view.
我們應該胸懷祖國，放眼世界。
We’ll keep you informed.
我們將隨時讓你知道情況。
Sorry to have kept you waiting.
對不起，讓你久等了。
3）履行（諾言），遵守（慣例）等
The Chinese people always keep their word.
中國人民說話是算數的。
She keeps regular hours.
她生活作息很有規律。
4）（按民間習俗）過（節或生日等），慶祝
How do you keep Spring Festival by yourself?
你一個人怎么過春節？
To keep the Sabbath is a kind of habit of Europeans.
歐洲人的一種習慣是守安息日。
6）留，停留
The old man kept his bed for 15 years.
這老人臥床不起已有三5年了。
The girl keeps the house.
這女孩足不出戶。
有關keep的詞組：
keep away 站開，使離開
keep back 后退
keep from 阻止
keep down 鎮壓，控制
keep off 讓開，不接近
keep out 靠外，免入
keep under 壓制，控制
keep up with 跟上，趕上.
9.trip與journey的區別
這兩個單詞的含義大致相同，表示“旅游；旅行”等，都可以表示“從一處到另一處旅行”。但在不同的語境，它們的用法稍有差異：
journey可指經常走過、旅行過的范圍，它一般用于長距離的，其“旅行”方式不論海、陸、空交通皆可以。例如：
Did you have a good journey?
你一路上順利嗎？
They went on a long train journey.
他們乘火車出遠門了。
It's more than 27 hours 'journey by air from Beijing to London.
從北京飛往倫敦需要對個小時以上。
而trip是指短途旅行和觀光，從某地出發再回到某地。例如：
This is my trip to the seaside.
這是我的海濱之行。
Their honeymoon trip to Venice is exciting.
他們前往威尼斯的蜜月旅行令人興奮不已。
trip嚴格的意義上來說，它的“旅行”的目的是公差或娛樂性的。
另外，它們的另一個同意詞是travel，當travel作名詞時，它的“旅行”含義是“出國旅行”。它不能與不定冠詞連用，例如： a travel。如果要表示“一次”，我們可以說：“a trip”，“a journey”。
is much cheaper than it used to be.
現在旅行比過去便宜多了。
注意：travels則表示“游記；國外游記”。例如：
I am writing an account of my travels about America.
我正在寫一部美國游記。
賓語從句要點分析
在復合句中，作及物動詞、介詞或某些形容詞的賓語的句子稱為賓語從句。同學們在本單元學習連詞that引導的賓語從句時，應注意以下要點：
1.在連詞that引導的賓語從句中，that本身無意義，不是句子的任何成分。在口語和非正式文體中常被省略。賓語從句要用陳述句語序。如：
She says (that) she will leave a message on the headmaster’s desk. 她說她將在校長的桌子放個留言條。
I hope (that) you’ll have a good holiday. 希望你（們）假日愉快。
2. 后面常接that引導的賓語從句的動詞有：think, hope, say, tell, know, see, hear, mean, agree, fell等。如：
I see (that) you come here on foot today. 我看你今天是步行來的。
I hear (that) one of the pandas has a baby.我聽說有只熊貓生了個小熊貓。
注：1）有時賓語從句和主語的謂語之間可插入一個間接賓語或狀語。如：
Please tell Mr. Hu that I’m working hard on my Chinese. 請告訴胡老師我在努力學習漢語。
You can see from my photo that I have a big smile and long black hair. 你可以從我的照片中看到我的笑容和黑長發。
2）think等表示看法的動詞后面接賓語從句時，若賓語從句的謂語為否定形式，要將否定詞not轉移到主句，這種現象稱為“否定移位”。如：
I don’t think any of the programmes is interesting. 我認為這些節目沒有一個有趣。
I don’t think chickens can swim. 我認為雞不會游泳。
3.后面常接賓語從句的形容詞有：sure, glad, pleased, happy, afraid等。如：
I’m sure he would love to come to your birthday party. 我相信他會很樂意參加你的生日聚會。
We are both very happy that we are twins. 我們倆都為我們是雙胞胎而感到高興。
4.賓語從句的時態：
主句的動詞如果是現在時態，賓語從句中動詞可以根據實際情況用不同的時態。
I think I’ve lost my key.我想我已把鑰匙丟了。
I see you are on foot today.我看見你今天是步行來的。
He says Jim will come back soon.他說吉姆很快會回來的。
I’m glad she didn’t hurt herself.我很高興她沒有傷著自己。
主句的動詞是一般過去時態，賓語從句的動詞必須使用過去相應的某種時態（一般過去時、過去進行時、過去將來時、過去完成時等）。下面分類講述。
（1）主句中謂語動詞的動作是過去發生，且賓語從句中的詞語動詞的動作與它同時發生，從句的謂語動詞要用一般過去時或過去進行時。
He said that he had a very good journey home.
他說他們回家旅途愉快。
He said he was working hard on his Chinese.
他說他在繼續努力學習中文。
（2）主句中謂語動詞的動作是過去發生，且賓語從句中的謂語動詞的動作發生在它之后，從句的謂語動詞要用過去將來時；如賓語從句中的謂語動詞的動作發生在它之前，用過去完成時。
He said he would have to give presents to all the family, but he hadn't chosen any yet.
他說他要給家里所有的人送禮例說話之后要發生的事），但他還什么都沒有買呢（指說話前沒做的事情）。
注：過去將來時和過去完成時以后還要學，在這兒只要求了解。
（3）如果賓語從句表示客觀真理，即使主句中用了過去時，從句的謂語仍要用一般現在時。
The teacher told us that the sun is the nearest star to us of all.
老師說太陽是離我們最近的恒星。
（4）Could you tell me… ?是表示“請求”的委婉句型，并不表示過去時，所以其后的賓語從句的時態可根據需要用任何時態。
Could you tell me what time the plane leaves?
你能告訴我飛機什么時候起飛嗎？
關于Making telephone calls的教學建議
用英語打電話是重要的功能項目之一。本單元再次出現打電話的情境。教師可利用本單元的教學，幫助學生復習打電話用語，讓他們學會用英語打電話。
西方人士的習慣是接電話的人通常先報出自己的電話號碼，特別是辦公機構，如：Hello！6098724，
★ 如想找某人聽電話時，可說：
May/Could/Can I speak to…, please?
★ 如你就是某人時，可答道：
This is …(speaking). /This is …here/…here / speaking 不能說I’m…
★ 當對方想問你是否某人時，說：
Is that，…(speaking)? 而不說Are you…?
肯定回答是：Yes，it is. 不說Yes，I am.
否定回答是No，this is … 而不是No，I'm…
★ 如要讓對方等一等，可說：
Hold on(for a moment)，please. 或One moment，please.
He/She isn’t here right now / at the moment.
或I’m sorry he’s / she’s our at the moment. 表示要找的人不在。
★ 在這種情況下，接電話的人表示愿意傳話，可說：
Can I take message (for you)?
I’ll leave a message (on her/his desk).
I’ll give her/ him the message.
★ 聽電話時，開始要用招呼語，如Hello! Hi! 如要問候對方，就用問候語：
— How are you?
— Fine，thanks. What about you?/And you?
— I'm fine，too. Thank you.
★ 結束時用告別語：Goodbye! /Bye. /See you(tomorrow).等。
另外，在通話過程中可用May I help you?表示可以幫忙，That's very kind of you. 表示感謝，Yes，that would be fine. 表示同意。
進行口語訓練時，教師可以結合一些生活實情，讓學生兩人為一小組練習打電話。
Travel 篇5
unit 7 travelling in garden city
the second period
language focus:
using there will be
e.g.what will travelling in garden city be like in 10 years` time?
perhaps there will be fewer traffic jams
key points:
1. in 10 ten years` time..
2. how to, perhaps, instead, few and more…
learning procedure
before class
put the following into english
rewrite the sentences as reqired
1. i have a lot of homework to do.（改為一般疑問句）
_____________you _________a lot of homework to do?
2. there will be more roads. （改為定句）
there ________ ________ be more.
3. all of teenages are boys.（保持原句意思）
________ _______the teeages is a girl.
4.nowdays, more people go to work by underground. (對劃線部分提問）
________ _______more people go to work by underground ?
5. in the past, many people went to work on foot（對劃線部分提問）
________ _______ many people go to work in the past?
put the following into english
1 10 年后 2 交通堵塞
3 坐擺渡出行_________ 4 地鐵站 _________
5 像 _________ 6 坐地鐵出行_________
7 人行橋 _________ 8 或許 _________
in class
i. revision (dictation and checking)
1. review some useful phrases
2. learn some names of transportion you can use when you want to travel.
3. think and say
4 play the recording
5. listening and speaking (what will travelling in garden city be like in 10 years` time)
complete the blank with the words given
in the past, many people (1) _________ (like) (2) _________ (travel) by bus. all passengers (3) _________ (have to) (4) _________ (buy) tickets. there (5) _________ (be) a bus conductor in each bus. he (6) _________ (collect) money from the passengers and (7) _________ (put) the money in a bag. nowadays, passengers (8) ____________ (not buy) tickets from a bus conductor. they (9) _________ (put) their money in a fare box or (10) _________ (use) a public transportation card instead.
after class
choose and complete
1. in the past,_______(all / none) of the buses were double-decker buses.______ (none /most) of them wre air-conditioned.
2. in the past,________(some / all) of the bus-drivers were men.._______(noen/ most) of them were women._______.(all /none) of the passengers had to buy tickets from the bus conductors
3. now days, ______(all /some ) of the buses have a fare box. _______(none / some) of the passengers use a public transportation card instead.
choose the best answer
1. in the past, people ______by bus.
a. travel b. travellled c. travelling d. travels
2.—what did mr jones do before he moved here?
__ he ______ a bus.
a. is driving b. drives c. drove d. has driven
3 . this is ______empty bottle. could you give me ______full one?
a. a … a b. an…a c. the…the d. / …a
4._________of us likes playing football.
a. all b. most c. none d. many
5. they _______ to wear sunglasses in writer .
a. haven`t b. have not c. don`t have d. have
6. in summer, more people like taking____________buses.
a. cold b. hot c. different d air-conditioned
7. there are few________in the fridge. let`s go and buy some peas, carrots and cabbages.
a. vegetables b. fruit c. meat d. eggs
8. __i have _______money with me. would you please lend me some?
__of coures. here.
a. a few b. a little c. few d. little
9. there ________a sports meeting in our school next week.
a. will have b. will hold c. is going to be d is going to have
10. _______ people like to travel by ferry._______people like to take the underground because it is faster.
a. fewer… fewer b. less…less c. fewer… more d less…fewer
11. he________in three days.
a. won`t come b. didn`t c. doesn`t come d. hasn`t come
12. sam and sandy are my little brothers._________of us like playing basketball.
a both b. all c none d some
Travel 篇6
module 2 changes
unit 7 travelling in garden city
the third period
language focus:
a poster of future travelling
tavelling in…in 10 years` time
before class
write a poster travelling(write and draw)
1. perhaps all of the people will travel by_________>
2. pohaps most of the people will travel…
3. _______some of the people will…
4. ________none of the people will…
5. ________there will be more….
6. ________there will be fewer…
in class
look and say
read and say
look and write
draw and write
after class
writing:
trvelling in sunny bay in 15years` time
perhaps _________the people will not travel by ferry
perhaps ________the people will travel by_________>
perhaps there will be _________railways.
perhaps there will be_____________.
read and match
1. the traffic in shanghai is much______(good, better) than before.
2. we need___________ ( much, more) car parks because many people have their own cars now.
3. there are about sixty ___________(woman, women ) teachers in our school.
4. there not any ________(fly, flyovers ) in shanghai thirty years ago.
5. ________( none. not ) of us finished the homework, so mr. zhang was angry.
6. --.who is the lady standing at the ________(cross, crossing) with james?
--she is james` aunt.
choose and complete
1. in the past, the farmers________(grow/grew) food with their hands.
2. ______(nowdays/ in 10 years` time), perhaps each family will have their own cars in our city.
3. ________(none/some) of the students is late for school.
4. i_______(will/won`t) go swimming any longer.
5. it`s too hot today.please give_______(she /her) a bottle of orange juice.
6. you should eat________(fewer/ less)food and take _______(more/less) exercise.
7. __would you like some more rice?
__yes. just______(a few/ a little).
8. mary is very careful and she makes ______ (a few/ few) mistakes in her work.
9. i only have one book. i want _________(few/more).
10. mum, this t-shirt is much too small for me. would you buy me a _______(smaller/larger) one?
read and tick (true or fales)
many,many years ago,the world had only a few thousand people. the moved from place to place.they hunted animals for food.
a long time passed. these ancient(古代的)people began growing crops .no one today knows how and where those people learnt about it.but they knew that that. from then on the life of those people changed.they didn`t have to move their houses any more.
they could stay in one place and grow crops.people began to live near each other. and so the first villages grew.many people came to work in the villages. these villages became bigger and bigger.then people had machines,and life in the villages changed villages grew into cicties. then city life began.
( )1.there were millions of people in the worl many,many years ago.
( )2.at that time, they hunted animals and grew crops for food.
( )3.the ancient people`s life changed after they began growing crops.
( )4.the first villages grew when people began to live near each other.
( )5.machines made the life in the villages change again.
( )6.people built factorise and then factories becane cities.
read the passage and choose the best answer(根據短文內容 ，選擇最恰當的答案)
left hand or right hand
which of your hands do you use most? very few of us use both of our hands well. most of us are right-handed. only about five people out of a hundred are left-handed. new-born babies can take things with either of their hands, but in about two years they like to use their right hands. scientist don’t know why this happens. they have studied it. they think our animal ancestors(祖先) right-handed, but this may not be true. monkeys are our closest relations(親緣) in the animal world. scientists have found these monkeys like to use one of their hands more than the other –but it can be either hand. there are so many right-handed ones. next time you visit the zoo, watch the monkeys. you’ll see that some of them will swing(擺動) from their right hands and others will use their left hands. but most human beings（人類） use their right hands better and this makes right-handed ones. we live in a right-handed world.
1.very few of us can use both of our hands well.it means_____.
a. we can`t use one hand as well as the other
b. we can`t use both hands
c. many people can use one hand as well as the other
d. some of us can use both hands
2.new-born babies______at first.
a. can only use their right hands b. can only use their left hands
c. can ues theirhands d. can ues both of their hands
3. which of the following is ture?
a.monkeys are left-handed. b. monkeys are right-handed
c. some of the monkeys are left- handed ,others are right-handed.
d. there are many more right-handed monkeys than others left-handed monkeys
4. we live in a(n)______
a. left- handed world b. right-handed world
c. monkey world d. animal world
5. left-handed people are difficult in life because__________.
a. they can`t use their right hands at all
b. most of people use their right hands better
c. they can`t use both of their hands
d. they can`t use their left hands
Travel 篇7
unit 3 travel journal備課教案北師大版
【教材分析】
本單元圍繞traveling這一主題開展聽、說、讀、寫多種教學活動。這個話題能激發學生熱愛旅游，熱愛生活，熱愛大自然；同時培養他們的想象力發散性思維和事實求是以及科學探索冒險精神。
在經過前幾個課時“熱身”(warming up)，“讀前”(pre-reading)，“閱讀”(reading)，“理解”（comprehending），“語言學習”（learning about language）和“語言運用”（using language）部分中的第一方面綜合訓練部分后，學生對本單元的話題已形成基本框架，同時也掌握了----些新單詞來描述旅游，這些都為學生語言運用打下基礎。本課時涉及到“listening”圍繞中心話題，講述王薇和王坤在去往大理與表兄弟會面的路上與一個老撾女孩的對話。“reading and writing”先讓學生了解diary和journal的區別，通過找出課文中的“real”和“unreal” things ，加深對課文的理解，然后要求學生圍繞話題寫一封短信。
【學生分析】
學生的發展是英語課程的出發點和歸宿，我們教師在教學設計以及教學過程等方面應突出以學生為主體的思想。高中生學習基礎、學習能力參差不齊，兩極分化嚴重。因此需要多層次地、多方位的教學。
本課時的教學活動是在學生學了travel的基礎上，進一步要求對語言的運用。因此學生已有相關的知識鋪墊，為本課時的學習準備了一定的常識和知識基礎。另外本課時的話題貼近學生生活實際，教師可充分利用學生已有的生活經驗，并結合所學語言知識，使學生對語言學習感興趣。
【教學目標】
根據英語課程標準對該年級學生的要求，結合本單元的實際教學，本課時的教學目標如下：
1、語言知識目標
1）. 單詞record topic familiar brave
2）.祝愿和告別 （good wishes and farewells）
a）have a good day / time! have a good journey / trip! good luck! enjoy yourself! best wishes to you.happy new year! merry christmas! happy birthday!
b）thank you.you, too.the same to you.
2、語言技能要求
1）、學生能聽懂就話題而展開的問答，和同伴展開討論。
2）、學生學會閱讀文章，了解大意并就問題和同伴展開討論，了解和傳遞信息。
3）、在理解文章的基礎上，運用所學的語言，圍繞話題，完成寫作任務。
3、情感目標
1） 激發學生的想象能力,培養他們的事實求是以及科學探索冒險精神。
2）培養小組合作精神。
3）培養學生的寫旅游日記的方法描述旅行見聞意識。
4）培養學生樂觀、積極、向上的人生態度
4、學習策略：
學會合作學習，自主學習，主動探究；積極參加課堂活動，提高語言應用能力。
5、教學理念
1）、探究式和合作學習教學理念。本節課我多次組織各種形式的合作學習，如group work, comparison 鼓勵學生通過體驗、討論、合作和探究他們自己感興趣的問題并自主解決問題，強調讓學生在中習得英語。同時還可培養學生的合作精神和互助的精神。
2）、任務型教學理念。學生在做中學、在做中練、在做中鞏固。在教學中采用presentation-practice-production 教學環節。本節課共設計了 8 個任務，不僅可以拓展學生的知識，更可以培養學生的學習興趣，以致提高學生綜合運用英語的能力。
3）、循序漸進的分層教學理念。教學由簡到繁，由易到難。考慮到學生存在著如智力、興趣、性格、學習方式等方面的差異，老師在設計教學時能夠做到多個層次，多個緯度切入主要學習任務，并根據學生情況，在相應的難度和層次上都給學生建立一個活動空間,讓不同程度的學生有機會參與語言的實踐。
4)、根據克拉申(krashen)的輸入假說：“寫是輸出的過程，是在前面多方式、多渠道的足夠可理解輸入的情況下，而達到的自然輸出。
【教學重難點】
重點：
1、指導學生掌握并鞏固好課文的生詞、短語、句型。
2、指導學生培養他們的想象力發散性思維和事實求是以及科學探索冒險精神。
3、了解diary和journal的區別
難點：
1、了解diary和journal的區別并且找出課文中的“real”和“unreal” things。
2、培養學生的寫旅游日記的方法描述旅行見聞意識，提高語言應用能力。
【設計理念】
根據上述教材特點，我本著《英語課程標準》以學生“能做某事”的教學目標，盡量避免單純傳授語言知識的教學方法，而設計采用“任務型”教學途徑，針對學生實際水平，立足教材，適當活化教材， 設置難易程度不一的任務，適合不同層次的學生。讓“師本”走向“生本”，突出學生主體，著眼學生的發展，關注學生情感、態度、行為表現，尊重學生的個體差異，尊重學生已有的知識，以“參與即得分”的方式鼓勵學生關注課堂，適時表揚。并采取多媒體輔助教學手段，吸引和組織學生積極參與課堂。學生通過小組比較，與同伴討論、合作，主動探究等學習方式，學習和運用所學知識，從而實現目標的達成。
【教學構思】
把對上一節課的復習作為聽力部分的導入（呈現圖片展開師生對話，導入出聽力話題）。
聽后做練習（采用表格的形式回答問題，獲得對聽力材料內容的理解。）
快讀reading材料讓學生了解diary和journal的區別（了解什么是旅游日記）
讓學生了解true和untrue的區別，尋找具體句子討論探究（加深對本單元文章內容的理解并為寫作鋪墊。）
寫作導入（激發背景知識，明確寫作要求，主題目的、寫作步驟）
作文展示、交流評價（同伴評價，課堂集體評價，教師評價）
【教學過程】
step1 listening
task1.leading-in and pre-listening
t: last class we learned part 2. a night in the mountain .and we know wang kun and his sister wang wei stayed in the tibetan mountains for a night .(展示圖片)
t : are they eager to see their cousins dao wei and yu hang ?
ss: yes ....
t: can you guess what they will do the next morning ?
s1: they will still stay in the mountain .
s2: they will travel along the mekong river .
ss: ....
t: who are right ? let’s listen to part 3(page23) chatting with a girl . on the way to meet their cousins, the two travelers see a girl （g）walking along the road.wang kun （wk）stops to speak to her.please tick the words you hear on the tape.
ss: ....
設計意圖：采用簡單的提問式展開師生對話，利用圖片復習課文內容、同時提出新的問題形象的導入，激發了學生的學習興趣與好奇心，活躍他們的思維，以利于有效地組織教學。
task2.post-listening
t : what have you got from it ?
ss: a girl from laos is talking with them about the mekong river such as forests, mountains, laos, tibet, fish and waterfalls etc.
t: let’s listen for a second time .
t: who can fill in the chart on the blackboard ?
ss: (cheering up ……)
topic
southwest china
laos
local name of the river
the water of the rocks
the sea of laos
uses of the river
washing, fishing and transport
what to see
many different animal. plants and bird species
small villages along the river
scenery
waterfalls and rapids
river passes through mountains and forests; temples, caves and a waterfall
（以男女生為兩個團體，讓他們分組討論答案，然后各派代表發表意見，培養學生的合作精神和互助的精神）
設計意圖：第一次聽完 讓學生了解文章關鍵詞語，了解大意，從而降低了聽力難度。第二次聽完以表格的形式，對比不同地區的人對湄公河的不同描述，從而讓學生了解如何描寫旅游日記。
task3.dialogue
ask students to read the listening material in roles .one is the laos girl and the other is wang kun
ss: ....
設計意圖：因為聽力材料有承上啟下的作用，聽和讀是從不同的感覺感官接受語言的輸入的習的，加深對語言運用的理解。
step2.reading
task1.fast-reading
t: do you know what are the differences between diary and journal ?
ss: (thinking)
t: next the passage will us what they are .
ss: (fast-reading)
t: diary : personal record how they feel soon after things happen .
journal : isn’t personal ; has different purpose ; record their experiences ideas and afterthought about what they have seen ;better understand what has happened to them ;topics including people ,things and events less familiar to the readers .
設計意圖：通過快速閱讀，讓學生區分diary 和journal 不同的體裁，學習了解何為旅游日記，為將來的科學探險研究準備
task2. comparison
t : in this unit ,we have learned the first two parts of a travel journal .some of the things described in these travels are real and some are not real .
ss: what is“ real ”and“ unreal ”?
t: the word "real" here refers to things that exist or have happened.so the things that are not real refers to anything that doesn't exist or hasn't happened.in other words, the people and events described in this journal are fictitious.
t: and we know the real and unreal things in a travel journal .next let’s have a group work .try to find out some of the things described in these travels are real and some not real .compare your lists with group mates about and discuss the differences in your list.
ss: .... (divided into several groups with 3-4 students.)
設計意圖:在討論過程中，學生運用他們已經掌握的語言知識，通過小組合作探究，高中學生爭強好勝的心理特征得以激發，培養學生用英語思維和表達的方式。活躍了課堂氣氛，進一步深化對journal體裁 的認識和理解。
t: answers will vary since lists will vary in length.
real details include anything about the geography of china and southeast asia, and the people who live there.also, the places the bikers visit are real details.for example ,the source of the mekong is in qinghai province.
t: unreal details include anything about the four bikers and their personal experiences.e.g. it was so quiet in the mountain that night --there was almost no wind ,only the sound if the fire .
設計意圖：學生通過尋找課文中的具體例子，不僅可以熟悉課文的單詞、句型，而且可以了解如何去描述旅游日記，可理解的輸入為寫作做語言上的準備
step3.wrting
task1.pre-writing
t: suppose you are a friend of wang wei .she will make a journey down the mekong river what will you say to wish her when she leaves ?
s1: i’ll say “have a nice /good time or have a nice /good trip ”.
s2: good luck on your journey .
s3: say hello to your cousins
s4: take care ,write to me , waiting for your early reply .
ss: ....
t: yes ,quite right!
t: imagine that you are a friend of wang wei .write a short letter to her and ask her to describe : how she feels , what she is doing ,and some place you want to know about .then wish her well on her journey by using at least two of these expressions:
have a nice /good time have a nice /good trip
good luck on your journey say “unreal” to ...
take care write to me
waiting for your early reply have fun
give my love /best wishes to ....
t: you may begin like this:
my dear brave little wei,
how i worry about _____ and _______.
your friend forever,
_______________
設計意圖：必要的語言輸入為學生的寫作的輸出作了充分的準備。
task2.writing
ss: writing the letter according to the requests.
sample writing:
my dear brave little wei,
how i worry about you and wang kun! are you enjoying your trip? i hope so.what are you doing now? are you in cambodia yet? when you get to phnom penh, tell me about the buddhist temples there.please send some photos with your next letter! well, have fun and don't forget to write to me! say hello” to wang kun for me.good luck on your journey.
take care!
your friend forever,
ju lin
task3.production-show
設計意圖：作文展示評價（同伴評價，集體評價，教師評價 ） 同伴評價實際上是合作形學習的一種形式，其重要理論基礎就是考卡夫（kafka, k）最早提出的“群體動力理論”（group dynamics）。
step4.homework
1、記本單元的單詞、句型、詞組。
2、就你寫給wangwei 的信，假設你是wangwei請以她的名義寫一封回信。
設計意圖：
熟記所學語言知識，養成良好學習習慣。學生通過課文的學習，小組討論，相互的交流，已做出了較為深入的思考, 接收了大量的信息， 學生能用英語進行一些表述。為進一步達到語篇建構的目的，寫是一個重要的環節。通過書面表達，學生能更好地學會整理思路、組織素材、組織語言、遣詞造句等書寫的方法和策略。同時通過對寫回信,使整個單元的教學富有整體感,使學生所學知識更有連貫性。
【教學預測】
現代課程觀認為，課程不再只是承載特定知識的文本，而是學生生活世界的經驗；課程也不再是教學計劃和目標，而是師生共同探求新知識的過程；課程不再只是由教材這一單因素構成的靜態課程；而是教師、學生、教材、環境等因素相互作用形成的動態的構建過程，而這種經驗和體驗、探求新知識的過程離開活動是無法實現的。
本節課是對本單元所學知識的總結概括、延伸，并把traveling這一主題融入到生活情景當中去，不僅使得學生能真正在生活中運用英語，同時也促進了英語學科與地理學科的相互滲透和聯系學生能真正在生活中運用英語。整節課通過聽、說、讀、寫多種教學活動采用了探究式和合作學習教學理念、任務型教學理念、循序漸進的分層教學和克拉申(krashen)的輸入假說等理論來指導課堂教學。在學習中，采用了小組合作，集體評價的學習方式.這使學生在互幫互助中共同進步.不僅增進了同學之間的情感，也解決了教師不能照顧到每個學生的大難題。最后作文作品的展示是本課的高潮亮點。本課設計不僅能夠很好的完成預想各項目標，加深對語言的運用理解，而且能夠很好的促使他們學習英語的興趣，熱愛大自然、熱愛生活、熱愛科學的情懷。
附錄：板書
生詞與短語：record topic familiar brave
句型：
have a nice /good time have a nice /good trip
good luck on your journey say hello to ...
take care write to me
waiting for your early reply have fun
give my love /best wishes to ....
Travel 篇8
unit 3 online travel（ speak up and study skills）學案
一、learning aims
1、to improve the abilities of listening and speaking
2、to develop sorting and categorizing skills
3、to develop an understanding of relationships between a variety of words and ideas
4、to categorize vocabulary and ideas according to different types of information
二、learning importance and difficulty
1、to develop sorting and categorizing skills
2、to develop an understanding of relationships between a variety of words and ideas
三、learning method
listening,speaking and understanding
四、learning aids
tape-recorder, pictures, a small computer and learning cards
五、learning steps
part one : preview exercises and preview exchange
（一）、根據首字母填空
1. my new k_______ is very comfortable and i can type very easily.
2. a computer has a s_________ like tv and we can see words and pictures on it.
3. a h_______ disk can store more information than a floppy disk.
4. if you have p________ ,you can put the words and pictures onto paper.
5. if you want to control the computer you have to know some i_________ first.
（二）、找出下列每組單詞中不同類的選項
（ ）1.a. apple b. mango c. cake d. banana
（ ）2.a.pencil b.eraser c.radio d.ink
（ ）3.a.doctor b.teacher c.reader d.worker
（ ）4.a.shirt b.skirt c.shoes d.short
（ ）5.a.music b.english c.subject d.maths
（ ）6.a.wednesday b.weekend c.sunday d.thursday
（ ）7.a.tie b.neck c.shoulder d.knee
（ ）8.a.feet b.ears c.eyes d.mouth
（ ）9.a.baseball b.football c.chess d.tennis
（ ）10.a.radio b.recorder c.tv d.ruler
part two : exchanges show and directions improve
1、practise:
ask students to prepare their own conversation about how to use daily english .
cd-roms
2、playing a game
divide the class into five teams. give each team a card showing these headings:
‘vegetables’, ‘sports’, ‘colors’, ‘items of clothing’’ ‘fruit’, ‘jobs’,
‘animals’,‘countries’, ‘weather words’.
vegetables:___________________________________________________________
sports :____________________________________________________________
colours : ___________________________________________________________
cities :____________________________________________________________
clothing :____________________________________________________________
fruit :_____________________________________________________________
jobs :_____________________________________________________________
animals:_____________________________________________________________
countries:____________________________________________________________
weather :_____________________________________________________________
ask each group to think of as many word as possible.
part three: have a test for the class:
（一）、讀一讀下面的單詞，把它們正確歸類
stationery:_____________________________________________
fruit :_____________________________________________
animal :_____________________________________________
language:_____________________________________________
cities :_____________________________________________
food :_____________________________________________
（二）、讀下列問題，請將它們歸入正確的段落順序，寫出序號
my best holiday
1、who did spend your holiday with you? 5、where did you go?
2、what places of interest did you visit? 6、what was your feeling?
3、what time was it? 7、what was the weather like that day?
4、what activities did you have? 8、what food did you eat that day?
introduction:__________main body: __________ conclusion:_______________
六、homework
1. review what we have learnt and do some exercises about it.
2. try to think of some headings and remember more words in the same categories.
3.preview "main task" and do some preview exercises about it.
Travel 篇9
unit 3 online travel[grammar(i)]學案
一. 預習p47---48,在課文中劃出你認為重要的詞組
二. 翻譯，小組討論，得出結論并嘗試記住以下詞組和句子。
1. 我能為您效勞嗎？（3種翻譯，至少說出一種）
2. 很多種個人電腦
3. 特別為學生設計的
4. 被廣泛的使用（找出書上的例子，嘗試舉例）
5. 考慮
6. 打開我電腦上的新電子詞典
7. 關閉所有的窗口
8. 重啟電腦
9. 檢查設置
10. 連接，與-----相連
三. 被動語態學習導航
1. 主動語態: 強調動作的執行者
2. 被動語態: 強調動作的對象
3. 被動語態的構成: 所謂的被動語態，相當于中文中所說的“被……”,“由……”
形式：主語 + be(am,is are/was,were) + done
e.g his cap was stolen.
the buildings were built in .
4. 被動語態運用的條件：
a.顯而易見的動作執行者
e.g. word processing skills are taught in our computer lessons.
b.不（沒必要）知道誰是動作的執行者
e.g. the printer was sold already.
paper is made from wood.
c.該動作的執行者很重要即強調動作的執行者
e.g. educational cd—roms are sold in many countries.
四.練習
翻譯：1.這座房子太舊了，因為他是1950年建的
2.稻米種植在南方.
3.這臺電腦是他們廠生產的。
4.你們每天打掃教室嗎?
五.完成書本p48練習
Travel 篇10
unit 2 travelling
詞組
1.去..旅游 go on a trip to..
2.我已經去過那兒許多次。 i have been there many times.
3.肯定是有趣 must be fun
4.帶你出去幾天 take you out for a few days
5.想把每樣東西帶在身邊 want to bring everything with sb
6.感到如此興奮 feel so excited
7.全世界不同的地方 different places around the world
8.自由女神像 the statue of liberty
9.加入我們 join us
10.去徒步旅行 go hiking
11.看美麗的風景 see beautiful view
12.日本的一種象征 a symbol of japan
13.受歡迎的旅游勝地 popular tourist attractions
14.寫信給 write a letter to
15.度過一個真正地美妙的時光have a really fantastic time
16.花一整天做 spend the whole day doing sth
17.最著名的主題公園 the most famous theme park
18.包括四個不同的公園 include four different parks
19.在入口處的鯨魚噴泉前拍照take photos in front of the whale fountain at the entrance
20.景點之一 one of the attracions
21.以高的速度移動 move at high speed
22.在整個游程中尖叫歡笑scream and laugh through the ride
23.在一家快餐店吃午飯 eat lunch in a fast food restaurant
24.對做..感興趣 be interested in doing
25.午飯后沖往那兒 rush there after lunch
26.遇到了許多我特別喜歡的迪斯尼人物meet many of my favourite disney characters
27.忍不住不停地干某事 can’t stopping doing sth
28.看起來如此美麗和可愛look so cute and lovely
29.迪斯尼人物的大游行 a parade of disney characters
30.下午的晚些時候 later in the afternoon
31.一天中最精彩的部分 the best part of the day
32.穿著不同的戲服 wear different costumes
33.向人們揮手致意 wave to people
34.往前穿過公園 march across the park
35.高興地拍手尖叫起來 clap and scream with joy
36.象魔法一樣 be like magic
37.呆在那兒看獅子王秀 stay there to watch ‘ lion king’ show
38.為我的侄子買些文具 buy stationery for my cousin
39.在這一天結束的時候 at the end of the day
40.在睡美人城堡前看煙火watch fireworks in front of sleeping beauty
41.看起來閃閃發光 look shiny
42.總共 in all
43.呆在公園12小時 stay at the park for 12 hours
44.把他們展示給你看 show them to you
45.變得激動 get really excited
46.那聽起來不錯 that sounds great
47.以中國風 in chinese style
48.帶著激動尖叫 scream with excitement
49.無盡的隊伍 endless line
50.在隊伍等是無希望的 it’s hopeless to wait in the line
51.真的是一個高興的假期 a really delightful holiday
52.足球俱樂部成員之一 a member of the football club
53.會議結束 the conference is over
54.觀看有趣的電視節目 watch an interesting programme
55.一個重要的一天 an important day
56.慶祝他們XX年的結婚紀念日celebrate their fifteenth years of marriage
57.在商店碰面 meet at the shopping mall
58.喜歡收集紀念品 love collecting souvenirs
59.在那個時刻 at that time
60.世界之窗 window of the world
61.水上運動 water sports
62.在任何季節 in any season
63.整年 all year round
64.計劃去國外旅游 plan to travel abroad
65.在五一節假期 during this may day holiday
66.乘飛機去那兒 take a plane there
67.不錯的天氣 pleasant weather
68.我們去香港的日子終于到了。the day of our trip to hong kong finally arrived
69.關于這次特別旅行很激動 be very excited about this special trip
70.三個半小時 three and a half hours
71.相當不同 be quite different from
72.在第三天 on the third day
73.觀看海豚秀 watch dolphin show
74.對香港全景的俯瞰 a bird’s view of hong kong
75.一座聳立著高樓大廈夜晚燈火通明的現代化都市
a modern city of tall buildings with lights shining in the evening
76.買東西的好地方 a good place to buy thins
77.在海灘玩的愉快 have great fun at the beach
78.前天 the day before yesterday
Travel 篇11
unit 2 you’re sitting in my seat.language goals 語言目標1. key vocabulary重點詞匯nod tear towards cigarette though 2. key phrases 重點短語set off push…away look out of get off3. key sentences重點句子 don’t forget where you come from. write to us as soon as you get there. i’m getting off before you. even if it’s only 10 minutes, you should move.language skill 能力目標read and grasp the main idea of the articles.enable the students to talk about their trips they have made.write something that happened during a trip you have made.teaching methods 教學方法reading and writing, pair work, group workteaching important/difficult points教學重難點learn to talk about and write something that happened during a trip you have made.teaching aids教具準備a tape recorder, a computer and a projector.teaching procedures and ways教學過程與方式step 1 greetingstep 2 revisionencourage students to act out the dialogue in unit 1.t: first, i’ll check your homework. which group can act out the conversation in unit 1?ss: …(acting out the conversation in groups of three)t: well done! now let’s compare which group is the best?ss: …group 3…t: yeah, the winner is group 3. congratulations!ss: hooray!step 3 warming up and leading in
show the following pictures and talk about trips by train with students.
t: have you ever taken the train?
ss: of course.t: look at the pictures. have you ever met such a situation? how do you feel about taking the train? how about the environment on the train? are there so many people?s1: at usual times, i feel comfortable because there are not so many people and the environment on the train is good. but sometimes...s2: especially during the spring festival, so many people go back home for the traditional holiday, so it’s very crowded at the train station and on the train. it’s very dirty and noisy, so i feel uncomfortable.
t: really it’s a problem. what happened during your trip? can you think of some things and share with us?
s3: i met a strange man…
s4: there were many foreigners around me…
t: good stories. now, look at the phrases and sentences from the passage. what do you think the passage will be about? what happened during the trip?
…step 4 listening and readinglisteningt: today we are going to learn a story. do you know what it will be about? let’s listen to the tape and answer my questions. ok?q1. what does the story happen? q2. where is lin going?q3. does lin have the right ticket?ss: …check the answers with the whole class.t: ok! let’s read the story quickly and number the phrases in the order they happen.ss:…(reading the passage)t: are you ready? let’s check the answers.ss: …(showing the answers)sample answers:1. ...his first long trip by train... 2....leaving his village and his home...3. with tears in his eyes...4. ...sitting in lin’s seat.4. this young man has the right ticket...5. slowly the young man stood up.play the recording to check the answers.t: listen for the second time to fill in the following blanks. show the following on the screen. 1. lin often dreamed about the _____, and about going to the ______.2. lin ______, _______ to speak.3. lin looked at the other ________ for help.4. i am ____ _____ before you.5. it’s ____ hours away from her e.sample answers:1. train; capital 2. nodded; unable 3. passengers 4. getting off 5. sevenreadingt: he/ she is right. now read the passage quietly and carefully again and find out the answers in activity 2.ss: …(reading again)t: are you ready? let’s check the answers together.ss: …(showing their answers)sample answers to activity 2: 1. a 2. b 3. a 4. c 5. d 6. d 7. a t: you all did very well. now listen and repeat after the tape.ss: …(listening and repeating)step 5 pairworkwork in pairs to talk about the answers to the following questions.q1: how does lin feel about this trip? why? do you think you will ever have the same feelings about a trip?q2: was lin right to ask the young man to move?q3: what do you think of the young man’s behaviour?q4: what do you usually do if you see someone standing on a bus or a train?q5: can you think of ways to make travel by bus, train or plane better? make some suggestions about: the season, the time of day, the number of seats, booking tickets…the sample answers:s1: how does lin feel about his trip? why? do you think you will ever have the same feelings about a trip?s2: he feels unhappy and sad. he is angry with the person who takes his seat. if i meet such a man in my trip, i will also be very angry.s1: was lin right to ask the young man to move?s2: i think he was right to do so because the young man’s ticket was in another car and he was tall and strong and besides he was impolite. s1: what do you think of the young man’s behavior?s2: bad and impolite.s1: what do you usually do if you see someone standing on a bus or a train?s2: if someone standing on a bus or a train is old, ill or pregnant, i will let them take my seat. s1: it’ s nice of you! step 6 language notes1. now it was in front of him, to set off soon. 火車現在就在他前面，馬上就要開了。這里的set off表示“出發，起程，動身”。例如：they wanted to set off early in order to get there on time.他們想早點出發，以便準時能到達那里。2.lin nodded, unable to speak. 林點點頭，說不出話來。 unable to speak是一個形容詞短語，說明點頭時的狀態。 unable表示“不能的，不會的”。be unable to do表示“不能做某事”。例如：many passengers were unable to reach the lifeboats. 許多乘客無法夠到救生艇。 3. i’ve got a long way to go. 我要坐很長時間的火車。 have a long way to go通常表示“（為達到某個目標）仍有許多事要做”。例如：li lin has still got a long way to go before she becomes a successful teacher. 要成為一名成功的教師，李林仍有許多路要走。step 7 writingask the students to write about something that happened during a trip you have made.1. say when and where you were going.2. say how you were travelling.3. say what happened before you left.4. say who was travelling with you.5. say what happened.6. say how the story finished.sample dialogue:a: where have you been?b: i have been to jilin.a: when did you go there?b: i went there last summer vocation.a: what happened before you left?b: i lost my ticket and bag.a: who was traveling with you?b: i was traveling with my parents.a: what happened on the train?b: the guard told me to leave the train.a: what happened in the end?b: my father showed the guard their tickets and explained what happened.sample passage: last summer i was coming back from my holidays in jilin and i was traveling by train with my parents. but unfortunately i lost my ticket and bag before i left. when the guard checked the tickets, he told me to leave the train. i was very sorry about it. then my father showed the guard their tickets and explained what happened. luckily, the guard gave me a chance to take the train. i thanked him very much and promised to be careful in the future.homework1. learn the new words by heart.2. retell the story in your own words.3. finish off the workbook exercises 11-13.
Travel 篇12
unit 3 online travel（main task）學案
一、教學目標：
1. to select , organize and present information. 2. to develop an understanding of the key components of writing articles or oreative stories. 3. to write an article about a favourite educational computer game. 二、預習作業：a . fill in the blanks 1. ----- what’s the g_________ of the game? ------ saving princess laura. 2. it’s said that the ________ (珍寶) box was hidden in the arctic. 3. the p____________ of the film “tom and jerry” is walter disney. 4. who is the ___ ____(設計者) of the game? 5. she knows a lot of history k____ ___. b. try to find the answers to the following questions. 1. what is the game called? 2. how many levels does the game have? 3. what is the main character called? 4. what is the goal of the game? 5. where is the game set? 6. who designed it? 7. which company produced it? 8. in which countries is the game sold? c. write the problems you have when preparing. 三、當堂檢測(一)完成表格
favourite educational game
daniel’s
my
name of the game
number of levels
main character
age
goal
area of study
setting
designer
producer
sold in（二）完成短文my f 1 computer game is called “hunt for the doctor”. it is a role-playing game w 2 ten l 3 . the m 4 character is a detective called waston. waston has a small gun, but he loses points each time he uses it.the game is set in a small village in the mountains in europe. waston can c 5 mountains, ski very fast, jump over rooftops and see in the dark. his g 6 is to find clues that will lead him to the evil doctor. he should a 7 correctly the villagers’ questions which test his knowledge of geography and m 8 , and then the villagers will tell him the clues he needs. when waston finds the d 9 , he can arrest him and put him in prison.the game was designed in and it was written by agatha brown. it was p 10 by mystery games. this game is sold in europe, singapore and australia.（三）writing my favourite educational game
Travel 篇13
教學目標
知識目標:
復習兩個閱讀技能---scanning, skimming;
學習本單元的部分生詞。
能力目標:
能形成文章的圖式,在圖式的幫助下自主地復述本課的主要內容,在此過程中實現生詞的重現。
情感目標:
學生在教師的啟發下,通過師生互動和生生互動,進一步探究知識。在這一過程中,學生可以不斷地實現互相教育和自我教育,并能尋求自我發展;
學生能明白計劃的重要性,并能收獲一些與之相關的諺語。
教學重難點
形成文章的圖式,并在圖式的幫助下復述文章的主要內容。
教學工具
課件
教學過程
Steps
Teacher’s activity
Students’ activity
Aims
Step 1
Show and tell the students the learning goals for them and make possible explanations
Students listen to the teacher and have an idea of what they are going to learn in this class.
To make the students know what they are to learn in this class
Step 2
1). Show some pictures with beautiful scenery
2) Ask the students two questions:
Are they attractive?
Where do you want to travel? – I dream about traveling…
1.) Students appreciate those pictures
2) Students answer teacher’s questions and practice the sentence pattern “I dream about traveling in/to…”
1). To arouse students’ interest
2) To practice a sentence pattern
Step 3
1). Show the title of the reading passage
2). Ask the students whether this passage is about the whole process of the journey.
3). Ask the students how to skim.
4) Tell the students the skill of skimming on the screen
1) Students answer the question after they read the subtitle of this part.
2). Students tell how to skim.
1) To make the students pay attention to the subtitle, which can tell the main idea of the passage.
2) To review how to skim
Step 4
1) Ask the students to skim more—to find out the main idea of each paragraph.
1) Students tell the main idea of each paragraph
1) To practice how to skim
Step 5
With four questions, teacher asks the students to scan paragraph 1
Ask students how the scan
Show the skills of scanning on the screen
Students scan paragraph 1, and answer the four questions
Students tell how to scan
To review how to scan
To practice how to scan
Step 6
1) Ask the students to scan paragraph 2 and find out what different attitudes Wang Kun and Wang Wei have, and then finish the table
1) Students scan paragraph 2 and finish the table
1) To practice how to scan
Step 7
1) Provide the students with a picture which describes a geographic word as well as a few sentences about the flow of the Mekong river on each slide and ask them to read the sentences.
2) Ask the students to match each geographic word to the proper meanings
1) Students read the sentences loudly together and look at the pictures and the related geographic words in the meanwhile.
2) Students do the matching work
1) To better know how the Mekong river flows
2) To help the students better learn the geographic words which are new to them
3) To check how the students understand the new words
Step 8
Review the structure of the passage together with the students and show some key words on the screen
Provide the students with some words and phrases which are the new words in this unit
Ask them to retell the main content of the passage in groups
With the teacher, students review the structure of the passage
Retell the main content of the passage in groups
To help students form the schema of the passage by reviewing the structure of it
To know the content of the passage better as well as to create more chances for the students to use the new words
Step 9
1) Ask the students what they learn from the story
2) Give the students some useful and related proverbs
1) Students share their opinions with the group members what they have learned from the story.
2) Students read the proverbs loudly together.
1) To encourage students to form their own views and share them with others
2) To learn some useful proverbs
Step 10
1) Summarize this class by showing the learning goals again
2)Homework
1) Students review what they have learned by reading the learning goals on the screen.
1) To help students review what they have learned in this class
篇二
教學準備
教學目標
1. 通過學生分享自己的旅游經歷，用英語進行交流與表達。
2. 通過略讀與找讀，使學生獲取文章主要信息，練習閱讀技巧。
3. 通過小組討論為旅游準備的物品，使學生用英語簡單的語言實踐活動。
教學重難點
教學重點：利用閱讀技巧，獲取文章大意及細節
教學難點：用英語交流并進行簡單實踐活動—旅游需要準備的物品
教學過程
I、Warming Up:
1. I’d like to share my travelling experience with you, and would you like to share your travelling experience?
2. The world has many great rivers. Have you been to these rivers?
設計意圖：大部分學生都喜歡旅游，老師談談自己旅游的經歷,詢問學生的旅游經歷。列舉世界上的河流圖片，讓學生來欣賞認識美好的河流。能有效地調動學生的學習積極性。河流圖片的展示，學生猜測河流的名字，喚起學生的學習興趣以及對大自然的熱愛。
II. Pre-reading
Have you been to the Mekong River? What countries does the Mekong River flow through?
設計意圖：展示沿湄公河的地圖，引起學生的興趣，讓學生觀察地圖，說出湄公河流經的國家，為隨后的閱讀做好了內容和詞匯上的鋪墊。
III. Reading
1. Skimming
Skim the passage and find the main idea for each paragraph
Para 1: Dream
Para 2: A stubborn sister
Para 3: Preparation
設計意圖： 略讀：學生快速瀏覽課文，尋找相關信息并搭配段落大意。點撥閱讀技巧：注意每段開頭及結尾。
2. Scanning
1). Read Para 1 and find the key word for the information:
Who and What
Where and How
Why and When
設計意圖：1.尋找who，what，where，how，why and when等關鍵信息,讓學生把握這類記敘文的閱讀要點。2. 根據圖表復述，練習學生語言整合與連貫的能力。
2). Please use at least three adjectives to describe Wang Wei according to Para2, and give your reasons.
設計意圖：研讀課文第二段，思考至少3個形容詞來描寫王薇，并利用文章說出依據，目的是讓學生研讀，并挖掘支持自己觀點的信息。
3). Read 3 and answer: what can they see along the Mekong River?
Suppose you are a tourist guide, please introduce the Mekong River briefly to your audience.
設計意圖：先讓學生從文中找到表示地貌的地理術語，利用形象生動的幻燈片，為學生掃清生詞及讀音障礙，然后讓學生扮演導游的角色，結合示意圖向游客介紹湄公河，從而達到復述的目的。
IV. Group work
Imagine that you are preparing for your own trip down the Mekong. In your groups of four: choose 5 things that you think are the most useful, and give your reasons why you choose them.
設計思路：讀后討論，學生想象去湄公河前必備的5件物品，并說明選擇的理由。為學生準備地圖，收音機，毯子，水杯，救生圈，雨傘，火柴，手機，照相機，藥物，防曬霜等，學生小組討論，并用英語表達個人看法與觀點。
V. Summary
What have we learned in this class?
設計思路：引導學生反思本節課主要內容及重難點。
課后習題
Homework
1. Read the passage as fluently as possible after class.
2. Preview Learning about Language.
板書
板書設計：
Unit 3 Travel Journal
Part 1 The dream and the plan
careless waterfall
determined entire
excited view
crazy
stubborn
risk-taking
Travel 篇14
unit 3 online travel(grammar ii)學案
學習目標： 1 to become familiar with the function of the word ‘by’ to indicate the agent who does something
2 to consolidate the passive voice
學習重點：to become familiar with the function of the word ‘by’ to indicate the agent who does something
學習難點： to consolidate the passive voice
教具學具： blackboard, ppt, etc
教 學 設 計
預習作業
一、預習書后新單詞和課本內容。
二、完成下面的預習題：
（一）寫出下列動詞的過去分詞和現在分詞。
1. buy ______ ________ 2. teach _________ _________
3. sell ______ ___________ 4. catch ________ _________
5. design _______ _________ 6. cut _______ -_________
7. produce ________ ________ 8. set ________ _________
9. earn _________ ____________ 10 print _________ _________
（二）根據句意、首字母或中文提示完成下列句子。
1.millie doesn’t know how to open her ___________ (電子詞典)
2. let’s ___________ (重啟) the computer, ok?
3. we should check the ___________ (設置) of the computer first.
4. please _________ (連接)your computer to a telephone line.
5. p_________ the green button, then the machine will be turned on.
6. before simon can play the game, he must ________ (通過)a test.
7. princess laura was born in __________ （魔幻）land eighteen years old.
8. mr. green is over six f___________ tall.
9. princess laura was caught by an e___________ witch.
10. the game is set on __________ (火星)
教 學 環 節
一、預習交流
step ⅰ.check the preparation out.
二、展示探究
step ⅱ. having a revision
get the students to review the structure of the passive voice, including the simple present tense and the simple past tense.
when can we use the passive voice?
change the following sentences into passive voice:
1. people make this kind of computer in beijing.
2. people use this kind of computer widely.
3. my father mended the computer for me.
4. mum often washes clothes for us.
5. they search the information on the internet.
step ⅲ. presenting
1. we can use ‘by’ to say who or what does the action.
2. read through the sample sentences on page 49 and make them understand how to use ‘by’.
3. tell the students to complete ‘work out the rule!’ on their own. ask a volunteer to read out the rule.
step ⅳ. practising
1. simon has bought a new educational cd-rom called ‘saving princess laura’. before he can play the game, he must pass a test.
(show the pictures in part b1 on pages 50-51 to the students.) help simon pass the test by rearranging the words to form correct sentences.
2. millie has bought a new educational cd-rom. daniel is asking her some questions about it. (show the profile of the game to the students.) according to the information about the cd-rom, complete the conversation between millie and daniel in part b2 on page 51.
step ⅴadditional language points
1. in our book, we only learn the use of the past and present form of the passive voice, but there are some other forms of the passive voice we should know.
常見被動語態的動詞形式(以give為例)
一般現在時 am(is/are)given
一般過去時 was(were)given
一般將來時 shall(will)be given
現在進行時 am(is/are)being given
過去進行時 was(were)being given
現在完成時 has(have)been given
2. 感官動詞和使役動詞在主動結構中，后面接不帶‘to’的不定式，但如果改為被動句，則需要把省略的‘to’加上，這類動詞有hear, watch, make, help, let, see, have等等。如：
a. the boss made us work twelve hours a day. 改為
we were made to work twelve hours a day.
b. they often hear the girl sing in the room. 改為
the girl is often heard to sing in the room.
doing additional exercises
complete the sentences in the passive voice. use the correct forms of the verbs in the box.
build, eat, paint, steal, catch, grow, sell, write
1. this picture _____ by millie.
2. coke _____ all over the world.
3. rice _____ in china.
4. some money _____ from the bank yesterday.
5. the thieves _____ by the police.
6. this flat _____ in 1986.
7. this newsletter article _____ by daniel.
8. all the snacks _____ before the party ended.
step ⅵ. sum up
三、檢測反饋
（一）用括號內所給動詞的正確形式填空。 (請注意時態和語態兩個方面噢)
1.it's said(據說) that the long bridge______________（build）in two months.
2.which language _______the most widely_______（speak）in the world？
3.the lost boy_____________（not find）so far.
4.last year a large number of trees______________（cut）down.
5. the students _____ often _____(tell) to take care of their desks and chairs.
6. the old man is ill. he ______ (must send) to the hospital.
7. vegetables, eggs and fruits_________ (sell) in this shop.
8. what _______ knives ______ (make) of ?
they_______________(make) of metal(金屬) and wood.
9. can the magazine ________ (take) out of the library?
10. the room _____________ (clean) by me every day.
11. the stars can’t _____________ (see) in the daytime.
12. some flowers _______________ (water) by li ming already.
13. this kind of shoes __________ (sell) well.
14. how long _____ your uncle ______(be) in the city?
15. ______ you _______(see) the film yet?
yes, i _______(see) it last week.
16.the food _____________ (smell) delicious.
17. look! someone __________(dance).
（二）按要求改寫下列句子，一空一詞。
1.is tea grown in south china？（改為主動語態）
_______ people _________ tea in south china？
2.i am given a birthday present by my parents every year.（同義句轉換）
a birthday present _______ _______ _______ _______by my parents every year.
3.the work is going to be finished in two days. (對劃線提問)
how_______ _______ the work going to be finished ?
4. the children will sing an english song. (改為被動語態)
an english song ______ ______ _______ by the children.
5. you needn't do it now. (改為被動語態)
it ______ ________ ________ by you now.
6. people use metal for making machines. (改為被動語態)
metal ________ _________ _______making machines.
7. he made me do that for him. (改為被動語態)
i ______ ________ ________ ______ that for him.
8. did they build a bridge here a year ago? (改為被動語態)
__________ a bridge ____________ here by them a year ago?
9. they have sold out the light green dresses. (改為被動語態)
the light green dresses ________ _________ ___________ out.
10.we call the game “lianliankan”. (改為被動語態)
the game _______ ________ “lianliankan” by us.
四、課后作業
a. go over what we have learnt.
b. correct the mistakes in the following sentences.
1. word processing skills is taught in our school.
2. football is played by all over the world.
3. the printer didn’t sold last month.
4. the book was bought by i yesterday.
5. the old people are spoken politely.