新目标九年unit8习题

2024-09-23

新目标九年unit8习题（通用6篇）

新目标九年unit8习题篇1

八年级上

unit8

1.制作奶昔

2.为某人制作某物(1)

(2)

3.打开

4.关闭

5.调小，拒绝

6.调大

7.把…加到…里

8.两张纸

9.在秋天

10.装满(1)

(2)

11.覆盖

12.招待某人某物(1)

(2)

13.量体温

14.以很高的温度

15.切碎

16.把…切成

17.砍到

18.把…倒进…里

19.还有四个小时(1)

(2)

20.还需要一些

21.对…表示感谢

22.在特殊的日子里

23.在这时

24.在每年的这个时候

25.一个接一个地

26.现在、目前、

27.做某事的主意或想法

28.为某人做饭

29. 疑问词+ (do)

to live. (how,what)

to buy. (how,what)

30.(从)…拿出

31.该到做某事的时间了(1)

(2)

32. 该到某人做某事的时间了

33在那天

新目标九年unit8习题篇2

A)根据英语解释及首字母提示，完成下列单词拼写。（5分）

1. e____(other things)

2. g____(very big)

3. o____(in the open air)

4. s____(a large dangerous fish with very sharp teeth)

5. g____(a present given by others)

B) 根据句意，用括号内所给词的适当形式填空。（5分）

6. On my way home I met a famous ____(act) yesterday.

7. I must ____(winner) a prize this term.

8. ____(unfortunate) I don’t have enough money to travel abroad.

9. I know many ____(visit) come to China every year.

10. They always have fun ____(talk) to each other.

Ⅱ.单项选择（每小题1分，共15分）

1. ——How was your school trip?

——We ____ a fun camp.

A. hadB. haveC. having

2. Tina and I ____ to the zoo and ____ four pandas there.

A. go, sawB. went, sawC. went, see

3. ——What can I do for you, sir?

——I ____ the VCD player here yesterday, but it doesn’t work.

A. buyingB. buyC. bought

4. I didn’t have anything interesting ____ my day off.

A. onB. atC. for

5. ——What did you do yesterday evening?

——I ____ TV with my family.

A. watchB. am watchingC. watched

6. There is a big aquarium ____ the beach.

A. by the end ofB. in the end ofC. at the end of

7. ——Who swept the floor yesterday afternoon?

——Laura ____.

A. cleanedB. didC. does

8. You’ve missed the train. It ____ 20 minutes ago.

A. leftB. has leftC. had left

9. ——____ your brother ____ up late this morning?

——No, he didn’t.

A. Did, getB. Does, getC. Did, got

10. She told me that ____.

A. was Joe freeB. Joe is freeC. Joe was free

11. He has ____ to tell us.

A. something elseB. anything else

C. else something

12. Jack likes Chinese, ____ he doesn’t like maths.

A. butB. orC. so

13. Would you please ____ this box to the next room?

A. takeB. bringC. put

14. ——Let’s play computer games.

——____.

A. It doesn’t matterB. No, I don’t

C. That sounds really boringD. It’s nothing

15.The manager gave the staff (职员) a day ____.

A. awayB. offC. far

Ⅲ.完形填空（每小题1分，共10分）

Some years ago, a group of students had a __1__ to the countryside. When they __2__ to the fields at the foot of a hill, they were excited. They said the peach trees were too short. Miss Zhang who came from a village __3__ at them sadly. She told her students the plants __4__ in the fields were cotton. Some girls said the flowers were very beautiful and wanted __5__ some home. Miss Zhang told them that kind of plants were sesames. Its oil was called “Xiangyou”.

The hill was not high and steep. When they came down from the hill, __6__ students were hurt hands with branches and feet with stones. All the students __7__ themselves and wanted to have another school trip.

The next week some parents went to school and asked Miss Zhang to __8__ the kids’ medicine. And someone wanted to go to law against her.

新目标九年unit8习题篇3

一。短语：

1.give sb sth =send sb sth送给某人某东西get sb sth=buy sb sth给某人买某东西

2.tennis balls羽毛球3.photo album相册 3.make a special meal做一餐

特别的饭4.comment on sth /sb就某人、某物发表评论

5.a pot-bellied pig named connie一只名叫康妮的大肚子猪5.too…for sb to

do sth对某人来说太。。而不能做某事6.make sb sth =make sth for sb为

某人做某事7.spend some time with sb与。。一起度过时间8.easy to

take care of 容易照看9.be noisy吵闹的be quiet 安静的10 all day and all night 整天整夜 11.give away 赠送12.rather than…与其。。。不

如。。。好、是。。而不是。。。13.improve English提高英语14.from across

china来自全中国across china =all over china 全中国15.take part in

=enter参加

16.sing clearly清醒地演唱17.make progress 取得进步18.encourage sb to do sth

鼓励某人做某事19.hear of /about sth 听说20.take an interested in …=be

interested in..对。。感兴趣21.make friends with sb …与。。交朋友22.in

different ways 用不同的方式23.a native speaker of English 说英语的本地人

二。句子：

1.What do you think of the gifts ?你觉得这些礼物怎么样？

They’are cheap /expensive/boring /interesting/too personal/not special enough/not creative

enough.便宜、昂贵、无聊、有趣、太私人化、不很特别、不太有创意

2.What should I get my mom for her birthday ?我该买什么送给我的母亲做为她的生日礼物呢？

How about /What about a scarf ?一条围巾怎么样？

Why don’t you buy a scarf ?你为什么不买条围巾呢？=Why not get her a scarf ?

That’s a good idea.那是一个好主意/That sounds good.那听起来不错/She’ll like it.她会喜

欢的。

3.What’s the best gift you have ever received?你曾经收到的最好的礼物是什么？A watch.一块手表

Who gave it to you ?谁送给你的？ My mother.我的母亲。

When did you get it ? 你什么时候收到的？On my tenth birthday.在我十岁生日的时候。

4.What a lucky guy!一个多么幸运的家伙！

5.The shoes aretoo big for me to wear.这双鞋对于我来说太大了不能穿。.I don’t have enough time to spend with her.我没有与她度过足够的时间。

7.The same gift may be given away to someone else.这同样的礼物可能被送给其他人。

8They will pay for a park bench or a tree to remember a person.他们会买一条公园的长

凳或一颗树用来记住某个人。

9.Some people ask their families and friends to give money to charity rather than buy them gifts.一些人请求他们的家人和朋友把钱捐给慈善机构而不是买礼物送给他们。.In Sweden ,doing something for someone is the best gift.在瑞典替某人做事是最

好的礼物。Instead, making a meal is enough.相反，做一餐饭就足够了。

11Some of these singers were able to sing English songs just as well as native speakers.这些歌手中的一些人能够唱得和本地歌手一样的好。

12．She said that singing English songs made her more interested in learning english.她说唱英文歌曲使得她对学英语更感兴趣

13.This kind of contest encourages people in China to speak English.这种比赛鼓励中国人说英

语。

14.Have you ever heard of the Beijing Speaks English program ? 你曾经听说过北京人说英语的节目吗？

15.Besides singing English songs ,there are many other fun ways to learn English.除了唱英文

歌曲外，还有许多学英语的有趣方法。

16.The pen cost me 10 dollars.=I spent 10 dollars on the pen.=I paid for 10 dollars.我花了10

美元买了这只笔。

第九单元

一。短语

1.amusement park 游乐园water park 水上公园water city水上城市

2.have/has been to …去过某地have /has gone to …去某地了

3.end up结束4.all the time始终，一直

5.take a ride乘坐6..have fun doing sth 做某事有乐趣

7.reason for…------的理由8.think about 思考，考虑9.in fact实际上

10。want to do sth想要做某事want to be想要成为。。11.all year round 一年到头

12.be close to ….=be near to… 靠近------13.have a hard /difficult time with sth /doing

sth=have any problem doing sth 做某事费力14.in Southeast Asia 在东南亚

15.a wonderful place to take a holiday 一个度假的好地方.16.three quarters of the

population17.I fear that ….我担心，我害怕--------18.an excellent place to try new

food 一个尝试吃新食物的最佳地方19.something to eat /drink 一些吃的、喝的东西

a good place to practice English 操练英语的好地方the best time to read books 读书的最佳

时间

二。句子

1.Ihave never been to New York.我从没去过纽约。/Me neither.我也没去过。

I have ever been to Wuhan.我曾经去过武汉。/ Me too.我也去过。

Have you ever been to New York ? 你曾经去过纽约吗？ No,I haven’t.不，我没有去过。

/Yes,I have.是的，我去过。

Has he ever been to Wuhan ?他曾经去过武汉吗？Yes ,he has.是的，他去过。/No, he

hasn’t.不，他没去过。

2，I’ve known Li Lei for three years.我认识李雷有三年了。

They have lived here since 1996.自从1996年他们一里直住在这。

She has taught us since I came to this school.自从我来到这

个学校她就一直教我们。

How longhave you worked in this library ? 你在这个图书馆工作了多长时间？

I have been a flight attendant for two years.我成为一名空中服务员已有

两年了。

The school has really helped me learn english.这个学校真的帮助我学会了英语。

We have seen Mickey Mouse and Donald Duck in movies.我们在电影中看过米老鼠和

唐老鸭。Have you ever eaten fish and chips ?你曾经吃过鱼和薯条吗？

I’ve just lost my scince book.我刚刚丢了我的科学书。

I’ve never been to that farm before.以前我从没去过那个农场。

I haven’t learned the word yet.我仍然没有学会那个单词。

4..Where is Lucy ? She has gone to Shanghai.露西哪儿去了？她去上海了.5.When I was a young girl ,all I ever wanted to do was travel ,and I decided that the best way to

do this was to become a flight attendant.当我还是一个小女孩时，我曾经想要做的全部就是去

旅游。我认定做到这一点的最佳方法就是成为一名空中服务员。I discovered that the most

important requirement was to speak English well.我发现最重要的条件就是英语讲得好。

6.I want to travel ,especially to English speaking countries such as the United States and Australia.我想要去旅行特别是去说英语的国家，如美国、澳大利亚。I know that I have to improve my

english ,so I’ve started taking lessons at the Hilltop Language School.我知道我必须提高我的英

语，所以我已经在山顶学校上课。It might seem strange to go to a zoo when it’s dark.天黑时去动物园似乎很奇怪。but if

you’ve ever been to a zoo during the daytime ,you might understand why this zoo is so special.但

是如果你在白天曾去过动物园，你可能会理解为什么这个动物园是如此的特别。You can

watch these animals in a more natural environment than a normal zoo.你可以看到这些动物在比

一般动物园更自然的环境里生活。

8．背诵第74页第一、二段。

91..am/is-----was-----been 是（单数）are-----were----been 是（复数）。see-----saw-----seen 看见3．give-----gave------given 给4.eat-----ate------eaten吃

5.forget-----forgot----forgotten忘记 6.become----became----become 变成7.break----broke----broken 弄坏8.come----came----come 来9.do/does-----did-----done

10.go---went---gone 去11.write-----wrote-----written写12.say----said----said 说

13.bring----brought------brought 带来14.buy----bought-----bought 买

15.cost---cost----cost花费16.cut-----cut-----cut 切、剁17.leave----left----left离开

18.make----made----made 做、使19.meet----met-----met 遇见 20.put-----put-----put 放

新目标九年unit8习题篇4

The First Period

Ⅰ. Teaching Aims and Demands

1. Knowledge Objects

(1) Key Vocabulary

bathing suit, water, travel, guidebook, beach towel, street map

(2)Target Language

Have you watered the plants yet?

Yes, I have already watered them.

2. Ability Objects

(1) Train students’ listening ability.

(2) Train students’ communicative competence.

3. Moral Objects

Have everything in readiness before you do it. In this way, you can finish it perfectly or have a good time.

Ⅱ. Teaching Key Point

Target Language

Ⅲ. Teaching Difficult Points

1. How to train students’ listening ability.

2. How to train students’ communicative competence.

Ⅳ. Teaching Methods

1. Listening-and-answering activity to help the students go through with the listening material.

2. Pairwork to make every student work in class.

Ⅴ. Teaching Aids

1. A tape recorder

2. The blackboard

Ⅵ. Teaching Procedures

Step Ⅰ Revision

T: Last week we finished Unit 13. In this unit, we learned how to talk about how things affect us. For example, Loud music makes me tense. That movie made her sad. Now I ask some students to make sentences with the structure…make me…

S1: Parties make me excited.

S2: School vacations make me happy.

S3: That movie made me want to leave.

S4: The story made me cry.

S5: The awful picture makes me nervous.

T: Very good. From today on, we will learn Unit 14. Now. I ask a student to come to the blackboard and write the numbers 1 to 20 on the blackboard.

(After the student has written the numbers 1 through 5, start talking to the rest of the class)

T: Has he written the number 1 yet?

Class repeat the question. Has he written the number 1 yet?

Ss: Has he written the number 1 yet?

T: (Pointing to the number 1 on the board) Yes, he has already written the number 1. Class repeat. Yes, he has already written the number 1.

Ss: Yes, he has already written the number 1.

T: (Writing the word already on the blackboard) This is the word already.

Class repeat. Already. Look at the blackboard. (pointing to the blackboard) Has he written the number 50 yet? Class repeat the question. Has he written the number 50 yet?

Ss: Has he written the number 50 yet?

T: (Pointing to the highest number already on the blackboard)

No, he hasn’t written the number 50 yet. Class repeat. No, he hasn’t written the number 50 yet.

Ss: No, he hasn’t written the number 50 yet.

T: (Writing the word yet on the blackboard) Tish is the word yet. Class repeat. Yet. Now, look at the two words already and yet. Which one is used to talk about things that have happened in the past?

SSs: Already.

T: Yeah. Very good. So the other word yet is used to talk about things that will happen in the future. Yeah?

SS: Yes.

Step Ⅱ 1a

This activity introduces key vocabulary and helps students review vocabulary they already know.

Read the instructions aloud to the class.

Say, Who can give an example of a beach vacation and sightseeing in a city? Ask a student to give the example. (bathing suit, travel guidebook)

Get students to add some things to the lists under the two headings. A beach vacation and Sightseeing in a city. Have students do the work individually first.

While they are working, walk around the classroom checking the progress of the students.

Let students tell the class the words they wrote. Write the words on the blackboard. Read them and let students repeat. Then ask other students to add other words to the lists.

Sample answers

A beach vacation

1. bathing suit

2. beach towel

3. sunglasses Sightseeing in a city

travel guidebook

street map

camera

Step Ⅲ 1b

This activity gives students practice in understanding the target language in spoken conversation.

Look at the picture. Ask, What can you see in the picture? (There is a family in the picture. They are getting ready for a beach vacation)

Point to the box. Invite a pair of students to read the conversation to the class.

A: Have you packed the beach towels yet?

B: No, I haven’t.

Look at the six chores on the list. Let students read each item, then ask different students to explain the meaning of each item in their own words. Make sure students understand the meaning of each item. Go through the instructions with the class. Point to the blank lines in front of each item in the list. Say, You will hear a family talking as they get ready to go on vacation. Listen carefully. Make sure what the family talks about and put a checkmark in front of each chore that is already done.

Play the tape. The first time students only listen. Play the tape a second time.

Now listen to the tape again. This time please put your checkmarks on the correct blanks. Check the answers with the whole class.

Answers

√ packed the camera

√ watered the plants

locked the windows

√ bought a travel guidebook

bought a street map

packed the beach towels

Tapescript

Woman: Have you packed the beach towels yet?

Boy: No, I haven’t. Can’t Judy pack them?

Woman: No, she’s busy. Could you please water the plants?

Boy:I’ve already watered them.

Woman: Oh, thanks.

Man: What about the travel guidebook and the street map?

Woman: I’ve already bought the travel guidebook, but I haven’t got the street map yet.

Man: That’s OK. I’ll get it. Have you packed the camera?

Boy: Yes. I’ve already put it in my suitcase.

Woman: Well, I guess that’s everything.

Boy: Almost everything. We haven’t locked the windows yet.

Step Ⅳ 1c

This activity provides guided oral practice using the target language.

Go through the instructions with the whole class. Look at the example in the box. Invite a pair of students to read it to the class.

SA: Have you watered the plants yet?

SB: Yes, I have already watered them.

Tell students they will be making conversations with a partner. Look back at the chores in Activity lb. Say, Now look back at the chores in Activity lb. Make conversations talking about what the family members have already done and what they haven’t done yet, using words from the chores, such as packed the camera, locked the windows, bought a street map.

While students are working in pairs, walk around the classroom and listen to some pairs. If necessary, offer language support. Then get several pairs of students to say their conversations to the class.

Conversation 1

SA: Have they packed the camera yet?

SB: Yes, they have already packed the camera.

Conversation 2

SA: Have they bought a street map yet?

SB: No, they haven’t bought a street map yet.

Notes

1. pack-(here)get ready for a journey by doing this

2. guidebook-book for travellers, tourists, etc, with information about a place

3. Have you watered the plants yet?

Yes, I have already watered them: Present

Perfect Tense. The structure is have+ p. p. Pay attention to the two words already and yet. Already is used in affirmative sentences; while yet is used in negative and interrogative sentences.

Step Ⅴ Summary

In this class, we’ve learned some important words, such as water, travel, guidebook, beach towel. We’ve also learned the target language. Have you watered the plants yet? Yes, I have already watered them.

Step Ⅵ Homework

Make conversations in pairs to review the target language.

Step Ⅶ Blackboard Design

Unit 14 Have you packed yet?

Section A

The First Period

Target language

A: Have you watered the plants yet?

B: Yes. I have already watered them.

Unit 14 Have you packed yet?

The Second Period

Ⅰ. Teaching Aims and Demands

1. Knowledge Objects

(1) Key Vocabulary

refrigerator, garage, suitcase, clean out, put in, turn off

(2) Target Language

Have you watered the plants yet?

No, I haven’t.

Have you packed the camera yet?

Yes. I’ve already put it in my suitcase.

Have you fed the cat?

No. I haven’t fed her yet.

2. Ability Object

(1) Train students’ listening ability.

(2) Train students’ speaking ability.

3. Moral Object

We must be ready with our work before we do it.

Ⅱ. Teaching Key Points

1. Key Vocabulary

clean out, put in, turn off

2. Target Language

Have you watered the plants yet?

No, I haven’t.

Have you packed the camera yet?

Yes. I’ve already put it in my suitcase.

Have you fed the cat?

No. I haven’t fed her yet.

3. Structures

Have you packed the camera yet?

Yes. I’ve already put it in my suitcase.

Have you fed the cat?

No. I haven’t fed her yet.

Ⅲ. Teaching Difficult Points

1. the target language

2. How to train students’ listening ability.

Ⅳ. Teaching Methods

1. Listening method to improve the students’ listening ability.

2. Pairwork to make every student work in class.

Ⅴ. Teaching Aids

1. A tape recorder

2. The blackboard

Ⅵ. Teaching Procedures

Step I Revision

Check homework. Get some pairs to read their conversations. Collect their conversations and help students correct any mistakes.

Step Ⅱ 2a

This activity provides guided listening practice using the target language.

Look at the picture. Ask, What can you see in the picture? (A boy and a girl are in the kitchen. They both look a little stressed out)

Go through the instructions with the class. You will hear a boy and a girl talking about getting ready to go on vacation. Write M after each thing that Mark says and T after each thing that Tina says.

Look at the sample answer. Say, Tina said, No. I haven’t cleaned out the refrigerator yet. Get students to repeat No. I haven’t cleaned out the refrigerator yet.

Play the recording for students the first time. This time students only listen to the recording. Play the recording a second time. This time let students write Min front of Mark’s statements, and T in front of Tina’s statements.

Check the answers with the class.

Answers

1. T 2. T 3. M 4. T 5. M 6. T

Tapescript

Boy: Mom and Dad said they want to leave in ten minutes. Are you ready, Tina?

Girl: No. I haven’t cleaned out the refrigerator yet. I have to do that right now.

Boy: Tina! You’re unbelievable. What about your bike?

Girl: I’ve already put it in the garage. But I haven’t locked the garage yet.

That’s your job, Mark.

Boy: I know. I’ve already done most of my jobs. I’ve taken out the trash.

Girl: Have you fed the cat yet?

Boy: Not yet. I’ll do it in a minute. Have you turned off your radio?

Girl: Yes, I have. I think we’re almost ready.

Step Ⅲ 2b

This activity provides guided listening practice using the target language.

Go through the instructions with the class. Look at the list of questions with blanks in front of each one. Then look back at the statements in Activity 2a.

Say, Some of the statements in Activity 2a are answers to questions in Activity 2b. Write the number of the correct answer from Activity 2a in front of each question in Activity 2b.

Get several students to read the questions in Activity 2b to the class. Look at the sample answer. Ask a student to read the question and answer to the class.

Are you ready, Tina?

No, I haven’t cleaned out the refrigerator yet.

Play the recording for students. Let students write their answers in the blanks. Play the recording again if necessary.

Correct the answers.

Answers

Have you fed the cat yet? 5

What about you bike? 2

Are you ready, Tina? 1

Have you turned off your radio? 6

Step Ⅳ 2c

This activity provides guided oral practice using the target language. Look at the sample conversation in the speech bubbles. Invite a pair of students to read it to the class.

SA: Are you ready, Tina?

SB: No. I haven’t cleaned out the refrigerator yet.

Go through the instructions with the class. Say, With your partner make a conversation using information from Activities 2a and 2b. Have students work in pairs. While they are working, walk around the classroom checking the progress of the pairs and offering help as needed.

Invite two pairs to say their conversations to the class.

Conversation 1

SA: Have you fed the cat yet?

SB: Not yet. I’ll do it in a minute.

Conversation 2

SA: Have you turned off your radio?

SB: Yes, I have.

Step Ⅴ Grammar Focus

Look at the grammar focus box. Get three students to read the questions and answers to the class.

Have you watered the plants yet?

No, I haven’t.

Have you packed the camera yet?

Yes. I’ve already put it in my suitcase.

Have you fed the cat?

No. I haven’t fed her yet.

Let students make up other sentences in pairs using have you…yet questions. For example: Have you had lunch yet? Have another student answer truthfully: Yes, I have or Yes, I have already had lunch, or No, I haven’t had lunch yet.

Pay attention to the use of already and yet. Say, When we use the words have and already, we are talking about something that happened in the past, but not a long time ago. When we use the words haven’t and yet, we are talking about something that will happen in the future, but not a long time from now. It will happen soon. For example: I’ve already had breakfast, but I haven’t had lunch yet.

Draw a simple diagram to help students understand the grammar focus.

Get some pairs to say their sentences aloud to the class.

A sample sentence

I’ve already had lunch, but I haven’t had supper yet.

Culture note

Many Americans are used to taking at least one vacation trip a year. But in China, some of the students may not be in the habit of taking an annual vacation, or even making a trip to another city. For some students, financial limitations and family obligations make such travel impossible. For others, it may be that taking trips is not something that is common in their home culture.

Step Ⅵ Summary

In this class, we’ve learned key vocabulary clean out, put in, turn off and the target

language Have you watered the plants yet? No, I haven’t. Have you packed the camera yet? Yes, I’ve already put it in my suitcase. Have you fed the cat? No. I haven’t fed her yet.

Step Ⅶ Homework

Get students to write some sentences according to the target language.

Step Ⅷ Blackboard Design

Unit 14 Have you packed yet?

Section A

The Second Period

Target language

A: Have you watered the plants yet?

B: No, I haven’t.

A: Have you packed the camera yet?

B: Yes, I’ve already put it in my suitcase.

A: Have you fed the cat?

B: No. I haven’t fed her yet.

Unit 14 Have you packed yet?

The Third Period

Ⅰ. Teaching Aims and Demands

1. Knowledge Objects

(1) Key Vocabulary

chop, wood, light, village, well, farm

(2) Target Language

Have you bought a newspaper?

Yes, I’ve already bought a newspaper.

2. Ability Objects

(1) Train students’ integrating skills.

(2) Train the ability of expressing students’ own opinions.

3. Moral Objects

We should make a plan for our everyday activities and make a schedule. It can remind us how to spend the time. It is good for our study and life.

Ⅱ. Teaching Key Point

Train students’ integrating skills.

Ⅲ. Teaching Difficult Point

How to improve students’ integrating skills.

Ⅳ. Teaching Methods

1. Fast-reading method

2. Groupwork and pairwork

Ⅴ. Teaching Aids

1. A projector

2. The blackboard

Ⅵ. Teaching Procedures

Step I Revision

T: Yesterday we learned the target language. The structure is Have you…yet? Yes. I’ve already…Have you…?

No. I haven’t…yet.

Now who can make sentences using the structure?

S1: Have you turned off your radio yet?

S2: Yes. I’ve already turned it off.

S1: Have you finished your homework?

S2: No. I haven’t finished it yet.

T: Very good.

Step Ⅱ 3a

This activity provides reading practice using the target language.

Show the key vocabulary words on the screen by a projector.

chop v. 砍;劈

wood n. 木头;木材

light v. 点燃;点着

village n. 乡村;村庄

well n. 井;水井

farm n. 农场;农庄

Read the words and ask students to repeat again and again until they can pronounce the words fluently and accurately.

Before reading the e-mail message, ask the students what chores do you usually do? Please tell me. (do my homework, clean my room, water the plants, clean our classroom etc.)

Go through the instructions with the class. Look at the e-mail message. Let a student read the e-mail aloud to the class.

Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class.

Get students to read the e-mail message individually, and underline the different chores on their own,

Check the answers with the class.

Answers

1. do my homework

2. take the dog for a walk

3. water my mom’s plants

4. do some shopping

5. chop wood

6. light the fire

7. collect water

8. feed the animals

Let students read the e-mail again for further comprehension. While they are reading. Walk around the classroom, offering help if they have any words or phrases they don’t understand.

Notes

1. chore-small duty or piece of work, especially ordinary everyday task

(in the home, on a farm, etc. )

In the e-mail message, there are many chores, such as do my homework, take the dog for a walk, water my mom’s plants.

2. chat-talk about unimportant things

3. kid-(sl) child; young person

4. well-(here n. )shaft, usually lined with brick or stone, for obtaining water from an underground source

5. anyway-in any possible way; by any possible means

Step Ⅲ 3b

This activity provides reading, writing. listening and speaking practice using the target language.

Look at the pictures of the three people and read their names aloud to the class.

Then point to the chart. Let students read the information in it. Make sure students understand the information in the chart by asking questions and point out things.

T: Look at the three pictures above the chart. Under each person is a list of the things he or she has done or will do today. Now look at the chart. What do you see in the first column?

S1: Numbers. Clock times.

T: That’s right. Those are clock times.

Those times show what the three people were doing at 9:00,at 10:00,and so forth. It is 12:00 noon now. so the 1:00 and 2:00 times show things they will do later today. What has Steve already done?

S2: He’s already done his homework.

He’s already bought a newspaper.

He’s already fed the dog.

T: That’s correct. What things hasn’t he done yet?

S3: He hasn’t watered the plants. He hasn’t cleaned his room.

T: OK. Very good.

Go through the instructions with the class. Put students in several groups.

Say, Each student in a group will decide to be one of the people. The other students in the group will ask questions to find out which person in the chart he or she has decided to be. Make sure students understand how to do the exercise.

Look at the example in the box. Invite a pair of students to read it aloud to the class.

SA: Have you bought a newspaper?

SB: Yes, I’ve already bought a newspaper.

Ask students, which of the three people could it be? Can you find out? Yeah. It could be Steve or Elise.

Get students to do the work in groups.

While they are working, move around the classroom checking the work of each group.

Ask two groups to do the work as the examples.

Group 1: Have you watered the plants?

S1: Yes. I’ve already watered the plants.

Group 2: Have you fed the dog?

S2: No. I haven’t fed the dog yet.

(Person 1: Kathy; Person 2: Elise)

Step Ⅳ Part 4

This activity provides reading, writing, listening and speaking practice using the target language.

Go through the instructions with the class.

Invite a good student to give an example of things that he or she has and hasn’t done this week: I have done my homework. But I haven’t done some shopping.

Put students in some groups of three. Let students complete the work in groups.

Finish the table.

Review the task. Get some groups to share the results of their surveys.

Sample answers

You Li Hong (student’s name) Wang Bin (student’s name)

Things I have done Science project Plan Cleaning

Things I haven’t done yet homework Shopping Washing

Optional activity

Ask students to write their own schedules, listing the time of day they do each thing. Then get students to work in pairs. Student A thinks of one activity.

Student B gets five tries to guess the activity. Then student B thinks of an activity and student A guesses what it is.

Step Ⅴ Summary

In this class, we’ve learned some key vocabulary words such as chop, wood, light.

village, well, farm. We’ve also done a lot of reading, writing and speaking practice using the target language.

Step Ⅵ Homework

1. Finish off the exercises on pages 57～58 of the workbook.

2. Get students to talk about the things they have done and they haven’t done yet this week in pairs.

Step Ⅶ Blackboard Design

Unit 14 Have you packed yet?

Section A

The Third Period

Target language:

A: Have you bought a newspaper?

B: Yes, I’ve already bought a newspaper.

Unit 14 Have you packed yet?

The Fourth Period

Ⅰ. Teaching Aims and Demands

1. Knowledge Objects

(1) Key Vocabulary

member, original, songs, award

(2)Target Language

Have they been on TV yet?

Yes, they’ve been on TV lots of times.

2. Ability Object

(1) Train students’ speaking and listening ability.

(2) Train students’ ability to understand the target language in spoken conversation.

(3) Train students’ ability to use the target language.

3. Moral Object

Love music and you can benefit from it.

Ⅱ. Teaching Key Points

1. Key Vocabulary

member, original, songs, award

2. Target Language

Have they been on TV yet?

Yes, they’ve been on TV lots of times.

Ⅲ. Teaching Difficult Points

1. How to train students’ speaking and listening ability.

2. How to use the target language.

Ⅳ. Teaching Methods

1. Listening method

2. Groupwork to make every student work in class.

Ⅴ. Teaching Aids

1. A tape recorder

2. The blackboard

Ⅵ. Teaching Procedures

Step I Revision

Check homework. Ask some pairs to say their conversations to talk about the things they have done and they haven’t done yet this week.

SA: Have you done your homework?

SB: Yes, I’ve already done my homework.

SA: Have you cleaned your room?

SB: No, I haven’t cleaned my room yet.

Step Ⅱ Part 1

This activity introduces key vocabulary, and helps students review vocabulary they already know.

Look at the picture. Ask, What can you see in the picture? (A man is playing the guitar and singing a song)

Point to the box. Invite a student to read the four questions. Make sure students understand the questions. Get students to fill in the blanks on their own. A moment later, ask several students to read their answers to the class.

Notes

1. favorite-(adj.)best liked

2. What is your favorite band?-What band do you like best?

3. band-group of persons who play music together

4. band member-member of a band

Step Ⅲ 2a

This activity gives students practice in understanding the target language in spoken conversation.

Look at the picture. A record agent is interviewing members of a band. Let students read the instructions. Point to the headings and the blank lines following each heading. You will hear a woman interviewing members of a band. They are talking about the band. Now, listen and write your answers on these blank lines.

Play the recording the first time. This time students only listen. Play the recording a second time. This time, ask students to write their answers on the blank lines as they listen to the recording. Play the tape again if necessary.

Check the answers with the class.

Answers

Band’s name: Apple Ice Cream

How long they’ve been together: About a year

Number of concerts they’ve done: Six

Tapescript

Woman: Hmmm. That was… umm…not bad. Now tell me a little about yourselves. What was your name again?

Boy 1: Apple Ice Cream.

Woman: Apple Ice Cream? That’s uhhh …a nice name. Hong long have you been together?

Boy 1: About a year.

Woman: One year, huh? And have you written any original songs yet?

Boy 2: Yes, we have. We used to play stuff by other bands, but now we only play our own songs. That one you just heard was ours.

Woman: Good, great! I’m interested in people who play their own music. Have you ever won an award of any kind?

Boy 1: Yes, we have. We won the best new group of the year last month.

Woman: Wow. That’s great. Have you made a music video yet?

Boy 1: No, not yet.

Woman: But you’ve had your own concert?

Boy 2: Oh, yeah. We’ve had six concerts of our own.

Woman: Have you ever been on TV?

Boy 1: No, we haven’t. But we’ve already talked to “Bands on Parade” about doing a TV show next month.

Woman: Sounds like you guys are on your way.

Step Ⅳ 2b

This activity provides listening practice using the target language. Go through the instructions with the class. Look at the list of things the band may or may not have done. Get different students to read the list. Make sure students understand the task.

You will hear the same recording again.

This time please listen and check the things the band has already done.

Point to the sample answer. On the recording you hear that the band has already written some original songs so you check that answer. If necessary, play the recording again. Then get students to put checkmarks in front of the correct answers.

Check the answers.

Answers

√ written original songs

made a music video

√ won an award

been on TV

√ had concerts

Notes

1. original-newly formed or created, not copied or imitated

2. award-(here)a prize in a competition

3. video-television

Step Ⅴ 2c

This activity provides guided oral practice using the target language.

Look at the sample conversation in the box. Invite two students to read it to the class.

SA: Have they been on TV yet?

SB: Yes, they’ve been on TV lots of times.

Go through the instructions with the class. Talk about your favorite bands with your partner.

Let students work in pairs. As they work, walk around the classroom checking the progress of the pairs and offering help as needed. A moment later, invite two pairs to say their conversations to the class.

A1: Have they written any original songs yet?

B1: Yes, they’ve written several original songs.

A2: Have they had their own concert yet?

B2: Yes, they’ve had five concerts of their own.

Step Ⅵ Summary

In this class, we’ve learned some key vocabulary, such as member, original, songs, award. We’ve also learned the target language. Have they been on TV yet?

Yes, they’ve been on TV lots of times by listening and speaking.

Step Ⅶ Homework

Talk about some bands using the target language, and write down the conversations.

Step Ⅷ Blackboard Design

Unit 14 Have you packed yet?

Section B

The Fourth Period

Target language:

A: Have they been on TV yet?

B: Yes, they’ve been on TV lots of times.

Unit 14 Have you packed yet?

The Fifth Period

Ⅰ. Teaching Aims and Demands

1. Knowledge Objects

(1) Key Vocabulary

hit, appear, tour, miss, lead singer, mostly, top ten, good luck, off to a great start

(2) Practise reading an article.

(3) Practise writing something using the target language.

2. Ability Objects

(1) Improve students’ integrating skills-reading skill and writing skill.

(2) Improve students’ speaking ability by groupwork.

3. Moral Object

It is good for us to listen to music in the busy life. Music can make us relaxed, and we can work better.

Ⅱ. Teaching Key Point

Practise reading and writing using the target language.

Ⅲ. Teaching Difficult Points

1. How to improve students’ reading ability.

2. How to improve students’ speaking ability by groupwork.

Ⅳ. Teaching Methods

1. Reading method to improve students’ reading ability.

2. Writing method to improve students’ writing ability.

3. Pairwork to make every student work in class.

Ⅴ. Teaching Aids

1. A projetor

2. The blackboard

Ⅵ. Teaching Procedures

Step I Revision

Revise the target language presented in this unit. Check homework. Ask some pairs to read out their conversations.

Step Ⅱ 3a

This activity provides reading practice using the target language.

Teach the new words. Show the new words on the screen by a projector.

scene n. (戏剧、歌剧等)的发生地点;背景

last adj. 最近的;最后的

major adj. 较大的;较大范围的

hit n. 成功而轰动一时的事物(如歌曲等)

appear v. 出现;露面;(公开)演出

miss v. 错过;遗漏

lead n. 主角;领导

mostly adv. 主要地;大部分

some day 来日;将来某一日

be off 离开;走开

air n. (音乐)曲调;旋律;乐曲

poem n. 诗;韵文

Read the words and ask students to repeat them again and again until they can pronounce them correctly and fluently.

Look at the article Don’t miss the New Ocean Waves! Invite a student to read the article aloud to the class. Correct any pronunciation mistakes to make sure the student is providing a good model for the rest of the class.

Look at the picture. Ask students, What’s the article about? Can you guess?(It’s about a band)

Go through the instructions with the students. Make sure students know what to do. Read the article carefully. Circle the things the New Ocean Waves have already done. Underline the things they haven’t done yet.

Before students do it, give them two examples: One thing the New Ocean Waves have already done is In the last twelve months, they’ve had three major concerts. Ask students to circ1e the words had three major concerts. One thing they haven’t done is They’re going to appear on CCTV next month. Let students underline those words appear on CCTV. Get students to finish the work on their own.

Check the answers with the class.

Answers

Circled: had three major concerts; made a bit CD; played other people’s songs; played mostly our own songs; had a few songs in the top ten.

Underlined; appear on CCTV; go on a world tour; hope to have a number one hit

Notes

1. hit-successful attempt or performance, for example, hit songs, songs that win wide popularity

2: lead-principal part in a play; actor or actress who plays such a part.

3. some day-on a day in the future; pay attention to the difference between some day and one day; one day means on a day in the past or in the future

4. charity-(kindness in giving)help to the poor; money, food, etc. so given

Step Ⅲ 3b

This activity provides reading and writing practice using the target language. Read the instructions aloud to the class. Get a students to read the sentences at the beginning of the paragraph to the class. Tell students that they should look back at Activity 2b and finish writing the paragraph using the information in Activity 2b. Have students finish the paragraph on their own. While they are working, walk around the classroom offering help and answering questions as needed. When they finish, invite a student to read his or her completed paragraph to the class.

A sample paragraph

Apple Ice Cream is a rock band. They have been together for about a year. They have written their own original songs although they used to sing other people’s songs. They won “The Best New Group of the year.” award last year. They haven’t made a music video yet, but they’ve had six concerts of their own.

They haven’t been on TV yet, but they have talked to Bands on Parade about doing a TV show next month.

Step Ⅳ 3c

This activity provides writing practice using the target language.

Read the instructions Write about your favorite band aloud. Then ask several students to say the name of the band they want to write about. (For example, F4, Twins, Beyond and Backstreet Boys.)

Make sure students know enough about the band they choose to write at least five sentences.

Get students to use the paragraph in Activity 3b as a sample. When they work, walk around the classroom offering more help if needed. When they finish, invite a student to read his/her composition as an example, with different students contributing sentences and correcting each other’s information.

A sample composition

Backstreet Boys is a pop band. They have been together for nearly ten years. There are five American singers in the band.

They have already written their own original songs. They have already made many music records and have had many concerts of their own. They have won many awards many times. But they haven’t been to China yet. I hope they can come to China to have a concert this year.

Step Ⅴ Part 4

This activity provides reading, writing, listening and speaking practice using the target language.

Read the instructions to the whole class.

Invite a good student to give an example of things that he or she has done. Make sure students understand what to do. Give students a few minutes to do the surveys in pairs. Get a pair of students to model the sample dialogue.

SA: Have you ever been to a concert?

SB: Yes, I have. I went to the National Day Concert last year.

SA: Did you enjoy it?

SB: Yes, they had a great air show.

Correct any pronunciation errors to make sure the students are providing a good model for the rest of the class.

Have students complete the work in pairs. Get a few students to share the results of their surveys.

A sample survey

Have you ever… You Li Ping

(student’s name) Wang Gang

(student’s name)

Been to a concert National Day Concert New Year Concert

Been to a Zoo Beijing zoo

Collected something Stamps Coins

Painted a picture A picture of horse

Played a musical instrument Violin Guitar Piano

Sung in front of other people

Taken a train

Visited a farm Xing sheng Farm Guangming Farm

Written a poem A Little Girl

Have some pairs say their dialogues.

Dialogue 1

S1: Have you ever played a musical instrument?

Li Ping: Yes. I have. I played the guitar last month.

S1: Did you enjoy it?

Li Ping: Yes, it made me happy and relaxed.

Dialogue 2

S2: Have you ever collected something?

Wang Gang: Yes, I have. I collected coins last year.

S2: Did you enjoy it?

Wang Gang: Yes, I learned some knowledge from it. It was very interesting and meaningful.

Note

air-(old use)tune

Step Ⅵ Summary

In this class, we’re done a lot of practice reading and writing as well as speaking.

Step Ⅶ Homework

1. Read the article in Activity 3a again.

2. Complete the article in 3c.

3. Do the survey in Activity 4 if students haven’t finish it.

Step Ⅷ Blackboard Design

Unit 14 Have you packed yet?

Section B

The Fifth Period

Answers to Activity 3b:

Apple Ice Cream is a rock band.

They have been together for about a year. They have written their own original songs. They won “The Best New Group of the Year” award last year.

They haven’t made a music video yet, but they’ve had six concerts of their own. They haven’t been on TV yet, but they have talked to Bands on Parade about doing a TV show next month.

Unit 14 Have you packed yet?

The Sixth Period

Ⅰ. Teaching Aims and Demands

1. Knowledge Objects

(1) Fill in the blanks and make sentences using lock, clean out, feed, chat, hear

(2) Finish the table according to the conversation.

2. Ability Object

Train students’ writing ability.

3. Moral Object

Opportunity belongs to those who have made full preparation.

Ⅱ. Teaching Key Points

1. Fill in blanks and make sentences.

2. Finish the table.

Teaching Difficult Point

Make sentences using lock, clean out, feed, chat, hear.

Ⅳ. Teaching Methods

1. Teaching by explanation

2. Speaking method

Ⅴ. Teaching Aids

1. A projector

2. The blackboard

Ⅵ. Teaching Procedures

Step I Revision

Check homework. Ask a few students to read the article in 3a. Then Have a student read his or her own article.

Step Ⅱ Part 1

This activity focuses on vocabulary introduced in the unit.

Look at the words in the box. Get a student to read them. Make sure the students understand the meaning of the words. Then say, Please fill in the blanks with the words. In some cases, students may need to use another form of the word, for example adjusting for tense or subject/verb agreement.

Get students to fill in the blanks on their own.

Check the answers. Ask five students each to read a sentence, filling in the blanks. The rest of the students check their answers.

Show the answers on the screen by a projector.

1. Have you fed the dog and cleaned your room?

2. Don’t forget to lock the door if you are the last person to leave.

3. I need to clean out my cupboard. I never use the things in it anymore.

4. My friend from America called me yesterday. We chatted for hours.

5. Have you heard the new song from Mariah Carey? It’s very good.

Have students make their own sentences with the words, preferably sentences that

are meaningful. Walk around the classroom. Collect a few students’ answers with mistakes on the blackboard. Then help students correct the mistakes.

Sample answers

1. Don’t forget to lock the door after you go out.

2. You should clean out your bed your self.

3. I have already fed the dog.

4. We chatted for a long time when we met last time.

5. We listened carefully but could hear nothing.

Step Ⅲ Part 2

This activity provides reading, writing, listening and speaking practice using the target language.

Go through the instructions for this activity with the whole class. Invite a pair of students to read the dialogue aloud. Correct any pronunciation errors to make

sure the two students are providing a good model for the rest of the class.

Sue: Have you done your chores? We are leaving in an hour.

Jerry: I’ve done some of them.

Sue: Have you packed your bag?

Jerry: It’s in the front hall.

Sue: Have you said goodbye to grandma?

Jerry: The telephone was busy.

Sue: And have you watered the plants yet?

Jerry: Oh, no. I haven’t. I’ll do it now.

Sue: Have you cleaned your room?

Jerry: Do I need to?

Sue: Yes, you do.

Jerry: Okay.

Sue: What else? Oh yeah. Have you washed the dishes?

Jerry: it’s your job to wash the dishes.

Sue: No, it’s your turn.

Jerry: Okay. I’ll do it.

Sue: One more thing. Have you gotten the mail from the mail box?

Jerry: Look on the table.

Sue: Thanks.

Let students read the conversation in pairs again. Ask students to say the first thing that Jerry has done. (He has packed his bag)Then get students to make the list individually. While they are working. walk around the classroom providing help if needed.

Review the task. Get a few students to share their answers.

Answers

Things he has done

1. packed his bag

2. gotten the mail

Things he hasn’t done yet

1. said goodbye to Grandma

2. watered (he plants

3. cleaned his room

4. washed the dishes

Notes

1. The telephone was busy. =The line was busy.

2. gotten-(American English) It is the past participle of get. In British English, the form is got.

Step Ⅳ Just for Fun!

This activity provides reading and speaking practice with the target language. Ask two students to read the conversation aloud

A: Please water the plants.

b: I’ve already watered them.

Get all the students to read the conversation again. Then let students look at the picture. Ask, What is funny about this cartoon? Help students to explain. The boy gave the plants too much water.

Ask some pairs of students to present this conversation to the rest of the class.

Step Ⅴ Summary and Homework

In this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit. After class, please make sentences using the words in, Activity 1 in your exercise books. Then finish off the exercises on pages 58～60 of the workbook.

Step Ⅵ Blackboard Design

Unit 14 Have you packed yet?

Self check

The Sixth Period

Sample answers to Activity 1:

1. Don’t forget to lock the door after you go out.

2. You should clean out your bed yourself.

3. I have already fed the dog.

4. We chatted for a long time when we met last time.

5. We listened carefully but could hear nothing.

Unit 14 Have you packed yet?

The Seventh Period

Reading. Students find Chinese roots.

Ⅰ. Teaching Aims and Demands

1. Knowledge Objects

Key Vocabulary

root, ancestor, homeland, mainly, hardly, highlight, well clear, abroad, connect, in search of, turning point

Text: Students find Chinese roots

2. Ability Objects

Fast-reading to get a general idea of the text.

Careful-reading to get the detailed information in the text.

Learn the words and phrases from the context.

3. Moral Object

China is our homeland. Wherever we are. we never forget we are Chinese. We love China forever.

Ⅱ. Teaching key Points

Key vocabulary

Train students’ reading and writing skills.

Ⅲ. Teaching Difficult Point

Train students’ reading and writing skills.

Ⅳ. Teaching Methods

Fast-reading to improve students’ reading ability.

Careful-reading to get the detailed information.

Pairwork and groupwork.

Ⅴ. Teaching Aid

A projector

Ⅵ. Teaching Procedures

Step I Key Vocabulary

This activity introduces the key vocabulary words.

Show the following vocabulary on the screen by a projector.

root n. 根;根部;根源

overseas adj. 外国的;海外的

ancestor n. 祖先;祖宗

homeland n. 祖国;家乡

search v. 搜寻;搜索

in search of 寻找;寻求

affair n. 事;事务;业务

Overseas Chinese Affairs Office 中国海外事务管理局

Netherlands n. 荷兰

Austria n. 奥地利

Germany n. 德国

Indonesia n. 印度尼西亚

mainly adv. 主要地;重要地

highlight v. 强调;使突出

buffalo n. 水牛;野牛

farmer n. 农民;农场主

field n. 田间;田地

move n. 被感动

deeply adv. 深刻地;强烈地

point n. 点;处;地点

turning point 转折点

culturally adv. 文化地;人文地

ancestrally adv. 祖先地

grave n. 墓穴;坟墓

historian n. 历史学家;史学家

strongly adv. 强有力地;强劲地

clear v. 消除;扫除

abroad adv. 在国外;海外

connect v. 连接，关联

local adj. 地方的;当地的

Read the words and have students repeat them again and again until they can pronounce them fluently and accurately.

Step Ⅱ Part 1

This activity allows students to activate their background knowledge before attempting the reading.

Look at the picture. Let students describe what is happening in the picture. Read the title aloud. Get students to predict what they think the article is about, based on the title.

Have students finish Task 1. But don’t look at the reading text. Instead, they suetheir background knowledge to try to answer the questions. As students work,

walk around, looking at their progress.

When most students complete the task, let students answer the questions with a partner.

Elicit answers from Students. Ask if other students have the same or different answers. Do not give the correct answers to the students at this point. Wait until students have finished the reading and let them revise their answers accordingly.

Step Ⅲ 2a

This activity encourages students to predict what they are about to read.

Go through the instructions with the students. Get them to complete the task in small groups. When they work, walk around the classroom and make sure students discuss in English their reasons for selecting each word. Ask students to report their answers. Vote on the most likely words.

Answers will vary. But it is likely students will select culture, family, history, grandfather and tradition.

Step Ⅳ 2b

This activity builds on Activity 2a and asks students to confirm their predictions. Look at the instructions. Ask students to go through the reading to complete the task in small groups. Let students report their answers.

Answers

culture family Guangdong grandfather

Step Ⅴ Part 3

This activity encourages students to use the strategy of reading context. Look at the story. Find out the words indicated in bold. Let different students guess the meaning. Don’t give them the correct answers. Get students to read the article once. Say, Pay attention to the bold words and expressions. And note any other word or sentence you don’t understand. Read in context, guessing their meanings from the other words around them. Let students read the article again for comprehension. Ask a student to read the instructions aloud to the class. And let students look at the example. Then ask students to match the correct meanings with the correct words and expressions. Remind students to look at the story again for extra help. Give them one or two minutes to do the work.

Check the answers.

Answers

root e ancestor a hardly g highlight b well c turning point d abroad f

Get students to make sentences with the words and expressions. Answers to this activity will vary. Then ask a student to write his answers on the blackboard. Help correct any mistakes.

Sample answers

1. Pull up the plant by roots.

2. My ancestor’s hometown is in Shandong Province.

3. I can hardly believe that.

4. This is the highlight of the story.

5. There was only one well in our village in the past.

6. Work hard and there will be a turning point.

7. Do you want to travel abroad?

Step Ⅵ Part 4

This activity helps students read for specific information and paraphrase ideas.

Go through the instructions with the class. Elicit the first answer from the students from memory. Make sure that they understand what they need to do.

Let students do the activity individually or in pairs. Students should try to remember or guess the answers before looking at the reading. Check the answers. Let different students to give their answers. Ask students to give correct statements for the false statements.

Sample answers

T T T F (It started in 1980) T

Step Ⅶ Part 5

This activity helps students work in a group and think critically about what they have read.

Read the task aloud to the class. Get students to do the activity in small groups. Help students think of different activities that overseas Chinese might find interesting.

Check the answers. Let students share their answers with the class and agree on the best activities and reasons.

Optional activity

As an optional in-class or homework activity, ask students to write their own family trees and write about how life was different for their grandparents.

Culture note

Does everyone want to talk about his or her ancestors? Not really. Some people may have been adopted or may have divorced parents that they do not care to discuss. Some Australians are also sensitive about their ancestors for a different reason. In the early years of its settlement, many thousands of British citizens were transported to Australia for criminal offences. These offences were often mild for such a punishment, for example, a hungry child stealing a loaf of bread. Regardless, many Australians are descended from criminals and while some people laugh about it, others are not proud of the fact.

Step Ⅷ Summary

In this class, we’ve practised a lot of reading and writing.

Step Ⅸ. Homework

1. Read the story in Activity 2b again for further comprehension.

2. Revise the target language in this unit.

Step Ⅹ. Blackboard Design

Reading: Students find Chinese roots.

The Seventh Period

Sample answers to Activity 3:

1. Pull up the plant by roots.

2. My ancestor’s hometown is in Shandong Province.

3. I can hardly believe that.

4. This is the highlight of the story.

5. There was only one well in our village in the past.

6. Work hard and there will be a turning point.

新目标九年unit8习题篇5

一、选择题

1.Do you like ______ ?

A.pearB.an pearC.pears 2.I don’t like ______.A.breadB.breadsC.a bread 3.I have some salad,but I_______.A.like itB.don’t like itC.don’t like them 4.My sister ______ bananas.A.likeB.likesC.likeing 5.He _______ TV every day.A.watchB.watchsC.watches 6.______ she _______oranges ?

A.Does , likesB.Do , likeC.Does, like 7.They ________ soccer in the afternoon.A.don’t playB.doesn’t playC.are play8.I want______healthy.A.beB.toC.to be 9.We have rice, salad and eggs ______ lunch.A.ofB.inC.for 10.Monica is a ______ girl.She eart ________.A.good, goodB.good, wellC.well, well11.We have ______ lunch at school.A.aB.anC./ 12.Healthy food ______ good for you.A.amB.isC.are 13._______ chicken is on the table.A.AB.SomeC.Two

二、用所给动词的正确形式填空

1._______ Lucy _______(like)bananas ?No, she _______.She ______(like)pears.2._________ your parents _______(like)pears ?Yes, they ______.They ______(like)pears very much.3.Her son ________(not like)broccoli.He ______(like)salad.4.We _________(not like)hamburgers.We _______(like)French fries.5.________ your father_______(watch)TV every day ?Yes, he ______(watch)TV every evening.6._______ his friends ______(play)sports ?

7.She _______ hamburgers for lunch.I _______ hamburgers for lunch , too.(have)

8.________ your sister _______(know)them?Yes, she ______(know)them well..9.________ you _______(go)to school everymorning ?Yes, I ______(go)to schoolevery morning.My brother ____(go)to school , too.三、翻译

1.你喜欢沙拉吗？喜欢。

2.我不喜欢草莓，但我喜欢胡萝卜。3.我妈妈不喜欢梨子，她喜欢西红柿。4.你爸爸喜欢香蕉吗？不，他不喜欢喜欢。5.晚餐他喜欢汉堡，沙拉和香蕉。6.让我们思考这个问题。7.你喜欢什么作早饭？ 8.晚饭后我喜欢吃草莓。9.他不想变胖。

四、句型转换

1.She likes pears。（改为一般疑问句和否定句）

2.They know me.（改为一般疑问句和否定句）

3.His pens are in the backpack.（改为一般疑问句和否定句）

五、用所给词的正确形式填空

1.My mother likes ______(strawberry).2.Some _______(tomato)are on the table.3.Some _______(bread)is in the bag.4.We keep(养)some _____ and we have some ______ to eat.(chicken)5.They know __________.________ like them(I)6._____ are Mr Wang.Nice to meet _______.(you)

7._______ is in school.I often play soccer with _________.(he)8.______ needs a book.Please take it to ______.(she)9._______ watch TV every day.I like ______(they)

新目标九年unit8习题篇6

1. I’ve never seen ____ beautiful picture.

A. suchB. a suchC. such aD. so a

2. ____ wasn’t easy to win the match.

A. ItB. ThatC. ThisD. They

3. Joy enjoys ____ dancing ____ singing.

A. both, orB. either, norC. neither, norD. neither, or

4. You’re sure ____ the game.

A. winB. to winC. winningD. won

5. You’d better give out food at a food bank, ____ you?

A. didn’tB. hadn’tC. weren’tD. won’t

6. ____ it was very late, he went on working.

A. AlthoughB. BecauseC. SinceD. As

7. Her parents are ____ teachers.

A. allB. bothC. everyD. but

8. There’re a lot of ____ on the hill.

A. cowB. sheepC. pigD. dog

9. ——____ do you have an English party?

——Once a month.

A. What timeB. How longC. How soonD. How often

10. We have lived here ____.

A. ten years agoB. for ten yearsC. in 1985D. before 1985

11. It’s really ____ of you to help me.

A. happyB. goodC. fineD. nice

12. I enjoy ____ to American country music. What about you?

A. listenB. to listenC. listeningD. listenning

13. The twins ____ about the problem when their teacher saw them

yesterday.

A. talkedB. were talkingC. talkingD. talk

14. Next year, my family would like to go to Hainan ____ a holiday.

A. onB. forC. toD. with

15. ——Please help me move the table in.

——But there isn’t enough ____ for it.

A. placeB. floorC. roomD. ground

16. ——People now can know what is happening in the world quickly.

——You’re right. With the help of computers, news can ____ every

corner of the world.

A. getB. arriveC. returnD. reach

17. ——Which of the following can you often see on a medicine bottle?

——I know, sir. It’s ____.

A. BUSINESS HOURSB. DANGER

C. ENTRANCED. INSTRUCTIONS

18. ——May I call you Johnson?

——____.

A. Thank you, sir. Here you areB. Of course, if you like

C. That’s OKD. I’ve no idea

19. ——You’ve left the TV on.

——Oh, so I have. ____ and turn it off.

A. I’ll goB. I goC. I’ve goneD. I’m going

20. Mr. Green says that he will travel back ____ England ____ a holiday.

A. to, forB. for, toC. in, duringD. at, on

Ⅱ.补全对话：然后与同伴表演对话。(5分)

A： Hello, Jimmy!It’s a fine day, isn’t it?

B： Yes, I think so. I would like to __1__ the school volunteers.

A： What would you like to do?

B： I love to __2__ ping pong.

A： Well, you could help __3__ a ping pong team for little kids.

B： Don’t __4__ __5__. Become a volunteer today.

A： That’s a good idea.

1.____ 2.____ 3.____ 4.____ 5.____

Ⅲ.从右边选择正确的短语完成句子。(5分)

1. I’d like to ____ a food bank.

2. He looks sad. Let’s ____ him ____.

3. We need to ____ some ideas.

4. We can’t ____ making a plan.

5. I can’t decide which bike to ____.

Ⅳ.完形填空。(10分)

Once there was an old man in a town. He always forgot __1__ things. So his wife always had to say to him, “Don’t forget this!”

One day he went on a long trip (旅行) alone. Before he __2__ home, his wife said, “Now you have all these __3__. They are what you need for your trip. Take care of your things during the trip.” He went to the station, bought a ticket and __4__ the train with it.

About half __5__ hour later, the conductor began to see the tickets. He came to the old man and __6__, “Will you please show me your ticket?” The old man looked for his ticket in all his pockets, but he could not find __7__. He was very worried. “I can’t find my ticket. I really bought a ticket __8__ I got on the train,” said the old man.

“I believe(相信) you bought a ticket. All right, you don’t have to buy __9__ one,” said the conductor kindly. “But how can I know where I’m going? I can’t __10__ my station!”the old man said sadly.

1. A. a lot ofB. a kind ofC. a piece ofD. a pair of

2. A. gotB. leftC. wentD. moved

3. A. moneyB. clothesC. ticketsD. things

4. A. had onB. went onC. got onD. passed on

5. A. aB. anC. theD. this

6. A. sayB. saidC. saysD. saying

7. A. itB. thisC. thatD. ticket

8. A. whenB. tillC. beforeD. after

9. A. otherB. the otherC. the othersD. another

10. A. forgetB. getC. rememberD. see

Ⅴ.阅读理解。(30分)

(A)

Peter’s uncle lived in the country. Once Peter went to stay with him for a few weeks. Whenever(无论何时) they went for a walk or for a drive in the car and they passed somebody, his uncle waved(挥手). Peter was surprised and said, “Uncle George, you know everybody here. Where did you meet them all? ”

“I don’t know all these people,” said his uncle.

“Then why do you wave to them?” asked Peter.

“Well, Peter,” answered his uncle, “When I wave to someone and he knows me, he is pleased. He continued his journey with a happier heart. But when I wave to someone he doesn’t know me, he is surprised and says to himself, ‘Who’s that man? Why did he wave to me?’ so he has to think about during the rest of his journey, and that makes his journey seem shorter. So I made everybody happy.”

1. Once Peter went to stay with ____ in the country.

A. his motherB. his grandfather

C. his brotherD. his father’s brother

2. His uncle waved to ____ when they passed him.

A. his friendB. someoneC. nobodyD. everybody

3. Did Peter’s uncle know them all? ____.

A. No, he didn’tB. Yes, he didC. No, he didD. Yes, he did

4. Why did he wave to them? ____.

A. He wanted to make them surprised

B. He liked to do so

C. He wanted to play a trick on them

D. He wanted to make them happy

5. Can you please everybody? ____.

A. Yes, of courseB. Sorry, I can’t

C. Yes, I canD. No, I can’t

(B)

In the world, soccer or football is the most popular sport. This is because many countries have wonderful teams for the World Cup. The World Cup is held every four years.

To remember 2002 FIFA World Cup, children from different countries and more than 60 children from Japanese schools came together and spent three weekends drawing a big picture called “Dream(梦幻) World Cups” in Japan. The children drew animals, flowers and people playing soccer under a blue bright sky. They wished each football team good luck by drawing the flags(旗帜) of all the countries that will take part in the World Cup in Japan and South Korea. The picture was put up in a park near a playground in Yokohama. Some football teams will have games there.

Are you a football fan(迷)？The World Cup makes more and more people interested in football. Teenagers(青少年) like playing and watching football. Many of them love some football stars so much that they get the pictures of their favorite players on the walls of their rooms. That is the way to show their love for the World Cup as children in Japan.

根据短文内容，选择正确的选项

1. If a country wants to take part in the World Cup, she must have

____.

A. many football fansB. a very good team

C. many football playersD. a big playground

2. The next World Cup will be held in ____.

A. 2010B. 2007C. 2008D. 2009

3. From the passage, in the picture children drew many things except

____.

A. people playing footballB. pictures of some football stars

C. a sunny skyD. flowers

4. In “Dream World Cup”, the children drew the flags of some countries

____.

A. to show their love for their own country

B. to tell the people their stories

C. to show their good wishes for the football teams

D. to show their new ideas about football

5. Many teenagers own the pictures of some football stars because ____.

A. they are interested in football

B. they are football fans

C. they think their favorite players are great

D. all of A, B and C

(C)

A good way to pass an exam is to work hard every day in the year. You may fail in an exam if you are lazy and then work hard only a few days of the year before the exam. If you are taking an exam, don’t only learn rules of grammar. Try to read stories in English and speak in English whenever you can. A few days before the exam you should start going to bed early. Do not stay up late at night studying and learning things. Before you start the exam, read carefully over the question paper. Try to understand the exact meaning of each question before you pick up your pen to write. When you have at last finished your exam, read over your answer. Correct any mistakes which you see and make sure that you have not missed anything out.

根据短文的内容，判断下列句子的正（T）误（F）

() 1. The best way to pass an exam is not to work hard all the

year around.

() 2. You should read lots of English stories whenever you can.

() 3. You should go to bed early every night.

() 4. You should read over the question paper very carefully before

you begin to answer it.

() 5. You should check your answers when you finish the paper.

Ⅵ.给左边的问句在右边的表里找到答案。(10分)

() 1. Nice to meet you, Tina!

() 2. Happy birthday to you!

() 3. Happy New Year to you all!