牛津上海版英语八年级上册 Unit 7 Nobody wins (Ⅱ) 教案（12课时）

2021学年牛津上海版英语八年级第一学期教案unit
7
Chapter
topic:
This
cartoon
contains
the
second
half
of
the
space
adventure
story
which
began
in
the
previous
chapter.
The
topic
of
adventures
and
fictional
living
in
space
continues
in
the
listening,
Language,
speaking
and
writing
sections.
Period
1
Teaching
aims:
Learn
languages
in
the
cartoon,
introduce
the
topic
of
the
chapter.
New
words:
Yuri
Gagarin------trick
Teaching
procedure:
A.
warming-up:
Q:
Can
you
say
something
about
the
ending
of
Part
1
of
Nobody
wins?
（Captain
King
and
his
crew
were
prisoners
in
a
cage
in
Gork’s
cave,
and
they
had
been
told
they
would
die
at
dawn.）
B.
Pre-task
procedure:
a.
Look
at
the
picture
in
cartoon.
Q:
What
are
Lo
and
High
doing
in
the
picture?
(They
are
floating
around
inside
a
spaceship.)
Q:
What
is
there
around
Lo?
(Some
food.\
Several
items
of
food
are
floating
around
near
‘Lo’.
)
Q:
Why?
(There
is
no
gravity
in
space.)
b.
Imagine
that
they
are
Captain
King
and
his
crew,
and
to
produce
an
escape
plan.
c.
After
the
discussion,
one
member
from
each
group
should
describe
the
group’s
plan.
The
class
should
listen
and
point
out
and
weaknesses
in
the
plans.
A
note
should
be
made
on
which
plan
is
best
to
compare
with
the
outcome
in
part
2
of
Nobody
wins.
C.
While-task
procedure:
a.
Ask
them
to
do
the
quiz
in
Exercise
A,
and
then
check
the
answers
with
them.
Background
knowledge:
The
sun’s
light
takes
eight
minutes
to
reach
the
Earth
every
day.
The
light
of
the
nearest
star
(Alpha
Centauri)
takes
4.3
years.
Venus
is
the
second
nearest
planet
to
earth.
Mars
is
the
nearest.
Jupiter
is
the
biggest
planet.
It
has
16
moons(
possibly
more).
The
sun
has
nine
planets
in
all------
the
others
are
Mercury(nearest
the
Sun),
Pluto
(furthest
away),
Saturn,
Neptune
and
Uranus.
The
movement
of
the
sea
is
called
the
tides
(
e.g.,
high
tides\low
tide).
They
come
in
and
go
out
twice
a
day
as
the
Earth
rotates.
On
the
moon,
your
body
weighs
six
times
less
than
on
Earth
because
the
Moon’s
gravity
is
weaker.
He
went
once
round
the
Earth
on
12
April
1961.
The
first
woman
in
space
was
also
Russian
(Valentina
Tereshova
).
She
went
around
the
Earth
48
times
on
16
June,
1963.
b.
Explain
the
instructions
in
exercise
B
on
page92.
Ask
them
to
guess
the
answers,
read
the
story,
and
then
check
their
answers
with
what
actually
happened.
c.
Check
the
answers.
Homework:
Prepare
for
the
text.
Find
the
new
words
in
the
text.
Copy
the
new
words.
Period
2
Teaching
aims:
Solve
the
problem
about
vocabulary
and
simple
comprehension
tasks
based
on
the
passage.
New
words:
Snore~fear
Teaching
Procedures:
Warming-up:
some
quiz
about
the
exercises
on
P.92
Dictation
Teaching
Procedures:
a.
Pre-task
Procedure
(1):
1.Listen
to
the
recording
of
the
text
once.
Read
the
text
silently.
2.
Find
the
words
in
the
text,
using
the
clues
in
the
conversation
to
help
sts
to
the
right
words
in
the
story.
Check
the
answers.
b.
While-
task
Procedure
(1):
Learn
the
words.
immediately------[P1]
at
once\
without
delay.
When
the
fire
alarm
rang,
they
ran
out
of
the
building
immediately.
interrupt------[P3]
speak
before
someone
else
had
finished
speaking\doing
something.
I
was
talking
to
Ann
on
the
phone
when
my
mother
interrupted
to
say
that
dinner
was
ready.
attack------[P8]
start
to
hurt
someone
or
damage
something.
The
police
dogs
attacked
the
robber,
who
fell
to
the
ground.
crew------[P10]
group
of
people
who
work
on
a
ship
or
plane.
The
ship
sank,
but
the
crew
and
passengers
were
all
saved.
escape------[P2]get
away
from
a
place
to
freedom
The
thief
tried
to
escape
from
jail,
but
the
police
caught
him.
eventually
------[P14]
in
the
end\
after
a
time
\at
last.
Lily
practiced
running
every
day
and
eventually
became
the
school’s
best
runner.
towards------[P17]
in
the
direction
of
The
car
came
towards
me
and
stopped
just
in
front
of
me.
c..
Pre-task
Procedure(2)
use
the
contexts
of
the
words
in
the
story
to
help
them
choose
those
witch
match
the
definitions
in
the
sentences.
d.
While-
task
Procedure
(2):
Learn
the
words.
1.snoring
(v.)------[P.1]breathing
noisily
while
sleeping
We
knew
Dad
was
asleep
because
we
could
hear
him
snoring.
2.attract
(v.)------[P.2]
pull
sth.\someone
towards
something.
Last
night’s
concert
was
able
to
attract
a
big
crowd.
3.aim
(v.)------[P.5]
point
something
at
someone
intended
to
Mary
aimed
her
camera
at
the
bird
and
snapped
the
picture.
I
aimed
to
become
a
doctor
before
I
was
30.
4.laser(n.)------[P2]
a
device
that
produces
a
very
powerful
beam
of
light.
The
laser
beam
cut
a
hole
in
the
steel
door
in
a
few
minutes.
5.beam(n.)------[P5]
ray
of
light
The
beam
of
light
from
her
torch
lit
up
the
path
in
front
of
her.
6.go
out------[P5]stop
shining
\burning
He
poured
water
on
the
fire,
and
the
fire
went
out.
7.done
for------[P12]
killed\destoryed\dadly
hurt
Those
plants
will
be
done
for
if
you
don’t
water
them
soon.
done
for
is
used
idiomatically,
usually
in
the
passive
voice.
8.panic(v.)------[P13]show
great
fear（panic---panicked---panicked）
The
crowd
in
the
cinema
began
to
panic
when
they
smelled
smoke.
(n.)------strong,
wild
fear
9.safety------[P14]
freedom
from
danger
Firemen
broke
into
the
burning
flat
and
led
the
children
out
to
safety.
10.figure------[P17]
the
shape
of
a
living
body
a
number
a
diagram\picture
in
a
book
a
shape
In
the
distance,
he
could
see
a
figure
standing
on
a
hill
and
waving
to
him.
e.
Read
the
new
words.
C．Homework:
1.
Copy
the
new
words.
2.
Read
and
recite
the
new
words.
Period
3~4
(p.92~93)
Teaching
aims:
Review
the
new
words.
Get
the
deep
comprehensions
about
the
text.
Learn
the
new
language
points.
Teaching
procedures：
A.
warming-up
1.
Do
the
following
exercises.
2.
Words
spelling
B.
Pre-task
procedure
1.
Read
the
text.
Write
the
numbers
before
each
paragraph.
Divide
it
into
six
part.
C.
While-task
procedure
1.Read
the
first
part.
Gork
falls
asleep.
King
plans
their
escape
from
the
cage.
He
explains
that
he
will
use
his
laser
torch.
Peters
assumes
he
will
kill
Gork,
but
King
says
no.
They
need
Gork
to
open
the
door
of
the
cave.
Lie:
v.
lie
down
(on
sth.)
n.
tell
a
lie
fall
asleep
\use
sth.
to
do
\too---to---
\
2.Read
the
second
part:
The
crew
escapes
from
the
cage
and
hides
among
the
kangaroos.
King
blinds
Gork
with
his
laser
torch
and
then
tells
him,
‘This
is
Nobody.’
Moment
later
\be
out
of
\among
\wake
up
\aim---at---
\press
the
button
\go
out
\hit
3.
Read
the
third
part:
Gork
roars.
His
neighbours
come
and
ask
what
is
wrong.
Gork
shouts
through
the
close
door,
‘Nobody
attacked
me.’
The
neighbours
think
he
is
having
a
bad
dream
and
leave.
Bring---
running
\Damage
\
have
a
bad
dream
\go
back
to
bed
\
4.
Read
the
fourth
part:
Gork
begins
to
search
for
the
aliens
among
the
kangaroos.
He
opens
the
door
and
lets
them
hop
out
one
by
one,
feeling
their
backs
as
they
go.
By
this
time
\join
\hide---among
\call---to
\the
narrow
opening
\
At
a
time
\feel
something
with
something
\make
sure(that)
5.
Read
the
fifth
part:
Peters
says
they’re
done
for.
King
tells
him
to
get
into
the
kangaroo’s
pocket.
Peters
does
so
and
is
carried
out
to
safety.
All
the
crew
get
free
and
they
return
to
earth.
Whispered
\
Don’t
panic
\a
few
moment
later
\hop
through
the
door
to
freedom
\get
free
\back
to
\
6.
Read
the
sixth
part:
One
of
King’s
listeners
ask
what
happened
to
Gork.
King
says
what
happened
to
Gork.
King
says
that
maybe
he
is
still
looking
for
nobody.
They
all
laugh---except
for
a
mysterious
figure
in
he
garden
which
starts
moving
towards
the
house.
What
happened
to
\look
for
\move
silently
towards
\
Homework:
Read
and
recite
the
text.
Copy
and
translate
the
text.
Period
5
(p.95~96)
Teaching
aims:
Practise
transferring
information
from
one
context
to
another
one.
Listening
practice.
Understand
time
references.
New
words:
Detective~silly
Teaching
procedures:
warming-up:
Have
dictation.
2.
Recite
the
text.
pre-task
procedure(1):
Read
the
text
once
together.
Instruction:
After
captain
King
and
his
crew
had
escaped,
Gork
repaired
his
eye
and
then
went
to
the
report
what
had
happened.
A
detective
interviewed
him.
Part
of
the
interview
is
given
below.
Complete
it
with
information
from
the
story.
Use
one
or
more
words
as
necessary.
While-task
procedure(1):
Ask
students
to
fill
in
the
blanks,
and
then
choose
a
few
students
to
read
the
completed
conversation
aloud
to
the
class.
Read
the
text
in
different
roles.
Pre-task
procedures(2):
Introduction:
This
exercise
gives
students
practice
in
understanding
the
time
reference
of
a
statement.
They
must
listen
to
each
short
comment
by
Captain
King,
and
then
decide
whether
he
is
talking
about
a
habitual
action,
of
a
future
action.
They
must
listen
carefully
to
the
tenses
of
the
verbs.
Various
adverbial
phrases
also
help
to
show
them
the
answers.
explain
the
task,
and
deal
with
any
difficult
words:
tasty,
have
a
crash,
terrible,
rubber.
E.
While-task
procedures:
1.
Play
the
recording
once
and
let
students
mark
their
answers.
Then
replay
the
recording
and
give
them
the
answers.
Ask
them
to
fine
the
time
of
each
action.
(1)
when
I
was
a
young
man
(2)often
(3)every
day
(4)
two
years
ago
(5)next
year
(6)
many
years
ago
(7)next
week
(8)25
years
ago
Homework:
Practice
book.
2.
Read
and
recite
the
text.
Period
6~7
(96~98)
Teaching
aims:
Practise
the
use
of
prepositions
of
place.
New
words:
Bookcase~
Mimi
Teaching
procedures:
Pre-task
procedure:(1)
Revise
the
preposition
by
doing
the
following.
Draw
a
box
on
the
board.
Draw
(1)
a
ball
on
the
box,
(2)
in
he
box,
(3)
above
the
box,
(4)
under
the
box,
(5)
beside
the
box.
Write
the
prepositions
on
the
board.
Then
write
a
number
beside
each
ball.
Get
the
students
to
ask
and
answer
questions
similar
to
the
one
below.
S1
Where’s
number
four?
S2
It’s
under
the
box.
S1
Is
number
four
in
the
box?
S2
No,
it’s
under
the
box.
Number
two
is
in
the
box.
We
use
the
prepositions
on
the
board
to
say
where
things
and
people
are.
Point
out:
on\above:
On
is
on
the
top
of
and
touching;
above
is
higher
than
and
not
touching;
the
two
meanings
of
on,
i.e.,
on
the
top
of
and
touching;
fixed,
drawn,
or
written
on
the
side
or
surface
of
something
B.
While-task
procedure.(1)
1.Do
a
quiz.
Ask
some
students
to
write
the
sentences
on
the
board.
(using
the
complete
forms.)
(1)
name
something
that’s
above
you.
(2)Name
something
that’s
on
your
head.
(3)
name
something
that’s
beside
you.(4)
Name
something
that’s
in
you.
(5)
name
something
that’s
under
you.
(5)
Name
something
that’s
on
your
face.
2.
Ask
students
to
do
exercise
A1.
3.Ask
students
to
do
exercise
A2.
Point
out
that
we
sometimes
use
two
prepositions
to
give
the
more
exact
position
of
something.
C.
Pre-task
procedure:(2)
1.
Saying
where
prople
are
(
next
to,
in
front
of,
behind,
between)
Call
five
students.
Ask
them
to
stand
up
in
their
seats.
Say
these
sentences:
A
is
standing
in
front
of
B.\
B
is
standing
behimd
A.\
C
is
standing
next
to
A.\
D
is
standing
between
A
and
E.
\
E
is
standing
next
to
D.
D.While-task
procedure.(2)
1.
Write
all
the
prepositions
on
the
board,
with
the
exception
of
beside.
Ask
students
if
they
can
tell
you
another
preposition
that
has
the
same
meaning
as
next
to.
Add
beside
to
the
list.
Ensure
that
students
do
not
confuse
beside
and
besides.
Besides------as
well
as
beside------next
to
2.
Do
exercise
B1
with
the
students.
3.
Do
exercise
B2.
Arrange
the
seats
for
the
seven
students.
Practise
the
pattern:
Where
dose
Ann
sit?
She
sit…(next
to,
in
front
of,
behind,
between)…
4.
Do
exercise
B3.
Compare
the
new
class
plan
with
the
old
one
and
complete
sentences
about
the
changes.
Homework:
Do
exercises
in
Grammar
Practice
Book.
Period
7~8
(P98~99)
Teaching
aims:
Learn
questions
and
answers
about
amounts
New
words:
Negative
knock,memory
Teaching
procedures:
Warming-up
Pre-task
procedure(1)
Write
some
and
any
on
the
board.
Tell
students
we
use
these
words
to
talk
about
amounts
that
are
not
definite
or
exact.
E.g.:
Have
you
got
any
tea?
Sorry,
we
haven’t
got
any
tea,
but
we’ve
got
some
coffe.
3.
Point
out
that
we
use
any
in
questions
and
in
negative
statements,
and
that
we
use
some
in
positive
statements.
4.
Ask
students
to
make
similar
dialogues
using
these
pairs
of
words.
a.
cakes,
sandwiches
b.
orange
juice,
apple
juice
c.
chips,
noodles
d.
milk,
soya
milk
5.
Point
out
that
some
and
any
are
used
with
both
uncountable
nouns
and
plural
countable
nouns.
6.
e.g.:
Would
you
like
some
more
tea?
Can
you
give
me
some
stamps.
We
sometimes
use
some
in
questions
when
we
except
the
answer
to
be
yes.
We
use
any
in
sentences
with
never
.
She
never
has
any
luck.
7.
When
we
use
some
or
any
before
the
+a
noun
or
before
pronouns(
this,
that,
his,
her---)
We
add
of.
Some
of
the
sweets,\
any
of
them,
\any
of
those
bags.
C.
While-task
procedure.(1)
1.
Read
the
introduction
to
exercise
C1.
Make
sure
students
understand
their
roles.
S2
should
note
which
things
on
the
food
list
they
have
got
so
that
he\she
can
complete
the
report
in
Exercise
C2
later.
2.
Ask
students
to
read
the
passage.
D.
Pre-task
procedures(2):
1Write
somebody
some
one
and
something
on
the
board
and
tell
students
that
we
use
these
words
to
talk
about
people
and
thing
when
we
do
not
know
exactly
who
they
are
or
what
they
are.
Somebody\
someone
refer
to
people.
Something
refers
to
things.
e.g.:
Can
you
hear
anything
,
Tim?
No,
I
can’t
hear
anything.
Can
you
hear
anything
now?
Yes,
I
can
hear
something.
It
sounds
like
a
bell.
the
rules
for
Some
and
any
apply
to
somebody,
something,
someone.
somebody,
something,
someone------in
positive
statements
or
questions
anybody,
anything,
anyone------in
questions
and
negative
statements
Do
the
similar
dialogues
to
the
one
in
3.
see
anyone\
see
someone\looks\
David
smell
anything\
smell
something\smells\smoke.
See
anybody\
see
somebody\
looks\a
man
nobody=not
anybody,
no
one=
not
anyone,
nothing=not
anything
notes:
Plural
pronouns
are
used
to
refer
to
indefinite
pronouns.
e.g.:
If
anybody
wants
to
go,
they
can.
Someone
has
left
their
coat
behind.
Indefinite
pronouns
are
used
with
singular
verbs.
e.g.:
Somebody
is
at
the
door.
Has
anything
happened
to
her.
Don’t
use
negative
structures
in
their
sentences
when
they
use
nothing
no
one,
nobody.
Nobody
doesn’t
want
any
tea.
(x)
Nobody
wants
any
tea.
(0)
D.While-task
procedure.(2)
1.
Do
exercise
D
to
give
students
practice
in
asking
and
answering
questions,
using
something\
anything,
ect.
Students
should
give
full
answers
to
the
question.
Homework:
Do
exercises
in
Grammar
Practice
Book.
Period
9
Teaching
aims:
Speaking
practice,
the
pronunciation
of
[s],[z],
[iz].
New
words:
First-aid
box~
in
order
of
Teaching
procedures:
A.
Warming-up:
Revise
the
prepositions
and
Indefinite
pronouns.
B.
Pre-task
procedure(1):
1.
Tell
the
sts
that
plural
nouns
end
in
different
sounds,
make
the
three
sounds:
[s],[z],
[iz]
for
them
and
have
them
repeat
them
chorally
after
you.
2.
The
difference
between
the
[s]
and
[z]
is
often
difficult
to
hear.
Tell
them
that
the
difference
is
made
by
vocalizing(发音).
Ask
the
students
to
make
an
unvoiced
[s]
sound
by
putting
their
tongues
against
the
sides
of
their
teeth
and
breathing
out.
The
[s]
sound
does
not
use
the
voice,
while
the
[z]
sound
does.
Have
them
put
their
hands
to
their
throats
to
feel
the
vibration(振动),
when
they
make
the
[z]
sound.
3.
Put
the
following
columns
on
the
board
and
tell
them
to
write
the
columns
in
their
notebooks.
Let
students
hear
the
three
different
sounds
and
the
three
words.
[s]
[z]
[iz]
Maths
friends
prizes
C.
While-task
procedure(2):
1.
Then
tell
them
they
will
hear
some
words.
They
should
write
the
words
in
the
appropriate
columns.
Say
these
words.
[s]
[z]
[iz]
Maths
songs
boxes
cooks
words
buses
pets
friends
prizes
cats
clothes
glasses
2.
Practise
exercises
A1
and
A2.
Ask
students
to
learn
A2
but
emphasize
that
they
must
get
the
sounds
correct
as
well
as
the
words.
Ants[s]
plants[s]
files[z]
dogs
[z]
matches[iz]
boxes[iz]
eggs[z]
frogs[z]
Star[z]
roses[iz]
walks[s]
knocks[s]
清辅音后读[s]
浊辅音和元音后读[z]
在[z],
[s],
-ch,
-sh等后加es
变复数的读成[iz].
D.
Pre-task
procedure(2):
1.Speak
up:Lost
on
planet
X
This
is
a
role-play
exercise
for
students
to
do
in
pairs.
They
must
study
the
map
and
the
list
and
choose
eight
items
to
carry
with
them
from
the
crash
to
base.
2.Encourage
students
to
give
reasons
to
each
other
for
all
the
things
they
choose.
You
may
wish
to
write
some
of
these
patterns
on
the
board
to
help
students
talk
about
the
problem.
Shall
we
take…?
Yes,
Let’s
take
that\those.
No,
we
don’t
need
that
\those.
We
need…because
we
must…
We
must…
Therefore,
we
need
to
take…
E.
While-task
procedure(2):
1.After
about
10-15
minutes,
stop
the
talking
and
ask
some
students
to
tell
the
class
which
things
they
will
take
with
them..
Encourage
other
students
to
ask
questions
such
as
‘Why
do
you
want
to
take
a
camera?’
2.
complete
the
list
on
P101.
Homework:
Write
the
list
on
the
composition
book.
Period
10
Teaching
aims:
Introduce
the
usage
of
the
contents
page.
New
words:
Content~
attractive
Teaching
procedure:
A.
Warming-up
Dictation
B.
Pre-task
procedure
1.Tell
students
we
can
tell
what
a
book
is
about
by
looking
first
at
its
title
and
its
contents
page.
2.
Use
their
Student
book
as
an
example.
Tell
them
to
look
at
the
title.
Ask
the
students:
What
is
the
subject
of
the
book?
(English)
Who
is
it
written
for?
(
grade
8
students)
3.
Find
the
contents
page.
Point
out
that
the
contents
pages
help
you
to
find
quickly
where
information
is
in
a
book.
Ask
the
students
these
questions.1
How
many
chapters
are
there?
(7)
How
many
sections
are
there
in
each
chapter?
(6or7)
Which
section
is
divided
into
two
parts?(
speaking)
In
which
chapter
can
you
read
about
numbers.(
chapter
4)
In
which
chapter
can
you
learn
to
use
your
dictionary?(
chapter
3)
In
which
chapter
can
you
learn
to
use
the
simple
future
tense?
(Chapter
6)
In
which
chapter
can
you
learn
how
to
complete
a
graph?
(Chapter
4)
In
which
chapter
can
you
write
a
letter?(
Chapter
1)
4.
Explain
the
introduction
to
the
Using
English
section
and
then
proceed
to
do
Exercise
A.
C.
While-task
procedure
1.Do
exercise
A.
Explain
some
English
expressions.
Check
the
answers.
2.Do
exercise
B.
Ask
students
to
guess
at
a
topic
By
looking
for
clues
in
the
topic
sentence.
Homework:
Practice
Book
P35.
Copy
and
recite
the
new
words.
Period
11
Teaching
aims:
Practise
writing
a
newspaper
report
by
using
the
words
and
pictures
provided
and
contributing
their
own
ideas
about
the
ending.
New
words:
eyewitness,
Mabel~
hill
side
Teaching
procedures:
A.Pre-task
procedure:
1.
Ask
students
to
work
in
pairs
to
de
Exercise
A.
They
should
look
at
the
pictures
and
outline
report
first,
and
then
decide
together
what
to
put
in
the
report.
They
can
both
choose
to
have
the
same
ending
or
each
one
can
provide
a
different
ending.
B.
While-task
procedure:
1.
Ask
Students
to
work
individually
to
write
out
the
answers
to
Exercise
B,
Inventing
closing
lines
for
Captain
King
and
Gork.
Alternative
answers
to
these
two
lines
in
the
model
below
should
be
accepted,
as
long
as
they
make
sense
and
are
grammatically
correct.
2.
Use
your
own
ideas
about
what
the
alien
and
captain
King
said
to
each
other
at
the
end.
Possible
answer:
Gork------I’ll
be
back
for
you
again,
Captain
King.
Captain
King------I’ll
be
waiting
for
you,
Gork.
Ask
students
to
say
their
own
answers.
Homework:
Copy
and
recite
the
new
words.
Rview
this
chapter.
Period
12
Teaching
aims:
1.Ask
students
to
complete
these
exercises,
Which
briefly
revise
some
Key
items
from
the
chapter.
New
words:
facility,
light
rail.
Teaching
procedures:
A.
Warming-up
:
1.
Dictation.
2.
Recite
the
text.
B.
Do
exercise
A.
This
is
a
picture
of
a
small
village
twenty
years
ago.
What
was
life
like
then?
Where
did
people
live?
How
did
they
cook?
Discuss
with
your
partner.
Words
for
reference:
brick
houses
with
chimneys,
cook
with
wood,
paper
fans
C.
Do
exercise
B.
Life
has
changed
a
lot
in
this
small
village,
Now
it
has
become
a
new
housing
estate.
What
are
the
changes?
Discuss
in
small
groups.
Words
for
reference:
Cook
with
gas,
travel
by
car
and
motorbike,
telephone,
TVs
,
piano,
D.
Do
exercise
C.
Life
will
be
changed
greatly
in
the
future.
A
new
modern
district
will
be
built
in
this
area.
What
facilities
will
it
have?
Design
the
district.
Discuss
with
your
classmates
using
words
from
the
box,
and
draw
a
plan.
Words
for
reference:
In
the
middle
of
the
city,
on
the
top
of
the
hill,
under
a
supermarket,
go
over
the
road,
station,
swimming
pool,
bank,
school,
hospital,
post
office,
a
housing
estate,
Homework:
Write
an
article
about
a
modern
district.
Review
this
chapter.