2011-2012外研版英语八上模块七 Feelings and impressions教学资源打包下载
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| 名称 | 2011-2012外研版英语八上模块七 Feelings and impressions教学资源打包下载 |  | |
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| 资源类型 | 试卷 | ||
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| 科目 | 英语 | ||
| 更新时间 | 2011-12-12 20:38:44 | ||
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2011-2012外研版英语八上Module 7：教学资源打包下载
该资源包的核心内容如下：1、全模块教案 2、Unit 1同步练习及答案 3、Unit 2同步练习及答案 3、Unit 3同步练习及答案 4、模块同步测试题及答案 5、Teaching resources 教学资源库 6、M7词汇mp3 7、M7U1活动三mp3 8、M7U2活动二mp3 9、M7U3活动八mp3
外研英语八年级上Module 7 Feelings and impressions全模块教案
I. Teaching goals 教学目标
技
能
目
标
听
Listen to conversations and passages involving the description of someone
说
Talk about likes and dislikes
读
To read a description of someone
写
Describe yourself
Write a simple description of someone
语
言
目
标
功
能
句
式
Describe feelings and expressions
That smells delicious!
It tastes too strong.
It doesn’t smell fresh.
It feels very soft and comfortable.
She sounds really nice. And she looks very pretty.
词
汇
重点词汇
feeling, smell, feel, salty, sour, tight, shoe, soup, dear, matter, cheese, fresh, try, lovely, sweater, both, smart, pretty, must, introduce, later, soft, nervous hair, dark, fair, glasses, dance, especially, proud, stupid, angry, stranger, bicycle, shake, polite, rude, stare
认读词汇
impression, guy, cookie, recognize, quite, excited
短语
a bit
语
法
Learn to use sense verbs: sound, smell, taste, feel, look
重
点
句
子
1 It smells delicious /sour/fresh.
2. It feels soft/comfortable.
3. It tastes salty/fresh/sweet.
4. That sounds nice.
5. He /she looks smart/pretty.
6. These shoes feel tight.
7. I feel nervous when I …
8. I feel a bit sad when I …
II. Teaching material analyzing 教材分析
本模块的主题是“Feelings and Impressions”, 教材的设置将功能与结构融于话题与任务中，通过话题的循环与任务的完成学习感官动词的用法及系表结构。
Unit 1主要目标是学习感官动词，通过听读呈现了感官动词的功能，运用说写任务循环训练，强化语言知识。活动1要求听句子，给图片标号，训练学生捕捉主要信息及所需信息的能力。活动2要求将所给句子与图片配对，为学习对话做准备。活动3听读谈论“感觉和印象”的对话，培养学生领会主旨大意的听力技巧，呈现新的语言内容。活动4要求回答问题，进一步熟悉对话内容，掌握感官动词的用法。活动5要求完成句子，巩固感官动词及描述性形容词的用法。活动6 的完成可帮助进一步辨认不同感官动词与相应感觉器官的对应。活动7和8 是对本单元语音语调规则的训练及实践运用。
Unit 2 主要目标是学习运用系表结构描述人的外表，初步认识并使用when 引导的时间状语从句。活动1是热身活动，为阅读部分做了句式结构及词汇上的准备。要求学生运用所给词汇谈论图片中人物形象。活动2 是Sally写给其笔友Lingling的一封信，要求学生读后根据信中描述找出正确的图片。活动3要求将所给问句与相应段落配对，考查学生把握段落大意的能力。活动4要求学生仿照信件中Sally对自己外表的描述，描述照片中人物的形象。活动5和6 要求以回答问题和两人对话的形式，运用when 引导的时间状语从句谈论别人及自己的感受。活动7要求按照提示给Sally写一封回信介绍自己的情况：外貌、喜好等。
Unit 3 主要是语言应用。活动1 要求小组活动说出自己的好恶及理由，巩固感官动词的用法。活动2和3 要求用感官动词填空，完成句子。活动4—6侧重笔头落实。这三个活动用来巩固本模块学过的描述性的词汇，强化学生对这些词汇的理解、记忆。活动7、8分别通过根据描述猜测物品和听力训练的形式进一步巩固目标语言。活动9要求选择适当的词汇完成语篇。活动10要求运用所给词汇描述对物品的感受。Around the world 介绍了英国人见面时打招呼的方式。活动11要求运用所供材料描述自己认识的人的外貌特征。活动12要求进一步介绍自己认识的人的喜好。
III. Class types and periods 课型设计与课时分配
Period 1 Listening and reading (Unit 1)
Period 2 Reading and writing (Unit 2: 1-4 and 7)
Period 3 Speaking and writing (Unit 2: 5-6；Unit 3: 4-6)
Period 4 Integrating skill (Unit 3: 1-3；7-12)
Ⅳ. Teaching plans for each period分课时教案
Period 1 Listening and reading
Language goals语言目标
1. Key vocabulary重点词汇
feeling, smell, feel, salty, sour, tight, shoe, soup, dear, matter, cheese, fresh, try, lovely, sweater, both, smart, pretty, must, introduce
2. Key structures重点句式
Sense verb+ adj
Ability goals能力目标
Enable students to use sense verbs.
Teaching methods教学方法
Communicative approach.
Teaching aids教具准备
A tape recorder, some pictures and some objects.
Teaching procedures and ways教学过程与方式
Step I Lead-in
Read and explain these words. Ask the student to look at the pictures and decide what they think is happening. Play the tape for them to number the pictures, let them check with a partner, and then call back the answers from the whole class.
T: Now please look at picture a. Why is the woman putting her hand over the nose? Try to guess.
S: She must smell something terrible.
T: What is the man?
S: A cook.
T: Yes. What is he doing?
S: He is tasting something.
Write “taste” on the board.
Then go on with the other pictures.
Show the following.
feel, look, sound, smell, taste
T: They are sense verbs. As we can see, they all have something to do with our senses: eyes, ears, noses, tongue, hands. And they are often followed by descriptive adjectives, such as, quiet, salty, sour, strong, tight, etc.
Ask students to read the words and sentences in activity 2 repeatedly.
Step II Listening and reading
Listening
In this step, students will listen to the tape and number the pictures and then match the sentences with the pictures.
A few minutes later, call back the answers.
Then call attention to the structure: Subject + sense verb + adj
T: We can use the structure to express our feelings.
Reading
Ask students to read through the conversation individually and then play the tape and have them read and follow.
Ask them some questions to check their comprehension.
What is Betty doing?
What is Lingling doing?
How does the onion taste?
How does the pizza taste?
Who is going to the airport? And why?
Then ask students to answer the questions in activity 4 in pairs and then check their answer. Call some students to say their answers in class. One student asks and the other one answers.
Sample conversation:
A: What smells delicious?
B: Pizza smells delicious.
A: What doesn’t smell fresh?
B: Cheese doesn’t smell fresh.
T: You did a very great job. Next please complete the sentences on page 57, write your answers on the books. You can discuss with your partner and check your answer with your partner.
After that, call their attention to match different body parts and different sense verbs. Point out that in the right column, one word can be put in several blanks, for example, fresh can be put in the blanks after “eye, mouth, nose”, three of the blanks.
Check the answers.
Step III Pronunciation and speaking
Do the task 7 on page 57, play the recording with pauses for them to repeat chorally and individually.
Then ask them to work in pairs and make dialogues, talk about likes and dislikes.
Sample dialogue:
- Do you like Beijing roast duck?
-Yes, I do. It tastes delicious. Do you like flowers?
-Yes, it smells sweet and looks beautiful.
Step IV Homework
Ask students to
read the conversation repeatedly.
learn Everyday English on page 57 by heart.
finish activities 1, 2 and 6 in the workbook.
Period 2 Reading and writing
Language goals语言目标
1. Key vocabulary重点词汇
nervous, hair, dark, fair, glasses, dance, especially, proud, stupid, angry, stranger, excited, bicycle
Key structures重点句式
She’s tall with short hair.
She’s wearing …
She’s carrying …
Ability goals能力目标
Enable students to learn to write about a person.
Teaching methods 教学方法
Bottom-up approach.
Teaching aids教具准备
A computer and a projector.
Teaching procedures and ways 教学过程与方式
Step I Revision
Talk about feelings and impressions with students.
Ask students who wear jeans come to the front of the class.
T: Now, everyone, look! What kind of clothes do they all wear?
S: Jeans.
T: Many people, young or old, wear jeans today. Jeans are so popular, do you know why?
S: Because they look beautiful!
Ask one of the students who come to the front the following questions.
T: Do you like swimming in the sea? Why or why not?
S: Yes. I love swimming in the sea because the sea feels great.
T: Silk clothes were first made in China. They are still popular today. Why are silk shirts so popular in China?
S: Because they feel soft and look beautiful.
…
Help them to recall all the sense verbs and write the sentence structure on the board. Let students read and consolidate these words and structures.
Step II Vocabulary
In this step, introduce some new words and talk about the pictures to prepare for the reading.
T: What do I look like? What about my hair, my face, my clothes? Do you know how to describe a person? Now look at the photos in activity 1. How do you think of the girls in the two pictures? First the girl in the left picture.
S: She’s tall, beautiful and lovely.
T: What about her hair?
S: It’s long and black.
T: She’s tall with long black hair. (Write on the board) Is she young?
S: Yes.
T: She looks young and pretty. (Write on the board) Now look at the photo on the right. Tell me your idea about the girl.
S: She’s tall with short hair.
S: She’s young.
S: She’s smiling. She’s pretty.
T: Great. How about her clothes?
S: She wears jeans and T-shirt.
T: Good. Let’s come to next step.
Show the following. Ask students to read and makes sentences with them.
dark, fair, glasses, long, old, pretty, short, tall, young
Step II Reading
In this step, ask them to read the letter individually and find out the right photo.
T: Sally is going to meet her friend Lingling at the airport. But they didn’t meet before and they didn’t know what each other look like. Sally then describes herself in the letter. What does she look like? Now read her letter and underline the sentences about Sally’s looking.
After a while, ask students to read out loud the sentences, and then find out the right photo.
Sample sentences:
I’m quite tall, with short fair hair, and I wear glasses.
I’ll wear jeans and a T-shirt for the journey, but I’ll also carry my warm coat.
T: Good. Can you find her now? Point out the picture.
Ask some students to point out the picture and describe the picture. Then ask students to read again and find the sentences showing her likes and dislikes and those describe her feelings.
Sample sentences:
1. … but I also like dance music --- I love dancing!
I enjoy sports as well, especially tennis.
2. I’m very proud of him!
I feel stupid when I get bad marks and I get angry with myself --- I should work harder.
… and I’m quite shy when I’, with strangers.
I feel nervous when I speak Chinese, but I’ll be fine after a few days.
I’m always sorry when I do something wrong …
But I’m very excited about coming to China!
Ask students to read the above sentences repeatedly. Then ask them to work in pairs and ask and answer the questions in activity 5.
After this, ask them to read the letter again and then match the questions in activity 3 with the paragraphs. Check the answers and ask them to state their reasons.
Step III Speaking
Ask students to do activity 4.
Samples description:
The girl in the right photo
She is tall with short hair, and she is wearing glasses. She’s carrying a warm coat. She looks happy and young.
Then ask students to work in groups of five or six. Each group describes a person in the class, and let other groups to guess who she or he is.
Samples description:
She’s cheerful. She’s tall and slim with long, fair hair. Guess who she is!
He is not too tall, but he is strong. He often wears jeans and he is wearing glasses. Guess who he is!
Encourage students to talk about their hobbies using the following sentence structures and phrases.
I spend a lot of time with …
I love … I enjoy … As well
Sample description:
I spend lots of time playing basketball. I love sports. I want to join our school basketball team. I enjoy music as well.
Pairwork
Ask students to read the letter and underline the sentences with “when”. Call someone to read the sentences they underlined with “when”. Ask someone to put the sentences down.
Sample sentences:
I hope you will recognize me from my photo when I arrive at the airport.
I feel stupid when I get bad marks …
Well, at first I often feel a bit sad when I leave my mum and dad for a few days, and I’m quite shy when I’m with strange4rs.
I feel nervous when I speak Chinese, but I’ll be fine after a few days.
I’m always sorry when I do something wrong, so please help me do the right things when I’m with you in China!
Point out “when” means time here, not a question word and then ask them to work in pairs and ask and answer the question in activity 5.
Then ask students to work in pairs and ask and say about their feelings as instructed in activity 6.
Sample dialogues:
– When do you feel angry?
– When I get bad marks.
2. – When do you feel excited?
– When I see a film.
Step IV Writing
Ask students to write a reply to Lingling and describe themselves in the letter.
Sample version:
Dear Lingling,
Thank you for your message. I’m very glad to hear from you. You said you’ll come to our country next month. It’s great!
I’ll meet you at the Berlin Station. I hope you can recognize me easily. I have short dark hair and I wear glasses. I’m about 1.60m tall and a little thin. I’ll wear a sweater and blue trousers for the journey. I’ve got your photo --- you look so tall and strong. So I’m sure we’ll find each other!
Thank you for telling me your hobbies. You sound just like me. I like playing volleyball, too. I spend a lot of time playing piano with my new teacher. I love singing too. I learn to sing children’s songs every evening.
I’m looking forward to meeting you. See you next month!
Love Jane
Step V Homework
Ask students to
1. read the letter repeatedly.
2. write a description of a friend or a family member.
Period 3 Speaking and listening
Language goals语言目标
1. Key vocabulary重点词汇
afraid, angry, excited, nervous, proud, sad, shy, sorry, stupid, sure, dark, fair, friendly
2. Key structures重点句式
I feel … when I …
Ability goals能力目标
Enable students to use “when” structure and describe others.
Teaching methods教学方法
Communicative approach.
Teaching aids教具准备
A projector and a computer.
Teaching procedures and ways教学过程与方式
Step I Revision
Ask some students to show their work.
Sample version:
I?have?a?good?friend.?Her?name?is?Yuan?Meng.?She?has?long?hair?and?two?big?eyes.?She?is
very lovely,?nice?and?friendly.?She?is?good?at?drawing?and?I?admire?her?very?much.?She?often?
shows?me?her?pictures. She often wears a blue T-shirt and white trousers. She likes white very much. And she sings very well. Her voice sounds sweet and soft. She looks pretty.
?Yuan?Meng?is?my?best?friend.?We?will?send?E-mails?to?each?other.
Talk with students about their likes.
T: What do you like? And why?
S: I like bananas. It tastes sweet.
S: I love pan cakes. It tastes delicious.
S: I like pop music. It sounds great.
…
Then ask them to put the following sentences into English and then read the sentences in Language practice repeatedly to check their answers. Show the following.
那个闻起来真香！
它尝起来味道挺浓烈的。
它尝起来不新鲜。
它让人感觉软绵绵的，很舒服。
她的声音好听。人也长得漂亮。
Step II Speaking and listening
Likes, dislikes and feelings
Ask students to do activities 2 and 3 individually. Then check the answers by asking some to read the sentences.
For activity 3, point out in sentences 1, 2, 3, 6, 8, we add “s” after sense verbs, but in sentences 4, 5, 7, we don’t add “s” after sense verbs.
Describing others
Ask students to do activities 4—6 on page 60.
For activity 4, point out: Usually when we describe a person we use these words, but there are some differences between these words. For example, we can see someone is “tall” or “short”. We can’t see “friendly” or “nice,” but we can judge from someone’s behavior. Then ask them to match the words with the questions and put them in the box.
Check their answer with the whole class. Then ask them to do activity 6.
Pairwork
Go on with activity 5.
Sample dialogue:
A: What does your mum look like?
B: She’s tall and slim.
A: What’s your mum like?
B: She is nice.
…
Step III Homework
Ask students to do activities 3, 4 and 7 on pages 136 to 137.
Period 4 Integrating skills
Language goals语言目标
1. Key vocabulary重点词汇
afraid, angry, excited, nervous, proud, sad, shy, sorry, stupid, sure, dark, fair, friendly
2. Key structures重点句式
I feel … when I …
Ability goals能力目标
Enable students to write a description of someone.
Teaching methods教学方法
Task-based activities.
Teaching aids教具准备
A projector and a computer.
Teaching procedures and ways教学过程与方式
Step I Revision
Do activity 7 on page 62.
T: Look at the words in the box on top of the page 62. Go over the words by yourself. Your task is to describe the things in the box. One of you describes the things, your partner will guess what it is.
Read the examples with some students and then ask them to work in pairs and do the game.
Step II Listening
T: Next we will listen to a speaker’s complaining about something. Pay attention to the word “complain”, when you are not satisfied with something you will complain for it. Look at the table first. What can we guess from the words in the first column?
Encourage students to guess what the listening material will be: Where is the speaker? What is he / she doing? What happened?
Then ask them to listen to the recording carefully and complete the table in activity 8.
Play the tape again. Call back the answers from the whole class.
Step III Reading and writing
Ask students to read the passage in Around the world.
T: When we meet our friends in the street, we often greet each other. What do Chinese people we often do to greet people?
S: We shake hands or ask “Have you eaten?”, “Where are you going?” or “Nihao!”.
T: Good. Different people in different countries do or say differently when they first meet. For example, people from France and Latin American countries kiss each other on the cheek while they greet each other. Mexicans often tap each other while Japanese usually bow. What do English people say or do when they meet? Now let’s read the short passage and find out.
Show the following questions.
How do British people greet in formal meetings?
How do they greet in informal situations?
Sample answers:
In formal meetings, they shake hands. Family members and good friends kiss, but men don’t usually kiss other men.
In informal situations, people just say “hello” to each other.
Then ask students to do activity 9.
T: What about American people? Now read and complete the passage in activity 9.
Check the answers by asking students to read the passage aloud.
T: Well, from the two passages, we know that people in the two countries behave quite different from each other. It’s important to learn different cultures when we learn English.
After this, ask students to do activities 10.
Check the answers with the class.
More examples:
Our school looks beautiful. The students look smart.
Her voice sounds sweet. She looks nice.
The tofu tastes sour. But the meat smells delicious.
Step IV Module task
Ask students to write a description of someone.
Sample version:
My best friend Daming is 14 years old. He is 1.68 meters tall and looks strong, handsome. He is friendly. One day, on his way to school, he met an old lady. She looks very worried. She lost her way. Daming helped her find the way home.
Step V Homework
Ask students to
summarize what they have learned in the module.
finish the rest activities in the workbook as a self-assessment.
2011-2012外研版英语八上Module 7：Unit 1同步练习及答案
Unit 1 That smells delicious!
I.根据所给汉语提示，写出空缺处单词正确形式。
1. I have a (感觉)that we are being followed.
2. That food _______( 闻起来) delicious.
3. Most green fruits are (酸的)
4. He is a ______(聪明的) boy.
5. This was a very morning.
II.用括号内所给单词的适当形式填空。
6. This kink of the fruits ______(taste) very sweet.
7. I want to ask him ______(have) a look at the book.
8. You must ______(finish) doing your home work.
9. What is he ______(make)?
10. Li Ming is going there ______(meet) his a friend.
III.单项选择。
11. His hair is very ______ but mine is very long.
A. long B. short C. tall D. angry
12. This soup ______ very delicious.
A. looks B. seems C. sound D. tastes
13. Look! He wears a blue jacket and looks very ______today.
A. good B. well C. smart D. strong
14. You can wait here. I think he is ______back before 7:00.
A. going B. returning C. getting D. coming
15. What does she ______doing? She likes talking with her friends.
A. like B. look like C. feel like D. love
IV.根据汉语完成句子，每空一词。
16.你需要多少巧克力小甜饼？
______ ______ chocolate cookies do you need
17. 他让我非常生气。
He ______ me very ______.
18. 让我们制作一个比萨饼吧。
Let’s ______ a ______.
19. 同学们已经回家了吗？
______ the students _______ home?
20. 他想邀请我到他家。
He would like to ______ me ______ his home.
参考答案**************************
I.根据所给汉语提示，写出空缺处单词正确形式。
1. feeling 2. smells 3. sour 4. smart/clever5. quiet
II.用括号内所给单词的适当形式填空。
6. tastes 7. to have 8. finish 9. making 10. to meet
III.单项选择。
11-15 B D CDA
IV.根据汉语完成句子，每空一词。
? 16. How many17. makes, angry18. make, pizza19. Have, gone20. introduce, to
2011-2012外研版英语八上Module 7：Unit 2同步练习及答案
Unit 2 I feel nervous when I speak Chinese
I.根据所给汉语提示，写出空缺处单词正确形式。
1. What are you so ______(紧张) about?
2. Some children are afraid of the ______ (黑).
3. You can ______(辨别) a person's voice on the phone .
4. He uses a pair of _______(眼镜) now.
5. This guy is definitely (笨)
II.用括号内所给单词的适当形式填空。
6. He often wears a pair of ______(glass).
7. What do you enjoy ______(do) most?
8. I can’t wait_______(see) the film.
9. Thanks for _______(help) me.
10.Are they afraid of ______(fly).
III.单项选择。
11. She is ______ going out alone in the evening.
A. nervous of B. afraid of
C. angry with D. can’t wait
12. _______ the milk , please. It’s very nice.
A. Drink B. Eat C. Bring D. Make
13. —It's_______ nice day, isn't is?
—Yes, what _______ fine weather!
A. a, a B. the, the C. a, / D. the, /
14. —How do you feel when you watch the national flag go up?
—It makes me _______ very proud.
A. felt B. to feel C. feeling D. feel
15. —Would you like something to drink, Tara?
—Yes, I'd some_______.
A. sandwiches B. hot dogs C. water D. bread
IV.根据汉语完成句子，每空一词。
16. 谢谢你带我去看电影。
______ ______ taking me to the movie.
17. 你多长时间接到你姐姐一次信?
How often do you ______ ______ your sister?
18. 他因自己所作的事感到自豪。
He ______ ______ ______ what he had done.
19. 他的老板也许会生他的气。
His boss might ______ ______ him.
20.报纸没有新内容。
The news paper has _______ ______.
参考答案******************************
I.用所给单词的适当形式填空。
1. nervous 2. dark 3. recognize 4. glasses 5. stupid
II.从方框中选择恰当的短语完成下列各句。
6. glasses 7. doing 8. to see 9. helping 10. flying
III.单项选择
11-15 B A C D C
IV.句型转换，按要求完成下列各句。
16. Thanks for 17. hear from 18. was proud of 19. get angry with 20. nothing new
2011-2012外研版英语八上Module 7：Unit 3同步练习及答案
Module 7 Feelings and impressions
Unit 3 Language in use
I.单项选择
1. The British often shank hands ______they meet.
A. at first B. the first time C. for the time D. at times
2. She is tall ______ long hair and she ______ friendly.
A. and, looks B. with, look C. or, looks D. with, looks
3. ______ you ______to work in the faraway village next week?
A. Are, going B. Do, go C. will, go D. Were, going
4.What ______ your mother look like?
A. is B. do C. does D. are
5.—Thank for ______ me.
— Not at all.
A. help B. helping C. to help D. helps
6. Can you ______ him to the people? Oh, this is Mr. Li.
A. give B. explain C. tell D. introduce
7. She has already finished _______ (read) the novel(小说).
A. read B. to read C. reading D. reads
8. I bought some CDs for my friend and they ______me 30 yuan.
A. spend B. cost C. paid D. used
9. ______ you go across the road, you must be careful.
A. Since B. After C. When D. Before
10. Why _______ go out somewhere together?
A. don’t B. you don’t C. not to D. not
II.词汇
A)根据句意及首字母提示完成句子
11. First, put the popcorn into the popcorn p_______.
12. F_______, drink it.
13. P_______ the water into the cup.
14. People often eat w_______ in summer.
15. If you want to eat a banana, you should p_______ it first.
16. Y_______ is made form milk. It tastes delicious.
17.On thanksgiving day, people in the western country usually eat big birds such as
t_______.
18. Put the lettuce on a s_______ of bread.
B) 用所给动词的适当形式填空
19. We often shake ______(hand) the first time we meet in formal meeting.
20. She comes here for the ______(one).
21. My English teacher doesn’t ______(wear) glasses.
22. She _______ (listen) to music when we called her that morning.
23.The student _______(enjoy) listening the rap music.
24. She is my best ________(friendly).
25. There is a group of children _______ (play) football on the playground.
III.根据汉语提示完成句子
26. 我妈妈正在削苹果。
My mother _______ _______ the apple.
我们需要多少酸奶？两杯。
_______ _______ yogurt do we need?
_______ _______.
再来片面包，可以吗？
Would I like _______ _______ of bread?
请把这些糖加到咖啡里。
Please _______ the sugar _______ the coffee.
切碎这些牛肉。
_______ _______ the beef.
IV.完形填空
The word “sandwich” is an English word. Sandwich was an English _31_. He lived in England about two hundred years ago. Sandwich had a lot of _32_. He was very rich(富有的). But he liked _33_ cards for money. He often played _34_ day and night. _35_ day he played for twenty-four hours without stopping. He did not _36_ the card table to eat. He asked his man to _37_ him some meat and _38_. So he put some meat between two pieces of bread. He did not want to stop _39_ playing cards. From the name of this man, Sandwich, we have the word “sandwich” _40_.
31.A. woman?
B. man?
C. place
D. book
32.A. money?
B. food???
C. bread?
D. cards
33. A. making C. playing
?
B. keeping D. selling
34. A. every??
B. only??
C. one?
D. all
35. A. One?
B. Some?
C. Next
D. This
36. A. hold??
B. leave?
?C. put
D. show
37. A. use?
B. take
?C. bring
D. throw
38. A. milk
B. tea
?C. fruit
D. bread
39. A. before??
B. when?
?C. after
D. because
40.A.in shops?
C. today
B. at school D. this year
V. 阅读理解
? Every country has its favorite food. Italians like to eat pizza. Indians like to eat hot food. Japanese like to eat fish. Often they don’t cook it.
In England, one of the most popular kinds of food is fish and chips. People usually buy it in a fish and chip shop. They put it in paper bags, and take it home, or to their workplace. Sometimes they eat it in the park or on the road. The world’s favorite food is American fast food. If you go to some important cities in the world, you can find people eating hamburgers and chips.
Fish and chips and Chinese take-away food are very popular in England. But they are less popular in the USA, they eat take-away food, too, like chicken. But the most popular kind of take-away food is the hamburger. It looks like bread with meat in it. Ham (火腿) is a kind of pork, but the hamburger does not have any pork in it. The beef is inside a kind of cake hamburgers are delicious. They are also popular in England and Australia.
41. Italians like to eat __________.
A. dumplings B. pizza
C. hot food D. fish
42.Fish and chips are very popular in _____.
A. England B. Australia
C. the USA D. Canada
43. In different countries people eat ______ food.
A. different B. the same
C. the different D. same
44. The hamburger does not have any _____ in it.
A. beef B. pork
C. fish D. chips
45. Hamburger is a kind of ______.
A. meat B. drink
C. food D. Vegetable
I.单项选择
1-5 B D A C B 6-10 DC AC D
II.词汇
A)根据句意及首字母提示完成句子
11.popper 12.Finally 13.Pour 14.watermelons 15.peel 16.Yogurt 17.turkey
18.slice
B) 用所给动词的适当形式填空
19. hands20. first21. wear22. was listening23. enjoys24. friend25. playing
III.根据汉语提示完成句子
26.is peeling 27.How much, Two cups 28.another slice 29.add to 30.Cut up
IV.完形填空
31~35BACDA? 36~40BCDBC
V.阅读理解
41~45 BAABC
2011-2012外研版英语八上Module 7：模块同步测试题及答案
Module 7 Feelings and impressions
I. 单项选择。（10分）
1．They got to Disneyland last Sunday, ，they couldn’t get in.
A. and B. because C. however D. so
2. One of the bikes broken when they found them.
A. is B. are C. were D. was
3. He saw an old woman sandwiches in the shop when he came in.
A. to buy B. buying C. bought D. buy
4. The two boys fell asleep in class and the teacher .
A. wake them up B. wake up them C. woke them up D. woke up them
5. That school is far from here. I’ll go there .
A. by a bus B. by his bus C. in bus D. by bus
6. I have no food; I will go this evening.
A. shopping B. shop C. to shop D. shopped
7. These pens are sale, and you’d better buy some.
A. on B. in C. of D. to
8. I felt very tired and soon fell .
A. sleep B. to sleep C. sleeping D. asleep
9. When I went to see her, she her homework.
A. did B. was doing C. is doing D. does
10. My aunt told me she to see my mother on Sunday.
A. came B. will come C. would come D. comes
II.完形填空。（10分）
Farley worked for the Canadian government. One day, he was 11 to learn more about wolves. Do wolves kill lots of caribou (big animals)? Do they kill people?
They gave him lots of food and clothes and guns. Then they put him on a plane and took him to 12 .The plane put him down and went away. There were no houses or people in this place, but there were lots of animals——and lots of wolves.
People tell terrible stories about wolves. They say wolves like to kill and eat people. Farley remembered these stories, and he was 13 . He had his gun with him 14 .
Then one day, he saw a group of wolves. There was a mother wolf with four baby wolves. A father wolf and another young wolf lived with them.
Farley watched these wolves every day. The mother was a very 15 mother. She gave milk to her babies. She gave them lessons about life. They learned how to 16 food.
The father wolf got food for the mother. The young wolf 17 the children. They were a nice, happy family—a wolf family. Farley did not need his 18 any more. In a short time, he got on well with the wolf family. Farley watched them for five months. He learned many new things about wolves. He learned that many stories about the wolves were 19 . Wolves do not eat people, and they do not eat many large animals. And he also learned bad things about men. It was men who killed many caribou and wolves.
Later, Farley wrote a book about wolves. He wanted people to 20 them and not to kill them.
11. A. seen B. told C. heard D. sound
12. A. a small town B. a big city C. a far place D. a lonely village
13. A. afraid B. happy C. angry D. tired
14. A. at times B. all the time C. once a week D. every afternoon
15. A. bad B. good C. hungry D. thirsty
16. A. cook B. make C. get D. pick
17. A. shouted at B. looked into
C. laughed at D. played with
18. A. food B. clothes C. gun D. plane
19. A. not good B. not true C. not easy D. not clear
20. A. grow B. have C. teach D. understand
III.阅读理解。（40分）
A
On a cold winter day, a fox told Mother Bear that he would teach her how to fish. For she wanted to learn, he took her to a hole in the ice, and told her to put her tail(尾巴) down into the water.
He told her to keep the tail there for a long time. Then when she pulled the tail out of the water, she would find fish around the tail.
The bear was foolish enough to believe what the fox said. She sat for a long time with her tail in the water. She was waiting for the fish. But when she tried to pull her tail out of the water she found that it was frozen(冻结的) in the ice.
She asked the fox to pull her out, but the fox laughed to itself and ran away. So she called Father Bear to help her.
Father Bear came. He pulled her hard and at last got her out. But a part of her tail was in the ice. That is why people find the bear's tail so short.
21. What did a fox tell Mother Bear to do on a cold winter day?
A. It told her to swim in the lake. B. It told her to play by the lake.
C. It told her to catch fish for him. D. It taught her how to fish.
22. The fox asked Mother Bear_______.
A. to jump into the water B. to sit by the lake for a long time
C. to put her tail down into the water and never pull out of the water
D. if she pulled the tail out of the water, she would find fish around the tail
23. What happened next?
A. Mother Bear caught a big ship. B. Mother Bear fell into the water.
C. Mother Bear died of coldness. D. Mother Bear's tail was frozen in the ice.
24. In the end,__________.
A. Father Bear came, but he couldn't help her
B. the fox helped to pull her out, but a part of her tail was in the ice
C. the fox laughed to itself and ran away
D. the fox called Father Bear to help her
25. Which of the following is right according to the passage?
A. The fox is foolish enough. B. Mother Bear is clever enough.
C. Father Bear is not helpful. D. The tail of Mother Bear is shorter than ever,
B
Jim, a young farmer, was once put into prison.
One day, he got a letter from his mother. “I’m so worried about our farm,” she wrote. “It’s time to plant potatoes. I can't dig all the fields by myself. "
Jim read the letter and became sad. "What can I do?" he thought. Then he had a good idea. He wrote to his mother, "Don't dig the fields, there's a pot of money in the earth. Don't plant potatoes until I come home. "
Some days later, Jim got another letter from his mother. It said, "Two days ago, about ten men came to our farm and dug all our fields. I can't understand it. It looks as if they were looking for something. What shall I do?"
Jim smiled when he read his mother's letter. He wrote a letter to his mother at once. It was very short. Guess what it would say?
26. Jim's mother was much worried about_________.
A. him B. their farm C. the potatoes D. the pot of money
27. In the letter to his mother, Jim told his mother not to .
A. dig the fields B. dig the pot of money
C. ask others for help D. go to the prison to see him
28. Jim's mother told him that about ten men came to dig their fields. These men might be_________.
A. farmers B. Jim's friends
C. prison guards(监狱看守人) D. Jim's brothers
29. Why did Jim smile when he read his mother's second letter?
A. Because he would go home soon. B. Because the men didn't find the money.
C. Because his mother could plant potatoes. D. Because he got another letter from his mother.
30. What would it say in Jim's second letter?
A. I would go out of the prison very soon. B. You could plant potatoes now, dear mother.
C. I couldn't help you, dear mother. D. The guards would plant potatoes.
Ⅳ. 读下面的对话完成短文填空，每空一词。（10分）
W: Were you busy last weekend, Steven?
M: Yes. I was writing a book about a kind of animal. How about you, Susan?
W: Me too. I looked after my daughter. She was riding home when it rained last Tuesday. So she had a bad cold.
M: I am sorry to hear that. How is your daughter now?
W: She is feeling very well right now and is reading at home.
M: That sounds good. Oh, I have got a wonderful CD.
It’s Titanic. Very exciting.
W: I know it. It’s a famous film.
M: Please take it to your daughter. I know she loves reading. I think she will love it.
W: Thanks so much, Steven.
M: You are welcome.
Last 31 Steven was writing a book and Susan had to look after her daughter, 32 her daughter was ill. Now her daughter is 33 and is 34 . Steven gave her a very 35 CD—Titanic.
Ⅴ. 词汇。(10分)
A. 根据句子意思及首字母提示完成单词。 (5分)
36. Walking is g for your health.
37. Michael was good at m dumplings when he was in China.
38. When she heard the bad news, she was u .
39. Gu Ming and I went shopping and b some beautiful clothes.
40. Sandwich is a kind of fast f .
B. 用所给单词的适当形式填空。 (5分)
41. He is (write) an email to his father now.
42. That big ship (sink) into the sea many years ago.
43. He was very excited when he (read) the letter from his mother.
44.I think playing basketball is (excited).
45. Did you see Mei Ling (play) computer games when you came in?
Ⅵ.书面表达。（15分）
根据所给图画和提示词，写出至少五句意思连贯、符合逻辑的句子。所给提示词必须都用上。
yesterday, talk, in the classroom, when, Betty and Lucy, want to, go home, start raining, but, Betty, have no umbrella, Lucy, say, use my umbrella, together, heavily, happy
Keys
1-5 CDBCD 6-10 AADBC 11-15BCABB 16-20CDCBD
21-25DDDCD 26-30BACCB
31. weekend 32. because 33. well 34. reading 35. exciting
36. good / great 37. making 38. upset / unhappy 39. bought 40. food 41. writing 42. sank 43. read 44. exciting 45. playing
One possible version
It was five o'clock yesterday afternoon. Some students were talking in the classroom. After a while, when Betty and Lucy wanted to go home, it started mining. Betty had no umbrella with her. Lucy said, "Use my umbrella and we can go home together." It was raining heavily, but they felt happy.
Teaching resources 教学资源库
I. How do people in different countries greet each other?
The way people greet each other is seen in every place, whether it's a village, town, city, or country. Greetings are universal, some being very unique. Some people wave, others shake hands, bow, or hug each other. Some have no distinctions between a friend or someone they meet for business - they say the same greeting. Others make that distinction and have different wordings for different "levels" of people. Sometimes, not knowing the etiquette in one culture may be bad manners in another.
JAPAN Bow from the waist. Look for another person that is doing the same.
RUSSIA Kiss three times, on alternate cheeks...left, right, left. This is an old tradition. (Just kiss in the air and look for someone who is doing the same.)
EGYPT Kiss three times, on alternate cheeks...left, right, left. (Just kiss in the air and look for someone who is doing the same.)
ITALY Kiss on cheek 4 times -- 2 on the left and 2 on the right. (Just kiss in the air and look for someone that is doing the same.)
NEW ZEALAND (Maori) when the Maori people greet each other, they press their noses together. This custom is called hongi. (Find your partner by pressing your nose in the air...figure out a way to do this.)
MEXICO One kiss on the cheek. (Kiss in the air to the left or right)
U.S. Businessmen (women) usually shake hands when meeting each other. (do a hand shake with your right hand to find your partner.)
ITALY In Italy, friends greet each other by saying, "Ciao." (Say Ciao to find your partner.)
FIJI Men are expected to say "oooo" when greeting their chief. (To find your chief say, "oooo.")
AFGHANISTAN It is traditional for women to be more reserved in their greetings than men. When meeting a stranger, a man will say "manda na bashi." (May you not be tired.) A Ghilzai woman will raise her hand to cover her mouth. (To find your partner, put your hand over your mouth. Your partner will be saying manda na bashi.
U.S. and EUROPE The High-fives originated among American college basketball players in the early 1980s. It soon spread to other sports and became fashionable among young people. (To find your partner, raise your hand to show your high-fives.)
ZAMBIA To find your partner, nod, slightly bend knees, and shake hands, right hand extended, with left hand under right elbow.
PORTUGAL Bom dia means "hello" in Portuguese. (Say bom dia to find your partner.)
GHANA Ming-gah-bou, Ga means "hello" in Ghana. (Say Ming-gah-bou, Ga to find your partner.)
ISRAEL Shalom means hello in Hebrew. (Say Shalom to find your partner.)
CHINA Some people in China just say Ni-hao-ma which means "How are you?" (Say Ni-hao-ma to find your partner.)
TURKEY Merhaba means "hello." (Say Merhaba to find your partner.)
FRANCE In France, people say Bon jour (Good day) during the day and Bon soir (good evening) in the evening. (Say Bon jour to find your partner.)
SOUTH AFRICA The Afikaners of South Africa say "Goeie more" in the morning, "Goeie middag' in the afternoon, and "Goeie naand" in the evening. (to find your partner, say the appropriate greeting.)
CZECH REPUBLIC Telephone greeting: In Czech Republic, people answer the phone with "Prosim:" ("Ready"). To find your partner, listen for a phone ring and say, "Prosim."
GERMANY Telephone greeting: In Germany, people answer the phone by saying their last name. To find your partner, listen for a phone ring and say your last name.
GREECE In the exotic Greek language, "Kalimera" (Good morning) is said. (To find your partner, say "Kalimera."
VIETNAM Hello in Vietnamese is different depending on whom you are addressing. To an older man it is "Chao ong." To an older woman it is "Chao da." To a younger man it is "Chao anh." To a younger woman it is "Chau co." To small children it is "Chao chau." (to find your partner, use an appropriate greeting. you probably have to try different greetings.)
VIETNAM Since "hello" in Vietnamese varies depending on whom you are addressing, say, "Bach co khoe khong?" (how are you?) to find your partner.
II. Adjectives or adverbs?
An adjective always follows a sense verb or a verb of appearance -- feel, taste, smell, sound, look, appear, and seem -- when it modifies the noun before the verb.
Sarah’s cough sounds bad.
Here bad is an adjective that modifies the noun cough. Using the adverb badly here would not make sense, because it would mean her cough isn't very good at sounding.
The ocean air smells fresh.
Here fresh is an adjective that modifies the noun air. Using the adverb freshly here would not make sense, because it would mean that the air has a sense of smell that it uses in a fresh manner.
She looks unhappy today.
Here unhappy is an adjective that modifies the pronoun she. Using the adverb unhappily here would not make sense, because it would mean that she isn't very good at seeming.
Avoiding Common Errors
Bad or Badly?
When you want to describe how you feel, you should use an adjective. So you'd say, "I feel bad." Saying you feel badly would be like saying you play football badly. It would mean that you are unable to feel, as though your hands were partially numb.
Good or Well?
Good is an adjective, so you do not do good or live good, but you do well and live well. Remember, though, that an adjective follows sense-verbs and be-verbs, so you also feel good, look good, smell good, are good, have been good, etc.
Confusion can occur because well can fun_ction either as an adverb or an adjective. When well is used as an adjective, it means "not sick" or "in good health." For this specific sense of well, it's OK to say you feel well or are well -- for example, after recovering from an illness. When not used in this health-related sense, however, well functions as an adverb; for example, "I did well on my exam."
该资源包的核心内容如下：1、全模块教案 2、Unit 1同步练习及答案 3、Unit 2同步练习及答案 3、Unit 3同步练习及答案 4、模块同步测试题及答案 5、Teaching resources 教学资源库 6、M7词汇mp3 7、M7U1活动三mp3 8、M7U2活动二mp3 9、M7U3活动八mp3
外研英语八年级上Module 7 Feelings and impressions全模块教案
I. Teaching goals 教学目标
技
能
目
标
听
Listen to conversations and passages involving the description of someone
说
Talk about likes and dislikes
读
To read a description of someone
写
Describe yourself
Write a simple description of someone
语
言
目
标
功
能
句
式
Describe feelings and expressions
That smells delicious!
It tastes too strong.
It doesn’t smell fresh.
It feels very soft and comfortable.
She sounds really nice. And she looks very pretty.
词
汇
重点词汇
feeling, smell, feel, salty, sour, tight, shoe, soup, dear, matter, cheese, fresh, try, lovely, sweater, both, smart, pretty, must, introduce, later, soft, nervous hair, dark, fair, glasses, dance, especially, proud, stupid, angry, stranger, bicycle, shake, polite, rude, stare
认读词汇
impression, guy, cookie, recognize, quite, excited
短语
a bit
语
法
Learn to use sense verbs: sound, smell, taste, feel, look
重
点
句
子
1 It smells delicious /sour/fresh.
2. It feels soft/comfortable.
3. It tastes salty/fresh/sweet.
4. That sounds nice.
5. He /she looks smart/pretty.
6. These shoes feel tight.
7. I feel nervous when I …
8. I feel a bit sad when I …
II. Teaching material analyzing 教材分析
本模块的主题是“Feelings and Impressions”, 教材的设置将功能与结构融于话题与任务中，通过话题的循环与任务的完成学习感官动词的用法及系表结构。
Unit 1主要目标是学习感官动词，通过听读呈现了感官动词的功能，运用说写任务循环训练，强化语言知识。活动1要求听句子，给图片标号，训练学生捕捉主要信息及所需信息的能力。活动2要求将所给句子与图片配对，为学习对话做准备。活动3听读谈论“感觉和印象”的对话，培养学生领会主旨大意的听力技巧，呈现新的语言内容。活动4要求回答问题，进一步熟悉对话内容，掌握感官动词的用法。活动5要求完成句子，巩固感官动词及描述性形容词的用法。活动6 的完成可帮助进一步辨认不同感官动词与相应感觉器官的对应。活动7和8 是对本单元语音语调规则的训练及实践运用。
Unit 2 主要目标是学习运用系表结构描述人的外表，初步认识并使用when 引导的时间状语从句。活动1是热身活动，为阅读部分做了句式结构及词汇上的准备。要求学生运用所给词汇谈论图片中人物形象。活动2 是Sally写给其笔友Lingling的一封信，要求学生读后根据信中描述找出正确的图片。活动3要求将所给问句与相应段落配对，考查学生把握段落大意的能力。活动4要求学生仿照信件中Sally对自己外表的描述，描述照片中人物的形象。活动5和6 要求以回答问题和两人对话的形式，运用when 引导的时间状语从句谈论别人及自己的感受。活动7要求按照提示给Sally写一封回信介绍自己的情况：外貌、喜好等。
Unit 3 主要是语言应用。活动1 要求小组活动说出自己的好恶及理由，巩固感官动词的用法。活动2和3 要求用感官动词填空，完成句子。活动4—6侧重笔头落实。这三个活动用来巩固本模块学过的描述性的词汇，强化学生对这些词汇的理解、记忆。活动7、8分别通过根据描述猜测物品和听力训练的形式进一步巩固目标语言。活动9要求选择适当的词汇完成语篇。活动10要求运用所给词汇描述对物品的感受。Around the world 介绍了英国人见面时打招呼的方式。活动11要求运用所供材料描述自己认识的人的外貌特征。活动12要求进一步介绍自己认识的人的喜好。
III. Class types and periods 课型设计与课时分配
Period 1 Listening and reading (Unit 1)
Period 2 Reading and writing (Unit 2: 1-4 and 7)
Period 3 Speaking and writing (Unit 2: 5-6；Unit 3: 4-6)
Period 4 Integrating skill (Unit 3: 1-3；7-12)
Ⅳ. Teaching plans for each period分课时教案
Period 1 Listening and reading
Language goals语言目标
1. Key vocabulary重点词汇
feeling, smell, feel, salty, sour, tight, shoe, soup, dear, matter, cheese, fresh, try, lovely, sweater, both, smart, pretty, must, introduce
2. Key structures重点句式
Sense verb+ adj
Ability goals能力目标
Enable students to use sense verbs.
Teaching methods教学方法
Communicative approach.
Teaching aids教具准备
A tape recorder, some pictures and some objects.
Teaching procedures and ways教学过程与方式
Step I Lead-in
Read and explain these words. Ask the student to look at the pictures and decide what they think is happening. Play the tape for them to number the pictures, let them check with a partner, and then call back the answers from the whole class.
T: Now please look at picture a. Why is the woman putting her hand over the nose? Try to guess.
S: She must smell something terrible.
T: What is the man?
S: A cook.
T: Yes. What is he doing?
S: He is tasting something.
Write “taste” on the board.
Then go on with the other pictures.
Show the following.
feel, look, sound, smell, taste
T: They are sense verbs. As we can see, they all have something to do with our senses: eyes, ears, noses, tongue, hands. And they are often followed by descriptive adjectives, such as, quiet, salty, sour, strong, tight, etc.
Ask students to read the words and sentences in activity 2 repeatedly.
Step II Listening and reading
Listening
In this step, students will listen to the tape and number the pictures and then match the sentences with the pictures.
A few minutes later, call back the answers.
Then call attention to the structure: Subject + sense verb + adj
T: We can use the structure to express our feelings.
Reading
Ask students to read through the conversation individually and then play the tape and have them read and follow.
Ask them some questions to check their comprehension.
What is Betty doing?
What is Lingling doing?
How does the onion taste?
How does the pizza taste?
Who is going to the airport? And why?
Then ask students to answer the questions in activity 4 in pairs and then check their answer. Call some students to say their answers in class. One student asks and the other one answers.
Sample conversation:
A: What smells delicious?
B: Pizza smells delicious.
A: What doesn’t smell fresh?
B: Cheese doesn’t smell fresh.
T: You did a very great job. Next please complete the sentences on page 57, write your answers on the books. You can discuss with your partner and check your answer with your partner.
After that, call their attention to match different body parts and different sense verbs. Point out that in the right column, one word can be put in several blanks, for example, fresh can be put in the blanks after “eye, mouth, nose”, three of the blanks.
Check the answers.
Step III Pronunciation and speaking
Do the task 7 on page 57, play the recording with pauses for them to repeat chorally and individually.
Then ask them to work in pairs and make dialogues, talk about likes and dislikes.
Sample dialogue:
- Do you like Beijing roast duck?
-Yes, I do. It tastes delicious. Do you like flowers?
-Yes, it smells sweet and looks beautiful.
Step IV Homework
Ask students to
read the conversation repeatedly.
learn Everyday English on page 57 by heart.
finish activities 1, 2 and 6 in the workbook.
Period 2 Reading and writing
Language goals语言目标
1. Key vocabulary重点词汇
nervous, hair, dark, fair, glasses, dance, especially, proud, stupid, angry, stranger, excited, bicycle
Key structures重点句式
She’s tall with short hair.
She’s wearing …
She’s carrying …
Ability goals能力目标
Enable students to learn to write about a person.
Teaching methods 教学方法
Bottom-up approach.
Teaching aids教具准备
A computer and a projector.
Teaching procedures and ways 教学过程与方式
Step I Revision
Talk about feelings and impressions with students.
Ask students who wear jeans come to the front of the class.
T: Now, everyone, look! What kind of clothes do they all wear?
S: Jeans.
T: Many people, young or old, wear jeans today. Jeans are so popular, do you know why?
S: Because they look beautiful!
Ask one of the students who come to the front the following questions.
T: Do you like swimming in the sea? Why or why not?
S: Yes. I love swimming in the sea because the sea feels great.
T: Silk clothes were first made in China. They are still popular today. Why are silk shirts so popular in China?
S: Because they feel soft and look beautiful.
…
Help them to recall all the sense verbs and write the sentence structure on the board. Let students read and consolidate these words and structures.
Step II Vocabulary
In this step, introduce some new words and talk about the pictures to prepare for the reading.
T: What do I look like? What about my hair, my face, my clothes? Do you know how to describe a person? Now look at the photos in activity 1. How do you think of the girls in the two pictures? First the girl in the left picture.
S: She’s tall, beautiful and lovely.
T: What about her hair?
S: It’s long and black.
T: She’s tall with long black hair. (Write on the board) Is she young?
S: Yes.
T: She looks young and pretty. (Write on the board) Now look at the photo on the right. Tell me your idea about the girl.
S: She’s tall with short hair.
S: She’s young.
S: She’s smiling. She’s pretty.
T: Great. How about her clothes?
S: She wears jeans and T-shirt.
T: Good. Let’s come to next step.
Show the following. Ask students to read and makes sentences with them.
dark, fair, glasses, long, old, pretty, short, tall, young
Step II Reading
In this step, ask them to read the letter individually and find out the right photo.
T: Sally is going to meet her friend Lingling at the airport. But they didn’t meet before and they didn’t know what each other look like. Sally then describes herself in the letter. What does she look like? Now read her letter and underline the sentences about Sally’s looking.
After a while, ask students to read out loud the sentences, and then find out the right photo.
Sample sentences:
I’m quite tall, with short fair hair, and I wear glasses.
I’ll wear jeans and a T-shirt for the journey, but I’ll also carry my warm coat.
T: Good. Can you find her now? Point out the picture.
Ask some students to point out the picture and describe the picture. Then ask students to read again and find the sentences showing her likes and dislikes and those describe her feelings.
Sample sentences:
1. … but I also like dance music --- I love dancing!
I enjoy sports as well, especially tennis.
2. I’m very proud of him!
I feel stupid when I get bad marks and I get angry with myself --- I should work harder.
… and I’m quite shy when I’, with strangers.
I feel nervous when I speak Chinese, but I’ll be fine after a few days.
I’m always sorry when I do something wrong …
But I’m very excited about coming to China!
Ask students to read the above sentences repeatedly. Then ask them to work in pairs and ask and answer the questions in activity 5.
After this, ask them to read the letter again and then match the questions in activity 3 with the paragraphs. Check the answers and ask them to state their reasons.
Step III Speaking
Ask students to do activity 4.
Samples description:
The girl in the right photo
She is tall with short hair, and she is wearing glasses. She’s carrying a warm coat. She looks happy and young.
Then ask students to work in groups of five or six. Each group describes a person in the class, and let other groups to guess who she or he is.
Samples description:
She’s cheerful. She’s tall and slim with long, fair hair. Guess who she is!
He is not too tall, but he is strong. He often wears jeans and he is wearing glasses. Guess who he is!
Encourage students to talk about their hobbies using the following sentence structures and phrases.
I spend a lot of time with …
I love … I enjoy … As well
Sample description:
I spend lots of time playing basketball. I love sports. I want to join our school basketball team. I enjoy music as well.
Pairwork
Ask students to read the letter and underline the sentences with “when”. Call someone to read the sentences they underlined with “when”. Ask someone to put the sentences down.
Sample sentences:
I hope you will recognize me from my photo when I arrive at the airport.
I feel stupid when I get bad marks …
Well, at first I often feel a bit sad when I leave my mum and dad for a few days, and I’m quite shy when I’m with strange4rs.
I feel nervous when I speak Chinese, but I’ll be fine after a few days.
I’m always sorry when I do something wrong, so please help me do the right things when I’m with you in China!
Point out “when” means time here, not a question word and then ask them to work in pairs and ask and answer the question in activity 5.
Then ask students to work in pairs and ask and say about their feelings as instructed in activity 6.
Sample dialogues:
– When do you feel angry?
– When I get bad marks.
2. – When do you feel excited?
– When I see a film.
Step IV Writing
Ask students to write a reply to Lingling and describe themselves in the letter.
Sample version:
Dear Lingling,
Thank you for your message. I’m very glad to hear from you. You said you’ll come to our country next month. It’s great!
I’ll meet you at the Berlin Station. I hope you can recognize me easily. I have short dark hair and I wear glasses. I’m about 1.60m tall and a little thin. I’ll wear a sweater and blue trousers for the journey. I’ve got your photo --- you look so tall and strong. So I’m sure we’ll find each other!
Thank you for telling me your hobbies. You sound just like me. I like playing volleyball, too. I spend a lot of time playing piano with my new teacher. I love singing too. I learn to sing children’s songs every evening.
I’m looking forward to meeting you. See you next month!
Love Jane
Step V Homework
Ask students to
1. read the letter repeatedly.
2. write a description of a friend or a family member.
Period 3 Speaking and listening
Language goals语言目标
1. Key vocabulary重点词汇
afraid, angry, excited, nervous, proud, sad, shy, sorry, stupid, sure, dark, fair, friendly
2. Key structures重点句式
I feel … when I …
Ability goals能力目标
Enable students to use “when” structure and describe others.
Teaching methods教学方法
Communicative approach.
Teaching aids教具准备
A projector and a computer.
Teaching procedures and ways教学过程与方式
Step I Revision
Ask some students to show their work.
Sample version:
I?have?a?good?friend.?Her?name?is?Yuan?Meng.?She?has?long?hair?and?two?big?eyes.?She?is
very lovely,?nice?and?friendly.?She?is?good?at?drawing?and?I?admire?her?very?much.?She?often?
shows?me?her?pictures. She often wears a blue T-shirt and white trousers. She likes white very much. And she sings very well. Her voice sounds sweet and soft. She looks pretty.
?Yuan?Meng?is?my?best?friend.?We?will?send?E-mails?to?each?other.
Talk with students about their likes.
T: What do you like? And why?
S: I like bananas. It tastes sweet.
S: I love pan cakes. It tastes delicious.
S: I like pop music. It sounds great.
…
Then ask them to put the following sentences into English and then read the sentences in Language practice repeatedly to check their answers. Show the following.
那个闻起来真香！
它尝起来味道挺浓烈的。
它尝起来不新鲜。
它让人感觉软绵绵的，很舒服。
她的声音好听。人也长得漂亮。
Step II Speaking and listening
Likes, dislikes and feelings
Ask students to do activities 2 and 3 individually. Then check the answers by asking some to read the sentences.
For activity 3, point out in sentences 1, 2, 3, 6, 8, we add “s” after sense verbs, but in sentences 4, 5, 7, we don’t add “s” after sense verbs.
Describing others
Ask students to do activities 4—6 on page 60.
For activity 4, point out: Usually when we describe a person we use these words, but there are some differences between these words. For example, we can see someone is “tall” or “short”. We can’t see “friendly” or “nice,” but we can judge from someone’s behavior. Then ask them to match the words with the questions and put them in the box.
Check their answer with the whole class. Then ask them to do activity 6.
Pairwork
Go on with activity 5.
Sample dialogue:
A: What does your mum look like?
B: She’s tall and slim.
A: What’s your mum like?
B: She is nice.
…
Step III Homework
Ask students to do activities 3, 4 and 7 on pages 136 to 137.
Period 4 Integrating skills
Language goals语言目标
1. Key vocabulary重点词汇
afraid, angry, excited, nervous, proud, sad, shy, sorry, stupid, sure, dark, fair, friendly
2. Key structures重点句式
I feel … when I …
Ability goals能力目标
Enable students to write a description of someone.
Teaching methods教学方法
Task-based activities.
Teaching aids教具准备
A projector and a computer.
Teaching procedures and ways教学过程与方式
Step I Revision
Do activity 7 on page 62.
T: Look at the words in the box on top of the page 62. Go over the words by yourself. Your task is to describe the things in the box. One of you describes the things, your partner will guess what it is.
Read the examples with some students and then ask them to work in pairs and do the game.
Step II Listening
T: Next we will listen to a speaker’s complaining about something. Pay attention to the word “complain”, when you are not satisfied with something you will complain for it. Look at the table first. What can we guess from the words in the first column?
Encourage students to guess what the listening material will be: Where is the speaker? What is he / she doing? What happened?
Then ask them to listen to the recording carefully and complete the table in activity 8.
Play the tape again. Call back the answers from the whole class.
Step III Reading and writing
Ask students to read the passage in Around the world.
T: When we meet our friends in the street, we often greet each other. What do Chinese people we often do to greet people?
S: We shake hands or ask “Have you eaten?”, “Where are you going?” or “Nihao!”.
T: Good. Different people in different countries do or say differently when they first meet. For example, people from France and Latin American countries kiss each other on the cheek while they greet each other. Mexicans often tap each other while Japanese usually bow. What do English people say or do when they meet? Now let’s read the short passage and find out.
Show the following questions.
How do British people greet in formal meetings?
How do they greet in informal situations?
Sample answers:
In formal meetings, they shake hands. Family members and good friends kiss, but men don’t usually kiss other men.
In informal situations, people just say “hello” to each other.
Then ask students to do activity 9.
T: What about American people? Now read and complete the passage in activity 9.
Check the answers by asking students to read the passage aloud.
T: Well, from the two passages, we know that people in the two countries behave quite different from each other. It’s important to learn different cultures when we learn English.
After this, ask students to do activities 10.
Check the answers with the class.
More examples:
Our school looks beautiful. The students look smart.
Her voice sounds sweet. She looks nice.
The tofu tastes sour. But the meat smells delicious.
Step IV Module task
Ask students to write a description of someone.
Sample version:
My best friend Daming is 14 years old. He is 1.68 meters tall and looks strong, handsome. He is friendly. One day, on his way to school, he met an old lady. She looks very worried. She lost her way. Daming helped her find the way home.
Step V Homework
Ask students to
summarize what they have learned in the module.
finish the rest activities in the workbook as a self-assessment.
2011-2012外研版英语八上Module 7：Unit 1同步练习及答案
Unit 1 That smells delicious!
I.根据所给汉语提示，写出空缺处单词正确形式。
1. I have a (感觉)that we are being followed.
2. That food _______( 闻起来) delicious.
3. Most green fruits are (酸的)
4. He is a ______(聪明的) boy.
5. This was a very morning.
II.用括号内所给单词的适当形式填空。
6. This kink of the fruits ______(taste) very sweet.
7. I want to ask him ______(have) a look at the book.
8. You must ______(finish) doing your home work.
9. What is he ______(make)?
10. Li Ming is going there ______(meet) his a friend.
III.单项选择。
11. His hair is very ______ but mine is very long.
A. long B. short C. tall D. angry
12. This soup ______ very delicious.
A. looks B. seems C. sound D. tastes
13. Look! He wears a blue jacket and looks very ______today.
A. good B. well C. smart D. strong
14. You can wait here. I think he is ______back before 7:00.
A. going B. returning C. getting D. coming
15. What does she ______doing? She likes talking with her friends.
A. like B. look like C. feel like D. love
IV.根据汉语完成句子，每空一词。
16.你需要多少巧克力小甜饼？
______ ______ chocolate cookies do you need
17. 他让我非常生气。
He ______ me very ______.
18. 让我们制作一个比萨饼吧。
Let’s ______ a ______.
19. 同学们已经回家了吗？
______ the students _______ home?
20. 他想邀请我到他家。
He would like to ______ me ______ his home.
参考答案**************************
I.根据所给汉语提示，写出空缺处单词正确形式。
1. feeling 2. smells 3. sour 4. smart/clever5. quiet
II.用括号内所给单词的适当形式填空。
6. tastes 7. to have 8. finish 9. making 10. to meet
III.单项选择。
11-15 B D CDA
IV.根据汉语完成句子，每空一词。
? 16. How many17. makes, angry18. make, pizza19. Have, gone20. introduce, to
2011-2012外研版英语八上Module 7：Unit 2同步练习及答案
Unit 2 I feel nervous when I speak Chinese
I.根据所给汉语提示，写出空缺处单词正确形式。
1. What are you so ______(紧张) about?
2. Some children are afraid of the ______ (黑).
3. You can ______(辨别) a person's voice on the phone .
4. He uses a pair of _______(眼镜) now.
5. This guy is definitely (笨)
II.用括号内所给单词的适当形式填空。
6. He often wears a pair of ______(glass).
7. What do you enjoy ______(do) most?
8. I can’t wait_______(see) the film.
9. Thanks for _______(help) me.
10.Are they afraid of ______(fly).
III.单项选择。
11. She is ______ going out alone in the evening.
A. nervous of B. afraid of
C. angry with D. can’t wait
12. _______ the milk , please. It’s very nice.
A. Drink B. Eat C. Bring D. Make
13. —It's_______ nice day, isn't is?
—Yes, what _______ fine weather!
A. a, a B. the, the C. a, / D. the, /
14. —How do you feel when you watch the national flag go up?
—It makes me _______ very proud.
A. felt B. to feel C. feeling D. feel
15. —Would you like something to drink, Tara?
—Yes, I'd some_______.
A. sandwiches B. hot dogs C. water D. bread
IV.根据汉语完成句子，每空一词。
16. 谢谢你带我去看电影。
______ ______ taking me to the movie.
17. 你多长时间接到你姐姐一次信?
How often do you ______ ______ your sister?
18. 他因自己所作的事感到自豪。
He ______ ______ ______ what he had done.
19. 他的老板也许会生他的气。
His boss might ______ ______ him.
20.报纸没有新内容。
The news paper has _______ ______.
参考答案******************************
I.用所给单词的适当形式填空。
1. nervous 2. dark 3. recognize 4. glasses 5. stupid
II.从方框中选择恰当的短语完成下列各句。
6. glasses 7. doing 8. to see 9. helping 10. flying
III.单项选择
11-15 B A C D C
IV.句型转换，按要求完成下列各句。
16. Thanks for 17. hear from 18. was proud of 19. get angry with 20. nothing new
2011-2012外研版英语八上Module 7：Unit 3同步练习及答案
Module 7 Feelings and impressions
Unit 3 Language in use
I.单项选择
1. The British often shank hands ______they meet.
A. at first B. the first time C. for the time D. at times
2. She is tall ______ long hair and she ______ friendly.
A. and, looks B. with, look C. or, looks D. with, looks
3. ______ you ______to work in the faraway village next week?
A. Are, going B. Do, go C. will, go D. Were, going
4.What ______ your mother look like?
A. is B. do C. does D. are
5.—Thank for ______ me.
— Not at all.
A. help B. helping C. to help D. helps
6. Can you ______ him to the people? Oh, this is Mr. Li.
A. give B. explain C. tell D. introduce
7. She has already finished _______ (read) the novel(小说).
A. read B. to read C. reading D. reads
8. I bought some CDs for my friend and they ______me 30 yuan.
A. spend B. cost C. paid D. used
9. ______ you go across the road, you must be careful.
A. Since B. After C. When D. Before
10. Why _______ go out somewhere together?
A. don’t B. you don’t C. not to D. not
II.词汇
A)根据句意及首字母提示完成句子
11. First, put the popcorn into the popcorn p_______.
12. F_______, drink it.
13. P_______ the water into the cup.
14. People often eat w_______ in summer.
15. If you want to eat a banana, you should p_______ it first.
16. Y_______ is made form milk. It tastes delicious.
17.On thanksgiving day, people in the western country usually eat big birds such as
t_______.
18. Put the lettuce on a s_______ of bread.
B) 用所给动词的适当形式填空
19. We often shake ______(hand) the first time we meet in formal meeting.
20. She comes here for the ______(one).
21. My English teacher doesn’t ______(wear) glasses.
22. She _______ (listen) to music when we called her that morning.
23.The student _______(enjoy) listening the rap music.
24. She is my best ________(friendly).
25. There is a group of children _______ (play) football on the playground.
III.根据汉语提示完成句子
26. 我妈妈正在削苹果。
My mother _______ _______ the apple.
我们需要多少酸奶？两杯。
_______ _______ yogurt do we need?
_______ _______.
再来片面包，可以吗？
Would I like _______ _______ of bread?
请把这些糖加到咖啡里。
Please _______ the sugar _______ the coffee.
切碎这些牛肉。
_______ _______ the beef.
IV.完形填空
The word “sandwich” is an English word. Sandwich was an English _31_. He lived in England about two hundred years ago. Sandwich had a lot of _32_. He was very rich(富有的). But he liked _33_ cards for money. He often played _34_ day and night. _35_ day he played for twenty-four hours without stopping. He did not _36_ the card table to eat. He asked his man to _37_ him some meat and _38_. So he put some meat between two pieces of bread. He did not want to stop _39_ playing cards. From the name of this man, Sandwich, we have the word “sandwich” _40_.
31.A. woman?
B. man?
C. place
D. book
32.A. money?
B. food???
C. bread?
D. cards
33. A. making C. playing
?
B. keeping D. selling
34. A. every??
B. only??
C. one?
D. all
35. A. One?
B. Some?
C. Next
D. This
36. A. hold??
B. leave?
?C. put
D. show
37. A. use?
B. take
?C. bring
D. throw
38. A. milk
B. tea
?C. fruit
D. bread
39. A. before??
B. when?
?C. after
D. because
40.A.in shops?
C. today
B. at school D. this year
V. 阅读理解
? Every country has its favorite food. Italians like to eat pizza. Indians like to eat hot food. Japanese like to eat fish. Often they don’t cook it.
In England, one of the most popular kinds of food is fish and chips. People usually buy it in a fish and chip shop. They put it in paper bags, and take it home, or to their workplace. Sometimes they eat it in the park or on the road. The world’s favorite food is American fast food. If you go to some important cities in the world, you can find people eating hamburgers and chips.
Fish and chips and Chinese take-away food are very popular in England. But they are less popular in the USA, they eat take-away food, too, like chicken. But the most popular kind of take-away food is the hamburger. It looks like bread with meat in it. Ham (火腿) is a kind of pork, but the hamburger does not have any pork in it. The beef is inside a kind of cake hamburgers are delicious. They are also popular in England and Australia.
41. Italians like to eat __________.
A. dumplings B. pizza
C. hot food D. fish
42.Fish and chips are very popular in _____.
A. England B. Australia
C. the USA D. Canada
43. In different countries people eat ______ food.
A. different B. the same
C. the different D. same
44. The hamburger does not have any _____ in it.
A. beef B. pork
C. fish D. chips
45. Hamburger is a kind of ______.
A. meat B. drink
C. food D. Vegetable
I.单项选择
1-5 B D A C B 6-10 DC AC D
II.词汇
A)根据句意及首字母提示完成句子
11.popper 12.Finally 13.Pour 14.watermelons 15.peel 16.Yogurt 17.turkey
18.slice
B) 用所给动词的适当形式填空
19. hands20. first21. wear22. was listening23. enjoys24. friend25. playing
III.根据汉语提示完成句子
26.is peeling 27.How much, Two cups 28.another slice 29.add to 30.Cut up
IV.完形填空
31~35BACDA? 36~40BCDBC
V.阅读理解
41~45 BAABC
2011-2012外研版英语八上Module 7：模块同步测试题及答案
Module 7 Feelings and impressions
I. 单项选择。（10分）
1．They got to Disneyland last Sunday, ，they couldn’t get in.
A. and B. because C. however D. so
2. One of the bikes broken when they found them.
A. is B. are C. were D. was
3. He saw an old woman sandwiches in the shop when he came in.
A. to buy B. buying C. bought D. buy
4. The two boys fell asleep in class and the teacher .
A. wake them up B. wake up them C. woke them up D. woke up them
5. That school is far from here. I’ll go there .
A. by a bus B. by his bus C. in bus D. by bus
6. I have no food; I will go this evening.
A. shopping B. shop C. to shop D. shopped
7. These pens are sale, and you’d better buy some.
A. on B. in C. of D. to
8. I felt very tired and soon fell .
A. sleep B. to sleep C. sleeping D. asleep
9. When I went to see her, she her homework.
A. did B. was doing C. is doing D. does
10. My aunt told me she to see my mother on Sunday.
A. came B. will come C. would come D. comes
II.完形填空。（10分）
Farley worked for the Canadian government. One day, he was 11 to learn more about wolves. Do wolves kill lots of caribou (big animals)? Do they kill people?
They gave him lots of food and clothes and guns. Then they put him on a plane and took him to 12 .The plane put him down and went away. There were no houses or people in this place, but there were lots of animals——and lots of wolves.
People tell terrible stories about wolves. They say wolves like to kill and eat people. Farley remembered these stories, and he was 13 . He had his gun with him 14 .
Then one day, he saw a group of wolves. There was a mother wolf with four baby wolves. A father wolf and another young wolf lived with them.
Farley watched these wolves every day. The mother was a very 15 mother. She gave milk to her babies. She gave them lessons about life. They learned how to 16 food.
The father wolf got food for the mother. The young wolf 17 the children. They were a nice, happy family—a wolf family. Farley did not need his 18 any more. In a short time, he got on well with the wolf family. Farley watched them for five months. He learned many new things about wolves. He learned that many stories about the wolves were 19 . Wolves do not eat people, and they do not eat many large animals. And he also learned bad things about men. It was men who killed many caribou and wolves.
Later, Farley wrote a book about wolves. He wanted people to 20 them and not to kill them.
11. A. seen B. told C. heard D. sound
12. A. a small town B. a big city C. a far place D. a lonely village
13. A. afraid B. happy C. angry D. tired
14. A. at times B. all the time C. once a week D. every afternoon
15. A. bad B. good C. hungry D. thirsty
16. A. cook B. make C. get D. pick
17. A. shouted at B. looked into
C. laughed at D. played with
18. A. food B. clothes C. gun D. plane
19. A. not good B. not true C. not easy D. not clear
20. A. grow B. have C. teach D. understand
III.阅读理解。（40分）
A
On a cold winter day, a fox told Mother Bear that he would teach her how to fish. For she wanted to learn, he took her to a hole in the ice, and told her to put her tail(尾巴) down into the water.
He told her to keep the tail there for a long time. Then when she pulled the tail out of the water, she would find fish around the tail.
The bear was foolish enough to believe what the fox said. She sat for a long time with her tail in the water. She was waiting for the fish. But when she tried to pull her tail out of the water she found that it was frozen(冻结的) in the ice.
She asked the fox to pull her out, but the fox laughed to itself and ran away. So she called Father Bear to help her.
Father Bear came. He pulled her hard and at last got her out. But a part of her tail was in the ice. That is why people find the bear's tail so short.
21. What did a fox tell Mother Bear to do on a cold winter day?
A. It told her to swim in the lake. B. It told her to play by the lake.
C. It told her to catch fish for him. D. It taught her how to fish.
22. The fox asked Mother Bear_______.
A. to jump into the water B. to sit by the lake for a long time
C. to put her tail down into the water and never pull out of the water
D. if she pulled the tail out of the water, she would find fish around the tail
23. What happened next?
A. Mother Bear caught a big ship. B. Mother Bear fell into the water.
C. Mother Bear died of coldness. D. Mother Bear's tail was frozen in the ice.
24. In the end,__________.
A. Father Bear came, but he couldn't help her
B. the fox helped to pull her out, but a part of her tail was in the ice
C. the fox laughed to itself and ran away
D. the fox called Father Bear to help her
25. Which of the following is right according to the passage?
A. The fox is foolish enough. B. Mother Bear is clever enough.
C. Father Bear is not helpful. D. The tail of Mother Bear is shorter than ever,
B
Jim, a young farmer, was once put into prison.
One day, he got a letter from his mother. “I’m so worried about our farm,” she wrote. “It’s time to plant potatoes. I can't dig all the fields by myself. "
Jim read the letter and became sad. "What can I do?" he thought. Then he had a good idea. He wrote to his mother, "Don't dig the fields, there's a pot of money in the earth. Don't plant potatoes until I come home. "
Some days later, Jim got another letter from his mother. It said, "Two days ago, about ten men came to our farm and dug all our fields. I can't understand it. It looks as if they were looking for something. What shall I do?"
Jim smiled when he read his mother's letter. He wrote a letter to his mother at once. It was very short. Guess what it would say?
26. Jim's mother was much worried about_________.
A. him B. their farm C. the potatoes D. the pot of money
27. In the letter to his mother, Jim told his mother not to .
A. dig the fields B. dig the pot of money
C. ask others for help D. go to the prison to see him
28. Jim's mother told him that about ten men came to dig their fields. These men might be_________.
A. farmers B. Jim's friends
C. prison guards(监狱看守人) D. Jim's brothers
29. Why did Jim smile when he read his mother's second letter?
A. Because he would go home soon. B. Because the men didn't find the money.
C. Because his mother could plant potatoes. D. Because he got another letter from his mother.
30. What would it say in Jim's second letter?
A. I would go out of the prison very soon. B. You could plant potatoes now, dear mother.
C. I couldn't help you, dear mother. D. The guards would plant potatoes.
Ⅳ. 读下面的对话完成短文填空，每空一词。（10分）
W: Were you busy last weekend, Steven?
M: Yes. I was writing a book about a kind of animal. How about you, Susan?
W: Me too. I looked after my daughter. She was riding home when it rained last Tuesday. So she had a bad cold.
M: I am sorry to hear that. How is your daughter now?
W: She is feeling very well right now and is reading at home.
M: That sounds good. Oh, I have got a wonderful CD.
It’s Titanic. Very exciting.
W: I know it. It’s a famous film.
M: Please take it to your daughter. I know she loves reading. I think she will love it.
W: Thanks so much, Steven.
M: You are welcome.
Last 31 Steven was writing a book and Susan had to look after her daughter, 32 her daughter was ill. Now her daughter is 33 and is 34 . Steven gave her a very 35 CD—Titanic.
Ⅴ. 词汇。(10分)
A. 根据句子意思及首字母提示完成单词。 (5分)
36. Walking is g for your health.
37. Michael was good at m dumplings when he was in China.
38. When she heard the bad news, she was u .
39. Gu Ming and I went shopping and b some beautiful clothes.
40. Sandwich is a kind of fast f .
B. 用所给单词的适当形式填空。 (5分)
41. He is (write) an email to his father now.
42. That big ship (sink) into the sea many years ago.
43. He was very excited when he (read) the letter from his mother.
44.I think playing basketball is (excited).
45. Did you see Mei Ling (play) computer games when you came in?
Ⅵ.书面表达。（15分）
根据所给图画和提示词，写出至少五句意思连贯、符合逻辑的句子。所给提示词必须都用上。
yesterday, talk, in the classroom, when, Betty and Lucy, want to, go home, start raining, but, Betty, have no umbrella, Lucy, say, use my umbrella, together, heavily, happy
Keys
1-5 CDBCD 6-10 AADBC 11-15BCABB 16-20CDCBD
21-25DDDCD 26-30BACCB
31. weekend 32. because 33. well 34. reading 35. exciting
36. good / great 37. making 38. upset / unhappy 39. bought 40. food 41. writing 42. sank 43. read 44. exciting 45. playing
One possible version
It was five o'clock yesterday afternoon. Some students were talking in the classroom. After a while, when Betty and Lucy wanted to go home, it started mining. Betty had no umbrella with her. Lucy said, "Use my umbrella and we can go home together." It was raining heavily, but they felt happy.
Teaching resources 教学资源库
I. How do people in different countries greet each other?
The way people greet each other is seen in every place, whether it's a village, town, city, or country. Greetings are universal, some being very unique. Some people wave, others shake hands, bow, or hug each other. Some have no distinctions between a friend or someone they meet for business - they say the same greeting. Others make that distinction and have different wordings for different "levels" of people. Sometimes, not knowing the etiquette in one culture may be bad manners in another.
JAPAN Bow from the waist. Look for another person that is doing the same.
RUSSIA Kiss three times, on alternate cheeks...left, right, left. This is an old tradition. (Just kiss in the air and look for someone who is doing the same.)
EGYPT Kiss three times, on alternate cheeks...left, right, left. (Just kiss in the air and look for someone who is doing the same.)
ITALY Kiss on cheek 4 times -- 2 on the left and 2 on the right. (Just kiss in the air and look for someone that is doing the same.)
NEW ZEALAND (Maori) when the Maori people greet each other, they press their noses together. This custom is called hongi. (Find your partner by pressing your nose in the air...figure out a way to do this.)
MEXICO One kiss on the cheek. (Kiss in the air to the left or right)
U.S. Businessmen (women) usually shake hands when meeting each other. (do a hand shake with your right hand to find your partner.)
ITALY In Italy, friends greet each other by saying, "Ciao." (Say Ciao to find your partner.)
FIJI Men are expected to say "oooo" when greeting their chief. (To find your chief say, "oooo.")
AFGHANISTAN It is traditional for women to be more reserved in their greetings than men. When meeting a stranger, a man will say "manda na bashi." (May you not be tired.) A Ghilzai woman will raise her hand to cover her mouth. (To find your partner, put your hand over your mouth. Your partner will be saying manda na bashi.
U.S. and EUROPE The High-fives originated among American college basketball players in the early 1980s. It soon spread to other sports and became fashionable among young people. (To find your partner, raise your hand to show your high-fives.)
ZAMBIA To find your partner, nod, slightly bend knees, and shake hands, right hand extended, with left hand under right elbow.
PORTUGAL Bom dia means "hello" in Portuguese. (Say bom dia to find your partner.)
GHANA Ming-gah-bou, Ga means "hello" in Ghana. (Say Ming-gah-bou, Ga to find your partner.)
ISRAEL Shalom means hello in Hebrew. (Say Shalom to find your partner.)
CHINA Some people in China just say Ni-hao-ma which means "How are you?" (Say Ni-hao-ma to find your partner.)
TURKEY Merhaba means "hello." (Say Merhaba to find your partner.)
FRANCE In France, people say Bon jour (Good day) during the day and Bon soir (good evening) in the evening. (Say Bon jour to find your partner.)
SOUTH AFRICA The Afikaners of South Africa say "Goeie more" in the morning, "Goeie middag' in the afternoon, and "Goeie naand" in the evening. (to find your partner, say the appropriate greeting.)
CZECH REPUBLIC Telephone greeting: In Czech Republic, people answer the phone with "Prosim:" ("Ready"). To find your partner, listen for a phone ring and say, "Prosim."
GERMANY Telephone greeting: In Germany, people answer the phone by saying their last name. To find your partner, listen for a phone ring and say your last name.
GREECE In the exotic Greek language, "Kalimera" (Good morning) is said. (To find your partner, say "Kalimera."
VIETNAM Hello in Vietnamese is different depending on whom you are addressing. To an older man it is "Chao ong." To an older woman it is "Chao da." To a younger man it is "Chao anh." To a younger woman it is "Chau co." To small children it is "Chao chau." (to find your partner, use an appropriate greeting. you probably have to try different greetings.)
VIETNAM Since "hello" in Vietnamese varies depending on whom you are addressing, say, "Bach co khoe khong?" (how are you?) to find your partner.
II. Adjectives or adverbs?
An adjective always follows a sense verb or a verb of appearance -- feel, taste, smell, sound, look, appear, and seem -- when it modifies the noun before the verb.
Sarah’s cough sounds bad.
Here bad is an adjective that modifies the noun cough. Using the adverb badly here would not make sense, because it would mean her cough isn't very good at sounding.
The ocean air smells fresh.
Here fresh is an adjective that modifies the noun air. Using the adverb freshly here would not make sense, because it would mean that the air has a sense of smell that it uses in a fresh manner.
She looks unhappy today.
Here unhappy is an adjective that modifies the pronoun she. Using the adverb unhappily here would not make sense, because it would mean that she isn't very good at seeming.
Avoiding Common Errors
Bad or Badly?
When you want to describe how you feel, you should use an adjective. So you'd say, "I feel bad." Saying you feel badly would be like saying you play football badly. It would mean that you are unable to feel, as though your hands were partially numb.
Good or Well?
Good is an adjective, so you do not do good or live good, but you do well and live well. Remember, though, that an adjective follows sense-verbs and be-verbs, so you also feel good, look good, smell good, are good, have been good, etc.
Confusion can occur because well can fun_ction either as an adverb or an adjective. When well is used as an adjective, it means "not sick" or "in good health." For this specific sense of well, it's OK to say you feel well or are well -- for example, after recovering from an illness. When not used in this health-related sense, however, well functions as an adverb; for example, "I did well on my exam."
同课章节目录
- Module 1 How to learn English
- Unit 1 Let's try to speak English as much as possi
- Unit 2 You should smile at her.
- Unit 3 Language in use .
- Module 2 My home town and my country
- Unit 1 It's taller than many other buildings.
- Unit 2 Cambridge is a beautiful city in the east o
- Unit 3 Language in use .
- Module 3 Sports.
- Unit 1 Nothing is more exciting than playing tenni
- Unit 2 This year we training more carefully.
- Unit 3 Language in use .
- Module 4 Planes, ships and trains .
- Unit 1 He lives the farthest from school.
- Unit 2 What is the best way to travel.
- Unit 3 Language in use .
- Module 5 Lao She Teahouse.
- Unit 1 I wanted to see the Beijing Opera.
- Unit 2 It descibes the changes in Chinese society.
- Unit 3 Language in use .
- Module 6 Animals in danger.
- Unit 1 It allows people to get closer to them .
- Unit 2 The WWF is working hard to save them all.
- Unit 3 Language in use .
- Revision module A
- Module 7 A famous story
- Unit 1 Alice was sitting with her sister by the ri
- Unit 2 She was thinking about her cat.
- Unit 3 Language in use .
- Module 8 Accidents
- Unit 1 While the car were changing to red, a car s
- Unit 2 I was trying to pick it up when it bite me
- Unit 3 Language in use .
- Module 9 Population
- Unit 1 The population of China is about 1.37 billi
- Unit 2 Arnwick was a city with 200,000 people.
- Unit 3 Language in use .
- Module 10 The weathe
- Unit 1 It might snow.
- Unit 2 The weather is fine all year round.
- Unit 3 Language in use .
- Module 11 Way of life
- Unit 1 In China ,we open a gift later.
- Unit 2 In England, you usually drink tea with milk
- Unit 3 Language in use .
- Module 12 Help
- Unit 1 What should we do before help arrives?
- Unit 2 Stay away from windows and heavy furniture.
- Unit 3 Language in use .
- Revision module B