[初三英语] Review of units 11～15

Review of units 11～15

The First Period

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

Key vocabulary that students have learned in Units 11～15．

2． Ability Objects

Train students’ ability to use the target language they have learned freely and creatively．

3． Moral Object

Repetition is the mother of learning．

Ⅱ． Teaching Key Point

Key vocabulary

Ⅲ． Teaching difficult Point

Train students’ ability to use the target language they have learned freely and creatively．

Ⅳ． Teaching Method

Practice method

Ⅴ． Teaching Aid

The blackboard

Ⅵ． Teaching Procedures

Step I Revision

Check homework． Ask five students to read their sentences one by one using the words in activity 1 in preceding class．

Help correct the mistakes made in their sentences．

Step Ⅱ 1a

This activity reviews some of the vocabulary that students have learned in Go For It Book 5．

In this activity, we’ll reviens some of the vocabulary in Units 1～15 by completing a crossword． Now, look at the clues with the headings

Down and Across．

Draw students’ attention to the crossword． Read the sample answer to the class: I can look out of the window in my apartment． Make sure that they understand what they need to do． Then say,

Please read the clues and complete the crossword． Get students to do the crossword in pairs． While they are working, move around the classroom to make sure that all the students know what to do, offering help if necessary．

Cheek the answers by asking different students to read out and spell the answers．

Answers

Down 1． windows 2． bought 3． is  5． elephant 6． wrong 7． suitcase  8． award 12． made 15． scarf 16． jobs  18． rude 19． meet 20． or

Across 1． walls 4． noodles 7． strong  8． are 9． on 10． trash 11． sit 13． had

14． done 17． customer 21． ever  22． fast 23． cheetah

Step Ⅲ 1b

This activity requires students to creatively use the language they have learned．

Go through the instructions with the class． Invite a pair of students to read the sample conversation．

SA: This is a place where we can go to see animals．

SB: Is it a zoo?

SA: Yes, it is．

Make sure students understand what they need to do． Ask students to choose four words from Units 11～15 and write a clue for each word． Have students do the activity in pairs． When they work, move around the classroom listening and offering help where necessary．

Ask four students to say their clues and have the class guess the words．

S1: It is useful and helpful to us and can bring us success in competition． （advantage）

S2: This is a person who owns something． （owner）

S3: This is a metal container in which food is kept cold． （refrigerator）

S4: This is a large sea animal． We also call it sea cow． （manatee）

Step Ⅳ Summary

In this class, we’ve reviewed some of the vocabulary words in Units 1～15．

Step Ⅴ Homework

Review the vocabulary words in Units 11～15

Step Ⅵ Blackboard Design

Review of Units 11～15

The First Period

Sample answers to Activity 1b:

 1． It is useful and helpful to us and can bring us success in competition． （advantage）

 2． This is a person who owns something． （owner）

 3． This is a metal container in which food is kept cold． （refrigerator）

 4． This is a large sea animal． We also call it sea cow． （manatee）
 

 

Review of units 11～15

The Second Period

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

 （1） Listening practice using the target language．

 （2） Oral practice using the target language．

2． Ability Objects

 （1） Train students’ listening skill．

 （2） Train students’ speaking skill．

3． Moral Object

 If you review what you have learned actively, you will make greater progress．

Ⅱ． Teaching Key Points

1． Listening practice using the target language．

2． Oral practice using the target language．

Ⅲ． Teaching Difficult Point

Train students’ listening skill．

Ⅳ． Teaching Methods

1． Listening method to improve students’ listening ability．

2． Pairwork to make every student work in class．

Ⅴ． Teaching Aid

A tape recorder

Ⅵ． Teaching Procedures

Step Ⅰ Revision

Dictate some vocabulary words in Units 11～15．

guidebook, member, advantage, manatee, environment, greet, bow, wipe, serve, miss, fresh, rude, endangered, useful, strong, tiny, politely, mostly, gradually, specially

Choose five words． Encourage students to make sentences with them．

 S1: Everyone has more advantages than disadvantages．

 S2: Manatees are large sea animals．

 S3: Let’s go out for some fresh air．

 S4: He was late for school because he missed the bus．

 S5: The ant is a tiny insect．

Step Ⅱ 2a

This activity provides practice in listening for the general idea．

focus attention on the four pictures． Say, You are going to listen to four conversations． Match the conversations with the correct pictures． Point to the sample answer． Say, This picture matches the first conversation you will hear．

Play the recording for the first time．

Students only listen．

Play the recording a second time． This time students listen and match the conversations with the correct pictures by writing the numbers in the boxes．

Check the answers．

Answers

（from top to bottom）1,4,2,3

Tapescript

Conversation 1

Cbu: Tom, I have some questions about your country, Canada．

Tom: Okay． What do you want to know?

Cbu: What are you supposed to do when you meet someone for the first time?

Tom: You’re supposed to shake hands．

Cbu: How about time? For example, when a party is at eight o’clock, do you go at eight o’clock?

Torn: No, you can go about fifteen minutes late．

Cbu: OK． Is it the same for business meetings?

Tom: Oh no． For a business meeting make sure you’re on time．

Cbu: Mm． I heard that it’s rude to make sounds when you eat． Is that true?

Tom: Yes． it is． You shouldn’t do it．

Cbu: One more question． Are you supposed to take a gift when you visit someone?

Tom: Yes, it’s polite to take a few flowers．

Cbu: Thanks． Now I’m ready．

Conversation 2

Ben: Excuse me, could you tell me where the doctor’s office is?

Sue: Yes, it’s on the second floor, beside the escalator．

Ben: Mm． First I need to buy a book． Is there a book store around here?

Sue: Sure． You can find Biblo Books on the fourth floor． Take the elevator．

Ben: Oh, I also need to exchange some money．

Sue: Yes． There’s a bank on the first floor． It’s right behind you．

Ben: Good． I think that’s everything． Oh no． There’s one more place I need to go．

Sue: Yes?

Ben: Do you know where I can buy some shampoo?

Sue: Yes, there’s a drugstore on the third floor． Take the elevator．

Ben: Thank you． You’ve been very helpful．

Sue: You’re welcome．

Conversation 3

Mom: We have to leave in half an hour． Is everything ready for the trip?

Xiao Li: I don’t know．

Mom: Well, have you packed the travel guidebook?

Xiao Li: Yes． I did． Oh! But I forgot the map．

Mom: OK． Pack the map． What about the camera?

Xiao Li: Yes． I have the camera．

Mom: What’s that noise? Have you turned off your radio?

Xiao Li: No, I’ll do it now．

Mom: And the towels． Have you packed the towels yet?

Xiao Li: Yes． I packed the towels．

Mom: What about the food? Did you pack the food?

Xiao Li: Yes． I’ve packed it already．

Morn: Well, I think we’ve almost ready!

Conversation 4

Henry: Hi, Janet． Would you like to help save the environment?

Janet: I don’t know． What can I do?

Henry: Well, first, you can start by turning off the lights．

Janet: Yes． That’s easy． Sometimes I turn on the lights without thinking．

What’s next?

Henry: Second, you can ride a bicycle．

Don’t take a bus or a taxi if you don’t have to．

Janet: That will save money, too． What else?

Henry: Thrid, try to recycle paper．

Janet: Mm． Newspapers, magazines, mail …we get a lot of paper at home． Good idea．

Henry: The fourth idea is turning off the shower When you’re not using it．

Janet: You mean, when I have shampoo in my hair?

Henry: Yes． Get wet． Turning off the shower． Put in the shampoo in your hair and then turn on the shower and wash it out．

Janet: Will that help the environment?

Henry: Yes． We have to save water． And fifth, take a bag when you go shopping． Don’t use plastic bags．

Janet: OK． My parents do most of the shopping． I’ll tell them．

Step Ⅲ 2b

This activity requires students to listen for specific information in the dialogues．

Look at the four different questions types next to the pictures in Activity 2a． Give students two minutes to go through the list of questions． You are going to listen to the same recording again． This time you need to listen for specific information in the dialogues that will help you answer the questions． Point out the sample answers．

Play the recording for students to answer the questions． Play the recording a second time or a third time if necessary．

Have students do the activity in pairs．

When they work, walk around the classroom listing and offering help where necessary．

Ask several students to share their answers．

Answers

FTFFT

53214

doctor’s office--second floor;

bookstore--fourth floor;

bank--first floor; drugstore--third floor

√pack the guidebook; × pack the map;

√pack the camera;× Turn off the radio;

√pack the towels;√pack the food

Step Ⅳ 2c

This activity lets students work in pairs to practise the conversations they have just heard．

Go through the instructions with the class, sample conversation in the box． Invite a pair of students to read it to the class．

SA: Would you like to help save the environment?

SB: I don’t know． What can I do?

Write the sample conversation on the blackboard．

Now work with a partner． Start by reading the sample conversation in the box with your partner． Then make conversations using information in Activity 2a．

Get students to practise their conversations． As they work, walk around the classroom offering help and encouragement．

Ask several pairs of students to say their conversations to the class．

For example:

SA: Would you like to help save the environment?

SB: I don’t know． What can I do?

SA: You can turn off the shower while you are washing your hair．

SB: When I have shampoo in my hair?

SA: Yes．

Step Ⅴ Summary

In this class, we’ve done a lot of listening and oral practice Using the target language．

Step Ⅵ Homework

Ask students to write three conversations in Activity 2c in their exercise books．

Step Ⅶ Blackboard Design

Review of Units 11～15

The Second Period

Target language:

A: Would you like to help save the environment?

B: I don’t know． What can I do?
 

 

 

Review of Units 11～15

The Third Period

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

Oral practice using the structures Supposed to, It makes me…and Present perfect with already and yet．

2． Ability Objects

（1） Train students’ speaking skill．

（2） Train students’ writing skill．

3． Moral Object

Express your own opinions freely and correctly．

Ⅱ． Teaching Key Points

1． Supposed to

2． It makes me…

3． Present perfect with already and yet．

Ⅲ． Teaching Difficult Point

Train students’ speaking and writing skills．

Ⅳ． Teaching Methods

1． Practice method

2． Pairwork

Ⅴ． Teaching Aid

The blackboard

Ⅵ． Teaching Procedures

Step I Revision

Check homework． Invite several students to say their conversations to the class．

Check any errors and correct them．

Step Ⅱ Part 3

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

Go through the instructions with the class． Look at the sample conversation in the box． Invite a pair of students to read it aloud to the class．

A: What are you supposed to do when you meet a new person in the USA?

B: You’re supposed to shake hands．

A: In China, you’re supposed to…

Write the conversation on the blackboard．

Look at the list of questions． Get a student to read the questions to the class．

Please write your answers to these questions． Ask students to finish the task on their own．

The answers may vary． For example:

A: What are supposed to do when you meet someone in China?

B: You are supposed to bow to the person/say Hi to the person/shake hands with the person．

Ask students to fill in their answers, then discuss with a partner． While they are working, move around the classroom listening to different pairs and offering help as needed．

Ask several pairs to share their activities．

Step Ⅲ Part 4

This activity lets students work in pairs to practice writing and speaking skills．

Go through the instructions with the class．

Look at the sample conversation in the box．

Invite a pair of students to read it aloud to the class as a model．

SA: How do you feel when you see the national flag of China?

SB: It makes me feel proud． How about you?

SA: It makes me proud, too． I think of famous Chinese men and women．

Write the conversation on the blackboard．

Review the different feelings in different situations students have learned． （happy, angry, sleepy, sad, relaxed, tense, etc）

Ask students to give their feelings for each of the five items． Say, Please work in pairs． Make conversations to talk about your feelings in different situations． For each item, students should think of a reason for their answer． As they work, move around the classroom listening and offering help as needed．

Ask several pairs of students to say their conversations to the class． Answers will vary．

Step Ⅳ Part 5

This activity provides practice to train students’ writing and speaking skills．

Look at the instructions． Let a student to read it aloud to the class． Read the sample answer history project to the class．

Say, Please make a list of the things you plan to do this month． Ask students to complete the task individually．

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

SA: I have to do my history project this week．

SB: Really? I’ve already done my history project．

Write the conversation on the blackboard．

Get students to think of things they need to do today． Ask them to say whether or not they have already done each thing．

Ask students to write a list of five things to do this month．

Please compare your list with your partner’s． Discuss what you have or have not already done．

Ask several pairs to share their discussions with the class． Answers will vary．

Step Ⅴ Summary

In this class, we’ve reviewed the structures Supposed to, It makes me…and Present perfect with already and yet by writing and oral practice．

Step Ⅵ Homework

Ask students to write two sentences for each structure in their exercise books．

Step Ⅶ Blackboard Design

Review of Units 11～15

The Third Period

Target language:

1． What are you supposed to do when you meet a new person in the USA?

You’re supposed to shake hands．

In China, you’re supposed to…

2． How do you feel when you see the national flag of China?

It makes me feel proud． How about you?

It makes me proud, too． I think of famous Chinese men and women．

3． I have to do my history project this week．

Really? I’ve already done my history project．
 

 

 

Review of Units 11～15

The Fourth Period

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

 （1） Practise talking about hobbies．

 （2） Practise asking for information politely．

 （3） Practise using I think/believe/feel that

 …and I agree/disagree with you．

2． Ability Objects

 （1）Train students’ speaking ability．

 （2）Train students’ writing ability．

3． Moral Objects

 Practice makes perfect．

Ⅱ． Teaching Key Points

1． Talk about hobbies．

2． Ask for information politely．

3． I think/believe/feel that…and I agree/disagree with you．

Ⅲ． Teaching Difficult Points

Train students’ speaking and writing skills．

Ⅳ． Teaching methods

1． Pairwork

2． Practice method

Ⅴ． Teaching Aid

The blackboard

Ⅵ． Teaching Procedures

Step Ⅰ Revision

Check homework． Ask students to exchange their homework exercise with a partner． Help correct each other’s mistakes． Then get different students to say their sentences to the class．

S1: We’re supposed to do our homework on time．

S2: Pop music makes me happy．

S3: Have you cleaned your room yet?

S4: Yes． I have already cleaned my room．

Step Ⅱ Part 6

This activity provides writing and oral practice using the target language． Go through the instructions with the class．

Look at the sample conversation in the box． Invite a pair of students to read it to the class．

SA: What kind of museums do you like?

SB: I like history museums． They’re interesting．

SA: Really? I prefer science museums．

Write the conversation on the blackboard．

Draw students’ attention to the chart．

Ask students to read the questions．

Please write down your own answers in the first column in the chart． Get students to complete the task individually． Then ask students to interview two classmates about what they like and write their answers in the second and the third columns in the chart．

Get students to complete the task in groups if three． As the groups work together, walk around the classroom to make sure all the students know how to fill in the blanks and offer language support as needed．

Get different students to report their results like this:

SA: What kind of sports do you like?

SB: I like football． It is very exciting．

SA: Really? I prefer basketball．

Answers will vary．

Step Ⅲ Part 7

This activity lets students work in pairs to practise writing and speaking skills．

Go through the instructions with the class．

Look at the sample conversation in the box．

Invite a pair of students to read it to the class．

SA: Excuse me． Can you help me?

SB: Yes, certainly． How can I help you?

SA: Can you tell me if there are any good museums in the city?

SB: There are many good museums． Do you like art?

SA: Yes． I like it very much．

Write the conversation on the blackboard．

Ask a few students about museums, food, transportation and costs． Then write questions using the four sentences as guides．

Please make conversations using the questions． Then ask students to role play conversations with their partners using their questions．

Have some students share their answers as dialogues with the class．

A sample conversation:

SA: Excuse me． Can you help me?

SB: Yes, certainly． How can I help you?

SA: Could you tell me where I can get some good food?

SB: There are a lot of good restaurants．

What kind of food do you like?

SA: Vegetarian．

SB: You can try Green Restaurant． They have delicious salads．

Step Ⅳ Part 8

This activity provides writing and oral practice using the target language． Read the instructions aloud to the class． Point to the sample conversation in the box． Invite a pair of students to read it to the class．

SA: I think that cats are the most important animal in China because many people have them as pets．

SB: I disagree． I feel that pandas are the most important animal because there aren’t very many of them．

SA: Yes, but cats are more popular with ordinary people．

Write the conversation on the blackboard．

Ask students to select an animal and write five reasons why it is the most important animal in China． Let them use the words in the box to discuss their opinions in conversations． As they work, walk around the classroom, checking the progress of the pairs and offering language support as needed．

Get several pairs of students to say their conversations to the class． Answers will vary．

Step Ⅴ Summary

In this class, we’ve practised talking about hobbies and asking for information politely using the target language． We’ve also reviewed the structures I think/believe/feel that…and I agree/disagree with you．

Step Ⅵ Homework

1． Read the conversations in Activities 6, 7 and 8 again for a further understanding of the target language．

2． Finish off the exercises on pages 65～68 of the workbook．

Step Ⅶ Blackboard Design

Review of Units 11～15

The Fourth Period

Target Language:

1． What kind of museums do you like?

I like history museums． They’re interesting．

Really? I prefer science museums． 2．

Excuse me． Can you help me?

Yes, certainly． How can I help you?

Can you tell me if there are any good museums in the city?

There are many good museums． De you like art?

Yes I like it very much．

3． I think that cats are the most important animal in China because many people have them as pets．

I disagree． I feel that pandas are the most important animal because there aren’t very many of them．

Yes, but cats are more popular with ordinary people．
 

 

 

 

责编：胡悦