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Unit 5 Can you come to my party?
I. Teaching article(课题): Unit Five
II. Teaching aims and demands(教学目的和要求):
Can you come to my birthday party? --Yes, I’d love to.
Sorry, I can’t. I have to study for a test.
I’m sorry. I’m playing soccer on Saturday.
When is the party? --It’s at seven-thirty.
III. Teaching importance and diffculty(教学重难点):
Make, accept and deline invitation. Talk about obligation.
IV. Teaching ways(教学方法):
Revision, Learning, Practice and Reading.
V. Teaching tools(教学工具):
Tape-recorder and Lattern.
V. Teaching time(教学时间):
Six periods
VI. Teaching procedure(教学过程):
The first period
I. Teaching Aims and Demands
1. Knowledge Objects Key vocabulary. Target language. Groupwork.
2. Ability Objects Learning skill. Communicative competence.
3. Moral Object Learn some foreign culture.
II. Teaching Importance and Difficulty
Can you come to my party on weekend? --Sure, I’d love to.
Sorry, I can’t. I have a piano lesson. I’m sorry, too. I have to go to the doctor.
III. Teaching Methods
Listening method. Learning approach.
IV. Teaching Aids A tape recorder. OHP.
V. Teaching Procudrues
Step I Greet the class as usual and check the homework.
Step II Section A
T: Can you come to my party?
Show these expressionon the blackboard by a projector. Read the expression to the class and ask the students to repeat each one.
S: I’d love to … I’m sorry , I have to …
Step III 1a
Helping his parents studying for a test
Going to the doctor babysitting Having a piano lesson
Then ask students to write the letter of the correct picture in the blank next to each of the pharses.
Step IV 1b
Let the students to complete the activity individually.
Listen carefully.
Ask students to complete the activity individually. Then correct the answers.
Step V 1c Groupwork
First let four students read the example in the speech bubbles to the class.
A: Can you come to my party on Wednesday?
B: Sure, I’d love to.
C: Sorry, I can’t. I have a piano lesson.
D: I’m sorry, too. I have to go to the doctor.
Then help students form groups of four.
Step VI An Optional Activity
Ask students to practice some invitation and refusals.Play the recordings for the class and have a student ask about any words or sentences they can’t understand.
Step VIII Culture Note
In some cultures, it is not considered polite to accept an invitation the first time it is offered. In such places people usually thank the people but do not give a definite answer at that time.
Step IX Summary and Homework
This class we’ve learnt some key vocabulary and the target language. After class ask write the phrases in 1a down in your exercise books.
Step X Blackboard Design
Unit 5 Can you come to my party?
How about… Polite…
What about… Impolite…
The second period
I. Teaching Aims and Demands
1. Knowledge Objects
Key vocabulary. Target language. Grammar focus.
2. Ability Objects
Learning skill. Communicative competence.
3. Moral Object
It’s polite to refuse one’s invitation if you can’t go.
II. Teaching Importance and Difficulty
Target language.
Can you come to my party on weekend?
Sure, I’d love to.
Sorry, I can’t. I have a piano lesson.
I’m sorry, too. I have to go to the doctor.
III. Teaching Methods
Grammar Focus. Pairwork.
IV. Teaching Aids
A tape recorder. Cards with “Yes” and “No” for Follow-up Activity 1.
V. Teaching Procudrues
Step I Greet the class as usual and check the homework.
Step II 2a
Now tell students we’ll have five conversations.
Conversation 1:
Anna: Hi, Jeff. Can you come to my party on Saturday?
Jeff: I’m sorry, I can’t. I have to visit my aunt on Saturday.
Conversation 2:
Anna: Hello, Marry. Can you come to my party on Saturday?
Marry: I’d love to.
Conversation 3:
Anna: May Lee, can you come to my party tomorrow?
May Lee: I’m sorry. I have to help my mom.
Conversation 4:
Anna: Claudia, Can you come to my party on Saturday?
Claudia: I’m sorry. I’m going to the movies.
Conversation 5:
Anna: Say, Paul. Can you come to my party on Saturday?
Paul: I’d love to.
Step III An Activity Pick a Card
Prepare fifteen cards to give students. Five of the cards have the word Yes on them. Ten of the cards have the word along with the name of an activity.
Step IV 2b
Ask a student to read the five sentences in Activity 2b. Tell students these are the reasons why people can’t go to the party. Now listening to the recording again.
Step V 2c Pairwork
Now let students look at the sample conversation in the book. Ask a pair of students to read it to the class.
A: Hey, Dave, can you come to my party on Saturday?
B: I’m Sorry, I can’t. I have too much homework.
A: That’s too bad. Maybe another time.
B: Sure, Joe. Thanks for asking.
Step VI Grammar Focus
Review the grammar box. Ask students to say the questions and answers.
Talk about the two ways people give reasons for saying no to an invitation.
Step VII Summary and Homework
This class we’ve learnt how to say “no” to someone’s invitation and give a reson. After class copy the grammar box in your exercise books..
Step VIII Blackboard Design
Unit 5 Can you come to my party?
Has to have to
She play basketball.
He study.
They go to a party.
I to study for a test.
The third period
I. Teaching Aims and Demands
1. Knowledge Objects
Review vocabulary items. Oral practice.
2. Ability Objects
Reading skill. Writing skill. Communicative competence.
3. Moral Object
Use computers to help with your study.
II. Teaching Importance and Difficulty
Review vocabulary items. Oral practice using target language.
III. Teaching Methods
Grammar Focus. Pairwork.
IV. Teaching Aids
A picture of computer. A tape recorder.
V. Teaching Procudrues
Step I Greet the class as usual and check the homework.
Step II 3a
Show an invitation in the blackboard.
Lisa: Hi, Simon. Can you come to my party?
Simon: When is it?
Lisa: It’s on Friday June 30 at four-thirty.
Simon: I’d love to.
Step III 3b pairwork
Practice the conversation in 3a. Then fill in the card with details of a event.Then call your classmates to invite him or her to the event.
Step IV 4 Invite a Friend
Tell the class how to do the activity. For example:
Li Hua, you are Lu Eliza. Look at the this page.
Fang Fang you are Lu Qing. Look at the page 87.
Look at your calendar for this week.Then make a dialogue.
Step V
Show the piucture on the blackboard.
Tell students Evite is the web’s leading in line invitation service. It’s easy to get people together and best of all, it’s FREE!
Step VI Summary
Today we’ve learnt how to write an invitation and done a lot of pratice.
Step VII Homework
If you have a computer, you may send the invitation each other.
Step VIII Blackboard Design
Unit 5 Can you come to my party?
Lu Qing Eliza Wednesday afternoon Friday afternoon
Saturday Sunday
The fourth period
I. Teaching Aims and Demands
1. Knowledge Objects
Key vocabulary. Target language. Oral practice.
2. Ability Objects
Listening skill. Speaking skill. Communicative competence.
3. Moral Object
Prepare for the next class game.
II. Teaching Importance and Difficulty
What’s today? --It’s Monday the 14th.
Can you play tennis with me?
When? --Today. --Sorry, I can’t.
III. Teaching Methods
Listening and speaking methods. Communicative approach. Pairwork.
IV. Teaching Aids
A current wall calendar. A tape recorder.
V. Teaching Procudrues
Step I Greet the class as usual and check the homework. Ask students if they send invitation by computer each other.
Step II Section B 1a
First let students look at the days of the week at the top of calendar in the book. Read the words and ask them to repeat.
Then display a current calendar and ask a student to copy them numbers into the calendar in their books.
Step III 1b
Show the words on the blackboard:
Yesterday: 昨天Today: 今天Tomorrow : 明天；明日
The day after tomorrow: 后天
Now ask students to write the words below the correct dates on the calendar in 1a.
Step IV 1c Pairwork
Ask the students to read the dialogue in the speech bubble.
A: What’s today? --B: It’s Moday the 14th.
Then have students work in pairs. One student point to a date and asks, what’s today? The other student answers, It’s .
Step V 2a
First let students look at the picture.
Ask students to tell what the boy is doing.(He’s talking on the phone.
Play the recording for the first time. Students only listen. Then play it again. This time ask students to circle yes or no.
Step VI 2b
Now look at the list of five activities. Ask a student to read it to the class.
Call attention to the three lettered words: a. today b. tomorrow c. the day after tomorrow.
Step VII Summary and Homework
Today we’ve reviewed the days of the week. And we’ve leant some key vocabulary and the target language. We have leant how to ask the date, how to invite some body and how to refuse and give a reason. Next class we’ll do a game: Name That Day.
Step VIII Blackboard Design
Unit 5 Can you come to my party?
Sun Mon Tue Wed Thu Fri Sat
The fifth period
I. Teaching Aims and Demands
1. Knowledge Objects
E-mail message. Writing practice. Reading practice.
2. Ability Objects
Reading and writing skills. Communicative competence.
3. Moral Object
Ask your friends and classmates to your birthday party and have a good time.
II. Teaching Importance and Difficulty
Reading passage. I’m + verb + ing. I have to + verb.
Reading and writing practice.
III. Teaching Methods
Reading and writing methods. Communicative approach. Groupwork.
IV. Teaching Aids
A picuture of a computer. A wall calendar.
V. Teaching Procudrues
Step I Greet the class as usual.
Step II Play a Game: Name That Day
Play a game of speed with the class. Display the wall calendar. Say a student’s name, point to a date on the calendar and say either yesterday, today or tomorrow. Give the winners little presents.
Step III 3a
Now open your books at page 29. First I’ll read the e-mail message to you. Have you any questions about this e-mail message.
Tell the students to read the e-mail message again and complete Sonia’s answers.
Step IV 3b
Point out the sample answer and ask students to use their imagination to complete the e-mail.
Tell students to use “I’m + verb + ing.”or “I have to + verb.”
Ask the students to complete the activity on their own.
Step V 3c
Ask students to give some sample answers. Write them on the blackboard. For example,
I can’t visit you next week. I have to go to school on Moday.
I’m playing soccer on Tuesday.
On Wednesday, I’m going on vacation.
Step VI 4 Groupwork Plan a Party!
First ask two students to read the conversation in the speech bubble.
A: Can you come to my party?
B: When is it?
A: Next week. ON Thursday night.
B: I’m sorry. I have to study for a math test.
Then ask students to turn to page 88.
Step VII Topic for Discussion
Have you had your birthday party? Did you have a good time? Have you invited your friends and classmates?
Now let students have practice.
Step VIII Summary and Homework
We’ve leant how to write an e-mail and had a discussion.
Now homework. Read the e-mail message again.
Step VIII Blackboard Design
Unit 5 Can you come to my party?
I can’t visit you next week. I have to go to school on Monday.
I’m playing on Tuesday. On Wednesday, I’m going on vacation.
The sixth period
I. Teaching Aims and Demands
1. Knowledge Objects
Review key words and target language of the unit.
Reading and writing practice.
2. Ability Objects
Reading and writing skills.
3. Moral Object
Beethoven, a famous musician.
II. Teaching Importance and Difficulty
Reading and writing practice.
Review key vocabulary and the target language.
III. Teaching Methods
Reading and writing methods.
IV. Teaching Aids
A projector.
V. Teaching Procudrues
Step I Greet the class as usual and check the homework.
Step II Show some new words on the blackboard.
Read the words to the class and ask students to repeat. Make sure everyone understands its meaning.
Step III Self check 1
Ask students to fill in the blanks on their own.Check the answers:
1. My American friend is going to visit me next vacation.
2. Are you playing football this weekend?
3. Please keep quiet! I’m trying to study.
4. I can’t join you because I have to help my mom.
5. Do you want to come to my birthday party?
Step IV 2
Ask students to read the invitation.
Imagine you are Marie. Look at your schedule. Write replies to the invitations.
Tell Rose, Julie, walk around the class offering language support where necessary.
Step V Just for Fun!
Ask students to read the cartoon to themselves.
Then have two students read the words to the class.
Help students understand that it’s the famous musician, Beethoven, who has to practice the piano.
Step VI Read about Meimei and Judy
Judy is coming to the party. She wants to help Meimei on Saturday, but she can’t. She has a soccer game in the morning. And in the afternoon, she’s going to her uncle’s house. She’s coming to the party at 8:00.
Step VII Summary
Today we’ve reviewed the key vocabulary and the target of the unit by reading and writing.
Step VIII Homework
Finish off the exercise of workbook.
Step VIII Blackboard Design
Unit 5 Can you come to my party?
Bethoven A famous musician Practice the piano
Unit 6 I’m more outgoing than my sister
I. Teaching article(课题): Unit 6
II. Teaching aims and demands(教学目的和要求):
Talk about personal traits.
Compare people.
Is that Sam?
No, that’s Tom. He has shorter hair than Sam.
He’s calmer than Sam.
III. Teaching importance and diffculty(教学重难点):
Comparative with –er, -ier.
More and both.
IV. Teaching ways(教学方法):
Revision, Learning, Practice and Reading.
V. Teaching tools(教学工具):
Tape-recorder and Lattern.
V. Teaching time(教学时间):
Six periods
VI. Teaching procedure(教学过程):
The first period
I. Teaching Aims and Demands
1. Knowledge Objects
Key vocabulary. Target language. Oral Practice.
2. Ability Objects
Learning skill. Speaking skill. Communicative competence.
3. Moral Object
Learn to play a musical instrument..
II. Teaching Importance and Difficulty
Is that Sam?
No, that’s Tom. He has shorter hair than Sam.
And He’s calmer than Sam.
Is that Tina?
No, it isn’t. It’s Tina. Tara’s shorter than Tina.
III. Teaching Methods
Listening and speaking methods. Communicative approach.
IV. Teaching Aids
A tape recorder.
A projector.
Some objects.
V. Teaching Procudrues
Step I Greet the class as usual and check the homework.
Step II Make a simple drawing of a boy and a girl on the blackboard.
Judy is tall. Judy is taller than Bobby.
Then bring out two rules of different length. Say:
This is ruler. It’s Bobby’s ruler.(longer)
This is Judy’s ruler.(long)
Bobby’s ruler is longer than Judy’s.
Step III Show some new words on the blackboard.
Read the new words to students and ask them to repeat.
Step IV 1a
Ask students to do this activity individually. Then check and answers.
Tall—short long hair—short hair thin—heavy calm—wild
Step V 1b
First tell students what the twins are. Twins are children born at the same time to the same parents, but not always.
Step VI 1c Pairwork
Ask two students to read the sample conversation to the class.
A: Is that Tara?
B: No, it isn’t. It’s Tina. Tara’s shorter than Tina..
Then have students work with a partner.
Make conversation work with a partner.
Step VII Pronunciation Note
Write one of the example sentences from the picture on the board circle the word than say. When we say the word than, we say it quickly. You don’t hear very much of the sound.
Step VIII Summary and Homework
Today we’ve leant the twins are having a concert. We’ve leant how to compare people. After class, give more practice, comparing your school things. Next class I’ll ask some of you to say your conversations OK? Now, class is over? See you!
Step IX Blackboard Design
Unit 6 I’m more outgoing than my sister
Draw two people on the blackboard. One is Judy. The other is Bobby.
Judy is taller than Bobby. Bobby is shorter than Judy.
The second period
I. Teaching Aims and Demands
1. Knowledge Objects
Key vocabulary. Target language. Oral Practice. Grammar Focus.
2. Ability Objects
Learning skill. Writing skill. Communicative competence.
3. Moral Object
Handsome is that handsome does.
II. Teaching Importance and Difficulty
Oral practice. Grammar Focus.
III. Teaching Methods
Listening and writing methods. Communicative approach. Pairwork.
IV. Teaching Aids
A tape recorder. A projector.
V. Teaching Procudrues
Step I Greet the class as usual and check the homework.
Step II 2a
Read the words in the box to students.
Funny 有趣的 serious 严肃的Outgoing （性格）外向的 quiet 安静的
Tell students smart and athletic are new words. Explain the new words and tell students what they mean.
Step III 2b
Ask students to look at the boxes with the headings. Tina is …, Tara is …
Listen to the recording again. This time write how Tina and Tara are different.Please write words in the boxes.
Step IV 2c Pairwork
Let students look at the chart in Activity 2c. Ask two students to read it. Tell students ***means Sam is taller than Tom.
Have students know they will talk about Sam and Tom in this activity.
Student A: Is Tom more intellectual than Sam?
Student B: (Look at the answer chart on page 97) No, Sam is smarter than Tom?
Step VI Grammar Focus
Review the grammar box. Ask a student to read the sentences to the class.
Write the word funny on the board. Circle the letter y and say, when a word ends y, the y changes to an I when you add –er. For example, funny – funnier.
Step VII Show some dialogue on the blackboard
Conversation 1:
A: Is that Mary?
B: No, it isn’t. It’s Peter. Peter is more carful than Mary.
A: Yes, Mary is more careless than Peter.
Conversation 2:
A: Is it Zoe?
B: No, it Wendy. Wendy is shorter than Zoe.
Conversation 3:
A: Is it Vera?
B: No, it’s not. It’s Mary. Mary is thinner than Vera.
Step VIII Summary and Homework
Today we’ve leant some words and learnt how to compare people. I hope you can study harder than ever. You can learn more knowledge and make more progress. After class, read the key vocabulary and learn them by heart.
Step IX Blackboard Design
Unit 6 I’m more outgoing than my sister
Funny, funnier More athletic than
More intellectual than More serious than
The third period
I. Teaching Aims and Demands
1. Knowledge Objects
Reading material. Target language. Listening, speaking and writing pratice.
2. Ability Objects
Learning and speaking skills. Reading and writing skills.
Communicative competence.
3. Moral Object
To be a brave and hardworking man.
II. Teaching Importance and Difficulty
Listening, speaking and writing pratice.
My friend is the same as me. We are both quiet.
Do you look the same? No, I’m a little taller than her.
III. Teaching Methods
Listening, speaking and writing pratice. Reading and writing methods.
Communicative approach.
IV. Teaching Aids
A projector. Some piece of paper. A paper bag.
V. Teaching Procudrues
Step I Greet the class as usual and check the homework.
Step II 3a
There’s a letter in this activity. Read this letter to students. Answer any questions students nay ask. Then show the five sentences on the blackboard.
1. Liu Li has more than one sister.
2. There are some similarities between Liu Li and Liu Ying.
3. Liu Ying is not as good at sport as her sister.
4. Liu Ying talks more than Liu Li.
5. Both girls go to lots of parties.
Step III Grammar Note
We are both tall.
They are both boys. We both have short hair. They both go to this school.
Circle the word both in the four sentences. Ask students: Does the word both come before or after the word are?
Step IV 3b Pairwork
First ask two students to read the sample conversation in the speech bubble.
Then tell students to work with a partner. Talk about how you are different from a friend of family member.
Step VI The Same and Different
T: Do you find your partner?
T: OK. Now I’ll tell you how to do the game. You can ask and answer the same questions as in Activity 3b. Please remember you have three minutes to write down the things that are the different and same between your partner.
Step VII An Optional Activity
Students can do a similar activity using information about family members. They can list the ways they are the same as and different from various members of their families. Then they can tell the class about these differences and similarities.
Step VIII Summary and Homework
Today we’ve read and article and known the same and difference between the twins—Liu Ying and Liu Li. And we’ve done a game. We’ve learnt to say the same and difference between you and your partner.
homework:
(1) Read the letter again. (2) Finish off the exercises of workbook.
Step IX Blackboard Design
Unit 6 I’m more outgoing than my sister
We are both tall. They are both boys. We both have short hair.
They both go to the school.
The fourth period
I. Teaching Aims and Demands
1. Knowledge Objects
Key vocabulary. Target language. Oral pratice. Listening and writing pratice.
2. Ability Objects
Learning skill. Writing skill. Communicative competence.
3. Moral Object
A friend in need is a friend indeed. Wish you to find your real friends.
II. Teaching Importance and Difficulty
Oral pratice. Listening and writing pratice.
III. Teaching Methods
Listening and writing methods. Communicative approach. Groupwork. Pairwork.
IV. Teaching Aids
A projector. A tape recorder.
V. Teaching Procudrues
Step I Greet the class as usual and check the homework.
Step II Show the new words on the blackboard.
Read the new words to students and ask them to repeat.
Step III Section B 1a
T: All of you have good friends, right? Well, can you tell me the same and difference between you and your friends?
Sa: He is quieter than me.
Sb: We are both tall.
Sc: Her hair is longer than mine.
T: Great! And what do you think the most important things are to be your friend? Now, please look at the blackboard. I’ll show descriptions on the blackboard.
Step IV 16 Groupwork
statements about friends using the phrases 1a.
Step V An activity Who is it?
Ask students to work in small groups. Each and writes down as many sentences as they can to describle him or her.
Step VI 2aIn this activity first ask students to look at the names and the first column of the talbe.
Tell students they will hear an interviewer talking to Holly and Maria. They are talking about what they like about their best friends.
Step VII 2b
Let students look at the rest of the chart. Read the heading at the top of each column.
The same as best friend. Different from best friend.
Tell students we’ll listen again. Ask students to fill in the chart. How are Holly and Maria the same as and different from their best friends?
Step VIII Homework and Summary
Today we’ve recycled some key vocabulary and learnt some new words. And we’ve learnt to talk about our best friends.
After class write down five statements about what is important in a best friend. Please remember you can write a false statement among the five statements. Next class we’ll do a game.
Step IX Blackboard Design
Unit 6 I’m more outgoing than my sister
A good friend … Has cool clothes Is popular in school
Likes to do the same things as me Is good at sport
Is good at school work Makes me laugh
The fifth period
I. Teaching Aims and Demands
1. Knowledge Objects
Key vocabulary. Reading passage. Oral pratice. Reading and writing practice.
2. Ability Objects
Reading skill. Writing skill. Communicative competence.
3. Moral Object
Take an activity part in all kinds of social activities.
Get a chance to train your intergrating skills.
II. Teaching Importance and Difficulty
Oral pratice. Writing and speaking pratice
III. Teaching Methods
Listening and writing methods. Reading and writing methods.
Communicative approach. Pairwork.
IV. Teaching Aids
A projector. Pieces of paper on which students write the five statements.
V. Teaching Procudrues
Step I Greet the class as usual and check the homework.
Step II Show the new words on the blackboard.
Read the new words to students and ask them to repeat.
Step III 3a
In this activity first read the article to students. Then answer any questions students any ask. For example,
S: What’s view?
T: It’s what you think about something. It’s how you feel about something.
Step IV 3b
First let students look at the chart in Activity 2a on page 38. Then ask students to write their own sentences about Holly’s friend and some sentences about Maria’s friend.
Step V 3c
In this activity first ask students to say some of the words and phrases from this unit they can use. For example,
Tall, short, thin, heavy Athletic, intellectual, shy Outgoing, serious
Step VI 2a
In this activity first ask students to look at the names and the first column of the talbe.Tell students they will hear an interviewer talking to Holly and Maria. They are talking about what they like about their best friends.
Step VII Pairwork Find Someone for the Job!
Focus students on the job ad. Ask students if they know the word—abacus. If they don’t know, explain it to them.Abacus—a frame with balls that was used to do arithmetic, long before calculators.
Step VIII Homework and Summary
Today we’ve reviewed the key vocabulary in this unit by reading pratice.. And we’ve learnt to write about our best friends.Now homework, write down the words you underlined in Activity 3a in your exercise book.
Step IX Blackboard Design
Unit 6 I’m more outgoing than my sister
Sentences students write: The name of a student who should get the job
The sixth period
I. Teaching Aims and Demands
1. Knowledge Objects
Reviewing the key vocabulary in this unit. Writing pratice. Just for fun.
2. Ability Objects
Self check skill. Writing skill.
3. Moral Object
Study hard and make great progress.
II. Teaching Importance and Difficulty
Writing pratice. Reviewing the key vocabulary Quiet, funny, outgoing Kind, athletic
III. Teaching Methods
Self check method. Writing method. Communicative method.
IV. Teaching Aids
A projector. A tape recorder.
V. Teaching Procudrues
Step I Greet the class as usual and check the homework.
Step II Self Check 1
After students finish writing their sentences, write a number of student’s answers on the blackboard.
(1) My friend likes sports. She’s very athletic.
(2) Paul is never quiet! He can’t stop talking.
(3) Mr. Wang is a kind man. He always helps others.
(4) Mary is a funny girl. She always makes me laugh.
(5) Jane isn’t very outgoing. She likes to stay at home and rest.
Step III 2First ask different students to read the questions on the left. Students read.
Are you taller now? Are you more intellectual? Are you more popular?
Are you a better student?
Then ask students to think of themselves two years ago. How are they different now?
Step IV Just for Fun!
Ask two students to read the dialogue to the class. Two students read.
A: I think I see the twins. Is that Juva?
B: No, that’s Jala. Jala has curlier hair than Juva.
A: And Juva is taller than Java.
Write the words curly—curlier on the blackboard. Explain the words curly to students or draw a simple picture what curlier hair means.
Step V Workbook
Read this article about Ali and Ahmet. Then answer the questions
Step VI Summary
This class we’ve reviewed the key vocabulary of the unit. And we’ve learnt how to compare ourthemselves between now and two years ago. I hope you can make great progress.
Step VIII Homework
Finish off the exercises of the Workbook
Step IX Blackboard Design
Unit 6 I’m more outgoing than my sister
Curly Curlier Curly hair
Unit 7 How do you make a banana smoothie ?
I. Teaching aims and teaching demands:
In this unit students learn to describe a process and follow instructions.
II. Teaching key and difficult points:
A. Vocabulary
turn on, cut up, peel, pour, put, mix up how much, how many , amount blender, smoothie, yogurt ,watermelon ,ingredient ,cinnamon, sauce , teaspoon ,cup, tablespoon, popcorn , oven sandwich, mayonnaise, lettuce, relish ,turkey ,bread ,
first, then ,next, finally ,recipe
B.Target language
How do you make a banana smoothie ?
First, peel the milk into the blender…
Then put the milk into the blender….
How many bananas do we need ?
We need three bananas .
C. Structures
Imperatives
Countable /Uncountable nouns
How many /how much questions
III. Teaching methods: Audio-lingual methods and PPP
IV. Teaching aids: a tape recorder
V. This unit is divided into five periods.
Period One
I. Teaching aims and demands :
Students learn to describe a process and follow instructions.
II. Teaching key and difficult points:
A. Vocabulary
turn on, cut up, drink ,peel, pour, put, drink
blender, smoothie, yogurt,
B. Target language
How do you make a banana smoothie ? Peel the bananas,
Cut up the bananas, Put the bananas and the yogurt in the blender,
Pour the milk in the blender, Turn on the blender; Drink the smoothie.
III. Teaching methods: Audio-lingual methods and PPP
IV. Teaching aids: a tape recorder
V.Teaching procedure
Step 1. Revision
Revise the names of some fruits:
Apples bananas pears oranges watermelon
Step 2. The key vocabulary
Introduce the new vocabulary and give the students a clear picture of the process that is described in this by using the pictures in the unit.
Task 1. Teach the names of all items.Point to the pictures of the items and ask students to repeat .
Task 2. Focus on the pictures. Ask the students to tell what they see in the picture.Describe each action and ask students to repeat the following :
Peel the bananas, Cut up the bananas, Put the bananas and the yogurt in the blender, Pour the milk in the blender, Turn on the blender; Drink the smoothie.
Task 3. Ask the students to write the names of the actions on the blank lines. Then check the answers
Step 3. Listening
Task 1. Point to the actions in the picture and the list of actions in activity 1b. Ask different students to look at the picture and tell what is happening .Ask others to read the list of actions in activity 1b.
Task 2. Play the recording for the first time .The students only listen. Then listen to the conversation. Number the instructions.
Ask students to complete the activity on their own. Then correct the answers.
Step 4. Practice using the target language.
Task 1. Read the instructions in the correct order.
Task 2. How do you make a banana smoothie ?
Task 3. Pairwork. Ask the students to start their conversations like the sample conversation.As they talk, move around the room monitoring their work .
Task 4. Ask one or two students to say the list of instructions to the class without looking at the book.
Homework
1. review the words .
2. describe a process .
Period Two
I. Teaching aims and demands :
Students learn to describe a process and follow instructions by guided listening and writing practice .
II. Teaching key and difficult points:
A. Vocabulary
cinnamon ,yogurt ,teaspoon , ingredient, turn on, cut up, drink ,peel, pour, put, drink
blender, smoothie, yogurt, how much ,how many one teaspoon of cinnamon
B. Target language
How do you make a banana smoothie ? Peel the bananas, Cut up the bananas,
Put the bananas and the yogurt in the blender,
Pour the milk in the blender, Turn on the blender; Drink the smoothie.
How much yogurt do you need ? How many apples do we need ?
III. Teaching methods: Audio-lingual methods and PPP
IV. Teaching aids: a tape recorder
V.Teaching procedure
Step 1. Revision
Revise how to describe a process .
Step 2. Vocabulary
Introduce the new vocabulary using the picture in 2a .Ask the students to read and repeat the words .
Step 3. Listening and writing
Task 1 Point out the two columns in the chart and read the headings, How much and how many .Play the recording for the first time .Students only listen. Listen again and fill in the chart. Check the answers.
Task 2 Point to the chart and ask a student to read the amounts in the first column .Point to the measuring cup and a teaspoon in the picture above.Focus on the headings at the top of each column.Ask the students to say what these words mean using their own words.
Task 3 Listen to the recording again and write words in the correct spaces in the ingredient column. Then check the answers.
How many bananas do we need ?Three.( Countable nouns )
How much yogurt do we need ? One cup .( Uncountable )
Step 4.Pairwork
Task 1 Ask two students to read the conversation to the class.
Task 2 Have the students work in pairs.
Task 3. Check the answers by asking different pairs to do one question and answer each .
Step 5. Grammar Focus
Review the grammar box .Ask students to say the questions and answers.Pay attention to Uncountable nouns and Countable nouns. How many , How much .
Step 6.Homework
1. Revise the directions for making a banana smoothie in activity 1b.
2. Make a conversation on how to make a fruit salad.
Period Three
I. Teaching aims and demands :
Students learn to describe a process and follow instructions by reading and writing .
II. Teaching key and difficult points:
A .Vocabulary
first , next , then , finally mix up , cut up , put…in/ into ,turn on pepper , popcorn popper ,sauce , oven
B .Target language
How do you make fruit salad ?
First cut up…. Next put …in …. Then…. Finally mix it all up .
III. Teaching methods: Audio-lingual methods and PPP
IV. Teaching aids: a tape recorder
V.Teaching procedure
Step 1. Revision
1. Dictation.
2. Check the homework. Act out the conversations.
Step 2. Speaking and reading
Task 1.Point to the picture and ask students what they are doing .Revise to describe the process.
Task 2.Read the short passage and fill in the blanks with the words .
First ,…next….then…..finally ….
Task 3. Tead the description.
Step 3.Pairwork
Task 1 . Look at the instructions in 3a again.
Task 2. Look at the pictures and tell your partner how to make popcorn.
First, put the popcorn into the popper. Next , turn on the popper.
Next, pour the popcorn into the bowl. Then, put salt on the popcorn.
Finally, eat the popcorn.
Show the instructions to the students and read them loudly.
Step 4. Game Recipe game
Make two teams . Write a recipe. Then cut it up. The other team has to put the recipe in order.Pay attention to these words: sauce crust pepper cheese
Pizza in the oven
Homework
1. review the words .
2. describe a process .
3. copy and recite the instruction in 3a.
Period Four
I. Teaching aims and demands :
Students learn to describe a process and follow instructions.
II. Teaching key and difficult points:
A .Vocabulary
Add, bread , slice , mayonnaise , turkey , relish , meat , mushroom, other, sandwich , tomato sauce , mustard
B. Target language
How many tomatoes? How much mayonnaise?
First, next, then, finally .
III. Teaching methods: Audio-lingual methods and PPP
IV. Teaching aids: a tape recorder
V.Teaching procedure
Step 1. Revision
1.Dictation.
2.Check the homework.
Step 2. Reading and writing practice using the target language.
Task 1.Key vocabulary : mayonnaise, relish , lettuce , turkey slices, sandwich, onion, tomato, say each word and ask students to repeat it.
Task 2.Say , What things do you like in a sandwich ? Elicit a few examples from students and write them on the blackboard .Read the instructions and point to the lines where students write the things they like in a sandwich. Have students do the activity individually .Then tell the students what ingredients they wrote.Then ask students to repeat the name of each ingredient.
Step 3. Pairwork
Stusents take turns asking your partner what he or she likes in sandwiches.
Step 4. Listening
Task 1.Listen and circle the words you hear.
Task 2. Listen again and write the ingredients in the order you hear them .Then check the answers.
Step 5. Pairwork
This activity provides guided oral practice using the target language.
Task 1.Ask students to take a few minutes to write down the things they use to make their favourite sandwiches.
Task 2. Work in pairs .
Task 3. Ask several pairs to say their conversations to the class.
Homework
1 review the words .
2 describe a process of making a favorite sandwich .
Period Five
I. Teaching aims and demands :
Students learn to describe a process and follow instructions by reading and writing a recipe .
II. Teaching key and difficult points:
A.Vocabulary mayonnaise , a slice of , add , lettuce , relish , top, mustard
B .Target language Describe a process.
III. Teaching methods: Audio-lingual methods and control-reading and writing.
IV. Teaching aids: a tape recorder
V.Teaching procedure
Step 1. Revision
1. Dictation .
2. Check the homework .
Step 2. Read the recipe and write the ingredients in the chart below.
Task 1. Read the recipe .
Task 2. Fill in the chart .
Step 3. Reading and fill in the recipe with the words from the box .
Step 4. Write a recipe for your favorite sandwich or another favorite food.
Step 5. Selfcheck
Task 1.Fill the blanks with the words given .
Task 2. Write instructions for the correct way to eat Beijing Duck .
Homework
Review the words . finish off the recipe.
. Period Six
I. Teaching aims and demands :
Students learn to describe a process and follow instructions.
II. Teaching key and difficult points:
Vocabulary Target language
III. Teaching methods: Audio-lingual methods and PPP
IV. Teaching aids: a tape recorder
V.Teaching procedure
Revision
Homework
4. review the words .
5. describe a process .
unit 8 How was your school trip ?
Section A 1a to 2c
Teaching aims and demands
No.1 words and phrases
aquarium ,shark, seal, souvenir , ate (eat ) , else , win ,(won,won ), autograph, got , (get 的过去式和过去分词 ) ，
No. 2 学习 There be 结构的过去时
No. 3 学习行为动词的一般过去时
No. 4 教学方法：从谈论过去做的事情入手
No. 5 用到的动词过去式有
Go –went , have –had , take-took ,eat-ate, hang-hung, see-saw, buy –bought ,win-won ,get-got, meet-met,
Step 1 Revision
No.5 Ask ss to say the past form of the words in No.5
Teacher says some sentences ,then ask ss to answer .
Where were you yesterday ? Were you at home yesterday ? Were you happy yesterday ?
Where was your mother yesterday ? Is she at work today ?
Notice the difference between was and were ,is and are .
Then ask : Did you get up early yesterday ? What time did you get up ?
Did you go to Beijing last year ? Did you have a good time last Sunday ?
Correct the errors the ss made teach them how to use the correct forms
Step 2 1a What did you do on your last school trip ?Make a list
Had lot of ice creams ,went to the beach ,visited my grandparents ,visit my uncle ,did my homework ,watched TV, played computer games ,went to the zoo in zhengzhou .
Ask ss to talk in pairs ,then ask them to tell you .
Step 3 1b What did Tina do on her school trip ?Listen and circle the expressions in the box
Play the recording the first time ,ss only listen ,then play the recording a second time ,this time say ,now listen again ,circle the things that Tina did on her school trip ,hang out means 闲逛 fantastic means 幻想的，奇异的，奇妙的，在这里意思是棒极了
Step 4 1c pairwork
Practice the conversation above .Then look at the picture at the top of the page and ask and answer questions .
1 A ： Did Grace take photos ?
B: No, she didn't . Her friend Tina took photos .
2 A : Did Joe have ice cream ?
B : No, he didn't . His friend Laura had ice cream .
3 A: Did they see any sharks in the aquarium ?
B ; No, they didn't . They found some really smart seals .
Step 5 2a Listen and check ˇ the questions you hear . Listen and ask ss to read them loudly and do 2c ,choose true or false ,then ask and answer questions ,practise the past tense ,use the correct forms of the words ,at last ,summery the grammar focus .
Did you go to the zoo ? No, I didn't . I went to the aquarium .
Page 50 Period 4
一、Goals：
1、语言知识目标：
（1）熟练掌握并运用日期进行交谈。
（2）掌握与学生生活相关的短语，为学生的交际提供素材。本课要求掌握的短语为：speech contest，school trip，birthday party，basketball game。
（3）熟练运用句型： When is…？
It’s….
2、能力目标：让学生学会合理支配时间，做时间的主人。
3、扩展知识目标：根据教材内容，补充以下知识：
（1）了解节日的表达及具体日期。
（2）补充与学生日常生活相关的词组。
4、情感目标：培养与人合格、互帮互学的团队精神，以及礼貌待人的良好品德及行为。
二、Teaching procedures：
Step 1 Warming up
T：Good afternoon, boys and girls. I’m your new teacher, Ms Lin. I hope to be your friend, OK?
Ss：OK.
T：Are you friends now?
Ss：Yes.
T：Let’s chant like this：Yes, we are. We are friends.（clap hands）
Step 2
T：Hey, my friends. But I don’t know your names. What’s your name？Answer together.
Ss：My name is…
T：How old are you?
Ss：I’m thirteen.
T：When is your birthday?
Ss：It’s…
T：Oh, I know your birthdays. Let’s have a birthday Party, shall we?
Ss：Yes.
T：Chant：Party, party. Let’s have a party.
Ss：（clap the desks）
T：Look, this is a birthday party.（show a picture）Whose birthday party is it? Guess. Is it your birthday party?
S1：It’s…’s birthday party.
S2：It’s…’s birthday party.
S3：It’s…’s birthday party.
T：Let me tell you. It’s Sally’s birthday party. When is her birthday?
S4：It’s…
Step 3
T：Oh, Sally’s birthday is October 5th. Whose birthday is October 1st?
S：…
T：China’s birthday is October 1st. It’s National Day.（show the picture.）October 1st is a big day. I think you know lots of big days.
Activity 1
T：Look, this is a calendar.（Two Ss have one.）Find the big days and circle them.（45 seconds）
S2：January 1st is a big day.
S3：March 8th is a big day.
S4：March 12th is a big day.
S5：April 1st is a big day.
…
Activity 2（show the dates）
T：Oh, you know so many dates. What day is January 1st? New Year’s Day. March 8th is Women’s Day.
（show the festivals）
Step 4
Activity 3
Which day do you like best?
S1：I like…
T：I like New Year’s Day very much. I can eat delicious food, plays games, and watch New Year’s Day party on TV.（show the picture）
T：Can you watch TV now?
S：No.
T：Right, you have to stay at school. You must have English class now. So you are busy. My students are busy, too.
Activity 4
T：Look. They have an English party. What’s this?（picture）
S：It’s an English party.
T：She has a speech contest. Do you like speech contest?（picture）
S1：I like…
S2：I don’t like…
T：Is this a speech contest？
Ss：No.
T：This is a singing contest. She has a singing contest. She is No. 1. Do you like singing?（picture）
S3：I like singing.
S4：I like singing.
S5：I like singing.
T：Look at these students. They go to Mount Yandang with their teacher. This is a school trip. What’s this.（picture）
Ss：It’s a school trip.
T：Oh, they don’t have a school trip. They have a school sports meeting. Do you have a school sports meeting？（picture）
S1：Yes, we have a school sports meeting.
S2：Yes, …
T：Look, they are running. This is a running game. Who likes running.（picture）
S3：I like running.
S4：I like running.
S5：I like running.
T：This is a…
Ss：Basketball game.（picture）
T：This is a…（picture）
Ss：Soccer game.
Activity 5
T：When is the soccer games? It’s…. Please guess. Please talk about the eventsin pairs（45 seconds）
Activity 6 Guessing game
Group A ask：When is the school trip？
Group B answer：It’s…
（此活动意在让学生操练events及dates而不留痕迹）
Step 5
Activity 7
T：When is Sally’s speech contest?
Ss：It’s…
T：When is Joe’s speech contest? Listen and tell me. Now please turn to P50. You can see four pictures.
A is…, b is…, c is…, d is….
Now look at 2b. This is a calendar. You can see September 24-September 30. Oct. 1st-Oct. 7th.
Sally’s birthday party is Oct. 5th. When is the school trip/the speech contest/the basketball games?
Listen and fill in the calendar.（Ss listen）
Activity 8. Report
T：When is the school trip?
S1：It’s Sep. 26th and 27th.
T：When is the speech contest?
S2：It’s Sep. 28th.
T：When is the basketball game?
S3：It’s Oct. 2nd.
T：Please make a report.（30 seconds）The school trip is on Sep. 26th and 27th.…
S4：The speech contest is on Sep. 29th.
S5：The basketball game is on Oct. 2nd.
Step 6
Activity 9
T：Good, Joe can make a plan for himself. Can you make a plan.
Ss：Yes.
T：Ok. This is John. He is from Beijing. He comes to Yueqing for seven days.（picture）He like…Can you make a plan for him?
Ss：Yes.
T：Look, this is John’s schedule. Four students have one. Please discuss and fill in the schedule.(1 min)
Activity 10
T：Have you finished it?
Ss：Yes.
T：Today, John is here. Come here, John.
John：Hello, I’m John. Nice to meet you.
Ss：Nice to meet you.
S1：John, this is your schedule. The basketball games is on December…
John：That sounds good.
S2：No, John, this is good. The volleyball game is on December 29th…
S3：…
（学生依次跑上来）
T：Oh, you are very friendly. John will choose one schedule.
John：Thank you very much.
T：You are good friends now. Let’s take a photo, OK?
Ss：OK.
（作拍照状）
Step 7 Homework
Unit Nine When were you born?
Teaching Goals:
1. Talk about the famous person you admire.
2. Learn some expressions of career;
3. Talk about the past experience;
4. talk about the achievement of oneself or others;
5. Write a passage introducing the experience of one’s own and others.
6. Learn to write a brief biography of somebody.
Teaching Guide
1. Language functions: talk about successful person.
2. Language goals:
Who’s that? That’s Deng Yaping. She is a great ping-pong player.
When was she born? She was born in 1973.
Who’s Shirley Temple? She is a movie star.
When did she become a movie star?
When she was three years old.
3. Language structure:
Passive voice: be born Adverbial clauses with when When/ How long questions
4. Key words:
achievement, record, Brazilian skater, violinist, pianist, sneezing, hiccupping
start, stop, first went, first had, learned, talented, loving, creative, outstanding, unusual Recycling: Japanese, Ping-pong player, basketball player, tennis player, soccer player, champion, great, born, star, golfer, music, musician, sports, bicycle, movie, party, beautiful, kind, famous,
Who is…? When questions
5. Learning strategies:
Cooperating, Using what you know.
Period One
Warming up
Write the word born on the blackboard and tell students we are going to talk about when some students were born. Let’s find out when some of you born.
When is your birthday? April the first.
When were you born? In 1990.
Then ask students to think of some famous sports stars, or athletes, and write their names under International Sports Stars.
Listening
Get the students listen carefully and write the date under each person was born. Play the recording twice and get the students to listen and write down the answers to each picture.
Martin Hingis: 1980
Michael Jordan : 1963
David Beckham: 1975
Pair work
Point out the conversation in the box in activity 1c. ask two students to read it to the class. Ask the students work with a partner. Make your own conversations about the people in the picture. Then ask several pairs to say their conversations to the class.
2A and 2B Listening
Get the students look at the picture and teach them the words hiccup and sneeze. And point out the columns in the chart and read the column headings to the class. Then explain the meaning of the words at the top of each column.
(1c) First ask a pair of students to read the example conversation ,the other students repeat. Then ask the students to work in pairs.(First one person asks a question and then the other person takes a turn.)
Demonstrate the activity.
T: Who is that?
S: That is Deng Ya ping. She is a great Chinese ping-pong player.
T: When was she born? S: She was born in 1973
Ask the students to work in pairs. Then ask some pairs to act it out .
Step4.(2a) Talk the pictures with the students. Then tell them each sentence talks about one of the pictures.
Let the students say some of the world’s recorded. then finish the chart on the book
Step 5 (2b) Play the recording twice and then ask the students repeat the sentences one by one.
Step 6.(2c) Demonstrate the activity.
T: How long did Charles Smith hiccup?
S1: He hiccupped for 69 years and ? months.
T: When did he start hiccupping
S2: He started in -----
T: When did he stop hiccupping?
S3: He stopped in-----
Then ask the students to work in pairs.
Homework:
1. Make sentences with the words on page 53
2. Make conversations with sentences: Who is thst…?
When was she born…?
Period Two
Step1.Greet the class as usual and check the homework.
Step2 .New words learning
Golf Brazilian Professional Achievement Perform
Step 3, students try to find out some phrases in the text.
Invite one student read the little passage then the others read them together
Then finish the chart below
Step4.conversation making
Students work in pairs to make conversation with the information on 3a
Step 5.3b.
Tell the students the three pairs are all in the big picture above. Please find them in the picture. Make sure the students understand the questions. Then ask them to write the answers according to the picture.
4a, Interview
How old were you when you started doing the things below? interview your classmates and fill in the chart.
Write this sample question on the blackboard:
When did you learn to ride a bike? then ask two students ask and answer question.
Then students ask each other this question
Homework:
1. Make sentences with the words on 4a
Make two conversations after the conversation in 3a..
Period 3. （section B 1a—3a）
Step 1.Teach the words:
Talented loving outstanding unusual creative grandchild violinist skating skater become
Step2. Ask students to name the places in the pictures ,
Using the words giving to describe the picture
Arthur is a loving grandfather .
He spends all his free time with his grandchildren
Step 3. Make a conversation with one student. The student should tell the truth. Then ask the students to make conversations like this.
Step 4. 2a and 2b listening part
Play the recording three times for the students finish 2a and 2b.
Step 5 2c.
Make a short conversation with one student.
T: who is Midori? S1:She is a famous violinist..
T :When was she born? S2:She was born in 1971.
Then ask the students to practice in pairs and to take both roles.
Step 6. 3a.
1. Ask the students to read the passage silently and circle the description words.
2. Answer the questions students may have.
3. Play the tape for the students listen and repeat.
4. Students read the passage aloud.
Homework:
1. Make a sentence with each new word on page 56
2. Recite 3a.
3. Write about a famous person.
Period 4.
Step1
Show the new words on the screen
Pianist hum piece accordion Chopin receive honor alive athlete took part in competition
Step 2. 3b.
Look at the information in activity 2b .W rite an article about Laura
Then ask some students to read their own
Step 3. Self check 1
Ask the students read the words one by one and find out the meanings of any words they don’t know.
Step4. 3
1. Students read the passage.
2. Make sure the students understand the phrases:
Start to. do sth. Be born in
Take a taxi Tsinghua University
Join a team The first prize
Major in In the speech competition
3. Students read together
4. Enjoy just for fun together.
Homework:
1. Ask each student to write one students in our class
2.Make a conversation of talking about famous person
A: Who's that?
B: That’s Deng Yaping. She’s a great Chinese ping-pong player.
A: When was she born?
B: She was born in 1973.
A: Who’s that?
B: That’s Michael Jordan. He is a great American basketball player.
A: When was he born?
B: He was born in 1963.
A: Who’s that?
B: That’s Martina Hingis. She is a great Swiss tennis player.
A: When was she born?
B: She was born in1980.
A: Who’s that?
B: That’s David Beckham. He’s a great British soccer player.
A: When was he born?
B: He was born in 1975.
G: Who’s that?
B: Charles Smith. He holds the world record for hiccupping. He hiccupped for 69 years and 5 months.
G: When did he start hiccupping?
B: He started hiccupping in1922.
G: And when did he stop?
B: He stopped it in 1990.
G: How could he hiccup for that long?
B: I don’t know. Oh, look, this is Donna Green.
G: What’s she famous for?
B: Sneezing. She sneezed for 978 days.
G: Really? When did she start sneezing?
B: Let’s see. It says she started sneezing on January 13, 1981, and she sneezed until September 16, 1983.
G: Wow! That’s a long time.
B: Who do you admire?
G: I admire Midori.
B: Midori? Who’s that?
G: She is a famous violinist.
B: Oh, yeah. She is a Japanese, isn’t she?
G: Yes, she was born in Osaka in 1971. when she was eight, she was already a talented violinist. When she was 14, she toured the United States. I saw her play when I was 8.
B: Wow. Do you have any of her CDs?
G: Yes, I do. I play them all the time. But how about you? Who do you admire?
B: I admire my Grandmother, Laura.
G: Really? Why? 、
B: Well, she was born in Russia in 1932. she was an unusual girl because she started ice skating when she was 4, and she became a skating champion when she was 10.
G: A skating champion? Did she have to work hard?
B: Yes, very hard. But that was a long time ago. Now she’s a kind and loving grandmother.
翻译下列句子：
1. 任何时候开始做事情都不算太早。
You’re never ___ young ____ _____ doing things.
2. 例如，Tiger Woods 在十个月大时就开始打高尔夫球。
____ _____, Tiger Woods started ______ ____ _____ ____ _____ ten months old.
3. 莫扎特四岁时就开始了音乐创作。
Mozart _____ ____ _____ when he was four years old.
4. 罗纳尔多，巴西著名足球运动员，十七岁时就为国家队效力。Ronaldo, the great Brazilian _____ _____, ___ ___ for his national team __ ___ ___ ___ 17.
5.秀兰·邓波尔三岁时就成为一名电影明星。
Shirley Temple ___ ____ ____ ____ when she was only 3.
6. 梅兰芳十岁的时候首次登台演唱京剧。
Mei Lanfang ____ ____ Beijing Opera at ___ ____ ___ ten.
7. 中国体操运动员刘璇在十七岁时就赢得了世界冠军联赛的金牌。Liu Xuan, the Chinese _____, ____ a gold medal at the World Championship when ____ _____ ______.
8. 中国著名钢琴演奏家，李云迪一直热爱音乐。
Li Yundi, the ___ Chinese ___, always ___ ___.
9. 1982年他出生在重庆。
He ____ ___ in 1982 in Chongqing.
10. 当他还是小男孩的时候，他就可以哼歌曲和不同难度的乐曲。When he ____ ____ ____ boy, he could ____ ____ and difficult _____ ____ music.
11. 他四岁开始学手风琴，七岁开始学钢琴。
He started to _____ _____ ____ when he ____ ___, and he started to learn the piano ____ ____ ___ ___ ___.
12. 在2000年十月，他参加了在波兰举行的第十四届肖邦国际钢琴大赛。 In _____ 2000, he _____ _____ _____ the 14th Chopin International Piano Competition in Poland.
13.在同组他获得了一等奖。
He ____ ____ ____ ___ in his group.
14.他也是在肖邦国际钢琴比赛70年的历史上，第一个获此殊荣的中国钢琴家。He was also the first Chinese pianist in the ______ ______ of the competition ____ _____ _____ ______.
句型转换和单词填空：
1. He had to stay there for two hours.
2. He took many photos on the Great Wall last year.
3. She started ice skating when she was four.
4. He went to bed after his father came back.
5. I lived here for about five years.
6. We moved to Xi’an five years ago.
7. His grandma was born in 1919.
8. She started writing books when she was 10.
9. I feel like s _____ often. I’m afraid I have a cold.
10. The girl is good at drawing. She is a t______ painter.
11. She has a kind and l___ grandmother. She loves her grandmother very much.
12. It was an u______ day in my life. I will never forget that day.
13. I like to listen this p_____ of music.
14. Chopin was a great p______.
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