Listening and vocabulary教学内容

Module 2

My New Teachers Period 1 Teaching content:

Introduction vocabulary and listening + SPEAKING + EVERYDAY ENGLISH

Teaching Aims and Demands 1.New words: amusing, energetic, funny, intelligent, lively, nervous, organized,

patient, popular, serious, shy, strict, stupid…

2.Speaking: Expressing preference 3.Everyday English: Have you got that?

Take a look, kids.

That’s settled.

It’s up to you.

Affection and attitudes Understanding how to make a description of a new teacher in Senior High and forming positive attitudes towards the new teachers and their methods of teaching.

Learning Strategies 1. Learning the adjectives used to describe characters of people and forming the positive and negative attitudes. 2. Summing up more and more adjectives used to describe a person.

Cultural Awareness Getting prepared for the descriptions of a teacher, and the relationship between teachers and students in China and other foreign countries.

Teaching Aids Multi-media

Teaching designs Teaching Procedures I. Introduction vocabulary and listening 1. Revision 1) Brainstorming: Try to bring out as many adjectives used to describe a person as possible. 2) Help the Ss to use the adjectives to describe their favorite teachers, and then get the meaning of the positive adjectives or negative adjectives. 2.Lead in the study of the adjectives: Ask each of the groups to write down their positive adjectives and negative adjectives and check the answers themselves. 3.Activity 2

①Have a discussion about their own favorite teacher’s standard and tick or cross the following statements. ②What do you think of Alex’s about the statements? Now listen to the tape and tick or cross the statements.

③Compare yours with Alex’s and tell the reason why. 4.Go to Wb. Vocabulary p74. 5.

II. Speaking 1.Pre-task: Ask the Ss to describe their favorite teachers, using the adjectives they have just learned and tell the reasons why. 2.Pair work: Ask the Ss to talk about the parts of school life you enjoy

most and why.

Guidance: I like… better than…, because I ….

3.Pair work: Make a dialogue, using the expressions of describing their likes:

I enjoy…, because….

I prefer…

I am not good at … because….

4.Exercises about the description of likes.

I’d prefer, I’d rather, you would prefer, would also prefer, would prefer

Jason: Hi, Mary. Do you have an English class this morning? Mary: Oh, yes, Jason. This is our first English lesson. I hope that my new teacher is a young girl. (1) ________ to have a beautiful and lively English teacher. Jason: Oh really? (2) _________ learn from an older teacher, because an older teacher is more intelligent I think. Mary: No, I don’t think so. (3) _______ to talk with an energetic and amusing young girl, because I will become nervous if the teacher is strict. (4) ________ to have a relaxed class. Jason: Perhaps you are right. I know Miss Li is a very popular teacher on this campus. Many students (5) ________ to learn from her. If she can teach us, (6) ________ learn from her. Mary: But I think you (7) ________ to follow an older teacher? Jason: Well, I guess that a popular teacher (8) ________ to teach popular students like me.

III. Everyday English

1.Revise the adjectives and the description of “I prefer…”.

2.Group work: Ask the Ss to complete the conversations with the

expressions. 3.Ask the Ss to describe the meanings of the expressions, matching the following explanations with the expressions given. have a look

take a look

children

kids

Have you been told about that?

Have you got that?

several things

a couple of things

It’s now decided

that’s settled

4.Pair work:

Read the short dialogues aloud.

IV. Homework:

1.Make a description of the following pictures of teachers, using the adjectives used to describe a person and tell the reasons why.

点评：从课堂教学的策略来讲，本堂课突出了语言交际能力的培训，并为接下来的课堂教学做好了词汇方面的铺垫。有一点遗漏就是听力活动。从课堂教学活动的组织来看,Everyday English 的教学活动显得不连贯。

Module 2 My New Teachers

Period 2 Teaching Content: Reading And Vocabulary

Teaching Aims and Demands: Language knowledge 1. New words:

nervous, patient, serious, amusing, admit, appreciate, avoid, scientific, physics, literature, summaries, respect…

2.Grammar:

verbs followed by V–ing

Reading skill Understanding how to describe a person Affection and attitudes Understanding new teachers and forming positive attitudes towards the studies of all subjects in senior high. Learning strategies 1.Categorizing adjectives used to describe characters of people 2.Summing up verbs followed by V-ing. Cultural awareness Getting prepared for the comparison of education systems, teacher-student relationship and other aspects between China and foreign countries.

Teaching Aids

Multi-media

Teaching Procedures Ⅰ. Revision

Help students to revise words that is learnt in Period One of this module by answering questions: 1. Who was your favorite teacher in Junior High?

2. What adjectives will you use to describe your favorite teacher in Junior High? Ⅱ. Pre-reading activities Lead in the study of the text by carrying out the following activities. 1.What adjectives will you use to describe me –- your new English teacher? What about other teachers? (Ask students to speak out as many words as they can) 2. Look at the pictures. What are your first impressions of the three teachers?

(Prediction) (Ask students to write down the adjectives and check with their partners) Ⅲ. Reading for main idea Help students to grasp the main idea of the text by doing the task.. 1.Read the text fast and check your prediction. Mrs. Li

_______________ Mrs. Chen

_______________ Mr. Wu

_______________ 2. Answer the following questions. 1) Who is the most popular teacher?

2) Who is the kindest teacher? 3) Which teacher are students most afraid of? Ⅳ. Reading for detailed information Make sure students get the detailed information by doing the following. 1.Read the text again and fill in the table. Appearance/ Name Subject Teaching style My feeling Character

Mrs. Li

Mrs. Chen

Mr. Wu 2. Read the text again. Ask and answer the questions in pairs: 1)What first impression did Mrs. Li give to the writer? Why? 2)Why don’t you feel completely stupid in her class?

3)Guess what faster students think of her class? 4)Are all the students on time for Mrs. Chen’s class? Why?

5)Why don’t some of the class like her?

6)What is Mr. Wu’s teaching style?

7)Why is he very popular among his students?

Ⅴ. Dealing with expressions 1.Read the text again and underline all the verbs followed by V –ing. Make sure students understand the meaning of each sentence. 2. Find words and phrases in the text that match the definitions below. (Activity 3, P13) 3. Pay attention to these sentences. A. but Mrs. Li just smiles, so that you don’t feel completely stupid!

(Line 8, Para.1)

1)All the people laughed at me, so that I felt embarrassed. 2)The girl practiced playing the violin very hard, so that she did a very good job at the concert. 3)The next morning my uncle got up early, so that he was able to catch the first bus. Discussion:

What does so that + clause show? Time, reason, purpose or result?

B. I’ll do well in the exam with Mrs. Chen teaching me. (the last sentence of Para.2)

1)I’ll make more progress in my English study with you helping me.

2)He really couldn’t work with a baby crying in the next room.

3)They walked on with the white snow shining under the sun. ……

Questions:

1)Do you understand these sentences? 2) Can you rewrite each sentence?

Ⅵ. Language use

1. Retell the text according to the key words in the table Appearance/ Name Subject Teaching style My feeling Character nervous,

explain, slowly for, Mrs. Li shy, kind, English avoid, wonderful for patient smile make progress strict well-organized never be my Mrs. Chen serious physics clear favorite lesson not smile explain exactly do well in good-looking talk Chinese Mr.

Wu energetic wave respect a lot literature amusing tell 2. Discuss the following questions in pairs: 1) Of the three teachers which one do you like best? Why? 2) Would you like Mrs. Chen to be your physics teacher? Why or why not? 3. Ask students to describe their new teachers in groups of four and then give a presentation. The following key words are given to help them: name, appearance/character, teaching style, their goals in the new term

Homework 1．Exercises 2 and 4

(Textbook P13) 2．Exercise 5

(Workbook P74)

点评：本课突出了第二模块中的阅读文章。首先，文章中将要使用的词汇通过学生的口语活动得以复习巩固，为下一步的阅读任务做好了准备；接着，以看图预测的方式导入阅读活动，使学生能够较快地进入角色，开始积极地快速阅读，检测自己的预测。完成阅读后的任务练习题丰富、多样并具有一定的拓展性，很好地发掘了学生的语言潜能，同时培养了学生对教师的情感认识；也对教师本身有所启发。在学生对阅读文章已形成一个整体认识，建立语篇意向之后，再进行比较详细的句意分析，保证了大部分学生都能读懂文章。最后，总结性地巩固了该

课中心词汇，并通过应用这些词汇让学生复述课文，从而有效地培养了学生口语表达能力。课后练习的处理也很合理，将课文中的练习同活动用书的练习一起当作作业来安排，就为课堂教学节约出时间来。

Module 2 My New Teachers Period 3

Teaching Content: (Reading

and vocabulary for revision, Grammar and Writing)

Teaching Aims and Demands: Language knowledge 1. New words:

nervous, patient, serious, amusing, admit, appreciate, avoid, scientific, physics, literature, summaries, respect…

2.Grammar:

verbs followed by V–ing 3. Writing: punctuation usage in writing

Reading skill Understanding how to describe a person Affection and attitudes Understanding new teachers and forming positive attitudes towards the studies of all subjects in senior high. Learning strategies 1.Categorizing adjectives used to describe characters of people 2.Summing up verbs followed by V-ing. 3.Learning how to punctuate a paragraph. Cultural awareness Getting prepared for the comparison of education systems, teacher-student relationship and other aspects between China and foreign countries. Teaching Aids

Multi-media

Teaching Procedures Ⅰ. Revision

1．Help students to revise words that is learnt in Period Two of this module by doing Activity 2 P13. 2．Help the students to review the adjectives used to describe a person by doing Exercise 5 (Workbook P74). 3．Ask the students to read “My New Teachers” and then check their understanding of the passage by doing Activity 4 P13.

Ⅱ. Grammar learning Lead in the study of grammar by carrying out the following activities. 1．What verbs have you found that can be followed by V-ing from the passage you’ve just read? (Ask students to speak out the verbs like “like, avoid, hate, keep, admit ,enjoy”)

2．Look at the passage again. Ask the students to find the sentences with the verbs followed by V-ing.

(Ask students to underline the sentences in the passage and then Teacher shows them on the screen with the verbs underlined. ) 3．Encourage the students to find out themselves why the sentences are written in this way by asking “What do you notice about the verbs that follow the underlined verbs?”

(The students may work in pairs.) 4．Collect the answers from the students. ( The verbs are followed by the gerund rather than the infinitive used as the object of the verbs underlined.) 5．Help the students to sum up the words they’ve learned which can be followed by V-ing.

Ⅲ. Language use Help students to learn to use the verbs followed by V-ing as object. 1. Activity 2 P14.

2. Get the students to work in pairs introducing each other by using the verbs in Activity 2. And then ask several pairs to act it out in class.

3. Activity 3 P14.

( Ask the students to write down 3 more true sentences about themselves using the words and then show their work on the screen.) IV. Writing 1．Ask the students to read any paragraph in “Reading and Vocabulary” again first.

2．Give the students each a piece of paper with the paragraph they’ve just read but without any punctuations or any capitalized words. And ask the students to punctuate this paragraph, using full stops, capital letters, question marks and commas where necessary. ( Show the students’ work on the screen and see if the students can do it correctly. There might be some differences from the punctuations used in the passage, but if they are acceptable, they are O.K.) 3．Get the students to discuss why they punctuate the passage like this by asking some questions. a)

Why do you punctuate your passage like this? b)

Why are punctuations important in writing c)

What is also important besides punctuations in writing? ( Help the students to sum up by themselves how to use punctuations in a passage. And remind them of the importance of punctuation marks and capital letters.) V. Practice

1．Ask the students to punctuate the passage on P18. (Get the students to work on this individually and then check in pairs and Teacher can show two or three students’ work on the screen, so the students may have a discussion about whose is better and why. In doing this they can practise what they’ve learned just now.)

2. If time is allowed, Teacher may prepare another passage without punctuations or capital letters to give the students more practice.

3. Ask the students to write a short description of their favourite teacher. Remind the students to use capital letters, commas and full stops where necessary.

( If there is still time in class, Teacher can show some students’ work on the screen, or else in the next period.)

VI. Summary

1．Give the students some time to recall what they’ve learned in this class.

( Ask the students to think by themselves first, then discuss in pairs and finally share in class.) 2．Ask the students to call out as many verbs as possible which can be followed by V-ing. 3．Get the students to say the adjectives used to modify a person.

VII. A test 1．To check the verbs followed by V-ing.( Maybe a blank-filling.) 2．To check the adjectives to modify a person.( Maybe orally, for example ask the students to describe their favourite winners of the Olympic gold medals or maybe film stars.) 3．sage without punctuations Homework 1．Prefer to the dictionary and try to get more adjectives used to modify a person. 2．Sum up the verbs which can be followed by V-ing and write them down in notebooks. 3．Write a short passage describing their favourite sports stars or film stars, pay attention to punctuations and capital letters.

点评：从课堂教学安排来看，本课重点突出以复习上节课所学描述人物时用的形容词，后跟动名次结构的动词，以及英文文章中标点的正确使用而展开的。但是，每项活动内容的导入显得有点冗长，占用课时过多；另外，教材中可选用的练习内容（例如，活动用书中P73，Exx4&8 可作为Grammar Leaning 和Language Use中的练习；可将EX 8中的短篇练习先做快速阅读训练，再找出后面跟动名词结构的动词，让学生在语篇中进一步认识这些动词的应用；之后可将本阅读练习中的话题作为学生口头作文的一个范本，从而较自然地过渡到Writing这一教学环节。这时学生就可以写数句有关“What isa good teacher？”的小短篇，两人活动，检查标点正误情况；之后转入学生用书中Writing的练习。

Module 2 My New Teachers Period 4

教学目标

Listening and Vocabulary + Pronunciation +Function and speaking Stressed sound

Expressing preference-----I’d prefer to do… / I’d rather do …(than) do….

To study the following words and expressions: choice, exam, headmaster, headmistress, timetable, topic, period, revision , translation, vocation, firstly, at present 教学重点：

Listening and vocabulary

Stressed sound

Expressing preference 教学难点：

Function and speaking 教具学具准备：

A tape recorder, dictionaries, textbooks and exercise-books

教学过程：

Step 1

Revision

Ask the students to show the class the dialogue they prepared in Everyday English on Page 18.

Step 2

Pre—pronunciation Ask “What do you like to do before an

exam, do some revision or do some translation?” Make the students choose their answers and ask them to pay attention to the following words and word formation. revise→ revision

translate → translation

choose→ choice

Step 3

Pronunciation –Stressed sound

Open the books of Page 16. 1. Ask the students to listen and repeat the words and find the stressed sound in the words of Activity 1. 2. Listen again and check the answers. 3. Ask the students to underline the stressed sound in Activity 2. Then listen and check.

Step 4

Learning to learn Ask the students to read “Learning to learn” on Page 16 and answer this question: “What do you remember when you listen to spoken English?

Why?”

Step 5

Function and Speaking 1. Ask the students to tell which subject they like better, English or PE. 2. The teacher writes some of the students’ possible answers on the blackboard:

I like PE better.

I like PE better than English.

I dislike English.

My favorite subject is PE.

I prefer PE to English.

I’d like to study PE. 3. Introduce new expressions of preference: I’d prefer to study PE.

I’d rather study PE.

I’d rather study PE than English.

4. Ask the students to make sentences with substitute words and encourage them to use different sentence pattern.

e.g. I’d prefer to play basketball. → He’d / She’d prefer to play baseball. →

They’d rather choose music than PE.

5. Ask them to open their books on Page 17 and do Activity 1, 2 and 3. * Activity1→

Read the sentences, choose the right answers and then present their answers to the class. * Activity 2→

ⅰ. Read the sentences to the students. ⅱ.They can write the answers individually, and check with a partner. ⅲ.Choose to do two or three sentences in this activity, the others can be done as homework if you have limited time. * Activity 3

ⅰ.Read aloud the expressions, and make sure the students understand them all. ⅱ.Ask the students to find a good friend in the class and do the questions and answers in pairs.

They may choose anyone and leave their seats.

Don’t forget to limit their time.

Then encourage them to present their work to the class.

Step 6

Listening and vocabulary * Activity 1→

ⅰ.Read the words in the box and have the students repeat them after you, paying particular attention to stress. ⅱ.Ask the students to work in pairs to find the meaning of the words in the box first and then do questions and answers. ⅲ. Check the answers in class.

* Activity 2→

ⅰ.Read the sentences and make sure they understand the words. ⅱ. Ask the students to decide which words might go into the spaces. If necessary, explain the words or expressions. ⅲ. Check the answers in class by listening to the conversation and ask a few students to write their answers on the blackboard. * Activity 3→

ⅰ. Play the tape again, and ask them to choose the right answers individually, and then check with their partners in group of four. ⅱ. Then ask the groups to give their answers in class. ⅲ. If necessary, play the tape once more for a final check and ask them to pick out the sentences which begin with “ I’d …”.

e.g. I’d rather do translation than revision.

I’d like to do translation.

So the rest of you would prefer to do revision. I’d rather do Life in the Future.

I’d prefer to do Travel.

Step 7

A short summary

Ask the students to tell something about what they’ve learned in this lesson. (esp. I’d prefer to do…./

I’d rather do….)

Step 8

Homework 1. Finish Activity 4, 5 and 6 on Page 16. 2. Preview “Cultural Corner”.

点评：本堂课在精心策划下，力求突出本课的重点，解决难点问题，先有词汇方面的铺垫，一方面复习上堂课中的部分单词，另一方面解决接下来将要进行的听说活动中的部分生词，使学生在接受本堂课重要任务之前做好热身。在个别课堂教学步骤中，如果能够再做一些调整，效果可能会更好。（例如：“Learning to learn”可以放在“Pronunciation”之前进行，这样，可以为学生在头脑中建立一个较明确的学习目的，使学生的目的性更强。再例如，“Listening and vocabulary”可以放在“Function and Speaking”之前进行。一方面，在强调注重听说中单词的重音后，引入听力练习，衔接到写，而且借此机会可让学生在具体的听力练习中体会单词的重读，另一方面，“Function and Speaking”中内容基于听力练习的部分内容，可为说的练习，提供一定的情景，但对于听力能力较差的学生来说，本教案中的安排比较合适。）

Module 2 My New Teachers Period

5 Cultural Corner Sept 1 Presentation The teacher says,“Different countries have different customs, so different countries have different schools. In this lesson we will learn some differences between schools in different countries.”

Step 2 Read the passage silently and fast. Answer the following questions

What kind of differences in schools in this passage describe?

(the relationship between teachers and students.

Another difference is whether schools are state schools or private schools)

Step 3 Go through each paragraph.

Para 1 Questions: What is the relationship between teachers and students in some countries like France and Britain?

( The relationship between teachers and students in France is formal. In Britain, relationships are quite relaxed, but the teachers can have big problems with discipline.)

Fill in the blanks according to the text

The relationship between teachers and students in Germany, and Spain is ____________ , where _________ and ________ for the teacher is considered very important. The same is ______ ______ Russia.

In northern European countries, _________ , the relationship between teachers and students is _____ _______ and _____ _______.

In America, students and teachers are quite _______ ______ each other.

The Key: quite formal, discipline, respect, true, of, however, much, friendlier, more relaxed, relaxed with.

Language Points

1）relationship n. 关系

relationship between And B with sb (人、团体、国家之间的)关系，联系

She has a very close relationship with her sister.

她和她妹妹关系非常的亲密。

I have established a good working relationship with my boss. 我已经和我的老板建立起良好的工作关系。

血缘关系

a father-son relationship 父子关系

2) formal

①正式的，礼节的

反义词informal

The Prime Minister made a formal declaration. 首相发表正式文告。

formal clothes 礼服

②

拘泥形式的，刻板的

You needn’t be so formal with me.

你对我不必要如此拘谨。

3) relaxed adj 轻松的, 松懈的, 宽松的

He appeared relaxed and confident before the match.

比赛之前,他显得

镇定而自信.

She had a relaxed manner. 她的举止特别自然.

a family-run hotel with a relaxed atmosphere.

家庭经营的旅店,气氛自由随便.

relaxed about sth

不加以拘束的

I take a fairly relaxed attitude towards what the kids wear to school.

孩子们穿什么上学,我觉得无所谓。

relaxing 令人放松的, 轻松的

a relaxing drink/walk/evening

使人感到轻松的一杯饮料/一次散步/一个夜晚

4) be true of (某种情况)适用于,适宜于;合乎事实的.

It is true of everybody. 这件事适用于每个人.

come true 变成现实

be true to life 栩栩如生

5) have problems with 会碰到……的问题

Para 2

Check the following sentences true or false

①

State schools are paid for by the government, but in private schools, the parents pay for the education of their children.

② Britain, Russia, America, Germany, and France have both states and private schools.

③ In America, the private schools can be very good.

The Key: ① T ②F ③T

Language Points:

1)

similarly 相同的,同样的(可以修饰动词,也可以修饰整个句子) Husband and wife were similarly successful in their chosen careers.

夫妻俩在各自选择的事业上都很成功。

The United States won most of the track and field events. Similarly, in swimming, the top three places went to Americans.

美国赢得了田径比赛大多数项目的胜利。同样，在游泳方面，美国人也囊括了前三名。

2).can 可能性

Children can be tiresome . 孩子们有时很烦人。

Jogging can be harmful for the health. 慢跑也可能会对健康有害。

Step 4 listen to the tape. Step 5 Discussion: What’s the relationship between teachers and students in China?

Module 2 My New Teachers Period

6

Teaching Contents: Task + Module File ＋

(Wb P: 75 Reading) Teaching aims: 1.review the whole module

2.finish the task 3.finish the reading on page75

Important

Points: 1.ing-forms

2.adjectives describing people

Teaching

Process:

I. Introduction: (prepare for the task)

1.In our text “my new teachers” ,we have learned something about three teachers. Do you still remember them?

Which teacher do you like best? Tell me your reason. (students may have different answers) eg:

I like Mrs Chen because her teaching is so well organized and clear.

So “ organized and clear” is called a criterion for a teacher.

Do you have more critera(plural form) ? ( sts can understand this word) ( the teacher can collect their answers ) eg: A good teacher should be patient\intelligent \kind…..,and so on.( write these critera on the Bb) 2.Choose 3—5 critera

for the students to write.( I think it’s not necessary to write 10 critera) . Allow them a few minutes.

3.Then choose two students’ passages and make comments

before the whole class.( 可以用实物投影现场点评)

II. WB P75 Reading 1.Leading in:

Now as we know,more and more foreign teachers are working in China . What are their life like? Lets read the passage written by Tom Wood on page 75. 2.Before

reading: See the 4 questions above 3.Students read it once ,then check the answers to the 4 questions above. 4.Students read again and do the “True or False” on page76

5.If time permits,explain some words or sentences in the passage. III. Module File: 1.Leading in : Now we have nearly finished module

2.What have we learned ? I think we’d better review the whole module,ok? As we know,if we want to learn English well ,we should often do some revision. Have you got that?

Excellent. Now lets look at the Module File on page 20) 3. Allow the students a few minutes to read the module file. 4.Then have a competition like this: Students close their books. The teacher divide them into groups. Then answer the questions by catching chances. Part one: (words): do translation (English to Chinese and Chinese to English.1 score for each word) Part two (Function and

Everyday English): Ask them to

make some sentences using them. Eg: Teacher: I told you to read the module file, have you got that? Students:Yes. ( review others with them,1 score for each one.) (At the end of the competition, compare the scores of each group and find the winners to reward) 5.Review the grammar rules: (1).Verbs often used with –ing forms: admit\avoid\delay\dislike\enjoy\finish\imagine\keep\mind\practise\suggest\give up\look forward to\be used to \be good at\can’t help

(2).often used with “to do”:

want\decide\hope\wish\promise\pretend\fail\plan\refuse\manage\expect 6.Can be used with both “-ing” form and “to do”:

remember\forget\regret\try\stop\go on\mean (Study the following sentences and try to find the differences) I remember posting the letter for you. Please remember to post the letter for me.

I regret not having accepted the invitation.

I regret to tell you that you are not chosen. He tried to speak English to us. He tried speaking English to us. You can’t start your car?Try filling the tank with hot water.

This means setting out at once. He really meant to come. IV.Homework: 1.Review the grammar: verbs used with –ing forms 2.Prepare for the new module. ( preview the new words in module

3.Multiple choices (do it after class, print and hand out the papers to the students ) 1. ______ to hospital in time, the wounded soldiers were saved at last.

A. Taken

B. Taking

C. having taken

D. To take 2. –How did you get to the airport?

--I got Charlie ______ me there.

A. drove

B. drive

C. driving

D. to drive 3. I’ve got a terrible headache. I tried ______ some medicine but it didn’t help.

A. to take

B. having taken

C. taking

D. to have taken 4. –Why did you sell this old TV at such a low price?

--I did it only because I was made ______ it.

A. do

B. to do

c. doing

D. to doing 5. –What did Vicky think of your decision?

--She ______ to believe that I meant it.

A. found that impossible

B. found impossible

C. found which impossible

D. found it impossible 6. –Would you join us tonight?

--I ______ but I have to prepare for tomorrow’s test.

A. would love to

B. would love so

C. would love it

D. would love 7. The road ______ the two villages is very narrow.

A. joining

B. joined

C. to join

D. to be joining 8. He now regrets ______ harder when he was at school.

A. not study

B. not studied

c. not studying

D. not to study 9. It’s a pity we didn’t visit Tom. I would like ______ him again.

A. seeing

B. to see

C. see

D. saw 10. They now have a good government, ______ by all the people.

A. having supported

B. supporting

C. supported

D. to be supported 11. He let me repeat his instruction ______ sure that I understood what was ______ after he went away.

A. to make, to do

B. making, doing

c. to make, to be done

D. making, to do 12. Once your business becomes international, ______ constantly will be part of your life.

A. you fly

B. flying

C. your flight

D. flight 13. She can’t help ______ the house because she’s busy making a cake.

A. to clean

B. cleaning

C. cleaned

D. being cleaned 14. –What do you think made Mary so upset?

--______ her new bicycle.

A. As she lost

B. Lost

C. Losing

D. Because of losing 15. ______ book of this writer is East and West.

A. known to be the best

B. It was the best known

C. Known as the best

D. The best known 16. On his way home he suddenly heard his name ______.

A. calling

B. called

C. to call

D. call 17. He didn’t keep on asking me the time any longer as he had his watch ______.

A. to repair

B. repaired

C. repairing

D. repair 18. The writer was made ______ to the guest.

A. apologize

B. apologizing

C. to apologize

D. to be apologizing 19. As soon as she entered the room, the girl caught sight of the flowers ______ by her mother.

A. buying

B. being bought

c. were bought

D. bought 20. Who is the man ______ now?

A. operating on

B. operated on

C. being operated on

D. to be operated on 21. He hung up the phone, ______, with a smile on his face.

A. having satisfied

B. to be satisfied

C. satisfying

D. satisfied 22. She looks forward every spring to ______ the flower-line garden.

A. visit

B. paying a visit

C. walk in

D. walking in 23. The little girl has a habit of having her hands ______ before meals.

A. wash

B. washed

C. washing

D. to be washed 24. The little time we have together we try ______ wisely.

A. spending it

B. to spend it

c. to spend

D. spending that 25. Seeing the sun ______ above the surface of the sea, we let out a shout of joy.

A. to rise

B. to raise

C. rising

d. raising 1-10 ADAADABCBC 11-20ABACCBBCDC 21-25DDBCC

点评：本课堂教学的安排突显复习课的特点，不仅对本模块所学知识做了比较系统的复习，而且根据本模块中出现的较难语法现象，自编练习题目，使学生及时地感知所碰到过的语法现象，得以不断积累。如果第二部分的阅读训练安排成快速阅读活动，并设计更多的考察信息提取能力的练习题，则可将此顺势转到本模块的Task活动，把文章的部分内容做成范本，写成小短文。另外，可以安排学生自学Module File，培养其总结复习的学习能力。