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Unit 19 A visit to an island

時(shí)間：2022-08-17 00:56:31 八年級(jí)英語(yǔ)教案我要投稿

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教學(xué)目標(biāo)

知識(shí)技能目標(biāo)
　　l．熟練運(yùn)用本單元的日常交際用語(yǔ)，特別是“推測(cè)”的表示法，以及有關(guān)距離的表達(dá)法。
　　2．掌握由some-, any-, no-, every，等與body. one , thing, where構(gòu)成的不定代詞、副詞的用法及特殊表達(dá)法。
　　3．掌握一些反義詞的用法特別是take與bring, borrow與lend。
知識(shí)目標(biāo)：
1．重點(diǎn)詞匯
　　island, farther, farthest, somewhere, land, pull, out of, cool, anybody, ourselves, all by oneself, perhaps, happily, lots of, no longer, cry, get back, too … to…, anywhere, solve, believe, everybody, sooner or later, drop, run away, as, eat up, bank, circle
2．日常交際用語(yǔ)匯
　　(1) Are you coming with us tomorrow?
　　(2) Shall we bring food for a picnic?
　　(3) Don't be late. I'll be there on time.
　　(4) I feel a little afraid.
　　(5) Don't be afraid.
　　(6) Is everything OK?
3．重點(diǎn)句型
　　(1) Can't you hear anything?
　　(2) There's somebody/something/nobody there.
　　(3) It's too heavy to carry.
　　(4) The picnic basket was no longer under the tree.
　　(5) We won't go until we get it back again.
　　(6) It's time to go home now, or we'll be late.
4．語(yǔ)法
不定代詞/副詞的用法；
　　動(dòng)詞take和bring的區(qū)別。
情感態(tài)度目標(biāo)
　　1．本單元所講的故事情節(jié)帶有很強(qiáng)的趣味性和懸念性，使讀者的心態(tài)隨著孩子們的心態(tài)變化而變化，扣人心弦，從而領(lǐng)會(huì)到文章情節(jié)安排的巧妙。
　　2．通過(guò)對(duì)孩子們參觀小島過(guò)程的描述，可使我們欣賞到奇特的小島風(fēng)光。
通過(guò)本單元教學(xué)培養(yǎng)學(xué)生獨(dú)立生活的能力。遇事要沉著冷靜、膽大心細(xì)、善于思考。

教學(xué)建議

教學(xué)內(nèi)容分析
　　本單元的教學(xué)核心是關(guān)于孩子們參觀小島（A visit to an island）的這件事。圍繞這個(gè)核心安排了三個(gè)對(duì)話和兩篇短文，集中反映了孩子們上島前所做的準(zhǔn)備工作（約會(huì)、帶食品、約定出發(fā)的時(shí)間，討論去哪一個(gè)島等）及在島上的所見(jiàn)所聞，情節(jié)跌宕起伏，有一定的傳奇色彩。在整個(gè)內(nèi)容的安排中引出了本單元要學(xué)習(xí)的功能項(xiàng)目“推測(cè)”（Conjecture）、求助（Calling for help）和動(dòng)詞take，bring的區(qū)別及不定代詞和不定副詞的用法。
　　在第73課中有兩段對(duì)話，主要描述孩子們?cè)谏蠉u前所做的準(zhǔn)備工作及討論去哪一個(gè)島。從而引出英語(yǔ)中表示距離遠(yuǎn)近的表達(dá)法。如：Why don’t we go to the farther one?/ How about the farthest one？/The smaller one is nears．這兩段對(duì)話為下節(jié)課做了內(nèi)容上的鋪墊。
　　第74課和第75課的第一部分及第76課的第一部分事實(shí)上是一個(gè)故事的整體，具體描繪了孩子們?cè)趰u上的所見(jiàn)所聞，表現(xiàn)了孩子們新奇、緊張、害怕交叉在一起的復(fù)雜心情。第76課中關(guān)于一群猴子企圖偷吃籃子里食物的一段描寫(xiě)頗為生動(dòng)。第75課的第二、三部分著重練習(xí)不定代詞和不定副詞的用法。第76課的第四部分是提示性的寫(xiě)作訓(xùn)練。主要是對(duì)課文的模仿和對(duì)所學(xué)內(nèi)容的實(shí)際運(yùn)用。教師可以作一些適當(dāng)?shù)慕忉�。第五部分是一首小�?shī)。

重難點(diǎn)及疑點(diǎn)分析
　　重難點(diǎn)：
　　1. no longer= not any longer, not any more. no longer與系動(dòng)詞be連用時(shí)置于系動(dòng)詞be的后面，與行為動(dòng)詞連用時(shí)放在行為動(dòng)詞的前面，如：
　　1) He is no longer a worker. = He isn't a worker any longer/any more. He’s an engineer now.
　　2) He no longer lives here. = He doesn't live here any longer/any more. He’s living in another city.
　　2.There’s something wrong with your ears.
　　There + be + something/nothing wrong with. . .是一個(gè)固定的句型，意思是“…出/沒(méi)毛�。▎�(wèn)題）。它的同義句是Something/Nothing + be wrong with. . .如：
　　1) There is something wrong with your computer. = Something is wrong with your computer. It’s not working now.
　　2) There is nothing wrong with the new bike. = Nothing is wrong with the new bike. It’s quite OK.
　　疑點(diǎn)：
　　1.短語(yǔ)too…to
　　too…to句型的意思是“太……以致不能……”，too是副詞，后面接形容詞或副詞，to是動(dòng)詞不定式的標(biāo)志，后接動(dòng)詞原形。該句型雖然沒(méi)有否定詞not或no，但具有否定的意義。若需要加上人稱，則在不定式之前加for sb。如：
　　1) The sentence is too difficult to understand. Please give me an easy one.
　　2) These apples are too high for us to reach. We’d better get a ladder.
　　2.We'd better not go there. It’s too far from here.
　　had better后面接動(dòng)詞原形，其否定形式是had better no+動(dòng)詞原形。had不受人稱限制，不可以說(shuō)have／has better。如：
　　Girls had better not go out at night. They had better stay at home.
　　2. We’ve never been there before.
　　該句型 have; has been to+地點(diǎn)名詞表示某人曾去過(guò)某地，現(xiàn)在已離開(kāi)那個(gè)地方或已回來(lái)。若地點(diǎn)是副詞則“to”省略。如：
　　We have never been to Shanghai. But they have been there for three times. They can tell us a lot about Shanghai.
　　3. We won't go until we get it back again!
　　本句中的until作連詞，引導(dǎo)一個(gè)時(shí)間狀語(yǔ)從句。not…until意為“直到……才”，“在……之前不……”，主句中的謂語(yǔ)動(dòng)詞一般是非延續(xù)性動(dòng)詞，如leave，finish，begin，go，start等，until引導(dǎo)的時(shí)間狀語(yǔ)從句中將來(lái)時(shí)用一般現(xiàn)在時(shí)表示。如：
　　They won't leave their school until their teacher returns. They will ask the teacher many questions until they are able to do these exercises.

口語(yǔ)訓(xùn)練
　　本單元的口語(yǔ)訓(xùn)練主要包括兩項(xiàng)內(nèi)容①表示距離遠(yuǎn)近的用法。②不定代詞和副詞的用法。
　　1．表示距離遠(yuǎn)近的用法
　　在學(xué)生熟練掌握第73課第二部分內(nèi)容的基礎(chǔ)上，先回憶一下以前學(xué)生用書(shū)中所出現(xiàn)的一些有關(guān)距離的表示法。如How far is it？/ Is it far？/ It’s/quite near．／It’s about…kilometers farthest（furthest）等。同時(shí)復(fù)習(xí)一下far這個(gè)詞的不規(guī)則比較級(jí)形式和最高級(jí)形式。far→farther（further）→farthest（furthest），告訴學(xué)生near（close）的比較級(jí)和最高級(jí)形式的變化是規(guī)則的。老師可以給學(xué)生一些提示，讓學(xué)生相互之間展開(kāi)由易到難的練習(xí)。
　　（1）編制一些簡(jiǎn)單的問(wèn)句問(wèn)學(xué)生。如：
　　How far is it from your home to school? Is it near from your home to your uncle’s? Is our school far from People Park? Where’s the shopping center?等。
　�。�2）編制一段對(duì)話。如：
　　Lucy: Hi, Li Lei! Where are you going this summer holiday?
　　Li Lei: My father will take me to Nanjing.
　　Lucy: How wonderful! Nanjing is an old but beautiful city. How far is it from here?
　　Li Lei: It's about 360 kilometres. What about you?
　　Lucy: I’m going to Shanghai with my uncle to see my grandfather. He works there.
　　Li Lei: How far is it from here? Is it nearer or farther than Nanjing?
　　Lucy: It's nearer. It's about 180 metres.
　　A: Which city do you like best, Qingdao, Nanjing or Hangzhou?
　　B: I like Hangzhou best.
　　A: Is Hangzhou near here?
　　B: No, It’s far from here. It’s about 210 kilometres away.
　　A: What about Nanjing?
　　B: It's farther. It’s 600 kilometres away.
　　A: And Qingdao?
　　B: It’s the farthest. It’s nearly 1000 kilometres away.
　　2．不定代詞和副詞的用法
　　在第74課及第75課中出現(xiàn)了不定代詞和副詞的用法。在第75課中更為集中，首先對(duì)一些不定代詞作一些歸納。列表如下：

somebody

someone

something

somewhere

anybody

Anyone

anything

anywhere

nobody

no one

nothing

nowhere

　　然后告訴學(xué)生這些詞都是由some，any或no與body，thing，one或where構(gòu)成的合成詞，一般情況下，somebody, something, somewhere用于肯定句，而anybody, anything, anywhere用于否定句、疑問(wèn)句及條件句中。如：
　　(1)I can see something on the wall. Is it a new painting?
　　(2) Somebody is knocking at the door. Go and have a look.
　　(3) Yesterday Han Mei found her pen somewhere. Now she still doesn’t know who put it there.
　　(4) Can you hear anything in the next room? Somebody is crying.
　�。�5) –Is there anybody running on the playground?
　　　　–Yes, it’s Wang Tong.
　　(6) I can't see anybody in the teacher's office. But I must ask the teacher an important question.
　　(7) They didn't go anywhere, because it was raining heavily. They played ping-pong in the classroom.
　　但也有例外情況。當(dāng)表達(dá)請(qǐng)求、建議、反對(duì)等肯定意圖時(shí)，something, somebody等詞也可用于疑問(wèn)句形式。如：
　　(8) – Is somebody coming this evening?
　　　　–Yes, But I don’t know who’s coming.
　　(9) Would you please give me something to eat? Certainly. Help yourself to anything in the ice box.
　　教師可通過(guò)實(shí)物教學(xué)或創(chuàng)設(shè)情景教學(xué)，讓學(xué)生在情景中學(xué)習(xí)并掌握不定代詞或副詞的運(yùn)用。如教師可利用教室中的物品：box, bag等進(jìn)行活動(dòng)。

　　A: Can you see anything in the box?
　　B: No, I can’t. It’s closed.
　　C: I think there is something in it.
　　B: I don’t think so. Let’s open it. Maybe there’s nothing in it.
　　還可以出示圖片假設(shè)情景：孩子們?cè)诖河�，看�?jiàn)遠(yuǎn)處樹(shù)叢中樹(shù)葉晃動(dòng)。

　　A: Look! Can you see anything over there?
　　B: No, I can’t see anything.
　　A: Nothing? Look carefully and you’ll see something in the trees.
　　B: Sorry I can’t. Something is wrong with my eyes.
　　A: There’s nothing wrong with your eyes, I think. Look again and you’ll see it.
　　B: Oh, yes. Something is moving in the tree. It’s a yellow bird!
　　鞏固性練習(xí)：在學(xué)生了解不定代詞基本用法的基礎(chǔ)上指導(dǎo)學(xué)生做練習(xí)冊(cè)第87頁(yè)上的練習(xí)2，教師也可以適當(dāng)補(bǔ)充一些課外練習(xí)來(lái)進(jìn)一步加以鞏固。

教學(xué)take和bring的用法
　　take和bring都有“拿”和“帶”的意思。學(xué)生在實(shí)際運(yùn)用中容易混淆。一般來(lái)說(shuō)take是把東西拿到離開(kāi)說(shuō)話人所說(shuō)話的地方。表示“拿走”或“帶走”。而bring則表示把東西拿到說(shuō)話人所說(shuō)話的地方，是“拿來(lái)”，“帶來(lái)”的意思。用圖表示：

　　教師可以設(shè)置一些具體的情景，讓學(xué)生進(jìn)行練習(xí)。如：
　　A: Where’s your homework, Wang Ming?
　　B: Sorry, I left it at home.
　　A: Bring it here tomorrow.
　　B: OK.
　　A: By the way, whose chair is it?
　　B: Our teacher's.
　　A: Please help me take it to the teacher’s office.
　　B: All right.
　　A: Thanks a lot.
　　B: You re welcome.
　　take sth．with sb．表示隨身帶走某物，bring sth．with sb．則表示隨身帶來(lái)某物。take sth．a(chǎn)way表示拿走某物。試比較：
　　It is going to rain, please take your raincoat with you.
　　When you come here next time, please bring the raincoat with you. Please take the empty box away.

閱讀訓(xùn)練
　　本單元安排了兩篇閱讀短文，比較詳盡地描述了孩子們?cè)趰u上的經(jīng)歷及所見(jiàn)所聞，情節(jié)跌宕起伏。初中學(xué)生有極強(qiáng)的好奇心，對(duì)課文內(nèi)容一定很感興趣。在組織學(xué)生閱讀前，老師可以先解釋一些難點(diǎn)，如no longer，all by oneself，not…until，look over等，為學(xué)生快速閱讀掃除障礙。閱讀后老師用"Yes" or "No"回答的一般疑問(wèn)句提問(wèn)學(xué)生，以加深他們對(duì)課文內(nèi)容的理解。最后老師可以把按故事情節(jié)設(shè)置的幻燈片或簡(jiǎn)筆畫(huà)展示給學(xué)生，讓他們根據(jù)圖示用英語(yǔ)講出故事的主要情節(jié)。使閱讀和口頭訓(xùn)練有機(jī)地結(jié)合在一起，教學(xué)效果一定會(huì)更好。

教學(xué)指導(dǎo)
　　1．本單元出現(xiàn)了不少常用的短語(yǔ)，必須要熟記并會(huì)運(yùn)用。
　　bring food for a picnic/be late for/had better not to do sth./have never been to/pull sth. out of/look I around/keep sth. cool/all by oneself/no longer/not. . .until/get sth. back/look over/run after( away)
　　2．在老師的指導(dǎo)下，通過(guò)一定量的口頭和書(shū)面訓(xùn)練，反復(fù)訓(xùn)練不定代詞/副詞something, anything, somebody, anybody, somewhere, anywhere的用法，熟練掌握不定代詞和副詞的用法，take和bring的用法。

能力訓(xùn)練點(diǎn)
　　3．本單元的主題是“參觀小島（A visit to an island）”。在學(xué)生熟練掌握課文內(nèi)容的基礎(chǔ)上，老師可給學(xué)生提供一定量的詞匯和短語(yǔ)，要求他們模仿課文內(nèi)容寫(xiě)一篇游記性質(zhì)的小短文。

復(fù)合不定代詞、副詞
　　some-, any-, no-（no one例外）, every-與-one, -thing, -body, -where（副詞）構(gòu)成復(fù)合不定代詞或副詞。復(fù)合不定代詞可以代替一般數(shù)量的名詞，在句中作主語(yǔ)、賓語(yǔ)、表語(yǔ)等。
　　一般情況下，some構(gòu)成的復(fù)合不定代詞，其作用和some相同，用于肯定句：any構(gòu)成的復(fù)合不定代詞用于否定或疑問(wèn)句；no構(gòu)成的復(fù)合不定代詞其作用和any相同，用于否定句。如：
　　I have something to tell you. 我有事要告訴你。
　　He didn’t say anything at the meeting yesterday. 昨天在會(huì)上他沒(méi)有發(fā)言。
　　Everybody likes swimming. 每個(gè)人都喜歡游泳。
　　使用復(fù)合不定代詞、副詞應(yīng)注意以下幾點(diǎn)：
　　1．復(fù)合不定代詞被形容詞修飾時(shí)，復(fù)合不定代詞要放在形容詞之前。如：
　　There’s something new in today’s paper. 今天的報(bào)紙上有些新內(nèi)容。
　　2．復(fù)合不定代詞被動(dòng)詞不定式（短語(yǔ)）修飾時(shí)，不定式（短語(yǔ)）要后置。如：
　　I have something to tell you. 我有些話要告訴你。
　　3．復(fù)合不定代詞在句中作主語(yǔ)時(shí)，謂語(yǔ)動(dòng)詞一般用單數(shù)形式。如：
　　I hope everything goes well．我希望一切順利。
　　Nothing is too difficult for you in the world if you put your heart into it. 世上無(wú)難事，只怕有心人。
　　4．復(fù)合不定代詞作主語(yǔ)，變成反意疑問(wèn)句時(shí)，要看不定代詞是指人還是指物：指人時(shí)，附加問(wèn)句的主語(yǔ)用they或he（人稱與數(shù)一致）；指物時(shí)附加問(wèn)句的主語(yǔ)要用it。如：
　　Someone is knocking at the door, isn't he? 或aren't they?有人在敲門(mén)，對(duì)嗎？
　　Everything begins to grow in spring, doesn't it? 春季萬(wàn)物開(kāi)始生長(zhǎng)，對(duì)不對(duì)？
　　5．含no的復(fù)合不定代詞相當(dāng)于“not + any的復(fù)合不定代詞”。如：
　　I saw nothing in the room. = I didn't see anything in the room．我在屋子里什么也沒(méi)看見(jiàn)。
　　6．復(fù)合不定副詞在句中只能作狀語(yǔ)，常放在句尾。如：
　　I can't find it anywhere．我在什么地方都找不到它。
　　[注意事項(xiàng)］通常情況下，含some-的復(fù)會(huì)不定代詞、副詞用在肯定句中，但在表示請(qǐng)求、建議等委婉說(shuō)法的疑問(wèn)句中，或期望得到肯定答復(fù)的疑問(wèn)句中，也用some-，不用any-。如：
　　Would you like something to drink？你想要些喝的嗎？
　　Can you find it somewhere? 你能在某個(gè)地方找到它嗎？
　　[練習(xí)]從下列各題后所給的選項(xiàng)中選擇最佳答案填空。
　　1. –Do you have _____to say for yourself?
　　　–Yes, it is this.
　　A. something    B. anything   C. everything   D. nothing
　　2. –Everyone is here today, _____?
　　　 –No, Han Mei isn’t here. She’s ill.
　　A. isn't it       B. isn't he   C. are they     D. isn’t everyone
　　3. There’s _____with his eyes. He’s OK.
　　A. anything wrong   B. wrong something   C. nothing wrong   D. wrong nothing
　　4. Everything _____ready. We can start now.
　　A. are      B. is      C. be     D. were
　　5. What about_____? I’m so hungry.
　　 A. anything to eat    B. to eat something   C. something to eat   D. to eat anything
Keys: 1-5 BBCBC

疑難解析
　　1. Are you coming with us? 你和我們一起去嗎？
　　這是現(xiàn)在時(shí)表示將來(lái)動(dòng)作的用法。英語(yǔ)中類似come，go，fly, arrive, leave, start等表示位置移動(dòng)的動(dòng)詞的現(xiàn)在進(jìn)行時(shí)態(tài)可用來(lái)表示按計(jì)劃安排將要發(fā)生的事。如：
　　My father is going to Shanghai tomorrow. I’m going to see him off at the station.
　　John is coming here next week and will stay here until May. So he is coming to see us the day after tomorrow.
　　I'm seeing her tomorrow. She’s in hospital.
　　What are you doing next Saturday? We’re going to visit a museum.
　　2. Which island shall we go to first？我們先去哪個(gè)島？
　　句中的介詞to不可以省略。從語(yǔ)法邏輯看，which island作后面動(dòng)詞的賓語(yǔ)。而go是不及物動(dòng)詞，不能直接跟賓語(yǔ)，只有加上介詞to才能與which island構(gòu)成完整的動(dòng)賓搭配。類似的還有wait for等。如：
　　–Who are you waiting for？
　　–I’m waiting for you. May I have a talk with you?
　　3. We’ve never been there before.我們以前從未去過(guò)那兒。
　　have been to+地點(diǎn)表示“曾經(jīng)去過(guò)某地(現(xiàn)在已回來(lái))。have gone to+地點(diǎn)表示“某人去某地了(現(xiàn)在不在這兒)”。如：
　　(1) —Where have you been? 你去過(guò)哪里?
　　　 —I have been to Shanghai. 我去過(guò)上海。
　　(2) —Where is she? 她去哪兒了?
　　　　—She has gone to the library. 她去圖書(shū)館了。
　　4. We’re all by ourselves.就我們這些人。
　　by oneself 意思是“單獨(dú)的，獨(dú)自的”。all修飾by oneself，起加強(qiáng)語(yǔ)氣的作用。如：
　　I learned English all by myself. My teacher is the recorder.
　　5. The picnic basket was no longer under the tree.
　　no longer 表示“不再”，與not…any longer同義，強(qiáng)調(diào)時(shí)間。no more也表示“不再”，與not…any more同義，強(qiáng)調(diào)數(shù)量。原句還可以說(shuō)為：The picnic basket wasn’t under the tree any longer. 如：
　　I don’t want wine any more. It’s more than enough.
　　6. Sooner or later you’ll find it somewhere.
　　句中的sooner or later意思是“遲早”，其中and前后的sooner和later為互為反義詞。英語(yǔ)中這種短語(yǔ)還有一些，下面幾組比較常見(jiàn)：
　　back and white 白紙黑字 every now and then 不時(shí)，時(shí)時(shí)
　　here and there 到處 off and on斷斷續(xù)續(xù)
　　days and nights 日日夜夜 more or less或多或少
　　7. As they were very hungry，they ate up all the food soon. 因?yàn)樗麄兒莛I，所以他們很快就把食物吃光了。
　　1）as引導(dǎo)一個(gè)原因狀語(yǔ)從句。它與because的區(qū)別是：前者表示的原因只是附帶說(shuō)明，無(wú)強(qiáng)調(diào)客觀之意，不能回答why提出的問(wèn)題；后者著重強(qiáng)調(diào)客觀原因，用于回答why提出的問(wèn)題。例如：
　　We all like her as she is kind. She’s kind to everybody.
　　As it was dark, he had to go home. Or his mother would be worried.
　　2）eat up意思是‘吃光”。up與某些動(dòng)詞連用時(shí)，表示“完全，徹底”的意思。常見(jiàn)的幾個(gè)詞組有：drink up喝光；use up用完；clean up除掉，把……收拾干凈。如：
　　Please eat up your chicken. You need to eat more as a big boy.
　　Drink up your milk before you go to school. It’ll do good to you.
　　8. Children took them back to the boat. 孩子們把它們帶回船上。
　　take back為動(dòng)副詞組。在“動(dòng)詞 + 副詞”短語(yǔ)中，當(dāng)人稱代詞充當(dāng)它的賓語(yǔ)時(shí)，人稱代詞不能置于副詞之后，只能放在動(dòng)詞和副詞之間。類似的短語(yǔ)還有l(wèi)ook over，wake up，get back，put on等。如：
　　Please wake me up tomorrow morning. I’ll have to get to school half an hour earlier.

教學(xué)目標(biāo)

教學(xué)建議

口語(yǔ)訓(xùn)練
　　本單元的口語(yǔ)訓(xùn)練主要包括兩項(xiàng)內(nèi)容①表示距離遠(yuǎn)近的用法。②不定代詞和副詞的用法。
　　1．表示距離遠(yuǎn)近的用法
　　在學(xué)生熟練掌握第73課第二部分內(nèi)容的基礎(chǔ)上，先回憶一下以前學(xué)生用書(shū)中所出現(xiàn)的一些有關(guān)距離的表示法。如How far is it？/ Is it far？/ It’s/quite near．／It’s about…kilometers farthest（furthest）等。同時(shí)復(fù)習(xí)一下far這個(gè)詞的不規(guī)則比較級(jí)形式和最高級(jí)形式。far→farther（further）→farthest（furthest），告訴學(xué)生near（close）的比較級(jí)和最高級(jí)形式的變化是規(guī)則的。老師可以給學(xué)生一些提示，讓學(xué)生相互之間展開(kāi)由易到難的練習(xí)。
　�。�1）編制一些簡(jiǎn)單的問(wèn)句問(wèn)學(xué)生。如：
　　How far is it from your home to school? Is it near from your home to your uncle’s? Is our school far from People Park? Where’s the shopping center?等。
　�。�2）編制一段對(duì)話。如：
　　Lucy: Hi, Li Lei! Where are you going this summer holiday?
　　Li Lei: My father will take me to Nanjing.
　　Lucy: How wonderful! Nanjing is an old but beautiful city. How far is it from here?
　　Li Lei: It's about 360 kilometres. What about you?
　　Lucy: I’m going to Shanghai with my uncle to see my grandfather. He works there.
　　Li Lei: How far is it from here? Is it nearer or farther than Nanjing?
　　Lucy: It's nearer. It's about 180 metres.
　　A: Which city do you like best, Qingdao, Nanjing or Hangzhou?
　　B: I like Hangzhou best.
　　A: Is Hangzhou near here?
　　B: No, It’s far from here. It’s about 210 kilometres away.
　　A: What about Nanjing?
　　B: It's farther. It’s 600 kilometres away.
　　A: And Qingdao?
　　B: It’s the farthest. It’s nearly 1000 kilometres away.
　　2．不定代詞和副詞的用法
　　在第74課及第75課中出現(xiàn)了不定代詞和副詞的用法。在第75課中更為集中，首先對(duì)一些不定代詞作一些歸納。列表如下：

somebody

someone

something

somewhere

anybody

Anyone

anything

anywhere

nobody

no one

nothing

nowhere

　　A: Can you see anything in the box?
　　B: No, I can’t. It’s closed.
　　C: I think there is something in it.
　　B: I don’t think so. Let’s open it. Maybe there’s nothing in it.
　　還可以出示圖片假設(shè)情景：孩子們?cè)诖河危匆?jiàn)遠(yuǎn)處樹(shù)叢中樹(shù)葉晃動(dòng)。

Lesson 73教學(xué)設(shè)計(jì)方案

Teaching Objectives: Enable the students to make suggestions and respond to suggestions; grasp the language points in the dialogues, especially the three forms of adjectives.
Language Focus: bring food for a picnic, be there on time, We’d better not do. ...We’ve never been there before, island, far( farther, farthest)
Properties: Tape-recorder, A picture, Overhead projector
Teaching Procedures:
　　I. Organizing the class
　　Ask the students to get ready for class. Greetings between the teacher and the students and a duty report.
　　II. Revision
　　1. Check homework.
　　2. Write the days of the week on the blackboard. Tell the students to choose an activity for each day. Give an example; “Let’s go shopping on Saturday!” Get the students to respond “Good idea!” or “I’m sorry. I’m not free.” etc. Ask the students to make more suggestions using “Let’s, Shall we. . ., Why don’t we..., How about. . . ?”
　　Write down the different activities for each day.
For example:

　　T: Then do the practice.
　　III. Read and act
　　1. Play the tape for the first dialogue. Ask the students the following questions.
　　(1) Where are Bruce and Bill going at the weekend?
　　(2) What are they going to bring?
　　(3) When and where will they meet?
　　2. Help the students to answer the questions and let them guess the meaning of “picnic”.
　　3. Ask the students to listen to the dialogue again and retell the dialogue.
　　4. Emphasize the language points: food for a picnic, be there on time, Don’t be late.
　　5. Ask the students to read the dialogue after the tape.
　　6. Pair work: Let the students work in pairs to act out the dialogue.
　　IV. Presentation
　　1. Show the students a picture like the one in the book and talk about the picture. Teach the word “island/5ail[nd/”
　　2. Get the students to give as much information as they can.
　　(1) How many islands can you see?
　　(2) Which is nearer? Which is farther? Which is the farthest?
　　(3) Where are the children?
　　(4) Where are they going?
　　(5) How many children are there in the boat? etc.
　　V. Practice
　　T: Ask three students (A, B and C) to come to the front and to stand one next to each other, close to the teacher, like this:
　　T________A________B________C
　　Help the students to talk about the distance, using near, nearer, nearest and far, farther, farthest.
　　VI. Read and act
　　1. Play the tape for the second dialogue and ask the students to find the answers to the following questions.
　　(1) Which island will they go to?
　　(2) Do the children agree with each other?
　　2. Help the students to answer the questions.
　　3. Play the tape again and ask the students to retell the dialogue.
　　4. Ask the students to pay attention to ways of making suggestions:
　　Let’s. . . ,Why don’t. . . ,How about. . . ,We’d better not. . . .
　　5. Ask the students to read the dialogue after the tape.
　　6. Practise the dialogue in pairs and ask some pairs to act it out.
　　VI. Exercises in class
用所給詞的適當(dāng)形式填空。
　　1. Who looks ________, Tom or Jack? (old)
　　2. This bike is cheap, but that one is________. (cheap)
　　3. This picture is _________ of the three. (good)
　　4. Now the farmers are _________ than before. (busy)
　　5. Which of the two cities is _________ away? (far)
　　6. China is one of_________ countries in the world. (large)
　　7.Things are getting ________ than before, (bad)
　　8. It is much _________ today than yesterday, isn’t it? (hot)
Keys: 1.older 2.cheaper 3.the best 4.busier 5.farther 6.the largest 7.worse 8.hotter
　　VII. Homework
　　1. Make a dialogue, making suggestions to do something and giving responses.
　　2. Finish exercises on page 85.
　　3. Recite the dialogues in the book.
　　IX. Summary
　　1. 我們帶上野餐食物嗎？
　　_________ we ________ _________ _________ a picnic?
　　2. 別遲到。
　　Don’t ________ ________.
　　3. 我將按時(shí)到好兒。
　　I’ll________ _________ ________ _______.
　　4. 為什么我們不先去遠(yuǎn)一點(diǎn)的島？
　　________ _________ we go to _________ _________ island?
　　5. 最遠(yuǎn)的那個(gè)島怎么樣？它更有意思。
　　_________ _________ _________ _________ island? It’s _________ _________.
　　6. 我們最好別去那兒。
　　We ________ ________ ________ go there.
　　7. 小一點(diǎn)兒的島更近，而且我們以前也未去過(guò)。
　　_________ _________ island is ________, and we ________ _________ _________ ______.
Keys: 1.Shall, bring food for 2.be late 3.be there on time 4.Why don’t, the farther How/What about the farthest, more interesting 6.had better not 7.The smaller, nearer, have never been there before
　　X. Writing on blackboard

Lesson 73

Drills　　　　　　　　　　　　　　　Ask and answer
1. Shall we bring food for a picnic? 1. How many islands can you see?
2. I’d love to.　　　　　　　　　　　2. Which is nearer? /farther? /farthest?
3. Don’t be late (for. . . ) 　　　　3. Where are the children?
4. Which island shall we go to first? 　4. How many children are there in the boat?
5. How about the farthest one?　5. Why will the children go to the smaller island?
6. We had better not go there.
7. No problem.

Lesson 73多媒體教學(xué)設(shè)計(jì)方案

Teaching Objectives:
　　1.Revise making suggestions and respond to suggestions;
　　2.Grasp the language points in the dialogues, especially the three forms of adjectives；
　　3.The expressions of distance.
Language Focus:
　　bring food for a picnic, be there on time, We’d better not do. ...We’ve never been there before, island, far (farther, farthest)
Teaching Procedures:
導(dǎo)入：
　�。ㄤ浵裱菔荆⿵�(fù)習(xí)以前的表達(dá)提建議和應(yīng)答用語(yǔ)引入本課Read and act部分：孩子們約定上島。
新課：
　　Presentation
　�。▓D片）教學(xué)新單詞：island。
　　Read and act
　（錄像演示）觀看情景對(duì)話，讓學(xué)生了解對(duì)話的內(nèi)容。然后問(wèn)學(xué)生關(guān)于對(duì)話的幾個(gè)問(wèn)題：
　　1. Where are Bruce and Bill going at the weekend?
　　2. What are they going to bring?
　　3. When and where will they meet?
分析對(duì)話中的語(yǔ)言點(diǎn)：
辨析bring和take的用法差異：
　　bring表示“帶來(lái)、拿來(lái)”，指從別處朝說(shuō)話人所在的地方“帶來(lái)”。與bring相對(duì)應(yīng)的詞是take，表示“帶走，拿走”，指從說(shuō)話人所在的地方“拿走”。如：
　　Bring your homework here tomorrow, please. 明天請(qǐng)把你的家庭作業(yè)帶來(lái)。
　　Take it away, please. 請(qǐng)把它拿走。
辨析on time 和 in time
　　on time = to arrive at the right, exact moment, at the time agreed, 意思是“按時(shí)，準(zhǔn)時(shí)”，指按規(guī)定的時(shí)間到達(dá)，不遲到。如：
　　(1) I hope the train will leave the station on time.我希望火車能準(zhǔn)時(shí)發(fā)車。
　　(2) The meeting will start at ten tomorrow morning. Please be on time. 明天十點(diǎn)開(kāi)會(huì)，請(qǐng)準(zhǔn)時(shí)到。
　　in time = to arrive before something happens，意思是“及時(shí)，及早”，指沒(méi)有錯(cuò)過(guò)。如：
　　(1) We got to the station in time for the train. 我們到達(dá)火車站正好(及時(shí)地)趕上了火車。
　　(2) The doctor came in time to save the child. 醫(yī)生及時(shí)到達(dá)救治了孩子。
　　Presentation
　�。▓D片）讓學(xué)生看著圖，比較圖中三個(gè)島的距離遠(yuǎn)近教學(xué)單詞farther和farthest。然后讓學(xué)生回答下列問(wèn)題：
　　How many islands can you see?
　　Which is near?
　　Which is farther/the farthest?
　　Where are the children?
　　What are they doing?
　　利用物體的位置表達(dá)距離的遠(yuǎn)近的表達(dá)法。
　　Read and act
　　(錄像演示) 讓學(xué)生觀看對(duì)話，找出：Which island will they go to?（Key: the nearest/smallest island）
　　（學(xué)生活動(dòng)）找出表示提建議的表達(dá)法：
　　Let’s. . . ,Why don’t. . . ,How about. . . ,We’d better not. . . .
　�。ㄕn件演示）Read the dialogue
　�。▽W(xué)生活動(dòng)）Practise the dialogue 展示圖片讓學(xué)生根據(jù)圖片表演對(duì)話。
　　Practise
　　Answer the questions:
　　1.Where are the children going?
　　2. When and where are they going to meet?
　　3. Which island are the children going to?
　　4. Have they been there before/
　　5. Do you often go out for fun at weekends?
Exercises
用所給詞的適當(dāng)形式填空。
　　1. Who looks ________, Tom or Jack? (old)
　　2. This bike is cheap, but that one is________. (cheap)
　　3. This picture is _________ of the three. (good)
　　4. Now the farmers are _________ than before. (busy)
　　5. Which of the two cities is _________ away? (far)
　　6. China is one of_________ countries in the world. (large)
　　7.Things are getting ________ than before, (bad)
　　8. It is much _________ today than yesterday, isn’t it? (hot)
Keys: 1.older 2.cheaper 3.the best 4.busier 5.farther 6.the largest 7.worse 8.hotter

Homework
　　1. Make a dialogue, making suggestions to do something and giving responses.
　　2. Finish exercises on page 85.
　　3. Recite the dialogues in the book.
　　4. Finish off the workbook exercises.

Lesson 74教學(xué)設(shè)計(jì)方案

Teaching Objectives; Enable the students to understand the passage and grasp the language points in the text; retell the passage.
Language Focus:
　　pull. . .out of, alone, take. . .back to, pull. . .up from, all by ourselves, not. . .until, push, feel a little afraid, no longer. Don't be afraid.
Properties: Tape recorder. Pictures, Overhead projector
Teaching Procedures:
　　I. Organizing the class
　　1. Ask the students to get ready for class.
　　2. Greetings between the teacher and the students.
　　3. A duty report.
　　II. Revision
　　Get some students to perform the dialogues of Lesson 73 and the dialogues made by themselves for homework.
　　III. Leading-in
　　1. Ask the students which island did the children go to?
　　2. Ask some pre-reading questions:
　　(1) Do you like to go to strange places? Why?
　　(2) What do you think will happen on the island?
　　(3) How do you feel when you're alone somewhere? Are you afraid?
　　(4) Describe the picture in the book in details.
　　3. Get the students to discuss and answer the above questions.
　　IV. Read and act
　　1. Ask the students to read the passage silently, bearing the following questions in mind:
　　(1) Why did they put the picnic basket under a big tree?
　　(2) Does anybody live on the island?
　　(3) Who took away their picnic basket?
　　2. Get the students to answer the reading comprehension questions.
　　3. Play the tape for the students to practise reading aloud.
　　4. Practice
　　(1) Divide the class into seven teams. One of them plays the part of a narrator. The others play Ah Fang, Ann, Lucy, Jim, Kate and Bruce.
　　(2) Read the passage in roles.
　　(3) The students work by themselves and try to retell the passage.
　　(4) Call 2 ~ 3 students to retell the passage.
　　V. Teaching language points
　　1. pull. . . out of←→pull. . . into
　　(1)The children pulled the boat out of the river together.
　�。�2) The circus pulled out of (= leave/left) the park tonight.
　　2. pull. . .up from
　　They pulled the boat up from the river.
　　3. get/keep + adj.
　　(1) Your hair gets grey as you get older.
　　(2) It gets cooler and cooler when autumn comes.
　　(3) We put the ice cream in the refrigerator to keep it cool.
　　(4) Doing more sport can keep you healthy.
　　4. alone/lonely
　　(1) Although he is alone at home, he doesn't feel lonely.
　　(2) When my husband isn't with me for a long time, I feel lonely.
　　(3) The old man likes to stay alone.
　　5. by oneself
　　(1) His parents often leave him to stay by himself, because they are always busy with their work.
　　(2) Can you do it all by yourself?
　　(3) He learned English all by himself.
　　(4) Senior students should know how to learn by themselves.
　　(5) They finished building the road all by themselves.
　　6. go for a walk
　　(1) They often go out for a walk after supper.
　　(2) Going for a walk is a kind of sport.
　　7. pick bananas →pick + fruit
　　8. no longer = not. . . any longer; not. . . any more
　　(1)She no longer works in that factory. = She doesn’t work in that factory any more/longer.
　　(2) I can no longer help you.
　　(3) I no longer live there.
　　(4) We’re no longer students.
　　9. not. . . until
　　(1)I don't know it until you tell me. = I know it after you tell me.
　　(2)We won't start until Jim comes. = We'll start after Jim comes.
　　(3)He didn't arrive until ten o'clock. = He arrived after ten o'clock.
　　(4)I didn't go home until the rain stopped.
　　(5)I wasn't asleep until eleven o'clock last night.
　　VI. Exercises in class
　　根據(jù)句意在空格上填入適當(dāng)?shù)脑~。
　　1. It’ hot today. The children go out for a picnic. They want to keep the food _________, so they put the picnic basket under a tree so that the food won't get_________.
　　2. The children pulled the boat ________ ________ the water and looked ________ the island.
　　3. It’s great that we re all by ________ and nobody will disturb us.
　　4. The teacher asked the monitor to take the exercise books _________ _________ his office.
　　5. I feel a little _________ when I'm _________ at home at night.
Keys: 1 cool, hot 2.up from/out of, around 3.ourselves 4.back to 5.afraid, alone
　　VII. Homework
　　1. Finish exercises on page 86.
　　2. Make sentences with “no longer, not. . .until, alone/lonely, get/keep + adj. and by oneself”.
　　3. Read the passage.
　　VIII. Summary

Keys: 1.C(pick) 2.C(for a walk) 3.C(be afraid) 4.A(lonely) 5.A(push) 6.A(no longer) 7. A( didn’t get up)
　　IX. Writing on blackboard

Lesson 74

Are We Alone?

Language points Ask and answer

1. pull. . . out of 1. Why did they put the picnic basket under a big tree?

2. pull. . . up from 2. Does anyone live on the island?

3. get/keep + adj. 3. Who took away their picnic basket?

4 .alone/lonely 4. How do you feel when you' re alone somewhere? Are you 　　　　　　　　　　　afraid?

5. by oneself

6. go for a walk

7. pick bananas/pick fruit

8. no longer = not. . . any longer;

9. not…until

Lesson 75　教學(xué)設(shè)計(jì)方案

Teaching Objectives: Enable the students to grasp the usage of indefinite pronouns.
Language FOCUS: Indefinite pronouns= anything/something/nothing/everything, nobody/any /somebody/everybody, anyone/someone/everyone, anywhere/somewhere/everywhere     solve problems, sooner or later, too. . .to
Properties: Tape-recorder, Overhead projector
Teaching Procedures:
　　I. Organizing die class
　　1. Ask the students to get ready for class.
　　2. Greetings between the students and the teacher.
　　3. A duty report.
　　II. Revision
　　Call 2 ~ 3 students to talk about the text learned in the last period, using their own words.
　　III. Leading-in
　　1. Help the students to use their imagination to think: What happened to the children’s picnic basket? Are they alone on the island?
　　2. Ask the students to talk about the picture at the top of page 23.
　　IV. Dialogue practice
　　1. Play the tape for the dialogue and ask the students to repeat each sentence they hear.
　　2. Ask the students to read the dialogue after the tape.
　　3. Pair work: Ask the students to work in pairs and make dialogues with the given words in the box.
　　4. Point out “anything” “something” “nobody” and “somebody” and ask the students to find out how to use them.
　　5. Help the students to make sentences with the indefinite pronouns.
　　6. Ask the students to recite the dialogue in pairs.
　　V. Puzzle dialogues
　　1. Ask the students to finish the puzzle dialogues exercises by themselves.
　　2. Check the answers with the students.
　　VI. Teaching language points
　　1. too.. .to
　　(1) The ice is too thin for us to skate on.
　　(2) It’s never too old to learn.
　　(3) After running 1500 metres, he was too tired to breathe.
　　2. solve problems→answer questions
　　　Can you solve these problems?
　　3. sooner or later
　　(1) Sooner or later, you’ll realize the importance of English.
　　(2) Sooner or later, you’ll be glad of it.
　　(3)I’ll tell you, sooner or later, the fact of that thing.
　　VII. Read and say
　　1. Play the tape and ask the students to repeat each sentence they hear.
　　2. Ask the students to suppose they were the people in the picture at the bottom of Page 23 and make a dialogue.
　　3. Ask the students to read the dialogue after the tape.
　　VIII. Exercises in class
　　1. He got up at 8:00.He didn’t catch the bus. (用too. . .to改寫(xiě))
　　2. Can you hear anything? (改為否定疑問(wèn)句)
　　3. I can hear something. (改為否定句)
　　4. I can find it somewhere. (改為否定句)
　　5. Somebody is sick. (改為疑問(wèn)句)
　　6.They’re playing a game. (畫(huà)線提問(wèn))
Keys:
　　1. He got up too late to catch the bus.
　　2. Can’t you hear anything?
　　3. I can’t hear anything.
　　4. I can’t find it anywhere.
　　5. Is anybody sick?
　　6. What are they doing?
　　IX. Homework
　　1. Finish exercises on page 87.
　　2. Make a dialogue, using the affirmative, interrogative and negative forms of indefinite pronouns.
　　3. Recite the first dialogue of Lesson 75.
　　X. Summary
　　選擇能在意思上解釋畫(huà)線部分的正確答案。
(     )1. The children are not alone.
　　　 A. by themselves         B. lonely         C. happy
(    )2.There’s nobody else on the island.
　　　 A. not anybody          B. somebody      C. everybody
(    )3.Who can solve this problem?
　　　A. difficulty             B. question       C. answer
(    )4. No one is sick.
　　　A. fine                 B. ill            C. sad
(    )5. Sooner or later, you’ll find it somewhere.
　　　 A. Soon               B. Later         C. Someday in the future
Keys: 1.A 2.A 3.A 4.B 5.C
XI. Writing on blackboard

Lesson 75

Drills

Indefinite; pronouns/adverbs 1. I can’t hear anything. = I can hear nothing.

Positive: something, somebody/ 2. There is something wrong with. . . = 　　　　　　　　　　　　　　　　　　　something

someone, somewhere is wrong with. . .

Negative: anything, anybody, nobody, anywhere

Lesson 76教學(xué)設(shè)計(jì)方案

Teaching Objectives: Develop the students’ four skills of listening, speaking .reading and

writing; Revise the whole unit.
Language Focus: get back, run after, run away, eat up, drop/fall, bring/take/get/carry/fetch
Properties: Tape-recorder. Overhead projector
Teaching Procedures:
　　I. Organizing the class
　　1. Ask the students to get ready for class.
　　2. Greetings between the teacher and the students.
　　3. A duty report.
　　II. Revision
　　1. Revise the knowledge learnt in the last period.
　　2. Ask the students to say out the dialogue they prepared.
　　III. Leading-in
　　1. Remind the students going to the monkey island:
　　(l) Do you still remember what happened to them?
　　(2) Who took away their picnic basket?
　　2. Ask the students to look at the picture in the book and discuss the picture in groups of four.
　　3. Each group presents their opinions.
　　IV. Reading
　　1. Ask the students to go over the reading passage quickly and see whether their opinions are correct.
　　2. Ask the student to answer the following reading comprehension questions.
　　(1) Who took away the children’s basket?
　　(2) Did they get their picnic basket back?
　　(3) Can they go back home? Why or why not?
　　3. Ask the students to read after the tape.
　　4. Ask the students to work in groups and act out the passage.
　　5. Ask the students to retell the passage.
　　V. Teaching language points
　　1. get. . . back
　　The children got back their basket before the monkey ate up the food.
　　2. run after sb./sth. = chase; try to catch
　　The dog was running after a rabbit.
　　run after = go after to get the attention of
　　She runs after every good-looking man in the village.
　　3. eat up
　　He was so hungry that he ate up the food.
　　4. drop and fall
　　(1) drop可作vt. 而fall不能。表示無(wú)意或故意“掉下”某一物體，或故意“跌倒”時(shí)，用drop, 不用fall。
　�、賂he Class 2 runner dropped his stick on the ground.
　�、贖e dropped his shoes on the floor.
　�、跾he was tired and dropped herself into the chair.
　　(2)drop和fall都可作vi., 表示“掉下”，“落下”。
　�、賂he glass dropped( fell) out of her hand.
　　②He dropped( fell) to the ground.
　　5.bring.take,get 和carry 的區(qū)別
　　這幾個(gè)詞都有“拿”“帶”等意思，但用法上有很大區(qū)別：
　　(1) bring: 從別處把某人或某物“帶來(lái)”或“拿來(lái)”。
　　①He brought a friend with him.
　�、贐e sure to bring your textbook next time, will you?
　　(2)take: 從這里把某人或某物“帶走”“拿走”。
　�、賂hey took the man to hospital at once.
　　②Take this empty box away and bring me a full one.
　　(3)表示專程到別處去把某人或某物“帶來(lái)”“請(qǐng)來(lái)”“拿來(lái)”“取來(lái)”，常用go and get.
　�、貵o and get a doctor quickly.
　�、赪ould you please go and get me some chalk?
　　(4) carry：“攜帶”“提、扛、抱、抬、載運(yùn)”，具負(fù)重含義，不表固定方向。
　�、貺et me carry this bag for you.
　�、贖e was carrying a box on his shoulder.
　�。�5)fetch:接來(lái)人，取事物= go for and bring back(sb. or sth. )
　�、貴etch a doctor at once.
　�、赑lease fetch the children from school.
　　VI. Listening practice
　　1. Pre-listening
　　Tell the students what they’re going to listen to.
　　2. While-listening
　　Ask the students to bear the listening comprehension questions on page 88 in mind.
　　3. After-listening
　　Check the comprehension questions.
　　VII. Listening and Writing
　　1. Ask the students to listen to the teacher and fill in the blanks on Page 24. (3 times)
　　2. Check the answers.
　　3. Ask the students to draw a map as they have written.
　　4. Call 2 - 3 students to draw on the blackboard.
　　VIII. Speaking
　　Read and repeat exercise 5.
　　IX. Exercises in class
　　根據(jù)句意填上一個(gè)適當(dāng)?shù)慕樵~。
　　1. The children began to look ________ their picnic basket.
　　2. The children decided to get their picnic basket _________ before the monkey ate ________ the food.
　　3. The children ran ________ the monkeys.
　　4. The monkeys dropped the basket and ran ________.
　　5.The children carried the empty basket _________ _________ the boat.
Keys: 1.for 2.back, up 3.after 4.away 5.back to
　　X. Homework
　　1. Finish exercises in this unit.
　　2. Writing: My Last School Trip.
　　XI. Summary
　　1. Go over the checkpoint with the student.
　　2. Revision exercises:
　　選擇最佳答案
　　1.You_________ watch TV too often. Work hard at your lessons.
　　A. had better not                B. had not better to
　　C. had better not to              D. had not better
　　2.John doesn’t do well at school but it seems to be _________ to him.
　　A. something    B. anything    C. everything    D. nothing
　　3. He ________ two balls from the top of the building.
　　A. jumped      B. dropped     C. passed       D. fell
　　4. He took off his shoes and ________ them on the floor.
　　A. brought      B. took        C. fell          D. dropped
　　5. In cities, buses _________ more people than cars.
　　A. get           B. carry        C. bring         D. take
　　6. Have you got _________ to say about Jack?
　　A. anything else                 B. else anything
　　C. anything other                D. other anything
Keys: 1.A 2.D 3.B 4.D 5.B 6.A
　　XII. Writing on blackboard