七上英语unit4教案

作为一名人民教师，就难以避免地要准备教案，编写教案助于积累教学经验，不断提高教学质量。那么什么样的教案才是好的呢？下面是小编为大家整理的《七上英语unit4教案》相关资料，欢迎阅读！

第一篇：七上英语unit4教案

仁爱英语第一轮总复习教案(七上)

七年级上学期复习教案

Unit 1 Getting to know you

Topic 1 Nice to meet you! 词汇和重点句型：1. Excuse me! 对不起，打扰了!(用在事情发生之前)

Sorry! 对不起(用在事情发生之后)

2. Nice to meet / see you. = Glad to meet / see you. 很高兴见到你。 3. Welcome to China / Fuzhou / Changle! 欢迎你到中国/福州/长乐来! 4. What’s your name? 你叫什么名字?(常用于官方或者对小孩子说话)

My name is Maria. = I am Maria. 我叫Maria。 5. Stand up. 起立。(反义词) Sit down. 坐下。

6. How do you do? How do you do? 你好! 你好!(初次见面时打招呼使用)

7. Have a nice day! You, too. 祝您一天愉快!您也是! 8. How are you? 你身体好吗?

I’m fine / OK / well. Thanks. 我很好，谢谢!(可以缩略为：Fine, thank you.)

Not bad, thanks. 不错，谢谢!

9. See you later! = See you soon! 等会儿见!

See you tomorrow! 明天见!

Good-bye! == Bye-bye! = Bye! 再见!

10. This is Mary. This is Tom. 这是Mary. 这是Tom. (用于第三者介绍他人时)

语言点：1. Good morning. 一般用于黎明时到中午十二点之前

Good afternoon. 一般用于中午十二点以后到下午六点。

Good evening. 一般用于下午六点到晚上十点左右。

Good night. 一般用于睡觉前，表示"晚安"。

Good day. 一般在白天问好时用，表示"日安"，尤其是澳大利亚和美国英语中使用较多。2. be的使用：(记住口诀)

我用am，你用are;is用在他、她、它;单数is复数are;你、我、他们也用are.。

Topic 2 Where are you from? 词汇和重点句型：

1. be from = come from 来自

Where are you from? = Where do you come from? I’m from China. = I come from China.

Are you from China? = Do you come from China? 2. be动词的一般疑问句提问与回答：

Am I in New York? Yes, you are. No, you aren’t.

Are you from the USA? Yes, I am. No, I am not. / Yes, we are. No, we aren’t.

Is she Maria? Yes, she is. /No, she isn’t.Is he Tom? Yes, he is. /No, he isn’t.

Is it my book? Yes, it is. /No, it isn’t.

Are they from England? Yes, they are. /No, they aren’t. 3. 两个疑问词where、who的使用：

Where are you from? I’m from China. I’m Chinese.

Where is she / he from? She / He is from Japan.

Where are they from? They’re from France.Where is Beijing? It’s in China.

Who is he / she? He is Michael./ She is Jane.

Who are they / you? They are my teachers. / We are Maria and Jane. / I am Diana.

4. 要求了解一些较重要的西方国家的国家、城市、人民的名词。 5. What’s your telephone / cell phone / fax / BP number? It’s 0591110 Topic 3 What class are you in? 词汇和重点句型：1. 数词：1-20。 2. 不同人称对年龄的询问与回答：

How old are you? I’m 14. / We are 14.

How old is she / he / it? She / He / It is 14.

How old are they? They are 14 years old. 3. What’s this / that in English? It’s a toy.

What are these / those? They are buses. 4. Is this / that a book? Yes, it is. / No, it isn’t.

Are these / those desks? Yes, they are. / No, they aren’t.

5. How do you spell apple? A-P-P-L-E.

6. What class / grade are you in? I’m in Class 3 / Grade 7. 7. a high school 一所中学

a high school student 一个中学生 8. in the same class 在同一班级

in Class 2, Grade 7 在7年级2班

语言点：1. 班级年级的表示：(以教师教学用书为参考) 英国英语表达时通常班级在前，年级在后。如：Class 2, Grade 7. 美国和加拿大表达时则年级在前，班级在后。如：Grade 7, Class 2. 其实美国在班级表达时，都是根据老师而决定的。如：Mr. Smith’s class 2. a, an的使用：(记住口诀)

a、an一对双胞胎， (a和an都是不定冠词，译为"一……" 长得像来分不开。

表示一个没有特别指定的人或事物。) 姐妹二人都勤快，

天天都把单杠抬。 (a和an后只能跟可数名词单数。)

an姐姐干活爱跳舞, (an用于元音音素开头的单数可数名词前。但名词前有修饰词时，则

近身元音离不开。 根据最邻近的修饰语的第一个音素来决定。如：an apple; an English book.)妹妹a她更勤快，

富余单杠她全抬。 (其余辅音音素开头的单数可数名词前用a。) 物代指代来做客， (但名词前有物主代词、指示代词时，不能使用 4

不定冠词。

姐妹二人歇下来。 如：a my book; a that bike 都是错的。) 3. 名词的复数形式：

① 名词后面直接加s，如：apples, bananas ② 以s, x, sh, ch结尾的名词在后面加es，如：classes, dishes ③ 词尾为辅音字母加y结尾的名词，将y变为i再加es，如：familyknives 特殊单词：manwomen mousefeet Chinesebig / large / wide longwhite tallold 6. I have a big nose = My nose is big.

I have big eyes. = My eyes are big.

She has a big nose. = Her nose is big.

She has big eyes. = Her eyes are big.

7. Do you have long hair? Yes, I do. No, I don’t. / Yes, we do. No, we don’t.

Does she / he have big eyes? Yes, she / he does. No, she / he doesn’t.

Do they have new friends? Yes, they do. No, they don’t.

8. I’m thirteen years old. = I’m 13 years old. = I’m 13. = I’m thirteen. 语言点：

1. 在五官描述上，要注意英美人习惯。在西方国家进行外貌描述时，不说a big mouth，而说a wide mouth。他们的a big mouth往往用来指 6

一个人嘴巴多，喜欢在背后说三道四。

2. 特别注意第三人单数时表达有时使用的是has。

Topic 2 What does she look like? 词汇和重点句型：

1. give something to somebody = give somebody something 给某人某物

Give the book to Maria = Give Maria the book. 把书给Maria. 2. right away 立刻，马上

3. dark skin 黑皮肤 light yellow skin 黄皮肤 fair skin 白皮肤4. the boy over there 在那边的那个男孩 the boy under the tree 在树下的那个男孩

5.look like 看起来像 look the same 看起来一样 6. different looks 不同的外表

7. good friends 好朋友 8. look at the picture 看着图片 9. the pair of shoes / trousers 这双鞋/裤子 10. 表示颜色的词语

11. 关于颜色的提问：What color…?

-- What color is the skirt? -- It’s white.-- What color are the shirts?big newyoung

fatshort mangirl

doctormum 4. 副词so、too、very的使用：

so fast 如此块!这么快! too fast 太快

very fast 很快 5. It will fit you soon. 它很快就会适合你的。

6. blue and white 蓝白相间 dark blue 深蓝

light blue 浅蓝

7. tall and thin 又高又瘦

8. curly / long / short hair 卷发/长发/短发 9. on a blue bike 在蓝色自行车上

in the black car 在黑色汽车里

in the pink blouse 穿着紫色衬衫的 10. 人称代词和物主代词的使用： Whose toy is this? It is my toy. It’s mine.

It’s your toy. It’s yours. It’s his toy. It’s his. It’s her toy. It’s hers. It’s its toy. It’s its. It’s our toy. It’s ours. It’s their toy. It’s theirs.

语言点：

1. ’s的所有格形式：Wang Hai’s mother 王海的妈妈 Jim’s sister Jim的妹妹

2. 物主代词的使用：形容词性物主代词和名词性物主代词

Unit 3 Getting together Topic 1 Do you have a pen pal?

一、单词

1. in the same class 在同一班

2. study … with…

与…一起学习…

3. No problem 没问题

4. by the way 顺便问一下 5. speak Chinese 讲汉语

6. only a little 只有一点点 7. Of course =Sure 当然

8. helpstudy each other 互相帮助/学习

9. live in …

居住在…

10. the same age as …

与…同岁 11. want to do sth. 想要做某事

12. come to China 来到中国 13. in English 用英语

14. help sb. with sth. 帮助某人做某事

15. the Great Wall 长城

16. at the English corner 在英语角 17. be helpful to…

对…有帮助

18.each other 互相

二、句型: 1. May I do sth.? 我可以做某事吗? e.g. : May I knowhaveask your name?

May I study English with you?

May I call you Mike? 2. like … very much a lot 非常喜欢……

like … a little

有点喜欢…

not like … at all 根本不喜欢……

三、语法: (一) 一般现在时

1.肯定句: We speak Chinese 否定句: We don’t speak Chinese.一般疑问句: Do you speak Chinese? 回答: Yes, we do. No, we don’t. 2.肯定句: Mike speaks English. 否定句: Mike doesn’t speak English.

一般疑问句: Does Mike speak English? 回答: Yes, he does. No, he doesn’t. 3.动词第三人称单数构成形式 (二)代词 人称代词: 人称

单数

复数

主格 宾格 主格 宾格 第一人称 I

me

we

us 第二人称 you you

you you 第三人称 he him

they them

she her

it

it 主格:在句中当句子主语 e.g. I have a good friend.

He has a good friend. 宾格: 在句中当动词的宾语或介词的宾语,形成动宾或介宾结构. Please call me Mike. (动宾) Give it (动宾) to me (介宾) . Help us find him. (动宾) 人称代词排列顺序：(可记住口诀) you, he and I; we, you and they; he and she 口诀： 对你尊重you在前，谦虚礼貌I最后;

我们人多力量大，we要排在you之前，they委屈垫在后;

两性并列不平等，绅士风度放一边，he 在前she在后。 特殊情况：

1. 为了强调某人称，或是出现在承认错误之类的句中时，应把第一人称的I，放在前。

2. 当说话人I的身份很高或回忆往事时，可以先说I。 物主代词：

数

人称

性

形容词性物主代词

名词性物主代词

单数 第一人称

my

mine

第二人称

your

yours

第三人称

his

his

her

hers

its

its 复数 第一人称

our

ours

第二人称

your

yours

第三人称

their

theirs 形容词性物主代词，也称非独立性物主代词，不能单独使用,必须与名词共同使用. e.g. my name

your mother

his friend

their teacher

Topic2 What does your mother do?

一、单词 1.职业名称

teach (教) --------- teacher (教师)

study (学习) --------- student (学生) work (工作) --------- worker (工人)

drive (驾驶) --------- driver (驾驶员) farm (农场) --------- farmer (农夫)

cook (烹调) --------- cook (厨师) 1. 对应词:

teacher --------- student

nurse --------- doctor 2. office worker公务员

policeman警察

waiter男服务员 --------- waitress女服务员

salesman 男售货员 --------- salesgirl女售货员 3. 家庭成员

grandfather --------- grandmother

grandpa --------- grandma

father --------- mother

Dad --------- Mum

Uncle --------- aunt

son --------- daughter

brother --------- sister

cousin

二、词组 1.工作场所: in a school 在学校

in a hospital 在医院

in an office 在办公室

in a shop / store 在商店

on a farm 在农场

2. a student of Grade Seven 一名七年级的学生

on the sofa 在沙发上

have a job 有一份工作

look after… 照顾……; 保管……

a photo of my family 一张我家的相片

have a look 看一看

the young woman in yellow 穿黄衣服的年轻女士

三、句型: 1. I’m home. 我回来了. 2. Come in and make yourselves at home. 请进, 请别客气.

3. What a nice place! 多漂亮的一个地方! 4. Please have a seat= Please sit down. 请坐! 5. My parents are both office workers. 我父母二个都是公务员.

We all love our work. 我们都喜爱我们的工作. 注意:both指两者"都"; all指三者或三者以上"都"

四、语法: (一) 提问职业: 1.What do you do? I am a doctor. 2.What does he she do? He She is a doctor. (二) 提问工作场所: 1. Where do you work? I work in a hospitalschool 2.Where does he she work ? HeShe works in an officeon a farm. (三) 名词所有格: s’ 或’s, 表示"……的" Kangkang’s grandfather康康的祖父母

Jane’s family tree 妮的家谱

Teachers’ book 教师用书(教师们的书)

Topic3 What would you like to drink?

一、词汇: Fruit: (可数) apple orange

珍

Food: (可数) cake hamburger egg French fries dumpling noodles

(不可数) rice porridge bread meat chicken fish beef Drink: (不可数) tea milk Coke coffee water juice Eat (吃) + drink (喝) = have something to drink 喝的东西

something to eat 吃的东西 have dinner 吃饭;吃正餐

have breakfast 吃早饭

have lunch 吃午饭

have supper 吃晚饭

二、句型; 1. help oneself (to sth) 请自便 (吃些某物) 2. would like = want 想要

Would you like some eggs? = Do you want some eggs?

What would you like to drink? = What do you like to drink? 3. Give me some meat. = Give some meat to me. 4. Why not have some milk? 表示提建议 5. Let’s have some milk. 表示提建议

6. May I take your order? = May I help you?(限于用餐) 7. Wait a moment, please.请稍等片刻. 8. What do you think of the coffee? = How do you like the coffee? 你觉得咖啡怎么样? 9. Would you like to have dinner with me? (表邀请)

Ok. I’d love to

10. I’m very glad to be here.我非常乐意呆在这儿 11. Any more rice? 再来些米饭怎么样? 12. They are all friendly kind to me.他们都对我很友好。

三、语法: 可数名词和不可数名词的量 (一)可数名词: 可直接用基数词表具体的量

表"一"：a cake ook hamburgerike an apple orange egg two cakes three books four apples five eggs

(二)不可数名词：可用数量词来表示具体的量 a cup of tea coffee

two cups of tea coffee a glass of milkwaterjuice

three glasses of milkwater juice a bowl of … 一碗……

two bowls of … 两碗…… a box of … 一盒箱……

two boxes of … 两盒箱…… a bag of … 一袋……

two bags of … 两袋…… a bottle of … 一瓶……

two bottles of … 两瓶…… a kilo of … 一公斤……

two kilos of … 两公斤…… a kind of … 两种……

two kinds of… 两种…… a plate of … 一盘……

two plates of… 两盘……

a basket of eggs … 一篮/筐鸡蛋……

two baskets of eggs… 两篮鸡蛋……

a pair of … 一双/副/对…… two pairs of… 两双/副/对…… (三) 模糊的量

some既可以修饰可数也可以修饰不可数名词

some apples 一些苹果

some meatwater 一些肉水

a few + 可数 表示若干一点

a little + 不可数 表示若干一点

a few friends 几个朋友

a little water 一点点水 many + 可数 许多

much + 不可数 许多

many friends

许多朋友

much water 18

许多水

Unit 4 Having Fun Topic 1 What can I do foryou? 词汇：

1. 数词：21-101 注意：A. forty; eighty; B. 读音： ~teen 与 ~ty 2. 名词：可数名词与不可数名词的划分 3. 词形变换：

also (同义词) too

each (同义词) every

expensive (同义词) dear kilo (复数) kilos

watch (复数) watches

mouse (复数) mice

waiter (对应词) waitress

try (第三人称单数) tries

sell (反义词) buy 4. 词语与短语：

on the fourth floor 在第四层楼

try on 试穿

be on sale 减价(出售)

another pair of pants 另一条裤子

two yuan a kilo 每公斤两元 sell / buy… for… 以…价出售/ 购买

have a look 看一看 a clothing shop 一家服装店

run over to… 跑到… two bags of salt 两包盐

two kilos of eggs 两公斤鸡蛋 six bottles of milk 六瓶牛奶

Thanks anyway /all the same. 仍然感谢。

Don’t worry. 别担心。

Here is your change. 找你零钱。

5. 购物用语：

服务员或营业员： What can I do for you? Can / May / Could I help you? 回答： Yes, please. I’d like (to buy ) … I want ( to buy ) …

I’m looking for… Do you have…?

谈论事物： How do you like…? = What do you think of…? How do you look in this dress? Not bad. How do the pants fit? They’re too long. 询问价格：

How much is +主语(单数或不可数)? How much are +主语(复数)?

How much do you want for something? 讨论价格： How / What about thirty yuan? That’s too expensive. It’s a good price. The price is good. 表示感谢： Thanks a lot. Thanks very much. Thanks anyway. 回答： Not at all. That’s all right. You’re welcome. 请求帮助：

Could you do me a favor? = Could you do a favor for me? = Could you help me? 决定与否： I’ll take / have / get / buy it. 易错点：

1. some 常用于肯定句;any常用于否定句或疑问句。

e.g. I have some friends. I don’t have any friends. Do you have any

friends? some 用于疑问句时，希望得到对方肯定回答或征询意见 e.g. Would you like some bread? Do you want some corn and wheat? 2. try on the dress

try the dress on

try it on (T)

try on it (F) 3. a pair of pants / shoes / glasses

an umbrella 4. How much is this pair of shoes? (T) How much are this pair of shoes? (F)

Topic 2 Would you like to go for a picnic? 词语与短语：

be free 空闲;自由

visit a friend 拜访朋友

on Sunday 在星期日

go to West Hill 去西山

make a plan for… 为…制定计划 tomorrow afternoon 明天下午

tell somebody about something 告诉某人有关事项

right away 立刻;马上

discuss something 讨论某事

go swimming 去游泳

go out for a picnic 出去野炊

make a telephone call 打电话 have a discussion 讨论

do shopping 购物 go home 回家

make a picnic plan 订一份野炊计划

21

Don’t forget 不要忘了。

speak to somebody 跟某人说话

take a message 捎口信

ask somebody to do 叫/要求某人做某事

call somebody back 给某人回电话

give somebody a call 给某人打电话

give somebody a message 给某人口信/消息

carry water 提水

collect firewood / garbage 捡柴火/垃圾

prepare food 准备食物

wash the dishes 洗碗筷

eat an apple 吃苹果 sing a song / songs 唱歌

have a picnic 野炊 look at a picture 看图

read a book 看书 play the guitar 弹吉他

fly a kite 放风筝

run after somebody / something 追逐某人/某物 eat / have dinner 吃饭

listen to the radio 听收音机

have a meeting 开会 电话用语： 1.washing collect -- collecting ② 以不发音e字母结尾的动词，先去掉e，再加 -ing havedriving prepareseeing ③ a. 在重读闭音节中

b. 末尾是一个元音字母+一个辅音字母(r除外) 两者兼备时，双写末尾辅音字母，再加 -ing e.g. open – opening

listeneating (缺b条件)

Topic 3 We want to go to the zoo! 词组与短语：

go to the zoo 去动物园

the king of all animals 兽中之王 like something best 最喜欢某物

climb trees 爬树

play with a ball 玩球

pick bananas 摘香蕉

on the bus 在公车上

be lost 迷路 talk about something / somebody 讨论某事/某人

be excited to do something 做某事很兴奋

at night 在晚上

Thank you all the same. 仍然谢谢你。 See you next time. 下次见。

have lessons 上课

have lunch 吃午餐

have sports 进行体育运动

go to

24

bed 去睡觉

pass me a banana = pass a banana to me 递给我一个香蕉 重点句型：

1. What animal do you like best? = What’s your favorite animal? 2. -- How long do elephants live? -- About sixty years. 3. How many hours do elephants sleep at night? 4. What time is it? = What’s the time? = Could you tell me the time? 5. It’s time to do something.

6. I have no watch. = I don’t have a watch. 7. What’s wrong with you? 8. Don’t cry.

9. It’s very kind of you to help us. 10. He is acting like a m&onkey. He is running like a horse. 11. Would you please pass me a banana? 递给我香蕉好吗? 语法： 时间表达法： (两种)

1:00 one o’clock 1:05 onefive five past one 1:15 one fifteen a quarter past one 1:30 one thirty half past one 1:40 one forty twenty to two 1:45 one forty-five a quarter to two Recycle 2 Review of Units 3 - 4 词语与短语：

help people to buy things 帮人家买东西 look after patients 照顾病

25

人

cook food 煮东西

ride a bike 骑自行车

Thanks anyhow. 无论如何，仍然谢谢

think about… 考虑 … have fun 玩得愉快

in the afternoon / morning 在下午/ 上午 go to school 去上学

chat on the net 网上聊天 复习要点：

1. 职业名称及工作场所;询问职业

2. 复习现在进行时 3. 树状家谱;复习家庭成员及名词所有格 4. 询问价格 5. 复习询问时间及时间表达法

at、in、on在时间表达上的用法：(口诀) at用在钟点、night; 上、下午、晚上都是in;

具体某天、星期要用on，即便上下午包在内; 季度、年太长，才与世纪同用in。

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第二篇：pep小学英语五年级下册unit4教案

Unit 4 What Are You Doing?

第一单元

一、教学目标

1、能够听、说、读、写动词短语的ing 形式：drawing pictures , doing the dishes , cooking dinner , reading a book , answering the phone 。

2、能运用句子“What are you doing ? I am doing the dishes/…”询问别人正在做什么并作答。

3、通过说唱Let’s chant 部分的歌谣巩固复习Let’s learn 部分的动词短语和句子。

4、学唱歌曲“What are you doing ?”。

二、教学重、难点

1、本课时的重点是掌握五个动词短语的ing 形式，能够理解下一课时的主要句型：What are you doing 并能够用I am doing the dishes/…作答。

2、难点是：动词短语ing形式的读音。

三、课前准备

教师准备各种动词短语卡片、图片等。准备锅、铲、电话、碗碟等小道具。准备实物投影仪、录音机及录音带。

四、教学步骤

1、热身

(1)教师放歌曲“What are you doing ”的录音。 (2)日常口语练习。

2、预习

教师出示一个动作短语卡片，如: do the dishes 说 I can do the dishes，引导学生说Me too，然后教师用其他的动词短语卡片进行替换，带领学生继续操练。，

3、新课呈现 Let’s lean

(1)教师再次拿出do the dishes的卡片,同时在黑板上写下do the dishes,教师边做洗碗的动作,边对学生说: I am doing the dishes . 然后在黑板上的短语后面加上ing变成doing the dishes . 教师引导学生做洗碗的动作,并跟说:Me too . 然后继续用其他的卡片进行替换,通过适当的动作引导学生理解现在进行时表达的含义. (2)出示动作卡片,通过让学生说动作短语,并将动作短语转换成ing 的形式. (3)给学生提供调色盘、电话、碗碟等小道具，教师问：What are you doing ?引导学生边做动作边回答：I am drawing pictures/doing the dishes/cooking dinner/answering the phone/reading a book

(4)让学生听录音，跟读Let’s learn部分的词汇，要求学生边听边指，力求做到“眼到、手到、口到、心到”。

(5)教师把本部分的五张动词卡片面朝上贴在黑板、窗户、门、墙等上面，然后说一张卡片上的短语，如: drawing pictures , 学生迅速指向该图片，指得又快又准确的学生为胜者。 (6)教师依次出示本部分的五张短语ing 形式的卡片并提问：What are you doing?，学生做出相应的动作并回答：I am…。 Let’s chant

教师播放该部分的录音，让学生听录音跟读两遍后试着分组说唱歌谣。

第二课时

一、教学目标与要求

1、能够听懂、会说：What are you doing? I am…并能在情景中进行运用。

2、了解C部分的故事内容。

二、重点、难点、

1、本课时的重点是掌握句型：What are you doing ? I am… 2、本课时的难点是培养学生在实际情景中运用对话的能力。

三、课前准备

1、学生每人准备一张白纸，自己制作锅、盘子等图片。 2、教师准备录音机、录音带以及电话等道具。

四、教学步骤 1、热身

教师播放歌曲“What are you doing?”，学生跟唱。 2、预习

(1)同桌之间背对背，一边做动作一边用主要句型问答：What are you doing ? I am… (2)Let’s try

教师放该部分的录音，让学完成听音选图。

3、新课呈现 Let’s talk (1)让一名学生抽取一张单词卡片，然后躲在讲台后面。教师带领其他学生问：what are you doing ?，抽取词卡的学生站起来边做相应的动作边回答：I am…。请五至六名学生轮流上台抽卡片，直到全班学生都初步会说句型What are you doing ?再进行下面的活动。

(2)学生五人一组。教师问各组的第一名学生：Hello . What are you doing ? ,每组的第一名学生回答后转身问后面的学生：What are you doing ? 依次类推，每名学生的回答不能与同组前面学生的回答重复，看哪个小组最先完成游戏。

(3)做“小双簧”的游戏：学生两人一组，一名学生在前面表演动作，另一名学生藏在他的身后为前面的学生配音，如：I am drawing pictures. (4)学生拿出自己制作的图卡或学具，两人一组操练：What are you doing ? I am… (5)教师放Let’s talk部分的录音，学生跟度。

(6)出示Let’s talk中的图片和道具电话，指导学生进行替换练习。 Pair work

学生两人一组，每人在一张纸条上面写一个动词短语的ing形式，如：drawing pictures,然后两人交换纸条，分别将纸条卷起来做道具，根据各自手中纸条上的内容模拟打电话。

第三课时

一、教学目标

1、能够听、说、读、写句型: This is Zhang Peng . What are you doing ? I am doing the dishes/ reading a book .

2、能用What are you doing? I am…互相通电话，询问对方正在做什么并作答。

3、了解字母组合oo , ou , tr , tw的发音规律及其例词的读音。

二、教学重点、难点

1、重点是：What are you doing ? I am….的书写。

2、难点是句子Do you want to go to the Children’s Center ?的理解和朗读，以及字母组合oo, ou, tr, tw的发音规律。

四、教学步骤

1、热身

(1)教师播放本单元第一页歌谣的录音，学生跟录音说唱。 (2)日常用语会话。

2、预习

(1)做拼写游戏：教师提供一些打乱字母顺序的单词，让学生排序并正确拼读单词，如：r,I,a,d,e,n,g (2)请几组学生表演Let’s talk部分的会话。

3、新课呈现 Read and write (1)教师指着黑板上的简壁画，问：What is he/she doing? 引导学生回答：He /she’s singing/ dancing/playing ping-pong/drawing pictures/playing the piano. (2)教师在简壁画的外围画一幢房子的轮廓，提问：Do you know where it is? Where are the children?自然引出Children’s Center

(3)教学：Do you want to go to the Children’s Center

the Children’s Center

go to the Children’s Center

want to go to the Children’s Center

Do you want to go to the Children’s Center ?

(4)教师说：Now, Zhang Peng calls John. What are they talking about ? Listen . 教师放Read and write部分的录音，学生跟读。

(5)教师向学生展示本部分的挂图，对This is Zhang Peng 的用法作必要解释。告诉学生打电话时若想告诉对方你是谁，不能说I am…而应该说This is /It’s…。 (6)教师指导学生书写四会句子，看谁写得又快又好。 Pronunciation (1)出示单词：cool , goose , school ,boots让学生读一读，试着找出oo的发音规律，然后教师出示字母组合ou和单词soup，一起归纳发音规则。同法学习字母组合tr , tw的发音规律。

(2)教师放该部分的录音，学生跟读。引导学生看图片理解句意。然后，请几名学生试着朗读饶口令。

(3)教师出示一些包含字母组合oo,ou,tr,tw的单词，让学生试着读一读，检测学生掌握字母组合发音规律的情况。

第四课时

一、教学目标

1、能够听、说、读、写动词短语的ing形式：listening to music, washing clothes,cleaning the room, writing a letter , writing an e-mail .

2、能够运用句型What is your father doing? He’s writing an e-mail等询问并表述他人正在进行的动作。

二、教学重点、难点

1、重点是掌握五个动词短语的ing形式。

2、难点是以不发音的字母e结尾的动词ing形式的变化。

三、课前准备 1、Let’s chant部分的插图，本课时的五张词卡和图卡，准备录音机和录音带

四、教学步骤 1、热身

(1)教师放本单元第一页上歌谣的录音，让学生跟录音说唱。 (2)日常会话。 2、预习

做“动作接力赛”游戏：全班学生分成若干小组。每个小组第一名学生看同一个动词短语，如：reading a book , 然后分别向各组的第二名学生做看书的动作。 3、新课呈现 Let’s learn

(1)在动作接力赛的最后引出本课第一个动词短语：listening to music 教师板书并带读。 (2)教师出示cleaning the room的图片，提问：What’s he / she doing?引出新词

(3)采用做动作、描述等方式引出washing clothes , writing a letter , writing an e-mail (4)做“高低音”游戏：教师指着黑板上的图片带读短语，如果教师声调高，学生就大声跟读，反之则不跟读。

(5)教师向学生展示Let’s start部分的挂图，提问：What is he/she doing?引导学生按照提示说话。

(6)教师放Let’s learn部分的录音，学生听录音认读短语。 Let’s chant

教师放第四十九页的歌谣录音，学生认真听。教师再放一遍录音，学生跟读。然后师生一起说唱歌谣。

第五课时

一、教学目标

1、能够听懂、会说：Can I speak to…? Please hold on . He’s …并能在情景中进行运用。 2、了解中国及主要英语国家的紧急求助电话号码。

二、教学重点、难点

1、重点是掌握He / She’s … 2、本课时的难点是电话用语。

三、课前准备

教师准备一部电话机，录音机和录音带。准备十张左右的动作图片和短语卡片。

四、教学步骤 1、热身

(1)师生问答或生生对答说唱第四十九页的歌谣。 (2)日常口语练习。 2、预习

教师在黑板上写好下面两列单词，让学生连线并正确读出短语。

Listening to

music Washing

a letter Writing

clothes Cleaning

an e-mail Writing

the room 3、新课呈现 Let’s try

学生听录音，做Let’s try部分的练习Listen and tick Let’s talk

(1)做“猜一猜”游戏：教师拿出Let’s talk部分的挂图，但要将四幅配图分别用四张白纸遮盖好，问学生：What is she doing?学生猜对一个，教师就把这张图上的纸拿掉，直到学生全部猜出为止。

(2)教师拿出cooking dinner 的图片提问：What’s she doing ? Can I speak to her , please?引导学生回答：She’s cooking dinner , Please hold on教师带读答句。 (3)同桌之间用电话等小道具操练对话。

(4)从学生的对话中引出Mon , there’s a call for you 教师可借助体态语言帮助学生理解这句话的意思，然后带读。

(5)教师放Let’s talk部分的录音。学生跟读。

(6)同桌学生进行对话替换操练，然后教师指定几组学生在学生面前表演。 Let’s play

学生两人一组，随意将人名与动词短语的ing形式一一连线。然后根据各自的连线情况进行问答，如:What is Chen Jie doing ? She’s „„ Good to know 帮助学生了解我国及主要英语国家的紧急救助电话号码。

第六课时

一、教学目标

1、能够听、说、读、写本课时句型Grandpa is writing a letter . Brother is doing homework . Mom is cooking dinner in the kitchen . He’s writing an e-mail in the study 。.

2、能够用Mon is cooking dinner in the kitchen等句子介绍佳人正在做什么。

二、教学重点、难点

1、重点是掌握句型Mom is „in the „的书写。

2、难点是用本单元所学内容完成接电话的任务。

三、课前贮备

动词短语卡和拼图一张，录音机和录音带，准备家庭人员照片若干。

四、教学步骤

1、热身

(1)日常口语练习。

(2)教师放B部分的歌谣录音，让学生跟着录音说唱。

2、预习

(1)做“读读、贴贴”游戏：教师出示短语卡，学生齐读后，请学生把短语卡贴到相应的动作图下，边贴边说出一个句子：He / She is„„

3、新课呈现 Read and write (1)做“加句子”游戏：学生五至六人一组，第一名学生多一个描述家庭成员的句子：如Mom, is cooking dinner in the kitchen 第二名学生先重复前面学生说的句子，然后再说一个不同的句子，如： Mom, is cooking dinner in the kitchen, Dad is reading a newspaper in the study .依次类推 (2)教师问一名学生How are you ? 学生作答后教师板书：How are you doing today? 同时在How are you ?的后面写： How are you doing?引导学生作答后，教师板书：Just fine 并带读。教师再向几名学生体温：How are you doing? 引导学生用 Just fine作答。教师板书everybody并带读。教师问一名学生How’s everybody doing?引导学生作答，必要时作讲解。 (3)教师放read and write部分的录音，学生跟读。 (4)完成finish the sentences的活动。

(5)做“拼图”游戏：师生一起准备几张人物动作图片，剪成拼图，然后打断小图的顺序，再一起完成拼图并用语言表述：What is he/ she doing ? He/ She’s „„教师示范几次后，让学生以小组为单位活动。

(6)教师指导学生书写四会句子，看谁写得又快又好。 Group work 学生六人一组，开展活动，教师先示范。 Let’s check

教师放录音，学生完成听力练习。

第三篇：人教版八年级英语下册unit4第一课时教案

Unit 4 Why don’t you talk to your parents?

Section A 1 (1a-2d)

一、教学目标： 1. 语言知识目标：

(1) 能掌握以下单词：allow, wrong, guess, deal, work out

能掌握以下句型： —What’s wrong?

—I’m really tried because I studied until midnight last night.

You could give him a ticket to a ball game. I think you should ask your parents for some money. Why don’t you talk to him about it? (2) 能了解以下语法：

①能够运用所学知识谈论问题和困难、提出建议并做出选择;

②能根据对方所提出的问题，给出一些合理的建议。

2. 情感态度价值观目标：培养学生良好的合作意识，鼓励学生大胆表达自己的想法和意愿。正确认识生活中的一些困难，能采用正确的方式解决生活中的问题。

二、教学重难点

1. 教学重点：(1) Talk about the problems.

(2) Learn the new language points.

2. 教学难点：能根据对方所提出的问题，给出一些合理的建议。学会表达建议的一些方式。

三、教学过程 Step 1 Warming up 1. 导入学生们平时在学校和生活中存在的问题。

T: What’s the matter/ what’s wrong?

S: He has too much homework to do.

T: Does he like to do it?

S1：No, he doesn’t. Because he doesn’t have any free time to do things he likes.

… Step 2 Talking Look at these problems. Do you think they are serious or not? Students discuss with their partners and give some advice. 1. I have to study too much so I don’t get enough sleep.

2. I have too much homework so I don’t have any free time to do things I like.

3. My parents don’t allow me to hang out with my friends. 4. I have too many after-school classes.

5. I got into a fight with my best friend. Step 3 Listening

1. T: Tell students to read the sentences in 1a again. Make sure they know the meaning of the sentences.

2. Play the recording for the students to listen and circle the problems you hear in 1a. 3. Play the recording again. Check the answers with the Ss. Step 4 Pair work 1. Let students read the conversation in the box.

2. Use the information in 1a to make other conversations. 3. Let some pairs act out their conversations.

e.g. A: What’s wrong?

B: I’m really tied because I studied until midnight last night.

A: Why don’t you go to sleep earlier this evening?

Step 5 Listening

Work on 2a:

T: Peter has some problems. What advice does his friend give him? Fill in the blanks with could or should.

1. Let students read the sentences in 2a.

2. Play the recording for the students to listen and write the words in the blank.

3. Play the recording again to check the answers.

Work on 2b:

1. Let students read the sentences below. Explain some main sentences for the Ss. Make sure they know the meaning of each sentence.

2. Play the recording for the students to write the letters (a-e) next to the advice in 2a.

3. Play the recording again to check the answers. Answers: 1. d 2. e 3. a 4. c 5. b Step 6 Pair work

1. Tell students to make a conversation using the information in 2a and 2b.

2. Let one pair to read out their conversation first.

3. e.g. A: What’s the matter, Peter?

B: I had a fight with my best friend. What should I do?

A: Well, you should call him so that you can say you’re sorry.

B: But I don’t want to talk about it on the phone.

4. Students act the conversation in pairs. Ask some pairs to act out their conversations.

Step 7 Role-play

1. Students read the conversations and try to understand the meaning. 2. Read the conversation after the teacher.

3. Practice the conversation with their partner. Then let some pairs to act out the conversation. Step 8 Conclusion Make a conclusion about how to talk about problems and how to give advice.

第四篇：高中英语 Unit4《Earthquakes》Reading主题教学设计教案 新人教版必修1

Unit4 《Earthquakes 》Reading主题式活动设计

知识背景：前面学生已经学习了本单元的Reading.对本单元的重要语法及新单词已经初步

掌握。

教学内容：Unit4 Earthquakes Reading 第2课时

教学目标：巩固前节课已经学过的语法和单词短语，尽量在以下的任务中运用：训练学生的阅读能力，训练学生的写作和口语能力，能当场根据提示写一个小的领奖词，并把自己写的演讲词真实用在交际语言情景中。

知识目标：have sth.sb. done / do/doing 预期目的：传统的语法教学中,教师往往给出语法规则,然后让学生操练、套用规则以达到固目的。这对学生来说,属于接受性学习方式。这样的教学,学生的主体性没有得到充分发挥,课堂气氛较沉闷,学生较易感到枯燥乏味。因此,我想将探究性学习方式渗透在课堂语法教学中,创设情境,让学生发现语法规则,巩固规则,运用规则,从中发展学生的探究能力、创新精神。

过程 ：

(一)引入主题

1、 以复习作为跳板，创设情境，激发学生探究欲望。

T: Now, class! Yesterday we have learned the Earthquakes that happened in Tangshan,right? Ss: Yes. T: Ok. So the Earthquake had killed many people and destroyed the whole city. After the quakes, Tangshan was in ruins. But do you know Tangshan?

s nowadays? Have you seen any pictures about new Tangshan? S: No T: Now please look at some pictures „

T: So you can see the city become very beautiful now, but do you think we should forget the history? Forget the Earthquake? S: No! T: Yes, we should remember it, and in order to remember it the city government have held a High School Speaking Competition ,many students took part in it, and do you know who is the winner? S: No T: Well, here comes a letter from the city government , now please read the letter and find who is the winner.

2、布置阅读任务，深入学习主题内容

T: Now, can you tell me who is the winner? And what is the purpose of the letter? „分析：在这个单元中，这一部分与前面学生已经学过的Reading 部分衔接不自然，学生对前面学过的唐山地震已经了解，但接下来的演讲比赛看起来似乎与前面的内容没有直接的关系，但通过教师自己设计，能更好的把前面的内容连接起来了。首先地震发生了，但现今的唐山呢?学生很想知道，那么应该纪念这次地震吗?怎么纪念才有意义?教师通过补充说明为此举行了一场比赛来纪念，那么比赛结束了，谁又是获奖者呢?这一系列的问题都提起了学生的疑问，并能诱导他们带着问题去阅读枯燥的文章。而通过这些问题课文的主题也就浮面而出了。

用心

爱心

专心

(二)深入主题(为“说”而准备的“写”)

T: Now imagine that you is the winner who get the letter from the city government, now I’d like you to write a short speech which you would make on that day. And here are the cues for you to help you write quickly and neatly . 分析：学生阅读完那封信以后，已经知道了谁是获奖者，对这个主题已经完成初步了解，但学习还没有结束，阅读只是一个被动的过程，学生并没有真正的用语言，因此在阅读结束后，教师又设计了一个任务，那就是要求学生根据那封信里的内容写一封感谢词，并要求根据提示当场写出。提示的作用能更好的帮助学生组织内容。 (三)主题的延伸(“参观模仿”视频中交际情景的对话模式) T：Have you ever seen the ceremony of any Award? S: yes/no T: I believe that most of you have seen it ,but have you ever seen the Award ceremony that is held in English? Now I’d like you to see a section of the Annual Award of Oscar, please watch it , and see how they speak . 分析：学生已经写好演说稿之后，就可以让他们就自己的稿展开演讲了，但对与颁奖的仪式，以及一些地道的语言和礼仪，这里教师通过节选一部分奥斯卡的颁奖典礼，并放给学生看，学生对此非常感兴趣，并马上充满了表演的欲望。这时，主题得到了进一步的延伸。 ( 四 ) 围绕主题展开研究学习(探究活动中的分工与合作)

“探究性学习”强调的是以学生为主体，问题为中心，研究为手段，实践为途径，过程体验重点，创新精神和实践能力培养为目的的一种学习方式。在本课设计时，我力求将上述特征体现在课堂教学中。研究性学习培养解决实际问题的能力，而英语学习的最终目的是“学以致用”(交际)。 “小组合作”这一研究性学习的基本组织形式。研究性学习以过程体验为重点。根据这一理论，我设计了以下主题式任务型活动 Groups work: Student1:----- a host or hostess Now let’s welcome the judge to speak out the winner„.. Student2:----- a judge oh, it’s really an excited and nervous moment„.. the prize goes to„. Student3: ------a welcome guest Congratulation! Student4: ---- -a winner Thank you, oh, I am very happy.„Firstly , thank for„.. 分析：在这一个活动中，以颁奖为主题，布置学生以小组为单位，分角色，分任务，每个人的任务不一样。但是针对学生水平参差不齐，部分学生的口语很差，有的甚至不能根据情景说一句完整的英语，在这种情况下，，教师可以在指导每个组的活动时，可以指导口语差的学生担任口语表达较少的任务，比如担任颁奖嘉宾，只要说一两句：congratulations!就可以。同组成员可以互相帮助，特别是口语好的同学可以指导口语差的同学，达到互相帮助的效果，让每个学生都有进步，都感受到自己的参与的价值就是我们研究性学习的目的。

(五)最后的运用

最好各个组上来表演，展示自己的口语水平的时间到了，当主持人的，当评委的，当颁奖嘉宾的，当获奖者的，各个都充满了自信!教室里充满了欢乐的气氛。很多人都感受到了说英语的乐趣。也得到了很多同学和教师的掌声!

最后教师又根据他们的表演，评出了今天的获奖组!而且给他们颁发了奖品，这样一来。

用心

爱心

专心

把本课的主题的表演，反过来变成了今天真实的比赛! 而今天的主题得到了升华，最后课文的主题成为了现时生活中确确实实的主题。

用心

爱心

专心3

第五篇：高中英语新课标(人教版必修一) 教案 Unit4 Earthquakes (The Fifth Period)

高中英语新课标(人教版) 教案 必修一

Unit4 Earthquakes

The Fifth Period ●从容说课

This period lays emphasis on writing，which is a best way to test if the students have mastered what they have learned. First，the students will revise what they have learnt in the last period，that is，the Attributive Clause.Teacher will check the students’ translation of some sentences，which should contain the Attributive Clause.Then，students are asked to read out some sentences they have finished，which should also contain the Attributive Clause，after reading a passage. Then the students should read one invitation.According to the invitation，the students are asked to write a speech，which is made to honor those who died in the earthquake and those who helped the survivors.This task is a bit challenging for the students，but very practical.It requires the students to put what they have learned into daily use，which is the real purpose of language learning.Teacher should instruct the students what to include in such a speech in order to make it sound formal. Next the students will have to finish a little talk.This step is to train the students’ speaking ability as well as the ability to search for the reason for doing something. Then the students are asked to write a newspaper story to report an unusual event that happened in his or her hometown.This step is to help the students know the process of writing a report.It includes choosing the headline，listing the main ideas and listing the detailed information.Writing is a higher stage of language learning.Teacher should frequently give the students some assignments of writing.In this way the students can use what they have learned more freely. ●三维目标 1.Knowledge：

(1)Know how to write a speech. (2)Know how to write a newspaper story. 2.Ability：

(1)Train the students’ speaking ability. (2)Train the students’ ability to search for doing something. (3)Train the students’ ability to do things step by step. 3.Emotion：

(1)Honor the great people of Tang-shan. (2)Learn to cooperate to each other. ●教学重点

(1)Train the students’ speaking ability. (2)Train the students’ ability to search for doing something. ●教学难点

(1)Know how to write a speech. (2)Know how to write a newspaper story.

(3)Learn to cooperate to each other. ●教具准备

(1)a tape recorder (2)a projector (3)the blackboard ●教学过程 Step 1 Greetings Greet the whole class as usual. Step 2 Revision T：In the last period，we learned the Attributive Clause and how to choose a proper relative pronoun.Now let’s check your homework exercises. First I will ask some of you to read the sentences that you have translated. S1：Her parents wouldn’t let her marry anyone whose family was poor. S2：The two friends talked about a lot of things and persons that they could remember at college. S3：The girl who/that is singing over there is my younger sister. S4：Is this museum the one that/which you visited last month? S5：The pen with which he is writing is mine. T：Excellent.Please open your textbooks and turn to Page 64.Look at Part 1 in Using Structures.I will ask some of you to read the sentences out. (The teacher corrects mistakes if there are any.) Step 3 Reading and Writing T：Read the letter on Page 29.In the blank at the beginning of the letter，write the last number of the year it is now.Then in the blank near the end of the letter，use a number to say how many years ago the quake happened. (After several minutes，the teacher checks the answers with the class.)

T：Suppose you are the student who was invited to give the speech.What should you include in your speech?

S1：I should first thank Mr Zhang Sha and the city government and the visitors. S2：I should thank those who helped the survivors and list what they did after the quake. S3：I will also encourage the people to be always proud of the city. T：Yes.While writing，don’t forget to contain the information.Now I will give you 15 minutes to write the speech. (While the students are writing，the teacher gets around the classroom and helps the students to deal with any difficulties that they have.)

(After 15 minutes.)

T：Are there any volunteers to read his or her speech? S4：Let me have a try. Ladies and gentlemen，

Good morning.It’s my great honor to be given the chance to give the speech.Thank Mr Zhang and the city government for inviting me to speak.And thank all of you to attend this activity. Everybody knows that this park will be opened to honor those who died in the terrible disaster on this day 29 years ago.We should say that all of you are very lucky to have survived.But never can we forget those who helped you do the rescue work.They dug out those who had been

trapped and buried the dead.Most of the 10000 miners who had been trapped underground were rescued.They also helped build the new city.They built shelters for survivors whose homes had been destroyed.They built new homes and offices in only seven years.The United Nations honored them for their quick work.While doing the rescue work and rebuilding the city of Tangshan，many workers and soldiers lost their lives.We should show our greatest honor to them. When I first arrived in the city yesterday，I came to understand why Tangshan was called “Brave City of China”.What you have done made the whole world surprised.Look at the tall buildings and the beautiful environment.There is little trace of the terrible earthquake.How brave you are! All the people in the world should learn from you.I think you should always be proud of the city. Thank you for listening to my speech. T：You did an excellent job. Step 4 Speaking T：Imagine that after your speech，Zhang Sha asks you to give a short talk about the new stamps about Tangshan to honor the city.First，ask and answer the following questions in pairs. (1)What do these stamps show?

(2)Do you think these stamps are very important and why? (3)Will you collect these stamps?Why and why not? (After the students ask and answer these questions in pairs.)

T：Now try to fill in the lines in the little talk.You can use some of the answers to the questions. (After several minutes.)

T：Next I will ask one of you to read the little talk. Step 5 Writing T：Now you are going to write an article for a newspaper about a special event that happened in your hometown.First，let’s learn some skills of writing newspaper stories.Before you write，you should write an outline.This is very useful.It helps you to choose a topic，decide what to write about and organize your ideas and write clearly. S1：What should be contained in the outlines?

T：It should contain a headline，a list of main ideas and a list of important details.A headline is always an interesting title that tells the readers what your topic is.Then each paragraph should have a different main idea or purpose.Next，you can put some details into each paragraph.These details help the readers better understand the main idea. T：Now let’s read the example of a newspaper story.Try to find the headline，main idea and details of each paragraph.You may work in groups of four. (After several minutes.)

T：What is the headline of the newspaper story? S2：Cyclists Ready to Go on the Road for Blind Kids. T：What is the main idea?

S3：It tells us what the cyclists will do and the reason.It also tells us who they are. T：Then what is the detailed information? S4：The cyclists will ride from July 5 to 28. They will ride their bikes 1888 km from Lijiang to Lhasa. The team has talked about their plan in Beijing on June 3. They hope to raise 1 million yuan to give to the school which help the blind children in Tibet. The cyclists are from China，the US，Europe and other places.

The team is made up of both men and women. Their ages are from 25 to 65. T：Now turn to Page 32 and check your main ideas and detailed information. So now you know how to write a passage step by step.Prepare the outline for a short newspaper story for China Daily.Use the example to help you to organize your outline.You can first have a discussion with your partner and decide which event you will write about.Try to write down the title，main ideas and detailed information.Then put them into a short passage. (Ss write the stories，meanwhile，the teacher goes around the classroom and helps the students to deal with any difficulties that they meet.)

T：Please hand in your writing and I will mark them. ●板书设计

Unit 4 Earthquakes The Fifth Period An outline helps you to： ·choose a topic ·decide what you want to say about the topic ·organize your ideas and write clearly A newspaper out line should have： ·a headline ·a list of main ideas ·a list of important details

●活动与探究 Poster-making Disaster Picture Show：

1.Divide the whole class into groups of four or five. 2.Go to the libraries or go online to search for pictures of natural disasters，such as，typhoons，hurricanes，floods and earthquakes. 3.Each group chooses one or two best and typical pictures and shows them to the whole class by a representative.At the same time，the other students can ask some questions about the pictures. ●备课资料

Tsunami Bangkod，Thailand(CNN)—Thailand’s tsunami death toll could reach 8000，with more than half of those foreign tourists holidaying in the nation’s southern resorts when the disaster struck. There are more than 3000 visitors from Sweden among the missing in Thailand，and the Scandinavian nation is braced for(准备对付) what could be the worst natural disaster toll in its history. Swedes greeted the New Year with a national day of mourning Saturday，flying flags at half-staff and lighting candles for the missing. Thailand’s Prime Minister Thaksin Shmawatra said Saturday many of those who were still listed as missing were likely to be dead. “Many corpses will be floating in the sea，” Thaksin said，according to wire reports.“Of the 6500 missing，it is likely that they could mostly be dead as many days have passed.”

Thailand’s official death count is 4812. As the search for bodies continues，Thaksin said his government would investigate why the tsunami warnings largely failed to reach officials and tourist resorts. “We will have to investigate the whole incident.When it happened，why we were not warned，” Thaksin said in his weekly radio address. Officials at the country’s meteorological department did issue some warnings before the waves slammed into tourist resorts and fishing villages，but they only got through to a handful of officials，the Associated Press reports. It is thought around 20000 Swedes have traveled to Thailand this holiday season，to escape the cold winter of northern Europe. While only 59 Swedes have so far been confirmed dead，authorities are fearing this tragedy may well become the worst natural disaster in the nation’s history.With a population of only 9 million，Sweden’s expected loss of life almost matches that of Indonesia，and is exceeded(超过) only by Sri Lanka. Questions：

(1)The tourists from which country have the largest number of deaths in Thailand except the natives?

(2)Why did Swedes make flying flags at half-staff? (3)What can we learn from Thaksin’s words? (4)What’s the main purpose to write this passage? (5)Why Swedes like traveling to Thailand in winter? Answers：

(1)The tourists from Sweden have the largest number of deaths in Thailand except the

natives. (2)They did it in order to memorize/mourn the victims in the tsunami. (3)Thaksin was angry at why few people were warned of the tsunami. (4)The writer wrote the passage to report Thailand’s tsunami. (5)They traveled to Thailand because they wanted to avoid the cold winter in their own country.

Titanic One night in April 1912，a new ship called “TITANIC” was crossing the Atlantic.It was the biggest and most luxurious ocean liner(豪华远洋客轮) of that time.The ship was going very fast.It was carrying 2224 passengers，including men，women and children.The passengers were all having a good time when the ship suddenly struck an iceberg.The iceberg tore a great hole in the ship’s side and it began to sink. There was a great alarm on board.Warning bells rang out.Everyone rushed to lifeboats，but there was not enough room for them all.The lifeboats took mostly women and children.It was a terrible scene.Wives were weeping because they had to leave their husbands to drown.Children were crying，because they had to say goodbye to their fathers.The men had to remain on the ship.Another ship was passing nearby.The “TITANIC” sent out signals for help，but no help came. In the early hours of the morning the “TITANIC” sank while the band was playing bravely on deck.Twenty minutes later，another liner arrived on scene and helped to rescue the survivors from the icy water.But more than two thirds of the passengers went down with the “TITANIC”.It was one of the greatest sea disasters of all time. Questions：

1.Why did “TITANIC” sink with many passengers?

2.How many passengers went down with the “TITANIC” according to the passage? Answers：

1.The ship was struck by an iceberg and was torn a great hole in its side. 2.More than 1480 passengers went down with the ship.