unit4译文（精选6篇）
unit4译文 第1篇
Unit 4 人力资本和经济发展——詹姆斯赫克曼
1． 人力资本投资的收益
在1995年的时候，中国的各界政府在教育上的投资额大约占到国民生产总值的2.5%，但是当时实物资本投资已经占30%。最近政府对人力资本的投资有着加大的趋势，但较之2001年全世界高达3.1%的标准，则投资比例仍然偏低。
2． 这种不均衡的情况是可以找出理由的。也许实物资本投资的经济回报率更高，然而，有证据表明教育和技能培训投资的真实回报率非常高，而扭曲当前政策的症结在于投资的严重失衡，影响了中国经济发展的速度。经济学的基本结果是资源流向产出最高的用途。平衡各种投资收益和各地区投资收益的政策会加快经济发展的速度。
3． 当经济学家开始测定经济发展的因素时，从前被认为是无法解释的剩余因素被决定为
人力资本。人力资本，即人口的技能，在是造成各国生产力与不平等方面的差距的一个重要因素。人力资本是又一个非常有价值的资本：与实物资本一样，它投资才能获得；与实物资本一样，它经过一段时间才会有收益。
4． “人力资本”这一术语让人觉得是剥夺人的个性，在公众的脑海里联想到将人与机器
等同的异化社会。事实上，恰恰相反。这一概念承认人的重要性。要想理解人力资本是如何影响经济，为什么中国要提倡人力资本，那么看看它是如何提高效益的就一目了然了。
5． 第一，人力资本是具有效益的，因为对提高劳动者的技能有着直接的效果。因此，比
如说培训一个人成为一名更好的会计，他做会计的实际能力就会提高，如果培训一名工人修理引擎，那么该工人修理引擎的效率就会更高。这些都是提高人们技能的明显的直接效果。
6． 人力资本还会提高社会资源的适应性与资源配置的效率。能使当事人更有效地在各种
工作之间配置资源，增强当事人适应变化和看准新的机遇的能力。
7． 当前这种好处的关系尤为重要。中国在变化，其劳动力市场、资本市场正在随着世界
经济一起变化。许多实证研究表明受教育更多、技能更好的人更能适应变化。他们能够从已有的机会中获利，为自己创造新的机会。他们增加职场生产效率。技能广还便于劳动者在出现新的机会时跨工种、跨行业、跨地区流动，有助于人们重新分配人力资本和实物资本的资源，向效益更高的机会倾斜，甚至预见这种机会的存在。受教育更多的人更能吸引新思想，采用国外技术，提高国内技术，了解中国之外的知识并运用到国内的实际中。
8． 随着中国进入世界市场，就有机会获得更新型的技术和组织结构，对更熟练地劳动力
队伍需要就会增加。按世界标准，受过大学教育的劳动者的比例仍然偏低，且存在着巨大的地区差别，因此，需要有适合现代发展的教育基础结构。尽管录取比例在增加，但仍然有很大提高的余地。
9． 中国实物资本投资引进的新技术要求具有更高技能的劳动者来使用。用经济语言来说，资本和技能是互补的。两者相互提高对方的效益。强调实物资本而忽视人力资本的投资策略，不可能获得更均衡的投资策略能够产生出的收益。最高效率地使用现代技术需要有技能的劳动者。尽管最近出现了提倡教育的有利趋势，但是，仞有巨大的差距有待弥补。教育事业对中国各地区全要素生产力所造成的影响证明：中国内地教育水平的底下，妨碍了政府最近对内地加大投资的政策的实施。不均衡的投资策略会降低实物资本的回报。
10． 当我们思考在中国的适当投资策略以及各地区发展的时候，十分重要的是要知道，优
化人力资本和实物资本投资组合将推动最高速度的发展。如果中国在一种资本是投资
过高，或者在另一个资本上投资过低，就会失去增加财富的机会。如果不平衡地区之间的回报和机遇，总收入就会减少，不平等就会扩大。通过平衡中国不同地区的各种资产和市场之间的回报，就会创造出更大的国家财富，实现长远的社会平等。因此，中国领导人的一个重大问题是，教育投资是过低还是过高。中国投资组合是否应该调整？地区之间的投资是否应该更加平衡？什么才是合适的人口流动政策？什么才是能让经济回报最大化的合适的学费政策？
11． 人力资本投资不足与地理分布不均
大多省份对教育的公共支持水平偏低，且现有资金使用效率低。由于教育资金大多来自地方一级政府，相当于贫困省份，富裕的省份人均人力资本投资更高。出生地是决定一个人成年后的技能水平的最重要的因素，这是中国社会同代人和隔代人之间不平等的重要根源。使这种不平等雪上加霜的是残存的户口政策，这种政策向跨区流动人员的子女征收超出已占家庭总收入的百分之十的正常学费。教育资源限制对个人上学有不同的影响，尤其是在农村和西部更是如此。各地受教育机会不均，这就导致严重的地区差异，是现行政策效率低的重大根源。
12.各地区学生的支出相差迥异，显而易见它与地方人均产值成正比且可精确估算。出生地的偶然性决定学生受教育的质量。教育的财力与地区的富裕水平相关，且各地投入教育的GDP的比例不同。
13.在中学和大学普遍实施的教育收费政策，可能会被证明是一种合理的手段，将稀缺的资
源配置给那些可以从教育获益最多的人。中国教育补贴的范围很广，这与世界上许多国家的情况一样。然而这些补贴对于城市和农村家庭作用都不大，小孩人均学费甚至在占城区家庭收入的相当大的比例，在农村地区这一比例要翻一倍。
14.教育的收益有些并不是个人直接获得的，这些间接收益在中国很有可能是巨大的。比如说，受过更好教育的劳动力队伍会产生新思想，新知识。个人也许不能获得所有的教育收益，尤其是如果有技能的劳动者的工资由于政府政策保持在低水平。因此，显而易见，这些因素带来的是人力资本投资不足，故在中国提供补贴的理由比世界其他地方更强。
15.在中国经济中教育回报率的实证数据表明了什么？对政府的活动进行量化评估，剔除坏的投资保留好的投资，实事求是地执行政策，这是至关重要的。通过基于数据的成本效益分析，我们能够更清楚地了解到是应该偏重人力资本项目还是实物资本项目，多大比例才对。通过成本效益的标准作出判断，社会就能最有效地使用其资源。在中国的国情下，这一点尤其重要，因为中国资源稀缺，国家整体贫困。因此，中国做出明智的投资决定是特别重要的。
16.按照西方国家经济学家将市场工资与教育程度挂钩估算方式，估算中国的教育回报率，会发现回报率在二十世纪90年代只是4%左右。给你一个基准数字作为参照，美国和许多其他国家的回报率高达15%到20%。这种数据暗示在中国实物资本投资于人力资本投资之间相对高的比率也许是合适的。可一旦了解到中国劳动力市场的运行方式，就会认识到这种结论是多么具有误导性，即使从教育政策的历史分析角度来看。劳动力市场本来是给人力资本定价，按技能给人以回报的市场，但中国的工资政策长期以来给技工的回报率偏低，而且劳动力市场上工资水平的制定还受到很多方面的限制。因此，从对中国历史数据分析所得取的标准的教育回报率，我能够得到唯一的结论是，尽管在发生变化，对技能投资的激励还不大。
17.提高人力资本与促进经济的发展的政策
偏低的个人回报率并没反映出二十世纪80年代末和90年代初的真实的回报率。劳动市场如此被扭曲，结果工资没有反映出受教育的劳动者对经济的真实的边际贡献。如果将对教育的真实收益估算与所付的工资比较一下，就能看到中国劳动市场并没有按技能价
值付给报酬。中国内地低下的教育水平将这些地区资本收益减少了一半。通过仅仅鼓励实物资本投资来提高内地地区的生产力的不均衡政策，比起在两方面更均衡投资的政策效率要低得多。不过，教育的直接回报是劳动队伍在产出过程中体现出的巨大教育收益。
18.鼓励教育和职业培训方式之一是给以补贴，这会极大地增大政府的开支，也许不可行。
最近，中国高校录取名额急剧增加，但仍然有巨大的提升空间。政府对教育的直接资助的进一步增加也许是不可行的。
19.提高需要政府直接花钱的人力资本的方式之二，是放开人力资本的劳动市场。一个自由的市场会使得像越来越多地主宰中国资本市场和产品市场的那样一种激励机制发挥作用，大大的促进技能培训。放开劳动技能市场，会让私人激励机制的力量发挥作用。让个人收获自己劳动技能的果实，会调动人们去获取技能，而无需政府花一分钱。这样会让私人激励机制发挥作用，形成人力资本的投资积累，开办私立学校提高教育机会。通过释放这些力量来创造人力资本，中国将会从受教育的劳动者的积蓄中创造出财富，创造出实物资本的资金积累。还会扩大税收基础，增加税收收入。
20.推进发展的方式之三是通过资本和劳动力的自由流动，来平衡地区之间和城乡之间的人
力资本和实物资本的回报率。几十年来，中国的政策一直是偏向某些地区，忽视另外一些地区。现行的政策也一直让地方政府在教育资金方面发挥主导作用，较富裕的地区比较贫困的地区有更多的教育资金。消除地区工资差距，开放市场，让人口在全国自由流动寻找机会，这回加快国家整体的经济发展。同样，集中式教育财政有利于将政府资金从中央均衡地分配给各地区和城乡，这也会加快国家整体的经济发展。中国西部和农村地区目前收入低，所以教育资助不足，但回报非常高。给更贫困地区调拨更多教育和培训资源，将会增加国家的收入。
21.许多中国人反对解放劳动市场的激励机制。城市户口政策保护城市居民避免与外来人口的竞争，维持城市的高工资水平。开放劳动市场后，由于技工的工资要求提高，至少短期内可能有加大工资差距的风险。然而，这样的政策给人们带来获取技能的适当激励。随着教育的扩大，各地区的回报平衡，人们之间和隔代人之间的不平等将会缩小。有了适当的报酬和可以到资本市场抽取教育资金，人们就乐意付学费上学，因为这会带来更高的工资。当然，已有这一方向的发展，但已表明还会有更大的发展趋势。随着学生择校入学，中国应该依赖个人激励机制去鼓励学校提高教学。学校直接从学生那里获得办学的资源（如优秀的生源等）。为了使这种体制有效地运行，应该开发教育的信贷市场，让学生拿未来的收入作抵押来贷款。如果没有这样的市场，只有富裕家庭的子女才能付的起当前高达农村地区平均收入的30%-40%的比例的学费。既然只有富人才能送他们的子女上学，隔代人之间的不平等就会加大。当前限制劳动力为平衡回报跨地区流动的做法，使得这些问题更为复杂。流动人口面临许多限制。当然，与二十世纪六、七十年代的政策相比，流动的自由已有了巨大的改善。然而，农民工子弟上学的成本占家庭收入比例的增加达5%到15%，目前减少了社会的流动性，使代代贫困现象永久存在。
22.人力资本的增加会使中国减少不平等和帮助其经济的发展
短期内，开放的市场常常加大工资的不平等。青年人和最能干的人获得利益。开放的劳动市场正在中国深入进行，已经导致工资不平等的扩大，引起公众极大地关注。从长远看，随着人口技能的提高，教育机会和技能投资更加广泛地普及到中国社会的各个角落，不平等将会减少。跨代的不平等也会减少。
23.提高人力资本，鼓励更开放的人口流动政策有助于抵消由于更开放的工资制定标准带来的不平等的扩大。随着回报的均衡，开放的劳动市场，开放的资本市场，教育开支上地区的均衡，从长远看将会缩小不平等，而不会扩大不平等。这就是为什么说当前的流动人口要增长四倍才会缩小不平等的原因。因此，人口流动必须要有人力资本投资作为补
充。
24.即使开放的市场和自由的人口流动政策暂时不会抵消不平等的扩大，不平等也无须害
怕。许多中国人担心不平等会成为社会不安定的因素，然而扩大的不平等会发挥重要的作用，激励人们去获取技能。使人们更有技能对社会毫无危害，增强技能只会提高全民的生产力，使整个社会有更多可用的资源。人力资本是最后决定中国财富多少的资产。
unit4译文 第2篇
Learning focus : 1.Get a general idea about the cultural differences
between the east and the west.2.Talk about some cultural differences in your daily life.3.Know something about Chinese traditional culture.4.Learn how to use the grammar of inversion correctly.Teaching Steps I.Listening.A． Listen to the following sentences twice and fill in the missing words
B． Listen to the following short conversations and choose the best answer to each question.C． Listen to the short passage three times and fill in the blanks with the missing words..II．Speaking.Make a dialogue in pairs according to the instructions given in Cue Card A & B.Cue Card A Situation: You two are talking about Chinese tea and western coffee.Speaker A: You think drinking Chinese tea is very healthy and it is a traditional habit.Tips for speaking List some famous categories of Chinese tea.Talk about your own favorite Chinese tea and why.Cue Card B Situation: You two are talking about Chinese tea and western coffee.Speaker B: You think drinking western coffee is very fashionable.Tips for speaking List some popular western coffee.Talk about your own favorite western coffee and why.Sample Dialogue A：Which kind of beverage do you prefer to drink, tea or coffee? B: Coffee, of course.It’s our tradition to drink coffee.What about you? A：I prefer tea.Chinese tea is part of Chinese culture.It is very healthy and is a traditional habit.B: Can you introduce some famous categories of Chinese tea to me? I know little about it.A：Of course.There are six kinds of tea, namely Green tea, Black tea, Yellow tea, White tea, Oolong tea, Flower tea and Puer tea.B: So many.Which kind do you prefer? And why? A：Green tea.Because drinking green tea can reduce the risk of heart attack and cancers.It can also help me lose weight.You see, I am a lady, so I want to be in good shape.B: Oh, I see.A：Can you tell me some popular western coffee? I seldom drink it.B: Of course.Coffee mocha(摩卡咖啡), latte(拿铁咖啡), cappuccino(卡布奇诺), Americano(美式咖啡), espresso(浓缩咖啡)and so on.A：Which one is your favorite? B: Coffee mocha.It is very sweet and full of cream and chocolate syrup(巧克力酱).Maybe some day you should have a try.Nowadays, drinking coffee is very fashionable.III． New Words in Text A
The students read the words by themselves ,then the teacher correct their pronunciations.And at last the students are required to finish the ex1 in the VOCABULARY AND STRUCTURE.Text A
Teaching Steps : I Guide.A discussion :Do you know any cultural difference between Eastern and Western countries ?What are they ? II.Fast reading.Questions
1.1.How do the Chinese people usually greet each other when they meet? 2.Can you point out some other cultural differences between the western and the eastern countries?
3.How many cultural differences does the author mention in the text? 4.What will a Chinese person say if he or she has received some help from his or her family member? 5.What should we do in order to communicate with the foreigners in a proper way? III.Language points
1.divide into
split or break into parts, separate
They decided to divide the large house into flats.to a large extent
to some/what/an/a certain extent You are correct to some extent.To what extent can he be believed? 2.distinguish v.区分，辨别
distinguish(between)A from B
distinguish A between B
People who cannot distinguish between colors are said to be color-blind.Speech distinguishes human beings from the animals.3.the former...the latter...前者……后者……
If I had to choose between fish and chicken, I’d prefer the former one.4.not only...but also...不仅……而且……(连接两个并列部分)Not only Mr.Lin but also his son joined the Party two years ago.（连接两个主语）
I not only play tennis but also practice shooting.（连接两个谓语动词）
He plays not only the piano but also the violin.（连接两个宾语）
They speak English not only in class but also in the dormitory.（连接两个地点状语）
5.greet:give a conventional sign or word of welcome or pleasure when meeting sb.or receiving a guest
6.greet sb.with sth./greet sth.with sth.对某事作出反应
greeting n.招呼，问候，欢迎
He greeted me in the street with a friendly wave of the hand.7.case instance or example of the occurrence of sth.实例，情形
in any case 无论如何，总之 in no case 无论如何都不 in this case在这种情况下
in case of sth.若发生某事，假如
8.tend to
be likely to behave in a certain way or to have a certain characteristic or influence Women tend to live longer than men.女人多比男人长寿。
9.not at all 根本不……
He didn’t know how to speak French at all.他根本不会说法语。We didn’t go there at all.10.in some formal situations
under /on the present situations在目前形式下
in an embarrassing situation 处于尴尬境地
go into/ out of a difficult situation The company is in a poor financial situation.11.fetch go for and bring back sb./sth.接来，取来
fetch sth.for sb.Fetch a doctor at once.快去请医生来。
Should I fetch your coat for you from the next room? 12.treat...as 对待,看待,把……看作 Do not treat this serious matter as a joke.She treated me all right.13.lack vt.(通常不用于被动语态)缺少,没有 I don’t seem to lack anything.我好像什么也不缺。vi.缺少;不足;没有(+for)They lacked for nothing.他们什么都不缺少。n.欠缺;不足;没有(of)He can not buy it because of his lack of money.4)n.缺少的东西;需要的东西
Water is a lack in this region.这个地区缺水。14.doing 现在分词做后置定语
There is a girl standing at the door.门口站着一个女孩。The baby sleeping now is her child.Who is the boy singing there?
15.neither 否定意义的词在句首, 句子半倒装(参看本单元语法部分)He seldom tells others his secrets, neither does his sister.16.be aware 知道的,察觉的(+of)(+that)(+wh-)I am well aware that this is a tough job.She was not aware of having done wrong.Are you aware of the danger?
17.go(消息等)被传递,流传(+that)The story goes that the Prime Minister will resign.There is a rumor going round that Sue and David are having an affair.18.while doing...用来做状语
Please be careful while doing your homework.He always feels nervous while speaking with strangers.IV.Exercises.V.H.W.Reading.Text B，练习册讲解
I.Warm-up Skimming for specific information: 1)How many kinds of personal names do both Western and Chinese people have? 2)In a formal situation,what do we address men as ? 3)From the viewpoint of sociolinguistics, what can forms of addressing serve as in the society? 4)What shouldn’t we do when we meet a foreigner for the first time? II.Detailed Reading.1.in...situation 在…情况/状态下
In a formal situation, we address men as “Mister”(abbreviated as “Mr.”), married women as “Mistress”(abbreviated as “Mrs.”), and unmarried women as “Miss”.In such a difficult situation, we should try our best to help him out.He is in a desperate situation.他处于绝望的状态之中。
2.abbreviate shorten(a word, phrase, ect), esp by omitting letters缩短（字、词组等，尤指省略字母）；缩写
In writing, the title “Doctor” is abbreviated to “Dr.” 在书写时，Doctor头衔的缩写是Dr.3.prefer（更）喜欢
These days many women prefer to be addressed using the abbreviations “Ms.” or “Madam.” prefer + to + verb She prefers to take a nap after a big meal.prefer + noun 宁愿选择，更喜爱
She prefers cheese, if you have some.如果你们有的话，她更喜欢奶酪。（连接名词）prefer + verb-ing She prefers running to walking.比起走路，她更喜欢跑步。（连接动名词）
4.occasionally adv.now and then;from time to time;not regular He visits me occasionally.他偶尔来看我。
5.exception
1）(an instance of)leaving out or excluding;person or thing that is not included除外；例外；不包括在内的人或物 The children did well, the only exception being Jo, who failed.All students without exception must take the English examination 2）不合规则的事物an exception to a rule of grammar语法规则的一项例外
6.position
1）place or rank in relation to others（相对于他们的）地位，等级 a high/ low position in society 高的/低的社会地位
What is his position in class? He’s third from the top.他在班上得第几名？ 第三名。
2）place where sb./sth.is 位置；方位
From his position on the cliff top, he had a good view of the harbor.We are sitting in a position near the door.我们坐在靠门边的地方。
7.provost
1）(Brit)(title of the)head of certain university colleges（大学中某些学院的）院长（的称号）
2）(US)senior administrator in certain universities（某些大学的）教务长
8.otherwise
Unless they tell you otherwise, faculty should be addressed by their title and last name(e.g., “Professor Smith”).otherwise
adv.in other or different respects;apart from that 在其他方面；除此之外 The rent is high,(but)otherwise the house is fine.租金贵是贵，（但）房子倒很好。conj.If conditions were different;if no 不然；否则
We must run, otherwise we’ll be late.我们得跑着去，要不就晚了。
Do as you’re told, otherwise you’ll be in trouble.照你被告之的去做，否则会有麻烦。Put the cap back on the bottle, otherwise the juice will spill.You should study hard from now on, otherwise you will fail to pass the coming exam.Button up your coat, otherwise you will catch cold.扣上外衣扣，不然你会感冒的。
9.in doubt 不能肯定的，不能确定的
When in doubt, use the formal manner of addressing.当你不能确定时，应该使用正式的称呼方式。
The outcome of the election was in doubt.选举结果还不能确定。
Whether he will come or not is still in doubt.他是否会来还不能肯定。
III.Exercises Unit 4 Practical Writing I． Warm –up.Microsoft，Inc.Interoffice Memorandum To： Peter Clark，Rachel White From： Linda Larson Date： September 16，2004 Subject： Scheduling the project meeting As you know，we are having the project meeting next week in the projection room.Since the room holds only fifty people comfortably without overcrowding.I suggest we hold the meeting to the forty-one people in the Assembly Section on Thursday at 2：00 p.m.and to the remaining forty-three from the other sections on Friday at the same time.If there‘s any problem about this arrangement，please let me know.II． Memo（备忘录）
Writing Tips : 备忘录其实也是广义的信函中的一种，主要用于公司内部对公司的职员、部分通报信息，如会议安排、情况报告、问题处理等等。在英语中称之为interoffice memorandum，其复数为memoranda，简称memo.除了可以采用书面形式之外，备忘录也可以通过e-mail 发出。
备忘录的一般格式如上其中To项是收笺人，在其姓名前可以加上Mr.，Mrs.，Dr.等，在其姓名后可加上职位和部门。From项是发笺人，其姓名前一般不加尊称，但姓名后同样可加上职位和部门。Subject即内容主题，一般用简短的几个字做简略陈述，不需要是一个完整的句子，几个词或词组即可。
Body即内容是备忘录的主要部分，写作应力求简明、确切。首先应直入主题，列出最重要的信息，然后可以具体说明事由、情况，提出意见和建议等，最后可以根据具体情况或重申主题或表示意愿或感谢。
需要指出的是，在备忘录的末尾不需要签名。但是，如果备忘录还发给了收笺人以外的其他人，须在末尾cc： 之后写上其姓名。
III． 练习答案：To: All students From: Zhongshan Subject: Journalist Position Available for the Summer Semester Date: May 10, 2008
unit4译文 第3篇
本教学设计是PEP三年级上册Unit 4 We love animals P.A Let’s learn/Let’s chant的内容。本课以学生喜闻乐见的“动物”为主要教学内容, 教学内容贴近生活, 符合学生兴趣。《PEP小学英语》体现较强的交际教学思想, 注重学生语言的运用能力的培养, 所以本节教学设计的重点是把词汇放在能听、能看、能触摸的情景中, 设计丰富多彩的教学活动, 将静态的文字变得生动起来, 力争将教学内容内化到学生的认知结构中, 并将其转化为一定的语言表达能力。
【教学目标】
1.知识目标。
(1) 能听、说、认读六个有关动物的词汇:pig、bear、cat、duck、dog。
(2) 巩固What’s this?It’s a…句型, 并能灵活运用此句型来描述小动物。
(3) 在轻松愉快的活动中, 体会句型It’s a…的用法, 描述小动物。
2.能力目标。
(1) 能在实际生活中运用英语表达描述熟悉和喜爱的动物。
(2) 培养学生根据情景正确运用语言的能力。
3.情感目标。
(1) 通过多种活动, 让学生在玩中学, 学中玩, 激发学生学习英语的兴趣, 树立学习英语的信心。
(2) 培养学生爱护动物、乐于保护动物的品质。
【教学过程】
1.Warm-up
(1) Greetings
T:Good morning!Nice to meet you!
Ss:…
T:How are you?Ss:…
T:Do you like sing a song ?Let ’s sing a song together.
(2) Sing a song:Teddy Bear
设计意图:课前进行日常问候, 拉近师生距离, 创设良好的语言环境。演唱与动物有关的英文歌曲, 教师和学生一起演唱并配上相应动作, 用表情、动作、眼神和学生交流, 使学生情绪兴奋, 活跃课堂气氛, 为新课的学习创设积极的条件。
2.Presentation
课件展示动物园情景图
T:Boys and girls, today we have some animal friends.Do you want to know them?Ss: …
T:Well, let’s go to the zoo.1, 2, 3, go, go, go. (师生边说边做动作)
(1) Teach the word:pig
(1) (课件出示小猪尾巴) Let student guess the animal.What’s this?
(2) Check the answer and show the animal picture.
出示教学卡片, 带读pig, pig, It’s a pig.
认读单词pig (大小声读单词:我小声, 你大声;举一反三读单词:我一遍, 你三遍) 边读边将卡片贴于单词上方。
(3) Teacher acts like a pig and says the sentence:
It’s a pig.It’s big. (边说边做动作)
(2) Teach the word:dog, cat, duck
(1) 课件分别出示dog, cat, duck的叫声, 让生听声音猜动物。
Guess:What animal?学生猜出来后分别教读单词:
Dog, dog, woof, woof, woof. (做狗的动作)
Cat, cat, mew, mew, mew. (做猫的动作)
Duck, duck, quack, quack, quack. (做鸭子的动作)
(2) 师指导带句型练读单词:
Dog, dog, It’s a dog.
Cat, cat, It’s a cat.
Duck, duck, It’s a duck. (手心手背读:手心读, 手背不读)
(3) It’s a dog, dog, dog, dog.
It’s a cat, cat, cat, cat.
It’s a duck, duck, duck, duck. (边读边表演动作)
(4) Pair work:一人说句子Look at the …, 一人说单词边做相应动作。
(3) Teach the word:bear
通过动物玩具引出单词bear的教学。
(1) 出示盒子, 让学生猜一猜What animal in the box?指名学生把手伸进盒子里, 摸一摸, 猜一猜。 (及时表扬说出dog, cat, duck, pig的同学)
(2) 出示bear玩具教学bear。
利用句型带单词:bear, bear, It’s a bear.
指名拿小动物, 练说句子。
(3) Teacher acts like a bear and says the sentence, It’s a bear.Bear, bear, It’s a bear.生边说边表演动作。
(4) Play a game:what’s missing?
(课件出示所学5个小动物图片, 生自由大声认读, 点击让其中一张图片消失, 学生说出哪种动物消失了)
设计意图:首先以动物园情景图的展示, 使学生对本课的学习内容有整体了解, 也把学生带入了特有的学习情景中。同时根据英语学科特点和学生的年龄特点, 设计听、说、演、练、玩等丰富多彩的活动, 在单词学习中操练句型, 在句型训练中巩固单词, 让学生在欢乐轻松的氛围中学习单词, 操练句型, 真正做到让学生在玩中学, 学中玩, 寓教于乐。教学中还运用相关的Guessing game, 激发学生学习新知的欲望, 充分调动学生对新课内容的兴趣。
3.Practice
(1) Chant
(1) 出示小动物玩具, 引导学生边说chant边做动作:
Cat, cat, cat, It’s a cat.
Dog, dog, dog, It ’s a dog.
… (可适当加上相应的动物叫声)
(2) T:It’s a cat.
Ss act and say“, cat, cat, cat”. 同法练说其他小动物。
(3) 听录音, 边跟读边做动作。
(4) Group work:四人小组练边做动作边练说chant.
设计思路:本环节通过让学生听有节奏的Act like a…句型, 有节奏地说单词、做动作, 从而在简洁明快的节奏中初步培养学生对单词的认读能力, 对Act like a…句型的快速反应能力。
(2) Play a game:Find things
请一名同学上台, 背对大家, 师给大家出示小动物, 师藏小动物, 大家边齐读边拍手dog, dog, I have a dog…, 生根据大家的声音大小来寻找动物, 找到动物大声练读。
设计意图:在游戏中巩固所学单词, 同时把单词和句型结合起来, 使学生更容易接受新知, 更乐于记住知识。
4.Add-activities
(1) 介绍自己喜爱的小动物。
(1) (课件再次出示六种小动物) T:What animal do you like?
引导学生回答I like…师教读句子。
(2) 师生用句型对话。
(3) Group work:四人小组运用所学对话进行对话交流。
设计意图:为学生运用英语交流创设情景, 培养学生的交际能力和英语语言表达能力。
(2) 欣赏图片, 交动物朋友。
T:There are many animal friends. (课件配乐出示各种各样动物的图片, 学生欣赏)
出示Animals are our friend, we should protect them right now! (动物是我们的朋友, 我们要马上行动起来, 保护它们)
设计意图:本环节通过欣赏图片认识各种各样的动物, 培养学生爱护动物、乐于保护动物的品质。
5.Summary
(1) Sing a song:Old Mac Donald
课件出示歌曲动画 (师生一边演唱一边做动作) 。
设计意图:根据本课教学教学内容, 在课堂的结尾唱一首与课堂教学内容紧密相关的歌曲, 在整体复习巩固本课知识的同时, 使学生身心得以放松和调节, 令学生乐此不疲, 饶有兴趣地投入到学习中。
(2) Play a game:Say goodbye
出示小动物动画。
Good-bye, Good-bye,
cat/dog/rabbit/duck/panda/monkey.
设计意图:课堂以游戏结尾, 让学生在进一步复习本课知识的同时, 在欢乐愉快的氛围中结束课堂。
6.Home work
(1) 向同伴介绍自己的小动物玩具。
七年级(上)Unit4同步检测 第4篇
A)根据句意和首字母提示,完成单词。
1. W____ are my pen and pencil case?
2. We n____ ten desks and chairs.
3. “Where are my backpack?” “I don’t k____.”
4. There is an ____(闹钟) on my desk.
5. Where’s my ____(数学) book?
B)从方框中选用适当的单词或短语填空,其中有两项是多余的。
bring, take, what’s, where’s, in the drawer, your, under
6. Please ____ my notebook to school, Mum. I need it.
7. Alice, ____ the keys to your mother, please.
8. Your baseball is on the floor ____ the chair.
9. “Where’re your keys?” “They’re ____.”
10. “____ that on the sofa?” “It’s a watch.”
Ⅱ. 单项填空。(共15小题,每小题1分,共15分)
1. “Where are her ____?” “____ are on the table.”
A. CD; ItB. CDs; TheyC. CDs; ItD. CD; They
2. “Where is my football?” “It’s ____ the table ____ the floor.”
A. on, underB. under, onC. under, underD. to, on
3. “Is the backpack on the bed?” “____.”
A. No, it isB. Yes, it isn’tC. Yes, it isD. No, it’s no
4. “Your dresser is nice.” “____.”
A. OK B. Yes, it isC. Thank youD. No, it isn’t
5. The TV is on the ____.
A. penB. tableC. clockD. soccer ball
6. There are some books ____ the sofa.
A. inB. atC. onD. between
7. Where’s the alarm clock? Is ____ on the table?
A. thatB. thisC. theyD. it
8. “____ can you see in the room?” “A ball.”
A. WhatB. WhoC. HowD. Where
9. “____ is my school bag?” “On the chair.”
A. What B. WhoC. WhereD. How
10. “Where’s my eraser?” “I ____ know.”
A. am notB. not C. aren’tD. don’t
11. “____?” “They’re on the desk.”
A. Where’s my bookB. Where are my book
C. Where’s my booksD. Where are my books
12. “Where’s the ruler?” “____.”
A. Yes, it isB. No, it isn’tC. It’s in the floorD. It’s on the floor
13. Can you ____ my watch to school? I need it.
A. takeB. bringC. knowD. need
14. Your father wants(想要) his mobile phone(手机). Please ____ it to him.
A. takeB. bringC. callD. need
15. There is a cat ____.
A. in bedB. in the bedC. on bedD. on the bed
Ⅲ. 完形填空。(共10小题,每小题1分,共10分)
Sally Brown is my friend. Her __1__ name is Brown. This is a photo __2__ her room. __3__ pen is on the desk. __4__ alarm clock is on the dresser. The computer game __5__ under the bed.
We can see __6__ pictures on the wall. Look! __7__ are these? __8__ are CDs. They are __9__ the drawer. The backpack is __10__ the floor.
1. A. first B. last C. full D. given
2. A. of B. forC. toD. in
3. A. Her B. She C. He D. His
4. A. AB. An C. SomeD. /
5. A. are B. amC. is D. be
6. A. one B. /C. aD. some
7. A. What B. WhereC. WhoD. Which
8. A. TheseB. Those C. ItD. They
9. A. in B. on C. behind D. under
10. A. underB. onC. toD. in
Ⅳ. 阅读理解。(共20小题,每小题2分,共40分)
(A)
I’m Jane. This is my room. The TV and video tapes are on the table. Where’s my backpack? It isn’t on the table. Oh! It’s on the bed. My pencils aren’t on the table. They’re in my pencil case and it’s in my backpack. My alarm clock, my ID card, and my keys are on the dresser.
根据短文内容判断正(T)误(F)。
1. This is Jane’s room.
2. Jane’s video tapes are on the TV.
3. Jane’s backpack isn’t on the bed.
4. Jane’s pencils are in the pencil case.
5. Jane’s alarm o’clock is in the drawer.
(B)
This is a room. I can see a desk in the room. A chair is behind the desk. What’s on the desk? I can see a box and two books. What’s in the box? Sorry, I don’t know. I think it is a pen or a pencil. What’s that under the chair? It’s a ball.
1. “Where’s the chair?” “____.”
A. On the deskB. Behind the deskC. In the deskD. Under the desk
2. “What’s on the desk?” “____.”
A. One boxB. Two booksC. A pen D. A and B
3. “Is there a pen in the box?” “____.”
A. Sorry, I don’t knowB. Yes, there is
C. No, it is in the deskD. No, it isn’t
4. The ball is ____.
A. on the chairB. behind the chairC. under the chairD. on the desk
5. “What can you see in the room?” “____.”
A. A deskB. Two books
C. A chair, a ball and a boxD. A, B and C
(C)
This is a picture. It’s a classroom. It is a big room. In the picture, you can see a table, five desks and six chairs. You can see a girl and two boys, too.
Three books are on the table. A pencil-box is on a desk. Two pens and two rulers are in the pencil-box. A school bag is behind the chair.
The girl is Lucy. She is 11. One boy is Mike. He is 12. The other(另一个) boy is Jim. He is 10. They are in Class 2, Grade Seven. They’re good friends. Their teacher is Mr. Green. He is not here.
1. “What picture is it?” “It’s a picture of ____.”
A. a boy and a girlB. desks and chairs
C. pen and pencilsD. a classroom
2. “Where are the two rulers?” “They are ____.”
A. in the pencil-boxB. on the table
C. behind the chairD. on the floor
3. “Who is eleven?” “____.”
A. MikeB. JimC. LucyD. Lily
4. “How many people are there in the picture?” “____.”
A. TwoB. ThreeC. Four D. Five
5. “Are they good friends?” “____.”
A. They areB. Yes, they’re C. They’re D. Yes, they are
(D)
It’s Monday morning. Ben’s mother is making cakes. It’s time to go to school. But Ben can’t find his football socks. He has a P.E. class this morning.
Ben:Mom, where are my football socks? I can’t find them. I’m late.
Mom:Don’t worry, my baby. Are they under the bed?
Ben:No, they aren’t.
Mom:Are they in the drawer?
Ben:Oh, yes, Mom, I get them.
Mom:You must look after your things.
Ben:OK, Mom. What’s for breakfast? I’d like something to eat.
Mon:Come here, my dear son. Look at these nice cakes.
Ben:That’s nice. Let me have one. Oh, my god. It’s 7:30. Bye, Mom!
Ben runs out of the house with a piece of cake and his backpack.
根据短文内容回答问题。
1. Where’re Ben’s football socks?
____________________________________
2. Who is making cakes?
____________________________________
3. Is it time to go to school for Ben?
____________________________________
4. What’s “a P.E. class” in Chinese?
____________________________________
5. Is Ben a student?
____________________________________
Ⅴ. 按要求改写下列句子,每空一词。(共10小题,每小题1分,共10分)
1. The CDs are on the desk. (改为一般疑问句)
____ ____ ____ on the desk?
2. Are they your books? (作否定回答)
____, ____ aren’t.
3. Where are the soccer balls? (完成答句)
Sorry, I ____ ____.
4. I can see some keys on the dresser. (对划线部分提问)
____ can you ____ on the dresser?
5. Linda’s video tape is in the drawer. (对划线部分提问)
____ ____ Linda’s video tape?
6. This is a picture of my family. (对划线部分提问)
_________________________
7. Is that your bike? (改为复数句)
___________________________
8. I need an English book. (改为否定句)
I ____ ____ an English book.
9. Take photos in the museum(博物馆). (改为否定句)
____ ____ photos in the museum.
10. I can play computer games at school. (改为一般疑问句)
____ ____ play computer games at school?
Ⅵ. 根据汉语意思,完成英语句子,每空一词。(共5小题,每小题2分,共10分)
1. 她的书包在背上。
Her ____ is ____ her back.
2. “钥匙在桌子上吗?” “没有。”
“Are the keys on the desk?” “No, ____ ____.”
3. 我需要一套桌椅。
I ____ a ____ and a ____.
4. 请把这本笔记本带给你哥哥。
Please ____ the notebook ____ your brother.
5. 那些东西在哪里?
____ ____ ____ ____?
Ⅶ. 从方框中选择合适的句子补全对话。(共5空,每空2分,共10分)
A. Yes?
B. They are on the table.
C. No, they aren’t.
D. How about my books?
E. It’s under the sofa.
Tommy: Hey. Sally.
Sally: __1__
Tommy: Is my computer game on the table?
Sally: No, it isn’t. It’s on the bookcase.
Tommy: Oh, OK. __2__ Are they on the bookcase, too?
Sally: __3__ They’re on the chair.
Tommy: Oh. So, where is my pencil case?
Sally: __4__
Tommy: And where’s my backpack?
Sally: It’s under the table. And your baseball is under the chair.
Tommy: Oh, OK. And where are Mom’s keys?
Sally: __5__
Ⅷ. 书面表达。(15分)
以“My Living Room (我的居室)”为题写一篇短文。
要求:句子通顺,内容完整,字数40~50。
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文秘Unit4翻译 第5篇
商英09A班尹春园吴小玲陈苑玲何凤曾芳莉
Para.1麦当劳是一个以回馈他们居住和生活的社区为传统而成立的一个组织。领导艺术和做正确的事成为了麦当劳的传统并贯穿于他们45年的历史之中。为了达到成为世界上最好的快餐店的目标，完善服务和增强管理，麦当劳对员工做出了一系列承诺。他们对教育的承诺，保证质量和安全,承担社会义务。事实上，麦当劳致力于为员工创造一个既能体现个人价值，又能受到别人尊重的环境，对员工的表现给予认可和奖励并为他们提供有意义的提升机会。麦当劳也具有五项原则来确保他们信守承诺。以下是一些麦当劳在他们的管理中做出的承诺。
Para.4五项原则 1)尊重和认可。经理按照员工想要的方式来对待他们。员工受到尊重和重视。员工良好的工作表现，额外的努力，团队合作和顾客服务都得到正式认可。2)价值和领导行为。每一位员工都对公司表现出最大的兴趣。他们彼此交流坦诚，相互理解并尊重他人的不同观点。他们接受个人问责制。他们教与学。3)有竞争力的工资和福利。工资与当地市场一样或高于当地市场的工资水平。他们重视工资和福利。4)学习，提升和个人发展。员工得到教授技能和一生受用的价值的工作经验。麦当劳为员工提供他们所必需的提高个人技能和进行专业训练的工具和条件。5)完成工作的资源。员工有他们需要服务顾客的资源。餐厅为良好的客户经验充分配备了职员，也为员工提供了灵活的工作时间，使其工作和生活保持平衡，且有时间参加培训。
Unit4 Travel 第6篇
一、 教学目的和要求(Teaching aims and demands)
词汇 headmaster as soon as possible except
province enjoyable rush rail railway lively all kinds of comfortable
keep doing something scenery offer magazine practise moving
pity score own
least
日常 I’m sorry he isn’t here right now.
交际 May I help you?
用语 That’s very kind of you.
Yes, that would be fine/OK.
I’ll leave a message on his desk.
语法 宾语从句(一)
由连词 that 引导的宾语从句, that 在口语中常省略。
She says (that) she will leave a message on his desk.
Lin Tao feels (that) his own team is even better.
He said (that) the fastest way to travel was by plane.
Jim thought (that) the train was like a big moving party.
语音 句子重音、停顿和语调
二、教学步骤(Teaching steps)
第13课
[步骤1] 复习
如果可能，带一部电话(或一部玩具电话)到课堂上。如果没有，就画一幅电话的图画。问 What’s this? What do you say when you answer the telephone? 在学生的帮助下收集一段在线的对话，可能需要用中文对学生进行引导。
A: Hello. Can/Could I speak to (Name), please?
B: Speaking.
A: This is (Name) etc.
注释：
英文中某人说 This is Joyce。中国学生常常会说I am ,这是因为它是中文“我是”的直接翻译。从这一点看从中文直译到英文是不行的。和一些学生一起练习一个简单的电话。(e.g.How are you today? What are you doing now? Do you want to go to the cinema later?)然后让全班同学两人一组练习对话。
[步骤2] 听、读和表演
学生用书第16页，第1部分，听力训练录音带第13课。合上书本!告诉学生 Mr Green is telephoning Jim’s school. Why does Mr Green want to come to Jim’s school? Listen and find out the answer.给学生播放录音，让他们从中找出答案。(Because he wants to tell the school that Jim is going to Mount Emei on Friday –看学生是否能够猜出mount的意思。)打开书，让学生默读对话，然后提问题:Who does Mr Green want to talk to?(the headmaster-让学生猜这个词的意思)When does he want to talk to the headmaster?(As soon as possible-看学生是否可以猜出这个短语的意思。)When is Mr Green free ?(Every day except today.)What time can he come tomorrow ?(Between 8:00 and 9:00)教学生except这个词。给学生再放一遍录音，让学生听并且重复，注意语调和重音，然后让学生两人一组练习对话。
[步骤3] 介绍新语言项目
问学生如下问题: How old are you? Where do you live? What’s your favourite colour ?等等，在黑板上写下某个学生的答案：
Han Mei: I’m fourteen years old.
I live on Jiefang Street.
My favourite colour is red.
介绍下列这种句子结构
Han Mei says she’s fourteen years old.
She says she lives on Jiefang Street.
She says her favourite colour is red.
让学生听录音并让他们重复，然后把这些句子写在黑板上，对两组句子进行比较，指出不同：I’m变成she’s; I live 变成 she lives ; My favourite 变成her favourite . 告诉学生还可以将句式变成She says that 。
[步骤4] 操练
从别的学生那里再收集一些答案，并让学生将句式转换为He/She says ,然后用I know 的句式反复练习。使班上学生会说一些他们了解的一个学生的情况，例如：
Ham Mei : My favourite colour is red.
Students : I know her favourite colour is red.
[步骤5] 练习
学生用书第16页第2部分，过一遍这一部分的内容，然后和单个学生讨论这段对话，并让全班同学两人一组练习。
[步骤6] 练习册
做练习册第13课，Ex.1和2和全班一起口头完成练习1。
对于Ex.2 ,在课上找两个同学做一下范例，例如：A: Polly说了什麽?(What does Polly say ?)B: Polly 说她想要一个苹果。(Polly says that she wants to have an apple .)然后让全班同学两人一组用同样的方式进行练习。
家庭作业：
做练习册Ex.2,在练习本上写下第4，6和8个对话。
第14课
[步骤1] 复习
1 复习打一段简单的电话对话。
2 核对家庭作业。
[步骤2] 读前问题
学生用书第17页，第1部分，在课上读一下问题，让学生两人一组讨论这些问题，找几个学生和全班一起给出他们的答案。
[步骤3] 介绍新语言项目
问学生第13课中关于电话对话的问题，如What did Mr Green want to talk to the headmaster about ? 通过陈述Jim乘坐火车的故事介绍其中一些生词。方式如下：Jim is going to Sichuan Province on the train . He is having an enjoyable time. His trip is not rushed. The train is very lively because some people are playing cards. Some are reading magazines and some just talking. The train is very comfortable because it’s easy to move around in. On the train Jim can also look outside at the beautiful scenery.一边讲述故事，一边把生词写下来：province , enjoyable , rush , lively , magazine , comfortable 和 scenery 。帮助学生猜出这些词的意思。
[步骤4] 读
学生用书第17页第2部分。放第14课录音，让学生浏览文章，依据以下问题寻找答案，问学生What did Jim think the train was like ?核对答案，(He thought it was like a big moving party .)然后让学生仔细阅读这段文章，问一些相关的问题，你可以用练习册第14课Ex.1的问题作为指导，但先不要让学生看到这些问题。教学生以下的单词和表达法，rail, railway, all kinds of, keep doing something, offer, practise, moving 和click。
你可以使用简单的英语来解释这些单词：keep doing something 的意思是to do something again and again, offer 的意思是to give a chance to have, click 的意思是the sound the train makes as it goes over tracks.
播放录音让学生听录音并重复。
[步骤5] 练习册
练习册第14课Ex.2和3，这两个练习都可以在课堂上完成。
家庭作业：
完成练习册里的练习。
第15课
[步骤1] 复习
1 检查家庭作业。
2 复习第14课Ex.1的问题作为指导。
[步骤2] 朗读，表演
学生用书第18页，第1部分，口语录音带第15课。在黑板上写下如下问题：Why did Jim and Lin Tao have to stop talking ?核对答案(The bell rang.)打开书，教学生新单词pity, score 和 own.让学生两人一组练习对话，并挑出几组同学为全班表演他们的对话，保证学生运用姿势和面部表情。
和全班一起做练习册第15课Ex.1的练习。
[步骤3] 练习
学生用书第18页，第2部分，和学生一起看一下范例，然后让两个学生先做第一个句子。答案是:Lin Tao告诉Jim 他们昨天下午有一场足球比赛。让学生两人一组进行问答练习。在全班核对答案。进行讨论提出来的疑难问题。
[步骤4] 练习册
做练习册第15课，Ex.2。先让学生自己做这个练习，然后三人一个小组做这个练习。首先口述以下句子：
This is the best season to have an outing.
Tomorrow is Sunday, October 20th.
We’re going to the Western Hills for a picnic.
We’ll stay there until 5 o’clock tomorrow afternoon.
Both food and drink should be taken for lunch.
Everyone should wear sports shoes.
They will make the climbing easy and comfortable.
The scenery in the Hills is very beautiful, so you can bring cameras.
You can also bring some books or magazines for reading when you have a rest.
We’ll meet at the school gate at seven tomorrow morning and go there by bus as soon as possible.
Please don’t be late.
陈述完成后，把学生组成三人一组。学生A读以上的句子，学生B问学生C，What did she/he say?学生C回答，He/She said (that)tomorrow is Sunday, December 22nd. 然后让学生B读下一个句子，学生C问问题学生A回答。以此类推。
Ex.3是一个选择练习，并可以让学生自己完成，或是作为补充练习，让那些比其他学生先完成练习的同学做。
家庭作业：
完成练习里的练习。
复习本单元的内容。
第16课
[步骤1] 复习
1. 复习第15课的对话，让几组学生为全班表演对话。
2. 复习宾语从句，方式是让一个学生陈述他脑海中所能想到的任何一件事情，例如：Today it’s cold, I like to play volleyball after school. My favourite place in China is Guilin,等等。然后问全班同学，What did he/she say?同学们应该回答，He/She said (that)
[步骤2] 听
学生用书第19页第1部分，听力训练录音带第16课。首先让学生看练习册第16课Ex.1的表格，然后播放录音，给学生几分钟时间完成表格，再播放一次录音，让学生核对他们的答案。如果必要，可以播放第三遍。
Listening test
Today is Thursday, November 10th. The time is 3:00in the zfternoon.
A: Hello, this is Mrs King. I’m the mother of one of Jim’s classmates. Is Mr or Mrs Green there?
B: I’m sorry neither of them is at home right now. This is Mrs Green, the cleaning woman. May I take a message.
A: Jim told my daughter that they have just taken a trip to Mount Emei. Our family was thinking of going there and I wanted to ask them some questions about their trip.
B: I’m sure they’d be happy to help you. I know they had a food time. Do you have a phone number? They can call you when they get home.
A: Yes. My home phone number is 67669080 and my mobile phone is 1364873. They can call me until 10:00 tonight. After that, it’s too late.
B: OK. I’ll be sure to give them the message.
A: Thanks very much. Bye.
B: Goodbye.
The answers are : From : Mrs King ; To : Mr or Mrs Green ; Date : Thursday, Nov. 10; Time : 3:00 in the afternoon ; Message : Please :call Mrs King . She wants to talk to you about your trip to Mount Emei. Her home phone number is 67669080 and her mobile phone number is 13642009873. Please call before 10:00 at night. (The message may vary a little, but as long as the students have the basic information it is OK.)
[步骤3] 写
学生用书第19页第2部分，和学生一起看图表，然后让5个学生读图表下面的例子，然后让剩下的学生5或6人一组，依据示例提问并回答。教师在教室里巡视，确认每个学生都能明白该如何做，并用英语完成。
[步骤4] 说和写
学生用书第19页第3部分，先让三个学生依照例子做练习，然后让全班学生三人一组依据例子继续进行问答练习，并让各组给出他们的答案。
[步骤5] 写
学生用书第20页第4部分，说I like to travel, but sometimes there are some bad points to traveling. Look at the from. Take a couple of minutes to fill it in with both good points and bad points about traveling. See if you can add a few more points.给学生几分钟时间完成表格，然后让几个学生告诉你他们所写的，把他们的答案写在黑板上。然后让学生写一小段有关旅行的文字，下面是一个范文：I haven’t traveled much, but I think I would like to. My friends say that in China, you can travel cheep. If travel, I would like to go to places such as Xishuangbanna, Tibet, Qinghai and Fujian. These places are very different from my hometown. I think I can learn a lot by traveling to these places. I can learn about different people and the way they live. I can learn about many different kinds of things like food, song and dances. I think it is interesting to see different kinds of scenery like the mountains and Qinghai Lake. Not only is traveling a lot of but also education.
[步骤6] 游戏
学生用书第20页第5部分，这个游戏可以三人一组完成，或当作一个竞赛。合上书，依据全班人数的多少，分成3或4组，然后对每组的第一个学生耳语传给第二个学生，以此类推。每个人必须小声说话，以不让别人听到。当每一组都完成游戏后，让每组最后一个学生说出这句话，看到这句话在传递过程中如何经常变化是很有趣的。能够准确传递这段话的一组得一分。
[步骤7] 复习要点4
过一遍语法点，把句子转换为直接引语，如：He says, “I want to see the headmaster.” 让学生把这句话变成间接引语，由此你可以有一个含宾语从句的句子作为复习要点4里的第一个例句。照此方法做其他四句，如有问题就进行讨论。练习“有用的表达法”保证学生能够明白并会使用。
[步骤8] 测试
大声说以下句子，让学生依据He/She says 或They say的结构写下以下句子来。
例如：
T: Li Lei say,“I live in East Street.”
Ss:(写)Li Lei says he lives in East Street.
1. Kate says,“I like apples very much.”
2. Han Mei says,“My favourite colour is blue.”
3. Lily and Lucy say,“We go to school on foot.”
4. Jim says,“Mr Hu is my Chinese teacher.”
5. Miss Gao says,“I’m not very good at basketball.”
[步骤9] 练习册
做练习册第16课，Ex.2-6. 练习册第16课, Ex.2,口语录音带第16课。Ex.2可以与全班一起完成，放录音让学生听并让他们跟着重复，注意停顿、重音和语调。
Ex. 3-5可以两人一组完成
Ex. 3，看看学生如何尽可能多地快速造一些。
Ex. 6可以全班一起完成，首先和学生一起读问题，让学生浏览全文寻找答案，如果时间足够，让学生三人一小组表演。
Ex. 7是选择题，可以让学生分小组完成。
家庭作业：
完成练习册里的练习。
在练习本上写下Ex. 3的句子
