老瓦英语基础模块教案

2021年1月22日发(作者：starless)
Unit 1: We laughed into tears!
(1)
一、学情分析


本单元是学生第二学期的第一单元，话题与学生的假期活动 相关。而学
生刚从假期中归来，仍沉浸在假期的快乐中。

第一单元的教学内容主要为 ：能够听懂并谈论假期中的活动；能够看懂
关于家庭成员的小故事；能够描述一些已经发生过的有趣的经 历；能够掌握
并运用一般过去时的肯定式和否定式；
能够在朗读时注意句子中的重读音节。本单元的话题虽然亲切，教师仍然要注意运用多种教学手段，并关注每一个
学生，在一些教学步骤中 采用分层设计，帮助学生达成教学目标。

二、教学目标

1.
知识目标

⑴

帮助学生掌握以下词汇：如
ski, mountain, beach, sail, skate, vacation,
wonderful, parent
等


⑵

帮助学生掌握询问和提供过去的经历所使用的词组和句型
.
2.
能力目标

⑴

学生能听懂关于询问和提供过去的经历的对话。

⑵

学生能就过去的经历这一话题进行简单的交流，能够就这一话题询问
和提供信息。

3.
情感目标

在真实情景交流中，
让学生学会与同伴分享自己的经历，
健康快乐地成长。

三、教学步骤

Step One: Lead-in
（
8 mins
）

1. The teacher greets each student:

Good morning.

Nice to see you again.

Welcome back to school.

What did you do during your winter vacation?
Bb: winter vacation
Did your family go somewhere?
Did you enjoy yourselves?
（设计意图：这是学生寒假回来的第一节英语课，和学生互相问候了之后，
顺便聊到寒假里的活 动是再自然不过的事了。这里的开门见山让学生很快进
入了本节课的话题。
）

2.
Encourage
the
Ss
to
give
answers.
And
collect
different
answers
on
the
blackboard. While collecting, teach new words such as ski, mountain, sail, skate,
beach, etc.

（设计意图：教师可以一边和学生进行交流，一边就把学生的回答写在黑板
上，不仅可以复习巩固一些旧的表达方式，同时可以呈现新的单词和词组，
可谓一举两得。
）

3. Activity 1: Tick the activities you did before.

After the students has finished it, ask some individuals to tell the whole what they
once did by using: I visited the zoo. / I went swimming. / I climbed mountains.

（设计意图：在这一活动中，教师不应仅仅局限于让学生完成一个打勾的练
习，而是 要让他们用语言表达出曾经做过的事情。要说的句子只需在所列出
的词组中加上一个
I
即可，这也让学生更有信心与别人交流。
）

4. Activity 2: Listen and match.

Get the Ss to do it by themselves without listening. Then get them to listen and
repeat.

（设计意图：
这一活动，
教师可以先不让学生听，
直接让他们
Look and match.
在完成之后 ，再让学生听录音检查自己的答案，并跟读。跟读也为下面的会
话交流做了一定的准备。
）
Step Two: Listening (10 mins)
1. Before listening, ask the Ss to look at the pictures and talk about what cities
they may be.

2. Activity 3. Listen and tick. Then heck the answers with them.
3.
Activity
5.
Listen
again
and
match
the
people
with
the
activities.
Check
the
answers with them.
4.
Activity
4.
Listen
again
and
answer
the
questions.
Check
the
answers
with
them.
（设计意图
:
在听之前，让学生先讨论教材中的图片能让他们先熟悉要听的
内容。接着，要让他们明白在听的过程中要完成的任务。把教材中的活动
4
和活动
5< br>调整了一下顺序是因为学生对于回答问题总是比较害怕，也觉得比
较难。所以可以把这一练习放到 最后去完成。
）

Step Three: Speaking (20mins)
1.
Activity
6.
Read
and
underline.
Practice
the
dialogue
with
your
partner
and underline the vacation activities.

（设计意图：让学生在进行交流前， 能有一个很好的例子可以模仿。两人练
习则可以互相帮助。
）

2. Activity 7. Look at the pictures and talk in pairs.

（设计意图
:
模拟真实情景，两人小组相互询问在假期中的活动。
)
3. Ask some pairs to act out their dialogues. If some Ss have difficulties, the
teacher can give them some hints.


(
设计意图：让学生表演对话，一来可以检查学生的掌握 情况，以便教师在
下一活动中进行调整。
二来可以锻炼学生的胆量。
而教师在鼓励学生 表演时，
不应只请一些表达能力较强的学生，也应多多地把机会给能力较弱的学生。
在这里，教 师可以根据教材上的内容，事先准备一些
AB
角色转换卡片。以
Kunming
为例：


Card A:
Card B:
若是学生的能力还要更弱一些，教师也可以把卡片中的信息再给得完整些。
Where?
Kunming
这样，既给了这些学生开口的机会，让他们增添一份自信，同时也保护了他< br>What
…
weather
…
?
warm
们的自尊心。
What
…
do?
）

went boating
Did you
…
?
great
4. Activity 8: Ask each student to interview five students with the chart.

（设计意图
:< br>学习利用调查、询问的方式来获取信息，
，增进同学之间的彼此
了解。
）

Step Four: Summary and Production (7m)
Make a short summary of what
we’ve learned today.

(1)
Useful
expressions:
visit
the
zoo,
go
swimming
/
skiing
/
skating
/
sailing
/
fishing / boating, climb mountains, play volleyball on the beach, pick apples
(2) Everyday English:
How was your vacation?
It was wonderful / great / not bad.

We had great fun.

Did you enjoy yourselves?
Where did you go? / Where did your family go?
What did you do there?
（设计意图
:
对本课时所学集体做个小结，
让学生明确单元教学目标，
方便学
生补充笔 记。
）

Step Five: Homework (1m)
1. Practice the dialogue with your classmate after class.
2. Make a similar dialogue, talking about winter vacation.
Unit 1: We laughed into tears!
(2)
一、教材分析


1.
教学内容

本课时系教材《英语
2
》
（基础模块

高教版）第一单元的第二课时，为
Language
in
Use
部分，具体内容为：能够掌握并运用一般过去时的肯定式、
否定式和疑问式。在第一册书中，学生已经学 习了一般现在时、一般将来时
以及现在进行时。学生们对于时态的运用有了初步的认识，这对学习本单元
的知识点比较有利。一般过去时主要用于描述已经发生过的事情。本单元的
话题正是描述过去的 经历，因此学生学好这个时态也就能更好地达成目标。

2.
教学重点、难点

⑴

教学重点

能够掌握一般过去时的肯定式、否定式和疑问式。

⑵

教学难点

能够运用一般过去时来描述过去发生的事情。

二、教学目标

1.
知识目标

⑴

学生能够理解并识记一般过去时的基本结构：动词的过去式

⑵

学生能够理解并识记一般过去时的肯定式、否定式和疑问式的结构：

肯定式：动词的过去式
(was / were; did)
否定式：
wasn
’
t / weren
’
t; didn
’
t do
疑问式：
Was / Were
…
? Did
…
?
(3)
学生能够理解并识记动词过去式的变化规则。

2.
能力目标

⑴

学生能正确使用一般过去时的肯定式、否定式和疑问式

⑵

学生能运用一般过去时描述过去的经历。

3.
情感目标

帮助学生在语法学习时，进一步建立合作学习模式，增进同学之间的感情。
三、教学步骤

Step One
：

Lead-in
（
10 mins
）

1.
Have
a
comment
on Ss
’

compositions.
Pick
out
some
good
examples
and
get the Ss to read them aloud. After reading, ask some questions.

（设计意图：教师对于上一 课时的学生作文进行讲评，能让学生明确并及时
订正自己的差错。对于优秀作文的肯定及在全班的示范朗 读，更能激发学生
的自豪感，从而更主动积极地完成作业。在朗读前，明确任务，听后要回答
问 题。这样既能让听的同学更集中注意力，也有意识地培养了大家尊重他人
的品质。
）

2. Introduce the Past Tense.

Tell the Ss the basic structure of the Past Tense. Ask the Ss if they know the past
forms of verbs. Bb:
一般过去时：



动词的过去式

（设计意图： 在学生作文朗读结束后，教师告诉学生，作文中大家用来描述
过去的经历要使用一般过去时。在之前的听 说课和阅读写作课中，学生们实
际上已经在运用这一时态。因此，教师在这里开门见山地提出了本课时要 解
决的问题。而问题的提出：什么是动词的过去式即在下一步骤中马上得到解
决。
）< br>
Step Two
“

Language in use (30 mins)
1. Game: Get the Ss to put the words into the right envelope.

played

danced

studied

stopped

went

cried

came

did

read

returned

replied

listened

watched

chatted

had

enjoyed

cooked

stayed

gave

slipped

counted

asked

sent

arrived

started

was

were
（设计意图：这一游戏要求学生按照已给的例子，把其 他的单词放进正确的
信封中。这里其实在复习动词的过去式的变化规则。而采用游戏和竞赛的方
式，可以化枯燥为有趣，让学生在玩中学、做中学。在学生把这些单词全部
放入正确的位置后，可以让他 们自己来归纳动词过去式的变化规则。教师还
可以在这里让学生根据这些过去式，说出它们的原形。在这 里选用的动词，
大多数为本单元中出现的词汇，学生比较熟悉。而对于不规则变化的动词，
教师 可以在后面的课时中慢慢补充，帮助学生查漏补缺。
）

2. Game: who + what + where + when
Divide
the
Ss
into
four
groups.
Students
of
each
group
write
a
part
of
a
sentence. Help them to use the past forms of verbs. Then each group leader hand
in what their group members write. There are four boxes on the teachers
’
desk.
Each box collects one part. Then Ss can read what they write.

（设计意图，找出课文中的关键活动，初步理解课文。
）

3.
Activity
12.
Read
the
letters
again
and
tick
the
correct
sentences.
Then
check the answers with the Ss. See if they have any problems, help them with
some important and difficult points.

（设计意图：这一游戏虽然并不新鲜，但在学生中却 十分受欢迎。学生们总
是十分喜欢谈论自己的同伴，有着这个年龄特有的爱搞恶作剧的特点。同学
们在每个盒子中随意各抽出一张纸条，然后组合起来，往往期待一个搞笑的
场景。
而学生在说 的过程中，
教师可以帮助学生理清各部分在句子中的位置。
而这一游戏也为下一活动做了一个很 好的铺垫。不过，要注意学生在写
what
和
when
这两部分时，
要提醒他们用动词的过去式以及表示过去的时间状语。
）

3. Practice.

Get the Ss to reorder the words to form a sentence.

a. played volleyball

my dad and I

b. enjoyed the holiday


we


c. went sailing

I

with my brother
d. had a great time

we
e. was ill

last weekend

Mum
f. yesterday

were at home

my parents
Ask the Ss to do the exercises orally as quick as possible and check the answers
with the whole class.

（设计意图：延续谁在何时何地做什么事情这一游戏，教师没有直接把例句< br>展示给学生，而是把例句改编成简单的练习，让学生自己说出正确的句子。
学生在说出正确的句子 后，会有一种成就感。这样，他们在学习例句时，就
不会感觉到枯燥和乏味。
）

4. Grammar Focus: Get the Ss to read these sample sentences together. Help
them
to
learn
the
examples.
Ask
them
to
pay
special
attention
to
the
verb
forms and the adverbial phrases of time.

（设计意图：
教师只需稍稍提醒他们注意动词 的形式和相应的时间状语即可。
帮助学生仔细学习一般过去时的肯定式和否定式。
）

5. Activity 16: Get the Ss to complete the exercises. Then check the answers
with them.

（设计意图：在完成此活动之前，学生对排列句子的顺序在游戏中已经得到
了充分的 练习，而且又已经认真学习了例句。因此，在完成这一练习时，他
们就比较得心应手了。
）
6. Activity 17.

a. Books closed. Ask the Ss some questions to see if they can describe pictures
in Activity 16 without looking at the books.

According to the general questions, help the Ss to answer them with

Yes,
…
did. / No,
…
didn
’
t.

Yes,
…
was / were. / No,
…
wasn
’
t / weren
’
t.

b. Get the Ss to complete Activity 17. Then check the answers with them.

（设计意图：在完成活动
17
前，可先检测学生对活动
16
的掌握程度。而在
检测时，教师提问的时候有意识地使用了很多一般疑问句，帮助学生用
Yes/No
来回答。在学生回答时，提醒他们注意提问和回答的一致性。
）

7. Activity 17: Chain drills. Ask the Ss to ask their partners more questions.
Start with
“
did, was or were
”
.

（设计意图 ：
帮助学生模仿活动
16
中的例子，
让他们在这里进行快速地问答，
可以有效地检查他们对一般疑问句的掌握程度。
）

Step Three
：

Summary (4 mins)
Make a short summary of what we
’
ve learned today.

a. the past forms of verbs
b. the basic structure of the Simple Past.

（设计意图 ：对本课时所学集体做个小结，让学生明确单元教学目标，方便
学生补充笔记。
）

Step Four
：

Homework (1m)
Say something interesting in your childhood or something funny in the vacation.
Choose one topic and write five sentences down.

（设计意 图：这一作业设计为下一课时要进行的童年趣事或假期中的趣事的
表演做了进一步的准备。
）< br>
Unit 2: I saw a terrible movie.
(1)
一、教材分析


1
．教学内容

本课时系教材《英语
2
》
（基础模块

高教版）第二单元的 第一课时，本
单元主要是关于周末娱乐活动的话题，该话题与学生的生活联系密切，能引
起学生 的共鸣。
第一课时的内容包括
Lead-in & Listening and speak ing
两部分，
主要内容是关于周末娱乐活动的词汇和对话。这些内容为整个单元的学习活动做语言的必要准备，也让学生知道表达周末娱乐活动的部分短语，同时也
为完成本单元的任务做语 言上的准备。

2
．教学重点、难点

（
1
）教学重点

①通过对图片的理解，学生能听懂关于周末娱乐活动的词汇和句型。

②通过对话学习，
学生能够口头运用表达关于周末娱乐活动的词汇和句
型。

（
2
）教学难点

学生能在真实的情境中运用与周末娱乐活动有关的词汇和句型。

二、教学目标

1.

知识目标

（
1< br>）
学生能够掌握关于周末娱乐活动的词组，
如：
surf the Internet, see a movie,
listen to music, go to the gym, watch a cartoon, play computer games etc
。

（
2
）学生能掌握讨论周末娱乐活动时所使用的句型，如：

What did you do last weekend?
What do you think of the
…
?
2.

能力目标

（
1
）学生能听懂关于周末娱乐活动及活动中人物和感受的对话。

（
2
）学生能用基本句型就周末娱乐活动进行对话交流。

3.

情感目标

通过口语交流了解他人的周末娱乐活动，增强同学间的了解。

三、教学步骤

Step One
：
Lead-in


1.

Brainstorming

Teacher : What did you do last weekend?
Ask students to tell the activities one by one.
（设计意图
:
激活学生已有的词 汇知识。通过头脑风暴启发学生的主动思维，
调动学生的积极性、主动性，也为后面的听说做好最基础的 词汇铺垫。
）

2.

Look and complete.

Show the students a group of pictures. Then ask the students to describe each
picture, using the sentence pattern
“
I / He / She
…
last weekend.
”

< br>（设计意图
:
教师收集更多关于周末娱乐活动的图片，通过
PPT
快速 展示熟
悉短语，通过看图说话可以锻炼学生的语言表达能力和快速反应能力。
）

Step Two
：
Words Study

1.

Read and tick (Activity 1 )
Teacher
:
Show
the
words and
related
pictures
of
different
activities
on
the
screen.
Students: Tick the activities they did last week.


2.

Listen and number (Activity 2 )
Listen to the tape and number the phrases in the order you hear them.
（
设计意图
:
将词汇 学习与具体的图片相结合，帮助学生以较为生动的形式
学习词汇。通过听力排序活动让学生进一步巩固词 汇。
）

Step Three
：
Listening

1. Pre-listening

Teacher: Ask several students about their own weekend activities. The dialogue
as follows:

T: What did you do last weekend?



S1: I ...
T: How about you? Did you do anything special?




S2: Yes. I ... / No, I ...
（
设计意图
:
通过师生对话，联系学生的生活实际，巩固前两个活动中的重
点词汇并了解听力活动的大概内容
,
以帮助学生更有目的地听。
）

2. While-listening

（
1
）
Listen and number (Activity3)
Listen and number the phrases in the order you hear them.
（
2
）
Listen and tick (Activity 4)
Listen
to
the
tape
again
and
tick
the
right
picture
according
to
the
questions.


（设计意图：通过此活动，训练学生在听的过程中 把握材料的大意，获取主
要信息的能力，同时为说的活动提供语言铺垫。
）

3. Post-listening

( class work and pair work )
Teacher: Play the tape sentence by sentence and lead students to repeat them.
Students : Listen to the tape again and repeat sentence by sentence.
（设计意图：在句子的跟读中，使学生掌握关于谈论周 末娱乐活动的重要句
型。为后面的说做好最基础的准备）

Step Four
：
Speaking

1. Read and underline (Activity 5)
Students read the dialogue and underline the weekend activities. Teacher shows
the sentences on the screen.

（
设计意图
:
阅读对话并划出关于周末娱乐活动的语句，让学生重 点关注这
些句子。
）

2. Activity 6: Listen and repeat

Students read the dialogue after the tape, focusing on the sentences underlined.

（
设计意图
:
通过跟读对话，让学生对 周末娱乐活动的句型进行反复口头表
达。为以下的对话操练做好语言上的准备。
）

3. Practice and act


（
1
）
First teacher makes short dialogues with several students. For example

T: What did you do last weekend?


S1: I ...
T: How about you? Did you do anything special?



S2: Yes. I ... / No, I ...
（
2
）
Students make dialogues in pairs, following the example. Then some of them
act out their dialogues to the whole class.

（设计意图
:
通过简单的对话操练，熟练运用 谈论周末娱乐活动的句型。
）

Step Five

Group work
1. Ask students to do a survey in groups of four: How did they spend their last
weekend?

Name
Where did you
go last
weekend?









Who did
you go
with?



When did
you go
there?



How did
you like it?
2. Ask some of them to report their results to the whole class.

Eg.
Last?weekend,?XX?wat ched?TV
,?played?football…

Step Six

Homework

1. Remember and search more phrases about weekend activities.
2. Write a short report about one of the classmate
s’
weekend activities.
（设计意图< br>:
记忆周末娱乐活动的词汇并加以补充，以复习课堂词汇并扩散
学生的思维。记录调查报 告旨在巩固句型运用。
）

Unit 2: I saw a terrible movie.
(2)
一、教材分析


1
．教学内容

本课时系教材《英语
2
》
（基础模块

高教版）第二单元的第二课时，主
要内容为
Language
in
Use
部分，具体内容包括了语法知识（一般过去时）
、
词汇学习
（关于娱 乐活动词汇的巩固和应用）
。
这些内容总结了本单元的重要
词汇和语法，
并在 完成多个任务活动中达到灵活运用本单元所学语言的目的。

2
．教学重点、难点

(1)
教学重点

①通过在情境中学习，学生能正确使用一般过去时。

②通过活动操练，熟练掌握有关娱乐活动的词汇和句型的用法。

(2)
教学难点




学生能准确运用一般过去时介绍自己和他人的娱乐活动。

二、

教学目标

1.
知识目标

(1)
学生能掌握有关娱乐活动形式的词汇，
如
action film, comedy, pop music,
talk show,



cartoon, soap opera, rock, jazz,
…
etc.

(2)
学生能熟练运用描述个人感受的句型，如：

It is very boring. I want to sleep.
She is my favorite singer. Her songs are very relaxing and soft.
I think it is exciting and I always dance when I listen to jazz.
It is different from rock music. It is more peaceful.
2.
能力目标

(1)
学生能在情境中正确使用一般过去时。

(2)
学生能在口头和书面上表达对不同娱乐活动的感受。

3.

情感目标

快乐学习，享受影视音乐等娱乐活动带来的精神愉悦。

三、教学步骤

Step One
：

Lead-in

V
ocabulary memory:

Teacher shows a group of pictures about movies, TV programs and music on PPT
and asks students to describe each picture.
（设计意图
:
展示各类海报或图 片，让学生更直观、形象地区分理解不同电
影、电视节目和音乐的词汇；复习词汇，锻炼学生的短时记忆 能力和看图说
话能力。
）

Step
Two
：
Presentation
Teacher
plays
different
kinds
of
short
movies,
TV
programs
and
music.

Students
enjoy
them
and
think
about:
What
type
of
movie
/
TV
program
/
music
is
it?

What
do
you
think
of
the
movie
/
TV
program
/
music?

（设计意图
:
放映几段电影视频、电视节目片段和音乐片段，让学生判断他
们的类别，写出单词；再用相关形容词和 简单句型描述对这些影音的感受。
该活动是本单元学习中的适度放松环节，既巩固复习本单元的重点词汇 句型，
又拓展学生的知识面，激发学生的学习兴趣。

Step
Three


Practice

1.
Complete
the
chart
with
words
from
the
list
in
Activity
19.
2.
Choose
the
proper
adjectives
to
describe
the
pictures
in
Activity
20.
3.
Complete
the
conversation
with
the
correct
forms
of
the
words
given
in

Activity
21.
（设计意图
:
通过各种不同的形式，充分练习巩固本单元的重要词汇 和语法，
培养学生在真实语境中使用词汇，运用语言的能力。
）

Step
Four
：

Group
work

Do
a
survey
in
groups
of
six.
Interview
the
classmates
with
the
chart
in
Activity
7
on
P28.
Then
ask
the
leader
of
each
group
to
give
a
short
report.
（设计意图
:
在熟练掌握所学句型之 后，给学生设计一个调查任务。六人一
组，调查小组成员对不同电影的喜好，然后推选一人报告调查结果 。小组活
动有助于培养学生的合作学习意识。
）

Step Five


Grammar focus - Simple Past Tense
1. Present the simple past tense with some examples.
2.
Complete
the
sentences
and
make
a
dialogue
in
pairs
in
Activity
16.
3.
Complete
the
sentences
and
make
a
dialogue
in
pairs
in
Activity
17.
4.
Ask
your
classmates
what
they
did
last
weekend
Activity
18.
（设计意图
:
总结本单元所学语法内容，在语境中让学生熟练掌握一般过去
时的用法，并进一步运用于对话中。
）

Step
Six
：

Homework

Prepare
for
the
Unit
Task
in
groups.
（设计意图
:
自主学习，小组准备单元任务。
）

四、板书设计












Unit 2


I saw a terrible movie.














Simple Past Tense




















Words
about








1. What did you do last weekend?

Unit 3: Have you ever done a part-time job
(1)

















2. Did you play football yesterday afternoon?
entertainment
一、教材分析






















3. Was Zhang Hong in the library this morning?
1
．教学内容

本课时系教材《英语
2
》
（基础模块

高教版）第三单元的第一课时，包括
Lead-in & Listening and sp eaking
两部分，具体内容为：部分职业名称、描述
个人性格和才能的短语、
进行 人员招聘
/
求职应聘面试时的询问和提供个人经
历、才能及应聘原因等信息的简单对话 。

这些内容为整个单元的学习活动做语言和知识的准备，
也为学生学以致用
的语言表达活动提供了语言铺垫。同时，应聘的话题也为学生在进入职场进
行必要的准备。

2
．教学重点、难点

⑴教学重点


通过与表达 能力、
性格和经历的相关的词汇和句型的学习，
学生模拟招聘
及应聘场景

并展开相应对话。

⑵

教学难点

学生了解词汇记忆的策略之一——分类记忆；

学生读懂招聘广告并能据此展开对话。

二、教学目标

1.
知识目标

⑴掌
握部分职
业名称、描述
个人性 格
和才能等的短
语及词汇
，如
salesperson;
secretary;
part-time;
applicant;
creative;
strong
points;
speak
fluent
English; have good communication skills;

⑵掌握询问和提供个人经历、才能及应聘原因等信息时所使用的句型，
如：

1)
询问个人经历、才能及应聘原因等信息时
:
Can you tell me something about yourself?
Have you done any part-time job?
What are your strong points?
Why do you want to work for our company?
2)
提供个人经历、才能及应聘原因等信息时
:
I am a student at…

I will
graduate …

I am (creative and hard-
working…)

2.

能力目标

⑴学生能听懂关于进行招聘
/
应 聘面试时的询问和提供个人经历、才能及
应聘原因等信息的简单对话。

⑵学生能熟记 并表演关于进行招聘
/
应聘面试时的询问和提供个人经历、
才能及应聘原因等信息的简 单对话。

(3)
在日常生活中灵活应用提供个人经历、
才能及应聘原因等信息的句型
.
3.
情感目标

在模拟情景交流中，调教学生正确的应聘穿着及言谈举止方面的礼仪。

三、教学步骤

Step One: Lead-in
（
8m
）

1.

A game. We play a game first. Students guess who the famous person is with
the help of the

For example:
A person can sing songs very well. He works as a singer and an
actor. Possible answer: Liu Dehua
（设计意图
:
由学生熟知的明星人物入手，采 用猜谜游戏形式，利用多媒体
图片呈现，
引发学生对话题的兴趣和开口欲望，
并初步接 触本单元关键句型。
）

2.

Brainstorm. Students are encouraged to list the vocabulary of jobs they have
learned as many as they can. Then go with the third activity, this time students
will guess the job according to the key sentences, which consist of some new
words and expressions related to skills.




For example: A person can type very fast. What’s his/her job?




Possible answer: typist.
（设计意图
:
通过头 脑风暴，我们可以快速呈现和温习已掌握的旧知，自然
而然带出新知。
）

3.

Lead-in
activity1.
Tick
the
talents
that
you
have.
Make
sure
students
understand the meaning of each expression and help them to find the talents they
have.
（设计意图
:
再次接触教 材中的关键词汇和短语，为下一步听力和口语练习
打好伏笔。
）

4.

Lead-in activity2. Circle the jobs that you think you might do well. Make sure
students understand the meaning of each job in the list and help them to find the
suitable job
，
especially the key words in the unit, such as salesperson, secretary,
and so on.
（
设计意图
:
再次接触教材中的关于职业名称的关键词汇，为下一步听力和
口语练习打好伏笔。
）

Step Two: Listening and speaking (22m)
1.

Activity
3.
Listen
and
tick
the
right
picture
for
the
question.
Listen
to
the
dialogue and tick the right picture from the four pictures of four different places.
2.

Activity 4. Listen again and decide whether the following statement are true
or false.

L
i Xiaohong has visited the company’s website.

Li Xiaohong has passed the marketing test.
（设计意图
:
通过猜测，帮助学生初步了解现在完成时的含义。
）

3.
Activity

again
and
tick.
Listen
to
the
dialogue
again
and
tick
the
advantages
Li
Xiaohong
has.
Help
students
learn
the
key
expressions
by
paraphrasing the expressions.
For example:

An
expression
means
being
good
at
using
computer.
(
have
good
computer
skills)
（设计意图
:
通过词汇释义，帮助学生掌握关键词汇的含义。
）

4. Activity 6. Read and underline. Read the dialogue and underline the interview
questions
and
answers
about
asking
and
answering
the
information
of
one’s
personality, working experience, skills and purpose.
Can you tell me something about yourself?
Have you done any part-time job?
5.

Read
the
key
sentences
after
the
teacher.
Make
sure
that
students
can
say
them out fluently and their pronunciation of the words is correct.
6.

Practice the sentences with the information from students’ own.

7.

Activity ce the dialogue in pairs. Use Activity 6 as an example.

(
设计意图
:
从词到句，从句到对话，每一 步骤都要确保学生能扎实掌握。
从领读到齐读到互相读再到个别读，教师要确认学生能正确掌握发音和语 音
语调。
)
8.

Ask some pairs to demonstrate their performance.
(
设计意图
:
展示对话，锻炼了当事者的胆量。
)
Step Three: Summary and Production (14m)
1.

Make a short summary of what we’ve learned today.

(1)key vocabulary
：
salesperson; secretary; part- time; applicant; creative; strong
points; speak fluent English; have good communication skills;

(2)
expression
about
asking
and
answering
the
information
of
one’s
working
experience, skills and purpose.

Can you tell me something about yourself?
Have you done any part-time job?
What are your strong points?
2.

Think of words of jobs and one’s talents.

（设计意图
:
对本课时所学集体做个小结， 让学生明确单元教学目标，方便
学生补充笔记。
）

3.
Think
of
more
ways
to
ask
about
one’s
information
of
working
experience,
skills and purpose.
（设计意图
:
对程度较好的同学，帮助他们接触、了解、归纳和掌 握更多的
招聘用语，对于开阔眼界有所益处。这些用语不做四会要求。
）

Step Four: Homework (1m)
1. Copy and memorize the new words and expressions.
2. Practice dialogue with your classmates after class.
3. Make a similar dialogue, talking about personal information.
五、板书设计

Ask for information :
Provide information :
Can
you
tell
me
something
about
I am a student at…

yourself?
I will graduate …

Have you done any part-time job?
I am (creative and hard-
working…)

What are your strong points?
I have worked as a part-
time… in a
Why do you want to work for our
company for…

company?
I can (speak fluent English). And I
have (very good communication skills).
I think it is a/an (exciting) place to
work.
Unit 3: Have you ever done a part-time job
(2)
一、教材分析


1
．教学内容

本课时系教材《英语
2
》
（基础模块

高教版）第三单元的第二课时，包
括
Reading and
writing
部分，具体内容为：读懂简单的招聘广告，并能找出关键信息点；根
据关键信息点，完成招聘广告。

这些内容将第一单元以及本单元第一课时的教学内容融合在了 具体的任
务中，同时为本单元任务“设计招聘广告”做好铺垫，起的是承上启下的作
用。

2
．教学重点、难点

⑴教学重点

读懂简单的招聘广告，并能找出关键信息点。

⑵教学难点

根据关键信息点，填入恰当的词汇完成招聘广告。

二、

教学目标

1.
知识目标

⑴学生能掌握描述职业名称、个人职业能力及经历等词汇及短语，如
kindergarten teacher
，

marketing assistant
，

have good computer skills
，

have
good
communication
skills
，
be
able
to
work
under
pressure,

work
as…
，
two-year working experience;
⑵学生能掌握简单招聘广告中的典型句型，如：

We are looking for …

If you are inter
ested, …

Please call…at…

Please visit … for more information.

Please send your resume to us.
⑶接触现在完成时态的句子并进行初步讲解
;
I have passed the TOEFL test.
I have written many English stories.
2.
能力目标

⑴学生能读懂简单的招聘广告，并能找出关键信息点。

⑵

学生能根据关键信息点，填入恰当的词汇完成招聘广告。

3.
情感目标

帮助学生发现自我能力和价值，帮助学生树立信心，发展能力 ，为今后
求职打下坚实基础。

三、教学步骤

Step One
：
Lead-in (10m)

1.

Vocabulary
memory:
the
teacher
shows
a
group
of
pictures
about
talents,
skills and abilities on ppt and asks the students to describe each picture.
（设计意图
:
复习词汇，锻炼学生的短时记忆能力，看图说话能力 。
）

2.

Activity
9.
Match
the
talents,
skills
and
abilities
with
the
two
jobs:
kindergarten
teacher
and
marketing
assistant.
And
then
list
at
least
two
qualities required by each job.

（设计意图
:
将个人职业特长和优势与具体职业挂钩，为其后的 课堂活动
打下伏笔。教师要向学生解释特长与职业需求的特长的区别。前者更广
义，后者要与具 体职业挂钩，所以需要更有针对性。
）

3.

Brainstorm: List the skills and abilities the two jobs required in order to do
the jobs better.
（设计意图
:
鼓励学生列出更多做个优秀的职场人所需要的职业素养 和特
长，为其后的课堂活动进一步夯实基础，并向学生传达人文信息：要做
到脱颖而出，需要更 多的努力。
）

Step Two
：

Reading and writing (20 min)

1. Activity 10. Read the following ads, and tick the common qualifications for the
two jobs. Teacher asks students to underline the key words of the qualification
in the job ads and tell what kind of talents each item belongs to.

（设计意图
:
训练阅读技巧之一：抓住关键词，获取关键信息。
）


2
．

Activity11.
Read
the
advertisements
again
and
complete
the
chart.
Teacher
asks
students
to
find
the
key
information
in
the
job
ads,
including
the
title
of
organization,
the
position
and
the
website
address.
Check
the
answers
with
the
students,
explaining
the
difficulties,
especially
the
meaning
of
the
words:
organization,
position
and
website
address.
Teacher
can
give
an
example
to
demonstrate it. For example:

Name: Wei Zhe (
卫哲
)






Organization: Alibaba (
阿里巴巴
)
Position: CEO













Website address:

（
设计意图
:

引导学生继续寻找和 提取招聘广告关键信息点，也利于学生
知晓寻找招聘广告所提供的基本信息。
）

2.

Activity 12. Discuss who are the fittest for the two jobs. Teacher asks students
to read the description of each person and underline the key words, which shows
the skills and talents. And find the fit person for the job. Teacher asks students to
underline the sentences with present perfect tense and try to understand the use of
the tense.
I have passed the TOEFL test.
I have written many English stories.
（
设计意图
:

进一步语言输入，接触并初步分析现在完成时的句子涵义。
）

4
．
Further reading. Find and underline the key sentences in the job ads.



We are looking for
…




If you are interested, please send your resume to us./ call
…
at
…
.



We will
…
you as soon as possible.



You should
…

（
设计意图
:

在找到招聘广告关键信息点的基础上，引导学生了解 、熟悉并
掌握招聘广告的规范句型。

5. Activity 13. You are now designing two job advertisements. Finish the ads with
the
given
information.
Teacher
helps
students
to
fill
in
the
blanks
in
job
ads
with the information in the chart.
（
设计意图
:

课堂活动的重点阶段。
帮助学生适应从A
→
B
→
A
的思维，
即从
招聘广告中找到相应 关键信息点，再把关键信息点还原到广告中去。
）

6. An additional activity. Fill in the blanks with the missing information. Design a
job advertisement for UC café
.
For example
：
A cafecaf
é

called UC caf
é

is looking for some six students aged
16 to 18 as part-time

设计意图
:
课堂活动的重点阶段。从具体招聘广告中找到相应关键信息点，
再把关键信息点还原到广告中去 ，模仿教材中出现的广告，设计广告
。
）

Step Three
：

Unit task: Prepare for a job fair (14m)

1. You and your classmates are to hold a job fair. Now work in group and prepare
the job fair. Design a job advertisement with the key sentences in the job ads.

1). Brainstorm the positions, such as an English teacher, a salesperson, and so on.
Then write down the most popular position in your group.
2). Decide at least 3 qualifications qualifications of application for the position.
3). Design a job advertisement for this position.
4). Prepare at least 5 interview questions.
（
设计意图
:

课堂活动的难点阶段。帮助 学生结合广告关键信息点和典型句
型，设计出招聘广告。
）

Step Four
：

Homework (1m)

1.

Copy the new words and expressions.
2.

Suppose
you
are
to
hold
a
job
fair.
Design
a
job
advertisement
for
your
company. Make it imaginative as possible.
3.

Collect as many job words as possible.
Unit 4: I
’
ve tried all the means of transportation
(1)
一、教材分析


1
．教学内容

本课时系教材《英语
2
》
（基础模块

高教版）第四单元的第一课时，包
括
Lead-in & Listening and speaking
两部分，本单元的话题——“交通”是与
学生实际生活密不可分的， 具体内容为：有关常见的交通工具、出行方式的
英文表达；
用简单的句式和词汇描述交通方式；
听懂有关交通和出行的对话；
谈论某地的交通状况并发表简单评论。

这些内 容为整个单元的学习活动做语言和知识的准备，也为学生学以致
用的语言表达活动提供了语言铺垫。
2
．教学重点、难点

⑴

教学重点
< br>学生能听懂有关交通和出行的简单对话，并在仿真的情景中运用相关的
词汇和句式对交通工具和出 行方式进行简单描述和评论。

⑵

教学难点

学生通过与他人合作学习来共同解决问题。

二、

教学目标

1.
知识目标

⑴

学生能理解并运用有关交通工具的词汇，如：
subway, train, bus, taxi,
plane, car, light rail, ferry
等。

⑵

学生能理解并运用描述交通工具、
出行方式的词汇与句式，
如：
cheap,
comfortable, dangerous, expensive, safe, fast, slo
w
等。

What
’
s the transportation like in
…
?
The transportation there is
…
.
Did you take
…
?
Yes,
…

was comfortable.
How did you go there?
I went there by
…
.
⑶


学生能听懂有关交通工具、出行方式的对话。

2.
能力目标

⑴

学生能运用有关词汇与句式对交通方式进行简单描述。

⑵


学生能运用所学语言谈论某地的交通状况并发表简单评论。

3.
情感目标

学生通过与他人合作学习来共同解决问题。

三、教学步骤

Step One Lead-in (7 min)
1. Brainstorm (1min
）

The teacher asks,
“W
hat would you consider when you look for a part-time
job?
”

(ability,
salary,
opportunity,
work
time,
workplace,
traffic
or
means
of
a part-time job
transportation, boss, distance
…
)

（设计意图
:
通过游戏，利 用头脑风暴的形式引起学生发散思维，抓住学生
注意力，活跃气氛，在复习第三单元的基础上引出本单元 话题，由旧知引出
新知。
）

2. Match (1min)
The teacher asks,
“
Which means of transportation do you take when you go
to work / go to school?
”
Show some pictures of means of transportation. Match
the pictures with the words. Then read the words after the teacher.
1. subway





2. train



3. bus







4. taxi




5. bicycle

6. motorbike



7. plane


8. car







9. Ferry



10. light rail

（设计意图
:
此步骤加入图片与交通工具
match
的设计，首先使学生对交通
工具有 直观的认识，多两个词汇供选择，使最后一张图片时，学生也仍要做
出选择。带读解决不熟悉单词，利于 学习用英语表述各种交通工具的名称，
为下面的讨论作词汇铺垫。
）

3. Activity 1. Discussion (2 min)
“
What kind of transportation have you taken? Work in pairs and discuss the
means of transportation you have used.
”

Example: A: Have you ever taken the subway?








B: Yes, I have. / No, I haven
’
t.
（设计意图
:
把单词引入句型中，进一步巩固交 通工具的词汇，也为后
面语法的学习做铺垫。讨论中句子的使用为语言的实际运用打好基础。
）


4. Activity 2. Description (3min)
Which means of transportation will you choose when you
…
? And why will
you choose it? What do you think the subway /

…

is like?
Encourage
the
students
to
describe
the
means
of
transportation.
Encourage
the
students
to
make
use
of
the
adj,
such
as
cheap,
comfortable,
dangerous,
expensive, safe fast, slow

…
.
Give the students an example. Get them to make
sentences.
Example: The light rail in Shanghai is comfortable.
（设计意图
:
在此步任务中，
学生会根据地点选择交通工具，
去纽约要坐
飞机，去舟山要坐渡轮，去上海要乘火车或 大巴，去上学可以乘公交、小汽
车、自行车
……
，进一步巩固交通工具，并说明理由， 鼓励学生用形容词和
相应的句式描述交通方式，在讨论时自然引出常用句型，并加以操练，目的
性明确，为听力的理解和掌握作铺垫，帮助学生掌握重点句型，又化解听力
中的难点。
）

Step Two
：

Listening (10 min)

1. Activity 3. Listen and tick what you hear.
Listen
to
the
tape
and
answer
the
question,
“
What
means
of
transportation
mentioned in the dialogue?
”

1) ferry
5) subway
2) taxi
6) plane
3) train
7)light rail
4) bus
8) boat
（设计意图
:
通过听对话，该步骤有助于训练学生能根据表格提供的信
息有 针对性地获取听力主要信息。
）

2. Activity 4. Listen again and answer the questions.
1) How did Sara go to Shanghai?
2) What place did she visit in Shanghai?
（设计意图
:
从个人活动过度到全班活动， 问答活动有助于学生掌握该
关键句型的用法，在训练听力能力外，还会训练学生利用听力材料中的信息< br>组织语言回答相关问题的能力。
）

3. Activity 5. Listen again and fill in the form..

Listen to the tape again and catch the key words.
Public Transportation in Shanghai
Subway
Light rail
Taxi



Sara
’
s Opinion
（设计意图
:

进一步完成表格任务，检测学生对听力细节材料的理解和把握，
有目的地获取信息的能力。再一次回顾描 述交通工具，加深印象，为进一步
理解对话，完成说的活动作铺垫。
）

Step Three
：
Speaking (20 min)

1. Read and underline.

(4 min)
Students read the dialogue in Activity 6 individually, and then they underline
important sentences about means of transportation. Teacher asks 2 or 3 students to
tell
others
their
opinions.
Teacher
writes
down
the
useful
sentences
on
the
blackboard:
（设计意图
:
学生通过阅读，
独立找出
Activity 6
中关于有关交通方式的
关键句型，培养学生归纳、总结学习重点的能力，进一步加深对交通工具名称及相关句型的印象，为下面的活动做必要的语言储备。
）

2. Role play (16 min)




Work
in
pairs.
The
students
can
make
the
conversation
of
their
own.
The
students practice the dialogue themselves. Then the teacher invites several pairs to
show
their
plays.
The
teacher
can
give
them
some
help
if
they
are
in
trouble.
Students can choose different levels to act out.




学生自己编演对 话，对于有困难的学生可以提供一定的帮助，不同的学
生提出不同的要求。

（设计意 图
:
分层角色扮演，可以为有需要的学生提供帮助，使不同层
次的学生都可以有展示的 机会。
）

Step Four
：

Summary and Production (7m)
Step Five
：

Homework (1 min)





(1) Practice the dialogue and repeat the dialogue.
(2) Do some exercises in the workbook.
(3) Write down their dialogue of their own about the transportation.





Film Appreciation

ine
A story following Archer, a man tortured by his roots. With a strong
survival instinct, he has made himself a key player in the business of
conflict diamonds. Political unrest is rampant in Sierra Leone as people
fight tooth for tooth. Upon meeting Solomon, and the beautiful Maddy,
Archer's life changes forever as he is given a chance to make peace
with the war around him.?
Written by?

2. Details
Official Sites: Official Facebook
Country: Germany | USA
Language: English | Mende | Afrikaans
Release Date: 8 December 2006 (USA) See more ?
Also Known As: Diamante de sangre See more ?
Filming Locations: Cape Town, Western Cape, South Africa
3. Film comment
Leonardo DiCaprio has become one of the premiere American actors. With a
set
of
natural
instincts
that
lends
a
non-showy,
believable
quality
to
all
of
his
performances, versatility, and movie star size charisma that fills up the screen and
emotionally
hooks
the
viewer
into
his
character and
story,
it
is
hard
to
think
of
another
male
American
actor
(with
the
exception
of
Johnny
Depp)
who
is
consistently giving an audience its money worth; these two gentleman have taken
the reins from Tom Hanks and Denzel Washington, as those two Oscar-winning
future legends of the silver screen gracefully age into more mature roles.
In
Blood
Diamond,
it
is
Mr.
DiCaprio's
performance
that
raises
this
film
above it's standard Hollywood fare of a script (although it is a solid script) into
something
memorable.
His
performance
here
as
an
opportunistic
diamond
smuggler equals that of the one he gave earlier in the fall as
The Departed, although the two characters couldn't be more different from each
other.
It
may
be
his
best
performance
yet,
and
in
terms
of
sheer
charisma
and
memorability
it
certainly
rivals
his
mega-star
making
performance
as

Dawson

I liked Blood Diamond a great deal, but do not think it is a great film. A good
movie?
Yes.
Very
mainstream
and
formulaic,
but
it
is
raised
up
quite
a
bit
by
DiCaprio's
character
and
his
terrific
realization
of
it.
If
I
had
read
this
script
beforehand,
I
never
would
have
thought
of
Leo
for
this
role-
possibly
George
Clooney
or
some
other
star
known
for

charm,
but
not
Leo.
But
now,
having
seen
it,
I
can't
imagine
anybody
else
as

Archer;
it
is
a
fully
realized, winning performance.
Mr. Hounsou was wonderful as well, and I liked the chemistry between the
two men in their scenes together. He was able to make the audience feel the gamut
of emotions his character experiences during the course of the movie- pride and
hope,
fear,
outrage,
resignation,
mistrust,
desperation,
and
determination,
and
beautifully rises above the somewhat limiting way his role was written.
I
thought
Ms.
Connelly
did
as
good
a
job
as
possible
in
her
role
as

idealistic journalist who wants to make a difference.
version
of
Joaquin
Phoenix's
in
Hotel
Rwanda.
As
always,
I
find
she
brings
a
certain
dignity
and
intelligence
to
her
performances
and
does
not
allow
her
incredible
beauty
to
overshadow
her
acting.
I
thought
she
and
Leo
worked
wonderfully
together,
as
well,
and
along
with
Mr.
Hounsou
they
make
an
engaging trio you can't help rooting for.
In
comparing
it
to
other
recent
films
about
Africa,
I
didn't
think
this
was
quite as good as as Hotel Rwanda, but better than The Interpreter, The Constant
Gardener, and The Last King of Scotland. I felt an emotional engagement with the
characters I didn't experience in the latter three films. I found the script allowed
my
care
for
the
characters
to
grow
as
the
story
progressed,
and
was
not
overly
manipulative.
At
times
it
veered
too
much
into
standard
action
movie
territory,
with much violence and many
the realm of compelling human drama by a wonderfully acted, intimate scene.
After
reading
some
early
negative
comments,
I
was
pleasantly
surprised
at
my response to it. Compelling characters and the skillful use of a truly gripping
global issue as the plot line make this a satisfying viewing experience- one that I
would happily see again.
4. Homework


Discussion: What do you think about the film?
Unit 4: I
’
ve tried all the means of transportation
(2)
一、教材分析


1
．

教学内容

本课时系教材《英语
2
》
（基础模块

高教版）第四单元的第二课时，授
课内容为课本
language
in < br>use
部分，具体包括：现在完成时态用法Ⅱ，现在
完成时的结构及引导时间状语的链接 词
since
和
for
在现在完成时中的用法。

本课内容 承接前一单元现在完成时的基本用法Ⅰ，讲解现在完成时的另
一种用法，即某一动作开始于过去，一直持 续到现在，是主要有关
since
和
for
引导的现在完成时的结构和用法区 别，是学生学习现在完成时的难点。

2
．教学重点、难点

⑴

教学重点

学生能在口头及书面表达中正确使用现在完成时。

⑵

教学难点

正确理解、区分和使用瞬间动词和延续性动词。

二、

教学目标

1.
知识目标

(1)
学生能体会
since
和
for
在现在完成时句子中的用法。

(2)
现在完成时的结构及用法，即某一动作开始于过去，一直持续到现
在。

2.
能力目标

学生能正确理解和使用现在完成时的第二种用法。

3.
情感目标

学生能了解并能在讨论过程中正确选择现在完成时进行情感表述。

三、教学步骤

Step One
：
Lead in (7 min
）

1. Revision (3 min)




Show
some
pictures
about
transportation.
Ask
the
students
to
answer
the
questions
“
Have
you
ever
taken
…
?
”

Then
get
them
to
ask
and
answer
the
questions with partners according to the pictures.
(
设计意图
:

由交通工具图片的形式引入现 在完成时的用法，
吸引学生的
注意力，降低起点，产生“低门槛效应”
.
）< br>
2. Revision (4 min)
The
teacher
gets
the
students
to
make
some
sentences
according
to
the
following information. They need use the present perfect tense.
(1) take a part- time job

(3) visit Beijing





(2) fly to another city
(4) have a job interview
(6) read a job advertisement
(5) take the TOEFL test

Students can discuss first. Then teacher asks some of them to give their ideas.
Then they can work in pairs to ask and answer according to the information.

（设计意图
:

用现在完成时造句，复习第三单元学习的现在完成 时的第
一种用法，巩固现在完成时的结构及句型转换，为学习现在完成时的第二
种用法做铺垫。
）

Step Two
：
Language in use (37 min)
1. Presentation (3 min)
I have been in New York for just two weeks.
It has been ten years since I last came to New York.
She has visited many places in New York since she went there.
She has studied in the university for two months.
Get the students to read the sentences together and tell something about the
usage of the present perfect tense. Get them to underline the expresses with
“
for
”

or
“
since
”
. Get the students to tell the difference between
“
for
”
and
“
since
”
.
（设计意图
:

通过 例句向学生呈现现在完成时的基本用法，朗读加深印
象，先全班齐读，还可点名让学生朗读。个人活动， 叙述自读句子并试着
画出现在完成时的结构及引导时间状语的词——
for, since
。
）

2. Give them some exercises to practice. Complete the following expresses with
“
for
”
or
“
since
”
. (1 min)
(1) five years



(2) he left his hometown

(3) 3 minutes
(6) the whole spring
(4) last year
(5) his father worked in the factory
（设计意图
:

通过一分钟的练习，让学生更加明确
for
和

since
的用法
区别，为接下来教学使用延续性动词这一难点，打好时间状语的基础。
）

3. Activity14. Complete the sentences with
“
for
”
and
“
since
”.


（
5 min
）

(1) Jane has been in America __________ last weekend.
























__________ a week.
(2) My brother hasn
’
t eaten any food __________ 24 hours.
































__________ yesterday.
(3) I have learned English __________ last July.





















__________ six months.
(4) My parents haven
’
t phoned me __________ Saturday.





























__________ two days.
(5) This team hasn
’
t won __________ last year.






















__________ a year.
（设计意图
:
先个人活动，学生用
for
或
since
完成句子搭配。再双人活
动，学生相互改错，请 学生对
for
，
since
在现在完成时中的用法进行归纳，
教师给 予反馈。
让学生在练习中自己体会
for
，
since
在现在完成时 中的用法。
）


4. Activity 15. Talk with your partner and see if you have the same experiences.

(8 min)