七年级英语下册Module3Unit3Languageinuse学案(无答案)(新版)外研版
研究室七年级英语下册Module3Unit3Languageinuse教案
教课资料范本研究室七年级英语下册Module 3 Unit 3 Language in use 教课设计编辑： __________________时间： __________________Module 3 Unit 3 Language in use一、教课内容：Unit3 Language in use二、课型： Revision and application三、教课目的：真切的社交。
3.能用运用所学知识介绍自己的周末计划。
4.提升学习英语兴趣，建立信心，培育其踊跃主动参加各样语言实践活动的学习态度。
四、教课重难点：可以用“ be going to” 娴熟的讨论自己的周末计划。
五、教课准备：本节课型为 Revision andapplication ，依据新课标的要求，联合教材和学生特色，主要采纳任务型互动式进行教课，联合情形法、社交法、听闻法、概括法等教课方法实行讲堂活动，开启学生思想，经过一系列有条理的教课活动，指引学生自主研究学习和与别人互动合作学习，让学生体验快乐学习。
本节课所需教具及资料：幻灯、图片、检查表等。
六、教课过程：教课步骤教师活动学生活动活动目的1. Leading- 1. Give 1. Play a guessing Review andin instructions of game, a volunteer does consolidate the new （7’）guessing game.actions about his/her words and someplans, the other phrases.students guess likethis: Are you going togo shopping? / I thinkyou’re going to play2. Show the basketball.pictures andask the 2. The students actstudents to out the dialogues inmake dialogues pairs about theirabout what they plans with thepictures2. While- 1. Have the 1.Do Activity 3,Review andtask(17 ’)students finish expression from the consolidate theActivity2 and box.verbs and thethen check the phrases justanswers.learned in thefirst two units.2. Ask the 2. The students will Consolidatestudents to be given three minutes expressions andwrite things to write things as main sentencethey as many many as they can..structure thatas they can. 3. They will have a they ’ve learned .3,4.match for writing onOrganization the blackboard. (Seewhich group can writethe most correctsentences of the fourgroups.)4. Two students willcollect the sentenceson the blackboard. Andsee which group willdo the best.3. Post-task 1. 1.Students interview 1.To practice the (19 ’)Organization their best friends skill of speaking.about , and fill in thetable of Activity5 withthe information theyget.2. Make a report about 2. Enable students2.their best friends’to talk about theirOrganization weekend plans, using weekend plans.the information in theform. Then share withthe class.3. Ask the 3.Write .To practice thestudents to 4. Ask some students to skill of writing.write about write their plans ontheir own the blackboard andweekend plans.share their plans with4.the class. See who hasOrganization.the most wonderfulweekend.4. Summary Sum up the key Students conclude the Let the students (1 ’)structure: be usage of the key internalize thegoing to do structure.grammar they ’velearned in thismodule.5.Write a plan for the May Day holiday.Homework（1’）板书设计Module 3 Making PlansUnit 3 Language in useI ’m going to check my email.What are you going to do at the weekend?Are we going to meet here?No, we aren ’t.达标训练题一、选择正确的答案：（）1. We are all looking forward __________ the new film.A. to watchB. watchesC. to watchingD.watching() 2.— What are you going to do next week?— We ____________ a picnic.A. haveB. are going to haveC. is going to haveD. will be() 3. I often ___________ an hour reading English.A. takeB. costC. spendD. pay( ) 4. Don’t __________ silly!A. isB. areC. /D. be( )5. We aren’ t going to take a walk__________it ’s raining now.A. becauseB. butC. andD. so( )6. I want to go shopping. I’m going to ______ some clothes.A. washB. sendC. giveD. buy( )7.—Are you going to see a movie this evening?— _______. I ’m going to have a piano lesson.A. Yes, I amB. No, I’m notC. Yes, I doD. No, I don’t二、短文填空：Hello, boys and girl. I’ m Jim Smith,I ’ m 13 years old. I’ m1.___________ England and I ’ m EnglishChina. I like2._____________ very much. I ’ m going to have a busy3._________________. On Saturday morning,I ’ m going to 4._______________ my homework, but in the afternoon,I ’ m going some 5._________ and I ’ m going to take a 6.___________ in theSummer Palace. On Sunday morning,I ’ m going to a basketball match, andI ’ m going to 7.___________ my favourite player. I hope my favouriteteam will 8.___________ the match. In the afternoon,I ’ m going to helpmy mother do some 9.__________ __, for example, to clean my house. I’m a happy boy. Do you want to make 10.______________ with me?。
七年级英语下册 Module 3 Unit 3 Language in use导学案(无答案)(新版)外研版
Unit 3 Language in use第五课时一、学习目标1.归纳并学会本模块中新学词汇。
2.归纳并总结be going to的用法，并能利用一般将来时be going to 来写自己的学习，旅游计划；二、学习重点be going to的意义和用法三、学习难点1. 掌握be going to do中be动词的变化。
2. 学习并掌握be going to表将来课前预习一、使用说明与学法指导1. 进一步了解be going to表将来及其句式的变化。
2. 把不懂的勾出来并把它写在我的疑问处。
二、教材助读1、朗读学过的单词、短语、对话、课文等。
2、写出下列短语：复习；练习_________ 野餐_________ ……的计划_________帮助做家务_________ 盼望_________ 交朋友_________过得愉快_________ 观光_________ 散步_________做运动_________ 加入我们_________三、预习自测题一、翻译句子1.今天晚上我打算查看电子邮件。
_____________________________________________________2.他这个周末有堂钢琴课。
_____________________________________________________3.他们这个周末会去野餐。
_____________________________________________________二、句型变化①I am going to visit China.(改为一般疑问句)。
_________________________________________________②He is going to buy some clothes.(改为一般疑问句)_________________________________________________③They are going to have a party.(改为否定句)_________________________________________________我的疑问课内探究be going to的用法点拨1.be going to是一种固定结构，它后面要接动词原形，用来表示按计划或安排要发生的动作，有时也可以表示推测将要或肯定会发生的动作，有“准备；打算”的意思。
外研版英语7年级下册：Module 3 Unit 3 Language in use. 教案设计
" Teaching Plan for Module 3 Unit 3 Language in use Teaching Type:Revision and applicationAnalysis of teaching material:Shopping is a common topic in our daily life. The task of this module is writing a shopping list for a school picnic. In Unit 1 we have talked about what to buy for a family member and in this class we will discuss where to buy it and the reason, which lays a foundation for the module task in Unit 3. This reading passage mainly talks about the advantages and disadvantages of online shopping, in which contains many new words and some sequence adverbs. All the new words, adverbs and the structure help students create a new passage.Analysis of students：Online shopping is a new thing for most of the students in Grade 7. They often hear about it but they may never shop online. So the advantages and disadvantages seem hard for them to understand. Supermarket shopping is familiar to them but writing about advantages and disadvantages of it is still difficult for them. Teaching aims：To summarize and consolidate be going to;To review the new vocabulary of this module.Key points:To understand the meaning and main use of be going to.To use be going to to express one’s intentions and plans.Difficult points: To make correct sentences using be going to;To write a passage to introduce one’s weekend plan.Teaching aids: A box and slips of different colors; PPT.Teaching proceduresStep 1 Warming up1. Guessing game: Divide the class into two groups. Invite pairs from each group, one facing the screen and acting out the phrase, while the other one standing against the screen and guessing. The two groups compete.2. Ask students to work in groups of five and each student writes one phrasal verb on the pink slip. They may share ideas in groups so that they can write different phrases.3. Collect the paper and put it in the box.4. Talk about my plan for tomorrow: I am going to ride a bike around the lake tomorrow.5. Students work in small groups and talk about what they are going to do tomorrow.[Purposes] Students can go over the phrases they’ve learned in Unit 1&2, so that they can describe their weekend plan later; I talk about my plan for tomorrow to elicit the topic of this module and give a model for students to talk about theirs using the target structure: be going to.Step 2 Review the use of be going to1. Look at the sentence I say about my plan and talk about the use of b e going to:2. Meaning: It expresses one’s intentions or plans for the future that are sure/definite.3. Collocation: be going to + v.(1) Encourage students to say: We use am/ is/are according to the different subjects.(2) Students are asked to think about a person as the subject and write the chunk on the yellow slip, like this:I am going to; Li Fan is going to; My mother and I are going to.(3) Collect the paper and put in the box.4. Adverbial of time:(1) Prompt students to summarize: Be going to is used with the time of the near future, like tomorrow.(2) Students are told to write a future time for a plan. Still they share in groups so that they can write different times.(3) Collect the paper.[Purposes]Students can induce the use of be going to from the example sentence since they have got enough language input of be going to. Based on their understanding, students are asked to write chunks of the sentence with be going to part by part so that they can make new sentences with these parts later, which will be easier to form target sentences.Step 3. Review the affirmative sentence of be going to.1. Students sum up the structure of affirmative using be going to.2. Game: Make new sentences:(1) T: Can you remember what we have learned on paper? Let’s sum up. We have written down “sb is going to”, the phrasal verb like play volleyball, and the future time. Now we can make new sentences out of them. To make our sentences funnier, we can write a place that an action may take place on the green paper, like in the playground.(2) Students write down a place on the green paper.(3) Collect the paper.(4) Invite several students to form a new sentence by pick one from each part of the box. The sentence may be like:My brother is going to play football in the cinema this Saturday.3. Write an affirmative sentence on the blackboard.[Purposes] Since students have written most part of an affirmative, they can form sentences with them. To make the learning process more interesting and also make the sentence more detailed, I ask them to add a place to the sentence.Step 4. Review the negative of be going to.1.Students say how to form a negative of be going to chorally.2.Show the argument of a scene in the TV play Modern Family:- You are silly! -I am NOT silly!3. Tell the students that we are going to argue like this. One student fromGroup A forms a sentence by picking up the parts from the box and one from the other group argues with him/her by converting the sentence into negative with NOT.4. Write a negative on the board.[Purposes]Elicit a scene of siblings arguing which is very common for the students, so they may understand where the negative is used. To make the argument more natural, I ask students from different groups to convert the sentence.Step 5. Review the general question of be going to1. Show the table and ask a student: Are you going to have a party on Saturday morning? Prompt him/her to answer with Yes, I am./No, I’m not.2. Let students induce the structure of be going to as well as its answers.3. Interview:(1) T: Do you have plans for this weekend? Do you want to know who has the same plan as you? Now let’s interview to find someone who can spend some time with you.(2) T:Just now I asked…“Are you going to have a party on Saturday morning?” She says “Yes, I am.” So I ask him/her to sign the name here above the action and time. Now you can interview several student about their plan for the coming weekend. Don’t forget to ask them to sign.(3) Seeing most of the students know how to interview, tell the standard of the winner for this round: The first one to get three signatures in a row will be the winner.4. Encourage the winners to report their table, like this:… and I are going to…[Purposes] Use an example for students to sum up the structure of the general question. Explain the situation in order to make the interview meaningful. I do not tell them the standard of the interview until I make sure almost everybody understands how to interview, because if they do not know how to interview, the rest of the tasks are in vain.Step6. Consolidation1.Ask students to describe their table in groups.e.g. … and I are going to… on Saturday morning. I am going to… on Saturday afternoon, but I am not. I am going to…2.Have students to write down their report according to the table.3.Share their writing in the whole class setting.4.Summarize the use of be going to with the blackboard writing.[Purposes] I ask students to report in oral then in written form, because they can correct their language during the group work. The table expresses their plan for the weekend, therefore the writing is true-to-life. Of course, to encourage them use different language as well as having a colorful weekend, I encourage them to make their plan more colorful.Step7. Emotional educationShare some sayings about plans to emphasize the importance of a plan.1. A good plan today is better than a perfect plan tomorrow.—Conrad Brean 今天的好计划胜过明天的完美计划。
外研版七年级下册英语 Module 3 Unit 3 Language in use 导学案设计 (
A. other something B.something other C.else somethingD.something else
导学策略及学法指导（师生互动设计）
反馈Biblioteka 检测教后
反
思
Yes, she ______. She _______ _________ ______ buy some fruit.
4.你们打算什么时候见面? What time _____ you ______ _____ meet?
B.单项选择
1. There ____ a meeting tomorrow afternoon.
年级
七
科目
英
课题
Module 3
Unit3 Language in use
主备人
周次
教学辅助手段
导学
目标
一般将来时的基本构成：助动词is/am /are going to +动词原形。
重点
难点
一般将来时的用法be going to do sth.表示自己打算或计划做某事.主语是人。如：
She is going to learn Japanese next year.There is going to be a football match tonight.
【合作探究】
1.go shopping=do some shopping;去购物
“go +v.ing”,表“去做...”
2.It’s time for sth.=It’s time to do sth.该到做......的时候了
七年级英语下册 Module 3 Unit 3 Language in use学案(无答案)(新版)外研版
Module 3 Making plansUnit 3 Language in use学习目标：知识目标1、掌握本模块的词汇和短语。
2、一般将来时的用法。
能力目标能掌握谈论计划的话题，进行各项语言训练。
情感目标养成良好的，有计划的生活和学习习惯，培养自主学习能力。
学习重难点：能正确使用一般将来时“be going to do” 写出个人的周末计划★课前预习检测I think I can(我能行)重点词汇：1. 野餐（英文）________2. nothing(中文)_____________3. watch(单三)__________4. play(名词)__________5. 赢（英文）___________6. I(反身代词)___________7.during(中文)_________ te(反义词)__________ 9.two(序数词)___________10.Australia(形容词)____________ 11.beach(复数)_________重点短语：12.去野餐______ _______ _______ 13.盼望_______ ______ ______14.enjoy oneself. ____________ 1 5.五一劳动节_______________16.take a walk____ 17.观光___ _______ 18.在周末____ the weekend19.在周六上午_____Saturday morning 20.help with…__________21.复习功课_______ _______ lessons 22.交朋友 _______ ____重点句型：23.What ______ you _____ _____ ______ at the weekend, Daming?大明，周末你打算做什么？24._______ ______ is going to be there? 还有谁打算去哪里？25．______ you like _______ ______ us? 你想加入我们吗？26. ______ are your _____ ______ the weekend? 周末你有什么打算？27.I’m ______ _____ _______ the football match? Tomorrow. 我盼望着每天的足球比赛。
Module3Unit3Languageinuse教案
此外，在学生小组讨论环节，我尝试扮演引导者的角色，让学生自主发现问题、分析问题并解决问题。这种教学方式取得了较好的效果，学生们在讨论中碰撞出不少火花。但在引导过程中，我也发现部分学生对于开放性问题的思考还不够深入，这可能需要我在今后的教学中，更加关注学生的思维训练。
-口语表达：能够熟练运用所学词汇和句型，在实际场景中进行对话交流。
-听力理解：掌握听力材料中的关键信息，提高对地点描述的听力理解能力。
举例：
在教学过程中，教师应着重讲解词汇的拼写规则，通过示例和练习，确保学生掌握词汇的正确使用。同时，通过角色扮演等互动活动，让学生在实际语境中练习句型和口语表达。
2.教学难点
在总结回顾环节，学生对今天所学的知识有了更深刻的认识。但我认为，仅仅依靠课堂上的学习还不够，还需要学生在课后进行巩固练习。因此，我计划布置一些与实际生活相关的作业，让学生在课后运用所学知识，提高他们的实践能力。
1.加强听力训练，提高学生的听力理解能力。
2.针对容易混淆的词汇，设计更多有效的记忆方法。
-难点词汇：部分地点词汇的拼写和发音容易混淆，如library和post office。
-难点句型：句型中的方位词使用，如near/next to/beside的区分和正确运用。
-听力理解：在听力材料中快速捕捉并理解地点描述信息。
-口语表达：在对话中灵活运用所学知识，注意时态和语态的正确使用。
举例：
3.重点难点解析：在讲授过程中，我会特别强调词汇的正确拼写和发音，以及Where is the ...? It's near/next to/beside...这些重点句型的运用。对于难点部分，我会通过举例和对比来帮助大家理解。
外研版七年级下册 Module 3 Unit 3 Language in use 教案
教学设计Module 3 Making plansUnit Three Language in use一、教材分析本模块以谈论和制定计划为话题，不仅仅是因为学生感兴趣，更重要的是借此话题向学生介绍不同国家同龄人的休闲安排生活，从而帮助学生开阔视野，了解不同的国家文化，教育及生活。
通过不同层次和不同形式的操练让学生掌握语言结构，学习语言形式，进而灵活运用所学。
第三课时为语言综合运用课，让学生在真实语境中感知及运用语言现象。
二．教学目标1.知识目标复习be going to 掌握其肯定句，否定句，一般疑问句，及其回答的各种句式。
2.技能目标（1.）能够用be going to 表达自己的安排，计划，并能询问对方的安排。
（2.）能向同学介绍自己的周末计划.3.情感目标养成良好的，有计划的生活和学习习惯，培养自主的学习能力。
4.学习策略能根据自己的具体情况制定学习计划。
三、[教学设计]本节课是一节以谈论安排计划的综合语言运用课。
在整个的教学设计中，主要采取的是“情境教学法”，旨在指导学生在熟悉的情境中进行新授知识的学习。
由于学生对这个单元的话题不太熟悉，尽可能为学生们创设能够启发他们思维的多元化的教学环境。
四、[教学过程与方法]所采用的堂教学模式”英语教学模式--EPU教学模式。
在Engage （投入）阶段，进行一个ask and answer，通过这个活动唤起学生的背景知识，为课堂其它环节做好铺垫。
在Practice（操练）阶段，充分发挥学生的主体作用，采取小组合作的形式归纳本模块重点语言点的用法、完成相关习题、并结合课本素材进行新闻播报的展示。
在Use（运用）阶段，小组合作，讨论组内成员周末的打算。
旨在让学生用语言做事情，达到学以致用的目的。
I. Engage 投入1.做一个ask and answer的问答：.....【设计意图】通过问答学生复现本模块重要知识点，既激发兴趣，又可以检测学生对知识的掌握情况，为接下来的巩固做好铺垫。
外研版英语七年级下册：Module 3 Unit 3 Language in use 学案(无答案)
Module 3 Making plansUnit 3 Language in use【学习目标】掌握本科重点单词及语法复习。
【学习过程】课前预习：短语，英汉互译。
1．your family name 2．match with3．在二年级二班4．说英语5．写信6．宾馆经理7．工厂工人8．大明的朋友9．母亲节10．my parents’ bedroom课上探究：探究一: 根据首字母填空。
1．Helen is not an English man. He is A .2．We can speak (China).3．Li Ping is my brother. I’m thirteen, He’s e than I.4．How many (城市)are there in China?5．Twenty and nine is t .6．Tony’s p love him very much because he is the only child in their family.7．---Can you s in the river?-----No, I can’t.8．She is a s in the office.9．He’s a worker in the f.10．Who is the hotel m ?探究二：单项选择：1．Taylor is his family name. John is his given name. His full name is .A．Taylor John B．John Taylor C．John D．Taylor2．the boy, please.A．Look B．Look to C．Watch D．Look at3．I books and TV on weekends.A．read, look B．look at; watch C．read, watch D．look; watch 4．The girl is Sue. I’m friend．In my class.A．her, She B．she ,She’s C．her; She’s D．her; Her 5．Where your father ?A．does, from B．be, from C．are; from D．is, from6．—Who is the best friend of at school?-- I think Helen is. We often help each other.A．mine B．his C．yours D．hers7．It’s room.A．Li Lei’s and Li Ming’sB．Li Lei’s and Li MingC．Li Lei and Li Ming’s8．Mr. Zhang and the girls are in the classroom.Mr. Zhang is the English teacher.A．girls’ B．girl’s C．boy’s9．His son is a student in university.A .a B．an C．/10．Hello, Tom. are my parents.A．This B．These C．That按要求做题1．I’m a new student. (改为一般疑问句)a new student?2．We are in Class One. (改为否定句)We in Class One. 3．How old are you? (改为同义句) is your ? 4．He is 13 years old and I’m 13 years old, too. (改为同义句)13 years old．5．Daming is in Class Two.（改为否定句）Daming in Class Two. 6．This is my friend. (改为复数) are my .7．Tony can speak English. (改为否定句)Tony English.8．My job is a doctor. (对划线部分提问。
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Module 3 Making plansUnit 3 Language in use学习目标：知识目标1、掌握本模块的词汇和短语。
2、一般将来时的用法。
能力目标能掌握谈论计划的话题，进行各项语言训练。
情感目标养成良好的，有计划的生活和学习习惯，培养自主学习能力。
学习重难点：能正确使用一般将来时“be going to do” 写出个人的周末计划★课前预习检测I think I can(我能行)重点词汇：1. 野餐（英文）________2. nothing(中文)_____________3. watch(单三)__________4. play(名词)__________5. 赢（英文）___________6. I(反身代词)___________7.during(中文)_________ te(反义词)__________ 9.two(序数词)___________10.Australia(形容词)____________ 11.beach(复数)_________重点短语：12.去野餐______ _______ _______ 13.盼望_______ ______ ______14.enjoy oneself. ____________ 1 5.五一劳动节_______________16.take a walk____ 17.观光___ _______ 18.在周末____ the weekend19.在周六上午_____Saturday morning 20.help with…__________21.复习功课_______ _______ lessons 22.交朋友 _______ ____重点句型：23.What ______ you _____ _____ ______ at the weekend, Daming?大明，周末你打算做什么？24._______ ______ is going to be there? 还有谁打算去哪里？25．______ you like _______ ______ us? 你想加入我们吗？26. ______ are your _____ ______ the weekend? 周末你有什么打算？27.I’m ______ _____ _______ the football match? Tomorrow. 我盼望着每天的足球比赛。
28.We’re going to meet ____________ , and ______ some new ______.我们要和其他球迷见面，并结交一些新的朋友。
29. _____ you______ to______? 你打算来吗？30.We’re ______ ______ ______ and going to ______ ______ ______ ______ the beach.我们也打算去观光并在海滩上野餐。
★课堂学习研讨I. 大声朗读本模块重要句型.II. 口语训练 (Activity 1 ,Activity 4, Activity 5)III.动词训练(Activity 2, Activity 3,)巩固练习（语法训练，学以致用）一．单项选择：( )1.Are you going to ____ the football match on TV? No, ______.A. watch, I don’tB. see, I am notC. watch, I don’t goD. watch, I’m not ( )2.What are you ____ this evening ?A. going toB. going to doingC. going to doD. go to do( )3.Tom____here next month.A. isn’t workB. doesn’t workingC. isn’t going to workingD. isn’t going to work( )4.The students ____ the Great Wall tomorrow.A. is going to visitB. are going to visitC. visitD. visiting( )5.Ther e ____ an English film tomorrow evening.A. is going to beB. are going to beC. is going haveD. are going to have ( )6 I’m looking forward ____ the Great Wall. A. visit B. to visit C. to visiting D. for visiting( ) 7 --- What does your mother usually do on Sunday? --- She usually does some ____. cook B. cooking C. cooks D. the cooking(( ) 8. My uncle enjoys ____ TV after supper. A. watching B. watches C. watched D. to watch( ) 8.The old man is very kind-hearted and everyone would like to ____ him.make a friend with B. make a friend C. make friends with D. make friends( ) 9.Would you like ____ a swim with me this afternoon?having B. going to have C. have D. to have( ) 10. ---Are you going to ____ the football match on TV? ---No, ____.watch…I don’t B. see…I am not C. watch…I don’t go D. watch…I’m not 二．补全对话。
A: Hi, Lucy ! What’s your weekend plan? B: __1____A: Disneyland? ___2__ . B: Because I like Mickey Mouse. A: __3B: By plane. A: That sounds wonderful. __4B: On Friday afternoon. What about your plan, Betty?A 5 We’ll have a party next week. So I should prepare(准备) for it.A.When are you going there?B.I’m going to Disneyland with my parents.C.I’m going to see my grandfather.D.What are you going to do there?E.Why are you going there ?F.How are you going there?G.I’m going shopping.三．阅读理解。
Dear Frank,Thank you for y our email. I’m very glad you are having a good trip now. Ottawa is very beautiful in May. I hope I can have a chance (机会) to go there one day. Our summerholiday will start next month. I like my summer holiday, although(虽然) it’s hot at that time in America. In summer holiday, I can swim in the sea and go fishing. It’s so cool. And I am going to our hometown near Chicago with my sister, Linda, and my parents agree(同意). Our uncle lives there, so Linda and I can stay with him. We are not going to take a plane. We are going there by train. I am going to fish there. And Linda likes painting. She is going to do some painting there. I’m sure we’ll have a good time. Sincerely,Jack( ) 1. Jac k’s summer holiday will start from ____. A. March B. May C. June D. July ( ) 2. Frank is ____ now. A. staying in a small town B. having a good time in Ottawa spending his summer holiday in Chicago D. swimming in the sea( ) 3. In summer holiday, Jack is going to his hometown with ____.A. his parentsB. his sisterC. his uncleD. his friends( ) 4. Jack and Linda are going to live in the home of ____.A. their fr iend’sB. their teacher’sC. their uncle’sD. their grandparents’( ) 5. Which of the following is not true?A. Jack sends an email to Frank.B. Jack and Linda are going to their hometown by train.C. Jack does n’t like his summer holiday because it’s very hot.D. Linda is going to do some painting in her hometown.四．书面表达（请写到作业本上）测试结果反思：。