英语初三上牛津译林unit1starsigns：精品教案(5)
九年级英语《Unit 1 Star signs》教案5 牛津版
九年级英语《Unit 1 Star signs》教案 5 牛津版
课
时
第10 课时
课
题
Check out To review key vocabulary and grammar items taught in the unit. To allow students to check their progress and ask any questions they may stil l have. To review key vocabulary and grammar items taught in the unit. As the above 教 学 内 容 学生活动 备课札记
Homework.
教后记
2
Hale Waihona Puke 3教学目标 教学重点 教学难点 教学过程
Step One： Revision 1. Everyday English
Step Two：Presentation 1. Tell students that this is revision. They have already learnt these words and grammar items. 2. Ask the students to do Part A on Page 23 on their own their own. Then choose three students to be the three main characters. Ask them to role-play the conversation. The rest of the c lass check their answers. Step Three：Part B. 1. Students complete Part B on their own. 2. For more able students, ask them to try to work out the answers without seeing the picture prompts. For less able students, tell them that the pictures will give them clues to the scrambles. Step Four：Some exercises. 一、中译英： 1．推荐我做新会长，你们真好。 别客气， 这是我们乐意的。 2．当新会长真令人兴奋。 3． 我惊讶你没有竞选这个职位。
九年级英语上册Unit 1 Star Signs教案牛津版
Unit 1 Star signsPeriod Ten Checkout (9A)一、教学课题：Checkout二、教学内容：To review key grammar and vocabulary items三、教学目标：1.To review key grammar and vocabulary items2. To give students the chance to practice the grammar and vocabulary items3. To allow students to check their progress and ask any questions they may still have4. To encourage students to remend a people freely .5. To built a good personality through the study四、教学重点：Phrases: the most suitable, all the extra work, be confident enough to take the job五、教学难点：To check their progress and try to ask questions they may have六、教学准备：1.To plete the conversation between the children in Page 192.To find out all the words in the puzzle七、教具：1.小黑板2. 录音机/ 卡片/ 投影仪八、课型：Revision九、教学过程：Five finger Teaching Plan五指教学方案Step 1 Review 第一步复习1. Dairy reportGet one of the Ss report their position about the student before the wholeAsk some questions according to the speech .2 Have a revision of the star signsAsk the Ss freely about his or her star signAsk one of the Ss to give a description of a student’s personality ,let the rest to guess who it refers . Step 2 Presentation 第二步呈现1. Revision of the grammar1) Use the structure to make up some sentences2) Do an exercise to consolidate two st ructures ,‘it’s+adj+of sb.+to do.’and ‘it’s+adj+for sb.+to do’2. 1). It’s + adj. + of +sb.+ (not) to do sth.…+ be + adj. + enough + to do sth.It’s + adj. + to do sth.It’s + adj. + for sb. to do sth.It’s + adj. + that + 从句different parts of a sentence3. leading-in1). Millie’s school’s Students’ Union needs a new chairperson. She wants to write a letter to the Principal to remend a classmate. In her letter she wants to write a sentence like this（在下面）, but she can’t .Can you help her?David 在多次考试中取得好成绩，真是很聪明。
牛津译林版英语九上《Unit 1 Star signs》word教案
To know about 12 different star signs
课型：New
Know about your characteristic and perfect yourselves
重点
Different stars signs and symbols
教具：Recorder
难点
3. Ask students whether they know what their star sign is. Encourage them to say the name of their star sign aloud.
Step 3. Comic strips
1.Have a listening , then make sure what Eddie and Hobo discuss in the unit
Step 2. Welcome to the unit
1. Explain to students that each picture in Part A represents a star sign. Ask them to complete Part A, then discuss the answers as a class. Students who have made mistakes in this section will benefit from correcting their answers before proceeding to theReadingsection, then read the star signs well.
本课第2课时
To recognize and understand vocabulary about characteristics
1.5 Unit 1 Star signs教案(牛津译林九年级上册)
Step 1.Warm-up 1. revise the star signs in Period 1 , ask the Ss to say out fluently. 2. Ask the new words used to describe one’s characteristic in Period 2, check the Ss if they have previewed before this class, such as: energetic active impatient Selfish stubborn outgoing\ easygoing confident modest practical elegant, silly Step 2 Presentation Brainstorm the vocabulary that is used to describe people’s characteristics. Encourage students to explain each word to their classmates. Step3.Reading 1. Read the passage aloud to students. Ask them to listen carefully to you and follow the text on page 4 and 5. 2. Ask one student at a time to read a paragraph. After each paragraph, ask students to say which part of the text they do not understand. Less able students may find some of the names of the star signs difficult. If so, do not force them to learn them by heart because they are only used here to arouse students’ interest. It is more important for them to learn the adjectives that describe people’s characteristics. This will enable them to complete the Main Task at the end of the unit. 3. Ask some questions to check understanding. (1) How is a year divided (2) what decides your star signs
英语Unit1Starsigns单元教案(牛津英语九年级上)
Unit 1 Star signsPeriod 1 Comic strip .V ocabulary and ReadingContent：RevisionTeaching Aims :1. Know the spelling of some words and usage of some phrases2.Grasp the main idea of Reading and use the information to describe a certain person’scharacteristic3. Know the opposite words of some adjectivesTeaching steps :Step 1 : Revise star signsQ: When were you born ?What is your animal sign of the Chinese horoscope ?What are your characteristics ?Do you know your star sign ?--- A year is divided into 12 star signs and people born under the same star sign share the similar characteristics .--- Revise the pronunciation of the 12 star signsStep 2: GAME 1Read the important sentences and tell which star sign the person is under ?Step 3 :Consolidate some adjectives and their opposite wordsStep 4 : GAME 2tell the characteristics of people born under different star signsStep 5: Reading comprehensionChoose the most suitable person for BBC Company .Step 6: Speak upPresent opinions of choosing the most suitable person .Step 7：Consolidation of some exercises一．所给根据首字母填写单词。
九年级英语上册 Unit 1 Star signs Grammar教案 牛津版-牛津版初中九年级上册
主备教师教学设计
二次备课
教学目标
To learn some new words
To learn theuse of and, but, or and so.
Tolearn the use of both…and; not only…but also; either…or…; neither…nor…
We use theconjunctions like and, but, or and so to join ideas together.
1.we use and to join ideas that are similar
eg. I like English and math.
2.we use but to join ideas that are different.
Check the answers
TaskThree
We use conjunctions like both…and…, not only…but also…, either…or…, neither…nor..
1. both…and…
We use both…and…to emphasize thatsomethingis true not just of one person, thing or situation, but of another too.
TaskFour
Finish the exercise on P14 B1
Check the answers
【课后反馈】
Finish the exercise on P14 B2
教后记
重点难点
To learn theuse of and, but, or and so.
英语Unit1StarsignsVocabulary教案(译林版九年级上)
Unit One Star signsVocabulary第一部分简要提示一．年级：九年级二．教学内容：9A Unit 1 Star signs三．课型：Vocabulary四．教学目标1．知识目标：1）词汇：能够掌握本课时的八对互为反义的形容词。
2）词组：explain sth. to sb. show off2. 能力目标：掌握八个表示人物性格特征的形容词的反义词及相关的构成方法，能运用这些形容词描述人物的性格。
五．教学重点：1. 重点：结合本单元的话题学习八对表示人物性格特征的形容词的反义词。
2．难点：1) 掌握相关形容词反义词的构成方法。
2) 理解句型：Mr Wu spends a lot of time explaining things to us.第二部分教学流程用时：22分钟Part One Lead- in 用时：6分钟Step 1. RevisionT: Hello, boys and girls. We have known something about the 12 star signs. People born under the different star signs have different characteristics. Now tell us what star signs the following people may be born under.同学们，我们现在对12星座已有所了解，不同星座的人也许会有不同的性格特征。
请你根据下面的描述, 说说他们可能是什么星座的人。
T: Let’s look at the first four, please. 先看前四个。
( PPT 4 )1) He is energetic and active but sometimes impatient.2) He is wise and always tries to be different.3) He is stubborn and doesn’t like change. He is hard-working and seldom gives up.4) She is fair and elegant. She doesn’t like to argue w ith others .Do you know the answers? Let’s check together. The first one is Aries. The second one is Aquarius. The third one is Taurus. The fourth one is Libra.T: Ok, let’s look at another four. 好的，下面我们再来看四个。
英语九上牛津译林Unit1Starsigns教案(5)(Grammar-1)
英语九上牛津译林Unit 1 Star signs：教案（5）（Grammar-1）二次备9A Unit1 Grammar-1Teaching Aims：1、知识目标(Knowledge)：Grasp the patterns（1）It is nice of you to bring me the newspaper（2）You’re patient enough to wait for a long time.2、能力目标(Ability)：Train the Ss to use the language3、情感目标(Emotion)：Improve the students’ interest of learning EnglishTeaching steps：Step I：GreetingStep II：Lead—in1.Go over the adj that can describe people’s characteristicseg: nice, careful/less, clever, foolish, good, kind, polite, selfish, generous, silly, ect.2.检查《导学案》中预习作业完成情况（1）It is nice of you to bring me the newspaper.（2）It is difficult for me to learn English well.(让学生说明这两个句式的区别)Step III：Presentation1.Get the Ss to read the sentences in Part A. To understant why it use “of”2.Get the Ss to finish the exercises in Part A. Then check the answers.3.Practice完成《导学案》中例题精选一、二Step IV：Presentation告诉学生：it is+adj+of sb+do sth是表达对某人行为的看法，如果表达对某人性格和能力的看法则用be enough to do 结果Step V：Practice1．Get the Ss to finish the exercises in Part B.2．Get the Ss to make the sentences with “so…that…”3．Get the students to have a good grasp of the following:so…that…enough to do…too…to…Step VI：Practice(见巩固练习)Step VII ：Homework:1.完成《导学案》106预习检查部分；2.阅读课本P.15内容，通过查阅资料或同学讨论搞清楚句子各个成分各是什么意思，分别由什么词充当。
unit1《starsigns》全部教案(牛津英语初三上)
unit1《starsigns》全部教案（牛津英语初三上）Unit 1 star signsv第一单元的教学目标v第一单元重点词汇、短语、句型v第一单元的重、难点复习及巩固v 第一单元的语言元点及语法的归纳、总结1st periodWords and expressionswords四会词汇:star sign, divide, similar, energetic, active, leader, patient, save, cooking, modest, practical, attention, fair, peace, argue, energy, silly, forgive, fault, sense, humour, successful, without, wise, easy-going, dream, probably, should, match, unfair, explain, pack, pass, celebrate, around, lively, chairperson, be able to, suitable, recommend, Stud ents’ Union, mark, library, personal, quality (45)*词汇impatient, equally, mess, mixture, otherwise, expression, cheers, extra, organized, yours sincerely (10)△词汇bull, centaur, crab, ram, characteristic , selfish, outgoing, stubborn, confident, elegant, businesslike, creative, imaginative, typical, artist, informal, slang, abbreviation, contraction, (19)EX:1．词性转换n →adj.peace→ peaceful sadness→ sad purity →pure wisdom →wise power→powerful difficulty →difficult heat →hot happiness →happy warmth→warm energy→ energetic practice→ practical person→ personal humor→ humorous success →successful harmony →harmonious stress→ stressed strength →strong selfishness →selfish confidence→ confident elegance →elegantv→adj.act →active create →cr eative imagine→ imaginative suit →suitable organize→ organized relax →relaxed sleep →sleepy/asleep worry→ worried thought→thoughtful2．反义词active →inactive proud →modest selfish →generous hard-working→lazy strong →weak patient →imp atient fair →unfair shy→outgoing silly→clever easy-going →stubborn lively →quiet formal →informal happy→unhappy stressed →relaxed3．复4．合形容词 adj./adv. + v.ingHard-working easy-going outgoing good-lookingExercises一、按要求变换词形1) Lisa and Kate are twin sisters and they also have __________ (相似的)hobbies.2) All of us want to ________ (举荐)Li Ming as our monitor because he is clever and helpful.3) Don’t ________ (讲明) anything to me. You are wrong.4) ---- Thank you for helping me. ---- It’s my ________ (欢乐).5) You are very ________ (有实际体会的) and always pay attention to ________ (细节)．6) He is an _________ (friendly and loves meet people) person and has many friends.7) Liu is the most ________(work hard) student in our class.8) It is ________ (foolish) to have such an idea.词性转换9) It’s generous of Kitty ________ (buy) gifts for all of us.10) Yesterday we _______ (divide) into four groups to discuss the problem in our class.11) Mike is an ________ doctor. He always quarrels with his ________ (patient).12) An _______ person has lots of ________ . (energy)13) Failure (失败) is the mother of ________ . if you want to be ________, you must work hard, then you will ________ in everything. (success)14) He is clever enough ________ (solve) this problem.15) The leader gave us a ________ (confidence) smile.16) This is a _________ (create) work.17) Shakespeare created many famous characters. He is an ________ (imagine) writer. 首字母填空Lulu is my good friend, she is e _________ and a ________ , and she plays all day. She is very c_______, when she notices something unusual, she always likes to go ahead, smell and bite it. She is o________ and c_______, she likes to play with everyone, she even likes to play with Little Wolf, a dog next us. At times, she iss_______, she wouldn’t like to share her fish with her sisters. Little Wolf lookse_______ like a gentleman. He has white fur, black eyes and p_______ paws. He helps his owner to watch his house all day and all night so he is h_______. Sometimes he is s_______, when he sees a stranger, he will bark and bark until the stranger leaves. He likes p_______ and never a_______ with Lulu.造句2 He is an active student, so he likes______________________________.3 She is a hard-working girl, so she often______________________________.4 He is an imaginative boy, so he can______________________________.5 He is clever, so he always______________________________.6 The student is helpful, so he often______________________________.选择( )1. Katie can draw beautifully but she never shows off. She is very_________ .A curiousB certainC modestD practical( )2. At weekends, I usually go fishing with my wife and son near the Xuanwu Lake, I think it is an __________ life.A busyB easy-goingC terribleD outgoing( )3. Showing great curiosity(好奇) about everything is _________ of teenagers.A characteristicB characterC stubbornD curious( )4. Look. The lady looks _________ .A. eleganceB. elegantC. elegantlyD. elegant( )5. It’s ___ of Simon to make such a mess.A. typicalB. selfishC. stubbornD. curiousphrases星座 star signs有许多吃的喝的 have a lot to eat and drink担忧没有早饭吃 worry about not having breakfast被分成 be divided into分享相似的性格 share similar characteristics有时，经常 at times舍弃做某事 give up doing照管他人 take care of others赚钞票 save money注意细节 pay attention to details与某人争辩 argue with sb有许多精力 have a lot of energy保守隐秘 keep secrets原谅他人的错误 forgive others for their faults享受生活 enjoy life有丰富的幽默感 have a good sense of humour到不同的地点旅行 travel to different places不动气 without getting angry妄图某事 dream about sth关怀他人 care about others平等对待treat … equally炫耀 show off将某物传给某人 pass sth. To sb.理书包 pack the school bag…的混合物the mixture of …在某事上有咨询题 have problems with sth能够 be able to想起，想出 come up with举荐某人作为 recommend sb as学生会Students’ Union许多良好的个人素养 many good personal qualities可怕做某事 be afraid of doing sth全校 the whole school做额外的工作 do extra work介意作某事 mind doing sth.总分值 full marks向某人讲明某事 explain sth to sb与某人玩耍 play with暑假的剩余时刻 the rest of the summer holiday不记得去做某事 forget to do sth Exercises1、选词填空A) at times , gave up, mind… opening , as a result, be able to1) He got up late. _________ he didn’t catch the bus and went to school late.2) Smoking did harm to Mike’s health. So last year he _______ smoking.3) We will _________ finish painting the room in two hours.4) Would you ________ my _______ the window?5) In summer we have noodles for dinner ________ .B) show off, divide into, recommend …as…, quarrel with, have problems with6) the cake ________ four parts. Eddie ate the biggest one.7) Sandy is good at painting. But she never ________ in front of people.8) Anita _______ her brother now. We don’t know why.9) We all ________ David _______ our monitor last term.10) I _________ my maths. Would you please help me?* 后面加-ing 的词(词组)1 worry about 2. be afraid of 3. mind 4. give up 5 have problem with 6 spend 7 without二、动词填空1.He would not mind ________ (do) extra work for the Students’ Union.2. He is never afraid of ________〔make〕a speech in assembly.3. You should be confident enough ________ (take) this job.4. Mr. Wu spends a lot of time ________ (explain) things to us.5. Millie wants to practise ________ (use) the words she has learnt.6. You shouldn’t w orry about not ________ ( have) breakfast then.7. You are good at ________ (make) or________ (plan) things.8. You are patient enough to wait without________ (get) angry.9. Do you have any problem with _________ (solve) it?10. Don’t forget ________ (c lose) the window when you leave.HW:2nd periodreading请写出描写各星座性格的关键词Aries Taurus Gemini Cancer Leo Virgoenergetic,active，selfish, like to be a leaderLibra Scorpio Sagittarius Capricorn Aquarius Piscespowerful, have energy, like to keep secrets, not to forgive others for their faults SentencesIt’s nice of you to bring me the newspaper, Hobo.It says I’ll have lots to eat and drink today.Well, you shouldn’t worry about not having breakfast then.A year is divided into 12 different star signs.The time of your birthday decides your star sign.Some people believe that people born under the same star signs share similar characteristics.However, sometimes it is silly of you not to forgive others for their faults.Do my characteristics match what my star sign says about me?We are writing to recommend David as the new chairperson of the Students’ Union. The only thing is that David has much more hair than my uncle.language pointsbring, take, get, carrye.g. Remember to _________ your homework next time.e.g. _________ away the empty box and ________ me a full one.e.g. May I ________ a cup of tea for you?e.g. Could you ________ these books to your classroom?bring sb. sth. → bring sth. for sb.IO DObuy sb. sth.→buy sth. for sb.IO DO以下词的双宾语结构可改写为加to 的结构give, pass, lend, show, bring, explain, teach, write, return, tell, sell sth + to sb以下词的双宾语结构可改写为加for 的结构ask, buy, draw, get, make, order, make, leave sth + for sbIt says…e.g. The notice said 〝keep out〞. 中文___________________________e.g. The clock says half and three. 中文___________________________be worried, worry about,divide into/ be divided intoe.g. A year _________________ 12 different star signs.e.g. We _________ this cake ________ ten.too much, too many, much tootoo much 能够修饰不可数名词，在句中做定语。
英语Unit1StarsignsCheckout教案(译林版九年级上)
Unit 1 Star signsTarget lesson: CheckoutTeaching Objectives:●To review key vocabulary and grammar items taught in the unit.●To give students the opportunity to reinforce the grammar and vocabulary items learnt in thisunit, and to give confidence through doing so.●To allow students to check their progress and ask any questions they may still have. Teaching method: Group workTeaching aids:● A computer● A slide●Colored chalkBlackboard design:Teaching Procedure:Step 1 Review the adjectives describing characteristics in this Unit.1.Teacher can divide the students into 2 groups—a girl group and a boy group.2.The two groups have a competition. The rules are below: Teacher shows the students someadjectives, the students who know their negatives can stand up quickly and give the answer.The group which gets more negatives wins the competition.Positives Negativespolite impolitesuccessful unsuccessfulwise foolish/sillypowerful powerlessproud modestlazy hard-workingstrong weakpatient impatientfair unfairgenerous selfishactive inactive3.Ask the students to read each word twice to help them memorize the words better.4.Play a game to consolidate the uses of the adjectives they have learned in this unit. Teacherdivides the students into groups of 4 people. Teacher gives each group a piece of paper on which there is a student’s name. Then the students of the group talk about the student’s characteristics and guess what the student’s star sign is. Finally one reporter from each group reports to the whole class their comments and then the student who they are talking about stand up tell the class what his/her star sign is.5.Ask the students to do Part B on page 23 to test if they have grasped the spelling of theadjectives.Step 2 Review the two sentence patterns learned in grammar: ‘It is’ +adjective+ ‘of’ +…+ ‘(not) to’ –infinitive; Verb ‘to be” +adjective+ ‘enough’ + ‘to’-infinitive.1.Provide the students with some situations and ask the students to give comments on them.The new term has been on for almost a week. A lot of things have happened in our class.What do you think of them?●Jimmy bought a new basketball for our class.●Andy got a full mark in the first maths test.●Millie helps an old granny do some housework after school every two days.●Eddie ate all of the food and left nothing for Hobo.Possible answers:●It is generous /kind of Jimmy to buy a new basketball for our class.●It is clever of Andy to get a full mark in the first maths test.●It is helpful/kind of Millie to help an old granny do some housework after school everytwo days.●It is selfish of Eddie to eat all of the food.2.Some of our classmates have some problems with their life at school, what do you want to sayto them?(Ask the students to give as many answers as possible.)●Amy thinks it too difficult to learn chemistry. She even thinks that she is too silly tostudy chemistry. She wants to give it up.Possible answers:It is silly of Amy to think so because she is clever.She does well in English, so she is clever enough to study chemistry well.●Some students think that Alice is neither beautiful nor clever. They say that she has noadvantages at al l and shouldn’t be a monitor.Possible answers:Alice is energetic enough to be a good monitor.Alice is brave enough to make a speech in the assembly.Alice is kind enough to help anyone in our class at all times.3.Ask the students to conclude the sentence patterns they learned in grammar and write it on theblackboard. Make sure that each student can use the sentence patterns correctly and properly.4.Do Part A on page 23 to check their understanding of the grammar items.Step 3 Review basic sentence elements.Provide the students some words in random. Ask the students to rearrange the words to form sentences, and then judge what sentence element of the underlined word(s) is.1)hard I work Jim plan to term with this2)unhappy Andy looks today3)present my nice father bought a yesterday birthday me4)he competition Jim excitedly when first in the jumped won5)such Millie girl a lovely that almost every likes is her teacherAnswers:1)I plan to work hard with Jim this term. Subject2)Andy looks unhappy today. Predicative3)My father bought me a nice birthday present yesterday. Indirect object4)Jim jumped excitedly when he won first in the competition. Adverbial5)Millie is such a lovely girl that almost every teacher likes her. AttributiveStep 4 Homework一．请根据句子意思，用所给词的适当形式填空。
九年级英语上：Unit 1 Star signs全单元教案牛津版
Unit 1 Star SignWele to the unitObjectives1. To identify the symbols that represent the star signs2. To learn the names of the symbols that represent the star signsTeaching procedures1. Ask students what animals they are in the Chinese horoscope. Ask them to describe the characteristics of that animal. For weaker classes, you can write the English names of the Chinese star signs on the board.2. Explain that western countries use a different system of star signs. Explain that the western star sign system is based on the month you were born in, rather than the year you were born in.3. Explain to students that each picture in Part A represents a star sign. Ask them to plete Part A, then discuss the answers as a class. Students who have made mistakes in this section will benefit form correcting their answers before proceeding to the Reading section.4. Ask students to plete Part B. explain that there are 12 star signs in total---- those in Part A and those in Part B. Each star sign represents a period of time in a year.5. Ask students whether they know what their star sign is. Encourage them to day the name of their star sign aloud.ReadingObjectives1. To understand what star signs are and what they represent2. To recognize and understand vocabulary about characteristics3. To use adjectives to describe someone’s characteristicsteaching procedures:1. Brainstorm the vocabulary that is used to describe people’s characteristics. Encourage students to explain each word to their classmates.2. Read the passage aloud to students. Ask them to listen carefully to you and follow the text on page 4 and 5.3. Ask one student at a time to read a paragraph. After each paragraph, ask students to say which parts of the text they do not understand. Less able students may find some of the names of the star signs difficult. If so, do not force them to learn them by heart because they are only used here to arouse students’interest. It is more important for them to learn the adjectives that describe people’s characteristics. This will enable them to plete the Main Task at the end of the unit.4. Ask some questions to check understanding.Part BTeaching procedures1. Before doing Part B, review adjectives used to describe characteristics. Ask students to describe their classmates.2. Ask less able students to work in pairs. Tell them to skip the ones they are not sure about and do the easier ones first. Check answers as a class.Part CTeaching procedures1. Tell students to work in pairs to plete Part C1. When students have pleted all the answers, ask them to raise their hands. The first pair to plete the exercise correctly is the winner.2. After students have finished, give the correct answer to each question. Highlight where students can find the answers in the passage. This will help them when correcting their own mistakes and provide them with a better understanding of where they went wrong.3. For stronger classes, ask students to correct the incorrect sentences.4. Review key vocabulary learnt in the reading passage. Ask more able students to describe their partners using these adjectives.5. Ask students to do Part C2 on their own and check their answers with their partners. Askstudents to refer to the reading passage on page 4 and 5. If students have different answers, ask them to discuss the answers.Part DTeaching procedures1. For weaker classes, write a list of characteristics on the board for students’ reference2. Ask less able students to pick five characteristics that describe themselves and write them in the blanks in part D1. Tell more able students that they can also use characteristics that are not listed on the board. Tell less able students to refer to the reading passage on pages 4 and 5 if they need help with ideas.3. Now, ask students to read the description of their star sign on pages 4 and 5. Ask them to write whether the characteristics listed under their star sign match the characteristics they have listed.4. Ask all those who think their characteristics match their star sign to raise their hands. Then ask all those whose characteristics do not match to raise their hands.5. Do a class survey. Ask students whether they believe in star signs. Count how many say ‘yes’and how many say ‘no’. Write the numbers on the board. For more able students, ask them to say why they believe or do not believe in star signs.6. Divide the class into pairs. Ask students to write down five words that describe their partner’s characteristics in Part D2.7. Ask students to exchange books and pare what they have written.VocabularyObjectives1. To use adjectives to describe characteristics2. To recognize whether an adjectives is positive or negativeteaching procedures1. Divide the class into groups of four. Each group works together to plete Part A. One student in each group writes down the answers on a piece of paper. Groups raise their hands when they have finished.2. When all the groups have finished, each group must give their answers to another group to mark. Remind students to put the name of their group at the top of the paper.3. Read out the correct to the class. Each group marks another group’s answers. The group with the most correct answers wins.4. Ask students to work on their own to do Part B. Remind them to look at the pictures and the words provided.5. Ask students to pare their answers with their neighbours and discuss the differences.6. When the discussion is finished, ask a student for the answer to No.1. Ask all students who agree to raise their hands. If a student gives an incorrect answer, ask other students what the correct answer should be.GrammarObjectives1. To use ‘it is’+ adjective + ‘of’…+ ‘(not) to’-infinitive to express opinions about a person’s actions.2. To use the verb ‘to be’+ adjective + ‘enough’+ ‘to’-infinitive to describe a person’s characteristics and abilities.3. To use the basic sentence elements to make up a sentencepart Ateaching procedures1. Tell students that we use the ‘it is’+ adjective + ‘of’… + ‘(not) to’-infinitive structure to talk about our feelings towards people and what they do.2. Ask three students to read the three sentences in the grammar table at the top of page 9.Encourage students to ask questions if they are unsure of the meaning.3. Ask students to plete the exercise on their own. Students have to write the correct words form the box in the blanks without making any changes.4. Ask a pair of students to read out what they have written. Check for incorrect answers and mispronunciation.Part BTeaching procedures:1. Tell students that we can also use the verb ‘to be’+ adjective + ‘enough’+ ‘to’-infinitive structure to talk about a person’s personality and abilities.2. Explain the difference between the structure in Part A and the structure in Part B. In part A, students learn to express what they think about someone else’s actions. In Part B, students learn to express what they think about a person’s personality and abilities.3. Ask three different students to read the sentences in the grammar table at the top of page 10. Encourage students to ask questions if they are unsure of the meaning.4. For stronger classes, tell students to cover the adjectives on the right and work on their own to write the sentences for Part B. Remind them that they need to rearrange the order of the words, and choose a proper adjective for each sentence. For weaker classes, students can use the adjectives on the right to form sentences. Encourage more able students to write the sentences with their own adjectives. Accept any sensible answers.5. Ask students to read out their sentences. Check for mistakes and mispronunciation.Part CTeaching procedures1. Write a sentence on the board. Ask students to shorten the above sentence to give the main idea of it. Explain to students that a sentence can be divided into different parts. We can add or remove the different parts of a sentence to clarify the meaning of it.2. Tell students that each sentence part has its own name. Ask seven students each to read one definition and the sample sentences that follow. Encourage them to ask questions if they are not sure of the meaning.3. Explain to students that the basic parts of a sentence are the subject and the predicate. To makea sentence richer in meaning, we can add predicative, objects, attributives and adverbials to the sentence with additional information.4. Ask students to plete Part C1 on page 12 using the table on page 11 as a guide.5. Ask eight students to each read out one sentence and the answer they choose. Check for mistakes and mispronunciation.6. Ask each student to find a sentence from any English book, magazine or newspaper. Then ask them to identify the different parts of the sentence.7. Ask students to plete the sentences in Part C2 on page 13 and choose the correct sentence element in brackets. For stronger classes, ask students to add more elements to each of the sentences. For weaker classes, allow students to work in pair.8. Ask students to volunteer to read out their answers. Ask them to read the whole sentence, not just the words they have written.Integrated skillsPart AObjectives1. To understand the context of a horoscope, in both its written and spoken forms2. To consolidate the information gained from reading and listening, then determine the facts teaching procedures1. Tell students that we read horoscopes just for fun.2. Ask students where they might read a horoscope like that in Part A1 on page 14, e.g., newspaper, magazine, newsletter, website or .3. For weaker classes, read the horoscope in Part A1 to the class. for stronger classes, ask a student to read the horoscope aloud.4. Review keywords and phrases with students.5. Ask students to read the advertisement, then fill in as much information in Millie’s notes as they can. Remind them that they will not be able to plete all the answers. For weaker classes, help students by telling them which answers cannot be found in the advertisement.6. Ask students to look carefully at what they have written and pay attention to the gaps they have not yet been able to fill.7. Play the recording once without stopping.8. If necessary, play the recording again, stopping after each answer or sentence so that students have time to fill in their answers.9. Tell students to look at their answers. If they still have some gaps, ask them to read the advertisement again at the top of the page in case they have missed something. Play the recording once more without stopping.10. Ask students to read one answer each. Check for mistakes and mispronunciation. For weaker classed, it is useful to play the recording again once students have pleted the exercise. This consolidates what studentshave learnt and gives them a sense of achievement.11. Play the recording for Part A3 once. Tell students not to write anything, but to listen to the recording the first time it is played.12. Now, ask students to read the inplete notes under “Amy’s predictions’. Explain that they have to plete Amy’s mistakes by listening to the recording.13. Play the recording again, stopping after each answer for less able students to write the answers if necessary.14. Tell students that they need to write what Master Zhang says will happen to Millie under the heading ‘Master Zhang’s predictions’. For weaker classes, ask students to use the information on page 14 to plete the column on the right. For stronger classes, play the recording for Part A2 a third time and ask students to plete the column on the right.15. Ask students to volunteer answers to the questions, checking for mistakes and mispronunciation.Part BObjectives1. To exchange information about others2. To talk about a person’s characteristics3. To discuss the positive and negative aspects of a person’s character, relative to a task or position teaching procedures1. Review ‘chairperson’, ‘imaginative’, ‘stubborn’, ‘give up’ and ‘outgoing’. For stronger classes, ask students to explain the meanings. For weaker classes, you can give them the meanings.2. Introduce the topic and language structures to students in a light-hearted way, to build up their confidence.3. Ask three students to read the profiles of Peter, Suzy and David out loud.4. Ask two of the more able students to read the conversation between Millie and Kitty.5. Ask students to work in pairs. Encourage them to discuss Suzy and David. Remind them that they can use the conversation in Part B as a model. For weaker classes, allow students to write down their conversations first.6. For stronger classes, ask students to talk about a student in their class who would make a good chairperson of the Students’ Union. Remind them to give reasons for their choice.7. Ask a few pairs to present their conversations to the class.Study skillsObjectives1. To recognize and understand different levels of formality in the English language, both when writing and speaking English.2. To recognize and correct mistakes about inappropriate level of formality in finished workteaching procedures1. Review ‘formal or informal language’, ‘endings’ and ‘slang’. For stronger classes, ask students to explain the meanings of the words and/or give Chinese translations. For weaker classes, you can tell them the meanings.2. Make sure students recognize that the picture of a pencil represents written language while the mouth represents spoken language.3. Explain the difference between abbreviations and contractions. An abbreviation uses only the first letters of a name or phrase, or leaves out letters to shorten a word. A contraction is a short form of a word or words when an apostrophe replaces a letter or letters.4. Ask students to work in pairs. First, ask them to underline parts of the letter on page 16 which they believe are inappropriate.5. Ask students to write down why they believe a part of the letter is inappropriate. Remind them to use the phrases.6. Ask a different pair in turn to give their answers for each number, noting mistakes and mispronunciation.Main taskObjectives1. To organize ideas and build a justification for those ideas2. To use examples to support ideas3. To write a formal letter with the correct degree of formality4. To write about a person’s characteristics and skills5. To present a remendationteaching procedures1. Tell students that creating a graph or chart can be a good way to help them organize their thoughts and ideas. Point out to students that for each adjective in the flow chart in Part A on page17, there should be an example to back up this adjective.Tell more able students that this type of chart is often called a ‘mind map’. In the centre is the main idea—in this case a person’s name. Joined to the center are the main ideas—here are David’s characteristics. On the outside are concrete examples to show how David demonstrates those characteristics. You can have any number of bubbles branching out form each idea. This is a useful way to plan a piece of writing as it allows the writer to visualize his/her ideas and how they are related to one another.2. Ask students to work in pairs to plete the flow chart in Part A. Then ask each pair to give their answer for one number of the chart.Remind students that this kind of writing is often objective—some people may value one characteristic more highly than another. Encourage them to think for themselves by telling them that there are no right or wrong answers, only that they must have a justification for their choice of good characteristics. This may give them some extra confidence ahead of the Main task.3. Tell students to work on their own to fill in the blanks in part B. Remind them to use the flow chart on page 17 as a guide. Check answers as a class.4. Tell students to work in pairs to make a flow chart about someone from the class. for stronger classes, encourage students to choose someone for chairperson about whom they do not know very much. You could encourage them to ask this student questions in an interview format so they can find out more about that student. For weaker classes, students may feel more fortable writing about someone they know well.5. Ask students to start off by writing down some adjectives to describe the student they have chosen. Then they need to write down concrete. You can consult a dictionary and provide a list of different adjectives to describe characteristics for students’ reference.Tell them to present their flow charts clearly and neatly, as they will be displayed on the wall of the classroom.6. Ask students to write a formal letter of their own. Remind them to use the flow chart they created as a guide for the letter. Also remind them they can use Kitty and Millie’s letter as a model.Encourage them to add new and additional information if they can, and remind them that they can use synonyms of the adjectives in the letter.7. When students have finished their letters, remind them to check their own work for mistakes. Tell students to swap their letters with their partners to check each other’s work for mistakes.8. Suggest alternatives and improvements to students’work. Try not to tell students what they have done wrong all the time. Also highlight areas where they have done something well, in order to boost their confidence.9. Ask students to write their final letter on a piece of plain paper, or for those who are able to, type it on a puter.10. Display the letters on the classroom wall. For stronger classes, ask each student to present their remendation to the class. for weaker classes, allow students to present their remendation to a partner only.Check outObjectives1. To review key vocabulary and grammar items taught in the unit2. To give students the opportunity to reinforce the grammar and vocabulary items learnt in this unit, and to gain confidence through doing so3. To allow students to check their progress and ask any questions they may still haveteaching procedures:1. Tell students that this is revision. They have already learnt these words and grammar items2. Ask students to do Part A on page 19 on their own. Then choose three students to be the three main characters. Ask them to role-play the conversation. The rest of the class check their answers.Part BTeaching procedures:1. Students plete Part B on their own.2. For more able students, ask them to try to work out the answers without seeing the picture prompts. For less able students, tell them that thepictures will give them clues to the scrambled words.。
九年级英语上册 Unit 1 Star signs Checkout教案 牛津版
4. I was walking along the street and found a watch ___________
on the ground.
5. You must spend your pocket money ___________, otherwise, you will
argue save dream
二、请根据句意从方框中选用合适的词，并用其适当形式填空，使句子通 顺。
different
pull
lie
sheep
wise
1. Something is wrong with one of my teeth, I’ll go to see a
dentist and top of the see them the two words.
To allow students to check their progress and ask any questions they may still plays badminton every afternoon, so were still __________(醒着的).
5. There were __________ (about) forty students swimming in the swimming pool.
3 Show some sentences on the screen to make the Ss tell the different parts of each pattern.
First some easy sentences then some complicated ones.
Step 4 Part A Ask students to do Part A on page 19 on their own. Then choose three students to be the three main characters. Ask them to role-play the
英语九年级上牛津译林unit1starsigns：授课教案(5)
英语九上牛津译林Unit 1 Star signs：授课教案（5）（精品）第 1 章第 5 节第 5 课总第 25 课时名称Grammar A＆B 课型New 上课时间20111020教学目标1. 掌握本课的重点词汇和句型:of all colours each of us at all times2. 学会运用it’s +adj. +of sb.to do sth. 句型谈论对某人行为的看法，并能与it’s + adj. + for sb. to do sth. 进行区分。
3. 能用 sb. / sth. + be + adj. +enough to do sth. 描述一个人的性格和能重点与难点1.I t’s +adj. +of sb.to do sth.2.I t’s + adj. + for sb. to do sth3.Sb. / Sth. + be + adj. +enough to do sth教学方法情景教学法,归纳法教学工具 Multimedia教学过程具体目标教师导学过程学生活动Step 1: RevisionStep 2: Lead –inStep 3: PracticeStep 4ComparisonStep5ExxStep 5: Lead-inStep6: PracticeAsk students to talk about star signs. In order to revise some important words 、phrases and sentences in the text .Presentation:1.Ask Ss to say out adjectives and their opposites to describe characteristicsas much as they can.2.Ask Ss to express the meaning in another sentences as possible as they can .For example:1.You are silly. You don’t forgive others for their mistakes.→ It’s silly of you not to forgive others for their mistakes .2. You’re generous. You like to buy your friends nice gifts.→ It’s generous of you to buy your friends nice giftsGet the ss to finish Part A on page 13.Fill in the blank and practice these sentences some times1.Exercise : a. Jim took the homeless cat to the Animals Center (kind) Keys: a. It is kind of Jim to take the homeless cat to the Animals Center.Get the ss to have a comparisonpare the two drills :It’s + adj. + for sb. to do stIt’s + adj. + of sb. to do sth.2.Read the examples and find out the differences between them.e.g.: It is kind of you to help me. = You’re kind to help me.It is important for us to learn English well. = To learn English well is important for us.Exercises:(of/for)1.It is bad _____ you to read in the sun.2.It is necessary _____ us to support and help each other.3.It is good ______ you to help me with my work.4.It is difficult ______ me to finish his homework in five minutes.5.It is silly ______ you not to take part in the party.6.It is wise ______him to go to work by bus on rainy days.Presentation: I’m so patient that I can wait for two hours.→ I am patient enough to wait for two hours.He is so creative that he can make many kinds of model planes.→ He is creative enough to make many kinds of model planes.Part B. on page 14.Help them form sentencesExercise:1.Andy is too weak to carry the big box.= Andy is _____ _____ _____ to carry the big box.= Andy is _____ _____ _____ she _____ carry the big box.2.It’s very kind of you to tell me this news.= You are _____ _____ to tell me this news.Have a free talkDiscussListen and learnDo exercises orally and try to use them correctly.Check the answershave a comparisonDo Exx and tell the reasonfinishpartAon p14Do Exx板书设计 Grammar A and B1.I t’s +adj. +of sb.to do sth.2.I t’s + adj. + for sb. to do sth3.Sb. / Sth. + be + adj. +enough to do sth教后记In this lesson ,most of the ss are able to grasp grammarAB well and practice them better.If possible ,get them to make the sentences orally.。
英语初三上牛津译林unit1starsigns：授课教案(5)
英语初三上牛津译林unit1starsigns：授课教案（5）第1章第5节第5课总第25课时名称GrammarA＆B 课型New 上课时间20171020教学目标1.掌握本课的重点词汇和句型:ofallcolourseachofusatalltimes2.学会运用it’s+adj.+ofsb.todosth.句型谈论对某人行为的看法，并能与it’s+adj.+forsb.todosth.进行区分。
3.能用sb./sth.+be+adj.+enoughtodosth.描述一个人的性格和能重点与难点1.It’s+adj.+ofsb.todosth.2.It’s+adj.+forsb.todosth3.Sb./Sth.+be+adj.+enoughtodosth教学方法情景教学法,归纳法教学工具Multimedia教学过程具体目标教师导学过程学生活动Step1:RevisionStep2:Lead–inStep3:PracticeStep4ComparisonStep5ExxStep5:Lead-inStep6:PracticeAskstudentstotalkaboutstarsigns.Inordertorevisesomeimportantwords、phrasesandsentencesinthetext.Presentation:1.AskSstosayoutadjectivesandtheiroppositestodescribecharacteristicsasmuchastheycan.2.AskSstoexpressthemeaninginanothersentencesaspossibleastheycan.Forexample:1.Youaresilly.Youdon’tforgiveothersfortheirmistakes.→It’ssillyofyounottoforgiveothersfortheirmistakes.2.You’regenerous.Youliketobuyyourfriendsnicegifts.→It’sgenerousofyoutobuyyourfriendsnicegiftsGetthesstofinishPartAonpage13.Fillintheblankandpracticethesesentencessometimes1.Exercise:a.JimtookthehomelesscattotheAnimalsCenter(kind)Keys:a.ItiskindofJimtotakethehomelesscattotheAnimalsCenter. Getthesstohaveacomparisonparethetwodrills:It’s+adj.+forsb.todostIt’s+adj.+ofsb.todosth.2.Readtheexamplesandfindoutthedifferencesbetweenthem.e.g.:Itiskindofyoutohelpme.=You’rekindtohelpme.ItisimportantforustolearnEnglishwell.=TolearnEnglishwellisimportantfor us.Exercises:(of/for)1.Itisbad_____youtoreadinthesun.2.Itisnecessary_____ustosupportandhelpeachother.3.Itisgood______youtohelpmewithmywork.4.Itisdifficult______metofinishhishomeworkinfiveminutes.5.Itissilly______younottotakepartintheparty.6.Itiswise______himtogotoworkbybusonrainydays.Presentation:I’msopatientthatIcanwaitfortwohours.→Iampatientenoughtowaitfortwohours. Heissocreativethathecanmakemanykindsofmodelplanes.→Heiscreativeenoughtomakemanykindsofmodelplanes.PartB.onpage14.HelpthemformsentencesExercise:1.Andyistooweaktocarrythebigbox.=Andyis_______________tocarrythebigbox.=Andyis_______________she_____carrythebigbox.2.It’sverykindofyoutotellmethisnews.=Youare__________totellmethisnews.HaveafreetalkDiscussListenandlearnDoexercisesorallyandtrytousethemcorrectly.ChecktheanswershaveacomparisonDoExxandtellthereasonfinishpartAonp14DoExx板书设计GrammarAandB1.It’s+adj.+ofsb.todosth.2.It’s+adj.+forsb.todosth3.Sb./Sth.+be+adj.+enoughtodosth教后记Inthislesson,mostofthessareabletograspgrammarABwellandpractice thembetter.Ifpossible,getthemtomakethesentencesorally.。
英语初三上牛津译林unit1starsigns：经典教案(5)
英语初三上牛津译林unit1starsigns：经典教案（5）本卷须知1.答题前，考生先将自己的姓名、准考证号填写清楚，将条形码准确粘贴在考生信息条形码粘贴区。
2、选择题必须使用2B铅笔填涂；非选择题必须使用0.5毫米黑色字迹的签字笔书写，字体工整、笔迹清楚。
3、请按照题号顺序在各题目的答题区域内作答，超出答题区域书写的答案无效；在草稿纸、试题卷上答题无效。
4、保持卡面清洁，不要折叠，不要弄破、弄皱，不准使用涂改液、修正带、刮纸刀。
PERIOD〔5〕教学题目：9AUNIT1GRAMMAR1教学课时：PERIOD5教学部分：PAGE13－14教学课型：新授课；语法课教学目标：能用ITIS＋ADJ.＋OF…＋〔NOT〕TODO来表达对某人行为的看法，并能与ITIS＋ADJ.＋FOR…＋〔NOT〕TODO进行区分；能用BE＋ADJ.＋ENOUGH＋TODO来描述一个人的性格和能力教学内容：IT'S＋ADJ.＋OF＋SB.＋TODOSTH.；ADJ.＋ENOUGHTODOSTH.教学准备：多媒体，投影仪教学步骤：STEP1LEADINREADTHESENTENCESANDCHOOSETHECORRECTADJECTIVESTODESCRIBETHEPERSONSINTHES ENTENCES.T：WEHAVELEARNTALOTOFADJECTIVESANDTHEIROPPOSITES，CANYOUCHOOSETHECORRECTADJECTIVESTODESCRIBETHEPERSONSINTHESENTENCES？ASKSTUDENTSTOEXPRESSTHEMEANINGINANOTHERSENTENCEASPOSSIBLEASTHEYCAN.STEP2GRAMMARACOMPARETHETWODRILLS：IT'S＋ADJ.＋FORSB.TODOSTH.／IT'S＋ADJ.＋OFSB.TODOSTH.READTHEEXAMPLESANDFINDOUTTHEDIFFERENCESBETWEENTHEM.DOMOREEXERCISESTOPRACTICETHESTRUCTURES.FINISHTHEEXERCISESONPAGE13INTHEBOOK，ANDTHENCHECKTHEANSWERSTOTHEEXERCISESTOGETHER.ANALYZETHEUSEFULEXPRESSIONS.STEP3GRAMMARB1.LEARNABOUTTHEEXAMPLESTOPRACTICE“ADJ.＋ENOUGHTODOSTH”.2.FINISHTHEEXERCISESONPAGE14，ANDTHENCHECKTHEANSWERSTOTHEEXERCISESTOGETHER.2.DOSOMEEXERCISESTOPRACTICEGRAMMARAANDB.STEP4HOMEWORKTRANSLATETHESENTENCESDOSOMEEXERCISESINTHEWORKBOOK.课后作业〔一〕、改写同义句。
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5.给我们每人两件礼物6.为我们组织那个聚会
7.交朋友8.为我们播放他的ＣＤ
【二】依照句意和首字母提示完成句子
1.Sheisashygirl.Sheisnoto______________.
2.Iamc______________enoughtobeawriter.
【三】完成句子
1.Andy精力充沛足能够成为一个领导者。〔同义句〕
Andyisaleader.
Andyishecanbealeader.
2.Kitty给我们每个人两件礼物，她真大方。〔同义句〕
Kittyiseachofustwopresents.
Kittyisshegiveseachofustwopresents.
2、enoughtodo/too…todo句型转换及与so…that引导的结果状语从句之间的转换。
A.…..tobe+adjective+enough+todosth
1).Youarepatientenoughtowaitwithoutgettingangry.
Youare__________patient_________youcanwaitwithoutgettingangry.
It’s+adj.+forsbtodosth.描述的是___________________________________________
5、讲解注意点2:enoughtodo/too…todo句型转换及与so…that引导的结果状语从句之间的转换。〔个人展示〕
课堂达标检测
【一】翻译以下短语
1.haveabirthdayparty2.helpmewithmywork
Itis+adj.+of…+动词不定式，
tobe+adj.+enough+动词不定式的句型结构
学习难点
掌握结构，正确运用结构
课前自学
通过句子itissillyofyounottoforgiveothersfortheirfaults.来预习以下结构,在那个句子中，silly修饰的是什么？
看课本，预习
3.Ourcountryisverys______________now.It’sher60thbirthdaythisOctober1st.
4.Heisnotl__________________.Heisahard-workingperson.
5.Helovesplayingbasketballafterschool.Heise_______________.
(掌握enoughtodo与so…that从句的转换)
2).Heisnotoldenoughtolookafterhimself.
Heis__________young__________lookafterhimself.
(掌握notenoughtodo与too…todo句型转换)
课堂交流展示
1.集体复习reading课文重要句子。通过句子Itissillyofyounottoforgiveothersfortheirfaults.来预习以下结构,在那个句子中，silly修饰的是什么？〔集体展示〕
英语初三上牛津译林unit1starsigns：精品教案（5）
课题
9AUnit1StarSignsGrammarAB
学习目标
知识目标
正确使用Itis+adj.+of…+动词不定式和tobe+adj.+enough+动词不定式的句型结构
能力目标
掌握结构，运用自如
情感目标
每个人都有优点，就等你去发明
学习重点
1.Itis+adjective+of+(not)todosth那个结构。
预习练习：
1.你关心我学英语真是太好了。
It’syoumewithmyEnglish.
2.你拿报纸给我真是太好了。
你It’syoumethenewspaper.
3.Simoniskind.Simonhelpshisteachersalot.〔合并句子〕
2.分大组展示预习成果。核对预习练习答案。上黑板展示答案阅读课本解释，完成相关练习。小组内核对答案。注意固定短语的积存和知识的适当拓展，做好笔记。
4.讲解注意点1：It’s+adj.+forsbtodosth.(注意of和for用法的区别)〔个人展示〕
It’s+adj.+ofsbtodosth.描述的是____________________________________________
ItisSimonhisteachersalot.
4.你如此说太好了。〔翻译〕
____________________________________________________________
5.你不告诉他真相是错误的。〔翻译〕____________________________________________________________
6.他不跟她去玩是聪明的。〔翻译〕____________________________________________________________
注意It’s+adj.+forsbtodosth.(注意of和for用法的区别)
例如：关于中学生来说学好英语是特别重要的。
ItisMiddleSchoolStudentsEnglishwell.
ItisgenerousKittyeachofustwopresents.
3.Daniel特别自信能通过考试。〔翻译〕
Danielistopasstheexam.
4、特别多西部地区的孩子没有足够的钱上不起学。〔翻译〕
Manychildreninthewestdon’thavetogotoschool.