中考英语真题分类汇编定语从句

学习好资料欢迎下载学习好资料欢迎下载学习好资料欢迎下载【2013湖北孝感】35.Teenagerslikereadingthebooks_____arewrittenbyGuoJingjing.A.whoB.whatC.whoseD.that【答案】D【解析】考查定语从句的引导词。这是一个定语从句，其先行词是thebooks，所以用that/which,故选D。【2013山西】23.It’sbadforhealthtohurrytomoveintoahouse________hasnewfurnitureinit.A.whoB.whereC.that【答案】C【解析】考查考查定语从句。匆记忙搬进有新家具的房子对健康有害。先行词house是物，并且引导词要在定语从句作主语，故选C。【2013山东潍坊】22.Theman_________istalkingtoourteacherisBetty’sfather.A.whichB.whomC.whoD.what【答案】C【解析】考查定语从句的用法。句意为“正在和我们老师谈话的那个人是贝蒂的爸爸”。先行词是人，故排除A和D项，关系词在定语从句中做主语，所以用who,选择答案C。【2013内蒙古呼和浩特】9.Thehouse________LuXunusedtoliveisnowamuseum.A.whichB.thatC.inwhichD.there【答案】C【解析】考查定语从句的引导词。句意为“鲁迅过去住的房子现在成了博物馆。”。由于引导词在从句中作状语，故代词which和that不合适，而there不能引导定语从句，故用inwhich。所以选择答案C。【2013辽宁鞍山】27.Ican'tfindthebook__________mymotherboughtme.A.whoB.whenC.which【答案】C【解析】考查定语从句.由先行词thebook为物，可知应选关系词which。【2013湖南株洲】27.TheGayGeniusisthebookIliketoreadeveryday.A.thatB.whoC.what【答案】A【解析】考查定语从句引导词的用法。由句意“GayGenius这本书是我每天喜欢读的一本书”可知后句为定语从句。that用来指人或物，who用来指人。先行词为物，在句中作主语，且不可省略，用that。故选A。【2013湖南长沙】30.—Whatareyoulookingfor?—I’mlookingforthewatch____Iboughtyesterday.A.whichB.whoC.whose【答案】A【解析】考查定语从句。先行词watch表示“物”，可以排除B；引导词在定语从句中作主语，可以排除C。【2013福建泉州】35.—WhyisTomsosad?—Hehaslosthisnewbike_______costhim1800yuan.A.whoB.whichC.whose【答案】B【解析】考查定语从句。由于先行词为物，且在句中作主语，所以用which引导该定语从句。【2013山东泰安】34.LiuYangisthefirstChinesewomanastronaut_______hasevertraveledinspace.A.whomB.whichC.whoD.whose【答案】C【解析】考查定语从句的关系词。先行词womanastronaut“女飞行员”，指人，故答案选C项，在从句中作主语。【2013四川遂宁】28.Mostofmyfriendslikeloudmusictheycandanceto.A.thatB.whatC.when【答案】A【解析】考查定语从句。句意为：我的大多数的朋友都喜欢可以跟着跳舞的大声音乐。Theycandanceto是定语从句，修饰先行词loudmusic,其中that是关系代词，在从句中作宾语。【2013湖北黄石】(A)34.Thisistheschool_______wevisitedlastyear.A.thatB.whereC.whoD.whose【答案】A【解析】考查定语从句的关系词的用法。当先行词是物时用which，当先行词是人时用who，that既可以指人又可以指物。此句中先行词是theschool，指物用that。句意：这就是去年我们参观的那所学校。故选A。【2013甘肃兰州】38.Lilydoesn’tknow________sheandherfriendscandotohelpthelittleboy________parentshavelefttheirhometownformakingmoney.A.that;whoseB.how;whoC.what;whoD.what;whose【答案】D【解析】考查复合句中的连词。句意：Lily不知道她喝她的朋友能做什么才能帮助这个父母离开家乡去赚钱的小男孩。由know可知本句是宾语从句，动词do后缺少宾语，故第一个空是由what引导的宾语从句；在宾语从句中又包含了定语从句，其先行词为thelittleboy，且在从句中修饰parents,故由whose引导定语从句。选D。【2013河南】32.Afriendissomeone______says,"What!Youtoo?IthoughtIwastheonlyone!”A.whoB.WhichC.WhatD.whose【答案】A【解析】考查定语从句的用法。先行词是someone，表人，排除B，what不能引导定语从句，排除C；先行词和空格后的单词无所有关系，排除D。故选A。【2013广西玉林】33.一Linda,cmyoutellmesomethingaboutMoYan?—Sure.Heisthewriter______wontheNobel(诺贝尔)LiteraturePrize.A.whichB.whoseC.whoD.whom【答案】C【解析】考查定语从句的引导词的用法。which先行词为物时；whose先行词为人或物，作定语，后得接个名词；who先行词为人，作主、宾、表语；whom先行词为人，只作宾语。根据先行词thewriter作者，作主语。所以选择答案C。【2013甘肃白银】43.AWechat(微信)isaninvention______canhelppeopletalktofriends,sharephotos,ideasandfeelingfreely.A.whichB.whoC.whoseD/【答案】A【解析】考查定语从句。whichcanhelppeopletalktofriends,sharephotos,ideasandfeelingfreely是定语从句，修饰先行词invention，而先行词是物，关系代词用which或that。故选A。【2013安徽】49.Istillrememberthecollegeandtheteachers_________IvisitedinLondonyearsago.A.whatB.whoC.thatD.which【答案】C【解析】考查定语从句的连接词的用法。who“谁”，what“什么”，that“那个”，which“那个”。这里是引导定语从句，用来修饰thecollegeandtheteachers，既包括人又包括物，所以关系词只能用用that，而不能用which，所以选择答案C。【2013山东德州】30.YesterdayLiMingwenttothevillage_________hisfamilylivedtenyearsago.A.whenB.whichC.whereD.that【答案】C【解析】考查定语从句引导词。定语从句的先行词thevillage,在定语从句中充当的是地点状语，所以用关系副词where引导,故选C。【2013广东梅州】44.Ilikethecartoon______hasahappyendingandmakesme______.A.which;tolaughB.that;tolaughC.whose;laughingD.which;laugh【答案】D【解析】考查定语从句的引导词及非谓语动词。句意：我喜欢完满结局的动画片，它让我发笑。先行词thecartoon是物，故定语从句的用关系代词用that/which；再由makesb.dosth.为固定结构，答案为D。【2013四川宜宾】26.—Whatkindofmusicdoyoulike?—Ilikemusic______Icandanceto.A.becauseB.whenC.whoD.that【答案】D【解析】考查定语从句的用法。句意：——你喜欢哪种音乐？——我喜欢能随之跳舞的音乐。关系代词that在定语从句中作介词to的宾语，故选D。【2013广东湛江】25.—Look!ThatisthewomanImetyesterday.—Oh?She’smyaunt.A.whatB.whoC.whereD.when【答案】B【解析】考查定语从句。由先行词是人，且在定语从句中作met的宾语可知用关系代词who。所以选择答案B。【2013山东滨州】30.Moststudentsliketheteachersunderstandthemwell.A.whichB.whoC.whereD.when【答案】B【解析】考查关系代词。由先行词是theteachers，且在定语从句中作主语，因此用关系代词who。所以选择答案B。【2013山东枣庄】25.Mostofmyclassmatespreferloudmusic_______theycandanceto.A.thatB.whoC.whoseD.where【答案】A【解析】考查定语从句的关系词的选用，此题中的先行词是music。当先行词是事物时关系词用that或which.所以应选A【2013浙江杭州】25.Beingblindissomething_________mostpeoplecan’timagine.A.whoB.whatC.thatD.whom【答案】C【解析】本题考查定语从句。先行词是something，关系代词用that。故选C。【2013浙江衢州】27.—Excuseme,Couldyoutell?—Yes.Goalongthisstreetandyouwillfinditonyourleft.A.whereisthemuseumB.whichisthewaytothemuseumC.howfaristhemuseumD.howcanIgettothemuseum【答案】B【解析】本题考查宾语从句的用法，宾语从句要用陈述语序，which在从句中做主语。所以选B。【2013四川内江】25.Peoplearetalkingabouttheoldhouses____JackieChanboughtinAnhuitwentyyearsago.A.whichB.whereC.whoD.when【答案】A【解析】考查定语从句中的连接词的用法。这里定语从句要修饰theoldhouses，是事物，且在从句中做bought的宾语，所以要用连接代词that或which，所以选择答案A。【2013福建福州】42.—DoyouknowMoYan?—Ofcourse.Heisthefamouswriter_________wontheNobelPrizein2012.A.whoB.whomC.Which【答案】A【解析】选A。考查定语从句的关联词。当先行词指人时，常用who或whom，指物时，常用which；又该句的先行词writer指人，故选A项。【2013湖北咸宁】31.Agraduationceremonyisacustomtakesplacestudentsgraduatefromaschool.A.which;whenB.that;whoC.which;whoseD.that;which【答案】A【解析】考查复合句的连接词。第一个从句是定语从句，先行词表示物，引导词在定语从句中作主语，应当用that或which引导；第二个从句是时间状语从句，用when引导。句意：毕业典礼是学生们从学校毕业时举行仪式。【2013湖北随州】24.—Doyouknowtheman______isstandingatthedoor?—Yes,Ido.He'safriendof_____.A.when;IB.who;mineC.that;meD.which;my【答案】B【解析】考查定语从句引导词以及名词性物主代词的用法。定语从句的先行词theman是“人，在定语从句中充当的是主语，因此用关系代词who或that引导来引导，我的一个朋友，afriendofmine.故选B.【2013湖北荆州】29.Sheisthegirlinventiongotthefirstprizeintheschoolcompetition.A．whoB．thatC．whichD.whose【答案】D【解析】考查定语从句的连接词。因为先行词是thegirl，表示人，而且连接词后紧跟名词invention作定语使用，所以选择D答案【2013黑龙江齐齐哈尔】16.I’llremembertheoldbuildingsIvisitedinthevillage.A.whereB.whichC.who【答案】B【解析】考查定语从句中的连接词的用法。这里定语从句要修饰theoldbuildings，是事物，且在从句中做visited的宾语，所以要用连接代词that或which，所以选择答案C。【2013广东】45.Theyounglady______isinterviewingLinZhixuanabouttheprogramIamasingerisfrom21stCenturyTalentNet.A.whoB.whomC.whichD.whose【答案】A【解析】考查定语从句的用法。先行词theyounglady指人，故排除C,D，先行词作主语故用who连接。所以选择答案。【2013天津】39.Themovie______wesawlastnightwasfantastic.A.thatB.whatC.whoseD.who【答案】A【解析】考查定语从句中的关系代词。句意：我们昨晚看的电影非常的好。因先行词themovie指物，故用关系代词that引导定语从句。【2013哈尔滨】30.—DoyouknowofGuoMingyi?—Yes.Heisanordinary(普通的)worker______helpsmanypoorchildreninChina.Weshouldfollowhisexample.A.thatB.whichC.whom【答案】A【解析】本题考查定语从句的关系词。由空格前的worker可知此处应用that或who引导定语从句。【2013湖南衡阳】29.IlovetheschoolIhavestudiedinforthreeyearsA.whereB.whenC.that【答案】C【解析】本题考查定语从句的用法。先行词是theschool表示物，故用关系词that修饰。选C。【2013湖北十堰】31.ThePalaceMuseumisthebestplace_________I’veevervisited.A.thatB.whichC.where`D.what【答案】A【解析】考查定语从句中关系词的选择。先行词place在定语从句中做宾语，所以选关系代词，又因为先行词被最高级thebest修饰，只能用关系代词that。故选A。Unit10BythetimeIgotoutside,thebushadalreadyleft．TheFirstPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularyoversleep（2）TargetLanguageWhathappened?Ioverslept．AndbythetimeIgotup,mybrotherhadalreadygottenintheshower．2．AbilityObjects（1）Teachthestudentstousethenewwords．（2）TrainthestudentstonarratepasteventswiththePastPerfectTense．（3）Trainthestudents’listeningandspeakingskillswiththetargetlanguage．3．MoralObjectIt’sagoodhabittogotobedearlyintheeveningandgetupearlyinthemorning．Soyou’llneverbeinahurryinthemorning．Ⅱ．TeachingKeyPoints1．KeyVocabularyoversleep2．TargetLanguageNarratepasteventswiththePastPerfectTenseⅢ．TeachingDifficultPoints1．TrainthestudentstonarratepasteventswiththePastPerfectTense．2．Trainthestudentstounderstandthetargetlanguageinspokenconversation．Ⅳ．TeachingMethods1．Thinkingofexamplesfromthestudents’reallives．2．Makingsentencesbylookingatthepictures．Ⅴ．TeachingProceduresStepIRevision1．Asksomequestionslikethis:Whatvolunteerworkwouldyouliketodo?Helpthestudentstoanswer,I’dliketo…/Iloveto…/Ihopeto…2．PracticethedialogueinActivity3conpage62again．3．Checkthestudents’homeworkbyaskingsomestudentstoreadtheirsentenceswiththephrasalverbs．Thenaskthestudentstohandintheirhomework．StepⅡ1aFirstwritebythetimeontheblackboard．andtelltheclassthemeaningofit．Saythissentencetotheclass:Bythetimetheteachercamein,thestudentshadbegunreadingEnglish．Tellthemtonotethestructure"hadbegun"inthissentence．Begunisthepastparticipleofbegin．Explainwhatisthepastparticipleformofaverbforthestudents．Tellthemitisasthesameasthepastformforaregularverb．Andtheyhavetoremembertheirregularverbs’participlesonebyone．WriteBythetimeIcameback…ontheblackboard．Saytotheclass,BythetimeIcamein．Whathadhappened?Helponestudenttoanswerlikethis,Bythetimetheteachercamein,Donhadwrittenhisnameontheblackboard．Thengetmorestudentstoanswerdifferently,Readtheinstructionstothestudentsandreadthesequestionstotheclassaswell．Whatdoyouusuallydoin,themorningbeforeschool?Doyoulikemorning?Whyorwhynot?Chooseonegoodstudenttoanswerthembysayingsomethingheorsheusuallydoesinthemorning．Thenhavethewholeclasspracticeinpairs．Askeachotherthequestions．Aftertheyfinishtalking,askoneortwopairstosaytheirconversationstotheclass．Correctthemistakestheymaymakewiththeotherstudents．Callthestudents’attentiontothepicturesinActivityla．Thentellstudentstotalkaboutthepicturesingroupsoffour．Movearoundtheclassroom,listeningtostudentsandofferinghelp．MakesurethattheytalkinEnglish．Aftertheyallfinishtalking,askdifferentgroupstotelltheclassaboutthepictures．StepⅢ1bAskthestudentstoreadtheinstructionstogether．Havethemlookatthetwocolumns,AandB,inthechart．Pointoutthesampleanswer．Readthetwopartsofthesentence．Thengoovertheotherunconnectedpartsofsentences,too．Playtherecordingforthefirsttime．Studentsonlylisten．Thenplayitasecondtime．Letstudentsmatchtwopartsofeachsentence．Checktheanswersbyaskingsomestudentstotelltheiranswers．Makesurethatallofthemhavegotthecorrectanswersbylistening．Saycongratulationstothestudentswhogettheanswerscorrectlybyguessing．StepⅣ1cFirstplaytherecordinginActivity1bagainandletthestudentsreadafterit．Doitatleasttwice．Thenreadtheinstructionstogetherwiththewholeclass．Youwillmakeconversationsinpairs．EachofyouwillhavetotaketurnsbeingTina．LookatthepicturesinActivitylatohelpyou．Tellyourpartnerwhathappenedtoyouthismorning．AskapairtoreadtheexampletotheclassbeforetheybegirtHavethestudentsworkinpairs．Movearoundtheroomofferinglanguagesupportasneeded．Aftertheyallfinishtalking,asksomepairstosaytheirconversationstotheclass．StepⅤSummaryStepⅥHomework1．WriteoutthestoryofTina,Notetousethetargetlanguage．2．RevisewhentousethePastPerfectTenseandtheverbstructureofit．TheSecondPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）TargetLanguageBythetimeshegottoclass,theteacherhadalreadystartedteaching．Whenshegottoschool,sherealizedshehadleftherbackpackathome．WhenIgothome,IrealizedIhadleftmykeysinthebackpack．（2）TheThreeFormsoftheverbs．2．AbilityObjects（1）Trainthestudents’listeningskill．（2）Trainthestudents’writingskillwiththetargetlanguage．（3）Trainthestudents’speakingskill．（4）Trainthestudentstousethethreeformsoftheverbs．Ⅱ．TeachingKeyPoints1．Listeningpracticewiththetargetlanguage．2．Usethecorrectverbformstofillintheblanksbylistening．3．MakesentencesusingthePastPerfectTense．4．Thethreeformsoftheverbs．Ⅲ．TeachingDifficultPoints1．WriteanendingforthestoryinActivity2c．2．ThethreeverbformsinGrammarFocus．Ⅳ．TeachingProceduresStepIRevision1．RevisewhathappenedtoTinainthemorningbyaskingoneortwostudentstotellthestroyonpage68．2．Askstudentstocheckeachother’shomeworkinpairs,pointingoutallthemistakestheymighthavemade．3．RevisethePastPerfectTensebyaskingthechildrenwhentouseitandwhatitsverbstructureis．StepⅡ2aReadtheinstructionstotheclass．Besurethatallofthemknowwhattodo．Callthestudents’attentiontothefourpictures．Getthemtoguessthecorrectorderofthepicturesfirst．Thefirstoneisgivenasasample．Askoneortwochildrentotelltheirstoriesbydescribingthepicturesaccordingtotheirownorder．Playtherecordingthefirsttime,studentsonlylisten．Playtherecordingagainandaskthechildrentonumbereachpicture．Checktheanswerswiththeclassandseewhohaveevergotthecorrectanswerswithoutlistening．StepⅢ2bAskthestudentstoreadtheinstructionstogether．Pointouttheblanksinthesentencesandtheverbsinthebrackets．Letthestudentsfillintheblankswiththecorrectformsindividually．Movearoundtheclassroomcollectingthecommonmistakestheymaymake．Aftertheyallfinishwriting,tellthemtogetreadytolistentotheconversationandchecktheiranswers．Playtherecording．Studentslistenandchecktheiranswers．Correcttheanswersbyaskingsevendifferentstudentstosaytheirstotheclass．StepⅣ2cAskthewholeclasstoreadtheinstructionstogether．Wehaveanewtasknow．WeknowTinawaslateforclass．WhatdoyouthinkhappenedafterTinawaslateforclass?Workwithapartner．Makeupanendingforthestorybycontinuingit．Thebeginninghasbeengiven．Getstudentstodiscussinpairs．Completetheending．MakesuretheyaretalkinginEnglish．Movearoundtheclassroom,offeringlanguagesupportifneeded．Aftertenminutes,askstudentstostopdiscussing．GetsomepairsofstudentstotelltheclasshowtheythinkthestoryendedAndletthewholeclassdecidewhoseendingisthebest．Telleachpairtowritedowntheirending,ordoitafterclassiftimeisnotenough．StepⅤGrammarFocusCallstudents’attentiontothesentencesontheleft．Askfourdifferentstudentstoreadthefoursentencesandpointoutwherehadplusapastparticipleisused．Writethesentencesontheblackboard．Askthestudentstomakesentencescorrectlyusingeachformoftheverbsinthebox．Checktheanswers．StepⅥHomework1．WritedowntheendingofTina’sstory．2．Makesentencesusingeachformoftheverbsbelow:leave,walk,start,oversleep,ring,be3．ReviewtheGrammarFocus．TheThirdPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularybell,ring,gooff,rush,runoff,ontime,givesb．aride,lock,breakdown（2）TargetLanguageBythetimeIgotthere,thebushadalreadyleft．BythetimeIwokeup,myfatherhadalreadygoneintothebathroom．2．AbilityObjectsTrainthestudents’readingskillwithtargetlanguage．Trainthestudents’speakingskillwithtargetlanguage．Ⅱ．TeachingKeyPoints1．Guidethestudentstoreadthearticleinactivity3a．2．Helpthestudentsdotheoralpracticewiththetargetlanguage．Ⅲ．TeachingDifficultPoints1．Helpimprovethestudents’readingskillbyActivity3a．2．Helpthestudentsdescribewhathashappenedtothemwiththetargetlanguage．Ⅳ．TeachingProceduresStepⅠRevision1．RevisewhathappenedtoTinabyaskingseveralstudentstotellthestory．2．RevisethethreeformsoftheverbsinGrammarFocusbyaskingfourstudentstowritethemoutontheblackboard．3．Checkhomeworkbyaskingoneortwotoreadtheirownendingsofthestroy．4．Checkhomeworkbyaskingsomestudentstoreadthesentenceswhichtheymade．StepⅡ3aAskthewholeclasstoreadtheinstructionstogether．ThereisanarticleinActivity3a．Yourtaskistoreadthestoryandwritetheeventsinthecorrectorder．Havealookatthesampleanswerontherightofthearticlebeforeyoustart．Thenletthechildrencompletetheworkontheirown．Afterawhile,asksomestudentstoreporttheiranswerstotheclass．Writetheeventsontheblackboardastheyreport,puttingtheeventsinthecorrectorder．Aftercheckingtheanswers,tellstudentstoreadthearticleagainmorecarefully．Tellthemtofindoutthewordsorsentenceswhichtheycan’tunderstandthistime．Afewminuteslater,letthestudentsaskquestionsonthewordsandsentenceswhichtheycan’tunderstand．Dosomeexplanationandmakesurethatthestudentsmakeeverythingclearaboutthearticle．Thenaskthestudentstoreadthearticlealoud．Movearoundtheclassroomwhiletheyarereading,offeringhelpasneeded．NextaskstudentstopickoutthesentenceswiththePastPerfectTense．Tellthemtounderlinethemandcomeupwiththereasontousethetence．Asktwostudentstoreadtheiranswersandexplainthesentences．StepⅢ3bCallthestudents’attentiontothephotoofthewomansleeping．Thegirlissleeping．Shemayoversleep．Howaboutyou?Haveyoueveroverslept?Getastudentstoanswerthequestionsimply,suchasYes,Ihave．/No,Ihaven’t．Thenaskonestudenttoreadtheinstructionstotheclass．Explainthatdescribethecircumstancesmeanstotellwhen,whereandhowthethingshappened．Askonestudentwhohaseveroverslepttoanswerthefirstquestionanddescribethecircumstance．HelphimorherusethePastPerfectTensetodescribethecircumstance．Thenaskstudentstoreadthequestionsandwritetheiranswersintheirexercisebooks．TellthemthattheyhavetodescribethecircumstancesiftheiranswersareYes,andthereshouldbeatleastonesentencewiththePastPerfectTenseineachdescription．Movearoundtheclassroomprovidingsentencestotheoneswhoneed．Askseveralstudentstosharetheirstorieswiththeclass．Correctanymistakestheymaymake．Letthemchecktheanswersinpairs．StepⅣ3cAskthewholeclasstoreadtheinstructionstogether．Thencallthestudents’attentiontothesampleconversationontheright．Askapairofthestudentstoreadtheconversationtotheclass．PleaseaskyourpartnerthequestionsinActivity3b．Askmorequestionsifheorshesays"Yes"．Askthestudentstoworkinpairs．Encouragethemtoaskasmanyquestionsastheycan．Astheywork,movearoundtheroomofferinghelpandansweringquestionsasneeded．Asksomepairstosaytheirconversationstotheclass．StepⅥhomework1．WritetheanswerstothequestionsinActivity3b．2．WriteaconversationinActivity3c．TheFourthPeriodI．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularycostume,showup,exhausted,embarrassed,empty,fool,AprilFool’sDay,gooff,stayup（2）TargetLanguageWhenIgotthere,Ifoundthathehadfooledme．Afteranhour,theotherkidsshowldup,andIrealizedthatmybrotherhadfooledme．BythetimeIgottomatchclass,IwasexhaustedbecauseIhadstayedupallnightstudying．Ifoundoutthatmyfriendhadfooledme．2．AbilityObjects（1）Trainthestudents’writing,listeningandspeakingskillswiththetargetlanguage．（2）Trainthestudentstousethenewvocabulary．Ⅱ．TeachingKeyPoints1．Trainthestudents’listeningandspeakingskillswithtargetlanguage．2．Teachthestudentsthenewvocabulary．Ⅲ．TeachingDifficultPoints1．Guidelisteningandoralpracticeusingthetargetlanguage．2．Helplearntousethenewvocabularycorrectly．Ⅳ．TeachingProceduresStepIRevision1．RevisethearticleinActivity3aonpage70byaskingseveralstudentstoreadit．2．Dictatesomewordsandphrases:3．Checkthehomework．StepⅡ1aReadtheinstructionstothestudents．Remembertoreadthesentenceinthebrackets．PointtothechartwiththethreeheadingsNouns,VerbsandAdjectives．Readthewordsinthebracketstothestudentsandhelpthestudentstounderstandthemeaningsofnouns,verbsandadjectives．Getastudenttoreadthesampleanswerstotheclassbeforetheystartsay,Foolcallalsobeaverb．Askthestudentstocompletethechartontheirown．Correcttheanswersbyaskingthreestudentstoreadtheiranswerstotheclass．StepⅢ1bAskastudenttoreadtheinstructionstotheclass．Askanotherstudenttoreadtheexampleontheright．Workinpairsnow．Tellyourpartneraboutsomethingthathashappenedtoyourecently．NotetousetwoormorephrasesfromthelistinActivityla．Gettilestudentstotalkinpairs．Movearoundtheclassroomcheckingtheirworkandofferinglanguagesupportasneeded．Aftertheyallfinishtalking,asksomepairstosaytheirconversationstotheclass．StepⅣ2aSaysomethingaboutAprilFool’sDaytothestudentsCallthestudents’attentiontothefourpictures．Askthestudentswhatishappeningineachpicture．Askfourdifferentstudentstodescribethepictures．Readtheinstructionstotheclass．Playthetapethefirsttime．Thestudentsonlylisten．Thenplaythetapeagain．Askthestudentstowriteeachboy’snameinthecorrectbox．Checktheanswersbyaskingdifferentstudentstotelltheirownanswers．StepⅤ2bReadtheinstructionstotheclass．Therearesixphrasesinthebox．Yourtaskistofindoutwhosayseachofthephrases,Dave,NickorJoeafterlisteningtothesamerecording．Andwrite"D"forDave,"N"forNickand"J"forJoesontheshortlinesbeforethephrases．Lookatthefirstone．Theanswerhasbeengivenasasample．Playtherecordingthefirsttime．Thestudentsonlylisten．Thenplaytherecordingagain．Askthestudentstowritethelettersintheblanks．Asksixdifferentstudentstoreporttheiranswerstotheclass．Checktheanswerswiththeclass．StepⅥ2cThisactivityprovidesoralpracticeusingthetargetlanguage．Firstplaytherecordingagain．Pauseaftereachsentenceandgetthestudentstorepeat．Doitatleasttwice．Askastudenttoreadtheinstructionstotheclass．Thenhavethemlookatthesampleconversationontheright．AskapairofthestudentstoreadandtrytocontinueitThenaskthestudentstoworkinpairs．Eachpairmakestwoconversationsusinginformationfromtheearlieractivities．Movearoundtheroomastheywork,offeringhelpasneeded．Askoneortwopairstosaytheirconversationstotheclass．StepⅦHomework1．Writesomethingthathashappenedtoyourecently．UsetwoormorephrasesfromthelistinActivity1a．2．WriteaconversationinActivity2c．TheFifthPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularyannounce,describe,convince,panic,setoff,authority,reveal,hoax,flee/fled/fled,spaghetti,girl-friend,Show,marry,thrill,getmarried,reply,ending（2）ThereadingpassagesaboutAprilFool’sDay．（3）WritestorieshappenedonAprilFool’sDay．2．AbilityObjects（1）Trainthestudents’readingskill．（2）Trainthestudents’writingandspeakingskills．Ⅱ．TeachingKeyPoints1．Teachthestudentsthenewvocabulary．2．Helpthestudentsunderstandthethreearticles．3．GuidethestudentstowritestorieshappenedonAprilFool’sDay．Ⅲ．TeachingDifficultPoints1．Helpthestudentsunderstandthethreearticles．2．HelpthestudentswritethestorieshappenedonAprilFool’sDay．Ⅳ．TeachingProceduresStepIRevision1．Revisethethreeboy’sstorieshappenedonAprilFool’sDay．Askthreedifferentstudentstotelltheirstoriestotheclass．2．Checkthehomework．StepⅡ3aReadtheinstructionstothestudents．You’llhavetoreadthreearticles．ThethreearticlesareaboutthreedifferentstorieshappenedonAprilFool’sDay．Notallofthemaretrue．Tellwhichofthesestoriesisthemostbelievableandwhichistheleastbelievable．Andyouhavetotellthereasonsaswell．Atlast,thinkoverifyouwouldbefooledbyanyofthestories．Readthefirstarticletotheclass．Thestudentslookattheirbooks,listentotheteacherandfindouttheanswerstothequestionsintheinstructions．Afterreading,askthestudentsifitisbelievableandwhy．Askseveralstudentstotelltheiropinionsonthebelievabilitythefirstarticle．Theymaysaylikethis:Ithinkitisbelievablebecausetheexacttimeandperson’snamearegiveninthefirstsentence,or,Idon’tthinkit’sbelievablebecauseIthinknoonedaredtofoolthepeoplelikethat．Dothesamewiththetwoarticlesleft．Asktwogoodstudentstoreadthearticlesinsteadoftheteacher．Elicitstudents’reasonsfortheiranswers．Atlasttellthestudentsthecorrectanswer．StepⅢ3bReadtheinstructionstotheclass．Playtherecordingagaintohelpthestudents．Askthreedifferentstudentstoreadthenotestotheclass．Helpthestudentsmakesentenceswiththenotesfirst．Aftermakingsentences,askthestudentstowriteamagazinestoryaboutNickinActivities2aand2b,usingthenotesbelow．Astheywrite,movearoundtheroomofferinghelpandansweringquestionsasneeded．Afteraroundtenminutes,askastudenttoreadthecompletedarticletotheclass．Therestoftheclasshelpcorrectthemistakesthestudentmayhavemade．Getthemtocheckeach’other’swritingcarefullyinpairs．StepⅣ3cReadtheinstructionstothe