【文章內(nèi)容簡(jiǎn)介】 to be in bed early every 。 late for 與be late for 意思相近“遲到”Don39。t arrive（be）late for 。I arrived（was）late for the meeting 。 talking!“禁止交談！” no后面加上名詞或動(dòng)名詞（doing）也表示不要做某事。與don39。t +do的用法相似。No wet umbrellas!/ Don39。t put wet umbrellas here!禁止放濕雨傘！No food!Don39。t eat food here!禁止吃食物！No smoking!Don39。t smoke here!禁止吸煙！7．語法（祈使句）祈使句是用來表示請(qǐng)求、命令、叮囑、號(hào)召或者勸告等的句子，這類句子的主語常是第二人稱you，也就是聽話者，因而you常省去了。祈使句的開頭是動(dòng)詞原形。如：Look out!小心！Wait here for me!在這等我！Be sure to e here on time!務(wù)必準(zhǔn)時(shí)來到這里！祈使句的否定形式多以do not（?？s寫成don39。t）開頭，再加上動(dòng)詞原形。Don39。t arrive late for 。Don39。t fight!別打架！Don39。t look out of the 。第三篇：Unit 5 Why do you like panadas ?Language goalsIn this unit students learn to describe animals and express preferences and give reasons，New languageWhy do you like koala bears?.Because they39。re cute,They39。re pretty interesting, They39。re kind of shy, They39。re very of animals such as tiger, elephant, koala bear, dolphin description words such as smart, cute, intelligent names of countries: Australia, South Africa，Recycled language between, across from He39。s/She39。s from...He39。s / She39。s five years of countries。China, Japan, BrazilSection AAdditional materials to bring to class: coins or other markers for the Bingo game in students to name as many animals as they can in the list on the board, Ask students to describe each animal in some may tell its color or tell if it is big or , Today we are going to learn the names of some more also leam how to say which ones we like and tell why we like This activity introduces the key attention on the map of the zoo showing pictures of students to point to and name any animals they to the animals one by one and say the name of students to out the numbered list of each one and ask students to ask students to match each word with one of the , Write the letter of each animal in the blank by that animal39。s out the sample the This activity gives students practice in understanding the target language in spoken to the animals in 1aAsk students to point to and name the , I39。m going to play recordings of three carefully as you look at the words in a checkmark in front of the name of each animal you the recording the first only the recording a second time students check each animal name they the This activity provides guided oral practice using the target attention to the example conversation in the two students to read it to the any questions they may out the four description a student to read them the meaning of each , Now you can make conversations about conversations can be like the these description students to work in them take turns saying both students need help getting started, demonstrate another conversation with a example: Teacher: let39。s see the : Why do you want to see the elephant? Teacher: Because it39。s very some students to present their conversations to the This activity provides listening practice using the target attention to the two blank lines on the ,You will hear a recording of a write the names of the two animals you hear on these the recording the first only the recording a second time students write in the names of the the out the adjectives listed on the a student to say the , Now I will play the recording time draw a line between each animal and the adjective you the recording and have students match each animal with an the This activity provides listening and writing practice using the target attention to the conversation and the blank lines in it Say, You will hear the recording time please write a word from the box on each blank words can be used more than one a student to read the words in the the to see that students are writing a word from the box on each line of the over the This activity provides guided oral practice using the target attention to the conversation in the two students to read it to the , Now you can have conversations like this the words in Box 1, Box 2, and Box 3 in your a conversation with a example:Student: Do you like penguins? Teacher: Yes, I : Why? Teacher: Because they39。re very This activity provides reading practice using the target to and say the names of the three countries on the maps and ask students to repeat Point to the three animals and ask a student to name , Now draw a line between each animal and the country it es the This activity provides guided oral practice using the target to the conversation in the a pair of students to read it to the students to work in , Now you can talk about where animals e to the map and animals students matched up in 3aSay, Work with a turns asking and answering questions about the countries and animals in a few minutes, ask several pairs to say the conversation for the BAdditional materials to bring to class: Pictures of household pets and zoo animals cut out of magazines for Followup activity activity introduces more key vocabulary, Call attention to the animals in the picture and ask a student to say the name of each out the list of eight numbered adjectives at the , Now please match the adjectives at the top with the animals in the the letter of the animal on the line after the out the sample students work, move around the room offering to answer questions as the answers2a This activity provides listening practice with the target , Now I will play a recording of a conversation between Tony and time circle the adjectives you bear on the list for the recording circle the adjectives they the This activity provides listening and writing practice using the target attention to the three , Maria39。s Words and Tony39。s Words, and the writeon lines under , Now I will play the recording time please write the name of the animals each person talks about and the words they the first four lines of recording and stop the , What animal are they talking about?(the elephant)What words does Maria use to describe the elephant?(interesting, intelligent)Point out the writeon lines wher