【導(dǎo)讀】應(yīng)該分析失敗的原因。我們必須清楚地認(rèn)識(shí)到健康的重要性。valuable).你的幫助很有價(jià)值。Youradviceisvery～watch.你的建議很有價(jià)值。盡量把這件傷心事忘掉。business:指任務(wù)或責(zé)任及商業(yè)買賣。noneofyour～.這不關(guān)你的事。有件重要的事要和你談?wù)劇Ｌ鞖忸A(yù)報(bào)說有暴風(fēng)雨來襲。他自信地預(yù)測銷量會(huì)大大增長，結(jié)果表明他是對(duì)的。老師預(yù)計(jì)只有三分之一的學(xué)生將通過考試。得把好蘋果揀出來，同壞的分開。sortout整理；挑選出sortoutfrom把??

　　

【正文】 the moment she got into bed. 4. 表示其他含義 如： keep ,remain , stay , stand , prove The Inter proved of great value to us during our project. You shouldn’t keep quiet in a debate. People stayed silent and listened to us, and applauded at the end. For these reasons, I believe the Inter remains a positive tool that helps make our lives better. C: 副詞、數(shù)詞、代詞、介詞短語、分詞、動(dòng)名詞都可以作表語，分別表示不同的含義。 如： The professor is at home . 教授在家。 at home 為介詞短語 The puter is mine . 這臺(tái)計(jì)算機(jī)是我的。 mine 為代詞 Five and six is eleven . 五加六等于十一。 eleven 為數(shù)詞 He is out . 他出去了。 out 為副詞 My job is looking after the children . 我的工作是照看小孩。 looking...為動(dòng)名詞短語 The film is moving . 電影很動(dòng)人。 moving 為分詞 3. grow grow + adj. grow to do sth. grow into It’s growing colder at night now. I grew to like the dog. Ha has grown into a fine young man. 4. remain remain + n. remain + adj. remain + pron. remain + ved/ing remain + prep. remain + to do sth. preparations in such a short time. 3. 常見的表語結(jié)構(gòu)有： It looks as if … The reason is that… It is because… That is why… The fact is/ remains that… Tanslate the following sentences: (1). That was what she did this morning. (2). This is why we can’t get the support of the people. (3). The reason he is late for school is that he missed the early bus. (4). It looks as if it is going to rain. (5). But the fact remains that we are behind the other classes. 4. 在表示 ―建議，勸說，命令，請求 ‖等名詞后面的表語從句中，謂語動(dòng)詞要用虛擬語氣 should + 動(dòng)詞原形表示， should 可以省略。 Step8: Homework 1. Review what we have learned in class. 2. Go over the exersices in class. 3. Finish the workbook exercises. 課 題 M7U3 課時(shí) 98 Task 主備人 雷菲 授 課 時(shí) 間 202003 教 學(xué) 目 標(biāo) improve the students’ listening and writing skills. 2. To help the students to write an to give advice 教學(xué)重、難點(diǎn) How to improve students’ listening and writing 教、 學(xué) 具 slides 預(yù) 習(xí) 要 求 教師活動(dòng)內(nèi)容、方式 學(xué)生活動(dòng)內(nèi)容、方式 旁 注 Step One: Collecting information 1) Ask students to read the instructions in Part A and make clear what they are going to do. Then allow them several minutes to read the chart to find out what they should pay attention to when listening to the recording. 2) Play the recording once. Ask the students to look at their answers and pay attention to any information that might be useful for their notes. 3) Check for mistakes and mispronunciation. Play the recording again if time permits. 4) Ask students to go over the instructions in Part B and read the three sentences. After students plete the three sentences, check the answers with the class. 5) Ask students to read the instructions of Part C. Ask them to read the question, the labels, the legend, the side(yaxis) and the bottom(xaxis) carefully. 6) Ask the students to look at the pie chart. Let them read the question and the legend. Ask them what the percentages in the different colour parts are about. They should know these represent different percentages of people who trust different news sources. Then ask them to finish the remaining questions. Skills building 2: Forming more detailed questions 1) Begin this part by asking students what they can do if they want to get more detailed information when they already know a little about a topic. 2) Ask students to read the guidelines and the three parts on page 44. Have them pare the questions given in the three parts with the questions they have given on the blackboard, and decide which questions can help them get more detailed information. Step Two: asking more detailed questions 1) Ask students to work individually to think up and write down some questions to find more detailed information. 2) Ask students to work in pairs. Skills building 3: reporting on facts and figures 1) Ask students to read the guidelines to find out what the two main thinks to focus on. Make sure they understand the meaning of each sentence. 2) Ask students to read Part 1 and Part 2 and know how to support the fact they have got. Step Three: ing a report 1) Tell students that they will write a report about the ways people watch or listen to the news. Help students review the two speeches they have listened to and the two charts they have read in Step 1 by asking the following questions. 2) Ask students in what position they should write the report, and to whom they will write the report. Ask them to read the instructions in this part. Before writing, they should think about what they will write in the report. Step Six: Homework: Finish the workbook exercises. 課 題 M7U3 課時(shí) 99 Project 主備人 雷菲 授 課 時(shí) 間 202003 教 學(xué) 目 標(biāo) To give students a chance to practice their English by pleting a project. 教學(xué)重、難點(diǎn) Make sure that students should grasp some important words and phrases. 教、 學(xué) 具 slides 預(yù) 習(xí) 要 求 教師活動(dòng)內(nèi)容、方式 學(xué)生活動(dòng)內(nèi)容、方式 旁 注 Step One: Brainstorming In what ways can we get information? Step Two: Reading 1. Prereading Discussion: (1) Inter has bee part of people’s life and there have been an argument about the effects of it. What’s your opinion? How do you make use of it? (2) When you research information on the Inter, what do you do step by step? Please write your steps down. 2. Whilereading Read the article in Part A and underline the key word, phrases or sentences about Inter research given in the article while reading. Then: Search engines Subject directories Try to pare the two search services. (2) When we’re doing research on the Inter, what shall we pay special attention to? (We should check the date of the website we find。 we should do crosschec