The memory robot_

The memory robot 教学目标 1．知识目标:（1） New words and phrasesmemory, back, everything, umbrella, dry, newspaper, morning, at breakfast, say good bye to, useful, scientist, invent, all the time, always, everywhere, born, be born, May, move, understand, so-so, at first, most, luck, April, hate, fly, painting, air port（2）语法项目一般过去时态（二）规则动词过去式及读音不规则动词过去式及读音What did you do yesterday morning? When did they come to China?Why did they move to France? Who came to visit your school? （3）日常交际用语I can't remember. They came to say good-bye to us.When / where were you born? I was born on…/ in … Do you enjoy living here?Good luck with you…2． 能力目标：　　（1）使学生能进一步掌握一般过去时的用法，并能根据实际情景进行口头和笔头练习。　　（2）使学生能读懂课文，并能根据上下文判断出生词的大意，回答课后的问题。　　（3）使学生能听懂与课文听力难度相当的听力材料，并能回答出教师提出的问题。　　（4）使学生能掌握c. ck . qu . f . ph .等几个辅音字母的发音规则。3．德育目标:　　通过教学，激发同学的学习积极性，鼓励他们练就本领，投身社会。 教学建议 教材分析 　　本单元的教学活动主要是教会学生如何谈论过去的经历。为此课文做了精心设计，以Mr. Mott夫妇 和his memory robot 之间发生的故事开展教学活动，一般过去时的教学贯穿始终，重点突出了谓语动词为实义动词的一般过去时的用法。不但包括了实义动词一般过去时的陈述句形式还包括了一般过去时的一般疑问句和特殊疑问句形式，使整个教学活动重点突出，内容丰富。 　　教学重难点：一般过去时及动词的过去式的拼写和读音。 单词教学建议 　　本单元单词数量多而且出现了大量的不规则动词的过去式学生难以掌握，教师应注意循序渐进，可以先让学生在课文中找出那些是动词的过去式，然后将这些词写在黑板上帮助学生在不规则中找出规律， 再加深记忆。如： get -got, forget - forgot begin-began, sing- sang, give - gave, swim- swam say - said, pay - paid know - knew, grow - grew, throw - threw cut - cut, let- let, hurt - hurt, put - put, read- read 　　教师可以在每一节课抽出几分钟时间用听写，或提问的方式练习一部分动词的过去时，积少成多。 课文教学 　　第34课是一篇介绍Mott先生和机器人的阅读课文和有关此文的问答。可利用课文前面的两个问题让学生先进行讨论。关于机器人的作用不一定非要局限在课文内容中，但教师也可借助这两个问题培养学生的略读(skimming)能力：给他们一分钟的时间默读课文并回答这两个问题。接着再读一遍，然后回答练习册中的问题。文中有的生词可在读前先给以介绍，但大部分生词可以让学生通过上下文猜测词义。在此基础上，教师可结合课文本身有重点地讲解文中生词和难点。本课的最后一部分问答练习让学生边填空边问答，实际上是测试学生对课文细节的理解能力(scanning)。对于条件较好的班级，应要求不看课文进行这个练习。 口语教学建议 　　教师可以出示一组句型转换的练习帮助学生熟悉一般过去时的用法。如： 　　1. He often gets up at six. But yesterday he________ at seven. 　　2. My father always buys a cake for me every year on my birthday. But last year he ______ a book for me. 　　3. Tom always plays chess with peter. But yesterday peter _______. 听力教学建议 　　教学中，教师应先让学生仔细听清动词过去式发音，并注意跟随教师模仿。再在听力材料中挖去动词的过去式，听完之后，要求学生填充所缺的单词，最后可以让学生跟读课文。 语法教学建议 　　本单元的语法教学应主要围绕一般过去时展开，教师应设计各种情景，给学生提供机会练习。 　　（1）教师可以在黑板上画一张教室图，门前有棵树。编一段对话，借这棵小树之口向小鸟按下表介绍小明过去和现在在校的表现： Time Activities Time Activities Last year Careless Now More careful Last summer Swim This summer Play football Last term Like Chinese This term Like English 　　Tree: I am the tree in the school .I know Xiao Ming well. Every day I see him study in the classroom. Bird: Was Xiao Ming a careless boy? 　　Tree: Yes, He often forgot his glasses last year. He even forgot the telephone number of his family. 　　Bird: Does he often forget anything now? 　　Tree: No, he became more careful now. 　　Bird: Did Xiao Ming like Chinese last term? 　　Tree: Yes, but this term, he likes English better than Chinese. 　　Bird: What sports did Xiao Ming do last summer? 　　Tree: He often swam last summer. 　　Bird: When and where did he swim last summer? 　　Tree: He often swam in the river after school. But this summer he always plays football. 　　（2） 教师可以要求学生将第三十三课第二部分按对话的内容改写成一篇日记以加深学生对对话的掌握如下： 　　I got up at 6:45. I went for a walk and bought a newspaper before breakfast. I read newspaper at breakfast. After breakfast Mr. and Mrs. Turner came to see me. He started packing at 9:15and finish it at 10:40. need“需要”注意的几个方面 　　1) need 名词, 意思是“需要、必要”。其复数形式是“必需品”。例如： 　　There is no need to hurry. 没必要着急。 　　I feel the need of exercise.我觉得需要运动。 　　We are in need of food. 我们需要食物。 　　need用作不可数名词时，还有“贫穷、不幸、逆境、困难”等意思。例如： 　　Many families are in great need.许多家庭处于贫困的情况。 　　A friend in need is a friend indeed. 患难见真情。 　　2) need用作实义动词时，意思是“需要、必须、必要”。例如： 　　My coat needs mending.我的上衣需要缝补。 　　I need some money. 我需要一些钱。 　　We need to work hard. 我们必须努力工作。 　　3) need用作情态动词时，意思是“需要、必须”，常放在疑问句和否定句中。例如： 　　Need he go? = Does he need to go? 他必须去吗？ 　　“Must I do my homework now?”“我现在必须马上做作业吗？” 　　“No, you needn’t.” “不，不必。” 　　注意：need作情态动词时，因为无人称和时态的变化，所以它的过去时用had to来代替，而将来时则用will have to来代替。例如： 　　He had to get up early because he wanted to climb the hills. 　　 他必须早起因为他想去爬山。 教学目标 1．知识目标:（1） New words and phrasesmemory, back, everything, umbrella, dry, newspaper, morning, at breakfast, say good bye to, useful, scientist, invent, all the time, always, everywhere, born, be born, May, move, understand, so-so, at first, most, luck, April, hate, fly, painting, air port（2）语法项目一般过去时态（二）规则动词过去式及读音不规则动词过去式及读音What did you do yesterday morning? When did they come to China?Why did they move to France? Who came to visit your school? （3）日常交际用语I can't remember. They came to say good-bye to us.When / where were you born? I was born on…/ in … Do you enjoy living here?Good luck with you…2． 能力目标：　　（1）使学生能进一步掌握一般过去时的用法，并能根据实际情景进行口头和笔头练习。　　（2）使学生能读懂课文，并能根据上下文判断出生词的大意，回答课后的问题。　　（3）使学生能听懂与课文听力难度相当的听力材料，并能回答出教师提出的问题。　　（4）使学生能掌握c. ck . qu . f . ph .等几个辅音字母的发音规则。3．德育目标:　　通过教学，激发同学的学习积极性，鼓励他们练就本领，投身社会。 教学建议 教材分析 　　本单元的教学活动主要是教会学生如何谈论过去的经历。为此课文做了精心设计，以Mr. Mott夫妇 和his memory robot 之间发生的故事开展教学活动，一般过去时的教学贯穿始终，重点突出了谓语动词为实义动词的一般过去时的用法。不但包括了实义动词一般过去时的陈述句形式还包括了一般过去时的一般疑问句和特殊疑问句形式，使整个教学活动重点突出，内容丰富。 　　教学重难点：一般过去时及动词的过去式的拼写和读音。 单词教学建议 　　本单元单词数量多而且出现了大量的不规则动词的过去式学生难以掌握，教师应注意循序渐进，可以先让学生在课文中找出那些是动词的过去式，然后将这些词写在黑板上帮助学生在不规则中找出规律， 再加深记忆。如： get -got, forget - forgot begin-began, sing- sang, give - gave, swim- swam say - said, pay - paid know - knew, grow - grew, throw - threw cut - cut, let- let, hurt - hurt, put - put, read- read 　　教师可以在每一节课抽出几分钟时间用听写，或提问的方式练习一部分动词的过去时，积少成多。 课文教学 　　第34课是一篇介绍Mott先生和机器人的阅读课文和有关此文的问答。可利用课文前面的两个问题让学生先进行讨论。关于机器人的作用不一定非要局限在课文内容中，但教师也可借助这两个问题培养学生的略读(skimming)能力：给他们一分钟的时间默读课文并回答这两个问题。接着再读一遍，然后回答练习册中的问题。文中有的生词可在读前先给以介绍，但大部分生词可以让学生通过上下文猜测词义。在此基础上，教师可结合课文本身有重点地讲解文中生词和难点。本课的最后一部分问答练习让学生边填空边问答，实际上是测试学生对课文细节的理解能力(scanning)。对于条件较好的班级，应要求不看课文进行这个练习。 口语教学建议 　　教师可以出示一组句型转换的练习帮助学生熟悉一般过去时的用法。如： 　　1. He often gets up at six. But yesterday he________ at seven. 　　2. My father always buys a cake for me every year on my birthday. But last year he ______ a book for me. 　　3. Tom always plays chess with peter. But yesterday peter _______. 听力教学建议 　　教学中，教师应先让学生仔细听清动词过去式发音，并注意跟随教师模仿。再在听力材料中挖去动词的过去式，听完之后，要求学生填充所缺的单词，最后可以让学生跟读课文。 语法教学建议 　　本单元的语法教学应主要围绕一般过去时展开，教师应设计各种情景，给学生提供机会练习。 　　（1）教师可以在黑板上画一张教室图，门前有棵树。编一段对话，借这棵小树之口向小鸟按下表介绍小明过去和现在在校的表现： Time Activities Time Activities Last year Careless Now More careful Last summer Swim This summer Play football Last term Like Chinese This term Like English 　　Tree: I am the tree in the school .I know Xiao Ming well. Every day I see him study in the classroom. Bird: Was Xiao Ming a careless boy? 　　Tree: Yes, He often forgot his glasses last year. He even forgot the telephone number of his family. 　　Bird: Does he often forget anything now? 　　Tree: No, he became more careful now. 　　Bird: Did Xiao Ming like Chinese last term? 　　Tree: Yes, but this term, he likes English better than Chinese. 　　Bird: What sports did Xiao Ming do last summer? 　　Tree: He often swam last summer. 　　Bird: When and where did he swim last summer? 　　Tree: He often swam in the river after school. But this summer he always plays football. 　　（2） 教师可以要求学生将第三十三课第二部分按对话的内容改写成一篇日记以加深学生对对话的掌握如下： 　　I got up at 6:45. I went for a walk and bought a newspaper before breakfast. I read newspaper at breakfast. After breakfast Mr. and Mrs. Turner came to see me. He started packing at 9:15and finish it at 10:40. need“需要”注意的几个方面 　　1) need 名词, 意思是“需要、必要”。其复数形式是“必需品”。例如： 　　There is no need to hurry. 没必要着急。 　　I feel the need of exercise.我觉得需要运动。 　　We are in need of food. 我们需要食物。 　　need用作不可数名词时，还有“贫穷、不幸、逆境、困难”等意思。例如： 　　Many families are in great need.许多家庭处于贫困的情况。 　　A friend in need is a friend indeed. 患难见真情。 　　2) need用作实义动词时，意思是“需要、必须、必要”。例如： 　　My coat needs mending.我的上衣需要缝补。 　　I need some money. 我需要一些钱。 　　We need to work hard. 我们必须努力工作。 　　3) need用作情态动词时，意思是“需要、必须”，常放在疑问句和否定句中。例如： 　　Need he go? = Does he need to go? 他必须去吗？ 　　“Must I do my homework now?”“我现在必须马上做作业吗？” 　　“No, you needn’t.” “不，不必。” 　　注意：need作情态动词时，因为无人称和时态的变化，所以它的过去时用had to来代替，而将来时则用will have to来代替。例如： 　　He had to get up early because he wanted to climb the hills. 　　 他必须早起因为他想去爬山。 Lesson 33教学设计方案 　　Teaching Objectives 　　Go on learning the simple past tense and enable Ss to remember the past form of regular and some irregular verbs. 　　Talk something about robots. 　　Properties: Tape recorder, multi-media computer 　　Language Focus: go on a trip  robot    start doing  finish doing 　　Teaching Procedures 　　I. Revision 　　1. Suppose a student were the businessman in Lesson32, say something about himself. 　　2. Dictate the words in Unit 8. 　　II. Leading - in 　　1. In the nowadays world, science and technology are developing faster and faster. 　　Can you say some latest and most sophisticated technology? 　　Have you ever imagined that one day a memory robot can be taken with you and do many things for you? What can they do? 　　2. (With the help of multi-media) show some pictures of robots if possible. 　　III. Presentation 　　1. Today, we’ll meet Mr. Mott, his wife Susan and his memory robot. You’ll see what the memory robot can do for Mr. Mott. 　　2. Describe picture in the book. 　　3. Describe the robot. 　　4. What can a robot do and what do you want a robot to do for you? 　　IV. Reading 　　1. Listen and repeat the two dialogues in the book. 　　2. Ask the Ss the question: “what can the memory robot do for Mr. Mott?” 　　3. Ask the Ss to give the past form of the verbs in the dialogue. 　　(1) do (2)pack (3)get (4)go (5)buy (6)read (7)come (8) start ( 9 ) finish (10) teach 　　Keys: (1) did (2)packed (3)got (4)went (5)bought (6)read (7) came (8)started (9)finished (10)taught 　　4. Go over the language points 　　go on a trip: Mr. Mott will go to a trip tomorrow. robot    　　start/finish doing 　　eg. Most Beijing students start learning English at the age of 10. Jack started doing his homework at 5:00 and finished doing it at 6:00. 　　Have you finished writing your novel? 　　5. Listen and read after the tape. 　　V. Practice 　　1. Group work: ask the Ss to work in groups of three. Mr. Mott, Susan and the robot and act out the first dialogue 　　2. Pair work: ask the Ss to work in pairs. Mr. Mott and the robot act out the second dialogue, add something to continue the dialogue. 　　VI. Exercises in class 　　Dictation 　　Mr. Mott is very busy. He often has a lot to do, but his memory is poor. He always can't remember many things. The memory robot really helps him a lot. 　　Last week, Mr. Mott went to Beijing on business. He asked his robot for help. The robot remembered all the things he did, when he got up, what he did before and after breakfast, whether he packed his things and so on. 　　Mr. Mott thanks his memory robot a lot. 　　Complete the sentences according to the Chinese. 　　1. Mrs. Mott is making _____________. （一个记忆机器人） 　　2. They are going ________ （去旅行）to Qingdao. 　　3. Please take ________ （你的伞）with you when you go out. 　　4. Mr. Mott _________ （装好每件东西）last night. 　　5. It’s too late. I have to _________ （向你们告辞）now. 　　6. It’s much ___________（干燥）today than yesterday. 　　7. The students usually __________（开始学习）at eight at home every night. 　　8. He _________（写完了）a letter just now. Answers: 1.a memory robot    2.on a trip    3.your umbrella   4.packed everything 5.say goodbye to   6.drier   7.start studying/ to study   8.finished writing 　　VII. Homework 　　1. Wb 　　2. Writing: A Robot Designed By Me 　　Write a short article about the robot you design. It’s appearance. What can it do. Why is it useful and anything you like. 　　You can draw a robot for your teacher. VIII. The design of the blackboard Lesson 34教学设计方案 　　Teaching Objective: Read a passage about the memory robot invent. 　　Properties: Tape recorder, pictures 　　Language FOCUS: bad memory  all the time = always  watch sb. do 　　Teaching Procedures 　　I. Revision 　　Ask the students to recall Mr. Mott’s robot: its appearance, functions, etc. 　　II. Leading - in 　　1. In the last period, we learnt something about Mr. Mott’s robot, today we’ll know more about it. 　　2. Talk about students’ writings. In the last period, Ss were assigned a writing. After correcting, the teacher summarizes the Ss’ writings. 　　What can robots do and why are they useful? 　　III. Reading 　　1. Ask Ss to read the text by themselves and finish Ex. 2 　　2. Check the answers 　　3. Chain reading the text again 　　4. Language points 　　(1) invent v - invention n. 　　Light is invented by Edison. Light is Edison's invention. 　　(2) had memory/poor memory       eg. My brother has a poor/bad memory, but I have a very good memory. 　　(3) all the time = always 　　eg. It seems that she's studying all the time. 　　( 4 ) watch sb. doing 　　eg. Every morning, I can hear my neighbour sing in the kitchen. I saw him running on the playground when I came into the school. 　　All the students watched their chemistry teacher doing the experiment carefully in the lab when the bell rang. 　　5. Retell the lesson 　　IV. Exercises in class 　　The Memory Robot 　　Susan   1   the memory robot, because her husband, Mr. Mott   2   a very   3   memory. The memory robot followed Mr. Mott   4  . It listened to everything he  5   and saw everything he  6   It watched him  7   to his students,  8  his meals, and   9   at night. In a word, the memory robot know   10   about Mr. Mott, 80 did Mr. Mott’s wife. 　　1. A. invents B. invented c. inventing 　　2 .A. have  B. had C .having 　　3. A. good  B. bad C. well 　　4. A. all the time B. at times C. sometimes 　　5. A. says  B. said C. saying 　　6.A.does B. did C. doing 　　7.A.talk B. talked C. talking 　　8. A. eat B. ate C. eating 　　9. A. sleep B. slept C. sleeping 　　10. A. nothing B. anything C. everything Key: B BBABBAAAC Fill in the blanks with the proper form of the given words. 　　1.I can’t remember things because I have a very ______ (bad) memory. 　　2. Where ______ (do) your father work? 　　3. She liked ______(to) know everything about her husband. 　　4. The boy didn’t know the answer ______(to) this question. 　　5. You must listen to the teacher ______(careful). 　　6. Mr. Wang is a ______(science). 　　7. At night, the robot watched him ______ (sleep). 　　8. The robot knew everything ______(about) Mr. Mott. Answers: 1.bad 2.does 3.to 4.to 5.carefully 6.scientist 7.sleep 8.about 　　V. Homework 　　1. Wb 　　2.Retell the lesson VI. The design of the blackboard Lesson 35教学设计方案 教学目的 　　1.使学生熟练掌握一般过去时一般疑问句和特殊疑问句的句子结构，并能进行口头和笔头练习。 　　2.使学生能够掌握课文内容，并能回答课后的问题。 　　3.使学生熟练掌握重点词组和单词，能够模仿课文对对方的基本情况进行介绍。 教具：教学录音磁带和图片 教学过程 Step 1 Revision 　　（1）写出下列单词的过去式：live, move, find, come, want 　　（2）Role play：组织学生表演第33课read and act . Step 2 Leading- in. Question 　　 （1）What kind of machine is memory Robot? 　　（2）Who invent memory Robot? 　　（3）Why did she invent memory Robot? 今天我们看一看Mr. Mott是如何采访Ann的. Step 3 Presentation  （1）Draw a time line across the Bb and say some key words.　 　Let me tell you about Ann. She lives in China now. In 1996, she lived in France. In 1995, she lived in England. Now she is enjoying living in China. 　　（2）学生朗读课文并找出自己不懂的地方，教师就本课的知识点进行讲解。 　　（3）Listen to Mott and Ann. “When was Ann born? When did she move to France?” 　　（4）Ask the Ss about Ann, and use their answers to draw a time line on the Bb. 　　When was Ann born? When did he move to France/China? 　　Where did he live in 1996? Where does he live now? etc. 　　（5）Let the Ss practise reading and acting out the whole dialogue. Step 3 Listen to the tape and complete the sentences on page 121. 　　（1）学生第一遍听大意。 　　（2）学生听第二遍填空。 　　（3）学生听第三遍检查。 　　（4）学生阅读句子并连句成段。 　　（5）教师找部分学生向大家讲述这个故事。 Step 4 Drills 模拟采访 情景：Zhao Lan is a Chinese girl. She is studying English in American now. The reporter of CNN is going to take a review with her. 教师用投影仪出示采访提纲：Where were you born? 　　When were you born? 　　How long did you live there?  　　When did you come to American? 　　Why did you come to American? 　　Do you enjoy living here? 　　Do you like English? 　　How is your English? 让学生先进行讨论：如果你是：Zhaolan，怎么回答。然后有两个学生进行角色表演。 Step 5 Exercises in class I live, be, move, come, find, work 　　Ann____ born in England on May 18, 1987. She ____ there for about nine years and then ____ to France with her parents, because her father ____ work there. Two years ago, they ____ to China because her parents wanted to ____ in China . They enjoy ____ in China very much. Key: was, lived, moved, found, came, work, living Choose the right answer. (  )1. May I ask you ______ questions? 　　　A. some         B. any         C. a           D. all (  )2. Jim’s father was born______ January 18,1940. 　　　A. in           B. on         C. at          D. of (  )3. Last year the man went to Nanjing and found ______ work there. 　　　A. a            B. an          C. the          D./ (  )4. My family came to Yangzhou three years ______. 　　　A. before        B. later        C. ago         D. after （  )5. Do you and your family enjoy _______ here? 　　　A. live           B. lives         C. to live       D. living (   )6. I can understand ______ of your words. 　　　A. the most      B. most        C. the more     D. more (  )7. You're new here. Good luck ______ your English. 　　　A. to          B. with       C. for         D. in Answers 1. A  2.B  3.D  4.C  5.D  6.B  7.B Step 6 Homework 　　（1）Copy the new words and the phrases. 　　（2）Ex.2 on Page 43 　　（3）Make dialogues. The design of the blackboard Lesson 36教学设计方案 Teaching Objectives: Develop the four skills of listening, speaking, reading and writing. Revise the language points of the whole unit Properties: Tape recorder, Overhead Projector Language focus: /k/ c k ck  /kw/ qu   /f/ f ph Teaching Procedures 　　I. Revision 　　Ask the Ss to say something about Ann in the last period with the help of the time line. 　　II. Listening 　　1. Ask the Ss to summarize the rules of letter combinations with the sounds/k/ /kw/ and /f/and give some examples 　　2. Listen and repeat after the tape 　　III. Speaking 　　1. Read Mr. Mott’s diary by the Ss themselves. 　　2. Retell what happened to Mr. Mott from Apr. 10 to Apr. 13. 　　3. Opinion show 　　What do you think of Mr. Mott? Do you think a person like him can be a successful person? 　　IV. Reading and Writing 　　1. Finish Ex. 4 in the book. 　　2. Check the answer 　　3. Read aloud 　　4. Retell the diary. 　　V. Relaxation 　　Word puzzle game 　　VI. Go over the language points of the unit 　　VII. Exercises in class 　　Finish the dialogue between Mr. Mott and his wife according to Mr. Mott’s diary of Apr. 11 and 12. 　　S: What did you do on the morning of April 11? 　　M:   1   . 　　S: What’s the name of the place? 　　M:  2   . 　　S: Did you meet a lot of teachers? 　　M: Yes, I met a lot of teachers from  3  , but  4   . 　　S: How about April. 12? What did you do? 　　M:  5   . 　　S: What did you talk about? 　　M:  6  . 　　S: How about other teachers? Do you still remember what they said? 　　M:  7  . 　　S: Oh, what did you attend the meeting for? Didn’t you want to learn something from 　others? You still need the robot to remember everything for you. 　　M: Oh, __8__. Keys: 　　1. I went to a place. 　　2. I forget/I can’t remember. 　　3. England, America, Canada and Hong Kong. 　　4.I can’t remember their names. 　　5. We had a meeting all day. 　　6.I talked about English teaching in Japan. 　　7. NO, I can’t. 　　8. (Open answer) I hate that machine. /terrible… Fill in the blanks with the proper form of the given words. 　　 Look! Jim ______(sit) under a big tree. I ______(see) him ______ (draw) there yesterday afternoon. He usually ______ (do) his homework in his room. Next morning he ______ (cook) for his family. Answers: is sitting, saw, draw/drawing, does, is going to cook 　　VIII. Homework 　　1. Wb. 　　2. Review the whole unit.IX. The design of the blackboard 探究活动 庭审记实 　　有一名学生扮演法官，一名学生扮演罪犯，其他学生的几名同学做证人。另外的学生每人发一张记录表格做书记员负责做笔录。学生可以准备道具如假发，手拷等，按照表一和下面主要问题进行庭审。（学生还可以做一些自由发挥）。 表一： Name   Birthday place   Birthday date   Work place   Job   Questions: 　　（1）What did you do last Monday night ? 　　（2）Why did you come to Lily’s family? When did you come back? 　　（3）How did you steal their lamb? 　　（4）How many sheep did you steal? 　　（5）Why did you steal their lambs? 　　（6）Who helped you do this? 　　（7）Where did he go? 　　（8）How can we catch him? 　　最后，让学生根据结果用写一篇审查报告，要求叙述事件的经过。 填写个人简历 　　组织学生每人写一份个人简历上面写上以下几个项目： Name: ________ Sex _____ Birth place _______ Birth date ________ Hobby _________ School______ Class______ Grade _______ Nationality_______ Question: When did you start to school? When did you graduate from primary school? When did you go to middle school? When are you going to leave school? Which school were you in? Did you like the teacher in your primary school? 学生添完此表后，可以两人为一组互换简历进行对话练习，了解对方的情况。 　　When were you born?/ Where were you born? 　　I was born in Beijing in February 2nd, 1980. 游戏：穿越时间隧道 　　教师在讲台中间用粉笔画一条线当做时间隧道，左边是现在，右边是过去。一名学生先在右边进行自我介绍：I am Alice. I was born in London. I am thirteen years old. I like singing very much. I am a happy girl. I have a lot of friends in our school .Our school is not big, but it is very beautiful. I love our school very much. I hope one day there will be a new library in our school.其他学生进行记录。 　　然后这个学生穿越时间隧道来到现在，其他学生用一般过去时进行叙述：She was Alice. She was thirteen years old then years ago. She liked singing very much …可能一个学生记录不下全部内容，其他几个学生进行补充。 　　教师也可以根据学生的不同情况先从练习句子开始，逐渐过度到段落的练习。 　　教师对表现出色的同学进行表扬。