| 外研初二上Module 5教案(外研版八年级英语上册教案教学设计) |
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I. Teaching objectives 教学目标 Skill focus 听 Listen for matching people with the music they like 说 Talk about opinions about music 读 Read a passage about music for information 写 Write a biography of a composer Language Focus 功 能 句 式 Talk about music You like western classical music, don’t you? Yes, I do. Who’s your favourite classical composer? Beethoven. She doesn’t like pop music, does she? You’ve heard of him, haven’t you? He was German, wasn’t he? You listen to pop music, don’t you? It’s certainly very traditional, isn’t it? 词汇 1. 重点词汇: pop, techno, beautiful, fun, lively, sad, serious, show, traditional, sure, Austrian, composer, fan, on earth, noisy, centre, drum, guitar, violin, elder, die, rest, maybe, phone, instrument, of course, loud, record, own, century 2. 认读词汇 blues, classical, jazz, rock, dramatic, German, rap, organ, trumpet, waltz, younger, addition, in addition to, actually, type, gospel, string, part-time, milkman, recording, artist, figure 语法 Tag questions 话题 Western music Ⅱ. Teaching materials analyzing 教材分析 本单元以Western music为话题，设计了三个部分的内容。旨在通过单元教学使学生了解西方音乐的有关知识；了解奥地利著名作曲家——约翰•施特劳斯；学会表述反意疑问句及其回答；能谈论对不同类型的音乐及对于音乐的爱好和理解；谈论最喜欢的音乐；练习通过阅读找出信息的能力；能根据所给的信息写音乐家的传记。 Unit 1 谈论不同类型的音乐，学习能描述音乐的一些形容词；认识反意疑问句及其回答；谈论对音乐的喜好。 Unit 2 学习关于著名音乐家约翰•施特劳斯和莫扎特的文章，并从文章中找出细节信息；利用所个的信息写音乐家的小传。 Unit 3 在练习中复现本单元重点词汇、句型和语法；读关于the orchestra的文章；谈论并描述最喜欢的音乐。 III．Class types and periods 课型设计与课时分配 Period 1 Listening and speaking (Unit 1) Period 2 Reading and writing （Unit 2) Period 3 Language in use (Unit 3) Ⅳ Teaching plans for each period分课时教案 Unit 1 You like western classical music, don’t you? Target language 目标语言 1. Words & phrases生词和短语 pop, techno, beautiful, fun, lively, sad, serious, slow, traditional, sure, Austrian, composer, fan, on earth, noise 2. Key sentences重点句子 Who’s it by? You’ve heard of him, haven’t you? He was German, wasn’t he? You like western classical music, don’t you? But Sally is a classical musician, so she doesn’t like pop music, does she? No, she doesn’t. Ability goals 能力目标 Enable the students to listen to different types of music and learn tag questions. Learning ability goals学能目标 Help the students to learn how to listen to and talk about different types of music and describe music. Teaching important/difficult points 教学重难点 Learn some new words and expressions, learn tag questions. Teaching aids教具准备 A projector or some pictures about Project Hope, a tape recorder. Teaching procedures and ways教学过程与方式 Step I Lead in In this procedure, show some pictures to let the students know different types of music. T: Hello. Boys and girls. Nice to see you again. S: Nice to see you. T: Do you like music? S: Yes. T: There are many different kinds of music. Let’s look at the pictures. Show pictures with different kinds of music to the students. Learn new words of music types with the students. Ask the students to read the new words: blues, classical, jazz, opera, pop, rock, techno, make sure they know the meaning of each word. T: We can use some adjectives to describe different kinds of music. For example, how is pop music? Help the students to say modern. T: Let’s work in pairs, ask and answer questions about your favourite types of music and describe it. One sample conversation: S1: What kind of music do you like? S2: I like blues. S1: How is blues? S2: It is sad. Help the students to be familiar with dramatic, lively, slow, serious. Ask some pairs to make up a short conversation in front of the class. Step 2 Listening and matching In this procedure, ask students to listen to the tape and match different types of music and the adjectives. Help the students to learn and remember the new words. T: There are many different kinds of music and we can use many adjectives to describe them. Now, let’s look at the picture on page 34. Listen to the tape and decide which type of music the people in the photo play. T: Listen again and match the words with the music. Check the answers with the students and then play the tape again to make the students correct their answers. Step 3 Listen and read In this procedure, the students will listen and read a dialogue. Ask the students to do pair work to find the people and the types of music they like. Learn some words in real situations. T: In these types of music, there is western classical music, do you like it? S: Yes. T: Sally’s school orchestra is playing western classical music. At the same time, Tony, Lingling, Betty, Daming are talking about their favourite types of music. Let’s listen. Listen to the tape and ask the students to fill in the blanks of Activity 4. T: Let’s check your answers with your friends. T: Now, let’s listen again and check your answers. Go through the answers with the students. Step 4 True or False In this procedure, ask the students to read the dialogue again and find some details. Do Activity 5 as a competition to see if the sentences are true or false. T: Read the dialogue again and do Activity 5. Check if they are true or false. Let’s have a competition between boys and girls. If a boy or a girl first stands up and correct the question correctly, he will get a star. Those who get more stars will be the winner. One sample conversation: S1: They’re listening to western classical music. S2: True. S1: Strauss was born in the capital of Australia. S2: False. Strauss was born in the capital of Austrian. Add another three sentences for the students to 6. The music Tony is listening is by Strauss. 7. Sally doesn’t like pop music. 8. Daming likes rap music. At the same time, help the students to find out some difficult points. Deal with them together. Give the students some other example to make them understand further. Step 5 Discussion In this procedure, practice some words and expressions in Activity Five by having a discussion. T: There are some new words in the dialogue. Let’s read these new words and try to remember them: capital, composer, fan, musician, river. T: Work in pairs. Ask and answer questions in Activity 6. One sample conversation: S1: What’ s the capital of Shandong Province? S2: Jinan. S1: Who is your favourite composer? S2: My favourite composer is Beethoven. … Check the answers. Ask some pairs to make up a short conversation. . Step 6 Pronunciation and speaking In this procedure, listen to the tape and pay attention to the tone of tag questions. T: In the dialogue, there are some tag questions, can you find them? Help the students to find the tag questions in the dialogue. T: Sometimes, tag questions may help us ask a real question or check information, but we must use different tones. Listen to the tape carefully, find out which tone we use when we ask a real question or check information. Play the tape and help the students to find out the usage of tones. T: When we want to ask a real question, will we use rising tone or falling tone? S: Rising tone. T: What about checking information? S: Falling tone. Listen to the recorder and find out if the four sentences given are used to ask a real question or check information according to different tones. Help the students to understand and check the answers. Step 7 Speaking In this procedure, work in pairs, describe opinions of music. T: In this lesson, we have learnt many different types of music. We can use some adjectives to describe them. Let’s talk about your opinion of music. T: Work in pairs, ask and answer what music you like or don’t like. Give your reasons. One sample conversation: S1: What music do you like? S2: I like pop. It’s lively and good to dance to. I don’t like rock. It’s noisy. What about you? S1: I like… Ask some pairs to make a conversation before the class. Homework: 1. Ask the students to learn and remember the new words and expressions of this unit. 2. Ask the students to read the dialogue and grasp some important sentences. Unit 2 Project Hope has built many schools Target language 目标语言 1. Words & phrases生词和短语 centre, drum, guitar, violin, elder, die, rest, younger, in addition to 2. Key sentences重点句子 There were two composers called Johann Strauss: a father and a son. His Waltzes made him famous all over Europe. Before he was six he played not only the piano, but also the violin and the organ. Ability goals 能力目标 Enable the students to learn some new words and expressions, read the passage and write a passage about a composer. Learning ability goals学能目标 Help the students read the passage for information and write a passage about a composer with the information given. Teaching important/difficult points 教学重难点 Some new words and important sentences. Develop the skills for reading for information Teaching aids教具准备 A projector or some pictures about Project Hope, a tape recorder. Teaching procedures and ways教学过程与方式 Step 1 Revision In this procedure, revise some words and expressions in unit 1. Do pair work, using important sentences and tag questions. T: Hello. Boys and girls. Nice to see you again. S: Nice to see you. T: In the last unit, we have learnt many different types of music. What are they? S: Blues, classical, jazz, opera, pop, rock, techno T: How are these types of music? (Do chain work) S1: Blues is sad. S2. Classical is serious. S3: Jazz is beautiful and slow … T: Do pair work, ask and say your favourite music, using tag questions. Write some tag questions and everyday English on the blackboard. Help the students to revise them and make up a conversation. One sample conversation: S1: You like pop music, don’t you? S2: No, I like rock music. You don’t like rock music, do you? S1: Yes. I do. I am a classical fan. S2: What on earth is that? S1: Classical music. S2: I don’t believe it. Ask some pairs to make a conversation before the class. Step 2 New words In this procedure, make the students familiar with some new words of some instruments, using pictures. T: We have many different types of music, how can we play them? What instruments do you know? S: Drum, guitar, violin, piano Use pictures to help the students answer. Present the new words: organ, trumpet, Ask the students to read these words. Make sure they understand the meaning of each word. T: Look at pictures on page 36, match the pictures with the words. Step 3 Listen and Read In this procedure, ask the students to listen and read the passage and decide whether the sentences are true of false to help the students find information of the passage. T: We have known some types of music and instruments. There are also many great musicians in the world. Who do you know? Help the students to say some famous musician, in Chinese is OK. T: There is a country called the capital of music. On the first day of every year, there is a New Year Orchestra in this city. Do you know which country? S: Yes, it is Vienna. T: There were also two great musicians in Vienna…. S: Johann Strauss and Mozart. T: Well done. Today, let’s come to know the two great musicians. T: Please listen to the tape with your books closed. After listening, you’ll check the true sentences behind the passage. Play the tape and check the answers after listening. First check the answers with each other, then go through the answers in the class. Step 4 Pair work In this procedure, ask the students to read the passage again and find more information in the passage. Work in pairs to ask and answer. T: Let’s read the passage again and answer the questions in Activity 3. Read slowly and carefully this time. When the students are reading, walk up and down to see if the students have any difficulties in reading. T: Now, work in pairs, ask and answer the questions. Check some pairs. Deal with any difficulty point in understanding. Explain the meaning of the difficult sentences if necessary. Step 5 Careful reading In this procedure, ask the students to read more carefully to find out some important and difficult sentences. Explain these sentences and give some other examples. Write some sentences on the blackboard: 1. He is famous all over the Europe for his waltzes. 2. When he was 12, he wrote his first opera. 3. There were two composers. We call them Johann Strauss: a father and a son. 4. He played the piano, the violin and the organ. T: Please read the passage more carefully and find out the sentences in the passage which have the same meaning as the sentences on the blackboard. After about 6 minutes, ask some students to do this task. Explain the language points to the students. Give more examples. 1. make…famous 2. at the age of: He went to school at the age of 7. 3. called: He has a boy called Tom. 4. Not only…but also: He not only read this book, but also remember the book. Step 6 Reporting In this procedure, help the students report the passage, using information given in the passage. Practice the speaking. Be prepared for the writing. T: We have learnt the passage about the two famous musicians. If you are a reporter, can you tell us the story of Mozart? You can refer to some key words. Give some key words and ask the students to have a report. Austria, 1756, not only…but also, around Europe, give concerts, at the age of 12, 1791, greatest composer Ask some students to report the story of Mozart. Step 7 Writing In this procedure, ask the students to say something about Xian Xinghai and write a passage about it. T: There are many famous musicians in China. Who do you know? S: Nie’er, Xian Xinghai and… T: Yes, Xian Xinghai was one of the most famous musicians in China. Today, let’s say something about him. Please look at Page 37. There are some notes about him. Work in pairs and say something about him according to the information given. One possible version: Xian Xinghai is one of the great composers of classical and traditional music. He was born in… Ask two students to have a report. Then ask the students to write the passage down. Ask one student to write on the blackboard. Correct mistakes after writing. Homework: 1. Learn and remember the new words and important sentences. 2. Read the passage for several times. 3. Practice writing. Unit 3 Language in use Target language 目标语言 1. Words & phrases生词和短语 maybe, phone, instrument, of course, loud, record, own, century 2. Key sentences重点句子 She doesn’t like pop music, does she? You’ve heard of him, haven’t you? He was German, wasn’t he? You listen to pop music, don’t you? It’s certainly very traditional, isn’t it? Ability goals 能力目标 Enable the students to understand the tag questions and use them. Learning ability goals学能目标 Students can find information of a passage. Develop listening and speaking skills. Teaching important/difficult points 教学重难点 Revision of the tag questions Teaching aids教具准备 Some pictures and a tape recorder Teaching procedures and ways教学过程与方式 Step 1 Revision In this procedure, check the homework of Unit 2 to make the students revise what they have learnt. Have a dictation of some new words and expressions. Ask some students to read the passage about the composer of Xian Xinghai. Step 2 Grammar In this procedure, revise the important points of this module. Do pair work to practise tag questions. T: Look at page 38, Exercise 1. Let’s play a game called “looking for friends”. One student reads a sentence in column A, if you can choose the correct tag question in Column B, you can stand up and answer. One sample conversation: S1: You like rock music. S2: don’t you? S1: They sing well. S3: don’t they? S1: He has written ten new songs this year. S4: hasn’t he? … T: Well done! Let’s come to Exercise 2. Please fill proper tag questions in the blanks. Give the students a few minutes to write the correct answers. T: Work in pairs. Practise the conversation. Make sure you put the stress in the right places. Ask some pairs to read the conversation. First check the work among the students, then go through the answers with the students. T: Please tell us whether the speaker in each case is asking a real question or just checking information. Ask the students to answer. Go through the answers with the students. Step 4 Words and expressions In this procedure, revise some important words and expressions, make sure the students know their meanings and spelling. Then do some practice. Show some pictures and ask the students which type of music each picture is. Ask the students to ask and answer in pairs according to the each picture. One sample conversation: S1: What type of music is it? S2: It’s pop music. S1: How is it? S2: It’s lively and modern. T: Please write down the different types of music below the five pictures. T: Let’s look at Activity 5. Please add these words to the correct column. Check the students’ answers. Then go through suggested answers with the students. One possible version: classical piano composer jazz trumpet singer pop guitar singers T: We have learned something about Mozart in the passage in Unit 2. Now let’s learn more about this famous musician. Let’s read the passage of Activity 6, then fill in the blanks with proper words from Activity 4 and 5. Ask one student to write the answer on the blackboard. Then check the students’ answers. Step 5 Reading In this procedure, read a passage about Elvis Presley and answer some questions. Develop the reading skills of students. T: There were many famous pop singers in the world. Among them Elvis Presley is one of the most famous. Let’s read a passage about him and answer the questions. After reading, ask students to answer the questions. T: Let’s ask and answer the questions in pairs. One sample conversation: S1: How long did Elvis live in Memphis? S2: He lived there for 29 years. The students will ask and answer the rest of the questions. Ask some pairs to deal with the questions before the class. Step 6 Listening In this procedure, ask the students to listen carefully and grasp the details of the passage. Ask and answer questions in pairs after listening. Play the tape twice and ask the students to listen carefully. T: Have you got it? Please ask and answer the questions in pairs. One sample conversation: S1: Where does Amy study? S2: … Go through the answers with the students. Step 7 Around the word In this procedure, ask the students to read the passage to know something about the orchestra. T: An orchestra is a large group of musicians who play classical music. What is it made up of? How is it going? Let’s read a passage about it. Give the students a few minutes to read this passage. Step 8 Module task In this procedure, ask the students to practise speaking. Talk about the music they like best. Do pair work, using the words and expressions of this module. T: In this module, we learned something about music. Let’s talk about your favourite music. Work in pairs, describe the music you like best. One sample conversation: S1: What kind of music do you like best? S2: I like rock music. S1: Why? S2: Because it is lively and fast. S1: Do you like classical music? S2: Yes I do. Ask some pair to act before the class. T: Let’s have a discussion. Work in groups of four. Every one will talk about your favourite music. Use the adjectives to describe your feelings when listening. After discussion, one student must report your discussion to the class. One sample version: S1: I like pop music. It’s lively and modern. I don’t like rock music, because it’s too noisy T: Please report your discussion to us. One sample version: S1: Li Ming likes pop music, it’s lively and modern. He doesn’t like rock music, it’s too noisy. Homework 1. Revise this Module. 2. Do workbook Module 5 Teaching resources教学资源库 I. 重点知识详解 (1) 反意疑问句的构成及回答 反意疑问句一般规律是“前否定后肯定；前肯定后否定”。构成反意疑问句的助动词应该和前面的一致，要注意时态、人称和数的变化。 He plays the piano well, doesn’t he? They are listening to music, aren’t they? My brother won’t leave for America, will he? 但是情态动词的反意疑问句要注意，must表示“有必要”时，反意疑问句要用needn’t；表示“必须”时，用mustn’t。 You must go home right now, needn’t you? The car must be locked, mustn’t it. 祈使句的反意疑问句要用will/won’t you? can/can’t you? could/would you? 否定祈使句的反意疑问句用will you? Have a cup of tea, won’t you?/will you? Don’t open the door, will you? Let’s的反意疑问句用shall we? Let us的反意疑问句用will/won’t you? Let’s take a rest, shall we? Let us do it, will you? 在“前否定，后肯定”形式的反意疑问句中，如果表示赞同前者说的话，和前面说的话相一致，用no回答，用汉语可翻译为“是的”；如果表示不赞同前者说的话，用yes回答，用汉语可翻译为“不是”。 He didn’t get up early this morning, did he? 他今天早上起床不早，对吗？ Yes, he did. (=He got up early) 不，他起得早。 No, he didn’t (=He didn’t get up early) 是的，他起得不早。 (2) not only…but also的含义及用法： not only A…,but also B…表示“不但；而且”，可连接两个并列成分，但强调后者；后面的also也可省略。 He is not only clever but also hard - working.（强调后者）他不但聪明而且能干。 not only…but also结构中，not only放在句首时，后面引导的句子要用倒装语序，引起部分倒装；但but also后的句子不倒装，用陈述语序。 Not only did he work faster, he worked better also. 他不仅工作更快，而且更好。 Not only did I know her, but I was her best friend. 我不仅认识她，而且是她最好的朋友。 II. 背景知识 1. 施特劳斯父子 维也纳华尔兹(Wiener Walzer)和施特劳斯父子维也纳华尔兹，这种源于四分之三拍节奏民间舞蹈的乐曲，经过约翰•施特劳斯父子的发展和创新，如今成了维也纳舞曲的象征。 父亲约翰•施特劳斯(Johann Strauss, Vater, 1804.3.14.-1845.9.25.)以前只是一家乐团里的中提琴演奏者。一八二五年，他自己创建了一个舞会乐队，并且在短短几年内使其成为一个具有相当规模的乐团。他先后率领乐团访问了德国、巴黎和伦敦，一八三五年成为宫廷舞会首席指挥。他的作品中最著名的莫过于《拉德斯基进行曲》。这首颂扬奥匈帝国常胜将军的乐曲，作为维也纳新年音乐会的最后一个保留曲目，传播到全世界亿万百姓的家中。 青出于蓝而胜于蓝。音乐世家的长子约翰•施特劳斯十九岁那年就自己成立了乐团。二十四岁的约翰•施特劳斯继承了父亲的著名乐团，并漫游了半个欧洲和美国。一八六三年，约翰 施特劳斯已经成为维也纳宫廷舞会的指挥。在这位华尔兹之王的四百多首华尔兹舞曲中，最著名当然是属他一八六七年创作的《蓝色的多瑙河》，这首舞曲甚至被人称为奥地利更受人欢迎的“ 国歌＂。 2. 莫扎特 1756年1月27日，莫扎特出生于奥地利的萨尔斯堡一个宫廷乐师之家。他很小就显露出极高的音乐天赋，在父亲的教导下学习音乐。从1762年起，在父亲的带领下，6岁的莫扎特和10岁的姐姐安娜开始了漫游整个欧洲大陆的旅行演出。他们到过欧洲许多地方，所到之处无不引起巨大的轰动！在奥地利国都维也纳，他们被皇帝请进王宫进行表演。 1772年，16岁的莫扎特终于结束了长达10年之久的漫游生活，回到自己的家乡萨尔斯堡，在大主教的宫廷乐队里担任首席乐师。由于不满主教对他的严厉管束，这段不稳定的雇佣关系终于在1781年结束，他毅然决定独立自主，前往维也纳定居，走上艰难的自由音乐家道路。 莫扎特写作之轻松与神速使他的同时代人和后辈都把他看作是无师自通、不学而成的天才，纵观他的一生，除了孩提时期受到父亲的严格教诲外，的确从未得到过正式的教师指导。天才是不容否认的，但人们往往因此而忽略了天才也离不开刻苦与勤奋。莫扎特曾说：“人们以为我的艺术得来全不费功夫。实际上，没有人会像我一样花这么多时间和思考来从事作曲；没有一位名家的作品我不是辛勤地研究了许多次。 3. 爵士乐 爵士乐（jazz)是美国音乐的一种，开始于20世纪20年代，这是一种具有奇特节奏和非洲和声色彩的音乐形式，由早期的拉格泰姆(ragtime)、蓝调(blues)吸取了营养,发展到后来的比波普、自由爵士、现代爵士。它走过了一段令人惊喜而富有朝气的旅程。它的自由的即兴风格，结合黑人音乐家那天生的丰富节奏感，由此产生了这种微妙而无法准确记谱的美妙音乐。 4. 古典音乐 古典音乐是指那些从巴洛克时期(1600-1750)开始一直到20世纪早期，在欧洲文化传统背景下创作的音乐,它有别于通俗音乐和民族音乐,具有永恒的意义。大约从1600年开始,欧洲作曲家开始创作早期音乐，这也就是古典音乐的开端。事实上，很多西方古典音乐最早都是来自于为宗教仪式和庆典而写的音乐。 5. 蓝调 蓝调（Blues）为爵士、摇滚及福音歌曲（Gospel）的老祖宗，原本只是美国早期黑奴抒发心情时所吟唱的12小节曲式，演唱或演奏时大量蓝调音（Blue Notes）的应用，使得音乐上充满了压抑及不和谐的感觉，这种音乐听起来十分忧郁(Blue)。但就是这么一股〝反骨〞气息，使得它后来在叛逆的摇滚乐中发扬光大。蓝调以歌曲直接陈述内心想法的表现方式，与当时白人社会的音乐截然不同。 6. 流行音乐 流行音乐是20世纪最重要的艺术形式之一，而在流行音乐领域影响最广的则当属流行演唱。流行演唱自流行音乐诞生以来，它便显示出了蓬勃的生机，经过近百年的发展，如今已自成一派，在我国它已成为和美声唱法、民族唱法相抗衡的重要演唱方法之一。 7. 歌剧 歌剧一种以歌唱为主，并综合以器乐、诗歌、舞蹈等艺术为一体的戏剧形式。歌剧是西洋音乐舞台上最重要的综合艺术形式。西洋歌剧的故乡是意大利，第一部歌剧《达芙妮》（佛罗伦萨作曲家培里创作于1597年）在那里产生。中国宋元以来形成的各种戏曲，也有歌剧的性质。五四以后特别是延安时期，音乐工作者开始尝试借鉴西洋歌剧的创作方式来创作具有中国特色的歌剧. 8. 摇滚 摇滚乐是黑人节奏布鲁斯和白人乡村音乐相融合的一种音乐形式，它是以吉它、贝司、鼓为主，加上大功效的音响和诸多效果器来表现音乐的形式；它分为布鲁斯（Blues）、摇滚（Rock and Roll）、重金属（Heavy Metal）、朋克（Punk）、放克（Funk）、雷鬼（Reggae）、说唱乐（Rap）等等。 摇滚通过音乐来反大众化的东西。 9. 电子音乐 电子音乐，指运用电子方法产生和修饰的音乐。对于管弦乐队的传统乐器有限音色的不满足是产生电子音乐的最初动力。作曲家可以十分方便地控制音响的音高、时值、力度和音色等各种因素，这样就使现场演奏电子音乐作品成为可能。新一代电子音乐家不仅用计算机控制电子音响合成器，完成音乐作品，还用计算机进行音乐风格分析、辅助音乐教学，甚至自动作曲。 III. 补充练习 (1) 根据句意填单词 ①It's t________ in England to eat turkey on Christmas Day. ②John is s________ because his dog has died. ③She's a l________ child and everyone likes him. ④What f________ it will be when we all go on holiday together. ⑤I can't work in here it's too n________. ⑥Our children have grown up and have children of their o________. ⑦While we play tennis what will the r________ of you do? ⑧Her face was s________ as she told us the bad news. (2) 单项填空 ①—Jack hasn’t paid for the school things, has he? —______. His father will pay for him. A. Yes, he has B. No. he hasn’t C. Yes, he did D. No, he didn’t ②Your father has been to Guangzhou twice, ______? A. has he B. hasn’t he C. doesn’t he D. isn’t he ③She’s an Australian, ______? A. hasn’t she B. isn’t she C. doesn’t she D. is she ④He has never visited the Great Hall of the People, ______? A. hasn’t he B. has he C. does he D. doesn’t h ⑤Lucy, you clean the blackboard today, ______? A. do you B. did you C. will you D. can you ⑥Mr. Green went to Shenzhen on business last wee, ______? A. isn’t he B. doesn’t he C. didn’t he D. hasn’t he ⑦John can hardly understand Chinese, ______ he? A. can’t B. doesn’t C. can D. does ⑧— weather! It’s raining! —Bad luck! We have to stay at home all day. A. What fine B. How fine C. How bad D. What bad Keys: (1) ①traditional ②sad ③lively ④fun ⑤noisy ⑥own ⑦rest ⑧serious (2) ①B ②B ③B ④B ⑤C ⑥C ⑦C ⑧D |
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