摘要: report her /him to the class Step6 车站接人 任 务:车 站 接 人 目 的:模拟交际.巩固用英语描述人物外形特征的词汇.强化“辨别人物 的语言功能. 材 料:卡片数张 语言技能:Listening, reading, speaking and writing 语言知识: What does he/she look like? He is tall and thin/medium height/medium build. His hair is straight/curly/black/brown/blonde/short/long. He has big eyes/a round face- He is wearing- 活动形式:whole-class activity 教学过程: (1)教师布置任务:接人者在车站并根据卡片上的描述找到所要找的客人.提出具体要求.并对教室进行适当的布置.创设一个模拟车站的情景. (2)教师发给每位同学一张卡片.让其在卡片的正面用英语描述自己的外貌特征.在 反面做记号.完成后教师把卡片收回. (3)教师选出十名学生去车站接人.每人从收集的卡片中抽取一张.并根据卡片的描 述找到所要找的“客人 ,(若时间允许可进行第二.三轮.) (4)学生评委和老师根据找出所接客人的时间和准确性.选出“火眼金睛 数名. 这些活动使学生置身于自然.真实的语言环境中.进行大胆.合理的想象.创造性地使用课文中学到的有关人物外貌特征的知识.这样.不仅巩固了所学内容.训练了语言组织能力.而且还联系与接触社会实际.拉进了学生与社会.与生活的距离.拓宽了学习内容. Step7 homework

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My teenage son Karl became withdrawn after his father died. As a single parent, I tried to do my best to talk to him. But the more I tried, the more he pulled away. When his report card arrived during his junior year, it said that he had been absent 95 times from classes and had six falling grades for the year. In this way he would never graduate. I sent him to the school adviser, and I even begged him. Nothing worked.
One night I felt so powerless that I got down on my knees and asked God for help. “Please God, I can’t do anything more for my son. I’m at the end of my rope. I’m giving the whole thing up to you.”
I was at work when I got a phone call. A man introduced himself as the headmaster. “I want to talk to you about Karl’s absences.” Before he could say another word, I choked up(哽咽)and all my disappointment and sadness over Karl came pouring out into the ears of this stranger. “I love my son, but I just don’t know what to do. I’ve tried everything to get Karl to go back to school and nothing has worked. It’s out of my hands. ” For a moment there was silence on the other and of the line. The headmaster seriously said, “Thank you for your time”, and hung up.
  Karl’s next report card showed a marked improvement in his grades. Finally, he was even on the list of the best students at school. In his fourth year, I attended a parent –– teacher meeting with Karl. I noticed that his teachers were surprised at the way he had turned himself around. On our way home, he said, “Mum, remember that call from the headmaster last year?” I nodded. “That was me. I thought I’d play a joke but when I heard what you said, it really hit me how much I was hurting you. That’s when I knew I had to make you proud.”
【小题1】Which of the following has the similar meaning as the underlined word “withdrawn” in the  first paragraph?

A.preferred to stay alone at home
B.refused to go to school
C.refused to talk to others
D.began to dislike his mother
【小题2】There was silence on the other end of the line because _ _________.
A.the caller was too moved to say anything to the mother
B.the caller waited for the mother to finish speaking
C.the caller didn’t want the mother to continue her talk
D.the caller was unable to help the mother
【小题3】Who was it that telephoned Karl’s mother that day?
A.The headmaster.B.The school adviser.
C.Karl himself.D.The passage doesn’t tell us.
【小题4】From the passage we can learn that _____________.
A.children in single – parent families always have mental problems
B.mother’s love plays an important role in teenagers’ life
C.parents should give their children as much help as possible
D.school education still works well without support from parents

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