每次我们见到李先生的时候我们都会和他打招呼。
what/who/which/when/where/how+ever也可用于疑问句中，比what/ who/ which/ when/ where/ how语气更强，意思是―究竟是······？” Whoever did such a foolish thing? 到底是谁做了这么愚蠢的事情？ Step 3. Exercises Comprehension Vocabulary & Structure Translation
Part Three Grammar: The present simple tense & the past simple tense(一般现在时和一般过去时) 一、一般现在时
一般过去时主要表示过去某一时间发生的动作或存在的状态。一般过去时用动词的过去式表示。主要有以下几种用法：
1 表示在过去的某一时间发生的动作或存在的状态，常与表示过去时间的词语连用：yesterday, this morning, just now, a moment ago, in May, last night/week/year, once upon a time, the other day,before 等。 e.g.
1) He left for（出发去某地） London yesterday. 2) We visited their university last Friday. 3) She suffered a lot in her childhood. 2 表示过去习惯性的动作。 e.g.
1) We often played tennis together last year.
2) Sometimes we went to the countryside to visit our uncle when we were young. 3表示客气的询问，常用于口语中，代替一般现在时，使口气显得委婉。 e.g.
1) I wondered if you could give me a lift. 2) I wanted to ask if I could borrow your car.
Part Four Writing
Notes: 主题句是某一段落主旨大意的概括，它能引导读者的思路，使段落的中心思想一目了然。大多数的主题句出现在段落的开头，开宗明义；有些主题句出现在段尾，概括全段；有时主题句也出现在段中。还有些段落没有明显的主题句，需要读者自己来概括总结。 Samples Exercises
1. A 2. A 3. C
Writing - Additional examples:
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1 主题句置于段落开头：
The beach party was a total disaster. The cooler leaked and all the ice melted, so we drank warm Coke. Also, most of the potato salad was spoiled. Some kids charged across the blanket and kicked sand onto the fried chicken. Bob bought two rackets but forgot the shuttle.
该段的主题句在开头就清楚表明海边晚会完全是场“灾难”。下文围绕这一主题展开了具体介绍：冰箱坏了，冰块融化了，他们不能喝冰冻可乐；土豆沙拉大部分坏掉了；一些孩子还把沙子踢到了炸鸡上；Bob 带了球拍却没带球。 2 主题句置于段落中间：
Body language is communication by facial expressions, head or eye movements, hand signals, and body postures. Misunderstandings—often amusing but sometimes serious—can arise between people from different cultures if they don’t understand nonverbal signals. Take, for example, the differences in meaning of a gesture very common in the United States: a circle made with the thumb and index finger. To an American, it means that everything is OK. To a Japanese, it means that you are talking about money. In Greece, it is an obscene gesture. Therefore, an American could unknowingly offend a Greek by using a particular hand signal.
该段开始介绍了什么是身体语言及理解身体语言的重要性，后面用了一个手势语的例子阐释了不同国家文化背景下的人们对这同一个手势的不同理解。段落的主题句在中间提出。 3 主题句置于段落结尾：
We now have, as a result of modern means of communication, hundreds of thousands of words flung at us daily. We are constantly being talked at, by teachers, preachers, and salesmen. The cries of advertisers pursue us into our very homes, thanks to the radio — and in some houses the radio is never turned off from morning to night. We go out and get more words at bookstores and libraries. Words fill our lives.
该段列举了形形色色的话语形式，最后加以总结概括：话语充斥着我们的生活。 4 段落中没有主题句：
The room is located on the fifth floor of the high building. One third of its total floor space is taken up by a double bed. Facing it, in the corner behind the door, stands a cupboard loaded with pots, bowls, dishes, bottles, and bags of rice and flour. A desk completely fills the gap between the bed and the wall with the window. Behind the desk is a chair, the only one in the room; and it almost touches the boxes and trunks piled against the wall on the opposite side. 这个段落没有明确的主题句，但很容易看出整段是在描述一间屋子。
Part Five Cultural Express
1. Attitudes to work: American people; Japanese people; French people. 2. Questions: Discussion.
Part Six Summary and Homework
Review of the text and try to master the key words and expressions; Preview the new words, expressions and Text A of Unit 2.
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Unit 2
1. Teaching objectives：
(1)Knowledge objectives: ①students can master some key words and animal expressions of the
text.
②Students can acquire more about the present continuous tense & the past continuous tense.
③Students can learn how to write supporting sentences and concluding sentences.
(2)Ability objective: ①students can improve the abilities of listening, speaking, reading and
writing.
②Students can have a better understanding of language and culture and improve the ability of the cross-cultural Communication.
(3)Emotional objectives:①students can get more interested in English culture.
②students can raise their awareness to protect and love animals .
2. Teaching key points: ①enable students to master the symbolic meanings of animals.
②help the students have a better understanding of the present continuous tense and the past contiunuous tense.
3. Teaching difficult points: enable students to infer where conversations take place and ask for
more information.
4. Teaching procedure
Part One Listening and Speaking Step 1. Pronunciation and listening skills Inferring where conversations take place Tips
推断对话发生的地点是听力中常见的一种考题。遇到这样的题目，要注意听整个对话，理解对话的内容。不要听到某个表示地点的词就认为该对话发生在这里，导致选择错误。 Scripts 1.
W: Oh, dear, I’m tired. I can’t walk any farther.
M: Let’s go to the restaurant across the street and get something to eat, OK? Q: Where does the conversation most probably take place? 2.
W: Dear, I feel hungry now. How about you?
M: So do I. Let me call Room Service. Hello, Room Service? Please send a menu to Room 320 right away.
Q: Where does the conversation most probably take place? 3.
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M: I’ll have the steak, French Fries, and let’s see, chocolate ice cream for dessert.
W: Oh, you know these things will ruin your health, too much fat and sugar, how about ordering some vegetables and fruit instead?
Q: Where does the conversation most probably take place? 4.
M: Excuse me, I’m looking for the emergency room. I thought it was on the first floor. W: It is. This is the basement. Take the elevator one flight up and turn left. Q: Where does the conversation most probably take place? Tips
推断对话发生的地点时要注意听完整个对话，理解对话的内容，切忌断章取义，听到某个表示地点的词就认为该话发生在那里，导致选择错误例如，在对话1 中，先提到了walk，又提到了 go to the restaurant across the street，综合这些，可以推断出该对话发生的地点是在大街上，而非其他地方。如果仅听到了restaurant 就作出选择的话，就会推断错误。 Step 2. Conversations
Conversation 1- Asking for information
1. Listen to a conversation and choose the best answer to each of the following questions. 1. B 2. B 3. A
2. Listen again and answer the following questions by filling in the blanks. Scripts
Hello, this is Quay Restaurant.
Hello, I’d like to make a dinner reservation. Could I know when you’re coming, Sir? Tuesday night.
Could you tell me what time you’d like to come? Our first choice would be 7:00 o’clock, or perhaps 7:30.
7:00 o’clock is fine. I’d like to know how many of you will come, Sir.
I’d like to reserve a table for eight, please. And could I have a table by the window?
Let me see what’s available. Yes, we have one. May I have your name and phone number, please? Great! My last name is Foster, and my phone number is 15010989616. Thank you, Mr. Foster. See you this Tuesday at 7:00 o’clock.
Thanks for your help. I look forward to having a wonderful dinner in your restaurant.
3. Role-play a conversation in pairs according to one of the following situations. You may refer to the Functional Language. Functional Language
Conversation 2 -Asking for more information
1. Listen to a conversation and choose the best answer to each of the following questions. 1. C 2. C 3. B
2. Listen again and complete the following sentences with what you hear. Pay attention to the function of these expressions.
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