高學(xué)生的人文素養(yǎng)，增強(qiáng)實(shí)踐能力和創(chuàng)新精神。正確把握英語學(xué)科特點(diǎn)，積極倡導(dǎo)合作探究的學(xué)習(xí)方式。培養(yǎng)學(xué)生積極地情感態(tài)度和正確的人生價值觀，提大多數(shù)學(xué)生已能聽懂有關(guān)熟悉話題的語段和簡短的故事。能與教師或同學(xué)就熟悉的話題交換信息。能讀懂短篇故事，能寫便條和簡單的書信。但由于各種因素的影響，學(xué)生發(fā)展參差不齊。有少數(shù)學(xué)生因?yàn)榛A(chǔ)不夠好，學(xué)習(xí)很吃力而自暴自棄，有的因此擾亂課堂次序，這給教學(xué)帶來不少困難。十來個學(xué)生根本沒有學(xué)習(xí)目標(biāo)，完全放棄學(xué)習(xí)，但學(xué)生的紀(jì)律總體還是不錯，這樣為學(xué)生的學(xué)習(xí)打下良好的基礎(chǔ)。另外，學(xué)生在情感態(tài)度學(xué)習(xí)策略方面還存在諸多需要進(jìn)一步解決的問題。例如：很多學(xué)生不能明確學(xué)習(xí)英語的目的，沒有真正認(rèn)識到學(xué)習(xí)英語的目的在于交流；有些同學(xué)在學(xué)習(xí)中缺乏小組合作意識；大多數(shù)同學(xué)沒有養(yǎng)成良好的學(xué)習(xí)習(xí)慣，不能做好課前預(yù)習(xí)、課后復(fù)習(xí)，學(xué)習(xí)沒有計(jì)劃性和本學(xué)期的重點(diǎn)是繼續(xù)學(xué)習(xí)詞匯和習(xí)慣用語，語法知識點(diǎn)：不定代詞、頻率副詞、詢問情況、方式狀語、提出邀請、形容詞比較級、最高級等。其中狀語有積極的情感態(tài)度和跨文化的交際能力。同時培養(yǎng)自主學(xué)習(xí)能力，積累學(xué)習(xí)方2.具體目標(biāo)：結(jié)合學(xué)生英語基礎(chǔ)較差的實(shí)際，在教學(xué)剛開始的階段，注意和初一知識的銜接，例如復(fù)習(xí)積累基礎(chǔ)詞匯、詞語搭配、句型，熟悉不同單元果并堅(jiān)持下去。②背誦課文中的對話或課文。目的：要求學(xué)生背誦并默寫，培4、經(jīng)常進(jìn)行教學(xué)反思，適時調(diào)整教學(xué)方法，符合學(xué)生的真實(shí)情況，利于學(xué)5、在具體的英語課堂教學(xué)中，根據(jù)目標(biāo)并結(jié)合教學(xué)具體內(nèi)容，為學(xué)生學(xué)生通過思考、調(diào)查、討論、交流和合作等方式，學(xué)習(xí)和使用英語，完成學(xué)習(xí)____________yougoon______________________gooutwith_______________wason_________.someone,_________________________________________There’s___________________然后，仔細(xì)閱讀每個句子，根據(jù)空格前后的詞語然后，仔細(xì)閱讀每個句子，根據(jù)空格前后的詞語5.—Hello,____________________?3.Reviewthe“復(fù)合不定代詞”4.Reviewthe“反身代詞”…3.方法指導(dǎo)：首先，應(yīng)讀通讀整個對話一遍，理解對話的大意；然后，認(rèn)真閱讀有空格的上2.方法指導(dǎo)：首先，再次明確這是一篇日記，因此應(yīng)用一般過去時態(tài)；然后，通讀一首先，應(yīng)閱讀日記一遍，了解日記的大意?？崭裉帒?yīng)填的詞匯。比如：讀第一行可知此處是填空Drills:11.gotothemovie去看電影20.trytodo試圖（努力）做某事Taskone“Findmygroupmembers.”2)在規(guī)定時間內(nèi)填完活動表格，再向周圍同教師依次提問：Whatdoyoudoonweekends?引導(dǎo)學(xué)生用圖片中的活動及副詞回答，如：Iusuallyrun.doonweekends?另一個學(xué)生分別拿一張活動卡片和頻率卡片并用其進(jìn)行回答。(6)注意頻率副詞在句中有不同的位置.()9.“Let’splaycomputerg【參考答案】TeachingarticleUnit6SectionATeachingtypeSpeakingKeyvocabulary.Targetlanguage.OralPractice.Learningskill.Speakingskill.CommunicativecompetenceNo,that’sTom.HehasshorterhairthanSam.AndHe’scalmerthanSam.IsthatTina?No,itisn’t.It’sTina.Tara’sshorterthanTina.Ataperecorder.Aprojector.Someobjects.Listeningandspeakingmethods.Communicativeapproach.StepIGreettheclassasusualandcheckthehomework.blackboard.Judyistall.JudyistallerthanBobby.Thenbringouttworulesofdifferentlength.Say:ThisisJudy’sruler.(long)Bobby’srulerislongerthStepIIIShowsomenewwordsontheblackboard.Readthenewwordstostudentsandaskthemtorepeat.Askstudentstodothisactivityindividually.Thencheckandanswers.Tall—shortlonghair—shorthairthin—heavycalm—wildFirsttellstudentswhatthetwinsare.Twinsarechildrenbornatthesametimetothesameparents,butnotalways.Asktwostudentstoreadthesampleconversationtotheclass.A:IsthatTara?B:No,itisn’t.It’sTina.Tara’sshorterthanTina..Thenhavestudentsworkwithapartner.Makeconversationworkwithapartner.StepVIIPronunciationNoteWriteoneoftheexamplesentencesfromthepictureontheboardcirclethewordthansay.Whenwesaythewordthan,wesayitquickly.Youdon’thearverymuchofthesound.StepVIIISummaryandHomeworkTodaywe’veleantthetwinsarehavingaconcert.We’veleanthowtocomparepeople.Afterclass,givemorepractice,comparingyourschoolthings.NextclassI’llasksomeofyoutosayyourconversationsOK?Now,classisover?Seeyou!Drawtwopeopleontheblackboard.OneisJudy.TheotherisJudyistallerthanBobby.BobbyisshorterthanJudy.Todaywe’veleantthetwinsarehavingaconcert.We’veleanthowtocomparepeople.Afterclass,givemorepractice,comparingyourschoolthings.NextclassI’llasksomeofyoutosayyourconversationsOK?Now,classisover?Seeyou!TeachingarticleUnit6SectionA2a-2cTeachingtypeSpeakingandlisteningKeyvocabulary.Targetlanguage.OralPractice.GrammarFocus.Learningskill.Writingskill.CommunicativecompetenceHandsomeisthathandsomedoes.Oralpractice..GrammarFocusAtaperecorder.Aprojector.Listeningandwritingmethods.Communicativeapproach.PairworkStepIGreettheclassasusualandcheckthehomework.Readthewordsintheboxtostudents.Funny有趣的serious嚴(yán)肅的Outgoing（性格）外向的quiet安靜的Tellstudentssmartandathleticarenewwords.Explainthenewwordsandtellstudentswhattheymean.Askstudentstolookattheboxeswiththeheadings.Tinais…,Tarais…Listentotherecordingagain.ThistimewritehowTinaandTaraaredifferent.Pleasewritewordsintheboxes.Letstudentslookatthechastudents***meansSamistallerthanTom.HavestudentsknowtheywilltalkaboutSamandTominthisactivity.StudentA:IsTommoreintellectualthanSam?StudentB:(Lookattheanswerchartonpage97)No,SamissmarterthanTom?StepVIGrammarFocusReviewthegrammarbox.Askastudenttoreadthesentencestotheclass.Writethewordfunnyontheboard.Circletheletteryandsay,whenawendsy,theychangestoanIwhenyouadd–er.Forexample,funny–funnier.StepVIIShowsomedialogueontheblackboardConversation1:A:Yes,MaryismorecarelessthanPetConversation2:B:No,itWendy.WendyisshorterthanZoe.Conversation3:StepVIIISummaryandHomeworkTodaywe’veleantsomewordsandlearnthowtocomparepeople.Ihopeyoucanstudyharderthanever.Youcanlearnmoreknowledgeandmakeprogress.Afterclass,readthekeyvocabularyandlearnthembyheart.BlackboarddesignFunny,funniMoreintellectualthanMoreseriousthanTodaywe’veleantsomewordsandlearnthowtocomparepeople.IhopeyouHomeworkcanstudyharderthanever.Youcanleaprogress.Afterclass,readthekeyvocabularyandlearnthembyheart.TeachingtypeReadingmaterial.Readingmaterial.Targetlanguage.Listening,speakingandwritingpractice.Learningandspeakingskills.Readingandwritingskills.CommunicativecompetenceTobeabraveandhardworkiListening,speakingandwritingpractice.MyfriendisthesameasmDoyoulookthesame?No,Aprojector.Somepieceofpaper.ApapeListening,speakingandwritingpractice.Readingandwritingmethods.Communicativeapproach.StepIGreettheclassasusualandcheckthehomework.There’saletterinthisactivity.Readthislettertostudents.Answeranyquestionsstudentsnayask.Thenshowthefivesentencesontheblackboard.2.TherearesomesimilaritiesbetweenLiuLiandLiuYing.Wearebothtall.Theyarebothboys.Webothhaveshorthair.Theybothgotothisschool.Circlethewordbothinthefoursentences.Askstudents:Doesthewordbothcomebeforeorafterthewordare?Firstasktwostudentstoreadthesampleconversationinthespeechbubble.Thentellstudentstoworkwithapartner.Talkabouthowyouaredifferentfromafriendoffamilymember.StepVITheSameandDifferentT:Doyoufindyourpartner?T:OK.NowI’lltellyouhowtodothegame.YoucanaskandanswerthesamequestionsasinActivity3b.Pleaserememberyouhavethreeminutestowritedownthethingsthatarethedifferentandsamebetweenyourpartner.StepVIIAnOptionalActivityStudentscandoasimilaractivityusinginformationaboutfamilymembers.Theycanlistthewaystheyarethesameasanddifferentfromvariousmembersoftheirfamilies.Thentheycantelltheclassaboutthesedifferencesandsimilarities.StepVIIISummaryandHomeworkTodaywe’vereadandarticleandknownthesameanddifferencebetweenthetwins—LiuYingandLiuLi.Andwe’vedoneagame.We’velsameanddifferencebetweenyouandyourpartner.homework:(1)Readtheletteragain.(2)Finishofftheexercisesofworkbook.Wearebothtall.Theyarebothboys.WebothhTheybothgototheschool.(1)Readtheletteragain.(2)Finishofftheexercisesofworkbook.TeachingSpeakingandlisteningtypeKeyvocabulary.Keyvocabulary.Targetlanguage.Oralpractice.Listeningandwritingpractice.TeachingAbilityoblectLearningskill.Writingskill.Communicativecompetence.Afriendinneedisafriendindeed.WishyoutofindyourrealfriendsListeningandwritingpractice.Aprojector.Ataperecorder.Listeningandwritingmethods.Communicativeapproach.Groupwork.Pairwork.StepIGreettheclassasusualandcheckthehomework.StepIIShowthenewwordsontheblackboard.Readthenewwordstostudentsandaskthemtorepeat.T:Allofyouhavegoodfriends,right?Well,canyoutellmethesdifferencebetweenyouandyourfriends?Sb:Wearebothtall.T:Great!Andwhatdoyouthinkthemostimportantthingsaretobeyourfriend?Now,pleaselookattheblackboard.I’llshowdescriptionsontheblackboard.Statementsaboutfriendsusingthephrases1a.StepVAnactivityWhoiAskstudentstoworkinsmallgroups.EachandwritesdownasmanysentencesastheycantodescribehiStepVI2aInthisactivityfirstaskstudentstolookatthenamesancolumnofthetalbe.TellstudentstheywillhearaninterviewertalkingtoHollyandMaria.Theyaretalkingaboutwhattheylikeabouttheirbestfriends.StepVII2bLetstudentslookattherestofthechart.Readtheheadingatthetopofeachcolumn.Thesameasbestfriend.Differentfrombestfriend.Tellstudentswe’lllistenagain.Askstudentstofillinthechart.HowareHollyandMariathesameasanddifferentfromtheirbestfriends?StepVIIIHomeworkandSummaryTodaywe’verecycledsomekeyvocabularyandlearntsomenewwords.Andwe’velearnttotalkaboutourbestfriends.Afterclasswritedownfivestatementsaboutwhatisimportantinabestfriend.Pleaserememberyoucanwriteafalsestatementamongthefivestatements.Nextclasswe’lldoagame.LikestodothesamethingsasmeIAfterclasswritedownfivestatementsaboutwhatisimportantinabestfriend.HomeworkPleaserememberyoucanwriteafalsestatementamongthefivestatements.Nextclasswe’lldoagame.TeachingReadingandwritingTeachingarticleUnitReadingandwritingtypeKeyvocabulary.Readingpassage.Oralpractice.Readingandwritingpractice.Readingskill.Writingskill.CommunicativecompetenceTakeanactivitypartinallkindsofsocialactivities.Getachancetotrainyourintegratingskills.WritingandspeakingpracticeAprojector.PiecesofpaperonwhichstudentswritethefivestatementsListeningandwritingmethods.ReadingandwritingmethodsCommunicativeapproach.StepIGreettheclassasusualandcheckthehomework.StepIIShowthenewwordsontheblackboard.Readthenewwordstostudentsandaskthemtorepeat.Inthisactivityfirstreadthearticletostudents.Thenansweranyquestionsstudentsanyask.Forexample,S:What’sview?T:It’swhatyouthinkaboutsomething.It’showyoufeelaboutsomething.FirstletstudentslookatthechartinActivity2aonpage38.ThenaskstudtowritetheirownsentencesaboutHolly’sfriendandsomesentencesaboutMaria’sfriend.StepV3cInthisactivityfirstaskstudentstosaysomeofthewordsandphrasesfromthisTall,short,thin,heavyAthletic,intellectual,shyOutgoing,seriousStepVI2aInthisactivityfirstaskstudentstolookatthenamesandthefirstcolumnofthetable.TellstudentstheywillhearaninterviewertalkingtoHollyandMaria.Theyaretalkingaboutwhattheylikeabouttheirbestfriends.StepVIIPairworkFindSomeonefortheJob!Focusstudentsonthejobad.Askstudentsiftheyknowtheword—abacus.Iftheydon’tknow,explainittothem.Abacus—aframewithballsthatwasusedtodoarithmetic,longbeforecalculators.StepVIIIHomeworkandSummaryTodaywe’vereviewedthekeyvocabularyinthisunitbyreadingpractice..Andwe’velearnttowriteaboutourbestfriends.Nowhomework,writedownthewordsyouunderlinedinActivity3ainyourexercisebook.Sentencesstudentswrite:ThenameofastudentwhoshouldgetthejobTodaywe’vereviewedthekeyvocabularyinthisunitbyreadingpractice..AndHomeworkwe’velearnttowriteaboutourbestfriends.Nowhomework,writedownthewordsyouunderlinedinActivity3ainyourexercisebook.TeachingarticleUnit6SelfcheckTeachingtypeReviewingthekeyvocabularyinthisunit.Writingpractice.Justforfun.Selfcheckskill.Writingskill.StudyhardandmakegreatprogressWritingpractice.ReviewingthekeyvocabularyQuiet,funny,outgoingKind,athleticAprojector.AtaperecorderSelfcheckmethod.Writingmethod.CommunicativemethodStepIGreettheclassasusualandcheckthehomework.Afterstudentsfinishwritingtheirsentences,writeanumberofstudent’sanswersontheblackboard.(1)Myfriendlikessports.She’sveryathletic.(4)Maryisafunnygi(5)Janeisn’tveryoutgoing.Shelikestostayathomeandrest.StepIII2Firstaskdifferentstudentstoreadthequestionsontheleft.StudentsAreyoutallernow?Areyoumoreintellectual?Areyoumorepopular?Areyouabetterstudent?Thenaskstudentstothinkofthemselvestwoyearsago.HowaretheydifferentTeachingproceduresAsktwostudentstoreadthedialoguetotheclass.Twostudentsread.A:IthinkIseethetwins.IsthatJava?B:No,that’sJalap.JalaphascurlierhairthanJava.A:AndJavaistallerthanJava.Writethewordscurly—curlierontheblackboard.Explainthewordscurlytostudentsordrawasimplepicturewhatcurlierhairmeans.StepVWorkbookReadthisarticleaboutAliandArmlet.ThenanswerthequestionsStepVISummaryThisclasswe’vereviewedthekeyvocabularyoftheunit.Andwe’velearnthowtocompareourthemselvesbetweennowandtwoyearsamakegreatprogress.StepVIIIHomeworkFinishofftheexercisesoftheWorkbookFinishofftheexercisesoftheWorkbook“Important”or“Unimportant”.Whatdoyou_______來確定空格處的形容詞或副詞是用何級別形式。比如3.學(xué)生們，按老師指導(dǎo)的方法進(jìn)行閱讀，并逐句推敲每空應(yīng)填什么詞，在實(shí)際的運(yùn)用提高自2.學(xué)生們與自己的小組成員一起來討論自己居住地周圍的飯店的情況，并將名字及情2.方法指導(dǎo)：首先，應(yīng)讀懂五個題目的意思；然后，帶著這五個問題再次認(rèn)真閱讀短2.方法指導(dǎo)：首先，在短文中劃出形容詞或副詞的最高級形式；然后，結(jié)合自己生活中的人或事物來用這個詞語來造一個自己的1)每個人都有自身的特長、優(yōu)點(diǎn)和特點(diǎn)，古人云：三人行必2)各種各樣的_________________4)發(fā)揮作用___________________5)編造________________6)例如______________7)認(rèn)真對待_____________8)給某人某物___________f…2.方法指導(dǎo)：首先，閱讀句子理解大意。確定空格是修飾名詞還是修飾動詞，從而確餃子。”…EQ\*jc3\*hps29\o\al(\s\up6(-),r)EQ\*jc3\*hps29\o\al(\s\up6(-),is)Whatdoyou________________doyou___________watchtoniWhatcanyou_____________Youcan_______somegreat_____.動詞不定式的形式：to+動詞原形注意，第二個問是一個選擇疑問句，意為“你想看……還是看……呢？”3.學(xué)生們，按老師指導(dǎo)的方法進(jìn)行閱讀，并逐句推敲每空應(yīng)填什么詞語，在實(shí)際的運(yùn)用提高2.先由一名學(xué)生們對自己的小組成員進(jìn)行提問，詢問每一名成員希望看的內(nèi)容。然后①②③④⑤(3)發(fā)行；出版________(4)在二十世紀(jì)三十年代______(5)主要原因之一__________其次，分析有空格的每個句子，看空格處的意思，聯(lián)2.本題是根據(jù)提示詞來進(jìn)行問答。問句和答語中沒有對人稱的提示，因此應(yīng)自主確定人稱?！總€人都有自己的夢想和對未來的打算，對于將來想要從事以常談?wù)撍麄兊脑O(shè)想，因此，應(yīng)通過學(xué)習(xí)這單元的內(nèi)容來激“What”means“WhatisChengHan“Where”means“whereisChengHangoingtowork?”“How”means“Howishegoingtodoi“When”means“whenishegoingtostart?”③WhatdoesAndywanttobe?__________________Whatdoyouwant_______WhenIwantto_________________________yougoingtoworWhen______you_______to_____?I’mgoingto_____2.方法指導(dǎo)：指導(dǎo)：先讀懂這些句子的意思。根據(jù)生活常識來進(jìn)行推測，將職業(yè)與相1.讓學(xué)生們看表格中的四個特殊疑問詞，告訴他們，在這個2.學(xué)生們與自己的小組成員一起來討論自己理想、實(shí)現(xiàn)理想的做法，工作的地點(diǎn)及開間等問題，同學(xué)們根據(jù)自己的實(shí)際情況，在表格先填寫出自___,___,____,____,___,___,___,____以常談?wù)撍麄兊脑O(shè)想，因此，應(yīng)通過學(xué)習(xí)這單元的內(nèi)容來激2.方法指導(dǎo)：首先，應(yīng)讀懂五個句子的意思；然后，帶著這五個句子再次認(rèn)真閱讀短容，特別是認(rèn)真閱讀空格前后句子的意思，以2.方法指導(dǎo)：首先，讀懂這五個問題的意思；然后，帶著問題再次閱讀短文，為相關(guān)到恰當(dāng)?shù)拇鹫Z；如果沒有直接的答案，還應(yīng)根據(jù)自己2)havetodowith這個結(jié)構(gòu)表示“與……相關(guān)；與……有關(guān)聯(lián)或有關(guān)系”。例如：Whatdoesthisfors___________.3)關(guān)于；與有關(guān)系_________________4)學(xué)著做；開始做___________________5)有相同之處________________6)太……而不能______________8)提高某人的生活___________……3.指導(dǎo)：復(fù)習(xí)運(yùn)用句型結(jié)構(gòu)：Iwanttobe…,I’mgoingto…第三行：How;going;分析句子結(jié)構(gòu)，主、謂、賓語都有，可知應(yīng)通過引導(dǎo)學(xué)生展望未來，及對未來生活的設(shè)計(jì)，來前景的設(shè)想，讓學(xué)生在潛移默化中反省自己的現(xiàn)狀….2.讓學(xué)生們看大屏幕上圖片，并讓學(xué)生學(xué)習(xí)will+動詞原形及won’t+動詞原形的用法。通…(同學(xué)們?nèi)绻约合胂蟛怀鰜?，可以根?jù)大屏幕的圖片提示來說句子SectionA1(1a-2d)單詞：paper,pollution,prediction,future,pollute,environment,planet,earth,①Whatwillthefuturebelike?Citieswillbemorepolluted.Andtherewillbefewertrees.③Willtherebeworldpeace?④Kidswillstudyathomeoncomputers.通過引導(dǎo)學(xué)生展望未來，及對未來生活的設(shè)計(jì)，來前景的設(shè)想，讓學(xué)生在潛移默化中反省自己的現(xiàn)狀1)進(jìn)一步學(xué)習(xí)運(yùn)用所學(xué)的知識來陳述自己對將來的看法；學(xué)會談?wù)撟约旱膶Β赪hat______the___Cities____________polluted.Andthere________________.No,they______.Everything____They_____________tosc肯定式：主語+will+動詞原形Yes,theywill./No, SectionA2GrammarFocus-3cfewer3.familieswillspendtimetogethereveryday.Therewillbemorepeopleinthefuture.Becausepeople200yearsold.Therewillbemorehighbuildings.Thecitieswillbemorecrowedbutlesspolluted.Becausetherewillbelesscarsandtherewillbemorebusesande-bikes.Peoplewillmostlyworkonthewillbemorerobotsworkinginthefactory. 通過引導(dǎo)學(xué)生展望未來，及對未來生活的設(shè)計(jì)，來達(dá)景的設(shè)想，讓學(xué)生在潛移默化中反省自己的現(xiàn)狀，使 2.方法指導(dǎo)：明確我們這次閱讀的任務(wù)，然后，帶著這個任務(wù)再次認(rèn)真閱讀短文的內(nèi)2.方法指導(dǎo)：首先，閱讀這個小短文，了解其大意；然后，在理解小短文意思的基礎(chǔ)單詞：apartment,rocket,space,spacestation,even,human,servant,dangerous,already,factory,overandoveragain,believe,hundredsof,inside,disagree,shape,fall,falldown,lookfor,possible,impossible①—Wheredoyoulive？—②Therearealreadyrobotsworkinginfactories.③It’seasyforchildrentowakeupandknowwheretheyare.④Thatmaynotseempossiblenow,butcomputersandrocketsseemedimpossible100yearsago. 通過引導(dǎo)學(xué)生展望未來，及對未來生活的設(shè)計(jì)，來達(dá)到 (5)試著做某事__________(8)似乎可能/不可能______其次，分析有空格的每個句子，看空格處的意思，聯(lián) foodmakingactivitiesmakebananamilkshakemakeotherfoods本節(jié)課以制作香蕉奶昔為話題，主要談?wù)撘恍┏８欢嗖实目谡Z練習(xí)，掌握制作方法的同時，又在語言和口語中的提問方式，同時還要學(xué)習(xí)掌握一些新名詞，如：bowl，shak Watching,listening,writingmethods;teamwo pancake... A.potatoesB.meatsC.bana 務(wù)”涵義，學(xué)會承擔(dān)自己應(yīng)盡的義務(wù)，能夠在班級 … 2.假設(shè)你將于這個周末過生日，并開一個生日聚會，你約請朋友們參加你的聚會，但 務(wù)”涵義，學(xué)會承擔(dān)自己應(yīng)盡的義務(wù)，能夠在班級—當(dāng)然，我樂意來。Sure.______________. —______,that_______________.—No,she’s_______________.She______to____tothe______.—_____they____tothe_____—No,they’renot__________.Th答語：同意用____________________.不同意用__________________________. 然后，讀空格中所給的詞組，明確它們的意思。2.先由小組長根據(jù)自己的安排，邀請你小組里的成員去參加你的聚會，每個小組成員3.然后，其他同學(xué)輪流根據(jù)自己的安排，邀請你的組里的成員去參加你的聚會，其他成員根