百度作业网新概念英语第一册练习册第139—140课的答案
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新概念英语第一册练习册第139—140课的答案
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Lesson 139
Content and basic aims
PATTERNS AND STRUCTURAL WORDS VOCABULARY
Tell (me) if/why... Nouns Adjectives Expressions
He wants to know if/why/what/when...
I don't know what...
company
help
line
engineering
extra
overseas
Speaking.
by the way
General remarks
* Try as far as possible to conduct the lesson in English.
* Indirect questions involving the use of if and question words will
be practised in this lesson.
Listening Comprehension
1 Introduce the story
T： Today we'll listen to a story about mistaken identity.
2 Understand the situation
Ask the students to interpret the picture.
3 Listening objective
T： Listen to the story and see if you can answer this question： Which
John Smith does Graham Turner think he is talking to? 4 Play the tape or
read the dialogue
5 Answer the question
After the reading, ask the question： Which John Smith does Graham Turner
think he is talking to? Answer： John Smith from the Overseas Engineering
Company.
6 Intensive reading
Play the tape or read the dialogue again, pausing after every line to
check the students understand.
7 Play the tape or read the dialogue again
Play the tape or read the dialogue right through again. The students
listen only.
8 Repetition
Play the tape or read the dialogue again, pausing after every line,
and ask the students to repeat (a) in chorus, (b) in small groups, and (c)
individually.
9 Reading aloud
Ask one or two students to take parts and to read the dialogue aloud.
Comprehension
* Ask individual students questions.
1 T： Isn't Graham Turner speaking to John Smith?
S： Yes, he is. 2 T： What does Graham Turner ask John Smith to tell Mary?
S： He asks John Smith to tell Mary they willbe late for dinner this
evening.
3 T： What time did he say he would be at their house?
S： He said he'd be there at six.
4 T： Why does he say he'll be late?
S： Because the boss wants him to do some extra work.
5 T： When will he finish?
S： He doesn't know when he will finish.
6 T： What does the speaker's wife want to know?
S： She wants to know if Mary needs any help.
Asking questions
1 T： Ask me if John understands.
S： Does John understand?
T： Why doesn't ...?
S： Why doesn't John understand?
2 T： Ask me if Mary invited them to dinner.
S： Did Mary invite them to dinner?
T： Who ... ?
S： Who invited them to dinner?
3 T： Ask me if Graham will have to stay at the office.
S： Will Graham have to stay at the office?
T： Why...?
S： Why will Graham have to stay at the office?
7 T： What doesn't John Smith understand?
S： He doesn't understand what the speaker is talking about.
8 T： Is he John Smith, the engineer?
S： Yes, he is.
9 T： Is he from the Overseas Engineering Company?
S： No, he isn't. He's from the telephone company.
4 T： Ask me if John knows what Graham is talking about.
S： Does John know what Graham is talking about?
T： Why doesn't ... ?
S： Why doesn't John know what Graham is talking about?
5 T： Ask me if John works for the Overseas Engineering Company.
S： Does John work for the Overseas Engineering Company?
T： Who ... for ?
S： Who does John work for?Pattern drill： Books shut
(a) To elicit echoed questions： affirmative and negative.
T： Mr. Turner isn't speaking to Tom Brown.
S： Isn't he? etc.
(b) To elicit question tags ： affirmative/negative;
negative/affirmative.
T： Mr. Turner isn't speaking to Tom Brown. S： Mr. Turner isn't speaking to Tom Brown, is he? etc.
(c) To elicit tag rejoinders expressing agreement ：
affirmative/negative; negative/affirmative.
T： Mr. Turner isn't speaking to Tom Brown.
S： He isn't, is he. etc.
Tell the story
Ask individual students to look at the pictures and Tell the story.
Lesson 140
Spelling drill： Books shut.
Ask the students to spell the following words：
month/mumps; come/jump; dust/front; Dutch/other; stomach/lunch;
tongue/lucky; mum/son; London/hurry.
Repetition drill
(a) Chorus repetition
To elicit indirect questions involving the use of if and question words.
* Give the instructions Lesson 140. Do not open your book. Listen. Do
not speak.
* Play the examples on the tape.
( 1 ) T： Are you tired?
What does he want to know?
S： He wants to know if you are tired.
(2) T： Why is Mary late?
What does she want to know?
S： She wants to know why Mary is late.
(3) T： Does Tom get up early?
What does he want to know?
S： He wants to know if Tom gets up early.
T： Now you answer the questions. Ready?
1 As in (1) above.
2 As in (2) above.
3 As in (3) above.
4 T： Is Tom doing his homework?
What does she want to know?
S： She wants to know if Tom is doing his homework.
5 T： What are you cooking?
What does he want to know?
S： He wants to know what you are cooking.
6 T： When does Tom arrive?
What does she want to know?
S： She wants to know when Tom arrives.
7 T： Will the children go to bed early?
What does he want to know?
S： He wants to know if the children will go to bed early.
8 T： When will you have a bath?
What does she want to know?
S： She wants to know when you'll have a bath.
9 T： Did Tom go to bed early?
What does he want to know?
S： He wants to know if Tom went to bed early.
10 T： When did Tom go to bed?What does she want to know?
S： She wants to know when Tom went to bed.
(b) Group or individual repetition
* Ask small groups or individual students to repeat the questions and
answers.Pattern drill： Books shut
* Illustrate each exercise first by providing the stimulus and the
response.
* Then, with the instruction Now you!, ask individual students to continue
in the same way.
(a) To elicit： He wants to know if you are (tired).
T： Are you tired?
S1 ： What does he want to know?
S2 ： He wants to know if you are tired. etc.
Substitute the following adjectives：
cold; wet; busy; thirsty; hungry; late; early; lazy; dirty.
(b) To elicit： Tell me if you are (tired).
T： Are you tired?
S： Tell me if you are tired. etc.
Substitute adjectives in (a).
(c) To elicit： He wants to know why you are (tired).
T： Why are you tired?
S1 ： What does he want to know?
S2 ： He wants to know why you are tired. etc.
Substitute appropriate adjectives.
(d) To elicit： Tell me why you are (tired).
T： Why are you tired?
S： Tell me why you are tired, etc.
Substitute appropriate adjectives.
(e) To elicit： He wants to know if you are (reading).
T： Are you reading?
S1 ： What does he want to know?
S2 ： He wants to know if you are reading. etc.
Substitute the following：
writing; buying books; cooking; typing; playing; painting.
(f) To elicit： He wants to know what you are (reading).
T： What are you reading?
S1 ： What does he want to know?
S2 ： He wants to know what you are reading, etc.
Substitute the verbs given in (e) above.
(g) To elicit： He wants to know if Tom (goes to bed early).
T： Does Tom go to bed early?
S1 ： What does he want to know?
S2 ： He wants to know if Tom goes to bed early. etc.
Substitute the following：travels abroad; returns early; gets up early; does his homework; arrives
late; shaves every morning; has a bath every day.
(h) To elicit： He wants to know when Tom (goes to bed).
T： When does Tom go to bed?
S1 ： What does he want to know?
S2 ： He wants to know when Tom goes to bed. etc.
Substitute the expressions given in (g).
Lesson 139
Content and basic aims
PATTERNS AND STRUCTURAL WORDS VOCABULARY
Tell (me) if/why... Nouns Adjectives Expressions
He wants to know if/why/what/when...
I don't know what...
company
help
line
engineering
extra
overseas
Speaking.
by the way
General remarks
* Try as far as possible to conduct the lesson in English.
* Indirect questions involving the use of if and question words will
be practised in this lesson.
Listening Comprehension
1 Introduce the story
T： Today we'll listen to a story about mistaken identity.
2 Understand the situation
Ask the students to interpret the picture.
3 Listening objective
T： Listen to the story and see if you can answer this question： Which
John Smith does Graham Turner think he is talking to? 4 Play the tape or
read the dialogue
5 Answer the question
After the reading, ask the question： Which John Smith does Graham Turner
think he is talking to? Answer： John Smith from the Overseas Engineering
Company.
6 Intensive reading
Play the tape or read the dialogue again, pausing after every line to
check the students understand.
7 Play the tape or read the dialogue again
Play the tape or read the dialogue right through again. The students
listen only.
8 Repetition
Play the tape or read the dialogue again, pausing after every line,
and ask the students to repeat (a) in chorus, (b) in small groups, and (c)
individually.
9 Reading aloud
Ask one or two students to take parts and to read the dialogue aloud.
Comprehension
* Ask individual students questions.
1 T： Isn't Graham Turner speaking to John Smith?
S： Yes, he is. 2 T： What does Graham Turner ask John Smith to tell Mary?
S： He asks John Smith to tell Mary they willbe late for dinner this
evening.
3 T： What time did he say he would be at their house?
S： He said he'd be there at six.
4 T： Why does he say he'll be late?
S： Because the boss wants him to do some extra work.
5 T： When will he finish?
S： He doesn't know when he will finish.
6 T： What does the speaker's wife want to know?
S： She wants to know if Mary needs any help.
Asking questions
1 T： Ask me if John understands.
S： Does John understand?
T： Why doesn't ...?
S： Why doesn't John understand?
2 T： Ask me if Mary invited them to dinner.
S： Did Mary invite them to dinner?
T： Who ... ?
S： Who invited them to dinner?
3 T： Ask me if Graham will have to stay at the office.
S： Will Graham have to stay at the office?
T： Why...?
S： Why will Graham have to stay at the office?
7 T： What doesn't John Smith understand?
S： He doesn't understand what the speaker is talking about.
8 T： Is he John Smith, the engineer?
S： Yes, he is.
9 T： Is he from the Overseas Engineering Company?
S： No, he isn't. He's from the telephone company.
4 T： Ask me if John knows what Graham is talking about.
S： Does John know what Graham is talking about?
T： Why doesn't ... ?
S： Why doesn't John know what Graham is talking about?
5 T： Ask me if John works for the Overseas Engineering Company.
S： Does John work for the Overseas Engineering Company?
T： Who ... for ?
S： Who does John work for?Pattern drill： Books shut
(a) To elicit echoed questions： affirmative and negative.
T： Mr. Turner isn't speaking to Tom Brown.
S： Isn't he? etc.
(b) To elicit question tags ： affirmative/negative;
negative/affirmative.
T： Mr. Turner isn't speaking to Tom Brown. S： Mr. Turner isn't speaking to Tom Brown, is he? etc.
(c) To elicit tag rejoinders expressing agreement ：
affirmative/negative; negative/affirmative.
T： Mr. Turner isn't speaking to Tom Brown.
S： He isn't, is he. etc.
Tell the story
Ask individual students to look at the pictures and Tell the story.
Lesson 140
Spelling drill： Books shut.
Ask the students to spell the following words：
month/mumps; come/jump; dust/front; Dutch/other; stomach/lunch;
tongue/lucky; mum/son; London/hurry.
Repetition drill
(a) Chorus repetition
To elicit indirect questions involving the use of if and question words.
* Give the instructions Lesson 140. Do not open your book. Listen. Do
not speak.
* Play the examples on the tape.
( 1 ) T： Are you tired?
What does he want to know?
S： He wants to know if you are tired.
(2) T： Why is Mary late?
What does she want to know?
S： She wants to know why Mary is late.
(3) T： Does Tom get up early?
What does he want to know?
S： He wants to know if Tom gets up early.
T： Now you answer the questions. Ready?
1 As in (1) above.
2 As in (2) above.
3 As in (3) above.
4 T： Is Tom doing his homework?
What does she want to know?
S： She wants to know if Tom is doing his homework.
5 T： What are you cooking?
What does he want to know?
S： He wants to know what you are cooking.
6 T： When does Tom arrive?
What does she want to know?
S： She wants to know when Tom arrives.
7 T： Will the children go to bed early?
What does he want to know?
S： He wants to know if the children will go to bed early.
8 T： When will you have a bath?
What does she want to know?
S： She wants to know when you'll have a bath.
9 T： Did Tom go to bed early?
What does he want to know?
S： He wants to know if Tom went to bed early.
10 T： When did Tom go to bed?What does she want to know?
S： She wants to know when Tom went to bed.
(b) Group or individual repetition
* Ask small groups or individual students to repeat the questions and
answers.Pattern drill： Books shut
* Illustrate each exercise first by providing the stimulus and the
response.
* Then, with the instruction Now you!, ask individual students to continue
in the same way.
(a) To elicit： He wants to know if you are (tired).
T： Are you tired?
S1 ： What does he want to know?
S2 ： He wants to know if you are tired. etc.
Substitute the following adjectives：
cold; wet; busy; thirsty; hungry; late; early; lazy; dirty.
(b) To elicit： Tell me if you are (tired).
T： Are you tired?
S： Tell me if you are tired. etc.
Substitute adjectives in (a).
(c) To elicit： He wants to know why you are (tired).
T： Why are you tired?
S1 ： What does he want to know?
S2 ： He wants to know why you are tired. etc.
Substitute appropriate adjectives.
(d) To elicit： Tell me why you are (tired).
T： Why are you tired?
S： Tell me why you are tired, etc.
Substitute appropriate adjectives.
(e) To elicit： He wants to know if you are (reading).
T： Are you reading?
S1 ： What does he want to know?
S2 ： He wants to know if you are reading. etc.
Substitute the following：
writing; buying books; cooking; typing; playing; painting.
(f) To elicit： He wants to know what you are (reading).
T： What are you reading?
S1 ： What does he want to know?
S2 ： He wants to know what you are reading, etc.
Substitute the verbs given in (e) above.
(g) To elicit： He wants to know if Tom (goes to bed early).
T： Does Tom go to bed early?
S1 ： What does he want to know?
S2 ： He wants to know if Tom goes to bed early. etc.
Substitute the following：travels abroad; returns early; gets up early; does his homework; arrives
late; shaves every morning; has a bath every day.
(h) To elicit： He wants to know when Tom (goes to bed).
T： When does Tom go to bed?
S1 ： What does he want to know?
S2 ： He wants to know when Tom goes to bed. etc.
Substitute the expressions given in (g).