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step by step 1Lesson 38

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Lesson 38 PartⅠ Warming-up Exercises

Part  Warming-up Exercises.

ASentente Structure

1aI can't learn the lesson.

bI can learn the lesson.

cI don't like the lesson.

2aShe wants to write a letter.

bHe wants to write a letter.

cHe wants a letter from her.

3aA plane leaves at twelve o'clock.

bA plane leaves at two o'clock.

cThe plane is over there.

4aBoth swim slowly.

bJohn swims faster than Mary.

cMary swims faster than John.

5aShe learned to speak slowly.

bHe learned to speak slowly.

cHe taught her slowly.

6aThe little one costs more.

bThe big one costs more.

cThey both cost the same.

7aMy horse is older.

bOur horses are the same age.

cYour horse is older.

8aThis is Peter.

bIt's Peter.

cIt's mine.

                                                                                                           Score:____

BDifficult Sentences

1He's always been _____and _____,and he's been slaving at his books ______recently.

2But I don't believe in forcing boys to _____they're not _____

Lesson 38 Part Ⅱ Work AndPlay

Lesson 38 Part Ⅲ TheProblem Student Makes Progress

Part    The Problem Student Makes Progress

 

Exercises:

1What is the possible relationship between the two speakers? Where are they?

2What does the man teach?

3Who is John Foster? Is he an intelligent boy?

4Did John get a good grade for the course last year? Did he fail in the exam?

5Why does the teacher look very pleased after he has finished reading the exam papers?

6Why does he feel particularly happy about John?

7Who will be invited to dinner at the teacher's home tomorrow?

8In what way has John Foster changed?

Part    Work And Play

 

Exercises:

Ⅰ.1What are the names of the two sons?

2Who is the elder son and who is the younger one?

3Which son works hard on books and which one is crazy about tennis?

4According to the woman speaker, which son can probably make more money?

5Who is more worried about the children s future, the father or the mother?

Ⅱ.1is idle

2is conscientious

3is slaving at books

4does homework in ten minutes every evening

5couldn't care less about exams

6is too inconsistent

7is hard-working

8is not bad when he makes an effort

9never stops working

10never starts working

11has ability

12is likely to win all the prizes in the exams

Lesson 38 Part Ⅰ Warming-up Exercises

Lesson 38

Part Warming-up Exercises

A. Sentence Structure

Training Focus:

Comprehensive training

Directions: Listen carefully. Draw a circle around the letter beside the correct answer. There is only one best answer to each question.

Key:

1. The lesson is easy enough for me to learn. (b)

2. John wants his sister to write a letter to him. (c)

3. There's a plane at twelve o'clock. (a)

4. John is a slow swimmer and Mary is just like him. (a)

5. He taught her not to speak quickly. (a)

6. The little car is less expensive than the big one. (b)

7. My horse is as old as yours. (b)

8. Whose car is this ? (c)

B. Difficult Sentences

Directions: You are going to hear some sentences chosen from the comprehension material in this lesson. Complete the sentences with what you hear on the tape.

1. He's always been so conscientious and hard-working, and he's been slaving at his books every evening for months on end recently.

2. But I don't believe in forcing boys to take up careers they're not cut out for. 

Part Ⅱ WorkAnd Play

Lesson 38

 

Ex.

Directions: Answer the questions according to the information you get from the tape.

Key: (see tapescript)

Ex.

Directions: Read the list of words and expressions that the father uses to describe his sons. Put a check mark () beside the word or expression used to describe the younger son.

Key: 1, 4, 5, 6, 8, 10, 11.

Tapescript:

Work And Play (122)

Susan: How have your two sons been doing at school lately, Andy?

Andy: Terrible! James never starts working, and Malcolm never stops working.

Susan: You're joking, of course. I hear that Malcolm is likely to win all the prizes in the exams this year.

Andy: Yes, so his teachers say. But he deserves to do well. He's always beer so conscientious and hard-working, and he's been slaving at his books every evening for months on end recently. He wants to go to Oxford University next year.

Susan: Maybe he'll become a university lecturer himself eventually.

Andy: Maybe. But I think he studies too hard; I sometimes wish he'd go out and enjoy himself for a change.

Susan: Yes. What about the younger one?

Andy: Well, James' teachers say that he has ability, but that he's too inconsistent and that he rarely does his best. In other words, he's not bad when he makes an effort, but he's too idle. He couldn't care less about exams. He does his homework in ten minutes every evening and then rushes out to play tennis.

Susan: He's crazy about tennis, isn't he? Perhaps he can make his fortune at it. You can make more money from sport than from an old-fashioned profession these days.

Andy: So I believe. But my wife always worries about the children's future. She wants James to give up tennis and study law, but I don't believe in forcing boys to take up careers they're not cut out for. I wonder how James'll develop in a couple of years' time!  

Part Ⅲ TheProblem Student Makes Progress

Lesson 38

 

Ex.

Directions: Answer the questions.

Key: (see tapescript)

Tapescript:

The Problem Student Makes Progress (113)

Tony: Well, that's that. The class did very well in this examination!

Carol: Good! You've finished reading those exam papers at last. And you look so pleased!

Tony: Yes! Do you remember that boy, John Foster----the one who nearly failed my American history course last year?

Carol: Oh, you mean the young rebel? Of course! I thought he was very amusing and good looking, too!

Tony: He's intelligent, in any case. But last year he did very little work! And yet he protested when he got a poor grade for the course.

Carol: Yes, he rebeled against you, too!

Tony: And I didn't accept his protest. I told him he had to do some work.

Carol: Aha! Now I understand the pleased expression. The problem student makes some progress.

Tony: Some progress? He's progressing marvellously. He's working----and his record shows it.

Carol: All right! I'm very glad! Let's invite him to dinner tomorrow.

Tony: Okay. That's a good idea.

Carol: Now record his grade in your little book and let's have dinner ourselves. 

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