Ⅳ. 短文改错
46.that→when［解析］引导时间状语从句，应用连词when。
47. me→mine［解析］mine=my hand,表示作者用自己的手握住爷爷的手。
48. ask→asked［解析］本文是叙述过去的事情，用一般过去时。
49. much→many［解析］line是可数名词，当用复数形式时，不能用much修饰。
50. √
51.So→Then/And［解析］前文提到爷爷沉思了一会，然后慢慢回答了作者，前后不是因果关系，而是递进或并列关系。
52.Each后面加of［解析］each of后接名词复数，但谓语动词通常用单数形式，表示"……的"。
53. hands→hand［解析］一共两只手，看完一只再看另一只，故应用单数。
54. what→why［解析］这里应是作者询问"为什么爷爷那只手上的线更多"，why表示询问原因。
55. 去掉the［解析］根据后文honors可知此处不是特指某项/某些荣誉，故应去掉the。
Ⅴ. 书面表达
I want to have a pen friend, hopefully a girl in her early twenties, and with interests similar to mine. In my mind, she is someone who is interested in traveling, swimming, and playing table tennis. Besides, it would be better for her to have a pet dog as I have kept one at home for some time. With such a pen friend, I hope I can share with her our experiences in traveling, taking care of pets, or whatever we have in common. And I believe I will improve my English by doing so and learn more about her country.
I look forward to hearing from you soon.
Best regards,
Li Hua
Ⅵ.教学设计
Teaching Plan: (one possible version)
教学过程:
1. 热身
（1）复习上一课时的对话；
（2）播放Lets sing 的歌曲。
2. 预习
（1）教师出示单词卡片，提问：How do you go to school?
（2）做Lets try的题目。
3. 新课呈现
（1）Lets talk
教师提问学生，通过提问，一步步地呈现课文内容。并在黑板上重点板书以下单词：near (由此引出单词far), usually, sometimes （由此引出单词never和often）。
（2）句子的书写
（教师在课前准备单词卡，并将卡片打乱顺序。）
让学生把打乱的词卡的顺序排列整齐。
（3）Group work
教师让学生四人一组，通过提问：How do you go to school?了解同学用何种交通方式上学，并鼓励学生用句子Usually I go to school on foot. Sometime I go by bike.来回答并简单阐述原因，如：My home is near. Its fast. Its cheap. Its good exercise ...
4.课后作业
将group work中对同学的提问及同学的回答写成一篇通顺连贯的短文。
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