Where did you go on vacation教案

單元分析

內(nèi)容提示

本單元是圍繞“與朋友共同回憶假期”為話題，開展教學(xué)活動，學(xué)習(xí)動詞的一般過去時表達(dá)法，是繼上一單元學(xué)習(xí)一般過去時的特殊疑問句和一般疑問句的用法。并且本單元在已學(xué)習(xí)how was your weekend?談?wù)撝苣┑幕A(chǔ)上，進(jìn)一步對假期的去向和評價進(jìn)行問答，而本課是該單元的第一課時，應(yīng)先做好語言的輸入，再進(jìn)行語言的輸出。所以該課時主要以語言材料的輸入為主。本課課堂活動設(shè)計以談?wù)摷倨诘陌才艦橹骶€，將Where did you go …?句型結(jié)合日常生活中所涉及的語言、詞匯等融入一系列小任務(wù)中，完成任務(wù)最終達(dá)到交際目的。

教學(xué)目標(biāo)

1）掌握一些關(guān)于活動的詞組如 go to the beach, go to Summer camp, visitmuseum, go to New York City, go to mountains, stay at home等;

2）掌握一些規(guī)則和不規(guī)則的動詞過去式：stay(ed), visit(ed), go(went), do(did),is/am(was)。能聽懂關(guān)于過去活動的特殊疑問句和一般疑問句以及簡單描述語言的對話。

3）詢問去過何地以及感受Where did you go? I went to the beaches.How was it? It was awful /not bad, pretty good./ fantastic。并能熟練運(yùn)用所學(xué)知識就過去活動進(jìn)行描述。

4）談?wù)撆c朋友的度假方式，培養(yǎng)同學(xué)間團(tuán)結(jié)、友善的精神，以及增進(jìn)學(xué)生對國內(nèi)外風(fēng)景名勝的認(rèn)識，熱愛大自然，形成積極向上的生活觀。

教學(xué)重、難點分析

教學(xué)重點是理解一般過去時態(tài)與現(xiàn)在時態(tài)在含義上的區(qū)別，落實be動詞和一些基本的規(guī)則和不規(guī)則的實義動詞在一般過去時里的用法。熟練會話Where did you go? I went to summer camp..等。學(xué)會用beautiful, pretty good , fantastic, 等描述過去的事物。

本課難點是動詞過去式要加“ed”，而學(xué)生在描述過去時時容易遺忘動詞的“ed”，在運(yùn)用不規(guī)則動詞過去式時容易直接加“ed”。be動詞和實義動詞的過去式的運(yùn)用

學(xué)情分析

學(xué)生在第五單元已接觸過一般過去時，具有了學(xué)習(xí)本單元知識的認(rèn)知前提，能自然地與本單元話題進(jìn)行銜接。假期活動Such as; go abroad, go hiking, go hiking,summer camps, and so on接近學(xué)生的生活，They are all interested in talking about it.

本單元教學(xué)對象是初一年級的學(xué)生（即13-14歲年齡段的）。已要求具備一定的基本知識和技能，對英語學(xué)習(xí)有一定的興趣和愛好。能學(xué)會討論過去發(fā)生的事情，并對其簡單評價。在課堂活動中樂于模仿、敢于開口、積極參與，主動請教。對即將學(xué)習(xí)的內(nèi)容能適當(dāng)?shù)靥崆白龊妙A(yù)習(xí)工作。

單元教學(xué)建議

首先進(jìn)行集中識字，為本單元的學(xué)習(xí)作好鋪墊。其次，充分利用聽力材料和閱讀材料，訓(xùn)練和提高學(xué)生的聽力和閱讀水平。在聽讀的基礎(chǔ)上創(chuàng)設(shè)語言情景，加強(qiáng)讀寫訓(xùn)練。培養(yǎng)學(xué)生的聽、說、讀、寫綜合能力。

教材分析

本單元是九年制義務(wù)課程標(biāo)準(zhǔn)實驗教科書《新目標(biāo)英語》七年級下冊第10單元。

本單元的核心話題是用一般過去時談?wù)摱燃俚劝l(fā)生在過去的事情。因此“Where did you go on vacation?" "Did you go to the beach?Yes，I did．No，I didn’t．”等是教學(xué)的重點。通過對本單元的學(xué)習(xí)，學(xué)生能掌握本單元出現(xiàn)的地點名詞，用于詢問和回答過去發(fā)生的事情的短語和句型。

單元知識結(jié)構(gòu)

詞匯：

New York City; Central Park，exam，were，rainy， delicious，expensive，inexpensive．crowded．flew，kite，later，felt，little,corner,discuss，etc

句型: Where did you go on vacation? I went tosummer camp．Did she go to Central Park？Yes，she did．No,she didn’t

語法：一般過去時特殊疑問句、一般疑問句及肯、否定回答。

課時安排

4課時

第一課時：Section A：la，1b，lc，2a，2b，2c

第二課時：Section A：3a，3b，4

第三課時：Section B：1，2a，2b，2c

第四課時：Section B：3a，3b，3c，4 and Self Check

第一課時

教學(xué)目標(biāo)

掌握描寫假期生活的形容詞。

假期里自己所做事情的簡單表達(dá)。

談?wù)摷倨谧龅氖虑榧爱?dāng)時情況。

談?wù)摷倨跁r旅游的天氣，旅游者以及食物等。

教學(xué)過程

一、導(dǎo)入

播放一首英文歌曲：Let’s travel

說明：通過讓學(xué)生聽節(jié)奏歡快迪斯尼英語歌曲Let’s travel.引入本節(jié)課談?wù)摰脑掝}vacation and travel. 讓歌曲使學(xué)生的思維活躍，增強(qiáng)課堂氣氛，激發(fā)學(xué)生提高學(xué)習(xí)英語的興趣。

T：How is the trip ?

Ss : It’s pretty good/ happy/exciting/relaxing/busy/dangerous/ fantastic

說明：這個問題是為了操練形容詞。建議讓多個Ss作答。鼓勵他們用不同的形容詞。上述個別形容詞本應(yīng)在第二課時中出現(xiàn)，但可以在warming-up中第一次非正式出現(xiàn)。這些形容詞也可在老師的評價語中適時出現(xiàn)，以加深學(xué)生對詞匯的印象。

二、教學(xué)新知識

1. 利用課件，教學(xué)新句型。

2.教學(xué)課件中的單詞，給學(xué)生足夠的時間，讓其在課上充分消化吸收

三、句型操練

Can you guess ?

1. 通過讓學(xué)生猜猜老師在五一假期里活動，為了讓學(xué)生復(fù)習(xí)回顧上一個單元動詞詞組過去式的表達(dá)方式，然后引出Where did I go ?的句型。

Ss: You stayed at home.

Ss：You visited some places.

T: Yes, I visited some interesting places. Where did I go? Can you guess? I’ll draw a picture to tell you.

2. 老師在黑板先畫個圓，讓學(xué)生們猜去了什么地方，使學(xué)生們盡可能的發(fā)揮想象力，也可鼓勵學(xué)生運(yùn)用新單詞。對于學(xué)生講出的新單詞板書在黑板上，讓學(xué)生教學(xué)生朗讀，老師在旁予以總結(jié)。注意go–went .

Ss: You went to the mountain/beach/summercamp /moon /park .

3. 老師把畫一步步地畫出來，直到出現(xiàn)一個東方明珠塔的圖，學(xué)生才一口同聲說出。

You went to Shanghai.

4. 老師出示幾張上海世紀(jì)花園，上海博物館，上海外灘，上海人民廣場等照片進(jìn)行詞匯教學(xué)。T：I went to the New Century Park / Shanghai Museum

上海世紀(jì)花園上海博物館上海外灘上海人民廣場

四、教學(xué)Section A-1a,1b

1.讓學(xué)生選擇書中的一副照片或圖畫由其他S問：Where did you go? 持圖S再回答：I went to…。這種活動可使Ss操練：Where…?句型，并檢驗1a完成情況。利用課件，核對答案?；顒忧跋扔蒚和Ss做示范對話，再由S和S對話。對正確地使用了過去式回答的同學(xué)進(jìn)行表揚(yáng)。重點板書動詞原形及過去式。

2.利用書中的照片，由其他S問：Where did she/he go? S回答：She/He went to…。這種活動可使Ss操練：Where…?句型。

3. 教師說: Now let’s listen to the tape, find out the names of thepeople, and number the people 1 -5 in the picture.播放課件錄音，完成1b的聽力任務(wù)，教師核對答案。

五、教學(xué)Section A-1c

利用1a中的信息，兩人結(jié)組編對話，教師叫幾組學(xué)生將對話表演出來。教師對每組的表演要給出適當(dāng)?shù)脑u價。

六、教學(xué)Section A-2a,2b

1. Point to the three people’snames(Nancy, Kevin and Judie) and read the names to the class. Point to thethree vacation activities and ask a student to read the activities to theclass.Play the recording for two times.Ask students to write the letters ofwhere people went on vacation next to their names. Then get the students tofinish the chart of Activity 2b.

說明：通過這次聽力練習(xí)學(xué)生能更好地掌握句型。

七、教學(xué)Section A-2c

1.根據(jù)上面聽力材料中的信息，學(xué)生編對話，教師叫幾組學(xué)生進(jìn)行表演。

T: Where did Nancy go to vacation ?

Ss : She went to New York City .

T: How about Kevin and Julie ? Now let’slisten to the tape.

Ss: Kevin went to the beach./Julie wenthome.

T：Now let’s listen again . How were their trips ? 板書 are-were

Ss : Nancy’s trip was really nice./Kevin’s tripwas nice.Am/is –was

說明：根據(jù)Ss的實際水平，可以讓Ss自由發(fā)揮編對話，也可以板書對話框架，以降低難度。根據(jù)課堂時間安排，檢查對話若干。要求S在聽時，記錄對話中出現(xiàn)的動詞過去式及原形。對話結(jié)束后，讓同學(xué)朗讀記錄下來的動詞過去式，以此強(qiáng)化學(xué)生對動詞過去形式的意識。

2. Make up your own dialogue using thesentences we have learnt by now.

說明：通過這一活動能夠極大的調(diào)動學(xué)生的學(xué)習(xí)積極性，包括一些成績相對差一些的學(xué)生也能夠很好的參與到活動中來。

八、教學(xué)拓展

Make a survey ：調(diào)查朋友的一次難忘的假期，并收集他們的相關(guān)照片建立“Vacation Album”.

Ask:：Where did you go on vacation?

What did you do there?

How was your vacation?

Report like this:My friend Tom went toHainan Island on his vacation .He went to the beaches. The weather there wassunny and warm. He felt very interesting and exciting.

說明：該任務(wù)的設(shè)計將該課的語言點進(jìn)行綜合的運(yùn)用，引出該課的主題是：讀萬卷書不如行萬里路（Traveling thousands of miles is better thanreading thousands of books.）。讓學(xué)生明白知識并不來自書本，更多的是來自于實踐生活。

九、作業(yè)（Homework）

1．復(fù)習(xí)鞏固本課的重點詞匯和句型。

2．問問你的父母曾經(jīng)何時去過什么地方, 感覺如何，并作好記錄。

第二課時

教學(xué)目標(biāo)

能力目標(biāo)

1．was和were的用法。

2．如何以一般過去時來評價已經(jīng)歷的活動和事物。

Language points（語言點）

1．要求掌握以下句式：How was/ were…?It was/ they were….

2．要求掌握以下詞匯：fantastic，pretty good，unfriendly，relaxing（relax, relaxed），awful.

Difficulties: (難點): was/were的運(yùn)用。由于學(xué)生對主語單復(fù)數(shù)不敏感，容易錯誤使用was/were.

教學(xué)過程

一、課堂熱身和復(fù)習(xí)（Warming-up and revision）

1. Daily greetings to the students（日常問候）

T: Good morning/afternoon. What is theweather like today? How was the weather yesterday? How was the weather lastweekend?

Is A here today? Was A here yesterday?

*How is A today? *How was A yesterday?

Are A and B here today?Were A and B hereyesterday?

*How are A and B today?*How were A and Byesterday?

Are you here today?Were you hereyesterday?

*How are you today? *How were youyesterday?

說明：這幾個問句可以讓學(xué)生們順便復(fù)習(xí)一下形容天氣的詞匯。這些問候是為了S能分辨was和were的用法。板書寫出打星號的句子，把劃線部分留空，讓S回答后再填寫。用彩筆寫and和you，讓S注意were用于復(fù)數(shù)的主語。在問how…時，提醒S盡量使用fantastic,pretty good, not bad, awful…。第一節(jié)課出現(xiàn)過的這些新詞。

2．Revision（復(fù)習(xí)）

T: Now, we are going to do a little quiz,please fill in the blanks with the right form of the words.

─ Where _________ you_________ (go) on vacation last summer?

─ _______ _______ (go) tothe mountains.

─ Where ________ Ben andMary __________ (go) on vacation last winter?

─ ________ _______ (visit)the museums.

─ _________ Nancy ________(go) to Central Park last vacation?

─ Yes, _______ _______(do).

─ _______ Kevin _______(go) there too?

─ No, _______ _______ (do;not)

─ _______ Mike and hisbrother _______ (have) a party last Saturday night?

─ No, _______ _______ (do;not).

─ ________ you and yourfriend _________ (practice) English?

─ Yes, ___________________ (do).

說明：此練習(xí)教師可以事先寫在小黑板上，或以幻燈展示，或打印分發(fā)給學(xué)生。這個練習(xí)是為了檢測他們對上一課語法的掌握，要求學(xué)生迅速完成，也可以口頭完成以節(jié)省時間。

3．在教師校對學(xué)生答案時，對于學(xué)生的正確回答盡量給與fantastic, pretty good, excellent job等等的評價語，這些詞匯的反復(fù)重復(fù)能讓學(xué)生印象更深，不由自主地就能學(xué)會使用了。

參考答案：

e. did, go, I, went;

b. did, go, They, visited;

c. Did, go, she, did, Did, go, he, didn’t;

d. Did, have,

二、呈現(xiàn)新知識（Presentation）

T: How is the exercise to you? (Is it easyor hard?)

S: It is easy.

T: How is the English class today? (Is iteasy or hard?)

S: It is …

T: How was the English class yesterday?(Was it easy or hard)

S: It was …

T: How are you in the English class today?(Are you hardworking today?)

S: I’m / We’re …

T: How were you in the English classyesterday? (Were you hardworking yesterday?)

S: I was/We were … yesterday.

T: How are the classrooms today?

S: They are clean today.

T: How were the classrooms yesterday?

S: They were clean yesterday.

說明：如果學(xué)生不能回答第一個問題，括號中的問句可以幫助學(xué)生回答。教師用夸張的語調(diào)重讀黑體字部分。教師也可根據(jù)實際情況設(shè)置其他情景，能夠鮮明地比較is/was/ are/were.

三、教學(xué)Grammar Focus

動詞be的一般過去時

動詞be的一般過去時表示過去發(fā)生的動作或存在的狀態(tài)，它常和表示過去的時間狀語連用。如：yesterday／ last night／week／month／year, last Saturday,in 1998, five years ago等。動詞be的過去式有was和were兩種形式。

1) 肯定句

若主語是第一人稱單數(shù)或第三人稱單數(shù)時，謂語動詞用was；主語是第二人稱或其它人稱的復(fù)數(shù)時，謂語動詞用were.如：

He was in a bank a moment ago．剛才他在銀行。

They were at home last night．昨晚他們在家。

I was at school last Friday．上周五我在學(xué)校。

2) 否定句

在was(were)之后加not即可變?yōu)榉穸ň?。即：主語＋ was(were)＋ not ＋表語＋其它。如：

Han Mei and Wei Hua were not in theclassroom just now．韓梅和魏華剛才不在教室里。

He was not at home the day beforeyesterday．他前天不在家。

注意： was not＝wasn＇twerenot＝weren＇t

3) 一般疑問句

把was, were提到句首，句末用問號即可變?yōu)橐话阋蓡柧?。即：Was, Were＋主語＋表語＋其它？如：

Were you busy last week﹖你們上周忙嗎？

Was she early this morning﹖她今天上午來得早嗎？

若對一般疑問句做出回答，肯定形式用“Yes, 主語＋was(were)”，否定形式用“No,主語＋wasn’t(weren’t)”。如：

—Were you on the farm yesterday﹖昨天你在農(nóng)場嗎？

—Yes, I was．(No, I wasn’t．)是的，我在農(nóng)場。（不，我不在。）

四、教學(xué)Section B-3b

1.教師說: Now let’s do 3a on P61, and see if you can do the exercisecorrectly.

2. 給學(xué)生一分鐘完成此任務(wù)。如果學(xué)生獨立完成有困難，可以讓同桌一起討論完成此任務(wù)。在學(xué)生完成后，教師可以讓同桌讀出對話的形式，來檢測學(xué)生完成此任務(wù)的情況。

3.教師接著說:Now please read the sentences with your deskmate.讓學(xué)生練習(xí)對話。

五、教學(xué)Section B-3b

教師可以用第一幅圖片，與學(xué)生做示范對話。然后教師把圖片分配給不同的四人小組，讓他們合作完成此任務(wù)。要求他們仔細(xì)觀察圖片，問盡可能多的how問句。T也可以讓小組競賽。問出最多how句式的小組獲勝。

例：T: And I hope everyone I meet on myvacation is friendly too. Now, look at a picture of a girl on vacation. How wasthe girl?

S: She was happy / great / relaxed / …

T: How was the bus?

S: It was big / clean / nice /…

T: How was the weather that day?

S: It was fantastic / fine / great /pretty good / …

T: How was the book?

S: It was interesting / funny / …

T: How was the drink on the table?

S: It was cool / not bad / …

T: How was the bus trip?

S: It was relaxing.

六、教學(xué)4

1. 可以讓學(xué)生拿出度假照片互相提問來獲取盡可能多的信息，學(xué)生準(zhǔn)備一定時間后，老師可以請一兩組同學(xué)做示范。如果學(xué)生能力較強(qiáng)，在問彼此問題時可以增加其他各種特殊問句如What…? When…? Why…? Who…?

2. 在提問完后，Ss先小組討論哪個是度假最佳的地點，然后選出一個代表做總結(jié)發(fā)言。Ss可以在T給的語言框架幫助下完成此任務(wù)。如果課堂時間不夠，可留作口頭作業(yè)。

例:

I think … is the best place for a vacationbecause the food is … there. The weather is always… and the people are … there.Visitors can …and…there. It is really…!

說明：板書呈現(xiàn)這部分語言。

七、作業(yè)

1.將下面的新詞寫三遍，達(dá)到記憶的程度: unfriendly / fantastic/ relaxing/awful.

2.從59頁a to g的圖片中選出一副，寫出至少三個. “How was/were …?”問句和答句。

第三課時

教學(xué)目標(biāo)

能力目標(biāo)

1．較熟練運(yùn)用一般過去時。

2．靈活使用一般過去時的特殊疑問句和一般疑問句。

Language points（語言點）

1．要求運(yùn)用以下句式：

（1）― Where did sb. go (on vacation)?― Sb. went to … ( on vacation).

（2）― What did sb. do (on vacation)? ― Sb. verb.+ed… ( on vacation).

（3）― Did sb. go to … / do sth.? ― Yes, sb. did./No, sb. didn’t.

（4）― How was / were …?

2．要求掌握以下詞匯：

delicious；crowded；expensive；cheap

Difficulties（難點）：學(xué)生能綜合靈活地運(yùn)用Where did…? What did…? How ..? Did…?句式。

教學(xué)過程

一、課堂熱身和復(fù)習(xí)（Warming-up and revision）

T: Good morning / afternoon!

How are you today? How were you yesterday?

How is the weather today? How was theweather yesterday?

Where did you go yesterday after school?Did you go home / go to the movies / play …?

What did you do at home? Did you watch TV/ do your homework / …?

How was the TV show / your homework / …?

Did you do anything relaxing? What did youdo?

Did you finish your oral homeworkyesterday? Are you ready to show your oral work now?

說明：這些問題的目的是為了綜合復(fù)習(xí)前幾天學(xué)的句式。教師檢查昨天的口語作業(yè)。檢查三組左右。在檢查口語作業(yè)前，建議教師把昨天的句子框架再次板書I think … is the best place for a vacationbecause the food is … there. The weather is always… and the people are … there.Visitors can…and…there. It is really…! 學(xué)生完成任務(wù)后，教師給予鼓勵性評價。

二、呈現(xiàn)新知識（Presentation）

T: When we are traveling on vacation, wewould like to try the food there. Why are there always a lot of people at 全聚德 in Beijing?

S: Because people want to eat the duckthere.

T: Yes. Beijing Duck is really delicious. What food do youthink is delicious?

S: … is / are delicious.

T: So it’s very hard to find a seat andtable at 全聚德. It’s full of people there. It’s always crowded. During May DayHoliday, which places are crowded?

S: The trains / buses / streets / stores /parks / … are crowded4.

T: A lot of people go out to travel duringMay Day Holiday. A plane ticket from Hangzhou to Beijing is almost 1,000 yuan.But a train ticket from Hangzhou to Beijing is about 300 yuan. Which one wouldyou like to buy?

S: A train ticket.

T: It’s cheap. It is inexpensive. But a plane ticket is expensive. What do you thinkit’s expensive / cheap/inexpensive to buy?5

S: It’s expensive / cheap/inexpensive to buy ….

說明：教師板書斜體詞（下同），并一邊做出生動的面部表情，幫助學(xué)生理解，一邊要求學(xué)生跟讀3～4遍。引導(dǎo)學(xué)生使用crowded，有意操練單詞cheap, expensive, inexpensive.

三、教學(xué)Section B-1a,1b

1. 教師先給學(xué)生一點時間，獨立完成此項任務(wù)，然后以同桌問答的形式來檢驗他們的答案。教師核對答案，然后以T—S形式做示范對話。

例：T: How was the ring?

S: It was very expensive.

2.臉部表情游戲：學(xué)生根據(jù)教師所給的1a中單詞的感情色彩做出相應(yīng)的面部表情—高興或不高興，然后重復(fù)教師所說的詞。

具體操作：教師說完1a的單詞后，由學(xué)生來說帶有感情色彩的詞。想到的學(xué)生馬上站起來說出該詞，其他學(xué)生做出相應(yīng)的面部表情—高興或不高興，然后重復(fù)該位學(xué)生所說的詞。此游戲是為了更有意義地完成1b任務(wù)

四、教學(xué)Section B-2a,2b

1.播放2a錄音，但只放前四句，讓學(xué)生完成2a中的兩個問題。利用課件，展示答案。

2. 教師說: Do you want to know more about Vera’s vacation in Tokyo?Listen to the rest of the dialogue and try to find out the words for the goodthings, and words for the bad things in the dialogue. Group A, find out thewords for ?. Group B, find out the words for ?.

T: For your wonderful job, I will show youa face like this ?.

（老師作一個微笑的表情，表示對學(xué)生鼓勵。）

T: But what was interesting / expensive /crowded? Now let’s listen to the tape again and finish 2b.(完整地播放2a錄音。)

T: Now let’s check the answers.

(學(xué)生用完整的句子表述答案。例如：Her vacation was great. The Japanesepeople were friendly. …)

教師利用課件，給出參考答案。

五、教學(xué)Section B-2c

教師要求同桌編對話，談?wù)撍麄兊募倨?。一個是Vera，另一個是Vera的朋友。教師可創(chuàng)設(shè)一個情境：Vera is your friend. She just came back from Tokyo. And you alsocame back from your vacation. You went to Beijing or … Now please make up adialogue with your desk mate. You two talk about your vacations. Try to use thefollowing patterns:

(1) Where did …?(2) What did …?(3) Did you…?

(4) How was …? (5) How were …?

叫幾組學(xué)生將對話表演出來。教師給予各組學(xué)生都給予鼓勵性評價。

六、作業(yè)

1. Go on making up your dialogues withyour partner and polish it.

2. Preview p.63― 3a, read after the tapeand try to understand the diary.

第四課時

教學(xué)目標(biāo)

能力目標(biāo)

1．通過閱讀找出重要文中信息。

2．初步了解英文日記的寫法，進(jìn)行仿寫。

Language points（語言點）

1．要求掌握下列詞匯：

feel , corner, walk , the Great wall,Tian’an Men Square, the Palace Museum, Hutong

2．要求掌握下列短語：

have great fun doing sth.；make sb feel (happy)

Difficulties（難點）：學(xué)生能完整敘述過去發(fā)生的事情。

教學(xué)過程

一、課堂熱身和復(fù)習(xí)（Warming-upand revision）

A game: quick responses

做一個游戲，讓學(xué)生口頭拼出每個句子的最后一個單詞，把學(xué)生分成幾個小組，在黑板上給拼對的小組紅星來鼓勵學(xué)生。

T: Let’s play a game. Please give me thelast word of each sentence and spell it. The first one who finishes thesentence will get a star. (Divide the students into several groups and drawstars on the blackboard to encourage the students.)

① John is a good chef. People think hisfood is ____________.

② Peter goes home by bus. He thinks the busis awful, because it is _____________

③ Yesterday, Tom went shopping. He saw anice bike, but he didn’t buy it because the bike was ____________

④ Kevin didn’t enjoy the trip to themuseum. It was ___________