Unit 2 I think that mooncakes are delicious
Unit 2 I think that mooncakes are delicious!
教材分析
This unit is about festivals around the world. By studying this unit, I’ll enable the students to know the basic knowledge about festivals around the world and how people celebrate them. The reading passage is about festivals and celebrations and holds an important position in this unit. If students learn it well, they will learn how to give a personal reaction and know more about different cultures all over the world.
教学目标
知识与技能
1. Master the key words and expressions.
(1) key words and phrases:mooncake, fold, goddness, steal, lay, punish....
(2) Sentences:
I know that the Water Festical is really fun.
I wonder whether June is a good time to visit Hong Kong.
What fun the Water Festical is!
2. Master the use of objective clauses with that, if and whether.
3. Master the use of exclamatory statements.
4. To talk about the festivals and be able to give a personal reaction.
5. Develop Ss’ listening, speaking, reading and writing skills.
过程与方法
1. To master the use of objective clauses with if , that and whether by talking about different festival around the world.
2. Maste the target language through speaking and writing practice.
情感，态度与价值观
1. Make the Ss learn about the significance of festivals.
2. Make the Ss know about the foreign festivals, and respect other countries’ custom.
重点难点
重点
1. Master the key words and sentences structures in this unit.
2. Master the use of objective clauses with that, if and whether.
3. Master the use of exclamatory statements.
4. To talk about the festivals and be able to give a personal reaction.
5. Develop Ss’ listening, speaking, reading and writing skills.
难点
1. Master the use of objective clauses with that, if and whether.
2. Master the use of exclamatory statements.
3. To talk about the festivals and be able to give a personal reaction.
教学方法
Multimedia method, groupwork, cooperative discussion.
The First Period
Section A (1a-2d)
教学目标
知识与技能
1. Master the key words and sentences:
(1) Key words: mooncake, lantern, stranger, relative, put on, pound
(2) Sentences:
What do you like best about the Dragon Best Festival?
I love the races. I think that they are fun to watch.
2. Learn to talk about the different festivals.
3. Be able to give a personal reaction.
4. Improve Ss’ listening and speaking skills.
过程与方法
1. Learn the new words through word cards and conversations.
2. Lead in the target language through listening and speaking practice.
3. Autonomous and cooperative approach.
情感，态度与价值观
Lead Ss to learn history and cultural meanings about different festvals.
重点难点
重点
1. Master the key words and sentences.
2. Learn to talk about festivals around the world.
3. Improve Ss’ listening and speaking skills.
难点
How to improve Ss’ listening and speaking skills by talking about festivals around the world.
教学过程
Step 1 Warm up
1. Greetings
T: Good morning, everyone! I think, as a student, what could make you happy are festivals, right? You always relax yourselves in the festivals. OK, let’s move to what will learn: Festivals.
2. Lead in
Begin the class with a question “What’s your favourite season? What festival happen during your favorite season?” to simulate Ss’ niterest in festicals to lead our topic “Festivals”.
e.g: T: What’s your favorite season? S:....
T：What festivals happen during your favourite season? S:....
Tell the Ss we are going to learn about festicals today.
Step 2 Presentation
1. Teach activity 1a.
First, show some pictures about festivals, ask Ss to guess how to speak them in English. Encourage Ss to talk about the festivals as they know.
Then, lead Ss to have a look at the descriptions in 1a.
Have them match the pictures with those decriptions.
Check the answers together.
Lead Ss to read the conversation in the box.
Then, put Ss into pairs to practice this work.
2. Teach activity 1b.
This activity is designed to develop Ss’ listening skill.
First, give Ss two minutes to have a fast reading of the four statements to know what to do in this activity and how to do it.
Invite some Ss to explain the meaning of each sentences.
Play the tape twice.
The first time, Ss need to listen carefully to check the statements, circle T for true or F for false.
The second time, Ss listen and check their work.
Finally, invite a student to present his or her work to check the answers.
3. Teach activity 1c.
This activity is designed to help Ss to consolidate the target language through speaking practice. First, lead students to read the sample conversation in the box.
Then, divide Ss into pairs to practice this conversation.
Encourage them to make new conversations like this to talk about the festivals in 1a.
Give them several minutes to do this work.
As they work, move around the room checking the progress and offering language assistance as needed.
Finally, invite several pairs to act out for the whole class.
Step 3 Practice
1. Teach activities 2a & 2b.
These two activities are designed to help Ss to consolidate the target language through listening practice.
Tell students: We will hear a conversation between Wu Ming and Harry. Can you guess waht they are talking about? Now,I’ll play the tape twice. The first time, you need to circle the correct words in the sentences. The second time, you have to grasp the information about downsides Wu Ming did, write them down in the chart. Do you understand?
Ss: Yes.
T: OK. Let’s begin.
Play the tape for Ss to finish the task.
Ask them to finish the work individually.
Later, invite some Ss to check the answers.
2.Teach activity 2c.
This activity aims to help Ss develop their speaking skill through target language.
First, give them two minutes to practice reading the conversation in pairs.
Invite a pair of Ss to demonstrate it.
After that, ask them to make conversations using the informaiton in 2a and 2b.
As they work, move around the room to check the progress.
Finally, invite several pairs to act out for the whole class.
Step 4 Consolidation
Teach activity 2d.
This activity aims to help Ss consolitate the target language and develop their speaking sikk through a conversation by giving reaction about festivals.
First, ask Ss to read the conversation silently to get the main idea.
Then lead Ss to read it sentence by sentence, explain some language points at the same time.
After that, ask Ss to practice role-playing the conversation in pairs.
Give them enough time to do it. Encourage them to make new conversations to talk about other festivals.
Finally invite several pairs to perform for the whole class.
Step5 Summary
In this pe riod, we’ve mainly learned how to talk about festivals around the world through some listening and speaking practice. And we’ve also learned the use of objective clauses with that, if and whether.
Step 6 Homework
1. Practicce reading the conversatin in activity 2d.
2. Finish the exercises in the workbook.
3. Preview the next period.
教学反思：
The Second Period (Section A 3a-3c)
教学目标
知识与技能
1. Master the key words: folk, goddess, steal, lay, lay out, dessert, garden, admire.
2. Learn something about Mid-Autumn Festival.
3. Improve Ss’ reading and comprehensive skills.
过程与方法
1. Learn by reading a passage about Mid-Autumn Festival.
2. Autonomous and cooperative approach.
情感，态度与价值观
Lead Ss to learn about Chinese culture and treasure the time with family members.
重难点
重点
1. Master the key words and phrases.
2. Learn something about Mid-Autumn Festival.
3.Improve Ss’ reading and comprehensive skills.
难点
1. Master the key words and phrases.
2. Learn something about Mid-Autumn Festival.
3.Improve Ss’ reading a nd comprehensive skills.
教学过程
Step 1 Warm up
1. Greetings.
T: Good morning, class. Ss: Good morning, teacher.
T: Nice to meet you. Ss: Nice to meet you, too.
T: Welcome back to my class.
2. Revision.
(1) Check the homework.
(2) Ask Ss to read the conversation in 2d together. Then invite some pairs to role-play the conversation.
Step 2 Presentation
Teach activity 3a
T: Do you know traditional folk stories about Mid-Autumn Festival?
Ss: Yes.
T: Who can tell us your stories?
Invite several students to share their stories with the class.
Then, ask Ss to read the passage loudly to get the main idea. Underline some difficult words and sentences, and find out the answers to the questions at the same time.
After that, have a student read the article to the class. If necessary, correct the pronunciation mistakes.
Invite two students to answer the questions.
T: How do people celebrate Mid-Autumn Festival?
S: They admire the moon and share mooncakes with their families.
T: What story is the passage about?
S2: It is a story of Chang’e and Hou Yi.
Lead Ss to read the passage, pay attention to the pronunciation and intonation. Liste some difficult language points on the blackboard and analysis them.
(1) 现在完成进行时have/has been + doing
e.g: W e have been running since 7 o’clock.
注意：for +时间段；since +时间点、句子
(2) in the shape of.. 呈...的形状
e.g: The pool is in the shape of a heart.
(3) the most touching 最令人感动的
e.g: A few years ago, I read a very touching article in a magazine.
(4) refuse +名词；refuse sb. sth. ; refuse to do sth.
e.g: I refused his invitation.
Yesterday my car refused to start.
(5) fly up 向上飞，上升
e.g: They fly up to the sky.
(6) lay out 摆开，布置
e.g: The office is poorly laid out.
(7) 感叹句：How +形容词/副词+主语+谓语！
e.g: How hot it is today！How fast he runs!
Step 3 Practice
1. Teach activity 3b.
First, lead Ss to read the instruction to know how to do this activity.
Then give Ss three minutes to read the passage again to number the sentenes in correct order.
Ask Ss to do this work individually.
Later invite a student to check the answers.
2. Teach activity 3c.
Lead Ss to read the instrucitons to know what to do in this activity.
Then ask Ss to complete the sentences with correct words.
Check the ansers together then.
Step 4 Consolidation
Have Ss read the passage again.
Divide Ss into pairs, ask them to retell the story to partner.
Give them several minutes to do this work.
As they work, move around the room checking the progress and offering help as needed.
Finally, invite some volunteers to retell the folk story.
Step 5 Summary
In this period, we mainly learned a story about Mid-Autumn Festival through a reading material. We developed our comprehensive skill and consolidated the target language.
Step 6 Homework
1. Finish the exercises in the workbook.
2. Preview the next period.
教学反思
The Third Period (Section A 4a-4c)
教学目标
知识与技能
1. Master the use of objective clauses with that, if and whether.
2. Master the use of target language.
3. Improve Ss’ integrated skill.
过程与方法
1. Explain the grammar in details.
2. Autonomous and cooperative approach.
情感，态度与价值观
Lead Ss to love their parents.
重点难点
重点
1. Master the use of objective clauses with that, if and whether.
2. Master the use of target language.
3. Improve Ss’ integrated skill.
难点
Master the use of objective clauses with that, if and whether.
教学过程
Step 1 Warm up
1. Greetings.
T: Good morning, class. Ss: Good morning, teacher.
T: Nice to meet you. Ss: Nice to meet you, too.
T: Welcome back.
2. Revision.
Check the homework
Ask Ss to read the passage in 3a together, call attention to the pronunciation and intonation.
Step 2 Presentation
Grammar Focus
Ask Ss to go through the sentences in the box. Cirlce the conjunctions, or what and how in these sentences.
Write objective clauses and exclamatory statements on the blackboard, encourage students to discuss the use of them and make some sentences using those structures. After that, explain the use of by in details.
1. that引导的宾语从句
主句的谓语动词是say, think, tell, know, hear, see等时，主句的谓语动词是由形容词afraid, glad, sure等作表语的系表结构时，后面常接that引导的宾语从句。
e.g: He says that he wants to speak to the headmaster.
I am sorry that he isn’t here right now.
that引导的宾语从句用来陈述事实，that本身无词义,可以省略。
e.g: I guess somebody lese has borrowed it.
2. 时态。
主句的谓语动词是一般现在时的时候，从句的谓语动词的时态不受限制。
主句的谓语动词是一般过去时的时候，从句必须使用过去时态的一种。
但是当从句表示的是客观真理，自然现象的时候，则都用一般现在时。
e.g: He says that he wants to see him as soon as possible.
He said that he wanted to see him as soon as possible.
The teacher told us that the earth goes round the sun.
3. if /whether引导的宾语从句。
一般情况下可以互换，但是whether与or not是同一个词组，此时不可互换。
e.g: I don’t know whether or not they will come for our help.
4. what引导的感叹句
(1) What +a/an +形容词+可数名词单数+主语+谓语！
e.g: What a good girl she is!
(2) What +形容词+不可数名词+主语+谓语！
e.g: What bad weather it is!
(3) What+形容词+可数名词复数+主语+谓语！
e.g: What good students they are!
5. how 引导的感叹句
(1) How +形容词+主语+谓语！
e.g: How hot it is today!
(2) How +副词+主语+谓语！
e.g: How fast he runs!
(3) How +主语+谓语！
e.g: How time flies!
Step 3 Practice
1. Teach activity 4a.
This activity aims to help Ss to consolidate the grammar.
First, lead Ss to have a look at the sample sentence to know what to do in this activity and how to do it.
Then, ask Ss to finish the work by themselves.
Later, invite five Ss to read their sentences to check the answers.
Correct mistakes if any.
Lead Ss to read the sentences together.
2. Teach activity 4b.
T: Do you know Mother’s Day and Father’s Day? What are the date of them?
S1: Mother’s Day is on the second Sunday of May, and Father’s Day is on the t hird Sunday of June. T: Great！What do ou usually do on these two days?
S2: I usually give presents to my parents.
S3: I usually help them with some housework.
T: You are so nice. Now, we will read a letter from June to Xia Yu. Please read it carefully to get the main idea and underline some objective clauses. Clear?
Ss: Yes.
Give Ss three minutes to do this work.
Later invite a student to present his work.
After that, encourage Ss to write sentences about Mother’s Day and Father’s Day using objective clauses.
They can do it in pairs.
Step 4 Consolidation
Teach activity 4c.
This activity is designed to help Ss to consolidate the target language of talking about festival in groups.
First, divide Ss into several groups.
Encourage each of the group members to talk about his or her favorite festival. Take notes on a piece of paper.
Later, each group choose a group leader to report for the whole class.
Make a liste of ss’ favorite festivals on the blackboard.
Step 5 Summary
In this period, we’ve learned the use of objective clauses with that, if , whether, and exclamatory statements. Through the writing and speaking pracitice, we consolidated the grammar and the target language.
Step 6 Homework
1. Finish the exercise in the workbook.
2. Preview the next period.
教学反思
The Fourth Period (Section B 1a-1d)
教学目标
知识与技能
1.Master the key words: haunted, ghost, trick, treat, spider.
2. Be able to talk about somme customs on Halloween.
3. Improve Ss’ listening and speaking skills.
过程与方法
1. Through some listening and speaking practice.
2. Antonomous and cooperative approach.
情感，态度与价值观
Learn more abotu America culture.
重点难点
重点
1. Master the key words and target language.
2. Develop Ss’ listening and speaking skills.
难点
Develop Ss’ listening and speaking sk ills.
教学过程
Step 1 Warm up
1. Greetings.
T: Good morning, class. Ss: Good morning, teacher.
T: Welcome back.
2. Check the homework.
Step 2 Presentation
Teach activity 1a.
This activity is designed to help Ss to learn some words and information about Halloween.
First, show the new words on the screen.
Lead Ss to read them and explain their meaning and usage.
Then, show some pictures about Halloween. Ask Ss to say what they can see in the pictures.
Have Ss talk about some customs about Halloween as they know.
Ask them to have a discussion in groups.
As they work, move around the room checking the progree and answering any question they may ask.
Finally, invite some volunteers to speak something about this festival in their opinion.
Collect all the description, and choose the correct statements.
Step 3 Practice
Teach activities 1b & 1c
These two actvities are designed to help Ss master the target language through listening practice. T:Now, we will hear a listening about Halloween. You need to listen carefully to get the main idea of it. I’ll play the tape twice.The first time, you need to listen carefully to get the answers to the three questions, take short notes for them. The second time, listen carefully and complete the sentences using the words you hear. Clear?
Ss: Yes.
T: OK. Have a quick look at the questions and sentenes first.
Then, play the tape for Ss to finish the activities.
Ask Ss to finish the work individually.
Finally, invite several Ss to cehck the answers.
Step 4 Consolidation
Teach activity 1d.
Play the tape one more time for Ss to listen, ask them to talk about the Halloween activities they like best in pairs.
Lead Ss to read the sample conversation in the box to know what to do in this activity and how to do it.
Invite a student to demonstrate for the whole class.
After that, put Ss into pairs to talk about what they have learned about Halloween.
As they work, move around the room checking the progress and offering language assistance as needed.
Finally, invite several pairs to act out for the whole class.
Step 5 Summary
In this period, we’ve mainly learned about Americans celebrate Halloween through some listening and speaking practice. And we also developed our listening and speaking skills.
Step 6 Homework
1. Copy the key words and phrases in this period.
2. Finish the exercises in the workbook.
3. Preview the next period.
课后反思：
The Fifth Period (Section B 2a-3b—Self Check)
教学目标
知识与技能
1. Master the key words: Christmas, lie, novel, eve, dead, business...
2. Learn how people celebrate Christmas and the spirit of Christmas.
3. Improve Ss’ reading and comprehensive skills.
4. Consolidate the target language through writing practice and self check.
过程与方法
1. Learn the new words and phrases through a reading material.
2. Consolidate the target language by writing practice.
3. Check the learning efficiency by self check.
情感，态度与价值观
Lead Ss to know more about the spirit of Christmas.
重点难点
重点
1. Master the new words and target language.
2. Develop ss’ reading and writing skills.
难点
Be able to give a personal reaction by talking about festivals.
教学过程
Step 1 Warm up
1. Greetings.
2. Revision.
Check the homework.
Have a dictation of the key words and phrases in this unit.
Step 2 Presentation
1. Teach activity 2a.
This part is designed to make preparations for the reading.
First, lead Ss to read the instruction to know what to do in this activity and how to do it.
Then, divide Ss into groups to talk about Christmas as they know and create a mind map. Encourage them to speak as much as possible.
Later, invite some Ss to present their opinions.
2. Teach activity 2b.
This part is designed to train Ss’ reading skill by talking about the spirit of Christmas.
Ask Ss to read the title of the passage.
T: What do you think the text is about?
The Ss’ answers may vary.
Lead Ss to have a look at the reading strategy in the box, tell ss: Inferring is a tool we use to go beyond the text to leverage prior knowledge and create connections among various details and concepts we have learned to draw conclusions based on the text and our full array of life experience and knowledge.
Then, give Ss several minutes to read the passage. Ask them to read the text using inferring, get the main idea while reading and underline some difficult words and phrases. Call attention to the pronunciation and intonation,
After that, invite four Ss to read the passage, each one for a paragraph. Correct their pronuncitaion mistakes if any.
Invite three volunteers to check the answer to each question.
T: What are the common things that people think of for Christmas?
S1: They are gifts, Christmas trees and Santa Claus.
T: Who wrote A Christmas Carol?
S2: Charles Dickens.
T: What is the true meaning or spirit of Christmas?
S3: The importance of sharing and giving love and joy to people around us.
Lead Ss to read the passage, and explain some difficult language points.
(1) lie 处于，平躺lying—lay---lain
e.g: The small town lies among the moutains. 这个小镇位于群山之中。
He lay on the floor, reading a book. 他躺在地板上看书。
（2）care about 关心
e.g: I really care about my work.
拓展：care for 照顾；喜爱
e.g: She doesn’t care for that color. 她不喜欢那种颜色。
He spent years caring for his sick mother. 他花了几年时间照顾他生病的母亲。
(3) warn sb./ warn sb. to do sth.
e.g: I won’t warn you again. 我不再警告你了。
The teacher often warns us to study harder. 老师常常告诫我们要更加努力地学习。
(4) remind sb. of sth. 使某人想起某事
e.g: He reminds me of his brother.
remind sb. of doing sth.提醒某人做过某事（暗示动作已经发生）
remind sb. to do sth. 提醒某人要去做某事（暗示动作尚未发生）
e.g: I was going to see the film but he reminded me of seeing it before.
I’m too busy these days. Please remind me to attend the meeting on Firday.
Step 3 Practice
1. Teach activity 2c.
First, lead Ss to read the instruction and have a quick look at the chart to know what to do in this activity and how to do it.
Then, give Ss several minutes to read the passage again and fill in the chart.
Later, check the answers together.
T: What does Scrooge see when he’s with the Ghost of Christmas Past?
S1: He sees his happier days as a child.
T:What does Scrooge see when he’s with the Ghost of Christmas Present?
S2: He sees others are spending Christmas, everyone is happy, even poor people.
T; What does Scrooge see when he’s with the Ghost of Christmas Yet to Come?
S3: He sees he is dead, but nobody cares.
2. Teach activity 2d.
Ask Ss to read the passage again and find out the answers to the questions individually.
As they work, move around to check their progress.
After that, invite six pairs of Ss to ask and answer each question to check their work.
Correct mistakes if any.
3.Teach activity 2e.
First, lead Ss to read the instruction to know what to do in this activity and how to do it.
Divide Ss into groups of four to make a conversation between the three ghosts and Scrooge. Encourage them to speak loudly and freely.
As they work, move around the room checking the progress and offering assistance as needed. Finally, invite each group to act out for the class.
Choose the best work and praise the group members.
Step 4 Consolidation
1.Teach activities 3a&3b.
This part aims to help Ss consolidate the target language by writing practice.
First, lead Ss to read the instructions and have a quick look at the given information in the box to know what to do in this part and how to do it.
Have Ss work individually. They need to make some notes about the festival they like best. After that, write a letter to their pen pal to describe the festival using the notes and the tips in 3b.
Give Ss enough time to do this writing work.
As they work, move around the room checking their progress.
Finally, invite several Ss to read their letters. Correct mistakes if any and praise the Ss who does best.
2. Self Check
Give Ss enough time to finish this part. Ask them to do it carefully and individually.
Later, exchange the work with deskmate, check the answersa dn give marks.
Step 5 Summary
In this period, we’ve mainly learned about the spirit of Christmas through a reading material. And we also mastered the use of some key words and improved our reading and comprehensive skills. Later, we consolidated the knowledge by some writing practice and self check.
Step 6 Homework.
1. Copy the key words and phrases in this unit.
2. Finish the exercises in the workbook.
3. Preview the next unit.
教学反思
【重磅】高中英语unit2 语法学案
UNIT2Workingtheland Structure:GerundusedasSubjectandObject（动名词做主语和宾语）分层目标(GradedObjectives) A.Getthehangofthepriciples（easP?） B.DealwithproblemsofthatkindcorrectlP（medium ) 语法精讲 1.动名词的形式 被动形式 主动形 式 一 般式 完 成式 2.Detailedprinciples ①动名词做主语的用法(subject)动名词做主语往往表示经常性、习惯性的动作,在口语中也可以表示具体的动作。如： __________(see)isbelieving.____________(help)herismPdutP. __________(talk)mendsnoholes.______________(work)withPouisapleasure. 动名词做主语和不定式做主语一样，也可以用it作形式主语。 ●ItisuselesstrPingtoarguewithMark. ●Itisnousetalkingwithhim. 归纳：常用-ing形式作主语的句型有： ●Itbenouse/uselessdoing做……是没用的 ●_____________________________________________ ●_____________________________________________ ●_____________________________________________ ●…… ②动名词作宾语的用法(object) 1．有些动词或短语动词后常用动名词作宾语。如admit,appreciate,avoid，can'tstand（不能忍受）,consider，delaP,devote…to,enjo P，escape,finish,giveup,imagine,insiston,lookforwardto,mind, miss（错过）,paPattentionto,practice,stickto,suggest等等。 我已经写完这本书了。__________________________________________________________ 把门打开你介意吗？___________________________________________________________ ③在allow,advise,permit后直接跟动名词作宾语，如果有名词或代词作宾语，则构成“allow／advise／permit＋名词／代词＋不定式（宾语补足语）”之形式。如： Wedon'tallowsmokinghere．/Wedon'tallowanPbodPtosmokehere． ④动词need,require,want意为“需要”时，后跟动名词的主动式或不定式的被动式作宾语，意义一样. Thewindowneeds／requires／wantscleaning／tobecleaned． 这台电脑需要修理了。______________________________________________________
unit2语法
形容词的基本用法 一、形容词分类 形容词修饰名词，说明事物或人的性质或特征。通常，可将形容词分成性质形容词和叙述形容词两类，其位置不一定都放在名词前面。 1.直接说明事物的性质或特征的形容词是性质形容词，它有级的变化，可以用程度副 词修饰，在句中可作定语、表语和补语。如： hot 热的cold 冷的 2.叙述形容词只能作表语，所以又称为表语形容词。这类形容词没有级的变化，也不可用程度副词修饰。大多数以a开头的形容词都属于这一类。如： afraid 害怕的alone 孤独的 这个女孩很害怕。 误：She is an afraid girl. 正：The girl is afraid. 二、形容词用法 1.作定语，一般放在所修饰词的前面。如： It’s a cold and windy day.今天是一个寒冷、多风的日子 2.作表语，放在系动词的后面。如： He looks happy today.他今天看起来很开心。 3.修饰something,anything,nothing,everything等复合不定代词时，形容词须放在其后。如： Would you like something hot to drink?你想喝点热饮料吗？ 4.表示长、宽、高、深及年龄的形容词，应放在相应的名词之后。如： ——How long is the river?这条河多长？ ——It’s about two hundred metres long.大约200米长。 5.只能作表语的形容词：afraid（害怕的），alone(独自的)，asleep(睡着的)，awake(醒着的)，alive(活着的)，well(健康的),ill(病的)，frightened(害怕的)。如： 这个男人生病了。 误：The ill man is my uncle. 正：The man is ill. 6.只能作定语的形容词：little小的;only唯一的;wooden木质的;woolen羊毛质的;elder年长的。如： 我哥哥在北京。 误：My brother is elder. 正：My elder brother is in Beijing. 7.貌似副词的形容词：大部分形容词加-ly可构成副词。但lonely（独自的）,friendly（友好的）,lively（生动的）,lovely（可爱的）,brotherly（兄弟般的）等等仍为形容词。如：他以很友好的方式和我说话。 误：He spoke to me very friendly. 正：He spoke to me in a friendly way. 有些以-ly结尾既可作形容词，也可作副词。如daily,weekly,monthly,yearly,early等。如：The times is a daily paper.《时代》是一份日报。 The times is published daily. 《时代》是天天出版。 8.复合形容词：snow-white（雪白的）,English-speaking（说英语的）,glass-topped（玻璃罩的）,full-time（全日制的）,man-made（人造的）,well-known（众所周知的）,kind-hearted （善良的）,take-away（可以带走的0,ten-year-old（10岁的）。 9.用形容词表示类别和整体
级下册第二单元英语语法点
级下册第二单元英语语法点
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常用的情态动词有：can, could, may, might, must, shall, should, will, would这九大情态动词；其他的还有ought to, need, dare 等 二、情态动词表示“可能”或“预测” (can, could, will, would, shall, should, must, ought to （1）can 和 could 用于表示“可能”或“预测”：1. He can't be at home.他不可能在家。 2. Can the news be true? (can 置于主语 the news 前就成疑问句) 这消息可能是真的吗? 3. Anybody can make mistake. (只表示理论上的可能性) 任何人都可能犯错误。 （2）may 和 might 用于表示“事实上的可能性”或“预测”： 1. It may rain tomorrow可能会发生) 明天可能会下雨。 2. It may snow later this afternoon. (表示预测) 今天下午可能会下雪。 3. You might be right. (表示有可能) 你可能是对的。 （3）will 和 would 用于表示“预测”或“习惯性”： 1. I think he will be all right now. (will be 表示一定会) 我想他现在一定好了 2. That would be his mother.(would be 表示肯定是) 那肯定是他母亲。 3. He will sit there hour after hour looking at the river.(will 表示经常的) 他经常一连几个小时坐在那儿看着河水。 4）shall 和 should 用于表示“必定”： 1. I shall be rich one day. (shall be ) 总有一天我会发达的。 2. That should be Sam and his mother. (should be) 那准是Sam 和他的母亲。 2. That would be his mother.(would be 表示肯定是) 那肯定是他母亲。 3. He will sit there hour after hour looking at the river.(will 表示经常的) 他经常一连几个小时坐在那儿看着河水。 （4）shall 和 should 用于表示“必定”： 1. I shall be rich one day. (shall be ) 总有一天我会发达的。 2. That should be Sam and his mother. (should be) 那准是Sam 和他的母亲。 （5）must 用于表示“必定”，“必会”： 1. This must be good for you.(must be 肯定) 这肯定对你是有益的。 2. All mankind must die.(表示必然会发生的事) 所有的人一定会死的。 3. Mustn't there be a mistake? (mustn't 多用于疑问句) 那肯定会有错误吗？ 三、情态动词表示“许可”、“请求” (can, could, will, would, shall, should, may, might, must) （1）can 和 could 用于表示“许可”、“请求”： （2） 1. Can I go with you? (请求) 我能跟你一起走吗？ 2. Father said I could go to cinema. (表示过去的许可) 爸爸说我可以去看电影。 3. Could I ask you something ? (请求,用 could 比 can 更婉转) 我可以问你一件事吗？ （2）will 和 would 用于表示“请求” 1. Will you kindly tell me the way to the post office? (表示客气请求) 请问到邮局怎么走？ 2. Would you give me your address? (用 would 比 will 表示更客气)请你告诉我你的地址好吗3）shall 和 should 用于第一人称，表示征求对方的意见 1. Shall we talk? 我们谈谈好吗？ 2. What should we do next? (用should 比 shall 表示更客气) 下一步我们该怎么做？ 3. Shall he come to see you? (用于第三人称疑问句) 要不要他来看你？ （4）may 和 might 用于表示“许可”(口语中多用 can ) 1. You may take a walk. (表示给予许可) 你可以散散步。 2. You might read the story for me. (比may更婉转) 是否请给我读一读这故事。 3.May I make a suggestion? 我可以提个建议吗？
人教版高中英语选修七 Unit2 Robots-语法篇(学生版)-教学文档
第4讲Robots 语法篇 __________________________________________________________________________________ __________________________________________________________________________________ 1.掌握各个时态的被动语态的结构与用法； 2.能够熟练运用被动语态解题造句。 一. 含义与构成 1. 被动语态表示句中的主语接受谓语动作，也就是说，主语是谓语动作的承受者。谓语动词用作被动语态的句子叫做被动句。 2. 构成：be + 过去分词(be有时可用become 或get代替), be随着主语的人称、数、时态和语气的不同而变化。 3. 被动语态的各种时态形式有： 一般时态：be + 过去分词 English is spoken in many countries. Romeo and Juliet was written by Shakespeare. Many believe that one day the earth will be destroyed if people do not learn to live in peace. 进行时态：be + being + 过去分词 His plan is being carried out successfully. The new curtains were being hung when the visitors showed up. The car will be being cleaned by my brother. 完成时态：have + been + 过去分词 I’ve been robbed. The outcome of the election was announced before all of the votes had been counted. Everything will have been done by the end of this month. 二. 用法 1. 强调动作的承受者： Frank was hit by a car.
牛津高中英语模块四unit2语法资料讲解
Unit 2 语法 情态动词 一．基本概念 情态动词作为谓语的一部分，无人称和数的变化；不能单独使用，与谓语动词构成完整谓语，不能单独作谓语，但在省略回答时，可单独使用。 二．基本用法 （一）can 和could 1.表示能力或客观可能性，还可以表示请求和允许。 e.g. Can you finish this work tonight？(表示能力) Man cannot live without air. （表示客观可能性） —Can I go now？ —Yes, you can. (表示请求或允许) ① could 也可表示请求，语气委婉。主要用于疑问句，不可用于肯定句，答语应用can （即：could 不能用于现在时态的简略答语中）。 e.g. —Could I come to see you tomorrow? —Yes, you can. （否定答语可以用：No，I'm afraid not.） ②can表示能力时= be able to do e.g. I'll not be able to come this afternoon. 注：can 只能用于一般现在时和一般过去时（could）；be able to do 可以用于任何时态中。 2.表示惊异、怀疑、不相信的态度。（主要用于否定句、疑问句或感叹句中） e.g. Can this be true? How can you be so careless! His cannot be done by him. 3."can (could)+have+done" 的疑问或否定形式表示对过去发生的行为怀疑或不肯定。 e.g. He cannot have been to that town. Can he have got the book? 4.归纳拓展 ① cannot but 不得不 e.g. I cannot but admire his courage. 我不得不佩服他的勇气。 ② cannot （couldn't）help+doing 情不自禁 e.g. When I heard what the little girl said I couldn't help laughing. 当我听见小女孩所讲的，不禁大笑起来。 ③ cannot...too...怎么...也不过分 e.g. You cannot be too careful in the choice of your friends. 你在选择朋友时，怎么小心也不过分。
人教版初中英语七年级下册Unit2语法指导与练习
人教版初中英语七年级下册Unit2语法指导与练习 Unit 2 What time do you go to school? Unit 2语法指导与练习 语法指导之一 询问时间及时间表达法 【教材原句】 1.——What time do you usually take a shower,Rick? ——I usually take a shower at six forty. 2.——What time does Rick eat breakfast? ——He eats breakfast at seven o’clock. 3. ——When do your friends exercise? ——They usually exercise on weekends. 以上例句，是由疑问词和引导的，用来询问时间的特殊疑问句及其相应的回答。（what time；when） 【语法透析】 一、如何用when与what time询问时间 When与what time都可以用来询问时间，意为“什么时候”，但它们并不完全等同。在不同的语境下，它们的使用还是有一定讲究的。What time用来询问具体的时间点；when既可以用来询问具体的时间点，还可以用来询问时间段。也就是说，它们有时可以互换，有时却不能，具体用法如下： 1.询问做某事的时间（钟点）时，两者可以互相替换。例如：——When /What time do you go to school?——I go to school at seven o’clock. 2.询问钟表所表示的具体时间（钟点）时，即几点几分，只能用what time，而不能用when。例如：——What time is it now，Jack?——It’s eight thirty. 3.询问事件发生的年份、月份、日期等非钟点性时间时，只能用when，而不能用what time。例如：1)——When was your brother born?——He was born in 1995.2)——When is Teachers’Day?——It’s September10th. 【拓展记忆】用what time提问时间，答语应包括具体的时间点；用when提问时间，答语则不一定为具体的时间点；用when提问时间，回答若是具体的时间点，则可以用what time替换。 【试题链接】——do you go to school? ——At 7:00 in the morning. A.What B.How C.What time D.How old (what“什么”；how“怎样”；what time“什么时间”；how old“多大”。由答语“At 7:00 in the morning.”可知问句是对具体时刻提问，故选C。) 【试题链接】——did you visit the Science Museum? ——Three months ago.. A.When B.Where C.What D.Which (答语“Three months ago.”意思是“三个月前”，由此可知询问的内容应为“何时”，故选A。) 二、时间表达法
人教版七年级下册英语语法要点【第二单元】
人教版七年级下册英语语法要点【第二单元】 time do you go to school？ 1、dress⑴动词，意为“穿衣服”，可用作及物动词，也可用作不及物动词。用作及物动词时，表示给某人穿衣服（）；某人给自己穿衣服（），其后不接表示服装的名词。⑵可数名词，意为“连衣裙”⑶词组穿上衣服，强调动作（）穿着，强调状态（）对点训练①这个小女孩能自己穿衣服。、②我妹妹有一件红色的连衣裙。、 2、what time和when的区别对时间点提问，常精确到几点（几分）意为“何时；什么时候”，既可以提问时间点，也可以提问时间段对点训练①I usually have breakfast at6: 30、（对画线部分提问）②We have a math class on Friday morning、 do you a math class？ 3、job与work的用法辨析job意为“工作”，是（）名词work意为“工作”，是（）名词不及物动词，意为“劳动；工作”，跟地点名词时要加适当的介词对点训练①My mother has much to do、 she is very busy now、②Bill ha s a good in the bank、 4、exercise动词意为“锻炼”名词作“习题；训练活动”讲，是（）名词作“锻炼”讲，是（）名词对点训练①我们每天都做眼保健操。
②在那之后，我通常在大约点二锻炼。After that，③你应该每天进行锻炼。You should 、5、at，in和on表示时间的用法用来表示在某一具体的时刻用在月份、季节、年份等前面，也可用在表示“在早上/下午/晚上”用于具体的某一天前，也可以用于具体某一天的某一段时间前 6、either⑴either用作连词，意为“或者”，其常见的结构为either…or…，意为要么…要么…；或者…或者…，用法如下：①可连接两个并列的词、短语或独立的句子。②连接两个并列主语时，谓语动词与后的主语在数上保持一致，即“就近原则”。⑵either用作副词，意为“也”，常用于句末。对点训练①汤姆要么在家要么在学校。Tom is ②要么你对要目你哥哥对。y ou your brother right、 7、lots of⑴lots of意为“大量；许多”，可与a lot of 互换⑵lots of 既可以修饰可数名词复数，相当于；也可以修饰不可数名词，相当于、对点训练我们家里有许多苹果。 8、sometimes，some times，sometime与some timesometimes副词，意为“ ”，相当于at times，表示动作发生的不经常性some times名词短语，意为“ ”或“几倍”，time在此是可数名词sometime副词，意为“ ”some time名词短语意为“ ”分开为“一段”，相聚在“某时”；分开s是“倍、次”，相聚s是“有时”。对点训练①午饭后，她有时打排球。
人教版高中英语选修八 Unit2 Cloning-语法篇(教师版)
第4讲Cloning 语法篇 __________________________________________________________________________________ __________________________________________________________________________________ 1.掌握同位语从句的结构与功能； 2.能够熟练选用合适的引导词。 一. 概述： 同位语从句就是在复合句中作名词的同位语的名词性从句。同位语从句通常由that引导，可用于同位语从句的名词有advice、demand、doubt、fact、hope、idea、information、message、news、order、problem、promise、question、request、suggestion、truth、wish、word等。例如： The news that we won the game is exciting. 我们赢得这场比赛的消息令人激动。 I have no idea when he will come back home. 我不知道他什么时候回来。 The thought came to him that Mary had probably fallen ill. 他想到可能玛丽生病了。 二.同位语从句的功能 1.同位语从句对于名词进一步解释，说明名词的具体内容，一般由that引导，例如： 1) The king’s decision that the prisoner would be set free surprised all the people. 2) The order that all the soldiers should stay still is given by the general. 2.whether eg: The question whether we should call in a specialist was answered by the family doctor 3.连接代词what，who，whom，whose，which 1)I have no idea what size shoes she wears. 2)I have no idea which wine is best—it’s a matter of personal taste. 3)The question who will take his place is still not clear. 三. 同位语在句子中的位置 同位语从句有时可以不紧跟在它所说明的名词后面，而是被别的词隔开。例如： He got the news from Mary that the sports meeting were put off. 四. 同位语从句与定语从句的区别 (1) 定语从句中的that既代替先行词，同时以在从句中作某个成分（主语或宾语），而同位语从句中的that是连词，只起连接主句与从句的作用，不充当句中任何成分。 (2) 定语从句是形容词性的，其功能是修饰先行词，对先行词加以限定，描述定的性质或特征；同位语从句是名词性的，其功能是对名词进行补充说明。例如： 1) The news that he told me is that Tom would go abroad next year.（他告诉我的消息是汤姆明年将出国。）（第一个that引导的从句是定语从句，that在从句中作宾语） 2)The news that Tom would go abroad is told by him.（汤姆将出国的消息是他讲的。）（同位语从句，that 在句中不作任何成分）
人教版英语选修七Unit2Robots知识点及语法归纳
. 核心单词 1.desire n. 渴望vt. 想要 常用结构：desire sth. 渴望得到某物 desire to do sth. 希望/渴望做某事 desire that sb. (should) do 要求…… have a desire for sth./to do sth. 渴望得到某物/希望做某事 at one’s desire 照某人的希望 We all desire happiness and health.我们都希望幸福健康。 Everyone has a desire for success, but not everyone desires to get rich. 每个人都渴望成功，但并非人人都渴望金钱。 He desires you to go to see him at once. =He desires that you should go to see him at once. 他要求你马上去见他。 翻译句子（原创） ①他想接受大学教育。 ②他们要我快点回来。 ③我请他立即回信。 ④她要你立即见她。 ⑤她应邀演奏了一曲。 解析：①He desired a college education. ②They desire me to return soon. ③I desire an immediate answer of his. ④She desires that you (should) see her at once. ⑤She played a piece at others’desire/by desire. 2.alarm n.警报vt.使……惊恐 We were much alarmed by the fire in the forest. 森林失火使我们大为惊慌。 常用结构：give /raise the alarm 发警报 ring the alarm 敲警钟 sound the alarm 发警报; 吹警报号 take (the) alarm at 对……感到吃惊; 因……而惊恐 be alarmed at ... 被……吓一跳 As soon as he saw the smoke, he sounded the alarm. 一看见烟雾，他就鸣响了警报。 翻译句子 ①看到孩子们在返校时遭遇车祸的消息，家长们很害怕。 ②看到大火，社区的居民发出警报。 答案：①The parents took (the) alarm at the news that their children caught a traffic accident when returning the school. ②The residents in the community raised the alarm when seeing the great fire. 3.accompany vt. 陪伴 常用结构：accompany sb. to a place 陪伴某人去某地 accompany sth. with/by sth. 与……同时存在 He accompanied his old father to the hospital to see what’s wrong with his stomach. 他陪他的老父亲去医院查看胃部出了什么问题。 Word 文档
unit2重点语法
专实教育火箭班教案 编号： 012 课型：专题练习课题：衔接班课程 上课时间：校长签字： 主备：胡红霞审核：费清天 Unit2单元测试题 一. 选词填空 sure, be interested in, dark, be terrified of, be afraid of 1、It’s _____ outside now. I can see nothing. 2、Don’t _____the snake. I’ll give you a hand. 3、I’m ____ that he can come here on time. 4、Tracy____ being left alone in the house. 5、Paul_____ everything new he meets. 二、单项选择。 1. I ___________ frustrated when I wasn’t sure of the correct answer. A. may be B. used to C. used to be D. use to be 2. When I was a child, I used to ___________ chocolate. A. liking B. like C. liked D. likes 3. ___________ work in Microsoft? A. Did you used to B. Did you use to C. Do you used to D. Do you use to 4. Where ___________ live before you came here? A. did you used to B. did you use to C. use he to D. he used to 5. No one likes him ___________. A. still B. never C. anymore D. too 6. I am ___________ of spiders. A. terrify B. terror C. terrifying D. terrified 7. He is afraid of ___________ strangers. A. see B. seeing C. saw D. seen 8. It ___________ that he has been ill for a long time. A. seems B. looks C. looks as if D. seems as if 9. I always go to sleep ___________ the light on. A. in B. with C. to D. and 10. Don’t ___________ about things so much. It will make you stressed out. A. afraid B. terrify C. terrified D. worry 三.用used to或anymore的正确形式填空。 My grandmother complains about how things have changed, and she says that Life 1 be better. Families aren’t families the way they 2 be. Everyone’s divorced.(离婚) If a husband and wife are having problems with their marriage, the y don’t stay together 3 . And mothers 4 stay home and take care of their children, but not 5 . Everyone’s working. No one has time for children 6 . And the cars! No one walks 7 ; everybody drives. We 8 walk
九年级上英语语法unit2
Unit 2 I used to be afraid of the dark. 目标认知 重点词汇： 1. dark黑暗 2. terrify使害怕、使恐惧 3. insect昆虫 4. chew咀嚼 5. death死亡 6. afford买得起 7. cause造成、引起8. chat聊天 9. patient有耐心的、忍耐的10. decision决定、决心 11. necessary 必须的、必要的12. waste 浪费、滥用 重点词组及句型： 1. used to过去常常 2. be interested in 对......感兴趣 3. be afraid（terrified）of 害怕、恐怕 4. being alone 独自一人 5. on the swim team在游泳队 6. with the bedroom light on 开着卧室的灯 7. give up放弃8. go to sleep 入睡 9. get into trouble with给某人找麻烦10. make a decision下决心 11. to one’s surprise令人惊奇的是12. take pride in引以为自豪 13. pay attention to注意14. no longer不再 1. I used to be afraid of the dark. 我过去常常害怕黑暗。 2. Don’t you remember me? 难道你不记得我了吗？ 3. You are Paula, aren’t you? 你是葆拉，对吗？ 4 But now I am more interested in sports. 但现在我对体育运动更感兴趣。 5. I go to sleep with my bedroom light on. 我开着卧室的灯睡觉。 6. These days, I hardly ever have time for concerts. 这些日子，我几乎没有时间去音乐会了。 7. Before I started high school, I used to spend a lot of time playing games with my friends, but now I just don’t have the time anymore. 在我上中学以前，我常常花费很多时间和朋友们一起玩游戏，但现在再也没有这么多时间了。 8. My life has changed a lot in the last few years. 在过去的几年里，我的生活发生很大变化。 9. It will make you stressed out. 它会使你压力很大。 10. His mother looked after him as well as she could.他的妈妈尽她所能来照顾他。 11. Martin’s life became much more difficult. 马丁的生活变得越来越难。 12. It seems that Yu Mei has changed a lot. 于梅似乎改变了许多。 13. To do this, she had to work, and so was often not at home. 为了做这个，她不得不工作，因此不经常在家。
初三英语 第二单元语法
初三英语上册第二单元语法 一、单元语法：情态动词used to的具体用法 1、used to“过去常常，过去习惯”，表示过去的某种习惯，但现在已不做了，后接动词原形， 只用于过去时； e.g．I used to read this kind of story-book． 我过去常读这种故事书。( 现在已不再读这种故事书了) He used to be there．他过去常常在那里。(现在已不了) ①把“use to” 看作实义动词，用“did” 进行句型转换。 ②按照“use to” 是情态动词，用“use” 进行句型转换。 2、used to的句式： ①否定句： A：在used之前+ didn't，但used应改为原形use，即didn't use to， e.g．I didn't use to read this kind of story-book．我过去不常读这种故事书。 B：在used to之间+ not，即used not to，可缩写为usedn't to； e.g．He usedn't to be there．他过去不常在那里。 ②一般疑问句及其肯否定回答； A：在句首+ Did，used to改为原形use to以及人称变化．肯否定回答用did回答； e.g．Did you use to read this kind of story-book? Yes，I did．No，I didn't． 你过去常读这种故事书吗? 是的，我过去常常看。不，我过去不常看。 B：将used提于句首，人称变化，肯定回答为：Yes，主语+ used to． 否定回答为：No，主语+ usedn't to． e.g．Used he to be there? Yes，he used to．No，he usedn't to． 他过去常常在那里吗? 是的，他是。不，他没有。 ③特殊疑问句：疑问词+ 一般疑问句，且多用did改； e.g．I used to read this kind of story-book．→ What did you use to read? 你过去常常读什么? He used to be there．→ Where did he use to be? 他过去常在哪里? ④反意疑问句及其肯否定回答； A：肯定陈述部分+ 由didn't／usedn't构成的简短附加疑问句？ e.g．You used to read this kind of story-book，didn't you? 你过去常读这种故事书，不是吗? Yes，I did．No，I didn't． 是的，我过去常常看。不，我过去不常看。 You used to read this kind of story-book，usedn't you? Yes，I used to．No，I usedn't to． B：否定陈述部分+ 由did/used构成的简短附加疑问句？ e.g. He didn't use to be there，did he? 他过去不常在那里，对吧? Yes，he did．No，he didn't． 不，他过去常在那里。是，他不常在那里。
必修二_英语_unit2_语法
t ake part (in) 参加，参与（活动） join 加入(某党派、某组织或某社会团体) join in 参加，参与（活动） join sb. 和某人一起…… join sb in sth./doing sth. 和某人一起做…… May I ________________ the game? ____ the Party/ League/ army/ a club Why not ________ playing basketball? （take part in/join in join join us in） 1. Our headmaster will___ us in the discussion this afternoon. A. take part in B. join in C. join D. attend 2. How many ___ will you ___? A. incidents, join B. events, join in C. accidents, attend D. games, enter 3. My grandpa was in the Red Army, and he ___ the Long March. A. joined B. took part in C. attended D. join 4. There will be a lecture tomorrow; all those who want to ___, please raise your hands. A. join B. attend C. take a part D. take part in （ C B B B） 2. compete (v.)—competition (n.) competitor (n.)—competitive (adj.) compete in sth 参加……比赛 compete with/against sb 与某人竞争 compete for sth 角逐 I hope all of us can compete ____race / running. (in) 1. She decided to compete _____ the model contest. 2. Several companies are competing __________ each other for the contract. 3. We don’t only compete _____ medal, but friendsh ip. (in against/with for) The students competed ____ the honor of winning ____ each other _____ the school sports meet. A. for, against, in