Module 11 Unit 3 of Book 2 (New standard)
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篇1：Module 11 Unit 3 of Book 2 (New standard)
teaching designteacherschooldalian no.7 middle schooltitlemodule 11 unit 3 of book 2 (new standard)textbook analysisin this unit, we should revise the grammar and vocabulary learned in this module. we should also make a summary and be ready for further language study. teaching aim1. to revise the vocabulary, to summarise and consolidate past simple wh- questions and the new vocabulary.2.to be able to write a passage to talk about a hero. 3.to know a lot about culture.focus1. the use of the vocabulary.2. enable the students to use the past tenses to describe a hero.3. let the student find out more stories of heroes.keygive a practical task to the students to interest them .teaching aidtape and computerstepst¡¯s activitiesss¡¯ activitiesaimtimestep1 lead instep2revisionand practice(activities1,2)step3language practice(activities3,4)step4around the worldstep5module task(activities5,6,7)step6homework1.ask two students to give some latest news they watched or heard last night. 2. after that, ask the two students to give some questions about the news, and let the other students answer.read about the three astronauts and ask and answer the questions.ask the students to make a short dialogue.ask the ss read through the words and show them the example,-then let them complete the table show the students a picture and tell the students something about mother teresa.direct the students to give a talk about a hero they know.. make sure that everyone in each group takes active part in it.listen and evaluatearrange homeworkindividual work: try to report the news with the past tense correctly.whole-class work:ask and answer questions about the news.ss work in pairs using the sentences: when did the first soviet astronaut go into space? etc. to make dialogues. finish the table according to the passage about yang liwei and zhan tianyou, then try to introdue them with the words in the table.
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篇2：Unit 11 Book 2 Language Points
重点词语用法
1．expect的用法
expect[iks'pekt] vt．预料，期待，盼望，指望，料想，以为(=think that
sth. will happen; look forward to; hope for; think; suppose;guess)
在expect之后，通常除了接不定式、带不定式的复合宾语外，还可以接名词、代词以及宾语从句。例如：
①I hardly expected to find you still here.
我几乎没料想到仍会在这儿找到你。
②Do you expect me to stay after that?
在那之后你希望我呆下去吗？
③He is expecting a letter from home.
他在盼望家信。
④Don't expect me, I may not come.
别等找了，我可能不会回来。
⑤I didn't expect that you would finish the work so soon.
我没料想到你会这样快地完成这项工作。
2．awake[+'weik]adj. 醒着。它的反义词是asleep(睡着)，通常用作表语。例如：
①Please turn down the radio, the baby is asleep.
婴儿睡着了，请把收音机开小一点。
②All of us were awake while the children are sleeping.
我们都醒着，而孩子们都睡着了。
【注意】形容词除了用作表语外，还常用作伴随状态。例如：
①Crusoe returned to his cave, full of fear.
克鲁索回到他的山洞，心中充满恐惧。
②That little boy entered the classroom quietly, afraid of being seen by the teacher.
那个小男孩静静地进了教室，害怕被老师看见。
③The little girl was waiting at the school gate after school, eager to see her mother.
那个小女孩放学后在校门口等候，渴望见到她的妈妈。
④He always pays much attention to his homework, careful not to make any mistakes.
他总是很注意他的家庭作业，小心谨慎地恐怕出错。
3．strike的用法
1)strike表示“打，击，敲(某人或某物)”。
①The stone struck me on the side of tha head.
石子打中我头部的侧面。
②He struck the table a heavy blow with his fist.
他用拳头猛击了一下桌子。
③The tree was struck by lighting.
那棵树被雷电击中了。
④The family was struck by yet another tragedy.
这个家庭又遭不幸了。
⑤Four o'clock had just struck on the church clock.
教堂的时钟刚敲过四点。
⑥The clock has just struck three.
钟刚敲过三点。
2)strike可表示“通过摩擦产生(亮光，火花等)”。
①He struck a match and lighted a candle.
他划了根火柴，点亮了蜡烛。
②These damp matches won't strike.
这些潮湿的火柴划不着。
3)strike可表示“打动，影响，引起”的意思。
①The old man was struck with pity for the poor girl.
那个老人对可怜的小女孩产生了同情。
②His words struck fear in the listeners.
他的话在听众中引起惊恐。
4)strike可表示“罢工”的意思。
①Striking workers picketed the factory.
罢工工人在工厂周围设置纠察队。
②They struck for better working conditions.
他们为争取改善工作条件而罢工。
5)strike可表示“迷住，吸引”的意思。
①I was struck by the beauty of the West Lake.
我被西湖的美景给迷住了。
4．escape的用法
1)escape用作动词，表示“(从监禁、管制中)逃脱，逃走”。
①A lion escaped from its cage.
一头狮子从笼中逃走了。
②Few people escaped out of the burning house.
很少有人逃出那幢烧着的房子。
2)escape表示“(液体、气体)泄漏，渗出”。
①There's gas escaping somewhere----can you smell it?
什么地方漏煤气了，你闻到了吗？
②Make a hole to let the water escape.
弄个洞让水排出去。
3)escape还可表示“避免，躲避(不愉快的事)，免除”的意思。
①I hate him but I can't escape meeting him.
我讨厌他，可是无法躲开他。
②Where can we go to escape the crowds?
我们到哪里才可以躲开这些人群。
4)其名词形式仍为escape.
①Do you smell an escape of gas from the pipe?
你闻到从管子里漏出的煤气味了吗？
5．whether和if的用法区别
1)whether和if常用来引导宾语从句，这时两者的含义区别很小，一般可通用。例如：
①I don't know whether/if they will come to help us.
我不知道他们是否来帮助我们。
②I am not sure whether/if I'll have time to go with you.
我很难说我们是否有时间跟你们一起去。
上面两句无区别。但是，当whether与or not连成一个词组时，whether不可换用if。例如：
③I don't know whether or not they will come for our help.
我不知道他们是否要来求我们支援。
【注意】若whether和or not不连在一起，在日语中可以用if取代whether，当然也可以用whether。例如：
④I am not certain if/whether the train will arrive on time.
我没有把握火车是否准时到达。
⑤I don't care if/whether your car breaks down or not.
我不在乎您的车是否是会出故障。
此外，还有三种情况值得注意：
(1)在介词后面只能用whether，不能用if。例如：
①This depends upon whether we are determined to do it.
这件事要看我们是否有决心去做。
②It depends on whether he is ready.
这件事要看他是否有准备。
③I am not interested in whether you'll come or not.
你来不来我不感兴趣。
④We haven't settled the question of whether we'll renew our supplies of coal for factory.
是否要为我们工厂补充一些煤，这个问题我们还没有决定。
(2)在动词不定式之前，只能用whether，不能用if。例如：
①He doesn't know whether to stay or not.
他不能知道是否要留下来。
②She doesn't knows whether to get married now or wait.
是否现在结婚或是等待她不知道。
(3)在及物运动discuss后的宾语从句中，只能用whether，不能用if。例如：
①We discussed whether we should make a change in our plan.
我们讨论了是不是要对我们的计划作一些修改。
②We were discussing whether we should discuss the business with them.
我们正在讨论我们是否要和他们谈这个生意。
2)引导主语从句时，只能用whether，不能用if。例如：
①It is unknown whether he will come.
他是否来还不知道。
②Whether the news is true remains a question.
这个消息是否真实仍然是个问题。
3)引导表语从句时，只能用whether，不能用if。例如：
①What we want to know is whether he will come to speak to us tomorrow.
我们想知道的是他明天是否来给我们讲话。
②The question is whether they can take our advice.
问题是他们是否能接受我们的意见。
4)引导同位语从句时，常用whether。例如：
①The question whether we'll build another lecture building hasn't been settled.
是否要另建一幢教学楼的问题还未决定。
②The question whether he'll come is unknown.
他是否来的问题还不知道。
5)可以用来引导一个否定的宾语从句，whether则不能用来引导否定的宾语从句，因为它表示正反两方面的选择意义比较强。例如：
①Tell me if it is not going to rain, please.
请告诉我明天是否不会下雨。
②He considered if he shouldn't tell her the secret.
他考虑他是否不该告诉她这个秘密。
6)if除引导宾语从句外，还可以引导条件状语从句，作“是否”解。在容易引起混淆产生歧义的情况下，就不可用if，而须用whether。例如：
①Please let me know if you intend to come.这个句子有两种解释：
A：“请让我们知道你是否想来。”
B：“如果你打算来，请让我们知道。”
第一种解释是把if引导的从句看作宾语从句，把动词know视为及物动词(vt．)；第二种解释是把if引导的从句当作条件状语从句，把动词know看作不及物动词(vi．)。
在口语中，我们可以通过语调来表示两者的区别；但是，在书面语中，无上下文(如一张便条上写着这句话)，那就含混不清了。如果我们想表达的第一种含义，就得用whether来改写第一句。
①Please let me know whether you intend to come.
又如：
②Let me know whether he has left for Shanghai.
告诉我他是否已经去上海了。
③Let me know if he has left for Shanghai.
如果他去上海，请告诉我一声。
此外，whether还可以引导让步状语从句，作“无论、不管”解，这儿就略而不谈了。
6．rob & steal
1)rob是“抢”的意思，应说rob sb.of sth.
They robbed us of all our money.
他们抢走了我们所有的钱。
2)steal是“偷”的意思，应说steal sth. from sb.
They stole all our money from us.
他们把我们所有的钱都偷走了。
7．help的用法
1)help用作动词，意为“帮助”。后接不定式或不定式复合结构时常省略to。
①I helped her (to) lift the box.
我帮她抬起了那个盒子。
②Can you help get the child to bed?
你能帮忙打发孩子上床睡觉吗？
【注】当help用作被动语态时，to不可省略。
You will be helped to improve your English.
你将被帮助提高英语水平。
2)help与can't或couldn't连用，表示“避免、阻制、抑制，忍住”。
①We couldn't help the car accident.
我们未能阻止这场车祸。
②She couldn't help laughing when she heard the funny story.
当她听到这滑稽的故事时，禁不住笑了起来。
篇3：Unit 3 Book 2 Language Points
重点词语用法
1．while[wail]的用法
1)while可以用作并列连词，表示对比意义，译为“而”，“却”。如：
①Instead, he asked his father why he was not able to hatch chickens, while hens could.
他反而问他父亲为什么他不能孵小鸡，而母鸡却能。
②Jane was dressed in blue, while Mary dressed in red.
珍妮穿蓝色衣服，而玛丽却穿红色衣服。
2)while还可以用作从属连词，作“在……期间”，“当……时候”讲，使用时应注意它与用作从属连词的when的区别：
▲when引导的时间状语从句，既可表示“一段时间”，又可表示“一点时间”，因此从句的谓语动词既可以是延续性的，也可以是非延续性的。如：
③I hope to see you when I stay in Beijing on business.
(一段时间)当我出差北京时，希望见到你。
④When the clock struck twelve, all the lights went out.
(一点时间)当钟敲响十二下时，灯全部熄灭了。
【注意】while引导的时间状语从句只能表示“一段时间”所以while从句的谓语动词应是延续性动词(或状态动词)。例如：
⑤While I stayed(or was) in Shanghai, I saw her three times.
我在上海期间见到她三次。
▲如果从句的谓语动词是延续性的，可以用while也可以用when。如：
⑥While(When)we were having a meeting, a stranger came in.
我们在开会时，一个陌生人走了进来。
2．accept与receive的用法和区别
1)accept用作动词，意为“接受”，指经过考虑，由主观意志来决定接受，动作者本身是主动的。例如：
①He couldn't accept our suggestions but our gifts.
他们不能接受我们的建议但接受了我们的礼品。
②She was very glad to accept the invitation.
她非常愉快地接受了邀请。
2)receive也是用作动词，意为“接到”，指收到某物这一动作，本身有一定的被动性，不包含本身是否愿意接受的意思。例如：
③ He did not receive a good education at university.
他没在大学受过良好教育。
④I received an invitation to the party yesterday, but I refused to accept it.
昨天我接到一份参加晚会的邀请，但我拒不接受。
3．count 的用法
count[kaunt] vt．数，计算；看作，算作。例如：
①Can you count the number of the students in the class？
你能清点一下班里的人数吗？
②Count 30 then come and find me.
数到三十然后来找我。
③Don't count chickens before they are hatched.
[谚语] 鸡未孵出，不要点数。
④After such a bad accident, you should count yourself lucky you are alive.
遭此严重的事故后，你还能活着，要算你幸运。
⑤I count it a great honour to be working with you.
能和你一起工作，我感到不胜荣幸。
⑥ He counted this experience as part of his education.
他把这段经历看作自己所受的一部分教育。
4．manner的单复数问题
1)manner用作单数，有“方法”，“态度”的意思
①Do it in a businesslike manner.
要郑重其事地做这事。
②He spoke in such a manner as to offend them.
他用这种方式说话，以致于伤了他的感情。
③I don't like his manner．我不喜欢他的态度。
2)manner用作复数，即manners表示“礼貌，规矩”，“风俗，习惯”的意思。
①Aren't you forgetting your manners?
你是不是没礼貌了？
②He has no manners at all．他毫无礼貌。
③He studies the manners of the ancients.
他研究古人的风俗习惯。
【注意】要说It is good/bad manners to do sth.
④It's bad manners to talk with a full mouth.
嘴里吃着东西说话是不礼貌的。
3)常用的几个复合形容词：
well-mannered 有礼貌的
ill-mannered 无礼貌的
rough-mannered 粗鲁的
5．close的多种用法
1)close用作形容词，可表示“(空间、时间上的)接近”，也可表示“(关系的)亲近。”
①The church is close to our school.
教堂离学校很近。
②The two buildings are close together.
两座建筑物距离很近。
③The children are close to each other in age.
孩子们年龄相近。
④Their birthdays are very close together.
他们生日很近。
⑤He and his father are very close.
他和父亲很亲近。
【注意】a close contest, match, election 译为“势均力敌的竞赛、比赛、选举”
2)close可用作副词，表空间距离上的近
①He stood close against the wall.
他紧靠着墙站着。
②Tom found a man following close behind him.
汤姆发现一个人紧跟在他后面。
【注意】closely也是副词，但它表示抽象意义，译作“仔细地，密切地”
①The two events are closely connected.
这两件事有密切关系。
②You should listen closely．你该仔细听。
3)close可用作动词，表示“关闭”，“不营业”
①If you close your eyes, you can't see anything.
若闭上眼睛，那你就什么也看不见了。
②The shops close at 5∶30．商店5点半关门。
4)close还可用作名词。bring sth. to a close 是“结束某事物”的意思
①At the close of the day, he went back.
在黄昏的时候，他回来了。
②The ceremony was brought to a close by the singing of the national anthem.
典礼在国歌声中结束。
【注意】不同词性close读音不同，close, n. ＆ v. [kl+uz]；close, adj. ＆adv. [kl+us]
重要词组短语
1．not…but…的用法
not…but…为并列连词，连接两个并列成分，意为“不是……而是”。例如：
①He is not a student, but a teacher.
他不是学生，而是教师。(并列表语)
②They are not speaking English, but writing letters.
他们不是在讲英语，而是在写信。(并列谓语)
③Not the student but his parents want to ask for my advice on how to improve spoken English.
不是这个学生而是学生家长要求我给提些如何改善口语英语的建议。(并列主语)
【注意】当“not…but…”连接两个并列主语时，谓语动词必须与靠近的那个主语保持人称和数的一致。又如：
2．mean to do 和mean doing 的用法区别
mean to do是“打算，企图”的意思。mean doing是表示“意味着”的意思。
①I had meant to leave on Sunday.
我本打算周日走。
②I mean to stay here for a long time.
我打算在这儿呆很久。
③Missing the train means waiting for an hour.
赶不上火车预示着要再等一个小时。
④Revolution means liberating the productive forces.
革命意味着解放生产力。
【注意】mean通常不与否定的动词不定式搭配
①I did not mean to hurt you.
我并不是故意得罪你。
(不说：I meant not to hurt you. )
②I meant no harm to you.
我对你并无恶意。
(不说：I meant not to harm you.)
3．manage to do sth. 和try to do sth. 用法区别
▲try to do sth. 意思是“尽力，设法去做某事”，结果如何，不得而知。而manage to do sib.，则表示“设法做成了某事”
①Jim had a lot of homework, but he managed to finish it before bedtime.
吉姆有很多家庭作业，但他终于在睡觉前完成了。
②Jim had a lot of homework, but he said he would try to finish it before bedtime.
吉姆有很多家庭作业，他说他将设法在睡觉前完成。
▲manage还表示“经营，管理”的意思
①She managed the house very well.
她把家管得很好。
②Who will manage the store when you are away?
你不在的时候谁来经营商店？
▲与can或could连用，意为“能办好某件难事”，口语中还可作“吃，渡过”解
①It's too heavy, but I can manage it.
虽然它很重，但是我能搬动。
②I don't think we can manage a huge fish like that just between the two of us.
我看单是我们两个人吃不了这么大的一条鱼。
③If you can get the material, we can manage the money.
如果你们搞到了原料，资金我们能想办法。
常用句型结构
1．make +宾语+宾语补足语
在这一结构中，宾语补足语可以是不带to的动词不定式、过去分词或形容词形式。
1)make +宾语+不带to的不定式。这一结构表示的意思是“使某人做某事”。例如：
①Taking some medicine made me feel much better.
服了这些药使我感到好多了。
②They made the boy stand under a tree.
他们让那个男孩站在树下。
③In the old society, the landlord made the farmers work day and night.
旧社会地主让农民不分白天黑夜地干活。
【注意】上述例句若变为被动语态，补语要用带to的动词不定式：
①I was made to feel much better by taking some medicine.
②The boy was made to stand under a tree.
③In the old society, the farmers were made to work day and night.
2)make +宾语+过去分词。这一结构表示的意思是“使某人/某事被……”。例如：
①The speaker raised his voice in order to make himself heard.
发言人提高了嗓音以便别人听到他说的话。
②Can you make yourself heard at the beginning?
你一开始就能让别人听到你的话吗？
③We should not make our plan known to everybody.
我们不应该使每个人都知道我们的计划。
④The teacher spoke very slowly so that he could make himself understood.
老师讲得很慢，以便能让学生理解他。
⑤She didn't know French at all, so she couldn't make herself understood.
她根本不懂法语，所以她不能表明自己的意思。
3)make +宾语+形容词。这一结构表示的意思是“使某人/某事(变得)……”例如：
①The interesting story made him very happy.
这个有趣的故事使他很高兴。
②They have made the house clean and tidy.
他们把房子收拾得干净而整洁。
③ The smoke made the room dirty.
烟将房子弄脏了。
④This light made the room very bright.
这盏灯使这间房子非常明亮。
⑤What the students did in class made their teacher very angry.
学生在课堂上所做的事使老师很生气。
2．“with +复合宾语”结构既可用作定语，也可用作状语。
常见的“with +复合宾语”结构主要有以下五种形式：
1)with +宾语+动词-ing形式
①With the boy leading the way, we had no trouble in getting to the station.
由这个男孩带路，我们不难到达了火车站。
②With the wind blowing heavily, we took great trouble to move on to the front.
由于风刮得很大，我们费力地往前线进发。
2)with +宾语+过去分词(past participle)
①The child was crying with the glasses broken.
眼镜破了，那小孩哭了起来。
②With all the work finished, they hurried back home for lunch.
所有的工作都做完了，他们匆忙回家吃午饭。
3)with +宾语+不定式
①With a lot of work to do, we had to be busy working day and night.
有这么多的工作要做，我们只得日夜忙碌。
②With many things to deal with, I have to stop listening to the light music.
有许多事要处理，我只好停止收听轻音乐。
4)with +宾语+介词短语
①The teacher entered the classroom with a book in his hand.
老师手中拿着一本书走进教室。
②She saw a small river with green grass and red flowers on both sides.
她看到一条小河，两岸长满了红花绿草。
5)with +宾语+形容词(或副词)
①Don't sleep with the door and windows open.
不要开着门窗睡觉。
②Tian An Men Square looks even more beautiful with all lights on.
所有的灯都亮着，天安门广场显得更加漂亮。
【注意】“with +复合宾语”在句中既可以用作状语表示方式或伴随动作，又可以用作定语。例如：
①The teacher entered the classroom, with a book in his hand.
老师手里拿了一本书走进了教室。
②With a boy leading the way, we had little trouble in finding the old man's house.
一个男孩带路，我们不难就找到了那位老人的家。
③The teacher with a book in his hand is a new English teacher.
手里拿着一本书的那位老师是一位新来的英语老师。
④The wounded soldier with an old man leading the way got to the hospital very soon.
由一位老人带路的那个伤员很快就到达了医院。
3．It is + adj. +(for sb.)to do sth.
此句型是一个很有用的句型，其中it充当形式主语，真正的主语是不定式短语“(for sb.) to do sth.”。例如：
①It is possible for you to work out the problem.
你们有可能解出这道题。
②It is important(for us) to finish the work this week.
(我们)在本周内完成这项工作很重要。
③It's not easy to understand what she said.
她所说的话不容易理解。
4．动词-ing形式的句法结构
1)-ing形式用作主语，也可以用it作为形式主语，真正的主语(即动词-ing短语)放在后面。例如：
①Teaching English at middle school is my full-time job.
教英语是我的专职工作。
②It is no use crying over spilt milk.
牛奶洒地，哭也无益。
③In some Arabian countries, shaking one's head from side to side means agreement.
在一些阿拉伯国家，摇头表示同意。
④Knowing some other languages is a great help to us.
懂得些其他的语言对我们来说是有很大帮助的。
2)-ing短语用作状语，表示方式或伴随动作。例如：
①They stood there, talking and laughing.
他们站在那儿，又说又笑。
②It's not difficult to solve such problems, following the teacher's advice.
按照老师的建议来解决这类问题就不困难了。
③They sat in the classroom, listening to the teacher's lecture.
他们坐在教室里，听老师讲课。
④I waited at the entrance to the railway station, hoping to meet one of my friends.
我站在火车站入口，期望接到我的一个朋友。
3)-ing用作定语时的情况。单独作定语时，放在它所修饰的名词前面；和状语或宾语一起构成短语作定语时，总是放在它所修饰的名词后面，其作用相当于一个定语从句。例如：
①China is a developing country.
(=…which is developing.)
中国是一个发展中的国家。
②Who is the boy lying on the ground?
(=…who is lying on the ground.)
躺在地上的那个男孩是谁？
③They are building a road leading to our village.
(=…which leads to our village.)
他们正在修建一条通往我们村庄的公路。
④The rising sun looks very beautiful.
初升的太阳看起来真美丽。
⑤The sun setting in the west looks even more beautiful.
西沉的太阳看起来更美。
⑥The people smoking are not welcome here.
抽烟的人在这儿是不受欢迎的。
⑦I can't see clearly those standing at the back.
我看不清站到后面去的那些人。
⑧Who is the one crying?
正在哭的那个人是谁？
⑨ The woman getting married is a famous singer.
结婚的那位妇女是一位著名歌手。
⑩Do you know the comrade shaking hands with our English teacher?
你认识和我们老师握手的那位同志吗？
That tourist looking at her map can play four musical instruments.
那位看地图的游客能够演奏四种乐器。
The boy singing now is a classmate of mine.
那位正在唱歌的男孩是我的一位同学。
4)动词-ing形式用作宾语补足语
在感官动词后面通常可以跟动词-ing形式作宾语补足语，常用的感官动词有：see, hear, notice, watch, listen to, observe 等。例如：
①I saw them walking along the river yesterday evening.
我昨天傍晚看见他们沿河散步。
②You can notice them dancing to the light music on the square every morning.
每天早晨你都有可能看到他们在广场伴随着轻音乐跳舞。
③ We watched the army marching down the street towards the park.
我们看到部队沿着大街朝公园行进。
④I counted the people entering the hall, and there were 68 of them.
我点数着人们进入大厅，共有六十八位。
⑤We heard them practising singing English songs in the nest room.
我们听见他们在隔壁房间里练习演唱英语歌曲。
篇4：Module 3 Unit 2的说课稿
一、说教材
1、教材分析
这单元选自外研社出版的《新标准英语》第四册第三模块第二单元。新标准英语第四册是英语学习难度逐渐增加的关键时期，尽管学生在二年级上学期学习了字母，但所学习的英语知识并不很多，本学期不仅要让学生掌握主要语言结构，还要让学生形成学习英语的基本感情-----意志力。本单元位于第四册中间部分，主要语言功能是询问并回答百以内的数字号码，这节课的教学任务是让学生学会百以数字的加法、减法和乘法的说。
2、教学目标
A、能听懂、会读、会说单词 plus , minus , times .
B、能听懂、会读、会说句子 What’s nine plus three ?
What’s nine minus three ? What’s nine times three ?
及其问答。
C、培养学生的表达能力以及学生对英语学习的兴趣，使他们喜欢
英语、爱英语。
3、教学重点
A． 会读、会说单词 plus , minus , times .
B． 会读、会说句子 What’s nine plus three ?
What’s nine minus three ? What’s nine times three ?及其问答。
4、教学难点
灵活运用本课所学的句型。
二、说教法和学法
为了实现教学目标，有效地突出重点、突破难点，依据现代科学理论及发现法的教学模式，在教学中采取创设情境，引导探究式的教法，运用幻灯片等手段，激发孩子们的学习动力和兴趣，让孩子们在玩中学，在学中玩。
三、说教学准备
准备一些小礼物 ，教学幻灯片， 头饰。
四、教学程序
1、兴趣导入，形成氛围
这一环节在实施中需要5分钟的时间。
小学生在刚上课时，常常受到前一课的影响，兴奋点不易转移到英语教学中来,而且情绪波动较大。我运用说chant的`方法，不仅吸引了学生的注意力，而且还渲染了学习英语的兴趣。每一个孩子都有展示自己的想法，特别是低年级的孩子，更加希望表现自己，给孩子创设一个表演的情境，让他们讲述自己周末都做些什么，使孩子们的思绪在想像中自由的飞翔，这样不仅复习了以前学过的内容，还可以让学生在不知不觉中进入新课。
2、拟定程序，学习新课
这一环节在实施中需要12分钟的时间。
这节课的内容，孩子们已有了一定的基础，通过复习新单词，来引出新词，纠正学生的读音，以求能学懂、学通、学以至用。我运用故事是学生喜欢的内容，本环节我运用故事过渡到另一个新授的内容，使孩子们主动地学习单词，提高他们学习的积极性。
3、创设情境，自我展示
这一环节在实施中需要3钟的时间。
让学生在活动中，学会运用学过的句型，同时让紧张的心情得以放松，让学生宜动宜静。
五、说板书设计
Skech
“I love my pocket calulator ” is from Unit 2 of module 3 in New standard English book 4 .This is the most important period for students to learn New standard English Book 4, because it’s getting difficult . Although they learned letters last term. The English knowledge that they learned are not very much. So this term I not only want them to must the main construetune of language , but also let them have the basic feeling for learning English --- strong will. This Unit is the middle part in Book 4. And the main language function is requiring and answering the numbers during 100 .
They can know , read and say the words “plus ” and “minus”. They can say two sentences “What’s six plus two ?” “What’s six minus two ?” And they can use the sentences and answer skilled.
I use powerpoint ,cards and some gifts to make them interesting. I use story to learn new words , let them happy to learn.
篇5：Module 3 Activities Unit 2 What are
Module 3 Activities Unit 2 What are you doing?教案
外研社版小学英语第三册 Module 3 Activities Unit 2 What are you doing? 教材分析： Module 3 Unit 2的主题是“activities”, 语言功能是谈论正在进行的动作，学会就当前动作进行问答；学习任务为What are you doing? I’m watching TV. 和新单词listen to, read。 学情分析： 本课的教学对象是四年级的学生。通过三年级的学习，他们有一定的英语语言基础，活泼好动， 乐于在老师和同学面前表现自己的长处，希望得到老师的肯定，有较强的求知欲。但是小学生不能长时间维持有意注意，需要设计有吸引力的授课环节，穿插小活动以使学生得到适当放松并重新集中注意力。 教学目标： （一）知识目标 1、能听懂、会说并认读单词listen to, read； 2、能听懂、会说并认读句子What are you doing? I’m listening to music/ watching TV/ reading a book. （二）能力目标 使学生能对自己日常生活中的活动进行描述。 （三）情感目标 培养学生的英语学习兴趣和良好习惯，鼓励学生大胆说英语，提高竞争意识和团结合作精神。 教学要点分析： （一）、教学重点 对正在进行的活动进行问答对话，运用What are you doing? I’m listening to music/ watching TV/ reading a book. （二）、教学难点 本单元的难点在于学习并应用现在进行时，小学生难以理解语法知识，因此在授课的`过程中对于语法知识适当点拨即可，重在练习应用。 教学用具： 教材、单词卡片、录音机、录音带、自制动作图画。 教学过程： Step 1 Warming-up In this class, we will play a game. I will devide you into two groups. You are Group 1. You are Group 2. Each group has an apple tree. If you do well, I will give you an apple like this. Are you clear? OK, let’t see which group is the winner.(辅助肢体语言，向学生说明，我们这节课要进行一个比赛：全班分成两大组，每组一棵大苹果树，表现优秀者奖励苹果，看哪个组得的苹果最多哪个组就是冠军。这样从课堂一开始就激发学生的兴趣，为取胜孩子们上课会积极投入地学习，并自发地遵守纪律。) Enjoy the song in page 13. (欣赏本单元的英文歌曲，一方面有助于在课堂开始时调动学生的积极性，激发兴趣，也能复习应用上一单元已学习的现在进行时，为本节课的继续学习做好铺垫。) Look at these pictures. What is he doing?(将课本活动5的动作以简笔画的形式画在卡片上，请学生看图片说出动作，复习旧知识，以备下面的环节使用。) Step 2 Revision Read the text of Unit 1 together. (一起阅读Unit 1课文。) Look at these pictures in my hands. Repeat the text together.(看我手里的图片复述课文，检验同学们的掌握情况，加深印象。) In Unit 1, Sam is introducing his friends and family members. We know what they are doing. But if someone asks you,”What are you doing?”, how should you answer him?（此段导语由Unit 1过渡至Unit 2, 引出本课的学习内容。） Step 3、Presentation Listen to the tape. Point at your books. (先整体听两遍新课文，形成整体概念，同时培养学生良好的指读习惯。) Listen again. Underline the new words. (再听两遍，画出生词。体现自主学习。) Learn the new words. (请学生看卡片学习新单词。期间举例让学生猜测词义，体现探索、主动思考的精神。) Listen to the tape and repeat. (听录音，跟读三遍。然后齐读，纠正错误发音) Read by yourselves. Then show to the class. (先自己读，自己消化，不会的要问。再个别展示，纠正发音。) Work in groups of four. Role-play the story. Then show to the class. (四人小组进行分角色表演。既能够调动学生的积极性，又能充分发挥小组合作的优势，尽量使所有组员掌握学习内容。) Step 4 Practice Look at these pictures. What is he doing? He’s playing football/ basketball/ table tennis. Choose one activity and make diologues with your deskmates. (将活动5的动作画在纸上贴在黑板上，帮助学生组织对话，然后二人小组活动，选择一个活动进行问答并表演。) Step 5 Relaxing Listen to the music in activity 4. (欣赏活动4的歌曲，放松休息一下，体现英语课的趣味性。) Step 6 Summary and homework What have you learned today? (让学生自己思考总结今天的学习成果，总结提升。) Let’t see which group is the winner. Congratulations! One two three, great great great! (评出优胜组，鼓励下次继续努力。) Homework: Make more diologues with your partners. (课后作业: 同桌练习，做更多的英语对话，达到能熟练运用句型的目的。)篇6：Module 1 Unit 2 New York is in the e
教材分析
本模块是出自《新标准英语》第七册第一模块第二单元，Module 1 Unit 2《New York is in the east of America.》本册教材内容主要通过讲述某个地方的地理位置和相关的基本信息.来继续学习east, south, west, north,帮助学生复习这些单词。并更进一步用east, south, west, north,这些单词，来描述描述各省所在的方位及国家的方位。
学情分析
六年级的学生对方位的学习有了一定的基础，授课时以任务型学习为基础，采用听说法，情景法，交际法，多媒体辅助法等教学方法。带动学生用新学语言进行交流。体现英语学科“语言形式和内容相融合 ” 、“学以致用”的课改精神。六年级学上有一定的自学能力和自控能力，课前做好布置预习任务，是非常重要的。
教学目标
1.知识目标：Where is New York? It’s here, in the east.
2.能力目标：讲述某个地方的地理位置和相关的基本信息.。
3.情感目标：通过两人合作,描述各省所在的方位，培养学生合作学习的精神。
教学重点和难点
重点：教授地点类单词：Mexico，Canada
新授句型：It’s in the east of……
难点：两人合作,描述各省所在的方位。
教学过程
1.热身复习
老师出示一张中国地图并进行介绍:This is a map of China. I’m from Guilin . It’s in the south of China.然后向学生提问:Where are you from/ Where is your uncle from? Where is your pen friend from?
2.课文导入
老师出示Simon的图片,向学生提问:Who is he? 学生回答:He’s Simon. He’sDaming’s cousin.再问:Where is he from?学生回答:He’s from New York, America.
出示美国地图并向学生提问:This is a map of America. Can you find New York? here is New York?引导学生回答：New York is in the east of America.点题：老师将课文题目板书。
在地图上标注east, south, west, north（边拍手边/或做动作，根据句子分别指上、下、左、右）复习Chant:
Up is north, north ,
Down is south, south ,
Left is east, east ,
Right is west, west .
（注意纠正他们的发音.让全班来一遍后让各组比赛一下看哪组最标准、最整齐、最响亮,可以设计一个学生说单词，其他学生抢答单词并做动作，【可以省略：根据口令做动作lease turn to north. Please turn to South. Please turn to east Please turn to west.】）
3.课文教学
老师问：“Do you know where these cities are?”老师引导学生听录音里面的城市，然后放录音,学生边听边看SB2 Unit 2活动1的'地图,让学生踊跃上黑板写出自己听到的城市（如果比较难写，可以带书本），把录音中提到的美国城市和国家名称写在黑板上.再放录音,请学生跟读，纠正发音.
老师把所有单词重复一遍，然后通过问答展现句型Where is New York? It’s in the east of America. What about San Francisco? It’s in the west of America……
老师问Where is …，学生抢答。突然老师问Where is Canada? 【学生可能会答错，老师就可以引出另外一种不包含表达法。】
老师说:Where is Canada? It’s north of America. Where is Mexico? It’s south of America.
句型比较：Where is New York? It’s in the east of America.
Where is Canada? It’s north of America.
（引导学生发现这种表达与第一种表达法在方位上有什么不同.因为加拿大和墨西哥在美国领土以外,所以表达方法不同.）
4、课堂检测
1. （很惊喜的表情）老师快速指地图上的某个城市或某个国家，让学生抢答。
2．学生上台对话练习
ask and answer in pairs（小组内两人一组相互问答）Where is…？ It’s in the…
5.课文学习
请学生边听边看,熟悉韵诗的内容.着重学习Tennessee,再放录音,学生跟读.掌握Chant后【学生边拍手边chant】,完成AB Unit2练习3.再听录音,根据录音判断练习中陈述是否正确.
6、小结归纳
学生自主总结。再回到板书上，老师快速指某个城市或国家，一组同学问Where is …，另外一组同学答：It’s …
7.课后作业:SB Unit2活动3听录音模仿语音语调,特别注意句子中的重音部分.
篇7：Book 1B Unit 3 The Bund教案（2）
the second period
一、教学目标：
1. 能听懂grand theatre的对话内容，并能模仿grand theatre录音的语音语调表演对话。
2. 能运用一些简单、准确的语句介绍一些地方。
3. 能用较多的形容词进行赞美。
3. 能了解上海，热爱上海.
二、教学重点：1、能熟练听、说、读单词：the bund, huangpu river, so many ships.
2、能用较多的形容词进行赞美。
三、教学过程：
一、pre-task preparation
1. look at the picture and read the words.
2. 用this is… that is …操练
二、while-task procedure
1. learn the word: huangpu river
(1) how is shanghai? do you like to go to shanghai? how can we go to shanghai? now let’s go to shanghai.
(2) 出示图片：what’s this? (引出changjiang river)
(3) learn the word: river changjiang river
(4) look, is this changjiang river? (引出huangpu river)
2. learn: so many ships
(1) t: what can you see on the huangpu river? (ship)
t: yes, look, so many ships. (出示图片)
(2) practice: （创设情景, 自编对话）
e.g. look, that is the shanghai zoo.
oh, so many animals!
3. learn the words: the bund
(1) t: look, what place is it? is this grand theatre / nanpu bridge…?
（引出: the bund）
(2) read the word.
(3) what do you think of the bund?
(4) 出示图片替换操练: e.g. wow, how tall! wow, how nice! wow, how big! wow, how clean!......
4. chant: beautiful, beautiful, the bund is beautiful, how beautiful!
三、post-task activity.
1. listen to the dialogue
2. ask and answer: where are they? what can they see on the huangpu river?
3. act out the dialogue.
4. make a dialogue:
book 1b unit 3 the bund教案（2） 来自本网。
篇8：Oxford 4A Module 3 Unit 2 Food 教案
Oxford 4A Module 3 Unit 2 Food 教案
Oxford 4A Module 3 Unit 2 Food Period 1 本课是牛津英语4A第三模块第二单元的第一课，本课食品类的单词以及对话How much is it?均为新授。学生们虽然已经学习了有关买东西的对话，但本课有不可数名词短语，为本课难点。 (一) 教学目标 1.知识目标 (1) 听懂、会说：large, packet, bottle, crisps, water及短语a bottle of…,a packet of … (2) 听懂、会说：How much is it? …yuan, please. 2.能力目标 (1) 能用本课内容购买所需食品。 (2) 能用本课内容询问购买的物品的价格。 3 情感目标 （1） 在游戏、说唱等活动中培养学生学习英语的`兴趣。 （2） 在对话教学和竞赛活动培养学生团结合作的精神。 (二) 教学重难点 1. 听懂会说本课单词和对话，做到语音语调正确规范 2. 能将本课单词和对话运用到真实的情景之中。 （三）教学准备：课件 二. 设计理念： 运用主题式教学的模式，围绕主题Supermarket展开教学，最终回到Supermarket中去，结合学生生活实际，给学生一项实际的任务，让学生学会在实际生活中运用所学词汇表达自己想要的食品、数量及价格。把真实的情景带入课堂，把语言知识转化为语言技能。 Procedures： I. Pre-Task Preparation Materials Contents Methods Purposes 出示儿歌内容 电脑出示超市场景 1. Warming up. 2. Greetings. 3. T---Pp Ask and answer.. 1. Sing the song “Apple” and say the rhymes. 2. Greeting! 1) T: Do you like apples/ potatoes/milk? What food do you like? 2) T: We are going to have a picnic. What food do we need? Let’s go to Yum Yum Supermarket. What do you see in this supermarket? P: I see …... (sweet, cake, ice-cream, …) 儿歌和歌曲都与food有关，帮助学生再现旧知识。 师生间简单的问答，让学生记忆更多的食品类单词。 II. While-task procedure 电脑出示大小鲜明的食品图片。 电脑展示所猜图片。 电脑出示袋装食品 滚动播出瓶装食品 1.Learn: large 2. Learn: a packet of … 3. Learn: a bottle of … 1)图片展示:ice-cream, cake, sandwich T: Look! This is an ice-cream. It’s small. It’s a small ice-cream. How about the other one? T: Oh, it’s large. It’s a large ice-cream. 2) Learn: large, a large ice-cream. 3) Guessing Game: Is it large or small? S1: It’s a large cake. S2: It’s a small cake. 1) T: Oh! So much food. What have I got now? Guess, please! P: (Guess!) You have got …… T: Look! I have got some sweets now! Do you like sweets? P: … T: Here are four sweets. Now I’m putting the sweets in this packet. Oh, it’s a packet of sweets. 2) Learn: packet, a packet of sweets 3) Make phrases ”a packet of ___” according to the pictures. T: There are many packets of food on the plate. What food do you want? P: I want a packet of ______. ( biscuits, crisps, noodles, bread, sugar, sweets …) 4)Practice: a large./small packet of… 1) T: Do you want a bottle of water? The water is good for your health! 2) Learn to read: bottle, a bottle of… a bottle of water/juice/milk 3) Quick memory: a bottle of… A. T: There are many bottles of food. Please watch and remember them, then tell us! B. Students watch and remember.] C. Students try to say out: I remember “A bottle of ____!’ D. Students clap and say them together “a bottle of _____”. 让学生猜猜食品的大小，巩固旧知。 从机械操练过渡到表达自己的意愿。并引出新词crisps. 快速记忆瓶装类饮料，操练词组。 多媒体出示儿歌 1. Practice: a packet of…;a bottle of… 1) Students try to read the rhyme: Sweets in the packet, A packet of sweets. Milk in the bottle, A bottle of milk. Sweets and Milk, For you and me! A. Boys and girls clap and read. B. Someone and the class clap and read. 2) Students try to make a new rhyme in pairs. 3) Invite some students to act in class. 运用儿歌让学生巩固量词的表达,然后让学生自己创编儿歌。 电脑图片出示超市图片 1. Get ready for Kitty’s Birthday Presents T: Kitty’s birthday is coming soon. Let’s buy some presents for her. Let’s go to the Yum Yum Supermarket. 1） Listen to the dialogue. A: A small packet of sweets, please. B: Here you are. A: How much is it? B: Six yuan, please. 2) Learn to say: How much is it?...yuan, please. 3)Practice in pairs. 4) Act the dialogue. 在交际的环境中学习英语，巩固英语，体现英语学为交际的指导思想。 III. Post-task activities 多媒体出示 Shopping List 1.Make a shopping list for an Autumn Outing. 1)Lead in: What do you want for a picnic? Please talk in groups. Then write a shopping list for a picnic. If the group is the best, this packet of sweets will be for you! 2) Write a shopping list in groups of 8. 3) Teacher shows her shopping list for the class. 4) Show your shopping list. 让学生根据自己的实际，小组讨论设计一份较为合理的秋游购物单。 Homework. 1. Listen to the tape ( P27 ) and try to recite. 2. Write ”Prepare for an Autumn Outing!” 3. Copy the new words and sentences. Blackboard Activity: Unit 2 Food A: A small packet of sweets, please. B: Here you are. A: How much is it? B: Six yuan, please.篇9：小学英语3B Module 2 Unit 3说课稿
教学内容：3B Module 2 Unit 3 在我的家庭、朋友主题下认识宠物，阅读相关故事，学习以第一人称简单描述小动物。
教学目标
知识目标：
1． 了解宠物的基本概念，阅读相关故事。
2． 学习用第一人称简单描述自身的宠物。
3． 尝试以老师提供的英语书信形式书面描述宠物。
技能目标：
在阅读故事的同时掌握一定的阅读技巧。即抓住描述对象的主要特征。
情感目标：
激发热爱家庭和动物的感情。
教学思路：
Pre-task：flash歌曲I love my family将同学带入学习主题，体验浓浓亲情。通过对Danny家庭照片的简单描述复习family成员，引出宠物的概念，对小朋友的宠物作一定的自由交流，积累相关的语言表达。
While-task：学习儿歌，让同学模仿基本的描述方法。接着通过叙述引出小猫找妈妈的故事，在故事中交叉学习对三种小动物的描述，操练主要句型。
Post-task：任务完成分三步；先由同学进行自我阅读，接着在老师的指导下理出故事的主要内容，即各种小动物的特征描述，然后由同学根据提供的特征进行分组扮演。回家作业的设计是考虑到三年级同学正在从口头转向书面表达，因此设计了写信活动，老师提供了两种格式共不同程度同学选择。
两个关注：
1．关注同学体验重于学习。
这是一堂以阅读教学为主的课，教材内容自身充沛考虑同学处于三年级，年龄尚小，因此选材儿童化，出现形式也富有扮演性。在说课稿中，我们也注意将各种小朋友喜欢的学习形式融入进来，如歌曲、儿歌、讲故事。小朋友们在说说唱唱中体验今天的学习主题。又如阅读故事中的主要句型我们在设计操练时并没有将它们独立开来，而是至始至终都放在故事的背景之下，遵循小朋友语言学习的自然规律，通过模仿-半模仿-自由说，让同学逐步加深对主要描述句型的记忆，并始终浸润于整体描述的体验过程中。其过程比较自然不露痕迹，同学在循序渐进中达到教学期望的目的。
2．关注同学听说到读写的自然过渡。
进入三年级后，同学将面临口头表达向书面表达转变的过程。阅读其实是一个重要的中间环节。同学在进行了一定量的'听说的操练活动后，老师留出时间来让他们进行故事的文字阅读，并协助他们抓住各种小动物的主要特征，整理出故事的主要内容，即让同学了解一定的阅读技巧。课后，作业的安排上，老师要求同学以小猫的口吻给妈妈写信，这里老师尊重同学的个性差别、注意不同同学的语言组织能力，提供了两种写作方式供同学选择。一种老师提供书信句型的主要结构，要求同学填入本节课的主要学习内容即可，这种形式照顾了大局部刚刚接触书面表达、语言组织能力不强的同学，既保证这局部同学能够顺利完成写信的活动，又能协助老师和时了解本节课的教学是否达到预期的目标。另一种形式老师则只提供书信框架，在句型的使用上没有任何限制，让同学充沛发挥学习的主观能动性完成书信，这种形式大大发挥了同学的自主能力，照顾了学有潜力的同学。
篇10：Module 3 Unit 2 Language 期末复习试题
试题预览
Module 3 Unit 2 Language 期末复习试题
重要短语句型：
1. in a sense从某种意义上说
2. stand for a beaming smile代表灿烂的微笑
3. inform sb of/ about sth.通知某人某事
keep sb informed of sth使某人被通知
4. including sth/ sth included包括某事
5. share sth with sb与某人分享某物
6. throughout history贯穿历史；throughout the world/ all over the world
7. be made up of/consist of由…组成
8. a language with some confusing rules 一种带有令人迷惑规则的语言
9. bring sth with sb to sp将某物待在身边带到某地
10. at the end of the 9th Century 在九世纪晚期
11. It’s certain that… …是确定的
12. sb find it hard to do sth觉得做某事很难
13. have similar meaning in …有类似的意思
14. contribute to / result in/ lead to/cause the development of……导致……的发展
15. be replaced by/ with； 被…代替
16. despite the fact/ in spite of the fact尽管事实如此
17. have an impact on(the English language)对…巨大冲击
18. at this point在此期间
19. raise animals 饲养动物
20. the upper/lower class上(下)层阶级
21. by the latter half of the 24th century到24世纪下半叶
22. one’s mother tongue/ one’s native language母语
23. undergo huge changes(underwent, undergone)经历巨大变化/ undergo treatment接受治疗
24. continue doing/ continue to do sth继续做某事
25. a sequence of events一系列事件
26. official occasions官方正式场合
27. make a promise; keep /break one’s promise做许诺；遵守诺言/食言
28. promise to do sth许诺做某事
29. a promising boy一个有前途的男孩
30. This is where I disagree.
This is what I disagree to.这就是我不赞同的地方。
31. spoken English/written English口语、书面语
32. I regret to inform you我遗憾地通知你
33. in addition=plus除此之外
34. have a word with=speak to与某人谈话
35. have words with sb与某人吵架
36. take sth into consideration考虑某事
37. take action/measures to do sth采取行动做某事
38. set high standards for为.........设高标准
39. below standard在标准以下
40. make a decision做决定
41. at one time曾经（at times 有时候）
42. at a time一次
43. due to/because of/ as a result of/owing to由于
44. ban sb from doing sth禁止某人做某事
45. easily accessed television programs容易接受的电视节目have access to
46. get along/on with sb与某人相处
47. There is no need to do sth没有必要做某事
48. waste time doing sth浪费时间做某事
49. It’s a waste of time to do/doing sth
50. shorten the distance缩短距离
51. embarrass sb into doing sth做某事使某人尴尬
52. refuse to accept an idea拒绝接受一个主意
53. from across the world从全世界
54. adopt one’s suggestion/a new teaching method
采纳某人的建议/一种新的教学方法
55. A differ greatly from B in size and shape
A与B 在尺寸及形状方面大大不同
56. the very first Chinese characters真正第一批简体中文
57. change over time随着时间改变
58. as a whole作为整体
59. on the whole（常用于句首）总的说来
60. combine two or more elements together把两种及更多种元素结合起来
61. the symbol for a man代表人类
62. be the opposite of sth是…的相反
63. Opposite our school are two shops.（倒装句）
Opposite our school is a shop.
64. reflect one’s thought反应某人的思想
65. be widely used in mainland China在中国大陆广泛使用
一、单词拼写
1. Whether we’ll go shopping or stay at home d_____________ on the weather.
2. The sick old man lay in bed t_______________ the winter.
3. According to the o______________ news, the coal mines have been shut down.
4. Your v___________ is too small; you need to learn more words.
5. Infectious (感染的) diseases are very easily s______________.
6. The government has b______________ the use of chemical weapons.
7. M___________ technology are developing at an amazing speed.
8. Don’t be too d_______ on your parents. You should learn to stand on your own feet.
9. We used to listen to the radio a lot, but n__________ we mostly watch television.
10. Government promises to c__________ more jobs for laid-off workers.
11. Although she didn’t say anything, I s _____________ that she didn’t like the idea.
12. During my trip around the world, I visited a d_______________ village in the centre of Africa and explored the Great Pyramid of Egypt.
13. I don’t know his password, so I can’t have a_________ to his computer.
14. He worked so hard that e_____________ he made himself ill.
15. I live here now, but I wonder who lived here o__________.
16. The English language has developed from c________ the words of several languages.
17. According to the weather report, it is l_______________ to be raining.
18. D__________his age, he took the second place in the race.
19. These data i_______________ a rapid increase in the economy.
20.They asked me so many questions that I got c_________.
21. Along the river are many trees ___________ (映射)in a lake.
22. It’s useful to read some ___________(简写)English stories.
23. I think you should pay attention to your ____________(发音).
24. As we all know, France is a __________(欧洲)country.
25. He graduated from the English ____________(系)of Yang Zhou University.
26. Can you tell me something about the development of Chinese ___________(汉字).
27. When we began to talk about the trip, she became silent. It was obvious that she was trying to ___________ (避免，避开) the subject.
28. My weight was _________（减少）by five kilos after six months of regular exercise.
29. A lot of _________________(志愿者) came to help the survivors of the earthquake.
30. Of the two, the___________________(后者) is far better than the former.
31. The room was painted _____________________ (纯的) white.
32. Good is the _____________________(对立物) of bad.
33. The student is busy _____________ (记录) the changes of the experiment in the chemistry lab.
二、单项选择
1. ---Can you climb to the top of the high mountain?
---Sorry, I’m afraid that I can’t climb ______ high.
A. too B. such C. very D. that
2. The ________ temperature of water here is zero.
A. freezeB. froze C. frozen D. freezing
3. There is no doubt ________ John will come on time.
A. if B. why C. that D. how
4. ____ out for the money in that shop, the thief heard a strange sound and sweating ______ fear.
A. Reaching; with B. Sticking; for C. Sticking; with D. Reaching; for
5. Our team ________ of 12 members.
A. consist B. be made C. consists D. make up
6. _______ puzzled the police especially was _______ the murderer died.
A. What; how B. That; why C. Which; whenD. What; who
7. Winter, 63, is fitter now than he was 10 years ago, when he got the liver (肝脏) _______. A. change B. move C. t
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