第二冊 unit（精選6篇）
第二冊 unit 篇1
Unit one My Age
Aims: Use simple expressions and structures to interact with others.
Ask questions to find out information
Use English to communicate with others when playing games
Use proper pronunciation and intonation
Contents: How to ask others age and how to answer it How to ask others age and how to answer it
Focus: How old are you? I am ……
Difficult points： How old are you? I am…
Aids: Songs, games, pictures, mult-media，and slide show
The First Lesson
Contents: Know each other
Focus: Introduce each other
Aids: Songs and games
Ⅰ.Warm-up
Greeting with simple sentences
Such as “Good morning！”，“How are you？”
Ⅱ.Presentation
1. Introduce each other.
2. Tell pupils what my name is and ask them “What is your name?”
Then tell them that how to write their names in English. And ask them to write the names on the board.
3. Say sth about my requests in my future class. Such as “Sit down, please!” “Listen to me.” Stand up!” “ Open your book, and turn to page three.” And so
on.
Ⅲ.Practice
Ask the pupils what English songs they have learned, and ask some of them to present, and the teacher writes out what they sang.
Ⅳ.Sum upEvery group count numbers from the first pupil to the end. Teacher first will praise the group, which finished the task.
Ⅴ.Saying goodbyeThe Second LessonAims: Use simple English to communicate with others
Contents: Can I help you? Yes, please. / No， thanks.
Focus: The ask and answer of help sb
Difficult points： Can I help you? Yes, please. / No, thanks.
Aids: Cards, pictures, games and songs
Ⅰ.Warm-up
The teacher pretends to be an old woman, then let the pupils guess what is wrong with the teacher in order to bring out “Oh, I am old.” Then point to the pupils and say, “You are young”.
Ⅱ.Presentation
1. Draw two large old and young faces on the board, and ask, “what is this?” in order to bring out “an old women ”and “a young girl”. Then add the names Ann and Lily.
2. Show the pictures around the class, and tell them “I am Ann, and I am old.” “ I am Lily, and I am young.”
Ⅲ.Say.
old , old, I am old.
Young, young, I am young.
Old, old , you are old.
Young, young , you are young.
Ⅳ.Practice
Ask a student to move a desk or act an old man, then the teacher says” Can I help you?” then change the roller, and the teacher says” Yes, please”, or” No, thank you!”
Ⅴ.Play
When the first pupil says, ”Can I help you?” the second pupil should says ”Yes, please.” and then says, ”Can I help you?” to the third pupil and so on. Teacher times. Team will win which expenses the least time.
Ⅵ.Homework.
Copy page one and two of the Copy Book.
Ⅶ.Saying goodbye.
The Third LessonAims: Learn how to use” How old are you?” to ask age.
Tell what the pupils should do and what they should not do in such age.
Contents: How old are you? I am…
Focus: How old are you? I am…
Difficult points： The structure of” How old are you? ”. And the numbers of age
Aids: Games, songs, cards and pictures
Ⅰ. Warm-up
1. Greeting and sing a song of
“Can I help you, can I help you,
Yes please, yes please.
I am old, I am old,
You are young, you are young.”
2. Revision of “old” and “young”
Ⅱ.Presentation
1. Draw a birthday cake and some candles on it, then ask, ” How old are you?” ---I am … and revise the numbers.
3. Teacher walks around the class and asks, “How old are you?” then the pupils write the answers on the board.
Ⅲ.Practice
Everyone makes a small name card and stand in a line. Tell them there is a children club will open. At the door, teacher asks ”How old are you?” the pupils above seven can come, or they will be stopped.
Ⅳ.Play
There are eight groups, when the first pupils say, “How old are you?” the second should answer at once, and the third also say “How old are you?” again, and the fourth answers again, and so on.
Ⅴ.Act
Get the pupils to tell their ages. Ask those who are, for example, eight, to stand up. Ask them “how old are you?” encourage them to reply in chorus “I am eight.”
Ⅵ.Sum up
The Fourth Lesson
Aims: Learn to use “How old are you?” in life.
Focus: How old are you? I am…
Difficult points： Sorry, know
Aids: a poster, cassette, cards, pictures
Ⅰ. Warm-up
Greeting and revision
1. Create a scene to make pupils say, “Can I help you?”
2. Ask the pupils “how old are you?” one by one.
Ⅱ.Presentation
1. Listen to the tape
(1). Play the cassette for the pupils to listen to the part B first, and then fill in the blank of picture 3 and picture 4.
(2). Play the cassette again, and the pupils read after it for three times in order to correct their pronunciation.
2. Show a poster to the class, and point to the poster at the entrance to show that is a zoo. Point to the sign that shows you must be over eight years old to enter.
3. Let the pupils think of it for several minutes and prepare for action.
Ⅲ.Practice
Ask some groups of pupils to act the story.
Then the pupils who are under eight years old will pretend to be older in order to enter.
Ⅳ.Sum up
Sum up the content that this lesson they have learned.
Ⅴ.Saying goodbye
The Fifth Lesson
Aims: Strengthen the memory of “I am young.” “I am old.” “Can I help you?” “Yes, please.” “No, thanks.” And “How old are you?” “I am…”
Difficult points： “I am young.” “I am old.” “Can I help you?” “Yes, please.” “No, thanks.” And “How old are you?” “I am…”
Aids: pictures, games, songs and CT
Ⅰ. Warm-up
1. Greeting and songs
2. Revision of
“I am old.”
“I am young.”
“Can I help you?”
“Yes, please.” or “No, thanks.”
“How old are you?” “I am…”
Ⅱ.Presentation
1. Revise the numbers one to ten by numbering the pupils, then count to ten, when you count, the pupils labeled should stand up and say that number.
2. Tell the pupils, “Now, it is the first day of the children club opening to outside, all of you who are above six years old can enter, or you will be stopped.
Ⅲ.Practice
1. Listen to the tape, and then the pupils read after it for two times.
2. Act. Hand out the word cards that can be formed one or two sentences in groups.
Ⅳ.Sum up
Each group sends a pupil to tell teacher what they have learned. Just one and two sentences or several words are OK.
Ⅴ.Saying goodbye
The Sixth Lesson
Aims: -How old are you?
-I am…
Know the pronunciation of “ee”
Difficult points：The pronunciation of “ee”
Aids: Cassette, songsand games
Ⅰ. Warm-up
Greeting and revision.
Ask some pupils to act the story that they have practiced yesterday.
Ⅱ.Presentation
1. Tell the pupils “Now, today is your birthday. You are seven!” then draw a big birthday cake and seven candles on it and ask them, “How old are you?” then change the numbers of the candles and ask them again.
2. Take out a green thing and ask, “do you know what color is it?” at this time, revise the colors.
3. Then introduce the words “green”----“ee”----“green”----“lychee”----“tree”
4. Then draw a big lychee tree on the board.
Ⅲ.Sing a song
1. Listen to the tape and sing the song after it.
2. Then use different words instead of it.
3. Have a competition between groups or between boys and girls. The winner will be praised.
Ⅳ.Sum up
Each group sends a pupil to tell teacher what they have learned. Just one and two sentences or several words are OK.
Ⅴ.Saying goodbye
The Seventh Lesson
Aims: Listen to the tape and finish the unit 1 of the workbook
Difficult points: How to do the listening practice.
Aids: Cassette
Ⅰ. Warm-up
Greeting and sing a song
Ⅱ.Presentation
Part 1:
Ask the pupils to look at the pictures and tick the correct answers.
The answers:
1, Yes, I am short.
2, How old are you?
3, I am eight.
4, Oh, yes! I am old.
Part 2:
Ask the pupils to look at the pictures and listen carefully.
The answers:
1. A: How old are you?
B: I am nine.
2. A: Here is a balloon!
B: Thank you!
A: How old are you?
B: I am eight.
3. A: Look! You are six!
B: Yes, I am.
4. A: What is your name?
B: My name is Pat. I am in Grade 2. I am seven.
Part 4:
2: 8 candles / you are 8.
3: 6 candles / you are 6.
4: 7 candles / you are 7.
Part 5:
1. Tell the pupils to look at the pictures in order to get the gist of the story. Then ask them to find out the right words for each speed bubbles.
2. Check the answers orally.
Ⅲ.Saying goodbye.
The Eighth Lesson
Aims: Check the answers of the weekend’s homework.
Difficult points: Correct the answers
Aids: Games and songs
Ⅰ. Warm-up
Greeting and sing a song
Ⅱ.Presentation
1. Take out the weekend’s homework, and say something about the general conditions of it.
2. Show which subjects are well done, and which are not very good.
3. Check
(1) 26 letters
All of the pupils recite 26 letters loudly and then say out the letter one by one in order to know if all of them have mastered the 26 letters.
(2) Part 2
Say it in Chinese first. Pupils translate it into English.
(3) Part 3
Pupils tell teacher what do the pictures means, such as an old man means “I am old.” and so on.
Ⅲ.Sum up
Check such homework, just in order to prompt pupils to revise what they have learned again and again, and master the knowledge stronger.
Ⅳ.Saying goodbye
第二冊 unit 篇2
Step 1 Revision
1 Revise the numbers 101- 200.
2 Revise What do you do? Where do you work? etc.
3 Revise SB Page 46, Part 1. Say Answer my questions about Hu Yulan. What does she do? Where does she work? etc.
4 Collect a list of questions about personal information on the Bb. Get the students to suggest questions beginning with What … ? What time do you … ? Where … ? How old …? How many… ? etc. ( You could ask a student with good handwriting to write the questions on the Bb.)
Step 2 Presentation
Tell the students to guess the job that you do. Say What do I do? Get them to ask Are you a farmer? etc. Perform a short action that shows the job you do (but don't make the action too easy to guess!) When the students guess the answer, they must ask you more questions, such as, What's your name? Where's your home? (My home is at… / near here.) Where do you work? Do you like your work? etc. Make up some answers. Play the game again with another job. Translate on a farm near here and compare the word order of English and Chinese.
Step 3 Ask and answer
SB Page 47, Part I, Speech Cassette Lesson 102. Play the tape. Students listen and repeat; then practise the dialogue in pairs. Then get the students to make up their own dialogues, using the extra questions such as What time do you go to work in the morning? How many days do you work in a week? How do you like your work? etc. written on the Bb. Encourage the students to think up as many questions using all the English they have learned so far. Have some students act out their dialogues in front of the class, without books!
Step 4 Listen and answer
SB Page 47, Part 2, Listening Cassette Lesson 102. Let the students read the sentences to be completed in Wb Lesson 102, Ex. 2 before playing the tape.
Listening Text
Betty Hill is an American girl. She is from New York. She is twelve years old. Her mother is teachingEnglish in a school. Her father is working in a big factory. They live in Shanghai Hotel. Betty studies in No. 9 Middle School. Every morning she goes to school at 7:30 and comes back home at 4:30 in the afternoon. On Saturdays and Sundays she often goes out with her parents.
Do Ex. 2 in the Wb. A sample dialogue follows:
A: Is Betty Hill English or American?
B: She's American.
A: She's from New York, right?
B: Right.
A: How old is she?
B: I think she is 12 years old.
A: Where does she live? Does she live with a Chinese family?
B: No, she is living in Shanghai Hotel, in Shanghai.'
A: What do her parents do?
B: Her father works in a factory. Her mother is an English teacher.
A: In which school does Betty study?
B: She studies in No. 9 Middle School.
A: What time does she go to school in the morning?
B: 7:30.
A: What time does she come back home?
B: 4:30.
A: What does she do on Saturdays and Sundays?
B: Betty goes out with her parents.
Step 5 Play the games
1 SB Page 47, Part 3*. Read through the dialogue. You may need to teach your turn and use if the students don't get the meaning from the context. Get some students to play the game in front of the class. When the class guesses the answer they must ask some questions,. as in Step 2. Then play the game in groups of four.
2 In the same groups, students make cards with the pictures in Section 2. Also have them make cards with pictures of the people who use these things. Now, have the students turn the cards face down and play a matching / memory game. One student picks a card, and then tries to find the matching card e.g. businessman / briefcase, schoolbag / student, etc. If the student matches correctly he / she gets another turn. If he / she doesn't match correctly, it is the next person's turn. The student with the most matches wins.
Step 6 Workbook
SB Page 126, Wb Lesson 102. Do Ex. 1 orally in class. Write down the answers in the exercise book. Ex. 2, Listening Cassette Lesson 102. With booksclosed, have the students listen to the story about Betty Hill. Then have them complete the dialogue.
Homework
Write a paragraph about Betty Hill in the exercise book.
第二冊 unit 篇3
Activity 1
1. Lead-in: (Slide 1—6 )
(1) Revise kinds of transportation using pictures on TV:
--bike / motorbike / bus / train / taxi / subway / plane / car / jeep / ship
--walk ( on foot )
(2) Revise the sentences below by asking and answering with Ss:
--How do you get to school?
--How does he / she get to school?
--How do they get to school?( Ask the Ss who ride their bikes to school
to put up their hands. )
2. Present the pictures of Jili Middle School and my home, then say: (Slide7)
I usually take a taxi to school.
It takes about / around 15 minutes.
3. Next, lead to the model:
A: How do you get to school?
B: I take a taxi to school.
A: How long does it take?
B: It takes about / around 15 minutes.
And then read and practice after the teacher.
4. Explain ‘ minute’ and ‘ around’ using simplified clocks on the Bb.
5. Write down the conversation below when the teacher is making a survey:
T: How do you get to school?
S: I take the bus / walk /…to school.
T: How long does it take?
S: It takes about / around 5/15/…minutes.
6. Groupwork.
7. Act out.
Activity 2 ( Listening )
1.( Section A, 2a ) Lead the Ss to go through the kinds of transportation
and listen, then check some of them that they hear.
2. Check with the Ss.
3. ( Section A 2b ) Listen again and match the time with the kinds of transp-
ortation in 2a.
4. Practice and check.
Activity 3
1. Remind the Ss to be on time for school.
2. Lead the Ss to have a look at the children in the countryside, then elicit the
answer to the question from Ss: (Slide 8 )
How do they get to school?
3. ( Slide 9—10 )Play a guessing game, and then ask the Ss to discuss the two singers ( Zhou Jielun and Cai Yilin ) with their partners and talk about
their opinions.
Homework
Make a survey according to the chart below:
Who How How long Where
… … … … … … … …
Writing on the Bb:
Revision New items:
1.How do you get to school? A: How do you get to school?
I ride my bike. B: I ride my bike / take the …
2. How does he / she get to A: How long does it take?
school? B: It takes 15 / 20 /… minutes.
3. How do they get to school?
They ride their bikes.
第二冊 unit 篇4
Step 1 Revision
1 Review numbers 1-100. Teach numbers 101- 200. Tell the students to say one hundred and one for 101, one hundred and twenty-two for 122, etc.
2 Revise personal details: What's your name? Where are you from? / Where do you come from? How old are you? What do you like to do? What's your address? etc.
3 Get the students to ask each other in pairs and then to make a short report about their partners.
Step 2 Presentation
1 Use pictures or gestures to teach driver. Get one student to hold the picture or make the gestures. Ask What do you do? Help the student to answer I'm a driver. Ask the students What does he / she do? Help them to say She /He's a driver. Call out more students to hold the pictures or make the gestures for farmer, student, soldier, worker, businessman, doctor, shop assistant, nurse and postman. Ask randomly What do you do? What does she /he do?
2 Teach the questions. Get students to ask in your place.
3 Tell the students to stop holding the pictures or making the gestures. Get the class to test each other's memory in pairs by asking and answering What does … do?
Step 3 Practice
SB Page 46, Part 1, Speech Cassette Lesson 101. Books closed! Ask about each person in the pictures: e.g. What does Hu Yulan do? Play the tape. Check the answers. Play the tape again. Students listen and repeat. Books open! Say Turn to Lesson one hundred and one, page 46. Students match the words and pictures in pairs. Check answers as a class.
Step 4 Look and say
SB Page 46, Part 2. Look at the pictures and help the students make up sentences like Mr Chen is a farmer. He works on a farm. For the other pictures, students may say Miss Hu is a driver. She works for a bus company, etc.
Step 5 Ask and answer
SB Page 46, Part 3. Read through the options. Point out the difference between on a farm and in a factory, etc. Play the tape and have students listen and repeat. Now have students ask and answer questions in pairs.
Step 6 Practice
Ask 10 students to represent the 10 people in SB Page 46, Part 1. Get them to say My name is Hu Yulan. I am a driver. I drive a car. I work in a factory, etc. Ask the class What's his / her name? What does she / he do? Where does she / he work? etc.
Step 7 Workbook
SB Page 125, Wb Lesson 101, E. 1-3. Get the students to pick out the verbs ending in y from Ex. 1. Tell them how to change them into the 3rd person singular form. Remind them that fly, carry and study all end in “consonant +y”. Then ask the students to pick out the verbs ending in /s, z, CM/. They should add es to watch, catch and pass. Use E. 2 and 3 for consolidation of what has been taught in this lesson.
Homework
Do Ex. 1 in the exercise book.
Revise the new words and sentence patterns in Lesson 101.
第二冊 unit 篇5
教學內容：認讀與公園有關的七個單詞，了解表達某地有某物的功能句型。
教學目標：
1. 認知目標：初步聽懂并說出與公園有關的自然景物的單詞，及表達某地有什么的句型。
2. 能力目標：學生能初步運用所學知識進行交流，培養學生的口語交際能力。
3. 情感目標：激發學生對大自然的熱愛，增強學生強烈熱愛環境，保護環境的意識。
教學重點：
1. 認讀與公園有關的單詞：parks，hill，lake，bridge，flower，grass，tree
2. 能夠初步表達某地有某物：there is... in the park.
教學難點：
1. 單詞 bridge 的正確發音；
2. 對某地有某物的表達：there is... in the park.
教學設計思路：
通過出示各種公園的圖片，來引出本課的學習內容。教師出示美麗的公園課件，以調動學生的積極性，讓學生說出自己所看到的內容，學習生詞；教師讓學生做小老師，給學生提供展現自我的機會；教師通過讓學生猜、比賽、畫畫等多種方式來幫助學生復習鞏固單詞；聽錄音學歌謠時，教師用吹塑紙模型幫助學生理解聽到的內容，便于學生掌握所學內容；通過聽錄音、小組合作、畫畫、做動作等多種方式操練重點句型，同時教育學生由熱愛公園，引申到熱愛美麗的大自然。
教學準備：課件、錄音機、磁帶、公園圖片、吹塑紙做成的公園模型等。
教學過程：
一、warming up
1. oral practice
教師問：hello/hi. 學生答：hello/ hi.
how areyou? fine, thank you.
what's yourname? my name is...
nice to meetyou. nice to meet you, too.
[設計意圖]：課前師生的連鎖口語練習，既能幫助學生復習鞏固所學的單詞、句型，又能吸引學生的注意力，激發其學習英語的興趣，從而給學生創造了開口大聲說英語的機會。
2. review
(1) 聽錄音，復習歌曲 we are classmates，we arefriends；
(2) 教師運用 tpr 教法，幫助學生復習介詞：in/ on/ under/ behind；
(3) 教師出示圖片，詢問學生：what's this? 學生回答：it's... atable/ a chair/ a boat/...
[設計意圖]：通過歌曲、tpr教法、認讀圖片的方法，幫助學生復習介詞和形容詞，為學習新的知識做鋪墊。這不僅達到了復習的目的，同時又調動了學生全面參與到教師組織的活動當中，成為學習的主人。學生也可在這些活動中放松緊張的心情，以更加自信的狀態學習英語。
二、presentation
1. 教師出示北海公園的照片，問學生：what's this? 讓學生回答,引出公園的單詞“park”；
2. 教師繼續詢問：have you been to the beihai park? and which parks haveyou been to? 學生可用中文回答，如：xiangshan park；jingshan park；
3. 教師接著說：ok，let's go to a beautiful park and enjoy it.
4. 教師出示課件，為學生呈現一個美麗的公園。教師說：oh，what a beautiful park! 并詢問學生：whatcan you see in the park?
5. 教師引導學生說出公園里的景物。學生每說到一個景物，教師就點擊該景物，并示范單詞的發音，如：hill, flower,grass, tree，lake, bridge；
6. 有的單詞學生會說，教師可讓學生來做老師，教給其他同學；
7. “bridge”的發音較難，教師可讓學生模仿錄音，采取比賽的形式，看誰模仿的最好，教師給予獎勵。
[設計意圖]：通過出示北海公園的照片，引出本節課的話題；通過設計并呈現美麗的公園的課件，使學生有一種身臨其境的感覺；通過讓學生做“小老師”、比賽等形式，調動學生的積極性，給學生創設自我表現的空間，使學生有一種成就感。
8. 教師出示圖片，帶領學生復習生詞，讓學生快速認讀單詞；
9. 游戲：猜單詞比賽。請一名學生上講臺前來任意抽出一張圖片，讓其他學生猜猜圖片上是什么，猜對有獎品；
10. 教師通過畫簡筆畫的方式，讓學生來單詞，幫助學生復習鞏固單詞。
[設計意圖]：通過認讀圖片、游戲猜單詞、畫簡筆畫等形式，既幫助學生復習鞏固了所學單詞，又活躍了課堂氣氛，從而激發學生參與的積極性。
三、practice
1. 聽錄音，學習歌謠；
2. 第一遍，讓學生說出聽到的單詞；
3. 第二遍，讓學生補充聽到的單詞；
4. 第三遍，讓學生根據錄音的內容把相關的公園模型貼到黑板上；
5. 第四遍，讓學生根據錄音的內容把模型標出順序；
6. 第五遍，全班跟讀歌謠；
7. 第六遍，男女生朗讀歌謠；
8. 第七遍，請幾名學生跟讀歌謠。
[設計意圖]：通過聽錄音，讓學生從說出個別單詞──說出聽到的句子──根據錄音做事情──聽錄音標順序──跟讀歌謠，一步一步從易到難，使學生學起來輕松、自如，從而提高學生學習英語的自信心。
9. 四人一組朗讀歌謠；
10. 聽錄音，讓學生指讀單詞；
11. 教師示范某地有某物的句子：there is a ... in the park. 讓學生指圖；
12. 請好學生模仿老師說句子，其他學生指圖，并跟說；
13. 四人一組表達公園里有某物：there is ... in the park.
14. 游戲：教師表達某地有某物，讓學生用肢體來表現景物。
15. 聽錄音，完成“listen and draw”的練習，請一名學生在投影儀上做示范。
[設計意圖]：教師通過示范表達某地有某物的句子，讓學生指圖,進一步幫助學生復習與公園有關的單詞，同時引出新的表達句型：thereis ... in the park.這樣使得每一次的學習內容都是在舊知識的基礎上擴展來的,這樣也便于學生接受。通過游戲、畫畫等方式，使學生在輕松愉快的氛圍中感知語言，習得語言。同時也從另一個角度告訴學生：自然是美好的，我們應該熱愛大自然，愛護環境。
四、summary
教師讓學生用英文說出本節課的收獲。
[設計意圖]：通過讓學生說出本節課所學的單詞和句型，進行再次的復習和鞏固。同時也是對課上學習結果的反饋和了解。
五、homework
請學生回家后聽錄音，把歌謠說唱給家長聽；請家長利用休息日，帶孩子去公園，讓孩子把公園里的景物說給家長聽。
六、板書設計
unit 3 parks lesson 13
教學反思：通過本節課的教學，教師考慮到孩子的年齡特點，采用多種多樣的教學方法來吸引孩子的注意力。讓孩子在生動有趣的活動中，感知語言、習得語言。教師通過游戲、比賽、猜單詞、tpr、畫畫等教學方法，讓學生在動中學，玩中練，使學生真正成為課堂活動中的主人。
第二冊 unit 篇6
第二冊unit 3 art and architecture
i.單元知識點全覽 工欲善其事 必先利其器
高考須掌握的詞匯：1.prefer 2.tasty 3.convenience 4.impression 5一antasy 6.creation 7.beiongings 8 develop
高考須掌握的短語：1.as 2.with 3.to 4.aside
ⅱ.考點過關 過關斬將 一馬平川
考點詳解 精剖細解 入巿三分
一.重點詞匯
1.preference n.偏愛；優先eg：wine or beer?which is your preference?要葡萄酒還是啤酒?你比較喜歡哪一樣?
i have a preference for french films.我更喜歡法國電影。
相關鏈接：prefer噸更喜歡preferable adj.更好一些(和to連用) preferably ado.最好是用法拓展.have a preference for偏愛…… show/gire(a)preference for偏愛……
have a preference of sth.to/over,..寧要某物而不要另一物
in preference to優先于……；喜愛甚于……特別提醒；prefer是preference的動詞形式，其搭配為：
prefer sth./doing sth.to sth./doing sth.喜歡……而不喜歡
prefer to do…rather than do…寧愿干……而不愿干……
案例剖析 旁征博引 舉一反三
考題1-1 ( 典型例題 分 ) i don't think teachers should have a for any of their students.
a. preference b. choice c.,purpose d. design
考題1-2 the little girl showed a great preference classical music.
a. in b. on c. for d. about
考題1—1點撥：答案為a。此題考查名詞，a更喜歡，b選擇•c目的•d設計，根據句意只能選a，符合have a preference for.更喜歡•偏愛……•句意為：“我認為老師不應偏愛任何一個學生。”
考題1—2點撥：答案為c。此題考查show a preference for結榭。句意為：“這個小女孩更喜歡古典音樂：”
2.design v＆n.設計；打算給……用 eg：
he is designing a house f6r his frl’end.他正給他的朋友設計房子。
the road was not designed for heavy lrucks.這公路不是為重型卡車設計的。
用法拓展：design…f0 r…為某人設計…… .
be dem。gned for/to do…目的是……，打算給……用 一
by design故意地 have designs on/against…對……別有用心特別提醒：design當“目的是……；打算給……用”講時，多用于被動結構。
考題2 (典型例題）this kind of toy is for children above three.
a. promised b. allowed c. designed d. used
考題2點撥：答案為c。此題考查動詞用法。根據題意選c。句意為：“這種玩具是給三歲以上的孩子設計的。”
3.belong vi.屬于；是……成員 eg：she belongs to this school.她是這個學校的成員。 china belongs to the third world.中國屬于第三世界。
相關鍵接；belongings n.(復)所有物，財產用法拓展：belong to sb.屬于某人的特別提醒：
(1)belong to后面接名詞的普通格.不接所有格：后接代詞時用賓格，不用名詞性物主代詞。
(2)beiong to沒有被動語態，不用于進行時態。
考題3 (典型例題)-- does the computer belong to?
--it belongs to
a. whose; mine b. whose; my c. who； tom's d. who; me
考題3點撥：答案為d。belong to后面應為名詞普通格，不應接名詞所有格或形容詞性物主代詞或名詞性物主代詞。句意為：“這電腦是誰的?它是我的。”
4.impress vt.銘刻，給……極深印象；使感動eg： what impressed me is the beauty of the scenery there.使我印象深刻的是那兒美麗的風景。 the book tmpressed a lot of people.那本書在很多人心中留下深刻印象。 my father impressed on me the importaflce of work.父親要我銘記工作的重要性。
相關鏈接：impression n.印象，感覺impressive adj.給人留下深刻印象的用法拓展：impress sth.on sth.在……上印……tmpress sth.with sth.用……印…
be impressed by/at/with被深深打動 be impressed on曲.使某人銘記… make a…impression on…對……留下…印象
考題4 (典型例題分)--what do you think of the girl?
--she me as being ordinary but friendly.
a. impressed b. acted c. preferred d. described
考題4點撥；答案為a。impress sb.as…給某人留下……印象；act as擔任，充當；describe.一as認為某人如何。句事為：“你認為那專‘弦怎樣?”“那女孩給我的印象挺普通但友好。
5.despitpe prep.不管，不顧；任憑eg：
he came to the meeting despite his serious illness.
他木顧重病還是來出席了會議。
he is very active despite his age.他年紀雖大.卻很活躍。
用法拓展：despile=in spite of盡管though(althougll)盡管.雖然特別提醒：①despitein spite of但比in spite of更正式。②despite(in spite of) 是介詞.后接名詞(動名詞.代詞)而though、although是連詞.連接句子。
③as con).引導一個讓步狀語從句.句子須部分倒裝。④whik conj“盡管”引導一個讓步狀語從句。
考題5 (典型例題) the great efforts we had made, we failed to finish the task.
a. while b. although c. even if d. despite
考題5點撥；答案為d。根據題干，此空后為一名詞短語，需要一介詞，而a、b、c均是連詞，須連接句子。句意為：“盡管我們做了很大努力，我們還是沒有完成任務。
6.taste vt嘗……味道 vi.嘗起來.吃起來 n情趣。鑒賞力eg;
can you taste anything strange in this soup?你嘗得出這湯有什么怪味嗎？
the soup tastes delicious.這湯很可口。
the girl has a taste for music.這女孩對音樂感興趣。
相關鏈接：tasty adj.美味的，可口的 a tasty meai一頓美餐用法拓展：have a taste for對……喜歡 to one's taste按口味.合口味特別提醒；taste作系動詞用后面須接形容詞作表語；無被動語態和進行時態。
考題6 ( 典型例題分 ) this kind of beancurd smells but tastes
a. terribly; well b. bad; nice c. terrible; well d. badly; nice
考題6點拔：答案為b。解答此題要明確smell“聞起來”，taste。嘗起來”，是系動詞，后面接形容詞作表語。wen作形容詞用表示“身體好”。句意為：“這種豆腐不好聞，但嘗起來很可口。”
二、重點短語
7.fill up with用……裝滿 eg：
birds fill up the spaces between the branehes of their nests with soft materials.
鳥用柔軟的材料填滿鳥巢之間的空間。
相關鏈接：fuil“adj.充滿的用法拓展：fill…with…用……裝滿……一be filled with be fuil of裝滿……fill in…填入.填空
特別提醒：be filled with用……裝滿.be fuil of裝滿……，這兩個短語中特別注意介詞，不要用混。
考題7 (典型例題分) tom. pass me thaibasket ! can't you see that basket _ _ apples.
a. filled of b. full with c. fill with d. full of
考題7點撥：答案為d。此題考查be fnled with.be full of為固定搭配，句意為：“湯姆，遞給我那籃子”“你難道看不見那個籃子裝滿了蘋果嗎?”
8.set.一aside把……置于一旁.留出，撥出 eg：
ive set aside some money for this journey.我為這趟旅行存了一些錢。
let's set aslde our personal feelings.我們先暫時拋開個人情感。
用法拓展：put aside節省(錢，時間).儲存……備用
step aslde避開.退讓.站到一邊take aside把……叫到一邊
考題8 (典型例題)_ _what i think, what would you like to do?
a. setting aside b. setting out c. setting about d. setting off
考題8點撥：答案為a。set aside意為“拋開，把……暫放一邊”。句意為：“拋開我想的，你想干什么?”
三、重點交際用語
9.i can't stand.”我不能忍受……eg：she can't startd the pam.她無法忍受那種痛苦。
we can't stand being made fun of.我們無法忍受被別人嘲弄。
用法拓展：can't stand+n /pron 不能忍受……can't stand+doing不能忍受……特別提醒：stand當”承受.忍受”講.通常用于否定句和疑問句，不可用于進行時，后接名詞、代詞或動名詞。
考題9 ( 典型例題 分 ) almost nobody can stand _ _ fun of before a crowd of peo-ple.
a. to be made b. to make c. being made d. making
考題9點手心；答案為c。考查can't stand doing…不能忍受干……。句意為：。幾乎沒有人能忍受當眾受辱。”
四、重點句型
10.with+0+0c with的復合結構 eg：
with the door open he siept iast m’ght.昨天晚上他開著門睡覺。
with the boy leadmg the way.we had no difficulty finding his house.
有孩子帶路.我們沒費事就找到了他的家。
用法拓展：with+賓語+形容詞 with+賓語十副詞with+賓語一介詞短語with十賓語+現在分詞 with十賓語+過去分詞 with十賓語+不定式
特別提醒:with后面的賓語和賓補之間若是主動關系，用doing或to do；若是被動關系.則用done。
考題10 (典型例題) with a lot of difficult problems , the newly-elected president is having a hard time.
a. settled b. settling c. to settle d. being settled
考題10點撥：答案為c。根據所提供的“the newly-elected president is having a hard time”說明新任總統現在和將來都有要解決的問題，要用to settle作problems的賓語補足語。句意為：“有那么多的問題要解決，這位新任總統的日子很難。”
五、詞語辨析
11.create，make.produce，invent四個詞都含有“創造”的意思
(1)create指“有目的地把原材料制成新產品”；也指“創造出原來不存在或與眾不同的事物”。 eg：
we've created a new building out of an old ruin.我們從舊廢墟上創建了一幢新樓。
(2)invent指“通過想像，研究，勞動，創造出前所未有的東西”，尤指“科技上的發明創造”。 eg：
edison invented the light bulb.愛迪生發明了電燈泡。
(3)make是最常用詞，指“用勞動創造、生產、形成或組成”某事物。 eg：
ail kinds of machine tools are made in this factory.這家工廠制造各種機床。
(4)produce指“通過勞動加工而生產產品”，尤指“工農業產品”。 eg：
we must produce more food for ourselves and import less.我們必須增產食品，減少進口。
考題11 ( 典型例題 分 ) they a new city where there was only a desert before.
a. made b.. invented c. created d. made up
考題11點撥：答案為c。句意為：“他們在從前只是一片沙漠的地方建起了一個新城市。”
ⅲ.語法歸納 精通規則 游刃有余
過去分詞作賓語補足語下面將過去分詞作賓補歸納如下：
1.過去分詞作補足語時的特點：
過去分詞在句中作補足語時，它有兩個顯著特點，即：從時間上講，表示動作已經完成；從語態上講，表示被動的概念，但是如果是不及物動詞用作過去分詞形式，則只表示時間上的過去，而沒有被動意義。
作賓語補足語的過去分詞一般來自及物動詞，表示被動和完成意義。過去分詞作賓語補足語時，和它前面的賓語構成“賓語+過去分詞”的復合結構，在這種結構中，賓語是過去分詞的邏輯賓語。
2.在表示感覺或心理狀態的動詞后作賓補
see，watch，nnd，notice，observe，feel，hear，listen to等后面作賓語補足語eg：
we saw the thief caught by the police.我們看見那小偷被警察抓住了。
i feit myseff knocked down.我覺得自己被撞倒了。
peopie found the water poiluted.人們發現水污染了。
3.在表示“致使”意義的動詞如have，make，get，keep或表示“愿望”，“希望”等意義詞如
want，expect，like等后面作賓語補足語。 eg：
we must get the table cloth washed.我們得找人把桌布洗一下。
i want to have my hair cut tomorrow.我想明天理發。
you should keep her informed of what is going on here.你應該讓他知道發生的事情。
i want the house whitewashed before we move in.我希望在我們搬進去前，房子能粉刷好。
考題1 before he came to london, she had never heard a single eng-lish word
a. speaking b. spoken c. to be spoken d. speak
考題2 ( 典型例題分 ) i found a car in a pool by tho side of the road.
a. to be stuck b. stuck c. sticking d. stick
考題1點撥：一答案為b。此’題考查hear sth.done。a single english與speak之間為動賓關系。句意為：“在我來倫敦之前，我一個英語單詞也沒聽過。”
考題2點撥：答案為b。此題考查find sth.done。a ear與stick之間為被動關系，句意為：“我發現一輛車陷在路邊的池塘里。”
iv.專題探究 由點及面 由表及里
專題探究：如何提高書面表達的檔次(三)——學會使用恰當的連接詞。專題詳解：使用恰當連接詞，對寫出一篇有“英語味”的文章很重要，它能使整篇文章上下銜接自然、緊湊，使文章有一定的流暢性，以使文章層次清晰，行文連貫。下面表格中是寫作中經常用到的一些連接詞。
邏輯角度 合適的過渡性詞匯
時間順序 first，second.then，finally/at last，immediately，suddenly，soon
空間順序 here，there，on one side…on the ofher side'in front of，at the back?f，next to
對稱順序 for one thing，for another thing，on one hand,on the other hand
轉折順序 but，however，while，though，otherwise
因果順序 because，since，as，thanks to，as a result(of)
條件順序 as long as，so long as，on condition that，if，unless
讓步順序 though，as,even if/though，whether,'who(what，when，wh.ere)一ever
遞進順序 whatts more，besides，to mflke the matter worse，what，s worse
過渡 i think，im afraid，you know，as we ail know
eg:①on one side of the road there is a new classroom building. on the other side,where the playground used to be now stands another new building--our library. (nmet99 范文)
②as far as i know,everyone is happy about this new arrangem, ent of things. (nmet01 范文)
③what's more,i can go to bed earlier. (nmeto1 范文)
④in a word, the wall newspaper should be interesting, helpful and meaningful. (04 上海, 范文)⑤besides, is there any time for shopping? (nmet05范文)
v.考題類型一網打盡 驀然回首 燈火闌珊
回顧1測試考點4 (典型例題the speech by the mayor of shanghai before the final voting for expo has left a strong impression my memory
a.to b.over c.by d.on
1.d點撥：此題考查leave an impression on“給某人留下印象”，故用介詞ono
回顧2 測試考點9 (典型例題dern plastics can very high and very low temperatures.
a.stand b.hold c.carry d.support
2.a點撥：stand在此意為“經受得住，耐”。
回顧3 測試考點10 (典型例題 two exams to worry about，1 have to work really hard this weekend.
a.with b.besides c.as for d.because of
3.a點撥：考查with+賓語+to do，表示原因。
vi 考情預測 年高考，題預測 高瞻遠矚 占盡先機
一、考情預測
預測1：使役動詞make，have及動詞get，1et的用法
預測根據：使役動詞make，have及動詞get，let一直是高考對動詞的使用進行考查的一個重點，也是考生很容易出錯的一個問題，并將在考情預測 年的高考中有很高的出現率。
命題角度預測：此考點在單項選擇、完形填空中出現的幾率都很大。考生務必清楚：make/have/let sb.do；get sb.to do等固定搭配形式。預測2：be of+抽象名詞
預測根據：be of+抽象名詞表示主語所具有的特點，相當于be+adj.的用法。這是高考命題的熱點之一。
命題角度預測：be of+抽象名詞相當于be+adj.的用法，在單項選擇或完形填空中可能出現。命題時可能會在基本句式的基礎上進行延伸，如be of the same size/color等。
預測3：以介詞to結尾的動詞詞組
預測根據：以介詞to結尾的動詞詞組，如pay attention to；look forward to；devote…to…，stick to等，后接名詞或v.-ing形式，這是高考考查動詞詞組時設題的重點之一，在考情預測 年高考題中將很有可能繼續出現。
命題角度預測：以介詞to結尾的動詞詞組，后接名詞或動名詞的用法，最有可能在單項選擇中出現，且有時會接動名詞的被動形式或動名詞的復合結構，這點應引起考生的足夠重視。
預測4：stand表示“承受；忍受”之意
預測根據：stand是高考大綱要求四會的一個重點單詞，除了表示“站；站立；挺立”之外，還可表示“承受，忍受”，這是日常交際用語或表達時經常要用到的一層意思。
命題角度預測：stand表示“承受，忍受”時，在高考的聽力、單項選擇或完形填空中出現的幾率都很大，考生務必熟知stand的此種用法。
預測5：話題預測
本單元的中心話題是“藝術與建筑”，具體涉及現代建筑與傳統建筑、藝術與建筑的發展史、家居布置、建筑保護與利用、藝術中心的設計等。高考與本話題有關的試題將會出現在閱讀理解部分。設題時將會以說明文的形式介紹某一著名的建筑物，要求考生據此作出一些細節或理論上的推斷。
二、考題預測
[備考1]測試考點2 the book，mainly use in colleges， is a best seller this summer.
a.designed for b.designed to c.designing for d.designing to
1.a 點撥：be designed for“為……準備(設計)”，過去分詞短語作定語。
[備考2]測試考點4 my father tried his best to on me the value of hard work.
a.express b.impress c.affect d.strike
2.b點撥：考查impress sth.on sb.“給……留下印象，使……銘記”。
[備考3]測試考點3 have you found the book to the library?
a.belongs b.belong c.belonging d.to be belonged
3.c點撥：考查belong to作定語，the book和belong to之間是主動關系，故用belonging to。
[備考4]測試考點8 the clothing and food by the govern— ment are for the people of the flooded area.
a.set aside b.carried out c.taken in d.got through
4.a點撥：set aside“留出，撥出”，carry out“執行、實施”，takein“吸收，欺騙”，get through“完成，打通”，根據題意“由政府撥出的衣服和食品”故選a，且set aside和the clothing and food為被動關系。
[備考5]測試考點1 coffee or tea，which is your ?
a.choice b.taste c.preference d.liking
5.c 點撥：preference“偏愛”，“更喜歡……”，taste“口味”，choice“選擇”。句意為：“咖啡和茶你喜歡哪一個?”故c最恰當。
[備考6]測試考點5 she missed the plane driving very fast to the airport.
a.although b.without c.though d.despite
6.d點撥：根據題意。盡管他快速駕車前往機場，但她還是誤了航班”。.despite doing sth.。although，though兩個詞為連詞后接從句。
[備考7]測試考點10 the pupils keep silent with their attention on the text.
a.fixing b.fixed c.to be fixed d.being fixed
7.b點撥：考查with+賓語+賓補，with one attention fixed。fix與attention為被動關系。
[備考8]測試考點6 do you like the soup? yes，it is to my .
a.choice b.interest c.taste d.smell
8.c點撥：考查to one's taste符合某人的口味。