第二册 unit（精简6篇）

第二册 unit（精选6篇）

第二册 unit 第1篇

　　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.

　　Every group count numbers from the first pupil to the end. Teacher first will praise the group, which finished the task.

　　Aims: 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.

　　Aims: 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

第二册 unit 第2篇

　　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.

第二册 unit 第3篇

　　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.

第二册 unit 第4篇

　　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 3rdperson 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.

第二册 unit 第5篇

　　教学内容：认读与公园有关的七个单词，了解表达某地有某物的功能句型。

　　教学目标：

　　1. 认知目标：初步听懂并说出与公园有关的自然景物的单词，及表达某地有什么的句型。

　　2. 能力目标：学生能初步运用所学知识进行交流，培养学生的口语交际能力。

　　3. 情感目标：激发学生对大自然的热爱，增强学生强烈热爱环境，保护环境的意识。

　　教学重点：

　　1. 认读与公园有关的单词：parks，hill，lake，bridge，flower，grass，tree

　　2. 能够初步表达某地有某物：there is... in the park.

　　教学难点：

　　1. 单词 bridge 的正确发音；

　　2. 对某地有某物的表达：there is... in the park.

　　教学设计思路：

　　通过出示各种公园的图片，来引出本课的学习内容。教师出示美丽的公园课件，以调动学生的积极性，让学生说出自己所看到的内容，学习生词；教师让学生做小老师，给学生提供展现自我的机会；教师通过让学生猜、比赛、画画等多种方式来帮助学生复习巩固单词；听录音学歌谣时，教师用吹塑纸模型帮助学生理解听到的内容，便于学生掌握所学内容；通过听录音、小组合作、画画、做动作等多种方式操练重点句型，同时教育学生由热爱公园，引申到热爱美丽的大自然。

　　教学准备：课件、录音机、磁带、公园图片、吹塑纸做成的公园模型等。

　　教学过程：

　　一、warming up

　　1. oral practice

　　教师问：hello/hi. 学生答：hello/ hi.

　　how areyou? fine, thank you.

　　what's yourname? my name is...

　　nice to meetyou. nice to meet you, too.

　　[设计意图]：课前师生的连锁口语练习，既能帮助学生复习巩固所学的单词、句型，又能吸引学生的注意力，激发其学习英语的兴趣，从而给学生创造了开口大声说英语的机会。

　　2. review

　　(1) 听录音，复习歌曲 we are classmates，we arefriends；

　　(2) 教师运用 tpr 教法，帮助学生复习介词：in/ on/ under/ behind；

　　(3) 教师出示图片，询问学生：what's this? 学生回答：it's... atable/ a chair/ a boat/...

　　[设计意图]：通过歌曲、tpr教法、认读图片的方法，帮助学生复习介词和形容词，为学习新的知识做铺垫。这不仅达到了复习的目的，同时又调动了学生全面参与到教师组织的活动当中，成为学习的主人。学生也可在这些活动中放松紧张的心情，以更加自信的状态学习英语。

　　二、presentation

　　1. 教师出示北海公园的照片，问学生：what's this? 让学生回答,引出公园的单词“park”；

　　2. 教师继续询问：have you been to the beihai park? and which parks haveyou been to? 学生可用中文回答，如：xiangshan park；jingshan park；

　　3. 教师接着说：ok，let's go to a beautiful park and enjoy it.

　　4. 教师出示课件，为学生呈现一个美丽的公园。教师说：oh，what a beautiful park! 并询问学生：whatcan you see in the park?

　　5. 教师引导学生说出公园里的景物。学生每说到一个景物，教师就点击该景物，并示范单词的发音，如：hill, flower,grass, tree，lake, bridge；

　　6. 有的单词学生会说，教师可让学生来做老师，教给其他同学；

　　7. “bridge”的发音较难，教师可让学生模仿录音，采取比赛的形式，看谁模仿的最好，教师给予奖励。

　　[设计意图]：通过出示北海公园的照片，引出本节课的话题；通过设计并呈现美丽的公园的课件，使学生有一种身临其境的感觉；通过让学生做“小老师”、比赛等形式，调动学生的积极性，给学生创设自我表现的空间，使学生有一种成就感。

　　8. 教师出示图片，带领学生复习生词，让学生快速认读单词；

　　9. 游戏：猜单词比赛。请一名学生上讲台前来任意抽出一张图片，让其他学生猜猜图片上是什么，猜对有奖品；

　　10. 教师通过画简笔画的方式，让学生来单词，帮助学生复习巩固单词。

　　[设计意图]：通过认读图片、游戏猜单词、画简笔画等形式，既帮助学生复习巩固了所学单词，又活跃了课堂气氛，从而激发学生参与的积极性。

　　三、practice

　　1. 听录音，学习歌谣；

　　2. 第一遍，让学生说出听到的单词；

　　3. 第二遍，让学生补充听到的单词；

　　4. 第三遍，让学生根据录音的内容把相关的公园模型贴到黑板上；

　　5. 第四遍，让学生根据录音的内容把模型标出顺序；

　　6. 第五遍，全班跟读歌谣；

　　7. 第六遍，男女生朗读歌谣；

　　8. 第七遍，请几名学生跟读歌谣。

　　[设计意图]：通过听录音，让学生从说出个别单词──说出听到的句子──根据录音做事情──听录音标顺序──跟读歌谣，一步一步从易到难，使学生学起来轻松、自如，从而提高学生学习英语的自信心。

　　9. 四人一组朗读歌谣；

　　10. 听录音，让学生指读单词；

　　11. 教师示范某地有某物的句子：there is a ... in the park. 让学生指图；

　　12. 请好学生模仿老师说句子，其他学生指图，并跟说；

　　13. 四人一组表达公园里有某物：there is ... in the park.

　　14. 游戏：教师表达某地有某物，让学生用肢体来表现景物。

　　15. 听录音，完成“listen and draw”的练习，请一名学生在投影仪上做示范。

　　[设计意图]：教师通过示范表达某地有某物的句子，让学生指图,进一步帮助学生复习与公园有关的单词，同时引出新的表达句型：thereis ... in the park.这样使得每一次的学习内容都是在旧知识的基础上扩展来的,这样也便于学生接受。通过游戏、画画等方式，使学生在轻松愉快的氛围中感知语言，习得语言。同时也从另一个角度告诉学生：自然是美好的，我们应该热爱大自然，爱护环境。

　　四、summary

　　教师让学生用英文说出本节课的收获。

　　[设计意图]：通过让学生说出本节课所学的单词和句型，进行再次的复习和巩固。同时也是对课上学习结果的反馈和了解。

　　五、homework

　　请学生回家后听录音，把歌谣说唱给家长听；请家长利用休息日，带孩子去公园，让孩子把公园里的景物说给家长听。

　　六、板书设计

　　unit 3 parks lesson 13

　　教学反思：通过本节课的教学，教师考虑到孩子的年龄特点，采用多种多样的教学方法来吸引孩子的注意力。让孩子在生动有趣的活动中，感知语言、习得语言。教师通过游戏、比赛、猜单词、tpr、画画等教学方法，让学生在动中学，玩中练，使学生真正成为课堂活动中的主人。

第二册 unit 第6篇

　　第二册unit 3 art and architecture

　　i.单元知识点全览 工欲善其事 必先利其器

　　高考须掌握的词汇：1.prefer 2.tasty 3.convenience 4.impression 5一antasy 6.creation 7.beiongings 8 develop

　　高考须掌握的短语：1.as 2.with 3.to 4.aside

　　ⅱ.考点过关 过关斩将 一马平川

　　考点详解 精剖细解 入巿三分

　　一.重点词汇

　　1.preference n.偏爱；优先eg：wine or beer?which is your preference?要葡萄酒还是啤酒?你比较喜欢哪一样?

　　i have a preference for french films.我更喜欢法国电影。

　　相关链接：prefer吨更喜欢preferable adj.更好一些(和to连用) preferably ado.最好是用法拓展.have a preference for偏爱…… show/gire(a)preference for偏爱……

　　have a preference of sth.to/over,..宁要某物而不要另一物

　　in preference to优先于……；喜爱甚于……特别提醒；prefer是preference的动词形式，其搭配为：

　　prefer sth./doing sth.to sth./doing sth.喜欢……而不喜欢

　　prefer to do…rather than do…宁愿干……而不愿干……

　　案例剖析 旁征博引 举一反三

　　考题1-1 ( 典型例题 分 ) i don't think teachers should have a for any of their students.

　　a. preference b. choice c.,purpose d. design

　　考题1-2 the little girl showed a great preference classical music.

　　a. in b. on c. for d. about

　　考题1—1点拨：答案为a。此题考查名词，a更喜欢，b选择•c目的•d设计，根据句意只能选a，符合have a preference for.更喜欢•偏爱……•句意为：“我认为老师不应偏爱任何一个学生。”

　　考题1—2点拨：答案为c。此题考查show a preference for结榭。句意为：“这个小女孩更喜欢古典音乐：”

　　2.design v＆n.设计；打算给……用 eg：

　　he is designing a house f6r his frl’end.他正给他的朋友设计房子。

　　the road was not designed for heavy lrucks.这公路不是为重型卡车设计的。

　　用法拓展：design…f0 r…为某人设计…… .

　　be dem。gned for/to do…目的是……，打算给……用 一

　　by design故意地 have designs on/against…对……别有用心特别提醒：design当“目的是……；打算给……用”讲时，多用于被动结构。

　　考题2 (典型例题）this kind of toy is for children above three.

　　a. promised b. allowed c. designed d. used

　　考题2点拨：答案为c。此题考查动词用法。根据题意选c。句意为：“这种玩具是给三岁以上的孩子设计的。”

　　3.belong vi.属于；是……成员 eg：she belongs to this school.她是这个学校的成员。 china belongs to the third world.中国属于第三世界。

　　相关键接；belongings n.(复)所有物，财产用法拓展：belong to sb.属于某人的特别提醒：

　　(1)belong to后面接名词的普通格.不接所有格：后接代词时用宾格，不用名词性物主代词。

　　(2)beiong to没有被动语态，不用于进行时态。

　　考题3 (典型例题)-- does the computer belong to?

　　--it belongs to

　　a. whose; mine b. whose; my c. who； tom's d. who; me

　　考题3点拨：答案为d。belong to后面应为名词普通格，不应接名词所有格或形容词性物主代词或名词性物主代词。句意为：“这电脑是谁的?它是我的。”

　　4.impress vt.铭刻，给……极深印象；使感动eg： what impressed me is the beauty of the scenery there.使我印象深刻的是那儿美丽的风景。 the book tmpressed a lot of people.那本书在很多人心中留下深刻印象。 my father impressed on me the importaflce of work.父亲要我铭记工作的重要性。

　　相关链接：impression n.印象，感觉impressive adj.给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被深深打动 be impressed on曲.使某人铭记… make a…impression on…对……留下…印象

　　考题4 (典型例题分)--what do you think of the girl?

　　--she me as being ordinary but friendly.

　　a. impressed b. acted c. preferred d. described

　　考题4点拨；答案为a。impress sb.as…给某人留下……印象；act as担任，充当；describe.一as认为某人如何。句事为：“你认为那专‘弦怎样?”“那女孩给我的印象挺普通但友好。

　　5.despitpe prep.不管，不顾；任凭eg：

　　he came to the meeting despite his serious illness.

　　他木顾重病还是来出席了会议。

　　he is very active despite his age.他年纪虽大.却很活跃。

　　用法拓展：despile=in spite of尽管though(althougll)尽管.虽然特别提醒：①despitein spite of但比in spite of更正式。②despite(in spite of) 是介词.后接名词(动名词.代词)而though、although是连词.连接句子。

　　③as con).引导一个让步状语从句.句子须部分倒装。④whik conj“尽管”引导一个让步状语从句。

　　考题5 (典型例题) the great efforts we had made, we failed to finish the task.

　　a. while b. although c. even if d. despite

　　考题5点拨；答案为d。根据题干，此空后为一名词短语，需要一介词，而a、b、c均是连词，须连接句子。句意为：“尽管我们做了很大努力，我们还是没有完成任务。

　　6.taste vt尝……味道 vi.尝起来.吃起来 n情趣。鉴赏力eg;

　　can you taste anything strange in this soup?你尝得出这汤有什么怪味吗？

　　the soup tastes delicious.这汤很可口。

　　the girl has a taste for music.这女孩对音乐感兴趣。

　　相关链接：tasty adj.美味的，可口的 a tasty meai一顿美餐用法拓展：have a taste for对……喜欢 to one's taste按口味.合口味特别提醒；taste作系动词用后面须接形容词作表语；无被动语态和进行时态。

　　考题6 ( 典型例题分 ) this kind of beancurd smells but tastes

　　a. terribly; well b. bad; nice c. terrible; well d. badly; nice

　　考题6点拔：答案为b。解答此题要明确smell“闻起来”，taste。尝起来”，是系动词，后面接形容词作表语。wen作形容词用表示“身体好”。句意为：“这种豆腐不好闻，但尝起来很可口。”

　　二、重点短语

　　7.fill up with用……装满 eg：

　　birds fill up the spaces between the branehes of their nests with soft materials.

　　鸟用柔软的材料填满鸟巢之间的空间。

　　相关链接：fuil“adj.充满的用法拓展：fill…with…用……装满……一be filled with be fuil of装满……fill in…填入.填空

　　特别提醒：be filled with用……装满.be fuil of装满……，这两个短语中特别注意介词，不要用混。

　　考题7 (典型例题分) tom. pass me thaibasket ! can't you see that basket _ _ apples.

　　a. filled of b. full with c. fill with d. full of

　　考题7点拨：答案为d。此题考查be fnled with.be full of为固定搭配，句意为：“汤姆，递给我那篮子”“你难道看不见那个篮子装满了苹果吗?”

　　8.set.一aside把……置于一旁.留出，拨出 eg：

　　ive set aside some money for this journey.我为这趟旅行存了一些钱。

　　let's set aslde our personal feelings.我们先暂时抛开个人情感。

　　用法拓展：put aside节省(钱，时间).储存……备用

　　step aslde避开.退让.站到一边take aside把……叫到一边

　　考题8 (典型例题)_ _what i think, what would you like to do?

　　a. setting aside b. setting out c. setting about d. setting off

　　考题8点拨：答案为a。set aside意为“抛开，把……暂放一边”。句意为：“抛开我想的，你想干什么?”

　　三、重点交际用语

　　9.i can't stand.”我不能忍受……eg：she can't startd the pam.她无法忍受那种痛苦。

　　we can't stand being made fun of.我们无法忍受被别人嘲弄。

　　用法拓展：can't stand+n /pron 不能忍受……can't stand+doing不能忍受……特别提醒：stand当”承受.忍受”讲.通常用于否定句和疑问句，不可用于进行时，后接名词、代词或动名词。

　　考题9 ( 典型例题 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

　　考题9点手心；答案为c。考查can't stand doing…不能忍受干……。句意为：。几乎没有人能忍受当众受辱。”

　　四、重点句型

　　10.with+0+0c with的复合结构 eg：

　　with the door open he siept iast m’ght.昨天晚上他开着门睡觉。

　　with the boy leadmg the way.we had no difficulty finding his house.

　　有孩子带路.我们没费事就找到了他的家。

　　用法拓展：with+宾语+形容词 with+宾语十副词with+宾语一介词短语with十宾语+现在分词 with十宾语+过去分词 with十宾语+不定式

　　特别提醒:with后面的宾语和宾补之间若是主动关系，用doing或to do；若是被动关系.则用done。

　　考题10 (典型例题) 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

　　考题10点拨：答案为c。根据所提供的“the newly-elected president is having a hard time”说明新任总统现在和将来都有要解决的问题，要用to settle作problems的宾语补足语。句意为：“有那么多的问题要解决，这位新任总统的日子很难。”

　　五、词语辨析

　　11.create，make.produce，invent四个词都含有“创造”的意思

　　(1)create指“有目的地把原材料制成新产品”；也指“创造出原来不存在或与众不同的事物”。 eg：

　　we've created a new building out of an old ruin.我们从旧废墟上创建了一幢新楼。

　　(2)invent指“通过想像，研究，劳动，创造出前所未有的东西”，尤指“科技上的发明创造”。 eg：

　　edison invented the light bulb.爱迪生发明了电灯泡。

　　(3)make是最常用词，指“用劳动创造、生产、形成或组成”某事物。 eg：

　　ail kinds of machine tools are made in this factory.这家工厂制造各种机床。

　　(4)produce指“通过劳动加工而生产产品”，尤指“工农业产品”。 eg：

　　we must produce more food for ourselves and import less.我们必须增产食品，减少进口。

　　考题11 ( 典型例题 分 ) they a new city where there was only a desert before.

　　a. made b.. invented c. created d. made up

　　考题11点拨：答案为c。句意为：“他们在从前只是一片沙漠的地方建起了一个新城市。”

　　ⅲ.语法归纳 精通规则 游刃有余

　　过去分词作宾语补足语下面将过去分词作宾补归纳如下：

　　1.过去分词作补足语时的特点：

　　过去分词在句中作补足语时，它有两个显著特点，即：从时间上讲，表示动作已经完成；从语态上讲，表示被动的概念，但是如果是不及物动词用作过去分词形式，则只表示时间上的过去，而没有被动意义。

　　作宾语补足语的过去分词一般来自及物动词，表示被动和完成意义。过去分词作宾语补足语时，和它前面的宾语构成“宾语+过去分词”的复合结构，在这种结构中，宾语是过去分词的逻辑宾语。

　　2.在表示感觉或心理状态的动词后作宾补

　　see，watch，nnd，notice，observe，feel，hear，listen to等后面作宾语补足语eg：

　　we saw the thief caught by the police.我们看见那小偷被警察抓住了。

　　i feit myseff knocked down.我觉得自己被撞倒了。

　　peopie found the water poiluted.人们发现水污染了。

　　3.在表示“致使”意义的动词如have，make，get，keep或表示“愿望”，“希望”等意义词如

　　want，expect，like等后面作宾语补足语。 eg：

　　we must get the table cloth washed.我们得找人把桌布洗一下。

　　i want to have my hair cut tomorrow.我想明天理发。

　　you should keep her informed of what is going on here.你应该让他知道发生的事情。

　　i want the house whitewashed before we move in.我希望在我们搬进去前，房子能粉刷好。

　　考题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

　　考题2 ( 典型例题分 ) i found a car in a pool by tho side of the road.

　　a. to be stuck b. stuck c. sticking d. stick

　　考题1点拨：一答案为b。此’题考查hear sth.done。a single english与speak之间为动宾关系。句意为：“在我来伦敦之前，我一个英语单词也没听过。”

　　考题2点拨：答案为b。此题考查find sth.done。a ear与stick之间为被动关系，句意为：“我发现一辆车陷在路边的池塘里。”

　　iv.专题探究 由点及面 由表及里

　　专题探究：如何提高书面表达的档次(三)——学会使用恰当的连接词。专题详解：使用恰当连接词，对写出一篇有“英语味”的文章很重要，它能使整篇文章上下衔接自然、紧凑，使文章有一定的流畅性，以使文章层次清晰，行文连贯。下面表格中是写作中经常用到的一些连接词。

　　逻辑角度 合适的过渡性词汇

　　时间顺序first，second.then，finally/at last，immediately，suddenly，soon

　　空间顺序 here，there，on one side…on the ofher side'in front of，at the back?f，next to

　　对称顺序 for one thing，for another thing，on one hand,on the other hand

　　转折顺序but，however，while，though，otherwise

　　因果顺序because，since，as，thanks to，as a result(of)

　　条件顺序 as long as，so long as，on condition that，if，unless

　　让步顺序 though，as,even if/though，whether,'who(what，when，wh.ere)一ever

　　递进顺序 whatts more，besides，to mflke the matter worse，what，s worse

　　过渡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.考题类型一网打尽 蓦然回首 灯火阑珊

　　回顾1测试考点4 (典型例题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点拨：此题考查leave an impression on“给某人留下印象”，故用介词ono

　　回顾2 测试考点9 (典型例题dern plastics can very high and very low temperatures.

　　a.stand b.hold c.carry d.support

　　2.a点拨：stand在此意为“经受得住，耐”。

　　回顾3 测试考点10 (典型例题 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点拨：考查with+宾语+to do，表示原因。

　　vi 考情预测 年高考，题预测 高瞻远瞩 占尽先机

　　一、考情预测

　　预测1：使役动词make，have及动词get，1et的用法

　　预测根据：使役动词make，have及动词get，let一直是高考对动词的使用进行考查的一个重点，也是考生很容易出错的一个问题，并将在考情预测 年的高考中有很高的出现率。

　　命题角度预测：此考点在单项选择、完形填空中出现的几率都很大。考生务必清楚：make/have/let sb.do；get sb.to do等固定搭配形式。预测2：be of+抽象名词

　　预测根据：be of+抽象名词表示主语所具有的特点，相当于be+adj.的用法。这是高考命题的热点之一。

　　命题角度预测：be of+抽象名词相当于be+adj.的用法，在单项选择或完形填空中可能出现。命题时可能会在基本句式的基础上进行延伸，如be of the same size/color等。

　　预测3：以介词to结尾的动词词组

　　预测根据：以介词to结尾的动词词组，如pay attention to；look forward to；devote…to…，stick to等，后接名词或v.-ing形式，这是高考考查动词词组时设题的重点之一，在考情预测 年高考题中将很有可能继续出现。

　　命题角度预测：以介词to结尾的动词词组，后接名词或动名词的用法，最有可能在单项选择中出现，且有时会接动名词的被动形式或动名词的复合结构，这点应引起考生的足够重视。

　　预测4：stand表示“承受；忍受”之意

　　预测根据：stand是高考大纲要求四会的一个重点单词，除了表示“站；站立；挺立”之外，还可表示“承受，忍受”，这是日常交际用语或表达时经常要用到的一层意思。

　　命题角度预测：stand表示“承受，忍受”时，在高考的听力、单项选择或完形填空中出现的几率都很大，考生务必熟知stand的此种用法。

　　预测5：话题预测

　　本单元的中心话题是“艺术与建筑”，具体涉及现代建筑与传统建筑、艺术与建筑的发展史、家居布置、建筑保护与利用、艺术中心的设计等。高考与本话题有关的试题将会出现在阅读理解部分。设题时将会以说明文的形式介绍某一著名的建筑物，要求考生据此作出一些细节或理论上的推断。

　　二、考题预测

　　[备考1]测试考点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 点拨：be designed for“为……准备(设计)”，过去分词短语作定语。

　　[备考2]测试考点4 my father tried his best to on me the value of hard work.

　　a.express b.impress c.affect d.strike

　　2.b点拨：考查impress sth.on sb.“给……留下印象，使……铭记”。

　　[备考3]测试考点3 have you found the book to the library?

　　a.belongs b.belong c.belonging d.to be belonged

　　3.c点拨：考查belong to作定语，the book和belong to之间是主动关系，故用belonging to。

　　[备考4]测试考点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点拨：set aside“留出，拨出”，carry out“执行、实施”，takein“吸收，欺骗”，get through“完成，打通”，根据题意“由政府拨出的衣服和食品”故选a，且set aside和the clothing and food为被动关系。

　　[备考5]测试考点1 coffee or tea，which is your ?

　　a.choice b.taste c.preference d.liking

　　5.c 点拨：preference“偏爱”，“更喜欢……”，taste“口味”，choice“选择”。句意为：“咖啡和茶你喜欢哪一个?”故c最恰当。

　　[备考6]测试考点5 she missed the plane driving very fast to the airport.

　　a.although b.without c.though d.despite

　　6.d点拨：根据题意。尽管他快速驾车前往机场，但她还是误了航班”。.despite doing sth.。although，though两个词为连词后接从句。

　　[备考7]测试考点10 the pupils keep silent with their attention on the text.

　　a.fixing b.fixed c.to be fixed d.being fixed

　　7.b点拨：考查with+宾语+宾补，with one attention fixed。fix与attention为被动关系。

　　[备考8]测试考点6 do you like the soup? yes，it is to my .

　　a.choice b.interest c.taste d.smell

　　8.c点拨：考查to one's taste符合某人的口味。

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