初三英语上学期Unit 2

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九年级英语上册Unit 2重点短语句型归纳

九年级英语上册Unit 2重点短语句型归纳Topic 11. 看到鱼儿游来游去see fish swimming (see sb. doing sth.)2. 去野餐have a picnic/go for a picnic3. 城市面貌the look of our cities4. 把废水倒入河里pour waste into river5. 有用的事物something useful6. 忍受/改善/保护环境stand /improve / protect the environment7. 产生难闻的气味produce terrible gas8. 情绪好/差in a good / bad mood9. 设法做某事manage to do sth.10. 感到不舒适feel uncomfortable11. 对某人/某物有害be harmful to sb. / sth.(do harm to sb./sth.)12. 目前,现在at present13. 写信给某人write to sb.14. 发出太多的噪音make too much noise15. 打扰别人disturb others16. 一种污染 a kind of pollution17. 对做了某事感到抱歉be sorry for doing sth.18. 各种各样的all sorts of / all kinds of19. 在吵杂的条件下in noisy conditions20. 变聋了go / become deaf21. 听力丧失have hearing loss22. 相当多quite a few23. (几乎)与……一样差no better than24. 引发高血压cause high blood pressure25. 在强烈、易变的光线下in strong, changeable light26. 在许多方面in many ways27. 随着人口的增长with the increase in population28. 随着工业的发展with the development of industry29. 对我来说很难呼吸。

人教版九年级上学期英语课件： Unit2(共35张PPT)

九年级上册Unit 2
例题跟踪演练（B ） 4. （2017内蒙古呼和浩特） There are fifty students in Class One. Twenty of them are boys, __________ are girls. A. the other B. the others C. others D. anther 解析：本题考查代词。根据句意可知twenty boys是fifty students里面的一部分，而横线处表示特定的另一部分且横线处作为are的主语。
九年级上册Unit 2
A rooster lying on the ground lied that he laid an egg yesterday. 一个躺在地上的公鸡撒谎说他昨天下了一颗蛋。 He lay on the floor, reading a book. 他躺在地板上看书。 The small town lies among the mountains. 小镇位于群山之中。 I’m sorry I lied to you. 我很抱歉向你撒了谎。 He laid the book on the table. 他把书放在了桌子上。
九年级上册Unit 2
例题跟踪演练（ A ） 3. When she came back a few days later, she found that all things still ______ where she had ______ them. y; laid id; laid y; lain D.lying; lain 解析：本题考查辨析易混词。根据句意可知第一个横线处动词的主语是all things, 所以动词表达的是位于；第二个横线处动词的主语是she，所以动词表达的是放置。且整个句子是用的是过去时态。

人教版初三英语上册Unit 2单词

Unit 2
used to 过去经常；以前常常（后接不定式，表示过去的习惯） be interested in对……感兴趣
airplane n. 飞机
terrify v. 使害怕；使恐惧
be terrified of非常害怕的；极度恐惧的
go to sleep入睡
on adj. 开着的；接通的；工作着的
insect n. 昆虫
candy n. 糖果
chew v. 嚼；咀嚼
gum n. 口香糖
chat v. 聊天；闲谈
daily adj. 每日的；日常的
comic n. 连环漫画；连环漫画杂志；（报纸上的）连环漫画栏death n. 死；死亡
afford v. 买得起；负担得起
cause v. 造成；是发生
himself pron. （反身代词）他自己；他本身
patient adj. 有耐心的；忍耐的
in the end最后；终于
decision n. 决定；决心
make a decision做决定；下决心
head teacher班主任
necessary adj. 必须的；必需的
to one's surprise令某人惊奇的是…… exactly adv. 正；恰恰
even though即使；纵然；尽管
no longer 不再；已不
take pride in 对……感到自豪
attention n. 注意；专心；留心
pay attention to 对……注意；留心
give up 放弃；不一致；意见不合
waste v. 浪费；滥用
not...any more 不再；已不。

人教版九年级英语上册Unit2

height
build
tall medium height short hair heavy medium build thin
long hair short hair straight … curly… blonde … brown hair … …
have/has (big) eyes, wear(s) glasses/contact lenses …
In the past
Now
Did Zhao Wei use to be in style?
No, she didn’t. She was out of style. But now she is in style.
funny
serious
任务三：
说说我自己的过去和现在
I used to ride a bike.
B
任务五：说说你过去怎么样？
music cl
when you were a child?
Spider
spiders and other insects
Did you used to like … when you were young?
painting class
He has long curly hair.
He is thin. He has short hair.
Hurry
He used to be heavy.
He used to have long curly hair.
She is tall and thin.
She has short red hair.
short/ 矮 / ugly 丑陋的
thin 瘦的
wear glasses 戴眼镜

九年级上册英语第二单元知识点梳理

九年级上册英语第二单元知识点梳理1. 词汇本单元主要涉及以下词汇：- appliance - 家用电器- behavior - 行为- daily routine - 日常事务- electronic device - 电子设备- etiquette - 礼仪- household chores - 家务事- manage - 管理- responsibility - 责任- schedule - 日程安排- task - 任务2. 语法本单元涉及以下语法知识：- 现在进行时：用于描述正在进行的动作或状态。

- 句型结构：主语 + am/is/are + 动词 + -ing。

例如：- I am watching a movie now.- She is studying for the test.- They are playing football in the park.3. 口语表达在本单元中，我们研究了一些日常生活中的口语表达。

- How do you manage your time? - 你是如何管理时间的？- What are your daily responsibilities? - 你的日常责任是什么？- Can you help me with this task? - 你能帮我做这个任务吗？- I need to do my household chores. - 我需要做家务事。

- It's important to have good etiquette. - 有良好的礼仪很重要。

4. 情景对话本单元涉及以下情景对话：1. 在朋友家拜访的对话2. 家庭成员分担家务的对话3. 大家分享日常事务的对话4. 讨论日程安排的对话通过这些情景对话，我们可以研究如何运用所学的语言知识来进行实际交流。

以上是九年级上册英语第二单元的知识点梳理。

希望对你的学习有所帮助！。

人教版九年级英语上册Unit2重要知识点详解

人教版九年级英语上册Unit2重要知识点详解1.XXX1) AdjectivesXXX: XXX.XXX: This is an XXX.Dead: XXX.XXX: His grandma has been dead for three years.XXX: XXX.XXX: According to the old people。

this is a XXX.2) NounsXXX: XXX-XXX Festival.XXX: XXX 15.XXX: a portable light source used to XXX.XXX: On the night of New Year's Eve。

red XXX.Stranger: a person whom one does not know or with whom one is not familiar.XXX: Don't open the door to strangers.Relative: a XXX.XXX: His XXX.Goddess: a XXX.XXX: Chang'e is a goddess in the Moon Palace.Dessert: a sweet course served at the end of a meal.XXX: Children like to have XXX.XXX: a piece of ground where flowers。

vegetables。

or fruit are grown.XXX: There are all kinds of XXX.XXX: a long。

narrow piece of cloth worn around the neck.XXX: XXX.Ghost: an n of a dead person.XXX: This is a story about ghosts.XXX: a XXX.XXX: Boys like to play tricks.Treat: an event or item that is out of the ordinary and gives great pleasure.XXX: We were treated to a XXX XXX.二、【重点句型】1.It's said that。

(全)人教版九年级英语上册Unit 2单词及重点短语(附例句)

人教版九年级英语上册Unit 2单词及重点短语（附例句）Unit2 I think that mooncakes are delicious!【重点单词】1.Mooncake ['mu:nkeɪk] n. 月饼△The moon cake made by grandma is delicious!奶奶做的月饼味道美极了。

△People gather around the table to eat moon cakes and enjoy the moon on the 15th of August every year.每年8月15日，人们围坐在桌子旁吃月饼，赏月。

ntern [ˈlæntə(r)n] n. 灯笼△Red lanterns are hung on both sides of the street on the Lantern Festival. 元宵节的时候，街道两旁都挂着红灯笼。

3.stranger [ˈstreindʒə(r)] n. 陌生人△Don't talk to strangers.不要和陌生人说话。

△How many strangers have come to our community today?今天有多少陌生人来到我们的社区?4.relative [ˈrelətiv] n. 亲属；亲戚△On the first day of new year's day, our parents took us to visit relatives. 在元旦的第一天，我们的父母带我们去拜访亲戚。

5.put on 增加（体重）；发胖△During the outbreak, many people put on a lot of weight. 在疫情爆发期间，很多人的体重都增加了很多。

6.pound [paund] n. 磅（重量单位）；英镑△Grace has 500 pounds.格蕾丝有500英镑。

人教版英语九年级上册第2单元

第二单元主题：My day（我的一天）内容：一、新词汇和短语1. get up2. have breakfast3. go to school4. have classes5. have lunch6. do homework7. watch TV8. go to bed二、句型与语法1. What do you usually do in the morning?2. When do you have breakfast?3. What time does your school start?4. I have lunch at twelve o'clock.5. I watch TV for an hour in the evening.6. I go to bed at ten o'clock.三、学习目标1. 学习描述一天的活动2. 学会使用一般现在时态来描述日常活动3. 能够用英语描述自己的一天四、学习重点与难点1. 一般现在时的使用2. 表达时间的用法3. 描述生活中的日常活动五、教学策略1. 通过图片、视频等多媒体教学方式引导学生学习日常活动的表达2. 利用小组活动，让学生通过互动讨论，提高口语表达能力3. 对一般现在时的特殊疑问句进行针对性讲解六、教学过程1. 每节课开始前，教师可以播放与日常活动相关的视频或动画，引导学生进入学习状态2. 引导学生用一般现在时描述自己的一天，鼓励他们用英语对日常活动进行描述3. 引导学生用英语向同桌介绍自己的一天，让学生在实践中掌握所学知识4. 听写一些日常活动相关的单词和短语，巩固学生的词汇掌握能力5. 组织角色扮演活动，让学生在实际运用中巩固所学的日常活动相关知识七、教学资源1. 多媒体设备（投影仪、电脑等）2. 有关日常活动的图片、视频资料3. 与日常活动相关的英语课文4. 学生教材和练习册八、教学反馈1. 通过课堂练习和作业检查，及时发现学生的问题，及时调整教学内容和方法2. 鼓励学生积极参与课堂讨论和活动，增强学生的学习兴趣3. 对学生的口语表达进行及时纠正和指导，提高他们的口语表达能力九、教学评估1. 课后作业检查2. 学生参与度评估3. 学生口语表达能力评估十、教学反思与改进1. 教师需要根据学生的实际情况，不断调整和改进教学方法2. 细化教学过程，提供更多的实际练习机会，帮助学生更好地掌握所学知识3. 不断提高教学质量，让学生在轻松愉快的氛围中学好英语结尾：通过这样的教学设计和教学过程，可以让学生在轻松愉快的氛围中学好英语，提高他们的口语表达能力和日常生活中的交际能力。

初三英语上册(人教新目标)Unit 2 I think that mooncakes are delicious! 知识点总结

初三英语上册（人教新目标）Unit 2 I think that mooncakes aredelicious!知识点总结一、重点词汇stranger·原文再现Wu Ming and Harry are cousins/strangers/friends.吴明和海瑞是表兄妹/陌生人/朋友。

·基本用法n. stranger 陌生人，其复数形式为：strangersThe women knew nothing of the dead girl. They were strangers.女人们都对死去的女孩一无所知。

她们互不相识。

·知识拓展---相关形容词adj. strange 奇怪的，陌生的，可用来作定语，修饰名词。

I also had a strange feeling in my neck.我的脖子感觉也很奇怪。

relative·原文再现He visited his relatives/friends/classmates.他拜访他的亲戚/朋友/同班同学。

·基本用法n. relative 亲属；亲戚Do relatives of yours still live in Siberia?你的亲属仍然住在西伯利亚吗？·知识拓展---其他词性adj. 相对的，相关的The fighting began after a period of relative calm.战斗在相对平静的一段时间之后开始了。

steal·原文再现…tried to steal the medicine when Hou Yi was not home.……当后羿不在家的时候试着去偷药。

·基本用法vt. steal 偷；窃取，其后可以直接跟宾语。

（过去式: stole 过去分词: stolen 现在分词: stealing 第三人称单数: steals）My purse was stolen in the fair.我的钱包在赶集时被人偷走了。

人教版九年级英语上册Unit2重要知识点详解

人教版九年级英语上册Unit2重要知识点详解+练习一、【重点词汇】1. 重点单词(1)形容词folk民间的;民俗的This is an interesting folktale.这是一个有趣的民间传说。

dead死的;失去生命的His grandma has been dead for three years. 他的祖母已经去世三年了。

hunted有鬼魂出没的;闹鬼的According to the old people, this is a haunted place for ghosts. 据老人说，这是鬼魂出没的地方。

(2)名词mooncake月饼People are eating moon cakes and enjoying the moon on August 15.人们在八月十五吃月饼、赏月。

lantern灯笼On the night of new year's Eve, red lanterns are hung everywhere in the street.stranger陌生人Don't open the door to strangers.relative亲属;亲戚His relatives came to see her yesterday.goddess女神Chang'e is a goddess in the Moon Palace.嫦娥是月宫里的女神。

dessert (饭后)甜点;甜食Children like to have sweets after meals.孩子们饭后喜欢吃甜食。

garden花园;园子There are all kinds of flowers in the garden.花园里有各种各样的花。

tie领带I bought dad a beautiful tie as a birthday present.我给爸爸买了一条漂亮的领带作为生日礼物。

九年级英语上册Unit 2

Unit2 I think that mooncakes are delicious!【短语归纳】1. the Lantern Festival 元宵节2. the Dragon Boat Festival 端午节3. the Water Festival 泼水节4. be fun to watch 看着很有意思5. eat five meals a day 一天吃五餐6. put on five pounds 体重增加了五磅7. in two weeks 两星期之后8. be similar to... 与.......相似17. end up最终成为;最后处于18. share sth. with sb. 与……分享……19. as a result结果20. one,. . the other...(两者中的)一个……另一个……21. take sb. out for dinner 带某人出去吃饭22. dress up 乔装打扮23. haunted house 鬼屋31. call out 大声呼喊32. remind sb. of 使某人想起33. sound like 听起来像34. treat sb. with. 用/以……对待某人35. the beginning of new life 新生命的开始【重点句子】1. I think that they’ re fun to watch. 我认为它们看着很有意思。

2. What do you like about…?What do you like best about the Dragon Boat Festival? 关于端午节，你最喜欢什么？3. What a great day! 多么美好的一天！4 .1 wonder if…I wonder if it’s similar to the Water Festival of the Dai people in Yunnan Province. 我想知道它是否与云南傣族的泼水节相似。

九年级上册英语unit2知识点梳理

九年级上册英语unit2知识点梳理英语作为一门外语，对于九年级学生来说，是一个全新的挑战和学习任务。

而Unit2是九年级上册英语中的一个重要单元，它涉及了很多基础知识点。

下面就让我们来对Unit2的知识点进行一个梳理。

1. 单词学习：Unit2的单词学习是我们学习英语的基础，下面列出了本单元中常见的一些单词及其意思：- strict 严格的- geography 地理- environment 环境- pollution 污染- recycle 回收利用- factory 工厂- energy 能源- wildlife 野生生物- waste 废物- global 全球的通过积累和记忆这些单词，可以帮助我们更好地理解文章的意思。

2. 语法知识：Unit2中的语法知识点主要有动词的时态和被动语态。

动词的时态：英语中的动词有过去时、现在时和将来时。

比如，过去时用于表示过去发生的事情，现在时用于表示现在正在进行的事情，将来时用于表示将来要发生的事情。

被动语态：被动语态用于强调动作的接受者而不是动作的执行者。

例如，“The book was written by me.”这个句子中，“was written”就是被动语态。

掌握了这些语法知识，我们就能更好地理解和运用英语语言。

3. 阅读理解：Unit2中涉及到了一篇关于环境保护的文章，通过阅读理解这篇文章，我们能够更好地了解环境保护的重要性。

在阅读理解中，我们需要注意文章的主旨、段落之间的逻辑关系以及作者的态度和意图等。

同时，我们还可以通过理解文章中的词语和句子结构来推断文章的含义。

4. 写作技巧：Unit2中的写作部分要求我们写一篇关于环境保护的短文。

在写作过程中，我们需要明确文章的结构，包括开头、中间段落和结尾。

开头部分可以用一个引人注目的事实或者问题来引起读者的兴趣；中间段落可以围绕主题展开论述，列出几个关键点，并且用具体的例子来支持观点；结尾部分可以总结全文，提出行动建议或者展望未来。

人教版九年级英语上册Unit2知识点归纳与整理

Unit2 I think that mooncakes are delicious!第一课时(P9--10)一、常用短语1、Spring festival 春节2、the Lantern Festival 元宵节3、the Dragon Boat Festival 端午节4、the Water Festival 泼水节5、April Fool’s day 愚人节6、Tree Planting Day7、May Day 五一劳动节8、Women’s Day 妇女节9. be fun to watch 看着很有意思have fun doing干什么有趣have problems/trouble/difficulty in doing干什么困难have a hard/difficult time in doin g 干什么艰难10. eat five meals a day 一天吃五餐11. put on five pounds 体重增加了五磅lose weight 减肥12. in two weeks 两星期之后（用how soon 提问）13. be similar to... 与.......相似the same as 和…一样be different from与..不同14.good luck 好运气adj lucky adv luckily15.throw water at each other 互相泼水16、go to… for vacation 去、、、度假二、重点句式1、What a great day it is != How great a day it is!感叹句式一：What+（a/an）+adj+可数名词单数名词（+主语+谓语+其他）！= How +adj+ (a/an) +可数名词单数+主语+谓语+其他！多么……！感叹句式二：What +adj +可数名词复数(+主语+谓语)！多么……！What interesting books (they are !)= How interesting the books are!感叹句式三：：What +adj +可数名词复数(+主语+谓语)！= How + adj +主语+谓语!What fine weather it is! = How fine the weather is!感叹句式四：How + adv +主语+谓语!How carefully he studies!感叹句式五：How +主语+谓语！How time flies!2.W hat do you like best about the Dragon Boat Festival关于龙舟节你最喜欢什么？—I love the races .I think that they’re fun to watch3. He wonders/ wants to know whether/if they’ll have zongzi next year.他想知道明年他们将吃粽子。

九年级英语上册unit2知识点

九年级英语上册unit2知识点九年级英语上册Unit 2 知识点九年级英语上册的Unit 2主要涵盖了一些关于日常生活的重要知识点，让我们一起深入了解一下吧！一、名词的复数形式在英语中，名词的复数形式并不是简单地在词尾加-s。

有些名词需要将词尾的字母进行变化。

例如：man（单数）→men（复数）、woman→women、child→children等。

此外，还有一些特殊情况，如：mouse→mice、tooth→teeth以及foot→feet等。

二、定冠词与不定冠词的用法定冠词“the”用于特指已经被提及或者明确了的事物，而不定冠词“a”或“an”则用于泛指。

例如：I have a dog.（我有一只狗）在这个句子中，我们并不知道具体指的是哪一条狗，因此使用了不定冠词“a”。

三、物主代词的用法在英语中，物主代词用于指代物品的所有者，有时也可以指代人。

常见的物主代词有：my（我的）、your（你的）、his（他的）、her（她的）以及their（他们的）。

例如：This is my book.（这是我的书）在这个句子中，使用了物主代词“my”来指代“我”。

四、基数词与序数词的用法基数词表示具体的数量，如：one（一）、two（二）、three （三）等；而序数词则表示顺序，如：first（第一）、second（第二）、third（第三）等。

例如：He is the third person in line.（他是队伍中的第三个人）在这个句子中，“third”表示顺序。

五、动词的时态及用法英语中的动词有多种时态形式，如：现在时、过去时、将来时等。

例如：I play soccer every day.（我每天踢足球）这里的动词“play”用的是现在时态，表示现在经常进行的动作。

六、形容词的比较级与最高级形容词的比较级与最高级表示物品或者人在某个方面的程度大小。

比较级通常在形容词后面加“er”，最高级通常在形容词前面加“the”。

英语九年级上册unit2知识点

英语九年级上册unit2知识点Unit 2: Knowledge PointsIntroduction:In the ninth grade, students will delve into Unit 2, which covers a variety of essential knowledge points. This unit aims to enhance English language proficiency and strengthen students' grasp of grammar, vocabulary, and reading comprehension. In this article, we will explore these key areas and their significance in language learning.1. Grammar:Grammar plays a fundamental role in language acquisition. In Unit 2, students will focus on various aspects of grammar, including verb tenses, sentence structure, and word order. These topics are crucial for effective communication as they dictate how ideas are expressed. Mastering grammar not only enhances writing skills but also facilitates better understanding when listening or reading.2. Verb Tenses:Verb tenses allow us to speak and write about actions in different time frames. In Unit 2, students will encounter past, present, and future tenses. Understanding when and how to use these tenses accurately isvital for conveying information correctly. Practice exercises and interactive activities will help students consolidate their knowledge and improve their fluency in different tenses.3. Sentence Structure:Sentence structure refers to the arrangement of words, phrases, and clauses within a sentence. In Unit 2, students will learn about subject-verb agreement, compound and complex sentences, and the correct placement of modifiers. By grasping the principles of sentence structure, students can construct clear, coherent, and grammatically sound sentences.4. Word Order:Word order determines how words are positioned within a sentence. In English, subject-verb-object (SVO) is the most common word order. However, Unit 2 introduces other word orders to add variety and complexity to students' language skills. Understanding word order helps avoid confusion and ensures effective communication.5. Vocabulary:Expanding vocabulary is crucial for developing language proficiency. In Unit 2, students will encounter a wide range ofvocabulary related to various themes, such as daily routine, hobbies, and occupations. Learning new words and expressions not only enriches students' repertoire but also enhances their ability to express ideas accurately and precisely.6. Reading Comprehension:Reading comprehension is a vital skill that enables students to understand, analyze, and interpret written texts. Unit 2 focuses on improving students' reading comprehension abilities by exposing them to different genres, such as news articles, short stories, and informative texts. Students will practice critical thinking, inference-making, and summarizing skills while engaging with thought-provoking texts.Conclusion:Unit 2 covers essential knowledge points that contribute to overall language development. By mastering grammar, verb tenses, sentence structure, word order, vocabulary, and reading comprehension, students will acquire the necessary tools to communicate effectively in English. Through consistent practice and application, these skills will become second nature, allowing students to navigate the English language with confidence and fluency.。

新人教英语九年级上册unit2知识点

新人教英语九年级上册unit2知识点Unit 2: Know Your WorldIntroduction:In the ninth grade, as we delve into the exciting world of English learning, we come across various fascinating topics. One of them is covered in Unit 2: "Know Your World." In this unit, we explore different aspects of geography, culture, and customs from around the globe. Let's embark on this enlightening journey and explore the knowledge points covered in this unit.1. Geographic Features:Geography plays a crucial role in understanding the world we live in. This unit introduces students to various geographic features, such as mountains, rivers, deserts, and oceans. Students learn about the world's major mountain ranges like the Himalayas, Andes, and Rockies. They also explore iconic rivers like the Nile, Amazon, and Yangtze. The unit further delves into deserts, discussing the Sahara, Gobi, and Atacama. By studying these geographic features, students gain a deeper understanding of different regions and their influence on climate, society, and cultures.2. Cultural Diversity:The world consists of diverse cultures, each with its unique customs, traditions, and beliefs. Unit 2 aims to broaden students' horizons by introducing them to a few representative cultures from different continents. Students gain insights into Chinese New Year, Indian Diwali, and American Thanksgiving. They learn about the significance of these festivals and the customs associated with them. By appreciating cultural diversity, students develop a sense of empathy and respect towards people from different backgrounds.3. Climate and Weather Phenomena:Climate and weather patterns greatly impact daily life. Within this unit, students learn about different climate zones prevalent across the world, such as tropical, temperate, and polar climates. They explore the effects of latitude, altitude, and ocean currents on climate. Additionally, students delve into weather phenomena like hurricanes, tornadoes, and monsoons. Understanding these natural occurrences helps students appreciate both the beauty and challenges associated with different regions on our planet.4. Global Issues:Unit 2 also sheds light on various global issues affecting our planet. Students examine topics like deforestation, pollution, and climatechange. They gain awareness of the consequences of human activities on the environment and explore potential solutions. By encouraging critical thinking, students develop a sense of responsibility towards preserving our planet for future generations.Conclusion:In conclusion, Unit 2 of the New Senior English course exposes students to a wealth of knowledge about the world. By exploring geographic features, cultural diversity, climate, weather phenomena, and global issues, students deepen their understanding of the planet we call home. Engaging in such learning broadens their perspectives, nurturing well-rounded individuals equipped to contribute positively to our global society. Let us embrace this enlightening journey and continue our quest for knowledge.。

九年级上册英语unit2

九年级上册英语unit2一、重点单词。

1. stranger.- 词性：名词，意为“陌生人”。

例如：Don't talk to strangers.（不要和陌生人说话。

）2. relative.- 词性：名词，意为“亲属；亲戚”。

如：My relatives live in different cities.（我的亲戚住在不同的城市。

）3. put on.- 短语动词，有“增加（体重）；发胖；穿上”等意思。

- 表示“穿上”时，例如：Put on your coat. It's cold outside.（穿上你的外套，外面很冷。

）- 表示“增加（体重）”时，例如：I have put on five pounds during the Spring Festival.（春节期间我长胖了五磅。

）4. pound.- 词性：名词，可表示“磅（重量单位）；英镑（货币单位）”。

例如：A pound of apples costs two dollars.（一磅苹果花费两美元。

）He has ten pounds in his pocket.（他口袋里有十英镑。

）5. steal.- 词性：动词，过去式为stole，过去分词为stolen，意为“偷；窃取”。

例如：Someone stole my bike yesterday.（昨天有人偷了我的自行车。

）6. lay.- 词性：动词，过去式为laid，过去分词为laid，有“放置；安放；产（卵）；下（蛋）”的意思。

例如：She laid the book on the table.（她把书放在桌子上。

）The hen lays an egg every day.（这只母鸡每天下一个蛋。

）7. dessert.- 词性：名词，意为“（饭后）甜点；甜食”。

例如：Ice - cream is a popular dessert.（冰淇淋是一种受欢迎的甜点。

九年级英语上学期unit2

第一课时：Unit 2 I used to be afraid of the dark.Ⅰ. Analysis of the Teaching Material1. Status and FunctionIn this unit, students learn to talk about what they used to be like. Such topic reminds students of the days of their childhood. It is helpful to raise learning interest of students and students are sure to be active in all the activities in this unit.(1)The first period introduces a lot of words describing people first. And then students are provided listening and oral practice using the target language Mario used to be short. Yes. he did. Now he’s tall.(2) In the second period, students learn yes, no questions and short answers using the structure used to. Using the target language, students get more detailed information of their classmates. Students are fond of such activities. So they are helpful to improve students’ spoken English.(3)A lot of situations in the third period are designed for students to talk about what they used to be afraid of and what they are still afraid of. In this way, students know that everyone sure changes and that they should take good care the process of their growth.(4)In the fourth period, the vocabulary extension activity introduces more words to students. The other activities provide more listening and oral practice using both the old and new target language. All the activities are helpful to improve students listening and speaking skills.(5) In the fifth period, students practice reading and writing using the vocabulary words and the target language presented in the preceding classes. Such practice is useful to improve students integrating skills.(6)The Self check in the sixth period is designed to give students more reinforced practice, especially writing practice. In this way, students better understand ho w to apply what they’ve learned in this unit to their daily life.2. Teaching Aims and Demands(1) Knowledge ObjectsIn this unit, students learn to talk about how they have changed.To make students learn and grasp the structure used to, including statements and yes/no questions and short answers.(2) Ability ObjectsTo train students’ listening, speaking, reading and writing skills.To train students’ integrating skills.(3) Moral ObjectTo enable students to know that everyone surely changes. If you are afraid of speaking in front of the class, encourage yourself not to be shy. More practice, and you’ll feel more confident.3. Teaching Key PointsTo learn the key vocabulary and the target language.To learn the usage of the structure used to.4. Teaching Difficult PointsTo improve students’ listening, speaking, reading and writing skills.To enable students to grasp the usage of the structure used to.5. Studying WayTeach students how to use the structure used to to compare the past with now.Ⅱ. Language FunctionTalk about what you used to be like.Ⅲ. Target Language1. Mario used to be short.Yes, he did. Now he’s tall.2. I used to eat candy all the time. Did you?Yes, I did. And I used to chew gum a lot.Ⅳ. Structures1. Used to2. Conjunction butⅤ. Vocabularyused to, dark, spider, insectⅥ. Recyclingalone, quiet, snake, outgoing, friendly, serious, funny, tall, shy, short, straight, long hairⅦ.Learning Strategies1. Brainstorming2. ComparingⅧ.Teaching TimeSeven PeriodsThe First PeriodⅠ.Teaching Aims and Demands1.Knowledge Objects(1)Key Vocabularyused to, dark(2)Target LanguageMario used to be short.Yes, he did. Now he’s tall.2. Ability Objects(1) Train students’ listening skill.(2) Train students’ com municative competence.3.Moral ObjectDon’t judge a person by his appearance.Ⅱ.Teaching Key Points1. Target language2. The structure: used toⅢ. Teaching Difficult PointThe structure: used toⅣ. Teaching Methods1. Teaching by induction2. PairworkⅤ. Teaching Aids1. A tape recorder2. Pictures of people cut out from magazines or newspapersⅥ. Teaching ProceduresStep ⅠRevision(1) Check the homework exercises.(2) Ask some individual students their ways of learning English.T: How do you learn English, A?S A: I learn English by listening to cassettes.T: What about you, B?S B: I study with a group.T: Do you learn English by practicing conversations with friends, C?S C: Yes, I do. I think it helps.T:…Step Ⅱ1aThe activity introduces tile key vocabulary. Call students’ attention to the chart with the headlines Appearance and Personality.Say, You are to fill in the chart with words describing people. The words under Appearance will describe how people look and the words under Personality will describe what people are like. Ask two students to say the sample answers. Then elicit one answer to each column from the class.Get students to fill in the chart individually.Check the answers by asking different students to read their lists to the class. Make sure that all the students understand what each word means.Note: Answers will vary from the sample answers below.Sample answersAppearance: tall, straight hair, long hair, short hair, curly hair, short, fat, thin, slim, good-looking, prettyPersonality: outgoing, funny, quiet, kind, warm-hearted, friendly, shy, easygoingStep Ⅲ1bThe activity gives students practice in understanding the target language in spoken conversation.Write two dates side by side on the blackboard. The first is today’s date, including the year, and the second is the same day, but ten years ago.Ask a student to stand up. Use words or phrases to describe that student now. Ask students to suggest words Or phrases that describe him/her ten yearsago.T: Liu Chang is tall now. Was she tall ten years ago?S1: No, she was short.T: She has long hair. Did she have long hair ten years ago?S2: No, she has short hair. (You may wish to ask Liu Chang to answer the question)T: …Ask some more questions and add more examples to both columns.Ensure that the blackboard ends up like this:Sep. 10,2004 Sep. 10,1994Tall shortlong hair short hair… …Say, we use "used to" to talk about things that have changed.Write the following on the blackboard:Liu Chang used to be short, but she is tall now.She used to have short hair, but she has long hair now.Read the instructions to the class.Point out the sample answer. Say, You will hear someone in the recording say that Mario used to be short. Listen and fill in the other blanks with words you hear.Play the recording for the first time.Students only listen.Play the recording again. This time, students listen and fill in the blanks. Check the answers.AnswersMario used to be short. He used to wear glasses.Amy used to be tall. She used to have short hair.Tina used to have red and curly hair.Step Ⅳ1cThis activity provides oral practice using the target language.Read the instructions to the class.Call students’ attention to the conversat ion in the box. Invite a pair of students to read it to the class.S A: Mario used to be short.S B: Yes, he did. Now he is tall.Write it on the blackboard. Then demonstrate a new conversation with another student.T: Mario used to wear glasses.S C :Yes, he did. Now he wears contact lenses.Say, look at the picture in Activity 1b.Have a conversation with a partner about people in the picture. Talk about how the People look now and how they used to look.As students work, listen in on various pairs checking progress and helping withpronunciation as needed.After students have had a chance to practice several exchanges, ask pairs to come the front of the room and act out their conversations.Step ⅤSummarySay, In this class, we’ve learned the key vocabulary words used to and dark. And we’ve also learned the target language Mario used to be short. Yes, he did. Now he’s tallStepⅥHomeworkTake out the pictures of people cut out from magazines or newspapers. Hand them out to students. It’s better to find colo rful, full-length photos. Ask students to write about the person in the picture as they are now and as they were ten years ago. Students may collect pictures and information of the person they like best.Then write a passage about the person.Step Ⅶ第二课时The Second PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1)Key Vocabularybe interested in, sure(2)Target LanguageI used to be really quiet,I know. Now you’re very outgoing.Did you use to have straight hair?Yes, I did.Did you use to play the piano?No, I didn’t.2. Ability Objects(1) Train students’ listening skill.(2) T rain students’ integrating skills.3. Moral ObjectYou should have the courage of your opinions.Ⅱ. Teaching Key Points1. I used to be really quiet.I know. Now you are very outgoing.2. Did you use to have straight hair?Yes, I did.3. Did you use to play the piano?No, I didn’t.Ⅲ. Teaching Difficult Points1. Yes/No questions with used to2. Statements with used toⅣ. Teaching Methods1. Teaching by explanation2. PairworkⅤ. Teaching Aids1. Pictures of people cut out from magazines or newspapers2. A tape recorderⅥ. Teaching ProceduresStep ⅠRevisionCheck homework. Ask a student to hold up the picture given to him yesterday or a picture he/she collected himself/herself to the class. Then let him/her read out his/her article about the person in the picture.Step Ⅱ2aThis activity provides listening practice using the target language. Point to the picture and ask students what is happening. Elicit answers from students.T: Where do you think they are?S s: They are in a family room.T: What are they doing?S s: They are having a party.Point to the six words in the box and ask students to repeat each one. Make sure students know the meaning of each word.Say, You will hear a boy and a girl talking to each other at a party. Listen to the recording and check the words you hear they say. Point out the sample answer.Play the recording for the first time.Students only listen.Play the recording a second time. This time ask students to put a check in front of the words they hear.Check the answers.AnswersChecked words: quiet, outgoing, friendlyCulture noteMany houses in the United States have a family room. The family room is where families relax. Watch TV, play games, and listen to music every day. It is a very informal room. Most families use the family room more often than the other rooms.Step Ⅲ2bThis activity gives students practice understanding the target language in spokenConversation.Ask students to point to the blank lines in the conversation. Say, You will write one word on each blank line.Read the conversation aloud saying blank when coming to a blank line.Play the recording. Students fill in the blanks with the words they hear. Correct the answers. Read the conversation aloud, filling in the missing words. Students check their answers.Answersquiet outgoing friendly sportsStep Ⅳ2cThis activity provides oral practice using the target language. Focus students on the conversation in Activity 2b. Ask a pair of students to read it to the class. S A: Hey, Steve! Over here! Don’t you rem ember me?S B: Oh, wow! You’re Paula, aren’t you?S A: That’s right.S B: You used to be really quiet, didn’t you?S A: Yeah, I wasn’t very outgoing.S B: No, you weren’t. But you were always friendly. Wait a minute. Did you use to play the piano?S A: Yes, I di d. But now I’m more interested in sports. I play soccer and I’m on the swim team.S B: Wow! People surely Change.Point to the sample conversation. Get another pair of students to read it to the class.S C :I used to be really quiet.S D: I know. Now you’re v ery outgoing.Say, Now work with a partner. Start by reading the conversations in Activities 2b and 2c. Then make conversations about yourselves.Have students work in pairs. Move around the room listening in on various pairs and offering help if necessary.Check the answers by calling on different pairs to say their conversations to the class. Note: Answers will vary.Sample answersA: I used to play the piano.B: I know. Now you’re busy with your subjects.Step ⅤGrammar FocusAsk different students to say the statements and the questions and answers. S1:I wasn’t very outgoing.S2: You used to have long hair.S3: Did you use to have straight hair?S4: Yes, I did.S3: Did you use to play the piano?S4: No, I didn’t.Write them on the blackboard. Ask a student to circle the words used to, use to, did and didn’t. The following are noteworthy:1. When we write statements, we use the words used to.2. When we write questions, we use the words did + use to.3. When we answer a question with used to, we use did or didn’t.Dictate the following for further understanding:1. You used to be short.2. He used to play soccer.3. Did you use to draw pictures?Yes. I did.4. Did she use to have long hair?No, she didn’t.Pronunciation noteEnglish speakers usually pronounce the words used to and use to exactly the same way. They run the words together and pronounce these words as if they were spelled ustuh.say the statements and questions and answers in the grammar box to demonstrate this pronunciation. Get students to repeat several times using the ustuh.Step ⅥSummarySay, In this class, we’ve mainly learned the "use to" questions and "used to" statements.Step ⅦHomeworkAsk students to write a short report about what a favorite film star or a famous scientist was like when he/she was a child. Suggest students to add pictures to their written work.StepⅧ第三课时：The Third PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1)Talk about what you used to be afraidof and what you are still afraid of.(2) Key Vocabularyterrify, be terrified of, on2. Ability ObjectTrain students’ integrating skills.3. Moral ObjectAre you afraid of speaking in front of a group? Don’t be so shy. Be confident of yourself. Practice more, and you will sure change.Ⅱ. Teaching Key PointsTarget LanguageDid you use to be afraid of the dark?Yes, I did.Are you still afraid of the dark?No, I’m not. How about you?Me? Oh, yes! I’m terrified of the dark.So, what do you do about it?I go to sleep with my bedroom light on.Ⅲ. Teaching Difficult PointTalk about what you used to be afraid of and what you are still afraid of using the target language.Ⅳ. Teaching Methods1. Teaching by demonstration.2. Pairwork3. GroupworkⅤ. Teaching AidA projectorⅥ. Teaching ProceduresStepⅠRevisionCheck homework. Ask different students to read their reports about his favorite film star or a scientist. Then collect their writings and write comments on each paper before returning them, Display some better ones in the classroom. Show a student’s work on the screen by a projector. Help him/her correct any errors.Step Ⅱ3aThis activity provides reading and writing practice using the target language. Point to the pictures and ask students to tell what is happening.S1:In Picture 1, the person is afraid of the dark.S2:In Picture 2, the person is afraid of flying in an airplane.S3:In Picture 3, the person is afraid of high places.Draw students’ attention to the chart.Read each of the four headlines and the list of items in the first column to the class.Demonstrate how to fill in the chart with a good student orally.T: Did you use to be afraid of the dark?S: Yes. I was afraid to walk home when it was dark.T: Are you still afraid of the dark?S: No, I’m not.Tell students where to put a check in the chart.Ask students to complete the "I" column of the chart on their own by checking the items that they used to be afraid of and that they are still afraid of.Check the answers.Note: Answers will vary, Ask different students to report his/her answers like this:S:I used to be afraid of the dark and high places. But now I’m afraid of neither.Step Ⅲ3bThis activity provides oral practice using the target language. Focus attention on the conversation. Ask a pair of students to read it to the class.Write the conversation on the blackboard.Point out the list of items in the first column of Activity 3a. Say, Ask your partner about these items and complete the "My partner" columns of the chart in pairs.Ask students to work with partners.Walk around the room correcting any errors in pronunciation.Ask several pairs to share their conversations with the class.When all the students have finished the chart, Say, Now let’s check to see how many students used to be afraid or are still afraid of the same things. Invite a student to ask questions.S: Who used to be afraid of the dark?Raise your hands.(Count the hands and let students keep a record.)S: Who is still afraid of the dark? Raise your hands.(Count the hands and let students keep a record. )Do the same approach with the other items.Step ⅣPart 4This activity gives students an opportunity to use the target language to talk about themselves.Read the instructions to the class. Ask a good student to give an example from his or her own experience. For example, for the word eat, a student might say, I used to eat chocolate. Now I like to eat fruits of different kinds. I think chocolate is rich in calory and fat while fruits are rich in vitamin, which is good for health.Help students to write chocolate and fruits in the chart.Ask students to complete the work in groups of four. Walk around the classroom listening in on different groups and offering help with pronunciation and writing.Ask a few students to tell the class about the other students they have talked to.For example, a student may say, my desk- mate Wei Mei used to eat a lot of chocolate. Now she likes to eat fruits. She thinks keeping fit is of great importance.Note: answers to the chart will vary.Step ⅤSummarySay, In this class, we’ve talked about what you used to be afraid of and what you are still afraid of using the target language of this unit.Step ⅥHomework(1) Ask students to find out what their grandparents, parents, aunts, uncles and old friends used to be afraid of when they were children. What did these people used to be afraid of tha t today’s children are not afraid of?(2)Finish off the exercises on pages 6～7 of the workbook.Step ⅦBlackboard Design第四课时：The Fourth PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularyspider, insect, chew, gum(2) Target LanguageI used to eat candy all the time. Did you?Yes, I did. And I used to chew gum a lot.2. Ability ObjectTrain students’ ability to talk about what they used to be/do.3. Moral ObjectPeople surely change. Students should take good care of the process of their growth.Ⅱ. Teaching Key Points1. Key Vocabularyspider, insect, chew, gum2. Target LanguageI used to eat candy all the time. Did you?Yes, I did. And I used to chew gum a lot.Ⅲ. Teaching Difficult PointTalk about what you used to be/do.Ⅳ. Teaching MethodPractice methodⅤ. Teaching Aids1. A tape recorder2. A picture with spiders and a picture with insects.3. A gumⅥ. Teaching ProceduresStep ⅠRevisionCheck homework. Invite different students to report what his/her grandparents, parents, aunts, uncles, or old friends used to be afraid of when they were young.Step Ⅱ1aThis activity introduces new vocabulary words and provides practice with the target language.Using pictures, teach students to practice the words spider and insect. Teach theword gum by holding up a gum. And teach the verb chew by chewing the gum. Call students’ attention to the pictures.Ask, What is happening in each picture?S1: A girl is exercising in gym class in Picture 1.S2: A girl is painting a picture in Picture 2.S3: Students are singing in music class in Picture 3.S4: A boy is looking at spiders and other insects in Picture 4.Say, Please check the things you liked to do when you were a child.Ask students to complete the work individually.Check the answers by inviting different students to report his/her work like this: When I was a child, I used to like painting pictures and singing in music class. Say each number to the class and ask students to raise their hands for each thing they used to like to do. Then discuss the results with the class.Step Ⅲ1bThis activity provides practice with the target language.Point out the box under the pictures.Read the instructions to the class. Say,You are to write some other things that you used to like to do when you were a children on the lines in the box. Remind students to write sentences.As students work, move around the room offering language support and helping them with any words they want to use.Get a student to write his/her sentences on the blackboard. Help correct any errors.Sample answers1. I used to play football with my brother.2. I used to eat hamburgers a lot.3. I used to watch cartoons.4. I used to run with my father in the morning.Step Ⅳ2aThis activity provides listening practice using the target language.Set a time limit of one minute. Ask students to look through the sentences in the box.Say, You will hear a boy and a girl talking about how life used to be when they were much younger on the recording. Listen and check the sentences you hear.Point out the sample answer. Play the recording for the first time. Students only listen.Play the recording again. This time students check the sentences they hear. Check the answers.AnswersChecked sentences: 1,2,3Step Ⅴ2bThis activity gives students practice in understanding and writing the target language.Call students’ attention to the chart with the headlines In the past and Now. Set a time limit of one minute for students to look through the uncompleted sentences.Say, You are to listen to the conversation again and fill in the blanks with the words you hear. Point out the sample answers.Play the recording again. Students listen and fill in the blanks. Ask a student to read these sentences, filling in the blanks, the rest of the class check their answers.AnswersIn the past: tests, play, walk, gymNow: tests, study, take the bus, loveStep Ⅵ2cThis activity provides oral practice using the target language.Ask a pair of students to read the sample conversation to the class.S A: I used to eat candy all the time. Did you?S B: Yes, I did. And I used to chew gum a lot.Write the conversation on the blackboard.Ask students to pay special attention to the quest ion “Did you?” and the answer“Yes, 1 did.”Remind students of the negative answer No, I didn’t. Say, Now work with a partner. Start by reading the sample conversation with your partner. Then make new conversations.As they are working in pairs, move around the room offering language and pronunciation support as needed.Check the answers by calling on different pairs to say their conversations to the class.S1:I used to be afraid of the nurse. Did you?S2: Yes, I did.S3:I used to be afraid of speaking in the front of the class.S4 :Yes, I did. Now I am not afraid of that.Optional activityAsk students to talk about good and bad habits. Then make sentences with “used to”to show which habits they have stopped and make sentences with “still” to show which ones they still have.Step ⅦSummary and HomeworkSay, In this class, we’ve learned the new vocabulary words spider, insect, gum and chew and the target language I used to do sth. After class, finish writing the sentences in Optional Activity.Step ⅧBlackboard Design第五课时：The Fifth PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1)Key Vocabularyright, comic(2) Practice reading and writing using the target language.2. Ability Objects(1)Train students’ ability to get information in reading or in conversation.(2)Train students’ ability to express their ideas using the target language.3. Moral ObjectTalk to your parents as often as possible so that you can understand each other better.Ⅱ. Teaching Key PointPractice reading and writing using the target language.Ⅲ. Teaching Difficult PointWrite a passage about how someone’s life has changed.Ⅳ. Teaching MethodPractice methodⅤ. Teaching Aids1. A projector2. A sample versionⅥ. Teaching ProceduresStep I RevisionReview the target language presented in this unit. Invite a student to come to the front of the classroom and demonstrate an activity. The rest of the class guess what he/she is doing first. Then make sentences using the words "used to" and the guessed activity. Demonstrate how to play the game.A student pretends that he/she is drinking milk.T: What is he/she doing?S s: He/She is drinking milk.T: You are right. OK. Please make sentences using "used to" and "drink milk". S1：I used to drink milk a lot. Now I don’t like to drink milk at all.S2:I didn’t use to drink milk. But now I like milk very much.S3:…Step Ⅱ3aThis activity provides reading practice using the target language.Teach the words right and comic.Call students’ attention to the article. Invite a student to read it to the class. Correct any pronunciation errors to make sure the student provides a good model for the rest of the class.Point out the chart. Elicit the first answer from the class: Rose Tang then. had so much time. Guide students to find out the information in the reading. It says when I was young, I used to have so much time,…Say, Now read the article and complete the chart.Get students to do the work on their own. As they work, move around the classroom and offer help if necessary.Correct the answers.AnswersRose Tang then: had so much time; spent a lot of time playing games with my friends; watching TV or chat with my grandmother; went to concerts with my fatherRose Tang now, gets up early and stays in school all day; has no time for playinggames; has to study; has no time for concerts; does homework and goes to bedStep Ⅲ3bThis activity provides reading and writing practice using the target language. Read the instructions to the class.Read the letter to the class. Do the first one or two fill-ins with the class. Say, Please complete the letter on your own. You may use the information from the chart in Activity 2b.Ask students to work individually. Walk around the room checking progress answering questions as needed.Ask different students to read their completed letters to the class.Note: Answers will vary.Step Ⅳ3cThis activity provides writing practice using the target language.Read the instructions to the class.Demonstrate how to do the activity. Ask students to take turns suggesting things that they used to do and that they still do. Make two columns with the headlinesUsed to and Now on the blackboard.Say, Write an article about the things that you used to do and that you still do to describe how your life has changed since primary school. Use these suggestions on the blackboard with your ideas to write your article. You may also use the articles in Activities 3a and 3b as a model.Show the following sample version on the screen by a projector as a guide.Ask students to do the activity individually. As they begin to write, move around the room providing help as needed. It doesn’t matter whether they only write a sentence or a longer article.Ask students to read their articles to a partner.If there isn’t enough t ime for all the students to finish the article, allow them to finish it after class.The answer will vary.Step Ⅴ4aThis activity provides reading, writing, listening and speaking practice using the target language.Read the instructions to the class.。

人教版初三英语上unit2知识点讲解及练习_

人教版初三英语上unit2知识点讲解及练习例如：Don’t do your homework with the radio on. 不要开着收音机做你的作业。

She sat there alone with her eyes filled with tears．他独自一人坐在那儿，眼里充满了泪水。

5. These days, I hardly ever have time for concerts. 这些日子，我几乎没有时间去音乐会了。

（1）hardly是表示否定意义“几乎不”，例如：It was difficult, so you can hardly finish it byyourself. 它很难，你自己不可能独自完成。

（2）hard6. Before I started high school, I used to spend a lot of time playing games with my friends，…在我上中学以前，我常常花费很多时间和朋友们一起玩游戏，……spend “花费”例如：I spent two hundred Yuan on that new bike. 买那辆新自行车花费我200元。

He spent all the holiday reading the book. 他花整个假期都用来读这本书。

表“花费”的单词还有：7. My life has changed a lot in the last few years. 在过去的几年里，我的生活发生很大变化。

（1）a lot用在动词的后面修饰动词表示做事的程度。

例如：I know a lot about Chinese history. 我对中国历史了解很多。

（2）in the last few years表示“在过去的几年里”，它的同义词是in the past few years，常用在现在完成时。

其他表示现在完成时的时间状语有：already，yet，since，ever since，recently，so far等。

初三上册英语unit2核心知识(人教版)

初三上册英语unit2核心知识（人教版）ed to do sth.过去常常做某事(1)否定形式：didnt use to do sth. / used not to do sth.Tomdidnt use tochew gum.=Tomused not tochew gum.He used not to go shopping by car.=He usedn’t to go shopping by car.(2)疑问形式：Did+主语+use to+动词原形+其它?=Uesd+主语+to+动词原形+其它?Did Tom use tochew gum?=Used Tom tochew gum?Did he use to go shopping by car?=Used he to go shopping by car?(3)反意疑问形式：①肯定did/used+主语②否定didnt/usednt+主语He used to play football after school，usednt/didint he?There didnt use to be a big house,here,did it/used it?①He used to smoke，?②They usedn’t to like opera，?③They didn’t use to like opera，?④Theylike opera，did they?⑤Youlive in Wuhan，usedn’t you?⑥You used to like wine，?辨析：Ⅰ.be/get/become+used to意为“习惯于”，从形态上看，used为形容词，to是介词，因此后面只能跟名词或动名词。

⑴他们已习惯于住在农村。

They got used to living in the countryside.⑵他习惯于艰苦工作。

He is used to hard work.Ⅱ.be used＋带to的不定式意思是“用于做，”，可以用于各种时态的句子。