牛津英语模块四unit1-unit4知识点教学文案
江苏牛津英语Module4-Unit 1 复习提纲
Module 4 ---Unit 1复习提纲一.重点词组1.be aware of: 明白, 意识到2.be used to doing sth/sth: 习惯于3.do research (on…): 做(关于…的)研究4.encourage doing: 鼓励做5.encourage sb to do:鼓励某人做6.believe in: 信任7.be intended to: 打算做8.intended to: 打算做9.even if/though: 即使,即便10.be proud (of…): (对…感到)骄傲11.connect…to….: 把….和….连接12.fall for: 上…的当, 受骗13.play tricks on: 捉弄…14.since then = from then on: 从那里起15.mean doing: 意味着做16.mean to do: 打算做17.around/across/thoughout/all over the country: 遍布全国18.deal with sth: 处理19.do sth with sth: 处理20.Project Hope: 希望工程21.live/lead a ….life: 过着…的生活mit suicide: 自杀23.be satisfied with: 对….满意24.trick sb into doing: 诱使…做25.keep away from: 远离26.persuade sb to do…: 说服某人做27.persuade sb into doing…说服某人做28.at a… price: 以…的价格29.at a… speed: 以…的速度30.be available to sb: 某人可获得31.on sale: 热卖32.for sale: 待售33.be popular with: 受欢迎34.rise by: 上升(幅度)35.rise to : 上升到(终值)36.of high quality: 高品质的37.for free: 免费的*for+买卖交易的币值38.in one’s opinion =to sb: 在某人看来39.for…reason : 由于…的原因40.in turns: 按次序41.take turns to do : 轮流做42.have sth in mind: 记住43.get sb to do: 让某人做44.appeal to :迎合45.be concerned about: 关心46.get sth across: 讲清楚47.put sth together: 收拾, 收集e up with: 提出49.of one’s own :自己的50.on one’s own:独自地51.cure sb of one’s disease:治愈某人的疾病52.make comments on:(对….)作评论53.in public:公开地54.over and over again:一次次55.up to:高达; 胜任; 取决于56.be bored with:对…感到厌倦57.be tired of:对…感到厌倦58.approach to: …的方法/途径59.in town : 在镇上60.go to town:去镇上二.辨析2. be used to doing: 习惯于used to do: 过去经常(现在不了)be used to do: 被用来做be used for doing sth/sth: 被用来做3. in order to : 跟不定式, 位置可前可后so as to : 跟不定式, 位置不能置于句首in order that :跟从句, 位置可前可后so that : 跟从句, 位置不能置于句首【基础练习】一、单词拼写1. If you want to sell this product well, I advise you to a it in the newspaper or on TV.2. All of us finally agreed to his plan because of his p language.3. Nearly all the a to the palace were guarded by the soldiers.4. I’m sorry those coats are not (可获得的,可买到的) in your color and size.5. Last night I went to the bookshop and the shopkeeper r a new to me.6. What she has in mind is beyond___ _(想象力). No one can tell what she will do next.7. The writer traveled throughout the country to p his latest novel.8. The food was good but the (服务) was slow.9. She is never s with what she has got and keeps asking for more and more.10. I only need one more stamp to c my collection.11. I will call back at a more (方便的) time.12. Adventuring in African forest is really an u experience.13. Is there a (格外的) type of book he enjoys?14.They know me---I am a regular (顾客).15.The company has over 500 stores (全国性的).16. The latter plan isn’t good. I think you should go back to your o one.17. We all need to be about the advertisements for they are not always true.18. It’s (时髦的) to have long hair again.19. They (购买) the land for 1 million dollars.20. People slowly g their luggage and left the hall.二、单项选择1. My father ____ smoke heavily , but now he doesn't smoke any more .A. use toB. was used toC. used toD. was used2. You can't imagine ____ boy can do _____ work .A. so little, so muchB. such little, such muchC. so little a, such muchD. such a little ,so much3. The doctor ____ me to spend several days at the seaside, so that I’ll ____ soon.A. considered; hold upB. hoped; bring upC. suggested; take upD. advised; pick up4. —How about fried chicken? —Oh, it ___ lots of fat.A. remainsB. containsC. holdsD. includes5. You can not imagine the difficulty they had ____ the problem. It isn’t ____ easy.A. to solve; soB. solved; soC. solving; thatD. solved; that6. I’m just wonder ing ____ I first met Tom.A. where it was thatB. that was it whereC. where was it thatD. that was it where7. Education ____ white settlers only in Australia in the past. The natives could not go to school.A. intended forB. was intended forC. intended toD. was intended to8.I you, so I what you say..A. believe, believeB. believe in, believeC. believe, believe inD. believe in, believe in9.What surprised me was not what he said but he did it.A. the wayB. in the way thatC. in the wayD. the way which10. He was made the house under his mother’s direction.A. cleanB. cleaningC. cleanedD. to clean11. visit her uncle?A.Do you think when ; she was going toB. When do you think; she was going toC. When do you think; was she going toD. Do you think when; was she going to12.They have us some warm clothes. Shall we take them?A. supply, forB. provide, withC. offer, /D. B＆C13. Let Sandy read your comic books as well. Tom, you must learn to .A. supportB. careC. shareD. spare14. —Have you ever been to Canada?---No. I’d love to. .A. tooB. thoughC. yetD. either15. In some parts of London, missing a bus means for another hour.A. waitingB. waitC. to waitD. to be waiting16. The straw hat can our faces from the sunshine.A. keepB. stopC. protectD. prevent17.I have bought the same jacket he is wearing.A. asB. thatC. whichD. whom18. You are saying that everyone should be equal, and this is I disagree.A. whyB. whereC. whatD. how19. All these gifts must be delivered immediately _________ in time for Christmas.A. in order to have receivedB. in order to receiveC. so as to be receivedD. so as to be receiving20. What is the book mainly about?-Well, it ________ a little boy who suffered a lot during the war.A. deals withB. deals aboutC. makes upD. talk about21. I am sure nobody will ________ his old trick.A. fall intoB. drop forC. fall forD. run into22. It was n’t until nearly a month later ________ I received the manager’s replyA. sinceB. whenC. asD. that23. Are you ________ of the mistakes you made in your final English test?A. awaredB. unforgettableC. awaringD. aware24.Although most of them have no doubt ________ he will pass the exam , I still wonder _______ he has reallygot everything ready.A. whether; thatB. that; whetherC. that; thatD. whether; whether25. The cunning fox tricked the little rabbit picking up the carrots in the field and then caught it.A. onB. intoC. alongD. to26. Allow children the space to express their opinions ________ they are different from your own.A. untilB. even ifC. unlessD. before27. It was at the end of the meeting __________ Mr. Smith made the decision ________ we should send morefirefighters there.A. when; whichB. that; thatC. where; whatD. that; what28. He was unable to to the students what he meant.A. get throughB. get acrossC. get downD. get around29. The government is everyone to save water.A. appealingB. appealing forC. appealing ofD. appealing to30.He to me that he had several eggs on the table.A. lay; laidB. lied; layC. lain; laidD. lied; laid31. My hometown is not it used to ten years ago.A. when; doB. what; doC. what; beD. when; be32. No one knows when and where .A. was she bornB. did she come fromC. she workD. she was born33. She wanted to know _________.A. whether I knew her and where did she workB. if I knew her and the factory she worked thereC. whether I knew her and factory she workedD. if I knew her and the factory where she worked34. The trouble is we are short of hands.A. whatB. thatC. howD. which35. — How often do you eat out? —, but usually once a week.A. Have no ideaB. It dependsC. As usualD. Generally speaking三、完形填空Many years ago, my dad was diagnosed with a terminal illness. He was unable to work at a(n) 36 job. He would be fine for quite a while, but would then fall suddenly 37 and have to be admitted to the hospital. He wanted to do something to keep himself 38 , so he decided to volunteer at the local children 39 . My dad loved kids. He would talk to them and play with them. Sometimes, he would 40 one of his kids. In certain instances, he would give 41 to the sad parents of these children.One of his kids was a girl who had been admitted with a 42 disease that paralyzed (使……瘫痪) her from the neck down. I don’t know the 43 of the disease, but I do know that it was very sad for a little girl. My dad decided to try to help her. He started 44 her in her room, bringing paints, brushes and paper. He stood the paper up 45 a backing, but the paintbrush in his mouth and began to paint. He didn’t use his hands at all. Only his 46 would move. He would visit her 47 he could and paint for her. All the while he would tell her, “see, you can do 48 you set your mind to”.49 , she began to paint using her mouth, and she and my dad became friends. Soon after, the little girl wasdischarged (允许出院). My dad also 50 the children hospital for a little while because he became ill. Some time later after my dad had recovered and 51 to work, he was at the volunteer counter one day and 52 the front door open. In came the little girl who had been paralyzed, but this time she was 53 . She ran straight to my dad and hugged him really tight. She gave my dad a picture she had done using her 54 . At the bottom it read, “thank you for helping me walk.”Sometimes love is more 55 than doctors, and my dad —who died just a few months after the little girl gave him the picture — loved every single child in that hospital.36.A. important B. steady C. easy D. good37.A. ill B. behind D. asleep D. down38.A. well B. wealthy C. busy D. healthy39.A. palace B. hospital C. center D. park40.A. teach B. miss C. lose D. treat41.A. speech B. comfort C. praise D. way42.A. special B. curious C. common D. rare43.A. result B. reason C. name D. course44.A. observing B,. drawing C. painting D. visiting45.A. with B. across C. against D. over46.A. head B. throat C. fingers D. eyes47.A. with whoever B. whenever C. as if D. as soon as48.A. everything B. something C. anything D. nothing49.A. Basically B. Naturally C. Eventually D. Suddenly50.A. left B. entered C. rushed to D. stayed at51.A. stopped B. returned C. hesitated D. refused52.A. pushed B. noticed C. observed D. kicked53.A. shouting B. lying C. walking D. jumping54.A. hands B. pens C. paper D. mind55.A. thankful B. useful C. thoughtful D. powerful四、翻译句子1. 我最近不太打网球，可是过去常打。
牛津高中英语模块四Unit-1英文说课讲稿
Unit 1 advertisement (welcome to the unit)Hello, everyone. I am XXX from XXX college. Today I am pleased to have an opportunity to talk about some of my teaching ideas. My topic is welcome to the unit taken from Unit 1, Advertisement Module 4. My teaching plan will include three parts. They are analysis of the teaching material, teaching methods and teaching procedures.Part 1. Analysisi of the teaching material1.status and functionAdvertising is the theme of this unit. In welcome to the unit not only provides a chance for students to get an idea of advertisement in their daily life, and then ask Ss identify the differences between these two types of advertisements, but also practice Ss’s oral English through this topic.2.Teaching aims and demandsBased on the analysis of the teaching material, I have chosen the following as the teaching aims.1.To make students aware of the role of advertising in our daily life2.To talk about the six ads and put them in two groups. Finally encourage them to tell the difference between them3.To discuss the last three questions to improve their speaking ability4.By completing this lesson, ss will gain some knowledge about advertisements, the social effectss of advertisement, and ss could distinguish the advertisement true or not in our daily life.3.Teaching important and difficult points1.To help Ss understand the role of ads2.How to develop Ss’ speaking ability by expressing their opinions in the discussionPart II The teaching methodsDiscuss in pairs or in groupsCommunicative teaching methodAudio-visual teaching method“ Task- based” teaching methodPart III Teaching proceduresI have designed the following stepsStep 1 GreetingBefore talking about advertisement, ask one student to sing a song or anything he/she do is relation to English. The purpose of What I design is Ss will be happy and have a very good mood to go on with this lesson.Step 2 Lead-inWith the happy atmosphere in class, I will start my topic by the way. Ask them 3 questions to discuss, they are: Do you like reading or watching advertisements?What kind of ads do you like best? And why?Where can you find advertisements?I will give the Ss enough time to discuss the questions in pairs or groups. Any related answers are acceptable. This step is just to arouse their interst in the topic.Step 3 SpeakingI ask Ss to open their books to Page 1, let Ss observe these six pictures, and discuss them in groups of four and try to answer the following questions:1) What can you see in the picture?2) What can you read on it?3) What does it persuade us to do or what does it try to tell us?Through discussing in groups, my turn to conclude this step, I tell them that you can see that advertisements are a good way to sell products or services. They are also a good way to make people aware of the needs of others and the dangers around them. Next please look at the table below and then go through the six pictures again. Later on put each of them in the correct group. Which one’s function is to sell a product or s ervice? And which one’s function is educate about people? Let Ss realize the difference between the two.In this step, I set 4 questions to discuss. The purpose is encourage Ss to express their opinions and practice their oral English. The questions are:1) Have you ever bought a product or service after reading or watching an ad?2) What was it? Now do you believe that advertisements tell the complete truth?3) What is/are your favorite advertisement(s) making you think about problems in society or about people who need help? Why?4) What do you think makes a good advertisement?From the above what I’ve drilled in class, I think that most of Ss have knowed what an advertisement is and realize the role of them in our lives.Step 5 Homework1. Ask students to read the passage in Part B on page 95 in workbook as their homework. Teachers can check the answers in or after class2. Let them preview the next period, especially the new words in the instructions or requirements but not included in the wordlist.Unit 1 advertisement (reading)Hello, everyone. I am XXX from XXX college. Today I am pleased to have an opportunity to talk about some of my teaching ideas. My topic is advertisement taken from Unit 1, Module 3. My teaching plan will include three parts. They are analysis of the teaching material, teaching methods and teaching procedures.Part 1. Analysisi of the teaching material1.status and functionThis is the second period of this unit. The topic of this unit is advertisement. In this period, students are demanded to learn more about advertisements, need identify the differences between commercial advertisements and public service advertisements. Because this article is an expository writing, let the Ss to learn how to read an expository writing.2.Teaching aims and demandsBased on the analysis of the teaching material, I have chosen the following as the teaching aims.1).To learn more about advertisements2).To learn how to read a expository writing3).To read the passage Advertisements and complete related answers4).To improve their reading comprehension skill by fully participating in all activities3.Teaching important and difficult points1)How to improve their reading ability through teaching activities2)How to let them gain some insight into advertisements and help them deal with advertisements in their daily life3)The usages of some key words4.Teaching AidsA computer and overhead projectorA blackboard and some chalkPart 2 Teaching MethodsDiscuss in pairs or in groupsCommunicative methodAudio-visual teaching method“ Task-based” teaching methodPart III Teaching procedures and purpose of my designingI have designed the following steps to train their ability of reading.Step 1 GreetingBefore talking about advertisement, ask one student to sing a song or anything he/she do is related to English. The purpose of What I design is under this homorous atmosphere Ss will be happy and have a very good mood to go on with this lesson.Step 2 Lead-inAsk the Ss to review what we discussed six advertisements in the last lesson and talked about their effects on us.It stimulate s the Ss’ interest and draw their attention at the very beginning of the lesson. So I call Ss’ memory to show some advertisements from the net I found and lead in new lesson.Step 3 Fast readingThis step is the most important part of this lesson, because the students are going to do the reading. And the whole reading is conducted with the strategies instructed first. And they, then, they will put the strategies into practice .I would tell the students that usually it is not necessary to read an article word by word or sentence by sentence to get some information, then show them one of reading strategys——skimming.Ask the Ss to read the text quickly and answer the three question in Part A, then check the answers they find. Step 4 Deep readingI will give 3 minutes to Ss to read the “reading strategy”, let Ss know what an expository writing and what the expository article basic format is.This time I will let Ss read again while I play the recording. what I design is following the recording to read, and trainning their listening at the same time.Then let the students work in pairs, one student reads the question and the other answers it. If it is false, let him or her correct it.With the tasks in step 3 and step 4, the students can grasp the reading skills easily.Step 5 Post-readingLet the students discuss in groups and ask them to scan the text and find out how many parts the text can be divided into and get the main idea for each part.Then encourage the students to learn to compare the differences between commercial ads and public service ads.Step 6 Homeworkto complete the remaining exercises on page 4 and 5.to do parts A1 and A2 on page 90 in workbookPart IV Blackboard DesignUnit 1 advertisement (word power)Good afternoon, ladies and gentlemen! I am XXX from XXX college. Today I’m very delighted to have the opportunity to share my ideas about how to teach Word power.My teaching plan includes 4 parts. They are:My understanding to this lesson Teaching MethodsTeaching procedures and Blackboard DesignPart 1. My understanding to this lessonA. Status and FunctionThis is the fourth period of this unit. The topic of this unit is advertisement. In this period, students are demanded to learn how to create adjectives by adding suffixes to nouns or verbs and also talks about vocabulary that is used in sales and marketing.B. Teaching aims and demands(1) To review the word formation and learn more common suffixes(2) To expand their vocabulary about sales and marketing(3) To complete the exercises designed to reinforce the words to be learnt in the word powder(4) To help them grasp the rules of word formation and learn how to apply them in English learningC. Teaching important and difficult points(1) How to make use of word formation to enlarge their vocabulary and improve their reading ability(2) How to make the students to realize the rules of word formation and use it to understand and remember new words(3) The usage of some wordsD. Teaching Aids:A computer and overhead projectorA blackboard and some chalkPart II. Teaching MethodsDiscuss in pairs or in groupsCommunicative methodAudio-visual teaching method“ Task-based” teaching methodPart III. Teaching procedures and purpose of my designingStep 1 Lead-inGreetingsAsk the students to have a discussion with their partners about the topic in Part E. Ask some pairs to act out their dialogue.Purpose: It is very important to stimulate the students’ interest and draw their attention at the very b eginning of the lesson. So I create the discussion in pairs to review and lead in to the new lesson.Step 2 Vocabulary learningI’ll arrange three activities in this step.Activity 1: discussionFirst I’ll ask the students some questions about advertiseme nt.Then I show some words on the screen, let Ss to notice whether these words are similar with. Examples are: happy →happily, happinesscare →careful, carelessI try to let the ss give me more examples, make the students to realize the rules of word formation by their own first.Activity 2: Using suffixesFrom the above discussion we’ve discussed, I put a following table on the screen, they are some other ways to form adjectives from nouns and verbs.need to remove the final letter(s) of a word before adding a suffix. Usually we can get the meaning of the word created by adding suffixes.Activity 3 PracticingI’ll ask the ss to read the advertisement and fill in the blanks with the adjectives by adding the correct suffixes to the words in brackets. Finally check the answers as a whole.Purpose here is, by completing the exercises designed is to reinforce the rules of word formation have been learnt in the word powder.Step Three: Vocabulary ExtensionContinuing the last lesson we learnt something about advertisements, then I’ll show a short text about sales and marketing on the screen. Pick some words and phrases in blue out and explain theirs meaning. Teach the ss to read the words and phrases, give the ss a few minutes to learn them by heart. Ask the students to do Part B by themselves first. Then check the answers.Purpose: In this step, I use Audio-visual teaching method to make it easy for the students to learn and remember the words; to meet the demands of different students and enlarge their vocabulary.Step Four: HomeworkList 10 more adjectives by adding suffixes to nouns or verbs.Purpose: in this way, the students can enlarge his/her vocabulary, the other side grasp the rules of word formationPart IV Blackboard DesignUnit 1. Grammar and UsageTeaching Aims:l To learn the direct and indirect speech and how to change from one to the otherl To identify the differences between direct and in direct speechl To learn how to use reported speech in statements, questions, and imperative sentencesl To complete the relevant written tasks to reinforce the grammar and usagel To apply what they learn to practice by fulfilling some written mistakes.Teaching Key Points & Teaching Difficulties:How to help them understand the changes when changing direct speech into indirect speechThe usages of persuade and discourageHow to apply the grammar rules to compete the related exercises correctlyTeaching Procedure:Step One: Leading-inT: (Greet the class as usual) Now boys and girls, please look at the screen. There is a short dialogue. Read it carefully and answer the two questions.‘What are you going to do this summer holiday,’ Tom asked Ann. ‘I am going to travel to Beijing with my parents.’ said Ann.What did Tom ask Ann?(This step is to attract their attention to direct speech and indirect speech. Later collect their answers on screen.)T: Wonderful! Yon can notice that when you answer my questions you have made some changes to the original sentences. In fact your answers are written in reported speech or indirect speech while theoriginal sentences in direct speech.Step Two: Direct and Indirect SpeechT: Ok. This is what we will talk about today. Now please open your text books at page 8. Go through the group 1 and 2 to answer the next two questions:What are direct speech and indirect speech?How can we change direct speech into reported speech?(Have students analyze the sample sentences. Give them some time to discuss the sentences in pairs first and then check the answers.)We can do it by changing what has been said to an object clause or an infinitive phrases.(Make sure they understand what direct and indirect speech is. Help the students to grasp the meanings of the sample sentences. Explain them to the students if necessary.)T: Very good! ThenWhen you change direct speech into indirect speech, what else should you make changes to besides the major changes in sentence structure?T: Now please go through the group 3 carefully, especially the tables. You can exchange your ideas with your classmates around you and think about the above question carefully.)Ss: Other changes in:Personal pronounsTensesAdverbials of time and placeOther casesT: Good! Next please consider how to change the following sentence in direct speech into reportedspeech.‘Light travels at a great speed,’ said the teacher.Ss: The teacher said that light travels at a great speed.(It doesn’t matter whether they are able to give correct an swer. This is just to help them to realizesomething different when changing direct speech into indirect speech.)T: So you can see we made no changes to the sentence in direct speech. Dou you know why? Please look at the tip on the left and recall what you have learnt before and them tell me the reason.Ss: …Tips:We do not change the tense when we report a proverb or a fact that doesn’t change over time.T: Terrific! And I can show you more examples as follows:My teacher told me that practice makes perfect.The teacher said that light travels faster than sound.(Ask them go through the content on page 8 again and deal with any questions raised by the students.Last let them finish the exercise on page 9. Make sure they know what to do.)Step Three: Reporting statements, questions, and imperative sentencesT: Ok, let’s go on to learn how to report sentences in statements, questions and imperative sentences. Please turn your book to page 10. Go through them one by one and share your ideas with your partner. Later on tell me:How to report statements, questions, and imperative sentences?(Give them enough time to go through them and help them summarize the following:²Statementsl Use noun clauses introduces by that to report statementsl Say and tell are common reporting verbse.g. ‘There two main types of advertisements,’ the writer said to us.→The writer told us that there two main types of advertisements.²Questionsl Use noun clauses introduced by whether/if to report Yes/No questionsl Use noun clauses introduced by WH-words to report WH-questionse.g. ‘Are all advertisements playing tricks on us?’ I asked her.→ I asked her whether/if all advertisements playing tricks on us.e.g. The teacher asked Tom ‘What’s the matter?’→ The teacher asked Tom what was the matter.²Imperative sentencesl Use the structure: reporting verb + object + (not) to-infinitive to report imperative sentencesl Ask and tell are common reporting wordse.g. ‘Don’t touch anything in the lab without permission.’ said the teacher.→ The teacher told us not to touch anything in the lab without permission.e.g. ‘Turn down the radio please, Tom.’ Jen said.→ Jen asked Tom turn down the radio.T: You’ve done a good job. Now you can overview what we have learnt on page 10. If you have any difficulty, ask me for help.(After this let them complete the Part A on page 11.2. asked in what way it was different from other English learning software3. asked how it could help him to remember English words4. asked whether/if it taught listening and speaking5. asked what the designer would do if she was not satisfied with the software.6. asked whether/if it was user-friendly( After this, give the students a few minutes to ask for help if they have any questions)Step Four: Language Points1. recommend vt. 推荐；建议、忠告recommend sth to sb = recommend sb sth 向某人推荐某物recommend doing sth 建议做某事recommend sb to do sht 建议某人做某事recommend that … 接宾语从句用虚拟语气“should do”should可以省e.g. They recommend Tom to do the job.e.g. The doctor recommend that she (should) stay another week in hospital.2. remind sb of … 提醒某人某事…；使某人想起…remind sb to do sth提醒某人去做某事e.g. The film remind him of his happy childhood.e.g. My father often reminded me to behave myself at school.Step Six: Homework²To do Part C2 and C2 on page 92²To preview the taskUnit 1 advertisement taskGood afternoon, ladies and gentlemen! I am XXX from XXX college. Today I’m very delighted to have the opportunity to share my ideas about how to teach Word power.My teaching plan includes 4 parts. They are:My understanding to this lesson Teaching MethodsTeaching procedures and Blackboard DesignPart 1. My understanding to this lessonA. Status and FunctionThis is the fifth period of this unit. The topic of this unit is advertisement. In this period, it requires students to write an advertisement. Students will first learn to listen for statistics and descriptions, then to state opinions and give supporting reasons, and finally use different sentence types correctly to design an advertisement. Students will practise the skills of listening, speaking, reading and writing.B. Teaching aims and demands1. To train and improve the students’ abilities of listening, speaking, reading, and writing2. To learn how to listen for statistics and descriptions, and how to state opinions and five supporting reasons3. To apply what they have learnt to design a advertisement for a chocolate barC. Teaching important and difficult points1. How to improve their integrated skills through these activities2. How to help them to write an advertisement for a product3. The usage of some key words and structuresD. Teaching Aids:A computer and overhead projectorA blackboard and some chalkPart II. Teaching MethodsDiscuss in pairs or in groupsCommunicative methodAudio-visual teaching method“ Task-based” teaching methodPart III. Teaching procedures and purpose of my designingI have designed the following stepsStep 1 GreetingBefore talking about advertisement, ask one student to sing a song or anything he/she do is relation to English. The purpose of What I design is Ss will be happy and have a very good mood to go on with this lesson.Step 2 lead-inFirst I would like to ask some questions. Since you have studied English for years, 1) are you at listening? 2) what difficulties do you have in listening?It is to focus the students’ attention on the thyme of this part. Encourage them to relate it to their own experiences and speak as they like.Step 3 listeningI’ll ask the ss to open their book on page 12. learn together numbers in statistics like fractions, decimals and percentages. What’more, learn some words and phrases that describe an increase, a decrease, no change, trends, a range, an average and a limit.Purpose: it is easier to grasp statistics and descriptions than before learning it.Then, the ss listen five short descriptions, and write down the statistics in the blanks on page 12. Play the tape twice for them to complete the exercise. If possible, I can play a third time for the students to get a better understanding.After finishing this execise, turn to next, listen to the announcement and complete a bar chart for future reference.Step 4 Writing an advertisementGo on with this step, how to write an advertisement for a product ChocoLoco Barusing the information we have collected in the above steps. First I will give you two popular advertisements to look at for ideas but some words are missing. Please use the given words to complete them. Each word can onlybe used once.After checking the answers, show the ss the following demands for chocoloco Bar’sadvertisement.Try our ChocoLoco Bar!Ø Taste/lookØ BenefitsØ Price/discountsØ Where people can buy the productAsk them to do it in group of four. Remind them they can add something related. If they can’t finish, let them complete it after class. They can surf the Internet to get more help.Step 5 homeworkTo go over the taskTo complete the advertisement after classTo preview the ProjectPart IV Blackboard DesignUnit 1 Advertisement project developing an ad campaignGood afternoon, ladies and gentlemen! I am XXX from XXX college. Today I’m very delighted to have the opportunity to share my ideas about how to teach Word power.My teaching plan includes 4 parts. They are:My understanding to this lesson Teaching MethodsTeaching procedures and Blackboard DesignPart 1. My understanding to this lessonA. Status and FunctionThis is the sixth period of this unit. The topic of this unit is advertisement. In this period, students are asked to develop an advertisement campaign, which will promote an issue dealing with public welfare.B. Teaching aims and demands1. To learn about some basic information about an ad campaign2. To apply what they have learnt to develop an ad campaign3. To catch the correct direction of the development of the society, so that they can do more for our country.C. Teaching important and difficult points1. How to help them to develop an ad campaign2. The usage of some key wordsD. Teaching Aids:A computer and overhead projectorA blackboard and some chalkPart II. Teaching MethodsDiscuss in pairs or in groupsCommunicative methodAudio-visual teaching method“ Task-based” teaching methodPart III. Teaching procedures and purpose of my designingI have designed the following stepsStep 1 GreetingBefore talking about advertisement, ask one student to sing a song or anything he/she do is relation to English. The purpose of What I design is Ss will be happy and have a very good mood to go on with this lesson.Step 2 ReadingBefore reading, I’ll ask the ss what an ad campain is. I think the ss don't know clearly, so I’ll let them open their text books on page 18 to read the article silently as quickly as possible to answer the following questions: What is an ad campaign?What must you have in mind when you start a successful ad campaign?What questions must you first consider in an ad campaign?In this reading, the main purpose is getting a general idea of the passage, and know that people all over the world use the media to advertise for the benefit of the public or public welfare.Step 3 Developing an ad campaignFrom the above an ad campaign what the ss have learned, then next step, planning, conducting an ad campaign and promoting a public welfare issue. They are some steps for developing an ad campaignPlanning:n Work in small groups. Decide what the subject of your ad campaign will be. Choose one of the topics listed below or come up with one of your own.Animal protection Anti-smoking Anti-drugs Anti-littering The topic of our campaign will be :__________________________(Make sure that all the group members agree on the topic they choose and that different groups choose their topics relatively.)Preparing:n Discuss the following questions and write down your answers:1) Who is the audience for our ad campaign? _______________2) What do we want our ad campaign to say? _______________3) How do we reach our audience? _______________________(Ask students to discuss the three major questions first. Make sure all the members of theirgroup agree on the answers.)n Discuss the tasks listed below and decide which group member will responsible for each task. Write the names beside the work.Ø Research the topic and the audience _____________________Ø Design a logo for the campaign _________________________Ø Develop a slogan for the campaign ______________________Ø Choose the form of the media __________________________Ø Write an ad campaign proposal _________________________Ø Present the campaign to the class _______________________(In this step they should decide what each group member will be responsible for each task. Remember them that two or more people can work on the same task.)Producing:(If possible, let the students surf the Internet to find information they need from various resources on their topic. All the group members must discuss the information found and decide what to include in the ad campaign. T can help them to learn how to work together to complete the ad campaign. Set a deadline for it if they can not finish it in class.)Presenting:n Explain who your target audience is, what the campaign goal is, which forms of media you will use, and talk about the logo and the slogan.n Answer any questions raised by your classmates about your ad campaign.n Post your logo and slogan on the display wall of your classroom.Step 4 HomeworkØ To do Parts B1 and B2 on page 91 in WorkbookØ To do parts D1 and D2 on page 93 in workbookPart IV Blackboard Design。
牛津英语模块四unit1-unit4知识点教学文案
Unit 1 Advertising (Module 4)【考点释析】1. An advertisement provides information and uses persuasive language and excitingimages toencourage people to buy a product or service or believe in an idea.广告通过提供有关信息、使用劝导性语言和令人兴奋的图象来鼓励人们购买某种产品或服务或者是相信某种理念。
provide vt.供应, 供给vi.采取预防措施；赡养 provide forprovide food and shelter for a family 为家庭提供食物和住宿Sheep provide us with wool. 羊供给我们羊毛。
She provides for her family by working in a hospital. 她靠在医院工作来养家。
The school supplies books to the children. 学校供应孩子们书籍。
Cows supply us with milk. 奶牛给我们提供牛奶。
【拓展】provided/providing that… = on condition that…conj.倘若Provided/Providing that he doesn’t come, what shall we do?2. A commercial advertisement is one which someone has paid for to promote a productor service.商业广告是广告客户支付费用以推销某种产品或服务的广告。
① pay for sth 花钱买某物；付出代价，得到报应；偿还，赔偿pay three dollars for a hamburger 花三美元买了一个汉堡包You’ll pay for this mischief! 你会因恶作剧而受惩罚！She paid the price for her laziness. 她为自己的懒惰付出了代价。
苏教牛津译林高中英语模块4_Unit1_知识点总结
Unit1 知识点总结词汇1. sharen. 一份（报酬、责任、权利等），股份，If you want a share of the pay, you’ll have to do your share of the work.如果你想得到一份报酬，就得做好你该分担的那一份工作。
She owns 5000 shares in the company. 她拥有公司的五千股份。
Children should have a share in deciding which subjects they study.孩子们应可参与决定学习哪些课程。
vt. to join with other people in owning, using, or doing something 分享，共有，分担Everyone in the house shares the same bathroom. 家里的人都共用一个浴室。
He’s sure we’ll win the match, but I don’t share his faith in the team.他肯定我们会赢这场比赛，但我没有他对球队的那种信念。
also 又作share out , to divide and give out in shares 分配，均分His property was shared between his children. 他的财产由他的孩子们平分了。
2. be used to,有用句型：be(get) used to sth; be used to doing sth 习惯于（某事）的；She gets used to English food. 她开始习惯英国的食物。
I’m not used to getting up so early. 我不习惯起得那么早。
[相关链接]：be used to do sth.used to do sth.would do sth.A computer can be used to do all its accounts. 电脑可以用来计算所有的账目。
牛津高中英语模块四第一单元单词详解.ppt
• She means to succeed. 她一意求成。 V to inf. • I didn't mean you to read the letter. 我没打算让你看那封信。
you(= do you know who he is)? • 你知道戴维 贝里克是谁吗？ • The flashing light means (that) you must stop. • 闪烁的灯光表示你必须停下。 V (that)
• to intend to say something on a particular occasion 意思是；本意是
• ~ sth (as sth)
• If you want to attract more customers, try advertising in the local paper.
• 如果你要吸引更多顾客，就试试在当地报纸登广 告。 V
• The cruise was advertised as the ‘journey of a lifetime’.
恼 我肯定她的原意是要称赞你的。
• He means what he says(= is not joking, exaggerating, etc.). 他说话是当真的。
• Don't be angry. I'm sure she meant it for the best(= intended to be helpful). 别生气了。我相信她是真心想要帮忙 的。
• classified advertisements
• ad
(完整word版)牛津高中英语模块4知识点总结.doc
4 模块 Unit1 Advertising重点短语1. be aware of知道，明白，意识到I want you to be aware of the sItuatIon before It effects you.我希望在情况影响你前,你能察觉到。
2. play tricks on 欺骗，捉弄I'll give him play tricks on me, the low -down thing! He'll go straight down to the police station!这狗东西，在我跟前使巧，送他公安局去！3. believe in信任，相信4.be bored with 对感到厌倦5.appeal to 迎合，对有吸引力Blue and red appeal to me, but I don ’ t like Gray or yellow蓝色和红色投我所好然而我不喜欢灰色和黄色。
6.trick sb into doing sth 诱使某人做某事7.be satisfied with 对感到满意Think about the misforture of others that you may be satisfied with your own lot想想别人的不幸 ,你可以对自己的命运感到满足8.be used to 对习以为常，习惯于There are a few verbs which fit into both groups and a hyphenmay be used to show the distinction还有一些动词适合于上述两种情况,可用连接号表示这种区别9.fall for 上的当，受骗I can't believe you would fall FOR that old trick.我不相信你会上那老把戏的当。
10. deal with处理，对付Appoint an ad hoc committee to deal with the affair指定一特别委员会处理此事.11. commit suicide/a crime自杀/ 犯罪12.be intended for 为而打算13.be concerned with 对关心Evidently, there is another motion to be concerned with and that is the propagation of the modulation envelope显然，还应当考虑另外一种运动，那就是调制包络的传播。
牛津高中英语模块四-unit-1--词汇讲解讲课教案
10. trick n. v. You can't fool me with that old trick! The trick is to hold your breath while you aim. The girls were playing tricks on their teacher.
2. recommend v. I can recommend him as an extremely good accountant. She was strongly recommended for the post. I recommend this book to anyone with an interest in literature. I would never recommend using a sunbed on a regular basis. We'd recommend you to book your flight early. I recommend that you (should) get some professional advice.
14. promote v. promotion n.
The area is being promoted as a tourist destination. She's in London to promote her new book. She worked hard and was soon promoted. Helen was promoted to senior manager. The band has gone on tour to promote their new album.
牛津模块四知识点总结
牛津模块四知识点总结牛津模块四是牛津大学出版社出版的一本英语教材，主要面向高中学习者。
该教材涵盖了丰富的知识点，包括但不限于阅读、写作、语法、词汇、听力和口语技能。
本文将对牛津模块四的知识点进行总结，以便学习者更好地掌握相关知识。
第一部分：阅读阅读是学习英语的重要环节，它能够帮助学习者扩展阅读能力、加深对于英语语言和文化的理解，且对于提升词汇量、语法运用能力也产生积极影响。
牛津模块四的阅读部分主要包括不同主题的文章和相关题目。
文章的主题包括科技、自然、文化、历史等方面，通过这些文章学生可以了解到世界各地的各种信息。
在阅读的时候，学生需要注意文章的主旨、作者的观点以及文章中的重要信息。
同时，还需要掌握一些阅读策略，比如略读、精读、主题句、标题等，这些策略对于提升阅读理解能力非常重要。
第二部分：写作写作是学生运用英语知识的一种方面，牛津模块四的写作部分主要包括日常生活中常见的写作形式，比如日记、便条、邮件、作文等。
在写作时，学生需要注意一些写作技巧，比如逻辑性、连贯性、准确性、恰当性等，这些技巧可以使文章更加连贯和有说服力。
除了传统的写作形式之外，牛津模块四还引入了一些新的写作形式，比如微博、博客等，这对学生来说是一种非常好的拓展。
第三部分：语法语法是学习语言的基础，牛津模块四的语法部分主要包括一些基本的语法知识点，比如动词时态、语态、语气、语态、名词、声音等。
学生需要根据这些知识点掌握一些基本的语法规则，比如主谓一致、时态一致、名词性质等，这些知识点可以帮助学生更好地理解和运用英语语言。
第四部分：词汇词汇是语言运用的基础，牛津模块四的词汇部分主要包括一些常见的单词、短语、习惯用语等。
学生需要通过阅读和记忆来掌握这些词汇，逐步扩大自己的词汇量。
除此之外，学生还需要注意词汇的使用，比如词义搭配、词义辨析等，这些技巧可以帮助学生更好地运用词汇。
第五部分：听力听力是语言学习中的一个重要环节，通过听力可以帮助学生更好地了解英语的语音、语调、语速等，更好地理解和运用英语。
牛津高中英语模块四unit1英文说课稿
Unit 1 advertisement (welcome to the unit)Hello, everyone. I am XXX from XXX college. Today I am pleased to have an opportunity to talk about some of my teaching ideas. My topic is welcome to the unit taken from Unit 1, Advertisement Module 4. My teaching plan will include three parts. They are analysis of the teaching material, teaching methods and teaching procedures.Part 1. Analysisi of the teaching materialand functionAdvertising is the theme of this unit. In welcome to the unit not only provides a chance for students to get an idea of advertisement in their daily life, and then ask Ss identify the differences between these two types of advertisements, but also practice Ss’s oral English through this topic.aims and demandsBased on the analysis of the teaching material, I have chosen the following as the teaching aims.make students aware of the role of advertising in our daily lifetalk about the six ads and put them in two groups. Finally encourage them to tell the difference between themdiscuss the last three questions to improve their speaking abilitycompleting this lesson, ss will gain some knowledge about advertisements, the social effectss of advertisement, and ss could distinguish the advertisement true or not in our daily life.important and difficult pointshelp Ss understand the role of adsto develop Ss’ speaking ability by expressing their opinions in the discussionPart II The teaching methodsDiscuss in pairs or in groupsCommunicative teaching methodAudio-visual teaching method“ Task- based” teaching methodPart III Teaching proceduresI have designed the following stepsStep 1 GreetingBefore talking about advertisement, ask one student to sing a song or anything he/she do is relation to English. The purpose of What I design is Ss will be happy and have a very good mood to go on with this lesson.Step 2 Lead-inWith the happy atmosphere in class, I will start my topic by the way. Ask them 3 questions to discuss, they are:Do you like reading or watching advertisementsWhat kind of ads do you like best And whyWhere can you find advertisementsI will give the Ss enough time to discuss the questions in pairs or groups. Any related answers are acceptable. This step is just to arouse their interst in the topic.Step 3 SpeakingI ask Ss to open their books to Page 1, let Ss observe these six pictures, and discuss them in groups of four and try to answer the following questions:1) What can you see in the picture2) What can you read on it3) What does it persuade us to do or what does it try to tell usThrough discussing in groups, my turn to conclude this step, I tell them that you can see that advertisements are a good way to sell products or services. They are also a good way to make people aware of the needs of others and the dangers around them. Next please look at the table below and then go through the six pictures again. Later on put each of them in the correct group. Which one’s function is to sell a product or service And which one’s function is educate about people Let Ss realize the difference between the two.Step 4 DiscussionIn this step, I set 4 questions to discuss. The purpose is encourage Ss to express their opinions and practice their oral English. The questions are:1) Have you ever bought a product or service after reading or watching an ad2) What was it Now do you believe that advertisements tell the complete truth3) What is/are your favorite advertisement(s) making you think about problems in society or about people who need help Why4) What do you think makes a good advertisementFrom the above what I’ve drilled in class, I think that most of Ss have knowed what an advertisement is and realize the role of them in our lives.Step 5 Homework1. Ask students to read the passage in Part B on page 95 in workbook as their homework. Teachers can check the answers in or after class2. Let them preview the next period, especially the new words in the instructions or requirements but not included in the wordlist.Unit 1 advertisement (reading)Hello, everyone. I am XXX from XXX college. Today I am pleased to have anopportunity to talk about some of my teaching ideas. My topic is advertisement taken from Unit 1, Module 3. My teaching plan will include three parts. They are analysis of the teaching material, teaching methods and teaching procedures.Part 1. Analysisi of the teaching materialand functionThis is the second period of this unit. The topic of this unit is advertisement. In this period, students are demanded to learn more about advertisements, need identify the differences between commercial advertisements and public service advertisements. Because this article is an expository writing, let the Ss to learn how to read an expository writing.aims and demandsBased on the analysis of the teaching material, I have chosen the following as the teaching aims.1).To learn more about advertisements2).To learn how to read a expository writing3).To read the passage Advertisements and complete related answers4).To improve their reading comprehension skill by fully participating in all activitiesimportant and difficult points1)How to improve their reading ability through teaching activities2)How to let them gain some insight into advertisements and help them deal with advertisements in their daily life3)The usages of some key wordsAidsA computer and overhead projectorA blackboard and some chalkPart 2 Teaching MethodsDiscuss in pairs or in groupsCommunicative methodAudio-visual teaching method“ Task-based” teaching methodPart III Teaching procedures and purpose of my designingI have designed the following steps to train their ability of reading.Step 1 GreetingBefore talking about advertisement, ask one student to sing a song or anything he/she do is related to English. The purpose of What I design is under this homorous atmosphere Ss will be happy and have a very good mood to go on with this lesson.Step 2 Lead-inAsk the Ss to review what we discussed six advertisements in the last lesson and talked about their effects on us.It stimulate s the Ss’ interest and draw their attention at the very beginning of the lesso n. So I call Ss’ memory to show some advertisements from the net I found and lead in new lesson.Step 3 Fast readingThis step is the most important part of this lesson, because the students are going to do the reading. And the whole reading is conducted with the strategies instructed first. And they, then, they will put the strategies into practice .I would tell the students that usually it is not necessary to read an article word by word or sentence by sentence to get some information, then show them one of reading strategys——skimming.Ask the Ss to read the text quickly and answer the three question in Part A, then check the answers they find.Step 4 Deep readingI will give 3 minutes to Ss to read the “reading strategy”, let Ss know what an expository writing and what the expository article basic format is.This time I will let Ss read again while I play the recording. what I design is following the recording to read, and trainning their listening at the same time.Then let the students work in pairs, one student reads the question and the other answers it. If it is false, let him or her correct it.With the tasks in step 3 and step 4, the students can grasp the reading skills easily.Step 5 Post-readingLet the students discuss in groups and ask them to scan the text and find out how many parts the text can be divided into and get the main idea for each part.Then encourage the students to learn to compare the differences between commercial ads and public service ads.Step 6 Homeworkto complete the remaining exercises on page 4 and 5.to do parts A1 and A2 on page 90 in workbookPart IV Blackboard DesignUnit 1 advertisement (word power)Good afternoon, ladies and gentlemen! I am XXX from XXX college. Today I’m very delighted to have the opportunity to share my ideas about how to teach Word power.My teaching plan includes 4 parts. They are:My understanding to this lesson Teaching MethodsTeaching procedures and Blackboard DesignPart 1. My understanding to this lessonA. Status and FunctionThis is the fourth period of this unit. The topic of this unit is advertisement.In this period, students are demanded to learn how to create adjectives by adding suffixes to nouns or verbs and also talks about vocabulary that is used in sales and marketing.B. Teaching aims and demands(1) To review the word formation and learn more common suffixes(2) To expand their vocabulary about sales and marketing(3) To complete the exercises designed to reinforce the words to be learnt in the word powder(4) To help them grasp the rules of word formation and learn how to apply them in English learningC. Teaching important and difficult points(1) How to make use of word formation to enlarge their vocabulary and improve their reading ability(2) How to make the students to realize the rules of word formation and use it to understand and remember new words(3) The usage of some wordsD. Teaching Aids:A computer and overhead projectorA blackboard and some chalkPart II. Teaching MethodsDiscuss in pairs or in groupsCommunicative methodAudio-visual teaching method“ Task-based” teaching methodPart III. Teaching procedures and purpose of my designingStep 1 Lead-inGreetingsAsk the students to have a discussion with their partners about the topic in Part E. Ask some pairs to act out their dialogue.Purpose: It is very important to stimulate the students’ interest and draw their attention at the very beginning of the lesson. So I create the discussion in pairs to review and lead in to the new lesson.Step 2 Vocabulary learningI’ll arrange three activities in this step.Activity 1: discussionFirst I’ll ask the students some questions about advertisement.Then I show some words on the screen, let Ss to notice whether these words are similar with. Examples are:happy happily, happinesscare careful, carelessI try to let the ss give me more examples, make the students to realize the rules of word formation by their own first.Activity 2: Using suffixesFrom the above discussion we’ve discussed, I put a fo llowing table on the screen, they are some other ways to form adjectives from nouns and verbs.health healthyweek weeklyhero heroicorigin originaldanger dangeroushelp helpfulamaze amazingexcite excitingattract attractiveAfter reading table, I’ll let the ss to pay attention to the tip on the right side. Make them understood, sometimes need to remove the final letter(s) of a word before adding a suffix. Usually we can get the meaning of the word created by adding suffixes.Activity 3 PracticingI’ll ask the ss to read the advertisement and fill in the blanks with the adjectives by adding the correct suffixes to the words in brackets. Finally check the answers as a whole.Purpose here is, by completing the exercises designed is to reinforce the rules of word formation have been learnt in the word powder.Step Three: Vocabulary ExtensionContinuing the last lesson we learnt something about advertisements, then I’ll show a short text about sales and marketing on the screen. Pick some words and phrases in blue out and explain theirs meaning. Teach the ss to read the words and phrases, give the ss a few minutes to learn them by heart. Ask the students to do Part B by themselves first. Then check the answers.Purpose: In this step, I use Audio-visual teaching method to make it easy for the students to learn and remember the words; to meet the demands of different students and enlarge their vocabulary.Step Four: HomeworkList 10 more adjectives by adding suffixes to nouns or verbs.Purpose: in this way, the students can enlarge his/her vocabulary, the other side grasp the rules of word formationPart IV Blackboard DesignUnit 1. Grammar and UsageTeaching Aims:l To learn the direct and indirect speech and how to change from one to the otherl To identify the differences between direct and in direct speechl To learn how to use reported speech in statements, questions, and imperative sentencesl To complete the relevant written tasks to reinforce the grammar and usagel To apply what they learn to practice by fulfilling some written mistakes.Teaching Key Points & Teaching Difficulties:How to help them understand the changes when changing direct speech into indirect speechThe usages of persuade and discourageHow to apply the grammar rules to compete the related exercises correctlyTeaching Procedure:Step One: Leading-inT: (Greet the class as usual) Now boys and girls, please look at the screen.There is a short dialogue. Read it carefully and answer the two questions.‘What are you going to do this summer holiday,’ Tom asked Ann. ‘I am going to travel to Beijing with my parents.’ said Ann.What did Tom ask Ann(This step is to attract their attention to direct speech and indirect speech.Later collect their answers on screen.)T: Wonderful! Yon can notice that when you answer my questions you have made some changes to the original sentences. In fact your answers are writtenin reported speech or indirect speech while the original sentences indirect speech.Step Two: Direct and Indirect SpeechT: Ok. This is what we will talk about today. Now please open your text books at page 8. Go through the group 1 and 2 to answer the next two questions:What are direct speech and indirect speechHow can we change direct speech into reported speech(Have students analyze the sample sentences. Give them some time to discuss the sentences in pairs first and then check the answers.)We can do it by changing what has been said to an object clause or an infinitive phrases.(Make sure they understand what direct and indirect speech is. Help the students to grasp the meanings of the sample sentences. Explain them to the students if necessary.)T: Very good! ThenWhen you change direct speech into indirect speech, what else should you make changes to besides the major changes in sentence structureT: Now please go through the group 3 carefully, especially the tables. You can exchange your ideas with your classmates around you and think about the above question carefully.)Ss: Other changes in:Personal pronounsTensesAdverbials of time and placeOther casesT: Good! Next please consider how to change the following sentence in direct speech into reported speech.‘Light travels at a great speed,’ s aid the teacher.Ss: The teacher said that light travels at a great speed.(It doesn’t matter whether they are able to give correct answer. Thisis just to help them to realize something different when changing directspeech into indirect speech.)T: So you can see we made no changes to the sentence in direct speech. Dou you know why Please look at the tip on the left and recall what you have learnt before and them tell me the reason.Ss: …Tips:We do not change the tense when we report a proverb or a fact that doesn’t change over time.T: Terrific! And I can show you more examples as follows:My teacher told me that practice makes perfect.The teacher said that light travels faster than sound.(Ask them go through the content on page 8 again and deal with any questions raised by the students. Last let them finish the exercise on page 9. Makesure they know what to do.)Step Three: Reporting statements, questions, and imperative sentencesT: Ok, let’s go on to learn how to report sentences in statements, questions and imperative sentences. Please turn your book to page 10. Go through them one by one and share your ideas with your partner. Later on tell me:How to report statements, questions, and imperative sentences(Give them enough time to go through them and help them summarize the following:²Statementsl Use noun clauses introduces by that to report statementsl Say and tell are common reporting verbs. ‘There two main types of advertisements,’ the writer said to us.The writer told us that there two main types of advertisements.²Questionsl Use noun clauses introduced by whether/if to report Yes/No questionsl Use noun clauses introduced by WH-words to report WH-questions . ‘Are all advertisements playing tricks on us’ I asked her.I asked her whether/if all advertisements playing tricks on us.. The teacher asked Tom ‘What’s the matter’The teacher asked Tom what was the matter.²Imperative sentencesl Use the structure: reporting verb + object + (not) to-infinitive to report imperative sentencesl Ask and tell are common reporting words. ‘Don’t touch anything in the lab without permission.’ said the teacher.The teacher told us not to touch anything in the lab without permission.. ‘Turn down the radio please, Tom.’ Jen said.Jen asked Tom turn down the radio.T: You’ve done a good job. Now you can overview what we have learnt on page 10.If you have any difficulty, ask me for help.(After this let them complete the Part A on page 11.2. asked in what way it was different from other English learning software3. asked how it could help him to remember English words4. asked whether/if it taught listening and speaking5. asked what the designer would do if she was not satisfied with the software.6. asked whether/if it was user-friendly( After this, give the students a few minutes to ask for help if they have any questions)Step Four: Language Points1. recommend vt. 推荐；建议、忠告recommend sth to sb = recommend sb sth 向某人推荐某物recommend doing sth 建议做某事recommend sb to do sht 建议某人做某事recommend that … 接宾语从句用虚拟语气“should do”should可以省. They recommend Tom to do the job.. The doctor recommend that she (should) stay another week in hospital.2. remind sb of … 提醒某人某事…；使某人想起…remind sb to do sth 提醒某人去做某事. The film remind him of his happy childhood.. My father often reminded me to behave myself at school.Step Six: Homework² To do Part C2 and C2 on page 92² To preview the taskUnit 1 advertisement taskGood afternoon, ladies and gentlemen! I am XXX from XXX college. Today I’m very delighted to have the opportunity to share my ideas about how to teach Word power.My teaching plan includes 4 parts. They are:My understanding to this lesson Teaching MethodsTeaching procedures and Blackboard DesignPart 1. My understanding to this lessonA. Status and FunctionThis is the fifth period of this unit. The topic of this unit is advertisement. In this period, it requires students to write an advertisement. Students will first learn to listen for statistics and descriptions, then to state opinions and give supporting reasons, and finally use different sentence types correctly to design an advertisement. Students will practise the skills of listening, speaking, reading and writing.B. Teaching aims and demands1. To train and improve the students’ abilities of listeni ng, speaking, reading, and writing2. To learn how to listen for statistics and descriptions, and how to state opinions and five supporting reasons3. To apply what they have learnt to design a advertisement for a chocolate barC. Teaching important and difficult points1. How to improve their integrated skills through these activities2. How to help them to write an advertisement for a product3. The usage of some key words and structuresD. Teaching Aids:A computer and overhead projectorA blackboard and some chalkPart II. Teaching MethodsDiscuss in pairs or in groupsCommunicative methodAudio-visual teaching method“ Task-based” teaching methodPart III. Teaching procedures and purpose of my designingI have designed the following stepsStep 1 GreetingBefore talking about advertisement, ask one student to sing a song or anything he/she do is relation to English. The purpose of What I design is Ss will be happy and have a very good mood to go on with this lesson.Step 2 lead-inFirst I would like to ask some questions. Since you have studied English for years, 1) are you at listening 2) what difficulties do you have in listeningIt is to focus the students’ attention on the thyme of this part. Encourage them to relate it to their own experiences and speak as they like.Step 3 listeningI’ll ask the ss to open their book on page 12. learn together numbers in statistics like fractions, decimals and percentages. What’more, learn some words and phrases that describe an increase, a decrease, no change, trends, a range, an average and a limit.Purpose: it is easier to grasp statistics and descriptions than before learning it.Then, the ss listen five short descriptions, and write down the statistics in the blanks on page 12. Play the tape twice for them to complete the exercise. If possible, I can play a third time for the students to get a better understanding.After finishing this execise, turn to next, listen to the announcement and complete a bar chart for future reference.Step 4 Writing an advertisementGo on with this step, how to write an advertisement for a product ChocoLoco Barusing the information we have collected in the above steps. First I will give you two popular advertisements to look at for ideas but some words are missing. Please use the given words to complete them. Each word can only be used once.After checking the answers, show the ss the following demands for chocoloco Bar’sadvertisement.Try our ChocoLoco Bar!Ø Taste/lookØ BenefitsØ Price/discountsØ Where people can buy the productAsk them to do it in group of four. Remind them they can add something related. If they can’t finish, let them complete it after class. They can surf the Internet to get more help.Step 5 homeworkTo go over the taskTo complete the advertisement after classTo preview the ProjectPart IV Blackboard DesignUnit 1 Advertisement project developing an ad campaignGood afternoon, ladies and gentlemen! I am XXX from XXX college. Today I’m very delighted to have the opportunity to share my ideas about how to teach Word power.My teaching plan includes 4 parts. They are:My understanding to this lesson Teaching MethodsTeaching procedures and Blackboard DesignPart 1. My understanding to this lessonA. Status and FunctionThis is the sixth period of this unit. The topic of this unit is advertisement. In this period, students are asked to develop an advertisement campaign, which will promote an issue dealing with public welfare.B. Teaching aims and demands1. To learn about some basic information about an ad campaign2. To apply what they have learnt to develop an ad campaign3. To catch the correct direction of the development of the society, so that they can do more for our country.C. Teaching important and difficult points1. How to help them to develop an ad campaign2. The usage of some key wordsD. Teaching Aids:A computer and overhead projectorA blackboard and some chalkPart II. Teaching MethodsDiscuss in pairs or in groupsCommunicative methodAudio-visual teaching method“ Task-based” teaching methodPart III. Teaching procedures and purpose of my designingI have designed the following stepsStep 1 GreetingBefore talking about advertisement, ask one student to sing a song or anything he/she do is relation to English. The purpose of What I design is Ss will be happy and have a very good mood to go on with this lesson.Step 2 ReadingBefore reading, I’ll ask the ss what an ad campain is. I think the ss don't know clearly, so I’ll let them open their text books on page 18 t o read the article silently as quickly as possible to answer the following questions:What is an ad campaignWhat must you have in mind when you start a successful ad campaignWhat questions must you first consider in an ad campaignIn this reading, the main purpose is getting a general idea of the passage, and know that people all over the world use the media to advertise for the benefit of the public or public welfare.Step 3 Developing an ad campaignFrom the above an ad campaign what the ss have learned, then next step, planning, conducting an ad campaign and promoting a public welfare issue. They are some steps for developing an ad campaignPlanning:n Work in small groups. Decide what the subject of your ad campaign will be. Choose one of the topics listed below or come up with one of your own.Animal protection Anti-smoking Anti-drugs Anti-littering The topic of our campaign will be :__________________________(Make sure that all the group members agree on the topic they choose and that different groups choose their topics relatively.)Preparing:n Discuss the following questions and write down your answers:1) Who is the audience for our ad campaign _______________2) What do we want our ad campaign to say _______________3) How do we reach our audience _______________________(Ask students to discuss the three major questions first. Make sureall the members of their group agree on the answers.)n Discuss the tasks listed below and decide which group member will responsible for each task. Write the names beside the work.Ø Research the topic and the audience _____________________Ø Design a logo for the campaign _________________________Ø Develop a slogan for the campaign ______________________Ø Choose the form of the media __________________________Ø Write an ad campaign proposal _________________________Ø Present the campaign to the class _______________________(In this step they should decide what each group member will be responsible for each task. Remember them that two or more people can work on thesame task.)Producing:(If possible, let the students surf the Internet to find information they need from various resources on their topic. All the group members must discuss the information found and decide what to include in the ad campaign. T can help them to learn how to work together to complete the ad campaign. Set a deadline for it if they can not finish it in class.)Presenting:n Explain who your target audience is, what the campaign goal is, which forms of media you will use, and talk about the logo and the slogan.n Answer any questions raised by your classmates about your ad campaign.n Post your logo and slogan on the display wall of your classroom.Step 4 HomeworkØ To do Parts B1 and B2 on page 91 in WorkbookØ To do parts D1 and D2 on page 93 in workbookPart IV Blackboard Design。
牛津高中英语模块4知识点总结材料
适用标准文档4模 Unit1 Advertising要点短1.be aware of知道，理解，意到I want you to be aware of the sItuatIon before It effects you.我希望在状况影响你前, 你能察到。
2. play tricks on欺，愚弄I'll give him play tricks on me, the low-down thing!He'll go straight down to the police station!狗西，在我跟前使巧，送他公安局去！3. believe in相信，相信4. be bored with⋯⋯感觉倦5.appeal to逢迎，⋯⋯有吸引力Blue and red appeal to me, but I don ’ t like Gray or yellow 色和色投我所好但是我不喜灰色和黄色。
6. trick sb into doing sth使某人做某事7. be satisfied with⋯⋯感觉意Think about the misforture of others that you may be satisfied with your own lot想一想人的不幸, 你能够自己的命运感觉足8. be used to⋯⋯ 以常，于There are a few verbs which fit into both groups and a hyphenmay be used to show the distinction有一些适合于上述两种状况, 可用接号表示种区9. fall for上⋯⋯的当，受⋯⋯I can't believe you would fall FOR that old trick.我不相信你会上那老把的当。
10. deal with理，付Appoint an ad hoc committee to deal with the affair指定一特委会理此事.11. commit suicide/a crime自/犯法12. be intended for⋯⋯而打算13. be concerned with⋯⋯关怀Evidently, there is another motion to be concerned with and that is the propagation of themodulation envelope然，当考此外一种运，那就是制包的播。
牛津高中英语模块四第一单元单词详解.ppt
• You're meant to(= you are supposed to)pay before you go in. 你要先交钱才能进去。
• international airlines • 国际航空公司
• an airline pilot • 航空公司飞机驾驶员
• drug
• noun
• an illegal substance that some people smoke,inject, etc. to give them pleasant or exciting feelings （吸食、注射等的） 毒品，麻醉药
• He shone the flashlight around the cellar. • 他用手电筒往地窖各处照了照。
• to polish something; to make something smooth and bright 擦亮；擦光 VN
• He shined shoes and sold newspapers to make money.
反光；照耀 V • The sun shone brightly in a cloudless sky. • 太阳在无云的天空中明亮地照耀着。 • Her eyes were shining with excitement. • 她兴奋得两眼放光。
• to aim or point the light of a lamp, etc. in a particular direction 把…照向；使…光投向 VN
advertisement for a prosperous society. • 肮脏的街道和无家可归现象决不是繁荣社会的景
象。
沪教牛津版M4U1知识点
2022-2023学年全国高一上物理月考试卷考试总分：94 分 考试时间： 120 分钟学校：__________ 班级：__________ 姓名：__________ 考号：__________注意事项：1．答题前填写好自己的姓名、班级、考号等信息; 2．请将答案正确填写在答题卡上;卷I （选择题）一、 选择题 （本题共计 6 小题 ，每题 4 分 ，共计24分 ）1. 下列物理量属于矢量的是（ ）A.功B.磁通量C.冲量D.电流2. 下列基本概念正确的是（ ）A.物体在第内指的是物体在第末到第末这的时间B.物体沿直线运动，通过的路程等于位移的大小C.“一江春水向东流”是以水为参考系来描述江水的运动D.旋转的物体，肯定不能看成质点3. 某质点做直线运动，其位移一时间图像如图所示，图中为抛物线，为抛物线的顶点，为抛物线过点的切线，与轴的交点为．下列说法正确的是（ ）A.时，质点的速度大小为B.段表示质点做匀减速直线运动C.内，质点的平均速度大小为D.点对应的时刻为5s 4s 5s 1s PQ P QR Q t R t =02m/sQR 0∼2s 3m/sR t =3s4. 如图是在“研究匀变速直线运动”的实验中用打点计时器打出的纸带，纸带上的点记录了物体运动的信息．在纸带上选择个计数点、、，相邻两点间的时间间隔均为，距离如图所示，则打下计数点时，物体的瞬时速度大小为（ ）A.B.C.D.5. 一个朝某一方向做匀变速直线运动的物体，在＝内速度从＝增加到＝，则下列说法正确的是（ ）A.这个物体的加速度为B.这个物体在内的平均速度C.这个物体在接下来的内的位移为D.这个物体在连续的两个内的位移差为6. 跳水运动员训练时，从跳台双脚朝下由静止自由落下，某同学利用手机连续拍摄了多张照片。
选取其中两张照片，根据比例运算可知，运动员双脚离水面的实际高度分别约为和。
由此估算手机拍摄这两张照片的时间间隔为（ ）A.B.C.D.二、 多选题 （本题共计 4 小题 ，每题 4 分 ，共计16分 ）7. 古代小说《镜花缘》第回中宝云问奶公家乡有什么趣闻，奶公说：“前几天刮了一阵大风，把咱家院内的一口水井吹到篱笆墙外去了．”则关于水井的运动状态说法中正确的是（ ）A.以大地作为参照物水井是运动的B.以大地作为参照物水井是静止的C.以篱笆墙作为参照物水井是静止的D.以篱笆墙作为参照物水井是运动的8. 一物体沿轴做直线运动，时，物体位于处，其运动的图像如图所示．以沿轴正方向运动的速度为正，下列说法正确的是（ ）30120.1s 10.156m/s0.456m/s0.612m/s0.912m/st 5s v 012m/s v 18m/s 3.6m/s 25s 6m/s5s 75m5s 30m10m 8.2m 5.0m 2×s10−22×s10−14×s10−24×s10−179x t =0x =−2m v −t xA.内和内，物体的平均速度相同B.第末物体位于处C.第末物体的速度大小为D.第内和第内，物体位移相同9. 一质点以一定的初速度向东做匀变速直线运动，其位移与时间的关系为，则（ ）A.质点初速度为B.质点的加速度大小是C.末的速度大小为，方向向西D.在末，质点在出发点西边，距出发点10. 从地面竖直向上抛出一个物体甲，同时在离地面某一高度另有一物体乙自由下．（不计空气阻力）两物体在空中到达同一高度时速率都是，则下列说法中正确的是（ ）A.甲上抛的初速度和乙落地时的速度大小均是B.甲和乙一定同时落地C.甲能上升的最大高度和乙开始下落时的高度相同D.两物体在空中到达的同一高度一定是物体乙开始下落时高度的一半卷II （非选择题）三、 解答题 （本题共计 4 小题 ，共计40分 ）11.(4分) 体育课上进行了踢键子比赛，同学们体验让键子做竖直上抛运动的感觉，李明同学能用身体很多部位踢毽子，获“花样毽子王”称号，现构建如下模型：设键子（视为质点）以的初速度竖直上抛，不计空气阻力，取，求：（1）毽子上升的最大高度；（2）内毽子运动的位移；（3）内毽子的平均速度．12. （12分） 一湖的南北两岸各有一码头和，有甲、乙两船分别于、间往返穿梭匀速航行，两船速度大小相差不大，且船每到一码头立即返航（不计船在码头停靠的时间）．某时刻，甲和乙刚0∼2s 0∼4s 4s x =1m 3.5s 1m/s3s 4s x =(10t −)m t 210m/s1m/s 26s 2m/s 2s 16mh V 2Vh 3m/s g 10m/s 2h 0.5s x 0.5s v ¯¯¯A B A B A A好同时分别自和出发．此后，两船的第一次相遇点距为，第二次相遇点距为，求湖宽多少？自第一次相遇后，甲船至少还要航行多少航程，两船才会在第一次相遇的位置再一次相遇？13. （12分） 某航母跑道长为，飞机在航母上滑行的最大加速度为，起飞需要的最低速度为．那么，飞机在滑行前，需要借助弹射系统获得的最小初速度为多大？14.(12分) 如图所示，半径的光滑半圆轨道与倾角的粗糙斜面轨道在同一竖直平面内，两轨道间由一条光滑水平轨道相连，处用光滑小圆弧轨道平滑连接，处与圆轨道相切．在水平轨道上，两静止小球、压紧轻质弹簧后用细线连在一起．某时刻剪断细线后，小球向左运动到点时，小球沿圆轨道到达点；之后小球落到斜面上时恰好与沿斜面向下运动的小球发生碰撞．已知小球的质量，小球的质量，小球与斜面间的动摩擦因数，剪断细线前弹簧的弹性势能，小球到达点或点时已和弹簧分离．重力加速度，，，求：（1）小球运动到点时的速度；（2）小球沿斜面上升的最大高度；（3）小球离开圆轨道后经过多长时间与小球相碰．四、 实验探究题 （本题共计 2 小题 ，每题 7 分 ，共计14分 ）15. 研究性学习小组的同学欲探究小车速度随时间变化的规律，该小组在实验室设计了一套如图甲所示的装置，图中为小车，为打点计时器，为小桶（可装入砂子），是一端带有定滑轮的水平放置的足够长的木板．已知使用的交流电源的频率为，由静止释放小车，可通过分析纸带求出小车的加速度大小．（1）安装好纸带，先不接通电源，将小车放置在打点计时器一侧，轻推小车，观察小车的运动．不断调整小桶和砂子质量，目测小车沿水平木板匀速运动时，再次将小车放置在打点计时器一侧，启动打点计时器，轻推小车，打出的纸带（上面的点为打出的连续点）如图乙所示，则在误差允许范围内，小车做的________（填“是”或“不是”）匀速直线运动，打点时小车的速度大小为________（结果保留两位有效数字）．（2）在小桶中加入一定质量的砂子，启动打点计时器，将小车从靠近打点计时器一侧由静止释放，实验中打出的纸带如图丙所示（两相邻计数点间有四个计时点未画出），则小车的加速度大小________（结果保留两位有效数字）．16. 在“探究小车速度随时间变化的规律”的实验中，打点计时器使用的交流电的频率为，记录小A B A 300m B 200m 200m 6m/s 250m/s R =2.8m BC θ=37∘AB A B P Q P A Q C Q P P =3.2kg m 1Q =1kg m 2P μ=0.5=168J E p A B g =10m/s 2sin =0.637∘cos =0.837∘Q C P h Q P A B P M 50Hz A Q m/s a =m/s 250Hz车运动的纸带如图所示，在纸带上选择、、、、、的个计数点，相邻两计数点之间还有四个点未画出，纸带旁并排放着带有最小分度为毫米的刻度尺，零点跟“”计数点对齐，由图可以读出三个计数点、、跟点的距离填入下列表格中．计算小车通过计数点“”的瞬时速度为________．小车的加速度是________．（结果均保留两位有效数字）0123456013502=v 2m/s a =m/s 2参考答案与试题解析2022-2023学年全国高一上物理月考试卷一、选择题（本题共计 6 小题，每题 4 分，共计24分）1.【答案】C【考点】矢量和标量【解析】所谓矢量是既有大小又有方向的物理量，求合满足平行四边形定则，而标量是满足代数运算法则。
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牛津英语模块四u n i t1-u n i t4知识点Unit 1 Advertising (Module 4)【考点释析】1. An advertisement provides information and uses persuasive languageand exciting images toencourage people to buy a product or service or believe in an idea. 广告通过提供有关信息、使用劝导性语言和令人兴奋的图象来鼓励人们购买某种产品或服务或者是相信某种理念。
provide vt.供应, 供给vi.采取预防措施；赡养 provide for provide food and shelter for a family 为家庭提供食物和住宿Sheep provide us with wool. 羊供给我们羊毛。
She provides for her family by working in a hospital. 她靠在医院工作来养家。
The school supplies books to the children. 学校供应孩子们书籍。
Cows supply us with milk. 奶牛给我们提供牛奶。
【拓展】provided/providing that… = on condition that…conj.倘若 Provided/Providing that he doesn’t come, what shall we do?2. A commercial advertisement is one which someone has paid for topromote a product or service.商业广告是广告客户支付费用以推销某种产品或服务的广告。
① pay for sth 花钱买某物；付出代价，得到报应；偿还，赔偿pay three dollars for a hamburger 花三美元买了一个汉堡包You’ll pay for this mischief! 你会因恶作剧而受惩罚！She paid the price for her laziness.她为自己的懒惰付出了代价。
② promote 增进，促进；提升，使晋级；宣传，推广，推销（商品等）commercials promoting a new product 促进新产品销售的商业广告promote growth / prosperity / understanding 促进增长/繁荣/了解be promoted (to be) captain / to the rank of captain 被提为队长The boy was promoted to the fourth grade. 这个男孩升到四年级。
3. PSAs are meant to teach us and help us lead better lives.公益广告旨在教导大众，为改进人们的生活提供帮助。
mean 意欲；打算 (mean to do sth)I meant to go running this morning, but I overslept.我今天早晨本打算去跑步，但是我睡过头了。
be meant for = be intended for 打算用作…be meant to do = be intended to do 是用来…The building is meant for storage 这座大楼预定作仓库用。
The program was meant to entertain children. 这个节目是用来娱乐孩子的。
4. I want to thank you for offering me such useful advice during my research.① offer vt.提出，提供；开价；表示愿意The hostess offered us a cup of coffee. 女主人给了我们一杯咖啡。
offer to help sb 表示愿意帮助某人offer 1,000 pounds for the house 出价一千英镑买这所房子【拓展】make an offer (of sth) 提议；出价；提供make an offer of help / support / food 提出给以帮助/支持/食品make an offer of ＄250,000 for the house 出价25万美元买这所房子② useful adj. “有用的，有益的，实用的，有帮助的”，常用结构：be useful to do sth；be useful to sb；be useful for (doing) sth It can be useful to write an outline of your argument first.先把你的论点纲要写下来可能会有帮助。
These plants are particularly useful for taking in harmful gases in the new house.这些植物特别有助于吸收新房里的有害气体。
5. I recommend that we purchase 10 copies for the library.recommend vt.推荐，介绍，劝告，建议常用结构：recommend sth for (用途) 推荐某物作某用途recommend sb for / as (工作、职位、头衔) 推荐某人做/担当…recommend sth to sb 向某人推荐某物recommend doing sth / that-clause (谓语：should do) 建议做某事 = adviserecommend sb to do sth 建议某人做某事 = adviseI recommend him for the job / as general manager 我推荐他做那项工作/做总经理。
Our English teacher recommended Crazy English to us.recommend trying a new medicine 建议试服一种新药She recommended that we (should) avoid asking for trouble. 她建议我们避免找麻烦。
6. In order to determine your audience, you will need to do a little research.determine vt.决定；决心，决意；确定；使下定决心He determined to go / that he (should) go at once. 他决心立刻就走。
He has been determined to learn English well. 他已下决心学好英语。
They determined on an early start. 他们决定早些出发。
I have determined on / upon going to the countryside after graduation.我已决定毕业后到农村去。
【拓展】decide to do sth 决定干某事make a decision to do sth 决定干某事make up one’s mind to do sth 决心干某事7. It is important to always try to appeal to the way the audience will react.appeal to 向…呼吁/请求；投合…的心意；引起…的兴趣appeal to sb for 为…向某人呼吁/请求appeal to sb to do sth 呼吁某人做某事Bright colours appeal to small children. 小孩喜欢鲜艳的颜色。
appeal for aid / mercy / sympathy 请求援助/宽恕/同情8. You can gather this information from your research. 你可以从这项调查中获得信息。
gather vt.使聚集，搜集vi.集合，聚集The teacher gathered the students round her. 老师把学生聚集在她的周围。
Finally he gathered up his courage and admitted his mistakes. 他最终鼓起勇气承认了错误。
【拓展】gather VS collectgather 是最概括的说法，应用也最广泛；collect通常可与gather互换。
gather 通常侧重把一些乱放的、分散了的或难以明确分开的东西收集到一起。
collect 通常侧重指所收集的东西是分散的或能一次处理一件的，尤其用于把一些东西作为收藏品收集起来，或是仔细选择相似或有联系的东西，使成为有组织的整体的一部分。
collect 通常表示有目的或有挑选的收集，而gather 一般表示由少积多的收集。
He collected / gathered his belongings and went away.collect one’s thoughts 把自己的思想有条理地组织起来gather one’s thoughts 把分散了的思想集中起来collect money （表示为某目的而）筹款，募款【短语记忆】1. make people aware of the needs of others 让人们明白别人的需要2. do some research on advertisements 对广告做了一些研究3. be intended to do sth意思是使…；是用来…intend … for 打算供…使用，打算送给，打算使…成为4. protect … from / against 使…免于，保护…使不受5. tell you the complete truth对你百分之百地说实话6. connect A to (with/and) B （使）连接，联结connect sth (sb) with sth (sb)与…有联系，关联7. fall for爱上；上…的当，对…信以为真8. play tricks on sb作弄某人trick sb into doing sth哄骗某人去做trick sb out of sth骗取某人某物9. keep away from 远离10. at a low price以低价格11. on sale 待售的，出售，上市；减价销售for sale 待售的，出售，上市12. at 15% discount打八五折13.over and over again 一再地，反复，再三14. be attractive to sb 对某人有吸引力/有魅力15. improve the image of sb / sth 提升…的形象16. get into our new jeans in deep red 穿上我们店里最新款的深红色的牛仔裤get into 进入，陷入17. day and night = night and day 日夜，昼夜，整天18. have sth in mind 记得，记住；想到19. be concerned with 牵涉到，与…有关20. put sth together 把…加起来；装配；整理（思路，意见等）21. come up with 想出，提出(主意)22. lead better lives过更好的生活23. It’s time to do sth是做某事的时候It’s (high) time sb did sth某人早该做某事It’s the first time that sb have (has) done sth 这是某人第一次做某事24. be smart about sth对…精明Unit 2 Sporting events (Module 4)【考点释析】1. I am delighted to have been invited to your school to talk to youabout the history and significance of the Olympic Games. （P22）delight vt.使快乐，使喜欢；n. 高兴；喜欢； delighted adj. 高兴的All things delight us. 事事都使我们高兴。