高二英语第一单元Mainly Revision
英语教案Mainly revision教学目标
英语教案Mainly revision教学目标
以下是为您推荐的英语教案Mainly revision教学目标,希望本篇文章对您学习有所帮助。
英语教案Mainly revision教学目标
本单元主要复习前1至7单元的日常交际用语(句型)和语法。
掌握词汇:phone, policeman, ask, sir, look at, see, will, I’ll=I will, take, address, glad, forget(forgot), now, China, or, work, goes
理解词汇:well , fax, ID, licence(license), dear, age, hm, why
语音:五个元音字母在重读开、闭音节中的读音与相应的拼读规则。
结合单词拼写,巩固26个英语字母的读音。
复习句型:动词的Be句型(完全形式、缩略形式、疑问形式),总结由What? How (How old)? Where? Who? 等引导的特殊疑问句。
复习语法:人称代词、及已学过的物主代词。
重点难点:
1) 句型:
a. I am/You are/ He is/ She is/ It is(及其缩略形式)
Am I / Are you/ Is he/Is she/Is it?
b. What? How (How old)?Where? Who? 引起的疑问句。
2) 日常交际用语:
复习第一至第七单元的日常交际用语。
德育目标
通过复习前七个单元的日常礼貌用法,使学生熟悉进而掌握它们,并在日常生活中能够应用。
教育学生在复习中发扬互助的精神。
高二英语第一单元Mainly Revision
高二英语第一单元Mainly Revision科目英语年级高二文件 high2 unit1。
1。
doc标题章节第一单元关键词内容一、教法建议本单元通过对迪斯尼乐园及沃尔特迪斯尼本人成功之路的简介,使学生了解美国文化特色的同时树立起正确的成功观,培养百折不挠的意志品质;学习并熟练掌握问路、引路等日常交际用语;总结归纳宾语从句,并通过创设情境,使学生能够灵活运用。
在教学中建议使用整体教学、分层次训练的方式。
英语教学应面向全体学生,并根据学生的不同英语水平分层次进行能力训练。
每个层次的训练内容相同但难易程度不同,从而达到因材施教的目的。
【抛砖引玉】建议教师授课前在黑板上挂一幅世界地图,并帮助学生在地图上找出法国、日本的东京、美国的洛杉矶和佛罗里达;同时设置相关问题:“你们能说出这几个城市、国家之间的共同点吗?”让学生稍作思考后告之;在他们那里都有迪斯尼乐园。
同时,最好附以有关迪斯尼乐园的图片、幻灯及录像。
通过这种较为直观的方式,激发起学生的学习兴趣,提高学习效率。
本单元能力目标:1.对话(Lesson 1)a.朗读:语音语调准确,情感适度;b.归纳:归纳出用英语问路、指路的方法。
Asking Directions:★Excuse me。
Can you tell me the way to…?How can I get to…?Where is…?Where is the nearest…?Which is the way to…?Giving Directions:★Go straight ahead till you see…down this street till you get to…through the gate and you will find the entrance to…★It\'s about…yards/metres down this street。
c.运用:套用句型模拟对话;d.创造:自编对话并表演;e.写作:复述并将对话改写成短文。
高二英语说课稿之MainlyRevision
高二英语说课稿之MainlyRevision各位读友大家好,此文档由网络收集而来,欢迎您下载,谢谢除了课堂上的学习外,平时的积累与练习也是学生提高成绩的重要途径,本文为大家提供了高二英语说课稿之mainlyRevision,祝大家阅读愉快。
PART1AnalysisoftheTeachingmaterial STATUSANDFUNcTIoN,soitcoversallcommunicativelanguage knowledgelearnedfromUnit7toUnit11.,itwillbehelpfultomakethestudentslear ntherestofthisunit.,soitishelpfultoraiselearninginterestsof studentsanditwillbealsohelpfultoimproveth eirspokenEnglish.TEAcHINGAImSANDDEmANDSknowledgeobjects,birdsoranyotheranimalbylearningthedialogueofthislesson.pressionsformakingsuggestions.Abilityobjects’listeningandspeakingabilitybyreadingandpr actisingthedialogue.’communicativeabilitybylearningtheusefule xpressionsformakingsuggestionsandreplyi ng.moralobjects,protectthenatureandenvironment.TEAcHINGkEyPoINTS:ndailylife. replyingintheirowndialoguesrelatedtotheda ilylife.TEAcHINGDIFFIcULTIES:,especiallyusageformakingsuggestion s.plying.TEAcHINGAIDS:multi-mediacomputer;oHP;taperecorder;so ftware:PowerpointorAuthorwarePART2Teachingmethods1>FiveStepsApproach.2>communicativeApproach.PART3Studyingwaysrs.PART4TeachingProcedureStep1RevisionGetthestudentstogivesomeanimals’namestheyknowbyaskingthestudentsthefoll owingquestion:canyougiveussomenamesof differentanimalsyouknow?’attentiontothetopicaboutanimals.Step2Lead-in,suchasdogs,softhestudentstospeakEn glishinclassonthetopicstheylikeandfamiliar with.??whatisitorwhatarethey???…Step3DialoguePresentationAftertheteacher’,askthestudentsbility.Questions:??Thi,,dealwithsomelanguagepointsraisedbyt hestudentsorappearinginthequestions.Questions:???????Languagepoints:=afewdaysagobTheydon’tgetenoughair:withabowl,c30cmby30cmby50cm.wedescri,andthewidthandheightboth30cm.eunderwaterplants:Theseplantsoxygenatethewaterandkeepitcl ean.dForonething=onereasonencespatternformakingsuggestionsandrepl yingonthebaseofreadingthedialoguefluentl y.suggestionsandreplyinginthisdialogue,inth emeanwhileshowtressions.Infact,,usingamulti-mediacomputer,thenas kthestudentstomakeshortdialogueswiththei rpartnerstopractisemakingsuggestionsandr eplying,eseexpressions. Thisstepgivesthestudents5-8minutestomakeasimilardialogueusingthephrasesandsente ncespatternslearnedinth,,inthemeanwhilede alw’communicationintheclass;andtogivethestud entsachanc,theywillbenefitalotintheirspoke nEnglish.Situation: oneofyourclassmateswantstokeepbirds,he//’dliketoadvisehim/herwhattodo? FinishExx1and3orally,leftEx2aswrittenwor k.,thestudentsarerequiredtopayattentiont othechangeoftheverbtenses,Step8Homework!.s.PART5BlackboardDesignUnit12Lesson45=afewdaysagothelength50cmthewidth30cmtheheight30cm.=onereason…makingsuggestions:Isuggestyoushould...yououghtto...youneedto...you’dbetter...本文就是中国()为大家整理的高二英语说课稿之mainlyRevision,希望能为大家的学习带来帮助,不断进步,取得优异的成绩。
高中高一英语《Mainly revision》教学设计
高中高一英语《Mainly revision》教学设计一、教学目标1.复习并掌握英语基础语法知识2.提高学生英语听说读写综合运用能力3.培养学生自主学习的兴趣和能力二、教学内容1.语法知识复习:动词的时态、语态、情态动词等2.阅读理解:阅读《Jane Eyre》等经典文学作品、新闻、短文等3.写作:学习如何写信、议论文、简历等三、教学方法1.多媒体讲解:搭配图片、视频进行知识点的讲解和示范2.分组讨论:鼓励学生之间互相讨论3.个性化评价:以学生的个性和兴趣为出发点,给予不同的评价方式四、教学计划第一周教学目标1.复习动词基本知识,掌握时态的应用2.巩固情态动词的用法3.培养听力和口语表达能力时间段教学内容教学形式第一课时(45min)动词时态的复习多媒体讲解第二课时(45min)情态动词的用法分组讨论第三课时(45min)听力练习录音练习第四课时(45min)口语表达练习分组讨论第二周教学目标1.复习语态的用法2.学习阅读经典文学作品的技巧3.培养阅读和写作能力时间段教学内容教学形式第一课时(45min)语态的复习多媒体讲解第二课时(45min)阅读经典文学作品的技巧听讲讨论第三课时(45min)阅读练习分组讨论第四课时(45min)作文练习(如何写好一篇文)个性化评价第三周教学目标1.学习如何写信、议论文、简历等2.提高写作和口语表达能力3.培养自主学习的能力和习惯时间段教学内容教学形式第一课时(45min)写作类型的介绍多媒体讲解第二课时(45min)写作练习(写一封信)分组讨论第三课时(45min)写作练习(写一篇议论文)分组讨论第四课时(45min)口语表达练习分组讨论五、教学评价1.每周完成的作业,包括听力、阅读、写作练习2.学生自主学习的情况,包括对课堂内容的理解、掌握程度和扩展阅读的情况3.分组讨论和个性化评价,评估学生合作能力和独立思考能力六、教学反思此教学设计注重知识点的复习和运用,通过多媒体讲解和分组讨论等多种教学方法,培养学生的自主学习兴趣和能力。
高二英语Mainly Revision教案共3篇
高二英语Mainly Revision教案共3篇高二英语Mainly Revision教案1Mainly Revision教案I. Objectives of the Lesson:1. To help the students understand the key concepts and grammar points of the previous lessons.2. To provide a review of the vocabulary, grammar and sentence structures learned in the previous lessons.3. To provide practice opportunities for students so that they can apply the knowledge to solve language problems.4. To help the students gain confidence in their English proficiency.II. Contents of the Lesson:1. Introduction (5 minutes)a. Briefly introduce the aims and objectives of the lesson.b. Recap some of the key topics covered in the previous lessons.c. Explain how the lesson will help the students developtheir language skills.2. Vocabulary Review (20 minutes)a. Review the key vocabulary from the previous lessons.b. Use different vocabulary exercises and activities, such as matching, fill in the blanks, word association, etc.c. Help the students understand how to use the words in different contexts and settings.3. Grammar Review (20 minutes)a. Review the key grammar points and sentence structures covered in the previous lessons.b. Use different grammar exercises and activities, such as gap-filling, sentence correction, verb tenses, etc.c. Help the students understand how to use the grammar points and sentence structures in different contexts and settings.4. Reading and Writing Practice (20 minutes)a. Provide a reading passage for the students to read.b. Ask them to answer comprehension questions related to the reading passage.c. Ask the students to write a summary of the passage.5. Speaking and Listening Practice (20 minutes)a. Provide a topic for discussion.b. Divide the students into groups and ask them to discussthe topic.c. Monitor the discussion and provide feedback on how wellthe students are participating.6. Conclusion (5 minutes)a. Recap the key points covered in the lesson.b. Provide the students with feedback on how well they have done.c. Encourage them to continue learning and practicing their English.III. Materials Needed:1. Textbooks and other materials related to the previous lessons.2. Worksheets and exercises related to grammar and vocabulary.3. Reading passage and comprehension questions.4. Topic for discussion.5. Writing materials.IV. Teaching Methodologies:1. Lecture/Discussion.2. Cooperative Learning.3. Reading and Writing activities.4. Listening and Speaking activities.5. Feedback and Reflection.V. Assessment:1. Short quizzes on vocabulary and grammar.2. Writing assignments.3. Oral presentations.4. Participation in class discussions.5. Group activities and projects.VI. Conclusion:The Mainly Revision lesson plan is designed to help thestudents recap the key concepts and grammar points covered in the previous lessons. Through various activities, studentsgain opportunities to apply knowledge and language problems. The main goal is to develop students' confidence with English proficiency. Various techniques are used in the lesson tocater to the different learning styles and abilities of the students. Continuous assessment provides feedback to students, reinforcing their learning and improving their English proficiency.高二英语Mainly Revision教案2Title: Mainly RevisionGrade level: High School, Grade 11Duration: 2 class periods (90 minutes each)Objectives:- To review and reinforce previous learning in various language skills- To identify and correct common errors in different language areas- To prepare students for upcoming assessmentsMaterials:- Whiteboard and markers- Worksheets on grammar, vocabulary, reading, and writing- Sample test questions and answer keysProcedure:Day 1Introduction (10 minutes)- Greet the students and explain the purpose of the lesson. - Review the topics or units covered in the previous term, and remind them of the upcoming assessments.Grammar Review (20 minutes)- Distribute the grammar worksheets, which cover common errors in verb tense, subject-verb agreement, pronoun reference, and adjective usage.- Instruct the students to work individually or in pairs to complete the exercises.- Monitor their work and provide feedback as needed.- Collect the worksheets and go over the correct answers with the class.Vocabulary Review (20 minutes)- Hand out the vocabulary worksheets, which feature synonyms, antonyms, homophones, and idiomatic expressions.- Ask the students to use context clues, word roots, and word forms to guess the meanings of the unfamiliar words.- Encourage them to use the new words in sentences to demonstrate their understanding.- Collect the worksheets and check their answers together.Reading Review (30 minutes)- Provide the students with a reading passage, either from a textbook, a novel, or a news article.- Instruct them to read the passage carefully and answer the comprehension questions that follow.- Remind them to look for specific details, main ideas, themes, and literary devices.- After they finish, have a class discussion to review their answers and share their insights.Writing Review (30 minutes)- Give the students a writing prompt, such as a personal narrative, an argumentative essay, or a critical review.- Ask them to plan and organize their ideas, structure their paragraphs, and use appropriate transitions and linking words. - Provide feedback on their brainstorming and outlining, and encourage them to revise and edit their drafts.- Collect the essays and give them feedback the next day.Conclusion (10 minutes)- Summarize the main points of the lesson, and highlight the areas that need further practice.- Assign homework, such as reviewing the grammar rules, memorizing the new vocabulary, or reading a book for pleasure.Day 2Warm-up (10 minutes)- Review the homework from the previous day, and answer any questions they may have.- Give them a quick quiz on the vocabulary and grammar rules.Listening Review (20 minutes)- Play an audio recording, such as a speech, a podcast, or a news report.- Ask the students to take notes on the main points, thespeaker's tone and emphasis, and any unfamiliar words or phrases.- After the recording ends, lead a class discussion on the topic, and encourage the students to share their opinions and ask questions.Speaking Review (30 minutes)- Divide the class into small groups or pairs, and give them a discussion topic or a role-play scenario.- Ask them to use the target grammar and vocabulary, and to express their ideas clearly and persuasively.- Provide feedback on their pronunciation, intonation, and fluency, and give them tips on how to improve.Test-taking Strategies (20 minutes)- Show the students the sample test questions, which cover different types of exams, such as multiple-choice, short answer, essay, and oral presentation.- Discuss the strategies for tackling each type of question, and highlight the do's and don'ts of test-taking.- Give them advice on how to manage their time, stay focused, and avoid common mistakes.Conclusion (10 minutes)- Review the key concepts and skills covered in the lesson, and ask the students to reflect on their learning.- Encourage them to ask questions and seek further assistance if needed.- Remind them to prepare thoroughly for their upcoming assessments, but to also take care of their physical and mental well-being.高二英语Mainly Revision教案3高二英语 Mainly Revision 教案教学目标:1. 温习已学知识点,巩固语言基础;2. 提高学生英语听、说、读、写、译等综合能力;3. 培养学生学习英语的兴趣及自主学习能力。
高二英语Mainly Revision教案
高二英语 Mainly Revision 教案一、教学目标•通过复习巩固高二英语学期的教学内容•提高学生对英语知识的理解和运用能力•培养学生的听、说、读、写和翻译等综合语言技能•培养学生的合作学习和自主学习能力二、教学内容本次复习教案主要包括以下几个方面的内容: 1. 语法知识复习 2. 词汇与短语的巩固 3. 阅读理解练习 4. 听力训练 5. 口语交流练习 6. 写作技巧指导三、教学过程1. 语法知识复习•主从复合句•定语从句•状语从句•倒装句•虚拟语气2. 词汇与短语的巩固通过填空、造句等形式巩固并熟练记忆以下词汇与短语: - 高考词汇 - 同义词与反义词 - 常用短语与表达方式3. 阅读理解练习选择2-3篇适当难度的高中英语阅读理解题,让学生阅读并根据问题选择正确答案。
在进行阅读理解练习时,要鼓励学生阅读全文并注意理解上下文。
4. 听力训练选择1-2段适当难度的听力材料,让学生听录音并回答问题。
听力训练主要针对学生的听力理解能力和听力应试技巧进行训练。
5. 口语交流练习分组进行情景对话练习,学生根据给出的情景和角色扮演对话。
鼓励学生使用所学的语法知识和词汇短语进行口语表达,重点培养学生的口语交流能力和语言运用能力。
6. 写作技巧指导引导学生复习常用写作句型和表达方式,结合高考写作题目,给学生提供写作素材,指导学生如何组织文章结构、运用语法和词汇丰富文章内容。
四、教学评估方法1.课堂练习:在课上进行一些小测验,检测学生对语法知识、词汇短语和阅读理解等方面的掌握情况。
2.个人作业:布置一定量的作业,要求学生在规定时间内完成,然后进行批改和评分。
3.小组讨论和口语交流:在口语交流练习中观察、评估学生的口语表达能力和语法运用能力。
五、教学反思本次主要复习教案侧重于巩固和提高学生对高二英语学期教学内容的理解和运用能力。
通过多种形式的练习和训练,可以帮助学生在复习阶段更好地掌握英语知识,为高二英语学习的顺利进行打下坚实的基础。
高二英语说课稿之Mainly Revision
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English in class on the topics they like and familiar with.
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2. Do you keep any animals at home? What is it or What are they?
高二英语说课稿之Mainly Revision
除了课堂上的学习外,平时的积累与练习也是学生提高成绩的重要途
径,本文为大家提供了高二英语说课稿之MainlyRevision,祝大家阅读愉
快。
PART 1 Analysis of the Teaching Material
(I)STATUS AND FUNCTION
well, it will be helpful to make the students learn the rest of this unit.
高二英语Mainly Revision教案1
高二英语 Mainly Revision 教案1一、教学目标•复习和巩固高二英语的基础知识和技能•培养学生对英语学习的兴趣与动力•提高学生的听、说、读、写、译等能力二、教学内容1.语法复习–时态的用法和区别:一般现在时、一般过去时、一般将来时、过去进行时、过去完成时等–被动语态的结构和使用方法–定语从句的引导词和关系代词的使用2.词汇复习–复习学生所学过的高频单词和短语,如:curious, significant, communicate, succeed, etc.–学习新词汇,扩大词汇量,如:enthusiasm, potential, ambition, etc.–学习词根词缀,帮助学生更好地理解和记忆生词3.阅读技巧与训练–阅读理解练习:提高学生的阅读速度、理解力和推理能力–阅读策略培养:让学生掌握一些阅读技巧,如扫读、略读、寻读等–阅读材料选择:根据学生的兴趣和需求,选择适当的阅读材料4.写作训练–书面表达:设计写作任务,让学生运用所学的语法知识和词汇,进行书面表达–段落写作:培养学生撰写合理、连贯的段落的能力–写作批改与改进:给学生提供写作范文,讲解并修改学生的作文,帮助他们提高写作水平三、教学过程1. 语法复习•介绍时态的用法和区别,通过例句进行解释,让学生理解时态的概念和使用场景。
•介绍被动语态的结构和使用方法,通过例句进行解释,让学生掌握被动语态的构成方式和语境。
•介绍定语从句的引导词和关系代词的使用,通过例句进行解释,并进行练习,检验学生对定语从句的掌握程度。
2. 词汇复习•复习学生所学过的高频单词和短语,通过语境和例句帮助学生加深记忆。
•学习新词汇,通过图片、例句等方式帮助学生理解和记忆新词汇。
•学习词根词缀,通过解释和练习,帮助学生扩大词汇量,提高词汇理解和运用的能力。
3. 阅读技巧与训练•教授一些阅读技巧,如快速阅读、略读、精读等,让学生能够有效地获取阅读材料中的信息。
高二英语MainlyRevision教案
高二英语MainlyRevision教案Teaching plan of English mainlyrevision for s enior two高二英语MainlyRevision教案前言:小泰温馨提醒,英语作为在许多国际组织或者会议上都是必需语言,几乎所有学校选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识,包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据英语课程标准的要求和针对教学对象是高中生群体的特点,将教学诸要素有序安排,确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
便于学习和使用,本文下载后内容可随意修改调整及打印。
XX高一英语学案:m3u2 reading 课文(牛津译林版必修3)centent:learn about “welcome to the unit and reading” in m3u2learning difficult and important points:grasp the route of the passagestep 1 课前预习1.从广义上说_________________________2.对….感到困惑 ________________________________3.代表,象征,意味着 ______________________4.自始至终_____________________________¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬5.控制 _______________________________6.由…组成______________________________7.以…命名_______________________________8.除…之外________________________________9.导致_________________________________ 10.上层社会____________________________________step 2 let’s skim the passage and try to find answers to these questions:1) what are the factors that contributed to the development of middle english?2) when did modern english appear?3) what new factors are included in modern english?step3 detailed reading for important informationdevelopment times events/effectsold english(5th-11th centuries)before the middle ofthe 5th centuryafter the middle ofthe 5th centuryat the end ofthe 9th centuryby the 10th centurymiddle english(12th-15th centuries)in 1066by the latter halfof the 14th centuryin 1399modern english (16th- )during the renaissance nowadaysstep 4 key structures:1.old english is very different from the english we speak nowadays.we speak nowadays.作定语从句,对前面的名词english进行修饰,意为我们现在说的英语,这里用定冠词the对 english 进行限定,表示特指the english people use online is different from that in daily life .【知识拓展】english作专有名词使用,表示“英语”时,前面有不用定冠词进行修饰she can speak both english and french.2.they brought with them their languages,which also mixed with old english.※这里their languages作动词brought的宾语,动词和宾语间被介词短语with them隔开了,该介词短语起伴随状语的作用,也可以放在句末tom brought with him his little sister everywhere.= tom brought his little sister with him everywhere.※mixed with短语在本句中意为“与…混合”oil doesn’t mix with water.3.this is because english has many words and phrases from different languages ,but with similar meanings.this is because 是一个常用的句型,意为“这是因为…”其中because引导的从句作表语,说明原因。
认识英语语法:高二英语MainlyRevision教案做到这些
认识英语语法:高二英语MainlyRevision教案做到这些IntroductionEnglish grammar can appear to be incredibly difficult to grasp at first, particularly for non-native speakers. However, mastering English grammar is essential to improve one's command of the English language. In this article, we will go through different tips and techniques that will help you to explore English grammar comprehensively. Besides, we will discuss the Mainly Revision method to assist you in mastering the usage of English grammar.Understanding English GrammarBefore we start exploring the Mainly Revision teaching method, it is important to understand the fundamentals of English grammar.Parts of SpeechEnglish grammar comprises eight parts of speech: nouns, verbs, adjectives, adverbs, pronouns, conjunctions, prepositions, and interjections.Nouns: Nouns are words that identify people, places, or things. For example, cat, table, or river.Verbs: Verbs are verbs that express action and state of being. For example, run, eat, or is.Adjectives: Adjectives provide a description or quality of a noun. For Instance, the Red car, the Fast banana.Adverbs: Adverbs offer information about verbs or adjectives. They can define where, when, why, or how something occurred. For example, slowly or loudly.Pronouns: Pronouns stand in for a particular noun in a sentence, such as her, him, or it.Conjunctions: Conjunctions join two phrases, words, or clauses together in a sentence. For example, but, and or however.Prepositions: Prepositions are words that show the relationship between the object in the sentence with the rest of the words. For instance, corner, into.Interjections: Interjections are words that express strong feelings briefly and independently. For example, yikes or ow.Sentence StructureThe way sentences are organized is also an important element of English grammar.Subject and predicate: Each sentence has a subject and a predicate. The subject is what the sentence is all about, while the predicate specifies what the subject has done or experienced. For example, The dog barks loudly. 'The dog' is the subject, while 'barks loudly' is the predicate.Simple, Compound, and Complex Sentences: Sentences can be classified as simple, compound or complex based on the number of clauses they contain. A simple sentence has only one clause and conveys a complete meaning, for instance, I love pizza. A compound sentence includes two or more independent clauses and is combined with conjunctions. For example, I love pizza, but I can't eat it every day. A complex sentence has at least one dependent and independent clause. Forexample, Since I love pizza, I try to eat it at least once a week.Punctuation: The use of proper punctuation affects the clarity of sentences and also the intended meaning. Commas, period, semicolon, colon, question mark, and exclamation mark are some of the essential punctuation marks.Mastering English Grammar with Mainly RevisionMainly Revision is a teaching method to help students remember complex grammar rules through revision. It is essentially an active review of specific concepts in English grammar that include different tenses, sentence construction, parts of speech, and more. Here's how this method works:Plan an organized approach: Begin by dividing the different topics to study in English grammar. You can create a table to help you keep track of concepts already studied to maintain order and focus.Use school's resources: Teachers often have plenty of teaching aids like quizzes, tests, and worksheets. Make sureyou use all the resources available to reinforce your recall of the different concepts.Focus on what you struggle with: If you find that you are struggling to understand specific areas of English grammar, then revising that topic repeatedly will help gain a better understanding of how it works.Practice with sample questions: One of the best ways to retain English grammar is to practice. Regularly attempting questions will improve your grammar usage and also helps with identifying the correct answer.ConclusionEnglish grammar can be challenging to understand, but it is essential to improve your command of the language's use. The Mainly Revision teaching method helps students retain a firm understanding of grammar rules by enabling them torevise specific concepts regularly. By creating an organized approach, using school resources, focusing on areas of struggle, and practicing with sample questions, students can improve their English grammar proficiency, and hence have better communication abilities.。
高二英语MainlyRevision教案:阅读技巧提升攻略
高二英语MainlyRevision教案:阅读技巧提升攻略As a high school student, it is important to master reading skills that can help you comprehend different texts and unearth critical information. The Mainly Revision teaching program focuses on helping students improve their reading skills, which are crucial for academic success. In this article, we will delve into the techniques that are taught during this program to help students become better readers.The Mainly Revision program uses several strategies to help students improve their reading comprehension. The following are some of the techniques taught during the program:1. Previewing the materialBefore delving into the text, it is important to preview the material to gain an overview of what to expect. This technique helps readers to set expectations and better equip them to dive into the text. It can also help readers to identify key terms or concepts that will be emphasized in the text.2. Skimming and scanningSkimming and scanning are effective techniques for handling vast amounts of reading material. Skimming involves quickly reviewing a text by reading headings, subheadings, and first sentences to get a general understanding of the text. Scanning, on the other hand, involves looking for specific information by focusing on keywords or phrases.3. Active readingActive reading involves engaging with the text by highlighting key concepts, taking notes, and summarizing sections. This technique helps readers to better understand the text and retain crucial information for future reference.4. Reading StrategiesUsing reading strategies can help students gain new insights and interpretations of texts. These techniques include making connections, visualizing, questioning, and predicting. Making connections helps readers to relate to the text, while visualizing can help them to create a mentalimage of what is happening in the text. Questioning and predicting help readers to think critically and engage with the text actively.5. Re-readingRe-reading is important, as it helps readers to improve their comprehension of the text. When re-reading, it is crucial to pay attention to the details and reinforce the ideas and key concepts discussed in the text.6. ContextUnderstanding the context in which a text is written can help readers to grasp the intended meaning and purpose of the author. It can also help readers to identify the message that the author is trying to communicate.In conclusion, the Mainly Revision program is aneffective way to improve reading skills and comprehension. It teaches students to preview materials, skim and scan, read actively, use reading strategies, re-read text, and consider context. By practicing these techniques, students can becomebetter readers, gaining insights and understanding from texts and literature.。
高二英语说课稿范文:Mainly Revision
高二英语说课稿范文:Mainly RevisionGood morning everyone!Today, I am going to revise some key points from the previous unit with you. I believe revision is crucial in consolidating our knowledge and ensuring we have a solid foundation moving forward.Firstly, let's review the grammar we have learned. As we all know, grammar plays a vital role in building sentences and expressing ideas effectively. We have covered several important grammar points, such as tenses, reported speech, and conditional sentences. To refresh our memory, I will provide a few practice exercises for each of these areas.Next, let's move on to vocabulary. Vocabulary is the building block of language, and expanding our vocabulary enables us to communicate more fluently and accurately. From our previous unit, we have encountered a variety of useful words and phrases.I will introduce a word bank activity in which you have to match synonyms and antonyms. This will help us to not only review the words we have learned but also improve our ability to use them in different contexts.Besides grammar and vocabulary, reading comprehension is also essential in language learning. We have analyzed various texts throughout this unit, exploring different genres, such as news articles, short stories, and poems. To evaluate our understanding, I have prepared a series of comprehension questions based on the texts we have studied. Through this exercise, we can review both our reading strategies and our comprehension skills.Furthermore, writing is a key skill that we have been developing in our English class. In the previous unit, we practiced different types of writing, such as narratives, descriptions, and persuasive essays. To reinforce these skills, I will assign each of you a writing prompt related to one of the writing tasks we have practiced. You will have a specific amount of time to complete the task. This activity will not only help us revise the different writing techniques, but it will also allow us to practice time management and examination skills.Lastly, speaking and listening are important language skills that should not be neglected. Throughout the unit, we have engaged in discussions, role-plays, and listening exercises. To revise these skills, I have prepared a group discussion activity based on a given topic. Each group will have different roles, such as the moderator,the speaker, and the listener. This will allow us to practice active listening, effective speaking, and cooperation with our peers.In conclusion, revision is essential for solidifying our knowledge and ensuring that we have a strong base moving forward. By revisiting grammar, vocabulary, reading comprehension, writing, speaking, and listening, we can review and reinforce the important aspects of the previous unit. I hope that through these revision exercises, we can confidently move on to the next unit and continue to expand our English language skills. Thank you for your attention and let's begin our revision!。
高二英语教案:Mainly Revision教案
stand up to勇敢面对,经得起
deed行为,行动
A brave/charitable/evil deed
2.Chinese words are formed by putting together different character.
form形成,构成,组织,养成,培养(v)形状,外形,形式,表格(n)
Ⅰ。Translate Chinese into English
1.与不同_________________________ 2.代表_________________________
3.组成_______________________________4.根据
________________________
after the form of照的格式in form表现正常,情况良好
take the form of采取的形式be out of the form处于不良的竞技状态
3.One winter day while he was hunting
hunt打猎,追寻
11.有自己的盲文版本___________________________
Ⅱ。Read the article at P38 andanswer questions.
1. How old is the Chinese writing?
2. Who invented Chinese characters?
【句法分析】which引导的定语从句修饰先行词characters.
differ from和不同,不同于
e.g. French differs from English in this respect.
高二英语Mainly revisionUnits1-3 人教版
高二英语Mainly revisionUnits1-3 人教版一. 本周教学内容:Mainly revision〔Units 1—3〕I. Units 1—3重点短语归纳1. in the hope of此词组与in hopes of可互换,“抱着……的希望;期待着〞之意in the hope of / in hopes of doing sth .Translate the following sentences into Chinese .e.g.〔1〕People sent their children abroad in the hope of giving them a good education .人们把子女送出国,希望他们受到良好的教育。
〔2〕I called on Tom in hopes of getting help from him .我去拜访汤姆,希望得到他的帮助。
2. take along意为“带着……去,携带〞e.g. 用take along连词成句〔1〕Mrs . Brown , always , her baby , she goes shoppingMrs Brown always takes along her baby when she goes shopping .〔2〕They , promise , me , they travel to Europe , next timeThey promised to take along me when they travel to Europe next time .〔3〕He , his dictionary , go to English classHe takes along his dictionary when he goes to English class .3. be pleased with…译为“对……感到满意,高兴〞,而be pleased at 〔or about〕表示“对〔听到的看到的〕事感到高兴,〞后接指事的名词或v-inge.g.〔1〕His parents his success .〔are pleased with〕〔2〕We 〔hearing〕the good news .〔are pleased at〕4. as far as意为“远到……;到……为止;据……;就……;〞e.g.〔1〕I , walk , the stationI walk as far as the station .〔2〕the lake , stretch , the eyes can seeThe lake stretches as far as the eyes can see .〔3〕I know , that article is well written .〔As far as〕5. compared with / to作“和…比起来〞,“与…相比〞。
高二英语说课稿:Mainly Revision
高二英语说课稿:Mainly Revision这篇《高二英语说课稿范文:Mainly Revision》是小编为大家整理的,希望对大家有所帮助。
以下信息仅供参考!!!PART 1 Analysis of the Teaching Material(I)STATUS AND FUNCTION1.This unit is a revison unit, so it covers all communicative language knowledge learned from Unit 7 to Unit _.2.This lesson is the first one of Unit _. So if the students can learn this lesson well, it will be helpful to make the students learn the rest of this unit.3.This lesson is a dialogue about keeping fish. Such topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.(II)TEACHING AIMS AND DEMANDSKnowledge objects1. To make the Ss know how to keep fish, birds or any other animal by learning the dialogue of this lesson.2. To give a reinforced practice in the use of the Modal Verbs and someuseful e_pressions for making suggestions.Ability objects3. To improve students’ listening and speaking ability by reading and practising the dialogue.4. To develop students’ communicative ability by learning the useful e_pressions for making suggestions and replying.Moral objects5. To enable the students to love life and animals, protect the nature and environment.(III)TEACHING KEY POINTS:1.To make the Ss grasp and understand the way of making suggestions and reply in daily life.2.To enable the students to use useful e_pressions for making suggestion and replying in their own dialogues related to the daily life.(IV)TEACHING DIFFICULTIES:1. The usage of the Modal Verbs ,especially usage for making suggestions.2. Using the learned phrases and sentence patterns to make suggestions and replying.(V)TEACHING AIDS:Multi-media computer; OHP(overhead projector); tape recorder; software: Powerpoint or AuthorwarePART 2 Teaching Methods1>Five Steps Approach.2>Communicative Approach.PART 3 Studying Ways1. Teach the students how to be successful language learners.2. Teach the students how to master dialogues and how to communicate with others.PART 4 Teaching ProcedureStep 1 RevisionGet the students to give some animals’ names they know by asking the students the following question: Can you give us some names of different animals you know? This step is employed to revise the words related the animals. At the same time draw the students’ attention to the topic about animals.Step 2 Lead-inSign to the students to be quiet and close their books. Then start a free talk with the students. Use computer to show some pictures of different pets, such as dogs, cats etc. Ask the students several questions about raising pets. These questions are employed to warm up the students and raise the interests of the students to speak English in class on the topics they like and familiar with.1.Do you like animals?2. Do you keep any animals at home? What is it or What are they?3. Can you e_plain how you care for them?4. How do you feed them?Step 3 Dialogue Presentation1. The first listeningAfter the teacher’s brief introduction to the dialogue about keeping fish. Then ask the students to listen to the tape of the dialogue with their books closed. After listening to the dialogue,ask the students to answer two simplequestions focusing on the general idea of the dialogue. This step is employed to make the student get the general idea of the dialogue as awhole one. At the same time let the students have a chance to practise their listening ability.Questions :1.Where will such dialogue happen in your opinion?2.What are they mainly talking about?2.Second listeningThis time ask the students to listen to the tape carefully with their books open. After listening, ask the students some questions focusing on the details of the dialogue. In the meanwhile, deal with some language points raised by the students or appearing in the questions.Questions: (Show the questions and answers on the screen using computer)1. What does Kate want to do ?2. Where would Kate keep them at first?3. What does LiQun advise her to do?4. What size tank should she get?5. What should Kate put in the tank?6. Why should Kate put a few large rocks in the tanks?7. Why should Kate put some underwater plans in the tank?Language points: (Show them on the screen using computer)a. the other day = a few days agob They don’t get enough air:With a bowl, only a small surface area of the water is in contact with the air. So thewater does not receive enough o_ygen.c 30 cm by 30 cm by 50 cm.We describe two-dimensional and three-dimensional measurements using the word by. So the length of the tank is 50 cm, and the width and height both 30 cm.e underwater plants:These plants o_ygenate the water and keep it clean.d For one thing = one reason (for putting plants in the tank)Step 4 . Dialogue Drill1.In this step the students are required to practise the dialogue in pairs by reading the dialogue aloud. This step is employed to make the students grasp the useful phrases and sentences pattern for making suggestions andreplying on the base of reading the dialogue fluently.2.Let the students find out the e_pressions and sentence patterns for making suggestions and replying in this dialogue , in the meanwhile show these e_pressions and sentence patterns on the screen by computer one by one. This step is employed to give the students a deep understanding of those e_pressions.Step 5 . Practice (part 2)In fact, this step is intend to deal with the second part of the lesson(part 2). First show the words and phrases given on the screen, using a multi-media computer, then ask the students to make short dialogues with their partners to practise making suggestions and replying, using the phrases given in the table of Part2 .Give the students 5 minutes to prepare it. Ask the students to pay particular attention to sentence stress and intonation. At last ask some pairs to act their dialogue out in front of the whole class. This step is employed to make the students get a further understanding of these e_pressions.Step 6. Consolidation( Dialogue Production)This step gives the students 5-8minutes to make a similar dialogue using the phrases and sentences patterns learned in this dialogue and everyday life e_perience according to the given situation (show it on the screen using a multi-media computer). After 5-8minutes,ask several pairs to act their dialogue out in front of the other students. At last the teacher give some advice on making such dialogues, in the meanwhile deal with the moral lessons which the students should learn from the dialogue (mainly toldthe students to love life and animals, protect the nature and environment) . This step is employed to create a language environment for students’communication in the class; and to give the students a chance to practise their spoken English under a quasi-communicative situation. If the students can finish this task well, they will benefit a lot in their spoken English.Situation:(show it on the screen using computer)One of your classmates wants to keep birds, he/she wants to buy some birds and builds a bird cage as big as 4m by 2m by 2m. he/she would like to ask for your advice. Now you’d like to advise him/her what to do?Step 7. WorkbookFinish E__ 1 and 3 orally, left E_ 2 as written work.E_. 1 revises the Object Clause. When transforming the structures, the students are required to pay attention to the change of t he verb tenses, personal pronouns and word order. After doing the e_ercises orally in class.E_. 2 is a revision of the Modal Verbs and some useful e_pressions. Let the Ss work in pairs and then check the answers with the whole class. Write down the sentences on the Bb for the Ss to see.E_. 3 lists pairs of words with somewhat similar pronunciation but different meaning. Get the Ss to read aloud the words and say what each of them means.Step 8 Homework!.Do E_ 2 in the e_ercise books. This is used to make the students have a further understand of the modal verbs.2.Write a short passage about the dialogue learned. This is used to practise writing ability of the students.PART 5 Blackboard DesignUnit _Lesson 451.the other day = a few days ago2. 30 cm by 30 cm by 50 cm.the length 50 cmthe width 30 cmthe height 30 cm.3.For one thing = one reason… Making suggestions:I suggest (that)You should...You ought to...You need to...You’d better...高二英语说课稿范文:Mainly Revision.。
高二英语说课稿范文:MainlyRevision
高二英语讲课稿范文:Mainly RevisionPART 1Analysis of theTeachingMaterial(I)STATUSANDFUNCTION 1. This unit is a re*ison unit, so it co*ers allcommunicati*e language knowledge learned fromUnit 7 toUnit 11.2.T his lesson is the first one ofUnit 12.So if the students can learn this lesson well, it will be helpful to make the students learnthe rest of this unit.3.This lesson is a dialogue about keeping fish.Such topic is related to daily life, so it is helpful to raise learninginterests of students and it will be also helpful to impro*e their spoken English.(II ) TEACHINGAIMSANDDEMANDSK nowledge objects1.To make theSs know how to keep fish, birds orany other animal by learning the dialogue of this lesson.2.T o gi*e a reinforced practice in the use of theModalV erbs and some useful expressions for making suggestions. A bility objects3.T o impro*e students ’ listening and speaking ability by reading and practisingthe dialogue.4.T o de*elop students ’communicati*e ability by learning the useful expressions for making suggestions and replying.Moral objects5. To enable the students to lo*e life and animals,protect the nature and en*ironment.(III ) TEACHINGKEYPOINTS :1. To make theSs grasp and understand the way of making suggestions and reply in daily life.2.To enable the students to use useful expressions for making suggestion and replying in their own dialogues related to the daily life.(IV ) TEACHINGDIFFICULTIES :1. T he usage of theModal Verbs ,especially usage for making suggestions.2.U sing the learned phrases and sentence patterns to make suggestions and replying.(V) TEACHINGAIDS : M ulti-media computer;OHP (o*erhead projector); tape recorder; software:Powerpoint orAuthorware PART 2 T eaching Methods1> Fi*e StepsApproach.2>Communicati*e Approach. PART 3Studying Ways1. Teach the students how to be successful language learners.2.Teach the students how to master dialogues and how to communicatewith others.PART 4TeachingP rocedure Step 1R e*isionG et the students to gi*e some animals’ names they know by asking the stu dents the following question:Can you gi*e us some names of different animals you know?T his step is employed to re*ise the words relatedthe animals.At the same time draw the students’ attention to thetopic about animals.S tep 2Lead-in Sign to the students to be quietand close their books.Then start a free talk with the students.Use computer to show some pictures of different pets, such as dogs, cats etc.Ask the students se*eral questions about raising pets.T1 / 3hese questions are employed to warm up the students and raise the interests of the students to speakE nglish in class on the topics they like and familiar with.1.Do you like animals?2.D o you keep any animals at home?W hat is it orWhat are they?3.Can you explain how you care for them?4.How do you feed them?⋯S tep3DialoguePresentation1.T he first listeningA fter the teacher's brief introduction to the dialogue about keeping fish.Then ask the studentsto listen to the tape of the dialogue with their books closed.After listening to the dialogue,ask the students to answer two simplequestions focusing on the general idea of the dialogue.T his step is employed to make the student get the general idea of the dialogue as a whole one.At the same time let the students ha*e a chance to practise their listening ability.Questions :1.W here will such dialogue happen in your opinion?2.W hat are they mainly talking about?2. Second listeningThis time ask the students to listen to thetape carefully with their books open.A fter listening,ask the students some questions focusing on the details of the dialogue.In the meanwhile, deal with some language points raised by the studentsor appearing in the questions.Questions:( Show the questions and answers on the screen using computer)1.What doesKate want to do ?2.W here wouldKate keep them at first?3.What doesLi Qun ad*ise her to do?4. W hat size tank should she get?5.What shouldKate put in the tank?6.Why shouldKate put a few large rocks in the tanks?7.Why should Kate put some underwater plans in the tank?Language points: ( Show them on the screen using computer)a. the other day = a few daysagobThey don't get enough air:W ith a bowl,only a small surface area of the water is in contact with the air.So thewater does not recei*e enough oxygen.c30cm by30 cm by50cm.We describe two-dimensional and three-dimensional measurements using the word by.So the length of the tank is 50 cm, and the width and height both 30 cm.eunderwater plants:These plants oxygenate the water and keep it clean.dF or one thing = one reason (for putting plants in the tank)Step 4 .Dialogue Drill1. In this step the students are required to practisethe dialogue in pairs by reading the dialogue aloud.This step is employed to make the students grasp the useful phrases and sentencespattern for making suggestions and replying on the base of reading thedialogue fluently.2.Let the students find out the expressions and sentence patterns for making suggestions and replying in this dialogue ,in the meanwhile show these expressions and sentence patterns on thescreen by computer one by one.This step is employed to gi*e the students a deep understanding of those expressions.S tep 5 .Practice (part 2) In fact, this step is intend to deal with the second part ofthe lesson(part2).First show the words and phrases gi*en on the screen, using a multi-media computer, then ask the students to make2 / 3short dialogues with their partners to practise making suggestions andreplying, using the phrases gi*en in the table ofP art2 .Gi*e the students 5 minutes to prepare it.Ask the students to pay particular attention to sentence stress and intonation.A t last ask some pairsto act their dialogue out in front of the whole class.This step is employed to make the students get a further understanding of these expressions.S tep 6.Consolidation(DialogueP roduction)This stepgi*es the students5-8minutes to make a similar dialogue using the phrases and sentences patterns learned in this dialogue and e*erydaylife experience according to the gi*en situation (show it on the screenusing a multi-media computer).After 5-8minutes,ask se*eral pairs toact their dialogue out in front of the other students.At last the teacher gi*e some ad*ice on making such dialogues, in the meanwhiledeal with the moral lessons which the students should learn from thedialogue (mainly toldthe students to lo*e life and animals, protectthe nature and en*ironment) .This step is employed to create a language en*ironment for students’ communication in the class; and togi*e the students a chance to practise their spokenEnglish under a quasi-communicati*e situation.If the students can finish this taskwell, they will benefit a lot in their spokenE nglish.S ituation:(showit on the screen using computer)O ne of your classmates wants to keep birds, he/she wants to buy some birds and builds a bird cage as big as4m by 2m by 2m. he/she would like to ask for your ad*ice.Now you’d like to ad*ise him/her what to do?S tep 7.Workbook FinishE xx 1 and 3 orally,leftEx2as written work. Ex.1re*ises theObjectClause. When transforming the structures, the students are required topay attention to the change of t he *erb tenses, personal pronouns andword order.After doing the exercises orally in class.Ex.2is a re*ision of theM odal Verbs and some useful expressions.L et the S s work in pairs and then check the answers with the whole class.Write down the sentences on theBb for theSs to see.E x. 3 lists pairs of words with somewhat similar pronunciation but different meaning.G et theSs to read aloud the words and say what each ofthem means. Step 8Homework!. D oEx 2 in the exercise books.T his is used to make the students ha*e a further understand of the modal*erbs.2. Write a short passage about the dialogue learned.T his is used to practise writing ability of the students.PART5BlackboardDesign U nit 12Lesson 451.the other day = a few days ago2.30 cm by 30 cm by 50 cm.the length 50 cmthe width 30 cmthe height 30cm.3. For one thing= one reason ⋯M aking suggestions:I suggest (that)Y ou should...Y ou ought to...You need to...You'd better...3 / 3。
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高二英语第一单元Mainly Revision本单元通过对迪斯尼乐园及沃尔特迪斯尼本人成功之路的简介,使学生了解美国文化特色的同时树立起正确的成功观,培养百折不挠的意志品质;学习并熟练掌握问路、引路等日常交际用语;总结归纳宾语从句,并通过创设情境,使学生能够灵活运用。
在教学中建议使用整体教学、分层次训练的方式。
英语教学应面向全体学生,并根据学生的不同英语水平分层次进行能力训练。
每个层次的训练内容相同但难易程度不同,从而达到因材施教的目的。
建议教师授课前在黑板上挂一幅世界地图,并帮助学生在地图上找出法国、日本的东京、美国的洛杉矶和佛罗里达;同时设置相关问题:“你们能说出这几个城市、国家之间的共同点吗?”让学生稍作思考后告之;在他们那里都有迪斯尼乐园。
同时,最好附以有关迪斯尼乐园的图片、幻灯及录像。
通过这种较为直观的方式,激发起学生的学习兴趣,提高学习效率。
a.单词:ahead, entrance, free, sign, encourage, well-known, unsuccessful, studio, operate, imagine, though.b.词组:take along (wish sb.), in the hope of, of interest, lose heart, day after day, as far as…, bring sth. on, in this way.以上单词和词组可通过对话录音,教师介绍Walt Disney和Disneyland过程中呈现,然后用问答讨论课文内容等方式,再现以上单词和词组,加深理解词义,掌握用法,最后用句型转换或补全句子等方式巩固、开发运用。
I will __________ him (or her) not to__________ ____________ .(encourage; lose heart)When Disney was young, he _________ _________ __________ _________ __________becoming a famous artist. (was, in, the, hope, of)例4 They didn\’t show any interest in Disney\’s pictures, so they said, \”Sorry, we don\’t think there is _________ __________ __________ ___________ __________ _________.\”(anything, of, interest, in, your, pictures)该题考查的是名词性从句的连接词及其语序,该题是名词性从句作宾语。
名词性从句要用陈述句语序,连接词的选择要根据从句的动词及其意思。
根据上述原则,A和C的语序不对,再是根据look like来判定用what还是how,like是介词,跟名词或代词作宾语,所以应选B。
Dr. Black comes from either Oxford or Cambridge, but I can?/FONT>t remember .此题考查的是对either…or…的理解和对代词which的使用。
题干说布莱克大夫不是来自牛津大学就是剑桥大学,我记不清楚(哪一所大学)。
remember是及物动词,其后只能用名词或代词作其宾语,此语境缺的是表示有疑问意味的.代词。
虽然D项中that是代词,但它不具备疑问意味,因此必须排除掉。
在已经做了对不起对方的事时,用I?/FONT>m sorry表示道歉;在还未做某事你又认为这事会给对方造成一些麻烦时,用Excuse me。
英语中到达某处是get to a place。
如果用bus作主语,那么正确的问句是Which bus can take me to the Capital Theatre?因此应选择B项。
We have many things to do. When we are students, we learn and study. When grown up, we work for society, for our nation, and for the world. We areborn to be busy. But we cannot live more than one hundred years; we have only a limited time to do much work. How precious our time is!Many men do not realize the value of time. This is, indeed, a great pity. \”Time is money\” is an old saying. In fact, it is more valuable than money. Wasting time means wasting a part of our precious life.We have to form the habit of saving time, instead of spending time uselessly. It is necessary for us to do our work today, let us do it today, and not leave it till tomorrow. Laziness is the thief of time. It not only brings us failure, but does harm to us as well. Remember that if a man in youth does not do his best, he will feel very sorry when he is old.本题对学生使出了一个“障眼法”,即答语的第二句话为一般过去时。
这很容易使人误以为空格处的时态应为“过去的过去”──过去完成时。
而空格处的那句话意为:难道你没有见到他吗?强调的是一个截止到现在、发生过的动作,因此只能是现在完成时。
Go through the gate and you\’ll find the entrance to Bear Country on the other side.If you go through the gate, you\’ll find the entrance to Bear Country on the other side.Inspector:It\’s easy. There is a bus every ten minutes from Stop Number Two. The next bus is at nine, and a ticket to King\’s Cross Station costs fifteen pence. 1 It\’s all in here, you see. This is my first day in my job, but it\’s all in here.7.Whenever I lose heart in the study of English, she world always e me and help me with it.18.You can\’t imagine __________ when they received these nice Christmas presents.19.The secretary worked late into the night, ____________ a long speech for the president.20.The computer centre, _______________ last year, is very popular among the students in this school.In school all over the world boys and girls are learning foreign languages.26 knows his own language, but another one is very useful, 27 when we travel to other countries. If we go to France, we 28 be able to speak French, and in Germany people will 29 us to understand German.How many languages are there in the world? There are about fifteen hundred , but many of them are not very 30 . English is one of the most important 31 so many people use it, not only in English and the USA, 32 in other parts of the world. About 200,000,000 people speak it 33 their own language , and another 200,000,000 use it as 34 language. It is difficult to say how many people are learning it. Many millions of schoolboys and schoolgirls are trying to do so.English children study French, 35 is also a very important language. An Englishman can 36 find someone in almost all parts of the world who is able to talk to him in either English or 37 .Which is the best way to learn a language ? We should remember that we all learnt our own language well when we were children. If we could learn a second language 38 same way, it would not seem so 39 .Think of what a child 40 . It listens to what people say , and it tries to imitate (模仿) what it hears. When it wants something, it 41 ask for it. It is 42 the language, talking in it, and thinking in it all the time. If people had to use a second language all the time , they would learn it quickly.43 is important to remember ,also ,that we learn our own language by hearing people speak it, not by seeing 44 they write. We imitate what we hear. In school 45 you learn to read and write as well as to hear and speak, it is 46 to learn all new words through the ear. You can read them, spell them, and write them later.A man who stuttered (说话结巴) once went to a shop where they sold birds. He wanted to buy a parrot (鹦鹉),a bird which we can teach to 47 . He said to sh opkeeper:“Have you g-g-got a p-p-parrot that can t-t-talk English?”“Yes sir.”Answered the shopkeeper.“ 48 a fine green one what will understand everything you say to it.”“This b-b-bird can\’t t-t-talk,”he complained (抱怨). “It can only st-t-t utter.” 50 a parrot learns to say just what it he ars.O. Henry was a pen name used by an American writer of short stories .His real name was William Sydney Porter . He was born in North Carolina in 1862.As young boy he lived an exciting life . He did not go to school for very long , but he managed to teach himself everything he needed to know.When he was about 20 years old , O. Henry went to Texas , where he tried different jobs . He first worked on a newspaper ,and then had a job in a bank . When some money went missing from the bank , O. Henry was believed to have stolen it . Because of that , he was sent to prison .During the three years in prison , he learned to write short stories .After he got out of prison , he went to New York and continued writing .He wrote mostly about New York and the life of the poor there . People liked his stories ,because simple as the tales were , they would finish with a sudden change at the end ,to the readers\’ surprise.Suppose you were the famous cartoon maker—Walt Disney, and now a newspaper reporter is interviewing you. Here are the questions and please answer them as creatively as possible.。