【配套K12】八年级英语下册Unit8教案
八年级下册英语第八单元教案
八年级下册英语第八单元教案一、教学目标1.知识目标：能够掌握本单元中出现的重点短语和句型，如call up, make friends, be similar to等。
2.能力目标：能够运用所学词汇和句型进行口头表达，并能用英语描述人物的形容词和特征。
3.情感目标：培养学生的团结协作意识，积极参与小组活动，增强学生的英语学习兴趣和自信心。
二、教学重难点1.教学重点：本单元词汇和短语以及交际口语表达的练习。
2.教学难点：运用英语进行人物形象描述，以及口语交际能力的提高。
三、教学过程1. Warming up让学生以小组为单位，分享组内人物形象描述的口语练习，培养学生口头表达能力。
然后分享到全班，进行思路补充和修正。
2. Pre-reading教师出示图片，让学生说出图片中人物的外貌特征，并添补文章中的生词和短语。
3. While-reading第一部分教师出示文章中的重点短语，并进行讲解，帮助学生理解文章。
“call up” 、“make friends”、“be similar to”。
第二部分让学生独立阅读，并用英语描述主人公的个性特征，学生注重观察人物言行举止及性格特征，然后组内讨论，并用英语共同完成任务。
第三部分以小组为单位，询问所读的文本，并共同分析文本中的疑点和难点。
第四部分让学生回答有关文章背景和文本内涵的问题，并进行互动交流和口语表达。
4. Post-reading学生根据文章内容，运用所学的生词和句型进行口头表达。
同时，教师对学生的表现进行点评和评分，以激发学生的学习兴趣和口语表达能力。
四、教学资源1.教材和教辅：八年级英语下册教材和配套教辅；2.教学辅助工具：幻灯片、黑板白板、PPT等；3.课外资源：与主题有关的电影、小说、英语读物、网络资源等。
五、课后作业1.背诵本单元中的重点短语和生词，并进行造句；2.查找相关的英文电影或小说，进行进一步阅读学习；3.阅读其他与本单元相似的课文，并进行口语表达。
人教版八年级英语下册Unit8教学设计
一、教学目标
（一）知识与技能
在本章节的教学中，学生将通过学习人教版八年级英语下册Unit 8的内容，掌握以下知识与技能：
1.掌握本单元的新词汇和短语，如：debate, global warming, pollution, energy, recycle, reduce, reuse等，并能熟练运用这些词汇进行交流。
5.能够运用所学知识，进行小组讨论和辩论，提出自己的观点和建议。
6.提高写作能力，能就环境问题撰写短文，表达自己的观点和看法。
（二）过程与方法
在本章节的教学过程中，教师将采用以下方法和策略：
1.采用任务型教学法，引导学生通过小组合作、讨论、辩论等形式，积极参与课堂活动，提高学生的英语实际运用能力。
2.利用多媒体教学手段，如PPT、视频等，形象生动地展示环境问题的严重性，引发学生的关注和思考。
1.结合学生的认知水平，适当拓展环境问题的相关词汇和表达方式，提高学生的语言表达能力。
2.注重培养学生的思辨能力，引导学生通过小组讨论、辩论等形式，深入思考环境问题的原因和解决方法。
3.针对学生对环保知识的兴趣，激发学生的学习积极性，引导他们将所学知识运用到实际生活中。
4.关注学生的个体差异，针对不同学生的学习需求，提供个性化的教学指导，使每位学生都能在课堂上获得成就感。
7.拓展延伸，培养综合素质：鼓励学生在课后关注环境问题，参与环保活动，将所学知识与社会实践相结合。
8.家校合作，共同促进：与家长保持沟通，关注学生在家的学习情况，共同促进学生的全面发展。
四、教学内容与过程
（一）导入新课
1.教学活动：教师播放一段关于全球变暖和环境污染的短片，引导学生关注环境问题。
(完整版)人教版八年级英语下册教案Unit8HaveyoureadTreasureIslandy
Unit 8Have you read Treasure Island yet?本单元教材以“谈论几部学生们非常熟悉的故事书”为中心话题，围绕着“询问你读过……吗”进行学习和运用几个常见的句型：—Have you read Little Women yet？—Yes，Ihave./ No，I haven't./—What's it like？—It's fantastic./—Has Tina read Treasure Island？—Yes，she has.She thinks it is fantastic./—Have you decided yet which book to write about for English class？—Yes，I have.I have already finished reading it./—What's it about？—It's about four sisters growing up.等。
在学习过程中，学生在交流中，能促进师生之间的感情。
Section A主要学习几个常见的动词短语及现在完成时。
应掌握句型：—Have you read Little Women yet？—Yes，I have./ No，I haven't./—What's it like？—It's fantastic.等。
通过短文《鲁滨逊漂流记》来介绍了鲁滨逊在孤岛上的生活，增加了学生的阅读量。
Section B 安排了听、说、读、写的任务，通过短文“A Country Music Song Changed Her Life Forever”，介绍了Sarah 和a country music song的故事。
教师在教学中应合理利用课本上的知识进行教学。
第一课时Section A(1a－2d)Teaching Key Points【教学重点】The vocabulary：treasure，island，page，hurry up，full ofTarget language：1.—Have you read Little Women yet?—Yes，I have./ No，I haven't.2．—What's it like？—It's fantastic.3．—Has Tina read Treasure Island?—Yes，she has.She thinks it is fantastic.4．Have you decided yet which book to write about for English class?5．—What's it about?—It's about four sisters growing up.Teaching Difficult Points【教学难点】Use the target language above to talk about recent events and experiences.Teaching Aids【教学工具】an English book，a tape recorder and CAITeaching Steps【教学过程】★Step 1Preview and perception【预习感知】Ask the students to read the vocabulary and target language.Ⅰ.单项选择。
【K12学习】八年级英语下册Unit8教案
八年级英语下册Unit8教案Unit8topic11）so…that…如此…以至于….，that引导的是结果状语从句，其结构是so+形容词或副词+that从句。
）so…that…可以换成such++形容词+名词。
ouldlie作为一个固定结构后接名词，代词，不定式作宾语，也可以用不定式作宾补，表示想要的意思。
）ouldliesth.想要某物；Iouldliesoericeandpor。
我想要一些米饭和猪肉。
）ouldlietodosth.想要做某事。
）ouldliesb.todosth.想要某人做某事。
ouldlie=ant想要be为助动词，ade是及物动词ae的过去分词，of后接宾语，beadeof的主语通常为成品。
Beadefro后的原材料则看不出，beadein主语是成品，介词in后为产地，beadeinto 主语为原材料，介词into后接成品。
Thetableisadeofood。
这桌子是由木头制成的。
Paperisadefroood。
纸是由木材制成的。
Thebisadeinhongong。
这把梳子是香港制造的。
Ironisadeintonives。
铁可以制成小刀。
afford常接在can，could，beableto之后，意为担负的起；抽的出。
Afford还有提供，给予，出产的意思。
onsale上市；折价出售，减价出售。
Forsale待售，供出售。
though是从属连词，引导让步状语从句，和连词but不能连用，但翻译时需译为但是。
如：thoughAustraliaisverylarger，thepopulationisquitesall。
虽然澳大利亚面积很大，但是人口却很少。
suchas像，诸如，例如。
opportunitiessuchasthisdidnoteeveryday。
这样的机会不是天天都有的。
.lie是名词，意为喜好，爱好，反义词为dislieeallhavedifferentlieanddislie，我们各有不同的好恶。
人教版英语八年级下册Unit8大单元教学设计
（三）学生小组讨论
1.教学活动：将学生分成小组，让他们围绕一个话题（如：个人喜好、未来计划等）进行讨论。
2.教学要求：小组成员用英语进行交流，尽量运用新学的词汇和语法结构，讨论过程中做好记录。
3.小组展示：各小组选派一名代表进行成果展示，其他小组成员给予评价和反馈。
-设计情境对话，让学生在实际语境中练习句型和语法，提高应用能力。
-通过课后作业和课堂练习，巩固词汇和语法知识，及时发现并解决学生的疑惑。
2.针对听说能力的培养，采用以下设想：
-利用多媒体资源，如英语歌曲、电影片段等，激发学生的学习兴趣，提高听力水平。
-设计各种口语活动，如小组讨论、角色扮演等，让学生在实践中提高口语表达能力。
-鼓励学生参加英语角、英语演讲比赛等活动，增加实际运用英语的机会。
3.针对情感态度和价值观的培养，采用以下设想：
-结合教学内容，设计富有教育意义的活动，如讨论梦想、分享成长故事等，引导学生形成积极的人生观。
-在课堂教学中，关注学生的情感需求，营造轻松愉快的学习氛围，增强学生的自信心。
-课后鼓励学生进行反思，将自己的学习体验和情感态度融入其中，促进个人成长。
4.写作练习：以"My Hobbies and Plans"为题，写一篇不少于80词的英语短文，要求描述自己的个人喜好、优缺点以及未来计划。
5.阅读理解：阅读一篇与本节课话题相关的英语文章，完成文章后的相关问题，提高阅读理解能力。
6.课后反思：总结本节课所学内容，思考自己在英语学习中的优点和不足，并制定相应的改进措施。
人教版英语八年级下册Unit8大单元教学设计
八年级英语(下)Unit8教学设计方案
八年级英语（下）Unit8教学设计方案忻州市原平实验中学学员姓名崔月琴课题名称Why don’t you get her a scarf? (Section A 1a---2c)科目英语年级八年级教学时间一课时（45分）学习者分析初二的学生经过一年多的学习，有了一定的英语基础知识和听说能力，同时，学生们对英语学习还保持着较浓厚的兴趣。
经过一年的新课程理念的熏陶及实践，有了初步的自主、合作、探究、实验的能力。
初中学生的抽象思维能力较低，形象思维能力强，但注意力容易分散。
教学方法的灵活性能增强学生的兴趣和注意力。
教学目标一、情感态度与价值观1. Let students know the habits of giving gifts on special days.2. Tell students to love their parents and friends.二、过程与方法在本课教学过程中，在注重启发引导，培养学生听说能力的同时，注重教学方法的灵活性，通过任务型教学法，情景交际法，听说教学法等，激发学生学习的兴趣，让学生乐于接受，易于接受。
三、知识与技能1. Learn to compare qualities and give suggestions and comments.2. Master the target language.a. The new words of Section A.b. How to give suggestions and comments.How about…What about…Why not…Why don’t you…That’s a good idea.That’s boring/personal/creative…….That sounds good/great.3. Train student s’ abilities of listening to special information.教学重点、难点1. The target language.2. How to give suggestions and comments.教学资源 A computer,a tape recorder教学过程教学活动1 一、导入新课(Talking about the teacher’s best gift.)1. The teacher show some gifts to some students such as a mobile phone.T: What’s this?Ss: It’s a mobile phone.T: The mobile phone is the most important gift for me. Do you know why?Ss: Because it is expensive/interesting/boring…T: No, because it is the first gift from my husband. I love it because I love my husband and it’s useful.2. Make a survey(1). Do you often get gifts from others?(2). Do you often buy gifts for others?(3). Do you think it’s easy to choose gifts for others?3. Talk about the gifts the students have.T: What gifts do you have?Ss: Talk about the gifts they have (what, when, from whom and why.). T: Do you like them? Why?(Help students to answer with cheap, expensive, boring, interesting)教学活动2二、1a1) Show the gift words and ask: What are they?What do you think of these gifts?2) Finish activity 1a.3) Check the answers in pairs.教学活动3三、Pairwork1).Show the task: What should I get my mom for her birthday?T: Tomorrow is my mother’s birthday. What should I get her? Can you help me? You can discuss it in pairs.Ss: Give suggestions with:How about…? What about…?Why not…? Why don’t you…?T: Give comments.eg: T: What should I get my mother for her birthday?Ss: How about a sweater?T: No, that’s too boring.Ss: How about a scarf?T: Yes, that’s a good idea.(2).Lead students to drill the conversation.(3).Practice the dialogue in the whole class. Finish Activity 1c.教学活动4四、Listening task (1b, 2a, 2b)1. Show the task: Listen and number the comments in the order, then finish the Activity 1b. Check the answers.2. Listen to the tape and finish the Activities 2a and 2b.1) Play the recording the first time. The students only listen.2) Play it a second time. Write down the answers.3) Check the answers.教学活动5五、Give suggestions:Learn more sentences about how to give suggestions. Why don’t you do……？Why not do ……？What about/How about +n. /doing……？You should /could do……You’ d better do……Let’s do……Would you like to do……？教学活动6六、PairworkMake conversations in pairs.Suppose your friend’s or your parent’s birthday is coming. Ask your partner for some suggestions. (You should remember your parents’birthdays.)教学活动7七、GroupworkAsk the students to work in groups.Situation 1:I argued with my best friend and I want to get her a gift to say sorry. What should I do or what should I get her?Situation 2:Father’s D ay is coming, and I want to give him a surprise. What should I do? And what should I get him?Get some groups to act out in class.教学活动8八、FuntimeLet’s learn a poem:Yesterday is a history.Tomorrow is a mystery. (n.神秘的事物）Only today is a gift.That’s why it is called a present.(目前、礼物)教学活动9九、Summary:Sum up the main knowledge教学活动10十、Homework1.Recite the Grammar Focus.2.Make a conversation and role play it.。
八年级下册英语unit8人教版八年级下册unit8教学设计
八年级下册英语unit8人教版八年级下册unit8教学设计教学设计是根据课程标准的要求和教学对象的特点，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。
下面是WTT 为你整理的人教版八年级下册unit8教学设计，一起来看看吧。
人教版八年级下册unit8教学设计教学目标：1语言目标：掌握本单元词汇，听懂、掌握谈论读书的语言材料。
2 技能目标：能听懂语言材料，掌握听的技巧;能就阅读方法提建议，掌握阅读策略;能读懂介绍名著的文章。
3 情感目标：通过开展角色表演等活动，培养学生阅读兴趣。
通过本单元的阅读，培养学生的文学鉴赏能力，陶冶思想情操。
教学重点(1) 短语: hear of, be like ,go out ,full of, finish doing sth., be about, grow up,put down, hurry up, arrive on this island, make a boat, bring back, give up, wait for, cut down, build a house, kill...for food ,the marks of anoth er man’s feet, who else, see sb.doingsth., run towards, help sb.dosth., name sb....,teach sb.sth.,be interested in ,can’t wait to do sth., used to,fight over, return home ,on the radio, make sb.do sth., think about, e to realize ,ever since, the home of, such as, belong to, be kind to sb., trust one another, remind sb.that...,havebeen to, do research on ,hope to do sth.introduce...to(2) 句子:Have you ever read Little Women yet?What’s it like?Oliver Twist is about a boy who goes out to sea and finds an island full oftreasures.Steve, have you decided yet which book to write about for English class?Although I have lost everything, I have not lost my life.How long have they been here?So I will not give up and I will wait for another ship.Not long after that, I saw some cannibals trying tokill two men from a broken ship.One of them died, but the other ran towards my house.I named him Friday because that was the day I met him.Every time she is in the library, Sally looks at the many books she hasn’t read yet and can’t wait to read them.When Sarah was a teenager, she fought over almost everything with her family.Ever since then, she has been a fan of Americancountry music.It reminds us that the best thing in life is free....Sarah hasn’t been to Nashville yet, but it is her dream to go there one day.He’s sold more than120 million records.Have you introduced the singer to others?(3)语法：现在完成时教学难点：现在完成时与一般过去时的区别.课时划分Section A11a –2dSection A2 3a-3cSection A 3 Grammar Focus 4a-4cSection B11a-2eSection B2 3a-3b Self check SummarySection A1 (1a –2d)Step1 Presentation1a Look at the picture.Haveyou read these books? Check (√) the ones you know.___ Alice in Wonderland ___ Little Woman___ Treasure Island ___ Olive Twist___ Robinson Crusoe ___ Tom SawyerStep2 Learn the new wordstreasure, island, classic, page, hurry, dueStep 3 Listening1.1bListen and plete the chart.BookTitle Name Have theyread it? What do they think of it? Treasure Island Nick -Judy √ excitingRobinson Crusoe Sandy -Alan √ wonderfulLittle women Kate √ fantastic Harry -Step 4 Speaking1c Practice the conversation.Thentalk about the other books in1a.ExlesA: Have you read Little Women yet?B: No, I haven’t.Haveyou?A: Yes, I have already read it.B: What’s it like?A: It’s fantastic.Step 5 Listening2a Listen.Whohas read these books? Circle the names.1.TreasureIsland Mark / Tina2.OliveTwist Mark / Tina3.RobinsonCrusoe Mark / Tina4.TomSawyer Mark / TinaKeys:1.Tina2.MarkTina 3.MarkTina 4.Tina2bListen again.WriteT for true and F for false.1.OliverTwist is about a boy who goes out to sea and finds an island full of treasures.()2.RobinsonCrusoe is a classic.()3.Tinathinks that Treasure Island is a fantastic book.( )4.TomSawyer is about a boy who lives in the United Kingdom.()Keys: FTTFStep 6 Speaking2c Use the information in2a and2b to talk about the books.A: Has Tina read Treasure Island?B: Yes, she has.Shethinks it’s fantastic.A: What’s it a bout?B: It’s about....2d Role –play the conversationStep 7 Language points and summary1.OliverTwist is about a boy who goes out to sea and finds an island full of treasures.《雾都孤儿》是一个男孩去海边发现一个充满珍宝的岛的故事。
八年级下册英语第八单元教案3篇
八年级下册英语第八单元教案3篇八年级下册英语第八单元教案篇1教学目标一、知识与技能1. 掌握重点词汇和短语：do the dishes，take out the rubbish，fold your clothes，sweep the floor，make your bed，clean the living room2. 理解并掌握重点句型：Could you please…? Could I …?3. 能听懂有关做家务和日常活动的对话。
二、过程与方法采用情境教学法，调动学生的积极性，引导他们积极参与课堂。
三、情感态度与价值观了解各种家务，能发现要做的家务并积极主动地去做。
教学重点能用本课的重点词汇和句型对家务作出委婉请求。
教学难点能抓住录音中的关键词。
教法导航课上引导学生积极参与课堂活动，老师少讲，鼓励学生多练。
学法导航加强小组合作学习，积极回答问题。
教学准备图片，录音机，多媒体。
教学过程Step 1 GreetingsGreet the students as usual.Step 2 Lead-inT：Good morning，boys and girls! I am always very busy on weekends. So my daughter often helps me with the housework. Do you often help your mother do the chores at home? (Write “chores” on blackboard and explain it.) Here “chore” means housework. Could you please tell me what chores you do at home?S1：I often clean my room.S2：I wash my clothes and fold my clothes.S3：I clean the window.S4：I make my bed and sweep the floor.S5：I clean the living room.T：Well， you are good boys and girls! We should try to be helpful and do some chores at home.Step 3 New words and expressionsAsk the students to look at the picture on Page 17.T：Look at the picture on page 17. What can you see?S1：Peter and his mother.S2：The dustbin is full.S3：The floor is dirty.S4：...T：So there are a lot of chores to do，right? Help students to learn the following phrases about chores：clean the living room; do the dishes; sweep the floor; make the bed; take out the trash; fold the clothes Step 4 PresentationT：If you want to ask somebody to do chores，how can you ask in English?S1：Can you do the chores?S2：Could you please do the chores?T：Which one do you think is better?students：The second one.T：Yes. We should say“Could you please do the chores?”instead of other ways because it sounds very polite. Write “Could you please ...?”on the blackboard.Step 5 Pair workT：In the picture，the mom asks the son to do some chores. What does she say?S：Peter，could you please take out the trash?T：Good! Today，we’ll learn how to make polite requests with could. It is very important to be polite in our life. Now work in pairs. Imagine you are the mom and the son in the picture. Ask your partner to do the chores that you see.First ask two students to read the sample conversation in activity 1c. Then students make their own conversations. Call several pairs to demonstrate their conversations to the class.Step 6 ListeningT：You will here a conversation between Peter and his mother. What kind of chores do Mom and Peter do? Check Mom or Peter.Play the recording twice. For the first time students focus on the chores Mom does; the second time，focus on the chores Peter does. Then check the answers.Step 7 A little gameFind out the best helper at home.T：Do you often help your parents do the chores? Now let’s choose the best helper at home. First please write down all the chores from your memory on a piece of paper. Then check each chore you do at home. The one who check the most chores will be the best helper at home.Step 8 Group workT：Imagine we are going to clean our classroom this afternoon. You need someone to help you do some things. Think of the things you need to do and make polite requests to your partners. You may find these phrases useful.Show the following phrases on the screen：carry some water，clean the desks，clean the chairs，clean the windows，clean the blackboard，turn off the lights，take down the old pictures，put up the new pictures，sweep the floor. After a few minutes，call several groups to show their conversations.Step 9 PresentationT：I can’t find my pen. But I have to write something now. What can I do?S：You can borrow a pen from others.T：But what should I say?S：Can I use your pen?T：But that doesn’t sound very polite. Any other idea?S：Could I please use your pen? (Write the sentence on the blackboard) T：Good! That’s a very polite way.Step 10 ListeningAsk the students to look at the picture on Page 18. Then say：Look at the picture. That’s Peter and his father. Peter asks his father if he can do four things. Look at the chart in activity 2a. What are the four things? Ask a student to read the things aloud.T：What does his father say? Now please listen to the tape and check ‘yes’ or ‘no’ in the chart. Play the tape twice. For the first time，they only listen. The second time，they check “yes” or “no”. Then check the answers with the whole class.T：Why Peter’s father say no? What are his reasons? Let’s listen to the conversation again. Draw lines to the reasons in the chart. Before play the tape，ask a student to read the reasons given. Then play the tape. If necessary，play it again. Check the answers.Help students to summarize different ways of answering the question “Could I...?” Yes，you can / I guess so / Oh， yeah / Sure. No， you can’t. ... / Sorry， but ...Step 11 Pair workT：Now look at activity 2c. Work in pairs. Student A is Peter who asks if he can do things. Student B is Peter’s father who says “yes” or “no”. If you say “no”，give a reason.First get two students to read the sample conversation. Then students make their own conversations.Step 12 Group workT：Imagine we’ll have a self-study class this afternoon. You would like to do many different things. How will you ask your teacher for permission? Please do it in groups of four. One will be the teacher，and the others will be the students，make conversation like this：S：Could I please listen to music?T：No you can’t.S：Could I please go to play basketball?T：Sorry，you have to stay in class.S：Could I please draw pictures?T：Yes，you can.After that，get several groups to demonstrate their conversations to the class.Step 13 Homework1. Suppose you are having a party，and you need more drinks and snacks. But you can’t leave the house. Ask your classmates for help. Write a dialogue between you and your classmate with “Could I please ...?”and “Could you please ...?”2. Understand，read and role play the conversation in 2d.课堂作业1. ---Could you please s the floor?---Yes，sure.2. ---Could you please do the d ?---Sorry，I can’t. I have to do my homework.3. 我每天早上都整理床铺。
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八年级英语下册Unit8教案Unit8topic11）so…that…如此…以至于….，that引导的是结果状语从句，其结构是so+形容词或副词+that从句。
）so…that…可以换成such++形容词+名词。
ouldlie作为一个固定结构后接名词，代词，不定式作宾语，也可以用不定式作宾补，表示想要的意思。
）ouldliesth.想要某物；Iouldliesoericeandpor。
我想要一些米饭和猪肉。
）ouldlietodosth.想要做某事。
）ouldliesb.todosth.想要某人做某事。
ouldlie=ant想要be为助动词，ade是及物动词ae的过去分词，of后接宾语，beadeof的主语通常为成品。
Beadefro后的原材料则看不出，beadein主语是成品，介词in后为产地，beadeinto 主语为原材料，介词into后接成品。
Thetableisadeofood。
这桌子是由木头制成的。
Paperisadefroood。
纸是由木材制成的。
Thebisadeinhongong。
这把梳子是香港制造的。
Ironisadeintonives。
铁可以制成小刀。
afford常接在can，could，beableto之后，意为担负的起；抽的出。
Afford还有提供，给予，出产的意思。
onsale上市；折价出售，减价出售。
Forsale待售，供出售。
though是从属连词，引导让步状语从句，和连词but不能连用，但翻译时需译为但是。
如：thoughAustraliaisverylarger，thepopulationisquitesall。
虽然澳大利亚面积很大，但是人口却很少。
suchas像，诸如，例如。
opportunitiessuchasthisdidnoteeveryday。
这样的机会不是天天都有的。
.lie是名词，意为喜好，爱好，反义词为dislieeallhavedifferentlieanddislie，我们各有不同的好恶。
dependon意为依靠，依赖，随…而定，取决于。
Thecountrydependonitstouristtrade。
这个国家主要依靠旅游业。
It/thatdepends那得看情况。
Dependonsb./sth.。
依靠某人，信赖某人某事Dependonsb.todosth./doingsth.。
指望某人做某事。
Dependon=dependupongenerally通常，一般的，一般放在句首。
hile用于对比两件事物，意为然而…Thesae…as…与…一样0.catchone’seye引起某人的注意。
1.itissaidthat…据说stardoingsth.开始做某事startodosth.开始去做某事Begindoingsth.开始做某事Begintodosth.开始去做某事Reeberdoingsth.记得做过某事Reebertodosth.记得要做某事Forgetdoingsth.忘记做过某事Forgettodosth.忘记要做某事Trydoingsth.试着做某事Trytodosth.努力去做某事Stopdoingsth.停止做某事Stoptodosth.停下来去做某事3.protectsb./sth.Frosth.保护…使免于…eepsb./sth.+ad保持某人或某事怎么样Pleaseeeptheindosopen。
请让窗户开着eepsb./sth.Doingsth.让某人持续做某事；让某事持续进行。
I’lltrynottoeepyouaiting。
我会尽量不让你就等。
eepdoingsth.继续或重复做某事。
Ieepforgettingtoailthisletter。
我老是忘记寄出这封信。
eepat继续做；eepaayfro不接近；eepin抑制，隐瞒；eepfro阻止，克制；eeppanyith与…在一起；eepinind记住；eepintoughith 与...保持联系eepup保持；eepon继续；eepoff使不接近；eepaneyeon 照看，注意；eepone’sproise信守诺言；eepone’steper不发火；eeppeaceith齐头并进。
orethan+ad，不只是；比….更多。
Topic2aesth.制作某物。
Didyouaethatdressyourself？那件衣服是你自己做的吗？ae与do的区别：两者都有“做”的意思。
ae表示做出以前并不存在的事物如：paperisadefroood。
纸是由木材做成的。
而do是强调动作。
如:hatareyoudoing?你在做什么？allosb.todosth.允许某人做某事。
allodoingsth.允许做某事。
itis+ad+that从句。
shosth.展示某物。
Shosb.sth.=shosth.tosb.把…指给….看，出示。
agreeith…同意…；agreetodosth.同意去做某事；agreethat…同意…stop…frodoingsth.阻止…做某事，相当于eep/prevent…frodoingsth.taeoff脱下，脱掉，起飞yoursocsareverydirty，pleasetaetheoff。
你的袜子很脏，请脱下来。
Theplaneilltaeoffinanhour。
飞机将在一个小时后起飞。
itis+ad+that从句，it是形式主语，真正的主语是由that引导的从句。
oneveryoccasion在每一个场合，occasion为可数名词。
0.dress给…穿上衣服。
Puton表示穿上的动作，ear后接衣、袜、鞋、帽或手表、眼镜、饰物等；have…on…不能用进行时；bein…接服装、材料、颜色等；in…还可作定语；dresssb/oneself给别人/自己穿衣服；dressedsbin…给某人穿上…衣服；dressup着装，打扮，可分开用。
1.but除…之外，常用于all，no，nobody，nothing，anyhere，hat，ho，here之后，意为除…外什么也没有。
but和except的区别：两者用法大体相同，可互换使用，但当介词短语放在句首或句尾时，通常用except。
在anybody，anything，anyhere之后，but的语气比except 强。
3.protect是及物动词，后可直接跟名词或代词，意为保护，防护。
Iillprotectyourchildhenheisindanger。
当你的孩子遇到危险时，我会保护他。
比较seesb.doingsth.看见某人正在做某事.Seesb.dosth.看见某人做某事了.如:Isatheboyclibingtheall.我看见小孩在爬墙.Isatheboyclibtheall.我看见小孩爬墙了.ritetosb.给某人写信;givesb.soeadvice给某人一些建议.follo/taesb.’sadvice听从/采纳某人的意见.tellsb.about/ofsth.告诉某人关于某事.hadbetterdosth.最好做某事,后面接动词原形.Hadbetter后跟省to的不定式,否定形式hadbetternotdo…0.advicesb.todosth.建议某人做某事.1.in穿着,戴着.Inadarcolor穿着暗色;inarcolor穿着暖色.2.goell正常运转,顺利.Ihopeyouillgoell.我希望你一切顺利.3.itis+ad+forsb.+todosth.对某人来说做某事是…ItisiportantforustolearnEnglishell=Itisiportantthat eustlearnEnglishell.对我们来说学好英语是重要的.ell–non众所周知,著名的,出名的.相当于faousFor某人以某种知识,技能或特征出名人+befaousAs某人以某种身份出名For以某种特产而出名地方+faousAs以什么样的产地或地方而出名Befaousfor后的介词宾语是主语的所属内容;befaousas后的介词宾语与主语是同位成分.Topic3fashionsho时装表演;onsho展出,陈列;forsho供展览的,装门面的,中看不中用的;goodsho好,真棒;ashoofhands 举手表决.thereis/aregoingtobe+…是一个固定句型,其中be不能用其他动词代替.here,there引导的倒装句只是主谓语序倒装,而therebe表示存在有Theregoesthean.那人走了.Thereisaanstandingoverthere.有一个人站在那儿.形容词作定语与介词短语作定语的区别:Aninterestingboo一本有趣的书Abooonthedes桌子上的一本书atraditionaldress传统服装;traditionalchineseedicine中医;traditionalusic传统音乐.another作形容词时,意为又一个,再一个,其结构为:Another+单数名词Another+数词+复数名词=数词+ore+复数名词befullof充满….的,相当于befilledith.；fill…ith 把…装满。
standfor代表，象征。
getitsnae得名。
0.notonly…butalso…不但…而且…，通常连接两个对等成分，可以连接名词、动词、介词短语等。
1.design…as…把…设计成….inthepast在过去，相当于intheolddays3.aroundtheorld全世界，相当于allovertheorld。
atonetie曾经，一度，相当于atatie。
hardly几乎不，表示否定概念，相当于alostnotexcept指从整体中除去一个或一部分，除去的人或物不在整体内。
Besides指在具体的整体外加上一个或一部分，意为：除…之外，还有….But和except都可以表示除…之外，都表示从整体中除去部分，常可以换用，但except所含除外语气较强。
but着重在整体，常用在no，all，nobody，here，ho等词后。