模块三第三单元教案
高三英语第一轮复习教案(模块三第三单元)
Module 3 Unit 3 新课标单词civilization n 文明lecture n 讲座volcano n 火山erupt vi （火山等）爆发ash n 火山灰；灰，灰烬rock n 岩石unfortunately adv 不幸地bury vt 埋，埋葬；安葬stone 石，石头director n 主管，负责人，主任mud n 泥，泥浆，烂泥body n 尸体destroy vt 破坏，摧毁house vt 收藏，储藏wealthy adj 富有的，富裕的commercial adj 商业的，贸易的gradually adv 渐渐地，逐渐地sandstorm n 沙尘暴，风沙cultural adj 文化的institute n（教育，专业等的）机构，研究所Swedish adj 瑞典的，瑞典人的；瑞典语的ruin n (常作ruins)废墟，遗迹remains n 遗迹，遗址，残留物paint vt （用颜料等）画；油漆pot n 罐，壶material n 材料，物质document n 文献，文件temple n 庙，寺庙workshop n 车间；作坊enormous adj 巨大的，庞大的wise adj 明智的；高明的；英明的heat n 热，热度drive vt 迫使（某人生气，发疯等）passage n 通道，过道burial n 埋葬burial chamber 墓室bone n 骨，骨头wooden adj 木制的condition n 状态，状况，条件，情形uncover vt 发现，揭开（盖子）feed vt 为……提供食物，养活concerned adj 担心的，关心的citizen n 市民major adj 主要的carry out 实施，执行，进行airfield n 机场bomb vt 轰炸n 炸弹explode vi 爆炸board n 甲板，木版sink vi & vt (使)下沉，（使）沉浸airplane n 飞机president n 总统declare vt 宣布，宣告，宣称in memory of 纪念battleship n 战舰republic n 共和国，；共和政体confusion n 混乱，混淆fighting n 战斗；战争；打斗influence vt & n 影响emperor n 皇帝unite vt & vi 统一；联合；团结overthrow vt 推翻，颠覆poetry n 诗歌similarity n 相似点，相似，类似trade n 贸易，交易china n 陶瓷wool n 羊毛goods n 商品；货物no more 不复存在；不再formation n 形成reunite vt & vi 重新统一；再联合课文出现短语1. a historical event2. arrange for3. go on a cultural expedition to4. go to a lecture5. take over6. be buried alive7. on rainy days8. turn to9. be covered with10. be off to11. run through12. prevent …from13. agree with14. refer to15. pay attention to doing16. have the chance to do/of doing17. throughout the world 18. be involved in19. brush away20. be related to21. a huge success22. make a discovery23. go through24. be in good condition25. a concerned citizen26. focus on27. carry out28. set sail for29. less than30. on board31. in memory of32. in history33. be in use34. in return for一．单词应用根据单词的首字母或汉语意思填写正确单词，注意形式变化1.Both Pompeii and Loulan became lost c______________(文明) about 2,000 years ago.2. This morning we went to a l____________ about Pompeii.3. Near the city was a volcano called Vesuvius. On 24th August AD 79, the volcano e_________ and lava, ash and rocks poured out of it onto the surrounding countryside.4. It continued to erupt for the next three days. U_______________, all the people were buried alive, and so was the city.5.So in 1860, the Italian archaeologist Giuseppe Fiorelli was made d___________ ( 负责人)of the Pompeii dig.6. Tomorrow we are off to Naples to visit the museum that h__________ many of the treasures from Pompeii.7. It’s hard to imagine how this quiet volcano d_____________ the whole city!8.This small, wealthy _______________ （商业的）city existed almost 2,000 years ago.9.An archaeologist from the local ______________ (文化的) institute, Professor Zhang told usthis.10. Sven found the r____________ of buildings buried under the sand, together with a lot oftreasures, such as coins, painted pots, silk m______________, d_____________ and wall paintings.11. The desert was once a green land with e___________ trees, but even that didn’t prevent thecity from being _________ by sand--- what a pity!12. A saying goes t________ Rome wasn’t built in a day.13. During these years I have had the chance to explore many different places in China andt______________ the world.14. We went through a 10-meter-long p____________ and we found ourselves in a large burialchamber.15. We saw pieces of material, bones, w_________ cups and leather bags.16. Most of them were in good c____________.17.Jack is a concerned c__________(市民).18.Pear Harbor is one of the m___________ military bases of the United States.19. The next day, US President Franklin Roosevelt d______________ war against Japan.20. A national m___________ was built in Pear Harbor just above the remains of the sunkbattleship Arizona.21. In 753 BC, the city of Rome was founded, and in 509 BC, it became a r____________.22. During the same period, there was much c___________ and fighting between the groups ofpeople who ruled the different parts of China.23.There is another _____________ (相似点) between China and Rome.24.It was a different story for China with the _____________ (形成) of the Sui Dynasty in AD581, which once again r___________ China in AD 589.25.Fifteen years later the Qin Dynasty was ______________ (推翻).二．词形转换1. major adj. →__________(n.)2. wealthy adj.→__________(n.)3. commercial adj.→__________(n.)4. heat n.→_________(v.) →_________(adj.)5. unite v. →__________(adj.)6. concerned adj.______(n./v.______ (prep.)7. faithfully adv. _____(adj.) →______(n.) 8. condition n.→__________(adj.)9.cultural adj. →__________(n.) 10. explode vi. _______(n.) ________(adj.)三．用方框内所给短语的适当形式填空take over take back take away take off take out take downtake up take charge of take control of take action take in1) He opened the drawer and ______________ a notebook.2) He expects to ______________ the business when his father retires.3) Can you _________________what I am saying?4) Mr. Li __________________gardening after he retired.5) _________________ the notes while listening to the teacher.6) Who has___________________ my book?7) Who will ____________________ the class when the head-teacher is away?8) The Chinese government _____________________to protect the cultural heritage.四、句型结构1. The book had a great effect on his life. The book I _____________ his life greatly.2. They didn’t tell me the location. They didn’t show me the map, either.They ___________ told me the location ________ showed me the map.3. Some people tried to escape, some people stayed in their houses.People ___________ tried to escape _______ stayed in their houses.4. It worries the tourists. It keeps raining.______ ______ ________ _________ ________ the tourists.5.They also ________ ________ (进行)other experiments.6.When autumn comes, leaves （变成）________ ________ orange, red and gold.7.我们对他的健康表示关心。
五年级上册语文第三单元复习教案
活动1：结合每课课后习题，和《补充习题》回顾课文重点内容，交流人物形象和故事主旨。教师根据复习中出现的问题，进行针对性讲解，纠正错误，使学生对所学知识有系统性的正确复习。
活动2：回顾单元要素，回忆如何创造性地复述故事。学生选择本单元最喜欢的一篇课文，创造性复述故事，相互点评交流。
模块三：缩写故事
活动1：学生回顾并交流缩写故事的方法，教师相机点拨补充。
活动2：尝试缩写一小段故事，全班交流并修改。
模块四：掌握语文园地
活动1：掌握俗语与成语的不同表达效果，明确把故事说具体的方法。
活动2：用自己的话说说《乞巧》的内容和情感，背诵并听写古诗《乞巧》。
模块五：复习检测
10分钟课检测。
教学重点：
通过复习让学生能熟练掌握本单元的生字词，并能熟练背诵和默写要求掌握的成语、俗语和古诗。
教学难点：
通过有感情地朗读课文，加深感知课文的内容，创造性地复述故事。
教学过程：
模块一：巩固生字词
活动1：学生认读，复习巩固重点字词
活动2：抽查听写易错字词，强调易错读音和字形，学生交流有什么记牢的好方法。
布置作业：
自主复习第三单元，查漏补缺。
板书设计：
第三单元复习
猎人海力布
牛郎织女
教学反思 ：
课 题：第三单元复习主备人：
序 号：03上课时间：
教学内容：
第三单元复习
教学目标：
1.通过复习让学生能熟练掌握本单元的生字词，并能熟练背诵和默写要求掌握的成语、俗语和古诗。
2.通过有感情地朗读课文，加深感知课文的内容，创造性地复述故事。
3.提取故事主要信息，缩写故事。
4.掌握练习中的基本知识，能正确地完成类似的练习。
高中译林牛津英语模块三Unit3教案教学教材
高中译林牛津英语模块三U n i t3教案Module3 Unit3教学设计课题 AWE M3 U3 主备人杨凡课时主备教案课型 Welcome + Word powerLearning objectives:收集于网络，如有侵权请联系管理员删除By the end of this period, students will be able to1. talk about some magnificent ancient civilizations;2. practice their spoken English and participate in all the designed activities;3. develop their sense of culture protection;4. enlarge their vocabulary by learning some words about archaeology and other subject.Focus of the lesson:1. picture-talking2. finishing the tasks and having group competitionsPredicted area of difficulties:1. expressing their opinions about ancient civilizations2. memorizing words and phrases concerning civilizations and archaeology Learning aids:1. PPT2. blackboardLearning procedures:收集于网络，如有侵权请联系管理员删除课型 Reading (1)Learning objectives:By the end of this period, students will be able to1. grasp the main idea of the text;2. develop the ability of reading diary entries;3. talk about the topic of civilization in English.Focus of the lesson:1. having a thorough understanding of the article2. putting reading strategy into practical usePredicted area of difficultiesunderstanding the general idea of the articleLearning aids:1. PPT2. blackboardLearning procedures:收集于网络，如有侵权请联系管理员删除课型 Reading (2)Learning objectives:By the end of this period, students will be able to1. grasp the usage of some key words and phrases;2. understand the diary entries better;3. use the key words and phrases correctly in relevant exercises. Focus of the lesson:the usage of some key words and phrasesPredicted area of difficultiesthe usage of the words and expressionsLearning aids:1. PPT2. blackboardLearning procedures:收集于网络，如有侵权请联系管理员删除课型Grammar and usageLearning objectives:By the end of this period, students will be able to1. grasp the rules of subject-verb agreement and the object complement;2. u se the compound sentences introduced by neither…nor…, either…or…, notonly …but also…;3. develop their ability of using the grammar rules to make correct sentences. Focus of the lesson:1. grasping the rules of object complement2. knowing clearly the rules of Subject-verb agreementPredicted area of difficultiesknowing clearly the rules of Subject-verb agreementLearning aids:1. PPT2. blackboardLearning procedures:收集于网络，如有侵权请联系管理员删除课型____TaskLearning objectives:By the end of this period, students will be able to1. enhance their overall abilities and improve their skills of listening, writing and talking;2. learn how to write an outline of a speech and how to host a talk about a historical event;3. choose and organize the information they have got and complete their products. Focus of the lesson:1. preparing for a talk.2. learning how to write an outline of a speech3. learning how to host a talk about a historical eventPredicted area of difficultiescombining the skills they have learned with realityLearning aids:1. PPT2. blackboardLearning procedures:课型____Project收集于网络，如有侵权请联系管理员删除Learning objectives:By the end of this period, students will be able to1. read and understand the text;2. get to know how to introduce someone important in history;3. learn how to make a good poster.Focus of the lesson:1. understanding the main idea of the two articles2. learning how to make a poster about a historical figure Predicted area of difficultiesmaking a poster about a historical figureLearning aids:1. PPT2. blackboardLearning procedures:收集于网络，如有侵权请联系管理员删除。
【教案】译林牛津版模块三 Unit 3 Back to the past：Grammar and usage
Unit 3 Back to the pastGrammar and usageObject complement & Either …or… and neither … nor… & Subject-verbagreementTeaching Aims: Learn the grammar:◆O bject complement◆E ither… or and neither… nor◆S ubject-verb agreementTeaching Points:How to use the ob ject complement / either… or / neither… nor / subject-verb agreement in different situations. The key point is to help students guess the exact usage from the context.Teaching Methods:1. Inductive method2. Comparative method3. Communicative approachTeaching Aids:1. A multimedia2. A blackboardTeaching Procedures:Step 1 Object complement(1)Situation one—Did you find anything special when you went to the classroom?—No, I didn’t.—You found the door open, didn’t you?—Oh, yes. But I found nobody in the classroom.(2) PositionV. + Object + object complemente.g. The inspector shot the drug-dealer dead.(= The drug-dealer was shot dead by the inspector.)(3)Situation two—What do you think about her performance?—We consider that her performance is a big success.( We consider her performance a big success. )—What do people think about dogs?—People believe that dogs are honest.( People believe dogs to be honest. )(4)UsageAn object complement , which gives information about the object, can be a noun, a noun phrase, an adjective, a to-infinitive, a bare infinitive, or a prepositional phrase.Step 2 E ither… or / neither… nor(1) Situation one—I have got one ticket for Liu Xiang’s 110m hurdle race to be held inEither you or your desk-mate can have it.—Is it on Saturday or on Sunday?—It is on next Monday.—Oh, what a pity. I am afraid neither I nor my desk-mate can enjoy it.(2)Situation two—Which language can I use to write the speech? ( English / Chinese )—------ You can write the speech either in English or in Chinese.(3) Situation three—It is neither your fault nor mine. It’s your friend Jack’s fault.—Whose fault is it? ( yours / mine )(4)Situation four—Which one can I take, Sir?—I am afraid, you can take _______________. (neither the gun nor the cigar)(5)Situation five—Where can I stay on Saturday afternoon, Sir?—You can stay ______ in the classroom _____ in the dormitory. ( either … or)Step 3 Subject-verb agreementGrammar rulesRead the 6 points on Page 10, find out the usages of subject-verbStep 4 PracticeWhen the subject is a group noun like: class/ family/ government/ team… , we use a singular verb if the noun identifies a singular or unit, or a plural verb if it identifies a number of individuals.Step 5 HomeworkDo the exercises in Workbook.。
高教版中职英语(基础模块 第3册)Unit 3《What courses do you offer》word教案
Unit 3 What courses do you offer?一、教材分析这是《英语3（基础模块）》（高教版）第三单元的内容，主要让学生了解学习、培训和教育相关主要内容，通过听说熟悉有关选择培训学校时的相关表达方法，通过本课学习，需要了解Zhang Ling在澳大利来读书时做兼职工作的经历、感受及对未来的态度，从而结合自己的专业，谈论自己的兼职工作经历和对学生从事兼职工作的一些看法。
教学重点、难点熟悉与培训内容相关的话题词汇、句型，并能熟练运用这些词句进行对话。
能听懂有关咨询培训内容的对话，并能在真实的情境中，使用相关词句描述与自己参加培训有关的内容。
(1) To make Ss know some purpose of doing part-time jobs. (2) To make Ss talk about some advantages and disadvantages of doing part-time jobs. (3) To make Ss think about their own future career plan.能识别“what”引导的主语从句和“It is ...”的主语从句结构。
能区分“what”引导的主语从句和“what”引导的感叹句。
二、教学目标1. 词汇目标(1) 学生能识别offer, course, schedule, lecture, certificate, homepage, register的意思。
(2) 学生能用get a certificate, offer a course, register on line等重要词组来描述参加培训的相关内容。
2. 能力目标(1) 能听懂关于课程名称、时间、证书和注册方式等的问题。
(2) 学生能运用“I’m calling to ask if you offer ...” “Will I get a certificate?” “Are there anypart-time courses?”和“How do I sign up?”等句子咨询有关培训课程的咨询。
《汽车底盘构造与维修》教案：模块三 任务三车轮与车胎
教学单位名称：不填设计人：
教案设计
填写与使用说明：
1、教学环境及资源描述，指对上课现场的要求、设备设施要求以及所要的工具、耗材，如必
要时，可在后面列附清单。
2、教学过程包括复习旧课、导入新课、学习新课，交流互动、提问、总结归纳等。
3、批注栏用于针对教学内容记录教学过程中的教师活动、教学方法、学生活动、学法、时间
分配、教学手段、技术规范、PPT页码、播放的视频名称、所用工具设备、技术规范等内容。
4、教学方法：教师授课可采用多种方法，如讲授法、讨论法、演示法、自学辅导法、练习法、
案例法等等。
既可以采用单一的教学方法，也可以是几种教学方法的综合运用。
5、教学手段：指教具和多媒体的使用，包括实物、标本、挂图、模型、多媒体、投影、影像，
电子课件等。
实训课还包括教具、工具、设备等
6、教学环境及资源描述中如教学设备清单太对，上面写不下，可附件：《教学设备和工具清
单》。
教学设备和工具清单。
新标准外研版四年级英语上册Module3第三模块教案
授课班级
一、知识与技能 熟练本模块新单词。 教学目标 二、过程与方法： 练习对话，学唱歌曲。 三、情感态度与价值观： 通过唱歌激发学生学习英语的兴趣。
教学重点
1.学唱歌曲。 2.进一步熟练本模块的重点句型，She is playing football
教学难点
进一步熟练本模块的重点句型，She is playing football
授课班级
一、知识与技能： 学 会 短 语 play football/basketball/table tennis ; swimming running 等 ing 的变化形式，能够灵活运用句子 What is the bird doing ? It is„做回答。 教学目标 忆。 三、情感态度与价值观： 激发和培养学生学习英语的兴趣， 培养合作精神和竞争意识及 用英语解决问题的能力。 1.学短语。 教学重点 2.学句型 What are they doing? They’re playing basketball. What is the bird doing ? It is„.等句子的运用 教学难点 教学准备 课时安排 教学环节 能运用不同人称来问答正在发生的事情。 卡（图片） ，磁带录音机 1 课时 教学内容及教师活动 学生活动 二次备课 二、过程与方法： 在询问他人活动， 回答他人对自己活动的询问中学习中加深记
能正确地拼读单词、尝试运用这些单词。 能让学生快速地认读单词，拼写单词。 录音机.卡片 1 课时 教学内容及教师活动 1.师生问好。 学生活动 二次备课
导
入
2. 师 创 设 情 境 ， Let’s go to the park。
师生问好。
1. 生 跟 随 老 1.话引入。 2.示图片，感知图 片所展现的内容。 新 授 系。 4.师领读单词。 3.示单词，图词联 师拼读 2. 生 开 火 车 认读，领读。 3.戏一、教师 和学生互表现不 同的情状， 互说出
四上模块3教案范文
四上模块3教案范文模块三教案教学目标：1.熟练掌握数字的读法和写法。
2.能够使用数字进行简单的加减乘除运算。
3.能够解决实际生活中的一些数字问题。
教学重点：1.数字的读法和写法。
2.简单的加减乘除运算。
教学难点：1.理解数字的概念。
2.能够灵活运用数字进行解决实际问题。
教学过程：Step 1: 导入新知教师出示一些数字卡片，让学生读出数字的读法和写法，介绍数字的概念。
Step 2: 探究数字的读法和写法教师示范读出一个数字的读法和写法，然后让学生跟读。
教师提问：“如何读出数字371？”学生回答：“三百七十一、”教师再出示新的数字，让学生读出读法和写法。
Step 3: 练习数字的读法和写法教师将数字写在黑板上，学生轮流读出读法和写法，其他学生进行纠正。
Step 4: 讲解数字的大小比较和顺序教师出示一些数字卡片，让学生按照数字的大小进行排序，并解释数字的大小比较规则。
Step 5: 简单的加减乘除运算教师出示一个简单的加法题目，如12+5=。
学生思考一下，然后举手回答。
教师指导学生进行加法运算，然后让学生自己完成一些加法题目。
教师再出示一个简单的减法题目，如10-3=。
学生思考一下，然后举手回答。
教师指导学生进行减法运算，然后让学生自己完成一些减法题目。
接着，教师出示一个简单的乘法题目，如3×4=。
学生思考一下，然后举手回答。
教师指导学生进行乘法运算，然后让学生自己完成一些乘法题目。
最后，教师出示一个简单的除法题目，如12÷4=。
学生思考一下，然后举手回答。
教师指导学生进行除法运算，然后让学生自己完成一些除法题目。
Step 6: 解决实际生活中的数字问题教师出示一些与实际生活相关的数字问题，如购买水果的数量和价格等，让学生运用所学的数字知识解决问题。
Step 7: 总结和拓展教师对本节课的学习内容进行总结，检查学生的学习情况，并提出一些拓展问题，如多位数数字的读法和写法等。
Step 8: 作业布置教师布置相关的练习题，让学生进行课后复习巩固。
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牛津高中英语教学设计文档内容：教学设计—教案板块：Welcome to the unit课堂设计指导思想：本课通过了解世界文化遗产，拓展学生的人文知识，培养学生人文素养。
通过一系列课堂活动，激发学生用英语了解，描述，表达世界文化遗产，同时为下一课作好铺垫。
Teaching aims:1.Students will be asked to talk about some magnificent structures, including theStatue of Zeus, the Taj Mahal, the Hanging Gardens and the Pltala Palace.2.Students are required to get involved in the discussion, practise their spokenEnglish and participated in all the designed activities.3.Students are expected to be able to describe one of the ancient civilizations anddevelop their sense of culture protection.Teaching procedures:Step 1 Introduction1.The teacher starts the lesson with the song Rivers of Babylon and introduce the topic.2.Arouse students interests by introducing the seven wonders of the world and introduce thetopic by asking questions “Why are they called the seven wonders of the world?” and“What other ancient civilizations do you know about?”【设计说明】通过学生感兴趣的音乐话题引入主题。
Step 2 Look and understandAsk students to look at the pictures and ask them what they know about the pictures.【设计说明】通过问答了解学生对四幅图片的了解程度。
Step 3 Read and understandIntroduce the Statue of Zeus, the Taj Mahal, the Hanging Gardens and the Potala Palace. Ask students to go through the descriptions for detailed information, and then fill in the form.【设计说明】通过介绍背景知识，填空确保学生掌握所需知识，并以此作为示范，为下面学生要做的Presentation作铺垫。
Step 4 DiscussionAsk students to talk about ancient civilizations they are interested in .【设计说明】鼓励学生用刚接触的有关古代文化建筑的语汇来谈论自己感兴趣的话题。
Step 5 PresentationAsk students to introduce one of the ancient civilizations.【设计说明】让学生模仿老师前面的图片表述，介绍一个古代文化建筑，以操练巩固所学知识。
Step 6 HomeworkAsk students to write a composition introducing one of the ancient civilizations牛津高中英语教学设计文档内容：教学设计—教案单元：Unit 3 Back to the past板块：Reading课堂设计指导思想：本节课是以听、说、读为主的课文理解教学课。
通过听课文，阅读课文和问答对文章进行初步理解。
再通过列表比较和复述课文进一步理解课文，最后通过讨论深化主题。
Teaching aims:4.Make sure that student understand the text.5.Help the students develop the ability of reading diary entries.6.Make sure that students grasp the main idea of the text by retelling the text.7.Enable the students to talk about the topic of civilization in English.Teaching procedures:Step 1 Lead-inThe teacher begins the lesson by showing the picture of Pavarotti and Beijing Opera to compare China with Italy.The teacher introduce the topic: Pomprii vs. Loulan—Lost civilizations.【设计说明】通过有关中国和意大利的话题引入主题，调动学生的学习热情和兴趣，寓教于乐，水到渠成导入本课主题。
Step 2 ListeningAsk students to listen to the tape recording and answer the question:What is one main similarity between Pompeii and Loulan?【设计说明】通过听课文录音和回答问题完成对课文的初步理解。
Step 3 ReadingAsk the students to read the text, answer the questions and complete the form.【设计说明】通过阅读课文，回答问题和完成表格对文章进行进一步的理解。
Step 4 RetellingLet the students retell the text according to the form.【设计说明】通过复述课文确保学生理解掌握课文。
Step 5 DiscussionMake students discuss the topic: What would you like to show to the aliens about our human civilizations if they came to our earth? Why?【设计说明】从课文主题展开讨论，深化文章内涵，促使学生真正运用语言进行思想交流，提升学生的精神。
Step 6 AssignmentsFrom the topic of the discussion ask students to think of the civilization of their class.【设计说明】通过讨论的话题引申出班级文化，启发学生思考，从课文内容向人文层面的提升，同时也激励学生树立正确积极的人生观与价值观。
牛津高中英语教学设计文档内容：教学设计—教案单元：Unit 3 Back to the past板块：Reading课堂设计指导思想：通过听写、翻译、造句、替换、填空、完句、情景、故事（用所操练的语言点编故事）等活动操练语言点。
Teaching aims:Master some language items.Teaching procedures:Step 1 Practice of language items1. similar: be similar to …the same …as/that …be different from …the similarity of a cat to a tigerMary is similar to Rose in many ways.The two cats are similar but not the same.1）Although ______ in appearance, the two plants have some basic differences.2）The song ____________ the one I heard yesterday.3）A second study produced ______ results.2. take over1) After his father retired, he took over the company.2) I took over her job while she was in New York.3) Our company was recently taken over by a larger one.3. so was the city1) I felt excited, ______ did the others.2) I didn’t feel excited, _________ did the others.3) I’ve never been to London, neither/ nor have my parents.4. with1) With so many trees around, our school …2) With so much homework to do …3) With everything finished …4) With the old man showing the way …5) With a book in his hand …5. asas引导状语从句，表示按照，依照, 正如的意思。
1) You look great as you are.2) When at Rome, do as the Romans do.3) Leave it as it is.4) You must take things as they are.6. turn out1) turn out to be …We worked hard to prepare for the coming exam, but it turned out to be rather easy.2)It turns out that …It turned that she was a friend of my sister.7. imagine1) +n.Try to imagine the desert on a very hot day.2) + clauseShe could not imagine what would happen after that.3) + doingTry to imagine being on the moon.4) sb. to beImagine yourself (to be) in his place.Can you imagine life without water?Can you imagine ______ without water?Jack always imagines that he is a successful lawyer.Jack always imagines himself ______ a successful lawyer.8. remains/ruins1) Most of the buildings have been destroyed. What we can see today are only the remains ofthem.2) remain: v. to continue to exist/ to stay in the state of3) After 20 years, they remained best friends.3) After the great fire, nothing remained.9. together with: including, as well as, along with1) 200 school bags, together with 5000 books, were donated to Project Hope.2) We bought fruits, together with some vegetables.3) The teacher, together with his students, is going to the museum.【设计说明】通过通过听写、翻译、造句、替换、填空、完句、情景活动操练语言点。