高中英语人教版选修6Unit2PoemsLanguagepoints教案(系列二)
人教版高中英语选修六:Unit+2+Poems+教案5.doc

Unit 2 Poems教学目标【语言知识】学生能从韵律和形式上感知英文诗歌的美。
【语言技能】学生能写出基本押韵,有意象美,主题鲜明,富有正能量的英文诗歌。
【情感态度】学生能培养对英文诗歌的基本审美能力,学会英文思维。
学情分析(1)学生已经学完本单元,能够熟练说出课本介绍的五种英诗形式,并能进行一定的模仿创作。
(2)高二学生阅读兴趣广泛,课堂上通过老师的介绍和推荐,会主动收集摘抄一些通俗易懂的英文诗歌。
(3)学生再创造语言的能力有限,必须设置有效的情景,给与一定的提示性语言,以期达到课堂生成的目的。
重点难点教学重点:学生能从韵律和形式上感知英文诗歌的美。
教学难点:学生能写出基本押韵,有意象美,主题鲜明,富有正能量的英文诗歌。
4教学过程(一)自主学习1集体朗读高考中曾出现过的诗歌My Teacher Mr. MooreThere's a teacher Mr. Moore,Who is lovely and thirty-four.Always encouraging us to try,He leads us to a world of "why”.We all love him more and more.2快速浏览导学案附页中的学生习作,挑选出你最喜欢的一首诗,并进行朗读。
(学生习作在附两首)To Ms. English----by项阳 from Class3, Senior2You are a woman who is beautifulWhichever lesson is meaningfulWhatever you say is helpfulEach class is wonderfulSo my life is colourfulInside my heart is gratefulAnd my future is sure to be successfulTo All Teachers ----by 王欣 from Class3 Senior2You say that this class won’t be delayed(拖堂)But we have a shorter time for the breakYou say that your today’s homework is littleBut we have to stay up very lateThis is why I am scaredWhen you say the coming exam is simple【设计目的】:学生课前以描写科任教师或学校生活为主题,进行了练笔,习作中出现了一批形式规范的诗歌,同时也有几首形式灵活的诗歌,挑选出一些呈现在导学案上,让学生进行对比学习,快速带领学生进入诗歌世界,很好地激起了学生的学习热情。
高中英语人教版选修六Unit2 Poems Learning about Language教案设计

选修 6 UNIT2Grammar 虚拟语气教学设计
Teaching goals: 1. Target language:
Learn subjunctive mood
2. Ability goals:
….
Teaching reflecting:
_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________
You mustn’t be proud, however much you may achieved.
7)其它情况
But for = Without / If it were not for / But that + S + 现在式 v + n, S + should / could / would / might + v
He speaks as if he were a professor.
so that
We study hard so that we may work well.
The teacher spoke slowly in order that
3/4
高中英语人教版选修六 Unit2 Poems Learning about Language 教案设计
高中英语人教版选修6Unit2PoemsUsinglanguage教案(系列一)

Unit2 PoemsUsing LanguageI’ve saved a summer教案Teaching aims:target language: pattern, darkness, warmth, thread交际用语:do you enjoy…Do you think…What did it make you feel or …Difficulty and importanceHow to talk about poemsTeaching methods:Speaking; making conversation; comparative methodFast reading; close reading ;discussionTeaching aidsA computer and a projector, a recorderTeaching Procedures & waysListeningDo you think the speaker in the poem is more likely to be a girlfriend / boyfriend of a parent? 2. Does the poem have a rhythmic pattern?Does th poem have rhyming words?When you were listening to the poem, did it make you feel something or think about something?What did it make you feel or think about?Step 2: poem appreciationRead the poem after the tape, and circle the words that rhyme.What is unusual about the rhyming words in the last four lines?3.listen to the poem and clap the strong beatStep three discussion1. who is the speaker in the poem and who is he/she speaking to? Give your reason2. which of the following is the closest to the speaker’s message? Give your reason for your choiceA. if it’s cold, I’ll warm you; if it’s dark, I’ll give you light; if you are hungry, I’ll feed you; if yo u want love, I’ll give it to youB. although the future may be difficult for you, whenever you need warmth and love, remember I’ll have some to give youC. While you’re away, I’ll remember your smile and I’ll love you always, when you return, I hope you will love me.Step four: word study1 pattern n. (1)图案;花样(2)方式(3)式样模型你可以用这个纸样儿做一套衣服。
高中英语人教版选修6教案-Unit_2_Poems_教学设计_教案_2

教学准备1. 教学目标1.知识目标★Important words:tick, rhyme, convey, nursery, concrete, contradictory, diamond, flexible, pattern, cottage, sparrow, tease, salty, endless, minimum, translation, branch, eventually, transform★Important phrases:take it easy, run out of, be made up of, in particular★Important sentence patterns:We would have won...if Jack had scored that goal.With so many different forms of poetry to choose from, students may eventually want to…2.能力目标★To learn the main developing steps of the history of English poetry.★To learn the characteristics of different forms of poems.★To improve students\' reading ability.★To practice writing simple poems.3.情感态度目标本部分旨在培养学生通过阅读手段,获取有关英国诗歌方面的知识,提高学生的素质,扩大学生的国际视野,提高阅读能力,强化文化意识,激发学生热爱我国瑰丽的诗歌文化宝库的爱国热情。
2. 教学重点/难点【重点】理解、掌握英文诗的创作动机、类型、风格及创作方法;激发学生创作英文诗的热情、对诗歌的喜爱之情、对祖国的自豪之情。
人教新课标选修6 Unit2 Poems[教案]
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Unit 2 PoemsⅡ. 目标语言Ⅲ. 教材分析与教材重组1. 教材分析本单元以Poems为话题,从学生初次接触诗歌,一直谈到诗歌创作的动机、有关诗歌的一些基本知识(包括诗歌的种类、风格)等。
旨在通过本单元的学习,使学生在初步了解和掌握诗歌这一文学形式的基本常识的基础上,进行简单的诗歌创作。
1.1 Warming Up部分要求学生回顾所学诗歌,启发学生以小组活动形式分析、列举人们进行诗歌创作的原因。
1.2 Pre-reading 部分首先要求学生说出自己最喜欢的中英文诗歌并阐明理由;然后通过快速阅读Reading部分内容填写列表,区分诗歌种类。
1.3 Reading部分是一篇介绍诗歌基础知识的文章。
文章从诗歌创作的动机、种类、特点及读者对象等方面简要介绍了五种不同风格、特色的诗歌。
1.4 Comprehending 部分根据阅读内容设置了三个习题。
第一个习题要求学生通过读文章、听录音感受诗歌特色,判断自己所喜欢的诗歌类型并说出理由;第二个习题就文章总体内容提出了五个问题,帮助学生进一步了解不同类型诗歌的不同特点;第三个习题通过十一个具体问题考查学生对文中某些细节内容的理解并要求分析诗歌创作者的情感、态度。
1.5 Learning about Language分words and expressions和structures两部分。
第一部分设置了两个练习:第1个练习要求从所学诗歌中找出与所给词汇压韵的词并添加其它韵词;第2个练习要求用所给词汇的正确形式填空。
第二部分通过四个小练习对所学诗歌中出现的两种结构形式进行训练。
1.6 Using Language共设置了三个任务:第一项任务通过一首小诗展开听力、口语、阅读训练,加深学生对诗歌韵律知识的理解;第二项任务通过Miss Jiang与学生谈论诗歌竞赛的一段录音学习,练习“意愿(intentions)”的表达。
第三项任务要求学生运用所学诗歌知识,根据所给提示进行模仿习作训练。
人教版高二英语选修6Unit2Poems全单元教案

教案1 Unit2 PoemsWarming up and ReadingTeaching material: NSEFC Book 6 —— Unit 2Teaching Aims: To cultivate students’ interest of poetry and improve their reading skills. Teaching Important & Difficult PointsHow to help the students to grasp and remember the detailed information of the reading material. Teaching aids: a tape recorder, a projector, Slides and PicturesTeaching ProcedureStep 1 Warming up. Match the following information.Li Bai Song DynastyDu Fu Tang DynastyFan Zhongyan Tang DynastyMeng Haoran ModernGuo Moruo ModernMao Zedong Tang DynastyByron AmericaShelly EnglandEmerson EnglandTagore GermanyGoethe IndiaStep 2 Brainstorming1 Discuss the reasons why people write poems.2 Fast reading Scan the passage and answer the following questions.1). What is the main topic of the reading passage?2). What five kinds of poems does the reading passage talk about?Keys: 1) different forms of English poems2) nursery rhymes, list poems, cinquain, haiku, Tang poems.T: Now let’s read the following five poems and finish tasks.1 Listen to Poem A and pay attention to its rhyming lines and words.Read the poem by yourself again and answer the following questions.1). What’s the baby’s father going to bu y if the looking-glass gets broken?2). What is Papa going to buy for the baby if that billy-goat runs away?3). What are the features of it?Keys:1). a billy –goat2). another billy-goat3). It has strong rhythm and rhyme and has a lot of repetition.2 Poem CQuestions1). Did his or her team win the game?2). Why his or her team didn’t win the game?3). Does the speaker really believe his or her own excuse? How do you know? Keys: 1). No, his or her team didn’t win.2). The players didn’t win because: Jack didn’t score that goal; they didn’t have enough time; they hadn’t trained hard….3). The speaker doesn’t really believe his or h er own excuses, because there has too many ifs…3 Poem D&E1). What subject is the speaker writing about?2). Does the speaker like the subject? Give a reason for your answer.4 T: We have enjoyed so many English poems. Some are traditional forms of English poetry but some are not, for example haiku. (It comes from Japanese).In fact English speaker also have borrowed from another kind of Asian poetry---Tang poems from China.Poem H at the bottom of this passage is a translation from the Chinese. Poem H 望夫石王健望夫处,江悠悠。
高中英语选修6《Unit 2 Poems》教案人教版

高中英语选修6《Unit 2 Poems》教案人教版高中英语选修6《Unit 2 Poems》教案人教版猜测是培养学生阅读能力的方法之一,因此笔者首先提出问题引发学生思考,对未来生活的各个方面进行预测。
其次通过快速阅读的方式,了解文章梗概,把握文章线索,找出文中对未来生活变化的描写,培养学生快速阅读的技巧与能力,并对未来生活变化的好坏进行小组讨论,培养集体协作精神。
下面和本文库一起看看有关高中英语选修6《Unit 2 Poems》教案人教版。
人教版高中英语选修6《Unit 2 Poems》教案1教学准备教学目标Teaching goals1. Target languagea. Important words and phrasesPoem, poetry, recite, aspect, convey, nursery, rhyme, diamond,cottage, balloon, sparrow, tease, salty, endless, translate, nursery rhyme, take it easy, run out of, make up ofb. Important sentencesWhich poem is about things that don’t make sensePoets use many different forms of poems to express themselves.I hadn’t taken my eye off the ball.We hadn’t taken it easy.The poem is made up of five lines.A lot of Tang poetry has been translated into English. The translations have a free form that English people like to copy.2. Ability goalsa. Enable Ss to talk about different types of poems: nursery rhymes;list poems; cinquain,; haiku; Tang poemsb. Enable Ss to talk about different purposes of writing poems.c. Understand the main theme of each poem.d. Enable Ss to chant some of their favorite poems.3. Learning abilityEnable Ss to distinguish different types of poems教学重难点Teaching important points1. Talk about five main types of poems.2. Understand the main purpose of writing the poems.Teaching difficult points1. Find the rhythm of each poem.2. Chant the poem.3. Understand the main purpose of writing the poems.教学过程Teaching procedures … waysStep 1. GreetingsStep 2. PresentationAsk Ss to think back and try to remember poems from their early childhood, either in Chinese or in English.Talk about some famous poets both home and abroad, either ancient ones or modern ones.Brainstorming: What will you think of when we talk about the word "poem"Step 3. Warming upRead the questions in this part, reminding Ss what they notice about the above poems.(e.g. they have a strong beat, or they have rhyme, or they play with words and sounds, or perhaps some of them are funny because they make no sense.)Tell Ss that there are many reasons why people write poetry. Give the examples on the Bb. Ask Ss why they think the poets wrote the poems they have just recited.. Write their suggestions on the board.Give Ss a time limit of a few minutes. Divide the class into groups of four to discuss the purpose of writing poems. Ask one person from each group to read their group’s list and add their suggestions to the list on the board. (Suggested reasons: to create certain feelings or images in the reader; to share a feeling or experience; to describe something in detail or give an impression; to get the reader to think about an idea;to express a point of view; to make the reader experience the sight,sounds, smells, feel and tastes of something; to create a mood, to play with words--- their sounds, rhyme and rhythm.)If time permits, in small groups or as a class, discuss the kinds of topics that poets write about.( people, animals, nature, landscapes,the sea, the seasons, stories, death, war, youth and old age, feeling and experiences, emotions like love, hate, sadness, regret and desire,etc.)Step 4. Pre-readingPeople from different countries write different kinds of poems. Get Ss to discuss the questions on Page 9 with their partners: Do you have a favorite poem in Chinese Why Do you have a favorite poem in English WhyAs to exercise 2, give Ss practice in an important reading skill: scanning a text, that is, looking through a text quickly to find specific information. Read the table in exercise 2 with the Ss. Tell them that they are going to look for the information in the table, just in the poems themselves, not in the other parts of the text. They are to look only for those pieces of information and not read every word. Do an example with them.Suggested answers to exercise 2:Step 5. ReadingScanningGet the Ss to read the passage quickly and accurately and meanwhile help the Ss to form a good habit of reading. Teacher gives Ss a couple of minutes to look through the whole passage. Tell them to read the text silently and then ask some detailed questions about the text on the slide show . Teacher should encourage Ss to express their ideas.Q1. Why do people write poetryQ2. How many forms of poems are mentioned in the passage What are they Q3. What does "nursery rhyme"mean Why do they delight small childrenQ4. What’s the characteristic of "list poems"What about "cinquain"Q5. Why do English People like "Haiku"Q6. Are you familiar with Tang Poems Do you know the title of the last poem in the textListeningBefore Ss read the text, have them close their books and listen to the text with their eyes closed. This gives Ss the opportunity to listen to the sounds or "music" of the poems before reading them in detail. Tell them that it doesn’t matter if they don’t understand every word. First readingGet Ss to read the text carefully, finding the one sentence that sums up the paragraph of each part.. Underline the topic sentence.Second readingTell Ss that they are going to look at the rhythm of two of the poems. Make sure they know what rhythm is. Read the limerick aloud and have Ss listen for the strong beats. Then have them clap the strong beats as you read. Mark the strong beats on the limerick on the board.There was an old man with a beardWho said "it is just as I feared"."Four insects and thenTwo birds and a henHave all made a home in my beard".Now read the poem A … B. Ask them to mark the strong beats on the two poems that have a strong rhythm. Check their answers . Then play the tape and get them to clap to the strong beats in those two poems.Third readingJust as any scene can serve as the subject of a painting, so any part of daily life can provide material for a poem.. Of course, the choice that the artist or poet makes relates to his or her purpose. Poetry is usually short and compact, so it should be read several times, preferably aloud, to appreciate its meaning. Read the last poem (Poem H), and answer the following questions:Q1. What parts of the poem suggest that the woman loves her husband Q2. How do you understand the sentence" Should the journeyer return,this stone would utter speech." Explain the sentence in your own words. Q3. What picture do you have in your mind when you read the above sentencesQ4. Do you know the Chinese title of this poem Do you know the Chinese version of the poemStep 6. Make a short summary of this period.课后习题Homework1. Surf some websites to find out more information about poets.2. Review the content of the reading passage.3. Finish the exercises on Page 12… 13.人教版高中英语选修6《Unit 2 Poems》教案2教学准备教学目标教学目标(Teaching Aims)知识与技能(Knowledge and Skills)1. 了解教学大纲关于语法填空的命题特点。
人教版高中英语选修6《Unit2Poems》教案

人教版高中英语选修6《Unit2Poems》教案人教版高中英语选修6《Unit 2 Poems》教案【一】教学准备教学目标教学目标(Teaching Aims)知识与技能(Knowledge and Skills)1. 了解教学大纲关于语法填空的命题特点。
2. 能够根据语法填空的命题特点自己编语法填空的题目3. 掌握语法填空的解题方法与技巧过程与方法(Process and Methods) 让每一位同学都能参与到课堂教学与活动中来,以小组或结对的形式进行相互学习和讨论。
情感态度与价值观(Feeling, Attitudes and Values) 学习应对语法填空是与课文相结合,让学生在了解各种不同诗歌形式的背景下学习语法填空的设题与解题特点,从而更加理解英语诗歌的特色,更加懂得如何阅读和欣赏英语诗歌。
教学重难点教学重点(Important Points) :1. 让学生了解语法填空的命题特点2. 掌握语法填空的解题方法与技巧教学难点(Difficult Points):语法填空中词性的转换教学过程(Teachers’ Activities)Step I: Lead-in① Review the new words and expressions of this unit by them together, and then do Task 1---speak out the other forms according to the giv en words② Listen to the song Jingle Bells and try to fill a word intoeach blank.Step II : Pre-practising1. Questions① Do you think it is difficult to complete the items of blank-filling with grammar knowledge?② Have you figured out the characteristics of the i tem?2. ExplainingIn this item there are 10 blanks for you to fill in with less than one proper word① some blanks with a given word while others with none② fill in the blanks with the proper form of the given word according to its grammatical and logical meaning.③ choose a preposition, pronoun, conjunction or an article to fill in the blank without any given word.3. DiscussionHow can we finish the items step by step with our grammar knowledge?① ___________________________________________.② _ __________________________________________.③ ___________________________________________.Step III : While-practising1. Making an item of grammatical blank-filling based on the para graph of the text.① more than 5 blanks.② some blanks with given word.③ other s with none.2. exchange the item you made for your partner to complete it .3. The whole class finis h the one the teacher prepared for them.Step IV : Post-practising1.Check some of the students’ anwsers and give comments.2.Draw a conclusionStep V: Homework Assign ment1. Further improve your skills of dealing with the grammar filling.plete Ex.2 on Page 10, Nanfang New Class人教版高中英语选修6《Unit 2 Poems》教案【二】教学准备教学目标Teaching goals1. Target languagea. Important words and phrasesPoem, poetry, recite, aspect, convey, nursery, rhyme, diamond, cottage, balloon, sparrow, tease, salty, endless, translate, nursery rhyme, take it easy, run out of, make up ofb. Important sentencesWhich poem is about things that don’t make sense?Poets use many different forms of poems to express themselves.I hadn’t taken my eye off the ball.We hadn’t taken it easy.The poem is made up of five lines.A lot of Tang poetry has been translated into English. The translations have a free form that English people like to copy.2. Ability goalsa. Enable Ss to talk about different types of poems: nursery rhymes; list poems; cinquain,; haiku; T ang poemsb. Enable Ss to talk about different purposes of writing poems.c. Understand the main theme of each poem.d. Enable Ss to chant some of their favorite poems.3. Learning abilityEnable Ss to distinguish different types of poems教学重难点Teaching important points1. Talk about five main types of poems.2. Understand the main purpose of writing the poems.Teaching difficult points1. Find the rhythm of each poem.2. Chant the poem.3. Understand the main purpose of writing the poems.教学过程Teaching procedures & waysStep 1. GreetingsStep 2. PresentationAsk Ss to think back and try to remember poems from their early childhood, either in Chinese or in English.Talk about some famous poets both home and abroad, either ancient ones or modern ones.Brainstorming: What will you think of when we talk about the word “poem”?Step 3. Warming upRead the questions in this part, reminding Ss what they notice about the above poems.(e.g. they have a strong beat, or they have rhyme, or they play with words and sounds, or perhaps some of them are funny because they make no sense.) Tell Ss that there are many reasons why people write poetry. Give the examples on the Bb. Ask Ss why they think the poets wrote the poems they have just recited.. Write their suggestionson the board.Give Ss a time limit of a few minutes. Divide the class into groups of four to discuss the purpose of writing poems. Ask one p erson from each group to read their group’s list and add their suggestions to the list on the board. (Suggested reasons: to create certain feelings or images in the reader; to share a feeling or experience; to describe something in detail or give an impression; to get the reader to think about an idea; to express a point of view; to make the reader experience the sight, sounds, smells, feel and tastes of something; to create a mood, to play with words--- their sounds, rhyme and rhythm.)If time permits, in small groups or as a class, discuss the kinds of topics that poets write about.( people, animals, nature, landscapes, the sea, the seasons, stories, death, war, youth and old age, feeling and experiences, emotions like love, hate, sadness, regret and desire, etc.)Step 4. Pre-readingPeople from different countries write different kinds of poems. Get Ss to discuss the questions on Page 9 with their partners: Do you have a favorite poem in Chinese? Why ? Do you have a favorite poem in English? Why?As to exercise 2, give Ss practice in an important reading skill: scanning a text, that is, looking through a text quickly to find specific information. Read the table in exercise 2 with the Ss. Tell them that they are going to look for the information in the table, just in the poems themselves, not in the other parts of the text. They are to look only for those pieces of information and not read every word. Do an example with them.Suggested answers to exercise 2:Step 5. ReadingScanningGet the Ss to read the passage quickly and accurately and meanwhile help the Ss to form a good habit of reading. Teacher gives Ss a couple of minutes to look through the whole passage. Tell them to read the text silently and then ask some detailed questions about the text on the slide show . Teacher should encourage Ss to express their ideas.Q1. Why do people write poetry?Q2. How many forms of poems are mentioned in the passage? What are they?Q3. What does “nursery rhyme” mean? Why do they delight small children?Q4. What’s the characteristic of “list poems”? What about “cinquain”?Q5. Why do English People like “Haiku”?Q6. Are you familiar with Tang Poems? Do you know the title of the last poem in the text?ListeningBefore Ss read the text, have them close their books and listen to the text with their eyes closed. This gives Ss the opportunity to listen to the sounds or “music” of the poems before reading them in detail. Tell them that it doesn’t matter if they don’t understand every word.First readingGet Ss to read the text carefully, finding the one sentence that sums up the paragraph of each part.. Underline the topic sentence.Second readingTell Ss that they are going to look at the rhythm of two of the poems. Make sure they know what rhythm is. Read the limerickaloud and have Ss listen for the strong beats. Then have them clap the strong beats as you read. Mark the strong beats on the limerick on the board.There was an old man with a beardWho said “it is just as I feared”.“Four insects and the nTwo birds and a henHave all made a home in my beard”.Now read the poem A & B. Ask them to mark the strong beats on the two poems that have a strong rhythm. Check their answers . Then play the tape and get them to clap to the strong beats in those two poems.Third readingJust as any scene can serve as the subject of a painting, so any part of daily life can provide material for a poem.. Of course, the choice that the artist or poet makes relates to his or her purpose. Poetry is usually short and compact, so it should be read several times, preferably aloud, to appreciate its meaning. Read the last poem (Poem H), and answer the following questions: Q1. What parts of the poem suggest that the woman loves her husband?Q2. How do you understand the sentence”Should the journeyer return, this stone would utter speech.”? Explain the sentence in your own words.Q3. What picture do you have in your mind when you read the above sentences?Q4. Do you know the Chinese title of this poem? Do you know the Chinese version of the poem?Step 6. Make a short summary of this period.课后习题Homework1. Surf some websites to find out more information about poets.2. Review the content of the reading passage.3. Finish the exercises on Page 12& 13.。
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Unit2 PoemsLanguage Points教案一.重点词汇1).convey sth. to sb.向某人传达/运送某物convey sth./sb. to someplace把某物/某人送到某地convey one’s feelings/thanks to sb.向某人表达某种感情/谢意易混辨析convey/transfer/transportconvey基本含义指将物体从一地运送到另一地,或指语言、信息等的传递。
也可表示财产的转让,但该词更强调通过法律手段转让财产或某种所有权。
transfer主要指工作地点的变换、住所及物体的转移,还可指旅途中交通工具的变换,如转车、转船等。
也可指把财产转让给他人。
transport基本含义是运送。
但该词通常局限于用交通工具运输货物和人。
2).take it easy轻松;不紧张;从容take things easy别紧张,慢慢来;从容不迫地进行工作take one’s time不匆忙;别着急;慢慢来take sb. wrong误解(曲解)某人的意思take sth. seriously认真地对待某事Take sth for granted认为......想当然3).run out of用完run out of 意为“用完了”,是及物动词短语,表示主动意义,主语一般是人。
run out=become used up,意为“……用完了”,是不及物动词短语,其主语通常为时间、食物、金钱等名词。
We are running out of our money.=Our money is running out.我们的钱快花光了。
其他有关短语:run short of sth.缺乏,短缺run short不足;短缺give out(为不及物动词短语)用尽;分发;宣布;发出;精疲力竭use up (为及物动词短语)用完,消耗尽4). make up of组成……;构成(常用于被动结构)make up构成,组成;编造;化装make up for sth.弥补be made up of= consist of ...由……构成,组成5). transform v.变成,彻底改变;转换;转化;改造常用结构:transform sb./sth. (from sth. ...)(into sth ...)使……变成……The company is transformed from a family business into one with 5,000 labours. 这家公司已从家族企业变成一家拥有5,000名员工的大公司。
6) in particular尤其,特别be particular about /over对…讲究,挑剔7)appropriate adj适当的,正当的be appropriate for/to适合……It is appropriate for sb. to do sth.适合某人做某事It is appropriate (that)......是合适的8).exchange n.&v 交换;交流;互换in exchange for...作为……的交换;以……换……exchange A for B用A来交换Bexchange sth. with sb.与某人交换某物have/make an exchange of ...交换...in (the) darkness,in the dark两者虽都表示“在黑暗中”,但也有区别。
in (the) darkness一般指一时的情况。
The room was in complete darkness.室内一团漆黑。
in the dark一般指经常的情况,且in the dark有“全然不知,蒙在鼓里”之意,而in (the) darkness没有这种用法。
Cats can see in the dark.猫在黑暗中能看得见东西。
练习用in the darkness ,in the dark 填空 (1)I could not see her face in_the_darkness.(2)He doesn’t tell me his plan. So I was completely in_the_dark. (3)The front rooms were all in_the_darkness. Key: in_the_darkness.; in_the_dark; in_the_darkness 10).load n.负担;负荷物Slowly the old man carries his load.老人慢慢地挑着担子前行。
(回归课本)take a load off one ’s mind 打消某人的顾虑a load of = loads of sth.大量的……take up one’s heavy load 承担重任load vt ./vi .使承载,使负荷;把子弹上膛,把胶卷装入相机load... with...用……装载……load sth. into/onto...把……装入/到…… 11).inspire v.鼓舞;使产生灵感;在心中激起(某种感情)Before listening, think about what might inspire you to write poetry.在听之前,仔细想一下使你产生写诗的灵感是什么。
(回归课本inspire sb.鼓舞某人⎭⎪⎬⎪⎫inspire sb. with +n .inspire +n .+in sb.激起某人…… inspire sb. with courage 激起某人勇气inspire confidence in sb.激起某人的信心12)be likely to do sth.可能……likely ,possible ,probable三者均为表示“可能的”的形容词。
possible表示客观上潜在的可能性;probable表示有几分根据的猜测,比possible所指的可能性大些。
likely表示有充分根据的预测。
possible和probable的主语只能是物,而likely的主语既可以是人,也可以是物。
It’s likely to snow this evening.今晚很可能下雪。
(=It is likely that it is going to snow this evening.)He’s likely to come tomorrow.他明天很可能来。
(=It is likely that he will come tomorrow.)Possible, if not probable.即使不见得发生,至少是可能的。
That is not only possible, it is probable.那不仅是可能的,而且是很可能会发生的。
13).hold on继续下去;(在困境或危险中)坚持住,挺住;等待;别挂断hold on to sth.紧紧抓住;保留(某物)hold back阻挡;抑制hold up举起,抬起;维持良好状态14).let out发出;放走;泄露Slowly the blackbird lets_out a cry.黑尾鸟慢慢地发出叫声。
let alone更不用说,更谈不上let go放手,放开,释放let sb./sth. alone对某人/某事放任不管,置之不理let down把……放下来;使(某人)失望let in允许进入;容许,许可15)try out 测试,试验try on 试穿;试戴try to do 努力去...,尽力去...try doing 试着做二.重点句型1.Some rhymes (like B)while others do not(like C).While 用作并列连词表对比,意为“,而,然而”用作从属连词,引导时间状语从句,意为“在...期间,当...时候”。
从句中的谓语动词通常是延续性动词。
用作从属连词,引导让步状语从句,意为“虽然,尽管”,相当于though。
用作从属连词,引导条件状语从句,意为“只要”,相当于as long as.易混辨析while & butwhile强调二者对比,but强调前后的转折关系。
2. And said though strange they all were true.尽管有点奇怪,但这些都是真实的。
在时间状语从句和条件状语从句中,如果从句的主语与主句的主语相一致,且从句含动词be 时,从句可用省略主语和动词be 的形式。
在when it is+adj. 结构中,it is也经常省略。
等于if I’m invited to)如果受到邀请的话,我就去参加玛丽的生日聚会。
What were you doing while staying at the hotel?(while staying ...等于while you were staying ...)待在宾馆的这段时间你在干什么?Whenever (it was) possible, they would stop him and ask him the question.只要可能,他们就会让他停下问他这个问题。
温馨提示:在条件状语从句、让步状语从句、方式状语从句中,也经常采用这种省略的形式。
3.With so many different forms of poetry to choose from, students may eventually want towrite poems of their own.with 的复合结构。
with+宾语+宾补在句中充当状语,表方式,原因,条件等。
(1)with+宾语+形容词Tom always sleeps with his eyes open.(2)with+宾语+副词Tom stood before the teacher with his head down.(3)with+宾语+介词短语Do you know the women with a child in her arms.(with a book in hand=book in hand,he went in.)(4)with+宾语+不定式With the old man to lead us,we’ll have no difficulty going through the forest.(5)with+宾语+现在分词With the old man leading us,we had no no trouble finding his house.(6)with+宾语+过去分词The old man was brought in with his hands tied behind his back.。