(word完整版)人教版九年级英语U13讲义
人教版九年级英语全册Unit13SectionB2e3b说课稿
在新知讲授阶段，我将逐步呈现知识点，引导学生深入理解：
（三）教学重难点
根据对学生的了解和教学内容的分析，本节课的教学重点和难点如下：
1.教学重点：
-掌握词汇、语法和句型；
-学会在特定情境下进行交流；
-培养学生的合作意识和口语表达能力。
2.教学难点：
-现在时态的被动语态的运用，特别是主语和谓语动词的一致性；
-学会在不同场合下提出合理的建议，注意语气和表达方式；
人教版九年级英语全册Unit13SectionB2e3b说课稿
一、教材分析
（一）内容概述
本节课为人教版九年级英语全册Unit 13 Section B 2e-3b的内容。在这个课程体系中，本节课位于整个单元的第三部分，是学生在学习单元话题"Right and wrong"后的进一步深入学习。这部分内容主要围绕"Rules and suggestions"展开，帮助学生理解并掌握在不同场合下如何遵守规则、提出建议。
2.生生互动：
-小组讨论：学生分组讨论问题，共同完成任务，培养合作精神。
-角色扮演：学生扮演不同角色，模拟实际场景，提高口语表达能力。
四、教学过程设计
（一）导入新课
为了快速吸引学生的注意力和兴趣，我将采用以下方式导入新课：
1.情境创设：通过展示一段与规则相关的视频，如学校生活中的礼仪规范，让学生在观看的过程中思考视频中的规则有哪些，以及遵守规则的重要性。
（二）学习障碍
在学习本节课之前，学生可能具备的前置知识或技能包括：基本的英语语法知识，如时态、语态；一定的词汇量，能理解和使用简单的英语句型。可能存在的学习障碍有：对现在时态被动语态的理解和运用不够熟练；在特定情境下，可能不知道如何提出合适的建议；对于规则和礼仪的认识可能存在差异，影响他们对文本的理解。
人教版九年级英语(全一册)【聚焦中考】：Unit13_必考知识点汇编
【聚焦中考】：Unit13 必考知识点汇编1. If their numbers drop too low, it will bring danger to all ocean life.如果它们的数量降到太低，将会给所有的海洋生物带来危险。
（教材第99页）➢中考链接考查if用法(2013 •重庆中考) It will be hard for us to get up in the morning if we____to bed too late. A. go B. went C. will go D. have gone 【答案】A【解析】if引导的条件状语从句，主句用一般将来时，从句用一般现在时，故选A。
2. So far, no scientific studies have, shown that shark fins are good for health, so why eat them?到目前，没有科学研究显示鲨鱼鳍对健康有好处，所以为什么要吃它们呢？（教材第99页）➢中考链接考查动词时态的用法(2012 •十堰中考) Ben is a foreign teacher. So far, he _____ in Shiyan for five years.A. was teachingB. has taughtC. will teachD. taught【答案】B【解析】考查动词时态的用法。
根据时间状语So far可知要用现在完成时，故选B。
3. Jessica Wong from Hong Kong uses old clothes that people don’t wear anymore to make bags.来自香港的杰西卡•王使用人们不再穿的旧衣服来制作袋子。
（教材第102页）➢中考链接考查定语从句引导词的用法(2012 •南京中考) The English-Chinese dictionary _____ my father bought for me many years ago is still of great value.1/ 2A. whoseB. whenC. whoD. that【答案】D【解析】考查定语从句引导词的用法。
人教版九年级英语全册Unit13SectionAGrammarFocus说课稿
一、教材分析
（一）内容概述
本节课的教学内容为人教版九年级英语全册Unit 13 Section A。此单元的主题是关于过去发生的事情的描述，主要涉及到一般过去时态的运用。在整个课程体系中，Unit 13处于九年级英语教学的中后期阶段，是在学生已经掌握了基本的英语语法知识和一定量的词汇的基础上进行教学的。主要知识点包括：一般过去时态的构成、标志词、以及如何运用一般过去时态来描述过去发生的事情。
（三）互动方式
为了促进学生的参与和合作，我计划设计以下师生互动和生生互动环节：首先，通过问题引导和情境创设，激发学生的思考和讨论，促进师生之间的互动；其次，通过小组合作和任务完成，鼓励学生之间的交流和合作，培养他们的团队协作能力；最后，通过学生展示和评价，鼓励学生积极参与和表达自己的观点，增强他们的自信心和自主学习能力。这些互动方式能够激发学生的学习兴趣，提高他们的学习参与度和合作能力。
1.抄写和背诵本节课所学的重点句子和标志词。
2.完成一个关于过去发生的事情的写作任务，要求使用一般过去时态来描述。
3.预习下一节课的内容，并准备一个关于一般过去时态的问题，用于课堂上的互动讨论。
五、板书设计与教学反思
（一）板书设计
我的板书设计将注重清晰性、简洁性和知识结构的把握。布局上，我会将板书分为几个部分，包括课题、知识点、例子和练习。风格上，我会采用简洁明了的字体和图示，以及颜色标注来突出重点。板书在教学过程中的作用是辅助学生理解和记忆知识点，提供清晰的课堂结构和节奏。为确保板书清晰、简洁且有助于学生把握知识结构，我会提前准备并多次预演，确保板书的内容和布局能够有效地传达教学信息。
（二）媒体资源
Unit13周末讲义人教版九年级英语全册
Unit 13 We’re trying to save the earth夯实基础【模块一】单词精讲1.noise n.声音；噪音【解析】noise既可作可数名词，又可作不可数名词，意为“声音；噪音”。
We're used to the noise from the traffic now.现在我们已经适应车辆往来的噪音了。
【辨析】noise、sound与voicenoise：指不悦耳的吵闹声、杂声，可与make连用sound：泛指能听见的自然界的各种声音，不带有任何袭贬色彩voice: 多指人说话、唱歌声音，也指鸟的叫声（但不指其他动物的叫声）。
不与make连用2.【例句】We must address ourselves to the problem of traffic pollution.我们必须设法解决交通污染问题。
Where does noise__________ (pollute) e from? 噪声污染来自哪里?【拓展】；（过去式和过去分词）3.bottom n.底部；最下部【解析】bottom 作名词，意为“底部；最下部”，反义词是top。
【拓展】(at) the bottom of（在）……的底部from top to bottom从上到下；彻底地He waited for me__________the bottom of the hill. 他在山脚下等我。
I cleaned the room from top__________bottom. 我把房间彻底打扫了一遍。
4.turn, get 与bee⑴ bee多指身份、职位等的变化，它强调变化的过程已经完成，后面可接名词或形容词。
He bees a teacher.⑵ get多用于口语，表示一种变化过程，强调的是“渐渐变得”，后常接形容词的比较级形式。
In winter the days get shorter.⑶ turn指在颜色和性质等方面与以前的完全不同，强调变化的结果。
(word完整版)人教版九年级英语U13讲义
新目英九年元考点Unit13 Rainy days make me sad.一、元考点(一) 考点: tense，owner，light，serve，pink，knowledge，design，smoke，shiny ，silky ，skin，aim，useful，careful ，lead， product ，instance， compare(二) 考点短辨析:1. therefore,=2. for instance,=,=3.however,=4.to start with=5.maybe=may be:6.be annoyed with sb.=7.leave for =8.bring sth with sb=9.at times=10.so that:so+adj.+that ⋯such+n.+that⋯11.sound:sound like:12.would rather do(than do)=13.How do you feel about sb/sth?=pare A with B :compare A to B :(三) 法 :足二、分析：(一) 法1：足1、什么是足：即行充明的一种句子成分。
如： Rainy days make me sad.主足2、可作足的成分有 :形容、不定式、不 to 的不定式、在分、去分等。
①形容作:e.g. You must keep the classroom clean.你必保持教室干。
(考点： keep, find, make, think, consider + it + adj.)②不定式作:e.g. I want you to show me your picture.我想你把片我看一看。
( 考点： want/ask/tell/allow/invite/encourage sb. to do等)③不 to 的不定式作e.g. He often makes us laugh.(考点： have/let/ make sb. do sth.)④ 在分作:e.g. I saw him playing basketball（考点： find/see/watch/hear/notice ++ doing sth.作的行 )doing,附：hear/see/watchto do是其区在后用于 to do 事情的或作已达成，而doing当某事或作正在行。
人教版九年级英语教学课件：U13第一课时(section A 1a2d)
desert
extinct 灭绝
Help save the earth
We must think of better way to treat our planet in future.
What do you usually do ? Are you a friend of the Earth?
BACK
4. advantage n.优点；有利条件 【拓展】其反义词为：
disadvantage,意为“缺点，不 利条件”。
BACK
1a Here are some words related to different kinds of pollution. Write them in the box below. Then add more words.
air pollution soil pollution water pollution
serious pollution
伤害 We are harming our planet in so many ways.
Factories pour dangerous gases into the air.
Factories produce too much dangerous smoke. The traffic produces too many fumes. Some people smoke in public places.
Natural resources are disappearing at a dangerous rate. 以危险的速度
(1) spend 作“花费”讲时， 主语只能是人，指某人“花费 (时间、金钱)”，常用于 spend ... on sth.或spend ... (in) doing sth.句型中。
Unit13知识点 人教版英语九年级全册
九年级U n i t13知识点梳理及拓展一、词汇回顾1.乱扔,垃圾,废弃物____________2.底部,最下部_________________3.公众的,公共的______________4.民众,百姓__________________5.优点,有利条件______________6.花费,花费,价钱_____________7.木制的,木头的_____________ 8.塑料的,塑料,塑胶__________9.有关系,作用,影响___________ 10.方法,措施__________________ 11.残酷的,残忍的______________12.有害的_____________________ 13.链子,链条__________________ 14.工业,行业___________________ 15.可重复使用的______________ 16.承担得起（后果）买得起________ 17.回收利用,再利用_____________ 18.大门__________________________ 19.负责人，主席________________ 20.金属__________________________二、词汇变形1.wood(n.木头)→____________________(adj.木制的)2.harm ( n.伤害) →_________________ (adj.有害的) →_________________adj.无害的3.danger(n.危险) →endanger(v.使遭危险;危及) →___________________ (adj.濒危的) →___________________ (adj, 危险的)w(从法律)--lawyer(n.律师)5._____________(n.科学) →___________________ (adj.科学上的,科学的)→___________________ (n.科学家)e(v.使用) →______________ (v.再次使用) →_____________(adj可再次使用的)7.advantage( n.优点;有利条件) →___________________ (反义词) (n.缺点:不利条件)8.__________(v.运输) →__________________(n.运输业:交通运输)9.inspire(n.鼓舞;激励) →___________________ n.灵感;鼓舞人心的人(或事物)10.c reate(v.创造) →_________________ (adj.有创造力的) →________________ (n.创造力:独创性)→___________________ (n.创者)→___________________ (n.创造;作品)三、短语归纳1._________________/________________充满2.______________________把...扔入...里3.________________________过去常常4.________________________在...中发挥作用5.__________________砍倒6._______________________代替，而不是7._________________________有影响，起作用8.__________________导致，通向9._____________________听说10.______________________对...有害11.___________________________不但...而且12.______________到目前为止13._______________________在...顶端或顶部14.____________________________承担得起做15.________________________参加16.______________付费17._______________关掉18.__________________采取行动19._________________扔掉20.________________恢复，归还，使想起21.__________________清理，打扫干净22._______________________在...中发挥作用23._____________________在...底部24._______________________充分利用25.__________________伤害26.________________________...的数量27._________________________违法28.________________________遵守法律30._______________________交通法规31._________________发生32._______________当心，小心33.________________采取措施34.________________占据，开始从事35.________________________想出36._________________赠送,捐赠37.________________成立；建立；建起38.____________________试穿39.____________试验，尝试,参加…选拔四、知识详解1.try to do =try one’s best to do 尽力做某事-e.g. _____________________________________我们将努力在一周内完成这项工作。
Unit13(单元解读课件)九年级英语全一册(人教版)
04
（1a-1e）主要谈论保护地球的各种方式。
Section B 3a-self check 基于整个单元的学习，整合利用整个单元的
06
知识内容进行写作输出训练。表达自己对环 境保护的观点和看法。
Section A 1a-2d 01 谈论不同种类的环境污染问题。
技能与策略 学习要点
1.能听懂关于环境 污染的英文表达， 独立完成听力任务 。 2.能在实际情景对 话中认识解决空气 污染和垃圾污染的 方法
课时内容解读 第二课时Section A 3a-3b 课例展示
单元主题：人与社会（文学、艺术与体育）
教材
语篇 形式
语篇内容
核心词汇 核心句型
技能与策略 学习要点
heard of;a bowl 1.能运用阅读策
of shark fin soup
cut off;
略读取濒危动物
be harmful to; 的语篇大意，段
at the top of; fall by; be good for
落中心句和细节 信息。
2.运用思维导图
和复述方式帮助
理解文章内容和
架构。
课时内容解读 第三课时Section A GF-4c 课例展示
1e
听说课
第五节 SectionB
2a-2e
阅读课
第六节 SectionB 3a-
self check
写作课
第*课时
课时目标
学习层次
第四课时
1.了解环保措施的相关表达。 2.掌握环保措施的相关表达，并能理解听力中的 相关表达。 3.运用这些表达进行口语输出性练习。
人教版九年级英语Unit13知识点总结
人教版九年级英语Unit13知识点总结九年级英语Unit 13 We’re trying to save the earth! 讲义一、词性转换Section A1. litter → (v.) litter2. wood → (adj.) wooden3. harm → (adj.) harmful4. science → (adj.) scientific5. reuse → (adj) reusable6. transport → (n.)transportationSection B7. inspire → (n.) inspiration8. create → (n.) creativity /(adj.) creative二、短语归纳1. play a part in在……中起作用；参与2. not only…but also…不但……而且……3. no longer 不再4. so far 到目前为止5. take action 采取行动6. cut down 砍倒；减少7. help out 帮……解决困难8. pay for 付费；付出代价9. turn off 关掉10. instead of 代替11. lead to 导致；通向12. be harmful to 对……有害13. at the top of 在……顶部14. clean up打扫干净15. add up 总计；加起来16. begin with 以……开始17. set up 建立18. be made from由……制成（看不出原材料）19. be made of由……制成（看得出原材料）20. take public transportation乘坐公共交通工具21. upside down 上下颠倒；倒转22. be known for 因……闻名23. win a prize 获奖24. be good at擅长于25. ride a bike 骑自行车26. get worse and worse越来越糟糕27. throw away 扔掉；抛弃28. pull down 拆下；拆毁29. put……to good use好好利用某物30. bring back恢复；使想起；归还1. What are your ideas for… 关于……你有什么看法？2. do A instead of doing B 做A而不做B3. doing sth. can help 做某事有用4. The number(s) of … have fallen by… ……的数量下降了……5. a + adj.最高级+ n. 一个最……的……6. sb. isn’t the only one who ……不是唯一一个……的人三、重点句子1. There are other advantages of bike riding.骑自行车还有其他的优点。
人教版九年级英语unit13说课稿
人教版九年级英语unit13说课稿Distinguished judges. Ladies and gentlemen. I am very glad to meet you here online. My name is … I’m from…And It’s a great honor for me to present the instructional design of my class to all of you. And next I’m going to present this class from the following six aspects.Ⅰ. And now let’s get started from the first part: Analysis of teaching material.We are trying to save the earth. It’s the 13th unit of Go for it English for ninth graders, which was published by people‘s education pre ss in 2013. In this class, the teaching content is selected from Section A, Activity 1a to 2d for the first period of the whole unit. And this is 45-minute listening and speaking class. The topic of context of this unit belongs to the category of man and nature. And the main topic is environmental protection. This period, the teaching emphasis will be put on Environmental pollution in the world. At the end of the class, the students will be able to get a clear understanding of different types of environmental pollution. They will be able to talk about them and come up with some new ideas to solve these problems.Ⅱ. Now let’s move onto the analysis of target students.As they are in the last year of Junior high school,most students are equipped with certain language abilities and skills. They have developed good language proficiency and they are familiar with some useful language learning strategies. However, faced with the stress from the entrance examination for Senior high school,some of the students are not as active as they were. The lack of confidence and feel less interested in English class. All this makes it difficult for them to express themselves clearly and confidently. So in this class,besides the teaching of key vocabulary and the knowledge,I will also focus on improving the students‘ active participation in class, motivating their enthusiasm and arousing their interests and confidence in speaking English.Ⅲ. So based on the above analysis of teaching material and target students, the teaching aims are identified under the guidance of the new curriculum standard, which aims to develop the students Key competencies of English. And these four aspects are integrated in the teaching aims in the class. And they are identified as followings.1.Through pair work and group discussion, students can get a clear understanding about pollution and causes as wellas master the usage of the important words and expressions about them.2.Through the pair work and role play activity, students can work out the solutions of different kinds of pollution and come up with more ways to solve these problems.3.Through fulfilling listening and speaking tasks, students can develop effective learning strategies, especially for listening, speaking and working in groups.4.Through giving oral reports about different kinds of pollution, students can build awareness of environmental protection and enhance ability in solving environmental problems.Ⅳ. Teaching points & Teaching methods & Learning strategiesWhat’s more, I also find th at it might be difficult for students to master the key vocabulary and the structure about the topic in the context and it is also very important for the students to express their ideas about the topic according to their life experiences. So these two teaching points will be paid special attention to and will be emphasized in this class. Well, in order to achieve the teaching aims successfully, I also adopt some certain teaching methods andlearning strategies in this class. As shown here, communicative approach, task-based language teaching and situational language teaching are all adopted in this class. At the same time, I will lead the students to use some efficient learning strategies. First, they can learn knowledge through individual work, pair work and group work. And they can also master the knowledge through observation imitation and practice. And most importantly, communication in real situation is also very important in my class. All these factors make it possible for students to become so successful language learners in my class.Ⅴ. And now let’s take a look at the teaching procedures of this class.This is a standard PWP teaching class for listening and speaking.So now let’s get started from the first part: lead in.Well, in this part, I will ask students to watch a short video about environmental pollution in the world. I think it’s a very direct and effective way to attract students attention, activate their interests and leave them a basic impression about the topic. And after watching this video, I will let the students brainstorm different types of forpollution they know and put them into a mind-map. It helps to enable the students to get a clear and structural understanding about the different types of pollution. And then ask questions: what do you know about these kinds of pollution? And then I’ll present some pictures about the things related to different types of pollution in the world. And the students may also talk about the things they know about the causes.So after that they will be able to deal with activity 1a. They should put the things related to different kinds of pollution into the right column. Is this part the students will get a clear understanding and be more aware of pollution and their causes. And if they may also add more words in different columns. I think it’s a good way to activate students’ initiate. So before I start the listening activities, I will put some pictures on the screen and lead the students to talk about them with some complete sentences.I think this is a good way to bring in the new words and phrases in the context. And it helps the students to learn core vocabulary about this topic in forms of various complete sentences. And also these three types of pollution will be presented in the following task of the book. So this pavesthe way and reduce the level of difficulty for the further tasks.And then in activity 2b, the students will need to practice the listening skill, listening for details and specific information to complete the sentences in the chart. And after that I will give the students a mind map and some hints to ask them to retell the facts and causes about water pollution. I think it’s a good way for students to make an output. And it also paves the way for the following tasks in the post listening period. And after that the students will do with the activity 2a, which need them to practice the listening skills of listening for gist and for main ideas. And next, the students are going to deal with activity 2b. In this part, they also need to practice the listening skills, the listening for details and specific information and complete the sentences. And after that I still think that using a mind map to ask the students to retell the things they know about the pollution is a good way for them to pr actice their oral English. And it’s also an important way to help them experiment with new language and knowledge on their own.And then after the listening tasks, we’re going to deal with activity 2d. In this partstudents need to role play the conversation and underline the solutions to the problems. And here I will also let them discuss in Paris to find more solutions to the problems. And then I will ask them to put the the solutions they find out into two different mind maps. And I think it’s a good way for students to make their ideas and the solutions better organized and systematical. So after that the students can use the mind map they made to retell the things the know about air pollution and waste pollution. In this part, it enables students to practice expressing their ideas and paves the way for the final report of this class.So at last, I will ask students to discuss in groups and work out a report on the different pollutions they know. So here, the students can use the structure shown here to talk about the problems, the causes, the solutions, and last their wishes. So this is the last output part of this class. And it requires students to make integrated use of the key knowledge and vocabulary to express their ideas confidently and clearly.So now let’s take a look at the student’s performances in the class.mini 小课堂微视频Then after the report,I will ask the students to make a summary of the whole class. And here I will present mind maps to help them summarize what they have learned in this class. And this is a good way to help them work individually and build their own structural knowledge about the topic.Ⅵ. And at the end of the class, I will sign a stratified homework for students.In my class the students are divided into different groups according to their language proficiency as well as their daily performances. And homework can also be classified as consolidated homework, inquiry homework and reflected homework. I think the stratified homework is a good way to encourage students learn English spontaneously and independently after class. Here are some of their works after class. I think they did a very good job, right?Ⅶ. Then I will also talk about my blackboard design of this class.As you can see, on the top of the blackboard is the title of this lesson. And on the left it’s a mind map about thedifferent types of pollution. And here I will also put other words about causes and facts under the each category. And on the right is another mind map about the solutions of these problems. I think these two mind maps on the blackboard may help students to express their ideas logically and systematically. And it’s a good way to develop their structural knowledge about the topic.Ⅷ. So, the last part is the teaching effect and teaching reflection.I think that in my class there are some several shining points. First this is a student- centered class, which means that in my class, students are the real masters and they are given plenty of opportunities to experiment with language and acquire knowledge on their own. They can experience different tasks and activities and the flexible use of mind maps enables them to build a structural knowledge about the topic. And they are encouraged to communicate in real situation. However, there is still space for further improvement. I will still work on how to improve students ability to think critically and their innovation. And I will work hard and I’m still on my way. So that is all about mypresentation of this instructional design. And thank you so much for your attention and patience. See you later!。
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新目标英语九年级单元考点讲义Unit13 Rainy days make me sad.(一考点词: tense，owner，light，serve，pink，knowledge，design，smoke，shiny，silky，skin，aim，useful，careful，lead，product，instance，compare(二) 考点短语辨析:1. therefore,=2. for instance,= ,=3. however,=4. to start with=5. maybe=may be:6. be annoyed with sb.=7. leave for =8. bring sth with sb=9. at times=10. so that:so+adj.+that…such+n.+that…11.sound:sound like:12. would rather do(than do)=13. How do you feel about sb/sth?=14. compare A with B:compare A to B:(三) 语法:宾语补足语(一) 语法1：宾语补足语1、什么是宾语补足语：即对宾语进行补充说明的一种句子成分。
如：Rainy days make me sad.主语谓语宾语宾语补足2、可作宾语补足语的成分有:形容词、不定式、不带to 的不定式、现在分词、过去分词等。
①形容词作宾补:e.g. You must keep the classroom clean.你们必须保持教室干净。
(考点：keep, find, make, think, consider + it + adj.)②不定式作宾补:e.g. I want you to show me your picture.我想让你把图片给我看一看。
(考点：want/ask/tell/allow/invite/encourage sb. to do等)③不带to的不定式作宾补e.g. He often makes us laugh.(考点：have/let/ make sb. do sth.)④现在分词作宾补:e.g. I saw him playing basketball（考点：find/see/watch/hear/notice +宾语+ doing sth.强调动作的进行)附：hear/see/watch后用to do 还是doing, 其区别在于to do强调事情的经过或动作已完成，而doing则强调当时某事或动作正在进行。
【例】I often hear her sing./ I heard her singing last night.⑤过去分词作宾补:eg: You should have your hair cut. 你应该理发了。
（考点：let/have/make sth. done）语法2：make的用法小结(1). make + n.make food/money/noise/ mistakes/decisions/sentences (2). make sb./sth. + adj.使某人/物(感到)，使…处于某种状态, 常用到的形容词有：(un)happy/ surprised/angry/annoyed/sad/upset/worried/anxious/ stressedout/tense/scared/pleased/excited/relaxed等(3).（主动语态）make sb. / sth. + do …使某人/物做某事（make=let=have）（被动语态）s b. / sth. be made to do …某人/物被迫做某事The boss all night.那个老板使我们整夜都在工作。
We work all night by the boss.我们被迫一整夜都在工作。
(4). sth. be made of sth.→某物由某物制(作)成The chair is made of wood.(从成品中看得出原材料)sth. be made from sth.→某物由某物制(作)成The paper is made from trees. (从成品中看不出原材料) sth. be made in+地点sth.→某物产自/于某地Sony is made in Japan. 索尼产于日本。
sth. be made up of sth.→由……组成Our class is made up of boys and girls.(5).含make的短语小结：make meals做饭make coffee煮咖啡make tea 沏茶make a milk shake 制作一份奶昔make a model plane做一个飞机模型make the bed 铺床make money 赚钱make mistakes(in)= 犯错误make a decision(to do)= 下决心make up one’s mind (to do)make up:make it(习惯用语)及时赶到，到达目的地如：I just made it to my class.(U9)我恰好及时赶到班里。
1. Mr. Lee told us an interesting story yesterday .It made all of usA laugh B. to laugh C. laughed D. laughing2. Though he had often made his little sister ____, today he was made ____ by his little sister.A. cry; to cryB. crying; cryingC. cry; cryD. to cry; cry3. --Do you want to go to the concert tonight?--I’m sorry, I cannot, my mother will not _____ me to go out in the evening.A. letB. allowC. offerD. ask4. In winter, I like days because they make me .A. snow: excitedB. snowy: excitingC. snow: excitingD. snowy: excited5. The boy wanted to ride his bicycle in the street, but his mother told him ___.A. not toB. not to doC. not doD. do not to6. You had better get yourcar _____.A. washB. washingC. washedD. to wash7. Going to South Africa for the World Cup makes me , for I am a football fan.（10年昆明市中考题）A. relaxedB. relaxingC. excitedD. excited8. Chinese athletes did a great job in the Winter Olympics in Canada. It can encourage post-90s (90后)___________（10年昆明市中考题）A. work harderB. worked harderC. working harderD. to work harder9. I think necessary for students to take an interest in all subjects. (11年昆明市中考题)A. thatB. thisC. itD. one(二) 重点词汇1. lead vi 带路;领路;指引lead sb to spe.g. I'll lead you to the room.相关词组：lead sb. to do:引导/领导某人做某事2. serve vt. 招待;服务service n.be at your service 随时效劳servant n. 仆人3.product cn产品produce v. 生产;制造（相当于make）4. endangered adj 濒临灭绝的endangered animals知识拓展be in danger: 深陷困境be out of danger: 脱离危险dangerous: adj. 危险的5. hard adj. ①坚硬的The stone is very hard.②困难的=difficult It’s hard/difficult/not easy for sb to do sth.③艰苦的，艰辛的hard work / hard lifeadv. 努力地e.g. He works very hard.小结：hard既是形容词也是副词，如：hard work/work hard区别hardly: adv. 几乎不He can hardly swim.6. mysterious: adj.神秘的e.g. I like something mysterious..拓展mystery n 谜,神秘The mystery is only in your eyes.7. scientific adj. 科学的scientific reserch 科学研究scientific proof 科学证明拓展：science (un) 科学scientist(cn) 科学家8. guilty: adj. 内疚的feel/be guilty about/at sth./doing sth.对…感到内疚e.g.: I feel so guilty about forgetting your name.9.fair adj 公平的;相当的反：unfairbe fair/unfair to sb fairy=very10. aim v. 瞄准;针对;目的在于aim...at.. 用...瞄准e.g. He aimed his gun at the bird.aim at sb. 针对某人e.g. My words didn’t aim at you.n.目标achieve one’s aim e.g. He achieved his aim.11. taste n. 品味;审美力;鉴赏力e.g. He has very good taste in music.v. 品尝 e.g. Please taste the food.v. 尝起来（作系动词讲）后加形容词作表语e.g. The food tastes delicious.tasty adj. = delicious可口的;美味的e.g. The food tastes tasty.12. therefore: adv. 因此;所以(thus, so, for this reason, asa result)，位于句首时其后常加逗号(三) 重点句子(翻译并总结划线部分所包含的短语)(1). For instance, they can help you to compare two different products so that you can buy the one you really need.①For instance译为“例如/比如”，与同义。