gof讲义ishing(非备用)
go for it九年级英语知识点
go for it九年级英语知识点Go for ItIn ninth grade English, students are exposed to various knowledge points, which are crucial for their language development and academic success. This article aims to provide a comprehensive overview of the important knowledge points covered in the curriculum. Let's go for it!1. GrammarGrammar is the foundation of any language, and it plays a vital role in effective communication. In ninth grade English, students dive deeper into complex grammar concepts such as:1.1 Verb TensesUnderstanding verb tenses is crucial for expressing actions and events accurately. Students learn to differentiate between simple present, simple past, present continuous, past continuous, and present perfect tenses. Moreover, they grasp the concept of future tenses such as simple future and future continuous.Example:- Simple present: I go to school every day.- Present continuous: She is reading a book now.- Simple past: They visited Paris last summer.- Present perfect: We have lived here for five years.- Simple future: He will meet us at the park.1.2 Reported SpeechStudents also learn how to transform direct speech into reported speech. This involves changes in verb tenses, pronouns, and adverbials.Example:Direct speech: "I love chocolate," she said.Reported speech: She said that she loved chocolate.1.3 ConditionalsNinth graders delve into conditional sentences, including zero, first, second, and third conditionals. They learn to construct these sentences correctly and understand the logical consequences they imply.Example:- Zero conditional: If water boils, it evaporates.- First conditional: If it rains tomorrow, I will stay at home.- Second conditional: If I had a million dollars, I would buy a house.- Third conditional: If she had studied harder, she would have passed the exam.2. VocabularyExpanding vocabulary is essential for effective communication and understanding of written texts. Ninth graders encounter a wide range of vocabulary related to various topics, including:2.1 Academic VocabularyStudents learn academic terms and expressions needed for different subjects, such as math, science, history, and literature. This enhances their ability to comprehend academic texts and participate in class discussions.Example:- Hypothesis- Experiment- Revolution- Metaphor2.2 Idioms and Phrasal VerbsIdioms and phrasal verbs add depth and richness to students' language proficiency. They learn the meanings and usage of commonly used idiomatic expressions and phrasal verbs.Example:- Break a leg (good luck)- Give up (quit)- Look forward to (anticipate with excitement)3. Reading ComprehensionDeveloping reading comprehension skills is crucial for understanding written texts and interpreting their meanings. Ninth graders learn various reading strategies, including:3.1 Skimming and ScanningStudents practice skimming to quickly grasp the main idea of a text and scanning to locate specific information. These skills are essential for efficient reading and information retrieval.3.2 Context CluesThey learn to use context clues to infer the meaning of unfamiliar words. By understanding the context, students can make educated guesses about unknown vocabulary.Example:In the sentence, "The detective meticulously examined the crime scene," the word "meticulously" can be inferred to mean "carefully" or "thoroughly" based on the context.4. Writing SkillsEffective writing skills enable students to express their thoughts and ideas clearly. In ninth grade English, students focus on:4.1 Essay WritingThey learn how to structure an essay with an introduction, body paragraphs, and a conclusion. Moreover, they are taught how to develop a thesis statement, provide supporting evidence, and construct coherent arguments.4.2 Narrative WritingStudents explore different narrative writing techniques, such as character development, plot construction, and descriptive language. They create engaging stories that captivate the reader's attention.5. Listening and SpeakingImproving listening and speaking skills strengthens oral communication and enhances students' ability to communicate fluently. In ninth grade English, students practice:5.1 Listening ComprehensionThey listen to a variety of audio materials, including conversations, speeches, and presentations. By actively listening, students improve their understanding of spoken English and their ability to extract relevant information.5.2 Speaking ActivitiesStudents participate in various speaking activities, such as role-plays, debates, and group discussions. These activities promote fluency, confidence, and the ability to express oneself clearly.In conclusion, ninth grade English covers a broad range of knowledge points, including grammar, vocabulary, reading comprehension, writing skills, listening, and speaking. By acquiring and applying these knowledge points, students can enhance their language proficiency and become effective communicators. With determination and perseverance, they can truly go for it!。
人教版新目标英语九年级Go for it 1-15单元知识重点汇总【整理打印版】
Unit 1 How do you study for a test? 你怎样为考试做准备？I.重点词汇Key Wordstest — exam words — vocabularyexcited — exciting amazing — surprisingsometimes — sometime — some times — some timefor example — such as — like begin with — to begin withmaybe — perhaps — probably affect — influenceproblem — questionII.重点词组Key Phrasesask…for…speaking skillsask…about…not…at allget excited about end upmake mistakes first of allto begin with later onbe afraid of laugh atmake sentences take noteswrite down make suredeal with look upmake up worry aboutbe angry with go byeach other solve a problemregard…as…complain aboutchange…into…try one’s bestwith the help of compare…to…think about break offIII.重点句子Key Sentences1. I learn by studying with a group.2. It’s too hard to understand the voices.3. He finds watching movies frustrating because the people speak too quickly.4. We get excited about something and then end up speaking in Chinese.5. Why don’t you join an English club to practice English.6. Last year my English class was difficult for me.7. It was easy for me to understand the teacher.8. Now I’m enjoying learning English.9. Perhaps we have seen young children playing together.IV.话题语法Topic & Grammar1. 谈论学习方法2. by+v-ing结构做状语Unit 2 I used to be afraid of the dark. 我过去害怕黑暗。
小学二年级英语上册说课稿：gofor
小学二年级英语上册说课稿：go forit一、说教材1. 教材简析。
本课共有两部分内容，其中第一部分是以中秋节为话题而展开的一个对话。
它主要讲了Han Mei和Lucy简单谈论有关中秋节和月饼方面的知识，并邀请Lucy到她家作客的过程。
在这个对话中出现了如autumn和festival等十一个新单词以及几个学生难以理解的、需教师解释的词、句型和句子。
第二部分内容是两人在商店为朋友买月饼的一个情境，谈话内容是从月饼表面的样子的好坏、大小、轻重和价钱等方面展开的。
其中出现了形容词比较级的用法，它们是：nicer,bigger, heavier, cheaper)它要求学生根据图、词和句子提示创造性的对话。
2. 教学重点。
(1) 指导学生掌握和熟练运用那些难以理解的词、句型和句子，如cakes with meet. ..(2)指导学生口头熟练表达就中秋节这一话题展开的对话内容，包括第二部分的购物经过。
(3) 形容词比较级的用法。
3. 教学难点。
学生根据实际情境需要真正开口讲英语。
4. 教学目标。
(1) 技能目标。
学生能听懂本对话录音，能听懂师生之间就本对话内容而展开的、切形式的问答，会和别人展开对话，了解和传递信息；能就本课语言难点造句，而且无语法错误；能就类似话题，创造性地白编对话；掌握形容词比较级的用法。
(2) 知识目标。
学生要牢记所有新学单词，包括重点字母或字母组合的发音，还要记住新学短语、句型、难句及本对话各句的英语表达，为实现白如讲央语奠7E基础°(3) 情感目标。
学生要爱学英语、爱说英语、想说英语，对英语学习投以极大的兴趣和热情。
(4) 学习策略目标。
改变传统的死记硬背，积极主动地投入到语言的实践中去，包括听、说、读、写的实践。
在实践中提高语言的综合使用能力，加深对基础知识的掌握和记忆。
(5) 文化意识目标。
使学生进一步了解和会简单向别人介绍中国这个传统节日，从而体会节日的快乐。
七年级英语go-shopping课件1
商业秘密是指不为公众所知悉、能为权利人带来、具有并经权利人采取保密措施的技术信息和经营信息。 低钾血症的病因中，以下哪项不正确。A.结肠吻合术后长期进食不足B.输尿管乙状结肠吻合术后C.急性肾功能衰竭D.肠瘘E.静脉营养液中盐补充不足 根据我国《民法通则》，以法人的活动性质为标准，法人分为。A.企业法人B.机关法人C.事业单位法人D.社会团体法人E.其他社会组织法人 银行对中长期贷款通常是A、每月末计息B、每季末月20日计息C、每月20日计息D、每月20日或每季末月20日计息 火炬是一种特别的信号设备，点燃后。A.放在钢轨上B.置于道心C.置于枕木头上D.高举头上 试述正午北半球太阳高度角随纬度和季节的变化规律。 构件按其运动状态分为。A.静件与动件B.主动件与被动件C.机器与机构D.机械与机构 城市社区建设包括哪些主要内容？ 目前Rb的治疗方法包括()A.冷冻B.外放射C.化疗D.巩膜表面放射敷贴治疗E.眼球摘出术 计算投资项目的净现值可以采用实体现金流量法或股权现金流量法。关于这两种方法的下列表述中，正确的有。A.计算实体现金流量和股权现金流量的净现值，应当采用相同的折现率B.如果数据的假设相同，两种方法对项目的评价结论是一致的C.实体现金流量不包含财务风险，比股东的现金流量 脂肪在体内的功能不包括。A.提供能量B.提供必需脂肪酸C.协助水溶性维生素的吸收D.防止散热E.机械的保护作用 引起正常心脏搏动的动作电位起源于。A.希氏束B.房室结C.左、右束支D.窦房结E.结间束 疟疾的传播方式为。A.血液传播B.母婴传播C.性接触传播D.哺乳传播E.按蚊传播 1月份平均温度的0℃、3℃和8℃等温线分别通过我国的、和等地区。 对春季结膜炎临床特征的描述中，不正确的是A.上睑结膜乳头增生呈扁平的铺路石样B.结膜分泌物涂片中大量嗜碱性粒细胞C.部分患者可在角膜
GoF行为型模式备忘录模式.ppt
第 5 章 GoF-行为模式
s=new Student("li",25,97); manager.addMemento(s.getMemento()); System.out.println(s.toString());
s=new Student("xu",46,60); manager.addMemento(s.getMemento()); System.out.println(s.toString());
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第 5 章 GoF-行为模式
下面的代码是一个完整的备忘录模式的程序。它 采用了第三种方法来实现备忘录模式。
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第 5 章 GoF-行为模式
interface IMemento{}
class Student{
private String name;
private int age, score;
通俗地讲：备忘录模式就是一个保存另外一个对象内部状态复制的对象，这样 以后就可以将该对象恢复到原先保存的状态
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第 5 章 GoF-行为模式
其实单就实现保存一个对象在某一时刻的状态的 功能，还是很简单的——将对象中要保存的属性 放到一个专门管理备份的对象中，需要的时候则 调用约定好的方法将备份的属性放回到原来的对 象中去。
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第 5 章 GoF-行为模式
二、组成：
备忘录模式主要有三部分组成：源发器类、备忘录 类 ，备忘录管理类
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第 5 章 GoF-行为模式
1) 备忘录（Memento）角色：备忘录角色存储“备忘发起角色”的内 部状态。“备忘发起角色”根据需要决定备忘录角色存储“备忘发起 角色”的哪些内部状态。为了防止“备忘发起角色”以外的其他对象 访问备忘录。备忘录实际上有两个接口，“备忘录管理者角色”只能 看到备忘录提供的窄接口，对于备忘录角色中存放的属性是不可见的。 “备忘发起角色”则能够看到一个宽接口??能够得到自己放入备忘录 角色中属性。
GOF模式说明
1.抽象工厂（Abstract Factory ）：Provide an interface for creating families of related or dependent objects, without specifying their concrete classes 在未指定具体类时，为建立相关的或依赖对象的族提供一个接口。
2．适配器(Adapter)：Convert the interface of a class into another interface clients expect. Adapter lets classes work together that couldn't otherwise because of incompatible interfaces.将一个类的接口转换为另一个客户期待的接口。
以避免接口的不兼容。
3．桥(Bridge)：Decouple an abstraction from its implementation so that the two can vary independently把实现和抽象分离，于是两者可以独立变化。
4．责任链(Chain of Responsibility)：Avoid coupling the sender of a request to its receiver by giving more than one object a chance to handle the request. Chain the receiving objects and pass the request along the chain until an object handles it.通过给多个对象处理请求的机会，避免请求的发送者耦合其接受者。
链接接受对象沿着链传递请求，直到一对象去处理它。
5．命令(Command)：Encapsulate a request as an object, thereby letting you parameterize clients with different requests, queue or log requests, and support undoable operations.作为一个对象来封装一个请求，因而可用不同的请求（队列或联机请求）来参数化客户并支持可撤销操作。
最新Go-for-it全英文说课稿
The Introduction of the T eaching Plan for Unit 7 Would you mind turning downthe music?Section A (1a-1c) Go for it Good Morning, ladies and gentlemen. It’s my pleasure to give my lesson presentation here today. The lesson plan I am going to present is Section A (1a-1c) from Go for it, Unit7 Would you mind turning down the music? Next, I’d like to explain how to teach and why to do so from the following 5 aspects: the analysis of textbook, the analysis of teaching methods and learning methods，the analysis of learning condition, teaching procedure( blackboard work and myself-reflection).Ⅰ.The analysis of the textbook1.The status and function of the textbookThe educational policy of “Go for it ”is knowledge used in action. It emphasizes learning by doing .”Go for it ”uses the Task-Based Language Teaching pattern, blended together the topic, the communication function and the language structure has formed in an adaptation learning program which proceeded in an orderly way, enhanced the student study the English and actual ability.2.The analysis of the textThis lesson`s topic is “Would you mind doing sth?”. It talks about how to ask sb to do sth in the politest way. From this lesson, students can know how to communicate with others in the politest way and use the sentences correctly. And also, students will be able to give their advice and suggestions politely and gently.3.Teaching goals(教学目标)(1)Knowledge objects：Key vocabularies: mind not at all, turn down, yard, right away(2)Ability objects:to train students` ability of speaking, listening , and cooperative ability.4.Teaching key points(教学重点)(1)Key structures : Would you mind +gerund?Would you mind not +gerund?No, not at all.Sorry, I’ll do it right away.(2)Key vocabulary(3)Listening practice5.Teaching difficulties(教学难点)Compare :(1) Would you mind (not) doing sth?(2) Could you please do sth?(3) Please do sth(4) You have to do sth6.Teaching Aids(教学用具)Multi-media, a song, pictures, recorder, tapeII￡Ⅲ.The teaching methods and learning methodsNext I am going to talk about the teaching methods and learning methods. You know, the students in my class, their English foundation is not so good, so I must choose some methods to activate their desire to speak out. Communicative, speaking and listening, these three methods will be suitable for teacher’s teaching and enhancing students’ interest in English learning. I set up seven Steps. It is a pattern with words – sentences – game – sketch – practical use. In different activities, ask students to take part in class actively and develop their cooperation in the pairwork, groupwork and other extending activities. It is real ‘learning by doing’.Ⅳ. Analysis of learning conditionLearning condition is also very important in a successful reading class. The students in my class are not active. Their language foundation is somewhat poor, especially their speaking ability. But they are cooperative and can be activated. The classroom facilities are modernized, which is a classroom with computer, TV sets even DVDS, which are very important to create the English-learning atmosphere. Other means can also be applied to create the atmosphere.V. Teaching procedureNext let’s come to the most important part, that is, the teaching procedure. It includes seven steps.Step1 Lead-inThe first step is greeting and lead-in. After greeting, I will ask them sing a song ‘we will rock you.’ It is in order to create an English learning atmosphere. Then induce a PK among four groups though the whole class. And they will have a guessing game about ‘What’s wrong with MissLe?’ of course, they will give me different answers in different sentences patterns. At last, I will show them 4 answers, and let them compare which one is the politest. They are:(1) You have to close the window.(2) Could you please close the window?(3) Please close the window.(4) Would you mind closing the window?‘Would you mind +gerund？’is the most politest way to make a request.Step2 ExplainThen, I will give them a further explain about the sentence structure, which is the usage of the structure, what’ more, I’ll show them some vivid examples to give them a deep impression about the practical use.For example:•(1)-Would you mind moving you bike?•- No, not at all.•(2)-Would you mind not singing here?•- Sorry, I will go right away.Step3PairworkNext, 4 pictures are shown on the screen, just for students’ further practical use of the sentence structure. In this period, I’ll ask some groups to make conversations, so they can finish the task under the cooperative and communicative work. It is a good way to have a rational understanding about key structure.A: Would you mind … ing …?B: Sorry. I will do it right away. / No, not at all.1 cleaning the yard2 turning down the music3 (not) playing basketball in the street4 moving your carStep4 Matching and ListeningPoint to the four requests in the box of Section A 1a. ask students to repeat them. Then help Ss to finish 1a.Let students listen to the tape and number the requests. Listen carefully. Write the numbers after the requests.Play the recording again and let Ss imitate the four conversations.Through the listening and imitating, students can be more confident with their spoken English.Step5PracticeNext step I’m going to talk about the practice. First, I’ll let students collect as many as marks in daily life in their mind, then I will show them four familiar marks: Don’t smoke,Please save water, Don’t walk through, Don’t park.(停放), after that encourage them to translate the sentence in the pattern ‘Would you mind +gerund?’.This step can used to Expand their knowledge and make sure that students are able to master the sentence structure.Step5 A great taskA dreaming schoolI call this period as a‘a great task’, because in this extending step, students in 4 groups are asked to write down their suggestions and advice for their teachers and schoolmates about how to form a clean, civilized and homonious school from students’ study, habit, image and ect.. No doubt, students are sure to use the sentence pattern again. Students can display their imagination by using the structure.Step6 HomeworkNow comes the last step, homework. There are three homework for them to finish.◆Please copy the Grammar Focus for 3 times;◆Collect “would you mind+ gerund” as many as possible in class;◆Put the sentences below into English by using “would you mind+ gerund”.1.2.你介意打扫一下教室吗？3.你能否不在课堂上说话？4.你介意把音乐声关小点吗？5.6.你介意开下窗户吗？7.8.你介意移开你的脚吗？9.抱歉，我马上去做.Step7 Blackboard workUnit 7 Would you mind turning down the music?•Would you mind doing…?• Not at all./ Certainly not./ Of course not.• Would you mind not doing…?• I’m sorry, but I do./ You had better not.For example:(1)-Would you mind moving you bike?- Of course not.(2)-Would you mind not singing here?- Sorry, I will go right away.Step8 Self-reflectionThe last aspect is my self-reflection. They are, first, 1.The instruction of the competition is not clear enough. Second, it would be better if the teacher use a small blackboard to check the answer of the competition.Thank you for your attention.。
(最新整理)HSK4标准教程上第六课一分钱一分货
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生词 New words
gè 各 pron.various 大家各有各的问题，谁也别说谁
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生词 New words
jiàngdī 降低 v.to reduce
大家不要降低对自己的要求，要对自己严 格点。
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复习 Review
支持 举行
小说
获得
情况
其中 举办 降低
miănfèi
免费 adj.free 天下没有免费的午餐。
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生词 New words
xiūlǐ
修理 v.repair 你的车，我还没修理好。
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复习 Review
果汁 打扰 竟然 皮肤
尝
好处 值得 方面 免费 修理 轻 售货员 西红柿 百分之 袜子
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我们调查的近七千名上班族中，有________五六十的人经常加班。
护肤品店里的________对我们说，他们的产品对________很有好处。
天上不会掉馅饼，没有什么东西是_______的。
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请在此处输入所需标题
语言点 Please enter the required title here
这里装的是酒，麻烦你搬的时候_______一点儿。
你三日________能完成作业吗。
别倒了，我杯子里的酒_______了。
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语言点
其：其次，其中，其实，其他，尤其
1.A:能谈谈你为什么会选择这份工作吗？
B:首先，我对这份工作很感兴趣，其次，我学的也是
go for it 初三知识点
九年级知识点Unit 1一、知识点1.Check in : 在旅馆的登记入住。
Check out: 在旅馆结账离开。
2.By:①通过…..方式（途径）。
例：I learn English by listening to tapes.②在…..旁边。
例：by the window/the door③乘坐交通工具例：by bus/car④在……之前，到……为止。
例：by October在10月前⑤被例：English is spoken by many people.3.how与what的区别：how通常对方式或程度提问，意思有：怎么样如何，通常用来做状语、表语。
what通常对动作的发出者或接受者提问，意思为什么，通常做宾语，主语。
①How is your summer holiday? It’s OK.(how表示程度做表语)②How did you travel around the world? I travel by air.③What do you learn at school? I learn English, math and many other subjects.①What…think of…? How…like…?②What…do with…? How…deal with…?③What…like about…? How…like…?④What’s the weather like today? How’s the weather today?⑤What to do? How to do it?㊣What good / bad weather it is today!（weather为不可数名词，其前不能加 a ）㊣What a fine / bad day it is today! （day为可数名词，其前要加 a ）4. aloud, loud与loudly的用法: 三个词都与大声或响亮有关。
2015go for it八年级下册全册讲义
Unit 1 What’s the matter?Key words1.lie hurt mean breathe need2.break trouble climber accident situationimportance decision death3.sick sore4.off ontoPlease take notes:_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________Key phraseshave a cold lie down go to a doctor have a feverto one’s surprise take risks get into troubleagree to do sth. be used to run out of cut offkeep on doing sth. be in control of give up thanks toPlease take notes:_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________Key Sentences1.It’s sad that many people don’t want to help others because they don’t want any trouble._____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________Grammar1.情态动词should的用法_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________2.反身代词及用法_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ExercisesI单项选择题1.--- ? ---I have a bad cold.A.How are youB.What’s the matterC.How often do you come hereD.Why did you go2.---I’m too tired after the long walk.--- .A.You should have a feverB.You should have a restC.You must see the dentistD.You should have a look3.It’s about a bus ride from here to your city.A.2 hour’sB.2-hours’C.2-hoursD.2 hours’4.---What’s your plan for the summer holidays?---I’ve no idea,but I’ve decided at home and have a good rest first.A.stayB.to stayC.stayedD.staying5.---You don’t do any running,do you?---No,I ,but now I climbing mountains to keep fit.ed to;am used toB.am used to;used toC.was used to;used toed to;used to6.I find difficult to remember everything,though I’m still young.A.thatB.thisC.itD.these7.He should the medicine three times a day.A.takesB.takeC.hadD.eat8.You should really smoking.It’s a terrible habit.A.grow upB.pick upC.give upD.set up9.The car went and crashed.A.in controlB.out of controlC.under controlD.with control10.It’s time for sports!your sports shoes,please. ---OK,I’m coming.A.Put onB.DressC.WearD.Have on11.Nobody teaches me English.I learn it all by .A.IB.myC.myselfD.me12.If our parents do everything for us children,we won’t learn to depend on .A.themC.themselvesD.ourselves13.---How did your uncle learn to play the guitar? ---By .A.myselfB.yourselfC.herselfD.himself14.---Who teaches painting? ---Nobody,I teach .A.your,mineB.your,myC.you,myselfD.you,me15.College students are old enough to teach .A.themB.theirC.themselves D,.they16.His name is Thomas,but he calls Tom.A.hisB.himC.itD.himself17.Schools allow students at least one hour a day for sports.A.wouldB.mightC.shouldD.couldII介词填空1.What’s the trouble him?2.Thanks the doctors,the most beautiful teacher Zhang Lili is out of danger.3.Look!There is a pen lying on the ground.4.When the little boy ran across the street,he fell .5.Don’t keep on asking such foolish questions.III用所给单词的适当形式填空1.Have you got used to (ride) a bike to school?2.We’re trying(save) the sick boy.3.“Help(you) to some fish.”Mum said to my friends.4.Keep on (try),you’ll succ eed one day.5.She decided to give up (play) volleyball.IV根据汉语提示，完成英语句子1.你可以躺下休息一会儿。