unit 2 教师
必修二英语unit2教师用书参考答案
必修二英语unit2教师用书参考答案必修二英语Unit 2 教师用书参考答案听力部分1. Question 1: B) The man is going to the library.2. Question 2: A) To return some books.3. Question 3: C) The woman is not sure about the time.4. Question 4: B) They will meet at 2:30 pm.5. Question 5: A) The woman is interested in the man's project.阅读理解1. Passage 1:- Q1: B) To illustrate the importance of communication. - Q2: A) It helps to avoid misunderstandings.- Q3: C) By using examples from daily life.2. Passage 2:- Q1: A) The impact of technology on communication.- Q2: B) It has both advantages and disadvantages.- Q3: D) The need to balance technology with face-to-face communication.3. Passage 3:- Q1: C) The challenges of non-verbal communication.- Q2: D) Cultural differences.- Q3: B) By being aware of non-verbal cues.语法练习1. Question 1: had finished2. Question 2: has been working3. Question 3: will have completed4. Question 4: has lived5. Question 5: will be working词汇练习1. Question 1: communicate2. Question 2: barriers3. Question 3: effective4. Question 4: convey5. Question 5: misunderstand写作部分Sample Answer:In today's world, communication is a vital part of our lives. It is the bridge that connects us with others and allows us to share ideas, emotions, and information. Effective communication can lead to better relationships, whether in the workplace or in personal life. However, it is not always easy to achieve. There are many factors that can hinder effective communication, such as language barriers, cultural differences, and non-verbal cues.To improve communication, it is important to be aware of these potential obstacles and to take steps to overcome them. For instance, learning a second language can help to break down language barriers, while understanding cultural norms can prevent misunderstandings. Additionally, being mindful of non-verbal communication, such as body language and tone ofvoice, can also enhance the clarity of our messages.In conclusion, effective communication is essential for building strong relationships and achieving success invarious aspects of life. By being proactive in addressing the challenges that may arise, we can ensure that our messagesare conveyed accurately and received positively.口语练习Sample Dialogue:Student A: Hi, I've been trying to communicate with my international classmates, but I find it challenging sometimes.Student B: I understand. Communication can be tough whenthere are language and cultural barriers.Student A: Yes, I often feel like I'm not getting my point across clearly.Student B: Maybe you could try using simpler language or even body language to help get your message across.Student A: That's a good idea. I'll also try to learn more about their culture to avoid any misunderstandings.Student B: And don't forget to listen actively. That's a key part of effective communication.Student A: Absolutely. Thanks for the advice!综合应用1. Question 1: Discuss the role of non-verbal communication in effective communication.2. Question 2: Analyze the impact of technology on the way we communicate with each other today.3. Question 3: Propose strategies for overcoming language barriers in a multicultural work environment.教学反思In this unit, students have been introduced to various aspects of communication, including verbal and non-verbal cues, cultural differences, and the role of technology. It is important to reflect on the effectiveness of the teaching methods used and the students' engagement with the material. Consider the following questions for reflection:- Were the activities engaging and relevant to the students' experiences?- Did the students demonstrate an understanding of the concepts taught?- What challenges did the students face, and how can these be addressed in future lessons?By reflecting on these points, teachers can continuously improve their teaching strategies to better meet the needs of their students.。
人教版三年级英语下册Unit 2教案
Unit 2 My family单元教材及学情分析1.单元教材分析本单元是本册教材的第二单元,主要围绕“My family”这一话题展开,分为A、B、C 三部分,让学生通过学习能够听懂、会说、会认读9 个家庭成员的单词以及man 和woman 两个单词,并会用英语介绍家庭成员以及做出相应的回答,而且进一步巩固句型: This is…He's…She's…掌握字母e在闭音节单词中的读音,并学会拼写单词leg, red, ten, pen。
能听懂、会说、会认读句子:Who's that man/woman? He's/She's my father/mother. This ismy family. This is my grandpa. 同时也能完成相应的教学活动和课堂练习。
其中C 部分是以一个生动有趣的英文小故事的形式对本单元进行总结和运用,是本单元的拓展部分。
通过学生熟悉的Zoom 和Zip 这两个可爱的小动物的对话将A、B 两部分的内容巧妙地联系起来,图文并茂地为学生们展示了本单元的基本语言知识,拓展了学生的听、说、读的技能,使学生在较真实的语境中接触、体验和理解语言,并在此基础上运用本课所学的内容。
2.学情分析本单元围绕学生感兴趣的主题“My family”引出句子Who's that boy/girl/woman/man?及其回答She's/He's…同时教会学生woman, man, father, mother 这四个单词。
这些新词对于三年级的学生来讲比较容易掌握。
但对于she's 和he's,有些学生分得不是很清楚。
学习有关家庭成员的单词father, dad, mother, mum, grandfather, grandmother, grandpa, grandma 以及man, woman,单词量比较大,是本课的重难点,应提前让学生做好预习。
人教版新起点英语五年级上册《Unit 2 Teachers Lesson 2》教案设计4
Unit 2 Teachers Lesson 2 教学设计教学目标：1.能够听、说、读、写单词：wear glasses, slim, curly, straight, nice, young, teach,guess, has, 并正确使用。
2.能听懂、会说：What does he/she teach? 及其答语：He/She teaches ...并正确使用教学过程：Step 1: Warm-up1.Hello & HiI say hello, and you say hi.2.Review wordsStep 2: Presentation and Practice1.Read these above words in groups.Wear glasses, slim, curly, straight, nice, young2.Look at the dialogue, and answer questions:What are they talking about?Who is Yaoyao’s favourite teacher?3.Read the dialogue by groups.Read the text as quickly as you can.4.Role-play.5.Look at the screen, there are some teachers’ pictures on it. Let’s talk about them.Make the dialogue with your partners.6.Practice:1.写出对应词。
①old ②tall ③curly ④slim2. Some students on the playground.A. is playingB. playsC.are playD.are playing3. Mr. Li is that tall man a blue shirt.A. inB. onC.fromD.at4.She teaches English. （划线部分提问）Step 3: Sing a song.Listen 2-3 times, and then follow the song.板书设计：。
五年级上册英语教案-Unit 2《Teachers》(Let’s Check)｜人教(新起点)
五年级上册英语教案－Unit 2《Teachers》（Let’s Check）教学目标1.了解并掌握本单元的生词和短语；2.学习描述老师外貌的基本句型；3.听说读写四种语言能力得到提升；4.激发学生兴趣，培养学生的多元学习能力。
教学重点1.熟练掌握老师的外貌描述；2.对课文中生词和短语的理解和表达。
教学难点1.学生独立理解和表达句子，拓展词汇；2.在掌握基本外貌句型的基础上，能够进行更多的句子运用。
教学准备1.课本 Unit 2《Teachers》（Let’s Check）;2.动画片《英语小花园》；3.单词卡片。
教学过程Step 1 Revision1.复习图片中学校里的人，学生以英语介绍自己和家人。
2.询问学生上节课所学的外貌描述。
Step 2 Presentation1.师生一起读课文 Unit 2《Teachers》（Let’s Check）。
2.师生共同理解课文并解释生词和短语。
3.通过动画片《英语小花园》来展示老师的外貌并复习基本词汇，让学生清晰地了解每个老师的外貌特点。
Step 3 Practice1.学生自行分组，询问同学外貌，结合本单元词汇及图片开展外貌描述练习。
2.学生根据课本 Unit 2《Teachers》（Let’s Check）中的老师进行外貌描述。
3.学生根据学过的单词和句子，从课本中选出英文描写文本并进行朗读。
Step 4 Production1.学生根据所学内容，编写小对话来描述一位老师的外貌。
2.学生可以自由选用目标词汇，写一篇英文描述自己教授的老师的文章。
Step 5 Extension1.师生进行课外的探究练习，例如老师让学生描述自己了解的中国名人的样貌等等。
2.鼓励学生通过更多的形式学习英语，例如外教来校教学、英语角、英语比赛等等。
教学资源•《英语小花园》动画片•课本 Unit 2《Teachers》（Let’s Check）•单词卡片课后作业1.通过《英语小花园》动画片，增加自己的英语听力能力。
五年级上册英语优秀学案-Unit 2 Teachers Lesson 2 人教新起点版
Unit 2 Teachers【第二课时】Lesson 2【学习目标】1. 能够听懂、会说用来询问某位教师教哪门科目的功能句：What does he/she teach? 及其答语：He/She teaches …初步学会在恰当的情境中运用它们。
2. 能够根据问句写出答语。
【学习重难点】1. 能够听懂、会说用来询问某位教师教哪门科目的功能句：What does he/she teach? 及其答语：He/She teaches…2. 在恰当的情境中运用What does he/she teach?及其答语：He/She teaches …【知识探究】一、导学：1. 热身（唱一唱）Let’s enjoy a song、If you can sing, you can sing.2. 玩游戏。
Let’s play a guessing game、Listen carefully、She is a student in our class、She is 10 years old、She is slim and pretty、She has long straight hair、She isin a yellow shirt、Who is she?二、知识构建：1. 学习（学一学，练一练）（1）Look, listen and answer两人一组进行问和答，班内展示，及时评价。
Look at the picture、Where are they?（观看课件，出现A部分的图片）They are on the playground、What are they doing?Which two teachers are they talking about? Let’s listen and circle the two teachers.（认真听A部分录音）听录音，圈出2个老师。
班内校正，及时评价。
T: Let’s read and finish the chart.（点击课件，出现表格）（2）读课文，完成表格，班内校正，及时评价。
人教版七年级上册英语Unit 2知识点梳理及语法讲义(教师版)
13.grandpa（外）祖父；爷爷；外公14.mom（=mum）妈妈
15.aunt姑母；姨母；舅母16.grandma（外）祖母；奶奶；外婆
17.dad爸爸18.uncle舅父；叔父；姨父
19.daughter女儿20.photo照片
【用法详解】
注意：parents作主语时，谓语动词用复数形式；parent作主语时，谓语动词用单数形式。
Eg.A happy parent makes for a happy child.有快乐的父（母）亲，才会有快乐的孩子。
My parents are old.我的父母年纪大了。
【即学即用】Bob and Amy are Jim’sparents(parent). Jim is their son.
—He is Zhong Nanshan./Zhong Nanshan.他是钟南山。/钟南山。
（2）主语是复数时，be动词用are；回答时，用人称代词they或直接给出表示身份的名词。
Eg.—Whoarethey?他们是谁？
—They are my teachers./My teachers.他们是我的老师。/我的老师。
7.Jane, Ann and Helen are myaunts(aunt).
8.Jim and Tina are myparents(parent).
9.These are myphotos(photo).
10.These(this)are Mary's cousins.
(三)短语攻关：
have a good day祝你（们）过得愉快！in the first photo在第一张照片中
七年级英语下册unit2教案
七年级英语下册unit2教案英语教案代表着教师对课堂的假设与预想。
小编整理了关于七年级英语下册unit2教案，希望对大家有帮助!七年级英语下册unit2教案范文Unit 2 I can run really fast.Ⅰ.Type of lesson: reading and writingⅡ.Teaching aims:1.To understand the reading material about running for class monitors2.To learn to write a speech about running for a class monitorⅢ.Teaching aids: T ape recorder，videos，OHPⅣ. 课时安排：2 课时Ⅴ. Teaching procedureStep 1. Lead-in1.Ask students what they can do very well and say， "He/She is good at..."2.Ask the students to model the question "What are you good at?" Ask them to interview their partners and make notes.Step 2 . Work in pairs. Ask and answer the questions.1. Write the three monitor titles on the board. Ask the class what they are.2. Put students in pairs to ask each other both questions. Tell them to make a list of what they think each monitor does3. Ask three students to come up to the board and write one thing under one of the titles. Then give the chalks or pens to someone else.Step 3 .Read the passage and check ( √ ) the true sentences.1.Tell students that Lingling, Darning and Tony want to be monitors. Ask students to read quickly to find which monitorsthey want to be.2. Ask students to read again. This time they can use their fingers to skim through and underline the things Lingling，Darning and Tony are good at.3. Ask students to check in pairs and elicit answers from the whole class.4. Ask students to read the sentences on page 11， and talk about them in pairs and guess the answers.5. Ask students to read the passage again and decide if the sentences are true or false. If false，then say why.6. Ask students to check with their partners.If their answers are different，tell them to go back to the text，read again and check.7.Ask students to read out the sentences and say if they are true or not. If not ，ask them to say why.Step 4 Underline the correct words.1. Ask students to work in pairs. Tell them to read through the passage and choose the correct words.2. Check answers by reading the passage aloud and pausing to allow the whole classto complete it with the correct words.Step 5 Complete the sentences with the correct form of the expressions from the box.1. Ask students to look at the expressions in the box.2. Ask students complete the sentences on their own and be careful with the language forms.3. Check in pairs. Elicit answers from the whole class in full sentences.Step 6 Work in pairs. Choose the best people in your class to be the monitors in Activity 1.Say: who they are and what job they can do and why they can do it1. Write titles of the three monitors across the board.2. Ask the class for two volunteers for each monitor. Write their names underneath.3. Put volunteers in pairs to talk about what they are good at， can do well and how they can help.4. Ask the rest of the students to make a table as below with three questions about their abilities to ask the volunteers. Put it on the board.Questions Student 1 Student 2 Student 3 Student 4 Student 5 Student 6Good at?Can do?Can help?5.Tell students to talk in groups about their notes，and decide who should be their monitors and say why.Step 7 Homework1. Remember the new words and expressions in Unit2.2 . Write a passage about one of the monitors in Activity 5.Ⅵ Blackboard showingⅦ Self-reflection.英语教学非智力因素探讨1.中学英语教学中非智力因素发展现状1.1中学生普遍缺乏真正的学习动机学习动机和学习兴趣是学生非智力因素中非常重要的一部分，兴趣是最好的教师，只有学生能够真正对英语感兴趣，才能让学生产生对英语的内在需求，才能真正激发他们的非智力因素。
人教版九年级 Unit 2 作文和练习(教师版)
九年级Unit2书面表达【单元写作目标】本单元的话题主要是描述某个节日，包括其时间、庆祝活动、意义及感受等，要求学生能正确使用that或if/ whether引导的宾语从句来描述庆祝活动或其意义；并能用感叹句表达自己的感受。
【知识讲解】介绍节日类写作过程(1)开头：引出节日，说明其重要性；(2)过程：介绍节日以及节日的活动；(一般现在时)分享一次节日的经历；(一般过去时)(3)结尾：再次重申节日对自己的重要性和意义。
【单元写作素材】1. 短语积累1. 赏月admire the moon2. …的象征 a symbol of3. 最重要的传统节日之一one of the most important traditional festivals4. 团聚get together5. 摆开；布置lay out6. 与…一起吃丰盛的晚餐have a big dinner with7. 讲民间故事tell folk stories8. 在中秋节的晚上on the Mid-Autumn night9. 有悠久的历史have a long history2. 句子积累1. 人们在五月的第二个星期天庆祝母亲节。
Mother’s Day comes on/ is celebrated on/ falls on the second Sunday in May.2. 中秋节是一个具有悠久历史的中国传统节日。
The Mid-Autumn Festival is a traditional Chinese festival with a long history.3. 新年是清扫和洗去晦气的时候。
The New Year is a time for cleaning and washing away bad luck.4. 不仅中国人，而且外国人也对这些庆祝活动感兴趣。
Not only Chinese people but also foreigners are interested in the celebrations.5. 我们在一起度过了多么美好的时光啊！What a wonderful time we spent together!【2014-2015 期中】中国的传统节日凝聚着中华民族的文化血脉。
同步讲义 Unit 2 第4课时(教师版)
同步讲义Unit 2 第4课时重点词汇1.n.数学2. n.科学家3.* n.镭4. n.实验室5.* n.教授6. n.发现，发现物7. adj.未知的，不出名的8. adv.广泛地，普遍地9.* adj.杂交的10.* n.标题，职位名称11.* n.农业12.* n.饥饿13. n.优势，有利条件14.* n.贡献15. v.增加16.* n.生产，产量17. n.发展重点词组1.碰巧 2.现在，目前3.做一个玛丽居里的描述4.在他生平5.因镭的发现而出名6.结婚7.故事的结局8.与他分享快乐9.在那个时候一个不为人知的地方10.推动了X射线机器的使用11.现在在医院被广泛使用12.正式或非正式语言13.不熟悉的人们14.大嘴巴15.在困境中16.信不信由你17.收到孩子们和电视台的电话18.面带微笑的说19.不是他喜欢的20.杂交水稻之父21.出生日期22.从大学毕业后23.看到人们死于饥饿24.比其他有有很多优势25.比其他普通种类的水稻平均多出产量20%26.被引进美国27.提高水稻产量百分之20~30重点1.袁隆平将他的一生都用在对更好的水稻植株的研究和发展上。
2.他为很多人解决了饥饿的问题。
目标导航jing【答案】重点词汇 1.mathematics 2.scientist 3.radium boratory 5.professor 6. discovery 7.unknown8.wildly 9.hybrid 10.title 11.agriculture 12.hunger 13.advantage 14.contribution15.increase 16.production 17.development重点词组1. happen to2.at present3.give a presentation on Marie Curie4.during her lifetime5. be famous for the discovery of radium6.get married7.the end of the story8.share the joy with her9. a place that was unknown to humans at that time10. push for the use of X -ray machines 11.be now widely used in hospitals12.formal or informal language 13.unfamiliar people14.have a big month 15. in the soup16.believe it or not 17.get phone calls from both children and TV stations 18.say with a smile 19. not his cup of tea20.father of Hybrid Rice 21.date of birth 22.after graduating from college23.see people die of hunger 24.have many advantages over others25.produce 20% more rice per unit than other common kinds26.be introduced into the USA27.increase rice production by 20%-30% 重点句型 1. Yuan Longping has spent all his life on the research and development of better rice plants.2. He has solved the problem of hunger for many people 。
八年英语下Unit2教案
授课教师：陈文婷时间：9-5 班级：8.4课题 Unit 2 I’ll help to clean up the city park.Section A 1 (1a-2d)教学目标：1) 能掌握以下单词：clean up, city, cheer, cheer up, give out, volunteer, notice, used to, lonely,能掌握以下句型：① You could help to clean up the city parks.② We should listen to them and care for them.2) 能了解以下语法：情态动词could, should的用法；用should或could提出建议并对别人的建议作出评价。
如何表达主动提供帮助。
教学重难点1. 教学重点：1) 掌握这些短语动词的构成和用法：clean up, city, cheer, cheer up, giveout, volunteer, notice, used to, lonely2) 学会提供帮助的基本句型：I’d like to work outside.I’ll help clean the city park.You could give out food at a food bank.2. 教学难点：学会提供帮助的基本句型教学难点：教学媒体：多媒体教学方法：六化六环教学法教学过程Ⅰ. Revision.前测补救5’Check the new words.Ⅱ.Learning aims 明确目标 1’The teacher shows the learnings aimsIII.Presentation 完成目标20’Step 1 Warming up1. 播放学生志愿者进行义务帮助别人的活动视频，通过询问他们以下问题来引导学生们了解社会上一些的志愿们进行的活动。
T: Who are they?S：They’re volunteers. They usually volunteer to help others. T: How could we help people?S1: We could clean up the parksS2: We could help sick people in the hospital.S3: We could help plant trees.…Step 2 New words1. city n.城市e.g. The library is in the north of the city. 图书馆在城市的北部。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Unit 2 Helpful Schoolmates一．重点单词、短语1.go against 违背，对…不利Don’t go against your parents’whishes.The case may go against you.助记： against the stream逆流而上hit against a tree 撞到树上against the wall 靠在墙上against the sky 耸入云端save money against old age 存钱养老例题剖析：Although ______ my opinion, the old professor didn’t come up with his own.A. againstB. onC. forD. inagainst one’s opinion 反对某人的意见on 不与opinion搭配for one’s opinion 同意某人的见解in one’s opinion 在某人看来2.destroy v.破坏，毁坏They have destroyed all the evidence.误区：destroy与damage 在意义上都表示“破坏”，但destroy毁坏程度大，使之不可修复或不复存在，而damage仅指部分破坏，使其失去部分价值和功能.3.search vi& vt.,n.(1).vi& vt. 寻找，搜查，探索搭配 search for （= look for）寻找，搜查search sp.for sb.\sth. 搜查某地找某人\ 某物An RAF plane is searching for the missing people.误区：search作动词时，其后的宾语只能是“某人”“某个地方”，要表示“搜索的目标”时用for。
在这点上与动词pay相似（2）n．搜查搭配 in search ofin one’s search formake a search for\of 寻找误区： in search of 中search 前不加任何的修饰语，一旦有其他的修饰成分，则of 变为for例题剖析：___ the website of the Fire Department in your city, and you will learn a lot about firefighting.A. Having searchedB. To searchC. SearchingD. SearchThe policemen set out ____ street for the lost girl.A. to searchB. to search forC. to search inD. searching for4.intend vt.打算，想要，企图intend to do sth.打算做某事intend sb.for sth.to do sth 打算让某人做某事intend that 打算be intended to do 为了做be intended for 专门为…做准备、打算（表示目的）辨析：intend 与 meanintend 强调“意欲”做某一件事，或者“决意”达到某一目的intend to do stheg. What do you intend to do about this?Mean 常常可以和intend 互换使用，但不强调决意达到某一目的mean to do sth mean sb. to do sth.eg. Whoops! I didn’t mean to step on your toe.例题剖析：The flowers ___ my mother, but my sister thought they were for her and took them. (A)A. were intended forB. intended forC. intended to giveD. intended giving5.go through (1).经历，经受（2）.仔细检查，审查（3）. 浏览，翻阅（4）.完成，做完（5）.用掉，用光链接： go after 追赶，追求（职位、奖赏等）go by 走过（某处）；（时间）过去，流逝go ahead 前进，请说（做）吧go into 进入，仔细调查go along （with sb.）向前进，一起走go on 继续go against 背叛，违背，违反go out 外出，（火、灯）熄灭go away （with sth.）走开，拿走，带走go over 越过，温习go back （to…）回去，追溯到…go in for 爱好，从事学法点拨：through 有“从头到尾”，所以大多数“动词+through”构成短语都含有“完成”“自始至终”的意思，如 go through完成，用光，get\pull through 度过难关例题剖析：I always start the day by _____ my mail.A. going intoB. going overC. going throughD. getting throughThe police _____ the building hoping to catch the thief.A. looked forB. searched forC. found outD. went through6. arrange v. 安排，准备，排列，整理arrange for sth. 安排、准备某事arrange for sb. to do sth 安排某人做某事arrange to do sth. 安排去做某事误区： arrange for sb. to do sth.结构例题剖析：He arranged _____ a man to meet his uncle at the station because he was busy with work.A. ofB. forC./D. with二、重点句型1. I just knew I had to do what I felt was right， even if it made James mad.句法分析：What I felt was right为名词性从句，作do 的宾语，what 在从句中作主语，what 表示“…的”，相当于the thing（s）that, even if 引导让步状语从句。
even if 即使，纵然，虽然误区： even if 与 even though 在意义上略有差异，even if 指所说的情况不肯定，有假设的意味，even though 强调一种既定的事实。
He will not let out the secret even if he knows it.(他对秘密知道与否不确定)He will not let out the secret even though he knows it.(他知道这个秘密)辨析：even if/though as if/ thougheven if /though “尽管，即使”引导让步状语从句，表示将来发生的事情时，从句用一般现在时代替一般将来时，主句用一般将来时I won’t go even if he invites me.as if /though “仿佛”“好像”引导方式状语从句，从句用虚拟语气He talks as if he were an expert.例题剖析：Many of them turned a deaf ear to his advice， _____ they knew it to be valuable.A.as ifB.now thatC.even thoughD.so that2. When the exam ended, I stood there for a moment, wondering what to say.句法分析：When引导时间状语从句，现在分词短语wondering what to say作伴随状语，其中what to say为“疑问词+动词不定式”结构。
for a moment 一会儿疑问词+动词不定式 who，what，which，when，where，how与动词不定式连用，在句中作主语、宾语或表语。
“疑问词+动词不定式”结构作主语时，谓语动词常用单数形式。
The problem was how to get rid of the waste thrown by the passengers.学法点拨：能够接“疑问词+动词不定式”作宾语的常见动词有advice，ask，consider，decide，discuss，explain，forget，know，learn，remember，show，teach，tell，wonder等。
例题剖析：Twenty students want to attend the class that aims to teach ——— to read fast.A.whatB.whoC.howD. why3. I was sleeping soundly last night when I was awakened by someone’s groans.Soundly adv. 酣然地，完全地Despite the hardness of his bed， he is soon sleeping soundly. be doing…when “正在…,就在这时/那时，此用法的when常见于下列句型Sb. was doing sth. when sb. sth. did…Sb. was about to do sth. when sb. sth. didSb. had just done sth. when sb. sth. didSb. was on the point of doing sth. when sb. sth. didbe awakened by 被弄醒，被唤醒例题剖析：She had just finished her homework_____ her mother asked topractice playing the piano yesterday.A.whenB. whileC. afterD. since4. If only daytime would come soon, everything would become easier.if only 但愿，要是…就好了，表示强烈的愿望，尤其指当知道所想的事情不能发生时，这是一个虚拟语气，如果与现在事实相反，则用一般过去时，如果与过去事实相反则用过去完成时，用could，would 表示将来If only they were here now， we would be able to discuss the issue together.If only he had talked to her sooner.If only I could speak several foreign languages.例题剖析：Look at the trouble I am in！ If only I ____ your advice. A. followed B. would followC. had followedD. should follow三、Grammar 直接引语和间接引语（II）1.祈使句变为间接引语（1.主句动词的变化 2.人称、时间状语、地点状语的变化 3.原祈使句动词变为动词不定式）要变为ask\tell\order\ sb. (not) to do sth.的句式。