初中英语九年级Unit 4知识点考点
九年级英语人教版unit4知识点
九年级英语人教版unit4知识点Unit 4 Knowledge Points in Grade Nine English of People's Education PressIntroduction:In the Grade Nine English textbook of People's Education Press, Unit 4 covers various knowledge points that are essential for students to improve their English skills. This article will explore and discuss these knowledge points in depth, allowing students to have a clearer understanding of the unit and enhance their language proficiency.1. Vocabulary:Vocabulary plays a crucial role in language learning, enabling students to express themselves accurately and fluently. In Unit 4, students will come across a wide range of vocabulary related to different topics, such as travel, sports, hobbies, and emotions. It is essential for students to familiarize themselves with these words, understand their meanings, and learn how to use them appropriately in various contexts.2. Phrases and Idioms:Besides vocabulary, the unit also introduces various phrases and idioms that can enrich students' language and make their speech more native-like. For example, expressions like "go for a walk," "hit the gym," or "break a leg" are commonly used in English and can add color to students' conversations. By incorporating these phrases and idioms into their language practice, students can enhance their speaking and writing skills effectively.3. Grammar:Grammar forms the backbone of any language, providing the structure and rules necessary for effective communication. In Unit 4, students will review and learn several grammar concepts, including verb tenses, modal verbs, and conditionals. Understanding these grammar rules is essential for constructing accurate sentences and conveying the intended meaning. Through consistent practice and application, students can master these grammar points and improve their overall language proficiency.4. Reading Comprehension:Unit 4 includes various reading passages that aim to improve students' reading comprehension skills. These passages cover a range of topics, from environmental issues to personal experiences, allowing students to expand their knowledge while developing their readingabilities. By reading extensively and actively engaging with the texts, students can improve their comprehension, vocabulary, and critical thinking skills simultaneously.5. Listening Skills:Effective listening is a fundamental skill in language learning. Unit 4 provides numerous listening exercises that enable students to sharpen their listening skills and enhance their ability to understand spoken English. These exercises may feature dialogues, interviews, or monologues, covering different accents, speeds, and levels of complexity. Through regular practice, students can gradually improve their listening comprehension and become more proficient in understanding spoken English.6. Writing Practice:In Unit 4, students have the opportunity to practice various types of writing, such as descriptive, narrative, and persuasive writing. These writing tasks encourage students to express their ideas, thoughts, and experiences in a coherent and organized manner. By paying attention to the appropriate use of vocabulary, grammar, and sentence structure, students can develop their writing skills, foster creativity, and effectively communicate their thoughts on paper.Conclusion:Unit 4 of Grade Nine English in the People's Education Press textbook covers vital knowledge points necessary for students to enhance their language skills. By thoroughly understanding and practicing vocabulary, phrases, grammar, reading comprehension, listening, and writing, students can become more confident and proficient users of the English language. Regular and consistent practice, both in and outside the classroom, is key to achieving fluency and success in English communication.。
初中英语人教新目标九年级全一册unit4知识点
九年级英语全一册Unit4知识点【重点单词】1.score n.分数；成绩；v.打分；得分2.interview v.采访；面试； n.访谈3.guard n.警卫；看守；v.守卫；保卫【重点短语】ed to do过去常常做2.deal with对付应付3.be proud of为……骄傲;感到自豪4.take pride in为……感到自豪5.from time to time 时常，有时6.in public公开地7.in person 亲身;亲自8.take up sth开始做；接受；占用9.not ...anymore 不再10.worry about为……担忧11.hang out闲逛12.think about考虑13.be alone独处14.on the soccer team在足球队15.no longer不再16.make a decision 做决定17.to one’s surprise令某人吃惊的是18.even though尽管19.pay attention to对……注意;留心20.in the last few years 在过去的几年里21.be afraid of 害怕22.turn red 变红23.tons of attention很多关注24.be careful当心25.give up放弃26.a very small number of...极少数的……27.give a speech作演讲28.all the time一直;总是29.be interested in 对......感兴趣30.change one’s life 改变某人的生活31.take care of照顾32.one of.........之一33.adj+ enough to do sth 足够…而能够做某事34.It’s hard to believe that ... 很难相信......35.It +has+been +一段时间+ since+从句自从……以来已经有多长时间了36.dare to do sth 敢于做某事37.It’s adj+ for sb+ to do sth对某人来说做某事……【重点句型】1.I used to be afraid of the dark.我过去常常害怕黑暗。
九年级英语知识点总结unit4
九年级英语知识点总结unit4 Unit 4 Summary of 9th Grade EnglishIn the 9th grade English curriculum, Unit 4 covers a wide range of relevant and interesting topics. This unit encompasses various aspects of vocabulary, grammar, reading, and writing. Through the study of this unit, students can enhance their English language skills and expand their knowledge in different areas.One of the key areas of focus in Unit 4 is vocabulary. Students learn new words related to technology and its impact on society. They explore terms like "digital divide," "artificial intelligence," "cyberbullying," and "virtual reality." Understanding these terms is crucial in an increasingly digital world. By expanding their vocabulary, students can communicate effectively and develop a deeper understanding of the world around them.Grammar is another important component of Unit 4. In this unit, students delve into the proper usage of verb tenses, including present continuous and present perfect. They learn to differentiate between these tenses and understand when to use each one accurately. Additionally, students explore the concept of reported speech, allowing them to effectively convey information or someone else's words.Mastering grammar rules such as these is essential for clear and coherent communication in English.The unit also emphasizes reading comprehension. Students are exposed to a variety of texts, such as news articles and opinion pieces, which allow them to develop critical thinking skills. They learn to identify main ideas, infer meanings, and make connections between different pieces of information. These reading exercises cultivate students' analytical skills, enabling them to interpret texts accurately and form well-grounded opinions.Unit 4 also includes exercises that reinforce writing skills. Students are encouraged to express their thoughts and opinions through essay writing. They learn how to structure an essay, develop a thesis statement, and support their arguments with evidence and examples. Additionally, they practice writing formal letters and emails, which are essential forms of communication in both academic and professional settings. These writing activities foster clarity, coherence, and creativity in students' written expression.Moreover, cultural understanding is a vital aspect of Unit 4. Students are exposed to different cultures and their customs through various readings and discussions. They learn about multiculturalism,cultural diversity, and the importance of respecting others' beliefs and traditions. This cultivates global awareness in students and encourages them to embrace diversity in their own lives.In conclusion, Unit 4 of the 9th grade English curriculum offers a comprehensive and engaging learning experience. By mastering vocabulary, grammar, reading comprehension, writing skills, and cultural understanding, students acquire the necessary tools to navigate the English language effectively. This unit not only enhances their language proficiency but also broadens their perspective on the world. As students progress through this unit, they develop valuable skills that will serve them well in their academic, personal, and professional lives.。
九年级英语上册unit4知识点
九年级英语上册unit4知识点Unit 4: Language in useLanguage learning is an essential part of the curriculum, and in the ninth grade, students are introduced to new topics and concepts that focus on expanding their vocabulary, grammar, and communication skills. Unit 4 of the English curriculum for the 9th grade involves various knowledge points that are designed to enhance students' language skills. In this article, we will explore some of the specific topics covered in Unit 4, their importance, and how they contribute to a student's overall English language fluency.1. Modal verbs:Modal verbs play a crucial role in English grammar as they help express different degrees of possibility, obligation, necessity, and ability. In Unit 4, students learn about various modal verbs such as can, could, may, might, must, should, and would. Understanding the appropriate usage of these modal verbs enables students to communicate their intentions, desires, and preferences effectively. It also allows them to express their opinions and give advice or suggestions.2. Reported speech:Reported speech, also known as indirect speech, involves reporting someone else's words or thoughts. In Unit 4, students explore the rules and structures of reported speech, which include changes in pronouns, tenses, time expressions, and other reporting verbs. Mastering reported speech helps students accurately convey information or someone else's speech, making their conversations more accurate and dynamic.3. Passive voice:The passive voice is another crucial aspect of Unit 4. In English, sentences can be constructed in either active or passive voice, depending on the focus of the sentence. Active voice emphasizes the subject performing the action, while passive voice focuses on the action receiver. Understanding the passive voice enables students to express themselves more meaningfully and precisely. It provides an alternative, often more formal way of presenting information.4. Comparative and superlative adjectives:Unit 4 introduces comparative and superlative adjectives, which help express comparisons. By learning how to modify adjectives to indicate comparison or superiority, students can describe and analyze people, things, or situations more effectively. This knowledge allows for more nuanced and sophisticated communication, as it enables students to make informed judgments or express preferences based on comparisons.5. Conditional sentences:Conditional sentences are used to express hypothetical situations and their potential outcomes. In Unit 4, students learn about different types of conditional sentences, such as zero, first, second, and third conditionals. These structures are used to discuss possibilities, consequences, or unreal situations. Mastering conditional sentences helps students convey ideas in a precise and logical manner, allowing for more sophisticated and accurate communication.In conclusion, Unit 4 of the ninth-grade English curriculum covers various knowledge points essential for language learning and development. The topics explored in this unit enhance students' vocabulary, grammar, and communication skills, enabling them to express their thoughts, opinions, desires, and preferences accurately.By gaining proficiency in modal verbs, reported speech, passive voice, comparative and superlative adjectives, and conditional sentences, students are better equipped to engage in meaningful and effective communication.。
人教版九年级英语u4知识点
人教版九年级英语u4知识点Unit 4: Our WorldIntroduction:In the ninth grade English curriculum, Unit 4 revolves around expanding students' knowledge about the world around them. The unit covers various topics, including environmental issues, cultural diversity, global communication, and scientific advancements. By exploring these areas, students will not only enhance their English language skills but also broaden their perspectives on the world.Environmental Issues:One of the focal points of Unit 4 is environmental issues. Students learn about the pressing problems our planet faces, such as pollution, deforestation, and climate change. They are encouraged to think critically about the causes and consequences of these issues and explore possible solutions. Through this discussion, students develop a sense of responsibility towards the environment and learn how their actions can contribute to preserving it.Cultural Diversity:Another significant aspect of Unit 4 is cultural diversity. Students investigate different cultures, traditions, and customs from around the world. This exploration helps them appreciate the rich and diverse tapestry of humanity. They learn about festivals, music, art, and clothing, gaining a better understanding of cultural uniqueness and promoting tolerance and acceptance.Global Communication:Unit 4 also emphasizes the importance of global communication in today's interconnected world. Students explore various means of communication, such as social media, email, and video conferencing. They discuss the advantages and challenges of communicating across cultural and linguistic barriers. By learning effective communication skills, students can bridge cultural gaps and foster meaningful connections with people from different backgrounds.Scientific Advancements:Lastly, Unit 4 introduces students to significant scientific advancements that have shaped our world. They learn about breakthroughs in fields like medicine, technology, and space exploration. By understanding these advancements, students realize the immense potential of scientific discovery in solving global challengesand improving lives. They are encouraged to develop an interest in scientific exploration and possibly pursue careers in scientific research.Conclusion:Unit 4 of the ninth grade English curriculum offers students a comprehensive understanding of the world they inhabit. By covering environmental issues, cultural diversity, global communication, and scientific advancements, students gain knowledge that extends beyond the boundaries of their textbooks. They develop a sense of global citizenship, empathy towards others, and critical thinking skills necessary to thrive in an increasingly interconnected world. Through this unit, students broaden their horizons and become more open-minded individuals who are aware of the challenges and opportunities our world holds.。
九年级上册英语Unite4知识点
九年级上册英语Unite4知识点九年级上册英语Unit 4 知识点在九年级上册英语的第四个单元中，我们学习了许多有趣且实用的知识点。
本文将围绕这些知识点展开，旨在帮助读者更好地理解和掌握这些内容。
一、过去完成时过去完成时用于表示过去某个时间或动作之前已经发生或完成的动作。
它由had（助动词）和过去分词构成。
例如：“He had finished his homework before he went out.”（他在出门之前已经做完了功课。
）过去完成时的使用可以帮助我们更准确地描述过去发生的事情的先后顺序。
二、宾语从句宾语从句是一个完整的句子，它在主句中充当宾语的角色。
宾语从句通常由连接词引导，例如that, whether, what, if等。
例如：“I know that he is coming.”（我知道他要来。
）宾语从句的使用可以帮助我们表达自己的观点、意见或了解他人的想法、意图等。
三、情态动词情态动词是用来表示说话人的态度、能力、推测或提供建议等的动词。
常见的情态动词有can, could, may, might, must, shall, should, will, would等。
例如：“You should finish your homework before watching TV.”（你应该在看电视前先完成作业。
）情态动词的使用可以帮助我们更准确地表达语气和意图。
四、被动语态被动语态用于表示动作的承受者位于主语之后的句子结构，主动句中的主语变为被动句中的宾语，谓语动词一般由“be+过去分词”构成。
例如：“The book was written by him.”（这本书是他写的。
）被动语态的使用可以帮助我们强调动作的承受者而不是执行者。
五、固定搭配固定搭配是由两个或多个单词组成的短语，它们在意义上相互搭配，不可以随意分开使用。
例如：“take care of”（照顾），“make up”（弥补），“look forward to”（期待）等。
九年级英语 Unit 4重点知识梳理 人教新目标版
九年级英语 Unit 4重点知识梳理人教新目标版一、知识点1、①give b th=_______________ 类似的词还有:e 如果你生病了怎么办译__________________7、on 关于事情的详细经过，关于科技方面的； about 关于一般情况The boo give advice _____ what to in ot of different ituation8、food 表示食品种类，为可数名词fried food _______, froen food ___________9、系动词形容词,如： get nervou ______________,fee h________, oo friend___________，等10、borrow th from b= _______________, end b th =________________________,11、在与现在事实相反的虚拟语气中，若从句用一般过去时，在主句中要用__________;同时注意若从句中是be必须用 I _____be ou , I’d tae a ma e ue ue ueone_______oo friend 二、短语3把它赠给慈善机构5如果我是你的话，我就穿衬衣打领带6提有关…的建议__________7如果…怎么办呢_9如果你有一百万美圆你会做什么10我希望我能飞到月球上去。
11长粉刺, 起痘痘17作演讲，发表演说______23向…作自我介绍___________27令某人生气28来到某人身边29胜过，而不是_30宁愿…而不愿…32对某人有信心33在午餐时间34英语演讲比赛35代表班级参加学校的比赛36在学校的考试中名列前茅37让…失望__________ 38想出，想到39解决问题的办法40知道有，听说41面临…,面对42一本急救的书43在附近的书架上44有许多关于处理青少年问题的经验45在某方面有经验46出版47偶然,意外地48用…把…盖住49被…覆盖50摔下楼梯51急忙去…52医学救助53查明，找出54把烧伤部位放在凉的流动的水下冲55与某人相处56很多的，足够的57历史上58隐藏某物不要某人看见59向某人寻求意见60对做某事有信心61请某人拍电影62请求某人的同意63十分自信64社交行为65找（寻求帮助）某人66比起某事，更喜欢做某事67喜欢做某事胜过做某事68 切到某人自己69害怕做某事70为某人提供某物71做某事的危险72做某事很危险73网友三、句子1、He ________ now if he _________ bring a iion doar 如果你有一百万美元，你会干什么4、If I _______ ou , I_______ wear a hirt and tie5、I'm_____ tired ______ do we我太累了，没考好。
九年级重点知识点归纳unit4
九年级重点知识点归纳unit4九年级的学习生活中，每一个单元的知识都是需要我们认真归纳和总结的。
其中，Unit 4是一个重要的单元，涵盖了很多知识点，包括词汇、语法和写作等方面。
在本文中，将对Unit 4的知识点做一个梳理和归纳，帮助大家更加系统地复习和掌握这些知识。
首先，我们来总结一下Unit 4中的重要词汇。
在这个单元中，我们学习了很多与媒体相关的词汇，如newspaper, magazine, advertisement, journalist等。
此外，还有一些描述感觉和情绪的形容词，比如exciting, boring, scary等。
还有一些常用的短语和动词，如be interested in, take photos, watch TV等。
掌握这些词汇，对我们理解和运用课文中的内容很有帮助。
除了词汇，语法知识也是我们需要重点掌握的。
在Unit 4中，我们学习了一些重要的语法结构和用法。
首先是现在进行时，用来描述正在进行的动作或状态。
例如：“They are watching a movie.” 这个时态在描述正在发生的事情时非常常用，大家要学会灵活运用。
另外一个重要的语法知识是比较级和最高级。
在Unit 4中，我们学习了比较级和最高级的构成和用法。
比较级用于比较两个事物的大小、程度或质量，而最高级则用于三个或更多事物之间的比较。
例如：“This is the best movie I have ever watched.” 学好比较级和最高级的用法，可以让我们在日常生活中更准确地表达自己的意思。
最后，我们还需要提到Unit 4中的写作知识。
在这个单元里，我们学习了如何写一篇关于媒体的短文。
要写好这样一篇短文，我们需要注意一些写作技巧，比如首先明确自己的写作目的和观点，然后提出几个相关的观点，最后结合自己的观点写出一个恰当的结论。
此外，我们还需要通过使用一些连接词和过渡词来使文章的结构更加紧密和通顺。
人教九年级英语unit4知识点汇总学科网
人教九年级英语unit4知识点汇总学科网人教九年级英语Unit 4知识点汇总在人教九年级英语教材的第四单元中，涉及了很多重要的知识点，这些知识点对于学生来说都非常关键。
本文将对这些知识点进行汇总，并进行一些解释和举例，帮助学生更好地理解和掌握这些内容。
首先，本单元主要涉及了情态动词的用法。
情态动词包括can、may、must、should等，它们在句子中用于表示能力、可能性、必要性和建议等。
例如，I can swim.（我会游泳。
）表示我有游泳的能力；You should finish your homework.（你应该完成你的作业。
）表示你有完成作业的必要性。
掌握情态动词的用法对于学生来说是非常重要的，因为它们在英语交流中用得非常频繁。
除了情态动词，本单元还介绍了虚拟语气的用法。
虚拟语气用于表达与事实相反的假设、愿望和建议等。
例如，If I were you, I would study harder.（如果我是你，我会更努力学习。
）这句话中的were是对be动词的虚拟用法，表示与现实情况相反的假设。
掌握虚拟语气的用法可以使学生的写作和口语表达更加生动有趣。
此外，本单元还介绍了动词不定式的用法。
动词不定式是由to+动词原形构成的，它可以作为动词的宾语、后置定语、主语和表语等。
例如，I want to go shopping.（我想去购物。
）这个句子中的不定式to go作为want的宾语，表示想做某件事情。
学生应该注意掌握不定式的用法，因为它在实际应用中用得非常广泛。
另外，本单元还讲解了宾语从句的用法。
宾语从句是由一个句子充当宾语，在主句中作为宾语的成分。
例如，She said that she would come tomorrow.（她说她明天会来。
）宾语从句通常由连接词that引导，连接词在从句中作为引导词起连接作用。
掌握宾语从句的用法对于学生来说非常重要，因为它可以使他们的表达更加准确和流利。
英语九年级上册Unit4知识点
英语九年级上册Unit4知识点英语九年级上册Unit 4知识点Unit 4 in the English ninth grade textbook covers various grammar and vocabulary topics that are essential for students at this level. This unit focuses on adverbs, idiomatic expressions, connectors, and other key language elements. In this article, we will explore these topics in more depth.Adverbs play a crucial role in English sentences by providing more information about verbs, adjectives, or other adverbs. They can describe how an action is performed, when it happens, or to what extent it occurs. For example, in the sentence "She sings beautifully," the adverb "beautifully" tells us how she sings. In Unit 4, students learn about different types of adverbs, such as manner, time, place, degree, and frequency adverbs. Mastering these adverbs will enable students to express themselves more precisely and effectively.Idiomatic expressions are another important aspect covered in this unit. Idioms are phrases or expressions that have a figurative meaning, which may not be clear from the individual words used. For instance, "break a leg" means good luck, even though it doesn't make literal sense. Learning idiomatic expressions is crucial because they arecommonly used in English conversations and add a touch of fluency and native-like fluency to one's speech. Students can have fun exploring the idioms presented in this unit and practicing using them in appropriate contexts.Connectors, or linking words, are vital for forming coherent and cohesive paragraphs. They help establish logical connections between ideas and ensure smooth transitions in writing. In Unit 4, students are introduced to various types of connectors, including coordinating conjunctions (such as "and," "but," and "or") and subordinating conjunctions (such as "although," "because," and "since"). Understanding and using connectors correctly can significantly improve students' writing skills and enable them to convey their ideas more effectively.Unit 4 also discusses other grammar topics, such as reported speech and conditional sentences. Reported speech refers to the act of conveying someone else's words or thoughts. For instance, when someone says, "I love this movie," we can report it as "He/she said that he/she loved that movie." This unit provides students with the necessary rules and structures to accurately report someone's speech. Similarly, students explore different types of conditional sentences, such as zero, first, second, and third conditionals. Mastering thesestructures allows students to express hypothetical situations and their probable outcomes.Furthermore, Unit 4 introduces students to various vocabulary related to personal qualities, such as ambition, determination, and compassion. Expanding their vocabulary in this field enables students to describe themselves and others more vividly. It also enhances their ability to understand and analyze characters in literature or real-life scenarios. Additionally, this unit offers an opportunity for students to develop their critical thinking skills by discussing and reflecting on personal qualities and their significance.Overall, Unit 4 in the English ninth grade textbook covers a range of important grammar and vocabulary topics. From adverbs to idiomatic expressions, and from connectors to reported speech, the knowledge gained in this unit provides students with the tools necessary to express themselves accurately and fluently in English. By practicing and mastering the concepts in this unit, students can enhance their language skills and communicate effectively in various contexts.。
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Unit 4 What would you do? 重点、难点、考点及疑点注释 1. What would you do if you won a million dollars? (P26)假如你赢了一百万美元，你将用它做什么？ 动词win和beat 都可以表示“赢，胜”，其区别是：前者后接比赛、奖品、名声、胜利、游戏、战役等；后者接人、队。 I was very glad when the boys won the relay race. 男同学们赢得了接力赛跑，我非常高兴。 You beat me in the race, but I’ll beat you at tennis. 赛跑你胜了我，但网球我要赢你。 短语链语 win a battle打胜仗；win the war赢得战争；win a bet赌赢；win a match比赛获胜；win an election选举获胜。 2. If I were you, I’d wear a shirt and tie. (P27) 如果我是你，我就穿衬衫戴领带。 tie在这里是名词，意为“领带，带子”等。 He wore a blue tie.他打着蓝色的领带。 知识拓展 tie也可用作动词，表示“系”，“捆绑”，常与介词to连用，表示“把……系在……上”。特别注意tie的现在分词为tying。 He tied his dog to the fence. 他把狗拴在了栅栏上。 3. If I were you, I’d be a little late. (P27) 如果我是你,我就晚点到。 a little可以作状语修饰动词、形容词、副词以及形容词和副词的比较级等，相当于a bit。 Try to help your mother a little. 设法帮你妈妈一点忙。 I feel a little better. 我感觉好一点了。 特别提示 a little意为“一点，稍微”，既可作形容词，又可作名词。用作形容词时，表达肯定含义，后面接不可数名词。 Please give me a little water.请给我一点水。（形容词） I know a little about that man.那个人的情况我知道一点。（名词） 魔力解析 not a little和not a bit两者意义不同，前者意为“很多”,“不少”（=much），后者意为“一点也不”,“一点也没有”（=not at all）。 4. What if everyone else brings a present? (P27)要是其他人都带了礼物该怎么办呢？ (1)everyone else中的else用来修饰everyone，表示“其他的，别的”，它常放在疑问词或不定代词的后面。 Is there anything else? 有别的东西吗？ What else can you see? 你能看见别的什么东西吗？ 知识拓展 else还常与or连用，意思是“否则，要不然”。 You must pay ＄100 or else go to prison. 你必须付一百美元，否则就得去坐牢。 (2)what if 表示“要是……又怎么样？”的意思，其结构相当于what would happen if...。 What if it rains when we can’t get under shelter? 假若下起雨来，我们又没处避雨可怎么办？ 5. Well, dogs can be a lot of trouble. (P28)噢，狗可能带来许多麻烦。 名词trouble在这里意为“麻烦，烦恼，困难”。 I have some trouble in reading his handwriting. 我认他的笔迹有点难。 I am sorry to put you to so much trouble. 很抱歉这样麻烦你。 短语链语 be in trouble “处于困境中”。 He is in trouble. Let’s help him. 他现在处于困境中，我们帮帮他吧。 6. I’d introduce myself. (P29)我会作自我介绍。 这里的introduce是动词，意为“介绍”，常用于introduce sb to sb句型中，表示“把某人介绍给某人”。 He introduced his father to the teacher. 他把他父亲介绍给老师。 I introduced myself to the class. 我向班上同学作了自我介绍。 7. I’d invite him/her to have dinner at my house. (P29)我会邀请他/她到我家吃晚饭。 动词invite在这里意为“邀请”，常用于invite sb to do sth句型，用来表示“邀请某人做某事”。 They invited us to go to Beijing. 他们邀请我们去北京。 They invited us to stay for the weekend. 他们邀请我们在他们家度周末。 8. If you answered c for most questions, then you are probably pretty confident. (P30)如果你大部分问题的答案都是c, 那么你可能相当自信。 (1)answer ...for questions意为“把问题回答成……”。 (2)probably 表示“很可能，或许”，语气较强，是有几分根据的推测或判断，含有可能性较大的意味，常位于行为动词前，情态动词、助动词或be动词后，有时也位于句首。 He can probably tell us the truth. 他很可能会告诉我们实情。 (3)confident是形容词，其名词为confidence，常用句型：have confidence in sb表示“信任/信赖某人”。 I have complete confidence in him. 我完全信任他。 (4)pretty在这里作副词用，相当于very,可用来修饰形容词或副词，意为“相当地”，表示程度。如：pretty beautiful很美；pretty well相当好。 I’m pretty sure he will come on time. 我很确信他会准时来。 The homework you did yesterday is pretty poor, you’d better do it once more.你昨天的作业做得相当糟，你最好重做。 9. Social situations don’t bother you in the slightest. (P30)社会环境一点儿也不会影响你。 本句中的bother是“打扰，扰乱”的意思，相当于disturb。 He’s busy. Don’t bother him. 他很忙，别打扰他。 I’m sorry to bother you, but can you tell me the time? 很抱歉打扰了，你能告诉我几点了吗？ 10. Sometimes you might annoy people because you’re so confident. (P30)有时候因为你太自信可能惹恼其他人。 动词annoy是“使烦恼，使生气，打搅”的意思。 He annoyed to learn that he would not be able to catch the train. 听说赶不上火车,他心里感到烦恼。 11. You have plenty of friends and you enjoy the company of other people. (P30)你有很多朋友，而且还喜欢同他人在一起。 本句中的plenty通常用作名词，意为“充足”，“大量”。 —Have you enough money for the ticket? 你买票的钱够吗？ —Yes, I have plenty.够，我的钱足够了。 ◎plenty与of构成固定词组，意为“很多的”，“大量的”，既可以修饰可数名词的复数形式，也可以修饰不可数名词。“plenty of+名词”在句中作主语时，谓语动词的数由plenty of后面的名词的数决定。 There are plenty of books on the desk.桌上有许多书。 Don’t worry. There is plenty of time.别着急，时间很充裕。 12. Your friends would probably say that you are easy to get along with. (P30)你的朋友或许说你很容易相处。 get on/along with sb都可表示“与某人相处”，在with前可以加副词，表示“相处得如何”。如：当表示“和某人相处融洽”时可用get on/along well with sb。 特别提示 get on/along with sth后面接事或物时，表示“（某事）进展，进行”之意。 —How are you getting on with your studies? 你的功课学得怎样？ —I’m getting along very well with my studies. 我功课学得很好。 13. You like talking to one or two people rather than to a group. (P30)你喜欢跟一两个人说话,而不喜欢跟一群人说话。 本句中的rather than相当于instead of，表示“不愿，不要，不是”之意，常用来连接两个并列的句子成分。