Aims:Usesimpleexpressionsandstructurestointeractwithothers.
Askquestionstofindoutinformation
UseEnglishtocommunicatewithotherswhenplayinggames
Useproperpronunciationandintonation
Contents:HowtoaskothersageandhowtoansweritHowtoaskothersageandhowtoanswerit
Focus:HowoldareyouIam……
Difficultpoints：HowoldareyouIam…
Aids:Songs,games,pictures,mult-media，andslideshow
TheFirstLesson
Contents:Knoweachother
Focus:Introduceeachother
Aids:Songsandgames
Ⅰ.Warm-up
Greetingwithsimplesentences
Suchas“Goodmorning！”，“Howareyou？”
Ⅱ.Presentation
1.Introduceeachother.
2.Tellpupilswhatmynameisandaskthem“Whatisyourname”
ThentellthemthathowtowritetheirnamesinEnglish.Andaskthemtowritethenamesontheboard.
3.Saysthaboutmyrequestsinmyfutureclass.Suchas“Sitdown,please!”“Listentome.”Standup!”“Openyourbook,andturntopagethree.”Andso
on.
Ⅲ.Practice
AskthepupilswhatEnglishsongstheyhavelearned,andasksomeofthemtopresent,andtheteacherwritesoutwhattheysang.
Everygroupcountnumbersfromthefirstpupiltotheend.Teacherfirstwillpraisethegroup,whichfinishedthetask.
Aims:UsesimpleEnglishtocommunicatewithothers
Contents:CanIhelpyouYes,please./No，thanks.
Focus:Theaskandanswerofhelpsb
Difficultpoints：CanIhelpyouYes,please./No,thanks.
Aids:Cards,pictures,gamesandsongs
Theteacherpretendstobeanoldwoman,thenletthepupilsguesswhatiswrongwiththeteacherinordertobringout“Oh,Iamold.”Thenpointtothepupilsandsay,“Youareyoung”.
1.Drawtwolargeoldandyoungfacesontheboard,andask,“whatisthis”inordertobringout“anoldwomen”and“ayounggirl”.ThenaddthenamesAnnandLily.
2.Showthepicturesaroundtheclass,andtellthem“IamAnn,andIamold.”“IamLily,andIamyoung.”
Ⅲ.Say.
old,old,Iamold.
Young,young,Iamyoung.
Old,old,youareold.
Young,young,youareyoung.
Ⅳ.Practice
Askastudenttomoveadeskoractanoldman,thentheteachersays”CanIhelpyou”thenchangetheroller,andtheteachersays”Yes,please”,or”No,thankyou!”
Ⅴ.Play
Whenthefirstpupilsays,”CanIhelpyou”thesecondpupilshouldsays”Yes,please.”andthensays,”CanIhelpyou”tothethirdpupilandsoon.Teachertimes.Teamwillwinwhichexpensestheleasttime.
Ⅵ.Homework.
CopypageoneandtwooftheCopyBook.
Ⅶ.Sayinggoodbye.
Aims:Learnhowtouse”Howoldareyou”toaskage.
Tellwhatthepupilsshoulddoandwhattheyshouldnotdoinsuchage.
Contents:HowoldareyouIam…
Focus:HowoldareyouIam…
Difficultpoints：Thestructureof”Howoldareyou”.Andthenumbersofage
Aids:Games,songs,cardsandpictures
1.Greetingandsingasongof
“CanIhelpyou,canIhelpyou,
Yesplease,yesplease.
Iamold,Iamold,
Youareyoung,youareyoung.”
2.Revisionof“old”and“young”
1.Drawabirthdaycakeandsomecandlesonit,thenask,”Howoldareyou”---Iam…andrevisethenumbers.
3.Teacherwalksaroundtheclassandasks,“Howoldareyou”thenthepupilswritetheanswersontheboard.
Everyonemakesasmallnamecardandstandinaline.Tellthemthereisachildrenclubwillopen.Atthedoor,teacherasks”Howoldareyou”thepupilsabovesevencancome,ortheywillbestopped.
Ⅳ.Play
Thereareeightgroups,whenthefirstpupilssay,“Howoldareyou”thesecondshouldansweratonce,andthethirdalsosay“Howoldareyou”again,andthefourthanswersagain,andsoon.
Ⅴ.Act
Getthepupilstotelltheirages.Askthosewhoare,forexample,eight,tostandup.Askthem“howoldareyou”encouragethemtoreplyinchorus“Iameight.”
Ⅵ.Sumup
TheFourthLesson
Aims:Learntouse“Howoldareyou”inlife.
Difficultpoints：Sorry,know
Aids:aposter,cassette,cards,pictures
Greetingandrevision
1.Createascenetomakepupilssay,“CanIhelpyou”
2.Askthepupils“howoldareyou”onebyone.
1.Listentothetape
(1).PlaythecassetteforthepupilstolistentothepartBfirst,andthenfillintheblankofpicture3andpicture4.
(2).Playthecassetteagain,andthepupilsreadafteritforthreetimesinordertocorrecttheirpronunciation.
2.Showapostertotheclass,andpointtotheposterattheentrancetoshowthatisazoo.Pointtothesignthatshowsyoumustbeovereightyearsoldtoenter.
3.Letthepupilsthinkofitforseveralminutesandprepareforaction.
Asksomegroupsofpupilstoactthestory.
Thenthepupilswhoareundereightyearsoldwillpretendtobeolderinordertoenter.
Ⅳ.Sumup
Sumupthecontentthatthislessontheyhavelearned.
Ⅴ.Sayinggoodbye
TheFifthLesson
Aims:Strengthenthememoryof“Iamyoung.”“Iamold.”“CanIhelpyou”“Yes,please.”“No,thanks.”And“Howoldareyou”“Iam…”
Difficultpoints：“Iamyoung.”“Iamold.”“CanIhelpyou”“Yes,please.”“No,thanks.”And“Howoldareyou”“Iam…”
Aids:pictures,games,songsandCT
1.Greetingandsongs
2.Revisionof
“Iamold.”
“Iamyoung.”
“CanIhelpyou”
“Yes,please.”or“No,thanks.”
“Howoldareyou”“Iam…”
1.Revisethenumbersonetotenbynumberingthepupils,thencounttoten,whenyoucount,thepupilslabeledshouldstandupandsaythatnumber.
2.Tellthepupils,“Now,itisthefirstdayofthechildrenclubopeningtooutside,allofyouwhoareabovesixyearsoldcanenter,oryouwillbestopped.
1.Listentothetape,andthenthepupilsreadafteritfortwotimes.
2.Act.Handoutthewordcardsthatcanbeformedoneortwosentencesingroups.
Eachgroupsendsapupiltotellteacherwhattheyhavelearned.JustoneandtwosentencesorseveralwordsareOK.
TheSixthLesson
Aims:-Howoldareyou
-Iam…
Knowthepronunciationof“ee”
Difficultpoints：Thepronunciationof“ee”
Aids:Cassette,songsandgames
Greetingandrevision.
Asksomepupilstoactthestorythattheyhavepracticedyesterday.
1.Tellthepupils“Now,todayisyourbirthday.Youareseven!”thendrawabigbirthdaycakeandsevencandlesonitandaskthem,“Howoldareyou”thenchangethenumbersofthecandlesandaskthemagain.
2.Takeoutagreenthingandask,“doyouknowwhatcolorisit”atthistime,revisethecolors.
3.Thenintroducethewords“green”----“ee”----“green”----“lychee”----“tree”
4.Thendrawabiglycheetreeontheboard.
Ⅲ.Singasong
1.Listentothetapeandsingthesongafterit.
2.Thenusedifferentwordsinsteadofit.
3.Haveacompetitionbetweengroupsorbetweenboysandgirls.Thewinnerwillbepraised.
TheSeventhLesson
Aims:Listentothetapeandfinishtheunit1oftheworkbook
Difficultpoints:Howtodothelisteningpractice.
Aids:Cassette
Greetingandsingasong
Part1:
Askthepupilstolookatthepicturesandtickthecorrectanswers.
Theanswers:
1,Yes,Iamshort.
2,Howoldareyou
3,Iameight.
4,Oh,yes!Iamold.
Part2:
Askthepupilstolookatthepicturesandlistencarefully.
1.A:Howoldareyou
B:Iamnine.
2.A:Hereisaballoon!
B:Thankyou!
A:Howoldareyou
B:Iameight.
3.A:Look!Youaresix!
B:Yes,Iam.
4.A:Whatisyourname
B:MynameisPat.IaminGrade2.Iamseven.
Part4:
2:8candles/youare8.
3:6candles/youare6.
4:7candles/youare7.
Part5:
1.Tellthepupilstolookatthepicturesinordertogetthegistofthestory.Thenaskthemtofindouttherightwordsforeachspeedbubbles.
2.Checktheanswersorally.
Ⅲ.Sayinggoodbye.
TheEighthLesson
Aims:Checktheanswersoftheweekend’shomework.
Difficultpoints:Correcttheanswers
Aids:Gamesandsongs
1.Takeouttheweekend’shomework,andsaysomethingaboutthegeneralconditionsofit.
2.Showwhichsubjectsarewelldone,andwhicharenotverygood.
3.Check
(1)26letters
Allofthepupilsrecite26lettersloudlyandthensayouttheletteronebyoneinordertoknowifallofthemhavemasteredthe26letters.
(2)Part2
SayitinChinesefirst.PupilstranslateitintoEnglish.
(3)Part3
Pupilstellteacherwhatdothepicturesmeans,suchasanoldmanmeans“Iamold.”andsoon.
Ⅲ.Sumup
Checksuchhomework,justinordertopromptpupilstorevisewhattheyhavelearnedagainandagain,andmastertheknowledgestronger.
Ⅳ.Sayinggoodbye
Step1Revision
1Revisethenumbers101-200.
2ReviseWhatdoyoudoWheredoyouworketc.
3ReviseSBPage46,Part1.SayAnswermyquestionsaboutHuYulan.WhatdoesshedoWheredoessheworketc.
4CollectalistofquestionsaboutpersonalinformationontheBb.GetthestudentstosuggestquestionsbeginningwithWhat…Whattimedoyou…Where…Howold…Howmany…etc.(YoucouldaskastudentwithgoodhandwritingtowritethequestionsontheBb.)
Step2Presentation
Tellthestudentstoguessthejobthatyoudo.SayWhatdoIdoGetthemtoaskAreyouafarmeretc.Performashortactionthatshowsthejobyoudo(butdon'tmaketheactiontooeasytoguess!)Whenthestudentsguesstheanswer,theymustaskyoumorequestions,suchas,What'syournameWhere'syourhome(Myhomeisat…/nearhere.)WheredoyouworkDoyoulikeyourworketc.Makeupsomeanswers.Playthegameagainwithanotherjob.TranslateonafarmnearhereandcomparethewordorderofEnglishandChinese.
Step3Askandanswer
SBPage47,PartI,SpeechCassetteLesson102.Playthetape.Studentslistenandrepeat;thenpractisethedialogueinpairs.Thengetthestudentstomakeuptheirowndialogues,usingtheextraquestionssuchasWhattimedoyougotoworkinthemorningHowmanydaysdoyouworkinaweekHowdoyoulikeyourworketc.writtenontheBb.EncouragethestudentstothinkupasmanyquestionsusingalltheEnglishtheyhavelearnedsofar.Havesomestudentsactouttheirdialoguesinfrontoftheclass,withoutbooks!
Step4Listenandanswer
SBPage47,Part2,ListeningCassetteLesson102.LetthestudentsreadthesentencestobecompletedinWbLesson102,Ex.2beforeplayingthetape.
ListeningText
BettyHillisanAmericangirl.SheisfromNewYork.Sheistwelveyearsold.HermotheristeachingEnglishinaschool.Herfatherisworkinginabigfactory.TheyliveinShanghaiHotel.BettystudiesinNo.9MiddleSchool.Everymorningshegoestoschoolat7:30andcomesbackhomeat4:30intheafternoon.OnSaturdaysandSundayssheoftengoesoutwithherparents.
DoEx.2intheWb.Asampledialoguefollows:
A:IsBettyHillEnglishorAmerican
B:She'sAmerican.
A:She'sfromNewYork,right
B:Right.
A:Howoldisshe
B:Ithinksheis12yearsold.
A:WheredoessheliveDoesshelivewithaChinesefamily
B:No,sheislivinginShanghaiHotel,inShanghai.'
A:Whatdoherparentsdo
B:Herfatherworksinafactory.HermotherisanEnglishteacher.
A:InwhichschooldoesBettystudy
B:ShestudiesinNo.9MiddleSchool.
A:Whattimedoesshegotoschoolinthemorning
B:7:30.
A:Whattimedoesshecomebackhome
B:4:30.
A:WhatdoesshedoonSaturdaysandSundays
B:Bettygoesoutwithherparents.
Step5Playthegames
1SBPage47,Part3*.Readthroughthedialogue.Youmayneedtoteachyourturnanduseifthestudentsdon'tgetthemeaningfromthecontext.Getsomestudentstoplaythegameinfrontoftheclass.Whentheclassguessestheanswertheymustasksomequestions,.asinStep2.Thenplaythegameingroupsoffour.
2Inthesamegroups,studentsmakecardswiththepicturesinSection2.Alsohavethemmakecardswithpicturesofthepeoplewhousethesethings.Now,havethestudentsturnthecardsfacedownandplayamatching/memorygame.Onestudentpicksacard,andthentriestofindthematchingcarde.g.businessman/briefcase,schoolbag/student,etc.Ifthestudentmatchescorrectlyhe/shegetsanotherturn.Ifhe/shedoesn'tmatchcorrectly,itisthenextperson'sturn.Thestudentwiththemostmatcheswins.
Step6Workbook
SBPage126,WbLesson102.DoEx.1orallyinclass.Writedowntheanswersintheexercisebook.Ex.2,ListeningCassetteLesson102.Withbooksclosed,havethestudentslistentothestoryaboutBettyHill.Thenhavethemcompletethedialogue.
Homework
WriteaparagraphaboutBettyHillintheexercisebook.
Activity1
1.Lead-in:(Slide1—6)
(1)RevisekindsoftransportationusingpicturesonTV:
--bike/motorbike/bus/train/taxi/subway/plane/car/jeep/ship
--walk(onfoot)
(2)RevisethesentencesbelowbyaskingandansweringwithSs:
--Howdoyougettoschool
--Howdoeshe/shegettoschool
--Howdotheygettoschool(AsktheSswhoridetheirbikestoschool
toputuptheirhands.)
2.PresentthepicturesofJiliMiddleSchoolandmyhome,thensay:(Slide7)
Iusuallytakeataxitoschool.
Ittakesabout/around15minutes.
3.Next,leadtothemodel:
A:Howdoyougettoschool
B:Itakeataxitoschool.
A:Howlongdoesittake
B:Ittakesabout/around15minutes.
Andthenreadandpracticeaftertheteacher.
4.Explain‘minute’and‘around’usingsimplifiedclocksontheBb.
5.Writedowntheconversationbelowwhentheteacherismakingasurvey:
T:Howdoyougettoschool
S:Itakethebus/walk/…toschool.
T:Howlongdoesittake
S:Ittakesabout/around5/15/…minutes.
6.Groupwork.
7.Actout.
Activity2(Listening)
1.(SectionA,2a)LeadtheSstogothroughthekindsoftransportation
andlisten,thenchecksomeofthemthattheyhear.
2.CheckwiththeSs.
3.(SectionA2b)Listenagainandmatchthetimewiththekindsoftransp-
ortationin2a.
4.Practiceandcheck.
Activity3
1.RemindtheSstobeontimeforschool.
2.LeadtheSstohavealookatthechildreninthecountryside,thenelicitthe
answertothequestionfromSs:(Slide8)
Howdotheygettoschool
3.(Slide9—10)Playaguessinggame,andthenasktheSstodiscussthetwosingers(ZhouJielunandCaiYilin)withtheirpartnersandtalkabout
theiropinions.
Makeasurveyaccordingtothechartbelow:
WhoHowHowlongWhere
……………………
WritingontheBb:
RevisionNewitems:
1.HowdoyougettoschoolA:Howdoyougettoschool
Iridemybike.B:Iridemybike/takethe…
2.Howdoeshe/shegettoA:Howlongdoesittake
schoolB:Ittakes15/20/…minutes.
3.Howdotheygettoschool
Theyridetheirbikes.
1Reviewnumbers1-100.Teachnumbers101-200.Tellthestudentstosayonehundredandonefor101,onehundredandtwenty-twofor122,etc.
2Revisepersonaldetails:What'syournameWhereareyoufrom/WheredoyoucomefromHowoldareyouWhatdoyouliketodoWhat'syouraddressetc.
3Getthestudentstoaskeachotherinpairsandthentomakeashortreportabouttheirpartners.
1Usepicturesorgesturestoteachdriver.Getonestudenttoholdthepictureormakethegestures.AskWhatdoyoudoHelpthestudenttoanswerI'madriver.AskthestudentsWhatdoeshe/shedoHelpthemtosayShe/He'sadriver.Calloutmorestudentstoholdthepicturesormakethegesturesforfarmer,student,soldier,worker,businessman,doctor,shopassistant,nurseandpostman.AskrandomlyWhatdoyoudoWhatdoesshe/hedo
2Teachthequestions.Getstudentstoaskinyourplace.
3Tellthestudentstostopholdingthepicturesormakingthegestures.Gettheclasstotesteachother'smemoryinpairsbyaskingandansweringWhatdoes…do
Step3Practice
SBPage46,Part1,SpeechCassetteLesson101.Booksclosed!Askabouteachpersoninthepictures:e.g.WhatdoesHuYulandoPlaythetape.Checktheanswers.Playthetapeagain.Studentslistenandrepeat.Booksopen!SayTurntoLessononehundredandone,page46.Studentsmatchthewordsandpicturesinpairs.Checkanswersasaclass.
Step4Lookandsay
SBPage46,Part2.LookatthepicturesandhelpthestudentsmakeupsentenceslikeMrChenisafarmer.Heworksonafarm.Fortheotherpictures,studentsmaysayMissHuisadriver.Sheworksforabuscompany,etc.
Step5Askandanswer
SBPage46,Part3.Readthroughtheoptions.Pointoutthedifferencebetweenonafarmandinafactory,etc.Playthetapeandhavestudentslistenandrepeat.Nowhavestudentsaskandanswerquestionsinpairs.
Step6Practice
Ask10studentstorepresentthe10peopleinSBPage46,Part1.GetthemtosayMynameisHuYulan.Iamadriver.Idriveacar.Iworkinafactory,etc.AsktheclassWhat'shis/hernameWhatdoesshe/hedoWheredoesshe/heworketc.
Step7Workbook
SBPage125,WbLesson101,E.1-3.GetthestudentstopickouttheverbsendinginyfromEx.1.Tellthemhowtochangethemintothe3rdpersonsingularform.Remindthemthatfly,carryandstudyallendin“consonant+y”.Thenaskthestudentstopickouttheverbsendingin/s,z,CM/.Theyshouldaddestowatch,catchandpass.UseE.2and3forconsolidationofwhathasbeentaughtinthislesson.
DoEx.1intheexercisebook.
RevisethenewwordsandsentencepatternsinLesson101.
教学内容：认读与公园有关的七个单词，了解表达某地有某物的功能句型。
教学目标：
1.认知目标：初步听懂并说出与公园有关的自然景物的单词，及表达某地有什么的句型。
2.能力目标：学生能初步运用所学知识进行交流，培养学生的口语交际能力。
3.情感目标：激发学生对大自然的热爱，增强学生强烈热爱环境，保护环境的意识。
教学重点：
1.认读与公园有关的单词：parks，hill，lake，bridge，flower，grass，tree
2.能够初步表达某地有某物：thereis...inthepark.
教学难点：
1.单词bridge的正确发音；
2.对某地有某物的表达：thereis...inthepark.
教学准备：课件、录音机、磁带、公园图片、吹塑纸做成的公园模型等。
教学过程：
一、warmingup
1.oralpractice
教师问：hello/hi.学生答：hello/hi.
howareyoufine,thankyou.
what'syournamemynameis...
nicetomeetyou.nicetomeetyou,too.
[设计意图]：课前师生的连锁口语练习，既能帮助学生复习巩固所学的单词、句型，又能吸引学生的注意力，激发其学习英语的兴趣，从而给学生创造了开口大声说英语的机会。
2.review
(1)听录音，复习歌曲weareclassmates，wearefriends；
(2)教师运用tpr教法，帮助学生复习介词：in/on/under/behind；
(3)教师出示图片，询问学生：what'sthis学生回答：it's...atable/achair/aboat/...
[设计意图]：通过歌曲、tpr教法、认读图片的方法，帮助学生复习介词和形容词，为学习新的知识做铺垫。这不仅达到了复习的目的，同时又调动了学生全面参与到教师组织的活动当中，成为学习的主人。学生也可在这些活动中放松紧张的心情，以更加自信的状态学习英语。
二、presentation
1.教师出示北海公园的照片，问学生：what'sthis让学生回答,引出公园的单词“park”；
2.教师继续询问：haveyoubeentothebeihaiparkandwhichparkshaveyoubeento学生可用中文回答，如：xiangshanpark；jingshanpark；
3.教师接着说：ok，let'sgotoabeautifulparkandenjoyit.
4.教师出示课件，为学生呈现一个美丽的公园。教师说：oh，whatabeautifulpark!并询问学生：whatcanyouseeinthepark
5.教师引导学生说出公园里的景物。学生每说到一个景物，教师就点击该景物，并示范单词的发音，如：hill,flower,grass,tree，lake,bridge；
6.有的单词学生会说，教师可让学生来做老师，教给其他同学；
7.“bridge”的发音较难，教师可让学生模仿录音，采取比赛的形式，看谁模仿的最好，教师给予奖励。
[设计意图]：通过出示北海公园的照片，引出本节课的话题；通过设计并呈现美丽的公园的课件，使学生有一种身临其境的感觉；通过让学生做“小老师”、比赛等形式，调动学生的积极性，给学生创设自我表现的空间，使学生有一种成就感。
8.教师出示图片，带领学生复习生词，让学生快速认读单词；
9.游戏：猜单词比赛。请一名学生上讲台前来任意抽出一张图片，让其他学生猜猜图片上是什么，猜对有奖品；
10.教师通过画简笔画的方式，让学生来单词，帮助学生复习巩固单词。
[设计意图]：通过认读图片、游戏猜单词、画简笔画等形式，既帮助学生复习巩固了所学单词，又活跃了课堂气氛，从而激发学生参与的积极性。
三、practice
1.听录音，学习歌谣；
2.第一遍，让学生说出听到的单词；
3.第二遍，让学生补充听到的单词；
5.第四遍，让学生根据录音的内容把模型标出顺序；
6.第五遍，全班跟读歌谣；
7.第六遍，男女生朗读歌谣；
8.第七遍，请几名学生跟读歌谣。
[设计意图]：通过听录音，让学生从说出个别单词──说出听到的句子──根据录音做事情──听录音标顺序──跟读歌谣，一步一步从易到难，使学生学起来轻松、自如，从而提高学生学习英语的自信心。
9.四人一组朗读歌谣；
10.听录音，让学生指读单词；
11.教师示范某地有某物的句子：thereisa...inthepark.让学生指图；
12.请好学生模仿老师说句子，其他学生指图，并跟说；
13.四人一组表达公园里有某物：thereis...inthepark.
14.游戏：教师表达某地有某物，让学生用肢体来表现景物。
15.听录音，完成“listenanddraw”的练习，请一名学生在投影仪上做示范。
[设计意图]：教师通过示范表达某地有某物的句子，让学生指图,进一步帮助学生复习与公园有关的单词，同时引出新的表达句型：thereis...inthepark.这样使得每一次的学习内容都是在旧知识的基础上扩展来的,这样也便于学生接受。通过游戏、画画等方式，使学生在轻松愉快的氛围中感知语言，习得语言。同时也从另一个角度告诉学生：自然是美好的，我们应该热爱大自然，爱护环境。
四、summary
教师让学生用英文说出本节课的收获。
[设计意图]：通过让学生说出本节课所学的单词和句型，进行再次的复习和巩固。同时也是对课上学习结果的反馈和了解。
五、homework
请学生回家后听录音，把歌谣说唱给家长听；请家长利用休息日，带孩子去公园，让孩子把公园里的景物说给家长听。
六、板书设计
unit3parkslesson13
第二册unit3artandarchitecture
i.单元知识点全览工欲善其事必先利其器
高考须掌握的词汇：1.prefer2.tasty3.convenience4.impression5一antasy6.creation7.beiongings8develop
高考须掌握的短语：1.as2.with3.to4.aside
ⅱ.考点过关过关斩将一马平川
考点详解精剖细解入巿三分
一.重点词汇
1.preferencen.偏爱；优先eg：wineorbeerwhichisyourpreference要葡萄酒还是啤酒你比较喜欢哪一样
ihaveapreferenceforfrenchfilms.我更喜欢法国电影。
haveapreferenceofsth.to/over,..宁要某物而不要另一物
inpreferenceto优先于……；喜爱甚于……特别提醒；prefer是preference的动词形式，其搭配为：
prefersth./doingsth.tosth./doingsth.喜欢……而不喜欢
prefertodo…ratherthando…宁愿干……而不愿干……
案例剖析旁征博引举一反三
考题1-1(典型例题分)idon'tthinkteachersshouldhaveaforanyoftheirstudents.
a.preferenceb.choicec.,purposed.design
考题1-2thelittlegirlshowedagreatpreferenceclassicalmusic.
a.inb.onc.ford.about
考题1—2点拨：答案为c。此题考查showapreferencefor结榭。句意为：“这个小女孩更喜欢古典音乐：”
2.designv＆n.设计；打算给……用eg：
heisdesigningahousef6rhisfrl’end.他正给他的朋友设计房子。
theroadwasnotdesignedforheavylrucks.这公路不是为重型卡车设计的。
用法拓展：design…f0r…为某人设计…….
bedem。gnedfor/todo…目的是……，打算给……用一
bydesign故意地havedesignson/against…对……别有用心特别提醒：design当“目的是……；打算给……用”讲时，多用于被动结构。
考题2(典型例题）thiskindoftoyisforchildrenabovethree.
a.promisedb.allowedc.designedd.used
考题2点拨：答案为c。此题考查动词用法。根据题意选c。句意为：“这种玩具是给三岁以上的孩子设计的。”
3.belongvi.属于；是……成员eg：shebelongstothisschool.她是这个学校的成员。chinabelongstothethirdworld.中国属于第三世界。
(1)belongto后面接名词的普通格.不接所有格：后接代词时用宾格，不用名词性物主代词。
(2)beiongto没有被动语态，不用于进行时态。
考题3(典型例题)--doesthecomputerbelongto
--itbelongsto
a.whose;mineb.whose;myc.who；tom'sd.who;me
考题3点拨：答案为d。belongto后面应为名词普通格，不应接名词所有格或形容词性物主代词或名词性物主代词。句意为：“这电脑是谁的它是我的。”
4.impressvt.铭刻，给……极深印象；使感动eg：whatimpressedmeisthebeautyofthescenerythere.使我印象深刻的是那儿美丽的风景。thebooktmpressedalotofpeople.那本书在很多人心中留下深刻印象。myfatherimpressedonmetheimportaflceofwork.父亲要我铭记工作的重要性。
beimpressedby/at/with被深深打动beimpressedon曲.使某人铭记…makea…impressionon…对……留下…印象
考题4(典型例题分)--whatdoyouthinkofthegirl
--shemeasbeingordinarybutfriendly.
a.impressedb.actedc.preferredd.described
考题4点拨；答案为a。impresssb.as…给某人留下……印象；actas担任，充当；describe.一as认为某人如何。句事为：“你认为那专‘弦怎样”“那女孩给我的印象挺普通但友好。
5.despitpeprep.不管，不顾；任凭eg：
hecametothemeetingdespitehisseriousillness.
他木顾重病还是来出席了会议。
heisveryactivedespitehisage.他年纪虽大.却很活跃。
用法拓展：despile=inspiteof尽管though(althougll)尽管.虽然特别提醒：①despiteinspiteof但比inspiteof更正式。②despite(inspiteof)是介词.后接名词(动名词.代词)而though、although是连词.连接句子。
③ascon).引导一个让步状语从句.句子须部分倒装。④whikconj“尽管”引导一个让步状语从句。
考题5(典型例题)thegreateffortswehadmade,wefailedtofinishthetask.
a.whileb.althoughc.evenifd.despite
考题5点拨；答案为d。根据题干，此空后为一名词短语，需要一介词，而a、b、c均是连词，须连接句子。句意为：“尽管我们做了很大努力，我们还是没有完成任务。
6.tastevt尝……味道vi.尝起来.吃起来n情趣。鉴赏力eg;
canyoutasteanythingstrangeinthissoup你尝得出这汤有什么怪味吗？
thesouptastesdelicious.这汤很可口。
thegirlhasatasteformusic.这女孩对音乐感兴趣。
考题6(典型例题分)thiskindofbeancurdsmellsbuttastes
a.terribly;wellb.bad;nicec.terrible;welld.badly;nice
考题6点拔：答案为b。解答此题要明确smell“闻起来”，taste。尝起来”，是系动词，后面接形容词作表语。wen作形容词用表示“身体好”。句意为：“这种豆腐不好闻，但尝起来很可口。”
二、重点短语
7.fillupwith用……装满eg：
birdsfillupthespacesbetweenthebranehesoftheirnestswithsoftmaterials.
鸟用柔软的材料填满鸟巢之间的空间。
特别提醒：befilledwith用……装满.befuilof装满……，这两个短语中特别注意介词，不要用混。
考题7(典型例题分)tom.passmethaibasket!can'tyouseethatbasket__apples.
a.filledofb.fullwithc.fillwithd.fullof
考题7点拨：答案为d。此题考查befnledwith.befullof为固定搭配，句意为：“汤姆，递给我那篮子”“你难道看不见那个篮子装满了苹果吗”
8.set.一aside把……置于一旁.留出，拨出eg：
ivesetasidesomemoneyforthisjourney.我为这趟旅行存了一些钱。
let'ssetasldeourpersonalfeelings.我们先暂时抛开个人情感。
stepaslde避开.退让.站到一边takeaside把……叫到一边
考题8(典型例题)__whatithink,whatwouldyouliketodo
a.settingasideb.settingoutc.settingaboutd.settingoff
考题8点拨：答案为a。setaside意为“抛开，把……暂放一边”。句意为：“抛开我想的，你想干什么”
三、重点交际用语
9.ican'tstand.”我不能忍受……eg：shecan'tstartdthepam.她无法忍受那种痛苦。
wecan'tstandbeingmadefunof.我们无法忍受被别人嘲弄。
用法拓展：can'tstand+n/pron不能忍受……can'tstand+doing不能忍受……特别提醒：stand当”承受.忍受”讲.通常用于否定句和疑问句，不可用于进行时，后接名词、代词或动名词。
考题9(典型例题分)almostnobodycanstand__funofbeforeacrowdofpeo-ple.
a.tobemadeb.tomakec.beingmaded.making
考题9点手心；答案为c。考查can'tstanddoing…不能忍受干……。句意为：。几乎没有人能忍受当众受辱。”
四、重点句型
10.with+0+0cwith的复合结构eg：
withthedooropenhesieptiastm’ght.昨天晚上他开着门睡觉。
withtheboyleadmgtheway.wehadnodifficultyfindinghishouse.
有孩子带路.我们没费事就找到了他的家。
用法拓展：with+宾语+形容词with+宾语十副词with+宾语一介词短语with十宾语+现在分词with十宾语+过去分词with十宾语+不定式
特别提醒:with后面的宾语和宾补之间若是主动关系，用doing或todo；若是被动关系.则用done。
考题10(典型例题)withalotofdifficultproblems,thenewly-electedpresidentishavingahardtime.
a.settledb.settlingc.tosettled.beingsettled
考题10点拨：答案为c。根据所提供的“thenewly-electedpresidentishavingahardtime”说明新任总统现在和将来都有要解决的问题，要用tosettle作problems的宾语补足语。句意为：“有那么多的问题要解决，这位新任总统的日子很难。”
五、词语辨析
11.create，make.produce，invent四个词都含有“创造”的意思
(1)create指“有目的地把原材料制成新产品”；也指“创造出原来不存在或与众不同的事物”。eg：
we'vecreatedanewbuildingoutofanoldruin.我们从旧废墟上创建了一幢新楼。
(2)invent指“通过想像，研究，劳动，创造出前所未有的东西”，尤指“科技上的发明创造”。eg：
edisoninventedthelightbulb.爱迪生发明了电灯泡。
(3)make是最常用词，指“用劳动创造、生产、形成或组成”某事物。eg：
ailkindsofmachinetoolsaremadeinthisfactory.这家工厂制造各种机床。
(4)produce指“通过劳动加工而生产产品”，尤指“工农业产品”。eg：
wemustproducemorefoodforourselvesandimportless.我们必须增产食品，减少进口。
考题11(典型例题分)theyanewcitywheretherewasonlyadesertbefore.
a.madeb..inventedc.createdd.madeup
考题11点拨：答案为c。句意为：“他们在从前只是一片沙漠的地方建起了一个新城市。”
ⅲ.语法归纳精通规则游刃有余
过去分词作宾语补足语下面将过去分词作宾补归纳如下：
1.过去分词作补足语时的特点：
作宾语补足语的过去分词一般来自及物动词，表示被动和完成意义。过去分词作宾语补足语时，和它前面的宾语构成“宾语+过去分词”的复合结构，在这种结构中，宾语是过去分词的逻辑宾语。
2.在表示感觉或心理状态的动词后作宾补
see，watch，nnd，notice，observe，feel，hear，listento等后面作宾语补足语eg：
wesawthethiefcaughtbythepolice.我们看见那小偷被警察抓住了。
ifeitmyseffknockeddown.我觉得自己被撞倒了。
peopiefoundthewaterpoiluted.人们发现水污染了。
3.在表示“致使”意义的动词如have，make，get，keep或表示“愿望”，“希望”等意义词如
want，expect，like等后面作宾语补足语。eg：
wemustgetthetableclothwashed.我们得找人把桌布洗一下。
iwanttohavemyhaircuttomorrow.我想明天理发。
youshouldkeepherinformedofwhatisgoingonhere.你应该让他知道发生的事情。
iwantthehousewhitewashedbeforewemovein.我希望在我们搬进去前，房子能粉刷好。
考题1beforehecametolondon,shehadneverheardasingleeng-lishword
a.speakingb.spokenc.tobespokend.speak
考题2(典型例题分)ifoundacarinapoolbythosideoftheroad.
a.tobestuckb.stuckc.stickingd.stick
考题1点拨：一答案为b。此’题考查hearsth.done。asingleenglish与speak之间为动宾关系。句意为：“在我来伦敦之前，我一个英语单词也没听过。”
考题2点拨：答案为b。此题考查findsth.done。aear与stick之间为被动关系，句意为：“我发现一辆车陷在路边的池塘里。”
iv.专题探究由点及面由表及里
逻辑角度合适的过渡性词汇
空间顺序here，there，ononeside…ontheofherside'infrontof，atthebackf，nextto
对称顺序foronething，foranotherthing，ononehand,ontheotherhand
转折顺序but，however，while，though，otherwise
因果顺序because，since，as，thanksto，asaresult(of)
条件顺序aslongas，solongas，onconditionthat，if，unless
让步顺序though，as,evenif/though，whether,'who(what，when，wh.ere)一ever
递进顺序whattsmore，besides，tomflkethematterworse，what，sworse
过渡ithink，imafraid，youknow，asweailknow
eg:①ononesideoftheroadthereisanewclassroombuilding.ontheotherside,wheretheplaygroundusedtobenowstandsanothernewbuilding--ourlibrary.(nmet99范文)
②asfarasiknow,everyoneishappyaboutthisnewarrangem,entofthings.(nmet01范文)
③what'smore,icangotobedearlier.(nmeto1范文)
④inaword,thewallnewspapershouldbeinteresting,helpfulandmeaningful.(04上海,范文)⑤besides,isthereanytimeforshopping(nmet05范文)
v.考题类型一网打尽蓦然回首灯火阑珊
回顾1测试考点4(典型例题thespeechbythemayorofshanghaibeforethefinalvotingforexpohasleftastrongimpressionmymemory
a.tob.overc.byd.on
1.d点拨：此题考查leaveanimpressionon“给某人留下印象”，故用介词ono
回顾2测试考点9(典型例题dernplasticscanveryhighandverylowtemperatures.
a.standb.holdc.carryd.support
2.a点拨：stand在此意为“经受得住，耐”。
回顾3测试考点10(典型例题twoexamstoworryabout，1havetoworkreallyhardthisweekend.
a.withb.besidesc.asford.becauseof
3.a点拨：考查with+宾语+todo，表示原因。
vi考情预测年高考，题预测高瞻远瞩占尽先机
一、考情预测
预测1：使役动词make，have及动词get，1et的用法
预测根据：使役动词make，have及动词get，let一直是高考对动词的使用进行考查的一个重点，也是考生很容易出错的一个问题，并将在考情预测年的高考中有很高的出现率。
命题角度预测：此考点在单项选择、完形填空中出现的几率都很大。考生务必清楚：make/have/letsb.do；getsb.todo等固定搭配形式。预测2：beof+抽象名词
预测根据：beof+抽象名词表示主语所具有的特点，相当于be+adj.的用法。这是高考命题的热点之一。
命题角度预测：beof+抽象名词相当于be+adj.的用法，在单项选择或完形填空中可能出现。命题时可能会在基本句式的基础上进行延伸，如beofthesamesize/color等。
预测3：以介词to结尾的动词词组
预测根据：以介词to结尾的动词词组，如payattentionto；lookforwardto；devote…to…，stickto等，后接名词或v.-ing形式，这是高考考查动词词组时设题的重点之一，在考情预测年高考题中将很有可能继续出现。
命题角度预测：以介词to结尾的动词词组，后接名词或动名词的用法，最有可能在单项选择中出现，且有时会接动名词的被动形式或动名词的复合结构，这点应引起考生的足够重视。
预测4：stand表示“承受；忍受”之意
预测根据：stand是高考大纲要求四会的一个重点单词，除了表示“站；站立；挺立”之外，还可表示“承受，忍受”，这是日常交际用语或表达时经常要用到的一层意思。
命题角度预测：stand表示“承受，忍受”时，在高考的听力、单项选择或完形填空中出现的几率都很大，考生务必熟知stand的此种用法。
预测5：话题预测
本单元的中心话题是“艺术与建筑”，具体涉及现代建筑与传统建筑、艺术与建筑的发展史、家居布置、建筑保护与利用、艺术中心的设计等。高考与本话题有关的试题将会出现在阅读理解部分。设题时将会以说明文的形式介绍某一著名的建筑物，要求考生据此作出一些细节或理论上的推断。
二、考题预测
[备考1]测试考点2thebook，mainlyuseincolleges，isabestsellerthissummer.
a.designedforb.designedtoc.designingford.designingto
1.a点拨：bedesignedfor“为……准备(设计)”，过去分词短语作定语。
[备考2]测试考点4myfathertriedhisbesttoonmethevalueofhardwork.
a.expressb.impressc.affectd.strike
2.b点拨：考查impresssth.onsb.“给……留下印象，使……铭记”。
[备考3]测试考点3haveyoufoundthebooktothelibrary
a.belongsb.belongc.belongingd.tobebelonged
3.c点拨：考查belongto作定语，thebook和belongto之间是主动关系，故用belongingto。
[备考4]测试考点8theclothingandfoodbythegovern—mentareforthepeopleofthefloodedarea.
a.setasideb.carriedoutc.takenind.gotthrough
4.a点拨：setaside“留出，拨出”，carryout“执行、实施”，takein“吸收，欺骗”，getthrough“完成，打通”，根据题意“由政府拨出的衣服和食品”故选a，且setaside和theclothingandfood为被动关系。
[备考5]测试考点1coffeeortea，whichisyour
a.choiceb.tastec.preferenced.liking
5.c点拨：preference“偏爱”，“更喜欢……”，taste“口味”，choice“选择”。句意为：“咖啡和茶你喜欢哪一个”故c最恰当。
[备考6]测试考点5shemissedtheplanedrivingveryfasttotheairport.
a.althoughb.withoutc.thoughd.despite
6.d点拨：根据题意。尽管他快速驾车前往机场，但她还是误了航班”。.despitedoingsth.。although，though两个词为连词后接从句。
[备考7]测试考点10thepupilskeepsilentwiththeirattentiononthetext.
a.fixingb.fixedc.tobefixedd.beingfixed
7.b点拨：考查with+宾语+宾补，withoneattentionfixed。fix与attention为被动关系。
[备考8]测试考点6doyoulikethesoupyes，itistomy.
a.choiceb.interestc.tasted.smell
8.c点拨：考查toone'staste符合某人的口味。
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