Unit 4 The Dream of an
Hour
Name_____________________
Worksheet: group work.
Ask other members of your group whether they are able to perform the following activities. REMEMBER everyone should use new expressions of ability and inability to do something. Y ou can also invent new activities.
d.Acting
e. Design a.Skiing b.Skating c.Swimming
(freestyle,
butterfly,
backstroke, etc. )
f.Surfing
g.Gymnastics
h.Chess play
i.Parachuting
j.Lion
Dance
Name_____________________
Word Flower Worksheet for HOPE, WANT, and DISAPPOINTMENT
Read the following parody and select the words or expressions to fill in the flower petals in the pictures in the right hand column.
A Parody: My Hopes v. Reality
Read the following parody and select the expressions to fill in the pictures in the right column. Word Flowers
You can expand the word flowers if you have more than the author used in his parody.
When I was young, I wanted to be an actress; I dreamt about being on TV everyday; I looked forward to becoming famous. I dreamt of being known by every person in the street, so I was waiting to be discovered by some famous director. I aspired to go around the world to be interviewed by a flock of reporters, and I aimed to buy a villa and yacht for my parents.
However, much to my disappointment, when I grew up, I discover that no one in the street would look at me for more than one second. I couldn?t come to terms with it. It was a rude awakening to find that I was too plain both in my appearance and in my aptitude. It saddened me that I was ignored even by my desk-mate from time to time, who is a handsome man. What a let-down! How could he just sit beside me and never talk to me?! My hopes are dashed. Life has not lived up to my expectations.
So, I can?t make up my mind what to do next in my life. I feel I am caught in a trap. I am baffled, cornered, and confused by the reality of life. I have my back against a wall; I am in a hole and in deep water. I am at my wit?s end and fed up. It?s too much to bear! What a load to carry! Will this ever end? I can?t stand it any more! Want and Desire
For example: Disappointment Despair and frustration
A reference for worksheet 2
A Parody: My Hopes v. Reality
Read the following parody and select the expressions to fill in the pictures in the right column. Word Flowers
You can expand the word flowers if you have more than the author used in his parody.
When I was young, I wanted to be an actress; I dreamt about being on TV everyday; I looked forward to becoming famous. I dreamt of being known by every person in the street, so I was waiting to be discovered by some famous director. I aspired to go around the world to be interviewed by a flock of reporters, and I aimed to buy a villa and yacht for my parents.
However, much to my disappointment, when I grew up, I discover that no one in the street would look at me for more than one second. I couldn?t come to terms with it. It was a rude awakening to find that I was too plain both in my appearance and in my aptitude. It saddened me that I was ignored even by my desk-mate from time to time, who is a handsome man. What a let-down! How could he just sit beside me and never talk to me?! My hopes are dashed. Life has not lived up to my expectations.
So, I can?t make up my mind what to do next in my life. I feel I am caught in a trap. I am baffled, cornered, and confused by the reality of life. I have my back against a wall; I am in a hole and in deep water. I am at my wit?s end and fed up. It?s too much to bear! What a load to carry! Will this ever end? I can?t stand it any more! Want and Desire
For example:
Disappointment
Much to my disappointment
No one would look at me …
Was a rude awakening to find that …
It saddened me that …
Be ignored by …
What a let-down!
Hopes be dashed by, have dashed hopes, Not lived up to my expectations
Despair and frustration
Can?t make up one?s mind
Be caught in a trap
Be baffled, cornered, and confused by …Be in a hole
Be in deep water
Have one?s back to the wall
be at ones wit?s end and fed up handful
What a load to carry!
Worksheet 3
Name_____________________
Write down key words and phrases in reply to the questions in the blank boxes. Prepare for the coming discussion.
A suggested version for worksheet 3
Name_____________________
Worksheet 6
Name_____________________
Personality and supporting details from the text
Guideline for the worksheet 6
It is very IMPORTANT to make it clear that there are no simple right or wrong answers but only reasonable ones.
The exercise is very subjective and therefore, the focus of the activity is to encourage the students to be deeply involved in reading, searching, and discussion in English. The following reference only represents the view of one teacher, and therefore should not be held as conclusive or authoritative.
Worksheet 7
Hemingway, Ernest (1899 —1961)
Ernest Hemingway is an American novelist and short-story writer, whose style is characterized by crispness, laconic dialogue, and emotional understatement. Hemingway?s writings and his personal life exerted a profound influence on American writers of his time. Many of his works are regarded as classics of American literature, and some have been made into motion pictures.
Born in Oak Park, Illinois, Hemingway was educated at Oak Park High School. After graduating from high school in 1917, he became a reporter for the Kansas City Star, but he left his job within a few months to serve as a volunteer ambulance driver in Italy during World War I (1914—1918). He later transferred to the Italian infantry and was severely wounded. After the war he served as a correspondent for the Toronto Star and then settled in Paris. While there, he was encouraged in creative work by the American expatriate writers Ezra Pound and Gertrude Stein. After 1927 Hemingway spent long periods of time in Key West, Florida, and in Spain and Africa. During the Spanish Civil War (1936—1939), he returned to Spain as a newspaper correspondent. In World War II (1939—1945) he again was a correspondent and later was a reporter for the United States First Army; although he was not a soldier, he participated in several battles. After the war Hemingway settled near Havana, Cuba, and in 1958 he moved to Ketchum, Idaho.
Hemingway drew heavily on his experiences as an avid fisherman, hunter, and bullfight enthusiast (see Bullfighting) in his writing. His adventurous life brought him close to death several times: in the Spanish Civil War when shells burst inside his hotel room; in World War II when he was struck by a taxi during a blackout; and in 1954 when his airplane crashed in Africa.
A Writer of the Lost Generation
One of the foremost authors of the era between the two world wars, Hemingway in his early works depicted the lives of two types of people. One type consisted of men and women deprived, by World War I, of faith in the moral values in which they had believed, and who lived with cynical disregard for anything but their own emotional needs. The other type were men of simple character and primitive emotions, such as prizefighters and bullfighters. Hemingway wrote of their courageous and usually futile battles against circumstances. His earliest works include the collections of short stories Three Stories and Ten Poems (1923), his first work; In Our T ime (1924), tales reflecting his experiences as a youth in the northern Michigan woods; Men Without Women(1927), a volume that included "The Killers," remarkable for its description of impending doom; and Winner Take Nothing(1933), stories characterizing people in unfortunate circumstances in Europe. The novel that established Hemingway?s reputation, The Sun Also Rises (1926), is the story of a group of morally irresponsible Americans and Britons living in France and Spain, members of the so-called lost generation of the post-World War I period. Hemingway?s second important novel, A Farewell to Arms (1929), is the story of a deeply moving love affair in wartime Italy between an American officer in the Italian ambulance service and a British nurse. The novel was followed by two nonfiction works, Death in the Afternoon (1932), prose pieces mainly about bullfighting; and Green Hills of Africa (1935), accounts of big-game hunting.
Writing S tyle
Hemingway?s economical writing style often seems simple and almost childlike, but his method is calculated and used to complex effect. In his writing Hemingway provided detached descriptions of action, using simple nouns and verbs to capture scenes precisely. By doing so he avoided describing his characters?emotions and thoughts directly. Instead, in providing the reader with the raw material of an experience and eliminating the authorial viewpoint, Hemingway made the reading of a text approximate the actual experience as closely as possible. Hemingway was also
(continued)
deeply concerned with authenticity in writing. He believed that a writer could treat a subject honestly only if the writer had participated in or observed the subject closely. Without such knowledge the writer?s work would be flawed because the reader would sense the author?s lack of expertise. In addition, Hemingway believed that an author writing about a familiar subject is able to write sparingly and eliminate a great deal of superfluous detail from the piece without sacrificing the voice of authority. Hemingway?s stylistic influence on American writers has been enormous. The success of his plain style in expressing basic, yet deeply felt, emotions contributed to the decline of the elaborate Victorian-era prose that characterized a great deal of American writing in the early 20th century. Legions of American writers have cited Hemingway as an influence on their own work.
Social Concern
In his original work, Hemingway used themes of helplessness and defeat, but in the late 1930s he began to express concern about social problems. His novel To Have and Have Not (1937) and his play The Fifth Column, published in The Fifth Column and the First Forty-nine Stories (1938), strongly condemned economic and political injustices. Two of his best short stories, "The Short Happy Life of Francis Macomber" and "The Snows of Kilimanjaro," were part of the latter work. In the novel For Whom the Bell Tolls (1940), which deals with the Spanish Civil War, he showed that the loss of liberty anywhere in the world is a warning that liberty is endangered everywhere. During the next decade Hemingway?s only literary efforts were Men at War: The Best War Stories of All Time (1942), which he edited, and the novel Across the River and into the Trees (1950). In 1952 Hemingway published The Old Man and the Sea, a powerful novelette about an aged Cuban fisherman, for which he won the 1953 Pulitzer Prize in fiction. In 1954 Hemingway was awarded the Nobel Prize in literature. The last work published in his lifetime was Collected Poems (1960). His death is regarded as a suicide. Hemingway?s posthumously published books include A Moveable Feast (1964), an account of his early years in Paris; Byline: Ernest Hemingway (1967), selected newspaper articles and dispatches; Ernest Hemingway, Cub Reporter: Kansas City Star Stories(1970); Islands in the Stream(1970), a sea novel; and the unfinished The Garden of Eden (1986). Some 3000 of his manuscript pages remain unpublished.
https://www.doczj.com/doc/7f5656826.html,.lb/en/themes/Biographies/MainBiographies/H/hemingwayernest/1.html
Name_____________________
Name_____________________
1.What do you think are the areas in which dilemmas may occur? Is it more closely related to personality or
circumstances? (Reference: people who are indecisive, introverted, suspicious, prudent, and pessimistic tend to encounter more dilemmas. Thoughtful people may also fall into frequent dilemmas, though their dilemmas may be more profound.)
2.If you are asked to classify dilemmas, what will be the categories in your mind? (For example, study, life, work,
entertainment, family, economy, academic pursuit, etc.)
3.Can you think of the general ways to cope with dilemmas? Are the solutions related to your classification of
dilemmas?
4.What are the other elements of essay writing you still need to supplement?
Reference for worksheet 9
1.What do you think are the areas in which dilemmas may occur? Is it more closely
related to personality or circumstances?
(Reference: people who are indecisive, introverted, suspicious, prudent, and pessimistic tend to encounter more dilemmas. Thoughtful people may also fall into frequent dilemmas, though their dilemmas may be more profound.)
2.If you are asked to classify dilemmas, what will be the categories in your mind?
(For example, study, life, work, entertainment, family, economy, academic pursuit, etc.)
3.Can you think of the general ways to cope with dilemmas? Are the solutions related
to your classification of dilemmas?
(open-ended question)
4.What are the other elements of essay writing you still need to supplement?
(open-ended question)
Worksheet 10
Name_____________________
1.What are the places Lawrence visited?
a.Australia
b.India
c.New Mexico
d.France
e.China
f.Italy
g.Germany
h.Brazil
i.Ceylon
2.Why are Lawrence?s novels controversial?
a. His novels are about politics.
b. He advocates racial discrimination
c. He wants to build a uopia.
d. Some of his novels are considered pornographic because he explored frankly the mysteries of sexual relationships.
3.What are the major themes in Lawrence?s novels?
a. Man is divorced from his natural feelings.
b. He is concerned with human relationships and the possibility of genuine human
contact in modern civilization, uncorrupted by barren intellectualism or by any of the other dehumanizing forces of modern age.
c. He illuminated areas of human experience not previously explored in fiction.
d. He explored the relationship between human beings and natur
e.
Reference for worksheet 10
1.a c d f g i
2.d
3.a b c
Worksheet 11
SECOND BEST
D. H. Lawrence
“Oh, I?m tired!” Frances exclaimed petul antly, and in the same instant she dropped down on the turf, near the hedge-bottom. Anne stood a moment surprised, then, accustomed to the vagaries of her beloved Frances, said, “Well, and aren?t you always likely to be tired, after traveling that blessed long way from Liverpool yesterday?” and she plumped down beside her sister. Anne was a wise young body of fourteen, very buxom, brimming with common sense. Frances was much older, about twenty-three, and whimsical, spasmodic. She was the beauty and the clever child of the family. She plucked the goose-grass buttons from her dress in a nervous, desperate fashion. Her beautiful profile, looped above with black hair, warm with the dusky-and-scarlet complexion of a pear, was calm as a mask, her thin brown hand plucked nervously.
“It?s not the journey,” she said, objecting to Anne?s obtuseness. Anne looked inquiringly at her darling. The young girl, in her self-confident, practical way, proceeded to reckon up this whimsical creature. But suddenly she found herself full in the eyes of Frances; felt two dark, hectic eyes flaring challenge at her, and she shrank away. Frances was peculiar for these great, exposed looks, which disconcerted people by their violence and their suddenness.
“What?s a matter, poor old duck?” asked Anne, as she folded the slight, willful form of her sister in her arms. Frances laughed shakily, and nestled down for comfort on the budding breasts of the strong girl.
“Oh, I?m only a bit tired,” she murmured, on the point of tears.
“Well, of course you are, what do you expect?” soothed Anne. It was a joke to Frances that Anne should play elder, almost mother to her. But then, Anne was in her unvexed teens; men were like big dogs to her: while Frances, at twenty-three, suffered a good deal.
The country was intensely morning-still. On the common everything shone beside its shadow, and the hillside gave off heat in silence. The brown turf seemed in a low state of combustion, the leaves of the oaks were scorched brown. Among the blackish foliage in the distance shone the small red and orange of the village.
The willows in the brook-course at the foot of the common suddenly shook with a dazzling effect like diamonds. It was a puff of wind. Anne resumed her normal position. She spread her knees, and put in her lap a handful of hazel nuts, witty-green leafy things, whose one cheek was tanned between brown and pink. These she began to crack and eat. Frances, with bowed head, mused bitterly.
“Eh, you know Tom Smedley?” began the young girl, as she pulled a tight kernel out of its shell.
“I suppose so,” replied Frances sarcastically.
“Well, he gave me a wild rabbit what he?d caught, to keep with my tame one—and it?s living.”
“That?s a good thing,” said Frances, very detached and ironic.
“Well, it IS! He r eckoned he?d take me to Ollerton Feast, but he never did. Look here, he took a servant from the rectory; I saw him.”
“So he ought,” said Frances.
“No, he oughtn?t! and I told him so. And I told him I should tell you—an?I have done.”
Click and snap went a nut between her teeth. She sorted out the kernel, and chewed complacently.
“It doesn?t make much difference,” said Frances.
“Well, …appen it doesn?t; but I was mad with him all the same.”
“Why?”
“Because I was; he?s no right to go with a servant.”
“He?s a perfect right,” persisted Frances, very just and cold.
Continued…
“No, he hasn?t, when he?d said he?d take me.”
Frances burst into a laugh of amusement and relief.
“Oh, no; I?d forgot that,” she said, adding, “And what did he say when you promis ed to tell me?”
“He laughed and said, …he won?t fret her fat over that.?”
“And she won?t,” sniffed Frances.
There was silence. The common, with its sere, blonde-headed thistles, its heaps of silent bramble, its brown-husked gorse in the glare of sunshine, seemed visionary. Across the brook began the immense pattern of agriculture, white chequering of barley stubble, brown squares of wheat, khaki patches of pasture, red stripes of fallow, with the woodland and the tiny village dark like ornaments, leading away to the distance, right to the hills, where the check-pattern grew smaller and smaller, till, in the blackish haze of heat, far off, only the tiny white squares of barley stubble showed distinct.
“Eh, I say, here?s a rabbit hole!” cried Anne suddenly. “Should we watch if one comes out? Y ou won?t have to fidget, you know.”
The two girls sat perfectly still. Frances watched certain objects in her surroundings: they had a peculiar, unfriendly look about them: the weight of greenish elderberries on their purpling stalks; the twinkling of the yellowing crab-apples that clustered high up in the hedge, against the sky: the exhausted, limp leaves of the primroses lying flat in the hedge-bottom: all looked strange to her. Then her eyes caught a movement. A mole was moving silently over the warm, red soil, nosing, shuffling hither and thither, flat, and dark as a shadow, shifting about, and as suddenly brisk, and as silent, like a very ghost of joie de vivre. Frances started, from habit was about to call on Anne to kill the little pest. But, today, her lethargy of unhappiness was too much for her. She watched the little brute paddling, snuffing, touching things to discover them, running in blindness, delighted to ecstasy by the sunlight and the hot, strange things that caressed its belly and its nose. She felt a keen pity for the little creature.
“Eh, our Fran, look there! It?s a mole.”
Anne was on her feet, standing watching the dark, unconscious beast. Frances frowned with anxiety.
“It doesn?t run off, does it?” said the young girl softly. Then she stealthily approached the creature. The mole paddled fumblingly away. In an instant Anne put her foot upon it, not too heavily. Frances could see the struggling, swimming movement of the little pink hands of the brute, the twisting and twitching of its pointed nose, as it wrestled under the sole of the boot.
“It DOES wriggle!” said the bonny girl, knitting her brows in a frown at the eerie sensation.
Unit4Whydon'tyoutalktoyourparents？ 名词： deal交易member成员football足球relation关系pressure压力development发展communication交流opinion意见 cloud云skill技巧；能力 动词： allow允许explain解释compare比较guess猜测copy抄袭push推；推动argue争吵return归还cause造成 offer提出；给予complete竞争 communicate交流continue持续 形容词： wrong错误的proper正确的；恰当的quick快的 elder年级较大的clear清楚的crazy疯狂的nervous焦虑的typical典型的usual通常的 副词： instead代替；反而anymore再也不 secondly第二；其次perhaps可能；大概 代词： whatever任何 短语： lookthrough浏览cutout删除 bigdeal重要的事compare?with?比较 workout解决inone'sopinion依某人看getonwith和睦相处 知识点： 1、allowsbtodosth允许某人做某事 allowdoingsth允许做某事 Pleaseallowmetointroducemyself.请允许我做一下自我介绍。 Wedon'talloweatingintheclassroom.不允许在教室里吃东西。 2、What'swrong？=What'sthematter？怎么了？
What'swrongwithsb？？=What'sthematterwithsb？某人怎么了 3、begoodforsth对??有益反义词：bebadfor对??有害 begoodtosb/sth对??友好 begoodatdoingsth擅长 Playingsportsisgoodforyourhealth.做运动对你的健康有益。Sheisgoodtoherclassmates.她对她的同学很友好。SheisgoodatspeakingJapanese.她擅长说日语。 4、bigdeal重要的事 It'snotabigdeal.这没什么大不了的。 5、arguewithsb与某人争吵 Shealwaysargueswithherboyfriend.她总是和她男朋友吵架。 6、communicatewithsb和某人交流/沟通Tomoftencommunicateswithhisfriendsbye-mail.Tom经常和他朋友用邮件沟通。 7、提建议句型： Whydon'tyoudosth？=Whynotdosth？你为什么不??？ Shallwedosth？我们??好吗？ Let'sdosth.让我们??吧。 You/Wehadbetterdosth.你（们）/我们最好做某事 You/Weshoulddosth.你（们）/我们应该做某事 You/Wecoulddosth.你（们）/我们可以做某事 Wouldliketodosth/sth.你想要??吗？ What/Howaboutdoingsth？??怎么样？ 肯定回答： Goodidea./That'sagoodidea.好主意。 OK./Allright./Great.好。 Noproblem.没问题。 Sure./Ofcourse./Certainly.当然可以。 Ican'tagreemore.我非常同意。 Yes,Ithinkso.好的，我也这样认为。 否定回答： Idon'tthinkso.我不这样认为 Sorry,Ican't.对不起，我不能。
人教版五年级英语下册Unit4 知识点整理 △话题：询问某一节日的具体日期以及某人的生日是哪天，并进行回答 △重点词汇： 基数词【表数量】序数词【表顺序】【缩写形式】one 一first 1st 第一 two 二second 2nd 第二 three 三third 3rd 第三 four 四fourth 4th 第四 five 五fifth 5th 第五 six 六sixth 6th 第六 eleven 十一eleventh 11th 第十一 twelve 十二twelfth 12th 第十二 twenty 二十twentieth 20th 第二十 thirty 三十thirtieth 30th 第三十 twenty-one 二十一twenty-first 21th 第二十一 twenty-three 二十三twenty-third 23th 第二十三 △一般词汇： April Fool’s Day， special， love, Miss, Mr., birthday 愚人节特别的喜爱小姐先生生日 cook noodles, delicious, both of, kitten, diary, still 煮面条美味的两者【都】小猫日记仍然 noise, fur, open, walk, pink, blue, white, hungry 噪音软毛开着的行走粉色的蓝色的白色的饥饿的 △句型： ①询问某一节日/活动的具体日期 When is April Fool’s Day？愚人节是哪天？ ——It’s on April 1st. 它在4月1日。 【句型结构】 问句：When is＋节日/活动? 答语：It’s on＋具体日期【几月几日】。 ②表达某人的生日是哪天 When is your birthday？你的生日是哪天？
基础义务教育资料欢迎使用本资料，祝您身体健康、万事如意，阖家欢乐！愿同学们健康快乐的成长。早日为祖国的繁荣昌盛奉献自己的力量。 UNIT4 Section A 1.table 桌子（教材第19页）欢迎使用本资料，祝您身体健康、万事如意，阖家欢乐。愿同学们健康快乐的成长。早日为祖国的繁荣昌盛奉献自己的力量 table 可数名词，意为“桌子”。 There is a table in my room. 在我房间里有一张桌子。欢迎使用本资料，祝您身体健康、万事如意，阖家欢乐。愿同学们健康快乐的成长。早日为祖国的繁荣昌盛奉献自己的力量 ［拓展］at table 在进餐，在吃饭 at the table 在桌子旁边 辨析：table 与desk欢迎使用本资料，祝您身体健康、万事如意，阖家欢乐。愿同学们健康快乐的成长。早日为祖国的繁荣昌盛奉献自己的力量 table 指“圆桌；饭桌”， 是用餐，会谈或消遣 时所用的桌子，可以 是方形的，圆形的。一般不带抽屉 A table for two,please.请安排两 人一桌的位子。 desk欢迎使用本资料，祝您身体健康、万事如意，阖家欢乐。愿同学们健康快乐的成长。早日为祖国的繁荣昌盛奉献自己的力量指“书桌；课桌”式 读书，办公时所用的 桌子 一般带有抽屉There are many desks in our classroom. 在我们的教室里有 许多书桌。 2.Where are my books?我的书在哪里？（教材第19页） where 疑问副词，意为“在哪里”，用来引导特殊疑问句。句型“Where+be+主语？”用来询问“某人或某物在哪里”，主语为第三人称单数时，动词be用is；主语为第二人称或复数时，动词be用are。在回答该句型时，用“主语＋be+表示地点的介词短语”这一 结构，有时也可直接用“表示地点的介词短语”回答。答语中的主语一般用人称代词代替， 避免与前面问句中的名词重复。 ——Where is your father?你爸爸在哪里？ ——He is in his room.他在他的房间里。 ——Where are your keys? 你的钥匙在哪里？ ——They are on the table.它们在桌子上。 3.They’re on the sofa.他们在沙发上。（教材第19页） （1）they是人称代词主格，意为“他们；她们；它们”，是人称代词he，she或it的复数形式。常用来指代复数的人或物。 These boys are my brothers.They are students. 这些男孩是我的兄弟，他们是学生。（they指代my brothers） I have two books。They are interesting.我有两本书，它们很有趣。（they 指代two books） Helen and Mary are good friends. ______ often help each other. A. Them B. Theirs C.They D.Their 解析：我们可采用“语法分析法”解答本题。them“她（他／它）们”，宾语形式；theirs “她（他／它）们的”，名词性物主代词；they“她（他／它）们”，主格形式；their
Unit4 1.wake (sb.) up叫醒某人（其中sb用宾格） 2.It’s time for sth./ It’s time to do sth./ It’s time for sb. to do sth.该某人做某事啦。注意 它的一般疑问句Is it time to do sth.? 3.Shall we 加动原…?= What /How about doing sth.?= Why not do sth.?我们做某事，好吗？为什么 不做某事呢？ 4.go walking 去散步go out for a walk出去散步 5.in the hills在山里 6.seldom/ never/ hardly都是否定词 7.after lunch午餐后at lunchtime在午餐时间 8.need a good rest需要好好休息need sth.需要某物need to do sth.需要做某事need sb. to do sth. 需要某人做某事 9.do morning/eye exercises做早/眼保健操do after-school activities 做课外活动 10.be late for 迟到注意区分Jack is always late for school.和Jack, don’t be late for school again. 11.start lessons开始上课We start lessons at a quarter past eight.=Our lessons begin at a quarter past eight. 12.a student at Huji Middle School 13.from Monday to Wednesday 14.a lot of=lots of既可以修饰可数也可以修饰不可数 15.be all nice to sb. 都对某人好 16.chat with each other互相聊天（注意chatting） 17.have a Reading/ Swimming/ Dancing Club 18.read books there/ go there by bus/ take the bus there/ walk there/ go there on foot/ ride a bike there/ go there on one’s bike/ on No. 5 bus在五路公共汽车上 19.in the school volleyball team 20.practice doing sth.练习做某事 21.have (great) fun doing sth.= have a good time doing sth.= enjoy oneself(myself/ ourselves/ yourself/ yourselves/ himself/ herself/ themselves/ itself) 玩得开心 22.all the best/ best wishes 23.He is the best student in my class. 24.in1999/in January (February/March/April/May/June/July/August/September/October/ November/December)/ in spring(summer/ autumn/ winter)/ 25.on a …morning/ on the morning of…/on Sunday( Monday/ Tuesday/ Wednesday/ Thursday/ Friday/ Saturday)/on Childre n’s Day/ 26.at noon/ at breakfast/at 6 years old/at lunchtime/at birth/at Christmas/ at the daytime 27.We don’t have lessons on Saturday or Sunday. 28.have much time to do sth.有许多时间做某事have no time to do sth.没有时间做某事 29.have too much homework to do有太多的作业要做 30.dance for two hours跳舞两个小时(记住在一段时间前用for)。对for +一段时间提问用how long./ 对 in +一段时间提问用how soon/ 对距离提问用how far/对频率提问用how often 31.at Sunshine Sports Center在阳光体育中心 32.the two teams in the match比赛中的两个队 https://www.doczj.com/doc/7f5656826.html,e and watch the game 或come to watch the game来观看比赛 34.Thanks for doing sth./Thanks for sth.如Thanks for your help.
Unit 4 单词详解 Part One fulfill v. 例句：This way of life no longer adequately fulfills the individuals concerned. 这种生活方式已不再能使有关的人们满意。 fulfill a contract 履行合同 fulfill a promise 履行承诺 fulfill one’s responsibility 尽责 fulfill doctor’s instruction 遵照医嘱 fulfill one’s needs 满足需要 fulfill a program 完成计划 Shine a light on=Shed light on给带来…启示 shed light on为…提供线索；对…透露情况；使…清楚地显出；阐明 例句：Such missions could shed light on the origins of life in general. 它们也能告诉人们生命起源的大致情况. Text 2 innate a. 天生的；特有的，固有的 the innate ability to learn 天生的学习能力 例句：You obviously have an innate talent for music. 你显然有
天生的音乐才能。 premier n.总理；首相adj.第一的，首位的；首要的 His work on the causes of diseases is of premier importance to the whole world. 他对病因的研究对整个世界来说非常重要. notion n.概念，观念 例句：He had no notion of running the risk. 他不想冒险。 近义词辨析 idea：最普通常用词，几乎适用于任何方面的思维活动。concept：指从众多实例中通过概括、归纳而形成的对事物本质、全貌及其内部联系的概念或看法。 thought：指以推理、思考等智力活动为基础的心理思维活动及其结果。 notion：指的是一种模糊的，变化的莫测的想法，无可靠的基础，未经深思熟虑的观点。 Viewing / listening insight n.洞察力 例句： Good teachers have insight into the problems of students. 好的教师能洞察学生的问题。 Gain an insight into one’s mind 洞悉某人的想法 probe v.调查；打探；探究；探听 例句：The more they probed into his background, the more
初一英语个性化辅导 Review of Unit4 【主要语法】 一、知识点 1、定义：祈使句是用来表示请求、命令、叮嘱、邀请、劝告或祝愿等的句子。 2、祈使句的结构：通常省略主语you,以动词原形开头，末尾可用句号或感叹号。 2、特点：祈使句没有疑问句的形式，一般只有肯定和否定两种形式。 Go and wash your hands. (表命令) Be quite, please.（Please be quiet.）（表请求） Be kind to your sister.（表劝告） Watch your steps.（表警告） No parking. (表禁止) 二、重点：祈使句的不同形式 (1)V型：即以实义动词开头的祈使句，这种祈使句的常用结构为： 动词原形（v）+宾语（+其他） Eg: 把门关上。______ the door. 起立！______ up! （2）B型：即以系动词be开头的祈使句，这种祈使句的常用结构： be+形容词/ 名词 Eg: 做个好学生。_____ a good student. 安静！______ ______! （3）L型：即let型（Let+宾语+动词原形+其他） Eg: 让我来读吧_____ _____ read it. 咱们去爬山吧______ go to the mountains. （4）D型：即祈使句的否定形式（一般在动词上否定，也可以用否定副词（never）来表示） A.Don’t be +其他成分（形容词、名词或介词短语）） Eg: 别生气！______ _____angry. 不要迟到。______ _____ late.
高二选修7 Unit 4 Reading重要语言点讲解 1. hear from ... 意为“收到……的信”, 相当于receive a letter from ... 。如： They will be delighted to hear from you. 他们会很高兴收到你的来信的。 I hear from my mother every week. 每星期我都收到妈妈的信。 2.I know you’re dying to hear all about my life here, so I’ve included some photos which will help you picture the places I talk about. 我知道你极想听到我在这儿的生活,我这儿有一些照片,它们会帮你构思出我要谈到的这个地方。 1) be dying for/ to do sth. 渴望, 极想, 渴望做某事 After a long dry season the trees are dying / thirsty for water. Nowadays there are more and more students dying to study abroad. 由动词die构成的短语： die away逐渐消失 die down逐渐模糊 die off 相继死去 die out逐渐消失；灭绝 3. I’ve included some photos which will help you picture the places I talk about. 我在信中附了几张照片, 可以帮助你想象出我所谈到的地方。 picture n. 图画, 照片, 画面vt. 描绘, 想象 She often pictures herself as a famous writer. 她常常想象自己是个名作家。 He could have easily pictured all the consequences of being caught. 他本可以很容易想到被抓的种种后果。了解词性转换(由名词转换为动词, 或由动词转换为名词, 或由形容词转换为动词等) 的知识, 是迅速扩大词汇量的方法之一, 有助于扫清阅读中的障碍。 water n. 水v. hand n. 手v. 递, 交head n. 头v. place n. 地方v. face n. 面孔，脸v. heat n. 热v. 加热boat n. 船v.划船 fool n. 傻子v. 愚弄 4. When I reach the school grounds there are lots of “good mornings”for me from the boys. Many of them have walked a long way, sometimes up to two hours, to get to the school. [翻译] 当我走到学校操场的时候, 迎接我的是男孩子们一片“早上好”的声音。他们中的许多人走了很长的路, 有时候要走两个小时才能到学校。 up to 多达, 直到……, 胜任, 由……负责/决定 be up to sth = be busy doing sth. 忙于, it’s up to sb. to do sth. 由某人负责做某事be up to = be fit for 胜任(常用于否定句和疑问句中) 5.I’m still trying to adapt to these conditions. However, one thing is for sure, I’ve become more imaginative in my teaching. 我现在仍然努力去适应这些状况,但是有一件事是确定的, 我的教学方面已变得更富有想象力了。 for sure 肯定如此, it /that. is for sure 那是肯定无
Language Study #Para 1 #Para 2 comprehend: v. to understand something that is complicated or difficult 理解、领会、明白e.g. The dream is easy to describe, difficult to comprehend. I did not fully comprehend what had happened. 我还没有完全明白到底发生了什么事情 I could comprehend the feeling, and share both its strength and truth. 我可以理解这种感情，而且分享它的力量和真诚。
#Para 3 afford: vt. 1. can / could afford [usually negative] (to do) sth. ①to have enough money to buy or pay for something花费得起，承担得起 e.g. ?我无法独自承担房租。 I couldn't afford the rent on my own. ②to have enough time to do something 来得及 ?我们不能再等了，否则就赶不上飞机了。 We can't afford to wait any longer or we'll miss the plane. 2. (formal) to provide something or allow sth. to happen 提供、给予 e.g. The room affords a beautiful view over the city. ?这次训练给了一个她提高网球技术的机会。 The training afforded her the chance / opportunity to improve her tennis skills. ?这项新的法规将为雇员们提供保护。 The new law will afford protection to employees. #Para 4 turn sb. away phrasal verb ①to refuse to let someone enter a place or join an organization, for example because it is full不准.入内 e.g. Hard times are forcing community colleges to turn away students. ②to refuse to give someone sympathy, help, or support拒绝帮助 He’s my son after all, I can’t just turn him away when he is in trouble. turn sb. / sth. down （para15） 1）They offered her the job but she turned it down. (拒绝机会/ 邀请等) 2）He asked Jane to marry him but she turned him down. (拒绝求婚) 3）She could not bear the relentless music and turned down the volume. (减少，降低)
高三英语必修一unit4知识点整理 《高三英语必修一unit4知识点整理》助你榜上有名！ 1.Nowimaginetherehasbeenabigearthquake.现在，假设有一次大地震。 “There+be+主语+其它成分”结构中there为引导词，本身无意义，谓语动词按照就近一致原则。 其它相似句型还有： Therehappentobe碰巧有 Thereseems/appearstobe好像有 Thereislikelytobe可能有 Theremay/mightbe也许有 Theremustbe一定有 Therecan’tbe不可能有 Thereissaid/reportedtobe据说/据报道有 Thereusedtobe曾经有 Thereissure/certaintobe一定有 2.happento. It(so)happenedthat… DidyouhearwhathappenedtoDavidlastnight? 你听说大卫昨天晚上发生什么事了吗? WhatwillhappentothechildrenifPeterandAlicebreakup? 如果彼得和爱丽丝离婚孩子们将怎么办?
IhappenedtoseePeteronthewaytothebookstoreyesterday.昨天我去书店的路上碰巧遇见了彼得。 ItsohappenedthatIsawPeteronthewaytothebookstoreyesterday.昨天我去书店的路上碰巧遇见了彼得。 Ihappenedtobeoutwhenhecalled.他来访时，恰巧我出去了。 (=IthappenedthatIwasoutwhenhecalled.) IhappenedonjustthethingIhadbeenlookingfor.我偶然发现了我所要找的东西。 3.rightaway毫不迟疑，立刻 Heisill;youshouldcallinthedoctorrightaway.他病了,你应该立即请大夫来。 4.Asmellygascameoutofthecracks.裂缝里冒出臭气。 5.Inthefarmyards,thechickensandeventhepigsweretoonervoustoeat.农家大院里，鸡甚至猪都紧张得不想吃食。 6.Buttheonemillionpeopleofthecity,whothoughtlittleoftheseevents,wereasleepasusualthatnight.但是，这个城市的一百万居民都没有把这些情况当一回事，当天晚上照常睡着了。 7.Itseemedasiftheworldwasatanend.世界似乎到了末日。 从句表示“(在某人)看来好像;似乎” ①Itseems/looks/appearsasif/though…看起来好像… ②Sb./Sth.looksasif/though…(不用seem/appear) ③Thereseems/appears(tobe)…(不用look) Thereappearstohavebeenamistake.=Itappearsthattherehasbeenamistake. ④Itseemsso.=Soitseems.看来似乎是这样。 8.Infifteenterriblesecondsalargecitylayinruins. 在可怕的15秒钟内，一座大城市就沦落为一片废墟之中。
Unit 4 Why don’t you talk to your parents? Section A 1. Why don't you do sth. ?= Why not do sth.? 为什么不......呢？ 提建议的句型 (1) What about doing sth. ?=How about doing sth.? ….怎么样？ (2) Why don’t you do sth.?= Why not do sth.? 为什么不呢？ (3) Let’s do sth. 让我们一起做某事吧。 (4) Shall we/I do sth.? 我们做…好吗？ (5) had better do/not do sth. 最好做/不做某事 (6) Will/Would you please do sth. 请你做…好吗？ (7) Would you like to do sth.? 你想去做某事吗？ (8) Would you mind doing sth.？你介意做某事吗？ 【回答】 (1). 同意对方的建议时，一般用 Good idea. / That’s good idea. 好主意 OK/ All right. / Great. 好/ 行/太好了Yes, please. / I’d love to. 是的/ 我愿意 I agree with you. 我同意你的看法 No problem. 没问题 Sure./ Of course./ Certainly. 当然可以 Yes, I think so. 对，我也这样想 (2).对对方的帮助或要求表示委婉谢绝时，一般用： I don’t think so. 我认为不是这样 S orry, I can’t. 对不起，我不能 I’d love to, but…我愿意，但恐怕…… I’m afraid… 恐怕…… 2.(1)too many + 复数名词许多 too many people (2)too much +不可数名词许多 too much homework (3)much too +形容词太… much too cold 3. so conj. 因此 (表示因果关系，后面跟表示结果的句子，不与because同时使用） v. 允许；准许 (1) allow doing sth 允许做某事 We don’t allow smoking in our house. 我们不允许在家里抽烟。 (2)allow sb.（not）to do sth. (不)允许某人做某事 My parents don’t allow me to stay up late. 我父母不允许我熬夜。 Mr. Smith allowed Mike to drive there. 史密斯先生允许迈克开车去那里。 (3)be allowed to do sth. 被允许做某事 (4)allow与let的辨析： allow指允许，表示默许，听任，不加阻止 let 指让，let sb. do sth.让某人做某事，语意较弱，多用于口语中，let不能用于被动语态。 5.What’s wrong( with sb../ sth.) （某人/物）怎么了？ to sleep 去睡觉 (强调“入睡，睡着”这一动作） fall asleep睡觉 (强调“入睡，睡着”这一状态） 看起来（系动词，后跟形容词作宾语） 系动词：后跟adj.作表语 一是：（be） am /is /are be quiet=keep quiet 保持安静 二保持：stay/keep （表示持续状态） stay healthy=keep healthy 保持健康 三变化：become/get/turn （表示状态变化） 五起来：sound/look/smell/taste/feel （表示感觉） 8. call up (v + adv) call on 拜访；号召
高中英语学习材料 ***鼎尚图文理制作*** 巩固练习 一、根据提示完成句子。 1. Dead and _______(受伤的) people lay everywhere after the terrible accident. 2. That place is dirty and _______（有气味的）. 3. In the city, the water pipes in some buildings cracked and ______（爆炸）. 4. The firemen ________(营救) the boy from the burning house. 5. It is reported that there were only 5 _____ (幸存者) in the accident. 6. A great many houses were ________（毁坏）in the earthquakes and many people became homeless. 7. The railway tracks were now ______（没用的）pieces of steel. 二．选择词组并用其正确形式填空。 think little of, dig out, in ruins, right away, be trapped in, as if, be proud of, blow away, at en end, fall down, a great number of, suffer from, be buried in 1. We are expecting to ________some important facts. 2. The whole city lay ___________ after the terrible earthquake. 3. He ___________ my advice and that made me angry. 4. Suddenly a strong wind came and _______ the roofs of their new houses. 5. Some people will feel happy _____ if they have a book in their hands. 6. The little girl ________ because of running too fast. 7. He has grasped ______ English idioms this term. 8. I must warn you that my patience is almost ______. 9. She _______ her son, who did well at university and now is a doctor. 10. My father has _______ his heart illness for about 20 years. 11. He acted______ he were a doctor. 12. Since she left, he is ______ his work. 13. In that area, many dogs are trained to look for people ______ the snow. 三、单项选择 1. I’d prefer _____ in the office r ather than __________ at home watching TV. A. working; staying B. working; stay C. to work; stay D. work; to stay 2. There is nothing more I can try _____ you to stay, so I wish you good luck. A. being persuaded B. persuading C. to be persuaded D. to persuade 3. After ____ the old wall, the explorers found something new. A. digging into B. digging out C. digging up D. digging down 4. If a person has not had enough sleep, his actions will give him ______ during the day.
目标认知 重点词汇： explode，escape ，depend ，encourage，violent，presence，allow，lay，exist，remain，prevent，force，pull，cheer，exhaust，warn，possible 重点短语： in one’s turn，in time，a bit of 重点句型： “be to+动词原形”的用法 it作形式宾语 whether的用法 知识讲解 重点词汇 【高清课堂：403623Astronomy 探秘天文学精讲词汇】 explode 重点例句： It exploded loudly with fire and rock. explode (v.)爆炸，爆发 (1) explode with anger 勃然大怒 explode into laughter 放声大笑 the exploding world population 迅速增长的世界人口 (2) explosion (n.)爆炸 explosive (adj.)易爆的 (n.) 爆炸物；炸药；迸发(感情)； (人口等)突增 完成句子 (1)Two bombs ________ (爆炸) in front of the park gate，causing two deaths. (2)Suddenly Charles _______________________ (勃然大怒)． (3)There will be no standing room on the earth ________________________________________ (由于激增的世界人口)． escape 重点例句： They are putting too much carbon dioxide into the atmosphere, which prevent heat from escaping from the earth into space. escape (v.)逃跑，逃避(n.)逃脱 作为动词，常用于下列结构或短语中： escape from...从……逃走
九年级 Unit 4 I used to be afraid of the dark. 讲义一、词性转换 Section A 1. humorous → (n.) humor 2. silent → (n.) silence 3. helpful → (n./v.) help 4. private → (n.) privacy 5. require → (n.) requirement 6. European → (n.) Europe 7. African → (n.) Africa 8. British → (n.) Britain Section B 9. absent → (n.) absence 10. exactly→ (adj.) exact 11. pride→ (adj.) proud 12. general → (adv.) generally 13. introduction→(v.) introduce 二、短语归纳 https://www.doczj.com/doc/7f5656826.html,ed to 过去常常 2. be afraid of害怕 3. from time to time 时常；有时 4. turn red 变红 5. take up 开始做 6. deal with 对付；应付 7. not…anymore/ no longer不再 8. tons of attention很多关注 9. worry about 为…担忧 10. be careful当心 11. hang out闲逛 12. give up放弃 13. think about考虑 14. a very small number of…极少数的… 15. be alone独处16. give a speech作演讲 17. in public当众 18. all the time一直；总是 19. on the soccer team在足球队 20. be proud of/ take pride in为…骄傲 21. be interested in 对…感兴趣 22. make a decision做决定 23. in person亲自 24. to one’s surprise令某人吃惊的是 25. change one’s life改变某人的生活 26. even though尽管 27. take care of/ look after照顾 28. think of关心；想着 29. pay attention to对…注意；留心 30. in the last few years在过去的几年里 1. used to do sth. 过去常常做某事 2. be afraid of doing sth. 害怕做某事 3. have to do sth. 必须做某事 4. make sb. do sth. 让某人做某事 5. give up doing sth. 放弃做某事 6. try to do sth. 尽力做某事 7. adj. + enough to do sth. 足够…而能够做某事 8. be prepared to do sth. 准备做某事 9. see sb. doing sth. 看见某人在做某事10. take up doing sth. 开始做某事 11. begin to do sth. 开始做某事 12. require sb. to do sth. 要求某人做某事 13. decide to do sth. 决定做某事 14. make a decision to do sth.决定做某事 15. It’s hard to believe that…很难相信… 16. It has been + 一段时间+ since + 从句 自从…以来已经有很长时间了 17. dare to do sth. 敢于做某事