小學(xué)語(yǔ)文微課教案

WhatshouldIdo。

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Unit2WhatshouldIdo?

Unit2WhatshouldIdo?

I.Teachingaimsandteachingdemands:

Inthisunitstudentslearntotalkaboutproblemsandgiveadvice.

II.Teachingkeyanddifficultpoints:

A.Vocabulary

argue,loud,original,outofstyle,tutor,upset,adult,

Recycling:problem,sorry,part-time,important,friend,money,home,new,easy,letter,ticket,ballgame,surprise,colorful,borrow,write,callsomeoneup,gotosomeone’shouse,everynight

B.B.Targetlanguage

MybrotherplayshisCDtooloud.

WhatshouldIdo?

Whydon’tyoutalktohimaboutit?

C.Structures

Modalscould,should

Whydon’tyou…?(formulaic)

III.Teachingmethods:Audio-lingualmethods

IV.Teachingaids:ataperecorder

V.Thisunitisdividedintosevenperiods.

Lesson1Speakandlisten

SectionA1a---1c

I.Teachingaimsanddemands:

Studentslearntotalkaboutproblemsandgiveadvice.

II.Teachingkeyanddifficultpoints:

A.Vocabulary

keepout,play,loud,argue,wrong,What’swrong?outofstyle,could,should,

B.Targetlanguage

MybrotherplayshisCDstooloud.

Maybeyoushouldbuysomenewclothes.

III.Teachingmethods:Audio-lingualmethods

IV.Teachingaids:ataperecorder

V.Teachingprocedure

Activity1.Revision

Task1.Dictation

Task2.Askandanswer.

Questionsaboutfuturewithwill.

Activity2.Presentation

Thisactivityintroducessomenewvocabulary.

Task1.Makeatwo-columnchartontheboardwiththeheadingProblematthetopofcolumn1andtheheadingAdviceatthetopofcolumn2.Thenaskthestudentstotellyouwhatyoucoulddoaboutit.

Problem

IwanttobuyanewguitarbutIdon’thaveenoughmoney.Advice

1.Waituntilnextyear.

2.Don’tbuyaguitar.

3.Borrowone.

4.Buyausedguitar.

5.Getapart-timejob.

Task2.Thenreadtheproblemtotheclassagain.Thenwritethewordscould,should,andshouldn’tontheboardnexttothechart.Readtheproblemtotheclassagainandhelptheclassgiveadviceusingthewordscould,should,andshouldn’t.

Task3.Askthestudentstofinishthetaskin1a.

Teach:Seriousproblemisaverybadproblem,averybigproblem.Outofstylemeansnotinfashion.

enoughmoney:Idon’thaveenoughmoneytobuyabike.

AskthestudentstowritetheproblemsintheseriousorNotseriouscolumn.

Task4.Talkabouttheanswers.

Ask,Whoput“Myparentswantmetostayathomeeverynight?”theseriouscolumn?Askthesamequestionsabouttheotheritems.Discusswhichproblemsstudentsthoughtwerethemostserious.

Activity3.Listenandcircletheproblemsyouhearinactivity1a.

Task1.Pointtothepicturesinactivity1a.Askdifferentstudentstosaywhattheyseeineachpicture.Readtheinstructionstostudents.

Task2.Playtherecordingthefirsttime.Studentsonlylisten.

Task3.Playtherecordingasecondtime.Studentscircletheproblemstheyhear.Thenchecktheanswers.

Step4.Pairwork

Askthestudentstolookattheproblemsinactivity1aandmakeconversations.

Homework

1.Makeupyourownconversations.

2.Maketensentenceswithcould,shouldandshouldn’t.

Lesson2Listenandspeak

SectionA2a---GrammarFocus

I.Teachingaimsanddemands:

Studentslearntotalkaboutproblemsandgiveadvice.

II.Teachingkeyanddifficultpoints:

A.Vocabulary

callsb.up,ticket,surprise,onthephone,What’sthematter?

B.Targetlanguage

Youcouldgotohishouse.

Youcouldgivehimatickettoaballgame.

WhatshouldI/he/theydo?

III.Teachingmethods:Audio-lingualmethodsandPPP

IV.Teachingaids:ataperecorder

V.Teachingprocedure

Activity1.Revision

Task1.Checkthehomework.Askandanswer.

Task2.Revisethevocabulary.

Activity2.Listeningandcircling.

Task1.Readtheinstructions.Learnthekeyvocabulary.

Readandrepeatthephrases.

Task2.YouwillhearaconversationbetweenNariandafriend.

Playtherecordingtwiceandstudentscircletheword,Nari’sfriendusestogiveadvice.

Thenchecktheanswers.

Activity3.Listening

Task1.Readtheinstructions.Showstudentstheexamplematch.

Task2.Playtherecordingagainandchecktheanswers.

Activity4.Groupwork

Task1.Readtheinstructionsfortheactivity.

Task2.Pointtotheexampleinthesampledialogue.Asktwostudentstoreadtheconversationtoclass.

Task3.AskstudentstoroleplayaconversationbetweenNariandhisfriendusingthesetwosetsofsentences.Thenhavethestudentsworkinpairs.

Task4.Checktheanswersbycallingondifferentpairstosayaconversationtotheclass.

Activity5.GrammarFocus

Reviewthegrammarbox.askthestudentstosaythequestionsandtheresponses.Explainthatthewordshouldisalwaysusedtoaskforadvice,butthewordscould,should,andshouldn’tareusedtogiveadvice.Couldisalessseriouswordthanshould.

Payattentiontothequestionsandanswers,askandanswerloudly.

Homework

1.Reviewtheconversationandthevocabulary.

2.Writeyourownconversationsongivingadvice.

Lesson3Readingandwriting

I.Teachingaimsanddemands:

Studentslearntotalkaboutproblemsandgiveadvice.

II.Teachingkeyanddifficultpoints:

A.Vocabulary

payfor,part-timejob,okay,either,bake,TeenTalk,tutor,need,maybe,goodidea,badidea,okayidea

B.Targetlanguage

WhatshouldIdo?

ThenIthinkyoushouldgetapart-timejob.

III.Teachingmethods:Audio-lingualmethodsandControl-readingandwriting.

IV.Teachingaids:apicture

V.Teachingprocedure

Activity1.Revision

Task1.Revisethevocabularyandthekeystructures.

Task2.Dictation.

Activity2.Readingandwriting

Task1.Readtheinstructions.WritethepossibleresponsesontheBbandaskastudenttoreadtheresponsestotheclass.Discussthethreeresponsesandbesurestudentsunderstandhowtheresponsesareused.

Task2.Askfourstudentstoreadtheconversationtotheclass.

Askthestudentstofillintheblank.

Thenaskandansweringroups.

Activity3.Pairwork

Task1.Readtheinstructions.Andthenasktwostudentstoreadthesampleconversation.

Task2.Askthestudentstosaysomewaystogetmoneythataren’tinthebook.

Task3.askthestudentstoworkwithpartnersastheyaskforandgiveadvice.Thenasktwoorthreepairsofthestudentstosaytheirconversationstotheclass.

Activity4.Pairwork

Thisactivityprovidesanopportunityforstudentstousethelanguageoftheunittogiveadvice.

Task1.Readtheinstructions.Thenasktwostudentstoreadthedialogue.

Task2.Askanotherpairofstudentstogivetheiradviceonanothertopic.Pickatopicofcurrentinterestinthenews.

Homework

1.Reviewthevocabularyandtargetlanguage.

2.Writeyourownconversationsaboutproblemsandadvice.

Lesson4SectionB

I.Teachingaimsanddemands:

Studentspracticeusingthetargetlanguage.

II.Teachingkeyanddifficultpoints:

A.Vocabulary

original,thesameas,instyle,nicer,haircut,inexpensive,comfortable

B.Targetlanguage

IthinkErinshouldtellherfriendtogetdifferentclothes.

Friendsshouldn’twearthesameclothes.

Theyarethesameasmyfriend’sclothes.

III.Teachingmethods:Audio-lingualmethods

IV.Teachingaids:ataperecorder

V.Teachingprocedure

Activity1.Revision

Thisactivityintroducesthekeyvocabulary.

Task1.Readtheinstructionsin1a.Askastudenttoreadthesentencestotheclass.ReadeachsentenceagainandasktheSstorepeatit.Thenexplainintheirownwordsthateachsentencemeans.

Forexample:T:Whatdoesoriginalmean?

S1:Differentfromothers.Notthesame.

T:Correct.Whensomethingisoriginal,itisnotlikealltheothers.Canyougiveanexample?

S1:Mywatchdoesn’thavenumbersonit.Ithaspicturesoffacesinsteadofnumbers.Mywatchisoriginal.

T:Correct.It’snotlikealltheothers.

Task2.Pointoutthewrite-inlineinfrontofeachsentence.writeVIifthestatementisveryimportanttoyou,writeIifthestatementissomewhatimportanttoyou,andwriteNIifitisnotimportant.

Task3.Talkabouttheanswerswiththeclass.

Activity2.Listening

Task1.Readtheinstructions.

Pointtothethreeitemsstudentswillbelisteningfor:

Sayyouwillbelisteningtoaradioadviceprogram.Peoplecallinforhelpwithaproblemandotherpeoplecallupwithadvice.Theywillbetalkingaboutoneoftheseproblems.Pleasechecktheproblemtheytalkabout.

Task2.Playtherecordingthefirsttime.Studentsonlylisten.

Task3.Playtherecordingasecondtime.Askthestudentstoputacheckinfrontoftheseproblems.Thenchecktheanswer.

Activity3.Listeningandwriting

A.Listencarefullyandfillinthechartwiththeadvicethatyouhear.Thenchecktheanswers.

B.Listenagainandfillinthechart.Thenchecktheanswers.

Activity4.Pairwork

Task1.Readtheinstructions.

Task2.Asktwostudentstoreadtheconversationtotheclass.

Task3.WorkwiththepartnersandsaywhatdoyouthinkErinshoulddo.

Asksomepairsofstudentstosaypartoftheirconversationtotheclass.

Homework

1.Reviewthevocabulary.

2.Writeyourownconversationsaboutadvice.

Lesson5Readingandwriting

I.Teachingaimsanddemands:

Studentspracticethetargetlanguagebyreadingandwriting.

II.Teachingkeyanddifficultpoints:

A.Vocabulary

except,upset,findout,dowrong,whattodo,lonely,argue

B.Targetlanguage

WhatshouldIdo?

Youcouldbemorefriendly.

Youshouldtrytobefunny.

Everyoneelseinmyclasswasinvitedexceptme.

I’mveryupsetanddon’tknowwhattodo.

Ijustfoundoutthatmyfriendswereplanningabirthdaypartyformybestfriend,…

III.Teachingmethods:Audio-lingualmethodsandControl-writing.

IV.Teachingaids:ataperecorder

V.Teachingprocedure

Step1.Revision

Task1.Checkthehomework.Askandanswer.

Task2.Revisethevocabulary.

Step2.Readingandwriting

Task1.Teachthesewords:

except:EveryonehasabikeexceptJim.

EveryonehasabikebesidesJim.

findout:learn,Pleasefindoutwheretheylive.

Ican’tthinkwhatIdidwrong.

Idon’tknowwhattodo.

Task2.Askthestudentstoreadtheinstructions.

Task3.Askthestudentstoreadtheletterandunderlinetheproblemontheirown.

Correcttheanswers.

Step3.Writing

Task1.Readtheinstructions.

Askastudenttosaysomeoftheadvicetheymightgive.Writethekeywordsontheboard.

Task2.Askthestudentstowritethelettersontheirown.

Task3.Asksomestudentstoreadtheirletterstotheclass.

Step4.Writingonyourown.

1.readtheinstructions.

2.askthestudentstosaysomeproblemstheymightwriteabout.

3.asksomestudentstoreadtheirletters.

Step5.Groupwork

1.Askthestudentstoreadtheinstructions.

2.Asktwostudentstoreadthedialogue.

3.Askanotherpairofstudentstogivetheiradviceforoneoftheproblems.

4.Askstudentstocompletetheworkingroups.

5.Askafewstudentstosharethesampleconversations.

Step6.SelfCheck

1.Askthestudentstodotheexercisesontheirown.Thenchecktheanswers.

2.Readtheletterandthenwritesomeadvice.

3.Askafewstudentstoreadtheirlettersofadvice.

4.Justforfun.Asktwostudentstoreadtheconversationtotheclass.

Homework

1.Reviewthevocabulary.

2.Finishoffthewritingexercises.

Lesson6Readingandwriting

I.Teachingaimsanddemands:

Studentslearntomasterthereadingskills.

II.Teachingkeyanddifficultpoints:

A.Vocabulary

until,fit,asmuchaspossible,pressure,complain,include,pushy,send,allkindsof,compare,crazy,adult,ontheonehand,…organized,ontheotherhand,…

B.Targetlanguage

Whatshouldyoudotorelax?

Parentsshouldlearntogivetheirkidsabitmoretimetothemselves.

III.Teachingmethods:Audio-lingualmethodsandControl-readingandwriting.

IV.Teachingaids:atape-player

V.Teachingprocedure

Activity1.Revision

Task1.Revisethevocabularyandthekeystructures.

Task2.Dictation.

Activity2.BeforeYouRead

Task1.Readtheinstructions.

1.Encouragethestudentstothinkaboutlifeoutsideschoolhours.ListthemontheBb.

2.AskthestudentstousethelistontheBbtocompletethetwoboxeslabeled‘Ido’,and‘Idon’tdo-‘.Theyarefreetoaddanyoreactivitiestheydo,ordon’tcurrently.

3.Askafewstudentstosharewhattheyhavewritten.

Task2.Teachthestudentsaboutusingadictionary.

1.Explainthatadictionarycanhelpstudentslearnindependently.Theycanlearnnewwords,howtopronouncethem,andhowtousethemcorrectly.

2.Letthestudentstolookupthewordsinthebox.

3.Haveabriefmemoryquizonallthewords.

4.DiscussthepointsmadeintheReadingStrategyaboutusingabilingual,learner’sandelectronicdictionary.

Activity3.WhileYouReading

Task1.Askthestudentstoreadandnoticethewordstheyhavejustlookedupintheirdictionaries.Readthesentencestotheclass.

Task2.Askthestudentstoreadthepassageloudly.

Homework

1.Reviewthevocabularyandtargetlanguage.

2.Writeyourownconversationsaboutproblemsandadvice.

Lesson7Readingandwrite

I.Teachingaimsanddemands:

Studentslearntomasterthereadingskills.

II.Teachingkeyanddifficultpoints:

A.Vocabulary

until,fit,asmuchaspossible,pressure,complain,include,pushy,send,allkindsof,compare,crazy,adult,ontheonehand,…organized,ontheotherhand,…

B.Targetlanguage

Whatshouldyoudotorelax?

Parentsshouldlearntogivetheirkidsabitmoretimetothemselves.

III.Teachingmethods:Audio-lingualmethodsandControl-readingandwriting.

IV.Teachingaids:atape-player

V.Teachingprocedure

Activity1.Revision

Task1.Dictation.

Task2.Readthepassagetotheclass.

Activity2.AfterYouRead

Task1.Readthestatements.

Task2.Discusswithyourpartners.

Task3.Askeachgrouptoreporttheirideastotheclass.

Activity3.writing

AskthestudentstowriteasentenceoftheirownusingthewordsfromtheboxinSection1b.

Activity4.Writing

Task1.Readtheinstructions.

Task2.Reviewlanguageusedforadvice.ThenimagineyouareDrAliceGreen.WritealettertoCathyTaylor.Giveadviceaboutwhatsheshoulddowithherchildren.

Activity5.Goforit!

1.WritePressureontheBb.Makeasurveywithtwoquestions:

Whendoyoufeelunderpressure?

Whatshouldyoudotorelax?

2.Ifthereissomeoneinyourclasswhohasabigproblem,makeaplantohelpthem.

Homework

1.Reviewthevocabulary.

2.Finishwritingtheletter.

Chapter4WhatshouldIdo?

Chapter4WhatshouldIdo?

1.Wordsandexpressions:

a.Learnhowtouse15words:

behavioradvisehurterrorviolentcarriageunhelpfulhair

rentbehavehousingeducationmedicalconclusionpersuade

b.Learntousethefollowingphrases

1.bymistake錯(cuò)誤地

2.byaccident偶然地，意外地

3.atplay在玩耍

4.drawaconclusion得出結(jié)論

5.violentbehavior暴力行為

6.knockover…把…撞倒

7.advisesb.todosth.建議某人做

8.ifnecessary如有必要的話

9.bebusydoing忙于做…

10.continuedoing繼續(xù)做…

11.persuadesb.todo勸告某人做

12.noneofone’sbusiness不關(guān)某人事

13.behaveoneself表現(xiàn)舉止規(guī)矩

14.bullysb.欺負(fù)某人

15.anextra20-yuannote額外的２０元鈔票

16.questionsb.about向某人訊問(wèn)

17.ahigh-riseflat高層公寓

18.feelsorryfor…為感到抱歉

19.feelguiltyaboutsth.對(duì)感到內(nèi)疚

20.aschoolcounselor校內(nèi)心理輔導(dǎo)員

partone

1.counselor/’ka?ns?l?/

n.(為心理等問(wèn)題做咨詢(xún)的）顧問(wèn)，輔導(dǎo)員

e.g.Hehadaproblemcommunicatingwithhisclassmatesandsohewenttotheirschool

counselorforhelp.

2.extractn.[‘ekstrkt]n.摘錄，引用，精華，提煉物

e.g.Theextractfromthiskindofflowerscanbeusedasliquidsoap.

IdecidedtobuythatnovelafterIreadanextractfromit.

3.behaviorn.[b?’he?vj?]n.行為,舉止,態(tài)度

e.g.Scientistsstillcannotexplainsomestrangeanimalbehavior.

Youmustapologizeforyourrudebehavior.

v.behave舉止，表現(xiàn)

e.g.Thelittleboytriedveryhardtobehavelikeanadult.

Johndoesn’tbehavehimselfatschool.

4.violent[‘vai?l?nt]adj.狂暴的，暴力的，猛烈的(adv.Violently/n.violence)

e.g.Thekeytopreventingviolentbehavioratschoolistosetupaprograminwhichbothparentsandteacherstakepart.

Schoolviolencehasbecomeaseriousproblem,especiallyinpublicschools.

Herkneesshookviolently,butshestayedonherfeet.

5.advisev.[?d’vaiz]建議(n.advice)

e.g.Theexpertadvisedustoeatmorevegetablesandlessmeat.(Theexpertsuggesteduseatingmore…)

BillGatesalsolefthisfamous9piecesofadvicetotheworld.

Hemadeafewsuggestionstotheworld.

6.conclusion[k?n’klu:??n]結(jié)束，結(jié)尾，結(jié)論，推論（v.conclude)

e.g.Theyfinallycametoaconclusion/drewaconclusionthattheplancouldn’tbeconducted.

Theconclusionofthefilmwasquiteromantic.

concludev.

Thechairmanconcludedthemeeting.

Themeetingwasconcluded.

7.persuadev.[p?’sweid]勸說(shuō)，說(shuō)服，勸告

e.g.It’snoteasytopersuadehim.

Wetriedtopersuadehimtogiveupthatfoolishplan.

8.unhelpful[,?n’helpful]adj.無(wú)用的，不愿幫助的

e.g.Everyoneonyourteamwassoawesomeandhelpful.

ThesalesgirlintheshopisoneofthemostunhelpfulpeopleIhaveevercomeacross.

Ifoundtheseinstructionbooksunhelpful.

Ihopetheycanintroduceussomehelpfulones.

9.bully[‘buli]v.恐嚇，欺負(fù)

e.g.Raymondalwaysbulliedandteasedhisclassmatesatschool.

10.error[‘er?]n.錯(cuò)誤

e.g.TheforestfireinAustraliawascausedbyhumanerror.

辨析：mistake、error、fault和wrong

四個(gè)詞都可表示“錯(cuò)誤”，但側(cè)重點(diǎn)不同。

1、mistake強(qiáng)調(diào)日常生活中判斷和看法的錯(cuò)誤。

如:Itwasamistakebuyingthathouse.

2、error強(qiáng)調(diào)違反某一標(biāo)準(zhǔn)做的錯(cuò)事，包括道德上的錯(cuò)誤。比mistake更正式，常用于書(shū)面語(yǔ)。

如：Hecan‘tforgettheerrorsofhisyouth.他忘不了他年輕時(shí)犯的錯(cuò)誤。

3、wrong壞事、冤屈、犯罪(n.)

4、fault強(qiáng)調(diào)責(zé)任或性格上的弱點(diǎn)

如：It‘smyfaultthatwearelate.我們遲到是我的錯(cuò)。

11.narrowlyadv.[‘nr??l?]勉強(qiáng)地，以毫厘之差

e.g.Shenarrowlymissedthetrain.

Georgenarrowlypassedhisphysicsexam.

12.rentv.租，租金

e.g.Shedoesn’thaveenoughmoneytorentabighouse.

Katehadtomoveawaybecausesheowedrentforamonth.

13.byaccident意外地，偶然地

e.g.Ayoungmangotanexpensiveantiquebyaccident.

Sheknewthatsecretbyaccident.

14.bymistake錯(cuò)誤地

e.g.Arthurtookmytextbookhomebymistake.

15.ifnecessary如有必要的話

e.g.Wecanalsotakeatenttotheparkifnecessary.

Giveabriefexplanationforyourplanifnecessary.

Parttwo

1.receivevt.(客觀)收到

acceptvt.(主觀)接受

e.g.IreceivedaboxofmooncakethismorningbutIdidacceptit.

Whynotacceptmyadvice?

WhoreceivedtheticketstotheHappyValley.

2.Knockv.(strike)敲打;(causesb.to)將…擊成

knockat//on

Itispolitetoknockat/onthedoorbeforeenteringtheteachers’office.

knocksth.down/over打翻;撞倒

knockinto撞入

Thecarknockedintoalamppoleandturnedover.

3.hurt(自尊心//情感的)傷害;外傷(injure)

Mikefelloffhisbikeandhurthisleftleg.

4.police(集合名詞,用做主語(yǔ),句中動(dòng)詞要用復(fù)數(shù))

Thepolicearebusyingsearchingfortherobberinthecity.

Thepolicehavebeentotheflat.

5.guiltyadj./guiltn.---(theoppositeword---innocent反義詞,無(wú)罪)

feelguilty//innocent

6.aloneadj.(獨(dú)自一人的)/adv.(單獨(dú)地)

lonelyadj.(ofsb.)心情孤獨(dú)的,寂寞的;偏僻的;荒涼的

Theoldmanlivesinalonelyhousealone,butheneverfeelslonely.

Doyougohomeeverydayalone?

7.changec.n.變化;u.n.零錢(qián)

vt.變化

GreatchangeshavetakenplaceinShenzhensince1979.

=TherehavebeengreatchangesinShenzhensince1979.

=Shenzhenhasbeengreatlychangedsince1979.

changeone’smind

Hereisyourchange!

8.noticen.通知,布告v.注意到;(observe)

putupanotice

take(no)noticeofsth./sb.

=pay(no)attentionto

noticesb.do/doingsth.

Unit2WhatshouldIdo

老師職責(zé)的一部分是要弄自己的教案課件，大家在認(rèn)真準(zhǔn)備自己的教案課件了吧。只有制定教案課件工作計(jì)劃，才能對(duì)工作更加有幫助！你們知道多少范文適合教案課件？考慮到您的需要，小編特地編輯了“Unit2WhatshouldIdo”，大家不妨來(lái)參考。希望您能喜歡！

Unit2WhatshouldIdo

一、教學(xué)內(nèi)容：

Unit2WhatshouldIdo?

（一）語(yǔ)言目標(biāo)：Talkaboutproblems;Giveadvice

（二）目標(biāo)語(yǔ)言：—WhatshouldIdo?

—Youshould/couldwritehimaletter.

（三）重點(diǎn)詞語(yǔ)講解

1.WhatshouldIdo?

should是一個(gè)情態(tài)動(dòng)詞，表示義務(wù)、責(zé)任或勸告，建議等，意為“應(yīng)該，應(yīng)當(dāng)”，后接動(dòng)詞原形。

ex:(1)Weshouldhelphim.

(2)Youshouldaskherfirst.

(3)You(不應(yīng)該)laughathim.

(4)Whatshouldwedonow?

should還可用來(lái)表示可能性、推測(cè)或推論。

Themovieshouldbeinteresting.

Thatexciting.（應(yīng)該是）

2.MybrotherplayshisCDStooloud.

此句中的play意為“播放”；loud在此句中用作副詞，意為“大聲地”，相當(dāng)于loudly.loud也可用作形容詞，意為“響亮的，吵鬧的”，用作定語(yǔ)或表語(yǔ)。ex:

①I(mǎi)heardaknockatthedoor.（我聽(tīng)到有人大聲敲門(mén)。）

=Iheardsomeoneknockatthedoor.

②Pleaseaskthemtospeakmore.（請(qǐng)他們講話大聲點(diǎn)。）

3.Youcouldcallhimup.

could在句中表示建議，意為“可以”，表示一種委婉的語(yǔ)氣，并非過(guò)去式，其否定形式為couldn’t。

ex:(1)Ifyouaretired,youcouldgotobedearly.

(2)Youcouldbemorecareful.（你可以再仔細(xì)些。）

callhimup意為“給他打電話”，callup是動(dòng)副結(jié)構(gòu)，所帶的賓語(yǔ)如果是代詞，必須放在兩詞中間，若是名詞，可放中間，也可放后面。ex:

Youcouldcall.（給Jim打電話）

Ishouldcall.（給她打電話）

callsb.up相當(dāng)于givesb.acall/ring;ringsb.up;phonesb.

4.Iarguedwithmybestfriend.

argue為不及物動(dòng)詞，意為“爭(zhēng)論，爭(zhēng)吵”，arguewithsb.意為“與……爭(zhēng)吵”，argueaboutsth.意為“為某事而爭(zhēng)吵”。ex:

Sheoftenarguesherhusbandtheirchildren.

5.What’swrong?怎么了？

wrong是形容詞，意為“錯(cuò)誤的，有毛病的，不適合的”，What’swrongwith…?意為“……怎么了？”其同義句為“What’sthematterwith…?”

wrong還常常用于下列句型中：

①Thereissomething(nothing)wrongwith…

②Youarewrong.（反義詞為）

6.Myclothesareoutofstyle.

outofstyle意為“過(guò)時(shí)的，不時(shí)尚的”，其對(duì)應(yīng)短語(yǔ)為instyle，意為“時(shí)尚的，流行的”，此處style為名詞，意為“風(fēng)格，時(shí)尚”。

7.Idon’twanttotalkaboutitonthephone.

此句中的talkabout意為“談?wù)摗?，是?dòng)介詞組，因此代詞作賓語(yǔ)時(shí)不必放中間，如“talkaboutit/them”。

onthephone意為“用電話交談，在通話”，ex:

Theyarethephone.（on表示某狀態(tài)或活動(dòng)在進(jìn)行中。）

8.Ineedtogetsomemoneytopayforsummercamp.

句中的payfor…意為“為……付款”，pay的過(guò)去式為paid,ex:

(1)Howmuchdidyouthatbook?那本書(shū)你花了多少錢(qián)？

（此處的payfor相當(dāng)于）

(2)Hepaidfiveyuanthebook.

=Hefiveyuanonthebook.

=Thebookhimfiveyuan.

(3)IboughtsomeCDSformyfriendandtheyme.

A.spentB.paidC.costD.took

(4)Itmeaweektofinishthework.（選項(xiàng)同上）

9.Hedoesn’thaveanymoney,either.

一）either此處為副詞，意為“也”，用于否定句句尾，用逗號(hào)與主句隔開(kāi)。

too和also也表示“也”，用于肯定句句中，常用于口語(yǔ)，放在肯定句句尾。ex:

①Johncanplayviolin.（用于實(shí)義動(dòng)詞之前）

②Heisateacher.（用在be動(dòng)詞之后）

③Ifhedoesn’tgo,Iwon’t,.

二）either還可用作代詞，意為“（兩者之中）任何一個(gè)”。ex:

Ihavetwopens.Youcanuseeitherofthem.

Eitheryouorhecangotothemovie,there’sonlyoneticket.

（此處either用作連詞，either...or…意為“或者……，或者……”，連結(jié)兩個(gè)主語(yǔ)時(shí)，謂語(yǔ)動(dòng)詞采取就近原則。）

EitheryouorJim(be)right.

10.Youshouldaskyourparentsforsomemoney.

句中的ask(sb.)for(sth.)意為“向……要……”，ex:

(1)Hegotbackhomeand（要）somemoney.

(2)Youcanthepolicemanhelp.（求助）

(3)Didanyoneaskforme?（要見(jiàn)某人）

(4)Don’taskfor.（別自討苦吃/自討麻煩。）

11.Everyoneelseinmyclasswasinvitedexceptme.

(1)else用作形容詞，意為“別的，其它的”，常用在疑問(wèn)代詞who,what,where或不定代詞something,someone,everyone等之后，ex:

Isthere（別的東西）intheroom?

A.otherthingsB.somethingelseC.anythingelseD.elseanything

Youcanasksomepeople.

A.elseB.otherC.othersD.another

(2)except在此處為介詞，意為“除……之外，不包括”。ex:

HedoeshishomeworkeverydayexceptSunday.

除了周日以外，他天天做作業(yè)。

AllcamebackKate.（除了凱特以外，其它人都回來(lái)了。）

A.exceptB.besidesC.beside

There’snothingacardinthebox.

A.exceptB.besidesC.but

DidhegiveyouanythingelsetheCD?

A.exceptB.butC.besidesDbeside

12.IthoughtIfailedmytest.

此句中的failed是fail的過(guò)去式，意為“失敗，不及格”，也可用作不及物動(dòng)詞，與介詞in連用。

(1)Manyofusfailed(in)thetest.（相當(dāng)于）

(2)Wetriedagain,butwe.

(3)isthemotherofsuccess.

13.She’sreallynice,andwegetonwell.

geton意為“相處，進(jìn)展”，getonwell(withsb.)意為“（與某人）相處融洽”。

你和朋友們相處得怎么樣？—我們相處很融洽。

—areyouonyourfriends?

—Wearegettingon.

geton還有“上車(chē)”之意，對(duì)應(yīng)詞組為“getoff”。

14.Thetiredchildrendon’tgethomeuntil7p.m..

句中的until為介詞，意為“直到……”，常用于肯定句，且謂語(yǔ)動(dòng)詞為延續(xù)性動(dòng)詞。

(1)Iwaitedforheruntillunchtime.（我一直等她到吃午飯時(shí)間。）

而本句中的not…until是否定形式，意為“直到……才”，謂語(yǔ)動(dòng)詞為非延續(xù)性動(dòng)詞。

ex:直到你完成作業(yè)，你才可以睡覺(jué)。

Yougotobedyoufinishyourhomework.

直到雨停了我們才回家。

Wegohomeuntiltherain.

車(chē)停下來(lái)你再下車(chē)。

Don’tgetoffuntilthebus.

15.as…aspossible意為“盡可能……”

(1)Pleasecomeas（早）aspossibletomorrow.

(2)Heisrunning

(3)Pleasedoyourhomeworkas（認(rèn)真）asyoucan.

16.一方面theonehand;另一方面onhand

17.Mycousinisthesameageasme.

句中的thesameas…意為“和……一樣”，此句相當(dāng)于Mycousinisasoldasme.