高中教案教案

Unit 10 You're supposed to shake hands SECTION B 教案。

SECTIONB

Goals

●Tolearntousemake/sme＋infinitive,make/sme＋adjectivestructures

●Tolisten,talkandreadaboutproducts

Procedures

Warmingupbyplayingagame

Goodmorning,class.Itissocoldtoday.Theweatherhere

makesmesad.Nowlet’sfirstplayagametomakeushappy.Weshalltrytosayasmanysentenceswithmake/sme＋infinitive,make/sme＋adjectivestructuresaspossible.Theonewhosaysthemostsuchsentenceswillbemadethemonitorfortoday!

1alookingandmatching

Onpage105arefourpicturesofdailyproducts.Nowread,think,andmatchthemwiththeslogansinthebox.

1.Whiterthanwhite→toothpaste

2.Forthatmysteriouslook→sunglasses

3.Fortheshiniesthairever→shampoo

4.Forsilkyskin→cream

1bMakingalist[勵(lì)志的句子 DjZ525.coM]

Inourlifeweuselotsofproductsevery.Whichonesdoyoulikebest,andwhichonesdoyounotlike?Nowmakealistofthem,threeforeachchoice.

TheonesthatmakemehappyTheonesthatmakemesad

computer,bike,handphonecar,book,bed

wine,camera,CDplayerclock,football,medicine

2aListeningandticking

Youaregoingtolistentoaconversationaboutproductsusedindailylives.Beforeyoulisten,gotopage105andreadthenamesoftheproductsandthecommentsinthechart.

Tapescript

Girl1:Wow!LookatthisadforEasyCareShampoo.Fortheshiniesthairever.

Boy:Ican’tstandadslikethat!Theymakemereallymad.

Girl1:Why?

Boy:Theymakeyouthinkthatyoucanlooklikethepersoninthead.ButIboughtthatshpmpooanditdidn’twork.

Girl2:Iagree.Lookatthisone.LookoutSunglasses.Forthatmysteriouslook.I’llbettheydon’tevenkeepoutthesun.

Boy:Andwhataboutthisone!BeautyCream—thesilkyskinsoap.

Girl2:Waitaminute!ItriedBeautyCreamanditworksreallywell.Itmakesyourskinreallysoft.HaveyouevertriedStarshineToothpaste?

Girl1:Oh,youmeanWhiterthanWhite?Yeah,Itrieditandittastesterrible.I’dneveruseit.

Boy:Iguessyoushouldn’tbelieveeverythingyouread.

Afteryoulisten,ticktheproductstheylike,andkickouttheonestheydon’t.

ProductsWhatpeoplesay

No1.EasyCareShampoo→d.Itdidn’twork.

No2.LookoutSunglasses→c.Theydon’tevenkeepoutthesun.

Yes3.BeautyCream→b.Itworkedreallywell.

No4.StarshineToothpaste→a.Ittastesterrible.

2bListeninganddrawing

Nextyouaretolistenanddrawtoshowwhatthepeoplesayabouttheproducts.

Finallygoontoreadthetapescripttolearnsomeexpressionsandthemake/sme＋infinitive,make/sme＋adjectivestructures.

2cDoinggroupwork

In1byouhavemadealist.NowtopracticespokenEnglishyouaretomakeuseofthelistmakingaconversationwithyourgroupmembers.

A:HaveyoueverhadBeijingDuck?

B:Yeah.Iloveit.

A:Haveyoueverusedacomputer?

B:Yeah.Iloveit.

A:Haveyoueverriddenabike?

B:No,Idon’tloveit.

A:Haveyoueverusedahandphone?

B:Yeah.Iloveit.

A:Haveyoueverdrunkwine?

B:No.Never.Idon’tloveit.

3aReadingtodecide

Onpage106youwillfindarticletalkingaboutadvertising.

Beforeyouread,guessattheideastobetalkedaboutinthearticle.Whileyouread,underlinetheexpressions,blackentheconnectivesandcircletheexamplesofthemake/sme＋infinitive,make/sme＋adjectivestructures.

Advertising:prosandcons

Inthemodernworld,advertisingiseverywhere！Somepeoplethinkthatadsaregreat.Othershateads,sayingthattheymakeourcitiesandcountrysidelookugly.Manyadsareaimedspeciallyatteenagers,andsomeyoungpeopleseemorethan100advertisementsaday.It’struethatsomeadscanbeveryuseful.Forinstance,theycanhelpyoutocomparetwodifferentproductssothatyoucanbuytheoneyoureallyneed.Theycanalsohelpyousavemoney.Whenpricesarelisted,youcangotothestorewiththelowestprice.Adsalsotellyouwhenstoresarehavingsales.However,someadvertisingcanbeconfusingormisleading.Sometimesthewordssoundgoodbutdon’treallytellyouanythingaboutthequalityoftheproduct.Atothertimes,thepictureinanadlooksalotbetterthantherealthing.Andyouhavetobecareful.Attimesanadcanleadyoutobuysomethingyoudon’tneedatall.

Afteryouread,decideifyouagreewiththeauthorornot.

3bReadingandcompleting

Onpage106inthecenterisanunfinishedarticle.Readitandtrytocompleteitusingtheinformationabouttwoormoreproductsinactivity2a.

Someadvertisementstellthetruthandsomedon’t.Forexample,theEasyCareShampoosaysitwillgivetheshiniesthairever.Butmyfriendtrieditandfounditdidn’twork.LookoutSunglassesadvertiseddon’tevenkeepoutthesun!AndthereistheStarshineToothpaste.Ittastesterrible.Itsmells!ButtheBeautyCreamisarealthing.Itworksreallywellforme.

3cLookingandwriting

Afteryouread,youaretowrite!Nowgobacktopage105towriteslogansofyourownwiththehelpoftheslogansoftheirsthereonpage105.

Car→Itrunsfasterandneverturnsover!

Handphone→Callyou,hearyou,gotoyou,cometome!

…

4Doingpairwork

Inpairsdiscusshowthepostersonpage106makeyoufeel.

A:Iwouldlovetomakefriendswiththetwoprettygirls.

B:Not,me.Thispostermakesmeangry!

A:Iwouldlovetoseethismovie.

B:Not,me.Thispostermakesmeterrified!

A:Iwouldlovetovisitthispark.

B:Me,too.Thispostermakesmeexcited!

Closingdownbydrawingyourownposters

Attheendoftheperiodweshalldosomethinginteresting:we

shalldrawpicturesorposters.Toadvertiseyourproductsorservicesyouhavetodrawposters.Nowlet’swaitandseewhoseproductsofpostersarethemostattractiveandpersuasive!

SEFLCHECK

1Readingandfilling

Todosomethingboring,gotopage107andreadthe5sentencesinthebox.Completethemwithacorrectwordgiveninitscorrectform.OK?

list,lead,compare,keepout,taste

1.Ineedanewjacket.Thisonedoesn’tkeepoutthecold.

2.Customerssaythefoodattherestauranttastesterrible.

3.Whenpricesarelisted,youcangotothestorewiththelowestprice.

4.WorkinghardatEnglishcanleadtoagoodjob.

5.Waitbeforeyoubuythatwatch.Let’scomparepricesinanotherstore.

2.Readingandwriting

Inthecenterofpage107isadiary.NowyouaregiventherighttoreadthisdiarybyMing.Whilereadingkeepyoureyesonthestructuresandexpressions.YouknowhowimportantstructuresandexpressionsareforlearningEnglish.

DearDiary,28,June

Ithoughttodaywasgoingtobereallybad.Tostartwith,itwasraining,andrainydaysmakemesad.Anditwasmybirthday,butwhenIgotup,noonewasathome,andMomandDadhadn’tleftmeanote.Iwalkedtoschoolwithmybestfriend,Gu.Shedidn’tsayanythingeither.Thismademealittleangry.Afterall,Irememberedherbirthdaylastmonth.Inclass,theteacheraskedmeformyhomework,butasIwassotensewhenIlefthome,Ihadforgottentobringitwithme.Thatmademeannoyedwithmyself.Butthingsgotbetter.Guinvitedmeforlunch.Iwassosurprised.MonandDadandallmyfriendswerethere.Ihadawonderfulsurprisebirthdaylunch.ThatmademeVERYhappy.

EarlymorningLatemorningNoonLunchtime

sadAlittleangryannoyedsurprised

Justforfun!

Lookingatthepostersaboveandwriteadslogansforthem.

Reading:Receivingmoneymakesmeuncomfortable.

Beforeyouread,gotothevocabularylistforthispartonpage155.Readthewordsandstudythewordformationformeanings.

Whileyouread,blackenthepredicatesandcircletheconnectives.

Receivingmoneymakesmeuncomfortable.

Manybookshavebeenwrittenabout“theartofgiving”.Butwhatabouttheartofreceiving?Sometimes,receivingagiftcanbedifficult,especiallywhensomeonebuysyouagiftyoudon’twant！

“IrememberwhenIwasabouttwelveyearsold,myparentsboughtmeapurplepurse,”laughsGuoXiaojing.“Itreallymademefeelembarrassed,becausetobehonest,Ithoughtthepursewasreallyugly！Still,IpretendedthatIlikeditbecauseIknewitwouldmakemyparentshappy！”

HanLingagrees.“Thatsoundslikemygrandparents！Afewyearsago,mygrandparentsgavemeanorangesweaterformybirthday.IusedtoweariteverytimeIvisitedthem,butwhenIlefttheirhouse,Itookitoff！Ofcourse,thismademefeelguilty.Itwasaverynicethought,butmygrandparentshavedifferenttastefromme！Ithinkit’shardtobuyclothesorotherpersonalthingsforpeople.”

Tomakethingseasier,somepeoplewouldratherjustgivemoney.Insomecultures,however,receivingmoneycanmakepeopleuncomfortable.“Whensomeonegivesmemoney,itjustmakesmethinkthey’rebeinglazy,”saysJohnWilson.“InEngland,wehaveasaying:It’sthethoughtthatcounts.Whensomeonegivesmemoney,Ifeeltheydon’tthinkatall.Iprefertoreceiveagiftthathassomethoughtbehindit.Idon’tmindifit’ssomethingIdon’tneed.Ifsomeonehasthoughtaboutagiftforme,italwaysmakesmehappy.”Differentpeoplehaveverydifferentthoughtsonthissubject！Somaybetheartofreceivingisevenmoredifficultthantheartofgiving！Whatdoyouthink?

Part2:TeachingResources(第二部分：教學(xué)資源)

I.Whatisaposter?

Aposterisanylargepieceofpaperwhichhangsfromawallorothersuchsurface.Theyareafrequenttoolofadvertisers,propagandists,protestorsandothergroupstryingtocommunicateamessage,andtheyalsoseepersonalusebypeople,especiallytheyoung,whowishtodecorateinarelativelylow-costmanner.

II.Somewonderfulslogansofadvertisements

Trustme,youcanmakeit.(美容)

Humantechnology.(Nokia)

Whenthereisnotomorrow.(聯(lián)邦快遞)

Themilkchocolatethatmeltsinyourmouth-notinyourhand.(巧克力)

Goodtothelastdrop.(雀巢咖啡)

Nexttomyself,IlikeBVDbest.(BVD內(nèi)衣)

Justdoit.(運(yùn)動(dòng)鞋)

Thingsgobetterwithcoke.(可口可樂(lè))

Onecard,allthepossibility.(Visa)

MasterCard.Mastertheshoppingpossibility.(Card)

Itseverywhereyouwanttobe.(Visa)

Dontleavehomewithoutit.(美國(guó)通卡)

Uglyisonlyskin-deep.(汽車)

Shapeupyourimage,futureandlife.

Naturalisbeautiful.(美容)

Giftedphotographersrequirebeautifulprintquality.

Usingyourownwaytoenjoyworking;Itsnoprice.(信用卡)

Everythingwedoisdrivingbyyou.(汽車)

Travelbyairwithoutanyreservation.(鞋子)

Adiamondisforever.(鉆石)

Wedochickenright.(炸雞)

Nomatterhowyoulookattyping,weareyourtype.(打字機(jī))

Thetastethatrefreshes.(飲料)

Nokiaconnectionpeople.(Nokia)

MakotoBank.Makingcommunitiestogether.(銀行)

Fordhasabetteridea.(Ford)

SaveourmouthforMemtos.(食品)

ItsFingerLickinggood./wealldoitforyou.(快餐)

Areyouinorout?(美語(yǔ)補(bǔ)習(xí)班)

Keepwalking.(酒類)

Weshare.(壽險(xiǎn))

Madetomove.(Nike)

Werefamily.(信用卡)

Foreversport.(Adidas)

Justcallme,behappy.(大哥大)

Socharming,soeasy.(化妝品)

AirFrance-makingtheskybestplaceonearth.(航空)

Yourfavoritespareforyourpleasureanddream.(動(dòng)畫商品)

Itsbeenalonghardroadwithoutyouonthemind.(汽車)

星沙英語(yǔ)網(wǎng)整理

擴(kuò)展閱讀

Unit 10 You’ re supposed to shake hands教案

每個(gè)老師需要在上課前弄好自己的教案課件，大家在細(xì)心籌備教案課件中。我們制定教案課件工作計(jì)劃，才能在以后有序的工作！哪些范文是適合教案課件？下面是小編為大家整理的“Unit 10 You’ re supposed to shake hands教案”，大家不妨來(lái)參考。希望您能喜歡！

Unit10You’resupposedtoshakehands

TheFirstPeriod

Ⅰ．TeachingAimsandDemands

1．KnowledgeObjects

（1）KeyVocabulary

bow,kiss,besupposedto,shakehands,customs

（2）Target’Language

WhatarepeopleinKoreasupposedtodowhentheymeetforthefirsttime?

They’resupposedtobow．

2．AbilityObjects

（1）Trainstudents’listeningability．

（2）Trainstudents’communicativecompetence．

Ⅱ．TeachingKeyPoints

Targetlanguage

Ⅲ．TeachingDifficultPoints

1．Howtotrainstudents’listeningability．

2．Howtotrainstudents’communicativecompetence．

Ⅳ．TeachingProcedures

StepⅠRevision

T:YesterdaywefinishedUnit11．Inthisunit,welearnedsomewaysofaskingforinformationpolitely．Nowifyouwanttogotoalibrarytogetabook,howcanyouask?

Writethetwocolumnheadingsontheboard:RightandWrong．

Say,Pleasetellmethingsthataregoodtodoinschoolandthatarenotgoodtodoinschool．

Writeeachsuggestionundertheappropriateheadingontheboard．

T:Isitagoodideatocometoclasslate?

S1:No．

T:That’sright,It’snotagoodideatocometoclasslate．You’renotsupposedtocometoclasslate．Classrepeat．You’renotsupposedtocometoclasslate．

Ss:You’renotsupposedtocometoclasslate．

T:（Writescometoclasslateunderwrong）Whataresomethingsyoushouldn’tdo?

S2:Weshouldn’teatinclass．

T:Right．You’renotsupposedtoeatinclass．

Askstudentstorepeatthisexample．

Thenaskstudentstotellaboutsomethingsthataregoodtodoinschool．Theymaysaythingssuchas,Youshoulddoyourhomeworkeveryday;Youshouldraiseyourhandbeforeyoutalk．Rephraseeachofthesesentencesusingsupposedtoandaskstudentstorepeat:You’resupposedtodoyourhomeworkeveryday．

You’resupposedtoraiseyourhandbeforeyoutalk．

StepⅡ1a

Letstudentsreadtheinstructions．

Pointtothetwolistsofwords．Readeachwordandaskstudentstorepeatit．

Putupamapoftheworldontheboard．

Askstudentstoexplainwhereeachofthecountriesis．

Askdifferentstudentstoactouttheactiondescribedbyeachwordorphrase—bow,shakehands,andkiss．

Readtheinstructionsagainandaskstudentstomatchthecustomslettereda,bandcwiththenumberedcountries．

Lookatthesampleanswer．Tallstudentstoguessiftheyaren’tsure．

StepⅢ1b

Gothroughtheinstructionswiththeclass．PointtothelistsinActivitylaandsay,Nowyouwillhearaconversationbetweenaboyandagirl．Theirconversationcontainstheanswerstothequestionsin

Activity1a．

Playthetapeforthefirsttime．Thistime,studentsonlylisten．

Playthetapeasecondtime．AskthemtolistentotherecordingandchecktheiranswerstoActivity1a．

Checktheanswerswiththeclass．Inviteastudenttoreadtheanswers．

StepⅣ1c

Readtheinstructionstothewholeclass．

Pointouttheexampleinthebox．Asktwostudentstoreadittotheclass．

PointtothelistsofcustomsandcountriesinActivityla．Tellstudentstofirsttalkaboutthesecountriesandcustoms,andthentalkaboutothercountriesandcustomstheyknowabout．

Asstudentsworktogether,movearoundtheclassroomcheckingtheirwork．

Askdifferentpairsofstudentstoaskandansweraquestionfortheclass．

StepⅤHomework

Reviewthetargetlanguage．

TheSecondPeriod

Ⅰ．TeachingAimsandDemands

1．KnowledgeObjects

（1）KeyVocabulary

greet,besupposedto

（2）TargetLanguage

HowwasthedinneratPaul’shouselastnight?

Well,itwasOK,butImadesomemistakes．Iwassupposedtoarriveat7:00,butIarrivedat8:00．

2．AbilityObjects

（1）Trainstudents’listeningability．

（2）Trainstudents’communicativecompetence．

3．MoralObjects

Whenyou’reinvitedtoaplace,youmustn’tbelate,greetpeoplethewrongwayandwearthewrongclothes．Thatis,youshouldactaccordingtoyourhost’scustoms．

Ⅱ．TeachingKeyPoints

1．KeyVocabulary

greet,besupposedto

2．TargetLanguage

HowwasthedinneratPaul’shouselastnight?

Well,itwasOK,butImadesomemistakes．Iwassupposedtoarriveat7:00,butIarriveat8:00．

3．Structure

Whatareyousupposedtodowhenyoumeetsomeone?

Ⅲ．TeachingDifficultPoints

1．thetargetlanguage

2．Howtoimprovestudents’listeningability．

Ⅳ．TeachingProcedures

StepⅠRevision

Checkhomework．AsksomepairstoactouttheirconversationsaccordingtoActivity1a．

StepⅡ2a

LookatthepictureandaskstudentstotellWhatishappening．

Helpstudentsunderstandthatthepeopleareatapicnic．

PointtoMariaandask,what’sMariawearing?（Sheiswearingadress．）Ask,Doesshelookcomfortable?（No．）

Readtheinstructionsandpointtothefourmistakesonthelist．Askdifferentstudentstoreadthemistakestotheclass．

ListentoMariatalkingtoaboyaboutwhathappenedatthepicnic．Shemadeseveralmistakes．Listentotherecordingandcheckthemistakesshemade．

Playtherecording．Studentsonlylistenthefirsttime．

Playtherecordingagain．GetstudentstocheckthemistakesMariamade．

Checktheanswerswiththeclass．

StepⅢ2b

Gothroughtheinstructionswiththeclass．Pointouttheblanksinthefoursentences．Inviteastudenttoreadthefirstsentence．

Playtherecordingagain．Letstudentsfillintheblankswiththewordstheyhearalone．

Correcttheanswerswiththeclass．

StepⅣ2c

Readtheinstructionsfortheactivitytotheclass．

Lookattheexampleinthebox．Asktwostudentstoreadtheconversationtotheclass．

PointoutthemistakesinActivity2aandthesentencesinActivity2b．RoleplayDanandMaria’sconversationusinginformationfromActivities2aand2b．

Askstudentstoworkinpairs．Astheywork,movearoundtheclassroomcheckingtheprogressofthepairsandofferinghelpasneeded．

Checktheanswersbycallingondifferentpairstosaytheirconversationstotheclass．

StepⅤGrammarFocus

Reviewthegrammarbox．Getdifferentstudentstosaythequestionsandanswers．

StepⅥHomework

AskstudentstowriteatleasttwosentenceswiththesentencestartersinGrammarFocus．

TheThirdPeriod

Ⅰ．TeachingAimsandDemands

1．KnowledgeObjects

（1）KeyVocabulary

land,dropby,afterall,relaxed,abit

（2）TargetLanguage

CanyoutellmethethingsI’msupposedtodo?

Thefirstthingistogreettheteacher．

Okay．WhatshouldIsay?

Youaresupposedtosay"goodmorning,teacher．"

2．AbilityObjects

（1）Trainstudents’integratingskills．

（2）Trainstudents’communicativecompetence．

Ⅱ．TeachingKeyPoint

Trainstudents’integratingskills．

Ⅲ．TeachingDifficultPoint

Howtoimprovestudents’integratingskills．

Ⅳ．TeachingProcedures

StepⅠRevision

T:Inlastperiod,wesummeduptheexpressionsfortellingwhatyouaresupposedtodo．NowI’llcheckyourhomework．I’llasksomepairstoactouttheconversationsbeforetheclass．

StepⅡ3a

Readtheinstructions．Doyouknowwhatanopinionis?

Askastudenttoanswerit．（Anopinioniswhatyouthinkorhowyoufeelaboutsomething．）

Lookatthechart．Pointtothewordattitudeonthechartandsay,Anopinionislikeanattitude．Tellstudentswhattheywillwriteinthechart．

Askstudentstoreadthefirstparagraphontheirown．Whentheyread,movearoundtheclassroomhelpingthemasnecessary．Thenaskstudentstoreadthesecondparagraph．Again,astheyread,movearoundtheclassroomansweringanyquestions．Thenreadtheinstructionsagainandpointoutthechart．Pointtothewordsattitudetowardandaskwhatotherwordsintheinstructionlinemeanthesamething（opinionsof）．

Inviteastudenttoreadthesampleanswertotheclass．Thenlethimpointoutwhichsentencetheanswerisfoundin．

Askstudentstoreadtheparagraphsagainandcompletethechartontheirown．

Correcttheanswerswiththeclass．

StepⅢ3b

Gothroughtheinstructionsfortheactivitywiththeclass．

Lookattheexampleinthebox．Asktwostudentstoreadtheconversationtotheclass．

Firstpracticethisconversationwithapartner．Thentalkaboutyourattitudetowardbeingontimeandgettingtogetherwithyourfriends．Usetrueinformation．

Havestudentsworkinpairs．

Asksomedifferentpairstosaytheirconversationstotheclass．

StepⅣPart4

Letstudentsreadtheinstructions．

Askapairofstudentstomodelthesampledialogue．Correctanypronunciationerrorstomakesurethestudentsareprovidingagoodmodelfortherestoftheclass．

Getstudentstocompletetheworkinpairs．Astheywork,walkaroundtheclassroomofferinghelpasneeded．

Reviewthetask．Askafewstudentstosharetheirconversationswiththewholeclass．

StepⅤHomework

1．WriteaconversationusingtheinformationinPart4．

2．Finishofftheexercisesonpages49～50oftheworkbook．

TheFourthPeriod

Ⅰ．TeachingAimsandDemands

1．KnowledgeObjects

（1）KeyVocabulary

wipe,napkin,stick,chopstick,rude,point,pickup

（2）TargetLanguage

We’resupposedtoeatwithchopsticks．

Yes,andit’srudetoeatwithourhands．

2．AbilityObjects

（1）Trainstudents’listeningability．

（2）Trainstudents’abilitytounderstandthetargetlanguageinspokenconversation．

（3）Trainstudents’abilitytousethetargetlanguage．

Ⅱ．TeachingKeyPoints

1．KeyVocabulary

wipe,stick,chopstick,rude,point,pickup

2．TargetLanguage

We’resupposedtoeatwithchopsticks．

Yes,andit’srudetoeatwithourhands．

Ⅲ．TeachingDifficultPoints

1．Flowtoimprovestudents’listeningability．

2．Howtousethetargetlanguage．

Ⅳ．TeachingProcedures

StepⅠRevision

Checkhomework．GetsomestudentstoreadouttheirconversationsusingthetargetlanguageinSectionA4．Collecttheirconversationsandhelpcorrecttheirerrors．

StepⅡPart1

Lookatthepictureandaskstudentstosaywhatishappeninginit．

Lookatthetitle,Mindyourmanners!

Ask．Whatdoyouthinkitmightmean?

Readtheinstructionsandpointtothefivestatementsaboutmanners．Askstudentstoreadthestatements．

Reviewthefivestatementstobesurestudentsunderstandwhateachonemeans．Askstudentstoactoutthem．

Thenaskstudentstocompletethequizontheirown．

Correcttheanswerswiththeclass．

StepⅢ2a

Readtheinstructionstotheclass．Reviewwhatanexchangestudentisandwhattablemannersare．Ifnecessary,translatethemintoChinese．

Lookatthefourpictures．YouwillheartheexchangestudentSteve,talkingwithhisJapanesefriend,Satoshi．

Satoshiisexplainingsomethingsyouareandaren’tsupposedtodowheneatinginJapan．

Pointtotheboxeswherestudentsaresupposedtowriteanumbernexttoeachpicture．Say,Numberthese1through4toshowtheorderyouhearSatoshitalkabout,thesethingsintherecording．

Playtherecordingthefirsttime．Studentsonlylisten．

Playtherecordingasecondtime．Astheylistentotherecordingthistime,letstudentsnumberthepictures．

Correcttheanswerswiththeclass．

StepⅣ2b

Readtheinstructionsandpointtothenumberedlistofsentencestartersandtheletteredlistofsentenceendings．Askdifferentstudentstoreadthetwolists．

Youwillhearthesamerecordingagain．

Playtherecordingagain．Askstudentstowritethelettersintheblanksalone．

Checktheanswerswiththeclass．

StepⅤ2c

Gothroughtheinstructionsfortheactivitywiththeclass．

Lookattheexampleinthebox．Asktwostudentstoreadthesentencestarters．

Now,completeeachonewithatruestatementabouttablemannersinyourcountry．

Asktwostudentstoreadtheirsentences．

PointoutthesentencestartersinActivity2b．Say,Haveaconversationabouttablemannersinyourcountrywithapatter．

YoucanusethesentencestartersinActivity2btohelpyougetstarted．

Havestudentsworkinpairs．Askoneortwopairsofstudentstosaytheirconversationstotheclass．

StepⅥHomework

Talkaboutthetablemannersinyourcountryusingthesentencestartersin

Activity2b．

TheFifthPeriod

Ⅰ．TeachingAimsandDemands

1．KnowledgeObjects

（1）KeyVocabulary

tablemanners,behave,be/getusedto,cutup,full,fork,Youshould…

（2）Practisereadinganarticle．

（3）Practisewritingsomethingusingthetargetlanguage．

2．AbilityObjects

（1）Trainstudents’readingability．

（2）Trainstudents’writingability．

Ⅱ．TeachingKeyPoint

Practisereadingandwritingusingthetargetlanguage．

Ⅲ．TeachingDifficultPoint

Howtowriteane-mailmessage．

Ⅳ．TeachingProcedures

StepⅠRevision

Reviewthetargetlanguagepresentedinthisunit．Checkhomework．

Asktwostudentstoreadouttheirsentences．

StepⅡ3a

Callattentiontothee-mailmessage．Inviteastudenttoreadthearticlealoudtotheclass．Correctanypronunciationerrorstomakesurethestudentisprovidingagoodmodelfortherestoftheclass．

Readtheinstructionstotheclass．Askstudentstoreadthee-mailagain．Say,

Nowreadthee-mail．Answerthequestionsinyourexercisebook．Asstudentswork,movearoundtheclassroomandofferhelpasnecessary．

Checktheanswerswiththeclass．

StepⅢ3b

Readtheinstructionstotheclass．Pointtothebeginningofthee-mailmessage．

Readittotheclass．

HerearesomethingsyouneedtoknowabouttablemannerswhenyouvisitJapan．Firstofall,youshould…

LookbackatthepicturesinActivity2aandthematchingexerciseinActivity2b．

YoucanusethepicturesandinformationinActivities2aand2btohelpyouwriteyourletters．

Askstudentstofinishtheactivityontheirown．Astheywork,walkaroundtheclassroomofferinghelpandansweringquestionsasneeded．

Checktheanswerswiththeclass．Askastudenttoreadhiscompletedarticletotheclass．

StepⅣ3c

ReadtheinstructionsandaskstudentstolookbackatActivity2c．

Remindstudentsthattheymadeconversationsabouttablemannersintheirowncountry．

Say．YoucanusetheideasyoutalkedaboutinActivity2casyouwriteyouremailmessages．

Getstudentstofinishtheactivityontheirown．Asstudentswork,movearoundtheroomofferinghelpasneeded．

Askastudenttoreadhisorhermessagetotheclass．Haveotherstudentsaddanyinformationthatismissingfromthefirststudent’sreport．

StepⅥHomework

1．Readthee-mailmessageinActivity3aagain．

2．Writeane-mailmessagetoafriendabouttablemanners．

TheSixthPeriod

Ⅰ．TeachingAimsandDemands

1．KnowledgeObjects

（1）Fillinblanksandmakesentencesusingarrive,meet,spend,behaveandimagine．

（2）Finishthestory．

（3）Completethecrossword．

2．AbilityObjects

Trainstudents’writingability．

3．MoralObjects

Youaresupposedtolearnmuchmoretablemanners,Itisveryusefulandhelpful,especiallywhenyouareinforeigncountries．

Ⅱ．TeachingKeyPoints

1．Fillinblanksandmakesentences．

2．Finishthestory．

Ⅲ．TeachingDifficultPoints

1．Makesentencesusingarrive,meet,spend,behaveandimagine．

2．Finishthestory．

Ⅳ．TeachingProcedures

StepⅠRevision

Checkhomework．Askastudenttoreadthee-mailmessageinActivity3a．Thenaskastudenttoreadhis/herowne-mailmessage．

StepⅡPart1

Lookatthewordsinthebox．Askastudenttoreadthem．

Makesurestudentsunderstandthemeaningofthewords．

Thensay,Fillintheblankswiththewords．Insomecases,studentsmayneedtouseanotherformoftheword,forexampleadjustingfortenseorsubject/verbagreement．

Askstudentstofillintheblanksontheirown．

Checktheanswers．Fivestudentseachreadasentence,fillingintheblanks．Therestofthestudentschecktheiranswers．

Askstudentstomaketheirownsentenceswiththewords,preferablysentencesthataremeaningful．Movearoundtheclassroom．Collectafewstudents’answerswithmistakesontheblackboard．Thenhelpstudentscorrectthemistakes．

StepⅢPart2

Gothroughtheinstructionswiththeclass．Explainthemtostudents．

Getstudentstocompletetheworkinpairs．

Inviteafewstudentstoreadtheendofthestory．Answerswillvarybutwillprobablyincludewatchingwhatothersdofirstoraskingthehostorhostessoroneoftheguests．

Asampleendofthestory

…WhatIfinallydecidedtodowastowatchwhatothersdoandfollowthem．

StepⅣPart3

Dotheexamplewiththeclasstoshowthemhowtodoacrosswordpuzzle．Askstudentstocompletethecrosswordpuzzleontheirown．Checktheanswerswiththewholeclass．

StepⅤJustforFun!

Thisactivityprovidesreadingandspeakingpracticewiththetargetlanguage．

Askstudentswhatisfunnyaboutthecartoon．Helpstudentstoexplain．Thelittleboyboughthisgrandmotheracatinsteadofahat,buthisgrandmotherlovesitanyway．

StepⅥSummaryandHomework

Inthisclass,we’vedonemuchwritingpracticeusingthekeyvocabularywords．

Afterclass,pleasefinishoffthestoryin2inyourtextbooks．Thenfinishofftheexercisesonpages50～52oftheworkbook．

TheSeventhPeriod

Ⅰ．TeachingAimsandDemands

1．KnowledgeObjects

KeyVocabulary

die,succeed,sacrifice,path,honor,dead-endroad,getintotrouble,giveup,keepshipping,militaryschool

2．AbilityObjects

Improvestudents’readingandwritingskills．

Ⅱ．TeachingKeyPoint

Trainstudents’readingandwritingskills．

Ⅲ．TeachingDifficultPoint

Trainstudents’readingandwritingskills．

Ⅳ．TeachingProcedures

StepⅠKeyVocabulary

Showthefollowingvocabularybycards．

Careful-readingtogetthedetailedinformation．

Saythewordsandhavestudentsrepeatthemagainandagainuntiltheycanpronouncethemfluentlyandaccurately．

StepⅡPart1

ReadthetitleParenthelpschildtotheclass．Ask,Whatdoyouthinkthearticleisabout,basedonthetitle?

Lookatthepicture．Askstudentstodescribewhatishappeninginthepicture．

Askstudentstodiscussthefourquestions．Studentsdonotlookatthereadingtext．Instead,theyusetheirbackgroundknowledgetotrytoanswerthequestions．Astheywork,walkaround,lookingattheirprogress．

Whenmoststudentsfinishthetask,askstudentstocomparetheiranswerswithapartner,

Elicitanswersfromthestudents．Ask,Doyouhaveanyotheranswers?Donotgivethecorrectanswerstothestudentsatthispoint．Waituntilstudentshavefinishedthereadingandletthemrevisetheiranswersaccordingly．

StepⅢPart2

Gothroughtheinstructionswiththeclass．

Askstudentstocompletethetaskindividuallyorinpairs．MakesurestudentsdiscusstheirreasonsinEnglish．Astheywork,walkaroundtheclassroomofferinghelpasnecessary．

Askstudentstoreadtheiranswers．Encouragestudentstousecompletesentences．

StepⅣPart3

Lookatthestory．Payattentiontothewordsindicatedinbold．Askdifferentstudentstoguessthemeaning．Don’tgivethemthecorrectanswers．

Askstudentstoreadthearticleonce．

Say,Payattentiontotheboldwordsandexpressions．Andnoteanyotherwordsorsentencesyoudon’tunderstand．Readincontext,guessingthemeaningsofwordsandphrasesfromtheotherwordsaroundthem．

Askstudentstoread’thearticleagainforcomprehension．

Gothroughtheinstructionswiththestudentsandhavethemlookattheexample．Askstudentstocompletethenextwordonthelistontheleft．Studentsarematchingwordstomeanings．Astheywork,walkaroundtheclassroomofferinghelpasnecessary．Studentscompletethetask．Remindthemtolookatthestoryagainforextrahelp．

Havestudentsreporttheiranswers．Encouragethemtousecompletesentences．

StepⅤPart4

Gothroughthetaskwithstudents．Elicitthefirstanswerfromstudentsfrommemory．Checkthattheyunderstandwhattheyneedtodo．

Askstudentstodotheactivityontheirownorinpairs．Studentsshouldtrytorememberorguesstheanswersbeforelookingatthereading．Astheywork,walk

aroundtheclassroomofferinghelpstudentsmayneed．

Checktheanswers．Invitedifferentstudentstogivetheiranswersandgivethecorrectstatementsfortheonesthatarefalse．

StepⅥPart5

Readtheinstructionswiththestudents．

Dividetheclassintosmallgroupstodotheactivity．Givestudentshelpthinkingofdifferentfunandeducationalactivities．Walkaroundtheclassroomofferinghelpasneeded．

Cheektheanswers．Havestudentssharetheiranswerswiththeclass．

StepⅦSummary

Inthisclass,we’vepractisedalotofreadingandwriting．

StepⅧHomework

1．ReadthestoryinActivity2againforfurthercomprehension．

2．Revisethetargetlanguageinthisunit．

Unit 10 You’re supposed to shake hands教案

老師會(huì)對(duì)課本中的主要教學(xué)內(nèi)容整理到教案課件中，大家應(yīng)該要寫教案課件了。我們要寫好教案課件計(jì)劃，才能在以后有序的工作！你們會(huì)寫多少教案課件范文呢？急您所急，小編為朋友們了收集和編輯了“Unit 10 You’re supposed to shake hands教案”，歡迎您參考，希望對(duì)您有所助益！

Unit10You’resupposedtoshakehands.I．Teachingobjectives教學(xué)目標(biāo)

SkillFocus▲Listenandtalkaboutwhatyouaresupposedtodo▲Listenandtalkaboutcustomsindifferentcountries▲Learntodescribetablemanners▲Learntodealwithnewproblemsorsituationsusingwhatyouknow

Unit 10 You’re supposed to shake hands教案3

Unit10You’resupposedtoshakehands.

一.教學(xué)內(nèi)容：

Unit10You’resupposedtoshakehands.

二.學(xué)習(xí)目標(biāo)：

1.掌握“be(not)supposedto”的結(jié)構(gòu)及用法。

2.熟悉不同國(guó)家的禮儀風(fēng)俗。

3.了解世界各國(guó)的文化，在生活中做個(gè)有心人及有禮有節(jié)之人。

三.教學(xué)重點(diǎn)難點(diǎn)：

句型“besupposedtodo”及本模塊中的一些重點(diǎn)短語(yǔ)

四.重點(diǎn)詞和短語(yǔ)：

1.besupposedtodosth.應(yīng)該做某事

2.shakehandswithsb.和某人握手

3.forthefirsttime第一次

4.bowtosb.向某人鞠躬

5.shouldhavedonesth.過(guò)去應(yīng)該做某事(但實(shí)際未做)

Youwhatyourteachersaidyesterday,butyoudidn’t.

A.shouldrememberB.shouldhaverememberedC.wouldremember

6.beimportanttosb.對(duì)某人重要

7.berelaxedaboutsth..對(duì)……放松

8.dropby順便拜訪

visitsb.拜訪

9.afterall畢竟

10.makeplanstodosth.制定計(jì)劃做某事

11.withoutdoingsth.沒(méi)有做某事

12.Thefirstthingistogreettheteacher.第一件事是問(wèn)候老師.

13.table/good/badmanners餐桌禮儀/有禮貌/不禮貌

14.atthetable/attable在桌旁/在進(jìn)餐

15.pickupyourbowl端起你的飯碗

pickup揀起,拾起

Myfriend’sfatherquicklysomerubbishandwentoutside.

A.pickupB.pickedupC.pickoutD.pickedout

16.pointat/to指向

17.thereisnoreasontodosth.沒(méi)有理由做某事

18.gooutofone’swaytodosth.特地做某事

19.makesb.feelathome使某人感到不拘束

20.bedifferentfrom與……不同

21.makeatoast敬酒

22.olderpeople長(zhǎng)輩

23.givecompliments稱贊

24.makeappointments約會(huì)

25.behavedifferently表現(xiàn)不同

26.beginwith從……開始

27.not…but…不是……，而是……

28.Questionscrowdedmymind.我滿腦子都是疑問(wèn)。

29.e-mailEnglish電子英語(yǔ)郵件

spoken/writtenEnglish英語(yǔ)口語(yǔ)/書面英語(yǔ)

30.e-mailchatline網(wǎng)上聊天熱線

31.haveonlineconversationswithfriends和朋友上網(wǎng)聊天

32.getbored感到煩惱

33.showtheemotionyouarefeeling把你正感覺(jué)著的感情表現(xiàn)出來(lái)

34.combinesth.tosth.把sth.和sth.結(jié)合

35.can’tstopdoingsth.忍不住做某事

36.learn…byoneself/teachoneself…自學(xué)

—WhotaughtFrench?

—Nobody.Shelearnedallby.

A.herself;herB.she;herselfC.her;herselfD.her;she

37.atthepropertime在適當(dāng)?shù)臅r(shí)候

38.sendamessagetosb.onamobilephone用手機(jī)發(fā)短信息給某人

39.bepleasedwith對(duì)……滿意

五.重點(diǎn)、難點(diǎn)、考點(diǎn)及疑點(diǎn)注釋

1.You’resupposedtoshakehands.你們應(yīng)該握手。（標(biāo)題）

besupposedto用來(lái)表示根據(jù)規(guī)定或按照法律人們不得不做的事，或期待將要發(fā)生的事，與should相似，后面也是接動(dòng)詞原形。否定形式在be動(dòng)詞后加not，常表示禁止做某事。

We’resupposedtomakenonoiseinclass.在課堂上我們不該發(fā)出噪音。

We’resupposedtostartworkat8:00everymorning.

我們應(yīng)該每天早晨八點(diǎn)開始工作。

ThisissecretandI’mnotsupposedtotalkaboutit.這是秘密，我不應(yīng)該談?wù)摗?/p>

2.Spendingtimewithfamilyandfriendsisveryimportanttous.與家人和朋友共度時(shí)光對(duì)我們來(lái)說(shuō)非常重要。（SectionA,3a）

Spendingtimewithfamilyandfriends是動(dòng)名詞短語(yǔ)，在本句中作主語(yǔ)。動(dòng)名詞（短語(yǔ)）作主語(yǔ)時(shí)，謂語(yǔ)動(dòng)詞要用第三人稱單數(shù)形式。如果是并列的動(dòng)名詞（短語(yǔ)）作主句時(shí)，謂語(yǔ)動(dòng)詞用復(fù)數(shù)形式。

Readinginbedisnotgoodforyoureyes.在床上看書對(duì)你的眼睛不好。

Readingandwritingtakemealotoftime.讀書寫作花了我不少時(shí)間。

3.We’rethelandofwatches,afterall!畢竟我們這里是手表王國(guó)。（SectionA,3a）

句中的land意為“國(guó)土”，“國(guó)家”。它還可以表示“陸地”，與河流和海洋相對(duì)；也可以表示“土地”，可耕種的田地就叫做land。

Wetraveledbylanduntilwereachedthesea.我們沿陸路旅行，直到看見大海。

Allthewastelandinthisareahasbeenopenedup.這個(gè)地區(qū)的荒地全被開墾了。

知識(shí)拓展

與“土地”，“地”相關(guān)的詞語(yǔ)還有earth,soil和ground。

◎earth意為“地”，“地球”，“泥土”。它著重指“大地”，區(qū)別于“天空”。

Theearthmovesroundthesun.地球圍繞太陽(yáng)轉(zhuǎn)。

◎soil意為“土地”，“土壤”，尤指生長(zhǎng)植物的土地。

Thesoilisverythinintheforest.森林里的土層非常薄。

◎ground意為“地”，“地面”，主要指大地表面。不論是泥地，沙地或水泥地，均可用這個(gè)詞表示；也可以用來(lái)指運(yùn)動(dòng)場(chǎng)地。

Thegroundiscoveredwithleavesinthewoods.樹林里的地面上落滿了樹葉。

4.You’renotsupposedtomakenoisewhileeatingnoodles.吃面條的時(shí)候你不應(yīng)該弄出響聲來(lái)。（SectionB,2b）

句中的whileeatingnoodles是while接從句的省略形式，該句的完整形式是whileyouareeatingnoodles。由while和when引導(dǎo)的時(shí)間狀語(yǔ)從句，如果主語(yǔ)和主句的主語(yǔ)相同，從句中的主語(yǔ)和be動(dòng)詞?？墒÷?。

While/When(shewas)leavingthehouse,shewasheardtomakesomecommonplaceremarktoherhusb.and.有人聽到她在離開房間時(shí)同他的丈夫寒暄。

5.It’srudetopointatanyonewithyourchopsticks.用筷子指著別人是不禮貌的。（SectionB,2b）

本句是主系表結(jié)構(gòu)，不定式短語(yǔ)是真正的主語(yǔ)，it是形式主語(yǔ)。句中的point意為“指”，“指向”，常構(gòu)成短語(yǔ)pointat,pointto和pointout。

◎pointto和pointat都含有“指著”的意思，兩者一般可以互換。

Theteacherispointingat/tothemaponthewall.老師指著墻上的地圖。

◎但主語(yǔ)是事物時(shí)，一般用pointto作謂語(yǔ)。pointat可以分開使用，即point后直接跟名詞或代詞作賓語(yǔ)，再跟介詞at表示方向，意為“把……指向”，而pointto卻不能分開使用。

Thesoldierpointedhisgunatthedoctor.士兵用槍指著醫(yī)生。

◎pointout意為“指出”，其中out是副詞。如果它后面的賓語(yǔ)是代詞，則必須把該賓語(yǔ)放在out之前。

Pleasepointoutthemistakesinmycomposition.請(qǐng)指出我作文中的錯(cuò)誤。

Luckily，themanknewMrGreenandpointedhimouttous.

幸好這個(gè)人認(rèn)識(shí)格林先生，于是便把他指給我們看。

⑴Theenemypointedhimwithagun,buthewasn’tafraid.

A.atB.inC.onD.towards

⑵It’snotpolitetopeople.

A.hangoutB.dropbyC.pickupD.pointto

6.AlthoughIstillmakelotsofmistakes,itdoesn’tbothermelikeitusedto.雖然我還是出了不少錯(cuò)，但它（法語(yǔ)）不像以前那樣讓我煩惱。（SectionB,3a）

⑴mistake意為“錯(cuò)誤”，“過(guò)失”，可數(shù)名詞，常指由于認(rèn)識(shí)，理解或判斷上的失誤造成行為或看法上的錯(cuò)誤，也指因粗心，疏忽，技術(shù)不熟練等而犯的錯(cuò)誤。通常與make連用構(gòu)成makemistakes/amistake“出錯(cuò)”，“犯錯(cuò)誤”。

Anyonecanmakeamistake.人人都會(huì)犯錯(cuò)誤。

Heonlymadetwomistakesingrammartoday.他今天只犯了兩個(gè)語(yǔ)法錯(cuò)誤。

⑵bother意思是“煩擾，打擾”，常用作及物動(dòng)詞。

Hotweatherbothersme.炎熱的天氣使我煩惱。

7....yourteacherswillnotbepleasedifyouwritee-mailEnglishinatest!……如果你在測(cè)試中用電子郵件英語(yǔ)，老師會(huì)不高興的。（Reading）

please“使高興”，相關(guān)詞語(yǔ)有pleased,pleasure與pleasant。

Doestheclothpleaseyou?這布料合你的意嗎？

TheEmperorwaspleasedbywhattheMinistertoldhimaboutthecloth.

聽了大臣關(guān)于布料的稟報(bào)，皇帝非常高興。

這四個(gè)詞都有“滿意”，“高興”的意思，但詞性和用法不相同。

◎please是動(dòng)詞，可用作及物動(dòng)詞或不及物動(dòng)詞，表示“（使）高興，滿意，愉快”。

◎pleased是過(guò)去分詞，意為“感到高興（滿意）”，其作用相當(dāng)于形容詞，常與be連用，后接介詞at,with,by等引起的短語(yǔ)，還可接動(dòng)詞不定式或that從句。

◎pleasure是名詞，表示“高興”，“快樂(lè)”，“娛樂(lè)”時(shí)，為不可數(shù)名詞；表示“樂(lè)趣，高興的事”時(shí)，為可數(shù)名詞。如：Itisoneofmygreatestpleasures.它是我最大的樂(lè)趣之一。

◎pleasant是形容詞，意為“使人感到愉快（滿意）”，一般用作定語(yǔ)。如主語(yǔ)指物，也可用作表語(yǔ)。

六.語(yǔ)法：

besupposedtodo句型大練兵

★besupposedtodo…常用來(lái)表示被要求、希望做某事，含有必須、應(yīng)該或理應(yīng)做某事的意義，常意為“理應(yīng)；被期望”，相當(dāng)于should。

★besupposedtodo…時(shí)態(tài)、人稱和數(shù)的變化在動(dòng)詞be上體現(xiàn)，to為動(dòng)詞不定式符號(hào)，后面接動(dòng)詞原形。

否定句練兵

Youaresupposedtotellherthisbadnews.（改為否定句）

Youtellherthisbadnews.

besupposedtodo的否定句式，即在be動(dòng)詞后加not。此時(shí)相當(dāng)于shouldnot或benotallowedtodo，意為“不應(yīng)當(dāng)做；不被許可做”。應(yīng)填寫：aren’tsupposedto。

疑問(wèn)句練兵

1.Heissupposedtogetthereatsixo’clock.（改為一般疑問(wèn)句）

hegetthereatsixo’clock?

2.Billissupposedtocallhisfatherassoonaspossible.（對(duì)劃線部分提問(wèn)）

Billassoonaspossible?

besupposedtodo轉(zhuǎn)化為一般疑問(wèn)句式時(shí)，直接將be的相應(yīng)形式提到主語(yǔ)前。第2題考查特殊疑問(wèn)句。應(yīng)填寫：1.Is;supposedto2.Whatis;supposedtodo。

同義句練兵

Parentsshouldlettheirchildrenknowsomegoodmanners.（改為同義句）

Parentslettheirchildrenknowsomegoodmanners.

besupposedtodo意為“理應(yīng)、應(yīng)該”，與should同義。應(yīng)填寫：aresupposedto。

主動(dòng)句練兵

MrWangissupposedtobethebestteacherinourschool.（改為主動(dòng)語(yǔ)態(tài)）

WeMrWangthebestteacherinourschool.

sb./sth.besupposedtobe…其主動(dòng)形式為“supposesb./sth.tobe＋形容詞/名詞”，意思是“認(rèn)為某人/某事……”。應(yīng)填寫：suppose;tobe。

中考聚焦

考點(diǎn)1.besupposedtodo

①Youasktheteacherifyouwanttoleavetheclassroom.（2007廣東茂名）

A.supposedthatB.aresupposedtoC.arewanted

②人們初次見面時(shí)應(yīng)該握手。（2007山東煙臺(tái)）

Peoplearewhentheymeetforthefirsttime.

besupposedtodo…意為“理應(yīng)/被期望/應(yīng)該做……”。shakehands為固定短語(yǔ)，意為“握手”。①選B。②填寫：supposedtoshakehands。

考點(diǎn)2.區(qū)別usedto與be/getusedto

①Heusedtointhesun,butnowheisusedtoatnight.（2007甘肅蘭州）

A.read;readB.reading;readC.read;readingD.reading;reading

②邁克過(guò)去常常睡懶覺(jué)，但現(xiàn)在他習(xí)慣于早起。（2007山東煙臺(tái)）

Miketolate,butnowheusedtoupearly.

usedto“過(guò)去常常”，to為動(dòng)詞不定式符號(hào)，后面接動(dòng)詞原形；be/getusedto“習(xí)慣于”，to為介詞，后面接v-ing形式、名詞、代詞。①選C。②填寫：used;sleep;is/gets;getting。

考點(diǎn)3.find＋it＋adj.＋todosth.

①M(fèi)ostyoungpeoplefindexcitingtowatchafootballmatch.（2007甘肅蘭州）

A.itB.thisC.thatD.one

②我們發(fā)現(xiàn)學(xué)習(xí)團(tuán)隊(duì)精神對(duì)青少年很重要。（2007四川樂(lè)山）

Wefindimportantforusteenagerslearnteamspirit.

find后面接復(fù)合賓語(yǔ)，其結(jié)構(gòu)為“find＋it＋adj.＋todosth.”。其中it為形式賓語(yǔ)，真正的賓語(yǔ)為后面的動(dòng)詞不定式短語(yǔ)todosth.，形容詞作賓語(yǔ)補(bǔ)足語(yǔ)。①選A。②填寫：it;to。

考點(diǎn)4.It’s＋adj.＋for/ofsb.＋todosth.

①It’sverynicepicturesforme.（2007天津）

A.ofyoutodrawB.foryoutodrawC.foryoudrawingD.ofyoudrawing

②Manypeoplethinkit’sveryimportantuslearnEnglishwell.（2007貴州貴陽(yáng)）

A.for;toB.to;toC.with;for

選用of還是for，要根據(jù)形容詞的性質(zhì)來(lái)確定。句型It’s＋adj.＋forsb.＋todosth.意為“對(duì)于某人來(lái)說(shuō)，做某事……”。其中的形容詞通常表示客觀情況。如：easy,hard,difficult,important,necessary,impossible,interesting等。句型It’s＋adj.＋ofsb.＋todosth.意為“某人能做某事真是太……了”。其中的形容詞通常表示主觀情感或態(tài)度。如：good,kind,nice,wise,clever,foolish,right,wrong,careful,careless等。①選A。②選A。

考點(diǎn)5.relaxed

①—Hownicethemusicsounds!

—Itdoes!Thepeacefulmusicwillmakeyoufeel.（2007湖北武漢）

A.excitedB.boredC.movedD.relaxed

②直到考試結(jié)束，學(xué)生們才會(huì)覺(jué)得放松。（2007遼寧省十二市）

Thestudentsuntiltheexamisover.

relaxed為形容詞，意為“放松的；寬松的；輕松自在的”，在句中可作表語(yǔ)或定語(yǔ)。①選D。②填寫：won’tberelaxed。