2024人教版英语Unit_2知识点总结填空

2024人教版英语Unit_2知识点总结填空（精选4篇）

1.2024人教版英语Unit_2知识点总结填空 篇一

◆unit 8 Why don’t you get her a scarf?

知识点：

１． get, receive,accept:get有“得到”“获得”的意思，在表示“获得”某物时，可能是被动接受也有可能是主动争取；receive指收到了什么东西，不一定接受，receive a letter from„收到„的来信；accept着重指以愉悦的态度或经过自己的争取而得到或取得某物。

２． 情态动词should：1）表示义务，意为“应该，应当，最好”，比must较为委婉；

2）与疑问词连用，表示意外，纳闷，惊讶等，意为“究竟是„;到底„”.３． 表示建议：1）How/What about+名词/代词/动词-ing形式？2）Why don’t you +动词原形？=Why not+动词原形？3）Let’s„以let’s开头的祈使句，表示建议对方和自己一起做某事。Let’s后接动词原形。4）Shall we„?以Shall we„?开头的疑问句，用于建议对方和自己一起做某事。回答时如赞成，常用Yes, let’s.４． too„to„„而不能„,to后面接动词原形具有否定含义。这一句型常可以转换成so„that„句型。当这种too„to„句型转换成so„that句型时，为保持句意的一致，that引导的结果状语从句要根据时态用情态动词can’t或couldn’t加动词原形，that从句中的谓语动词要带宾语。

The boy is too young to go to school.=The boy is so young that he can’t go to school.The box is too big for me to carry.= The box is so big that I can’t carry it.【注意】当动词不定式和主语在逻辑上构成动宾关系时，该动词后面不能再用it或them作宾语，该动词如果是不及物动词，则必须在其后面加上相当的介词或副词，方可与主语构成搭配。如，The ice is too thin for me to skate on.５． instead, instead of: instead为副词，在句中独立作状语，instead of为介词短语，后面一般接名词，代词，介词和接动词-ing形式。

６． for example, such as: for example例如，诸如。多作插入语，当它表示“例如“时，其后面必须有逗号；such as相当于like，意思为 “象„那样，例如，诸如”，其后面直接加名词。

７． contest, compete,contend三者都有“竞争”的含义，均为动词：contest指在竞争中毫无保留地展示自己；compete指在体育或辩论等需要竞争的活动中，为征服或取胜而进行的努力。有时暗指在奖赏的鼓励或刺激下进行竞争；contend暗示竞争的紧张程度。通常指双方成功的机会相等，所以为取胜或征服对方就需要艰苦的努力。强调奋斗或斗争的必要性。

８． contest,competition:contest指双方或多方对垒比赛，多指体育比赛，并且在比赛中的每一个人或每一个队都力图战胜对方；competition多指能力，技巧，知识等方面的比赛，竞争。

９． By的用法：by后跟表示交通工具的名词，意思为“乘，坐”；by意思为“凭借，用，靠”，表示方法或手段，常与v.-ing连用；by意思为“在„旁边”，用来表示地点，意义和用法近似于beside；by意思为“按照„,根据„”；by意思为“经过”，后常跟go, run, walk之类的动词；by用于被动语态中，后跟的名词表示行为的执行者，意思为“被，由”；by意思为“按„(计算)”，用来表示计量；by oneself独自；by the way顺便 １０． as well的同义词为too,意思是“也”；as well as意思为“同，和，也”。用来连接名词和代词等。谓语动词用单数还是复数形式，要根据as well as前的名词或代词确定。与动词连用时，用v-ing形式；as well as同义词组为not only„but also„但侧重顺序不同。

2.2024人教版英语Unit_2知识点总结填空 篇二

The First Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary restroom, shampoo, stamp（2）Target Language

Excuse me． Can you please tell me where I can get a dictionary? Sure． There’s a bookstore on River Road．

2． Ability Objects

（1）Train students’ listening ability．

（2）Train students’ communicative competence．

3． Moral Object

Helping each other is very important． It is a good quality．

Ⅱ． Teaching Key Point Target Language

Ⅲ． Teaching Difficult Points

1． How to train students’ listening ability．

2． How to train students’ communicative competence．

Ⅳ． Teaching Procedures Step Ⅰ Revision

T: You’re new to this school． You need to know where the main office is．How can you ask where the main office is? S1: Where’s the main office?

T: That’s one way to ask． But there is a more polite way you can ask． You can say, “Can you tell me where the main office is?” Class repeat． Can you tell me where the main office is?

Ss: Can you tell me where the main office is?

T: That’s correct． Now let’s say you want to know where Classroom 1 is． How can you ask?

S2: Can you tell me where Classroom 1 is? T: Good!There’s another polite way you can ask: Could you tell me how to get to Classroom 1? Class repeat． Could you tell me how to get to Classroom 1? Ss: Could you tell me how to get to Classroom 1? T: That’s right． Very good．

Step Ⅱ 1a

Go through the instructions with the class．

Read the list of things to the class． To review the meaning of each item on the list, invite different students to say each phrase in their own words．

Point to the lettered parts of the picture one by one．

Ask a student: What kind of place is this?

What do they sell there? Do we have one in our community? What is the name of the one in our community?

Point out the sample answer． Say, The letter c is in front of the words buy shampoo because you could buy shampoo in a department store． There may be more than one correct answer for some blanks．

While students are working, move around the room offering help as necessary．

Step Ⅲ 1b

Read the instructions to students． Point out the two conversations that are shown in the picture．

As you listen, fill in the blanks with words you hear in the recording．

Play the recording the first time．Students only listen．

Play the recording a second time．This time ask them to fill in the blanks with the words you hear．

Check the answers with the whole class．

Step Ⅳ 1c

Read the instructions to the class．

Point out the list of things people need and the pictures of the places in activity 1a． Say． Look at activity la． Have a conversation with a partner． Ask your parter politely where you can do these thing and then answer your partner’s questions．

As students work, listen to some pairs in order to check the progress and help with pronunciation as needed．

After students have had a chance to practise several exchanges, ask some pairs to come to the front of the classroom and act out their conversations．

Step Ⅴ Homework

Review the target language．

The Second Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

escalator, furniture, exchange money, elevator（2）Target Language

Excuse me． Do you know where I can exchange money? Sure． There’s a bank on the second

floor． Take the escalator to the second floor and turn right． The bank is next to the bookstore．

2． Ability Objects

（1）Train students’ listening ability．

（2）Train students’ communicative competence．

3． Moral Objects

If someone asks you how to get to the place he wants to go to, you should tell him the way correctly．

Ⅱ． Teaching Key Points 1． Key Vocabulary exchange money

2． Target Language

Excuse me． Do you know where I can exchange money? Sure． There’s a bank on the second floor．

3． Structures

Do you know where I can buy shampoo?

Could you tell me how to get to the post office? Can you please tell me where I can get a dictionary?

Ⅲ． Teaching Difficult Points 1． Indirect questions．

2． How to improve students’ listening ability．

Ⅳ．Teaching Procedures Step Ⅰ Revision Check homework．

Step Ⅱ 2a

Read the instructions and point to the list of directions．

Get students to name the items in the picture such as escalator, elevator, shoe store, and so on．

Play the recording． Students only listen．

Tell them that the picture may help them understand what they are hearing．

Play the recording again． This time ask students to write a number next to four of the directions．

Check the answers with the whole class．

Step Ⅲ 2b

Point to the picture． Say, now you will hear the recording again． This time show where the boy went as he followed the directions to the drug store． Draw a line on the picture in your book．

Play the recording again and ask students to draw the line on their own． Check the answer with the class．

Step Ⅳ 2c

Ask a pair of students to read the sample conversation aloud to the class．

Read the instructions aloud． Say． Make conversations using information about the places in the picture with your partners．

As students work, move around the classroom checking the progress of the pairs and offering help as needed．

Ask one or two pairs to say their conversations to the class． Ask the rest of the

class to look at the picture as they listen．

Step Ⅴ Homework

Ask the students to write three sentences with the starters of the structures．

The Third Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

hang out, fresh, advantage, disadvantage, block（2）Target Language

Go out the front door and take a right． Walk about three blocks． Go past the park, and turn left onto Oak Street．

（3）Moral Objects

Anything has both advantages and disadvantages． We should treat everything correctly．

Ⅱ． Teaching Key Point

Train students’ listening, speaking, reading and writing ability．

Ⅲ． Teaching Difficult Points

How to improve students’ integrating skills．

Ⅳ． Teaching Procedures Step Ⅰ Revision

T: Yesterday we learned the structures．

Do you know where…? Could you tell me how to get to…? Can you please tell me where…? Now who can make sentences by using the structures?

Step Ⅱ 3a

Read the instructions． Point out the blank lines under the words Advantages and Disadvantages below the interview．

You will write your answers in these blanks．

Read the first two sentences at the top of the article．

Explain that the interviewer will talk to several teenagers．

Get students to read the interview on their own quickly．

When they have finished, ask if there are any words or sentences they don’t understand． If there are, explain them．

Ask students to read the interview again and write the advantages and disadvantages． Check the answers with the whole class．

Step Ⅲ 3b

Read the instructions． Point out the conversation in the box and invite two students to read it to the class．

Point out the list of advantages and disadvantages in Activity 3a． Say, You can use these items and any other items you can think of as you talk about places you usually hang out．

Ask students to work in groups of four or five． As they work, move around the classroom helping the groups as necessary． Make sure they talk about both advantages and disadvantages．

Ask several groups to act out part of their conversation to the class．

Step Ⅳ 4

Read the instructions to the class． Get students to look back at the picture and activities on the first page of this unit．

Point out the sample language in the box． Invite a student to read it to the class．

Ask students to say the names of some stores and other places in the community and write them on the board． Say，Each group can choose three of these places to write about, or you can choose another place you know of

Write careful directions from the school to each place, but do not say the name of the place． You can use the words this place instead． In order to help students work, draw a simple map showing the school and several nearby streets．

When the groups are ready, they read their directions to the class and the other students guess the name of the place they are talking about．

Step Ⅴ Homework

1． Ask students to choose two places in the community and write careful directions from the school to each place．

2． Finish off the exercises on pages 46～47 of the workbook．

The Fourth Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

fascinating, convenient, safe, restroom, inexpensive（2）Target Language

Can you tell me where there’s a good place to eat? Of course． What kind of food do you like? 2． Ability Objects

（1）Train students’ writing and speaking ability．

（2）Train students’ ability to understand the target language in spoken conversation．

（3）Train students’ ability to use the target language．

Ⅱ． Teaching Key Points 1． Key Vocabulary

convenient, safe, restroom inexpensive 2． Target Language

Can you tell me where there’s a good place to eat? Of course． What kind of food do you like? Ⅲ． Teaching Difficult Points

1． How to improve students’ writing and speaking ability．

2． How to use the target language．

Ⅳ． Teaching Procedures Step Ⅰ Revision Check homework．

Step Ⅱ 1a

Go through the instructions with the class．

Read the words in the box to the class and ask if there are any of these words that students don’t understand． If so, help students to explain the meaning of the word．

Then read the instructions again and point out the sample answer． Get a student to read the sample answer to the class． Point out that students can also write other words after the word clean．

Ask students to write words from the box in the blanks on their own． Help students if needed．

Correct the answers by having students read what qualities he or she listed．

Step Ⅲ 1b

Read the instructions to the class．

Point out the example in the box． Invite two students to read it to the class．

Now work with a partner． Look at the words in the box and use them to talk about places in your own city． As students talk, move around the classroom checking their work． Offer language support as needed．

Invite several pairs of students to say their conversations to the class．

Step Ⅳ 2a

Point to the picture and ask students to tell what is happening． If necessary, explain that the scene shows a family on vacation． They are asking the man for information about various things to do in Sunville．

Go through the instructions and point to the chart．

Play the recording． Students only listen the first time．

Play the recording again． Ask students to write the places people ask about．

Check the answers with the whole class．

Step Ⅴ 2b

Read the instructions and point to the chart．

You will hear the same recording again．

This time listen carefully to the answers the cleck gives． Write the answers in the blanks alone．

Point out the sample answer．

Play the recording again． Ask students to write their answers in the blanks．

Check the answers．

Step Ⅵ 2c

Point to the sample conversation． Invite two students to read it to the class．

Read the instructions． Role play the conversations you hear on the tape．

Get students to work in pairs． Move around the room checking the progress of the pairs and offering help as needed．

Ask one or two pairs to say their conversations to the class．

Step ⅦHomework

Talk about some places using the words in la, then write down the conversations．

The Fifth Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

water slide, clown, dress up, have fun（2）Practise reading an article．

（3）Practise writing something using the target language．

2． Ability Objects

（1）Train students’ reading ability．

（2）Train students’ writing ability．

Ⅱ． Teaching Key Point

Practise reading and writing using the target language． Ⅲ． Teaching Difficult Point How to write a guide to a place．

Ⅳ． Teaching Procedures Step I Revision

Review the target language presented in this unit． Check homework．

Step Ⅱ 3a

Invite a student to read the article aloud to the class． Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．

Ask students to read the article again and complete the chart． Get students to do the work on their own or in pairs． As they work, move around the classroom and offer help as necessary． Check the answers．

Step Ⅲ 3b

Read the instructions to the class． Point to the first two sentences and ask a student to read these sentences to the class．

Look back at Activities 2a and 2b． Use this information to help you complete the guide to Sunville．

Ask the students to complete the brochure on their own． As they work, walk around the classroom offering help and answering questions as needed．

Invite a student to read the completed article to the class．

Step Ⅳ 3c

Read the instructions to the class．

Ask students to say the names of some of the places they might write about． Write a list of these places on the board for students to use as they write their guides．

Ask students to work on their own． Tell them that they can use what they wrote

for activity 3b as a guide． They can write the guide for all tourists, teenagers, families, or people on a budget． As they work, move around the room offering help as needed． Correct the students’ work． Ask some students to read their guides and correct them．

Step Ⅴ Part 4

Go through the instructions with the class．

Get students to look back at the guides they wrote in Activity 3c．

Ask students to work in groups of four or five students． Let different students play the role of the booth worker and the different tourists． Make sure every student has a chance to participate．

Ask one or two groups to say one of their conversations to the class．

Step Ⅵ Homework

1． Read the article in 3a again．

2． Write a guide to our city．

The Sixth Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects

（1）Fill in blanks and make sentences using beautiful, safe, delicious, convenient, fascinating．

（2）Write some questions using the target language．

2． Ability Objects

Train students’ writing ability．

Ⅱ． Teaching Key Points

1． Fill in blanks and make sentences．

2． Write questions using the target language．

Ⅲ． Teaching Difficult Point

Make sentences using “beautiful, safe, delicious, convenient, fascinating”．

Ⅳ．Teaching Procedures Step Ⅰ Revision

Check homework． Ask a few students to read the article in 3a．

Then ask a few students to read their guides．

Step Ⅱ Part 1

Look at the words in the box． Ask a student to read them． Make sure the students understand the meaning of the words． You are to fill in the blanks with the words． In some cases, students may need to use another form of the word, for example adjusting for tense or subject/ verb agreement．

Ask students to fill in the blanks on their own．

Check the answers．

Step ⅢPart 2

Go through the instructions with the class．

Look at the example with the students．

Ask students what the answer would be．

Ask a student to read the question and answer it．

Excuse me, could you tell me where the bank is, please? The bank is across the street from the shopping malt．

Get students to complete the work in pairs．

Check the answers． Ask a few students to read their questions．

Step Ⅳ Just for Fun!

Ask all the students to read the conversation． Ask: What is funny about this cartoon? Help students to explain． A Martian is a person from the planet Mars．

There is no such thing as Martian food on Earth, and the clerk looks silly because he is trying to think of where there is a Martian restaurant．

Invite some pairs of students to present this conversation to the rest of the class．

Step Ⅴ Summary and Homework In this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit． After class, please finish the questions in 2 in your exercise books． Then finish the exercises on pages 47～48 of the workbook as well．

The Seventh Period

Ⅰ Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

image, adventure, jealousy, hero, crime, journey, brave, no longer, show interest in, take it easy, become interested in, plain looks（2）Text:

Grown-ups like cartoons, too．

2． Ability Objects

（1）Fast-reading to get a general idea of the text．

（2）Careful-reading to get the detailed information in the text．

（3）Learn the words and phrases from the context．

Ⅱ． Teaching Key Points 1． Key vocabulary．

2． Train students’ reading and writing skills．

Ⅲ． Teaching Difficult Point

Train students’ reading and writing skills．

Ⅳ． Teaching Procedures Step I Key Vocabulary

Say the words and have students repeat them again and again until they can pronounce them fluently and accurately．

Step Ⅱ Part 1

Read the title Grown-ups like cartoons, too． To the class． Ask, what do you think the article is about? Look at the picture． Ask students to describe what is happening in the picture．

Ask students to answer the five questions． But don’t look at the reading text．

Instead, they use their background knowledge to try to answer the questions． As students work, walk around, looking at their progress．

When most students finish the task, ask students to answer the questions with a parter．

Elicit answers from the students． Ask if other students have the same or different answers． Do not give the correct answers to the students at this point． Wait until students have finished the reading and let them revise their answers accordingly．

Step Ⅲ Part 2

Read the text quickly, then summarize each paragraph in your own words． As the students are doing this, move around the classroom to make sure they can do the task in English．

Ask five students to report their answers．

Draw students’ attention to the instructions．

Ask students to complete the task individually or in pairs．

As they work, walk around the classroom to make sure students discuss their reasons in English．

Have students report their answers． Encourage students to use complete sentences．

Step Ⅳ Part 3 Point to the story． Look at the words indicated in bold． Ask different students to guess the meaning． Don’t give them the correct answers． Ask students to read the article once． Say, pay attention to the bold words and expressions． And note any other words or sentences, you don’t understand． Read in context, guessing their meanings from the other words around them． Ask students to read the article again for comprehension．

Read the instructions with the students and have them look at the example． Then ask students to match the correct meanings with the correct words and expressions． Allow them one or two minutes to do this．

Check the answers:

Get students to make sentences with the words and expressions． Remind them to look at the article again for extra help．

Answers to this activity will vary． Then ask a students to write his/her answers on the blackboard． Help correct any mistakes．

Step Ⅴ Part 4

Read the instructions to the class． Elicit the first answer from the students from memory． Make sure that they understand what they need to do．

Ask students to do the activity on their own or in pairs． As they work, walk around the classroom offering help students may need．

Check the answers．

Step Ⅵ Part 5

Read the task with the students．

Ask students to do the activity in small groups． Try to put creative and artistic students in each group．

Check the answers and have students show or act out their cartoons for the class．

Optional activity

As an optional in-class or homework activity, remind students to find some cartoons and cut out the speech bubbles．

Students can then write their own English stories in the speech bubbles．

Step Ⅶ Homework

1． Read the story in 2 again for further comprehension．

3.2024人教版英语Unit_2知识点总结填空 篇三

Unit 1-Unit 2

知识梳理

Ⅰ.网络构建

词汇 单词 *undertake *obvious within agriculture *gravity curious branch *debate promising graduate incurable *engage research *wheelchair *theory disable seek misunderstand scientific *observe observation match unhappiness *microscope *telescope heaven *intelligent patient experiment *media *reliable *editor reason *elect *injure *headline informed inform relate *talent *talented *switch present effort spiritual seldom social attention *critical *source affair telegram *locate *retire complete *overseas *bore *attitude disappoint guard *responsible *troublemaker *caring citizen polluter arm comparison

词组 work on go by *be /get engaged to sb. go on with dream of turn out use up be satisfied with take a look at what if the other way around go up burn down relate（...）to for once even if draw attention to on all sides

change one’s mind current affairs look up to fall in love with...

语法 动词不定式 过去分词

Ⅱ.重点精讲

●重点单词

1.promise

例句集锦

n.

（1）I gave her my promise and I will keep it.

我答应了她就会遵守诺言。

I am under no promise to help him.

我没有允诺要帮助他。

He made a promise that he would give up smoking.

他许下诺言要戒烟。

（2）He showed considerable promise as a tennis player.

他显示相当有希望成为网球选手。

The weather gave promise of warmth.

天气有希望变暖和。

v.

（1）She promised me her help.

她答应给我帮助。

She promised not to tell anyone.

她答应不告诉任何人。

I promised him to be there at noon.

我答应他中午到达那里。

They promised（us）that the work should be done next week.

他们答应（我们）那件工作在下星期做好。

（2）The clear sky promises fine weather.

无云的天空预示着晴天。

His childhood did not seem to promise much.

他的童年时代似乎并未显出有多大前途。

It promises to be fine tomorrow.

明天可望天晴。

（3）I can’t promise,but I’ll do my best.

我无法答应，不过我会尽力而为。

-Alice is not coming tonight.

爱丽丝今晚不来。

-But she promised!但她答应了！

（4）She promises well as a singer.

她很有希望当歌星。

（5）Jack is a promising youth.

杰克是有前途的青年。

The weather is promising.

天气可望转好。

用法归纳

*promise 可用作名词和动词。主要义项有：诺言；约定；前途；希望；答应；允诺；有（……）希望；预示；可望。用作及物动词时，其搭配形式为：+名词；+双宾；+不定式；+that 从句。

特别提示

在promise somebody to do something 结构中，不定式to do something 作直接宾语，该动作是由主语发出的，而不是作宾补。

2.observe

例句集锦

v.

（1）An astronomer observes the stars.

天文学家观察星辰。

Please observe how I do this.

请注意看我是怎么做的。

（2）I observed a glimmer in the dark.

我看到黑暗中的微光。

I observed him enter the bank.

我看到他进入了那家银行。

（被动式要用不定式：He was observed to enter the bank.）

I observed a stranger entering the house.

我看到一个陌生人进入该屋。

He observed that it looked like rain.

他注意到似乎要下雨了。

（3）observe the speed limit 遵守速度限制

observe silence 信守沉默，保持安静

（4）“It may rain,”he observed.

“可能会下雨，”他说。

She observed that he looked unhappy.

她说他看起来不快乐。

（5）observe closely 注意看

（6）No one observed on the matter.

没有人评论那件事。

n. observation

He made observations of the customs of the natives.

他观察了当地人的习俗。

They were under observation by the police.

他们受到警察监视。

用法归纳

*observe 可用作动词（vi.＆vt.），主要义项有：观察；监视；认识；注意到；遵守；庆祝；说；评论。

作及物动词时，主要搭配形式为：+名词；+从句；+不定式、分词的复合宾语。

特别提示

observe 后跟不带to 的不定式作宾补，但把此结构变为被动语态时要跟带to 的不定式。

3.present

例句集锦

adj.

（1）Those present were all college students.

出席者全为大学生。

Only a few students were present at the party.

只有少数学生出现在那个聚会。

（2）at the present time [day] 现在，现今

The present chairperson is a woman.

现在的主席是一名妇女。

n.

（1）for the present 目前；暂且

up to the present 到现在为止；到目前

（2）I gave her a dictionary as a birthday present.

我给她一本词典作为生日礼物。

We made a present of a vase to him.

我们将一个花瓶赠送给他。

v.

（1）He presented a gold watch to me.

（=He presented me with a golden watch.）

他送给我一只金表。

The waiter presented the bill to me.

（=The waiter presented me with the bill.）

侍者把账单交给我。

（2）present one’s best respects to a person向某人问候

Present my greetings to Mr Jones.

请代我向琼斯先生问候。

（3）May I present Mr Jones（to you）?

请让我介绍琼斯先生给你好吗？

（4）He presented himself at my office.

他出现在我的办公室。

She presented herself in court.

她出庭。

A good opportunity has presented itself.

一个好机会出现了。

A wonderful idea presented itself to him[in his mind].

一个妙主意浮现在他的心头。

（5）This task presents no difficulty to me.

（=This task presents me with no difficulty.）

这件工作对我而言没有困难。

（6）She presented a happy appearance.

她显出愉快的样子。

She presented a smiling face to us.

她以笑脸对我们。

用法归纳

*present 可用作形容词、名词、动词。主要义项有：在场的；此刻的；现在；礼物；给；提出；表达；介绍；出现；浮现；提供；表现；显示。主要搭配形式为：present sth.to sb.;present sb.with sth.

特别提示

present 是个很活跃的词，词性、词义比较多，要熟记其用法。

●重点短语

1.go by

例句集锦

Years have gone by.许多年过去了。

He was not in when I went by.

我拜访的时候，他不在家。

You can’t go by what he says.

你不能相信他的话。

He goes by the name of Carl.他名叫卡尔。

相关归纳

（1）go down 下降，下跌；沉没

She went down by elevator.她乘电梯下去。

Prices are going down.物价正在下跌。

The ship went down into the sea.

那艘船沉到海中。

（2）go off 发射；爆炸；变坏；入寝；进展；聚会；熄灭；中断

Go off（with a）bang. 砰一声爆炸了。

The gun went off by accident.

那支枪意外走火了。

This food has gone off.这食物坏掉了。

The child has gone off（to sleep）.

那个孩子睡着了。

The party went off well.

聚会进行得很顺利。

The power has gone off.电力中断了。

（3）go on 继续；发生

He went on with the work.他继续工作。

He went on writing.他继续写。

How’s the work going on?

工作进行得怎么样？

What’s going on?发生什么事了？

（4）go up 上升；上涨；爆炸；焚毁； 攀登

The temperature is going up.温度上升。

go up in flames 燃烧起来；毁于大火

She went up the ladder.她登上扶梯。

2.turn out

例句集锦

The night turned out cold and rainy.

那个晚上结果是寒冷且下雨。

How did things turn out?事情结果怎么样？

The plan turns out well.

那项计划结果很圆满。

He turned out（to be）a spy.

他竟然是一名间谍。

It turns out that she has never been married.

结果是她根本没结过婚。

相关归纳

（1）turn in 上交；归还

He has turned in his homework.

他已交上了家庭作业。

You must turn in the key when you leave the hotel.

你离开旅馆时一定要归还钥匙。

（2）turn down 折叠；扭小；放低；拒绝

He turned down the corner of the page to show where he had gone to.

他把那一页折个角，以示读到什么地方。

Please turn down the radio.

请把收音机的音量关小。

They turned down his application for the job.

他们拒绝了他的求职申请。

（3）turn up将……开大；出现

Please turn up the radio a bit.

请把收音机的音量开大一点。

He turned up at the last moment.

他在最后一刻才出现。

3.for once

例句集锦

I wish for once in my life to visit Paris.

我盼望一生中至少有一次去访问巴黎。

For once,he was late for class again.

这一次，他又迟到了。

For once,Mr Brown was asking for support.

只有这一次，布朗先生开口求人了。

相关归纳

（1）for this/that once只这/那一次，就这/那一回

I’ll forgive you for this once.我只原谅你这一次。

（2）at once 马上；立刻；同时

Tell her to come at once.叫她马上来。

I can’t do two things at once.我不能同时做两件事。

（3）all at once 突然，忽然；同时；一同

All at once the door opened.门突然开了。

They spoke all at once.他们同时说话。

4.look up to ...尊敬；尊重；崇敬；赞颂；赞赏

例句集锦

They all looked up to her.他们都尊敬她。

We all look up to him as our leader.我们都尊他为我们的领袖。

相关归纳

（1）look down on/upon 往下看；轻视，瞧不起

You may be able to look down upon the woods you have just passed through.

也许你能够俯瞰你刚刚经过的树林。

Don’t look down upon this kind of work.

别瞧不起这种工作。

They used to be looked down on.

他们以往一向是被人瞧不起的。

（2）look forward to 期待，盼望

I’m looking forward to her arrival.

我正在期待她的来临。

I’m looking forward to seeing you.

我盼望见到你。

（3）look out for 当心，留意；寻找

We must look out for snakes.我们必须当心蛇。

She looked out for him in the park.

她在公园里找他。

●必背句型

1.There is no point in doing sth.

表示“做某事没有作用或没有意义”。

教材原句

There didn’t seem much point in working on my PhD.I did not expect to survive that long.

取得博士学位对我来说没有什么意义，我也没有期望活那么久。

补充例句

（1）There seems to be no point in arguing further.

继续争执下去似乎没有什么意义。

（2）There is very little point in cheating in the exam.

考试作弊没有什么用处。

（3）There’s no point in arguing with him.

跟他争辩没有用处。

2.nor以及only 引起主谓倒装

教材原句

（1）Nor did he let the disease stop him from living the kind of life he had always dreamt of.

他也不让疾病阻止他过一下梦想的生活。

（2）Everyone has his or her special skills and interests,and only by discovering what we do best can we hope to reach our goals and truly make a difference.

每个人都有自己的专长和兴趣，只有发现自己的专长，我们才能期望达到自己的目标，真正与众不同。

特别提示

nor作否定副词且位于句首时，才能引起主谓倒装；only只有在位于句首且修饰副词、介词短语或状语从句时，才能引起主谓倒装。

补充例句

（1）Li Fen can’t skate,nor can my sister.

李芬不会滑冰，我妹妹也不会。

（2）（2004年重庆,34） I failed in the final examination last term and only then did I realize the importance of studies.

上学期期终考试我没有及格，只有那时我才意识到学习的重要性。

（3）Only in this way can we learn English well.

只有这样，我们才能学好英语。

（4）Only when he arrived did we feel calm.

只有他来了，我们才能安心。

疑难突破

1.injure,hurt,wound,damage,harm

五个都有“伤害”“受伤”“损伤”之意。injure指意外伤害（人或动物的身体、健康、外表、感情、名声等）；hurt指肉体上的伤害或精神上比较轻微的损伤；wound 尤指以武器或凶器等造成外伤；damage 多指损害非生物的价值或功能；harm 尤指给予重大的损伤或剧烈的痛苦。

应用

（1）He ______ my hand by twisting it.

（2）The shell ______ him in the head.

（3）In the railroad accident 300 people were ______.

（4）I was rather ______ by what they said about me.

（5）The storm ______ hundreds of houses.

（6）The news ______ her reputation.

答案：（1）hurt （2）wounded （3）injured （4）hurt （5）damaged （6）harmed

2.use up，give out,run out,run out of

这四个短语都有“用完，用光，耗尽，用尽”之意，但用法不同。use up 为及物动词短语；give out 为不及物动词短语，除指“（贮存物、供应品）耗尽”外，还可指“（耐心、力气等）耗尽”。run out 同give out。而run out of 为及物动词短语，常以人作主语，意为“耗尽，用光（贮存物、供应品等）”。

应用

（1）Our money is ______.

（2）I have almost ______ my money.

（3）My money has almost ______.

（4）The soldiers had ______ all their supplies.

（5）His patience ______.

答案：（1）running out/giving out （2）run out of/used up （3）run out/given out （4）used up/ran out of （5）gave out/ran out

典例剖析

【例1】 （2004年福建，27）The news reporters hurried to the airport,only ______ the film stars had left.

A.to tell B.to be told C.telling D.told

剖析：only 加不定式表结果，而这种结果常与主观愿望相差很远，to be told 是不定式的被动式。

答案：B

【例2】 （2004年上海，33）The bird flu is believed ______ by viruses that like to reproduce in the cells inside the human nose and throat.

A.causing B.being caused C.to be caused D.to have caused

剖析：根据flu 和介词by 可知应该用被动语态，所以排除A和D项；再根据is believed,可知C为最佳选项。因为，sth. is believed/considered/thought to be/as sth.是英语中的一种常见句式。

答案：C

【例3】 （2004年全国,28）Sarah,hurry up.I’m afraid you won’t have time to ______ before the party.

A.get changed B.get change C.get changing D.get to change

剖析：“get+过去分词”是常见的一种表达方式。又如：get drunk 喝醉；get hurt 受伤；get paid 领工资。get changed这里的意思是“换衣服”。在特定的情景中把握词汇的特定意义（情景意义）是高考的考查重点之一。

答案：A

【例4】 （2004年上海,35）The disc,digitally ______ in the studio,sounded fantastic at the party that night.

A.recorded B.recording C.to be recorded D.having recorded

剖析：根据disc 和record 之间的逻辑关系，可知应用被动式，所以排除B和D项；再根据不定式表示将来，排除C,所以应该选A，表示disc 和record之间是被动完成的关系。

4.2024人教版英语Unit_2知识点总结填空 篇四

Section A说课稿

各位老师，大家好，今天我说课的内容是人教版七年级上册Unit 7 How much are these pants ? Section A第一课时。现在我从教材内容分析、教学重、难点及教法、学法和教学过程进行如下具体阐述:

一、说教材（地位和作用）

本节课教材内容围绕着询问价格展开，内容比较贴近学生的日常生活，易于激发学生的学习兴趣。Section A在本单元中起着总领下文的关键作用。在本节课中通过谈论衣物，让学生在学会谈论物品及其颜色的同时，掌握用how much…句型来询问价格，学会感谢他人。同时让学生能够利用简单的英语进行购物，为下节课谈论对服装的喜好做铺垫。通过本节课的教学，进一步培养学生运用英语的能力，使学生体会到学习英语的快乐。

二、说教学目标：

[知识与技能］

(1)掌握表示服装的词汇。

(2)掌握如何询问物品价格。

[过程与方法]

(1)给学生创设一个生活化的情景，培养学生的语言交流的能力。

(2)利用已学语言技能呈现信息，发表观点交流思想，开展合作。

[情感态度与价值观]

(1)树立正确的消费观念。

(2)知道人民币与美元的差别，了解中西方的文化差异。

三、说教学重、难点

教学重点：

让学生学会谈论衣物，并在活动中运用单词：socks, sweater, trouses, ject, skirt, dollar；句型:(1)、How much is this T-shirt?(2)、How much are these socks?

教学难点：

我把名词单复数的应用和如何在现实生活中询问东西的价格确定为本节课的难点。为了突破难点，教学中利用了大量的图片、资料，给学生提供非常直观的感性认识.突破：通过真实的情景激发学生的兴趣，反复练习加深印象，再循环记忆达到最终目标。

四、说学情分析

七年级学生精力旺盛，求知欲强，乐于表现自己，以前学过一些服装的名称和颜色，也学过1至10的数字，这些都为开展这节课创造了较好的条件。

五、说教法和学法

我采用了任务型教学法、情景交际教学法、循序渐进法及听说法，努力做到教法与学法的最优组合。

学生对生活中购物等比较熟悉又特感兴趣。根据学习目标要求，学生学习主要采用的方法是归纳总结法。在教师的指引下，让学生在动中学，有目标地去实践。对学生进行综合语言技能的训练，提高学生的语言运用能力。

六、说教学环节

1.导入（Lead-in）

通过英语歌曲“English Number Song”进行新课导入。询问1-10数字引出本课话题How much are these pants?吸引了学生的兴趣与注意力，为下面教授有关服装的新单词及价钱的问答作教学铺垫。

2.呈现(Presentation)（1）通过出示bag ,hat ,T-shirt, shoes这些实物的图片，采用以下这些句型①What is∕are this ∕these ? ②、What is the color? ③、Which one do you like?来复习这些已学过的单词。

（2）通过PPT展示 socks、shorts、sweater、trousers、jacket、skirt的图片，教授新单词。

（2）选用新单词中的一个单数名词sweater和一个复数名词socks学习新句型How much is this sweater? 和How much are these socks? 强调“is”，“are”的用法。

（3）游戏:通过PPT继续学习新单词shorts、trousers、jacket、skirt，并且让学生猜图片上衣服的价格，让学生进行购物联系。

（4）小组活动：练习所学的新单词及新句型。

3、听力（Listening）：1b

（1）让学生单纯的听听力。（2）听并且作答。

（3）学生自行检查答案。

（4）检查答案。训练了学生听的能力，巩固目标语言，加强了词汇和句型的理解和记忆。

4.总结（Summery）

（1）小结本课

（2）情感教育：节约钱财，合理消费。5．板书设计（Blackboard Design）

我的板书设计是:

Unit7 How much are these pants?-----How much is this sweater?-----It is eight dollars.-----How much are these socks?-----They are five dollars.6.布置作业（Homework）

总之，通过本节课的学习，不仅使学生掌握购物的知识，更要达到英语是用来交际的最终目的。同时使学生养成节约用钱的生活习惯，理解尊重父母，感谢母恩及提高他们的审美能力，最终达到教育学生的教育目的。