追风的夕夕
课件实质是一种软件，是在一定的学习理论指导下，根据教学目标设计的、反映某种教学策略和教学内容的计算机软件。下面是我精心整理的九年级英语课件，欢迎阅读，希望大家能够喜欢。
教学目标：
1.语言知识
(1)能听懂、会说、认读和书写下列词汇：cloudy, sunny, windy，warm, cool, how, weather。
(2) 能听懂、会说、理解并运用句型：How’s the weather today ? It’s ______.
(3)能理解字母组合ir, ur, er, or在单词中的发音及规则。
2.语言技能
(1)在具体的情境中，运用所学新词，描绘不同的天气情况。
(2)运用新句型和同伴交流和描述天气情况。
3.情感态度
感知大自然美丽的四季和千变万化的天气，了解相关知识，保护自然环境。
4.学习策略
(1)了解名词结尾加y构成形容词的构词方法。
(2)在小组学习中，培养自主、探究的学习策略。
(3)运用本课所学的语音规律，尝试拼读新单词。
5.文化意识
了解不同的地区有不同的天气变化。
教学重点：
1.能听懂、会说、认读和书写下列词汇：cloudy, sunny, windy，warm, cool, how, weather
2.能听懂、会说、理解并运用句型：How’s the weather today ? It’s ______.
教学难点：
在具体的情境中，运用本课描述天气情况的单词及句型谈论生活中的天气情况。
教学方法：
为了更好地实现教学目标，有效地突出重点、突破难点，我在教学中采取了合作式的教学方法。利用网络查找学习资料，充分调动学生学习的积极性、主动性和创造性，极大地激发他们学习英语的兴趣，让学生在实际交际运用中，主动地获取知识、发展能力，从而提高学生的听、说、读、写水平和自主学习意识。
教学过程：
1.课堂导入
通过小小预报员引出“天气”话题 教学伊始，点击网站上的小小预报员栏目，然后提出问题：“Do you want to be a reporter? Can you talk about the weather in English? ” 给学生设置任务“用英语谈论天气”，进而引出本课的语言主题“天气”。
2.学习新知
(1)复习snow，wind，rain，cloud，sun
首先利用网站中“单词袋袋裤”中的“温故”栏目出示天气图片，学生看图片猜单词，从而复习snow, wind ,sun ,cloud ,rain这几个单词，同时板书单词。
【设计意图：学生复习snow，wind，rain，cloud，sun几个名词，引出cloudy，rainy，snowy，sunny，windy的学习，并为对比名词和形容词做准备。】
整合点：运用网站展示图片使教学内容更直观、更形象，从而帮助学生更好的掌握有关天气的单词。
(2)学习新知snowy，windy，rainy，cloudy，sunny
T: Please look out of the window. The sun comes out. The weather is sunny. It’s warm.板书sunny,和sun对比。
学生小组讨论在snow，wind，rain，cloud的后面做怎样的变化形成本课所要学习的形容词。此时充分调动学生的学习主动性，小组派代表汇报结果，同时板书单词，之后通过网站中“单词袋袋裤”的“知新”栏目查找这些单词的汉意，教师指导学生进行单词的朗读。
【设计意图：学生通过比较，初步了解本课中的天气词汇与上一课学习的名词的联系。】
(3)通过网站自学第一部分
点击网站的“看图识天气”栏目播放课文第一部分的flash课件，学生结合具体情境进行一对一的跟读模仿。
【设计意图：通过一对一的跟读模仿，培养学生自主学习的能力。】
整合点：通过网站播放学习内容，将静态的文字转化成动态的情境，刺激学生的.多种感官，有利于学生更好的模仿和实践。
(4)填一填
通过“填一填”栏目，复习本课形容天气的词汇，学生输入答案，回答正确与否会有相应的提示音。
【设计意图：通过操练，培养学生正确运用天气词汇。】
(5)学习句型How’s the weather today? It’s _______.
学生先整体感知，自主学习网站上的视频对话，进行一点一说的学习，跟读对话。然后结合实际情况教师提问：“How’s the weather today?” “How’s the weather in (月份)?”师生对话、生生对话，充分练习此句型。
【设计意图：学生学会使用How’s the weather today? It’s ______.句式问答天气。】
整合点：学生通过网站的视频资源自主学习，充分发挥了学生的自主能动性。
3.巩固操练
(1)点击“智力大冲浪”栏目，出现相应的日期和天气情况，生生操练句型“What day is it?” “How’s the weather today?”
(2)然后点击网站中的“天气转转转”栏目，转出相应的城市天气，师生对话、生生对话，讨论此城市的天气状况。
【设计意图：在轻松愉快的气氛中，学生巩固运用本课描述天气的词汇和句型，做到学以致用，语言输出。】
整合点：利用网站，学生自己亲自操作电脑，师生对话和生生对话，使英语课堂变得丰富多彩，增加趣味性。
(3)找规律，学习字母组合ir, ur, er, or在单词中的发音
将这些不同字母组合的单词打乱顺序，学生将这些单词分类，然后指导学生读一读，找到规律后，尝试读新的单词。
【设计意图：通过找规律、总结，学生掌握字母组合在单词中的发音。】
整合点：学生在电脑上通过拖动完成单词分类，实现了人机互动，激发了学生的学习兴趣和参与热情。
4.自我展示
这节课我们学习了五个描述天气的形容词，但是在实际的生活中，天气情况远不止这些，学生通过网站拓展栏目查找foggy等更多描述天气的词汇，然后通过中国天气网，观察图片，选择某一城市结合之前学过的句型What day is it? What do you wear? 及本课新句型创编对话。
5.结束课堂
Homework:选一个季节，和同学或父母谈论这个季节的天气情况。
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词： chopsticks, coin, fork, blouse, silver, glass, cotton, steel, grass, leaf, produce, widely, be known for, process, pack
能掌握以下句型：
① —This ring looks nice. Is it made of silver?
—Yes, and it was made in Thailand.
② What is it made of/from?
③ China is famous for tea, right?
④ Where is tea produced in China?
2) 能够用英语描述及询问物品的制作材料，正确理解被动语态的用法及句子结构。
2. 情感态度价值观目标：
了解一些日常用品的制成材料，增加生活常识，养成良好的生活习惯；了解一些地方知名产品或传统艺术品的制作过程以及制作材料，培养学生的民族自豪感及爱国主义精神。
二、教学重难点
1. 教学重点：
1) 掌握本课时中出现的生词
2) 能够用英语描述及询问物品的制作材料
3）正确理解被动语态的用法及句子结构。
2. 教学难点：
理解被动语态的用法及句子结构。
三、教学过程
Ⅰ. Lead in
1. 播放动画片《造纸过程》的视频，让学生们了解这个中国传统发明的情况。
T: Who invented paper first?
S1: Can Lun invented it in Han dynasty.
T: What was paper made of then?
S2: It was mainly made of bamboo.
T: was it easy for people to make paper then?
S1: No, it was very difficult then.
T: What is paper made of now?
S3: It’s mainly made of wood, bamboo, and cotton.
…
Ⅱ. Presentation
1. Present the sentence structure, using the pictures on the big screen:
—What’s the golden medal made of?
—It’s made of gold.
—Is this table made of wood?
—No, it isn’t. It’s made of glass.
—Is Butter made from meat?
—No. It’s made from cream?
让学生们学习掌握be made of/from句型的用法，及be made of与be made from的区别。
两词组都是“由……制成的”之意。be made of 指从原料到制成品只发生了形状变化，没有发生本质变化（属物理变化）
be made from指从原料到制成品发生了质的变化，已无法复原（属化学变化）。
Ⅲ. Learning
1. Show some pictures on the big screen. Try to learn the new words using “be made of” structure.
Learn the new words: chopsticks, coin, fork, blouse, silver, glass, cotton, steel, grass, leaf
e.g. This pair of chopsticks are made of bamboo.
This coin is made of silver.
Is this blouse made of cotton?
No, it isn’t. It’s made of silk.
What’s the fork made of?
It’s made of steel.
These pigs like grass very much.
a piece of leaf
Kolas like leaves.
2. Ss discuss with their partner and try to learn the new words.
3. Give Ss five more minutes to remember the new words.
Work on 1a:
Let Ss read the things and materials in 1a. Discuss with their partners and match them with the materials. More than one answer is possible.
What are these things usually made of? Match them with the materials. More than one answer is possible.
1. chopsticks
2. window
3. coin
4. stamp
5. fork
6. blouse
a. wood
b. gold
c. silver
d. paper
e. silk
f. glass
Check the answers with the Ss.
Ⅳ. Listening
1. T: Tell Ss they will hear a conversation about some things and material. Listen and match the products with what they are made of and where they were made.
Things Made of Made in
shirts cotton Korea
chopsticks silver Thailand
ring steel America
2. Let one student read the words in the box, Play the recording for the Ss to listen.
3. Ss try to listen and match the things with the material and here they were made.
4. Play the recording again. Let Ss check the facts they hear.
5. Check the answers
Ⅴ. Pair work
1. Read the conversation in the box in 1c.
2. Ss try to made conversations using the information in 1b.
e.g. A: Your new shirt looks very nice. Is it made of cotton?
B: No, it isn’t. It’s made of silk.
3. Let some pairs read out their conversations.
Ⅵ. Listening
Work on 2a:
T: Let’s listen to another conversation between Nick and Marcus.
1. What are they talking about? First, let’s look at the pictures and the phrases in 1a.
(Let one students read the phrases in 2a.)
Listen and check ( √ ) the main topic of Nick and Marcus’ conversation.
____ the science museum
____ the art and science fair
____ environmental protection
____ a model plane
____ a beautiful painting
____ grass and leaves
2. Play the recording for the Ss to listen and check the phrases.
3. Play the recording again to check the answers.
Work on 2b:
1. Let Ss read the sentences below. Explain some main sentences for the Ss. Make sure they know what to do.
2. Let Ss read the questions in 2b. Make sure they understand the meaning of each question.
Play the recording for the Ss to answer the questions. (If necessary, using the pause button.)
1) Where is the art and science fair?
_________________________
2) Do Nick and Marcus have to pay to go?
_________________________
3) What is the model plane made of?
_________________________
4) What is the painting made from?
__________________________
3. Play the recording again to check the answers.
4. Play the recording again. Let Ss fill in the blanks of the conversation.
Ⅶ. Pair work
1. Tell Ss to make a conversation using the information in 2a and 2b.
e.g.
A: What did you see at the art and science fair?
B: I saw a model plane.
A: What is it made of?
B: It’s made of steel, glass, and plastic.
2. Let Ss make their own conversations.
3. Practice their conversations in pairs.
Ⅷ. Role-play
1. Work on 2d
Read the conversation and complete the blanks.
1) Chinese _____________ tea both in the past and now.
2) _________ I know, tea plants _________ on the sides of mountains.
3) When the leaves are ready, they _______ by hand and then _______ for processing.
4) The tea ____________ and sent to many different countries and places around China.
5) People say that tea ___________ ____ health _____ business!
2. Read the conversations and Let Ss read after the teacher.
3. Explain some new words and main points in the conversation.
4. Ask Ss to role-play the conversation in groups.
X. Language points
1. What is the model plane made of?
What is the painting made from?
be made of与be made from 辨析
两词组都是“由……制成的”之意。be made of 指从原料到制成品只发生了形状变化，没有发生本质变化（属物理变化）
be made from指从原料到制成品发生了质的变化，已无法复原（属化学变化）。
e.g. Glass is made of glass. 玻璃杯是由玻璃制成的。
The paper is made from wood. 纸是木头做的。
2. For example, Anxi and Hangzhou are
widely known for their tea.
widely adv. 广泛地；普遍地
wide (形容词) + ly → widely (副词)
e.g. Gas is widely used for cooking and heating.
天然气被广泛地用于做饭和取暖。
3. Where is tea produced in China?
produce v. 生产；制造；出产
英语中有produce, grow和plant三个动词均可用来描述农作物及植物的“种植；
生产；生长”，但有所区别。
produce指农作物成产量化地“出产”，或自然地“生长出；长出；结出(果实)”。
e.g. This region produces over 50% of the country’s rice.
这个地区出产整个国家50%以上的大米。
These trees can produce very good apples.
这些树能结出优质的苹果。
grow表示“种植；使生长”，着重指种植以后的栽培、生长过程。
e.g. These plants grow from seeds. 这些植物从种子生长而来。
The villagers grow coffee and corn to sell in the market.
村民们种植咖啡和玉米好拿到市场上去卖。
plant侧重“栽种；播种”这一行为，指把种子或秧苗种到土壤里使之生长。
e.g. How many trees have you planted this year? 今年你们种了多少棵树？
They planted tomatoes and carrots in their backyard.
他们在后院栽种了西红柿和胡萝卜。
3. For example, Anxi and Hangzhou are widely known for their tea.
be known for 以……闻名；为人知晓
be known for = be famous for
e.g. Suzhou is known for its beautiful gardens.
苏州以其美丽的园林而闻名于世。
be known as和be known for
be known as意为“作为……而著名”。be known for意为“因……而著名”。
根据句意用be known as或be known for的适当形式填空。
1) Han Han ____________ his writings.
2) As we know, Yao Ming __________ a basketball player.
Homework
I. Recite the conversation in 2d after school.
II. Translation.
1. 这个戒指是银制的。
2. 这种纸是由树木制成的。
3. 油漆是由什么制成的。
4. 杭州因其茶叶而为人知。
5. 据我所知，茶树被种植于山坡上。
教学内容：
九年级英语书面表达专题复习
教学目标：
1.指导学生掌握书面表达语篇结构的组织技巧。
2.帮助学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性。
3.培养学生在有限的时间内快速构思、罗列提纲的能力。
4. 指导学生小组合作评改学生习作。
教学重点：
1.帮助学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性。
2. 培养学生在有限的时间内快速构思、罗列提纲及扩展成文的能力
教学难点：
1.帮助学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性。
2. 培养学生在有限的时间内快速构思、罗列提纲及扩展成文的能力讨论法
教学方法：
自主学习，合作学习
教学辅助手段：
电脑(或实物投影仪)
学情分析：
1. 书面表达是写的一种途径，是英语交际的重要组成部分。初中阶段对于英语写作的要求，实际上是“有指导的写作”(Guided Writing)。它通过提供情景(文字、图画、表格)，让学生用学过的英语语言来描述事物或事件并表达一定的思想，以此达成和检验对所学英语语言知识的实践应用能力。客观地说，书面表达一直是我们英语教学的一个难点，也是学生应试的一个难点。
从中考英语试卷的抽样调查情况来看，英语写作是得分最为薄弱的一个题项。究其原因，一是学生写作练习的时间少，二是教师平时缺乏对学生进行系统的写作知识的指导。(比如，如何用词、句、组段、谋篇等)。这些原因造成了学生从最初不会写盲目写到不愿写。惧怕写，直至最后拒绝写的恶性循环。
2. 学生分析 我校学生生源较差，学生英语学习两级分化严重，因此尽管经过3年的学习与训练，仍有相当一部分学生作文得分在6-7分之间甚至更低。书面表达中式英语较多，连贯性较差。很多学生对书面表达中快速构思和罗列提纲能力较差。本堂课希望通过指导、帮助提高学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性,帮助学生在有限的时间内快速构思、罗列提纲能力。
课后反思：
本节课从提问学生写作中最大的困惑入手，引出本节课的主要教学目标，在写作中学会构思和使用连词。通过比较两篇学生的英语习作，让学生认识到连词在英语写作中的重要性。通过分析一篇学生的范文，让学生了解怎样去运用关联词，怎样去组织一篇文章，最后让学生根据提供的材料完成一篇习作，并互相评价，修改。
我认为本节课在以下几个方面处理得较好：
1. 课堂教学组织严谨，教学各个环节环环相扣，很流畅，由提问引出主题，通过比较学生习作认识到连词使用的重要，通过分析学生习作教学生学会怎么运用，最后进行实践。
2. 学生书信写作练习的设计比较新颖。从一位学困生的角度，用广州话说出对老师的感激，及今后的打算，容易引起学生写作的兴趣。
3. 考虑到本校学生生源的实际情况，写作任务经过了层层分解，从文章结构的构思，到语言的组织，时态的运用等给足了提示，使写作任务的难度降低了，让大部分学生都可以完成写作任务。
不足方面：因时间关系，学生写作的时间不太够，还有一小部分学生没有按时完成写作任务。习作的点评也不够时间处理，只点评了一篇习作，如果能找各个层次的学生习作进行点评就更好。
永远的怀念!
人教版英语课件百度网盘高清资源免费在线观看
链接:
人教版小学英语点读软件根据人教版教材编写，发音标准。使用时不仅能看到课本图画，而且能听到读音。实现点读功能。点到哪里读到哪里、哪里不会点哪里，并且汉语翻译到哪里。还能根据你的需要实现点读与自动朗读的随时转换。本应用供人教版小学英语三年级第一学期使用。
阳光的玖零
随着社会不断的发展，英语的使用越来越普遍，下面是我整理的八年级上册英语第7单元课件，希望对你有帮助。
Section A
一、教师寄语: Among any three people walking, I will find something to learn for sure. Their good qualities are to be followed, and their shortcomings are to be avoided.
三人行，必有我师焉。择其善者而从之，其不善者而改之。
二、学习目标
知识目标：
1. woeds: vocabulary :blender , yogurt , turn on , cut up , peel , pour , put into , ingredient ,cinnamon , teaspoon , amount ,watermelon .
2. Patterns: How do you make a banana milk shake?
How many bananas do we need ?
How much milk do we need ?
能力目标:学会使用how many和how much分别对可数名词和不可数名词的量提问.
情感目标:培养学生热爱劳动的习惯.
三、教学重点：可数名词和不可数名词的运用以及对他们量的提问。
教学难点.：如何描述过程。
四、学习过程
（一）预习导学及自测
从方框中选择适当的单词完成下列句子
salt, turkey, check, roll, sauce
1. Finally ____ the pancake.
2. ____ looks like sugar.
3. How many teaspoons of ____ do you need?
4. Did you ____your answers?
5. Put some ____ slices on the sandwich.
（二）自主学习
SB Page 41 , 1a .
Look at the picture .What can you see ?
Point out the blank likes in the picture .Ss twrite the names of the actions .Choose the correct words .
Ss fill in the blanks on their own .
Check the answers .
SB Page 41, 1b .
Point out the actions in the picture and the list of actions in activity 1b .
Play the recording and check the answers .
SB Page 42 , 2a .
Point out the two columns in the chart and read the headings .Say , Maria and Katie are talking about making fruit salad .Listen carefully .What do they need ?Write the names of the ingredients .
Play the recording and check the answers .
SB Page 42 , 2b .
Listen again .This time listen to the amout of each ingredient the girls talk about .Write the name of each ingredient next to the correct amount .
A student reads the amounts in the first column .
Play the recording .Ss work .Check the answers .
SB Page 43 , 3a .Look at the picture and answer what the boy and girl are doing .
Read the four words at the beginning of the activity .
Answer the number the words to show the order .
Read the conversation .And complete it .
（三）合作探究
SB Page 41 , 1c .
Point out the instructions in activity 1b .And talk with a partner .
SB Page 42 ,2c .
Read the instruction for the activity .
Point to the sample conversation .Two students read the questions and answers to the class .
Ss work in pairs .
Some pairs to present their conversations .
（四）拓展创新
Grammar focus .
Review the grammar box .Ss to say the questions and answers .
Write the words countable and uncountable on the Bb .
One or two students explain what these words mean
Pay attention to the verb , there are imperative sentences .Students say sentences like these .
SB Page 43 , 3b .Point out the picture .
Ss tell what is happening in each picture. Review the words :popcorn , popcorn popper ,salt , bowl .
A student read the directions in the box .
Ss work with partner ,then one or two students tell the class how to make popcorn .
I want three bottles of milk.我想要三瓶牛奶。
Please give him a piece of paper.请给他一张纸。
也可以用some, any, a lot, lots of, much, a little等来修饰表示泛指的数量。
He has a lot of time to study.他有大量学习的时间。
对数量进行提问时，how many后接可数名词复数；how much后接不可数名词。
—How many oranges did he buy?他买了多少个橘子？
—He bought five oranges. 他买了五个。
—How much water do you drink every day?你每天喝多少水？
—I drink eight glasses of water every day.我每天喝八杯水。
（六）达标检测
Ⅰ.用所给短语的正确形式填空，每个只能用一次
cut up , turn on, mix up, add…to…, put… into…
1. Please ____ the ingredients ____ the soup.
2. Don’t ____ the blender.
3. Please ____ the three apples.
4. He ____ meat ____ the bread.
5. Finally, he ____ all the ingredients.
Ⅱ.根据汉语提示完成英语句子
1. Let’s make ____ ____(水果沙拉).
2. That’s a ____ ____(好主意).
3. Your mother needs three ____ ____ _____(茶匙蜂蜜).
4. First, we should ____ _____(搅匀)water and flour.
Ⅲ.对下列各句的画线部分提问，每空一词
1. We need two cups of orange juice.
____ ____ _____ ____ orange juice do you need?
2. There are twenty boys in our class.
____ ____ ____ are there in your class?
3. He wants two slices of bread.
____ ____ ____ does he want?
五、典型例题解析
1.Don’t ____ too much TV, It’s bad for your eyes.
A. watch B. watched C. watching D. to watch
<点拨>本句是否定祈使句，don’t后接动词原形，故排除B, C, D三项。<答案> A
2．—Please come ____ the room. It’s raining hard outside.—Thank you.
A. over B. out C. into D. on
<点拨> come over意为“顺便来访”，接介词to之后，再加地点宾语，故排除；come out加地点名词时要先加介词of，排除；come on意为“加油；过来”，不符合句意；句意为“外面雨下得很大，请进屋吧。谢谢。”故选 C项。<答案> C
3. Do you know how ____ the blender?
A. open B. to open C. turn on D. to turn on
<点拨>打开果汁机用turn on，排除A, B两项；疑问词后常接不定式，故排除C项。
六、中考链接
1.（2009湖州）Put the ingredients in a bowl and ____, please.
A. mix up it B. mix it up C. mix up them D. mix them up
2.（2009益州）Please ____ some salt to my soup.
A. turn B. put C. make D. add
七、课后反思
我的收获：___________________________________________________________________
我的不足：__________________________________________________________________
【学习目标】
1.熟练掌握本单元词汇：
2.熟练掌握本单元句型：
5） In 20 years，I think I’ll be a newspaper reporter.
(2) On the weekend, I’ll look less smart but I will be more comfortable.
(3) What will your… be like ?
【学习重点
难点】 本单元的单词、短语、语法
【学法指导】 及时练习与巩固
【教学过程】
一、 导入（启发探究 3分钟）
对话复习：
Nick: What are you reading, Jill?
Jill: It’s book about future.
Nick: Sounds cool. So what will the future be like?
Jill: Well, cities will be more crowded and polluted. There will be fewer trees and the environment will be in great danger.
Nick: That sounds bad! Will we have to move to other planets.
Jill: Maybe. But I want to live on the earth.
Nick: Me, too. Then what can we do?
Jill: We can use less water and plants more trees. Everyone should play a part in saving the earth.
二、自学（自主探究 6分钟）
用法：
will + 动词原形 将要做
fewer/more + 可数名词复数 更少/更多…
less/more + 不可数名词 更少/更多
try to do sth. 尽力做某事
have to do sth 不得不做某事
agree with sb. 同意某人的意见
such + 名词（词组） 如此
play a part in doing sth 参与做某事
make sb do sth 让某人做某事
help sb with sth 帮助某人做某事
There will be + 主语 + 其他 将会有….
There is/are + sb. + doing sth 有…正在做…
It is + 形容词 + for sb + to do sth 做某事对某人来说…的
三、交流（合作探究 10分钟）
语法：
What will the future be like? Cities will be more polluted. And there will be fewer trees.
Will people use money in 100 years? No, they won’t. Everything will be free.
Will there be world peace? Yes, I hope so.
Kids will stuffy at home on computers.
They won’t go to school.
Countable nouns Uncountable nouns
There will be more people. There will be more pollution.
There will be fewer trees. There will be less free time.
四、总结（引深探究 15分钟）
词语辨析：
1. every 与 each 的区别：
every 用来表整体，each 用来表个别。each 最低需是两，every 最低需是三。every adj.
every 作主用单数，each 可单也可复，作主、作定用单数，其他情况用复数。 each adj./ pron.
Every teacher knows her.
There are lots of trees on each side of the road.
Each of the road has a dictionary.
2. on the earth 在地球上，作地点状语，位于句首或句末。 on earth 究竟，到底。用于疑问句或副词后，加强语气。
All the living things on the earth depend on the sun. / What on earth do you mean?
3. human, 指包括男人女人孩子的“人，人类”，有别于动物，自然景物，机器等的特殊群体，也可指具体的人。
person, 无性别之分，常用于数目不太大，而且数目比较精确的场合。
people, 泛指“人们”，表示复数概念。
man,前不带冠词而且单独使用时，指“男人”，a man 可指“一个人/ 一个男人”，复数形式为men.
He was the only human on the island.
There are only three persons in the room.
There are many people there.
Man is stronger than woman.
4. seem 连系动词，好像，似乎，看来。有下面几种用法：
seem + 名词 看起来。He seems a nice man.
seem like 好像，似乎。 It seemed like a good idea at the time.
seem to do sth. 似乎/看起来/好像做某事。 I seem to have left my book at home.
It seems/seemed that 看起来好像…, 似乎…. He was very happy.
seem to be + 形容词/名词 = seem + 形容词/名词。 She seems to be happy.= She seems happy.
5. probably ad. maybe 相当于 perhaps. 也许，大概，可能。作状语.
probably 用于句中，可能性最大。 He will probably come tomorrow.
maybe/perhaps 用于句首。 Maybe/Perhaps you are right.
1. during / for / in 介词，在……期间。说到某事是在某一段时间之间发生的用during; 说到某事持续多久则用for; 说到某事具体发生的时间用in.
We visited many places of interest during the summer holiday.
I’ve been here for two weeks.
They usually leave school in July.
五、练评（包含“考点链接” 应用探究 6分钟）
读“What will your life be like in the future?”短文，用所给单词填空。
In 20 years, I think I’ll be a newspaper reporter. I’ll ________in Shanghai, because there will be _______jobs in that city. As a reporter, I think I will _______lots of interesting people, so I’ll have more friends. I’ll have ______ pets, because it’ll be too small. So I’ll probably just ______a bird. During the week, I’ll________smart clothes. On the weekend, I’ll _______less smart but I’ll be more comfortable. In the future, people will _______more so they’ll probable have fewer vacations, but I think I’ll _______a holiday in Hong Kong when possible. One day I’ll even go to Australia.
优质英语培训问答知识库
