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book 1 module 5

Module 5 A Lesson in a Lab

I. 教学内容分析

本模块以A Lesson in a Lab为话题，引入了许多与科技、实验有关的词汇，阅读部分简单介绍了金属的氧化反应并列出了显示部分金属活动性能的表格，旨在通过模块学习，使学生了解一些基本的科学实验知识，学会怎样写实验报告，并掌握一些相关的词汇与短语，激发学生对科学的兴趣。本模块还要求学生学会一些大的整数、分数、小数还有倍数的表达方法，通过阅读了解国外有关科学教学的情况，扩大学生的知识面，并能就所学的内容谈论理科课程和实验。

Introduction部分以科学常识问答的形式导入，激发学生的兴趣。列举了相关的词汇，并设计了三个练习活动，学生通过完成任务的形式来学习有关词汇。

Vocabulary and Speaking部分引入了一些数字词汇，通过发现式的教学法来让学生掌握其用法。

Grammar 1 部分介绍了形容词的比较级，主要是引入了倍数的两种主要用法，并通过探究，发现型练习学生对这两种表达方法的了解。

Reading and Vocabulary由两篇实验报告短文组成，Passage A介绍了金属在生活中的重要性，并列举了一些金属在氧气、水及蒸汽中的反应及结果；Passage B介绍了 A simple Scientific Experiment，要求学生学习如何描述或写一个科学实验报告。通过两篇短文的学习，继续引入与本模块主题有关的词汇，并通过两个练习使学生熟悉这些词汇，同时这些练习也为接下去的阅读活动作了铺垫。通实践型练习，学生可以熟悉课文内容和学会使用有关的词汇。同时培养学生的观察能力。

Vocabulary部分引入了表示实验仪器的词汇，并介绍了带分数、小数的读法，让学生对常见的实验仪器和基本的科学计量有初步的了解。

Listening and Writing部分的内容是实验课上老师与学生的对话，编者所设计的活动是让学生能在听懂对话的基础上获取所需要的信息，并能就得到的信息学会填写相关实验报告。话题贴近生活，使学生觉得有较高的实用性。

Grammar 2部分通过几个发现型语法练习来继续介绍形容词和副词的比较级的用法。并通过设定比较范围的操练，让学生体验到语法输入与输出的过程。

Pronunciation部分介绍了英语中特殊疑问句和一般疑问句的句型，要求学生通过听力活动来体会，并学习掌握两种句型的语调，通过模仿来正确朗读这两种类型的句子。

Everyday English部分介绍了五个日常用语，要求学生明确其意思，能在正确的场合中得当地运用这些句子。

Function部分介绍了次序问题——在写作中我们应注意的一个重要环节。这一部分内容要求学生掌握表示次序的词的用法。让学生体会此类词在文章组织中的作用。

Cultural Corner部分是一篇从一个加拿大高中同龄学生的角度介绍加拿大学科教学的有关情况，通过阅读同龄人的文章使学生增加中国学生对国外高中教育的了解，使学生可以横向比较两国的学习情况，初步运用本模块所学的相关词汇。

Task部分是对本模块的一个复习与应用，要求学生小组活动，回忆所做过的实验，运用所学过的词汇和知识来写一份简单的实验报告。从而达到学习与实践的统一。

Module File部分有助于学生对本模块学习内容进行归纳，对自己的学习进行反思和检验。

II. 教学重点和难点

1. 教学重点

(1)掌握一些描述实验的词汇

(2)学习形容词和副词的比较级

(3)学会数字词汇的读法

2. 教学难点

(1)有关介绍科学实验的讨论或发言；

(2)运用形容词和副词的比较级来表示倍数

(3)理解有关科学实验的文章，识别本模块的生词和词语并理解所在句子的含义

(4)能用正确的格式写实验报告

III．教学计划

本单元分五个课时：

第一课时：Introduction, Cultural Corner

第二课时：V ocabulary and Speaking, Grammar 1 & 2

第三课时：Reading and V ocabulary

第四课时：V ocabulary, Listening and Writing, Everyday English, Pronunciation

第五课时：Function, Task, Module File

IV．教学步骤：

Period 1 Introduction, Cultural Corner

Teaching Goals:

1. To arouse Ss’ interest in learning about scientific experiments;

2. To introduce the topic “A Lesson in a Lab”;

3. Get Ss to learn some words to describe scientific experiments;

4. Get Ss to know the scientific lessons in Canada.

Teaching Procedures:

Step 1 Lead-in and Introduction

Purpose: To arouse Ss’ interest in learning about scientific experiments.

1. (Pair Work) Show some pictures on the screen and ask Ss to guess who they are.

(Albert Einstein) (Darwin)

(Steven Hawking) (Marie Curie)

2. (Pair Work) Ask Ss to match the persons with their fields.

Alfred Nobel

Physics Darwin

Steven Hawking

Chemistry Li Zhengdao

Thomas Edison

Biology Albert Einstein

Newton

Marie Curie

3. (Group Work) Ask Ss to choose the correct answers to the quiz on page 41.

4. (Individual Work) Listen and check your answers.

Suggested answers:

(1) a (2) a (3) a (4) a (5) b (6) b (7) b

(1) Gold is solid, but when you heat it, it becomes liquid.

(2) There are several kinds of gas in the air, but the oxygen is the most important for us.

(3) Irons expand when it is heated, but irons contract as it cools.

(4) Salt is a substance we use in cooking.

(5) Air is a mixture of gases.

6. (Pair Work) Ask Ss to finish Activity 2 on page 41.

Suggested answers:

(1) air-gas-oxygen (2) contract-expand (3) earth-sun-moon (4) gas-liquid-solid

7. (Group Work) (Things can be divided into three kinds, natural, man-made, either natural or man-made. Can you give some examples?) Ask Ss to finish the table according to the meanings of the words.

(1)Electricity, iron, some metals and air are natural.

(2) Steel, some metal and glass are man-made.

(3) Electricity and some metals can be man-made and occur naturally.

8. (Group Work) Read the new words together.

Step 2 Cultural Corner

Purpose: Let Ss know the scientific lessons in Canada.

1. (Group Work) Lead-in: Arouse Ss’ interest to the passage by asking some questions.

(1) Are you interested in scientific subjects?

(2) What subjects are you interested in?

(3) Why are you interested in it / them?

(We are going to learn a text about a Canadian boy about your age. He was not interested in science at first, but his feelings about science have now changed. Let’s read the text and try to find out why has Mark become more interested in science?)

2. (Individual Work) Ask Ss to read the passage and answer the above question.

Suggested answers:

Because he has moved to a new school with good facilities and teachers.

Suggested answers:

4. (Group Work) Post-reading: Ask Ss work in pairs to retell the passage. The words in the table will help you.

? A is Mark Kendon.

? B is a Chinese student who studies aboard.

For example:

B: What’s your feeling about science ?

A: My feeling about science have changed .

5. (Group Work)Understand the passage by themselves, and the teacher walk around the classroom to help the Ss if necessary.

Step 4 Homework:

1. Finish Workbook Reading Exercises on page 93-94.

2. Preview the Vocabulary and Speaking, Grammar 1 & 2.

Periods 2 Vocabulary and Speaking, Grammar 1 & 2

Teaching Goals:

1. To get Ss to have knowledge of this grammar point: Degrees of comparison;

2. To enable Ss to read some large English numbers.

Teaching procedures:

Step 1 Revision

Check the Workbook Reading Exercises on page 93-94.

Step 2 Vocabulary and Speaking

Purpose: To help Ss master the rules of reading English numbers.

1. (Group Work) Ask Ss to read the numbers on the screen.

300

4,000

50,000

600,000

7,000,000

80,000,000

900,000,000

1,000,000,000

Suggested answers:

2. (Individual Work) Ask some Ss to write some numbers on the blackboard while the teacher says some numbers. The more he / she get, the higher scores he / she get.

(1) three hundred and forty-five

(2) two thousand seven hundred and eighty-nine

(3) ninety-eight thousand four hundred seventy-three

(4) a hundred thousand eight hundred and eighty-eight

(5) fifty-two million four hundred seventy thousand three hundred eighty-three Suggested answers:

(1) 345

(2) 2,789

(3) 98,473

(4) 100,888

(5) 52,470,383

3. (Pair Work) Ask Ss to look at the numbers in Activity 1 on page 42. There are two mistakes. Let them to find them out.

Suggested answers:

52,470,383 should be said“fifty-two million, four hundred and seventy thousand, three hundred and eighty-three”.

100,000,000 should be said one hundred million.

4. (Pair Work) Ask Ss to look at the fractions and think over how to read the fractions. Suggested answers:

The upper ones are cardinal numbers and the lower ones are ordinal numbers.

5. (Individual Work) Practice: Ask Ss to read these fractions in English: 1/5, 2/9, 3/8, 4/7, 5/

6. Suggested answers:

1/5: a fifth / one fifth

2/9: two-ninths

3/8: three-eighths

4/7: four-sevenths

5/6: five-sixths

6. (Pair Work) Describe the fractions in Activity 2 as percentages.

Suggested answers:

A fifth is the same as 20%.

Two-ninths is the same as 22.22% (twenty-two point two two recurring percent).

Three-eighths is the same as 37.5%.

Four-sevenths is the same as 57.14%.

Five-sixths is the same as 83.33% ( eighty-three point three three recurring percent).

7. (Pair Work) Ask Ss to finish Activity 4 on page 43. (Work in pairs to take turns asking and answering the questions.)

Suggested answers:

(1)3，000，000 (2) 48，046，000 (3) 50，000，000 (4) 265，693，096 (5) 750，375，000 (6) 80,000,000

Step 3 Grammar 1

Purpose: Let Ss know how to use the comparative degree.

1. (Group Work) Ask Ss to express the meaning of the following pictures.

(1)__________________________________________________.

A B

Line a:

Line b:

(2) ___________________________________________.

A B

(3) __________________________________.

Suggested answers:

1) Triangle A is bigger than Triangle B.

2) Line b is two times as long as Line a.

3) Rabbit A is as big as Rabbit B

2. (Pair Work) Ask Ss to summarize the sentences patterns of comparison.

Suggested answers:

?as + 原级+ as; not as + 原级+ as

Eg He likes her as much as he likes his sister. (他很喜欢她，同喜欢他的姐妹一样。) It is not as hot in Beijing as in Wuhan. （北京没有武汉热。）

?比较级+ than；not + 比较级+ than; less + than

Eg She sees me more often than she sees her brother.（她见我比见她弟弟的时间多。）?the + 最高级+ 比较范围

Eg This is the best picture in the hall. （这是大厅里最好的一张画。）

?倍数+ as + 原级+as

Eg This room is twice as large as that one. （这个房间是那个房间的两倍大。）

?倍数+ 比较级+ than

Eg This room is twice larger than that one. （这个房间比那个房间大一倍。）

?倍数+ the length / height / depth / width / etc. of ….

Eg This room is twice the size of that one. （这个房间是那个房间的两倍。）

3. (Pair Work) Ask Ss to finish Activity 1 on page 43.

Suggested answers:

(1)it is more usual to say “I went there twice”.

(2)20 metres long

(3)400 kg

4. (Pair Work) Ask the Ss to finish Activity 2 on page 43.

Suggested answers:

(2)Winter is four times colder in Harbin than in Beijing.

Winter is four times as cold in Harbin as in Beijing.

(3)Mount Qumolangma is about six times higher than Mount Tai.

Mount Qumolangma is about as six times high as Mount Tai.

(4)My aunt’s house is twice as larger as my house.

My aunt’s house is two times larger than my house.

(5)Tom weighs over twice as heavy as Lily.

Tom is over two times heavier than Lily.

Step 4 Grammar 2

Purpose: Let Ss master the usage of comparison.

1. (Group Work) Ask Ss to read the sentences in Activity 1 on page 47. Then answer those questions.

Suggested answers:

(1) 1、2、3 （2）2、3 (3) 1

2. (Group Work) Let Ss to draw a conclusion about the usage of comparison by looking at the following sentences.

(1) You are growing taller and taller.

(2) Our country is getting more and more powerful.

(3) When the sun rises, it is getting brighter and brighter.

(4) When the sun sets, it is getting darker and darker.

(5) The harder you work at your lessons, the better you will do in them.

(6) The more you practice, the more fluently you will speak.

Suggested answers:

1)“越来越……”: more and more + 多音节形容词；

单音节或双音节形容词/ 副词的比较级+ 单音节或双音节形容词/ 副词的比较级2）“越……，越……”：The + 形容词/ 副词的比较级+ 主语+ 谓语，the + 形容词/ 副词的比较级+ 主语＋谓语

3. (Individual Work) Ask Ss to finish Activity 2 on page 47.

(Call back the answers after 2 minutes.)

4. (Pair Work)Ask Ss to look at the sentences in Activity 3 on page 47. Underline the comparative expressions and circle the adverbs to give more information about the comparative expressions.

(表示程度的副词

5. (Individual Work) Practice: Use the proper word to fill in the blanks.

(1) Mary has been ill for a week. Is she getting ____________ better?

(2) Local speakers speak Japanese ___________ faster than he does.

(3) I weigh __________ heavier than my cousin, but he is ____________ stronger than I am. Suggested answers:

(1) a little / a bit / any (2) much / rather / a lot

(3) much / a lot; a little / a bit / rather

6. (Group Work) Play a game with the Ss. Let them guess what the following sentences mean.

(1) Two heads are better than one.

(2) More haste, less speed.

(3) East, west, home is best.

(4) The best mirror is an old friend.

(5) Least talk, most work.

Suggested answers:

(1) 两人智慧胜一人。

(2) 欲速则不达。

(3) 金窝银窝不如自己的狗窝好。

(4) 老友是宝镜。

(5) 少说话，多干事。

Step 4 Homework

1. Finish off the grammar exercises on page 91-9

2. Prepare for the Reading and V ocabulary class.

Period 3 Reading and Vocabulary

Teaching Goals:

1. Let Ss master how to read a passage;

2. Let Ss master some words and phrases;

3. Get Ss to talk something about science experiments

Teaching procedures:

Step 1 Lead-in and Vocabulary

1. Today we are going to talk about science experiments. What do you think of when you see a lab? (Allow them to say out their thoughts even if they don’t know how to say in English.)

balance alcohol burner

test tube

(Use the pictures to introduce some words to the Ss.)

2. (Group Work) Ask Ss how to do an experiment? Put the following words in order.

Suggested answers:

When we do an experiment, we should first of all have an aim. We should use proper method s. We should find out the result and get a conclusion.

Step 2 Reading

Purpose: To improve Ss’ reading skills.

1. (Individual Work) Fast reading: Read Passage A and choose the best title for it. Suggested answers: The reaction of Metals

2. Careful reading: (Individual Work)

(1) Read the passage again. Answer these questions.

a. Which of the metals in the table reacts the most with oxygen and water?

b. What happens when you heat calcium in oxygen?

c. Which metals react with steam?

d. Does iron have a slow of fast reaction with steam?

e. Does copper react with water?

Suggested answers:

①Potassium, calcium and sodium ②It burns to form anoxide ③Magnesium, aluminium and zine. ④It has a slow reaction. ⑤No, it doesn’t.

(Do some explanations about them if necessary)

(2) Read Passage B and fill in the table.

①In the first part of the experiment, the ____ is dry, not wet.

②It shows that iron ______________when the air is dry.

③In the second part of the experiment, you must _____ the water to make sure there is no ____ in it.

④You add _________ to the water because this keeps ____ out of it.

⑤It shows that _____ does not rust in water that has no _____ in it.

Suggested answers:

①air ②does not rust ③. boil, air ④some oil, air ⑤nail, air

3. Post reading (Group Work) Ask Ss to watch the experiment carefully. And then try to retell the stages of the experiment.

Report

Aim: _____________________________________________________ _____________________________________________________ Apparatus: _______________________________________________

________________________________________________ Result: ____________________________________________________ ____________________________________________________ Conclusion:_________________________________________________

Method: ___________________________________________________ _______________________________________________ Suggested answers:

Step 3 Language study

Purpose: To let the Ss understand the passage well.

1. (Pair Work) V ocabulary: Ask the Ss to finish Activity 6 on page 46.

(Call back the answers after several minutes.)

Reference:

React: have effect on (of one substance applied to another)

Steam: gas from boiling water

Oil: liquid which does not mix with water, obtained from animals, plants or found in rock underground

Boil: (of water or other liquid) reach the temperature at which change to gas occurs Scientific: of, for, connected with, used in science

Experiment: test carried out carefully in order to study what happens and gain new

knowledge

Float: be held up in air, gas or on the surface of liquid; move with liquid or air

Form: give shape or form to; make, produce

Dissolve: (of a liquid) soak into a solid so that the solid itself becomes liquid

2. Group work.

Ss are divided into groups of four. Each group is supposed to read through each part, and then discuss them.

(1) When we use metals, it is important to know how they react with different substances, for example, water and oxygen.使用金属时，要了解金属和不同的物质如何发生反应，例如，水和氧气。这一点很重要。

react vi. & vt.

①作出反应，反应。后接介词to。

Eg How did she react to the news?

②影响，起作用。后接介词on / upon。

Eg The two react upon each other.

③抗拒，反抗。后接介词against。

Eg Children tend to react against their parents by going against their wishes.

④起反作用，反过来起作用。常接介词on / upon。

Eg Unkindness often reacts on the unkind person.

⑤[化]起化学作用，[物]反应。后接介词with / on。

Eg a. How do acids react on metals?

b. An acid can react with a base to form a salt.

(2) To find out if iron rusts in dry air.弄清楚铁在干燥的空气中是否生锈。

find out 指经过探听、询问、调查之后，才发现某事或事情的真相。

Eg ①He has found out the man who stole the watch.

②Will you try to find out when the trains leave?

[辨析]

◆find有偶然发现某物的意思

Eg On her way home, Tim found a wallet lying on the ground.

◆discover表示发现存在的但以前不为人知的事物，也可表示发现已为人知的事物的新的性质或用途，这种发现可能是有意的，也可能是无意的。

Eg Madame Curie discovered the element of radium.

(3) Put these words in the correct order to describe the stages of a scientific experiment.按正确的顺序排列下面词汇，描述一项科学实验的各个阶段。

put … in the correct order 按正确的顺序排列。in order按顺序。

Eg ①The reaction of metals with these substances can be put in order.

②Put everything in the room in order.

(4) Now, what’s the aim of this experiment, Zhou Kai? 这次实验的目的是什么，周凯？

aim ①vt. & vi.把……瞄准；把……对准掷向；意欲，旨在。

Eg a. This anti-smoking campaign is mainly aimed at young teenagers.

b. My brother aims to be a novelist.

②n. 目标，目的。常接介词of。

Eg It is now our aim to set up a factory.

5. No, we need rather more than that – about two and a half grams. 我们所需要的要大大超过那些——大约两克半。

rather是程度副词，修饰比较级more。例如：

Eg ①For the old, living in the country is rather more comfortable than in city.

②This computer is rather more expensive than that one.

※注意：与rather近义的quite, fairly, very, too不能修饰比较级。可修饰比较级的词有：

◆ a bit, a little, rather, much, far, by far, many, a lot, lots, a great deal, any, still, even等。

◆还可以用表示倍数的词或度量名词作修饰语。

Eg ①Tom is far cleverer than any other boys in the class.

②Sam is twice older than I.

③Learning Greek is much harder than learning English.

6. I never used to enjoy science, but last year I changed schools, and the science teachers at my new school are excellent. 我过去从来没有喜欢过理科，但去年我换了学校，新学校的理科老师们非常出色。

used to do sth. 表示过去常常做某事，强调现在不再这样做。其否定式是used not …,可缩写为usedn’t / usen’t, 口语中可用didn’t use…。例如：

Eg ①I used to live there when I was a child.

②Used you to like opera? / Did you like opera?

③There used to be a church here, usedn’t there?

[联想]

◆be used to do sth. 被用来做某事

Eg Wood can be used to make paper. 木材可以用来造纸。

◆be / get used to sth. / doing sth. 习惯于做某事

Eg He was used to sleeping with the windows open. 他习惯敞着窗子睡觉。

Step 4 Homework

1. Do Exercises 6, 7, 8 on page 92-93.

2.Prepare for the Listening class.

Period 4 Vocabulary, Listening and Writing,

Everyday English, Pronunciation

Goals: 1. Review the degrees of comparison.

2. Enable Ss to know some skills of listening.

3. To study some daily expressions.

4. To learn the intonation in questions.

Teaching procedures:

Step 1 Revision

Check the answers to the WORKBOOK exercises of Grammar.

Step 2 Vocabulary

Purpose: To get Ss to know some new words

1. (Group Work) Ask Ss to look at the pictures and learn some new words.

test tube holder

tongs

crucible Bunsen burner

2. (Group Work) Let Ss review how to read the numbers including large numbers, fractions, percentages, decimals.

Step 3 Listening

Purpose: To get the main information in the listening part;

To develop Ss’ listening ability.

1. Pre-listening: (Pair Work) Ask Ss to predict what the result is.

2. While-listening: (Individual Work)

(1) Listen to the interview and check your answers.

Suggested answers:

It weighs a little more than before.

(2) Listen to the conversation and complete the description of the scientific experiment.

Aim: ______________________________________________________

Apparatus: _________________________________________________

Method: ___________________________________________________

Result: ____________________________________________________

Conclusion: ________________________________________________

Suggested answers:

Aim: to find out if there’s a change in weight when magnesium burns in air.

Apparatus: Magnesium, Bunsen burner, a balance, a crucible.

Method: First, put the magnesium in the crucible. Then put the crucible on the balance and weigh it. Next, heat the magnesium. Light the Bunsen burner and hold the crucible over it. Finally, weigh the Magnesium again.

Result: It weighs a little more than before.

Conclusion: There is a change in weight when magnesium burns in air.

(3) Listen to the tape and fill in the missing words.

(Mr. C = Mr. Chen, Z.K. = Zhang Kai, L. K. = Li Kang)

Mr. C: OK, boys and girls, we’re going to do an experiment. Come a bit closer. __________ ___________________________________. That’s right! Now, what’s the aim of this

experiment, Zhou Kai?

Z. K.: We want to find out if ther e’s a change in weight when magnesium burns in air.

Mr. C: That’s right. So what do we need first?

Z. K.: Um … We need some magnesium. How much do we need? What about this piece? Is this piece OK?

Mr. C: No, we need ____________________ – about two and a half grams. We need a piece which is ________________ than that.

Z. K.: OK … And we need a Bunsen burner … a balance … and a crucible to put the metal in … Here they all are … ______________________________________

Mr. C: Well, first, put the magnesium in the crucible. Then put the crucible on the balance and weigh it.

Z. K.: OK …

Mr. C: How much does it weigh? Take a look, everyone. Is it _________________?

Z. K.: Um … It weighs two and a half grams. Do you want me to write that down?

Mr. C: Yes, write it down. What next?

Z. K.: Yes … Um, next, we’re going to heat the magnesium. So I light the Bunsen burner.

After that, I hold the crucible over it … Oh look, it’s burning with a white light! It’s

getting ____________________________!

Mr. C: It’s pretty, isn’t it? ___________________________, boys and girls, please.

Z. K.: Um … lastly, we need to weigh the magnesium again … It weighs four grams now. Mr. C: So what does that tell you?

Z. K.: It weighs ____________________________ before.

Mr. C: How much more?

Z. K.: 1.5 grams more.

Mr. C: And what does that mean?

Z. K.: It means that there is a change in weight when magnesium burns in air.

Mr. C: _________________________ Well done! So now, let’s do the same experiment with copper. Come along, Li Kang, ____________________ now. What do you think will

happen if you heat copper?

Z. K.: I think it’ll be a lot heavier than magnesium. Shall I begin?

Mr. C: Yes, ___________________

Suggested answers:

The closer you are, the more you’ll see! rather more than that much bigger Where do we go from here? any heavier

brighter and brighter Keep the noise down a little more than You’ve got it! it’s your turn go ahead!

Step 4 Everyday English

Purpose: To let Ss know some useful expressions.

1. (Individual Work) Ask Ss to read what they have filled in just now. And then ask them to finish the Everyday English exercises on page 38.

Suggested answers:

(1) a (2) b (3) a (4) b (5) a

2. (Pair Work) Ask Ss to use the phrases to make sentences.

Step 5 Pronunciation – Intonation in questions

Purpose: Enable Ss to know how to read the questions with proper intonation.

1. (Individual Work) Pre-pronunciation: Show some sentences on the screen, let Ss read them. Compare their pronunciation to see who the best is.

(1) Are you tired?

(2) Can you spell your name?

(3) Who would you like to come for a game of football?

(4) Why didn’t you tell me?

(Let Ss discuss how to read the question sentence.)

2. (Pair Work) Pronunciation:

(1) Listen and check the answers.

Suggested answers:

(一般疑问句用升调，特殊疑问句用降调。)

(2) Read the sentences after the tape.

(3) Read the extract with a partner to see who is better.

a. Where did you go last month?

b. What do you think of Tom’s pronunciation?

c. Is the experiment successful?

Step 6 Homework

1. Finish Workbook Vocabulary Exercises on page 92-93.

2. Work in groups. Try to write a simple scientific experiment.

Period 5 Function, Task, Module File

Goals: 1. Help the Ss review what we have learnt in this module;

2. Get the students to know the words and expression of sequence.

3. Help the Ss learn how to write a simple scientific experiment.

Teaching procedures:

Step 1 Revision

Check the Workbook Vocabulary Exercises on page 92-93.

Step 2 Task and Function

1. (Group Work) Allow them to prepare for the presentation within 3 minutes.

2. (Individual Work) Ask two or three students to show their experiment reports on the slight. The rest of them check whether there are mistakes.

3. (Group Work) Conclusion: When we write the experiment report, we should pay attention to the orders. When we want to tell something according to the time when the thing happens. So what kind of words shall we use?

(First, second, then, next, after that, lastly.)

4. (Pair Work) Let the Ss discuss the following question by using the words in italics.

What do you do when you get home?

(Through practicing, let the Ss know how to describe things in order.)

5. (Group Work) Ask the Ss to finish Activity 16 & 17 on page 9

Step 3 Module File

1. Leading in: Now we have nearly finished module, what have we learnt?

2. Allow the Ss a few minutes to read the module file.

4. Review the grammar rules:

1) Comparative structures

2) Adverbs used to modify comparative structures.

5. Practice:

b. Do you use ______________ for cooking?

c. He took a very _______________ approach to management.

d. She spent _____________ of yuan to buy a new hous

e. Try to keep a ___________ between work and relaxation.

f. “I will” and “I shall” are usually _____________ to “I’ll”.

g. The number of students in our school are _______________ rapidly.

h. Gas is also a kind of ______________ although some of it is invisible.

i. Boats ___________ in the direction of wind if they are not controlled.

j. Cut the apple into ______________.

k. He watched the result of the experiment and then drew a _______________.

l. I’ll _________ the water and make some tea.

m. Iron _________ with water and air to produce rust.

n. This science lab has good _______________ for doing experiments.

o. Matter usually has three states: solid, __________ and gas.

Suggested answers:

a. aim

b. electricity

c. scientific

d. millions

e. balance

f. contracted

g. expand ing

h. substance

i. float j. quarters k. conclusion l. boil

m. reacts n. equipment o. liquid

2) Multiple Choices

a. What a table! I’ve never seen such a thing before. It is ____ it is long.

A. half not as wide as

B. wide not as half as

C. not half as wide as

D. as wide as not half

b. It is reported that the United States users _____ energy as the whole of Europe.

A. as twice

B. twice much

C. twice much as

D. twice as much

c. John is the tallest boy in the class, _____ according to himself.

A. five foot eight as tall as

B. as tall as five foot eight

C. as five foot eight tall as

D. as tall five foot eight as

d. – I hear your aunt likes travel, music, clothes and fine food.

– Oh, yeah, and music may have been _____ of her tastes.

A. the rather more respectable

B. much the most respectable

C. very the most respectable

D. even more respectable one

e. – Are you satisfied with what he has done?

– Not at all. It couldn’t be _____.

A. any worse

B. so bad

C. much better

D. the worst

f. Many people have helped with canned food, however, the food bank needs _____ for the poor.

A. more

B. much

C. many

D. most

Suggested answers:

CDBBAA

1．The Introduction of Thomas Edison

https://www.wendangku.net/doc/c217507280.html,/question/2096060.html

2. The Introduction of Marie Curie

摘自https://www.wendangku.net/doc/c217507280.html,/blog/tb.b?diaryID=1111174 4. Father of Modern Biology: Charles Darwin

摘自https://www.wendangku.net/doc/c217507280.html,/question/5579793.html

英语语法的五种基本句型

教学目标： 1.让学生掌握英语学习中的五种基本句型； 2.学会分辨句子属于哪种句型； 3.懂得使用不同的句型造句；教学重点与难点： 1.五种句型的分析与理解； 2.句型4（主+动+宾+补）与句型5（主+动+宾+宾）的掌握与比较；教学方法： 1.ppt演示；课堂练习：一、下列的句子属于哪种类型 1. The sun rises 2. She is walking along the lake. 3. I like this book very much. 4. That man seems kind 5. He bought his sister a piano. 6. She kept us waiting for over three hours. 7. Let me give you a hand. 8. We tried to make her happy. 二、请说出五个句子，并说出属于哪种句型家庭作业： 1.每个句型各举出3个句子 2.翻译句子

导入主题：我们现在能用英语写简单的作文，也可以用英语进行简单的交流与沟通，可是大家知道英语中有多少种基本句型吗？那这些句型分别是什么？（让学生自由思考、讨论，引出今天的课题，英语学习中的五种基本句型）1.Subject (主语) ＋Verb (谓语) 此句型的特点是:谓语动词是不及物动词,本身能表达完整的意思,后面不需跟宾语,但有时可跟副词、介词短语等作状语。如: He laughed. John has read widely. He lives in London. 2. Subject(主语) ＋Verb (谓语) ＋Object (宾语) 此句型的特点是:谓语动词是及物动词,不能表达完整的意思,必须跟有一个宾语。如: Our team beat all the others. 3. Subject (主语) ＋Link. V(系动词) ＋Predicate(表语) 此句型的特点是:谓语动词是连系动词,不能表达完整的意思,必须加上一个表明主语特征、身份、状态的表语。常见的系动词有:be(是),become(成为),get(变得),turn(变得),grow(变得),look(看起来),feel(感到),smell(闻起来),taste(尝起来),sound(听起来),seem(似乎),keep(保持),stay(保持)等。如: The rose smells sweet. 4. Subject(主语)＋Verb (动词)＋Object (宾语)＋Complement(补语) 此句型的特点是:谓语动词虽然跟有一个宾语,但意思还不完整,必须加上另外一个成分(宾语补足语)对宾语进行补充说明。可以用作宾语补足语的有:名词、形容词、不定式、动名词、分词、介词短语等。如: We must keep our school clean. They made him their monitor. 5. Subject(主语)＋Verb(谓语)＋Indirect object(间接宾语)＋Direct object (直接宾语) 此句型的特点是:谓语动词跟有两个宾语,这两个宾语都是动作的对象或承受者,其中指人的是间接宾语,指物的是直接宾语。当间接宾语放在直接宾语之后时,通常需要加介词for或to。可跟双宾语的动词有:answer,bring,buy,find,get,give,lend,make,pass,pay,send,show,sing,take,teach,tell, write等。如: Mr. Li told us an interesting story. Would you please give this dictionary to Li Hua？【注】S=Subject(主语). V=Verb(谓语动词). P=Predicative(表语). O=Object(宾语).

小学、初中英语词汇表(带读音)

Pep小学、初中英语词汇表（共619个单词）名词n ,noun[naun] 形容词adj ,adjective['?d?iktiv] 数词num ,numeral['nu:m?r?l, 'nju:-] 代词pron ,pronoun['pr?unaun] 动词v ,verb[v?:b] 副词adv ,adverb['?dv?:b] 冠词art ,article['ɑ:tikl] 介词prep ,preposition[,prep?'zi??n] 连词conj ,conjunction[k?n'd???k??n] 感叹词int ,interjection[,?nt?'d?ek??n] a,[?n,?n]一(在元音字母前代替不定代词a) an, [?n,?n]一(在元音字母前代替不定代词a) about[?'baut]（关于，大约）, after['ɑ:ft?]（之后）, afternoon[,ɑ:ft?'nu:n]（下午）, again[?'ɡen, ?'ɡein]再一次, ago[?'ɡ?u]以前, air[??]空气，空中, v t. & vi. 晾晒, 烘干 all[?:l]全部, along[?'l??]沿着, 向前，往前 am, [?m]是（用于第一人称） and, [?nd, ?nd, ?n]和, 与, 及，然后，接着angry['??ɡri]生气的, 恶劣的, 狂怒的 animal['?nim?l]动物, 兽, 牲畜 answer['ɑ:ns?]回答，答案, ant[?nt]蚂蚁, any['eni]任何的, 一点, 一些 apple, ['?pl]苹果; 苹果树 April['eipr?l]四月, are, [ɑ:]是（用于二三人称的复数） ask[ɑ:sk问要求, 请求,at, August['?:ɡ?st]八月, aunt[ɑ:nt]阿姨,姑母, 姨母; 伯母, 婶母, 舅母auntie aunty['?nti:, 'ɑ:n-](aunt的昵称)伯母;婶母;姑母;姨母;舅母 autumn['?:t?m]秋天，秋季，成熟期, 渐衰期 B Back[b?k]（后面）, bad[b?d]坏的, bag[b?ɡ]包，书包, ball[b?:l]球, 舞会 banana[b?'nɑ:n?]香蕉, bank[b??k]银行，河岸, basketball['bɑ:skitb?:l]篮球, bathroom['bɑ:θrum]浴室, be, [bi:, bi][be to-v]表示必要、打算、可能性、假设等或用来表示将来安排 bean[bi:n]菜豆,豆 bear[b??]n熊, vt. & vi.1 承担, 负担 beautiful['bju:t?ful]美丽的,很好的 bed[bed]床, 河床,苗圃, 花坛 bee[bi:]蜜蜂, before[bi'f?:]conj以前, prep. (表示位置)在…前面 begin[bi'ɡin]开始, best[best]最好的, between[bi'twi:n]在….之间, big[biɡ]大的, 成功的,重要的, 重大的;bigger较大的；biggest 最大的 bike[baik]自行车, bird[b?:d]鸟, birthday['b?:θdei]生日, black[bl?k]黑色的, blackboard['bl?kb?:d]黑板, blue[blu:]蓝色的, blow[bl?u]吹, boat[b?ut]小船, book[buk]书, 书籍账簿,vt. 1 登记, 记账 borrow['b?r?u]借，借入， boots[bu:ts]靴子, n擦靴人 bowl[b?ul]碗, 钵, 盘 box[b?ks]盒子，箱子, pencil['pens?l]铅笔, 彩色铅笔 pencil box文具盒, boy.[b?i]男孩, 少年 bread[bred]面包, 生计 breakfast['brekf?st]早餐, bright[brait]明亮的,聪明的, 愉快的，鲜艳的 bring[bri?]带来,造成，引起 brother['br?e?]兄弟, bus[b?s]公共汽车,巴士 but[b?t, b?t]但是, prep. 除…以外 buy[bai]买, 交易, 买卖 by[ba?]乘, 在…近旁; 在身边 bye[ba?]int.再见adj. 次要的 C Cake[keik]蛋糕, can[k?n, k?n]v能，会, n罐, 罐头 car[kɑ:]小汽车, 轿车 card[kɑ:d]卡, 纸牌, 扑克牌，办法, 手段, 妙计careful['k??ful]仔细的, 小心的 carry['k?ri]运，搬,提, 挑, 背 cartoon[kɑ:'tu:n]漫画, 动画片 cat[k?t], 猫 chair[t???]椅子, 大学教授职位 cheap[t?i:p]便宜的, 低俗的, 卑鄙的 cheese[t?i:z]奶酪, chess[t?es]国际象棋, chick[t??k]小鸡, 少妇 chicken['t?ikin]鸡肉, child[t?aild]孩子, 儿童，子女 children['t??ldr?n]孩子们, chocolate['t??k?lit]巧克力, city['siti]城市,都市，全城居民 class[klɑ:s]班级, 阶级, 社会阶级 classroom['klɑ:sru:m]教室, clean[kli:n]干净的，打扫, 正派的, 正大光明的clear[kli?]清晰的, 清白的，畅通的 clearly['kl??l?]明朗地,明确地，明亮地 clever['klev?]聪明的, 灵巧的, 精巧的 climb[klaim]爬, 上升, 增长 clock[kl?k]钟, 挂钟；watch [w?t?] 手表，看，观察close[kl?uz]关, 终结, 结束 clothes[kloz, kloez]衣服, coat[k?ut]外套, coffee['k?fi]咖啡, 咖啡豆 coin[k?in]硬币, cold[k?uld]寒冷, heat[hi:t] 高温, 炎热 have a cold感冒, colour['k?l?]颜色, 脸色, 气色，肤色 come[k?m]来, come back回来, come out出来, come to school来到学校, computer[k?m'pju:t?]电脑, 计算机

英语常用口语及语法句型

常用口语： 1. I’m not myself！我烦透了！ 2. Don’t bother me！别烦我！ 3. Give me five more minutes, please. 再给我五分钟时间，好吗？ 4. How did you sleep? 你睡的怎么样？ 5. Don’t hog the bathroom! 别占着卫生间了！ 6. Don’t hog the shower! 别占着浴室了！ 7. Don’t hog my girlfriend! 别缠着我的女朋友了！ 8. Get outta there! 快出来！ 9. I will treat you. 我请客。 10. What are you in the mood for? 你想吃什么？ 11. Who is gonna drive? / Who’s driving? 谁来开车？ 12. You know what I mean? 你明白我的意思吗？ 13. Could you run that by me again?

你能再说一遍吗？ 14. So what you are trying to say is... 那么，你想说的是…… 15. Whadja do last night? 昨晚你干嘛去了？ Whadja=What did you 16. Didja have a good time? 玩的开心吗？ didja=did you 17. Where wouldja like to go tonight? 今晚你想上哪儿？ Wouldja=Would you 18. I am running late. 我要迟到了。 19. I’ve gotta get outta here. 我得离开这儿了。 20. I’ve gotta catch the bus. 我要去赶公共汽车了。 21. gotta=got to wanna=want to gonna=going to 22. Yo—taxi! 嗨，出租车！ 23. Where to ? (你)要去哪儿？

全国公共英语三级常见语法

第一节动词的时态一、一般现在时： 1、由when、as soon as、the minute、the moment、till、until等引起的时间状语从句，以及由if、unless、provided that等引起的条件状语从句常常用一般现在时态表示将来的动作，而主句则用一般将来时态。例：They will go home for winter vocation as soon as they finish their exams. 2、当表示普遍的真理或者众所周知的客观事实，常常用一般现在时态。例：The earth is round. 地球是圆的。二、一般过去时：区分三个短语的用法： 1、used to do sth：过去常常做某事。 2、be/get used to doing sth：习惯做某事。 3、be used to do sth：被用于做某事。三、一般将来时： 1、be to+动词原形：表示安排或计划好了的动作。例：The Third-Ring Road is to be open to traffic before National Day. 2、be about to+动词原形：表示即将发生的动作。例：The lecture is about to begin.讲座即将开始。 3、一些表示动作趋势，如开始、终结，以及一些表示动作方向，如往来的动词，常常用现在进行时态表示按照安排将于将来发生的事情，这类动词常见的有如：start，go，leave，come，arrive等。例：We are leaving for Beijing tomorrow. 我们明天动身去北京。四、进行时态：重点区分when和while引起的时间状语的用法。 When表示时间上的点，在考试中其引导的时间状语从句多翻译为“这时？”，主句多用进行时态；while引导的时间状语从句多翻译为“正当……时”，该从句用进行时态。例：One of the guards was sleeping when the general came in, which made him very angry. I fell and hurt myself while I was playing tennis. 五、现在完成时：

小学四年级上册英语单词发音归类

小学四年级上册英语单词发音归类 Company number：【WTUT-WT88Y-W8BBGB-BWYTT-

小学四年级上册英语单词发音归类 a-e /e/ cake make face name shake date race game gate hate plate grape wave Dave Jane Jake Kate a // cap map dad hand bag man fat fan hat cat at apple candy Jack i-e/a/ five rice nine kite nice fine like time bike bite side ice white Mike i // pig big six sit milk fish thin picture is it this miss bit rabbit English window sister fifteen o-e// nose Coke home note rose hope Jones bone old toes no o // dog box body mom orange hot not lot lost Tom John u-e /ju:/ use cute excuse UK USA pupil student tube mule u // duck up cup cut but bus us uncle under fun mum study -e /i:/ he she we be -e- /e/ red bed ten pen pencil leg let get desk seven egg elephant friend

英语最基础的语法句型有哪些

英语最基础的语法句型有哪些英语语法是针对英语语言进行研究后，英语语法系统地总结归纳出来的一系列语言规则。英语语法的精髓在于掌握语言的使用。 1 英语五种基本句型结构一、句型1：Subject (主语) ＋Verb (谓语) 这种句型中的动词大多是不及物动词，所谓不及物动词，就是这种动词后不可以直接接宾语。常见的动词如：work, sing, swim, fish, jump, arrive, come, die, disappear, cry, happen 等。如： 1) Li Ming works very hard.李明学习很努力。 2) The accident happened yesterday afternoon.事故是昨天下午发生的。 3）Spring is coming. 4) We have lived in the city for ten years. 二、句型2：Subject (主语) ＋Link. V(系动词) ＋Predicate(表语) 这种句型主要用来表示主语的特点、身份等。其系动词一般可分为下列两类： (1)表示状态。这样的词有：be, look, seem, smell, taste, sound, keep 等。如： 1) This kind of food tastes delicious.这种食物吃起来很可口。 2) He looked worried just now.刚才他看上去有些焦急。 (2)表示变化。这类系动词有：become, turn, get, grow, go 等。如： 1) Spring comes. It is getting warmer and warmer.春天到了，天气变得越来越暖和。 2) The tree has grown much taller than before.这棵树比以前长得高多了。

小学英语单词辨音

小学英语单词辨音 5个元音字母的发音规则： Aa 开音节[ ei ] 闭音节[ ? ] 在[w]音后发[ ] Ee 开音节[ i: ] 闭音节[ e ] Ii 开音节[ai ] 闭音节[ i ] Oo 开音节[?u] 闭音节[ ] [u:] Uu 开音节[ju:] 闭音节[Λ]若是在j、l、r、s后读[u:] 练习给出例词，请找出与划线部分相同的例词，并将其标号填入题前括号内。 Aa （）1、cake A:take B:cat （）2、name A:bag B:plane （）3、China A:about B:want （）4、after A:class B:wash （）5、What A:watch B:father （）6、cat A:flag B:baby （）7、late A:game B:any （）8、have A:happy B:past （）9、animal A:apple B:past （）10、make A:plane B:away Ee （）1、me A:these B:bed

（）2、he A:Chinese B:egg （）3、she A:best B:we （）4、let A:evening B:red （）5、lesson A:desk B:open （）6、mess A:me B:letter （）7、hen A:letter B:Chinese （）8、vegetable A:hen B:apple （）9、eng A:pen B:me （）10、pen A:he B:egg Ii （）1、ring A:shine B:miss （）2、mistake A:big B:find （）3、milk A:pick B:child （）4、nine A:line B:dish （）5、drive A:live B:bright （）6、pig A:finished B:pilot （）7、bike A:time B:city （）8、swim A:kite B:sit （）9、drink A:fish B:time （）10、find A:high B:chicken Oo （）1、nose A:dog B:boat （）2、those A:go B:not （）3、lose A:stop B:old

小学英语单词记忆法

小学英语单词记忆法作者：u899292/用户名：u899292 一、拼音式记忆法如：数字“十”ten，可以联想成ten的拼音发音。男人们“men”汉语拼音便是men…… 二、谐音记忆法 1.单词读音谐音法如：apple单词的汉语谐音是“阿婆”画图“一个阿婆手里拿着一个苹果”联想，看到图画联想到apple的读音，汉意。 2.字母音与汉字音相结合谐音记忆法如颜色单词红色red，记住一句话，阿姨地里的苹果红了……这一句话，不仅让学生加深了三个字母r，e，d的粗读，还记住了这个单词的顺序，同时又记住了这个单词的汉意“红色”，这样一句话，可谓一石三鸟，在实际的教学中收到了良好的效果…… 三、形近串连记忆法如tea茶叶，eat吃，teacher教师，meat肉，这些单词形近，老师吃茶吃肉，这样一句话，让学生一下子便记住了四个单词。Purple people紫色的人们，monday moon 星期一，月儿升…… 四、字母谐音及外形和故事结合记忆法单词eleven “十一”很多同学记忆吃力，即便是当时记住了，可是很短时间又忘了,一种方法想忘记都难，三个阿姨（e）走娘家，（她的娘家门牌号是11.）第一个阿姨带去了一把勾子（l这个字母形状像勾），第二个阿姨呢，竟带去了一把剪刀（v像剪刀），第三个阿姨特别有意思，把自己的大门扛了去……想必是娘家的大门坏了…… 五、循环记忆法这种方法是一个传统的记忆方法，也是来是们使用的做多的方法，人的大脑有一个特点，对某个信息反复刺激才能记住，例如，三年级的学生每天规定记忆的词汇量是五个单词，第二天记忆十个其中包括第一天的五个，第三天背十五个其中包括前两天的，照这样累计，这种方法也许对于孩子来说是枯燥无味的，但每个单词却都对大脑刺激无数次，从而记得比较牢。

高中英语常用语法及句型汇总

高中英语常用语法及句型汇总【一】高中英语的句型锦集 1.subject(主语)+verb(谓语) 这种句型中的动词大多是不及物动词，所谓不及物动词，就是这种动词后不可以直接接宾语。常见的动词如：work,sing,swim,fish,jump,arrive,come,die,disappear,cry,happen等。 2.subject(主语)+link.v(系动词)+predicate(表语) 这种句型主要用来表示主语的特点、身份等。其系动词一般可分为下列两类： (1)表示状态。这样的词有：be,look,seem,smell,taste,sound,keep 等。 (2)表示变化。这类系动词有：become,turn,get,grow,go等。 3.subject(主语)+verb(谓语)+object(宾语) 这种句型中的动词一般为及物动词,所谓及物动词，就是这种动词后可以直接接宾语，其宾语通常由名词、代词、动词不定式、动名词或从句等来充当。 4.subject(主语)+verb(谓语)+indirectobject(间接宾语)+directobject(直接宾语) 这种句型中，直接宾语为主要宾语，表示动作是对谁做的或为谁做的，在句中不可或缺，常常由表示“物”的名词来充当;间接宾语也被称之为第二宾语，去掉之后，对整个句子的影响不大，多由指“人”的名词或代词承担。引导这类双宾语的常见动词有：buy,pass,lend,give,tell,teach,show,bring,send等。

5.subject(主语)+verb(动词)+object(宾语)+complement(补语) 这种句型中的“宾语+补语”统称为“复合宾语”。宾语补足语的主要作用或者是补充、说明宾语的特点、身份等;或者表示让宾语去完成的动作等。担任补语的常常是名词、形容词、副词、介词短语、分词、动词不定式等。 ●常见的动词有:tell,ask,advise,help,want,wouldlike,order,force,allow等。 ●注意：动词have,make,let,see,hear,notice,feel,watch等后面所接的动词不定式作宾补时，不带to。独立主格结构【二】高中英语的短语有哪些 1.Ask for……求助向……要……(直接接想要的东西)eg:askyouformybook 2.Ask sb for sth.向某人什么 3.Ask sb.to do sth.询问某人某事 4.Ask sb.not to do sth.叫某人不要做某事 5.At the age of在……岁时 6.At the beginning of………的起初;……的开始 7.At the end of+地点/+时间最后;尽头;末尾 8.At this time of year在每年的这个时候补：at least至少 9.be/feel confident of sth./that clause+从句感觉/对什么有信心，自信 10.be+doing表：1现在进行时2将来时 11.be able to(+v.原)=can(+v.原)能够……

小学英语单词(自然拼读整理)

自然拼读词汇一．a e i o u 的短音 Aa: a n a m a t f a t h a s a nd b a g c a p c a t h a t f a t s a d h a d r a n p a n c a n m a n b a ck th a t th a nk h a ppy st a nd bl a ck p a nda f a mily dr a gon a pple h a ve M a ths a nimal gr a ndma gr a ndpa bl a ckboard ban a na a pple p a rrot a nimal c a rry r a ng st a nd m a tter c a tch Ee: leg g e t b e d y e s r e d t e n h e lp h e llo d e sk s e ven el e ven tw e lve p e n p e ncil e lephant t e nnis pr e sent dr e ss w e st Ii: i s i t i n h i s s i x b i t c i ty th i s b i g sh i p th i n sk i p f i sh m i lk s i n g g i ve w i ndy an i mal sw i m d i nner w i nter an i mal b i scuit c h i ldren

chopst i cks d i ff i cult dr i nk dumpl i ng f i fteen f i fty h i ll k i d l i sten l i ttle l i ve p i cture P i nk s i xteen s i xty sw i m v i sit w i n w i nner s i t g i ve w i nd w i th sk i p m i ss ch i ck f i n i sh f i nger fam i ly s i ster pol i cemen Oo: o x o n o f n o t d o g o n h o t g o t b o x d o ll d o ctor b o dy s o ng p o p pr o ject st o p o range cl o ck fr o g fr o m l o st s o rry b o x h o t l o st dr o p cr o ss b o ttle c o ffee sh o pping Uu： u p b u s m u m b u mp l u nch s u mmer s u nny u nder r u n r u nning l u ck d u mpling h u ndred h u ngry j u mp j u mping m u ch m u m j u st h u rry

[1] 英语语法：英语六大基本句型

英文六大基本句型一、主系表 1、she is from America -------- where is she from ? 2、The teacher is beautiful ------ how is the teahcer? 3、The teacher is my mother --- who is the teacher? How are you ? ---- I am fine 主系表句型结构：主语+系动词（be）+表语。主语一般由名词（代词）构成; 表语由介词短语、名词、形容词构成。注意：一系动词be是连接主语和表语的桥梁，写出的句子不能少了be;/二明白主语和表语的词性，随着学习的深入，以后它变出不定式、动名词、分词等。二、主谓宾 1、I love you 2、Farmers grow vegetables. 3、Children plant trees 主谓宾句型的结构：主语+谓语动词（do）+宾语。主语一般由名词（代词）构成;宾语由名词构成注意一，动词do是连接主语和宾语的桥梁，写出的句子不能少了do二，主语和宾语的词性，随着学习的深入，以后它变出不定式、动名词、分词等。三、主谓 1、Spring comes 2、The accident happened 3、She apologized to me again 4、The teacher listens to the music 主谓句型的结构：主语+谓语动词（do）。这个句子一般没有宾语，因为动词do是不及物动词，不能带宾语。如果非要带宾语，要在不及物动词的后面加介词，比如第3句，第4句的apologize to, listen to.应注意：动词do是不能带宾语的，这种句型中的动词大多是不及物动词,常见的有：appear, apologize,arrive, come, die, disappear, exist, fall, happen, rise,等等，如果要带宾语，必须加介词，英语中的一些动词词组就是这么来的。词典中vi不及物动词必须加介词才能带宾语..vt及物动词四、主谓宾补 1、He painted the wall white.他把墙漆成白色。 2、We found him an honest person.我们发现他是一个诚实的人。 3、She found the pen on the floor他发现那支笔在地上主谓宾补句型结构：主语+谓语动词（do）+宾语+补语。相对于主谓宾，这个句子多出了一个补语，这是因为有些话光是主谓宾无法完整表达句子的意思。补语的形式，它可以是形容词，名词，介词短语。

小学三年级英语划线单词发音读音不同练习题

( )1. A. gave B. giraffe C. garden ( )2. A. great B. rage C. large ( )3. A. guitar B. grapes C. page ( )4. A. tiger B. orange C. green ( )5. A. circus B. circle C. cent ( )6. A. cane B. cite C. camera ( )7. A. snake B. crab C. plate ( )8. A. beans B. head C. these ( )9. A. cage B. gray C. black ( )10. A. radio B. thirteen C. video ( )11. A. smile B. listen C. hire ( )12. A. boat B. sock C. loaf ( )13. A. crocodile B. yogurt C. goat ( )14. A. butter B. ruler C. puppet ( )15. A. rage B. giraffe C. guitar ( )16. A. circle B. cane C. cite ( )17. A. candy B. catch C. circus D. corn ( )18. A. page B. orange C. bag D. gate ( )19. A. girl B. good C. giraffe D. cabbage ( )20. A. crocodile B. goat C. yogurt ave B. plate C. crab ( )21. A. g ( )22. A. cane B. cite C. climb ( )23 A. hire B. listen C. smile ( )24. A. ruler B. butter C. puppet ( )25. A. Ann B. cat C. potato D. carrot ( )26. A. three B. these C. key D. pencil ( )27. A. listen B. crocodile C. fifteen D. litter ( )28. A. snake B. sorry C. zoo D. salad ( )29. A. fish B. five C. fifeen D. gift ( )30. A. jump B. lulu C. run D. butterfly ( )31. A. blue B. flute C. sun D. Sue ( )32. A. these B. bean C. insect D. tea ( )33. A. potato B. tomato C. bag ( )34. A. egg B. see C. fourteen ( )35. A. nut B. flute C. jump

成人英语三级考试英语语法常考句型(必背)资料

成人英语三级考试英语语法常考句型(必背)

成人英语三级考试：英语语法常考句型 (1)主语+不及物动词+现在分词/过去分词说明：1.本句型中的谓语动词由不及物动词充当，分词作状语。 2.现在分词短语作状语时通常表示主语正在进行的另一个动作，起陪衬或修饰作用。 3.过去分词(短语)作状语时，主要修饰谓语动词，表示动作发生的背景与情况。 4.现在分词/过去分词(短语)作状语时，其逻辑主语与句子是一致的。例：a)They sat facing each other.他们面对面地坐着。 b)He lay on the grass enjoying the sunshine.他躺在草地上享受阳光。 c)Frustrated， he went back to his home village.他大失所望，回到家乡去。 d)Supported by the people， our troops struck back with guns and grenades.在人民的支持下，我军以步枪和手榴弹进行了反击。 (2)主语+及物动词+动词不定式说明：1.本句型中宾语由动词不定式充当。 2.本句型中的动词不定式可用被动式和完成式。 3.本句型中的动词不定式可在to前加not或never表示否定。 4.可接动词不定式作宾语的动词主要有：expect， hope， want， wish，apply， ask， manage， arrage， prepare， agree， promise， trouble， hilp，decline， choose， fail等。例：a)He would admire to be a pilot.他喜欢当飞行员。

清华大学《控制工程基础》课件-4

则系统闭环传递函数为假设得到的闭环传递函数三阶特征多项式可分解为令对应项系数相等，有二、高阶系统累试法对于固有传递函数是高于二阶的高阶系统，PID校正不可能作到全部闭环极点的任意配置。但可以控制部分极点，以达到系统预期的性能指标。根据相位裕量的定义，有则有则由式可独立地解出比例增益，而后一式包含两个未知参数和，不是唯一解。通常由稳态误差要求，通过开环放大倍数，先确定积分增益，然后计算出微分增益。同时通过数字仿真，反复试探，最后确定、和三个参数。设单位反馈的受控对象的传递函数为试设计PID控制器，实现系统剪切频率，相角裕量。解：由式,得由式,得输入引起的系统误差象函数表达式为

令单位加速度输入的稳态误差，利用上式，可得试探法采用试探法，首先仅选择比例校正，使系统闭环后满足稳定性指标。然后，在此基础上根据稳态误差要求加入适当参数的积分校正。积分校正的加入往往使系统稳定裕量和快速性下降，此时再加入适当参数的微分校正，保证系统的稳定性和快速性。以上过程通常需要循环试探几次，方能使系统闭环后达到理想的性能指标。齐格勒－尼柯尔斯法（Ziegler and Nichols ）对于受控对象比较复杂、数学模型难以建立的情况，在系统的设计和调试过程中，可以考虑借助实验方法，采用齐格勒－尼柯尔斯法对PID调节器进行设计。用该方法系统实现所谓“四分之一衰减”响应（”quarter-decay”），即设计的调节器使系统闭环阶跃响应相临后一个周期的超调衰减为前一个周期的25%左右。当开环受控对象阶跃响应没有超调，其响应曲线有如下图的S形状时，采用齐格勒－尼柯尔斯第一法设定PID参数。对单位阶跃响应曲线上斜率最大的拐点作切线，得参数L 和T，则齐格勒－尼柯尔斯法参数设定如下： (a) 比例控制器： (b) 比例－积分控制器：， (c) 比例－积分－微分控制器：，对于低增益时稳定而高增益时不稳定会产生振荡发散的系统，采用齐格勒－尼柯尔斯第二法(即连续振荡法)设定参数。开始只加比例校正，系统先以低增益值工作，然后慢慢增加增益，直到闭环系统输出等幅度振荡为止。这表明受控对象加该增益的比例控制已达稳定性极限，为临界稳定状态，此时测量并记录振荡周期Tu和比例增益值Ku。然后，齐格勒－尼柯尔斯法做参数设定如下： (a) 比例控制器：

英语四级常用词汇句型语法知识汇总

一、100个高频词汇 1 accelerate vt. (使)加速，增速- 【例】accelerate the rate of economic growth - 加速经济增长- 【派】acceleration n. 加速accelerating a.加速的- 2 account n. 账户、考虑- 【考】take sth. into account 把…考虑在内- 3 accustom vt.使习惯- 【考】be accustomed to - 4 adapt vi. 适应- 【考】adapt to…适应- 5 adjust vi.适应- 【考】adjust to...适应…- 6 advocate vt. 宣扬- 7 affluent a.富裕的- 【派】affluence n.富裕- 8 annoy vt.使烦恼, 使恼怒- 【派】annoying a. 令人恼人的; - annoyance n. 烦恼; - ?annoyed a.颇为生气的- 9 ascribe vt.把…归咎于- 【考】ascribe..to 归因于- 10 assess vt.评估- 【派】assessment n. 评估- 11 assign vt.指派，选派；分配，布置（作业）- 【派】assignment 作业- 12 assume vt.假象、假定- 13 attain vt.获得- 【考】attain one's ideal 达到理想- 14 attribute vt. 把…归因于- 【考】attribute sth.? to 把...归咎于- 15 attribute vt.归咎于- 【考】be attributed to? attribute sth. to …- 16 automatically ad. 自动地- 17 boost vt.提高，推动，使增长n. 推动，增长- 【例】boost the economy 推动经济增长- 【派】booster n.支持者，推动器- 18 brilliant a.光辉的、辉煌的- 【派】brilliance n. - 19 collaborate vi.合作- 【考】collaborate with. sb. - 20 comprehensive a. 综合的- 【考】综合性大学- 21 conscious a. 有意识的- 【考】be conscious of sth. 对…有意识- 22 conserve vt.保存、节省- 【考】conserve energy 保护能源- 23 considerate a. 考虑周到的- 24 contribute vt.贡献- 【考】contribute to 导致、带来、为…贡献- 25 convenient a.方便的 n.convenience 方便- 26 convey vt.传达- 27 cooperate vt.合作- 【考】cooperative a.合作的- 28 coordinate vt.合作- 29 cultivate vt.培养- 30 derive vt. 出自、源于- 【考】derive from …- 31 despair vi.绝望; n. 绝望- 【考】despair of 绝望; sb. be in despair 某人处于绝望中- 32 disapprove vt. 不批准、不赞同- 【派】disapproval n. 不赞同- 【考】express strong disapproval

book 1 module 5

英语语法的五种基本句型

小学、初中英语词汇表(带读音)

英语常用口语及语法句型

最新小学英语单词自然拼读法

全国公共英语三级常见语法

小学四年级上册英语单词发音归类

英语最基础的语法句型有哪些

小学英语单词辨音

小学英语单词记忆法

高中英语常用语法及句型汇总

小学英语单词(自然拼读整理)

[1] 英语语法：英语六大基本句型

小学三年级英语划线单词发音读音不同练习题

成人英语三级考试英语语法常考句型(必背)资料

清华大学《控制工程基础》课件-4

英语四级常用词汇句型语法知识汇总