关于unit22Beeslanguagepoints(推荐)(8篇)

关于unit22Beeslanguagepoints(推荐)一

1. talk about science fiction.

2. learn to express beliefs and doubts.

3. learn about word formation (2).

4. practise creative writing.

teaching time: five periods

the first period

teaching aims:

1. learn about some scientific facts by doing a small science quiz.

2. train the students listening ability.

3. develop the students speaking ability by talking about science fiction using the useful expressions for beliefs and doubts.

teaching important points:

1. train the students listening ability.

2. master the useful expressions for beliefs and doubts.

teaching difficult points:

1. how to improve the students listening ability.

2. how to finish the task of speaking.

teaching methods;

1. free talk to arouse the students interest in science fiction.

2. listening-and-answering activity to help the students go through the listening material.

3. discussion to make the students finish the task of speaking.

teaching aids:

1. the multimedia

2. the blackboard

teaching procedures:

step i greetings

greet the whole class as usual.

step ii free-talk and lead-in

give the ss ten minutes to talk about the topic on science fantasy. then teacher say the following:

today, we are going to talk about science fiction.

step iii warming up

first, lets look at some new words. (the multimedia shows the new words in this period.)

new words;

fantasy / / n.

jules verne / /

league /ii:g/ n.

distance / / n.

balloon // n,

bulb / / n.

fiction / / n.

(teacher teaches the words and explains them, and then says the following, )

now, look at the covers of the two books written by jules verne. (the multimedia shows the two books.) have you read them?

(some say “ yes”, while some say “no”. teacher asks two students who say “yes” to stand up and say something they know about the books. )

have a quiz (teacher uses the multimedia to show the following. )

1. what is the highest mountain on earth and how high it is? (2 points):

2. what is the deepest point in the ocean; and where is it? (2 points):

3. which is the longest river on earth: and how long is it? (2 points);

4. what is the distance from the earth to; the moon? what is it to mars? what; is it to the nearest star? (6 points):

5. how far is it to the centre of the: earth? (2 points):

6. how high are the temperatures near: the centre of the earth? (2 points):

7. what is the longest distance around; the world? (2 points):

8. how fast does a balloon travel? how: about an aeroplane? how about a space shuttle? (6 points)

suggested answers;

1. mount qomolangma; 8848. 13 m

2. mariana trench; in the west of the pacific ocean.

3. the nile river; 6 600 kilometers

4. 380, 000 kilometers; more than 56, 000, 000 kilometers

5. 150, 000, 000 kilometers

6. 7 500 k

7. 40, 000 kilometers

8. about 30 - 40 kilometers per hour; about 500 kilometers per hour; about 7.4-11.2 kilometers per second

step iv listening

t: so much for warming up. now, lets do some listening. look at the listening part on page 9. listen to the tape and write down where, when and what sam and betty saw. then according to the description you hear on the tape, make a sketch of the animal. are you clear about that?

teacher plays the tape for the students to listen. then give the students a few minutes to fill in the chart and make a sketch of the animal as they saw. when they finish, teacher checks their answers and picks out one sketch of the animal drawn vividly by them as an example.

go on with the listening practice. listen to the tape again and then finish exercise 2. before listening to the tape, the ss need to go through the questions and know what to do.

(teacher begins to play the tape for the second time. during this lime, teacher may pause for the students to write down the answers to the questions. at last, check the answers with the whole class. )

step v speaking

page 10. lets look at the speaking part. there are four dialogues about such topics, which are incomplete. work in pairs to create dialogues. when youre making the dialogue, you can use the expressions on the blackboard,

(teacher writes the following on the blackboard.)

i believe……

i suppose……

i doubt……

im sure that……

i’m (not) certain……

i cant imagine……

it could be……

its likely……

it would like……

sample dialogues;

space travel

a: i dont believe people can travel in space.

b: why not? more than 100 years ago nobody thought it was possible for people to travel in the sky by plane from one place to another.

a: in my opinion, space travel is more than a master of time to us, and also a matter of technology. b: i agree with you. but well be able to develop. i believe with the development of science and

technology, space travel is not a dream, and the day is on the way.

life in 3098

a: i doubt whether there is any life on earth in the future.

b: come on. what do you mean?

a; i mean that as the result of human beings role in nature and society, people at present are facing some terrible disasters, like wars, the environmental pollution, the excessively developed resources.

b: yes. these disasters will lead to human beings disappearing in 3098. what should we do?

a: i think we should take some measures to save ourselves from disasters, such as planting more trees, saving our resources, maintaining peace all over the world……

b: what you said is quite right.

young forever

a: do you think there will be a time when we can cure all diseases?

b: i suppose that is only a happy wish for us. because when old diseases are gone, new diseases will occur. everything in the world is changing all the time.

a; doctors may find a way to keep us young forever. medicine is also developing.

b: yes. lets expect that day to come together.

creatures from outer space

a: do you believe there are some creatures from outer space?

b: i dont only believe in it, but also think we can see them some day.

a: do you really think so? can you imagine what star they live in? what do they look like? can they speak any language that we can understand?

b: there are so many stars, im sure there must be a star where they can live. i guess they may be taller and stronger than human beings. they may speak different languages, but they can communicate with us freely,

a: your imagination is very good. but i think it would take us a long time.

b: maybe,

step vi practice and consolidation

ask the students to talk more about what they believe may come true in the future for example, they can imagine chinese astronauts land on the moon successfully in , and he or she is one of them. standing on the moon, what will he or she say to the people on the earth?

step vii summary and homework

t: in this class, weve talked about science fiction and done some listening and speaking practice. when talking about science fiction, we have done a science quiz to help us learn more about some scientific facts. in the speaking part, weve learnt to express our beliefs and doubts freely by making dialogues. besides, we have also talked about an imaginative dream in the practice part. after class, according to what youve said in class, make a dialogue using the useful expressions on the blackboard. at last, dont forget to prepare for the next period.

step viii the design of the writing on the blackboard

unit 12 fact and fantasy

the first period

useful expressions:

i believe……

i doubt……

it could be……but……

i suppose……

i’m (not) certain……

its likely……

im sure that……

i cant imagine……

it would take……

the second period

teaching aims:

1. learn and master the useful words and phrases.

2. train the students reading ability.

3. let the students learn about the french writer jules verne and his two famous science fictions.

teaching important points;

1. improve the students reading ability.

2. master the useful phrases.

teaching difficult points;

1. how to make the students understand the passage better.

2. how to help the students finish all the exercises in post-reading,

teaching methods:

1. discussion before reading to make students learn more about some scientific facts,

2. fast-reading method to get the general idea of the passage.

3. careful-reading method to get the detailed information in the text.

4. discussion after reading to help the students finish the tasks in post-reading.

teaching aids:

1. the multimedia

2. the blackboard

teaching procedures

step i greetings and revision

greet the whole class as usual.

in the last period, we learnt some useful expressions used to express beliefs and doubts. now, ill check your homework to see whether you can use them freely. whod like to act out your dialogue?

(two students stand up and act out their dialogue. )

step ii lead-in and pre-reading

show the following pictures on the multimedia.

here are three great inventions. who can say when the inventions in the pictures were made?

s1 : electric railway was invented in the early years of the 20th century.

s2: thomas edison invented the light bulb in 1879.

s3: steam-powered boat was made in 1807,

teacher shows the following on the screen.

1. when was electricity discovered?

2. how was it used in the following two hundred years?

3. in the early 19th century, people had no idea what the inside of the earth might look like. can you explain what we know about it today?

work in groups of four to discuss the questions. choose one of you to act as the leader of your group. record the results of your discussion. a few minutes later, the leader will be asked to report the result.

step iii reading

read the passage quickly to see whether youve grasped the brief meaning of it. then, re-read the passage carefully to further understand it. then answer the questions on the screen. (show the following on the multimedia.)

1. to make a living, what did jules verne have to do?

2. what will many of the instruments in his novels remind the readers of?

3. how did verne lay the foundation of modern science fiction?

4. in his novel “20 000 leagues under the sea”, what kind of person is captain nemo?

5. how does the story “journey to the centre of the earth” begin and end up?

(a few minutes later, teacher asks some of them to answer the questions one by one.)

suggested answers:

1. to make a living, jules verne had to write and sell stories.

2. they will remind the readers of dr benjamin franklins experiment with electricity.

3. by taking the scientific developments of his day one step further.

4. he is someone you will neither like nor dislike. he is very cruel because he keeps aronnax and others as prisoners and destroys ships. but at other moments, he is gentle and weak because he cries about the lost lives of people drowned in ships that have sunk.

5. the story begins with the discovery of an ancient document and ends up with them being shot out of a volcano in southern italy with ever increasing speed and temperature.

step iv language points

show the following on the multimedia.

1. make a living ( = earn ones living)

e. g. she made a living by singing in a nightclub,

2. lay the foundation of

e. g. four-year college life laid solid foundations of his career.

3. come true

e. g, the boys wish to become a pla man has come true.

4. set out

e. g. they set out to look for the lost child.

5. turn out (to be) + adj. n.

e. g. the weather man said it was going to rain this afternoon but it turned out to be very lovely. to everyones surprise, the fashionable girl turned out to be a thief.

6. defend ……against/from

e. g. we should defend our country against attacks.

7. be dressed in

e. g. the girl was always dressed in red.

dressed in uniform, he looks handsome.

step v post-reading

read the passage again. then finish exercise 2 in post-reading on page 13.

suggested answers-

2. during the time they do all they can to continue to live……

3. they realize that they come to the surface of the monster

4. his long-term guests

exercise 4. in jules vernes times, the knowledge about the earth was very limited, and many scientific facts couldnt be explained by people. but jules verne contained a lot of knowledge about the earth in his novel. where do you think he might have got his ideas from? you can use all the knowledge you have learnt to explain the questions. work in groups of four to have a discussion. (after a while, teacher checks their answers. students may have various answers. )

go on with the exercises in post-reading. under water travel and space travel have many things in common. do you know the differences and similarities between them? work in groups of four to finish the chart of exercise 3.

suggested answers:

differences submarine spaceship

speed slow fast

landscape under water landscape space landscape

number for people a lot of people a few people

food common food special space food

clothes diving suits space suits

similarities demand for skills is high. theyre both exciting. tourists must be trained by experts. theyre expensive.

finish the chart in exercise 5.

(teacher gives them a few minutes. teacher joins them in the discussion and gives some advice if necessary. )

suggested answers;

preparation : tools and things to bring risks: dangerous and things that could happen

food，water, warm clothes, ropes, matches, a knife, a chisel .some medicines losing ones way falling into a hole being injured

step vi summary and homework

t: in this period, weve read a passage about jules verne. by reading, weve learnt more about jules verne and his two novels. weve also learnt some useful expressions and done some concerned exercises. after class, try to make more sentences using them to master them better. besides, read the passage over and over and prepare for retelling it. at last, preview the third period-language study.

step vii the design of the writing on the blackboard

unit 12 fact and fantasy

the second period

useful phrases:

make a living

lay the foundation of

come true

set out

turn out (to be) + adj. / n.

be dressed in

defend……against/from

the third period

teaching aims:

1. review the new words appearing in the last periods.

2. learn to use the rules of word formation to guess the meaning of the word.

teaching important points:

1. learn to choose proper words according to the contexts of the given passage.

2. learn to guess the meaning of the words by the meaning of some stems and affixes. teaching difficult points;

1. master the meanings of the following stems and affixes：

mis- = wrong extra-= outside inter = between sub-= under

under-= below over- = too much dis- = not -marine= sea

2. how to guess the meanings of the words according to these stems and affixes.

teaching methods:

1. review method to consolidate what weve learnt.

2. practice to make the students learn and master these stems and affixes, and then guess the meanings of the words using what theyve learnt.

3. individual, pair or group work to make every student work in class.

teaching aids:

1. the multimedia

2. the blackboard

teaching procedures;

step i greetings

greet the whole class as usual.

step ii revision

in the last period we learnt a passage about a french famous writer jules verne. now. whod like to retell the text? (one student stands up and retells the text in his own words.)

step iii word study

page 14 and finish the exercises in word study.

suggested answers t

1. fantasy 2. voyage

3. collision 4. on board

5. voyage 6. collision

7. on board 8. escape

9. fantasy 10. permanent

step iv word formation

as we know, learning the rules of word formation is one of the ways to enlarge our vocabulary. we can guess the meanings of the words using them without looking them up in the dictionary, please look at the screen. (teacher shows the following on the screen.)

rewrite, unhappy, disappear, impossible, invisible, non-smoker, supermarket, worker, illness, movement, useful, action, cooperate, cloudy, musical

get some ss to explain their meanings.

in this class, well go on with some rules of word formation, (teacher uses the multimedia to show the following. )

mis-= wrong extra-= outside inter- = between sub-= under under-= below over-= too much dis-= not -marine=sea

page 12. word study, exercise 1. match the words and the correct definitions. give the ss two minutes to do it.

suggested answers;

l. e 2.f 3.b 4. c 5. d 6. a

go on with exercise 2, guess the meanings of the words in italics, using context clues and what you know about word parts, and then translate each sentence into chinese.

1. the word in italics “misbehave” means “behave improperly or wrong1y”. its chinese meaning is“行为不端”the whole sentence means“妈妈告诉我在祖母家不要行为不端／不懂规矩”

2. the word “subtitle“ is formed by adding the suffix ”,sub-“ before the word ”title“. ”sub-“ means “under”，so “subtitle” means “小标题，译文对白字母“．in chinese. the chinese meaning of the. whole sentences is“荧屏底端的中文对白字幕帮助我们理解外国影片”，

3．误解曲解，

不要误解我我只不过是想帮你．

4．互换的。

在许多情况下，单词“fiction”和“novel可互换。

5．地铁。

人们喜欢乘坐地铁，因为它比公共汽车快，又比出租车便宜。

6．超时。

他看上去非常疲倦，因为整个礼拜都在超时工作．

7．衬裤。

如果你穿着衬裤在公共场合走，人们 将会认为你疯了。

step v consolidation

teacher shows the following on the screen.

add a proper affix to each of the follow-jing words to form another word.

1. ____ curricular 2. ____ dependent 3. ____ patient

4. ____ stop 5. ____ judge 6. ____ tired 7. ____ heading

8. ____ clothing 9. ____ advantage

suggested answers

1. extra- 2. in- 3. im- 4. non- 5. mis- 6, over-

7. sub- 8, under- 9. dis-

step vi summary and homework

t: in this class, weve reviewed some new words appearing in the unit by doing exercises. weve also learnt some rules of word formation. by doing so, we can guess the meanings of some words without looking them up in the dictionary. after class, learn the affixes on the blackboard by heart, and look for some reading materials to try guessing the meanings of new words. besides, dont forget to prepare for the next period.

step vii the design of the writing on the blackboard

unit 12 fact and fantasy :

the third period

word formation:

mis- = wrong

extra-= outside

inter- = between

sub- = under

under-= below

over- = too much

dis- = not

-marine=sea

misconduct, extraordinary, international,

subsoil, underground, overcharge, disagree, submarine

the fourth period

teaching aims:

1. review the useful expressions learnt in this unit.

2. review some word formation.

3. train the students writing ability by practising creative writing.

teaching important points:

1. consolidate word formation learnt yesterday.

2. help the students finish the creative writing.

teaching difficult points;

1. how to help the students practise creative writing.

2. how to improve the students reading ability.

teaching methods:

1. revision method to help the students consolidate the useful expressions.

2. question-and-answer activity to help the students understand the reading passage better.

3. discussion method to help the students finish the task of writing.

4. individual, pair or group work to make every student work in class.

teaching aids:

1. the multimedia

2. the blackboard

teaching procedures;

step i greetings

greet the whole class as usual.

step ii revision

do an exercise to consolidate the rule of word formation.

teacher shows the following on the screen.

1. submarine = +

2. disappear= +

3. overturn= +

1 4. internet= _ + _

5. underwater= _ + _

6. prisoner = _ + _

(after a while, teacher asks one student to do the exercise. then teacher shows the answers on the screen. )

suggested answers;

1. 潜水艇sub +marine sub- = under

2．消失dis- +appear dis- = not

3. 打翻over +turn over-=too much

4. 因特网inter +net inter-=between

5. 在水下的under +water under=below,

6. 囚犯 prison +er -er＝person who carries out the action of the verb

step iii reading

page 15. read the passage quickly and then answer some questions on the screen. (show the following on the screen.)

1. what did dr frankenstein want to do when he was young?

2. after he was sent to university, what did he think of the things taught at university?

3. what attracted his attention?

4. did he discover the cause of life?

5. although he knew how to create life, what remained a difficult work for him?

6. why did he decide to create a larger human being than man about eight feet in height?

(teacher gives them five minutes to read them. after that, check their answers. )

suggested answers:

1. he wanted to learn the secrets of heaven and earth when he was young.

2. he found all that was taught at university very disappointing and decided to pioneer a new way himself.

3. the structure of the human body and any animal that was alive attracted his attention.

4. yes.

5. how to prepare a body for it with aft its muscles and organs still remained a difficult job for him.

6. because the small size of the parts slowed down his speed.

do an exercise. (teacher shows the following on the screen.)

l. the boy ____ becoming a pilot.

2. ____ before you reach the crossroads.

3. he shouted to ____ .

4. the fire ,

5. can you the problem?

6. he meat with a sharp knife.

7, he

关于unit22Beeslanguagepoints(推荐)二

unit 1 school life in the uk

to introduce and develop the theme of school life

to identify the differences between school life in different countries

to develop the reading skills of skimming and scanning

to learn some words about school facilities

to learn about attributive clauses and how to use relative pronouns

to develop listening, speaking, reading and writing by completing a task and a project

to form a positive attitude in a new and challenging situation

to learn to be cooperative and helpful when working together

period 1 welcome to this unit

teaching objectives:

to introduce and develop the theme of school life

to develop listening and speaking by talking about life in the new school

to know more about classmates

teaching procedures:

1. brainstorming

2. listening and speaking

3. discussion

4. further discussion

5. introducing more information

6. writing

7. homework

period 2 reading

teaching objectives:

to develop the skills of skimming and scanning

to know about school life in the uk

to compare school life in the uk and in china

to form a positive attitude in a new and challenging situation

teaching procedures:

1. presentation of homework

2. skimming

3. scanning

4. detailed reading

5. thoughts after reading

6. group work (problem solving)

7. introducing more information

8. homework

period 3 language focus

teaching objectives:

to understand new words and expressions and learn how to use them

teaching procedures:

1. presentation of homework

2. review of the text

3. words to be studied and reviewed

4. phrases to be learned

5. sentences to be attended to

6. a word quiz

7. homework

period 4 word power

teaching objectives:

to learn some words about school facilities

teaching procedures:

1. presentation of homework

2. warming up

3. words about school facilities

4. reading

5. discussion

6. writing

7. group work (problem solving)

8. homework

period 5 project

teaching objectives:

to develop listening, speaking, reading and writing by completing a project

to learn to be cooperative and helpful when working together

teaching procedures:

1. presentation of homework

2. background education in the us

3. starting a project

4. planning

5. preparing

6. producing

7. homework

period 6 grammar and usage (1)

teaching objectives:

to learn about attributive clauses ( with that, which, who, whose)

teaching procedures:

1. presentation of homework

2. review of the text

3. searching for attributive clauses in the text

4. learning grammatical structure of attributive clauses with that, which, who, whose

5. identifying attributive clauses in a passage

6. practice 1, 2, 3

7. homework

period 7 grammar and usage (2)

teaching objectives:

to learn about attributive clauses (with whom and without relative pronouns)

to practice more on the usage of attributive clauses

teaching procedures:

1. presentation of homework

2. review of attributive clauses

3. learning grammatical structures of attributive clauses with whom and then those without relative pronouns

4. practice 1, 2, 3

5. homework

period 8 task

teaching objectives:

to develop listening, speaking, reading and writing by completing a task

to develop the skill of comparing information

to develop the skill of reading a timetable and a notice

to learn how to write a notice

teaching procedures:

1. presentation of homework

2. introducing the task

3. skill building 1 and task 1

4. skill building 2 and task 2

5. skill building 3

6. homework

period 9 presentation of project

period 10 evaluation

unit 1 school life

第二板块 难点剖析

[词汇点击]

part a

a1 词语剖析

1．exciting

exciting : adj. 令人兴奋的, 使人激动的

excited: adj. 兴奋的：处于激动状态的；兴奋的；激昂的

excite: v. 刺激, 使兴奋, 使激动

1. its so ＿＿＿＿ to skate in pairs. everyone skates so fast and shouts at the top of his voice

在巴黎溜冰确实激动人心。每个人都在疾速运转，拼命尖叫。

2．she has many new ways to make her students ___________.

她总有很多新奇的方式使孩子激动不已。

3. a successful speaker knows how to _________ the crowd.

一个成功的演讲者懂得如何打动人群。

key: exciting; excited; excite

2． experience

experience: [c] 经历,阅历

[u] 经验

v. .经验, 体验, 经历, 阅历

1. experience teaches; experience does it.

经验给人教训；经验给人智慧。

2. yesterday afternoon frank hawkins was telling me about his experiences as a young man. 昨天下午,弗兰克.霍金斯给我讲述他年轻时的经历。

3. some of the students had experienced what hardships meant before they entered the university.有些大学生在进入大学之前体验过艰苦的生活。

[即刻点击]

1. jumping out of _______ airplane at ten thousand feet is quite ________ exciting experience. (nmet , 26)

a. /; the b. /; an c. an ;an d. the ;the

2. some of the passengers told the reporters about their _____ in the burning train.

a. details b. trips c. events d. experiences

key: c; d

3. earn

earn v. 挣得，博得 earnings: n. 所得收入

earn one’s living 自行谋生

1． the workers earned less money because they had to pay medical insurance.

因为工人要交医疗保险,所以他们赚得的钱就少了。

2． the old man earned his living as a fisherman.

这老人以捕鱼为生。

3． as we know, it’s his honesty that earned the admiration of his friends.

正如我们所知，正是他的诚实得到了朋友们的赞扬。

4． it’s said that a persons intelligence and abilities have a direct effect on his or her earnings.

一个人的收入与其智商及能力直接有关。

注意： earn , gain , win

earn 指为钱（或任何其他报酬）而工作，含有报酬是应得的含义。

win 指在竞争、战争、比赛中获胜， 并可能由此得到奖赏。

gain指获得有用和需要的东西，常用于与钱没关系的场合。

1. he has________ a lot of money by working part-time job.

他通过做兼职，已经挣了好多钱。

2. he wants to ＿＿＿a trip to europe in that competition, but he will be happy if he gets a new bicycle.

他想在那场比赛中得到一个去欧洲的旅游奖,但是如果他能得到一辆新自行车,他会非常高兴。

3. she ______ enough experience while working for the newspaper.

她在为那家报社工作期间取得了足够的经常。

key: earned; win；gained

4. respect

n.(与of,for 连用)尊敬, 敬重；方面 respectful adj. 恭敬的, 尊敬的, 尊重人的, 有礼貌的

(pl.)敬意；问候 respectfully adv. 尊敬地, 谦恭地

in some/all/few/respects 在一些/所有/极少方面

vt. 尊敬, 尊重, 不防碍

1. we should show respect to those who are older. 我们应该尊敬长者。

2. the students have great respect for their history teacher. 学生们非常尊敬他们的历史教师。

3. please give me respects to your wife. 请代我向你太太问好。

4. respect yourself, or no one else will. 人必自敬，然后人敬之。

5. the words such as “ respectfully，yours” can often be seen at the end of the letter. 信的末尾经常写上类似“respectfully，yours”的字眼以表尊敬。

6. in what respect do you think he is worth praising? 在哪些方面你觉得他值得表扬？

[即刻点击]

i’m sure she will do as she promised; i’ve got great _________ her.

a. respect for b. respects of c. honor of d. faith in

key: a

5. achieve

v. 完成, 达到 achievement: [u] 完成，达到；[c]成就, 功绩

make achievements 获得成绩，取得成就

1． we may have the feeling of satisfaction and achievement from our english study when we are able to say something simple in english。当我们可以说点儿简单的英语交谈时,我们就可以从英语学习中得到满足感和成就感。

2． the success of the experiment proves that we have made great achievements in the study of rocket. 那个实验的成功证明我们在火箭方面的研究取得很大成就。

3．the university has achieved all its goals this year. 这个大学今年已经实现了所有的奋斗目标。

［即学即用］

jack london worked very hard and finally he _______ his goal.

a. made b. found c. developed d. achieved

key: d

6．used to do

used to do 过去常常做某事

be used to do 被用来做。。。

be/get used to doing sth./ sth. 习惯于/开始习惯于做。。。

there used to be 某地过去有某物

[即刻点击]

1．there _________ a swimming pool in our town. 我们镇上过去有一个游泳池。

2．in our school, candles ＿＿＿＿ give light when electricity is cut off. 在我们学校，停电时，就用蜡烛来照亮。

3．i _________ traveling by air and only on one occasion have i ever felt frightened.

我习惯了乘飞机旅行,只有一次我可给吓怕了。

key: used to be; are used to；am used to

7. challenge

challenge n./v. 挑战 challenging adj. 引起挑战性兴趣的

1. he challenged me to play another tennis game. 他向我挑战要我跟他再打一场网球。

2. the present world is full of challenges as well as opportunities. 当今社会充满了机遇与挑战。

8. free

adj. 免费的；空闲的

a free meal. 免费的一餐 for free 免费的 free time 空闲时间

1．the girl gave her mother a free dress once a week! 这个姑娘每周`给她妈妈一件免费的衣服。

2．all the books were given away free. 所有的书都免费赠送。

9．prepare

prepare: v准备, 预备, 有能力而且愿意 preparation: n. 准备, 预备

prepare for…/prepare…for… make preparations for

be prepared for

1. working on a part-time job can prepare them for a future career.

打工为大学生将来的工作作好准备。

2. will you help me prepare for the get-together of the old classmates?

你能否帮我为这次老同学聚会做好准备工作?

3. preparations for the top government officers visit are almost complete.

迎接政府高级官员来访的准备工作差不多已全部完成。

[即刻点击]

1. he was _________ to do anything to save the local people.他已经做好一切准备来抢救当地群众。

2. the team __________ themselves for defeat. 这个队心理上已经做好了接受失败的准备。

key: prepared; has prepared

10．fun

[u]愉快；开心 adj. funny 有趣的，可笑的

for fun寻找乐趣；当作玩笑；不是认真的 make fun of 捉弄

1．theres no fun in spending the whole evening playing cards. 整个晚上打朴克牌没有意思。

2．i felt unhappy whenever i was made fun of. 无论何时被人嘲笑，总

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