九年级英语unit3讲解（精选7篇）
九年级英语教案unit3
Unit 3 Teenagers should be allowed to choose their own clothes. 单元整体说明 单元教材分析 本单元围绕“允许做什么、不允许做什么”这一话题，设计了三个任务型活动。任务一：谈论自己想做的事情；任务二： 我可以做什么、不可以做什么。任务三：讨论自己想做什么、自己需要什么样的生活。 单元总体目标 通过本单元的学习让学生学会用不同的句型来谈论应该允许做什么、不允许做什么、同意和不同意。 单元重难点一览 重难点词汇： 1.at that age 2.instead of 3.the other day4.be a good way to do 5.keep sb happy 6.at present 7.the same as8.be proud of 9.give directions 10.way cool= very cool 11.learn from sb 12.agree with 13.disagree with 14.in fact 15.take time to do sth 16.chat with 重难点句式 1.I think sixteen-year-olds should be allowed to drive. 2.Do you think thirteen-year-olds should be allowed to have part-time jobs? 3.The young should be proud of their culture. 单元教学建议 采用Concluding，Accumulating，Roleplaying和Comparing的学习策略，利用多媒体课件，来展开课堂Pairwork问答式的口语交际活动和讨论活动来谈论允许做什么和不允许做什么。本单元的教学法建议：词汇教学：情景操练、反复使用；口语教学：师生互动，生生互动、对话练习、交际活动；阅读教学：寻找关键语句、对文中任务和事物发表见解；语法教学：总结规律、比较异同、模仿操练。 单元课时分配 本单元用4课时教学 Section A 部分用 2 课时 Section B，Self Check 部分用 2 课时 Section A 教学课题 Unit 3:Teenagers should be allowed to choose their own clothes. （Section A） 学科 英语 授课教师 授课班级 初三九班 授课时间 /4 教学目标 1.知识目标：掌握 agree and disagree 的用法。学会使用 I think ... I agree ... 和 I dont think ... I dont agree ... 来表达自己的意见。 2.能力目标：对所学知识的灵活运用及用所学知识解决生活中实际问题的能力。 3.情感目标：培养学生良好的合作意识，鼓励学生大胆表达自己的想法和意愿。 教学分析 1.教材分析：Section A 主要围绕着 agree 和 diagree 这一话题来进行课堂教学和语言实践。Section A 中主要涉及到的语法项目是被动语态，要求学生熟练模仿及操练这一语态的句型转换，为以后的谈论和交际做好铺垫。 2.学生分析：初三的`学生有较丰厚的语言积累和知识储备，他们有较强的求知欲和好奇心，在课堂上他们善于表现自我，乐于积极思考，敢于发表自己的观点，这些个性心理特点都有利于师生在课堂上进行交流。 3.重点及其突出方法：被动语态的讲解：总结规律、比较异同、模仿操练。 4.难点及其突破方法：培养良好的语言表达习惯。发挥教师良好的示范作用，注重教师在课堂教学中对学生无意识的影响。 教学准备 1.多媒体： 多媒体，幻灯片，英语影音资料。 2.其他参考资料。 教学过程 Unit 3: Teenagers should be allowed to choose their own clothes.(Section A) Step One: Free talk and discussion. Step Two: 1.at that age 2.instead of 3.the other day 4.be a good way to do 5.keep sb happy 6.at present 7.the same as 8.be proud of Step Three: Finish 1a/1b. Step Four: Practice the conversation in activity 2c. Step Five: Make a new conversation in groups according to the one in 2c.Then act it out. Step Six: Make a survey, then show the results to the whole class. Step Seven: Make a summary. Step Eight: Homework: Recite the conversation in 2a. 教学反思 1.如何在英语课堂教学中有效地进行中外文化的渗透？ 2.如何培养学生的跨文化意识？ 3.教师如何布置个性化的作业？ 4.如何解决本套教材大词汇量问题？ Section B and Self check 教学课题 Unit 3:Teenagers should be allowed to choose their own clothes. （Section B and Self check） 学科 英语 授课教师 齐宪波 授课班级 初三九班 授课时间 2005/4 教学目标 4.知识目标：掌握 agree and disagree 的用法。学会使用 I think ... I agree ...和 I dont think ... I dont agree ... 来表达自己的意见。 5.能力目标:对所学知识的灵活运用及用所学知识解决生活中实际问题的能力。 6.情感目标：培养学生良好的合作意识，鼓励学生大胆表达自己的想法和意愿。 教学分析 5.教材分析：Section B 主要围绕着现代中学生感兴趣的话题来进行课堂教学和语言实践。 6.学生分析：初三的学生有较丰厚的语言积累和知识储备，他们有较强的求知欲和好奇心，在课堂上他们善于表现自我，乐于积极思考，敢于发表自己的观点，这些个性心理特点都有利于师生在课堂上进行交流。 7.重点及其突出方法：被动语态的讲解：总结规律、比较异同、模仿操练。 8.难点及其突破方法：培养良好的语言表达习惯。发挥教师良好的示范作用，注重教师在课堂教学中对学生无意识的影响。 教学准备 3.多媒体： 多媒体，幻灯片，英语影音资料。 4.其他参考资料。 教学过程 Unit 3： Teenagers should be allowed to choose their own clothes.(Section B and self check) Step One: Free talk and discussion. Step Two: 1.learn from sb 2.agree with 3.disagree with 4.in fact 5.take time to do sth 6.chat with Step Three: Finish 1a. Step Four: Practice the conversation in activity 1b. Step Five: Make a new conversation in groups according to the one in 2c.Then act it out. Step Six: Discuss what you are allowed to do and what you arent allowed to do during your stay at school/ home/ library and so on. Step Seven: Read the text then suggest the questions according to the text. Step Eight: Discuss what is cool in your mind. Step Nine: Homework: Write some sentences about “cool”. 教学反思 1.如何在英语课堂教学中有效地进行中外文化的渗透？ 2.如何培养学生的跨文化意识？ 3.教师如何布置个性化的作业？ 4.如何解决本套教材大词汇量问题？
1.能初步听懂、会读、会拼写thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen等单词。
2.能初步听懂、会说、会读、会运用本单元句型:How many…do you have?/What do you have?I have…/Can I…?
3.情感得到升华“Sharing brings happiness.”
教学过程:
Step1.Lead in
1.利用多媒体播放歌曲“How many boxes?” (两只老虎的配乐) 2.欣赏完歌曲后, 老师问:“How many boxes?”学生回答eighteen。
T:I have three boxes here. (老师拿出3个不同颜色的盒子) What’s in the blue box?Come here, touch and guess.先让学生摸并猜一猜, 然后数一数有多少个。Eleven rubbers.Thirteen stickers.Fourteen rulers.老师分别送一个给上来数的同学。
I am very happy to share things with you.老师告诉大家自己是分享俱乐部的成员, 大家把自己闲置下来的物品带到分享俱乐部, 给那些需要的同学。Look, this is my name card.Am I cool? (老师展示挂在胸前的证件) Do you want to join the club.告诉学生要加入分享俱乐部, 要完成3件事情。 (1) Learn to count. (2) Learn a story (3) Learn to share.
Step 2.Learn to count完成任务1
1.利用多媒体呈现分享俱乐部成员提供的cap图片, 请学生看图回答问题“How many caps?”。
S1:Fifteen.
用PPT呈现另外又有同学捐献了cap, 一顶一顶的增加, 同时问学生:“How many caps?”请学生一起数1~19.
2.让学生总结13~19的特点。
让学生看这些单词的共同点是什么, 发现“十几”的规律。
除了eleven, twelve, thirteen, fifteen, eighteen为特殊形式外, fourteen, sixteen, seventeen, nineteen都是由个位数+teen构成。
Step 3.Learn a story完成任务2
T:You have learned to count.Now let’s learn a story about numbers.
1.观察图片, 说说信息。
T:Look at the pictures.Who are they?Where are they?
S:They are Mike, Helen, Liu Tao and Yang Ling.They are at Mike and Helen’s home.
2.无声动画, 视觉领先。
看完无声动画后, 给出图片帮助, 让学生来数一数共有多少玩具车, 和贴纸。
S:Thirteen cars.Fifteen stickers.
3.发挥想象, 预测对话。
T:Look at the pictures and try to guess what they are talking about.
T:Mike is pointing at his toy cars.What does he say?
S:Look at my toy cars./I have many toy cars./Look here…
T:Great!Excellent.Look at Liu Tao, He’s surprised.What does he say?
S:How nice!/Great.How many toy cars do you have?/So many toy cars!
T:How many?Ss:Thirteen.
在学生看完一遍无声动画, 对故事内容有了一个视觉印象后, 在此基础上, 让他们一幅幅地看着图画, 自己观察图画, 猜测他们的谈话内容。学生的答案可以与书中一样, 正是这样才能锻炼学生的思维能力和口语表达能力。顺势引导学生说说Yang Ling和Helen的感受, 渗透情感教育, 让学生理解分享可以带来快乐。
4.有声动画, 还原课文。
T:You did a great job in guessing their dialogues.This time let’s watch the cartoon carefully to see what they are saying indeed.
【设计意图:在学生进行充分的猜测之后, 让他们观看有声音的动画, 这种设计主要是让学生对课文内容有更深刻的记忆, 方便学生理解课文。】
5.跟读故事, 注意语音。
6.集体朗读, 注意感情。
7.表演对话, 操练巩固。
分角色表演对话, 老师和3名优秀的学生先做示范, 学生4人一组练习后再表演对话。
8.根据板书, 复述课文。
Step 4.Learn to share完成任务3
1.让学生总结询问数量和索要某物时的句型。
T:What can we say when we want to know the numbers?S:How many…?
T:What can we say when we want others to share?
S:Can I have a look?/Can I have one?/Would you please give me one?…
2.拿出自己所带物品, 编对话, 老师先和一位优秀的同学编对话, 做示范。
3.学生两人一组, 拿出自己所带的物品, 根据投影上的句子提示, 与同桌编对话。
【设计意图:在学完课文之后, 设计任务3, 为学生提供运用所学知识的平台, 让学生学以致用, 在对话中, 分享自己的物品, 让他们感受到分享带来的乐趣。】
Step 5.Checkout time
T:Boys and girls, let’s have a look at the 3 tasks again.How do you finish them?Most of you have done a good job.Congratulations!You can join the Sharing Club.Please remember that“Sharing brings happiness.”
Step 6.Homework
1.向爸爸妈妈介绍“Share Star”。
1. I study by working with a group. (P1) 我通过小组练习学习。
by + V-ing构成的短语可作行为方式状语。by后面可以接动词的-ing形式，也可以接名词。例如：
He teaches himself the violin by practising the whole night. 他通过整夜的练习自学小提琴。
I knew by his appearance that he was not English. 看他的外表，我就知道他不是英国人。
2. It’s too hard to understand the voices. (P3) 很难听懂其发音。
句中的it是形式主语，真正的主语是后面的动词不定式。“too ... to ...”结构中的动词不定式含否定意义，意为“太……以致不……”。其中的too是副词，用来修饰形容词，to是动词不定符号。例如：
The boy is too young to understand the story. 这孩子年龄太小，不能理解这个故事。
在使用这个结构时应注意两点：(1) 句中的主语与动词不定式在逻辑上是动宾关系时，动词不定式后面不能再跟宾语； (2) 句中的主语与动词不定式在逻辑上是动宾关系，而动词不定式又是不及物动词时，要在其后加上适当的介词。例如：
Tom spoke too quickly for us to understand. 汤姆说话太快了，我们听不懂。
The house is too small for the family to live in. 房子太小，那一家人住不下。
3. We get excited about something and then end up speaking in Chinese. (P4) 当我们谈论某事而变得激动时，最后就用汉语来讲述了。
(1) get excited about意为“对……感到兴奋”。介词about后面通常接名词、代词或动词的-ing形式。例如：
The boys got excited about going to Shanghai. 男孩们对去上海感到很兴奋。
The students are excited about the results of the exams. 学生们对考试成绩感到非常兴奋。
(2) end up sth/doing sth意为“结果为……”，“以……结束”，通常指意料之外的结果。例如：
He ended up in prison. 他最终锒铛入狱。
They were going shopping，but ended up staying at home and watching TV. 他们原计划去买东西，但结果却是呆在家里看电视。
4. I don’t know how to use commas. (P5) 我不知道该怎么使用逗号。
句中how to use commas属“连接代词/副词 + 动词不定式”结构，作宾语用，动词不定式的逻辑主语通常是句子的主语。在中考中，命题人往往要求考生将其与宾语从句进行转换。例如：
Jim told Lin Tao how he would spend the day. → Jim told Lin Tao how to spend the day. 吉姆告诉林涛他是怎样度过这一天的。
The students should know what to do or what not to do in school. 学生们应该知道在学校里应该做什么，不应该做什么。
在使用这一结构时需要注意两点：
(1) 在这一结构中，如果连接代词what，which，whom是作其后动词不定式的宾语，则这个动词应该是及物动词。如果动词不定式是不及物的，则需在其后加上适当的介词。例如：
I don’t know what to say. 我不知该说什么。
He wants to know whom to work with. 他想知道将和谁在一起干工作。
(2) 这一结构中用的是连接副词when，where，how，而且它们作其后动词不定式的状语时，这个动词应为不及物动词。若不定式是及物动词，则该动词须有自己的宾语。例如：
I don’t know when to start. 我不知道何时出发。
Do you know how to do the exercise？你知道怎样做这个练习吗？
5. I don’t have a partner to practice English with. (P5) 我没有练习英语的同伴。
句中的to practice English with作定语用。使用这种定语时，应注意下面两点：
(1) 被修饰的词与动词不定式在意义上是动宾关系，并且动词不定式是“动词 + 介词”这类短语动词时，其中的介词不能去掉。例如：
Mr Johnson was a difficult person to wait on. 约翰逊先生是一个很难侍候的人。
(2) 修饰的词与动词不定式在意义上是动状关系，而且动词不定式是个不及物动词时，应在不定式后面加一个适当的介词。例如：
It’s getting dark. We have to find a hotel to live in. 天快黑了，我们得找个旅馆住下。
6. First of all，it wasn’t easy for me to understand the teacher when she talked to the class. (P6) 老师起初和同学们交谈时，我不容易听得懂。
这是“it + be + adj. + to do sth”结构。it是形式主语，意思上代替后面的真正主语for me to understand the teacher。如果动词不定式需要有自己的逻辑主语，可以用以下两种方法表示：
(1) 如果句中的形容词通常用来表示事物的性状或特征，则用for引出动词不定式的逻辑主语。常见的这类形容词有difficult，hard，easy，heavy，dangerous，expensive，useful，impossible等。例如：
It’s common for leaves to fall from the trees in autumn. 秋天树叶从树上落下是常事。
(2) 如果句中的形容词通常用来表示人的行为或品德，则用of引出动词不定式的逻辑主语。常见的这类形容词有honest，wise，clever，brave，foolish，kind，good，careful，stupid，silly，nice，right，wrong，polite，rude等。例如：
It was careless of him to leave the door unlocked. 他没有把门锁上，实在是太粗心了。
7. She had trouble making complete sentences. (P6) 她在造完整的句子时有些困难。
“have + n. + (in) doing ...”意为“做……有……”，have后面常是fun，difficulty，trouble，problems等名词。介词in指“在某一方面”，常可以省略。例如：
The students had trouble (in) climbing the hill. 学生们爬山时遇到了一些困难。
We had some problems getting to the top of the mountain. 我们费了些劲才到达山顶。
8. As young adults，it is our duty to try our best to deal with each challenge in our education with the help of our teachers. (P8) 作为年轻人，在老师的帮助下尽力处理好教育方面面临的每一个挑战是我们的责任。
(1) 短语As young adults中的as是介词，意为“作为……(某种身份)，当做，视为”。例如：
As a student，you must obey the rules of the school. 作为学生，你必须遵守学校的规章制度。
(2) try one’s best to do sth相当于do one’s best to do sth，意为“尽力做某事”； deal with sth意为“处理某事”； with the help of相当于with one’s help，意为“在……帮助下”。例如：
I’ll try/do my best to improve my pronunciation. 我将尽全力改进我的发音。
How would you deal with an armed burglar？遇到持有武器的盗贼，你将如何对付呢？
I worked out the problem with the help of my classmates. (= I worked out the problem with my classmate’s help.) 在同学们的帮助下我做出了这道难题。
Unit 2
1. I used to be afraid of the dark. (P10) 过去我怕黑暗。
used to是情态动词，表示过去的习惯动作或过去存在的情况，to是动词不定式符号，后面跟动词原形。例如：
We used to work in the same workshop. 我们曾在同一个车间工作过。
注意：be/get used to doing sth意为“习惯于做某事”，其中的to为介词，后面跟名词、代词或动词的-ing形式。例如：
He is used to reading English in the morning. 他习惯在早上读英语。
2. Did you use to play the piano？(P11) 你过去常常弹钢琴吗？
这是“used to + 动词原形”的疑问形式。其疑问式和否定式可以用助动词did，也可以直接用used构成。例如：
Did it use to rain here in summer？(= Used it to rain here in summer？) 这儿以前夏季时常下雨吗？
We did not use to see each other. (= We usedn’t to see each other.) 我们以前不常见面。
3. I’m terrified of the dark. (P12) 我非常害怕黑夜。
terrified是动词terrify的过去分词，在句中相当于形容词，含有very afraid的意思。be terrified of ... 意为“对……非常害怕”； be terrified at意为“因……而害怕、惊恐”。例如：
Some children were terrified of a long roll of thunder. 有些小孩子害怕轰轰隆隆的雷声。
The child was terrified of being left alone in the house. 那孩子害怕把他一个人留在家里。
She was terrified at the deafening explosion. 她被那震耳欲聋的爆炸声吓了一跳。
4. I go to sleep with my bedroom light on. (P12) 我睡觉时卧室里的灯亮着。
句中with my bedroom light on是复合结构，在句中作状语，表示伴随情况。由with构成的复合结构中，第一部分是介词with的宾语，由名词或代词充当，第二部分是宾语补足语，由形容词、副词、介词短语、动词不定式或分词充当。该结构一般在句中用作状语，表示行为方式，伴随情况、时间、原因或条件。例如：
We can see a big house with trees around it. 我们看见一栋高大的房子，四周树木环绕。
He lay on the bed with the bedroom door shut. 他躺在床上睡觉，寝室的门关着。
With the meal over，we all went home. 吃过饭我们都回家了。
With the boy to lead the way，we will find the house easily tomorrow. 有那个男孩带路，明天我们会很容易地找到那幢房子的。
5. My life has changed a lot in the last few years. (P14) 在过去的几年里，我的生活改变了许多。
in the last few weeks/months/years意为“在过去的几周/月/年里”，常与现在完成时连用。“in the past + 时间段”也有这种用法，意思相同。例如：
I have made great progress in the last few weeks. 在过去的几周里，我进步很快。
Great changes have taken place in my hometown in the past few years. 在过去几年里我的家乡发生了巨大的变化。
6. It seems that Yu Mei has changed a lot. (P15) 于梅好像变了许多。
本句为“it seems that ...”结构。seem意为“好像、似乎、看来”，用来表示根据某种迹象作出的判断，这种判断往往接近于事实。例如：
It seemed that he had missed the train. 看来他没搭上火车。
It seems that he is happy today. 今天他似乎很高兴。
“it seems that ...”往往可转换为“sb seems to do sth”。例如：
It seems that he understands the meaning of the word. (= He seems to understand the meaning of the word.) 他似乎理解了这个单词的意思。
It seems that she is sleeping. (= She seems to be sleeping.) 她好像在睡觉。
7. His mother looked after him as well as she could. (P16) 他的妈妈尽可能把他照顾好。
as ... as sb can/could意为“尽可能地……”，在句中作状语。与此意义相同的表达方式为as ... as possible。例如：
Maria is studying Chinese as hard as she can. (= Maria is studying Chinese as hard as possible.) 玛丽亚正在尽可能地努力学习汉语。
8. She also told me that even though my father was no longer with us，he was watching me，and would always take pride in everything good I do. (P16) 她还告诉我即使我的父亲不再和我们在一起，他也会一直关照我，总会为我所取得的成绩感到自豪。
(1) 这是一个较复杂的主从复合句。She also told me是主句，that引导的从句是tell的直接宾语；宾语从句中的主句为he was watching me，and would always take pride in everything good； even though引导的是让步状语从句，用来修饰宾语从句中主句的谓语动词was watching和take pride in； I do是定语从句，其前省略了关系代词that，用来修饰everything。
(2) even though意为“即使，纵然，尽管”，用作从属连词，引导让步状语从句。与even if同义。例如：
Even though/if he is no longer living，his spirit lives on today. 尽管他已不在人世，但他的精神却至今还在。
(3) take pride in ... 意为“为……感到骄傲”，与be proud of同义。例如：
We take pride in our responsibilities as teachers in new China. (= We are proud of our responsibilities as teachers in new China.) 作为新中国的教师，我们为我们的职责感到骄傲。
(4) 在“everything good I do”中，good和I do都修饰everything。形容词修饰everything，something或anything等不定代词时，往往将形容词后置。例如：
Danny is interested in everything unusual. 丹尼对所有的不寻常的事情都感兴趣。
Unit 3
1. I don’t think fifteen-year-olds should be allowed to drive. (P18) 我认为不应该允许15岁的孩子开车。
think，believe，suppose，consider等动词表示“认为”、“相信”、“设想”等含义，且宾语从句中含否定词义时，常将从句中的否定词转移到这些动词之前。这种复合句形式上是对主句的谓语动词加以否定，但在意义上仍然是否定从句。例如：
I don’t think that their team is likely to win the match. 我认为他们的球队不可能赢得比赛。
I don’t believe that it will rain tomorrow. 我相信明天不会下雨。
应该注意，在这类反意疑问句中，附加问句应为肯定形式，其中主语和谓语也应与从句中的主语和谓语保持一致。例如：
I don’t think you’ve met Xiao Wang，have you？我想你没有碰见小王，对吗？
另外，think后面的从句中含有no，never，nothing，nobody等否定词时，就不要再将这些否定词转移到主句的谓语动词上。例如：
I think nothing is too difficult if you put your heart into it. 我认为世上无难事，只怕有心人。
2. Anna wants to get her ears pierced. (P18) 安娜想穿耳孔。
get my ears pierced属于get sth done结构，表示要别人为自己做某事。与其同义的结构有have sth done。例如：
I must get my hair cut. 我该找人理理发了。
You ought to get your watch repaired. 你该把表送去修理了。
3. They talk instead of doing homework. (P19) 他们光说话而不做作业。
instead of意为“代替”、“而不”，后面接名词、代词或动词的-ing形式。例如：
He will go to the meeting instead of me. 他将代替我去开会。
She went to school instead of staying at home. 她没有呆在家里而是上学去了。
instead of也可用来连接两个语法上对等的成分。例如：
The situation is better instead of worse. 形势是更好了，而不是更坏了。
They went there on foot instead of by bus. 他们没有乘公共汽车而是步行到那里去的。
4. —We have a lot of rules at my house. 我们家里立有许多规矩。
—So do we. (P20) 我们也是。
“So + 助动词/be动词/情态动词 + 主语”应译为“某人(物)也如此”，意即前一句所说的情况，同样也适合于另一个人或物。在使用这一句式时，要注意助动词或系动词的选用，以及在时态上与前句相呼应。例如：
—I’ve got a new car. 我有一辆新车。
—So has John. 约翰也有。
5. Some students should be allowed to have Friday afternoons off to volunteer and help others. (P23) 应当允许部分学生星期五下午放假，去做义工帮助他人。
have ... off意为“放……假”，其中的have可以用take替换，off表示“不上班、不值班、不工作”的意思。例如：
I’ve got three days off next week. 下星期我有三天假。
C.Have been … asked D.have …been asked 17.Meat _______ out in this shop.We can _________ now.A.have been sold , get nothing B.has been sold , get nothing C.has been sold , get some D.have been sold , get some 18.The new play _______ in theatre now.Why don’t you go in and see it? A.is being shown B.is showing C.is shown D.shows 19.Can you tell _______ ? A.when did it happen B.when was it happened C.when it happened 2
D.when it was happened 20.______ the job ______ by Lucy or by John ? Tell me the truth, please.A.Has … finished
B.Has …being finished
C.Is …finish
D.Has …been finished 二.用所给动词的适当时态和语态填空
1.When _____ the first man-made satellite _______（send）up into space? 2.Last year vegetables ______（grow）in the garden by Tom and he ______（sell）them himself.3.She ______（help）him with his homework tomorrow evening.4.How many magazines ______（can borrow）in your library every week ? 5.John ______（hear）to go upstairs two hours ago.6.－Who ______（save）her father ? －He ______（save）by that policeman.7.The doctor ______（send for）because his grandpa was ill.8.Moon cakes ______（make）by his mother every year.______ your mother _____（make）moon cakes for you every year ? 9.Some toys ______（buy）as a presents for these children last Monday.10._____ paper ______（make）of wood ? 三.用所给单词完成句子
1.（the office / clean / yesterday）The office was cleaned yesterday.2.（the house / paint / last month）The house _________________________ 3.（three people / injure / in the accident）_________________________ 4.（my bicycle / steal / a few days ago）_________________________ 5.（when / this bridge / build ?）_________________________ 6.（you / invite / to the party last week ?）_________________________ 7.（how / these windows / break ?）_________________________ 8.（I / not / wake up / by the noise）_________________________
四.Correct these sentences.（改正下列句子）
1.This house built 100 years ago.This house was built 2.Football plays in most countries of the world.____________________ 3.Why did the letter send to the wrong address ? ____________________ 3 4.A garage is a place where cars repair.____________________ 5.Where are you born ? ____________________ 6.How many languages are speaking in Switzerland ? ____________________ 7.Somebody broke into our house but nothing stolen.____________________ 8.When was invented the bicycle ? ____________________
五.填空（完成被动语态填空）
1.They often clean their classroom after school.（改为被动语态）Their classroom _____ often ______ by them after school.2.Li Lei gave Tom a new pen last week.（同上）A new pen _____ _______ _____ Tom last week.3.A lot of people in China can speak English now.（同上）English ______ ____ ______ by a lot of people in China now.4.I have learned English for about two years.（同上）English ______ ______ ______ for about two years.5.They will publish these story-books next month.（同上）These story-books _____ _____ _____ next month.Unit 3 练习题
一.单词分类
1.fifteen-year-olds, 2.serious, 3.kids, 4.have part-time jobs, 5.teenagers , 6.students, 7.calm, 8.get one’s ears pierced , 9.silly , 10.old , 11.choose one’s own clothes 12.be home by 10 p.m.13.go out with friends 14.wild , 15.the young 用于指人_____ _____ ______ _____ ______ 家规校规_____ _____ ______ _____ ______ 人物特点_____ _____ ______ _____ ______
二.英英释义（连线）
1.teenagers a.fix one’s attention on something
2.part-time b.for only a part of the working day or week 3.concentrate c.kids aged from 13 to 19 4.at present d.begin to 4 5.get to e.at this time , now
三.根据中文意思完成句子
1.I _____ _____ ______ to talk with her.我没机会和她谈话。
2.Everybody has strong points.We should _____ _____ each other.每个人都有优点，我们应该互相学习。
3.I can’t help you _____ ______.－－I’m too busy.我现在不能帮你－－我太忙了。
4.When the comedy actors came out , the audience _____ _____.当喜剧演员出场时，观众变得嘈杂起来。
5.He decided to _____ ______ English , because he just failed the exam.他决定专攻英语，因为他刚考试不及格。
6.He _____ ______ doing the homework after supper.晚饭之后他开始做作业。
7.Fruits and vegetables ______ _____ _____ you.水果和蔬菜对你有益。
8.His parents _____ _____ _____ him.他的父母对他要求非常严格。
9.____ _____ him two hours to do the homework.他花了两个小时做作业。
10.John has a lot of family rules._____ _____ Peter.约翰家有许多家规，彼得家也是这样。
四.选择填空：
1.I ______ to have a part-time job.A.am not allow B.not allow C.don’t allow D.am not allowed
2.Sixteen-years-olds shouldn’t ______ to go to an Internet bar.A.be allowed B.be allow C.allow D.are allowed 3._____ middle school students allowed to use mobile phone at school ? A.Do B.Did C.Are D.Can 5 4.Students _____ to use E-mail English in everyday writing.A.may not B.can’t
C.shouldn’t D.shouldn’t be allowed
5.I don’t think teenagers should be allowed to drive , because they are _____.A.not enough serious B.not serious enough C.too serious D.to serious 6.Which of the following school rule is true.A.students are allowed to make noise in the hallway.B.students are allowed to wear their own clothes.C.students are allowed to wear earrings D.students are allowed to ask teachers questions in class.7.I have to stay at home ______ school nights.A.in B.at C.on D.for 8.Many students will be ______ if the class is boring.A.sleep B.sleepy C.sleeping D.slept 9.－I think teenagers shouldn’t be allowed to smoke.－I agree ______ you.A.with B.on C.about D.for 10.The National Day is coming, we’ll have 7 days ______.A.on B.off C.up D.down
五.读写题（A）Quick Work Ted Robinson has been worried all the week.Last Tuesday he received a letter from the local police.In the letter he was asked to call at the station.Ted wondered why he was wanted by the police, but he went to the station yesterday and he is not worried at more.At the station, he was told by a smiling policeman that his bicycle had been found.Five days ago, the policeman told him, the bicycle was picked up in a small village four hundred miles away.It is now being sent to his home by train.6 Ted was most surprised when he heard the news.He was amused（感到有趣），too , because he never expected（指望）the bicycle to be found.It was stolen twenty years ago when Ted was a boy of fifteen.Answer the questions : 1.What happened last Tuesday ? ______________________ 2.What was he told at the station ? ______________________ 3.What are the police doing with the bicycle ? ______________________ 4.Why was he surprised and amused ? ______________________ 5.How old was Ted when his bicycle was stolen ? ______________________
（B）The rich and the poor The world is divided（分为）into two main parts.The difference is that one part is rich and the other is poor.In the poor part, a lot of people never get enough to eat.In the rich part , a lot of people eat too much.In one part , child starve（饿死）and in the other , a lot of people get fatter and fatter and have to go on diets（吃特别饮食）, or do special exercises in order to lose weight.The poorer countries have special problems.Sometimes the land is too poor to grow anything on.The land can be improved（改善）, but a lot of things must be done first.The people must be educated an water must be found.But rich countries have problems, too.There are not always pleasant places to live in.Sometimes the air is too dirty to breathe, and the rivers are too dirty to swim in or to take water from.The roads are too crowded to drive along.Large numbers of people do not have decent（象样的）housed to live in.Some things will have to be done about these problems.The air and the river will have to be cleaned, and more houses will have to be 7 built.Answer the questions: 1.What’s the difference between the two parts? ___________________________ 2.Do the poorer countries have many problems? What for example? ___________________________ 3.Can anything be done about it? ___________________________ 4.What must be done, for example? ___________________________ 5.Can all this be done easily? ___________________________
【试题答案】
被动语态专项练习：
一.1－5 BCBAC 6－10 ACDBD 11－15 DBDAC 16－20 ABACD 二.1.was sent 2.were grown , sold 3.will help 4.can be borrowed 5.was heard 6.saved , was saved 7.was sent for 8.are made , Does …make
9.were bought 10.Is …made 三.2.The house was painted last month.3.Three people were injured in the accident.4.My bicycle was stolen a few days ago.5.When was this bridge built.6.Were you invited to the party last week ? 7.How were these windows broken ? 8.I wasn’t woken up by the noise.四.2.Football is played in most …
3.Why was the letter sent to … 4.where cars are repaired 8 5.Where were you born ? 6.How many languages are spoken …
7.…but nothing was stolen.8.When was the bicycle invented ? 五.1.is cleaned 2.was given by 3.Can be spoken 4.has been learned 5.will be published
单元练习答案： 一.单词分类：
指人：1 3 5 6 15 家规校规： 4 8 11 12 13 人物特点：2 7 9 10 14 二.英英释义：1－c，2－b，3－a，4－e，5－d 三.1.have / had , no opportunity 2.learn , from 3.at , present 4.got , noisy 5.concentrate on 6.got / gets , to 7.are , good 8.are , strict , with 9.It , took 10.So , does 四.选择：1.D 2.A 3.C 4.D 5.B 6.D 7.C 8.B 9.A 10.B 五.（A）
转载2015-10-12 16:12:24 标签：教学反思
清远市吕丽萍工作室 林燕
2013年11月18日星期一上午第二节课，本人在飞来峡一中七(6)班上了一堂英语公开课，课题为仁爱英语七年级Unit3 Topic2 SectionA 以下是我对这节课的教学反思： 一、七年级仁爱版英语教材，在我市初中学校使用已多年了。本人英语教学经历，对其有些感想。本教材向我们展开了浓缩当今世界原貌的万里画卷，它深入浅出地为我们展示生活的细节，诠释情感的真谛。它不仅给我们文化积淀，而且它那些最美、最人性的元素将会通过语言一点一滴地浸染，渗透我们的血液。它让我们胸怀天下，让我们感觉我们不仅是中国公民，而且也是世界的一员。
二、本人施教小结反思如下：
1、利用直观教具，通过出示图画或照片，使语言学习更加容易。
2、对重点掌握的英语词和句子结构进行备课。
3、指导学生结对，两人一组对语言互动练习，在课堂上展示各小组成绩，或完成一段对话或一段表演。
4、运用交际游戏，为学习语言互动创造机会。
5、把全班学生分成合作学习小组。分组协作共同完成一项任务。
6、角色表演学习词汇，创设情景短剧达到学习新词汇并使用词汇。
三、今后工作将在以下几点上下功夫。
1、努力改善学生学习的方式，提倡参与、探究、体验、主动、创新、合作、自主等方式。
2、学习“用教材”而不是“教教材”。努力开发学习资源，整合学习资料。
3、创设英语学习环境，课堂尽量使用英语教学，每月举办一次英语活动，多用可视资料。
1.钱包
2.主意，想法
3.已经
4.售货员
5.分钟
6.花费，值
7.相当，非常
8.昂贵的
9.与…相配
10.漂亮的，美丽的p
11.也
12.足够的
13.高的h
14.等，等候
15.书店
16.某物
17.邀请
18.拜访
19.轮次
20.付钱
21.逗留，停留
22.可怜的，贫穷的
23.地区，区域
24.收集
25.笔记本
26.国家
27.募集
28.对，双，副
29.靴子
30.尺寸，大小
31.合脚，合身
32.便宜的
33.牛仔裤
34.短裙
35.灰色的
36.大的l
37.笔记，便条
38.出租车
39.中心
40.但是h
41.更多
42.在…外面
43.在…里面
44.哭
45.小的，少的`
46.稍等片刻
47.不要紧，没关系
48.家电商场
49.玩具熊
50.此刻2
51.冰激淋
52.书写纸
53.你的真诚的
54.公共汽车站
55.*打折
56.*捐款
57.汉堡包
58.饥饿的
59.能量
60.从不
61.碗
62.蔬菜
63.讨厌，恨
64.胡萝卜
65.健康的
66.跳舞者
67.重要的
68.需要
69.简易的
70.疲劳的
71.保持
72.结实的
73.很少，不常
74.甜的
75.像…一样
76.在…之间
77.一顿饭
78.水果
79.糖s
80.牛奶
81.面包
82.肉
83.学习
84.头等的
85.篮球
86.快
87.改变，变化
88.计划，打算
89.果汁
90.人
91.健康
92.小心的，仔细的
93.圆的
94.柠檬
95.芒果
96.西红柿
97.牛肉
98.猪肉
99.卷心菜
100.空闲的
101.故事
102.土豆
103.架子
104.小刀
105.绵羊
106.盐
107.茶
108.公斤，千克
109.买
110.外祖父
111.瓶子
112.面条
113.饼干
114.分数
115.躺，说谎
116.感觉
117.运气
118.超市
119.搬运，携带
120.花生
121.汤
122.没有，不
123.清单
124.在…前面
125.少于
126.*日常饮食
127.*零食
128.*可口可乐
129.*能量p
130.*包p
131.*长沙发
132.*数量
133.庆祝
134.有趣的
135.给…穿衣服
136.作为，当作
137.圣诞节
138.节日
139.月饼
140.十月
141.特别的
142.给…命名
143.击打
144.喊叫
145.糖果
146.如果
147.给…涂色
148.脸
149.出色的，极好的
150.自己的
151.切，割
152.牙齿(单数)
153.牙齿(复数)
154.巧克力
155.热的
156.饮料
157.食物
158.卡片
159.米饭
160.电影
161.假日
162.寒冷的
163.春天
164.夏天
165.秋天
166.冬天
167.一月
168.二月
169.三月
170.四月
171.五月
172.六月
173.七月
174.八月
175.九月
176.十一月
177.十二月
178.星期日
179.星期六
180.会议
181.完成
182.因此，所以
183.什么时候
184.为什么
185.通过，靠
186.钓鱼
187.火车
188.厨房
189.必须
190.钱，货币
191.狮子
192.日期
193.地方
194.次数
195.兴奋的
196.传统的
197.西方
198.蜡烛
199.方式，方法
200.邻居
201.光线
202.发光，照耀
203.穿过，通过
204.*招待
205.*恶作剧
206.*面具
207.*灯笼
208.*尖的，锋利的
209.*火鸡
210.*午夜
211.*烟火，烟花
212.*美猴王
213.*端午节
214.*不招待就使坏
215.*红包
216.中秋节
217.元旦
218.国际劳动节
219.六一儿童节
220.教师节
221.国庆节
222.粽子
1. I study by working with a group. 我通过小组练习学习。
by+v-ing构成方式状语，表示“以某种方式、手段做某事”，by后也可接名词。例如：
He teaches himself the violin by practicing the whole night.
他通过整夜的练习自学小提琴。
She got there by taking a bus (=by bus). 她乘公共汽车到的那里。
I study English by watching English movies.
我通过看英语电影学习英语。
I knew by his appearance that he was not English. 通过他的外表我就知道他不是英国人。
2.It’s too hard to understand the voices. 很难听明白那些话。
本句是too…to…句型，含有否定意义，意为“太……以致不……”，其中too是副词，用来修饰形容词，to是动词不定式符号。句中it是形式主语，真正的主语是动词不定式。例如：
The apple is too high to reach.
那苹果太高了，够不着。
The boy is too young to understand the story.
他年龄太小，不能理解这个故事。
在使用这个句型时，以下三点值得注意：
(1)当句中的主语与不定式有逻辑动宾关系时，不定式后不能接宾语。
Tom spoke too quickly for us to understand.
汤姆讲得太快了，我们听不懂。
(2)当句中的主语与不定式有逻辑动宾关系，而不定式又是不及物动词时，要加相应的介词。
The house is too small for the family to live in.
房子太小，以致于家里人住不下。
(3)中考对这一知识点的考查常以句型转换形式出现，如与so…that…和…enough to…结构互为转换。例如：
The little boy walked too fast for his parents to catch up with.
这个小男孩走得太快了，他父母跟不上。
→The little boy walked so fast that his parents couldn’t catch up with him.
The box is too small to hold these books.
这个箱子太小了装不下这些书。
→The box is not big enough to hold these books.
3. He also thinks that watching English movies isn’t a bad way because he can watch the actors say the words.
他还认为看英语电影是一种好方法，因为他可以看到演员在说什么。
(1)本句为主从复合句，that引导宾语从句作think的宾语，because引导原因状语从句，修饰宾语从句。
(2)watching English movies是动名词短语作宾语从句的主语。非谓语动词短语作主语时，视为第三人称单数，无论非谓语动词后的宾语是单数还是复数，谓语动词都要用第三人称单数形式。通常可以用形式主语it代替非谓语动词短语，将真正的主语放在句子后面。例如：
Reading more English story books is a good way for English study.
多读一些英语故事对英语学习有好处。
To finish the work on time is very difficult.
=It is very difficult to finish the work on time.按时完成这项工作非常困难。
(3)在watch the actors say the words中，谓语动词watch后跟的是带有一个动词不定式短语的复合宾语，动词不定式say前面省去了to。英语中，当感官动词watch, see, listen to, hear, look at, feel, notice 等后接动词不定式作宾语补足语时，通常省去不定式符号to。例如：
The man saw a thief run out of a shop. 那人看见一个小偷从一家商店跑了出来。
I often hear the girl sing a song in the next room.我常常听到那个女孩在隔壁唱歌。
4. What about reading aloud to practice pronunciation?我们来大声朗读练习发音怎么样？
what about 意为“……怎么样？”与how about 意思相同且用法相同，用于征求对方意见，看法，建议对方做某事。后面接名词、代词或v-ing形式等。
What (How) about a trip to London? 到伦敦去旅游一趟如何？
What (How) about you, Helen? Do you like that book? 你怎么样，海伦？你喜欢那本书吗？
What (How) about playing football with me? 和我一起踢足球怎么样？
5. We get excited about something and then end up speaking in Chinese. 因为当我们谈论某事激动起来时，最后就讲起中文来了。
(1)get excited about=be excited about 为固定短语,意为“对……感到兴奋”。介词about后通常接名词、代词或v-ing 形式。例如：
Aren’t you excited about it?
你难道对那件事不感到兴奋吗？
The boys got excited about going to Shanghai. 男孩们对去上海感到很兴奋。
The students are excited about the results of the exams. 学生们对考试结果感到非常兴奋。
(2)end up sth. /doing sth. 意为“结果为……”，“以……结束”，通常指意料之外的结果。例如：
He ended up in prison.
他最终锒铛入狱。
They were going to go swimming, but ended up staying at home and watching TV. 他们原计划去游泳，但结果却是呆在家里看电视。
6．I don’t know how to use commas. 我不知道怎么使用逗号。
句中how to use commas是带有疑问词的动词不定式作宾语，不定式的逻辑主语通常是句子的主语。在中考中，往往将其与宾语从句进行句型转换来对这一知识进行考查。例如：
He didn’t know what he should do.
→He didn’t know what to do.
他不知道应该做什么。
Jim told Lin Tao how he would spend the day.
→Jim told Lin Tao how to spend the day. 吉姆告诉林涛他是怎样度过这一天的。
The students should know what to do or what not to do in school.
我们在使用这一结构时有两点需要注意：
(1)在这一结构中，如果是疑问代词what， which, whom时，是作其后不定式短语中动词的宾语，因此动词应是及物动词，若是不及物动词，需加相应的介词。例如：
I don’t know what to say.
我不知该说什么。
He wants to know whom to work with.
他想知道将和谁在一起工作。
(2)在这一结构中，如果是疑问副词when, where, how时，是作其后不定式短语的状语，因此它们后面可接不及物动词，若接及物动词，须有自己的宾语。例如：
Please tell me where to go.
请告诉我去哪里。
Do you know how to do the exercise?
你知道怎样做这个练习吗？
7．I don’t have a partner to practice English with.
我没有练习英语的同伴。
句中to practice English with是接介词的不定式短语作定语。这一语言现象有两种情况：
(1)当被修饰的中心词与作定语用的不定式在意义上是动宾关系，并且不定式是“动词+介词”这类短语动词时，动词后的介词不能去掉。例如：
Mr. Johnson was a difficult person to wait on.约翰逊先生是一个很难侍候的人。
He is a man not to be looked down upon. 他是一个不可小看的人。
(2)当被修饰的中心词与作定语用的不定式在意义上是动状关系，即中心词是不定式（及物动词或不及物动词均可）动作发生的地点、工具等，不定式后一般要用一个适当的介词来表示这种关系。例如：
They want to buy some sickles to cut rice with.
人们想买几把镰刀用来割谷。
It’s getting dark. We have to find a hotel to live in. 天快黑了，我们得找个旅馆住下。
8． First of all, it wasn’t easy for me to understand the teacher when she talked to the class. 首先，当老师和同学们交谈时，我不容易听得懂。
本句是“it be+adj.+to do sth.”句型。it是形式主语，代替后面真正的主语动词不定式。例如：
It is not easy to learn English well. 学好英语不容易。
It is necessary to master at least a foreign language.
有必要至少掌握一门外语。
当动词不定式的逻辑主语需要表示出来时，有以下两种情况：
(1)形容词通常用来表示事物的形状或特征时，用“it+be+adj.+for sb. to do sth.”句型。常见的这类形容词有difficult, hard, easy, heavy, dangerous, expensive,useful, impossible等。例如：
It is impossible for her to buy the car with cash.要她用现金买那辆汽车是不可能的。
It’s common for leaves to fall from the trees in the fall. 秋天树叶从树上落下是件常事。
(2)形容词通常用来表示人的行为或品德时，用“it+be+adj.+of sb. to do sth.”句型，常见的这类形容词有honest, wise, clever, brave, foolish, kind, good, careful, stupid, silly, nice, right, wrong, polite, rude等。例如：
It was brave of her to save the children.
她救起那些孩子们，很勇敢。
It was careless of him to leave the door unlocked. 他没有把门锁上，实在是太粗心了。
9. Later on, I realized that it doesn’t matter if you don’t understand every word. 后来，我意识到是否理解每个词无关紧要。
句中it doesn’t matter…是动词matter的常用句型。matter用作动词主要用于否定句、疑问句或条件句中，意为“要紧”、“关系重要”，多用it作主语。偶尔也用于肯定句中。例如：
It will not matter if you come home late. 你回家晚了也没关系。
It doesn’t matter who wins in the match. 谁在比赛中获胜没关系。
It doesn’t matter whether Danny goes there or not.丹去不去那儿无关紧要。
根据情况其后可接介词to，表示对某人有关系，或接介词about，用来表示做某事是否有关系。例如：
What does it matter to you?
这对你有什么关系？
It doesn’t matter about closing the window. 关上窗子没有关系。
10. She had trouble making complete sentences. 她在造完整的句子方面有些困难。
本句是“have+n.+(in) doing…”句型，意为“做……有……”，have后常接fun, difficulty, trouble, problems等词语。介词in指“在某一方面”，常可以省略。例如：
We’re going to have fun learning and speaking English this term. 这个学期我们学说英语将会很有乐趣。
The students had trouble (in) climbing the hill.
同学们在登山时遇到了一些问题。
We had some problems getting to the top of the mountain.
到达山顶我们费了些劲。
We have difficulty talking and playing with him.
我们很难和他一起聊天和玩。
Unit 2
11. I used to be afraid of the dark. 我过去怕黑。
Did you use to play the piano? 你过去常常弹钢琴吗？
本句为used to结构的疑问句形式。used to是情态动词，只有过去式，没有其他任何时态，表示过去存在但现在已不存在的情况或习惯，to是不定式符号，后面跟动词原形。例如：
We used to work in the same workshop.
我们曾在同一个车间工作。
There used to be many people smoking in the office, but now nobody is allowed to.
过去在办公室里常常有许多人抽烟，而现在不让人抽了。
used to的疑问和否定形式可以用助动词did,也可直接用used构成。例如：
Did it use to rain here in summer?
=Used it to rain here in summer?
这儿以前夏季时常下雨吗？
We did not use to see each other.
=We usedn’t to see each other.
我们以前不经常见面。
12. But now I’m more interested in… 但我现在对……更感兴趣。
be interested in“对……感兴趣”， 表示“有兴趣做某事”be interested to do sth.句型。两个句型中的be动词可用become或get代替，侧重于由不感兴趣到感兴趣。例如：
I’m interested in this TV play．
我对这部电视剧感兴趣。
The old American became interested in Beijing Opera.这位美国老人对京剧产生了兴趣。
I am not interested in doing business with that company.
我不喜欢和那家公司做买卖。
He was interested to watch their faces and their costumes.他饶有兴趣地注视着他们的面孔和衣服。
13. I’m terrified of the dark.
我非常害怕黑夜。
terrified是动词terrify的过去分词形式，在句中相当于形容词，含有very afraid的意思。可构成短语be terrified of…“对……非常害怕”， be terrified at “因……而害怕、惊恐”。例如：
Some children were terrified of a long roll of thunder.
有些小孩子害怕隆隆的雷声。
The child was terrified of being left alone in the house. 那孩子害怕把他一个人留在家里。
She was terrified at the deafening explosion. 她被那震耳欲聋的爆炸声吓了一跳。
The old lady was terrified at the thought of crossing such a busy road.
老妇人想到要穿过这样一条繁忙的马路便感到害怕。
14. I go to sleep with my bedroom light on.
我开着卧室的灯睡觉。
句中with my bedroom light on是介词with的复合结构，在句中作伴随状语。with复合结构由两部分构成，第一部分介词的宾语，由名词或代词充当，第二部分是宾语补足语，由形容词、副词、介词短语、动词不定式或分词充当，分词可以是现在分词，也可以是过去分词。该结构在句中多数充当状语，表示行为方式，伴随情况、时间、原因或条件。例如：
We can see a big house with trees around it. 我们看见一栋高大的房子，四周树木环绕。
He lay on the bed with the bedroom door shut. 关好寝室门他就上床去睡觉了。
With the meal over, we all went home. 吃过饭我们都回家了。
With the boy to lead the way, we will find the house easily tomorrow.
有那个男孩带路，明天我会很容易地找到这幢房子。
15. Before I started high school, I used to spend a lot of time playing games with my friends, but I just don’t have the time anymore.
我上高中前，花了许多时间和朋友们一起玩，可现在我不再有时间玩了。
(1)句中的spend使用的句型是spend time (in) doing sth.，意为“花费时间或钱做某事”，其中介词in可以省去。spend另一个常用句型是spend time on sth.“在某事或物上花费时间或钱”。试比较：
I spent my holidays (in) traveling in Scotland.
我到苏格兰旅行度假了。
He spent a lot of money on books. 他花了很多钱来买书。
(2)not…anymore意为“不再……”、“再也不……”，anymore可分为any more。not…anymore同义词语是no more, not…any longer/no longer，区别是：not…anymore常用于日常对话，侧重于程度或在数量上不再增加。常可以写成no more。不过no more多用于书面语，多修饰瞬间动词。
I won’t go to his house any more/anymore.
我再也不到他家去了。
Time lost will not return anymore.
=Time lost will return no more.
=Lost time will no more return.
失去的时间一去不返了。
no longer，侧重于时间上不再延长，表示时间上的“不再”，常含有今昔对比之意，比较正式，动词常用作一般现在时，有时用作过去时。no longer的变化形式是not…any longer，多用于口语。
She could no longer go to school.
She couldn’t go to school any longer. 她再也不能上学了。
I must not disturb you any longer. 我决不能再打扰你了。
16. My life has changed a lot in the last few years. 在过去的几年里，我的生活改变了许多。
in the last few weeks/months/years表示“在过去的几周/月/年里”，常用在现在完成时态中。“in the past+时间段”也有这一用法，意思相同。例如：
I have made a great progress in the last few weeks. 在过去的几周里，我进步很快。
He has learned lots of English words in the last few months.在过去的几个月里，他学习了很多的英语单词。
I have taught in this school for ten years.
我在这所学校教书已10年了。
=I have taught in this school since ten years ago.自从10年前我就在这所学校教书。
Great changes have taken place in my hometown in the past few years.
在过去的几年里我的家乡发生了巨大的变化。
17. It seems that Yu Mei has changed a lot. 于梅好像变了许多。
本句为It seems that…句型。seem表示“好像、似乎、看起来”，表示根据某种迹象看出主观的、但不肯定的判断，这种判断往往接近事实。例如：
It seemed that he had missed the train. 看来他没搭上火车。
It seems that he is happy today. 今天他似乎很高兴。
It seems that…句型往往可转换为Sb. seem to do sth.。例如：
It seems that he understands the meaning of the word.
=He seems to understand the meaning of the word.他似乎理解了这个单词的意思。
It seems that she is sleeping.
=She seems to be sleeping.
她好像在睡觉。
It seems that…句型可拓展为It seems to sb. that…，意为“在某人看来……”。例如：
It seems to me that it will rain tonight. 我看今晚要下雨了。
It seems to me that there is something strange about the case.
在我看来这件案子有点奇怪。
It seems后面除了可接that从句外，还可以接as if引导的从句。例如：
It seems as if it is going to be fine. 好像天要放晴了。
It seemed as if the man over there had been drunk.
【九年级英语unit3讲解】推荐阅读：
初中英语八年级上册Unit3单元测试10-22
九年级英语试题一06-12
九年级上册英语练习07-12
九年级全年英语计划10-30
(初中英语)九年级英语上册教学计划06-20
九年级英语八单元教案06-12
九年级人教版英语单词10-06
新目标英语九年级知识10-19
九年级英语分层次教学论07-12
九年级家规英语作文带翻译09-07
