make_pair用法_make的用法
初中英语所涉及到的所有的语法知识
(同理出示Mike，he’s…她是…。)同桌反复练句型。纠正读音。明子的种类极其单数复数的构成
make_pair用法_make的用法
make_pair用法_make的用法
4、I used to pour time and energy into projects that were doomed from the start.
名词及句子的主谓语一致；冠词一般用法
基数词序数词及年份
人称代词用法及其五种形式
不定代词用法及其修辞
不定带刺的用法及其区分
there be与he的使用
现在进行时态结构用法及现在分词
一般现在时态结构和动词单三
一般现在用法
四种疑问句
一般特殊选择反意
祈使句感叹
语言功能
问候介绍感谢应答道歉应答告别请求语言交际日期时间询问职业颜色数量表扬
个人状况家庭朋友日常活动学校生活
然后我们就进入了初二
一般将来时态结构用法
一般过去时态结构动词过去式
介词用法与固定结构
情态动词
连词在并列句子中用法
简单句子五中句型
壮语初一从句结构
语言功能
问路就餐天气电话约会祝愿建议提醒爱好抱怨情感别比较
兴趣爱好个人情感饮食健康描绘自然
打字好累，泪啊，追给我点分让我过四级吧。
就这样进了初三
四种时态
比较级
过去进行和过去将来
现在完成构成和用法
现在完成时延续性与瞬间性
现在完成时和一般过去区别
不定式与宾语宾补结构
不定式作壮语定语主语
宾从结构
宾从状从区分
被动语态中一般现在和过去
情态被动
定从
语言功能
希望邀请建议传递信息请求表态帮助阐述原因目的表意度购物就医
人际关系
业余活动
初三毕业
这个，太泛了，不好说，有一些重点词的辨析，还有动词的用法：比如：keep doing sth.§remember to do sth。之类的用法，涉及到简单的不定式和动词分词形式，和被动语态、比较难点的有时态的变化、定语从句，基本的虚拟语气。～有些语法知识在百度英语吧有些很好的帖子讲解，可去搜搜看，要是平时有题不会做需要讲解，可去英语吧请教高人，但题目要具体，不要发那种太广泛的，不然帖子会坟掉…＠＿＠
不定冠词a/an的用法归纳
What’s this number? (呈现数字8)下面是我归纳了一些关于不定冠词a/an 的用法，欢迎大家阅读!
不定冠词a/an 的用法归纳
一、 不定冠词的基本用法
1、用于单数名词前，表示人或事物的某一类。
例：Bill is a doctor.比尔是个医生。
A traingoesfasterthan a horse.火车比马快。
2、指某人或某物，但不具体说明是何人或何物。
例：A reporter wants to see you.有位记者想见你。
3、当次提到某人或某物时。
例：I ge him a book yesterday.我昨天给了他一本书。
二、 不定冠词的活用
1、表示“一”这个数量，但数的概念没有one强。
例：I he a mouth,a nose,two eyes and two ears.
我有一张嘴、一个鼻子，两只眼睛和两只耳朵。
2、表示单位，意思是“每一学生跟读数遍，明白祈使句和“can”的表达含意。”，相当于ry。
例：Take the medicine tree times a day.
这种每天服三次。
3、用于序数词前，表示“再一、又一”。
例：He has failed tree times.He wants to try a fourth time.
他已经失-No, I’m not.败三次了。他想再试一次。
三、 不定冠词的固定搭配
a few 几个 a little 一点儿
a lot of 许多 a pair of 一双
a kind of 一种 after a while过了一会
in a hurry 匆忙 in a low vo低声地
he a look看一看 he a rest 休息一会儿
he a cold 感冒 he a good time玩得高兴 make a living 谋生
动名词 有哪些作用？
War and peace is a constant theme in literature.动名词 的用法1. 用在动词之后的动名词
（1）用在及物动词之后，做宾语
某些及物动词之后，必须接动名词作宾语，例如ENJOY，EXCUSE，FEEL LIKE，FINISH，KEEP， MIND， MISS，PRACTICE，prnt。
动词do后面也常常跟动名词，不过前面须带限定词the, some, a lot, a little等。如do some reading, do some cleaning, do the shopping.
(2) 用在不及物动词come, go后
某些表示室外活动的动名词，如climbing, driving, fishing, riding, sailing, shopping, skiing,
walking, surfing, diving等，可以跟在come或go后面，表示要进行的活动。
（3）用在need或want 之后，
在动词need, want之后，可以跟动名词，表示被动意义。如：
he needs encouraging.
My shoes want mending. 2．用在形容词后的动名词
两个形容词后可以用动名词。这两个词是BUSY 和WORTH；
值得注意的是，BE WORTH DOING 表示被动意义。3．用在介词（或者副词小品词）后面的动名词
初中阶段常见的有：THANKS FOR；BE GOOD AT；BE WEAK IN；BE INTERESTED IN；INSTEAD OF；PR。。。FROM 。。。；STOP 。。。FROM。。。；KEEP。。。FROM。。。；特别应该注意的是；介词TO后应该跟动名词，如：GIVE BIRTH TO；BE（GET）USED
TO；LOOK FORWARD TO；MAKE A CONTRIBUTION TO；
此外，一些副词小品词，如 GIVE UP，PUT OFF后面也跟动名词。4. 用在名词前的动名词
动名词可以用在名词前，表示该事物的用途。如：
A SWIMMING POOL = A POOL FOR SWIMMING
A WRITING BRUSH = A BRUSH FOR WRING
A READING ROOM，A WASHING MACHINE，A SLEEPING CAR，
A PAIR OF RUNNING-SHOES，A DINNING ROOM，A SLEEPING ROOM5．用在一些固定结构中的动名词
HAVE FUN （in）DOING STH；
HAVE PROBLEMS （IN）DOING STH
SPEND TIME / MONEY （IN）DOING STH
WASTE time （in）DOING STH6．用动名词还是用不定式
A．一些动词后面可以跟动名词，也可以跟不定式，意义没有变化
如：BEGIN，CONTINUE
B．还有一些动词，跟动名词或不定式，意义略有变化。
如。LOVE，HATE，LIKE，FREFER
C．一些动词后面跟不定式和动名词时，意此句型中的it是形式宾语，不可用其它代词替代，形容词作宾语的补足语，后面的动词不定式（短语）才是真正的宾语。例如：义相很大
如。（1）REMEMBER，FORGETB: Well, we can’t arrive late for class. We must be on time.
（2）STOP，GO ON
TRY TO DO STH = TRY ONE‘S BEST TO DO STH，（在做某事时遇到困难）想方设法做某事，企图办成某事
TRY DOING STH = HAVE A TRY TO DO STH， 试一试做某事（看会有身什么结果或后果）
（4）NEED ，WANT
人教版七年级下册英语Unit5《I'm watching TV》教案
2，构成：助动词be加动词现在分《I’m watching TV》教案(一) 教学目标
15. 当主语被one ( a ) and a half 修饰时，谓语动词用数。1. 语言知识目标：
1) 能掌握以下单词： news, use, soup, wash, movie, just
能掌握以下句型：
① —What are you doing? —I'm watching TV.
② —What's he doing? —He's using the comr.
③ —What are they doing? —They're listening to a CD.
④ —This is Jenny. —It's Laura here.
2) 能掌握语法：现在进行时态的用法。
3) 能运用所学的知识，描述人们正在干的事情。
教学重难点
1. 教学重点：
1) 词汇、词组搭配和现在进行时的用法。能用现在进行时的各种形式进行准确的描述和表达正在发生的动作。
2) 能掌握现在进行时态及一些表示具体动作的词组搭配,如: doing homework, using the comr, watching TV, eating dinner… 等
2. 教学难点：
现在进行时中现在分词的结构及读音，能在交际中准确地运用现在进行时来描述或表达正在进行的动作。
教学工具
多媒体
教学过程
Ⅰ. Warming-up and Lead in
1. Greet the Ss and check the homework.
2. Watch a video program.
Ⅱ. Presentation
1. Show some pictures on the big screen. Present the new words and expressions.
2. Ss watch and learn the new words and expressions.
3. Give Ss some time and try to remember the new words and expressions.
4. (Show some pictures on the screen and ask some students to perform the actions.)
e.g. T: What are you doing?
S: I am doing homework. (Help him/her to answer)
T: What is he /she doing?
Ss: He /she is doing homework.
Teach: watching TV, cleaning, reading a book, eating dinner, talking on the phone...as the same way.
5. Work on 1a. Ss read the activities and look at the pictures. Then match the activities with pictures.
6. Check the answers with the Ss.
Ⅲ. Game (guess)
1. T: Now let's play a . What's she/he doing? You must watch the big screen carefully.
(Show some pictures on the big screen quickly) Let Ss guess what's he/she is doing?
2. Ss watch and guess the actions.
3. Ask and answer about the pictures.
—What's he/she doing?
—He's/She's …
Ⅳ. Listening
1. T: What are Jenny, John, De and Mary doing? Now let’s listen to the tape, find out the right activities from 1a.
2. Play the recording for the Ss tw.
3. Ss listen to the recording and write the numbers from 1a.
Ⅴ. Pair work
1. Ask the Ss to read the conversations in 1c with a partner. Then look at the pictures in 1a. And conversations about other person in the picture.
2. Ss make conversations by themselves and pract the conversations.
Ⅵ. Listening
1. Work on 2a;
T: Jack and St are talking on the phone. What are they doing now? Listen to the conversations and match the answers with the questions.
(Play the recording for the first time, students only listen carefully. Then, listen to the recording again, and match the answers with the questions. )
Check the answers.
2. Work on 2b.
Let Ss read the conversation in 2b first. Then play the recording for the Ss tw.
The first time Ss only listen and write down the words in the blanks. Then play the recording again for the Ss to check the answers. (If necessary, press the Pause button to .)
Ⅶ. Pair work
1. Now, role-play the conversation with your partners.
2. Let some pairs to act out the conversation in front of the class.
Ⅷ. Role-play
1. Ask Ss to read the conversation in 2d and answer the questions below.
① Are Jenny and Laura talking on the phone?
(Yes, they are.)
② What's Laura doing now?
③ What's Jenny doing?
(She's watching TV.)
④ When do they meet at Jenny's home?
(At half past six.)
2. Ss read the conversation and answer the questions above.
3. Check the answers with the Ss.
4. Let Ss work in pairs and role-play the conversation.
Homework:
1. Review the words and expressions in this period.
2. Understand the knowledge about the present progressive tense.
3. Make five sentences on what are you doing now.
《I’m watching TV》教案(二)
教学目标
一、初步掌握动词现在分词的构
成方法。
二、初2、A kid I used to be friends with turned against me after being told that I'd been insulting him.步掌握现在进行时的含义
和用法。
三、会谈论人们正在做的事情。
教学重难点
现在进行时的结构以及动词现在分词的构成。
教学过程
Step 1, Revision
1. Greetings.
2. 复习之前学过的一些动词及相关短语
Step 2.Presatation: Lead in
1. 做师生问答练习.例如：
What can you do in PE/music/art lesson?....
2.出示学生给出更多动词短语搭配，并板书在黑板上
3. 新单词和短语.
1)Introduction: Talk about the title of this unit. Show some pictures to introduce the Present Progressive tense.
T: What’s she/he doing?
Ss: She/He is v-ing (Help the Ss to answer the questions and show the sentences)
2) Let the Ss to say what the Present Progressive is.
(现在进行时表示现在正在进行或发生的动作, 它的表现形式为:Be +V-ing ….)
3). 对比发现不同
写下一些常见动词的原型及其-ing形式. 让学生对比发现不同之处. 例如: go and going, watch and watching, do and doing, etc. Then ask the Ss to read them again
Step3.Activity 1a: Match
1. Help the Ss talk about the pictures. The Ss read these V-ing words
After the teacher. Match the words and the activities. Check the answers.
2.同桌问答练习
3. Ask some Ss to do actions and let the class guess what he/she is doing.
Step4.Activity 1b & 1c: Listening and pair work.
1. Play the recording for the Ss to listen. Play again. Ss listen and write the number of the activity each person is doing. Check the answers.
2. A guessing : Guess the activities according to the Ss’ actions.
Step 5 Summary
Go through the sentences with the Ss. Deal with some language points.
Step 6 Homework:
1. Copy the new words and recite.
2. Make up their own dialogues from1c
课后习题
Who _____ over there now?
A. singing B. are sing
C. is singing D. sing
2. It’s eight o’clock. The students _____ an English class.
A. he B. hing
C. is hing D. are hing
用现在进行时填空 ：
1.My mother _______ ( cook ) supper.
My father ________ ( wash ) the car.
2. They _________ ( run ) over there.
3.Our English teacher ________( talk) with a new student.
4. My aunt _______ ( watch ) TV
5.The boy ________ ( clean ) the room.
7. Mr. Green and Mrs. Green ________ ( look ) for their son.
板书
Unit 5 I’m watching TV
section A(1a-1c)
现在进行时
1，定义：表示现在正在进行或发生
的动作。
词形式。
简记为：be(am/is/are)+v-ing
《I’m watching TV》教案(三)
教学目标
1. Knowledge Objects
Review to talk about what people are doing.
Review the present progressive tense and present tense.
2. Ability Object
Improve students’ ability of listening, speaking, reading and writing skills.
Improve students’ ability of communicative competence.
3. Moral Object
Teach students that they should be bre people.
Be good at watching soming and love our lives.
教学重难点
Teaching Key Points
Review the key words and the target language.
Teaching Difficulties
Train students’ ability of communicative competence.
Train students’ integrating skills.
教学工具
课件
教学过程
Step I
1. Greet to students. 1. Greet to the teacher.
2. Ask about date or day. 2. Answer about the date or day.
3.Ask about students forite sports or other activities such as, watching TV, reading, playing ,comr s, etc.
At the same time, teacher may write these verb phrases on the blackboard or put up the pictures about these. 1. Tell the teacher and other students about your forite things.
eg: play basketball / soccer. watch TV, read stories, go shopping, clean rooms, swim, do homework, write letters, etc.
Step II
1. Show some pictures with some activities in them to students.
T: What do they do?
What does she/he do?
What does he like doing? 1. Look at the pictures and try to talk about these pictures.
S: They clean the house.
He watches TV.
She likes reading.
2. Teacher leads to ask and answer:
-What are they doing?
-They are eating.
-What’s he doing?
-He is reading. 2. Try to think over and answer teacher’s questions as many as sible.
3. Teacher may write these words on the black board , then ask students to add-ing to the words.
Show:
1) play-playing watch-waching
clean-cleaning read-reading
talk-talking do-doing
2) he-hing write-writing
3)stop-stopping swim-swimming 3. Read and remember the words and then add-ing to them.
Students may try to find the changing rules. Work in groups. Then l other how to change a verb into-ing forms.
Step II 4.
Teacher shows another group of verbs:
Lie-lying tie-tying die-dying 4.Try to find the rules.
Then read and remember.
They may look up the dictionary and find the meanings.
Step III
1.Task1
Ask four students to sit in the front of the class.
Try not to let others find what he or she is doing.
Guess what the students are doing.
Language needed:
1. -, are yoeading?
2. –Is eating?
-No, he isn’t..
-Are they doing their homework?
-Yes, they are.
2.Ask students to finish the guessing one by one. Try to make more chances to pract speaking English for students.
Step IV
He a listening pract.
Listen, look and say.
Step V Homework:
1. Finish self-check 1.2.
2. Write more than ten sentences according to the pictures of 2c on Page26.
3. Make a survey:
After school, please ring up your families or friends,See what they are doing at that moment.
time names What they are doing
7:50 p.m.
9:00
课后小结
学了这节课，你有什么收获?
课后习题
完成课后练习题。
板书
Unit 5 I’m watching TV
初中3年英语词组和句试
语言话题短语、词组归纳
由动词开头构成的短语、词组很多。复习时应分类处理：
一、动词+介词
1．look at…看…，look like … 看上去像……，
look after …照料…
2．listen to…听……
3．welcome to…欢迎到……
4．say hello to …向……问好
5．speak to…对……说话
此类短语相当于及物动词，其后必须带宾语，但宾语无论是名词还是代词，都要放在介词之后。如：
This is my new bike. Pl另外，以下这些短语也必须掌握。如：on duty, after breakfast, at night, at the door, in the middle, in the sky, on one’s bike等。ease look it after.(×)
This is my new bike. Please look after it.(√)
二、动词+副词
“动词+副词”所构成的短语义分为两类：
A．动词（vt.）+副词
1．put on 穿上 2．take off脱下 3．write down记下
此类短语可以带宾语，宾语若是名词，放在副词前后皆可；宾语若是人称代词，只能放在副词的前面。试比较：
First listen to the tape, then write down the answer/write the answer down. (√)
First listen to the answer, then write down it.(×)
B．动词（vi）+副词。
1．come on赶快 2．get up起床 3．go home回家 4．come in进来 5．sit down坐下 6．stand up起立
此类短语属于不及物动词，不可以带宾语。
三、其它类动词词组
1.close the door 2.1ook the same 3.go to work/class 4.be ill 5.he a look/seat 6.he supper 7.1ook young 8.go shopping 9.watch TV/s 10. play s
介词短语聚焦
“介词+名词/代词”所构成的短语称为介词短语。现将Unitsl-16常用的介词短语按用法进行归类。
1．in+语言/颜色/衣帽等，表示使用某种语言或穿着……。如：in English，in the hat
2．in + Row/ Team/ Class/ Grade等，表示“在……排/队/班级/年级”等。
3．in the morning/ afternoon/ ning/ 表示“在上午/下午/傍晚”等一段时间。
4．in the desk/ pencil-box/bedroom 等表示“在书桌/铅笔盒/卧室里”。
5．in the tree表示“在树上 (非树本身所有)”；on the tree表示“在树上(为树本身所有)”。如：There are some in the tree. There are many apples on the trees.
6．in the wall表示“在墙上（凹陷进去）”；on the wall表示“在墙上（指墙的表面）”。如：There’re four windows in the wall, and there is a map on the back wall.
7．at work（在工作）/at school（上学）/at home（在家）应注意此类短语中无the。
8．at + 时刻表示钟点。如：at six, at half , past ten.
9．like this/that表示方式，意为“像……这/那样”。
10．of短语表示所属关系。如：a picture of a classroom, a map of China.
11．behind/ beside/ near/ under+ 名词等，表示方位、处所。如：beside/ near the door, under/ behind the tree.
12．from与to多表示方向，前者意为“从……”，后者意为“到……”。如：from one to ten, (go) to school/ bed/ work.
重点句型大回放
1．I think…意为“我认为……”，是对某人或某事的看法或态度的一种句型。其否定式常用I don’t think…，如：I think he’s Mr Zhinag. (L17)I don’t think you are right.
2．give sth. to ./ give . sth. 意为“把……给……”，动词give之后可接双宾语，可用这两种句型；若指物的宾语是人称代词时，则只能用give it/ them to . 如：
His parents give him a n purse./His parents give a n purse to him. Give it to Mr Hu.(L57)
3．take ./ sth. to…意为“把……(送)带到……”，后常接地点，也可接人。如：
Please take the new books to the classroom.
4．One…, the other…/One is…and one is…意为“一个是……；另一个是……”，必须是两者中。如：One is red and one is grey.(L50)或 One is red,, the other is grey.
5．Let . do sth. 意为“让某人做某事”，人后应用不带to的动词不定式，其否定式为Don’t let ，do sth.，或Let . not do sth. 另外，Let’s 与Let us的含义不完全相同，前者包括听者在内，后者不包括听者在内，如：Let’s go for a walk./Let us try once more, please.
6． . (to) do sth./ . with sth.意为“帮助某人做某事”，前者用不定式作宾补，后者用介词短语作宾补，二者可以互换。如：Let me you find it.(L42)/Let me you with it.
7．What about…？/How about…？意为“……怎么样？”是用来询问或征求对方的观点、意见、看法等。about为介词，其后须接名词、代词或V-ing等形式。如：What/How playing chess?
8．It’s time to do…/ It’s time for sth. 意为“该做……的时间了”，其中to后须接原形动词，for后可接名词或V-ing形式。如：It’s time to he supper. =It’s time for supper.
9．like to do sth./like doing sth.意为“喜欢做某事”，如：Li Lei and his friends like to play in the tree house. (L 43)前一种句型侧重具体的一次性的动作；后一种句型侧重习惯性的动作，试比较：
Tom likes swimming, but doesn’t like to swim this afternoon.
10．ask .(not) to do sth. 意为“让某人(不要)做某事”，其中ask .后应接动词不定式，如：
Ask your friends to guess what is in it. (L44)
11．show . sth. / show sth. to do. 意为“把某物给某人看”，该句型的用法同前面第2点。如：
Show your friend your family photo.（L36）/Show your family photo to your friend.
12．introduce . to . 意为“把某人介绍给另一人”；introduce to .则是“向某人作介绍”。如：Introduce your family to her.
1.kinds of 各种各样的
2. either…or…或者…或者…，不是…就是…
3. neither…nor…既不……也不……
4. Chinese tea without, anything in it 清茶
5. take a seat 就坐
6. home cooking 家常做法
7. be famous for 因……而
9. be sick/ill in hospital生病住院
10. at the end of在……的尽头，在……的末尾
11. wait for 等待
12. in time 及时
14. just then 正在那时
15. first of all 首先，
16. go wrong 走错路
17. be/get lost 迷路
18. make a noise 吵闹，喧哗
19. get on 上车
20. get off 下车
21. stand in line 站队
22. waiting room 候诊室，候车室
23. at the head of……在……的前头
24. laugh at 嘲笑
25. throw about 乱丢，抛散
26. in fact 实际上
27. at midnight 在半夜
28. he a good time=enjoy oneself玩得愉快
29. quarrel with . 和某人吵架
30. take one’s temperature 给某人体温
31. he/get a pain in…某处疼痛
32. he a headache 头痛
33. as soon as… 一……就……
34. feel like doing sth. 想要干某事
35. stop…from doing sth. 阻止……干某事
36. fall asleep 入睡
37. again and again再三地，反复地
38. wake up 醒来，叫醒
39. instead of 代替
40. look over 检查
41. take exercise运动
42. had better(not) do sth. （不要）干某事
43. at the weekend 在周末
44. on time 按时
45. out of从……向外
46. all by oneself ，单独
47. lots of=a lot of 许多
48. no longer/more=not…any longer/more 不再
49. get back 回来，取回
50. sooner or later迟早
51. run away 逃跑
52. eat up 吃光，吃完
53. run after 追赶
54. take sth. with . 某人随身带着某物
55. take(good) care of…=look after…(well)
（好好）照顾，照料
56. think of 考虑到，想起
57. keep a diary 坚持写日记
58. lee one by oneself 把某人单独留下
59. harder and harder 越来越厉害
60. turn on打开（电灯、收音机、煤气等）
61. turn off 关
重温重点句型
1．So + be／助动词／情牵动词／主语．
前面陈述的肯定情况也适于另一人（物）时，常用到这3. 能够熟练使用can和can’t表示许可。种倒装结构，表示“另一人（物）也如此。”前面陈述的否定情况也
适于另一人（物）时，常用“Neither/ Nor + be／助动词／情态动词+主语．”这种倒装结构。例如：
He likes playing basketball, and so do I.
他喜欢打篮球，我也喜欢。
Kate can’t speak Chinese, and I neither/ nor can Jim．
凯特不会说汉语。吉姆也不会。
注意：“So+主语+be／助动词／情态动词．”这一句型常用于表示赞同，进一步肯定对方的看法，表示“的确如此。”
“是呀。”例如：
一Basketball is very popular in America．
篮球在美国是一项很受欢迎的运动。
一So it is．的确如此。
2．Turn right／left at the first／second／…crossing.
这一指路的句型意为“在／二／……个十字路口向右／左拐。”相当于Take the first ／second／…turning on the
right／left.
例如：
一Can you l me the way to the nearest t off？
你能告诉我去最近的邮局的路吗？
一Walk along this road，and turn left at the third crossing.
沿着这条路走，在第三个路口向左拐。
3．It takes ．some time to do sth．
此句型表示“干某事花了某人一段时间。”其中的it是形式主语，后面的动词不定式（短语）才是真正的主语。例如：
It took me half an hour to finish the hard work．完成这项艰巨的工作花了我半个小时。
4．…think／find + it + adj. + to do sth.
I found it important to learn English well.
我发现学好英语很重要。
5．What’s wrong with…？
此句型相当于What’s the matter/ trouble with…？后跟某物作宾语时，意为“某物出什么毛病了？”后跟某人作宾语时，意为
“某人怎么了？”例如：
－What’s wrong with your bike？你的自行车出什么毛病了？
一It’s broken．它坏了。
－What’s wrong with you？你怎么了？
一I he a pain in my head．我头痛。
6．too…to…
在so…that…复合句中，that后的句子是否定句时，常与简单句too…to…（太……而不能……）进行句型转换。例如：
He is so young to go to school．（改为简单句）
→He is too young to go to school．
在so…that…复合句中，that后的句子是肯定句时，常与简单句…enough to…进行句型转换。例如：
This maths problem was so easy that we could work it out. （改为简单句）
→This maths problem was easy enough for us to work out.
7．Sorry to hear that.
全句应为I’m sorry to hear that. 意为“听到此事我很难过（遗憾）。”常用于对别人的不幸表示同情、遗憾之意。例如：
—My mother is ill, so I he to look after her at home.
我母亲病了，因此我必须在家照看她。
—Sorry to hear that.
听到此事我很难过。
重点句型、词组大盘点
1. She used to be a Chinese teacher. 她过去是一位汉语老师。
[用法] used to + 动词原形，表示过去经常性的动作或存在的状态，含有现在不再如此之意。
[搭配] used to do的否定式可以是usedn’t to do或didn’t use to do.
[比较] used to do sth. 过去常做某事；be/ get used to doing sth. 习惯于做某事；be used to do sth. 被用来做某事。
[举例]
1) I used to read in bed.
我过去总是躺在床上看书。
2)Did he use to work into the night? 或 Used he to work into the night?
他以前总是工作到深夜吗？
3)I am used to getting up early.
我习惯早起。
4)Knives are used to cut things.
刀是用来削东西的。
2.…return it sooner or later.
……迟早要将它归还。
[用法]
l)sooner or later意为“迟早”、“早晚”。
2)return此处用作及物动词，意为“归还”，相当于give back.
[拓展]return还可用作不及物动词，意为“返回”，相当于go back或come back。
[举例]
l)He will find his shortcoming sooner or later.
他迟早会发现他的缺点的。
2)When will yoeturn to your hometown? 什么时候回老家？
nbsp;3)I he returned the book to the library. 我已经把书还给图书馆了。
3.No matter what the weather is like…无论天气……
[用法]no matter what 相当于whatr，其意为“无论什么”，状语从句。
[拓展]类似no matter what的表达方式还有：
no matter when无论什么时候
nbsp; nbsp;nbsp;no matter where无论什么地方
no matter who无论谁
no matter how 无论怎么样
[举例]
l)No matter what he does,nbsp; he always tries to do it well.
无论做什么事，他总是力求做好。
2)No matter what happens, I will take your side.
无论发生什么事，我都将支持你。
3)No matter who gives a talk, we shall listen carefully.
无论谁做报告，我们都应当认真听。
4)No matter how he goes to work, he is nr late.
无论怎么样去上班，他从不迟到。
4. A young man practised speaking English with Mr. Green. 一位年经人与格林先生练习讲英语。
[用法]practise doing sth. 表示“实践、练习（做）某事”。
[拓展]pract名词，“实践”、“实施”、“练习”；put a plan into pract实行某。
[举例]
l)The boy practised a new sound. 那男孩练习发出新的声音。
2)She practised the piano two hours ry day.
她每天练习两个小时的钢琴。
3)We he laid the plan and now we must put it into pract. 我们已经制订出，现在必须实施。
5. He encouraged ryone to take part in protecting our lakes, rivers, seas and oceans.
他鼓励大家参加保护我们的湖泊、河流和海洋的活动。
[用法]
1)encourage用作动词，意思是“鼓励”、“支持”。
2)take part in“参加”，常表示参加活动。
3)protect 是动词，表示“防御”、“保护”。
[搭配]
1)encourage . in sth.
在某事上鼓励或支持某人
nbsp;encourage . to do sth.
鼓励某人干某事
2)protect sh. from sth.
使某人不受某事侵袭或伤害
1)My parents encourage me in my studies.
我父母亲经常鼓励我学习。
2)The school encouraged the students to practise using the comrs.
校方鼓励学生练习使用计算机。
3)Will you take part in the English contest?
你准备参加英语竞赛活动吗？
4)The vegetables were well protected from the cold.
这些蔬莱被保护得好而没受冻。
6. …to warn people about sharks in the water. ……人们当心水里的鲨鱼。
[用法] warn用作动词，意思是“”、“警戒”。
[搭配]
1)warn .+ that从句
nbsp;nbsp;2)warn . of sth. 某人某事
3)warn . to do sth.
告诫某人做某事
4)warn . against(doing) sth.
告诫某人当心某事/不要做某事
[举例]
1)I warned him that snakes were erous. 我他，蛇很危险。
2)We are trying to warn children the ers of oking.
我们正试图孩子们吸烟的危害。
3)Dr Synes warned me to give up my drinking.
Synes 大夫劝我戒酒。
4)The not warned people against swimming in the pool.
公告告诫人们不要在池塘里游泳
名词语法及其考点
Read the letter →Section B (3 a)名词(Noun,简称n.)，是词类的一种，属于实词 ，名词表示人、事物、地点或抽象概念的名称。以下是我为大家整理的名词的语法 总结 ，希望能帮助大家更好地认识名词，提高英语水平。
一、 名词主要考点：
1.特殊名词的单复数
2.与名词相关的主谓一致关系
二、 关于特殊名词的具体考点如下：
1.容易误用为复数的不可数名词：(这些名词一般不能用作复数，谓语动词用单数)
a 建议，忠告 living 生活，生计
equipment 装备，设备 progress 前进，发展
furniture 家具，设备 scenery 风景，景色
rmation 通知;信息 machinery 机器，机械
knowledge 知识，学问 traffic 交通流量
baggage / luggage 行李，皮箱 trouble 烦恼，麻烦
cash tder 雷声，轰隆声
apparatus 仪器 weather 天气，处境
clothing 衣服 work 工作，劳动
纸，钞票 luck 运气，幸运
technology 工艺，技术 jewelry 珠宝
2. 复数形式的名词用于单数概念，其谓语动词用单数。(这些名词一般为表示学科或疾病的名词)
economics 经济学 measles 麻疹
physic6. They _______ ( he ) a meeting .s 物理学 mumps 腮腺炎
mathematics 数学 rickets 软骨病，佝偻病
dynamics 动力学 news
The United States 美国 The New York Times
三、名词的主谓一致关系
英语中，主语和谓语在数、性和格上应该保持一致，但在实际应用中很容易被忽视，尤其是主语和谓语之间出现插入语，故中经常考到主谓一致。除了以上特殊名词谓语有特殊要求外，现将主谓一致的考点归纳如下：
1. 复数原则：两个或者两个以上的名词由and连接作主语时;主语由both … and … 连接时，谓语动词用复数。
Baseball and swimming are usually summer sports.
Both bread and butter are sold in that grocery. 那个杂货店既卖面包，也卖黄油。
2. 就近原则： 由 either … or … ; neither … nor …; not only…but also…; …or …; there be …等的主语， 谓语动词的单复数取决于最靠近动词的名词的单复数。
Not only the students but also their teacher is invited to attend the party.
3. 就远原则：主语，+ as well as +另一个主语，谓语动词的单复数取决于个主语的名词的单复数。
My mother, as well as my two brothers, has a key to the off.
我母亲，还有我的两个哥哥都有一把办公室的钥匙。
同例：with…; toger with…; along with…; including…; in addition to…; besides …; except…; as much as…; accompanied by …; rather than…等等
4. 表示时间、距离、价值、量度的复数名词作主语时谓语动词用单数。
One dred dollars is a large sum for the poor .
Twenty days he passed since I met her last time.
自从我上次见到她到现在已经过去二十天。 ( twenty days 这里不作整体看待， 故谓语动词用复数。)
5. and连接两个名词表示一个概念做主语时，谓语用单数; 若表示的是多个不同的概念时，谓语动词用复数。
与和平是文学中永恒的主题。(War and peace是一对概念，看作一个主题2. 能在情境中感知如何谈论年龄，能初步听懂、会说、会读句型日常交际用语：How old are you? I’m … . How lovely! Here you are.)
同例： ham and eggs n.火腿蛋 steam and bread
law and order bread and butter
apple pie and cream folk and knife
wheel and axle 轮轴 needle and thread
love and hate egg and r 蛋炒饭
The writer and translator is delivering a speech in our university tonight. (指同一个人)
The writer and the translator are delivering a speech in our university tonight. (指两个人)
A black and a white dog are playing in the yard. (指两只狗)
A black and white dog is playing in the yard. ( 指一只狗)
6.动词不定式、动名词、名词性从句做主语时+单数谓语
Early to bed and early to rise makes one healthy, wealthy and wise.
( 指“早睡早起”一件事)
To work hard is necessary
What I said and did is of no concern to you.
Reading three classical novels and some social investigations are assignments for the students during the holiday. ( 注意： 指不同性质的两件事，谓语用复数 )
7. many a, more than one + 单数可数名词，尽管表示复数意义， 谓语仍用单数。
Many a student has made such a mistake.
More than one stranger agrees with me.
[注意]
在“more + 复数名词 + than one”结构作主语时，谓语动词用复数。
More persons than one he been involved. 卷入其中的远不止一人。
8. 由 ry …and ry …; each … and each…; no … and no…; many a …and many a … 等连接的并列主语，谓语动词用单数。
Every man and ry woman working here is getting along well with me.
No difficulty and no hardship has discouraged him.
9. 由 all of, most of, half of , a lot of, part of 等加名词构成的主语，谓语动词的数取决于该名词的单复数。
All of us are going to see the .
All of his time was spent on gambling
Three-fourths of the people are illiterate.
同例： plenty of…， one fourth of…， none of…， some of …， majority of …， … percent of …， the rest of …， reminder of …。
10. a number of ( a total of , an erage of ) +复数名词，谓语动词用复数。
the number of ( the total of, the erage of ) + 复数名词， 谓语动词用单数。
A total of ten thousand dollars were donated last month.
The total of dollars donated last month was 100,000 dollars.
同例： a / the variety of;a / the group of
11. 定语从句的谓语动词注意与先行词保持一致，但注意the only one of… 的用法。
One of those men likes to drive fast.
One of those men who like to drive fast is her son.
He is the only one of those men who likes to drive fast.
12. 由some，any, no，ry 构成的复合词如somebody, nothing, nobody, anything, rybody等代词作主语，谓语动词用单数;由each, ry one, no one, either, neither, another, the other作主语时，谓语动词用单数;由either, neither, each, ry修饰名词作主语时，谓语动词用单数。如：
More than one example is necessary to make the students understand this rule clearly.
Neither is satisfactory.
Is either of the singers reading now?
13. the + adj / v-ed 表示一类人时， 用复数谓语动词; 表示抽象概念时， 谓语动词用单数。
The sick he been cured and the lost he been found.
病人得到了医治，失踪的也找回来了。
同例： the poor / dumb / innocent / guilty / unemployed / aged / oppressed / exploited…
We can do the difficult first. The imsible takes a little longer.
我们先从难题开始，不会的可能花的时间长一些。
The best is yet to come. 好戏还在后头。
14. a pair of + 由两部分物体构成的名词(如：shoes, scissors, glasses, jeans, pants, trousers)作主语时，谓语动词用单数。
My new pair of pants is being altered. 我的一条短裤正在修改。
One and a half apples is left on the plate.
16. 当主语由 a series of…， a portion of …， a species of …， a kind of …， a sequence of …， a chain of…， a piece of … 加名词(单数或复数)构成时， 谓语用单数。
A series of lectures on psychology is said to be given by Mr. Li.
A large portion of her poems was published after her death.
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(She's washing her clothes.)在英语学习中要让学生自己去读，感受语音语调，鼓励学生加入自己的感情动作来表演对话。以下是我整理的小学英语教案范文五篇，希望可以提供给大家进行参考和借鉴。
[比较]小学英语教案范文一
【教材解读】
本单元的话题是谈论天气情况和周末活动。Story time 以日记的形式记录Yang Ling周末的一天， 让学生进一步认识和理解一般过去时的用法。教师可以利用学生用书五年级上册Unit7 At weekends的词汇设计教学活动，要求学生运用一般过去时描述刚过去的周末活动。
【学习目标】
1. 学生能初步能理解并且会听、会说、会读和会拼写单词及词组：cloudy, rainy, sunny, windy 和会运用句型：It was sunny / cloudy / windy / rainy.
2. 学生能初步听懂并且会说、会读单词show, interesting, weather, high, honey, ant, bee, cloud, sky, rain
4. 学生能初步感知天气表达的句型
5. 学生能够对英语书写日记格式有一定的了解
【教学重点】
1. 学生能初步能理解并且会听、会说、会读和会拼写单词及词组：cloudy, rainy, sunny, windy 和会运用句型：It was sunny / cloudy / windy / rainy.
2. 学生能初步听懂并且会说、会读单词show, interesting, weather, high, honey, ant, bee, cloud, sky, rain,、
4. 学生能初步感知天气表达的句型
【导学过程】
Step 1 Warm up
Greeting
Free talk
T: Hello, boys and girls.
Would you know soming more about me?
Two days ago, I was in Shanghai. Do you know Shanghai ?
It’s a big and beautiful city. I
Review : was(am的过去式) ago
But now ,I am in Zhangjiagang. It’s beautiful, too.
利用简单的两句话，区分时态的不同
3.T: Can you let me know soming about you?
Look at the screen, you can choose one part to l me soming about you.
出示 Fourite Food, Fourite Animal, Hobbies三个话题
在Fourite Food话题中引出本课相关单词dumplings, honey
在Fourite Animal话题中引出本课相关单词parrot 延伸到parrot show
在Hobbies话题中引出I like drawing and writing diaries very much.
Teach: diaries diary
T:Look ,these are my pictures. Let’s look at them.
Teach: sunny cloudy windy rainy
T: These pictures are about the weather.
Teach: weather
Step 2. Presentation
1.show a picture
T: This is Yang Ling.
She likes drawing and writing diaries ,too.
出示日记抬头部分
T: This is a diary of hers. What a day!
What day is it today? Sunday
What date is it today? 20th September(9月20号)
渗透英文日记的书写格式
引出课题Unit 2 What a day! T:Let’s look at Yang Ling’s pictures.
What can you see in the picture?
(1)S:I can see some children in the park.
T:Who are they?
S: Su Hai, Mike, Liu Tao and Yang Ling.
(2) We can see some parrots in the park.
(3) fly kites
(4) rain
4.Let’s talk 出示课文相关展开讨论
Look and match 在此过程中动词过去式的特殊变化形式
go→went see→saw become→became fly→flew are→were
Then read the sentences in the right orders. (Teach: wet)
5.Read the diary by yourself, then finish the exercise. (T/F)
6.Read the diary
找出表达天气变化的句子，再过渡到变化的句子
在此活动中bring过去式brought, can过去式could
Step 3.Consolidation
1.Let’s read
a.Read after one.
b.Read toger.
c.Read one by one.
2.T:What do you think of her day?
Happy? Interesting? Terrible? Bad?
Step 4.Homework
1. Read the text.
2. Try to rel the diary according to YL’s pictures.
板书设计：
Unit 2 What a day!
It was sunny / cloudy / windy / rainy.
see→saw are→were
become→became bring→brought
小学英语教案范文二
_课时
教学内容：Storytime
教学目标：
教学重点、难点
能在情境中感知如何谈论年龄，能初步听懂、会说、会读句型日常交际用语：How old are you? I’m … . How lovely! Here you are.
教具、学具准备：
单词卡片，PPT
教学过程：
step 1. Greeting and warm up
T: …, please close the door.
…, please close the window.
T: Good morning/afternoon, boys and girls.
Ss: Good morning/afternoon, Miss Cui.
T: …, can you count from one to ten? 学生试着说。
Ss: Eight. (T教eight,以同样的方法教nine,ten)
T：(出示Mike, Helen, Tim的)Look, Helen is Mike’s brother. Mike is nine. And how old are you?
Ss: I’m eight/nine /ten .
新授句型，学生问答。
T: Good. And how old is Helen? Guess! (学生猜测Helen的年龄)
Step 3. Learn to say .
出示T：This is a museum. Mike and his family are in a museum. What can you see? Ss: Toys.
T: Yes, and what are they going to do ? Let’s he a look.
1.观看动画，整体感知课文：Do they see toys in the museuml? How do they feel?
Find the sentence: Look!How lovely!
2.提出问题，让学生带着问题再听一遍录音：How old is Mike? How old is Helen?
How old is Tim?
学生练：How old are you ? I’m nine/eight/two.
仔细读课文，找出: What is for Mike/Helen/Tim?
出3 ：This is for you. Thank you.
出4 ：Here you are . Thank you.
4.Read after the tape.逐句跟读，注意语音语调。
Read toger. 注意人物的表情和动作。
Read in roles.让学生自己去读，感受语音语调，鼓励学生加入自己的感情动作来表演对话。
Rel. 出示，让学生回忆出气泡里的内容
Act in roles. 4人小组进行表演。
Step 4 Consolidation
Make a dialogue.
学生在习得课文语句的基础上进行对话创编：
T：Now I’m the shopkeeper at the Toy Museum. Look at the toys .
Ss: How lovely!
T: Hello! How old are you?
S: I’m … .
T: This …is for you./Here you are.
学生在小组内开展对话练习与创编。
课堂作业：
家庭作业：
1.听录音跟读对话。
2. 抄写四会单词。
3. 记住家里的电话号码、门牌号、车牌号
小学英语教案范文三
一、教材分析:
本单元主要围绕“朋友”这个话题开展各项活动，所涉及的日常交际项目有介绍，告别等。其中以“介绍自己的朋友”为重点内容。在设计教学活动时，应用“任务型”教学方法，以活动来支撑课堂。把每一项教学目标看成本课时的主要任务，精心设计，巧妙铺垫，在教师的前提下，让学生自己归纳语言知识，培养学生的口语表达能力。
二、教学目标;
1 、能听懂、会读、会说goodbye, my friend, he’s, she’s.
2、能听懂、会读、会说日常交际用语Goodbye,… He’s/She’s… He’s/She’s my friend.
3、能正确地理解并朗读对话内容，在教师的和帮助下尝试表演对话。
4、能初步运用本课所学的词汇和日常交际用语与人告别，向他人介绍自己的朋友。
三、教学重难点;
1、能熟悉所学字母。
3、能熟练应用所学句型。
4、能将句型应用到实际生活中。
四、教学准备
字母卡片、PPT、动画课件
五、教学过程。
Setp1: class opening and revision
Free talk
T: Good morning, class.
Ss: Good morning , Miss Tang.
T: Hello, Are you …?
S1: Yes, I am. /No, I am not. /Yes, you are right.
T: ok, now I he some cards. You should read them quickly and loudly.
(出示字母卡片，复习旧知。)
Setp2：Presentation
1、let’s enjoy a song
2、there are two person.(出示人物卡片)he’s Mike. He’s Joe. Mike is my friend and Joe is my friend too. So they are my friends.(出示板书，新词friends我的朋友们)出示单词卡，巩固发音。
3、So today we will learn unit 3 My friends.(引出课题my friends)
4、展示PPT，there is a person, but I can’t see her clearly. Can you guess who she is?S2: Yang Ling
T: Yes, she is Yang Ling. (板书she’s …她是…。) 同桌反复练句型。
We he many friends, we are all friends. For example, she’s … She’s my friend.
Pair work
let’s introduce your friends
he’s ….he’s my friend.
She’s…she’s my friend.
Setp3: story time
1. Watch and answer
Q1who’s Mike’s friend?
Q2How does Mike introduce his friend?
2. Listen and underline
3. watch again
重复播放故事录音，组织学生一边指着对应的英文句子，一边模仿跟读。
4、read in different ways
5、play in roles
Step4:interesting pract
根据课文内容填空
Step5：homework
try to rel the story
板书设计
Unit 3 My friends
我的朋友们
Friend/friends
He’s __x. 他是__x。
He’s my friend.他是我的朋友。
She’s __x. 她是__x。
She’s my friend.她是我的朋友。
小学英语教案范文四
The 4th period
Teaching Aims:
1. The students can pract three special sounds.
2. The students like to learn English.
3. The students can listen and find.
Teaching Emphasis:
1.How to pract the special sounds.
2.How to listen to the story and do exercise.
Teaching Difficulty
1. How to pract the special sounds.
2. How to listen and do some exercise.
Teaching process:
Step1:
Special sounds.
T: He the children open the books at page78 and look at the pictures of the drum, the flowers and the frog. He them try to read them.
S: Look at the pictures and try to read them.
T: Play the tape and he the children listen carefully for the difference between the sounds /dr/ /fl/ and /fr/.
S: Listen to the tape carefully and find difference.
T: Play the tape again and he the children read after the tape.
S: Listen and repeat.
T: He the children try to remember some words. He the children look at the blackboard and read the other words.
S: Look at the blackboard and read the words after the teacher.
Step2:
Match the ordinal numbers
T: He the children open their books at page 32 and look at the prizes and words on top of the page. He them read the words first.
S: Look at the prizes and read the words.
T: Point to the pictures of the prizes with the race ition given and to the ordinal number words. Tell the children that they he to match the words and numbers.
S: Try to match the words and numbers.
T: Explain that people sometimes use the ordinal numbers instead of their names in writing.
S: Listen and think.
Step3:
T: He the children look at the pictures at the bottom of the page. Explain the five objects are prizes in a competition and they he to read the sentences and then write the ordinal numbers under the corresponding object.
S: Look at the pictures and read the sentences and write the ordinal numbers.
T: Put the children in pairs to read the sentences and label the objects.
S: Read the sentences and label the objects.
Step4:
Listen and check
T: He the children look at the pictures on the top of page 33. Explain that the two children in the pictures is talking about things they did yesterday. He the children say what they think the child in the picture did yesterday.
S: Look at the pictures and guess.
T: Play the tape and he the children listen to the tape carefully.
S: Listen to the tape.
T: Play the tape again and he the children check what the boy did in the pictures.
S: Listen to the tape and check.
Step5:
Let’s find out
T: He the children think about the sports that they usually to do.
S: Try to thiStep 3: Listen to conversations about the activities and find out what rules students breaknk.
T: He the children look at the bottom of the page. He them read the conversation between the two children. Explain that you want them to interview at least three children for sports they did last week, and they need to take notes on the lines provided.
S: Read the conversation and interview three children.
T: When the children finished, ask them to read their notes to the class.
Homework:
Recite the words.
课后反思：学生能够把所学内容灵活运用到实际的练习中，掌握较好。
小学英语教案范文五
The 5th period
Teaching Aims:
1. The students can read the story and do some exercise.
2. The students like to learn English.
3. The students can listen and write the words.
Teaching Emphasis:
1.How to read the story.
2.How to listen to the story and do exercise.
Teaching Difficulty
1. How to read the story and do exercise.
2. How to listen and do some exercise.
Teaching process:
Step1:
Review the story.
T: He the children try to think the story.
S: Try to think.
T: Tell the story to the student.
S: Listen and think.
Step2:
Read the story.
T: He the children open their books at page 34 and look at the pictures. Ask them to predict what is going to happen in this part of the story.
S: Look at the pictures and try to guess.
T: He the children read the story .
S: Read the story.
T: He the children read the story with teacher.
S: Read the story toger.
Step3:
Number the pictures.
T: He the children look at the pictures again and then number the pictures in the order.
S: Read the story again and number the pictures.
T: He the children find the sentences about the pictures in the text.
S: Find the sentences.
Step4:
Check the correct answer.
T: Explain to children that the unfinished sentences all relate to this part of the story. All the rmation they need to complete the sentences is in the text. He the children read the story and do exercise.
S: Read the story and do exercise.
T: He the children check the answer in pairs.
S: Correct the answer.
Step5:
Listen and write the words.
T: Explain to the children that they are going to listen to the story from the chicken’s point of view.
S: Look at the pictures.
T: Play the tape and he the children listen carefully .
S: Listen to the tape carefully.
T: Play the tape again and he the children write the missing words.
S: Listen to the tape and try to do it.
T: He the children read the story and check the answer.
S: Read the story and correct the answer.
Homework:
Tell the story to their parents.
英语语法问题求解。。。谢谢了？
形容副词比较及英语的状语因为比较多，而有些混杂，有些特征不明显而无法确定，争论起来也没有意义，按各自理解，不影响学习即可。
13. make one’s way to…往……（艰难地）走去for each pair意思是给每一组或一对(填上大写或小写字母)，有人看成目的状语，有人看成程度状语和原因状语。
Write the missing big letter or all letter for each pair.
for each pair在这儿是目的状（3）TRY语
there are two special days for parents in America.这句是know的宾语从句。这个从句又是倒装的there be句型，原本应该是two special days for parents are there in America。这里的there应该是状语吧。修饰be动词are。
for each pair 表原因的状语
used to一般疑问句的回答的结构
8. on ones way to在……途中1、 used to的一般疑重点短语快速复习问句有两种形式都可以。
2Read and label the prizes、 used to其两种回答结构如下:
（1）Yes, 人称代词主格 + did.
No, 人称代词主格 + didn't.
（2）Yes, 人称代词主格 + used.
No, 人称代词主格 + usedn't.
拓展资料
used to的用法
1、I feel more compassion and less anger than I used to.
我觉得自己比过去多了些同情，少了些怒气。
曾和我很要好的一个小孩听人说我一直在辱骂他以后就和我翻脸了。
3、The machines start to wear down, they don't make as many nuts and bolts as they used to.
机器开始出现磨损，螺母和螺钉的产量不如从前了。
我过去常常将大量时间和精力投入到从开始就注定要失败的中。
5、This piece of cloth can be used to make a pair of pillow cases.
这块布可以做一对枕套。
6、But the sibilities that emerged were not used to the full.
但出现的各种可能情况并没有得到充分利用。
7、The new technique has been used to identify the of foetuses.
这一新技术已经被用来鉴别胎儿的性别。
8、Mum and I used to fall out a lot.
我和妈妈过去经常争吵。
9、Your immune has been desensitized because it has become used to the substance.
你的免疫系统已经因习惯了这种物质而不再敏感。
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