初二牛津版Unit 4 要点同步讲解（精选6篇）由网友“今天要好好上班”投稿提供，以下是小编帮大家整理后的初二牛津版Unit 4 要点同步讲解，仅供参考，希望能够帮助到大家。
篇1：初二牛津版Unit 4 要点同步讲解
Unit 4 要点“开心说吧
作者：于雨
Hello, everyone. 我是王小丫,欢迎大家再次做客我们的“开心说吧”,下面请Dr Grammar上场,大家随便发问!
1. 【英英】对if句型我老是用不好,能给指点一下吗?
【Dr Grammar】if意思是“如果,假如”,那么它引导的就是个条件从句了。在运用时可要注意:if从句一般用现在时表示将来。也就是说,要表示将来的动作,可不要在从句上用将来时,你可以在主句用将来时。如:We will go to the zoo if we don't have classes tomorrow. 如果明天我们不上课,我们就去动物园。
【王小丫】当然,主句还可使用情态动词。例如:You may have an accident if you play football in the street. 如果你们在街道上踢足球,可能会出事故的。
2. 【语语】不过我从词典中看到if还有“是否”的意思,请您讲一下好吗?
【Dr Grammar】if不只引导条件从句,它还可以连接宾语从句,意为“是否”,此时其从句可以用将来时。例如:I want to know if it will rain tomorrow. 我想知道明天是否下雨。考试时常把if的这两种用法混在一起考查。你看:Do you know if he ____(go) to Beijing tomorrow? If he ____(go), I ____(go) with him. 会填吗?看一下答案:will go; goes; will go
【王小丫】我们学习知识就应该不满足于课堂,课下自学哦。
3. 【夺夺】What will happen to you if you see a lot of snakes? 中happen 后面为什么用to?
【王小丫】对呀,这是不是涉及到happen的用法?
【Dr Grammar】是的。happen意为“偶然发生”,常与accident连用。如:The accident happened at about 10:00 yesterday. 事故大约是昨天10:00发生的。当然了,happen是不及物动词,表示“某人发生了意外”,要用happen to sb.,如:What happened to you? 你出什么事了?
4. 【冠冠】看这句话:Giant pandas spend a lot of time eating. 怎么运用spend呢?
【Dr Grammar】spend意为“花费”,可以表示花费时间,也可以表示花费金钱。记好它的用法哦:①spend+时间或金钱+on sth.。如: I spent two hours on today's homework. 我花了两小时做今天的家庭作业。/She spent ten yuan on this book. 她花了10元钱买这本书。②spend+时间或金钱+in doing sth.(in可以省略)。如:How long did you spend (in) doing that work? 做那份工作你花了多长时间?/ I spent two yuan buying this pen. 买这枝钢笔我花了两元钱。
【王小丫】We spent a little time listening to you but we got too much. Thank you, Dr Grammar.
你会翻译小丫姐姐说的这句话吗?
第4单元重点句型讲解（一）
作者：仲俊
1. If I die, no one will look after you. 如果我死了,没人将照看你。
此句是if引导的条件状语从句,主句用一般将来时,从句常用一般现在时。例如:If it doesn't rain tomorrow, I will go to the zoo to play with you. 如果明天不下雨,我将和你一起去动物园玩。句中no one =nobody, 只指人,做主语时谓语动词用第三人称单数。例如:No one likes getting up early on Sundays. 星期天没人喜欢早起。
2. Here are some of the problems that Xi Wang may have in the future. 这是“希望”在将来遇到的一些问题。
这是一个倒装句,that从句作后置定语,修饰the problems。注意:在倒装句中,如果主语是人称代词时,人称代词放在be动词或行为动词之前。例如:Excuse me. May I use your pen? 打扰一下。我可以用你的钢笔吗? Certainly. Here you are. 当然可以。给你。如果主语是名词时,名词放在be动词或行为动词之后。例如:Here comes the bus. 汽车来了。
3. They live as a family if they have babies. 如果它们有了孩子,它们就会作为一个家庭生活在一起。
这里的as是“作为”的意思。例如:As a student, you must work hard at your lessons. 作为一名学生,你必须努力学习你的功课。这里的family是“家庭”的意思。例如:She has a rich family. 她有一个富有的家庭。family 还有“家人”的意思。例如:My family are all workers. 我的家人都是工人。
4. I don't think that's right. 我认为那不对。
I think做主句后面接宾语从句时,如果从句是否定含义,通常要把not放到think前来否定。例如:I don't think he is a good student. 我认为他不是一个好学生。
第4单元重点句型讲解（二）
作者：仲俊
1. If farmers continue to make new farmland, wild animals won't get enough food. 如果农民继续开辟农田,那么野生动物将得不到足够的食物。
这里的enough是形容词,修饰名词时,一般放在名词前。例如:I have enough time to finish the work. 我有足够的时间完成这项工作。enough修饰形容词或副词时,它只能置于形容词或副词之后。例如:The girl is old enough to go to school. 这女孩够上学的年龄了。如说“够某人用”,其句型为“enough for sb.”例如:We have enough food for ten people. 我们有够十个人用的食物。
2. Sadly, it is very difficult for giant pandas to survive in the wild. 令人难过的是,这对于大熊猫来说在野外生存是很困难的。
It is difficult/easy for sb. to do sth.这一句型的意思是“对某人来说做某事有困难/容易”,这里的it 是形式主语,真正的主语是to do sth.。例如:It is very difficult for Tom to get the first place. 对汤姆来说得第一名是很难的。It is easy for me to swim across the river. 游过那条河对我来说很容易。
3. I will see some beautiful birds if I walk through a rainforest. 如果我穿过热带雨林,我将看到一些漂亮的鸟。
through通常指从事物的内部空间通过。例如:They wouldn't let us through the gate. 他们将不会让我们通过大门的。而across着重指动作在某一物体或地方的表面进行,有“横穿”之意。例如:She swam across the river. 她游过了河。over表示跨过、越过一段距离。例如:I saw a man jump over the wall. 我看到一个人跳过墙去。
篇2：牛津版新教材8A unit4
8A Unit 4全部教案
Warm-up activities
1 Create an interest in the issue of sharing the limited natural resources. Depending on the general interest of the class, choose one of the following situations:
* A group of students are stranded on an island. There is not enough food available for everyone to survive.
* Astronauts are stranded in space. They do not have enough oxygen for everyone to survive.
2 Make a list of people involved in the situation, a list of the resources available (e.g., food, oxygen, water, etc.) and a list of how long everyone is able to survive. Ss have to decide whether they stay alive together sharing what they have or they are going to occupy all the resources for their own survival.
3 Ss study the pictures and read the conversation first on their own, then in pairs. Ask two more able students to role-play the conversation.
Presentation
1 Ss complete Part A. Encourage them to do the task without any pre-teaching of keywords. Check answers orally with the whole class.
2 Divide Ss into pairs and ask them to do the survey in Part B1
3 Encourage them to discuss in pairs why they like or do not like the animals. Ask them to write down their ideas.
Language points
Look delicious, If you eat my food, I won’t talk to you., no one, in danger, a report on giant pandas
Homework
1 Learn the language points by heart.
2 一课三练 P.43
3 Preview the Reading Part.
Revision
1 Review key vocabulary according to the general ability of the class. Presentation (Reading A)
1 On the Bb, write the following list of sentences on the Bb:
* Xi Wang is the name of a baby giant panda.
* Baby giant panda s are very small when they were born.
* They grow very quickly.
* Xi Wang has to find her own food when she is 20 months old.
* Hunters kill giant pandas and sell their fur.
2 Divide the class into three groups and allocate one part to each group. While students skim the text on their own, ask them to underline the words they do not know. Then go through the words students have underlined. Ask students to explain briefly how they know that the sentences on the Bb are true by identifying and listing key facts in the text.
Presentation (Reading B& C)
1 Ask Ss to draw a parallel between the growth of the baby giant panda and a human baby. Ask if they know what happens to people while they grow up. Write the following words/phrases on the Bb.
Adult old person teenager baby middle-aged person
Young adult child toddler
Draw a timeline and encourage Ss to come forward and write each word at the correct point on the timeline. Ask them to draw a more creative growth chart.
2 Ask students to do a birth chart of themselves. Tell them to add their photos to the chart.
Presentation (Reading D)
1 Revise the words listed in the box in Part D.
2 Ask students to complete Part D. Then ask some Ss to read the sentences aloud to check their choice of words.
3 If they show interest, ask them to practice the text for a presentation for 2-3 minutes.
Presentation (Reading E)
1 Ask Ss to read the conversation in Part E in pairs to check if there are any words they do not know. Then ask Ss to complete the sentences individually.
2 Ask six Ss to read the conversation while the rest of the class check their answers.
Language points (Part A)
The story of Xi Wang, only 10 days old, it means…, was born, weigh just 100 grams, at four months, for the first time, eight months later, not…any more, grow into, at the very beginning, up to 14 hours a day, bamboo shoots, have to look after herself, have another baby, It is adj. (for sb.) to do, some of the problems, kill it for its fur, nowhere to live, on their own, need help, in danger, take the following actions to do, protect giant pandas, make giant panda reserves bigger, encourage sb. to do, there will be
Language points (Part B& C)
Keep sb./sth. Safe from danger, large areas of land with trees, special areas for wild animals, stay alive
Homework
1 Learn the language points by heart.
2 一课三练 P.44-45
3 Preview the Vocabulary Part.
Presentation （Vocabulary）
1 Creat an interest in animals. Try to extend the context by asking Ss if they would like to adopt an animal and , if they do, which one they would choose.
2Use the task to check Ss’ knowledge of name of animals. Ask Ss to guess the names individually first and then compare with a partner.
3 Check answers with the whole class. Read all the words under the pictures and ask Ss to give definitions.
Language points
Polar bear---North Pole, wolf----wolves
Homework
1 Learn the language points by heart.
2 一课三练 P.46
3 Preview the Grammar Part.
Presentation （Grammar Part A）
1 Try to elicit the conditional structure by asking questions such as What will happen if you come to school lats? What will happen if you break your favourite toy? Try to think of sentences which reflect Ss’ own experience. Write the most interesting answers on the Bb. Ask Ss to include the “If”-clause as well. Read all the sentences again and ask more able Ss to elicit the rule.
2 Write some more open “If”-clauses on the Bb and ask Ss to finish the sentences with their own ideas. Help Ss reformulate their ideas into correct sentences and write them on the Bb.
3 Ask Ss to match the sentences on their own and then compare answers with a partner. Invite a more able student to read the sentences aloud for the rest of the class to check answers.
4 For Part A2, Ask Ss to complete the sentences on their own and then compare answers with a partner. Check answers with the whole class.
5 Ask Ss to complete “Work out the rule” at the bottom of page 61.
Presentation （Grammar Part B）
1 Ask Ss to read through the rules and the sample sentences on their own. Then check understanding by asking them to think of other examples.
2 Write several “If”-clauses on the Bb and ask more able Ss to complete them with their own ideas. Remind them to write about repeated and predictable situations instead of possible results.
3 Explain the context of Part B1. Revise the words in the box.
4 Ask students to complete the sentences individually.
5 Ask Ss to read the conversation with a partner checking the accuracy of their sentences. Then check answers with the class.
Presentation （Grammar Part B2）
1 Try to creat interest in learning interesting things about wild animals. Tell them that Amy’s report introduces new information about tigers and wolves.
2 Explain the context of writing a report. Revise the structure of conditional sentences.
3 Ask Ss to read the report on their own to make sure that there are no unfamiliar words. Then Ss complete the sentences individually and compare them with a partner. Check answers with the whole class.
Language points
Grow more bamboo, run the other way, go to North Africa, walk through a rainforest, learn a lot about wild animals, arrive at noon, see the feeding of animals, get enough information for my class report, attack people, spit poison, step on them, male wolves
Homework
1 Learn the language points by heart.
2 一课三练 P.47-48
3 Preview the Integrated skills Part.
Presentation （Integrated skills A）
1 Invite students to talk about what they like about tigers and wolves. Brainstorm any information and general knowledge about the two animals.
2 Ask Ss to study the two fact files in pairs. Check the meaning of some of the words.
3 Help Ss focus on the general context by asking general questions they may be able to answer while listening for the first time. Write them on the Bb:
* What is the name of the largest living cat?
* What is Millie’s favourite animal?
Play the recording. Students listen carefully for keywords to answer the questions.
4 Play the recording for again and ask students to find out the missing facts in the fact sheets. Play the tape for the third time for Ss to check the answers.
5 Ask Ss to read the letter in pairs and discuss any words they do not understand. Complete the letter without looking at the fact sheetson page 64. Then ask them to look at the fact sheets to check the answers and make corrections if necessary.
6 Ask more able Ss to read aloud the letter.
Presentation （Integrated skills B）
1 Ask students to practice the conversation in pairs and then change roles. Identify any words or phrases they do not know.
2 Ask students to create their own conversation using information from the fact sheets.
Language points
Live as a family, good at hunting other animals, make medicine, friendly towards each other, loss of living areas, make medicine from their bones, buy clothes made of animal fur, look lovely on me, lose one’s life, someone else,
Homework
1 Learn the language points by heart.
2 一课三练 P.49
3 Preview the Pronunciation, Main task & Check out Part.
Presentation （Pronunciation）
1 Remind Ss of communicative purpose of conditional sentences.
2 Play the recording for Part A and ask Ss to listen carefully. Ss imitating the rising and falling voice patterns.
3 Ask students to read Simon’s presentation with correct the rising and falling voices.
4 Ask students to read Millie’s presentation in Part B quietly on their own. Play the recording . Ask Ss to listen carefully and mark where Millie’s voice rises and falls with the correct arrows.
5 Tell students to read them again, and answer the ‘Wh-‘questions. Students work in pairs.
Language points （Pronunciation）
Peaceful animals, live in family groups, continue to build roads, have suitable homes, make new farmland, make a lot of money, sell elephants’ tusks, train them,
Presentation（Main task）
1 Talk to Ss about the purpose of writing reports. Elicit from the different reports. Explain that in reports, we do not normally say ‘I feel…’ or ‘I like…’ and do not include personal comments.
2 Read the title of the report in Part A. Create an interest in the topic by asking what they have learnt about giant panda in this unit.
3 Ask students to skim through the report quickly and give each paragraph.
4 Ss complete Simon’s report in Part C on their own. Ask more able Ss to read it aloud to check the answers.
Language points （Main task）
Spend a lot of time drinking their mums’ milk, at a time, get smaller and smaller, become farmlands, keep taking the land, what action can the club take? Sharp paws, walk upright
Presentation （Checkout）
1 Set a time limit for reading the sentences in Part A and for filling the blanks. Ask Ss to complete the task on their own.
2 Ask students to Proceed to Part B after completing Part A.
3 Ss complete Part B on their own and then compare answers in pairs.
Language points （Checkout）
Climbing, what about playing football?, a friend like Alan, answer questions correctly
Homework
1 Learn the language points by heart.
2 一课三练 P.50-52
3 Preview the Unit 5
篇3：初二冀教版第57－60课同步要点讲解
作者：郭克晴
1. Have you done anything that made you proud of yourself. 你做了些能使你感到为自己自豪的事情吗？
be proud of 意为“为......骄傲（自豪）”。如：
He is proud of his daughter's ability to speak four languages. 他为女儿能说四种语言而骄傲。
2. My sister returned to Greece to play for the Greek basketball team. 我姐姐返回希腊为希腊篮球队打球。
return表示“返回”时相当于come back或go back，表示“归还”时相当于give back，它本身就有back的意思，所以它不能再和back连用。如：
When you return （come back）, please call me. 你回来时，请给我打电话。
You must return the book （give the book back) to the library. 你必须把书还给图书馆。
3. I am very talented at mathematics. 我在数学方面很有天赋。
be talented at 意为“在某方面很有天赋”。如：
I found he was talented at physics. 我发现他在物理方面有天赋。
4. Every one of you is unique. 你们中每个人都很独特。
every one 表示“人人、每个人”时，它也等同于everyone。如：
Every one put on his hat. (=Everyone put on his hat. ) 每个人都带上了帽子。
every one 作代词，还可强调上面所提到的人或物，强调“全部、整体”。如：
All the students were wrong, every one of them. 所有学生都错了，没有一个例外。
篇4：初二冀教版第53－56课同步要点讲解
作者：郭克晴
1． He has four books full of stamps! 他有四本集邮册都装满了邮票。
此句中的介词短语full of stamps作后置定语，修饰前面的books。介词短语、地点副词等作定语时应后置。如：
The girl under the tree is his older sister. 树底下这个女孩是他姐姐。
2. It won't go through the door. 它不能从门里通过。
through是介词，意为“通过、穿过”，表示从某一范围的一端到另一端，但它表示的动作是在某一空间内进行的，其含义常与介词in有关，往往指穿过森林、窗户等。如：
The river runs through the city. 这条河从城市中流过。
Can you see it through this hole? 透过这个洞你能看到它吗？
They walked through the forest last night. 他们昨晚穿过了森林。
3． She said that we should organize a gardening club! 她说我们应该组织一个园艺俱乐部。
此句中的should表示“应当、必须”的意思，用于建议或劝告，一般用来谈论现在或将来应该做某事。如：
We should go and see our teacher. 我们应当去看看我们的老师。
You shouldn't waste your time. 你不应当浪费时间。
should 用在疑问句中，常用来表示意外、惊奇或不理解。如：
Why should you talk like that? 你为什么那样说话？
What subject should I talk about? 我应该讲讲什么题目呢？
篇5：初二冀教版第33－36课同步要点讲解
作者：郭克晴
1. Sometimes it's scary to talk about the future. 有时很害怕谈到将来。
句中的it是形式主语,真正的主语是动词不定式短语to talk about the future。如:
It's important for us to learn English well. 对我们来说,学好英语很重要。
2. I hope so. 我希望如此。
此句即I hope I will be a doctor. 在动词think, hope, believe, be afraid等词后可以用so来代替前句所说的内容。如:
-Do you think Mr. Li will come this afternoon? 你认为李先生下午会来吗?
-I think/ hope/ believe so. 我想/希望/相信他会来。
-Are we late? 我们来迟了吗?
-I'm afraid so. 恐怕是。
在否定句中think, believe可以有以下两种形式:①I don't think/ believe so. ②I think/ believe not.而hope和be afraid 只能采用第二种形式。如:
-Do you think the bus will arrive here on time? 你认为公共汽车会准时来吗?
-I don't think so. / I think not. 我想不会。
-Do you think we'll have bad weather? 你认为我们会碰上坏天气吗?
-I hope not. (不说I don't hope so.)希望不会。
-Are we on time? 我们会准时吗?
-I'm afraid not. (不说I'm not afraid so.)恐怕不能。
篇6：（上海牛津版）初一英语同步辅导（含同步练习）Module1 Unit4 Making a model
Module1 Unit4 Making a model
语法
（一）名词所有格
1. This is Kitty and Ben’s model house.这是凯蒂和本的房子模型。
Kitty and Ben’s 中的’s 为名词所有格，表示所有关系，翻译为“……的”。
’s词尾的加法可概括如下：
（1）在单数情况下直接加“’s”:
Lucy’s hat 露西的帽子my mother’s bike 我妈妈的自行车
（2）若名词已有复数词尾，仅加“’”
the teachers’reading-room教师的阅览室
the twins’ bedroom 双胞胎的卧室
（3）如果名词是复数却不以-（e）s结尾，仍加“’s”：
Childern’s books 儿童读物the women’s movement妇女运动
（4）两者共有标在后
Lucy and Lily’s mother露西和莉丽的妈妈
（二）过去时及将来时
1. They made it two years ago. 这是他们两年前制作的。
two years ago 意为“两年前”，与一般过去时连用。made为make的过去式。
（1）ago应放在表示一段时间的短语后面，而不放在前面。
如：I met her three years ago.我三年前遇见她。
（2）ago 须同过去时连用。如：I left school half a year ago.半年前我离开了学校。
2. They are going to make a new one.他们打算制作一个新的。
（1）“be going to +动词原形”表示事先经过考虑或事先做好安排，打算做某事。如：We are going to have a swim this afternoon.今天下午我们将去游泳。
一般疑问句将be 提前，否定句在be 后面加not。如：Are you going to meet this afternoon?
你们今天下午打算会面吗？Yes, we are./No, we aren’t.是的，我们将会面。/不， 我们不会面。（肯定和否定回答）I’m not going to help my mother this afternoon.今天下午我不打算帮我妈妈。
be going to 与will的区别:
(a)will 既可用于口语又可用于书面语，而be going to 则只用于口语，科技英语几乎不用它表示将来时。如：He is going to /will do his homework.他要做作业。
(b)be going to 表示事先经过考虑或事先做好安排，打算做某事；而will 可以表示没有经过事先考虑只是在说话时做出的决定。
-Jim is ill. –I ’m sorry to hear that. I will go and see him.
-吉姆病了。-听到这个消息我很难过。我要去看看他。
(c) will 表示事物的倾向性或规律性，be going to 不能这样用。
Tomorrow will be the 3rd of May.明天是五月三号。
（d）be going to 表示说话人认为有迹象表示即将发生某种情况。
Look! It’s going to rain. 看！天要下雨了！
三. 重难点解析
1. make意为“制造，制作”。make sb.sth.=make sth.for sb为某人制作某物
如：My father made me a model bus.我爸爸给我制作了一个公共汽车模型。
2. a bottle of glue 一瓶胶水
量词词组的表达法：
数词+容器+of+名词
如：a bottle of beer 一瓶啤酒 a bowl of rice 一碗饭
two spoons of sugar 两匙糖 four boxes of pens 四盒钢笔
ten baskets of apples 十篮苹果
3. What do we use these cotton reels for? We use them for making tables. 我们用这些棉线轴做什么？我们用它们制作桌子。
use …for doing …用……来做…….=use …to do…如：（1）We use knives for cutting things.=We use knives to cut things.我们用刀来切东西。（2）We use coats for keeping warm.=We use coats to keep warm.我们用外套来保暖。
4. We use a pair of scissors for cutting things. 我们用剪刀剪东西。
a pair of scissors意思是“一把剪子”，scissors常用复数。我们学过a pair of trousers，类似的词还有：shoes, glasses, shorts等。
5. We use glue and tape for sticking things together 我们用胶水和胶带把东西粘在一起。
stick…...together把…粘在一起
6. colour of the outside /inside of the model house 房子模型的外边/里边的颜色
（1）outside 在这里用作名词。反义词是inside，如：Don’t judge a man from the outside.不要根据外表来判断一个人。
（2）outside 还可用作介词、副词、形容词。
如：Let’s meet outside the school gate. 咱们在校门外边集合吧。
The boy is standing outside. 那个男孩在外边站着呢。
The house needs outside repairs. 这房子外部需要修理。
（3）与out ,out of 的区别：
（a）out 作副词，意为“出，在外”，反义词为in “在里面”；be out “外出”，反义词组为be in “在家”，be in =be at home。
She is out.=She isn’t in .她出去了。
out 作形容词，意为“外面的”或“在野的；下台的”。
an out match 外出访问比赛 an out Party 在野党
（b）out作副词还有“向外，…出”的意思，表示向外移动。go out for a walk出去散步
（c）out of 是动态介词，表示“从…出来（去）”，“在……范围外”。
They come out of the classroom.他们从教室里走出来。
Don’t look out of the window.不要朝窗外看。
7. things /furniture in the rooms 房间里的东西/家具
furniture 指家具（总称），一件家具应说：a piece of furniture
8. The new model house is bigger than the old one.新房子模型比旧房子模型（大）。
此句为：A+动词+形容词比较级+than+B表示两者相比较，说明“A比B更……一些”。
如：His brother is younger than I/me .他弟弟比我小。
Hangzhou is more beautiful than Wuhan.杭州比武汉美。
9. However, the rooms in the new model are smaller .然而，（新）房子模型的房间比较小。
根据上下文内容，新房子模型的房间比旧房子模型的房间小，因此用比较级，而后省略了than the ones in the old model house。
10. Let us show you how to make a model house. 让我们给你们示范怎样作房子模型。
show意思是“出示，展示”。此句为show+sb+带疑问词的不定式，如：
He often shows me how to go to the Internet.他常告诉我怎样上网。
show还有下列用法：
（1）show sb sth=show sth to sb 如：
Please show me your ticket=Please show ticket to me . 请出示你的票。
Show the boy your watch=Show your watch to the boy .给那个男孩看看你的表。
如果某物是代词，要用宾格，且不能用show sb sth句式，而只能用show sth to sb句式，此时某物只能是it 和them。如：（误）Show me it /them. (正)Show it/them to me .把它/它们给我看看。
（2）Show sb+从句
Show me what’s in your hand.给我看看你的手里有什么。
（3）show 还可以作“表现，显露，领路，上映，演出，展出”等解。
如：He shows great interest in science. 他对科学显示出极大的兴趣。
Please show me around your school.请带我参观一下你的学校。
What’s showing on the TV?电视演什么呢？
（4）show 作名词用，表示“演出，节目，炫耀”等。如：
There is a flower show this weekend 这周末有一个花展。
She is food of show.她喜欢炫耀。
11. Next ,cut a piece of cardboard to make a roof for your model house . 然后，剪一块纸板来做你的房子模型的房顶。
（1）a piece of …一片（块，张…）……如：a piece of paper 一张纸
a piece of bread一片面包
（2）to make a roof for your model house 为动词不定式作目的状语。
（3）make…for…意为“为…制作…”。
12. Finally, stick wallpaper onto the walls of the rooms.最后，把墙纸粘到房间的墙上。
stick粘住，粘在一起 stick…onto… 把……粘到……上
【模拟试题】（答题时间：45分钟）
一、单项选择
1. This is ______bedroom(卧室).
A. Lucy’s and Lily’s B. Lucy and Lily’s
C. Lucy’s and Lily D. Lucy and Lily
2. He ______the apple into pieces twenty minutes ago.
A. cut B. cuts C. cutted D. cutting
3. I want to use matchboxes ______the wardrobes.
A. for make B. to make C. to making D. for making
4. What does the boy ______the cotton reels _____?
A. use… to B. use…for … C. use… in D. use… at
5. There______ two bottles of glue on the table.
A. is B. be C. are D. am
6. Let them______ the walls of the model house.
A. decorateing B. decorate C. decorating D. decorates
7. Mr Green uses glue and tape ______things togother.
A. sticking B. sticks C. stick D. for sticking
8. This girl is ______than her sister .
A. beautiful B. very beautiful C. more beautiful D. beautifuler
9. Tom’s brother uses a piece of paper_____ a toy bed.
A. making B. to making C. to make D. to makes
10. Aunt Wang _____some cakes _______us three days ago.
A. made…to B. makes…to C. made…for D. makes…for
二、选择并抄写单词
1. My sister bought three _____of glue.(bottle ,bottles)
2. We used a _____of scissors to cut things.(pair, piece)
3. We’ll_____ need some tape. (possible ,possibly)
4. There is a beautiful ______on the window.(curatins, curtain)
5. We use straws for ______lamps.(make, making)
三、单词组句
1. scissors ,cut, we, things, with
_________________________
2. you , do , a , want, bottle ,milk ,of
________________________
3. for ,what ,you, do ,it ,use
________________________
4. use ,we ,for ,them, tables, making
______________________________
5. are , bottles, two ,on ,glue, of ,the ,table, there
__________________________________
四、字母组词
1. We use the glue to ________them together.(ctsik)
2. She wanted to make a ______.(fosa)
3. We often_______ our room with balloons .(cedaroet)
4. We use knives for______ things.(cingutt)
5. My daughter likes sticking things_____.(gotheter)
五、完成对话
A. It’s Kitty’s. ( )1.What do you use them for?
B. I’ll need some paper. ( )2.What will you possibly need?
C. Yes, I am. )3.Whose house is it?
D. Five. ( )4.How many rooms are there in your flat?
E. We use them for making lamps. ( )5.Are you sticking things?
【试题答案】
一. 1. B 2. A 3. D 4. B 5. C 6. B 7. D 8. C 9. C 10. C
二. 1. bottles 2.pair 3.possibly 4.curtain 5.making
三. 1. We cut things with scissors.
2. Do you want a bottle of milk?
3. What do you use it for?
4. We use them for making tables.
5. There are two bottles of glue on the table.
四. 1. stick 2. sofa 3. decorate 4. cutting 5. together
五. 1. E 2. B 3. A 4. D 5. C
★ 教学计划英语
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