中考英语专题复习教案doubt的用法.docx

1、中考英语专题复习教案doubt的用法doubt是个常用词，也是历年高考经常考查的词语之一。doubt既可用作动词，也可用作名词。现将其用法归纳如下。 一、doubt用作动词 1. doubt+名词或代词。例如： I doubt his word. 我怀疑他的话。 They doubted him before. 他们以前曾经怀疑过他。 2. doubt+宾语从句 （1）在否定句和疑问句中，doubt后面接that引导的宾语从句。例如： I dont doubt that he can finish the task on time. 我相信他能按时完成任务。 Do you doubt that

2、 she will succeed? 你怀疑她会成功吗？ （2）在肯定句中，doubt后面一般接whether或if引导的宾语从句。例如： I doubt whether they can swim across the river. 我怀疑他们能否游过河去。 He doubts if she will keep her word. 他不敢肯定她是否会遵守诺言。 注意：在肯定句中，doubt后面也可以接that引导的宾语从句，但表示疑虑较大或“不相信”。例如： We doubt that they can complete the work ahead of time. 我们不相信他们能提前完

3、成这项工作。 I doubt that he will come. 我看他未必会来。 二、doubt用作名词 1. doubt常与about/of/as to/on等介词连用。例如： There is no doubt about it. 此事无可怀疑。 I have no doubt of his ability. 对于他的能力我毫不怀疑。 She has her doubts as to this being true. 她怀疑这事是否真实。 No one has any doubt on this point. 这一点没有人会怀疑。 2. doubt后面接同位语从句 （1）doubt用在

4、否定句中，后面接that引导的同位语从句。例如： I have no doubt that he will succeed. 我相信他会成功的。 There is no doubt that they will agree with you on this matter. 毫无疑问，他们在这件事上会同意你的意见的。 （2）doubt用在肯定句中，后面接whether引导的同位语从句。注意不可以用if替换whether。例如： He had his doubts whether they would give him another chance to have a try. 他不能肯定他们是否

5、会再给他一次机会试一试。 There is some doubt whether their football team will win the match. 他们的足球队会不会赢得这场比赛还不能肯定。 3. 由doubt组成的一些短语 （1）in doubt怀疑；拿不定主意。例如： We are in doubt (about) what to do next. 我们不知道下一步要做什么。 When in doubt about the meaning of a word, consult the dictionary. 当你对一个词的意义没有把握时，就查一下词典。 （2）no / wit

6、hout / beyond doubt无疑地；必定；当然。例如： It is no doubt difficult. 这无疑是困难的。 No doubt he didnt mean to hurt you. 他肯定不是有意伤害你的。 Without doubt this is the best. 无可置疑，这是最好的。 Beyond doubt he will give you some advice on your study. 毫无疑问，他会给你的学习作一些指导的。 （3）make no doubt of 对毫不怀疑。例如： We make no doubt of his sincerit

7、y. 我们对他的诚意毫不怀疑。 She made no doubt of what he had said. 她对他所说的话毫不怀疑。 （4）throw / cast doubt on使人对产生怀疑。例如： Galileos experiments threw doubt on Aristotles theory of falling objects. 伽利略的实验使人们对亚里士多德的落体理论产生了怀疑。 What he had done cast doubt on his honesty. 他的所作所为使人们对他的诚实产生了怀疑。Unit 10 By the time I got outsi

8、de, the bus had already leftThe First Period Teaching Aims and Demands1 Knowledge Objects（1） Key Vocabulary oversleep（2） Target Language What happened?I overslept And by the time I got up, my brother had already gotten in the shower2 Ability Objects（1） Teach the students to use the new words（2） Trai

9、n the students to narrate past events with the Past Perfect Tense（3） Train the students listening and speaking skills with the target language3 Moral ObjectIts a good habit to go to bed early in the evening and get up early in the morning So youll never be in a hurry in the morning Teaching Key Poin

10、ts1 Key Vocabulary oversleep2 Target Language Narrate past events with the Past Perfect Tense Teaching Difficult Points1 Train the students to narrate past events with the Past Perfect Tense2 Train the students to understand the target language in spoken conversation Teaching Methods1 Thinking of ex

11、amples from the students real lives2 Making sentences by looking at the pictures Teaching Procedures Step I Revision 1 Ask some questions like this: What volunteer work would you like to do? Help the students to answer, Id like to/I love to/I hope to 2 Practice the dialogue in Activity 3c on page 62

12、 again 3 Check the students homework by asking some students to read their sentences with the phrasal verbs Then ask the students to hand in their homework Step 1aFirst write by the time on the blackboard and tell the class the meaning of itSay this sentence to the class: By the time the teacher cam

13、e in, the students had begun reading EnglishTell them to note the structure had begun in this sentence Begun is the past participle of begin Explain what is the past participle form of a verb for the students Tell them it is as the same as the past form for a regular verb And they have to remember t

14、he irregular verbs participles one by oneWrite By the time I came backon the blackboardSay to the class, By the time I came in What had happened?Help one student to answer like this, By the time the teacher came in, Don had written his name on the blackboardThen get more students to answer different

15、ly, Read the instructions to the students and read these questions to the class as wellWhat do you usually do in, the morning before school? Do you like morning?Why or why not?Choose one good student to answer them by saying something he or she usually does in the morningThen have the whole class pr

16、actice in pairs Ask each other the questionsAfter they finish talking, ask one or two pairs to say their conversations to the class Correct the mistakes they may make with the other studentsCall the students attention to the pictures in Activity la Then tell students to talk about the pictures in gr

17、oups of four Move around the classroom, listening to students and offering help Make sure that they talk in EnglishAfter they all finish talking, ask different groups to tell the class about the pictures Step 1bAsk the students to read the instructions together Have them look at the two columns, A a

18、nd B ,in the chart Point out the sample answer Read the two parts of the sentenceThen go over the other unconnected parts of sentences, tooPlay the recording for the first timeStudents only listen Then play it a second time Let students match two parts of each sentence Check the answers by asking so

19、me students to tell their answersMake sure that all of them have got the correct answers by listening Say congratulations to the students who get the answers correctly by guessingStep 1cFirst play the recording in Activity 1b again and let the students read after it Do it at least twiceThen read the

20、 instructions together with the whole classYou will make conversations in pairs Each of you will have to take turns being Tina Look at the pictures in Activity la to help you Tell your partner what happened to you this morning Ask a pair to read the example to the class before they begirtHave the st

21、udents work in pairs Move around the room offering language support as neededAfter they all finish talking, ask some pairs to say their conversations to the classStep SummaryStep Homework1 Write out the story of Tina, Note to use the target language2 Revise when to use the Past Perfect Tense and the

22、 verb structure of itThe Second Period Teaching Aims and Demands1 Knowledge Objects（1） Target Language By the time she got to class, the teacher had already started teaching When she got to school, she realized she had left her backpack at home When I got home, I realized I had left my keys in the b

23、ackpack（2）The Three Forms of the verbs2 Ability Objects（1） Train the students listening skill（2） Train the students writing skill with the target language（3） Train the students speaking skill（4） Train the students to use the three forms of the verbs Teaching Key Points1 Listening practice with the t

24、arget language2 Use the correct verb forms to fill in the blanks by listening3 Make sentences using the Past Perfect Tense4 The three forms of the verbs Teaching Difficult Points1 Write an ending for the story in Activity 2c2 The three verb forms in Grammar FocusTeaching ProceduresStep I Revision1 R

25、evise what happened to Tina in the morning by asking one or two students to tell the stroy on page 682 Ask students to check each others homework in pairs, pointing out all the mistakes they might have made3 Revise the Past Perfect Tense by asking the children when to use it and what its verb struct

26、ure isStep 2aRead the instructions to the class Be sure that all of them know what to doCall the students attention to the four pictures Get them to guess the correct order of the pictures first The first one is given as a sample Ask one or two children to tell their stories by describing the pictur

27、es according to their own orderPlay the recording the first time, students only listen Play the recording again and ask the children to number each pictureCheck the answers with the class and see who have ever got the correct answers without listeningStep 2bAsk the students to read the instructions

28、together Point out the blanks in the sentences and the verbs in the bracketsLet the students fill in the blanks with the correct forms individuallyMove around the classroom collecting the common mistakes they may makeAfter they all finish writing, tell them to get ready to listen to the conversation

29、 and check their answersPlay the recording Students listen and check their answers Correct the answers by asking seven different students to say theirs to the classStep 2cAsk the whole class to read the instructions togetherWe have a new task now We know Tina was late for class What do you think hap

30、pened after Tina was late for class?Work with a partner Make up an ending for the story by continuing it The beginning has been givenGet students to discuss in pairs Complete the ending Make sure they are talking in English Move around the classroom, offering language support if needed After ten min

31、utes, ask students to stop discussing Get some pairs of students to tell the class how they think the story ended And let the whole class decide whose ending is the best Tell each pair to write down their ending, or do it after class if time is not enoughStep Grammar FocusCall students attention to the sentences on the left Ask four different students to r