中考英语专题复习教案doubt的用法.docx
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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：
Idoubthisword.
我怀疑他的话。
Theydoubtedhimbefore.
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：
Idon’tdoubtthathecanfinishthetaskontime.
我相信他能按时完成任务。
Doyoudoubtthatshewillsucceed?
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：
Idoubtwhethertheycanswimacrosstheriver.
我怀疑他们能否游过河去。
Hedoubtsifshewillkeepherword.
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：
Wedoubtthattheycancompletetheworkaheadoftime.
我们不相信他们能提前完成这项工作。
Idoubtthathewillcome.
我看他未必会来。
二、doubt用作名词
1.doubt常与about/of/asto/on等介词连用。
例如：
Thereisnodoubtaboutit.
此事无可怀疑。
Ihavenodoubtofhisability.
对于他的能力我毫不怀疑。
Shehasherdoubtsastothisbeingtrue.
她怀疑这事是否真实。
Noonehasanydoubtonthispoint.
这一点没有人会怀疑。
2.doubt后面接同位语从句
（1）doubt用在否定句中，后面接that引导的同位语从句。
例如：
Ihavenodoubtthathewillsucceed.
我相信他会成功的。
Thereisnodoubtthattheywillagreewithyouonthismatter.
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：
Hehadhisdoubtswhethertheywouldgivehimanotherchancetohaveatry.
他不能肯定他们是否会再给他一次机会试一试。
Thereissomedoubtwhethertheirfootballteamwillwinthematch.
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）indoubt怀疑；拿不定主意。
例如：
Weareindoubt（about）whattodonext.
我们不知道下一步要做什么。
Whenindoubtaboutthemeaningofaword,consultthedictionary.
当你对一个词的意义没有把握时，就查一下词典。
（2）no/without/beyonddoubt无疑地；必定；当然。
例如：
Itisnodoubtdifficult.
这无疑是困难的。
Nodoubthedidn’tmeantohurtyou.
他肯定不是有意伤害你的。
Withoutdoubtthisisthebest.
无可置疑，这是最好的。
Beyonddoubthewillgiveyousomeadviceonyourstudy.
毫无疑问，他会给你的学习作一些指导的。
（3）makenodoubtof对……毫不怀疑。
例如：
Wemakenodoubtofhissincerity.
我们对他的诚意毫不怀疑。
Shemadenodoubtofwhathehadsaid.
她对他所说的话毫不怀疑。
（4）throw/castdoubton使人对……产生怀疑。
例如：
Galileo’sexperimentsthrewdoubtonAristotle’stheoryoffallingobjects.
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。
Whathehaddonecastdoubtonhishonesty.
他的所作所为使人们对他的诚实产生了怀疑。
Unit10BythetimeIgotoutside,thebushadalreadyleft．
TheFirstPeriod
Ⅰ．TeachingAimsandDemands
1．KnowledgeObjects
（1）KeyVocabularyoversleep
（2）TargetLanguageWhathappened?
Ioverslept．AndbythetimeIgotup,mybrotherhadalreadygottenintheshower．
2．AbilityObjects
（1）Teachthestudentstousethenewwords．
（2）TrainthestudentstonarratepasteventswiththePastPerfectTense．
（3）Trainthestudents’listeningandspeakingskillswiththetargetlanguage．
3．MoralObject
It’sagoodhabittogotobedearlyintheeveningandgetupearlyinthemorning．Soyou’llneverbeinahurryinthemorning．
Ⅱ．TeachingKeyPoints
1．KeyVocabularyoversleep
2．TargetLanguageNarratepasteventswiththePastPerfectTense
Ⅲ．TeachingDifficultPoints
1．TrainthestudentstonarratepasteventswiththePastPerfectTense．
2．Trainthestudentstounderstandthetargetlanguageinspokenconversation．
Ⅳ．TeachingMethods
1．Thinkingofexamplesfromthestudents’reallives．
2．Makingsentencesbylookingatthepictures．
Ⅴ．TeachingProcedures
StepIRevision
1．Asksomequestionslikethis:
Whatvolunteerworkwouldyouliketodo?
Helpthestudentstoanswer,I’dliketo…/Iloveto…/Ihopeto…
2．PracticethedialogueinActivity3conpage62again．
3．Checkthestudents’homeworkbyaskingsomestudentstoreadtheirsentenceswiththephrasalverbs．Thenaskthestudentstohandintheirhomework．
StepⅡ1a
Firstwritebythetimeontheblackboard．andtelltheclassthemeaningofit．
Saythissentencetotheclass:
Bythetimetheteachercamein,thestudentshadbegunreadingEnglish．
Tellthemtonotethestructure"hadbegun"inthissentence．Begunisthepastparticipleofbegin．Explainwhatisthepastparticipleformofaverbforthestudents．Tellthemitisasthesameasthepastformforaregularverb．Andtheyhavetoremembertheirregularverbs’participlesonebyone．
WriteBythetimeIcameback…ontheblackboard．
Saytotheclass,BythetimeIcamein．Whathadhappened?
Helponestudenttoanswerlikethis,Bythetimetheteachercamein,Donhadwrittenhisnameontheblackboard．
Thengetmorestudentstoanswerdifferently,
Readtheinstructionstothestudentsandreadthesequestionstotheclassaswell．
Whatdoyouusuallydoin,themorningbeforeschool?
Doyoulikemorning?
Whyorwhynot?
Chooseonegoodstudenttoanswerthembysayingsomethingheorsheusuallydoesinthemorning．
Thenhavethewholeclasspracticeinpairs．Askeachotherthequestions．
Aftertheyfinishtalking,askoneortwopairstosaytheirconversationstotheclass．Correctthemistakestheymaymakewiththeotherstudents．
Callthestudents’attentiontothepicturesinActivityla．
Thentellstudentstotalkaboutthepicturesingroupsoffour．Movearoundtheclassroom,listeningtostudentsandofferinghelp．MakesurethattheytalkinEnglish．
Aftertheyallfinishtalking,askdifferentgroupstotelltheclassaboutthepictures．
StepⅢ1b
Askthestudentstoreadtheinstructionstogether．Havethemlookatthetwocolumns,AandB,inthechart．Pointoutthesampleanswer．Readthetwopartsofthesentence．
Thengoovertheotherunconnectedpartsofsentences,too．
Playtherecordingforthefirsttime．
Studentsonlylisten．Thenplayitasecondtime．Letstudentsmatchtwopartsofeachsentence．Checktheanswersbyaskingsomestudentstotelltheiranswers．
Makesurethatallofthemhavegotthecorrectanswersbylistening．Saycongratulationstothestudentswhogettheanswerscorrectlybyguessing．
StepⅣ1c
FirstplaytherecordinginActivity1bagainandletthestudentsreadafterit．Doitatleasttwice．
Thenreadtheinstructionstogetherwiththewholeclass．
Youwillmakeconversationsinpairs．EachofyouwillhavetotaketurnsbeingTina．LookatthepicturesinActivitylatohelpyou．Tellyourpartnerwhathappenedtoyouthismorning．Askapairtoreadtheexampletotheclassbeforetheybegirt
Havethestudentsworkinpairs．Movearoundtheroomofferinglanguagesupportasneeded．
Aftertheyallfinishtalking,asksomepairstosaytheirconversationstotheclass．
StepⅤSummary
StepⅥHomework
1．WriteoutthestoryofTina,Notetousethetargetlanguage．
2．RevisewhentousethePastPerfectTenseandtheverbstructureofit．
TheSecondPeriod
Ⅰ．TeachingAimsandDemands
1．KnowledgeObjects
（1）TargetLanguage
Bythetimeshegottoclass,theteacherhadalreadystartedteaching．
Whenshegottoschool,sherealizedshehadleftherbackpackathome．
WhenIgothome,IrealizedIhadleftmykeysinthebackpack．
（2）TheThreeFormsoftheverbs．
2．AbilityObjects
（1）Trainthestudents’listeningskill．
（2）Trainthestudents’writingskillwiththetargetlanguage．
（3）Trainthestudents’speakingskill．
（4）Trainthestudentstousethethreeformsoftheverbs．
Ⅱ．TeachingKeyPoints
1．Listeningpracticewiththetargetlanguage．
2．Usethecorrectverbformstofillintheblanksbylistening．
3．MakesentencesusingthePastPerfectTense．
4．Thethreeformsoftheverbs．
Ⅲ．TeachingDifficultPoints
1．WriteanendingforthestoryinActivity2c．
2．ThethreeverbformsinGrammarFocus．
Ⅳ．TeachingProcedures
StepIRevision
1．RevisewhathappenedtoTinainthemorningbyaskingoneortwostudentstotellthestroyonpage68．
2．Askstudentstocheckeachother’shomeworkinpairs,pointingoutallthemistakestheymighthavemade．
3．RevisethePastPerfectTensebyaskingthechildrenwhentouseitandwhatitsverbstructureis．
StepⅡ2a
Readtheinstructionstotheclass．Besurethatallofthemknowwhattodo．
Callthestudents’attentiontothefourpictures．Getthemtoguessthecorrectorderofthepicturesfirst．Thefirstoneisgivenasasample．Askoneortwochildrentotelltheirstoriesbydescribingthepicturesaccordingtotheirownorder．
Playtherecordingthefirsttime,studentsonlylisten．Playtherecordingagainandaskthechildrentonumbereachpicture．
Checktheanswerswiththeclassandseewhohaveevergotthecorrectanswerswithoutlistening．
StepⅢ2b
Askthestudentstoreadtheinstructionstogether．Pointouttheblanksinthesentencesandtheverbsinthebrackets．
Letthestudentsfillintheblankswiththecorrectformsindividually．
Movearoundtheclassroomcollectingthecommonmistakestheymaymake．
Aftertheyallfinishwriting,tellthemtogetreadytolistentotheconversationandchecktheiranswers．
Playtherecording．Studentslistenandchecktheiranswers．Correcttheanswersbyaskingsevendifferentstudentstosaytheirstotheclass．
StepⅣ2c
Askthewholeclasstoreadtheinstructionstogether．
Wehaveanewtasknow．WeknowTinawaslateforclass．WhatdoyouthinkhappenedafterTinawaslateforclass?
Workwithapartner．Makeupanendingforthestorybycontinuingit．Thebeginninghasbeengiven．
Getstudentstodiscussinpairs．Completetheending．MakesuretheyaretalkinginEnglish．Movearoundtheclassroom,offeringlanguagesupportifneeded．Aftertenminutes,askstudentstostopdiscussing．GetsomepairsofstudentstotelltheclasshowtheythinkthestoryendedAndletthewholeclassdecidewhoseendingisthebest．Telleachpairtowritedowntheirending,ordoitafterclassiftimeisnotenough．
StepⅤGrammarFocus
Callstudents’attentiontothesentencesontheleft．Askfourdifferentstudentstor
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