英語基礎模塊下冊教案

英語語文版基礎模塊下冊教案Unit 1 Travel Warming up&Word Study 提供者：劉媛琴一、教學目標1、知識與能力（1）學習長城的一些景點的英語名稱，如：the Great Wall,the First Pass Under Heaven,Jiayuguan Pass and so. (2)掌握握一些詞匯和短語：rebuild,province,engineer,pick sb up and so on. (3) 能結合圖畫進行簡單介紹或問答。 2、過程與方法通過教師的講解和學生的課堂語言實踐，提高學生的語言應用能力，并為閱讀課做準備。3、情感態(tài)度與價值觀學會相互合作；了解長城是世界奇觀之一，是我們中國人的驕傲；激發(fā)學生的愛國熱情和民族自豪感二、教學重點掌握握一些詞匯和短語的用法：rebuild,province,engineer,pick sb up and so on.三、教學難點用英語簡單介紹有關長城的情況。四、教學方法研討、探究與實踐 五、課時：一課時課型：新授課六、教學準備：Some Pictures七、教學過程 Step1 lead in教師提出問題：What do you know about the Great Wall?Have you ever been to the Great Wall?Where is the First Pass Under Heav學生回答上述問題。說明:分享個人經(jīng)歷激發(fā)學生熱情，活躍班級氣氛，進行有效導入。 Step2 Presentation教師展示圖片，給出景點的英語名稱the Great Wall,the First Pass Under Heaven,Jiayuguan Pass. 說明: 學生熟悉英語景點名稱,為后面的討論做準備 Step3 Practice in class1.教師講解詞匯和短語的用法：（1）The students read the words and phrases.(2) The students make the sentences with the wors and phrases.2.教師布置討論任務，給出例子：This is a beacon tower.It was used.3.學生分組，介紹長城的景點說明：鍛煉學生合作運用英語 力 Step4 Students Activity學生表演，,教師給予學生英語口語的幫助并鼓勵他們開口說英語。每組派代表作為導游介紹你長城景點說明: 鍛煉學生英語口語能力 Step5 Homework1.Practise introducing a place in English.2.Pre-view the text of reading. 說明：為學習新課打基礎，促進學生自主學習八、板書設計Warming up&Word Study Words and phrasesrebuild重建 province省engineer工程師For the first time 第一次Pick sb up開車接某人 On business出差提供者：劉媛琴九、課后反思與建議 The students are interested in this lesson,so they are lively in class,but they are not good at spoken English,they need improving it.Unit1 The Great Wall一、教學目標1、知識與能力(1)掌握下列單詞和短語的用法：be located in,have sth/sbdone;be forced to do sth, by hand,be famous for . (2) 了解被動語態(tài)的用法。(3)正確理解文章內(nèi)容，能準確回答課后的問題。2、過程與方法 通過讀說練習達到教學目標。 3、情感態(tài)度與價值觀 理解長城是世界奇觀之一，是我們中國人的驕傲；激發(fā)學生的愛國熱情和民族自豪感。二、教學重點1、掌握下列單詞和短語的用法2.Understand the text and answer the questions correctly .2、正確理解文章內(nèi)容，能準確回答課后的問題。三、教學難點正確理解文章內(nèi)容，掌握閱讀技巧。四、教學方法任務型教學法；情景教學法五、課時、課型：一課時；新授課六、教學準備：多媒體，常規(guī)教具七、教學過程Step1 Lead in教師活動：播放關于長城的錄像片，向?qū)W生簡要介紹長城。提出問題，導入課文教學：Do you know how the Great Wall was bulit and why it was built?學生活動：Answer the question.師生活動：Review the new words of the text.說明： 激發(fā)學生進一步學習的熱情。Step2 Reading閱讀環(huán)節(jié)一:教師布置任務，給出問題：Where is the Great Wall?When was the Great Wall first built? Who decided to have the walls linked and extended?When was the Great Wall rebuilt?學生活動：學生帶著問題閱讀。說明：為后面的討論做準備。閱讀環(huán)節(jié)二：精度課文，小組研討。學生活動：The students read the text carefully and find the long sentences and language points.教師布置學生仔細閱讀課文，找出問題和課文中的語言點。說明：學生精度課文，發(fā)現(xiàn)問題。培養(yǎng)學生合作學習、探究學習的良好習慣。Step3 Explanation教師解釋課文中的一些長句，講解課文中的下列語言點：The teacher explains the following points:問題一：The walls were built to protect states.修建城墻是為了保護他們的國家。句中的were built 是過去時的被動語態(tài)結構。在句子的主動形式是：They built the walls t0 protect these states. 問題二：have the walls linked and extended 該結構中的have是使役動詞，意思是：“使、讓”，have sth./ sb.done意思是“使某物或某人被.（強調(diào)動作由別人來完成）”，其中的linked和extended是過去分詞，表示被動。 問題三：在It took them more than ten years to build it under terribl conditions. 句子中it用作形式主語，真正的主語是不定式短語to build it under terrible conditions.這是一個很重要的句型，其結構是：It takes/took+sb.+some time+ to do sth. 意思是“做某事花費了某人多少時間”。 問題四：Look,on the top of the mountain is the Great Wall. 句中的on the top of the mountain不是句子的主語，本句是倒裝句結構，它的正常語序應是：The Great Wall is on the top of the mountain在英語中，有時為了“強調(diào)句子中的狀語、表語等”而使用倒裝結構。 Learn the following language points: protect.from/againsthave sth/sb doneLead tothousands ofIt is said that. It takes/took sb .some time to do somethingStep4 PracticeThe students complete the sentences with some useful expressions(PPT)說明：學生完成一些練習，鞏固知識點。Step5Extensive Reading教師播放長城風景片學生活動：The students read the text again and try to retell the text說明：學生閱讀課文，鼓勵學生復述，鍛煉學生口語表達能力。Step61.Read the text.2.Complete the exercise of the language Study.說明：鞏固知識點八、板書設 計 Unit1 The Great Wall Reading 1.Skimming Answer the questions 2.Carefully Reading The Language Points protect.from/against have sth/sb done Lead to thousands of It is said that. It takes/took sb .some time to do sth 提供者：劉媛琴課后反思與建議 Most of the students can unterstang the text well, but they are not good at express by themselves in EngishI. It is helpful for them to read the text afterclass. Unit1 Grammer Passive Voice一、教學目標:1、知識與能力（1）掌握被動語態(tài)的結構和用法。 . （2）在練習中正確運用被動語態(tài)。2、過程與方法 通過不同的練習途徑使學習掌握被動態(tài)的用法。3.、情感態(tài)度與價值觀 消除學習的心理障礙，增強二、教學重點（1）掌握不同時態(tài)的被動語態(tài)結構。（2）如何把主動與臺轉(zhuǎn)化為被動語態(tài)。三、教學難點 能夠正確地王城語法練習。四、教學方法：講解與練習相結合五、課時、課型：一課時、新授課、六、教學準備：多媒體、常規(guī)教具七、教學過程Step1 Presentation教師活動：Show the sentences: The students clean the classroom every day. The classroom is cleaned by the students every day. 學生活動：Translate the sentences above.比較兩個句子語氣的側重點。說明： 引出新課。Step2 Explaining教師活動：什么是被動語態(tài)?被動語態(tài)”的構成？學生活動：be + 過去分詞 + (by+動作執(zhí)行者)Step3 The use of Passive Voice 什么情況下要用被動語態(tài)呢?一般地說，有下面幾種情況：師生共同活動： 不知道誰是動作的執(zhí)行者或沒有必要。例如： Paper is made from wood. (紙是由木材生產(chǎn)出來的。)The house is quite old. It was built in 1950. (這座房子太舊了。它是1950年建成的。)He was wounded in the fight. (他在戰(zhàn)斗在受傷了。)Electricity is used to run machines. (電是用來開動機器的。)2、需要強調(diào)動作的對象時。例如：Calculator cant be used in the maths exam.(計算器不能用于數(shù)學考試。)Books and newspapers in the reading room mustnt be taken away. (閱覽室的書籍和報紙 不準帶走。)He was awarded first prize in that contest.(他在比賽中獲得了第一。)3、為了使語氣婉轉(zhuǎn)，避免提到是誰做的這件事。例如：The construction of the new lab must be completed by the end of next month. (新實驗室必須在下個月底前完工。) Step3 Presentation 1、 一般現(xiàn)在時的被動語態(tài). am / is / are + 動詞的過去分詞Our classroom is cleaned every day.This car is made in China.2、一般過去式的被動語態(tài): was / were + 動詞的過去分詞His desk was cleaned just now.The station was built in 1928.3、現(xiàn)在進行時的被動語態(tài): am / is / are + being + 動詞的過去分詞A new factory is being built in our city now.Some trees are being cut down in the park.4、過去進行時的被動語態(tài): was / were + being + 動詞的過去分詞A new factory was being built in our city at that time.Some babies were being looked after by Miss Chen last year.5、一般將來時的被動語態(tài):(A) will / shall + be + 動詞的過去分詞(B) am / is / are + going to be +動詞的過去分詞.Some new factories will be built in our city this year.Your watch is going to be mended in an hour.6、過去將來時的被動語態(tài): (1).would / should + be + 動詞的過去分詞 (2).was / were +going to be + 動詞的過去分詞.She said that some new factories would be built soon in our city.He thought that your watch was going to be mended after an hour.7、現(xiàn)在完成時的被動語態(tài):have / has + been + 動詞的過去分詞Some new factories have been built in the city since last year.Your watch has been mended already.8、過去完成時的被動語態(tài):had + been + 動詞的過去分詞He said that some new factories had been built in the city.I didnt know that my watch had been mended .9、含情態(tài)動詞的被動式：can/may/must + be + done例如：He can not be found. / I must be paid for this. Step4tExplipaining 如何將主動語態(tài)變成被動語態(tài)1、從句子意義上說，就是重新找出“什么事物”是“被完成”的。例1.主動語態(tài)：人們說英語。People speak English in many countries.被動語態(tài)：英語被說。 English is spoken in many countries.例2.主動語態(tài)：我們造這座橋。We built this bridge last year.被動語態(tài)：這座橋被建造。This bridge was built last year.2、從語法的角度說，把原句的賓語改成主語。例1.主動語態(tài)：小王邀請你(賓語) Xiao Liu has invited you to a lunch party.被動語態(tài)：你(賓語)被邀請。 You has been invited to a lunch party by Xiao Wang.例2.主動語態(tài)：你不準帶走雜志(賓語) You must not take these magazines out of the reading-room.被動語態(tài)：雜志(賓語)不準被帶走.These magazines must not be taken out of the reading room.例3.主動語態(tài)：他們授給他(賓語)一枚獎章(賓語).They gave him a medal for his wonderful work.被動語態(tài)：他(賓語)被授予一枚獎章. He was given a medal for his wonderful work.被動語態(tài)：一枚獎章(賓語)被授給了他.A medal was given to him for his wonderful work.Step5Practice The students complete the exercises in class. 說明：鞏固知識點Step6 Summary教師活動：被動語態(tài)的結構為“助動詞be+及物動詞的過去分詞(p.p)”。被動語態(tài)的不同時態(tài)是 通過be的時態(tài)變化來表示的，其人稱和數(shù)方面應與主語保持一致。學生活動：一般現(xiàn)在時：am/is/are+p.p.一般過去時：was/were+p.p.一般將來時：shall /will be +p.p.現(xiàn)在完成時：have /has been +p.p.現(xiàn)在進行時：am/is/are+being+p.p.過去將來時：should /would be +p.p.含情態(tài)動詞的被動結構：情態(tài)動詞+be+p.p.Step7HomeworComplete the papers about giammer.八、板書設計 Passive Voice 一、 被動語態(tài)的構成：be+動詞的過去分詞+(by+動作的執(zhí)行者） 不同時態(tài)的被動語態(tài)為： 一般現(xiàn)在時：am/is/are+p.p.一般過去時：was/were+p.p.一般將來時：shall /will be +p.p.現(xiàn)在完成時：have /has been +p.p.現(xiàn)在進行時：am/is/are+being+p.p.過去將來時：should /would be +p.p.含情態(tài)動詞的被動結構：情態(tài)動詞+be+p.p. 提供者：劉媛琴 九、課后反思與建議 The students need to do more exercises to. use Passive Voice correctly Unie2 Warming up &Word Study 提供者：劉媛琴一、教學目標 1、知識與能力（1） 掌握supermarket ,shopping center ,shopping plaza ,department store ,mall,green grocery等商務場所名詞。（2） 運用常見的購物交際用語。（3）掌握綜合閱讀部分的詞匯。 2、過程與方法 在教師的指導下，通過討論、口語練習、詞匯的操練，掌握一些單詞和表達法，為學習閱讀 部分的對話打基礎。3、情感態(tài)度與價值觀 學生具備敬業(yè)精神，禮貌交際。二、教學重點 了解購物場所，并能熟練運用購物交際常用語句。三、教學難點 用英語討論購物場所，掌握交際用語。四、教學方法 研討、探究與課堂實踐相結合。五、課時、課型：一課時、新授課 六、教學準備：一些圖片及常規(guī)教具七、教學課程Step 1. Presentation 教師活動：向?qū)W生展示一些購物場所的圖片，提出下列問題：（1）Where would you like to go shopping?（2）Whom would you like to go shopping with?（3）Do you usually do some shopping at weekends?學生活動：回答問題，發(fā)表自己的看法。說明：導入新課。 Step 2 learning and drilling1、學習購物場所的名詞supermarket , shipping center , shopping plaza,department store ,mall greengrocery 教師活動：領讀單詞學生活動：學生讀單詞，肯居圖片，說出購物場所的名稱。教師向?qū)W生交代對話的背景，提出問題：Today we are going to hear 2、操練教師活動：創(chuàng)設情境For example: Boys and girls , I want to go shopping after school ,but I dont know which store I should go to . I want to buy a T-shirt for my son and a pair of shoes for myself . Where do you usually do some shopping ? Who d like to give me some advice?學生活動：學生練習（1）學生根據(jù)情境，可能用到下列句子：Miss/mr. I think youd brtter go to xiushui market to buy a T-shirt,because the clothes are cheaper there.（2）If you want to buy a pair of shoes , you d better go to Wanda Department Store . There are a variety of shoes for women . My mother bought a pair last week.Step 3 New Word Study1.Available可利用的，可得到的 Several data beasea are available.2.Perfect完美的，正確的 Nothing is perfectd 3.Wash 洗，洗滌Wash your clothes.4.Selection選擇 This selection is often broadcast.5.Receipt數(shù)據(jù) I asked for a receipt.6.Sure 確信的I am sure.7.Several 幾個，一些Towns have several churches. 說明：為新課做準備。Step4Homework1.Write down the new words.2.Read the dialogue .八、板書設計 Unie2 Warming up &Word Study 一、購物場所名詞supermarket , shipping center , shopping plaza,department store ,mall greengrocery 二、單詞學習1.Available可利用的，可得到的 Several data beasea are available.2.Perfect完美的，正確的 Nothing is perfectd 3.Wash 洗，洗滌Wash your clothes.4.Selection選擇 This selection is often broadcast.5.Receipt數(shù)據(jù) I asked for a receipt.6.Sure 確信的I am sure.7.Several 幾個，一些Towns have several churches. 提供者：劉媛琴 Unit 2 Going shopping一、教學目標 1、知識與能力（1）掌握購物常用交際用語。（2）掌握一些詞匯和短語。（3）流利亮度對話，張體理解對話。 2、過程與方法 通過聽說讀寫練習達到教學目標。3、 情感態(tài)度與價值觀 通過本節(jié)課的學習，促進學生了解社會，里賣交際，增強服務意識。二、教學重點：（1）掌握購物常用交際用語：May I help you？How about this one?What color/What size do you.?How much is it/this?.（2）掌握一些詞匯和短語。 prefer.toGo shopping, in style,in total.Understand the dialogue（3）流利亮度對話，張體理解對話。三、教學難點：表述物品尺寸、顏色、價格、特點等。4、 教學方法：整體教學法；情景教學法五、課時、課型：一課時、新授課六、教學準備：多媒體和一些常用教具5、 七、教學課程Step 1. Presentation 教師活動：向?qū)W生展示一幅購物中心的圖片，提出下列問題：Where is it？What can you see in this shopping mall？Do you love shopping？How often do you go shopping with your friends？學生活動：自由發(fā)揮，說出自己的看法。 教師活動：再播放一段視頻，里面是一外國游客正在北京一家商店用手使勁比劃購物的情景，由于語言不通無法交流，店員理解錯誤將顧客要的真絲襯衫給成了一件毛衣。老師可以用這一笑話故事，讓學生明白：在異國他鄉(xiāng)，語言交流的重要性，那么購物用語便成了購物場合必不可少的因素。教師聽取學生意見，最后引入正文：So we should master the useful expressions about shopping. Now we will see what the customer and the shop assistant say in shopping？Step 2 Listening and Reading教師向?qū)W生交代對話的背景，提出問題：Today we are going to hear about a short conversation about shopping. Now please listen to the tape and answer the question：Whats the main idea of this dialogue? 教師放錄音，學生回答以上問題。因為這一對話對既簡潔又貼進生活，所以既訓練了學生的聽力，又使學生了解了對話的主要內(nèi)容。教師活動：給出下列問題：1. Who is Mr.Wallace?2.What does Mr.Wallace to in BeIjing?3.What is the size of the blouse that his wife wear?4.What should Mr.Wallace tell his wife about the silk blouse?學生活動：Read the dialogue and answer the questions.說明：因為這一對話既簡潔又貼進生活，所以既訓練了學生的聽力，又使學生了解了對話的主要內(nèi)容。Step 3 Dialogue學生經(jīng)過上面的訓練，已經(jīng)比較熟悉對話的內(nèi)容，理解對話這一目的已成功一半，這時教師作適度講解，指導學生劃出重要詞組和句型。新詞組有：do some shoppingp prefer.to. in total in style and soon.新句型有：（1）售貨員主動向顧客打招呼、提供服務的用語May I help you?/Can I help you, madam?What can I do for you?/Is ： there anything I can do for you?（2）顧客購買商品時Do you have any Im trying to find a. Id like to I want.（3）售貨員征詢顧客對商品的意見時可以說：What do you think of it? What (How) about this one（4）售貨員詢問顧客要買多少、什么型號、喜歡什么顏色時說： How many (much) do you want, sir? What size, please?What color do you like? （5）顧客詢問價格時，常用：How much is it?How much does it cost?How much do you charge for it?Whats the price, please? 教師再呈現(xiàn)一組商品，每學一組句型，讓學生兩人或三人一組用以上句型進行簡短練習，以便學生能夠牢記這些句型。Step 4 Practice 學生活動： 同學分組研究創(chuàng)設購物情景，自己準備道具，分角色練習對話，再上臺表演。 S1-Mr.Wallace S2-zhang Ling S3-Salesgirl 說明： 通過這一練習，鞏固了所學用語，提高了學生的口頭 表達 能力，增強了學生學習英語的興趣和自信心。Step 5 HomeworkRewrite the dialogue.說明：提高學生寫作能力。八、板書設計 Going shopping 提供者：劉媛琴Useful Expressions售貨員用語May I help you?/Can I help you, madam?can I do for you?/Is there anything I can do for you? How many (much) do you want, sir?What size, please?What color do you like? 顧客用語Do you have any.Im trying to find a.Id like to I want.Whats the price, please?How much does it cost?How much do you charge for 教學反思與建議 利用視頻及圖片資源，充分調(diào)動學生的學習積極性、自主性和協(xié)作性。讓學生激烈討論，踴躍發(fā)表自己的意見并且嘗試情景對話表演，充分體現(xiàn)了“以學生為本”的教學理念。 Unie2 Listening&Speaking一、教學目標 1、知識與能力（1）聽懂對話內(nèi)容，準確辨聽信息。（2）掌握并運用“購物與應答”交際常用語句。（3）能在一定的場景中進行交際。 2、過程與方法 通過生活購物圖片提高學生學習興趣，采用整體教學法，創(chuàng)設語言交際的情景，把語言交際融入到設計的游戲中，與學生共同進行生動、活潑的學習活動。3、情感態(tài)度與價值觀主動，熱情，禮貌交際，合作探究學習，互相幫助克服口語交際障礙。二、教學重點 培養(yǎng)學生的聽說能力。 三、教學難點培養(yǎng)學生運用這一對話中所學的知識進行日常交際能力。四、教學方法 研討、探究與情境教學法相結合。五、課時、課型：一課時、新授課 六、教學準備：多媒體七、教學過程Step 1 Presentation 教師活動：教師播放一段視頻，里面是一外國游客正在北京一家商店用手使勁比劃購物的情景，由于語言不通無法交流，店員理解錯誤將顧客要的真絲襯衫給成了一件毛衣。老師可以用這一笑話故事，讓學生明白：在異國他鄉(xiāng)，語言交流的重要性，那么購物用語便成了購物場合必不可少的因素。 說明：導入新課。 Step 2 Listening 教師向?qū)W生交代對話的背景，提出問題：Today we are going to hear about a short conversation about shopping. Now please listen to the tape and answer the question：Whats the main idea of this dialogue? 教師放第一次錄音，讓學生回答以上問題。教師放第二次錄音，發(fā)給學生自做的填空題，提出問題：Listen to the tape again, and try to complete the dialogue using the phrases and sentences you hear.教師放第三次錄音，讓學生核對答案。說明：訓練學生的聽力，使學生了解了對話的主要內(nèi)容。Step 3 Dialogue教師講解對話，指導學生劃出重要表達法。售貨員用語：Good morning/afternoon How about this one Would you like to try it on? How would you like to pay? Credit cards are available/accepted in this shop. Youre welcome.顧客用語：Can you show me.? Let me have a look. May I try it on? Can you give me discount? Are the credit cards accepted here? Do I have to pay in cash?學生活動：學生練習Step 4 Practice 以兩人為一組，一個做shop assistant，另一個做Mrs White 分角色朗讀對話。教師指導學生，幫助學生糾正不正確的語音、語調(diào)，然后叫兩組同學做朗讀表演，對有能力的同學，教師要提高要求，合上書表演對話。Step 5 consolidation 教師給學生一個練習提示（十多個不同的購物場景），讓全班分成四個大組，再在大組里分兩人或三、四人一組的小組。讓學生自主選擇場景，運用所學購物用語編一個類似書上的對話，然后當堂進行表演比賽。教師當總裁判，每個大組選出兩人當裁判進行評比。評分標準以每組出節(jié)目的數(shù)量、質(zhì)量、效果、對話內(nèi)容、所學用語的運用等多方面進行評比。最后評出最佳表演獎、最有創(chuàng)意獎、最有潛力獎、最有魅力獎等十項獎項。完畢，教師對此次活動做一個點評和總結。說明：通過這一練習，鞏固了所學用語，提高了學生的口頭表達能力，增強了學生學習英語的興趣和自信心。Step 6 Homework1.Make dialogues.2.Review Unit2八、板書設計 Unie2 Listening&Speaking 售貨員用語： Good morning/afternoon How about this one Would you like to try it on? How would you like to pay? Credit cards are available/accepted in this shop. Youre welcome. 顧客用語： Can you show me.? Let me have a look. May I try it on? Can you give me discount? Are the credit cards accepted here? Do I have to pay in cash?九、課后反思與建議利用多媒體教學資源，增大課堂容量，學生分組教學、討論，充分發(fā)揮學生的主觀能動性，調(diào)動了學生學習英語的積極性。 Unit2The Infinitive一、教學目標1、知識與能力（1）掌握不定式的基本結構和用法。 （2）清楚不定式在句子中所充當?shù)木渥映煞荨?（3）靈活運用不定式結構進行語言表達。2、過程與方法 充分發(fā)揮學生的主體地位，發(fā)揮學生的主觀能動性，幫助學生在豐富的生活環(huán)境中輕松掌握語法。情3、感態(tài)度與價值觀 通過本節(jié)課的學習，學生能從枯燥的語法學習中走出來，把語法與豐富多彩的生活情境聯(lián)系起來，進一步激發(fā)學生學習英語的興趣。二、教學重點1、不定式的用法三、教學難點：正確運用不定式結構進行表達。四、教學方法講練法；任務型教學法；情境教學法5、 課時、課型：一課時、新授課6、 教學準備：多媒體七、教學過程Step1Revision and leading in教師活動：教師呈現(xiàn)下列句子：1. To answer the question is not a difficult job.2. Their job is to clean the classroom this afternoon.3. Will you please help me open the door?4. Marry wanted to play the basketball with us.5. Tom told Bill not buy a new bake.6. Did anyone see her enter the room?7. I am looking for a room to live in.8. She ate less to lose weight.學生活動：學生翻譯句子，體會不定式的作用。說明： 通過復習，引入新課。Step2 The Infinitive Study教師活動：教師布置任務：不定式的結構？不定式在句子中所作的成分？學生活動：學生帶著問題看書，總結，回答問題。說明：引導學生運用觀察、發(fā)現(xiàn)、歸納的方法學習語言知識，避免語法傳授時的老師講、學生記的片面現(xiàn)象。Step3 Explanation1. 作主語：The cat said, “To take roller coaster” is terrible. 不定式短語作主語時，可以直接放在句首，但在很多情況下，尤其是在疑問句和感嘆句中，往往放在謂語之后，而用先行代詞it作形式主語。 The cat said, “Its terrible to take roller coaster.” How long did it take you to take roller coaster? How terrible it is to take roller coaster?不定式作主語常見句型：a) It is + a