1、 Unit3复习要点一、 词汇：1、动词的三单形式和现在分词：骑 ride-rides-riding 驾驶drive-drives-driving 停止 stop-stops-stopping 横越cross-crosses-crossing 离开leave-leaves-leaving 做梦dream-dreams-dreaming 2. 写出下列各词表人的名词：train-(n)trainer drive-(n)driver village-(n) villager二、重点短语：乘火车 take the train 乘地铁take the subway 骑自行车 ride a bike 多
2、远 how far 多长 how long 做.花费.(时间）It takes time to do sth 做.花费某某.(时间） It takes sb time to do sth (prep)乘飞机 by plane 乘船 by ship/boat 步行上学walk to school(prep)步行on foot 公共汽车站 the bus stop/station 地铁站台 the subway station 认为 think of 到达.的家 get to ones home .的梦想是做. Its ones dream to do sth 实现 come true 在.和.之
3、间between. and. 三、重点句型：1、她通常怎样上班？乘公交车。 How does she go to work？ Shet akes a bus 2、你到学校要多少时间？大约15分钟。 How long does it take to get to school?It takes about 15 minutes. 3、从你家到学校有多远？大约只有3公里。 How far is it from your home to school?Its only about 3 kilometers.4、Jane 步行上学吗？不，她通常骑自行车。 Does Jane walk to schoo
4、l?No, she doesnt . She usually rides her bike.5、你爸爸开车上班吗？不，他步行上班。 Does your father drive a car to work? No, he goes to work on foot .6、但对于中国一个小村庄的学生们而言，上学是一件很难的事儿。 But for the students in one small village in China, it is difficult to go to school. 7、在他们的学校和村子之间有一条大河。 There is a very big river betwe
5、en the school and the village .8、河上没有桥梁，而且河水湍急，不宜小船摆渡。 There is no bridge and the river runs too quickly for boats .9、所以这些学生靠滑铁索过河上学。 So the students go on a ropeway to cross the rive r to school.10、一个11岁的男孩，亮亮，每天过河上学。 An eleven-year-old boy ,Liang liang, crosses the river to school every day.Unit3基
6、础检测一、 词汇：1、 动词的三单形式和现在分词：骑 驾驶 停止 跨越 离开 做梦 2. 写出下列各词表人的名词：train-(n) drive-(n) village-(n) 二、重点短语、句型：1、她通常怎样上班？乘公交车。 she go to work？ She a 2、你到学校要多少时间？大约15分钟。 How long it to get to school? It 15 minutes. 3、从你家到学校有多远？大约只有3公里。 is it from your home to school?Its 3 kilometers.4、你爸爸开车上班吗？不，他步行上班。 your father a car to work? No, he goes to work .5、河上没有桥梁，而且河水湍急，不宜小船摆渡。 There is and the river too for boats .6、所以这些学生靠滑铁索过河上学。 the students go a ropeway the rive r to school.7、一个11岁的男孩，亮亮，每天过河上学。 ,Liang liang, the river to school every day.
