我学会了洗碗中考英语专题复习教案：doubt的用法

2020年12月22日发(作者：钱韦杉)
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 don’t doubt that he can finish the task on time.
我相信他能按时完成任务。
Do you doubt that 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aboutofas toon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i f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 without 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 didn’t 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 sincerity.
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：
Galileo’s experiments threw doubt on Aristotle’s 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 outside, the bus had already left．

The First Period
Ⅰ． Teaching Aims and Demands
1． 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 shower．
2． Ability Objects
（1） Teach the students to use the new words．
（2） Train the students to narrate past events with the Past Perfect
Tense．
（3） Train the students’ listening and speaking skills with the target
language．
3． Moral Object
It’s a good habit to go to bed early in the evening and get up early in
the morning． So you’ll never be in a hurry in the morning．
Ⅱ． Teaching Key Points
1． Key Vocabulary oversleep
2． Target Language Narrate past events with the Past Perfect Tense
Ⅲ． Teaching Difficult Points
1． Train the students to narrate past events with the Past Perfect Tense．
2． Train the students to understand the target language in spoken
conversation．
Ⅳ． Teaching Methods
1． Thinking of examples from the students’ real lives．
2． Making sentences by looking at the pictures．
Ⅴ． Teaching Procedures
Step I Revision
1． Ask some questions like this: What volunteer work would you like
to do?
Help the students to answer, I’d like to…I love to…I hope to…
2． Practice the dialogue in Activity 3c on page 62 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 Ⅱ 1a
First write by the time on the blackboard． and tell the class the meaning
of it．
Say this sentence to the class: By the time the teacher came in, the
students had begun reading English．
Tell them to note the structure ． 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 the irregular verbs’
participles one by one．
Write By the time I came back…on the blackboard．
Say 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 blackboard．
Then get more students to answer differently,
Read the instructions to the students and read these questions to the class
as well．
What 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 morning．
Then have the whole class practice in pairs． Ask each other the questions．
After they finish talking, ask one or two pairs to say their conversations
to the class． Correct the mistakes they may make with the other students．
Call the students’ attention to the pictures in Activity la．
Then tell students to talk about the pictures in groups of four． Move
around the classroom, listening to students and offering help． Make sure
that they talk in English．
After they all finish talking, ask different groups to tell the class about
the pictures．
Step Ⅲ 1b
Ask the students to read the instructions together． Have them look at
the two columns, A and B ,in the chart． Point out the sample answer． Read
the two parts of the sentence．
Then go over the other unconnected parts of sentences, too．
Play the recording for the first time．
Students only listen． Then play it a second time． Let students match
two parts of each sentence． Check the answers by asking some students
to tell their answers．
Make sure that all of them have got the correct answers by listening． Say
congratulations to the students who get the answers correctly by guessing．
Step Ⅳ 1c
First play the recording in Activity 1b again and let the students read
after it． Do it at least twice．
Then read the instructions together with the whole class．
You 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 begirt
Have the students work in pairs． Move around the room offering language
support as needed．
After they all finish talking, ask some pairs to say their conversations
to the class．
Step Ⅴ Summary
Step Ⅵ Homework
1． Write out the story of Tina, Note to use the target language．
2． Revise when to use the Past Perfect Tense and the verb structure of
it．


The Second Period
Ⅰ． Teaching Aims and Demands
1． 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 backpack．
（2）The Three Forms of the verbs．
2． 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．
Ⅱ． Teaching Key Points
1． Listening practice with the target language．
2． Use the correct verb forms to fill in the blanks by listening．
3． Make sentences using the Past Perfect Tense．
4． The three forms of the verbs．
Ⅲ． Teaching Difficult Points
1． Write an ending for the story in Activity 2c．
2． The three verb forms in Grammar Focus．
Ⅳ．Teaching Procedures
Step I Revision
1． Revise what happened to Tina in the morning by asking one or two
students to tell the stroy on page 68．
2． Ask students to check each other’s homework in pairs, pointing out
all the mistakes they might have made．
3． Revise the Past Perfect Tense by asking the children when to use it
and what its verb structure is．
Step Ⅱ 2a
Read the instructions to the class． Be sure that all of them know what
to do．
Call 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
pictures according to their own order．
Play the recording the first time, students only listen． Play the
recording again and ask the children to number each picture．
Check the answers with the class and see who have ever got the correct
answers without listening．
Step Ⅲ 2b
Ask the students to read the instructions together． Point out the blanks
in the sentences and the verbs in the brackets．
Let the students fill in the blanks with the correct forms individually．
Move around the classroom collecting the common mistakes they may make．
After they all finish writing, tell them to get ready to listen to the
conversation and check their answers．
Play the recording． Students listen and check their answers． Correct
the answers by asking seven different students to say theirs to the class．
Step Ⅳ 2c
Ask the whole class to read the instructions together．
We have a new task now． We know Tina was late for class． What do you
think happened after Tina was late for class?Work with a partner． Make
up an ending for the story by continuing it． The beginning has been given．
Get 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 minutes, 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 enough．
Step Ⅴ Grammar Focus
Call students’ attention to the sentences on the left． Ask four different
students to read the four sentences and point out where had plus a past
participle is used． Write the sentences on the blackboard．
Ask the students to make sentences correctly using each form of the verbs
in the box．
Check the answers．
Step Ⅵ Homework
1． Write down the ending of Tina’s story．
2． Make sentences using each form of the verbs below:
leave, walk, start, oversleep, ring, be
3． Review the Grammar Focus．

The Third Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1） Key Vocabulary
bell, ring, go off, rush, run off, on time, give sb． a ride, lock, break
down
（2） Target Language
By the time I got there, the bus had already left．
By the time I woke up, my father had already gone into the bathroom．
2． Ability Objects
Train the students’ reading skill with target language．
Train the students’ speaking skill with target language．
Ⅱ． Teaching Key Points
1． Guide the students to read the article in activity 3a．
2． Help the students do the oral practice with the target language．
Ⅲ． Teaching Difficult Points
1． Help improve the students’ reading skill by Activity 3a．
2． Help the students describe what has happened to them with the target
language．
Ⅳ． Teaching Procedures
Step Ⅰ Revision
1． Revise what happened to Tina by asking several students to tell the
story．
2． Revise the three forms of the verbs in Grammar Focus by asking four
students to write them out on the blackboard．
3． Check homework by asking one or two to read their own endings of the
stroy．
4． Check homework by asking some students to read the sentences which
they made．
Step Ⅱ 3a
Ask the whole class to read the instructions together． There is an article
in Activity 3a． Your task is to read the story and write the events in
the correct order．
Have a look at the sample answer on the right of the article before you
start． Then let the children complete the work on their own． After a
while, ask some students to report their answers to the class． Write the
events on the blackboard as they report, putting the events in the correct
order．
After checking the answers, tell students to read the article again more
carefully．
Tell them to find out the words or sentences which they can’t understand
this time．
A few minutes later, let the students ask questions on the words and
sentences which they can’t understand． Do some explanation and make sure
that the students make everything clear about the article．
Then ask the students to read the article aloud． Move around the classroom
while they are reading, offering help as needed．
Next ask students to pick out the sentences with the Past Perfect
Tense． Tell them to underline them and come up with the reason to use
the tence．
Ask two students to read their answers and explain the sentences．
Step Ⅲ 3b
Call the students’ attention to the photo of the woman sleeping． The girl
is sleeping． She may oversleep． How about you?
Have you ever overslept?
Get a students to answer the question simply, such as Yes, I have． No,
I haven’t．
Then ask one student to read the instructions to the class．
Explain that describe the circumstances means to tell when, where and how
the things happened．
Ask one student who has ever overslept to answer the first question and
describe the circumstance． Help him or her use the Past Perfect Tense
to describe the circumstance．
Then ask students to read the questions and write their answers in their
exercise books． Tell them that they have to describe the circumstances
if their answers are Yes, and there should be at least one sentence with
the Past Perfect Tense in each description． Move around the classroom
providing sentences to the ones who need． Ask several students to share
their stories with the class． Correct any mistakes they may make． Let
them check the answers in pairs．
Step Ⅳ 3c
Ask the whole class to read the instructions together． Then call the
students’ attention to the sample conversation on the right． Ask a pair
of the students to read the conversation to the class． Please ask your
partner the questions in Activity 3b． Ask more questions if he or she
says ．
Ask the students to work in pairs． Encourage them to ask as many questions
as they can． As they work, move around the room offering help and answering
questions as needed． Ask some pairs to say their conversations to the
class．
Step Ⅵ homework
1． Write the answers to the questions in Activity 3b．
2． Write a conversation in Activity 3c．

The Fourth Period
I． Teaching Aims and Demands
1． Knowledge Objects
（1） Key Vocabulary
costume, show up, exhausted, embarrassed, empty, fool, April Fool’s Day,
go off, stay up
（2）Target Language
When I got there, I found that he had fooled me．
After an hour, the other kids showld up, and I realized that my brother
had fooled me．
By the time I got to match class, I was exhausted because I had stayed
up all night studying．
I found out that my friend had fooled me．
2． Ability Objects
（1） Train the students’ writing, listening and speaking skills with the
target language．
（2）Train the students to use the new vocabulary．
Ⅱ． Teaching Key Points
1． Train the students’ listening and speaking skills with target language．
2． Teach the students the new vocabulary．
Ⅲ． Teaching Difficult Points
1． Guide listening and oral practice using the target language．
2． Help learn to use the new vocabulary correctly．
Ⅳ． Teaching Procedures
Step I Revision
1． Revise the article in Activity 3a on page 70 by asking several students
to read it．
2． Dictate some words and phrases:
3． Check the homework．
Step Ⅱ 1a
Read the instructions to the students． Remember to read the sentence in
the brackets． Point to the chart with the three headings Nouns, Verbs
and Adjectives． Read the words in the brackets to the students and help
the students to understand the meanings of nouns, verbs and adjectives．
Get a student to read the sample answers to the class before they start
say, Fool call also be a verb． Ask the students to complete the chart
on their own．
Correct the answers by asking three students to read their answers to the
class．
Step Ⅲ 1b
Ask a student to read the instructions to the class．
Ask another student to read the example on the right．
Work in pairs now． Tell your partner about something that has happened
to you recently． Note to use two or more phrases from the list in Activity
la． Get tile students to talk in pairs． Move around the classroom checking
their work and offering language support as needed．
After they all finish talking, ask some pairs to say their conversations
to the class．
Step Ⅳ 2a
Say something about April Fool’s Day to the students
Call the students’ attention to the four pictures． Ask the students what
is happening in each picture．
Ask four different students to describe the pictures．
Read the instructions to the class．
Play the tape the first time． The students only listen． Then play the
tape again． Ask the students to write each boy’s name in the correct
box． Check the answers by asking different students to tell their own
answers．
Step Ⅴ 2b
Read the instructions to the class． There are six phrases in the box． Your
task is to find out who says each of the phrases, Dave, Nick or Joe after
listening to the same recording． And write
and for Joes on the short lines before the phrases． Look at the first
one． The answer has been given as a sample．
Play the recording the first time． The students only listen． Then play
the recording again． Ask the students to write the letters in the
blanks． Ask six different students to report their answers to the
class． Check the answers with the class．
Step Ⅵ 2c
This activity provides oral practice using the target language．
First play the recording again． Pause after each sentence and get the
students to repeat．
Do it at least twice．
Ask a student to read the instructions to the class． Then have them look
at the sample conversation on the right． Ask a pair of the students to
read and try to continue it
Then ask the students to work in pairs．
Each pair makes two conversations using information from the earlier
activities．
Move around the room as they work, offering help as needed． Ask one or
two pairs to say their conversations to the class．
Step Ⅶ Homework
1． Write something that has happened to you recently． Use two or more
phrases from the list in Activity 1a．
2． Write a conversation in Activity 2c．

The Fifth Period
Ⅰ． Teaching Aims and Demands
1．Knowledge Objects
（1） Key Vocabulary
announce, describe, convince, panic, set off, authority, reveal, hoax,
fleefledfled, spaghetti, girl-friend, Show, marry, thrill, get married,
reply, ending
（2） The reading passages about April Fool’s Day．
（3） Write stories happened on April Fool’s Day．
2． Ability Objects
（1） Train the students’ reading skill．
（2） Train the students’ writing and speaking skills．
Ⅱ． Teaching Key Points
1． Teach the students the new vocabulary．
2． Help the students understand the three articles．
3． Guide the students to write stories happened on April Fool’s Day．
Ⅲ． Teaching Difficult Points
1． Help the students understand the three articles．
2． Help the students write the stories happened on April Fool’s Day．
Ⅳ． Teaching Procedures
Step I Revision
1． Revise the three boy’s stories happened on April Fool’s Day． Ask three
different students to tell their stories to the class．
2． Check the homework．
Step Ⅱ 3a
Read the instructions to the students．
You’ll have to read three articles． The three articles are about three
different stories happened on April Fool’s Day．
Not all of them are true． Tell which of these stories is the most
believable and which is the least believable． And you have to tell the
reasons as well． At last, think over if you would be fooled by any of
the stories．
Read the first article to the class． The students look at their books,
listen to the teacher and find out the answers to the questions in the
instructions．
After reading, ask the students if it is believable and why． Ask several
students to tell their opinions on the believability the first
article． They may say like this:
I think it is believable because the exact time and person’s name are given
in the first sentence, or, I don’t think it’s believable because I think
no one dared to fool the people like that．
Do the same with the two articles left．
Ask two good students to read the articles instead of the teacher． Elicit
students’ reasons for their answers． At last tell the students the correct
answer．
Step Ⅲ 3b
Read the instructions to the class． Play the recording again to help the
students．
Ask three different students to read the notes to the class．
Help the students make sentences with the notes first．
After making sentences, ask the students to write a magazine story about
Nick in Activities 2a and 2b, using the notes below． As they write, move
around the room offering help and answering questions as needed．
After around ten minutes, ask a student to read the completed article to
the class．
The rest of the class help correct the mistakes the student may have
made． Get them to check each’ other’s writing carefully in pairs．
Step Ⅳ 3c
Read the instructions to the class． Be sure that the students know what
they are asked to do． At first, have the students think what they might
write about．
Then tell them to make a list of ideas before starting writing． The list
should include the three parts, what happened first, what happened next,
and what you finally realized．
Write a sample list on the blackboard:
Next ask the students to write their jokes．
Ask some students to read their articles to the class． Correct as many
of the articles as possible in class．
Step Ⅴ 4
Read the instructions to the class． Review the meanings of funniest, most
embarrassing and most creative．
Have the class have a look at the sample conversation in the box before
reading．
Ask a pair of the students to read it to the class．
Then ask the students to read their stories to the class． After all of
the students have read, ask the class to vote for the funniest, most
embarrassing and most creative stories．
Step ⅥHomework
1． Read the three articles aloud after class．
2． Correct the magazine story and the joke you have written．
3． Try to remember the new vocabulary．

The Sixth Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1） Verbs
rush, realize, invite, show up, stay up．
（2） Write an article according to the pictures given．
（3） Vocabulary
homework, look, costume, empty
2． Ability Objects
（1）Train the students to use these verbs correctly:
rush, realize, invite, show up, stay up．
（2）Train the students’ writing skill．
Ⅱ． Teaching Key Points
1． Help the students have a self check on the key words and target language
of this unit．
2． Practise using these verbs: rush, realize, invite, show up, stay up．
3． Review the new vocabulary introduced in this unit: homework, lock,
costume, empty．
4． Direct the students to write an article according to the pictures
given．
Ⅲ． Teaching Difficult Points
1． Help the students make sentences with the verbs．
2． Direct the students to write an article with the pictures given．
Ⅳ． Teaching Procedures
Step I Revision
1． Revise the contents in the three articles in Activity 3a on page 72
by asking some questions
2． Ask three different students to read the articles．
Step Ⅱ Part 1
This activity focuses on vocabulary introduced in the unit． Focus
attention on the box． Invite a student to read the vocabulary words at
the top．
Ask students to fill in the blanks on their own． Check the answers．
Ask students to make their own sentences with the words, preferably
sentences that are meaningful． Move around the room．Collect a few
students’ answers with mistakes on the blackboard． Along with the
students’ help correct the mistakes．
Step Ⅲ Part 2
Have the students look at the seven pictures． Tell the children that the
pictures are connected to each other in an order．
Ask: What is happening to Ming?
Get the whole class to read the instructions． Then ask the students to
describe each picture in order． Write some useful sentences on the
blackboard． For example, for the first picture, help the students to say
Ming wakes up at 10:00 and thinks she is late for school．
After a while, ask a few students to tell the class about Ming’s day． Let
the rest of the class help correct the mistakes that they may have made．
Tell them to exchange their articles with their partners and help each
other correct the mistakes． Ask the students to rewrite their articles
to make the articles perfect after class．
Step Ⅳ Part 3
Call the students’ attention to the box． Have them look at the four groups
of words． Get the students to read the instructions together． Ask them
to circle the words that don’t belong in each group．
The first one has been given as a model．
Ask some students to tell their answers to the class． Check the answers
with the whole class．
Step Ⅴ Just for Fun!
Call the students’ attention to the cartoon pictures． Tell them to see
what happens．
Ask the students to read the sentences under the pictures together．
Then ask the children what is, funny about this cartoon． Help the students
to answer like this:
The boy saw the clouds and he felt the rain long before he got home． He
should have realized much sooner that he had forgotten his umbrella．
Step Ⅵ Homework
1． Revise all the language points in this unit．
2． Finish off the exercises on pages 36～38 of the workbook．
3． Make another more sentence with each verb below, rush, realize, invite,
show up, stay up．
4． Rewrite the article．