Advertise【优秀4篇】
学习英语的时候，我们总是会遇到各种各样的单词，记单词之前需要理解它的意思和用法，那么大家了解advertise这个单词吗？下面是差异网的小编为您带来的4篇《Advertise》，希望可以启发、帮助到大朋友、小朋友们。
Advertise 篇一
教学目标
1.语言点
have comments from, bring in, photograph sb. doing ,go hand in hand with,think up an idea,try out startwith ,forsale,put… into… ,expressone’ssatisfaction with…,blame,advertise,prove,partly,living things,life,point out,be about to do
2.语法点 Revising the Past Participle（复习过去分词）
3.重点句型
（l）I think it would be a good idea to have comments from secretaries and typists who are already using it.
（2）What kind of advertisements do you read or watch.If any？
（3）Is it a waste of money？
（4）Also present will be a person who thinks up an idea for an advertisement.
（5）Isn’t it time you made someone’s life a bit easier？
（6）People read advertisements partly for information and partly because they are interesting.
（7）Today’s advertisements often start with a question, or a puzzle，with the purpose of attracting the reader’s attention.
（8）Sometimes advertisements tell a story，or the story may be continued over a number of advertisements.
（9）The supermarket is crowded with shoppers.
（10）We had the idea tried out.
（11）Disturbed by the noise，we had to finish the。meeting early.
（12）We would be happy to sell it to you for 3500，that is 50％ of the cost of a new one.
4.能力要求
（1）提高交际能力，掌握表示建议，对别人的意见表示同意或不同意的表达；
（2）了解广告制作的过程；
（3）复习过去分词的用法。
教学建议
教材分析
本单元日常交际用语一项要求学生掌握表达同意，赞同及不同意，不赞同的方式。其中大部分句型是学生已熟悉的内容。但需向学生指明不同的表达所表示的说话人的不同语气。
本单元阅读材料是有关广告这一题材的说明文，文章所运用的语言较为平实，浅显。通过学习，学生应了解广告的表现形式，一般广告制作过程，为达到预期效果而对广告制作提出的要求等方面的知识。根据广告随处可见，随处可闻特点，结合课文内容，帮助学生因此教师可以通过增加学生阅读量，拓展相关知识以及加大学生口语表达和写作练习量等方式培养学生听说读写诸方面的能力。如学生的能力尚可，还可以考虑让学生练习写出较为简单实用的英文广告。
本单元语法部分（复习过去分词的主要用法）既是重点又是难点。学生不通则已，一通百通。
教法建议
在处理交际用语内容时，完全可以让学生自己去概括并找出对话中所表达的日常交际用语项目，教师可只做适当的扩展，说明和提示
对阅读的处理可相对从简，教师可根据广告随处可见，随处可闻特点，结合课文内容，通过增加学生阅读量，拓展相关知识以及加大学生口语表达和写作练习量等方式培养学生听说读写诸方面的能力。如学生的能力尚可，还可以考虑让学生练习写出较为简单实用的英文广告。同时，还可以考虑在这一部分中加入探究活动一项。:如：启发学生思考广告的不同类型（可将一般的商业广告与高一课本中的寻物启事，招领启事作对比）；广告写（制）作时应遵循的原则（除课本介绍以外的）：就广告与人们生活的关系组织小型辩论或讨论等等。
在复习过去分词做定语，表语，宾语补足语时，建议结合现在分词的用法，抓住最为本质的区别进行对比学习和巩固，以加深印象。
1.think up，think out，think over，think of.
think up，think out侧重于思考的结果，即是否想出了办法、计划等；
think up主要表示“设想、构思”之意；think out主要表示“仔细思考并研究出（计划等），或者想透问题”等，两个短语均为动副结构；think over也为动副结构，侧重于思考，不涉及结果，表达“深思熟虑，仔细思考”之意；think of主要表示“考虑，关心，想起，对……有某种看法”之意，为动介（动词十介词）结构。表示看法、评价之时，常用一些副词来修饰，如think much/a lot/a great deal/highly/well/ill of…（对……评价高/好/不好）；若问评价如何，觉得怎样，常用what…think of…；若表示“以为，认为”时，则用think of…as。e.g.
①I can’t think of his name.我想不起他的名字。
②You mustn’t think of him as being irresponsible.你不要以为他是一个不负责任的人。
③She gained confidence in herself as she thought the matter over.
她好好想了想这件事，对自己有了信心。
④He put his whole heart into thinking up ways to improve the quality of heir Products.他把全部心思都用来想办法提高产品质量。
⑤His theory is so complicated that nobody can think it out.
他的理论是那样复杂，没有一个人能把它搞清楚
hand in hand，in hand，at hand与 by hand
hand in hand为副词短语，表达“手牵手，携手，共同”之意；in hand可用成形容词或副词，表示“在手里/手边，进行中，掌握中”之意；at hand可用成形容词或副词，表示“在手边，即将来到的”，常与close , near连用。 by hand用作副词表达“用手工做，由专人递送”之意。e.g.
①I always keep a dictionary at hand. 我经常把字典放在手边。
②Her sweater is knitted by hand. 她的毛衣是手工编织的。
③They walked hand in hand in the garden. 她们手牵着手在花园里散步。
④The police had the riot in hand. 警察控制了暴动。
post，send，deliver,mai1.
post指把信件、包裹投人邮箱、邮筒，侧重于“邮寄”之意；send指通过某种途径或方式或派人将某物送出，表达“送、寄、发送”之意；deliver指把信件、包裹货物等亲自交给某人或某物，表示“传送，交付”之意。mail同post，多用于美语之中。e.g.
①A postman is a man who delivers letters and parcels.邮递员就是递送信件及包裹的人。
②I sent an E-mail to him yesterday.昨天我跟他发了＿个邮件。
③They send goods by train.他们用火车运送货物。
④He posted the recorded tape to me。他把那录音带邮寄给我了。
2.think up，think out，think over，think of.
think up，think out侧重于思考的结果，即是否想出了办法、计划等；
think up主要表示“设想、构思”之意；think out主要表示“仔细思考并研究出（计划等），或者想透问题”等，两个短语均为动副结构；think over也为动副结构，侧重于思考，不涉及结果，表达“深思熟虑，仔细思考”之意；think of主要表示“考虑，关心，想起，对……有某种看法”之意，为动介（动词十介词）结构。表示看法、评价之时，常用一些副词来修饰，如think much/a lot/a great deal/highly/well/ill of…（对……评价高/好/不好）；若问评价如何，觉得怎样，常用what…think of…；若表示“以为，认为”时，则用think of…as。e.g.
①I can’t think of his name.我想不起他的名字。
②You mustn’t think of him as being irresponsible.你不要以为他是一个不负责任的人。
③She gained confidence in herself as she thought the matter over.她好好想了想这件事，对自己有了信心。
④He put his whole heart into thinking up ways to improve the quality of heir Products.他把全部心思都用来想办法提高产品质量。
⑤His theory is so complicated that nobody can think it out.他的理论是那样复杂，没有一个人能把它搞清楚
in one’s seventies与in the seventies
in one’s seventies表示“在某人七十多岁的时候”，用于指年龄
in the seventies表达在70年代时，用于指时间。e.g.
Karl Marx began to learn English in his fifties.
卡尔•马克思五十多岁的时候开始学英语。
搭配辨析 late，lately，later，latter，last，latest
late做副词表示时间上的晚或迟。lately做副词相当于recently，表示“最近，近来”之意，强调时间点，多用过去时，表示时间长度，多用完成时，但不可用于将来时态中。later做形容词时，表示“以后的，后期的”；做副词时表示“后来，较晚地”，还可与表示时间的名词连用，表示“……之后”，用于过去和将来。latter用作形容词，常与定冠词the连用，表示列举的两个事物中的后面的一个，译为“后者”，与 the former相对。last用作形容词，表示“最后的”，与first相对；表示“刚过去的，上一次的”，与next根对；还可表示“最不可能的，最不合适的，最不愿意的”等意思。last做副词表示“最后，最近，上一次”之意。latest是形容词，它指时间的先后中“最近的，最新的”。e.g.
①His coat is the latest style.他的外套是最新款式。
②She has been in for the last three days.最近三天她一直在家。
③she is the last woman I expected to see.我万万没想到会遇见她。
④I left the School last yesterday.我昨天是最后一个离开学校的。
⑤I haven’t written to her lately.最近我没给她写信。
⑥Of the two choices，I prefer the latter.在这两个选择中，我更喜欢后者。
⑦He came back ten days later.十天后，他回来了。
⑧He made no close friends during later years在以后的那些年里，他没有交上什么亲密的朋友。
⑨Her companion，blamed for the accident，had not been driving carefully.
她的同伴驾车一直不小心，事故得怪他。
搭配辨析blame与scold
blame表示“责怪，归咎”，通常指内心责怪。如果你觉得某人有不是的地方，你便在blame他，但他自己却未必知道，因为它没有用言语责骂之意；scold表示“数落，责骂”之意，但不是以脏话骂人，常用于“父母对孩子，妻子对丈夫，老师对学生等。e.g.
①I have nothing to blame myself for.我没有什么可责怪自己。
②The parents scolded him severely for lying to them.他因对父母亲说谎而遭严厉责骂。
搭配辨析answer与 reply
这两个词均有“回答，答复”之意。answer不仅用于回答问题，还用于对书信、电话、行动、门铃及攻击行为或质问的回答，是一般常用词。reply正式用语，常用于对人、书信、议论、忠告、见解等的回答，与answer常可通用。但reply常指经过考虑答复对方的问题或论点。
①There’s another knock.I’ll go and answer the door. 又有人敲门，我去开门。
②I asked her the reason，but she didn’t reply. 我问她为什么，她却不回答。
搭配辨析for sale与 on sale
这两个词都有“出售”之意。for sale常指个人所有物出售、待售；on ssle常作形容词短语，表示物品出售。上市，也可用作形容词或副词，表“廉价出售的/地/特价的/地”。e.g.
① He put his car for sale. 他把汽车拿出来卖。
② They sell eggs on today. 今天那家店鸡蛋大减价。
③ Kinds of fresh fruit are on sale. 新鲜水果上市了。
语法学习中应注意的问题
1. 1) -ing形式的一般式表示性质、主动，而及物动词的过去分词则表状态、被动。
例 ①a.The work was tiring. 这工作挺累的。
b.The workers were soon tired. 工人们很快就累了。
a.-lng形式作表语表示主语（物）的性质。 b. 过去分词作表语表示主语（人）的状态。
②a.It was a piece of exciting news. 这是一个令人激动的消息。
b. The excited old man drank a lot that night.（定语） 激动的老人那晚喝了很多酒。
a. －ing 形式作定语表示后面名词的性质。 b. 过去分词作定语表示后面名词的性质。
③a. He had the horse running more than 100 miles 他让马奔跑了一百多英里。
b.I’ll have the letter typed immediately. 我会马上找人把这封信打出来。
a.－ing形式作宾语补足语与宾语构成主动关系。
b.过去分词作宾语补足语与宾语构成被动关系。
2). 表主动含义时，名词前作定语的-ing形式表示进行，过去分词表示完成。
例：①a.France Is a developed country. 法国是一个发达的国家。
b.China is a developing country• 中国是一个发展中国家。
②a. a changed world已经变化的世界。 b. a changing world正在变化的世界。
③a. the risen sun已经升起的太阳。 b. the rising sun正在升起太阳。
3). 过去分词短语和-ing 短语及不定式短语作后置定语的区别
a.过去分词作定语，表示动作发生的时间早于谓语动词，或者没有一定的时间性，只表被动关系；而-ing形式作后置定语则表示正在进行的动作或状态；如动作发生在将来，用动词不定式作定语。
例：①I don’t like to see letters written in pencil.
我不喜欢看用铅笔写的信。（只表被动，无时间性）
②This is the building built last year.这是去年建的楼房。（被动，完成）
③The building being built there is our lab.
那里正建的那幢建筑物是我们的实验室。（正在进行）
④They have designed a building to be built next year.
他们已设计了一幢明年要建的楼房。（将来）
b表被动含义时，瞬时动词不能用-ing 进行式的被动语态，应使用过去分词。
例：①most of the people being invited to the party were famous scientists. (Ⅹ)
②Most of the people invited to the party were famous scientists.(√)
多数应邀参加晚会的人都是著名的科学家。
c.-ing完成时的被动语态不能用作定语，表被动含义时用过去分词。
例：①We enjoy seeing the films having been directed by Charlie Chaplin.(Ⅹ)
②We enjoy seeing the films directed by Charlie Chaplin.(√)
我们喜欢看卓别林导演的电影。
2. 过去分词和不定式作宾语补足语
不定式作宾语补足语与宾语构成主动关系，过去分词作宾语补足语与宾语构成被动关系。
例：①When we talk with others，we make ourselves understood not just by words.
②When we talk With others，we make them understand us not just by words.
我们与人交谈时，不只是通过语言让人们理解我们的意思。
3. 过去分词的逻辑主语
作状语用的过去分词，其逻辑主语应与名词中的主语一致。
例：①Seen from the hill, we find the village very small. (Ⅹ)
②Seen from the hill，the village looks very small.(√)
我们如果在山上看（我们）会发现村子很小。
高考热点
以下是历年高考题中的过去分词试题，请总结有关过去分词的考点。
l.The managers discussed the plan that they
would like to see the next year.（NMET 2000）
A.carry out B.carrying out C.carried out D.to carry out
分析： 例1的答案为C。此句中包含一个定语从句，the plan是定语从句的先行词，将其放到定语从句中构成 they would like to see the plan ____（carry out）。the plan与 carry out构成被动关系，故用 carried out。
小结： 此题测试的是过去分词作宾补。过去分词作宾补时，它所表示的动作对象是前面的宾语，与其构成被动关系。
2.Most of the artists to the party were ____ from South Africa.
A.invited B.to invited
C.being invited D.had been invited（NMET90）
3.The first textbooks________for teaching English as a foreign language came out in the 16th century.
A.having written B.to be written
C.being written D.written (NMET94)
4.The Olympic Games，____ in 776B.C.，did not include women players until 1912.
A first played B.to be first played
C first playing D.to be first playing （NMET97）
分析：例2的答案为 A。例3的答案为 D。此两题都是前面的名词与动词之间构成被动关系，作后置定语。可变为限制性定语从句，who were invited…；that were written…。例4的答案为 A.名词 the Olympic Games与动词 play之间构成被动关系，也作后置定语，可变为非限制性定语从句 which were first played…。
小结：以上三个小题测试的是过去分词作后置定语。过去分词作定语通常表示被动含义，同时还表示这个分词所表示的动作发生在谓语动作之前。
5.____more attention, the trees could have grown better.
A. Given B. To give C. Giving D. Having given (NMET 90)
6. ____ in thought，he almost ran Into the car in front of him.
A、Losing B.Having lost C.Lost D.Lose（NMET96）
分析：例 5的答案为 A。主句的主语the trees与动词give之间构成被动关系，故用过去分词。此题过去分词作了条件状语。可改为 If the trees had been given more attention…. 例 6的答案为C。把此句还原后是As he was lost in thought, he …lost
小结：以上两题测试的是过去分词作状语。过去分词作状语时，表示名词与动词之间是被动关系，一般强调分词所发生的动作在谓语动作之前发生。
7.Cleaning women in big cities usually get ____ by the hour. （NMET’98）
A.pay B. paying C.paid D.to pay
分析：此题的答案为C。此题旨在考查“get十过去分词”结构的用法。该结构中的 get可以用be代替。后跟过去分词作表语，含有被动含义，多用于强调结果或表示不期而遇和偶然发生的事。类似的短语还有get broken；get hurt; get married; get caught等。
小结：此题测试的是过去分词作表语。过去分词作表语时表达被动含义，即句子的主句是这个过去分词所表示动作的承受者。
从以上分析可以看出，在做与分词有关的试题时，一定要考虑动词与其逻辑主语的关系，是主动关系用现在分词，是被动关系用过去分词。
正误辨析：
1.我昨天在医院拔了一颗牙。
误：I pulled out a tooth yesterday. 正：I had a tooth pulled out yesterday.
分析：“拔牙”动作非自己所为，“请别人做某事”应用
have sth. done 结构。又如： l had my eyes examined yesterday.
Have sth. done 还有 “遭遇（不幸）”之意。如He had his hands burned.
2. 高先生主管那所医院。
误：Mr Gao is in the charge of the hospital.
正：Mr Gao is in charge of the the hospital.
分析：in charge of 表示 主管，负责（某 事），而 in thecharge of 表示 “在……主管之下”。 如：The hospital is in the charge of Mr. Gao.
3.他过去是一个经理。
误：He would be a manager，
正：He used to be a manager.
分析：would和 used to都可表示“过去常常发生的动作”，后接动作动词。如：
He used to/would go fishing in the lake. 但 would 后面不能接表认识、状态的动词，而used
to 可以。如： My elder brother used to be a sailor.
4.我建议引进更多的设备。
误：I suggest to bring in more equipments.
正：I suggest bringing in more equipment.
分析：suggest要求后面接动名词作宾语。equipment为不可数名词。
5.《我心永恒》这首歌很受年轻人欢迎。
误：The song “My heart will go on” is popular to the young people.
正：The song “My heart will go on” is popular with the young people.
分析：be popular with表示“受……的欢迎”。
Advertise 篇二
1.语言点
have comments from, bring in, photograph sb. doing ,go hand in hand with,think up an idea,try out startwith ,forsale,put… into… ,expressone’ssatisfaction with…,blame,advertise,prove,partly,living things,life,point out,be about to do
2.语法点 Revising the Past Participle（复习过去分词）
3.重点句型
（l）I think it would be a good idea to have comments from secretaries and typists who are already using it.
（2）What kind of advertisements do you read or watch.If any？
（3）Is it a waste of money？
（4）Also present will be a person who thinks up an idea for an advertisement.
（5）Isn’t it time you made someone’s life a bit easier？
（6）People read advertisements partly for information and partly because they are interesting.
（7）Today’s advertisements often start with a question, or a puzzle，with the purpose of attracting the reader’s attention.
（8）Sometimes advertisements tell a story，or the story may be continued over a number of advertisements.
（9）The supermarket is crowded with shoppers.
（10）We had the idea tried out.
（11）Disturbed by the noise，we had to finish the。meeting early.
（12）We would be happy to sell it to you for 3500，that is 50％ of the cost of a new one.
4.能力要求
（1）提高交际能力，掌握表示建议，对别人的意见表示同意或不同意的表达；
（2）了解广告制作的过程；
（3）复习过去分词的用法。
教学建议
教材分析
本单元日常交际用语一项要求学生掌握表达同意，赞同及不同意，不赞同的方式。其中大部分句型是学生已熟悉的内容。但需向学生指明不同的表达所表示的说话人的不同语气。
本单元阅读材料是有关广告这一题材的说明文，文章所运用的语言较为平实，浅显。通过学习，学生应了解广告的表现形式，一般广告制作过程，为达到预期效果而对广告制作提出的要求等方面的知识。根据广告随处可见，随处可闻特点，结合课文内容，帮助学生因此教师可以通过增加学生阅读量，拓展相关知识以及加大学生口语表达和写作练习量等方式培养学生听说读写诸方面的能力。如学生的能力尚可，还可以考虑让学生练习写出较为简单实用的英文广告。
本单元语法部分（复习过去分词的主要用法）既是重点又是难点。学生不通则已，一通百通。
教法建议
在处理交际用语内容时，完全可以让学生自己去概括并找出对话中所表达的日常交际用语项目，教师可只做适当的扩展，说明和提示
对阅读的处理可相对从简，教师可根据广告随处可见，随处可闻特点，结合课文内容，通过增加学生阅读量，拓展相关知识以及加大学生口语表达和写作练习量等方式培养学生听说读写诸方面的能力。如学生的能力尚可，还可以考虑让学生练习写出较为简单实用的英文广告。同时，还可以考虑在这一部分中加入探究活动一项。:如：启发学生思考广告的不同类型（可将一般的商业广告与高一课本中的寻物启事，招领启事作对比）；广告写（制）作时应遵循的原则（除课本介绍以外的）：就广告与人们生活的关系组织小型辩论或讨论等等。
在复习过去分词做定语，表语，宾语补足语时，建议结合现在分词的用法，抓住最为本质的区别进行对比学习和巩固，以加深印象。
1.think up，think out，think over，think of.
think up，think out侧重于思考的结果，即是否想出了办法、计划等；
think up主要表示“设想、构思”之意；think out主要表示“仔细思考并研究出（计划等），或者想透问题”等，两个短语均为动副结构；think over也为动副结构，侧重于思考，不涉及结果，表达“深思熟虑，仔细思考”之意；think of主要表示“考虑，关心，想起，对……有某种看法”之意，为动介（动词十介词）结构。表示看法、评价之时，常用一些副词来修饰，如think much/a lot/a great deal/highly/well/ill of…（对……评价高/好/不好）；若问评价如何，觉得怎样，常用what…think of…；若表示“以为，认为”时，则用think of…as。e.g.
①I can’t think of his name.我想不起他的名字。
②You mustn’t think of him as being irresponsible.你不要以为他是一个不负责任的人。
③She gained confidence in herself as she thought the matter over.
她好好想了想这件事，对自己有了信心。
④He put his whole heart into thinking up ways to improve the quality of heir Products.他把全部心思都用来想办法提高产品质量。
⑤His theory is so complicated that nobody can think it out.
他的理论是那样复杂，没有一个人能把它搞清楚
hand in hand，in hand，at hand与 by hand
hand in hand为副词短语，表达“手牵手，携手，共同”之意；in hand可用成形容词或副词，表示“在手里/手边，进行中，掌握中”之意；at hand可用成形容词或副词，表示“在手边，即将来到的”，常与close , near连用。 by hand用作副词表达“用手工做，由专人递送”之意。e.g.
①I always keep a dictionary at hand. 我经常把字典放在手边。
②Her sweater is knitted by hand. 她的毛衣是手工编织的。
③They walked hand in hand in the garden. 她们手牵着手在花园里散步。
④The police had the riot in hand. 警察控制了暴动。
post，send，deliver,mai1.
post指把信件、包裹投人邮箱、邮筒，侧重于“邮寄”之意；send指通过某种途径或方式或派人将某物送出，表达“送、寄、发送”之意；deliver指把信件、包裹货物等亲自交给某人或某物，表示“传送，交付”之意。mail同post，多用于美语之中。e.g.
①A postman is a man who delivers letters and parcels.邮递员就是递送信件及包裹的人。
②I sent an E-mail to him yesterday.昨天我跟他发了＿个邮件。
③They send goods by train.他们用火车运送货物。
④He posted the recorded tape to me。他把那录音带邮寄给我了。
2.think up，think out，think over，think of.
think up，think out侧重于思考的结果，即是否想出了办法、计划等；
think up主要表示“设想、构思”之意；think out主要表示“仔细思考并研究出（计划等），或者想透问题”等，两个短语均为动副结构；think over也为动副结构，侧重于思考，不涉及结果，表达“深思熟虑，仔细思考”之意；think of主要表示“考虑，关心，想起，对……有某种看法”之意，为动介（动词十介词）结构。表示看法、评价之时，常用一些副词来修饰，如think much/a lot/a great deal/highly/well/ill of…（对……评价高/好/不好）；若问评价如何，觉得怎样，常用what…think of…；若表示“以为，认为”时，则用think of…as。e.g.
①I can’t think of his name.我想不起他的名字。
②You mustn’t think of him as being irresponsible.你不要以为他是一个不负责任的人。
③She gained confidence in herself as she thought the matter over.她好好想了想这件事，对自己有了信心。
④He put his whole heart into thinking up ways to improve the quality of heir Products.他把全部心思都用来想办法提高产品质量。
⑤His theory is so complicated that nobody can think it out.他的理论是那样复杂，没有一个人能把它搞清楚
in one’s seventies与in the seventies
in one’s seventies表示“在某人七十多岁的时候”，用于指年龄
in the seventies表达在70年代时，用于指时间。e.g.
Karl Marx began to learn English in his fifties.
卡尔•马克思五十多岁的时候开始学英语。
搭配辨析 late，lately，later，latter，last，latest
late做副词表示时间上的晚或迟。lately做副词相当于recently，表示“最近，近来”之意，强调时间点，多用过去时，表示时间长度，多用完成时，但不可用于将来时态中。later做形容词时，表示“以后的，后期的”；做副词时表示“后来，较晚地”，还可与表示时间的名词连用，表示“……之后”，用于过去和将来。latter用作形容词，常与定冠词the连用，表示列举的两个事物中的后面的一个，译为“后者”，与 the former相对。last用作形容词，表示“最后的”，与first相对；表示“刚过去的，上一次的”，与next根对；还可表示“最不可能的，最不合适的，最不愿意的”等意思。last做副词表示“最后，最近，上一次”之意。latest是形容词，它指时间的先后中“最近的，最新的”。e.g.
①His coat is the latest style.他的外套是最新款式。
②She has been in for the last three days.最近三天她一直在家。
③she is the last woman I expected to see.我万万没想到会遇见她。
④I left the School last yesterday.我昨天是最后一个离开学校的。
⑤I haven’t written to her lately.最近我没给她写信。
⑥Of the two choices，I prefer the latter.在这两个选择中，我更喜欢后者。
⑦He came back ten days later.十天后，他回来了。
⑧He made no close friends during later years在以后的那些年里，他没有交上什么亲密的朋友。
⑨Her companion，blamed for the accident，had not been driving carefully.
她的同伴驾车一直不小心，事故得怪他。
搭配辨析blame与scold
blame表示“责怪，归咎”，通常指内心责怪。如果你觉得某人有不是的地方，你便在blame他，但他自己却未必知道，因为它没有用言语责骂之意；scold表示“数落，责骂”之意，但不是以脏话骂人，常用于“父母对孩子，妻子对丈夫，老师对学生等。e.g.
①I have nothing to blame myself for.我没有什么可责怪自己。
②The parents scolded him severely for lying to them.他因对父母亲说谎而遭严厉责骂。
搭配辨析answer与 reply
这两个词均有“回答，答复”之意。answer不仅用于回答问题，还用于对书信、电话、行动、门铃及攻击行为或质问的回答，是一般常用词。reply正式用语，常用于对人、书信、议论、忠告、见解等的回答，与answer常可通用。但reply常指经过考虑答复对方的问题或论点。
①There’s another knock.I’ll go and answer the door. 又有人敲门，我去开门。
②I asked her the reason，but she didn’t reply. 我问她为什么，她却不回答。
搭配辨析for sale与 on sale
这两个词都有“出售”之意。for sale常指个人所有物出售、待售；on ssle常作形容词短语，表示物品出售。上市，也可用作形容词或副词，表“廉价出售的/地/特价的/地”。e.g.
① He put his car for sale. 他把汽车拿出来卖。
② They sell eggs on today. 今天那家店鸡蛋大减价。
③ Kinds of fresh fruit are on sale. 新鲜水果上市了。
语法学习中应注意的问题
1. 1) -ing形式的一般式表示性质、主动，而及物动词的过去分词则表状态、被动。
例 ①a.The work was tiring. 这工作挺累的。
b.The workers were soon tired. 工人们很快就累了。
a.-lng形式作表语表示主语（物）的性质。 b. 过去分词作表语表示主语（人）的状态。
②a.It was a piece of exciting news. 这是一个令人激动的消息。
b. The excited old man drank a lot that night.（定语） 激动的老人那晚喝了很多酒。
a. －ing 形式作定语表示后面名词的性质。 b. 过去分词作定语表示后面名词的性质。
③a. He had the horse running more than 100 miles 他让马奔跑了一百多英里。
b.I’ll have the letter typed immediately. 我会马上找人把这封信打出来。
a.－ing形式作宾语补足语与宾语构成主动关系。
b.过去分词作宾语补足语与宾语构成被动关系。
2). 表主动含义时，名词前作定语的-ing形式表示进行，过去分词表示完成。
例：①a.France Is a developed country. 法国是一个发达的国家。
b.China is a developing country• 中国是一个发展中国家。
②a. a changed world已经变化的世界。 b. a changing world正在变化的世界。
③a. the risen sun已经升起的太阳。 b. the rising sun正在升起太阳。
3). 过去分词短语和-ing 短语及不定式短语作后置定语的区别
a.过去分词作定语，表示动作发生的时间早于谓语动词，或者没有一定的时间性，只表被动关系；而-ing形式作后置定语则表示正在进行的动作或状态；如动作发生在将来，用动词不定式作定语。
例：①I don’t like to see letters written in pencil.
我不喜欢看用铅笔写的信。（只表被动，无时间性）
②This is the building built last year.这是去年建的楼房。（被动，完成）
③The building being built there is our lab.
那里正建的那幢建筑物是我们的实验室。（正在进行）
④They have designed a building to be built next year.
他们已设计了一幢明年要建的楼房。（将来）
b表被动含义时，瞬时动词不能用-ing 进行式的被动语态，应使用过去分词。
例：①most of the people being invited to the party were famous scientists. (Ⅹ)
②Most of the people invited to the party were famous scientists.(√)
多数应邀参加晚会的人都是著名的科学家。
c.-ing完成时的被动语态不能用作定语，表被动含义时用过去分词。
例：①We enjoy seeing the films having been directed by Charlie Chaplin.(Ⅹ)
②We enjoy seeing the films directed by Charlie Chaplin.(√)
我们喜欢看卓别林导演的电影。
2. 过去分词和不定式作宾语补足语
不定式作宾语补足语与宾语构成主动关系，过去分词作宾语补足语与宾语构成被动关系。
例：①When we talk with others，we make ourselves understood not just by words.
②When we talk With others，we make them understand us not just by words.
我们与人交谈时，不只是通过语言让人们理解我们的意思。
3. 过去分词的逻辑主语
作状语用的过去分词，其逻辑主语应与名词中的主语一致。
例：①Seen from the hill, we find the village very small. (Ⅹ)
②Seen from the hill，the village looks very small.(√)
我们如果在山上看（我们）会发现村子很小。
高考热点
以下是历年高考题中的过去分词试题，请总结有关过去分词的考点。
l.The managers discussed the plan that they
would like to see the next year.（NMET 2000）
A.carry out B.carrying out C.carried out D.to carry out
分析： 例1的答案为C。此句中包含一个定语从句，the plan是定语从句的先行词，将其放到定语从句中构成 they would like to see the plan ____（carry out）。the plan与 carry out构成被动关系，故用 carried out。
小结： 此题测试的是过去分词作宾补。过去分词作宾补时，它所表示的动作对象是前面的宾语，与其构成被动关系。
2.Most of the artists to the party were ____ from South Africa.
A.invited B.to invited
C.being invited D.had been invited（NMET90）
3.The first textbooks________for teaching English as a foreign language came out in the 16th century.
A.having written B.to be written
C.being written D.written (NMET94)
4.The Olympic Games，____ in 776B.C.，did not include women players until 1912.
A first played B.to be first played
C first playing D.to be first playing （NMET97）
分析：例2的答案为 A。例3的答案为 D。此两题都是前面的名词与动词之间构成被动关系，作后置定语。可变为限制性定语从句，who were invited…；that were written…。例4的答案为 A.名词 the Olympic Games与动词 play之间构成被动关系，也作后置定语，可变为非限制性定语从句 which were first played…。
小结：以上三个小题测试的是过去分词作后置定语。过去分词作定语通常表示被动含义，同时还表示这个分词所表示的动作发生在谓语动作之前。
5.____more attention, the trees could have grown better.
A. Given B. To give C. Giving D. Having given (NMET 90)
6. ____ in thought，he almost ran Into the car in front of him.
A、Losing B.Having lost C.Lost D.Lose（NMET96）
分析：例 5的答案为 A。主句的主语the trees与动词give之间构成被动关系，故用过去分词。此题过去分词作了条件状语。可改为 If the trees had been given more attention…. 例 6的答案为C。把此句还原后是As he was lost in thought, he …lost
小结：以上两题测试的是过去分词作状语。过去分词作状语时，表示名词与动词之间是被动关系，一般强调分词所发生的动作在谓语动作之前发生。
7.Cleaning women in big cities usually get ____ by the hour. （NMET’98）
A.pay B. paying C.paid D.to pay
分析：此题的答案为C。此题旨在考查“get十过去分词”结构的用法。该结构中的 get可以用be代替。后跟过去分词作表语，含有被动含义，多用于强调结果或表示不期而遇和偶然发生的事。类似的短语还有get broken；get hurt; get married; get caught等。
小结：此题测试的是过去分词作表语。过去分词作表语时表达被动含义，即句子的主句是这个过去分词所表示动作的承受者。
从以上分析可以看出，在做与分词有关的试题时，一定要考虑动词与其逻辑主语的关系，是主动关系用现在分词，是被动关系用过去分词。
正误辨析：
1.我昨天在医院拔了一颗牙。
误：I pulled out a tooth yesterday. 正：I had a tooth pulled out yesterday.
分析：“拔牙”动作非自己所为，“请别人做某事”应用
have sth. done 结构。又如： l had my eyes examined yesterday.
Have sth. done 还有 “遭遇（不幸）”之意。如He had his hands burned.
2. 高先生主管那所医院。
误：Mr Gao is in the charge of the hospital.
正：Mr Gao is in charge of the the hospital.
分析：in charge of 表示 主管，负责（某 事），而 in thecharge of 表示 “在……主管之下”。 如：The hospital is in the charge of Mr. Gao.
3.他过去是一个经理。
误：He would be a manager，
正：He used to be a manager.
分析：would和 used to都可表示“过去常常发生的动作”，后接动作动词。如：
He used to/would go fishing in the lake. 但 would 后面不能接表认识、状态的动词，而used
to 可以。如： My elder brother used to be a sailor.
4.我建议引进更多的设备。
误：I suggest to bring in more equipments.
正：I suggest bringing in more equipment.
分析：suggest要求后面接动名词作宾语。equipment为不可数名词。
5.《我心永恒》这首歌很受年轻人欢迎。
误：The song “My heart will go on” is popular to the young people.
正：The song “My heart will go on” is popular with the young people.
分析：be popular with表示“受……的欢迎”。
Advertise 篇三
unit 10 lesson 4 advertisements教案（北师大版必修模块4）
一、 教学内容分析 （analysis of position and content）
1、本课是阅读课， 重点培养学生的阅读能力，是本单元中的重点。
2、在理解本课的基础上，可以更好的接受下一课对语言知识点的学习。
二、学生学习情况分析
《高中英语新课程标准》明确指出：“高中英语课程要有利于学生优化英语学习方法，使他们通过观察、体验、探究等积极主动的学习方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力。”
根据《高中英语新课程标准》要求，结合我班学生英语基础与能力较弱的实际，本课时我把阅读课文作为整体处理的同时，把每个教学环节所设计的问题和任务区分出高低不同的层次，由浅入深，循序渐进，使每个教学环节尽量符合多数学生的认知水平，力争全班绝大多数同学都能积极参与课堂活动。通过“任务型”活动培养学生 “跳读”、“寻读”、“定位”、“推理归纳”等阅读方法以及描述、讨论等组织语言、运用语言的能力。
三。设计思想
课堂教学方法的选择是课堂教学效率高低的关键。科学的学法指导是智能发展目标得以实施的重要途径。现根据教师本人的自身特点和泉州现代中学高一年段的实际教学条件，结合本课的教学内容：advertisements，概述教学过程中拟实践的教育理念、教学原则、教学方法。在本课教学中，我突出以阅读为主线，兼顾结构，适当拓展。从以下几方面体现了英语新课程的理念。
1、演示法：
把制作的课件、图片等显示给学生看，便于学生对微观知识的把握，并从旧知识中获得启迪，从而达到解决问题的目的。
2、任务驱动教学法：
将所要学习的新知识隐含在一个或几个问题之中，学生通过对所提的任务进行分析、讨论，并在老师的指导和帮助下找出解决问题的方法，最后通过任务的完成而实现对所学知识的意义建构。以“任务型”教学作为课堂教学设计之理念，具体采用分层次教学法和交际教学法。学生通过表演、听说等各种语言形式来学习和掌握语言，实现目标，感受成功。
3、英语教学和情感教育的有机结合。
在本节课中，教师除了营造宽松气氛，给予学生展示成功的平台外，处处鼓励学生运用自主学习、合作学习和探究学习等新的学习方式，以形成积极的学习态度，促进语言实际运用能力的提高。这是实施新课程最为核心和关键的环节。
4、利用现代教育技术，拓宽学生学习和运用英语的渠道。对于“广告”这一主题的挖掘，让学生在课外通过多种渠道获得更多有关非语言交际手段的知识，激发学生自主探究的兴趣。而运用多媒体辅助教学，更体现了课堂教学的大容量、多信息、高效率的优越性，进而达到启发学生的英语思维，发展交际能力的理想教学效果。
四、教学目标
新课标提出：英语课程的学习，既是学生通过英语学习和实践活动，逐步掌握英语知识和技能，提高语言实际运用能力的过程；又是他们陶冶情操、拓展视野、丰富社会经历、开发思维能力和提高人文素养的过程。本课所有的语言知识和语言技能都是围饶“广告”这一中心主题而设计的。因此，我把本课的教学目标确定为：
1. 语言知识与技能目标：
1）熟练掌握与“广告”话题相关的常用词汇及主要语言表达形式。
2) 帮助学生了解不同时期的广告，对广告有不同的理解。
3) 通过帮助学生完成快速阅读、精读等练习来进一步理解文章的细节，
提高学生的阅读能力。
4）学生之间能交流、合作，共同就 given topics较好地完成一些开放性话题。
2. 情感态度与文化意识目标
1) 在有趣的主题激励下，师生互动，生生互动，调动学生的学习兴趣，加强教师的亲和力，增进彼此的了解与沟通，充分发挥情感教学的优势。
2）让学生在共同完成一些交流、表演等任务的过程中，加强团体协作意识。
3. 过程与方法
自上而下的阅读模式；发现式的语法学习；小组合作的体验式，探究式的写作学习；
五、教学重点和难点 说明教学过程中的重点和难点内容。
1、培养学生的阅读策略，使其形成预测，略读和跳读的能力。但学生有可能在深层理解的问题上有困难。
2、掌握与课文有关的词汇，表达法和句型，并运用到口头和书面表达中去。
3、如何提高学生的阅读能力，并帮助学生解决本课的一些困难句型，以便让他们很好的理解文章。如：
1）a lot of money is spent on applying modern techniques of design to make these advertisements as visually attractive as possible.
2) modern advertisements must stand out in a world of full of competition by combing the highest standards of design with ideas linked to the products to make them more attractive.
六、教学过程设计
1、总体思路
本课的教学设计围绕培养学生初步读写文章的能力和发展学生的语言运用能力展开，采用多媒体辅助教学，以此来创设良好的教学情境，优化教学过程，促进学生思考，采用教师指导，学生观察、体验、探索的方式，启发学生自主理解文本内容，探究和领悟所学文章的语言特点与篇章结构。利用小组收集材料的方式形成对关注广告的兴奋点，展开有信息沟的讨论介绍。自然过渡到写作，把总结出的语言知识和语言结构运用到口语和写作中去。
2、教学过程。
《新课标》提出：根据高中生的认知特点和学习发展的需要，在进一步发展学生基本语言运用能力的同时，着重提高学生用英语获取信息、处理信息和分析、解决问题的能力，为他们进一步学习和发展创造必要的条件。依据教材内容的编排，我把本课的教学过程分为五大部分，九个小步骤来完成
the analysis of teaching process
before class, let students listen to a song : 王力宏-i’m lovin’it (全球麦当劳广告主题曲).mp3
[设计说明]
本环节以上课听歌的形式让学生在听觉上受广告的魅力，为学生随后接确广告这一主题做一个很自然的铺垫。
step 1 - - - organization
1. exchange greetings with the ss.
2. duty report: it is between two students. they are having a dialogue.
[设计说明]
i think duty report is a long-term and essential part of daily teaching. it is a good opportunity for ss to practice their listening and spoken english.
pre-reading
[设计说明]
since the students are familiar with this topic, the teacher will arouse their interest about the topic by free talk with some key words given. also some background information of the topic are provided in the form of pictures and passage
step 2 - - - warming up
pair work: work in pairs and discuss the following questions
1) can you think of some advertisements you have seen?
2) where have you seen advertising?
3) what do you think of the design of the advertisements?
4) when you buy something, will you be affected by advertisements?
provide the students with some key words for help:
a) cheap, convenient, easy, expensive, practical, reliable, useful, useless
b) ads on the bus, ads in the newspaper, ads in a magazine,
ads on the billboards, ads in the shop windows, ads on the radio…
step 3 - - - leading in:
[设计说明] the step of leading in is to let the students know the ads visually
show the students various kinds of advertisements and ask the students to make comment on them with an example given
1. ask: before class, you listened to a song, who can tell me where you can
often hear the song? ( mcdonald’s )
as you can see, songs can make us enjoy the life, they also can help to advertise for the products.
2. ask: where can you see the advertisements?
sow different answers in the screen.
3. let students enjoy some advertisements and a tv advertisement
step 4 discussing and talking ( task 1 )
task 1 : what do you think of these products?
1. show the picture of electric toothbrush, laptop computer, mobile phone, mp3,
e-dictionary, radio alarm clock
2. give them an example to help them discuss the topic
example: i think electric toothbrushes are not very practical, but it is helpful.
3. ask some students to talk about the pictures shown on the screen.
while-reading
step 5 skimming ( task 2 )
[设计说明] this step is intended to train the students’ ability to read for general idea, and
the students should go over the text quickly to get a general idea )
name of the product
price
1
remote headphones
2
mini camera
3
earplug earrings
4
feline floor cleaners
step 6 scanning (task 3 )
remote headphones
(1) no wires;
(2) can listen to ______/tv up to _____ metres away;
(3) go through glass,_____________and_______;
(4) __________sound;
(5) __________value.
read the text and note down the advantages(优点）of each product.
mini camera
1) no ______ than a credit card;
(2) it is __________ and very _______;
(3) easy to _____ ;
(4) has an automatic _____ and _____;
(5) made from an ________ and _______ material.
(6) not __________.
special jewellery for your ears:
(1) they are gold and ________;
(2) also ______ in many_________________;
(3)a _______ at £19.50
step 7 form a layout (task 4 )
² material: be made from
² the advantages
² the price / how you can get it
give students several minutes to read the advertisements about feline floor cleaners. then ask them to fill in the layout of the advertisement.
post – reading
step 8 writing (task 5 )
1. give a model advertisement to help students to write an advertisement. give some useful words and phrases to help them
² material: be made from
an attractive and strong material, good quality material glass, gold, silver, plastic, wood, nylon, metal
² the advantages
convenient, reliable, attractive, useful, practical, amazing, brilliant satisfying, perfect, modern , relaxing, exciting, automatic, cheap
² the price / how you can get it
it is a bargain at only …, special offer for only…
it is excellent value at…
2. an model advertisement about an alarm clock
are you often late for school? now, never! here is the perfect solution.
the alarm clock is reliable, it is easy to use. just set the time and the alarm, you don’t worry about a thing. just go to sleep! it is made from attractive and strong material, it is not expensive. it is a bargain at only ₤9,88
3. let students work in groups of four, discussing how to write an advertisement about a second-hand mp3. they could use the words and phrases provided on the screen. if one group finishes writing their advertisement, they can walk around the classroom to advertise their second-hand mp3
4. ask some groups to come to the front, advertise their second-hand mp3 to the class. then ask them which group is the best advertiser.
step 8 homework
design an advertisement.
think over a question “what is the necessary information of an advertisement”
and design an advertisement with the answer.
options:
1. pair work: ideas sharing
2. group work: differences; similarities; passage presentation
3. individual work: outline; draft; editing; final writing
assessment
• do you have a general idea of the four advertisements now?
• are you familiar with the new words now?
• do you know the necessary information of an advert?
• are you active in the class?
• what problems did you have in reading ?
• what help do you need from the teacher?
Advertise 篇四
task writing an advertisement
teaching aim:
l to train and improve the students’ abilities of listening, speaking, reading, and writing
l to learn how to listen for statistics and descriptions, and how to state opinions and five supporting reasons
l to apply what they have learnt to design a advertisement for a chocolate bar
teaching key points & teaching difficulties:
² how to improve their integrated skills through these activities
² how to help them to write an advertisement for a product
² the usage of some key words and structures
teaching procedure:
step one: leading-in
t: (greet the class as usual) today we will learn how to write an advertisement for a product. but first of all i want to ask you some questions. since you have study english for years:
ø are you at listening?
ø what difficulties do you have in listening?
(it is to focus the students’ attention on the thyme of this part. encourage them to relate it to their own experiences and speak as they like.)
ss: ... (any related answers are acceptable.)
t: so that’s the problem. i think you need more practice to improve your listening skills. if so, you are sure to do it better.
step two: listening
t: today in the first step we will learn how to listen for statistics. now please open your book to page 12. read the instructions (group1 and 2) and consider the following two questions:
ø what numbers are given when you listen for statistics?
ø what phrases or phrases should you listen carefully for?
(let them read the content on page 12 and discuss them in groups of four or so. remind them to share their information. t can offer help if the students need it. collect their answers as follows.)
numbers in statistics:
² fractions: 1/2(a/one half), 2/3(two thirds), 3/4(three quarters), etc
² decimals: 0.3(zero point three), 6.79(six point seven nine), etc
² percentages: 63%(sixty-three percent), 45.72(forty-five point seven two), etc
phrases describing statistics:
² an increase: an increase of, increase/rise by, etc
² a decrease: a decrease of, decrease/fall by, etc
² no change: no change, remain/stay the same, etc
² trends: a steady increase/decrease, rise/fall slowly, etc
² a range: between … and …, from … to …, etc
² average: average, etc
² a limit: lowest, peak at, etc
(let them go over the above again and pay attention to the pronunciation of numbers. they can ask t for help if they have any questions. )
t: ok. now i think you have made it clear how to listen for statistics, and next you listen five short descriptions. write down the statistics in the blanks. remember you may need some simple calculations after listening.
(make sure they know what to do. play the tape twice for them to complete the exercise. if possible, t can play a third time for the students to get a better understanding.)
suggested answers:
1).1200, 1300 2).85%, 65% 3).50%~60%, 75.5%
4).23.4%, 11.5%, 24.5%, 13.5% 5).9000, 3000
t: great! it’s a piece of cake for you. next let’s go on to listen to an announcement. write down the statistics to complete a chart. yet some of the information is given to help you.
year market share (%) year market share (%)
1950 10.5 1990 12
1960 5.5 15
1970 7 19.5
1980 12 2020 24
t: so please use these statistics to complete part of the bar chart. the first has been given to help you.
(give them several minutes to finish. be sure that they understand the instructions and know what to do.)
t: (after a while) now you can see some information in the table are missing. next please listen to the announcement and write down the numbers. later we can complete the whole bar chart. understand?
ss: yes.
(play the tape at least twice for them to fill in the table. if necessary, play it a third time for them to make sure of their answers. collect the numbers in the table on the screen.)
(let them complete the above bar chart in their text books and then show the sample one on the screen for them to check answers.)
step two: discussion
t: very good! later we will use the information collected in the bar chart to write an advertisement for the choccoloco bar. but now i will give you a few questions for you to talk about in preparation for it.
1) what’s your opinion of advertising in public places?
2) what advertisements attract your attention?
3) what do you think makes advertisements interesting?
4) what have you seen in an ad and later bought?
5) what’s your favorite advertisement? why?
ss: …
(let them discuss the questions in groups of four. remind them to refer to the expressions listed on page 14 and in part b on page 15 to complete the task.)
step three: writing an advertisement
t: now i think you have got something about what an advertisement is and how to write one. next let’s go on with the next step. we will write an advertisement for a product chocoloco bar using the information we have collected in the above steps. first i will give you two popular advertisements to look at for ideas but some words are missing. please use the given words to complete them. each word can only be used once.
try our delicious sandwiches!
you will be ________ at the new fillings, new bread and _______ taste! our sandwiches are ______ and finger-licking good. they are also the ______ in town. we use only _______ meat and freshest vegetables. our sandwiches cost only ￥5 each. when you buy one now you get another one _______!
introducing funky swanky!
these are funky new jeans! they look ______! are you _____ with wearing the same blue jeans every day? then why don’t you get into our new jeans in deep red? this is the season’s ________ color. they are so _____________ that you’ll want to wear them day and night! a pair of funky swanky jeans costs only ￥80, available in all funky swanky shops now.
suggested answers:
try our delicious sandwiches
1. amazed 2.new 3.delicious 4.biggest 5.the best
6.free
introducing funky swanky
1.great 2.bored 3.hottest 4.comfortable
t: ok. now let’s write an advertisement for the chocoloco bar. the following must be included in your advertisement.
try our chocoloco bar!
ø taste/look
ø benefits
ø price/discounts
ø where people can buy the product
(ask them to do it in groups of four. remind them that they can add something related. if they can’t finish, let them complete it after class. they can surf the internet to get more help.)
step four: language points
1. increase/rise/grow by … 上涨了…
increase/rise/grow to … 上涨到…
decrease/fall by … 下降了…
decrease/fall to … 下降到…
2. sth end up with … 某事以…结束/告终
sb end up sth with … 某人以…结束某事
3. in one’s opinion
in the opinion of sb 在某人看来
4. “数词+ more + 复数名词”或“another + 数词+ 复数名词”表示“还…；再…”
e.g. the professor needs another two assistants to do the experiment.
e.g. i am given two more hours to finish my paper.
step six: homework:
ø to go over the task
ø to complete the advertisement after class
ø to preview the project
读书破万卷下笔如有神，以上就是差异网为大家带来的4篇《Advertise》，希望可以启发您的一些写作思路，更多实用的范文样本、模板格式尽在差异网。