Unit4Developing ideas (Reading for writing) （教学课件）2025-2026学年外研版英语八年级下册

Developing ideas (Reading for writing) Unit 4 Helping out 01 Teaching objectives 02 Lead in 03 Writing 04 Vocabulary Contents 05 Homework 01 Teaching objectives 语言能力 掌握volunteer、community等核心词汇及help out、lend a hand等短语，在助人话题语境中准确理解、拼写与运用，夯实主题词汇基础。 熟练运用must、may、can三类情态动词，正确表达能力、许可、推测与助人意愿，在写作与口语中避免句式混淆、否定误用等语法错误。 能读懂“The circle of goodwill”等叙事语篇，梳理受助 — 助人 — 传递善意的故事脉络，模仿结构撰写 80 词左右的助人小故事，语言通顺、逻辑清晰。 思维品质 学习能力 文化意识 通过分析语篇的情节与细节，推断人物动机、情感变化与行为意义，培养逻辑推理与文本解读能力，理解“微小善意也能产生大影响”的内涵。 对比“帮助他人”与“接受帮助”的不同体验，辩证思考善意循环的价值，形成换位思考、关爱他人的同理心，提升辩证分析与情感共情能力。 围绕 “如何帮助他人” 展开思考，梳理问题 — 方案 — 行动 — 结果的写作思路，学会有条理地组织观点、规划内容，培养结构化表达与批判性思维。 学会自主梳理单元词汇、句型与语法要点，借助语境、例句与思维导图归纳记忆，提升自主预习、整理知识与高效复习的学习能力。 通过小组讨论、合作策划 “一日帮助计划”，主动交流、分工协作、分享成果，在互动中取长补短，培养合作学习、沟通表达与实践探究能力。 能对照写作要求与范文自评、互评助人故事习作，发现语言、逻辑与内容问题并修改完善，养成自我反思、持续优化的自主学习习惯。 理解中西方文化中乐于助人、友善互助的共同价值，感悟 “赠人玫瑰，手有余香” 的文化内涵，培养友善待人、关爱他人的道德品质。 了解社区服务、志愿服务等公益形式，认识个体在社会中的责任，培养社会责任感与奉献精神，主动关注身边人与社会需求。 感悟 “善意循环、爱心传递” 的文化意义，明白帮助是相互的，懂得感恩与回馈，在生活中践行互助理念，传递温暖与正能量。 教学重点 掌握helping out 主题核心词汇、短语与情态动词 must/may/can的基本用法，能在听、说、读、写中准确运用，夯实语言知识基础，突破主题表达难点。 理解“善意传递”类叙事语篇的结构、主旨与写作手法，梳理故事脉络，把握人物情感与情节逻辑，为模仿写作搭建清晰框架。 学会围绕助人经历构思、撰写完整小故事，运用主题词汇与句型，做到内容完整、语句通顺、情感真实，落实 “以读促写” 的教学核心。 教学难点 准确区分must、may、can 表推测、能力、许可的不同语境与用法，避免否定形式、句式搭配错误，在写作中灵活、得体运用情态动词表达意图。 深入理解语篇中双关、隐喻等修辞（如 “brighter pictures”），解读深层含义，在写作中尝试运用简单修辞，提升语言感染力与表达深度。 将助人主题与生活实际结合，写出真实、具体、有细节的故事，避免内容空洞、语言单调，培养真情实感表达与实践迁移能力。 教学重难点 02 Lead in Look and discuss Do you know this story? I'm familiar with this story. My mother told me about it when I was young. What have you learned from this story? From this story, I learned that when we see others in danger, we should be brave enough to offer help, and use our intelligence to think of a smart and reasonable way to rescue them, rather than acting blindly and recklessly. Cultural note 司马光砸缸的故事从宋代开始讲述，从明代开始就是童蒙教材的一部分了，经过明代、清代、民国、新中国始终沿用。不同时代的“司马光砸缸”的故事在教材中体现了不同的教育意义。民国时代，掀起了白话文运动、国语运动，“司马光砸缸”由文言文变成了白话文，继承过去强调的“智”，滋养仁爱之心，培养良好道德品质，更是从安全教育角度，引导儿童理解生命之重，教育儿童无论做事游戏都要小心谨慎，注意避让危险，同时赞美见义勇为的行为。现如今新中国的教育中除了继承上述精神之外，强调司马光聪明勇敢、遇事不慌、沉着冷静，让儿童以司马光为智勇双全的榜样，并且发展学生的“逆向”“创新”的思维能力。司马光砸缸的故事以小学课文、连环画、动画、动漫等方式广为传播，妇孺皆知 ，司马光砸缸不仅是中华传统经典的历史故事，也是中华传统文化的载体，更是培养儿童道德素养的媒介。 03 Writing Look at the title of the passage and the pictures. Predict what the passage is about. Use the words and expressions to help you. Pre-writing reach out to save race against time offer a circle of good will kindness a helping hand Look at the title of the passage and the pictures. Predict what the passage is about. Use the words and expressions to help you. Pre-writing reach out to save race against time offer a circle of good will kindness a helping hand This passage tells that a pair of hands reached out to the author when an earthquake happened. The author was saved. The soldiers, firemen, doctors and nurses raced against time to save as many people as possible. Later, the author became a nurse. When she supported another hospital, she found that the head nurse had also offered a helping hand to the earthquake victims. Love creates a circle of goodwill and kindness. Pre-writing Skim the passage and choose the correct answer. What is the genre (体裁) of this passage? A. A notice B. A personal story C. A science report D. A play script What is the main idea of the passage? A. It tells the terrible experience of the Wenchuan earthquake. B. It shows how to become a good nurse to help others. C. It explains the meaning of "a circle of goodwill" through the author's life experience. D. It introduces different jobs that can help people in need. Cultural note 初中英语个人叙事类文章 一、核心定义与文体特征 个人叙事类文章是初中英语阅读、写作的高频体裁，指以第一人称（I/we）讲述亲身经历、情感变化与成长感悟的记叙文，核心是 “讲故事 + 抒真情 + 明道理”，贴合新课标 “人与自我、人与社会” 的主题语境。 维度 特点 人称 以第一人称 I/we 为主，增强真实感与代入感 时态 以一般过去时为核心，穿插一般现在时（感悟）、过去进行时（背景） 结构 遵循 “起因（背景）→ 经过（事件）→ 结果（感悟）” 的时间线 语言 多用动作、情感类词汇，细节描写丰富，结尾升华主题 主题 成长经历、助人故事、难忘瞬间、克服困难等 题型 考查能力 解题技巧 主旨大意题 概括文章核心主题 抓首尾段、标题，排除 “细节干扰项”“片面选项” 细节理解题 定位原文信息 用 “题干关键词定位法”，找时间、地点、人物、事件的对应信息 推理判断题 推断人物情感、作者意图 立足原文，不主观臆断，找细节背后的逻辑 词义猜测题 结合语境猜词 利用上下文同义 / 反义关系、因果关系、举例说明 体裁判断题 识别文体特征 抓第一人称、叙事结构、情感表达，区分说明文 / 议论文 / 应用文 Cultural note 二、常考题型与解题技巧 1. 高频考查题型 Cultural note 2. 解题避坑指南 主旨题：不选只讲细节的选项，要选覆盖全文、升华主题的内容 细节题：忠于原文，不脑补信息，选项与原文表述完全一致才正确 推理题：不选原文直接给出的内容，要选 “言外之意” 的合理推断 三、写作框架与高分语料 1. 标准三段式结构 开头（背景引入）：交代时间、地点、人物，引出事件 高分句型： I will never forget the day when...（我永远忘不了…… 的那一天） It was a cold winter morning when...（那是一个寒冷的冬日清晨……） Cultural note One of my most unforgettable experiences happened...（我最难忘的经历之 一发生在……） 中间（事件经过）：按时间顺序写清事件发展，加入动作、心理、环境细节 高分句型： At first, I felt... but then...（起初，我感到…… 但后来……） Suddenly, something unexpected happened...（突然，意外发生了……） With the help of..., I managed to...（在…… 的帮助下，我成功做到了……） 结尾（感悟升华）：总结收获，点明主题，呼应开头 高分句型： From this experience, I learned that...（从这次经历中，我明白了……） Cultural note This story tells us that love creates a circle of goodwill.（这个故事告诉我们， 爱会创造善意的循环） It was this experience that made me grow into a better person.（正是这次经历让我成为更好的自己） 2. 主题高分语料 助人主题：offer a helping hand, spread kindness, a circle of goodwill, be deeply touched, make up one's mind to help others 成长主题：overcome difficulties, step out of comfort zone, gain confidence, learn the true meaning of life 情感主题：feel warm, be grateful, be proud of, be moved to tears Pre-writing Scan the passage and match the main idea. Para. 1 Para. 2 Para. 3 Para. 4 D. The author emphasized the life lesson of "loving others and spreading kindness" and elevated the theme. A. The author was inspired by the rescue workers and decided to become a nurse, fulfilling her dream. B. While working at the support hospital, the author met the nurse who had rescued her 12 years ago. C. The author recalled the experience of being rescued by the rescue workers during the Wenchuan earthquake. Para. 5 E. The author voluntarily signed up to support other hospitals and passed on the kindness received in the past. Scan the passage, divide the passage and write the main idea of each part. Pre-writing Part 1 Part 2 Part 3 开头：背景引入（Beginning） 中间：事件发展 （Development） 结尾：主题升华（Ending） Pre-writing Scan the passage, divide the passage and write the main idea of each part. Part 1 Part 2 Part 3 Describe the time and scene of the Wenchuan earthquake, recount the author's experience of being rescued, and lay the emotional foundation for the entire text. ① Influenced by the rescue workers, the author determined to become a nurse and achieved her career goal; ② The author voluntarily applied to support the hospital and conveyed kindness; ③ At work, the author met the nurse who had rescued her back then and completed the cycle of kindness. The author summarizes life experiences and clarifies the core message of "Love leads to love, and thus creates a circle of goodwill and kindness", which echoes the title. Read the passage and select the correct answer. Pre-writing 1. When did the earthquake happen in the writer's hometown? A. At 2:30 am on a school day. B. Just before 2:30 pm during a music lesson. C. At 2:30 pm after school. D. Just before 2:30 am during a PE lesson. 2. Why did the writer decide to become a nurse? A. Because her parents wanted her to be a nurse. B. Because she was deeply touched by the rescuers in the earthquake. C. Because she thought being a nurse was an easy job. D. Because she wanted to work in a big city hospital. Pre-writing 3. What did the writer do when she heard another hospital needed support? A. She refused to help because the work was too hard. B. She asked her head nurse to go instead of her. C. She signed up to help right away. D. She waited for 12 years before offering help. 4. What can we learn about Ye Man from Paragraph 4? A. She was a new nurse when she helped in Wenchuan 12 years ago. B. She was the writer's head teacher in college. C. She didn't know the writer before they worked together. D. She was much older than the writer when she helped in Wenchuan. Read the passage and select the correct answer. One day, another hospital needed 5 . She 6 right away. The head nurse, Ye Man, gave her 7 . To her surprise, Ye Man had 8 Wenchuan 12 years ago. When the writer was a student, she experienced a(n) 1 . A pair of strong hands 2 her from the disaster. Complete the chart with the words and expressions from the passage. Pre-writing earthquake saved She was deeply touched by the 3 of those soldiers, firemen, doctors and nurses. So she decided to become one of them. After graduation, she became a(n) 4 . courage and hard work nurse support signed up a lot of help offered a helping hand Answer the questions. Pre-writing 1. What does "jumped to my feet" mean? It means the writer stood up quickly. 2. Why did the soldiers, firemen, doctors and nurses "race against time"? Because they wanted to save as many people as possible. 3. How do you understand "the circle of goodwill"? It means kindness passes from one person to another. In the story, people helped the writer during the earthquake. She then became a nurse to help others. The head nurse who helped her also gave kindness to Wenchuan 12 years ago. Why did the writer decide to become a medical worker? Because she was deeply touched by the courage and hard work of the soldiers, firemen, doctors and nurses who saved her in the Wenchuan earthquake. She wanted to help others. Think and Share What kind of person do you think she is? I think she is a kind and helpful person. She is also very grateful and wants to pass on the love she received. Learning to think for question 1 Sometimes there is a cause-and-effect relationship between two ideas. This may help you understand someone's feelings or decision. Think and Share 学习思考题 1 有时，两个想法之间存在着因果关系。这种关系或许能帮助你理解某人的感受或决定。 Write a story about a person passing on help. While-writing Step 1 Organise your and complete the chart. When was the person helped? When did the person help others? Where was the person helped? Where did the person help others? Who offered the help? Whom did the person help? When he was a child. The helped The helper When he grew up. In the mountains. In the same mountains. A kind-hearted stranger. Children in the mountainous area. Write a story about a person passing on help. While-writing Step 1 Organise your and complete the chart. When did others do to help the person? What did the person do to help? What did it mean to the person? What did it mean to the person? What can you learn from the story? The stranger donated money to help him finish his education. The helped The helper He built a school for the children. It changed his life and made him know the importance of helping others. It made him feel that he was repaying the kindness he received. We should pass on the kindness and help those in need. While-writing 如何写有关帮助他人的故事 一、写作核心框架（总分总结构） 英语故事类写作，尤其是“帮助他人”主题，核心是“清晰叙事+情感表达”，无需复杂句式，重点突出“帮助的过程”和“帮助后的感受”，框架分为3部分，记牢就能快速上手： 1. 开头（1段，1-2句话）：交代背景，引出事件 核心：时间（When）、地点（Where）、人物（Who）、事件起因（Why），用简单过去时开篇，避免冗长。常用句式（直接套用）： One afternoon/On a rainy day, I was walking on the street when I saw sb. in trouble. Last weekend, my classmate Li Ming met a problem, and I decided to help him. While-writing It was a sunny morning. I noticed that an old man couldn't carry his heavy bags. 2. 中间（1-2段，3-5句话）：详细描述帮助过程（核心部分） 核心：按“发现问题→思考办法→实施帮助”的顺序写，用简单过去时，加入1-2个动作细节，让故事更真实。 关键技巧：用and、but、so等连词衔接，避免句子零散；加入动作（carry、help、give、explain）、神态（worried、happy、thankful）描写。常用句式（直接套用）： I walked up to him/her and asked what happened. He/She told me that he/she couldn't... , so I decided to help him/her. First, I... , then I... , finally we finished it together. Although I felt a little tired, I kept helping him/her until he/she solved the problem. While-writing 3. 结尾（1段，1-2句话）：表达感受，升华主题 核心：写出“帮助他人后的心情”，结合“帮助他人，快乐自己”的主题，无需复杂道理，贴合初中生认知。常用句式（直接套用）： After helping him/her, I felt very happy. I realized that helping others is a great thing. From this experience, I learned that we should help people in need. It makes me feel warm. He/She thanked me a lot, and I knew that giving help is more important than getting help. 二、素材选择 素材无需复杂，优先选择校园、家庭、社区场景，贴近初中生生活，避免生僻词 While-writing 汇，以下3类素材最实用： 1. 校园场景（最易得分，推荐） 示例：帮助同学补习功课、帮助同学找回丢失的物品、帮助摔倒的同学、帮助老师搬书。 优势：词汇简单（classmate、study、help、find、carry），句式易组织，符合初中英语语境。 2. 社区/街头场景（贴合生活，有画面感） 示例：帮助老人过马路、帮助老人提重物、帮助迷路的小孩找家长、帮助邻居解决小困难。 优势：能加入动作和神态描写，让故事更生动，容易获得高分。 While-writing 3. 家庭场景（简单易写，适合基础薄弱的学生） 示例：帮助弟弟/妹妹写作业、帮助妈妈做家务、帮助生病的家人做力所能及的事。 优势：词汇熟悉（family、help、do housework、homework），无需复杂构思，不容易跑题。 三、关键技巧 1. 时态要求 故事是“过去发生的事”，全程用「一般过去时」，避免时态混乱（高频错误：混用一般现在时和一般过去时）。 2. 词汇替换 While-writing 初中英语写作，避免重复用“help”，可用以下词汇替换（简单易记）： - help sb. → give sb. a hand、assist sb. - very happy → glad、pleased - thank → express thanks to sb. - in trouble → in difficulty 3. 避坑指南 不写流水账：中间部分不要只写“我帮助了他，他很感谢我”，要加入具体动作（比如“我帮他捡起来，然后送他到教室”）。 不跑题：全程围绕“帮助他人”，不要写无关内容（比如写帮助同学后，又写自己去玩，偏离主题）。 不使用复杂句式：初中生无需写定语从句、宾语从句，用简单句（主谓宾）、并列句（and/but/so连接）即可，保证语法正确比追求复杂更重要。 Post-writing Step 2 Write your story with the help of the chart. When Li Hua was a child, he lived in the mountains. One day, a kind-hearted stranger donated money to help him finish his education. This act of kindness changed his life. When he grew up, he went back to the same mountains. He found that many children there needed a school. So he decided to build a school for them. Just like the stranger who helped him, he offered a helping hand to those children. For him, it was a way to repay the kindness he received. From this story, we can learn that kindness can be passed on and we should always be ready to help others. Post-writing Step 3 Check. Did you: include all the information in the chart in Step 1? use the words and expressions from the reading passage? express your ideas about offering help? Step 4 Share your story with the class. 04 Vocabulary goodwill /ˌɡʊdˈwɪl/ n. 好意，亲善，友善 例句：Her smile is full of goodwill. 她的微笑充满善意。 earn sb.'s goodwill 赢得某人的好感 例句：He helped the old man and earned his goodwill. 他帮助了这位老人，赢得了他的好感。 a spirit of goodwill 友善的精神 例句：People in the community live together in a spirit of goodwill. 社区里的人们怀着友善的精神和睦相处。 show goodwill 表示友好 例句：The two teams shook hands to show goodwill before the game. 比赛前两队握手以示友好。 1. good (adj. 好的) 例句：She has a good heart. 她心地善良。 2. well (adv. 好地；adj. 健康的) 例句：He gets along well with his classmates. 他和同学们相处融洽。 同类合成词拓展（good + 名词） goodbye /ˌɡʊdˈbaɪ/n.&int. 再见 例句：We said goodbye to each other at the station. 我们在车站互相道别。 goodness /ˈɡʊdnəs/n. 善良，美德 例句：We should believe in the goodness of people. 我们应该相信人性的善良。 good-looking /ˌɡʊdˈlʊkɪŋ/adj. 好看的，英俊的 例句：He is a good-looking young man. 他是个帅气的年轻人。 soldier /ˈsəʊldʒə(r)/ n. 士兵，军人 例句：He wants to be a soldier in the future. 他将来想成为一名士兵。 serve as a soldier 当兵；服役 例句：He served as a soldier for two years. 他当了两年兵。 soldierly /ˈsəʊldʒəli/adj. 军人般的；英勇的 例句：He has a soldierly manner. 他有军人般的风度。 soldiery /ˈsəʊldʒəri/n. 军人（总称） 例句：The soldiery stood in line neatly. 士兵们整齐地列队站立。 -er 后缀表示 “人” 的单词拓展 teacher；worker；farmer；driver；player；writer；singer；runner fireman /ˈfaɪəmən/ n. 消防队员 例句：The fireman saved the boy from the fire. 这名消防员把男孩从火中救了出来。 firemen /ˈfaɪəmən/n. 消防员（复数） 例句：The firemen are very helpful. 消防员们非常乐于助人。 firefighter /ˈfaɪəfaɪtə(r)/n. 消防员（更常用现代说法） 例句：She wants to be a firefighter. 她想成为一名消防员。 fire /ˈfaɪə(r)/n. 火；火灾 v. 开火；点燃 例句：Don't play with fire. 不要玩火。 fireless /ˈfaɪələs/adj. 无火的；没有火焰的 例句：They had a fireless meal. 他们吃了一顿不用明火的饭。 against /əˈɡenst/ prep. 和...对抗 表示 “靠着、紧贴”；常与 stand, lean, put 等连用。 例句：She leaned against the tree. 她靠在树上。 表示 “反对”；反义词：for（赞成） 例句：Are you for or against the plan? 你赞成还是反对这个计划？ 表示 “对抗、比赛”；多用于体育、竞争语境。 例句：Our team will play against yours. 我们队将和你们队比赛。 表示 “违反”；后接 rules /law/nature 等。 例句：It's against nature to hurt animals. 伤害动物是违背自然的。 表示 “以…… 为背景” 例句：The house looks beautiful against the blue sky. 在蓝天的映衬下，这座房子很美。 graduate /ˈɡrædʒueɪt/ v. 大学毕业 例句：She will graduate from college next year. 她明年将从大学毕业。 graduate from + 学校 从…… 毕业 例句：He graduated from Peking University. 他毕业于北京大学。 graduate in + 专业 毕业于…… 专业 例句：She graduated in English literature. 她毕业于英语文学专业。 a college graduate 大学毕业生 例句：His brother is a college graduate. 他哥哥是一名大学毕业生。 graduate school 研究生院 例句：Many students go to graduate school for further study. 许多学生去研究生院深造。 graduate /ˈɡrædʒueɪt/ v. 大学毕业 graduation /ˌɡrædʒuˈeɪʃn/n. 毕业；毕业典礼 例句：Her graduation day is coming soon. 她的毕业典礼快到了。 postgraduate /ˌpəʊstˈɡrædʒuət/n. 研究生 adj. 研究生的 例句：He is a postgraduate student. 他是一名研究生。 undergraduate /ˌʌndəˈɡrædʒuət/n. 本科生 adj. 本科的 例句：This is her last year as an undergraduate. 这是她作为本科生的最后一年。 college /ˈkɒlɪdʒ/ n. 大学，学院 例句：I will go to college next year. 我明年要上大学了。 go to college 上大学 例句：Many young people hope to go to college. 许多年轻人都希望上大学。 in college 在大学读书 例句：He is studying English in college. 他正在大学里学英语。 college student 大学生 例句：His sister is a college student. 他姐姐是一名大学生。 college life 大学生活 例句：Everyone enjoys their colourful college life. 每个人都享受丰富多彩的大学生活。 易混辨析：college vs university vs school college 多指学院、专科院校，也可泛指 “大学”，侧重专业性学院，例如：art college, teachers college；口语中常代替 university 表示 “上大学” university 指综合性大学，规模大、学科全，由多个 colleges 组成，例如：Beijing University school 最普通用词，泛指学校，可指小学、中学，也可指大学里的 “学院”，例如：middle school, law school 简单记： university 是大综合，college 是学院或泛指大学，school 是所有学校统称。 warmth /wɔːmθ/ n. 温暖 例句：We felt the warmth of the sun. 我们感受到了太阳的温暖。 the warmth of heart 内心的温暖 例句：His kindness showed the warmth of heart. 他的善良体现出内心的温暖。 with warmth 热情地 例句：They welcomed us with warmth. 他们热情地欢迎了我们。 lose warmth 失去暖意 例句：The room began to lose warmth at night. 夜里房间渐渐变冷。 warm /wɔːm/adj. 温暖的；热情的 例句：It is warm today. 今天很暖和。 warm /wɔːm/v. 使温暖；变暖 例句：The coat warms me. 这件外套让我很暖和。 warmly /ˈwɔːmli/adv. 温暖地；热情地 例句：We were warmly welcomed. 我们受到了热烈欢迎。 -th 后缀：形容词 → 名词拓展 这类词多表示性质、状态、长度、深度等。 long → length /leŋθ/ n. 长度 例句：Please measure the length of the desk. 请量一下桌子的长度。 wide → width /wɪdθ/ n. 宽度 例句：The width of the river is 10 meters. 这条河宽 10 米。 deep → depth /depθ/ n. 深度 例句：No one knows the depth of the lake. 没人知道这个湖的深度。 means /miːnz/ n. 手段，方法，工具 例句：A car is a means of transport. 汽车是一种交通工具。 by means of 借助，依靠，用…… 方法 例句：He opened the box by means of a knife. 他用一把刀子打开了盒子。 by all means 当然可以；务必 例句：—Can I use your pen? —By all means. — 我能用一下你的笔吗？— 当然可以。 by no means 绝不，一点也不 例句：This is by no means easy. 这绝不容易。 a means of (doing) sth 做某事的方式 / 工具 例句：The phone is a useful means of communication. 手机是一种有用的交流工具。 mean /miːn/v. 意思是；打算；意味着 例句：What does this word mean? 这个单词是什么意思？ meaning /ˈmiːnɪŋ/n. 意思，含义 例句：I don't understand the meaning of this sentence. 我不懂这句话的意思。 meaningful /ˈmiːnɪŋfl/adj. 有意义的 例句：We had a meaningful talk. 我们进行了一次有意义的谈话。 易混辨析：means / way / method / approach 都表示 “方法、方式” means 侧重 “工具、手段、方式”，常与 by means of 连用，单复数同形 way最普通、口语化，搭配：the way to do / of doing method侧重 “系统、科学的方法”，例如：a teaching method 教学方法 approach侧重 “思路、处理问题的方式”，搭配：approach to (doing) sth lucky /ˈlʌki/ adj. 运气好的，幸运的 例句：You are so lucky to have such good friends. 你真幸运，有这么好的朋友。 lucky day 幸运日 例句：Today is my lucky day. 今天是我的幸运日。 feel lucky 感到幸运 例句：I feel lucky to be here. 我很幸运能来到这里。 a lucky break 好运；转机 例句：He got a lucky break in his career. 他事业上迎来了转机。 luck /lʌk/n. 运气；好运 例句：Good luck with your exam! 祝你考试好运！ luckily /ˈlʌkɪli/adv. 幸运地；幸好 例句：Luckily, no one was hurt. 幸运的是，没有人受伤。 unlucky /ʌnˈlʌki/adj. 不幸的；倒霉的 例句：Friday the 13th is considered unlucky. 黑色星期五被认为是不吉利的。 unluckily /ʌnˈlʌkɪli/adv. 不幸地 例句：Unluckily, he missed the bus. 不幸的是，他错过了公交车。 易混辨析：lucky /fortunate lucky口语常用，侧重偶然、碰巧的好运（日常、轻松、随意） 例句：You're so lucky! fortunate较正式，侧重因机遇好而幸运（多用于书面、正式场合） 例句：We were fortunate to get help. 05 Homework Review the key words and phrases of this lesson. Complete the after-class exercises. Using the writing techniques learned in this class, introduce an experience where you helped someone else. See you in the next class! $