1）as引导一个原因状语从句。它与because的区别是：前者表示的原因只是附带说明，无强调客观之意，不能回答why提出的问题；后者着重强调客观原因，用于回答why提出的问题。例如：
We all like her as she is kind. She’s kind to everybody.
As it was dark, he had to go home. Or his mother would be worried.
2）eat up意思是‘吃光”。up与某些动词连用时，表示“完全，彻底”的意思。常见的几个词组有：drink up喝光；use up用完；clean up除掉，把……收拾干净。如：
Please eat up your chicken. You need to eat more as a big boy.
Drink up your milk before you go to school. It’ll do good to you.
8. Children took them back to the boat. 孩子们把它们带回船上。
take back为动副词组。在“动词 + 副词”短语中，当人称代词充当它的宾语时，人称代词不能置于副词之后，只能放在动词和副词之间。类似的短语还有look over，wake up，get back，put on等。如：
Please wake me up tomorrow morning. I’ll have to get to school half an hour earlier.
教学目标
知识技能目标
l．熟练运用本单元的日常交际用语，特别是“推测”的表示法，以及有关距离的表达法。
2．掌握由some-, any-, no-, every，等与body. one , thing, where构成的不定代词、副词的用法及特殊表达法。
3．掌握一些反义词的用法特别是take与bring, borrow与lend。
知识目标：
1．重点词汇
island, farther, farthest, somewhere, land, pull, out of, cool, anybody, ourselves, all by oneself, perhaps, happily, lots of, no longer, cry, get back, too … to…, anywhere, solve, believe, everybody, sooner or later, drop, run away, as, eat up, bank, circle
2．日常交际用语汇
(1) Are you coming with us tomorrow?
(2) Shall we bring food for a picnic?
(3) Don't be late. I'll be there on time.
(4) I feel a little afraid.
(5) Don't be afraid.
(6) Is everything OK?
3．重点句型
(1) Can't you hear anything?
(2) There's somebody/something/nobody there.
(3) It's too heavy to carry.
(4) The picnic basket was no longer under the tree.
(5) We won't go until we get it back again.
(6) It's time to go home now, or we'll be late.
4．语法
不定代词/副词的用法；
动词take和bring的区别。
情感态度目标
1．本单元所讲的故事情节带有很强的趣味性和悬念性，使读者的心态随着孩子们的心态变化而变化，扣人心弦，从而领会到文章情节安排的巧妙。
2．通过对孩子们参观小岛过程的描述，可使我们欣赏到奇特的小岛风光。
通过本单元教学培养学生独立生活的能力。遇事要沉着冷静、胆大心细、善于思考。
教学建议
教学内容分析
本单元的教学核心是关于孩子们参观小岛（A visit to an island）的这件事。围绕这个核心安排了三个对话和两篇短文，集中反映了孩子们上岛前所做的准备工作（约会、带食品、约定出发的时间，讨论去哪一个岛等）及在岛上的所见所闻，情节跌宕起伏，有一定的传奇色彩。在整个内容的安排中引出了本单元要学习的功能项目“推测”（Conjecture）、求助（Calling for help）和动词take，bring的区别及不定代词和不定副词的用法。
在第73课中有两段对话，主要描述孩子们在上岛前所做的准备工作及讨论去哪一个岛。从而引出英语中表示距离远近的表达法。如：Why don’t we go to the farther one?/ How about the farthest one？/The smaller one is nears．这两段对话为下节课做了内容上的铺垫。
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