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高二英语Lesson 87教案

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高二英语Lesson 87教案

篇1：高二英语Music教案

unit 5 music

period 4（speaking & writing）

teaching aims:

students will be able to:

write a letter for advice

talk about music: forming a band

make suggestions and talk about preference properly

procedure:

step 1 speaking (group work)

1. brainstorm

do you know what a band is? what is your favorite band? how many people is a band usually formed? …

2. speaking

you and your friends want to start your own band. however,, you have never played in a band before. talk with your friends about the band you are going to start. what things do you have to consider? what problems do you have?

3. activity and performance

imagine that you have a chance to form a band. how to form a band? according to the following information discuss in your group.

1) what is name of your band?

2) who will play what instruments and who will sing?

3) what kind of band you will be?

4) choose an english song for your “band” to perform.

step 2 writing

you and your friends want to start your own band. however, you have never played in a band before. you write an e-mail to freddy for his advice. the e-mail is started for you, but you have to finish it.

you’d better do some brainstorming in small groups before writing your letters. you should follow the procedure for brainstorming and outlining introduced in module 1 unit 2.

writing tips:

1. in groups discuss some questions you would like to ask freddy.

1) make a list of them and choose the best questions.

2) share your ideas with another pair; discuss all questions and then decide which ones you want to ask freddy.

3) use each question to start a new paragraph.

4) write your question first; then add extra information to show freddy why you need help.

5) finish the letter politely and thank freddy for his help.

2. reading freddy’s reply

let’s read freddy’s reply and answer the questions:

--- how was freddy’s band formed?

--- what advice does freddy give?

3. writing a note and a paragraph

please turn to page 74. now in pairs you are going to decide on the best way to tell a foreign friend about one kind of chinese folk music. what do you think they need to know before they can enjoy it? why do you like it? who are your favorite singers? discuss it with your partner and write notes to remind you of your most important ideas.

step 3 homework

1. write a paragraph telling your foreign friend about the type of chinese folk music you have chosen. use a dictionary and other reference books to help you.

finish off the summing up in student’s book.

篇2：高二英语unit13教案

高二英语人教版unit13教案

Teaching Plan of Unit 13 The water planet Tasks which should be achieved in this unit: a. Achieve language skills and related knowledge about the topic of water and the ocean. b. Learn how to make suggestions and how to express opinions. The water is being used to /for…. We should/ could…. If we …, we can …. It would be better to … c. Vocabulary in this unit: benefit, disadvantage, range, available, pure, mass, float, absorb, stable, bottom; d. Useful expressions: benefit from, range from … to…., all the way, be made up of, that is, freezing point, break down, mix with, be measured in…, take advantage of…, keep … steady, manage to do. e. Grammar: Review Modal Verbs. 情态动词can, could, may, might, will, would, shall, should, must, can’t 等的用法。 1) can /could Jin can speak English well. (ability) Could you please show me the way to Beihai Park? (request) 2) may /might May we see the awards for the teams? (permission; request) She might give you some new clothing. (possibility) 3) will /would The Spring Festival is the most fun. The whole family will come for dinner. (promise; agreement) Often he would dress up like a rich man. (past habit; custom) 4) shall /should The harvest festival begins on Saturday. We shall be there with our friends. (promise; agreement) You should arrive at the airport two hours before he goes. (advice) 5) must /can’t Wang Feng wins an award every year. He must be very strong (speculation) You must be joking. That can’t be true. (guessing) Teaching procedure: Period 1. Contents: Warming up & reading comprehension Step 1.Warming up Aim: Make students get to know something about water. Step 2. Pre-reading 1.Show some pictures of making electricity, irritating in agriculture, transport by ships, etc,. 2. group work: How is the water being used? Step 3. While-reading 1.Scanning: Ss read scan the bold words in the passage and understand the structure of the passage. How many parts are there in the passage? 2.Ss read and get the main ideas of each part. Part 1(para1): the properties of water; Part2(Para2): chemical structure of water---H2O Part3(Para3): salinity----- the percentage of salt. Part4(Para4): Density Part5(Para5): heat capacity Part6(Para6-7) Ocean motion Step 4. After-reading Finish the post-reading Ex on P21. Step 5. Assignment 1. surf the internet and get more information about water and ocean using search engines like yahoo or baidu. ( or just input the key words like Jules Verne into the address column of IE) 2. discussion: What will you prepare for writing an explanation of corals? After discussion, work out an outline. Period 2. Contents: difficulties in the passage. Step 1. Warming up Ask some Ss to present their homework. Step 2. Learning about the language: Play the tape for students to follow. Teacher explain some language points in the text on page 19--20. 1. Who benefits from using water in this way? Benefit…from/ by… This song reminds me of France. Remind me to answer the letter. I reminded her that the book would cost her much. 2. Life in the oceans ranges from the tiniest plankton all the way to giant like sharks and whales. Range from… to…/ range between …. And…. 意为“从。。。。到。。。不等；在一定的范围内变化”，例如： Temperatures here range from 10 to 30 degrees centigrade. Prices range between ￡7 and ￡10. His interests ranged from chess to canoeing. 3. The two hydrogen atoms form a polar molecule, that is, one with a slightly positive end and one with a slightly negative end. That is 用作插入8，意为“那就是，即” My birthday is a week later, that is, March 1st. John is a New Yorker, that is , he lives in New York. 4. The nutrients in whatever falls into the ocean will quickly become available to other living creatures. Whatever 引导名词性从句作宾语。 Tell me whatever is troubling you. She is always succeeds in whatever she tries. 5. Marine animals and plants take advantage of the density of water. Take advantage of “利用，欺骗” Taking advantage of his friends, Mr. Li was scolded. He always takes advantage of mistakes made by others. Step 3. Practice Ss finish on page 14 by themselves and then check the answers. Step 4. Assignment 1. Learn the useful expressions by heart. 2. Finish Ex1 C3 on page 96-97 on WB 3. read the whole passage aloud. Period 3. Contents: Grammar; talking and speaking Step 1. Revision Check the answers of Ex 1 C 3 on page 96-97. Step 2. Review Modal Verbs. 1 情态动词的语法特征 1）情态动词不能表示正在发生或已经发生的事情，只表示期待或估计某事的发生。 2）情态动词除ought 和have 外，后面只能接不带to 的不定式。 3）情态动词没有人称，数的变化，即情态动词第三人称单数不加-s。 4）情态动词没有非谓语形式，即没有不定式，分词，等形式。 2 比较can 和be able to 1）can/could 表示能力；可能（过去时用could）, 只用于现在式和过去式（could）。be able to可以用于各种时态。例如： They will be able to tell you the news soon. 他很快就能告诉你消息了。 2）只用be able to的`情况： a. 位于助动词后。 b. 情态动词后。 c. 表示过去某时刻动作时。 d. 用于句首表示条件。 e. 表示成功地做了某事时，用was/were able to，不能用could。例如： He was able to flee Europe before the war broke out. = He managed to flee Europe before the war broke out. 他在战争爆发之前逃离欧洲。注意：could有时不表示时态 1）提出委婉的请求，（注意在回答中不可用could）。例如： --- Could I have the television on? 我能看电视吗？ --- Yes, you can. / No, you cant. 可以/不可以。 2）在否定句、疑问句中表示推测或怀疑。例如： He couldnt be a bad man. 他不大可能是坏人。 3 比较may和might 1）表示允许或请求；表示没有把握的推测；may 放在句首，表示祝愿。例如： May God bless you! 愿上帝保佑你！ He might be at home. 他可能在家。注意：might 表示推测时，不表示时态，只是可能性比may 小。 2）成语：may/might as well，后面接不带to 的不定式，意为不妨。例如： If that is the case, we may as well try.如果情况确实如此，我们不妨试一试。典型例题 Peter ___come with us tonight, but he isnt very sure yet. A. must B. may C. can D. will 答案B. 表可能性只能用may。此句意可从后半句推出。 4 比较have to和must 1）两词都是必须的意思，have to 表示客观的需要，must 表示说话人主观上的看法，既主观上的必要。例如： My brother was very ill, so I had to call the doctor in the middle of the night. 弟弟病得很厉害，我只得半夜里把医生请来。（客观上需要做这件事） He said that they must work hard. 他说他们必须努力工作。（主观上要做这件事） 2） have to有人称、数、时态的变化，而must只有一种形式。但must 可用于间接引语中表示过去的必要或义务。例如： He had to look after his sister yesterday. 他昨晚只得照顾他姐姐。 3）否定结构中：dont have to表示不必，mustnt表示禁止。例如： You dont have to tell him about it. 你不一定要把此事告诉他。 You mustnt tell him about it. 你不得把这件事告诉他。 5 must表示推测 1） must用在肯定句中表示较有把握的推测，意为一定。 2） must表对现在的状态或现在正发生的事情的推测时，must 后面通常接系动词be 的原形或行为动词的进行式。例如： You have worked hard all day. You must be tired. 你辛苦干一整天，一定累了。（对现在情况的推测判断） He must be working in his office. 他一定在办公室工作呢。比较：He must be staying there. 他现在肯定在那里。 He must stay there. 他必须呆在那。 3） must 表示对已发生的事情的推测时，must 要接完成式。例如： I didnt hear the phone. I must have been asleep. 我刚才没有听到电话，我想必是睡着了。 4） must表示对过去某时正发生的事情的推测，must 后面要接不定式的完成进行式。例如： ---Why didnt you answer my phone call? 为何不接我的电话？ ---Well, I must have been sleeping, so I didnt hear it.唉，肯定在睡觉，所以没有听见。 5）否定推测用cant。例如： If Tom didnt leave here until five oclock, he cant be home yet. 如果汤姆

篇3：高二英语unit12 教案

Teaching Plan of Unit 12

Fact and Fantasy

Tasks which should be achieved in this unit:

a. Achieve language skills and related knowledge about science fiction

b. Learn to express beliefs and doubts:

1. I believe/ suppose …….

2. I doubt/ am not certain…..

3. It could be… but…..

4. It would take…

5. It is likely that…

6. I can’t imagine…

7. I can’t believe my eyes.

c. Vocabulary in this unit:

fantasy, distance, balloon, permanent, voyage, aboard, matter, attention, hesitate

d. Useful expressions:

in the far future, in the following two hundred years, make a living, remind … of…., set out to do, not …but…, give a view of, dressed in, begin with, dream of, attract one’s attention, prepare … for…, slow down, burn out, throw light on/upon.

e. Grammar:

word formation (2)

Prefixation: disagree, unimportant, non-smoker, minibus, overuse, antibiotics, underdeveloped, post-war, pre-school, renew, bimonthly, multi-racial;

Teaching procedure:

Period 1.

Contents: Warming up & reading comprehension

Step 1.Warming up

Aim: Make students familiar with some words and expressions on the topic.

Discussing the questions on P9 and then answer the questions:

Are they facts or fantasy?

Can you imagine how future science will change our life in 3000?

Step 2. Pre-reading

1. Show some pictures of Jules Verne’s work.

2. group work:

Why is Jules Verne called “the father of science fiction”?

(He laid the foundation of modern science fiction.)

Step 3. While-reading

1. Scanning: Ss read quickly and answer the following question:

How many of Verne’s works are mentioned in the passage?

2. Ss read and get the main ideas of each paragraph.

if you are asked to divide the passage into 3 parts, how will you do your work?

Part 1(para1): a brief introduction of Jules Verne;

Part2(Para2-5): one of his famous work---- 20,000 Leagues Under the Sea.

Part3(Para6): Another work---- Journey to the Center of the Earth.

Step 4. After-reading

Finish the post-reading Ex on P13.

Step 5. Assignment

1. surf the internet and get more information about Jules Verne and his works using search engines like yahoo or baidu. ( or just input the key words like Jules Verne into the address column of IE)

2. discussion: How do you think of the character of Captain Nemo?

Period 2.

Contents: difficulties in the passage.

Step 1. Warming up

Ask some Ss to present their homework.

Step 2. Learning about the language:

Play the tape for students to follow.

Teacher explain some language points in the text on page 19--20.

1. Many of the instrument in his novels will remind the reader of Dr Benjamin Franklin’s experiments with electricity.

Remind… of

This song reminds me of France.

Remind me to answer the letter.

I reminded her that the book would cost her much.

2. In their efforts to survive, they find themselves on the surface of the monster itself, which turns out to be a submarine.

in their efforts to ….“在他们努力。。。。时”

In their efforts to solve the problem, they proved themselves a group of strong team.

Make an effort; make every effort; without effort; spare no effort; in a common effort.

Turn out “结果是。。。，最后情况是。。。。”

It turned out (to be ) fine.

The meeting turned out (to be ) a success.

3. They find themselves surrounded by colorful rocks, fishes, seashells and plants, all waving and moving slowly in the blue waters.

Find 后接宾语和宾补，“发现某人或某物。。。。”，形容词名词介词短语非谓语动词等常做宾补。

They found English easy to learn.

I’m finding her a rather difficult person to work with.

When I woke up, I found myself in hospital.

They found the lost child hiding in the cave.

Step 3. Practice

Ss finish on page 14 by themselves and then check the answers.

Step 4. Assignment

1. Learn the useful expressions by heart.

2. Finish Ex1 –2 on page 90 on WB

3. read the whole passage aloud.

Period 3.

Contents: Grammar; talking and speaking

Step 1. Revision

Check the answers of Ex 1 -- 2 on page 90.

Step 2. Word formations

1. review the main ways of word formation: (the following may be of help during your teaching)

The main Processes of English Word-formation:

a. Prefixation: disagree, unimportant, non-smoker, minibus, overuse, antibiotics, underdeveloped, post-war, pre-school, renew, bimonthly, multi-racial;

b. Suffixation: percentage, girlhood, Londoner, hostess, employee, puzzlement, hopeless, changeable, talkative, deepen;

c. Conversion: desire-v. to long for, to wish/ n. strong longing, earnest wish; hit-v, to give a blow/ n. blow; They downed the tools.

d. Compounding: deadline, above-mentioned, chewing-gum, sun-bather, table talk, fathead, redcap, easygoing, sleep-walk,

The minor processes of English word-formation:

a. clipping or shortening: phone (for telephone), ad (for advertisement), prof (for professor), flu (for influenza), pub (for public house);

b. Acronyms(首字母缩略词): UN, VIP, NATO,DA (Doctor of Arts) , H-bomb (Hydrogen bomb);

c. Blending: branch, motel, Eurasia,

d. Back-formation: to beg from beggar, to baby-sit from baby-sitter, to greed from greedy.

e. Forming new words by analogy:

Moonrise is derived from the word sunrise by analogy.

a. Onomatopoeia:

Bark, giggle, bang, murmur.

2. Ss study examples on p14 and see if they can tell the processes of the words.

3. More exercises to consolidate the Grammar.

.EX1-4 on page 90-91 of WB.

Step 3. Talking

1. Ss four in one group and have a discussion about the topics on page 10.

2. Ss make notes during the discussion, and try to report the topic to the whole class.

Step 4. Speaking

Ss work in pairs and Learn to express beliefs and doubts:

The following structures are helpful to students:

1. I believe/ suppose …….

2. I doubt/ am not certain…..

3. It could be… but…..

4. It would take…

5. It is likely that…

6. I can’t imagine…

7. I can’t believe my eyes.

5. Assignment

Writing on page 94.

Period 4.

Contents: Integrating skills:

Step 1. Warming up

Ask Ss to scan the passage and raise some questions:

Explain some difficulties if necessary:

I read all the books I could find that threw light on these matters.

Throw light on/upon…. “使。。。显得清楚”

His report at the meeting threw light on the cause of the disease.

The information throws light upon the mystery of the murder.

Step 2. Reading

1. Ss read the passage :

2. Help Ss to understand the passage entirely.

Step 3. Writing

Finish the writing task on p 16.

You can give Ss some strategies for writing a short essay, or give them an outline if necessary.

Period 5.

(Listening)

Step 1. Listening

1. Ss finish the listening task on page 12.

2. Ss listen to the tape again and check the answers.

Step 2. dealing with the Ex 1-3 on p 88 of Workbook.

Step 3. Listening skills

Give the students some tips on how to improve listening while checking the Ex.

a. make notes while listening;

b. grasp the most important information

Step 4. listen and reading:

First listen and then read the passage on p92.

Period 6.

Revision:

Go over the important points in this unit once again, and give Ss some additional reading materials if possible.

Period 7.

Teachers can use this period freely.

Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish Assessing on page 94. It is very important to improve their learning and let them have a sense of achieving gradually.

篇4：高二英语第二单元教案

教学准备

教学目标

1. Target Language 目标语言

重点词汇

sightseeing, available, delight, tower, royal, uniform, splendid, statue, communism, thrill, pot, unfair, smart, suggestion, tense, consistent, error

2. Ability goals 能力目标

Enable the students to write a short passage about a place of interest they have visited.

3. Learning ability goals 学能目标

Help the students learn how to describe one of the places of interest they have visited.

教学重难点

How to describe a famous building or a place of interest.

教学过程

Step Ⅰ Revision and Lead-in

Ask some students to read their work to the class.

T: As we know, advertising is very important in the business world. And nowadays, more and more ads for tourism appear on televisions, in the streets, on the buses, etc. Also, an appealing poster for a scenic spot is very important to draw visitors. So it should be written in an exciting way. In the last period, you were asked to write a poster to encourage people to visit. Now who’d like to share your work?

A sample version:

Why not visit “the Oriental Hawaii”?

Hainan Island is the second largest island in China, covering an area of 33,920 square kilometers with a history of over 6,000 years. It lies in the south of China. The Qiongzhou Strait separates the Hainan Island from the mainland. Its neighboring countries are Philippines towards the east, Malaysia and Brunei towards the south, Indonesia towards the southwest, and Vietnam towards the west. Hainan Island has a population of 7.11 million, which consists of 10 nationalities. The people there make a living by growing rice, fishing, and so on. The climate is mild all year round. Hainan is called “the Oriental Hawaii”. Every year thousands of travelers visit the island. Among the famous places of interest are Yalong Bay (No.1 in the world), Tianya-Haijiao (Corner of the Earth), Dadong Sea, Luhuitou (Turn-round Deer), Sanya Bay, Xiao Tongtian, Folk Village, etc.

Step Ⅱ Writing

Task 1: Ask the students to write a tour plan.

T: Suppose a group of foreign students are visiting our country. They will stay here for two weeks. At present they are in Shanghai. Their plan is to see at least three cities and three major scenic spots. Now please make a two-week plan for their tour. You must make sure that they can make full use of their time. Tell them what places they will see and where the various places are.

A sample tour plan:

Day 1: You will arrive in Shanghai, the city of China of 21st century. Shanghai is on the Huangpu River and also on the east coast, and has a population of more than 16 million. It is China’s most modernized city. You will have three days in Shanghai, during which time you will visit many famous scenic spots. The bund is a scenic walk along the river, and there are some temples in and around the city.

Day 4: You will travel a few kilometers by bus south-west to Hangzhou. There is a beautiful lake on the west of the city, and within a few kilometers of the city is a famous Buddhist Temple. You will have two days and two nights in Hangzhou.

Day 6: You will leave Hangzhou early in the morning for Guilin, just a short flight west of Hangzhou. You will see the Elephant Rock, in the center of the city, and then go on a boat on the beautiful Lijiang River to see the famous hills and cliffs. You will spend two days there.

Day 8: From Lijiang we fly to Xi’an, which is a few hundred kilometers away from the coast. Not far from the city you will see the world-famous Terra Cotta Warriors, and just beyond the south gate to the city is the Wild Goose Pagoda. There are some other historical attractions in Xi’an as well. You’ll have three days there.

Day 11: We leave early for the capital, Beijing, which is northeast of Xi’an. In the north of the city is the Great Wall. The Palace Museum and Tian An Men Square are in the center of the city, and the Summer Palace is a short drive to the northwest. We’ll spend two days in Beijing.

Day 14: We leave at noon for our flight south to Shanghai, then make our way home.

Task 2: Ask the students to write a complaint letter. T: When you have some problems or are not satisfied with something, you can write a complaint letter to the people who are responsible for it. Next please write a complaint letter to complain the problems or anything unsatisfactory at school or at home. Before your writing, please read the following tips carefully.

Show the following.

How to Write A Complaint Letter

· Include your name, address, home and work phone numbers.

· Type your letter if possible. If it is handwritten, make sure it is neat and easy to read.

· Make your letter brief and to the point. Include all important facts and any information you can give.

· State exactly what you want done about the problem and how long you are willing to wait to get it resolved. Be reasonable.

· Include all documents regarding your problem. Be sure to send COPIES, not originals.

· Avoid writing an angry, sarcastic, or threatening letter. The person reading your letter probably was not responsible for your problem but may be very helpful in resolving it.

· Keep a copy of the letter for your records.

Then ask the students to make a list of things that they feel are important.

T: Think of anything at school or at home that you feel very strong about. Make a list and choose the one you think is the most serious and write a letter to draw attention.

A sample list of things:

1. I have to wait too long a time being served in the canteen.

2. Several of our teachers speak in a too low voice and the students who sit behind can’t hear clearly. 3. My parents often read my diary without my permission.

4. The school demands us to wear the ugly school uniform.

The most serious one is the first one in the list.

A sample letter:

Dear Mr. Sam,

I have enjoyed eating at your restaurant the last several years. In my opinion, your hamburgers are the best in our town. I tell my friends. However, last Friday evening, I waited in a line ten people deep while we watched a lone waitress going back and forth with light running steps trying to serve too many tables. After 15 minutes and not getting seated, I decided to leave and went to another restaurant. Why not hire a second waiter or waitress? And why not enlarge your restaurant? You have available space to the east. I wish you the best with your restaurant, and I hope you resolve the problems we met.

Sincerely,

Harlan

Step Ⅲ Homework

Ask the students to do the task in PROJECT on page 54.

篇5：高二英语Clean machines教案

高二英语clean machines教案

unit 9 wheels

lesson 3 clean machines教案

teaching aims:

to compare and practise using the present perfect and present perfect continuous tense.

to learn some words and expressions

teaching aids: cai

teaching procedures:

step1. warm up

 elicit information about vehicles from students, asking them how many kinds of car they can name, what kinds of power vehicles can use, what are the advantages or disadvantages of these energies.

 get students to look at the title “clean machines” “ solar car racing” and guess what the text is about.

step2. pre-reading

 read the instruction and key words with the class. encourage students to use their background knowledge and imagination, talking about solar cars in class.

 student predict what the interview is about by skimming the titles, pictures, the sentences in the pictures.

step3 read to learn

 read the statement through with the class and ask students to guess if they are true or flase.

 students then read the interview to check their guesses.

 check students’ answer by having them read out the section of the text that gives the answer and correct the false statements.

step4 speaking

 in pairs, students role play the interview. encourage them to practise it as a real interview.

 have some pairs to present their interviews in class.

step5 language study--present perfect and present perfect continuous

task1. exercise 5

 students look back at the interview and complete the sentences.

 check students’ answers before they match the sentences with the pictures.

 when checking answers, ask students if the action described by the verb is still going on and incomplete or if it is finished and complete

task2. exercise7

 students work in pairs, reading the situation and discussing which is the more appropriate sentence.

 check students’ answer by having the pairs read out the situation and sentence.

篇6：高二英语Tutorial Centres教案

unit2 tutorial centres-reading

teaching objectives:

to help students get further understanding of the four letters on page 17 and the

key words

to help students strengthen speaking, reading and writing abilities

to encourage students to cooperate with each other and express their opinions

to help students know that we should think of things around fairly

teaching approaches:

interactive approach

student-centered approach

task-based approach

teaching aids:

multi-media

handout

teaching procedures:

section 1 pre-task preparation

task 1: students complete the sentences with the given words in their proper forms.

aim: to check students’ word understanding

task 2: students answer the comprehensive questions based on the four letters on page17.

aim: to check students’ general understanding of the four letters

.material: on ppt

section 2 while-task process

task1: students scan the four letters again and tell whether the following statements are true or false. and correct the false ones if possible.

aim: to help students get some details of the four letters

task2: students read the letters and try to find some useful information from each letter.

aim: to help students get further understandings of each letter and have an idea of an argumentative letter

materials: handout & ppt.

section 3 post-task activity

task: students fill in the blanks of the conclusion of the letters.

aim: to help students conclude the four letters and know the use of the key words and phrases

material: on ppt

section 4assignments

1. read the four letters on page 17 carefully and underline the difficult points.

2. try to put the following sentences into english:

(1) 我在另外一家补习中心报名了。（enrol）

(2) 他的英语口语很熟练。（command）

(3) 作为一个诚实的学生，他考试从来不作弊。（cheat）

(4) 无论你何时有困难，我都愿意帮助你。（ be willing to）

(5) 在二战中他是被迫参军的。（be forced to）

篇7：高二英语Lesson 88教案

Lesson 88

Lesson objectives:

1．Go over the three-skilled and four-skilled words: servant/ Let in/ mad/ brave/ cruel/ have a test/ deed/ in public and so on.

2．Go over the grammar: the - ing form as attributes and adverbials.

3．Practise writing a letter.

Teaching aids: a computer, a recorder, etc.

Teaching procedure:

A．Words and expressions

1．Galary: Play the game with the partner, only the words in Unit 22.

For example: S1: There're five letters.

S2: Is it a noun?

S1: No, S2……

If the man is hanged, S1 will win.

2．Complete the phrases or sentences, using the words in the following form. (Ex. Ⅰ in AB)

1)Many young people want to become a civil ________(公务员).

2) Don’t be so ________ to animals.

3) Everyone is ________ to succeed.

4) He was a ________ of war for many years.

5)I didn't believe what the ________ teller (算命者) said.

6)He put his oars (桨) in the water to ________ the smooth surface of the lake.

7) She is nervous waiting for the ________ of news.

8) Dr Manette suffered from ________ illness.

9) Chairman Mao is a ________ leader.

Possible answers: 1) servant 2) cruel 3) eager 4) prisoner 5) fortune

6) disturb 7) arrival 8) mental 9) noble

3．Using the following phrases to fill in the passage (Ex. Ⅱ in AB).

Let in; in public; sentence to death; do a good deed; in peace; fall in love with; suffer from

Romeo fell in love with Juliet at the first glance, but their families were enemies. Juliet's parents didn't let Romeo in their house, and forced her daughter to leave Romeo. So they couldn't stay together in public. A friar (修道士) did a good deed to marry Romeo and Juliet secretly.

By accident, Romeo killed Tybalt, a member of Juliet's family. The court sentenced Romeo to death. Romeo managed to escape. When Romeo returned, he found his wife, dead in peace, but in fact, Juliet didn't die. It was just a plan of the friar. Romeo suffered much from the death of Juliet. He killed himself and lay down by her side. When Juliet woke up from her death like sleep, seeing Romeo lying by her, dead, she knew what he had done and killed herself.

B．Sentences and patterns

1．Find partner

Card One: the news which surprises us Card Two: the boy who is sleeping

Card Three: the year that follows Card Four: the country which is

developing

Card Five: the boat that is floating Card Six: the surprising news

Card Seven: the sleeping boy Card Eight: the following year

Card Nine: the developing country Card Ten: the floating boat

Possible answers: One-Six / Two-Seven / Three-Eight / Four-Nine / Five-Ten

2．Chain drill: Two students say two sentences written in the cards and let another student join the two sentences together by using the v-ing form.

A: The man is our maths teacher.

B．He is sitting by the window.

C．The man sitting by the window is our maths teacher.

A: The students stood up.

B: When they saw the teacher entering the room.

C: Seeing the teacher entering the room, the students stood up.

A: He decides to have a bath.

B: He was wetted all over by the rain.

C: Being wetted all over by the rain, he decided to have a bath.

A: The children went away.

B: They were laughing.

C: The children went away laughing.

C．Paragraphs and passage

1．Read the passage and do the following exercises: (Ex. Ⅲ in AB)

Prison of the Abbaye,

Paris

21 June, 1792

Monsieur the Marquis

My house and yours were burnt to the ground. The villagers brought me to Paris and I was thrown into this prison. My crime, they tell me, is ‘Treason against the people’, and without your generous help, I will lose my head for it. I have tried to tell them that I have worked on your instructions for the people, and not against them. I have told them that it was you who instructed me to collect no rent or taxes from the villagers during these last years. But they tell me my crime is to have worked for an emigrant aristocrat. Monseigneur, please hear my cry for help! Please, save me from this house of horror!

Your faithful servant,

Gabelle

After reading the letter, what should Darnay think and what would he decide to do?

__________________________________________________________

Possible answer:

Having read the letter, Darney said to himself “Gabelle, the poor man. I really felt sorry for him. I must go back to Paris to save him, but my wife and my daughter, it is impossible for me to see them again. But I should answer for the trouble. Tomorrow I'll set off for Paris.”

2．Write on the cards according to the situations. (Ex Ⅳ in AB)

A．Christmas Day is coming. Xiaojun wants to send a Christmas card to Charlie.

B．Bill wants to send a birthday card to his brother and also tell him that everyone in the family misses him.

Homework

Write a letter to your pen friend, who has written to you for some advice about visiting Beijing. Give him/her some advice. You can use the following sentences.

A: The climate in Beijing is dry; spring is shorter with lots of wind.

B．Autumn is the best season in Beijing.

C．I suggest you come to Beijing in autumn.

D．Winter is longer and cold.

E: It snows occasionally.

F: You'd better not come to Beijing in spring or winter.

Possible Answer:

Dear John,

I'm very pleased to learn from your letter that you are getting on well with your studies and that you will come to Beijing. Now I'll answer the question in your letter and give you some advice about your visiting Beijing.

The climate in Beijing is very dry. Spring is shorter with Lots of wind. You'd better not come to Beijing in spring. In summer it's terribly hot. It often rains in July and August. Autumn is the best season in Beijing. The weather begins to get cool at the beginning of September. People like to go for outings in September, October and November. I suggest you come to Beijing in Autumn. Winter is longer and cold with strong wind. It snows occasionally. I hope my advice will be helpful to you.

I'm looking forward to seeing you in Beijing.

Yours ever

Li Xiaoj

篇8：高二英语Lesson 86教案

Lesson 86

Lesson objectives:

1．Help the Ss. to have a good understanding of the relationship of the characters.

2．Develop the Ss' abilities of analyzing the relationship of the characters.

Teaching aids: a recorder, a computer and VCD, etc.

Teaching procedure:

Step 1．Pre-reading

1．Revision

Daily report. (Every day there is a student who gives a daily report about some interesting topics, such as sports, films, stories, and so on.)

2．Presentation

You may wish to lead in your lesson like:

Do you know the capitals of the U. K. and France? (Yes. They are London and Paris.) Today we are going to read a tale which happened between the two cities in the 18th century, A Tale of Two cities. Do you know the author of this story? (Charles Dickens. Yes.) (Show a portrait of Charles Dickens and his works, including Oliver Twist, The Old Curiosity Shop, David Copperfield, Hard Times, Great Expectations and A Tale of Two Cities.)

Step 2．While-reading

1．Ask the Ss to skim the text to find the answers to the following questions: How many persons are mentioned in this story? (Six) / Who are they? (Dr Manette, Lucie Manette, Charles Darnay, Sydney Carton, Monsieur Defarge and Marquis St Evremonde)

2．Let the Ss get information about Dr. Manette. Let the Ss discuss it in pairs.

Possible answers:

Dr. Manette

*Father of Lucie Manette.

*His wife died when Lucie was a baby.

*He attended a peasant boy and a girl, both of whom died.

*He knew that they had been badly treated, so he was put in prison to keep silence.

*He spent many years in the Bastille in Paris, where he used to make shoes.

*While in prison he became mentally disturbed, and his hair turned white.

*He returned to England and got gradually better and stronger.

3．Let the Ss put the events in good order, SB Page57 part 4.

4．Let the Ss analyze the relationship between the main characters.

You may wish to say: We know there are six persons in this tale, Could you like to analyze the relationship between them according to some parts of the films? And finish the following form (Ex. Ⅱ in AB). (Show several parts of the film with the computer.)

H&W: husband and wife F: friend

F&D: father and daughter O: opponents in love

M&S: master and servant E: enemy

U&N: uncle and nephew

5．Note explanations

1) Match words

(1)disturb A．great sum of money

(2)mental B．break the quiet, calm or order of; put out of the right or usual position

(3)fortune C．give care; look after

(4)attend D．feel or have pain, loss, etc.

(5)suffer E．of or in the mind

Answers: (1) -B (2) -E (3) -A (4) -C (5) -D

2) Fill in blanks according to the meanings of the following sentences (Ex. Ⅲ in AB)

(1)Since childhood I have heard many tales of cunning foxes and clever monkeys.

(2)They stayed up very late last night. Now they are still asleep. Don't disturb them.

(3)He dreams of making a big fortune, but he doesn't want to do anything.

(4)Tom, could you attend to the customers, please?

(5)He doesn't often get colds, but when he does he really suffers.

3) Explain the difficult points.

having + p.p

Having finished (finish) their work, they went home.

==After they had finished his work, they went home.

We were very much pleased, having heard (hear) the news of his success.

==We were very much pleased, as we had heard the news of his success.

Fill in the blanks with be pleased at / with / to do sth.

They were very much pleased at the good news.

I wasn't very pleased with my exam results.

We are pleased to know the progress you have made.

for no good reason / for the reason of

She was very angry, for no good reason.

He had give up teaching for the reason of health.

fall in love with

They fell in love with each other, so soon they got married.

6．Let the Ss have a competition: You may say: Now we are going to do some true or false questions according to the following listening materials. 1f you know the answer, just stand up without putting up your hands.

Questions:

1) The story happened in London, in the year of 1785. (F. in Paris, in 1775.)

2) Monsieur Defarge was the owner of a wine shop, who had been a master to Dr. Manette. (F. A servant to Dr. Manette.)

3) Lucie heard the news that her father was alive and was living in Paris. (T.)

4) Lucie's mother died when Lucie was a lady. (F. She was a baby.)

5) Dr. Manette had been kept a prisoner in the Bastille, London's most important prison, for many years. (F. Paris'.)

6) Dr. Manette had been mentally disturbed by his long years alone in prison and his hair had turned white. (T.)

7) Dr. Manette had been put in prison for a very important reason. (F. For no good reason.)

8) After the return of Dr. Manette to England, Lucie married Sydney Carton. (F. Charles Darnay.)

9) Charles was the nephew of the cruel Marquis St. Evemonde. And he had left France because he hated the cruel deeds of the French nobles and the way they treated the peasants. (T.)

10) Charles left France, preferring to succeed the fortune that would one day come to him, and went to live in England. (F. Give up.)

Step 3．Post-reading

Let Ss make up a dialogue according to the following situation:

One day, Dr. Manette met one of his old friends in the street. Dr. Manette told his friend what had happened during these years.

Homework

Finish off the workbook exercises.

Rewrite this story with 100----120 words.

篇9：高二英语第三单元教案

高二英语第三单元教案

高二英语第三单元教案更多好的英语学习教案，尽在《战胜英语90天》，在《战胜英语90天》中不仅可以找到这些教案，并且能帮助我们运用自如，这也是《战胜英语90天》倍受中国人推崇的原因，它融合了中国人和外国人的双重思维模式，用母语的学习方式，采用沉浸式学习乐趣无穷，营造良好的学习环境，让大家边学习边交流，实践性特别强，轻轻松松张口说英语。像母语一样自然流畅！这样来达到了90天轻松搞定英语单词，英语语法，英语音标，英语阅读，英语听力，英语口语，英语写作，英语翻译也就不足为奇了。他们的网址是www.eshop880.com，或者在百度都《战胜英语90天》都可以找到科目英语年级高二文件 high2 unit3.3.doc 标题 Mainly Revision 章节第三单元关键词内容一、教法建议【抛砖引玉】在不同的国家和地区，表达同一概念，体态语中的手势可能不同，相同的手势却表达不同的概念。例如：表达数字“1”的概念时，我们习惯伸出食指，而瑞士人则伸出拇指；当中国人伸出拇指时绝对不会表示“1”的意思，而是“好”的意思。据说由于手势语的不同，不但产生很多误会，还曾经引起过一些灾难。有一次，一些欧洲海员在地中海游水作乐时不知不觉地游到了海防基地，卫兵见到后向他们大声喊叫，并作出“过来”的手势。此时，海员们意识到离海防工事太近了，但是他们误将卫兵的手势理解为“走开”，于是就向远处游去。警惕的卫兵立即开枪打死了这些不幸者。在西方国家，有一些特别的、人们都遵循的规矩。不敲门是不能打开关闭的门的；不受邀请是不能进入私人住宅的，当然你自己的住宅除外。在收到礼物时，西方人总是教孩子们说“谢谢”。对于西方人来说，吃饭出声音被视为是不礼貌的，然而在有些国家，这是合适地表达你爱吃主人给你的食物。看来，假如你不知道其它国家的这些规矩，你就会犯可笑的错误。通过学习本单元，同学们将了解到一些有关身势语的.知识，这在跨国语言文化间的交际中具有十分重要的作用。【指点迷津】 A.单元重点新词读音归类 1.[? ]manage handshake Arab manner 2.[ai]type dining-room 3.[d ]gesture juice 4.[ ]composition nod 5.[u:]communicate juice 6.[ei]handshake wave Asian communicate 7.[i:]agreement disagreement 8.[i]manage composition kiss distance fist 9. [ n]composition Asian 10.[ ]handshake Asian 11.[ ]composition agreement disagreement Arab custom manner distance communicate comfortable B.单元重点新词透视 1.manage (1)作及物动词用是“管理、经营；安排，运用；控制”。如： She has managed the company for many years and managed it very well . 她管理这家公司已经很多年了，而且管理得非常好。 Mike knows how to manage wife when she’s angry . 当他妻子生气时，迈克知道怎样对付。 (2)其后接不定式，作“设法做到……”（含成功的做某事）。如： We managed to finish the hard work in time . 我们设法及时完成了那项重活。测试要点： (1)manage与try的辨异 manage常指“想方设法而成功地做成某事”，强调结果。try常指“试图或努力做某事，成功与否不清楚”。如： He manageed to get the housework done with very little help .在没有多少帮助的情况下，他把家务活干完了。 He tried to get the housework done with very little help .他企图在没有多少帮助的情况下，把家务活干完。 (2)在交际英语中常用I can manage to / I can manage . 2.wave (1)作可数名词是“波，波浪，波涛，光或者声的波”。如：The waves rolled on .波涛滚滚。sound waves声波。long / short waves长 / 短波。 (2)作及物或者不及物动词是“波动，漂动，挥手”。如：The flags waved in the winds .旗帜迎风飘扬。 (3)指“情绪的波动，人群的潮涌”。如：Waves of strikes hit the country .罢工的浪潮冲击着这个国家。测试要点： wave sb sth = wave sth to sb向某人挥手…… She waved me a greeting . = She waved a greeting to me .她向我挥手致意。 He waved good-by to us .他向我们挥手告别。 3.agreement同意、一致测试要点： (1)in agreement表示同意。如：She nodded her head in agreement . 她点头表示同意。 (2)in agreement with和…一致。如：Her opinion is in agreement with mine .她的意见和我的意见一致。 (3)agreement的反义词是disagreement。express one’s disagreement表示某人的不同意见。 4.kiss可作名词、及物动词和不及物动词。意思是“吻，亲吻，用吻表达；轻拂” The two balls kissed .两球轻轻相碰。 A soft breeze kissed her face . 轻风拂过她的脸。测试要点： (1)kiss sb + on + the + check吻某人的脸蛋 (2)kiss sb goodbye = kiss goodbye to sb向某人吻别，kiss hello to sb向某人问好 (3)give sb a kiss吻某人一下 (4)习语：kiss the dust / ground承认彻底失败，kiss of life人工呼吸 5.custom习惯，习俗，风俗 Their customs and habits are different from ours .他们的风俗习惯与我们的不同。测试要点： (1)区别custom与habit custom主要是群体性的不断演变而成的习惯，代表一个国家或者地区的传统，即“习俗、风俗”。habit是指一个动作反复发生，习惯成自然。如： Social customs are greatly different from country to country .各个国家的社会风俗习惯很不相同。 Biting his fingers is his habit .咬手指是他的习惯。 (2)customs常作“关税”，the Customs海关。 6.proud骄傲的；自豪的。该词的名词形式为pride . 测试要点： (1)be proud of对……骄傲 We are proud of our great motherland . 我们为我们伟大的祖国骄傲。 (2)be proud to do干……骄傲 She is proud to have taken part in the Asian Games .她为能参加了亚运会而自豪。 (3)feel proud that为……自豪 Our football team feels proud that it has won every match this year .我们的足球队今年每次比赛都赢了，这使全队都感到骄傲。 (4)take (a) pride in以……自豪，对……得意 He takes pride in his success .= He is proud of his success . (5)with pride = proudly骄傲地，自豪地 (6)谚语：Pride will have a fall .= Pride goes before a fall . 骄者必败。 7.manner方式；态度；举止。manners礼貌测试要点： (1)用作单数是“方式，方法，风格，手法”。如：I love duck cooked in Chinese manner / way .我爱吃中国烧法的鸭子。I don’t like his manner of speaking .我不喜欢他的说话方式。 (2)with manners有礼貌，without manners没礼貌 (3)have good manners有礼貌，have no manners没礼貌 (4)区别下列表达“方法”的名词，注意各自的介词搭配：manner , way , means , method manner指“行为的特殊方式或独特的个人方法”。in the Western manner以西方式的，in a manner = in a way在一定程度上 way常指“一般方式，方法”。in this way用这种方法 means多指抽象或概括性意义的“手段，方法”。by this means有这种方法 method着重为达到目的或解决问题而采取的有系统、有步骤的方法，着重方法的准确有效。with this method用这种方法 8.distance距离测试要点： (1)at a distance稍远一点，at a distance of two miles在2英里的距离处，in the distance在远方。如：This oil-painting looks beautiful at a distance .这幅油画站稍远一点看很好看。 In the dark night , we could a light in the distance at sea .在漆黑的夜晚，我们在海上能看到远处的灯光。 (2)distance的形容词是distant (3)What is the distance from…to …?哪离哪有多远？ (4)make a long distance call打长途电话 C.单元重点词组扫瞄 1.It is a pleasure to do …很高兴地干…… 2.Would you like me to do…?你想让我干……？ 3.I can manage it myself .我自己能解决。 4.help sb with cooking a meal帮某人做饭 5.show sb to the dining room领……去餐厅= lead sb to the dining-room 6.do the shooping购物，买东西 7.make oneself understood让别人理解自己 make oneself +过去分词“让自己被明白”make sb do让某人干…… 8.by words（抽象的）凭借语言，in words口头上，with words用具体的语言，in deeds行动上 9.not just不只是 You can go there not just by bus , but by train .到那里不仅可以坐汽车，还可以坐火车。 10.send messages to sb向某人传递信息 With the help of satellites, we can send messages to other parts of the world .借助卫星，我们可以向世界其它地区传递信息。 11.accept A as B认为 / 承认A是B The police accepted the story as true .警方认为这事是真的。 These gestures are accepted both by Chinese and English speakers as having the same meaning .这些手势和姿态对说汉语的人和说英语的人都是一样的意思。 12.take…for example以……为榜样，take…as an example以……为榜样 Take water for example , it is made up of two gases──hydrogen and oxygen .以水为例，它是由氢和氧两种气体组成的。 Let’s take Lei Feng as a good example for all of us to follow .让我们把雷锋当作我们大家学习的好榜样。 13.shake hands握手，shake hands with sb = shake sb by the hand和

篇10：高二英语Lesson 87教案

高二英语Lesson 87教案

Lesson 87

Teaching objectives:

1．Help the Ss to have a good understanding of How Sydney saved Charles.

2．Learn-ing form as attributes and adverbials.

Teaching aids: a recorder, a computer, VCD, etc.

Teaching procedure:

Step 1．Pre-reading

1．Revision

Check the homework exercises.

Get the Ss to tell the relationship of the main characters (Dr Manette, Lucie Manette, Charles Darnay, Sydney Carton, Monsieur Defarge, Marquis St Evremonde) in A Tale of Two Cities.

(Show the pictures of the main characters with the computer.)

2．Presentation

You may ask the Ss to imagine the ending of the story to lead in the new lesson.

Step 2．While-reading

Let the Ss do skimming and answer a question: When did the revolution break out?(In July, 1789.)

Let the Ss do scanning and answer comprehensive questions: SB Page 120, 1

Let the Ss put the events in right order. (Ex. Ⅱ in AB)

1．Charles with Lucie and Dr Manette left Paris.

2．The Revolution stared.

3．Sydney had his head cut off.

4．Sydey bought some special medicine.

5．Charles found a letter form France.

6．Charles was sentenced to death.

7．Sydney persuaded Charles to change clothes with him.

8．Charles returned to France.

9．Charles was put into prison.

Answers: 8 1 9 6 2 5 7 3 4

You may explain language points to the Ss

live a… life

eg. After marriage, they lived a happy life. (They lived happily.)

similar usage:

He died a heroic death. (He died heroically.)

She smiled a bitter smile. (She smiled bitterly.)

set fire to (something): set (something) on fire

eg. He set fire to the building. ----He set the building on fire.

On + v- ing /n: as soon as…

On the arrival in Beijing, she phoned me.

As soon as she arrived in Beijing, she phoned me.

do wrong←→do right

eg. I felt I had done wrong.

You did wrong to tell her the secret.

do good

You should do good all your life.

do harm

Any kind of pollution will do harm to health. v-ing used as adverbial: as-clauses

Knowing that she was an experienced teacher, we often asked her for help.

As we knew that she was an experienced teacher, we often asked her for help.

to be eager for something /to do something

I am eager for a computer.

I am eager to have a computer.

Step 3．Post-reading

1．Fill in the blanks with the right verb forms. (Ex. Ⅲ in AB)

Having (have) once made (make) a promise to Lucie Manette that he would do (do) anything he could (can) to make sure she was (be) happy, Sydney Carton thought (think) of a way to rescue Charles Darnay, Lucie's husband. As the two men looked (look) very much like each other, Sydney went (go) to visit Charles in the prison and they exchanged clothes. He used (use) some special medicine to make Charles sleep, and then had (have) him carried (carry) out of the prison. The next day, Sydney, who had taken Charles's place, had (have) his head cut (cut) off.

2．Debate

You may say: At the end of this story, Sydney Carton, who loved Lucie very much, took Charles's place and had his head cut off. Do you think it was worth? Now let us have a debate. (Divide the class into two groups.) Group1 agrees with what Sydney Carton did. Group 2 does not agree with what Sydney Carton did. And give your reasons.

3．Language Study

1)You may explain difficult points in the language study to the Ss:

Write the sentences on the Bb:

A．Charles was a brave man.

B．He decided to return to France.

Then join the two into a single sentence, using v----ing form.

→Being a brave man, Charles returned to France.

2)Let the Ss practise the following sentences:

You may say: Join the following pairs of sentences, using the-ing form.

Example:

A1．He worked in his small room in the prison.

A2．Dr Manette made four pairs of shoes every day.

A．Working in his small room in the prison, Dr Manette made four pairs of shoes every day.

B1．He knew that Dr Manette had become mad.

B2．Defarge brought him home.

B．Knowing that Dr Manette had become mad, Defarge brought him home.

C1．Lucie heard of the letter.

C2．He begged her husband not to return to France.

C．Hearing of the Letter, Lucie begged her husband not to return to France.

D1．He had plenty of money.

D2．Charles was able to travel at once.

D．Having plenty of money, Charles was able to travel at once.

E1．He was determined to rescue his friend.

E2．Charles set off for France.

E．Being determined to rescue his friend, Charles set off for France.

F1．He arrived in Paris.

F2．Charles was thrown into prison.

F．Arriving in Paris, Charles was thrown into prison.

G1．The revolutionaries sentenced Charles to death.

G2．He discovered that he was an enemy of the state.

G．The revolutionaries sentenced Charles to death, discovering that he was an enemy of the state.

H1．He knew that I was not an enemy of hers.

H2．The servant let me in.

H．The servant let me in, knowing that I was not an enemy of hers.

Homework

1．Finish off the Workbook exercises.

Write a composition about Charles Darnay, using the information you have learnt in the story A Tale of Two Cities. The words in the box may help you. (Ex. Ⅳ in AB)

篇11：高二英语Lesson 86教案

高二英语Lesson 86教案

Lesson 86

Lesson objectives:

1．Help the Ss. to have a good understanding of the relationship of the characters.

2．Develop the Ss' abilities of analyzing the relationship of the characters.

Teaching aids: a recorder, a computer and VCD, etc.

Teaching procedure:

Step 1．Pre-reading

1．Revision

Daily report. (Every day there is a student who gives a daily report about some interesting topics, such as sports, films, stories, and so on.)

2．Presentation

You may wish to lead in your lesson like:

Step 2．While-reading

2．Let the Ss get information about Dr. Manette. Let the Ss discuss it in pairs.

Possible answers:

Dr. Manette

*Father of Lucie Manette.

*His wife died when Lucie was a baby.

*He attended a peasant boy and a girl, both of whom died.

*He knew that they had been badly treated, so he was put in prison to keep silence.

*He spent many years in the Bastille in Paris, where he used to make shoes.

*While in prison he became mentally disturbed, and his hair turned white.

*He returned to England and got gradually better and stronger.

3．Let the Ss put the events in good order, SB Page57 part 4.

4．Let the Ss analyze the relationship between the main characters.

H&W: husband and wife F: friend

F&D: father and daughter O: opponents in love

M&S: master and servant E: enemy

U&N: uncle and nephew

5．Note explanations

1) Match words

(1)disturb A．great sum of money

(2)mental B．break the quiet, calm or order of; put out of the right or usual position

(3)fortune C．give care; look after

(4)attend D．feel or have pain, loss, etc.

(5)suffer E．of or in the mind

Answers: (1) -B (2) -E (3) -A (4) -C (5) -D

2) Fill in blanks according to the meanings of the following sentences (Ex. Ⅲ in AB)

(1)Since childhood I have heard many tales of cunning foxes and clever monkeys.

(2)They stayed up very late last night. Now they are still asleep. Don't disturb them.

(3)He dreams of making a big fortune, but he doesn't want to do anything.

(4)Tom, could you attend to the customers, please?

(5)He doesn't often get colds, but when he does he really suffers.

3) Explain the difficult points.

having + p.p

Having finished (finish) their work, they went home.

= =After they had finished his work, they went home.

We were very much pleased, having heard (hear) the news of his success.

= =We were very much pleased, as we had heard the news of his success.