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篇1：人教新课标 高二Unit16 reading
Unit16 reading
Teaching aim:
1. Help the students to learn something about the history, the development and the present condition of the American South by the text teaching.
Teaching method::
1. Brainstorm to simulate the interest of learning.
2. Individual and group activity to get information.
3. Discussion to output what they have learnt about the American south
Teaching importance:
How to guide the students to talk about the history of the city Atlanta and the American South.
Teaching difficulty:
Help the students to describe the history and development of a city.
Teaching Aids:
Multimedia
Teaching process:
Step: lead in
As we know, in , The Olympic Games will be held in Beijing, but do you know in which city were the Olympic games held in ? (Atlanta)
Where is Atlanta? (USA) Show them a map to USA.
Which state is Atlanta? (Georgia )
In which part of USA is Georgia? (in the south)
Step 2 Pre reading
As time passes and society changes, in American history, there are many great events. Now I will give you a quiz, Could you tell me when and what happened in the history of USA?
1． The arrival native Americans.
2. Arrival of European settlers
3. The American Civil War.
4. The Great Depression
5. : The Civil Rights Movement
You have a good knowledge about the history of USA.. The great events have a great effect on the USA , especially on the American south, Do you want to know what happened in the South? Now first let’s read the passage quickly and find out the main idea of each paragraph. You just need to read the first and the last sentence of them.
Task1. Ss read the first and the last sentence of each paragraph to get the main idea of each of them.
Para.1 The troubled past of the American South.
Para.2 The story of the South is also one of hope and success.
Para.3 A general introduction to the reconstruction of Atlanta.
Para.4 The Civil Rights movement---efforts made by Martin Luther King and its result.
Para.5 The modern condition of Atlanta.
Para.6 The people in the South are determined to make a new beginning.
(From the main idea of each paragraph, we see the clue of the text)
troubled past---hope, success, reconstruction---the Civil Rights Movement--- booming present
3.From the clue we can see the main idea of the whole passage is:
The development of the South. (Atlanta)
What did the writer first talk about the South?.
( The writer talks about the troubled past)
.Now read the first paragraph and find out what trouble the south had experienced in the history? Try to use the key words to describe its troubled past.
(the Native Americans) The sufferings
(slaves) The pains
(the Civil War)The death and poverty
(post war years and the Great Depression )The hardships of unemployment and civil unrest
(the Civil Rights Movement) The sacrifices
What happened to the Native Americans /slaves ?
What life did people have during the Civil War/ Post war and the Great Depression?
What happened to the black during the Civil Rights Movement?……..
What effect did the troubled past have on the South?
( Even The South is far behind the rest of the United States in education and economic development)
Step 3. Reading.
Task 2 Did people in the South America lose their hope? Read the text quickly and try to judge the sentences true or false.
1. Ever since the Civil war, the South has struggled to find ways to deal with its troubled past.
2. When the new mayor of Atlanta started working, the city had a lot of money.
3. Atlanta was burnt down in the Civil War, like many of its sister cities in the South..
4. The fights between blacks and whites in 1960s was widely supported.
5.Atlanta is a representative of the new South, a place where fear and doubt have replaced hope and faith.
6. Today, the South is known for its beautiful scenery.
Key: T F F T F F
(Notes:
2. F In 1864, when the new mayor of Atlanta started working, the city had only $1,64.
3. In only five years, most of the city had been rebuilt and Atlanta began to grow again.
5.Atlanta is a representative of the new south, a place where hope and faith have replaced fear and doubt.
6. Today, the south is known for its hospitality.)
What kind of story is the story of the south?
( The story of the South is also one of hope and success, Why we say the story of the South is one of hope and success? now let’s find out some signs to prove it. Read the text again and find out what happened to the city ? )
Task 3 Pick out the events which happened to Atlata.
1864: people struggled to rebuild the city.
In five years after Civil War: most of the city had been built and began to grow again.
1960s: Martin Luther King organized non-violent demonstrations aimed at ending segregation.
1996: Atlanta host the Olympic Games.
Today: Atlanta is becoming commercial and cultural centers of the nation.
Task 4 Discussion:
1. What do you think of the people of Atlanta during the reconstruction ? Why?
(The people of Atlanta were very brave, because The city was burnt down and there was no money for reconstruction, but they never give up. In only five years, most of the city had been rebuilt and began to grow again. )
2. What contributions did Martin Luther King make to Atlanta ?
(Dr King’s efforts were not in vain, however. Segregation eventually disappeared and a new dawn seemed to arrive. After segregation disappeared, Atlanta was becoming a successful city proud of its cultural diversity)
3. Why could Atlanta be chosen to host the Olympic Games?
（Like many other Southern cities, Atlanta is representative of the new South, a place where hope and faith have replaced fear and doubt .it has been a booming business center and the home of largest and most successful companies of the new South. It was pride to display its new image to the world.）
After reading the passage we have known the development of the American South, from its troubled past to the booming business center.
Task 5 Activity.
Imagine you are a Chinese college student who studies history came to Atlanta for a trip. Your pen friend showed him around the city. You talked about the history and development of the city.
A: Welcome to Atlanta. I’m very glad to give you a brief introduction to the history and development of Atlanta.
B: What happened to Atlanta during the Civil War?
A: …
B: How did the people of Atlanta reconstruct their city?
A: (They rebuilt their city with little money and developed the area both economically and socially)B: …
…
A: What’s your opinion on the city and its people?
B: …
Homework: Go the internet to search for information about Atlanta. Give a introduction to your class.
Blackboard design:
Unit 16 The American South
The development of the American South
篇2：人教新课标 高二unit19 细说教材
Warming up
To be，or not to be-that is the question.
生还是死--这是个问题。
点拨：这句话是莎士比亚的戏剧《哈姆雷特》中的一个名句。意思可以理解为:To live or not to live-that is the question.对与这种名句名言类的，在平时写作中可以采用仿拟的修辞手法，给人印象深刻。根据家喻户晓的成语或谚语，临时更换其中的某个部分，造成新的成语或谚语；或者根据古今名言警句，在保持其原句不变的情况下，更换其中部分词语，这种修辞方式叫仿拟。
e.g.1.To lie or not to lie-the doctor’s dilemma.
撒谎还是不撒谎--医生的难题。
e.g.2.To do it or not to do it is not the only question.
做还是不做这事不是唯一的问题。
Uneasy lies the head that wears a crown.
戴王冠的头是不能安于他的枕席的。
点拨：lie:平卧；摆放；处于……状态存在；内含；位于，延伸。
e.g.1.He is lying under a tree sleeping.他正躺在树下睡觉。
e.g.2.The dust has lain undisturbed for years.尘土积在那儿很多年了。
e.g.3.Mary has lain sick in bed for years.玛丽已经卧病在床多年。
e.g.4.The solution lies in research.答案在研究中。
e.g.5.The lake lies beyond this mountain.翻过这座山就是湖。
e.g.6.Our land lies between the hill and the river.
我们的土地位于这座山和那条河之间。
联想：lie的常用短语
（1）lie down 少有作为，一事无成
Jack is lying down on the job.杰克在工作上一事无成。
（2）lie with 由……决定，取决于，视……而定
e.g.Many teachers believe that the responsibilities for learning lie with the student.
许多老师认为学生应该自己负责自己的学习(而不是完全依赖老师)。
点拨：wear 表示“穿（衣服）、戴（衣帽、首饰、纪念章）”时，强调状态；还可以表示“留着（胡须、头发）”“表现出（样子）”等。可以用于进行时态。如:
e.g.1.He is tall and wears glasses.他个头高,戴着眼镜。
e.g.2.She wears beautiful long hair.她留着一头美丽的长发。
e.g.3.She wears a string of pearls around her neck.她的脖子上戴着一串珍珠项链。
e.g.3.She was wearing an innocent smile.她带着天真的笑容。
联想：wear的常用短语
（1）wear out 穿破/旧,逐渐耗尽;使疲惫不堪;使虚弱,使衰老
e.g.1.Cheap socks wear out quickly.便宜的袜子很快就会穿破。
（反义句:These socks wear long.这些袜子很耐穿。）
e.g.2.His patience wore out at last.最后他的耐心消失了。
e.g.3.He was worn with care and anxiety.忧虑和操心折磨着他。
（2）wear away 磨损,(时间)消逝
e.g.1.Time wore away.时间逐渐消逝。
考考你：
今天她穿着一件红毛衣。
She a red sweater today.
答案：is wearing
Words,words,only words,no matter from the heart.
空话，空话，只有空话，没有一点真心。
点拨：这句话出自莎士比亚的剧作TROILUS AND CRESSIDA。原句为:Words,words,mere words,no matter from the heart.其中no matter from the heart在此表示没有一点真心，matter在这里表示“实质的东西”。
联想：no matter还可以作“不论，不管”解，常用于引导让步状语从句，用于下列句式中:no matter+what (when,how,who,where等)引导的从句＋主句。由 no matter引导的让步状语从句也可以放置在主句之后。
e.g.1.No matter what Jenny says,don’t believe her.
不管詹妮说什么，都不要相信她。
e.g.2.You’ll always be welcome,no matter when you come.
不管你什么时候来，你都是受欢迎的。
e.g.3.I won’t let you in,no matter who you are.
不管你是谁，我都不会让你进来。
e.g.4.No matter where they went,they found people friendly.
不管他们走到哪里，都发现人们很友好。
辨析：no matter+wh-和wh-+ever的用法区别
“特殊疑问词＋ever”引导让步状语从句时，可用“no matter＋特殊疑问词”来替换。但是，前者还可以引导名词性从句，这时不能替换。
e.g.1.Do whatever you please.你喜欢做什么就做什么。
e.g.2.However (=No matter how) he did it,it was very clever.
不管他是怎么做的，他做得很聪明。
e.g.3.No matter what (=Whatever) happens,we’ll meet here tonight.
不管发生什么事情，我们今晚都在这儿碰头。
e.g.4.He seems to make enemies wherever (=no matter where) he goes.
他看上去总是到处树敌。
考考你：
1.You will realize breaks the law will be punished.
A.that those that B.those whoever C.that those who D.whoever
2.Please give the present to wins the first prize.
A.whom B.whoever C.whomever D.who
3.No matter hard it may be,I’ll carry it out.
A.however B.what C.whatever D.how
答案：1.D 2.B 3.D
Listening
What must Antonio give Shylock if he can’t pay back the debt？
如果安东尼奥没有能力偿还贷款，那么他要付给夏洛克什么？
点拨：pay back(=pay off,pay out,serve out)报复；偿还；偿付
e.g.1.I’ll certainly pay you back for what you did to me!
你那样对待我,我一定会回敬你的!
e.g.2.How can I pay you back for all your kindness?
你的这番好意我该怎么报答呢?
辨析：pay off，pay out，pay up
（1）pay off 还清；偿清；报复；偿还,结清工资解雇（某人）；成功
e.g.1.He finally paid off all the debts.最终他终于还清了所有的贷款。
e.g.2.He finally paid off the crew of a ship.他最终发清了全船船员的薪水。
e.g.3.Did your plan pay off?你的计划成功了吗？
e.g.4.Our plan certainly paid off;it was a great idea.
我们的计划当然成功了,那是个很好的主意。
(2)pay out 花费；支出
e.g.I paid out a lot of money for that car.
为了那辆汽车我花了不少钱。
(3)pay up（不情愿地）付清；还清（债务）
e.g.If you don’t pay up,I will take you to court.
如果你不还清欠款，我就到法院告你。
Speaking
What makes a play a masterpiece is that the ideas behind the play are about problems which are still important to people of different ages in modern times.
一部戏剧之所以能成为著作，关键在于这部戏剧里所探讨的是各年龄阶段的现代人所关心的问题。
点拨:表语从句:放在系动词后，这些系动词有:be,look,remain,seem等。另外，还要特别注意常用的“the reason…that”(不用because)和“it (this,that) is because…”结构。
e.g.1.The lesson we can learn from Chuck is that friends are teachers.
我们从查克身上明白了朋友就是老师。
e.g.2.The reason why he was late for class was that he got up late.
他迟到的原因是因为他起晚了。
e.g.3.The problem remains that we can’t get so many volunteers.
我们无法找到这么多志愿者，这个问题依然没解决。
点拨：people of different ages表示所属关系“(属于)……的”；表示“关于……的”；表示同位关系；表示性质、内容 、状况等。
e.g.1.man of that time 那个时代的人
e.g.2.I am really into long stories of adventure.我非常喜欢看长篇冒险故事。
e.g.3.The city of Rome has a long history.罗马市历史悠久。
e.g.4.The name of Tom is a very common boy name.
汤姆这个名字是个很常见的男孩名字。
e.g.5.He wears a look of pity.他脸上露出令人哀怜的神色。
e.g.6.Jack is really a man of ability.杰克真是个能干的人。
e.g.7.a mountain of great height（= a very high mountain）一座高山
有时介词可以省略:
e.g.8.He is a boy（of）your age.他和你同龄。
e.g.9.She wears shoes（of）the size of yours.她穿的鞋和你的尺码一样。
点拨：in modern times
times在此处的意思是“时代，时期”。
e.g.1.in ancient times 古代
e.g.2.ahead of one’s time 思想超时代的
e.g.3.behind the times 落伍，跟不上时代
Despite the fact that nobody really likes Shylock,the Duke does not want to kill him.
尽管事实是没人喜欢夏洛克，但是公爵并不想处死他。
点拨：despite prep.不管；不顾；即使
e.g.1.Despite the bad weather we enjoyed our holiday.
尽管天气不好，我们的假期仍过得很愉快。
e.g.2.He remains modest despite his achievements.
尽管他取得了成绩，却仍然保持谦虚。
联想：同义词组:in spite of 虽然；尽管……仍
e.g.We went out in spite of the rain.尽管下雨我们还是出去了。
Reading
It’s useless trying to argue with Shylock.
跟夏洛克讲理是没有用的。
点拨：It’s no good／no use／no harm／no fun／useless／a waste of time＋动名词…做……是没有好处／无用／无害／无趣／无用／浪费时间的。
e.g.1.It is no use learning without thinking.学而不思则罔。
e.g.2.It’s no use your telling me not to worry.
你告诉我不要担心，但那是没用的。（我还是很担心）
e.g.3.It’s no good crying over spilt milk.后悔是没有用的。<谚语>覆水难收。
e.g.4.It’s no good my talking to him.我同他谈没有用。
If you offered me six times what you have just offered,I would still take my pound of flesh.
即使你愿意给我六倍于你刚才提出的钱数，我仍然要拿我应得的那一磅肉。
点拨:offer 既可作动词又可以作名词。表示主动提出，提供（一种东西或一项建议）；还表示出价,与介词for连用。不论用作何种词性，后面均可跟不定式。
e.g.1.As young men,we should offer the old our seats on a bus.
作为年轻人，我们应该在公交车上给老年人让座。
e.g.2.I offered him $1 000 for the coat.我向他出价1000美元买这件外套。
e.g.3.They offered their house for sale for thirty thousand dollars.
他们出售房子，要价三万美元。
e.g.4.He offered to pick us up on the way to the railway station.
他主动提出可以在去火车站的路上接我们。
e.g.5.Please make an offer for the bamboo shoots of the quality as that in the last contract.
请把上次合同中订的那种质量的竹笋向我们报个价。
点拨：time作“倍数”解释时，是可数名词，用time表示“A是B的几倍大（长，宽，高，深等）”“A比B大（长，宽，高，深等）几倍”，常见的句型如下:
(1)A is three (four,five,etc.) times the size (length,width,height,depth,etc.) of B.
e.g.1.The new road is four times the width of the old one.
这条新公路是旧路的四倍宽。
e.g.2.Asia is four times the size of Europe.亚洲是欧洲的四倍大。
(2)A is three (four,five,etc.) times as big (long,wide,high,deep,etc.) as B.
e.g.1.The new road is four times as wide as the old one.
这条新公路是旧路的四倍宽。
e.g.2.Asia is four times as large as Europe.亚洲是欧洲的四倍。
(3) A is three (four,five,etc.) times bigger (higher,longer,wider,etc.) than B.
e.g.The school is five times bigger than that one.
这所学校比那所大四倍。（这所学校是那所的五倍大。）
拓展：time表示倍数，一般只用于表示三倍或三倍以上的数，表示两倍不用two times,而用twice 或double。
e.g.My income is now double what it was.我的收入是以前的两倍。
How can you hope for mercy yourself when you show none?
如果你不宽恕别人，你自己怎能希望得到别人的宽恕呢？
点拨：hope for 希望，盼望
e.g.1.If you hope for the best,please prepare for the worst.
如果你抱最好的希望，就要作好最坏的准备。
e.g.2.We all hope for good results after hard working.
努力工作后我们都希望得到好的结果。
Enter Portia,dressed as the judge.
鲍西亚走了进来，扮成法官的样子。
点拨：dress vi.打扮自己，与介词as或like连用，或用dress up as sb.或 dress up for sth.
e.g.1.He dressed (up) as a soldier.他把自己打扮成士兵模样。
e.g.2.She dressed like a princess in the party.
在晚会上她把自己打扮得像一个公主。
Please be seated.
请坐。
点拨：seat vt.使就座，能坐（容纳）……人 n.座位，席位
e.g.1.These children seated themselves on the bench.
这些孩子在长凳上坐下了。
e.g.2.The hall can seat three hundred people.这个礼堂可容纳三百人。
联想：seat有关的词组还有take one’s seat.
e.g.Everybody,take your seat please.We are about to start.
各位，请就座。我们马上就要开始了。
I’ll pay him back with all my heart.
我要以整个心偿还他的债务。
点拨：pay sb. back with sth.用某物偿还某人
e.g.1.We should pay kindness with kindness.我们应该以德报德。
e.g.2.The thief was paid with four-year prison life.
盗贼换来了四年的铁窗生活。
Integrating skills
Antonio has promised to give you a pound of his flesh.
安东尼奥许诺给你他身上的一磅肉。
点拨:promise (1)vt./vi.允诺，答应，作出保证。用于promise to do sth.;promise (sb.)+that clause;promise sb.sth.等结构中。
e.g.1.He promised to give my money back as soon as possible.
他答应尽快还我钱。
e.g.2.Tom promised that he would finish all the work on Sunday.
他保证会在星期天完成所有工作。
(2）n.允诺，诺言;有希望，作不可数名词。
e.g.1.She shows promise as a pianist.她渴望成为钢琴家。
e.g.2.The news brings little promise of peace.这消息使和平无望。
联想：与之有关的词组有:
make a promise 作出承诺;give a promise 许诺，承诺； keep one’s promise 遵守诺言；break one’s promise 食言，违背诺言； carry out one’s promise 履行诺言
考考你：
Father made a promise I passed the examination he would buy me a new bicycle.
A.if B.whether C.that if D.that
答案：C
点拨：flesh 和 meat 的异同
flesh和meat都可以作“肉”解，但是含义不同，flesh通常指人或动物身上的肉，也可指供食用的兽类身上的肉（区别于鱼或禽的肉）。meat是指供食用的肉的总称，通常不包括鱼和家禽，在具体指明“牛肉”“鸡肉”“羊肉”“猪肉”等时应用“beef”,“chicken”,“mutton”或“pork”。
e.g.1.Tigers live on flesh.老虎以肉为主食。
e.g.2.I like meat while my brother likes fish.我喜欢吃肉而我哥哥喜欢吃鱼。
e.g.3.Have you ever tasted the flesh of the snake?你曾吃过蛇肉吗？
You wanted justice,so you shall get justice,more than you wanted.
你要求公正,那么就让你得到公正,比你要的还要多。
点拨：该句中，shall用来表示“允诺、承诺”。so you shall get justice=then I’ll let you have justice或then I promise to give you justice。
shall用于第一人称，可以表示将来。
e.g.We shall arrive tomorrow.我们明天到。
shall用于第二、三人称，表示决心、规定、命令、警告、允诺、要求、义务等。
下文中有一段话多次出现shall的这种用法:The law of Venice says that if anyone tries to kill or murder any citizen of Venice,everything that he owns shall be taken away from him.One half of his money and his goods shall be given to the city of Venice and the other half shall be given to the person he has tried to kill.His life shall be at the mercy of the Duke。
以上四个shall表示“规定”或“警告”。
e.g.1.You shall leave now.你现在该离开了。
e.g.2.He shall answer for his misdeeds.他应当为他的错误行为负责。
e.g.3.The penalty shall not exceed two years in prison.
惩罚不应超过两年监禁。
e.g.4.Don’t worry.You shall get the answer this evening.
别着急，你今天晚上就可以得到答复了。
e.g.5.You shall have a nice present for your birthday.
你过生日时将会得到一份精美的礼物。
e.g.6.Nothing shall stop us from carrying out this plan.
什么也不能阻止我们实现这项计划。
拓展：shall用于第一、三人称的疑问句，表示说话人征求对方意见。如:
Shall we go now?我们现在走可以吗？
Shall he come in?可以让他进来吗？
His life shall be at the mercy of the Duke.
他的生命全凭公爵处置。
点拨：at the mercy of 任由……摆布，在……的掌握（支配）中
e.g.1.The ship hit a rock and sank down.The crowd were at the mercy of the winds and the waves.
船撞上礁石下沉了，人们在风浪中随波逐流。
e.g.2.The cat’s life is at the mercy of its master.
猫的生命在它主人的掌握之中。
Therefore,go down on your knees and beg the Duke for mercy.
因此你快快跪下请求公爵开恩吧。
点拨：go down on one’s knees 跪下，屈膝，其中go可以用get代替，即get down on one’s knees.
e.g.1.Never go down on your knees before enemy.在敌人面前决不能屈膝。
e.g.2.He went down on his knees and asked for his father’s forgiveness.
他跪下来请求他父亲的原谅。
点拨：beg (sb.) for mercy 请求宽恕
e.g.1.Her difficulties were so grave that she went personally and begged the king for mercy.
她遇到的麻烦如此严重，所以她只好亲自去国王那里请求宽恕。
Shylock must promise to leave the money upon his death to his daughter and her husband.
夏洛克必须答应在他死后把这笔财产留给他的女儿和女婿。
点拨：upon prep.（其意与 on相同，但语气较为正式，在口语中多用 on）在高处；逼近;接触；紧接着
e.g.1.The village stands upon/on a hill.那个小村庄位于一座小山上。
e.g.2.Upon/On his death,the Duke’s house and other properties passed to his son.
公爵去世后,房子和其他财产便传给了儿子。
e.g.3.The enemy was upon/on us.敌人逼近我们。
e.g.4.Once upon a time,there was a political leader who wanted to start a war.
很久以前，有位政治领袖想要发动一次战争。
练习：1.暴风雪已逼近我们。
2.圣诞节马上就要到了。
答案:1.The snowstorm is upon us.
2.The Christmas holiday will soon be upon us.
Bassanio told Antonio that he was in love with Portia,a rich and beautiful lady,and that she also loved him.
巴萨尼奥告诉安东尼奥他爱上了鲍西亚，一位富有、漂亮的女子,而且她也爱上了他。
点拨：be in love (with sb.) （与某人）相爱；恋爱；爱上（强调状态）
e.g.1.Tom and Mary are in love with each other.汤姆和玛丽相爱了。
e.g.2.Jesica has never been in love before.杰西卡以前从未恋爱过。
e.g.3.How long have they been in love with each other?他们恋爱多久了？
e.g.4.I’ve been in love with Egypt since I was 13.
从我13岁起，我就爱上了埃及这个国家。
联想：fall in love with sb.爱上；喜欢上（强调动作）
e.g.1.John fell in love with Kate at the first sight.
约翰第一眼看见凯特就爱上她了。
e.g.2.Do you still remember that when we fell in love we were young and innocent?
你还记得吗？我们恋爱时还很年轻，也很天真。
e.g.3.The Smiths fell in love with the house as soon as they saw it.
史密斯一家一见到这所房子，就喜欢上它了。
点拨：宾语从句的引导词that的省略问题
在由that引导的宾语从句中，由于连词that只具有引导作用，并无具体意义，而且不在句中充当成分,因此在口语或非正式文体中常可省略，省略之后对原句并无影响。
e.g.She said (that) she couldn’t go with him because she had a lot to do that night.她说因为那天晚上她有很多事要做，所以不能和他一起去了。
但是，在下列情况下，that最好不要省略:
1.主从句之间有插入语时。
e.g.It says here,on this card,that it was used in plays.卡片上写着，它过去是演戏用的。
2.若出现两个或两个以上的that宾语从句，且由并列连词连接时，如所给的文中的句子，只有第一个连接词that可以省去，其余需保留。
如例文中的句子可以变成:
Bassanio told Antonio (that) he was in love with Portia,a rich and beautiful lady,and that she also loved him.
e.g.Linda said (that) she would go to meet Tom in person and that she wouldn’t tell anyone about the appointment.
琳达说她会亲自去见汤姆，并且不会告诉任何人这次约会的事情。
考考你：
-I believe you’ve done your best and things will improve.
-Thank you.
A.that;/ B./;that C.what;what D./;/
答案：B
Antonio told him that all his ships were at sea and he had no money at present.
安东尼奥告诉巴萨尼奥他的所有船只都在海上，现在他手上一点钱都没有。
点拨：at sea 在海上；在航海中
e.g.1.All his ships had been lost at sea.
他所有的船都在海上遇险失事了。
e.g.2.He spent a whole year alone at sea.
他在海上独自一人度过了一整年。
e.g.3.Titanic hit on icebergs and buried at sea.泰坦尼克撞上了冰山葬身海底。
at sea不知所措；茫然；迷惑（前面常用all、completely、quite修饰）
e.g.1.I am quite at sea in regard to his explanation.
他的解释使我如坠入迷雾中。
e.g.2.I am all at sea.I’ve no idea what he means.
我很茫然，不知他说的是什么意思。
e.g.3.Susan tried to understand the instructions,but she was completely at sea.
苏珊尽力想看懂那些说明文字，却全然不知所云。
辨析1:by sea 和by the sea
by sea 表示“经由海路；乘船”， by the sea 表示“在海边”。
e.g.1.Did your father go to Hawaii by sea or by air?
你父亲去夏威夷是搭船还是搭飞机？
e.g.2.Once upon a time,in a kingdom by the sea,lived a lovely Miss Annabelle Lee.
很久很久以前，在一个海边的王国里面，住着一位可爱的小姐，名叫安娜贝尔李。
辨析2:go to sea 和go to the sea
go to sea 表示“去当水手”(be a sailor)。go to the sea 意思是“去海滨”（度假或野餐游玩）。
e.g.1.He went to sea when young.他年轻时当过水手。
e.g.2.Mike said,“ I want to go to sea when I grow up.”
迈克说:“我长大了要去当水手。”
e.g.3.Our class will go to the sea next Sunday.我们班下星期天去海边玩。
辨析3:on the sea和in the sea
on the sea表示 “在海边；在海滨”（at the seaside）；in the sea 表示 “在海里”。
e.g.1.The city is on the sea.那个城市在海滨。
e.g.2.They like swimming in the sea.他们喜欢在海里游泳。
However,he agreed to lend Antonio the money on one condition.
然而，他还是同意借钱给安东尼奥，但是有一个条件。
点拨：on one condition规定一个条件；在一个条件下。 on condition (that)＋从句:在……条件下；如果。从句中可用陈述语气，也可用虚拟语气。
e.g.1.I’ll let you borrow it on one condition (that) you lend me your walkman in return.
我借给你也行，但是有一个条件，你得把随身听借给我。
e.g.2.You can go out on condition that (= provided that) you come back before six o’clock.
你可以出去，但是，前提是六点之前回来。
e.g.3.He may borrow the book on condition that he returns/(should) return in time.
他可以借这本书，条件是必须及时归还。
联想：相关短语有:on this/that/what condition,在这种/那种/什么条件下或情形下
on no condition 决不；无论在什么情况下都不
make it a condition规定一个条件 ；以……为条件(动词词组)
be in good/poor condition 处于好的/坏的状况
be out of condition 健康状况欠佳
e.g.1.This data will be used for needs of our customer administration only and will on no condition be given to third parties.
数据将仅用于我们的客户服务部，决不会透露给第三方。
e.g.2.On no condition must you go alone.你绝对不可以一个人走。
e.g.3.On what condition will you do it?在什么情况下你会做这种事？
联想：so (as) long as（只要），only if（只要）
as (so) long as可置于主句之前或之后。条件句的时态，用一般现在时表将来。
e.g.1.You can use it as(so) long as you look after it well.
只要你能爱护它，我可以借给你。
only if 意思是only on condition that 只要；只有。引导从句。
e.g.The right answers can be obtained only if the right questions are asked.
只有问对了问题才能获得正确答案。
He is young,but I never know so young a body with so wise a head.
他很年轻，但我从来不知道有这么年轻又这么聪明的人。
点拨：so+adj.+a/an+n.意思相当such+a/an+adj.+n.与此类似的结构还有as/how/too+adj.
+a/an+n.
e.g.1.She is so clever a girl that everyone likes her very much.
她是那么聪明的女孩，人人都喜欢她。
e.g.2.Allen is as clever a boy as Mike.艾伦和迈克一样聪明。
e.g.3.How interesting a book it is ! 这本书真有趣啊！
e.g.4.That is too difficult and too boring a question to answer.
那个问题回答起来既麻烦又枯燥。
注意:如形容词前有such、what修饰时，结构是such/what+a/an+adj.+n.
e.g.1.It is such a good chance that we can’t lose it.
这是个大好机会，我们不能错过。
e.g.2.What an interesting book it is! 多么有趣的书啊！
考考你：
1.It’s that I’d like to go out for a walk.
A.too nice a day B.a nice such day
C.so nice day D.such a nice day
2.She is such a lovely girl is liked by everybody.
A.as B.that C.what D.which
3.She is such a lovely girl she is liked by everybody.
A.as B.that C.what D.which
答案：1.D 2.A 3.B
Writing
下面的提示帮助你完成此文：
1.欢送词开头要先有称谓Dear friends,
2.In the past two years,he…
3.He was strict with…and…help us with patience
4.…his classes lively and interesting…
5.Our English has been improved…
6.Wish him…
Grammar
复习直接引语变间接引语
1.人称变化
e.g.He said,“I like it very much.”他说:“我非常喜欢它。”
-He said that he liked it very much.他说他非常喜欢它。
2.时态变化
(1)一般现在时变成一般过去时
e.g.He said,“I’m afraid I can’t make it.”
-He said that he was afraid he couldn’t make it.
(2)现在进行时变成过去进行时
e.g.He said,“I am doing my homework.”
-He said that he was doing his homework.
(3)现在完成时变为过去完成时
e.g.He said,“I haven’t finished my homework.”
-He said that he hadn’t finished his homework.
(4)一般过去时变成过去完成时
e.g.He said,“I saw the movie with her.”
-He said that he had seen the movie with her.
(5)一般将来时变成过去将来时
e.g.He said,“I’ll do it after class.”
-He said that he would do it after class.
3.指示代词、时间状语、地点状语和动词的变化
(1)this改成that
e.g.She said,“I’ll finish the work this morning.”
-She said that she would finish the work that morning.
(2)these改成those
e.g.He said,“These books are mine.”
-He said that those books were his.
(3)now改成then
e.g.He said,“It’s nine o’clock now.”
-He said that it was nine o’clock then.
(4)today改成that day
e.g.He said,“I haven’t seen her today.”
-He said that he hadn’t seen her that day.
(5)yesterday改成the day before
e.g.He said,“I went there yesterday.”
-He said that he had gone there the day before.
(6)tomorrow改成the next/following day
e.g.He said,“I’ll go there tomorrow.”
-He said that he would go there the next/following day.
(7)ago改成before
e.g.He said,“Jake left 20 minutes ago.”
-He said that Jake had left 20 minutes before.
(8)here改成there
e.g.He said,“She was here one week ago.”
-He said that she had been there one week before.
(9)come改成go
e.g.She said,“I’ll come here this evening.”
-She said that she would go there that evening.
注意:
(1)直接引语如果是客观真理，变为间接引语时，时态不变。
(2)如果在当地转述，here不必改为there，动词come不必改成go。如果在当天转述，yesterday，tomorrow等时间状语也不必改变。
4.句式变化
(1)肯定祈使句:to do
e.g.He asked the clerk to change his dirty uniform.
(2)否定祈使句:not to do
e.g.He told him not to smoke in the room.
注意:要根据句子意思在不定式之前加上tell，ask，order等动词。
(3)肯定句:that
e.g.He told me that he wanted to meet me sometime next week.
(4)一般疑问句:if/whether
e.g.I asked him if he had seen the film.
(5)特殊疑问句:I asked her what material this matter was made of.
注意:要把原来的疑问语序改为陈述语序。
篇3：人教新课标 高二unit20 细说教材
Warming up
What kind of entertainment did they have?
他们有什么样的娱乐（活动）？
点拨：entertainment作为名词，有以下含义:
1.表示“娱乐，游艺，技术表演”。
e.g.Jenny is interested in the news of entertainment.
詹妮对娱乐新闻感兴趣。
2.表示“招待，款待”。
e.g.1.This hotel is famous for its entertainment.
这家旅馆因为殷勤待客而出名。
e.g.2.He gives numerous entertainments to his friends.
他常常宴请很多客人。
entertainment tax娱乐税
entertainment的动词形式是entertain，它作为及物动词，表示以下含义：
1.使娱乐，助兴
e.g.We were all entertained by his tricks.
大家对他的把戏都很感兴趣。
2.款待，招待
e.g.He plans to entertain his friends to dinner.
他计划设晚宴招待他的朋友们。
3.心存，考虑
e.g.1.to entertain an idea/to entertain a hope
怀有一个主意/怀有一个希望
e.g.2.I refused to entertain such a foolish idea.
我拒绝考虑这样愚蠢的主意。
entertain作为不及物动词，表示的意思是“招待客人”。
e.g.She loves to talk,dance and entertain.
她喜欢说话，跳舞和招待客人。
entertainer作名词，含义是“招待人，款待人；表演娱乐的人”。
entertaining 是形容词，意思是“娱乐的，有趣的”。
e.g.We spent an entertaining evening at the theatre.
我们在这家剧院度过了一个有趣的夜晚。
entertainingly 是副词。
Where were they unearthed and where can you go and see them?
它们是在哪儿出土的以及你在哪儿可以参观到这些出土文物？
点拨：unearth 作为动词的含义主要有以下几种:
1.表示“发掘”的意思。
e.g.They unearthed a buried city.
他们发掘了一座埋在地下的城市。
2.表示“破获”的含义
to unearth a plot
揭穿一个阴谋
3.还可以表示“发现”等含义。
e.g.The historian has unearthed some new facts about Napoleon’s life.
那位历史学家已经发现了有关拿破仑一生的新的事实。
unearth 由un-加上名词 earth构成，类似的词语主要有以下几个。
unhand 意思是“放手，松手”。
e.g.Please unhand me!
别拉着我。
unglove 的含义是“脱下的手套”。
e.g.Her hand,when ungloved,glitters with heavy rings.
她脱下手套的时候，许多戒指在她手上闪烁。
unhair 的意思是“拔掉头发”。
unmask 的意思是“揭除面具或者伪装”。
unglue 的意思是“取掉（粘着之物），剥”。
e.g.1.to unglue a stamp from an envelope by steaming
借着蒸气来取掉信封上的邮票
e.g.2.to unglue the children from a TV set
使孩子们离开电视机
Speaking
Student A talks about a topic he or she is interested in,while Student B gives suggestions.
学生A谈论他(或她)感兴趣的话题,学生B给出建议。
点拨：suggest作为动词，其意思主要是“建议，提出（建议）”和“表明，说明，暗示”等。
当它表示“建议，提出（建议）”含义的时候，主要有以下的用法：
1.后面跟名词或者是代词
e.g.1.I suggested one or two books which they might read.
我提出一两本他们可以看的书。
e.g.2.I will come any time you suggest.
你说什么时候来，我就什么时候来。
2.后面跟从句，在从句中的谓语动词用原形，也可以由should加动词原形构成。
e.g.1.They suggested we visit a class right away.
他们建议我们马上去听课。
e.g.2.He suggested that we (should) come another day.
他建议我们改天再来。
e.g.3.It is suggested that we put on a short play.
有人建议我们在晚会上演出一个短剧。
3.后面跟动名词
e.g.1.I should suggest putting the meeting off.
我建议会议延期。
e.g.2.We have much to do.I don’t suggest going away.
我们有这么多的事情要做，我建议别走了。
e.g.3.I have written him a letter and suggested his sending it to the Ministry of Culture.
我给他写了一封信，建议他把它寄给文化部。
4.当它表达“说明，表明”和“暗示”等含义的时候，常常与从句连用。
e.g.1.Her expression suggested that she was angry.
她的表情表明她正在生气。
e.g.2.The work had been only on a small scale but it suggested a solution.
这项工程只是小规模进行，但是表明了一个解决的方法。
考考你：
I think it’s better for her to follow her suggestion that he to see the doctor as soon as possible.
A.went B.go C.goes D.going
答案：B
What I’d really like to find out is whether people would sometimes want to go on a holiday,as we do. That sort of thing.
我真正想发现的是人们是否有时候会和我们一样想去度假那一类事情。
点拨：表语从句放在连系动词的后面，充当复合句的表语，一般的结构是:主语+连系动词+表语从句。可以连接表语从句的连系动词有:be,seem,look,appear,sound,taste,feel,remain等。引导表语从句的词主要有that,whether,连接代词和连接副词。另外，还有常用的“as if”和“as though”等结构。
e.g.1.It seems that (as if) it is going to rain.
看来要下雨了。
e.g.2.The question remains whether we can win the majority of the people.
问题是我们能否赢得大多数人的支持。
e.g.3.This is how Jane lives.
珍妮就是这样生活的。
e.g.4.That is why Jack got scolded.
这就是杰克受训斥的原因。
e.g.5.The reason why (that) he was dismissed is that he was careless and irresponsible.
他被开除的原因是工作马虎，不负责任。
e.g.6.The reason he did not come is that he was ill.
他没来的原因是他病了。
考考你:
1.Is this museum they visited last week?
2.Is this the museum they visited last week?
3.Is this farm you used to work?
A.where B.that C.in which D.the one
答案:1.D 2.B 3.A
句1,句2是定语从句。句1中的the one是先行词，后面省略了关系代词that；句2中的关系代词that在定语从句中作visited的宾语，此句还可以用which或者是省略关系代词。句3中的where引导的是一个表语从句。
点拨：as在这里是连词，引导一个方式状语从句。 请看以下由as 引导的方式状语从句的例子：
e.g.1.You’d better do as I did.
你最好按照我做的去做。
e.g.2.As what she said before,it was really difficult to persuade him to go with us.
正如她过去所说的，说服他和我们一块走是一件很困难的事情。
作为连词，as还可以引导时间状语从句。
e.g.1.Twelve days later,millions more Indians lined the railway tracks as a slow train took the jar containing his ashes 584 kilometers to a place by the river.
十二天后，当一列慢车将盛有甘地骨灰的坛子驶向584千米外，靠近恒河的一个地方时，又有数百万人排列在铁路两旁，夹道送行。
e.g.2.Three million people watched as the ashes of this great man were gently poured into the brown waters of the river that would carry them to the ocean.
还有300万人守望着这位伟人的骨灰缓缓撒入褐色的恒河，河水把他的骨灰送向大海。
辨析:as,when 和while
这三个连词都可以连接时间状语从句，但有差别:如果主句和从句的时间相同，以选用as较宜，表示随着……；而when只有一般时间意义，还可以表示at that time的含义；while是个连词，它所表达的时间通常是指整个一段时间或过程，相当于during which time的用法。从句中常常使用进行时，还可以表示主从句的对比。
e.g.1.They came up stair as we went down.他们上楼，我们下楼。
e.g.2.As one grows older，one becomes more experienced.
人长大了，经验就更丰富了。
e.g.3.When one man is in difficulty，the thousands come to his aid.
一人有难众人帮。
e.g.4.The weather was fine while we were in Shanghai.
我们在上海的日子里，天气晴朗。
e.g.5.We were watching TV while they were playing chess.
我们在看电视，而他们在下棋。
作为连词，as还可以引导比较状语从句,表示以下含义。
1.表示“（用于比较）与……一样”的意思。
e.g.1.She works in the same building as my sister.
她和我的妹妹在同一栋大楼上班。
e.g.2.This is the same as it was before.这个与以前一样。
2.表示“诸如”的意思。
e.g.such animals as cats and dogs 诸如猫、狗之类的动物
作为连词，as还可以引导原因状语从句。
e.g.As the weather is fine,let’s go fishing.
既然天气变得好起来了，咱们去钓鱼吧。
辨析:because,since,as 和for
because，since，as引导原因状语从句:
because 引导的从句表示直接的、根本的原因，用来回答why 提出的问题，为全句重心所在。since引导的从句表示显然的或已知的理由、原因，相当于汉语的“既然”。主句是全句意思的重心，从句次之。as 引导原因状语从句，与since没多大区别。它们引导的原因状语从句，其原因已很明显，不必加以强调。由as表示的原因，语气最弱，往往译成汉语的“由于”。
for 是个并列连词，引导并列句，是对前句内容的补充说明。
as还可以用作关系代词，其含义是“正如”请看以下例子。
e.g.As you know，we have the right to vote.正如你知道的，我们有权选举。
辨析:as和which
首先，这两个词意义不同。前者表示正如，后者没有意义，只起连接作用。
其次，前者构成的从句既可以前置又可以后置，而由后者构成的从句则只能后置，不能前置。
再次，当从句中有the same,such,so 时，只能用as。
比较:It is no use arguing with them,as we all see.和他们争论是没有用的，正如我们所看到的。（既可后置）
As we all see，it is no use arguing with them.（又可前置）正如我们都看到的,和他们争论是没有用的。
It is no use arguing with them,which we all see.
我们都看到了，和他们争论是没有用的。（只能后置）
as还可以用作介词，其含义是“作为”。指处于某种状态、性质、情况、工作等之中。请看以下例子。
e.g.1.He works as a driver.他以开汽车为业。
e.g.2.The kitten uses that box as a bed.小猫把那盒子当作床。
辨析:as和like
当作介词的时候，as只用于以下情况：
1.用作“作为”讲的时候。
2.用来举例，比如用来代替for example的时候；
3.用来引导某些动词，如:look upon，regard，consider，treat，think of等的宾语的补语的时候。
e.g.1.As a writer，he has no equal.作为一个作家，他是首屈一指的。
e.g.2.Languages（such）as English，German，Dutch belong to the same family.
像英语、德语、荷兰语等语言都属于同一个语系。
e.g.3.The teacher considered your son as being too small.
老师认为你的儿子太小了。
比较:The prisoner was hanged like a murderer.这个囚徒像杀人犯那样被处以绞刑（=…as if he were a murderer）。
e.g.4.The prisoner was hanged as a murderer.这个犯人作为杀人犯被处以绞刑。（这个犯人就是杀人犯）
考考你：
1.I didn’t feel just you.
A.as B.like C.such D.so
2. a teacher,I have to set a good example for my students.
A.Like B.Be C.As D.Have
3.It must have rained yesterday the ground is wet.
A.as B.since C.because D.for
答案：1.A 2.C 3.D
Reading
He was buried on his left side with his face to the north.
被埋葬时，他侧身向左，脸朝北。
点拨：with his face to the north是一个with的复合结构，它由with+名词 his face+介词短语to the north 构成。with的复合结构的构成是with+名词+现在分词（或者是过去分词、介词短语、形容词以及副词等）。其中，现在分词（或者是过去分词、介词短语、形容词以及副词等）与名词有密切的关系，表示动作或者是情况，是宾语的补足语。这种复合结构在句子中作定语或者是状语。当它作状语的时候，可以表示伴随情况或者是原因。
with的复合结构作定语:
e.g.1.My aunt lives in the room with the window facing south.
我姑妈住在那间窗户朝南开的房间。
e.g.2.The woman with a baby in her arms is his sister.
怀里抱着婴儿的那位妇女是他的姐姐。
e.g.3.A little boy with two of his teeth missing ran into the house.
一个缺两颗门牙的小男孩跑进屋里。
e.g.4.I live in the house with the lights on.
我住在那座亮着灯的房子里。
with的复合结构作状语:
e.g.1.The thief was brought to the front with his hands tied.
那个小偷手被绑在后面，被带到前面。
e.g.2.With their homework finished,the children ran out for a swim.
作业做完后，孩子们跑出去游泳了。
e.g.3.You should read with the radio off.
你看书的时候，应该把收音机关掉。
考考你：
I like to do some reading in my little study .
A.with the window close B.with the window closed
C.have the window close D.have the window closed
答案：B
From tests on his teeth,it is certain that he spent his childhood in central Europe,perhaps Germany.
根据对其牙齿的测试,很肯定的是他的少儿时期是在中欧度过的,很可能是德国。
点拨：本句中出现了一个含有it的主语从句。在含有it的主语从句中，it是形式主语，that后面的从句是真正的主语。其结构为:It+is+形容词/过去分词+that从句。that不能够省略。
e.g.1.It’s said that he had been dismissed.据说他已经被解雇了。
e.g.2.It’s believed that they can finish the task ahead of time.
人们相信他们能够提前完成这项任务。
e.g.3.It is clear/obvious that he doesn’t like to be laughed at.
很明显他不喜欢被别人嘲笑。
比较：
1. is well known to us all,the earth goes around the sun.
2. is well known to us all that the earth goes around the sun.
A.That B.As C.It D.Which
答案:1.B 2.C
句1是由as引导的非限制性定语从句，代替后面的整个句子。
句2是it引导的主语从句。it是形式主语，真正的主语是that引导的从句。
Some of the objects found in the grave give us an idea of how he was dressed when he was buried.
墓穴里发现的部分物品让我们对于他当时的穿着有了一个了解。
点拨：.dress作为及物动词，后面只能够接人或者是反身代词，而不能接物或者是衣服作为宾语。
e.g.1.Today when I got home,I was excited to find that my little nephew could dress himself.
今天当我回到家的时候，我惊喜地发现小外甥自己能够穿衣服了。
e.g.2.To be a baby-sitter,you should be very patient to dress the babies every day.
作为一个保姆，要有耐心每天给孩子穿衣服。
2.be dressed in后面可以接具体的衣服或者是表示颜色的词，表示穿……样的/颜色的衣服。
e.g.1.Today she is dressed in red,which is quite unusual.
今天她穿红色的衣服，真是太不寻常了。
e.g.2.She is always dressed in brown.Do you think it is her favorite colour?
她总是穿棕色的衣服。你认为棕色是她最喜欢的颜色吗？
考考你:
Do you know the man in the blue shirt?He is the new principal.
A.dressing B.to dress C.dressed D.dress
答案：C
辨析：在英语中，表示穿戴的词和词组还有以下几个:
1.wear可以接任何穿或者是戴的东西作为宾语，如衣服，手套，首饰等等。而且，wear常常用来表示穿着的状态。
e.g.1.She likes to wear a diamond ring,which is the gift from her boy friend.
她喜欢戴一只钻石戒指，那是她男朋友送给她的礼物。
e.g.2.The watch I used to wear is out of order.
我常戴的那只手表坏了。
2.put on 强调穿的动作。
e.g.1.He put on his hat and left without any word.
他戴上帽子，二话没说就走了。
e.g.2.Please put on the overcoat.It is very cold outside.
请把这件外套穿上，外面非常冷。
3.pull on 和put on的用法差不多，但是，pull on多指含有拉，拽的动作，如“穿袜子，戴手套”等等。
e.g.She found a hole in it when she pulled on her stockings.
她穿长统袜的时候发现上面有一个洞。
4.have on 表示穿着的状态。
Close to his head were two pots made of clay,tools and materials to make arrows,a bow and arrows for hunting and a second,smaller copper knife.
靠近他的头部有两个由黏土制成的罐,还有造箭所需要用的工具和材料,以及用于打猎的弓和箭,还另有一个铜制的较小的刀子。
点拨：本句是倒装句。正常的语序应该是:Two pots made of clay,tools and materials to make arrows,a bow and arrows for hunting and a second,smaller copper knife were close to his head.类似的倒装句还有:
e.g.1.On the shelf are two piles of books,heavy and old.
架子上有两堆书，又旧又重。
e.g.2.In front of the river lies a beautiful house with a small garden at the back.
河的前面是一座美丽的房子，房子后面有一个小花园。
e.g.3.Next to me sat Professor Lee,an expert on chemistry.
在我旁边坐着的是李教授，他是一位化学专家。
要注意，在这种倒装句中，谓语在人称和数上要和介词短语后面真正的主语保持一致。
e.g.1.Near my school are many small shops,including a book store.
我们学校附近有很多商店，其中有一个书店。
e.g.2.Here comes the bus.
汽车来了。
The biggest stones weigh 20 tons and came from a place not very far.
最大的石头重约20吨，它们来自于一个不远的地方。
点拨：weigh作为动词，主要表达以下几种含义：
1.表示“称（重量）”。
e.g.1.Let me weigh it.It’s quite a bit overweight.
让我来称称它。超重还不少呢。
e.g.2.The goods were carefully weighed at the time of shipment.
货物在装运的时候都是仔细称过的。
2.表示“某物有（多少）重量”。
e.g.1.A giant panda can weigh as much as 150 kilos when fully grown.
一只大熊猫长大了，重量可以达到150千克。
e.g.2.Some of the fish already weigh ten kilograms.
这些鱼有的已经有10千克重了。
3.表示“压（在上面）”的含义。
e.g.1.The matter weighed heavily on my mind.
这件事情沉重地压在我的心上。
e.g.2.The decision has been weighing on my mind all the week.
这项决定整整一个星期都压在我的心上。
4.意思是“考虑”。
e.g.1.All the difficulties and risks had to be carefully weighed.
所有的困难和风险都要仔细考虑。
e.g.2.They weighed the matter seriously.
他们认真考虑了这件事情。
It is possible that the King of Stonehenge was linked to the stones: he may have had a hand in planning the monument,or in helping transport and pull up the stones.
巨石阵之王很有可能和石头有联系：他可能参与过巨石阵的设计，或者帮助过巨石的运输。
点拨：在英语中，may,might,can,could和must几个情态动词都可以用来表示对事情的猜测。must的意思是“肯定，一定”，语气很有把握。may,might,和could的意思是“可能，也许”，语气把握性不大。can的意思是“肯定，也许”，常常用在否定句和疑问句中。这几个情态动词用于表示猜测的时候，其后面可以跟三种不同的动词形式。
1.跟动词原形表示对现在事情的猜测。
2.跟表示对现在正在发生的事情的猜测。
3.跟表示对已经发生的事情的猜测。
e.g.1.You are Jack’s best friend.You must know where he is.
你是杰克最好的朋友，你一定知道他在哪儿。
e.g.2.Can you hear the loud voice?They must be quarrelling.
你能听到那声音吗？他们在吵架。
e.g.3.If you had come earlier,you might have been told the good news.
你早来一会儿，就会听到那条好消息了。
e.g.4.There is no light in the room.They might have gone out for a walk.
屋里没开灯，他们可能出去散步啦。
考考你:
1.Jack yet,otherwise he would have telephoned me.
A.mustn’t have arrived B.shouldn’t have arrived
C.can’t have arrived D.need not have arrived
2.-I stayed at a hotel while in New York.
-Oh,did you?You with Barbara.
A.could have stayed B.could stay
C.would stay D.must have stayed
3.-There were already five people in the car,but they managed to take me as well.
-It a comfortable journey.
A.can’t be B.shouldn’t be
C.mustn’t be D.couldn’t have been
答案:1.C 2.A 3.D
At first it was thought that it was through war and armed conflict,but it is now believed to have happened through trade and cultural links.
起先人们认为这些金属工具是在战争或武力冲突中产生的，但是现在确信是在贸易和文化交流中产生的。
点拨：1.through指从内部通过。
e.g.1.The thief came in through the window.
小偷从窗户进来。
e.g.2.The troops marched through the town.
军队从城中走过。
e.g.3.Fish swim through the water.
鱼游于水中。
e.g.4.The men cut a tunnel through the mountain.
那些人穿山凿了一条隧道。
2.表示“遍及，经历”的意思。
e.g.1.He traveled through Europe.
他游遍欧洲。
e.g.2.Other birds and animals stay with you,but you will not see all the animals all through the winter.
另一些飞禽和动物留下来了，但是整个冬天你不会看到所有的这些动物。
3.表示“由于，因为”的含义。
e.g.1.It was all through your being late that we lost the train.
我们没有赶上火车，完全是因为你来晚了。
e.g.2.It happened,through no fault of mine.
这件事情之所以发生，并非是我的过错。
4.表示“藉，由”的含义。
e.g.1.He became rich through hard work.凭着努力的工作，他致富了。
e.g.2.I obtained my position through a friend.
我靠一位朋友的帮忙而得到了这份工作。
5.表示“从头到尾”
e.g.1.He worked from dawn through the day and into the night.
他从天亮一直工作到晚上。
e.g.2.He read through the novel carefully.
他细心地读完了这本小说。
e.g.3.The rain lasted through the night.雨下了一夜。
比较：through和across的用法
through和across都作“穿过”讲，across指的是从一个空间内的一端到另一端或者是成十字交叉而过。through着重指从物体的中间或者是空间穿过。
e.g.1.Last week,we started our trip across this country.
上个星期，我们开始了横跨这个国家的旅行。
e.g.2.We can’t travel through the forest by road,because there aren’t any roads.
我们不能从陆路穿越森林，因为那里根本无路可走。
考考你：
1.The boy is so good at swimming that he can swim the sea.
2.He walked the forest and disappeared into the valley.
答案：1.across 2.through
Integrating skills
Since then, archaeologists have found more than a thousand cultural relics,including gold,jade,bronze and stone objects as well as nearly a ton of ivory that must have belonged to at least 500 elephants.
从那时起，考古学家发现了一千多件遗物，包括金子、翡翠、青铜、石器和近一吨的象牙，这些象牙至少来自500头大象。
点拨:include是动词，其含义是“包括”。
e.g.1.You’ll find the plan include most of suggestions.
你会发现这个计划当中包括了大部分的建议。
e.g.2.We watched a performance which included a puppet show and acrobatics.
我们观赏了一场表演，表演包括木偶戏和杂技。
常用现在分词including引起一个短语，也可以用过去分词included，但是，included要置于修饰词的后面。
e.g.1.The city has dozens of factories,including a cement works and a textile will.
这个城市有很多工厂，包括水泥厂和纺织厂。
e.g.2.Everyone had something to say,me included.
每个人都有话要说，包括我。
考考你：
All of the class went to visit the factory,the twins .
A.including B.include
C.included D.includes
答案：C
For example,a gold mask and a bronze statue of a man remind visitors of the bronze masks and big bronze statues at Sanxingdui because of their similar style.
例如，人的金面具和青铜雕像使游览者们想起了三星堆的青铜面罩和大青铜雕像，因为它们的样式很相似。
点拨：remind作为动词，表示以下几个意思:
1.表示“使想起”，常常跟of引起的句子。
e.g.1.What he had done reminded me of the days when I was in the army.
他所做的一切使我想起了我在部队的那些日子。
e.g.2.Thanks for your gift-it will always remind me of you.
非常感谢你的礼物--它会使我经常想起你。
表示“使想起”的含义的时候，也可以跟从句。
e.g.1.They reminded me that they had promised to buy me a car.
他们使我想到，他们许诺过给我买车。
e.g.2.His words reminded me that she had finished her schooling and would soon come back home from abroad.
他的话使我想起来，她已经完成了学业，即将从国外回来。
2.表示“提醒”的意思，跟带不定式的复合结构；也可以跟about或者of引起的短语。 e.g.1.We write to remind you to send us your samples.
我们来信是为了提醒你们给我们把货样寄过来。
e.g.2.Be sure to remind her to come back early.
你一定要提醒她早回来。
e.g.3.We must send a letter to remind him of the deadline of the task.
我们必须写信提醒他任务的期限。
The Sanxingdui Ruins Site covers 12 square kilometers.
三星堆遗址占地面积大约12平方千米。
点拨：cover作为动词，有很多含义。
1.表示“覆盖，铺盖”。
e.g.1.He covered himself with a blanket.
他给自己盖上一床毯子。
e.g.2.A rather cold north west airstream will cover our province.
一股偏冷的西北气流将覆盖我省。
e.g.3.When he returned,his body was covered with bruises.
他回来的时候全身都是伤痕。
2.表示“走完（一段路程），看完（若干页书），够付（费用）”。
e.g.1.They covered the distance to the place at a run.
他们一路小跑，赶到了那个地方。
e.g.2.Here is ten dollars;the extra will cover the bus fares.
这儿是10元钱，多余的可以用作坐公共汽车费用。
3.表示“涉及，谈到”的意思。
e.g.1.What are the chief points you are to cover in your talk?
你的报告主要有哪些内容？
e.g.2.The discussion covered a wide range of subjects.
这项决定涉及到很多别的问题。
4.意思是“有（多少面积），包括（多大的范围）”。
e.g.1.The city covers ten square miles.
这座城市的面积是10平方英里。
e.g.2.His burnt area covered 70 per cent of his body surface.
他全身的烧伤面积达到了70%。
5.表示“掩护”。
e.g.He ordered us to cover the other people’s withdrawal.
他下令让我们掩护其他人撤退。
6.表示“采访，报道”。
e.g.They sent a large number of reporters to cover the conference.
他们派遣了大量的记者去报道大会的消息。
考考你:
Our new school almost 54 square miles,making it the largest school in the province.
A.lies B.stands C.has D.covers
答案:D
Writing
写作指导：
中国有着悠久的历史。文化遗迹和重要的考古文物遍及各地。画一张流程图，表明发现地下宝藏时你应该做的和不应该做的事情。
建议:1.绘制一张流程图，弄清在一个完整过程中所必须采取的步骤和决定。
2.绘图之前，标出所有的步骤和决定。
3.确定所要采取的步骤和决定的顺序。
4.用不同的形状表示不同的活动。例如:用三角形表示决定，用长方形表示正在进行的事，用菱形表示人的帮助。
5.用箭头表示流程方向。
6.检查遗漏的步骤。
Grammar
复习代词“it”的用法
It的用法主要有以下一些:
1.作无人称动词的主语，表示时间、气候、距离、状态等。
e.g.1.It’s ten o’clock.
现在十点钟了。
e.g.2.It is twenty miles to London.
到伦敦有二十英里。
e.g.3.She couldn’t stand it.
她真是无法忍受。
2.指代前面出现的事物或者是现象。
e.g.1.Where is my book?Have you seen it？
我的书在哪儿?你看见我的书了吗?
e.g.2.He pretended to study,for he thought it would please his mother.
他假装读书,因为他认为那样做可以取悦他的母亲。
3.在特殊情况下指代人。
e.g.1.She got a baby and it was ten-pound.
她生了个十磅重的婴儿.
e.g.2.A tall man stood up and shook hands with her.It was the general manager.
一个高个子男子站了起来同她握手,他就是总经理。
4.可以用作形式主语。
e.g.1.It is certain that we shall succeed.
我们一定会成功的。
e.g.2.It is necessary for older people to understand what the young think and feel.
年长的人有必要了解年轻人在想些什么,他们有什么感觉。
5.用作形式宾语。
e.g.1.You’ll find it difficult to learn Japanese.
你将发现日语很难学。
e.g.2.I make it a rule to take a walk in the morning.
我规定自己每天早上散步。
6.用于强调句型。
e.g.1.It is I who am fortunate.
幸运的是我。
e.g.2.It was three weeks later that he learnt the news.
三个星期以后他得知了这个消息。
篇4：人教新课标 高二Unit1 Making a Difference
核心知识
1．词汇
(1)undertake sth．从事…
(2)go by (时间)经过；(某人)过去
(3)be／get engaged to sb 与某人订婚
(4)on the other hand 另一方面
(5)turn out to be 结果是
(6)be similar to 与……相似
(7)work on 继续工作
(8)go on with 继续某种行为
(9)dream of 梦想，梦到
(10)be satisfied with 对……表示满意或满足
(11)be curious about sth． 对……好奇的
(12)take a look at 看…
(13)what if…… 倘使…将会怎样；即使…又有什么要紧
(14)the other way around 相反地，从相反方向
(15)be patient with sth. 对…有耐心
2．日常交际用语(描述人和辩论)
(1)That's correct．
(2)There is no doubt that．．
(3)That's true．
(4)It's clear that．．
(5)It's hard to say．．
(6)What's your idea?
(7)Well，maybe，but…
(8)Have you thought about…?
3．句型
(1)There is no doubt that… 毫无疑问…
(2)Do you doubt that…? 你怀疑…?
(3)There's no point in doing sth．做某事没有作用或没有意义。
4．语法
学习动词不定式的用法
重难点解析
1．It takes a very unusual mind to undertake the analysis of the obvious．
分析明显存在的事物需要非凡的头脑。
(1)undertake(undertook，undertaken)
vt．承担(工作，责任等)，承办+名词
例：He undertook the difficult task willingly．
他欣然承担那项困难的工作。
1 will undertake the responsibility for you．
我会为你负起责任。
vt.着手，进行，企图+名词
例：He undertook a new experiment．
他着手一项新的实验。
(2)analysis复数形式andyses．analyse vt．
A chemical analysis化学分析
We made a careful analysis of the problem．
我们仔细分析了那个问题。
(3)obvious adj. (more obvious，most obvious)
明显的，明白的，显而易见的
obviously adv．
例：He told her an obvious lie．
他对她扯了一个明显的谎言。
It is obvious that…．…是显然的。
例：It is quite obvious that he didn't do it himself．
显然他没有亲自去做。
It seemed obvious that he suffered from a bad cold．
显然他得了重感冒。
2．There is no doubt that． 毫无疑问 ．．
例：There is no doubt that our team will win．
我队获胜是毫无疑问的。
I don't doubt that we will win the game．(否定句用that)
我不怀疑我们将会赢得这场比赛。
Do you doubt that he has passed the final examination ? (疑问句用that)
你怀疑他已通过期末考试了吗?
I doubt whether he is the best man for the job．(肯定句用whether)
我怀疑他是否是担任那项工作的最适当人选。
3．There didn't seem much point in working on my PhD-I didn't expec to survive that long
取得博士学位对我来说没有什么意义，我没有期望活那么久。
PhD(Doctor of Philosophy ) 指“博士学位”
There is no point in doing sth．表示“做某事没有作用或没有意义”。
例：There is no point in arguing further．
继续争执下去没有意义了。
There is no point in protesting．It won’t help much．
抗议没有什么用处，于事无补。
that在此处为副词，意为“那么”，可以修饰形容词。this也有此用法。
例：I didn't expect he was that rude．
我没料到他会那么粗鲁。
I have never been out this late before．
我从未在外面呆到这么晚过。
Please cut my hair about this much．
请把我的头发剪掉这么长。
4．Yet two years had gone by and I was not that much worse．
但两年过去了，我的情况却没那么糟糕。
Go by意思是“(时间)过去”。
例：Time went by so quickly．We are already at the end of our summer holiday．
时间过得真快，转眼我们已经要结束暑假了。
Thirty years went by and her hair was beginning to turn gray．
三十年过去了，她的头发开始变白了。
5．In fact，things were going rather well for me and I had gotten engaged to a very nice girl，Jan Wilde．
事实上，事情发展得还挺顺利。我和一位非常好的女孩简怀尔得订婚了。
get／be engaged to sb．“与某人订婚”
例：Did you hear they have got engaged last month?
你有没有听说他们上个月订婚的消息?
Tom got engaged to Mary，whom he had met on the train．
汤姆和玛丽订婚了，他们在火车上认识的。
Be engaged in(on)+n．／doing sth．从事(工作)的，忙于……的
例：She was engaged in protecting wild birds．
她从事保护野生鸟类的工作。
Right now I’m engaged．
我现在正忙着。
be engaged (电话等)通话中的，占线中的，相当于美国英语的busy．
例：The line／number is engaged。线路被占用。
engagement n．订婚(to)
例：announce one's engagement to…宣布与…订婚
break off one's engagement解除婚约，解约
engagement ring订婚戒指(戴在左手无名指上)
6．Scientists，on the other hand，Hawking writes，know that their job is never finished and that even the best theory can turn out to be wrong．
霍金写到，从另一个方面说，科学家知道他们的工作是永无止境的，即使是最完美的理论，也可能是错误的。
Turn out to be“结果是”“最后的情况是”+副／+形／+to do／+that．．
例：The weatherman said it was going to rain this afternoon but it turned out to be very lovely．
天气预报说今天下午有雨，其实今天天气非常好。
The lecture turned out to be very dull．
讲座结果很无聊。
Everything turned out well．一切顺遂。
The rumor turned out (to be) true．那谣言后来证明是真的。
It turned out (that) two travelers had been killed
后来证实(查明)有两位旅客丧生。
turn out vi. (为集会等)外出，去。
turn out vt.．(可分开用) 关 (熄灭) (煤气，电灯油灯等)
turn out vt. (可分开用 ) 生产 (产品)，出产
例：The factory can turn out l000cars a day．
这家工厂一天能生产1000辆汽车。
7．Everyone has his or her special skills and interests，and only by discovering what we do best can we hope to reach our goals and truly make a difference．
每个人都有自己的专长和兴趣，只有发现自己的专长，我们才能期望达到自己的目标，真正与众不同。
only修饰介词短语或从句时，要求倒装。
例：Only at that time did I realize its importance．
直到那时我才意识到它的重要性。
Only in this way can you make progress in your English study．
只有这样你才能在英语学习上取得进步。
Only when you finish your homework can you go out to play football．
只有当你完成作业你才能出去踢球。
only修饰主语时，通常置于主语之前。
例：Only you understand me．只有你了解我。
only修饰主语以外时，通常置于动词之前(有be动词、助动词时，则置于其后)
例：She only eats vegetables．她只吃蔬菜。
I only lent you the money．那笔钱我只是借给你(不是给你)。
He only works when he's got homework．
他只在有家庭作业时才做功课。
I've only seen him once．
我只见过他一次。
8．Imagine this：you are twenty-one years old and a promising graduate student at one of the top universities in the world．
想象一下这种情况：你二十一岁是世界最有名大学里的一个有希望的毕业生。
imagine+名词
例：Can you imagine life with out electricity?
你能想像没有电的生活吗?
The gir1 tried to imagine the gentleman as her father．
这女孩试着把这位绅土想像成自己的父亲。
imagine+doing想像做”
例：I didn't imagine becoming a writer in my childhood．
在孩提时代，我并未想像成为一名作家。
imagine+名(人)+doing想像(某人)做…
例：I can't imagine her marrying him．
我无法想像她和他结婚。
imagine+(that)…／wh-想像…；想…，推测 (不可用进行时)
例：Imagine you are a bird．
想像你是一只鸟。
Can you imagine how much 1 was surprised to see it ?
你能想像我看见它后感到多么惊讶吗?
Iimagine (that) I have met you somewhere before．
我想以前曾在哪里见过你。
Can you imagine what he is doing?
你能猜测他在做什么吗?
(Just) imagine (it) ! 想想看!
Imagination (名) imaginative (形)
promising (形) 有希望的，有前途的，前途光明的
例：a promising actress有前途的女演员
9．Since then，Hawking has continued to seek answers to questions about the nature of the universe．
从那时起，霍金就继续寻求关于宇宙特征的问题的答案。
seek+(for after)+名词 搜寻，寻找；寻求，探求；追求
例：They sought shelter from the rain．
他们找寻避雨的地方。
He found it worthless to seek fame．
他发现追求名声是不值得的。
We must seek (for) a solution to the problem
我们必须寻求解决问题的方法。
seek+名 征求，请求 ，
He sought his doctor's advice．
他向医生请教(征求医生的意见)。
语法点拨
动词不定式
不定式由“to+动词原形”构成，其否定形式是“not to do“，不定式可以带宾语或状语构成不定式短语，没有人称和数的变化，但有时态和语态的变化。
不定式可作主语、宾语、状语、表语和定语，但不能单独作谓语。不定式的逻辑主语有时用“for+名词或代词宾格”构成。
1．不定式的用法：
(1)作主语
不定式短语作主语时，往往放在谓语之后，用It作形式主语。例如：
To see is to believe．眼见为实。
It is right to give up smoking. 戒烟是对的。
(2)作宾语
不定式短语作宾语时，如果还带有宾语补足语，往往把不定式宾语放在宾语补足语之后，而用it作形式宾语。例如：
He wanted to go．他想走。
I find it interesting to work with him．
我发现和他一起工作有趣。
(3)作宾语补足语。例如：
He asked me to do the work with him．
他叫我跟他一起做这个工作。
注意：在feel，hear，listen to，look at，notice，observe，see，watch，have，1et，make等词后的补足语中，不定式不带to。但是这些句中如果变成被动结构时，就必须带to。例：
I often hear him sing the song．He is often heard to sing the song
我常听到他唱这首歌。他经常被听到唱这首歌。
注意：不定式动词在介词but，except，besides后面时，如果这些介词之前有行为动词do的各种形式，那么，这些介词后的不定式不带to，否则要带to。
例如：
She could do nothing but cry．她只会哭了。
What do you like to do besides swim?
除游泳外你还喜欢什么?
I have no choice but to go．我不得不走。
(4)作定语。例如：
I have some books for you to read.
我有几本书供给你读。
注①：作定语的不定式如果是不及物动词，或者不定式所修饰的名词或代词是不定式动作的地点工具等，不定式后面须有相应的介词。例如：
He is looking for a room to live in ．
他在找一个房间住。
There is nothing to worry about．
无什么可担心的。
Please give me a knife to cut with．
请给我把刀子来切东西。
但是，不定式所修饰的名词如果是time，place或way，不定式后面的介词习惯上要省去。例如：
He had no money and no place to live．他没钱没地方住。
注②：当作定语的不定式所修饰的名词或代词是不定式动作的承受者时，不定式既可以用主动语态，也可用被动语态，但其意义有所不同。试比较：
A)Have you anything to send?你有什么东西要寄吗?(不定式tosend的动作执行者是you)
B)Have you anything to be sent?你有什么要(我或别人)寄的东西吗?(不定式to be sent的动作执行者是已被省略的me或someone else)
(5)作状语，表示目的、原因、结果或条件。例
I came here to see you．(目的)
We were very excited to hear the news．(原因)
He hurried to the school to find nobody there . (结果)
To look at him，you would like him．(条件)
要是看见他，就总会喜欢他的。
目的状语还可以用in order to或so as to来表示。例如：
In order to pass the exam，he worked very hard．
为了考试及格，他学习很刻苦。
We ran all the way so as not to be late．
为了别迟到我们一路上跑来的。
不定式也可以在作表语用的形容词后面作状语。例如：
I am very glad to hear it 听见这事我很高兴。
The question is difficult to answer．这个问题难回答。
“too+形容词或副词+不定式”也作状语。例：
He is too old to do that．
他太老不能做这事了。
另外句子中有enough这个词时，常用不定式作状语。例如：
The room is big enough to hold us．
这间屋子够大能盛得下我们。
(6) 作表语。例如：
My job is to help the patient 我的工作是帮助病人。
(7)作独立成分。例如：
To tell the truth，I don't agree with you．
说实话，我不同意你的观点。
(8)不定式与疑问词who，which，when，where ,how，what等连用，在句中起名词作用，可充当主语表语、宾语等。例：
He didn't know what to say. (宾语)
他不知道说什么。
How to solve the problem is very important （主语）
如何解决这个问题很重要。
My question is when to start．(表语)
我的问题是什么时候开始。
注意：在与why连用时，只用于why或why not开头的简短疑问句中，后面紧跟的动词不定式不带to。例：
Why not have a rest?
(9)不定式在句中用主动式还是被动式，多数情况下是容易判别的，但有时的确比较复杂，请注意以下几点：
A)不定式修饰的名词或代词和不定式逻辑上构成主谓关系时，不定式往往用主动形式。
Have you got a key to unlock the door?
你有开门的钥匙吗?
(A key unlocks the door．)
B)不定式和它前面被修饰的名词或代词构成逻辑上的动宾关系，又和该句主语构成逻辑上的主谓关系时，不定式常用主动形式。
I have got a letter to write．(I write a letter．)
我有封信要写。
He needs a room to live in．(He lives in a room．)
他需要间屋子住。
C)不定式作表语形容词的状语，和句中的主语构成逻辑上的动宾关系时，不定式多用主动形式，这是因为人们往往认为形容词后省去了for one或for people．例如：
He is hard to talk to．很难跟他交谈。
The book is difficult to understand．这本书很难懂。
但如果强调句中的受事者时，亦可用不定式被动句。例如：
The handwriting is very difficult to be read．
这字太难认读了。
The box is to heavy to be lifted．
这箱子太重举不起来。
D)在there be结构中，当说话人考虑的是必须有人去完成某件事时，不定式用主动形式，如果说话人强调的是事情本身必须完成，则用被动形式。
There is a lot of work to do． (Somebody has to do the work．)
There isa lot of work to be done．(The work has to be done．)
请注意下面两个句子的含义是不同的：
There is nothing to do．意为无事可做，感到十分乏味。
There is nothing to be done．意为某东西坏了，无法使之恢复正常。
2．不定式的时态
(1)不定式的一般形式所表示的动作，通常与谓语的动作(状态)同时(或几乎同时)发生，或是在它之后发生。例如：
I saw him go out．我看见他出去了。
(2)如果谓语表示的动作(情况)发生时，不定式表示的动作正在进行，这时不定式就要用进行式。
例如：
I am very glad to be working with you．很高兴和你一起工作。
(3)如果不定式的动作发生在谓语动词之前，要用完成式。例如：
I'm sorry to have kept you waiting．对不起让你久等了。
3．不定式的语态
当不定式逻辑上的主语是这个不定式所表示的动作的承受者时，不定式一般要用被动形式。例如：
He asked to be sent to work in the countryside．
他要求被派往农村工作。
经典赏析
【例1】 (全国高考题)Robert is said--abroad，but l don't know what country he studied in．
A．to have studied
B．to study
C. to be studying
D．to have been studying
[解析] 本题前一句意思为“据说罗伯特以前在国外学习过”，句型为“sb．issaidtodosth．因在国外学习”这一动作发生在be said之前。
[答案] A
[例2] (全国高考题)The purpose of new technoloqies is to make life easier，--it more difficult．
A．not make B．not to make
C. not making D．don't make
[解析] 根据句子的含义及结构来判断，很显然，考查的是动词不定式作表语，而此处前后两个动词不定式呈对比关系，to不能省略。
[答案] B
[例3] (全国高考题) I've worked with children before，so I know what--in my new job.
A．expected B．to expect
C．to be expecting D．expects
[解析] 从后半句可知考查疑问词+不定式用法。expect的宾语是what。
[答案] B
[例4] (全国高考题) Having a trip abroad is certainly good for the old couple，but
--whether they will enloy it.
A．to see B．to be seen
C. seeing D．see
[解析] remain to be seen拭目以待，根据句意应选B。
[答案] B
[例5] (全国高考题)It is said in Australia there is more land than the govemment knows--.
A．it what to do with B．what to do with it
C．what to do it with D．to do whtat with it
[解析] 该题考查疑问词+todo用法。根据句意what to do with it如何处理它。
[答案] B
[例6] (全国高考题)The mother didn't know--to blame for the broken glass as it happened while she was out .
A who B when C how D why
[解析] 根据句意“妈妈不知道责怪谁，因为打破杯子这件事发生在她不在家的时候
[答案] A
即学即用
1．Last summer I took a course on--.
A．how to make dresses
B．how dresses be made
C．how to be made dresses
D．how dresses to be made
[答案] A
2．Let Harry play with your toys as well，Clare you must learn to--.
A．support B care
C．spare D share
[答案] D
3．There are five pairs--, but I’m at a loss which to buy．
A．to be chosen B to choose from
C . to choose D for choosing
[答案] B
4．Paul doesn't have to be made--.He always works hard．
A．1earn B. to learn
C．1earned D．1earning
[答案] B
5．We agreed --here but so far she hasn't turned up yet．
A．having met B.meedng
C． to meet D． to have met
[答案] C
6．The boy wanted to ride his bicycle in the street，
but his mothertold him-- ．
A．not to B . not to do
C．not do it D . do not to
[答案1 A
7．The patient was warned--only food after the operation．
A．tO eat not B . eating not
C．not tO eat D . not eating
[答案] C
8．I would love--to the party last night，but l had to wotk extra hours to finish a report．
A .to go B．to have gone
C . going D．having gone
[答案] B
9．MrSmith warned her daughter--after drinking．
A。never to drive B . to never drive
C．never driving D . never drive
[答案] A
10．-The light in the office is still on．
-0h，I forgot--.
A．turning it off B .turn it off
C．to turn it off D . having turned it off
[答案] C
11．Little Jim should love--to the theatre this evening．
A．to be taken B．to take
C . being taken D．taking
[答案] A
12．Charles Babbage is generally considered--is the first computer．
A．to invent B . inventing
C . to have invented D . having invented
[答案] C
13--down the radio--the baby's asleep in the next room．
A．Turning B . To turn
C．Turned D . Turn
[答案] D
14．Mother--us stories when we were young .
A .was used to tell B . is used to telling
C . used to tell D . used to telling
[答案] C
15. She pretended--me when I passed by .
A .not to see . B . not seeing
C . to not see D .having not seen.
[答案] A
篇5：人教新课标 高二unit15 word study
Unit 15 Destinations
一、 words
二、 phrases
三、 spelling
1. Unemployment is a common p______ in capitalist countries.
2. An a__ is a company providing regular flights for public use.
3. He lives d___________, while his parents are out of town.
4. This final examination is a real c_________.
5.The room r____ at the hotels in Hainan range from ￥50 to ￥1000 per day.
1. The building built now is a bookstore.
2. There were terrible noises followed the sudden burst of light.
3. Do you think it any good talk with him again?
4. The man calling Smith has gone abroad.
5. We should have the flowers watering every day.
五、选词真空
work out take a dip guarantee stretch season get tired of complain every now and then get rid of
1. “You never ask my opinion about anything,” Rod ____.
2. This line of mountains _____ from Chile to Canada.
3. ______teachers have the experience needed to make their lessons interesting.
4. We often _______ in the pool in the summer.
5. ______, James buys flowers for his mother.
答案
一、略
二、1调查某事2不时地3对…感到厌烦4变冷，冷却，冷静5消耗完精力
1the biggest tourism season2 get ideas about3 make photocopies of4 foreign currency5 known as
三、1. phenomenon 2. airline 3. downtown 4. challenge 5 rates
四、1being 2 following 3talking 4 called 5 watered
五、1 complained 2 stretch 3 Seasoned 4 take a dip 5 Every now and then
篇6：人教新课标高二不定式语法教案
School: Lize Middle School
Name: Wu Dongsheng
Type of lesson: Grammar
Unit 1 Grammar----The Infinitive (1)
Content: the Infinitive used as object and object complement.
Teaching aims:
1. Review the Infinitive used as object and object complement.
2 .Ss are able to understand the meaning and the function of
the Infinitive.
3. Ss can use the grammar to express their ideas in communication.
Aid: multiple-media , paper .
Procedures:
Step 1: Lead in: Help the students to us the infinitive to communicative .
Situation:
National day is coming .
What do you want to do during the National Day ?
1. Ask the students to brainstorm on their plans for the National Day by the structure of infinitive.
2. Ask the students to make sentences by using the given picture.(We plan to climb the mountains.
We plan to go fishing .
We plan to go camping .
We plan to swim. )
Step2: Help the students to recognize the functions of the infinitive by reading the story and underlining the structure.
《The tiger and the mouse》
A tiger and a mouse were walking in a field when they saw a big lump of cheese lying on the ground. The mouse wanted to eat the cheese itself ,so he said, “Please , tiger, let me have it. You don't even like cheese. Be kind and find something else to eat.” But the tiger put his paw on the cheese and said: “It's mine! And if you don't go , I'll eat you too.” The mouse was very sad and went away.
The tiger tried to swallow all of the cheese at once but it got stuck in his throat and whatever he tried to do he could not move it. First,he wanted the dog to help him, but the dog failed to do it .He suggested that the mouse should help him . So the tiger went to ask for the mouse’s help . “Open your mouth and let me jump in. I'll nibble at the cheese until it is small enough to eat“ The tiger opened his mouth, the mouse jumped in and began nibbling at the cheese. The tiger thought: ”I really am very hungry…“
Step3.Ask the students to explain the infinitive of structures.
Step 4. Learn to use the Infinitive used as object.
A. Brain storm on verbs ( verb+ to do).
1. Show the students more verbs.
afford agree ask be decide come dare demand desire determine expect hope fail happen help learn mean manage offer plan pretend promise refuse wish forget, remember
2. Practise the infinitive by using the given pictures, Ask the students to make some sentences with the infinitive.
Eg1:The driver failed to see the other car in time.
司机没能及时看见另一辆车。
Eg2.It is raining hard ,Jack is holding a newspaper over his head . He forget to take an umbrella.
B. Brainstorm on some verbs which follow “how to do; what to do …”as an objects.
动词+what(when, where ,how )+ to do
1.Show the students some verbs followed by how to do (What to do ) as an object.
decide, know, forget, learn, understand,
wonder, find out, explain,
2.Practisethe structure, Ask the students to make some sentences according to the pictures.
Eg1. The teacher is showing the student how to use the recorder.
Eg2. The man doesn’t know where to go .
3.Ask the students to make their sentences orally in class.
Step5. The Infinitive used as object complement.
(Verb+ object +to do)
1.Brain storm on verbs( verb+ object+ to do).
2. Show the students some more verbs.
ask, beg, choose, expect , want, tell, order, show, …
3.help the students to tell the different meaning between an object and an object complement .
Eg1. The manager wants to speak to Tom and say,
“我想和汤姆谈话。”
Q: Who will speak to Tom ?
The manager.
The manager wants his secretary to speak to Tom.
我想让你和汤姆谈话。
Q: Who will speak to Tom ?
His secretary.
Eg2:In the circus, the trainer taught the dog to stand, to sit, and to bark on command.
4.Practise the function by completing the sentences .
1).We planned to climb the mountain, my little sister begged to go with us .(我们计划爬山，我的小妹妹求跟我们一起去。)
2) Tom begged me to play the computer games with him .
（汤姆求我跟他一起完电脑游戏。）
3) The worker happened to know the place where we wanted to go ,We wanted him to be us to be our guide .
（那个工人碰巧去过我们想要去的地方，我们想让他当我们的导游）
4)My father promised to buy a new bike for me .
（我爸爸答应给我买一辆新自行车）
5）He expected to be forgiven .（他期待着他人的谅解）
6）What do you expect me to say ?(你要我说什呢？)
Step6.
1. Observe the sentences and get to understand the infinitive
without “to”.
1).Didn’t you hear anyone say anything about it ?
2).What made you thing like that ?
3).When there were 3.2 seconds left in the basketball match ,I felt the atmosphere （气氛）grow tense .
2.Brainstorm more verbs. (动词+ do)
see, watch, notice, hear, do, make, let
(+do) 表示动作的完整性，真实性；
(+doing) 表示动作的连续性，进行性
3. Ask the Ss to make sentences by using the verbs in the
brackets.
Eg1.Every day we have to do a lot of home work .(make )
Teacher Li makes us do a lot of homework everyday .
Eg2. When I passed his room he was singing . (hear )
I heard him sing .
Eg3. When I was walking along the river, suddenly
a boy fell into the river, immediately a man jumped into the river and saved him . (see)
Step7:Ask the student to make up sentences with the verbs they have learned, pay attention to the infinitive.
Homework: Write down 10 sentences with the verbs they have learned .
Unit 1 Grammar----The Infinitive (2)
Content: the Infinitive used as attributive ,adverbial modifier,
and subject modifier .
Teaching aims:
1. Review the Infinitive used as attributive ,adverbial modifier, and subject modifier .
2 .Ss understand the meaning and function of the Infinitive.
3. Ss can use the grammar freely in communication.
Teaching Procedure :
Step1.
Lead in : Try to analyse the sentence, How is the Infinitive used.(P5 ,1)
Step 2:Practise the Infinitive used as attributive
1.Look at the picture and make up a sentence.
Eg1. After he finished college, he had a lot of jobs to choose.（他有许多工作可选）
Eg2.He is a Senior 3 students ,He has lots of homework to do .
（她有许多作业要做）
Eg3.The general manger wants his secretary to his office ,
he has something important to tell her .
（他有重要的事情要告诉他）
2.Ask the students to sum up the structure.
Noun (Pron.) to do
Step 3.Review the Infinitive used as an adverb.
1. Lead in.
Eg1.When do you get up every morning ?
At 5 o’clock .Why do you get up so early ?
In order to catch the first bus. (not to be late for class).
in order to, so as to, so(such)… as to… (如此……以便……)
Eg2. He ran so fast as to catch the first bus.
他飞快地跑以便赶上第一班车。
2. Used as a cause
I'm glad to see you.
3.Ask the students to anylise the sentences and find out their functions.
1) He came to help me with my math .( 目的 )
2) They started early so as to catch the first bus . (目的 )
3) In order to serve the people well, I study hard . ( 目的 )
4) They ran over to welcome the champions . ( 目的 )
5) To hear him talk in that manner, you would think him a foreigner . ( 原因 )
6) We jumped with joy to hear the good news . ( 原因 )
4．Rewrite the sentences without changing the meaning .
1) She raised her voice loud so that she might be heard .
(She raised her voice so as to be heard .)
(In order to be heard she raised her voice loud.)
(she raised her voice loud in order to be heard. )
( To be heard she raised her voice loud .)
(She raised her voice loud to be heard .)
Situation: Task :
You have watched the man basketball matches in the Olympic Games. Are you pleased with the result ?
Do you know what Yao Ming think of it ?
Why did he feel disappointed ?
2. Yao Ming felt very disappointed ,because he didn’t reach his aim in the basketball match .
Yao Ming was very disappointed not to reach his aim in the basketball match .
Step 4.Ss try to understand the function of the Infinitive used as attribute . Ss try to change the sentences using the Infinitive.(p6,3)
Step 5.Practise the infinitive, to make some more sentences with the Infinitive.
Task: Situation:
A tourist is in hospital ,a policeman goes to ask for some information of the robbery.
“Why did you go to the city ?
What did you want to do ?
What did you do yesterday ?
What did you see ?
What did you do ?
What happened next ?”
1.I came here to spend （来度假）my holidays.
2. I want to watch （想看）the sun rising above the sea level.
3.I watched the sun rise （看日出）yesterday.
4.I saw the burglar stealing into the bank（看见盗贼进入银行） when I was watching the stars at night .
5.I chased(追赶)the burglar.
6.I felt my head bump against something(感到我头碰到什么东西)then I felt the earth shaking .
Homework: Finish writing the interview .
补充材料：
The Infinitive used as subject .
It’s +adj.+ to do
1.Eg:It's easy (for me) to do that.我做这事太容易了
2.Brain storm on phrases( verb+ do).
3. Show the students more adj.
easy, difficult, hard, important, possible, impossible, comfortable, necessary, better; the first, the next, the last, the best, not enough
It's so nice to hear your voice.
听到你的声音真高兴。
It's necessary for you to lock the car when you do not use it.
当你不用车的时候，锁车是有必要的。
It’s +adj.+of sb.to do
It's very kind of you to help us. 他帮助我们，他真好。
kind, nice, stupid, rude, clever, foolish, thoughtful, thoughtless, brave, considerate(考虑周到的), silly, selfish(自私的)
例句:You often offer some money to the begger .
It was silly of us to believe him. 我们真愚蠢，竟然相信了他。
It’s very kind of you .
It seemed selfish of him not to give them anything.
他不给他们任何东西，这显得太自私了。
Summmary:
It’s+adj for sb. 常用于表示事物的特征特点，表示客观形式的形容词，
It's very hard for him to study two languages.
对他来说学两门外语是很难的。 of sb的句型一般用表示人物的性格，品德，表示主观感情或态度的形容词，如good, kind, nice, clever, foolish, right。
It's very nice of you to help me. 你来帮助我，你真是太好了。
Unit 1 Grammar : theInfinitive
一 ．Read the story,try to recognize the functions of the infinitive .
《The tiger and the mouse》
A tiger and a mouse were walking in a field when they saw a big lump of cheese lying on the ground. The mouse wanted to eat the cheese itself ,so he said, ”Please , tiger, let me have it. You don't even like cheese. Be kind and find something else to eat.“ But the tiger put his paw on the cheese and said: ”It's mine! And if you don't go , I'll eat you too.“ The mouse was very sad and went away.
The tiger tried to swallow all of the cheese at once but it got stuck in his throat and whatever he tried to do he could not move it. First,he wanted the dog to help him, but the dog failed to do it .He suggested that the mouse should help him . So the tiger went to ask for the mouse’s help . “Open your mouth and let me jump in. I'll nibble at the cheese until it is small enough to eat” The tiger opened his mouth, the mouse jumped in and began nibbling at the cheese. The tiger thought: “I really am very hungry…”
二． Completing the sentences .
1). 我们计划爬山，我的小妹妹求跟我们一起去。
----------------------------------------------------------------
2)汤姆求我跟他一起完电脑游戏。
-------------------------------------------------------------------
3)那个工人碰巧去过我们想要去的地方，我们想让他当我们的导游.-------------------------------------------------------------------------------------------------------------------------------------------------------
4)我爸爸答应给我买一辆新自行车
--------------------------------------------------------------------------------
5）他期待着他人的谅解.
---------------------------------------------------------------------------------
6）你要我说什呢？
-------------------------------------------------------------------------------------
三．Observe the sentences and anylise the infinitive without “to”.
1.Didn’t you hear anyone say anything about it ?
2.What made you thing like that ?
3.When there were 3.2 seconds left in the basketball match ,I felt the atmosphere （气氛）grow tense .
四． Make sentences by using the verbs in the brackets.
1）.Every day we have to do a lot of home work .(make )
---------------------------------------------------------------------
2）. When I passed his room he was singing . (hear )
----------------------------------------------------------------------
3）. When I was walking along the river, suddenly
a boy fell into the river, immediately a man jumped into the river and saved him . (see)
---------------------------------------------------------------------------
五Complete the sentences.
1.） After he finished college,
__________________________________
（他有许多工作可选）
2.）He is a Senior 3 students ,
________________________ .（她有许多作业要做）
3）.The general manger wants his secretary to his office ,
___________________________________________
（他有重要的事情要告诉他）
六Anylise the sentences and find out the functions of the infinitive .
1) He came to help me with my math .( )
2) They started early so as to catch the first bus . ( )
3) In order to serve the people well, I study hard . ( )
4) They ran over to welcome the champions . ( )
5) To hear him talk in that manner, you would think him a foreigner . ( )
6) We jumped with joy to hear the good news . ( )
七．Rewrite the sentences without changing the meaning .
1）．She raised her voice loud so that she might be heard .
--------------------------------------------------------
2）．Yao Ming felt very disappointed ,because he didn’t reach his aim in the basketball match .
---------------------------------
八．Task: Situation:
A tourist is in hospital ,a policeman goes to ask for some information of the robbery.
“Why did you go to the city ? What did you want to do ?
What did you do yesterday ?What did you see ?
What did you do ? What happened next ?”
1）.I 来度假）my holidays.
2）. I （想看）the sun rising above the sea level.
3）.I （看日出）yesterday.
4）.I （看见盗贼进入银行） when I was watching the stars at night .
5）I ----------------(追赶)the burglar.
6）I -------------------------- (感到我头碰到什么东西then I felt the earth shaking .
篇7：人教新课标高二 Unit 1 短语
Unit 1P 1-2
1. 如上引用 the quotes above
2. 关于科学的引言quotes about science
3. 使得一名科学家成功 make a scientist successful
4. 在他自己的内心中 within himself
5. 对…充满热情/激情 be on fire for
6. 与…类似 be similar to
7. 由于…而出名be known for
8. 有共同之处have sth. In common
9. 代表一个科学分支represent a branch of science
10. 对社会最重要、最有用the most important and useful to society
11. 辩论开始let the debate begin
12. 毫无疑问…There is no doubt that
13. 很难说It’s hard to say
14. 我怀疑…I doubt if…
P 3-4
1. 壮心无涯no boundaries
2. 试想imagine this
3. 很有发展前途的研究生a promising graduate student
4. 世界一流大学the top universities in the world
5. 患不治之症have an incurable disease
6. 最多活12个月may not have more than twelve months to live
7. 大多数人会感到非常伤心Most of us would probably feel very sad.
8. 放弃对未来的梦想和憧憬give up our dreams and hopes for the future
9. 做某事没有意义There did not seem much point in doing
There is no point in doing sth.
10. 取得博士学位work on my PhD
11. 我不盼望活那么久I did not expect to survive that long.
12. 过去go by
13. 情况转好go rather well for
14. 订婚be/ get engaged to
15. 阻碍某人做某事stop… from doing
16. 梦想dream of
17. 作报告give lectures
18. 给大学生作演讲speak to university students
19. 坐在已驰名天下的轮椅里sit in his now-famous wheelchair
20. 通过计算机说话speak through a computer
21. 对重大问题的看法thoughts on some of the greatest questions
22. 黑洞black holes
23. 二十世纪七十年代初in the early 1970s
24. 做出新的发现make new discoveries
25. 探索宇宙本质问题seek answers to questions about the nature of the universe
26. 普通人ordinary people
27. 科学如何运作how science works
28. 科学发现make scientific discoveries
29.改变世界change the world
29. 霍金认为according to Hawking
30. 永无止境be never finished
31. 另一方面on the other hand
32. 证明是错误的prove/ turn out to be wrong
33. 科学方法的产物the result of the scientific method
34. 创立理论build the theory
35. 预测未来predict the future events
36. 实际测试test sth. in a practical way
37. 直接观察observe directly
38. 测试理论test the theory
39. 发觉深奥难懂find it difficult to understand him
40. 对…满意be happy/satisfied with
41. 提高我的英语水平improve my English
P 5-6
1. 用光use up
2. 采取措施解决问题take measures to solve the problem
3. 破坏我们的星球ruin our planet
4. 查明find out
5. 犯罪现场the crime scene
P 7
1. 有所作为make a difference
2. 向…学习learn from
3. 世界上顶尖人物的头脑the best minds in the world
4. 对…感到满意be satisfied with
5. 始终在寻找新的问题are always looking for new questions
6. 更仔细观察大大小小的事物take a closer look at things both great and small
7. 通过探寻所以然，如何然by asking why, how
8. 设想前因后果ask what if
9. 知识就是力量knowledge is power
10. 被描述成be described as
11. 运用那种力量的能力the ability to use that power
12. 始终all the time
13. 画天体图draw a map of the heavens
14. 随季节变化 change from season to season
15. 相信believe in
16. 取笑laugh at
17. 承认他的伟大recognise his greatness
18. 而不是相反的not the other way around
19. 讨论观察结果discuss his observations
20. 公认的科学界先驱be known as scientific pioneers
21. 帮助我们更好地认识了世界help us better understand the word
22. 达到目标reach our goals
23. 真正有所作为truly make a difference
篇8：人教新课标高二Unit 7 Living with disease
Unit 7 Living with disease
The First Period -Born dying
-Taught by Zeng Jiebing
Ⅰ.Teaching aims:
1.Learn and master the following words and phrases:
defenseless,illness,treatment,liquid,unprotected,sex,lack, proper, discourage,cheer up, network,specialist
2.Train the students' reading ability.
3.Practise talking imaginary situation.
Ⅱ.Teaching important points:
1.Master the following words and phrases: a lack of ,cheer up ,deal with ,wish,as if
2.Understand the text exactly.
Ⅲ.Teaching difficult points:
How to help the students analyze the writing style of this unit.
Ⅳ.Teaching methods:
Skimming method,task-based method,role-play method
Ⅴ.Teaching aid:
A recorder, the blackboard and a piece of paper
Ⅵ.Teaching procedures:
StepⅠ Lead in
T: Good afternoon,everyone.
Ss:Good afternoon,teacher.
T: Sit down, please. Today,we are going to learn Unit 7 -Living with disease. As we know, everyone will get ill in his whole life. But most of time, the illness can be cured sooner or later. However, some disease can't be cured, such as AIDS ,cancer and so on.
T: Are you afraid of these disease?
Ss:Yes.
T: In our society, there are many people, who got these deadly disease, But they did not give up, they tried their best to fight against the diseases and make their life meaningful.
T: Do you think they are great?
Ss:Yes.
T: Very good , Now can you tell me how many kinds of deadly diseases you know?
Ss:AIDS,cancer and so on.
T:Right, Ok, now,Let's have a test to see how much you know about AIDS. Please open your books at Page 49,
Here is an AIDS quiz.Try to finish it as quickly as you can.Maybe you don't know some of the answers. It doesn'
-t matter.
(Two minutes later)
T: Have you finished it?
Ss:Yes.
T:But now we will not check the answer until we finish reading the text.
StepⅡFast-reading
T: So please open your books at Page 51.
The text “Born dying” is about a person living with HIV. Before reading the text , I'd like you make a predict
about this passage. So please write down two questions you think will be answered in the text. I'll give you two
minutes to prepare. OK?
Ss:OK.
(Two minutes later)
T: OK,now tell me what are your questions.
Ss:They are:
Q1:What is AIDS?
___________________________________________________
Q2:How do people get AIDS?
___________________________________________________
T: Good , Now read the text quickly and try to find the answers to the questions you listed just now. At the same
time you should think about the title “Born dying” . Are you clear?
Ss: Yes .
T: OK, now do it please.
(Check the Ss's answers)
Step ⅢCareful-reading
T: OK ,Now, please read the text again , then try to find the right answers.
1.Which of the following is true?
A.People will die immediately after they get AIDS.
B.HIV spreads only through blood.
C.Xiaohua was three when her mother died.
D.AIDS is a disease that breaks down the body's immune system and leaves a person defense against infection
and illnesses.
2.Which of the following is NOT true?
A.In , 3.2 million children in the world were infected with HIV.
B.The disease is spreading faster in America and parts of Asia.
C.Xiaohua knows she will die before she can grow up.
D.Xiao hua wants to be a doctor to help AIDS patients.
3.What are the means of being infected with AIDS ?
A.Through blood and other body liquids. B.By having unprotected sex.
C.Through birth. D.All of the above.
4.The passage mainly tells us ______.
A.how terrible AIDS is B.how miserable Xiaohua is
C.what we should do towards AIDS and AIDS patients D.how to help Xiaohua
5.From this passage ,we can infer that ____.
A.we should avoid any contact with AIDS patients
B.Xiaohua wants to give a hug to an AIDS patient
C.Xiaohua's life won't be as long as her clasmates' so she is unhappy
D.people should try to know about AIDS
(Check the students' answers)
T:OK, now I think you must have known the AIDS very well , so let's turn back to the quiz about AIDS. let's
check the answers together.
(Check the students' answers)
Step Ⅳ Language points
T: Now let's listen to the tape. While listening, try to find out the important language points and difficult points
that you don't understand. Are you clear?
Ss:Yes.
T: Maybe the following language points can give you more help to understand the text. Now study by yourself ,
then do the exercises.
1.break down :使瓦解，毁坏
eg:Someone broke the door down.
2.die of 死于疾病、衰老、饥饿、情感等内部原因。
die from 死于自然灾害、意外事故、受伤等外部原因。
eg:Her grandmother died of hunger/Cancer.
He died from a wound.
3.a lack of 缺乏、短缺
a lack of water /money
4.persuade sb. to do sth=persuade sb. into doing sth 说服某人做..... (成功）
try to persuade sb to do sth.=advise sb to do sth. 劝说某人做.....（不一定成功）
eg: She finally persuaded her son to go to college.
I advised/tried to persuade him to start early,but he couldn't listen.
5.虚拟语气：（表说话人所说的话不是事实，而是一种假设、愿望、怀疑或推测。）如文中出现的含虚拟
语气的句子：
I wish I could remember more about my mum.
I wish that she were here with me and that we weren't sick.
Exercises:
1.It's no use trying to ___ him to give up smoking;he won't listen.
A.persuade B.advise C.discourage D.prevent
2.This computer doesn't work properly.because a certain virus has ___ the operating system.
A.broken up B.broken down C.broken out D.broken away
3.Our defeat was due to a lack ___ experience.
A.in B.for C.of D.to
4..The dog died ___ an accident .The cat died ____ a disease .
A.of,from B.from,of C.for ,from D.of .for
5.Nobody has become ___ HIV in this area.
A.infected with B.infecting on C.infected in D.infecting with
6.People __ HIV by having unprotected sex,by receiving infected blood transfusions or through birth.
A.gets B.receive C.accept D.transmit.
Step Ⅴ Summary
T: In this class, we've not only learned more about AIDS,but also learnt how to act towards people who have
AIDS. We should call on all the people to fight against AIDS. Besides,we've learned some useful words and
phrases .After class ,please read the text more times to make sure you've really understood it and master the
useful language points.
Step ⅥHomework
1.Try to tell your classmates something about AIDS.
2.Recite the key sentences in the text.
篇9：人教新课标 高二book 5 unit 1-5
东莞中学 谢永青
Teaching Plan for Book 5
Unit1 Great Scientist (Reading)
Teaching Goals:
1. Enable the Ss to familiar with some famous scientists and their contributions.
2. Enable the Ss to learn how to organize a scientific research.
3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage .
Difficult points
1. How to grasp the main idea of each paragraph / part & each passage.
2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly.
Teaching methods
1). Skimming & scanning methods to make the Ss get a good understanding of the text.
Discussion methods to make the Ss understand what they’ve learned in class.
Pair work of group to get every student to take part in the teaching-and-learning activities.
Competition and role-play method to arouse the Ss’ interest
Teaching aids
The multi-media (see a short movie about how to treat burn from ppt.)
Teaching procedures
I. Warming up
1. Lead-in 1) Show a picture of AIDS logo to lead in the subject-AIDS ? Are you familiar with this red ribbon? What’s it related to? ? What doesn’t it mean? Do you know? (Possible answer: Red ribbon is related to AIDS. It means that we should give AIDS patients love and care, understand and support.) 2) Show a picture of Pu Cunxin and other stars to show that AIDS is a worldwide problem. ? Do you know them? What is their job besides acting? Is it just the problem in China? (Possible answer: It’s not just the problem in China. It’s a worldwide problem. And besides some famous stars, some ordinary people also work very hard to tell others the harm of this disease.) 2. Brain storming Q1: While talking about AIDS, what other diseases can you think of? Individual work: Let students brainstorm the names of diseases, such as cold, headache, toothache, diarrhea, cut, coughing, scald, insomnia, heart attack, cancer, AIDS, etc. (With the development of science and hi-tech, many diseases can be cured. But for now, AIDS is still incurable, so it’s a deadly disease.) 3. How much do you know about AIDS? 1) Pair work-questions for discussion ? What’s the full name of AIDS? Can AIDS be transmitted? ? In what ways can it be transmitted? What kinds of people are likely to get AIDS? Do people with AIDS look healthy at first? Is it safe or dangerous to stay or to be friends with them? Why? Students don't have to give the exact answers. These questions will help them think about this disease? AIDS.) 2) AIDS QUIZ (individual work) 1) AIDS quiz (p.49)?check students? knowledge about AIDS. 2) Picture quiz ?Can the AIDS virus transmitted via the following routes? Summary: Medical studies show that the AIDS virus cannot be transmitted via the following routes: cups, glasses, toilet seats, swimming pools, mosquitoes, other insects or giving blood. So it? safe to be friends with AIDS patients. II. Listening (WB) 1. Pre-listening: Go through EX1&2 in Part1 and guess ?What do the letters HIV and AIDS stand for?2. While-listening: Listen to the tape and finish exercises in Part1&2. (Make good use of some pictures and a flash ?HIV-cycle? in the PowerPoint) 3. Post-listening: Suppose you are a publicist of AIDS, please give an oral report about it to the whole class. III. Talking (Optional) Role play: Work in groups. Imagine that the headmaster of a school has found out that one of the students has HIV. The student’s family has kept it a secret until now and the headmaster only learnt the truth last week. He had called a meeting to decide what to do. (Opinions can be based on their knowledge of AIDS and also the characteristics of the roles.) IV. Homework 1. Preview Speaking (p. 50) and find some information about AIDS, drugs, smoking or drinking to support your idea. 2. Learn the new words of this unit by heart.
The Second Period GOALS: To practice supporting and challenging an opinion. To practice listening comprehension.TEACHING PROCEDURES I. Revision Do you still remember this logo? What can you learn from it? Q1: Do you remember what it means? Q2: In what ways is AIDS transmitted? II. Speaking 1. Pre-speaking 1) Do you agree that getting AIDS is a personal problem? Why or why not? (Through these questions- ? Raise the idea of social problem and come to Speaking part. ? Introduce the useful expressions of supporting and challenging an opinion on p.50. And throughout the whole class, teachers should try to use these expressions as many as possible to raise students’ awareness. 2) As has just been talked about, AIDS is not only a personal problem, but also a social one. Because when we talk about social problems, we mean crimes such as drug use, murder, theft or robbery and broken families. These social problems cause sadness, unhappiness, harm, fear and even wars in the world or in society. Besides, there are quite a few other social problems. Can you tell some? Can you use your own sentence to describe one of these social problems? (Possible answer: crime, health, homelessness, poverty, gambling, family violence, divorce, unemployment) 3) Information input Give students some information about how serious these problems are and ask them to take notes. Then they can decide what is the most serious. (Refer to the PowerPoint Proper explanation is needed). ? About AIDS 1. How many AIDS patients all over the world? Where are they? And are they young or old? 2. What kinds of social problems can AIDS cause? 3. How about the situation in China? ? About drugs 1. Is the use of drugs such as heroin, serious? Why do you think so? 2. What should we do with it? ? About Smoking 1. Nearly everyone knows that smoking is harmful to our health. But why do people smoke? 2. What kinds of danger can it cause to our body? 3. Can you think of the other dangers of smoking? ? About drinking 1. Do your parents drink? Do you think drinking is good or not, or it depends? Give your reasons. 2. Can drinking cause some problem to our body? What are they? 3. Will drinking cause some social problems? Give some example.T: These four are all social problems, as they all will cause sadness, unhappiness, harm, fear and even wars in the world or in society. 2. While-speaking If you were an expert on social problems, what is the most serious problem today, AIDS, drugs, smoking or drinking? Role play ? Group of four ? Each acts as the expert on AIDS, drug, smoking and drinking. ? Use the expressions to support your opinion or challenging other’s opinions. (p.50) Language input (Useful expressions) --Repeat it to strengthen students’ ability of use it. Supporting an opinion Challenging an opinion I think that ?, because ? Perhaps, but what if / about ?? First, ? Have you thought about ?? One reason is that ? What makes you think that ?? For example, ? Could you please explain ?? If we / they were to ?, we / they could ? If I were you, I would ? 3. Post-speaking Conclusion? Class discussion Q: Could these social problems be avoided? Or could we get rid of social problems in modern times? What can we do to deal with them? (Social problems are around us. They can’t disappear in modern society. But we can do something optimistic or positive to reduce the harm they cause. That’s why we youth are asked to get away from AIDS, drugs, etc. That’s why we youth should develop good habits. That’s why many people including famous stars are busy with telling others the harm. In this way, we can stay healthy both physically and mentally.) IV. Homework 1. Finish Listening (P.50) exercises 2. Read the passage ?FIGHTING THE VIRUS: HIV/AIDS IN AFRICA? (P127) and finish the Pre-reading exercises (p. 51).
The Third Period GOALS: ? To learn more knowledge about AIDS. ? To help students understand the attitudes and spirits of living with disease ? To learn some useful language point
I. Pre-reading Life is not always smooth, but with submerged rocks here and there, now and then. When faced with unexpected diseases or disasters or even death, what attitude to choose is a question. Q: For example, if you found out that you had an incurable disease, how do you think your life would change? And how would you act towards the change? -- Born dying with AIDS, Xiaohua says, ?My life may have to be short, but there’s no reason why it can’t be beautiful.? -- Diagnosed with cancer, ?I? also have something to say to you. Now let’s see what ?I? will say to you. II. While-reading Questions: Q1: How did cancer change the writer’s life? Q2: Compare the writer’s situation with that of Xiaohua. In what way are their experiences similar or different? Q3: Do their experiences strike you? Q4: What have you learnt from them? (Get the students to put emphasis on some language points, especially how the writer expresses what he thinks. e.g. ? I remember having an empty feeling in my stomach and thinking that my life was going to end. ? There were days when I wished that I were dead so that I would not have to feel so sick.) III. Writing Life is like a moon, sometimes round, sometimes not. We have happy times and also sad moments. If we draw a timeline, we will find it is not always straight. Take myself for instance… Steps to follow Step one: think about your past days: what were some events that made you very happy? What made you very sad? Step two: draw a timeline of your life and mark the best times (the highs) and the worst times (the lows). Step three: talk about the happy and sad things to your partner, with reference to the timeline. Step four: choose one event, either happy or sad, which impresses you most. Try to remember all the details of it, especially how it made you feel, what it made you think and why it is important in your life. Prepare for writing it down. Step five: work out an outline of what you are going to write. Step six: read an exampleStep seven: begin to write. IV. Homework 1. Write an essay about an important event in your life.
The Fifth Period
GOALS: ? To learn about some antonyms ? To practice using some useful words and phrases in the textTEACHING PROCEDURES I. Lead-in Ask students some questions about Xiaohua. On one hand, they can review what they have learned. On the other hand, teacher can lead them to the learning of the useful words and phrases in this way Q1. Do you still remember Xiaohua? Q2. What has happened to her? Q3. What is her attitude towards the disease? (She is a brave girl. She is not discouraged by AIDS, instead, she tries her best to encourage and help other AIDS patients.) II. Learn and practice using some antonyms 1) Ask students to pay attention to the two words in bold and explain to them their meanings, pointing out that they have opposite meanings and this kind of words are called antonyms. 2) Let students have a competition. Try to find the antonyms of the following words. Let's see who can do it correctly and quickly. defenseless -- defensive infect with -- immune to protected -- unprotected incurable -- curable discourage -- encourage visible -- invisible 3) Practice using these antonyms through exercises. (Complete the sentences using the antonyms) 1. In February 2003 some people got ____ a strange disease and died within a month. 2. Although she met many difficulties, Helen was not _____. She continued struggling with the disease. 3. People think it a serious crime to attack _______ children. 4. AIDS can be transmitted by having ______ sex. 5. Having found out that the girl has got a disease which is ______ and will die soon, the boy decide to help her to make the last days of her life beautiful and meaningful. III. Practice using some useful words and phrases in the text. (Translate the following sentences with the help of Chinese or italic words.) 1. The doctor ______ (诊断)my illness as a rare skin disease. 2. He has _______ （恢复）from his bad cold and can go out tomorrow. 3. The disease makes her realize how _______ （宝贵）life is. 4. The doctor told him that the wound had been infected, and that the ___________ （受感染的伤口）become deadly if it is not properly treated. 5. They are certain that this virus has been transmitted through the air, yet they have not been able to identify the ___________（传播的病毒） 6. Bad news may discourage a patient, so it is very important that doctors try to cheer up the _______________（灰心丧气的病人） 7. First the doctor takes a blood sample and has it tested. Then he will use the ________ （经过测试的血样）to find out if it is a serious disease. 8. You cannot delay the treatment any longer. You must stop working unless you want to deal with the risks of ______________.（延误的治疗）
The Sixth Period GOALS: ? To learn the Subjunctive Mood? To make students get familiar with the Subjunctive Mood and master it by using it in different situationsTEACHING PROCEDURES I. Lead-in 1) Show students the picture of Xiaohua and ask them two questions: Q1. You must be quite familiar with this girl now, right? (Right. She is a Xiaohua, a girl who has been infected with AIDS.) Q2. How was she infected with AIDS? (She was infected by birth.) 2) Xiaohua was born dying and she has no choices. But many people who really have many choices don’t realize how precious life is and do a lot of harms to themselves. 1. Show students some pictures of people who smoke a lot, drink a lot or even have drugs, pointing out all these can lead to deadly disease. 2. Based on the above talking, teacher raise the following questions: If they go on doing this, what would happen? If you were Xiaohua, what would you like to tell them? If you were a doctor, what would you do? If you were one of them, what would you do? 3. Some people do not take Xiaohua or doctor's advices. Finally, they die. If they had not drunk so much wine, he would not have died at such an early age. If he had (not)..., he would (not) have... Ask students to make more similar sentences, using the Subjunctive Mood. II. More Situations 1. The woman in the picture is Helen, who has been living with AIDS for many years. Now she is celebrating her birthday with her dog. If you were Helen, what kind of wishes would you make? 2. It is said that a falling star can let your dream come true. If you saw a falling star, what kind of wishes would you make? 3. Besides a falling star, a magic lamp can also let your dream com true. If you had a magic lamp, what would you ask it to do for you ? III. Homework 1. Finish all the grammar exercises on SB and WB 2. Review the whole unit
Teaching Plan for Book 5
Unit2 The United Kingdom.
Teaching Goals:
1. Get the students to know the information about the United Kingdom.
2. Encourage the students to talk out what they know about the UK and Ireland.
3. Help the students learn to get information by listening.
Teaching methods
1). Skimming & scanning methods to make the Ss get a good understanding of the text.
Discussion methods to make the Ss understand what they’ve learned in class.
Pair work of group to get every student to take part in the teaching-and-learning activities.
Competition and role-play method to arouse the Ss’ interest
Teaching procedures
Step 1 Warming up
1.Lead-in
(1) What do you think of Dongguan? Which place impresses you most?
(2) A. There are not many visiting places in Dongguan as it is a newly-developed city. But what about our country? Think what words youll need to describe a country and then give a brief description of China.
B. There are many famous places in China. Think out one and describe it, letting others guess which place it is.
2. Show pictures of some famous places of China. Ask: Where are they taken?
3. Show pictures of some places of the British Isles and ask the students where they are taken. Then tell the students to say something they know about these places.
4. (1) Ask the following question: Do you know how many parts the UK is made up of? (Scotland/ England/ Wales-----Britain + Northern Ireland-----the UK + the Republic of Ireland---- the British Isles)
(2) Show the map of the British Isles to help the students to get a clear idea of some important cities in the UK and the names and the locations of different parts and counties and rivers.
(3) Then ask the students to look at some cities in the UK and to name them.
5. Group work:
(1) What is the UK famous for? Think about sport, art, architecture, literature, film, food and life. (Show some famous examples.)
(2) Talk about the geography, history, languages, culture, famous people, buildings and other things in the UK and Ireland.
Step 2 Listening
1. The teacher talks more about the languages in the UK and Ireland. Then ask the students to talk more about the education in the UK.
2. Ask: How are classes arranged in schools in the UK?
3. (1) Listen to the tape and tick the sentences which are true.
(2) Listen to the tape and fill in the timetable below.
(3) Listen to the tape and answer the following questions.
Step 3 Extension
1. Talk about our own timetable.
2. Have a discussion about the similarities of the timetables in our country and the UK and also tell the differences between them.
Step 4 Homework
Find more information in relation to the UK and Ireland on the Internet.
The second period Speaking
Teaching Goals
Train the students spoken English
Improve the students ability of imagination and debate
Practice expressing agreement and disagreement
Increase participation and learn from each other.
Teaching Procedures
Step 1 Talking about hot topics
1. The students are asked to listen to the 28th Olympic theme song and talk about the host city of Athens
2. Talk about the 28th Olympic Games
3. Talk about their favorite athletes
Step2 Group theme debates
Of the talks about the country and Olympics above, lots of things are talked about like the opening ceremony, island, weather, language, geographic position, medals and so on.. The following three topics will be talked about . The students are divided into three groups and each will choose one of the topic boxes
1. Box 1 Xiangsheng performance by the Chinese and the westerners. Is Chinese easy to learn for the westerners?
2. Box 2 Learning different positions of England by moving different parts. Is it easier to learn geography by going there ?
3. Box 3 Enjoying pictures of island or small countries like Iceland and Japan. Do island nations have advantages over other countries?
Step3 Tips on how to express agreement and disagreement
Step5 Homework
Preview the reading passage
The third period Reading
Teaching goals
Get the students to know more about the British Isles and learn more new words and their usages.
Teaching procedures
Step 1 Presentation
Show the students four pictures and ask them to guess a country name which is related to all of them. ( The answer is the United Kingdom. )
Ask the students: How much do you know about the united kingdom? Tell the students: Today we are going to read a passage about the British Isles.
Step 2 Fast reading
Get the students to skim the passage and match the paragraphs and the topics.
Then let the students take a look at the map of the British Isles and tell me the place names of the different numbers on the map.
Step 3 Careful reading
Ask the students to read the passage carefully and decide whether the following sentences are true or false.
( ) 1. Many people around the world study English, and they know a lot about British culture.
( ) 2. Great Britain is made up of four countries.
( ) 3. The island of Britain is separated from France by the English Channel.
( ) 4. Scotland is colder throughout the year, but receives less rain.
( ) 5. People from different parts of northern Europe settled in England, so the culture of the people of the British Isles was influenced by them.
( ) 6. The southern part of Ireland is now an independent republic.
( ) 7. In modern time, people throughout the British Isles only speak English.
Step 4 Discussion
Show the students some pictures of the three countries of the British Isles and then ask: If you have got the chance to visit one of the three countries of the British Isles, which country will you choose and why?
Imagine that you are going on a four-week trip through the UK. Make a travel plan in which you describe where you go, how long you will stay and why, and what clothes and things you will take.
Step 5 Homework
Write a short passage about the Dachen Isles.
The fourth period Grammar and Language study
Teaching goals
1. Learn about the appositive clause.
2. Identify noun clauses.
3. Enable students to use new words.
Teaching procedures
Step 1 Review the vocabulary and complete the sentences.
a. Students work in pairs first.
b. The teacher check the answers.
Step 2 Brainstorming
a. Review the text and present the appositive clause by asking questions:
1.What impresses you most in the passage ?
The fact that impresses me most.
2.What have you already known before reading the passage ?
I have known the fact that
3.Did you hear any news about Britain recently ?
I heard the news that
b. Collect answers as many as possible ,reminding students
of sentence structure if find errors.
Step 3 Grammar Explanation
a. Get students to identify the clauses .
c. Try to make students tell the differences between appositive clause and attributive clause by comparing the sentences.
1.The news that the plane would take off on time made everybody happy.
2.The news that is spreading around the airport is that a heavy storm is coming.
3.The suggestion that students should learn something practical is worth considering.
4.The suggestion that they are considering is that students should learn something practical.
c. The teacher offers explanation if necessary.
Step 4 Tell the function of the following sentences.
1.The idea that Great Britain is made up of three countries Corner ,Big Ben and the Tower of London is past.
2.The fact that Great Britain is made up of three countries is still unknown to many.
3.The result of so much French influence was that the English language ended up with many French words such as table, animal and age.
4.Some people feel that Wales is an ancient fairy land.
5.That most of these are now threatened and may disappear is a serious matter to the people in Britain.
6.They realize that it is of great value to record and teach them to the younger generation.
Step 5 Consolidation
Consolidate what have been learned by doing further exercises.
The Fifth Period Integrative Skills
Teaching Goals:
1. Learn to describe the countryside, the cities, the people and their life by reading the passage.
2. Learn things about the city Salisbury.
3. Know more about Britain.
4. Cultivate the students’ abilities of concluding and reasoning.
Teaching procedures:
Step 1: Lead in
Teacher plays the video clip from Robinson Crusoe and asks the students Have you ever seen this film?
Who wrote the story?
Do you know something about Daniel Defoe?
Step 3 Extension
1. More to know about life in Britain: When talking about life in England, we just can’t miss one thing---pub. Pubs play an important part in people’s lives. It is a good place to meet friends and talk and drink beers. English villages are small and cozy. Lots of pubs can be found
with names like: the Red Lion, the Black Horse, the Rose and Crown, the King and Queen, and the George and Dragon. Lots of gorgeous food like pies, steaks, chips, big sandwiches, sausages and mash (potatoes!) and lots of different types of beer: bitter, lager (a light-colored beer), ale (a type of beer made from malt), etc!!!
(A video clip is presented about a pub.)
About football: Football is Britain’s national game. It was invented in Britain as far back as the 12th century, became an organized spectator sport in 19th century, and is now played in vast stadiums watched by tens of thousands of fervent supporters. Football is one of the few things that obsessed the British. And David Beckham is one of the most famous football stars. In the video we can see many college students playing football very early in the morning.
2. Let the students say something about the British Isles as far as they know.
Step 4 Homework:
Now you know how to describe a city’s landscape, the people and their lives after reading this passage. And today’s homework:
1. Choose any place you know or you like and write a short passage about it.
2. With the help of the Internet, try to collect as much information as possible and make a PowerPoint presentation in the next period.
Teaching Plan for Book 5
Unit3 Life in the Future
Teaching Goals:
Predicting the good and bad changes in the future.
imagine the alien creatures.
Teaching procedures
Step 1 Revision
1 Check the homework exercises.
2 Ask the Ss a few random questions to revise future time and introduce the topic of the unit. For example: What lessons do you have this afternoon / tomorrow? Are you going to do anything special this evening? What do you think the weather will be like tomorrow? What are you going to do on Saturday evening? Are you planning to do anything on Sunday?
Step 2 Presentation
S. Ask questions about the picture (in PPT.), and get Ss to tell you what they think is happening. Teach the new words majority, goods, industry. Read the introduction aloud.
Step 3 Reading
Say Now read the dialogue silently and find out this information: What is being planned at this company? Allow the Ss a few moments to carry out the task. Check the answer. (A new factory may be built.) See if the Ss can guess the meaning of out of work.
Step 4 Dialogue
Play the tape of the dialogue for the Ss to listen and follow. Go through the dialogue briefly and make sure the Ss understand it. Ask questions like these: What are people at the company talking about? Who is going to make the decision? Why does the company need to build a new factory? What is the difficulty? Why do some people want the new factory to be built? Why are some people against the new factory? Explain that may have plans expresses uncertainty about the future. Play the tape again. This time the Ss listen and repeat. Then let the Ss practice the dialogue in pairs. You may wish to ask one pair to act the scene in front of the class.
Notes:
a People have been talking of it a lot recently.:
Note the Present Perfect Continuous Tense to express an activity which started in the past and is still continuing.
b I simply don‘t know. = I honestly don’t know.
c Right now = At this moment
d The problem is … it. = Finding land for building the new factory is a problem ( i.e. difficult).
e The majority of people = Most people
f a number of people = quite a lot of people
g out of work = do not have jobs
h But some people … built on. = Some people do not want them to build a factory on good farm land. Note the structure not want something to be done.
i I can see the problem. = I understand the problem.
j is likely to happen = will probably happen
k It‘s quite likely: Quite emphasizes likely and increases the possibility.
Step 5 Practice
Demonstrate how to make sentences from the table, and then get a few Ss to make example sentences. Then let the Ss do this exercise in pairs. At the end get Ss to write down 5 sentences from this table in their exercise books.
Step 6 Workbook
After Ex. 1 is done orally, get the Ss to write the answers in their exercise books.
Both Exx. 2 and 3 should be done in pairs first. Then check the answers with the class. Get Ss to translate the sentences into Chinese and ask them to think if they will be able to put them back into English. Pay attention to the sentence structures.
When doing Ex. 4, warn the Ss not to do word for word translation. Special attention should be paid to the sentence patterns and word order.
Step 7 Consolidation
With a good class you can give the Ss the following phrases and get them to make up a dialogue. Write these phrases on the Bb.
I believe you’re right.
What are the problems then?
What do you think is likely to happen?
Write them up on the Bb and demonstrate with a good S how it is possible to make up a dialogue.
A: I think the company will buy more land.
B: I believe you‘re right.
A: But it isn’t likely that the manager will make a decision soon.
B: What are the problems then?
With an ordinary class, just practice the dialogue in Part 1 again.
Homework
Finish off the Workbook exercises.
Teaching Plan for Book 5
Unit 4 Making the news
Teaching Goals:
1. Enable the Ss to get some knowledge about basic procedures of making the news.
2. how to make newspapers of TV programmes.
3. Talk about news and the media.4.. Practise expressing opinions.
Teaching methods
1). Skimming & scanning methods to make the Ss get a good understanding of the text.
Discussion methods to make the Ss understand what they’ve learned in class.
Pair work of group to get every student to take part in the teaching-and-learning activities.
Teaching procedures
The First Period Teaching Aims: 1. Learn and master the following words and phrases: media, reliable, fire, face, difficulty, elect, go up, burn down, injure.
2. Practice expressing opinion using the following: What do you think of…? What's your opinion? Why do you choose…? Perhaps…is more important. I would rather choose.… I don't think we should choose… Maybe it would be better to choose… Our readers want to know about…
Talk about news and the media. 4. Train the students' listening and speaking abilities.
Teaching Important Points: 1. Master the useful words and expressions appearing in this period.2. Train the students' listening and speaking abilities by talking about news and the media.
Teaching Difficult Points:1. How to help the students understand the listening material exactly.2. How to help the students finish the task of speaking.Teaching Methods:1. Listening-and-answering activity to help the students go through the listening material.2. Individual, pair or group work to make the students finish each task. Step I Greetings and Lead-inT: Good morning/afternoon, class.Ss: Good morning/afternoon, Miss/ Mr. X.T: Sit down, please. Being the members of the society, we all cares for/about what happens around us or even what happens at home and abroad. How can you do so?Ss: By reading newspapers and magazines, watching TV programmes, listening to the radio.T: Are there any other ways? Think it over.Ss: By a website.T: Yes. It’s also a way to learn about the world. What do you call these things which help us know about to the world?Ss:新闻媒体T: In English, we call it news media. First, let's learn the new words in this period. Look at the screen. (Teacher first asks some students to read the words on the screen. Correct the Ss' mistakes in pronunciation. Then teacher gives brief explanations. At last, let the Ss read and remember them for a while.)
Step Ⅱ Warming up T: Well, now please open your books at Page 9. Warming up first. Look at each of the pictures and tell me which kind of news media it shows?Ss: The first picture shows a website; the second one shows radio; the third one shows TV programmes; the fourth one shows magazines; the fifth one shows newspapers.T: Quite right! Now, please work in groups of four and discuss the five questions below the pictures. A few minutes later, I’ll check your answers. OK?Ss: OK.T: You can begin now. (A few minutes later. )T: Are you ready now?Ss: Yes.T: Which group would like to talk about the first question? Choose one member of your group to answer the question.S1: I think TV is the most reliable among the news media. TV consists of a series of lively consecutive pictures. For the people who want to know what is exactly happening, a picture responds better to offer the truth of a fact than the mere words upon a page. It can offer an unique function of seemingly on-the-spot feeling, which is not available to the other media.T: The second question?S2. I think TV programmes are easy for most people to understand. Radio, can only be heard and sometimes can’t be picked up clearly. Newspapers and magazines are only useful for people who can read. Websites have many different pages, but you should be careful to read some of the pages. who can read. Website have many different pages, but you should be careful to read some of the pages.T: The third question?S3 : I will check other sources.T: The fourth question?S4: Every morning, the newspaper chief editor and the journalists discuss the main events of the day. Reporters are then sent to cover the events. They usually do some interviews and then check the information. They must work very fast. Later in the day, everything is put together at the news desk. Then the editors read the stories and make any necessary changes and choose a good title for eachstory. At last, they print them quickly and deliver them. Making a magazine is more or less the same as making a newspaper. But the articles in a magazine are more like stories, which are writtenby all kinds of writers. Magazines are not published as quickly as newspapers.T: The last question?Ss: News broadcast, newspaper, magazine, radio programme, website, report, reporter, editor, interview, write articles…
Step Ⅲ Listening T: Next, let's come to the Listening. We are going to listen to two parts of conversations. The first part is an interview; the second part is a dialogue. Now, look at Exercise 1:
Listen carefully towhat is said and tick the information you hear in each part. If necessary, I'll play it twice. (Teacher begins to play the tape, and checks the answers after listening. Then ask the students to finish the rest of the tasks. )T: OK. Now, please listen to each part once again and then work inpairs to talk about the questions in Exercises 2,3,4 and 5. Are youclear?Ss: Yes. (Teacher allows them enough time to talk about the questions. Thenask some students to say their answers.)Step IV SpeakingT: Well, now it's time for us to be the editors of a newspaper. Here is a list of ten things that happened today. Look at the screen. (Teacher shows the screen and read through the list to the whole class.)200 people died in an earthquake in Turkey.China beat Brazil 5-1 in football.France elected a new President. Three children from your city were killed.Someone robbed a bank in Shanghai.Food prices are going up. A house in your town burned down. Nobody was injured. 2 000 people in your city were happy today and moved into new buildings. A Chinese scientist has invented a new car engine that does not pollute the air. There is a rumor that a large company wants to build a factory in your town: (Bb :go up, burn down) T: Now, you've known the ten things, but you only need to report five of them. So, first decide which events you are going to put in your newspaper. Then give reasons for your choices and compare with your classmates. Work in groups of four or five. And the following expressions on the screen can help you with your dialogue. After a while, I'll ask some of you to act out your dialogue. (Teacher shows the screen. )What do you think of'…? I would rather choose.… What's your opinion? I don't think we should choose… Why do you choose… Maybe it would be better to choose… Perhaps… is more important.Our readers want to know about…. (Teacher goes around the Ss and checks their work. If necessary, teacher may join in them. )
Teaching Plan for Book 5
Unit5 First Aid for Burns (Reading)
Teaching Goals:
1. Enable the Ss to get some first aid knowledge
2. Enable the Ss to learn how to use what they’ve learnt to do first aid treatment for burns correctly.
3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage .
Key Teaching Points
How to improve the Ss’ reading ability.
Difficult points
1. How to grasp the main idea of each paragraph / part & each passage.
2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly.
Teaching methods
1). Skimming & scanning methods to make the Ss get a good understanding of the text.
Discussion methods to make the Ss understand what they’ve learned in class.
Pair work of group to get every student to take part in the teaching-and-learning activities.
Competition and role-play method to arouse the Ss’ interest
Teaching aids
The multi-media (see a short movie about how to treat burn from ppt.)
Teaching procedures
Step1. Lead-in
Lead-in by telling the Ss a story, meanwhile, teach them some new words: bandage, first-aid-kit, ambulance and then ask them to think of words about accidents and first aid
Step2. Pre-reading
Show the Ss the picture of Pre-reading on P33 and ask them the following questions:
What has happened?
What sort of injuries the child will have?
What kind of first aid would you perform?
Step3. Fast reading
Let the Ss read the passage fast and then find out the answers to the questions
1. What will the passage be about?
2. What do they tell you about the passage?
3. In which order are these topics covered in the text? Number them from 1 to 5.
____ the three types of burns
____ what to do if someone gets burned
____ the purpose of skin
____ the symptoms of burns
____ how we get burns
Step4. Detailed reading
1). Tell if the following statements are true or false:
Our skin has three layers.
We will never get burned by the sun.
Burns are divided into three degrees according to the degree of pain.
Third degree burns are the most serious and painful.
Put cool water on any burns to cool them.
Don’t rub the burns
It’s better that you put some butter or oil on burns.
2). Answer the questions
1.Why should you put cold water on a burn?
2.Why doesn’t a third degree burn hurt?
3.Why do you think clothes and jewellery near burns should be removed?
4.If someone has a third degree burn, why might you see tissue?
3). Read the text again and then find out how many parts there are and the main idea of each part:
Part1. The purpose / function of skin
Part2. Causes of burns hot liquids, steam, fire, radiation, the sun, electricity, chemicals
Part3. Types of burns: First degree burns, Second degree burns, Third degree burns
Part4. Characteristics of burns
Part5 First aid treatment
3). Finish off Comprehending Ex2&3
Step5. Words competition
Have a competition to check the Ss’ words spelling
Step6. Making a first-aid kit
An activity to let the Ss know what are included in a first-aid-kit
A well-stocked(存备得好的) first-aid kit, kept in easy reach, is necessary in every home. It should include: bandage, alcohol, flashlight, thermometer, soap, sharp scissors, plastic gloves (at least 2 pairs), your list of emergency phone numbers etc.
Step7. Role play
Work in pairs to act out how to place an emergency call for help
Step8. Summary
This passage doesn’t contain enough information for you to do first aid for others. Please learn more after class. Do remember: Life is precious, we should care about others and help people in an emergency and try our best to give them effective first aid if they are in danger.
Step9. Homework
Search as much information as you can about first aid
www. healthy. net/clinic/first aid/
kids health. org/parent/first aid_ safe/
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