高三英语第二单元 Captain Cook

下面是小编为大家带来的高三英语第二单元 Captain Cook，本文共10篇，希望大家能够喜欢!本文原稿由网友“飘香茶行”提供。

篇1：高三英语第二单元 Captain Cook

科目 英语

年级 高三

文件 high3 unit2.doc

标题 Captain Cook

章节 第二单元

关键词 高三英语第二单元

内容

一、教法建议

James Cook(1728-1779)是英国海军上校和航海家，太平洋和南极海洋的探险家。1768年英国皇家学会与海军部组织太平洋首次科学考察，Cook被任命为考察队指挥官。其任务是护送学会科学家到Tahiti岛观察金星凌日的情况。该任务完成后，考察船去寻找南方大陆，发现新西兰，并绘制出海图。1770年4月，考察船到达Australia东南海岸，沿海北上成功地驶过昆士兰的大堡礁，返船回国，结束了第一次太平洋的考察。Cook船长数次深入太平洋和南极考察，在探索新地，航海，测绘海图和航海卫生等方面取得了卓著的成就。

【抛砖引玉】

建议本单元利用填图的方法帮助学生掌握有关地名，然后在教师的引导下结合课文内容通过讨论的方式熟悉船长和他的探险队航海的路线。直观的方式不仅可以帮助学生减轻阅读中新词多（主要是地名多）的困难，而且有助与学生更好的理解课文。

可分以下步骤进行：

⒈ 在黑板上划一个简图（与书中同）。

⒉ 组织学生看书中图，并把书中图上的地理名词添在黑板图的相应位置上。

⒊ 阅读课文，讨论航海路线，并划在黑板图上（可请一学生完成）。

⒋ 教师指导学生进行看图说话训练，同时教师可在黑板上写出重点单词和词组。

⒌ 朗读课文指导说明文的朗读技巧。

⒍ 开发运用所学的重点单词和词组。

⒎ 复述课文。

【指点迷津】

本单元重点知识：

a)本单元重点单词：

※defend v. to protect from harm /attack; make safe 保卫，防御，保护

To defend their country, many young people of that village joined the army.

为了保卫祖国，那个村子里的很多年轻人参军入伍。

It is the duty of every citizen to defend his country, when it is attacked by the enemy.

保卫祖国，抗击敌人，是每个公民的责任。

※seize v. take hold of suddenly and by force 抓住，夺取，占领

The policeman seized the thief by the collar, and threw him into the police car.

警察一把揪住小偷的衣领，把他扔进警车。

The PLA men seized the city in a sudden night attack.

解放军突然夜袭，占领了那个城市。

※exist v. to be; to have life 存在，生存

Does life exist on other planets?

别的星球上存在生命吗？

Don’t believe him. Such a thing doesn’t exist.

不要相信他的话，这样的事根本不存在。

※map v. to make a map of; show on a map绘制……的地图，勘测

The explorer mapped the island they had discovered.

探险家把他们发现的岛屿地图绘制出来。

Cook was the first to map the east coast of Australia.

库克是第一个把澳大利亚东岸地图绘制出来的人。

※tear v. to break by pulling apart撕开，撕裂

As soon as the postman passed her the letter, Mary tore yt open.

马莉从邮递员手中一接过信，就把它撕开了。

※set v.放，置，摆，调节，指（日月）落了…… 它是个多义词，构成的词组也较多，词

组也一词多义；要注意学习与区别。

It will be cooler when the sun has set (is set ).

太阳落山时就会凉快些。

He set the ladder against the wall.

他把梯子靠墙放。

Please set (lay )the table for dinner.

请把桌子摆好，准备吃饭。

The newspaper article set me thinking.

这份报子引起我的思考。

I set my watch by the time signal on the radio.

我根据电台的信号，对手表。

The teacher set very difficult questions for the exam.

那个教师给考试出了些很难的题。

注意：set的主要词组有：

※set off, set out (to begin a journey )出发，后接on the journey, trip,或for a place, /sth.

※set out (to intend to do )后接to do意为“着手”，“打算”

※set up (raise, build )竖立，建立，创立

※set up home (to start one’s own home )建立家园

※set…free 释放，set fire on /to（在）……放火

※set sail起航

※set off (to cause explode )引起爆炸

b) 本单元重点词组：

fall ill /asleep患寎，/入睡

pass by 经过

in charge of 主管，负责

in search of 寻找

at sea在海上；在航海

take an interest in 对……感兴趣；

take …by surprise 使……吃惊；出奇兵攻占

c)本单元重要句型：

be worth doing 值得做……

His suggestion is worth considering.

Is the exhibition worth visiting?

以上单词和词组可通过听对话录音，教师介绍过程中呈现，然后用问答讨论课文内容等方式再现以上单词和词组加深理解词义，掌握用法，最后用句型转换或补全句子等到方法巩固，开发运用。如：以“interest”一词为例：

呈现：Cook was interested in mathematics.

再现：Cook took an interest in mathematics.

开发：用interest 的适当形式完成下列各句：

⒈I found something _________ in today’s paper.

⒉The boy was ________ in drawing pictures.

⒊When he was a boy, Tom took an ________ in physics.

⒋This newly-translated story-book _______ lots of children.

(⒈interesting⒉interested ⒊interest ⒋interests )

二、学海导航

【学法指要】

本单元应掌握的难点知识:

同义词辨析raise 与rise;

raise 与rise

raise 是个多义词。

主要有： to lift up举起，抬起，增加，提高

to produce, or cause to grow饲养，抚养，种植

to get or bring together筹集

She raised her finger to her lips as a sign for silence.

她竖起手指，举到唇边，示意要安静。

The wind raised the fallen leaves from the ground.

风把落叶从地上卷了起来。

The manager said he would raise your pay.

经理说他要给你长工资。

He raised the children by himself；his wife died years ago.

是他一手把孩子们抚养成人的。他妻子几年前就去世了。

His wife raised the money by selling her jewelry.

他妻子卖了首饰才把钱筹够了。

rise是不及物动词。作起身讲时是get up和stand up的正式用语。

I used to like seeing the sun rise.

The old man rose from his seat.

The book has risen in value.

注意：raise作名词时，意为：增加，加薪（用于美国英语，相当于英国英语的rise）

lift作名词时，意为：升，电梯，搭便车

rise作名词时，是上升，升起，还可指“数量，价值，程度”的增加，上涨。

They demanded a raise from the company.

We got a lift part of the way in a truck.

You had better take the lift to the tenth floor.

【妙文赏析】

The modern sailing was developed by a man who never went to sea. He was prince (王子)Henry of Portugal(葡萄牙),the young son of Portuguese King and an English princess (公主).

Prince Henry lived in the 15th century. As a boy, he loved the sea very much. He wanted to improve the design of ships and the methods of sailing them. In 1416 when he was twenty - one, Henry founded a school for sailors to which he invited everyone who could help him─Jewish astronomers (天文学家)，Italian and Spanish sailors, and Arab mathematics (数学家)and mapmakers.

Henry’s purpose was to design and build ships that would be able to make long ocean voyages, without having to keep close to the shore. He designed ship that sailed faster and could carry more gooks.

【思维体操】

单项选择：（交际用语）在A，B，C，D四个选项中选出正确答案。

1.─I’ll be away on a business trip. Would you mind looking after my cat?

─Not at all _______.

A. I’ve no time B. I’d rather not C. I’d like it D. I’d be happy to. (1995)

【答案】D

【解析】-我要出一趟差，能帮我照看一下猫吗？

- 完全可以，我很乐意。

词类题习惯上要用省略句，除D外，其他三个选项均不符合词句意思和习惯。省略句可用在简单句，并列句及复合句的主句和从句中，有时被省略的部分可以补充完整，有时重复的部分则总是不表示出来。例如，

- Better today?(Are you feeling better today?)

- Much better.

2.- Do you think it’s going to rain over the weekend?

- ___________ .

A. I don’t believe it B. I don’t believe C. I believe not so D. I believe not. (1994)

【答案】D

【解析】- 你看周末会整天下雨吗？

-我想不会。

根据英语习惯，当think或believe, imagine, guess, expect等动词，用于一般现在时的陈述句时，其后面内容若为否定，not的位置要前移。即把think或believe变为否定式。当后面的内容省略时，肯定式要说：I think /believe so.故该题其余选项不符合英语习惯。

三、智能显示

【心中有数】

本单元语法重点是动词- ing形式作主语，表语，宾语的用法。这是词法中非谓语动词的动词的一种。非谓语动词在历届高考第I大题单项填空中常常被列入重要的考察的内容之一。例如，

1.______ reply, he decided to write again. (1992)

A. No receiving B. receiving not C. Not having received D. Having not received

2.European football is played in 80 countries, ______ it the most popular sport in the world.

A. making B. makes C. made D. to make

⒊“Can’t you read?”Mary said _______ to the notice.. (1993)

A. angrily pointing B. and point angrily

C. angrily pointed D. and angrily pointing

【答案】C A A

【动脑动手】

同步训练（Unit 2）

Ⅰ.单词拼写

1.Farmers p_____ city people with fresh vegetables and meat every day. 1._______

2.Tom s____ cycling to the country instead of going by bus. 2._______

3.Jane is not present today. She has f_____ ill again. 3._______

4.A m_____ is a person who buys and sells goods for making money. 4._______

5.You mustn’t drive too fast, for it is d_____ . 5._______

6.Do you believe that some living things (存在)____ on the other planets? 6._______

7.The football team of Class Five (打败)_____ that of Class Four yesterday. 7._______

8.The day when Macao(澳门) returns to China is worth (庆祝)____. 8._______

9.The Taiwan Island is (分开)____ from the main land. 9._______

10.It is said that Australia was once (相连)____ to South America. 10.______

Ⅱ.单项选择

A）基础知识

11.The sun ___ in the east and ___ in the west.

A. raises, falls B. goes up, drops C. sets, rises D. rises, sets

12.She _____ a new Asian Games record in the 100-meter dash.

A. set out B. set off C. set up D. set about

13.Who do you think is the greatest man _____?

A. lively B. alive C. live D. living

14.Be careful that you don’t set the fireworks_____ by mistake.

A. up B. off C. out D. to

15.These drugs are _____ out of the touch of children.

A. to be kept B. keeping C. to keep D. to keep

16.She _____ the child and pulled it back from the edge of the well.

A. took B. caught C. held D. seized

17.Which of the following is wrong?

A. The price of tomatoes has been raised recently.

B. The price of tomatoes has risen recently.

V. The price of tomatoes has been risen recently.

D. The price of tomatoes has raised recently.

18. Which of the following is wrong?

A. They suggested our visiting some places of interest.

B. They suggested we should visit some places of interest.

C. They suggested us to visit some places of interest.

D. They suggested that we visit some places of interest.

19.Which doesn’t mean the same?

A. The children were always excited to start off on a camping trip.

B. The children were always excited to set out on a camping trip.

C. The children were always excited to start a camping.

D. The children were always excited to set off on a camping trip.

20.Which of the following is wrong?

A. My parents insisted my going on to college at that time.

B. My parents insisted me to go on to college at that time.

C. My parents insisted that I should go on to college at that time.

D. My parents insisted that I go on to college at that time.

B)语法知识

用动词的适当形式填空：

21.It’s on use ______ (learn)without practice.

22.We are considering ______(take )a new course in the coming term.

23.Stop______(make)a fool of yourself by______(keep)on_____(repeat)the same question.

24.I remember ______(hear) him say the grass needed _____ (cut).

25.Your friend’s idea is worth ______ (think)over more carefully.

26.Do you feel like _____(go)to a film or world you rather stay at home?

27.People don’t permit ______(smoke) in the offices.

28.Revolution means ______(liberate) the productive forces.

29.Nobody is ______ in the story he told because it is not ______ at all.(interest)

30.What seemed to me most ______ (surprise) was that no one thought of his own safety.

Ⅲ.完型填空

Twenty-eight hopeless men in Antarctica faced the most impossible task of returning home alive. Their ship, 31 by ice, has stopped at less than 1,000 miles 32 the south pole. They were 33 by thousands miles of ice. These men had 34 three small boat, the clothes on their back, and some sheds (雪橇). The only 35 where they could set up their tents was on the ice island. These small tents could 36 protect them against the bitter cold and the 37 winds. And the ice island was slowly 38 up. Perhaps the worst of all was that they could 39 no hope. 40 one could imagine their trouble then.

31.A. crushed B. frozen C. floated D. wounded

32.A. from B. towards C. forward D. within

33.A. surrounded B. sunk C. delayed D. struck

34.A. also B. right C. wrong D. only

35.A. way B. space C. room D. rooms

36.A. fairly B. hardly C. greatly D. obviously

37.A. blowing B.blow C. blew D. blown

38.A. making B. breaking C. raising D. giving

39.A. require B. want C. hope D. expect

40.A. Not B. Other C. Any D.No

Ⅳ.短文改错

James Cook was a skirling seaman. He was famous for making an 41.____________

expedition to the South Pacific Ocean. On July 1768,Cook and his sailors 42.____________

took an old and strong ship to set out for the Pacific Ocean in order to find 43.____________

a new continent.The ship to took a total of 94 people, including scientists. It 44.____________

was really very hard journey for them. During the expedition, 38 people died 45.____________

of decease. They stayed at the island of Tahiti in the Pacific Ocean and 46.____________

reached New Zealand. On their way up the east, the ship struck a coral bed. 47.____________

But Cook quid thinking saved the expedition. In July 1771, they successfully 48.____________

arrived back in England. The all country celebrated their return from the 49.____________

South Pacific. So James Cook became a hero of the country. 50.____________

【创新园地】

教师可指导学生用自己的话复述或缩写课文。根据学生不同情况，建议试行以下三种方法：1）用适当的词填空完成短文（见wb.中p80练习I）。

2）复述课文。

3）缩写课文。

参考答案：

1. provide 2.suggested 3.fallen 4.merchant 5.dangerous

2. exist 7.defeated 8.celebrating 9.separated 10.connected

11-15 DCBBA 16-20DCBCB 21.learning 22.taking 23.making, keeping, repeating 24.hearing, cutting, (to be cut ) 25.thinking 26.going

27. smoking 28.liberating 29.interested, interesting 30.surprising

31-35BAADC 36-40BABDD

41.skilling-skilled 42.On-In 43.and-but 44.took-carried 44.∧very-a very 46.decease-diseases 47.√ 48.Cook-Cook’s 49.all-whole 50.country-nati教法建议

说在前面的话

对高三英语教学与复习的建议

高三英语学习不是通过题海战术再现知识的简单过程，而是教师通过教学和辅导的每个环节帮助全体学生分层次提高整体能力和水平的过程。为此，我们提出以下建议：

1.改变以语法为中心的学习方式，逐步形成以语篇为中心的学习方式。因为以语法为中心的学习方式误导学生死记规则，只重视机械推导，从而忽视语境判断和语篇分析，不利于学生能力的提高。以语篇为中心的学习方式可以引导和帮助学生认识掌握英语语言的特点和习惯，把学生接受、理解、运用语言知识的全过程始终与学习掌握语篇内容紧密结合起来。这样，教师才能帮助学生做到学得生动活泼，运用准确自如，学生听、说、读和写的能力就一定会得到不同程度的提高。

2.要提高对学好高三英语新教材与总复习关系的认识。“SEFC Book 3A”一书从选材和课后练习的编排上可以归纳为以下四个特点：

a)教材内容丰富，信息量大，具有较强的实用性和交际性；

b)阅读文章的单词量明显增加，语篇数量增多，突出体现了《大纲》的精神：“……在提高听，说，读，写能力的同时，侧重提高学生的阅读能力”；

c)每单元第四课和Wb中的书面表达内容比例加大，成段的汉译英增多，为学生提供了语境分析，汉英比较，标准书写的训练机会；

d)每单元第四课后的练习及Wb中的练习对部分词法和句法进行了总结和归纳，是学生培养正确的思维能力，提高分析和判断能力的好内容。

由此可见，“SEFC Book 3A”的教学过程是高三总复习的重要组成部分，切不可盲目突击，草草授完。

3.在教授与学习词汇和句法时，应注意在特定的、实际生活中存在的语境里传(接受)授、掌握词汇，重点注意常用词的实际运用；注意常用句型所适用的具体场合、语境和话题，把传统语法和语境结合起来，真正了解什么功能，什么话题应当用什么句型。

4.教师在创建语境引导学生操练(或学生自我训练)时，

a)要增强语言运用的熟练性，注意提高语言的反映力，提高反映速度，特别应当提高对各种特定语境的反映速度，从而增大在有限时间内的语言信息处理量；

b)提高汉语和英语语言文化差异的分辨能力，培养正确的思维习惯；

c)提高应试技能，强化笔试的基本功训练，有效把握时间，坚持自我完善，学会自学；

d)学会客观的看问题，坚持自我调解，有效地控制心态，不断促使心理良性循环。

总之，英语教学和复习的全过程应该是教师引导和帮助学生通过听，说，读，写四个环节培养正确思维习惯，准确运用所学知识进行交际的过程。(以上建议仅供参考)

【抛砖引玉】

本单元记叙的是在现代物理发展史上做出突出贡献的科学家Madame Curie发现镭的故事。赞扬了Madame Curie不畏艰苦，勇于献身的精神，严肃认真的科学态度以及她无私，坚定，勇敢的品格。

通过本单元的学习，掌握如何创建情境，灵活运用所学英语知识记叙人物，交流看法；学习掌握“介词＋关系代词”引导的定语从句。

本单元的能力目标：

1)Lesson 1 对话

a)朗读：语音语调正确，情感适度；

b)运用：套用句型模拟对话；

c)创造：自编对话并表演。

2)Lesson 2-3 Madame Curie

a)理解课文大意，能回答有关问题；

b)能复述课文(群体复述或分角色复述)；

c)背诵并深刻理解有关Madame Curie 思想的那段话(见学后思考)；

d)将课文改写成100-150 words 短文；

e)将课文改写成剧本并参加演出。

(以上能力目标，A四会，B三会，C二会，D一会。)

【指点迷津】

本单元重点知识：

a)单词和词组：effect, post, institute,determination,ray,false,endless,

willing, disappoint, cure, admire, devote to, go over, go by, have...todo with..., succeed in, believe in, work hard at, set off, pay off, give off, in honour of, from then on, above all, heart and soul.

以上单词和词组可通过听对话录音，教师介绍Madame Curie 过程中呈现，然后用问答讨论课文内容等方式再现以上单词和词组加深理解词义，掌握用法，最后用句型转换或补全句子等方法巩固，开发运用。如：以“cure”一词为例：

呈现：Scientistes soon discovered that it could be used as acure for

cancer.(P4 Lesson 2) n.

科学家们发现镭可以用来治疗癌症。

再现：Radium is something that can cure people who are suffering from cancer, isn't

it?

开发：Uncle Li coughed for days. He went to see quite a few doctors, but

him.

(none of them could cure)

以下各句仅供参考：

1.A:Mr.Lin looked unhappy this morning.

B: That's true. He was disappointed at the news that his son failed the exams.

A: I see. That's really disappointing news.

2.After graduation we'll be able to have some other choices besides going to

universities.

3.Motherland, fatherland,nativeland and homeland are the same in meaning.

4.Groundfloor is used in Britain, while firstfloor, in America.

5.His bad health is a great disadvantage to him, for he even cannot spend the weekend

with his family outside.

6.This medicine did not seem to have much effect, for he still coughed after taking

it.

7.The doctor took some X-rays of her, and found she was seriously ill.

8.The girl gave him an admiring look, for she admired his courage and bravery at

the battle.

9.Madame Curie devoted herself to the discovery of radium, which plays an important

role in modern science.

10.The growth of plants has much to do with the climate.

11.Did Jane have anything to do with that quarrel?

12.The bomb could be set off by the slightest touch.

13.We have celebrations on National Day in honour of our motherland.

b)“介词＋关系代词”引导的定语从句：

呈现：1.On the laboratory bench was a glass container from which came a tiny

soft light. (P3 Lesson 2)

2.In fact, radium not only damaged their health but also made the laboratory

equipment with which they were working radioactive.(P4 Lesson 3)

3.The radium with which she had worked for many years had caused blindness

and illness and finally a disease of the blood.(P4 Lesson 3)

分解：以上三个句子可分别写成简单句，然后再组合成定语从句

1.On the laboratory bench was a glass. From the bench came a tiny soft light.

2.In fact, radium not only damaged their health but also made the laboratory

equipment. They were working with the equipment.

3.The radium had caused blindness and illness and finally a disease of the

blood.

She had worked with the radium for years.

重新组合(与呈现同)这种方式可以不用汉语讲授，用投影仪直接呈现，简单易懂。教师可用这种形式操练，以便巩固。

二、学海导航

【学法指要】

本单元应掌握的难点知识：

a)在“介词＋关系代词”引导的定语从句中，如何正确选择介词。

一般说来，介词常常与名词、动词、形容词或副词有关，并有许多固定的词组。注意介词的这个特点，便可以正确选择介词。如：

例1 You'll be shown the new library I told you yesterday.

A. to which B. about which C. with which D. in which

答案：B

解析： “tell sb. about sth.”是一个固定的句型，先行词在从句中作“about”一词的宾语，故答案为B。

例2 Old John opened the door and found a large table in the middle of the room

lay a lighted lamp.

A. in which B. on that C. on which D. under which

答案：C

解析：此句的意思是“老约翰推开门发现屋子里有一张大桌子，桌子上放着一盏点燃的灯。”先行词是“table”，介词与“table”有关，在从句中作状语，故答案为C。

注意：在以下两个定语从句中介词不能前置：

例3 Is the book that you are looking for?

例4 She is the girl who(whom, or that)I took for your sister just now.

解析：以上两个句子中的关系代词可以省略，因为先行词在从句中作宾语。但两句中的介词不能前置。因为“look for”和“take for”(误认为)是固定搭配的词组。如果把词组中的两个单词分开，容易造成误解。所以，在动词和介词搭配的词组中，当介词与动词分开时，动词就失去原来的意思，这个词组中的介词就不能前置。这样的词组常见的有：look after, look into(调查)，get in(收获)，take care of, take off, be used to, make use of, take part in等。

b)难句解析：On the laboratory bench was a glass container from which came a tiny soft light.(P3 Lesson 2)

解析：这是一个“介词‘from’＋关系代词‘which’”引导的定语从句。此句又是一个倒装句，主句和从句均倒装。句中的主语分别是“a glass container”和“a tiny soft light”。在主语＋谓语＋介词短语构成的句子中，当介词短语置于句首时，主语和谓语全部倒装。如：

In front of the village stood a huge pine tree.

【妙文赏析】

About Madame Curie

Madame Curie(Marie Curie,1867-1934),the greatest woman scientist, played an important role in the development of modern physics. Her discovery of radium opened the treasure-house of atomic energy. In 1903 Madame Curie and her husband Pierre Curie shared the Nobel Prize for physics. After Pierre Curie's death in 1906,Madame Curie became the first woman professor at the Sorbonne (巴黎大学). In 1911 she was awarded a second Noble Prize, this time for chemistry, for her discovery of radium and polonium. Later she worked on the application of radioactivity to medicine.

Madame Curie fought a continuous battle throughout her life. She was born into a teacher's family. Her father was a teacher of physics,her mother the principal of a primary school. Her interest in science was encouraged by her father. From her early childhood, she loved to study and hoped to become a scientist. After her graduation from middle school at the age of sixteen, she had to make money by giving private lessons at night in order to go abroad to continue her study. In 1891,at the age of twenty-four, she left for Paris and entered Paris University. She lived a simple life and studied very hard. She used to keep on working under the faint light of an oil lamp until the early hours of the morning. She graduated with the highest grades in her class. After graduation she did her scientific research work in Paris University. In 1895,she married Pierre Curie, a French physicist. Pierre joined Marie in her research. Finally they succeeded in 1902.

【思维体操】

1.高三复习时如何进行应试前的自我完善。请参考以下方法：

a)机械记忆与理解记忆相结合完成大纲所规定的知识量(即词法和句法的有关内容)；

b)按高考试题分类进行单项突破训练(即集中时间和精力在一段时间内重点解决一类问题。如，完型填空题的解题思路和答题技巧)；

c)按高考规定的每类题所需时间进行训练，总结查找失误的原因强化知识的准确性，培养正确的思维习惯和应试心理，提高解题速度。

三、智能显示

【心中有数】

本单元语法重点是定语从句。定语从句是句法中的一种。在历届高考第Ⅰ大题单项填空中句法知识的考查占有一定比例。如：

The weather turned out to be very good, was more than we could expect.(1994)

A. what B. which C. that D. it(答案：B)

解析：这是一个复合句。从内容上看“The weather turned out to be very good”应该是“ was more than we could expect”的主语，因此可以断定此句是非限定定语从句。在非限定定语从句中，关系代词只能用which，答案为B。

【动脑动手】

同步训练(Unit 1)

Ⅰ.单词拼写

1.-What will you do after g ?

-My parents suggest that I should go to university first.

2.It is a d not to be able to keep the balance of nature.

3.The villagers will carry out their plan with d that they would cover the

desert nearby with green trees.

4.With many factories Shenyang is the centre of i area in Liaoning Province.

5.Jane said she would be w to help us with our English in any way she could.

6.Everyone was s by the sudden earthquake but nobody was killed with the

help of the PLA men.

7.The old man looked very pale, and seemed to have s a great deal.

8.The line of waiting people seemed to be e before the ticket window and

the Smiths had no choice but to stand in line patiently.

9.“Why m water is good for heath?” little Tom asked his mother.

10.In China, many universities have i of education.

Ⅱ.单项选择

11.The result of the experiment was . However, Mr Wang would have a tenth

try.

A. disappointed B. disappointing C.disappointment D. disappoint

12.The first engine invented by Watt smoke and steam when it was started.

A. give out B. sent out C. gave off D. sent off

13.Prof.Black has been working in the forest for years, to the research of wild

plants and animals.

A. devoted B. devoting C. to devote D. and devote

14.The doctor's job is to people who are ill.

A. treat B. tend C. examine D. cure

15.-Never waste anything, but never waste time.

-I ,dad.

A. above all, won't B. first, will C. do, see D. please, don't

16.-Do you what he said?

-Yes, of course. He is an honest boy and I him.

A. believe, believe B. believe in, believe

C. believe, believe in D. believe in, believe in

17.John left his hometown at the age of 15,and he has never been back.

A. since then B. from then on C. from then D. after that time

18.Edison had many before finding the right way and in the end came to

him.

A. failure, success B. failures, success

C. failure, successes D. failures, successes

19.Don't you think what is learned in books what is learned through

experience?

A. has the same deep effect on a student's character as

B. have the same deep result for a student's character as

C. is the same to a student's character as

D. are the same to a student's character

20.Some animals are dying away, the fact that they have been hunted and that

the forests have been seriously destroyed.

A. that has something to do with

B. which has much to do with

C. and has a lot to do with

D. what is something to do with

Ⅲ.短文改错

Madame Curie was the discover of radium. Her husband, 21.

Pierre Curie, joined him in the search for this element. 22.

They believed that something in the nature which gave 23.

out radiation. The Curie set up their laboratory in an old 24.

building. Its walls and roof were made of the wood and 25.

glass. It was cold in winter and hot in summer. Water 26.

dripped from the ceiling on rain days. But in this 27.

uncomfortable shed the Curies took four very years. 28.

They were happiest years of their lives. For it was 29.

here where they finally discovered radium in the year 30.

of 1902,which opened the treasure-house of atomicenergy.

【创新园地】

Madame Curie 曾经这样描述她的思想，“Life is not easy for any of us. We must work, and above all we must believe in ourselves.We must believe that each one of us is able to do something well, and that, when we discover what this something is, we must work hard at it until we succeed.”正像她描述的那样，Madame Curie自信，坚定，不畏困难，终于找到了她的“something”并且取得了成功，为此，她付出了巨大的代价--孩子和生命。

组织学生讨论并用英语谈谈感受。可以提出以下问题：

1)Will you give us an example to show that life is not easy but we must work?

2)Do you believe in yourself all the time? Give an example.

3)Do you believe that each one of us is able to do something well?

4)Have you found this something yours? What is it?

这些问题不同层次的学生都能回答，是开发运用英语的好机会。

参考答案

1.graduation 2.disadvantage 3.determination 4.industrial 5.willing 6.shocked 7.suffered 8.endless 9.mineral 10.institutions 11-15.BCADA 16-20.CADAB 21.discover-discoverer 22.him-her 23.the nature-nature 24.Curie-Curies 25.the wood-wood 26. 27.rain-rainy 28.took-spent 29.happiest-the happiest 30.where-that

篇2：高三英语第二十二单元

科目 英语

年级 高三

文件 high3 unit22.doc

标题 Bees

章节 第二十二单元

关键词 高三英语第二十二单元

内容

一、教法建议

【抛砖引玉】

通过本单元的学习，同学们可以了解到蜜蜂传递信息的方法，培养他们认真观察的能力，激发对科学研究的兴趣。

单元双基学习目标

Ⅰ. 词汇学习

amazing , spot , surround , astonishment , to one’s astonishment , troop , downward

Ⅱ. 交际英语

Prohibitions and warnings (禁止与警告)

1. You can’t / Mustn’t do ……

2. If you …… , you will ……

3. You had better not do ……

4. Don’t smoke .

5. No noise , please .

6. Look out ! / Take care ! / Br careful !

7. Make sure you lock the door when you leave !

8. Mind the wet paint !

9. Mind your own business ! 别管闲事 ！

10. Watch out where you are walking .

Ⅲ. 语法学习

复习定语从句和同位语从句的用法。

【指点迷津】

kind of 与 sort of

※ 表示“种、类”的意思时，kind 和 sort 同意，可有下列一些结构。

1 . kind ( sort ) of 后可接单数名词或复数名词，动词用单数形式。例如：

This kind of question ( questions ) is not easy .

2 . 也可修饰不可数名词。

That kind of food is too expensive .

3 . 口语中，常习惯说 These kind ( s ) of + 单数或复数名词，动词用复数。因其结构不太严谨，在书面语中常改用另一种说法。试比较：

These kind ( s ) of flower ( s ) are very beautiful .

Flowers of this kind ( sort ) are very beautiful .

These kinds of deer are very rare .

Deer of this kind are very rare . 这种鹿非常罕见。

4 . 纵上所述，这类句子有六种说法，归纳如下：

A：口语说法有：

这种自行车是上海造的。

These kind of bikes are made in Shanghai .

These sorts of bikes are made in Shanghai .

These kinds of bike are made in Shanghai .

B：标准说法有：

这类事情常常能听到。

This sort of thing is often heard about .

This sort of things is often heard about .

Things of this sort are often heard about .

5 . 还应注意，在修饰不定代词时，this kind ( sort ) 常放在不定代词之后。例如：

I have never heard of anything of this kind .

※ a kind of…与…of a kind

1 . a kind of 表示“一种……”的意思。但并非都可译为“一种……”的意思。但并非都可译为“一种”，当有时由于对所说事物 ( 人 ) 不能确定其真正含义时，常常译成“大致可以说成是……”，“类似 ……的东西”。例如：

He is a kind ( sort ) of genius (天才) .

At the same time another kind of paper was developed . 同时另一种纸也被研制出来。

2 . …of a kind ( sort ) , 也有很多不同的含义。表示“同种类的”，“徒有其名的，劣质的，勉强算是……的”等意思。例如：

Things of a kind come together . 物以类聚。

You bought some tea leaves of a sort yesterday . 你昨天买了什么劣质茶叶。

The boss gave his workers rice of a kind . 那老板给工人们吃极差的米饭。

※ kind ( sort ) 用于复数，也可用 of kinds ( sorts ) 形式。应注意修饰 kinds ( sorts ) 的形容词也应放在 of 之后。例如：

People eat different kinds of food ( food of different kinds ) which change into energy。

He saw all kinds ( every kind ) of people ( people of all kinds/every kind . )

单元重点词汇点拨

1. amazing令人惊异的；了不起的

The new car goes at an astonishing speed .

〖点拨〗amazing可以作形容词。amazed作形容词是“被惊异”。amazement是名词“惊异，惊愕”。常用词组有：to one’s amazement使某人惊异的是…… 。如：

I was amazed to find him there as well .

To my amazement I came first .

2. surround围绕，包围

Mystery surrounded the actress’s death . 女演员之死笼罩着神秘的气氛。

〖点拨〗该词常用于被动语态。surrounding是形容词“周围的，附近的”。如：

The wall surrounds the church . = The church is surrounded by / with the wall .

We found the village surrounded by a river .

The old man sat there telling stories , surrounded by some children .

The beauty of the surrounding scenery is beyond description .

另外，surrounding还常用复数形式表示“环境，周围的事物”。如：

She likes to bring up her child in healthy surroundings . 她希望在健康的环境中养育孩子。

单元词组思维运用

1. varieties of多种多样的

2. live in large groups群居

3. communicate with sb与某人交流信息

4. work with bees = make a study of bees = do research on bees 研究蜜蜂

5. to the left 向左 。on the left在左边

6. mark sth blue把某物标成蓝色记号

7. come to light被发现

8. set out to do sth = set about doing sth着手干……

9. fly through the air在空中飞行

10. be away on holiday外出研究

11. improve one’s understanding of增进对……的了解

12. out of the research of够不着的地方

二、学海导航

【学法指要】

单元难点疑点思路明晰

1.There are also other varieties that do not live in groups at all . 还有些蜂根本不群居。

〖明晰〗(1)variety n.变化：多样化；种种；种类。如：a variety of fruits各种水果， make a choice from three varieties of whisky 从3种威士忌酒中作一选择， a life full of variety丰富多彩的生活，different varieties of plant不同种类的植物。

(2)in groups 一组一组的；一群一群的。in large groups大批地。

2.…many more came to it one after another in a short time . 不一会儿，越来越多的蜜蜂很快就来了。

〖明晰〗(1)one after another一个接一个地（着重表达连续性，且是三者以上）， 不时变 形为one…after another。但one after the other 一个接一个地（常指两个间的连续动作），有时也变形为one…after the other。而one by one 一个一个地，依次地（不着重连续性，而着重逐个，各个）如：

They entered the meeting-room one after another.

他们一个一个地进了会议室。

We destroyed the enemy forces one by one.我们各个地歼不敌军。

(2)in a short time 很快，不久。in such a short time 在如此短时间内。

3. Von Frisch wanted to find out whether the dance told them how far away the feeding place was . 冯．弗里施想要弄清楚这种舞是否告诉它们喂食的地方离得有多远。

〖明晰〗how far away有多远距离（带与静态性动词连用）。而how far多远（多与移动性动词连用）。如：

How far did you go?你走了多远?

How far away do you live?你住得多远?

4.The dancer ran in a straight line, wagging from side to side . 跳舞的蜜蜂沿着直线跑，边跑边左右摇摆。

〖明晰〗(1)in a straight line 以直线的方式。in 常用于表达形式、方式、排列等，译作 “按照，以，符合于”。 如：stand in a circle 站成圆圈， speak in a whisper低声讲话，run in threes and fours三五成群的跑，in a good order井井有条地，in my opinion/view以我之见。

(2)from side to side从一侧到另一侧；左右地。 已学过的类似无结构还有：from mouth to mouth 口口相传，from sun to sun 从日出到日落， from door to door沿门，挨家挨户地，from day to day日复一日地，from end to end从头至 尾(=from cover to cover), from hand to hand从一人之手到队人之手， from time时常，不时。

5. Back at the hive they watched the wagging dance closely . 他们回到蜂房旁，密切注视着摇摆舞。

〖明晰〗closely密切地。close 既可作形容词表“密切的”又可作副词表“紧紧地”亲近地。 象这种有两种形式的副词在使用中应注意：一般与形容词同形的副词不能用在动词 之前，而带-ly的副词可以；与形容词同形的副词不能置于It be…that强调句型中，而带-ly的副词则可以；表示距离远近、物体高度、深度及宽度时，与形容词同形的副词往往表具体含义；而加-ly的副词表抽象意义。又如：

We flew high in the sky.我们在高空飞行。

We think highly of their research.我们对他们的研究评价很高。

6. He set out to discover whether the wagging dance showed direction . 他开始着手发现这种摇摆舞是否表明方向。

〖明晰〗set out to do 开始干/set about doing开始干/set off for 出发到某地；使燥炸

7.sit up for sb; sit up with sb; sleep late; stay late; stay up

〖明晰〗(1)sit up for sb深夜不睡以等待某人；sit up with sb 熬夜照看（或护理）某人。如：He sat up for his son, who sat up with his sick mother-in-law.

他深夜不睡等待儿子回家，他的儿子通宵未睡照看生病的岳母。

(2)sleep late睡懒觉；stay late（或stay up late）很晚才睡觉。如：

I wonder why Tom never sleeps late and Mike always stays up late.

我纳闷的是为何汤姆总是不睡懒觉，约翰又为何总是很晚睡觉。

8.put aside, put away, lay up

〖明晰〗以上三个词组在作“存钱”之意时，可互换。如：

(NMET 96)It's wise to have some money put away(或：laid up, put aside) for old age.为养老而储蓄些钱是明智之举。

但put aside着重“把……放到边”暂不去动它，或不现做某事，而put away着重“ 把……收藏起来”以便以后使用。如：

Put your books aside. We are going to have a dictation.

把收放在一边，我们来听写。

Put all the instruments away on the shelf so that they won't yet broken.

把这些仪器收起来放到书架上以免打破了。

9.put an end to; put a stop to

〖明晰〗(1)put an end to 使结束，使终止，使消灭。如：

That accident put an end to his life.那次事故断送了他的命。

(2)Put a stop to=bring sth to a stop使……停下来（说明只是停止， 而不是终结）。如：

It's raining hard, we have to put a stop to the work.

雨下得很大，我们只好停工。

10.owe sb sth; owe sth to sb

〖明晰〗owe sb sth欠某人债务；应向某人表达……。如：

I owe her 20 yuan=I owe 20 yuan to her.我欠她20元。

We owe you an apology(=we owe an apology to you)我们应向您道歉。

owe sth to sb还可表达：应把……归功于……。如：

We owe our happy life to our Party.(注意这时不能改换为：we owe our party our happy life.)我们的幸福生活归功于党。

11.of one's own; on one's own

〖明晰〗of one's own“自己的”，常作定语。on one's own“独自地，独立地”， 常作状语。如：

We have a house of our own.我们自己有一座房屋。

He directs the film on his own.他独自导演那部影片。

【妙文赏析】

A Bad Neighbor

Mr . and Mrs . Wu were fed up with their neighbor . He was always borrowing things from them .

“ It's not right , ”Mr . Wu said to his wife one evening . “ At some time or another that man has borrowed nearly everything we have . Almost every day he comes over to borrow something . ”

“ You're quite right , ”his wife replied , “ and most of the thing he's never returned . ”

“ What I want to know , ”her husband said , “ is why can't he buy the things he needs , like everyone else ? ”

“ Because people like us are foolish enough to lend him what he needs , ”she replied . “ As long as we are willing to lend , he'll keep on borrowing . ”

“ Then we'll never lend him anything again , ”Mr . Wu said . “ The next time he asks to borrow something , I'll say no . ”

“ We must have a good reason for saying no , ”his wife said , “ and we must always try to be polite to him . We don't want to make an enemy of the man . ”

It was not long before their decision not to lend their neighbor anything ever again was put to the test .

The next morning there was a knock on the door .

Mr . Wu went to answer it .

Their neighbor was standing there . Mr . Wu knew he was going to ask to borrow something , and was ready to refuse him politely .

“ Good morning , ”their neighbor said , “ I'm sorry to trouble you , but I wonder if I could borrow your garden scissors . ”

“ I'm sorry , ”Mr . Wu said , “ but I'm afraid my wife and I will be using them today . We'll be spending all day working in the garden . ”

“ Oh , I see , ”the neighbor said , “ in that case , may I borrow your golf clubs ? You won't be needing them if you're working in the garden all day , will you ? ”

【思维体操】

1. If you were to throw a stone into the Red Sea , what would it become ?

2. What is a boxer’s motto ?

3. What’s a 747’s motto ?

4. What’s every baby’s motto ?

答案：1. wet 2. If at first you don’t succeed , try , try again . 3. If at first you don’t succeed , fly , fly again . 4. If at first you don’t succeed , cry , cry again .

三、智能显示

【心中有数】

单元语法发散思维

测试中的定语从句疑难点

※ 关系代词在定语从句中作主语时，谓语动词要和先行词的性、数保持一致。如：

This is one of the books which were written by Charles Dickens .

He is the only one of the boys in our class who has learned French .

注意： which 引导非限制性定语从句时，往往代表前面所说的整个情况。这时 which 被看作单数，其后的谓语动词应用单数形式。如：

He said he a Frenchman , which was not true .

※ whose 引导定语从句时，从句前的先行词可以指人，也可以指物。如：

A young man from our school , whose name I have forgotten , has gone to Scotland .

This is the desk , whose legs we have repaired . (whose legs 可改为 the legs of which)

※ 介词 + 关系代词

1 . 根据动词选择介词。有些定语从句中的介词本身是从句的一部分，这样的介词可位于关系代词前，也可位于关系代词后，如：

I don't know the foreigner with whom my teacher shook hands .

(或 I don't know the foreigner(whom) my teacher shook hands with . )

但要注意：who 和 that 不能直接位于介词后作宾语；有的短语动词是不能拆开的，因为这些介词存在于关系密切的固定短语中，常见的这类短语有：look for , look after 等，如：

This is the pencil that Ma Lili is looking for . (对)

This is the pencil for which Ma Lili is looking . (错)

2 . 根据先行词选择介词。介词和先行词之间构成习惯搭配，此时，介词一般位于关系代词之前，它和从句中的动词不存在逻辑或意义上的关系，如：

He stood by the window , through which he could see what was happening outside . (the window 是介词 through 的逻辑宾语)

3 . 有时，介词 + 关系代词可转换为关系副词，这样的关系副词一般为 when , why , where。如：

This is the house in which (=where) Chairman Mao once lived .

Everyone knows the reason for which (=why) the High Dam was built .

I still remember the day on which (=when) we visited the temple .

※ 选用定语从句的引导词时，不能只看先行词，重要的是看引导词在从句中充当什么成份。如：

The evening that people spent singing and playing music was exciting . (充当宾语)

The Summer Palace , where we spent last Sunday , is a famous place . (作状语)

The islands of Britain that we visited last year are made up of four parts . (作宾语)

※ 避免关系词的重复，被关系代词所代替的部分不可在从句中复现。如：

The factory where he works there is a large one . (应去掉 there)

This is the factory which we visited it last Sunday . (应去掉 it)

※ 注意关系代词的省略。

1 . 关系代词作主语不能省略。

2 . 作动词宾语的关系代词，可以省略；作介词宾语的关系代词，如果不直接位于介词后，可省略，如果直接作介词的宾语，不能省略。

3 . 关系代词 which 在非限制性定从句中作宾语也不能省略。

4 . reason , way 后的关系词可省可不省，如：

This is the reason(for which / why /that) he came last for class .

I don't like the was(in which / that) he talks .

【动脑动手】

单元能力立体检测

定语从句多项选择专练

1 . Finally the thief handed ____ he had stolen to the police .

A . everything B . that C . which D . all

2 . This is the highest building ____ .

A . we have ever built in out school B . that has ever been built since 1994

C . where all the senior students will live D . built for us to live in

3 . The building ____ are bright at night is our school library .

A . which B . whose windows C . where D . the windows of which

4 . The girl ____ is our new English teacher .

A . you spoke to B . that you talked

C . of whom hair is beautiful D . you said something to

5 . She has two daughters , .

A . two of them are bright B . neither of whom works as a teacher

C . who are both workers D . both of whom have gone to college

6 . The person ____ is a professor .

A . who is talking to the shop assistant B . that the shop assistant is talking to

C . whom you are talking D . with who they are talking

7 . That is the office ____ my mother once worked .

A . which B . in which C . when D . where

8 . The skirt is mine , ____ .

A . whose colour is blue B . that I bought last year

C . which cost me twenty yuan D . whose colour I am interested in

9 . The washing machine ____ works well .

A . I bought last Thursday B . my mother is eager to buy

C . whose sides are all white D . that is made in Shanghai

10 . Shanghai is the very place ____ .

A . which the foreigners are interested in B . the foreigners are eager to visit

C . where live a lot of foreigners D . what the foreigners like to stay at

11 . Joan is one of the best writers ____ .

A . who are thought highly of

B . whose books the people in the world enjoy very much

C . who have published a lot of books

D . that has been given medals

12 . the two friends met again , and they talked about a lot of things and persons ____ they could remember at college .

A . who B . whom C . which D . that

13 . He is ____ everyone likes to work with .

A . one B . the one that C . the person D . whom

14 . This is the modern hotel ____ the visitors can enjoy all good things .

A . which B . in which C . that D . where

15 . The earth goes round the sun , ____ even a child knows .

A . which B . that C . as D . it

16 . The railway bridge _____ will be finished in two days .

A . which is being built now B . where we visited yesterday

C . we visited yesterday D . where there are a lot of busy workers

17 . Is that laboratory _____ ?

A . the one that we visited yesterday B . where we visited yesterday

C . the one we visited yesterday D . that we visited yesterday

18 . Is that the laboratory ____ yesterday ?

A . we visited B . where we saw the professor

C . the one we visited D . which we visited

答案：1. AD 2. ACD 3. BD 4. AD 5. BCD 6. AB 7. BD 8. ACD 9. ABCD 10. BCD 11. ABC 12. D 13. BC 14. BD 15. AC 16. ACD 17. AC 18. ABD

【创新园地】

下面是一些同学们在英语书面表达中经常译错的句子，出错的原因是易受汉语思维的影响。请你试一试。

1 . 我昨天收到了你的来信。

2. 感谢您的邀请

3. 在我住在你们家中期间，你们给了我许多帮助。

4. 如果你有空的话，请到我们的城市来参观。

5. 祝您成功。

6. 祝您旅游愉快。

7. 今晚将要举行英语晚会。

（请同学们写好后把答案反馈给我们）

【创新园地】答案：

1. I heard from you yesterday . / I received /got your letter yesterday . 或者：Your letter reached me yesterday

2 . Thank you fro your invitation .

3 . While / When I stayed in your home , you gave me a lot of help .

4 . Please come to our city for a visit if you have time . / Please come to our city to visit if it is convenient to you .

5 . I wish you to succeed . / I wish you successful . / I wish you success .

6 . May you have a good trip . / A good journey to you .

7 . There will be an English evening party this evening . An English evening party will be held this evening .

【同步题库】

Unit 22

一、从下列A、B、C、D 中选出一个最佳答案。

1. My father persuaded me not to time TV all day and all night .

A. waste ; to see B. spend ; to watching C. waste ; watching D. cost ; to see

2. Did you watch the TV broadcast of the football match last night ?

A. live B. alive C. living D. lively

3. She must have known the result of her maths exam , she ?

A. mustn't B. haven't C. hasn't D. isn't

4. The manager is over there . Why not make yourself him ?

A. know about B. known to C. known by D. known as

5. I'm glad to see you here . But in fact , I know you .

A. don't ; are coming B. don't ; have come

C. didn’t ; came D. didn't ; were coming

6. These wet clothes should to dry .

A. hung up B. be hung up C. hang up D. be hanged up

7. ，we plant young trees . And the young trees grow taller .

A. Year after year ; year after year B. Year by year ; year by year

C. Year by year ; year after year D. Year after year ; year by year

8. She is a good student . She is always the first to school and the last school .

A. comes ; leaves B. to come ; to leave C. coming ; leaving D. come ; leave

9. The museum they visited last week the 15th century .

A. dates from B. dates back from C. dates since D. dating back to

10. Thinking you know in fact you don't is a terrible mistake .

A. that ; what B. that ; that C. what ; that D. what ; what

11. I feel like in the fresh air after supper , but I'd like at home today .

A. to walk ; to stay B. walking ; staying

C. to walk ; staying D. walking ; to stay

12. - Where are you from ?

- .

A. I'm British B. I speak English

C. I was born in Ireland D. I used to live in Wales

13. The that the church is great .

A. part ; makes B. parts ; plays C. part ; plays D. role , play

14. The girl took of the two oranges and gave one to her brother .

A. smaller ; bigger B. the small ; the big

C. the smallest ; the biggest D. the smaller ; the bigger

15. To be honest , that problem made me .

A. puzzled ; puzzled B. puzzling ; puzzling

C. puzzled ; puzzling D. puzzling ; puzzled

16. Everything must be ready . Chairman Zhang in ten minutes .

A. will arrive B. is about to arrive

C. is possible to arrive D. is probable to arrive

17. My cousin went abroad , that is , .

A. in his thirties ; in the 1990S B. in his thirty ; in the

C. at the age of 30 ; in 1999s D. at thirty ; in 1990's

18. You won't get well unless you the doctor's advice .

A. hear B. listen C. follow D. receive

19. Our headmaster would like with the boy Henry .

A. to have words ; whose name is B. having a talk ; with the name of

C. have a word ; his name is D. to have a word ; named

20. - How are you getting along with your work ?

- I haven't made I should .

A. so more progress as B. as much progress as

C. as many progress as D. much progress like

二、完形填空。

We are often warned by our teachers not to waste time because time (1) will never return . I think it quite (2) . What does time look (3) ? Nobody knows , and we can't see it or touch it and no (4) of money can buy it . Time is abstract , so we have to (5) about it .

Time passed very quickly . (6) students say they don't have (7) time to review their lessons . It is (8) they don't know how to make (9) of their time . They waste it in going to theatres or parks , and (10) other useless things . Why do we study every day ? Why do we work ? Why do most people (11) take buses instead of walking ? The answer is very (12) . We wish to save time because time is (13) .

Today we are (14) in the 20th century . We (15) time as life . When a person dies , his life ends . Since life is short , we must (16) our time and energy to our studies so that we (17) be able to serve the people well in the future . Laziness is the (18) of time , for it not only brings us (19) , but also does other (20) to us . If it is (21) for us to do our work today , (22) us do it today and not (23) it until tomorrow . (24) that time is much more (25) .

1. A. lost B. passed C. missed D. used

2. A. important B. true C. common D. terrible

3. A. for B. like C. after D. over

4. A. amount B. quality C. quantity D. price

5. A. think B. imagine C. examine D. check

6. A. Such B. Some C. Sometime D. Most

7. A. spare B. free C. enough D. much

8. A. reasonable B. why C. because D. certain

9. A. good B. use C. something D. up

10. A. doing B. making C. taking D. getting

11. A. ought to B. have to C. would rather D. had better

12. A. easy B. simple C. obvious D. clear

13. A. worthless B. priceless C. limiting D. little

14. A. working B. living C. struggling D. advancing

15. A. look upon B. use C. think D. believe

16. A. devote B. spend C. give D. set

17. A. must B. should C. may D. can

18. A. helper B. thief C. butcher D. companion

19. A. wealth B. health C. failure D. illness

20. A. danger B. harm C. trouble D. difficulty

21. A. successful B. convenient C. necessary D. important

22. A. help B. let C. make D. have

23. A. keep B. remain C. repeat D. leave

24. A. Remember B. Think C. Realize D. Save

25. A. valuable B. expensive C. worth D. fragile

三、阅读理解。阅读下列短文，从每题所给的四个选项中，选出一个最佳答案。

（一）

There was a time when the owners of shops and businesses in Chicago had to pay large sums of money to gangsters (匪徒) in return for “protection” . If the money was not paid immediately , the gangsters would quickly put a man out of business by destroying his shop . Getting “protection money” is not a modern means . As long ago as the fourteenth century , an Englishman , Sir John Hawkwood , made the remarkable discovery that people would rather pay large sums of money than have their life work destroyed by gangsters .

Then Sir John Hawkwood arrived in Italy with a group of soldiers and settled near Florence . He soon made a name for himself and came to be known to the Italians as Giovanni Acuto . Whenever the Italian city-states were at war with each other , Hawkwood used to hire his soldiers to those who were willing to pay the high price he demanded . In times of peace , when business was bad , Hawkwood and his men would march into a city-state and , after burning down a few farms , would offer to go away if protection money was paid to them , Hawkwood made large sums of money with this method . In spite of this , the Italians regarded him as a sort of hero . When he died at eighty , the Florentines gave him a state funeral and had his picture painted , which was in memory of “this bravest man” .

1. What protection did Chicago gangsters give to those who paid them ?

A. They saved those people's businesses from destruction .

B. They left those people's business unharmed much .

C. They sent soldiers to serve them no matter what help they needed willingly .

D. They didn't take those people's lives

2. Sir John Hawkwood's Italian name ‘ Giovanni Acuto ’ was one which .

A. he gave himself in order to become better known to the Italians

B. he earned through his sharp practice of selling his‘protection’

C. he needed so as to hire his soldiers to Italians

D. was given him in telling his services to the others'

3. The Italians regarded Hawkwood as a sort of hero .

A. because they couldn't help admiring his bravery and boldness

B. as he aided the citizens in peacetime when business was bad for them

C. he had played an important role in their daily life

D. for he lived so long and was given a state funeral by the Florentines

4. From the passage , we can guess the gangsters were those .

A. who were of great importance to the poor

B. who made the businessmen do whatever they were in need of

C. who were always ready to be sent abroad

D. who did harm to others

5. According to the writer , Hawkwood was .

A. a sort of national hero B. an experienced leader

C. a brave soldier D. a noble gangster

（二）

The sun had gone behind a cloud . I was very tired and wanted nothing in the world so much as to be at home . At last I got to the gate of Hide Park . But this was worse than ever ; there were buses there - high and terribly red cars , taxis and still more buses in an endless line . Everywhere there were people hurrying past or waiting to get into the buses , while I stood lost in the middle of them .

I was ready to cry . In despair, I crossed the street on to an “island”,where I found a policeman . I took my last bit of courage in both hands and said , “Please , sir , where is Addison Road ? ” He began to explain , but when he saw that I couldn't understand he became helpless , too . “Are you French at school ?” A few minutes later , he smiled and raised his hand . How wonderful ! The traffic stopped . Even the red buses stood still and waited until I had crossed the road .

6. That is the most probable reason why she was tired out .

A. it had been very hot by then

B. the writer had been standing lost for a long time

C. the writer had been completely lost

D. the writer had been wandering in the park for a long time

7. Because the writer was made so worn out , .

A. she wanted nothing on earth but her home

B. she thought it perfect to stay at home

C. she would never leave her home at all

D. she didn't get to the park on time

8. In this passage “island”means .

A. a piece of land surrounded by water

B. a raised place in a busy street where people may be safe from traffic

C. a safe place that can only be used by policemen

D. a safe place that nobody can use without permission

9. Why did the traffic stop ? Because .

A. all the drivers could understand French

B. perhaps a certain driver had broken the traffic rules

C. all the drivers knew the policeman very well

D. the policeman was directing the traffic

10. In which country do you think the story happened ?

A. Switzerland . B. France .

C. England . D. A certain non-English speaking country .

四、短文改错

Mr. Wang is my physics teacher . He has 1.75 metres 1.

in the height . He was born on November 4 , 1952 . So 2.

he is a middle-aged man . Mr. Wang graduated Qinghua 3.

University in 1978 . After graduation , he becomes a middle 4.

school teacher . He has been taught physics for 20 years . 5.

He is a success as a teacher . He has been given a 6.

lot of honors . He is not only a good teacher in the 7.

physics but also speak English and Russian very well . 8.

In his spare time , he likes reading books , collect 9.

stamps and listening music . Also , Mr. Wang is kind-hearted . 10.

We all like and respect him .

【同步题库】答案一、1. C 。2. A 。live “实况的”。 3. C 。对过去肯定推测的反意疑问句用have 与主语相一致。4. B 。5. D 。对说话前动作的陈述。6. B 。7. D 。8. B。序数词后常用不定式作定语。9. A 。date from = date back to 。10. A 。11. D 。12. A 。13. C 。该句是为强调part而使其提置句首，后跟that定语从句。play a part / role in 在……起作用；扮演……角色。14. D 。“the + 比较级 + of + the two + 复数名词”表“两者中最……”。15. D 。puzzling “令人迷惑的”，puzzled“被迷惑的”。16. A 。“be about to”不与表将来的时间状语连用。17. A 。18. C 。follow / take one's advice 听取……的意见， ask for one's advice征求…… 的意见。19. D 。have a word / talk with 和……聊一聊，have words with sb = quarrel with sb 和……争吵。 20. B 。二、1. A 2. B 3. B 4. A 5 B 6. B 7. C 8. C 9. B 10. A 11. B 12. B 13. B 14. B 15. A 16. A 17. C 18. B 19. C 20.B 21. C 22. B 23. D 24. A 25. A 三、1 - 5 DBADD 6 - 10 DBBDC 四、1. has 改为 is 2. 去掉 the 3. graduated 后加 from 4. becomes 改为 became 5. taught 改为 teaching 6. 对 7. 去掉 the 8. speak 改为 speaks 9. collect 改为 collecting 10. listening 后加 to

篇3：九年级英语第二单元

有关九年级英语第二单元

英语第二单元单词、重点词组和句型

lantern /lnt (r)n/ n. 灯笼 p.9 stranger /streind (r)/ n. 陌生人p.10

relative /reltiv/ n. 亲属;亲戚 p.10 put on 增加(体重);发胖 p.10

pound /paund/ n. 磅(重量单位);英镑p.10 folk /fulk/ adj. 民间的;民俗的 p.11

goddess /gdes/, /gA:d@s/ n. 女神 p.11 steal /sti:l/ v. (stole /stul/, stolen /stuln/) 偷;窃取p.11

lay /lei/ v. (laid /leid/, laid) 放置;安放;产(卵);下(蛋)p.11 lay out 摆开;布置 p.11

dessert /di’z:(r)t/ n(饭后)甜点;甜食 p.11 garden /ga:(r)dn/ n. 花园;园子 p.11

admire /dmai (r)/ v. 欣赏;仰慕 p.11 tie /tai/ n. 领带 v. 捆;束 p.12

haunted /h:ntid/ a. 有鬼魂出没的;闹鬼的p.13 ghost /gust/ n. 鬼;鬼魂 p.13

trick /trik/ n. 花招;把戏 p.13 treat /tri:t/ n. 款待;招待v. 招待;请客 p.13

spider /spaidr)/ n. 蜘蛛 p.13 Christmas /krisms/n. 圣诞节 p.14

fool /fu:l/ n. 蠢人;傻瓜 v. 愚弄adj. 愚蠢的p.14 lie /laI/ v. (lay /leI/, lain /leIn/)平躺;处于 p.14

novel /nvl/, /na:vl/ n.(长篇)小说 p.14 eve /i:v/ n(尤指宗教节假日的)前夕;前夜 p.14

bookstore /bukst:(r)/ n. 书店 p.17 dead /ded/ adj. 死的;失去生命的 p.14

business /bizns/ n. 生意;商业 p.14 punish /pnis/ v. 处罚;惩罚 p.14

warn /w:(r)n/ v. 警告;告诫 p.14 present /preznt/ n. 现在;礼物adj. 现在的 p.14

nobody /nubdi/, /nuba:di/ pron. 没有人 p.14 warmth /w:(r)mθ/ n. 温暖;暖和 p.14

spread /spred/ v. 传播;展开 n. 蔓延;传播 p.14 Chiang Mai /tinmaI/, /da:nmaI/ 清迈(泰城市)

Halloween /hlui:n/ 万圣节前夕 p.13 St. /seint/ Valentine’s /vlntainz/ Day 情人节

Clara /kla:r/, /kler/克拉拉(女名)p.10 Santa /snt/ Claus /kl:z/圣诞老人 p.14

Charles /ta:(r)lz/ Dickens /diknz/查尔斯 狄更斯(英) p.14

Scrooge /skru:d/ 斯克鲁奇n.(非正式)吝啬鬼 Jacob /deikb/ Marley /ma:(r)li/雅各布 马利

一、重点短语

1. the Lantern Festival 元宵节 2. the Dragon Boat Festival 端午节

3. the Water Festival 泼水节 4. be fun to watch 看着很有意思

5. eat five meals a day 一天吃五餐 6. put on five pounds 体重增加了五磅

7. in two weeks 两星期之后 8. be similar to... 与.......相似

9. throw water at each other 互相泼水 10. a time for doing sth. 做某事的时候

11. the traditional of… … 的传统 12. in the shape of... 呈……的形状

13. folk stories民间传说故事 14. go to…for a vacation 去…度假

15. wash away 冲走;洗掉 16. lay out摆开;布置

17. end up最终成为;最后处于 18. share sth. with sb. 与……分享……

19. as a result结果 20. one,. . the other... (两者中的)一个……另一个……

21. take sb. out for dinner 带某人出去吃饭 22. dress up 乔装打扮

23. haunted house 鬼屋 24. trick or treat (万圣节用语)不给糖果就捣蛋

25. fly up to… 飞向… 26. take sb. around…带某人到处走走

27. play a trick on sb.捉弄某人 28. give out 分发

29. the importance of…. …..的重要性 30. care about….. 关心

31. call out 大声呼喊 32. remind sb. of 使某人想起

33. sound like 听起来像 34. treat sb. with. 用/以……对待某人

35. the beginning of new life 新生命的开始 36. the spirit of.. . ….的.精神

37.on October the 31st 在10月31日 38.how touching 多么动人

39.have good luck in the new year在新的一年里有好运气 40. in need 需要帮助;处于困境中

41. not only…but also…不但…而且… 42. between…and… 在…和…之间

二、用法

1. What + a(n) + 形容词 + 可数名词的单数形式(+主语+谓语+其他)! 多么…..的…..!

2. How + 形容词/副词(+主语+谓语+其他)! …..多么….!

3. be going to ….将要/打算….. 4. in + 时间段 在…后

5. give sb. Sth. 给某人某物;把某物给某人 6. plan to do sth. 计划做某事

7. refuse to do sth. 拒绝做某事 8. one of + 名词复数形式….之一

9. It is + 名词 + 动词不定式 做某事是…. 10. What…think of….? …认为…怎么样?

11. make sb. do sth. 让某人做某事 12. used to be 过去是….

13. warn sb. to do sth. 警告某人做某事 14. tell sb. to do sth. 告诉某人做某事

15. decide to do sth. 决定做某事 16. promise to do sth.承诺做某事

三、重点句型

1. I think that they’ re fun to watch.

我认为它们看着很有意思。

2. What do you like about.. . ?

What do you like best about the Dragon Boat Festival?

关于端午节，你最喜欢什么?

3. What a great day!

多么美好的一天!

4 .1 wonder if...

I wonder if it’ s similar to the Water Festival of the

Dai people in Yunnan Province.

我想知道它是否与云南傣族的泼水节相似。

5. How+adj. /adv. + 主 + 谓!

How fantastic the dragon boat teams were!

龙舟队多棒啊!

6. What do/does+sb. + think of sth. ?

What does Wu Yu think of this festival?

吴宇觉得这个节日怎么样?

7. It’s my favorite festival because...

它是我最喜欢的节日，因为……

四、语法

1). 宾语从句

宾语从句在复合句中作主句的宾语。三大考点：引导词、时态和语序。

① 由连接词+ 主语+ 谓语 构成

常由下面的一些词引导：

②由that 引导 表示陈述意义 that 可省略

He says (that) he is at home. 他说他在家里。

③由if , whether 引导 表示 一般疑问意义(带有是否、已否、对否等)

I don’t know if / whether Wei Hua likes fish.

我不知道韦华是否喜欢鱼。

④由 连接代词、连接副词(疑问词) 引导 表示特殊疑问意义

Do you know what he wants to buy? 你知道他想要买什么吗?

⑤从句时态要与主句一致

当主句是一般现在时，从句根据情况使用任何时态

当主句是一般过去时，从句应使用过去某时态(一般过去时,

过去进行时，过去将来时，过去完成时)

He said (that) he was at home. 他说他在家里。

I didn’t know that she was singing now. 我不知道她正在唱歌。

She wanted to know if I had finished m homework.

她想要知道我是否已经完成了我的作业。

Did you know when he would be back? 你知道他将会什么时候回来?

2). 感叹句

感叹句是表达喜、怒、哀、乐以及惊奇、惊讶等强烈感情的句子。

感叹句通常由 what 或 how 引导。现分述如下：

一、由 what 引导的感叹句，其句子结构可分为以下三种：

1. 可用句型：“ What + a/an +形容词+可数名词单数(+主语+谓语+ 其他)!”。如：

What a nice present it is! 它是一件多么好的礼物啊!

What an interesting book it is! 它是一本多么有趣的书啊!

2. 可用句型：“ What +形容词+可数名词复数(+主语+谓语+ 其他)!”。如：

What beautiful flowers they are! 多么漂亮的花啊!

What good children they are! 他们是多么好的孩子啊!

3. 可用句型：“ What +形容词+不可数名词(+主语+谓语+ 其他)!”。如：

What fine weather it is today! 今天天气多好啊!

What important news it is! 多重要的新闻啊!

二、由 how 引导的感叹句，其句子结构也分为三种：

1. 可用句型：“ How +形容词 / 副词(+主语+谓语+ 其他)!”。如：

How careful she is! 她多么细心啊! How fast he runs! 他跑得多快啊!

2. 可用句型：“ How +形容词+ a/an +可数名词单数(+主语+谓语)!”。如：

How beautiful a girl she is! 她是个多么漂亮的姑娘啊!

3. 可用句型：“ How +主语+谓语!”。如：

How time flies! 光阴似箭!

由 what 引导的感叹句与由 how 引导的感叹句有时可以转换，但句中部分单词的顺序要有所变化。如：

How beautiful a girl she is! = What a beautiful girl she is!

What delicious cakes these are! = How delicious these cakes are!

三、有时感叹句也可以由一个单词、词组、祈使句、陈述句等构成。

如： Good idea! (好主意!) wonderful! (太精彩了!) Thank goodness! (谢天谢地!)

篇4：高三语文第二单元复习

高三语文第二单元复习

第二单元复习教学设计示例

一、目标点击

本单元所选课文，都是语言学方面的，涉及语言和文学，普通语言学理论，修辞学和语用学等内容，高三语文 第二单元复习教学设计示例。这些课文，理论性较强，可以通过学习，让学生对语言理论和语言现象有一定的了解，可以引导学生在自己的语文实践中有意识地运用这些知识。

二、要点回顾

《语言与文学》

语言和文学的关系非常复杂，本文讲二者的关系，不是面面俱到，而是抓住重点，用浅显的语言深入浅出地加以说明。文章分类论述，从语言的两个要素――语音、词汇和语法――分别阐述了语言和文学的关系。

词汇与文学，主要讲形象思维与具体形象的问题

语音与文学，主要讲文学作品的抑扬美和回环美

语法与文学，主要讲整齐的美和用语的简洁

《语言的演变》

语言包括语音、语汇(世称词汇)和语法三个方面，语法的演变同样也涉及这三个方面，其中语汇的变化最明显、最迅速。为了说明这个问题，文章先《以邹忌讽齐王纳谏》为例，从总体上展示语言演变的概貌，说明语言是随着社会的发展在不断变化着的，接着从语汇变化为重点，阐述语汇变化的各种不同方式，说明语汇变化最快、最显著的特点，最后用举例的形式简要说明语法和语音的变化。全文用简洁、通俗的语言向我们展示了语言发展的全貌。

《修辞是一个选择过程》

本文作者用通俗生动的语言阐述了他对修辞的理解，文章一共讲了以下三方面内容：什么是修辞、修辞选择的标准和修辞选择的条件。

《语言是人类最重要的交际工具》

文章从三个方面来阐述了语言的社会功能。

第一，语言和说话。语言是从话语中抽象出来的一套语音、词汇和语法的规则，而说话或话语则是运用语言“生产”出来的“产品”，语言存在于说话或话语之中。

第二，语言是人类社会的交际工具，语言是社会现象，它与社会相互依存，是人们交流思想，进行交际的工具。没有语言，就无法形成人类社会，社会也无法向前发展，同时，语言没有阶级性，任何人都可以使用它，都有权使用它，它共同服务于整个社会。

第三，语言是人类最重要的交际工具，这一部分阐明语言不仅是人类交际的工具，而且是人类交际中最重要的工具。

三、方法指津

1．学任何知识，都不能学死，而要学活。学死，就是学什么知道什么，不学就不知道，所有的知识都是孤立的、零散的，知识之间缺少联系和沟通；学活，就是要把所学的知识融合起来，联系起来，能够闻一知十，触类旁通，也就是学了知识要能够融会贯通、迁移运用，把它们化成一个整体，变成已有知识的一部分。

2．语文学习中的迁移运用，主要包括两层意思。一是运用学过的语文知识理解文章，把握作者的主要观点，阅读一篇文章，不仅要弄懂一个个词、一个个句子、一个个段落的意思，而且要把这些词、句、段融合起来理解，弄清它们整体的联系和意义，进而把这些意义和自己学过的有关知识联系起来，通过旧知识和新知识的融合，把握文章的主要意思和作者的主要观点。比如，我们知道，语言是不断发展的，其中语汇的变化最明显，许多新词在不断产生，一些旧词(特别是时代色彩比较强的词语)在不断消失。在这个基础上学习《语言的演变》一文，就可以从新词的产生讲起，通过学生已有的知识和亲身体会，让他们了解语言是不断发展的，进而理解语音和语法的发展变化。二是能够用文章中的知识解释相关的语文现象，并运用于自己的语文实践。阅读一篇文章，只限于理解文章本身还不够，还要能把文章中包含的道理和知识应用于实际，初中三年级语文教案《高三语文 第二单元复习教学设计示例》。比如这个单元学习语言学方面的.文章，就不能仅仅满足于懂得文章中讲到的知识，还要能够把这些知识转化为相应的语文能力。比如学习《修辞是一个选择过程》，在弄懂作者的主要观点时，还要学着运用准确、富有表现力的语言，适合对象、适应场合，恰到好处地运用语言，使语言产生最佳的表达效果。

四、考点例析

[考点]

1．理解B

①理解文中重要词汇的含义

②理解并解释文中重要的句子

2．分析综合C

①筛选并提取文中的信息

②分析文章结构，把握文章思路

③归纳，整合文章内容要点

④分析概括作者在文中的观点态度

[例析]

阅读下面的文字，完成1―4题。

沙尘暴

人类总是依据自身的利益评价外部事物，将之分成优劣好坏，而大自然则另有一套行为规范与准则。现在人们闻之色变的沙尘暴，即由于强烈的风将大量的沙尘卷起，造成空气混浊，能见度小于千米的风沙天气现象，其实古已有之。它本是雕塑大地外貌的自然力之一，是大自然的一项工程，并且在全球生态平衡中占有一席之地。

在地质史上，风力对草原带的风化物质进行筛选分类：凡搬不动的粗大砾石，留在原地形成砾石戈壁滩；颗粒适中的粗砾石和细砂被吹移到附近就地聚集成沙漠；颗粒微小的粉沙细土和微尘，则随强上升气流扬上天空，作中长距离的输送。我国黄土高原的黄土层就是沙尘经过百年堆积而成的，华厦文明就是在这块沙尘积累的黄土地上诞生和发展起来的。澳大利亚的沙尘乘着南半球的西风掠过塔斯曼海，使新西兰火山岛屿上的土壤更为肥沃，因而被称作“澳大利亚出口的珍贵产品”。从非洲内陆吹向地中海的强风帮助古罗马人使用帆船从埃及运回小麦，但也将撒哈拉大沙漠的沙尘带到意大利、西班牙和法国。沙尘暴固然使空气中的可吸入颗粒物增加，然而由于沙尘含有碱性，又可中和大气中的酸性物质，减缓酸雨的发生。

风是地球上空的传递带，它将大陆的沙尘吹向海洋，又将海洋的水汽吹向大陆。沙尘和水气相遇，便能结合为云，最终化作降水。可见，沙尘不仅在土壤的分布和补充上扮演着重要角色，而且在全球的水循环上了扮演着重要角色。可以说，沙尘也是决定全球生态平衡的因子。

然而，近百年来，沙尘暴却已成为影响人类生产生活的一大灾害。构成我国沙尘暴的物质材料，多来自干旱、半干旱的草原区、在人为活动的干预下，特别是由于森林大量砍伐土地过度开垦，工厂盲目建设，排入不加控制，结果造成生态巨变；原来有沙漠的地方沙漠扩大了；没有沙漠的地方沙漠产生了；内陆河流程缩短，水量减少，沼泽地消失；河水两岸的绿色走廊枯萎死亡。这样，来自大西北的沙尘暴，一路上还源源获得裸地上新的沙尘暴的补充，而且混入了工矿企业排入的有害成分和来自草原上牲畜粪便中的病菌病毒。总之，在受到人为因素的干扰后，自然界的风蚀速度已远远大于土壤的生成速度，一连串的灾害也就由此产生。

哥德说过：“自然是不会犯错误的，错误永远是人犯下的。”这或许能给我们某种启示。

1．下列对沙尘暴的解释，最准确的一项是

A．沙尘暴是由于风将大量沙尘卷起，使空气混浊，能见度小于千米的风沙天气现象。

B．沙尘暴是雕塑大地外貌的自然力之一，是大自然保持全球生态平衡的一项工程。

C．从地质史上

篇5：高三英语第十三单元

科目 英语

年级 高三

章节 第十三单元

关键词 高三英语第十三单元

文件 high3 unit13.doc

标题 高三英语第十三单元

内容

（三）语言训练课

Ⅰ教具 投影仪

Ⅱ课堂教学设计

1. 教师检查课文复述。

2. 教师从本单元词语中选择部分常用词语，配以例句介绍给学

生。要求学生反复练习这些例句，并请同学造句，教师予以讲评、订正。

1） be content with

You should be content with what you have.

Farmers are very content with their life at present .

He was very content to have this second-hand car.

2)lead to

Too much work and too little rest often leads to illness.

The test is bad because it leads to incorrect learning.

This idea in teaching might lead to a new method.

3）prove

In order to prove the servant’s honesty she left a bag containing some money on the table.

On the long journey he proved himself to be an amusing company.

Perhaps this book will prove of some use to you in your studies.

4)work out

We must work out a better method of saving paper.

Mary worked out a beautiful design for a sweater.

He settled down at the desk to work out the difficult maths problem.

5)stick to

If you stick to the truth, you have nothing to fear.

I stick to what I said yesterday.

He never sticks to anything for very long.

6)respect n./v

Children are taught to respect their parents and teachers .

You should always show respect to old age .

If you don’t respect yourself ,how can you expect others to respect you?

7）take sides(in/with)

Switzerland refused to take sides in the two World Wars.

Everybody in the office takes sides in the argument.

Despite my friendship with Frank,I tried not to take sides with him in his brother.

8)advance v./advanced adj.

I signed him to keep away,but he continued to advance.

He was considered as an advanced worker.

May I advance my opinion on the matter?

He read widely among the most advanced thinkers of his age.

3.教师用投影仪打出以下表格，学生利用课文中所提供的信息填写表格，从而介绍伟大的科学家爱因斯坦的生平及他一生对人类所做出的巨大贡献（表见下页）

七八分钟后，请几位同学根据所填写的内容讲述，教师予以讲评。鼓励学生将自己整理的内容连在短文。

4.布置作业1）预习第14单元；2）完成练习册中安排的练习。

Say something about the great scientist Albert Einstein by filling up the form:

In

1879 Born in Germany

When he was a young boy, Used to ask lot s of questions , didn’t enjoy school, found it hard to get along with others

By the time he was 14 Learned maths all by himself

From the year he was 17 Studied in Switzerland ,earned money to go no with his studies.

In 1905 Received a doctor’s degree

Between 1905~1915 Began the research and studies leading to his new discoveries

In 1918 Received world-wide praise for his research

In 1921 Won the Nobel Prize for physics;gave talks in many countries

In 1933 Left Europe for the USA;accept the job as a professor ; asked for little money ;never interested in becoming rich

In 1940 Took American nationality,spent time working for human rights and progress

In 1955 Died at the age of 76

(斜体部分为参考答案，可不向学生展示)

四、难句分析

1.All through his life Einstein was content to spend most of his time alone,although he married twice and had lots of close friends.虽然他结过两次婚，也有许多亲密的朋友，但是在他整个一生中，他愿意单独度过他的大部分时间。

Content在句中是形容词，意为：高兴；心满意足。可构成be content to do sth.或be content with sth.例如：

He is never content with small success.他从不对微不足道的成功表示出满足。

After Mr Black retired ,he was content to live in the country.布莱克先生退休后，心满意足地住在乡下。

Content还可用作及物动词，意为：使……满足。例如：

A quiet life and beautiful music contented Einstein.安静的生活和美妙的音乐使爱因斯坦十分满足。

2.The period between 1905 and 1915was an important one for Einstein;he began the research and studies which led to his new discoveries in physics.19到1915的这段时间，对爱因斯坦来说是一个重要的时期，他开始进行了使他在物理学方面获得新发现的研究工作。

Lead to 意为：引起；造成；导致。其中to是介词，后面接名词、代词或-ing形式。例如：Different opinions among young people can sometimes lead to arguments。有时，年轻人往往因不同观点引起争论。

3.It was said that he found in music the peace which was missing in a world full of wars and killings.据说，他在音乐中找到了平静，这种平静在一个充满战争与杀戮的世界上是没有的。

It is /was said+that clause 是一种常见的结构，意为：据说……，意思相当于People say/said+that clause.

在he found in music the peace中，表示地点的状语in music前置，放在动词found与宾语the peace之间，主要是为了使句子结构更紧凑，并使which was missing in a world…这一定语从句能紧跟着它所修饰的先行词the peace.

Full of意为：充满。在句中作定语，修饰前面的名词world.再如：

People full of energy are fit for the job .精力充沛的人才适合干这项工作。

4.Such was Albert Einstein ,a simple man and the 20th century’s greatest scientist.爱因斯坦就是这样一个人，一个纯朴的人，一位20世纪最伟大的科学家。

句中such作代词，当such作代词时，多作主语，指上面说的情况。谓语动词根据情况采用单数或复数形式。例如：

Such was the situation we were facing.这就是我们所面对的形势。

Such were his words! 这就是他所说的话。

5.He worked out just how much the light would be bent ;he could also work out how far the stars would appear to have moved.他计算出了光线将会弯曲的程度；他还能把恒星看上去移动了距离也计算出来。

短语动词work out表示“算出；解（题）；估计出；制定；想出；理解；弄懂”等意义。例如：

The maths problem is so difficult that nobody in our class can work it out .这道数学题太难，我们班上没人算得出。

The area can easily be worked out if you know the length and breadth.如果你知道其长度和宽度，这块地方的面积很快就能估计出来。

We must work out our plan as soon as possible.我们必须尽快制定我们的计划。

Tell me where you are going and I’ll work out the nearest route.告诉我你去哪儿，我给你想出最近的路线。

I can’t work out the meaning of this poem.我弄不懂这首诗的意思。

Nobody can work out how the fire started.没人能搞清楚这场火是怎么着起来的。

6.But Einstein stuck to his opinion and went on with his research.但是爱因斯坦坚持他的意见，继续不断地进行他的研究。

短语动词stick to 作“坚持（意见、看法、真理等）”解，有“执意不改变” （refuse to change）的含义。Stick to 中的to 是介词，后跟名词或代词。例如：

No matter what you say,I shall stick to my plan.不管你说什么，我会坚持我的计划。

If you stick to the truth,you have nothing to fear.如果你坚持真理，则没有什么可害怕的。

I stick to what I said yesterday.我坚持我昨天所说过的话。

Stick to 还表示“坚持干某事”；“忠于；保持好关系”等。例如：

No matter what happens,Fred always sticks to his friends.无论发生什么事，弗雷德都忠于朋友。

I’ll stick to you through thick and thin.我将和你同甘苦，共患难。

篇6：高二英语第二单元教案

教学准备

教学目标

1. Target Language 目标语言

重点词汇

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

2. Ability goals 能力目标

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

3. Learning ability goals 学能目标

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

教学重难点

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

教学过程

Step Ⅰ Revision and Lead-in

Ask some students to read their work to the class.

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

A sample version:

Why not visit “the Oriental Hawaii”?

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

Step Ⅱ Writing

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

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

A sample tour plan:

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

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

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

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

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

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

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

Show the following.

How to Write A Complaint Letter

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

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

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

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

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

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

· Keep a copy of the letter for your records.

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

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

A sample list of things:

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

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

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

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

A sample letter:

Dear Mr. Sam,

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

Sincerely,

Harlan

Step Ⅲ Homework

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

篇7：四年级英语第二单元教案

教学目标：

1、认读A、B部分Let’s learn Let’s tal中的单词和句子

2、掌握A、B部分Read and write中的单词和句子并能做到会听、说、读、写

3、能够询问时间并做出正确的回答。

4、能够听懂并发出一些指令。

教学难点：

单词认读、拼写，句型的掌握和运用

教学准备：

本课时的五张单词卡、录音机、朗读磁带

第一课时

1、热身

教师播放第一单元Story time 的录音或者请一组学生表演Story time 中的故事。

2、预习

教师在听录音或学生表演之后想学生提问：Where is Zoom ?学生回答：He is in the canteen .教师又问：Why ? 学生答：He is hungry .教师再问： Why in he hungry ?What time is it ? 引导学生答出：It’s time for lunch .接下来，教师可鼓励学生说出哪些东西可以告诉我们时间，如： the sun , the moon , the tree .等等，学生如果不能用英文说，也可用中文说。

3、新课呈现

Let’s learn

教师先在黑板上把一天的课程安排写下来。接着出现一口钟(课前准备)。

一边表演一边引导学生表演：get up , have breakfast , have lunch , have dinner

修改意见

在教学中应更多的渗透会话教学的运用，能使学生真正的会听、会讲。

课程名称的教授可借助于chant .

math class , math class , 1 and 1 , 1 and 1

chinese class , chinese class , read and write , read and write .

P.E. class , P.E class , jump and run , jump and run ..

11, 11, 11, It’s time for lunch

music class ,music class , sing and dance , sing and dance

art class ,art class ,draw a picture ,draw a picture .

English class, English class , read and chant ,read and chant .

Let’s do 先听录音，再跟做。采用组与组或男女竞赛的方式。

第二课时

1、热身

(1)学生演唱第二册学生用书第26页的歌曲“One Two Three Four Five ”。

(2)师生一起表演本单元A部分Let’s do 的听听、做做活动。

2、预习

教师和学生一起做“听句子、拔时针”的游戏。教师说：It’s time for breakfast. / It’s time for English class.学生根据实际情况将时针拨到合理的位置。

3、新课呈现

(1)教师在做“拨时针”的游戏时对学生发出指令：

School is over .如果学生不理解可联系Class is over .来帮助学生理解。待时针拨到5点或其他实际放学时间后，教师问：School is over . What do you do ?学生回答Go home .教师说：But Wu Yifan and John don’t go home .What are they doing ?Let’s watch TV .由此导入新课。

(2)看与听学生看Let’s talk部分的挂图，教师就对话内容提一些问题。在提问与回答的过程中，借助画面帮助学生理解难点，可要求学生用句型It’s time for……造句。

(3)模仿跟说，注意语音语调。

(4)分角色朗读与表演。

第三课时

1、热身

(1)师生齐唱第一册学生用书第62页的歌曲Ten Little Candles Dance

(2)学生跟着录音或录象一边说一边表演本单元A部分Let’s talk的对话。

2、预习

游戏：

教师把10个数词的卡片不按顺序分发给10名学生，让其中一名学生将卡片藏在身后，全班学生猜哪一张卡片不见了。

3、新课呈现

(1)拼词比赛。四人一组进行比赛，一名学生说出一个数字，其余三名学生比比谁拼得最快最准。

(2)读文书写。师生之间先对本课时挂图上的内容进行简单的交际性回答，再请学生阅读对话并拼读、书写十个四会掌握单词及一组句子。完成之后先同桌互相交流然后全班讨论谁写的最规范。本课时需要书写的单词量较大，可在学生间展开游戏：Whose memory is the best ? 看谁能在几分钟内正确拼写出更多数词，以此增强学生的学习兴趣。

(1)教师先介绍这项任务：It is Sunday .Sarah and Chenjie are going to see a movie .They must be home at six . Which movie can they see? Can you help them ? 鼓励学生说出答案并讲明理由。

(2)教师给学生出几道类似的数学应用题考察他们的推理思维。

第四课时

1、热身

数学游戏：教师给学生出一些数学算式，可以是加减混合运算，也可是连加连减，学生算出来后用手指头表示答案。

2、预习

播放Let’s chant 中的歌谣，让学生边听边做动作。

3、新课呈现

(1)玩时钟游戏。教师用手臂做时针和分针，问：What time is it ?学生快速回答It’s …o’clock .It’s time for……

(2)教师做出4：35的手形，问：What time is it ? 引导学生说出：It’s 4:35.school is over .教师接着问：School is over .Where do you go ? 学生回答：We go home .教师由此导入句型It’s time to go home .

(3)教师借助图片和听听做做活动教授其它几个动词词组，如：教师发指令：It’s time to get up .请学生做起床、穿衣服的动作;教师说It’s time to go to school 。请学生做背书包、走路的动作，以次类推。要注意多让学生说句型：It’s time to……为下一课时重点学习句型做铺垫。

(4)听音跟读，注意强调语音语调。

(5)教师可采用A部分Let’s do的形式操练新的句型。

(6)画画说说：学生模仿B Let’s learn部分的插图画出自己的活动时间，然后在四人小组中交流，比如学生A六点起床，他就指着自己的画说：It’s 6 o’clock .It’s time to get up .

(1)看录像，听故事。

(2)进行理解性回答。教师可介绍一些关于“愚人节”的知识。要教育学生不能开过分的玩笑愚弄别人

(3)模仿跟读和分角色朗读。

第五课时

1、热身

师生共同吟唱B部分的歌谣，边唱边做动作。

2、预习

教师和学生谈谈他们的作息时间，如：T:What time do yu get up ? S: Five forty.也可让学生猜猜教师的活动时间，如：T: What do I do at 6:30? S: You get up . 以次导入课文。

3、新课呈现

教师拿出Mike的图片，问学生Who is he ?What time

does he get up ?学生可能会给出各种答案，让他们从录像中找出正确答案。

(1)看挂图或，回答理解性问题，并通过情景、动作等帮助学生理解hurry，ready和oops的意义，可适当进行造句联系加以巩固，并注意对两个句型：It’s tme for…和It’s time to…加以比较。

(2)听录音，然后跟读、模仿。

(3)分角色朗读和分角色表演。

(4)调查：设计一个调查表，然后调查五名学生或教师的作息时间，在四人小组中进行交流。鼓励学生用新句型It’s time to…。来表述。

连续播放三次录音。第一遍让学生先听录音，第二遍勾出与录音内容相符的一项，第三遍检查。

录音内容如下：

(1) What time is it ? It’s 8:30 .

(2) I’m hungry ,Mom . Oh , it’s twelve o’clock .It’s time for lunch .

(3) Hurry up!It’s 7:05 .It’s time to go to school .

It’s 9:40 .It’s time to go to bed . Good night ,Mom .

第六课时

1、热身

(1)吟唱歌谣，边唱边舞。

(2)听故事，请准备好的学生上台表演。

2、预习

学生拿着自己的作息时间表到讲台上，选择其中一个时

间做动作，并说：Tick , tock , tick , tock , says the clock .It’s 7:30 . 其他学生做出相应的回答，如：It’s time to go to school .以次导入课文。

3、新课呈现

Read and write

(1)听录音，理解句子内容。教师可就该部分对话设计一些问题检查学生理解程度。

(2)学生跟录音朗读课文并分角色朗读。

(3)利用课程表玩游戏。学生A：Tick ,tock ,tick , tock , says the clock . It’s 12 o’clock .学生B：It’s time for lunch .

(4)教师知道学生在四线格中书写四会单词和句子。

Pronunciation

建议教师先示范分析一个例子，再让学生仔细听录音后分组讨论。各组派代表向全班汇报讨论的结果，教师评价并指正。

Task time

这部分主要是培养学生动手动脑的能力，建议让学生独立完成，学生可充分发挥想象力，给钟面设计新颖独特的图案。教师特别需要鼓励学生在描述自己制作的钟表时使用本单元学过的语言。

篇8：四年级英语第二单元教案

教学目标：

知识技能目标

1、能在图片的帮助下基本理解故事大意。

2、能听懂、会说、会认读单词：cry\\fall\\break\\scary\\monster

3、能基本会用句子“Did you…”询问过去是否发生过 某事并作出肯定或否定回答。

情感态度目标

1、在活动中体会关心他人和被他人关心的感觉。

2、在模仿、扮演、合作学习中进一步体验英语学习的快乐，敢于用英语进行表达。

文化策略目标

1、在听、说、演、练活动中学习和运用语言。

2、学会倾听他人，愿意在小组中合作、交流。

重点难点：

1、能基本会用句子“Did you…”询问过去是否发生过 某事并作出肯定或否定回答。

2、能正确理解和认读单词：break\\scary\\monster

教学准备：

课件、人物头像、单词卡、录音机、磁带等

教学过程：

Step1 Warm-up

1、Greetings.

2、Free talk.

3、Say a chant. Talking with the teacher. Say a chant.

拉近师生距离，营造良好 的英语学习氛 围。

Step2 Lead-in

Are you happy? But look at our friend Tom.

He is not happy. He’s crying.Do you know why?

Let’s listen and find out. Listen and think 引入主题，带着问题整体感知语篇。

Step3 New

1、Why is Tom crying?

He saw a monstor on the TV.teaching

2、listen, point and find “did,didn’t”。

“We know the reason now.

But Mumt、Sam and Amy didn't know. Let’s listen again and find out: How did they ask? And how did Tom answer? Do the listening activity.

带着任务听第 二遍，找出关键词。

3、Ok, did you find “did,didn’t”。

Let’s read after the tape together. Read after the tape.

逐句跟读，解释新词，进一步理解语篇。

4、Read in roles. Read in roles. 分角色跟读，再次强化认读。

Step4 Practice

Make a survey(show some pictures on PPT.) Tom saw a monter on the TV.

How about you? What did you do yesterday? 先示范，后分组练习，再展示。

1、Ask and answer with the teacher.

2、Practice in four

3、Show time. 在图片的帮助下进行半控制操练，学生有选择地进行语 言输出。

Step5 Sum-up

1、You did a very good job! Let’s see who is the winner? The winner gets the points. 及时评价，激励学生持续学习。

2、Today’s homework:

a.make a survey about your friends .

b. listen and read after the tape for three times. Remember the homework.

布置课后延伸活动，强化学习效果。

板书设计：

Unit 1 Did you break your toy?

Words Wall Did you fall ? fall break your toy?

1 2 3 4 monstor see a scary thing?

break No, I didn’t. scary Yes, I did.

四年级英语第二单元教案

篇9：高一第二单元英语作文

Why is it so important to learn English?

Do you think it would be fun to have access to information that other people can't get?Talk and write letters to interesting people that others can't communicate with?Impress people around you whenever you opened your mouth?Make big jumps in your career,leaving others miles behind?

You can get all these if you speak English well.

English language is the international language meaning 60% of the worlds population are speaking in english.This means that we can communicate well if we do know how to speak the language.It will help you gain friends not just locally but internationally.Also it will open some doors for you to venture on other countries like UK.,USA,and the likes to spend either vacation or for studying purposes.Moreover the instructions given in some appliances,gadgets,equipments,food labels and etc were mostly written in English.So you will get better understanding of what is going on.

And finally,English is one of the most frequently used languages in the world.

篇10：高一英语第二单元教案

一.教学内容分析

本单元的中心话题是Good manners，这是一个亘古及今且永恒的话题。但在我们这一单元中，Good manners 都有些什么内容呢?中外文化中对Good manners 的理解、体现有什么异同?我们该怎么做、做什么才能成为一个受人欢迎、具有Good manners 的人呢?单元中十一个板块的相关话题的设计及语言材料的选编无不紧紧扣着这个中心。从日常生活中看似虽小但能触及心灵的情景及行为，如道歉、书面致谢;东西方餐桌礼仪;域外风俗礼节等，都作了详尽的诠释，所有这些为我们提供的不仅是充实的英语语言知识和综合语言运用技能训练的内容，更重要的是学生学习这一单元的整个过程也是他们陶冶情操、规范行为、发展心智的过程，这对他们身心的发展会产生较强的感染作用，有助于他们人文素养的整体提高和跨文化意识的加强。

“热身”(Warming up)部分设计了学生学习生活中及日常生活中经常发生的四幅画面：上课迟到、打断别人说话、排队买饭时不小心雨伞戳着别人、商店里排队付款一男士推开两顾客从他们中间穿过，顾客生气质问男士。让学生学会道歉，学会讲礼貌。这部分的目的是，引出中心话题Good manners，帮助学生明白讲礼貌会使我们人际之间关系和谐融洽，甚至会化干戈为玉帛;同时复习或学习一些致歉语和必要的答语。

“听力”(Listening)部分提供了一段两朋友间的对话，一朋友不打招呼骑走了另一朋友的自行车，并且把它弄丢了。怎么办?当然是道歉。这个听力练习要求学生通过听学会对发生了这种事情后的道歉表达和更高姿态的回响，使道歉者释然。以此了解英语国家人士语言的得体性、思维的方式与习惯表达方法，培养学生跨文化交际的意识。如 “I guess it wasn’t really your fault, was it?” , “ That’s OK. Forget it. It was an old bike anyway.”

“口语”(Speaking)部分提供的是三组文字情景，要求学生在前面“热身”和“听力”的基础上，以双人对话的活动形式体现情景，训练学生在比较真实的情景中口头表达能力和丰富他们有关道歉的语汇，包括词和句型。充分展示具备Good manners者解决问题、处理尴尬场面的风采。

“读前”(Pre-reading)部分设计了四个情景：1)At a dinner party, 2)Greeting your teacher, 3)Receiving your birthday present, 4)Paying a visit to a friend’s house, 以小组活动的形式讨论并写下在中国文化中以上情景有礼有节的一些规矩，这一活动的目的是不仅要调用学生已有的直接和间接的体现Good manners 的生活经验，加深对我们中国是文明礼仪之邦的认识，而且激活学生的思维，自然过度到下一步的 “Reading”--- 西方文化、餐饮礼仪。

“阅读”(Reading)部分是一篇说明文。主要介绍了西方的餐桌礼仪，并在字里行间渗透着和中国餐饮文化进行比较。东西方文化交织在一起，充满了跨文化交际的信息，体现了教材的国际性和民族性。

“读后”(Post-reading)部分的前三项任务是要求学生针对课文的理解完成的，可作为评价学生对文章理解的程度。如第一项：列出中西方餐桌上餐具及其摆放的位置;第二项：标出西方正式宴会上主要食物上桌的顺序;第三项：判断西方正式宴会上哪些就餐行为文明有礼，哪些行为显得无礼粗俗。第四项是回答问题，是一道联系中国实际的、开放性的一道问题：中国的餐桌礼仪也在变化吗?举例说说。可以小组讨论的形式进行，目的在于让学生对中西方餐桌礼仪的认同，以及培养学生的思辩能力。

“语言学习”(Language study)分词汇和语法两部分。词汇部分有构词法知识，前缀in-, im-, un-, non- 和练习部分词汇的一篇与课文主题相关的短文。引导学生通过短文提供的生动语境培养自己理解和记忆单词的能力。语法项目是定语从句，这是继前面两单元后第三次出现，不属新的语法知识。非限制性定语从句第一次介入。语法第一部分提供的限制性定语从句和非限制性定语从句的例句比较和说明，可供学生自主学习，让学生探究发现两种定语从句的不同形式和含义。第二部分着重检验学生运用两种定语从句拓展句子的能力。

“综合技能”(Integrating skills)设计了一个很实用的写作任务：写感谢信。这个设计包括读和写。阅读部分的内容是一封感谢信的范例;写作部分的任务是：对老师的帮助、父母的关心支持、朋友的真诚、收到生日礼物等写一封感谢信。通过这一活动，让学生明白对他人的帮助心存感激，无疑是一种美德，一种素养。

“学习建议”(Tips)部分提供了一些行为规范的名言警句，告戒学生随时随地讲文明、懂礼貌，从自身做起，从小事做起。

“复习要点”(Checkpoint)部分简要地总结了本单元的语法重点----限制性定语从句和非限制性定语从句，并且设计了一些最基本的语言练习，帮助学生自评。同时通过两个问题引导学生对本单元所学的词汇作一次小结。

二.课时安排：6 课时。

The First Period: Warming up and Listening

The Second Period: Speaking

The Third Period and Fourth Periods: Pre-reading, Reading and Post-reading

The Fifth Period: Language Study

The Sixth Period：Integrating Skills

三.分课时教学计划

The First Period

GOALS:

To focus on talking about good manners as warming up and listening practice.

To learn to express apologies and responses to apologies.

To arouse students’ interest in learning good manners through various activities in class.

TEACHING PROCEDURES:

I. Warming up

设计问题、语境，诱发学生打开话匣子，不作限制，更不当练习来完成。

1.以旧带新，先入为主，根据学生自己的体验和理解，列举Good manners 的事例。

2.知错并向人道歉是Good manners 的行为之一。引入道歉用语，借书中情景和额外补充的各种情景反复演练，使学生能将这些礼貌用语娴熟地运用于生活之中。

(这些情景的提供，也为最后让学生自己描述道歉场面作准备)

3.作为一个有礼貌的人，对他人的诚恳道歉怎么反映?说些什么让道歉者心里释然?(为下一步的听力做个铺垫)

4.你上次向人道歉的情景还记得吗?对方是否是个讲礼貌的人。请描述一下。

1. T: We like people with good manners. We don’t like people with bad manners.

Well, what are good manners in your opinions? For example,

Is it good manners to take your classmate’s bicycle without telling him?

Of course it’s ( not) good manners to do…./ that….

Group work: Make a list of at least four things which are good manners in our daily life.

2. What should we do at least to be good manners if we do something wrong?

Making an apology? And how to express your apologies? What expressions do you use to apologize?

(Excuse me/ I’m sorry./ I am terribly sorry/ Please forgive me...)

3. Look at the four pictures in the text. Complete the dialogues with proper words according to the situations given.

4. Here are some more similar situations. Please make similar dialogues in pairs to drill the expressions of apologies.

Situation one: You go to the teachers’ office to hand in your homework, but your teacher is talking with one of her colleague. You interrupt them.

Situation tw You are late for the school gathering and all your classmates are waiting for you at the bus station. You explain that you had a flat tyre. Your classmates forgive you and tell you not to worry.

Situation three: When you are walking in the streets, you step onto someone’s toes and this person is a bit angry. He reminds you to be careful next time.

Situation four: You are playing basketball and suddenly the ball hit someone passing by. The person is very angry with you.

5. In fact, if you can apologize probably after you do something wrong, others will still have a good impression of you. On the other hand, your proper response to an apology also shows you are a person with good manners.

Well, what’s your response to the following apologies?

1) I’m sorry, Sam. I stepped on your pen and broke it. I didn’t see it on the floor.

______________________________. ( It’s OK. I have another pen.)

2) I’m sorry, Mr. Tan, I didn’t complete my homework. I was not feeling well last night.

__________________________________________________________________.

(Are you feeling better now? You may hand in your homework tomorrow.)

6. Do you think it good manners to make an apology to people in time if you have done something wrong? Please describe the situation last time when you made an apology to others.

What did you say to express your apologies? What was the other’s response?

Did he / she accept your apology? Do you think him a person with good manners?

Why (not)?

II. Listening

1. Listening in SB.

遵循step by step 的原则，分听前(Pre-listening)、听时(While-listening)和听后(Post-listening) 三步走，并设计各个步骤的任务型活动，使整个听力目标明确，中心话题更为突出。

Pre-listening: Go over the six questions or sentences and guess in pairs if the persons in the listening have good manners or not. Why do you think so?

While-listening: Answer the questions and complete the six sentences.

Post-listening questions:

Has anything similar happened to you? What was the situation? How did you deal with it?

Do you think you’re a person with good manners? In what ways?

2. Listening in WB. P.115

Listen to the tape and finish the exercises in it.

The Second Period

GOALS:

To focus on oral practice --- Speaking.

The students are to use the expressions of apologies and possible answers freely through some situations.

They are enabled to solve some simulating problems about good manners and bad manners.

TEACHING PROCEDURES:

I. Elicit the expressions of apologies and possible answers through the situations which might happen to the teacher himself / herself.

The teacher is a bitl late for the class.

The teacher carelessly knocks down a student’s booksl on the table.

The teacher blames some student wrongly for not …l

1. T: I’m sorry. I didn’t mean to …. Now I apologize for my …

S: Oh, that’s all right.

创设真实情景与学生交流，既是以身示范，又自如、贴切地呈现教材中提供的常用道歉用语和回答方式。

2. T: What do you think of me since I made an apology for what I did?

What if I didn’t apologize to you for what I did?

就老师的行为让学生评说会更加激发学生说的兴趣，还会使学生具备一定的Good manners 的尺度标准。同时，为后面学生自己如何表现出文明礼貌、“问题”如何解决作准备。

3. T: What would you do in the following situations, so as to show you have good manners?

P.37l

II. Role-play: Problem solving

邻里之间的关系同样体现出文明礼貌的程度。有矛盾、有问题，原因是什么?居委会怎么解决?这项模拟活动跳出了课文，拓展了训练内容。要求学生将学过的表达方法与新的表达方法结合使用，对信息做各种合理的处理与加工，进行创造性的语言活动。充分体现口语教学突出话题和功能的双重要求。

Survey and Interview about relationship between neighbors.

In your group of four, one acts as a journalist, interviewing separately the other three who are neighbors about their relationship in between. Each neighbor talks about their good or bad relationship between each other and tells the reasons for it. One or two of the neighbors have some problems, and they can’t get on well with each other. The journalist reports it to the neighborhood committee and they try to solve it.

我们中国人用自己的Good manners的尺度标准，处理好邻里之间的关系。世界其他各国对Good manners 的尺度标准是否都一样?

III. Discussion P.116

IV. Conclusion:

Different countries have different standards of good manners. But people all over the world will appreciate those who are kind and helpful to others and the things that are beautiful and true.

The Third and Fourth Periods

GOALS:

To get to know the western table manners.

To learn some useful expressions about table manners.

To compare Chinese table manners with western table manners.

TEACHING PROCEDURES:

I. Pre-reading tasks:

其目的是激活学生已有的相关背景知识，启发学生思维和想象，活跃课堂气氛，使学生很快融入课堂教学内容。如借助图片或Powerpoint, 以小组竞赛的形式复习有关中外餐桌上食物、餐具的一些单词;以小组讨论的形式重温文明礼仪之邦的中国在待人接物、餐桌礼仪方面的独特习俗;最后聚焦于西方的餐桌礼仪。三项任务一步一步地扣上下一步的阅读内容。

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