以下是小编帮大家整理的Period 2, Unit 3 Reading(译林牛津版高一英语必修二教案教学设计)(共含15篇），仅供参考，大家一起来看看吧。同时，但愿您也能像本文投稿人“日行一善”一样，积极向本站投稿分享好文章。
学习目标：1. To understand and retell Amy’s weight-loss experience；
2. To find different opinions about heath & beauty by reading the text carefully;
3. To discuss and show your own ideas about health and beauty.
技能训练：1. To practise reading skills by finding certain information and reading for gist;
2. To practise speaking skills by discussing and presenting opinions;
3. To practise communicating skills by cooperating in groups to finish the tasks;
4. To practise writing skills by summing up some ideas for the writing task.
重点难点：1. Retell Amy’s weight-loss experience after reading the text;
2. Present different opinions about heath and beauty;
3. Write to give advice on how to keep looking good and feeling good.
自主预习任务提示：
1. 识记课本单词表中与本课文相关的词汇和短语。
2. 理解本课中的阅读策略提示，即关注带有however和but的句子，其前后表达的意思和情感都是相反的。在读课文时把带有however或but的句子都标注出来，仔细理解和体会。
3. 通读P42---43课文，并独立完成文前A部分和文后C1、C2部分的练习。与小组内同学讨论交流，以核对练习答案的准确性。
4. 与班内或组内同学交流，积累一些和课文中提到的相似或相反的事例，并就“美与健康”这一话题思考得出自己的结论，组织语言，为课内的活动做准备。
学习过程：
Step 1. Warm up (热身)
Music or daily report or other regular tasks to warm up for English class.
Step 2. Revision (复习)
Homework checking. Or review what we’ve learned in last period.
Step 3. Presentation(导入)
Topics: 1. Do you want to look more attractive? What to do?
2. Are you worried about your weight or your figure?
3. Have you tried any weight-loss pills? Why or why not?
Here our text introduces a girl named Amy who has tried some weight-loss pills, let’s read and see what happened to her.
Step 4. Reading(阅读)
1. Reading for gist:
Read the text & find answers to the following questions as quickly as possible:
Why does Amy take the weight-loss pills?______________________________________
Does her mom agree with her? ______________________________________________
What does her mom say?__________________________________________________
Do the weight-loss pills help her to lose weight?_________________________________
Do the weight-loss pills get her in trouble? What happens?_________________________
_______________________________________________________________________
Who has helped her a lot when she is in trouble? And how? _______________________
_______________________________________________________________________
2. Reading for details:
Read again more carefully and fill in the blanks to finish the table below.
Amy’s weight-loss experience Reasons 1. ___________ is important to women, esp. in Canada.
2. She feels __________ of her body.
3. She is preparing to act ________________________.
Ways 1. She used to ___________ to ________ 3 times a week.
2. She has been taking ______________ and her goal is to lose at least _____ kg.
Results 1st mail 1. She has lost ____kg in the last ____ months.
2. She feels _____ and _____ sometimes.
2nd mail 1. The harmful __________ in the pills causes her ____ to fail. So she needs an operation to live.
2. luckily, a man is willing to __________________ to Amy to save her life.
Opinions towards weight-loss Mum’s 1. The pills are ____________ to Amy’s health.
2. Health is ________ .
Zhou Ling’s 1. Nothing is more important than ________ .
2. It’s often dangerous to take weight-loss pills or _______.
Amy’s (after operation) Mum is right. It’s not worth __________________ for a __________________ figure.
After you finish filling the blanks, discuss with your partners about the answers.
Step 5. Consolidation (巩固)
Suppose you’re Zhou Ling, can you tell us the story of your friend Amy’s weight-loss experience?
(If you feel the task challenging, use the form you’ve just finished to help you, or find useful sentences from the text to help you retell the story.)
Step 6. Extension (拓展)
Group discussion work: Which is more important, beauty or health? Why?
Give examples to support your idea and try to persuade others to agree with you.
Step 7. Assignment(作业)
Work in groups of four to make up a talk show and present it in next period of class.:
The characters(角色): Amy, Zhou Ling, Amy’s mom, George (host of the talk show). Topic: “Health and Beauty”.
You’ll have to mention:
1. Amy’s weight-loss experience
2. Different opinions on which is more important, health or beauty,
3. Give advice to the young girls how to keep beautiful as well as healthy.
自主复习内容建议：
1. 认真完成布置的表演任务，通过小组交流，把每个角色的台词斟酌商定好，背诵下来，以备下一节课上表演。
2. 将自己或组内同学关于如何对待减肥问题以及如何保持健康等相关的想法整理下来，在日记中尝试表述。
Teaching Design for Unit 3 Amazing people
Reading: The curse of the mummy (comprehension)
By Li Chen on Dec 26,
Aims and requirements
Read an article about a famous explorer and an article about a Chinese astronaut
Listen to a list of requirements
Talk about famous people and unknown places, and introduce a person
Write a biographical article
Interview a professional
Summary of the passage
The passage is about a famous explorer who, with the assistance of Lord Carnarvon, led a team to Egypt and made some unexpected discoveries in tombs. It still remains a mystery how one of his discoveries led to illness and death for many of his team members.
Procedures
Step 1: Leading-in
1) Do you still remember something from our discussion on Egypt in Unit 1 and Unit 2?
We talked about Toby traveling in Egypt and people’s curiosity about how the pyramids were built. Though we don’t know exactly how people at that time built them, we are quite sure of one thing, that is, all the pyramids were built for kings and queens. They expected to be buried there after their death. In spite of the harsh conditions, the Egyptians created this wonder of the world with their hands. It’s said the pyramids are as magnificent as a palace inside.
2) Have you ever read or thought about what is inside the pyramids?
3) Are there any people buried in them?
4) What do people nowadays call those buried in tombs?
5) What are mummies and how are they made?
6) Apart from mummies, are there any treasures inside the tombs of the pyramids?
7) Have the tombs ever been robbed of treasures by people?
8) What happened to these people after they entered the tombs?
9) Were they rich overnight?
10)What may explain the disasters that happened to those people?
Step 2: Fast reading for general ideas
1. Pay attention to the Reading strategy first before skimming the passage.
1) The article you are going to read is about a famous explorer who worked in Egypt. Read the article and make connections between the title and the explorer. Use your imagination and express your opinions freely with each other.
What might be the connections between ‘The curse of the mummy’ and the famous explorer?
Why does the writer choose ‘The curse of the mummy’ as its title here? Do you think the title can grab your attention and arouse your interest?
From your point of view, what might be dealt with in the following article? Can something like the explorer’s hobbies, his experiences of adventures, his achievements be covered in the article?
2) You’ve done a good job, expressing your opinions about the relationship between the title and the explorer and predicting the main contents of the article. That’s great. But to be more specific, can you anticipate what might be covered in the first paragraph of the article?
3)Please read the first paragraph and discuss how the first paragraph agrees or disagrees with your predictions.
What’s the first paragraph about? Is it the beginning of a story?
What does the writer tell us about the explorer in the first paragraph?
What words do you think are useful for you to predict the ideas included in the passage?
Now you may find the first paragraph serves as a general introduction of Howard Carter, and please pay attention to the key words in the first paragraph on the blackboard:
famous, brave, adventurous, amazing
4) With the help of the key words, you may predict the content of the paragraphs that follow.
What are the following paragraphs likely to do?
Will they give specific examples to support the
general description of Howard Carter?
Exchange your ideas with your partners and then check your prediction by reading the following paragraph.
5) Now let’s focus on Reading strategy to review the skills of how to predict information in an article.
2. Skim the passage and complete the three questions in Part A.
Step 3: Detailed reading for important information
1. Now please reread the passage and identify which statements are true and which are false. Then complete Part C1 on P44 individually.
2. Part C2 on P44. Match the summaries of the paragraphs in the article
3. While reading please identify the relationships between these characters and try to retell the passage according to the following diagram.
Characters Who was he? What did he do? How did he die?
George Gould a friend of Carnarvon visited the tomb a high fever
Lord Carnarvon a British man interested in Egypt offered Carter money to explore the mysterious;
be present at the opened tomb a fever
Howard Carter a famous explorer especially for the discovery of King Tutankhamun’s tomb in 1891 set sail for Alexandria, Egypt
by the 1920s searched for the tombs of the Egyptian kings
in 1922 found the tomb of King Tutankhamun seemed nothing to do with the tomb
Richard Bethell Carter’s secretary entered the tomb heart trouble
Step 4: Post-reading activities
1. interview
A---the spokesman of Howard Carter
B---a journalist
B will ask A the following questions:
1) What kind of person do you think Howard Carter is? Why?
2) To be a qualified explorer, what kind of personality do you think he/she should have?
3) Do you think the personality of Howard Carter has had a positive effect on his discoveries?
4) As for students, what sorts of personalities does a student have to possess?
5) Compared with the amazing persons such as Mother Teresa, Bill Gates, Beethoven, Zhang Heng, do you think Howard Carter is as great as them?
6) Do you think the mummy’s curse really exists? Why?
Step 5: Homework
1. Parts D and E on P44 and P45.
2. Write a summary about Howard Carter in a few sentences.
Period 2 & 3§Reading Home alone
Teaching Aims:
To develop the skills of how to read a play
To know about American family life and problems that happen between American teenagers and their parents
To form a positive attitude towards solving problems between teenagers and parents
Teaching Important & Difficult Points:
Learn to analyze the emotions of each character from the instructions of the play.
Teaching Methods:
Discussion in pairs or in groups; task-based in-class activities; explanations of some language points
Teaching Aids: a multimedia classroom; a tape-recorder
Teaching Procedures:
StepⅠRevision and Lead-in.
Check the homework.
Get students to think about the following questions:
Have you ever watched the famous American TV comedy “Growing Pains”?
Could you list some of the members of the family? (Show them a photo and tell them the family members.)
Maggie, Dr. Jason, Ben, Mike and Carol
What do you think of the play?
It was popular during the 1960s and 1970s in America. It was about common family problems in America. The father was a doctor and the mother was a reporter. The oldest child was Mike. He was the important reason for the program’s huge success……..
If you were left alone, can you imagine what might happen?
Step Ⅱ Fast Reading
1. Reading strategy: reading a play
From Unit 1, we have learned two of the basic reading skills, skimming and scanning. When reading different styles and formats of articles, readers usually use different ways of reading in order to know about the main ideas of the article within the shortest time. Bacon once said, some books are to be chewed; some are to be swallowed; some are to be digested. So can you tell me how to read an English play?
Some points about a play:
(1) It is often in the form of a dialogue.
(2) It usually includes several acts, and each act can have several scenes.
(3) The words or speeches in a play are every informal, and some of the words in a sentence are omitted.
(4) There are some helpful instructions or tips in a play.
(5) It should be read out loud.
2. Skimming: Get students to read the play and finish Part A individually.
Answers: 1.Eric, Daniel, Mom and Dad.
2. The room was a mess. / There was trash all over the place.
3. Spot was ill.
3. Scanning: Divide the students into four groups and have a group competition.
(1) Decide whether the following statements are true or false according to the play.
Mon and Dad were back from their holiday a week earlier. F week→day
Eric was happy when seeing his mother. F happy→ frightened
Parents left Daniel in charge. T
The boys spent the money seeing the vet for Spot. T
The room was very clean and tidy when their parents came back. F clean→in a mess
Daniel didn’t have a chance to explain what had happened. T
Mom felt regretful for what they said to Daniel. T
Boys didn’t use up the money from their parents F didn’t use→ used
(2) Complete the diagram according to the context of the passage.
Home alone
Characters: Dad, Mom, Daniel (elder son), Eric (younger son)
Dad and Mom come back a day earlier than expected.
The house is in a mess. The dog looks tired and hungry. The money left to buy dog food is gone. Dad and Mom blame Daniel for his laziness, and bad behavior.
Daniel is angry. He runs into his room and slams the door.
Eric enters the room and advises his brother to tell the parents the truth.
The truth is that Spot, the dog was ill and the brothers used the money to take it to vet, thus they had no time to clean the house.
Step Ⅲ Detailed reading
1. Please read Act One of the play carefully and fill in the form
Characters Things they do Feelings
Mom and Dad just coming back from vacation excited, disappointed, angry
Eric playing soccer at home surprised and frightened
Daniel stay in another room sorry, angry
2. Please read Act Two carefully and fill in form:
Characters Doing sth. Feelings
Daniel expressing his anger angry
Eric comforting his brother calm
Mom talking about the things that happened today feeling sorry and regretful
Dad strong-willed/ stubborn
3. Choose the best answer.
(1) The reason why the dog walks slowly is that the dog B .
A. ate too much to walk fast B. was seriously ill
C. was just tired D. was given nothing to eat
(2) What did the boys do with the money the parents left? D
A. They lost it. B. They had a party with it.
C. They bought some food to eat with it. D. They sent the dog to the hospital with it.
(3) Why were the boys angry? The reasons are as follows except that C .
A. the parents didn’t give the boys a chance to explain
B. the parents didn’t believe in the boys
C. the boys were attacked by the dog
D. the parents thought the boys were of great fault
(4) The reason why the house was so dirty is that D .
A. Spot pulled the dirty out of the trash can B. the boys forgot to clean the room up
C. the parents were back one day earlier than expected
D. the boys had no time to clean it
(5) Which sentence is TRUE according to the text? A
A. The parents thought the boys would act as adult. B. Eric slammed the door.
C. Spot was one of the parents’ sons. D. The parents asked Spot something instead of shouting at the boys.
Step ⅣDiscussion
1. Suppose you were one of the children what would you do?
2. How do you think good parents should treat their children?
3. Do you think there is a generation gap between you and your family? How can you deal with it?
Step ⅤHomework
Write an end to the play.
Role-play the dialogue in groups of five.
Period 3 §Reading Home alone(2-2) §
Teaching Aims:
To learn more about the play
To learn some useful words, expressions and sentence structures
To encourage the Ss to raise reading ability by focusing on language points
Teaching Important & Difficult Points:
To help the students become more familiar with the article
To learn and master the important words and phrases
To understand some important sentence structures
Teaching Methods:
Discussion in pairs or in groups; task-based in-class activities; explanations of some language points
Teaching Aids: a multimedia classroom
Teaching Procedures:
StepⅠRevision:
Check the homework: Ask two students to read their writings.
Role-play the dialogue in groups of five.
Step ⅡImportant word or phrases
1. Mom and Dad arrive back from vacation a day earlier than expected. (Page22, line 2)
vacation“假期”，指正式规定的较长的假期，不指假日或节日。
the summer／winter vacation暑／寒假
take a vacation休假 on vacation (在)度假
three weeks of vacation 三周的假期
[辨析]holiday与leave
(1)holiday既可以指假期(也可用复数)，也可指节假日。e.g.: on holiday (在)度假 holiday dress节日盛装
(2)leave休假，准假，多指政府部门机关，尤指部队的休假。e.g.: ask for leave请假
2. Mom and Dad arrive back from vacation a day earlier than expected. (Page22, line 2)
than expected“比预料的”, as expected“如预料的那样”。expect“预想, 预期，料想”。
e.g.: There are more people present than expected. 到场的人比预料的要多。
3. I can’t wait to surprise the boys. (Page22, line 5)
can’t wait to do 等不及做……
e.g.: I can’t wait to sing for you. 我实在想给你们唱一首歌。
The little boy couldn’t wait to eat the delicious fish. 这个小男孩实在等不及吃可口的鱼了。
c.f.: can’t but do sth. 不得不……；只好……
can’t help doing sth. 情不自禁地做……
4. I can’t wait to surprise the boys. (Page22, line 5)
surprise v. 使......惊奇, 使......震惊 n. 惊奇，惊异；吃惊的事
surprised adj. 感到吃惊的 surprising adj. 令人吃惊的
[短语搭配]
surprise sb 使某人吃惊 to one’s surprise 使某人吃惊的是
in surprise 惊奇地，吃惊地 by surprise 出其不意地 be surprised to do sth 做某事感到吃惊
e.g.: The news greatly surprised us.这条消息使我们大为惊讶。
Her face showed surprise at the news.听到这个消息她脸上露出了惊奇的神情。
He gave me a surprise by arriving early.他的早到使我大吃一惊。
To our surprise, the boy won the prize.使我们惊奇的是这个男孩获奖了。
“How did you come here?”she said in surprise.“你怎么到这儿来的?”她惊讶地说。
c.f.:
▲surprising 具有主动意义，多用来表示事物的特征，在句中多作定语或表语。
▲surprised 具有被动意义，多用来表示人的心理特征，在句中多作定语，表语或状语。
e.g.: He gave me some surprising news. 他给我带来一些令人惊讶的消息。
The result is surprising. 结果是令人惊讶的。
I was surprised to see him there. 我真想不到会在那儿见到他。
Surprised at his success, we asked him how he had made it. 对他的成功感到很惊讶，我们问他是怎么做到的。
类似的单词还: worried/worrying, pleased/pleasing, excited/exciting, encouraged/encouraging, interested/ interesting, satisfied/ satisfying, bored/ boring, scared/ scaring, frightened/ frightening, frustrated/ frustrating等。
5. Eric runs in after it, followed by a big dog, walking very slowly. (Page22, line 7)
(followed作伴随状语, walking作定语)
e.g.: The teacher came into the classroom, following the students.
The teacher came into the classroom, followed by the students.
There was a terrible noise, following the sudden burst of light (闪电).
There was a sudden burst of light, followed by a terrible noise.
6. …you weren’t supposed to come home until…(Page22, line 9)
be supposed to (do) (1)表示按照义务、规则、规律或约定“理应，应该做…”(= be expected to / be required to do)
(2)被认为，被看作是
e.g.: He is supposed to arrive before six o'clock. 他应该6点以前到达。
Business is not as good as it was supposed to be. 生意不如想象的那么好。
Suppose he saw you now, what would you say?
I suppose him to be the headmaster.
7. The money with which you were to buy dog food is gone，but Spot looks so hungry! (Page22, line 14)
be to do常用来表示计划、安排、指示，命令或要求等，它也可以表示可能性或注定要发生的事情。
e.g.: Their daughter is to be married soon. 他们的女儿很快就结婚了。
You are to be back by 10 o'clock. 你必须10点以前回来。
8. What did you do with the money we left? (Page22, line 14)
do with =make use of 处理；安排；办；处置；常与what连用。
e.g.: The boys didn’t know what to do with themselves after school ended. 男孩儿不知道放学后如何打发时间。
What are we to do with this naughty boy? 我们将如何处置这个淘气的男孩儿呢？
What are you going to do with these old books? =How are you going to deal with these old books?
9. …remember the day when we left you in charge? (Page22, line 24)
leave 使得 / 让 (处于某种状态), 后跟复合宾语。能作宾语补足语的有:介词短语, 形容词, 副词, 分词, 名词等。
e.g.: Don't leave her waiting in the rain. 别让她在雨里等。
He seemed to have left something unsaid. 他似乎有些话没说。
He left all the windows open. 他让所有的窗户都开着。
Don't leave all the lights on. 别把所有的灯都开着。
The parents died，leaving the boy an orphan. 父母双亡，孩子成了孤儿。
I left him to explain it to them. 我让他给他们作解释。
10. …remember the day when we left you in charge? (Page22, line 24)
in charge 主管, 掌管; 在……管辖之下, 由……照顾
* sb. is in charge of sth. 某人负责,掌管, 照顾
* sth. is in/under the charge of sb. /in one’s charge 在……掌管之下, 由……经管
take charge 接管，take charge of 接管……
charge sb some money (for sth) 向某人要价多少charge sb with sth 指控某人某事
* free of charge=for free
e.g.: Who is in charge here? 这儿谁负责?
The factory is in the charge of Li Hai. 这家工厂的厂长是李海。
When did you take charge of the company? 你什么时候接管的这家公司?
Mary is in charge of the hospital. = The hospital is in the charge of Mary.
He charged me 100 dollars for this coat.这件外套他要我一百美元。
The driver was charged with speeding.司机被控超速驾车。
11. …we could expect good decisions…..(Page 22, line 27)
expect sb.／sth． expect sb. to do sth．expect to do sth．expect that…
e.g.: I’m expecting his letter．我在等他的来信。
When do you expect to be back? 你预计什么时候回来?
You can’t expect him to support you. 你别指望他会支持你。
I expect that he’ll come back soon. 我想他会很快回来的。
“Will she come?” “I expect so/ not.” “她会不会来呢？” “我想会/不会。”
12. This is not a family where bad behavior goes unpunished and you…(Page 23, line 29)
(1)go与否定式过去分词连用，表示某动作未发生。
Her absence went unnoticed．无人注意到她缺席；
He is worried that many crimes go unreported. 他担心许多犯罪行为无人上报/汇报。
(2)go作连系动词，表示进入或处于某种状态(多为不好的变化)
go blind变瞎 go mad变疯 go bad变霉了 go pale变苍白
go grey变花白 go wrong出差错，出故障 go wild疯狂
go hungry挨饿
13. Eric sits on his bed looking at Daniel, who has his arms crossed and…. (Page 23, line 36)
have sth done = to leave sth in a certain state
e.g.: No matter what happens ,please have the door closed. 不管发生什么事情,请把门关着.
Daniel left the room, but he had the light turned on. 丹尼尔离开了房间,却让灯亮着.
He had his leg broken in the accident yesterday. (一种不幸的遭遇)
14. Do you think we were too hard on Daniel? (Page 23, line 50)
be hard on sb. 对某人严厉,对某人苛刻
e.g.: Stepmother is very hard on Snow White. 继母对白雪公主很苛刻
Don’t say that to a ten-year-old boy. You are being too hard on him. 不要对一个10岁的孩子说这些话,这对他来说太重了些.
15. …but now that he has been so rude to us……(Page 23, line 52)
now that (P23)= since “既然”, 放句首, 表显而易见的原因。
e.g.: Now that everyone is here, let’s begin our work.既然大家都在, 我们就开始吧。
Now that you have finished your work, you can go now.既然你完成了工作, 可以走了。
Now that we are alone, we can talk freely.既然这里没有别人, 我们可以无拘束地谈了。
16. I feel like we have to punish him or he …(Page 23, line 52)
feel like: ○1have a wish for/ want○2 give one a particular feeling 摸起来像
e.g.: If you feel like, we can go out for a walk. 如果想要,我们可以外出散步
I don’t feel like (having) a big meal now我现在不想要大吃一顿.
The material feels like silk. 这种材料摸起来象丝绸.
Step Ⅲ Practice
1. Finish the sentences/
(1)The football fans went crazy when their team scored the first goal.
(2)Bog and his family are on vocation; they have gone to Hawaii.
(3)Anyone who breaks the window will be punished.
(4)The teacher gave a clear explanation on the use of the wood.
(5)The room was in quite a mess when mother was away on holiday.
2. If time permits, get students to finish A1 on P94 in class.
Step Ⅳ Homework
Remember the words and phrases and get ready for a dictation.
Finish A2 and B2 on P94.
Get the students to think about the question ‘Is the play written in American English of British English? How do you know that?’
Module2 Unit1 Reading
Shaxi Senior High School, Jiangsu
Li Jingyan
Lesson：
Boy missing, police puzzled Duration:
45mins Teaching aid:
Computer, projector and handout
Period: 1st period Class: Class7, Senior 1
Learning Objectives:
to learn some new words
to grasp the outline of the passage
to develop the students’ ability to collect and organize information in the process of reading
to cultivate the ability of making a newspaper article and giving a short oral presentation. Teaching Objectives:
to ensure that the instructions for each session are clear and that the students are motivated
to offer help and guidance when necessary
Content Purpose
Pre-task Brain Storm
1. present two short news reports
2. features of a newspaper title and article 1. to create the atmosphere that class begins.
2. to arouse the previous information on news.
While-task 1. complete the title
2. find out six features of this newspaper article
3. complete Table 1 and learn some new words and expressions
4. magic cube-to face the challenge in the cube (choose one word and answer the questions, then get proper points) 1. to know the title’s features
2. to develop the skimming and scanning abilities.
3. to help Ss draw the outline of the whole text and enlarge vocabulary and enhance the ability of guessing when they meet with some new words in reading
4. to cultivate their ability of facing a challenge and develop their practical ability
Post-task 1. team work: write an ending report to the news
1. to cultivate the team spirit and Ss’ imagination and practical ability.
Assignment 1. read the text several times and finish C1 and D on page4
2. write a short news report. 1. to consolidate the understanding of the text
2. to put theories into practice
教学说明：本节课为新授第一课时，是导入及课文内容理解部分。以常用的任务型教学方法（Task-based Method）为中心，采用新闻报告的常规要点为切入口，从title和五个“W”一个“H”这几个方面来理解本文内容并构画出新闻报道清晰的框架结构。通过表格的形式来了解文章的outline并初涉课文新授词汇。教学方法还是通过预测、略读和寻读等技巧了解课文内容。并以游戏的形式来深层了解和巩固加强课文知识点并锻炼学生对新闻报道信息的有效捕捉能力。最后为学生设计了一个任务，开拓思维，锻炼学生的预测能力，并对新闻报道进行具体的实践练习。
具体说明：
1. 阅读技巧的落实。
学生对于新闻报告的结构思路已有一定的认识，从新闻的基本特点引入，结合明确的阅读任务，抓住该新闻的主要信息。使学生对新闻报道的结构认识能有深层次的写作意识。
2. 词汇理解
由于是新授课，虽有学生对文章的预习，但是只停留在似懂非懂的基础上，在学习课文的过程中必然会出现理解不到位或有偏差的现象，因此，新词汇的正确理解是必要的，同时也是为后来的教学环节做准备。
3. 魔方
使用魔方形式，提高学生学习的趣味性，同时更主动地记忆文本内容，使他们再完成魔方中问题的同时，把课文的内容覆盖，并实践操练对新闻报道的信息捕捉，为他们后面的任务做了热身活动。
4. 任务设计
虽然以写结尾的方式来布置任务，实际就是要求学生写一篇简短的新闻后续报道。开阔思路，却又不松散而难度大。运用所学词汇，结合文体特征，学以致用。
5. 作业
巩固第一课时内容，为第二课时做准备。能看新闻了，也要会实践写写新闻。所以最后布置一篇小练笔，主要体现新闻报告的要素特点，并结合学生实际，区别新闻和通知的写法。
Persons investigated Supporting details
Justin’s parents His mother thought…spending…；his father was …that…without telling anyone. They were…when Justin didn’t …at…the next day
Justin’s sister, Kelly She heard her brother…home and …his favorite CD. At first, she thought the… light was that of the full moon, but then she…it was…and she saw a spaceship…outside and many…creatures with….then she heard Justin…UFO…it is not a…
Other witnesses
(two friends, some people in Dover) Friends said that Justin went home after the game at about 11 pm.
Someone said the…took Justin away so that they could …him and such a …….had happened to himself. They show great … in humans.
Police’s conclusion Justin …in fact return home on Friday night.
The …that Justin was taken by…hasn’t been …out, but they are also……other…including…Peterson, who…the case said they would not …until they found…evidence.
Unit 3 Amazing People
I Pre-reading discussion
Talk about some amazing people
1. Who are they?
2. What do you know about them?
3. What useful changes have they made to the way we live today?
4. Do you have a hero? Who and why?
II Presentation of the reading passage with the picture of Howard Carter (see ppt)
III Reading strategy ---Prediction
Predict information in advance with the help of the title
1. What might be the connection between the title ‘The curse of the mummy’ and Howard Carter?
2. What might be dealt with in the passage?
3. Read the first paragraph and make the prediction more specific
1). Read the first paragraph and see if it agrees with their anticipation.
2).Predict what the following paragraphs are likely to discuss with the help of the information in the first paragraph.
IV Reading
1. Read the rest of the passage and check their anticipation.
2. Read and find the main idea of each paragraph
. Match the summaries with the right paragraphs (see ppt)
1).There is a scientific reason why people died after entering the tomb.
2). Howard Carter did not go to school and later became an explorer.
3). Lord Carnarvon died after Carter had opened the tomb.
4). Harward Carter discovered the tomb of King Tutankhamun.
5). A short introduction of Howard Carter’s life story.
6).The mystery of Tutankhamun’s tomb has never been fully explained.
7). More people died after Carter’s discovery.
8). People keep wondering why so many people died and have suggested all sorts of possibilities.
3. Read and divide the passage
How many parts can this passage be divided into according to the content? What’s the main idea of each part?
--Four
1) Brief introduction about Howard
2) His most amazing discovery.
3) Consequences of the discovery.
4) Different explanations of the consequences.
4. Reading for details about each part
1) The first part
Howard Carter’s personality
His schooling
His discovery
2) Detailed reading about his greatest discovery
Finish the following diagram (see ppt)
Characters Who was he? How did he die? When did he die?
Lord Carnarvon
George Gould
Arthur Mace
Richard Bethell
3) What other coincidences happened?
The pet bird eaten by a snake
Lights in Cairo went out
The dog died at the same time
4) Reading for different explanations
a. Coincidence
b. The result of the mummy’s curse
c. Viruses breathed in
d. A mystery
V Follow-up discussion
1. What do you suppose led to the deaths of so many people?
2. To be a successful explorer, personality is very important.
What personality do you think you should have if you want to explore space alone like Yang Liwei?
Language points
1. Set sail (from/for) : to begin a trip by sea
Columbus set sail from Barcelona for India in 1492.
Zheng He set sail for the west seven times between 1405 and 1433..
go for a sail
It’s real fun to go for a sail in the Mediterranean.
Go sailing
2. The tomb contained more riches, gold and jewels…
riches: wealth
Which do you think is more valuable, health or riches?
So riches mean nothing to you when you are ill.
Jewel: often used in its plural form-- jewels
She is too poor to buy jewels/jewellery.
People usually buy jewels at the jeweller’s.
jewellery: u.n
Gold jewllery is no longer in fashion now.
3. We emptied the tomb of everything.
Empty: (v) to remove everything that is in a container
Don’t forget to empty the waste paper basket classroom after cleaning the classroom every day.
Empty sth. of sth.
I emptied my handbag of everything, but still couldn’t find my key
4. Upon entering the tomb,
Upon= On (doing sth/sth)
Rewrite the following sentences
1) When he arrived at the platform, he found the train had just started.
Upon/ On arriving
Upon /On his arrival
2) She was full of joy when she saw her son take his first step.
Upon/On see her son take his first step,…
5. If breathed in, they can result in illness or even death.
If breathed in=If the viruses are breathed in
Rewrite the following sentences
1)You are dead if you are caught cheating in exams.
If caught cheating in exams, …
2)If it is possible, will you evade school on Saturday.
If possible,…
6. They can result in illness or even death.
result in: make something happen; cause; lead to;
Heavy rains may result in flooding
The earthquake in Tangshan in 1976 resulted in more than 240,000 deaths and 160,000 injuries.
Translation exercise
1．豪华客轮(the luxury liner)泰坦尼克号在一片欢呼声中起航, 驶向大洋彼岸，最后却长眠于洋底。(set sail for)
The luxury liner Titanic set sail for the west coast of the Atlantic in cheers, but eventually ended up on the bottom of the ocean.
2．一辆名牌汽车，一栋大房子常常使人们梦寐以求的所有财富。(riches)
A car of a big brand and a big house are often all the riches that people would die for.
3. 我们家要重行装修，所有的房间都要腾空。(empty)
We are going to have our house/apartment refurnished, so we’ll have to empty every room (of every article).
4.污染已引起了灾难性的生态变化。(result in)
Pollution has resulted in disastrous ecological changes.
Unit 2 Reading An Adventure in Africa
Wang Daizhen from Suyuan High School
I. Free talk
T: Good afternoon, everyone. I’m very glad to be here today. I’m going to take
you to travel.
Do you like traveling?
S: Yes, of course.
T: Good. What places have you been to?
S: I’ve been to…
T: Well, so many places. But can you tell me why people like traveling?
S: …
T: Ok, some…, some…, others .... But what you mentioned just now are all places of interest in China. How about going abroad? Have you been to a foreign country?
S: No.
T: How about Africa? (Presenting a map) Do you know sth. about Africa?
S: Yes. It is …
T: Good, in Unit 1 we talked about Pyramids. It’s one of the wonders in the world. Can you tell me where the pyramids are?
S: …
T: Yes, in Egypt. How about grassland? Many wild animals live there. What else do you know about Africa?
S: …
T: Camels, yes. They are called Boats in the desert. And here’s the largest desert-te Sahara Desert and the rain forests. Africa is rich in natural resources. What about its people?
S: Black people.
T: Yeah, black people. Black people are strong and full of energy. They like singing and dancing. Let’s enjoy their performance. ( A video)
Is Africa a wonderful place? Yes, it’s a land of mystery, charm and attraction. Are you eager to go there? But before going, we have to be clear about our plan.
II. Presentation
Now open your books at p.22. Here’s a letter. Look through the letter quickly and answer the question. “Who wrote the following letter?”
Task 1 Fast reading
T: OK, who’d like to tell me who wrote the following letter.
S: Toby.
T: Good. Toby is going to travel in Africa with his elder brother. Then try to find how long they will stay in Africa. Can you find the answer in the letter? At the end of the letter, Toby told Aihua about it.
S: Four weeks.
T: Right. Now look through the body of the letter, §2-7. Try to find the places and underline them. How many places do they plan to go to? What are they? It’s common that the first few sentences of each paragraph often tell us the important information.
S: …
T: Yes, in Africa they will go to five places. (Draw the travel route on the blackboard). Look at the map of Africa. Toby and his elder brother will fly to Morocoo from London. Then they will go camping in the Sahara Desert. After that they will do white-water rafting down the Rive Nile. Then they will arrive in Kenya. and Tanzania.. At last they will go to Himalayas. That’s their plan.
Task II. Careful Reading.
T: Now let’s find more details about their plan.
Listen to the tape and read after it. Try to get sth. about Toby’s travel through the desert.
S: … ( Read after the tape.)
T: In order to know the exciting part of Toby’s travel down the River Nile and in the magnificent area Kenya, I’d like two of you to read Para. 3-6.
S1: …(Read §3.)
S2: …(Read §4-6.)
T: Well done. Then I’ll ask all of you to read Para.7-8 together. That’s the rest part of their travel.
S: …
T: Now look at the form on the screen. We’ll find more details about their plan.
Toby’s Travel Plan
route transportation activities packings reasons
through
the Sahara
Desert
down the Nile
in Kenya
in Tanzania
III. Practice: Filling the blanks and talk about the paper
T: Ok. Just now we know a lot of things about Toby’s plan. It’s your turn to write down sth. Please take out the paper I gave you. Fill in the blanks using the proper words.
S: …
route transportation 2 packings reasons
3 the Sahara
Desert by 4 camping,
seeing stars tents,
5 bags,
torch to camp
to sleep in, keep warm
to see in the dark
6 the Nile by boat going white-water
7 helmet,
life jacket for white-water rafting
in Kenya on foot seeing wild animals a large, strong, light backpack,
camera,
guns to carry 8
of food and water
to take 9
to scare animals 10
in Tanzania on foot climbing
Mount Kiimajaro
T: Now time is up. Let’s check your answers. …Very good.
IV. Consolidation: Pair work: a phone call.
T: Since we are clear about Toby’s travel plan, what do you think Toby’s travel in Africa will be?
S: …
T: Their travel will be dangerous, challenging, scary, exciting and …It’s an adventure. ( Write on the blackboard: An Adventure in Africa.)
T: Suppose you were Toby and you are going to take a travel in Africa. Talk to your friend Aihua about your travel plan on the phone. Don’t forget to tell her the details about your plan. Make a dialogue with your partner.
S: …
( Four pairs.)
V. Group discussion
T: People travel for different purposes. Can you guess what Toby’s purpose is?
S: …
T: Right. If you’re Aihua, what suggestions will you give to your friend Toby when he is out for this kind of travel? I’d like you to have a discussion in your group. Six of you will be a group. A secretary will be made to write down something and a reporter will also be chosen to give a report in the front. Are you clear?
S: …
( Four groups.)
VI. Summary.
T: Today we read Toby’s letter to his friend Aihua and from the letter we know something about their travel plan in Africa. Do you want to have a chance to go there right now?
S: Yes.
T: Let’s go. ( African music.) But don’t forget our homework.
VII. Homework
T: After class read the text aloud and you are asked to write a reply letter to Aihua including the suggestions mentioned in class. See you in Africa.
Unit 1 Tales of the unexplained
The First Period Intensive Reading
临澧一中英语组 张凤年
教材分析：本单元话题是神秘事件或现象，引发学生对一些神秘事件，例如，金字塔，雪人，巨石城，外星人等的兴趣，然后联系到课文中少年失踪与外星人有关，让学生有兴趣去学习课文。
教学步骤：
Step 1：Lead-in
当welcome to the unit作为Reading为热身，并且从互联网上下载一些有关的图片，让学生除了看教材以外还可以看多的图片更好的去了解那些神秘的事件。
Step2:Fasting-reading
从分析标题入手，引导学生思考文章内容，快速阅读教材回答3个问题
1. What is the article about?
The article is about a missing boy and aliens.
2.Who is missing?
Justin Poster is missing.
3. Do the police know what happened to Justin?
No.
Step3:Listening
快速阅读重要了解了课文中的人物和事件，可以使在听力时让学不不会感觉很吃力。
1.Why did Justin’s mother go to bed early.
Justin’s mother went to bed early because of a headache.
2.Does Justin have any brothers and sisters?
No.
3. What were the aliens like?
They were white-skinned, strange-looking creatures with large black eyes.
4.Who is in charge of the case?
Detective Sam Peterson is in charge of the case.
Step: 4careful reading
因为对于高一的学生来说，听一遍课文，然后对文章的主要内容的掌握还有一些难度。所以必须仔细的阅读，才能够读懂文章。问了更好的理解，所以把文章分为3部分。
Match each part with its main ideas
Part 1 (paras1-2) Justin Foster went missing.
Part 2 (para3-4) The police found that Justin returned home.
Part 3 (paras5-7) The boy was taken away by aliens.
细读各个部分。
Part 1 考虑到湖南高考题中，听力中有听材料，填信息的题型，平时多设计这方面的练习。对学生的听力的提高肯定有很大的帮助。
1. Police in America have stepped up their search for a fifteen-year- old boy _
who went missing two days ago in Dover , New Hampshire.
2. Justin Foster, a high school students, went missing Last Friday night.
3.Justin did not show up at the family lunch the next day.
Part 2 Read part 2 (Paras3-4) carefully and decided whether the following sentences are true or false. 仔细阅读，训练学生对于教材细节的处理。
( F )1. Justin left home to play football with two friends.
( T )2. Witnesses said that they saw Justin walking towards his home at 10:45 p.m.
( T )3. Kelly heard Justin put on his favorite CD after he went to his room.
Part 3 继续结合高考，阅读文章处理文章信息。
阅读文章第三部分，并填表格。
The _ 1__ that Justin was taken away by aliens
Conclusion Supporting details
The boy was taken away by aliens Kelly saw a large _ 2__ flying out side
Kelly saw lots of white– siknned strange –looking_ _ 3_
with large black eyes.
Kelly heard Justin _ 4_
Maris Wood said that the aliens took her away sothat the could do _ 5__ on her.
Answers ：1，possibility 2，spaceship 3，creatures 4，shout 5，
research
Step5: Language points
1，step up: speed up, increase
When John realized he was going to be late, he stepped up his pace.
2,search, 搜查,搜寻
search sp. for 搜查某地以寻找
in search of = in one’s search for
The police searched the man but found nothing.
They searched the woods for the little boy
Birds fly south in search of winter sun.
3 due
应付的,到期的
The electricity bill is due tomorrow.
预期的,应到达的
The next train to London is due at 4:00 p.m.
由于,因为 because of , caused by
Due to his rudeness, I didn’t say one more word to him.
His success is entirely due to hard work.
4 show up
We’ve been waiting for you to show up.
arrive, appear
The marks on the wall show up in the sunlight .
to be easily and clearly seen
When we go to parties, my husband always shows me up by telling rude jokes.
to make sb feel embarrassed or ashamed
5 rule out : get rid of
The police ruled out the possibility that the boy had been murdered by his step mother.
Step 6: Discussion
经过听力阅读，学生对课文内容已经有了很好的了解，而且也开始对 Justin 的失踪和外星人产生了好奇，所以可以让他们讨论。
If you met some aliens from outer space, what will you do? Go to outer space or not?
Step7: Homework
1. Finish Part D on page 4 and part E on page 5.
2. Review the new words and phrases.
Phrases in Unit 2
Welcome to the Unit1 to Reading
on Australia’s famous beaches 在澳大利亚著名的海滩上
explore the amazing Brazilian rainforest 探索令人惊异的巴西雨林
3. in detail详细地
4. go travelling 去旅游
5. challenge yourself 调整自我
6. think of想到, 考虑;
7. so long很长时间
8. be busy doing sth忙于做…
9. go to university上大学
10.through the Sahara 穿越撒哈拉沙漠
11. in case 万一
12. take six days 花费六天时间
13. in advance 提前，预先
14. my supplies of food and water 水和食物的供给
15. even though 即使
16. up close 靠近
17. make sure that 确保
18. can’t wait to do sth. 等不及做某事
19. of one’s own 某人自己的
20. look forward to 期盼某事
Word power
21. it is worth doing 值得做某事
22. take extra clothes 带上额外的衣服
23. remind sb. of sth.提醒某人某事
24. make a fire 生一堆火
25. lose one’s way 迷路
26. in the open air 在野外
Grammer and usage
27. remember to boil the water 记得去烧开水
28. be in progress 在进步中
29. places of interest 名胜古迹
30. arrange to do sth. 安排做某事
31. set off出发; 使爆炸; 动身
32. than usual 相比以前
Task
33. in total silence 沉默
34. three pieces of information 三条信息
35. be filled with the wonders of nature 充满了大自然的奇迹
36. at the foot of the mountain 在山脚
37. a little bit 有一点儿
38. up to 达到
39. first name 名字（非姓）
Project
40. on a business trip 出公差
41. be tired of 厌倦
42. be covered with 被覆盖着
43. at a loss 茫然，不知所措
44. be home to … … 的所在地
45. in perfect harmony with协调一致; 相配
46. make use of 利用
Phrases in the Unit
Welcome to the Unit1 to Reading
1. on Australia’s famous beaches
_________________________________
2. explore the amazing Brazilian rainforest
_________________________________
3. in detail _________________________
4. go travelling _____________________
5. challenge yourself _____________________
6. think of _____________________
7. so long _____________________
8. be busy doing sth____________________
9. go to university _____________________
10.through the Sahara _____________________
11. in case_____________________
12. take six days _____________________
13. in advance_____________________
14. my supplies of food and water
_____________________
15. even though _____________________
16. up close _____________________
17. make sure that_____________________
18. can’t wait to do sth.
_____________________
19. of one’s own _____________________
20. look forward to _____________________
Word power
21. it is worth doing _____________________
22. take extra clothes _____________________
23. remind sb. of sth. _____________________
24. make a fire _____________________
25. lose one’s way _____________________
26. in the open air _____________________
Grammer and usage
27. remember to boil the water _____________________
28. be in progress _____________________
29. places of interest _____________________
30. arrange to do sth. _____________________
31. set off_____________________
32. than usual _____________________
Task
33. in total silence _____________________
34. three pieces of information _____________________
35. be filled with the wonders of nature _____________________
36. at the foot of the mountain _____________________
37. a little bit _____________________
38. up to _____________________
39. first name _____________________
Project
40. on a business trip _____________________
41. be tired of _____________________
42. be covered with _____________________
43. at a loss _____________________
44. be home to … …_____________________
45. in perfect harmony with_____________________
46. make use of _____________________
Time： Feb.12, No. 02
Topic: Unit 1 Reading
Teaching aims:
1.Words, expressions and sentences: truth, deserted, reach out, watch out for
2. Enable the Ss tolearn to analyze the story.
3. Help the Ss learn reading strategy..
Teaching important & difficult points:
Learn about the plot of the story.
Teaching methods: Discussion and task－based activities
Teaching aids: A computer and a projector
Teaching procedures & ways
Step I Lead-in
Talk about the climate or the weather:
What’s the weather usually like in spring / summer … here?
Which season do you think is the best? Why?
Do we sometimes have foggy days here? When?
How do you feel on a foggy day?
What would you do if you got lost in the fog?
Step II Practice
1. Go through the passage and try to answer the questions in Part A.
2. Read the passage again and complete Parts C1 and C2.
3. Fill in the chart.
Part Place Time & weather Person(s) What happened Polly’s thought or feeling
Part 1 Outside Polly’s work place At 4 p.m. foggy Polly She left work early. She wondered if the bus would still be running.
Part 2 At the bus stop in the street Later Polly; the bus conductor The fog was too thick for the bus to run to King Street, where Polly lived.
Part 3 In the underground train; at Green Park station Later Polly; a tall man A tall man in the dark coat is on the train. She sensed she was being watched.
Part 4 In Park Street;
At th ecorner of the street When Polly got to the station, the fog lay like a thik, grey cloud. Polly; a man A rough hand brushed her face. Her heart was beating with fear.
Part 5 In the street It was dark. Polly; an old man The old man took her hand and helped her find the way. She wished for someone to come along. Fear held her still. She began to feel frightened again.
Part 6 Outside Polly’s house at King Street Late that day Polly; the old blind man The old man left to help more people in need. Polly was thankful.
4. Reading strategy.
The elements of a story
Focus on what happened, when it happened, where it happened, why
it happened and who was involved in the event
5. Retell the story in their own words acording to the route that Polly took home.
Outside Polly’s working place → at the bus stop on the street → in the
Underground train → at Green Park station → in Park Street
→ at the corner of the street → in the street near King Street
→ at 86 King Street
Step III Homework
List all the language problems.
Read the article in Part B in Reading in the Wb.
Teaching plan for Unit 3 Word Power
Step1. Lead-in
Ask the students:
1. What am I?
2. What are you?
3. Could you tell me what is your father/mother?
Step2 Presentation
1. Tell the students: When you ask sb: “ What is …….” , you are asking about his job. We usually end a job with -er, for eg: worker, farmer, teacher, writer.
Sometimes we end a word with –or. Eg: editor, actor, visitor, conductor, sculptor.
We can also add –ant to a verb, such as servant, assistant
-ent, such as; student
-ist, such as: typist
2. We can also add suffixes to a noun, -ist such as: scientist, artist, pianist
We can call pianist or the person who play violin musician, What do you call a person who works in a library? Librarian. So we also can add –ian to a noun
-er, such as: photograph
3. adj.+ ist such as: specialist
+ ian electrician, technician
4. we have other ways to form a job for example: sportsman, businessman, policeman, postman
5. If we want to refer to a woman’s job, what can we use? For example: actor----actress, waiter---waitress, host---hostess, prince----princess.
Step3 Practice
Look at page 46, Part A. Fill in the blanks. Check the answers with each other. Each student read one sentence.
Step4 Presentation.
I. Let’s play a game: Please guess the job I’m talking about according to my description:
1. What do we call a person who makes works out of a stone or wood?------sculptor
2. What do we call a person who is in charge of a company?------- manager
3. What do we call a person who is in charge of a school?-------- headmaster/ principal
4. What do we call a person who can write music?----- composer
5. What do we call a person whose job is to keep and check financial accounts?---- accountant
6. Who works in a library?------- librarian
II. Turn your books to page 47. Look at Exercise B. Go through the words together.
III. Can you put these jobs into different categories?
Arts: computer, musician, sculptor
Education: librarian, headmaster, professor
Business: accountant, manager, dealer, seller
Step5. Discussion
Work in pairs: What kind of job would you like to do in the future? Why? Discuss for one minute, then I will ask you to report your idea or your partner’s idea.
Step6. Homework
Preview the grammar
Welcome to the unit &Reading
Teaching Aims:
⑴ To improve students’ reading ability on reading expository
⑵ Enable students’ get the general knowledge of commercial ads and public ads
⑶ To let students know how to read expository writing
Teaching Important Points:
⑴ To improve students’ reading ability on reading expository
⑵ To let students know how to read expository writing
Teaching Difficult Points:
⑴ How to improve students’ reading ability on reading expository writing
⑵ How to let students read expository writing
Teaching procedure:
Step1 lead in
Thorough PPT, T can guide students to look at some commercial ads and public service ads and then ask questions like these:
T: Let’ share some beautiful pictures first. What are they? (advertisements)
As we know, ads are parts of our daily life. We can see them everywhere, especially when we watch TV. Do you like them?
T: Look at these pictures. Can you guess what kind of product or service is being advertised ?
(T then shows some pictures in part of welcoming to the unit)
Advertisement is now playing an important part in our life. Do you know how many kinds are
there? And do you believe that ads tell the complete truth? Let’s look at a story on P2: Advertisement.
Step 2 Reading
1 Fast reading
Guide students go through the whole article, especially pay attention to the titles and the subtitles of the article.
T: what do you think might be discussed in the article from the title?
After Ss finish reading, T then go on asking some questions about the passage.
Q: what do advertisements encourage people to do?
What does PSAs stand for?
What are PSAs meant to do?
2 Intensive reading
(1) Invite one student to read the first passage and invite students to get the general idea of the passage.
(2) Detail reading
Read the following sentences and decide whether the statements in the following is true or false.
① Advertisements are found in many places.
② PSAs are only found in newspapers.
③ All advertisements tell the complete truth.
④ PSAs and commercial ads use some of the same methods.
⑤ Commercial ads can often give us valuable information about how to live our lives.
⑥ An ad warning people against smoking is an example of a PSA.
(1 T 2F 3F 4T 5F 6T)
(3) Discuss the structure of this article. How many parts is this article divided into?
Part 1 introduction of this article
Part 2 supporting details
Part 3 conclusion
T then ask Ss to read reading strategy: how to read a expository writing and tell them expository writing usually follows the same basic format. So when reading expository writing, we should pay attention to the information that comes after a statement. This information usually supports the main idea.
e.g. Let’s look at paragraph 3.
what is the subject of this part?
What information support the idea?
What is the conclusion?
(4) Reading comprehension
Ask Ss to summarize the differences and similarities between the two types of advertisements.
Types of ads Similarities differences Examples
Places found Methods used purposes validity
Commercial ads Billboards, newspapers, magazines, the Internet, radio, television Persuasive language, exciting images To promote a product or service They do not tell you the complete truth. ‘Bright-teeth fights bad breath!’ ‘You are proud of your cooking, so shouldn’t you buy the very freshest food?’
PSAs To educate people about health, safety or any other issue which affects public welfare They are helpful and we can learn a lot by following the advice they give. ‘Yes to life, no to drugs’
‘Knowledge changes life’
‘Project Hope-schooling every child’
‘smoking is committing suicide slowly’
Step 3 Discussion
Now ads are becoming parts of our daily life. Do you like them?
Do you think it is necessary? Let’s have a discussion.
Step 4 conclusion and homework
Prepare for language points and underline the difficult on
Module3 unit2 language
Welcome
1. in a broad sense从广义上讲
2. transmit information传播信息
3. various forms of language语言的各种形式
4. stand for a beaming smile代表灿烂的微笑
5. all over the world/ throughout the world全世界
6. fly in circles 绕圈飞行
7. inform sb of/ about sth.通知某人某事
keep sb informed of sth使某人被通知
8. including sth/ sth included包括某事
9. share sth with sb与某人分享某物
10. make a special Internet language构成一种特殊的因特网语言
11. have some effective methods for studying the English language
有一些学习英语的特殊方法
Reading
1. throughout history贯穿历史；throughout the world/ all over the world
2. be made up of/consist of由…组成
3. a language with some confusing rules 一种带有令人迷惑规则的语言
4. bring sth with sb to sp将某物待在身边带到某地
5. at the end of the 9th Century 在九世纪晚期
6. a language called Celtic一种叫做凯尔特的语言
7. be different from与……不同
8. It’s certain that… …是确定的
9. the official language of England英国官方语
10. sb find it hard to do sth觉得做某事很难
11. This is because…/ That is why…表语从句句型
12. have similar meaning in …有类似的意思
13. contribute to / result in/ lead to/cause the development of……导致……的发展
14. sb take control of控制
15. sb lose control of失去控制
16. be replaced by/ with；设备sb take the place of sb 被…代替
17. despite the fact/ in spite of the fact尽管事实如此
18. have an impact on(the English language)对…巨大冲击
19. at this point在此期间
20. raise animals 饲养动物
21. the upper/lower class上(下)层阶级
22. common people普通人（地位相对低的）
23. by the latter half of the 24th century到24世纪下半叶
24. be adopted by被…采用
25. one’s mother tongue/ one’s native language母语
26. undergo huge changes(underwent, undergone)经历巨大变化/ undergo treatment接受治疗
27. continue doing/ continue to do sth继续做某事
28. a sequence of events一系列事件
29. relate… to…与…相关
30. official occasions官方正式场合
31. modern English/life/science and technology现代英语/生活/科技
32. make a promise; keep /break one’s promise做许诺；遵守诺言/食言
33. promise to do sth许诺做某事
34. a promising boy一个有前途的男孩
35. disagree with what =everything that =all that sb say
1.The English language is made up of/consists of the rules and vocabulary each group of people brought to Britain with them.
英语是由每个进入不列颠的人群所说语言中的规则和词汇构成的。
2.They brought with them their languages, which also mixed with Anglo-Saxon.
他们带来了自己的语言，与盎格鲁萨克森语混合起来
3.The language they created is what we now call Old English.
他们创造的语言就是我们现在所说的古英语。
4.Middle English is the name given to the English used from around the 12th to the 16th century.中古英语这个名词是指大约12世纪至16世纪期间所使用的英语
5.However, the Norman conquest did not have the same result that the Germanic invasion had had about 600 years earlier.
然而，诺曼征服并没有给英语带来大约6前日耳曼入侵所带来的相同后果。
6.The question of English will continue changing in the future is easy to answer.
英语在未来是否会继续变化这个问题其实很容易回答
7.Where a person comes from will affect their style of speech.
一个人来自哪里会影响他们说话的风格
8.There are many different dialects of English depending on where people live.
根据人们居住的地方（的不同）有许多不同英语方言。
9. We sometimes find it hard to decide which words or phrases to use
我们有时发现很难决定用何词和短语。
10.This is where I disagree.
This is what I disagree to.这就是我不赞同的地方。
Word power & Grammar & Task
1. spoken English/written English口语、书面语
2. a large amount of / a great deal of+不可数n
3. a large number of/ a great(good) many+可数n复
4. a large quantity of/plenty of+可数/不可数n
5. sort out=arrange安排
6. discard=throw away丢弃
7. I regret to inform you我遗憾地通知你
8. in addition=plus除此之外
9. have a word with=speak to与某人谈话
10. have words with sb与某人吵架
11. take sth into consideration考虑某事
12. five permanent members of the UN Security Council五个联合国安理会常任理事国
13. take action/measures to do sth采取行动做某事
14. set high standards for设一个标准
15. below standard在标准以下
16. up to the required standard超过被要求的标准
17. make a decision做决定
18. at one time曾经（at times 有时候）
19. at a time一次
20. keep … pure使…纯化
21. due to/because of/thanks to/ as a result of/owing to由于
22. ban sb from doing sth阻止某人做某事
23. easily accessed television programs容易接受的电视节目have access to
24. get along/on with sb与某人相处
25. There is no need to do sth没有必要做某事
26. waste time doing sth浪费时间做某事
27. It’s a waste of time to do/doing sth
28. shorten the distance缩短距离
29. embarrass sb into doing sth做某事使某人尴尬
30. refuse to accept an idea拒绝接受一个主意
31. from across the world从全世界
32. adopt one’s suggestion/a new teaching method
采纳某人的建议/一种新的教学方法
project
1. A differ greatly from B in size and shape
A与B 在尺寸及形状方面大大不同
2. the very first Chinese characters真正第一批简体中文
3. change over time随着时间改变
4. as a whole作为整体
5. on the whole（常用于句首）
6. combine two or more elements together把两种及更多种元素结合起来
7. the symbol for a man代表人类
8. be the opposite of sth是…的相反
9. Opposite our school are two shops.（倒装句）
10. Opposite our school is a shop.
11. be highly complex非常复杂
12. reflect one’s thought反应某人的思想
13. simplified Chinese characters简体中文
14. be widely used in mainland China在中国大陆广泛使用
15. The way a written language developed can tell us just as much about a culture as the history of a spoken language.书面语发展方式表示出来的文化就像口语的历史表示出来的文化一样。
16. The Chinese language differs from many Western languages in that it uses characters which have meanings and can stand alone as words.
汉语和许多西方语言不同，区别在于汉语使用本身就有意义，可以独立成字的汉字。
17. Not all characters are used to describe objects.=
All characters are not used to describe objects.=并非所有汉字都用来描述事物的。
Phrases in unit 1 Tales of the unexplained
Welcome to Reading
1. a missing boy; a lost boy 一个失踪的男孩
2. conduct/carry out/make an interview 进行采访
3. be full of unsolved mysteries 充满未解之迷
4. today’s advanced science and technology 当今先进的科技
5. run into sth/sb =come across sth/sb偶然遇见
6. believe in the existence of aliens 相信外星人的存在
7. step up the research 加速研究
8. show interest in=show an interest in 对…感兴趣
9. go to sleep early/late 早睡/晚睡
10. stay out late 在外面呆得很晚
11. show up=turn up 出现
12. put on his favorite CD播放他最喜爱的CD
13. strange-looking creatures 样貌奇怪的生物
14. do/make research on sb.对…进行研究
15. rule out the possibility that+句子/of sth 排除…的可能性
16. look into…调查
17. make up a story/an excuse/a lie/ a dialogue 编造
18. take charge of 负责
19. find convincing evidence 找到令人信服的证据
20. according to 根据
21. make much progress 取得很大进步
22. be disappointed with sb; be disappointed at/about sth. 对…感到失望
23. search for other witnesses 寻找其他目击证人
Word Power to Grammar
1. begin with 从…开始
2. carry out outer space explorations 进行外太空探险
3. launch sth into space 把…发射到太空
4. the first human to travel in space 第一个太空旅行者
5. so far=up to now直到现在
6. go on to do; 接着做另一事go on doing;继续做原来的事 go on with 继续某事
7. dream of doing sth 梦想做某事
8. come true 梦想等的实现
9. look like an aero-plane看起来象一架飞机
10. separate from 从…分离
11. pick them up把它们拾起; pick up some English学得一些英语; pick up the news收听新闻
12. take off their spacesuits;脱下航空服 (a plane)take off起飞; take a day off;休假一天
13. the solar system 太阳系
14. be connected to 与相关
15. many sunken ships许多沉船
16. chat in an internet chat room在网络聊天室聊天
17. take the underground 乘地铁
Task：
1. conduct a survey制作问卷调查
2. at a time;一次 at one time;曾经 at times; 有时at no time;决不 in no time立即
3. divide…into;把…分成… separate …from…把…和…分开
4. avoid doing sth/sth 避免做
5. follow a rule 遵循规则
6. point out 指出
7. go shopping at Smith’s 在Smith店买东西
8. buy a new top 买一件外套
9. inappropriate questions 不恰当的问题
10. in the last/past few months 在过去的几个月里
11. greet sb in an appropriate manner 恰当地问候某人
12. in return 作为回应
13. shake hands with 和…握手
14. intend to do; be intended for; had intended to do=intended to have done打算做但没做
15. be included in the next issue 包含在下一期
16. ask questions in an order 一某一次序问问题
17. a number of questions;许多 the number of …的数目
18. draw a conclusion; come to a conclusion得出结论
19. arouse the students’ interest in doing…引起学生们做某事的兴趣
20. take measures/steps to do sth. 采取措施做…
21. the most popular activity最受欢迎的活动
22. be willing to do 甘心做
23. make recommendations 提出建议
Project：
1. in a remote area 在偏远地区
2. a man-like creature 一个长得象人的生物 3. run after 追赶
4. on average平均 5. play a joke on sb 开某人玩笑
6. run with amazing speed and strength 以惊人的速度和体力奔跑
7. one of the few pieces of hard evidence supporting the existence of Yeti
8. make its way to…
9. be six feet tall with huge shoulders 六英尺高，宽大的肩膀
10. live on 继续存活
11. solve the mystery 解迷
12. exist ---没有被动结构
13. see sth with one’s own eyes 亲眼所见
14. leave out 删除
15. a description of sth 对…的描述
Work book:
1. step up the train 2. only two weeks’ away
3. environmental problems
4. all sorts of information 5. look into the cause of the accident
6. be good at making up stories 7. stay out until midnight
8. be knocked down by a car 9. the largest animal on land/at sea
10. go missing 11. be said to be doing/to do/to have done
12. be covered with 13. build up one’s strength
14. believe in the existence of Father Christmas
15. according to his description 16. in one’s view
17. live on in deep oceans 18. play chess
19. develop one’s mind 19. die from/of AIDS
20. die of hunger/cold/sadness/sorrow 21. die of a wound
22. make up one’s mind to do 23. expect there to be a film
24. to my surprise; much to my surprise; to my great surprise
25. in the last few months; every few meters
26. attract a lot of attention
27. put away the books 28. the first two pages
29. due to the bad weather 30. be admitted to a famous university
31. start a toy firm on the Internet 32. argue with sb about/over sth
33. in history 34. be moved by art
35. play with one’s emotions 36. have/take pity on sb; show pity to sb
37. It’s a pity that… 38. far too large
39. get away from the policemen 40. in the 1980’s
41. be attached to sb 爱慕，依恋 42. be seriously ill
43. be worried about terrorism 44. the outbreak of SARS
45. shoot at 46. describe … as
47. at the thought of 48. watch news on the television
49. a faraway place 50. the other day
51. get hold of 52. be worn out
53. gather one’s strength 54. drag oneself along the road
55. run in all directions/run every direction 56. pat sb on the shoulder
57. what is going on
Language points
delighted adj. 高兴的
He was delighted at/with your success.
He was delighted at working with her.
He was delighted to work with her
briefly adv.
to put it briefly 简而言之
brief n. 摘要，大纲
adj. 简短的，短暂的
make a brief visit
a brief life
brief and to the point 简明扼要
in brief 简单说
His explanation was brief and to the point. 他的解释既简洁又切中要点。
compete v. 比赛，竞争
Will you compete in the race?
compete against sb. 与…竞赛
I’ll compete against two rivals for the prize.
compete for 为…竞争
The two teams compete for the championship.
compete with 与…竞争
Holland once competed with England for the mastery of the high seas.
荷兰曾与英国争夺公海的控制权.
competition n.
be in competition with sb. for sth. 与某人为…竞争
competitive adj.
competitive ad
competitive price
competitor n. 竞争者
honour n. 尊敬, 敬意, 荣誉, 光荣
I have the honour to give a speech. Here. 我很荣幸能在这里发言.
That was a great honour for his parents, as well as himself.
in honour of 纪念…; 向…表示敬意;in order to pay respect for/in memory of
It is only a party in honour of my birthday.
Later he gave a banquer in their honour.
后来他设宴款待了他们.
I have cooked a special meal in honor of our visitors.
我做了一道特殊的菜向我们的来客表示敬意。
We are going to have a special party on honour of his recent promotion.
in need of in favour of in want of in praise of in face of in search of in charge of in memory of
no matter what/ whether/ how/ when
No matter what difficulty she meets with, she will never give up.
No mater how I tried to persuade him, he just didn’t take my words seriously.
No matter whether it is rainy or sunny, the football match will be played as planned.
Whoever breaks the law will be punished.
=No matter who breaks the law will be punished.
make it possible for sb. to do sth.
The muddy road will make it impossible for them to get here on time.
We feel it important to fix our attention on our lessons while it is so noisy outside.
light lit, lit/lighted
vi.点着, 变亮
（常与up连用）点火，点燃
Will you light the fire for me?
你替我点上火好吗？
照亮；使光明
We lit the candle and the candle lit the room.
我们点着了蜡烛，蜡烛照亮了房间。
（常与up连用）使容光焕发
Her face lit up when the film star was present.
He came in, with a lighted lamp in his hand.
adj.
发光的；明亮的; 浅色的；淡色的
a light blue sky 淡蓝色的天空
轻的，不重的
The basket is very light; I can easily pick it up.
篮子很轻，我可以很容易地拿起来。
be recognized as: to be thought or accepted
The Great Wall is recognized as one of the Seven Wonders of the World.
The invention of the computer was recognize as a milestone in the history of man.
New York City is recognized as a city of great international influence.
recognize
I did not recognize her when she entered as she had had her hair dyed. (to know or to realize)
They suddenly recognized that this was a good chance for them.
The board finally recognized him as the new CEO. (to approve)
record n.
The travelers wrote a record of their journey.
He did very well, but he failed to break the record.
His political record was outstanding. 政绩显著
I’m looking for a record of Beethoven’s Sixth Symphony.
break a record hold a record set a record keep a record (of)
contribution
The book is an important contribution to the knowledge of outer space.
make contributions to
They have made great contributions to the building of the country.
attempt n. an effort or a try
I am afraid their new attempt will be another failure.
It will be our second attempt in this matter.
We hope we can succeed this time.
Her recent success encouraged us to make another attempt.
v. to make an effort or to try to achieve
Mr. Black attempted to help me to solve that problem, but it was beyond his ability.
The police caught a man who attempted to break into Mr. Wu’s house.
I will attempt to help you in your research.
1. of all time 自古以来，有史以来
鲁迅是自古以来最著名的作家之一。
2. the world “世界上的人，人类”作主语，谓语用单数。
全世界的人都在关注着这次奥运会。 watch the Olympic Games.
3. ever adv.
用于比较方式状语从句或与最高级连用来加强语气。
Faster than ever // work as hard as ever
①曾经，以前（用于疑问句，if从句）② 无论什么时候都（否定句）③到底，究竟（特殊疑问句）④永远（肯定句）
(1) Have you ever heard of such a thing?
(2)None of us will ever forget this unusual day.
(3) If you ever have any problems, let me know.
(4) You will find me ever ready to help you.
4. adventurous adj. ①(人)有冒险精神的②(事)充满危险的，惊险的
那是一次惊险的旅行。That is______ journey.
她的生活方式充满刺激。 She lives in _______lifestyle.
她不够胆大。She isn’t_______ enough.
5. bright adj. 光明的，明亮的，鲜艳的，聪明的， 快乐而生气勃勃的
The leaves on the trees are bright green in spring.
Don’t be so sad about your future. You should see the bright side of things.
The doctor has a bright future before him.
His teacher didn’t think Edision bright.
She gave me a bright smile.
The sun is brighter than the moon.
6. curious adj.①好奇的，求知欲强的 be ＊curious about sth , be curious to do, be curious that
小孩子会自然地对周围每一件事感到好奇。Children are naturally curious about everything around them
我很想知道他们在谈论什么。I’m curious to know what they are talking about.
我很想知道他如何处理这事的。I’m curious how he will deal with it.
②奇特的，难以解释的 It is/ was curious that -----
真奇怪，他不辞而别。It is curious that he left without saying goodbye.
curiously（副词） curiosity (名词)
Don’t be too about things you’re not supposed to know.
A. strange B. amusing C. curious D. conscious
If you are about Australian cities, just read the book written by Dr. Johnson.
A. interested B. anxious C. upset D. curious
7. set sail for sp. 启程去某地 have / take a sail
他们绕岛进行了一次航行。They took/had a sail around the island.
sail vi. 航行，起航 He likes go sailing.
船何时起航？When does the ship sail? 船沿着海岸航行。The ship sailed along the coast.
他已乘船去纽约了。He has sailed for/ to New York.
set about sth/doing sth 开始/着手做....
set sth aside (为…)留出，节省（某物）/ 把。。。放到一边 set some money for the holiday
set off (vi)动身，起程
(vt)使爆炸 The bomb could be set off at any time.
引起，触发 His words set off a wave of anger.
Set out 起程动身 set out for
Set out to do sth 开始做某事
Set up 竖起，建立
8. gold/golden
gold coins/ gold medal
golden crown/ golden hair
9. by the 1920s , he had become an explorer, searching for the …
by: no later than or before
Mike must have made some friends in his school by now.
The new suspension bridge _________ by the end of last month.
A. has been designed B. had been designed C. was designed D. would be designed
By the time (conj.) doctor arrived, the woman had given birth.
By the time (conj.) you get there, it will be dark.
10. preserve v. ①保护，维护 preserve … from …保护…以免…②保持，维持原状
我们必须保护视力。We must preserve our eyesight.
盐能防止食物腐烂。Salt preserves food from decay.
人类应保护森林。Man should preserve forests.
他设法保持住自己的独立性。He has managed to preserve his independence.
Preserved是过去分词作定语,表示动作已经完成,含有被动之意.
n.专门领域，禁区
足球不再是男人的专利了。
Football is no longer the preserve of men .
No hunting is allowed in the preserve.
Preservation (n)保存，保护，储藏
11. be known as/for/to
Einstein was known for his Theory of Relative.
Is he known as a poet or novelist?
The West Lake is known as the paradise on earth.
It is known to all that theory comes from practice.= As is known to all, theory comes from practice.
12. riches n. 财富
Reaches are worth nothing without health.
works sands manners arms times papers goods means
rich:adj 富有的，肥沃的，
be rich in…
enrich:使。。。富有
enrich his mind with knowledge
13. as well as conj.
①as well as 连接并列主语时，谓语动词与前面的主语保持一致；若连接并列谓语，后一个动词用动名词形式。
A，B as well as C (×)
② A as well as B and C (√)
A and B as well as C (√)
besides(prep.) = as well as
③ as well (adv.) = too=besides (adv.)
as well as (well adv.) 做的一样好
Tom plays football as well as basketball.
Tom plays football as well as playing basketball.
A as well as B (侧重点在前)
④
not only B but also A (侧重点在后)
14. empty v. &adj.
我向教室里看了看，但发现里面空无一人。I looked into the classroom but found it empty.
她把包里的书都拿出来了。She emptied the bag of the books.
15.“一……就……”句式归纳
on/upon(doing) sth.
as soon as/once
the moment/minute/second/…
immediately/directly/instantly…
no sooner…than
hardly…when
at/with+n.
[注意]
在no sooner…than, hardly…when结构中，主句常用过去完成时，从句常用一般过去时；若no sooner, hardly置于句首，须用部分倒装语句。
16. lead v.带领,通往,导致,过(某种生活),领先
If you lead, I will follow.
All roads lead to Rome.
His actions lead me to distrust him .
I want to lead a quiet life .
He leads his class in physics.
lead sb by the nose
n.领先,榜样
If you take the lead in this, others will follow.
n.铅
adj. leading 重要的，
v. mislead adj. misleading
17.present ①adj.出席，到场（做表语或后置定语）；现在，目前（做前置定语） ②n. 礼物；目前，现在
at present / for the present
All the people at the party were his supporters.
A. present B. thankful C. interested D. important
Oxygen is present in the air. How many people were present at the meeting?
In the present case, we can do nothing but wait. He is in Shanghai at present.
I can’t remember it for the present. I buy it for a present. They exchange presents at Christmas.
18. fall ill with a fever
fall ill with 患病（终止性动作）
be ill with 患病（延续性动作）
fall in love with 爱上某人（终止性动作）
be in love with sb. 爱上某人（延续性动作）
fall asleep 睡着（终止性动作）
be asleep 睡着（延续性动作）
19. die of 因…而死,死于疾病，情感，饥饿，寒冷，年老等原因
die from 因…而死,死于除了疾病，情感，饥饿，寒冷，年老等原因以外，尤指环境，事故等
die for为…而死； die out（物种）灭绝，（风俗）消失 ；die off 相继死去
die down渐渐减弱平息； die away（声音，风，光线）渐渐消失
be dying for 极想得到。。。。。。
be dying to do sth 极想做某事
20. have something/nothing/much/little/a lot
to do with
The suspect insisted that he had nothing to do with the murder. He said he was at home at that time watching TV.
你与那场事故有关系吗？ Do you have anything with the accident?
爱迪生问了许多与功课无关的问题。Edision asked many questions that have nothing to do with his lessons.
21. the resting place of the dead.
（1）“the + 形容词/现在分词/过去分词”相当于名词，指人时，做主语时谓语动词用复数
如：the rich（富人），the young（年轻人），the public（公众），the wounded（伤员），the employed（被雇者），the dying（即将死的人）等。
（2）有时“the+形容词/分词”指物时，相当与抽象名词，看作单数，谓语动词用单数。
如：the beautiful（美），the good（善），the true（真），the right（是），the wrong（非）等。
22. When a tomb is opened, fresh air disturbs the viruses.
(1) change the usual or natural condition of something
A light wind disturbed the surface of the water.
She has disturbed all his plans for going abroad.
(2) make someone worry; to upset someone
He was disturbed to hear her illness.
(3) move something or change its position
Don’t disturb the papers on my desk.
(4) interrupt someone, especially a person who is working or sleeping.
Did the storm disturb you in the night?
adj: disturbing 令人烦恼的
disturbed 情绪紊乱的，不正常的
n : disturbance**/干扰/精神紊乱
23. If breathed in, they can result in illness or even death.
=If (the viruses are ) breathed in, they can cause illness …
He will come if (he is) asked. If (it is) taken correctly, the medicine should work.
result in造成某种结果，导致=lead to / cause / bring about
车祸导致两名乘客死亡。The accident resulted in the death of two passengers.
如果不治疗的话，这病将导致完全失明。The illness will result in total blindness if (it is) left untreated.
result from由于…而产生，作为….的结果=be caused by
疾病往往是因吃的太多而致。
Illness often results from eating too much. / Eating too much results in illness.
as a result 结果……
as a result of …的结果（后接内容为原因）
=because of
It rained heavily; as a result we had to stay at home. We had to stay at home as a result of the heavy rain.
24. though在本句中作副词，意思、为“可是，倒是，然而”（=however），一般置于句尾，常与句子用逗号隔开。
①though做“虽然，尽管”解时是连词，连接一个表示让步的状语从句，从句可置于句首或句尾。
②although仅作连词而不能作副词使用。
20. pay off ①（尤指冒险的计划或行动）成功，奏效，达到目的，回报②遣散，解雇pay sb. off③vt.付清，还清
长远看，辛勤劳动最终会有好结果。Hard-working pays off in the long term.这确实冒险，但有效果。It was a risk but it paid off.
他通过努力工作把债务还清。He paid off his debt by working hard.
21.compare vt. ~ … to… ~… with/ to …
He began to compare himself with the other students. Young people are compared to the rising sun.
The poet compared his lover to a rose.
compared with/to 与…，作状语，可放于句首或句末
和许多女孩相比，你很幸运。
(1) the size of the whole world, the biggest ocean doesn’t seem big.
A. Compare B. when comparing C. Comparing D. When compared
22. express 表达，表现 express … to sb, express oneself
我发觉难以表达我的感情。 她向我们致谢。
我无法用语言表达当时的感受。 他仍然不能用英语表达他的意思。
expression
23. would rather 情态动词“宁愿”①would rather … than ②后接从句，用虚拟语气，用一般过去时表示现在或将来，用过去完成时表过去。
我宁愿呆在家里，也不愿出去。 我不想游泳，我宁愿打网球。
我真希望你昨天在那里。 我宁愿你留在家里。
---Do you mind if I keep pets in this building?
--- .
A. I’d rather you didn’t ,actually. B. Of course not, It’s not allowed here.
C. Great! I love pet D. No, you can’t.
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