以下是小编帮大家整理的高二英语下Unit18词句贯通(人教版高二英语下册教案教学设计)（共含14篇），仅供参考，希望能够帮助到大家。同时，但愿您也能像本文投稿人“神秘A殿”一样，积极向本站投稿分享好文章。
§2.1词句贯通
1.be tired of对……感到厌倦；对……不感兴趣
You’ll soon be tired of the game.
很快你就会对这种游戏感到厌倦的。
I am tired of the same old breakfast every morning.
我厌烦每天早上吃同样的饭。
She is never tired of talking about her clever son.
谈起她聪明的儿子，她不厌其烦。
2. reject vt.排斥；丢掉；抛弃
He rejected my offer of help.
他拒绝了我的援助提议。
I proposed to her but she rejected me.
我向她求婚，但被她拒绝了。
He tried to join the army but was rejected.
他试图参军，但没有被接受。
She rejected my suggestions.
她拒绝了我的建议。
She rejected the green apples.
她扔掉了那些不熟的苹果。
3. break away from摆脱；脱离
The thief broke away from the policeman and ran away.
那个贼挣脱警察逃走了。
He broke away from all his old friends.
他与所有的老朋友断绝了关系。
It is difficult to break away from a habit.
改掉习惯是很困难的。
It was not right for the South to break away from the Union.
南方脱离联邦是不对的。
4. possibility n.可能性；可能；可能的事
the possibility of success成功的可能性
the possibility of rain下雨的可能性
Is there any possibility of having a sunny weekend?
周末有可能会阳光明媚吗？
There is a possibility of his coming for Christmas.
他可能会来过圣诞节。
Is there any possibility that he will be elected chairman?
他有当选主席的可能吗？
There is quite a possibility that war may break out.
很有可能会爆发战争。
His retirement is a possibility.
他有可能退休。
5. attempt vt.尝试；企图
The prisoner attempted an escape but failed.
那个犯人企图逃走，但失败了。
They attempted a surprise attack.
他们企图偷袭。
They attempted to climb Mt. Everest.
他们试图攀登额菲尔士峰。
He attempted breaking the world record.
他试图打破世界记录。
attempt n.尝试，企图；企图杀害
He made an attempt to learn to ski.
他尝试着学滑雪。
He failed in his attempt to win first prize.
他试图获得头奖，但却失败了。
They made an attempt on the life of the president.
他们企图刺杀总统。
attempted adj.未遂的，意图的
an attempted murder/suicide
杀人未遂/自杀未遂
6. connection n.联系；因果关系；联结
There is no connection between the two incidents.
那两个事件之间没有关联。
Doctors say there is a connection between smoking and lung cancer.
医生们说抽烟与肺癌有关系。
He has connections with many important people.
他与很多重要人物有来往。
in connection with与……相关联，关于
She said nothing in connection with her marriage.
她绝口不谈与她的婚姻有关的事。
connect vt.连接，把……联系起来；接通（电源、电话等）
The road connects London and Edinburgh.
这条道路连接伦敦与爱丁堡。
Their families are now connected by marriage.
他们两家有联姻关系。
The operator will connect you with our sales department.
接线员会与你接通我们的销售部。
be connected with与……有联系，和……有关系
He is no longer connected with the Kane Company.
他已与凯恩公司没有关系了。
7. aware adj.察觉到的，感觉到的，知悉的。一般用作表语，后接of短语或从句。
He wasn’t aware of the danger.
他没有察觉到危险。
Smokers are well/quite aware of the dangers to their own health.
吸烟者很清楚吸烟会对他们自身的健康造成种种危害。
She became aware of footsteps hurrying after her.
她觉察到身后有匆忙的脚步声。
Are you aware that you have hurt her feelings?
你有没有察觉到你已经伤害她的感情了？
I became aware how she might feel.
我察觉到她会有怎样的感受。
He was aware that he had drunk too much.
他晓得他喝了太多的酒。
Are you aware how much this means to me?
你晓得这对我有多大意义吗？
8. respect vt.尊敬，尊重
Children ought to respect their elders.
小孩应该尊敬长辈。
Ihope you will respect her wishes.
我希望你能尊重她的愿望。
respect n.尊敬，尊重
I have (a) deep/great respect for him.
我对他非常尊敬。
He showed no respect for their rights.
他不尊重他们的权利。
respected adj.受人尊敬的
The teacher is greatly respected in this school.
这位老师在这个学校很受人尊敬。
9. application n.用途；应用；申请；申请书
The application of what you know will help you solve new problems.
应用你的知识可帮你解决新问题。
That rule has no application to this particular case.
那项条款不适用于这一特殊案例。
The invention has no practical application.
那项发明没有实际的用途。
The manager received twenty applications for the post.
该经理收到对这个岗位的20份申请。
They rejected his application of the membership.
他们拒绝了他成为会员的请求。
You should make an application to the embassy for a visa.
你应向大使馆申请签证。
§2.2发散思维
1. allow v.允许，容许
allow sb.to do sth.允许某人做某事
The nurse allowed him to stay in hospital for another two days.
那个护士准许他在医院再住两天。
allow doing sth.允许做某事
We don’t allow making noise here,so you must keep quiet.
我们不允许在这儿弄出噪音，请你保持安静。
allow vt.给予(时间、金钱)；同意给予。后常接双宾语。
He allows his wife $200 a month for clothes.
他每个月给妻子200美元买新衣服。
Allow me one minute in which to change my clothes.
请给我一分钟的时间让我换换衣服。
Please allow yourself an hour to get to the airport.
请给自己留出一小时的时间好赶往飞机场。
allow for顾及，考虑到
This journey usually takes 3 weeks,but you should allow for delays caused by bad weather.
这趟旅行通常需时三周，但是你应考虑到恶劣天气所造成的延误。
We must allow for the train being late-it always is.
我们必须考虑到火车会晚点，它一向如此。
You can’t make it in an hour;you must allow for the heavy traffic.
一个小时你是到达不了的，你要考虑到交通是很拥挤的。
2. otherwise adv.要不然，否则；另外，别样；在其他方面
He reminded me of what I should have otherwise forgotten.
他提醒了我，要不然我就忘了。
He thinks otherwise.
他是另外一种想法。
He thinks otherwise he’s a good worker.
从另一方面来说他是个好工人。
otherwise conj.(并列连词，同or else)否则，不然(常与虚拟语气连用)
You should go now,otherwise you’ll miss the bus.
你应该现在走，不然你就赶不上公交车。
Do come earlier next time,otherwise you’ll be punished.
下次一定早点来，否则就惩罚你。
He is old and sick,otherwise he would be working.
他年老有病，不然他会上班的。
otherwise adj.另外的，别样的；其他方面的
Some are wise,some are otherwise.
有些人贤明，有些人则不然。
His students in English are also his otherwise teachers.
这些人在英语方面是他的学生，可是在其他方面却是他的老师。
Unit16
§2.1词句贯通
1.every now and then/again不时地
Write me a post card every now and then.
请不时地给我写张明信片。
Every now and then a plane would take off.
不时会有一架飞机起飞。
He only comes to London every now and then.
他只是偶尔来趟伦敦。
Every now and again she wiped her eyes with a handkerchief.
她不时地用手帕擦一擦眼睛。
2.downtown adv.往城里，往市中心
Let's go downtown this afternoon.
咱们今天下午去闹市区吧。
I went downtown to do some shopping today.
今天我到商业区购物去了。
They moved downtown last year.
他们搬到城里去了。
He lives downtown.他住在市区。
downtown adj.商业区的，闹市区的
He was born in downtown Tianjin.
他生在天津闹市区。
I work in a downtown office.
我在市区的一家公司上班。
The downtown traffic is very bad.
闹市区的交通很差。
3.surrounding n.（常用复数）环境，周围的事物
I'd like to bring up my child in healthy surroundings.
我想在健康的环境中养育我的孩子。
The hotel stands in picturesque surroundings.
宾馆四周的环境优美如画。
surrounding adj.周围的，附近的
the surrounding country近郊
the surrounding scenery四周的风景
surround v.包围；围绕
be surrounded with/by…被……环绕着
A crowd surrounded him.一群人围着他。
The school was surrounded by/with a fence.
学校四周围着篱笆。
Mystery surrounds the actress's death.
女演员之死笼罩着神秘的气氛。
4.feast n.(感官、精神等的)享受；盛宴
The flower exhibition was a feast for the eyes.
看花展是件赏心悦目的事。
The classical music is really a feast for the ears.
这首古典乐曲令人大饱耳福。
a wedding feast喜宴
give/make/hold a feast举行宴会，设宴
There are no feasts in the world which do not break up at last.
天下没有不散的筵席。
The Queen invited them to a feast.
女王邀请他们参加庆宴。
The King made a great feast to his ministers.
国王大宴群臣。
5.dip n.(在江、河、湖、海中)洗澡，游泳
take a dip in the lake在湖里游泳
I will have a dip in the sea.
我要洗个海水浴。
dip v.浸泡，沾水
He dipped the pen into ink.
他把笔浸到墨水里。
The little girl dipped a piece of bread into her soup.
小女孩把一块面包泡到汤里。
dip into把手伸入；浏览，稍加研究
He dipped into his pocket to get his key out.
他把手伸进口袋掏钥匙。
I haven't read that book carefully.I've only dipped into it.
我没有认真读过那本书，只是随便翻阅过。
I have been dipping into ancient history.
我一直在研究古代史。
6.shore n.滨，岸
They kept walking along the shore.
他们一直沿着岸边走。
There was an old house on the shore.
岸上有栋老房子。
They found a ship about 2 miles off the shore.
他们发现在离海岸2英里处有一艘轮船。
off shore在离岸的海里，在离海岸不远处
The boat is two miles off shore.
那艘船在离海岸两英里的海里。
on shore在岸上，在陆上
In the storm,many seamen wished they were on shore.
有暴风雨时，很多水手都希望在岸上。
They went on shore the moment the ship reached the harbor.
轮船一到港口，他们就上了岸。
7.budget n.预算(常与介词for连用)
a family budget家庭预算
the government budget for the coming year
下年度的政府预算
an advertising budget of $8000
八千美元的广告预算
introduce/open the budget提出预算方案
She made a monthly budget for her family.
她为家庭做了每个月的预算。
budget v.编制预算
He budgeted for buying a house.
他为买房子编制预算。
He saves a lot of money by careful budgeting.
他通过精打细算节省了大笔钱。
8.rate 价格；费用；速度；效率
The room rates at the hotel range from $10 to $35 per day.
那家宾馆的房间价格从10美元到35美元不等。
What's the letter postage rate to foreign countries?
往国外寄信的费用是多少？
The train was going at a rapid rate.
那辆火车高速行驶。
They are walking at the rate of 4 kilometres an hour.
他们以每小时4公里的速度行进。
She can read at the rate of 100 words a minute.
她的阅读速度是每分钟100词。
The birth rate is under control in this country.
这个国家的出生率已得到控制。
The divorce rate is very high in the United States.
美国的离婚率很高。
at any rate无论如何，不管怎样；至少
At any rate I will come.无论如何我都会来。
She didn't work very hard,but at any rate,she passed the test.
她不很用功，但至少她通过了考试。
at this/that rate如果是这样的话，如果这样继续下去的话
At this rate we won't be able to buy a house.
照这情形来看，我们可能买不起房子。
9.sight n.情景，景象[C]；目光，视力，视野[U]
The sunset is a beautiful sight.
落日是很美的景象。
What a sad sight!多么悲惨的景象啊!
She has good/poor sight.她视力好(差)。
Keep out of my sight.不要让我看到你。
I watched him until he disappeared from sight in the distance.
我望着他直到他消失在远方。
a/the sight of看到，见到
The crowd waited for a sight of the Queen passing by.
人群等着看王后从这里经过。
The sight of a snake frightened her.
看到蛇把她吓坏了。
10.accommodation n.住处，膳宿(通常用复数形式)；方便，便利(不可数)
Please phone the hotel for accommodations.
请打电话给旅馆订房间。
This hotel has accommodations for 2 000 guests.
这家旅馆有容纳名客人的设备。
Can we find accommodations at a hotel for tonight?
我们今晚能找到旅馆住宿吗？
It would be an accommodation to me if you could come.
你若能来，对我而言真是好极了。
§2.2发散思维
1.disappointed adj.失望的，感到失望的
They were disappointed about/with/at/in the results.
他们对结果感到失望。
She was disappointed at not being invited to the wedding.
她由于未获邀请参加婚礼而感到失望。
She was disappointed of her purpose.
她因没有达到目的而感到失望。
I was disappointed that she was not able to come.
她不能来，令我很是失望。
disappointing adj.令人失望的；扫兴的
What disappointing news it is!
多么令人失望的消息!
It was disappointing not to be able to see her.
不能见到她真令人失望。
disappoint vt.使失望，使沮丧
The result disappointed me.
结果使我失望。
Her lack of success disappointed Mary.
她未能成功使玛丽很失望。
disappoint vt.使(计划、希望等)落空，受挫，辜负
The accident disappointed our plans.
这次意外事件使我们的计划落空。
disappoint a person's expectation辜负某人的期望
2.guarantee vt.保证……免受损失或伤害；确保
guarantee sth.保证……
They guarantee this clock for a year.
他们对这个钟表保修一年。
I guarantee the success of the show.
我保证这场表演会成功。
guarantee sb.sth./guarantee sth.to sb.保证某人……
Buying a train ticket doesn't guarantee you a seat.
买到火车票并不保证你有座位。
They guaranteed their workers regular employment.
他们保证长期雇用他们的工人。
guarantee to do sth.保证做某事
I guarantee to pay off his debt.
我保证付清他的债务。
I guarantee to be here tomorrow.
我保证明天来这里。
guarantee sth.(to be)…保证……是……
The art dealer guaranteed the picture (to be) genuine.
那个工艺品商保证这幅画是真品。
guarantee that…保证……
I guarantee that you will be satisfied with the result.
我保证你会对结果感到满意。
Who can guarantee that he will keep his word?
谁能担保他说话算数？
知识记忆
§2.1知识网络
1.arrival n.到达者；到达物；到达
He was the last arrival.
他是最后一个到达的
There were several new arrivals in the school.
学校新来了几个学生。
We are waiting for Tom's arrival.
我们在等候汤姆的到来。
The arrival of the train was delayed by the storm.
火车因暴风雨而晚点了。
Our time of arrival in Tokyo is four o'clock.
我们到达东京的时间是4点。
on/upon one's arrival某人一到达就……
They gave him a warm welcome on his arrival.
他一到达，就受到他们的热烈欢迎。
She sent her mother a telegram upon her arrival in Paris.
她一到巴黎就给她妈妈发了一封电报。
On his arrival at the airport,he called a taxi.
他一到机场便叫了一辆出租车。
2.sacrifice n.牺牲
Parents often make sacrifices for their children.
父母常为子女作种种牺牲。
I would never dream of asking you to make such a sacrifice.
我从没想让你作出这样的牺牲。
He achieved his success at great sacrifice.
他作了很大的牺牲才获得成功。
at the sacrifice of以牺牲……为代价
sell sth.at a sacrifice贱卖，亏本出售
sacrifice vt.牺牲；奉献；把……作祭品
She sacrificed her life to save her child from the fire.
她为了从火中救出孩子而牺牲了自己的生命。
I won餿 sacrifice my health in pursuit of wealth.
我不会为追求财富而牺牲自己的健康。
He sacrifices health for/to pleasure.
他为了玩乐而牺牲健康。
They sacrificed a lamb to God.
他们以羔羊作祭品供奉上帝。
3.former adj.以前的；(两者中的)前者(要与the连用)
He is one of my former classmates.
他是我以前的一位同学。
Clinton is the former president of the United States.
克林顿是美国前总统。
I prefer the former design to the latter.
我比较喜欢前者的设计方案，不喜欢后者。
Joan and Jane are sisters.The former is a pianist;the latter is a singer.
琼和简是姐妹，前者是钢琴家，后者是歌手。
Of pigs and cows,the former is less valuable.
猪和牛比较，前者较不值钱。
4.recover vt.恢复原状；恢复；(使身体)复原
He is beginning to recover his strength.
他开始恢复体力。
I don't think he will recover.
我认为他不会恢复健康。
recover from…从……中恢复过来
He is recovering from a severe illness.
他正从重病中复元。
We haven't yet recovered from the shock.
我们还没有从那次打击中恢复过来。
The country has not yet recovered from the effects of the war.
那个国家尚未从战争的影响中复原。
recover oneself恢复健康，痊愈；清醒过来；镇定下来；重新站稳
I got a bad cold but I recovered myself a week later.
我得了重感冒，但一周后就痊愈了。
She soon recovered herself and stopped crying.
她很快镇定下来，停止了哭泣。
I almost fell but managed to recover myself.
我几乎跌倒，但还是设法站稳了。
5.shoot vt.射死；射中；发射
He shot a deer in the forest.
他在森林里射杀了一只鹿。
He was shot in the arm.他被击中手臂。
He shot himself,which made us shocked.
他开枪自杀了，使我们非常震惊。
The police shot the terrorist dead.
警察击毙了那个恐怖分子
shoot at…向……开枪，向……射击
The captain ordered his men to shoot at the enemies.
上尉命令他的士兵向敌人开火。
He shot at a wild duck,but missed it.
他朝着一只野鸭射击，但没射中。
比较：He shot a bird and killed it.
他射杀了一只鸟。
6.vain adj.徒劳的；徒然的
But his efforts were vain.
但是他的努力是徒劳的。
It is vain to resist.反抗是没用的。
She made a vain attempt to stop him.
她试图阻止他，但是徒然。
in vain徒劳；白辛苦
He tried in vain to memorize the poem.
他怎么背都没办法把那首诗背出来。
He tried to save his son from drowning,but in vain.
他试图救他儿子免于溺死，但是徒然。
All their attempts were in vain.
他们所有的尝试都是徒劳。
7.overcome vt.战胜；克服
We overcame the enemy and marched on.
我们战胜了敌人，继续前进。
He overcame his fear of the dark.
他克服了对黑暗的恐惧。
He succeeded in his efforts to overcome his fatal weakness.
他努力克服了自己的致命弱点。
She overcame her bad habits.
她克服了自己的坏习惯。
be overcome by/with…不堪忍受……，极为……
He was overcome by the heat.
他热得受不了。
She was overcome by fear.她吓得要命。
The child was overcome by weariness and slept.
那孩子疲倦之极，睡着了。
8.gather v.聚集，聚拢；收集，积累
Thousands of people gathered for the rock concert.
数千人聚集在一起听摇滚音乐会。
Worker ants gather food and repair the nest.
工蚁收集食物及修理巢穴。
He gathered up his papers and left.
他把文件收拾起来就离开了。
He gathered his students around him.
他把学生聚集在他周围。
He likes to gather wealth.
他喜欢积累财富。
9.clothing n.(总称)衣服，服装(不可数名词)
a piece of clothing或an article of clothing一件衣服
There is nothing but clothing in this cupboard.
橱子里只有衣服。
We have plenty of food and clothing.
我们有充足的食物和衣物。
The government provides its people with food,clothing and shelters.
政府为人民提供食品、衣物和住所。
Food here is cheaper than in Britain;clothing,on the other hand,is dearer.
这里的食物比英国便宜，但衣物较贵。
In those days they were not able to afford woolen clothing.
那时候，他们买不起毛衣。
10.willing adj.乐意的，自愿的
I'm quite willing to help you.
我很乐意帮助你。
He was still willing to marry her.
他仍然愿意娶她。
Are you willing that he should join our group?
你愿意他加入我们的团体吗？
Are you willing that he should be admitted into our club?
你愿意他加入我们的俱乐部吗？
§2.2发散思维
1.insist v.坚持，坚决要求
insist on/upon sth.
He insisted on his correctness.
他坚称他是对的。
I insist on quietness in my room.
我要求在我的房间里要安静。
He insisted on the obedience of each man.
他坚决要求人人服从他。
insist on (one's) doing sth.
He insisted on writing her a letter at once.
他一定要马上给她写一封信。
She insisted upon lending them her car.
她坚持把她的车借给他们。
I insisted on being given another chance.
我坚决要求再给我一次机会。
I must insist on your giving me an immediate answer.
我坚持你立即给我答复。
insist后可接that从句，从句中的谓语动词用“(should)+动词原形.”形式。
We insisted that she (should) come to the party.
我们坚持她一定要来参加聚会。
He insisted that the work be finished by the end of this month.
他要求这个月底完成工作。
She insisted that her mother send her to a dancing school.
她要求她妈妈送她到舞蹈学校学习。
insist有时可用作不及物动词。
-Let me pay.我来付钱吧。
-All right,if you insist.那好吧，如果你坚持的话。
I'll go with you if you insist.
如果你坚持的话，我就跟你一块去。
insist vt.坚持认为，硬说
此时后接that从句，但从句中的谓语动词不能用虚拟语气。
He insists that the answer is right.
他坚持认为答案是正确的。
She insisted that she needed no help.
她坚持说她不需要帮助。
2.supply vt.提供，供应
supply sth.to/for sb.或supply sb.with sth.“给某人提供某物”
In Britain milk is supplied to each house in bottles.
在英国牛奶是以瓶装的形式送到各家的。
The school supplies books to the students.
→The school supplies the students with books.
学校为学生提供书籍。
Miss Wang is well supplied with money.
王小姐很有钱。
supply n.供应，供给；供应品，生活用品
The water supply in this town is good.
这个城镇的水供应很好。
They sent some medicine supplies for the old.
他们为老年人提供了一些药品。
England largely depends on other countries for her food supplies.
英国主要依靠别的国家来供给食物。
a supply of或supplies of “大量的”
Bring a large supply of food with you.
请你带上大量的食物。
The cupboard has a good supply of books.
这个橱子里有很多书。
The bear has stored supplies of fat in its body.
熊在身体里储存着大量的脂肪。
Unit17
§2.1词句贯通
1. ability n.能力；才能；才智
I doubt his ability to do the job.
我认为他没有做这项工作的能力。
She has the ability to speak English fluently.
她能流利地说英语。
Alice is a woman of great ability.
艾丽丝是个很有才能的妇女。
Writing a novel is beyond my abilities.
写长篇小说非我才能所及。
2. guidance n.指引；引导
I need guidance on this matter.
这件事我需要有人指导。
I need some guidance with my studies.
我需要有人指导我的学习。
Under his guidance I managed to solve the problem.
在他的指导下，我设法解决了那个问题。
I learned how to ski under his guidance.
我在他的指导下学习滑雪。
3. sympathy n.同情；同感；赞同
If this is true I can only give you all my sympathy.
如果这是真的，我只能向你表示同情。
When her husband died,she received manyletters of sympathy.
她丈夫去世后，她收到了很多慰问信。
have/feel sympathy for/with sb.同情某人
They don’t feel much sympathy for me.
他们不大同情我。
He has no sympathy with them in their suffering.
他不同情他们的苦难。
in/with sympathy同情地
He patted me on the shoulder in sympathy.
他同情地拍了拍我的肩膀。
She looked at the poor kids with sympathy.
她同情地看着那些可怜的孩子。
be in sympathy with赞同，同……一致
On that point I’m in sympathy with him.
在这一点上我同他一致。
They are in sympathy with your views.
他们赞同你的观点。
4. encouragement n.鼓励；促进；赞助
He received a lot of encouragement from his teacher.
他的老师给了他很多鼓励。
All she needs is some encouragement.
她所需要的就是一些鼓励的话。
With the encouragement from his father,he went abroad.
在他父亲的鼓励下，他去了国外。
He gave me great encouragement to writ enovels.
他给了我很大的鼓励去写小说。
Their interest in my writing is a great encouragement to me.
他们对我的文章感兴趣对我是很大的鼓励。
encourage vt.鼓励；激励
We encouraged our baseball team with loud cheers.
我们大声欢呼来鼓励我们的棒球队。
encourage sb.to do sth.“鼓励某人做某事”
The teacher encouraged me to study abroad.
老师鼓励我们去国外学习。
My success encouraged me to continue.
我的成功鼓励我坚持下去。
encourage sb.in“鼓励/助长某人的……”
All the family encouraged the boy in his efforts to become a doctor.
全家人都鼓励这个孩子努力成为医生。
Don’t encourage him in his idle ways.
不可助长他懒惰成性。
5. impair vt.损害；损伤；削弱
Poor food impaired his health.
营养不足损害了他的健康。
The accident impaired his vision.
意外事故损伤了他的视力。
His work is impaired by stupid mistakes.
他的工作因愚蠢的错误而受损。
6.adjust vi.适应
adjust (oneself) to适应于
She soon adjusted (herself) to his way of life.
她很快适应了他的生活方式。
The body quickly adjusts itself to changes of temperature.
身体能很快自行调节以适应温度的变化。
You must adjust yourself to new circumstances.
你必须使自己适应新环境。
My eyes haven’t adjusted to the dark yet.
我的眼睛还没有适应黑暗。
adjust vt.调整；调节
You can adjust this desk to the height of any child.
这桌子可以调整以适应任何小孩的身高。
I have the brakes of my bicycle adjusted.
我请人调整自行车的车闸。
Will you adjust this clock? It’s slow.
这个时钟慢了，请你调一下好吗？
7. victory n.胜利，战胜
He has no chance of victory.
他没有获胜的机会。
Our team got the championship by 8 victories and 2 defeats.
我们球队以8胜2负的成绩获得冠军。
The game ended in a victory for our school.
比赛以我们学校获胜而结束。
注：victory常与介词over连用，意为“胜过某人”。
He thought he had scored a victory over James.
他认为他胜过了詹姆斯。
She won a narrow victory over her great rival in the tennis competition.
她在那次网球赛中险胜了她的强大对手。
He gained victory over the other candidates in the election.
他在那次选举中胜过其他候选人。
8. participate vi.参与；参加
Eighty-seven countries are expected to participate.
预计有87个国家参加。
participate in参与；参加
They actively participate in local politics.
他们积极参与当地政治。
Everyone can participate in this game.
人人都可以参加这个游戏。
Did you participate in that discussion?
你参加那次讨论了吗？
9. public adj.公众的；公共的
a public holiday节日，公共假日
a public phone公用电话
a public school公立学校
Don’t be so noisy;this is a public place.
请不要吵闹，这是公共场所。
make public公开；公布
The new economic policy will be made public early next week.
新经济政策将在下周初公布。
I don’t care to make this affair public.
我不介意将这事公之于众。
the public公众；群众；大众
Is the art museum open to the public?
这个艺术博物馆对公众开放吗？
In general,the public is/are against the new law.
总的来说，公众反对这项新法律。
in public公开地；在大众面前
He doesn’t like to speak in public.
他不喜欢在公开场合讲话。
She hardly loses her temper in public.
她很少在公众面前发脾气。
10. accessible adj.可以使用的；可以得到的；能进入的
The village is not accessible by car.
那个村子汽车无法抵达。
A telephone is put where it will be accessible.
电话要放在容易拿到的地方。
be accessible to sb.某人容易得到、了解、亲近
These documents are not accessible to the public.
这些文件是大众无法得到的。
This book is easily accessible to the young reader.
这本书是年轻读者容易懂的。
Our principal is accessible to the students.
我们校长容易和学生亲近。
§2.2发散思维
1. assist vt.援助；帮助
assist sb.with sth.帮助某人做某事
Two students assisted me with the experiment.
两个学生帮助我做这个实验。
She employed a woman to assist her with the housework.
她雇了一位妇女，帮她做家务。
assist sb.in doing sth.帮助某人做某事
He assisted my father in cleaning the car.
他帮我的父亲清洗汽车。
She asked us to assist her in carrying out the plan.
她请我们帮她实施那项计划。
assist sb.to do sth.帮助某人做某事
He assisted us to establish a new company.
他帮助我们成立了一家新公司。
A good dictionary will assist you to understand English.
好词典会帮助你理解英文。
assist in (doing) sth.帮助做某事
My father assisted in building our new house.
我父亲帮助我们盖新房子。
He thought he had a duty to assist in this movement.
他认为他有责任帮助这次活动。
2. sense n.感觉，意识；明智；常识；神智；意义
The five senses are sight,hearing,smell,taste,and touch.
五种感官是视觉、听觉、嗅觉、味觉和触觉。
She has a poor sense of direction.
她的方向感很差。
His speech left me with the sense that we would never be friends.
听他说话让我感到我和他绝对无法作朋友。
The old man has a good sense of humour.
那老人很幽默。
I have no sense of business.
我没有经商意识。
He is a man of good sense.
他是个通情达理的人。
She lost her senses when she heard the news.
她听到那消息后便昏了过去。
there is no sense (in) doing sth.做某事没有意义
I don’t think there is much sense in hanging about here.
我认为在此闲逛是没意义的。
There was no sense in making a child suffer like that.
让一个孩子受那样的罪是没有道理的。
make sense讲得通，有意义，能被理解；有道理，明智
No matter how you read it,this sentence doesn’t make (any) sense.
不管你怎么读，这个句子都讲不通。
It makes good sense to take care of your health.
照料好你的身体是很明智的。
Does it make sense to let little children play with matches?
让小孩子玩火柴明智吗？
Unit18
§2.1词句贯通
1.be tired of对……感到厌倦；对……不感兴趣
You’ll soon be tired of the game.
很快你就会对这种游戏感到厌倦的。
I am tired of the same old breakfast every morning.
我厌烦每天早上吃同样的饭。
She is never tired of talking about her clever son.
谈起她聪明的儿子，她不厌其烦。
2. reject vt.排斥；丢掉；抛弃
He rejected my offer of help.
他拒绝了我的援助提议。
I proposed to her but she rejected me.
我向她求婚，但被她拒绝了。
He tried to join the army but was rejected.
他试图参军，但没有被接受。
She rejected my suggestions.
她拒绝了我的建议。
She rejected the green apples.
她扔掉了那些不熟的苹果。
3. break away from摆脱；脱离
The thief broke away from the policeman and ran away.
那个贼挣脱警察逃走了。
He broke away from all his old friends.
他与所有的老朋友断绝了关系。
It is difficult to break away from a habit.
改掉习惯是很困难的。
It was not right for the South to break away from the Union.
南方脱离联邦是不对的。
4. possibility n.可能性；可能；可能的事
the possibility of success成功的可能性
the possibility of rain下雨的可能性
Is there any possibility of having a sunny weekend?
周末有可能会阳光明媚吗？
There is a possibility of his coming for Christmas.
他可能会来过圣诞节。
Is there any possibility that he will be elected chairman?
他有当选主席的可能吗？
There is quite a possibility that war may break out.
很有可能会爆发战争。
His retirement is a possibility.
他有可能退休。
5. attempt vt.尝试；企图
The prisoner attempted an escape but failed.
那个犯人企图逃走，但失败了。
They attempted a surprise attack.
他们企图偷袭。
They attempted to climb Mt. Everest.
他们试图攀登额菲尔士峰。
He attempted breaking the world record.
他试图打破世界记录。
attempt n.尝试，企图；企图杀害
He made an attempt to learn to ski.
他尝试着学滑雪。
He failed in his attempt to win first prize.
他试图获得头奖，但却失败了。
They made an attempt on the life of the president.
他们企图刺杀总统。
attempted adj.未遂的，意图的
an attempted murder/suicide
杀人未遂/自杀未遂
6. connection n.联系；因果关系；联结
There is no connection between the two incidents.
那两个事件之间没有关联。
Doctors say there is a connection between smoking and lung cancer.
医生们说抽烟与肺癌有关系。
He has connections with many important people.
他与很多重要人物有来往。
in connection with与……相关联，关于
She said nothing in connection with her marriage.
她绝口不谈与她的婚姻有关的事。
connect vt.连接，把……联系起来；接通（电源、电话等）
The road connects London and Edinburgh.
这条道路连接伦敦与爱丁堡。
Their families are now connected by marriage.
他们两家有联姻关系。
The operator will connect you with our sales department.
接线员会与你接通我们的销售部。
be connected with与……有联系，和……有关系
He is no longer connected with the Kane Company.
他已与凯恩公司没有关系了。
7. aware adj.察觉到的，感觉到的，知悉的。一般用作表语，后接of短语或从句。
He wasn’t aware of the danger.
他没有察觉到危险。
Smokers are well/quite aware of the dangers to their own health.
吸烟者很清楚吸烟会对他们自身的健康造成种种危害。
She became aware of footsteps hurrying after her.
她觉察到身后有匆忙的脚步声。
Are you aware that you have hurt her feelings?
你有没有察觉到你已经伤害她的感情了？
I became aware how she might feel.
我察觉到她会有怎样的感受。
He was aware that he had drunk too much.
他晓得他喝了太多的酒。
Are you aware how much this means to me?
你晓得这对我有多大意义吗？
8. respect vt.尊敬，尊重
Children ought to respect their elders.
小孩应该尊敬长辈。
Ihope you will respect her wishes.
我希望你能尊重她的愿望。
respect n.尊敬，尊重
I have (a) deep/great respect for him.
我对他非常尊敬。
He showed no respect for their rights.
他不尊重他们的权利。
respected adj.受人尊敬的
The teacher is greatly respected in this school.
这位老师在这个学校很受人尊敬。
9. application n.用途；应用；申请；申请书
The application of what you know will help you solve new problems.
应用你的知识可帮你解决新问题。
That rule has no application to this particular case.
那项条款不适用于这一特殊案例。
The invention has no practical application.
那项发明没有实际的用途。
The manager received twenty applications for the post.
该经理收到对这个岗位的20份申请。
They rejected his application of the membership.
他们拒绝了他成为会员的请求。
You should make an application to the embassy for a visa.
你应向大使馆申请签证。
§2.2发散思维
1. allow v.允许，容许
allow sb.to do sth.允许某人做某事
The nurse allowed him to stay in hospital for another two days.
那个护士准许他在医院再住两天。
allow doing sth.允许做某事
We don’t allow making noise here,so you must keep quiet.
我们不允许在这儿弄出噪音，请你保持安静。
allow vt.给予(时间、金钱)；同意给予。后常接双宾语。
He allows his wife $200 a month for clothes.
他每个月给妻子200美元买新衣服。
Allow me one minute in which to change my clothes.
请给我一分钟的时间让我换换衣服。
Please allow yourself an hour to get to the airport.
请给自己留出一小时的时间好赶往飞机场。
allow for顾及，考虑到
This journey usually takes 3 weeks,but you should allow for delays caused by bad weather.
这趟旅行通常需时三周，但是你应考虑到恶劣天气所造成的延误。
We must allow for the train being late-it always is.
我们必须考虑到火车会晚点，它一向如此。
You can’t make it in an hour;you must allow for the heavy traffic.
一个小时你是到达不了的，你要考虑到交通是很拥挤的。
2. otherwise adv.要不然，否则；另外，别样；在其他方面
He reminded me of what I should have otherwise forgotten.
他提醒了我，要不然我就忘了。
He thinks otherwise.
他是另外一种想法。
He thinks otherwise he’s a good worker.
从另一方面来说他是个好工人。
otherwise conj.(并列连词，同or else)否则，不然(常与虚拟语气连用)
You should go now,otherwise you’ll miss the bus.
你应该现在走，不然你就赶不上公交车。
Do come earlier next time,otherwise you’ll be punished.
下次一定早点来，否则就惩罚你。
He is old and sick,otherwise he would be working.
他年老有病，不然他会上班的。
otherwise adj.另外的，别样的；其他方面的
Some are wise,some are otherwise.
有些人贤明，有些人则不然。
His students in English are also his otherwise teachers.
这些人在英语方面是他的学生，可是在其他方面却是他的老师。
Unit19
§2.1 词句贯通
1.pay back偿还；报答；报复
Can you lend me some money? I’ll pay you back tomorrow.
你能借给我一些钱吗？我明天就还你。
He paid me back the 100 dollars he owed me.
他把欠我的100美元还给我了。
He paid the money back soon after he got a well-paid job.
他找到高薪工作后，很快就把钱还给了我。
Susan doesn’t know how to pay him back for his help.
苏珊得到他的帮助，不知如何报答。
He paid me back by not coming.
他没来，以示对我的报复。
2.mercy n.仁慈，怜悯，宽恕；侥幸，幸运
The general showed no mercy,and his prisoners were all killed.
那位将军没有仁慈，他所有的犯人都被处死了。
It’s a mercy that the accident happened so close to the hospital.
很侥幸，这次事故发生在离医院不远处。
have mercy on/upon sb.;show mercy to sb.
宽恕、怜悯某人
They have no mercy on the poor father and daughter.
他们不怜悯这对可怜的父女。
Have mercy on me,please.
请宽恕我吧。
beg for mercy 乞求/请求宽恕
He went down on his knees and begged for mercy.
他跪下来，乞求宽恕。
at the mercy of “任由……摆布，在……掌握中”
I shouldn’t like to be at the mercy of such a cruel man.
我不想任由这个残忍的家伙摆布。
They were lost at sea,at the mercy of the winds and waves.
他们在海上迷失了方向，任由风浪摆布。
We were at the mercy of the enemy.
我们的命运在敌人的掌握中。
3.envy vt.羡慕，妒忌
What a grand thing it is to be a musician! How I envy you.
当一名音乐家有多伟大啊!我真羡慕你。
envy后常接双宾语，构成envy sb. sth.“忌妒某人的……，羡慕某人的……”。
I envy you your health.
我羡慕你的健康。
I envied him his experience.
我羡慕他的丰富经验。
I don’t envy you your journey in this bad weather.
我不羡慕你的旅行，天气这么不好。
How I envy you your talent!
我真是羡慕你的才能哟!
4.tear up撕毁；取消
John tore up his test paper so that his father wouldn’t see his low grade.
约翰撕毁了他的试卷，生怕他爸爸看到他得了那么低的分数。
She tore up the letter angrily and threw it into the dustbin.
她气愤地撕毁了那封信，把它扔进了垃圾箱。
They tore up the agreement without any reason.
他们无缘无故地取消了那份协议。
5.swear v.发誓；宣誓；断言；保证
They swore eternal friendship.
他们发誓友情不渝。
He swore never to drink.
他发誓绝不再喝酒。
He swore to tell us the truth.
他发誓给我们说实话。
He swore to be faithful to us.
他发誓效忠我们。
He swore his story was true.
他发誓他所讲的是真实的。
I swear that you are wrong.
我断言你错了。
swear to having done sth.
发誓说做过某事，坚持说做过某事
He swore to having been there then.
他发誓说当时他在那里。
I swore to having paid for the goods.
我发誓说已付了货款。
6.declare vt.宣布；声明
The new government declared a state of war with Germany.
新政府宣布与德国处于战争状态。
Jones was declared the winner of the match.
琼斯被宣布是这场比赛的胜者。
India declared her independence in 1947.
1947年印度宣布独立。
She declared that she didn’t want to see him again.
她声明她再也不想见他。
The Chinese government declared that Taiwan is part of China.
中国政府声明，台湾是中国的一部分。
declare sb./sth.(to be)…“宣布成为……；声明是……
He declared himself to be a member of their Party.
他宣布加入他们的党派。
His actions declared him to be an honest man.
他的行为表明他是个诚实的人。
7.court n.法庭，法院；开庭；球场
The court found him guilty.
法庭发现他有罪。
The prisoner was brought to court for trial.
那个犯人被带上法庭接受审判。
The case was settled out of court.
该案件在庭外解决了。
Several cases await trial at the next court.
下次开庭有几个案件等着审判。
He met her at the tennis court.
他在网球场见到了她。
Are all the players on court yet?
所有球员都到场地了吗？
take sb.to court 对某人起诉，控告
She decided to take him to court.
她决定控告他。
注：court很多情况下不加冠词。
8.murder vt.谋杀；杀害
He murdered the old woman for her money.
他杀害了那位老妇人以获取她的钱财。
He murdered his rival in cold blood.
他残忍地杀害了他的对手。
Gandhi was murdered by an Indian who opposed his views.
甘地被一位反对他的主张的印度人所杀害。
murder n.谋杀；凶杀；凶杀案
a case of murder一起凶杀案
an attempted murder杀人未遂
commit murder犯杀人罪
She cried,“Murder!”她大喊：“杀人了!”
He was convicted of murder and sentenced to life imprisonment.
他承认杀人，被判终身监禁。
There were three murders in one month.
一个月之内发生了三起凶杀案。
The number of murders is rising in San Francisco.
在旧金山，凶杀案的数量在不断增加。
9.immediately adv.立刻；马上
He came home immediately after work.
他一下班就马上回家。
I wrote back to her immediately.
我立刻给她写了回信。
immediately conj.一……就……
Immediately he came home,I told him about that.
他一回家，我就告诉他那件事了。
She recognized me immediately she saw me.
她一看到我就认出了我。
I left immediately the clock struck twelve.
12点的钟声一响我就离开了。
10.conflict n.冲突；战斗
Nations must not settle their differences by armed conflicts.
各国不应通过武装冲突解决国家之间的分歧。
There is no conflict between church and state in Britain now.
在英国教堂与政府之间已不存在矛盾。
You should avoid conflict with your neighbors.
你应避免与邻居争执。
come into conflict with与……冲突；与……有矛盾
The two sides came into conflict last week,causing 5 people dead and many injured.
双方上周发生了冲突，造成5人死亡，多人受伤。
The husband often comes into conflict with his wife.
这位丈夫经常与妻子发生矛盾。
in conflict with与……冲突；与……有矛盾
My interests are in conflict with theirs.
我的利益与他们的冲突。
His words are in conflict with his actions.
他的言行不一致。
§2.2 发散思维
1.as far as
①到某一指定地点；远达
He walked as far as the post office.
他一直步行到邮局。
I’ll see you off as far as the airport.
我将一直送你到飞机场。
②同样的距离
We didn’t go as far as others.
我们没有别人走的那样远。
③(程度，范围)就……而言；至于，尽……
As far as I know,he isn’t coming to the party.
就我所知，他不会来参加这次聚会。
I’ll help you as far as I can.
我将尽我所能帮助你。
This is as far as we go.
我们到达终点了。
as/so far as…be concerned就……而言
As far as I am concerned,I cannot object to your marriage.
就我个人而言，我不反对你们的婚事。
As far as he is concerned,he can’t afford such an expensive car.
就他而言，他买不起这么贵的汽车。
2.order vt.命令；下令
order后可接名词作宾语。
The chairman ordered silence.
主席要求大家安静。
order sb. to do sth.命令某人做某事
The policeman ordered the drunken man leave the shop.
警察命令那个醉汉离开商店。
The doctor ordered me to take a rest for a week.
医生指示我要我休息一周。
She ordered the baggage to be brought to her room.
她吩咐把行李搬进她的房间。
order后可接that从句，从句中的谓语动词用“should+v.”形式，should可省略。
The king ordered that the man be released.
国王下令释放那个人。
The officer ordered that the guns be fired.
军官下令开炮。
order有时可与某些副词或介词短语连用。
He ordered me away.他命令我走开。
The father ordered his son out of the house.
父亲要儿子离开家。
Unit20
§2.1词句贯通
1.curiosity n.好奇；好奇心
She’s full of curiosity.
她充满好奇。
I have very little curiosity about her private life.我对她的私生活极少好奇。
He did it from curiosity.他因好奇做了那件事。
Looking up,I saw his eyes fixed on me in curiosity.
抬头一看，我看到他在好奇地看着我。
She has a burning curiosity to know the secret.
她很想知道那个秘密。
There are some who show great curiosity about other people’s affairs.
有些人就是特别喜欢打听别人的事。
The boy was dying of a curiosity to know what was in the box.
那少年极渴望知道那箱子里到底装了什么东西。
2.decoration n.装饰；装潢
The vase is just for decoration.
那个花瓶只是为了装饰。
The decoration of the bedroom was done by my wife.
卧室的装饰是我太太做的。
We put Christmas decorations on the tree.
我们将圣诞节装饰品挂在树上。
decorate vt.装饰；修饰
She decorated her room with flowers.
她用鲜花装饰她的房间。
All the walls of his room are decorated with pictures of rock singers.
他房间的每面墙壁上都挂着摇滚歌手的照片作为装饰。
How much will it cost to decorate the house?
装修这间房子要花多少钱？
3.date back to追溯到；上溯到
This building dates back to 1823.
这栋建筑是1823年所建。
This custom dates back to the 16th century.
这风俗起源于16世纪。
This town dates back to Roman times.
这个城镇可追溯到罗马时代。
4.in terms of就……而言；从……角度；根据；按照
A 200-year-old building is very old in terms of American history.
从美国历史来看，2的建筑是很古老的了。
In terms of natural resources it is one of the poorest countries in Western Europe.
就自然资源来说，它是西欧最贫乏的国家之一。
In terms of money we’re quite rich,but not in terms of happiness.
从金钱的角度来说，我们是很富有，但从幸福的角度来说，我们不富有。
5.technical adj.技术的；工艺的；专业的
He has had good technical training.
他受过良好的技术培训。
The violinist has technical skill but not much feeling.
这位小提琴手技巧不错，但缺乏感情。
At a technical college students learn such subjects as engineering,building,etc.
在技校，学生学习诸如工程、建筑等课程。
This process needs a high level of technical skill.
这一过程需要很高的技术水平。
This is a technical magazine.
这是一本专业杂志。
The book is too technical for the general reader.
这本书太专业，不适合一般读者。
6.root n.根源；来源；根
The love of money is the root of all evil.
爱钱乃万恶之源。
The root of the problem is that we didn’t have much training.
问题的根源是我们当时的训练不够。
His absence is the root of the trouble.他没来，这是麻烦的根源。
The root of a plant grows deep into the soil.植物的根扎在土壤的深处。
Trees often have deep roots.树通常有很长的根。
have root(s) in…起源于……
His unhappiness has its root in his boyhood.
他的不幸起源于他的少年时代。
7.climate n.气候；(具有某种气候的)地区
The climate of Italy is milder than that of Britain.
意大利的气候比英国的温和。
We have a tropical climate here.
我们这里是热带性气候。
He couldn’t stand that terrible English climate.
他忍受不了英国那种糟糕的天气。
I like to live in a warm climate.
我喜欢住在温暖的地区。
The doctor suggested that she go to a drier climate.
医生建议她去一个气候较干燥的地区。
注：climate指某一地区长期的气象状态；特定日子的天气情况用weather。
8.dig up挖出；掘起
Father dug up an old coin in the garden.
爸爸在花园里掘到一枚古币。
Harry was digging up potatoes while George was picking plums.
哈里在挖土豆，而乔治在摘李子。
They dug the tree up by the roots.
他们把那棵树连根挖起。
9.accompany vt.陪伴；陪同；伴着；附带；伴奏
She often accompanies her friend to the concert.
她经常陪同朋友去听音乐会。
He was accompanied by his girlfriend.
他有女友陪着。
I’ll accompany you as far as the station.
我将陪你到车站。
She asked me to accompany her to the airport.
她要求我陪她到机场去。
Strong winds accompanied the rain.
强风伴着雨来。
Thunder accompanies lightning.
雷随闪电而来。
Tom accompanied his speech with gestures.
汤姆在演讲时做手势。
The singer was accompanied on the piano by her husband.
那名歌手由她的丈夫以钢琴伴奏。
§2.2 发散思维
1.find n.发现；发现物
find作名词，一般指财宝、矿藏等的发现，也可指通过发掘而得来的或偶然获得的贵重物品，通常作可数名词。
This old painting is quite a find.
这张旧画是一个重大的发现。
He knew he had made a find.
他知道他发现了宝物。
I had a great find in a second-hand bookshop yesterday.
昨天我在二手书店发现了一本很有价值的书。
She made a find in that antique shop.她在那家古玩店发现了一个宝物。
That old table was a real find.那张旧桌子真是一件宝物。
The cave paintings are the finds of the century.这些洞穴绘画是世纪之发现。
2.spare adj.业余的；闲暇的；备用的
a spare tyre备用轮胎
a spare room备用房间
What do you usually do in your spare time?
业余时间你都做些什么？
spare v.①留出，挤出，腾出，匀出
Can you spare me five minutes? I want your advice.
你能抽出五分钟时间吗？我想听听你的建议。
Father couldn’t spare the car,so John had to walk.
父亲腾不出车来，所以约翰只好步行。
Can you spare an extra ticket for me?
你能匀出一张票给我吗？
②省去，不用
Use the telephone and spare yourself a visit.
打个电话吧，省得再跑一趟。
I want to spare him the trouble of seeing me off at the airport.
我不想让他到机场给我送行。
③（用于否定句）吝惜，舍不得
spare no effort/no trouble不遗余力，努力
He didn’t spare any effort on his studies.
他很努力地学习。
No trouble was spared to make sure the guests enjoyed themselves.
（我们）已竭尽全力来保证客人们玩得开心。
④使免受（痛苦），不伤害，饶（命）
The doctor tried to spare him from pain.
医生尽量不让他受痛苦。
Take my money but spare my life!
把钱拿去，饶我一命吧!
to spare剩余的；常用作后置定语。
I caught the train with only a few minutes to spare.
我赶上火车时，就只剩下几分钟了。
We have just enough money to buy it,with 11 pence to spare.
我们刚好有足够的钱买下它，还剩11个便士。
unit11
§2.1词句贯通
1.significant adj.意义重大的，重要的，有意义的
a significant date 一个重要的日期
It is a significant change in the system.
这是制度上的重大改变。
The Olympic Games is a significant event for the country.
举办奥运会是对该国具有重大意义的事件。
Penicillin was an extremely significant medical discovery.
青霉素是一项极其重要的医学发现。
He gave her a significant look.
他意味深长地看了她一眼。
be significant of… 意味着，表示……
His silence was significant of his displeasure.
他的沉默显示了他心中的不快。
The laughter was significant of the crowd’s respect for the speaker.
这笑声表示观众对演讲人的尊敬。
2.likely adj.很可能的
①sb./sth.is likely to do sth. “某人或某事可能会……”
He is likely to win.他可能会赢。
Are we likely to arrive on time?
我们会按时到达吗？
It is likely to rain tonight.
今晚可能下雨。
An accident is likely to happen if you are not careful enough.
如不小心，你就可能出事故。
②It is likely that… “很可能会……”
Is it likely that he will arrive so late?
他可能会来得很晚吗？
It is not likely that she should have said so.
她不可能这么说。
adv.大概，或许，很可能；通常与most,very,quite等连用。
He will very likely pass the exam.
他可能会通过考试的。
Most likely his attempt will fail.
很可能他的尝试会失败。
3.private adj.私立的，私人的，非公开的
He attended a private school in town.
他曾就读于城里的一所私立学校。
You can get a private doctor to operate on him.
你可以找个私人医生为他做手术。
This is my private view.
这是我个人的看法。
He is here on private business.
他是因私事来这里的。
It’s wrong to read people’s private letters without permission.
未经允许看私人信件是不对的。
I wish to have a private talk with you.
我想私下与你谈谈。
in private“私下地，秘密地，不公开地”
It isn’t the sort of thing one should talk of in private.
这不是那种可以私下谈论的事情。
He can be very rude in private, though in public he’s usually polite.
他虽然在公共场合彬彬有礼，但私底下却很粗野。
4.grasp vt.抓住，抓牢，理解
He reached out, grasped my hand, and shook it.
他伸出手，抓住我的手握了一下。
He grasped her firmly by the arm.
他紧紧抓住她的手臂。
If you grasp the rope I will pull you up.
你抓紧绳子，我把你拉上来。
Grasp your chances while you can.
只要有可能，就要抓住你的机会。
You must grasp this opportunity to study abroad.
你要抓住这次出国学习的机会。
I didn’t quite grasp what he was talking about.
对他所讲的，我不太理解。
I grasped the main points of the speech.
我理解了这次讲话的要点。
5.set foot in到达，进入，踏上
I left him, determined never to set foot in that house again.
我离开了他，决心再也不踏进那个家门。
She had never set foot in a place as grand as this before.
她以前从没到过这么大的地方。
I’ll never set foot in Tokyo again.
我再也不会踏进东京一步。
6.failure n.失败[U]；失败的事或人[C]
Failure is the mother of success.
失败乃成功之母。
His plans ended in failure.
他的计划以失败而告终。
It was clear that the policy was a failure.
很明显，那项政策失败了。
But this plan, too, can be nothing but a failure.
但这项计划也只能会失败。
Gary was a failure as a football player.
作为一个足球运动员，加里是个失败者。
Success comes after many failures.
成功是源于很多次的失败后得来的。
7.locate vt.设置(机关、店铺等)，设立(工厂、办公室等)；确定……的位置
They decided to locate their new office in Hong Kong.
他们决定在香港设立新的办事处。
We located the island on the map.
我们在地图上确定那个岛的位置。
be located in/on… 坐落于……，位于……
Our school is located in the centre of the town.
我们学校坐落于市镇的中心。
The country is located in the southern part of Africa.
该国位于非洲南部。
8.luggage n.(总称)行李
He did not have much luggage.
他没有很多行李。
You are only allowed to take one piece of hand luggage onto a plane.
你只可携带一件手提行李上飞机。
They left their luggage at the station.
他们把行李忘在了车站。
注：luggage是不可数名词。
9.put forward提出，建议，推荐
He had no desire to put forward his plan.
他不想提出他的计划。
Are you serious in putting forward such a view?
你真的要提出这种观点吗？
The theory was laughed at when it was first put forward.
这个理论刚提出时，就受到了嘲笑。
We put him forward for the position of chairman.
我们推举他当主席。
10.announce vt.宣布，宣告，显示
He phoned me to announce his decision.
他打电话给我，宣布了他的决定。
The government announced its new economic policies.
政府发布了新的经济政策。
We have announced our engagement to some friends only.
我们只告知某些朋友有关我们订婚的事。
It has been announced that he will resign.
他已经将辞职的消息宣布了。
He announced that he would pay his debts.
他宣布他将偿还债务。
Please announce to your class that there will be no school tomorrow.
请告知你们班的学生明天不上课。
A warm sunshine announces the coming of spring.
温暖的阳光显示春天即将来到。
§2.2发散思维
1.rely on 依靠，依赖，信赖，指望
We may rely on his promises.
我们可以信赖他的诺言。
The man is not to be relied on.
这个人不可靠。
We must rely on our own efforts.
我们一定要靠自己的努力。
They rely heavily on us for help.
他们很依赖我们的帮助。
rely on sb.to do sth.指望某人做某事，相信某人会做某事
You can rely on Peter to do what he promises.
你可以相信彼特会做他答应做的事的。
I rely on her to pay back the money.
我相信她会还钱。
rely on one’s doing sth.指望某人做某事，相信某人会做某事
Don’t rely on my seeing you off.
不要指望我为你送行。
We can’t rely on his coming in time.
我们不能指望他会按时来到。
rely on it that… 相信……，指望……
You may rely on it that he will come to meet you.
你放心好了，他会来接见你的。
2.arrange vt.安排，筹划，整理，布置
I have to arrange my affairs before going away.
在走之前，我得把我的事情安排好。
Please arrange the books on the shelves.
请把架子上的书整理好。
She helped me arrange the flowers.
她帮助我养花。
The travel agency has arranged everything for our trips to Canada.
旅行社已为我们的加拿大之行准备好一切。
arrange to do sth. 安排做某事，预定做某事
I’ve arranged to see her tomorrow morning.
我安排明天上午会见她。
He arranged to meet us at the hotel at one o’clock.
他预定1点到宾馆与我们见面。
arrange for 安排，准备
I have to arrange for everything.
我必须准备好一切。
I’ll arrange for a car to pick you up at the airport.
我会安排一辆汽车到机场去接你。
They have arranged for another man to take his place.
他们已安排另一个人去接替他的位置。
unit12
§2.1词句贯通
1.collision n.碰撞，冲突
a head-on collision正面冲突或相撞
He was killed in a car collision.
他在一次汽车相撞中死亡。
His car had a collision with a bus.
他的车与公交车相撞了。
A collision with Parliament could ruin the government’s plans.
与议会的冲突可能会破坏政府的计划。
be in collision (with)/come into collision (with)(与……)冲突，相撞，发生矛盾
The two ships came into collision.
那两只船相撞了。
People with revolutionary ideas may find themselves in collision with the forces of the law.
想革命的人会发现他们自己与法律的势力水火不相容。
2.permanent adj.永久的，固定的，长期不变的
permanent peace 长久的和平
a permanent job 固定的职业
The drug may cause permanent brain damage.
这种药可能会引起永久性的脑部伤害。
This is my permanent address.
这是我的固定居所。
After doing odd jobs for a week, he got a permanent job.
做了一个星期的零工后，他找到了一份固定工作。
3.voyage n.航海，航行
The ship set out on a long voyage.
那艘船出发进行长途航行。
The voyage to England took seven days.
这次去英国的航行时间是七天。
We made a voyage to Australia.
我们航行到了澳大利亚。
He is now on the voyage home.
他正在返航途中。
David went on a voyage around the world.
大卫作了环游世界的航行。
When I give up work I shall make/take a long sea voyage.
我离职后要作一次长途航海旅行。
4.aboard adv.在船(飞机、车)上，上船，上飞机
All aboard!各位请上船(飞机、车)!
Welcome aboard!欢迎大家乘船(飞机、车)!
All 257 aboard died in the airliner crash.
那次飞机失事中，机上的257名乘客全部遇难。
We got aboard though the boat was crowded.
虽然船上很拥挤，我们还是上了船。
He came running along and climbed aboard just as the train was to pull out.
就在火车即将开动时，他跑过来了并爬上了火车。
5.gentle adj.温和的，温柔的，有礼貌的，文雅的
Mothers are always gentle with their children.
母亲对待孩子总是温柔体贴。
My new teacher is both gentle and encouraging toward me.
我的新老师对我既温和又鼓励。
Mary is very gentle; she never talks roughly.
玛丽很文雅，她从来不说粗话。
She was small, and gentle in her voice and movements.
她小巧玲珑，声音温柔，动作文雅。
She gave the baby a gentle pat on the back.
她在小孩的背上轻轻地拍了一下。
6.throw light on/upon使……显得非常清楚
The modern scientific development has thrown light on this question.
现代科学的发展已使这个问题明朗化。
Can you throw any light on the problem?
你能把这个问题阐述清楚吗？
The information throws light upon the mystery of Dr Bake.
这个信息可以解开贝克医生之迷。
7.matter n.事情，问题[C]；物质，内容[U]
a private matter 私事
the matter under discussion 讨论中的问题
Political matters interest him greatly.
他对政治问题深感兴趣。
It’s no laughing matter.
这不是开玩笑的事。
The world is made up of matter.
世界是由物质组成的。
Matter exists in three states: solid, liquid and gas.
物质以三种形态存在，即固体、液体和气体。
The matter in your essay is excellent.
你文章的内容写得很好。
8.phenomena n.[pl.]现象，奇迹(单数形式是phenomenon)
Rain and snow are phenomena of the weather.
下雨和下雪是天气现象。
The phenomena were observed by astronomers throughout the world.
全世界的天文学家都观测到了这种现象。
That’s a natural phenomenon.
那是一种自然现象。
An eclipse is an interesting phenomenon.
日食是很有趣的现象。
Beethoven was a phenomenon among musicians.
贝多芬是音乐家中的奇才。
A child who can play the piano at the age of two would be called a phenomenon.
两岁就能弹钢琴的小孩可称为奇才。
9.labour n.努力；劳动，劳动果实
mental labour 脑力劳动
physical labour 体力劳动
Workers are paid for their labour.
工人以劳动获得报酬。
His new book is the product of some three years’ labour.
这本新书是他大约三年努力的成果。
It is labour to read the Bible through.
读完圣经是件相当吃力的工作。
10.hesitate vi.犹豫，迟疑，踌躇
She hesitated before picking up the phone.
她在拿起听筒前犹豫了一下。
She’s still hesitating about sending her son to college.
她对于要不要送儿子进大学一事仍然犹豫不决。
We seldom hesitate about where to stay in Paris.
去巴黎要住哪儿，我们很少有拿不定主意的情况。
Don’t hesitate to tell me if you have any requests.
如果你有什么要求，请告诉我，不要犹豫。
I hesitate to ask you, but will you recommend me for the post?
向你提要求真不好意思，请你推荐我去担任那项职务好吗？
hesitation n.犹豫，踌躇
without hesitation毫不犹豫
I had no hesitation in telling the truth.
我毫不迟疑地说出了实情。
§2.2发散思维
1.distance n.距离
当询问距离是多少时，要用what提问。
What’s the distance to London?
到伦敦的距离是多少？
distance的修饰语常用some,good,great,long,short等。
It’s a good distance away.
离得很远。
The villagers have to walk a long distance to get water.
村民们要走很远去取水。
distance常构成下列短语：
within walking distance“在步行可及的地方，几步之遥”
The park is within (easy) walking distance of my house.
公园离我家只有几步之遥。
My parents live within walking distance of me.
我父母住在我家附近。
at/from a distance (of)“从远处”
This picture looks better at a distance.
从远处看，这张画更好看。
Now and then he stepped back to look at his work from a distance.
他不时地退后几步从远处看一看他的作品。
One can see the ancient ruins at/from a distance of 20 miles.
人们从20英里之处就能看到这个古迹。
in the distance“在远处，远方的”
A ship could be seen in the distance.
可以看到远方有一艘船。
I made out three figures moving in the distance.
我看到远处有三个黑影在活动。
keep sb.at a distance “与某人保持一段距离，不很亲密”
Mr.Smith is kind to the workers in his store, but after work he keeps them at a distance.
史密斯先生对他商店的工人很好，但下班后却与他们不很亲密。
It was difficult to get to know her because she always kept everyone at a distance.
很难搞懂她，因为她总是与人保持一定的距离。
2.attention n.注意力，注意，留心，关心
It is difficult to hold the students’ attention for more than an hour.
要让学生们持续集中注意力达一个小时以上，真是很难。
This matter requires our close attention.
这件事我们必须密切注意。
He drew attention to the rising unemployment.
失业率日渐升高引起了他的注意。
We listened with attention to what he said.
我们倾听他所说的话。
My grandfather is over eighty and needs a lot of attention.
我的祖父年过八十，需要经常照顾。
The patient needed immediate attention.
这位病人需要立即治疗。
常构成的短语：
pay/give attention to 注意
attract/catch/draw/get one’s attention 吸引某人的注意
focus one’s attention on 集中注意力于
devote one’s attention to 专心于
turn one’s attention to 将注意力转向
unit13
§2.1 词句贯通
1.benefit vt.使受益，得益
The rain will benefit the crops.
这场雨对庄稼会有好处的。
The new hospital will benefit the entire community.
这所新医院将使整个社区受益。
He will benefit from the new way of doing business.
他将从这种新的经营方式中获益。
I benefited from my father’s advice.
我从父亲的建议中获益良多。
Benefit n.利益，益处
I got a lot of benefit from learning a foreign language.
我从学习外语中得到很多益处。
Did you get much benefit from the book?
你从那本书中受益很多吗？
of benefit to…对……有益处
That experience was of great benefit to me.
那次经历对我很有益处。
It proved of great benefit to me.
它确实对我很有益处。
Moderate exercise will be of benefit to you.
适度运动对你有益。
for the benefit of…为了……的利益
She went there for the benefit of her health.
她为了健康而去了那里。
The city library is for the benefit of the public.
市立图书馆是供大众用的。
We did so for the benefit of society.
我们是为了社会而这么做的。
2.disadvantage n.不利，不利条件
His poor eyesight was a disadvantage to him.
视力不佳是他的弱点。
These early sailing ships had certain disadvantages.
这些早期的轮船有一定的缺点。
It is a disadvantage not to be able to drive a car.
不能开车是不利条件。
at a disadvantage处于不利地位
I feel rather at a disadvantage talking to her,because she is so clever.
同她交谈我感到很不利，因为她很聪明。
His inability to speak English put him at a disadvantage at the international conference.
他因为不会说英文，所以在国际会议上处于不利的地位。
to one’s disadvantage对某人不利
Her height will be very much to her disadvantage if she wants to be a dancer.
如果她想当舞蹈演员，那么她的身高对她很不利。
3.entertainment n.娱乐；招待
the entertainment business娱乐业
A cinema is a place of entertainment.
影院是娱乐场所。
The city offers all kinds of entertainment for the young and the old.
这个城市为年轻人和老年人提供各种娱乐活动。
Going to the zoo is exciting entertainment for the whole family.
去动物园是令全家人兴奋的活动。
The hotel is famous for its good entertainment.
这家宾馆因对客人招待周到而闻名。
She was busy preparing for the entertainment of the guests.
她忙着准备接待客人。
4.property n.特性，性质；财产，资产
This plant has the property of healing burns.
这种植物有治疗烫伤的特性。
Soap has the property of removing dirt.
肥皂有去污的特性。
Steal is a metal with the property of great strength.
钢的性质是具有坚韧性。
This is my private property.
这是我的私人财产。
Do you know who he left all his property to?
你知道他把全部财产留给谁了吗？
The police found some stolen property hidden in the thief’s house.
警察在那个窃贼的家里发现了一些偷来的财产。
5.range vi.(在一定范围内)变动，变化；分布；涉及
The prices of the dolls range from $5 to $100.
那些布娃娃的价格从5美元到100美元不等。
The pupils’ages range from seven to fourteen.
这些学生的年龄自7岁到14岁。
The temperature ranges from 15 to 35 degrees.
温度在15度到35度之间变化。
This plant ranges from France to Italy.
这种植物分布于法国至意大利。
The discussion ranged over various problems.
那次讨论曾谈到种种问题。
His studies range over several subjects.
他的研究涉及好几个科目。
n.(变动的)范围
the range of a thermometer温度计的升降幅度
the price range价格的变动幅度
The age range is from six months to twelve years.
年龄范围自6个月到12岁。
6.available adj.可用的，可得到的
We must employ all available means to save the boy.
我们必须使用一切可用的方法来拯救这个孩子。
That book is not available in Hong Kong.
那本书在香港买不到。
Is the library available during summer vacation?
图书馆暑假期间可用吗？
These facilities are available to members only.
这些设施仅供会员使用。
There is only a little money available for the trip.
这次旅行只有少量的钱可供花用。
These products are readily available for consumers.
这些产品消费者可轻易买到。
No suitable job is available.
没有适当的工作。
Are you available this evening?
今晚你有空吗？
She was not available for the interview.
她没空接受采访。
7.relationship n.关系，联系，亲属关系
There is a relationship between the moon and the tides.
月亮和潮汐有关系。
She has a very good relationship with her students.
她与学生的关系很好。
What is your relationship to the manager?
你跟经理是什么关系？
“What’s your relationship to Alice?”“She is my wife.”
“你与爱丽丝是什么关系？”“她是我太太。”
I have established a relationship with the president.
我与总裁建立了良好的关系。
8.float v.(使)漂浮；浮现
Wood floats on water.木头会浮在水上。
The balloon floated on high.
气球在上空漂浮。
Clouds were floating across the blue sky.
云正飘过蓝天。
They floated the logs down the river.
他们让那些木头顺河漂下。
The body was floated to shore by the current.
那具尸体被潮水冲到岸边。
The sight floated before my eyes.
那情景浮现在我眼前。
Strange ideas floated through my mind.
奇怪的念头浮现在我的脑海里。
9.absorb vt.吸收，吸取，理解
This paper absorbs ink well.
这种纸吸墨力很强。
Black cloth absorbs light.
黑色布料吸收光线。
Did you absorb everything the professor said?
教授说的你全部理解了吗？
absorb vt.使全神贯注，使专心(常用于被动语态)
The task absorbed all his energies.
他把全部精力投入在工作上。
be absorbed in…全神贯注于……
He was absorbed in the book.
他全神贯注于书本。
She was absorbed in deep thought.
她陷入深思。
10.bottom n.底面，物体的最低部位
There was some jam left in the bottom of the pot.
罐底还留下一些果酱。
The bottom of the glass is wet.
玻璃杯的杯底是湿的。
The ship sank to the bottom of the sea.
那艘船沉到海底了。
He is always at the bottom of the class.
他在班上总是垫底。
She started at the bottom of the company.
她从该公司的最底层干起。
from the bottom of one’s heart
衷心地，发自内心地
I congratulate you from the bottom of my heart.
我衷心地祝贺你。
§2.2 发散思维
1.massn.质量；团，块；大量
The mass of a piece of lead is not changed by melting it in theory.
理论上，铅被熔化后其质量不变。
Einstein studied the relation of energy and mass.
爱因斯坦研究了能量与质量的关系。
There were great masses of clouds in the sky.
天上有大块大块的云团。
Someone left a mass of rock in the yard.
有人在院子里放了一些岩石。
a mass of…/masses of… 大量的，许多
a mass of letters一堆信件
masses of books成堆的书
masses of money大量的钱
She has a mass of things to do.
她有一大堆的事情要做。
A mass of tourists came into the city.
大量的游客来到这个城市。
I have masses of work to do.
我有大量的工作要做。
the mass of… 大部分，大多数
The mass of modern people are influenced by television.
现代人大多受到电视的影响。
2.sensitiveadj.敏感的，灵敏的，容易生气的
Don’t be so sensitive;I was only joking.
不要那么敏感，我只是开开玩笑。
be sensitive to… 对……敏感
She is very sensitive to the cold.
她对冷非常敏感。
My leg is sensitive to changes in temperature.
我的腿对温度的变化很敏感。
The eye is sensitive to light.
眼睛对光很敏感。
be sensitive to/about… 介意……，在乎……
You should not be so sensitive to criticism.
你不该对别人的评价那么在乎。
She is very sensitive about her appearance.
她对自己的相貌很在乎。
Some students are especially sensitive about making mistakes.
有些学生对出错很是在意。
unit14
§2.1 词句贯通
1.prison n.监狱
The murderer went to prison last week.
那个杀人犯上周进了监狱。
The criminal’s wife went to the prison to visit her husband.
那个犯人的妻子去监狱探望了她的丈夫。
He is in prison now.That’s why we haven’t seen him for months.
他在坐牢，所以我们好几个月没见到他了。
It was reported that four men escaped from prison yesterday.
据报道，昨天四个人越狱逃跑了。
put…into prison把……投进监狱
The police arrested many people and later put them into prison.
警察逮捕了很多人，之后把他们关进了监狱。
He broke the law,and therefore was put into prison.
他违反了法律，所以被关进了监牢。
2.forbid vt.禁止，不让
forbid sb.to do sth.“禁止某人做某事”
I forbid you to stay out after midnight.
我禁止你半夜后仍待在外面。
It was useless to forbid children to play in the park.
禁止孩子在公园里玩是没用的。
“May I use your car?” “No,I forbid you to.”
“我可以用你的车吗？”“不可以，我不让你用。”
forbid sth./doing sth.“禁止（做）某事”，常用于被动语态。
Her father forbade their marriage.
她父亲禁止了他们的婚姻。
Smoking is forbidden in the concert hall.
这个音乐大厅禁止吸烟。
Walking on this grass is forbidden.
禁止在这块草地上走动。
3.soul n.灵魂；精神；气魄
Do you believe in the immortality of the soul?
你们相信灵魂不灭吗？
We prayed for the souls of the dead.
我们为死者的灵魂祈祷。
She puts her whole soul into her work.
她全心投入她的工作。
He put his heart and soul into the painting.
他全心全意地画那幅画。
keep body and soul together维持生活，糊口
He really doesn’t earn enough to keep body and soul together.
他挣不够足够的钱维持生活。
4.march vi.行进；行军；进展
The troops marched along the street.
军队行进在大街上。
The mayor marched at the head of the parade.
市长走在游行队伍的前头。
She marched upstairs without saying a word.
她一言不发，快步走上楼去。
The soldiers have marched 30 miles today.
那些士兵今天已经行军30英里。
march on前进，行进
I saw a group of soldiers marching on toward that mountain.
我看到一队士兵向那座山里进发了。
n.游行；行进；行军
The students will have a march after the match.
比赛结束后，学生们要举行游行活动。
They reached the camp after three days’ march.
行进了三天后，他们到达了营地。
on the march在行进中，在进行中，在进展中
The soldiers are on the march.
那些士兵在行进中。
Civilization is on the march.
文明在发展中。
5.separation n.分离，隔离
His separation from his family made him very sad.
与家人的离别使他很伤心。
She couldn’t bear the thought of separation from her children.
想到要与孩子分离，她就忍受不了。
They were pleased to meet after such a long separation.
久别重逢令他们很高兴。
We are together again after a separation of three years.
离别三年后，我们又在一起了。
separate vt.分离，隔离
Separate those two boys who are fighting.
把那两个打架的孩子分开。
This river separates England and Scotland.
这条河把英格兰与苏格兰隔开了。
separate…from…将……与……分开
England is separated from France by the English Channel.
英吉利海峡将英国与法国分开了。
Please separate the good apples from the bad ones.
请把好苹果与坏苹果分开。
separate常用于被动语态，表示“与某人分手、离婚、失散。如：
Were you separated from your wife?
你和你妻子离婚了吗？
They got separated in the crowd.
他们在人群中失散了。
6.vote n.选举，投票，选举权
The captain of the team was elected by the vote of the members.
队长由队员投票选出。
A vote on this matter will be taken at the end of the discussion.
这件事讨论到最后就进行表决。
His motion came to the vote.
他的动议被提交表决。
There are still countries in the world where women do not have the vote.
世界上仍有一些国家的妇女没有选举权。
The law was passed by 205 votes to 112.
这项法律以205票对112票通过。
vote v.选举，投票
In those days women couldn’t vote.
那时候妇女无权投票。
vote on sth.就……投票表决
Now we will vote on this question.
现在我们对这个问题投票表决。
vote for/against…投票赞成/反对……
Most of the Republic Party voted for the measure.
大多数共和党议员对那些措施投了赞成票。
He voted against the plan.
他对该计划投了反对票。
vote to do sth.投票去做……
We voted to accept the proposal.
我们投票决定接受这项提案。
vote that…投票决定……(that从句中的谓语动词常用“should+动词原形”，should可省略)
The committee voted that the game should be put off.
委员会投票决定比赛延期。
7.demand vt.要求，请求；查问
I demanded a clear answer.
我要求一个明确的答复。
The captain came down and demanded to know what was going on.
船长下来查问出什么事了。
He demanded to be told everything.
他要求告诉他一切。
demand后可接that从句，从句中用虚拟语气“（should）+动词原形”。
The head teacher demanded that we (should) clean the blackboard before every class.
班主任要求我们每节课前要擦干净黑板。
They demanded that the right to vote be given to every adult man.
他们要求给每个成年人选举权。
注：不可说demand sb.to do sth.“要求某人做某事”。
demandvt.需要
This sort of work demands great patience.
这种工作需要很大的耐心。
The work demands your attention without delay!
这项工作要求你立刻关注。
demandn.需要；要求
demand for 对……要求；对……的需要
The workers’demand for higher wages seems reasonable.
工人们要求增加工资似乎是合理的。
Is there much demand/a great demand for teachers in this town?
这个城镇急需教师。
be in (great) demand (迫切)需求
Oil is in great demand these days.
现在对石油的需求很大。
His records are always in demand.
他的唱片总是需求很大。
satisfy one’s demands 满足某人的需求。
It’s impossible to satisfy everyone’s demands.
满足每个人的需求是不可能的。
8.achieve vt.完成，达到
He achieved his goal.
他达到了他的目标。
She has achieved her ambition to become a writer.
她实现了成为一名作家的抱负。
Success is achieved by hard work.
成功是靠努力获得的。
No one can achieve anything without effort.
没有人能够不努力而有所成就。
I achieved all I hoped to do today.
我已经做完了今天我想做的事。
achievementn.成就，完成，达到，成功
make a scientific achievement取得科学成就
The achievement of success depends on hard work.
成功的获得有赖于努力。
9.arrest vt.逮捕，拘留，扣留
The police arrested the thief last night.
警察昨晚逮捕了那个贼。
He was arrested for robbery.
他因抢劫而被捕。
The policeman arrested the man for carrying a gun.
警察以携带枪支罪逮捕了那个人。
I was arrested that day for speeding.
那天我因开车超速而被扣留。
arrestn.逮捕，拘留，扣留
The arrest of the judge is reported on the front page.
法官被捕的报道刊登在了报纸的头版。
The police made several arrests last week.
上周警察拘捕了几个人。
under arrest被捕，被拘留
You’re under arrest.你被捕了。
I was told that the murderer was under arrest.
有人告诉我，那个杀人犯已经被捕了。
10.sort vt.整理，把……进行分类
While you are sorting your things upstairs,I’ll pack your books.
你整理楼上的东西，我来给你的书打包。
Sort these socks according to their sizes.
请按大小把这些袜子分类。
The boy was sorting the foreign stamps he had collected.
那孩子在整理他收集的外国邮票。
sort out整理好；挑出
She spent a happy afternoon sorting out her coins and cards.
她愉快地过了一个下午，整理她收集的硬币和贺卡。
He sorted out the papers to be thrown away.
他挑出要抛弃的文件。
§2.2 发散思维
1.form vi.形成，构成，出现
A plan began to form in his mind.
一个计划开始在他的脑海里形成。
Steam forms when water boils.
水沸腾时会出现蒸气。
Form vt.养成，培养；组成
Schooling helps to form a child’s character.
学校教育有助于孩子性格的形成。
It’s important to form good habits.
养成良好的习惯很重要。
The Chinese Communist Party was formed in 1921.
中国共产党是19成立的。
They formed a class for beginners last year.
去年他们为初学者组织了一个班级。
formn.表格；形式，形状，外形；（健康）状况，精神，心态
Fill in the form,please.请填一下这张表格。
Ice,snow and steam are three forms of water.
冰、雪和水蒸气是水的三种形态。
A dark form could be seen in the distance.
可以看到远处有个黑影。
be in form状况良好；be out of form状态不佳
If she is in form,she can win the match easily.
如果她状态良好的话，能轻松赢得这场比赛。
Smith is out of form and is unlikely to run in the 100-metre race tomorrow.
史密斯身体状况不佳，明天可能不参加100米的比赛。
in the form of以……形式
Cars pollute the air in the form of waste gas.
汽车以废气的形式污染空气。
Their diet contains a lot of fat in the form of butter,cream and chocolate.
他们的饮食含有大量的脂肪，是以黄油、奶油和巧克力的形式摄入的。
2.judge vt.审判，裁决；判断，断定
He will judge the case.
他将审理这个案子。
A blind man can’t judge colours.
盲人不能辨别颜色。
It’s difficult to judge people’s characters.
人的性格很难判断准。
I can’t judge whether you’re right or wrong.
我不能断定你是对还是错。
judge sb./sth.(to be)…认为某人（某事）……
I judged her to be about thirty years old.
我认为她大约三十岁。
We judged the distance to be about four miles.
我们认为这个距离大约是4英里。
judge…by/from…根据……判断
You can’t judge a book by its cover.
你不能根据封面来判断一本书。
You shouldn’t judge a person by what he wears.
你不能以穿着来判断一个人。
Don’t judge a person from his appearance.
不要以貌取人。
judging by/from…“依……来判断”，通常作独立状语。
Judging from what you said,he must be an expert.
以你说的来看，他定是一位专家。
Judging by his look,he doesn’t think much of our local wine.
从他的表情来看，他并不看好我们当地的酒。
unit15
§2.1词句贯通
1.every now and then/again不时地
Write me a post card every now and then.
请不时地给我写张明信片。
Every now and then a plane would take off.
不时会有一架飞机起飞。
He only comes to London every now and then.
他只是偶尔来趟伦敦。
Every now and again she wiped her eyes with a handkerchief.
她不时地用手帕擦一擦眼睛。
2.downtown adv.往城里，往市中心
Let’s go downtown this afternoon.
咱们今天下午去闹市区吧。
I went downtown to do some shopping today.
今天我到商业区购物去了。
They moved downtown last year.
他们搬到城里去了。
He lives downtown.他住在市区。
downtown adj.商业区的，闹市区的
He was born in downtown Tianjin.
他生在天津闹市区。
I work in a downtown office.
我在市区的一家公司上班。
The downtown traffic is very bad.
闹市区的交通很差。
3.surrounding n.（常用复数）环境，周围的事物
I’d like to bring up my child in healthy surroundings.
我想在健康的环境中养育我的孩子。
The hotel stands in picturesque surroundings.
宾馆四周的环境优美如画。
surrounding adj.周围的，附近的
the surrounding country近郊
the surrounding scenery四周的风景
surround v.包围；围绕
be surrounded with/by…被……环绕着
A crowd surrounded him.一群人围着他。
The school was surrounded by/with a fence.
学校四周围着篱笆。
Mystery surrounds the actress’s death.
女演员之死笼罩着神秘的气氛。
4.feast n.(感官、精神等的)享受；盛宴
The flower exhibition was a feast for the eyes.
看花展是件赏心悦目的事。
The classical music is really a feast for the ears.
这首古典乐曲令人大饱耳福。
a wedding feast喜宴
give/make/hold a feast举行宴会，设宴
There are no feasts in the world which do not break up at last.
天下没有不散的筵席。
The Queen invited them to a feast.
女王邀请他们参加庆宴。
The King made a great feast to his ministers.
国王大宴群臣。
5.dip n.(在江、河、湖、海中)洗澡，游泳
take a dip in the lake在湖里游泳
I will have a dip in the sea.
我要洗个海水浴。
dip v.浸泡，沾水
He dipped the pen into ink.
他把笔浸到墨水里。
The little girl dipped a piece of bread into her soup.
小女孩把一块面包泡到汤里。
dip into把手伸入；浏览，稍加研究
He dipped into his pocket to get his key out.
他把手伸进口袋掏钥匙。
I haven’t read that book carefully.I’ve only dipped into it.
我没有认真读过那本书，只是随便翻阅过。
I have been dipping into ancient history.
我一直在研究古代史。
6.shore n.滨，岸
They kept walking along the shore.
他们一直沿着岸边走。
There was an old house on the shore.
岸上有栋老房子。
They found a ship about 2 miles off the shore.
他们发现在离海岸2英里处有一艘轮船。
off shore在离岸的海里，在离海岸不远处
The boat is two miles off shore.
那艘船在离海岸两英里的海里。
on shore在岸上，在陆上
In the storm,many seamen wished they were on shore.
有暴风雨时，很多水手都希望在岸上。
They went on shore the moment the ship reached the harbor.
轮船一到港口，他们就上了岸。
7.budget n.预算(常与介词for连用)
a family budget家庭预算
the government budget for the coming year
下年度的政府预算
an advertising budget of $8000
八千美元的广告预算
introduce/open the budget提出预算方案
She made a monthly budget for her family.
她为家庭做了每个月的预算。
budget v.编制预算
He budgeted for buying a house.
他为买房子编制预算。
He saves a lot of money by careful budgeting.
他通过精打细算节省了大笔钱。
8.rate 价格；费用；速度；效率
The room rates at the hotel range from $10 to $35 per day.
那家宾馆的房间价格从10美元到35美元不等。
What’s the letter postage rate to foreign countries?
往国外寄信的费用是多少？
The train was going at a rapid rate.
那辆火车高速行驶。
They are walking at the rate of 4 kilometres an hour.
他们以每小时4公里的速度行进。
She can read at the rate of 100 words a minute.
她的阅读速度是每分钟100词。
The birth rate is under control in this country.
这个国家的出生率已得到控制。
The divorce rate is very high in the United States.
美国的离婚率很高。
at any rate无论如何，不管怎样；至少
At any rate I will come.无论如何我都会来。
She didn’t work very hard,but at any rate,she passed the test.
她不很用功，但至少她通过了考试。
at this/that rate如果是这样的话，如果这样继续下去的话
At this rate we won’t be able to buy a house.
照这情形来看，我们可能买不起房子。
9.sight n.情景，景象[C]；目光，视力，视野[U]
The sunset is a beautiful sight.
落日是很美的景象。
What a sad sight!多么悲惨的景象啊!
She has good/poor sight.她视力好(差)。
Keep out of my sight.不要让我看到你。
I watched him until he disappeared from sight in the distance.
我望着他直到他消失在远方。
a/the sight of看到，见到
The crowd waited for a sight of the Queen passing by.
人群等着看王后从这里经过。
The sight of a snake frightened her.
看到蛇把她吓坏了。
10.accommodation n.住处，膳宿(通常用复数形式)；方便，便利(不可数)
Please phone the hotel for accommodations.
请打电话给旅馆订房间。
This hotel has accommodations for 2 000 guests.
这家旅馆有容纳2000名客人的设备。
Can we find accommodations at a hotel for tonight?
我们今晚能找到旅馆住宿吗？
It would be an accommodation to me if you could come.
你若能来，对我而言真是好极了。
§2.2发散思维
1.disappointed adj.失望的，感到失望的
They were disappointed about/with/at/in the results.
他们对结果感到失望。
She was disappointed at not being invited to the wedding.
她由于未获邀请参加婚礼而感到失望。
She was disappointed of her purpose.
她因没有达到目的而感到失望。
I was disappointed that she was not able to come.
她不能来，令我很是失望。
disappointing adj.令人失望的；扫兴的
What disappointing news it is!
多么令人失望的消息!
It was disappointing not to be able to see her.
不能见到她真令人失望。
disappoint vt.使失望，使沮丧
The result disappointed me.
结果使我失望。
Her lack of success disappointed Mary.
她未能成功使玛丽很失望。
disappoint vt.使(计划、希望等)落空，受挫，辜负
The accident disappointed our plans.
这次意外事件使我们的计划落空。
disappoint a person’s expectation辜负某人的期望
2.guarantee vt.保证……免受损失或伤害；确保
guarantee sth.保证……
They guarantee this clock for a year.
他们对这个钟表保修一年。
I guarantee the success of the show.
我保证这场表演会成功。
guarantee sb.sth./guarantee sth.to sb.保证某人……
Buying a train ticket doesn’t guarantee you a seat.
买到火车票并不保证你有座位。
They guaranteed their workers regular employment.
他们保证长期雇用他们的工人。
guarantee to do sth.保证做某事
I guarantee to pay off his debt.
我保证付清他的债务。
I guarantee to be here tomorrow.
我保证明天来这里。
guarantee sth.(to be)…保证……是……
The art dealer guaranteed the picture (to be) genuine.
那个工艺品商保证这幅画是真品。
guarantee that…保证……
I guarantee that you will be satisfied with the result.
我保证你会对结果感到满意。
Who can guarantee that he will keep his word?
谁能担保他说话算数？
1. have sth. in common 2. a manned spaceship
3. in store 4. It is likely that…
5. be set up 6. the late 1990s
7. get started 8. make… a success
9. a growing number of… 10. master’s degree
11. come true 12. set foot in
13. run a company 14. together with
15. have an positive effect on 16. as well as
17. rely on 18. come to life
19. be filled with 20. The success is no accident.
21. put forward 22. make many breakthroughs
23. highly successful 24. aim at
25. over the past twenty years 26. It seems to be love at first..
27. deadly disease
Unit 12
1. make a living 2. applied science
3. the latest idea 4. remind sb. of…
5. lay the foundation of… 6. be considered impossible
7. at the beginning of… 8. It is believed that…
9. set out to do 10. in their efforts to survive
11. turn out to be… 12. on board
13. from that day on 14. be dressed in
15. find themselves surrounded
16. ever since 17. in the end
18. contrary to 19. in public
20. the search of 21. dream of
22. throw light upon 23. at the age of
24. at university 25. attract one’s attention
26. nothing else but… 27. It was… that… (强调句)
28. eight feet in height = eight feet high
29. slow down 30. cup up
31. light the flame of… 32. burn out
Unit 13
1. come up with 2. get started
3. benefit from 4. range from… to…
5. all the way up 6. be made up of
7. … that is… 8. break down
9. become/be available to… 10. mix with
11. even through 12. be measured in…
13. take advantage of… 14. give off
15. be sensitive to 16. add… to…
17. make life possible 18. depend on
19. It sounds as if 20. do sth. bad to sb.
21. play a trick on sb . 22. call in
23. turn out (to be) better 24. have fun
25. a variety of… 26. contribute to
Unit 14
1. give a speech 2. be put in prison
3. join hands 4. in the 1840s
5. be active in 6. as a result of
7. thousands of 8. make him famous
9. all over the world 10. mixed-race marriages
11. have no right to do 12. fight for / against
13. set an example to 14. Born in…, King went to…
15. achieve one’s goal 16. refuse to do
17. take the bus 18. separate…from…
19. It was… that… (强调句) 20. the following year
21. become law 22. from then on
23. of all times 24. struggle for
25. believe in 26. start with
27. go to university 28. ask for sth.
29. in modern times 30. have sth. in common
31. regardless of 32. come up with
33. at first sight
Unit 15
1. see fit 2. look into
3. every now and then 4. get the itch to do
5. spend… on… 6. feel the urge to do
7. stretch itself lazily along… 8. give sb. a glimpse of
9. next to 10. remind sb. that…
11. get tired of 12. cool off
13. be located in 14. breath-taking scenery
15. a wide variety of… 16. go on a trip
17. a far-away destination 18 find out
19. be a lot of fun 20. prefer to do
21. credit card 22. avoid doing
23. make a list 24. seasoned travel
25. travel light
Unit 16
1. ever since 2. deal with
3. be driven off 4. run deep
5. far behind 6. grow up
7. Despite… (名词) / Although… (句子)
8. lead sb. to do 9. take away
10. aim at 11. a series of
12. in the 1960s 13. in honor of
14. in vain 15. seem to do
16. be proud of 17. cultural diversity
18. be determined to do 19. be known for
20. once again 21. take the chance to…
22. disagree with sb. 23. look up
24. as a result 25. wok on
26. go on sale 27. live by
28. used to do 29. exist in huge numbers
30. grow to… 31. be forced to do
32. make agreements 33. be thought to…
34. die out 35. in turn
36. have an effect on 37. end up with
38. make use of
Unit 17
1. overcome difficulties 2. as if
3. win an award 4. Class is over.
5. get/move around 6. everyday things
7. get dressed 8. live a rich life
9. make a contribution to… 10. reach one’s goal
11. play a valuable role 12. realize one’s dream
13. live a meaningful and productive life
14. visually impaired 15. live with
16. accept them as they are 17. get used to
18. while… (虽然) 19. be gifted in
20. every four years 21. mentally disabled
22. take part in 23. It seems as if…
24. Be the best you can be. 25. fail to do
26. participate in 27. gain self-confidence
28. since then 29. at times
30. keep a positive attitude
Unit 18
1. environmentally friendly 2. be tired of
3. have sth. done 4. think of
5. throughout the history 6. come up with
7. It seems that… 8. highly valued skill
9. a matter of 10. allow for
11. get stuck 12. break away from
13. take another look at it 14. as with…
15. a series of… 16. make connections
17. be connected to… 18. be aware of…
19. keep trying 20. trail and error
21. Good ideas are no accident. 22. a great many
23. force sb. to do 24. all in the mind
25. part of our everyday life 26. We are said to do
27. do with 28. be similar to
29. A computer does keep information…
30. be different from 31. after all
32. allow sb. to do 33. not just…but
34. think about 35. now that
36. at such a high pace 37. make mistakes
38. try doing （试一试） 39. make up
40. keep track of…
Unit 19
1. take place 2. make a decision
3. give up 4. have mercy on sb.
5. promise to do 6. It’s useless doing
7. hope for sth. 8. be seated
9. a most troublesome case = a very troublesome case
10. be accused of 11. a consequence of…
12. ask for 13. do right / wrong
14. according to 15. cut off
16. tear up 17. swear to heave to do
18. do the deed 19. be in love with
20. at seat 21. at present
22. pay back 23. sign the agreement
24. so wise a head = such a wise head
25. at the mercy of 26. go down on one’s knees
27. (be) worthy of
Unit 20
1. be curious about 2. date back to
3. be dressed (in) 4. It was / is… that… (强调句)
5. a variety of 6. tend to do
7. on average 8. It’s not yet known…
9. be linked to 10. have a hand in…
11. in terms of 12. It is thought / believed that…
13. armed conflict 14. It has been proved that…
15. in the eyes of… 16. since then
17. as well as 18. a large quantity of…
19. serve as 20. in ancient times
21. look very much like 22. remind sb. of …
23. because of 24. have links with
25. dig up 26. be filled with
27. belong to 28. cover an area of…
Ⅰ、状语从句中的省略用法
一、如果从句的主语和主句的主语一致，且从句的谓语含有be动词的某种形式（am/is/are/was/were），可同时省略从句的主语和be动词的某种形式。
1、when，while引导的时间状语从句
e.g. Do be careful when (you are) crossing the street.When/While (I was) on my way to work, I met her.
2、if，unless，once引导的条件状语从句e.g. If (it is) properly treated, waste will do no harm to the environment.
I’ll not go to the party unless (I am) invited.
Once (you are) caught stealing in a supermarket, you will be punished.
3、though，although，whether，no matter whether/what/how/who等引导的让步状语从句
e.g. He was happy, though/although (he was) poor.Whether (she is) sick or well, she is always cheerful.
No matter how/However hard the task (is), we must fulfill it in time.（注：从句的主语和主句的主语不一致时，只省略从句中的be动词形式）
4、as if，as though引导的方式状语从句
e.g. He rubbed his eyes and yawned as if/though (he was) waking up after a long sleep.
He stood up as if/though (he wanted) to leave.（as if/though + to do表示一个将来的动作）
二、than，as引导的比较状语从句中的省略用法：
当不同的主语进行比较时，一般省略从句中的谓语；当从句中的主语与谓语（be动词除外）和主句中的主语与谓语相同时，通常省略从句中的主语和谓语，只保留比较部分。
e.g. He is taller than his brother (is).
I have as much as confidence in you as (I have confidence) in him.
三、以if从句为代表的状语从句中的特殊省略用法：通常省略了it is，that is，there is/are。
e.g. If (it is) possible/necessary, this old temple will be rebuilt.
If (that is) so, I will call you back at 5:00 pm.
There are only a few books in our school library, if (there are) any.
Ⅱ、定语从句中的省略用法
关系词的省略 关系代词that，which，whom等在限制性定语从句中充当宾语且不位于介词之后时，可以省略；in which或that在先行词way后作方式状语从句时可省略。
e.g. The man (that/who/whom) you visited last night is my grandpa.
I don’t like the way (in which/that) you treat the girl.
Ⅲ、虚拟语气中if及should的省略
1、当条件状语从句中有were，had，should等时省略if，把它们提至句首，形成倒装句。
e.g. If I were a teacher, I would be strict with my students.= Were I a teacher, I would be strict with my students.
2、Suggest，insist，order，require等表示建议、要求、命令的动词后接的名词性从句中，谓语动词常用“should+动词原形”，should可以省略。e.g. The doctor suggested that he (should) try to lose weight.
Ⅳ、不定式符号to的省略
1、感官动词see，hear，feel，watch等和使役动词have，make，let等后接不定式作宾语时，不定式省略to。
2、do nothing but，can’t help but等结构常接省略to的不定式。
e.g. We didn’t do anything but stay at home watching TV yesterday.
Hearing the news, she couldn’t help but cry.
3、在特定语境中为了避免重复，当不定式再次出现时，在want，wish，hope，try，plan，like，love，hate后往往只保留to，而省略后面的动词。但不定式后有be，have时，也保留be和have。
e.g. My parents encouraged me to go to college, but I didn’t want to.
Ⅴ、So和not的替代性省略
用于避免重复前面所说过的内容，替代词so/not替代肯定或否定的名词性从句。可与believe，do，expect，fear，guess，hope，say，speak，suppose，think，I’m afraid等连用
e.g. – Do you suppose he is going to attend the meeting? – I suppose not
Ⅵ、日常交际中的省略
在情景会话中，答语常常省略不会引起歧义的主语、谓语或宾语部分，而只保留对方希望了解的内容。在复合句或并列句中，也有省略主、谓、宾的情况。
e.g. – How many copies do you want? -- (I want) Three copies, please.
-- Have you ever been to the Great Wall? -- No, (I have) never (been to the Great Wall).
省略句用法专项练习
1、-Lucy，could you please spare me a few minutes?
-____，but I hope “a few minutes” won't turn into a few hours.
A. It doesn't matter B. That's kind of you C. I'm afraid not D. I guess so
2、-Hey，taxi!-_____-I want to go to the dentist's.
A. Good morning, sir. B. Nice to see you, sir. C. Where to, sir? D. What are you going to do, sir?
3、The doctor expresses his strong desire that the patient_____immediately.
A. be operated on B. operated on C. was operated on D. would be operated on
4、When he came back, he found the bag he had____over the seat was gone.
A. left to hang B. left hanging C. left hung D. to leave hanging
5、Liu Xiang spoke slowly to the Special Olympic competitors so as to have them____.
A. understand him B. to be understood C. be understood D. to understand him
6、-Are there any English story books for us students in the library?
-There are only a few, ____.A. if any B. if have C. if some D. if has
7、Francis, ____born in Kentucky, lived and practiced law in Missouri.A. was B. he was C. although D. but
8、-Does Betty know where her violin is?
-She saw somebody walking off with one, but she doesn't know____.
A. whose B. it C. whom D. which
9、-Aren't you the manager?-No, and I ____.
A. don't want B. don't want to C. don't want to be D. don't
10、-How are you getting on with your work?
-Oh, I'm sorry. Things aren't going so well as____.A. plans B. planning C. planned D. to plan
11、-What's the matter with you?
-I didn't pass the test, but I still____.A. hope so B. hope to C. hope it D. hope that
12、The doctor did what he could ___ the boy, but in vain.
A. save B. to save C. saving D. saved
13、-You look happy today, Mary.
-I like my new dress and Mother ___, too.A. likes B. does C. is D. do
14、-What happened to the boy? He was making so much noise.
-He wanted to play football, but his mother warned him ____.A. not B. to C. not to D./
15、____ for your brother, I would not have gone to see Mr. Wang.
A. If it is not B. Were it not C. Had it not been D. If they were not
参考答案：1-5 DCABA 6-10 ACACC 11-15 BBBCC
The water planet
Tasks which should be achieved in this unit:
a. Achieve language skills and related knowledge about the topic of water and the ocean.
b. Learn how to make suggestions and how to express opinions.
The water is being used to /for….
We should/ could….
If we …, we can ….
It would be better to …
c. Vocabulary in this unit:
benefit, disadvantage, range, available, pure, mass, float, absorb, stable, bottom;
d. Useful expressions:
benefit from, range from … to…., all the way, be made up of, that is, freezing point, break down, mix with, be measured in…, take advantage of…, keep … steady, manage to do.
e. Grammar:
Review Modal Verbs.
情态动词can, could, may, might, will, would, shall, should, must, can’t 等的用法。
1) can /could
Jin can speak English well. (ability)
Could you please show me the way to Beihai Park? (request)
2) may /might
May we see the awards for the teams? (permission; request)
She might give you some new clothing. (possibility)
3) will /would
The Spring Festival is the most fun. The whole family will come for dinner. (promise; agreement)
Often he would dress up like a rich man. (past habit; custom)
4) shall /should
The harvest festival begins on Saturday. We shall be there with our friends. (promise; agreement)
You should arrive at the airport two hours before he goes. (advice)
5) must /can’t
Wang Feng wins an award every year. He must be very strong (speculation)
You must be joking. That can’t be true. (guessing)
Teaching procedure:
Period 1.
Contents: Warming up & reading comprehension
Step 1.Warming up
Aim: Make students get to know something about water.
Step 2. Pre-reading
1.Show some pictures of making electricity, irritating in agriculture, transport by ships, etc,.
2.group work:
How is the water being used?
Step 3. While-reading
1.Scanning: Ss read scan the bold words in the passage and understand the structure of the passage.
How many parts are there in the passage?
2.Ss read and get the main ideas of each part.
Part 1(para1): the properties of water;
Part2(Para2): chemical structure of water---H2O
Part3(Para3): salinity----- the percentage of salt.
Part4(Para4): Density
Part5(Para5): heat capacity
Part6(Para6-7) Ocean motion
Step 4. After-reading
Finish the post-reading Ex on P21.
Step 5. Assignment
1. surf the internet and get more information about water and ocean using search engines like yahoo or baidu. ( or just input the key words like Jules Verne into the address column of IE)
2. discussion:
What will you prepare for writing an explanation of corals?
After discussion, work out an outline.
Period 2.
Contents: difficulties in the passage.
Step 1. Warming up
Ask some Ss to present their homework.
Step 2. Learning about the language:
Play the tape for students to follow.
Teacher explain some language points in the text on page 19--20.
1.Who benefits from using water in this way?
Benefit…from/ by…
This song reminds me of France.
Remind me to answer the letter.
I reminded her that the book would cost her much.
2. Life in the oceans ranges from the tiniest plankton all the way to giant like sharks and whales.
Range from… to…/ range between …. And…. 意为“从。。。。到。。。不等；在一定的范围内变化”，例如：
Temperatures here range from 10 to 30 degrees centigrade.
Prices range between ￡7 and ￡10.
His interests ranged from chess to canoeing.
3. The two hydrogen atoms form a polar molecule, that is, one with a slightly positive end and one with a slightly negative end.
That is 用作插入8，意为“那就是，即”
My birthday is a week later, that is, March 1st.
John is a New Yorker, that is , he lives in New York.
4. The nutrients in whatever falls into the ocean will quickly become available to other living creatures.
Whatever 引导名词性从句作宾语。
Tell me whatever is troubling you.
She is always succeeds in whatever she tries.
5. Marine animals and plants take advantage of the density of water.
Take advantage of “利用，欺骗”
Taking advantage of his friends, Mr. Li was scolded.
He always takes advantage of mistakes made by others.
Step 3. Practice
Ss finish on page 14 by themselves and then check the answers.
Step 4. Assignment
1. Learn the useful expressions by heart.
2. Finish Ex1 –3 on page 96-97 on WB
3. read the whole passage aloud.
Period 3.
Contents: Grammar; talking and speaking
Step 1. Revision
Check the answers of Ex 1 – 3 on page 96-97.
Step 2. Review Modal Verbs.
1. 情态动词的语法特征
1）情态动词不能表示正在发生或已经发生的事情，只表示期待或估计某事的发生。
2）情态动词除ought 和have 外，后面只能接不带to 的不定式。
3）情态动词没有人称，数的变化，即情态动词第三人称单数不加-s。
4）情态动词没有非谓语形式，即没有不定式，分词，等形式。
2. 比较can 和be able to
1）can/could 表示能力；可能 （过去时用could）, 只用于现在式和过去式（could）。be able to可以用于各种时态。例如：
They will be able to tell you the news soon. 他很快就能告诉你消息了。
2）只用be able to的情况：
a. 位于助动词后。
b. 情态动词后。
c. 表示过去某时刻动作时。
d. 用于句首表示条件。
e. 表示成功地做了某事时，用was/were able to，不能用could。例如：
He was able to flee Europe before the war broke out. = He managed to flee Europe before the war broke out.
他在战争爆发之前逃离欧洲。
注意：could有时不表示时态
1）提出委婉的请求，（注意在回答中不可用could）。例如：
--- Could I have the television on? 我能看电视吗？
--- Yes, you can. / No, you can't. 可以/不可以。
2）在否定句、疑问句中表示推测或怀疑。例如：
He couldn't be a bad man. 他不大可能是坏人。
3. 比较may和might
1）表示允许或请求；表示没有把握的推测；may 放在句首，表示祝愿。例如：
May God bless you! 愿上帝保佑你！
He might be at home. 他可能在家。
注意：might 表示推测时，不表示时态，只是可能性比may 小。
2）成语：may/might as well，后面接不带to 的不定式，意为“不妨”。例如：
If that is the case, we may as well try.如果情况确实如此，我们不妨试一试。
典型例题
Peter ___come with us tonight, but he isn't very sure yet.
A. must B. may C. can D. will
答案B. 表可能性只能用may。此句意可从后半句推出。
4. 比较have to和must
1）两词都是'必须'的意思，have to 表示客观的需要，must 表示说话人主观上的看法，既主观上的必要。例如：
My brother was very ill, so I had to call the doctor in the middle of the night.
弟弟病得很厉害，我只得半夜里把医生请来。（客观上需要做这件事）
He said that they must work hard. 他说他们必须努力工作。（主观上要做这件事）
2）have to有人称、数、时态的变化，而must只有一种形式。但must 可用于间接引语中表示过去的必要或义务。例如：
He had to look after his sister yesterday. 他昨晚只得照顾他姐姐。
3）否定结构中：don't have to表示“不必”，mustn't表示“禁止”。例如：
You don't have to tell him about it. 你不一定要把此事告诉他。
You mustn't tell him about it. 你不得把这件事告诉他。
5. must表示推测
1）must用在肯定句中表示较有把握的推测，意为“一定”。
2）must表对现在的状态或现在正发生的事情的推测时，must 后面通常接系动词be 的原形或行为动词的进行式。例如：
You have worked hard all day. You must be tired. 你辛苦干一整天，一定累了。（对现在情况的推测判断）
He must be working in his office. 他一定在办公室工作呢。
比较：He must be staying there. 他现在肯定在那里。
He must stay there. 他必须呆在那。
3）must 表示对已发生的事情的推测时，must 要接完成式。例如：
I didn't hear the phone. I must have been asleep. 我刚才没有听到电话，我想必是睡着了。4）must表示对过去某时正发生的事情的推测，must 后面要接不定式的完成进行式。例如：
---Why didn't you answer my phone call? 为何不接我的电话？
---Well, I must have been sleeping, so I didn't hear it.唉，肯定在睡觉，所以没有听见。
5）否定推测用can't。例如：
If Tom didn't leave here until five o'clock, he can't be home yet. 如果汤姆五点才离开这儿，他此时一定还未到家。
6. 表示推测的用法
can, could, may, might, must 皆可表示推测，其用法如下：
1）情态动词+动词原形，表示对现在或将来的情况的推测，此时动词通常为系动词。例如：
I don't know where she is, she may be in Wuhan. 我不知道她在哪儿，可能在武汉。
2）情态动词+动词现在进行时，表示对现在或将来正在进行的情况进行推测。例如：
At this moment, our teacher must be correcting our exam papers. 这时，想必我们老师正在批改试卷。
3）情态动词+动词完成时，表示对过去情况的推测。例如：
The road is wet. It must have rained last night. 地是湿的，昨天晚上一定下雨了。
4）情态动词+动词的现在完成进行时，表示对过去正在发生事情的推测。例如：
Your mother must have been looking for you. 你妈妈一定一直在找你。
5）推测的否定形式，疑问形式用can't, couldn't表示。例如：
Mike can't have found his car, for he came to work by bus this morning.
迈克一定还没有找回他的车，因为早上他是坐公共汽车来上班的。
注意：could, might表示推测时不表示时态，其推测的程度不如can, may。
7. 情态动词+ have +过去分词
1）may（might） have + done sth, can （could） have + done sth 表示过去，推测过去时间里可能发生的事情。例如：
Philip may （might） have been hurt seriously in the car accident. 菲力浦可能在车祸中受了重伤。
Philip can （could） have been hurt seriously in the car accident.
2）must have +done sth，对过去时间里可能发生的事情的推测，语气较强，具有“肯定”，“谅必”的意思。例如：
---Linda has gone to work, but her bicycle is still here. 琳达已经去上班了，但她的单车还在这儿。
---She must have gone by bus.肯定乘巴士去的。
3）ought to have done sth, should have done sth表示本应该做某事，而事实上并没有做。否定句表示“不该做某事而做了”。例如：
You ought to （should） have been more careful in this experiment. 你当时在做试验时应该更仔细点。
He ought not to have thrown the old clothes away.他不该把旧衣服扔了。（事实上已扔了。）
ought to 在语气上比should 要强。
4）needn't have done sth表示本没必要做某事，但做了。例如：
I dressed very warmly for the trip, but I needn't have done so. The weather was hot.
旅行时，我衣服穿得较多，其实没有必要。那时天很热。
5）would like to have done sth表示本打算做某事，但没做。例如：
I would like to have read the article, but I was very busy then. 我想读这篇文章，但太忙了一直没读。
8. should 和ought to
除了上述的用法，两者还可表示“想必一定，按理应该”的意思。例如：
I ought to be able to live on my salary. 靠我的薪水，想必也能维持了。
It ought to be ready now. 想必现在准备好了吧。
They should be there by now, I think. 现在他们该到那儿了。
The poems should be out in a month at most. 诗集估计最多还有一个月就要出版了。
9. had better表示“最好”，相当于一个助动词，它只有一种形式，它后面要跟动词原形。例如：
It is pretty cold. You'd better put on my coat. 天相当冷。你最好穿上我的外套。
She'd better not play with the dog. 她最好不要玩耍那条狗。
had better have done sth表示与事实相反的结果，意为“本来最好”。例如：
You had better have come earlier. 你本该来得早一点。
10. would rather表示“宁愿”
would rather do
would rather not do
would rather… than… 宁愿…而不愿。
还有would sooner, had rather, had sooner都表示“宁愿”、“宁可”的意思。例如：
If I have a choice, I had sooner not continue my studies at this school. 如果有选择的余地，我宁可辍学离开这个学校。
I would rather stay here than go home. = I would stay here rather than go home. 我宁愿呆在这儿，而不愿回家。
典型例题
----Shall we go skating or stay at home?
----Which ___ do?
A. do you rather B. would you rather C. will you rather D. should you rather
答案B。本题考查情态动词rather的用法，would rather +do sth 意为“宁愿”，本题为疑问句，would 提前，所以选B。
11. will和would
注意：1）would like；would like to do = want to 想要，为固定搭配。例如：
Would you like to go with me? 想和我一块去吗？
2）Will you…? Would you like…? 表示肯定含义的请求劝说时，疑问句中一般
用some, 而不是any。例如：
Would you like some cake? 吃点蛋糕吧。
3）否定结构中用will，一般不用would, won't you是一种委婉语气。
Won't you sit down? 你不坐下吗？
12. 情态动词的回答方式
问句 肯定回答 否定回答
Need you…? Yes, I must. No, I needn't
Must you…? No, I don't have to.
典型例题
1）---Could I borrow your dictionary?
---Yes, of course, you____.
A. might B. will C. can D. should
答案C. could表示委婉的语气，并不为时态。答语中of course，表示肯定的语气，允许某人做某事时，用can和 may来表达，不能用could或might。will 与you连用，用来提出要求或下命令。should与you 连用，用来提出劝告。
2）---Shall I tell John about it?
---No, you ___. I've told him already.
A. needn't B. wouldn't C. mustn't D. shouldn't
答案A。needn't 不必，不用。 wouldn't 将不, 不会的。 mustn't 禁止、不能。 shouldn't 不应该。本题为不需要，不必的意思，应用needn't。
3）---Don't forget to come to my birthday party tomorrow.
---______.
A. I don't B. I won't C. I can't D. I haven't
答案B. will既可当作情态动词，表请求、建议、也可作为实义动词表“意愿、意志、决心”，本题表示决心，选B。
13. 带to 的情态动词
带to 的情态动词有四个：ought to, have to, used to, be to, 如加上have got to （=must）, be able to，为六个。它们的疑问、否定形式应予以注意：
Do they have to pay their bill before the end of the month?
She didn't use to play tennis before she was fourteen.
You ought not to have told her all about it.
Ought he to see a heart specialist at once.?
ought to 本身作为情态动词使用。其他的词作为实义动词使用，变疑问，否定时，须有do 等助动词协助。
典型例题
Tom ought not to ___ me your secret, but he meant no harm.
A. have told B. tell C. be telling D. having told
答案A。由于后句为过去时，告诉秘密的动作又发生在其前因，此地应用过去完成时，但它在情态动词 ought to 后，所以用have told。
14. 比较need和dare
这两词既可做实义动词用，又可做情态动词用。作为情态动词，两者都只能用于疑问句，否定句和条件句。need 作实义动词时后面的不定式必须带to，而dare作实义动词用时, 后面的to 时常可以被省略。
1）实义动词：need（需要, 要求） need + n. / to do sth
2）情态动词：need，只用原形need后加do，否定形式为need not。例如：
Need you go yet? 你要走了吗？
Yes, I must. / No, I needn't.是的，我要走了/不，不急着走。
2. Ss do the grammar ex. On p21-22 to see if they can use the modal verbs correctly.
3. More exercises to consolidate the Grammar.
.EX1-2 on page 98-99 of WB.
Step 3. Talking
1. Ss four in one group and have a discussion about the topics on page 96.
2. Ss make notes during the discussion, and try to report the topic to the whole class.
Step 4. Speaking
Learn how to make suggestions and how to express opinions.
The water is being used to /for….
We should/ could….
If we …, we can ….
It would be better to …
5. Assignment
Writing on page 94.
Period 4.
Contents: Integrating skills:
Step 1. Warming up
Ask Ss to scan the passage and raise some questions:
Explain some difficulties if necessary:
Step 2. Reading
1. Ss read the passage :
2. Help Ss to understand the passage entirely.
Step 3. Writing
Finish the writing task on p 24.
You can give Ss some strategies for writing a short essay, or give them an outline if necessary.
Period 5.
(Listening)
Step 1. Listening
1. Ss finish the listening task on page 18.
2. Ss listen to the tape again and check the answers.
Step 2. dealing with the Ex 1-4 on p 95 of Workbook.
Step 3. Listening skills
Give the students some tips on how to improve listening while checking the Ex.
a. make notes while listening;
b. grasp the most important information;
c. take some notes while listening.
Step 4. listen and reading:
First listen and then read the passage on p99.
Period 6.
Revision:
Go over the important points in this unit once again, and give Ss some additional reading materials if possible.
Period 7.
Teachers can use this period freely.
Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish Assessing on page 101. It is very important to improve their learning and let them have a sense of achieving gradually.
Scientific Achievements
Tasks which should be achieved in this unit:
a. Achieve language skills and related knowledge about the topic of science and scientific achievements;
b. Learn to express intentions and wishes:
1. My plan is to…….
2. I hope that…..
3. I want/wish/hope/intend/plan to…..
4. I’d like to,,,,
5. I’m thinking of ….
6. It is likely that…
c. Vocabulary in this unit:
likely, private, grasp, master, perfect, arrange, locate, luggage, boom, announce.
d. Useful expressions:
in store, in the late 1990s, grasp the opportunity, hear about, set foot, have a positive effect on…, as well as, rely on, deal with, come to life, put forward, make many breakthroughts, map out.
e. Grammar:
word formation (1)
compounds:
Nouns:
n+n : classroom, newspaper, workshop, bookcase, bookworm
adj+n: blackboard; highway, greenhouse
v+n: pickpocket; chopstick
adv+n: overcoat; outhouse;
n+prep+n: son-in-law; father-in-law
-ing+n: reading-room; dining-hall; sleeping-car
v+adv: get-together; breakthrough(突破)
pron+n: he-goat; she-wolf
Adjectives:
N+adj: snowwhite; worldwide; manlike;
Adj+adj: red-hot; darkblue
Adv+adj: evergreen
N+PP/-ing: man-made; snow-covered; English-speaking; peace-loving
Adj+PP/-ing: good-looking; easy-going; ready-made; new-born
Adv+PP/-ing: hardworking; farseeing; well-written; well-known;wide-spread
Adj+n: barefoot; new-type
Num+n: second-hand; five-year; 100-meter
Num+n+adj: five-year-old; three-inch-wide
Num/Noun/dj+n-ed: four-footed; three-legged; iron-hearted; cold-blooded; warm-hearted
Verbs:
Adv/n/adj+verbs: overcome; overflow; upset; underline; sunbathe; sleepwalk; whitewash; blacklist(列入黑名单)
Adverbs:
N+n: sideway
N+adv: head-on
Adj+n: meanwhile; meantime
Prep+n: beforehand (事先)
Teaching procedure:
Period 1.
Contents: Warming up & reading comprehension
Step 1.Warming up
Aim: Make students familiar with some words and expressions on the topic.
1. Brainstorming:
Find as many words as the students can find about Scientific achievements using some pictures as hinders:
Electricity; cars; aeroplanes; The Internet; Cloning; The Theory of Gravity; Nuclear science; solar energy; gene technology
2. Discussing the questions on P1 and then the questions:
How do they improve our daily life? How do they change our society?
Step 2. Pre-reading
1. Show some pictures of Zhongguancun.
2. group work:
if you want to do research or start a hi-tech company, what preparations you should make?
Step 3. While-reading
1. Scanning: Ss read quickly and answer the following question:
What is the passage mainly about?
2. Ss read and get the main ideas of each paragraph. Make an outline if possible.
Step 4. After-reading
Finish the post-reading Ex on P4.
Step 5. Assignment
1. surf the internet and get more information about the topic.
2. if you are asked to introduce Zhongguancun to oversea Chinese students, what must be included in your speech? Just think over and prepare an outline.
Period 2.
Contents: difficulties in the passage.
Step 1. Warming up
Ask some Ss to present their outlines.
Step 2. Learning about the language:
Play the tape for students to follow.
Teacher explain some language points in the text on page 19--20.
1. Whatever great achievements the future may have in store for China, it is likely that many of them will be born in northwestern Beijing.
Whatever = no matter how 引导让步状语从句。
Whatever还可引导名词性从句， 意为“所。。。的一切事情”。例如：
He always keep calm whatever happens.
It is unwise to give a child what ever he or she wants.
In store 意思是“就要到来，必将发生”；这个介词短语还有“储备着”的意思。
Be likely “有可能的”
He is likely to finish the work on time.
It is likely that he she will finish the work on time.
2. it was wonderful, like a dream come true.
Like 用作连词，引导方式状语从句，与as，as if 相似。
Like I said just now, I won’t do that foolish things.
3. One of the mottos for the park – “Rely on science, technology and knowledge to increase economic power”-makes it clear that science and business can and must work together to build the future.
rely on/upon “依赖，依靠”
You must rely on our own effort to do it.
3. Not all the new company can succeed, but the spirit and creativity they present are more important than money.
Step 3. Practice
Ss finish on page 5 by themselves and then check the answers.
Step 4. Assignment
1. Learn the useful expressions by heart.
2. Finish Ex1 –3 on page 82-83 on WB
3. read the whole passage aloud.
Period 3.
Contents: Grammar; talking and speaking
Step 1. Revision
Check the answers of Ex 1 -- 3 on page 82 and 83.
Step 2. Word formations
1. introduce the main ways of word formation: (the following may be of help during your teaching)
The main Processes of English Word-formation:
a. Prefixation: disagree, unimportant, non-smoker, minibus, overuse, antibiotics, underdeveloped, post-war, pre-school, renew, bimonthly, multi-racial;
b. Suffixation: percentage, girlhood, Londoner, hostess, employee, puzzlement, hopeless, changeable, talkative, deepen;
c. Conversion: desire-v. to long for, to wish/ n. strong longing, earnest wish; hit-v, to give a blow/ n. blow; They downed the tools.
d. Compounding: deadline, above-mentioned, chewing-gum, sun-bather, table talk, fathead, redcap, easygoing, sleep-walk,
The minor processes of English word-formation:
a. clipping or shortening: phone (for telephone), ad (for advertisement), prof (for professor), flu (for influenza), pub (for public house);
b. Acronyms(首字母缩略词): UN, VIP, NATO,DA (Doctor of Arts) , H-bomb (Hydrogen bomb);
c. lending: branch, motel, Eurasia,
d. Back-formation: to beg from beggar, to baby-sit from baby-sitter, to greed from greedy.
f. Forming new words by analogy:
Moonrise is derived from the word sunrise by analogy.
e. Onomatopoeia:
Bark, giggle, bang, murmur.
2. Ss study examples on p6 and see if they can tell the processes of the words.
3. More exercises to consolidate the Grammar.
EX1-4 on p6 & ex1-5 on page 83-84 of WB.
Step 3. Talking
1. Ss four in one group and have a discussion about the topics on page 7.
2. Ss make notes during the discussion, and try to report the topic to the whole class.
Step 4. Speaking
Ss work in pairs and discuss their intentions and wishes..
The following structures are helpful to students:
1. My plan is to…….
2. I hope that…..
3. I want/wish/hope/intend/plan to…..
4. I’d like to,,,,
5. I’m thinking of ….
6. It is likely that…
Step 5. Assignment
Writing on page 86.
Period 4.
Contents: Integrating skills:
Step 1. Warming up
Ask Ss some questions about great achievements in science and technology.
Step 2. Reading
1. Ss read the passage :
2. Help Ss to understand the passage entirely.
Step 3. Writing
Finish the writing task on p 8.
You can give Ss some strategies for writing a short essay, or give them an outline if necessary.
(The following material may ease your work.)
Internet ---- the greatest achievement of this century
Argument 1: Internet changes our daily life.
Details: a. make communication easier.
b. change our ways of shopping.
c. get to know outside world more quickly.
Argument 2: Internet make our work easier.
Details: a/b/c
Argument 3: Internet accelerate the development of science and technology.
Details : a/b/c
Period 5.
(Listening)
Step 1. Listening
1. Ss finish the listening task on page 2.
2. Ss listen to the tape again and check the answers.
Step 2. dealing with the Ex 1-4 on p 95 of Workbook.
Step 3. Listening skills
Give the students some tips on how to improve listening while checking the Ex.
a . make notes while listening;
b. grasp the most important information
Step 4. Finish the Listening Ex on p81.
Period 6.
Revision:
Go over the important points in this unit once again, and give Ss some additional reading materials if possible.
Zhongguancun Science Park is China's biggest science park with a high concentration of scientific and technological institutions and intellectual resources. Located in this area are 39 institutions of higher learning represented by Beijing University and Tsinghua University. There are 213 research institutions as exemplified by the institutions of the Chinese Academy of Sciences (CAS) and the Chinese Academy of Engineering (CAE) and 37% of the academicians of both the CAS and CAE are living and working in this area. Each year, thousands of sophisticated research discoveries emerge in this area and pour out to all places throughout China. Many state-level laboratories and important engineering and technology centers are concentrated in this area too. Zhongguancun Science Park is the largest software development and production center in China.
Zhongguancun Science Park in fact is composed of five science zones like Haidian Zone, Fengtai Zone, Changping Zone, the Electronic City Zone and Yizhuang Zone. Some ten thousand new and hi-tech enterprises, such as Legend, Stone, Founder, Zhongguancun Science and Technology, Tsinghua Tongfang, Netease, are all doing their business at Zhongguancun. In addition, there are some 1500 R&D centers and hi-tech companies set up by or invested by renowned overseas transnational companies like IBM, Microsoft, Mitsubishi in this area as well as 40 overseas listed companies. At present Zhongguancun has become the most important growth point in the economic development of the capital which makes a contribution of 60% of the total industrial growth of the city. The business income generated from the industry, trade and technology of Zhongguancun Science Park in accounted for 18% of the total income of all the 53 national new and hi-tech parks.
In June , the State Council of China officially approved the “Note of Request to Expedite the Building of Zhongguancun Science Park for the Purpose of Implementing the Strategy of Rejuvenating the Country through Science and Education” by the Beijing Municipal Government and the Ministry of Science and Technology and instructed the Beijing Municipal Government and the Ministry of Science and Technology to speed up the construction process of Zhongguancun Science Park in order to build it into a comprehensive reform trial base for implementing the strategy of rejuvenating the country through science and education and the two essential changes, a model base of international technical innovation with competitiveness, an incubator and radiating center for its scientific and technological achievements with its footing in the capital city of Beijing but facing the whole country and a base for training innovators and a first-class science park in the world. This is the most important trans-century decision made by the central government after its decisions of establishing the Shenzhen Special Zone in 1980s and opening up Shanghai's Pudong area in 1990s.
Beijing People's Municipal Government promulgated “Regulations of the Zhongguancun Science Park” on January 1, 2001, which provides the legal basis and guideline for its future development. The Park is now moving on at vigorous strides in promoting technology innovation in accordance with the principle of “Bold innovation in the areas not banned by the law” with the ambition of achieving great changes every year and make the Park a first-rate science park in the world within 10 years.
Zhongguancun is indeed a place full of opportunities and challenges as well as bright hopes. All domestic and overseas companies and individuals are welcome to Zhongguancun for business development.
Period 7.
Teachers can use this period freely.
Suggestion : Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish Assessing on page 87. It is very important to improve their learning and let them have a sense of achieving gradually.
I. Teaching Goal
1. Talk about science and scientific achievement.
2. Practise expressing intentions and wishes.
3. Learn about word formation (1).
4. Write a persuasion essay.
The First Period
Teaching Aims:
1. Learn and master the following.
(1)New words
engineering, solar, significant, mankind, constitution
(2) Everyday English s
If I got the money，I would……
My plan is to……
I hope that……
I want/wish/hope/intend/plan to……
I'd like to……“
I'm thinking of……
2. Train the students' listening abilities.
3. Talk about science and scientific achievement, urging the students to further understand the significance of science and scientific achievement and encouraging them to work hard at their lessons.
Teaching Important Points;
1. Finish the task of listening to train the students' listening ability.
2. Practise expressing intentions and wishes to train the students' speaking ability.
Teaching Difficult Points;
1. How to help the students talk in English about science and scientific achievement freely.
2. How to help the students finish the tasks of listening and speaking smoothly.
Teaching Methods;
1. Listening and speaking to train the students' ability to use English.
2. Individual, pair or group work to make every student take an active part in class.
Teaching Aids:
1. the multimedia
2. the blackboard
Teaching Procedures;
Step I Greetings and Lead-in
Greet the Ss. Then teacher turns on the multimedia. First, show the students a recorded programme in which the students can see the hard life people lived in the past. Then show them a programme in which people live a happy and modern life. After that, teacher asks some Ss up to describe what they saw in the programmes. Last, write the following on the boackboard.
(Bb: Unit 11 Scientific achievement)
First, let's learn some new words. Please look at the screen. (Teacher shows the screen and deals with them with the whole class.)
engineering／ / n.工程，工程学，设计，建造
solar / ／adj.太阳的，日光的
significant // adj.意义重大的，重要的；有意义的
mankind／/ n.人类
Neil Armstrong／ /尼尔 阿姆斯特朗（美国宇航员）
Alexander G Bell／bel / 亚历山大贝尔（美国发明家）
Ray Tomlinson／ / 雷 汤姆林森（美国计算机工程师）
constitution / / n．宪法
:Aeureka /ju'ri:k/ interj. 我找到了！
Step II Warming up
Ask some Ss to tell us what scientific achievements they think have changed the world?
(Teacher writes all the scientific achievements mentioned above on the blackboard and says the following. )
Step III Listening
The listening material contains two parts. You are going to hear some words said by some famous people at the time when they achieved success.
Look at the chart in Exercise 1 at the top of Page 2 quickly. Then play the first part of the tape for the Ss to complete it. After that, check their answers. (After checking the answers to Exercise 1, teacher goes on to deal with Exercise 2)
Now, listen to Part 2 and complete the sentences in Exercise 2, If necessary, play it twice for Ss to finish or check their answers.
At last, teacher deals with Exercise 3.
Step V Summary and Homework
T. In this class, we've mainly talked about scientific achievement. Centering on this topic, we did some listening and speaking. This way, we've learnt more about science and scientific achievement. Moreover, we've learnt some useful expressions to express intentions and wishes, .such as ”If I got the money, I would……; My plan is to…… (Teacher writes them on the blackboard. ) After class, try to practise using them and preview the reading part.
Step VI The Design of the Writing on the Blackboard
Unit 11 Scientific achievement
The First Period
I . Scientific achievement:
electricity, cars, aero planes, radio and television, the Internet, cloning, genetic engineering, the Theory of Gravity，nuclear science, solar energy
II. How to express intentions and wishes:
If I got the money, I would……
My plan is to……
I hope that……
I want/wish/hope/intend/plan to……
I'd like to……
I'm thinking of……
The Second Period
Speaking
Ss work in pairs and discuss their intentions and wishes..
The following structures are helpful to students:
1. My plan is to…….
2. I hope that…..
3. I want/wish/hope/intend/plan to…..
4. I’d like to,,,,
5. I’m thinking of ….
6. It is likely that…
Here are four scientists who want to get money to complete their project. Each scientist will have to introduce his or her project and explain why it is the most important. Now, the teacher put the students in groups of five to have a discussion. Four group members represent scientists tone member will listen to all the scientists and ask questions. At the end of the discussion, he or she must decide who will get the money and why..
(Teacher and the students go through the expressions. After that, teacher puts the students in groups of five and gets them to prepare for a few minutes. At the end, teacher asks one or two groups to report their work to the rest of the class. )
A sample dialogue;
Organizer: Now, everybody is here. Who'd like to be the first to make a statement on this project? Dr Wilson: I and my team are working on a cure for AIDS. As you know, the number of people
infected with AIDS is keeping increasing at an astonishing speed. Some of them are facing death. As a result, we have to find a way to solve this problem as soon as possible. But, right now, the lack of money is a big problem. If we got enough money, we would complete the first stage of our project in the near future.
Organizer: I see. Dr Jones, how about you?
Dr Jones: At present, we are also facing the same problem of lacking money. My research project is about cloning and how to use new technology to cure disease. Today, more and more patients are expecting to get organ transplant in order to prolong their lives. I wish what I am doing could help them.
Organizer: I understand. Dr Smith, could you please give me your opinions on your project?
Dr Smith: For humankind on the earth, food is a fundamental factor, and as the population keeps growing, per capitation resource of people is becoming less and less. My plan is to develop new technology that will make it possible to grow food with very little water. However, currently, the shortage of money prevents my work from further going. I hope you can give me a hand on my project,
Organizer: It sounds a good idea. Dr Winfrey, it's your turn now.
Dr Winfrey: It’s ceaseless for human beings to explore the universe. That's why we are urgent to know what the Mars looks like and if there is any life on it. I'm thinking of sending a manned spaceship to Mars. Nevertheless, this huge project will surely cost a large sum of money. And I don't think we can get to the aim without your support.
Organizer: So, everyone has finished their statements on their own project. Frankly speaking, they all sound tempting to me, but I'm more inclined to the project suggested by Dr Smith. From my point of view, it's more closely related to the daily life of people and in accord with the actual condition of our country. I'd like to pour money into his project.
The Third Period
Teaching Aims:
1. Learn and master the following words and phrases.
likely, zone, private, grasp, master, perfect, arrange, set foot (in), rely on, failure，locate，valley
2. Train the students' reading ability.
3. Get the students to learn about Zhongguancun - China's Silicon Valley.
Teaching Important Points;
1. Learn to use the following:
(1) Phrases:
in store, set foot in(on), rely on, come to life, put forward
(2) Sentence patterns;
It is likely that……
……makes it clear that……
2. Improve the students' reading ability.
Teaching Difficult Point:
How to help the students understand the reading material exactly.
Teaching Methods;
1. Discussion before reading to make the students interested in what they will read.
2. Fast reading to get a general idea of the text.
3. Careful reading to get the detailed information.
4. Pair or group work to make every student take an active part in class,
Teaching Aids:
1. the multimedia
2. the blackboard
Teaching Procedures;
Step I Greetings
Greet the whole class as usual.
Step II Revision and Pre-reading
Yesterday, we talked about science and scientific achievement. We know scientific achievements can not only make our life better, but also change the world. Science makes the world become a smaller place. Science and scientific achievement promote the development of mankind and society. However, to achieve success in science research is not easy. It needs to work whole-heartedly. It also needs support and good environment. Now, please look at the questions on the screen and work in pairs or groups to discuss them. Let's go through them first. (Teacher shows the following on the screen. )
1. If you wanted to do research or start a company, what kind of support and environment would you need?
2. What is it that makes a scientific achievement important?
3. Why do scientists spend so much time trying to achieve something?
Teacher shows the new words on the screen and deals with them as usual.
likely / / adj. 很可能的, 合适的, 可靠的, 有希望的
economic / / adj. 经济的；经济学的，有实用价值的
zone / / n．区；区域．地带
hi-tech／‘haitek/ n．高科技，高技术（=high technology)
private／ / adj. 私立的；私人的；非公开的
technological / / adj.技术（学）的；工艺（学）的
overseas／ / adj.（在）海外的; (在）国外的
adv. 在海外；在国外
grasp / / vt．掀住。抓牢，理解
master／／n．硕士；（男）主人；能手
perfect／ / adj.完美的，理想的．绝对的
arrange／ / vt．安排书筹划；整理；布置
set foot (in) 到达；进人．踏上
IT /ai 'ti:/ abbr.（= information technology)信息技术．信息产业
Lenovo / li 'nuv / n．联想公司：
Founder／ / n．方正公司：
rely / / vi．依靠;依赖; 信赖; 指望：
rely on依靠；依赖，信赖，指望
failure / / n．失败，失败的人（事）；
locate／ / vt．（常用被动语态）把……设置在．使……坐落于；指出……的位置：
silicon／ / n. 硅；
valley／ / n．低凹处（尤指波谷）; 山谷；溪谷
Step III Reading
Page 3, Read the passage-Zhong-guancun quickly in four minutes and find out the answers to the following two questions!
1. What kind of spirit has made Zhongguancun a success?
2. What are the two mottos mentioned in the text for the park? (Teacher writes the two questions above on the blackboard. Four minutes later, teacher checks the answers. )
1. It is the spirit of creativity and scientific skill that has made Zhongguancun a success.
2. One is “Relying on science, technology, and knowledge to increase economic power.” The other is “Encouraging pioneering work and accepting failure.”
Work in pairs to finish the first exercise in Post-reading.
Suggested answers: l. ABC 2.D 3.CD 4. B 5.CD
Explain some phrases and sentences. Please look at the screen. (Teacher shows the following on the screen and explains them to the students.)
1. in store (for sb. / sth. ) : coming in the future; about to happen
e. g. There is a surprise in store for you.
I can see trouble in store.
2. set foot in /on sth. : enter or visit (a place) ; arrive
e. g. Don't ever set foot in this house again!
Who was the first man to set foot on the moon.
3. rely on/upon; depend on……
e. g. Nowadays we rely increasingly on computers for help.
You can rely on it that it will rain this week.
4. come to life: back to normal state, esp. of mind
e. g. As soon as the mother came to life, she cried for her daughter.
After three hours' saving, the injured man came to life,
5. It is likely that--- (Note：likely→ probable)
e. g. It is very likely that she'll ring me tonight.
It isn't likely to rain.
She is very likely to ring me tonight.
6. ……make it clear that……
(Note: make→ cause to be or become……)
e. g. She made it clear that she objected to the proposal.
She made clear her objections.
Step IV Listening and Reading Aloud
Listen to the tape of the passage, paying attention to the pronunciation and intonation. Then read it aloud by themselves and try to understand the phrases and sentences learnt just now.
(Teacher begins to play the tape. )
Step V Summary and Homework
T: In this class, we've learned more about Zhongguancun by reading the passage. As a new center of science and technology, it is known to the world. It is said that it is called “China's Silicon Valley”. After class, use a library or the Internet to find out more about Silicon Valley and then compare the two areas. How are they similar or different? Besides, we've learnt some useful phrases and sentences. Remember to review the use of them.
Step VI The Design of the Writing on the Blackboard
Unit 11 Scientific achievement
The Third Period
I, Zhongguancun
1. What kind of spirit has made Zhongguancun a success?
2. What are the two mottos mentioned in the text for the park?
II. Phrases:
in store, set foot in/on, rely on/upon, come to life
III. Sentence patterns:
1. It is likely that…… :
2. ……make it clear that……
The Fourth Period
Language points.
1．constitution
1) 宪法the Constitution of the United States / the American Constitution
2) 体格，体质He has a weak constitution
3) 构造，构成the constitution of starch (淀粉的构成)
2．achievement (U)取得，完成（C）成就，成绩（V）achieve
development government movement equipment
vt 完成 达到（目的），得到
1） By hard working we can achieve anything.
2） We have achieved success in developing the product.
3．Mankind 人类 manmade (adj) Manly 有男子气概的；刚强的
4．in store(for sb./sth.):coming in the future;about to happen
e.g.There is a surprise in store for you.
I can see trouble in store.
5．Likely 1) be likely to do sth 很可能（发生某种情况）Our team is likely to win the game.
2) it is likely that + 从句
It is likely that we’ll go on a picnic in the forest tomorrow.
辨析：likely, possible与probable
Likely 常用词，指“从表面现象看很有可能”
Possible 指“由于有适当的条件和方法，某事可能发生或做到”，强调“客观上有可能”，但“实际希望很小”。
Probable 语气比possible 强，指“有根据、合情理、值得相信的事物，带有大概，很可能的意思”
Likely 之后常跟不定式（be likely to do sth） 而possible与probable之后通常不跟不定式；
Likely 的主语可以是人，而possible与probable的主语不能是人。
6．set up
1) 建立，成立 Set up home
Edison set up a chemical lab of his own at the age of ten.
2) 树立起来Let’s set up the tent first.
3) 使（自己或他人）从事某职业（as）
He has set himself up as a bookseller. 他开始经营书籍。
set about doing sth 着手做 set out to do sth Set an example
set fire to 点火；放火Set off 出发，动身Set foot in (on) 登上；涉足；访问
set foot in/on sth.: enter or visit(a place);arrive
e.g. Don’t ever set foot in this house again!
Who was the first man to set foot on the moon.
7．Private adj 私人的；私立的；不公开的
Private property Private school
a private door 便门in private 在私下，秘密地in public 公开地
8．grasp vt
1) 抓住 grasp sb by the arm
2) (= understand ) 掌握， 领会
Grasp sb’s meaning
3) n (常用单数) 紧握；把握；理解；理解力
Beyond sb’s grasp 力量达不到 Grasp all, lose all. 样样都要，全数失掉。 Within sb’s grasp 力量达得到
9．Master n 硕士；（男）主人；能手；雇主；大师
Mistress n 女主人 Masterless adj 无主的
Mastermind n 非常聪明的人 Masterkey n 万能钥匙
Masterpiece(masterwork) n 杰作 The master of the house 家长
Master and man雇主与雇工 A master in literature 文学大师
Master of Arts (MA) 文学硕士 Master of Science (MS) 理学硕士
Bachelor 学士 doctor 博士
vt 掌握；精通；控制；统治
Master a foreign language
Man can master nature.
10. perfect adj 理想的；完美的；绝对的；完全的；（动词的）完成的
His reading is perfect.
He is a perfect stranger to us.
The perfect tense
vt 使完美
They worked hard to perfect their dance.
Practice makes perfect 熟能生巧
Be perfect in English 精通英语
11．arrange
vt 安排，筹划；整理，布置
1） We have arranged a party.
2） He arranged the books on the shelf.
n arrangement
(C pl) 安排；准备工作 （U，C）整理；排列；布置
12. have an effect on 对……产生影响
Take effect 开始生效；开始实行
In effect = in fact 实际上
13. rely on / upon : depend on…依赖，依靠；信赖，信任
We should rely on our own efforts. 我们应该自力更生。
You may rely on it that she won’t be late.你可以放心，她不会迟到的。
14．make it clear （that）…表明，讲清楚
e.g. She made it clear that she objected to the proposal.
She made clear her objections.
15．Failure (v fail) 失败(U)，失败的人或事（C）
Failure is the mother of success.
He is a failure as an artist, but a success as an art teacher.他不是一个成功的艺术家，但是个成功的美术老师。
16．come to life: back to normal state, esp. of mind苏醒过来，恢复生气，活跃起来
After three hours’ saving, the injured man came to life.
When I mentioned our plans for a trip abroad, the kids came back to life at once.
17. mark
n 痕迹；符号；商标；分数；特征
an ink mark a question mark full marks make a mark 作标记
vt 做标记；留痕迹于；表明；批分数，评成绩
a dirt road marked with footprints 留有脚印的泥路
be marked with 标着……；(人、动物等身上)具有
Her face is marked with sadness. 她面露悲哀。
mark examination papers.
18. outstanding
1) 杰出的，突出的 （ stand out ）一名杰出的学生 an outstanding student
2) 未完结的；未清的；未付的
Outstanding debts 未付清的欠款
19．Breakthrough n 重大突破，突围；突破性的发现，成就
A military breakthrough 军事突破A scientific breakthrough 科学成就
20．enable
en-使+able能……的
enrich enlarge
strengthen strength(力量)+ en (使) vt 加强，增强 vi 变强
they strengthened the city wall..
the wind strengthened.
deep--deepen
Sharp-sharpen
Wide--widen
21. organ n 器官；风琴；机构，机关
The eyes are the organ of sight.
state organs
a government organ
adj organic 有机物的；有机体的
n organism (C)生物，有机体，有机组织
vt organize 组织
N organization 团体，机构，组织
22. put forward 提出（建议、意见）；推荐，提名
He put forward a better plan.
We put her forward as chairman of the committee.
23. aim (sth) at sth/doing sth (把……)瞄准；目的在于；企图
He aimed his gun at the target.
Those girls worked out every morning, aiming at losing weight.
知识点讲解
1． You and your team are working on a cure for Aids. 你和你的队员正在从事艾滋病的治疗工作。
（1）work on “从事于（某项工作）”；“设法说服” eg:
They worked on the old car late into the night. 他们修这辆旧汽车一直修到深夜。
What are you doing? We are working on some wood-cuts. 你们在干什么呀？我们正在创作一些木刻。
Can you work on him to change his mind?你能说服他改变主意吗？
（2）work at “学习，研究，致力于……” eg:
They have worked at this subject for many years. 他们研究这门科学好多年了。
（3）work out 做出；算出；设计出 eg:
This problem will not work out. 这道题算不出来。
They have worked out a method of sending a spacecraft to Mars.
他们已经设计出一种向火星发射宇宙飞船的方法。
2．extremely adv. to a very high degree 极端地；极度地 eg:
It was an extremely difficult and dangerous task. 这是一项极度困难和危险的工作。
extreme adj. reaching the highest degree 极度的 eg:
extreme patience/kindness 极度的耐心/仁慈 in extreme pain 在极度痛苦中
3． cure (1)n. ①[C] curing or being cured 治疗；治愈。 eg:
His cure took six months. 他的病花了六个月治疗。
②[C]substance or treatment which cures 治疗的药物；治疗法 eg:
Is there a certain cure for cancer yet? 迄今对癌症有治疗方法吗？
（2）vt. & vi. bring sb. back to health; get rid of one’s illness/habits eg:
This medicine will cure your headache. 这药可以治好你的头痛。
A few days’ rest will cure you. 休息几天你就痊愈了。
③（词组） cure sb. of one’s illness or bad habits 治愈疾病，改掉坏习惯 eg:
Moving to the country cured her of asthma. 搬到乡下她的哮喘病就好了。
He was cured of his habit of smoking. 他改掉了吸烟的坏习惯。
4． You are working on sending a manned spaceship to Mars. 你正在从事向火星发射载人宇宙飞船的工作。
（1）manned adj. (of machines esp. in space) having men on board （飞船等）载人的 eg:
the development of manned from unmanned space craft从无人向载人飞船的发展
（2）man-made adj. produced by the work of men; not found in nature 人造的 eg:
The lake is a man-made one. 这是个人工湖。
We have sent up many man-made satellites. 我们发射了多少颗人造卫星。
生词和词组
1．likely adj. (1) that is expected 很可能发生的；有希望的 eg:
Is he likely to win? 他有可能获胜吗？
The most likely result is a draw. 最可能的结果是不分胜负。
(2)that seems reasonable, suitable or right for a purpose 似乎合理的 eg:
That’s a likely excuse. 那似乎是个合理的借口。
(3)be likely to do… 很可能会……
It’s likely that… 可能会（有，发生）…… eg:
He is not likely to succeed. 他大概不会成功。
It is likely that he will be late. =He is likely to be late. 他可能会迟到。
2． grasp vt. , vi. & n.
(1)v. ①seize firmly with hand(s) or arm(s) 抓住；抱住；紧握 eg:
The boy grasped his mother’s hand firmly. 那个小男孩紧握住妈妈的手。
He grasped the rope and pulled it. 他抓紧绳子用力拉。
②understand with the mind 领悟；理解 eg:
I couldn’t grasp the teacher’s meaning. 我没领悟老师的意思。
(2)n. firm hold or grip; power of grasping 紧握；抓紧；领悟力 eg:
He doesn’t have a thorough grasp of the problem. 他没有彻底理解这个问题。
(3)短语：beyond/within a person’s grasp 为某人所不能/能抓到的；为某人所不能/能理解的。
3． master vt. , vi & n.
(1) vt. ①become the master of; overcome 成为……的主人；征服；控制
eg: master one’s temper/feelings 控制脾气/感情
It’s difficult to master nature. 征服大自然是困难的。
②gain as a skill 精通；熟练 eg:
master English 精通英语 master foreign affairs 精通外交事务
He never mastered the art of the public speaking. 他从未掌握当众演讲的艺术。
(2)n. ①man who has others working for him 主人，雇主
②male head of a household 家里的男主人
③captain of a merchant ship 商船的船长
④male teacher 男教师 eg:
the master of the house 一家之长
the maths master 数学教师 a master’s degree 硕士学位
4．arrange vt. & vi.
(1)put in order 安排；排列；布置 eg:
She is good at arranging flowers. 她擅长插花。
Before going away, he arranged his business affairs. 他离开之前，他把业务都安排好了。
(2)make plans in advance 预做计划 eg:
The Tourist Bureau arranged everything for our journey to Rome. 旅游局为我们去罗马的旅行准备了一切。
(3)arrange+ n. +for +n. 为……安排…… eg:
Mother arranged an appointment for me with the dentist. 母亲替我向牙医预约挂号。
(4)arrange sb. to do … 安排某人做…… eg:
I have arranged him to meet her. 我安排他和她见面。
(5)arrange with sb. to do … 约定与某人做…… eg:
We arranged with his team to play a game of baseball. 我们约好和他们队打一场棒球。
(6)arrange that … 商定，安排。 eg:
He arranged that the meeting (should) be put off for a week. =
He arranged for the meeting to be put off for a week. 他安排把会议延后一周召开。
5． failure n.
(1)[U] failing; lack of success 失败；不成功 eg:
Failure is the mother of success. 失败乃成功之母。
(2)[C] instance of failing; person, attempt or thing that fails 失败的事例；失败的人，企图或失败的事物 eg:
He was a failure as a teacher. 他不是个好老师。
Success came after many failures. 失败多次之后终于成功。
6． locate vt. & vi.
(1)discover, show the locality of 找出……的位置，指出……的位置 eg:
locate a town on a map 在地图上找出一城市的位置
(2)establish in a place 在一地点设置 eg:
a new school to be located in the suburbs 将设置在郊区的一所新学校
(3)be located 位于 eg:
Our school is located in the center of the town. 我们学校坐落于市中心。
(4)比较location n.
[U] locating or being located 指定位置
[C] position or place 位置；地方 eg:
The hill is a good location for the new church. 那山丘是建筑新教堂的好地点。
7． organ n.
(1)any part of an animal body or plant 动植物器官 eg:
the organs of speech, the tongue, teeth, lips, etc. 语言器官（如舌、牙、唇等）
(2)organization 组织，机构 eg:
Parliament is the chief organ of the government. 国会是政府的主要机关。
(3)musical instrument from which sounds are produced by air forced through pipes, played by keys pressed with the fingers and pedals pressed with the feet 风琴
同、近义词辨析
1．likely, possible 与probable
（1）三者均表可能性，但意思有别。possible指客观上有可能性，但往往含有希望很小的意味；probable比possible可能性稍大，有“较为可能、大概”，指有实际依据；likely是从外表迹象判断有可能发生的事。 eg：
It’s possible, though not probable, that he will come tomorrow. 他明天可能来，但也不一定准来。
She is likely to ring me tonight. 今晚她很可能给我来电话。
（2）possible 不能用人做主语。possible 常用于下列句型：
It is possible to do sth. It is possible for sb. to do sth.
It is possible that … eg:
Is it possible to say so?可能这样说吗？
It is possible for me to do it. 我可能做那件事。
（3）probable 也不能用人做主语。一般只用于下面句型中：
It is probable that … eg:
It is probable that he will come. 他很可能要来。
（4）likely 既可用人作主语，也可用物做主语。通可用于“It is likely that …”句型中。 eg:
He is likely to come. = It is likely that he will come. 他可能要来。但不能说：It is likely for him to come.
（5）impossible, improbable, unlikely 用法与上述类似。
2．catch, grasp, seize 与snatch
catch是普通用语，用“设法抓住，捉住”的意思； grasp表示牢牢地“抓住”；seize指“突然用力抓住使不逃脱”；snatch 表示迅速的拉扯动作、出其不意地“抓取”。 eg:
The police caught the thief as he ran. 小偷逃跑时被警察抓住了。
He grasped his gun and rushed out. 他抓起枪就冲了出去。
He seized the gun from the enemy soldier. 他从敌人士兵手中夺过了枪。
The thief snatched her handbag and ran off. 小偷抢走了她的手提包就跑了。
知识点补充
1．Whatever great achievements the future may have in store for China, it is likely that many of them will be born in northwestern Beijing. 无论中国将来会有什么样的成就，其中许多可能就诞生在北京的西北部。
（1）in store 就要到来，必将发生 eg:
Who knows what the future has in store for us? 谁知道我们将来注定如何？
（2）in store 也有储存着，备用的意思 eg:
The runner kept some energy in store for spurting at the end. 那名赛跑的人为最后冲刺贮存精力。
2． Zhongguancun was set up as a special economic zone in the late 1990s and quickly became the leader of China’s hi-tech industry. 在20世界90年代末中关村作为高新科技特区被创立并迅速成为中国高科技工业的先锋。
（1）set up-establish 建立 eg:
The government has set up a working party to look into the problem. 政府成立工作组调查此问题。
（2）in the late 1990s 又可写成in the late 1990’s 二十世纪九十年代末
in the early 1980s 二十世纪八十年代初
（3）hi-tech= high technology 高科技，高技术
3． When I got my master’s degree, I wanted to return home but couldn’t find a company where I could use what I had learnt. 当我获得硕士学位时，我想回到家乡，可是我没能找到学有所用的公司。
（1）本句是一个复合句。When I got my master’s degree 为时间状语从句，修饰主句谓语动词wanted。wanted和couldn’t find为并列谓语动词，由并列连词but连接。where I could use what I had learnt为定语从句，修饰先行词company。what I had learnt 为宾语从句。
（2）a master’s degree 硕士学位 a doctor’s degree 博士学位a bachelor’s degree 学士学位
又如：Master of Arts 文学硕士 Doctor of Law 法学博士Bachelor of Science 理学学士
4．I will never forget how happy I was when I set foot in China again and was back with my friends and family. 我永远不会忘记当再次踏上中国土地和我的朋友及亲人团聚时，那种感觉有多幸福。
（1）本句是复合句。How happy I was …为宾语从句。when I set foot in China again and was back with … 为时间状语从句。
（2）set foot in/on 进入，踏进 eg:
She said she wouldn’t set foot in the room until it had been properly cleaned.
她说直到这屋子收拾好了她才住进去。
No man has ever set foot on that deserted island. 没有人曾光顾过那个荒芜的岛。
5． “Relying on science, technology, and knowledge to increase economic power”- makes it clear that science and business can and must work together to build the future. “依靠科学，技术，知识发展经常”，它阐明了科学和商业能够且必须结合在一起共创未来。
（1）此句为复合句。it为形式宾语，代表that引导的宾语从句。
（2）rely on/upon信赖，依赖 eg: He can always be relied upon or help. 他的帮助是永远可依赖的。
You may rely on my early arrival. 你放心好了，我会早到的。
（3）make…clear 表明，讲清楚 eg:
Have I made myself clear? 我讲清楚了吗？
They wanted to make it clear that they did an important and necessary job. 他们想说明他们做着一项重要且必要的工作。
6． …but we are excited about all the new technology and great ideas that are coming to life in Zhongguanzun. 但是我们为所有这些在中关村富有活力的新技术和卓越的想法而感到激动。
（1）that are coming to life in Zhongguancun 为定语从句，修饰先行词ideas。
（2）come to life 苏醒；恢复生气 eg:
We all thought he was drowned, but after an hour’s artificial respiration he came back to life.
我们都以为他淹死了，但经过一小时的人工呼吸后，他又苏醒了。
When I told the students the good news, they all came to life.
当我告诉学生们这个好消息时，他们都活跃起来了。
The Fifth Period
Teaching Aims:
1. Learn and master the following words: brand , luggage , achieve , organ
2. Review the words appearing in the last two periods.
3. Learn about Word Formation.
Teaching Important Points;
1. Learn some words which are closest in meaning,
2. Study the ways of forming a word.
3. Study the meaning of some affixes and stems.
Teaching Difficult Point;
How to help the students master some knowledge of Word Formation,
Teaching Methods;
1. Doing exercises to review the learnt words.
2. Studying and practising to master the ways of forming a word.
3. Pair or group work to make every student take an active part in class.
Teaching Aids:
1. the multimedia
2. the blackboard
Teaching Procedures :
Step I Greetings
Greet the whole class as usual.
Step II Revision
In the last period, we read the passage Zhongguancun and learned much about it. Now, who can tell me something about it? Get some Ss to try it.
Zhongguancun, in Beijing's Haidian District, is the new centre for Chinese science and technology. The centre itself got started in the early 1980s and was set up as a special economic zone in the late 1990s. Then it quickly became the leader of China's hi-tech industry. A growing number of overseas have returned to China and grasped the opportunity to develop their ideas at Zhongguancun. Zhongguancun has had a positive effect on business as well as science. Today, there are more than 8 000 hi-tech companies in Zhongguancun, more than half of which are IT companies. What has made Zhongguancun a success is the spirit of creativity and scientific skill.
We all know Zhongguancun is the leader of China's hi-tech industry as Silicon Valley in the USA. So sometimes it is called China's Silicon Valley. In the last class, I asked you to use a library or the Internet to find out more about Silicon Valley and then compare the two areas. Now who'd like to tell us how similar or different they are?
Both Zhongguancun and Silicon Valley are home to Internet industry as well as hi-tech companies, most of which are founded by students, faculty and staff members from the surrounding universities. However* as a fledgling hi-tech community, Zhongguancun has many differences from Silicon Valley. Silicon Valley has evolved a culture that is tuned to market-driven innovation, while in Zhongguancun, innovation is still largely driven by technology. In addition, investors in Silicon Valley are frequently an integral parts of companies day-to-day operations. While in Zhongguancun. Investors has been used only as a source of financing.
Let's do an exercise.
Please look at the screen.
(Teacher shows the following on the screen.)
Find the right explanation for each word.
1. zone 2. significant 3. institute 4. achievement 5. announce
6. grasp 7. giant 8. perfect
A. something you have worked hard for and done well
B. to say something in public
C. to take hold of something firmly
D. a group of people who want to study a special thing, or the building used by such a group
E. without any fault or bad points
F. large and important; having a special meaning
G. unusually large person, animal, plant, business organization, etc.
H. area or region with a particular feature or use
Suggested answers: l.-H 2.-F 3.-D 4.-A 5. -B 6.-C 7. -G 8. -E
Step III Word Study
Page 5. We'll deal with Word Study. First, Word Study. Then, Word Formation. Look at the exercise in Word Study now. Choose the answer that is closest in meaning to the underlined part. First, do it by yourself. Then check the answers with your partner. In the end, collect the right answers.
Suggested answers:
LA 2.B 3. C 4. B 5. C 6. A 7. B 8. C
Step IV Word Formation
Word formations
1. introduce the main ways of word formation: (the following may be of help during your teaching)
The main Processes of English Word-formation:
a. Prefixation: disagree, unimportant, non-smoker, minibus, overuse, antibiotics, underdeveloped, post-war, pre-school, renew, bimonthly, multi-racial;
b. Suffixation: percentage, girlhood, Londoner, hostess, employee, puzzlement, hopeless, changeable, talkative, deepen;
c. Conversion: desire-v. to long for, to wish/ n. strong longing, earnest wish; hit-v, to give a blow/ n. blow; They downed the tools.
d. Compounding: deadline, above-mentioned, chewing-gum, sun-bather, table talk, fathead, redcap, easygoing, sleep-walk,
The minor processes of English word-formation:
e. clipping or shortening: phone (for telephone), ad (for advertisement), prof (for professor), flu (for influenza), pub (for public house);
f. Acronyms(首字母缩略词): UN, VIP, NATO,DA (Doctor of Arts) , H-bomb (Hydrogen bomb);
g. Blending: branch, motel, Eurasia,
h. Back-formation: to beg from beggar, to baby-sit from baby-sitter, to greed from greedy.
i .Forming new words by analogy:
Moonrise is derived from the word sunrise by analogy.
j. Onomatopoeia:
Bark, giggle, bang, murmur.
2. Ss study examples on p6 and see if they can tell the processes of the words.
Study Word Formation. First, look at the words on the screen. (Teacher shows the following on the screen.)
international = inter-+ national
telephone = tele- + phone :
mankind = man+ kind
broadband= broad + band
extremely = extreme + ly
manned = man+ -ed
hi-tech= high + technology
e-school = electronic school
IT=information technology
CSA = Chinese Space Agency
The Ss are given two minutes to study the words and find out the ways of forming a word. Then ask some students to explain how they are formed.
Look at the stems and affixes on the screen. Match each of them with the right meaning on the
right.
(Teacher shows the following on the screen.)
trans-
-graph
tele-
super-
co-
vis-
bio-
Sub-
-port- carry
see
below
life
together/with
more than usual
far
across
writing
The Ss are given two minutes to prepare. Then check your answers.
Suggested answers:
trans- = across tele- = far co- = together/with bio- = life vis- = see -graph= writing -port-= carry sub-= below super-=more than usual
Please look at the screen. Let's do another exercise.
(Teacher shows the following on the screen.)
Use context clues and what you know about word parts to guess the meaning of the underlined words.
1. ____ Many countries import most of the oil they use.
2. ____ He studied biophysics at college.
3. ____ It is very important to learn how to cooperate with others.
4. ____ All your luggage will be transported to the destination by train. 5. ____ My cousin has an excellent voice. Her dream is to become a
superstar.
(Teacher asks some students to do it. One student, one sentence. )
Suggested answers :
1．进口 2.生命物理 3.合作 4.运输 5.超级歌星
Step V Consolidation
Page 6 and look at Part 4. Read the news article and tell how the words in bold are formed. First, look at the given example to make sure you know how to do it. Then work in pairs to finish it. After a few minutes, check your answers.
Suggested answers
showcase= show+ case breakthrough= break + through
bioengineering = bio- + engineering outstanding = out + standing
enable= en- + able restore = re- + store
indirectly = indirect+-ly strengthen= strength+-en
Step VI Summary and Homework
T. Well. Let's see what we've learnt in this class. First, we've reviewed the words learnt in the last period. Then, we've learnt about Word Formation CD. We've learnt some ways of forming a word, such as derivation, compound and short form. This way, we know how to guess new words according to the meanings of the stems and affixes as well as the context clues. After class, please review what we've learnt in this class and preview the next part in this unit - Integrating Skills.
Step VI The Design of the Writing on the Blackboard
Unit 11 Scientific achievement
The Third Period
Word Formation
Ways of forming a word
a. derivation: international, telephone, extremely, manned
b. compound: mankind, broadband
c. short form: hi-tech, e-school, IT, CSA
The Sixth Period
Teaching Aims;
1. Learn and master the following words and phrases:
boom, put forward, breakthrough, agency, announce, evolution, supercomputer
2. Train the students' integrating skills, especially reading and writing skills.
Teaching Important Points:
1. Help the students understand the passages exactly and master the following words and phrases: put forward, aim at, announce, map out
2. Learn to write a persuasion essay to train the students' writing ability.
Teaching Difficult Point:
How to help the students finish the task of writing.
Teaching Methods:
1. Fast and then careful reading to improve the students' reading ability.
2. Learning tips to help the students learn to write a persuasion essay.
3. Individual, pair or group work to make the students finish each task.
Teaching Aids:
1. the multimedia
2. the blackboard
Teaching Procedures-
Step I Greetings
Greet the whole class as usual.
Step II Revision and Lead-in
(Show the following on the screen. )
Study the sentences and guess the meaning of each underlined word. Explain how the word is formed.
1. The average output of the factory is 20 cars a day.
2. She has written good essays before, but this one is substandard.
3. He is a kind of intellectual superman.
4. The lack of a common language made it very difficult to intercommunicate (with each other).
5. Transplant the seedlings into peaty soil,
6. Have you read an e-book?
7. When did China join the WTO?
8. They helped us to map out a long-term plan.
Suggested answers
1. output = out+ put产量
2. substandard = sub-+ standard低于标准的，不够标准的
3. superman = super-+ man超人
4. intercommunicate= inter- + communicate互相联系
5. transplant=trans-+plant移植
6. e-book = electronic +book电子图书
7. WTO＝World Trade Organization世贸组织
8. long-term=long + term长期的
Today, we've going to read about some scientific achievements in China. First，let's learn the new words.
(Teacher shows the screen and deals with the new words.)
boom /bu:m/.n. (经济、工商业的)繁荣（期），迅速发展期；（营业等的）激增，
put forward提出，建议；推荐’
△rejuvenate / / vt. 繁荣昌盛；使返老还童；使恢复（青春）活力，
breakthrough／/ n．（知识或技术领域的）重大突破；重大进展（发现）
（军事上的）突围；
△impressive / / .adj. 激动人心的；感人的．给人深刻印象的：
agency／ / n.（行政或职能）机构；代理机构
announce／ / vt. 宣布．宣告
△genome／/ n:基因组；染色体组
△element／ / n．元素；要素，组成部分：
evolution, / / n．发展，展开：进化
△byte /bait/，．［计〕字节．比特，
supercomputer / / n．超级计算机‘：
△humanoid／ / adj. 具有人的形状或特点的；类人的。
Step III Reading
Page 7. Look at Reading and Writing. Read each passage quickly and find out the answers to the following two questions on the screen. (Teacher shows the following on the screen.)
1. What plan has helped Chinese scientists make many breakthroughs?
2. Which scientific fields are mentioned in the text?
( After a while, teacher checks the answers. )
1. The plan for “rejuvenating the nation by relying on science and education”.
2. Exploring space, genetic research, computer engineering and medical science.
(Teacher writes the answers above on the blackboard.)
Read the passages again carefully, trying to understand them more exactly and pay attention to some detailed information. After that, work in groups to complete the chart after the passages according to what is tearnt from the text. After four minutes, check answers.
Suggested answers:
Exploring space
Achievements: The Chinese space Agency has developed the highly successful Long March rocket series.
Importance: The rockets are used to prepare for the nation's first manned space flight.
Genetic research
Achievements: Chinese scientists have completed mapping out their part of the international human genetic project,
Importance; It has proved that Chinese scientists are among the world's best. It helps to solve the mysteries of life.
Computer engineering
Achievements: Chinese computer engineers have developed the supercomputer Shenwei.
Importance: The nation's first humanoid robot has been built.
Medical science
Achievements: Scientists have been able to create a chemical element that can fight cancer cells.
Importance: The breakthrough makes the cure of deadly disease possible.
(After that, teacher deals with the language points. )
Now, let's learn some useful words and expressions. Please look at the screen. (Teacher shows the following on the screen and gives brief explanations to make sure the students understand how to use them correctly.)
1. put forward: advance, propose or suggest sth. for discussion
e. g. He is putting forward radical proposals for electoral reform.
2. aim at: intend or try to do sth.
e. g. We must aim at increasing exports.
3. announce : make (sth. ) known publicly
e. g. They announced their engagement to the family.
Have they announced when the race will begin?
4. map out: present sth. in detail
e. g. He mapped out his ideas on the news project.
Step IV Listening and Reading Aloud
Play the tape for the Ss to listen. The first time, listen and follow. The second time, listen and repeat.
(Teacher begins to play the tape. )
Step V Writing
Writing part. The Ss have been asked by the magazine Modern Science to help them choose the greatest scientific achievement ever. Write a short essay, telling them which achievement you
have chosen and explaining why you think that it is the most important. In order that they can write your essay better. They’d better read and study the tips at Page 8 carefully before writing.
Step VI The Design of the Writing on the Blackboard
Unit 11 Scientific achievement
The Fourth Period
I . Areas
exploring space
genetic research
computer engineering
medical science
II. Words and phrases
put forward
aim at
announce
map out
The Seventh Period
Revision:
Go over the important points in this unit once again, and give Ss some additional reading materials if possible.
Zhongguancun Science Park is China's biggest science park with a high concentration of scientific and technological institutions and intellectual resources. Located in this area are 39 institutions of higher learning represented by Beijing University and Tsinghua University. There are 213 research institutions as exemplified by the institutions of the Chinese Academy of Sciences (CAS) and the Chinese Academy of Engineering (CAE) and 37% of the academicians of both the CAS and CAE are living and working in this area. Each year, thousands of sophisticated research discoveries emerge in this area and pour out to all places throughout China. Many state-level laboratories and important engineering and technology centers are concentrated in this area too. Zhongguancun Science Park is the largest software development and production center in China.
Zhongguancun Science Park in fact is composed of five science zones like Haidian Zone, Fengtai Zone, Changping Zone, the Electronic City Zone and Yizhuang Zone. Some ten thousand new and hi-tech enterprises, such as Legend, Stone, Founder, Zhongguancun Science and Technology, Tsinghua Tongfang, Netease, are all doing their business at Zhongguancun. In addition, there are some 1500 R&D centers and hi-tech companies set up by or invested by renowned overseas transnational companies like IBM, Microsoft, Mitsubishi in this area as well as 40 overseas listed companies. At present Zhongguancun has become the most important growth point in the economic development of the capital which makes a contribution of 60% of the total industrial growth of the city. The business income generated from the industry, trade and technology of Zhongguancun Science Park in 2001 accounted for 18% of the total income of all the 53 national new and hi-tech parks.
In June 1999, the State Council of China officially approved the “Note of Request to Expedite the Building of Zhongguancun Science Park for the Purpose of Implementing the Strategy of Rejuvenating the Country through Science and Education” by the Beijing Municipal Government and the Ministry of Science and Technology and instructed the Beijing Municipal Government and the Ministry of Science and Technology to speed up the construction process of Zhongguancun Science Park in order to build it into a comprehensive reform trial base for implementing the strategy of rejuvenating the country through science and education and the two essential changes, a model base of international technical innovation with competitiveness, an incubator and radiating center for its scientific and technological achievements with its footing in the capital city of Beijing but facing the whole country and a base for training innovators and a first-class science park in the world. This is the most important trans-century decision made by the central government after its decisions of establishing the Shenzhen Special Zone in 1980s and opening up Shanghai's Pudong area in 1990s.
Beijing People's Municipal Government promulgated “Regulations of the Zhongguancun Science Park” on January 1, 2001, which provides the legal basis and guideline for its future development. The Park is now moving on at vigorous strides in promoting technology innovation in accordance with the principle of “Bold innovation in the areas not banned by the law” with the ambition of achieving great changes every year and make the Park a first-rate science park in the world within 10 years.
Zhongguancun is indeed a place full of opportunities and challenges as well as bright hopes. All domestic and overseas companies and individuals are welcome to Zhongguancun for business development.
I．单元教学目标
技能目标 Skill Goals
Talk about Shakespeare and his plays
Learn to recount detail in conversation
Review Direct and Indirect Speech
Rite a short play
II. 目标语言
功能句式
Stating one’s views
Correct me if I’m wrong, but…
One of the most important facts is…
As far as I know…
You shouldn’t forget that…
You could, for example, …
After all,…
What shouldn’t be forgotten is…
The way I would go about it…
But in this particular case…
词汇
1. 四会词汇
merchant, crown, deny, mercy, enemy, reasonable, weakness, judgement, gentleman, greeting, envy, troublesome, requirement, declare, merciful, bless, legal, deed, surgeon, court, justice, therefore, kindness, punish, punishment, order, sword, complex
2. 认读词汇
Venice, Hamlet, Romeo, Juliet, Troilus, Cressida, uneasy, Bassanio, Antonio, Portia, Shylock, duke, masterpiece, revenge, ducat, fate, scale, Bellario, tragedy
3. 词组
pay back, have mercy on, go about, as far as I know, tear up, at the mercy of, go down on one’s knees
4. 重点词汇
merchant, mercy, accuse, declare, fortune, bargain, worthy, consequence
结构
Review Direct and Indirect Speech
重点句子
You might as well go stand upon the beach and argue with the sea.
If you offered me six times what you have just offered, I would still take my pound of flesh.
Shylock, how can you hope for mercy for yourself when you show none? P67
To do a great right, do a little wrong and in that way we can save Antonio. P68
If Shylock cuts deep enough, I’ll pay him back with all my heart. 68
All he wanted was justice. P71
The 1st period Speaking
Step 1 Revision
Check the homework
1. Check the students’ writing.
2. check if the students have found some information about Shakespeare.
Step 2 Warming up
Get the students to work together to talk about the quotations, the pictures and the plays of Shakespeare.
No 1 comes from Hamlet and its meaning is being terribly upset and undecided.
No2 comes from King Henry Ⅳ and its meaning is that a person who has great responsibility, such as a king, is constantly worried and therefore doesn’t sleep soundly.
No 3 comes from Hamlet. It means that it’s best not to lend money to other people and not to borrow from other people.
No 4 comes from Romeo and Juliet and its meaning is why my lover Romeo is from a family that has a long feud (世仇，不和) with mine.
No 5 comes from Troilus &Cressida and its meaning is empty words, not real thoughts or ideas from the heart.
Step 3 Speaking
Encourage students to discuss the two situations using the useful expressions
Step 4 talking (on P138)
Get the students to talk about the picture, and then do the two tasks according to the instruction.
After some practice, the teacher can ask some pairs to act their play out in front of the whole calss.
Step 4 Homework
Learn the new words by heart.
The 2nd Period Listening
Step 1 Revision
Ask some pairs to act out their play
Step 2 Listening
Listen to the tape and do Part 1 and 2
Students are asked to read fast the questions and then listen to the tape twice to answer the questions.
Step 3 Listening (2) (wb P137)
Step 4 Homework.
Listen to the materials again after class.
Preview the reading.
The 3rd Period Reading
Step 1 Lead-in
Task: Ask students to retell the main characters of the Merchant of Venice and their relationship according to the listening part.
Step 2 Pre-reading
Talk about the picture to arouse the students’ interest in reading the play.
Step 3 while-reading
Get students to analyze the characters, finding out some details and explaining the deeper meaning of some puns and symbols.
Deal with some language points if possible:
1. You might as well go stand upon the beach and argue with the sea. P67
2. if you offered me six times what you have just offered
3. Shylock, how can you hope for mercy for yourself when you show me none?
Step 4 Post-reading:
Listen to the tape and then finish the post-reading Ex on p44-45.
Step 4 Homework
Preparations: Language Study on p 69 and Vocabulary on P139-140.
The 4th Period Grammar
Step 1 Revision
Check the homework.
Step 2 Word Study and vocabulary
Check the answers orally.
Step 3 Grammar
Revise the Direct and Indirect Speech.
Step 4 Homework
Review the rules of the Direct and Indirect Speech; Read the passage on P71-72.
The 5th Period Extensive reading
Step 1
Check the homework
Step 2 Listening and Fast reading
Step 5 reading
P142 Extensive reading.
Go through the questions on P142, and listen to the tape and answer the questions
Step 6 Homework
Review what we’ve learned in this period and prepare for the writing task.
The 6th Period Writing
Step 1 revision
Step 2 Pre-writing
How to write a short play:
Read about Romeo and Juliet on P142-143.
Step 3 Writing (1)
Write a short passage about Romeo & Juliet.
Read some sample essays and give comments on them.
Step 4 Homework
Check Your writings with the other groups.
I．单元教学目标
技能目标 Skill Goals
Talk about inventions
Practice describing inventions
Review the Attributive Clause
Write a process essay
II. 目标语言
功能句式
Ways of describing inventions
This invention can help people…
This is a new way of…
This new invention will make it possible for people to…
I think… is much more useful than…
It can make / help people…
I’d like to invent… because it can…
I’d like to invent… which can…
If people can create…
I suppose…
It must be very convenient if people could invent…
I dreamed I could invent…
Ways of asking questions about new inventions
What does it look like?
How does it work?
What’s it made of?
How would people use it?
Is there anything you would like to invent?
词汇
1. 四会词汇
vest, heel, patent, officer, petrol, background, reject, possibility, otherwise, connection, previous, aware, trial, rider, dusty, pilot, storage, glue, typewriter
2. 认读词汇
edible, flavour, laptop, inflatable, creative, rephrase, partial, perception, visible, Mozart, relativity, Samuel Morse, desktop, palmtop, Mona Lisa, Charles Chaplin, John Denver, Isaac Newton, Abraham Lincoln, Eve, Helen Keller, metaphor, paste, electronics, Eniac
3. 词组
allow for, get stuck, break away from, be aware of, trial and error, after all, keep track of
4. 重点词汇
vest, office, background, reject, possibility, otherwise, aware, allow for, get stuck, break away from, be aware of, after all, keep track of
语法
Review the Attributive Clause
1. a car that / which uses water instead of petrol
2. thinkers who have changed the world
3. a chip that / which makes it possible for us to see the future
4. a smart pen that / which automatically translates what we write into a foreign language
重点句子
1. These chopsticks are both delicious and environmentally friendly. P57
2. Creativity is not about getting high test scores, having a high IQ or being smart. P59
3. If we look only for the correct answer and reject ideas that do not pro vide a complete answer,
we may get stusk.. P59
4. As with thinking outside the box, the process includes a series of different attempts and several
false starts. Each new way of looking at a situation improves our understanding and makes it
easier to discover new possibilities. P59
The 1st period Speaking
Step 1 Warming up
Give the students introductions of the three inventions from the textbook.
Step 2 Pre-speaking
Of all the 4 inventions, which do you think would be useful, why?
Use the following patterns to guide them:
I think… this invention can help people….
I think… is much more useful then …which we use now.
Some possible expressions:
I’d like to invent a ….
It can help people….
It must be very convenient if people could invent….
I dreamed I could invent….
Step 3 Speaking
Let the students read the passage and make them understand what they should do. To explain how the invention works and why it is useful.
Ask 5 groups to act their dialogue out in front of class.
Step 4 Summary
Ways of describing inventions:
This invention can help people …
This is a new way of…
This new invention will make it possible for people to…
I think … is much more useful than…
I can help/ make people…
I’d like to invent… because it can ,,,,
I’d like to invent… which can….
If people can create… I suppose…
It must be very convenient if people could invent…
I dreamed I could invent…
Ways of asking questions about new inventions:
What does it look like?
How does it work?
What’s it made of?
How would people use it?
Is there anything you would like to invent?
Step 4 Homework
1. Talking at p131
2. Write a short passage with the title “My ideal new invention”.
The 2nd Period Listening
Step 1 Revision
Check the homework, asking the students to come to the front to read out his or her essay outindividually.
Step 2 Listening
Dialogue 1& 2 on p58
Students are asked to read fast the questions and then listen to the tape twice to answer the questions.
Step 3 Discussion:
Think of some examples of new inventions that people were afraid of or can’t accept at first.
Step 4 Homework.
Listening (wb P130)
Preview the reading.
The 3rd Period Reading
Step 1 Revision
Check the homework and then ask if they have some ideas of inventing some useful things to improve our life.
Step 2 Pre-reading
Do the ex on p59
Step 3 while-reading
Main idea of each para:
Para 1. By thinking about the way we think and practicing good thinking strategies, we can become more creative.
Para 2. To “ think outside the box” is to try new ways to solve a problem.
Para 3. Good solutions and new ideas are often the result of a change in perception.
Para 4. Every new thought or idea has to be connected to what we already know.
Para 5. Good ideas are the result of a long process of trial and error.
Step 4 Language focuses:
Deal with some language points if possible:
Trial-try
Application-apply
Produce-production
Inspiration-inspire
Fail-failure
Deep-depth
Possible-possibility
Connect-connection
Awareness-aware
Step 5 Post-reading:
Listen to the tape and then finish the post-reading Ex on p60.
Step 4 Homework
Find out some sentences with the Attributive Clause.
Preparations: Language Study on p 61.
The 4th Period Grammar
Step 1 Revision
Dictate some phrases and sentences:
Be tired of, break away from, allow for, get stuck
Partial solutions, and even failures, give us more information and clues that help us move forwards a better solution.
By looking at a problem in as many as possible, creative thinkers can find solutions that would otherwise remain invisible.
Step 2 Grammar
Do some exercises about the Attributive Clause:
Step 3 Practice:
Finish the exercises on P61, checking the answers orally.
Step 4 Homework
Ex 2&3 on p133
Go over the reading on p133
The 5th Period Extensive reading
Step 1
Check the homework (Ex2&3 on p133)
Step 2 Listening and Fast reading
Play the tape and ask students to listen to the tape and complete the following chart:
Invention Possible uses
Invisible paint 1.________; 2.________
Step 3 Intensive reading
Read for the second time, and then answer the questions:
Then deal with some language points if necessary.
Step 6 Homework
Review what we’ve learned in this period and preview the Reading and Writing on p62.
The 6th Period Writing
Step 1 revision
Step 2 Pre-writing
Ask the students to read the text All in the Mind: Scientific Metaphors? And then finish the chart on the below.
Step 3 Writing
Try to write an essay using the information given on P64.
Read some sample essays and give comments on them.
Step 4 Homework
To summarize what we’ve learnt in this unit.
Read the Strategies given on P64 to see if you can use these tips to improve your English-learning.
----- designed by Ju Weiyan
Gangdu Middle School
I. Teaching Goals
1. Talk about New Zealand
2. Talk about location and direction
3. Learn to use “It” as Subject
4. Write a description of a country or a region
II. Target Language
1. Daily Expressions in Communication : Space (Location & Direction)
It is to the east/west/south/north of…
It is in the east/west/south/north of…
It is on the east/west/south/north of…
It is in the eastern/western/southern/northern part of…
It is in/to the northeastern/northwestern/southeastern/southwestern Sichuan.
The East China Sea lies to the east of Zhejiang Province.
Hainan Island lies to the south of Guangdong Province.
He is from Weihai, a city in northeastern Shandong.
Weihai lies about 90 kilometers east of Yantai.
Wellington ,the capital city, lies on the North Island
2. Vocabulary
1) fisherman, great-grandfather, northeastern, great-grandmother, central, coast, surround, mild, bay, harbour, volcano, spring, heat, surface, rat, settle, settler, mainly, voyage, possession, bold, paragraph, grassland, mountainous, surprising, secretary, refer, percent, wedding, conference, relation, agricultural, cattle, export, lamb, ship, sail, cottage, seaside ,
camp,despite -----(four-skill words)
2) Winfield, Tasman Sea, Wellington, Auckland, Christchurch, Queenstown, subtropical, landscape, kiwi, Maori, Aotearoa, Polynesia, Dutchman, Abel Tasman, heading, location, grassy, rocky, sandy, hilly, marae, burial, region, ethnic ------(three-skill words)
3) in relation to, on your father’s side, take possession of, make up, go sailing, go camping, refer to, off the coast, be famous for, more than, stay with, turn to, of high quality, known to, honour sb. for sth. --------(expressions)
3. Grammar ------ The use of “It” as Subject
“It” can be used in the subject position to stand for the infinitive or a clause.
1) It is interesting to visit New Zealand.
2) It is too bad that you missed the train.
Impersonal “It” can be used to talk about time , date, distance or weather.
3) It rains a lot in New Zealand.
4) It is some 3,500 kilometers from Polynesia to New Zealand.
5) It was getting dark.
6) It is April 1st today.
4. Key sentences
1) New Zealand is an island that lies off …P38
2) It is made up of two large islands: … P38
3) It is about the same size as Japan. P38
4) The North Island is famous for…P38
5) New Zealand has a population of about…P41
6) Since the mid-1980s growing numbers of Asians…P41
7) New Zealand wine is of high quality…P42
8) Despite the fact that New Zealand is so far away, ties have existed …P104
9) He came to China in the 1920s and first worked in Shanghai where he worked on creating better working conditions in factories. P104
10) In 1977 the Chinese government honoured him for his work helping the Chinese people for more than 50 years. P104
III . Teaching Time:
Five periods
Period I
Teaching Aims:
1. Learn to describe location and direction.
2. Do some listening practice.
3. Improve the students’ speaking ability by talking.
Teaching Important Points:
1. Train the students’ listening ability.
2. Master the expressions describing location and direction.
Teaching Difficult Points:
1. How to improve the students’ listening ability.
2. How to finish the task of speaking.
Teaching Methods:
1. Listening-and-choice activity to help the students go through with the listening material.
2. Individual, pair or group work to make every student work in class.
Teaching Aids:
1. a tape recorder
2. a computer
Teaching Procedures:
Step I . Lead-in
Show a map of China on the screen and get the students to tell the locations of the regions on the map. Show the following notes on the screen.
There are 23 provinces, 5 autonomous regions,4 municipalities, and 2 special administrative regions in China. Some Chinese provinces have an English name. They are Inner Mongolia(Neimengu), and Tibet(Xizang). Other English names were: Peking, Canton ( both Guangdong and Guangzhou) and Amoy(xiamen). But these English names are no longer used.
Step II. Warming Up
Let the students look at the map of China with countries, seas, islands beyond China. Show the students the names of the countries neighbouring China as well as their directions in relation to China. And then get the students to describe the locations of them. Do the same with seas, islands beyond China. Show the following notes on the screen when the students describe the positions of the islands.
The English phrasal verb “ lie off ” is only used to say that a smaller island lies off the coast of a mainland. We can say that Taiwan lies off the coast of China or Fujian but we cannot say that China lies off the coast of Taiwan.
Show the students a map of the world on the screen and get them to find out at least five islands on it and describe where they are.
Step III . Listening
P37. Ask the students to listen to the tape and look at the map of Dolphin Island.Complete the map with information from the tape. Then listen to the tape again and choose the answers to complete the sentences. And then check the answers by letting the students do the listening exercises on the screen.
At last , show them the listening text on the screen with key sentences
emphasized.
Step IV . Speaking
Work in pairs and talk about the birthplaces of your family members. Go through with the useful expressions on the screen before talking about it. Get the students to make up new dialogues according to the one in the book. After a while, ask some pairs to act the dialogues out before the class.
Step V Consolidation
Do an exercise to consolidate what has been learnt so far. Ask the students to look at the screen, translate English into Chinese and Chinese into English. Write the answers on a piece of paper. Collect them a few minutes later.
Exercise
1.San Francisco lies in the west of the USA.
2.East of the mountain is a large lake.
3.Shanghai lies in the east of China.
4.There are fruit trees on the north bank of the river.
5.河北省在中国的北部。
6.这个城的北面有一条铁路。
7.中国位于亚洲的东部。
8.这湖的东边有两座城镇。
Step VI . Homework
Do Ex. (P102) Talking
Period II
Teaching Aims:1. Train the students’ reading ability.
2. Let the students learn something about New Zealand.Teaching Important Points:
1. Improve the students’ reading ability
2. learn about New Zealand’s geography, climate, natural beauty and history.
Teaching Difficult Points:
How to help the students understand the text better.
Teaching Methods:
1. .Fast reading to find out the general idea of the text.
2. Question-and-answer activity to help the students to understand the detailed information in the text.
3. Individual or pair work to make every student work in class.
Teaching Aids:
1. a tape recorder
2. a computer
Teaching Procedures:
Step I . Revision
Check the answers to the Ex. Talking on P102 .
Step II . Lead-in
Show the students the posters of The Lord of the Rings on the screen. Ask who the director is and where he is from.(Peter Jackson from New Zealand).
Step III . Presentation
Show the students a map of the world and ask them to point out New Zealand and find another island about the size as it. (Japan)
Tell the students something about New Zealand by showing information on the screen, including the national flag, the national emblem and anthem (God defend New Zealand ) let them listen to it.
Step IV . Fast Reading
Ask the students to read the passage quickly and find out the best heading of each paragraph. Check their answers by doing a matching exercise on the screen. Para. 1 ---Geography, Para. 2 --- Climate, Para. 3--- Natural beauty, Para. 4 --- History.
Step V . Reading
Read the passage carefully paragraph by paragraph.
Let the students read the first paragraph again carefully and find out detailed information. Help the students describe the location of the following lands, seas, and cities (Pacific Ocean, Tasman Sea, Wellington, Auckland, Christchurch) in relation to New Zealand on the map on the screen. And then show the students some pictures of the cities.
Go on with the second and third paragraph. Help the students to tell something about the climate and natural beauty in New Zealand by showing information on the screen. Show some beautiful pictures of seas, beaches, harbours, mountains, volcanoes, hot springs as well as equipment making electricity, a kiwi (the national bird), kiwi fruits and silver fern (the national flower).
Paragraph 4 , ask the students to read Paragraph 4 and find out the information about the following numbers on the screen : 1000,1421,1642,1769,1840,Feb.6.
Then get the students to tell the detailed information in relation to the numbers with the help of the hints on the screen.
Notes : An Agreement---Treaty of Waitangi (New Zealand’s Founding Document) It is an agreement between the British Crown and Maori. It established British law in New Zealand, while at the same time guaranteeing Maori authority over their land and culture.
National Day----February 6.
Step VI Consolidation
Let the students act as tour guides to introduce New Zealand by playing the powerpoint again as a guide. The students have a few minutes to prepare for it.
Then ask four students to introduce New Zealand in the four topics. The first student---geography, the second student---climate, the third student---natural beauty, the fourth student---history. After that, show the students a chart of the outline of the passage and get the students to retell the passage in their own words.
Step VII Homework
Do the exercises in Post-reading.
Read the passage.
Period III
Teaching Aims:
1. Practise and consolidate the words describing weather and land.
2. Revise and learn the use of “it”.Teaching Important Points:
1 The usage of “it” used in the subject position to stand for the infinitive or a clause.
2 The usage of “it” used to talk about time, date, distance, or weather.
Teaching Difficult Points:
1. Help the students master the following sentence structure: It is/was +n./adj.+ infinitive/clause.
2. How to use “it” correctly.
Teaching Methods:
1. Discussion method to help the students consolidate the words and combine them to form sentences.
2. Inductive method to help the students master the use of “it”
3. Individual or pair work to make every student work in class.
Teaching Aids:
1. a tape recorder
2. a computer
Teaching Procedures:
Step I . Revision
Check the answers to the Ex. in Post Reading.
Ask the students to retell the passage of New Zealand.
Step II .Word Study
Get the students to recall the nouns describing the weather. Then show them a word web on the screen.(rain/rainbow, sun/sunshine, wind, temperature, thunderstorm, ice, snow). Ask the students to make sentences with these words. Do the same with the adjectives describing the weather and the nouns /adjectives describing the land. Encourage the students to be as creative as possible
Step II . Grammar
Show the students the following sentences on the screen.
It is made up of two large islands.
It rains quite a lot.
It is New Zealand’s national bird.
It is about 3,500 kilometers from Polynesia to New Zealand.
It is April 21st today.
It is interesting to visit New Zealand.
It is a good thing that New Zealand helps the Maori to keep their own language and culture.
Ask the students to find out what “it” in each sentence refer to and the use of “it”.
Make a summary:
The use of “it” as subject.
“It “ can be used to stand for what’s mentioned above.
Impersonal “it” can be used to talk about time, date, distance or weather.
“It” can be used in the subject position to stand for the infinitive or a clause.Get the students to rewrite the sentences on the screen with it is …to do…and it is …that…
Example: To miss the train is too bad.
----- It is too bad to miss the train.
You missed the train? That’s too bad.
----- It is too bad that you missed the train.
Get the students to answer the question on the screen using the words in the brackets.
Example: How soon will they discover John has left? ( a matter of time)------ It is only a matter of time before they will discover that John has left.
Step III . Practice
Get the students to practise the use of “it” by playing a game so that the students will take an active part in practice. Let the students choose their lucky numbers on the screen and each number connects a sentence for the student to rewrite the sentence using “it”.
After that ask the students to discuss Ex. 1 and Ex.2 on Page 103 in the workbook with their partners. A few minutes later, check the answers with the whole class.
Step IV HomeworkDo Ex.3 on Page 104 in exercise books.
Prepare for Reading in Integrating skills.
Period IV
Teaching Aims:
1. Do some reading and writing practice to improve the students’ integrating skills.
2. Do some exercises to consolidate the use of “it”.
3. Learn how to write a description of a region or country.Teaching Important Points:
1. Improve the students’ integrating skills.
2. Help the students master the use of “it” better.
Teaching Difficult Points:
1. How to improve the students’ integrating skills.
Teaching Methods:
1. Asking-and-answering activity to go through with the reading material.
2. Individual or group work to train the students’ writing ability.
Teaching Aids:
1. a tape recorder
2. a computer
Teaching Procedures:
Step I . Revision
Check the answers to Ex.3 on Page 104 in Workbook.
Get the students to translate the sentences on the screen into English. The students have a few minutes to prepare it, and then ask some students to give the answers. Help them if necessary.
1.独自一人去森林旅游是危险的。It is dangerous to travel alone in the forest.2.他是否会接受那个工作还不知道。It is unknown whether he would accept the job.3.同他谈话没有用。 It is no use talking to him.4.很高兴再次见到你。It is nice to see you again.5.他没来很奇怪。It is strange that he didn’t come.
Step II Fast ReadingGet the students to read the text about life in New Zealand quickly, and then answer the following questions on the screen.
1.What is the official language in New Zealand?
2. For the Maori, what are special days called?
3. When someone dies, why does all the relations come to the marae?
4. Why is New Zealand thought to be an important agricultural country?
5. Why do New Zealanders love sports?
6 When are the school main holidays?
After that, get the students to find out the heading of each paragraph.
Paragraph 1 population and language
Paragraph 2 culture of the Maori
Paragraph 3 burial service o the Maori
Paragraph 4 agriculture and life style
Step III ReadingLet the students read the passage to get detailed information, and then do some exercises.
Choose the best answers.
1.From the passage we can figure out Maori people are about _____ more than Asians living in New Zealand.A. 532,000 B. 304,000
C. 340,000 D. 228,000
2. In New Zealand, a public servant may offer services ______ .A. in many languages B. only in English
C. only in Maori D. either in English or in Maori
3. Maori people believe that _____A. not all the people have spirits. B. one’s spirit will never leave his body.
C. one’s spirit will not die when he dies.
D. one’s spirit will disappear the moment he is dead.
Step IV Consolidation
Divide the class into groups of four and help the students to talk about New Zealand’s population, agriculture and sports. A group can choose one of the topics.
Step V Writing
Read the passage again. Then according to the passage, try to write a short description of the Chinese province or region in which you live. Look at the screen before writing.
How to describe a country or a region
First paragraph the population, ethnic groups and the languages
Second paragraph the culture of one or more ethnic groups that are nativeThird paragraph the agricultural products that the place is famous for.Fourth paragraph things people like to do in their free time in that place.
Get the students to work in groups and discuss what they will write about the region where they live according to the information on the screen. One of the group needs to take notes. Help them if necessary. Few minutes later, get some of the students to tell the class what they will write about. Then get the students to write a brief description of the region they live in by themselves, and then exchange the writing with others to correct the mistakes in it. At last, rewrite it in the exercise book.
Step VI Homework
Write a short passage about one of your favourite places in the exercise book.
Review useful expressions in this unit.Period V
Teaching Aims:
1. Do some exercises to consolidate useful expressions in this unit.
2. Do some listening to improve the students’ listening ability.
3. Do some reading practice to improve the students’ reading ability.Teaching Important Points:
1. Improve the students’ integrating skills.
2. Help the students master what we learnt in this unit.
Teaching Difficult Points:
How to improve the students’ listening and reading skills
Teaching Methods:
1. Listening-and-choice activity to help the students go through with the listening material.
2. Asking-and-answering activity to go through with the reading material.
Teaching Aids:
3. a tape recorder
4. a computer
Teaching Procedures:
Step I. Revision
Dictate some useful expressions: be made up of, be surrounded by, make electricity, take possession of, sign an agreement with …, refer to, in relation to, compare … with …, stand for, take place, turn to, prepare for. Teacher says them in Chinese, and the students write them in English.
Then get the students to look at the screen. Complete each sentence by filling the blank with a right phrase from the dictation. Some phrases may not be used.
Step II. Listening (workbook)
P101 Listening. Tell the students that a Chinese student named Lily who studies at Auckland University, a famous university in New Zealand. Listen to the tape carefully. The content is about the interview in which Lily is talking about her experiences and her life in New Zealand. Let the students look at the sentences on the screen and decide which is true after listening for the first time.
Play the tape again. This time get the students to answer the questions in Ex.2 as well as checking the answers in Ex.1. Then ask several students to read their answers. Show the correct answers on the screen.
Listen to the tape for the third time. Lily says that New Zealanders have a different way of enjoying themselves in their free time. Ask the students to make a list of different activities by filling in the chart (Ex.3) on the screen.
Step III. Reading
P104. Reading. Let the students guess the meaning of the title in Chinese(工合).Play the tape for the students to follow and find out what Gung Ho is. And then get the students to do the exercises (P105) on the screen.
Step IV. Carefully Reading
Get the students to read the passage again and for better understanding, ask the students to divide the history of friendly relations between China and New Zealand into periods, and make clear how Chinese people and kiwis benefited from the relation.Period 1 Gold rush: Chinese people went to New Zealand to make their fortune.
Period 2 War: New Zealanders came to China and helped Chinese people win the war.
Period 3 Past 10-15 years: Chinese people study in New Zealand
Notes:
China established diplomatic relations with New Zealand in December22,1972.
Ask the students to find out the difficult language points in the passage and explain them to the students.
Step V. Debate
Ask the students if any of their former classmates are studying abroad now. then get them to hold a debate.
Pros: It is good for teenagers to study abroad.
Cons: It is not good for teenagers to study abroad.
Encourage the students to express their opinions freely.
If time is limited, ask the students to do it as an extracurricular activity.
Step IV. Homework
Go over this unit.Preview Unit 19
Ⅰ.Brief Statements Based on the Unit
This unit provides the students good English language materials.Their interest in creating something useful will be aroused.In the first period,we’ll begin with how the students come to school.Then problems such as flat tyre will come up.In order to solve the problem,we’ll see a new type of bicycle and other new inventions.While talking about them,the students’ speaking ability will be improved.Listening is about two men,who want patents.After listening to it,the students will improve their listening ability.And students will practise how to express and support an opinion in the speaking part.In the second period,the text will be dealt with.The students’ interest of creation will be greatly aroused.Students will improve their reading ability as well as master the useful words and expressions.In the third period,some useful words and expressions will be mastered by the students after they finish the exercises.Also,the Attributive clause is reviewed in this period.In the last period,students will learn some useful words and expressions from the reading passage.And the students are asked to write an article describing a computer to improve their writing ability.After Ss study the whole unit,their abilities to listen,speak,read and write will be improved.
Ⅱ.Teaching Goals
1.Talk about inventions.
2.Practise expressing and supporting an opinion.
3.Review the Attributive Clause.
4.Write a process essay.
Ⅲ.Background Information
1.Practical Computer English
Cannot open list file(不能打开清单文件)
Cannot open run file(不能打开运行文件)
Compare process ended(比较处理结束)
Compare more files(Y/N)(还作文件比较吗？)
Copy complete(拷贝完成)
Copy another(Y/N)（还要拷贝另一个吗？）
Under finded line number(未定义行号)
Directory entries adjusted(目录页已调整)
Disk boot failure(磁盘自举失败)
Disk not compatible(磁盘不兼容)
Data record too large(数据记录太大)
Entry error(登记项错误)
Error loading operating system(装入操作系统的错误)
File sharing conflict(文件共享的冲突)
Files are different sizes(文件大小不同)
Files compare OK(文件比较成功)
Incorrect parameter(参数不正确)
Insufficient disk space(磁盘空间不足)
Insufficient memory(内存空间不足)
Can’t continue(不可能继续)
Device fault(设备故障)
Device I/O error(I/O设备错)
Device timeout(设备超时)
Disk full(磁盘满)
Disk write protect(磁盘写保护)
Disk not ready(磁盘没准备好)
Division by zero(除数为零)
Duplicate definition(重复定义)
File already exists(文件已经存在)
File already open(文件已打开)
File not found(文件没找到)
FOR without NEXT(For语句中没有对应的next语句)
Illegal direct(非法的直接使用)
Illegal function call(非法函数调用)
Incorrect DOS version(不正确的DOS版本)
Internal error(内部错误)
out of data(数据不够)
out of memory(超内存)
out of paper(打印纸不够)
overflow(溢出)
Path not found(路径没找到)
String too long(字符串过长)
Subscript out of range(下标范围不够)
Syntax error(句法错误)
Too many files(文件过多)
Type mismatch(类型不匹配)
Access denied(存取被拒绝)
Backup file sequence error(后备文件顺序错误)
Bad or missing command interpreter(非法的或缺少命令解释程序)
Bad partition table(非法的区分表)
Bad unit(非法的装置)
Batch file missing(批处理文件丢失)
Cannot execute FORMAT(不能执行FORMAT)
Cannot find system files(找不到系统文件)
Cannot open overlay(不能打开覆盖段)
2.TV of the Future
Where is television going from here?Television,the box itself and what it does,is changing greatly.While nobody is really sure what it’s going to look like,TV and the Internet are coming silently together.In the old days of broadcasting,people used to say that the real miracle(奇迹)of television was turning air into money.The television miracle of the future is interactive(相互影响的).
“The Internet is the most significant change in creating what becomes the next mass media that I think any of us will experience in our lifetime,”says Tom Frank,a network expert.Using unused lines in the TV spectrum(范围),broadcasters are learning how to put brand-new interactivity into TV programs.There will be a little instrument that will indicate that interactivity is present and possible.Then,just will a standard remote control like this you would be able to press one button and say,start that interactivity.A menu would appear,similar to the one on a web site,that would let you interact with the program as it was being broadcast.If you are watching a cooking show,for example,you can print the recipe(烹饪法)or even pause the show and buy the ingredients.Many web sites do exist now where you can actually get your food shopping done for yourself and delivered to your house.So you can order the very ingredients for the dish you are watching the chef make on TV.And it will bring the right quantity of things directly to your house.
You could also interact with TV commercials.While you’re watching a commercial,you have the choice to buy the clothes the actors are wearing.Of course,the more you interact with this new sort of TV,the more you leave a digital record,and the more advertisers learn about your shopping habits.In fact,TV ads might be targeted at this special group of people who share a common interest.In the future,almost anything might be possible.Even news programs like World News Tonight could be improved.You could have the choice of changing camera angles.If you wanted,you could pause what a reporter is saying and go back to World News Tonight to watch the next story,or skip to the last story in the show,or perhaps go deeper into a topic and view an interview prepared for Nightline later on.In the near future,you’re expected to see television develop to become more like the Internet,meaning more choice,the ability to do the sorts of things you want to do at the moment you wish to do them.
Ⅳ.Teaching Time:Five periods
The First Period
Teaching Aims:
1.Improve the students’ listening ability.
2.Talk about some topics about inventions and practise supporting an opinion.
3.Learn and master some useful words and expressions.
Teaching Important Point:
Train the students’ listening and speaking abilities by talking about and listening to some materials.
Teaching Difficult Points:
1.How to help students to improve their listening ability.
2.How to help the students to learn to express and support an opinion.
Teaching Methods:
1.Discussion to make students talk about inventions.
2.Individual or pair work to make students practise their speaking ability.
3.Listening practice to improve the students’ listening ability.
Teaching Aids:
1.the multimedia
2.the blackboard
3.some cards
Teaching Procedures:
Step Ⅰ Greetings
Greet the whole class as usual.
Step Ⅱ Warming-up and Discussion
T:(Walk to one student.)How do you come to school every day,Wang Jing?
S:I come to school on foot every day.My home is quite near.It only takes me about ten minutes.
T:That’s quite convenient.You’re lucky.And,Li Fang,how about you?
S:I come to school by bike.It takes me about 15 minutes to get to our school.
T:You must be careful on your way to and from school.There must be many people on the road.Do you think it convenient?
S:Most of the time it is,but sometimes my bike has a flat tyre.I have to get it repaired and therefore I’ll be late for school.Once I even lost my bike.When I went to get it,it was gone.I had to take a taxi to go home and buy another bike.
T:I’m sorry to hear that.But suppose a new type of bike has been invented,what do you want it to be like?
S:I think the new type of bike can be folded up and carried about so that it will not be stolen.
T:Good idea.But this is not very convenient.It’s not easy for you to carry a bike around,is it?
S:No,it isn’t.What should it look like then?Please tell us.
T:OK.Let’s watch the short video.
(Play the video for explaining how an inflatable bicycle works.)
T:That’s the new type of bike.It’s a kind of inflatable bicycle.Who can tell us the advantages of it?
S:Let me have a try.We’ll not have to worry about having our bikes stolen again.Because we can let the air out and put the bike in bag.It’s very convenient to be carried around since it is not heavy.
T:Very good.I think I’ll buy one when it is on sale.We know that inventions can make our life easier and better.Today we’ll talk about some inventions.
(Stick the pictures of electric shoes,inflatable bicycle,edible chopsticks and nose-top computer on the blackboard and then mark one,two,three and four.)
① ②
③ ④
T:Look at these pictures,please.Do you know what they are?Li Jie,will you have a try?
S:I think the second invention is the inflatable bike that we’ve just talked about.In the third picture,the man is eating the chopsticks after his meal.I guess these chopsticks are edible ones.I’m not sure about the others.
T:Good.You’re right.The second one is the inflatable bicycle.(Bb:inflatable bicycle)and the third are edible chopsticks.(Bb:edible chopsticks)They’re delicious and environmentally friendly. We can save some trees and have a snack at the same time.They come in five different flavours. You will never need to wash chopsticks again.Isn’t this wonderful?
S:Yes,it’s great.But,Miss Guo,maybe we could invent edible plates,bowls,cups and so on.
T:Oh,you’re great!I’m sure you have got a wonderful idea.Maybe one day you can invent such things.Study hard and you’ll be an inventor in the future.Now,let’s look at the first picture.Who knows what it is?
S:I think it is a special kind of shoe which can make electricity.If we wear such shoes,we can see the road in dark places.We needn’t take a flashlight with us any more.
S:I don’t quite agree with you.Maybe this shoe can make you feel warm using the electricity it makes.
T:You both are very clever.This is called the electric shoe.(Bb:electric shoe)The heel of this shoe is a machine that makes electricity with every step you take.You will never need batteries again.But maybe you have better ideas about how to make use of the electricity it makes.If you like,you could have a try to make your own invention in your spare time.Now,let’s look at the fourth picture.Does anybody have an idea?
S:It looks like a computer which is fixed onto the man’s nose.And the keyboard is on his vest.I can’t believe it.
T:Yes,you’re quite right.This is called the nose-top computer.(Bb:nose-top computer)This new nose-top computer weighs less than a pair of glasses.It fits comfortably on your nose.When you want to type something you can use the keyboard vest.You will never have to carry a heavy laptop computer.These inventions are all wonderful.But which of them do you think would be useful?Please have a discussion in groups of four and tell us why you think so.
(Ss have their discussions in groups of four for about five minutes.Teacher may ask one group to act out their discussion or report their results.)
Sample dialogue:
A:I think the inflatable bicycle would be useful.Because it’s convenient to carry and we needn’t worry about having our bikes stolen.
B:That’s quite true,but I think the edible chopsticks are useful.Because it not only saves trees but also saves water.It is very important to save our natural resources and protect our earth.
C:You’re quite right,but I have a different opinion.I think the nose-top computer is useful.Because the computer is used more and more widely.It’s convenient to carry such a computer around when doing business.
…
Step Ⅲ Preparation for Listening
T:We know that when someone has invented something,usually he will go to a patent officer to apply for a patent.Now,let’s listen to two dialogues.In these two dialogues,Mr Dean and Mr Scoles both have invented something.They’re trying to get the patent for their inventions from the patent officer.Before we listen to the tape,go through the questions on Page 15 by yourselves,and see what we should do after listening.
Step Ⅳ Listening
T:(A few minutes later.)Are you ready?
Ss:Yes.
T:OK.Listen carefully and answer the questions first on your own and then check your answers with your partner.
(Play the tape twice for students to listen to and then answer the questions.Play it a third time for students to check their answers.Allow the students a few minutes to check their answers in pairs.At last,check the answers with the whole class.)
Step ⅤSpeaking
T:Well done.Now,you’ve known how to apply for a patent.Let’s play a game.Each of you will be given a role card.Work in groups of five:four inventors and one patent officer.Each inventor should explain how the invention works and why it is useful.The patent officers should ask questions and decide if each invention is a good idea or not.And I’ll show you some useful expressions to help you.
(Hand out the role cards and show the useful expressions on the multimedia.)
Useful Expressions:
This invention can help people…
What does it look like?
What’s it made of?
This is a new way of…
How does it work?
How would people use it?
This new invention will make it possible for people to…
(Students work in groups of five and have a discussion for about five minutes.Then the teacher may ask some groups to act out their discussion.)
Sample dialogue:
(A-Inventor A;B-Inventor B;C-Inventor C;D-Inventor D;P-Patent officer)
P:Now,please explain how your inventions work and why they are useful.Your invention is a car that uses water instead of petrol,isn’t it?
A:Yes,that’s right.
P:What does it look like?
A:It looks like an ordinary car.Here’s the picture.Please have a look.
P:Oh,it looks beautiful.What’s it made of?
A:It’s made of a new kind of alloy,which is much lighter.
P:Does it cost more?
A:A little bit.But it can save much more energy,so lots of money is saved.Besides,there is something even more important.It is good for our environment.It doesn’t pollute the air.
P:Sounds great.Thank you.And what’s your invention,sir?
B:My invention is a flying bicycle.
P:A flying bicycle?How would people use it?
B:People can ride it on the road and when there are too many bicycles,people can fly it.Just push one button on the handle,the bicycle will fly.
P:How does it work?
B:It works like a small plane.It has a special engine.
P:This is a new way to improve our traffic condition.Thank you.(To C)Would you please explain your new invention to me?
C:My invention is a machine that makes it possible for people to know the future.
P:How would people use it?
C:People just input their date of birth,hobbies,dislikes and anything about themselves,and then press the button,wait for a moment,and they will see the result on the screen.
P:That’s interesting.Thank you.(To D)What’s your invention,please?
D:It’s a pen that can automatically translate what you write into a foreign language.
P:Good.It can help people communicate freely with foreign friends.People needn’t study foreign languages hard any more.But,maybe it will make it more difficult for people to communicate orally.They will have to write down what they want to say.This is not convenient. For the flying bicycle,what if there was something wrong with it when it was flying in the air?I think it would be rather dangerous for the people walking on the ground.Maybe the bike would fall onto them and cause an accident.Of course the rider would be in danger,too.For the machine that makes people know the future,I don’t think it’s a good idea for us to know our future too early.I think the most useful invention is the car that uses water instead of petrol.So I will give the inventor of this new car a patent.
A:Thank you,sir.
Step Ⅵ Summary and Homework
T:Today we’ve learnt how to express and support an opinion.And we’ve learnt how to apply for a patent when you have made an invention.Many of you have wonderful ideas about new inventions.Study hard now and I believe you’ll make your own inventions in the future.In the next period,we’ll read about how to be creative and how to be an inventor.It’ll be very useful for you.Preview the reading part carefully after class,please.OK.That’s all for today.See you tomorrow!
Ss:See you tomorrow!
Step Ⅶ The Design of the Writing on the Blackboard
Unit 18 Inventions
The First Period
① ②
electric shoe inflatable bicycle
③ ④
edible chopsticks nose-top computer
The second period
Ⅰ Teaching Aims:
Learn and master some new and important language points;
Improve the Ss’ reading ability by reading and comprehending the text;
Get the Ss to learn how to be creative.
Ⅱ Teaching Focuses:
The main idea of the text.
Finish all the reading comprehension exercises.
The four thinking strategies.
Ⅲ Teaching Methods:
Question-and-answer activity. Some games.
Group work, pair work or individual work to make every student work in class.
Ⅳ Teaching Aids:
1．A multi-media computer 2．A tape recorder and a tape.
Ⅴ Teaching Procedures:
Step 1 Lead - in
Show a picture of a bulb to the students. Ask: Who invented it?
Then show the portrait of Edison to the students. Ask: Do you know anything about his childhood? If they don’t, tell them sth. about his schooling, and then say: People are not born creative, and you don’t have to be very intelligent to be an inventor. We can learn to be creative. Today we’ll learn how to be creative.
Step 2 Pre-reading
Scan the title and the four sub-titles, and guess what’s the text about?
A. how to become a great thinker
B. how to improve your IQ
C. how to become more creative
Step 3 Fast-reading
1.What’s creative thinking?
It is one of skills and habits.
2.How do people come up with ideas for new inventions? In how many ways?
By good thinking strategies.
Step 4 Careful-reading
T: well, now let’s read the text carefully by listening to and reading after the tape one paragragh after another. You are required to finish off all the comprehension tasks for each part.
Part 1: general idea.
Part 2: What is to “think outside the box”?
To think outside the box is to try new ways to solve a problem.
To rephrase a problem to allow for creative solutions and also try “impossible” or “crazy”solutions.
To make a conscious effort to break away from old thought patterns.
Game 1: How do you connect all the dots with only four straight lines?
Game 2:
Mike’s father is a policeman. Why did Mike recognize him among his workmates though they were all in uniform?
Who never goes to see a doctor,even when he is ill ?
It is leaking( 漏水 ) everywhere in the office on a rainy day, why nobody has got wet?
The plane crashed, but there were nobody injured. Why?
Why a river richer than a bank?
Part 3: Take another look at it
a change in perception
to look at a problem in as many way as possible
Each new way of looking at a situation improves our understanding and makes it easier to discover new possibilities.
Game 3:
Can you only see a pot? Pay attention to the dark!
Two faces!
Part 4: Make connections
try to combine new and old ideas in as many different ways as possible
try to make connections that may seem strange at first
think of new applications and solutions
Part 5: Keep trying
develop new ideas even when they were tired or did not feel inspired
For each new invention that works, there are at least ten that do not.
Step 5 Post-reading
1. Match the examples with the right titles:
Example 1: think outside the box.
Examples 2&3: keep trying
Example 4: take another look at it.
Example5: make connections.
2. T or F exercises.
1) Most inventors have high IQs.
2) The things we know can sometimes make it more difficult for us to understand.
3) It’s impossible to learn how to be creative.
4) The best way to find a good solution is to look for one good answer.
5) Inventors try to avoid failure.
6) The more ways we have of looking at a problem, the more likely it is that we can find a solution.
7) Most good ideas are the result of a long process of trial and error.
3.Reading comprehension.
1) We can get the conclusion from the fifth paragraph that ____ A. to be clever can lead to success B. he who laughs last laughs best
C. failure is the mother of success D. never too old to learn
2). The sentence “ good ideas are no accident” means the following except that ____
A. Good ideas never come by chance. B. The accident is not caused by good ideas.
C. To be successful needs many trials and errors.
D. Failures can also help us move towards a better solution.
3). Another proper title for the text is probably ____
A.Creativity B.Great thinkers C. How to solve problems D. Connection
Step 6 Discussion (Groupwork):
1. How do you understand the title of the passage?
If we want to be creative, we should follow these rules---think outside the box, take another look at it, make connections and keep trying. These rules also work when we solve a problem .
2. What other rules should you have if we want to be creative?
3. Of all the rules discussed above, which one do you think is the most important? Why?
Step 7: Homework
P 61 Exx 1 & 2.P 131 Exx 1, 2&3.
Ⅵ Bb writing
On slides. No writing on the Bb
The Third Period
Teaching Aims:
1.Review the useful expressions learnt in this unit.
2.Learn the derivatives of some words.
3.Review the Attributive Clause.
Teaching Important Points:
1.The useful expressions learnt in this unit.
2.Review the Attributive Clause.
Teaching Difficult Point:
How to help students master the Attributive Clause.
Teaching Methods:
1.Review method to consolidate the useful expressions learnt in the last two periods.
2.Practise to help students master the derivatives of some words.
3.Different kinds of practice to help students master the Attributive Clause.
4.Pair work and individual work to make every student work in class.
Teaching Aids:
1.the multimedia
2.the blackboard
3.some pictures and cards
Teaching Procedures:
Step Ⅰ Greetings
Greet the whole class as usual.
Step Ⅱ Grammar
T:Today we’ll play a game first.(Stick some pictures of famous people on the blackboard.Cf:The Design of the Writing on the Blackboard.)Look at the blackboard,please.These are pictures of some famous people.Do you know them?Maybe you’re familiar with some of them,but maybe others are strange to you.Don’t worry.I’ll give you some cards.There’s one sentence on each card.The sentence describes a famous person.Guess the name of the person first and then match the card with the picture.Do you understand?
Ss:Yes.
(Teacher hands out some cards on which are the sentences in Word puzzle.)
T:Now,please have a short discussion to find out who the person is and then match the card with the picture.When you find out the answer,please come to the blackboard,stick the card and write the name below the picture.
(Students prepare for a moment and then they begin to match the cards with the pictures.)
T:Have they matched the cards with the pictures correctly and got the correct names?
Ss:Yes.
(If there’re any mistakes,teacher may ask some students to correct them.)
T:OK.Now,fill in the word puzzle using the names of the people that you’ve just found out.
(Stick on the blackboard a piece of paper with the word puzzle on it.)
(A moment later,ask several students to write down their answers.Cf:The Design of the Writing on the Blackboard.)
T:Do you agree with them?
Ss:Yes,they’re quite right.
T:Good.These people are all famous people.Look at the sentences on the cards.What do you find?
S:I find that there is an Attributive Clause in each sentence,restrictive or non-restrictive.
T:Yes,you’re a careful girl.This game is also for you to review the Attributive Clause.Read these sentences again and find out the Attributive Clause in each sentence.
(A moment later,ask some students to say their answers.)
Suggested answers:
Across:
1.…,whose name is always linked with his cartoon characters,such as Mickey Mouse and Donald Duck.
2.…,who was born in Germany but spent his last years in the USA.
3.…,among whose big inventions are electric lighting and the motion picture camera.
4.…,whose many great films were City Lights and Modern Times.
5.…,who died in a plane crash in .
6.…,whose famous songs include Blowing In The Wind.
7.…,who discovered the Law of Gravity.
Down:
1.…,who lived in China before the Liberation.
2.…,who fought for the freedom of slaves in the USA.
3.…,who was Adam’s wife.
4.…,whose ideas about the future have often become reality,…
5.…,who later bravely fought against the British invasion and saved her country and people.
T:We’ve learnt a lot about the Attributive Clause before.We know that it is a very important grammar item,so let’s do some more exercises to consolidate it.Turn to Page 61,and finish Exercise 2 in Grammar part.
(Allow the students a few minutes to finish it and then check the answers.)
Suggested answers:
1.The wires with which the machines were connected were very old.
2.Leonardo da Vinci,who was interested in both literature and science,painted the famous“Smiling Mona Lisa”.
3.The pilot with whom we had dinner told us stories about his travels.
4.The four ancient Chinese inventions,which we are proud of,have remained important in human history for thousands of years.
5.Mozart,whose music is well liked by people all over the world,showed his talent in music at a very young age.
6.The photos are kept in that cupboard in which/where we found our parents’ old photos.
7.The country from which this news report is coming is on the other side of the world.
8.One of the first inventions of human beings was the wheel,which we don’t know who first invented.
T:In this unit,we have learnt a lot about new inventions and famous inventors.Now,let’s do an exercise using what we’ve learnt in this unit to review the Attributive Clause.Turn to Page 61 and finish Exercise 1 in Grammar part,please.Finish them first by yourselves and then you may discuss your answers in pairs.
(A few minutes later,ask some students to read out their answers.Students may have various answers.)
Suggested answers:
1.…can be used at home or in an office.
2.…it is not convenient to use a desktop computer.
3.…businesses are busy.
4.…you can obtain a patent for your invention.
5.…we need something more useful or more convenient to satisfy the needs of people.
6.…invents things.
7.…are both delicious and environmentally friendly./can be eaten.
Step Ⅲ Word Study
T:As you know,there are a lot of useful expressions in this unit.Let’s do some exercises to review them.
(Show the following on the multimedia and allow the students a couple of minutes to finish it.)
Fill in the blanks with correct prepositions.
1.I’m tired__________washing clothes by hand.I’ll buy a washing machine tomorrow.
2.You’ve got to break away__________old thought patterns in order to develop creative thinking.
3.She was telling us about her sick mother when she suddenly broke__________tears.
4.The students like physics classes because the way their teacher teaches allows__________creativity.
5.I don’t want to keep the hen any more;I’ll exchange it__________twenty eggs.
6.During a test,it’s always wise to move on when you get stuck__________a difficult problem and come back to it later.
(A moment later,ask some students to say their answers and then check them with the whole class.Give some explanations when necessary.)
Suggested answers:
1.of(be tired of doing sth.)
2.from(break away from…)
3.into(break into tears/a house)
4.for(allow for…)
5.for(exchange A for B)
6.by(get stuck by…)
T:Well done!After class you should read these sentences more to master the use of the phrases in them.Now,let’s do another practice.
(Show the following on the multimedia.)
Change the form of the following words.
trial→__________(v.)
application→__________(v.)
produce→__________(adj.)
fail→__________(n.)
involvement→__________(v.)
eraser→__________(v.)
inspiration→__________(v.)
possible→__________(n.)
deep→__________(v.)
awareness→__________(adj.)
Suggested answers:
trial→try(v.)
application→apply(v.)
produce→productive(adj.)
fail→failure(n.)
involvement→involve(v.)
eraser→erase(v.)
inspiration→inspire(v.)
possible→possibility(n.)
deep→deepen(v.)
awareness→aware(adj.)
StepⅣ Summary and Homework
T:Today we’ve reviewed some useful expressions and words we learnt before.Also we’ve done some practice to review the Attributive Clause.After class,you should do more practice to master them better.Besides,try to solve the riddles in Part 14 on Page 62.That’s all for today.See you tomorrow!
Ss:See you tomorrow!
Step Ⅴ The Design of the Writing on the Blackboard
Unit 18 Inventions
The Third Period
Walt Disney Albert Einstein
Abraham Lincoln Newton
John Denver Charlie Chaplin
Word puzzle:
The Fourth Period
Teaching Aims:
1.Learn a reading passage to improve the students’ reading ability.
2.Do some writing practice to improve the students’ writing ability.
3.Learn some useful words and expressions.
Teaching Important Points:
1.Improve the students’ integrating skills.
2.Review the Attributive Clause.
Teaching Difficult Point:
How to improve the students’ integrating skills.
Teaching Methods:
1.Reading and understanding to improve the students’ reading ability.
2.Writing practice to improve the students’ writing ability.
3.Individual or pair work to make every student work in class.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
Step Ⅰ Greetings
Greet the whole class as usual.
Step ⅡLead-in and Reading
T:How many of you have a computer at home?Please put up your hands.
(Some students put up their hands.)
Good.Most of you have a computer.What do you do with your computer?
S:I search for information on the Internet.And sometimes I play games with it.
T:Does anybody do anything else with it?
S:I sometimes draw pictures or type something.
S:For me,I sometimes send e-mails to my friends.
S:I listen to the music.
S:I watch football matches.
…
T:Do you think the computer is really useful to you?
S:Not exactly.I can also do these things without a computer.I can go to a library to look for the information that I need.But it’s much quicker and more convenient if I use a computer.
S:I can listen to the music on a tape recorder.
S:I can watch football matches on TV.
…
T:You’re quite right.New technology is often used in old ways.Now,please have a discussion in groups of four to complete the chart shown on the screen.
(Show the following on the screen and give the students a moment to have a discussion.)
Technology Usage
Computer Used as a typewriter
--------
--------
The Internet Used as a library
--------
--------
------ --------
--------
--------
(After a few minutes,ask several students to say their answers.Students may have various answers.)
Suggested answers:
Technology Usage
Computer Used as:
a typewriter
a projector
a video game player
a drawing board
The Internet Used as:
a library
a TV
a telephone
a radio
Used to:
send e-mails
read news from home and abroad
Cellphone Used as:
a telephone
a telephone directory
a video game player
a watch/calendar
an alarm clock
Used to:
send information to others
T:Well done!Now,let’s read the passage about new technology carefully.Try to find out the answers to the two questions on the screen.After you finish,you may have a discussion in pairs.
(The following questions are shown on the screen.)
1.Why are scientific metaphors like “memory”and“cut and paste” useful?How may they limit our thinking?
2.Think of more words we use to talk about computers and Internet.How well do they describe the things or actions they are used for?Are there other words we could use that might be better?
(A moment later,check the answers with the whole class.Students may have various answers to the second question.)
Suggested answers:
1.They make it easier for us to understand and use a new tool.They may make it more difficult for us to use the new invention in the best way.
2.Words like:copy,file,delete,lock,enter,return,store
Step Ⅲ Explanation
T:Now,I think you’ve understood the passage well.Please look at the screen.I’ll explain some expressions that you must master.Please listen carefully.
(The multimedia shows the following.)
Language Points:
1.sb. be said to be…
e.g.He is said to be a good basketball player when he was young.
2.A be similar to B
e.g.His new bike is similar to mine.
3.be different from
e.g.Our life is different from what it was ten years ago.
4.now that
e.g.Now that you’ve grown up,you must stop this childish behaviour.
(Explain the notes to students and write the following on the blackboard:sb. be said to be;A be similar to B;be different from;now that.)
Step Ⅳ Listening and Reading Aloud
T:Now,let’s listen to the tape carefully.You can read after it when I play it the second time.Pay more attention to your stress.Are you ready?
Ss:Yes.
T:OK.Let’s begin.
(Play the tape twice for students to listen and repeat.After listening to the tape,students are allowed to read the passage aloud for a while.At last,ask some of them to read the text.One student,one paragraph.)
Step ⅤWriting
T:Just now,we’ve talked about computers.Most of you have a desktop computer at home.(Stick a picture of a desktop computer on the blackboard.)And as you can see,I’m using a laptop computer.(Stick a picture of laptop computer on the blackboard.)These are the most popular computers that we can find.But have you heard that a new type of computer-the palmtop computer,has been invented?
Ss:No.
T:It doesn’t matter.(Stick a picture of a palmtop computer on the blackboard.)Look at the picture.This is a palmtop computer.We know from the picture that a palmtop computer is a kind of computer that we can put on our palm.It’s very small,light and convenient to carry about.Do you like it?
Ss:Yes,I wish I could have one.
T:Certainly you’ll have one someday in the future.From these three pictures we know that computers are getting smaller and smaller.They’re becoming more and more convenient to be carried about.Can you guess what the first computer was like?
S:I guess it must have been a very big one.
T:You’re quite right.(Stick the picture of the Eniac on the blackboard.)Look,this is the first computer.It is as big as a house.Maybe you can’t imagine how big it is.But it doesn’t matter.What we need to know is that computers are becoming smaller and smaller,lighter and lighter.What do you think they will look like in the future and how we will use them?Who’d like to tell us your opinion?
S:Let me try.I think computers may look like a watch or a cellphone in the future.They will become even smaller.We can use them to watch TV,read books,search for information,chat with our friends,check the date and the time,and send information to others.
T:Very good.Now,imagine that you had to describe a computer to someone who lived in the 19th century.How would you explain it?What would you compare it to?You may have a short discussion in groups of three and then write a short description.
(Allow the students a few minutes to discuss and write their compositions.If time limits,allow the students to finish their writing after class.)
Sample description:
Have you seen a computer?Let me tell you something about it.A computer is an electric calculating machine that can store and recall information and make calculations at very high speed.It is a wonderful machine and can do most of the things people can do,but it can work millions of times faster.The first large,modern computer was built in 1946,and people needed a large house to put it in.In the last few years there have been great changes in computers.Today they can be used in many fields.People even use it to pay their bills or order what they want.It is said that in the future computers would arrange everything for people,and do almost all kinds of work.That would be a real computer society!
Step ⅥSummary and Homework
T:Today we’ve read a passage about the scientific metaphors.We’ve talked more about new technology too.In this unit we also learnt how to become more creative by practising good thinking strategies.They can be used to study English,too.Read the tips on Page 64 carefully and try the ideas in future.They’re helpful for your study of English.Besides,we’ve reviewed the Attributive Clause.After class,you should do more practice by yourselves to master it better.Finally,have a discussion with your partner to find the answers to the two questions in Checkpoint 18 on Page 64.I’ll check your answers tomorrow.OK.That’s all for today.
…
Suggested answers:
1.Rephrase,impossible,crazy,break away from,explore,combine,trial,…
2.Convenient,environmentally,friendly,automatically,…
Step Ⅶ The Design of the Writing on the Blackboard
Unit 18 Inventions
The Fourth Period
Language Points:
sb. be said to be…
be different from
A be similar to B
now that
Computers:
The Fifth Period
The Attributive Clause
Teaching Aims:
1.Revise the Attributive Clause,including the Restrictive Attributive Clause and the Non-restrictive Attributive Clause.
2.Revise the use of relative pronouns and relative adverbs.
3.Expand the knowledge of the Attributive Clause.
Teaching Important Point:
The usage of the relative pronouns and adverbs.
Teaching Difficult Point:
Help the students to master the way of choosing a relative pronoun or a relative adverb correctly.
Teaching Methods:
review,explanation,inductive methods
Teaching Aids:
1.the blackboard
2.the multimedia
Teaching Procedures:
Step ⅠGreetings
Greet the whole class as usual.
Step Ⅱ Revision and Lead-in
(Teacher checks the homework exercises first and then shows the following on the screen.)
1.He is a famous scientist.
2.Who’s that girl in red?
3.I’ve read all the books that you lent me.
4.I have lost my pen,which I like very much.
T:That’s all for the homework.Now please look at the sentences on the screen.Pay special attention to the underlined parts.Is there anything in common between them?
Ss:Yes.They all identify the nouns,which are used with them.Each part tells us which thing or person the speaker is talking about.
T:That is to say,the function of each underlined part is the same.Each of them is used as an attribute to describe each noun.Well,are there any differences between them?
S1:Yes.In the first sentence,the attribute is an adjective and put before the noun;the second is a prepositional phrase put after the noun;the third and fourth sentences are full sentences put after the nouns.
T:You are right,what do we call the sentences put after the noun?
Ss:The Attributive Clause.
T:Quite right.In a complex sentence,the clause modifying a noun or a pronoun in the main clause is called an Attributive Clause.The noun or pronoun is called Antecedent.The word that/which introduces the clause(between the noun/pronoun and the clause)is called Relative Pronoun or Relative Adverb.The relative pronouns or adverbs do two jobs at once.They can be used as subjects,objects,attributes or adverbials in the clause;at the same time,they join clauses together.About the use of them,we’ll have particular revision after a while.Now look at the sentences on the screen.
(Teacher shows the following on the screen.)
Complete the sentences with suitable relatives.
1.I know the reason__________he came late.
2.Do you know the woman,__________son went to college last year?
3.The house__________colour is red is John’s.
4.This is the best film__________I’ve ever seen.
5.That is the town__________he worked in 1987.
T:Who’d like to tell me what should be filled in the first sentence?
S2:I think“why”should be filled.Because the antecedent is“the reason”and the relative is used as the adverbial of reason in the Attributive Clause.
T:Yes.How about the second sentence?
(Teacher goes to another student and asks her/him to answer.)
S3:I fill“whose”here.Because the antecedent is “the woman”and the relative is used as the attribute in the Attributive Clause.
T:Right.Sit down,please.Now let’s look at the third sentence.
Suggested answers:
3.whose 4.that 5.where
Step Ⅲ Summarizethe Use of the Non-restrictive Attributive Clause
T:The Non-restrictive Attributive Clause is a clause which gives extra information to the antecedent.So we use a comma to interrupt the sentence.When the Non-restrictive Attributive Clause is cut off,the sentence still has a full meaning.Now look at the sentences on the screen.
(Show the following on the screen.)
1.I have two brothers,who are both soldiers.
2.Next week,which you’ll spend in your hometown,is coming.
3.I’ve tried two pairs of shoes,neither of which fits me well.
T:Pay attention to the underlined parts.There are commas to interrupt the sentences and “that”can not be used in the Non-restrictive Attributive Clause.You should pay more attention to the structure“Indefinite Pronoun/Numbers/Noun/Superlative+of which/whom”is often used in the Non-restrictive Attributive Clause.
Step Ⅳ The Usage of the Relative Pronouns and the Relative Adverbs
T:As we know,relative pronouns or adverbs paly important parts in the Attributive Clause.Now let’s make a list of them on the blackboard first and then revise their usage with the help of the forms on the screen.
(Bb:the relative pronouns:who,whom,that,whose,which;the relative adverbs: when, where, why)
(Teacher collects them first and then shows the following.)
Form 1:
the relative pronouns referring to function in the clause
who people subject/object
whom people object
that people/thing subject/object
which thing subject/object
whose people/thing(of whom/which) attribute
Form 2:
the relative adverb referring to function in the clause
when(=at/in/on which) time adverbial of time
where(=in/at which) place adverbial of place
why(=for which) reason adverbial of reason
(Teacher explains the two forms separately and adds the following with examples on the screen.)
T:1.When a relative pronoun is used as a subject in the clause,the verb must agree with the antecedent in person and number.
e.g.1.Those who want to go to the cinema must be at the school gate by 3:30 p.m.
He who doesn’t reach the Great wall is not a true man.
2.When the antecedent is the structure of “one of +n.(pl.)”,the verb in the clause must be plural,agrees with the plural form.However,if there is “the”or“only”before“one”,the verb in the clause must be singular,agrees with the word“one”.
e.g.2.She is the only one of the girls who has been to Beijing.
He is one of the boys who have seen the film.
3.When the antecedent is a noun for time or place “when”or“where”is not always used to introduce the clause.It depends on the function of the relative word in the clause.
e.g.3.The time when/that I went to Tokyo is in 1982.
I’ll never forget the time which/that I spent at college.
The shop which I bought is big.
The shop where/in which I bought the book is big.
Step Ⅴ The Difference Between “that”and “which”
T:As we know,both“that”and “which”can be used for things,but,the use of them are not always the same.Let’s look at the sentences on the screen.
(Show the following on the screen.)
1.This is the second article that I have written in English.
2.It is the best film that he has ever seen.
3.This is the very book that I want to read.
4. All that they told me surprised me.
5.They talked about the teachers and schools that they had visited.
6. Who is the comrade that was there?
7.There is a bed in the room that is still vacant.
8.Our village is no longer the place that it used to be.
T:From the sentences on the screen,we can make a summary of the use of“that” and “which”.Look at the screen again.
(Show the following on the screen.)
1.In following cases,“that”is often used.
(1)After ordinal number and superlatives.
(2)After the following words:all, only, little, few, much, very, none, last, just, any(thing), every(thing), some(thing),no(thing).
(3)After two or more antecedents,referring to both people and things.
(4)After interrogative pronouns“which”or “who”.
(5)When the relative pronoun is used as a predictive in the clause.
(6)When the main clause begins with “There be”.
2.In following cases,“which”is always used.
(1)After prepositions.
(2)To introduce a Non-restrictive Attributive Clause.
(3)The whole main sentence is the “antecedant”of the relative clause,and there is always a comma.
Step Ⅵ Practice
T:Now let’s do some exercises.Look at the screen.Fill in the blanks,choosing proper relative pronouns or relative adverbs.
(Show the following on the screen.)
1.Tell me the reason for__________you were late for class.
2.Who is the girl__________is speaking there?
3.This is Mr Smith,__________has some thing interesting to tell you.
4.The computer__________CPU doesn’t work has to be repaired.
5.This kind of computer,__________is well-known,is out of date.
6.This is just the place__________I’ve been longing to visit for years.
7.His mother is an engineer,__________makes him very proud.
8.The old man has four sons,three of__________are doctors.
Suggested answers:
1.which 2.that 3.who 4.whose
5.which 6.that 7.which 8.whom
Step Ⅶ Test
T:Now.Let’s have a test.Look at the screen.Do this exercise by yourself.A few minutes later.I’ll give you the answers.
(Show the following on the screen.)
1.I don’t like the way__________he talked to his mother.
A.as B.that
C.which D.by which
2.In the dark street,there wasn’t a single person__________she could turn for help.
A.that B.who
C.from whom D.to whom
3.The weather turned out to be very good,__________was more than we could expected.
A.what B.which
C.that D.it
4.All__________is needed is a supply of oil.
A.the thing B.that
C.what D.which
5.He paid the boy $10 for washing the windows,most of__________hasn’t been cleaned at least a year.
A.these B.those
C.that D.which
6.She spoke about the books and writers__________she remembered.
A.that B.who
C.which D.whom
7.The clever boy made a hole in the wall,__________he could see what was going on inside the house.
A.in which B.through which
C.at which D.on which
Suggested answers:
1.B 2.D 3.B 4.B 5.D 6.A 7.B
Step Ⅷ Homework
Review the Attributive Clause
Step Ⅸ The Design of the Writing on the Blackboard
Unit 18 Inventions
The Fifth Period
The Attributive Clause
Ⅰ.The differences between the Restrictive Attributive Clause and the Non-restrictive Attributive Clause
Ⅱ.The use of the relative words:
1.relative pronouns:who,whom,whose,that,which
2.relative adverbs:where,when,why
Ⅲ.The differences between“that”and “which”
Record after Teaching
1, disablity n.无力, 无能, 残疾the state of being disabled
disable______ able_____ ability________
I do not doubt your ablity to do the work.
He is a man of many ablities.
2,get around/about
be able to move from place to place
it is difficult for my grandpa to get around without a walking stick.
Bad news gets around quickly.
3,potential adj.潜在的, 可能的n.潜能, 潜力
a potential problem.潜在的问题
4,guidance n.指导, 领导help or advice
with the guidance/help/ aid of sb.
He did the work with his teacher's guidance. 他在老师的指导下做了这件工作。
under sb.'s guidance 在某人指导下
take sb. under one's guidance置某人于自己的庇护之下
guide n.领路人, 导游者 指南vt.指导, 支配, 管理, 带领, 操纵
a Guide to English Grammar 英语语法指南
They guided us to the office. 他们带领我们到了办公室。
5, gift n.赠品, 礼物, 天赋, 才能
gifted adj.有天才的
gifted child n.天才儿童
a birthday [Christmas] gift生日[圣诞]礼物
a person of many gifts多才多艺的人
have a gift for/in poetry [art, language]有诗[艺术, 语言]的天才
talent n.天才, 才干, 才能
talented adj.有才能的
6,assist v.援助, 帮助
assistance n.协助, 援助, 补助,
We all assisted in mending the roof. 我们都帮助修理屋顶。
assist sb. with sth.帮助某人[做某事]
assist sb. to do sth.帮助某人[做某事]
assist sb. in doing sth.帮助某人[做某事]
assistant n.助手, 助教
7, sympathy n.同情, 同情心
I have been a prisoner, so I have a lot of sympathy with other people in prison.
我曾经是个犯人，因此我对其他在监狱里的人深表同情
to be in sympathy with a plan 赞成一项计划
be out of sympathy
a letter of sympathy 慰问信
in sympathy（常与with连用）同情
express sympathy for(对...表示)慰问
8, encourage vt.鼓励, 怂恿
encourage sb. to do sth.鼓励某人(做某事)
be encouraged by受...鼓励[鼓舞]
encouraging adj.鼓励的, 给予希望的,
discourage
courage
9, visual
adj.看的, 视觉的, 形象的, 栩栩如生的
visual arts 视觉艺术
visibility n.可见度, 可见性, 显著, 明显度, 能见度
invisible adj.看不见的, 无形的
invisibility n.看不清, 看不见的东西, 难看见
10, motive n.动机, 目的adj.发动的, 运动的to provide someone with a stong reason for doing sth.
motivate v.激发
to motivate the child to learn new words 激励小孩子学习新词
Examinations do not motivate a student to seek more knowledge.
考试不能促使学生去追求更多的知识。
11, adjust vt.调整, 调节, 校准, 使适合adapt /get used to /
adjust my watch 校准我的表
adjust oneself in the school 适应学校生活
He adjusted himself very quickly to the heat of the country.
他使自己很快适应了这个国家炎热的气候。
adjust oneself to...使自己适应于
adjustment n.调整, 调节
make adjustment to适应
12, ceremony n.典礼, 仪式, 礼节, 报幕员
perform the opening [closing] ceremony举行开幕[闭幕]式
The marriage ceremony took place in the church. 婚礼在教堂举行。
13, victory n.胜利, 战胜, 克服
narrow victory很勉强的胜利, 险胜
gain [have, obtain, win] a (the) victory over战胜...; 击败...
14, dignity n.尊严, 高贵
Although she is very poor, she has not lost her dignity.
她虽然很穷，但没有失去她的尊严。
Ladies and gentlemen should always act with great dignity.
太太先生们的举止应该总是十分端庄体面的。
stand on one's dignity保持尊严；
15, participate vi.参与, 参加, 分享, 分担
participate in v.参加, 参与, 分享
participate in a discussion参加讨论
participate in profits分享利润
participant n.参与者, 共享者adj.参与的
16, facility n.容易 设备, 工具
facility charge设备费
17, conduct n.行为, 操行v.引导, 管理, 传导
His conduct disagrees with his words.他言行不一。
Your children conduct themselves well.你的孩子们品行良好。
Metal conducts electricity. 金属导电。
My aunt conducts her business very successfully.我的婶婶把企业经营得很成功。
18, accessible adj.易接近的, 可到达的, 易受影响的, 可理解的
He is proud that his wife is accessible to reason.他的妻子通情达理,为此他引以为豪。
This novel seems to me among the most inaccessible.这本书对我来说是最难懂的小说之一。
Access n.通路, 访问, 入门vt.存取, 接近
There is no access to the street through that door. 穿过那个门没有通向大街的路。
The only access to the town is across the bridge.到镇上唯一的通路是经过一座桥。
Citizens may have free accessto the library.市民可以自由使用图书馆
Unit 17 new words
1, disablity n.无力, 无能, 残疾
disable______ able_____ ability________
I do not doubt ______________________(你的做这个工作的能力)
He is a man of many ablities._____________________
2,get around/about
it is difficult for my grandpa to get around without a walking stick.
坏消息传播迅速。
3,potential adj.潜在的, 可能的n.潜能, 潜力
a potential problem_______________
4,guidance n.指导, 领导
He did the work with his teacher's guidance.
在……的帮助下___________________________________(3)
under sb.'s guidance ___________
take sb. under one's guidance_________________
_____________n.领路人, 导游者 指南vt.指导, 支配, 管理, 带领, 操纵
________________ 英语语法指南
They guided us to the office. _______________
5, gift n.赠品, 礼物, 天赋, 才能
gifted ________
______________天才儿童
a birthday [Christmas] gift________________
_____________________多才多艺的人
have a gift for/in poetry [art, language]_________________
talent n.天才, 才干, 才能
talented adj.有才能的
6,assist v.援助, 帮助
assistance n.协助, 援助, 补助,
assist sb. with sth.帮助某人[做某事]
assist sb. to do sth.帮助某人[做某事]
assist sb. in doing sth.帮助某人[做某事]
____________________________我们都帮助修理屋顶。
assistant n.助手, 助教
7, sympathy n.同情, 同情心
I have been a prisoner, so I have a lot of sympathy with other people in prison.
a letter of sympathy __________________
in sympathy（常与with连用）___________
be out of sympathy________________
express sympathy for____________
____________________________赞成一项计划
8, encourage vt.鼓励, 怂恿
encourage sb. to do sth.鼓励某人(做某事)
be encouraged by受...鼓励[鼓舞]
encouraging __________________
discourage__________
courage________________
9, visual adj.看的, 视觉的, 形象的, 栩栩如生的
visual arts ______________
visibility n.可见度, 可见性, 显著, 明显度, 能见度
invisible_______________
invisibility n.看不清, 看不见的东西, 难看见
10, motive n.动机, 目的adj.发动的, 运动的motivate v.激发
to motivate the child to learn new words ________________
____________________________________考试不能促使学生去追求更多的知识。
11, adjust vt.调整, 调节, 校准, 使适合
adjust my watch______________
adjust oneself in the school ___________________
adjust oneself to..._________________
____________________________________他使自己很快适应了这个国家炎热的气候。
adjustment n.____________
make adjustment to_______________
12, ceremony n.典礼, 仪式, 礼节, 报幕员
perform the opening [closing] ceremony__________________________
_____________________ took place in the church. 婚礼在教堂举行。
13, victory n.胜利, 战胜, 克服
a narrow victory_________________
gain [have, obtain, win] a (the) victory over________________
14, dignity n.尊严, 高贵
_________________________________她虽然很穷，但没有失去她的尊严。
Ladies and gentlemen should always act ___________________
太太先生们的举止应该总是十分端庄体面的。
stand on one's dignity_________
15, participate vi.参与, 参加, 分享, 分担
participate in __________________
____________________参加讨论
participate in profits_______________
participant n.参与者, 共享者adj.参与的
16, facility n.容易 设备, 工具
facility charge_________
17, conduct n.行为, 操行v.引导, 管理, 传导
His conduct disagrees with his words._____________
____________________你的孩子们品行良好。
Metal conducts electricity. ______________
My aunt conducts her business very successfully.
18, accessible adj.易接近的, 可到达的, 易受影响的, 可理解的
He is proud that his wife is accessible to reason.
This novel seems to me among the most inaccessible.
access n.通路, 访问, 入门vt.存取, 接近
There is no access to the street through that door. 穿过那个门没有通向大街的路。
____________________________________到镇上唯一的通路是经过一座桥。
__________________________________市民可以自由使用图书馆。
Ⅰ.Brief Statements Based on the Unit
This unit mainly tells us the difficulties that the disabled people may face.The text“Disabled? Not me!”shows us a middle school student-Zhong Xiaowen,who could only move around in her wheelchair,could overcome lots of difficulties,and finally succeeded.From her success,we learn something important.There is nothing difficult in the world if you stick to it.When you meet with difficulty in your life and study,please don’t lose heart.
The teacher should train the students’ mental and moral character of taking pleasure in helping the disabled and help the students to know how to help the disabled to build up the spirit of “being stronger,independent and equal to normal people in activities”.Of course it is necessary for students to master the important phrases and sentence patterns in this unit.Meanwhile we should review the usage of the Direct and Indirect Object.
Ⅱ.Teaching Goals
1.Talk about disability.
2.Practise talking about ability and inability.
3.Review Direct and Indirect Objects.
4.Write an argumentative essay.
Ⅲ.Background Information
1.Will Inspired Life
The little country schoolhouse was heated by an old-fashioned,pot-bellied coal stove.A little boy had the job of coming to school early each day to start the fire and warm the room before his teacher and his classmates arrived.
One morning they arrived to find the schoolhouse engulfed in flames.They dragged the unconscious little boy out of the flaming building more dead than alive.He had major burns over the lower half of his body and was taken to a nearby county hospital.From his bed the dreadfully burned,semiconscious little boy faintly heard the doctor talking to his mother.The doctor told his mother that her son would surely die-which was for the best,really-for the terrible fire had devastated the lower half of his body.
But the brave boy didn’t want to die.He made up his mind that he would survive.Somehow,to the amazement of the physician,he did survive.When the mortal danger was past,he again heard the doctor and his mother speaking quietly.The mother was told that since the fire had destroyed so much flesh in the lower part of his body,it would almost be better if he had died,since he was doomed to be a lifetime cripple with no use at all of his lower limbs.
Once more the brave boy made up his mind.He would not be a cripple.He would walk.But unfortunately,from the waist down,he had no motor ability.His thin legs just dangled there,all but lifeless.Ultimately he was released from the hospital.Every day his mother would massage his little legs,but there was no feeling,no control,nothing.Yet his determination that he would walk was as strong as ever.When he wasn’t in bed,he was confined to a wheelchair.One sunny day his mother wheeled him out into the yard to get some fresh air.This day,instead of sitting there,he threw himself from the chair.He pulled himself across the grass,dragging his legs behind him.He worked his way to the white picket fence bordering their lot.With great effort,he raised himself up on the fence.Then,stake by stake,he began dragging himself along the fence,resolved that he would walk.He started to do this every day until he wore a smooth path all around the yard beside the fence.There was nothing he wanted more than to develop life in those legs.Ultimately through his daily massages,his iron persistence and his resolute determination,he did develop the ability to stand up,then to walk haltingly,then to walk by himself-and then-to run.He began to walk to school,then to run to school,to run for the sheer joy of running.Later in college he made the track team.Still later in Madison Square Garden this young man who was not expected to survive,who would surely never walk,who could never hope to run-this determined young man,Dr. Glenn Cunningham,ran the world’s fastest mile!
2.Helen Keller
Helen Keller(1880~1968) was a famous author and educator.She was stricken at the age of 19 months with an illness that left her deaf and blind.She became mute shortly thereafter.Her parents in 1887 got her a teacher Anne Mansfield Sullivan from the Perkings School for the Blind in Boston.A remarkable,close relationship developed between teacher and pupil.Within two years,Miss Keller was able to read and write in Braille.She graduated(1904)from Radcliffe College,where Miss Sullivan had spelled the lectures into her hand.
Helen Keller devoted her life to publicly aiding the deaf and blind.With the aid of a translator,she toured the world to promote the education of persons similarly afflicted.She wrote numerous books,including“The Story of My Life”(1902).
Ⅳ.Teaching Time:Four periods
The First Period
Teaching Aims:
1.Learn and master the following:
Phrases:deal with,overcome the difficulties
Sentence Patterns:
If you were in a wheelchair,you wouldn’t be able to…
If I were blind,I would need a/an…
2.Train the students’ listening ability.
3.Improve the students’ speaking ability by describing,talking and discussion.
Teaching Important Points:
1.Train the students’ listening ability.
2.Make the students master the sentence patterns and describe the pictures freely.
Teaching Difficult Point:
How to improve the students’ speaking ability.
Teaching Methods:
1.Listening-and-answering activity to help the students go through with the listening materials.
2.Individual,pair of group work to make every student work in class.
Teaching Aids:
1.a tape recorder
2.the multimedia
3.the blackboard
Teaching Procedures:
Step Ⅰ Greetings and Lead-in
T:Good morning/afternoon,everyone.
Ss:Good morning/afternoon,Mr/Ms.
T:Sit down,please.First I want to ask you some questions.Have you been to some places of interest?Have you climbed the mountains?
Ss:Yes.(Students may have different answers.)
T:How can you get there?
Ss:We can get to…by bus/by train/on foot…
T:Now please look at the screen.
(The teacher shows a picture of a wheelchair on the screen.)
How do you say it in English?
Ss:Wheelchair.
T:What kind of people uses it?
Ss:People with disabilities/who couldn’t stand up.
T:Good.Now,tell me if you were in a wheelchair,would you be able to get to some places like tall buildings,high mountains?
Ss:I can go to…by myself,because there’s no step.It’s easy for me to get there.
T:Who has different answers?
S1:I can go to…with the help of my friends.They can carry me up there.
S2:I can’t go to…,because it’s high on the top of the hill.What a pity!I can only look at it from far away.
Step Ⅱ Warming up
T:Today we’re going to learn Unit 17“Disabilities”.(Bb:Unit 17 Disabilities The First Period)
First let’s look at some words.
(Show the following on the screen)
disability n.
ability n.
sidewalk n.
escalator n.
elevator n.(=lift)
(Teacher teaches the words and explains them,then let the students look at the first four pictures on Page 49.)
T:OK.Now I want you to discuss the first four pictures using the following sentences.
1.Sentence Patterns:
(1)If I were in a wheelchair,I would…
(2)If I were blind,I wouldn’t…
(Write them on the blackboard)
Yeah,please discuss them in groups of four.After a while,everyone is asked to talk about the pictures.Is that clear?
Ss:Yes.
T:OK.Please work in groups and try to imagine what difficulties and dangers you might face.
(After a while,teacher asks some students to talk about the pictures.If time permits,teacher may ask more students to answer.)
T:Now time is up.Who wants to say first?
S1:Picture 1.If I were in a wheelchair,I would not go to the public buildings because there were so many steps.
S2:Picture 2.If I were blind,I might fall down when walking on the sidewalk as it’s not flat.
(Or:There are some blocks.)
S3:Picture 3.If I were disabled,I wouldn’t go to the toilet,for the equipments are not fit for the disabled.
S4:Picture 4.If I were in a wheelchair.I couldn’t ring in public places,because the public telephone is too high for me to reach.
T:How hard they are!We pay little attention to them in our daily life.We must take effective measures to improve their conditions.Let’s see what changes have taken place.Please discuss in groups.In the meanwhile,we should notice the two phrases:deal with,overcome the difficulties.(Teacher writes the following on the blackboard.)
2.(1)deal with
e.g.How shall we deal with the problem?
(2)overcome the difficulties
(After a while,teacher asks some students to talk about the last four pictures.)
T:Now.Any volunteer?
S1:We should provide an entrance suitable for wheelchairs on the ground floor.
S2:We should build a special sidewalk for the blind,and fix some feeling equipment.
S3:We must provide suitable toilets for people with disabilities,fixing two handrails.
S4:We should set the public telephone in a proper place so that people in a wheelchair can reach it.
T:They hope to lead a normal life as we do,so we should help them overcome the difficulties.
Step Ⅲ Listening
T:Now please turn to Page 50.Let’s do some listening.You are going to hear John talking about his life.There are three questions for you to answer.You need to listen carefully.Is that clear?
S:Yes.
T:OK.Let’s begin.
(Teacher plays the tape for the first time.Then play for the second time.During this time,teacher may pause for students to write down the information.Play some parts of the tape more times if necessary.Finally teacher checks the answers with the whole class.)
Step Ⅳ Speaking
T:Please look at Speaking on Page 50.Now imagine you are disabled.Choose two of the situations below and discuss how you would deal with them.You may use the following sentence structures.
(Show the structures on the screen.)
I probably couldn’t…
I’m sure I would be able to…
If I…,I would be able to…
I would need help to…
It would be difficult to…
I would try to…
T:OK.Please begin to discuss them.
(Teacher goes among the students and listens to their discussions,then chooses several students to express their ideas in different ways.)
Who can describe Situation 1?
S1:I’ll try.If I were blind,it would be difficult for me to get there.But I would try my best.First I would walk down the familiar sidewalk with the aid of a walking stick.When crossing the street,I would ask others for help.Or I probably could get there by taxi.
S2:Situation 2.If I were deaf,I would not be able to hear other players’ words.It would be difficult for us to work together.I would have to read their facial expressions and gestures.
I think I’m more lucky than Helen Keller,for I can see.I should learn her spirit of studying,and try to imitate by looking at their mouths.I’m sure I would learn English well.
S3:Situation 3.If I were in a wheelchair,I’m sure I would be able to go shopping,eat at a fast food restaurant and then go to a cinema with the help of my friends.First I would do my best to get to the steps of the building by myself,and then they could carry me up to the entrance of the lift.I’m sure I would be able to get there and have a good time.
Step Ⅴ Summary and Homework
T:In this class,we’ve done some listening and speaking.We’ve also talked about the situations of the disabled.Of course,we’ve learned some useful sentence patterns.After class,practise more talking about disability in English.Master the useful sentence patterns,(Teacher points to the blackboard.)and preview the reading material“Disabled?Not me!”.So much for today.Goodbye,everyone!
Step Ⅵ The Design of the Writing on the Blackboard
Unit 17 Disabilities
The First Period
1.Sentence Patterns:
(1)If I were in a wheelchair,I would…
(2)If I were blind,I wouldn’t…
2.(1)deal with
e.g.How shall we deal with the problem?
(2)overcome the difficulties
The Second Period
Teaching Aims:
1.Learn and master the following words and expressions:get around(=get about),fair,guidance,gifted,assist,cooperate,recognition,sympathy,encouragement,productive,visual,impair,motivate,disappointing,adjust to,get used to
2.Train the students’ reading ability.
Teaching Important Points:
1.Improve the students’ reading ability.
2.Enable the students to understand the text better.
3.How to get the students to master the useful expressions.
Teaching Difficult Points:
Master the following sentence structures:
1.…studying together with their disabled classmates is both challenging and rewarding. Living with disability is frustrating and challenging.
2.I am and get used to the fact that while I may not be…
Teaching Methods:
1.Discussion to help the students know something about the disabled.
2.Fast reading to get the general idea of the text.
3.Questioning-and-answering activity to help the students go through the whole passage.
4.Pair work or individual work to make every student work in class.
Teaching Aids:
1.a tape recorder
2.a multimedia
Teaching Procedures:
Step Ⅰ Greetings and Revision
(Greet the whole class as usual.)
T:Yesterday we learned what difficulties and dangers the disabled might face and how to help them in our daily life.Imagine you are disabled.Who’d like to describe the situation(If you were blind/deaf etc.)and tell us how you would deal with them.
S:I’ll try.…
(All the others listen carefully.)
T:Well done.No matter what difficulties he may meet with,we all hope he can enjoy himself.
Step Ⅱ Lead-in and Pre-reading
T:Yeah.We know people with disabilities may have lots of difficulties in their lives,but many of them are determined.They can overcome any difficulty.Please look at the three questions on the screen and discuss them in groups.
(Show the following on the screen.)
1.Do you know anyone who is disabled?
How does he or she deal with the disability?
2.Do you know of any famous people who are disabled?What do they do?
3.Should disabled students be allowed to go to college?Should they get any extra help?Why or why not?
(Teacher gives students five minutes to discuss and collects their answers.)
Suggested answers:
1.Yes.I know a person with disability.He has learnt to do many things without help.He can take care of himself at home,but getting around in the city in a wheelchair is often frustrated.He loves reading stories of young disabled people who have overcome great difficulties.
2.Yes,I do.Beethoven was a great musician,Helen Keller was a great American writer,and Zhang Haidi is also a writer.
3.Yes,they should.Because there are many gifted disabled students,they can make a contribution to the society.
They should get some extra help in their everyday activities.
No,they shouldn’t.Because they need recognition,more than sympathy and help.
Step Ⅲ Reading
T:OK.Today we’ll read a text “Disabled?Not me!”and know something more about it.I think you are interested in it.Please turn to Page 17.Read the passage quickly to get the general idea and answer the questions on the screen.
(Teacher shows the questions on the screen.)
1.What’s the trouble of Zhong Xiaowen?
2.How does she get around?
3.What’s the teachers’ aim in the special college?
4.What do the articles in Literature of Chinese Blind Children talk about?
5.How does Zijie like the magazine?
(Teacher gives students enough time to read the text and collects their answers.)
Suggested answers:
1.Xiaowen was born without the ability to use her legs and she has no feeling below the waist.
2.She uses a wheelchair to get around.
3.Their aim is to help disabled students understand that they can play a valuable role within society.
4.The articles are often about disabled people who have overcome challenges and difficulties and learnt to live a meaningful and productive life.
5.He loves the magazine very much.He thinks it is very important for them to know that someone far away is also struggling as they are.
T:Now read the passage again and try to get as much information as you can.
Step Ⅳ Study for Language Points
T:Now you’ve known the general idea of the passage.Please look at the screen.I’ll explain something to you.
(Show the following on the screen.)
a.treat vt. treat sb. well(badly)
e.g.Don’t treat me as a child.
Which doctors are treating her for her illness?
b.ability n. the ability to do,a man of ability
e.g.Man has the ability to speak.
c.make a contribution to
e.g.We must do something useful and make a contribution to our country.
d.launch vt.
①launch a man-made satellite
②launch a new enterprise
③launch threats against sb.
e.play a …role(in,within)
e.g.He played a leading role in a film.
f.both…and…
e.g.Both you and I are students.
He both fears and hates at once.
g.…studying together with their disabled classmates is both challenging and rewarding.
Living with disability is frustrating and challenging.
In these two sentences,gerundial phrases are used as subject.
e.g.Working with him is a great pleasure.
h.…I am and get used to the fact that while…Here that-clause is used as appositive clause,expressing the fact.
e.g.The fact that he came here was known to us all.
(Write important phrases and difficult sentences on the blackboard.)
T:(After explaining the language points.)
Do you have anything you don’t understand?If you have,please tell me,I’ll be glad to have a discussion with you.
(The teacher answers the questions raised by the students.)
Step Ⅴ Listening and Consolidation
T:Let’s listen to the tape.I’ll play the tape twice.When I first play it,just listen.When I play it for the second time,listen and repeat it.Are you clear about it?
(The teacher plays the tape for the students to listen and repeat.While the students read,the teacher goes among the students to correct the students’ mistakes in pronunciation,intonation and stress.)
T:Now turn to Page 52.There are five questions for you to answer in Post-reading.Try to find the answers in the text.Discuss in groups of four,and then I’ll ask some of you to read your answers.
(A few minutes later.)
T:Are you ready?
Ss:Yes.
T:Now let’s begin.
S1:They have to use wheelchairs to get around and it often takes them a little longer to do everyday things,such as getting out of bed,getting dressed and going to class.
S2:They not only learn how to assist disabled people,but also learn the importance of cooperating to reach their goals in life.
S3:They help disabled students to understand that they can play a valuable role within society,and inspire many of them to believe that they can realize their dreams.
S4:Today there are more opportunities like the special Olympics for disabled people to develop their potential,live a richer life and make a contribution to society.
Because people understand that they can play a valuable role within society,and that they need recognition,more than sympathy and help.
S5:People must make sure that all of us should have equal access to all areas and facilities.People should treat me fairly.
Step Ⅵ Summary and Homework
T:Today we have learned the passage-Disabled?Not me!From the success of the disabled student-Zhong Xiaowen,we learn something important.There is nothing difficult in the world if you stick to it.When you meet with difficulty in your life and study,please don’t lose heart.On the other hand,we should help the students to know how to help the disabled in our daily life.
And we also learn some phrases.After class,you should work hard and master them.
Step Ⅶ The Design of the Writing on the Blackboard
Unit 17 Disabilities
The Second Period
1.Important Phrases:
treat sb.,the ability to do,make a contribution to launch,play a …role,both…and…,get used to
2.Difficult Sentences:
…I am and get used to the fact that while…
I may not be able to walk,there are many other great things I can do.
The Third Period
Teaching Aims:
1.Review the words and phrases learned in the last two periods.
2.Learn and master Direct and Indirect Objects.
Teaching Important Points:
1.How to guess the missing word according to the given sentence.
2.Master the interchanges of position on direct and indirect objects in the sentence.
Teaching Difficult Point:
Master the changes of the prepositions in the interchanges of direct and indirect objects.
Teaching Methods:
1.Review method to consolidate the words learned in the last two periods.
2.Explanation and inductive methods to make the students master the interchanges of direct and indirect objects.
3.Individual,pair work to make every student work in class.
Teaching Aids:
1.the blackboard
2.the multimedia
Teaching Procedures:
Step Ⅰ Greetings
Greet the whole class as usual.
Step Ⅱ Word Study
T:In the last two periods,we have learned something about disabilities.As we all know,we shouldn’t look down upon the disabled.We should help and respect them.And we must make life easier for them.All these include some useful and important words and phrases.Now let’s review them.Open your books and turn to Page 53.Look at Word Study.Part 1:Fill in the blanks with the right words.Part 2:Use the correct form of the words in the box to describe the following things or people.You are given ten minutes to do them.Read first,then fill in them according to the meaning of each sentence.Is that clear?
Ss:Yes.
T:OK.First do it by yourself.Then discuss them in pairs.After a while,I’ll ask some students to read the words.
(Teacher goes among the students and the students begin to do it.After a while,teacher checks their answers.)
Suggested answers:
1.①waist ②guidance
③sympathy ④physical
⑤potential ⑥gifted
⑦meaningful ⑧limit
⑨overcome ⑩adjust
2.①frustrated ②challenging
③disabled ④motivated
⑤encouraged ⑥disappointed
⑦rewarding
Step Ⅲ Grammar Study
T:Now I want you to translate two sentences into English.Look at the screen.
(Show the following on the screen.)
1.请把盐递给我。
2.请给我们演奏一些民间乐曲。
T:Here I tell you how to say“民间乐曲”in English-folk music.Now can you translate the two sentences?Who wants to try?Yeah,Zhao Nan,you try the first one,please.
S1:Pass me the salt,please.
T:Good,sit down,please.Now we can also say:Pass the salt to me,please.
(Write the two sentences on the blackboard.)
Now the second one.Who wants to try?OK.Peter,you try,please.
S2:Play us some folk music,please.
S3:We can also say:Play some folk music for us,please.
T:Very good,sit down,please.
(Write the two sentences on the blackboard.)
Look at the blackboard,the verbs“play”and“pass”are followed by two objects.In English,there are some verbs that can be followed by two objects.Who can tell us what they are?
S4:I’ll try.They are send,buy,get…
T:Right.You’ve known some of the verbs.Now I’ll give you a summary.Please look at the screen.
(Show the following on the screen.)
Common verbs that take indirect objects:
①give,show,send,bring,offer,read,pass,lend,leave,hand,tell,return,write,pay,throw,wish,teach,promise,owe,refuse ect.
e.g.I’ll lend you something to read.
Remember to write us a note when you get there.
②make,buy,do,fetch,get,play,save,order,cook,sing,find ect.
e.g.I hope you’ll do me a favour.
Let’s get the children something to drink.
T:Now please notice there are two groups in the diagram.In Group 1,most of the indirect objects are transformed into “to-phrase”.And in Group 2,most of the indirect objects are transformed into “for-phrase”.
(Write the following on the blackboard.)
Compare:
Is that clear?
Ss:Yes.
T:But not all the indirect objects can be replaced like this.
e.g.“Do me a favour”.We can’t transform it into:“Do a favour for me.”
OK.Now let’s do some exercises.Open your books and turn to Page 54.Look at Grammar-Direct and Indirect Objects.Look at Part 1.Tick the right answer.First do it by yourselves.Then discuss it in pairs.Finally I’ll show you the answers.
(After students finish it,teacher shows the following on the screen.)
Suggested answers:
1.√Because his mother bought him a computer.
√Because his mother bought a computer for him.
2.√Do me a favour.Please lend me one 珁uan.
3.√Please take these exercise-books to my office.
4.√Give me the check,please.
√Please give the check to me.
T:OK.In fact,we should pay attention to some special cases.Especially when the direct object is shorter than the indirect object,or when we emphasize the indirect object,we often use such patterns,“Subject+Predicate+Direct Object+to/for+Indirect Object”.
e.g.I took it to the policeman on duty.
Mother bought the ice-cream for you,not for me.
(Write them on the blackboard.)
And there are two special cases you should notice.
Please look at the screen.
(Show the following on the screen.)
1.We must use prepositions before the indirect object following the two verbs “explain and suggest”.
e.g.Could you explain your point of view to us?
I suggest a way out to her.
2.Some verbs are followed by either direct object or indirect object,or both of them.
e.g.I asked John.
I asked a question.
I asked John a question.
The similar verbs are:teach,tell,owe,pay,show
As to this,you should remember them.Is that clear?
Ss:Yes.
T:OK.Let’s deal with Part 2.
(Teacher begins to read the following and explains it if necessary.Summer is coming.You decide to have a different vacation this year.Use the words in brackets to explain what you will do differently this summer.)
Now you are given five minutes to do it.First do it by yourself.Then discuss it in pairs.Now please begin.
(Teacher goes among the students to check their writing and explains some new words that students meet with and ask.As to some difficult sentences,teacher and students can discuss together.At last,teacher shows the answers on the screen.)
Suggested answers:
1.This summer,I want to make my parents less trouble by staying at home.
2.This summer my grandpa wants to buy some books for me.
3.This summer my friends want to send short messages to me.
4.This summer my aunt and uncle want to bring candy to me when they come to visit.
5.This summer I want to teach English to my 6-year-old niece.
Step Ⅳ Practice
(The teacher shows the following on the screen)
Change the position of the direct object and indirect object in the following sentences.
1.I’ll lend you some.
2.He gave his wife a camera for Christmas.
3.We’re going to sing some songs for the heroes.
4.Bring me the book.
5.She made a coat for me.
6.He bought flowers for his teacher.
T:Look at the screen.Let’s practise the interchanges of the direct and indirect object.
(Give the students several minutes to practise them,then teacher may check their practice.)
Suggested answers:
1.I’ll lend some to you.
2.He gave a camera to his wife for Christmas.
3.We’re going to sing the heroes some songs.
4.Bring the book to me.
5.She made me a coat.
6.He bought his teacher flowers.
Step Ⅴ Summary and Homework
T:In this class,we’ve reviewed some new words and mainly done some exercises about direct and indirect objects.After class,review the content,and remember the verbs that can be followed by double objects.Today’s homework:Preview the integrating skills.That’s all for today.Goodbye,everyone.
Step Ⅵ The Design of the Writing on the Blackboard
Unit 17 Disabilities
The Third Period
Direct and Indirect Object
1.Pass me the salt,please.
→Pass the salt to me,please.
Play us some folk music,please.
→Play some folk music for us,please.
2.Compare:
3.“Subject+Predicate+Direct Object+to/for+Indirect Object”
e.g.I took it to the policeman on duty.
Mother bought the ice-cream for you,not for me.
The Fourth Period
Teaching Aims:
1.Review the useful expressions learnt in this unit by making sentences with them.
2.Review the common verbs that take indirect objects.
3.Train the students’ integrating skills by reading and writing.
Teaching Important Points:
1.Improve the students’ reading ability by reading the material.
2.Improve the students’ writing ability.
Teaching Difficult Point:
How to improve the students’ integrating skills-reading skill and writing skill.
Teaching Methods:
1.Fast-reading and reading to improve the students’ reading ability.
2.Practice and pair work or group work to have every student master what they’ve learned.
Teaching Aids:
1.a tape recorder
2.the multimedia
3.the blackboard
Teaching Procedures:
Step Ⅰ Greetings and Revision
(Greet the whole class as usual.)
T:Yesterday we learned the grammar-Direct and Indirect Objects.We know there are some verbs that can be followed by objects.Who can tell us what they are?
S1:They are “give,show,send,read,lend…”.
S2:And “make,buy,do,get…”.
T:Right.Sit down,please.We should also notice the usage of “to” and “for” when we interchange them.
Step Ⅱ Test
T:In this unit we have also learned some useful expressions.Have you remembered them?
S:Yes.
T:OK.Now let’s review them together.I speak Chinese,you speak English.
(Teacher writes the following on the blackboard when students say them.)
share with,treat…as,deal with,the ability to do,play a…role,realize one’s dream,get around,adjust to
T:Now I’ll give you a test to see whether you’ve mastered them or not.Look at the screen,please.
(Show the following on the screen.)
Complete the sentences using the expressions on the blackboard.
1.I__________my lunch__________(分享) him yesterday.
2.The police__________his death__________(把……看作) a case of murder.
3.How shall we__________(处理) the problem?
4.The boy has__________(有能力) solve the difficult problem.
5.The teacher__________(起重要作用) in teaching.
6.In order to__________(实现梦想),they worked day and night.
7.The policemen__________(四处走动) and tried to find the thief.
8.It will take you some time to__________(适应) the new surroundings.
Suggested answers:
1.shared,with 2.treated,as
3.deal with 4.the ability to
5.plays an important role 6.realize their dreams
7.got around 8.adjust to
Step Ⅲ Fast Reading
T:We’ve learned something about disabilities.They hope to lead a normal life as we do,so we should provide more opportunities for the disabled to develop their potential,and let them live a richer life and make a contribution to society.We should help them overcome the difficulties.
Today we’re going to read a material“The special Olympics”.Please turn to Page 55.Read the text fast and try to get the general idea.
Step Ⅳ Reading
T:Now read the text again.Read it carefully and discuss the following questions on the screen with your partner.Write your answers on a piece of paper.In a few minutes,I’ll ask some pairs to give us the answers.
(Teacher shows the following on the screen.)
Answer the following questions:
1.How often is the Special Olympics held?
2.Why do many Special Olympics athletes think that “taking part in the Games is a victory”?
3.How do events like the Special Olympics help mentally disabled people?
4.Where was the first Special Olympics held?
5.Why do you think the Special Olympics are becoming more popular?
6.When will the Special Olympics be held in Shanghai?
(The teacher goes among the students,joins in the students’ discussion and answers the students’ questions.)
(A few minutes later.)
T:Have you finished?(Ss:Yes.)Give us your answers,please.One student,one question.Any volunteer?
S1:1.Every two years.
S2:2.Because each athlete had to train for many years and overcome fear and hardship to reach the Games.For them,winning isn’t to be the first one across the finish line or scoring the most goals,but the best you can be.
S3:3.By preparing for and participating in the Special Olympics,mentally disabled children and adults can develop their ability to move,improve their health and gain greater self-confidence.The Special Olympics is also a good way to make friends.
S4:4.In Chicago.
S5:5.Because interest in the Special Olympics has spread across the world and many cities are now competing for the honour to host the event.
S6:6.In 2007.
T:Now look at the screen again.I’ll explain some words and expressions of the text so that you can use them freely.Please listen to me carefully.
1.every two years=every second(other)year
e.g.He comes here every three days/every third day.
2.Athletes at the Special Olympics are fighters in more than one way.
e.g.The travel to Beijing is more than sightseeing.
He has more than twenty yuan with him.
3.fail vi. & vt.
e.g.I failed in persuading(to persuade)him.
Don’t fail to ring me up.
Time failed me to finish my talk.
4.consider +n./pron./doing
e.g.He is considering changing his job.
consider+sb.+(to be)+n./adj.
e.g.They considered themselves very important.
5.participate=take part vi.
e.g.I participated(took part)in the game.
6.compete in;compete in a race;compete for;compete with sb. for sth.
e.g.Cities in the world are now competing for the honour to host the Olympic Games.
T:Do you have anything else you don’t understand?If you have,please tell me.I’ll be glad to have a discussion with you.
(The teacher answers any questions asked by the students.)
Step Ⅴ Listening and Reading Aloud
T:Let’s listen to the tape.When I play it for the first time,just listen to it.When I play it for the second time,please listen and repeat.Then read the text aloud.Are you clear about it?
S:Yes.
(The teacher plays the tape for the students to listen.Then when the students read the text,the teacher goes among the students and corrects the students’ mistakes in pronunciation,intonation and stress.)
Step Ⅵ Practice
T:Now let’s do an exercise.You should do it like this:try to find useful expressions in the text and make sentences with them in groups of four.One student,one sentence.Do it by turns.Are you clear about it?
S:Yes.
(A few minutes later)
T:Now I’ll ask some students to make sentences.One sentence at a time.S1,please give us your sentence.
S1:I’ll make a sentence with the phrase“every four years”.
The Olympic Games is held every four years.
T:Please go on.
S2:fail to do
He failed to pass the English exam.
S3:more than
More than one person has made the suggestion.
S4:consider
We don’t consider Tom to be our best friend.
S5:take part/participate
All the students took part/participated in the sports meeting in our school.
S6:compete
He competed with other players for the champion.
Step Ⅶ Writing
T:Now you’ve known something about disabilities.I think many students will show their love to the disabled from now on.What should we do to help them in our daily life?
S7:If we are organizing an event,we must imagine that people with disabilities may want to come to it.So we must make sure that they can enter and use all parts of the building.
S8:When we design a building,we should provide an entrance suitable for wheelchairs on the ground floor,as well as lifts,suitable bathrooms and toilets.We must also make sure that signs are clear and easy to read.
S9:…
T:OK.It’s very kind of you!After class,please conduct a survey of the public places where you live in.Start with your school:how easy or difficult is it for a disabled person to get around?Visit other public buildings and find out if they are accessible or not.Work in pairs or groups and make a checklist for your survey.Use the results to write an essay.Describe the current situation and suggest ways to improve the situation.
Suggested writing:
After several days’ survey,I found that the government paid a little attention to the disabled and spend much money on new buildings.There is no special road for the blind.The buildings have many steps,and it’s difficult for the disabled to get into them.
A new government programme has been designed to help disabled people.More special schools will be built.Not only will help be given to people to find jobs,but also medical treatment will be provided for people who need it.But the truth is that everyone should take care of disabled people,not just the government.If everyone shows love to them,their life will be much better.
Step Ⅷ Summary and Homework
T:In this class,we’ve reviewed the useful expressions and learned the text“The Special Olympics”.We practise how to write the article on disabilities.After class,go over all the important points learnt in this unit,and write an essay.Prepare for next unit.Class is over.
Step Ⅸ The Design of the Writing on the Blackboard
Unit 17 Disabilities
The Fourth Period
Important Phrases:
share with,treat…as,deal with,the ability to do,play a…role,realize one’s dream,get around,adjust to
Record after Teaching
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