以下是小编精心整理的高中牛津英语模块五 Unit 1-3 教案集(译林牛津版高二英语必修五教案教学设计)（共含12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“李石柱”一样，积极向本站投稿分享好文章。
Teaching plans of Unit One--- Getting along with others
Period One Welcome to the unit
Teaching aims:
To deepen Ss’ understanding of friendship
To practice Ss’ oral English by getting them involved in the discussion of friends and friendship
To learn the way to describe the characteristics of a true friend
Teaching procedures:
Ⅰ.Lead-in
1. Listen to the song called Auld Lang Syne(友谊地久天长)
2. Show students some pictures about friends
3. Brainstorming questions:
1) Have you enjoyed the song? Can someone name the song ?
2) Can you guess the relationship between the ones in the pictures?
3) Do you have any good friends? How many are they?
4) Do you think it is important to have a good relationship with others? Why?
5) Do you know the concept of “friendship”? Try to explain.
6) In your opinion, what does a real friendship consist of ?
Ⅱ. Picture talking:
Talk about the pictures and proverbs with your partner. Try to discuss the following questions:
Picture 1,
1) Where are the two girls?
2) What are they doing ?
3) How long they spend speaking to each other?
4) Do you think they enjoy each other’s company?
5) What do you think ‘Friends are thieves of time.’ mean?
Picture 2,
1) What do you use a mirror for?
2) What are the two girls doing?
3) Do you think the girl on the right is a good friend? Why?
4) Do you have a good friend? Does he/she often give you advice?
5) What do you think the proverb ‘The best mirror is an old friend’ mean?
Picture 3,
1) What is the taller boy doing ?
2) Why does he do so?
3) Do you think it possible for a person to buy friendship?
4) In your opinion, what is the base of a good friendship?
Picture 4,
1) Do you think friends should be the same age and share the same hobbies and interests?
2) What does the proverb ‘True friends have hearts that beat as one.’
Ⅲ. Story-telling
Tell a story happened between you and your best friend.
Ⅳ. Discussion
1) What a true friend should be like?
A friend is someone who
---you respect and who respects you
---shares your happiness and sorrow
---is trustworthy
---is honest, loving
---is devoted and loyal to you
---is selfless
2) Try to think of more proverbs related to friendship.
For example,
A life without a friend is a life without a sun.
A man who has friends must show himself friendly.
Ⅴ. Extending
More proverbs about friendship
Ⅵ. Conclusion
What else can be our friends besides human beings?
There are many answers to this question. e. g. a dog, a cat, a dictionary, a computer, a toy car, a mobile phone, a TV set…
As long as we have love
Ⅷ. Homework
1. Smile to your friends.
2. Finish the passage in Part B.
3. on page 95 in Workbook..
4. Preview the reading part.
Period Two Reading (One)
Teaching aims:
To deepen Ss’ insight into problems between friends
To practice Ss’ reading comprehension skill
To identify feelings and emotions in a text
Teaching procedures:
Ⅰ.Lead-in
1. Show students a picture about a gang of friends.
It’s a picture of me. Can you find me out and guess who are the others. (My friends)
2. Brainstorming questions:
1) Do you have a friend? How do you get along with your friends?
2) Have you ever fallen out with a very good friend?
3) If you had a quarrel with a friend, how would you deal with it?
4) How would you mend a broken friendship?
3. Before reading the letters about broken friendships, analyse the reasons that might lead to a broken friendship.
---having little in common
---lacking trust
---there being conflict of interest
---being jealous of each other
---being indifferent to each other
Ⅱ. Fast-reading
Ask the students to go through the two letters quickly and answer questions in Part A
1. Are the writers of the two letters feeling happy or sad?
2. What did Sarah get for the surprise Maths test?
3. Is Matthew usually a quiet boy?
Ⅲ. Detailed-reading
1. Ask the students to read the first letter carefully and answer the following questions and an analysis diagram .
1) Why other children say we are no fun?
2) What did Sarah think about the surprise Maths test?
3) What did Hannah sense?
4) What did Sarah tell Hannah in the girls’ toilets?
5) Why did Sarah tell Hannah that they weren’t going to be friends any more?
6) The analysis diagram:
She felt betrayed because … she thought her best friend Hannah didn’t keep her secret.
shamed she scored the lowest score in her class.
upset she found a piece of paper on her desk that said ‘Stupid Sarah got a D’
angry she thought Sarah didn’t keep her word.
2. Ask the students to read the second letter carefully and answer the following questions and fill in a table.
1) Why did Andrew shout at Mathew after the match?
2) What did Matthew think about losing the match?
3) How did Andrew think of football?
4) What kind boy is Matthew?
5) How is Matthew recently?
6) Fill in the table:
How Andrew felt Why she felt so?
He had a dilemma. His best friend Matthew has stopped talking to him.
He felt really guilty. He said some really cruel things to Matthew.
He was angry with Matthew. They lost the game because of Matthew’s carelessness.
Ⅳ. Summarize the reading strategy according to the emotion analysis and tale above: read to understand emotion
Ⅴ. Consolidation
Complete two letters written by Agony Aunt back to the two students with the proper words.
Ⅵ. Role play
Divide the students into groups of three. Each group is formed with Agony Aunt Annie, Sarah and Hannah or Agony Aunt Annie, Andrew and Matthew. Just suppose they are having a face-to-face talk. Students are expected to act it out after a few minutes’ preparation.
Ⅶ. Discussion
What is a friendship?
Read a poem--- The ABC’s of Friendship
Ⅷ. Homework
1. Retell the two letters.
2. Write an article about the friendship in your mind.
Period Three Reading (Two)--- Language Points
Teaching aims:
To deepen Ss’ understanding of the two letters.
To help Ss master the important words and phrases in the text.
To introduce a few sentence structures to Ss.
Teaching procedures:
Ⅰ.Lead-in
1. Revision
Retell the main idea of the two letters.
Discussion: Will they be good friends again?
Ⅱ.Words
1. Match the words with the correct definitions
academic make jokes and laugh at someone
deliberately a situation where one can’t decide what to do
tease shout or say loudly
dilemma feeling shamed of something done wrong
brilliant good at studying and getting high marks
yell be kind and like to meet new people
outgoing extremely good, clever and excellent
guilty done in a planed way, on purpose
2. Complete the sentences with the words on the left
Though he is a popular student, he is not very academic.
I don’t know what to do. Actually I am in a dilemma .
After saying sorry to her, I didn’t feel guilty any longer.
He is quite outgoing and has lots of friends.
Don’t get upset I was only teasing .
He is so brilliant that he can always think of new ideas.
It is impolite to yell at the old.
I don’t think the young boy run into the old woman deliberately.
Ⅲ. Phrases
Explain the underlined words and make a sentence according to the picture given.
1. I was determined to be cheerful…(Line 14)
do something with a firm desire
eg. Though she loved him, she was determined to leave him.
2.… , and told her we weren’t going to be friends any more because she couldn’t keep her word.(Line 24)
do what one has promised
eg.
She is a good girl and can always keep her word.
3. … , and as a result of his careless playing, we lost the game.(Line 38)
because of
eg. As a result of his careless study, he failed the Maths test.
4. … I cannot help wondering if she wants Peter to be his best friend instead of me.(Line 53)
cannot take control of oneself and do…
eg. When thinking to the jokes, I can’t help laughing.
5 … I must have sounded very proud of myself after the test.(Line 8)
must have done means guessing that something has happened because there seems to be no other possibility.
More sentences in the text:
… Hannah must have deliberately told everyone about my mark...(Line 21)
How they must have laughed behind my back!
She said that someone must have heard us in the toilets, but I don’t believe her.
eg.It must have snowed yesterday.
Ⅴ. Sentences
What does the word mean in different sentences?
1. Hannah sensed something was wrong. (Line 14)
He doesn’t seem to have any sense of humor.
There is no sense in getting upset about it now.
One day he will come to his senses and see what a fool he has been.
This article does not make sense to me.
2. He kept on saying really mean things to hurt me. (Line 44)
Watch him. He can be really mean.
Don’t be so mean about money.
This word means a kind of meat in English.
I didn’t mean to hurt you.
3. I feel really guilty because I said some really cruel things too, but I can’t stand seeing our team lose. (Line 46)
All the audience stood and clapped.
He is too weak to stand.
Stand the bedroom against the door.
There is a fruit stand in the street.
Ⅵ.Sturctures
1.He said it wasn’t his fault if he couldn’t play as well as me and that I shouldn’t yell at him.
If there are two object clauses in one sentence, that is used at the beginning of the second object clause and cannot be left out.
eg.
She said (that) she would fly to Paris and that she would bring me a present.
2.Since the mach, he hasn’t spoken to me even though we sit next to each other in class.
They decided to leave each other even though they loved each other.
3. Various forms of a verb
… how I was sure to get a good mark. (Line 9)
I was determined to be cheerful. (Line 14) to infinitive
I made her promise not to tell anyone. (Line 16)---- bare infinitive
I was so upset that I felt like crying. (Line 20)
My best friend Matthew has stopped talking to me. (Line 34)
… as a result of his careless playing, we lost the game. (Line 39) V-ing form as a noun
Ⅶ. Homework
1. Review the useful phrases and important words in this text.
2. Review the two sentence structures learnt above.
3. Finish Parts A1 and A2 on Page 90 in workbook.
Period Four Word Power
Teaching aims:
To enlarge Ss’s vocabulary about personality.
To help Ss recognize positive and negative adjectives about personality.
To introduce synonyms and antonyms to Ss.
Teaching procedures:
Ⅰ.Lead-in
Questions:
1. Think of one of your friends and make a description.
2. What kind of person is easy to make friends with?
3. What kind of person is hard to make friends with?
Write down the adjectives on the blackboard.
Ⅱ.Read the dialogue
Ask Ss to pair work the dialogue and try to get the meaning of the adjectives.
Go through the first table and figure out positive adjectives and negative adjectives to describe personality.
Ⅲ. Competition
Encourage Ss to come up with more adjectives to describe personality.
Divide the Ss into two groups, the group which comes up with more groups will be the winner.
Ⅳ. Synonyms and Antonyms
Introduce the definition of synonyms and antonyms to the Ss.
Go through the second table and do some more exercises.
Ⅴ. Consolidation
1. Figure out the adjectives according to the meaning on the left.
2. Finish the exercises on Page 7
Ⅵ. Game --- Describe and Guess
One student is going to stand in front of the class and describe the personality of one of his/her friends, the others are going to guess out who the person is. The one who guess it out can have a chance to go to the front.
Ⅶ. Have a thinking
Have a summary of what we have learnt in this period of class.
Ask Ss to think about two questions:
Do you want to be popular?
Do you want to make true friends?
So we should build a positive personality.
Ⅷ. Homework
Finish the relevant exercises in the Unit Revision.
Period Five Grammar (1)
Teaching aims:
To recognize the basic forms of the to-infinitive and the bare infinitive.
To learn how to use to-infinitives and bare infinitives in different situations.
Teaching procedures:
Ⅰ.Lead-in
Look at some proverbs about friendship and pay attention to the words in red.
1) A faithful friend is hard to find.
2) The only way to have a friend is to be one.
3) It is better to be alone than in bad company.
Ⅱ.Functions of to-infinitive
1) subject of a sentence
2) object
3) object complement
4) attribute
5) predicative
6) adverbial
Ⅲ. Functions of bare infinitive
1) We use the bare infinitive after:
* let and make and sometimes have
* verbs of perception: feel, hear, see and watch
* Would rather, had better and why not
2) When two infinitives are joined by and, or, expect, but, than, rather than, we normally use the bare infinitive for the second infinitive.
Ⅵ. Consolidation
1. Turn to page 9 and complete the letter.
2. Retell the letter to your partner using your own language.
Ⅶ. Homework
Finish C1 on page 100 in Workbook and relevant exercises in Unit Revision
Some more exercises are prepared if time permits.
Period Six Grammar (2)
Teaching aims:
To recognize the basic form of the verb-ing.
To learn how to use the verb-ing form as a noun in different situations.
Teaching procedures:
Ⅰ.Lead-in
Show Ss some proverbs and ask them to pay attention to the words in red.
Saying is one thing and doing another.
Seeing is believing.
Constant dripping wears away a stone.
Reading enriches the mind.
Ⅱ.1. Functions of verb-ing
1) subject
2) predicative
3) object
4) after possessive pronouns
5) in compound nouns
2. We use a verb-ing form, not an infinitive after these verbs: admit, dislike, imagine, delay, consider, mind, understand, avoid, enjoy, practise, miss, finish, keep, suggest.
3. We can use a verb-ing form or an infinitive after the following verbs, with little difference in meaning: continue, prefer, begin, hate, like, start, love
4. Some verbs can be followed by a verb-ing form or a to-infinitive , but with some different in meaning or usage: forget, regret, remember, mean, try, go on
forget + to-infinitive (an activity that has not been done)
forget + verb-ing form (an action that has been done)
5. Some common phrases are used with verb-ing forms.
Would you mind …
…cannot help…
…look forward to…
…feel like…
…cannot stand…
…it is no use/ good…
…put off…
…keep on…
Ⅲ. Consolidation
Complete the letter on page 11
Ⅵ.Discussion:
State your opinion on visiting Internet chat rooms.
Ⅶ. More exercises
Ⅶ. Homework
Period Seven Task (1)
Teaching aims:
To practice Ss’ listening ability by taking notes.
To practice Ss’ oral ability by express agreement and disagreement
Teaching procedures:
1. Lead-in
1) Interview
One or two of our classmates has been abroad in this summer. Now you have a chance to interview him/her. Write down his/her answers.
Give some hint about how to take notes.
2) Watch a video about an interview, and try to take notes about the answers.
Ⅱ.Skills building1: writing down the answers
Think about what questions to ask and write them down in advance.
Write brief notes only, not whole sentences.
Make meaningful notes.
Use contractions and abbreviations whenever possible.
If you don’t hear or understand an answer, ask the other person to repeat it. You can use expressions such as:
Could you say that again?
Could you repeat that, please?
Did you say… or…?
Ⅲ.Listen to the tape and answer the questions on page 12.
First read the instruction in the box and try to answer two easy questions
Then listen to the tape and answer the questions.
Ⅵ.Step1 calling Teen Talk for advice
Read the leaflet about Teen Talk.Then complete the notes.
Listen to the tape and finish part B
Ⅶ. Discussion
1.Interview the classmates and fill in the chart.
2.According to the result of the interview, try to discuss some statements on friendship with classmates.
3.Expressions of agreeing or disagreeing.
Ⅶ. Homework
Review what we have learnt today and write a letter to your friend about what his/her friendship means to you.
Keep the ideas on Page 17 in mind when you write.
your feelings about friendship
your feelings about best friends
the quantities of a good friend
what makes a good friendship last
Period Eight Task (2)
Teaching aims:
To practice Ss’ listening ability by listening to others’ composition.
To practice Ss’ proofreading ability by checking each other’s composition.
Teaching procedures:
1. Lead-in
Review what we have learnt in Skills building 1 and Skills building 2
Listen to the composition of one student and the others try to find out his mistakes.
Ⅱ.Skills building 3 : proofreading
What careless mistakes do we often make in our compositions
facts
grammar
handwriting
punctuation
vocabulary
spelling
style
Tip: instruct students of how to make corrections.
Ⅲ.Practice
Proofread the article on page 16
Ⅵ.Further practice
Proofread a few sentences and one more piece of writing.
Ⅶ.Consolidation
proofread your composition by yourself.
Exchange your composition with your deskmate, proofread his/her composition.
Ⅶ. Presentation
Present the article you have proofread to the class.
Ⅷ. Homework
Proofread the composition you have written recently.
Finish the relevant exercises in Unit Revision.
Period Nine Project (1)
Teaching aims:
To practice Ss’ reading ability by reading the article from the school magazine.
To get Ss’ know the differences between teenage boys’ and girls’ friendship.
To instruct Ss on how to design and conduct a survey.
Teaching procedures:
1. Lead-in
1. Ask Ss to finish a questionnaire on friendship.
2. Analyze the result of the questionnaire and find out the difference between boys’ and girls’ friendship.
3. What’s your definition of friendship? (ask boys and girls to answer separately)
Do you think boys and girls have different attitudes towards friendship?
Ⅱ. Reading
Read the school magazine article carefully and try to answer the following questions.
What puzzles Robert?
What’s the difference between boys and girls in their attitudes towards friendship?
What are boys’ and girls’ friendships each based on?
Ⅲ. Language points
1. They’re still sitting on the sofa, absorbed in conversation! (Line, 6)
be lost in
2. What in the world do they have to talk about? (Line, 6)
on earth, used to emphasize a statement
3. Girls who have been asked can usually answer the question without hesitation. (Line 18)
without pausing before doing something
4. On the other hand, a girl’s closest friend might be the first to tell her about something good or bad that has happened in her life. (Line 24)
used when comparing different facts or ideas
在另一方面，从另一方面来说
5. Regardless of what these friendships are based upon, shared feelings or activities, the important thing to remember is that both of them are friendships. (Line 28)
without being affected by different situations, problems, etc. 不管，不顾
Ⅵ. Assignment of the project
1. Planning
form a group of 6
choose your topic
get the topic approved by your teacher
2. Preparing
discuss the purpose and design of the survey
clear assignments
design the survey ______
conduct the survey ______
calculate the result ______
write the report ______
present the oral report ______
3. Producing
make a questionnaire
give out and collect the questionnaires
record and analyze the statistics
write the report
4. Presenting
present your findings to the class in an oral report
answer any questions raised by your classmates
Ⅶ. Homework
Finish the project
Period Ten Project (2)
Teaching aims:
To practice Ss’ oral ability by anticipating in the oral report.
To improve Ss’ team work spirit by finishing and presenting the project..
To improve Ss’ emotional sense of friendship.
Teaching procedures:
Ⅰ. Lead-in
Revision
Retell the magazine article and summarize the difference between boys’ and girls’ attitude on friendship.
Ⅱ. Presentation on how attitudes between boys and girls differ on a certain topic.
Ⅲ. Presentation.
Ⅵ. Summary
We should cherish our friendship
Ⅶ. Homework
B1,B2 on page 91 in Workbook
D1,D2on page 93 in Workbook
Relevant exercises in Unit Revision
Period Eleven Self-assessment
Teaching aims:
To check Ss’ understanding of the two letters and the reading strategy of the two letters
To check Ss’ master of the adjectives to describe personality.
To consulate Ss’ understanding of the infinitives and Verb-ings.
Teaching procedures:
Ⅰ.Revision
Ask students to retell the two letters in the reading part. Share what he/she has learnt with the others.
Ⅱ. Exercises.
1. Fill in the blanks with correct words
Though he is a popular student, he is not very academic .
I don’t know what to do. Actually I am in a dilemma .
After saying sorry to her, I didn’t feel guilty any longer.
He is quite outgoing and has lots of friends.
Don’t get upset I was only teasing .
He is so brilliant that he can always think of new ideas.
It is impolite to yell at the old.
I don’t think the young boy run into the old woman deliberately .
I was determined to be cheerful, but Hannah sensed something was wrong.
He kept on saying really mean things to hurt me.
I cannot help wondering if he wants Peter to be his best friend instead of me.
But I can’t stand seeing out team lose.
When asked they usually hesitate before responding.
Girls who have been asked can usually answer the question without hesitation .
Friendships between girls are usually based on shared feelings and support
There are some things about Amanda and her friends that puzzle Robert.
2. Write down the synonyms and antonyms.
Synonyms
Brave---courageous
Loyal---faithful
Passionate---enthusiastic
Smart---clever
Diligent---hardworking
Antonyms
Open-minded---narrow-minded
Introvert---extrovert
Selfish---selfless
Generous---mean
Talkative---quite
3. Fill in he blanks with correct words, the first letter is given to you.
In China, most people think that the student who can get high marks in exams is a good student. However, will this kind of thought bring benefit to our Chinese education? This mark-oriented education system even worrys some educators. They have a different attitude. It is true that a student should be absorbed in his studies. But besides in-class study, he has to develop in an all-round way. Sport and after-school activities also play an important role in the development of a student. Most teenagers are suffering from the pressure of exams.
In addition, a good adolescent should be honest and kind to others. In other words, he never betrays his friends, if he does something wrong, he admits his mistakes and apologize without hesitation.
To sum up, a student should be brilliant in his study and have a good personality.
4. 根据中文补全句子。
1) 想找到一个最好的朋友是困难的。
It is difficult to find a best friend.
2) 我每天需要8小时睡眠。
I need to sleep for eight hours every day.
3) 我有一个重要的会议要参加
I have a very important meeting to attend.
4) 他的目的是使我开心起来
His intention was to cheer me up.
5） 爸给我安排了一些游泳课以给我一个惊喜。
My dad arranged some swimming lessons to surprise me.
6） 让我承诺每天写作。
He make me promise to write every day.
7） 最好打扫一下你的房间。
You had better tidy your bedroom.
8） 游泳池里有一只鞋。
There is a shoe in the swimming pool.
9） 我通过每天早上跑步来保健。
I keep fit by running every morning.
10) 我将永远不会忘记我赢得的第一枚金牌。
I will never forget winning my first gold medal.
11）我那样说不是故意想伤害你的。
I didn’t mean to hurt you by saying that.
12) 在中国摇手表示说再见。
In china waving hands means saying goodbye.
5. multiple choices
1.＿＿＿＿＿Sunday, the students are at home.
A.Being B.To be C.It is D.It being
2.The boy lay on his back, his teeth ＿＿and his glaring eyes ＿＿＿.
A.set； looked B.set； looking
C.setting； looked D.setting； looking
3.All the thing＿＿＿＿，his proposal is of greater value than yours.
A.considered B.considering C.to consider D.consider
4.＿＿＿＿who she was, she said she was Mr.Johnson’s friend.
A.Asking B.Asked C.To be asked D.When asking
5.He hurried to the station,＿＿＿the 9：30 train had already left.
A.to find B.found C.only to find D.only finding
6.Which do you enjoy ＿＿＿your weekends, fishing or watching TV?
A.spending B.to spend C.being spent D.spend
7.＿＿＿all my letters, I had a drink and went out.
A.Finished B.Having finished C.Finishing D.To finish
8.She had no money ＿＿＿a birthday present for her children.
A.to buy with B.buying C.bought D.with which to buy
9.From the dates＿＿＿on the gold coin, it is conformed that it was made five hundred years ago.
A.marking B.marked C.to be marked D.having been marked
10.＿＿＿＿time and labour, cartoonists generally draw the hands of their characters with only 3 fingers and a thumb.
A.To save B.Saved C.Saving D.Having saved
11.O’Neal works hard.He is often seen ＿＿＿heavily before his teammates start.
A.sweated B.to be sweated C.sweating D.being sweated
12.I can hardly imagine Peter＿＿＿across the Atlantic Ocean in 15 days.
A.sail B.to sail C.sailing D.to have sailed
13.Such＿＿＿the case, I couldn’t help but ＿＿＿＿＿ him.
A.being； support B.is； to support C.has been； supporting D.be； supported
14.Does the way you thought of＿＿＿the water clean make any sense?
A.making B.to make C.how to make D.having made
15.In order not to be disturbed, I spent three hours＿＿in my study.
A.locking B.locked C.to lock D.being locked
16.You will find the word “psychology” ＿＿＿＿under “P” in your dictionary.
A.have listed B.list C.listed D.listing
17.Sandy could do nothing but ＿＿＿to his mother that he was wrong.
A.admitting B.admits C.admit D.to admit
18.When I caught him cheating me, I stopped ＿＿things in his shop.
A.buying B.buy C.to buy D.bought
19.A doctor can expect＿＿＿at any hour of the day or night.
A.calling B.to call C.being called D.to be called
20.Nearly every great building in Beijing was built＿ south.
A.to face B.facing C.to have faced D.being facing
21.With his son＿＿＿, the old man felt unhappy.
A.to be disappointed B.disappointing C.being disappointed D.to disappoint
22.It was＿＿＿＿computer games that cost the boy a lot of time that he ought to have spent on his lessons.
A.to have played B.playing C.played D.having played
23.And there, almost＿＿＿in the big chair, sat her little brother, who never had to be told to keep quiet.
A.having lost B.losing C.to be lost D.lost
24.As I will be away for at least a year, I’d appreciate＿＿＿from you now and then＿＿me how everyone is getting along.
A.hearing； tell B.to hear； tell C.hearing； telling D.to hear； to tell
25.The students are forbidden, unless they have special passes, ＿＿＿ after 11 pm.
A.to stay out B.from staying out C.staying out D.not to stay out
26.I worked so late in the office last night that I hardly had time＿＿＿ the last bus.
A.catching B.to catch C.having caught D.to have caught
27.＿＿to sunlight for too much time will do harm to one’s skin.
A.Exposed B.Having exposed C.Being exposed D.After being exposed
28.Mike didn’t start＿＿＿＿the importance of a foreign language till he graduated from school.
A.knowing B.to know C.know D.to have known
29.-- Why was a special meeting called?
-- ＿＿＿a new chairman.
A.To elect B.Electing C.Our electing D.Elected
30.-- Why did Bob weep?
-- He couldn’t bear＿＿＿like that before the whole class.
A.making fun of B.being made fun of C.to be laughed at D.being made fun
31.The students expected there＿＿＿more reviewing classes before the final exams.
A.is B.to be C.being D.have been
32.I don’t mind＿＿＿by bus, but I hate＿＿in queues.
A.traveling； stand B.to travel； to stand
C.traveling； to stand D.traveling； to standing
33.We are looking forward to＿＿＿the film＿＿＿＿at the Grand Cinema.
A.seeing； to show B.see； shown C.seeing； shown D.see； to show
34.At the shopping-centre,he didn’t know what＿＿and＿＿with an empty bag.
A.to buy； leave B.to be bought； left C.to buy； left D.was to buy； leave
35.The policeman put down the phone, ＿＿＿with a smile on his face.
A.satisfied B.satisfying C.to be satisfied D.having satisfied
36.＿＿＿, your composition is full of mistakes.
A.Writing carelessly B.Written carelessly
C.Having written carelessly
D.Being written carelessly
37.She made a candle＿＿＿us light.
A.give B.gave C.to give D.given
38.-- What do you suppose made her worried?
-- ＿＿＿a gold ring.
A.Lose B.Lost C.Losing D.Because of losing
39.I know it’s not important, but I can’t help ＿＿about it.
A.to think B.and think C.thinking D.being thought
40.＿＿several times, the young scientist still kept on making his experiments.
A.Having been failed B.Having failed C.Though failed D.Because of failure
41.＿＿＿all over the hill and around the lake are wild flowers of different kinds.
A.To grow B.Growing C.Grown D.Grow
42.--Who are you going to have＿＿this letter for you?
-- My secretary.
A.type B.typed C.been typed D.been typing
43.The food＿＿＿at the moment is for the dinner party.
A.cooked B.to be cooked C.is being cooked D.being cooked
44.A kind old gentleman offered＿＿＿my bags to the taxi stand.
A.his help carried B.carrying C.me to carry D.to help me to carry
45.You can hardly imagine the difficulty the woman had＿＿＿her children.
A.brought up B.to bring up C.bringing up D.to have brought up
46.He was＿＿＿today, but was asked to stay for＿＿＿week.
A.to have returned； another B.returning； one more
C.returned； another D.to return； other
47.-- Where should I send my form?
-- The Personnel office is the place＿＿＿.
A.for sending it B.to send it to C.to send D.to send it
48.I could feel the wind＿＿on my face from an open window.
A.to blow B.blowing C.to be blowing D.blown
49.-- Lucy, why didn’t you come last Sunday?
-- I＿＿＿, but my father was in hospital.
A.would B.had C.was going to D.did
50.--What terrible weather! I simply can’t get the car＿＿＿.
- - Why not try＿＿＿＿the engine with some hot water?
A.starting； filling B.start； filling C.started; to fill D.to start; fill
参考答案及简析
1.D。本题考查独立主格结构,因为前后主语不一致,所以前面分词的逻辑主语不可以省略。It being Sunday相当于As it is Sunday。
2.B。独立主格结构在句中作伴随状语, teeth 与set两个词之间含有逻辑上的被动关系,所以用过去分词；look这一动作是eyes所发出,所以用looking。
3.A。独立主格结构在句中作状语,因为things与consider之间含有被动关系,所以用过去分词。
4.B。分词短语作状语,因为ask与句子的主语（she）之间有被动关系,所以用过去分词。5.C。本题考查“（only）＋不定式”与“-ing形式”作结果状语的区别。“only＋不定式”表示该结果在主语的预料之外；接“-ing”形式表示由主句所产生的逻辑上的结果。
6.B。本题考查不定式作目的状语,本题极易误选A。其实 enjoy的宾语为fishing or watching TV。
7.B。因finish这一动作发生在I had a drink and went out之前,所以必须用现在分词的完成式。
8.D。介词＋关系代词＋不定式的结构可以在句中用作定语，其作用相当于一个定语从句。9.B。本题考查非谓语动词作定语。不定式作定语时,表示将来的动作；现在分词作定语,表示主动、进行；过去分词作定语,表示被动、完成。因为dates是被标在gold coin上,所以用过去分词表示被动。
10.A。不定式作目的状语。
11.C。分词在句中作主语补足语。因sweat这一动作是he所发出,所以为主动。
12.C。Peter为逻辑主语，与sailing构成复合结构，作imagine的宾语。
13.A。can’t help but为固定短语, but后面接不带to的不定式；Such being the case为独立主格结构，the case为逻辑主语。
14.B。
15.B。lock与其逻辑主语应含有动宾关系,即 “被锁在书房里”。
16.C。单词psychology被列在 “P”之下,有被动关系。
17.C。but表示 “除了”,为介词,当其前面有动词do的各种形式时,but后接不带to的不定式。18.A。当stop后面接不定式时,表示“停下来去做某事”；如果接-ing形式,则表示“停止正在做的事”。
19.D。expect后面接不定式。由题意可知,doctor与call之间是被动关系。
20.B。现在分词在句中表示状态。
21.B。with复合结构在句中作状语,表示原因,意为“由于儿子很是令人失望。”
22.B。本题为强调句型，被强调的部分是句子的主语，所以采用-ing形式。
23.D。be lost in是固定短语，意为“陷入……之中”。变为分词短语作状语时，仍用过去分词lost。
24.C。appreciate后直接接-ing形式作宾语。
25.A。本题考查forbid 的用法。当forbid用作被动形式时,构成be forbidden to do结构。
26.B。
27.C。由题意“暴露在阳光下太久,会伤害人的皮肤”可知应采用-ing形式的被动式作主语。28.B。start后可以接-ing形式或to do,但如果start后面的动词表示心理活动的词时,必须用不定式。
29.A。回答why引导的问句，一般用不定式；回答what问句，一般用-ing形式。
30.B。bear意为“容忍”, 后面接-ing形式；make fun of与其逻辑主语有被动关系,所以用being done形式。
31.B。expected there to be的形式相当于expected there would be...。
32.C。mind意为“介意”, 后面接-ing形式； hate后可以接-ing形式或to do两种形式。33.C。look forward to（to为介词）后面接-ing形式；film与show之间含有被动关系,所以用过去分词作定语。
34.C。“特殊疑问词＋不定式”结构在句中作宾语；left与didn’t know并列。
35.A。be satisfied with“对……满意”,即satisfy与with紧紧相连时,必须用其过去分词。
36.B。write所表示的动作与其逻辑主语有被动关系。Being written为现在分词进行时的被动,表示该动作正在进行,与题意不符,所以选B。
37.C。不定式作目的状语, 意为“她制了一些蜡烛用来照明”。
38.C。参见注29。
39.C。can’t help表示“忍不住”后面接-ing形式；表示“不能帮助”时,后面接不定式。40.B。fail这一动作发生在主句谓语动词之前,所以用现在分词的完成时,并且为主动概念。41.B。all over the hill and around the lake为地点状语提前。wild flowers是长在“山上及湖的周围”的。
42.A。who为have的宾语。
43.D。根据句子意思可知该动作正在进行,所以用being done形式。
44.D。本题考查offer与help的用法, 即offer to do sth.与help sb.(to) do sth。45.C。本题考查have difficulty(in) doing sth.这一结构。本句中 the woman had为定语从句,修饰difficulty。
46.A。be to＋have done结构,表示本应该做某事,但事实上却没有做。
47.B。本题考查不定式作定语的用法。根据send的用法，send sth.to some place，故选择答案B。
48.B。blow这一动作是wind发出的,所以为主动,因此选择blowing。
49.C。该题考查了动词不定式的省略现象。由题意可知是表示过去的一种打算或计划，在“was going to”后省略了前面的内容或动作，故应选C。
50.A。get the car starting意为“使汽车发动起来”；try doing 意为“试着做某事”。
Ⅲ. Homework
Review what we have learnt in this unit.
高二牛津版（5）Unit one Getting along with others
高考链接：
1. I must have sounded very proud of myself after the test, saying loudly how easy it was and how I was sure to get a good mark.（P2,line8）
[考点] must + have done( p.p) 意思是：一定已经做了某事，表示对过去发生的事情的肯定猜测。
[考例] ----The woman biologist stayed in Africa studying wild animals for 13 years before she returned. （NMET 05， 江苏）
-----oh, dear! She ______ a lot of difficulties!
A. may go through B. might go through
C. ought to have gone through D. must have gone through
[点拨] 根据题干中“studying wild animals for 13 years”可判断出一定遇到了许多困难。故选D。
2. We went to wash our hands in the girls’ toilets before lunch and I admitted how badly I had done…( P2, line 16)
[考点] admit 表示承认,接纳。常用以下搭配：admit sb. into/ to sth. /admit doing sth./.
that- clause
[考例] They were clearly long-standing customers, and I suppose they must have stayed faithful to him because he had promised to sell good quality fruit. He had a way with them----I had to ____that. （NMET 05，江西完型填空第44空）
A. admit B. expect C. announce D. promise
[点拨] 根据上下文，表示“我不得不承认那点-------他有…”故选A。
3. He seemed absent-minded and as a result of his careless playing, we lost the game.( P3 ,line38)
[考点] as a result of 表示由于,后常接名词代词，或动名词及其名词从句，而as a result 表示结果，后常接表示结果的句子。
[考例] My friend Martin was very sick with a strange fever; _____, he could neither eat nor sleep.(NMET 05, 江西)
A. as a result B. after all
C. any way D. otherwise
[点拨]After all 毕竟， any way 无论如何， otherwise否则。上句说“马丁患了奇怪的发烧，病得很厉害。”下句说“他不能吃也不能睡。”一词连接词应意为“结果”。故选A。
4. I feel really guilty because I said some really cruel things too, but I can’t stand seeing our team lose.( P3, line 46)
[考点] stand vt.承受；经受；承担，常用以下搭配can't stand sth /doing sth 例如：
He wants to marry me but I can't stand the sight of him. 他要娶我，但我一见他就受不了。
I can’t stand being treated like this.我受不了别人这样对我。
[考例]Modern plastics can ____ very high and very low temperatures. ( NMET 05, 山东)
A. stand B. hold C. carry D. support
[点拨] hold 持有，拥有，carry携带，传送，support 支撑，支援，而stand 的意思是“经受”。本句意思是：现代的塑料可以经受非常高和低得温度。
5. Each player should play to their strengths. (P5, line 22) （NMET 05，天津）
[考点] strength 名词，表示力量， 力气， 实力。
[考例] Bill was doing a lot of physical exercise to build up his________.
A. ability B. force C. strength D. mind
[点拨]这儿考名词的搭配。Ability 能力，force 武力，势力， mind 头脑，智力。build up one’s strength 表示“使自己强壮”，故选C。
6. Don’t let a small disagreement ruin your friendship. Do not delay. （P5, line27）
[考点] delay及物动词表示“耽搁， 拖延， 推迟”。可以用于被动语态。
[考例]John was late for the business meeting because his flight had been ____ by a heavy storm. ( NMET 04, 辽宁)
A. kept B. stopped C. slowed D. delayed
[点拨]这儿考动词delay的用法。 题干中be late for 意思是迟到，因此根据句意， 航班应该是受到“耽搁， 延误”， 故选D。
7. I have a very important meeting to attend. ( P8, line14)
[考点] 不定式做后置定语的用法。 通常我们有些特殊的句式。例如 have something to do。
[考例] The professor could hardly find sufficient grounds _____ his arguments in favor of the new theory.(.6)
A. to be based on B. to base on C. which to base on D. on which to base
[点拨] 该句是不定式坐后置定语的一种用法。意思是：这位教授难以找到能够有利于新理论的充足理由来支持他的观点。故选D.
8. We had nothing to do but watch TV. (P8, line 39)
[考点] 非谓语的一种用法。 but其后要接带to不定式，但有三个结构例外。 do nothing but， can't but， can not help (choose) but， 它们后面要接不带to的不定式。
[考例] There was nothing they could do______.
A. but wait B. except waiting
C. only to wait D. unless they waited
[点拨] do nothing but do sth. , nothing前有do，后面的to要省略,故选A。
9. I’m glad I persuaded you to talk to Rachel. (P9, line 7)
[考点] persuade 是及物动词，表示说服，劝说，可用于被动语态。通常用以下搭配 persuade sb. to do sth/ into doing sth.
[考例]The number of deaths from heart disease will be reduced greatly if people ____ to eat more fruit and vegetables. ( NMET 04, 上海)
A. persuade B. will persuade C. be persuaded D. are persuaded
[点拨] 根据句意应该用被动语态，排出A、B两项。而且用If 引导的条件从句中用“一般现在时”表示将来的概念。故选D。
10. I’ve met some nice people here in London and I think we might become close friends.（P9,line10）
[考点] 情态动词might表示说话者对所说的事情不太肯定的推测，通常表示“不确定，拿不准”。
[考例] ---- Excuse me. Is this the right way to the Summer Palace? ( NMET 04, 湖北)
-----Sorry, I am not sure. But it____.
A. might B. will C. must D. can
[点拨]can 通常表示肯定推测，查功能用于疑问句或否定句中。本题由下句“I am not sure.”推知，发话人对此事拿不准。故选A。
11. These things can make you feel anxious. （P12，line20）
[考点] anxious做形容词使用，表示“焦急的，焦虑的，渴望的”。
[考例] My mother always gets a bit ___if we don’t arrive when we say we will. ( NMET 05, 浙江) A. anxious B. ashamed C weak D. patient
[点拨] ashamed 羞耻的， weak虚弱的，无力的， patient耐心的，忍耐的
anxious表示担忧的。根据所提供的情景，“If we don’t arrive when we say we will” 可以判断出 由于说将要回来，但没有回来，所以母亲会感到担忧。故选A。
12. Do you feel sad and lonely? Do you have no one to talk to? Don’t suffer in silence.
（P13，line6）
[考点]suffer既可用作及物动词，表示遭受，经历，忍受。又可用作步及物动词，表示受痛苦，受损害。
[考例] _____ such heavy pollution already, it may now be too late to clean up the river.
(NMET 01)
A. Having suffered B. suffering C. To suffer D. suffered
[点拨] 由already 一词可知， 要用现代分词的完成式。全句意思是：由于已经受到如此严重的污染， 现在清理河道可能太晚了。故选A。
13. We will listen to your problems and offer you practical advice. (P13, line8)
[考点] 形容词Practical表示实用的，实际的。
[考例] When we plan our vacation, mother often offers ____suggestions. ( NMET 04, III)
A. careful B. practical C. effective D. acceptable
[点拨] 据句意应为“提供实用的建议“，而careful仔细的， effective有效的，acceptable可以接受的”。故选B。
14. Our lines can get very busy but please keep trying and you will eventually
get through.( P13, line12)
[考点]get through 表示电话等接通，常用于动词搭配使用。
[考例]I couldn’t ____. The line was busy. (NMET 05 , 浙江)
A. go by B. go around C. get in D. get through
[点拨] go by 依照， go round 四处走动， get in 收获， 而get through 指打通电话。根据所提供的情景“The line was busy.”可以判断出“I”一直没有打通电话。故选D。
15. I agree with you on/ that…..(P14,line 4)
[考点] 日常交际用语中考点之一，表态性用语，表示同意。或者用否定用法，不同意。
[考例]----Go for a picnic this weekend, OK?
---- ______. I love getting close to nature. ( NMET 04, 福建)
A. I couldn’t agree more B.I afraid not.
C. I believe not D. I don’t think so.
[点拨] 此题考查交际用语，根据下文的回答可知，回答的人非常同意第一个提议的人的建议。其他选项部各题意。
I couldn’t agree more 表示“我非常同意。”故选A。
Unit 1
Ⅰ.单词拼写
1. He a_______ to his teacher for not having finished his homework.
2. When asked what he wanted to be, he answered without h_____.
3. His mother said that if he couldn’t pass the exam, she would sell the computer as p______.
4. He was too s_______ to admit that he was wrong and refused to say sorry to his girl friend.
5. You have put me in a very a_______position and now I don’t know how to deal with the matter.
6. She said she was sorry, but her eyes b______ her secret delight.
7. Tobby is always looking forward to being f______ by his parents after he does something wrong.
8. Peter is popular with his classmates for we always find him w_____ to help others.
9. We are much c______ about the present situation and hope that the government will take effective measures to preserve the environment.
10.You are already grown-ups; you are required to take r_______ for what you do.
11．In order to avoid the p______________ for the wrong that he had done, he went to a European country in 1981.
12．He was too s_______________ to admit that he was wrong and refused to say sorry to his girl friend.
13．I am sorry that I was a____________ just now and didn’t quite catch what you said.
14. Although the b________ scientist has made his mark in the field of physics, he is sometimes
absent-minded in his daily life.
15. She _______( 发誓) that she hadn’t told anyone , but her friend still didn’t forgive her.
16. People are trying to make the once ____________ (污染) river clean again.
17. Nearly all children are c about new fantastic things.
18.He always b her by telling the same story.
19．The curtain m the wall well .Do you like the color ?
20．In the a of the teacher , Fang Lan will be in charge .
21.What do you think I should do to (解决) this problem?
22.Many （志愿者）are needed to help in Beijing Olympic Games.
23. I wrote a letter to the manager of that company and wanted to a___________ for the job.
24. He gets along well with his classmates because he is an______________（外向的）boy.
25. Ordinary people could ___________(假装) to be rich and important.
26. Many crimes went ___________________(未受惩罚的).
27. At school she founded a close f___________ with several other girls.
28. I don’t d_______ he’ll come. I’m sure he will come.
29. Your invention is ingenious, but not p__________.
30. The woman shows a very passive a__________ towards her work.
31. They p___________ about what to do next.
32. It’s ___________(荒唐) of you to suggest such a thing.
33. She ____________(答复) to my letter with a phone call.
34. everyone should be ____________(忠诚) to their friends.
35. A m__________ person is someone who has moods that change quickly.
36. She is so t________ that she doesn’t dare to speak in public.
对话填空。
A: Can you tell me something about the Earth Summit?
B: Yes. It’s a meeting held by the UN to discuss e (37) issues. A: When and where was the l (38 ) Earth Summit held?
B: In Johnnesburg in .
A: What main subject of the summit was r (39)?
B: Sustainable and s (40) development.
A: What did e (41) from all over the world discuss in Johnnesburg?
B: They discussed the three biggest e (42)or killers in the world: polluted drinking water, poor sanitation（公共卫生设施）and air p (43)
A: What else did many speakers speak about at the meeting?
B: They also showed great c (44) about poverty, war and violence.
A: Why are conferences like the Earth Summit of i (45)?
B: Because they help us understand that there exist serious s (46) the earth faces and that only by changing the way we live can we save the earth.
Answers :
1. apologized 2. hesitation 3. punishment 4. stubborn 5. awkward
6. betrayed 7. forgiven 8. willing 9. concerned 10. responsibility
11. punishment 12. stubborn 13. absent-minded 14. brilliant 15. swore
16. polluted 17.curious 18.bores 19．matches 20．absence
21. solve 22. volunteers 23. apply 24. outgoing 25.pretend
26.unpunished 27. friendship 28. doubt 29 . practical 30. attitude
31.puzzled 32. absurd 33. replied 34. loyal 35. moody 36.timid
37. environmental 38. latest 39. raised 40. stable 41. experts /environmentalists 42. enemies 43. pollution 44. concern 45. importance 46. situations
Unit 2 The environment
Reading: The economy or the environment----must we choose?
Reading 1
The general idea of this period
The main purpose of this lesson is to make Ss fully understand the text and master the Reading Strategy.
Teaching Aims:
Check and enhance students’ reading abilities.
2.Train students to gain an overall understanding of the article and learn to read a debate.
Teaching important points:
1.How to make the students fully understand the text.
2.How to get students to read a debate.
Teaching Aids: multimedia and a blackboard
Procedures for teaching:
Step 1 lead-in
1.Ask students the title of the text and ask students which one to choose: the economy or the environment.
Step 2 Comprehension of the text
Ask Ss to skim the article and answer the following questions.
Who are the three speakers?
What side does Mr Lin Shuiqing and Mr Qian Liwei each represent?
By how many times has the world’s population increased since 1800?
According to Mr Qian liwei,what should be done to factories that pollute the environment?Ask Ss to Read Lin Shuiqing’s debate and answer the following questions.
What society does Lin Shuiqing belong to?
What does Lin Shuiqing start his speech by talking about?
What is happening to large amounts of fish?What does Lin Shuiqing think we should teach people about?
Ask Ss to read Qian Liwei’s debate and answer the following questions.
Why does Qian Liwei think production should not be cut back?
What does Qian Liwei say we should produce more of?
What does Qian Liwei say we need more of?
What does Qian Liwei say many people are willing to do?
Ask students to fill in a table on the screen according to the text.
Ask students how to read a debate by asking them to answer the following questions.
What is the order of a debate?
What is the order of the debate?
What is important in a debate?
What should we pay attention to when we read or listen to a debate?
Ste3 Role play
Three groups represent Lin Shuiqing and the other three groups represent Qian Liwei.Each of you speaks one or two points.You can make some changes to the debate and add your opinions to the debate.
Step 4 Homework
1.Read the text.
2. Preview the language points in the debate.
Period 2 Reading 2: Language Focus
The general idea of this period
The main purpose of this lesson is to make Ss better understand the text and master some important language points.
Teaching aims:
Review the reading by filling in the form with the words in the reading..2.Get the students to grasp the usage of some important words and expressions.
3.Get the students to practice mastering the language points.
Teaching important points:
1.How to make the students have a better comprehension of the text.
2.How to help the students be familiar with the language points.
How to help Ss apply these points into practice.
Teaching Aids: multimedia and a blackboard
Procedures for teaching:
Step One Revision and lead-in
Do the blank-filling .
Step Two Language points
Ask the students to read the debate and find the right words or phrases according to the meanings.
1.tell,express
2.something that cannot be used any more and is thrown away
3.terrible ,shocking
4.besides
5.destroy completely6.(birds,insects,fish,etc)produce eggs from their bodies
7.come near to,get close to
8.make less,reduce
9.be helpful,useful,favourable to
10.be involved in or be affected by11.a constant,steady economy
12.speak freely
Explain important language points to Ss .
1.In addition, many sea creatures are being wiped out by fishing boats.(line16)
2.These boats catch large numbers of fish without giving them time to lay eggs.(line16)
3.The world’s population has grown to more than six times what it was in 1800.(line20)
4.My suggestion is that we should try to cut back on production and reduce the amount of things we make and buy.(line22)
5.Mr Lin suggested we should cut back on the amount of things we produce in order to save the environment.
6.The amount of rubbish we produce is turning into a big problem; we need to think more about recycling.
7.But I do agree that recycling may be the key to helping both sides.(line45)8.It is obvious that you are very concerned about the present situation of our environment.(line29)
Step Three Practice for consolidation
Ask students to Fill in the blanks with the following words or phrases.
Step Four Homework
1.Finish A1 and A2 on page 90.
2. Read the text.
Module 5 Unit 2 The environment
Word power
Teaching aims 1. Enlarge Ss’ vocabulary related to the environment.
2. Help Ss use the words about the environment as possible.
Teaching important points How to learn the new words effectively.
2. How to use the new words freely.
Teaching difficult points
1. How to make Ss describe environmental problem briefly.
How to solve the environmental problems rapidly.
Teaching methods
1.Students-centered. (Discussion to make every student work in class.)
2.Teacher & students’ interaction. (Talking to improve the students’ speaking ability.)
3.Multimedia way. ( Practice to get the students to master what they’ve learnt.)
Teaching aids The multimedia.
2. The blackboard.
Teaching procedures:
Step 1 Lead-in
Tell Ss that they will go traveling in Shangri La. What would they like to do?
Let Ss make a discussion.
Questions:
What are we interested in?
What type of hotel will we stay in?
What kind of energy does the hotel Ecoville use?
How does the hotel wash the sheets?
What other characteristics does the environmentally hotel have? 3. Ask several Ss to report their idea to the class.
Step2 Vocabulary Learning
Read this brochure about a new, environmentally friendly hotel which is opening. (help Ss to learn the new words.)
Doing exercise.(help Ss to consolidate them.)
Ask Ss to label the pictures in part B and try to describe them in a few simple words if possible. (Help Ss improve their speaking abilities)
Step 3 Vocabulary Extension
Ask Ss to focus on Part C on page 27. (help Ss strengthen understand the new words. )
Ask Ss several questions. (check Ss’ understanding of the passage. )
Who thought of the idea to build in environmentally friendly hotel?
Where did he get his inspiration (idea) ?
What are the differences between Ecoville and other hotels?
Ask Ss to work in groups & have a competition on words that include the prefix ‘eco-’. Use dictionary if necessary.
Ask Ss to first complete the note in Part A on page 104 in WB, and then to complete the article in Part C on the same age.
Step 4 Homework
1. Try to write an article on some environmental pollution and how to solve the problems.
2. Write a guide on how to be an ecotourist.
Task:
Ge Weimei, NO. 66 High School , Nanjing
Teaching plan:
Teaching aim and demands : 1 help the students to listen and draw conclusions
2 train the students’ listening
3 help the students to read for information
4 help the students to read a scientific article
5 help the students to present your point of view
6 design a poster
Teaching procedures
Sep1 Skills building 1 :
In this part , students will learn how to draw conclusions from listening to something .Explain to students that in order to draw conclusions , they need to think about the situation and the information they have and then try to decide what it means .
1 Ask the students to read the guidelines and the dialogues in skills building on Page 32 , Ask them to draw conclusions from what is said in the dialogues and you can create more dialogues and ask students to draw some conclusions.
2 Ask students to read the instructions in Part A . Then play the recording once and ask students to draw a conclusion about what kind of natural disaster occurred in each situation . Ask them why they have drawn this conclusion . Then play the recording once more and check the answers as a class .
3 Tell the students to listen to the tape and complete Part B . Ask them to choose which of the conclusions are logical and to state their reasons .
Step 1 : Listening to a lecture
1. Ask students to listen to the tape
2. Encourage the students to fully participate in the situation and express their opinions freely .
3. Play the tape once .
4. Ask several students to read one answer each .
5. Ask students to finish Part B . Ask them to consider what conclusions can be drawn from the statements .
Skills building 2 :Reading for information
1 Ask students to read the guidelines on Page 34 .
2 Organize students into groups of six and tell them to discuss the reasons why they might want to read the materials mentioned in Part A .
Ask students to read the newspaper article in Part B and answer the four questions listed below it .
Step 2 : Reading a scientific article
1 Help students to review what they have learnt about desertification in Step 1 on Page 33 . Encourage them to list the things they know about desertification.
2 Ask students to read the scientific article about desertification . Make sure that they understand the article .
3 Organize students into groups of four and tell them to study the scientific article together.
4 Ask students to list their solutions on Page 35.
Skills building 3 : Presenting your point of view
1 Ask students to read the guidelines in this part . Make sure that they understand each point.
2 Ask students to read the instructions for Pat A on Page 36 and help them give explanation for their decisions. Ask several groups to explain their decisions to the class.
Step 3 : Designing a poster
1 organize students into small groups , and ask them to read the viewpoints from some experts on desertification in Part A on Page 37 . They need to discuss which viewpoint they agree with and which one they will focus on.
2. Ask different groups to consider the questions in Part B and ask them to present their answers to the class.
3. Tell students that a good poster includes good content and a good layout . Ask students to read the instructions on Part C on Page 37 .
4. Ask each group to create their own poster . remind them to refer back to Step1 and 2 .
Homework: Ask students to read the article in part A on Page 105 in Workbook. Then let them do Part B on the same page .
-9-12
Module 5 Unit 2 The environment
Project
Teaching aims 1.Help Ss learn and use English by doing a project.
2. Encourage Ss to use they have learnt to complete a project.
Teaching important points Help Ss how to plan and do research for the report.
Teaching difficult points
Help Ss how to cooperate each part of work together.
Teaching methods
1.Students-centered.
2.Teacher & students’ interaction.
3.Multimedia way.
Teaching aids 1. The multimedia.
2. The blackboard.
Teaching procedures:
Step 1 Lead-in
Show some pictures of the Yangtze River and tell Ss the purpose of the class.
Step 2 Learning the text
1) Divide Ss into groups and ask them to read their assigned paragraph and report the main idea of the if to the class.
P1 The environmental problems of the Yangtze River have raised concern.
P2 Many people have recognized the importance of protecting the Yangtze River and many environmental organizations and projects have been set up.
P3 Two special government projects are under way to protect the river. One is the water and soil preservation project.
P4 The second project is a nature reserve for white-flag dolphins.
P5 The environmental situation of the Yangtze River is improving.
2) Encourage Ss in other groups to raise as many questions as possible.
3) Ask Ss to read the report carefully and answer the questions.
4) Ask Ss to form into groups and discuss the following questions.
A.Why have the environmental problems of the Yangtze River raised concern both nationally and internationally?
B.What does the Green River organization do?
C.What problems do the two government projects focus on?
D.What did farmers have to do under the water and soil preservation project?
E. What does the second project concern?
Extension questions:
F. Do you think the environmental situation of the Yangtze River is getting better? Why?
G. What else can we do to protect the Yangtze River?
5) Ask Ss to read the article again and analyse the structure of it.
6) Ask Ss to do close test.
7) Have Ss do Part B1 & B2, D1 & D2.
Step 3 Writing a report
Planning
● Work in small groups. Discuss what you read on the previous page, briefly discuss the questions below and then decide on a topic for your report. Have it approved by your teacher.
What do you think are the biggest environmental problems in China?
The topic for your report will be ___________________________.
● Discuss the tasks listed below and decide which group members will be responsible for each task. Write the names beside the work each member is going to do. (Remember, two or three people can work on the same task!)
Research __________________________________________________
Write the outline ____________________________________________
Write the report ____________________________________________
Preparing
● Members responsible for doing research need to find information from various sources on the topic you have chosen. The group should discuss the information found, and decide what to increase include in the report and what to leave out.
● Those responsible for writing the outline should organize the information the group has decided to use and write an outline for the report using that information. The outline should be approved by the whole group.
Producing
● Group members who are writing the report will have to write it based on the outline.
● All group members should edit the report before it is passed on to another group for editing. Your group will be editing another group’s report at the same time.
● While editing, you should read the report closely and look for the following:
sentence structure organization punctuation
vocabulary grammar spelling
● During the editing stage, correct any mistakes you find and offer suggestions to the group on how they can improve their report. Ask for comments on your report as well.
Presenting
● The report should be written and checked once more for mistakes.
● Present your report to the class.
● Put your rep
Unit One Getting Along With Others
Part one: Sentence Patterns
1. Other children say we are no fun, but we like it that way. It is great fun. 注: fun为不可数名词
2. I must have sounded proud of myself, saying loudly how easy the test was.
Hannah must have deliberately told everyone about my mark.
注: 情态动词+ have done: 可表示对过去或已发生的事的猜测
3. I was determined to be cheerful. I was determined to win. “坚定/决地要做某事”
比较: I determined to go there on my own (= I decided to go….)
4. I don’t think I can ever forgive her. 注: 否定前移 I don’t think your plan will work.
5. Football is very important to me, but so is our friendship.
注:so表示 “也…”要倒装; 表示 “的确如此”不倒装 – You made a mistake. – So I did.
6. I can’t stand seeing our team lose. ( 不能忍受做某事)
7. I can’t help wondering if he wants Peter to be his best friend instead of me. (禁不住做…)
比较: I am busy with my work, so I can’t help clean the house. (不能帮助做…)
8. He seemed absent-minded and as a result of his careless playing, we lost the game. (= because of…)
9. You have every right to feel betrayed by your friend if she did tell (的确告诉过)your secret to others, but it seemed unlikely that she did.( It is unlikely that从句= sb/sth is unlikely to do sth)
10. Did you feel jealous of your friend’s mark? If so, the problem lies with you, not her.
注: 是 “if it is so”的省略形式; 又如: “ if not, if possible/necessary”
11. I have no doubt(=don’t doubt) he will succeed.
注: “ I don’t doubt +陈述性的从句”; “I doubt+疑问性的从句” 比较: I doubt whether he can succeed.
There’s no doubt + (that )从句, There is no doubt about sth
12. Maybe one day he will make it to the Olympics. (成功做到/及时赶到)
13. Speaking of friends(“说到/起朋友”, 现在分词短语作状语), I’ve met some nice people here in London and I think we might become close friends.
14. I decide to write rather than email you. (而不是,常接动词原形) prefer to do sth rather than do sth
15. We have been friends ever since. (= since then, 与现在完成时连用)
16. They are still sitting on the sofa, absorbed in conversation. (“沉浸/专注于…中”, 分词短语表伴随)
17. What in the world do they have to talk about? (= on earth “到底/究竟”)
18. Boys and girls have / hold different attitudes towards friendship.
19. It has also been shown that many boys can’t name a single best friend.
20. When asked, they usually hesitate before responding.
注: when (they are) asked的省略, 当从句主语与主句主语一致时,从句中的 “主语+ be” 可省略 Unless invited, I won’t go to the party. When spoken to, he kept silent.
21. Friendship between girls are based on / upon (以…为基础) shared feelings and support.
22. When a boy is said to have( sb/sth + be said to do ) a best friend, it’s likely that they two share little about their feelings with one another.
23. Boys share activities, while girls share feelings. (表对比, “然而”)
While (尽管)cloning human is illegal in some countries, some scientists are pushing ahead with research.
24. Regardless of (无论/不管)what friendship are based upon, the important is both of them are friendship.
Part Two: Important Words and Phrases
1. be (well ) worth sth / doing (只用主动); be worthy of sth / being done; be worthy to be done
2. get along / on (well) with sb: 与sb 相处(好)
get along/on with sth: 在….进展 How are getting along with your English study?
3. betray sb, feel betrayed by sb; betray secret to sb
4. feel like doing sth I was so upset that I felt like crying.
feel like+ 从句 I didn’t feel like I was overlooking my studies.
5. overlook a fact; overlook the city from air
6. admit doing sth / 从句:承认I admitted how badly I had done. He admitted having broken the window
admit sb into/to sp: 允许…进入… be admitted into a college:被一所大学录取
7. keep one’s word / promise / secret ; make a promise
8. stare at sb:盯着 glance at sb: 盯一眼 glare at sb: 怒视…
9. forgive sb for …. be forgiven for… 10. I have a dilemma. I am in a dilemma.
11. focus one’s mind/attention on…
12. as a result = so as a result of…= because of…
13. be mean with money; be mean to sb, say mean things to hurt me
14. be guilty of murder: 有罪的 be guilty about telling a lie: 内疚的
15. be cruel to sb 16. bitter taste, bitter memory, bitter enemy
17. apologize (to sb) for … make an apology (to sb) for….
18. have the/no right to do sth 19. embarrass sb, be embarrassed about…
20. be to blame (for…): 应该对…负责 注: 无被动语态 You are to blame for the accident.
比较: blame sb for sth, be blamed for sth The boy was blamed for breaking the window.
21. avoid/escape/miss doing sth He is lucky to avoid being hurt. 注: 常用被动形式
22. be gifted at football 23. ruin our friendship
24. delay the sports meet, delay doing sth; without delay
25. persuade sb to do sth / into doing sth 注: 强调 “ 说服了”这种结果.
比较: advise sb to do sth, try to persuade sb to do sth
26. take care (of…), look out / watch out (for…)
27. in everyday/daily life 28. stay up (late) at night
29. discourage sb from doing sth, encourage sb to do sth
30. for sure/certain:肯定 One thing is for sure-It is easy. No one knows for sure what happened
31. Moving to a new town or area can be a trying time. 34. for free = free of charge
32. be anxious about her safety., be anxious to study abroad
33. suffer heavy loss / hunger and cold / pain, suffer from a headache
35. get through ( to sb): I tried calling you, but I couldn’t get through.
get through the exam: 通过考试 get through with the task= finish/complete sth
38. hesitate to do sth, without hesitation
39. be consistent with…与…一致 The results are totally consistent with our earlier research.
be consistent in…:在 … 一致 She is not consistent in the way she treats her children.
40. respond to…, in response to
The Revision Outline Of Module Five
Unit Two The Environment
Part One Sentences Patterns
1. Can you think of other ways in which people damage the environment?
I am talking to you today about the way large areas of the world are damaged by industrial waste.
注： the way + ( in which /that ) 定语从句
2. With me is Mr. Lin (倒装) from the Society for Environmental Preservation.
3. Then we will open the floor for the discussion.
4. voice （表达）your comments or opinions 5. follow the usual schedule
5. The waste goes into the atmosphere and makes us sick. flow into the water
6. In addition(=Besides) , many sea creatures are being wiped out by fishing boats.
7. These boats catch large numbers of fish without giving them time to lay eggs.
lay, laid: 放/铺；产蛋 lay the table for dinner, lay the map on the desk, lay rails; lay eggs
lie, lied:说谎 lie, lay, lain: 躺， 位于
He found a book lying /laid on the desk.
8. This will have a lasting effect upon/on the number of fish left for us to eat.
9. People who need more land to live on and more food to eat.
注：不定式作定语，注意与前面名词的拱配要完整 This is a comfortable chair to sit in.
10. The world’s population has grown to more than six times what it was in 1800.
倍数的表达： A +倍数+比较级+than +B；A+倍数+ as +原级+ as + B
A +倍数+ the +名词 + of + B (有时用 “what从句”或“one’s +名词”)
The population of China is double what it was in 1950.
11. My suggestion is that we (should) try to cut back on production
注：凡和“建议/命令/要求”意义有关的从句，用(should) do 表示虚拟.
12. turn into a big problem
Take responsibility for…; be responsible for…
12. It would be beneficial to expand our recycling industry and teach people about environmentally friendly ways of living.
13. It is obvious that you are very concerned about the present situation of our environment.
14. As an economist, I’m often seen as being against the environment. (be against/for：反对/支持)
16. This doesn’t have to(不一定/必)be true.
17.What I’m here to say is that having worked side by side with many environmentalists（现在分词的完成形式作状语）, I know a healthy environment and a stable economy should be possible at the same time.
18. The people running these factories (“经营”，现在分词作定语) are concerned about environment.
We should produce less from materials taken directly from the environment.(过去分词作定语)
19. We need to stop thinking of companies as the enemy. (think of…as…:把…看作)
比较： think… (to be)… consider/treat/look on…as…
20. But I do agree that recycling may be the key to helping both sides. （the key to doing sth）
21. preserve/protect the environment; environmental preservation/protection/conservation
21. What we need is more laws to preserve the environment, which still allow the economy to grow.
23. This might make seafood more expensive, but paying a higher price for some things(主语) is not always bad for the economy.
23. pay higher taxes, tax sb/sth
24. Asking around（现在分词作状语）, I find many people willing to pay slightly higher prices for things that are environmentally friendly. （be willing to do sth）
25. While listening to a debate, remember each speaker’s speech is meant to convince you. (是以…为目的)
26. Just keep in mind (牢记)that you should not make a final decision until you have listened to both sides completely.
27. My aim in life is to save the environment for future generations.（不定式作表语）
28. We should pay more attention to what we eat. People should take responsibility for not buying certain kinds of fish, because there are not many left in the ocean.
29. What if (要是…怎么样) we run out of space? What if the train is late?
30. run out: (vi）不接宾语, 无被动 Our food has run out.
run out of sth: (vt) 接宾语,有宾语 We have run out of our food 或Our food has been run out of.
30. My dad says he doesn’t mind a little bit of pollution, as long as (只要) it means people have jobs.
31. be in a good /bad state, state of mind
32. shock sb; a shock to sb
34. watch…closely:认真/细细致地； 比较： be/get close to…
35. clap sb on the back; give sb a clap
36. in the form of…; be stocked with…=be equipped with…
37. take measures/steps/actions to do sth
38. at national/international level
31. What (do you think) is the biggest danger to our environment today? (疑问前移)
Who (do you think) is the richest man in our village?
32. You can relax and be sure that there was no damage done to make space for your room.
. There was a short gentleman following her.
There be +sb/sth + doing /done /to do
do/cause damage to…; make space for…= make room for…:为…腾出空间
33. I’m delighter by your newspaper’s decision to start a campaign for protecting the environment.
34. The state(状态) of our parks is very shocking, with rubbish everywhere.(with复合结构表伴随)
35. I used to find a trip to the park very relaxing. Now I find it tiring because I have to pick up the rubbish where I am going to sit.(注：where/wherever引导地点状语从句)
This kind of plant grows where it is warm. Please put the book where you took it.
36. bring shame on sb; It is a shame +从句, What a shame…!
It would be a shame if they were destroyed because of people’s activities in the park.
38. Having seen this, the customs officer asked the woman to come over to his desk.
40.On/Upon taking off his jacket( 一…就), a sleeping tortoise was found on his stomach.
41. Apparently he traveled on the plane like this, keeping the tortoise hidden in a blanket.(伴随状语)
43. I like the idea of taxing factories that pollute although getting them to agree(主语,get sb to do sth ) would be difficult.
44. Having talked to you today(=After talking to you today), I think we should work on some projects
47. Desertification, the name for what happens when farmable land is turned into desert（名词短语作同位语）, is a growing world problem.
48. China joined the Convention and has taken many steps to stop the process of desertification, including encouraging farmers to build fences which stop wind from blowing the dirt away, and providing money for people in dry areas to plant more trees.
49. There is also another resource in the fight against desertification, in the form of the China National Monitoring Center.
50. The center was set up in and is stocked with modern technical equipment for environmental research.
51. There are also things that can be done at a national or international level, such as sharing （such as为介词短语）information and solutions and using satellites to pick out areas likely to be affected by desertification.
52. From my point of view(=In my opinion), you should use recycled materials.
Personally, I agree with Wei Li, because I think he has the right idea.
It seems to me that due to(因为/由于) his mistake, we will get in trouble.
55. It is clear to see why the problems have raised concern both nationally and internationally.
56. Not only is the amount of water taken from the river rising, but (also) the waste being put back into the river has also been increasing.
注：not only于句首+倒装（采用疑问语序） + but (also)部分不变
57. This is not good news for the people who live in all the towns along the Yangtze River.
58. The pollution has resulted in unsafe drinking water which had led to health problems.
59. It also had harmful effects on the ecology of the area, killing many plants and animals.(结果状语)
60. Thankfully, many people have recognized the importance, and projects have been set up to deal with the problem.
61. Two special government projects are under way to protect the river.
62. Experts are now trying to work out possible solutions to the many problems.
63. This project resulted in farmers replacing the crops with trees or grassland.(动名词的复合式:one’s/sb doing sth)
64. The Yangtze River is home to a diverse range of fish and animals.
65. We still have a long way to go to solve all the problems concerning（介词） the Yangtze River.
66. We believe that the efforts of the Chinese people to protect the river(主语部分) will be appreciated for years to come (=for the coming years)by future generations.
make an effort to do sth； spare no effort (不遗余力)
appreciate (one’s/sb) doing sth
63. rely on sb to do sth; rely on sb that…
64. be of （great/no） importance= be （very ）important
65. hunt animals, hunt (for) a job
66. endanger your health; endangered species
67. advise/suggest doing sth; advise sb to do sth, suggest sb/one’s doing sth
advise/suggest +从句（ 用should do表虚拟）
67. the remaining food; It remains to be seen whether they will succeed.
They remain seated on the sofa, chatting with each other.
67. prohibit…from doing sth (较正式，法规禁止) forbid/prevent….from doing sth
Part Two: Useful Words and Phrases
1. debate on/about sth beyond debate: 无疑义/无可争辩
2. environmental protection/conservation, environmental pollution
3. industrial waste
4. a friendly atmosphere 5. in addition=besides; in addition to… additional=extra
6. The earthquake wiped out the village.
8. follow our usual schedule
9. large amounts of poisonous chemicals
10. flow into the rivers
11. turn into a big problem
12. teach people about environmentally friendly ways of living
13. at the same time
The Revision Outline Of Module Five
Unit Three Science Versus Nature
1. beyond our imagination, beyond praise/description, beyond belief
2. advanced （先进的/高级的）technologies；They want to advance(vt:推进) technology
make advances (in…) ; in advance: 提前/预先, in advance of time
3.I was created using a cell from an adult cat. (方式状语) Use the machine following the instructions
4. make an announcement 5. On the one hand…. On the other hand….
8. Some scientists point out that if you clone an embryo, you can produce valuable issues and organs.
point out mistakes, point to a map; point his gun at the soldier
9. If mankind interferes with nature in this way, they may be on their way to producing a real-life monster. ( on the way to doing sth: 即将/不入就会…)
11. She died at a much younger age than normal. （be back /return to normal; normal temperature）
12. However, in general(=generally speaking) the scientists were praised for their wonderful scientific breakthrough. ( make a breakthrough) praise sb for…; sing high praise for…; in praise of…
13. The Scottish scientist is shocked that some are considering cloning(考虑做某事) human beings.
14. Instead, he thinks research efforts should concentrate on(=focus on) creating issues that could be used to cure（被用来治好）diseases like cancer.
15. Cloning human embryos with the intention of destroying them shows no respect for human life.
16. I am desperate to have a child of my own. be desperate to do sth:渴望做… in desperation: 绝望地
比较： of one’s own:自已的 a house of their own. On one’s own=by oneself / alone
17. adopt someone else’s child. 18. I want a child that is genetically related to me.
19. If I had the opportunity, I would clone her so that I could be with her again.（虚拟语气,用相应的
If I were the president of Italy, I would think about taking away his license 去时）
20. While(尽管) cloning humans is illegal in some countries, some scientists are already pushing ahead with research so as to deliver a cloned human baby.
so as (not ) to do : “为了（不）做某事”,不能放在句首 in order (not) to do :可放在句首
deliver a baby; deliver mails:投递; deliver a speech
21. He has declared that he wants to be the first to clone a human being.(the first/last to do sth)
declare war against Germany; declare independence (正式宣布，大胆宣称)
22. In China, scientists have focused their efforts on cloning animals as well as stem cells to be used in medical research
23. China has succeeded in producing clones of cows and goats, and continues to research ways in which cloning can benefit mankind.
(1) Succeed in doing sth; be successful in sth/doing sth; Sth/Sb is a success (=successful)
(2) benefit sb/sth:有利于; benefit from…:得益于…; be of benefit to sb = be beneficial to sb
24. If we interfere with nature , we’ll have to deal with the consequences.
In consequence:=as a result:因此/结果; in consequence of…=as a result of…: 因为/由于
25. We could produce a superhuman race that could one day end up replacing us.
end up doing sth; end up in failure/disaster; end up as a prisoner; end up with a song
26. for sale:“待售”指物产 on sale: 指“商品上市” 27. use up Earth’s resources.(=run out of)
27. Those children would be delighted to have a mother.
28. I would like to comment on your article. (= make comments on)
29. I am in complete agreement with human cloning.
30. after all:毕竟/终究; above all: 首要的是; in all: 总共/总之
31. My 10-year-old daughter (= my daughter 10 years old) died of heart failure.
32. When reading articles related to science, we often come across unfamiliar words.
33. We should be prepared to spend （=be ready to do）some time working out the meaning of the scientific terms in order to understand the text as a whole.
34. Question （vt）things that don’t appear to make sense.( 意思明白/清楚； 有意义)
35. You will be amazed to discover that what seemed confusing at first（主语从句）makes sense upon further readings.
36. with great concern:非常关注地. 38. hear of cloning animals
37. Why do some people think they have the right to go against nature?
38. I believe strict laws should be put in place (put…in place) be strict with sb, be strict in sth
39. be reunited with their loved ones(与…团聚) 41. be similar to…: 与…相似
40. （be）opposed to the new plan 41. (be) in favor of the new plan, do sb a favor: 帮某人忙
41. I think some things are best left the way they are.(被保持现状)
42. The human body is made up of (=consists of) many small parts.
43. 把…与…相比较:compare…with/to…; 把…比作..:compare...to…; 与…相比：compared with/to…
44. The job of the scientist is to find out the truth in the field of science.
45. the other day:“几天前”, 与过去时连用 46. argue with sb; argue about/over sth；argue for/against…
46. Although it involves some cost on your part, you will definitely agree it is worth it.
(1) involve(vt) This lesson involves a lot of work. Don’t involve other people in your trouble
be involved in trouble…: 参与/被卷入/与…有关
(2) at the cost of life, at all costs (代价); the living cost（成本/费用）
47. Encouraged by her teachers（过去分词作状语）, she did well at school.
又如：inspired by …, led by…, followed by…
48. I am totally burnt out = I am worn out（筋疲力尽）
49. With reference to(关于) your recent products, I am writing to request further details.
In reply / response to your last letter, I am sending some photos of our recent products.
I am writing to inform you of the order. I am writing to complain about your plans
I look forward to hearing from you soon. (look forward to doing sth)
If you require further information, please call 123456.
54. follow in one’s footsteps 55.conduct a survey 56. the majority of people
57. To conclude(最后/一句话）, I urge you to seek the opinions (urge sb to do sth)of the people of the UK on this matter so we can end this immoral practice immediately.
(1)seek, sought: I will seek my doctor's advice. We sought an answer to the question, but failed.
He sought to make peace. 他企图讲和。 (seek to do sth:寻求/试图做…)
(2) practice:实践 We must put our plans into practice. (put… into practice:付诸实施)
惯例/做法 according to the international practice; It is a common practice to do sth
58. the pros and cons of GM food ( 利与弊) 59. fall victim to…: 成为…的受害者
59. The very(adj:正好的/恰好的) genes that make crops resistant to pests and disease（be resistant to:抗…的）could be harmful to animals.
60. So far(=by now,与现在完成时连用), research has been limited to increasing（be limited to doing sth） production profits, rather than(而不是)ensuring safety. 比较：Other than: 除了…
62. For a long time, our natural resources have been seriously affected by our carelessness.
be seriously injured/polluted ; take …seriously:认真/严肃对待…
63. overdevelop Earth’s resources 64. perform a play / an operation; put on performances
64. construct new channels for shipping; under construction（正在建设）; constructive suggestion
65. We will eventually destroy the planet we live on if we continue in this way.
66. But if we focus only on environmental conservation, then people may suffer.
67. Not everything that is best for nature is good for people.注：Not every/all/both..= Every/All/Both… not…:部分否定
All students are not interested in English= Not all students are interested in English.
68. From the point of view of some people, we are only doing what humans have always done, using nature to meet our own needs.(伴随状语) ( meet/satisfy one’s needs /demands)
69. spell disaster/trouble 70. use up resources at a fast rate; birth/death rate
71. After decades of（数十年）destroying nature and using up natural resources, many developed nations are now concerned about saving nature rather than developing or destroying it.
72. enjoy healthy and productive lives. a very productive writer:多产作家
73. It should not be a question of human winning and nature losing.(动句词的复合式)
74. Most of the time it turns out that humans are not really profiting when they damage the environment.
注： sb/sth turned out ( to be)… = It turned out that从句)
75. It is mankind’s responsibility to find solutions that are acceptable for everyone.
By Xu Weiliang
Teaching aims:
1. Learn how to design a poster.
2. Cultivate the students’ abilities of listening, reading and speaking..
Difficult & Important points:
1. Listen and draw conclusions
2. Read for information
3. Present your point of view
Teaching methods:
Task-based teaching,
Practice
Teaching aids:
A projector.
A computer.
Procedure:
Step 1 Lead in
Environment protection is very important, so we should do our best to protect it.
Then ask students what we can do.
We can design a post to educate people.
How do we design a poster.
Step 2 Skills building 1
Listening and drawing conclusions
When you draw conclusions, you think about a situation and the information you have, and try to decide what it means. Sometimes all the information you need about a subject is not included in the source you are listening to. This is when you must draw a conclusion. For example:
If you hear’ Yet another skyscraper has been built in Shanghai.’
What can you conclude?
There are already some skyscrapers in Shanghai.
If you hear the following dialogue
Man: The train is going to be late today.
Woman: I’m not surprised.
What can you conclude?
The train is often late.
Practice
A .Listen to these short descriptions from news reports and draw a conclusion about what kind of natural disaster occurred in each situation.
B. Listen to the news report and decide if each conclusion below is logical. If it is, tick(√) the box
1. The fires have been burning for quite some time.
2. Many people have lost their homes.
3. The police suspect citizens of Los Angeles helped start the fires.
4. The reporter thinks it is very sad that old trees will be burnt.
5. The fire department has given up hope of stopping the fires.
Step 1: listening to a lecture
A. Your Science teacher has asked your group to make a poster about desertification for a nationwide contest. Before you can begin your poster, you must learn about desertification. Listen to your teacher’s lecture and collect information about your topic.
1.What is desertification?_________________________________
_______________________________________________________
_______________________________________________________
2.Where does it happen?_________________________________
_______________________________________________________
_______________________________________________________
3.How are people affected by it?___________________________
_______________________________________________________
_______________________________________________________
4.Why does it happen?___________________________________
_______________________________________________________
_______________________________________________________
5.Who should be concerned?______________________________
_______________________________________________________
_______________________________________________________
B. Check your understanding of what you have just heard. Read the following statements and match them with the conclusions that can be made from them.
1. Your teacher wants you to help educate people about desertification.
2. A desert is an area of dry land. Desertification is what we call it when land turns into desert.
3. People plant things without giving the land a chance to rest.
4. The wind carries sand from the deserts to the cities, causing air pollution.
a. The ending –ification means a process.
b. One way to stop desertification is to allow the land a chance to rest between plantings.
c. Some people become ill after breathing this air.
d. Many people around the world do not know about desertification.
Step 3 skill building 2
Reading for information
When we read for information, we look for specific information that we need. We read different sources to find different types of information. We often scan the text while looking for the specific information that we require.
Practice
A. In pairs, think of reasons why you might want to read the following.
1. a newspaper
a_________________
b_________________
2. a plane ticket
a_________________
b_________________
3. a magazine
a_________________
b_________________
4. a website
a_________________
b_________________
5. a bus timetable
a_________________
b_________________
6. an advertisement
a_________________
b_________________
B. Read the following from a newspaper and underline the information which answers the questions that follow.
Step 2: listening to a lecture
A. You found this article about desertification during your research.. Read it and underline all of solutions to desertification it mentions.
B.Your teacher has asked you to include a list of three things students can do to help stop desertification in your poster. Work in groups and write your answers in the space below.
1. _____________________________________________________
2. _____________________________________________________
3. _____________________________________________________
Step 4 Skills building 3
Presenting your point of view
When you present your point of view, you usually want people to accept your ideas. There are certain things you can do to make what you say more polite so that people will be more likely to agree with you.
You can use these words to help you introduce your point of view:
I think / believe that…
From my point of view it seems that…
It seems to me that…
Personally I agree / disagree because
Use these words to explain your point of view:
because… as a result of…
due to… on account of…
Practice
A. Match the beginning of each sentence in the left-hand column with an appropriate ending in the right-hand column. Write the correct letters in the blanks.
1. I believe that things
cost more in cities.
2. As a result of last year’s poor
test scores,
3. This winter has been very cold;
4. Personally, I agree with Wei Li
5. I disagree with that score because
6. It seems to me that due to his mistake
a.students are being given more homework.
b. because I think she has the right idea.
c. because of the higher wages people make.
d.therefore I have worn my down coat every day.
e. we will all get in trouble.
f. the result I got was much higher.
B. Discuss this list of things people can do to help the environment. Rank them in the order from most important (1) to least important (8).
Turn off the tap when you are cleaning your teeth.
Recycle paper and glass.
Use unleaded petrol in cars.
Walk or cycle everywhere.
Turn off the lights when you are not in a room.
Take a bag with you when you go shopping.
Get something repaired rather than buy a new one.
Use both sides of a sheet of paper.
Step 3: designing a poster
A. You interviewed several experts on desertification, Read their viewpoints and discuss which one you agree with and which one your group plans to focus its poster on.
B. You have decided to focus on the following areas in your poster. Discuss the questions below with your group.
1. How can desertification be prevented?
2. Can areas of desert be turned back into farmland and forests?
3. Is desertification a global problem?
4. Why is it important to fight desertification?
5. What progress has been made to fight desertification so far?
6. Can young people do anything to help fight this problem?
C. Discuss the content and layout of your poster with your group. Use the space below to help with your planning.
Heading________________________________
_______________________________________
Content______________________________________
_________________________________
Pictures / layout_________________________
_______________________________________
Step 5 Homework
Design a poster with your group.
By Xu Weiliang
Teaching aims:
(1) Make students pay attention to the environment around them and do their best to protect the environment.
(2) Get the Ss to improve oral English by talking.
Important points & difficult points:
(1) Students are expected to express their own opinions on protecting the environment.
(2) Encourage students to speak freely.
Teaching methods
(1) Discussion
(2) Ask and answer
Teaching aids
1) A tape recorder
2) A computer
Procedure:
Step 1 Lead-in
Today, we’ll learn something about the environment. First, let’s enjoy a song called Earth song by Michael Jackson.
Do you like the music?
Do you think the environment in the earth is important for us?
What is your picture of earth in your mind ?
(Then show the students a picture ) Look at the picture and answer my question .
Why is the earth crying ?
(The earth is facing serious problems)
What are the problems?
Step 2 Discussion
Then ask students to look at the pictures in the book.
Now let’s discuss the pictures then answer some questions.
Look at the picture above and discuss which ones are caused by nature and which ones are caused by man?
Then show some pictures of the city of Pompei. Ask the students some questions.
What city is in the picture?
What caused the destroy of the city of Pompeii?
(Mount Vesuvius erupted and lava, ash and rocks poured out of it onto the surrounding countryside. All the people in Pompeii were buried alive, and so was the city.)
Can you think of other natural disasters that damage the environment?
Step 3 Talk about natural disaster
Ok. Please look at the screen.
The picture is about some kinds of natural disasters. Then let’s talk about these disasters one by one.
Reference (Something about Tang Shan earthquake:
On July 28th, 1976, at 3:42 a.m. local time, a powerful earthquake recording M8.2 took place in northeastern China about 95 miles east of Beijing near Tang Shan, an industrial city of about 1 million people. Many eye witnesses said they saw a bright flashed across the sky which was followed by a deafening roar just before the shaking began.)
Then show some pictures of the city of Loulan. Ask the students some questions.
What city is in the picture?
What caused the city of loulan to disappear ?
(It was gradually covered over by sandstorms from AD 200 to AD 500.)
What caused the sandstorms ?
Can you think of other ways in which people damage the environment?
Step 4 Talk about problems of the earth
Besides natural disasters. the earth is now facing other problems .Lets try to find some of them and the effects, the causes and the solutions to them.
Water pollution
Effects
Many people don’t have enough clean drinking water. Make people get sick.
Causes
Factories pour waste into rivers/lakes/seas. People throw rubbish into rivers/lakes.
Solutions
Use new technology to make sure that factories are green and clean. Clean the water in the rivers/lakes. Save water in our daily life.
Air pollution
Effects
Make people get sick or even die. Make the environment dirty.
Cause acid rain(酸雨).
Causes Factories, power stations, cars, air conditioners give off waste gas. Burn coal and oil.
Solutions
The harmful smoke should be made harmless before it goes into the air. Ride bikes more. Limit the number of cars./Make cars that don’t pollute the air.
Rubbish/waste pollution
Effects
Make the environment ugly, dirty and even dangerous. Cause diseases.
Causes
Throw rubbish in the streets or in nature. Buy products that use too much packaging.
Solutions
Throw waste in rubbish bins.
Buy products that use less packaging. Recycle as much as possible.
Deforestation Desertification
Effects
Cause bad weather (sandstorm).
Lands or mountains turn into desert. Cause starvation.
Causes Cut too much wood. Rich surface soil will be blown away by wind or washed by rain down to hills and into rivers.
Solutions
Use less wood . Plant more new trees. Try to make desert areas become green land.
starvation
Effects
Cause society problems: violence, crime…
Many people die.
Causes
Wars
Uneven distributions of wealth
Lack of education
Solutions
No wars; Rich countries should help people who can’t get enough food or education.
Step 5.Competition
As a student, what can you do to reduce waste pollution and protect our environment? Discuss with your partners and write down the things you can do.
Divide the class into two groups. The group which has more ideas will be the winner.
GROUP A:
GROUP B:
Step 6 Summary and Homework
Today we have talked about the environment of the earth and the ways to solve the earth’s problems. After class, please think more ways to protect environment. And preview next period.
By Xu Weiliang
Teaching aims:
(1) Make students pay attention the environment problems and think what they can do to help protect the environment.
(2) Improve the Ss’ other basic abilities: listening and speaking.
(3) Enable the students to learn to read a debate.
Important points & difficult points:
(1) Help the students learn how to keep the balance between economy and environment.
(2) Help the students learn to read a debate.
(3) Enable the students to debate in English.
Teaching methods:
(1) Fast reading to get a general idea of the passage.
(2) Careful reading and listening to understand the passage better.
(3) Discussion to help the student understand what they have learnt.
(4) Individual, pair work and group work to enable the students take active part in the class.
Teaching aids:
(1) A tape recorder
(2) A multimedia
(3) The blackboard
Teaching procedure:
Step 1: Greeting
Greet the whole class as usual
Step 2: Lead-in
Look at the pictures on the screen carefully. Answer me two questions.
(1) What can you see in the pictures?
(2) How to solve the problem?
(3) What can you see in these pictures?
(4) How to solve the problem?
To solve the problem of starvation, we should develop the economy. But with the development of economy, serious environmental problems come. The economy or the environment-must we choose?
Do you want to know more information on the problem?
Ok. Let’s come to the text.
Step 3: Fast reading
Read the following debate as quickly as possible and answer the questions：
1. What side does Mr Lin Shuiqing and Mr Qian Liwei each represent?
(Mr lin represents the society for Environment Presevation while Mr Qian an economist)
2. By how many times has the world’s population increased since 1800?
(More than six times)
3. According to Mr Qian Liwei, What should be done to factories that pollute the environment?
(Those factories should have to pay higher taxes)
Step 4: Listening & careful reading
Listen to the tape carefully, pay attention to some detailed information and try to finish the exercises after the passage.
1. C1 How well did you understand the details of the debate? Read the debate again and answer the following questions.
1.What society does Lin Shuiqing belong to?
(Lin Shuiquing belongs to the society of Environment Preservation.)
2.What does Lin Shuiqing started his speech by talking about?
(The way large areas of the world are damaged by industrial waste.)
3.What is happening to large amounts of fish?
(Large amounts of fish are being caught and they have no time to lay eggs)
4.What does Lin Shuiqing think we should teach people about?
(We should teach people about environmentally friendly ways of living)
5.Why does Qian Liwei think production should be not be cut back.?
(Because it means that jobs will be lost and that people are more important than fish and trees.)
6.What does Qian Liwei say we should produce more?
(More things from recycled materials.)
7.What does Qian Liwei say we need more of?
(More effective laws to preserve the environment, which still allow the economy to grow.)
8.What does Qian Liwei say many people are willing to do?
(Many people are willing to pay slightly higher prices for things that are environmentally friendly)
2. Read the debate again and complete the following chart according to the passage.
Attitude Lin Shuiqing’s Qian Liwei’s
Industry Cut back on production because industry produces waste, pollutes the environment
A healthy environment and a stable economy should be possible at the same time
population More people need more land to live on and more food to eat
People are more important than fish and trees
Recycling Expend our recycling industry Produce more things from recycling materials
ution ①Cut back on production,
②recycle rubbish,
③teach people about environmentally friendly ways of living
① recycle rubbish,
② effective laws,
③ control how many trees are cut down and how many fish boats can catch
④ heavy taxes on the factories producing pollution.
C2. Put the subjects each speaker talks about in the correct order.
Liu Shuiqing
recycling
industrial waste
Population
fishing
water
pollution
production
Qian Liwei
Taxes
recycling
factories
production
laws
D. Look at these words from the debate and match them with their meanings.
1 voice
2 awful
3. wiped out
4. approaching
5. cut back on
6.beneficial
7.obvious
8 stable
a. constant, steady
b. tell, express
c. killed off
d. coming near to,getting close to
e..helpful, useful, favourable
f. terrible,shocking
g. easy to see or understand,
clear,apparent
h. reduce,make less
E Fill in the blanks with words from the box.
industry population waste economy responsibility reduce recycled Earth pollution environment
My aim in life is to save the (1) ____________ for future generations. I want to become an environmentalist after I finish school. Too many people think that (2)____________cannot be stopped if we want the (3)_____________to continue developing. But that is ridiculous. We can (4)__________ dangerous and dirty(5)____________from factories if we are smart about what we buy. I want to teach people to buy (6)_________ products. The production of recycled thing is much better for the environment, because it means we do not need to cut down more trees and cause the destruction of more forests. The (7)___________will still grow, but Earth will not have to suffer. We should also pay attention to what we eat. People should take (8)_______________for not buying certain kinds of fish, because there are not many left in the ocean.
We also have a problem with (9)____________. The number of people in the world keeps growing, and we are producing more rubbish, What if we run out of space? If we all work together, we can solve these problems and keep (10)_________ clean and healthy.
Step 5 Reading strategy:
This is a passage of debate. In today’s reading strategy, we are going to learn How to read something about debate.
(1) In a debate, one side gets the opportunity to present their points first. The other side follows and presents theirs. In an actual debate, there is often a discussion after both sides have presented their views
(2) Speakers in a debate will represent opposite views on the subject being discussed.
(3) While reading or listening to a debate, remember that each speaker’s speech is meant to convince you.
Step 6: Discussion
1. We have talked so much about the passage. Now it is time to discuss. Talk these questions with your partner. You may use the following conversation as an example.
A: My dad says he doesn’t mind a little bit of pollution, as long as it means people have jobs. Personally, I agree. What do you think?
B: I don’t think it has to be a choice. We should be able to have a clean environment and lots of jobs.
A: But do you really think that is possible?
B: Yes, I do. If companies are careful, they can provide jobs and reduce their pollution. Don’t you think that is the best solution?
2. As is known to all, pollution is now becoming more and more serious.
Where have you seen pollution? How did it make you feel?
What do you think is the biggest danger to our environment today?
What can you do to help clean up the environment?
All right. You know, the earth is our home. Destroy the earth is to kill ourselves. So let’s take some measures to stop polluting our home, shall we?
Step 7: Summary and homework
In this period, we’ve learnt something about the relationship between economy and environment. We know that protect the earth is to protect ourselves. After class, you should go through the passage again and tick out the important and useful phrases and sentence structures by yourselves.
Meanwhile, you should devote yourselves to protecting the environment.
By Xu Weiliang
Teaching aims:
(1) Make students pay attention to the environment problems and think what they can do to help protect the environment.
(2) Improve the Ss’ other basic abilities: the use of the words and expressions in reading
Important points & difficult points:
(1) Help the students learn how to keep the balance between economy and environment.
(2) Enable the students to refer to dictionaries.
Teaching methods:
(1)Careful reading and solve the language problems in the text.
(2)Learn how to use dictionaries.
Teaching aids:
(1) A tape recorder
(2) A multimedia
(3) The blackboard
Teaching procedure:
Step 1: Reading
We have learned the debate and know something about how to solve the environment problems. Today we will read the text and find the difficult language points in it.
Then ask students to put forward their difficulties in understanding the text.
Then write them on the blackboard.
Step 2 Using dictionaries and reference books.
Ask students to use their dictionaries and reference books and find answers for them.
Let the students discuss them.
Step 3 Explain the language points.
1. …and discuss which problems are caused by nature and which ones are caused by man..
讨论一下哪些问题是自然造成的，哪些又是人为因素。
⑴ nature
A. 自然，大自然（不可数名词）
You can not go against nature. 你不能违背自然。
Man can conquer nature.人定胜天。
B. by nature 天生地
She is by nature a happy person. 她天生乐观。
⑵ man
A. 本句中的man译为“人类”（总称），多作单数，不加冠词
Man must make the earth support more people.
人类必须使地球养活更多的人。
Man must change in a changing world.
在多变的世界里，人类必须随之变化。
B. 人，男人（复数为men）
I am not the man to break my word. 我不是食言之人。
Man is taller than woman. 男子比女子高。
2. Then we will open the floor for discussion. 然后我们将展开自由谈论。
句中the floor为“发言权”
After they had each said a few words, Professor White took the floor.
他们各自说了几句话后，怀特教授开始发言。
The President then took the floor and answered the journalists’ questions.
总统随后讲话并回答了记者的提问。
3. If you have any questions or comments, you can use this time to voice them.
如果大家有任何疑问或评论，可以利用这个时间段来提出。
voice (v.) 表达，吐露
Yesterday morning in the city in the USA, a crowd of dustmen went on strike to voice complaint about their low-pay.
昨天上午在美国一个城市，大批清洁工举行罢工，以表达他们对工资的不满。
I dared not voice my dissatisfaction. 我不敢表达我的不满。
4. In addition, many sea creatures are being wiped out by fishing boats.
另外，大量的海洋生物正被捕捞船赶尽杀绝。
⑴ in addition 此外
In addition, there was a crop failure in many provinces. 此外，许多省份作物歉收。
in addition to 除了……之外（还有）
In addition to such subjects, the department also taught mathematics.
除了教授这些学科外，这个系还开设数学课程。
⑵ wipe out 消灭，摧毁
The whole village was wiped out by the tsunami.
整个村子被海啸吞噬了。
The earthquake wiped out the town.
小镇毁于地震。
wipe out 擦掉，把……擦干净
Don’t forget to wipe out the sink when you’ve finished the dishes.
洗完碗碟后，不要忘记把洗碗池擦干净。
wipe off 擦掉，把……从……上面擦干净
Wipe the drawing off the blackboard before the teacher sees it.
在老师看到之前，先把黑板上的图画擦干净。
5． These boats catch large numbers of fish without giving them time to lay eggs.
这些捕捞船未等鱼儿产卵就大量捕捉他们。
⑴ large numbers of 许多，大量，加复数名词，相当于a large number of , a great / good many
Large numbers of whales have been killed by these Japanese ships.
这些日本捕捞船已经杀死了许多鲸鱼。
Numbers of people came to the meeting from all over the country.
全国各地许多人来参加这个会议。
⑵ A. lay eggs 下蛋，产卵
A turtle lays many eggs at a time.
乌龟一次下许多蛋。
To kill the goose that lays the golden eggs.
杀鸡取卵；自绝财源。
B. 安装，架设
I’m sorry to lay this on your shoulders.
很抱歉要把这放在你肩膀上。
They are laying a new oil pipe.
他们在铺设一个新的输油管道。
6. The world’s population has grown to more than six times what it was in 1800.
目前的世界人口与18相比已经增长到当时的六倍多。
⑴ population 人口
The population of China is much larger than that of Japan.
中国人口比日本人口多得多。
About 30 percent of the population in the village have been struck by the illness.
整个村庄约30%的人口受到这种病的侵袭。
⑵ grow to “增加到”。类似表达法还有increase to, rise to, climb to
The number of students at the college has grown to over 5,000.
这所学院的学生数已经增长到 5,000人。
The price has increased to an unbelievable number.
价格攀升到令人难以置信的水平。
The plane climbed to 25,000 feet.
飞机爬升到25000英尺。
⑶ grow by“增加了，净增了”，类似表达 increase by, rise by等
Sales of new cars in that country grew by 20 percent this year.
那个国家今年的新车销售量增加了百分之二十。
It is quite amazing that the income of the people in the city has increased / risen by 60 percent in the last two years.
这座城市居民的收入在过去的两年里增加了百分之六十，这让人感到惊讶。
7. My suggestion is that we should try to cut back on production and reduce the amount of things we make and buy.
我的建议是，我们应当尽量削减生产，减少制造和购买物品的数量。
⑴ 句中My suggestion is 后接有表语从句，表示“建议，要求，命令”等意义的名词，如suggestion, advice, requirement, order, request等作主语时，其后表语从句中的谓语常由 “should + 动词原形”构成，should可省略
The advice that the teacher gave was that the students (should) go to bed early during exam time.
老师提出的忠告是同学们在考试期间应该早点上床睡觉。
The orders are that we (should) stay here.
我们必须呆在这里，这是命令。
⑵ suggest, advise, require, order等动词后接的宾语从句中，也常用“should + 动词原形”作谓语,should可省略
I suggested that John (should) phone home before he decided to stay late at the library.
我建议约翰在决定要在图书馆呆到很晚之前应该先打个电话回家。
I advise that he (should) go at once. 我建议他马上动身。
⑶ cut back on“削减，缩减”，相当于cut down on
Try to cut back on foods containing too much fat and sugar.
要尽量少吃脂肪和糖份含量过高的食品。
After the big job was finished, the builder cut back on the number of men working for him.
这项大工程完成以后，建筑商削减了工人总数的三分之一。
与cut相关的词组
cut across 走捷径 cut away 切除，剪掉
cut in 插进来说，插嘴，干预 cut off 切断，停掉
cut down 削减，砍倒 cut up 切碎
8. It is obvious that you are very concerned about the present situation of our environment.
很显然，你非常关心现阶段的环境状况。
concern (v.) 关系到，与……有关，关于；担心，关心
词组be concerned about / with / for / over
The news concerns your sister.
这条消息与你姐姐有关。
I am not concerned with the matter any longer.
我不再与此事有关了。
A good doctor should always concern himself with your health.
好医生应经常关心他人的健康。
They are very seriously concerned about the problems involved.
他们非常关心相关困难。
Everybody was deeply concerned at the news.
每个人都非常关心这条消息。
9. As an economist, I’m seen as being against the environment.
作为一名经济学家，我常常被人视为反对环保的。
see…as… “将……视为”
After his first novel was published, he was seen as one of the most outstanding new authors of his generation.
在他的第一部小说出版后不久，他就被视为他这一代最杰出的新秀作家之一。
10. But I do agree that recycling may be the key to helping both sides.
但有一点我非常赞同：循环利用或许是对两者都有利的解决办法。
⑴ key“答案，解决办法”,to (prep.) + n. / prop. / doing
In my opinion, the key to solving the problem is to cooperate rather than argue.
依我的观点，解决这个问题的办法就是合作，而不是争吵。
Her very unhappy childhood is the key to the way she behaves now.
她的不幸的童年是目前表现不端的症结所在。
⑵ 下列词组中to为介词
listen to, refer to, pay attention to, look forward to, belong to, turn to, devote / give …to…
11. Asking around, I find many people willing to pay slightly higher prices for things that are environmentally friendly.
我征询过周围很多人的意见，发现他们当中很多愿意花费稍高一些的价钱来购买环保产
品。
⑴ ask around 四处打听
I will ask around and see if anyone can help.
我要四处打听一下，看有没有人能够帮忙。
⑵ asking around为现在分词短语作时间状语，相当于时间状语从句 when I ask around
同样
Take care while crossing the street. (while you cross the street)
Wandering through the street, I saw a tailor’s shop. (while I was wandering through the
street)
12. Just keep in mind that you should not make a final decision until you have read or listened to both sides…
记住要听了两边的发言后才可作出最后的评判。
⑴ keep / carry … in mind 记住
I have tried to keep this advice in mind when writing this book.
在写这本书的时候，我尽量将这条建议记住。
There is one thing you must always carry in mind.
有一件事你必须一直记住。
与mind相关词组
make up one’s mind下决心 keep one’s mind on / upon专心注意，聚精会神
speak one’s mind说真心话
make 搭配词组
make a decision 做出决定 make a choice做出选择
make a trip旅行 make a study 做研究
make a mistake犯错误
13. My dad says he doesn’t mind a little bit of pollution, as long as it means people have jobs.
父亲说并不介意一点儿污染，只要人们有工作就行。
⑴ mind
A. 当心，注意
Good drivers are always careful to mind the speed limit. 好司机对限速总是很细心。
Mind you don’t say anything to offend them. 当心你不要说什么话去得罪他们。
B. 介意，在乎
Would you mind if I took one of these books
你是否介意我拿起这些书中的一本。
I wouldn’t mind having a try but I’ve got to be off now.
我并不介意尝试一下，但现在我得离开了。
Would you mind my opening the windows to let out so much smoke?
你是否介意我开窗排出一些烟雾？
⑵ as / so long as 只要…（就）…
I don’t care, so long as she lets me be with her son.
我并不在意，只要她让我和她儿子在一起。
As /So long as you’re happy, it doesn’t matter what you do.
只要你快乐，做什么并不重要。
试比较：
This rule is as long as that one. 这把尺与那把一样长。
See you tonight. So long. 今天晚上见。再见。
14. As a result, you impressed the audience. 结果，你给听众留下了印象。
impress印上,给留有…印象
He impressed his seal in the pot.
他把私章印在罐上。
His words are strongly impressed on/upon my memory.
他的话给我留下了很深的印象。
I was very impressed by / at / with his performance.
他的表演给我留下了深刻的印象。
15. With the opening of the city’s Modern Art Museum, hundreds of people lined up to be among the front to view modern masterpiece.
随着现代艺术博物馆的开馆，好几百人排队，欲成为第一批看到现代作品的人。
line up排队，排成一行
We lined up to buy tickets for the international football match.
我们排队去买国际足球赛的球票。
The teacher lined up the boys in front of his desk.
老师叫男生们在课桌前排成一列。
Step 4 Consolidation
Ask the students to use the words and expression learned.
Step 5 Homework
(1) Revise the use of the words and expressions.
(2) Do the exercises in the workbook.
Module5 unit2 welcome to the unit---- word power
1. follow our usual schedule 遵循往常的日程
2. open the floor for discussion 自由发言
3. in addition 此外
4. be full of = be filled with 充满
5. have a lasting/ good/ great/ instant/ effect on（upon ）对……有持久的影响
6. grow to / climb to/ rise to/increase to 增长至
grow by / rise by/ increase by 增长了
7. wipe out 扫除；消灭
8. give voice to sth=voice 表达
9. cut back/ down on 减少
10. My suggestion is that sb should do sth
11. at the same time 同时
12. be beneficial to 对……有益
13. The world’s population has grown to more than six times it was in 1800.
This room is twice bigger than that one. 这个房间是那个的三倍大。
This room is three times as big as that one.
This room is three times the size of that one.
14. a environmentally friendly way of living 环保的生活方式
15. be concerned about/ for concern oneself about / for 担心
be concerned with 与……有关
16. be responsible for (doing) sth/ take responsibility to do/ for sth. 对……负责
17. see/ consider/ regard/ treat/ think of/ look on sb. as 把……视为
18. the people running these factories 经营这些工厂的人们
19. the key to success / the key to solving the problem 成功/解决问题的关键
20. preserve/ protect the environment 保护环境
21. be willing to do sth. 乐意干某事
22. pay slightly higher prices for 为……付更多的钱
23. My money has run out.(无被动) / I have run out of money. 我们钱已经用完了。
24. a little bit of 一点/ not a bit 一点也不/ not a little 很；非常
25. recycled material ( 可回收的材料)
26. What if we run out of space？ 要是我们没有空间了怎么样？
27. What fun it is! How funny! 真有趣！
28. do harm to = be harmful to = do damage to 对……有害
29. run across= run into = come across 偶遇
30. environmental protection 环境保护
31. solar energy 太阳能
32. global warming 全球变暖
Module5 unit2 grammar – project
1. write in 致函；写信表意见
2. pick up 捡起；接受到；恢复（健康）；接（某人）；自然习得
3. be covered with/in 被……覆盖
4. clean up 清理；打扫干净
5. customs officers 海关关员
6. come over to 过来
7. watch the arrivals closely 仔细地观察到达者
8. on/ upon taking off his jacket 一脱下他的夹克
9. I like it when… 我喜欢…… （like/ hate/ love it when…）
10. work on 致力于
11. draw conclusions 得出结论
12. natural disasters 自然灾害
13. form up 形成
14. according to 根据
15. combat desertification 抗击沙漠化
16. take steps to stop the process of desertification 采取措施来阻止沙漠化进程
17. provide sth for sb/ provide sb with sth 向某人提供某物
18. be stocked with 储备有
19. set up a centre 建立中心
20. pick out 挑选出；辨认出
21. in the form of 以……的形式
22. on account of/ due to/ because of 因为；由于
23. present your point of view 表达你的观点
24. turn off the tap 关水龙头
25. raise concern both nationally and internationally/ both at home and abroad 引起国内外关注
26. Not only does he like English but also he likes French. 他不仅喜欢英语，而且还喜欢法语。
27. result in/ lead to/ cause 导致 result from 由……所致
28. rely on/ depend on 取决于；依赖于
29. recognize the importance of doing sth 认识到做……的重要性
30. deal with the problems 处理问题
31. advise sb. on sth./ advise sb. to do sth./ advise doing sth. 建议某人做某事
32. endangered species 濒临灭绝的物种
33. be under way/ be under discussion / construction 正在进行/讨论/建筑过程中
34. work out solutions to many problems
35. replace…with… 取代
36. He will be a great success= He will be very successful. 他将会是个成功的人。
37. be home to a diverse range of fish and animals 是大量的鱼及动物的发源地/家园
38. the most endangered animals 大多数濒临灭绝的动物
39. the number of + 谓单/ a number of + 谓复 ……的数目/ 许多
40. prohibit sb from doing sth 阻止某人做某事
41. remain to be done / remain single/ the remaining $20= the $20 left 有待/保持单身/ 剩下的20美元
42. have harmful effects on 对……有害的影响
43. We still have a long way to go to solve all the problems concerning (about) the Yangtze river 关于
44. appreciate doing / one, ones doing 欣赏/感激做某事
By Xu Weiliang
Teaching aims:
1. Learn the functions of V-ing form in sentences.
2. Enable the students to master the usage of V-ing form.
Difficult & Important points:
1. Why should we use v-ing from?
2. How do we use v-ing form?
Teaching methods:
Deductive teaching.
Discussion.
Teaching aids:
A projector.
A computer.
Procedure:
Step 1 Lead in
We have learned the text and the language points in it. Now please find as many sentences with V-ing form in them as you can in the text.
Then let’s tell the functions of these V-ing form in the sentences.
Step 2 The usage of V-ing form
Today we will learn the functions of the V-ing form in sentences and how to use V-ing form as an adjective or adverb.
Now please look at your books (page 28)
Verb-ing form as an adjective or adverb
The v-ing form can also be used like an adjective or adverb.
We can use a verb-ing as the:
Attribute
A verb-ing form can appear before a noun. It modifies the noun as an adjective does.
This will have a lasting effect.
We can sometimes put an adverb before the verb-ing form.
That was an extremely interesting speech.
We can also use a verb-ing form to form a compound with an adverb or a noun.
The fast-growing economy has caused environment problems.
A wood-burning stove is environmentally unfriendly.
A verb-ing form can appear after a noun to modify it as an attributive clause does. It can be changed into an attributive clause.
People running these factories are very concerned about the environment.= People who run these factories are very concerned about the environment.
Practice 1 Translate the following phrases into Chinese
reading room
swimming pool
dining car
sleeping car
singing competition
waiting room
a waiting car
a sleeping child
flying fish
the exciting news
a boring speech
阅览室
游泳池
餐车
卧车
歌咏比赛
候车室
一辆等待着的车
一个酣睡的孩子
飞鱼
令人振奋的消息
令人乏味的演出
Practice2 Fill in the blanks with the verb given in its proper form
1. Sixty million people_____________ (live) in rural areas are moving to the cities every year.
2. The bottle ___________( contain) the poison was sent to the laboratory.
3.The man ________(sit) on the platform is a professor from Wuhan University.
4. Who is the girl _________(walk) along the river?
5. The children ____________(practice) playing the violin over there will give a performance next week.
6. The man with sun-glasses __________(stand) near a car is a detective.
7. The old lady _____________(talk) to the children is a famous musician.
8. The person _______________ (translate) the songs can speak seven languages.
We can use a v-ing as the predicative
Practice 3 Fill in the blanks with the following in their proper form.
shock astonish excite disappoint encourage invite
1. Our trip was ______________ .We did not find any unusual plants.
2. The food at the dinner party did not seem very ____________.
3. The program for the weekend looks __________ . I am looking forward to
it.
4. The news was __________ . All the three boats had sunk in the storm.
5. The report from Cook was _______ . The captain decided to attack the
following night.
6. It was ________ to see the animals and plants that are found nowhere else
in the world.
We can use a verb-ing as the object complement
We all found his argument convincing and interesting.
Practice 4 Fill in the blanks with the following in their proper form.
perform drop march help enter
force whisper quarrel dive share
1. I saw them _____________ the door open with a hammer.
2. We heard them ____________ about money after the concert; they looked
very angry.
3. I heard him ____________ lots of coins into the collecting tin.
4. You can see them _____________ every night this week at the New Theatre.
5. I could hear them ______________ to each other during the first part of the
play.
6. We watched the army _______ down the street towards the park.
7. I saw the people ________________ the theatre, and there were 286 of
them.
8. We watched three old men ________ their food with each other.
9. We watched the children ______________ into the water from the top
diving board.
10. I noticed you __________ the performers with the ticket sales. That was
kind of you.
2. A verb-ing can be used after verbs like stand, sit and lie. These two actions are happening at the same time.
They stood talking to each other. = They stood when they were talking to each other.
Practice 5 Rewrite the following sentences
1. When he heard the music, he began to get homesick.
Hearing the music, he began to get homesick.
2. When they saw the flame on top of the mountain, they knew that another
war would begin soon.
Seeing the flame on top of the mountain, they knew that another war would begin soon.
3. When he was driving to the airport, he hit a boy on a bike.
Driving to the airport, he hit a boy on a bike.
4. He wrote a letter and said he was satisfied with the work.
He wrote a letter, saying he was satisfied with the work.
5. He sat in his seat while he was thinking of the problem.
He sat in his seat thinking of the problem
6. While he was reading, he nodded from time to time.
Reading the book, he nodded from time to time.
3. A verb-ing has perfect form, e,g., having worked
Having worked side by side with many environmentalists, I know that a healthy environment and stable economy should be possible at the same time.
Practice 6 Rewrite the following sentences
1. She gave her opinion about the new building. Then she left the meeting.
Having given her opinion about the new building, she left the meeting.
2. She made one last effort to see her husband. Then she returned home.
Having made one last effort to see her husband, she returned home.
3. I admired her writing for many years. Then I finally met her.
Having admired her writing for many years, I finally met her.
4. I was interested in the Koories for many years. Then I decided to learn their
language.
Having been interested in the Koories for many years, I decided to learn their language.
5. The settlers seized the natives’ tents. Then they burnt them.
Having seized the natives’ tents, the settlers burnt them.
Step 3 Consolidation
We have learn the use of V-ing form as an adjective or adverb. Now please finish the exercise on page 29.
A. This is a letter to the editor of a newspaper. Put the verbs in brackets in the correct forms using the grammar rules you have learnt.
Dear Sir/ Madam,
I am delighted by your newspaper’s decision to start a campaign for protecting the environment. I am glad that you have asked readers to write in with their suggestions. The state of our parks is very (1)___________ (shock), with rubbish everywhere. I used to find a trip to the park very (2)________(relax). Now I just find it (3)___________(tire) because I have to pick up the rubbish where I am going to sit. The grass is covered in plastic bags and food, and I am sad that the young people of today do not clean up after themselves when they have been to the park. It is (4)_____________(disappoint) that none of the schools ask their students to do park clean-ups as part of their Science class. Perhaps they could start doing this. There are so many (5)_____________(interest) animals and insects (6)__________(live) in our parks. It would be a shame if they were destroyed because of people’s activities in the park.
Yours,
Wang Qiang
B. Read this new report and fill in the blanks with words from the box below.
following sleeping pleasing exciting
walking moving falling keeping
(1)_________________ News for Animal Lovers
Two people were arrested yesterday at a Paris airport for bringing animals into Europe from South America illegally. One of the customs officers was watching the arrivals very closely. He could see a woman(2)_________________ in front if a group. Then he saw feathers (3)___________from under her coat. Having seen this, the customs officer asked the woman to come over to his desk. He was surprised to fine ten birds inside her coat. There was a short fat gentleman (4)__________ her. Another customs officer called him over when it seemed he had a (5)____________stomach. On taking off his jacket, a (6)____________tortoise was found on his stomach. Apparently he had traveled on the plane like this, (7)___________ the tortoise hidden in a blanket. Such arrests are very (8)___________ for Paris officers.
Step 4 V-ing phrases
Verb-ing phrases can express
Time
Asking around, I find many people willing to pay slightly higher prices for things that are environmentally friendly.=
When I ask around, I find many people willing to pay slightly higher prices for things that are environmentally friendly.
Having observed the problem for many years, he announced that we are now facing the biggest environmental problem of our time.=
After he observed the problem for many years, he announced that we are now facing the biggest environmental problem of our time.
Practice 1. Multiple choice.
1. After seeing the movie, _____.
A. the book was read by him B. the book made him want to read it
C. he wanted to read the book D. the reading of the book interested him
2. The next morning she found the man in bed, _____ dead.
A. lying B. lie C. lay D. laying
3. There was terrible noise______ the sudden burst of light.
A. followed B. following
C. to be followed D. being followed
4. The secretary worked late into the night, _____ a long speech for the president.
A. to prepare B. preparing C. prepared D. was preparing
5. “Can’t you read?” Mary said_____ to the notice,
A. angrily pointing B. and point angrily
C. angrily pointed D. and angrily pointing
Verb-ing phrases can express
Reason
We are making bigger holes in the nets, hoping to avoid catching fish that are not fully grown.
=We are making bigger holes in the nets, because we hope to avoid catching fish that are not fully grown.
Practice 2 Join these pairs of sentences, using the -ing form.
1 He was a very musical child. He spent a lot of time practicing.
Being a very musical child, he spent a lot of time practicing.
2 He learnt a lot of techniques from his teacher. Then he played better and better.
Learning a lot of techniques from his teacher, he played better and better.
3 He begged his parents to borrow a piano. Then he practiced more and more.
Begging his parents to borrow a piano, he practiced more and more.
4 He persuaded his parents to send him to Paris. He then studied there for five years.
Persuading his parents to send him to Paris, he studied there for five years.
5. He knew no one in Paris. He joined a group of musicians.
Knowing no one in Paris, he joined a group of musicians.
6. He earned so little money. He did not have to pay taxes.
Earning so little money, he did not have to pay taxes.
7. He discovered that Gary had nowhere to live. He then invited him to share his flat.
Discovering that Gary had nowhere to live, he invited him to share his flat.
8. He was out of work. He was often hungry.
Bing out of work, he was often hungry.
Verb-ing phrases can express
Result
The factory keeps releasing smoke, making the air dirty.=
The factory keeps releasing smoke. As a result, the air is made dirty.
Practice 3 Multiple choice
1. Their car was caught in a traffic jam, thus ______ the delay.
A. to cause B. causing C. caused D. cause
2. One by one Peter sold his bits and pieces, _______ only a mite of their worth.
A. getting B. got C. to get D. get
3. He worked day and night, ______ his task ahead of time.
A. finished B. finishing C. finish D. to finish
4. I was in the bathroom, not ______ the knock at the door.
A. hear B. to hear C. hearing D. heard
Verb-ing phrases can express
Condition
Preparing fully, we can achieve great things.=
If we prepare fully, we can achieve great things.
Practice 4 Rewrite the following sentences:
1. Meeting anywhere else, we wouldn't have recognized him
If we had met anywhere else, we wouldn't have recognized him
2. Heating water, you can change it into steam
If you heat water, you can change it into steam .
3. Working hard, you will succeed.
If you work hard, you will succeed.
2 We can also use the pattern conjunction+verb-ing to express time. The common conjunctions are when, whenever, while, once, and until.
We have to take environmental protection into consideration when developing the economy.
Practice 5 Rewrite the following sentences
① When working in the factory, he was an advanced worker.
When he worked in the factory, he was an advanced worker
② Though willing to attend the party, he refused the invitation.
Though he was willing to attend the party, he refused the invitation.
③ While staying in Beijing, he came to see me twice.
While he was staying in Beijing, he came to see me twice.
④ If playing all day, you will waste your valuable time.
If you play all day, you will waste your valuable time.
⑤ Though raining heavily, it cleared up very soon.
Though it was raining heavily, it cleared up very soon.
3 The understood subject of a verb-ing clause is usually the same as the subject the main clause.
He traveled on the plane like this, keeping the tortoise hidden in a blanket.=
When he traveled on the plane like this, he kept the tortoise hidden in a blanket
Practice 6 Choose the correct sentence.
1. a. Hearing the news, tears ran down her face.
b. Hearing the news, she cried out sadly.
2. a. Entering the classroom, I found nobody in it.
b. Entering the classroom, nobody was found in it.
3. a. Looking out through the window, the garden was beautiful.
b. Looking out through the window, we saw a beautiful garden.
4. a. Reading the evening newspaper, a dog started barking.
b. I was reading the evening newspaper when a dog started barking.
5. a. Being fine, we will have the sports meeting next week.
b. It being fine, we will have the sports meeting next week.
4. We put not before the verb-ing to create its negative form.
He sat there, not knowing what to say.
Practice 7 Choose the best answer
1. _____ a reply, he decided to write again.
A. Not receiving B. Receiving not
C. Not having received D. Having not received
2. What worried the boy most was ______ to visit his father in the hospital.
A. his not allowing B. his not being allowed
C. having not been allowed D. his being not allowed
3. They apologized for ______ to attend the meeting.
A. their not being able B. their being not able
C. them not able D. them being able not
Step 5 consolidation
Do the exercise in page 31
Read this conversation and change the highlighted sentences into verb-ing clauses.
James Long: Well, (1) after listening carefully to you two, I am surprised that you agree with each other.
Qian Liwei: (2) When I look back, I find I didn’t like some of the questions the audience asked though. It was as if people were not listening.
Lin Shuiqing: I think the audience was interested in what you said. I liked it when you told that joke. I heard the audience laughing. I think they really liked you after that. (3)When I heard what you said about the environment and the economy needing to work together more, I was very impressed.
Qian Liwei: I certainly think we need to use all our resources in the best possible way. After that, they are limited. We also need to clean up the mess we made in the past. I like the idea of taxing factories that pollute although getting them to agree would be difficult.
Lin Shuiqing: Also ,you are right about many business people trying to protect the environment and build the economy at the same time. (4) You made that statement forcefully. As a result, you impressed the audience. They clapped so hard.
Qian Liwei: Environmentalists have been seen as heroes while economists have been seen as bad boys. That impression needs to be changed and (5) after I talked to you today, I think we should work on some projects together.
Lin Shuiqing: Good idea.
Step 6 Homework
Do the exercises in students’ workbook.
Teaching Aims:
To learn two letters written to an agony aunt of a teenage magazine and how to understand the feelings and emotions in a text
To learn how to get along with others and gain some insight into the problems that can exist between friends.
To improve their reading comprehension skill by fully participating in akk the activities
Teaching Key Points:
How to improve their reading ability through teaching activities
How to help students to understand a writer’s the feelings and emotions
How to let them gain some insight into friendship and get on well with their classmates at school
Teaching Difficulties:
The usages of words such as betray, mean, swear etc.
Teaching Procedure:
Step One: Leading-in
T: (Greet the students as usual)In the last lesson we learnt four proverbs and talked about friendship. Could you tell me the proverbs and their Chinese meanings?
Ss: … (Ask four students to answer the questions)
T: Ok. Now please look at the screen and discuss the following questions in groups of four.
1) Do you keep in touch with your friends?
2) Have you ever argue with a good friend?
3) If you had a quarrel with your friend, how would you deal with it? Would you feel embarrassed when you met them again?
4) How would you mend a broken a friendship?
5) What do you think are the reasons that might lead to a broken friendship?
(Choose several groups to present their discussions to the class. Any forms of presentation are acceptable. Collect the answers to the question 5)
Possible answers to the question 5:
Having little in common
Lacking trust
Misunderstanding
Being jealous of each other
Conflicts of interest
Step Two: Reading Comprehension
T: Good. Besides these, I think there are other reasons that might cause a broken friendship. Next you will read two letters about broken friendships. Now open your book to page 2. Go through the questions in part A first and then read the two letters silently as quickly as possible to find the answers to the three questions:
1) Are the writers of the two letters feeling happy or sad?
They are feeling sad.
2) What did Sarah get for the surprise Maths test?
She got a D.
3) Is Matthew usually a quiet boy?
No, he is usually cheerful and outgoing
(Remind students to only focus on and identify the information needed to answer these questions.)
T: Wonderful! Now lets’ read the passage again (read aloud) and answer the question in part C1 and fill in the table in part C2.
Part C1:
1) What did Sarah think about the surprise Maths test?
She thought it was easy.
2) What did Sarah tell Hannah in the girls’ toilets?
She told Hannah how badly she had done in the Maths test.
3) Why did Sarah tell Hannah that they weren’t going to be friends any more?
Because she thought that Hannah had told everyone how badly she had done in the Maths test
4) Why did Andrew shout at Matthew after the match?
He thought Matthew played badly and did not try hard enough. As a result, they lost the game.
5) What did Matthew think about losing the match?
He thought it wasn’t his fault.
6) What king of boy is Mathew?
He is usually cheerful and out going?
Part C2:
Letters How Sarah/Andrew felt Why she/he felt so
Sarah’s letter She felt betrayed. She thought her best friend Hannah didn’t keep her secret.
She felt ashamed. She scored the lowest mark in her class
She was upset and felt like crying. She found a piece of paper on her desk that said ‘Stupid Sarah got a D’
Andrew’s letter He had a dilemma. His best friend Matthew has stopped talking to him.
He felt really guilty. He said some cruel things to Matthew.
He was angry with Matthew. They lost the game because of Matthew’s carelessness.
(Make sure that students can distinguish and pick out the relevant information within the given time. After students finish the exercises, check the answers as a whole. While checking the answers of part C2, pay close attention to students’ mistakes. Some students might be confused about the statements or expressions about feelings and those about thoughts. )
T: Now you have read the two letters. Different types of passages require different reading strategy. In these two letters, strong feelings about an unforgettable situation are illustrated clearly. Please read Reading Strategy on page 3.
(Remind them to concentrate on the difference between feelings and thoughts by emphasize the information in the table: on the left are feelings while on the right are thoughts)
T: Ok, from the letters we know that these two students are involved in difficult situations, so they write to Agony Aunt Annie for help. And Annie wrote back to the two students but some words are missing in the two letters. Next please use the given words to fill in the blanks in Part E.
Part E:
Dear Sarah,
1.betrayed 2.apologize 3.mark 4.proud 5.secrets
Dear Andrew,
6.match 7.guilty 8.mean 9.friendship 10.determined
Step Three: Post-reading Discussion
T: Well done. Now, could you tell me what have learnt from the two letters? Please discuss the following questions:
1) If you were Sarah or Andrew, would you try to fix the broken friendship with your friend? What would you do to fix it?
2) If you had a problem with your friend, would you write to an agony aunt? If not, who would you talk to?
3) If you were the agony aunt from the magazine, what advice would you give to Sarah or Andrew?
(This serves as a consolidating exercise for students to practise their spoken English.)
Step Four: Language Points
1) betray vt. 出卖，泄露；辜负，对……不忠；流露（情感）
betray sb/sth (to sb) 泄露消息（给某人）；（向某人）出卖某人
betray oneself 暴露自己的真面目
e.g. He betrayed my secret to all his friends.
e.g. Judas betrayed Jesus to his enemies to in the last dinner.
e.g. The expression on his face betrayed his anger.
2) overlook vt. 忽略；俯视；视而不见，不予理会；不予考虑
e.g. We couldn’t overlook such a serious offence.
e.g. She’s been overlooked for promotion several times.
e.g. His apartment on the twenty-second floor overlooks a little park.
3) swear vt./vi. 发誓，许诺；咒骂
swear to do sth发誓做某事
swear at 咒骂，辱骂，诅咒
swear by 依靠，信任；确定
swear in 宣誓就职
e.g. He swore to tell the truth.
e.g. The boss is always swearing at the workers.
e.g. He swore in a mayor yesterday
e.g. I think she said she was going to the library, but I couldn’t swear by it.
4) forgive vt. 原谅；宽恕
forgive sb sth 原谅某人某事
forgive sb (for sth) 原谅某人（某事）
e.g. The teacher forgave the student for his coming late
e.g. Could you forgive me my fault?
5) mean vt. 意思是；意味着；图谋，打算
mean doing sth 意味着做某事
mean to do 打算做某事
be meant to do sth 应该做某事
e.g. What do you mean by saying that?
e.g. I didn’t mean to hurt you.
e.g. You were meant to ask why I was disappointed with the idea.
e.g. Learning a foreign language doesn’t mean just working in a class.
mean adj. 自私的；吝啬的；麻烦的，困难的
e.g. Tom is mean.
e.g. This is the meanest storm in years.
6) stand vi. 站（起）；坐落，位于
vt. 忍耐，忍受；为……付账，请客
stand for 代表，象征；
stand by 站在旁边，和……站在一起
stand sb a dinner 请某人吃饭
e.g. On the riverside stands a row of weeping willows.
e.g. The Monument to People’s Heroes stands at the center of the square.
7) apologize vi. 道歉，认错，悔过
apologize to sb (for sth/ doing sth ) （因某事/做了某事）向某人道歉
apologize for oneself 为自己辩解或辩护
e.g. Tom apologized to her for stepping on her foot.
e.g. You should apologize to your teacher for your fault.
8) since conj./prep. 自……以后，自……以来；既然，因为
e.g. I have been there many times since the war.
e.g. Since many of the customers work during the day, Billy has to collect the money at night.
Step Five: Homework
to complete the part D on page 4
to do parts A1 and A2 on page 90 in workbook
1. 与某人友好相处 get along well with sb.
2. 一次突然的数学考试 a surprise math test
3. 对……感到惭愧 be / feel ashamed of …
4. 下定决心去做某事 be determined to do sth.
5. 信守诺言 keep one’s word
6. 对着某人大叫 yell at sb.
7. 不能忍受（去做）某事 can’t stand (doing) sth.
8. 向某人道歉 apologize to sb. / make an apology to sb.
9. 一次难以忘怀的经历 an unforgettable experience
10．完全有权利做某事 have every right to do sth.
11．嫉妒某人/某事 feel jealous of …
12．当众使某人尴尬 embarrass sb. in public
13．首先（强调顺序） first of all
14．熬夜 stay up at night / stay late into the night
15．使某人提起精神 cheer sb. up
16．参加学校羽毛球队 join the school badminton team
17．等不及去做某事 can’t wait to do sth.
18．在网上聊天 chat on the Internet / chat online
19．阻止某人去做某事 discourage sb. from doing sth.
20．提及，说起 speak of
21．提前 in advance
22．打通……的电话 get through to …
23．除了……之外 apart from
24．替某人保守秘密 keep sb’s secret / keep the secret for sb.
25．责备某人（做了）某事 blame sb. for (doing) sth.
26．将……归咎/归罪于某人 blame sb. for sth. / blame sth. on sb.
lay / put the blame on sb. for …
27．因……而应受谴责/应负责任 (sb.) be to blame for … (不用被动语态)
28．全神贯注于…… be absorbed in …
29．到底，究竟 in the world
30．对……有不同的态度 have / take different attitudes towards …
31．迟豫于去做某事 hesitate to do sth.
32．毫不犹豫地 without hesitation
33．毫无疑问 without doubt
34．以……为基础/依据 be based on / upon …
35．彼此，互相 one another / each other
36．另一方面 on the other hand
37．不管，不顾 regardless of (prep.)
38．搜寻，寻找 search for / look for
39．加入到救援行动中 be involved in the rescue mission
40．日出/日落时分 at sunrise / at sunset
41．首要的是，最重要的是 above all
42．平静/镇定下来 calm down (vi.)
43．使某人/某人自己平静下来 calm sb. / oneself down (vt.)
44．承认（做过）某事 admit sth. / doing sth. / that …
45．准许某人进入公园/准许入学 admit sb. to the park / the school
46．对准焦距；集中（注意/关心）于…… focus … on …
47．结果 as a result
48．由于，因为 as a result of / because of
49．导致，造成 lead to / result in / contribute to
50．由……所引起 result from
51．对某人刻薄 be mean to sb.
52．对某人残忍 be cruel to sb.
53．某人不太可能做某事 (sb.) be unlikely to do sth.
54．推迟做某事 delay / put off doing sth.
55．渴望去做某事 be anxious to do sth.
56．为……焦急 be anxious about …
57．遭受严重的污染 suffer from serious pollution
58．与……一致 be consistent with …
59．由于某种原因 for one reason or another
60．肯定 for sure
Ⅰ. 不定式句法功能
1. 作主语：The cat said, “To take roller coaster” is terrible.
不定式短语作主语时，可以直接放在句首，但在很多情况下，尤其是在疑问句和感叹句中，往往放在谓语之后，而用先行代词it作形式主语。
→ The cat said, “It’s terrible to take roller coaster.”
How long did it take you to take roller coaster?
How terrible it is to take roller coaster?
不定式作主语常见句型：
a) It is + adj. (easy, important, difficult…) + 不定式
b) It is + n. (a pity, a pleasure, one’s duty, a shame) + 不定式
eg. It’s my duty to teach you how to be a student of No.3 Middle School.
c) It takes/needs/requires + some time (hours, months, days, patience…) + 不定式
eg. It requires patience to be a good teacher.
2. 作表语：当句子的主语是aim, idea, policy, question, suggestion, wish, task, duty, job, purpose等或者主语是what引导的名词性从句时，后面可以用不定式做表语，用以说明主语所包含内容。
eg. Our most important task now is to make a plan.
注：作表语的不定式都带to，但当主语部分有实义动词do时，to可以省略。
eg. The only thing we can do now is wait and see.
3.作宾语
The cat said “Remember not to take it next time!”.
a) 可以直接用不定式作宾语的动词很多，常见的有：agree, afford, tend, ask, decide, determine, expect, fail, hope, learn, intend, manage, offer, plan, promise, refuse, want, wish等
天津卷12题：I don’t want _____ like I’m speaking ill of anybody, but the manager’s plan is unfair.
A. to sound B. to be sounded C. sounding D. to have sounded
当不定式短语比宾补长时，往往将不定式放到宾补后，而用先行代词it作形式宾语，常用动词有feel, think, find, believe, consider, make等。
The cat felt it terrible to take roller coaster.
b) 不定式一般不作介词的宾语，只有少数介词如but, except等后面可以跟不定式作宾语。一般情况下作介词宾语的不定式都带to，如果but或except所在句子里的谓语动词都是实义动词do, does, did时，通常省略to。
Eg. We have no choice but to wait.
Cf. We can do nothing but wait.
4. 宾语补足语
在SVOC句型中，许多动词都可以按不定式作宾语补足语。
a) 通常作宾语补语的不定式要带to，常用于以下动词之后：ask, tell, advise, allow, enable, expect, force, get, like, order, teach, want, invite, wish, beg等
You should get them to help you.
但在谓语动词believe, find, think, feel, consider, suppose, imagine, prove等后面跟to be…作宾补，不跟to do…
eg. They believe him to be honest.
b) 以下两类动词后跟不定式作宾补时不能带to
①一些表示“致使”意义的动词，如：let, have, make等
②一些表示感觉的动词，如：hear, feel, see, watch, notice等
Don’t let the children trouble you.
I heard someone open the door.
但当这两类动词为被动态时，不定式就成了主补。作主补的不定式必须加上to
His father made him go to bed early.
→He was made to go to bed early by his father.
5. 作定语
不定式可以在句子充当后置定语，修饰名词。
以下几类情况常用不定式作定语：
①能带不定式作宾语的动词，其同源名词可以带不定式作定语。常见的有attempt, decision, promise, plan等
eg. He hasn’t kept his promise to write to his parents regularly.
②常与不定式搭配的形容词，其同源名词一般可以用不定式作定语。常见的有ability, determination, anxiety, eagerness等
eg. His eagerness to finish his homework was quite clear.
③序数词形容词最高级或被only, last, next等修饰的名词可以用不定式作定语：
She was the only person to survive after the earthquake.
Tips: 不定式在作定语时，有时与被修饰的名词有意义上的主谓关系、同位关系、动宾关系，如果该不定式是不及物动词，它后面需要加上适当介词。
Eg. He’s always the first to come and the last to leave. 主谓关系
I’ve no time to listen to your excuse. 同位关系
She has a meeting to attend. （动宾关系=attend a meeting）
There’s nothing to worry about. (动宾关系=worry about nothing)
6. 作状语
不定式可以作状语，表示目的、结果、原因、条件等。
①to…, in order to …, so as to …(不能放在句首)作目的状语
20辽宁卷22题：All these gifts must be mailed immediately _____ in time for Christmas.
A. in order to have received B. in order to receive C. so as to be received D. so as to be receiving
②在so…as to, such….as to, only to …结构中不定式作结果状语，其中only to…用于表示意想不到的结果。
He hurried to the station only to find the train had gone.
③enough to, too…to结构
eg. The boy isn’t old enough to go to school.
= The boy is too young to go to school.
④形容词（happy, glad, lucky, fortunate, surprised, angry, anxious, ready, quick, slow, cruel, clever等）+ 不定式结构
eg. I’m glad to meet you.
The question is different to answer.
He is hard to get along with.
7. 作插入语，用来说明说话人的态度、看法、对整个句子进行解释，如to be frank（坦白地说），to be sure（确实）等。
Eg. To tell you the truth, I hate you.
8. 作同位语
eg. The order to start the general attack soon came.
不定式的复合结构，以it为形式主语或形式宾语引导的复合结构，如果其前的形容词是指行为的性质就用：for sb. to do sth.这种复合结构在句中可作主语、表语、宾语、定语、状语等。
It is necessary for me to learn English well.
如果该形容词是指行为的性质，同时又指行为的人，则用of sb. to do sth.。这种句式中的常用形容词有：right, wrong, brave, careful, careless, clever, wise, stupid, cruel, foolish, good, honest, kind, nice, silly等。
eg. It’s very kind of you to come to see me.
连接代（副）词+不定式（包括whether, what, which, whom, where, when, how, 不包括why），在句中起名词的作用，通常跟在诸如tell, know, show, decide, learn, wonder, explain等动词后作宾、主语或表语。
Eg. No one can tell me where to find John.
When to the exam is still unknown.
The problem is how to get enough money.
不定式的进行式、完成式和被动式
①不定式的进行式由to be + V-ing构成，用来表示谓语动词动作发生时，不定式的动作正在进行。
Eg. Some students pretended to be reading English when the teacher came in.
②不定式完成式由to have + V-ed构成，用来表示动作发生在谓语动作之前。
Eg. 年江苏卷No.25
--- Is Bob still performing?
--- I’m afraid not. He is said _______ the stage already as he has become an official.
A. to have left B. to leave C. to have been D. to be left
答案是A
③不定式的被动式分为一般式被动to be V-ing和完成式被动to have been V-ed。当不定式的逻辑主语是不定式所表示的动作的承受者时，不定式要用被动语态。
Eg. It is an honour for me to be invited to the party.
The book is said to have been translated into many languages.
2005年辽宁卷No.22
All these gifts must be mailed immediately _____ in time for Christmas.
A. in order to have received B. in order to receive C. so as to be received D. so as to be receiving
动名词
1. 动名词的句法功能：动名词由动词加ing构成，与现在分词的形式相同。动名词主要起名词作用，在句中担任主语、表语、宾语和定语。
①作主语，可以直接放在句首，也可以用先行代词it作为形式主语，而把动名词后置。
eg. Seeing is believing. (眼见为实)
Saying is easier than doing.
Collecting stamps is a good hobby. (单个动名词短语作主语时，动词用单数)
动名词作主语还有以下两个习惯表答法：
It is no use (good) + 动名词：做某事没有用
Eg. It’s no use crying over spilt milk. (覆水难收)
There is no + 动名词 (= It is impossible to do sth.)
Eg. There is no knowing what may happen.（未来的事无法知道）
②作表语：通常是说明主语的内容，注意它与谓语动词进行时的区别
eg. His hobby is collecting stamps. (此句为SVC结构) 可改为：Collecting stamps is his hobby.
Cf. He is collecting stamps. (is collecting是谓语动词进行时，此句为SVO结构)
不能改为：Collecting stamps is he.
③作宾语
A. 作及物动词 的宾语(enjoy, mind, finish, appreciate, avoid, consider, delay, escape, pratise, suggest, keep(on), miss)
eg. 2005年上海卷No.32
He got well-prepared for the job interview, for he couldn’t risk _____ the good opportunity.
A. to lose B. losing C. to be lost D. being lost
答案为B
有些动词（attempt, begin, continue, hate, like, love）后面既可以接不定式作宾语，也可以接动名词作宾语，意义差别不大。通常认为用动名词泛指一般的倾向性，用不定式则表示特定或具体某一种动作。
Eg. I like swimming but I don’t like to swim in winter.
动词prefer后面接不定式作宾语时，句子结构与按动名词作宾语是不一样。
eg. I prefer to drive rather than to be driven.
I prefer driving to riding.
有些动词，如forget, remember, regret等，后面接动名词表示的动作先于谓语动词动作，不定式表示的动作后于谓语动词。
Eg. 2005年北京卷No.30
When asked by police, he said that he remembered _____ at he party, but not ______.
A. to arrive, leaving B. to arrive, to leave C. arriving, leaving D. arriving, to leave
在下列句型中动名词作真正宾语：
动词+it（形式宾语）+宾补+动名词（真正宾语）
eg. I think it no use telling them.
We think it no good inviting to him.
B. 作介词的宾语
Eg. 2005年浙江卷No.3
The president spoke at the business meeting for nearly an hour ______ his notes.
A. bringing up B. referring to C. looking for D. trying on
be used to doing习惯于做；look forward to doing 盼望做；devote one’s life to doing 致力于做；spent time (in) doing 花时间做；be fond of doing 喜爱做；be good at doing 擅长做；be proud of doing 为做…而自豪；be tired of doing 对做…感到厌倦；feel like doing 欲想做； go on doing 继续做（原来的事）；keep on doing 不停地做；what about doing 做…怎么样；think of doing 考虑做；be interested in doing 对做…感兴趣；have some difficulty/trouble (in) doing 做某事有困难；be busy (in) doing 忙于做；instead of doing 做…而不做…
eg. 2005年江苏卷No.23
Everybody in the village likes Jack because he is good at telling and ______ jokes.
A. turning up B. putting up C. making up D. showing up
答案为C
④作定语
动名词可作前置定语，表示所修饰的词的用途或目的，可用for改写；而现在分词作定语时，可用定语从句改写。
swimming pool waiting room walking stick
a sleeping car=a car for sleeping a sleeping child= a child who is sleeping
⑤作同位语
eg. That’s the queen’s full-time job, laying eggs. 这就是蚁后的专职工作--产卵。
2．动名词的逻辑主语
①人称代词做逻辑主语时应用所有格，即形容词性物主代词。
Eg. Do you minding my smoking here?
②逻辑主语是不定代词或指示代词时，很少用所有格，而用普通格。
Eg. He was awakened by someone knocking the door.
There’s no need for that being done.
③逻辑主语是名词时，用所有格，但是如果名词为无生命物体时，则用普通格。
Eg. Mary’s laughing made Tom angry.
There is no hoping of the factory making profit.
④在口语中，动名词如果不在句首，可以用名词普通格或人称代词宾格作逻辑主语。
Eg. 2005年安徽卷No.34
I really can’t understand _____ her like that.
A. you treat B. you to treat C. why treat D. you treating
3. 动名词的完成式、一般式被动和完成式被动。
Eg. After having finish his work, he went home.
He attended the meeting without being asked.
She never told me about her having been interviewed by the police.
Welcome to the unit---by Wesley xu
Teaching objectives:
1. To arouse students’ interest in the unit topic
2. To help students kwon more about cloning technology
3. To encourage students to participate in the discussion relevant to cloning
Teaching focus and difficulties:
1. Make sure that students can have the basic knowledge about cloning.
2. Make sure that each student can hold their ow ions towards cloning.
Teaching aids:
The multimedia
Brief teaching procedures:
Step1 Brainstorming
Summarize the whole text.
Step2 Lead-in
1. Questions:
Why is the word ‘versus’ used here?
Is there any conflict between science and nature?
2. Talk about the great inventions:
The invention of telephone
The invention of bulb
The invention of Mp3 and computers
3. talk about the great discovery----cell
Step3 Picture talking
1. What is so-called “clone”?
Clone means producing an exact copy of an animal or a plant from its own cells.
2. Talk about the latest creation in this part
The mule, the kitten, the five cloned pigs, the cloned money
4. Question:
From these pictures, can you identify the differences between the cloned animals and normal ones?
5. Talk about the famous cloned sheep----Dolly
A short article about Dolly’s birth.
Step 4 Further study about cloning
1. a short video about Dolly’s birth
2. learn sheep cloning, plant cloning, medicine cloning, man cloning through diagrams
Step 5 Discussion
1. What benefits do you think clone can bring to our human beings and the development of the society?
2. What disadvantages can clone bring to our human beings and the development of the society?
Step 6 Writing
1. enjoy a short funny video about a crazy professor and his cloing
2. Writing:
Suppose now you are writing an essay about man cloning. To start it like this:
Dear Editor,
Today our class had a heated discussion about whether we should clone a human baby…
Step 7 Homework
1. preview the reading part
2. do exercises in the Great English Class
★ Period 2, Unit 3 Reading(译林牛津版高一英语必修二教案教学设计)
★ 译林牛津模块2 Unit 1 词组(译林牛津版高一英语必修二教案教学设计)
★ （牛津译林版）初二英语8A Unit 1 Friends
★ Module 8 Unit 3 Grammar(译林牛津版高二英语选修八教案教学设计)
