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I. 漢英翻譯
1、發(fā)生……，結(jié)果…… 6、占有，占領(lǐng)
2、在世界的另一端 7、查詢，提出
3、對(duì)……樂觀 8、慶祝教師節(jié)
4、身體健康 9、由…組成構(gòu)成
5、自求之路 10、開始干某事
II單詞拼寫
1 .It was very (大方) of you to lend them your new car for their holiday.
2.T he man (威脅) the little girl with a knife.
3.He was (極度) angry at the news.
4.They set out for the (遠(yuǎn)征) to the south pole.
5.Afrer (畢業(yè))，he took a job as a typist.
6.When he woke up, he found some people (包圍)him.
7. (農(nóng)業(yè))has been playing an important role in our country. .
8.In the end , the city was taken (擁有)of by the Red Army.
9.Active (山水)may empty at any time.
10.There are a lot of (埋葬)grounds at the foot or middle of the hill.
III單項(xiàng)選擇
1.It will be two months Jane leaves school.
What will of her ?
She is going to be a teacher.
A. when, happen B. before, become
C. after, take place D. since, instead
2. I saw her, I was struck by her beauty.
A.When the first time B.During the first time
C.For the first time D.The first time
3.I was having my supper he called on me without any appointment made me unhappy.
A.before, as B.while, it C.as, that D.when, which
4.It was dark; we decided to for the nigt at a farmhouse.
A.put away B.put dowm C.put up D.put out
5.Hard work success while failure laziness.
A. leads up; lies to B. leads to; lies in
C. leads on; lies of D. lead down; lies by
6.I can guess you were in a hurry, you your sweater inside out.
A.would wear B.wore C.had worn D.are wearing
7.I had an accident a car and I was woozy hitting the car door.
A.of; by B.with; by C.with; from D.on; from
8.Mary, I didn’t recognize you at the party.
I my hair and sunglasses.
A.have cut ; wear B. had cut; was wearing
C.cut; put on D.was cuttimg; was putting on
for women seems men ,due to the tradition and the society.
A. twice difficult as B. as difficult as
C. twice as difficult as D. twice as difficult than
10.I can’t get the book on the top shelf, for it is my reach.
A. within B.beyond C.out D.from
11.Huang shan is famous its landscape and known a place of interest the world.
A.for; as ; to B.with;for; by C.to; for; wifh D.by; as; for
12.Girls one third of the total student population in our school, which 5678 students.
A.make of; is made up B.make up ; is made up of
C.make from; make up D.made into ;make up of
13.China has a population of 1.3 billion, _____are Han Nationality.
A. most of it B.two thirds of whom
C.70% of which D.mainly of them
14._____of the city lies a lake.
A.To east B.In east C.On east D.East
IV.課文填詞
1.It has often been_____that life is difficult as it is.
2.What has______her?
3.On November 12th the storm died______.
4.I couldn’t ______my left leg and my head was woozy from hitting the ground.
5.I did so______regret.
6.He lives in a town ______the east coast.
7.Hainan Island is ______the south of Guangdong province.
8.Henan province lies _____central china.
9.The ship hit a rock _____the west coast of the pacific.
The Key
I :
1.to become of 2.at the opposite end of the world
3.to be oppotimistic about 4.to be in good health
5.the way of self rescue 6.to take possession of
7.to refer fo 8.to celebrate Teachers’ day
9.to be made up of 10.turn to doing something
II
1.generous 2.threatened 3.extremely 4.expedition 5.graduation 6.surrounding 7.Agriculture 8.possession 9.volcanoes 10.burial
III
1--5BDDCB 6-10 DCBCB 11---14ACBD
IV:
1.said 2.become of 3.dowm 4.stand on 5.without 6.on 7.on 8.in 9.off
1. dress up
2. celebrate & congratulate
3. would & used to
4. as well as & as well
5. as much as
6. each time & time-clause
7. Earth Day
8. Day Off & Day On
9. the living and the dead
10. rather & fairly, quite, pretty, very 表示程度
11. April Fool's Day
12. play tricks on sb
13. take in
14. decorate
15. jealous & envy
16. grave & tomb
17. lunar calendar & solar calendar
Word Study
1. theme
⑴ a subject of a talk or piece of writing 題目；主題；話題
Stamp collecting was the theme of his talk.
⑵ an idea that is developed or repeated in the work of a writer or artist
主題,中心思想
2. dress up (Point 1)
⑴ put on one's best or special clothes穿上盛裝
All the family members dressed up for the party.
⑵ make sth or sb more attractive, as with clothing裝飾;使變得更具魅力
⑶ put on a costume for fun or clothes for a part in a play 化裝
Mary was dressed up to play Cinderella in her school play.
3. parade: an occasion when a group of people stand or walk in a
procession so that people can look at them 游行 ;行進(jìn)
there used to be a military parade in Red square on I May.
4. Ramadan: the ninth month of the year in the Moslem calendar 齋月
5. Arabic: of or relating to Arabia, the Arabs, their language, or their culture.
阿拉伯人的(尤指其語(yǔ)言或其文學(xué))
㈠ Arab: a member of an Arabic-speaking people; a member of a people
who lived originally in Arabia and who now live in many part of the
Middle East and North Africa 阿拉伯人
㈡ Arabia: a peninsula of southwest Asia between the Red Sea and the
Persian Gulf. Politically, it includes Saudi Arabia, Yemen, Oman, the
United Arab Emirates, Qatar, Bahrain, and Kuwait. Arabia has an
estimated one third of the world's oil reserves.阿拉伯半島
亞洲西南部的一個(gè)半島，位于紅海與波斯灣之間。政治上它包
括沙特阿拉伯、也門、阿曼、阿聯(lián)酋、卡塔爾、巴林及科威特。據(jù)估計(jì)，
阿拉伯半島擁有世界儲(chǔ)油量的三分之一
㈢ Arabian: of Arabia, esp the peninsula consisting Saudi Arabia and
several other countries 阿拉伯的, 阿拉伯人的
Arabian bird 鳳凰 Arabian jasmine 白茉莉
Arabian camel (阿拉伯產(chǎn)的)單峰駝
Arabian Nights《一千零一夜》(《天方夜譚》)
㈣ Arabic : the Semitic language or writing of the Arabs which is the main
language of North Arabia, the Middle East and Arabia 阿拉伯語(yǔ)
6. holy
⑴connected with God or with religion and therefore very special or sacred
神圣的；上帝的
the Holy Bible 圣經(jīng)
⑵ (used about a person) serving God; living according to a strict or
highly moral religious or spiritual system; pure; saintly 圣潔的
7. Easter: the Sunday in March or April when Christians celebrate Christ's
return to life 復(fù)活節(jié)
8. symbol
㈠ symbol
⑴ something that represents or suggests something else such as an idea
or quality 象征
The lion is often used as a symbol of courage.
The colour white is a symbol of purity.
In the picture the tree is the symbol of life and the snake the symbol of
evil.
⑵(for) a letter, sign or figure which expresses a sound, operation,
number, chemical substance, etc. 符號(hào)，記號(hào), 標(biāo)記
H2O is the chemical symbol for water.
In maths, x is the symbol for an unknown quantity.
The marks +、－、× and ÷ are symbols for add, subtract, multiply,
and divide.
㈡sign
⑴a standard mark, something which is seen and represents a
generally-known meaning; symbol 符號(hào)，記號(hào)
The signs for add, subtract, multiply and divide are +、－、×、÷.
A red flag was placed there as a sign of danger.
⑵a movement of the body intended to express a particular meaning or
command; signal 手勢(shì)，姿勢(shì)，信號(hào)
He nodded as sign of agreement.
She put her finger to her tips as a sign to be quiet.
He made a sign for me to follow him.
⑶ a notice giving information, warning, direction, etc. 標(biāo)志,標(biāo)記,告示
The sign by the road said ‘No Parking'.
⑷ (of) something that shows or points to the presence or likely future
existence of a particular condition, fact or quality 跡象;痕跡, 征兆
There are no signs of life about the house. 這房子沒有有人住的跡象。
She saw no sign that he would change his mind.
㈢signal: something intended to warn, command, or give a message,
such as a special sound of action; a indicator, such as a gesture or
colored light, that serves as a means of communication. 信號(hào),暗號(hào)
The railway signal showed that the train could pass.
Traffic signals tell drivers when to stop and go.
9. fighting: the occasion when people fight 戰(zhàn)斗, 打仗
10. conflict
⑴ a fight or argument 打斗; 爭(zhēng)執(zhí)
a hand -to-hand conflict 短兵相接 a bloody conflict 血戰(zhàn)
⑵ a difference between two or more ideas, wishes 沖突; 矛盾
conflict between the two countries 兩國(guó)間的沖突
conflict between religion and science 宗教與科學(xué)之間的沖突
11. argument
⑴ a disagreement esp one that is noisy; quarrel 爭(zhēng)論, 爭(zhēng)辯, 爭(zhēng)吵
The argument among the two parties was blown up by the press.夸大了
They were having an argument about whose turn it was to do the
cooking.
They got into an argument about politics.
⑵ (for, against) a reason given to support or disprove something
論據(jù); 理由; 理由
There are many arguments against smoking.
This argument, however, does not hold water.
The risk of heart disease is a powerful argument against smoking.
⑶ the use of reason to decide something or persuade someone
按理; 說(shuō)理; 辯論; 說(shuō)服
We must settle this by argument not by fighting.
⑷ a short account of the story or subject of a book, poem, etc; summary
(文學(xué)作品的)梗概; 概要; 指要; 主題
⑸ (idm) put forward an argument 提出論點(diǎn)
⑹ (idm) drive an argument / a point home: make one's point clear
把論點(diǎn)講透徹, 闡明觀點(diǎn)
He drove home his point by citing specific examples.
⑺ (idm) fall into an argument with 與...發(fā)生爭(zhēng)論
12. destruction
㈠ destruction: destroying or being destroyed摧毀；毀滅；毀壞
The fire caused the destruction of my books.
㈡ construction: building or being built 建設(shè)，建造
construction industry 建筑業(yè)
The new airport is still under construction
13. opinion
⑴ what a person thinks about sth. based on personal judgment rather
than actual facts 意見，看法， 主張
⑵ what people in general think about something 輿論
Public opinion is against him.
⑶ professional judgment or advice [專業(yè)性的] 鑒定，勸告，意見
You should get a second opinion from another doctor.
⑷ (idm) in one's opinion: as sb thinks; as information, experience lead
him to believe照某人的意見
In my opinion, he is not right.
14. major
⑴ great in size, importance, seriousness重大的; 主要的
the major part 主要部分 major subjects 主修(專業(yè))課程
major party (有競(jìng)選力量的)主要政黨
a major surgical operation 外科大手術(shù)
⑵ an officer of middle rank in the army 陸軍少校
15. probably
㈠ probably: almost (but not quite) certainly; according to what is likely;
most likely; presumably 很可能地；大概
㈡ possibly: perhaps; according what is possible 或許；也許
16. honour
⑴n something that gives pride or pleasure 光榮
It was a great honour to be asked to speak at the conference.
⑵ the respect from other people that a person, country gets because of
high standards of behaviour and moral character 崇敬
⑶ v to; show great respect for sb or sth or to give sb pride or pleasure
向...表示敬意
I am very honoured by the confidence you have shown in me.
⑷ to keep a promise to do sth履行諾言
17. ancestor
㈠ ancestor: a person in your family who lived a long time before you,
from whom you are descended; forebear 祖先
Mary's ancestor settled in our country a hundred years ago.
㈡ offspring: a child or children; the young of an animal后代
㈢ descendant: a person, an animal, or a plant whose descent can be
traced to a particular individual or group 子孫
18. principle
⑴ a basic general rule or truth about sth原則；主義
We believe in the principle of equal opportunity for everyone.
⑵a rule for good behaviour, based on what each person believes is right
行為準(zhǔn)則
a person of high moral principles
⑶ a law of science 原理/ 定律
The system works on the principle that heat rises.
19. unity: the situation in which people are untied or in agreement
聯(lián)合,團(tuán)結(jié), 統(tǒng)一
the unity of opposites 對(duì)立的統(tǒng)一
the unity of motive and effective 動(dòng)機(jī)和效果的統(tǒng)一
Unity is strength, unity is victory. 團(tuán)結(jié)就是力量, 團(tuán)結(jié)就是勝利。
20. community
⑴the group of people who live in a particular place, area or country
社會(huì), 社區(qū)
community welfare department 社會(huì)福利部
Recent increases in crime have disturbed the whole community.
⑵ a group of people who have sth in common 團(tuán)體，社團(tuán)，界
the Chinese community (紐約的)華僑（界）
the community of scholars 學(xué)術(shù)界
community antenna television (縮寫為CATV)共用天線電視
⑶ society as a whole; the public 大眾
He did it for the interests of the community. 為了公眾的利益才這么做
21. nation
⑴ a people who share common customs, origins, history, and frequently
language; a nationality 民族,
the Chinese nation 中華民族
⑵ a relatively large group of people organized under a single, usually
independent government; a country 國(guó)家
a most favoured nation 最惠國(guó) the United Nations 聯(lián)合國(guó)
22. purpose: an aim or a goal; an intention or plan; a person's reason for
an action
⑴ the reason for doing or meaning sth 目的；意圖
The main purpose of this meeting is to decide what we should do about the problem of noise.
⑵ having an aim or plan and acting according to it 有目標(biāo)
a good leader inspires people with a sense of purpose.
⑶ (idm) on purpose: not by accident; with a particular intention
故意；蓄意
I came a it early on purpose to see if I could help you.
23. creativity: the ability to make or produce new things, especially using
skill or imagination 創(chuàng)造力; 藝術(shù)創(chuàng)新
We want teaching that encourages children's creativity.
24. faith
⑴ firm belief; trust; complete confidence 信心；信念；信任
Children usually have faith in their parents.
I have faith in his ability.
We have faith in ourselves.
We should have faith in our Party and our government.
He has faith in my ability.
I have faith in you; I am sure you will do well.
He still has great talent, but he has lost faith in himself.
⑵ (loyalty to one's) word of; honour; promise (對(duì)承諾，諾言等的)信守
You must keep faith with him.
You cannot expect your friends to trust you if you do not keep faith with
them.
Don't break faith with him.
I kept faith with them.
I told her in all good faith that I would be there, but I wasn't able to go.
⑶ (in) belief and trust in God 對(duì)上帝的信仰
Had it not been for her great faith in God, she would have given up.
⑷ a system of religious belief; religion 宗教信仰
Faith can remove mountains.
The Christian faith
He is a member of the Catholic faith Islamic faith.
The ceremony was attended by representatives of the Christian and
Jewish faiths.
25. commercial
⑴ connected with buying and selling goods 商業(yè)的；商務(wù)的
commercial traveller 旅行推銷員
A commercial college teaches things that would be useful in business.
⑵ making a profit 獲得利潤(rùn)的；可獲利的
Oil has been found in commercial quantities. 發(fā)現(xiàn)大量有商業(yè)價(jià)值的石油
26. joy
⑴ a feeling of great happiness 歡樂, 喜悅, 快樂，樂事, 樂趣
We'd like to wish you joy and success in your life together.
⑵ a person or thing that gives ;you great pleasure 使人高興的人或事
That class is a joy to teach.
27. light
⑴ v make sth start to burn or shine（常與up連用）點(diǎn)火，點(diǎn)燃
Will you light the fire for me?
⑵ give light to sth so that you can see it dearly照亮；使光明
We lit the candle and the candle lit the room.
⑶to become bright with pleasure or excitement
（常與up連用）使容光煥發(fā),喜形于色
Her face lit up with joy when she saw her mother coming.
⑷ n the natural force that takes away darkness so that objects can be seen
光，光亮
The sun gives us light during the day.
He worked by the light of a candle / the moon.
⑸sth that produces light and allows other things to be seen , such as a
lamp or torch發(fā)光物；光源; 燈
⑹adj of little weight, not heavy 輕的，不重的
The basket is very light; I can easily pick it up.
28. similar
⑴ like or alike; of the same kind; almost but not exactly the same in
nature or appearance近似的； 類似的；相似的
⑵ exactly the same in shape but not size 相似的
similar triangles have equal angles
29. generation: the children or the parents or the grandparents
⑴ a period of time in which a human being can grow up and have a family,
about 25 or 30 years 代，一代（約25 - 30年）
Members of my family have lived in this house for generations.
⑵ all the members of a family of about the same age(一家庭中的)一代人
We belong to the same generation.
This family photo shows three generations: myself, my parents, and my
grandparents.
⑶ all people of about the same age 世代; 一代人, 同齡人
Most people of my father's generation have experienced war.
⑷ all the members of a developing class of things at a certain stage
同一時(shí)代的產(chǎn)物
second generation computers
⑸ the act of process of generating 產(chǎn)生， 生產(chǎn)
the generation of electricity by water-power
⑹ (idm) generation gap: the difference in ideas, feelings and interests
between older and younger people, esp. considered as causing lack of
understanding; a broad difference in values and attitudes between one
generation and another, especially between young people and their
parents 代溝，兩代人之間的隔閡
How can teachers help to bridge the generation gap between parents and their teenage children?
30. play a trick on sb: deceive sb for fun or profit開某人的玩笑；欺騙某人
Tom got very angry when the other boys played a trick on him and hid
his show when he was swimming.
Don't play tricks on me I want to know the truth.
31. salute
⑴a sign that a soldier, etc makes to show respect, by raising he hand to
the forehead軍禮（行舉手禮、鳴禮炮、降旗禮）
The soldier saluted his officer.
⑵ an action that shows respect for sb 致敬表示
The next programme is a salute to one of the world's greatest film stars.
⑶ v to show respect with a salute（常與to連用）向… 致意，向…致敬
The soldiers saluted as they marched past the general.
This is the day on which we salute those who died in the war.
32. kiss touch someone with your lips to show your love or to say hello or
goodbye; to touch or caress with the lips as an expression of
affection, greeting, respect, or amorousness 接吻
kiss her goodbye 和其他用語(yǔ)
⑴ to say goodbye to sb ⑵ to wave goodbye to sb
⑶ to nod goodbye to sb ⑷ to kiss sb goodbye
⑸ Goodbye till tomorrow! ⑹ Goodbye for today.
33. cheek: one of the two parts of your face that are on each side of your
nose and mouth and below your eyes; the fleshy part of either side of
the face below the eye and between the nose and ear臉頰；面頰
Her cheeks became red after she ran up the stairs to the six floor.
34. nod
⑴ to lower and raise the head quickly, as in agreement or
acknowledgment (he act of admitting or owning to something
承認(rèn)) 點(diǎn)頭, 表示同意或致意
⑵ to let the head fall forward when sleepy 打盹；短時(shí)的小睡
He nodded off on the train. 在火車上打瞌睡
35. celebration: the act or occasion of doing sth enjoyable because sth
good has happened or because it is a special day 慶祝, 慶典
36. reminder: sb or sth that makes you remember sth.提醒的人, 暗示
We received a reminder that we hadn't paid the electricity bill.
37. respect
⑴ v to admire or have a high opinion of sb or sth
(與of, for連用) 尊敬; 尊重
I respect his courage.敬佩他的勇氣
I'll respect your wishes. 尊重你的愿望
⑵ to show care for or pay attention to sb or sth; to show careful
consideration for 關(guān)心；注意；重視
We should respect other people's cultures and values.
I promise to respect your wishes.
⑶ n (for) the feeling that one admires someone or something very much
and that they or it should be treated well and honourably 尊敬; 尊重
They stood in silence for one minute as a mark of respect for the dead.
The young should show respect to those who are older
The students have great respect for their teachers.
⑷ (for) consideration or care 關(guān)心；考慮；顧慮； 重視
The secret police show little respect for human rights.
Electricity is dangerous and should be treated with respect.
⑸ a detail; particular point 細(xì)節(jié)；方面
In many respects the new version is less good than the old one.
38. Mexico: a country of south-central North America 墨西哥
39. skeleton: the structure formed by all the bones in a human or animal
body（人或動(dòng)物的）骨骼
a dinosaur skeleton in the Natural History Museum
40. gift
⑴ something which is given willingly; present 禮品；贈(zèng)品
Christmas gifts
⑵ (for) a natural ability to do something; talent 天賦，天資；才能
He has a gift for poetry.
a man of many gifts 多才多藝的人
gift of the gab 口才
⑶ v to present with a gift 贈(zèng)送禮物
41. cycle
⑴ v to ride a bicycle, motorcycle, or similar vehicle 騎車騎自行車等
He usually cycles to school.
Go cycling is a common way of talking about cycling for pleasure.
⑵ n a series of events, etc that happen repeatedly in the same order
循環(huán)；周而復(fù)始
the cycle of the season
the seemingly endless cycle of violence in this troubled part of the world
⑶ the period of time needed for this to be completed 周時(shí), 周年
the life cycle of insects
⑷ a bicycle, motorcycle, or similar vehicle.
自行車，摩托車自行車，摩托車，或者類似的交通工具
42. fool
⑴ n a person who is lacking in judgment or good sense 蠢人, 傻瓜; 白癡
I'm a fool, I left my coat on the train.
⑵ v to deceive; trick 愚弄；欺騙
He fooled me into giving him money.
You can't fool her; she's much too clever for that.
43. take in (Point 13)
⑴ to receive into one's home; provide lodgings for a person接待;留宿
He had nowhere to sleep so we offered to take him in.
⑵ to include 包含；包括
This is the total cost of the holiday, taking everything in.
When I go to New Year for meetings, I usually take in a movie.
⑶ to understand fully; grasp充分理解；掌握
It took me a long time to take in what you said.
⑷ to deceive 欺騙
Don't be taken in by his promise.
44. invitation: inviting or being invited 請(qǐng)?zhí)?；邀?qǐng)
We had three invitations to parties.
45. occasion
⑴ a particular time when sth happens特殊場(chǎng)合； 特殊時(shí)刻
a great occasion 盛大的場(chǎng)面
⑵ the suitable or right time for sth良機(jī)；機(jī)會(huì)
I shall tell her what I think if the occasion arises.
⑶ usage:
① You used occasion when you mean the time is right or suitable for sth.
I saw them at the funeral, but it was not a suitable occasion for discussing holiday plans.
② You use opportunityor chance when you mean that it is possible to
do something.
I was only in Paris for one day and I didn't get the opportunity /
chance to visit the Louvre. (巴黎的)盧佛爾宮
⑷ a special event, ceremony; a happening; an incident重大的事件；事故
II Language Points
1. dress up (Word 1)
⑴ put on one's best or special clothes穿上盛裝
All the family members dressed up for the party.
⑵ make sth or sb more attractive, as with clothing裝飾;使變得更具魅力
⑶ put on a costume for fun or clothes for a part in a play 化裝
Mary was dressed up to play Cinderella in her school play.
You don't need to dress up for this dinner.
I don't want to go to their wedding because I hate dressing up.
⑷ Notes:
① dress up 后接in表示“穿...服裝打扮”
I just love the fun of dressing up in ancient clothing.
② dress up 后接as表示“打扮成...”
The little girl dressed herself up as a angle. (天使)
③ be dress in “穿著...”
She is always dressed in white.
2. celebrate & congratulate
㈠celebrate: do sth special and enjoyable on an important day or because
of an important event 慶祝, 祝賀, 慶賀
The people celebrated the victory.
We celebrated Christmas with a tree and presents.
we had a party to celebrate Mother's silver wedding.
㈡congratulate: to express one's pleasure, praise, or admiration for sb
because of a happy event or sth. successfully done
恭喜；祝賀，向...祝賀
I congratulated my friend on her birthday.
Let me congratulate you on the birth of your daughter.
We all came up to congratulate on the winner.
I'm writing to congratulate you on your being awarded the first prize in
the contest.
I congratulate you on your great success.
3. would & used to
㈠would
⑴ used as the past form of 'will' when you report what sb says or thinks
They said that they would help us.
⑵ used with 'like' or 'love' as a way of asking or saying what sb wants
Would you like to come with us?
⑶ used for talking about things that often happened in the past 過去常常
When he was young he would often walk in these woods.
㈡used to
⑴ used to: habits or states that existed in the past but no longer exist
He used to be a teacher in our school.
His father used to play football very well when he was young.
⑵ be (get) used to: in the habit of sth or doing sth習(xí)慣于
She is used to the weather here.
He has got used to getting up early.
⑶ be used to do: passive voice
Coal is used to cook our food.
Steel is used to make a lot of things.
4. as well as & as well
㈠ as well as
⑴ equally excellent; no less than同樣好
You can't do it as well as I can.
⑵ in addition to; and also; besides和；及； 除...之外
He was my friend as well ;as my doctor.
The book tells about the author's life as well as about his writings.
㈡ as well (as sb or sth): too; also; in conjunction with sb or sth specified;
in addition to sth 還；也；此外還
She knows English and French as well.
When we asked them to stay for the weekend we didn't realise they
would be bringing a couple of dogs as well.
5. as much as
⑴ to the extent, degree, or quantity as 盡多，一樣多
Take as much as you like.
⑵ (or so much as) just the same as; almost; practically; really
等于；幾乎；實(shí)際上；真正地
By running away he as much as admitted that he had taken the money.
⑶ (or much as) even though; although 雖然；盡管
As much as I hate to do it, I must stay home and study tonight.
⑷ as much as, as well as, no more than, no less than, rather than, but,
with , along with, together with, like, besides, except, in addition
to和 “of +名詞”等,連接兩個(gè)并列主語(yǔ)時(shí),動(dòng)詞的單復(fù)數(shù)和第一個(gè)主
語(yǔ)保持一致.
Mary as well as her classmates has learned to drive a tractor.
My classmates as much as I are glad to hear that.
The teacher together with his students is going to visit the Great Wall
I rather than he am to blame.
No one except Xiao Wang and Xiao Li has been to Beijing.
He, like you and me, likes to play football.
The number of the students of our class is 50.
He, no less than you, is worthy of being praised.
His brother, no more than Jim, are to be answered for it.
6. each time & time-clause
⑴each time (every time) 每次
Each time I meet an Englishman, he starts off the conversation with
some comments on the weather.
Every time I travelled by boat, I got seasick.
⑵ by the time 到...時(shí)候
He had studied English for three years by the time he came to our
school.
The truck will have arrived by the time you have all the things packed
up.
⑶ the last time 在最后一次
The last time she saw Mr Brown, she was sitting on a sofa.
⑷ the first time 在第一次
The first time he spoke in public, he felt shy.
⑸ the second time 在第二次
The second time (that) we met, he replied to a lot of questions.
⑹ all the time 一直；始終
There were twelve of us, who never took a European meal all the time
we were in China.
⑺ at the time 在...時(shí)候
I told you at the time that I thought you were stupid.
⑻ from the time 自從...時(shí)候起
From the time the Red Army first came into being, its relationship with
people, in the words of Mao Zedong, was the relationship of fish and
water.
⑼ next time 在下一次...
Next time you come, you will see him.
⑽ the day 在那天
I saw them the day I left for Europe.
⑾ the week (that) 在...那周
We were there the week that it snowed so heavily.
7. Earth Day
Earth Day was first celebrated in 1970 to show international concern
for the environment. It is not, however, an official government holiday
in many countries.
8. Day Off & Day On: 休息日和奮斗日
To have “a day off” means to stay home from work for a day, usually
to relax. A “day on” means that although an American doesn't work that
day, they should do something serious to honour the man for whom the
holiday is given.
9. the living and the dead
某些形容詞前加 the 表示一類人，其意義為復(fù)數(shù)。 如： the poor,
the rich, the old, the young, the sick, the dead, the brave, the deaf and
dumb, the oppressed, the injured, the wounded, the unemployed 等。
The old are taken good care of.
The rich get richer and the poor get poorer in many countries.
10. rather & fairly, quite, pretty, very 表示程度
fairly good = 60 points very good = 100 points
rather (pretty, quite) good = 80 points or so
㈢ Note:
⑴ 只有rather能接比較級(jí)和too, 其余三個(gè)不能
rather warmer, rather too sure
I can't make a decision now, I need rather more time to think it over.
稍多
⑵quite 和 rather 可用在冠詞前，也可和動(dòng)詞連用，其余兩個(gè)不能
quite a good film, rather a good idea,
Rather the impression I wanted to give you.
I quite like her.
I rather enjoy doing nothing.
⑶ quite, fairly 和 rather也可放在a(n)之后，只有名詞前有形容詞時(shí)，才這
樣用
a quite good film, a fairly interesting lecture, a rather good idea
⑷ quite可與絕對(duì)形容詞連用，其他三個(gè)不能
quite right, quite completely, quite perfect, quite absolutely, quite
mistaken, quite round
11. April Fool's Day: April Fool's Day is traditionally a day to play practical
jokes on others, send people on fool's errands, and fool the
unsuspecting. No one knows how this holiday began , it was thought to
have originated in France.
12. play tricks on sb(Word 30)
deceive sb for fun or profit開某人的玩笑；欺騙某人
Tom got very angry when the other boys played a trick on him and hid
his show when he was swimming.
Don't play tricks on me I want to know the truth.
13. take in (Word 43)
⑴ to deceive; cheat; fool 欺騙;愚弄
Don't be taken in by his promise.
Many a person has been taken in by that trick.
⑵ to understand fully; grasp充分理解；掌握
He needs some time to take the situation in.
It took me a long time to take in what you said.
⑶ to receive into one's home; provide lodgings for a person接待;留宿
Now that his parents are dead, who will take athe boy in?
He had nowhere to sleep so we offered to take him in.
⑷to include 包含；包括
This is the total cost of the holiday, taking everything in.
When I go to New Year for meetings, I usually take in a movie.
14. decorate
⑴to add sth in order to make a thing more attractive to look at裝飾；點(diǎn)綴
We usually decorate the main streets with flags on holidays.
Decorate the cake with cherries and nuts.
⑵ to put paint and wallpaper onto walls, ceilings and doors in a room or
building 油漆；粉刷
I think it's about time we decorated the living-room.
15. jealous & envy
㈠ jealous
⑴ feeling upset because you think that sb loves another person more than
you 吃醋
Tom seems to be jealous whenever Mary speaks to another boy!
⑵ feeling angry or sad because you want to be like sb else or because
you want what sb else has 嫉妒
He is jealous of their success.
⑶ wanting to keep what one has; envious （常與of連用）妒羨的；羨慕的
She is jealous of our success.
I was jealous of Sarah when she got her new bicycle.
I was very jealous of Sarah's new bicycle.
㈡ envy
⑴ n. (at, of, towards) the feeling you have towards sb. when you wish that
you had their qualities or possession 羨慕; 妒嫉
They are full of green of envy when they saw my new car.
Their beautiful garden is the envy of all the neighbours.
He was filled with envy at my success.
His success is the envy of us all.
⑵ v. feel envy towards sb. because of sth. 羨慕; ；妒嫉
I envy your ability to work so fast.
I don't envy you your journey in this bad weather.
I envy you your health.
I envy him his experience.
They envy him his success.
The award made him envy you and he is no longer your friend.
16. grave & tomb
㈠grave
⑴ the place in the ground where a dead person is buried 墳?zāi)?，墓?/p>
He put some flowers on the grave.
⑵ death 死亡
Is there life beyond grave?
㈡ tomb
⑴a place where a body is buried, often one with a large decorated stone
above 墳?zāi)?/p>
the Ming Tombs reservoir
⑵a monument commemorating the dead 墓碑
17. lunar calendar & solar calendar
㈠ calendar
⑴ a list that shows the days, weeks and months of a particular year
日歷, 月歷, 年歷
tree ring calendar 年輪歷
A calendar is often hung on a wall and may have a separate page for
each month, sometimes with a picture or photograph.
⑵ a system for dividing time into fixed periods and for marking the
beginning and end of a year 歷法
the Muslim calendar
From January 1st to February 1st is one calendar month.
⑶ a list of dates and events in a year that are important in a particular
area of activity 全年大事表;一覽表；記錄表
school calendar, academic calendar 校歷
㈡ lunar: of, for, or to the moon; be connected with the moon；
involving, caused by, or affecting the moon 月球的
㈢solar: of or from the sun; relating to, or proceeding from the sun
太陽(yáng)的
1. explain to sb. sth.=explain sth. to sb. 向某人解釋某事
5. lie to 位于……
7. on your father’s side 父系的,你父親的血統(tǒng)
16. have a natural deep harbor 擁有天然的深水港
17. a very beautiful natural landscape 自然風(fēng)光優(yōu)美
20. take possession of 擁有……
21. settle mainly on the North Island 主要在北島定居
23. sign an agreement with 同……達(dá)成協(xié)議
27. be native to 原產(chǎn)于……
41. attract tourists from all over the world 吸引世界各地的游客
5. use electric pumps in irrigation 使用電泵灌溉
7. increase agricultural production 增加農(nóng)業(yè)產(chǎn)量
8. control…with computers 用計(jì)算機(jī)控制……..
16. from generation to generation 一代又一代
19. as…as possible 盡可能……
35. the condition of the soil 土壤的條件
41. change into 把…改變?yōu)椤?.
48. be a practical guide to…. 實(shí)用的….指南
49. plant wheat close together 密植小麥
13. act the role of 起…….作用,扮演….的角色
21. date back to/from 追溯到---
22. have --- in common 與-有共同之處/共用
23. intend to 打算做……
30. entertain the audience with 用……逗樂觀眾
33. quarrel over small matters 爭(zhēng)論小事
34. be on good terms with 同某人關(guān)系好
35. in the other direction 在另一個(gè)方向
39. be angry with sb. for sth. 因某事生某人的氣
2. express one’s thoughts and opinions 表達(dá)某人的思想和意見
4. thanks for 感謝……
5. help sb. with sth. 幫助某人做……
7. communicate with 與……交際 …
8. from culture to culture 從一種文化到另一種文化
10. learn about 打聽…
13. be used to do 被用來(lái)做……
14. vary from culture to culture 因文化的不同而不同
17. look directly into someone’s eyes 直視
18. rest one’s head on the back of one’s hand 把頭靠在手背上
19. get through difficult situations 擺脫困境
26. get into contact with sb. 與某人取得聯(lián)系
29. lose/break contact with 與……失去聯(lián)系
32. give sb. a hand--do sb. a favor 幫助
33. manage to do=succeed in doing sth. 努力且成功的做某事
35. carry a very heavy suitcase 提著很重的手提箱
37. vary from culture to culture 文化與文化不同
38. look directly into one’s eyes 直視某人的眼睛
39. make a circle with one’s thumb and index finger拇指與食指做成圓形
41. have opposite meaning 有相反的意思
44. greet with a kiss on the cheek 以輕吻面頰歡迎
45. press one’s palm together 緊緊的握手
46. rest one’s head on the back of one’s hand 把手靠在手背上
47. move the hand in circles over the stomach 用手在肚子上畫圈
49. find friends in a world of strangers 在一群陌生人中找到朋友
51. express almost any emotion 表達(dá)幾乎任何一種感情
53. smile at oneself in the mirror 在鏡子中對(duì)自己微笑
54. see the smiling face of a good friend 看到好朋友的笑臉
10. become popular around the world 在世界上受歡迎
She said, “ They are using PSAs to educate people.”
She said that they were using PSAs to educate people.
“ We must not give up in the face of pressure.” she said.
She encouraged us not to give up in the face of pressure.
Step 2 Direct speech and reported speech (直接引語(yǔ)和間接引語(yǔ))
He said, ‘I will go to school tomorrow.’
He said that he will go to the school the next day.
She said to me , ‘I am going to London with my father.’
She told me that she was going to London with his father.
She said, “Do you often come here for a visit.”
She asked if I often went there for a visit.
人稱變化：
①He said, “I have been to Japan.”
He said that ___ had been to Japan.
②She said, “I'll give you an exam tomorrow.”
She told us that ______ would give ____ an exam tomorrow.
③She asked me, “When do they have their dinner?”
She asked me when _____ had _____ dinner.
She said. ”I have lost a pen.“→
She said. ”We hope so.“ →
She said. ”He will go to see his friend?！啊?/p>
注意：①The geography teacher said, “The sun rises in the east and sets in the west.”
→
②“I’ll never forget the days in the country.”
③My father said to me, “I read the book in 1986.”
→
④He said to me, “I have taught English since I came here.”
→
代詞 this→ 地點(diǎn)狀語(yǔ) here→
狀
語(yǔ) now→ bring→
today→
this week→
yesterday→
last week(month)→
Three day (month) ago→
tomorrow→
next week(month)→
1. ‘I will come and see you again this evening, Tom.’ he said.
2. ‘I will come here again today,’ she said.
The doctor said to the patient, ‘You will have to wait till 3 pm tomorrow.’
1. “I never eat meat.” he said.
He said that ______ never ______ meat.
2. “I’ve found my wallet.” he said to me.
He ______ me that he ______ ______ ______ wallet.
3. “I took it home with me.” she said.
She said that ______ ______ _______ it home with her.
4. The teacher said, “The sun rises in the east and goes down in the west.”
The teacher said that the sun ______ in the east and ______ down in the west.
5. “I met her yesterday.” he said to me.
He ______ me that he ______ met the day ______.
6. “You must come here before five.” he said.
He said that I ______ to go ______ before five.
7. “I bought the house 10 years ago.” he said.
He said that he _______ bought the house 10 years _______.
He said, “I came to see you.”
Tom said, “Do you have any difficulty with English?”
He said, “You are interested in English, aren't you?”
He asked, “Do you speak English or Chinese?”
I asked, “Will you take bus or on foot?”
He said to me，“Where are you from?”
He asked us, “How many factories are there in your country?”
①She said to us, “Please have a break.”
②The teacher said, “Don't smoke in the classroom.”
③The officer said, “Go out!”
She said, “What a lovely day it is.”
1. Our teacher asked us _____ our dictionaries to school.
A. bring B. brought C. bring D. to bring
2. The teacher told the boy students ______ football on the grass.
A. not play B. not to play C. played D. playing
3. Betty asked her sister ____ to the railway station to see her off.
A. not to come B. not to go C. to not come D. to not go
4. The pupil asked his teacher _____ round the earth.
A. whether the moon goes B. that the moon went
C. whether the moon goes D. whether the moon went
5. She asked him ____.
A. whose dictionary this isB. whose dictionary that was
C. whose dictionary is this D. whose dictionary that is
6. Mary’s mother asked her _____.
A. that whether she had finished her homework
B. if she has finished her homework
C. if she had finished her homework
D. that if she had finished her homework
7. Do you know ____?
A. what is he doing B. what he doing
C. what he is doing D. what does he do now
8. I don’t know ____ to learn English.
A. when did he begin B. when he began
C. he when began D. when he begins
9. You can’t imagine ____ when they received these nice Spring Festival presents.
A. how excited they were B. how excited were they
C. how they were excited D. they were how excited
10. Do you remember how many times ____ to Australia?
C. have you beenD. you have been
11. The boss asked his secretary ____ ____he had finished typing the report .
C. whether; or not D. whether; not
12. I wonder how much _____.
A. does he spend on his car B. did he spend on his car
C. he spent on his car D. he spent in his car
Subject: English Grade One, Class Six Class Time :Monday, August 23,
Revision(Unit13-17)
------- Focusing on the key phrases and structures
Teaching goals
1. Help students strengthen what they have learnt in the past half term
2. Make them relaxed fully in order that they can deal with the coming exam at their best.
3. Make them have a further understanding about some key structures.
Teaching important points
1.How to motivate our students when they are playing the games
2.How to help them to keep the key phrases and structures by heart efficiently.
Teaching difficult points
1. How to keep the activities well organized and how to clarify some complicated structures.
2. How to give the instructions simply and clearly
Class Type
I am making for a new way to review language knowledge more efficiently
Teaching methods
1. Communicative teaching methods
2. Integrate competitions into the process of reviewing
3. Group work.
4. Induce students to analyze some key structures
5. Strengthen the teaching effects by giving them great encouragement.
Teaching aids
Papers, blackboard, slide projector
Homework
Prepare themselves for the coming examination
Summary after Class
The goals made before class have been reached quite well. The students took part in the games actively. They are quite pleased to accept this way of teaching.. However, the amount of knowledge they have really learnt by heart is a little less than we have anticipated beforehand . So we have to admit the fact that it is rather difficult to combine the communicative teaching ways with the current teaching conditions, in which we have such a large class including fifty-six students or so and the great pressure coming from the miscellaneous examinations.
Teaching procedure
Step 1 A competition for key phrases(10 minutes)
T: Good morning, boys and girls .Have you prepared well for the coming exam? Do you feel a little nervous about that ? Now let’s relax ourselves together. We will have a competition. We have four unknown slides. They are slide A, slide B, slide C, and slide D. Each slide has six phrases in Chinese on itself. In our class we have four groups. Every group can get a slide by drawing lots(抽簽).In the end , we will see which group can translate all of these phrases into English correctly., Ok , now every group will send a student out to choose your slide.
Group 4 : (A)junk food, ought to , plenty of , keep up with , make a choice, now and then
Group 1: (B)dress up, in one’s opinion, play a joke on sb., take in, call on, bring back
Group 3: (C)pay off, at most, act out, a great deal of , a number of , pick out
Group 2: (D)around the corner, come to terms with, die down, day and night, take possession of, make up
T: Good job. You have finished it very well except for only one mistake. Group 3 have mixed up two phrases.
We should pay attention to the answer to NO.4 in the slide C, The right answer should be ”a number of”. And the answer to NO.5 in the slide C should be “a great deal of ”. Let’ look at another slide.
T: Group1, Group2, Group4 each have got 10 points. Congratulations! Group 3 has got 5 points. Try harder, guys.
Step 2 Design a form about those modal verbs which are used to express possibility.(18minutes)
T: Our competition will continue. We have learnt that “must , can/could, may/might “can be used to express possibility.
Can you try designing a form to make it clear how to use them in different sentence styles and different tenses. Group members should work together to get the best one in your group. Give you ten minutes to prepare for it.
T: Ok, the time is up. You can’t change it any more. Different groups can exchange your forms, and let’ s compare them with each other. Oh, which do you think is the best one?
Ss: We have agreed on the form made by group 3 .
T: Let’s have a look at it with the projector.
Modal verbs to Tenses
express guess or possibility Present
Or
Future
Present continuous Past
Or
perfect
Positive
sentences must:: very sure, certain
may
might perhaps, maybe
could possible
Modal
verb
+do/be
Modal verb
+be doing
Modal verb
+have done
Negative
sentences Can’t very sure
Couldn’t it is impossible
May not perhaps
Might not not
Question
sentences
Can/could
T: Well done. Your group deserve another ten points and the other three groups each have got five points
Pay attention to two points: (1)“mustn’t” means “You shouldn’t do it”, or “you are forbidden to do something.”. If you want to express you are sure that something is impossible, you should use “ can’t or couldn’t” to say that.(2)Look at the following examples.
a. He must be a student, isn’t he?
b. He must have finished it, hasn’t he?
c. He must have done it yesterday, didn’t he?
If we write the first part of each sentence without “must”, we’ll get three sentences like these.
a’. He is a student b’. He has finished it. c. He did it yesterday.
We got the second part of a, b, c from the sentences a’,b’,c’. Actually, we don’t try to guess any more in the second part of Sentence a, b, c.
Step 3 A game named “single or plural”(15mintues)
T: The following game is still played among groups. The knowledge you will use in this game is Subject-verb agreement.
T:(facing the group 1) Let’ s take Group 1 as an example. I have some phrases for your group members which can be used as subjects. As soon as I tell you one, you should tell me whether its predicate verb is single or plural. I will tell you my phrases one by one and you guys give me your answers one by one. You must do it as quickly as possible because you have only three minutes. Within three minutes, the group who has got the most correct answers is the winner Let’s have a try.
T: physics
S1: single
T: a library together with books
S2: single
T: not only the teacher but also the students
S: plural
… … …
… … …
T: Do you know the rule of the game , S10? Can you tell us something about it?
S10: Yes.I think every student has a chance to take part in the game. It’s very exciting.
T: Quite right. Remember only your first answer makes sense. Anyone can not answer it twice in the same round.
T: When one student is telling his answer, others should keep quiet. Let’ s start our game from group 4.
(maths, the number of students , a number of students, everything, both A and B, half of the food, half of the students, fifty percent of the population, ten pounds, works, every possible means , a clerk and secretary, every boy and every girl, more than one , many a , the pair of glasses, the glasses, bread and butter, the United States, cattle …)
T: Ok, the game is over. Group1 has got 15 points ,.Group 2 has gained 17 points. Group 3 has got 21points. Group 4 has scored 14 points.
Step 4 Summary(1minutes)
Let’s look at our score board
Group 1 Group 2 Group 3 Group 4
30 32 36 29
T: Congratulations. Group 3 win the game at last.
Step 2 Homework(1minutes)
I will assign you nothing for homework. Just remember to prepare yourself for the coming examination. Keep yourself in a high spirit and never forget to relax yourself now and then.
提問是閱讀教學(xué)中使用得最頻繁的教法之一。目前語(yǔ)文教學(xué)中已形成眾多流派,不管哪一派都離不開設(shè)計(jì) 問題、提出問題、運(yùn)用問題,開啟學(xué)生心智,引導(dǎo)學(xué)生理解課文。那么究竟應(yīng)該如何提問呢?本人認(rèn)為,要研 究閱讀教學(xué)如何提問,首先要探討何以要提問。
作為一種教法,提問是師生課堂會(huì)話的方式。提問是一種言語(yǔ)行為,屬“語(yǔ)用”范疇,提問時(shí)使用的問句 屬“語(yǔ)形”范疇,而問句中包含的問題屬“語(yǔ)義”范疇。
二十世紀(jì)科學(xué)哲學(xué)的一個(gè)重要成果,是發(fā)現(xiàn)智力活動(dòng)的起點(diǎn)在發(fā)現(xiàn)和提出問題。英國(guó)科學(xué)家波普爾科學(xué)發(fā) 現(xiàn)的模式就是:“問題(1 )--假設(shè)(猜測(cè))--驗(yàn)證--問題(2)”。因此, 問題也是教師啟發(fā)學(xué)生, 打開思路,開發(fā)智力的鑰匙。布魯納的“發(fā)現(xiàn)法”,第一步設(shè)卡,即讓學(xué)生認(rèn)識(shí)上產(chǎn)生矛盾,發(fā)現(xiàn)問題;第二 步設(shè)法,就是讓學(xué)生運(yùn)用已有知識(shí)框架或認(rèn)識(shí)結(jié)構(gòu),在教師點(diǎn)拔下試作解答;第三步驗(yàn)證,如果解答正確,也 即動(dòng)用舊框架同化了新信息,進(jìn)一步豐富了已有的框架,如果錯(cuò)了則幫助學(xué)生調(diào)整或轉(zhuǎn)換舊框架,形成新框架 ;第四步小結(jié),即反饋、總結(jié)。認(rèn)識(shí)心理學(xué)中的“SQ4R閱讀方法”,首先是預(yù)習(xí)或概觀,在此基礎(chǔ)上即是“提 問”,然后精讀(閱讀、思考),最后是復(fù)述和復(fù)習(xí),以加深記憶;其主要特征就在于提出問題、回答問題, 對(duì)教材進(jìn)行細(xì)致、深化的加工。
閱讀理解有不同層次。章熊先生分為:(1 )復(fù)述性理解(著眼于表層信息,側(cè)重記憶);(2)解釋性理 解(通過信息加工, 由表及里、由此及彼,轉(zhuǎn)化為自己的認(rèn)識(shí));(3 )評(píng)價(jià)性理解(對(duì)文章價(jià)值作用評(píng)價(jià)) ;(4)創(chuàng)造性理解(超越本文,探索新問題,提出新見解)。按章先生的意見,四個(gè)層次由低到高排列,而中 學(xué)階段的閱讀理解應(yīng)以一、二兩項(xiàng)為本(注:《特級(jí)教師--專家學(xué)者之選》。)。理解的層次不同,問題的 層面和提問方法也會(huì)有所不同。例如,在低年級(jí)使用的談話法適用于復(fù)述性理解,提出反常問題,克服學(xué)生思 維定勢(shì)使用于創(chuàng)造性理解。本人認(rèn)為,狹義的理解應(yīng)指“解釋性理解”,是實(shí)現(xiàn)閱讀目標(biāo)的關(guān)鍵,也是閱讀智 力活動(dòng)的核心,想象、欣賞、評(píng)價(jià)、記憶、創(chuàng)造、應(yīng)用都以此為基礎(chǔ)。
西方解釋學(xué)是關(guān)于文本意義的解釋和理解的一種理論與方法或哲學(xué),有助于探討“解釋性理解”的本質(zhì)。 解釋學(xué)認(rèn)為,閱讀是讀者和本文的對(duì)話、交流。伽達(dá)默爾說(shuō):“使留傳下來(lái)的本文成為解釋的對(duì)象,就意味著 它向解釋者提出問題,……理解本文也就是理解這個(gè)問題”;而“問題的重建變成了我們自己的提問,這種重 建可以把本文意義理解為其回答”,“我們這些努力要求理解的人,必須通過自己讓本文講話”(注:《哲學(xué) 譯叢》1986年第三期。)。作為接受者總是以提問者身份出現(xiàn),而作為本文則以對(duì)答者身份出現(xiàn),雙方建立起 問答的伙伴關(guān)系;而理解就是通過對(duì)話、問答而達(dá)到“視界融合”的過程。所謂視界是一個(gè)從已有知識(shí)框架出 發(fā)所能理解的可能范圍,讀者不斷從自己已有視界出發(fā),進(jìn)入本文的視界,形成一個(gè)既非自己也非本文的新視 界,具有新的可能性。達(dá)到理解的標(biāo)準(zhǔn)就是解釋學(xué)家所說(shuō)的“解釋學(xué)循環(huán)”--整體只有通過理解它的部分才 能得到理解,而對(duì)部分的理解又只能通過對(duì)整體的理解?！敖忉寣W(xué)循環(huán)”有兩層意思:
(一)古典解釋學(xué)認(rèn)為,作品自身作為整體包括意義、風(fēng)格、結(jié)構(gòu)等,作品的各部分諸如章節(jié)、詞句等, 必須放在這個(gè)整體中才獲得理解與意義;而作品相對(duì)于產(chǎn)生它的整個(gè)歷史文化背景而言,又是這一文化背景的 部分,作品必須放在這一歷史文化背景的整體關(guān)系中才能得到理解。對(duì)這一層次的“解釋學(xué)循環(huán)”,錢鐘書先 生表述得最為清楚:“乾嘉‘樸學(xué)’教人,必知字之詁,然后識(shí)句之意,而后通全篇之義,進(jìn)而窺全書之指。 雖然,是特一邊耳,亦祗初桄耳。復(fù)須解全篇之義乃至全書之指(“志”),庶得以定某句之意(“詞”), 解全句之意,庶得以定某字之詁(“文”),或并須曉會(huì)作者立言之宗尚,當(dāng)時(shí)流行之文風(fēng),以及修詞異宜之 著述體裁,方概知全篇或全書之指歸。積小以明大,而又舉大以貫小,推末以至本,而又探本以窮末;交互往 復(fù),庶幾乎義解圓足而免于偏枯,所謂‘闡釋之循環(huán)’者是矣。”(注:錢鍾書《管錐篇》第一冊(cè),中華書局 出版。)
(二)當(dāng)代解釋學(xué)認(rèn)為,更重要的是解釋者的前理解(已有知識(shí)框架)形成的視野(整體)與作品(部分 )的關(guān)系。讀者已有的知識(shí)框架是向本文敞開的傾向性,在已有框架引導(dǎo)下進(jìn)行理解活動(dòng),同時(shí)也在理解活動(dòng) 中受到檢驗(yàn)、調(diào)整、修正,使本文的意義顯現(xiàn)出來(lái),因此理解決不是消極地復(fù)制本文,而是一種“生產(chǎn)性”、 “構(gòu)成性”的努力。伽達(dá)默爾認(rèn)為,理解永遠(yuǎn)是由整體(讀者的前理解)運(yùn)動(dòng)到部分(作品),又回到整體( 讀者所達(dá)到的新的理解)的理解。而所有部分與整體的和諧狀態(tài)便是正確理解的標(biāo)準(zhǔn)。
根據(jù)當(dāng)代認(rèn)知科學(xué)研究成果,閱讀理解同時(shí)存在兩種信息加工方式:資料驅(qū)策加工和概念驅(qū)策加工(注: J.R.安德森《認(rèn)知心理學(xué)》,吉林教育出版社出版。)。“資料驅(qū)策加工”是對(duì)來(lái)自本文的信息加工,本文從 低到高有如下分析平面:語(yǔ)音平面、書寫平面、詞匯語(yǔ)義平面、句法平面、語(yǔ)篇平面和語(yǔ)篇所指平面。對(duì)本文 各平面從高到低,從低到高的加工相當(dāng)于“解釋學(xué)循環(huán)”的第一層意思。可是讀者的心智并不是一張“白紙” ,本文僅僅是信息的一個(gè)來(lái)源,其它信息還來(lái)源于讀者頭腦中已有的知識(shí),一個(gè)人對(duì)有關(guān)本文的知識(shí)越多,理 解效果越好,就能以最短時(shí)間、最少努力,有選擇地使用最有成效的線索探索文章語(yǔ)義和句法制約關(guān)系,從本 文中構(gòu)造出意義,這種加工方式稱為“概念驅(qū)策加工”。讀者頭腦中已有的知識(shí)相當(dāng)于解釋學(xué)家說(shuō)的“前理解 ”,因此這種加工方式也相當(dāng)于“解釋學(xué)循環(huán)”的第二層意思。任何認(rèn)識(shí)的發(fā)生、發(fā)展都是認(rèn)識(shí)的外源因素和 認(rèn)識(shí)的內(nèi)源因素雙向作用的結(jié)果,閱讀也是雙向建構(gòu),閱讀理解要達(dá)到兩個(gè)平衡:作為客觀的本文的整體和部 分的協(xié)調(diào),作為主體認(rèn)知框架的平衡。
閱讀教學(xué)中,教師的主導(dǎo)作用在于通過提問,引導(dǎo)學(xué)生達(dá)到“解釋性理解”,起導(dǎo)讀作用。這就要遵循“ 解釋學(xué)循環(huán)”的原則,啟發(fā)學(xué)生同時(shí)進(jìn)行兩種方式的信息加工,提高理解水平,培養(yǎng)遷移能力。
以上主要從解釋學(xué)維度討論了何以要提問,閱讀教學(xué)中如何提問就有了根據(jù)。
課堂提問的組成是階梯式的:最高層次是“課”,其次是“課段”,再次是“回合”(一次問和答),最 低層次是“話步”(教師的“問”和學(xué)生的“答”)。
我們先討論“回合”。教師和學(xué)生的對(duì)話并沒有信息溝,教師提問并不是要從學(xué)生那里獲得信息,而是要 啟發(fā)學(xué)生獲得信息或檢查學(xué)生是否已獲得信息。一般會(huì)話結(jié)構(gòu)是兩話步:一種是A(問)--B(答),A(再問 )--B(再答);一種是A(問)--B(答),B(問)--A(答)。而課堂會(huì)話結(jié)構(gòu)是三話步:T(教師問 )--S(學(xué)生答)--T(教師評(píng)價(jià)小結(jié))。第三話步是信息的反饋, 即使有學(xué)生能作出正確回答,但不等于 所有學(xué)生都能回答,應(yīng)重復(fù)學(xué)生的回答以面向全體學(xué)生。
由回合到課段,提問有一個(gè)開始到結(jié)束的框架,每次提問都有一個(gè)焦點(diǎn),如何組織一個(gè)課段的提問呢?遵 循“解釋學(xué)循環(huán)”的原則,大致有兩種方式。
(一)由淺入深,由表及里。
1、由表層到深層,由具體到抽象。于漪老師《七根火柴》第21 節(jié)的提問設(shè)計(jì)是:(1)無(wú)名戰(zhàn)士留給人間 的最后話語(yǔ)是什么?(2)無(wú)名戰(zhàn)士留給人間的最后動(dòng)作是什么?(這兩個(gè)是表層問題。)(3 )這些言行顯示 了他怎樣的心靈、怎樣的精神?(4)和一般人相比, 他的偉大之處是什么?(這兩個(gè)是深層問題。)《截肢 和輸血》第1 節(jié)提問:(1)白求恩同志是在怎樣的氣候下趕路的?(冷)(2)作者怎樣描寫冷?(這兩個(gè)是 具體的問題)(3)作者著力描寫氣候寒冷的用意是什么?(這個(gè)問題較抽象。)
2、層層深入。如錢夢(mèng)龍老師《捕蛇者說(shuō)》第1節(jié)的提問:(1 )這種蛇特別,文中用了哪一個(gè)字?(“異 ”)(2)“異”在哪里? (歸納為:色、毒、用)(3)作者突出了哪一個(gè)?(“毒”)(4)為什么?(陪 襯賦斂之毒)(5)為什么永州人民還“爭(zhēng)奔走焉”? (將捕蛇和納稅聯(lián)在一起)后一問句的焦點(diǎn)以上一問句 提供的新信息為依托,層層遞進(jìn)。
(二)整體--部分--整體。
本人在教《白楊禮贊》第7節(jié)的提問設(shè)計(jì)是:(1)上一節(jié)從外形上寫白楊樹不平凡,本節(jié)從哪一方面贊美 白楊樹的不平凡呢?(內(nèi)在氣質(zhì))(2)作者調(diào)動(dòng)哪些手段贊美白楊樹的內(nèi)在氣質(zhì)?(排比、比喻、擬人、對(duì)比 、欲揚(yáng)先抑)(3)“偉丈夫”和“好女子”對(duì)比, 這個(gè)“好”是什么含義?(美麗)(4)為什么要用這樣的 對(duì)比和隱喻? (突出其壯美,并由贊美樹過渡到贊美人)(5 )作者用什么手法進(jìn)而揭示其象征意義?(反問 排比句)(6)這幾個(gè)排比句之間有什么聯(lián)系? (由外到內(nèi),層層深入)(7)四個(gè)反問句句式上有什么變化,
怎樣逐步深化點(diǎn)出象征意義?(略)(8)這一節(jié)在全文起什么作用? (贊美的高潮所在,精華所在)。
在組織課段提問時(shí),要防止孤立式的提問。一位新教師教讀《挖薺菜》第2節(jié)提了三個(gè)問題:(1)“饞” 是什么意思?(2 )饞到什么程度? (3)餓到什么程度?關(guān)鍵要問:為什么要寫?zhàn)?突出餓)和寫“餓”反 映了什么,才能由表及里。
在課堂上,提問的展示由“回合”到“課段”,再到“課”;可是教師在設(shè)計(jì)提問時(shí)是從“課”到“課段
Period 1 Warming up & Listening
Type of lesson: warming up & Listening
Teaching aims：
1. Help the Ss talk about archaeological discoveries and describe the life of people in China during the periods of the Stone Age, the Bronze age, Han Dynasty and Tang Dynasty.
2. By listening to the material on Page 74, students can know what the tool looks like, what its use is and so on and by practice, students can master the ways to get the main idea of the passage and some important or useful details.
Teaching focus: Train Ss’ listening ability.
Teaching aids: tape recorder, worksheet & computer
*********************************************************************
Teaching Procedures:
I. Warming up
Step 1. Ask the students some questions and show them some pictures of archaeological discoveries. Introduce the words “archaeology, archaeologist.”
1) T: China is a country with an ancient civilization. It has a long history and brilliant culture. In which ways can we learn about its history and culture? (Archaeology)
2) What can archaeological discoveries bring us?
Step 2. Present some typical archeological discoveries and lead the Ss to talk about them.
1) T: Please look at the pictures and talk about them.
Questions for thinking:
----What are these important discoveries ?
----What period of time do they belong to?
Step 3. Help the Ss describe the life of people in China during the periods above.
1) T: What can they remind us of ?
Remind us of the history
1.What they ate
2.Where they lived
3.What their houses looked like
4.What kind of tools they used
5.What kind of entertainment they had
……2) Discuss and talk about the following items.
Stone Age Bronze Age Han Dynasty Tang Dynasty
Food
Housing
Home decoration
Tools
Artefacts
Entertainment
Step 4.Help the Ss get to know more important discoveries.
1) Match the time with the place where its relics are unearthed:
Stone Age Mawangdui
Han Dynasty the Banpo Ruins/ the Ruins of Hemudu
Bronze Age the Ruins of the Chang’An City
Tang Dynasty the Ruins of Yanshi Erlitou(1959, Henan)
2) Let the Ss enjoy the pictures and answer the questions.1. Where were they unearthed ?
2. Where can you go if we want to visit them?
II. Listening
Step 1. Pre-listening
1. Show students three pictures. And ask them in which period of time the people in the pictures lived. (Stone Age)
2. Show students some pictures of the tools used by the people in Stone Age. And ask them if they are asked to introduce one of these tools to other people, from which aspects they are going to describe them.
what it looks like
when it was found
where it was found
when it was used
usage
how to use it
…
Step 2 While-listening
1. First listening to get the main idea.
What are they talking about?
A. a short stick.
B. an ancient weapon to throw spears.
C. a little carved animal.
2. Second listening
Task: Listen and write down the questions asked by the students.
1) What ____________________________________________?
2) What ____________________________________________?
3) How ____________________________________________?
4) How ____________________________________________?
5) Where ___________________________________________?
3. Listen to the tape for the third time
Task: Get the answers to each of the questions.
Questions 1: What is it?
☆ Listen and fill in the blanks.
1) It looks like ____________ to me; about ___________.
2) At the top there’s a little ________________________.
3) At the bottom end there are __________ through the stick.
4) On the right there are __________of a young baby goat that is _________.
☆ Make a drawing of the tool.
Question 2: What was it used for?
☆ Listen and fill in the blanks.
1) It is an _____________. One of the __________________.
2) There were bears that ______________________________ and very large kind of _____________________________________________.
3) It was too dangerous to ______________________________ or even _____________.
Question 3: How did it work?
☆ Listen and finish the exercises.
1). How far can you throw a spear with our arm?
A. 15m B. 50m C. 45m
2). How far can you throw a spear with a tool like this?
A. 90m B. 300m C. 60m
3).By using this tool it could be thrown ___________________________________ and with _____________.There are three holes. One __________________________________, one __________________________, and ______________________was tied into the smallest one. A spear of about ________________ was laid on the stick, resting against the small piece of ____________ or leather. With a _________ on the string and a ________________ of the arm, the spear would be thrown.
Question 4:When and Where was it found?
☆ Listen and answer the questions
1) How old is it?
a) 1 to 2,000 years
b) 10 to 20,000 years
c) over 5000years
2) In how many places were this tool found?
Three.
3) How did people in South America and Australia know about this tool?
They invented it again.
Step 3 Post-listening
Task: Write a passage to introduce an ancient tool.
1) Show students a picture of different tools used by people in Bronze Age, and ask them to have a discussion about which one they are interested in.
2) According to the questions and answers in the listening material, students write a short passage to introduce one of the tools in the picture.
3) Present in class.
III. Homework
1) Revise their passage.
2) Preview the reading part of this unit.
Self-evaluation
Unit 20 Reading
Type of lesson: Reading
Teaching aims: Get the Ss to know about the King of Stonehenge
Improve the Ss’ reading ability
Important points: the Ss get a good understanding of the text
Difficult points: Ss’ reading ability get improved
Teaching aids: a tape recorder ,a computer and worksheets
Teaching procedures:
Step I. Pre-reading.（leading-in ）
some pictures about famous tombs in Chinese history
2.When we discover a tomb of a king in China, what can usually be found in it?
( clothing, knife, pottery, jewellery, tools etc. )(leading the Ss know more words about them.)
3.Why were these things buried with the dead king or emperor？
Key：A.To show off their power and wealth.
B. To protect these things.
C. Want the died people to use them after their death.
D. To be given to him for his use in the next life.
F. To show people’s respect to the death.
Step II. While -reading
A. Fast reading to get the main idea of each paragraph, and then divide it into parts
Part 1 (para. 1): The discovery of a grave.
Part 2 (para.2_to 3_): Objects found in the grave.
Part 3 (para. 4_-_5): The importance of the discovery.
Part 4 (para. 6_-7_): About Stonehenge and the King of Stonehenge.
B. Detailed reading:
1. Read the first three paragraphs to find out
1) Which objects were found in the grave of the King of Stonehenge?
Key: a pin, clothing, a coat, a knife, earrings, arrows and a bow tools, weapons, pottery & jewellery
2) Which materials were found?
Key: fur, stone, clay, pottery, copper, bone, and goldRead paragraph 4 & 5 to answer the following question:
1) What are the five reasons to show the importance of the discoveries ?
Key: a) His grave is the richest of any found from that period.
b) This was a time when the first metals were brought to Britain.
c) This man was buried with two gold earrings which are the oldest gold ever found in Britain.
d) He was buried three miles from Stonehenge at the time when the great stones were being brought to Salisbury to build it.
e) He is an example of people who brought culture and new techniques from the European mainland to Britain.
3. Read Part 6&7. do T or F exercises
1) The biggest stones came from a long distance away.
2) Archeologists know how early man was able to construct Stonehenge without the use of modern constructions and machines.
3). The King of Stonehenge was likely to be involved in planning and
helping build the monument.
4). The King of Stonehenge came from Central Europe.
5). At first people thought that it was through was and armed conflict not
through trade and cultural links that the skills to make copper and bronze objects spread to Britain.
( Check the answers: F F T T T)
C. Language points:
1. Buried with him were the tools of a hunter or warrior.
該句為倒裝句, 表語(yǔ)置于句首時(shí), 倒裝結(jié)構(gòu)為“表語(yǔ)+系動(dòng)詞+主語(yǔ)”。
e.g. Present at the meeting were Professor White, Professor Smith and many other guests.
2. Some of the objects found in the grave give us an idea of how he was dressed when he was buried.
found in the grave是過去分詞作定語(yǔ)
give sb. an idea of 使某人明白
e.g. The book will give you an idea of what everyday life of ordinary
Americans is like.
3.That would have made him a man of distinction.
must/may/might+have done (肯定) 對(duì)過去事實(shí)的推理
e.g. He might have given your more help, they were busy. I can’t find my pen
anywhere. I must have lost it.
can +have done 表示對(duì)過去事實(shí)疑問和否定的推測(cè)
e.g. He can’t have finished the work so soon.
could + have done 意為“過去能夠,而事實(shí)上卻沒有”,表示一種遺憾
e.g. He always works hard. He could have passed the exam.
should / ought to +have done 意為“過去應(yīng)該…但沒有…”,有責(zé)備對(duì)方的意思
e.g. You should have told me the news an hour ago.
shouldn’t / oughtn’t to +have done 意為“過去不應(yīng)該…，卻…”,意在責(zé)備對(duì)方
e.g. You shouldn’t have told him the news. He was nearly sad to death.
needn’t + have done 意為“過去本沒有必要..…卻……”
e.g. There was plenty of time, she needn’t have hurried.
might + have done 表示“過去本可以….卻沒有…”
e.g. They might have given you more help, though they were busy.
Step III. Post reading.
1. From things that were found in the grave, archeologists now believe that people in the Bronze Age in England had trade and cultural links with other parts in Europe. Give examples of such links and what was traded.
country or part of Europe material or object of trade
West Wales stones to build Stonehenge
Spain copper knife
France copper knife
Europe gold jewellery
2. For trade and cultural links as well as life in Britain and the construction of Stonehenge, people in the Bronze Age must have had knowledge about certain things and certain fields of science. Work in groups to talk about the inventions and kinds of science they must have had, based on the reading passage.
activity knowledge, science, inventions and tools needed
1. travel to Scotland roads, shoes, language
nstruction of Stonehenge hammers, ropes, sth. to transport heavy stones, architecture
3. hunting rope, string, bow, arrows, spear, sticks
4. trade with Europe money or goods to trade, boats, bags, maps, language
5. making copper knives fire, chemistry, physics, pots, hammers
Homework:
With the development of modern tourism, more and more culture relics were destroyed by human beings, read the passage below, and think about “what should we do to protect our cultural heritage.”
Saving Stonehenge Oct.22nd,
With almost a million people visiting the monument each year, Stonehenge has become surrounded by roads and parking lots.
Recently, a group archaeologists decided to to restore Stonehenge to its natural setting. One road will be removed, and another will be routed through an underground tunnel. Today’s parking lots will become open fields, and a new visitors’ center will be built four kilometers away.
Unit20. Word Study
Type of lesson: word study
Teaching Contents: spare, average, date, cover, dress, find
Teaching Aims：Help the students grasp the usages and meanings of the above
words or phrases.
Important points: use the above words or phrases correctly and freely
Teaching Procedures:
I. spare
A. Read the following sentences and point out the part of speech of “spare” and the meaning of the underlined part
1. The boy loves surfing the internet in his spare time. (在空閑的時(shí)間里)
2. You should carry a spare tire in the back of your car. .( 備用胎)
3. I can’t spare the time for a holiday at present. . (抽出，騰出)
4. Can you spare me just a few minutes? . ( 抽出，騰出 )
5. He doesn’t spare any effort on his studies. .( 不遺余力)
6. Spare the rod and spoil the child. （不打不成器)
B. Summarize the usages and the meaning of “spare”
Spare : Adj. 1.空閑的；2.不用的，閑置的；3.備用的，外加的；
Verb, 1.抽出，撥出，留出；2.不吝惜（時(shí)間，金錢）
C. complete the following sentences.
1.What do you usually do _____________________( 在你空余時(shí)間)？( in your spare time)
2.You’re driving to Tibet? It’s a long way. Be sure to ________________________ ( 帶個(gè)備用胎) (bring a spare tire)
3.We can ________________________(給你騰出一間房)（spare one room for you ）
4. He _____________(想盡各種辦法)to make her happy.(spares no effort)
II. average
A. present the following sentences.
1. The average of 4, 5 and 9 is 6.平均數(shù)
2. Tom’s work at school is above average, while Mary’s is below average. 高于/低于平均
3. The average age of the boys in the class is 17.平均的
4. What is the average temperature in Wuhan in August?
5. If you average 7, 14 and 6, you get 9. 均分
6. On average, there are 20 boys present every day.平均來(lái)說(shuō)
B. Summarize the usages and the meaning of the word “average”
. average adj.平均的
verb .平均，均分。
Noun.平均數(shù)，平均值。
C. Complete the following sentences：
1.What is ______________(平均的年齡)the students in your class?
2.平均來(lái)說(shuō),每年大約有400人死于這種疾病.
On average 400 people die of the disease every year.
3.Temperatures in winter are __________ for the time of year.( 低于平均值) （below average ）
III. date
A. Present the following sentences.
1. What is date today? (日期 )
2. The vase is of an earlier date than that one.（時(shí)代）
3. Has the date for the meeting been fixed? （日期）
4. The boy asked her for a date, but was refused. （約會(huì)）
5. They’ve been dating for months and know each other better than before. （ 談戀愛）
6. Don’t forget to date your letter. （注明日期）
7. Young people’s clothes date quickly nowadays, so if you want to be fashionable you have to keep a close eye on fashion.（過時(shí)，不流行）.
8. The property of the family dates from the war.（始于，追溯到）
9. The castle dates back to the 15th century. （始于，追溯到）
10. The information is out of date; you need to get the latest news.（過期了）
11. She likes to wear clothes that are up to date（.新式的, 現(xiàn)代的）
B. Ss read the sentences and point out the part of speech of the word
“date” and the meaning of the word and phrases.
date : 1) noun . 日期，時(shí)代，約會(huì), 流行.
2）verb. 談戀愛,注明日期, 過時(shí),不流行. 始于，追溯到
C. Complete the following sentences
1. This kind of clothes is ______________.不流行了( out of date)
2. The church __________________. 始建于13 世紀(jì).( dates back to / dates from the 13 century.)
3. Would you like to ___________ (定個(gè)日期開個(gè)舞會(huì).)( fix a date for a party.)
IV. cover
A . Present the following sentences.
1. The small town which covers five square miles is famous for its
beautiful scenery. 占地
2. Not having been cleaned for a month, the desk was covered with
dust. 布滿
3. Hundreds of reporters were sent to cover the Olympic Games held
in Greece. 采訪
4. The noise was so loud that she covered her ears with her hands遮蔽
5. The doctor’s talk covered the complete history of medicine. 涉及
6. I can cover 100 miles before it gets dark. 走一段路
7. Will cover the cost of a new shirt? 夠付…錢
8. He always keeps a cover over his car. 覆蓋物
9. May I have a look at the book whose cover is blue? 封面
B. Read the sentences above and pay attention to the meaning of the
word “cover”.
Cover : Verb占地,布滿,采訪, 遮蔽,涉及, 走一段路,夠付…錢
noun 覆蓋物,封面
C. Complete the following sentences.
1. Do you know _______________________. ( 這個(gè)國(guó)家占地多少) (how much the country covers )
2. His desk ___________________________ ( 堆滿了書). ( is covered with books)
3. Who will be sent to __________________________ ( 采訪這次運(yùn)動(dòng)會(huì))？ ( cover the sports meeting)
4. His book, _______________________ ( 封面是綠色), was a birthday gift from his mother. ( whose cover is green / the cover of which is green)
V. dress
A. present the following sentences.
1. Jim isn’t old enough to dress himself. ( 穿衣服)
2. How long does it take you to dress yourself? 穿衣
3. He has to dress well in his position. 穿戴
4. She was in special dress for the ceremony. 套裝
5. She was wearing a silk dress. 連衣裙
B. Read and observe the sentences and point out how the word dress is used.
C. Present more sentences with similar phrases and tell the differences.
1. He was dressed in white and was easy to be recognized in the crowd.
2. He put on his coat and went to the cinema.
3. The emperor had nothing on when he thought he was in his new clothes.
4. Nobody is allowed to wear a beard in that village.
5. What shall I wear to attend her birthday party?
6. she was all in black.
D. Choose the right phrase to complete the following sentences.
1. She was ___________ the white _______ her mother bought for her yesterday. ( wearing, dress)
2. Don’t forget to _________ your hat, or you’ll get burnt. ( put on)
3. We are going to be late. Please get __________ quickly. ( dressed)
4. The child is too small to _____________ himself. ( dress)
5. Do you think I need to ___________ any jewellery to attend her wedding? ( wear )
6. On Children’s Day, the children _____their best clothes ______. (have…on )
7. The girl _____ red is my former student.( in )
VI. find
A. Present the following sentences.
1. The most amazing find was two gold earrings.
2. The old painting is quite a find.
3. I found a ten-dollar bill on the road.
4. I found him asleep on the sofa.
5. Please find the key for me. = Please find me the key.
6. When a waiter asks a customer, “ How do you find the soup?” He wants to know what the customer thinks of the soup.
7. I find it difficult to understand this film.
8. I was disappointed to find him out.
9. After school I always find him waiting at the school gate.
10. The poor man found his house broken into.
11. You should find out the answer by yourself.
B. Read the sentences, and pay attention to how “find” is used.
C. Complete the following sentences.
1. ______________________________ ( 最有趣的發(fā)現(xiàn)) was two dolls lying in the drawer. ( The most interesting find)
2. ____________________________ ( 你覺得這個(gè)演講怎么樣？) ( How do you find the speech? )
3. He ___________________________ ( 發(fā)現(xiàn)很容易) to get along with his new classmates. ( finds it easy)
4. Whenever he comes back from school, he always _________________________________ ( 發(fā)現(xiàn)他的狗坐在門外) waiting for him. ( finds his dog sitting outside)
5. When he woke up the next morning, _________________________________ ( 他發(fā)現(xiàn)屋外的世界完全地改變了). ( found the world outside completely changed)
Unit20. Grammar
1. Teaching Goal:
Review the use of “it”. Let students learn how to use “it” by doing some practice in reading, writing and so on.
2. Teaching important points:
The usages of it in different situations.
3. Teaching difficult points:
How to teach the students to master the usages of it
4. Teaching methods:
Observe the materials given to them, generalize from the different examples.
5. Teaching aids:
a projector , a blackboard and paper
6. Teaching procedures:
Step1 Lead in.
Read the following the sentences, and pay your attention to the meaning and the function of “it” in each sentence.
1. It is likely that many of them will be born in northwestern Beijing. Textbook (P3)
2. With the right kind of body, it is possible to float around in the ocean. (P20)
3. Isn’t it amazing that a single substance can be so important to our planet and even the whole universe. (P20)
4. It is very relaxing to take a dip in the pool in summer. (P37)
5. It was during the “ Match on Washington DC” in 1963 that he gave the speech “ I have a dream”. (P28)
6. It was also in Atlanta that one of the great leaders of the Civil Rights Movement, Dr Martin Luther King, Jr, was born. (P44)
7. Zhongguanchun made it possible for him to follow his dreams and help the country he loves. (P3)
8. -“Relying on science, technology and knowledge to increase economic power” makes it clear that science and business can and must work together to build the future. (P4)
9. It was through trade and cultural links that European culture and new techniques were brought to Britain.
10. It has been proved that the copper knives came from the places as distance as Spain and western France.
Step 2 Learn the usages of “it” according to the following sentences, dialogues, and exercises.
1. -Where is your car?
-It is in the garage.
(指提到過的或正在談?wù)摰膭?dòng)物或事情)
2. The young couple has a newborn baby. Do you know it is a boy or a girl?
(父母不會(huì)用it來(lái)指自己的孩子。it可以不區(qū)別他們的性別)
3. -It is seven o’clock. There is a knock at the door. Who is it?
-It is the milkman.
4. -Oh, by the way, there was a telephone call for you. Who was it?
-It was my Mum on the phone.
( it可以用來(lái)指時(shí)間，有人敲門，確認(rèn)某人為何人，在電話里)
5. It is raining a whole day. It is perfectly cool. It has been a long time since the last rain.
(it可以用來(lái)談?wù)摃r(shí)間，日期，距離，天氣等，但要作主語(yǔ))
6. My grandmother kept telling me that I should help her with housework, but it didn’t help.
(it指前面的整個(gè)內(nèi)容，即：祖母喋喋不休地讓我?guī)椭鲂┘覄?wù))
7. It is no use quarrelling with such a man.
It’s hard for them to answer such difficult questions.
It seems that I have made the same mistake once again.
It is unclear what we should do next week.
It is reported that another big earthquake will happen in the area soon.
It will take you three hours to fly to Hong kong from Beijing.
(it作形式主語(yǔ))
Exercise:
⑴. Is ______ necessary to finish the composition before May Day.
A. this B. that C. it D. he
⑵. Does ______ matter if I can’t finish the composition before May Day?
A. this B. that C. he D. it
⑶. ______ is a fact that English is being accepted as an international language.
A. There B. This C. That D. It
⑷. In fact ______ is a hard job for the police to keep order in an football match.
A. this B. that C. there D. it
⑸. It worried her a bit ______ her was turning grey.
A. this B. that C. there D. it
( Keys ⑴ C ⑵ D ⑶ D ⑷ D ⑸ B )
8. He is a heavy smoker. I find it difficult to persuade him to give up smoking.
We soon make it a rule to walk two miles a day.
We take it for granted that water is free at restaurants.
I don’t like it when you shout at your parents.
I don’t feel it my duty to do so.
I hate it when people talk with their mouths full.
(形式賓語(yǔ))
Exercise:
⑴. They have made ______ a rule ______ in the room.
A. this; not to smoke B. it; smoking
C. it; to not smoke D. it; not to smoke
⑵. I don’t think ______ possible to master a foreign language without much memory work.
A. this B. that C. its D. it
⑶. The chairman thought ______ necessary to invite professor Smith to speak at the meeting.
A. this B. that C. its D. it
⑷. I think ______ to finish the work in such a short time is quite impossible.
A. it B. that C. this D. with
⑸ Don’t ______ that all those who get good grades in the entrance examination will prove to be most successful.
A. take as granted B. take this for granted
C. take that for granted D. take it for granted
(Keys: ⑴ D ⑵ D ⑶ B ⑷ B ⑸D )
9. 1). It was Tom who / that broke the window.
2). It was her whom you should ask.
3). It was because Li Ping was ill that he didn’t come to school last week.
4). It was where you come from that you should return to.
5). It was as you like that you must do everything.
6). It was not until 1920 that regular radio broadcasts began
7). It was in the library that was founded by Mr. Willians
that they finished reading the famous novel.
8). It was neither you nor he that is willing to go the park.
9). It was not only you but also he that is willing to go to the Great Wall.
10). It was his coming that made all of us very happy.
Exercise
⑴ It was the ability to the job ________ matters not where you come from or what you are.
A. one B. that C. what D. it
⑵ I have already forgotten _________ you put the dictionary.
A. that it was where B. where it was that
C. where was it that D. that where was it.
⑶ Was it _________ Sandy’s carelessness _________ your keys were all lost.
A. because; which B. for; what
C. because of; that D. since; why
⑷ It was not long _______ he was born ________ his mother died.
A. before; that B. since; when
C. until; when D. after that
⑸ It was in the factory ________ was owned by Mr. White ______ they learned a lot from the workers.
A. that; where B. which; that
C. what; that D. which; where
⑹ ______ was it in 1979 ______ I graduated from the University.
A. That; that B. It; that
C. That; when D. It; when
⑺ It was not until he finished all his homework _______ to bed last night.
A. did he go B. when he went
C. that he went D. then he went
⑻ ＿＿ Where did you meet Johnson?
＿＿ It was in the hotel ______ he stayed.
A. that B. where C. when D. while
(Keys: ⑴ B ⑵ B ⑶ C ⑷ A ⑸ B ⑹ B ⑺ C ⑻ B
10. 1. It is time for school.
2. It is time to go to school.
3. It is time for us to go to school.
4. It is time that we went to school.
綜合練習(xí):
1. It wasn’t until nearly a month later ______ I received the manager’s reply.
A. since B. when C. as D. that
2. Can ______ be in the desk ______ you have put my letter?
A. it; which B. I; where C. you; in which D. it; that
3. - ______ that he managed to get the information?
- Oh, a friend of his helped him.
A. Where was it B. What was it
C. How was it D. Why was it
4. It is what you do rather than what you say ______ matters?
A. that B. what C. which D. this
5. It was some time ______ we realized the true.
A. when B. until C. since D. before
6. It was in the lab ______ was taken charge of by professor Zhang ______ they did the experiment.
A. when; that B. which; where C. that; where D. which; that
7. I like ______ in the autumn when the weather is clear and bright.
A. this B. that C. it D. one
8. - He was nearly drowned once.
- when was ______?
- ______ was in when he was in middle school.
A. that; It B. this; This C. this; It D. that; This
(Keys: 1 D 2 D 3 C 4 A 5 D 6 D 7 C 8 A
Unit20. Integrating skills
Roots of Chinese Culture
Teaching aims:
1. Help the students get the general idea of the text.
2. Help students know the importance of the relics and have correct sense to protect them.
3. Teach the students how to create a flow chart.
Teaching procedures:
VII. Step1. Lead-in
Show students some pictures of unearthed objects in Snxingdui, and ask them questions such as: Have you seen the pictures? What do you think of them? When and where were they found?
VIII. Step2. Fast reading
Ask the students to read the text quickly and them summarize the main idea of the text.
Paragraph1. The discovery of Jinsha Relics.
Paragraph2. The similarities between Jinsha Relics and Sanxingdui Relics.
Paragraph3. The importance of the discovery of Jinsha Ruins Relics.
Paragraph4.The discovery of Sanxingdui Relics.
Paragraph5. The importance of the discovery of Sanxingdui Relics.
Step3. Careful reading
1. Ask the students to listen and read paragraph by paragraph and then do the exercises.
Paragraph1.
1. What kind of special relics were unearthed in Jinsha Ruins?
2. Why could they take the archaeologists’ attention?
Because the ivory and animal bones found in Jinsha Village are important ,they will serve as important materials for the study of local geography, climate and the environment in ancient times.
3. Who was the first to discover the Jinsha Ruins and when?
Construction workers from a local company found ivory and jade in the mud when they were building road there on February 8, .
Paragraph2.
Why is cong special?
Because it was not made in Sichuan, but was transported there, which proved that Sichuan had trade links with the Yangtze and Yellow River valleys at that time.
Paragraph3.
What is the significance of the discoveries in Jinsha Village?
The discoveries there proves that the history of Sichuan is much longer than 2300 years.
Paragraph4.
True or false:
1. Sanxingdui Ruins were first discovered by farmers.
2. The farmers hesitated about whether to give the relics to the state.
3.The local teachers and officials persuaded them to turn in the relics.
Paragraph5.
1. Since 1920, what have been unearthed in Sanxingdui Ruins Site?
More than 10,000 relics dating back to between 5000 BC and 3000 BC have been discovered. 53 holes were dug up and over 1,200 pieces, including bronze and gold masks, bronze objects and images, jade and ivory had been found.
2. What do archaeologists hope to discover in the future?
They hope to discover some of the mysterious palaces, tombs of kings and bronze and jade workshops.
True or false:
1. From 1929 to 1986, 53 holes were dug and over 1200 pieces of objects were found.
2. Today, the work in Sanxingdui has already been done.
2. Then let students to fill in the blanks.
What’s the link between Jinsha Ruins and Sanxingdui Ruins?
Civilizations Jinsha Ruins Sanxingdui Ruins
time
Who found it
Objects found
3. Reading comprehension.
1. The passage suggests that ______.
A. Jinshan Relics and Sanxingdui Relics were found by chance
B. archaeologists knew there were a lot of treasures there long ago
C. Yan Kaizong is not a patriot.
D. archeologists will never find another relics again.
2. Which of the following statements is right according to the text?
A. Jinsha had no trade links with other areas.
B. The ivory and animal bones found at Jinsha are of no real value.
C. Sichuan has a history of more than 2300 years.
D. Many of the relics at Jinsha have no connection with those found at Sanxingdui.
3. At Jinsha Relics, archaeologists found_________.
A. gold and jade
B. bronze and stone objects
C. many ivories
D. all of the above
4. Archaeologists are scientists who_______.
A.study nature
B. do research on animals
C. study the buried remains of ancient times
D. give instructions to students
5. We can infer from the passage that ________.
A. China has a long history with a rich culture
B. Yan Kaizong kept the relics found by his grandfather as his own
C. since 1986, archaeologists have stopped digging at Jinsha Relics
D. Sanxingdui Relics was first discovered by archaeologist
Keys: A C D C A
IX. Step4. Discussion
1. Why do you think the text is titled with “Roots of Chinese Culture” instead of “Sanxingdui Ruins”?
2. Do you think Yan Kaizong was foolish? Why?
X. Step5. Writing
1. After construction workers found ivory and jade in the mud when they were building roads there, what steps and decisions did they take? Then the teacher lists the all the steps and decisions on the blackboard.
2. Ask the students to decide in which order steps and decisions were taken.
3. Ask the students to create different shapes for different types for action, for example: triangles for decisions, circles for the discoveries, boxes for things that are going on and diamonds when calling in other people.
4. Then ask the students to draw the arrows to show the direction of the flow.
5. Ask the students to check for missing steps.
6. Just now we have made a poster showing a flow chart of “Jinsha Village”, can you make a poster showing a flow chart of “something has been stolen”? Please make it yourselves.
7. Please check your answer with the chart on page 80.
8. Ask the students to make a poster showing a flow chart of the things you should do when you have discovered some old things in the ground.
Example:
Period 1
(一)明確目標(biāo)
1. To make the students creative and thinkable
2. Describe things and how they work.
(二)整體感知
Step1 presentation
Every day, we see and get in touch with a lot of things. But have you ever made any sense of how these things work and how many ways they can be used in our every life?
Fox example: a piece of chalk
Excellent, now we’ll see what our text wants us to say on page 57.
(三)教學(xué)過程
Step2 speaking
Next I’ll show you something for you to think over to see how many ways you can think of them which are used in our life.
The teacher shows practicalities on the screen using the projector, such as a toothpick, a sock and a plastic bag etc. show the students as many others as you would like.
Ask the students to say as many as they can. And collect those key works from the students on the blackboard.
Step3 talk box
Here on the screen you can see a talk box with some letters in. you are wanted to make as many words as you can by moving the sides of the box. And you can move any side as many steps as you wish.
For example :(to show them the way of moving the sides of the first and last to form the word “stop”.
Suggested answer stop, step, item, door date, room
(四)總結(jié),擴(kuò)張
Step 4 true or false
Show these three questions on the screen or just ask the students to turn to this page to read them.
Ask the students to get their answers by discussing them in pairs or groups of 4…
(1) The word “boat” can be spelled using four of the letters from the word “automobile” (true)
(2) 11 minutes past 5 o’clock, is 48 minutes before 6 o’clock. (False)
(3) If you turn a left-handed glove inside out it will fit on a fight hand. (It depends on what kind of gloves you are having. If it is a thread glove, it is true. It is a leather one, it is false.)
Step5 practice
Speak about the use of the following things. You may find the pictures of these practicalities and show them to the students on the screen.
A. a pencil B. a schoolbag C. an empty bottle D. a computer E. a desk
(五)隨堂練習(xí)
Read the following passage and answer the question after discussing them in pairs
Disk Doctor
What can you if you lose the data from your disks? To find an expert, who would recover the lost information for you, is the easiest solution. Jack Olson is one of these experts, jack and a few of his friends set up a company called “jack’s disk doctor service” in 1984.They work from home and give all the money they earn to charity. The fees are always the same, no matter how precious the data on the disk is. Some people, however, are so grateful that they send extra money to jack or the charities his company supports. The fees are always the same, no matter how precious the data on the disk is. Some people, however, are so grateful that sent extra money to jack or to the charities his company supports, one oil company offered him ,000 for his help and an architect even sent him a blank check.
It would be difficult to put a value on the things rescued by the Disk Doctor. There have been disks containing medical research, television scripts, manuscripts of whole books, a lawyer’s papers for a court case and even Margaret Thatcher’s travel plan for a visit to eastern Europe. For this last case, jack had to go in person to Thatcher’s office “for security reasons”.
Disk is usually sent to the disk doctor by post, but some times people are in such a hurry that they can’t wait for the mail to come. For example, some radio scripts had to be rushed by taxi to jack’s house because they were needed for broadcasting the next day. When the material has been recovered, the disk is returned to the sender with a diagnosis and a prescription for avoiding the problem in the future, One grateful client, an author, put a “Thank you” to jack in the front of his book saved me from a heart attack,” he wrote.” but,”says jack “most people don’t take any notice of the doctor’s advice”
1. Why did the architect sent jack a blank check?
A. the architect did not have any money.
B. the architect did it for security reasons
C. the architect always followed the doctor’s advice
D. the architect thought jack’s service was priceless.
2. Which of the following statements is not true?
A. jack’s disk doctor service has only one standard fee.
B. jack and his company have made a fortune for their service.
C. Margaret Thatcher is a very important person.
D. jack’s clients are from all talks of life .
3. From the statement “but …most people don’t take any notice of the doctor’s advice”. We can infer that ____
A. most people don’t take medicine regularly
B. many of jack’s patients would probably get sick again
C. many of jack’s clients have sought for his help more than once
D. most people don’t read the instruction when using a computer
Suggested answer 1.D2.B3.C
Step6 homework
Finish off the exercises in the workbook
Period2
(一)明確目標(biāo)
To learn the listening and speaking of the text.
To learn how to give advice and make suggestions.
(二)整體感知
Step1 presentation
Hi class. Yesterday we talked something about everyday little things. Now I’d like you to listen to some descriptions of other little things we use in our everyday life. Listen to them carefully and then tell me they are about.
(三)教學(xué)過程
Step2 listening
Now it’s your turn .think about the objects we use in our every day life. Describe two or three of the objects to your classmate and see if he she can guess what you are describing. Don’t make it too easy to guess. These questions can help you with your descriptions.
Show the students those suggested sentences on the screen. Ask the students to work in pairs.
(四)總結(jié),擴(kuò)展
Step3 speaking
Jane wants to buy a cell phone (mobile phone. Canadians use it mostly.) Please give your advice or suggestions about the idea as the different poles (Jane ,Jane’s best friend, Jane’s mother and Jane’s father ) suggested in the textbook. Ask them to work in groups of four. They check the answers they get for each pole they play.
Show the students the oral English about advice and suggestions in the screen.
You’d better (not ) do…
You should /ought to do ….
You need (to)…
I suggested that…
What /how you ….?
Why not …?
Why don’t you …?
Step4 practice
Work in groups of four. Decide which role each group member should play and then take a few minutes to prepare the role cards. Report your decision to the class when you have finished the decision.
Suggested answer
There are no stable answers. Encourage the students to say as much as possible.
Step5 practice
Talk in groups of 4 about the ideas for gifts for grandfather, then ask two pairs to act out their dialogue in the front.
Gifts for grandfather
Hello. My grandfather in turning 70shortly, having a big party etc. I’d like to give him something special somehow related to his granddaughter (that is me ) who is 16yesrs old .Does any one have any great ideas? Some ideas I have …a garden stone with her hand and foot prints: a pillow with her picture on it …stuff like that. Thanks…
Step6 home work
1.開放作文
2. Finish off the exercises in the workbook.
Period3
（一）明確目標(biāo)
To understand the passage and finish those post-reading questions
To learn the grammer…present continuous passive voice.
（二）整體感知
Step1 presentation
Hello class, how you keep in touch with your parents or good friends.
Quite good. Telephones make our life so convenient. Mostly you keep in touch with others by phone. Can you imagine the days without telephones now?
Have you ever used a cell phone? Do any of your classmates have cell phones?
（三）教學(xué)過程
Step2 pre-reading
You did quite well now. next I want you have a discussion about the following questions in groups of four.
(1) How is the way we live today different from life in the pas?
(2) How have inventions and new technology changed our way of life .(show them the following words on the blackboard or on the screen to help the students to go on with their discussion if possible.)
Post house postcard, telephone, cell phone, cell phone
(3) why the things like cell phones, computers and TV so popular?
Step3 reading
Read the text as fast as possible, then say ture or false to the follow sentences.
⑴Wang mei will be back home 10 minutes later.
⑵We may talk to any one who also has a cell phone in his pocket.
⑶Now cell phones can be used as cameras, but not to sent email or stuff the internet.
⑷Some important days can be reminded about by the earliest cell phones.
⑸Some students disobey the rules and using their phones in the classroom.
⑹John’s parents gave him a cell phone as a Christmas gift, but don’t let him use it in school.
⑺Wang mei calls her best friends at least once a day.
Suggest answer
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Step4 listening
Listen to the text and then answer the following questions.
(1) What does the title “l(fā)ife on the go” mean?
(2) Why do some schools not let students use cell phones? Do you agree?
(3) Why do teenagers like cell phones so much?
(4) wang mei says that cell phones are the most useful invention ever. Do you agree? Which invention do you think is the useful? Why?
Suggested answer:
⑴a busy life.
⑵If a phone starts ringing in the classroom, teachers and students are disturbed and cannot work.
⑶We have a need to stay in touch with friends and family no matter where we are or what we are doing. Having a cell phones also makes us feel safer, since we can call for help in case of an emergency. It is cool and a way to fun, too.
Step5 further reading
Reading the second paragraph of the text and tell us the general meaning of it.
(The factions of the modern cell phones, / cell phones can be used for many things.)
Step6 practice
Post-reading
Look at the outline and fill in the banks. Finally check the answer individually.
(1)略
(2) Cell phone can be used for many things.
Cell phones male it possible for us to talk to anyone from anywhere words and images are sent throughout the world. The latest cell phones have features such as games, music and electronic calendar that will remind you about appointments and important dates.
(3) Problems
A. In schools: if a phone starts ringing in the classroom, teachers and students are disturbed and cannot work..
B. At home: parents worry that their children will spend too much time and money on phone calls.
(4) Reasons:
A. We have a need t stay in touch with friends and family no matter where we are or what we are doing.
B. Having a cell phone also makes us feel safer, since we can call for help in case of an emergency.
C. The cell phone is not only a useful too but also a way to have fun and be cool.
(5) Wang Mei’s explanation.
(四)總結(jié),擴(kuò)展
step7 think and act
Design you favorite cell phones.
Read the request loudly to the students to make sure what they are wanted to do. Ask the students to work in pair or groups of four. Several minutes later, ask them to show their designs and make some necessary explanations.
Step8 language study
Word study. Match the words and phrases on the left with their meaning on the right.
Step9 grammar
(1) The present continuous passive voice
現(xiàn)在進(jìn)行時(shí)的被動(dòng)語(yǔ)態(tài): be + being + done,表示某件事情正在被進(jìn)行之中, 如:
This question is being discussed at the meeting.
The children are being taken care of by the aunt.
(2) Practice
Do the exercise in part 1& 2 on page 61.
Suggested answer
Part1
(1)Money is being collected for the broadband project.
⑵A report about the negative effects of cell phones is being written I school.
⑶A computer center is being built for the students
⑷Their test-tube baby is being taken good care of by the parents.
⑸Human cloning is being studied by some scientists.
⑹The laws are being revised to protect the fights of women and children.
Part2
⑴How much money is being spent a month on their cell phones?
⑵What is /are being produced by this factory?
⑶Who is being interviewed for the job?
⑷What are being sent to his friend’s phone?
⑸What are being developed for the human resource department of their company?
（五)隨堂練習(xí)
Step10 discussing questions about the safety of using a cell phone.
(1) What about children using wireless phones?
(2) Do hands-free kits for wireless phones reduce risks from exposure to RF emissions?
(3) Do wireless phone accessories that claim to shield the head from RF radiation work?
Period4
(一)明確目標(biāo)
Put much stress on the writing after reading the passage.
Ask the students to write a short passage to AXL as the text demands us to do.
(二)整體感知
Step1 lead in
Have you thought of anything about the future of the earth?
What will the man’s future be like?
What is the most thing that man worries about the developing computers? What is your idea about it?
(三教學(xué)過程
Step2 read the text quietly and answer the following questions.
(1) Who ruled the earth in the year 2374?
(2) What is the leader of the humans decided to do ?
(3) Do you think that humans and machines can live peacefully together in the future?
Suggested answer
(1) The earth is ruled by a great computer named AXL.
(2) The leader of the humans has decided to do something to stop AXL, bring the machines and people back together, and make the world beautiful again.
Step3 listen to the passage .then try to fill in the following blanks.
But there is ____ hope. The human beings have been able to keep a small, secret school ___ since the machines took_____. In this school, the students still learn____ all the wonders of the world-science art history .culture and they are still allowed to dream about a ___ future. The leader of the humans has decided that it is time to do something to stop AXL, bring the machines and people___ together, and make the world ____ again. A group of experts were asked to solve the problem, but they failed. Now, the leader has asked a group of students to do what they can) ____ save the earth.
Suggested answer still open over about better back beautiful to
Step4 discussion
Discuss the following topic in group of 4first, and then ask someone individually to report what they discussed in class.
(1) How do you think of the love and friends in the world?
Have you ever experienced such love and friendship?
Would you tell us your story?
Step5 writing
Write a letter to AXL on the following points:
Tell AXL who you are and why you are writing this letter
Tell AXL about love and friendship
---Explain how love and friendship will make the world better.
---Give examples of how love and friendship will make the world better.
Step7 home work
Finish off the exercises in the workbook.
Teaching aims & demands:
To develop students’ ability of reading a play
To know about American family life and problems that happen between American teenagers and their parents
To form a positive attitude towards solving problems between teenagers and parents
Teaching procedures:
(1). a dirty or untidy state _______
(2). give a reason for something _______
(3). believe that somebody is good_______
(4). something worthless or of low quality_______
(5). a person between a child and a grown-up _______
(7). without being punished_______
Talk about the four pictures on P21
List some problems with parents.
①____________ ②_____________ ③_____________
(2) How to solve these problems.
①____________ ②_____________ ③_____________
Please go through the Reading strategy and tell how to read a play.
1.It is often in the form of ___ _________.
2.It usually includes_________ ______, and each act can have_________ _______.
3.The words or speeches in a play are very________, and some of the words in a sentence are______ _____.
4.There are some helpful _____________in a play.
5.It should be_____ ________.
Get students to read the play and finish Part A individually.
How many acts are there in this play? And how many scenes in each act?
1. Listening and complete C1 on P24.
2. Please read Act One of the play carefully and fill in the form
Characters Things they do Feelings
2. Please read Act Two carefully and fill in form:
Characters Things they do Feelings
1. This passage is mainly about ________.
A. what Mom and Dad did after they returned from vacation.
B. what Daniel and Eric did at home.
C. the reason why the dog was tired and hungry
D. a big quarrel that an American family had
2. Mom and Dad left Daniel in charge at home because ______.
A. he was an adult B. he was the youngest
D. they thought he could take good care of everything while they were away.
3. Which is NOT true according to the passage?
A. The children were very excited when their parents came back a day earlier than expected.
B. The children didn’t use the money for themselves.
C. Daniel was left in charge at home while their parents were away.
D. Eric wanted to tell his parents what had happened, but Daniel said they didn’t need to.
4. The main reason for their quarrel is that ______.
A. Daniel was too rude.
B. Eric didn’t tell his parents what had happened
C. the parents blamed Daniel without giving him a chance to explain
D. Daniel and Eric didn’t behave well at home.
Fill the missing words in the blanks to complete the summary of the play.
Mom and Dad arrived back from v_______ earlier than e_______ in order to give the boys a s_______. They got so a____. When they saw the house was in a m___ that Dad shouted at D____, the elder brother, who was in c______ of the house when they were away. Daniel s_______ the door to show his anger, because their parents never gave him a c_____ to explain. E___, the younger brother, wanted to explain to his parents what had h_______, but Daniel didn't think that their parents d______ to know the truth.
At the end of the play, both Mom and Dad thought maybe they were too h___on the boys. However, Dad decided to p_____ Daniel for his rudeness so that he would show r_____ for his parents in future.
1. If you were Eric or Daniel ,what will you do?
2. Find some adj. to describe good parents in your eyes.
They should be__________, __________, __________,__________...
3. How do you deal with the relationship between you and your parents?
We should _______, ________, _______, ________...our parents.
3. The word “family” means “f_______ a_____ m______ I l_____ y_____”.
1. Role-play the dialogue in groups of five.
(Divide students into groups of five and one is the narrator and the others are the main characters. Role-play Act One and Act Two.)
There are three kinds of goals: short-term, medium-range and long-term goals.
Short-term goals are those that usually deal with current (當(dāng)前的)activities, which we can apply on a daily basis. Such goals can be achieved in a week or less, or two weeks, or possibly months. It should be remembered that just as a building is no stronger than its foundation, our long-term goals cannot amount to very much without the achievement of solid short-term goals. Upon completing our short-term goals, we should date the occasion and then add new short-term goals that will build on those that have been completed.
The intermediate goals build on the foundation of the short-term goals. They might deal with just one term of school or the entire school year, or they could even extend for several years. Any time you move a step at a time, you should never allow yourself to become discouraged or overwhelmed. As you complete each step, you will enforce the belief in your ability to grow and succeed. And as your list of completion dates grow, your motivation （動(dòng)力）and desire（欲望） will increase.
Long-term goals may be related to our dreams of the future. They might cover five years or more. Life is not a static thing. We should never allow a long-term goal to limit（限制） us or our course of action.
1. Our long-term goals mean a lot ________.
A. if we cannot reach solid short-term goals
B. if we complete the short-term goals。
C. if we have dreams of the future
2. New short-term goals are built upon________.
A. a daily basis B. your achievement in a week
C. current activities D. the goals that have been completed
3. When we complete each step of our goals, _____________.
A. we will win final success B. we are overwhelmed
C. we should build up confidence of success
D. we should have strong desire for setting new goals
4. What is the main idea of this passage? _____________
A. Life is dynamic thing. B. We should set up long-term goals.
C. Different kinds of goals in life. D. The limitation of long-term goals.
5. Which of the following statements is wrong according to the passage? _____________
A. The long-term goals cannot amount to very much without the achievement of solid short-term goals.
B. The intermediate goals build on the foundation of the short-term goals.
C. Life is a static thing, thus we should never allow a long-term goal to limit us or our course of action.
D. We should often add new short-term goals to those which have been completed.
I. Teaching aims and demands學(xué)習(xí)目標(biāo)和要求：
ic話題:
1>Talk about science and technology
2>Describe things and how they work
3>Talk about the advantages and disadvantages of modern technology
4>Talk about new inventions
ction功能:
Agreement and disagreement 同意和不同意:
Absolutely. I disagree. / Well, yes, but …
That’s exactly what I was thinking. I’m afraid I don’t agree.
That’s a good point. You can’t be serious.
That’s just how I see it. Well, it depends. That’s worth thinking about.
I would have to disagree with that. Well, I’m not so sure about that.
3.vocabulary詞匯:
toothpick, agreement, disagreement, disagree, absolutely, depend, press, teenager, throughout, add, latest, calendar, remind, appointment, behaviour, obey, dare, emergency, whatever, dial, according, unexpected, particular, negative, clone, interview, department, electricity, planet, wonder, defeat, force, peaceful, succeed, skip
stay in touch with, call for, in case (of…), according to, take over, break down
4.grammar語(yǔ)法:
The Present Continuous Passive Voice (3) 被動(dòng)語(yǔ)態(tài):
1>用英語(yǔ)描述事物正受到某種影響或某種處理-使用現(xiàn)在進(jìn)行時(shí)被動(dòng)語(yǔ)態(tài)(is/are being + 過去分詞)。例如：
New functions are being added to the phones.
Michael is being interviewed for the job.
Modern cellphones are being used as camera and radios.
2>用英語(yǔ)描述人物正受到某種影響或某種處理-使用現(xiàn)在進(jìn)行時(shí)被動(dòng)語(yǔ)態(tài)(is/are being + 過去分詞)。例如：
The new student is being introduced to the class.
Look! The children are being led into the garden.
5.language usage語(yǔ)言運(yùn)用
運(yùn)用所學(xué)語(yǔ)言，圍繞新科技、新技術(shù)和新發(fā)明這一話題，完成教材和練習(xí)冊(cè)中的聽、說(shuō)、寫的任務(wù)；閱讀課文 “Life on the go” 并聯(lián)系生活中的實(shí)際，書寫一篇目短文。
II. Difficult points 難點(diǎn)
III. Main teaching aids教具: A tape-recorder; Multimedia, projector, role cards
Ⅳ. Main teaching methods 教法:
1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.
2. Listening-and–answering activity to help the students go through with the 限listening material.
3. Use both individual work and group or pair work to make every student work and think in class
Ⅴ. Periods: 7-8 periods.
Ⅵ. Teaching procedures 教學(xué)過程
Period 1
1. PRESENTATION & REVISION
Talk about the teaching plan for this unit and at the same time tell the students the teaching aims and demands. During this period, do WARMING-UP, LISTENING, SPEAKING.
2. WARMING-UP
Introduction This activity provides a good opportunity to talk about creativity and to practise problem-solving skills.
Instruction When the students have solved the problems, ask them how they did it and compare different solutions. Ask the students what creativity is and if it is possible to learn how to be creative.
Answers:
Useful Things Various answers are possible. Encourage the students to think of as many uses as possible. It is not important if the new use is useful in the conventional sense, the emphasis here is on having students explain why / how it will be useful.
Talk box Various combinations are possible. Examples: 1st row left to right: stop, side, soot, stem. 2nd row left to right: coat, code, cram. 3rd row left to right: aide, atom. 4th row left to right: pram, poor. Students can also go right to left and diagonally - the more ways the better. Again, the emphasis is on having students explain their choices and solutions. The activity is not about getting the “right” answer.
True or False Answers: T-F-T. Ask the students how they came up with the answer and encourage them to think of more true or false questions.
Extension Ask the students to come up with more creativity tests.
3. LISTENING
Introduction The students will hear descriptions of everyday objects and are asked to try to guess what is being described. The exercise will be more useful and interesting if you encourage the students to move beyond the obvious uses of the objects described.
Instruction Tell the students to listen to the tape and try to guess what is being described. Before they listen to the tape, you can ask them to describe an everyday object (or you can bring two or three objects and describe them). When the students have listened to the tape and guessed what's being described, they can work in pairs or groups to discuss how the objects can be used. Encourage the students to think of new uses for the objects in addition to the “normal” uses.
Extension Ask the students to think about other objects that either fit the description or can be used for the same things.
LISTENING TEXT:
1 These are very simple. Two sticks, about 20 centimetres long. They are usually made of wood. You hold the two sticks in one hand. You put one stick between two of your fingers, and you hold the other one with your thumb. These things can be difficult to use at first, but you will soon learn how to pick up even small pieces of food.
2 This thing is very popular and useful. Almost everyone has one these days. You can see people using this thing on the bus, when they are walking, or at home. It is usually small, about the same size as your hand, and it comes in many colours. There are several buttons on it, some for numbers, others for other things. It can be put in your pocket or in a small bag. With it, you can talk to people far away.
3 This is a large box with a big door. If you open the door, a light comes on and you can see what's inside. You'd better not leave the door open for too long, because it is not good for the things inside. You might catch a cold, too, if you stand in front of the open door. There are several shelves inside, some in the box itself, some in the door. You usually find this large box. in the kitchen.
Answers to Exercise 1:
Object described Possible uses
I Chopsticks Eating, opening a bottle. Students can think of more creative uses.
2 Cellphone Making phone calls, sending pictures, sending e-mails. Students think of more.
3 Refrigerator Keeping food fresh, keeping drinks cool. Students think of more.
Answers to Exercise 2:
Various answers are possible.
4. SPEAKING
Introduction This group discussion is an opportunity for the students to practise their ability to express, support, and challenge an opinion. Jane wants to buy a cellphone, but before she buys one she wants to know what her parents and her friend think. The students will role-play the discussion.
Instruction Divide the students into groups and explain that they are going to prepare a role play and have a discussion. Each group member will play one of the roles and must prepare a role card. If necessary, you can use one of the role cards as an example. Explain the “rules” of the discussion to the students and remind them of the basic classroom rules.
1 Decide who will play which role. The student who plays Jane will be the group leader.
2 Give the group enough time to prepare the role cards.
3 Check that all group members are ready. Before the students begin the discussion, remind them that Jane should open the discussion and that they should take turns introducing themselves and stating their opinion as outlined in 4 and 5.
4 Jane opens the meeting by welcoming everybody. She also explains why they are meeting and asks everyone to help her make her decision.
5 Each group member introduces himself / herself and states his or her opinion and reasons.
6 When all the group members have introduced themselves and stated their opinions and reasons, the students can continue the discussion as they see fit. They can ask questions, give more examples and reasons, explain their opinions, and debate and challenge other views.
7 Remind the students that each group member must try to make the others agree with him or her.
Possible answers:
Jane
1 I can use a cellpho_e to call my parents if I am late.
2 I can use a cellphone to call for help.
3 I can use a cellphone to stay in touch with my friends. Jane's best friend
1 we don't really need cellphones.
2 we are not allowed to use cellphones in school.
3 it is better to use the money for something more important.
Jane's mother
1 cellphones are too expensive.
2 Jane should not spend too much time on the phone.
3 Jane is too young to have a cellphone. Jane's father
1 if Jane has a cellphone, I can always find out where she is.
2 a cellphone will help Jane feel safe.
3 Jane can use a cellphone send messages to her friends.
Sample discussion:
JANE: Thank you for taking the time to talk with me. Mum, Dad, you know I have told you before that I want to buy a cellphone. I would like to tell you why I want to buy one, and I would like your advice.
DAD: OK, why don't you start and then we will all tell you what we think.
JANE: Thanks, Dad. I think a cellphone is very useful, because I can use it to let you know where I am and when I will be back home. For example, if I have to stay late at school, you might get worried and wonder where I am. If I have a cellphone, I can call you and tell you that I will be late. .
MUM: Well, that's true, but I don't think you should buy a cellphone. In my opinion, a cellphone is too expensive. Besides, if you have a cellphone I think you will spend too much time talking on the phone. You'd better use your time to study instead.
CINDY: I agree with Mrs Collins. Some of the other students in our class have cellphones and they talk on the phone all the time. I don't see how they ever have time for anything else. And it is expensive. One of my classmates said that she spent 110 yuan in one month!
DAD: Jane, I think you are right. I often worry about where you are and I never know when I will be home from work. I remember last year, when you were at the supermarket and I had promised to pick you up. I was late and couldn't find you when I got there. If you have a cellphone I can just call you.
JANE: Thank you for telling me what you think. I will take some time to think about what you have said. Now let's have some fun. How about playing some cards!
5. SUMMARY & HOMEWORK
1. Preview the reading text
2. Learn the new words and expressions by heart.
3. Get ready to be examined in the speaking activities.
Period 2
1. PRESENTATION & REVISION
1. Ask some pairs to act out the speaking activities.
2. During this period, do some reading.
2. PRE-READING
Introduction The questions are designed to get the students to think about the cellphone as an example of inventions that have changed our way of life.
Instruction Encourage answers and comments that help students think about the way technology affects our life and thinking. The second question will help: students are likely to mention what we do today and compare to what people did in the past. Big inventions would include cars, computers, electricity, etc. The third question will help the students reflect on why some inventions are more popular than others.
Extension Ask the students to think about what “big” inventions have in common. Encourage students to think more about question 3. What are the consequences of “popular” science - will it lead science in the wrong direction?
3. READING
LIFE ON THE GO
Introduction The reading discusses the increasing popularity of cellphones in Chinese society. Cellphones are everywhere and have positive and negative effects on our life. Encourage the students to take a critical view of the cellphone culture, or life on the go, and think about how trends and life-styles are related to science and technology. Note that Wang Mei (the girl in the text) says that cellphones are useful and repeats the reasons we encounter in ads and the media - but in the last paragraph we also learn that she (like most people) actually uses the cellphone for other, perhaps less grand purposes. .
Note Life on the go refers to a fast-paced lifestyle where people are always on the go-rushing from one place to another, doing many things at once, and using portable phones, computers, etc.
Instruction
1 Ask the students to read the rust paragraph quickly to get the main idea of the text.
2 Ask the students to do the following (without reading the text).
A Try to guess what the next paragraph will talk about.
Ask the students what they think and why they think so. Compare different answers.
B Try to guess what the whole text will talk about. Ask the students what they think and why they think so. Compare different answers.
3 Ask the students to use the answers from 2A and 2B to write a simple outline of the text. The students can work in pairs or groups to write the outline.
4 Let the students read the whole text. Ask them to compare their outline with the text and note any differences.
4. POST-READING
Answers to Exercise 1:
1 The title refers to the high pace of modem life and to the fact that portable devices, like cellphones and laptops, are becoming popular.
2 The text lists a couple of reasons: cellphones can distract students in class, cellphones may make students spend more time talking on the phone than doing homework.
3 The text lists two reasons: safety and the cool factor, i.e. the desire to be like others. Students may add other reasons.
4 Students are of course free to agree or disagree. Make sure that the students give reasons for their opinion.
Questions 2 and 3 can be answered by skimming or scanning. For question 1, students may use the pre-reading discussion and their own thinking. The text does include the phrase life on the go, so additional help is available. Question 4 is perhaps best answered after a pair or group discussion.
2 Sample Outline
1 Wang Mei is an example of Chinese teenagers who have cellphones.
2 Cellphones can be used for many things.
For example: talking to people, sending mes5ages and pictures, .playing games, listening to music, keeping appointments
3 Cellphones also cause problems.
1 In school, cellphones may disturb lessons.
2 At home, students may spend too much time and money on phone calls.
4 There are several reasons why teenagers like cellphones.
1 Cellphones help us stay in touch with friends and family.
2 Cellphones make us feel safer.
3 Cellphones are fun and cool.
5 Wang Mei explains why she likes her cellphone and what she uses it for.
3 Various answers are possible.
5. SUMMARY & HOMEWORK
1. Read the text fluently.
2. Get LANUAGE STUDY ready.
3. Go on remembering the new words and expressions in this unit.
Period 3
1. PRESENTATION & REVISION
1. Have a dictation of the new words and expressions.
2. LANGUAGE POINTS IN THE READING TEXT
（Omitted.）
3. LANGUAGE STUDY
Word study
Answers to the exercise:
1G 2C 3B 4A 5F 6I 7E 8D 9H
4. GRAMMAR
The Present Continuous Passive Voice:
To form the present continuous passive voice, use is / are being done, which gives the idea that an action is in progress at the moment.
e.g.: Money is being collected for the broadband project.
A report is being written about the negative effects of 'Cellphones in school.
Answers to Exercise 1:
1 Money for the broadband project is being collected.
2 A report about the negative effects of cellphones in school is being written.
3 A computer center for the students is being built.
4 The test-tube baby is being taken good care of by its parents.
5 Human cloning is being studied by some scientists.
6 The laws to protect the rights of women and children are being revised.
Answers to Exercise 2:
1 How much money a month is being spent on their cellphones?
2 What is being produced by this company?
3 Who is being interviewed for the job?
4 What is being sent to his friend's phone?
5 Whom are some programmes being developed for?
5. SUMMARY & HOMEWORK
1. Grasp the language points in the reading text.
2. Finish all the exercises in the Student’s Book.
3. Learn to use the Grammar in this unit.
Period 4
1. PRESENTATION & REVISION
1. Check the students on the grammar points.
2. Ask the students to translate some sentences.
2. GRAMMAR EXERCISES
(Omitted.)
3. INTEGRATING SKILLS
Instruction Writing this letter can be difficult as the students will have to struggle with the abstract concepts. Most of them will find it difficult to capture the essence of the abstract terms, but in the process of doing so they will discover useful techniques for conveying their ideas, e.g. giving examples. Acceptable essays should include a rough definition of the two terms (love and friendship), with examples, within the framework of a letter to Q12. Advanced essays should use the definitions / examples to show Q12 that love and friendship are necessary, i.e. advanced essays should use the expository parts to support a persuasive thesis. These are important criteria for assessment. Let the students read the story about Q12 and then write the letter. The students can work individually or in pairs or groups.
Sample writing:
April 3 2374
Dear Q 12,
My name is Xiao Hong and 1 am a middle school student in Dalian. I would like to tell you about two things that 1 think are very important. Please read what 1 have to say, because 1 think it may be helpful to you. 1 want to tell you about love and friendship.
Love is difficult to explain, but 1 will try. Love is a feeling between two people. It is a very happy and warm feeling. When two people love each other, they almost become one person. For example, if a father loves his child, he will feel sad when the child is sad and happy when the childis happy. There are many different kinds of love: you can love your parents or children, you can love your husband or your wife, or you can love someone outside your family.
Friendship is also a kind of love. When two people are friends, they try to understand and help each other. A good friend will be there for you even when you are having a difficult time. Friends do things together and share thoughts, feelings and ideas.
Love and friendship are necessary if we want a happy world. If there is love, people will not do bad things to each other; if we have friends, we won't have to feel lonely or afraid. When people feel lonely and afraid, they often get angry with others and do mean things. If we learn to love and be friends, we can live happily together and solve the problems and difficulties we must face in life.
Your friend,
Xiao Hong
The words “chelyabinsk” and “Irkutsk” may be new to us, but the sentence tells us that they are examples of large Russian cities.
CHECKPOINT
Answers to Checkpoint 9:
A computer centre is being built for the students.
The phones are also being used as cameras and radios. The phones are being used everywhere.
4. LANGUAGE POINTS IN THE READING TEXT
(Omitted.)
5. SUMMARY & HOMEWORK
1. Write a clear and beautiful short passage in the Exercise-book.
2. Preview WORKBOOK.
Period 5
1. PRESENTATION & REVISION
1. Have a dictation of some phrases.
2. Say something about the students’ writing.
2. LISTENING
Instruction Tell the students that they will hear about the International Space Station. Ask the students what they know about it and then let them listen to the tape I and complete the informati0n chart.
LISTENING TEXT:
The International Space Station
As you are listening to this, the International Space Station is moving around the Earth. The International Space Station is an international project to build a small city in space. Sixteen countries are working together to build a space station where scientists can conduct experiments and learn more about space and the earth. The sixteen international partners are the United States, Russia, Canada, Japan, Brazil, and the European Space Agency. The United States and Russia are leading the effort but every country is making an important contribution to the ISS.
The International Space Station is made up of several parts and will be about the size of two soccer fields when completed. The different parts will be added one by one. Some parts are laboratories, some are for power sources, and others are for people to live in. The parts will be put together in space. When the new parts have been put together, space station astronauts will perform space walks to connect the parts to the station. The space walks are very dangerous and astronauts must be very careful one small mistake could be deadly! A total of 46 flights
will be necessary to connect the more than 100 parts. If all goes well, the station will be completed in a few years.
Note: The Europen space Agency involves 11 countries: France, Germany, Italy, Switzerland, Spain, the Netherlands, Belgium, Denmark, Norway, Sweden and the UK.
Answers to the exercises:
1
What is the task of the ISS? It is an international project to build the Internationals Space Station, a small city in space.
How many countries are building the station? 16
How big will the ISS be when finished? About the size of two soccer fields.
How many parts are needed? What will they be used for? More than 100.
Some parts are laboratories, some are for power sources and others are for people to live in.
How is the ISS being built? First, the different parts will be put together in space. Then, the people who work at the space station will take space walks to connect the parts to the station.
How many flights are needed to connect the parts? 46.
When will the project be finished? In a few years.
2 Various answers are possible.
3. TALKING
Instruction Help the students prepare the lists of advantages and disadvantages. You can use one of the examples and let the whole class think of advantages and disadvantages and then write them on the blackboard. If necessary, you can also model one or two “turns” in the debate.
Technology Advantages Disadvantages
Cellphones ●Cellphones help us keep in touch withour friends and family.
●Cellphones help us send e-mails.
● Cellphones help us send photographs and messages.
. ● Cellphones help us… ●Using a cellphone is expensive.
●Overusing it may disturb our work.
●Spending too much time making phone calls. . Cellphones ...
Robots
●Robots can work in dirty and dangerous places.
●Robots can do boring things that humans do not want to do.
● Robots can work without sleep and food. ●Robots can't think or make decisions.
● People may become unemployed if robots are used instead of humans.
●Robots need electricity.
Computers
●Computers help us work faster.
●Computers can help us study and learn.
●Computers can help us solve difficult problems. ●Computers are expensive.
●Computers can't think or make decisions.
●Computers are sometimes difficult to use.
Sample Dialogue:
A: I think that cellphones have many advantages. They help us keep in touch with our friends and family and we can use them to get important information, like news and weather reports.
B: Well, maybe, but there are many disadvantages, too. Cellphones are expensive to buy and use, and people may use them where they shouldn't, like in the classroom. Many people call their friends just for fun and may end spending too much time on the phone.
A: That may be true for some people, but that's not really because of the phones. You could say the same about TV or computers. People shouldn't do too much of anything. Think about all the other advantages. For example, if I'm meeting my Mum at the bus station and she is late, she can call me and let me know so I won't have to worry or get lost. And if I do get lost, or if I'm in danger, I can call for help.
B: ...
4. SUMMARY & HOMEWORK
1. Get ready to be examined in the talking activities.
2. Preview all the exercises in the workbook.
Period 6
1. PRESENTATION & REVISION
1. Ask some pairs to act out the talking activities.
2. PRACTISING
Vocabulary
Answers to the exercises:
1 1 toothpick 2 Teenagers 3 calendar 4 appointment 5 behaviour 6 emergency
7 interview 8 planet
2 1 answer (n) 2 changes (n) 3 defeat (v) 4 touch (n) 5 hand (n) 6 handed (v)
7 change (v) 8 phone (n) 9 forces (v) 10 phoned (v) 11 force (n) 12 answer (v)
13 defeat (n) 14 touch (v)
3 1 C 2C 3B 4A. 5A
4 1 You may do whatever you want to do.
2 I'll teach whoever wants to learn.
3 We can start whenever you're ready.
4 Life won't be easy whichever road you take.
5 He makes friends wherever he goes.
6 It rained throughout the night.
7 In case of rain, they usually go travelling with an umbrella.
Grammar
Answers to the exercises:
1 done, completed, built, have, collecting, planned, collected, spent, made, being improved, planted, painted
2 National day is coming and People's Park is being prepared for it. Look! By the lake, one boat is being repaired and the other one is being. painted. Beside the boats, the trees are being planted and the flowers are being watered. Not far away, the building is being painted and its roof is being repaired...
3. INTEGRATING SKILLS
Reading
FUTURE TRAVEL: TELEPORATION
Introduction The text states that the concept of transportation has remained the same despite advances in science and technology. However, recent discoveries suggest that we may be able to change the way we view transportation. The text defines and explains teleportation and reports advances. in science that have made teleportation seem possible. The discovery is an example of how something once believed to be science fiction (or impossible) is becoming science (or reality). It is important to note that while the discovery described in the text is significant, the teleportation of human beings does not seem possible.
Extension Encourage the students to think about what a concept is and how it changes - or, in other words, how the way we think about the world interacts with what we know about it. Use the Adventure Travel reading in the student's book as an example of another conceptual change.
Answers to the exercises:
1 1 Teleportation is a combination of sending information through telephones or the Internet and transportation.
2 With normal transportation, a person or thing is moved from point A to point B. With teleportation, a person or thing is taken apart at point A and put together again at point B.,
3 Teleporting a human being would be very difficult since there are so many parts in a human body.
4 Various answers are possible. The text does make it clear that it. is very unlikely that human teleportation will become possible.
2 The students are asked to match each new word with the correct strategy. Ask them to scan the text for the word and then decide which strategy they could use to guess the meaning of the word.
Teleportation
Strategy: Some words are made up of two parts. We can use the meaning of each part to guess the meaning of the word.
The text emphasizes the mix of telephone and transportation and the students can use this to conclude that tele has been added to -portation to make up teleportation, meaning a combination of regular transportation and telecommunication.
Photons
Strategy: Some words are explained in the sentence. The explanation is often between commas (,), dashes (-), or brackets ( ).
The explanation is given in brackets in the text (particles that carry light).
Apart
Strategy: We can use words we already know to guess the meaning of words that mean the same or that have the opposite meaning.
The students are already familiar with the phrase put together and can use this knowledge to conclude that apart means the opposite of together.
3 1 People used to think it was impossible to use machines to talk to each other, but it has become possible with the invention of the telephone. In the future, we may even be able to use machines to send our thoughts to other people.
2 People used to think it was impossible to make a copy of a living thing, but it has become possible with the invention of cloning. In the future, we may even be able to clone human beings.
3 People used to think that it was impossible to make a machine that could do math, but it has become possible with the invention of the abacus and the computer. In the future, we may even be able to use machines that can think.
4. WRITING
Instruction Ask the students to think of inventions that have changed the way we live, e.g. the steam engine, electricity, the telephone, the computer, the Internet etc. What will the next big invention be and how will it change our life? The students are free to come up with their own ideas. Remind the students that they should give the new invention a name, explain (roughly) how it works or what it is, how it will be used (or what it will be used for) and how it will change our life.
Sample writing:
The Thinkuter
I think that the next big thing, the next important invention, will be a computer that can actually think. I don't mean that this computer will be like a human being - it will not be able to come up with its own ideas
but it will be able to help us think. The computers we use today can only do very simple things, like adding and subtracting, or storing and recalling information. The new machine will be able to do things that we do when we think. Since it is a computer that can think, I will call it a thinkuter.
If we have thinkuters, we can do things that used to be impossible. For example, today, with normal computers, only a few very smart people can solve important problems. And even these experts can only solve the problems in the same way. With a thinkuter, we would be able to think in new ways and change the way we understand life, science, and nature. A thinkuter would give us more thinking power and we would be able to do more with our ideas. Everybody has lots of good ideas, even children do, but it is difficult to turn one's ideas into reality. If people had thinkuters, they could use their ideas better - no idea would be wasted.
With thinkuters, we would also need to spend less time in school. We could learn more and faster. School is good for us and we need it, but if we could learn more and faster, we would have more time to do other things that are also important.
5. SUMMARY & HOMEWORK
1. Finish all the exercises in this UNIT.
2. Finish the supplementary exercises given by the teacher.
Period 7
1. PRESENTATION & REVISION
2. GOING OVER SUPPLIMENTARY EXERCISES
3. SUMMARY & HOMEWORK
Period 8
1. PRESENTATION & REVISION
2. GOING OVER NEW WORDS AND EXPRESSIONS IN UNIT 2
3. SUMMARY & HOMEWORK
1. He sat at the desk, __________ a novel.
A. read B. to read C. reading D. reads
2. If you cheat in the exam, you could hardly _________ it.
A. throw away B. get away C. get away from D. get away with
3. No potatoes for me—I’m _______ a diet.
4. The speed of cars and trucks is _____ to 30 kilometers per hour in large cities in China.
A. limited B. limiting C. limiting to D. limited to
5. Smoking is a bad habit. You should _________ it.
A. throw away B. get away with C. get rid of D. throw
6. I’m really tired _______ Tom. He had me _________ for two hours in the rain.
A. of, waiting B. with; wait C. of; waited D. with; waited
7. Bob ran the 100 meters in 9.91 seconds, and I have not seen ________ this year. (浙江 2005)
A. the best B. better C. the most D. more
8. Filled with anger, he didn’t shout or swear, but just ________ silently at me.
A. looked B. stared C. glared D. glanced
9. — Why was Tom scolded by our teacher? — For ________.
A. tell a lie B. telling lies C. told lies D. telling lie
10. — Anything new in the new regulations? — They will be ________ to us all.
A. of great benefit B. do harms C. do many good D. for the benefit
11. Must I get through the business in one evening? No, you ________.
A. mustn’t B. haven’t C. needn’t to D. don’t have to
12. Your article is too long. You must _______ to about 3000 words.
A. cut it off B. cut it up C. cut it down D. cut it into
13. If your knowledge can be in some way _______ with my experiences, we are sure to succeed.
A. joined B. united C. connected D. combined
14. The news was so ____ that all the people present at the meeting were _______ at it.
A. amazing, amazing B. amazed, amazed C. amazing, amazed D. amazed, amazing
15. You ______be sitting in this waiting room, sir. You see, it is for women and children only.
A. oughtn’t to B. dare not C. need not D. will not
閱讀下面短文，掌握其大意，然后從1~10各題所給的四個(gè)選項(xiàng)（A、B、C和D）中，選出最佳選項(xiàng)，并把答案寫在答題卷上。
Every person needs water and a diet of healthy foods. These foods should contain some fat, some fiber, a little salt and so on.
People need energy 16 . They eat different kinds of food which change into energy. The energy is 17 in calories. Even when you 18 , you are using energy – about 65 calories an hour. 19 you are at school, or walking home, your body is burning up 100 calories an hour. When playing football or basketball, you 20 be using 400 calories an hour. On Sports Day, during the relay race, you will use most of all, 21 as much as 650 calories an hour.
The Chinese diet is considered to be the healthiest in the world. It contains a lot of fruit and green vegetables. It is 22 in fiber and low in sugar and fat. The Chinese eat less sugar than many other countries in the world. That is 23 lots of people in China have healthy white teeth.
People in the Western world do not eat such healthy foods. They eat 24 fat and sugar and don’t take enough 25 . Because of this, they 26 weight very easily. Their diet contains a lot of fat in the 27 of potato crisps, potato chips, butter, cream and chocolate. They eat a lot of sugar which exist in cakes, soft drinks, 28 and so on. The result is that many of them become fat. 29 some have bad teeth. In some parts of Britain, one person in ten, 30 the age of thirty, has no teeth left.
16. A. for lifeB. to live C. to live withD. for a living
17. A. measuringB. takenC. measuredD. measure
18. A. are asleepB. fall asleepC. go to sleep D. go to bed
20. A. mustB. canC. needD. might
21. A. surelyB. usuallyC. perhapsD. hardly
24. A. much tooB. many tooC. too manyD. too much
25. A. exercisesB. foodC. workD. exercise
26. A. put onB. gain onC. get onD. put up
27. A. typeB. formC. kindD. sort
28. A. sweetsB. sweetC. candy barD. sweet thing
閱讀下列短文，從每題所給的'四個(gè)選項(xiàng)（A、B、C和D）中，選出最佳選項(xiàng)，并把答案寫在答題卷上。 A．
A car needs gas to run and your body also needs food to work for you. Eating the right kind of food is very important. It can keep your body strong, so take care of what you eat.
There are four main food groups altogether. The dairy products group has food like milk, cheese and sour milk. The other three groups are the meat and fish group, the fruit and vegetable group, and the bread and rice group. Each meal should have at least one food from all the four main groups. With all these food together you will be given enough energy during the day.
It is easy to get into bad eating habits. You may eat your breakfast in a hurry to get to school on time. Or you may not have time for a good lunch. It may seem easy to finish your supper with fish and chips all the time. But you will find yourself tired during these days and you can not think quickly.
Watching what you eat will help keep your body healthy and strong. It is also good to take some exercise. It will help you eat more if you take a walk or play games in the open air. Having a good eating habit with some exercise is the key to your health.
31. Which of the following diets do you think is the best one?
A. Eggs, tomatoes and chicken.B. Milk, bread, cabbages and beef.
C. Corn, fish, cream and pork. D. Rice, beancurd, apples, fish and chicken.
32. Which of the following is a good eating habit?
A. Going to school without any breakfast.B. Eating fish and chips for supper all the time.
C. Finishing your lunch in a very short time.
D. Having at least one food from all the four groups each meal.
33. In this passage the writer mainly tells us that ______.
A. every person needs food to grow wellB. taking exercise can keep your body strong
C. right kind of food with exercise will keep you healthy
D. enough energy helps people think more quickly
B.
Good health is the most valuable thing a person can have, but one cannot take good health for granted. It is important to remember that the body needs proper care in order to be healthy. There are three things that a person can do to help stay in good shape: eat right food ,get enough sleep, and exercise regularly.
Proper nutrition (營(yíng)養(yǎng)) is important for good health. Your body cannot work well unless it receives the proper kind of “fuel”(燃料).Don't eat too much food with lots of sugar and fat. Eat plenty of foods high in protein (蛋白質(zhì)) ,like meat, fish, eggs and nuts. Vegetables and fruits are very important because they provide necessary vitamins (維他命) and minerals. However, don't overeat. It is not helpful to be overweight.
Getting the proper amount of sleep is also important. If you don't get enough sleep, you feel tired and easily get angry. You have no energy. Over a long period of time a little a amount of sleep may even result in a change of personality (人的個(gè)性).Be sure to allow yourself from seven to nine hours of sleep each night. If you do, your body will feel strong and refreshed, and your mind will be sharp.
Finally, get plenty of exercise. Exercise firms the body, strengthens the muscles, and prevents you from gaining weight. It also improves your heart and lungs. If you follow a regular exercise program, you will probably increase your life-span (壽命).Any kind of exercise is good. Most sports are excellent for keeping the body in good shapes: basketball, swimming, bicycling, running and so on are good examples. Sports are not only good for your body, but they are enjoyable and interesting, too.
If everybody, were to eat the right foods, get plenty of sleep and exercise regularly, the world would be a happier and healthier place. We would all live to be much older and wiser.
34. According to the passage,_________.
B. if we were healthy, we could spend our days in doing things with less sleep
C. one can eat a lot to stay in good shape
D. one needn't take any exercise if he is healthy
35.In order to keep good health, ___________ .
A. we should eat a lot of sweets B. one needs a large amount of fat
C. people should eat according to the foods nutrition D. we must try to sleep now and then
36. Eating more and sleeping less________.
A. can keep healthy B. is no good for you
C. gets you more energy D. will keep your personality
37.The writer explains ________in this passage.
A. how to eat B. the importance of doing exercise
C. how to keep healthy D. what to eat
38.The title of the article should be___________ .
A. Eating and Exercising B. How Vitamins Work in Man's Body
C. Staying Healthy D. Sleeping Well
C.
Isn't it astonishing how much time we spend talking about food? “Have you ever eaten …?” “What did you have for lunch?” and so on. And yet when you travel from one country to another, you will find that people have quite different feelings about food. People often feel that what they eat is normal (正常) and that what other people eat is strange or silly. In most parts of Asia, for example, no meal is complete without rice. In England, people eat potatoes every day. In the Middle East, bread is the main part of every meal. Eating like so many things we do, becomes a habit which is difficult to change. Americans like to drink a lot of orange juice and coffee. The English drink tea four or five times every day. Australians drink a great deal of beer, and the French drink wine every day.
The sort of meat people like to eat also differs from one country to another. Horse meat is thought to be delicious in France. In Hong Kong, some people enjoy eating snakes. New Zealander eat sheep, but they never eat goat meat. The Japanese don't like to eat sheep meat be-cause of its smell, but they enjoy eating raw fish (生魚).
So it seems that although eating is a topic we can talk about for hours, there is very little common sense in what we say it. People everywhere enjoy eating what they have always eaten, and there is very little we can do to change our eating habits.
39. Which of the following is true according to the article?
A. All people have the same feeling about food.
B. In most parts of Asia, people usually have rice for meals.
C. People often consider other people to be strange or silly.
D. The topic people spend time talking about is bread and meat.
40. People in different countries .
A. drink the same sort of wineB. have the same eating habit
C. eat different kinds of meatD. have the same tea at different time within a day
41. The Japanese don't like to eat sheep meat .
A. because they dislike its smellB. because it is too expensive
C. because it is easy to go badD. because they think it will do harm to their health
42. English people drink tea four or five times a day .
A. because they get thirsty easilyB. because there is plenty of tea in Britain
C. because of their drinking habitD. because they have enough time to do so
第一節(jié)：根據(jù)句子的意思，寫出正確的單詞，并注意詞的正確形式。（共10小題；10分）。
1. He gained all his ________(力量) and was ready for a second try.
2. I patted her _______(溫柔地) on the shoulder.
3. It is healthier to keep a b_______ diet every day.
4. This restaurant was not giving its ______(顧客) energy-giving food.
5. ________ (好奇心)drove Wang Pengwei inside Yong Hui’s restaurant.
6. Wang Pengwei stopped worrying and started advertising the _______(好處) of his food.
7. To succeed, we must ___________(結(jié)合) talent with working hard.
8. He has been working for a long time, but he is still full of __________.（energetic）
9. You should do some _________(研究) before making the final decision.
10. She is not _________(苗條的)enough to wear these tight trousers.
1. When we are cooking with a gas fire, we ________(can / must) keep the window open.
2. Mr. Joseph has stayed in the US for several years. He _____(may / can) speak English quite well.
3. Jack’s ill, so they ______ (must / have to) change their plans.
4. It _______ (can't / mustn't) be Miss Gao. I know she has gone to Beijing.
5. You say you ________ not do it but I say you ____________ (shall / will)
第三節(jié)：根據(jù)中文意思完成句子(共5小題；10分)。
1. 我用了一個(gè)月才擺脫咳嗽。It took me a month to _____ _____ _____my cough.
2. 她欠我100塊錢。 She _______ ________ _______ to me for 100 yuan RMB.
3. 我們應(yīng)該拋棄考試作弊的壞習(xí)慣。We should ________ _________ the bad habit of cheating in the exam.
4.他們沒有打架，只是站在那怒視對(duì)方。They didn’t fight, but stood there _____ ______ one another.
5．David 靠給報(bào)社寫文章維生。David ____ _____ ______ by writing articles for newspapers.
作者：賀 莉 自：本站原創(chuàng) 點(diǎn)擊數(shù)：581 文章錄入：helen
Teaching plan for SB1A Unit 9 Technology
Teaching goals: Talk about science and technology
Describe things and how they work
Express agreement and disagreement
Use the present Continuous Passive Voice
Talk about the advantages and disadvantages of modern technology
Write a letter to Q12 about love and friendship
Time arrangement:
Period 1 Warming up, listening, speaking
Period 2 Pre-reading, reading, post-reading
Period 3 Intensive reading
Period 4 Language study
Period 5 Integrating skills
Period 6 Workbook (Talking and Reading)
Period 7 Test
Period one ( listening and speaking )
Warming up
Step I Brainstorming about Technology
1. Is technology important to us? What will you think of when talking about technology?
2. What qualities shall we have if we want to have advanced technology?
( to be creative , good at solving problems and thinking in new ways )
Step II Activity
( Bring the items of a toothpick, plastic bag and left-handed glove if possible)
(Hold a competition of creativity among groups of students if necessary)
1. Students work in groups to solve the problems
2. Compare different solutions and talk about creativity.
Listening
Step I Introduction
1. Describe an everyday object for Ss to guess. (color/ size/ shape/ use etc.)
Step II listening
1. First-listening: what is being described?
2. Second-listening: what can the things be used for?
3. Discussion in pairs: what are the new uses for the objects in addition to the “normal” uses?
Step III A riddle-guessing competition
1. Read the instruction and the guided questions
2 Do a demonstration with a student.
Teacher: You seem to have something in your pocket. What does it look like?
Student: It looks like … ….
T: What is it made of ?
S: It’s made of …….
T: What is it used for ?
S: … … …
3 Ss practice in pairs
4 Competition--- Who can guess it ?
One student thinks of or hides an object in his pocket, while the rest raise questions to guess what it is.
Speaking
Step I Brainstorming
1. Present the situation
2. Brainstorming about the advantages and disadvantages about cellphones
Step II Expressions of agreement and disagreement
Teach new expressions
1) Absolutely= Definitely= Exactly
2) It depends.
3) That’s a good point.
4) That’s worth thinking about.
Step III Activity
1. Ss works in groups and prepare a role play.
2. Ss present their dialogues.
3. Debate: Players from different groups debate the advantages and disadvantages of a cellphone.
Homework: 1. Listening : Workbook P133 Listening Ex 1&2
2. Speaking: Interview your parents the way of life 30 years ago ( Were there telephones , TVs or computers ? )
3. Thinking : P60 Ex 3 Design your cellphone--- to be creative!
Period Two ( extensive reading )
Revision
Check the listening homework on page 133.
Pre-reading
Step I Discussion (Question 2 of Pre-reading )
1. Check the speaking homework of interview
How did people live 30 years ago?
What did people do at night without electricity?
How have inventions and new technology changed our way of life?
2. Talk about the title---Life on the go
Life on the go refers to a fast-paced lifestyle where people are always on the go---rushing from one place to another, doing many things at once, and using cellphones, computers, etc.
Reading
Step I Presentation
1. Talk about the cellphone and present the new vocabulary.
( Ask Ss to bring cellphones of different brands to class if possible)
Questions: What functions does a cellphone have?
What features does your cellphone have? etc.
Vocabulary: function, feature, image, an electronic calendar, remind ,appointment
2. The top question:
Why are cellphones so popular with teenagers according to the passage?
Step II Reading
1. Skimming for the top question.
2. Some T or F statements to check the general understanding of the passage.
3. Scanning for the main idea of each paragraph, comparing general statement and specific statement. ( Post-reading Ex 2 on Page 60 )
Step III Activity
1. Discussion in pairs ( Post-reading Ex 1 on Page 60 ).
2. Design your own cellphone in groups.
Homework: 1. Read the text after the tape, marking the difficulties.
2. Reading comprehension: WB page 136.
Period Three ( intensive reading )
Revision
Revise the text .
Language points
Vocabulary
1. depend v. dependent adj. independent adj.
1) That depends. = It depends. = I’m not completely sure.
2) depend on 依賴，信任，取決于
e.g. His family depends on him.
We’re depending on you to finish the job by Friday.
Happiness often depends on your attitude to life.
2. add v.
1) 增加， 相加， 補(bǔ)充說(shuō)
e.g. Add a few more names to the list.
If you add 5 and 3 you get 8.
I should like to add that we are pleased with the result.
2) add to = to increase something
e.g. The rise in electricity costs has added to our difficulties.
3) add up to = amount to
e.g. These numbers add up to 100.
3. remind v.
remind sb to do sth.
of sth.
that –clause
e.g. Remind me to write to Dave.
This hotel reminds me of the one we stayed in last year.
She reminded me that Sue was in Paris.
4. touch n.
get in touch with sb. lose touch with sb.
stay in touch with be in touch with
keep in touch with be out of touch with
5. call v.
call for = to demand sth. , to collect sb.
call at some place = visit some place
call on sb. = to visit sb., to ask sb. to do sth.
call in = to ask sb. to come in{
e.g. Students are calling for more spare time and less homework.
I'll call for you at 8 o'clock.
I think we'd better call in a doctor.
I called on my uncle while I was in London.
6. case n.
in case in this case
in case of + n./pron in any case
in case --clause in no case = never
e.g. The meeting will be put off in case it rains.
In case he arrives before I get back, please ask him to wait.
In case of fire, ring the bell.
I don't think I need any money, but I'll bring some in case.
In no case should we give up dreaming about a better future.
7. need n.
[U] 缺乏； 需要
[C] 需要得東西； 必需品
in need of sth.
no need for sth.
e.g. There’s a growing need for new housing in big cities.
She didn’t earn enough money to satisfy all her needs.
We’re collecting money for children in need.
Please come to me if ever you’re in need of help.
There’s no need for you to say sorry to me.
Sentence patterns
1. Cellphones make it possible for us to talk to anyone from anywhere.
e.g. I think it necessary for her to stay in touch with her parents .
He found it possible for them to improve the working condition.
Our school makes it a rule for us to have an English Corner every Friday.
2. We have a need to stay in touch with friends no matter where we are or what we are doing.
e.g. Nobody believed him no matter what he said.
No matter where he goes, the thief can’t escape being caught.
She always goes swimming no matter how cold it is.
3. She says that her cellphone helps her do whatever she wants to do.
e.g. Whatever you do, wherever you go, I’ll be right here waiting for you.
She always goes swimming, however cold it is.
Homework: 1. WB page 134-135 Vocabulary Ex1,2,3&4
Period Four ( Language study )
Word study
Step I Page 61 Match the words with their meaning
Step II Check the homework on page 134-135.
Step III Reading for meaning ---guessing the words from the clues.
Page 63 Tips Are you a smart reader?
Grammar
The passive voice (3) --- The Present Continuous Passive Voice
Step I Study the examples
am/ is/ are + being + done
Step II Practice ( page 61 )
Step III Activity
Two students put on a performance of “雙簧”.
The door is being pushed open slowly and quietly. A chair is being taken into the room and put at the desk. A piece of paper is being taken out of his pocket. The chair is being cleaned. Now he is sitting down. And some books are being moved to the side of the desk. The schoolbag is being opened, and an English book is being taken out…….
Homework: 1. WB page 136 Grammar 1&2
Period Five ( integrating skills )
Reading
Step I Reading
What is the computer Q12 like ?
How does it control human beings?
What other suggestions will you make to solve the problem?
What will the earth be like if Q12 understands love and friendship?
Step II Language points
1 take over 接管
e.g. The company has been taken over by a American firm.
Sarah will take over my job when I leave.
2 break down （機(jī)器）不運(yùn)轉(zhuǎn)；失??；
break up 結(jié)束； （關(guān)系）破裂
e.g. The car broke down on the motorway.
The peace talks between the two countries have broken down
The meeting broke up after only half an hour.
Their relationship wasn’t working, so they decided to break up.
3 come up with = to think of or suggest an idea 想出辦法，提出建議
e.g. He couldn’t come up with an answer.
How have you come up with such a good idea?
4 success in manage to do sth.
sucessful in
succeed in doing sth. fail to do sth.
e.g. We had no success in finding a new flat.
Jane finally succeeded in passing the her driving test.
Writing
Step I Study the outline of the letter
Step II Students have a discussion in pairs.
Step III Ask a student to give a sample letter orally.
Homework: 1. write a letter to Q12
Period Six ( WB talking and reading )
Talking
WB page 134 Talk about modern technology.
Step I Read the situation
Step II Activity
Ss work in groups
First list the advantages and disadvantages of the inventions of cellphones, robots and computers.
Then Ss have a debate in groups.
Step III Debate
Have 3 debates between groups.
( There are speakers representing each group, and the rest are judges)
Reading
WB page 136 Reading Future travel: teleportation
Step I Fast reading and skimming
What does teleportation mean?
Step II Scanning
How is teleportation different from normal transportation?
Why is it so difficult to teleport human beings?
Step III Reading for words
Match the words with the best strategy on page 137.
Step IV Activity
Discussion : Will teleportation be realized?
Think of more impossible things that may be possible in the future.
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