高中英語必修3-4 要點綜述
Unit 1 Festivals around the world
Teaching aims and demands
1.topic: 1>Festivals
2> how festivals begin
3>how to celebrate festivals
2.function: 1>Request
Eg: Could you please…?
Could I have …?
I look forward to doing…
2>Thanks
Eg: It’s a pleasure. /Don’t mention it.
It’s very kind of you to…
I’d love to …
Thank you very much./Thanks a lot.
You are most welcome.
3.vocabulary:
4.grammar: 情態(tài)動詞的用法
Jin can speak English well. (ability)
Could you please show me the way to …? (request)
May we see the awards for the team? (permission)
She might give you … (possibility)
The whole family will come for dinner. (promise)
Often he would dress up like a rich man. (pass habit)
We would be there with our friends. (promise)
II.Key points
Period 1 Warming up and fast reading
1.Greetings
2.Warming up
Step 1 discussing the following questions
a.How was your holiday/spring festival?
b.Did you go traveling?
c.How much pocket money did you get?
Step 2 talking
1). Name some festivals
Spring Festival Dragon Boat Festival Lantam Festival Mid-Autumn Festival
Army Day May Day Teachers’ Day
New Year National Day Mother’s Day
Children’s Day Father’s Day
Christmas Day Halloween carnival
Easter Valentine Day Oben
2).Ss work in groups of four and list five Chinese festivals and siscuss when they take place , what they celevrate and one thing that people do at that time. Then fill in the blanks.
Festivals Time of year/date Celebrate for Things to do
Mid-Autumn Day
Spring Festival
Dragon Boat Day
Tomb sweeping Day
Lantern Festival
3.Pre-reading
1) What’s your favourite holiday of the year? Why?
2) What festivals or celebration do you enjoy in your city or town? Do you like spending festivals with your family or with friends? What part of a festival do you like best?the music, the things to see, the visits or the food?
4. Fast reading and find the answers to the following questions.
A.What did ancient festivals celebrate?
B.What are festivals of the dead for ?
C.Why are autumn festivals happy events ?
D.Name three things people do at spring festival ?
Period 2-3 Intensive reading
1.Read the passage paragraph by paragraph and find the main ideas of each paragraph
Paragraph 1: All kinds of celebration in ancient time.
Paragraph 2: The purpose to honour the dead and three examples
Festivals Time Things people do
Oben
Day of the Dead
Halloween
Paragraph 3: The reasons Why we honour people
Festivals Who does it celebrate ?
Dragon Boat Festivals
Clumbus Day
Indian National Festival
Paragraph 4: Autumn festivals are happy events
Paragraph 5: How people celebrate in spring festivals
2．Language points
a.They would starve if food was difficult to find…
starve （v.） 餓死；挨餓
eg. Millions of people starved to death during the war.
Starve for sth 渴望…
Eg. The homeless children starve for love.
Starvation (n.) 餓死
Eg. Die of starvation
Starvation wages 不夠維持基本生活的工資
b.The most ancient festivals would celebrate the end of the cold weather, planting in spring and harvest in autumn.
Celebrate (vt./vi.) 慶祝，贊頌，贊美，舉行（儀式）
Eg.We celebrate the new year with a party.
Their courage was celebrated in all the newspaper.
Celebrated (adj.) = famous 著名的，馳名的
c. …because they thought these festivals would bring a year of plenty.
days/years/…of plenty :富裕（尤指事物和錢）的日子，年月，生活等。
Eg.You have a life of plenty, what would you be worried about ?
d.Some festivals are held to honour the dead, or satisfy and please the ancestors, who could return either to help or to do harm.
1）Honour (v.) “尊敬，給…增光” honour sb. (sth.) with sth.
（n.） “榮譽(yù)，光榮，敬意，面子”
Win honour for… 為…爭光
Show honour to sb. 尊敬某人
in honour of sb.(sth.) = in sb.’s /sth’s honour出于對某人的敬意
eg.There will be a party in honour of his success.
為慶祝他的成功將會舉行一個晚會。
We have a party in honour of the famous artist.
為紀(jì)念這位著名藝術(shù)家我們舉辦了這場晚會。
2）satisfy (vt.)使?jié)M意，令人滿意
Eg.That answer won’t satisfy her.
那個答案不會使她滿意。
Satisfied （adj.） 滿意的（主語是人）
Satisfactory (adj.) 令人滿意的（主語是事而不是人）
Satisfying （adj.） 令人滿意的（主語是事）
Satisfaction （n.） 滿意
Eg. She’s satisfied with her son’s progress.
對于兒子的進(jìn)步她感到很滿意。
Do you think what he said is satisfying?
你認(rèn)為他所見的令人滿意嗎？
3)harm (n.) (U) 傷害
Eg. Don’t be too serious , he meant no harm.
(v.) harm sb./sth.=do harm to sb./sth.
Eg. Don’t be afraid, the dog won’t harm you.
What you do should do more good than harm.
你所做的應(yīng)該利大于弊。
e.The festival of Halloween had its origin as an event in memory of
the dead.
In memory of / to the memory of sb. 最為對某人的紀(jì)念，紀(jì)念某人
Eg.The museum was built in memory of the famous scientist.
f.They dress up and try to frightened people.
Dress n. 連衣裙/
v. dress sb./oneself 給…穿上衣服
Eg. The first thing she does every morning after getting up is to dress her son.
她每天起來第一件事就是幫兒子穿衣服。
Dress up 盛妝打扮，喬裝打扮
Eg. Ladies loves dressing up more than anything else.
g.If they are not fiven anything, the children might play a trick.
Play a trick on sb. 玩弄某人
Eg. That naughty boy likes to play a trick on others.
h. in memory of the arrival of Christopher Columber in America.
Arrival n. 到達(dá)
Eg.We are pleased for their arrival.
i. In India there is a national festival on October 2 to honor Mahatma
Gandhi,the leader who helped gain India’s independence from Britan.
Gain n.獲得物，收獲，增加
Eg.The baby has a gain of half a pound.
v.獲得，得到，增加
eg.He had gained himself a reputation for unfairness.
他是自己得到了一個不公平的名聲。
比較: get 得到，獲得 應(yīng)用最廣的詞
Aquire 獲得，取得 指通過漫長的過程而逐漸獲得
Gain 得到，獲得 往往指通過努力而獲得某種有益或有利的東西
Eg.I got a favorite answer.
How did she acquire her skill?
I hope you will gain still greater success.
j. gather 收集，積累
eg. The police have gathered information about the murderer.
k. …Some people might win awards for their animals…
award n.獎品，獎金，助學(xué)金
win the second award 獲得第二等獎
win the award of ten thousand dolar.
獲得一萬美元獎金
Vt.獎勵，授予 award sb. Sth./sth to sb.
Medals are awarded to the best speakers on the debating team.
獎?wù)率诮o辯論隊中最佳的演說者。
比較： award n./vt. 對鼓勵工作突出所進(jìn)行的鼓勵，往往強(qiáng)調(diào)榮譽(yù)
Prize n. 多指在各類競賽或抽彩中所贏得的獎。這種將有的憑靠能力，有的憑靠運氣獲得。
Reward n./v 指對某人的工作或服務(wù)等的報答。
Eg. He won the award for the best student of the year.
A prize was given to the person who had the winning number.
The waitress was given two more extra dolar for her good serves.
l. …when people admire the moon and give gifts of mooncakes.
Admire vt. 欽慕，羨慕，贊美
Admire sb. for sth. 因謀事而贊美/仰慕某人
Admire to do sth. 喜歡干謀事
Eg.Don’t forget to admire the students.
別忘了夸獎學(xué)生
Everybody admires him for his fine sense of humour.
人人羨慕他那極好的幽默感。
I just admire to get letter, but I don’t admire to answer it.
我只是喜歡收信件，而不喜歡回信。
m. …that looking forward to the end of winter and to the coming of sping.
Look forward to doing sth.
Eg. I am looking forward to seeing you again.
The children are looking forward to visiting the Great Wall.
n.The country is covered with cherry tree flowers so that it looks as though
it might be covered with pink snow
as though =as if 引導(dǎo)狀語從句，常常放在act, look, sound, feel, smell
等動詞后面；引導(dǎo)表語從句常用虛擬語氣。
Eg. He behaves as though nothing has happened.
It looks as if it were summer already.
Period 4 Using language --- Reading
Step 1. Greetings
Step 2. Lead-in: 1. Introduction of Qiqiao Jie
（Why called Qiqiao Jie and some customs of the very day and the sad love story.）
2.The following story is a modern sad love story.
Step 3. Ss read the questions given and read the story to find the answers.
Step 4. words and phrases.
1.But she didn’t turn up.
Turn up 1) 出席，來 For several reasons, she didn’t turn up.
2) 出現(xiàn)，找到The book you have lost will turn up one day.
3) 開大音量 （反義詞）turn down
Turn up the radio a little, I can hardly hear the program.
2.to hold one’s breath: to wait without much hope
eg.The girl held her breath at the sight of the snake.
3.to drown one’s sadness: To drink in order to forget
to drown one’s sorrows: 借酒消愁
4.to keep one’s word 守信用(反) to break one’s word 失信
Eg.He is a man who always keeps his word.
Don’t believe him, he always breaks his word.
5.set off 1)動身，出發(fā) Tomorrow we’ll set off for home.
2)使…爆炸 The human body bomb set off among the crowd.
6.I don’t want them to remind me of her.
Remind sb.of sth. 提醒某人某事
Remind sb. to do sth. 提醒某人做某事
Remind sb. That
Eg.The pictures remind me of my school days.
Remind me to buy her a gift.
I reminded him that he must go home before dark.
7.forgive …for
Eg.Please forgive me for my being rude.
Step 5.Ss work in groups of four to summarize the story and ask some of Them to tell the story in their own words.
Sample:
The story took place in an coffee shop where the hero, Li Fang, is
Waiting for his girl friend, Hu Jin’s coming. To his appointment, she
Didn’t turn up. Then there is a show on TV, which talked about the sad
Love story Of Qiqiao Jie. Being heart-broken, Li Fang threw away his
Valentine’s gift to Hu Jin. Then he met Hu Jin on his way back home,
Who had been waiting for him at a tea shop. What should he do?
Period 5-6 Discovering Useful Stuctures: Modal verbs
1.情態(tài)動詞的各種語氣
1)can and could
Jin can speak English well.(ability)
No one could finish the test last week.(ability)
The teacher said that we could not leave early.(permission)
The hunters are lost. They could starve.(possibility)
Could you please show me the way to Beihai Park?(request)
注意：表示一般能力時，can 可與be able to 互換，但表示過去的能力+特定行為時，用was/were able to ,be able to 可用于各種時態(tài)，而can 只能用于現(xiàn)在時。
Eg.His mother wasn’t at home, so he was able to watch TV
2)may and might
May we see the awards for teams?(permission,request)
She might give yousome new clothing.(possibility)
注意：1.表示許可時，用于第一人稱，指我（們）被允許做某事；由于其他人稱，則指說話者允許主語做某事。
Eg.We might go shopping until dark.(我們被允許)
Mother said:”You might go shopping until dark.” （說話者允許主語做某事）
2.在用于請求許可時，may可與can/could 互換
3）will and would
The Spring Festival is the most fun. The whole family will come for dinner.(promise;agreement)
Often he would dress up like a rich man.(past habit; custom)
Would you like to join us for dinner?(request)
注意：would 與 used to 均可表示“過去慣�！�，但是would 常與過去時間狀語連用，意為總是，總要；used to 與現(xiàn)在時間相比，意為過去常常，暗示現(xiàn)在已經(jīng)沒有了。
Eg.When he was there, he would go to that coffee shop at the corner after work every day?
He used to go to that coffee shop at the corner after work every day,but now he goes to play basketball.
4)shall and should
The harvest festival begins on Saturday.We shall be there with our friends.(promise, agreement)
It’s nearly five o’clock. The taxi should be here soon.(prodiction)
注意：1.shall 用于第一，三人稱的疑問句中，表示說或者征求對方的意見，或向?qū)Ψ秸埵尽?br>Eg.Shall we go shopping after school?
2.should have done 表示過去應(yīng)該做而沒有做
Should not have done 表示過去不用做而卻做了
5）must and can’t
Wang Feng wins an award every year. He must be very strong.(speculation)
You must be joking. That can’t be true. (guessing)
對現(xiàn)在的事情進(jìn)行把握較大的判斷時，肯定判斷用must+動詞原形，否定判斷用can’t+動詞原形。
She must be in the library.
She can’t be in the room.
2.modal verbs+ have done
一、情態(tài)動詞+動詞完成式
情態(tài)動詞+動詞完成式即“情態(tài)動詞+ have + done分詞”，表示對過去行為或動作進(jìn)行推測、評論或判斷。
1. must have done表示對過去某事的肯定猜測。其否定或疑問形式都用can(could) 來表示.
Since the road is wet, it must have rained last night.
He can’t have missed the way. I drew him a map.
“The dictionary has disappeared. Who could have taken it?”
當(dāng)然對現(xiàn)在發(fā)生或?qū)戆l(fā)生的事情,要用must do 表示猜測, 否定為can’t do.
He must understand that we mean business.
You must be hungry after a long walk.
2.may / might have done
may / might have done 表示推測過去某事“也許”發(fā)生了.may 比 might 表示的可能性在說話人看來稍大些。例如：
I can’t find my keys. I may / might have left them at the school yesterday.
3. could have done 在肯定句型中, 往往用作委婉的批評. 本應(yīng)該做什么,而沒做; 有時也用作猜測.
You could have told us earlier.
Tom could have taken the dictionary.
4. ought to / should have done和 ought not to / shouldn’t have done
ought to / should have done 和 ought not to / shouldn’t have done 用于對已發(fā)生的情況表示“責(zé)備”、“不滿”，分別表示“本應(yīng)該…”和“本不應(yīng)該…”。例如：
1）With all the work finished, I should have gone to the party last night.
2）You ought not to have made fun of him. He is not the one you laugh at but learn from.
5. needn’t have done
needn’t have done 表示過去做了某事，但沒有做的必要， 意為“本沒必要…”。
You needn’t have waken me up; I don’t have to go to work today.
注：表示推測過去某動作發(fā)生的可能性時，就表示的可能性程度而言，must最大，could其次，may更次之，might最小。例如：
“I wonder how Tom knew about your past.”
“He must / could / may / might have heard of it from Mary.”
二、情態(tài)動詞+動詞進(jìn)行式
情態(tài)動詞+行為動詞進(jìn)行式（即情態(tài)動詞+ be + doing形式），表示推測或評論某動作現(xiàn)在是否正在進(jìn)行。例如：
1）He must be playing basketball in the room.
2）She may be staying at home.
三、情態(tài)動詞+動詞完成進(jìn)行式
情態(tài)動詞+行為動詞完成進(jìn)行式（即情態(tài)動詞+ have been + v-ing 形式），表示推測或評論過去某動作是否正在進(jìn)行或一直在進(jìn)行。例如：
1）They should have been meeting to discuss the problem.
2）He may / might have been buying stamps in the post office when you saw him.
四、某些情態(tài)動詞的特殊用法
1. need
考試中主要測試 need 作情態(tài)動詞與作實義動詞的區(qū)別.
情態(tài)動詞need與實義動詞need 在時態(tài)、肯定、否定結(jié)構(gòu)上的對比見下表。
時態(tài) 情態(tài)動詞need實義動詞 need
現(xiàn)在時He need (needn’t) do
Need he do….?He needs (doesn’t need) to do
過去時He needed (didn’t need) to do
將來時He need (needn’t) do
Need he do….?He will (not) need to do
注: need 一般用于否定句或疑問句.
2. dare
考試中主要測試dare作情態(tài)動詞和作實義動詞的區(qū)別。
情態(tài)動詞dare 與實義動詞dare 在時態(tài)、肯定、否定、疑問結(jié)構(gòu)上的對比見下表。
句型情態(tài)動詞dare 實義動詞 dare
肯定句現(xiàn)在時 dare to 少用
過去時 dare to 少用現(xiàn)在時 dare/dares to do
過去時 dared to do
否定句現(xiàn)在時 daren’t/dare not do
過去時 dared not do 現(xiàn)在時 do/does not dare (to) do
過去時 did not dare (to) do
疑問句現(xiàn)在時 Dare he do?
過去時 Dared he do? 現(xiàn)在時 Do you/Does he dear (to) do?
過去時 Did he dare (to) do
3. can 和 may
考試中主要測試can，may或could，might表示可能性的區(qū)別及對may構(gòu)成的疑問句的回答。
（1）can, could, may, might都可以表示可能性.can, could表示潛在的可能性或理論上或邏輯判斷上存在的可能性；而may, might則表示事實上的可能性。此外，can還具有“有能力”的意思，而may與might則不具此意。例如：
According to the weather forecast, it may rain tomorrow.
Any man with a little sense can see that he is wrong.
（2）May I / we …？這一類疑問句的肯定回答為Yes, please.或Certainly；否定回答為Please don’t.或No, you mustn’t. 例如：
“May we leave now?” “No, you mustn’t. You haven’t finished your home work yet.”
4. can 和 be able to
can 與 be able to 都可以表示能力，但兩者在用法上有點差異：can (could)表示主觀能力，不表示意愿，它的將來時用will be able to; be able to表示主觀意愿，強(qiáng)調(diào)要克服困難去做某事。例如：
1）My grandma is over seventy, but she can still read without glasses.
2）He is able to give up his bad habits.
5. must 和 have to
must 和 have to 都可以表示“必須”，但有幾點區(qū)別：
（1）must 強(qiáng)調(diào)“內(nèi)在的職責(zé)”、“義務(wù)”，而have to 強(qiáng)調(diào)“外界壓力”、“不得已而為之”。
（2）have to可用于多種時態(tài)，而must一般用于現(xiàn)在時，其過去時與將來時分別由had to與shall / will have to代替。
（3）在回答must引起的問題時，如果是否定的答復(fù)，不能用mustn’t，而要用needn’t或don’t have to，因為mustn’t是“一定不要”、“一定不能”的意思。例如：
1）You must come to the classroom before eight.
2）It is raining hard outside, but I have to leave now.
3）“Must we do it now?” “No, you needn’t.”
6. used to +do, be used to +doing和be used to +do
（1）used to +v意為“過去常常”，“過去一直”；be used to +v-ing / n（名詞）意為“習(xí)慣于”；be used to +v意為“被用來（做某事）”。
（2）used to只表示過去，而be used to +v-ing / n可表示現(xiàn)在、過去或?qū)�。例如�?br> 1）He used to smoke. Now he doesn’t.
2）He’s quite used to hard work / working hard.
3）The knife is used to cut bread.
7．用作情態(tài)動詞的其他短語
would rather, would sooner, would (just) as soon, had rather, had better, had sooner, can not but, may (just) as well等可用作情態(tài)動詞。例如：
1）The soldier would sooner die than surrender.
2）The brave soldier would as soon die as yield to such an enemy.
3）I’d rather walk than take a bus.
4）If you don’t like to swim, you may just as well stay at home.
注：這些短語后一般直接跟動詞原形.would (had) rather, would (had) sooner, would (just) as soon后可跟that 引導(dǎo)的從句，that 常省去，從句要用虛擬語氣。對現(xiàn)在和將來的假設(shè)用過去時，對過去的假設(shè)用過去完成時。例如：
1）I would rather you came on Sunday.
2）I would sooner you hadn’t asked
Period 7 Listening and exercise
Step 1 Listening about carvals
1.Introduction of carnivals:
狂歡節(jié)（Carnival），世界上不少國家都有狂歡節(jié)。這個節(jié)日起源于歐洲的中世紀(jì)。古希臘和古羅馬的木神節(jié)、酒神節(jié)都可以說是其前身。有些地區(qū)還把它稱之為謝肉節(jié)和懺悔節(jié)。該節(jié)日曾與復(fù)活節(jié)有密切關(guān)系。復(fù)活節(jié)前有一個為期40天的大齋期，即四旬齋（lent）。齋期里，人們禁止娛樂，禁食肉食，反省、懺悔以紀(jì)念復(fù)活節(jié)前3天遭難的耶穌，生活肅穆沉悶，于是在齋期開始的前3天里，人們會專門舉行宴會、舞會、游行，縱情歡樂，故有"狂歡節(jié)"之說。如今已沒有多少人堅守大齋期之類的清規(guī)戒律，但傳統(tǒng)的狂歡活動卻保留了下來，成為人們抒民對幸福和自由向往的重要節(jié)日。
歐洲和南美洲地區(qū)的人們都慶�？駳g節(jié)。但各地慶祝節(jié)日的日期并不相同，一般來說大部分國家都在2月中下旬舉行慶祝活動。各國的狂歡節(jié)都頗具特色，但總的來說，都是以毫無節(jié)制的縱酒飲樂著稱。其中最負(fù)盛名的要數(shù)巴西的狂歡節(jié)。
2.Let Ss read the questions on page 6.
3.Have Ss listen once and make notes beside the quertions.
4.Have them write their answers and check them with a partner.
5.Check the answers with the class.
Step 2 Doing exercise left.
Period 8
Step 1. Dictation for the new of unit 1
Step 2. Listenin of the Easter in the workbook.
1.Introduction of Easter
Most English holidays have a religious origin. Easter Day occurs on the first Sunday after the full moon following the spring equinox[1].It is originally the day to commemorate the Resurrection of Jesus Christ. But now for most people, Easter is a secular spring holiday, while for the children, it means, more than anything else, Easter eggs or chocolate eggs! On Easter Sunday morning, the breakfast eggs are boiled in several pans in some families.Each containing a different vegetable dye, so that when they are served the shells are no longer white or pale brown in color, but yellow or pink, blue or green. The dyes do not penetrate[2] the shell of course. Easter eggs are meant to give enjoyment-- and they do! They are pretty and decorative, they signal good wishes and shared happiness in the changing seasons.
2.Listen to the passage and find the answers to all the questions.
Unit 2. Healthy Eating
1.Topics:Problems with diet ;Balanced diet and nutrition
2.Words and expressions
3.Functions:
1)Suggestions and advice
You must /must not… ; What should I do?
I think you ought to …; I suppose you had better…
Perhaps you should…
Do you think you could give me some advice?
2)Seeing doctors
What’s the matter? What’s wrong?
What seems to be the trouble?
How long have you been like this?
3)Agreement and disagreement.
I don’t agree. Of cause not. I don’t think so.
All right. That’s a good idea.
No problem. Certainly /sure
Yes, I think so. I’m afraid not.
4. Gramma: The use of ought to
You ought to cook fresh vegetables and meat without too much fat
If you want to stay slim.
You ought not to eat the same kind of food at every meal.
Period 1.
Step 1. warming up
1.Do you eat a healthy diet? What kind of food do you usually have for meals? Are the food you usually eat healthy food or unhealthy food?(Discuss in pairs)
2.Name some healthy food and unhealthy food.
healthy food unhealthy food.
All vegetables: cabbages, Fatty food: French fries
Peppers tomatoes potatoes cream roast pork/lamb
All fruits: apples, grapes sugary food:chocolate
Strawbaries bananas pears sweets/honey ice-cream
Dairy products:Milk cheese salty food:can biscuit
Seafood: shrimp cookies
Tofu eggs
3.Do you know that the food you eat helps you grow in different ways? Some will make you fat/tall/thin.Look at the charm below,and see which kind of food they.
FOOD TO GIVE YOU ENERGYFOOD TO GROW BONES
AND MUSCLEFoods that fibre for
digestion and health
Fast energy food Slow energy foodBody-building foodProtective foods
Rice sugar
Noodles potatoes
Spaghetti bread
Corn dumplingsButter cream
Oils ham nuts
Fried bread stick
Fried cake/chipsDairy products:
Milk cheese
Meat eggs tofu
Seafood shrimpAll vegetables(eg.beans,
Cucumbers,mushrooms,peas,
Cabbage,…)all fruit(pears
Apples, peaches, oranges,…)
Questions:
1.Which of these groups of food do you like best?
2.Which of them do you eat most often?
3.Do you think we should eat each kind of food?
3.What will happen if you do not eat a balanced diet?
Too much fatty/sugary/salty food will cause many diseases and get too fat.
Only protective food will feel weak ,no energy and get too thin.
Step 2. Pre-reading
1.Discuss the questions in the chart.(Which food contains more…)
2.Order the following food from which contains most fat to which contains less.
Answer: ice-cream, eggs, chicken, rice, peaches
Step 3 Fast reading and answer the following questions
1.What does Wang Pengwei’s restaurant serve?
2.What about Yong Hui’s restaurant?
Step 4 Intensive reading and find the answers to comprehending .
Period 2 Language points
Step 1.Lead-in: Listen to the tape to get a better understanding .
Step 2.Language points
1.Wang Pengwei sat in his empty restaurant feeling very frustrated.
feeling very frustrated 現(xiàn)在分詞在句中作伴隨狀語
eg.She sat on the chair reading a newspaper.(表伴隨)
Walking in the street, she met her old friend.(表時間)
Seeing no body at home , she decided to eat outside.(表原因)
The child fell, striking his head against the ground.(表結(jié)果)
2.His restaurant ought to be full of people.
Ought to 1) to show a moral duty 表示一種道義上的責(zé)任，應(yīng)該
Eg.She ought to look after her child better.
You ought to study hard to get a high mark.
2)ought to have done 表示本應(yīng)該…，而卻沒有…
Eg.You ought to have come yesterday.
3.He thought of his mutton kebabs, fatty pork cooked in the hottest oil. 過去分詞短語作后置定語，表被動。
= which were cooked in the hottest oil.
Eg.The flowers picked by him are very beautiful.
4.Nothing could have been better.比較級與否定詞連用表示最高級。
= All his food could have been the best.
Eg.I have never seen a better film.
There is nothing I like so much as playing football.
5.Pengwei followed Maochang into a newly-opened small restaurant…
newly-opened 副詞加動詞過去式的合成形容詞，合成詞常見結(jié)構(gòu)有：
1）adv.+p.p well-known newly-built
2) adj.+n.+ed warm-hearted good-tempered
3) num.+n.+ed four-storied three-legged
4) adj.+ving good looking easy going
5) n.+ving peace-loving energy-giving body-building
6) n.+p.p heartfelt(由衷的) man-made
7) adj.+p.p newborn ready-made(現(xiàn)成的)
8）n.+adj. duty-free(免稅的) carefree(無憂無慮的)
6.Tired of all that fat?
Tired of 厭煩的 He is tired of doing the same thing all year round.
Tired out 筋疲力盡 I was tired out when I finally reach the top of the mountain.
Tired from 因…而疲倦 I was very tied from running fast.
7.I will take all that fat off you in two weeks if you eat here everyday.
Take off 脫掉，除掉(vt.)，起飛(vi.)
Eg.Don’t take off your coat, it’s cold outside.
The plane took off despite the fog.
8.He couldn’t have Yonghui getting away with telling people lies!
1）have sb. doing sth.允許謀事發(fā)生，尤用于否定句中
Eg. Mr Zhang won’t have his daughter arriving home after 12 o’clock.
I won’t have you saying so!
Have sb. do sth. 使某人做某事，不定式作賓語補(bǔ)足語，省略to
Eg.The boss has the clerks work until late in the evening.
Have sth. Done 請別人做某事。
Eg.My hair is quite long, I must have it cut.
2) get away with sth.
a)不因謀事而受懲罰。Eg.I won’t have you getting away with cheating in the exam.
b)偷攜某物潛逃。Eg.The robbers robbed the bank and got away with a lot of money.
c)收到較輕的懲罰。Eg.He was so lucky to get away with a fine for such a serious mistake.
Step 3. Ss read the passage together
Period 3. Using language---Reading: Come and eat here (2)
Step 1.Lead-in
T: As we know, Wang Pengwei and Yong Hui host two different styles of restaurants, and Yong Hui’s slimming restaurant attracted all the customers from Wang Pengwei’s. Pengwei was very angry and decided to do a research to compete against Yong Hui. What could the competition be on?
Step 2.Ss read the passage within 5 minutes and answer the questions given.
Question: How do they provide a balanced menu?
Step 3.Language points
1.Perhas he would be able to earn his living after all and not have to close his restaurant.
earn one’s living by… =live by…=make a living by…靠…謀生
eg. He earned his living by begging from door to door.
2.He didn’t look forward to being in debt because his restaurant was no longer popular.
Be in debt 欠債。
Be out of debt 還清債務(wù)。
Be in sb.’s debt 欠某人人情。
Eg. Saving my life, I am forever in your debt.
3.She didn’t look happy but glared at him as she moved round the customers.
Glare at 怒視，帶有敵意
Eg. “How could you do that？”he said, glaring at his mother.
Glance at 掃視
Eg.He glanced at his watch and left in a hurry.
Stare at 張大眼睛死死地盯著
Eg.She stared at him in surprise.
4.Yong Hui agreed to stay and soon they were both enjoying the dumplings, fatty pork and cola.
Agree to (do) sth. 表示“同意某事或某建議”，后只能跟表“提議，計劃，方案，打算，安排”的名詞。
Eg.He agreed to their proposal.
He agreed to get someone to help us.
Agree with sb. 同意某人
Eg.I agree with every word you said.
Agree on sth. 表示在某事上取得一致的意見
Eg.They agreed on a date for the next meeting.
5.But don’t you think it would be better if you were a bit thinner?
虛擬語氣，表示與現(xiàn)在事實相反的假設(shè)時，條件狀語從句的謂語動詞用過去式（be用were），而主句的謂語動詞用would(should, could ,might)+動詞原形。例如：
If I were you, I should study English better.
If he had time, he would attend the meeting.
6.My research has shown me that neither your restaurant nor mine offers a balanced diet.
Neither…nor 既不…也不…
1）引導(dǎo)并列主語時，謂語的數(shù)于最靠近謂語的主語保持一致
Eg.Neither the students nor the teacher has suffered from the fire with the timely help of the firefighters.
2)引導(dǎo)兩個分句時，這兩個分句中的主謂均要倒裝。
Eg.Neither do I know her address, nor does he.
Neither could the patient eat, nor could he drink.
Period 4 Listening
Step 1. Listening in Using Language on Page 14
1.T: We all know that before Wang Pengwei and Yong Hui combined the two restaurants into one, they competed against each other fiercely. What made Wang Pengwei have the idea to cooperate with Yong Hui? Let’s listen to the tape and then fill in the charts.
2.Ss read the charts and listen to the tape.
3.Possible answers
Energy-giving Foods Body-building FoodsProtective Foods
Rice noodles nutsMeat fruit
Butters, etcfishvegetables
tofu
Owner of restaurantProblems with foods offeredFoods to be offered
Wang PengweiToo much fatMore protective food
Yong HuiNot enough fatMore energy-giving and body-building food
What is Wang Pengwei’s suggestion for solving the problem?
--Wang Pengwei thought they should work together and make a better menu.
Step 2. Listening on Page 48
1.What are the colours of traffic lights?
Red orange green
2.We also have such colours of foods, what are they ? Listen to the tape to get the answers.
Red foods:stop
(only a little)Orange foods: be careful
(some every day)Green foods: go
(more every day)
butterBreadFresh fruit
creamNoodlesvegetables
NutsRice
CakesEggs
Foods fried in fatTofu
Meat fish
Period 5. Exercise left and checking the answers of Best English
UNIT 3 The million pound bank-note
Period 1.
Step 1. Warming up
1.What do you know about the American writer Mark Twain?
2.Do you know any of his work ? Can you name some?
T:Show the picture of Mark Twain and have an introduction of him, then let the students read “About Mark Twain” on page 23, and fill in the following chart.
Real name of Mark TwainSamuel Langhorne Clemens
Date of birth1835
Names of three of his famous stories“The adventure of Tom Sawyer”
“The adventure of Huckleberry Finn ”
“Life on the Mississippi”
Step 2. Pre-reading
1.A rich man gives you a large amount of money to use as you like. What will you do with it? Whu?
2.Have you ever made a bet with a friend? If so, what did you bet on? How did you feel about the bet after it was won of lost?
---- bet n. make/have a bet 打賭
win/lose a bet 打賭贏/輸了 Accept/take up a bet 同意打賭
----bet v. bet…on
Eg.Mr Black spent all his money betting on borses.
I bet…=(informal) I’m certain… 我肯定
Eg.I bet he has gone swimming-he loves it.
3.Have you ever read the story “The million pound bank note”? Have you seen the movie? If so, what did you think of it?
4.Look at Page31 of Best English to see the Introduction of “The million pound bank note”.
Step 3.Fast reading and answer the following questions
1.How did Henry come to England?
2.Why did he land in Britain?
3.Where did Henry work before?
4.Why did the two gentlemen give him the envelope?
5.When can he open it?
Step 4.Read the passage once again carefully to do the comprehending exercise.
Step 5. Take roles to read the play
Period 2. Intensive reading
Step 1. Language points
1.be about to 即將做某事
eg. As I was about to lock the door when you appeared.
Be to 按照命令或安排即將發(fā)生或?qū)⒆龅氖?br>Eg.Tell her not to be back late.
2.1)permit sb. to do sth. = allow sb to do sth
eg. Her mother would not permit her to come home late.
辨析：permit 含有積極同意某人做某事，多用于正式場合，不和副詞連用
Allow 含有聽任或默許某人做某事，可和副詞連用
Eg.Will you permit me to say a few words?
Mary wouldn’t allow me in.
2) Permit sth./doing sth. 許可，榮許某事存在發(fā)生
Eg. Love cannot permit a third person.
We don’t permit smoking in the office.
3.incredible (adj.)
1)難以置信的，不可思議的，驚人的，奇異的。
Eg.Sally earns an incredible amount of money in the company.
The Gates had an incredible holiday in Greece.
2)不可相信的。
Eg.They told us an incredible story!
Adv. Incredibly
Incredibly hot weather 極熱的天氣
Incredibly，no one had ever thought of such a simple idea before.
4.“I wonder, Mr Adams, if you mind us asking a few questions?”
I wonder if/whether… 不知您是否…
If you mind us asking = if you mind our asking
“名詞所有格/形容詞性物主代詞+doing”為動名詞（-ing）的復(fù)合結(jié)構(gòu)，該結(jié)構(gòu)在句中能作主語，表語和賓語。
Eg. Sophia’s having seen them did not surprised us.(主語)
Excuse my interrupting you. (賓語)
What worried the child was his not being allowed to see his mother in the hospital.(表語)
5.‘And it was the ship that brought you to England.’
強(qiáng)調(diào)句式，it+is/was +被強(qiáng)調(diào)部分+that +其他
Eg. It was in this room that LuXun once lived.
Was it because his mother was ill that he didn’t go to school?
When was it that the club was set up?
6.account for: be the explanation of sth.; explain the cause of sth.
Eg. His illness accounts for his absence.
Please account for your own conduct.
Step2. Read the play carefully once again to find out what sort of person each person is according to their words and stage directions.
charactorsactionswordsProve him to be a…
Oliver
Rodrick
Henry
Servant
Step3. Acting out the play in groups of four.
Period 3. Reading and acting Act one, Scene 4
Step1.Listen to the tape and answer the following questions.
1.What did Henry have for meal?
2.Could the restaurant change his money? Why?
Step2. Read the play while listening to the tape to get a better understanding.
Step3. Language points
Step4. Ss act the scene 4 out.
Period 4 Talking and listening in the workbook.
Unit 4 Astronomy：the science of the stars
Period 1 Grammar points.
一．語法要點
主語從句：在復(fù)合句中作主句的主語的從句叫主語從句。引導(dǎo)主語從句的詞有連詞that, whether；連接代詞who, what, which；連接副詞when, where, how, why等。
Eg: Which team will win the match is still unknown.
主語從句放在句首，句子常顯得笨重，因此一般把它放到句子后面，前面用引導(dǎo)詞”it”來作主語。
Eg: It’s strange that he didn’t come yesterday.
二．重點難點
1．Nobody knew that it was going to be different from other planets going to be different from other planets going round the sun.
going round the sun 為現(xiàn)在分詞短語定語，表示一般的動作。
Eg: Men breaking the law will be punished.
現(xiàn)在分詞短語，也可表示進(jìn)行的動作
2. Weather life will continue on the earth for millions of years to come will depend on whether this problem can be solved.
for millions of years to come 中不定式to come 作定語，與前面的名詞有邏輯上的主謂關(guān)系。
Eg: She is the last person to tell lies.
3．The problem was that the earth became violent because it was not clear whether the solid shape was to last or not.
The problem was that …, that 引導(dǎo)表語從句，that 只起連接作用，無意義，但不能省略。
Eg: The trouble is that we are short of money.
4．As the earth cooled down, water began to appear on its surface.
as conj. 隨著，在…期間；由于，因為；盡管，即使；當(dāng)…的時候；像…一樣
5. That made it possible for life to begin to develop.
it 是形式主語，真正的主語是不定式to begin to develop.
Eg: He thinks it’s his duty to help others.
三．功能句型
指示（Introductions）
Please look at/ listen to … Please pay attention to ...
Please check that … Make sure you …
Don’t forget to … Watch out for …
You need … You’d better …
You must/mustn’t …
四. 重點單詞及短語
單詞
① atmosphere n. 大氣，空氣，氣氛
a friendly atmosphere 友好的氣氛
atmospheric adj. 大氣的，有氣氛的
② violent adj. 劇烈的，厲害的；（人）暴戾的；（感情、言語）激昂的，激烈的
violence n. 劇烈，暴行
violently adv. 激烈地，粗暴地
③ solid adj. n. 固體的；實質(zhì)的；純粹的；結(jié)實賓；牢靠的，穩(wěn)固的
④ explode vt. vi. 爆炸，使爆炸；感情爆發(fā)；駁倒，推翻
explosion n. 爆發(fā)，爆炸
explosive adj. 爆炸性的，爆發(fā)性的
⑤ surface n. 外表，表面；adj. 表面的，外表的；vt. vi. 浮出水面，給…裝上表面
⑥ dissolve vt. vi. 使溶解，溶解；解散，消除，解除
dissolution n. 解散，溶解
⑦ harmful adj. 有害的
harm n. v. 危害，傷害
harmless adj. 無害的
harmlessness n. 無害，無惡意，天真無邪
harmfully adv. 有害地
harmlessly adv. 無害地
⑧ spread vt. vi. n. （使）張開，伸展，擴(kuò)張；涂；散布，傳播；（使）蔓延
⑨ exist vi. 在，存在，生存
existence n. 存在；生活，生存
⑩ mass n. 團(tuán)，塊，堆，眾多，大量；pl. 群眾，民眾；質(zhì)量
短語
in time 遲早，最后 in time for sth./to do sth. 及時，不遲
prevent … from 阻止某人做某事（from 有時可省略，但在被動說現(xiàn)語態(tài)中不能�。�
depend on/up sth. 依靠，指望；相信；取決于
cheer up 使某人高興或更快樂
now that 既然，由于
break out 突然發(fā)生，逃出某地
make sense of … 理解，弄懂，有道理，有意義，理智的
Unit5 Canada ?? “The true North”
Period 1 Warming up and Reading 1
1.Teaching aims:
1.Talking about Canada.
2.Learn the geography, population, main cities, and natural beauty, natural resources of Canada.
3.Learn how to read a traveling report and pictures.
2.Teaching aids: A computer, a project and pictures.
3.Teaching steps:
Step 1. Warming up.
1.Ss discuss the following questions.
1)Do you like to go traveling?
2)Which countries do you like to visit? Why?
3)What can you see in these countries?
2.T shows some pictures of winter and invites Ss to describe them.
3.Get Ss to talk what they know about Canada.
4.T shows a map of Canada and asks: 1.Which continent is Canada in?
2.Which country is its neighbor?
3.What are the Oceans Canada faces?
4.How large is Canada?
4.Have a quiz.
Step 2. Pre-reading.
T: Would you like to take a trip to Canada?
What three words would you use to describe Canada?
Step 3 Reading
1.Shimming:
Get Ss to read the passage quickly and answer the following questions:
1)What is the passage mainly about?
Sample：The passage is about a trip of two girls, and it tells us some information about Canada.
2)What is “The Ture North”?
Sample：“The True North” is the train that goes across Canada / the cross-Canada train.
3)How many cities are mentioned in the text? What are they?
Sample：Vancouver ? Calgary?Thunder Bay?Toronto
4)What do you know about each city?
Vancouver :
the warmest part of Canada； the most beautiful city in Canada
many Asian want to live there；the trees are extremely tall.
the oldest and most beautiful forests in the world
Calgary:
famous for Stampede
Cowboys come to compete in riding wild horses.
good at working with animals
they can win a lot of money in prizes.
Thunder Bay:
at the top end of the Great Lakes；very busy port
close to the centre of the country ,so that ocean ships can go there.
2.Detailed reading:
1) Get Ss to read the passage again and correct the following sentences.
1.The girls went to Canada to see their relatives in Montreal.
(in the East of Canada / on the Atlantic coast of Canada)
2. Danny Lin was going to drive them to Vancouver.
(the train station to catch the cross-Canada train)
3. You can cross Canada in less than five days by bicycle.
(can’t)
4. The girls looked out the windows and saw Native Indians and cowboys.
(a grizzly bear, mountain goats and wild scenery)
5. Thunder Bay is a port city in the south of Canada, near Toronto.
(at the top end of the Great Lakes, near the center of the country)
2) Listen to the tape and fill in the blanks from the text.
Canada is _____ than the United States. It is the _______largest country in the world.It is _____ kilometers from coast to coast in Canada.The population of Canada is only slightly over_____________.Canada has _________ of the world’s fresh water, much of which is in the ___________.On the coast north of Vancouver some of the oldest and most beautiful _______ in the world still remain. It is so wet there that the trees are extremely ______.
Period 2 Language points:
1.Canada is a multicultural country like China. 加拿大像中國一樣是一個多元化國家。
multistory 多層的 multiform 多種形式的
multichannel 多通話線路的, 多波段的 multipurpose 多種用途的
多黨的 multiparty 多國的、多民族的 multinational
多向的 multidirectional 多彩的，彩色的 multicolored
多媒體 multimedia
2.Li Daiyu and her cousin Liu Qian were on a trip to Canada to visit their cousins on the Atlantic coast. 李黛予和她的表妹劉倩去加拿大大西洋海岸看望她們的表兄妹們。
trip: usually short journey, esp. for pleasure (通常指短途的)行走，旅行（尤指娛樂性的）
與trip搭配的主要動詞和介詞： be on a trip to
make a trip to take a trip to
海濱之行a trip to the seaside
前往巴黎的蜜月之旅 a honeymoon trip to Paris
他出差在外。He is on a business trip
我父親下禮拜要到紐約去。
My father will make a trip to New York next week
3. Rather than take the aeroplane all the way, they decided to fly from China to Vancouver and to take the train from west to east across Canada in September.
rather than (prep.): in preference to (sb/sth); instead of 與其（某人/某物）;不愿;不要
他不愿惹麻煩,寧可離去. Rather than cause trouble, he left.
我想喝檸檬汁,不想喝可樂.
I’ll have a lemonade rather than a coke.
他正忙于寫信而不是讀報.
He was busy writing a letter rather than reading a newspaper.
4. It is the second biggest country in the world and as you go eastward, you will see mountains, and pass by thousands of lakes, forests and wide rivers as well as cities. 它是世界第二大國家,當(dāng)你一路向東行時,除了城市你還會看到山脈,會經(jīng)過上千個湖泊,森林,大河等以及城市.
eastward也作eastwards,副詞,意為“向東”
-ward(s)=in a direction
向前foreward(s) 向后 backward(s)
向外outward(s) 向南 southward(s)
向西 westward(s) 向北 northward(s)
他們向東航行。They sailed eastward
我們難以決定是向東走還是向西走。
We couldn’t decide whether to go eastward or westward
thousands of 成千上萬的
注意：million, billion, thousand, hundred, score, dozen之前有確定的數(shù)字時，不論后面是有無of, 詞尾都不加s.
如果前面沒有確定的數(shù)字而后接of時，詞尾都加s.
300名學(xué)生three hundred students
這些雞蛋里的3打 three dozen of these eggs
幾打雞蛋 dozens of eggs
5. Many people think it is the most beautiful city in Canada, as it is surrounded by mountains on the north and east and the Pacific. 許多人都認(rèn)為溫哥華是加拿大最美麗的城市，因為它的北面和東面都被大山包圍。
surround vt. 包圍，環(huán)繞，圍繞
surround sb/sth with sb/sth
sth/sb be sourrounded by/with sth
籬笆環(huán)繞著學(xué)校。The fence surrounds the school
他們出動了軍隊包圍了該城。They have surrounded the town with troops.
房子的四周有高墻。The house is surrounded by high walls.
6. On the coast north of Vancouver some of the oldest and most beautiful forests in the world still remain.溫哥華以北的海岸依然生長著世界上最古老，最美麗的森林。
north of = to the north 表示“在……的北方”，其他方位詞，如：east, west, south, southeast, northeast等，都有類似的用法。
他住在洛杉磯以東（的地方）。
He lives to the east of Los Angeles
7. That afternoon in the train the cousins settled down in their seats. 那天下午表姐妹倆才在火車上落了座。
settle down 安穩(wěn)坐下，安居下來，適應(yīng)起來
他爺爺手拿報紙坐在扶手椅里。
His grandfather settled down in the armchair with a newspaper.
你適應(yīng)新工作了嗎？ Have you settled down in your new job yet?
8. Many of them have a gift for working with animals and they can win thousands of dollars in prizes. 他們中許多人都有與獸共舞的才能，他們能贏得幾千美元的獎金。
have a gift for 在…..方面有天分；有天賦
她對學(xué)語言有天賦。she has a gift for learning languages.
好像他對音樂有些天賦。It seems he has a gift for music.
Period 3 Learning about language
Step 1: Check the answers of exercise 1 on page 36
multi = manymeanings
multicolouredmade of many colours
multichannelhaving many channels
multiformexisting in many forms
multinationalincluding many nations
multistoreyhaving many stories / storeys
multimediausing many media
multitrackmade of many tracks
multifaithincluding many religions / faiths
multimembermade of many members / people
-ward(s) = in a directionmeanings
forward(s)ahead, to the front
eastward(s)to the east
westward(s)to the west
southward(s)to the south
backward(s)to the rear; to the back
outward(s)out, in a direction away
northward(s)to the north
inward(s)to the inside
toward(s)in a direction to
Step 2: Check the answers of exercise 2 on page 36
Extremely、have a gift for、settle down、coast
Surround、harbour、figure out、port、within
Step3：Check the answers of exercise 3 on page 36
figure out 、harbour、within、border、a gift for
settled down、surrounded 、extremely
Step4 Appositive clause
T. What kind of noun clauses are they?
1. What it was to become was a mystery.(主語從句)
2. I don’t know who will help Henry to win the bet.（賓語從句）
3. His trouble is that he doesn’t know anybody in London.
(表語從句)
4. The fact that ships can go there surprises many people.
（同位語從句）
Period 4 Grammar pionts
同位語從句講義及練習(xí)
一、理解同位語從句的含義，把握同位語從句的實質(zhì)
在主從復(fù)合句中作同位語的從句稱為同位語從句。同位語從句一般用that,whether，what, which, who,when, where, why, how 等詞引導(dǎo)，常放在fact,news,idea,truth,hope,problem,information,wish, promise, answer, evidence, report, explanation, suggestion, conclusion,等抽象名詞后面，說明該名詞的具體內(nèi)容。換言之，同位語從句和所修飾的名詞在內(nèi)容上為同一關(guān)系，對其內(nèi)容作進(jìn)一步說明。
例：The news that they had won the game soon spread over the whole school.他們比賽獲勝的消息很快傳遍了整個學(xué)校。
析：they had won the game說明The news的全部內(nèi)容，因此該句為同位語從句。
二、正確運用同位語從句的引導(dǎo)詞，準(zhǔn)確把握同位語從句
1.如同位語從句意義完整，應(yīng)用that引導(dǎo)同位語從句。（即that 不充當(dāng)任何成分，只起連接作用）
例：The general gave the order that the soldiers should cross the river at once.將軍下達(dá)了戰(zhàn)士們立即過河的命令。
析：the soldiers should cross the river at once是the order的全部內(nèi)容，且意義完整，因此應(yīng)用that引導(dǎo)同位語從句。
2.如同位語從句意義不完整，需增加"是否"的含義，應(yīng)用whether引導(dǎo)同位語從句。（if不能引導(dǎo)同位語從句）
例：We'll discuss the problem whether the sports meeting will be held on time.我們將討論運動會是否會如期舉行的問題。
析：the sports meeting will be held on time意義不完整，應(yīng)加"是否"的含義才能表達(dá)the problem的全部內(nèi)容，因此應(yīng)用whether引導(dǎo)同位語從句。
3.如同位語從句意義不完整，需增加"什么時候"、"什么地點"、"什么方式"等含義，應(yīng)用when,where,how等詞引導(dǎo)同位語從句。
例1：I have no idea when he will be back.
析：he will be back意義不完整，應(yīng)加"什么時候"的含義才能表達(dá)idea的全部內(nèi)容，因此應(yīng)用when引導(dǎo)同位語從句。
例2：I have no impression how he went home,perhaps by bike.
析：he went home意義不完整，應(yīng)加"如何"的含義才能表達(dá)impression的全部內(nèi)容，因此應(yīng)用how引導(dǎo)同位語從句。
4.當(dāng)主句的謂語較短，而同位語從句較長時，同位語從句常后肢。
如：The thought came to him that maybe the enemy had fled the city. 他突然想到敵人可能已經(jīng)逃出城了。
三、把握同位語從句和定語從句的區(qū)別，明確同位語從句和相似從句的界限
同位語從句和定語從句相似，都放在某一名詞或代詞后面，但同位語從句不同于定語從句。同位語從句對名詞加以補(bǔ)充說明，是名詞全部內(nèi)容的體現(xiàn)，且名詞和同位語從句的引導(dǎo)詞均不在從句中作成分；定語從句說明先行詞的性質(zhì)與特征，與先行詞是修飾與被修飾的關(guān)系，且名詞和定語從句的引導(dǎo)詞均在從句中作成分。
區(qū)分時可以在先行詞與與從句之間加一個系動詞be,使之構(gòu)成一個新句子，如果句子通順且符合邏輯，則為同位語從句，反之，則為定語從句。
如：The report that he was going to resign was false.
他將辭職的傳聞是假的。
因為the report was that he was going to resign 句意通順，所以，that he was going to resign 是同位語從句。
例1：Information has been put forward ____ more middle school graduates will be admitted into universities.(NMET2001上海)
A.while B.that C.when D.as
析：答案為B。more middle school graduates will be admitted into universities是Information的內(nèi)容，且Information不在從句中作成分，所以該句為同位語從句。應(yīng)將該句區(qū)別于：
It is said that more middle school graduates will be admitted into universities，this is the information ____ has been put forward.
A.what B.that C.when D.as
析：答案為B。that has been put forward為information的修飾性定語，且information在從句中作主語，所以該句為定語從句。
例2：She heard a terrible noise,____ brought her heart into her mouth.(MET91)
A.it B.which C.this D.that
析：答案為B。分析語境含義、句子結(jié)構(gòu)和句子成分可知，該句為非限制性定語從句，先行詞為a terrible noise，且它在從句中作主語。應(yīng)將該句區(qū)別于：
I can't stand the terrible noise ____ she is crying loudly.
A.it B.which C.this D.that
析：答案為D。she is crying loudly是the terrible noise的內(nèi)容，且the terrible noise不在從句中作成分，所以該句為同位語從句。
Period 5 ‘The True North’From Toronto To Montreal
Step 1. Lead in: Show some pictures of Canada, and asks “Do you know the following things in Canada? ”
Step 2. Ss read the passage within 3 minutes to fill in the following plot.
The next morning They saw beautiful maple leaves
And realized that fall had come
Around noonThey arrived in Toronto
Late that nightThe train left
At dawn the next
Morning They arrived in Montreal
They spent the
afternoonIn the lovely shop and and visiting artists
In their workshops beside the water
The nightThe train was speeding down to the east coast
Step.3: Read the passage for a second time and answer the following questions.
1.How do we know it is fall in Canada?
2.What can sometimes be seen from the CN Tower in Toronto?
3.Where does the water from the lake go?
4.Why is there good Cantonese food in Torono?
5.Which direction is the train going from Torono?
6.Why did the girls go to Old Montreal?
7.What three things show us that Montreal is a French city?
Step 4 Language points
1.They were not leaving for Montreal until later.
Not …until …表示“直到…才…”，常與表示瞬間的動詞連用。如：
我們直到今天晚上才離開。
We do not leave until this evening.
街上的吵鬧聲直到深夜才停止。
The noise in the street didn't stop until midnight.
2. It’s too bad you can’t go as far as Ottawa, Canada’s capital.
遺憾的時你們不能一直走到加拿大的首都渥太華去。
as far as (習(xí)語)直到所提到之處為止
我一直走到山腳。
I walked as far as the foot of the mountain.
莎拉已經(jīng)讀到第四冊啦。
Sarah has read as far as the fourth volume.
3. The girl told him they were on a train trip across the Canada and that they had only one day in Montreal.
一個動詞若帶兩個賓語從句，第二個賓語從句的引導(dǎo)詞that 一般不能省，例如：
I understand not only that you have studied Chinese but also that you have written Chinese poetry.
Book 4 Unit 1 Women of achievement
Teaching goals 目標(biāo)
1． Target language 目標(biāo)語言
a. 重點詞匯
achieve, achievement, condition, welfare, institute, connection, campaign, organization, specialist, behave, behavior, worthwhile, nest, observe, observation, respect, argue, entertainment, inspire, support, devote ... to
b. 重點句子
Watching a family of chimps wake up is our first activity of the day. P2
Everybody sits and waits while the animals in the group begin to wake up and move. P2
But the evening makes it all worthwhile. P2
... we see them go to sleep together in their nest for the night. P2
Only after her mother came to help her for the first few months was she allowed to begin her project. P2
For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals. P2
2． Ability goals 能力目標(biāo)
a. Learn Warming Up, and know how to tell the great women and the famous women.
b. Learn the way to describe a person from what the person did, what she/he looks like and so on.
3． Learning ability goals 學(xué)能目標(biāo)
Teach Ss how to describe a person.
Teaching important points 重點
a. By reading A protector of African wildlife, students can learn from Jane Goodall in at least two aspects: one is what is the humane way to study animals; the other is that it was her great personality - universal love and mercy（博愛與慈悲 ）that made her successful. If everyone had such kind of heart, they would give everything benefit for all living things. Then our world will be full of love and peace, without any war and starvation.
b. Ask students to answer these questions:
1) What made her a great success?
2) What should we learn from Jane Goodall?
Teaching difficult points 教學(xué)難點
Let everyone believe that all of us can become Jane Goodall.
Teaching methods 教學(xué)方法
Inspiration, Questioning and Discussion.
Teaching procedures & ways 教學(xué)過程與方式
Period 1. Warming up and pre-reading
Teaching aims:
To introduce six great women and their achievements.
Teaching key points and difficult points:
To explain some words: Quaker, China Welfare Institute, campaign, etc.
Step 1. Lead in.
1.Discuss the following questions.
1）What are the differences between a famous person and a great person?
great--- of excellent quality or ability
important--- powerful or having influence
2) What makes a person great? (The quality of a great person)
Hard working intelligent determined generous helpful honest kind brave. confident unselfish energetic passionate; make great contribution to man kind; get on well with others; never loss heart; be active in social activities; do public service without paid.
Most of the great people are also important people. But important people may not also be great people.
3)Name some great women in Chinese history. What are they famous for?
Step 2. Warming up
T: In pairs discuss the six women on Page 1. Which of these women do you think is a great woman ? Give reasons for your choice. Before you decide, think about the following questions.
1.Did she follow her ideas and sacrifice anything so that her ideas could be realized? Did she unselfishly give up anything to achieve her goal?
2.Did she go through struggles and difficulties ?/ Did she suffer for her ideas ?
NameAmbitionProblemSacrifices
Elizabeth Fryto help improve prison conditionsShe was criticized for neglecting her family and enjoying fame.Less time was spent with her husband and family.
Soong Chinglingto work for civil rights,democracy and peace.Her relatives held political opinions completely different from hers.After her husband died, she lived alone.
Jane Goodallto work with animals in the wild.She lived a hard life in the wild.She gave up the comforts of life to study the chimps.
Jody Williamsto prevent the making and use of landminesIt isn’t easy to persuade governments to stop the making and use of landmines.She had lost her own personal time because of the demands of the job
Joan of Arcto drive the English from FranceWomen were not allowed ot fight like a man
She lost her life.
Lin Qiaozhito help women and children with their illnesses an healthWomen had greater difficulties getting into medical college and getting further trainingShe never got married or had a family of her own
Step 3 Pre-reading
1. Why do you think Jane Goodall went to Africa to study chimps rather than to a university?
2. Do you think her work is important? Why?
Period 2. Reading
StepⅠReading
Task 1 Pre-reading
Ss read the passage in four minutes and give the main ideas to each paragraph.
The first one is about a day in the park.
The second one is her way of doing her research and some achievement.
The third one is her attitude and feeling to the animals.
The last one is a short summary to her.
T: Thanks. Well, let’s draw a chart of the text together according to the main ideas we’ve found.
Task 2 Making a chart
A protector of African wildlife
↓
① ② ③
│ ? ?
A day in the park Jane’s way to study chimps Her attitude to and her achievement the animals
Period 3 Language points.
Step 1.Difficult sentences:
1.Watching a family of chimps wake up is our… 今天我們的第一件事
2.This means going back ….由定語從句修飾的place做go 的賓語
3.Only after her mother came to help her for the first few months was she allowed to begin her project….only+副詞 （部分倒裝）
Only in this way can we learn English better.
4.But the evening makes it all worthwhile
Step 2.Words and expressions
1. mean的用法
Mean doing sth. … 意味著做…
Eg. Doing such a thing means wasting time.
mean to do sth… 打算做某事
eg. Do you mean to go without money?
2. leave sb. doing 讓某人做某事
e.g They went off and left me sitting there all by myself.
3. wander的用法
1）可以解釋為漫步，逛，常與about搭配
e.g We love wandering about the hills
2）還可以解釋為脫離，迷失
e.g Don’t wander off the point
4. worthwhile adj. 值得做的,值得花時間(金錢)的
It is worthwhile to do/ doing
It was worthwhile to visit Paris.
= The visit to Paris is worthwhile.
去巴黎訪問是值得的.
It’s worthwhile discussing/ to discuss the question again.
這個問題值得再討論一下。
It is a worthwhile book 那是一本值得一讀的書.
5. observe 觀察到，注意到
Eg.She observed his actions with interest.
她很感興趣地觀察他的行動
His neighbour observed a stranger go into his house
他的鄰居看到了一個陌生人進(jìn)入他的家．
6. “Only + 狀語” 開頭的句子要用倒裝
Eg. Only in this way can we learn English better
Only then did I realize my mistake.
直到那時我才知道我的錯誤．
Only you understand me.
I met her only yesterday.
7.work out
Eg. I can’t work out the meaning of the poem.(理解，說出)
Things have worked out badly. （進(jìn)行，發(fā)展）
Work out his income （算出）
Work out a plan （制定，擬定）
8. have/ has been doing 現(xiàn)在完成進(jìn)行時，表示動作從過去就已開始，一直持續(xù)到現(xiàn)在，可能還會繼續(xù)下去．
Eg. He has been reading since this morning.今早起，他一直在看書．
He is very tired; he has been working hard all day
He has been writing a letter.他一直在寫信．
He has written a letter.他已寫過信了．
9. argue 爭論；辯論；說服
argue for / argue against 主張／反對
argue about sth.
argue with sb.
argue sb. into doing sth. 說服某人做某事．
10. inspire sb. to do
Eg. His speech inspired us greatly.
The teacher inspired us to make greater efforts.
The memory of his childhood inspired his first novel(促成；賦予靈感)
inspired 有靈感的
inspiring 激勵人心的
Period 4 Grammar points.
Step I Revision
Review the text by checking the answers for Exercises 2, 3 and 4 on Page 4 and 5. These exercises are about the useful words that appear in the text.
Step II Word-formation
There are two tasks in this part. One is leading in, in which teacher trys to give students as many words as possible. Let them guess the meanings of the words. The second one is to finish Exercise 1 on Page 4.
Derivation is one of the most important word-formation. It is helpful in enlarging students' vocabulary. Teachers can give them enough words, and let them guess the meaning of these words. As a result of this, students will be interested in the word-formation, and begin to use the method to guide their word study in their daily life.
T: Just now we reviewed some words in the text. Now please look at these words on the blackboard and say the meanings of them.
Organize Organization StateStatement
Discuss Discussion Entertain Entertainment
Direct Direction ConsiderConsideration
Decide Decision Agree Agreement
Prepare Preparation AchieveAchievement
Inform Information Treat Treatment
Deter- Determination Improve Improvement
Express Expression Encourge Encouragement
Examine Examination Enjoy Enjoyment
Educate Education GovernGovernment
Feel Feeling Find Finding
Begin Beginning Mean Meaning
T: From the above chart we can see that with knowledge of word-formation, we can enlarge our vocabulary. Today, we'll focus our attention on the Noun Suffix. There are many Noun Suffixes in English. In this unit, we'll learn -ment, -ing, -ation, -ist and so on. Now let's finish Step 3 Exercise 1 in Page 4.
Let students finish Exercise 1. Check their answers with the whole class.
T: Here are some other noun Suffixes on the screen. Read it and write down them in your note books. Noun Suffix
-er(fighter)-or(sailor)-ist(artist)
-ant(assistant)-ee(employee)-ian(librarian)
-tion(attention)-ment(government)-dom(freedom)
-ness(carefulness)-ism(socialism)-ship(friendship)
-ure(pleasure)-ty(society)-ence(reference)
Let students do it, and then check the answers with the whole class.
Step4 Discovering useful structures
Tell students what they should do next. Ask them to read the EXAMPLE in Exercise 1 on Page 5. Make sure that they know what they should do. Finish Exercise 1, and check the answers.
Step 5 主謂一致
１．兩個或兩個以上做主語的單數(shù)名詞用and連接，謂語用復(fù)數(shù)．
Tom and Dick _______ (be) good friends.
但若表示一個集合體時則用單數(shù)。
A singer and dancer ______ (be) present at the party.
The worker and writer ___ (be) talking to the students.
Bread and butter ________ (taste) good.
(a needle and thread, a horse and cart, a watch and chain, a coat and tie, truth and honesty, medical help and cure)
2．用 and 連接的兩個名詞若被 no, each, every, many a 修飾，則謂語動詞用單數(shù)。
No bird and no beast ______ (be) seen in the bare island.
Many a boy and many a girl ______ (have) made such a funny experiment.
At Christmas each boy and each girl _____(be) given a present.
3．兩個主語由not only…but also, or, either…or, neither…nor 等連接時，謂語動詞與第二個主語保持一致．
Either he or I _____ (be) to go there.
______ (be) either you or he going to attend the meeting?
4.主語后有as well as, like, with, together with, but, except, besides,等，謂語應(yīng)于前面主語保持一致．
A professor, together with some students, _____ (be) sent to help in the work.
No one but the teachers _____ (be) allowed to use the room.
5．一些集合名詞做主語，如果看作一個整體，謂語動詞用單數(shù)；如果指其中的成員，謂語用復(fù)數(shù)．如audience, committee，class(班級),crew（全體船員或機(jī)組人員), family, government, public(公眾)等，
但people, police, cattle等只能用復(fù)數(shù)．
My family _____ (be) a big family.
My family _____ (be) listening to the radio.
The police ____ (be) trying to catch the thief.
6.通常作復(fù)數(shù)的集體名詞
有些集體名詞，如police, people, cattle, militia, poultry(家禽),)等，通常作復(fù)數(shù)，用復(fù)數(shù)動詞。例如：
Domestic cattle ______(provide) us with milk, beef and hides.
7.通常作不可數(shù)名詞的集體名詞
有一些集體名詞，如machinery, equipment, furniture, merchandise (商品)，clothing 通常作不可數(shù)名詞，隨后的動詞用單數(shù)。例如：
The merchandise _____(have) arrived undamaged.
All the machinery in the factory ____ (be) made in China.
8．表示時間、重量、長度等名詞，盡管是復(fù)數(shù)形式，但作為一個整體看，謂語還是用單數(shù)。
Five minutes ______ (be) enough.
One dollar and seventy eight cents _____ (be) what she has.
9. all 作為主語，代表人物時，一般用作復(fù)數(shù)；代表整個事件或情況時，一般 看作單數(shù)。
All that I want _____ (be) a good dictionary.
All ______ (be) silent. 人人都緘口無言。萬籟俱寂。
All ______ (be) out of danger.
10．形容詞加定冠詞 the 表示一類人時，謂語動詞用復(fù)數(shù)。
What a life the poor were living!
The young _____happy to give their seats to the old.
11．who, which, that 作定語從句的主語時，其謂語取決于先行詞。
Those who want to go should sign your names here.
He is one of the students who have passed the exam.
He is the only one of the students who has passed the exam.
12. 以-ics結(jié)尾的學(xué)科名稱
某些以-ics結(jié)尾的學(xué)科名稱，如physics(物理學(xué))、mathematics(數(shù)學(xué))、mechanics(機(jī)械學(xué))、politics(政治學(xué))、statistics(統(tǒng)計學(xué))、economics(經(jīng)濟(jì)學(xué))、linguistics(語言學(xué)）athletics(體育學(xué))、等，通常作單數(shù)用。例如：
13. 其他以-s結(jié)尾的名詞
英語中有一些由兩個部分組成的物體名稱通常是以-s結(jié)尾，如scissors(剪子)，pincers(鉗子)，glasses(眼鏡），shorts(短褲)，trousers(褲子)，suspenders(吊褲帶)等。這一類名詞，如果不帶"一把"、"一副"、"一條"等單位詞而單獨使用，通常作復(fù)數(shù)。例如：
如果帶有單位詞，則由單位詞的單、復(fù)數(shù)形式?jīng)Q定動詞的單、復(fù)數(shù)形式。 例如：One pair of scissors isn't enough.
14.以-s結(jié)尾的地理名稱
某些以-s結(jié)尾的地理名稱，如果是國名，如the United States, the United Nations, the Netherlands等，盡管帶有復(fù)數(shù)詞尾，但系單一政治實體，故作單數(shù)用。但若不是國名，而是群島、山脈、海峽、瀑布等地理名稱、通常作復(fù)數(shù)用。例如：
The West Indies, apart from the Bahamas, are commonly divided into two parts. The Himalayas（喜馬拉雅山脈) have a magnificent variety of plant and animal life.
The Straits of Gibraltar have not lost their strategic importance.
15. 英語中還有一些以-s結(jié)尾的名詞，如:
arms(武器), clothes(衣服), contents(內(nèi)容，目錄)，fireworks(煙火), goods(貨物), minutes(記錄), morals(道德，品行), remains(遺體), stairs(樓梯), suburbs (郊區(qū)), thanks(謝意), wages(工資)等，通常作復(fù)數(shù)。
16.凡是由-ings結(jié)尾的名詞，如: clippings (剪下來的東西), diggings (掘出的東西), earnings (收入), filings (銼屑), lodgings (租住的房屋), surroundings (環(huán)境), sweepings (掃攏的垃圾) 等, 通常作復(fù)數(shù)用。例如：
The clippings of the hedges are usually burnt.
The sweepings of the godown(倉庫) have been disposed of.
17. 還有一些以-s接的單、復(fù)數(shù)同形的名詞，如: headquarters(總部), means(方法、手段), series(系列), species(種類), works(工廠)等，隨后動詞的單、復(fù)數(shù)形式取決于這些名稱是作單數(shù)，還是用作復(fù)數(shù)。例如：
A headquarters was set up to direct the operation (指揮作戰(zhàn)).
Their headquarters are in Paris.
The only means to achieve success is to appeal to arms (訴諸武力).
18. remains用于"遺體"意義時，隨后的動詞通常作復(fù)數(shù)：
His remains lie in the churchyard.
The martyr's remains were buried at the foot of the hill.
但作"遺跡"或"剩余物"解釋時，可作復(fù)數(shù)或單數(shù)用：
Here is the remains of a temple.
The remains of the meal were/was fed to the dog.
19. 如果作主語的名詞詞組由“分?jǐn)?shù)(或百分?jǐn)?shù))+of-詞組”構(gòu)成，其動詞形式依of-詞組中名詞類別而定。例如：
Two thirds of the swampland(沼澤地) _____ (have) been reclaimed(開墾).
Over sixty per cent of the city ____ (be) destroyed in the war.
Thirty-five per cent of the doctors ______ (be) women.
20. 如果主語是all of ...,some of ...,none of ...,half of ...,most of ...等表示非確定數(shù)量的名詞詞組，其后的動詞形式依of-詞組中的名詞類別而定。例如：
Most of the money _____ recovered by Deputy Player.
Most of the members ______ there.
All of the cargo ______ lost.
All of the crew ______ saved.
21.兩數(shù)相減或相除，動詞用單數(shù)；兩數(shù)相加或相乘，動詞可用單數(shù)，也可用復(fù)數(shù)。例如：
Forty minus fifteen (40-15) leaves twenty-five.
Forty divided by eight (40/8) is five.
Seven and five (7+5) makes/make twelve.
Five times eight (5+8) is /are forty.
22. 如果主語是由“a kind/sort/type of ,this kind/sort/type of +名詞”構(gòu)成，動詞用單數(shù)。例如：
This kind of man annoys me.
但若在kind/sort/type之前的限定詞是these/those,同時，of-詞組中的名詞又是復(fù)數(shù)，則動詞用復(fù)數(shù)：
These kinds of men annoy me.
Those types/sorts of machines are up to date.
23.如果主語是由“many a+名詞”或“more than one +名詞”構(gòu)成，其意義雖屬多數(shù)，但隨后的動詞仍遵循“語法一致”原則，用單數(shù)。例如：
Many a man has done his duty.
More than one game was lost.
24. 1)由who, why, how, whether等wh-詞引導(dǎo)的名詞性分句作主語，其后的動詞通常用單數(shù)。
2).兩個由and連接的并列名詞性分句作主語，如果主語表示兩件事情，動詞用復(fù)數(shù)。例如：
What caused the accident and who was responsible for it remain a mystery to us.
3). 以what-分句作主語的SVC結(jié)構(gòu)
在以what-分句作主語的SVC結(jié)構(gòu)中，主句補(bǔ)語是復(fù)數(shù)名詞，如果主句謂語動詞可用復(fù)數(shù)。
25. 1).在“one of+復(fù)數(shù)名詞+關(guān)系分句”結(jié)構(gòu)中，關(guān)系分句動詞通常依照語法一致原則用復(fù)數(shù)形式。例如：
Joan is one of those people who go out of thier way to be helpful.
2). 在這類結(jié)構(gòu)之前有定冠詞the或者有the only 等限定詞和強(qiáng)調(diào)詞時，關(guān)系分句動詞形式依one而定，用單數(shù)。例如：
Selfishness is the one of her many faults which defeats itself.
Period5 Listening
Step1 Listening to the material on Page 7
There are three tasks in this step: the first listening, the second listening and the third listening. Teachers should ask students to glance the whole exercises before listening, so that they can realize what is the main task in listening.
Task 1 The first listening
T: Hello, everyone! Glad to meet you. These days the topic we are talking is important women & great women. We know women can achieve the same as men. But they have many difficulties in doing this. Today we'll have three listening materials to listen. The first one tells us some particular problems, which women have when they want a career of their own. The structure of this material is very clear. It is organized by the first, second and third paragraph. So when you listen for the first time, try to get the general idea of the material and think which sentences are the main ideas of the three paragraphs. Now let's listen for the first time. Play the tape for the first time for students to get the main ideas of the paragraphs. And then ask students to try to retell what they have heard. It doesn't matter whether theyare some details, such as words or sentences, or they are some main ideas. Because the purpose of doing this is to let students know they have caught some information. Everything is OK.
Collect what they have heard and write down them on the blackboard. Teachers can let them discuss which are main ideas and which are details.
Task 2 The second listening
There are two purposes in this task. One is to let students finish Exercise 2; the other is to let students get some useful information to finish Exercise 1 and 3. So after the discussion, teachers can let students look through the Exercises on Page 7 in order to catch the useful information to finish the exercises when they are listening. Then play the tape again, and try to finish Exercise 1&2. Exercise 1 is about some details. Exercise 2 is about the main ideas of each paragraph. Teacher can make a pause, and repeat it where the main ideas appear to make sure students can catch it.
Task 3 The third listening
This is a good chance for students to check their answers. After listening twice, most students can have a good understanding about the material, and can write down the answers mostly. So this time is for their checking and adding their answers.
If they still have some difficulties, play the tape for the fourth time to meet their needs.
Step3 The listening material on Page 41
Teacher can ask students to guess the content of the material, according to the questions in exercises. And then have a listening and finish the exercises. The steps of the listening are the same with the above one.
Unit2 Working the land
Period 1 Warming up and pre-reading.
Step 1 Lead-in.
Poem By Li Shen
Farmers weeding at noon,Sweat down the field soon.
Who knows food on a tray,Due to their toiling day.
Step 2.Warming up (Questions)
1. Have you ever grown any plants? If so, what did you do to grow them? If not, what kind of plant would you like to grow? How will you grow it?
2. Have you ever been to the countryside? What did you do there?
3. Are you from a farmer’s family? What do you know about farming?
Step 3 Pre-reading and talking
1. Rice is a main food in all East Asian and Southeast Asian countries. What do you think would happen if tomorrow there was suddenly no rice to eat?
Tips: It is said that there are 2.4 billion people to eat rice every day throughout the world；suffer from starvation/die of hunger; panic, get into trouble
2. If you had the chance to help end hunger in the world, what would you do?
3. Do you know who Yuan Longping is ?
A brief introduction:
Yuan Longping is known as China’s “father of hybrid rice”. It’s said that in China, we eat depending on “Two Ping” ---- Deng Xiaoping, who made the policy of System of Production Responsibility, & Yuan Longping, who invented hybrid rice.
Yuan Longping, who was born in September, 1930, graduated from Agriculture Department in Southwest Agricultural Institute. He has been working on agriculture education & the research into hybrid rice since he left the institute.
In the 1960s, when China was suffering from serious famine, he came up with the idea of hybrid rice, which has a high yield ( or output). Ten years later, he succeeded in inventing a new species that produced a 20 percent higher yield than common types of rice.
Yuan devoted himself to the research into agriculture, & was honored by UNESCO & FAO(聯(lián)合國教科文組織）. Although he is 74 years old, he is still working on the research into agriculture.
Period 2 Reading
Step 1 Lead-in。
1. Listen to the tape carefully then answer these questions.
1）When and who did become the first agricultural pioneer in the world to grow rice that has a high output?
2）What did Yuan Longping invent?
2. Read the passage once again,then find out these sentences true or false.
1） Dr Yuan is more a farmer than a scientist.
2 ）Dr Yuan’s kind of rice is the most suitable for China’s farmland.
3） Dr Yuan would rather work than relax.
4 ）Dr Yuan has dreams when he is asleep and also when he is awake.
5 ）Dr Yuan enjoys a simpler life than most rich and famous people.
3.Find out the topic sentences of each paragraph
Para. 1: He became the first agricultural pioneer in the world to grow rice that has a high output.
Para.2:He has devoted his life to finding ways to grow more and more rice..
Para.3:He cares little about spending the money on himself and would rather keep time for his hobbies.
Para.4 Dr. Yuan’s dreams.
4.Write down Yuan Longping’s personal information
?Name:
?Nationality:
?Born:
?Age:
?Occupation:
?Education:
?Dream:
?Achievements:
? Hobbies:
Period 3 Language points:
1. Struggle for…為爭取……而斗爭
Struggle against…為反對……而斗爭
Struggle with… 與……爭斗
1）The swimmer struggled against the tide.
2）We had to struggle with/against all kinds of difficulties.
3）The slaves struggled for the freedom
2. 使做…成為… make +it +adj./n. +to do
好天氣使游泳成為可能
The fine weather makes it possible( for us )to swim.
他將每早跑步做為一個規(guī)則
He makes it a rule to run every morning.
其他可用這種結(jié)構(gòu)的詞:
feel, find, think, consider…
3.搜查,搜索 search (sb. / sth.) for …
He searched all the rooms for the missing person.
They searched the man all over for money.
4.由于,多虧 thanks to 相當(dāng)于 because of
5.是從前兩倍那么多 twice as large as before
相當(dāng)于once larger than before
6.對……感到滿意
be satisfied with…相當(dāng)于 be pleased with
adj. satisfactory/satisfying
n. satisfaction
7.在乎，在意 care about
比較 care for
My aunt cared for me when my parents were away last week.
Dr Yuan never cares about money and fame.
8. Indeed, his sunburnt face and arms and his slim, strong body are like those of millions of other Chinese farmers.
e.g: The streets in Beijing are wider than those in my hometown.
The number of students in our school is larger than that in their school.
9. Dr Yuan grows what is called super hybrid rice.
e.g: He came to what is called America.
10. This special strain of rice makes it possible to produce one -third more of the crop in the same fields.
e.g: That made it possible for life to begin to develop.
The development of science makes it possible for us to know more about the universe.
11. Dr Yuan awoke from his dream with the hope of producing a kind of rice (that could feed more people).
e.g: He went to the U.S with the hope of finding a better job there.
Fill in the proper phrases or words to complete the following:
1.In a way,the accident was a good thing because it taught us a good lesson.
2.It was because of his advice that I succeeded.
3.I am satisfied with the result of the experiment.
4.They have struggled for years to drive the invaders out of their country.
5.We all wish that we could rid the world of crime.
6.In some less developed areas in China, some farmers are still lead a poor life.
7.The output of corn this year is double that of last year.
After graduating from college, he went to Shenzhen with the hope of getting a chance to become rich soon .
Unit3 A taste of English humour
單元教學(xué)目標(biāo)
Talk about different types of humor；a taste of English humor
Learn how to express one’s emotions
Learn the ?ing form as the Predicative, Attributive and Object Complement
Learn to write humorous stories
目標(biāo)語言
話題 Different types of humor; a taste of English humor
詞匯1.四會詞匯：
slide, skin, cruel, content, astonish, particular, entertain, entertaining, throughout,
homeless, worn-out, failure, overcome, difficulty, boil, fortunate, snowstorm, chew, bottom, mouthful, direct, star, outstanding, Switzerland, fortune, swing, pancake, mountainous, whisper, vast, sense
2.詞組：
be content with, badly off, pick out, cut off, star in, knock into
功能情感 ( Emotion )
I enjoy this very much because… It surprises me that…
I laugh at that kind of thing because… I felt happy because…
This is fun because… I’m pleased we were both amused at…
How wonderful / surprising! It’s amusing that…
語法動詞的-ing 形式作表語，定語和賓語補(bǔ)足語的用法
Their job is “panning for gold”.
That was the problem facing Charlie Chaplin.
Do you find it funny to see someone sliding on a banana skin?
Period 1 Warming up and pre-reading.
Teaching procedure:
Step 1: Lead-in
Show some pictures to students, let them talk about the pictures and then ask them what they think of the pictures, whether they are funny or not.
Questions: 1) Do you know who these comedians are? What makes them funny?
2) Do you know other comedians who are funny in the same way?
3) Have you seen any of these comedians or programmers? What do you think of them?
Step 2: Warming up
Task 1. Brain-storming
Ask students to name some types of humors they know. Write those they are not familiar with on the blackboard, then show some pictures and summarize.
Types of humorExample of English humorChinese humor
NonverbalCharlie ChaplinPantomimes（啞劇）劉全和，劉全利
Mime and farceMr. BeanFunny plays 陳佩斯，趙本山
Verbal jokesPlay on words, usuallyCross talk 馬季， 姜昆
Funny storiesTwo linesJokes
Funny poemsEdward LearDoggerel（打油詩）
Task 2. Talking
Ask students to talk about some funny stories, any English or Chinese humors they know.
Task 3. Reading on P22
The purpose of the reading is to introduce the kind of verbal jokes. They use a “play on words” to be funny. Let students read the three jokes and then match the joke with the explanation. Then check the answer. After that, teacher can show some other jokes on the screen.
Joke 1:
Patient: Doctor, I’ve lost my memory.
Doctor: When did this happen?
Patient: When did what happen?
Joke 2:
Garcia: Thank you doctor. My fever is gone.
Doctor: Don’t thank me. Thank God.
Garcia: Then I will pay the fees to God.
Step 3 Homework
Ask each student to give a joke and present it in class next period.
Period 2 Reading.
Step1 Reading. The purpose of this reading is to introduce nonverbal humor. This reading material takes Charlie Chaplin for example. It tells us what nonverbal humor means; what is Charlie Chaplin’s style of acting; how he made a sad situation entertaining and so on.
Task 1.Fast reading.and do the true or false questions.
1).Humor is always kind. F
2).Charlie Chaplin was born in a rich family. F
3). His silent movies are not popular any more. F
4). He solved a sad situation by using nonverbal humor. T
5).He ate the shoes because he thought that it was very funny.F
6).Charlie Chaplin devoted his whole life to making films. T
Task 2. Divide the text into several parts and give the main idea of each part
Part one(1-2 ) It tells us that there are two kinds of humor. One is bad, while the other can inspire people.
Part two (3-4): It tells us something about Charlie Chaplin’s acting style and how Charlie Chaplin made a sad situation entertaining.
Part three (5): it gives us a short biography about Charlie Chaplin.
Task 3. Discussion
Let students have a discussion about the text, then answer some questions.
Questions: (1) What is behind fun?
(2 ) Why did people like Little Tramp?
(3 ) Do you think Charlie Chaplin’s eating boiled shoes funny? Why?
Step 2 Language points:
1.Do you find it funny to see someone sliding on a banana skin, bumping into someone else round a corner, or failing down a hole in the road?
……find it funny to see……中的it 在此句中是形式賓語，to see…… 才是find的賓語。當(dāng)動詞不定式作句子的賓語，同時，有一個形容詞同賓語在一起時，我們常用it作先行賓語。
Eg: I find it difficult to understand him.
We find it useful to learn a foreign language.
slide
The book slid off my knee.
He slid over the question without answering it.
She slid out of the room when no one was looking.
bump into
Unfortunately, the motorbike ~ed ~ a big tree.
Mary was walking alone in the street when she ~ed ~ her teacher.
cruel
Don’t be ~ to animals.
The death of their daughter was a ~ blow.
2.Perhaps it makes us feel more content with our life because we feel there is someone else worse off than ourselves.
1)content(adj):satisfied ,happy.
常見的搭配是：be content with sth: be satisfied with sth
be content to do sth: be willing to do sth
Eg: She is content to stay at home looking after her children.
Are you content with your living conditions?
3.badly off: in a poor position. 潦倒;窮困。其反義詞是well off。文中worse off是badly off的比較級形式。
eg:They are too badly off to have a holiday.
Many people are better off than before.
4. astonish
The news he brought ~ed everyone in the class.
He looked at me in ~ment.
it is ~ing to me that she was late.
5. However, some actors can astonish us with the deep feelings they can inspire in us for a character they are playing.
Inspire(vt)
~ sth in sb ---- ~ sb with sth :to fill sb with thoughts,feelings or aims 激勵或鼓舞某人。
The father ~d his son with confidence.
= The father ~d confidence in his son.
這個句子中有兩個定語從句：they can inspire in us修飾the deep feelings, they are playing 修飾a character。
不管怎樣，有些演員能用他們所演的角色在我們身上鼓動起深深的感情來震撼我們。
cut off: to separate from others; to stop suddenly;
切斷；隔離；突然中止
Eg: They cut off our food supply.
cut in插嘴 cut out 剪除；刪除
cut up切碎 cut through刺穿
(名題賞析）He was in hospital for six months. He felt as
if he was __C__from the outside world.
A. cut out B. cut off C. cut up D. cut through
6.overcome 克服
eg:We should have the courage to ~ any difficulty in the world.
It is not easy to ~ a bad habit in a short time.
7.be set in
eg: The story is ~ ~ the early days of World war II.
8.mouthful
He took a ~ of the bitter medicine and made a face.
I felt so full that I couldn’t eat another ~.
basketful , handful, cupful, dishful, spoonful
9.star
Tonight, we are showing a film, ~ring Charlie Chaplin.
The director wants to ~ Jim in his film.
she has ~red in a lot of good films.
The Third Period Grammar
Teaching procedure:
Step 1. Revision
Check homework: the exercises on page 20 and 21.
Step 2. Word formation
SuffixExample
-ablevaluable lovable comfortable
-ingamusing misleading neighboring
-fulhopeful cheerful useful
-lessendless homeless harmless
-edexcited interested moved
-ishIrish childish selfish
-iveactive attractive expensive
-atefortunate affectionate passionate
-antimportant pleasant ignorant
-lyfriendly orderly costly
There are ten suffixes in the chart. And there are some new words in it. But the purpose of showing this chart is to let students learn more about the adjective suffix.
Step 3. Discovering useful structures
Task 1. Revision
Have a revision about the ?ing form used as the subject and object. Give students some sentences to translate:
(1)Talking to him is useless.
(2)Smoking does harm to your health.
(3)Walking is my sole exercise.
(4)Collecting stamps is my hobby.
(5)I suggested bringing the meeting to an end.
(6)He admitted taking the money.
(7)I couldn’t help laughing.
(8)Your coat needs washing.
Task 2. New usage of the ?ing form
Ask students to look at the Exercises 4 on page 20. And then wake in pairs to finish the exercises.
Teacher checks the answers and give the explanations.
1.A cooking pot: A pot that is used for cooking.
2.A drinking horse: A horse that is drinking water.
3.The man sitting on the sofa is a friend of my brother’s.
?Here the ?ing form are used as attribute.
1.I saw the man sliding on a banner skin yesterday.
2.Did you notice the man picking up that broken bottle and putting it in his bag?
?Hear the ?ing form are used as object complement The structure of the sentence with an object complement is: Subject + Predicate + Object + Object complement
1.Her job is looking after babies.
2.What he likes is playing chess after supper.
?Here the ?ing form are used as predictive. Pay attention to the differences between ?ing form used as predicative and present continuous tense.
(1)Her hobby is painting.
(2)Her favorite sport is skiing.
(3)This was very disappointing.
(4)The test results are very discouraging.
(5)She was very pleasing in her appearance.
(6)His concern for his mother is very touching.
(7)The photograph is missing.
(8)The article was misleading, and the newspaper has apologized.
In the first two sentences, the ?ing form is used to show the character of the subject. In the next four sentences the words of the ?ing form are all about the feelings. In the last two sentences, the words of the ?ing form show some states and qualities.
(9)It is snowing hard.
(10) She is teaching in a night school.
In these two sentences, the ?ing form are used as the predicate in the present continuous tense.
Step 4. Using Structures
Turn to page 56. Look at the Using Structure. There are two exercises in this part. Exercise 1 is to let students correct some errors in the sentences. This is not an easy job for most students, because it needs other knowledge, besides what the students learned today. So better leave them more time to do this exercise. For exercise 2, let students finish it in a short time. With the help of the pictures, students can easily understand the meaning and correctly use the ?ing form to finish the blanks. Teacher can check the answers in class.
Step 4. Homework
Finish all exercises on page 56.
The Fourth Period Listening
Teaching procedure:
Step 1. Revision:Check homework:
(1) Ask a couple of students to tell their jokes in class.
(2 ) Ask some students to come to the blackboard to write their translation. After they have finished, teacher correct some errors with the whole class.
Step 2. Listening ( page 23 )
This is a funny story. Mary made some plum jam and left some in the pan. Five days later, her husband came home and poured the jam into the chicken. Later Mary came home and found all of her chickens were behaving strangely. What had happened? Give students two chances to listen to the story. First, go through Exercise1 and 2 to know what are the things they will do while listening. After that teacher plays the tape for them to finish Exercise 1. The second listening is to check the answers. For Exercise 2, teacher should leave some time for students to discuss the question.
Questions: (1) Did you find this story funny? Give the reason.
(2 ) What do you think of John’s behavior?
Step 2. Listening ( page 55 )
This is a story about a thief and a man. The situation is very interesting. Before listening, ask students what they would do if they find a thief in their home one day; whether they will be afraid of the thief and so on.
There are three steps for this listening. At first let students read the questions to make sure that they know what they should do in this listening. Next, play the tape for the first time to let students finish Exercise 1. Then play the tape again and let the students finish the questions in Exercise 2. After that, let the students check their answers with each other. At last, listen to the tape again, teacher can make a pause where there is an question to the question, in this way students can check all the answers.
Step 3. Listening ( page 58 )
There are four exercises in this listening. The first one requests students to get the general idea of the material. The second one is to ask the students to know some details of the material. The third one is a question that asks the students to speculate the teacher’s feeling. And the last one is a good exercise, it gives the students another chance to practice their oral English.
Step 4. Homework
Collect as many funny stories as possible, do some preparations for the writing in the next period.
Unit 4 Body languages
Period 1 Warming up, pre-reading and scanning.
Step 1 Lead in.(Have the Ss what some body languages mean)
Step 2 Comparison
Step 3 Warming up
Meaning Action
2. I am worried.An upset look.
3. I ate too much.Putting hand on the stomach, patting or rubbing.
4. I am sorry that I did something wrong.Dropping or hanging the head.
5. I’m so happy.A loud laughter with a shining face or smiling with arms open and head back.
6. You did a good job.A thumb up.
7. You are angry.Turning your back to someone on purpose.
8. Stop here.Putting the left palm on the forefinger of the right hand.
Step 4 Pre-reading
1.What is the purpose of language?
?The purpose of language is to be used as a tool of communication. That is, to exchange with others ideas, feelings, information, and so on.
2 How can you tell if someone is sad even if they do not speak?
?By looking at their facial expressions.
Step 5. Answer the questions after scanning the text.
?1. Why are the people visiting China?
?2. What parts of the are not represented by the visitors?
?3. Why is Julia Smith surprised?
?4. Why do you move back from Ahmed Aziz?
?5. What do French people often do when they meet people they know?
6. Can we expect people everywhere to act the same? Why
?7. Why do you think we need to study body language?
?8. Is the main character male or female? How do you know?
Step 6 Read the passage once and divide the passage into 4 parts, the sum up the main ideas.
Part1: (1) You are sent to Pudong Airport to meet business people.
Part2:(2-3) Example of learned or cultural “body language”.
Part3: (4-5) Different people have different body language.
Part4: (6) Summary of body language.
The main idea of the whole text:
?It tells us about the importance and necessity of body language and its differences between different cultures.
Period 2 Explanation of the text:
1. They will be meeting at a major hotel with local business people and people who represent the Chinese government.
‘ will be meeting ’The future continuous tense: the action will take place for certain. “預(yù)料將要發(fā)生的動作”，多用于現(xiàn)代英語口語中，語氣較婉轉(zhuǎn)、隨便。
When will you be visiting us again
major:
1) adj. 表示more important; greater 較重要的，較大的，主要的。如：
A major road 主干道
2）v. 表示specialize in a certain subject (at college or university)主修科目。如：
She is majoring in French.
3) n.表示army officer between a captain and a lieutenant-colonel陸軍少校
represent:
?1) stand for or be a symbol or equivalent of (sb. /sth.); symbolize 代表， 象征，等于（某人或某物）；標(biāo)志
?What does Y represent in this equation?這個方程式中的Y代表什么？
?2）be an example of (sth.)是某物的一個例子
?This design represents a major new trend in modern art.這種設(shè)計反映了現(xiàn)代藝術(shù)中的一種主要的新趨向。
2. Four people enter looking around in a curious way. 作狀語，表enter的伴隨狀態(tài)。
3. You think that there may have been a mistake.
May have been: a deduction of an action in the past
4.You see her step back appearing surprised, and take a few steps away from Mr. Garcia. (P26 P1 L5） appear = seem
The visitor from Japan comes in smiling. (P26 P1 L7)
She arrives hurrying,... (P26 P4 L3)
Adverbial(伴隨狀語)
..., and this is an exciting experience for you,... (P25 P1 L5)
His nose touches Mr. Cook’s moving hand,... (P26 P1 L10)
..., recognizes Mr. Garcia’s smiling face,... (P26 P4 L3)
It is an interesting study and ... (P26 P5 L3)
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