下面小编给大家整理17篇with的复合结构讲练(新课标版高二英语选修七教案教学设计)，希望大家喜欢！
Teaching aim:
Knowledge aim:掌握with的复合结构特征。（展现一些生动的图片）
Ability aim:学以致用，并结合高考题目讲解，达到能力提升。
Teaching ways: 讲练结合
Teaching Aids: teaching material, blackboard Multi-media computer; OHP(overhead projector); software:
Teaching procedure: Greetings,
Step1 依葫芦画瓢 ：模仿例子, 总结结构特征.
With 复合结构一 With + n + prep.
With + 名词 + 介词短语
With 复合结构二 With + n./pron. + -ving.
With + 名词 + 动词的现在分词
With 复合结构三 With + n./pron. + -ved
With + 名词 + 动词的过去分词
With 复合结构四 With + n./pron. + adj.
With +名词／代词 + 形容词．
With 复合结构五 With + n./pron. + adv.
With + 名词/代词 + 副词
With 复合结构六 With + n./pron. + to v.
With +名词/代词 +动词不定式
Step 2 .学以致用 说出下列句子中with的结构特征．
1. You musn’t talk with a person with your finger pointing at her.
2.He lay on his back, with his hands crossed under his head.
3.He entered the room, with his nose red with cold.
4.A man broke in , with a knife in his hand.
5.He felt asleep, with the radio on.
6.With the new term to begin soon, we’ll be very busy again.
Step 3.深层理解 把下列句子改成同义句
1. With a lot of homework to do, I can’t go to bed early. 2. The woman with a necklace around her neck must be very wealthy.
3. With the bike repaired , he rode on.
4.With the discussion over for a long time, we still remember everything discussed.
5. The teacher came in , with her cup in her hand.
Step 4实战演练 高考链接(用所给词的适当形式填空) 1. News reports say peace talks between the two countries have broken down with no agreement _________ (reach).(2007NMET) 2. _______ (介词) production up by 60%, the company has had another excellent year.(NMET2000)
3.The murderer was brought in, with his his hands _______(tie) behind his back.(NMET2005)
4. He lied on the chair , with a newspaper ________ (cover) his face. (NMET2003) 5. The sick old man was left alone under the tree, with his body ________ ( cover ) by a bag. (NMET1998)
6.With nothing _______ (eat), the three children had to go hungry. 7. With the fire ______, we saw nothing around us.
用with翻译句子．
1. He was taken to hospital, ____________________ ( 腿在流血bleed).
2. The fellow stood there, _____________________ (双手交叉cross在背后)
3. Don’t talk _________________(嘴里满满的)
4. I told her the bad news, ______________ (心跳动beat地厉害).
5. ______________ (嘴里含着一根勺子fork), the little girl cried.
6._________________(电视机还开着), the old man fell asleep.
Step5. 能力拓展 写作练习
The little match girl 卖火柴的小女孩
根据图片提示及部分翻译补充适当语句写 “The little match girl” 卖火柴的小女孩的故事梗概．
要求1．前后语句通顺．
2．适当使用with 的复合结构．
3．使用5句话包含所有内容．
Step6. summary (2m)
Step6. homework
With的复合结构答案
Step 2 .学以致用 说出下列句子中with的结构特征．
1. You musn’t talk with a person with your finger pointing at her. 2
2.He lay on his back, with his hands crossed under his head. 3
3.He entered the room, with his nose red with cold. 4
4.A man broke in , with a knife in his hand. 1
5.He felt asleep, with the radio on. 5
6.With the new term to begin soon, we’ll be very busy again. 6
Step 3.深层理解 把下列句子改成同义句
1. With a lot of homework to do, I can’t go to bed early.
---Because I have a lot of homework to do , I can’t go to bed early
---The reason why I can’t go to bed early is that I have a lot of homework to do.
2. The woman with a necklace around her neck must be very wealthy.
---The woman who wears a necklace around her neck must be very wealthy.
---The woman wearing a necklace around her neck must be very wealthy.
3. With the bike repaired , he rode on.
---After he had his bike repaired, he rode on.
4.With the discussion over for a long time, we still remember everything discussed.
---Though the discussion has been over for a long time, we still remember everything discussed.
---The discussion has been over for a long time, but we still remember everything discussed.
5. The teacher came in , with her cup in her hand.
---The teacher came in ,carrying a cup in her hand.
Step 4实战演练 高考链接(用所给词的适当形式填空) 1. News reports say peace talks between the two countries have broken down with no agreement _________ (reach).(2007NMET) 2. _______ (介词) production up by 60%, the company has had another excellent year.(NMET2000)
3.The murderer was brought in, with his his hands _______(tie) behind his back.(NMET2005)
4. He lied on the chair , with a newspaper ________ (cover) his face. (NMET2003) 5. The sick old man was left alone under the tree, with his body ________ ( cover ) by a bag. (NMET1998)
6.With nothing _______ (eat), the three children had to go hungry. 7. With the fire ______, we saw nothing around us.
答案：1.reached 2. With 3. tied 4. covering
5. covered 6. to eat 7. out
用with翻译句子．
4. He was taken to hospital, ____________________ ( 腿在流血bleed).
5. The fellow stood there, _____________________ (双手交叉cross在背后)
6. Don’t talk _________________(嘴里满满的)
4. I told her the bad news, ______________ (心跳动beat地厉害).
5. ______________ (嘴里含着一根勺子fork), the little girl cried.
6._________________(电视机还开着), the old man fell asleep.
答案：1. with his leg bleeding
2. with his hands crossed behind her back
3. with your mouth full
4. with her heart beating fast
5. With a fork in her mouth
6. With the TV on
Step5. 能力拓展 写作练习
The little match girl 卖火柴的小女孩
根据图片提示及部分翻译补充适当语句写 “The little match girl” 卖火柴的小女孩的故事梗概．
要求1．前后语句通顺．
2．适当使用with 的复合结构．
3．使用5句话包含所有内容．
On Christmas Eve,it was snowing fast.A poor little girl with head and feet bare, was still wandering alone the streets.The snow-flakes fell on her long, fair hair and she sat down, drawing her little feet close under her .Motionless, she sat there with the matches in her lap(腿). She lightened /struck a match, so the flames shot up and then she saw a most beautiful Christmas tree .Hundreds of candles lighted up the green branches,then gentle and loving grandmother appeared.she flew with the little girl in her arms, till they were in that place where neither cold, nor hunger, nor pain.
B7U3 Under the sea
Lesson 1 Warming up and speaking
Step1. New words learning
Step2. Warming up
1. Have you seen plants and animals that live under the sea? Where did you see them?
On a snorkeling trip
At an aquarium
On a boat trip
In books
In films
On nature programs
2. Make a list of sea plants and animals you know.
3. Watch the photos and try to write down the name of the animals or plants in your exercise books
Dolphin, shark, anemone, anemone/ clown fish, coral, sea star, turtle, sea horse, jellyfish, seaweed, eel, parrotfish, sea-slug, clam, seal…
Step3. Speaking
A与B正在谈论暑假旅游的事情。B暑假去了厦门旅游，使她/他印象最深刻的地方是海底世界，在那里看到了很多海底生物，有海马，海狮，海豚，海星，海龟，水母，鲨鱼，小丑鱼，珊瑚等，觉得最漂亮最喜欢的是小丑鱼和珊瑚，最令人兴奋地事情是去看海豚表演，觉得海豚很聪明。通过这次旅行，B觉得学到很多有关海洋的知识，也意识到保护环境的重要性。两个同学为一组练习对话，A问B以下问题：
1. 你暑假去了哪里？
2. 哪个地方使你印象最深刻？
3. 在那里你看到了什么？
4. 你最喜欢什么？
5. 有去看海豚表演吗？
6. 对这次旅行有什么感受？
Sample:
A: Where have you been this summer holiday?
B: I went to Xiamen for a trip with my parents.
A: Where impressed you most in Xiamen?
B: What impressed me most is the Under Sea World in Gulangyu.
A: What plants and animals did you see there?
B: I saw many plants and animals there, such as sea horse, seal, dolphin, sea star, turtle, jellyfish, shark, clown fish, coral and so on.
A: Which do you like best?
B: I like coral and clown fish best because they are so beautiful.
A: Did you see a dolphin show?
B: Yes, I was very excited to see a dolphin show. The dolphins are very clever.
A: What do you feel about the trip?
B: From this trip, I learn more knowledge about ocean life and realize the importance of environmental protection.
Step4. Homework
1. Read the new words again.
2. Practice speaking with your partner.
3. Preview Reading I.
Lesson2. Reading
Step1. Revision
Words
Names of sea plants and animals
Step2. Pre-reading
Today we’re going to learn stories about one kind of sea animal, killer whale.
1. First, look at the picture on P19, what do you think is happening?
2. Read the paragraph on P19 and predict what the text is going to tell us.
Writer An old man called Clancy
Occupation A whaler
Type of the article Anecdote
Place Australia
Time At the beginning of the 20th century
Step3. Anecdote one
1. Read paragraph one and tell what is the anecdote about.
Killer whales helped catch whales.
2. Read and finish Exercise1 on P 21.(可改为排序题)
3. Answer question1,3,4 of exercise 2 on P21
Step4. Anecdote two
Read and tell what is the anecdote about.
Old Tom protected and saved James.
Step5. Post-reading
Fill in the blanks
An enormous animal ____itself ____ ___ the water and _____down again to_____that _____was a _____ _____ there._____ swam by the boat,_____ us the__.As we got closer, I could see __ ___being attacked by a pack of about _____other _____.They were working as a team. The killers stopped it ____. And others were stopping it ______.The man used the ___to hit it.
One day, _____ was washed off the boat. The sea was rough. The waves were carrying him _____and _____.It took over ____ __ ___to get the boat back to ____. And when we ________him, I saw him being ____up in the water by ____ ___.
Step6. Homework
1. Read the text again and finish Reading task in EW31
2. Retell the anecdotes with your partner
Lesson 3-4 Language points
Step1. Revision
Listen to the text and ask some students to read aloud
Retell the two anecdotes
Step2. Words
1. witness (E.W or TB)
Did you witness the accident? 亲眼看到
He witnessed to have seen the man enter the building. 证明，作证
He was called as a defense witness. 证人
2. accommodation 住所
The high cost of accommodation makes life difficult for students in London.
The university offers excellent accommodation for summer visitors.
3. opposite
They live on the opposite side of the street. Adj.
Black and white are opposites. N.
We live opposite the school. Adv.
4. head v.
They are heading home. 朝……方向移动
Who is heading the party. 领导
Whose name heads the list? 在前头
5. flee (fled, fled)
译：他从那个国家逃跑了。
He fled from that country.
He flew from that country.
He escaped from that country.
He ran away from that country.
6. depth
the depth(s) of the ocean/ jungle/ country/winter/ one’s heart/one’s despair
deep-depth; wide-width; long-length; high-height
7. urge (E.W)
8. abandon (E.W or TB)
Step3. Phrases
1. sort out
I’m just sorting out the papers that can be thrown away.
We’ve got a few little problems to sort out.
2. ahead of
Ahead of us was a big river. （空间上）在......之前
Time here is nine hours ahead of London. （时间上）在......之前
He is ahead of me in Chinese. 比……强或好
3. in the meantime
The conference will begin in an hour; in the meantime, let’s have a coffee.
4. feed on 以……为食
Cows feed on hay during winter.
feed…on/ to 以……饲养
We feed our dog on meat.= We feed meat to our dog.
feed… with/ into 给……添加
He fed the fire with some logs. = He fed some logs into the fire.
5. hold up
I held up my hand to show that I had a question. 举起
We were held up on our way to the airport in a traffic jam. 使延误
Step4. Sentences
E.W31-2 checking corner part1仿写句子
Step5. Exercise
Exercise1-3 on P22
Checking corner part1
找出课文里出现的含有分词的句子
Lesson 5. Grammar
Step1.找出课文里出现的含有分词的句子并判断其作用
I looked into the water and could see Old Tom swimming by the boat, showing us the way.
…,so George started beating the water with his oar and there was Tom, circling back to the boat, leading us to the hunt.
George didn’t like being kept waiting.
I could see a whale being attacked by a pack of about six other killers.
I could see he was terrified of being abandoned by us.
Being badly wounded, the whale soon died.
Step 2. 分词的被动形式及作用
主动形式 被动形式
一般式 doing being done
完成式 having done having been done
What is the function of the –ing form in the sentences below:
So being killed by sharks was a common thing.
George didn't like being kept waiting.
What worried the child most was his not being allowed to visit his mother in the hospital.
The problem being discussed is of great importance.
Having been shown around the library, we were taken to see the lab.
As we drew closer, I could see a whale being attacked by a pack of six other killers.
Step3. 注意
①在want，need，require，deserve等动词之后作宾语时，常用动名词的主动式表示被动意义。
Your car needs filling.
你这车要充气了。
This city deserves visiting.
这座城市值得光顾一下。
The problem requires studying carefully .
这个问题需要认真研究。
The trees want watering .
这些树需要浇水了。
②在（be）worth后面只能用动名词的主动态来表示被动意义。
His suggestion is worth considering.
The book is worth reading.
③在allow，advise，forbid，permit等动词后直接跟动名词形式作宾语，如果后面有名词或代词作宾语，其后用动词不定式作宾语补足语。如：
We don’t allow smoking here.
We don’t allow students to smoke.
Step4. 补充练习
Fill in the blanks :
1._________ (turn) to the right , you will find the place you want .
2. ___________ (ask) to put on performance , she refused .
3. _______________ (finish) his work , Henry went home .
4. ________ (learn) new words is useful.
5. He disliked _____________ (interrupt) in his experiment .
6. I apologize for ________________(not, wait) for you .
7. _________________ (not, receive) an answer , I wrote to him again .
8. ____________________ (give) such a good chance , you should catch it .
9. I didn’t mind ___________ (leave) at home .
10. The house wants _________ (clean).
11. He came in without _________ (ask).
12. ________________ (show) around the library , we were taken to see the lab.
单选
1. Please excuse my ____ in without_____.
A. come; asking B. coming; asking C. to come; being asked D. coming; being asked
2. No one can prevent the plan _____.
A. from carrying out B. to be carried out C. being carried out D. to carry out
3. The bird was lucky that it just missed _____.
A. catching B. being caught C. to be caught D. to catch
4. Most of the artists ____ to the party were from South Africa.
A. invited B. to invite C. being invited D. had been invited
5. _____ to sunlight for too much time will do harm to one’s skin.
A. Exposed B. Having exposed C. Being exposed D. After being exposed
6. He has always insisted on his ______ Dr. Tuner instead of Mr. Turner.
A. been called B. being called C. having called D. called
9. The well was found ____ when we got there.
A. digging B. to be dug C. to dig D. being dug
10. ______ in the mountains for a week, the two students were finally saved by the local police.
A. Having lost B. Lost C. Being lost D. Losing
Step5. Homework
课后的语法练习，英语周报语法练习（语法可用1-2节）
Lesson 6. Using language
Step1. Revision
Check some exercises
Step2. Fast reading
Read and finish Ex1on P24
Step2. Careful reading
Read and finish Ex2 on P25
Step3. Oral practice
1. Listen and read aloud
2. Listen and make an oral practice (including the questions below)
1) What is the first thing that I became aware of ?
2) Could you please tell me three colors mentioned in the text?
3) What were fantastic? Please tell me three shapes of them.
4) Did the writer see many sea animals? Please tell me 5 of them.
Step4. Language points
1. reflect
2. be/ become aware of (P90)
3. Ex3-4 on P25
Step5. Homework
Reading task in E.W
Read the text aloud
Lesson7. Extensive reading
Step1. Revision
完成上节课剩下的内容
Step3. Fast reading
1.What’s the style of the article?
A. descriptive(描述的）B. narrative（叙事的 ）C. argumentative（辩论的）
2. What’s the purpose of it?
The purpose is to let us know how Sedna became the sea goddess.
Step2. second reading
The four parts of a narrative:
Beginning:
Once upon a time there was an Inuit girl called Sedna, her father insisted that she marry the next man she met.
Development:
One day a man came in a boat promising to marry Sedna and give her a good life. It was only after the marriage she discovered that her husband wasn't a real man but a sea bird.
Climax:
When the birdman saw that his wife might escape, he caused a great storm to rise up. Sedna's father was so frightened that he threw her over the side of the boat and into the sea.
Ending:
She turned into a sea goddess. The Inuit believe that Sedna has power over the animals in the sea.
Step4. Homework
Finish Checking corner Part2-3 in E.W
Lesson 8. Listening and writing
Step1. Listening on P26
1. words preview
videocamera摄像机awesome可怕的; 使人敬畏的refund偿[归, 退]还; 偿付
available可得到的, 可达到的, 可用的dolphin海豚seal海豹
fare车费;船费;运费;票价brochure说明书, 简介材料, 手册
Listen to the three dialogues and fill in the missing words.(Ex4 on P26)
Step2. writing
Are the tourists satisfied with their tours?
How do they express their unsatisfaction?
Are you clear about how to make complaints now?
Writing instruction
投诉和抱怨一般分为口头和书面两种形式，二者都注重逻辑性和条理性。书面的投诉和抱怨要求内容一般包括以下三点：
1. 信的开头即点明写信的目的；
2. 信的重点是简要介绍你所遭遇的事，并说明原因。
3. 信的结尾要提出你的要求或希望。
Useful expressions:
I am writing to express my dissatisfaction with…
I am very disappointed /upset to find that…
I find it terrible that…
I would like to draw your sttention to something you have obviously failed to notice.
There are some problems with…that I wish to bring to sttention. For one thing,… For another…
To correct the situation, I suggest making the following changes:…
To solve the above problem, it is advisable for you to take the following measures:…
I hope you will give immediate attention to this matter.
I look forward to a day when you could really enjoy a more efficient service.
Sample:
Dear Sir，
I am writing to let you know that after eating the fish at your restaurant this Monday I felt sick.
Unexpectedly, you make money at the cost of customers’ health. Everyone takes his health seriously and so I hope in the future I will not be put again into this position. It is also necessary for me to remind you that serving spoiled food is against the law.
I would like a response as to what you plan to do to stop this from happening again, or I will send my complaint to the local newspaper.
Sincerely,
Tom
假如你是Peter,在某公司购买了一台电脑，由该公司人员负责送货。开箱后发现由于送货人员的不谨慎导致显示器屏幕有刮痕。请写一封投诉信给该公司有关人员，表明你的立场及要求。
要求：词数100-120 参考词汇：刮伤 scratch（vt）
Dear Customer Service Representative,
________________________________________
Yours truly,
Peter
Dear Customer Service Representative,
I am writing to complain about the bad delivery service of your company.
The IBM Desktop computer we ordered from your store two weeks ago finally arrived yesterday. There were not any signs of damage to the packing case at all, but when we opened it, we found, much to our surprise, that the back cover had been cracked and the screen had been scratched.
In view of this, I have decided to make a formal complaint against your delivery service. I sincerely hope that you will replace this computer as soon as possible. If this is not possible, I wil no alternative but to insist on a full refund Yours truly,
Peter
Step3. Homework
Finish writing
Lesson9-10 Revision and E.W32
Unit 4 Sharing
教材分析和教材重组
教材分析
本单元的重点话题是帮助弱者、志愿服务、合作共享等。通过听、说、读、写等活动不仅学习有关的语言知识，还要培养学生的社会责任感。
1. Warming Up部分是一个调查。该活动分三步进行：首先回顾自己曾经做过的助人为乐的好事，并采访三位同学；然后，根据调查内容列举班上同学所做的好事；最后讨论volunteer一词的内涵。该部分的讨论可以和中学生参与的“志愿者活动”、“手拉手活动”、“献爱心活动”等联系起来。
2. Pre-reading部分交代了阅读文章的文体(1etter)和作者(a young Australian woman，Jo)。阅读中提供了十幅图片，阅览这些图片有助于学生理解这封书信的内容，因此，“读前”部分针对阅读中的图片设计了五个问题，回答这些问题有助于学生加深理解，“志愿者活动”的意义。
3. Reading部分是一封家书。作者志愿在巴布亚新几内亚(Papua New Guinea)的一个小山村教书。在她写给Rosemary的信中，作者描述了该村学校的情况和去一学生家做客的经历。
4. Comprehending部分设置了两组问题。第一个练习为小组讨论题，这些问题首先要求学生读懂书信内容，用表格的形式帮助学生整理书信中提到的信息，然后要求学生联系自己的实际，比较校舍、教学条件、生活状况等，并引发学生思考，谈谈是否愿意参加志愿者活动。第二个练习要求学生对文中提到的五个现象进行分析，说明其原因。第三个练习要学生通过阅读分析小山村中的积极和消极面。这些均属深层思考题。
5. Learning about Language部分引导学生学习词汇和语法。词汇部分设置了两个练习，一是根据所给解释从课文中选择词汇；二是用课文中的词汇完成一篇短文。语法部分复习定语从句，也设置了两个练习，一是用定语从句完成句子，二是用含定语从句的句子回答问题。
6. Using Language部分由阅读与讨论、听与说和写三个部分组成，综合训练听说读写的能力。
教材重组
1. 将Warming Up，Pre-reading，Reading与Comprehending整合在一起上一节“阅读课”。
2. 将Learning about Language和Workbook的using words and expressions及using structures整合在一起上一节“语言学习课”。
3. 将Using Language设计为一节包括听说读写在内的“综合技能课（一）”。
4. 将Workbook的READING AND LISTENING和TALKING结合在一起上一节“听说课”。
5. 将Workbook的LISTENING TASK，READING AND WRITING TASK和SPEAKING TASK设计为一节“综合技能课（二）”。
课时分配
1st Period Reading
2nd Period Language study
3rd Period Integrating skills(Ⅰ)
4th Period Listening and Speaking
5th Period Integrating skills(Ⅱ)
Part 1: Teaching Design
第一部分：教学设计
Period 1: A sample lesson plan for reading
(ALETTER HOME)
Aims
To help students develop their reading ability
To help students learn about voluntary work
Procedures
I. Warming up by defining volunteer
What is a volunteer?
1. One who enters into, or offers for, any service of his own free will.
2. (Mil.) One who enters into service voluntarily, but who, when in service, is subject to discipline and regulations like other soldiers; -- opposed to conscript; specifically, a voluntary member of the organized militia of a country as distinguished from the standing army.
II. Pre-reading
Have you ever heard of a place called Papua New Guinea?
Facts of Papua New Guinea
Capital: Port Moresby
Government: constitutional monarchy with parliamentary democracy
Currency: kina (PGK)
Area total: 462,840 sq km
land: 452,860 sq km
water: 9,980 sq km
Population: 5,172,033 (July 2002 est.)
Language: English spoken by 1%-2%, pidgin English widespread, Motu spoken in Papua region
note: 715 indigenous languages
Religion: Roman Catholic 22%, Lutheran 16%, Presbyterian/Methodist/London Missionary Society 8%, Anglican 5%, Evangelical Alliance 4%, Seventh-Day Adventist 1%, other Protestant 10%, indigenous beliefs 34%
III. Reading for forms
Read the text again to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful expressions.
IV. Copying expressions
You are asked to copy all the useful expressions into your notebook after class as homework.
Expressions from A Letter Home
thanks for…因……感谢, hear from…收到……的来信, be dying to do…急于做……, hear all about…了解所有关于……, include some photos附有几我照片, picture the places图象化这儿的地方, ask about…问讯关于……的信息, a bush school丛林学校, be made from…由……制成, walk to…步行到……, reach the school grounds走到学校操场, walk a long way走很长的路, sometimes up to two hours有时长达两小时, get to the school到达学校, adapt to…使适应……, one thing is for sure有一点是肯定的, become a lot more imaginative in…变得对……更富有想象力, a most challenging subject最富有挑战性的学科, carry…from…in a bucket用水桶把……带到……, show… a chemistry experiment向……演示……化学实验, bubble over everywhere到处冒气泡, come across…碰到……/见过……, jump out of the windows跳出窗外, go back to…回到……, make any difference对……有所改变, get to know…开始了解……, speak much Pidgin English说几句洋泾浜英语, the home of ………的家, one’s first visit to…某人的第一次参观……, have fantastic views看到奇妙的景色, down a steep slope to…走下一个通向……的陡坡, work in the garden在花园劳作, shake hands with…与……握手, lead… to…把……领到……, a low bamboo hut with grass sticking out of the roof 一个低矮的竹屋，屋顶上伸出一簇茅草, a man’s house男人的房屋, get through…进入……, lay… on…放置……在……上, a newly made platform一个新搭架的平台, sleep on…睡在……上, share…with…与……共用……, sleep on small beds睡在小床上, in another part of…在……另一边, in the centre of…在……的中间, near the doorway靠近门房, the only possessions仅有的家当, a few tin plates几个锡盘, a couple of pots两个罐子, build a fire生火, place…in a empty oil drum把……放在一个空邮筒里, cover…with…用……覆盖……, inside the hut在竹屋里面, sit around the fire围着火炉坐着, listen to…softly talking to each other听他们轻声细语地交谈, stand upside down on the grill over the fire倒放在火炉的烤架上, after a short time过了一会儿, throw… out of the doorway把……扔到屋外, dry out the leftover food烧干残菜剩饭, attract evil spirits引来邪灵, in the night在夜晚, after many goodbyes and shaking of hands经过一番握手道别之后, climb down… towards home爬下……回家, fall happily into bed很开心的倒头就睡, get late变的晚了, prepare tomorrow’s lessons 准备明天的课
V. Writing a letter of your own.
Now you are to write a similar letter based on the topic, the words and the structures of the letter on page 29.
A Letter to my teacher
Dear Ms Xu Fang,
Thanks for your letter. It was wonderful to hear from you. I know you’re dying to hear all about my life here in the United States. I’ve included some photos that will help you picture the life I talk about.
You asked about my university. Well, it’s a nice one – the classrooms are big and clean and the computers are available to everyone. It takes me only a few minutes to drive to my university. When I reach the university campus there are lots of “Nihaos” for me from my schoolmates, many of whom have lived in China.
There’s enough electricity and water and we have lots of books to read and read. I have already adapted to the conditions here. And one thing is for sure. I’ve become a lot more independent in my studies. English is my most challenging subject as there is no Chinese in the classroom and if I need help I have to ask for it in English! The other day I was attending my chemistry lesson a professor with Russian accent came to me – before I knew it, asking why I got the test tubes upside down! I had never come across any strange-sounding teachers like this and started getting more and more nervous. Sometimes I wonder how understandable my English is to the teachers and native classmates, most of whom speak so fast to me and to each other. In fact, I wonder whether I’m making any progress in my English.
You asked whether I am getting to know any local people. Well, that’s actually quite difficult, as I don’t speak much local English yet. But last weekend another foreign student, Halanin, and I did made friends with a native schoolmate who is the chairperson of the Helping Club. He is Rubby, by name. It was my first friendship with a native schoolmate. We talked for two and a half hours about lives in China and America. When we departed at the supper time, Rubby, who had been learning Chinese in his spare time, started shouting “Huijian”. We shook hands with him. Everyone seemed to be happy and excited.
…
VI. Closing down by reading more on voluntary work
My Experience as a Volunteer Teacher
Author: Susansun
“Susan, I'll miss you, don't forget me,” a girl wrote to me on the first page of a notebook. The notebook was a collection of the lyrics of her favorite songs. It was a present given by one of my students when I attended the 'Go-to-the-countryside' program last summer holiday. Every time I open the notebook, it brings back fond memories.
Last summer vacation, for the purpose of serving society and meeting other social communities, nine of my classmates, including me, formed a group as a service team heading for GaoTan Middle School, which is in the remote mountain area of Guangdong Province.
We spent one week there, mainly teaching the students English, as planned. We had known ahead of time that their English was inferior to their counterparts' in the city. And what was worse, they didn't like learning English. So we came up with a logo and carefully chose four topics for our students. The logo was: I'm not shy, I can speak English loudly.“ The four topics were: my dream, my family, my hometown and what a wonderful world. We intended to inspire their interest of learning English and help them build the confidence of speaking English out loudly. We exerted ourselves to create a very active and relaxed atmosphere while teaching. In addition, the topics were suitable for us to communicate with them and build up a good relationship.
At the beginning of each class, our students were asked to shout out the logo. And it was clear that they were very happy to shout in English. The content of our lessons was closely related to the four topics. We also covered moral education while teaching. In class, we showed great happiness for any progress made, such as a correct pronunciation, a right spelling, a brave answer, etc.
Although the time we spent together was short, we and our students became good friends. When we had to leave them, they gave us lots of little gifts expressing their appreciation of our teaching. The lyrics notebook was the one I liked best.
The 'Go-to-the-countryside' program has been very hot among university students in recent years. Our team was just one in hundreds of teams across the country, and I myself am just one in thousands of volunteer teachers. There is a standard of judging teachers: the mediocre teacher tells, the good teacher explains, the superior teacher demonstrates, the great teacher inspires. I am wondering what category of teachers I belong to. Maybe my future students will have the answer to that question.
Additional Materials
Complete the summary of the story with one word in each blank.
Dear Rosemary,
I like to thank you for your letter. Hearing from you is really wonderful.
You are 1 to hear all about my life here in PNG. Well I am 2 some photos and pictures in this letter so that you may get to know more about this place.
I am working at a 3 school here. Everything here is made from 4 . We walk to school everyday. We have to walk a long way to 5 the school grounds. Sometimes we spend 6 to two hours getting to the school. It was difficult for me to 7 to life here. But one thing is 8 sure. I have become a lot more 9 in my work. I am teaching a most 10 subject here, and that is science.
Life is hard here, too. We have to carry water from a faraway well in a 11 .
Yesterday I showed the pupils a chemistry 12 . Then the 13 got bubbling over everywhere. They were frightened for they had not come 14 this kind of thing. They jumped out of the windows. Most of them will go back to their 15 . Chemistry won’t make any 16 to their lives. I am getting to know more about local people here. I can even speak some Pidgin English now.
I will tell you more about my life here in my next letter to you.
I have to work now. So much for today.
Love,
Jo
(Key: 1. dying 2. including 3. bush 4. bamboo 5. reach 6. up 7. adapt 8. for 9. imaginative
10. challenging 11. bucket 12. experiment 13. mixture 14. across 15. birthplace 16. difference)
Comprehension questions
1. Why was science the most challenging subject for Jo?
A. There’s no electricity or water and they don’t have any textbooks.
B. He still couldn’t adapt to the local conditions.
C. The students were not willing to study it.
D. There is no equipment and he also needed to carry water by himself.
2. Why did the boys start to jump out of the window?
A. Because they had never seen anything like that and they were frightened.
B. Because they were very naughty.
C. Because chemistry has no relevant to their future life.
D. Because I was going to use this to attract their attentions.
3. What effect did Tombe’s mother’s crying have?
A. It showed her happiness while she was working in her garden.
B. It was her special way to welcome visitors and attracted others’ attentions to the visitors’ arrive.
C. To frightened the wild animals away from the visitors.
D. She was too surprised to see visitors.
4. Why they threw the tin can out of the doorway?
A. Because they used it to attract wild animals here.
B. Because they used this way to dry out the leftover food.
C. Because they believed that any leftover attract evil spirits in the night.
D. They hate the smell of the leftover food in the tin can.
5. What’s the letter mainly about?
A. It tells us about Jo’s life as a high school teacher in Papua New Guinea.
B. It tells us about what life is like in Tombe’s village.
C. It tells us about what had happened in one of Jo’s class.
D. It tells us about the new things Jo found in the village.
(Key: DABCA)
Notes to some difficult sentences
1. It was wonderful to hear from you. 收到你的来信真是太高兴了！
hear from 的意思是“收到……的来信”，又如：
I hear from my sister in New York yesterday. 我昨天收到了在纽约的姐姐的来信。
hear about表示“听说……的事”，例如：
Have you heard about the new anticancer drug? 你有没有听说过这种抗癌新药？
hear of 表示：
1) “听说……”，主要用于否定句及疑问句，例如：
I’ve never heard of him. 我从未听说过他。
2）“听从”，通常用于否定句，与will, would连用，例如：
He wouldn’t hear of me paying for the bill. 我要付账，但他不肯。
2. I know you’re dying to hear all about my life here. 我知道你急于了解我在这儿的生活情况。
be dying to do sth. 意思是“极想做”，又如：
All of them are dying to see the movie. 他们所有人都极想看那部电影。
be dying for sth. 的意思是“极想得到”，例如：
He was dying for something to drink. 他极想喝点东西。
由动词die组成的短语：
die away 逐渐消失; die down逐渐减弱; die off相继去世; die out完全灭绝
3. …have walked a long way, sometimes up to two hours, to go to the school. 走了很长的路， 有时要走两个小时，才能到学校。
此处up to 表示as many as; 该短语也可以和不可数名词连用，相当于as much as, 例如：
He can earn up to ＄50,000 a year.他一年能挣五万元。
up to 还可以表示：
up until 一直到，例如：She lived at home right up to/until she got married. 她结婚前一直都住在娘家。
good enough for sth胜任，例如：I’m not sure if she is really up to that job. 我不能肯定她是否真能胜任那项工作。
由……负责，例如： It’s up to her to decide whether or not to go on the course. 是否上这门课她自己决定。
4. I’m still trying to adapt to these conditions. 我还在努力适应这里的生活。
此处adapt为不及物动词，意思为“适应新环境”，又如：
The children have adapted well to life in the country. 孩子们很容易便适应了乡村的生活。
adapt也可用作及物动词，又如：
He adapted an old car engine to use in his boat.他改装了一辆旧车引擎来驱动他的小船。
The author is adapting his novel for television. 作者正把他自己的小说改编成电视剧。
5. The boys had never come across anything like this. 男孩子们从未见过这种情况。
come across的意思是“偶然遇见/发现”，又如：I came across an old friend I hadn’t seen for years. 我碰巧遇见了多年未见的老朋友。I came across some interesting books in the room. 我在房间里发现了一些有趣的书。
由动词come组成的短语：
come about发生，例如：This situation should never have come about. 这种情况本来不应该发生。
come along 1)进展；2）偶然发生，例如：How’s your work coming along? 你的工作进展如何？I got the job because I came along at just the right time. 我得到这份工作是因为碰巧遇上了好机会。
come round 定期发生，例如：Christmas will soon be coming round again. 圣诞节很快又要来临。
6. The hut was dark inside so it took time for our eyes to adjust. 小屋内很黑，因此眼睛要过好一阵才能适应过来。
此处adjust为不及物动词，意思是“适应”，又如：He adjusted quickly to the heat of India. 他很快就适应了印度的炎热气候。
adjust也可以用作及物动词，意思是“调整”，例如：He adjusted his tie before entering the hall. 进入大厅前他整理了一下领带。
7. They believe that any leftovers attract evil spirits in the night so the food is dried up
in the can and the can is then thrown out of the hut. 他们相信剩饭在夜晚会引来邪灵，所以要把食物放在罐子里烧干，再把罐子扔到屋外去。
in the night 表示“在夜间”，又如：The telephone rang twice in the night. 夜里电话向了两次。
与night有关的短语：all night=all night long 整晚; at/in (the) dead of (the) night 三更半夜
at night 在夜晚; by night 在夜间（与by day相对）; for the night 当天晚上; night after night 每晚; over night 过夜; night owl 熬夜的人; night school 夜校（相对于day school）; night shift 夜班; night table 床头柜（=nightstand）
dry up 的意思是“（使）完全变干”，又如：Many rivers in Africa have dried up recently. 最近非洲的许多河流都干涸了。The burning sun had dried up this area. 火辣的太阳把地区晒干了。
8. It was such a privilege to have spent a day with Tombe’s family. 跟汤贝一家度过一天，真是一种殊荣。
此处privilege的意思是“殊荣”，又如：It was a privilege to make his acquaintance. 能认识他真是荣幸之至。
privilege 还可以表示“特权”、“权利”，例如：Only members have the privilege to use the ground.只有会员才有权利使用操场。
the privilege of citizenship/equality 公民权/平等权
【高考链接】
限定性定语从句
一、限定性定语从句中关系代词的用法
1．who , whom, that
三者都可修饰人，who作主语,whom作宾语,that既可作主语又可作宾语.
（1）I don’t like people who lose their tempers easily.
我不喜欢爱发脾气的人。
（2）Do you think one should stay faithful to the person (whom) one is married to?
你认为一个人结婚后应该忠实于他的伴侣吗？
（3）The suona horn is the instrument that really excites me.
唢呐是真正使我激动的乐器。
注意：a. 在口语中,who可以代替whom，作宾语，如例2还可用who/that来引导。b. 关系代词在定语从句中作宾语时，一 般可以省略，再如例2中的whom。
2. whose
一个表示所属关系的关系词。可以修饰人，也可修饰物。修饰人时，有时可与of whom换用；修饰物时,有时可与of which换用，whose在定语从句中作定语。
Is there anyone here whose name is Wang Lin? 这儿有个名叫王林的人吗？
I saw some trees whose leaves were black with diseases.(=I saw some trees the leaves of which were black with diseases.) 我看见一些树的叶子因病害而发黑。
3. that, which
二者都可修饰物，在定语从句中可作主语或宾语。
The film (which/that) we saw last night is wonderful. 昨天晚上我们看的那部电影太棒了。
that指物时，一般可和which换用，但在下列情况下,只用that
A. 先行词为all, anything, everything, nothing, something等
I will do all (that) I can to help you.我将尽我所能来帮你。
B. 先行词被序数词、形容词最高级或the only, the very等修饰时
It’s the best film that has ever been made on the subject of madness.
这是以精神病为题材而拍摄的影片中最好的一部。
These are the very books (that) I am looking for.这些书正是我要找的。
C. 先行词既有人又有物时
They talked about the people and the things (that) they remembered in the school.
他们谈到他们所记得的学校中的人和事。
D. 当主句是who或which, what开始的疑问句时，定语从句用that引导。
Who is the boy that was here just now? 刚才在这儿的那个男孩是谁？
E. 当that所代替的先行词在定语从句中作表语时
This is not an easy question that you think it to be. 这个问题不是像你认为的那么容易。
F. 定语从句中动词为there be时，关系代词用that或省略
She has read all the books (that) there are on the bookshelf. 她把书架上所有的书都读完了。
另外，请注意只用的三种情况：
A. 如果句中有两个定语从句，其中一个用了that，另一个最好用which来引导。
Let me show you the novel that I borrow from the library which was newly open to us. 让我给你看看我从新开放的图书馆借来的小说吧。
B. 前面紧接着有介词时
This is the book about which we are talking now.这就是我们正在谈论的那本书。
C. 非限定性定语从句中不用that(例句请见本章V)
4. whom, which
若被修饰的词充当从句介词宾语时，介词可提前到引导词之前。此时的引导词只有用whom或which.
Who is the boy with whom you were talking a moment ago?
你刚才和他谈话的那个男孩是谁？
The book from which I got a lot of useful information was written by a famous scientist.
我从中得到许多有用信息的那本书是一位著名科学家写的。
5. as
引导限定性定语从句时，常用在so, such或the same之后。
Such people as you describe are rare nowadays.像你描述的这种人现在少多了。
I have the same trouble as you. 我的麻烦和你的一样。
Here is so heavy a stone as no man can lift. 这儿有一块无人能搬起的石头。
(试比较：Here is so heavy a stone that no man can lift it. that引导的为结果状语从句)
二、限定性定语从句中关系副词的用法：
1. when
表示时间。在定语从句中作时间状语，其先行词一般是表示时间的名词。
I still remember the day when (on which) I joined the league.
我对我入团的那一天记忆犹新。
注意：有时虽然先行词是表示时间的名词，但定语从句中缺少的是主语或宾语，此时应用关系代词。如：
I still remember the day (which/that) we spent together. 我依然记得我们共同度过的那一天。
2. where
表示地点。在定语从句中作地点状语，其先行词一般为表示地点的名词。
Let’s think of a situation where (in which) this idiom can be used.
咱们来想一个使用这个成语的情境。
注意：where同when一样，在从句中只能充当状语。如果不是状语，就得换用其他的引导词。试比较：
This is the place where we worked last year. 这是我们去年工作过的那个地方。
This is the place (which/that) we visited last year. 这是我们去年参观过的那个地方。
3. why
表示原因。在定语从句中作原因状语，其先行词一般为reason.
The reason why he is late is that he failed to catch the first bus.
他迟到的原因是他没能赶上第一班公共汽车。
试比较：The reason (that/which) he gave us for changing the plan was groundless.
他给我们的改变计划的原因是站不住脚的。
所以，判断是用关系代词或是用关系副词，主要看先行词在从句中的指代作用，即语法成分。
三、限定性定语从句中应注意的几个问题
A. 当先行词为way时，其后的定语从句可用in which, that或不用关系词。
I don’t like the way (不填/in which/that) he talks to me. 我不喜欢他那样跟我讲话。
B. 关系代词在定语从句中做主语时，其人称和数要与先行词保持一致。
He is one of the Canadian scientists who are working in China.他是在中国工作的加拿大科学家之一。
He is the (only) one of the Canadian scientists who speaks Chinese well. 他是唯一一个说汉语好的加拿大科学家。
C. 在考查定语从句时，有时缺少先行词，而不是关系代词，要注意区别。
Is this the museum (that/which) you visited yesterday? 这是不是你昨天参观的那个博物馆。
Is this museum the one you visited yesterday? 这个博物馆是不是你昨天参观的那个？
D. 在以 “It + be”引导的句子中，注意区别强调句与带有定语从句的复合句。试比较以下两组句子：
a. It was at the theatre ____ Lincoln was murdered.
b. It was the theatre ____ Lincoln was murdered.
a. It was on Oct.1st 1949 ____the People’s Republic of China was founded.
b. It was Oct.1st 1949 ____the People’s Republic of China was founded.
以上句子中除a句中有介词at或on外，其余部分完全相同。究竟哪个是强调句，哪个是含有定语从句的复合句呢？最简单的判断方法是去掉It was和连接词（即横线部分）。如果剩余部分仍然是一个完整的句子，则是强调句；否则，空格中所用的引导词及其引导的部分就是定语从句.根据以上原则很容易判断出两组中a句是强调句. 应填that,而b句则是带定语从句的复合句.这两个定语从句分别用关系副词where和when来引导。
E. 凡是进行时态的定语从句可以省略关系代词与动词be,仅用动词的-ing形式便可。
The man (who was) sitting in the corner is my brother. 坐在角落的那个男人是我哥哥。
F. 凡是被动语态的定语从句可以省略关系代词与be动词,仅用动词的过去分词便可。
The goods (which were) ordered last month have not arrived. 上个月订的货还没到达。
I saw a girl (who was) dressed in red. 我看见一个穿红衣服的女孩。
【高考链接】
1. Women ____ drink more than two cups coffee a day have a greater chance of having heart disease than those ______ don’t. （06 北京）
A. who; 不填 B. 不填, who C. who; who D. 不填, 不填
2. I saw a woman running toward me in the dark. Before I could recognize who she was, she had run back in the direction _____ she had come. （06 重庆）
A. of which B. by which C. in which D. from which
3. -Do you have anything to say for yourselves？(06江西)
-Yes, there is one point _____ we must insist on.
A. why B. where C. how D. /
4. Look out! Don’t get too close to the house_____ roof is under repair. (06 福建)
A. whose B. which C. of which D. that
5. We’re just trying to reach a point _____ both sides will sir down together and talk. (06 山东)
A. where B. that C. when D. which
6.---You’re always working. Come on. Let’s go shopping.
--- ____you ever want to do is going shopping. (2002 春季高考)
A. Anything B. Something C. All D. That
7. He’s got himself into a dangerous situation ____ he is likely to lose control over the plane.
A. where B. which C. while D. why (2001 上海)
8. The film brought the hours back to me ____I was taken good care of in that far-away village.
A. until B. that C. when D. where (2001 NMET )
9. We are living in an age _____ many things are done on computer.（2003北京春）
A. which B. that C. whose D. when
10. I worked in a business _____ almost everyone is waiting for a great chance.(2004湖南)
A. how B. which C. where D. that
11. Luckily, we’d brought a road map without ______ we would have lost our way.（2004北京春）
A. it B. that C. this D. which
12. There were dirty marks on her trousers ______ she had wiped her hands.（2004吉林）
A. where B. which C. when D. that
13. Do you still remember the chicken farm _____ we visited three months ago?（2005北京春）
A. where B. when C. that D. what
14. ---Why does she always ask you for help? （2005北京）
---There is no one else _____, is there?
A. who to turn to B. she can turn to C. for whom to turn D. for her to turn
15. Frank’s dream was to have his own shop _____ to produce the workings of his own hands.（2005湖南）
A. that B. in which C. by which D. how
【巩固练习】
1. The treatment will continue until the patient reaches the point ______ he can walk correctly and safely.
A. when B. where C. which D. whose
2. Earth is a rocky planet _____ liquid water, which is necessary for life, can exist.
A. as B. which C. where D. when
3. The time is not far away ______ modern communication will become widespread in China’s vast country.
A. as B. when C. until D. before
4. He is such a lazy man _____ nobody wants to work with ______.
A. as; him B. that; / C. as; / D. whom; him
5. Can you think of some cases _____ drivers obviously knew the traffic rules but didn’t obey them.
A. why B. where C. as D. which
6. You’ll have to wait for one more week, ______ the manager will be back from his trip.
A. before B. when C. as D. until
7. “We’ll make public schools ______ can be”, said the President in the speech.
A. all they B. what it C. that they D. all it
8. There are moments in life ______ you miss someone so much that you just want to pick them up from dreams and hug them for real.
A. where B. how C. why D. when
9. Ebay, Amazon and Wal-Mart are popular websites ____ people can sell goods to each other.
A. where B. which C. when D. whose
10. Is this museum ____some German friends visited last Wednesday?
A. that B. where C. in which D. the one
11. All those ____the rule raise your hands.
A. who is against B. are for C. who for D. that are against
12. Mary is one of the girls ____been to shanghai.
A. who have B. who is C. who had D. they have
13. He is the only one of the boys of his class who ____the piano well.
A. plays B. play C. playing D. are playing
14. Kate took away everything except ____Mary gave to her.
A. that B. what C. which D. it
15. The train ____ she was traveling was late.
A. which B. on which C. by which D. on that
【汉译英】
1. 他是否加入对我们没有改变。
2. 我无意中在名单上发现他的名字。
3. 那场音乐会吸引了很多人。
4. 那是一定的。
5. 我们必须为聚会做准备。
【答案及解析】
【高考链接】
1. C 此题首先分析句子结构，按句意可知是将喝咖啡与不喝咖啡的女性作比较，所以
women和those 后各带一定语从句。根据关系代词在从句中作主语不能省略这一规则，不难判断出选项C为正确答案。
2. D 此题考查介词+关系代词which 引导的定语从句，先行词为direction，代入后面的定语从句为she had come from the direction。故D项正确。
3. D 此题将定语从句置于情景交际中进行考查。先行词point在从句中作insist on的宾语。关系词只能是关系代词。故排除其它三选项。另外关系代词在从句中作宾语可略，故选D。
4. A whose在句中引导定语从句。先行词“house”在从句中“roof”构成所属关系，即the house’s roof。故选关系代词whose。
5. A 此题主要考查point的抽象概念，它既能表示时间，也能表示地点，后面可以接when引导的定语从句，也可以接where引导的定语从句，例如：We had reached the point when there was no money left. (我们曾落到身无分文的地步)Please underline the points where you don’t understand.（把你不懂的地方划下来）。由上例可看出when 和where 与point连用，既能表示具体的时间和地点，也能表示抽象的时间和地点，但是它们的不同在于用where时，侧重指“内容”，所以此题选where 为最佳选项（侧重于指双方都能接受，并愿意坐下来谈的条件）。
6. C 此句实际上考查的是定语从句的先行词（关系代词that的省略）。All (that)在定语从句中作do的宾语。如选D, That只起引导作用，不能作定语从句中的成分，且缺少先行词。答案A与B不合题意。
7. A 因为where代替先行词并在定语从句中作to lose control…的状语。即“在一种难以驾驭飞机的情况下”where相当于in which。
8. C 注意先行词为hours,在定语从句中作状语表时间.如果把主句写作: The film brought back to me the hours就比较容易选择了。
9. D 考查定语从句，先行词an age在从句中做状语。
10. C
11. D which引导定语从句，指代the road map。
12. A 先行词her trousers在从句后与on一起作状语，表地点，所以用关系副词where。
13. C visited后面需要宾语。
14. B 本题考查定语从句和turn to sb.。
15. B 本题考查不定式作定语，“介词+ which+不定式”结构作定语修饰名词shop，与shop相搭配的介词为in。
【巩固练习】
1. B 此题考查定语从句,先行词为point,在此意为“（进展、增进的）阶段；程度”，引导词在从句中作地点状语，所以用where引导。
2. C 此题考查定语从句，先行词a rocky planet指地点，且引导词在从句中作地点状语。
3. B 此题考查定语从句，先行词是the time，引导词在从句中作时间状语。
4. C 此题考查对“such…as…”和“such…that…”的运用。在such…as…这一结构中，as引导定语从句，as是关系代词；而在such…that…这一结构中，that引导结果状语从句。
5. B 此题考查定语从句中关系代词的使用。把先行词some cases代入从句中，相当于：…in these cases drivers obviously knew the traffic rules but…“in these cases”作抽象地点状语，意为“在这些情况下”，故选where。
6. B 此题考查复合句的掌握。在时间状语从句中，一般现在时代替一般将来时，而此句中的从句“the manager will be back from his trip”是一般将来时，依此推断，从句不是时间状语从句，排除A、D。显然，此句为定语从句，代入先行词one more week，在从句中作时间状语，故选when。
7. A 考查定语从句。All（that）they can be = what they can be。
8. D 考查定语从句。先行词moments表示时间，定语从句由关系副词when引导，相当于at which即at the moments。
9. A 先行词websites表示地点，应用关系副词where引导定语从句，相当于on which即on these popular websites.
10. D 11. D 12. A 13. A 14. B 15. B
【汉译英】
1. Whether he will join us won’t make any difference.
2. I came across his name on the list.
3. The concert attracted a great number of people.
4. That’s for sure.
5. We must prepare for the party.
Period 2: A sample lesson plan for Learning about Language
(Revise the Attributive Clause )
Aims
To help students revise the Attributive Clause
To help students discover and learn to use some useful words and expressions
To help students discover and learn to use some useful structures
Procedures
I. Warming up by reading the text aloud to the tape
As a student, you know that reading aloud is important, and you probably feel frustrated if you don't read well. Now open your book to page 29 and read aloud the text A Letter Home to the tape.
II. Discovering useful words and expressions
Turn to page 32 and do exercises 1 and 2.
Adjust: ”Adjust the clock, please.“ ”We must adjust to the bad economic situation“ ”Adjust your eyes to the darkness“
Grill: ”He cooked hamburgers on the grill.“
Relevant: The scientist corresponds with colleagues in order to learn about matters relevant to her own research.”
Doorway: “He stuck his head in the doorway.”
Arrangement: They made arrangements to meet in Chicago.“ ”He changed the arrangement of the topics.“ ”the arrangement of the furniture“; ”the placement of the chairs“
III. Revising useful structures
Now you may turn to page 32 to do exercises 1.
You are to finish the sentence with your own words.
1. I made the present which would entertain you.
2. Painting is an activity that is connected with paints and brushes.
3. The person to whom you are dying to hear about is on holiday.
4. The man who lives at the bush school is a doctor.
5. The woman whose daughter you got to know yesterday is over there.
6. You won’t find the theatre where we jumped out of the window unless you have a map.
7. Anne is doing some research on the time when I started crying “AAAAA”.
8. The reason why he arrived at the village so late was that he was watching an interview of the first Chinese astronaut on TV.
Next you are going to do exercise 2 on page 32.
1. I’d like to have a friend whom I can learn English with.
2. For a holiday I ’d like to go to a place where I can shout and cry.
3. I’d like to have a bedroom that I use it as a study sometimes.
4. I’d like to learn to play a musical instrument that may produce terrible sounds.
5. The reason why he didn’t finish his homework is still a mystery.
6. The person to whom she was married is one who could speak five languages.
7. The mobile phone I’m going to buy is one that could send picture massages.
8. The day I won’t ever forget is the day when I left my father forever.
IV. Closing down by making sentences with the Attributive Clause
1. Thanks for your present that comes to me yesterday.
2. I like to hear from my mother who is living abroad.
3. I am dying to find a good job that will bring me lots of money.
4. He heard all about my studies that led to my success and fame in China.
5. I will include some photos that were taken by my daughter in America.
6. I cannot picture the places where he lived during the war.
7. He came to ask about the bush school that I attended last fall.
8. We reached the school grounds that were covered with wastes from the factories around.
9. He has become a lot more imaginative in English which is quite different from Chinese.
10. Chinese is a most challenging subject that is difficult to almost all the English-speaking natives.
Period 3: A sample lesson plan for Using Language
(THE WORLD’S MOST USEFUL GIFT CATALOGUE)
Aims
To help students read the passage THE WORLD’S MOST USEFUL GIFT CATALOGUE
To help students to use the language by reading, listening, speaking and writing
Procedures
I. Warming up by listening and reading to the tape
Now open your book to page 33. You are going to listening and reading to the tape, paying your attention to the pauses within the sentences.
II. Reading for forms
Read the text THE WORLD’S MOST USEFUL GIFT CATALOGUE again to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful expressions.
III. Making sentences with the expressions from The World’s Most Useful Gift Catalogue
Next you are going to making sentences using the expressions from The World’s Most Useful Gift Catalogue. You may include as many attributive clauses as possible.
Expressions from The World’s Most Useful Gift Catalogue
give an unusual gift一份特殊的礼物, one’s loved one某人所爱的人, keep a gift保留礼物, a contribution towards…对……的捐助, choose… from this catalogue从清单中选……, a really useful gift for some of the world’s poorest送一个确实有用的礼物给世界上最穷苦的人, bring hope for a better future to…带去对未来的美好希望给……, a community in need需要帮助的社区, purchase an item购买一项礼物, send…an attractive card给……发送一个精美的卡片, send… to… 把……送给……, use the cards for any special occasion可以用在任何一种特殊的场合的礼物, purchase…from…从……购得……, train a whole village of around 40 families in new agricultural methods对整个大约40户人口的村庄进行新的农业生产方法的培训, provide seeds and simple agricultural equipment提供种子和简单的农业机械, just 20% more produce仅仅提高了20%的产量, mean the difference between sickness and health意味着患病与健康的差异, go hungry变的饥饿, provide for…为……提供，自己自足
1. I was given an unusual gift by my loved daughter.
2. I will keep the gift that was given to me by that blind man.
3. This money will be a contribution towards those people who live in the West of the country.
4. You have to choose your school from the catalogue which was sent to you last week.
5. A really useful gift for some of the world’s poorest will bring hope for a better future to them.
6. Help must be offered to a community in need.
7. You may purchase an item at our shop.
8. I will send an attractive card to you.
9. This letter will be sent to your special person.
10. You may use the cards for any special occasion to purchase items from our shop.
11. He was sent to train a whole village of around 40 families in new agricultural methods.
12. Seeds and simple agricultural equipment will be provided.
13. Just 20% more produce will mean the difference between sickness and health.
14. The poor will go hungry this time next year.
IV. Closing down by asking about volunteer work
To know more about volunteer work you may put as many questions as possible to your teacher.
What is a volunteer project?
Why do people volunteer?
Would you like to work as a volunteer?
Is volunteering worth the time it takes?
Why would you enjoy volunteering?
Do you know anyone who has done volunteer work?
Where and why did they volunteer?
Could you and would you like to work as a volunteer in the same way?
What could you do to help if you had no money?
What is volunteer work?
What is your definition of ”volunteer work“?
What is the dictionary definition of ”volunteer“?
Have you ever benefited by someone's volunteer work?
What is volunteer screening?
Have you ever done any volunteer work?
What organizations do volunteer work?
What kind of work do they do?
What situations need volunteer workers?
Can you think of different types of volunteer work?
Can you think of examples of professional and amateur volunteering?
Have you and your family ever worked on a volunteer project together?
What did you do?
What are volunteer activities that people do?
Can you think of ways to help people who need help?
Have you ever done any volunteer work?
Did you do it alone, with friends or with your family?
Did you make new friends while you were doing the work?
Have you ever volunteered to help victims of natural disasters? Why?
Would you volunteer to help people outside your community?
Would you volunteer to help people outside your country?
Have you ever volunteered to help victims of natural disasters? Why or why not?
What are some organizations through which you can volunteer?
Why benefits do you get personally by volunteering?
How did you feel about volunteering before you started work?
How did you feel during the work?
How did you feel after you had finished the work?
What are some organizations through which you can volunteer?
What kind of work did they do?
What are some websites maintained by volunteer organizations?
Have you read a book about volunteer work?
Can you list some reasons why people volunteer?
How can volunteers benefit from their work?
Why would you enjoy certain types of volunteer work?
What types of volunteer work would be unpleasant for you?
What benefits other than personal satisfaction could you personally get by volunteering?
Is volunteering worth the cost to you?
In what situations and at what times in your life could you afford to volunteer?
Do you know anyone who has done volunteer work?
Where did they work and why did they volunteer?
Is there a history of volunteerism in your country?
Can you find information about volunteering in your country and two other countries?
Can a volunteer be treated the same as paid staff?
Part 2: Teaching Resources
第二部分：教学资源
Section 1: Discourse studies of A LETTER HOME
Type of writing and summary of A LETTER HOME
Type of writing Time Place Person Events Results
A personal letter Now From PNG Jo to Rosemary Tell about “my” life as a volunteer at PNG “I” am still teaching at a bush school at PNG.
Section 2: Background information for Unit 4 Sharing
1. The five C’s in letter writing
Clear: Try not to beat around the bush when letter writing. Every word should come across as something that is understood. The best way to test this is to read what you wrote out loud, in a tape recorder, and play it back to yourself.
Concise: Do not ramble. Try to make your words go straight to the point.
Courteous: Remember that words can come across a lot harsher on paper. It’s best to save arguing to verbal usage, so that you can clear up any misunderstandings.
Correct: Double check your spelling, grammar, and punctuation. There is nothing worse than trying to read a letter full of mistakes. It makes the clarity of the written word harder to decipher.
Complete: Make sure that when you bring up a topic, you do not change topics in mid-stream. Make sure that you finish what you have to say before you go on to another topic.
2. CULTURE SHOCK
●Culture Shock
We can describe culture shock as the physical and emotional discomfort one suffers when coming to live in another country or a place different from the place of origin.
●Symptoms:
Sadness, loneliness, melancholy
Preoccupation with health
Aches, pains, and allergies
Insomnia, desire to sleep too much or too little
Changes in temperament, depression, feeling vulnerable, feeling powerless
Anger, irritability, resentment, unwillingness to interact with others
Identifying with the old culture or idealizing the old country
Loss of identity
Trying too hard to absorb everything in the new culture or country
Unable to solve simple problems
Lack of confidence
Feelings of inadequacy or insecurity
Developing stereotypes about the new culture
Developing obsessions such as over-cleanliness
Longing for family
Feelings of being lost, overlooked, exploited or abused
Unit 5 Reading language points
1. keep it up 坚持下去，再接再厉
keep up with
If he could keep it up, he would break the world record.
2. fit in (with …) 相处融洽；适应
They work hard and fit in well (with each other).
It’s necessary for us to fit in with the times. 我们必须与时俱进。
3．board vt. 上船，上飞机（board the ship/the plane）;
vi. 食宿；寄宿 board with/at…family
board n. 木板；甲板---on board=in a train, ship or plane
上船（动作）：board the ship =go/get on board the ship=go aboard the ship
状态：be on board
They got on board the train.=they boarded the train.
We almost felt we were on board the spaceship.
When he was in France, he boarded with a French family.
Compare: board/ aboard/ broad/ abroad
go aboard the ship=board the ship
broad 宽阔的
abroad 外国的 study abroad; at home and abroad
4. It was the first time she had ever left her motherland.
It/this is the first/second/third time that sb has/have done sth
It/this was the first/second/third time that sb had done sth
这是我第一次和外宾谈话，我很紧张。
It is the first time that I have spoken to foreign guests, so I feel nervous.
那是我第一次看到这么美丽的地方。
It was the first time I had visited such a beautiful place.
5. Xie Lei highly recommends it.
highly: 高度地（抽象）；如果是空间的高，则用high
(wide; close; deep)
recommend: 推荐---- ~ sth to sb =~sb sth
~ sb for a job/position
建议（用法=advise）~ sb to do
~ doing
~ that sb (should) do …
6. as/so far as… 就。。。而言；在。。。范围; 远至。。。，直到。。。
So far as the weather is concerned, I do not think it will matter if we go there tomorrow.
As far as I know, he is still working there.
As far as he was concerned, he was satisfied with your answer.
He used to take a walk after supper, often as far as two or three miles.
The children walked as far as the lake.
7. feel/be at home （像在家一样）舒服自在
She felt at home on the stage this time, though she seldom appeared.
She was quite at home, because she recognized familiar faces.
8. I have been so occupied with work that I haven’t had time for social activities.
occupy: 占，填满---Is the flat already occupied?
be occupied with sth=be busy with sth
be occupied (in) doing sth=be busy doing sth=be engaged in doing sth
He is occupied preparing for the mid-term exams.
9. We wish Xie Lei all the best in her new enterprise.
wish sb sth=may sb do sth
10. deserve +sth; +代词;+to do(to be done)
Good work deserves good pay.
His behavior deserves punishment.(to be punished/ punishing)
His hard work deserves all that happened to him.
11. apply to sb for sth 向某人申请某个（工作，职位）
apply… to sth 运用
12. take up 占据（时间，空间）；开始从事某种活动
13. in the beginning =at first 起初
Everything is difficult in the beginning.
14. get lost 迷路，走失 get+done
15. hand in 上交 hand out
16. get a good mark 得到高分
17. I was numb with shock.(表示原因)
18. lack confidence 缺少自信=be lacking in confidence
19. After getting my visa I was very excited because I had dreamed of this day for so long.
….explained Xie Lei, who had lived all her life in the same city in China.
She told me that she had had to learn almost everything again.
First of all, he told me, I couldn’t write what other people had said withought acknowledging them.
Had done: 过去的过去（有个过去时相对比）
Translation
1. 他的努力应该得到奖赏,因此在学习上他取得了很大的进步。（deserve）
2. 她找到住房(flat)之前，住在我家。（board）
3. 飞机就要起飞了，请还没上机的乘客马上登机。(board)
4. 我以前从没做过这种工作，我不知道是否能与其他同事相处好。(fit in)
5. 这已经是我第三次看这本书了，因为我觉得这本书很有趣。
(it is the ..time that ….)
6. 他十岁的时候开始打篮球, 现在已经是个顶级选手了。
(take up)
7. 天气这么冷，她的手指冻木了。(with)
8. 就我个人而言，每个人的贡献，不管多小，都会对环境的改善有影响。(as fas as…)
9. 他整天忙于工作，抽不出时间和孩子一起交流。(be occupied with…)
10. 我到时，简刚刚离开。真遗憾这次没有见到她。(时态)
Period 1：Warming up & Reading
一、教学目标
1．语言知识目标：
1)学生能够正确读写及运用以下单词：
airmail; fortnight; roof; muddy; textbook; concept; weekly; relevant; remote; weed; rectangle;
rectangular; adjust; platform; broom; tin; jar; sniff; participate; interpreter; grill; otherwise; privilege
2)学生掌握下列词组的意思并能在句子中熟练运用：
hear from; (be)dying to;the other day;dry out;dry up
2．语言技能目标：
1)强化略读、查读等阅读微技能，训练通过寻找关键词，主题句等方式更快速并准确地确定文章的段落大意，理清文章的总体框架与脉络的技能。
2)继续运用已经掌握的基本猜词技巧猜测文章中的部分单词。
3．语言能力目标：
增强阅读理解能力；发展借助图片、表格等非语言信息进行语言输出的能力。
4．情感态度与文化意识目标：
1）帮助学生理解志愿者工作的意义，培养学生在日常生活中帮助他人、扶贫救困的爱心。
2）在小组合作互动中，增强学生的团队合作精神与分享意识。
二、重点难点
1、教学重点：a. 获取巴布亚新几内亚共和国各部落生活状况和风俗习惯的信息；
b.阅读能力的培养和阅读技巧的训练，如精读课文完成表格填空等。
2、教学难点：a.理解作者志愿者工作的意义，从而树立正确的价值观；
b.训练用英语获取信息、处理信息、分析问题和解决问题的能力。
三、课前准备
1．学生的学习准备
查找关于巴布亚新几内亚共和国的信息。学生可以通过上网等形式搜集信息，并且把搜集到的信息编成问题或写成一段文字，在课堂上向其他同学汇报。这提高了学生的学习兴趣，把被动的学习变成主动的学习。
2．教师的教学准备
查找关于国内外关于帮助他人的个人和组织。
3．教学环境的设计与布置
在教室里张贴班级学生参加社团活动或志愿者活动和“献爱心”捐款的照片及资料。
4．教学用具的设计和准备
制作与阅读课文相关的多媒体课件。
四、教学过程
Step 1 Warming up
1.Show the sign of United Nations Volunteer in China.
2. What does the word “volunteer” mean? In groups, discuss who can be called volunteers.
(People who help others in their community or outside their community would be called volunteers. However, they would not be called volunteers if they help their parents, other relatives or friends.)
[设计说明]通过中国青年志愿者的标志导入，因为标志中有一个手的图形，提醒学生：志愿者常常伸出手帮助别人。然后分组讨论“什么样的人才被称为志愿者？”。经过讨论，学生统一了认识，知道了志愿者是指帮助与自己没有直接关联的人。这一点对于理解课文也非常重要。
Step 2 Pre-reading
1. Show the title and a map to the Ss and introduce some information about Papua New Guinea.
( T: Now, let’s read a passage about a volunteer works in Papua New Guinea--- A Letter Home)
(Introduction: Papua New Guinea is situated in the Pacific Ocean, to the north of Australia.It is a poor country with a population of 5.7 million, around 80% of Papua New Guineans living in rural areas with few or no facilities such as running water and electricity. Engligh is the official language. Because of the poverty,not all children go to school. Around 85% of children start school but about 60% of these reach Year 5.)
2. Show some pictures to the Ss and make them get some background information.
[设计说明]由于学生对于巴布亚新几内亚独立国的情况了解不多，教师有必要在阅读课文之前介绍一些这个国家的信息，也可以布置学生在课前上网查找这个国家的资料，上课时由学生用英语汇报，或者采用“头脑风暴”或分组竞赛抢答的形式，使学生在较短的时间里掌握足够的背景资料。随后展示一些图片，既加深学生对于这个国家落后的经济、教育状况的印象，也有助于之后阅读活动的展开。
Step 3 Scanning
Divide the passage into 4 parts and find out the main idea of each paragraph.
Part.1(Para 1). Opening of the letter and introduction to what will be talked about in the passage.
Part.2(Paras2-3) The school where Jo worked and Jo’s work at school.
Part.3(Paras4-8) Jo and Jenny visited Tombe’s home in the village.
Part.4(Para 9) End of the letter.
[设计说明]快速阅读后要求学生分段，再找出每段的大意。如果是阅读理解能力普遍较弱的班级，教师可以把这项任务改为把各段与段落大意相搭配，如下所示：
Part.1(Para 1). End of the letter.
Part.2(Paras2-3) Opening of the letter and introduction to what will be talked about in the passage.
Part.3(Paras4-8) The school where Jo worked and Jo’s work at school.
Part.4(Para 9) Jo and Jenny visited Tombe’s home in the village.
Step 4 Skimming
Skim the passage and finish the following tasks:
Task 1. Answer the following questions:
(1) Why did Jo send Rosemary some photos?
(It is difficult for Rosemary to imagine how life was hard.)
(2) Why was Science the most challenging subject for Jo?
(Her students have no concept of doing experiments and there was no equipment.)
(3) Why did the boys start jumping out the windows?
(The boys never came across anything like the bubbling mixture.)
(4) Why should it take Jo and Jenny two and a half hours to get to the village?
(They had to climb up a mountain to a ridge first and then down a steep slope to the village below.)
Task 2. What have you learned about the customs and lives of the people in Tombe’s village? Read Paras 4-8 carefully and complete the table below.
Type of houses Diet
Family relationships Possessions
Cooking methods Agriculture
Sleeping arrangements Beliefs
附答案：
Type of houses small,round,madeof bamboo,grass roofs;men’s huts have grass sticking out of the top of the roof,no windows; small doorway; floor covered with fresh grass Diet Sweet potato, corn, greens
Family relationships (large extended families)Everyone seems to be a relative of Tombe’s. Possessions Not many-one broom, a few tin plates and cups, a couple of pots
Cooking methods Hot stones are placed in an oil drum,then vegetables are placed in the drum,covered with banana leaves and steamed. Agriculture Tools are very basic,e.g. a digging stick(There is no machinery.)
Sleeping arrangements A new sleeping platform for the guests, Kiak usually slept in her own hut. Beliefs The villagers believe in evil spirits.They believe that leftover food attracts evil spirits so they dry it out in a can over the fire. Then the can is thrown out of the hut.
[设计说明]仔细阅读是快速阅读的延续。通过阅读，查找到巴布亚新几内亚独立国里各部落居民的生活状况和风俗习惯。这也是这篇课文的重点之一。如果学生感觉难度较大，可以给出句子，只留在一些关键词汇的空格让学生填写，如空出答案中的下划线的单词。
Step 5 Reading aloud
Read the passage aloud and underline the important phrases and difficult sentences.
[设计说明]边读课文边划出重点词组和难句，加深对于课文内容的理解。而且，在程度较好的班级，时间允许的情况下，教师可以在朗读课文结束后插入一些词汇和句型的讲解。也可以根据情况，把词组和难句放在下一节课中专门讲和练。
Step 6 Discussion
1. Why do you think Jo become a volunteer in PNG?
2. Would you like to work as a volunteer in a poor area? Give reasons.
[设计说明]通过讨论Jo作为志愿者的原因，可以使学生更好地了解这个单元的主题：帮助他人、分享合作。通过第二个问题，教师可以进一步了解学生对于志愿者工作和帮助他人的看法，有利于教师进行德育教育，帮助学生树立正确的价值观。
Homework:
Write a passage about 100 words to introduce the village and life in the village according to the photos and the table of Ex.1.
[设计说明] 根据图片和图表写一段关于村落情况和生活的介绍文字，既加深了学生对于课文重点段落的印象，又发展了借助图片、表格等非语言信息进行语言输出的能力。如果学生英语程度不够好，教师可以给出短文的开头几句，例如One of my students, Tombe lives in a small village in Papua New Guinea. The visit to his home impressed me.……。时间允许的话，还可以在上一个讨论问题环节结束后，让学生两人一组，先轮流进行口头作文，再回家完成书面作文。
Unit1 Living Well
Warming up
1. a mental/physical disability 精神残疾/身体残疾
disability:可用作可数名词和不可数名词，用作可数名词表“残疾”；用作不可数名词表“无能、劳动能力丧失”adj. disabled
2. be proud to do/ be proud of sth 很骄傲做什么，对…感到很骄傲
3. university entrance exam 高考
4. set up her own website()创建她自己的网站
Pre-reading
1. Other disabled people find the website beneficial.
1) find sth+adj.
2) Be beneficial to sth=be of benefit to sth 对…有益
3) v.benefit 获益，得益于。benefit by/from 得益于
Reading
1. In the other words=that is to say=namely(均常作插入语) 换句话说，也就是说
2. bump into furniture 撞上家具
3. adapt (A) to (B) 使A适应于B，把A改编为B
4. at a time每一次, at one time曾经、一度, at times时常, at all times在任何时候, at no time决不（放句首时要倒装）
5. up until now直到现在
6. used to do 过去经常做, be/get used to sth/doing sth适应于…, be used to do sth被用来做
7. dream about/of doing sth梦想做…
8. miss a lot of lessons=miss a lot of school 错过许多功课
9. looke different from 看上去与…不同
10. get out of breath开始上气不接下气
1) take a deep breath 深呼吸2)lose one’s breath喘不过起来 3)hold one’s breath屏住呼吸
11. Every time after a long absence from school, I feel really stupid because I am a bit behind the others.
1) every time 引导的时间状语从句
2) absence from, adj. Be absent from 缺席…反义词 presence/ be present at 出席…
3) a bit=a little 一点 little ink, a bit of ink, not a bit(=not at all)
4) behind the others 落后于他人
12. my fellow students我的同学们
13. accept me for who I am 接受我这样的人
14. get annoyed at/by sth, get annoyed with sb 对…生气
15. all in all 总而言之
16. the ambition for sth/to do sth. Be ambitious to do sth …的野心/雄心
17. I don’t have time to sit around/about feeling sorry for myself.闲坐着， 对…感到可怜
18. get a lot of enjoyment out of sth 从…中得到许多快乐
19. for a while 一段时间
20. be independent of sth 不依靠…
21. live a normal life 过上正常的生活
22. make fun of sb 取笑某人
23. give them encouragement to live as rich and full a life as you do.（注意
Learning about language and using language
1. take on challenging tasks承担有挑战的任务 take up a job as a teacher开始从事教师职业
2. congratulate sb on sth 祝贺某人某事
3. with the assistance of sb,v. assist sb. in/ with sth.或assist sb in doing sth. 协助某人做什么事。 助手assistant
reading speaking and writing
1. a matter of …的问题
2. in particular=especially特别是…(注意与specially 区别)
be particular about sth 对…很挑剔
3. accessible:可接近的；可进入的；可使用的, n.access （接近或进入某地的）方法；通路；（使用某物或接近某人的）机会或权利。常用结构：access to sth./ have access to/be accessible to
4. have difficulty/trouble doing sth 做…有困难
重点句型
疑问词+不定式
【原句回放】The doctors don’t know exactly what is wrong with me, so they don’t know how to make me well.
so that
【原句回放】There should be a space at the end of each row so that people in wheelchairs can sit beside their friends.
【点拨】so that：in order that; with the result that。作“以便”，“为的是”讲，从句中通常用may(might)或can(could)等情态动词。例如：
We learn English so that we may get more knowledge.
【拓展】
1.如果so that 引出的从句为否定结构，则其谓语多用should+v原形，此时，so that 常译为“免得，以免”。例如：
He looked down so that she should not see his eyes.
2.so that 意为“以便于”， 引导目的状语从句； 而so…that…意为“如此…以至于”，引导结果状语从句。
【随时练】John shut everybody out of the kitchen _____ he could prepare his grand surprise for the party.
A. which B. when C. so that D. as if
key：C。
句意：约翰把每个人都关在厨房门外，以便他能够为晚会准备一份巨大的惊喜。so that:为了；以便于
be +形容词+ to do
【原句回放】The buttons in the lift should be easy for people in wheelchairs to reach…(Page 8)
【点拨】be easy to do 中，easy后用不定式的主动表被动。
有此用法的形容词还有：important, light, difficult, heavy, comfortable，fit等。
例如：This kind of water isn’t fit to drink.
The box is difficult to carry.
【语法】
动词不定式的用法
Unit2 Robots
Pre-reading
1. have a great desire for sth/to do sth
reading
1. experiment with/on(do/perform /carry out/conduct an experiment on sth)在…上做实验
2. test out考验
3. persuade sb to do/ sb into doing/ sb of sth说服某人做某事
4. feel alarmed感到很惊恐
5. feel embarrassed感到尴尬
6. it was disturbing and frightening that he looked so human. 机器人如此有人情味，使得她烦恼而且害怕。
7. be offered sympathy 被同情 have/feel sympathy for同情…
8. a pile of一堆
9. or rather更确切的说
10. reach for his hand伸手碰他的手, within one’s reach够的到, out of one’s reach够不到
11. wear the makeup 擦…化装品
12. accompany sb to sp陪同某人去某地
be accompanied by/with伴随着…
be accompanied at/on the piano 由…伴奏
13. write out 把…全部写出来
14. ring up打电话给
15. turn around转身，回转 turn in归还，上交 turn up 露面，（音量）开大turn on 打开turn off关掉 turn down 关小，拒绝turn back往回走
16. weep with anger 生气的哭
17. work on从事…
18. in time 及时
19. The clock struck eight.8点钟
20. be impressed by 对…印象深刻 make an impression on sb某人留下深刻印象
21. be green with envy at sth/of sb=be jealous of sb 嫉妒某物/某人
22. prevent…(from)doing sth阻止…做…
23. set off the shops’alarm 使商店的警钟响起来
24. get into physical fights with their owners 与他们的主人打起来
get into bad habits染上坏习惯
reading and discussing
1. in the present=at present 在现在
2. as a result of…的结果
3. 40 or so40左右
4. be pregnant with her third child 怀上了她的第三个孩子
5. run a candy store 经营一家糖果店
6. his talent for sth 他…方面的天赋
7. take himself seriously as a writer 开始认真的当自己是一个作家了
8. have stories published 把故事出版
9. receive many rewards for his books 他的书得了很多奖
10. do research into/on sth对…做研究
11. leave me alone 让我一个人呆着，不要管我的事. Leave out遗漏、略去
12. set aside把…放在一边，为…节省或保留（钱或时间）
13. obey the law遵守法律
【语法】
被动语态和动词不定式的被动语态
She was amazed by his fingernails and the softness and warmth of his skin.
As he was not allowed to accompany her to the shops…
The women were impressed by Claire and the house.
It was going to be tested out by Larry’s wife, Claire.
Warming-up and pre-reading
1. character n.人物，角色；特性，特征；性格；人格，品性；（汉）字，字体
a. It is a good story, but I find some of the character rather unconvincing(不令人信服).
b. They are twins but they have quite different characters
c. He is a man of good character.
d. A Chinese character 一个汉字
2．Fiction n. 1)小说（总称）；虚构的文学作品
2）编造；想象；虚构；捏造
Fact/Truth is stranger than fiction. [谚语]事实比小说更离奇。
短语：legal fiction 法律上的假定 light fiction 通俗小说
pure fiction 纯粹的谎言；十足的谎言 science fiction 科幻小说
3．Desire vt.1)渴望；希望（做某事）desire to do sth.
2)要求某事（sth.）
3)要求【请求】某人做某事desire that-do/should do
desire sb. to do sth.
a. I desire an immediate answer of yours.
b. We desire to have a good result.
c. Please desire him to come in.
d. They desire that you should come at once.
n. 愿望；欲望；要求；食欲；情欲；向往的东西
短语：at one’s desire照某人的希望 get one’s desire 得到所希望的东西
meet one’s desire 满足某人的欲望 have/feel a great desire for 渴望―――
nurse a desire for 怀有――的欲望
leave much to be desired 有许多改进/不足的地方
leave nothing to be desired 尽善尽美；完全中意
Reading
4.satisfaction n.(opp.dissatisfaction)1）满足；满意；舒服；
2）令人满意的事物
I heard the news with great/much satisfaction.
He smile with satisfaction.
短语：
It will be a great satisfaction to you to know that---你如果听到――一定很满意
Feel/find satisfaction at (in) 对――感到满意
Give satisfaction to 使――满足（满意，称心）
Take satisfaction in 对――感到满足（满意）；乐于――
To one’s satisfaction = to the satisfaction of 使――满意的是
Express one’s satisfaction with(at) 对――表示满意
5. test vt&n. 检验；考查；测验；考试；考验
let’s use another method to test for its pulling force.
词语搭配：an achievement test 成绩测验 a live test(火箭)载人试验
a nuclear test 核试验 a test in physics 物理测试
a test paper一份试卷 a blood test 血液检查
短语：test out 考验 take a test 参加考试
put-to the test 将――加以化验，检查
6。asent adj.(opp. Present) 1)不在的；缺席的；缺勤的
2）缺少的；无
He is absent on business.
He was absent in his mind then.
Long absent soon forgotten. 离久情疏
短语： be absent from a friend 和朋友分离
be absent from (home,school,office)不在（家）；缺（课）；缺（席）；缺（勤）be absent without excuse 擅自缺席
7．Alarm n.警报；惊慌
The fire caused much alarm.
短语：
1） give the alarm = raise an alarm 发警报；向――告急
2） take (the) alarm at 对――感到吃惊
3） a fire alarm 火警
4） in alarm 惊慌；担心
5） sound the alarm 响警报；吹警笛
vt.使警觉；惊动；使惊慌 Don’t alarm yourself.
7)be alarmed at(the news)被（那消息）吓一跳
8）be alarmed for (the safety of--) 放心不下；担心（――的安全）
8．Smooth adj.平坦的；平滑的；顺利的
The course of true love never did run smooth.恋爱无坦途/好事多磨。
The way is now smooth.
Vt. 使――光滑，平坦或顺利
短语：
1）make smooth 弄平滑；扫除障碍 2)smooth out 弄平；铺平；解决
3）smooth away/over 使容易；排除；解决（困难等）
4)smooth the way for 铺平道路；排除障碍；使容易做
5)smooth down （使）平静下来；弄平
9.embarrass vt. To cause to feel ashamed, uncomfortable or anxious 使困惑；使局促不安
The decline of sales embarrassed the company.
Be/feel embarrassed in the presence of strangers
短语：embarrass sb. with sth./by doing sth. 做――使某人尴尬/害羞/窘迫
Don’t embarrass them with(by asking) personal questions.不要问隐私，会让他们觉得不好意思。
Embarrassed adj. 尴尬的，难堪的，害羞的
I was embarrassed by his comments about my clothes.
Embarrassing adj.使人尴尬的；令人难堪的
What has been your most embarrassing moment？
10.sympathy n.同情；同感；同情心
Out of sympathy for the homeless children he gave them shelter for the night.
短语：1）express sympathy for 慰问
2）feel sympathy for, have sympathy for 同情
3）in sympathy with 同情；赞成；跟着；和――一致
11.accompany 伴随；陪伴；同时存在或发生
I must ask you to accompany me to the police station.
Strong winds accompanied by heavy rain.
12. ring(sb.)up = call (sb.) up 给某人打电话
打电话的相关短语：
1) give sb. a call/ring 2)make a (telephone) call
3) call sb. on the telephone 4) phone/telephone sb.
挂断电话的相关短语：ring off ring off the telephone
回电话的相关短语：call bake ring back
13.turn around 转身；回转；旋转
When the teacher turned around, they began to whisper.
All of a sudden he turned around/about and saw me.
短语：trun about转身；转向；调向 turn against背叛；反抗；使对抗
turn away 把（脸）转过去；抛弃 turn off解雇；关掉；使失去兴趣
turn on打开 trun out结果是；证明是；生产（产品）
14．There stood-此句为存在结构，常用于这种结构的动词有：stand, seem to be, happen to be, be likely to be; live, come, enter, lie 等；
There happened to be nobody in the room.
Once there lived an old fisherman in a village by the sea.
15. declare vt.宣布；声明；表明；说明；宣称
1) declare + n.宣告 They will declare the results of the election soon.
2) declare + n + (to be)n./ adj. 宣布――为――
The judge declared him (to be) the winner of the competition.
I declared this conference (to be) open.
3) declare + (that)从句 宣称；声称
She declared (that) she was right.
短语：
Declare oneself 发表意见，表明态度 declare war on/upon 对――宣战
Declare against 声明反对 declare for (in favour of )声明赞成
16．Envy vt.& n.嫉妒；羡慕
1) envy +sb. (for sth.) 2)envy sb. Sth.
How I envy you！ They envied us for our success.
I envy you your good fortune.
短语： be in envy of one’s success 羡慕某人的成功
Out of envy 出于嫉妒/羡慕
17．Leave--- alone 不管；别惹；让――独自待着；不打扰
Leave my book alone. 不要动我的书。
Let me alone to do it. 由我做吧。
Using language
18. explanation n. (其后常跟of, for ) 解释，注释；说明
She’s giving an wxplanation of how the machine works.
1) by way of explanation 作为说明，以解释的方式
2) come to an explanation with sb.与人交谈后消除了误会
3) In explanation of 解释，说明
I had better say a few words by way of explanation.
I’ve come to an explanation with them about the matter.
Have you anything to say in explanation of your conduct?
19．Take ---seriously 严肃对待；认真对待
You can’t take his promise seriously; he never keeps his word.
20.divorce n. 离婚；断绝关系 vt. 与――离婚； 使――离婚；脱离
1)The judge divorced the couple.
2)He got divorced from his wofe last month.
3)He is divorced from societ.
4)Life and art cannot be divorced.
短语： get/obtain a divorce 获准离婚
a divorce between thought and action 思想与行动脱节
divorce oneself/be divorced from one’s spouse 和自己的配偶离婚
Learning tip
21. set aside 将――放在一边；保留；储蓄（时间；金钱）；忽视/不顾（要求、感受）
So set aside some time each day to write, even if it is only five minutes.
I’ve set aside some money for the journey.
She always sets aside my feelings.
短语：set about 着手；开始 set--against 使――和――为敌/对立
Set apart = set aside 留出；拨出
Unit 3 Under the Sea
1.at the beginning of 在、、、的初 2.hear of 听说
3.witness sb/sth 亲眼目睹某人某事 4.with one’s own eyes 亲眼
5.sort out 分类、整理 6.hear sb doing sth听见某人在干某事
7.an annual income 年收入 8.on the shore 在海岸上
9.yell out 大声叫喊 10.ahead of 在、、、前面
12.a pack of一包、一群、一伙 13.at a depth of在、、、的饿深度
14.in the meantime在次期间；与次同时15.mother tongue母语
16.help sb out帮助某人摆脱困境或危难17.the relationship between A and B A和B的关系
18rent sth to sb将、、、出租给某人 rent sth from sb 租借或租用
19.at the seaside在海边 20.by magic用魔法
21be/become aware of对、、、知道，明白、意识到 22. a narrow escape死里逃生
23 turn sth upside down 上下翻转过来的、弄得乱七八糟的
24be scared to death吓死 be scared of sth/doing sth/to do sth害怕做某事
25in time to do sth 及时做某事 26be about to do sth即将做某事
27have on=be wearing穿着、戴着 28head out into前往某地
29grab急抓，seize抓紧、夺占 snatch突然掠夺 grasp抓紧、全面领会
30in the distance在远处 31work as a team协同作战
32 on top of 在、、、上面 33 stop sb doing sth阻止某人做某事
34being badly wounded由于伤势严重 35within a minute or two片刻之后
36bring in引进、赚得、收（庄稼） 37wash off 冲走
38hold up举起、支撑、使、、、耽搁 39an international ban国际禁令
40reflect on/upon思考、反思、回忆 41such extraordinary beauty如此奇特的美景
42a new dimension of life 一个全新的生活空间 43 mind sb doing sth介意某人做某事
44 a sharp drop陡坡 45 the diary entry日记内容
46 I’d like a refund, please.请退款 47wise-looking长相聪慧的
48broken-hearted心碎的
Unit 4 Sharing
1 work as a volunteer当志愿者 2hear from sb收到某人来信
3be dying for sth/to do sth迫切想要、渴望 die out灭绝 die away逐渐消失 die down逐渐减弱 die off相继死去 4adapt (oneself) to sth/doing sth使适应
5for sure一定、必定 6the other day前几天
7come across sb/sth偶遇=come upon/run across/run into
8be relevant to与、、、相关的 9make a difference有影响、起作用、产生差别
10shake hands with sb和某人握手 11had been doing 过去完成进行时
12stick out伸出 13stick tosth坚持、、、
14all over the place到处、乱蓬蓬 15what if倘若、、、怎么办
16not…but不是、、、而是、、、17 a sewing machine缝纫机
18oxen for ploughing耕牛 19go hungry挨饿
20dry out干透 21dry up干涸
22in need在困难中 23It is a privilege to do sth做某事感到很荣幸。
24participate in sth参加、、、25financial security财务保障
26operate on给、、、动手术 27a remote village一个偏远村庄
28all the time一直、始终 29practise doing 练习做某事
30 in a clinic在一家诊所 31donate sth to sb捐赠
32 wedding anniversary结婚周年纪念日 33life skills生活技巧
34have the privilege of 有、、、的饿特权 35 in a soft voice轻声地
36purchase sth with sth/ purchase sth for sb买
The First Period Warming Up, Pre-reading and Reading
浙江省湖州二中 邵宁宁
教材分析
The part Warming up is made up of two parts: discussing and talking. The purpose is to get students get interested in the topic “disability”. The teacher first asks students to talk about people with a mental or physical disability to see how much they know about disabilities. Next, ask students to look at the pictures and read what these people have achieved even though they each have a disability. Finally, find out what disability they might be according to each description below the picture. Meanwhile, make sure students learn some useful new words and expressions in this unit.
Pre-reading provides a short passage about the family village. Ask students to read it and find out the purpose of the website. Make sure the students have a basic knowledge of the website for the disabled.
The reading passage “Marty’s Story” presents a story that although Marty is a disabled boy, Marty never feels sorry for himself and he leads a good and busy life. This is a key part of this unit. The teacher can first get students to skim for main ideas of each paragraph in the reading passage, and then scan for further understanding. In order to let students fully understand the passage while reading, the teacher should analyze the change of Marty’s feeling over time and next guide students to write a mini biography for Marty.
To consolidate the contents of the reading passage, the teacher will present more kinds of poems to students for appreciation.
三维目标
知识目标
1. Get students to learn the useful words and expressions in this unit.
(eyesight, ambition, disabled, beneficial, in other words, clumsy, adapt, microscope, out of breath, absence, stupid, fellow, annoyed, all in all, industry, tank, make fun of, encouragement, adapt to, be behind the others, all in all)
2. Help students to learn about disability and life of the disabled.
能力目标
1. Let students read the passage “Marty’s Story” to develop their reading ability.
2. Enable students to know that people with disabilities can also live well.
情感目标
1. By talking about disability and life of the disabled, make sure students can learn some positive stories of the disabled.
2. Help them understand more about how challenging life can be for the disabled.
3. Develop students’ sense of cooperative learning.
教学重点
Get inspired from positive stories of the people with disabilities.
教学难点
1. Develop students’ reading ability.
2. Help students understand the difficulties the disabled have to overcome.
教学方法
1. Task-based teaching and learning
2. Cooperative leaning
教学过程：
Step 1 Warming up
1. Warming up by discussing.
First ask students to talk about people with a mental or physical disability to see how much they know about disabilities. Then show some photos of people with disabilities. Students will be asked to discuss the following questions in small groups.
Do you know any famous people who are disabled?
What difficulties do they have to overcome in daily life?
What have they achieved?
Suggested answers:
Steven Hawking has a muscle disease, but he makes great contributions in science and put forward his theory about black holes.
Beethoven was deaf in one ear when he was 26 and totally deaf at the age of 35, but he was a great composer.
Helen Keller was deaf and blind, but she was a great writer.
2. Warming up by talking.
First, ask students to look at the pictures and read what these people have achieved even though they each have a disability. Next, work with partners to talk about what disability they might be according to each description below the picture.
Suggested answers:
Rosalyn is in a wheelchair. She has walking difficulty.
Richard has difficulty with eyesight, so he can’t read the questions or write the answers for his college entrance exams.
Sally has hearing problems (though not deaf as she can still understand loud speech in the cinema).
Gao Qiang was born with Down’s Syndrome, which is a mental disability. Some syndrome sufferers have made a good career as actors.
Step 2 Pre-reading
Ask students to read the passage about “Family village” in pre-reading carefully and find out the purpose of the website.
Suggested answers:
1. To give ordinary young people with a disability the chance to share their stories with others.
2. To inspire other disabled people.
3. To get non-disabled people to understand more about how challenging life can be for people with disabilities.
Step 3 Reading
1. Skimming
Give students 2 minutes; ask them to read the passage fast to fill in the blanks:
Sum up the main idea of each paragraph:
Paragraph 1: A ________ to Marty and his muscle disease.
Paragraph 2: How the disease _________.
Paragraph 3: Marty met a lot of ________ at school.
Paragraph 4: How his life has become _________.
Paragraph 5: The ______ of his disease.
Suggested answers:
Paragraph 1: A _introduction to Marty and his muscle disease.
Paragraph 2: How the disease __developed/ started_.
Paragraph 3: Marty met a lot of __difficulties__at school.
Paragraph 4: How his life has become __easier__.
Paragraph 5: The _advantages__ of his disease.
2. Scanning for detailed information.
Ask students to read the passage carefully to locate the detailed information.
(1) First ask students to read paragraph one and complete the chart below.
Disease
Difficulties
Motto
Suggested answers:
Disease A muscle disease that makes him very weak
Difficulties He is clumsy and can’t run or climb stairs as quickly as other people.
Motto To live one day at a time.
(2) Next read paragraph two and three and choose the best answer.
Why did the doctors cut out a piece of muscle from Marty’s leg?
A. Because they could cure the disease by cutting it out.
B. Because they wanted to use it as a specimen(标本).
C. Because they would transplant(移植) the new muscle.
D. Because they wanted to find out the cause of the disease.
Key: D
(3) Read paragraph four and answer the following questions:
What is Marty’s ambition?
What is Marty’s achievement?
What is Marty’s hobby?
Suggested answers:
Marty’s ambition is to work for a firm that develops computer software.
Marty invented a computer football game and a big company decided to buy it from him.
As well as going to the movies and football matches with his friends, he spends a lot of time with his pets. He has two rabbits, a parrot, a tank full of fish and a tortoise.
(4) Ask students to find Marty’s advice in paragraph five
Suggested answers:
Don’t feel sorry for the disabled.
Don’t make fun of them.
Don’t ignore them.
Accept them for who they are.
Encourage them to live as rich and full a life as you do.
Step 4 Consolidation
1. Ask students to read the whole passage and choose the best answers in pairs.
(1) Which of the following is false?
a. Although there are a few students who look down upon him, Marty never gets annoyed.
b. Marty leads a meaningful life and does not feel sorry for being disabled.
c. Marty only spends time with his pets and never with his friends.
d. Marty’s disability has made him more independent.
(2) From the passage we can infer that ______.
a. Marty asks others to feel sorry for him
b. Marty never loses heart
c. Marty is afraid of being made fun of
d. Marty will not accept any encouragement because he has grown stronger psychologically
Keys: (1) C; (2) B
2. Ask students to work together to write a mini biography for Marty according to the text.
My mini biography
Name:
Status:
Health:
Interests and Hobbies:
Ambition:
Motto:
Suggested answers:
My mini biography
Name: Marty
Fielding
Status: High school student
Health Developed a muscle disease at the age about 10, very weak, cannot do things like normal
people
Interests and Hobbies:
Enjoying writing and computer programming
Going to the movies and football matches when I am well enough
Spending a lot of time with my pets-two rabbits, five mice, a tank full of fish and a snake
Ambition: To work in the compute industry
Motto: Live one day at a time
3. Discuss in pairs to get the main of the passage by filling in the blanks.
The main idea of the story:
Though he is a _________ person, Marty never feels ________ for himself and he ________ his life.
Suggested answers:
disabled, sorry, enjoys;
Step 5 Discussion
1. Ask students to discuss the following question in small groups.
(1) How did Marty’s feeling changed over time?
(2) What kind of person do you think Marty he is? Can you use adjective words to describe him?
Suggested answers:
(1) The change of Marty’s feeling over time:
hopeful hopeless stupid not get annoyed good/ busy.
(2) We can see Marty is a optimistic/ brave/ independent/ strong-minded person.
2. Show a video of “QianShouGuanYin” to the students and encourage them to remember the famous saying: “Where there is a will, there is a way”.
Step 6 Appreciation
Ask students to read two poems for appreciation when facing obstacles in the future.
Facing obstacles (Two poems by Tom Krause)
The Heart of The strong
Strong is the heart that knows not the way
of comfort and ease while living each day.
Yet continues to believe from the depths of its soul
that the future is destined to silver and gold.
Strong is the heart whose yearning is waned
by storms in life filled with heartache and pain.
Yet still gives its all-everything that it can
in search of a dream-God’s ultimate plan.
When there is a victory-when battles are won
when burdens are lifted and bright shines the sun-
when struggling souls gather-where heroes belong-
they find in themselves-the heart of the strong.
Carry on
At times when you feel troubled
when your happiness is gone
look to the heart within you
for the strength to carry on.
In your heart you will find special virtues
such as faith and hope and love.
These gifts have been sent down to you
from a power up above.
It is faith that keeps the soul searching
for the joy the heart hopes for.
It is love that heals the spirit
making it stronger than before.
And if your heart be broken
if your strength should fade away
The power of these virtues
will still win out the day.
So remember when you are troubled
when your happiness is gone
look to the heart within you
for the strength to carry on.
Step 7 Homework
1. Retell Marty’s story according to the mini biography.
2. Surf the Internet to learn more about the life of disabled people.
The Second Period Language study
Teaching aims:
1. To learn the useful expressions and sentence structures in the reading.
2. To enable students to use language points both orally and in written forms.
3. To further get inspired from Marty Fielding.
Teaching procedures:
Step1 words and phrases learning
1. ambition n. 雄心，野心
Her ambition is to become part of the national team for the next Paralympics Games.
她的抱负是能够成为国家队的一员来参加下一届残奥会。
To be a good teacher has been her lifelong ambition. 做一名好教师是她终生追求的目标。
[拓展]
full of ambition 野心勃勃
achieve one’s ambition实现某人的愿望
have the ambition for sth 渴望得到某物
2. suitable adj. 合适的，适宜的
Although some may think the cinema is noisy, it is suitable for Sally’s condition.
尽管有人可能认为电影院里太吵了，但是它非常适合萨利的身体状况。
He has nothing suitable for a formal party. 他没有适合这样正式晚会的任何东西。
3.beneficial adj. 有益的
be beneficial to 对……有益处
[拓展]
benefit vt 使……受益
n 益处，优势；
benefit sb/ sth 对某人/物有益
benefit from/ by 从……中获得益处
be of benefit to… 对……有益
for sb’s benefit= for the benefit of sb 为了某人的利益
These birds are beneficial to man. 这些鸟对人有益。
We benefit a lot from daily exercise. 每天做操对我们很有益。
His mother lost her life for the benefit of her bank. 他母亲为了银行的利益献出了自己的生命。
4.in other words 换句话说
In other words, there are not many people like me. 换句话说，象我这样的人并不多见。
[拓展]
in a/ one word 总而言之
in word 在口头上；在表面上
have a word with sb 与某人说话
have words with sb 与某人吵嘴
keep/ break one’s word遵守诺言/失信
Have a word with Tom and see what he thinks. 和汤姆谈一谈，看他是怎么想的。
Please retell the story in your own words. 请用自己的话复述这个故事。
In a word, I didn’t like that car at all. 总之，我一点也不喜欢那辆小汽车。
5.adapt to 适应
We should adapt to the new environment as soon as possible. 我们应该尽快适应新环境。
6.cut out 切去；省略；停止做某事
I think I had at least a billion tests, including one in which they cut out a piece of muscle from my leg and looked at under a microscope. 我想我做过无数次检查了，包括有一次检查，他们从我的腿部切下了一小块肌肉，放在显微镜下观察。
You should cut out the second part of the article. 你应该筛掉文章的第二部分。
She tried to persuade me to cut out drinking. 她试图说服我戒酒。
[拓展]
cut down 砍倒；削减
cut in 插嘴；超车
cut off 切断……供应；中断
cut across/ through 抄近路；
cut up 切碎；
I wish she would stop cutting in on our conversation all the time.
我希望她在我们谈话中别插嘴。
My doctor has told me to cut down on salt. 我的医生告诉我减少盐的摄入量。
They had cut off aid to us. 他们已经中断对我们的援助。
7.out of breath 上气不接下气
They were both red in the face and out of breath. 他们俩都面红耳赤，气喘吁吁。
[拓展]
hold one’s breath 屏住呼吸
lose one’s breath 喘不过气来
take a deep breath做深呼吸
When entering the room, please hold your breath. 当进入房间时，请屏住呼吸。
8.all in all 总而言之
All in all, I have a good life. 总而言之，我生活得很好。
All in all, it had been a good success. 总而言之，那是个巨大的成功。
[拓展]
in all 总共
at all 根本；全然
above all 最重要的是
after all 毕竟；终究
Please don’t be angry with him, ----he is only 6, after all. 请别生他的气了，毕竟他只有六岁。
9.as well as 也；和
As well as going to the movies and football matches with my friends, I spend a lot of time with my pets.
除了和我的朋友一起去看电影和足球比赛之外，我还花很多时间和我的宠物在一起。
She had all her homework to do, as well as her looking after her sick father.
她除了要照顾生病的父亲之外，还要完成所有的作业。
[提醒]
as well as还可以用做连词，表示“和一样好”；另外，连接两个主语时，谓语动词和最前面的主语保持一致。
He plays the piano as well as his teacher. 他钢琴弹得和老师一样好。
Mr. Li as well as his students is going to the zoo tomorrow. 李老师和他的学生们打算明天去动物园。
10.in many ways 在很多方面
In many ways, my disability has helped me grow stronger psychologically and become more independent. 在许多方面，我身体的残疾使我的心理上变得更加坚强，更加独立。
My uncle has helped me in many ways.我叔叔在很多方面帮助过我。
11.make fun of 取笑
So don’t feel sorry for the disabled and make fun of them, and don’t ignore them either.
因此，不要感到残疾人可怜，或者取笑他们，也不要不理他们。
It is impolite to make fun of the disabled. 取笑残疾人是很不礼貌的。
[同义短语]
play a joke/ trick on sb = make a fool of sb = laugh at sb 取笑
Step2 Using words, phrases and patterns
1. Do exercise 1, 2 and 3 on page 4 in Learning about language.
Suggested answers:
Exercise one: ambition; absence; suitable; beneficial; annoyed; clumsy; firm; noisy; psychological; encouragement;
Exercise two: lap; annoyed; dictation; entry; microscope; outgoing; fellow; conduct;
Exercise three: in many ways; sit around; made fun of; adapt to; out of breath; all in all; cutting out; in other words;
2. Translate the following sentences into Chinese, pay attention to the words and expressions given in each sentence.
(1) As her eyesight failed she knew she would have to resign from the community health committee.
(2) She is famous in literature for her novel about the campaign to abolish slavery.
(3) Never mind about that software! We will repair it when we meet with the engineer from the company.
(4) Congratulations! The profit from selling those wheelchairs will be enough to buy six new benches for your school.
(5) It is my ambition to make sure that the disabled people in our neighborhood have access to all public buildings.
(6) I had wanted to clean out the basement in his absence, but unfortunately I didn’t have time.
(7) James carried his new fish tank carefully to the house, dreaming of how wonderful it would look full of colorful fish.
(8) The bench was hard to sit on, but it provided an excellent resting place for people after climbing the hill.
Suggested answers:
（1） 由于她的视力下降了，她知道她不得不从社区健康委员会辞职了。
（2） 她由于那本关于废奴运动的小说而享誉文学界。
（3） 不用担心这个软件！我们和那个公司的工程师见面后就会修好的。
（4） 恭喜！卖掉那些轮椅的利润足够为你们学校买六个新长椅的。
（5） 确保邻近的残疾人能够进出所有的公共建筑物是我的志向。
（6） 我本想在他离开的时候彻底打扫下地下室，但不巧的是我没有时间。
（7） 詹姆斯小心翼翼地把新鱼缸拿进屋子里，想象着装满五颜六色的鱼后它是多么的美丽啊。
（8） 这条长凳做着很硬，但是人们爬完山之后可以坐在上面好好休息一下。
Step 3 Consolidation
Ask students to retell the text after learning useful words and phrases patterns.
Step 4 Homework
1. Finish off the exercise 1 and 2 on page 48.
2. Go over useful words and phrases in the text.
Teaching period 3 Grammar
Teaching aims:
1. Students will be able to recognize the infinitives and know the exact meaning of them.
2. Students will be able to use these structures correctly.
Teaching procedures:
Step1. Revision
Ask several students to retell Marty’s story. Show Marty’s mini bio on the PowerPoint.
My mini biography
Name: Marty Fielding
Status: High school student
Health: developed a muscle disease at the age about 10, very weak, cannot do things like normal people
Interests and Hobbies:
Enjoying writing and computer programming
Going to the movies and football matches when I am well enough
Spending a lot of time with my pets-two rabbits, five mice, a tank full of fish and a snake
Ambition: to work in the computer industry
Motto: live one day at a time
Step 2 Discovering useful structures
1． 基本概念
不定式是动词的一种非谓语形式，没有人称数的变化，而且不能单独用做谓语，但仍旧有动词的特点，即可有自己的宾语和状语，构成不定式短语，是一种使用频率较高，考试经常考查的语法点。
2． 基本形式
主动形式 被动形式
一般式 to do to be done
完成式 to have done to have been done
进行式 to be doing /
完成进行式 to have been doing /
否定形式 not to do
疑问词+不定式 wh- to do
复合结构 sb to do/ for sb to do
3． 句法功能
不定式具有名词、形容词、副词的特征，在句中可以充当主语、表语、宾语、定语、状语和补足语，还可以有自己的逻辑主语，即for sb to do sth。
It is good to help others. (subject)
It is my ambition to make sure that the disabled people in our neighborhood have access to all public buildings. (subject)
My ambition is to work in the computer industry when I grow up. (predicative)
I don’t have time to sit around feeling sorry for myself. (attribute)
I am the only student in my class to have a pet snake. (attribute)
A big company has decided to buy it from me. (object)
My fellow students have begun to accept me for who I am. (object)
I have had to work hard to live a normal life. (adverbial)
Some days I am too tired to get out of bed. (adverbial)
We must call on local government to give financial assistance to disabled people. (object complement)
4． 不定式的时态与语态
根据需要，不定式可以有一般式（to do），完成式（to have done），完成进行式（to have been doing），进行式（to be doing），时态形式以及to be done和to have been done被动形式。
He didn’t allow us to go home early. 他不允许我们早回家。
He seemed to have seen the film. 他好象看过这部电影。
She is said to have been living in the city for six years. 据说她住在该城市六年了。
The boy pretended to be reading when his mother came in.
当他母亲进来的时候，小男孩假装在读书。
He is said to have studied abroad a few years ago. 据说他几年前在国外学习过。
The book is said to have been translated into many languages.
据说此书已被译成了多种语言。
[注意]
1. The following verbs are normally followed by the infinitive.
afford, agree, appear, arrange, ask, attempt, care, choose, claim, come, consent, dare, decide, demand, deserve, determine, elect, endeavor, expect, fail, get, guarantee, hate, help, hesitate, hope, hurry, intend, learn, long, manage, mean, need, offer, plan, prepare, pretend, promise, refuse, say, seem, tend, threaten, want, wish
For example:
I can’t afford to go to the pub.
He agreed to practice more.
You should learn to express yourself.
They managed to fix the problem.
2. Explanation of the Gerund and the Infinitive
Some words can be followed by either the infinitive or the -ing form. Please pay attention when there is no difference in meaning and when there is difference.
(1) Gerund and Infinitive (no difference in meaning)
We use the Gerund or the Infinitive after the following verbs:
begin He began talking.
He began to talk.
continue They continue smoking.
They continue to smoke.
hate Do you hate working on Saturdays?
Do you hate to work on Saturdays?
like I like swimming.
I like to swim.
love She loves painting.
She loves to paint.
prefer
Pat prefers walking home.
Pat prefers to walk home.
start They start singing.
They start to sing.
We use the Gerund or the Infinitive after the following verbs. There are two possible structures after these verbs. Gerund: verb + -ing
Infinitive: verb + person + to-infinitive
advise They advise walking to town.
They advise us to walk to town.
allow They do not allow smoking here.
They do not allow us to smoke here.
encourage They encourage doing the test.
They encourage us to do the test.
permit They do not permit smoking here.
They do not permit us to smoke here.
We use the following structures with the word recommend:
recommend They recommend walking to town.
They recommend that we (should) walk to town.
(2) Some verbs have different meanings. (When used with Gerund or Infinitive)
GERUND INFINITIVE
forget He’ll never forget spending so much money on his first computer.他永远不会忘记在第一台电脑上花费了这么多钱。 Don’t forget to spend money on the tickets.不要忘记用钱去买票子。
go on Go on reading the text.继续读这篇文章。 Go on to read the text.停下来读这篇文章。
mean You have forgotten your homework again. That means phoning your mother.你忘记做回家作业了，这意味着我要打电话给你妈妈。 I meant to phone your mother, but my mobile didn’t work.我打算打电话给你妈妈，但是我的手机坏了。
remember I remember switching off the lights when I went on holiday.我记得我去度假时把灯都关掉了。 Remember to switch off the lights when you go on holiday.当你去度假时，记得把灯关掉。
stop Stop reading the text.停止读这篇文章了。 Stop to read the text.停下来读这篇文章。
try Why don’t you try running after the dog? 你为什么不尝试跟着狗跑呢？ I tried to run after the dog, but I... 我竭尽全力跟着狗跑，但是……
Step 3 Drilling
Ask students to do Exe 2 on P5 and check with their partner then check together.
Keys: to have kept you waiting; to have forgotten; to buy and to send; to have finished; to have finished; to work..
Ask students to do Exe 3 and share their past experience in a group.
Keys: to have spent; To free; to see; to treat; to help pass; to abolish.
Step 4 Put into use
Ask students to translate the following sentences into English and pay attention to the use of the infinitive.
1．我忘了让你去社区服务中心了。
2．在检查机器之前关掉电源是很重要的。
3．我不知道哪儿能找到这种纽扣。
4．幸运的是，我们没有更多的活儿要做。
5．海伦很高兴到过中国20多个省、市。
6．她事业有成，现在最大的愿望就是结婚生子。
Suggested answers:
1. I forgot to ask you to go to the community service center.
2. It’s very important to turn off the electricity before you check the machine.
3. I don’t know where to find such a kind of button.
4. Luckily, we don’t have much more work to do.
5. Helen is very pleased to have travelled in more than 20 provinces and cities in China.
6. She has been very successful in her work, and now her greatest wish is to get married and have some children.
Step 5 Homework
Finish off the exercise 2 and 3 on P 49.
Teaching period 4 Using language Reading and Writing
A Letter to an Architect
Teaching aims:
1. Enable students to learn some useful words and phrases.
(assistance, companion, graduation basement, congratulate, all the best, accessible)
2. Enable students to offer congratulations and best wishes.
3. Enable students to write a letter of suggestion.
Step 1 Lead-in
Show pictures of a cinema, including inside and outside facilities and ask students to discuss what problems that people with disabilities sometimes have in a cinema.
(Divide students into different groups. Each member is encouraged to think actively and participate in the discussion. Make sure all students have their own opinions.)
Step 2 Reading.
1. Introduce Alice and her information to the students. Alice is a warm-hearted girl. She cares for the disabled very much. When she learned a new cinema is going to be built, she wrote a letter to make suggestions. Here is the letter that gives suggestions to an architect who is to design the new Bankstown cinema.
2. Skimming to find out what suggestions Alice gives in the letter.
(1) There should be adequate access for wheelchairs.
(2) It would help to fit sets of earphones to all seats, not just to some of them.
(3) The seats at the back should be placed higher than those at the front.
(4) For disabled customers, it would be more convenient to place the toilets near the entrance to the cinema.
(5) There are usually spaces specially reserved for disabled and elderly drivers.
3. Careful reading--Help students to analyze the letter so that they will learn how to write a letter of suggestion.
Ask students to read the text carefully and discuss the questions in groups in Ex3on Page 8.
1. What is the purpose of the first paragraph of the letter?
2. Why do you think the writer numbered her suggestions and used italics?
3. What is the purpose of the last paragraph of the letter?
Suggested answers:
1. To tell the reader the purpose of the letter.
2. The writer has used numbers and a title in italics for each paragraph to organize the ideas and to make it easier for the reader to understand and remember the five suggestions.
3. To finish the letter in a polite way and to put forward some reasons why the architect should consider the writer’s suggestions.
Step 3 Discussion
Discuss in groups and work together to write a format of a suggestion letter.
Suggested answers:
A letter of suggestion
A letter of suggestion normally has five parts.
1. The heading
This includes the address, line by line, with the last line being the date. Skip a line after the heading.
2. The greeting
The greeting always ends with a comma. The greeting should be formal, beginning with the word “dear”.
3. The body
Also known as the main text. Generally speaking, the body includes three parts. The first part (usually the first paragraph) tells the receiver that you are writing this letter to make suggestions on something, and the main part tells clearly what your suggestions are. The last part (usually the last paragraph) asks the receiver to consider your suggestions.
4. The complimentary close
This short expression is always a few words on a single line. The complimentary close begins with a capital letter and ends with a comma.
5. The signature line
Type or print your name. The handwritten signature goes above this line and below the close. The signature line and the handwritten signature are indented to the same column as the close. The signature should be written in blue or black ink. Skip from one to three spaces (two on a typewriter), and type in the signature line the printed name of the person signing the letter. Sign the name in the space between the close and the signature line, starting at the left edge of the signature line.
Step 4 Practice
Deal with Ex 4-6 on Page 9.
Ask students to work in groups and discuss how accessible their community is for people with disabilities. Then discuss ways in which their community could be made more accessible for disabled people. (This discussion will lay a good foundation for the writing.)
After the discussion, students are asked to write a letter of suggestion to the architect of a new building to be constructed in their area. In the letter they will suggest ways to make it more accessible for people with disabilities. While writing the letter, pay attention to the format of a letter.
Step 5 Homework
Write a letter of suggestion to the architect.
A sample letter:
Dear Mr Smith,
I read in the newspaper that you are the architect who is to design the new supermarket in our suburb. I am writing to ask if you have considered the matter of easy use of the supermarket by people in wheelchairs. In particular, I wonder if you have considered the following things:
1. Width of aisles. Can you please make sure that the aisles are wide enough to allow wheelchairs to pass through? In some supermarkets the aisles are so narrow that a person in a wheelchair cannot move along them easily.
2. Height of shelves. Can you please design shelves that can be reached by people in wheelchairs? In some supermarkets people in wheelchairs have to ask other shoopers to help them. This takes away their independence.
3. Lifts to other floors. Lifts could be in a places that people in wheelchairs can get to easily. It is very difficult if lifts are right at the back of the shop and people have to go up and down the shelves before they get to it.
4. Car parks. I hope you will leave some car spaces close to the front of the shop for people in wheelchairs. It is very difficult if they have to park a long way away from the shop and wheel themselves over tough ground to the entrance.
Thank you for reading my letter. I hope you will consider my suggestions. Disabled people should have the same opportunities as able-bodied people to shop independently and they should be able to do so with dignity. I am sure many people will admire your supermarket if you design it with good access for disabled people. The supermarket owners will also be happy as more people will be able to shop there.
Yours sincerely,
…
Module 7 Unit 3 Under the sea
A new dimension of life
Yuqing Midde School Xu Yaping
Teaching Aims:
1.Enable the students to learn more about the animals and plants under the sea
2.Help the students to describe things using some adjectives.
Teaching Procedures:
Step 1 Leading-in
1. Show an episode of the film “海底总动员” and ask students some questions about the film.
Eg. What can you see in the film?
Why did the sea suddenly become quiet?
T: From the film we can know the sea is full of beauty and danger.Would you like to have a look at the plants and animals under the sea ? Let’s go snorkeling.When you go snorkeling, you will see the beauty of the sea and you will see the danger of the sea. You will discover a new dimension of life.
Step 2 Scanning
T: Today we will enjoy an experience down into the depths of the sea.
Listen to the tape and try to number the paragraph topics in the correct order.
Topic Paragraph number
colors and shapes 2
dangers 4
reflecting 1
the reef’s edge 5
a final thought 6
some sea creatures 3
Step 3 Intensive reading
1. Ask and answer questions according to each paragraph.
(1) What did the writer do in the morning on 19th January?
(2) What did he think after seeing such extraordinary beauty?
(3) What is the first thing he became aware of under the sea?
(4) What did the shapes of corals look like?
(5) What other creatures did he find?
(6) Match the information about the creatures.
(7) Were there anything that made him feel frightened? What were they?
2. Challenge your memory
Divide the class in to four groups and get them to discuss and guess the name of the plants and animals according to the description of them shown just now. The student who stands up should tell the reason why he thinks so by using the description of the plants and animals.
3. Using language
(1)Complete these noun groups from the diary entry,and pay attention to the use of adjectives.
1. _________ air
2. __________ anemone fish
3.__________ lips
4.___________ reef sharks
5.____________teeth
6. ____________angel fish
7._____________water
8._______________mouth
9. ________________sea slug
10 _________________turtle.
(2)What do you notice about the order of these adjectives in the noun groups?
number size colour pattern
two little/thick/large orange and white/green striped /spotted
So, when describing objects, you can put the adjectives in the following order:
“美小圆旧黄，法国木书房．”
4. Choose the best answer.
(1).In the diary, the author mainly wants to tell that____.
A. What he saw in the sea
B. How the fish eat in the sea.
C. The vivid colors in the sea.
D. All the plants in the sea are poisonous.
(2). What was hanging upside down in the sea according to the text?
A. The orange and white anemone fish.
B. The yellow-spotted red sea-slug.
C. The yellow and green parrotfish.
D. The orange and blue-striped angle fish
(3).When the author saw two____, he felt scared to death.
A. Anemone fish B. parrot fish
C. sea-slugs D. sharks
(4).How many kinds of creatures didn’t the author want to get too close to according to the fourth paragraph?
A. Two B. three C. four D. five.
(5).From the passage we know the author felt that______.
A. He was a tiny spot compared with the whole world.
B. The ocean was a tiny spot compared with the whole world.
C. There was no danger in the sea except sharks.
D. All kinds of fish were waiting for something for food.
Step 4 Discussion
T:There are delights as well as dangers under the sea.What do you think the delights and dangers are ? Discuss and List the delights and dangers when snorkeling.
delights dangers
1.seeing such _______
_____ under the waves 1. ____________
2. seeing ___________
___________ 2. _____________
in small caves
3. exploring ________
under the sea 3. _____________
by sharks
Step 5 Beautiful words and expression
a day of pure magic extraordinary beauty
It was the most fantastic thing I have ever done.
My heart was beating wildly.
Every cell in my body woke up.
I felt scared to death.
It was like discovering a whole new dimension of life
Step 6 Writing
Use the beautiful words and exressions to write a short story according to the given information.
游迪士尼乐园
上个星期天，爸爸妈妈带我到香港迪士尼乐园游玩，
迪士尼是我梦昧以求的地方。在那里，我看到了许多童话
故事里的人物，如白雪公主、小熊维尼等；我还和米奇合了影．我们坐了旋转木马和过山车．我们还看了恐怖电影，有
些场面真让我吓的要死．迪士尼之游让我即长了知识又饱了
眼富．
Key words: a roller-coaster ride 过山车 merry-go-round 旋转木马
a feast for the eyes 大饱眼富 horror films 恐怖电影
Homework:
Finish writing the composition.
Unit 3 Under the sea 教学设计
In this unit students learn about Killer whales and whaling in the early twentieth century, and also about the decline in shark populations in the world today. The unit asks students to think about contemporary issues such as whether whaling should be allowed and whether sharks should be protected.
The reading texts are in the forms of a fictional story, a diary entry and a retelling of an Init legend. The listening texts include a dialogue that show how to make a complain, radio news items and a radio interview.
Design: This unit can be divided into 7 periods.
1st period 2nd period 3rd period 4th period 5th period 6th period 7th period
Reading Language study Grammar Reading task in WB Extensive reading Listening Exercises
Period 1 warming up and reading
Teaching Aims:
Enable the students to know about animals and plants under the sea.
Help the students to learn an Inuit legend about the Killer Whale.
Important points:
Reading comprehension to the text
Understanding the relationship between the killers and the whalers.
Important words and expressions
Difficult points
The relationship between the killers and the whalers
Teaching methods:
Scanning and skimming
Ask and answer questions activities
Individual, pair and group work
Teaching aids
A computer and a projector
Teaching Procedures & ways
Step 1: pre-reading
Writer Clancy
Vocation A whaler
Style Anecdotes
time At the beginning for the 20th century
Place Australia
Main idea The killer whale help people to kill baleen whale
Step 2: scanning
Scan the text, and fill in the blanks with names mentioned in the text
1. ______________was 16 years of age when he went to work at the whaling station
2.___________orderd Clancy to go to the boat as there was a whale out there in the bay
3. _________was swimming by the boat showing the whalers the way
4._________told Clancy that they would return the next day to bring in the body of the whale
5._________was carried by the waves further and further away from the whalers.
6. _______________knew that Old Tom would protect James.
Step 3 : Skimming (put the sentences into the right order.
( ) George started beating the water with his oar
( ) Clancy grabbed his boots and raced after George to the boat
( ) Clancy arrived at the whaling station
( ) The killers started racing between our boat and the whale
( ) Clancy heard a huge noise coming from the bay
( ) Clancy was sorting out his accommodation
( ) Clancy ran down to the shore
( ) The man in the bow of the boat aimed the harpoon at the whale
Step 4: careful reading
1. what evidence was there that Old Tom was helping out the whalers?
2. what other animals did the author compare the killer whales with?
3. “The killers started racing between our boat and the whale just like a pack of excited dogs.” why do you think the killer whales behave like this?
4. why did George think that the killer whales worked as a team?
5. why do you think the whalers allowed the killer whales to drag the whale under the water to feed on its lips and tongue?
6.why did the whalers return home without the whale’s body?
7.How do you think Red felt about the killer whales?
8. How did Old Tom help James? Why do you think he did this?
Step 5 Discussion
Describe the relationship between Old Tom and the whalers. What other animals help out humans in hunting?
Step 6 debating
The last whaling station in Australia closed in 1978. whales are now an endangered species and protected by an international ban, but some countries oppose the ban. In groups discuss the reasons for and against banning whaling.
Step 7 Homework
Finish Ex.1&2 in page 22
Period 2 learning about language
Teaching Aims:
Teaching the students the important words and expressions
Important points:
Witness, ahead of, drag, in the meantime, abandon and so on
Teaching methods:
Ask and answer questions activities
Teaching aids
A computer and a projector
1.be present at sth and see it______________
v. 亲眼看到
昨天在回家路上我目击了一场事故。
__________________________________
Witness： suggest, indicate 表明， 说明, 作证
Her flushed face witnessed the great excitement she felt.
没有人证明他在场
__________________________________________
Witness n 目击者， 证人， 证据
The witness left the court
a living witness to 一个活生生的证人
Bear witness to 为…作证
…I witnessed it with my own eye many times
2.I was sorting out my accommodation
Sort out 发类， 整理
I’m just sorting out the paper that can be thrown away
Sort out 解决
We’ve got a few little problems to sort out
Sort through 查看并挑选出
Put away 把…存放好
3. rooms, esp. for living in__________
n. 住所, 膳食
今晚我们能找到旅馆住宿吗？
____________________________________
accommodate v.适应，调解。
Accommodating adj. 亲切的， 易打交道的
4.Send sth throw the air with some force ________
Throw itself out of the water 形象地表现 了鲸跃出水面的动作
I felt encouraged when he threw cold water on my idea
She threw herself into a chair and began to cry
He has thrown himself into gardening
The fire threw hundreds of workers out of work，
…sea an enormous animal throwing itself out of the water and then crashing down again
5. further forward in space or time __________
向前， 朝前， 在前
B. in the lead over sb. or sth __________
在…之前
He ran ahead.
Time here is nine hours ahead of London
Ahead of 比…好
He is ahead of me in Chinese
Get ahead of 超越
By working hard he got ahead of the rest of the class
3. George said as he ran ahead of me
乔治在我前面边走边说
我们和其他捕鲸人都跳上船， 朝海湾开去
We headed the boat out to sea
We are heading home
Head 带领
Who is heading the Party?
Whose name heads the list?
4.We jumped into the boat with the other whalers and headed out into the bay
There was Tom, circling back to the boat, leading us to the hunt again
汤姆出现了， 转回到船边，又领我们前往捕鲸处
Lead 向导
She led a blind man across the street
Our guide led us to the museum
Lead 通向
All roads lead to Rome
Your explanation has led me to a clear understanding
Lead sb to do 使…干
What lead you to believe it?
Its body was dragged by the killers down into the depths of the sea
Drag 拖
He dragged the table into the corner
Drag down 把人拖垮
Drag one’s feet 故意拖延
Drag in 拉进去
Drag on 拖延，拉长
Depths 表示底层， 深处
The depths of the ocean
The depths of the jungle
The depths of the country
The depths of winter
The depths of one’s heart
The depths of despair
海洋深处
丛林深处
穷乡僻壤
隆冬
心灵深处
绝望的深渊
In the meantime, Old Tom, and the others are having a good fed on its lips and tongue
In the mean time 在这期间， 与此同时
The conference will begin in an hour, in the meantime, let’s have a coffee.
Feed on 吃， 以…为食
Cows feed on hay during winter
Feed…on / feed …to 以…饲养
We feed our dog on meat = we feed meat to our dog
Feed … into / feed …with 给…添加
He fed the fire with some logs= he fed some logs into the fire
8. From James’s face, I could see he was terrified of being abandoned by us 从詹姆斯的脸上我能看出他非常恐慌， 生怕我们一遗弃
Abandon 放弃 抛弃
Many people were killed by the chemical weapons abandoned by the Japanese
Abandon one’s country
Abandon one’s friend
Abandon one’s post
Abandon one’s family
Abandon a bad habit
Abandon one’s hope
Abandon one’s plan
放弃祖国
放弃朋友
放弃职位
放弃家庭
放弃希望
放弃计划
I saw James being held up in the water by Old Tom
Hold up 举起
I help up my hand to show that I had a question
Hole up 使延误
we were held up on our way to the airport in a traffic jam.
Period three Grammar
Teaching Aims:
Revise the Passive Voice (2) ---including the –ing form
Important points:
The Passive Voice, exercise concerning the Passive Voice –including the –ing form.
Difficult points
Rewriting the sentences
Teaching methods:
Ask and answer questions activities
Individual, pair and group work
Teaching aids
A computer and a projector
Teaching Procedures & ways
Step 1: 构成： being +dong
它表示一个正在进生或与谓语表示的动作同时发生的被动的动作。
Being badly wounded, the whale soon died.
George didn’t like being kept waiting
I am not interested in the topic being discussed.
Find examples of this structure in the reading passage
1. I had already heard that George didn’t like being kept waiting.
2. I could see a whale being attacked by a pack of about six other killers.
3. being badly wounded , the whale soon died
4. from James’s face, I could see he was terrified of being abandoned by us
5. when we approached him, I saw James being held up in the water by Old Tom.
Step 2 fill in the blanks
1. the boy is afraid of _________________ by the dog.( attack)
2.The audience is delighted to see the girl ____________________ a prize (award)
3. The man is tired of __________________ by his boss (shout at)
4. After _______________ for failing the exam , the child started crying. (blame)
5. Peter is excited about _______________ to the party (invite)
6.The woman doesn’t like ______________ by anyone. (keep waiting )
p22
1. being attacked
2. Being held up
3. Being included
4.Having been accepted
5. being told
6. Being helped out
7. being taken
8. being photographed
9. being swallowed
10. being thrown about
Step 3 Complete each sentence in several ways with the passive –ing form
Example
When I was young, I used to dislike being told to lay the table for dinner while I was watching my favorite TV programme.
When I was in primary school I used to like…
I wouldn’t mind …
When I was a child, I used to fear…
P65 exercise 2: Rewrite the sentences using the passive form of the verbs
1. no one told us that the whale watching tour had been cancelled
2. do you think the sand castle could have been made by Ben?
3. we were taken to be produced by dirty living conditions
5. the playground is being used as a car park
6. the thief was seen entering the house with knives by the witness
Period four
( Reading Task in Workbook)
Teaching Aims:
Learn THE INUIT LEGEND OF SEDNA THE SEA GODDESS
Discuss origin of the sea goddess
Important points:
Important words and expressions
Teaching methods:
Scanning and skimming
Ask and answer questions activities
Individual, pair and group work
Teaching aids
A computer and a projector
Teaching Procedures & ways
Step 1 Discussion
Picture 1 :
1. which part of the world do you think this man is from? Give reasons
2. what do you think his clothes are made of?
Picture 2:
1. have you seen pictures of a creature like this before? Where?
2. do you know any story that involves a creature like her? What is her story?
Step 2 reading
Put the sentences into a right order
A. Sedna discovers that her husband is a sea bird
B. the Inuit believe Sedna has power over the animals in the sea
C. The bird man is so angry at Sedna’s escape that he causes a sea storm
D. Sedna’s father throws Sedna into the sea and she becomes a sea goddess.
E. Sedna doesn’t want to get married but her father tells her she must
F. Sedna ‘s father helps his daughter to escape
G. Sedna agrees to marry a stranger who promises her a good life
Step 3 Read the story again and answer the questions in pairs
1. why did Sedna need to have someone to look after her?
2. why did the bird man dress up as a human?
3. why did Sedna’s father throw Sedna into the sea?
4. what do you think happened or should have happened to Sedna’s father? Give reasons.
5. Is Sedna very powerful? Give reasons
Keys
1. because her father was getting too old to look after her.
2. Because he wanted to marry Sedna and he thought that she wouldn’t marry him if she knew he was a bird
3. Because he was very frightened of the bird man and was probably afraid that the bird man was going to kill him. He probably thought that the bird man would stop the storm if he gave the bird man what he wanted
4. perhaps her died in the storm or should have died in the storm, because he’s not a good father to Sedna
5. Yes, because she has the power to keep the sea animals away from the hunters if she is angry. It is very serious if she does this as the hunters depend on the sea animas for food.
Step 4 Writing
1.with a partner, take turns to tell the story about Sedna. Use the topics from Exercise 1 as a guide.
2. now write down the story without looking at the reading passage.
3. when you have finished, use the questions in the table below to assess you own writing.
Now read your partner’s writing and assess it , using the questions in the table below.
Go through the table with your partner and explain your answers
Sample writing
S 1 Once there was an Inuit girl called Sedna, her father insisted that she marry the next man she met. One day a man came in a boat promising to marry Sedna and give her a good life. It was only after the marriage she discovered that her husband wasn’t a real man but a sea bird
S 2 : she was very unhappy and tried every way she could to tell her father of her unhappiness. Eventually her father heard her cried and came to rescue her
S 1: when the birdman saw that his wife might escape, he caused a great storm to rise up
S 2: Sedna’s father was so frightened that he threw her over the side of the boat and into the sea. She turned into a sea goddess.
S 1: So now the Inuit believe that Sedna has power over the animals in the sea.
Period five Extensive reading
(Using language Reading and discussing)
Teaching Aims:
Enable the students to learn more about the animals and plants under the sea
Help the students to learn an some important words and expressions
Important points:
Reading comprehension to the text
Animals and plants under the sea
Important words and expressions
Difficult points
Discussion
Teaching methods:
Scanning and skimming
Ask and answer questions activities
Individual, pair and group work
Teaching aids
A computer and a projector
Teaching Procedures & ways
Step 1 Scanning
Glance quickly through the diary entry and number topics in the correct order.
Topic
Colors and shapes
Dangers
Reflecting
The reef’s edge
A final thought
Some sea creatures
Paragraph number
Suppose you are snorkeling now, list your delights and dangers
Step 2 Reading
Complete these noun groups from the diary entry, note the use of adjectives.
1. _________ air
2. __________ anemone fish
3.__________ lips
4.___________ reef sharks
5.____________teeth
6. ____________angel fish
7._____________water
8._______________mouth
9. ________________sea slug
10 _________________turtle.
Step 3 Language points
The first thing I became aware of was all the vivid colors surrounding me …
Aware of 意识到， 知道， 明白
Nerves make people aware of what their bodies are feeling
Be aware that
Everyone was aware that they didn’t get along well with each other
Are you aware that it is getting windy outside.
Upside down 倒悬
Inside out
You’d better turn the bottle upside down to empty out the oil
Why ? Look at Jim, his jacket is inside out
The water was quite shallow but where the reef ended, there was a sharp drop to the sandy ocean
A sharp drop 陡直向下的坡
Sharp 锐利的， 锋利的， 明显的， 强烈的， 刺耳的， 急剧的， 精明的， 敏捷的
I think I need a sharp pencil
She has got a sharp mind and a sharp tongue
The photograph isn’t quite sharp enough
there is a sharp bend in the road
Lemons have a sharp taste
Period 6 listening
Teaching Aims:
Train the students listening skills
Important points:
Listening skills and imitating after the tapes
Difficult points
Imitating
Teaching methods:
Listening and imitating
Teaching aids
A computer and a projector, a tape recorder
Teaching Procedures & ways
Ex 1
1. you can see whales, listen to whales singing watch them underwater, see other marine animals such as dolphins, seals and penguins.
2. various answers are possible.
3. if you missed your plane because of the tour agency’s fault, you get a full refund, if you don’t see a whale, you would get half the fare back.
Ex 2
Good aspect: 1 3 4 6 8
Bad aspect : 2 5 7
Order: 3 1 5 8 7 6 4 2
Not started by the tourist although she did say she wanted to speak to the manager.
Not stated although the tourist probably would not get another tour or a refund
A full refund
A full refund
A full refund
A refund of half the fare
Dialogue 1
1. I am sorry but weren’t very happy with the tour.
2. well, it was so wet we couldn’t go outside…my two kids are very disappointed
Dialogue 2
1. yes, the whales were awesome but I’m feeling very annoyed.
2. I’m sorry but that’s not good enough. I now have to make another airline booking and I have no idea whether there’ll be any seats available. I’d like a full refund
Dialogue 3
1.excuse me , the tour wasn’t what my husband and I had expected and we’s like a refund please.
2. I’m afraid that’s no good for us as we’re visitors to this area and we’re leaving tomorrow morning
3. well, actually, we’d like a full refund
Ex 5
Can’t control
Did see
Good enough
Do you any good
Agree
Fact
Did see
P 65
Ex 1 :
order:
6 4 7 1 5 8 2 3
Ex 2
1. No ( the chance of being bitten is very small; most sharks are not interested in attacking people)
2. three
3. wild pigs, lightening, bee stings.
4. sharks
5.The shark fin trade.
6.a 15 years; B 14 months; C 7-9
7. 400 million years
8. many shark species will not be able to survive.
Period 7 exercise
Teaching Aims:
Exercise in the work book
Important points:
Translation and passive voice
Teaching methods:
Ask and answer questions activities
Individual, pair and group work
Teaching aids
A computer and a projector
Teaching Procedures & ways
P22 ex1
Accommodation
Shore
Pack
Snorkeling
Depths
In the meantime
Ex 2
Annual
Witnessed
Helped out
Ahead of
Flee
Relationship
Dragged
Abandon
yell
Ex 3
anecdotal deep magical dimension beautiful
awareness vividness poison pure sharpness
narrowness taste/ tastiness shallow awe
Ex 2
the vividness
Awareness
Anecdote
Tasty
Poisonous
Dimensional
pure
translation
1.She was standing right next to me before I became aware of her presence
2.Whenever Kelly reads a book, she likes to reflect on its meaning for a while
3.There was nothing I didn’t like about the performance, it was pure enjoyment
4.You pain that wall and, in the meantime, I will prepare this one for you to paint next
5.My daughter loves to hang upside down on the playground equipment.
6.The strange noses in the night scared me to death
I． 单元教学目标
技能目标Goals
▲ Learn about Disability and Life of disabled people
▲ Talk about Disability and Life of disabled people
▲ Practise Introduction and Wishes &congratulations
▲ Revise the Infinitive
▲ Write a letter of suggestion
II． 目标语言
功
能
句
式 1. Introduction
I’d like to introduce you to…
I’d like you to meet…
May I introduce…?
Pleased to meet you.
It’s nice to meet you.
2.Wishes &congratulations
Congratulations.
All the best.
I’m proud of you.
I wish you success.
Good luck.
Well done.
I’m very impressed by your performances.
You have my best wishes.
I’m very pleased for you.
I Hope it goes well for you.
That’s wonderful/amazing.
词 汇 1. 四会词汇
disability, disabled, eyesight, drum, movie, ambition, beneficial, clumsy, adapt, motto, microscope, breath, absence, stupid, fellow, annoy, annoyed, industry, tank, independent, encouragement, conduct, politics, literature, resign, handkerchief, assistance, companion, latter, congratulate, graduation, certificate, architect, basement, elder, elderly, dignity, accessible, bare
2. 认读词汇
Rada, Barry, Sally, Marty, overhear, Killmanjaro, Qomolangma, admiration, remarkable, Sanders, earphone, impair, italic, community
3. 词组
in other words, out of breath, all in all, make fun of , all the best, in particular
4．重点词汇
disability, disabled, adapt, annoy, conduct, congratulate, accessible
结
构 Revise the Infinitive
The infinitive can be used
1. as the subject
2. as the predicative,
3. as the object
4. as the object complement
5. as the adverbial
6. as the attribute
重
点
句
子 I have learned to adapt to my disability.
Every time after a long absence from school, I feel really stupid because I am a bit behind the others.
All in all, I have a good life.
Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.
III． 教材分析与教材重组
1. 教材分析
本单元以残疾及残疾人生活为话题，介绍了一些残疾人凭借顽强的毅力和社会的关爱克服生活中的种种困难，以积极的态度面对人生的挑战。通过本单元的学习，可以帮助残疾学生树立生活的信心，激励残疾人实现自身价值；同时又能教育健康学生理解、尊重、关心、帮助残疾人，使残疾人与健全人一样共享美好生活。通过本单元的言语技能训练，要求学生学会使用正确得体的英语介绍他人和向他人表示祝贺。
1.1 WARMING UP 让学生了解残疾的种类，讨论各种残疾给人们的生活带来的种种不便，尽管如此仍然有许多残疾人在不同领域取得了非凡成就，为本单元的READING部分精彩故事做好了铺垫。
1.2 PRE-READING 通过介绍“Family village”，激发学生的阅读兴趣。
1.3 READING课文是一篇以第一人称表述Marty身残志坚，以积极的态度快乐生活的故事。课文以网页的形式展示，能够吸引学生的注意力，引起学生的极大兴趣。
1.4 COMPREHENSION共有4部分，这4部分的设置由表及里，由浅入深，非常科学。第1部分是浅层次的事实核对题，旨在让学生了解Marty生活中遇到的各种困难和他对待生活的乐观态度；第2部分是深层次的理解题，要求学生在正确的理解课文的基础上，通过讨论得出结论；第3部分要求学生总结课文6段的段落大意。第4部分要求用3-4句话分别表述1）Marty的积极向上的生活方式; 2）人们怎样帮助Marty和像Marty一样的残疾人过上幸福生活;3)他的同学为什么改变了对待Marty的态度。
1.5 LEARNING ABOUT LANGUAGE 分为两部分，Discovering useful words and expressions是本单元词汇练习题；Discovering useful structures是本单元语法练习题练习，通过本单元的学习，要求学生熟练掌握不定式的各种语法功能。
1.6 USING LANGUAGE分为两部分，Listening and speaking是关于对残疾人Barry Minto的采访录音，要求学生能够通过录音了解Barry Minto的身体残疾和他取得的成就。同时通过听这个采访，要求学生掌握表示祝贺的常用句型。Reading, speaking and writing 部分要求学生先讨论腿脚残疾的人在电影院有可能遇到的困难，然后引出残疾Alice Major写给the new Bankstown电影院的建筑设计师的一封信，在信中她给建筑设计师提出一些建议，要充分考虑残疾人的特殊需要。这封信后有说和写的练习题，通过不同的言语技能训练，完成本单元教学目标。通过读这份建议信，要求学生学会写建议信。
2. 教材重组
2.1 将WARMING UP 、PRE-READINGR、READING与COMPREHENDING放在一起上一节阅读课。
2.2 把LEARNING ABOUT LANGUAGE 和WORKBOOK 的Using words and expressions及Using structures整合在一起上一节“词汇语法课”。
2.3 根据USING LANGUAGE 内容上一节听说读写综合技能课。
2.4 将WORKBOOK 的Reading and listening 和Talking 结合在一起，上一节“听说课”。
2.5 将WORKBOOK的Reading and writing task 设计为一节阅读课写作课。
3. 课型设计与课时分配（经教材分析，本单元可以用5课时教完）
1st Period Reading
2nd Period Learning about language
3rd Period Using language
4th Period Reading and listening
5th Period Reading and writing task
IV. 分课时教案
The First Period Reading
Teaching goals 教学目标
1. Target language目标语言:
a. 重点词汇和短语
eyesight, drum, movie, ambition, disabled, beneficial, in other words, clumsy, motto, adapt, motto, microscope, out of breath, absence, stupid, fellow, annoyed, all in all, industry, tank, independent, make fun of, encouragement
b. 重点句型
1. I have to adapt to my disability.
2. All in all, I have a good life.
3. Every time after a long absence from school, I feel really stupid because I am a bit behind the others.
4. Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.
2. Ability goals能力目标
Help students to learn about disabilities and life of the disabled. Enable students to realize people with disabilities can also live well
3. Learning ability goals学能目标
By talking about disabilities and life of the disabled, students will learn some positive stories of the disabled. This will help students understand more about how challenging life can be for the disabled.
Teaching important points教学重点
How positive stories about the people with disabilities inspire others.
Teaching difficult points 教学难点
How to help student understand the difficulties the disable have to overcome.
Teaching methods教学方法
Discussing, explaining, reading and practising
Teaching aids教具准备
Multimedia computer
Teaching procedures & ways教学过程与方式
Step I Leading in
Deal with Warming up. Play some videos of people with disabilities for students to watch. Then ask them to discuss what the disabilities are and what difficulties they have to overcome in daily life.
T: Good morning /afternoon, class!
Ss: Good morning/ afternoon, Mr. /Ms…
T: In this class we are going to learn about disabilities and the life of the disabled. First let’s watch some short videos. Then discuss in groups what the disabilities are and what difficulties they have to overcome in daily life.
After the discussion, Teacher will present the four pictures on Page 1 to students.
T: Quite right. Disabilities can be visible or invisible. People with invisible disabilities don’t look disabled. Depression, sleep disorders and learning difficulty are invisible disabilities. No matter what disability one has, life is not easy. They have many difficulties to overcome, but please keep in mind they can also live well, even achieve great success. Now look at the pictures, how do they look?
Ss: They look happy and satisfied. They are smiling.
T: Yes, they are. But all of them are disabled. Can you guess what their disability might be?
S1: …
S2: …
……
T: OK, please remember there are many disabled people in the world. They are part of the world. They also have rights to enjoy life. Would you like to learn more about them and try to do something for them? Here is a website “Family village”. From here we can learn some positive stories about the disabled.
Step II Pre-reading
Ask students to read the pre-reading carefully and find out the purpose of the website. Then show the suggested answer on the PowerPoint.
Suggest answer:
1. To give ordinary young people with a disability the chance to share their stories with others.
2. To inspire other disabled people.
3. To get non-disabled people to understand more about how challenging life can be for people with disabilities.
Step III Reading
Deal with the reading part.
Scanning
Ask the students to scan the text and find problems Marty have in his life and what he does in spite of his disability.
T: First I’d like you to do the scanning and then fill in the chart with the information you get from the text. After you have finished, please compare with your partner.
Several minutes later, students compare their information with each other in groups. Then check the answer with the whole class.
T: From this chart we can have a clear image of Marty. What kind of person is Marty? You may discuss in groups. You may refer to the adjectives on the PowerPoint.
Show some suggested adjectives on the PowerPoint.
brave, unlucky, weak, clumsy, strong-minded, optimistic, happy, independent, stupid
T: Ok. You are right. Though Marty has a muscle disease, which causes many difficulties to his life, he still lives well. He is living a busy and satisfying life. He is very optimistic. Then continue to discuss the next two questions on Page3.
Deal with the next two questions in the same way.
Suggested answers:
1. I think Marty is very optimistic. He is strong and independent. He has learned to enjoy life.
2. I think when others make fun of him or feel sorry for him, he may feel hurt and get annoyed.
3. Maybe at the beginning I will feel very low and disappointed, but Marty’s story will encourage me to overcome the difficulties. I will learn to adapt to the disability and try to live a positive and satisfying life.
Careful reading
Ask students to read the text carefully and then finish Ex3 on Page 4.
T: Now let’s read the text again and try to sum up the main idea of each paragraph.
Several minutes later check the answers with the whole class.
Suggested answers:
Paragraph 1: I have a muscle disease, which is very unusual.
Paragraph 2: No one knows how the disease develops.
Paragraph 3: The difficulties I have in daily life.
Paragraph 4: My fellow students have begun to accept me for who I am.
Paragraph 5 All in all, I have a good life.
Paragraph 6: People with disabilities can also live well.
T: Now let’s read Paragraph 4-6 again. Then we will deal with Ex4 on Page 4. Please think actively. Then we will check the answers together.
Suggested answers:
1. He has a busy life and has many hobbies. When he is well, he goes to the movies and football matches with his friends. He keeps pets. He spends a lot of time to look after his pets and he also gets a lot of enjoyment out of his pets. He also has a lot of study to do.
2. Don’t feel sorry for the disabled or make fun of them, and don’t ignore them either. Just accept them for who they are and give them encouragement to live a good life as non-disabled people.
3. Because Marty is strong-minded and independent. His efforts have gained his fellow students’ respect and understanding. So they have learned to accept him for who he is.
Summary
Ask students to work together to write a mini biography for Marty according to the text.
T: Now we’ve finished Marty’s story. Now it’s time for you to work in groups and write a mini biography for him.
My Mini bio
Name:
Status:
Health:
Interests and Hobbies:
Ambition:
Motto:
A few minutes later show the sample on the PowerPoint.
My Mini bio
Name: Marty Fielding
Status: High school student
Health: developed a muscle disease at the age about 10, very weak, cannot do things like normal people
Interests and Hobbies:
Enjoys writing and computer programming
Going to the movies and football matches- when I am well enough
Spending a lot of time with my pets-two rabbits, five mice, a tank full of fish and a snake
To study
Ambition: to work in the computer industry
Motto: live one day at a time
Explanation
During this procedure Teacher will play the tape for students. Students will underline the difficult sentences. After listening to the tape, Teacher will explain the text and deal with language problems.
T: Now we will deal with some difficult language focuses. Now I will play the recording of the text for you. Please make a mark where you have difficulties.
After listening to the tape, explain the difficult sentences to students. Before explaining the difficult points, students are asked to refer to the notes to the text on Page86-87.
T: Do you have any difficulties with the text？
S1:Could you please explain the sentence to us：I have learned to adapt to my disability.
T: Before he developed the disease, he could run or climb the stairs as quickly as other people. But after he had the disease, he becomes very weak, so he cannot run very fast. It takes time for him to get used to slow pace. Besides this the disease has brought many other difficulties to him, he has to get used to living with the disease. So we can understand it like this: I have got used to living with the disease. Do you have any other questions?
Ss: No.
T: This is a very inspiring story. From Marty’s story, what have you learned from?
S1: We should be patient with people with disabilities. We shouldn’t get annoyed just because they are slow.
S2: We shouldn’t feel sorry for them. That might hurt them.
S3: We should help them in a clever way.
S4: We should encourage them when they feel down.
……
S8: Just having a disability doesn’t mean your life is not satisfying.
T: I’m very glad all of you have learned something from the story. Please remember everyone can live well even if he has a disability. If you’d like to learn more about the life of disabled people, please surf the internet.
Step IV Homework:
Retell Marty’s story according to the mini bio.
Surf the internet to learn more about the life of disabled people.
The Second Period Learning about language
Teaching goals 教学目标
1. Target Language目标语言
a. 重点词汇和短语
disability, disabled, eyesight, drum, movie, ambition, beneficial, adapt, motto, absence, fellow, annoyed, independent, encouragement, conduct, resign, architect, basement, elder, elderly, dignity, accessible, latter, stupid, clumsy all the best, in particular, all in all
b. 重点句型
Revise the Infinitive
The infinitive can be used
1. as the subject
2. as the predicative,
3. as the object
4. as the object complement
5. as the adverbial
6. as the attribute
2. Ability goals能力目标
Enable students to use both the useful words and expressions and structures freely.
3. Learning ability goals学能目标
By doing the related exercises in the textbook.
Teaching important points教学重点
The useful words and expressions and structures.
Teaching difficult points 教学难点
How to use them properly.
Teaching methods教学方法
Explaining and practising
Teaching aids教具准备
The multi-media computer
Teaching procedures & ways教学过程与方式
Step I Revision
Ask students to retell Marty’s story. Show Marty’s mini bio on the PowerPoint.
My Mini bio
Name: Marty Fielding
Status: High school student
Health: developed a muscle disease at the age about 10, very weak, cannot do things like normal people
Interests and Hobbies:
Enjoys writing and computer programming
Going to the movies and football matches- when I am well enough
Spending a lot of time with my pets-two rabbits, five mice, a tank full of fish and a snake
To study
Ambition: to work in the computer industry
Motto: live one day at a time
T: Yesterday you were asked to retell Marty’s story. You may refer to his mini bio. Now who would like to have a try?
……
Step II Discovering useful words and expressions
Deal with Ex1&Ex2 in the Discovering useful words and expressions. During this procedure students are asked to use an English-English dictionary. Because a good learner’s English-English dictionary gives example sentences to show how a word is used, and most also explain rules for using the words as well as giving the meaning.
T: Good. Glad you’ve done a very good job. As you know Marty lives in another country. He is far away from us. In China there are a lot of famous disabled people. Now look at this picture, who is she? (Show Zhang Haidi’s photo on the PowerPoint)
Ss: Zhang Haidi
T: Would you like to learn her story? Please open your books and do Ex1 on Page 4. First of all, let’s look up the following words in an English-English dictionary. Then I will ask some of you to explain them in English.
Show the following words on the PowerPoint.
independent, fellow, ambition, disability, eyesight, motto, encouragement, beneficial
If students don’t have an English-English dictionary, Teacher shows the explanation on the PowerPoint.
independent :not determined or influenced by someone or something else;
Although she is young, she is very independent.
fellow: a peer
We were school fellows.
ambition: the object or goal desired
One of his ambitions is to become the President of the Motor General.
disability: the condition of being disabled
He gets a disability pension from the Government because of his disabilities in a fire accident.
eyesight: the faculty of sight; vision.
Her eyesight is very good.
motto: a maxim adopted as a guide to one's conduct.
The school motto is 'Never lose hope.'
encouragement: the act of encouraging.
He owed his success to his wife's encouragement.
beneficial: producing or promoting a favorable result; advantageous
a temperate climate beneficial to the health
After the explanation of the words, ask students do Ex 1 individually. Five minutes later check the answers with the whole class.
After dealing with Ex1, ask students to Do Ex2 in groups. Then check the answers with the whole class. Show the suggested answers on the PowerPoint.
Deal with Ex1 &Ex2 on Page 48. Students are asked to do the exercises in groups. Then show the suggested answers on the PowerPoint.
As for Ex3 Teacher will ask 10 students to translate the 10 sentences. And give them immediate help when necessary.
Step III Discovering useful structures
Show some sentences that contain the infinitive and ask students to identify its function.
It is good to help others. (subject)
It is my ambition to make sure that the disabled people in our neighbourhood have access to all public buildings. (subject)
My ambition is to work in the computer industry when I grow up. (predicative)
I don’t have time to sit around feeling sorry for myself. (attribute)
I am the only student in my class to have a pet snake. (attribute)
A big company has decided to buy it from me. (object)
My fellow students have begun to accept me for who I am. (object)
I have had to work hard to live a normal life. (adverbial)
Some days I am too tired to get out of bed. (adverbial)
We must call on local government to give financial assistance to disabled people. (object complement)
Note: The following verbs are normally followed by the infinitive.
afford , agree , appear , arrange , ask , attempt , care ,choose , claim , come , consent ,dare , decide , demand , deserve , determine , elect , endeavour , expect , fail , get , guarantee, hate , help ,hesitate hope , hurry , intend , learn , long , manage , mean , need , offer , plan , prepare , pretend , promise refuse , say ,seem , tend , threaten, want ,wish
For example:
I can't afford to go to the pub.
He agreed to practise more.
You should learn to express yourself.
They managed to fix the problem.
Explanation of the Gerund or the Infinitive
Some words can be followed by either the infinitive or the –ing form. Please pay attention when there is no difference meaning and when there is difference. Show the following on the PowerPoint.
Gerund and Infinitive (no difference in meaning)
We use the Gerund or the Infinitive after the following verbs:
begin He began talking.
He began to talk.
continue They continue smoking.
They continue to smoke.
hate Do you hate working on Saturdays?
Do you hate to work on Saturdays?
like I like swimming.
I like to swim.
love She loves painting.
She loves to paint.
prefer Pat prefers walking home.
Pat prefers to walk home.
start They start singing.
They start to sing.
We use the Gerund or the Infinitive after the following verbs. There are two possible structures after these verbs. Gerund: verb + -ing Infinitive: verb + person + to-infinitive
advise They advise walking to town.
They advise us to walk to town.
allow They do not allow smoking here.
They do not allow us to smoke here.
encourage They encourage doing the test.
They encourage us to do the test.
permit They do not permit smoking here.
They do not permit us to smoke here.
We use the following structures with the word recommend:
recommend They recommend walking to town.
They recommend that we walk to town.
Some verbs have different meaning. (when used with Gerund or Infinitive)
GERUND INFINITIVE
forget He'll never forget spending so much money on his first computer. Don't forget to spend money on the tickets.
go on Go on reading the text. Go on to read the text.
mean You have forgotten your homework again. That means phoning your mother. I meant to phone your mother, but my mobile didn't work.
remember I remember switching off the lights when I went on holiday. Remember to switch off the lights when you go on holiday.
stop Stop reading the text. Stop to read the text.
try Why don't you try running after the dog? I tried to run after the dog, but I
Using structures
Deal with Exercises on Page49.
Do Ex2 first and then do Ex3.
Ask students to do Ex1 in their exercise-books after class.
Step V Homework
Go over words and expressions.
Go over the grammar.
Finish Ex1 on Page 49.
The Third Period Using Language
Teaching goals 教学目标
1. Target Language目标语言
a. 重点词汇和短语
assistance, companion, graduation certificate, in particular, basement, elderly, dignity, latter, congratulate ,all the best, accessible
b. 重点句型
Expressions used to offer congratulations and best wishes.
2.Aility goals 能力目标
Enable students to offer congratulations and best wishes. Learn to write a letter of suggestion.
3.Learning ability goals学能目标
By proper language input, students learn to offer congratulations and best wishes and write a letter of suggestion.
Teaching important points教学重点
Offer congratulations and best wishes.
Learn to write a letter of suggestion.
Teaching methods教学方法
Listening, speaking, reading and writing
Teaching aids 教具准备
A multi-media computer
Teaching procedures & ways 过程与方式
Step I Leading in
Talk about Mount Kilimanjaro in Africa. Ask some questions about it. Show the following on the PowerPoint.
T: Good morning /afternoon, class!
Ss: Good morning/ afternoon, Mr. /Ms…
T: Which mountain is the highest in Africa?
Ss: Mount Kilimanjaro. (Show a picture of Mount Kilimanjaro in Africa on the PowerPoint.)
MOUNT KILIMANJARO
Ask people to think of a typical African mountain, and for many, Kilimanjaro might spring to mind. But it's far from typical, At 20,000 feet, it's the highest mountain in Africa, and one of only two to bear permanent snow (Mount Kenya is the other). Moreover, it is the largest mountain in the world that is free-standing; i.e., not part of a mountain range. To scale Mount Kilimanjaro is the ambition of many visitors to Africa. Mount Kilimanjaro, the highest mountain in Africa, now attracts many thousands of walkers each year.
Step II Listening and speaking
T: Do you think it easy to climb it?
Ss: Of course not.
T: It is not easy to climb it. It is more difficult to people with disabilities. But Barry Minto made it. And he became famous. He is being interviewed on the radio. Now let’s listen to the interview.
Deal with Ex 1-4 on Page 6-7. Play the recording again when necessary.
Step III Wishes & congratulations
Students are asked to work in pairs to practice offering congratulations and best wishes.
Show the useful expressions on Page7 on the PowerPoint. Teacher demonstrates a dialogue with a student.
A sample of offering wishes and congratulations
B: Congratulations on your graduation certificate.
A: Thanks. And I was told you’ve invented a new computer game.
B: Yes, a company has decided to buy it from me.
A: That’s amazing. Good luck to you.
B: Thanks.
After students have finished the exercises in the textbook’ show the following situations on the PowerPoint.
Give the following two situations for students to practice offering congratulations and best wishes.
Situation 1 Your friend is going to take part in the 2005 “CCTV Cup” English Speaking Contest
Situation 2 Your friend has won the first prize in the 2005 “CCTV Cup” English Speaking Contest
Step IV Reading, speaking and writing
Show pictures of a cinema, including inside and outside facilities. Ask students to discuss what problems that people with disabilities sometimes have in a cinema. Divide the students into different groups .They are given several minutes to discuss. Each member is encouraged to think actively and participate in the discussion. Make sure all the students have their own opinion.
(After the discussion)
T: Now please stop discussing. Alice is a warm-hearted girl. She cares for the disabled very much. When she learned a new cinema is going to be built, she wrote a letter to make suggestions. Here is the letter that gives suggestions to an architect who is to design the new Bankstwon cinema. Let’s find out what suggestions Alice gives.
Skimming
Students can find the answers quickly, because they are printed in the pink color.
Careful reading
Help students to analyze the letter so that they will learn how to write a letter of suggestion.
T: Now please read the text carefully and think about the questions in Ex2 on Page 9.
After students read the text carefully, they will discuss the questions in Ex2 in groups. Several minutes later, check the answers with the whole class.
Suggested answers:
1. In the first paragraph Alice tell Ms Sanders she is writing to make suggestions on the easy use of the cinema by disabled customers
2. This will attract the reader’s attention and the reader will realize these are important information.
3. In the last paragraph Alice asks the architect to consider her suggestions. If her suggestions are taken, many people will benefit and the cinema will be praised.
T: After we read Alice’s suggestion letter, do you know how to write a letter of suggestion? Please discuss in groups. Then we will work together to write a format of a suggestion letter.
(After the discussion)
Show the following on the PowerPoint or print it out.
A letter of suggestion
A letter of suggestion normally has five parts.
1. The Heading
This includes the address, line by line, with the last line being the date. Skip a line after the heading.
2. The Greeting. The greeting always ends with a comma. The greeting should be formal, beginning with the word ”dear“.
3. The body. Also known as the main text. Generally speaking, the body includes three parts. The first part (usually the first paragraph) tells the receiver that you are writing this letter to make suggestions on something, and the main part tells clearly what your suggestions are. The last part (usually the last paragraph) asks the receiver to consider your suggestions. Don’t forget to encourage the receiver to take your suggestions. Skipping a line between paragraphs, especially in typed or printed copy, also helps the reader.
4. The complimentary close. This short expression is always a few words on a single line. It ends in a comma. The complimentary close begins with a capital letter and ends with a comma.
5. The signature line. Type or print your name. The handwritten signature goes above this line and below the close. The signature line and the handwritten signature are indented to the same column as the close. The signature should be written in blue or black ink. Skip from one to three spaces (two on a typewriter), and type in the signature line the printed name of the person signing the letter. Sign the name in the space between the close and the signature line, starting at the left edge of the signature line
Step V Practice
Deal with Ex3-4 on Page 9.
Ask students to work in groups and discuss accessible their community is for people with disabilities. Then discuss way in which their community could be made more accessible for disabled people. This discussion will lay a good foundation to the writing. After the discussion, students are asked to write a letter of suggestion to the architect of a new building to be constructed in their area. In the letter they will suggest ways to make it more accessible for people with disabilities. While writing the letter, they should pay attention to the format of a letter. If time limited in class, they can finish the letter out of class.
Step VI Homework
Write a letter of suggestion to the architect.
A sample of a letter of suggestion
Mr.Xue Sun Lei
Chief architect 18 Hongyang street
Supermarket design Yuquan County
211 Kangwei Road
Yuquan County
18 March
Dear Mr Xue,
I learn from the local news that you are the architect who is to design the supermarket. I am writing to ask you to consider the right of the disabled for easy access. In particular, I would like you to consider the following things:
1. Access to the supermarket for people in wheelchairs and those who have difficulty walking. The lifts should be wide enough for the wheelchairs to move around. The entrance should be suitable for wheelchairs on the ground floor. There should be special entry for people for the blind.
2 Toilets There should be special toilets for the disabled. The bathrooms and toilets should have doorways wide enough for a wheelchair, doors that are easy to open and close, and hand-holds that the disabled can easily use.
3. Telephones should be easy for a person in a wheelchair to reach. Generally speaking, a supermarket is so big that it is difficult for one, especially one in a wheelchair to find what one needs. So telephones should be easy to reach for a person in a wheelchair so that he can call the staff for help.
4. Shelves. When designing the shelves, the disabled should be taken into consideration. Safety should come first.
Thank you for reading my letter. I hope you will consider my suggestions. Disabled people should have the same opportunity as able-bodied people to enjoy the supermarket and they should be able to do so with dignity. It is very important to use various forms of technology which can assist individuals with various types of disabilities to increases their mobility and independence. I am sure if you design it with good access for the disabled, the supermarket will attract more customers and people will speak highly of your design.
Yours sincerely,
Sunlei
The Fourth Period Reading and listening
Teaching goals 教学目标
1. Target language目标语言:
Patterns used to make introductions.
I’d like to introduce you to…
I’d like you to meet…
May I introduce…?
Pleased to meet you.
It’s nice to meet you.
2. Ability goals能力目标
Help students learn how guide dogs are trained and how they improve the quality of life for people who are blind, visually impaired, or with other special needs.
Enable students to use proper English as well as body language to make introductions..
3. Learning ability goals学能目标
By listening and reading students will learn guide dogs play an important role in the life of the disabled. By practicing, students will learn how to make an elegant introduction.
Teaching important points教学重点
How to make an elegant introduction.
Teaching difficult points 教学难点
How to make an elegant introduction.
Teaching methods教学方法
Reading, listening, explaining and practising
Teaching aids教具准备
The multi-media
Teaching procedures & ways教学过程与方式
Step I Leading in
Ask students to discuss how a guide dog is trained.
T: Yesterday we read a letter of suggestion to an architect. In the letter Alice asks the architect to provide easy access for people in wheelchairs and those who have difficulty walking. Today we are going to learn how to assist the blind. Now look at the poster. It is a very popular movie that moves 100 million Asians in 2005. What’s the movie? (Show the poster on the PowerPoint)
Ss: The Chinese is Dao Mang Quan-Xiao Q
T: What’s the movie about?
Ss: It is about how Xiao Q –-a guide dog helps Dubian-an odd blind man. There is deep love between its master and Xiao Q.
T: Xiao Q is his eyes, his company. But do you know how a guide dog like Xiao Q is trained?
Ss: No.
T:Ok, please open your books at Page 46.Read the passage then you will learn how a guide dog is trained.
Step II Reading
Ask students to read the passage on Page 46 and then make a timeline that shows how the different stages in a guide dog’s training.
Stage Age Training
The first stage: 1-12 months The puppy lives with a sighted family
The second stage: 13-18 months It begins five months training at a guide dog school.
The third stage: 19-23 months When it is trained, it meets its new owner and the two live at
the guide school for a month to learn to work together.
The last stage: A trainer goes to the owner’s home to teach the dog and its owner how to get round in their own town or city.
After dealing with the reading passage, show the following to enrich students’ knowledge of how a guide dog helps its owner.
T: Do you know what a guide dog is trained to do? And how much does it cost to train a guide dog? Let’s learn more about the guide dog training.
Show the following on the PowerPoint or print it out.
Guide dogs are the guiding eyes for people who are blind or visually impaired, and they are specially bred and trained for this most important job.
How much does it cost to train a guide dog?
It costs more than $30,000 to complete the training of one guide dog. This includes all expenses from breeding to raising the dog to training it and matching it with a blind person.
What exactly is a guide dog trained to do?
Guide dogs undergo a comprehensive training program, and only the best complete the training and become working guides. In short, guide dogs are taught how to find and follow a clear path, maneuver around obstacles, and stop at curbs. They also are taught to determine when it is unsafe to move on. They follow their teammate's directions, and they know that they can disobey only in the face of danger.
What is the blind person taught during training?
During the training program, blind students first learn about the commands the dog knows. Over a several week period, they are taught everything there is to know about how to work with a guide dog. In addition, they learn about proper care of the dog, which ranges from feeding to grooming to medical issues. Access laws, public awareness and other issues also are covered during the 25-day program.
Are guide dogs allowed in restaurants?
Guide dogs are allowed everywhere that the general public is allowed to go. This includes restaurants, taxicabs, airplanes, hotels, etc. This right is protected by a federal law called the Americans With Disabilities Act.
Are there things I should or should not do when I am around a guide dog?
The general rule is that working guide dogs should be ignored. Distractions take their concentration away from the work they have to do-which can put the dog and its teammate in danger. Do not pet or feed a guide dog and do not encourage the dog to misbehave.
Listening
Deal with the listening exercises. Besides the requested details, students are asked to pay attention to how people are introduced. Play the tape again when necessary.
T: Now let’s come back to the workbook. Sara, who is blind, has just returned home from a guide dog school. Who has come to her home according to the reading passage?
Ss: A trainer from the guide dog school.
T: Right. A teacher from the school has come to Sara’s house to teach her and her dog how to find their way around their own town. Please listen carefully, and finish the exercises.
After dealing Ex2-3, play the tape again to do Ex4.
T: Now let’s listen to the tape again, and do Ex4. Please pay attention to the dialogue. You will be asked to imitate the dialogue after we fill in the blanks.
Before they act out the dialogue, they should be aware this is an introduction.
T: What is the dialogue about?
Ss: An introduction.
T: Now I will ask some of you to act out the dialogue and show us how to make an introduction. Please remember they are at Sara’s house, not a formal occasion.
(After the performance)
T: Well done. Then do you know how to make a formal introduction? Suppose a business one? Ok, please look at the useful expressions on Page 47. These will help you to make your introduction elegant.
Step III Talking
Tips on how to introduce people
First give students some advice on how to introduce people.
Show the following on the PowerPoint.
Here's how to make proper introductions at parties, dinners and other social situations.
1. Introduce individuals to each other using both first and last names.
2. If you're introducing someone who has a title, a doctor, for example include the title as well as the first and last names in the introduction.
3. Introduce the younger or less prominent person to the older or more prominent person, regardless of the sex of the individuals. (However, if a considerable age difference lies between the two, it is far more courteous to make introductions in deference to age, regardless of social rank.) For example: “Arthur Prefect, I'd like you to meet Dr. Gertrude Smith”.
4. If the person you are introducing has a specific relationship to you, make the relationship clear by adding a phrase such as 'my boss,' 'my wife' or 'my uncle.'
5. Introduce an individual to the group first, then the group to the individual. For example: 'Dr. Brown, I'd like you to meet my friends Kym Hsu, Shawn Kampbell and Michael Via. Everyone, this is Dr. Kurt Brown.'.
Demonstration
Present a formal introduction with two students. Ask students think about the body language as well as the spoken words.
A sample of formal introduction
Donna Sellers: Ms. Tayer, I’d like to introduce my secretary, Paul Banning to you. Mr. Banning, this is Ms. Joy Taylor, the president of Auto Smart company from Canada.
Joy Taylor: Nice to meet you.
Paul Banning: Pleased to meet you.
T: Besides the above suggestions on the PowerPoint, you should also think about an introduction in a Chinese business is different from an introduction in a Western business. We Chinese prefer to use the title, while the westerners prefer to use Mr/Ms/Mrs___. A handshake is acceptable in both cultures. So don’t forget proper body language.
Practice
Students are given several minutes to practice a formal introduction. Then deal with Ex2 on page 47.
Step IV Homework
Surf on the internet to learn about Braille.
The Fifth Period Reading and Writing
Teaching goals 教学目标
1. Ability goals 能力目标:
Learn the story how Zhang Yuncheng achieves his ambition.
How to write a summary.
2. Learning ability goals学能目标：
Enable students to realize nothing is impossible.
Inspire students to study hard by Zhang Yuncheng’s story.
Teaching important points教学重点
How challenging it is for Zhang Yuncheng to keep writing and how he overcomes the problems he faces every day. His difficulty to achieve his ambition is beyond description.
Teaching difficult points教学难点
How to improve their writing.
Teaching methods教学方法
Reading and writing
Teaching aids 教具准备
The multi-media computer
Teaching procedures & ways 过程与方式
Step I Revision
Check the homework.
Ask some students to say something about Braille.
Present the following on the PowerPoint.
Braille, a system of raised dots that is read with the fingers, has historically been embossed on paper.
Braille was first developed about 1820 by a young Frenchman named Louis Braille. He created Braille by modifying a system of night writing which was intended for use on board ships. He did this work as a very young man and had it complete by the time he was about 18. He and his friends at the school for the blind he attended found that reading and writing dots was much faster than reading raised print letters which could not be written by hand at all. The development of this system by young Louis Braille is now recognized as the most important single development in making it possible for the blind to get a good education.
Braille consists of arrangements of dots which make up letters of the alphabet, numbers and punctuation marks. The basic Braille symbol is called the Braille cell and consists of six dots arranged in the formation of a rectangle, three dots high and two across. Other symbols consist of only some of these six dots. The six dots are commonly referred to by number according to their position in the cell.
Deal with Ex1 on Page 50.
Step II Listening
After dealing with Ex1, continue with Ex2 on Page 50. Students are required to do this exercise individually. Because students have read something about Braille, they won’t have difficulty in the listening exercises. After listening to the tape, check the answers with the whole class.
Ex3 requires students to listen for events on the timeline. Before playing the tape, Teacher asks students to look through the questions first. According to the questions, students may make predictions to the listening materials. From this exercise and Ex1 on Page 46, students will learn to describe events according to a timeline. Play the tape again if necessary. Then check the answers with the whole class.
Step III Reading and writing
After learning something about Braille, deal with reading and writing task on Page51.
Present some pictures of Zhang Yuncheng on the PowerPoint.
T: Look at these pictures. Do you know who he is?
Ss: Zhang Yuncheng. A writer with disabilities.
T: Yes, he has published a book entitled Jiaru Wo Neng Xingzou Santian (Three Days to Walk),” taking its example from Helen Keller's remarkable story “Three Days to See.” Now let’s read his story on P51.
Fast reading
Ask students to scan the text and write a mini bio for Zhang Yuncheng.
Show the following on the PowerPoint.
A Mini Bio
Name: Zhang Yuncheng
Sex:
Health:
School education:
Interests and hobbies:
Ambition:
Dream:
Several minutes later, show the sample on the PowerPoint.
The sample of the mini bio
A Mini Bio
Name: Zhang Yuncheng
Sex: Male
Health: disabilities caused by a muscle disease; very weak, can hardly pick up a pen
School education: one day
Interests and hobbies: reading and writing
Ambition: to write and publish a book
Dream: to live a better life
Careful reading
Deal with Ex1 on P52. Ask students to write a short text of 150 words about Zhang Yuncheng. First they should read the text carefully and then pick out 7-8 important facts from the text in preparation for writing.
Preparation for writing
Students are asked to write the opening 1 or 2 sentences of the text. They should say something about who Zhang Yuncheng is, how old he is., what disability is, and what he has achieved.
Writing:
When students finish the opening sentences, they will be asked to write the rest of the text.
A sample of the writing
Zhang Yuncheng, born in 1980 in Heilongjiang, is the writer of the best seller “If I can walk for three days”.
He has a disease which affects his muscles in his body. He developed the disease at the age of 3. Because of his health condition, he went to school for only one day. So Yuncheng stayed at home and over the years, his condition got worse and worse. At 16, he could not walk at all. At 18, he could not get out of his bed. At 20, he could not raise his arms above his head. However, Yuncheng’s disease has not stopped him making most of his life. He taught himself to read and write. He loves reading and writing and wants to become a writer. With the help of Zhang Danuo, an editor, at the age of 25, Yuncheng achieved his ambition to write and publish a book.
Step IV Homework
Speaking task on P52
Answer the questions on checking yourself on P53.
I.本单元课文注释与疑难解析
1. I have learned to adapt to my disability. 我已经学会适应这种生活。
adapt (+to ) :to make suitable to or fit for a specific use or situation. 使适应,使适合
He adapted himself to the cold weather.
他适应了寒冷的天气。
He tried hard to adapt himself to the new conditions.
他努力使自己适应新的情况。
When he moved to Canada, the children adapted to the change very well.
他移居加拿大后孩子们很能适应变化。
2. Every time after a long absence from school, I feel really stupid because I am a bit behind the others. 每次我缺课很长时间后，都觉得自己很笨，因为自己落在别人后边.
every time每次, 每当 引导时间状语从句
Every time I catch a cold, I have pain in my back.我每次感冒背就痛。
absence.不在,缺席[U][C][(+from)
She never speaks ill of anyone in his or her absence.
她从不乘人不在时说别人的坏话。
He has many absences from class. 他经常缺课。
3. In particular, I would like you to consider the following things:尤其我想让您考虑以下几点：
particular adj.
1.值得注意的；特别的；不寻常的
There was nothing in the letter of particular importance.
这封信里没什么特别重要的内容。
The story happened on that particular day.
故事就发生在那一天。
The teacher showed particular concern for the disabled child.
老师特别关心那个残疾儿童。
2. 独特的；单独的；某一种的
Her particular way of smiling left a good impression on me.
她特有的微笑给我留下了美好的印象。
“I don't like this particular scarf, but the others are quite nice.”
“我不喜欢的就是这一种围巾,其他的都很好。”
3. 难以取悦的；考究的；挑剔的(+about/over)/(+wh-)
I'm not particular about my clothes; I don't mind what I wear.
我不怎么讲究我的衣服，我不在乎我穿什么。
He is very particular about his food.
他吃东西很讲究/挑剔。
special, especial, specific, particular, exceptional, extraordinary, peculiar这些形容词均含“特殊的，特别的”之意。
special 普通用词，指不同于一般、与众不同，着重事物的专门性，突出与一般不同。
especial和special含义很接近，较正式，但侧重有特殊的意义或重要性。
specific着重指某种、某类事物具有的特殊或特定的属性，也可指专门提出作特别考虑的事物。
particular侧重不同于普遍性的个性或特殊性。
exceptional指不同于一般，本身是特别的或异常的事物。
extraordinary语气比exceptional强，指极大地超过一般或正常情况。
peculiar强调指与众不同或独特的意思,古怪的,不寻常的.
specially, especially, particularly这些副词均可表示“特别地”之意。
specially着重为做某事而“专门地、特意地”，相当于on purpose。
especially较多地用于正式文体，侧重超过其它全部，突出到“特别地”的程度，相当于in particular。
particularly用来指同类中特别突出的一个
II. 文化背景知识
Understanding The World's Differences
There are over 750 million people in the world today with some type of disability! Think about that number for a minute - the population of the state of California is 30 million people. The population of the United States is 250 million people. The population of the United States would only equal one third of the number of disabled people in the world!
There are two Categories of Disabilities: some disabilities are visible, such as a person in a wheelchair. But other disabilities are invisible, like an individual with a learning disability. Even though you can not see a person's disability does not mean they do not have one. So when you are thinking of asking a person to carry something heavy remember if they say “No,” don't think of them as not wanting to help! This person might just have a bad case of asthma, or a muscular disorder, which limits them from carrying heavy objects.
I think that at one time or another everyone has been curious about some type of disability...especially kids. We have tried to understand these mysterious disabilities by pretend play or being curious and asking questions of people we see in wheelchairs. Then our parents say”Honey, don't point! SHHHHHH!” Why is it so hard to accept other's differences? After all, we are unique! Some people feel it's the adults and others around us who teach us by example; That prejudice and fear or lack of understanding on their part, are the way in which we must all believe. Even though as kids we try to understand and are curious enough to pretend what it's like to be “different”, we also grow up in a society where differences mean fear - rather than understanding. Maybe if we attempted to simulate life or one of life's challenges as a person with a disability we can help ourselves and others to understand and respect these “differences”. Let’s join in speaking out to all those that lead our countries, in promoting greater tolerance and understanding of all the world's differences by talking and developing respect and tolerance for all the world's people - including those with disabilities!
Here are some interesting people with different disabilities:
”We keep moving forward, opening up new doors, and doing new things, because we're curious...
and curiosity keeps leading us down new paths.“
---Walt Disney
-Hans Christian Anderson (Famous Author) - Dyslexia
-Ludwig van Beethoven (Famous Musician) - Deaf
-Alexander Graham Bell (Great Inventor) - Learning Disability
-Winston Churchill(Prime Minister of England) - Dyslexia
-Walt Disney (Animator/ Movie Producer) - Dyslexia
-Thomas Edison (Great Inventor) - Dyslexia
-Albert Einstein (Great Physicist) - Dyslexia
-Helen Keller (Devoted Life to Persons with Disabilities) -Blind, Deaf, and Mute
-John Milton (Famous Author) - Visually Impaired
-General George Patton (War General)-Dyslexia
-Franklin D. Roosevelt (President of the United States)- Polio
-Leonardo daVinci (Famous Painter)-Dyslexia
-George Washington (President of the United States) - Dyslexia
-Woodrow Wilson (President of the United States) - Dyslexia
Dr. John Horner, Paleontologist
Jack has been a consultant to Steven Spielberg for the movies, ”Jurassic Park“ and ”The Lost World“.
Dr. John (Jack) Horner remembers having trouble with math, reading, and foreign languages in school. He absolutely loved science, and searched out fossils with his dad in Montana as a boy. He looked at every science book he could get a hold of in his town, but he never really read them because he couldn't read. In high school he won every science fair with his innovative projects, but he still had problems memorizing for science tests.
Jack reported, ”I only remember one B in my life. The rest were a few Cs, mostly Ds, and lots and lots and lots of Fs. But I always believed in myself. This came from knowing that there were other things that I could do better than anyone else. . . Throughout college, I learned a lot but I kept flunking out. I still couldn't memorize. It was also hard for me to keep up with lectures. In chemistry, I remember my teacher writing on the board and talking about something else at the same time. I couldn't follow either. And I could never keep up with all the reading.“
He got a job in paleontology at Princeton University fixing up all the dinosaur bones. It was there that he heard of dyslexia, to his relief. Once on vacation he discovered nests with baby dino bones in them, which was a new world find. He became the curator at the Museum of the Rockies and began teaching at the Montana State University in Bozeman. ”I never make my students memorize for tests. Instead, they have to explain what they know.“
”Because I am dyslexic, I believe I offer a different approach to certain subjects. That comes with the way I think. I think differently, and that makes me ask questions differently.“ Jack advises people that if they are interested in doing something, spend time doing it. ”But do it your way; don't worry about other peoples' expectations.“
Jack has received a MacArthur Foundation Award (called the ”Genius Award“), and he was the real life model for the paleontologist in the movie, Jurassic Park.
Invisible disabilities
Name: Lynda Appell
Email: fennel@visto.com
Date: 14 Oct 2005
Time: 20:28:20
Remote Name: proxy.iad4.netsetter.com
Remote User:
That's Funny You don't Look Like You Have a DisABILITY
Anyone can see that a man, woman, boy, girl who is in a wheel chair has a visible disability. Likewise seeing someone using a cane either as a walking aid or as help for someone who is blind.
Conversely someone who has an invisible disability, be it a learning disorder, a mental illness under control with treatment, a person with chronic debilitating pain and many other examples, too numerous to mention, are seen (unless their disability is known) as not having anything disabling about them.
I am not implying that persons with handicaps that are not readily seen are more disabled than those with a handicap that is readily visible. What I am saying that both visible and invisible disabilities can both be a hardship and, at times, even devastating to the individual. Just because a disability can not be seen doesn't mean it's any less disabling than one that can be seen by most people. This doesn't necessarily mean more so. It means that a visibility of disability should not be the sole criteria of who is considered disabled.
To me, there is one very important exception to the above. The person with an invisible disability has to deal with not only their disability but the public's attitude toward it. For it's easy to realize someone who is physically challenged as being impaired. It's harder to realize that a person who may look normal may also have impairment.
What is a learning disability?
LD is a disorder that affects people's ability to either interpret what they see and hear or to link information from different parts of the brain. These limitations can show up in many ways: as specific difficulties with spoken and written language, coordination, self control, or attention. Such difficulties extend to schoolwork and can impede learning to read, write, or do math. Learning Disabilities can be divided up into three broad categories. These types of learning disabilities include:
Developmental speech and language disorders
Academic skills disorders
”Other“ a catch-all that includes certain coordination disorders and learning handicaps not covered by the other terms
My Life with Learning Disabilities
I was in Eighth Grade, I had a good school, great teachers and amazing friends but something was missing. I tried hard in school, but for some reason I wasn’t making it. I wasn’t getting the grades I thought I should have had, and I wasn’t getting what most of the others around me did. I was confused and disoriented, but thought nothing of it. Although my mother did, who is a teacher that worked with learning disabled children at the time. Although I never admitted that I was having trouble, nor did I believe I really was, my mom knew that something just wasn’t right with me, she knew this for she was surrounded all day by kids with the same problems.
She noticed it in me, and studied it, then finally she came to me and told me her thoughts. I was furious, furious to think my mother even thought there was something wrong with me, I thought she thought I was stupid, and couldn’t do anything on my own. I didn’t want to believe or even think that I could have a problem, I thought it was normal to have the problems I was facing and I ignored it. But my Mom insisted that I have testing done, just to see if there was something. So I finally gave in, hoping to prove to her that she was being foolish and that I was fine.
Well those tests ruined my life, they weren’t what I expected and they weren’t what I wanted to believe. I had this stereotype that people with learning disabilities were stupid and couldn’t be educated. I wasn’t about to admit to myself that I had one. My mom tried so hard for me to understand, that having a learning disability is okay, and that it doesn’t mean you're stupid, that it just means you learn differently than others and that there was nothing wrong with that, as long as I got the help I needed to help correct it. But that just wasn’t good enough for me. I was depressed and distraught about everything, I felt so let down from my mother and from everyone including myself. I felt like I was being babied and watched over constantly, and everything just became to cave in for me. But there was something I didn’t realize for a long time and it was until then that I understood.
It was high school, when I entered high school I was scared, scared of my classes, scared of all the new people, and just the overall atmosphere but I learned something about those classes, about those people, and about that atmosphere, that I wasn’t the only one. The experience of meeting people with the same kind of problems gave me more confidence and a greater understanding. I found out how much better I had it than some. Even people I knew for years but never knew they had one.
Things were starting to come together, I was seeing people around me deal with it daily, and by the end of the day defeat it like champions. These people were smart, these people were confident, these people were amazing, and these people were teenagers just like me. After really seeing that, my mind and eyes opened up to a greater understanding. I felt so bad for thinking that a person with a learning disability was stupid or incompetent, because they weren't, they weren’t at all and I wasn’t either. As hard as it was for me I accepted it, and I finally gave up the fight and gave in and got the attention and help I needed.
I won't lie I didn’t like it, but as much as I didn’t like it, it helped and I started to improve. I felt a lot better about myself and a lot better about school. I wasn’t as frustrated and annoyed anymore because I had found a way to do it and do it correctly, and it made school actually start to make sense. My Mom had tried to tell me these things all along, but I didn’t want to believe her, and she didn’t do this to me because she thought I was stupid, she did it because she cares, and she wanted me to do well and to understand school and not have it be some horrible struggle. I never noticed that, I thought she had lost all faith in me when all along she had more than I ever did.
Now as a junior in high school I am not afraid to say that I have a learning disability because I know I am smart, and like my mom always said I just learn differently and that’s what I now believe make all of us with learning disabilities beautiful and unique.
Unit 1 Living Well
Writing Task
Teaching Aims
1. Learn Zhang Yuncheng’ s story and his courage to overcome the difficulties and achieve his ambition.
2. Develop the reading skills by writing comprehension questions.
3. Learn the writing skills ―― an effective way of summarizing a text.
Teaching Key Points and Difficult Points
1. Enable to students to master the writing skills ―― summarizing a text.
2. Develop students’ ability to cooperate by getting them involved in pair work and group work.
Teaching Methods
1. Individual, pair or group work and discussion.
2. Student-focus approach and task-based approach.
Teaching Aids
A computer and a projector.
Teaching Procedures
I Pre-reading
This step is to interest the students in Zhang Yuncheng and his story.
1. Greetings.
2. Show students some pictures and provide students with some background information.
II Reading
1. Discuss the following question. Let students know the text they are going to read is a newspaper article.
Where do you think you might see a text like Zhang Yuncheng Achieves His Ambition? Tick the correct answer.
A. In a diary.
B. In a newspaper.
C. In an encyclopedia (百科全书).
Answer B
2. Students read the text and underline the information they think is important.
3. Students work in groups to write five comprehension questions based on the important information.
4. Students swap their questions with another group. Help each other with any difficulties they have understanding the text.
（Teacher may ask students to do Task 2 and Task 3 before class.）
5. Check with the whole class what important points should be covered in the summary and decide what information is important and what information is comparatively unimportant.
√ What has Zhang Yuncheng achieved?
√ What kind of disease does Zhang Yuncheng have?
√ What are the problems caused by his disability?
Why didn’t his parents send him back to school?
√ What does Zhang Yuncheng do in spite of his disability?
√ How did Zhang Yuncheng achieve his ambition?
What is Zhang Yuncheng’ s book about?
6. Students write the important facts in note form. Help Zhang Yuncheng to complete his resume. While checking the notes, ask students to answer the following questions
What has Zhang Yuncheng achieved?
What kind of disease does Zhang Yuncheng have?
What does Zhang Yuncheng do in spite of his disability?
How did Zhang Yuncheng achieve his ambition?
Answer
Resume
履历表
First Name名 Yuncheng Family Name姓 Zhang
Sex 性别 Male √ Female
Health 健康状况 A muscle disease and very weak
Education 教育背景 One day
Interests and hobbies 兴趣爱好 Reading and writing
Personal experiences and achievements 个人经历和成绩
Taught himself to read and write
Wrote a letter to a newspaper about his life and dreams
Kept writing and sent essays to an editor
Wrote and published a book
III Summary Writing - summarize the text and write a short article of about 150 words to introduce Zhang Yuncheng.
Help students to write the article based on the notes.
1. Write the introduction of the text. Students work in pairs and write the opening sentence (a topic sentence that sum up briefly the main idea of the text). They should say something about what Zhang Yuncheng has achieved.
Topic sentence 1
Although Zhang Yuncheng has a disability which prevents him from moving without pain, he succeeded in publishing a book at the age of 25.
Topic sentence 2
That Zhang Yuncheng overcame all the difficulties to achieve his ambition to publish a book inspires all the readers.
2. Write the middle (the body) of the text.
(1) Explain to students the following points
The summary should be in your own words.
Writing a summary, remember to
- cover all the important points.
- Leave out the details.
- Reduce the examples.
- Simplify the descriptions.
- Change clauses or sentences to phrases.
- Put the main points of a dialogue in indirect speech.
(2) Tell students that they should start a new paragraph for each new topic and that the middle may consist of two paragraphs. Ask students what the main idea of each paragraph may be.
Possible answer
The middle may consist of _two_ paragraphs.
The first paragraph is about _his disability and problems caused by his disability.
The second paragraph is about _what he does in spite of his disability and how he achieved his ambition.
(3) Show students the sample writing. Ask students if they enjoy the writing and how they can improve the writing.
Zhang Yuncheng has a muscle disease and very weak. He can not walk. He can’t get out of bed without help and he can not lift his arms above his head. He went to school for only one day.
(4) Students work with their partner to write the first paragraph. Help students to use connectives and transitional phrases (过渡连接词) so that one sentence runs smoothly to another.
Possible answer
Zhang Yuncheng has a muscle disease that makes him very weak. Because of his illness, he is unable to walk or even get out of bed without help. Also, he can hardly lift his arms above his head. Different from others, he went to school for only one day.
(5) Help students to use a transitional sentence (过渡句) so that the first paragraph leads naturally to the second paragraph.
Possible answer
No matter how challenging life can be, Zhang Yuncheng still manages to enjoy it.
In spite of all these difficulties, Zhang Yuncheng never gives up himself.
(6) Prepare the students for the second paragraph. Ask students to use transitions. Remind students to simplify the description of how Zhang Yuncheng achieved his ambition.
Phrases students might use
Like many other people, …
At the same time, …
With the help of Zhang Danuo, …
What’s more/Besides, …
Finally, …
Sample answer
In spite of all these difficulties, he never gives up himself. Like many other people, Zhang Yuncheng enjoys reading and writing. He has ambitions at the same time. He taught himself to read and write. At the age of 17, he wrote to a newspaper about his life and dreams. With the help of Zhang Danuo, an editor, Zhang Yuncheng kept writing and finally achieved his lifelong ambition to publish a book.
3. Write a conclusion for the text. Help students to summarize what Zhang Yuncheng says in indirect speech.
IV Consolidation
1. Review how to summarize the text and write an article about Zhang Yuncheng.
2. Teach students how to edit the first draft.
Compare your first draft carefully with the original. Read it several times and look for ways to improve it. Ask questions like
Have I included all the important points?
Are sentences about the same topic in the same paragraph?
Have I started a new paragraph for each new topic?
Are any of the sentences or words unnecessary?
Is the grammar and spelling correct?
V Homework
1. Write a clean, final draft of the summary.
2. Swap your article with your partner and ask your partner if she/he can suggest ways to improve your writing.
Reading: SATISFACTION GUARANTEED
While-reading exercise:
1) 阅读理解：
1. Why did Claire feel alarmed at the sight of Tony? C
A. Because he was a robot. B. Because she didn’t like him.
C. Because he was more like a being than a machine. D. Because he never changed his facial expression
2. The robot Tony helped Claire to realize her dreams by ________ . D
A. making her home elegant
B. giving her a new haircut and changing the makeup she wore
C. giving her advice on her dresses D. All the above
3. As a result, the experiment shows ________ . A
A. Claire and Tony fell in love with each other B. Tony had to be rebuilt
C. Tony was angry with his designer D. Both A and B
4. All the following statements are true except ________ . B
A. Tony tried to please Claire B. Claire tried to displease Tony
C. Tony managed to protect Claire D. Gladys admired Claire for her Tony
5. We can infer from the passage that ________ . A
A. Claire liked Tony but feared him B. Claire cried because Tony made her angry
C. Claire forgot Tony as soon as Tony left her D. Tony had no feelings as human beings
2）文脉理解：
A robot named
Tony was tested out by Claire, as her husband Larry Belmont was absent for three weeks.
Claire feel alarmed at the sight of the robot Tony, for he looked like more a handsome man than a clumsy machine.
Claire felt embarrassed when Tony brought her breakfast and offered to dress her on the second morning.
Claire thought it ridiculous that she would be offered sympathy by a robot and, begun to trust Tony.
Tony helped her make herself and her home elegant.
Claire looked at his fingers as they turned each page from a pile of books and suddenly reached for his hand.
Claire was amazed by his fingernails and the softness and warmth of his skin.
Tony gave Claire a new haircut and changed the makeup she wore.
Tony spoke to the salesman by telephone, who was rude to Claire in a dress shop, immediately changing his attitude.
Claire thanked Tony for saying a “dear”, which was heard by Gladys Claffern occasionally.
Claire knew Gladys thought she was having an affair with Tony.
Claire screamed, pushed him away and ran away while he held her firmly in his arms, and she felt the warmth of his body when she fell off a ladder.
Tony folded his arms around her, bending his face close to hers before the party and declared that he didn’t want to leave her and felt more than just the desire to please her.
The experiment proved Tony had prevented Claire from harming herself through her own sense of failure, but Tony would have to be rebuilt by avoiding falling in love with a woman.
1.adjust to sth./doing sth. Adjust oneself to sth. :make oneself suitable for;get used to sth. 适应―――
如：1)The reasonable man adjusts himself to the world; the unreasonable one persists in trying to adjust the world to himself.有理性的人能使自己适应世界；无理性的人力图让世界适应自己。
2) I find it very difficult to adjust myself to the climate here.
Adjustable adj. 可调节的
2．Keep it up : continue doing or trying. 不松劲，坚持下去；在这个短语中，it词意模糊，只是帮助构成习语。
If only he could keep it up, he would break the world record.
又如，在 take it easy (别着急)，So it seems.(好像如此)等习语中，it 也没有实际意义。
3．Fit it (with): get along (with) 相处融洽；适应
1） They work hard and fit it well.
2） It is necessary for us to fit in with the times. 与时俱进
4。Six months ago, Xie Lei said goodbye to her family and friends in China and boarded a plane for London. 六个月以前，谢蕾告别中国的家人和朋友，登上了飞往伦敦的飞机。
board n.木板、硬板（用作甲板等）的意思。
On board: in a train, ship, or plane-在火车（轮船、飞机上）
如：They got on board the train.
We almost felt we were on board the spaceship.
V. 1) get on (a bus, a train, plane----) 上（车、船、飞机等）
如：Passengers should board the train now.
2)食宿，寄宿；收费为――供膳宿
When he was in France, he boarded with a French family.
When you went to school. Were you a day student or did you board(=sleep or eat there during school time)?
She boarded (=provide meals and somewhere to sleep for) a university student at her house.
Boarder N.寄宿生 boarding school 寄宿学校
a boarding card 登机卡/登船卡
5. It was the first time she had ever left her home country.
1）the first time 的用法：该句使用了句型”It is+ the+序数词+time+ that从句“, that从句中的谓语常用现在完成时。
2）辨析: the first time与for the first time
the first time 作n. 或conj. for the first time 介词短语用作状语.
如：I thought her honest ___ I met her.
A. first time B. for the first time
C. the first time D. by the first time 选C
这句话的意思是: “第一次和她见面时, 我就认为她诚实。” “第一次”英语为the first time, the first time I met her相当于when I first met her。for the first time的意思是 “作为第一次”。
如: He cast his net for the first time. 他撒了第一网。for the first time的作用相当于一个副词。
3）It’s time for sth. 该做某事了。
It's time that...中, that从句中的谓语动词用过去时或用”should+动词原形“(should不能省略)。
It's time we started. (It's time we should start.)
6.qualification n. 合格证明，资格证书；资格；条件
Do you have any teaching/legal/medical/academic qualification?
Do you have qualifications for teaching English?
= Do you have qualifications to teach English?
2) qualified adj. 有资格的，合格的，胜任的
Tim is now a qualified architect.
What make you think you ‘re qualified for the job?
qualify v. (使)具有资格；（使）合格
Peter has just qualified as a doctor (= passed the exams necessary to become a doctor)
I hope to qualify (= successfully complete a training course ) at the end of the year.
7. She is halfway through the preparation year which most foreign students complete before entering a degree course.
preparation n. 准备
如：The boy was very lazy. He did little preparation for the exam.
这男孩很懒，他对考试几乎没有事先准备。
prepare相关的短语:
be prepared for sth. / to do sth. 对某事做好准备
prepare for sth. / to do sth. 为某事做准备
make preparations for sth. / to do sth. 为某事做准备
prepare sb.（sth.）for sth. / to do sth. 使某人对某事做准备
in preparation 在准备中 make preparation 做准备
8. Xie Lei highly recommends the course.
1)highly adv. 1) 高度的 a highly developed economy 高度发达的经济
2) very 很，非常 highly skilled/intelligent 十分熟练/聪明
辨析: highly和high
high表示空间高度, 通常指物；highly表示程度，相当于much。
The plane was flying high.
I think highly of your opinion.
如：Although he was disabled when he was only ten years of age, yet he aimed ________, for which his classmates spoke ________ of him.
A. high; high B. highly; highly C. highly; high D. high; highly
2)．recommend vt.
1) Recommend sth. To sb.=recommend sb. Sth. 向某人推荐某物
He recommended a book to his students.
＝He recommended his students a book.
2) recommend sb. for sth. 推荐某人做某事
He will recommend you for the job.
3) recommend sb. as+名词 推荐某人为――
I recommend her as your secretary.
4) recommend doing sth.=advise doing sh. 劝告/建议做某事
He recommended going for a walk after dinner.
5) recommend sb. to do sth. 劝告/建议某人做某事＝recommend sb.(should) do sth.
I recommend her to have her eyes examined.=I recommend her that she (should) have her eyes examined.
9. It’s not just study that is difficult. 困难不仅仅在学习方面。
It is (was) 被强调部分+ that (who) +句子其他部分。
此结构强调的成分仅限于主语，宾语和状语。
如：It is from the sun that we get light and heat.
It was not until I had read your letter that I understood the true state of affairs.
1) It was last night ___ I see the comet.
A. the time B. when C. that D. which
2) It is ten years ___ Miss Green returned to Canada.
A. that B. when C. since D. as
10. You have to get used to a whole new way of life, which can take up all your concentration in the beginning.
get used to习惯做某事。后接名词或doing形式。
I have got used to the local custom.
辨析: be used to do, used to do与 be used to doing
1) be used to do 被用作The table is used to put on things.
2) used to + do：“过去常常”表示过去习惯性的动作或状态，但如今已不存在。Mary used to take a walk. (过去常常散步)
3) be used to + doing： 对……已感到习惯，或“习惯于”，to是介词，后需加名词或动名词。Mary is used to taking a walk. (现在习惯于散步)
He used to get up late. But now he is used to getting up early.
take up
1) 占去时间 I won’t take up much of your time. 我不会占用你太多时间。
2) 占去空间 The big bed takes up a lot of room.
3) 从事于，专注于 He took up maths while at school.
与take相关的短语:
take away 拿走，离开； take in sth. 接受 ；take in sb. 欺骗
take off 起飞，取消；take on 呈现，承担；take on sb. 雇用
take over接管；take to 喜欢；take turn 轮流
11. When I got lost and had to ask a passer-by directions, I didn’t always understand。当我迷路，不得不向过路人问路时，我并不是总能明白。
got lost是由“get+过去分词”构成的短语，类似的还有get excited, get married, get hurt, get paid, get dressed, get drunk.
12. Xie Lei lives with a host family who give her lots of good advice.
谢蕾住在当地一户人家里，这家人给了她很多的建议。
host vt.& n. 1) 主人 2) 主持人Your host on tonight’s show is Mr Li.
3) 主办, 主持或作为主人接待客人
He will host the 42nd Annual Grammy Awards ceremony.
hostess n. 女主持人，女主人
13. I was numb with shock! 我惊得发呆！
句中with用来表示原因，意为“因为，由于”. Her face was pale with cold.
14. acknowledge v. 接受；承认；认为
1) acknowledge doing sth.
She acknowledged having been frightened.
2) acknowledge + that-clause
She acknowledged that she had been frightened.
3) acknowledge sth.
You must acknowledge the truth of her argument.
They refused to acknowlede the new government.
4) acknowledge-as / to be = to accept or recognizw 承认；认可
She is acknowledged as / to be their best tennis player.
5) in acknowledgement of 承认―――；感谢―――； 以――表谢意
He was given a gold watch in acknowledgement f his work for the company.
15. Besides, as far as he was concerned what other people thought was not the most important thing. 另外，他还说别人的想法不是最重要的事情。
1) besides 用作介词，作“除……之外，还有”； There are five other people besides both of us. 除了我们两人之外，还有五个人。
它还可用作副词，作“还有，而且”解。含有肯定和附加的意思。I don’t want to go out for a walk. Besides, I’m very hungry.我不想出去散步，况且我很饿
比较：We invited every boy student except Bob. 除了鲍勃外，我们邀请了所有的男生。 (鲍勃不包括在内)
Does John know any other foreign language ________ French?
A. except B. but C. besides D. beside
2) concern v. 涉及，关系到, 关心
n. (1) 关系或利害关系之事 (2) 关心,担心
Don't interfere in what doesn't concern you. 别管与自己无关的事。
Our losses are beginning to concern me. 我们的损失使我担心起来。
习惯用法：show concern for sb. 关心某人
She is indifferent to your love for she shows no concern for you.
她对你的爱情无动于衷，因为她对你毫不关心。
have no concern with sth. 同某事没有关系I have no concern with your family dispute.你的家庭纠纷与我无关。
be concerned with 涉及，与……有关
He was suspected to be concerned with the bribery case.
他被怀疑涉嫌这起受贿案。
be concerned about/for/with…关心…
The mother was so concerned for her hospitalized son that she kept awake for several nights. 这位母亲关心生病住院的儿子, 几夜没有合眼。
3) so/as far as…is concerned. 就……而言
As far as I'm concerned, I should like to say I am not in favor of the plan.
As far as the weather is concerned, I do not think it will matter if we go there tomorrow.
As far as I know 据我所知;远到
As far as I know, he is still working there.
He used to take a walk after supper, often as far as two or three miles.
16. feel/be at home: be comfortable as if one belongs where one is.（象在家一样）舒服自在。
She felt at home on the stage this time, though she seldom appeared.
She was quite at home, because she recognized familiar faces.
17.occupy: take up 占；填满
Is the flat already occupied?
Be occupied with/(in) doing : be busy doing something忙于做某事
He is occupied preparing for the mid-term exams.
Occupy oneself with (in)-忙碌，全神贯注，从事
He occupied himself with/in packing the car.
18.have something/nothing/a lot/much in common (with sb.) 与某人有/没有/有许多共同之处
John and Peter are good friends because they have much in common.
19.deserve:be worthy of; be fit for 值得；应受。
Good work deserves good pay.
One good turn deserves another.以德报德
20. The Andes Mountains running parallel to the coast.安第斯山脉（与沿海地带）平行一直到海岸。
run v. 伸展，延伸 ▲与run相关的短语:
run for it 逃跑； run across 偶然遇见； run after 追赶；
run at 向某人冲去；run into sb. 撞着某人；run off 排出
run over 溢出； run away 逃走
21. Peru has a wide variety of plants from desert grasses to vast areas of jungle, and abundant wildlife.秘鲁有大量的植物，从沙漠里的小草到大面积的丛林，而且还有大量的野生动物。
abundant adj. (more than enough) 多的；充裕的 be abundant in 富于......，......很丰富
There is abundant evidence that cars have a harmful effect on the environment.
This coastline is abundant in rare species of plants.
abundance n. 丰富 in abundance 大量，充裕
an abundance of 很多的......
22. Don’t be governed by what other people say.
不要被别人的话所左右。
govern v. 管理，治理
江华一中结构化教案表
课 题 Module 6 Unit 1 grammar and usage
课型 新授课 课 时 2
教
学
目
标 知识与
技能 ① Master the usage of present tenses.
② Practice about the four kinds of present tenses.
过程与
方法 ① Make the students have a general idea of the tenses in this period by reading and analyzing the sentences from the reading text.
② Make the students master the usage of the Grammar by discussing in pairs and summing up the example sentences by themselves.
情感、态度、价值观 ① To make the students aware of the importance of present tenses in Grammar learning and English study.
② To make the students aware of some good behaviors.
重
点 the simple present tense; the present continuous tense;
the present perfect tense; the present perfect continuous tense
难
点 Some special usage of present tenses.
教
具 Multi-media
教学
过程
设计
步骤与内容部分主要填写：（1）步骤及名称；（2）关键性过渡语言；（3）关键性提问；（4）例题、课堂练习及解题方法；（5）师生行为方式；（6）各步所需时间。
步 骤 与 内 容 师生行为 时间
Step 1: Lead-in
Analyze the following sentences about their tenses.
the simple present tense; the present continuous tense;
the present perfect tense; the present perfect continuous tense
现在时态基本形式
时态 主动 被动
一般现在时 am/is/are; do/does am/is/are done
现在进行时 be (am/is/are) doing am/is/are being done
现在完成时 have/has done have/has been done
现在完成进行时 have/has been doing /
T:从阅读文章中找出相关时态的句子。既可以帮助学生复习课文内容，又可以让学生体会本堂课的目标内容。
Ss：读句子，分析句子所用的时态与原因。
T: 呈现目标，帮助学生回忆复习基本结构。
5分钟
Step3: Grammar: general knowledge of present tenses.
I The present tense Structure : be (am/ is/ are) do/ does +v.
1. 表示现在经常或反复发生的动作或存在的状态,常和often, always, usually, sometimes, every day, once a week 等表示频率的时间状语连用.
他每天晚饭后散步。
He takes a walk after supper every day.
我母亲和父亲在同一家公司工作。
My mother works at the same company as my father.
我们总是相互关心相互帮助。
We always care for each other and help each other.
2. 表示客观事实或普通真理.(不受时态限制)
A couple of days ago, I learnt from my teacher that the earth moves/moved around the sun.
两天前，我从我的老师那里了解到了地球绕着太阳转。
日本位于中国的东方。
Japan lies to the east of China.
太阳东升西落。
Last night, I told my kid that the sun _____(rise) in the east and ____ (set) in the west.
Match:
1). My mother loves classical music. 现在情况
2). My father visits his parents once a week. 经常发生
3). When I was very young, my granny told me the earth is round and most rivers flow into seas and oceans. 客观真理
3. 在口语中，一般现在时常可表示按规定、时间表、计划或安排要发生的事情，常有一个表示未来的时间状语。
The exhibition ______on May 1st and ______ at the end of June. (open; close)
The plane _________at 11:30 and ________ in Shanghai at 1:20.(take off; arrive)
______there a film on tonight? (be)
4. 在时间状语从句中、条件状语从句中、让步状语从句中，用一般现在时表示将来发生的动作或状态。
I’ll give her the notebook ____________.
Tell me_________________________.
He will keep the work ______________________.
I can’t leave ____________________.
除非老板同意，否则我不能走。
1. 条件状语从句 if, in case, as/so long as, unless (除非)
2. 时间状语从句
when, whenever, each time, every time, as soon as, the moment, the minute, the second
3. 让步状语从句 no matter + 疑问词
Examples
You can go out to play as long as you stay in the back yard.
We will have to put off the sports meeting if it rains tomorrow.
Each time I meet him, he will give me some advice.
I’ll return the book to him the moment I see him next week.
I’ll write to him when I have finished the book.
If she hasn’t gone to bed when you see her, tell her to give me a ring.
T：与学生集体回忆其基本用法，并指导翻译。
Ss:通过改错，考察自己是否了解，是否能够归纳要点。并且通过填空，翻译的练习进行巩固。
T：归纳法。
T：引导学生通过做题对它们进行归纳复习。
Ss:大声朗读句子，体会时态与连词的同用。
II. Present continuous tense Structure be (am/ is/ are) +ving
1. 表示说话时正在进行的动作。
-what are you doing? -I am writing a letter.
It’s raining heavily now, so we must stay inside.
Recently the number of people fined for speaking on their mobile phones while
they are driving has increased greatly.
表示“在做某事的过程中”，此时动作不一定正在发生。
2. 表示目前经常发生的动作，然而此时动作不一定正在进行之中
But scientists are working hard to turn them into realities．
The write is writing a novel these days．
3. 表示按计划、方案或安排而进行的将来的动作。在这种情况下谓语动词多为非延续性动词，如come，go， leave，move，die，start，stop，arrive等，及少数延续性动词，如spend，stay等。
She is leaving for Guangzhou next week．
We are spending the whole summer holiday in Beijing soon．
4. 与副词forever，always，constantly等连用，表示赞成、厌烦、生气等情绪
She is always talking loudly at the meeting．
She is constantly changing her mind．
He is forever complaining about his salary．
She is always doing fine work at school.
Jane is always thinking of her work.
5. Notes: 以下四类动词不宜用现在进行时。
A 表示心理状态、情感的动词 like, love, hate, agree, want …
B 表示存在状态的动词 appear, exist, lie, remain, seem, belong to, depend on…
C 表示瞬间动作的动词 allow, accept, permit, promise, admit…
D 表示感官的动词 see, hear, notice, feel, smell, sound, taste, look…
Consolidation: 1. Translation:
John is nodding his head. 他频频点头
He is jumping up and down. 他上下地跳着。
He is being terribly friendly to us. 他对我们表现得友好至极。
The train is arriving. 火车即将到达。
The Boeing 747 is taking off. 那架波音747即将起飞。
The old man is dying. 老人病已垂危。
Consolidation: 2. Comparison:
Sound : The idea sounds great. Why is the driver sounding his horn?
See : I _____what you mean. He _________the doctor now.
Smell: The roses _______nice. I ___________ the roses now.
Lie : People _________on the beach . The city _____on the coast.
Consolidation: 3. T/F
What are you thinking about?
What are you thinking of the film?
What are you looking for?
You’re looking quite well.
Which judge is hearing the case?
She doesn’t hear very well.
We are having a discussion.
Are you have any questions?
巩固练习
1. The house belongs to my aunt but she __ here any more.
A. hasn’t lived B. didn’t live C. hadn’t lived D. doesn’t live
2. As you can see, the number of cars on our roads ___ rising these days.
A. was keeping B. keep C. keeps D. were keeping
3. I have to go to work by taxi because my car ___ at the garage.
A. will be repaired B. is repaired
C. is being repaired D. has been repaired
4. The father as well as his three children ___ skating on the frozen river every Sunday afternoon in winter.
A. is going B. go C. goes D. are going
5. ---I don’t suppose the police know who did it.
--- Well, surprisingly they do. A man has been arrested and ___ now.
A. has been questioned B. is being questioned
C. is questioning D. has questioned
6. Ladies and gentlemen, please fasten your seat belts. The plane ____.
A. takes off B. is taking off(即将起飞)
C. has taken off D. took off
7. The building around the corner caught fire last night. The police are now ___ the matter.
A. seeing through B. working out C. looking into D. watching over
8. (2003北京) Come and see me whenever ____.
A. you are convenient B. you will be convenient
C. it is convenient to you D. it will be convenient to you
9. (2004重庆卷) You can eat food free in my restaurant ____ you like.
A. whenever B. wherever C. whatever D. however
III. The present perfect tense Structure: have/ has + done
1. 表示反复发生的经历
He has hosted the show eight times.
他已经连续八次主持表演。
We have been to the Great Wall many times.
我们已去过长城多次。
2 表示动作发生在过去，但对现在仍留下某种后果和影响。
Doctors have found that people who laugh a lot live longer!
The earthquake has given him a miserable impression.
3. 表示动作发生在过去但持续到现在。
My mother has been ill for three days. 我妈妈已经生病3天。
Most of us have studied English for 5 years. 我们大部分人已经学了5年英语了。
4. 现在完成时往往同不具体的时间状语连用,如
already, yet, just, never, before, recently, lately, so far, up till/to now, in the past few years，three times, since+时间点, for +一段时间等
He has already become a comedian. I haven't seen much of him (lately).
We have seen that film before. Have they found the missing child yet.
Have you ever been to New York? I have never heard Simon say anything against her.
I have used this pen only three times. It is still good. Peter has written six papers so far.
We have been good friends since primary school./ for 15 years.
注意 1：
It is (has been) +一段时间＋ since +从句
It’s/ It has been 3 years since they got married. 他们结婚已有3年了。
注意 2：
when/if
I’ll write to him when I _____________the book.
If she __________to bed when you see her, tell her to give me a ring.
Notes: 在时间或条件状语从句中，现在完
成时可以代替一般将来时。
have gone / have been
Tonny _________abroad to continue his studies.
His girl friend _________abroad many times to see him.
time
It’s the first time she has driven a car.
That’s the third time he has phoned her this morning.
It’s the first gold medal I’ve had for ages.
It/this/that is the first/second… time that + 完成时
注意 5：注意区分一般过去时与现在完成时
时间上有差异：凡有具体的过去时间，均用过去时态，不能用完成时，如：ago, last year, just now, the other day 等。
结果上有差异：现在完成时强调的是对“现在”的影响和结果，动作到现在刚完成或还在继续；一般过去时强调的动作发生在过去，和现在没有关系。
We have seen that film before. We saw that film last week.
I have cleaned the classroom. I cleaned the classroom.
It is the third time that I _______ him this month.
A. had seen B. see C. saw D. have seen
2. My friend, who ___ on the International Olympic Committee all his life, is retiring next month. A. served B. is serving C. had served D. has served
3. It ____ a couple of years _____Prof. John taught at ECNU.
A. is; since B. has been; that C. is that D. was; since
IV. The present perfect continuous tense Structure have/ has been + v.ing
表示从过去某一时间开始一直延续到现在的动作，这个动作可能刚刚结束，也可能还要继续下去。
Chinese have been making paper for more than 2000 years.
中国造纸的历史已有2000多年了。
She has been working in Shenzhen since 1995. 她从1995年就来深圳工作了。
Doctors have been researching that question for many years.
多年来，医生们一直在研究这个问题。
Consolidation:
The children have bee watching TV all morning. 孩子们一上午一直在看电视。
She has been waiting for her boss for almost an hour. 她等她的老板等了将近一个小时。
区别现在完成时和现在完成进行时
在持续的一段时间内动作多次重复
Jim has been phoning Jenny every night for the past week.
They have been meeting together weekly for two years.
动作和现在的状况有联系
Why are your clothes so dirty? What have you been doing?
There you are! I’ve been waiting for an hour.
She is very tired. She has been working all morning.
常与long/how long/all连用
How long has she been reading the book?
He has been watching English all day.
Practice: 谁在喝我的酒？ 谁喝了我的酒？
Who has been drinking my wine? Who has drunk my wine?
不累啊？你已跳了三个小时啦！
Aren’t you tired？ You have been jumping for three hours.
Step 3: Practice
1 Read the article in Part A on page 9 and fill in the blanks with the correct tenses. Then I will ask you to report your answers to the class. You also should give the reasons why you use different tenses in the article.
Answers
1. am 2 have been writing 3 am looking 4 is 5 have been imagining
6 is 7 is making 8 has been planning 9 have designed
10 are printing 11 are going 12 is 13 hope 14 opens
2 Now do Part B individually. Pay attention to the time marker in each sentence if there is one. The time marker in the sentence is the key that will help you use the suitable tense.
1 I am performing at the comedy Club tonight.
2 I have been practicing my jokes in front of the mirror for the last three hours.
3 My family is coming to watch my show.
4 I am nervous about the show.
Ss: 观察所给出的例句，同桌之间互相讨论，并总结归纳四种语法的适用情况.
并在每一种语法之后，做相关的翻译巩固练习。
另一个班改为填空练习。
Ss: 带着情感读和体会这些句子。
S：单个学生进行翻译。
Ss:单个回答，并让该生对答案进行分析。
Ss:先让学生回忆完成时的基本用法，勾起学生的记忆，有利于归纳。
Ss:个体活动完成总体巩固练习。
T：老师引导学生由练习到归纳。
Ss:尤其注意这些特殊的考点。
T：这个理论较少，让学生朗读句子进行感受归纳。
Ss:通过看图说话，巩固所学。
板 书
设 计 Unit 1 Grammar and usage
教 学
反 思
Period 2：Grammar(Revise Restrictive Attributive Clause)
一、教学目标
1. 语言知识目标：复习限制性定语从句的特点和关系词
2. 语言能力目标：能够造成含有限制性定语从句的句子，在书面表达中进行运用
二、重点难点
1. 教学重点：掌握限制性定语从句的特点，关系代词和关系副词使用的场合，能够运用限制性定语从句
2. 教学难点：关系代词和关系副词使用的场合，在写作中运用限制性定语从句
三、教学准备
1．学生的学习准备：复习限制性定语从句的特点及关系词
2．教师的教学准备：整理关系代词和关系副词的使用场合，并绘制表格
3．教学用具的设计和准备：制作多媒体课件
四、教学过程
Step 1 Presentation
1. A game“Guess who he/she is.”: Listen to several sentences, and then guess who he/she is according to the description.
2. Show the sentences with the restrictive attributive clauses in the game in the screen and make the Ss find them out.
e.g.The student is a boy who is taller than me.
The student is a boy who is always ready to help others and popular among the classmates.
The student has a nickname which is related to a lovely animal.
[设计说明] 听句子，猜猜他/她是谁的游戏，能够很快地引起学生的兴趣，活跃课堂气氛，而且，在描述中使用的一些句子带有限制性定语从句，也为限制性定语从句的呈现做好了准备。
Step 2 Revision
1. Revise the characteristics of restrictive attributive clause(The Ss can say that in Chinese.)
从形式上看，限制性定语从句与先行词（被定语从句修饰的名词或代词）之间没有逗号；
从功能上看，限制性定语从句对先行词起着修饰和限制的作用，如果去掉从句，会影响到整个主句的意思。
2. Revise the relative pronouns and adverbs of restrictive attributive clause.
3. Revise the usage of “that”
that和which在指物的情况下一般都可以互换, 但在下列情况下, 一般用that而不用which。
(1)先行词为all, everything, nothing, something, anything, little, much 等不定代词时。
(2)先行词被all, every, no, some, any, little, much, the only, the very, the same, the last,序数词或形容词最高级等修饰时。
(3)先行词是who或who引导的主句。
(4)主句是There be 句型时。
注意：介词后面只能用which 而不能用that。
[设计说明] 借助第一环节中的句子，先让学生找出限制性定语从句，再复习限制性定语从句的特征和关系词的用法，尤其是关系代词that的用法，为下面的环节----关系词的运用打下基础。
Step 3 Practising
1. Fill in the blanks with the proper relative pronoun/adverb.
1) The reason _____ he didn’t come to school yesterday is that he was ill.
2)The baby __________ trousers is red is Jack.
3)The woman _________ can speak Russian got the job.
4)The woman________we saw on the street got the job.
5)Can you lend me the book about _______ you talked last night?
6)Is this the library from _______ you borrow books?
7)I’ve read all the books _______ are not mine.
8)I am sure she has something ________ you can borrow.
9)The reason________ the accident happened is still unknown.
10)He will have to put off his concert until next month,________ he finishes his travel around the world.
Key:1)why; 2)whose; 3)who; 4)whom; 5)which; 6)which; 7)that; 8)that; 9)why; 10)when
2. Complete the sentences with your oun words.
(1) Painting is an activity that_________________________.
(2) The interpreter to whom you______________________ is on holiday.
(3) The man who_______________________________ is a doctor.
(4)The woman whose daughter _________________________ is over there.
(5)The school where you____________________________ has been improved.
(6)Anne is doing some research on the time when ________________________________.
(7)The reason why he ______________________ was that he was watching an interview of the first Chinese astronaut on TV.
3. Answer the following questions using attributive clauses with the pronouns/adverbs in the brackets.
Example: What kind of friend would you like to have?(whom)
I’d like to have a friend whom I can trust.
(1) What kind of place would you like to go to for a holiday? (where)
(2) What story do you enjoy most?(which/ that)
(3) Which musical instrument would you like to learn to play?(which/that)
(4) Why didn’t you finish your homework?(why)
(5) What kind of person is she married to? (to whom)
(6) What sport do you participate in most often? (which/ that)
(7) Which day won’t you ever forget? (when)
4. Write a passage about your class/family using restricitive attributive clause as many as possible.
[设计说明]语法运用在这个部分是层层递进的，练习一要求学生填写关系代词或关系副词，练习二要求学生造句，完成定语从句，练习三则根据给出的关系词写出一个含有定语从句的完整的句子，练习四要求写一篇含有多个定语从句的文章，体现了词-句-篇的教学原则。如果学生的水平较弱，难以按照教师的要求完成写作练习，教师也可以要求学生翻译一段含有多个定语从句的文章以达到在语篇输出中运用限制性定语从句的目的。（下划线的句子要求用上限制性定语从句）
瞧！这是一张我们班级的照片。我们班是一个由27个男生和26个女生组成的大家庭。那个留着短发的女老师是我们的班主任周老师。班长是一个喜欢体育的男孩。你能找出他吗？站在第三排中间最高的那个就是我们的班长-李明。笑得最开心的是我那可爱的同桌。我永远不会忘记那些我们一起学习和生活的难忘的日子。
A writing sample:
Look!This is a photo of our class. Our class is a big family which is made up of 27 boys and 26 girls.The woman teacher who wears short hair is our head-teacher，Miss Zhou. Our monitor is a boy who likes sports.Can you find out him? The tallest boy who is standing in the middle of Line 3 is our monitor-LiMing. The girl whose smile is the biggest is my lovely partner. I will never forget the unforgettable days when we studied and lived together.