小学古诗及教案

高三英语怎样拟写标语及短信。

怎样拟写标语及短信

近年的考题中出现的拟写警示语、拟写提示语、拟写广告语、拟写对联、拟写节目的串台词、拟写新闻标题、拟写新闻稿的导语或、拟写一句话新闻稿等等，就是有意识地引导广大考生注重语言的实用性，即在日常交际中学习语言，学习语言是为了准确地进行交际。标语作为实用性较强的宣传手段，有着悠久的传统，更有着广泛的用途。会议的宣传、大型活动的动员往往借助于标语这种传统手段来营造氛围制造气势，以使活动的意义、目的深入人心，从而有力地推动该活动的顺利进行。由于特定场合的限制，或者是为了进一步扩大活动的影响，主办者往往在充分利用现代媒体技术的同时使用传统的标语来调动不同人群的积极性，以充分配合现代媒体手段的宣传。由此可见，考查拟写标语既能检测考生的政治素质，又能检测考生的语言理解和运用能力，尤其能够检测出考生的语言实际运用能力。

扩展阅读

高三高考标语（推荐4句）

在日常学习、工作或生活中，大家都接触过很多优秀的口号吧，高效的口号具有针对性，时效性，鼓动性和简洁性的特点。你知道什么样的口号才能称之为经典吗？以下是小编整理的高考冲刺霸气押韵励志口号，希望能够帮助到大家。

1、奋发百日，决胜高考！

2、复习中先建钢筋铁骨，再注混凝土。

3、非学无以广才，非志无以成学。

4、苦干加巧干，本科重点有希望。

5、你要偷偷拔尖，然后惊艳所有人。

6、挥洒汗水，铸就辉煌，高考雄起！

7、六月亮剑，谁与争锋。

8、 我已经准备好了,从今天开始,不找任何借口,坚持决不中断。

9、忍耐一分期待，就可能握住十分的收获。

10、笑看人生峰高处，唯有磨难多正果。

11、调节好兴奋期，学习一浪高一浪。

12、我自信，我出色：我拼搏，我成功！

13、没有常胜，只有常省。

14、挥洒斗志，成就梦想！

15、没有得到我想要的，我即将得到更好的。

16、拼搏改变命运，励志照亮人生。

17、为成功找方法，不为失败找借口。

18、自信是成功的第一秘诀。

19、全力以赴，用勤奋改变人生；永不言败，以执著成就未来。

20、释放激情，放飞梦想，今天明天，由我创造。

21、懒惰等于将一个人活埋。

22、高三不再有，劝君珍惜之。一年之经历，终身之财富。

23、时间如金，珍贵无比。把握每一个时刻，全力以赴，高考必胜！

24、壹腔热血，三载战高考；满腹经纶，百日闯雄关。

25、生无所息，斗无所止。

26、拼尽全力，迎接挑战！

27、为了心中那份信念，即使面前是万丈深渊，我也要学会跨越。

28、十年磨剑争分夺秒砺志凌绝顶；今朝竞渡你追我赶破浪展雄风。

29、抓住机遇，确保霸主地位；与狼共舞，彰显英雄本色！

30、人好学，虽死犹存；不学者，虽存犹灭。

31、不放过一点疏漏，不放弃一分希望。

32、静下来，铸我实力；拼上去，亮我风采。

33、拼一分高一分，一分成就终生。

34、百日誓师，奋力拼搏！

35、高考之路，虽然艰难，但我们有信心，有决心，有毅力！

36、宝剑锋从磨砺出，梅花香自苦寒来。

37、有高水平的集体，才有高水平的个人。

38、超越自我，百天圆梦。

39、百日誓师，勇往直前！

40、积一时之跬步，臻千里之遥程。

41、心有多宽，舞台就有多大，心有多高，梦想就有多远。

42、心者，栖神之舍；神者，知识之本；思者，神识之妙用也。

43、宁吃百日苦；不留终生憾。

44、志坚智达言信行果，失败的尽头是成功努力的终点是辉煌

45、圣人与常人之间往往只相差一小步，而这一小步却往往需要非凡的毅力才能赶上。

46、你们有备而来，你们必将满载而归！

47、奋发图强，百日誓师，脚踏实地，成就未来。

48、我热爱痛苦，我热爱痛苦。

49、凡事不要说“我不会”或“不可能”，因为你根本还没有去做！

50、拼尽全力，无悔青春！

51、学问渊博的人，懂了还要问；学问浅薄的人，不懂也不问。

52、卧薪尝胆，尝破茧而触痛。破釜沉舟，圆金色六月梦

53、辛苦三年，幸福一生。

54、春风吹，战鼓擂，今年高考谁怕谁。

55、拥有知识改变命运，拥有理想改变态度。

56、高考冲刺，百日争锋，全力以赴，志在必得！

57、高考在即，全力以赴！

58、 每天都是一个起点,每天都有一点进步,每天都有一点收获。

59、每一发奋努力的背后，必有加倍的赏赐。

60、摒弃侥幸之念，必取百炼成钢；厚积分秒之功，始得一鸣惊人。

61、用行动让青春无悔，以拼搏令未来辉煌。

62、勤奋铸就辉煌，百日誓师启航！

63、青春无悔，奋斗不止，百日誓师，共铸未来！

64、百炼成钢向名校进军；奋斗百日圆人生梦想。

65、没有伞的孩子，必须努力奔跑！

66、百尺高梧，撑得起一轮月色；数椽矮屋，锁不住五夜书声。

67、笑到最后的`人才是笑的最好的人。

68、贵有恒，何须三更起五更眠；最无益，莫过一日曝十日寒！

69、人的一生是漫长的，但关键的只有几步。

70、勤勤恳恳细心耕耘，踏踏实实稳步提升。

71、百日誓师，凝心聚力，共同奋斗，创造辉煌！

72、只要学不死，就往死里学。

73、滴水穿石战高考如歌岁月应无悔

74、最淡的墨水，也胜过最强的记性。

75、同甘共苦拼搏从此时；风雨兼程成败在今年。

76、坚定信念，战胜困难！

77、不像牛马一样落后，要像野狗一样战斗。

78、拼搏让过程更加完美；奋斗使结局不留遗憾。

79、很多事先天注定，那是“命”;但你可以决定怎么面对，那是“运”。

80、抓住机会，抓住时间，争取师生的胜利，击鼓显示老虎的力量，取得进一步的进步。

81、同一个梦想，同一份汗水。

82、不为失败找借口，要为成功创条件。

83、百日誓师，逐梦前行！

84、今日不肯埋头，明日何以抬头！

85、挫折时，要像大树一样，被砍了，还能再长；也要像杂草一样，虽让人践踏，但还能勇敢地活下去。

86、成功呈概率分布，关键是你能不能坚持到成功开始呈现的那一刻。

高三英语教案：《词组及搭配复习》教学设计

经验告诉我们，成功是留给有准备的人。作为教师就要在上课前做好适合自己的教案。教案可以让学生更好的吸收课堂上所讲的知识点，帮助教师营造一个良好的教学氛围。优秀有创意的教案要怎样写呢？经过搜索和整理，小编为大家呈现“高三英语教案：《词组及搭配复习》教学设计”，仅供参考，欢迎大家阅读。

高中英语词组 搭配整理

abandon oneself to sth. 沉溺于

with abandon 尽情地

the ability to do sth.做某事的能力

to the best of one’s ability 尽最大努力

from above 来自上级的

above all 首先，最重要的是

at home and abroad 国内外

be absorbed in 全神贯注于

be abundant/rich in sth. 。。。丰富

accept a challenge 接受挑战

accept sb.’s apology 接受某人的道歉

by accident 偶然

accommodate sb. with 向某人供应，提供

accommodate sb. for the night 留。。。住一夜

according as (+从句)根据。。。而。。。

according to(+n.)按照

on account of 因为，由于

on all accounts/every account 无论如何

on no account 绝不

take …into account/take account of 考虑到，顾及，体谅

accuse sb. of (doing) sth./charge sb. with (doing) sth. 指控某人犯。。。

be accustomed to 习惯于

achieve one’s aim/goal 达到目的

have a nodding acquaintance of sb. 与某人有点头之交

make one’s acquaintance 结识，与。。。相见

act as 担任。。。职务

act for 代表，代理

act out 以行动表现，表演

in action 在活动/运转中

out of action 不活动的，失去机能

put sth. in/into action 使。。。活动，实行

take action 采取行动

add up 加起

add up to 合计达

in addition to 除。。。之外(还)

give/make/deliver an address 做演讲

admire sb. for 因。。。钦佩某人

in advance 事先

in advance of 在。。。前面

take advantage of 利用

give sb. some advice (on sth.) 给某人(某方面)提出建议

accept/follow/ take sb.’s advice 接受某人的建议

ask for sb.’s advice 向某人征求意见

on sb.’s advice 根据某人的建议

after all 毕竟，终究，别忘了，要知道

After you! 你先请

again and again 反复地，再三地

once again 再一次

over and (over) again 一再地，反复地

time and (time) again 一再地，反复地

ahead of 在。。。之前

go ahead 前进，干吧，说吧

in aid of 作为对。。。的帮助

with the aid of 借助于

in the air 在空中，在流传中，(问题计划)悬而未决

in the open air 在户外

on/off the air 正在广播/停播

give the alarm 发出警报

be alert to 对。。警觉

be alert in 对。。。机敏

on the alert 处于警戒状态

alert sb. to sth. 向某人报警

alert sb. for sth. 通知

all along 始终，一贯，一直

all but 几乎，差不多

all in all 总的说来

all over 到处，遍及，全部结束

at all (否定)根本，丝毫;(疑问)究竟，到底;(条件)既然。。。就

in all 总计

not at all 不客气

allow for 考虑到，体谅，为。。留出余地

allow of 容许，容许有。。。的可能(事做主语)

to one’s amusement 令某人觉得有趣的是

with/in amusement 津津有味地

and so on/forth 等等

make an announcement 发布通知

be annoyed with sb. for/at sth. 因。。。对。。。生气

one after another 相继，顺次

one another 互相

one thing…another… 。。。是一回事，。。。是另一回事

answer sb.’s call 响应。。的号召

answer for 对。。。负责

in answer to 作为对。。的回答

anything but 根本不

apart form 除了

fall apart 土崩瓦解

tell apart 区别

an appendix to the book 该书的附录

have one’s appendix out 切除阑尾

the apple of the(one’s) eye 瞳孔，极珍爱的人或物

cover/have an area of 占地面积

argue for/against 赞成/反对

argue sb. into/out of doing sth.说服某人做/不做某事

arise from 由。。。引起

give rise to 引起

arm in arm 手挽手的

arrange for sb. to do sth.安排某人做某事

make an arrangement 做安排

under arrest 被捕

as for/to 至于。。。关于。。。

as if/though 好像

aside from 除了

be of assistance to sb. 有助于

with the assistance of 在。。。帮助下

assume a new aspect 呈现新的面貌

assume airs of 摆架子

in astonishment 吃惊地

to sb.’s astonishment 使某人惊讶的是

bring sth. to the attention of sb. 使某人关注某事

with attention 专心致志地

be attentive to sth. 专心于某事

lend an attentive ear to 倾听

on (an/the) average 平均

be awkward with 对。。。笨拙

B

back and forth 来回地，往复地

know sth. backwards 对。。。极其熟悉

badly off 贫困的

as blind as a bat 视力极差的

bear out 证实

bear up 坚持下去，振作起来

bear with 忍受，容忍

give/deal a blow to sb. 给某人打击

at the beginning of 在。。之初

from beginning to end 自始至终

on/in behalf of 代表

bring into being 使出现，使存在

come into being 出现，产生

for the time being 目前，暂时

believe it or not 信不信由你

tighten one’s belt 勒紧腰带，忍饥受寒

public benefit 公益

be of benefit to 对。。。有益

for the benefit of 为了。。。的利益

be bent on 对。。。决意

all the best 万事如意

at best 充其量，至多

make the best of 充分利用

beyond praise 不胜夸奖

a bird in the bush 没把握的事

a bird in the hand 有把握的事

an early bird 早起者，早到者

by birth 在血统上，生来

give birth to 生孩子

bit by bit 渐渐，一点一点地

blame sb. for sth. 因某事责备某人

blame sth. on sb. 把某事归咎到某人

to be blame 应受责备

in full bloom 繁花盛开

blow away 吹走，驱散

blow down 刮倒

blow out 吹熄

blow up (使)爆炸，炸飞，充气

at a(one) blow 一下子

above board 光明正大地

on board 在船上/飞机上

make a boast of 自夸

in the same boat 同舟共济，共患难

body and soul 全心全意

body building 健身，健美

body language 肢体语言

boil down to 意味着，归结为

have a bone to pick with 与。。。争辩，对。。。不满

to the bone 到极点

born of 来源于

Bottoms up!干杯

at the bottom of 在。。。底部，末端

from the bottom of one’s heart 发自内心

be bound to 一定，注定

be bound up in 专注于，忙于

bu bound up with 与。。。有密切关系

bow out 退出

make/earn one’s bread 谋生

out of bread 失业

break away from 脱离

break down 损坏，(把化合物)分解，(汽车)抛锚，垮掉

break in 非法闯入，插嘴，打断

break into 破门而入，非法闯入

break off 打断，折断，中断(谈话)

break out (战争，火灾，疾病)突发

break through 冲破，突破

break up 分解，分裂

short of breath 上气不接下气

feel a breath of spring 感到春的气息

catch/hold one’s breath 摒住呼吸

out of breath 气喘吁吁

bring about 带来，引起，导致

bring back 把。。。拿回来，归还，使回忆起来，使恢复

bring back to life 使复生

bring down 使落下，打倒，降低，减少

bring in 收(庄稼)，引进(风尚，话题)，挣得(利润)

bring off 成功地做

bring on 使前进，使发展

bring out 取出来，使出现，出版

bring up 教育，培养，提出，呕吐

build on 把。。。建立于，依赖

build up 逐步建立，增进，积聚

bump along 颠簸着行进

bump into 偶遇

burn down 烧毁，烧成平地

burst forth 突发，爆发，冒出

burst in 闯入，突然出现，插嘴，打断

burst into 闯入，突然。。。起来

burst out 突然。。。起来，(战争，疾病)突发

by and by 不久之后

by day 日间，在白天

高三英语Zoology

一位优秀的教师不打无准备之仗，会提前做好准备，高中教师要准备好教案，这是高中教师需要精心准备的。教案可以让学生更容易听懂所讲的内容，有效的提高课堂的教学效率。那么怎么才能写出优秀的高中教案呢？下面是小编精心为您整理的“高三英语Zoology”，欢迎阅读，希望您能阅读并收藏。

整体感知

单元要点

Wordstudy

1.bee2.transparent3.dot

4.surrounding5.troop6.assumption7.beyond8.semicicle9.apparent10.sideways11.astonishing

12.maximum13.precise14.adequate15.clarify16.upward17.disgusting

18.psychology19.changeable20.adaptation21.stripe

22.zebra23.camel

24.primitive

25.missile26.walnut

27.session

1.蜜蜂2.透明的

3.小圆点4.周围附近的5.群，(pl)部队6.假设

7.远于，超出8.半圆形

9.明显的10.斜着

11.惊人的12.最大13.精确

14.足够的15.澄清16.向上的17.讨厌的18.心理学

19.易变20.适应21.条纹

22.斑马23.骆驼24.原始的

25.导弹26.胡桃

27.一段时间，学年

Useful

expressions

1.getholdof

2.tell…apart

3.overandoveragain

4.cometolight

5.asamatterof

1.抓住

2.分辨，区别

3.一再，反复

4.显露，为人所知

5.事实上，说真的

Sentence

Patterns

Communicative

English

Debating(辩论)

1.Openingstatement

lBackgroundinformation

lTopic

lOpinion:Wethinkthat…because…and…

2.Firstargument

lExplainandsupportthefirstreason

3.Sencondargument

lExplainandsupportthesecondreason

4.Questions

lAsktheotherteamquestions

5.Closingstatement

lSummarizeyourargument

lRestateyouropinion

Grammer

复习情态动词表推测的用法：(mustcancouldmaymight)

1.Whenyouareverysureofsomething,youusemustinpositivesentencesandcannotorcouldn’tinnegativesentences.

2.Whenyouarequitesureaboutsomething,youusecan.

3.Whenyouthinkthatsomethingispossible,butyouarenotverysure,youusecould,mayormight.

Topics

Writing

1.Talkaboutpreparefortests:

①.Planahead②.Keeptrack

③.Besmart④.Useyourbrainpower

2.Writingashortessayinwhichyoustateandsupportyouropinion.

背景知识

DoAnimalsCommunicate?
Whenwethinkofcommunication,wenormallythinkofusingwords-talkingface-to-face,writingmessagesandsoon.Butinfactwecommunicatefarmoreinotherways.Oureyesandfacialexpressionsusuallytellthetruthevenwhenourwordsdonot.Thentherearegestures,oftenunconscious:raisingtheeyebrows,rubbingthenose,shruggingtheshoulders,tappingthefingers,noddingandshakingthehead.Thereisalsotheevenmoresubtle"body-language"language“ofposture:areyousitting-orstanding-witharmsorlegscrossed?Isthatpersonstandingwithhandsinpockets,heldinfrontofthebodyorhiddenbehind?Eventhewaywedressandthecolureswewearcommunicatethingstoothers.So,doanimalscommunicate?Notinwords,althoughaparrotmightbetrainedtorepeatwordsandphraseswhichitdoesn’tunderstand.But,aswehavelearnt,thereismoretocommunicationthanwords.Takedogsforexample.Theybaretheirteethtowarn,wagtheirtailstowelcomeandstandfirm,withhairerect,tochallenge.Thesesignalsaresurelytheequivalentofthehumanbodylanguageoffacialexpression,gestureandposture.
Colourcanbeanimportantmeansofcommunicationforanimals.Manybirdsandfishchangecolour,forexample,toattractpartnersduringthematingseason.Andmatingitselfiscommonlyprecededbyaspecialdanceinwhichbothpartnersparticipate.

细说教材

Warmingup

Asmallanimalthathelpsthepolicegetholdofthieves.

一种能帮助警察捉贼的动物。

getholdof…=take/catchholdof…意思是“抓住…”；“获得…”

e.g.Hetookholdoftheropeandpulled.

他抓住绳子用力拉。

Igotholdofthesackandliftedit.

我抓住包，把它举了起来。

Ineedtogetholdofsomemoneyquickly.

hold还用作动词，意为“握住”“拥有”“容纳”“使…保持…”“持…观点”等

e.g.Shewasholdingabook.她手里拿着一本书。

Theyheldtheirheadsup.他们头抬得高高的。

Sheholdsthatthegovernment’spolicyismistaken.

她认为政府的政策错了。

其常见短语搭配有：

holdaconversation/meeting进行交谈/开会

holdtheline=holdon别挂电话

hold…back阻止…

holdone’sbreath屏住呼吸

hold…off使…与…保持距离

hold…over使…延期

Ananimalthatisn’ttellingthetruth.

一种会撒谎的动物。

tellthetruth“说实话”的意思，tell的相关类似短语有：

tella/thelie=telllies撒谎

tellastory讲故事

ListeningYouaregoingtohearaninterviewwithawomanwhoworksinazoo.

你将听到对一位在动物园工作的妇女的采访报道。interview在这里是名词“采访”的意思，还有“面试”之意。

e.g.Thefilmstaragreedtogiveaninterviewafterthewedding.

这位影星同意在婚礼后接受采访。

She’sgotaninterviewforanewjob.

她参加了新工作的面试。

interview还有动词用法，是“采访”的意思,

要区别与cover的用法。interview可以用interviewsb.或interviewsth.

但cover不能用coversb.只能说coversth.

e.g.Areporterinterviewedtheprimeminister.

一位记者采访了首相。

She’sbeinginterviewedforthejob.

她正在接受求职面试。

Theysentagreatmanyreporterstocovertheconference.

cover除了“采访”的意思外还有“用……遮盖；覆盖”“占有…（面积）;掩饰”

“涉及…（内容）”等含义。请学习下面例句中cover一词的各种用法

e.g.Sincewatercoversmostoftheearth,Corsteauknewweshouldkeeptheseasclean.
由于水覆盖了地球的大部分，库斯托知道我们应该保持海洋清洁。

Hetriedtocover(up)hismistake.

他想掩盖他的错误。

Hesaidhecouldcoverthedistanceonfootintwohours.

他说这段路程两个小时能走完

Howmanypageshaveyoucovered?你读了多少页了？

Whatarethemainpointsyou’regoingtocoverinyourtalk?

你的报告主要涉及哪些内容。

Wehaveonlyjustcoveredourexpenses.

我们所收入的仅够开支而已。

cover作名词，作“盖子”、“封面”解。

e.g.Whenthewaterboils,takethecover.

当水开的时候,把盖子揭开.

Thebookneedsanewcover.

这书需要装个新封面.What’stheproblemwiththeanimalsatthezoo?

动物园里的动物有什么问题？

What’stheproblemwith…

=What’sthetroublewith…

=What’sthematterwith…

=Whatsyourproblem?

=Whatswrongwithyou?

都用来询问“…（你）怎么回事？”

SpeakingThetwoteamstaketurnsspeaking.

两只队伍轮流发言。

taketurnsdoingsth.“轮流干…”，turn是名词。

为便于学习,现就turn的用法归纳如下:
I.turn(n.)顺序,轮流
1.Itsonesturntodosth.轮到某人做某事
Itsyourturntomakeadecision.

该你来做出决定了。

2.takeonesturntodosth.=dosth.inturn=dosth.byturns轮流做某事
Thenursesattendedthepatientinturn/byturns.

=Thenursestookturnstoattendthepatient.

护士们轮流照顾病人。
II.turn(vi.)转动,转向,翻转
turnright/left=turntotheright/left
turntosth./sb.(forhelp)
turntopage84
III.turn(link-v.)变得……
turngreen/yellow变绿/黄了
Tenyearslater，heturnedteacher.
A./B.aC.anD.the
注:此题考查turn作连系动词的特殊用法,即turn作连系动词时后接表语名词，省略冠词.所以此题的答案为A.如果turn后加into则须在名词前加冠词a.
IV.固定词组:
1.turnagainst背叛
Nobodywillturnagainsthiscountry.
2.turndown关小/拒绝
Heturneddownmysuggestionwithouthesitation.
Pleaseturndownthegas.
3.turnfromsidetoside把身体转来转去
Thenaughtyboyturnedfromsidetosidewhileansweringquestionsinclass.
4.turnin上交
Thechildpickedupapurseonthewayandturneditintothepoliceman.
5.turn...into...(使……)成为……
Thefarmersareturningwastelandintoricefields.
6.turnoff关(水源、煤气、电灯等)/避开(问题等)
Turnoffthelightwhenyouleavetheroom.
7.turnon打开(水、煤气、电灯、无线电等)/对……发怒
turnontheradio
turnthegunonsb.
8.turnout结果是/证明是/生产出
Theweatheryesterdayturnedout(tobe)fine.
Thefactoryturnedoutmoreproductsthantheyhadexpected.
9.turnover(使)打翻/翻身/翻动/翻耕(土地)/转危为安
Themanturnedoverandwenttosleepagainwhenthetelephonerang.
10.turnup开大/出现/找到/证明是(=turnouttobe)
Themeetingisbeginning，buthehasnotturnedup.Hemighthavebeenlost.

Whenalltheteamsareready,theteacherwillstartandtimethedebate.

当所有队伍都准备好以后,老师就开始为辩论计时.

time　是动词，＂计时＂的意思，还有“安排好时间,使合拍子;安排……的速度＂

e.g.Howlongcanyouholdyourbreathunderwater?TakeadeepbreathandI’lltimeyou.
你在水下能潜多久呢？深呼吸一下，我给你计时。

Hetimedhisjourneysothathecouldarriveatthehotelbeforedark.
他安排好了他的旅程，以便能在天黑以前到达旅馆。

Hetriedtotimehisstepstothemusic.

他尽力与音乐合节拍。

Reading　Amongthedifferenttypesofbee,itisthehoneybeethathasmostinterestedscientistsbecauseofthe“language”theyusetocommunicatewitheachother.在不同种类的蜂中，最使科学家感兴趣的是蜜蜂，因为蜜蜂能用“语言”，来相互交际。

…itisthehoneybeethathasmostinterestedscientists…是一个由it引导的强调句，被强调的部分是thehoneybee。如果不加以强调，则全句是：

…thehoneybeehasmostinterestedscientists…

Thedevelopmentofthe　modernbeehivein1851madeitpossibletodesignexperimentstoresearchthelanguageofhoneybees.1851年新式蜂箱的研制，使设计实验研究蜜蜂的语言成为可能。

本句是一个简单句：Thedevelopment…madeitpossibletodesignexperiments…其中的it是形式宾语，它所代替的真正宾语是后面的不定式短语todesignexperiments。it作形式宾语的句型是：

主语+及物动词+it+宾语补足语+不定式

e.g.IfounditimportanttolearnspokenEnglish.

我发现学习英语口语很重要。

Ithinkithardtomasteraforeignlanguage.

我认为掌握一门外语是很难的。

Shefeelsitherdutytosupportherfamily.

她感到养家糊口是她的责任。

Thestormmadeitimpossibleforthemtomarchtothecity.

暴风雨使他们不可能向城市进军。

ProfessorKarlvonFrisch,ascientistfromAustria,spentmanyyearsofhisliferesearchingtheamazingwayshoney-beescommunicateintheirdarkhives.

奥地利科学家卡尔·冯·弗里希教授，一生中花去了许多岁月，研究蜜蜂在黑暗的蜂箱里是以怎样巧妙的方式传递信息的。

amaze　vt.使惊愕；使大为惊讶：

e.g.Heamazedeveryonebypassinghisdrivingtest.

令人惊讶的是他竟通过了驾驶考试。

amazing“令人惊异的”；在西方人的口中，表示惊讶，经常可以听到amazing这个词。如果有些事情发生得出乎意料，难以置信，也可以用amazing来形容。

e.g.You’reamazing.你真了不起。

Itwasamazingthattheboywasabletosolvetheproblemsoquickly.
那男孩能这样快地解完这道题,真是令人惊奇。

有些漂亮或另类的东西，总能吸引许多眼球，就可以说是amazingthings.

e.g.Iamalwayslookingfornewandamazingitems.
　我总是在寻找让我眼前一亮的新东西。

amazed使（某人）感到惊奇，常用beamazedat/by感到惊奇。

e.g.Hewasamazedatallthecolours,andallthebeautifulfish.
　他对五颜绿色和各种美丽的鱼感到惊奇。
WeareamazedatthechangesinBeijing.Ican’tevenfindwheremyoldhouseis.
　北京的变化使我们感到惊奇。我几乎找不到旧房子了。

＂．．．honey-beescommunicateintheirdarkhives.＂是定语从句，其先行词

是＂ways＂，＂way＂后省略了引导词“that”,也可用“inwhich”，也可以省略引导词．

e.g.SomeEnglishwordsarenotspeltthewaysthattheysound.

=SomeEnglishwordsarenotspeltthewaysinwhichtheysound.

=SomeEnglishwordsarenotspeltthewaystheysound.

一些英语单词不是像他们发音那样去拼写．Hebuiltatransparentwall,throughwhichhecouldobservewhatwentoninside.

他安装了透明的箱体，透过它，可以直接观察箱内发生的事情．

“throughwhichhecouldobservewhatwentoninside”是定语从句，来修饰先行词，引导词是介词through加which构成．

在定语从句用法中介词+关系词是一个重点，介词后面的关系词不能省略，但是介词的后面不用that．

e.g.ThisisthehouseinwhichIlivedtwoyearsago.

某些在从句中充当时间，地点或原因状语的"介词+关系词"结构可以同关系副词when和where互换。

e.g.Doyourememberthedayonwhichyoujoinedourclub?
＝Doyourememberthedaywhenyoujoinedourclub?

注意：一些含有介词的动词短语中，其介词不能前置到引导词前．

　e.g.Thechildrenwhomthenurseslookafterareweryhealthy.Inordertotellthebeesapart,hepaintedsomebeeswithlittledotsofcolour.

为了把蜜蜂区分开，他在一些蜜蜂身上涂上色斑．

tellapart辨别；识别

＝distinguish…between…

=tell…from…;

=tellthedifferencebetween…and…

e.g.Somepeoplecanttellbluefromgreen.

在些人分辨不出蓝色与绿色。

Mostnewcarslooksosimilarthatitsimpossibletotellthemapart．

许多新汽车看上去象是一样的，不大可能把它们区别开来。

IconfusedJimwithMikebecauseIcanttellthemapart．

我把吉姆和麦克混淆了，因为我分不清他们。

Thetwobrothersaresomuchalikethattheirmothercanhardlytellthemapart．

这兄弟俩长得太相象了，连他们的母亲都难以辨别。Theytroopedbehindthefirstdancer,copyingitsmovement.

它们成群结队地跟在第一只跳舞的蜜蜂后面，模仿它的动作。

课文中troop作动词用，意思是"结队而行"、"成群涌向"

(comeorgotogetherinagroup)。用在句中时，句子的主语总是复数。
　e.g.Thechildrentroopedintothepark.

孩子们列队走进公园。
　Thegamewasoverandtheplayerstroopedhome.

比赛结束了，运动员整队回家。

Troop还有名词用法，作"一队"、"一群"解。
　e.g.atroopofvisitors(一群参观者)。
　它的复数形式(troops)作"军队"解。
　e.g.Wemusthaveourowntroops.

我们必须有自己的军队。

copy原作"抄写"、"复写"解。
　e.g.Heisbusycopyinghiscomposition.

他正忙着抄写他的作文。
　本句中的copy引伸作"模仿"、"仿效"解。
　e.g.Pleasecopymyactions.(＝PleaseactasIdo.)

请照我这样做。
　"Goodmorning,"shesaid,copyinghermothersvoice.

"早上好"，她模仿着妈妈的声音说。

Youshouldcopyhisstrongpoints,nothisweakpoints.

你应当学他的长处，而不是他的短处。VonFrischassumedthatthedanceconveyedmoreinformation.
冯·弗里希想弄清这种舞蹈能不能说明喂食处有多远.

assume的用法
assumevt.表示“假设，主观认为，假定；装出…样子；开始担任，承担…

e.g.Weassumedthatyouunderstoodthesituation.

我们认为，你了解形势。

Heassumedawell-informedmannerbutinfactheknowsverylittle.

他装出一副见多识广的样子，而实际上他知之甚少。
assumesomethingtobe猜想某事如何

assumeignorance/aninjuredair

假装不知道，装出冤屈的样子

assume和given,suppose,supposing等词一样都可以引导状语.作用相当于if.

e.g.Supposingyourfathersawyouknow,whatwouldyousay?
=ifyourfathersaw……

Assumingthattheweatherisfavourable,Farmerswillhaveabumperharvest.
假如风调雨顺，今年农民将获丰收。

assumed假装的，假的；假定的，设想的：

e.g.anassumedcheerfulness伪装的高兴，

anassumedresult假定的结果，

Hislookofastonishmentwasassumed.他那惊讶的样子是装出来的。
assuming自负的，傲慢的，过分自信的：

e.g.Heistooassuminginthisattitudeabouttheenergysupply.

他在对待能源问题的态度上实在显得过于自信。
assumption假定，异端；自负，傲慢；假装

e.g.Wearegoingontheassumptionthattheworkwillbefinishedtomorrow.
我们在根据明天可以完工这一假定办事。

Iwasundertheassumptionthatyouwerecomingtomorrow.
我原以为你明天来。

assumptive被视为理所当然的，自负的，傲慢的：

e.g.assumptivebeliefs被视为理所当然的种种信仰，

assumptivepeople自命不凡的人

Onewasclosetothehive.Theotherwasmuchfartheraway,beyondsometrees.
一个靠近蜂箱,另一个远离蜂箱,几棵大树之外.

beyond一词是高中英语的必备词汇，其用法和含义较为复杂，很容易产生理解上的障碍，造成翻译上的失误。本文拟对beyond的一些用法浅析如下：

一、beyond作介词用时，使用最广，常用于下列几种情况：

1.表示位置，意思是“在……的那一边；在……之外；在更远处”。例如：

e.g.Beyondtheriverstoodapowerstation．

过了这条河就是一个发电站。

2.表示时间，其意为“迟于；超过”。例如：

e.g.Someshopskeepopenbeyondmidnight?有些商店营业到半夜以后。

3.表范围、水平、限度、能力等，意思是“超出；多于；为……所不能及”在句中常作

①作表语

e.g.Yourworkisbeyondallpraise．

你的作品叫人赞扬不尽。

②作定语
e.g.Theseweremattersbeyondhisunderstandingasyet．

这些事情他那时候还不了解。

③作状语

e.g.Wesucceededbeyondourhopes．

我们获得如此之成功，是我们始料所不及的。

4.用在否定和疑问句中，意思是“除……之外”。

e.g.Iknownothingbeyondwhathetoldme．

除了他告诉我的以外，别的我都不知道。

Isthereanythingmoreyoucansaybeyondthat？

除了那点之外，你还能说些什么吗？

5.beyond有时还可表示年龄或数量，意思是“超过”。

e.g.Hedidntbelieveinpeoplelivingbeyond100．

他不相信人能活到100岁以上。

二、beyond也常作副词用，主要有下面两种用法：

1.指时空或正在进行中的活动，意思是“在远处；向远处；更远处”。

e.g.Ifwecrossthemountainswemayfindpeoplelivinginthevalleybeyond．

如果我们翻过这些大山，我们就可以发现在远处山谷中生活的人们。

Illgowithyoutothebridge，butnotastepbeyond．

我愿意同你一道走到桥头，但再远的地方一步也不愿意去。

2.表示外加，意思是“此外；以外”。例如：

e.g.Hetoldmenothingbeyond．

此外他没告诉我什么。Hemarkedallthebeesthatcametothenearbyfeedingplaceblue,andallthebeesthatwenttothefarawayplaceweremarkedred.

他给所有来到近的喂食处的蜜蜂标上蓝色，给飞到远的喂食处的蜜蜂标上红色。

faraway(远方的)是由far＋away构成的合成形容词。nearby(附近的)是由near＋by构成的合成形容词。它们在句中都作定语。

afarawayforest(远处的森林)，farawaytimes(遥远的时代)；

anearbyhotel(附近的一家旅店)，nearbyhills(附近的小山)。
注意：faraway在作定语时通常都连写，作表语或作状语时则分写(faraway)。如：
e.g.Thehouseisnotfaraway.那座房子并不远。
Helivesfarawayfromtheschool.他住得离学校很远。
nearby既可作定语，又可作状语；既可以连写(nearby)，也可以分写(nearby)，还可以加连字符(near-by)。

e.g.Isawhergoingtoanear-bypost-boxbeforelunch.
我看到她午饭前去附近的信箱投信。

Theylivenearby----lessthanakilometer.

他们住在附近，不到一公里。
Hegaveuphisseattotheoldmanstandingnearby.

他把座位让给站在附近的老人了。

Theydiscoveredthatthefartherawaythefeedingstationwas,theslowerthedancewas.他们发现，喂食处越远，舞蹈动作的速度就越慢。

"the+比较级……，the+比较级……"的意思是："越……，就越……"

这种结构用来表示两从此过程按比例同时递增。前一句为从句，后一句为主句。
这种结构常以省略形式出现，句式精炼简短，表意有力。例如：

e.g.Thesooner,thebetter.越快越好。　

Themore,thebetter.越多越好。

Themore,themerrier.人越多，越好玩。

Themorehegiveshischildren,themoretheywant.

给孩子越多，他们要的越多．

Thehigherwestand,thefartherwesee.

站的越高，看的越远

Themoreheexplains,themoreIampuzzled.

他越解释，我越迷惑．

Soanotherastonishingfactcametolight.于是又发现一个令人惊讶的情况。　

cometolight作"发现"、"暴露"(tobediscovered/exposed)解。
e.g.NewfactsabouttheancientEgypthaverecentlycometolight.
有关古埃及的史实，最近已有新发现。

Shewasverypleasedwhenthelong-lostringcametolight.

当很久前丢失的戒指被找到时，她高兴万分．

Thesecretdidn’tcometolightuntiltheoldmandied.

直到老人死后，秘密才被揭露．Integratingskills

Apesusesightmorethansmell.猿不仅用嗅觉,而且使用视觉.

morethan用法小结1.morethan后面跟名词，意为“不只是，不仅仅是”。

e.g.Hibernationismorethansleep.

冬眠不只是睡觉。

Katewasmorethanateacher.Shealsodidwhatshecouldtotakecareofherpupils.

凯特不仅仅是位教师，她还尽其所能照顾她的学生。

2.morethan与数词连用，意思是“多于，大于，超过”。

e.g.Ihaveknownhimformorethantwentyyears.

我认识他已超过二十年了。

Morethantenpolicementurnedupatthespotwheretheaccidenthappened.

十多位警察出现在出事地点。

3.morethan与形容词和分词连用，表示“非常、十分”。

e.g.Theyweremorethanhappytoseeuscomebackfromtheexpedition.

看到我们远征而归，他们异常高兴。

Iwasmorethansurprisedtoseethelionstandingatthebody.

看到那头狮子站在尸体旁边，我非常惊讶。

4.morethan与动词连用，对动词起着加强语气的作用。

e.g.Repeatedadvertisingwillmorethanincreaseproductsales.

多次做广告意味着增加产品的销售。

HisprogressinEnglishlearningmorethanencouragedhimtolearnthesubjectwell.在英语学习方面的进步激励他学好这门课程。

5.morethan和含有情态动词的句子连用，有否定意义，表示“是……难以……”或“超过了……所能”之义。

e.g.ThebeautyofthemountainouscountryismorethanIcandescribe.

我难以描述那个山村的美丽。

ThisproblemismorethanachildlikeJackcansettle.

这一问题超出了像杰克这样的小孩的解决能力。

6.nomorethan意思是“仅仅，不过，只是”。

e.g.Allhiseducationaddeduptonomorethanoneyear.

他接受的所有的学校教育只有一年。

Theirnewflathasnomorethan60squaremetres.

他们的新居只有60平方米。

7.notmorethan表示“至多，不超过”

e.g.Lyingonthegroundwasapeasantboyofnotmorethanseventeen.

躺在地上的那个农家男孩最多十七岁。Whiletheirsocietiesaredifferent,theyallcommunicateandbehaveinadvancedways.

虽然它们生活的社会环境不同,它们却都以高级方式交流.

while连词,意为"尽管;虽然";其用法大致有以下四种用法:
1.引导时间状语从句,意为"当……的时候;和……同时",此时的主从句谓语动作同时发生,从句谓语通常是延续性动词。

e.g.MarywatchedTVwhilesheatehersupper.

玛丽边吃饭边看电视。
Whileshewaslisteningtotheradio,shefellasleep.

她听着收音机睡着了。

while引导从句时,如主从句的主语一致,且从句谓语又含有be,则从句主语和be可省略。while后可直接跟现在分词、名词、形容词或介词短语。

e.g.Weareteacherswhile(weare)servingasstudents.

我们边当老师边当学生。
While(hewas)yetayouth,hegainedmanyprizes.

他年轻时就曾多次获奖。
Hecaughtacoldwhile(hewas)onvacation.

他度假时患了感冒。

2.表示对比或转折,意为"而;然而"。此时,while一般位于句中。

e.g.Somepeoplewastefoodwhileothershaventenough.

有些人浪费粮食,然而有些人却吃不饱。
Youlikesports,whileIprefermusic.

你喜欢体育,而我更喜欢音乐。

3.表示让步,通常位于句首,意为"尽管;虽然"。

e.g.WhileIagreewithyourreasons,Icantallowit.

尽管我同意你的理由,但我不能允许这样做。
Whileheloveshisstudents,heisverystrictwiththem.

虽然他爱他的学生,可是他对学生们很严格。
While(hewas)respected,heisnotliked.

他虽受人尊敬,但并不被人喜欢。

4.表示条件,意为"只要",其意思和用法相当于aslongas。while可位于句首,也可位于句中。

e.g.Youdonthavetoworrywhilewearehere.

只要我们在,你就别着急。

Therewillbelifewhilethereiswaterandair.

只要有空气和水,就有生命。
Whilethereislife,thereishope.

留得生命在,不怕没希望。

5.意为"同时;也"。如:
e.g.Whilethebookiswelcomedbyscholars,itwillmakeanimmediate

appealtothegeneralreaders.

这本书受到学者的欢迎,同时也会引起一般读者的兴趣。

6.意为"趁着"。

e.g.Makehaywhilethesunshines.

晒草要趁阳光好。(谚)
Strikewhiletheironishot.

趁热打铁。(谚)
Whiletherosesareyetinbloom,willyoucomewithmetoseethem?

趁着玫瑰花还开着,你和我一道去看看好吗?Sometimestheywarneachotherofdanger,andtheyalsocommunicatesimplytokeepintouch.

于是它们互相提醒危险,它们交流仅仅是为了保持联系.

warnsb.ofsth．“警告某人某事”，不能说warnsbssth．。

e.g.Wewarnedhimofthedangerousbridge，buthedidntbelieve．

我们警告他那座桥危险，但是他不相信。

类似这样的结构用法的动词还有:

一.表示“通知(inform)；警告(warn)；指责(accuse)；使想起(remind)”等意思的一些动词。
在这一结构中，of的意思相当于about。

e.g.OnthewayhomemyfathertoldmeofanaccidentthattookplaceonhisfirstdayatschoolinMr.Crossettsclass．

在回家的路上,父亲给我讲了他第一天上学时在克罗塞特先生课上的一件事。

Weshallinformyouofthedateofthedelegationsarrival．

我们将把代表团到达的日期通知你。
TheteacheraccusedJimofcheatingintheexamination．

老师责备吉姆考试作弊。
Herfaceremindedmeofhermother．

她的模样使我想起了她的母亲。
HowcanIpersuadehimofherinnocence？

我怎样使他相信她是清白无辜的？

二、表示“抢夺(rob)；剥夺；解除(cure,heal)；免除(rid)”等意思的动词。

e.g.Paralysisrobbedhimofhisabilitytodophysicallabor．

瘫痪使他丧失了劳动力。
Thedoctorusedspecialmedicinestocurehimofthemeasles．

医生使用特效药治愈了他的麻疹。
Themedicinehealedmeofmybadcold．

这药治愈了我的重感冒。
Itisnoteasytoridoneselfofabadhabit．

改掉一个人的坏习惯是不容易的。

Heclearedthepavementofwitheredleaves．

他清除了人行道上的落叶。

Theystrippedthewriterofhisrighttopublishhisbooks．

他们剥夺了这位作家出版作品的权利。
Sherusheduptorelievemeofmysuitcase．

她跑过来接过我手中的衣箱。
Ourarmydisarmedtheenemyofhisweapon．

我军缴械了敌人的武器。

类似的动词还有：abridge（剥夺），purge（洗清），disabuse（去掉），despoil（抢劫），divert（脱去），deprive（剥夺）等。
三、表示“骗取(fool)”、“诈骗(cheat)”等意思的一些动词。
在这一结构里，通常在of前加上out，outof表示“丧失”，但out可以省略不用。
e.g.Howcanyoufoolthelittlegirl（out）ofhermoney？

你怎么能诈骗那个小女孩的钱财呢？
Thebeggarcheatedthelittleboy（out）ofhiscandy．

那乞丐骗取了那个小男孩的糖。

simply的意思和用法

（1）simply是副词，在对话中意为“really(真正)”、“very(much)（非常）”。

e.g.Thefilmissimplywonderful.这影片真是太美妙了。

Shelookssimplylovely.她看起来的确可爱。

Hispronunciationissimplyterrible.他的发音简直差透了。

Theyhadsimplynoshame.他们简直不知羞耻。

（2）simply亦可解释为“朴素地”、“朴实地”、“无装饰地”。

e.g.Heissimplydressed.他衣着朴素。

（3）simply还可作“仅仅，只不过”解，相当于only。

e.g.Itissimplyaquestionoftime.这只不过是个时间问题。

Youmustbelievemesimplyonmyword.你必须完全照我的话相信我。

Itissimplyamatterofworkinghard.此事只是努力去做的问题。

（4）还可解释为“简单地”、“简明地”。

e.g.Thecakeismadequitesimply.这糕做起来很简单。

Theteacherexplainedthetextquitesimply.老师简单地解释了一下课文。

Whatmaybeofgreaterimportanceistoobservehowprimatesliveintheworld.

比较重要的事情是观察灵长目动物是怎样生活的．

这个句子涉及到“of+抽象名词”相当于该名词相应的形容词。不过，这种结构常用于较正式的场合，书面语中尤为常见。再看下面几个句子：

e.g.Thisbookwillbeofgreatvaluetohiminhisstudents.(=Beveryvaluable)

Thebookisofmuchinterest.(=Beveryinteresting)

常用于这一结构的修饰语还有：great，little,some,any,no,not,much等

常见的抽象名词有importance,value,use,help,benefit(利益、好处)，significance(意义、重要性)。最后需要提及的是，“beof+名词”结构的否定形式一般采用否定名词的做法：

“beofno+名词”。

e.g.Heisofnocolour,forhehasbeenillfortwoweeks.

他毫无血色，因为他患疾两周了。

AsfarasthestudyofEnglishwasconcerned,whathesaidwasofnopoint.

就学习英语而言，他所讲的并未切中要害。

“beof+名词”还可以表达以下几种意义：

1、表示“具有，具备”

　e.g.Herstoryisofsomecoloursofthetruth.

她的故事有点真实感

　Thepartys12thcongressisofepochmakingsignificance.

党的十二大具有划时代的意义。

2、表示“属于”

　e.g.Theproductsareoffirst-ratequality.

这些产品的质量是属于第一流的。

3、表示“包含”、“包括”、“类别”等

e.g.TheAmericansareofalmostallcoluresandraces.

美国人几乎包括各种各样的肤色及种族。

Hiswholelifewasofbestglory.她的一生是非常光荣的。

4.这种结构还可表示“年龄”.“出身”“等级”等

Weareofthesameage.我们年龄相同。

Hewasofnoblebirthandhighrank.他出身于高贵门庭。Grammar

情态动词表推测

一、对目前的行动或状况的推测（情态动词+do）

（1）、在肯定句中，表示很有把握的推测时用must，而不太有把握时则用may,might或could,三者依次could的语气最弱。

　e.g.Youmustbeverytired.你一定很累。

　（=Iamsurethatyouareverytired.）(很有把握)

　Youmay/might/couldbeverytired.你可能很累吧！

　(=Perhaps/Maybeyouareverytired.)（不太有把握）

（2）、在否定句中，cant则表示“不可能”，语气最强，而相应地maynot,mightnot语气弱些，表示“可能不”。

e.g.Hecantbeathome.他不可能在家。（很有把握）

Hemaynot/mightnotbeathome.他可能不在家。（不太有把握）

（3）、疑问句中，通常用can表推测。

e.g.　—Someoneisknockingatthedoor.

　—Whocanitbe?可能是谁呢？

Wherecanhebenow?他现在有可能在哪呢？

　二、对过去的动作或状况的推断常用“情态动词+havedone”。语气强弱与以上三点相同，可依次类推。但表示“过去不可能”时，除了可用canthavedone之外还可用couldnthavedone。

e.g.HemusthavegonetoWuhan.（肯定已经去了）

Hemay/might/couldhavegonetoWuhan.（可能已去了）

Hecannot/couldnothavegonetoWuhan.（不可能已去了）

CanhehavegonetoWuhan?（可能去了吗？）

can(could)/may(might)/must/will等+have+done用来对过去发生的情况做出语气强

弱不同的推测。具体使用时请注意以下几点：
　①can一般用于疑问句和否定句,极少用于肯定句。
　e.g.---Canshehavegonetoschool?
---No,shecanthavegonetoschool.Isawherjustnow.
　②may表推测，一般不用于疑问句；疑问句中该用can,could或might。
　e.g.Howcouldhehaveforgottensuchanimportantthing?（不用may）
　Mightyouhavemethimsomewhere?（不用may）
　③could,may,might用于肯定句语气较弱，must用于肯定句语气很强;may,

might用于否定句语气较弱，can,could用于否定句语气很强。
e.g.Hecould/may/mighthavegonetoschool.他可能上学去了。
　Hemusthavegonetoschool.他肯定是上学去了。
　Hemay/mightnothavegonetoschool.他也许没去上学。
Hecant/couldnthavegonetoschool.他肯定没去上学。
　④must表推测，一般不用于否定句；否定句中该用can或could。
误：Wemustnthavemetbefore.
正：Wecanthavemetbefore.
neednt+have+done可用来表示“已做了多余的事”。
　e.g.Thereisnoschooltoday.Youneednthavecome.
　could+have+done可用来表示没做某事的“遗憾”。
e.g.Shecamehereonfoot,butshecouldhavecomebybus.
　could/might+have+done也可用来表示委婉的批评。
e.g.Youcouldhavecome5minutesearlier.
　Youmightatleasthavewrittenmealetter.
　在反意问句中，表推测的情态动词不出现在简短问句部分,取而代之的应是情态动

词。句中有过去时间状语的，问句部分用过去时，否则，用现在完成时。
e.g.Hemusthavebeenthereyesterday,wasnthe?
　Hemusthavebeenthere,hasnthe?
Hecanthavebeenthereyesterday,washe?
Hecanthavebeenthere,hashe?

　三、由上我们可以得出一个结论：表推测时，must只用在肯定句中，而can只用于否定句和疑问句中。而实际上can可用于肯定句中，但这常用于表可能性，意义有所不同，译为“有时候可能”。

　e.g.Oldnewspapercanbeuseful.

旧报纸有时候还是有用的。

　Itcangetquitecoldhereatnight.

晚上这里有时候会相当冷。习题对话

Languagepratice

1.Choosetheproperwordorphrasetotaketheplaceoftheunderlinedword(s)inthesentences.

①.glass=transparent②.think=assume③.makeclear=clarity

④.environment=surroundings⑤.obvious=apparent⑥.towardsone=sideways

⑦.distinguish=tell…apart…smallcircles=smalldots

⑧.got=obtainedenough=adequate

2.Usethewordsinthebracketstoanswerthequestion(refertotheReading)

3.Fillintheblankswiththepropermodalverbs.

Dialogue1:shall;must;needn’t;can;may;may/can;would;can’t;must

Dialogue2:could;can;may;must;may;would;can;may/might;would

考题档案

1.(NMET2004全国)Idontmindpickingupyourthingsfromthestore._______,thewalkwilldomegood.
A.SoonerorlaterB.BesidesC.IntimeD.Still

2.(NMET2004上海春)Iamsorryit’smypowertomakeafinaldecisionontheproject.A.overB.aboveC.offD.beyond

3.(NMET2004上海春)Ihavereadthematerialseveraltimesbutitdoesn’tmakeanytome.

A.meaningB.importanceC.senseD.significance

4.(NMET2004湖南)----Excuseme,butIwanttouseyourcomputertotypeareport.

----You______havemycomputerifyoudonttakecareofit.

A.shantB.mightnotC.needntD.shouldnt

5.(NMET2004天津)—WhatwereyoudoingwhenTonyphonedyou?

—Ihadjustfinishedmyworkandtotakeashower.

A.hadstartedB.startedC.havestartedD.wasstarting

6.(NMET2004江苏)Iacceptthatheisnotperfect,Idoactuallyliketheperson.

A.WhileB.SinceC.BeforeD.Unless

7.Amoderncityhasbeensetupinwasawastelandtenyearsago.

A.whatB.whichC.thatD.where

8.Thehousetentisexpensive.IvegotabouthalfthespaceIhadathomeandImpaying__here.

　A.asthreetimesmuchB.asmuchthreetimeC.muchasthreetimesD.threetimesasmuch

9.(NMET1995)ShethoughtIwastalkingaboutherdaughter,______infact,Iwastalkingaboutmydaughter.
　A.whomB.whereC.whichD.while

10.[NMET1998上海]Weadvertisedforpupilslastautumn,andgot________60.
A.morethanB.moreof　C.asmuchasD.somanyas

11.--Wouldyoulikeme________theradioabit?

--No,itsallright.Imusedto________withtheradio_________.

A．toturnup;work;onB．toturndown;working;off

C．turningup;working;offD．toturndown;working;on

12.--Whatsthematter?Youreallylookupset.

--___________.

--Well,betterlucknexttime.

A．Why,IalwayslookuptoyouB．Ifailedanimportanttest

C．IhaveabadcoldD．Me?Ineverlookdownuponanybody

13.Iremember_________thisusedtobeaverysmallvillage.

A．whenB．howC．whereD．what

14.Thecomputersmadebyourcompanysellbest,butseveralyearsagonoonecouldhave

imaginedtheroleinthemarketsthatthey________.

A．wereplayingB．weretoplayC．haveplayedD．played

15.--WhendidMissWangleavetheoffice?

--Sheleft________youturnedbacktowriteontheblackboard.

A．theminuteB．atimeC．untilD．unless

1.B　besides副词，＂况且＂

2.D3.Cmakesense是固定短语，是＂有意义＂的意思

3.4.A5.D

6.Awhile是＂虽然…但是…＂的意思　7.A

8.D　是对倍数表达法的考查倍数词一律放在＂as＂之前9.D

10.Amorethan是＂多余，超过＂的意思

11.D12.B13.A14.B15.A

一课一测

（检测自己的能力）

A级（基础训练）

第一部分单项填空1.Whichofthefollowingisright?

A.What’swrongwiththemachine?B.Whatisthetroublewiththemachine?

C.Whatisthematterwiththemachine?D.Alloftheabove.

2.Theboat______，throwingtheboyintothewater.

A.turnedoverB.turneddownC.turnedupD.turnedout

3.--Thedishisdelicious!
--Well,atleastits________theoneIcookedyesterday.
A.asbadasB.noworsethanC.aswellasD.notbetterthan

4.Words_____meaning,asweallknow.
A.convinceB.conveyC.contributeD.conquer

5.Youwillfindamapofgreat____inhelpingyoutogetroundLondon.?

A.priceB.costC.valueD.usefulness

6.ItoldSallyhowtogetthere,butperhapsI_______forher.
　A.hadtowriteitoutB.musthavewrittenitout
　C.shouldhavewrittenitoutD.oughttowriteitout

7.--Iamgoingtotheoffice.
　--______yourethere,canyougetmesomestamps?(NMET99)
　A.AsB.WhileC.BecauseD.If

8.Theengineoftheshipsuddenlyfailedandthencameabigstorm,whichthehelplessnessofthecrewatsea.

A．resultedfromB．addedtoC．turnedoutD．broughtabout

9._____bythebulletswhistlingby,thetimidfellowhidhisheadinthebush,_____.

A.Frightened;lefthisbodyexposingB.Frightening;andlefthisbodyexposed

C.Frightening;leavinghisbodyexposedD.Frightened;leavinghisbodyexposed

10.Ihavealwaysbeenhonestandstraightforward,anditdoesn’tmatter____thatI’mtalkingto.

A.whoitisB.whoisitC.itiswhoD.itiswhom

B级（应用创新）

第一部分单项填空1._____thereisnolossofspeedovertheblades,wecancalculatetheoutletvelocityofthesteam.
A.AssumingthatB.SothatC.SuchthatD.Inorderthat

2.Iknowthisisnotquitetherightword,butIcan’tbebotheredtothinkof.

A．abetterB．abestC．thebetterD．thegood

3．Hespentseveralhoursinthewindandsnow,.

A．coldlyandhungrilyB．coldandhungry

C．beingcoldandhungryD．incoldandhunger

4．—Henrydoesn’tseemtobewhathewas.

—No.somuchinthewarhasmadehimmorethoughtful.

A．SeenB．HisseeingC．HavingseenD．Tohaveseen

5．Ifyoulendme500pounds,itwillmehavingtogotothebank.

A．saveB．shareC．serveD．help

6．It’sgoodthatwetotheparkbecauseithasshartedtorain.

A．don’tgoB．hadn’tgoneC．didn’tgoD．wasn’tgoing

7．I’veneverbeensopoorabletoaffordameal.

A．astobenotB．notastobeC．asnottobeD．astonotbe

8．IlikeduringtheSpringFestivalwheneveryonestayswithhisfamily.

A．thisB．thatC．oneD．it

9．Therearetenwaitingroomsatthenewly-builtstation,inall20,000people.

A．seatingB．seatedC．sittingD．toseat

10．Itistheprotectionfortreesreallymatters,howmanytreesareplanted.

A．what,besidesB．that,except

C．that,ratherthanD．what,otherthan

11．ItishightlydesirablethateveryefforttoreducethepollutioninBeijing.

A．ismadeB．wasmadeC．weremadeD．bemade

12．—Marylookshotanddry.

—Soyouifyouhadahighfever.

A．doB．areC．willD．would

13．Therewerealotofpeopleinthereadingroom,mostofwiththeirheadsbentdownovertheirbooks.

A．themB．whomC．thatD．which

14．Hisincometodayisdoubleitwasfiveyearsago.

A．thatB．whichC．whatD．as

15．Governmentreports,legalpapersandmostbusinesslettersarethemainsituations

Englishisused.

A．whenB．thatC．howD．where

第二部分完形填空（共20小题；每小题1.5分,满分30分）

阅读下面短文，掌握其大意，然后从36---55各题所给的四个选项（A、B、C、D）中，选出最佳选项。Asoccerreferee(裁判)punishedforscoringagoalwhiletakingchargeofagamehasquitthejobafterbeingfoundguiltyofbringingthegameintoshamebytheEssexCountyFootballAssociation.TheEssexCountyFootballAssociationsaidthattheyweredisappointedbythe__1__ofSavill,whohittheheadlineslastyearwhenhissympathyforateamgettingbeaten1-18went__2__.“Itisaprettyrare__3__andhopefullyitwonthappenagain.”EssexCountyFAchiefexecutivePhilSammonssaid.

BrianSavillwastaking__4__ofaGreatBromleyCupgameintheSouthofEnglandbetweenEarlsColneandWimple.With10minutes__5__andWimplefallingbehind1-18,Savillfoundtheballathis__6__infrontoftheEarlsColnegoalandquickly_7__itintothenet,__8__signalingagoal.

Thelawsofthegamestatethattherefereeispartoftheplayingareaandthatthegame__9__iftheballstrikeshim.Thereisnolawstodifferentiatebetweena(an)__10__orintentionalcontact.Savills__11__goalmade__12__differencetotheresultasEarlsColnewentontowin20-2,buttheofficialswere__13__.TheEssexCountyFAfinallyfound47-year-oldSavillguiltyand__14__hisjobforsevenweeks.

Savill,arefereewith18years’experience,officiallyannouncedthathewould__15__thejobafterfindingoutaboutthedecision.“__16__haventgotasenseofhumor,”hetoldtheTimesnewspaper.“Itbrought__17__toeveryone’slives.Itshows__18__canbeenjoyableandthatwearenotHitlersrunningaroundblowing19allthetime.”However,headvisedotherrefereesagainstfollowinghis__20__.

1.A.decisionB.adviceC.commentsD.statement

2.A.wrongB.toofarC.crazyD.veryserious

3.A.caseB.sceneC.gameD.score

4.A.picturesB.sightsC.pityD.charge

5.A.goingB.remainingC.endingD.leaving

6.A.handB.feetC.backD.side

7.A.threwB.laidC.kickedD.hit

8.A.afterB.whileC.forD.before

9.A.continuesB.winsC.delaysD.ends

10.A.thankfulB.friendlyC.beautifulD.accidental

11.A.strangeB.wonderfulC.amazingD.helpful

12.A.littleB.muchC.doubtfulD.sensible

13.A.watchedB.pleasedC.impressedD.tricked

14.A.stoppedB.encouragedC.firedD.scolded

15.A.takeB.leaveC.improveD.refuse

16.A.WeB.HeC.ID.They

17.A.hateB.violenceC.enjoymentD.friendship

18.A.playingB.inspectingC.scoringD.refereeing

19.A.windB.whistlesC.hornsD.weapons

20.A.exampleB.humorC.recordD.lesson

第三部分阅读理解

A

Thetreesarrivedbypost,ahalf-openparcel.Theywerethinandstraight,ratherlikearrowsbutwithshinyleavesatoneendandmuddyrootsattheother.Terryandhisfathertookthemdownthegardenandplantedthemintheirpreparedplaces.Terryhadgreathopesofthemiddletree,nowsetintheholyspotwhereHenry,hiscat,runover,hadbeenlaidtorestayearbefore.Theninetreesmadeanavenuedownonesideofthegarden,wheretherewasalreadyafifteen-footstonewallbetweenthegardenandthebackyardsoftheJenkinsStreethouses.
“Whydowewantarowoftreesaswellasawall?”Terryaskedhisfather.

Hisfathersaid,“Forprivacy.Thesetreesgrowverythickly.”

Hisfather’sloveofprivacyoftenpuzzledTerry,whowasnotonetokeephimselftohimself,buthecouldseepartofthepointhere.ThehousesinJenkinsStreetwereonhigherground.HisfriendLeslielivedinnumbertwelve,andLesliehadonlytostandonaboxtoseerightoverthewall.

“Willthetreesgrowhigherthanthewall?”Terryaskedthen.

“Ohyes,twiceashighifnotmore.It’lltakeafewyearsbuttheyllgrow.”

Sotheyweregoingtohaveninetreesthirtyfeettall,tokeepthemfrombeingoverlooked.Terrywonderedwhythiswassodesirable.Hesaid,“Ourgardenisverypretty.Whycan’tweletthepeopleoverthewallseeit?Thatwouldn’tbeshowingoff,wouldit?”
“No,Idon’tthinkitwouldbe,”hisfathersaid.“Yetsomepeoplemightfeelabitlesshappyiftheycanalwaysseeagoodthingthatisn’ttheirs.Wedon’twanttobethecauseofanyjealousyifwecanhelpit.”

Thisconsiderationforotherpeople’sfeelingsmustbeagrown-upthing.Terrythought.Itwasnothisideaofhowtorunthings.Hesaid,“Thesetrees—itseemsalotoftroubletogotojusttostoppeoplebeingjealousofus,”

Hisfatherlookedathim.“Itisn’tmuchtrouble,Terry,”hesaid.“Thesetreeswillgrowwithouthelpfromus.They’llbebeautiful.Andlistentothem.Youcanalreadyhearthemwhisperingtousinthewind.”

1.HowdoweknowthatTerry’sfatherwasexpectingthetrees?
A.Hethoughttheywouldgrowtallandthick.
B.Heexpectedthembecausetheyarrivedbypost.
C.HeandTerryhaddugholesforthem.
D.Theparcelwashalfopen,sohecouldseetheyweretrees.
2.Partofthegardeniscalledaholyspotbecause.
A.HenryhadbeenrunoverjustthereB.acatwasburiedthere
C.Terrythoughtitwasholy.D.itwasrightinfrontofLeslie’shouse
3.WeknowfromthepassagethatTerry’sfatherisamanwho.
A.wasproudofhisgardenandlikedshowingitoffB.didn’tquitelikehisneighbors
C.preferredtokeephisprivacyD.feltjealousofthepeopleinJenkinsStreet
4.Whywerethetreesplantedinfrontofthewall?
A.Becausethatwaswheretheywouldgrowfaster.B.Toimprovetheappearanceofthehouse.
C.TohidetheuglysightofJenkinsStreet.D.Tostoppeoplefromlookinginside.

5.AccordingtoTerry’sfather,thethingthatmighthavemadetheneighborsfeellesshappy
was________.

A.thewallB.thethrivingrowoftreesC.thewell-keptgardenD.theprivacyoftheplace

B

Inthe1960s,medicalresearchersThomasHolmesandRichardRahedevelopedachecklistofstressfulevents.Theyappreciatedthetrickypointthatanymajorchangecanbestressful.Badeventslike"seriousillnessofafamilymember"werehighonthelist,butsoweresomehelpfullifechangingeventslikemarriage.

WhenyoutaketheHolmesRahetestyoumustrememberthatthescoredoesnotshowhowyoudealwithstress—itonlyshowshowmuchyouhavetodealwith.Andwenowknowthatthewayyoudealwiththeseeventsdramatically（戏剧性地）affectsyourchancesofstayinghealthy.Bytheearly1970s,hundredsofsimilarstudieshadfollowedHolmesandRahe.AndmillionsofAmericanswhoworkandliveunderstressworriedoverthereports.Somehowtheresearchgotboileddowntoamemorablemessage.Women’smagazinesrantitleslike"Stresscausesillness".

Ifyouwanttostayphysicallyandmentallyhealthythearticlessaidavoidstressfulevents.Butsuchsimplisticadviceisimpossibletofollow.Evenifstressfuleventsaredangerous,many—likethedeathofalovedone—areimpossibletoavoid.Moreover,anywarningtoavoidallstressfuleventsisaprescription（处方）forstayingawayfromchancesaswellastrouble.Sinceanychangecanbestressful,apersonwhowantedtobecompletelyfreeofstresswouldnevermarry,haveachild,takeanewjobormove.Theideathatallstressmakesyousickalsotakesnonoticeofalotofwhatweknowaboutpeople.Itsupposeswe’reallvulnerableandnotactiveinthefaceofthedifficultsituation.Butwhatabouthumanabilityandcreativity?Manycomethroughperiodsofstresswithmorephysicalandmentalstrengththantheyhadbefore.Wealsoknowthatalongtimewithoutchangeorchallengecanleadtoboredomandphysicalandmentalpressure.　

6.TheresultofHolmesRahe’smedicalresearchtellsus________.

A.thewayyoudealwithmajoreventsmaycausestress

B.whatshouldbedonetoavoidstress

C.whatkindofeventwouldcausestress

D.howtodealwithsuddenchangesinlife

7.Thestudiesonstressintheearly1970sledto________.

A.popularavoidanceofstressfuljobsB.greatfearoverthementaldisorder

C.acarefulresearchintostressrelatedillnessesD.widespreadworryaboutitsharmfuleffects

8.ThescoreoftheHolmesRahetestshows________.

A.howyoucandealwithlifechangingeventsB.howhelpfuleventscanchangeyourlife

C.howstressfulamajoreventcanbeD.howmuchpressureyouareunder

9.Whyis"suchsimplisticadvice"(Line1,Para.3)impossibletofollow?

A.Noonecanstayonthesamejobforlong

B.Noprescriptioniseffectiveinreducingstress?　

C.Peoplehavetogetmarriedsomeday　

D.Youcouldbemissingchancesaswell?

10.Accordingtothepassagepeoplewhohaveexperiencedupsanddownsmaybecome________.

A.nervouswhenfacedwithdifficultiesB.physicallyandmentallytired

C.moreabletodealwithdifficultiesD.coldtowardwhathappenstothem

第四部分短文改错

DearMumandDad:

Thisisaquicknotetellyouthatwehavearrived1:________

safelyandthatwearehavingarealwonderfultime.2:________

Theflightisverygoodandwearrivedatourhotel3:________

intimeforoureveningmeal.Theweatherhereis4:________

muchbetterthanathome.Sometimesitrainalittle5:________

atnight,andit’ssunnyduringtheday.Ifthe6:________

weatherisnicethenextweek，we’llgosailing.7:________

TodayIhavetowriteallmypostcards.Iwantitto8:________

arrivebeforewewillgetbackhomeonSunday.Were9:________

allwell,andlookingforwardtoseeyou.10:________

Hopeallswell.

Lotsoflove第五部分：书面表达

5月2日《蓉城日报》报道：某大型超市最近做出一项新的决定：为减少白色污染，超市将不再为购物的顾客提供免费的塑料袋。请你就此从以下几个方面发表自己的看法：

1．这一决定的利与弊

2．建议超市提供纸袋，顾客也可自带包装

3．要彻底解决白色污染的问题，需要首先提高人们对环保的认识

注意：1．词数：100左右；2．参考词汇：《蓉城日报》：RongchengDaily

参考答案

第一部分单项填空

1—5DABBC6—10CBBBA

第一部分单项填空

1—5AABBA6—10CCDAC11—15DDACD

第二部分完形填空

1—5ABADB6—10BCDAD11—15AACAB16—20DCDBA

第三部分阅读理解

1—5CBCDC6—10ADDBC

第四部分短文改错

1.note与tell之间加to2.real→really3.is→was4.√5.rain→rains

6.and→but7.去掉the8.it→them9.去掉will10.see→seeing

第五部分：写作

Onepossibleversion:

ItisreportedinRongchengDailythatabigsupermarkethasmadeanewdecisionthatinordertoreducewhitepollution,themarketwillnolongerprovideforthecustomersfreeplasticbags.Inmyopinion,thedecisionwillhavebothpositiveandnegativeeffects.Asisknown,peoplethrowawayusedplasticbagswherevertheywanttoandthewhitepollution,mainlycausedbyplastics,whichishardtobreakdown,isbecomingadangertopeople’slife.Thereisnodoubtthatthedecisionwilldogoodtotheenvironment.However,itwillbringinconveniencetothecustomers.It’slikelythatfewerpeoplewillchoosethissupermarketandthereforethesalesoftheshopwillbebadlyaffected.

Tosolvethisproblem,Ithinkthesupermarketcanprovidepaperbagsorthecustomersareencouragedtobringalongbagsoftheirown.ButwhatIwanttopointoutisthatstoppingprovidingplasticbagsisfarfrombeingthebestwaytoprotecttheearthfromwhitepollution.It’snotuntileveryoneunderstandstheimportanceofprotectingenvironmentthattheworldwillbereallyclean.

蜜

蜜蜂的语言

有很多种不同种类的蜂.有些是聚居在大家族里,象蜜蜂,把它们的窝筑在树上或岩石洞里.还有一些则把它们的窝筑在地下的洞里.也有一些根本就不住在一起的蜜蜂.在不同种类的蜂之中,蜜蜂吸引了很多科学家,因为他们用一种语言来互相传递信息.1851年,现代蜂房的研制使研究蜜蜂语言的实验成为可能.
卡尔·冯·弗里希教授,一个澳大利亚的科学家,多年研究在黑暗的蜂房里蜜蜂是怎样以很巧妙的方式传递信息的.冯·弗里希教授多年从事蜜蜂的研究工作,他对一再观察到的某些现象曾感到迷惑不解.当他把一小碟一小碟的蜜放在桌上时,蜜蜂不一会儿就来了.只要有一只蜜蜂发现了蜜,没多久便飞来许多蜜蜂.看来,一只(发现了食物的)蜜蜂能把食物的信息传递给蜂箱里的其他蜜蜂.这是怎样传递的呢?为了弄清情况,冯·弗里希制作了几个特殊的蜂箱,每个里面只有一蜂巢.蜂箱的一面装上玻璃,他可以透过玻璃观察蜜蜂在里面的活动情况.为了便于区别,他在一些蜜蜂的身上涂上颜色.
当一只带有标记的蜜蜂从喂食的桌上飞回蜂箱时,冯·弗里希就透过玻璃进行观察.使他惊异的是,这只蜜蜂在巢壁上跳起舞来.先向右转一圈,再向左转一圈.就这样一遍又一遍地来回转圈.但情况还不只此.这种舞蹈似乎使周围的蜜蜂也活跃起来了.它们成群地跟在这只蜜蜂后面,模仿它的动作.然后离开蜂箱飞到喂食处去了.这种圆圈舞好象是传递有关食物的信息.可是它还传递什么别的信息吗?
冯·弗里希想弄清这种舞蹈能不能说明喂食处有多远.因此,他安排了两个喂食处.

一个靠近蜂箱.另一个远离蜂箱.他给所有来附近喂食处的蜜蜂标上蓝色,给飞到远的喂食处的蜜蜂标上红色.当蜜蜂返回蜂箱时,冯·弗里希看到了一种奇妙的现象.所有到过近处喂食处的蜜蜂都跳着圆圈舞.所有到过远处喂食处的蜜蜂都跳着一种完全不同的舞--摆尾舞.跳舞的蜜蜂沿着直线飞,腹部左右摆动.然后它转半个圈,再沿直线飞,在另一边又转半个圈.它一遍又一遍地不断重复着这些"舞步".情况清楚了.圆圈舞的意思是食物在近处.摆尾舞的意思是食物在远处.

接下来,冯·弗里希和他的同事们在靠近蜂箱的地方设立了一个喂食处.接着他们把喂食处慢慢地往远处移动.他们回到蜂箱近旁时,便仔细观察摆尾舞.他们用跑表计算蜜蜂在一分钟内重复舞蹈的次数.他们发现喂食地点越远,舞就跳得越慢,舞蹈越慢,在一分钟内能够重复的次数就越少.于是又发现一个令人惊讶的情况.每分钟摆尾舞的次数说明到喂食地点的距离.他们也发现蜜蜂在它们的蜂房和喂食处所飞的最大距离是3.2公里.

其次,冯·弗里希和他的同事们要知道的是蜜蜂们是否能够告诉其它伙伴确切的食物位置.例如,蜜蜂能否交流具体的方向,像东西南北,东南和西南等.

当蜜蜂发现一个喂食处的时候,它们能够从蜂箱直接飞到喂食处.不一会,一群蜜蜂就象一股小风暴一样从蜂箱飞到喂食处.几个世纪以前,"蜂线"这个单词就出现了,现在,我们就可以得出"给某人或某样东西作一条直线"的表达方式,意思是为某人或某样东西快速沿着一条直线走.

卡尔·冯·弗里希毕生研究包括蜜蜂在内的动物传递信息的办法,1973年,他和另外两个科学家获得了诺贝尔奖.他死于1982年.

高三英语Underthesea

经验告诉我们，成功是留给有准备的人。作为高中教师就需要提前准备好适合自己的教案。教案可以让学生能够在教学期间跟着互动起来，使高中教师有一个简单易懂的教学思路。那么怎么才能写出优秀的高中教案呢？小编为此仔细地整理了以下内容《高三英语Underthesea》，供大家借鉴和使用，希望大家分享！

Unit3Underthesea
Ⅰ.单元教学目标
技能目标SkillGoals
▲Retellastoryandmakeitintoaplay
▲Readastoryanddescribetherelationshipbetweenanimalsandhumans
▲ReviewthePassiveVoice(2)(includingthe-ingform)
▲Writeaparagraphtocomplainpolitelybasedondialoguesaboutblameandcomplaint

Ⅱ.目标语言

功
能
句
式
Blameandcomplaint
I’msorrybut...
I’mafraid...
That’snotgoodenough.
I’mfeeling(annoyedwith/unhappyabout/unsatisfiedwith...etc)
I’mnotfeeling(happyabout/satisfiedwith...etc)
I’dliketotalktothemanager.
I’dlikeafullrefund.
That’snogoodforme.
I’dlikearefund,please.

词汇1．四会词汇
anecdote,annual,witness,accommodation,shore,yell,pack,flee,drag,depth,lip,tongue,abandon,relationship,rent,seaside,net,dimension,reflect,pure,magic,beauty,cell,aware,vivid,poisonous,cave,narrow,sharp,tasty,scare,shallow,entry,boundary，Antarctic,awesome,seal,pension,pensioner
2．认读词汇
snorkel,aquarium,Clancy,baleen,baleenwhale,migration,oar,blow-hole,harpoon,meantime,overboard,flipper,turtle,lettuce,horn,anemonefish,tentacle,seaanemone,sea-slug,stripe,striped,eel,giant,clam,leap,refund
3．词组
aheadof,inthemeantime,helpout,be/becomeawareof,upsidedown,(be)scaredtodeath,theAntarctic,sortout,throw...outof,beabouttodo,headout,fleeout,aimat,floatup,washoff,holdup
4．重点词汇
anecdote,accommodation,shore,yell,flee,drag,depth,tongue,abandon,seaside,net,relationship,beauty,aware,vivid,poisonous,tasty,scare,Antarctic,awesome,pension

结
构RevisethePassiveVoice(includingthe-ingform)
Clancydidn’tmindbeingtoldwhattodo.
BeingheldupinthewaterbyOldTom,Jameswasconfidenthewouldsurvive.

重
点
句
子1.Withoutpausingwejumpedintotheboatwiththeotherwhalersandheadedoutintothebay.P20
2.Aswedrewcloser,Icouldseeawhalebeingattackedbyapackofaboutsixotherkillers.P20
3.ThefirstthingIbecomeawareofwasallthevividcolourssurroundingme...P24
4....theyellowandgreenparrotfishhangingupsidedown,andsuckingtinyplantsoffthecoralwithitshardbird-likemouth...P24
6.Itoldmyselftheyweren’tdangerousbutthatdidn’tstopmefromfeelingscaredtodeathforamoment.P24

Ⅲ.教材分析和教材重组
1.教材分析
本单元以大自然中的海底世界为话题,以谈论海底世界的动植物为切入点，让学生在交流中发现和了解大自然的奇妙和美丽；通过阅读奇闻故事，使学生从一个侧面了解人类与动物的关系；一篇与海底动植物相处的感受的日记，把学生带入人与自然和谐相处的美好境界。
本单元用梯次递进的方式让学生运用已有的自然知识、亲身体验、所掌握的语言知识和技能，在阅读、听新闻和专家评述、讨论、写故事、编剧本、排练演出等多项语言功能运用的过程中，深入学习、了解海洋动植物和大自然，并学习用英语表达对它们的感受、关切和热爱，从而在学习和运用语言的同时，强化对海洋生物和大自然的保护意识。本单元实现了语言学习和传播先进思想的完美统一。
1.1WarmingUp设计了两个活动。第一个活动用两个提问直接导入本单元的中心话题，也是学生最感兴趣的话题——海底动物和植物，要求学生以互相交流的方式更多地了解海底世界。紧接着是小组活动，要求学生将已知的海洋动植物列表归纳，并谈论自己最喜爱的海洋动物或植物。这一部分的设计为下一步的课文学习以及后边的听、说、读、写在内容方面打下了伏笔。
1.2Pre-reading是Reading文图并茂的内容简介。“虎鲸帮助捕鲸人在每年须鲸迁徙时捕捉须鲸”的奇闻轶事会立刻激起学生的阅读兴趣。
1.3Reading是一篇题为“OldTomtheKillerWhale”的故事，其中包括两篇关于虎鲸的奇闻轶事。第一篇讲虎鲸如何帮助捕鲸人捕捉须鲸，过程奇妙有趣。第二篇讲虎鲸如何从鲨鱼群中救出捕鲸人，情节惊险感人。学生通过对课文的阅读理解，会由衷地感激这些可爱的海洋动物对人类忠实的帮助和巨大的贡献，同时习得阅读故事的技能。
1.4Comprehending设计了根据课文内容描述OldTom和捕鲸人的关系,旨在引导学生在阅读理解的基础上进行再创造。第二题根据课文回答问题，其目的是评价学生对文章的理解程度。第三项是小组讨论，中心论题——你是否同意禁止捕鲸——直击本单元思想内容主题——环境和动物保护。整个活动设计梯次分明，思想教育意义和语言学习意义两条线共同逐步深入，以达到阅读理解的最佳效果。
1.5LearningaboutLanguage分为词汇和语法两项。词汇部分帮助学生学习用适当的形式和意义使用词汇和短语，旨在培养学生运用英语词汇和短语的能力。语法项目是复习动词-ing形式的被动语态。要求学生用正确的-ing形式完成单句填空和补全句子来操练这一语法项目。-ing形式的被动语态在语法学习中是个难点，教师可以在此基础上做些拓展性和巩固性的练习设计。
1.6UsingLanguage是一个综合性学习项目，包括“阅读与讨论”、“讨论与写作”、“说话与写作”。“阅读与讨论”的主体是一篇与海底动植物相处的感受的日记，其后设计了四个活动环节：速读选择信息；细节列表；词汇学习；语法学习（形容词连用）。“讨论与写作”共有两项任务：一是让学生以小组活动的形式讨论所给出的日记中的描述性词语的意思和描述方式；二是让学生用上其中三、四个短语写一小段描写一个地点的一种动物或植物的短文。这种分类描写的方式非常有利于对学生的写作训练和指导。“读、听、说”共设计了五项活动：第一项是在“听”之前阅读一则观鲸旅游的广告并就此讨论有关问题；第二项是听一段对话选择答案；第三项在重听一遍的同时，记下与广告不符的情况；第四、五项的听力重点在词汇上，练习的内容是完成所听的句子和填上所缺的词。所有“读、听、说”的活动层次清晰，内容连贯，实际上都在为完成下一步“写”的任务积累素材和提供示范。“说话与写作”的中心任务是本单元写作练习的主题：对某事或某人以礼貌的方式责备和抱怨。该部分提供了表示“责备和抱怨”的习惯用语和三种情境，要求学生运用所给的词语先进行对话练习，然后再把对话内容写下来。这种写作练习设计能使学生体会到语言的鲜活、生动和实用，有利于发挥他们的写作积极性。

2．教材重组
2.1Pre-reading,Reading,Comprehending是一个整体,而第一部分WarmingUp的话题内容又与Reading一致，因此将这几部分整合在一起，设计成一节“阅读课”。
2.2LearningaboutLanguage中的两项活动(词汇和语法)和Workbook中的USINGWORDSANDEXPRESSIONS以及USINGSTRUCTURES内容一致，整合起来设计成一节“语言学习课”。
2.3将UsingLanguage中的听力部分(P25Reading,discussingandlistening)与Workbook中的LISTENING,LISTENINGTASK整合为一节“听力课”；由于Workbook中TALKING的任务是谈论前面两个听力内容的，所以将此项任务也加进这一课时。
2.4将UsingLanguage中的Readinganddiscussing以及其后的四项练习与Workbook中的READINGTASK以及其后的两项练习整合在一起，上一节“泛读课”。
2.5将UsingLanguage中的Speakingandwriting(P26)与WRITINGTASK,SPEAKINGTASK整合成一节“交流写作课”。
注：本单元“说”的任务分别体现在“听、写、读”等各项活动中，因此没有单独设计“口语课”。
3.课型设计与课时分配
1stPeriodReading
2ndPeriodLanguagestudy
3rdPeriodListening
4thPeriodExtensivereading
5thPeriodCommunicationandwriting

Ⅳ.分课时教案
TheFirstPeriodReading
Teachinggoals教学目标
1.Targetlanguage目标语言
a.重点词汇和短语
anecdote,annual,witness,accommodation,shore,yell,pack,flee,drag,depth,lip,tongue,abandon,relationship,aheadof,inthemeantime,helpout
b.重点句子
Werandowntotheshoreintimetoseeanenormousanimaloppositeusthrowingitselfoutofthewaterandthencrashingdownagain.P20
Withoutpausingwejumpedintotheboatwiththeotherwhalersandheadedoutintothebay.P20
Aswedrewcloser,Icouldseeawhalebeingattackedbyapackofaboutsixotherkillers.P20
Andthoseothersarestoppingitdivingorfleeingouttosea.P20
IttookoverhalfanhourtogettheboatbacktoJames...P21
2.Abilitygoals能力目标
EnabletheSstotalkaboutplantsandanimalsunderthesea.LettheSsknowthatseaplantsandanimalsarepartofhumanbeings’life.
3.Learningabilitygoals学能目标
HelptheSslearnhowtotalkaboutplantsandanimalsundertheseabymeansofmakingdialoguesandknowtheimportanceoftherelationshipbetweenanimalsandhumansthroughreading.
Teachingimportantpoints教学重点
HelptheSsknowmoreaboutplantsandanimalsundertheseaaswellastheanimals’loyaltyandhelptohumanbeings.
Teachingdifficultpoints教学难点
Analyzethestructureofsomesentences;
Summarizethemainideaofeachparagraphaswellasthetext.
Teachingmethods教学方法
Makingdialoguestocollectinformationabouttheplantsandanimalsunderthesea;
Fast-readingandcareful-readingmethods;
Thinkingandsummarizingmethods.
Teachingaids教具准备
Arecorder,aprojectorandsomeslides.
Teachingproceduresways教学过程与方式

StepⅠWarmingup
T:Goodmorning/afternoon,everyone!
Ss:Goodmorning/afternoon,Sir/Madam!
T:Haveyouseenplantsandanimalsthatliveunderthesea?Anddoyoulikethem?
Ss:Yes.Theyareverybeautifulandlovely./Someareuglyanddangerous./Ilikethemverymuchwhethertheyarebeautifulorugly./Yes,theyareverynice...
T:Mm,Isee.Butwheredidyouseethem?
Ss:Atanaquarium./Inthetunnelunderthesea./Inthezoo./OnTV,theprogramsabouttheseaanimals./OntheInternet.Ihaveseenalotofpicturesabouttheseaanimalsandplants...
T:Verygood.Yousee,yoursightofseaanimalsislimited.Doyouwanttoknowmoreaboutthem?
Ss:Yes!Verymuch!Buthow?
T:Nowyoucantalktoeachotherinpairsabouttheseaanimalsandplantsyou’veseenbeforetoenrichyourknowledgeofthem.UsethelistonPage19tohelpyou.
TheSsbegintotalkabouttheplantsandanimalsundertheseathey’veseenbeforeandtheteachercanwalkaroundtoseewhattheyaretalkingabout.Afterthattheteachercanasktwoorthreepairstoacttheirdialoguesout.
Possibledialogue1:
Sa:Lastsummerholiday,IwenttoHainanProvincewithmyparents.TherewhenIwasonmysnorkellingtrip,Isawmanykindsofbeautifulfishunderthesea.TheyhavesorichandfreshcolorsthatIcouldn’tbelievemyeyes.
Sb:Doyouknowtheirnames?
Sa:No.Solargevarietyofcolorfulfishthattheymademeastonished.ButIcouldhardlycallasinglenameofthem.MaybeIsawseaanemones,whichliveonrocksandlooklikeflowers.
Sb:Haveyouseenanythingspecial?
Sa:Yes.Isawsomecorals,realandlivingcorals.Youknowtheredoneisthemostbeautiful.
Sb:Red?I’veonlyseenwhiteonesindecorationshops.Ilikeitsfantasticshapes.ButIdon’tknowtherearesomeredones.
Sa:Besidesredones,therearepurple,yellow,blue,pinkones.
Sb:Oh!That’swonderful!Howluckyyouare!IlikeseaanimalsandplantsverymuchbutIhaven’tseenthemundertheseawithmyowneyes.I’veonlyseenthemonTVprogramsandinsomefilmsaboutlivingthingsunderthesea.
Sa:Whenwecanearnenoughmoneybyourselves,thefirstholidaytripwouldbegoingonasnorkellingtrip.
Sb:It’sago!
Possibledialogue2:
Sa:OnceIsawmanyturtlesintheAquariumofShanhaiguan.Someweresolargethattheycouldn’tmoveveryfast.Twoorthreeofthemhadhardhornsontheirlegs.Itissaidtheymusthavelivedatleastoverthreehundredyearsbeforetheyhavethiskindofthing.
Sb:Really?I’veneverheardaboutthat.IhavebeentoShengyaOceanWorldinDalian.Isawsomelargeturtlesbutdidn’tfindthatkindofones.
Sa:Youmusthaveseenmanyfish,right?
Sb:Certainly!Alargenumberofanimalsandplantsunderthesea.
Sa:Tellmemore,please.
Sb:Someeels,forexample.Theywerelongandthinwithsharpteethandswamveryquickly.Smallsharksinwhite-greycolorswamingroupsaroundthediver.Theywereactiveandseemednevertostop.Theexplainertoldusthatonlyafewkindsofsharksmightattackpeople.Therewerealsofatsealions,yellowandgreenparrotfish,blue-stripedangelfish,seahorses—theywereverysmall,floatinguprightinwater,seastarsinmanycolorsandsoon.Therewerealsosomeseaplantssuchaskelp.
Sa:That’swonderful.I’llaskmyparentstotakemetherenextsummerholiday!
T:Verygoodjob!Youmakemeknowmoreaboutthelovelyseaanimals.Wouldyoulikemetoshowyouaroundtheworldunderthesea?
Ss:Hurray!Wecouldn’twaitanymore!
T:Butremember,afteryou’veseeneachbeautifulcreaturewithoutnamemarked,youmusttrytowritedownthenameoftheanimalortheplantinyourexercisebooks,threeofyouwillbeaskedtowritethenamesontheblackboard.Whoeverwritesthenamesmostquicklyandaccuratelywillgetasmallgift.Clear?
ShowpicturesofseaplantsandanimalsonthescreenandasktheSstodothespellingjob.Ifpossible,ashortvideoabouttheworldunderseawouldbebetter.

(1)(2)
(3)(4)
(5)(6)
(7)(8)
(9)(10)
(11)(12)
(13)(14)
Namesoftheseseaanimalsandplants:
(1)whitewhale白鲸(2)anemone海葵
(3)seastar海星(4)shark鲨鱼
(5)coral珊瑚(6)butterflyfish蝴蝶鱼(7)seahorse海马
(8)turtle海龟(9)parrotfish鹦嘴鱼(10)kelp海带
(11)eel海鳗(12)angelfish天使鱼
(13)anemonefish海葵鱼(14)dolphin海豚
T:Aren’ttheybeautiful!Ithinkyou’veknownmoreaboutseaanimalsandplants.Now,let’sworkingroupsoffour,makingalistaboutwhatyouhaveknownaboutthemtocollecttheinformation.Drawaformlikethisandthenfillinit.Showthefollowingformonthescreen.AftertheSshavefinished,showafulfilledoneasasummary.
NamePlantsandanimals
you’veseenundertheseaWhereyou
sawthemFavouriteone
why
LiHuadolphins,flyingfish,kelps,algae,whitebait...Onaboattourdolphins:cleverandfriendlytopeople
WangXixiturtles,seahorses,sealion,sharks,whitewhale,seals...Atan
aquariumsealion:clever
canplaygame
WangXixiflatfish,ling,coral,kelps,algae,eels,clams,sea-slugs,whales,crabs,shrimps,cuttlefish,seasrats,seals,whalessharks,whelks,elephantseal,anemone,seajelly...OnTVandinfilmscoral:colourfulandincharmingshapes
kelps:tastyandnutrient
JianPingparrotfish,angelfish,eels,coral,kelps,turtles,scallops,clams...Ona
snorkelling
tripbutterflyfish:
beautifulincolors

StepⅡPre-reading
LettheSstalkaboutthepictureinPre-readingandgetthempreparedforthereadingpassage.
T:NowlookatthepictureinPre-reading.Whatcanyouseeandwhatdoyouthinkishappeninginit?
S:Inthepicturewecanseeahugefish,fromthewaterspurtedoutoftheblow-holeonitsheadwecanknowitmustbeawhale.Therearesomebigfishrunningafterit.Theyarehavingafight,Iguess.
S:Thereisasmallboatnotfarfromthewhale.Thepeopleontheboatmightbehuntingwhales.Iheardofitbefore.
T:Ifyouwanttouncoverthepuzzle,readthewordsontheleftsideofthepicture.
Afterashortwhile.
T:Whatdoesanecdotemean?Haveyougotitsmeaningfromthedictionary?
S:Itmeansashortstorybasedonyourpersonalexperience.
T:Right!Sowhatarethemaincharactersofthestory?
S:Whalers,killerwhalesandbaleenwhales.
T:Butwhatistherealnameofthekillers?Andhowdidtheyhelpthewhalerstocatchthebaleenwhales?Let’sreadthetextandfindtheanswers.

StepⅢReadingcomprehending
Inthisstep,theSswillreadthetextanddealwiththecomprehendingexercises.
Skimming
LettheSsskimthetextandgetthemainideasofthetwoanecdotes.
Afterskimming.
T:WhoisOldTom?Whatisthefirstanecdoteabout?
S:OldTomisthenameofkillerwhales.Thefirstanecdotedescribesahuntingexperienceabouthowthekillerwhaleshelpedthewhalerstohuntawhale.
T:Good!Howaboutthesecondone?
S:IttellsabouthowakillerwhaleprotectedandsavedJames,awhaler.
Scanning
LettheSsdoscanningandfindtheanswerstothequestionsinExercise2.
T:First,gothroughthequestionsinExercise2onPage21,andthenIwillgiveyouseveralminutestodoscanning.
Afewminuteslater,guidetheSstodopairwork(asfollows),whiletheteachercanwalkaroundtoseeiftheyhaveanyproblemstodealwith.
Sa:WhatevidencewastherethatOldTomwashelpingthewhalersout?
Sb:OldTomwasswimmingbytheboat,showingusthewayandleadingustothehunt.GeorgestartedbeatingthewaterwithhisoarandtherewasTom,circlingbacktotheboat,leadingustothehuntagain...
Thenasksomepairstoaskandanswerthequestionsbeforeclass.
T:Verygood!Nowcloseyourbooksandwe’lllistentothetapeofthistext.Takeoutapieceofpaper.Lookatthescreen,whileyouarelistening,payattentiontothewholestoryandtrytowritedownthemissingwordsinthesentencesaccordingtowhatyouhear.Areyouready?
Showthefollowingsentencesonthescreen.(Thesentencesaregivenwithblanks.)
1.Ithought,atthetime,thatthiswasjustastorybutthenIwitnesseditwithmyowneyesmanytimes.
2.…asIwassortingoutmyaccommodation,Iheardaloudnoisecomingfromthebay.
3.Werandowntotheshoreintimetoseeanenormousanimalthrowingitselfoutofthewaterandthencrashingdownagain.
4.“Comeon,Clancy.Totheboat,”Georgesaidasheranaheadofme.
5.Aswedrewcloser,Icouldseeawhalebeingattackedbyapackofaboutsixotherkillers.
6.Andthoseothersarestoppingitdivingorfleeingouttosea.
7.Withinamomentortwo,itsbodywasdraggedswiftlybythekillersdownintothedepthsofthesea.
8.Inthemeantime,OldTom,andtheothersarehavingagoodfeedonitslipsandtongue.
Afterplayingthetape,asksomeonetospelloutthewordsorwritethemdownontheBbtochecktheirlisteningandspellingtasks.Atlast,showtheanswersonthescreen.

StepⅣDiscussion
DealwithExercise3inComprehending.LettheSsworkingroupsanddosomediscussion.
T:Lookatthetitleofthistext:OldTomtheKillerWhale.WhoisOldTomandwhatisspecialaboutit?
S:Itisakillerwhale!It’stheheadofthekillerwhaleteam,Ithink.
S:Maybeitisthemostcleverandpowerfuloneintheteam.
T:Nowingroups,discusstherelationshipbetweenOldTomandthewhalers.Thendiscusswhatotheranimalshelpouthumansinhunting.
Asampledescription:
Sa:OldTomishonestandhelpfultothewhalersandthewhalersareverykindtoOldTomanditsgroup,too.They’rejustlikegoodfriends.
Sb:Ithinkso.MaybeOldTomandotherkillershavebeentrainedbythewhalers,justlikehuntingdogs,theygetonwellwiththewhalers.Ineverydaylifetheytakecareofeachotherandinanemergency,theyhelpeachother.
Sc:Speakingtohuntingdogs,Ithinktheyarethemosttypicalanimalsthathelpouthumansinhunting.Uponmeetingthequarries,theyareveryexcitedandlistentotheirmastersverywelltohuntforthem.Ifthereisagroupofdogs,theymayworktogethertilltheyhelpthemastercatchthequarries.Thentheywillbeveryhappyandcomebacktothemastertoreporttheirsuccess.That’sveryinteresting.Andiftheirmasterisindanger,theywillrushuptorescuehim.Therearemanymovingstoriesofthiskind.
Sd:Yes.Afterreadingthetext,wecanlearnmoreabouttherelationshipbetweenhumansandanimals.Humansandanimalsshoulddependoneachotherandbekindtoeachother.Onlyinthatway,cantheworldbemoreharmoniousandbeautiful.
Dealwithsomelanguagepoints.

StepⅤHomework
T:Asamatteroffact,whalesarenowanendangeredanimal.Manypeoplearetryingtoprotectthemfrombeinghunted.ThelastwhalingstationinAustraliaclosedin1978.Butsomecountriesopposetheban.Andtherearestillpeoplewhohuntwhales.What’syouropinion?Areyoufororagainstthebanningwhaling?Considertheproblemcarefullyandwe’llhaveadiscussiontomorrow.Good-byeeveryone!

TheSecondPeriodLanguagestudy
Teachinggoals教学目标
1.Targetlanguage目标语言
a.重点词汇和短语
depth,shore,accommodation,inthemeantime,park,snorkel,rent,seaside,net,beawareof,reflecton,pure,upsidedown,scaretodeath
b.重点句子
Jameswasafraidofbeingattackedbysharks.P23
Thechildrenenjoyedbeingtakentotheaquarium.P23
2.Abilitygoals能力目标
RevisethePassiveVoiceofthe-ingform.
Learntousesomenewwordsandphrases.
3.Learningabilitygoals学能目标
HelptheSstolearnhowtousethePassiveVoiceespecially“beingdone”formbypracticingandsummarizing.
Teachingimportantpoints教学重点
ThePassiveVoiceand“beingdone”usedasobject,attributeandsoon.
Teachingdifficultpoints教学难点
HelptheSstomastertheusageofthePassiveVoiceand“beingdone”structure.
Teachingmethods教学方法
Concluding,summarizingandpracticing.
Teachingaids教具准备
Aprojectorandacomputer.
Teachingproceduresways教学过程与方式

StepⅠRevision
T:Goodmorning/afternooneveryone!
Ss:Goodmorning/afternoon,Sir/Madam!
T:Attheendoflastperiod,youwereaskedtothinkabouttheinternationalbanonwhaling.Areyouforitoragainstit?Nowlet’sworkingroupsoffouranddiscussthereasonsforandagainstbanningwhaling.
WhiletheSsarehavingdiscussion,walkaroundtoseeiftheyaregettingonwellwiththejob.Whentheyhavefinished,asktheSstospeakouttheirgroup’sopinionsandreasons.
Possiblediscussion:
Sa:Ithinkit’simportanttoprotectwhales.Afteralongtimehunting,thenumberofwhaleshaslargelydecreased.Ontheotherhand,withthedevelopmentofindustry,theseahasbeenseriouslypollutedandthepollutionhaskilledmanywhales.
Sb:Yes.Iagreeontheinternationalban.Whaleisoneoftheoldestspeciesontheearth.Protectingthemeffectivelyandstudyingthemseriouslywillbringhumanbeingsgreatbenefit.
Sc:Whalesarethehugestanimalslivingintheocean.Thenumberoftheminnaturewillhavegreateffectonthebalanceofseaanimalsaswellasnature.
Sd:WeseemtohavethesameideaaboutthetopicandIagreewithyouall.Firstly,animalsarehumanbeing’sfriends;wemusttrytoprotectthem,especiallythoseendangered.Itisreportedthatmanywhaleskillthemselvesforsomeunknownreasonsonsomebeacheseveryyear.Maybethatiscausedbypollution.Inaword,manhasdonemuchharmtowhales.It’stimeforushumanstodosomethingtoprotectthem.Nomorewhaling!
T:Yes,nomorewhaling!Iagreewithyouverymuch!Ihopeyoucangetmoreinformationaboutwhalesafterclasstolearnmoreabouttheircurrentsituation.

StepⅡLanguagestudy
DealwiththeusefulwordsandexpressionsinthisunitandlettheSsdosomeexercisestomastertheirmeaningsandusages.
T:TurntoPages22,pleasefinishExx1-3.
WhentheSshavefinishedthat,checktheanswerswiththewholeclass.
T:Now,we’llrevisesomeusefulstructures.
Astheteacherexplainsthegrammar,he/shewillshowtheslidesatpropertime.

StepⅢPractice(Workbookexercises)
LettheSsfinishtheexercisesinUSINGWORDSANDEXPRESSIONSonPage63tofurtherpracticetheuseofsomekeywordsandexpressions.
ThenletthemfinishtheexercisesinUSINGSTRUCTURES.Afterstudentshavefinished,showsomestudents’workontheprojector,checktheirworkwiththewholeclass.Correcttheerrorsifthereareany.
Thisstructureisusedafterprepositionsandverbsnormallyfollowedby-ingform.SotheteachercanhelptheSssummarizetheverbsorphrasalverbsfollowedby-ingform.

StepⅣHomework
Homeworkfortoday:
1.Revisethegrammarandlanguagepoints.
2.Writefivesentenceswith“beingdone”structureasdifferentcomponentsofasentence.
TheThirdPeriodListening
Teachinggoals教学目标
1.Targetlanguage目标语言
重点词汇和短语
opportunity,annual,migration,Antarctic,whalewatchingtour,witness,awesome,leapoutof,seal,refund,pensioner,sharkattack
2.Abilitygoals能力目标
EnabletheSstolistentothreedialoguesaboutatourtheyhavereadintheadvertisementandaninterviewofasharkexperttoanswerthequestionsgiven.
3.Learningabilitygoals学能目标
Learnhowtogetrightinformationfromwhattheyhearonthetapeandanswerthequestionsgivenaccordingtothelisteningmaterial.
Teachingimportantanddifficultpoints教学重难点
Listentodialoguestopickouttheexpressionsaboutblameandcomplaintandfillinthemissingwordsintheshortpassagesgiven.
Answersomequestionsgivenaboutsharksinordertosmooththewayoflistening.
Teachingmethods教学方法
Listening,speakingandcooperativelearning.
Teachingaids教具准备
Arecorder.
Teachingproceduresways教学过程与方式

StepⅠRevision
T:Goodmorning/afternooneveryone!
Ss:Goodmorning/afternoon,Sir/Madam!
T:Now,I’llcheckyourhomework.Readthesentencesyou’vemadewiththepassivevoiceof-ingform.
OrasksomeSstowritedowntheirsentencesontheBb,correctthemistakesifany.
Samplesentences:
Beingastudent,IknowImustworkhard.(Adverbial)
I’mveryexcitedaboutbeinginvitedtomyfriend’sbirthdayparty.(Objectofprep.)
Wedon’tlikebeingkeptwritinghomeworkalldaylongonSunday.(Objectofvt.)
Beingpraisedisapleasure.(Subject)
Theboybeingblamediscrying.(Attribute)

StepⅡListening(1)
T:Page25,please.Youwillfindanadvertisementaboutwhalewatchingtours.Haveyoueverbeenonsuchatour?Whatcanyouexperienceonthistour?...Nowreaditcarefullyandtrytoanswerthequestionsaboveit.Youcandiscusswithyourpartners.
Suggestedanswers:
1.Youcan:listentowhalessingingandwatchthemunderwateronthevideocamera;witnesswhalesintheirnaturalenvironmentastheyleapoutofwaterandfeedinourwaters;enjoyplentyofothermarineanimalssuchasdolphins,sealsandpenguins.
2.Iameagertogoonthistour.Iwouldliketowitnesswhalesintheirnaturalenvironmentastheyleapoutofwaterandfeedinourwatersbest.
3.Youwillgetarefundifyoudon’tseeawhaleonthetour.
T:Nowwearegoingtohearsomedialoguesbetweentouristsandatourguide.Theyhavefinishedthewhalewatchingtour.LookattheaspectsinEx2.Gothroughtheaspectsgivenanddecidewhichonesthetouristsmightthinkweregoodandwhichtheymightcomplainabout.Afterthat,we’lllistentothetapeandchecktheanswers.Clear?
Playthetape.Forthefirsttime,theyarerequiredtochecktheanswerstheyhavechosen.Forthesecondtime,theyshouldnumbertheaspectsintheordertheyhearaboutthem.Thenchecktheanswerswiththewholeclass.
T:Wehavesomanyjobstodotoday.NowPage26.Let’slistentothetapeagaintofinishExx3-5.ForEx4,youarerequiredtopickouttheexpressionsaboutcomplaintineachofthethreedialoguesandthencompletethesentencesgiven.Theseexpressionsarethefunctionalitemsofthisunit.
PlaythetapeagainandhelptheSstofinishthesetasksandatlast,checktheanswerswiththeclass.

StepⅢListening(2)
T:TurntoPage62please.Firstlookatthethreephotos.Whatdoyouseeinthem?
Ss:Sharks.
T:Haveyouseenanysharkswithyourowneyes?Wheredidyouseethem?Howwouldyouliketodescribethem?
S:Isawtheminanaquarium.Ithinktheyarehugeandfierce.
S:IsawthemontheTV.Itisreportedthatsharksattackpeopleonthebeachesinsomeareas.
T:Howdoyoufeelwhenyoulookatthephotosofthem?
S:Ifeelscared.
S:Ifeelamazed.
S:Ifeelthathumansaresofragileandweakinfrontofthem.
ThenlettheSsdiscussthequestionsabovethephotosingroupsandmakeshortdialogues.Theywillshareinformationwitheachotherandlearnmoreaboutsharks.
Possibledialogue1:
Sa:Wherehaveyouseensharks?
Sb:I’veseenthematanaquarium.
Sa:Whatdoyouknowaboutthem?
Sb:Iknowfromtheinterpreterthattherearemanykindsofsharksintheworldbutjustafewofthemmayattackpeople.Whataboutyou,C?
Sc:I’veseenthembothonTVandatanaquarium.WhenIsawtheminthelargeaquarium,Ifoundtheywerenotsobigandfierce.Onthecontrary,theywerelivelyandactive.WhenIsawthemonTVprogramsabouttheworldunderthesea,Ifoundtheyswamveryquicklylikeanarrow.Infact,Ilikethemverymuch.Doyouknowanythingaboutshark,A?
Sa:Yes.I’veseenthemontheInternet,onTVandinthefilmofJaws.Theanimalisawonderfulcreatureinnature;whileinthefilmitwasverycruelandfierceandkilledmanypeople.ButIdon’tthinkthefilmtellsthetruestoriesofsharks.Ialwaysthinkifyoudon’tdisturbthewildanimals,theywon’tattackyou,either.
Possibledialogue2:
Sa:Howdoyoufeelwhenyoulookatthephotos?
Sb:Inthefirstandsecondone,theyseemfine.Theyhaveaverygoodshapeandtheycanswimveryquickly.
Sc:Butinthethirdoneitlooksveryfrightening,justlikethebigsharkinthefilmJaws.It’sterrible.Whatdoyouthinkaboutthem,A?
Sa:Sometimeswemayhearnewsthatsharksattackpeopleandthismayfrightenpeopleverymuch.Butpeopleoftenpaylessattentiontothefactthatmanymoresharksarekilledbypeopleeveryyearandtheiramountinnaturedroppeddownveryquickly.
Sb:Yes.Peoplekillfarmoresharksthansharksdotopeople.AndIknowfromsomebooksthatseldomdothewildanimalsattackhumanbeings,ifpeoplewon’tdisturbthem.Sopeopleshouldthinkseriouslywhattheyhavedonetosharks.Forexample,whetherwe’vedestroyedtheirsurvivingenvironmentorwhethertoomuchfishinghasbrokentheirfoodchains.
T:Asweallknow,sharksattackpeople.NowLet’slistentothenewsreportsonsharkattacks.Numbertheplaceswheretheseattackshappenedintheorderyourhearthem.Areyouready?
PlaythetapetwiceormorefortheSstolistenandfinishExx2-3.Afterthat,checktheanswerswiththem.ThenlettheSsworkingroupsanddiscussthequestionsinEx4.
SuggestedanswerstoQ1:
Sa:Justnowweheardsomereportsonsharkattacks.Astowhetherpeopleshouldhuntdownandkillsharks,Ithinkthatdependsonthecase.Ifthesharkkillspeople,liketheoneinthefilmJaws,itshouldbekilledinordertosavepeople’slives.Butwemustn’tkillthosethatneverattackpeoplebecausenotallsharksmighthurtpeople.Wecan’tkillthewholefamilyjustbecauseoneofthemkilledaperson.
Sb:Iagree.Sharkattacksjusthappenonceinawhile.Infact,thechancesofbeingbittenbyasharkareactuallyverysmall.Comparedtowhatpeoplehavedonetosharks,theyareinnocent.Imaginethatifhumanbeingshadn’tdisturbedtheircircumstanceordestroyedtheirfoodchainorpollutedseawaterandsoon,wouldthatkindsofthingshappensooften?
Sc:Yes.Wehumanbeingsmustreflectonourselveswhetherweleaveenoughspaceforseaanimals,likesharks,tosurviveinnature.Ifwewanttoomuchfromthesea,wemustbepunished,byanimals,bynatureorinsomeotherways.Ontheotherhand,peoplecantakemeasurestoavoidthis.Forexample,nottoswimtooclosetotheirhabitats,leavethemenoughspace;nottofishtoomuch,especiallythecertainkindsoffishforsharks’food;protecttheoceanfrombeingpollutedtoprovidegoodseaenvironmentforallseaanimalsandmostly,forhumanbeings.
SuggestedanswerstoQ2:
Sa:Ithinkitmattersifmanysharksarekilledbypeople.Everyoneknowsthatanyspecieshasitsownpositioninnature,sayingnothingofsharks,largeandimportantanimals.Theamountofsharkswillmakegreateffectontheseacreaturechain,whileseacreaturechainwillaffecttheocean,andtheoceanwillactontheclimatestraight,andasaresult,onhumanbeings.SoIthinkanimals,suchassharks,haveaverycloserelationtopeople.
Sb:Yes.Itisreportedthatsharkpopulationsaredecreasingataseriousratebecauseofmodernfishingtechnology.Ontheotherhand,withthedeepwaterconditiongettingworsebypollutionandpeople’skilling,moreandmorespeciesarebecomingendangered.
Sc:AsfarasIknow,upto200millionsharksarekilledeachyear.Thisformerhugefamilynowhasnolongerheldadvantages.Theirsituationmakesusworried.SoIthinkgovernmentshouldmakesurethatthefishingofsharksissloweddown.Meanwhile,takematurestoprotectthem.
T:Verygoodjob!I’mverygladtofindthatyouhavegotstrongsenseofenvironmentalprotection.
Now,lookatthescreenandwewillreadtwopiecesofnewswithpictures.
Dealwiththenewwordsfirst.
Onthescreen
Whalesanddolphinsmysteriouslystranded
Updated:
Newwords:Tasmanian.塔斯马尼亚;
beachingn.海滩;steerv.驾驶,转向;
strandvt.搁浅;rescuern.救助者;
survivorn.生还者
(1)
AlisonJoyceandhertwo-year-sonTylerlookbottle-noseddolphinsstrandedonSeaElephant
BeachonTasmania’sKingIslandinAustraliaNovember29,2004.Over100ofthemammalsmysteriouslybeachedthemselvesinamassstrandingwhichwasrepeatedatanotherbeachontheislandstates’south-eastcoast.Morethanthree-quartersofAustralia’swhalestrandingsoccurinTasmania.
(2)
Partofapodofbeachedlong-finnedpilotwhalesliedeadinthesandatSeaElephantBeachonTasmania’sKingIsland,Australia,November28,2004.Morethan100whalesanddolphinsdiedintwoseparatebeachingsin24hoursonremoteAustralianislands,leavingrescuersonMondaystrugglingtosteersurvivorsouttoseaandpreventmorestrandings.
AfterreadingthenewstheremayappearaspecialatmosphereinclassamongtheSsandtheymaygetaspecialeducationaswell.TheteachercantaketheopportunitytomaketheSsknowdeeplytheimportanceoftheprotectingnature.

StepⅣListening(3)
T:NextwearegoingtolistentoaninterviewwiththesharkexpertDonJames.Beforeyoulisten,gothroughthestatementsinEx1onPage65andpredictwhatyouwillhearintheinterview.Thenlistenandnumberthesestatementsintheorderyouhearthem.
AftertheSshavefinishedreadingthestatements,playthetape.Thenchecktheorderofthestatements.ThenlettheSstrytoanswerthequestionsinEx2inpairs.Playthetapeforthesecondtime.AsktheSstotakesomenoteswhilelistening.Finally,asksomeofthemtoanswerthequestionswiththehelpoftheirnotesaccordingtowhattheyhear.

StepⅤHomework
T:Todaywehavetalkedaboutandlistenedtosomethingaboutseaanimals.Tomorrowwe’lllearnmoreinterestingthingsaboutthem.PleasepreviewthereadingpassageonPage24.Nowclassisover.Goodbye,everyone.
Ss:Goodbye,Sir/Madam.

TheFourthPeriodExtensivereading
Teachinggoals教学目标
1.Targetlanguage目标语言
a.重点词汇和短语
reflecting,puremagic,beauty,cell,becameawareof,vivid,poisonous,cave,narrow,upsidedown,sharp,tasty,scaredtodeath,shallow
b.重点句子
I’msittinginthewarmnightairwithacolddrinkinmyhandandreflectingontheday—adayofpuremagic!
ThefirstthingIbecameawareofwasallthevividcolourssurroundingme...
Whatawonderful,limitlessworlditwasdownthere!
2.Abilitygoals能力目标
EnabletheSstoknowmoreaboutthelivingthingsundertheseaandexperiencethebeautifulandharmoniousnaturebyreadingadiarydescribingtheanimalsandsceneryundertheseaandlearntowriteasimilaroneaccordingtotheexpressionsgiven.
3.Learningabilitygoals学能目标
Trytoimprovethestudents’readingabilitybygraspingtheinformationinthedairyabouttheworldunderthesea.Strengthentheirsenseofenvironmentalprotection.
Teachingimportantanddifficultpoints教学重难点
EnabletheSstoreadforspecificinformationandguidetheSstowritetheirowndiary.
Teachingmethods教学方法
Reading,listeningandspeaking.
Teachingaids教具准备
Arecorder,aprojectorandacomputer.
Teachingproceduresways教学过程与方式

StepⅠRevision
T:Goodmorning/afternooneveryone!
Ss:Goodmorning/afternoon,Sir/Madam!
T:YesterdayIaskedyoutopreviewthereadingpassageonPage23.It’schosenfromsomeone’sdiary.Whatdoesthewriterwriteabout?
Ss:Thewriterreflectedhisorherexperienceofsnorkelingonthereef.He/Shedescribedtheanimalsandthesceneryunderthesea.
T:Goodjob!

StepⅡReading(1)
ReadinganddiscussingP24
T:Almosteveryoneofyoulikestowatchtheprogramsabouttheseaandthesealife.That’sagreatenjoyment.Don’tyouthinkso?Ifyouhaveachancetogoonasnorkelingtrip,howwillyoufeel?
Ss:We’llfeelcrazilyhappy./Thatwouldbethemostfantasticthing./Itwouldbethemostexcitingthinginmylife...
T:Yes,Icanunderstandyourfeelings.NowlistentothetapegoingwiththepassageonPage24withoutlookingatyourtextbooks.Trytocounthowmanyseaanimalsthewritermentionsinhis/herdairy.Let’sbegin!
PlaythetapefortheSstolistentoandlettheSstrytowritedownthenamesoftheseaanimalsmentionedinthediary.Afterthat,checkthejobbyaskingsomeonetotellthenamesoftheseaanimals.
T:Howmanyanimalsdoesthewritermentioninhis/herdiary?
Ss:7.
T:Whatarethey?
Ss:Theyareparrotfish,sea-slug,sea-star,turtle,eel,clamandreefshark.
T:Right.Bytheway,thereisanotherkindofcreature,notfish,whicharedescribedmuch,especiallytheirshapes.Whatarethey?
Ss:Corals!
T:Yes.You’vedoneverywell.Let’sreadthetextcarefullytoenjoythebeautifulviewundertheseaandhavealookattheselovelyanimals.Whileyouarereading,trytoanswerthequestionsonthescreenandfindoutthemainideaofeachparagraph.Fiveorsixminuteslater,I’llcheckyourworkbyaskingsomeonetoanswerthesequestionsandtelltheclassthemainideaofeachparagraph.Areyouclear?
Onthescreen
Para1Questions:1.Whatdidthewriterdointhemorningon19thJanuary?
2.Whatdidhethinkafterseeingsuchextraordinarybeauty?
Mainidea:__________.
Para2Questions:1.Whatisthefirstthinghebe-
cameawareof?
2.Doeshethinkthecoralsarefantastic?Why?
Mainidea:__________
Para3Questions:1.Didhefrightenthefishwhenheswamamongthem?
2.Whatfishesdidheseeunderthesea?Speakoutatleastthreekinds.
Mainidea:__________
Para4Questions:1.Werethereanythingthatmadehimfeelfrightened?Whatwerethey?
2.Dothesharkshementionedhurtpeople?
Mainidea:__________
Para5Question:Whydidhesayhewasverybrave?
Mainidea:__________
Para6Mainidea:__________
WhentheSshavefinishedtheirreading,checktheirworkintheask-and-answerway.Whentheysumupthemainideas,givethemnecessaryguideandthenshowthesuggestedideasonthescreen.
Takethefirstoneforexample:
T:Nowyouhavefinishedyourreading,haven’tyou?
Ss:Yes!
T:InPara1,whatdidthewriterdointhemorningon19thJanuary?
S:Hewentsnorkeling.
...
Suggestedanswersandmainideas:
Para1Answers:1.Hewentsnorkeling.
2.Hethoughteverycellinhisbodywokeupanditwaslikediscoveringawholenewdimensionoflife.
Mainidea:Goingsnorkelingonthereef,thewriterspentadayofpuremagicanditwasthemostfantasticthinghehaseverdone.
Para2Answers:1.Allthevividcolourssurroundinghim.
2.Yes.Becausetheywereshapedstrangelylikefans,plates,brains,laceandsoon.
Mainidea:Hebecameawareoffantasticviewsunderthesea,suchasthewonderfulcolours,thestrange-shapedcorals,andallkindsofelegantfish.
Para3Answers:1.No,hedidn’t.Thefishdidn’tseemtomindhimswimmingamongthem.
2.Hesawmanybeautifulfishsuchasanemonefish,parrotfish,angelfish,andsoon.
Mainidea:Hesawavarietyofbeautifulfishandsealifeunderthesea.
Para4Answers:1.Yes,therewere.Hedidn’twanttogettooclosetotheeel,thegiantclam.Andthegreyreefsharksmadehimscaredtodeath.
2.No,theydon’t.Theyarenotdangerous.
Mainidea:Thedescriptionofsomeuglyandmaybedangerouscreatures.
Para5Answer:Becauseheswamovertheedgeofthereefandhungtherelookingdownintodepthsoftheocean.
Mainidea:Hefeltveryexposedinsuchdeepclearwater.
Para6Mainidea:Sighwithemotion:WhatatinyspotIwasinthisenormousworld!
T:Verywonderfuljobyou’vedone!Nowdoyouhaveanyquestionsaboutthewordsandexpressionsinthepassage?
Dealwithsomelanguagepoints.
Languagepoints:
1.be/becomeawareof:gettoknow
e.g.Themangersofthecompanyhavebeenawareoftheirweakness.
Iwasnotawareofthefire.
Add:Thereisanotherpatternabout“beaware”:beaware+clause
e.g.Wewerequiteawarethatthecompetitionwasveryfierce.
Areyouawarehowtheywouldrespondtoourterms?
2.reflect
(1)vt.throw(light)back:
e.g.Amirrorreflectsapictureofyouwhenyoulookinit.
(2)vt.express(+clause)
e.g.Doeswhatyousaidreflecthowyoureallythink?
(3)vi.thinkcarefully(+on)
e.g.Hereflectedonmyquestionsbeforeanswering.
ThendealwithExx1-4onPage24.

StepⅢReading(2)
READINGTASKP66
T:Let’scometothestoryabouttheseagoddessonPage67.Lookatthetwopicturesbeforeyoureadthestory.LookatPicture1,whichpartoftheworlddoyouthinkthismanisfrom?
Ss:MaybeheisfromtheNorthPole.
T:Whydoyouthinkso?
S:Becausewecanseesomeicebergs.
S:Andheispaddlingacanoeandwearingthickclothes.
T:Then,whatdoyouthinkhisclothesaremadeof?
S:IfhedoesliveintheareaoftheNorthPole,Iguesshisclothesaremadeofanimalfurs.
T:Thatmakessense.LookatPicture2.Haveyouseenpictureslikethisbefore?
Ss:Yes.
T:Wheredidyouseethem?
Ss:Inthepicturebooksoffairytale./OnTVprograms.
T:Doyouknowanystorythatinvolvesacreaturelikeher?Whatisthestory?
Ss:ThefairytalewrittenbyAndersen,“TheLittleMermaid”.
T:Verygood!Nowlet’sglancethroughthestoryquicklyandmatchtheparagraphwiththecorrectsentenceinEx2onPage68.
AftertheSshavefinishedit,checktheanswers.
T:Infact,eachsentenceisthemainideaofitscorrespondingparagraph.Haveyoufindthat?
ThendealwithEx3.LettheSsreadthestoryagainandanswerthequestions.Atlast,checktheanswers.
Suggestedanswers:
1.Becauseherfatherwasgettingoldandhecouldnotlookafterherdaughteranymore.
2.HewasafraidthatSednawouldn’tagreetomarryhimifsheknewhewasnotamanbutaseabird.
3.BecausethebirdmancausedaseastormwithangerandSedna’sfatherwassofrightenedthathegrabbedSednaandthrewherintothesea.
4.MaybeSedna’sfatherwasonceseriouslyhurtbythebirdman.Sohewasfrightenedofthebirdman.
5.Yes.Becausewhensheisangry,shekeepsalltheanimalsintheseaawayfromthehunters,whodependontheseafortheirsurvival.AndIthinkthatisamagicpowerthenatureofferstoherforherbeauty,clearnessandkindness.
Iftimeallows,asktheSstotalkaboutthestoryconcerningitsmoraleducation.
T:Whatdoyoufeelafteryoureadthestory?WhatdoyouthinkofSednaandherfather?Whatdoyouthinkthestoryistryingtoconvey?Orwhathaveyoulearnedfromthisstory?Nowthinkaboutthesequestions.
Possibleidea1:
Ithinkitisamiserablestory.Firstly,itiswrongforSedna’sfathertoforcehisdaughtertomarryaman.Evenworse,whenherealizedhewaswrongandtriedtohelphisdaughtertoescape,heactuallygaveupfacingthethreateningandterrifyingfromthebirdman.Andtheworstthingisthathehimselfthrewhisdaughterintotheseaandthatkilledhisowndaughter.Ihatethefather.Heisacoward.
Possibleidea2:
Idon’tthinkitisabeautifullegend.Sednawasabeautifulandkindgirl.Sherefusedallthemenwhowishedtomarryherbecauseshelovedherfather,butherfatherdidn’tknowthat.Onthecontrary,heforcedhisdaughtertomarryamanshedidn’tlove.Whatwasworse,hegaveintothebirdmanwhofrightenedthemwithviolenceandthrewhisdaughterintothesea,evencutoffhisdaughter’sfingers.Whatafather!Heissocruel!IthinkthebadfatherwouldbepunishedbyGod.

TheFifthPeriodCommunicationandwriting
Teachinggoals教学目标
1.Targetlanguage目标语言
a.重点词汇和短语
puremagic,extraordinarybeauty,fantasticthing,scaredtodeath
b.功能句式
That’snotgoodenough.
I’msorrybut...
I’mafraid...
I’mfeeling(annoyedwith/unhappyabout/unsatisfiedwith...).
I’mnotfeeling(happyabout/satisfiedwith...).
I’dliketotalktothemanager.
I’dlikeafullrefund.
That’snogoodforme.
I’dlikearefund,please.
2.Abilitygoals能力目标
EnabletheSstodescribeaplaceandtheplantsoranimalstherewiththetargetlanguage.
EnabletheSstomakecomplaintusingtheexpressionsgiven.
3.Learningabilitygoals学能目标
HelptheSslearnhowtowriteadescriptionofaplaceandtheplantsoranimalstherewiththetargetlanguage.
HelptheSslearnhowtomakecomplaintwiththetargetlanguage.
Teachingimportantanddifficultpoints教学重难点
HelptheSstomastertheusefulexpressionsandlearntousethemtoexpressblameandComplaintincertainsituations.
Teachingmethods教学方法
Discussing,guidedwritingandspeaking.
Teachingaids教具准备
Aprojectorandacomputer.
Teachingproceduresways教学过程与方式

StepⅠRevision
T:Goodmorning/afternooneveryone!
Ss:Goodmorning/afternoon,Sir/Madam!
T:Yesterday,IaskedyoutoworkingroupstocheckthemeaningsoftheexpressionsgivenonPage24andtalkaboutthetimesyouhadfeelinglikethese.Haveyoudonethat?Nowwhowouldliketotellaboutatimeyouhadthesefeelings?
ThenasksomeSstotellaboutthetimestheyhadfeelingslikethese.

Possibledescriptions:
Sa:Ihadadayofpuremagiclastsummer.MyparentstookmeforatourinBenxi,LiaoningProvince.Whenwewentintoacavern,wesawicicle-shapedstalactites(钟乳石)grotesqueinshape,hangingfromtheroofofthecavern.Whenthestalactiteswerelightedbythecolorfullights,theylookedextraordinarybeauty.Thenwetookaboatfloatingontheriver,itwasverydark.Ourboathittherockofthebanknowandthen,makingmyheartbeatingwildly.TheexploringtourwasthemostfantasticthingIhaveeverdone.
Sb:Youreallyhadamagicday!WhenIwenttotheGreatWall,Ialsohadafantasticfeeling.Yousee,whenIwasclimbinganarrowironladderstraightuptoahighwatchtower,Ifeltscaredtodeathandmyheartwasbeatingwildly.ButwhenIreachedthetopofthewatchtowerandlookedoutoverthemountains,everycellinmybodywokeup.Mymoodwasextraordinarygoodanditwaslikediscoveringawholenewdimensionoflife.
Sc:ThetimeIspentatShengya—theWorldundertheSea,anaquariuminDalian,maybecomparedwithyours.WhenIgotintotheaquariumunderthesea,Ifeltlikediscoveringawholenewdimensionoflife.Avarietyofbeautifulfishandmanyotheroceananimals,whichIcouldn’tcalltheirnames,wereswimmingaroundandthecolorfulseaplantswerewavingsoftlyfollowingthecurrentofthesea.Seeingsuchextraordinarybeautyintheworld,Ifelteverycellinmybodywokeup.Thatwasreallyadayofpuremagic.

StepⅡWriting(1)
T:Inlastperiodwereadadairy,inwhichthewriterusedverybeautifulwordsandphrasestodescribecolours,patterns,shapesandbehaviouroftheanimals.Nowpleasewriteaparagraphtodescribeaplaceandtheplantsoranimalsthere.Youcanreadthethirdandthefourthparagraphofthedairyasmodelforyourownwriting.FiveorsixminuteslaterI’llcheckyourwork.
TheSswillreadthethirdandfourthparagraphbeforetheystartwriting.Whentheyarewriting,theteachershouldwalkaroundtoseeiftheyhaveanyproblemstodealwith.Fiveorsixminuteslater,showoneortwocopiesonthescreenandcheckthemwiththewholeclass.
Samplewriting:
Whenwecameintothearboretum,oursightwasattractedbyallthevividcoloursofvarietiesofflowersatonce—reds,yellows,purples,white,blue,pinks,orangesandsoon.IlovedLiliesverymuch,whichwereshapedlikehorns.Thewhiteoneswerethemostsweet-smellingwithlargesize;thepinkoneswerebeautifulinbothcolourandsweetandtheorangeoneswerevividincolourwithnosweetandsmallsize.IlovedRosesthebest.Theyhavealladvantagesinthelargeflowersizes,good-lookingshapes,richcoloursandsweetsmell.AnewtypeofRosenamedBlueYaojiwassocharmingthatIjustwantedtokissthegem-blueflowers.TheButterflyOrchidswerebothrareandbeautiful.TheycamefromTaiwanProvincewithalongbloomtime.TheygotthenameButterflyOrchidsbecauseoftheflowershapesbadlylikebutterflies.Mostofthemwerepurplesandwhite.ButIfoundayellowkind,onwhichtheflowerswereabitsmalllikeyellowjade.Theywerereallybeautiful.Seeingtheextraordinarybeauty,Ifelteverycellinmybodywokeup.Itwaslikediscoveringawholenewdimensionoflife.
StepⅢSpeaking
SpeakingandwritingP27
T:Inourdailylife,wesometimesmeetwithsomethingunpleasantandmakecomplaint.Sowhenyougotoanothercountry,youshouldlearntocomplainpolitely,thenyoumaygetagoodsolution.LookatthethreesituationsonPage27.Haveyouevermetthesesituationsinyourlife?Whatdidyousayatthattime?Orwhatwillyousayifyouareinsuchsituations?Thinkaboutit....Nowreadtheexpressionsabovethesituationsandseehowtheycanhelpyoutomakecomplaintforeachofthesituation.Thenworkinpairs,chooseonesituationandmakeupadialogueforit.
Afterawhile,checktheirworkbyaskingseveralpairstoactouttheirdialogues.

Possibledialogue1:
Sa:Yousee,Imissedmyflight,official.
Sb:Don’tworry.Youcantakethenextflight.Wewon’tchargemore.
Sa:Youwon’tchargemore?ImeanI’dlikearefund,please.
Sb:I’msorrybutwedon’thavethatterm.
Sa:Imissedmyflightbecauseyoudidn’tannouncedthedelayoftheflightovertheloudspeaker.Youdelayedmytourandyoubearresponsibilityforit.
Sb:Let’strytofindabettersolution.
Possibledialogue2:
Sa:Waiter!
Sb:Yes?
Sa:ThefishIorderedtastesterrible.I’dliketotalktothemanager.
Sb:I’msorry.I’mthemanager.I’llaskthemtochangethefishforyouatonce.
Sa:That’snotgoodenough.Comingheretohaveamealshouldbeapleasantthing,howcanyouoffermesuchbadfood.I’mfeelingveryunsatisfiedwithyourservice.
Sb:I’msorry.Buthowcanwemakeyousatisfied?
Sa:I’dlikeagooddishandafullrefund.
Sb:I’mafraidwecan’tdothat.Butwecansendyouanotherdish.
Possibledialogue3:
Sa:Lookatthetrousers!Theyaretooshortforme.
Sb:I’msorry.Letmehavealookatthem.Well,don’tworry,Icanmendthemforyou.
Sa:That’snogoodforme.I’mnotfeelinghappyaboutapairofmendedtrousers.
Sb:Ihaveagoodidea.I’lladdlacesalongthecuffs.Theywilllookbeautifulandfashionable.
Sa:ButI’dstilllikearefund.
Sb:AsIdelayedyourwearing,Iagreetogiveyouaquarterrefund.IsitOK?
Sa:That’sOK.
ThenasktheSstowritedowntheirdialoguesontheirexercisebooks.

StepⅣWriting(2)
WRITINGTASKP68
T:WehavelearnedthestoryofSedna.Canyouretellthestory?Youmayfeelitdifficulttoretellsuchalongstory.Don’tworry.TurntoPage68.Lookatthetopicsentencesofeachparagraph,usingthemasaguide.Thenyouwillfinditeasiertotellthestory.Nowworkwithyourpartner,taketurnstotellthestory.
Showthetopicsentencesonthescreen.Askastudenttoretellthestorybeforetheclass.ThengettheSstowritedownthestoryindividually,usingthetopicsentencesasaguide.
Samplewriting:
SednawasalovelyandbeautifulInuitgirlandshedidn’twanttogetmarriedbecauseshelovedherfatherverymuchanddidn’twanttoleaveherfatheralone.Butherfathertoldherthatshemustmarryaman.SothenextdaySednaagreedtomarryastranger,whopromisedheragoodlife.Butwhenshefollowedthemantohisplace,shediscoveredthatherhusbandwasabird!Sednafeltsounhappythatshecriedeveryday,callingherfather’sname.Whenherfatherheardthecryingofhisdaughter,hedecidedtohelphertoescape.Whenthebirdmanfoundthathiswifewasnotthere,hewassoangrythathecaughtupwiththecanoe,whichSednaandherfatherwerepaddlingback,andcausedaseastorm.Sedna’sfatherwassofrightenedofthebirdmanthathethrewSednaintothesea.AsSednasanktothebottomoftheocean,shebecameaseagoddess.Fromthenon,TheInuitbelievethatSednahaspowerovertheanimalsinthesea,sotheyshowhergreatrespect,especiallyaftertheycatchseaanimals.
T:Verygood.NowreadthequestionsinthetableofEx4toassessyourownwriting,revisingandmakingcorrectionsifnecessary.
Aftertheyhavefinishedwriting,letthemassesstheirownwritingsandtheirpartners’accordingtothetableinEx4.ThisactivitywillhelptheSstofindtheirproblemsandimprovetheirwritingability.
附件
文化背景知识
Oceanicseahorse
Fragileandmystical,theoceanicseahorse(Hippocampuskuda)isprobablywhatyouseewhenyoucloseyoureyesandthinkofseahorses.Whilenotthemostexoticspeciesofseahorse,itisaclassicrepresentationofabeautifulandfascinatingfish.You’llseemanytypesofseahorsesatShedd.
Oceanicseahorsesmaybeyellow,deepred,brown,orblackandmaybeblotchedorbanded.Theycanreachabout7inchesinadulthood.Theoceanicseahorseisalsoknownasthecommonseahorse,butthesadtruthisthatallseahorsesarebecominglessandlesscommon.Andit’spreciselytheirethereal,otherworldlycharmthathasgottenthemintotrouble.
We’vebeenenchantedbythesecreaturesformillennia.FrompractitionersofancientChinesemedicinetotouristsinFlorida,we’vebelievedtheirmagicgaveuswondrousthings—arthritiscures,loveelixirs,evenkeychains.
Now,becauseofthat,theyfaceahighriskofextinctioninthewild.Seahorsescannotproduceenoughoffspringtoreplacethehugenumbersfishedformedicines,petsandsouvenirs.Thereareseveralreasonsforthis.First,theyaremonogamous,andifoneofthepairiscaptured,itcantakealongtimefortheremainingpartnertomateagain.Second,thestrikingringedarmorthatprotectsseahorsesfrommanypredatorsdoesnotdevelopuntilthey’readultssoperhapsonlytwoinathousandjuvenileseahorsesreachadulthood.

GreenSeaTurtle—Characteristics
Name
GreenSeaTurtlesgettheirnamefromthecoloroftheirbodyfat,whichisgreenfromthealgaeorgrassestheyeat.TheHawaiianGreenSeaTurtlepopulation,isknownbyitsHawaiiannameHonu
History
GreenSeaTurtlesarereptileswhoseancestorsevolvedonlandandreturnedtotheseatolive.ThefirstturtlesappearedduringtheTriassicperiod,245to208millionyearsago.FossilsfortheearliestknownseaturtlesappearintheLateJurassicperiod,208to144millionyearsago.Turtlesareoneofthefewspeciesthatwatchedthedinosaursevolveandbecomeextinct.

Asreptiles,seaturtlespossessthefollowingtraits:
*Theyarecold-blooded,meaningtheygettheir
bodyheatfromtheenvironment.
*Theybreatheair.
*Theirskinisscale
Status
Now,scientistsrecognizesevenspeciesofthesemarinereptiles.Therecognizedseaturtlespeciesareasfollows:Greens,Hawksbill,Kemp’sRidley,OliveRidley,Loggerhead,FlatbackandLeatherback.TheLoggerheadSeaTurtleislistedasthreatened,theFlatbackislistedasvulnerable,andallotherspeciesarelistedasendangered.GreenSeaTurtlepopulationsofHawaiiarethreatenedandprotectedinHawaiiunderstatelaw.PopulationsofGreenSeaTurtlesoffthecoastofFloridaandthePacificcoastofMexicoarelistedasendangered.GreenSeaTurtlesareprotectedbythefederalEndangeredSpeciesAct,andlistedundertheConventiononInternationalTradeofEndangeredSpecies(CITES).CITESmakesitillegaltoimportorexportturtleproducts.
Shell
Inadditiontotheirreptiliantraits,allspeciesofturtlesexcepttheLeatherbackhaveevolvedabonyoutershell,whichprotectsthemfrompredators.TheLeatherbackistheonlysoft-shelledseaturtleandisinafamilybyitself.Theshellcoversthedorsal(back)andventral(belly)surfacesofaseaturtle.Thedorsalportionoftheshellisthecarapaceandiscoveredwithscale-likestructurescalledscutes,whiletheventralportionoftheshellisknownastheplastron.Expertscanidentifyspeciesofseaturtlesbythenumberandpatternofscutesonthecarapace.Theshellisconsideredthemosthighlydevelopedprotectivearmorofanyvertebratespecies.Whilemostlandturtlescanretracttheirheadsintotheirshellsforaddedprotection,seaturtlescannotandtheirheadsremainoutatalltimes.
Color
GreenSeaTurtleshavegreenflesh.Thecarapaceisolivebrowntoblack,whiletheplastronispaleyellowtocreamywhite.Thecarapaceismolted,variegatedincolor.RarelywillyoufindaGreenSeaTurtlewithasolidcoloredshell.Counter-shadingoftheshellconcealstheturtlefrompredators,makingitdifficulttodistinguishthedarkcarapacefromtheseafloorandthelightplastronfromthelightersky.
Size
GreenSeaTurtlesashatchlingsweighaboutanounceandhaveacarapacelengthof2inches.Asexuallymaturegreenseaturtleweighs200-350poundswithacarapacelengthof2.5feet.Adultsgrowtoacarapacelengthof3.5feetandweighanaverageof400pounds.OneofthelargestturtlesthateverlivedfromtheLateCretaceausperiod,144to65millionyearsago,reachedalengthof9.8-13feet.
Lifespan
Thelifespanofseaturtlesisnotknown.ItisbelievedthatGreenSeaTurtlesreachsexualmaturityaroundtheageof25yearsandcanliveupto80yearsofage.Thelongperiodofmaturationhelpstoexplainwhyittakesturtlessomanyyearstorecoverfromapopulationdecline.
Shape
Seaturtlesarewonderfullyadaptedtolifeintheocean.Theirshellsarelighterandmorestreamlinedthanlandturtles.Frontandrearlimbshaveevolvedintoflippers.Theseflippersmakeseaturtlesefficientandgracefulswimmers,capableofswimminglongdistancesinashorttime.