高三英语怎样拟写标语及短信。
经验告诉我们，成功是留给有准备的人。作为高中教师准备好教案是必不可少的一步。教案可以让学生能够听懂教师所讲的内容，帮助高中教师掌握上课时的教学节奏。那么，你知道高中教案要怎么写呢？小编经过搜集和处理，为您提供高三英语怎样拟写标语及短信，大家不妨来参考。希望您能喜欢！
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。
相关阅读
高三英语教案：《常见词及短语辨析》教学设计
一名优秀负责的教师就要对每一位学生尽职尽责，教师要准备好教案，这是每个教师都不可缺少的。教案可以让学生们充分体会到学习的快乐，帮助教师更好的完成实现教学目标。教案的内容要写些什么更好呢？小编收集并整理了“高三英语教案：《常见词及短语辨析》教学设计”，供大家参考，希望能帮助到有需要的朋友。
高中英语常见词及短语辨析 ( I )
1 .about; around; round 作副词时都含“四处”、“遍地”的意思。 about 系常用词, 如:
look about四处看。
around 具有 about 的基本意思, 因此 look about=look around, 但在下列短语里 around没有 about正式, 如:
travel around 各处旅行
round 和 around在非正式用法中可以互换, 但一般用 round时更简练。在正式用语中, 一般用 round指“旋转”, 而用 around指“处处”, “到处”, 如:
She turned round at such a noise. 听到这样的吵声, 她回头看。
I have been looking for it all around. 我到处都找过了。
另外, 英国人用 round的地方, 美国人倾向于用 around, 如:
[英] Winter comes round.
[美] Winter comes around.
2 .above all;after all;at all ?
above all意为“尤其是”、“首先”、“最重要的是”，常位于句首或句中，作插入语，起强调作用。如：
But above all tell me quickly what I have to do.可首先快些告诉我该做什么。
A clock must above all keeps good time.时钟最重要的是必须走得准。
after all意为“毕竟”、“终究”、“终归”、“到底”，在句中位置较灵活。可位于句首、句中或句末。如：
After all，your birthday is only two weeks away.毕竟，两周后就是你的生日。
He is，after all，a small child.他毕竟还是个小孩子。
He failed after all.他终于失败了。
at all用于否定句时，意为“丝毫;根本”，用于疑问句时意为“究竟;到底”，用于条件句时，常译为“当真;实在”。用于肯定句中，表示说话人的某种情绪或情感(如怀疑或惊奇等)，意为“竟然”等。如：
He doesn’t like you at all.他根本不喜欢你。
Are you going to do it at all?你究竟做不做这件事?
If you do it at all，do it well.若你真要做这件事，就得做好。
I was surprised at his coming at all.他竟然来了，我很惊讶。
?
3. add; add to; add…to; add up to
add作“加，增加”解时，既可作及物动词，又可用作不及物动词;作“又说，补充说”解时，与直接或间接引语连用。如：
If the tea is too strong, add some more hot water. 如果茶太浓了，再加点开水。
After a short while, he added that he would try his best. 过了一会儿，他又接着说他会尽力。
add to意为“增添，增加，增进”。如：
The bad weather added to our difficulties. 恶劣的天气增加了我们的困难。
add...to意为“把……加到……”，是把前一项加到后一项之后或之中。如：
Add two to seven, and you will get nine.七加二等于九。
add up to意为“加起来总共是/累计得”，该短语不用于被动语态。如：
All his school education added up to no more than one year. 他的学校教育加起来不过一年。
4 . affair; thing; matter; business
affair意为“事情、事件”, 含义较广，泛指已做或待做的事;复数affairs一般指商业事务及政府的日常事务，如财政管理、外交事务等。
thing意为“事情、事物”，不管大事小事、好事坏事均称为thing，一般不能专指事务;复数things还可作“形势”解。
matter侧重指须留心的要事或问题、难题。
business作“事务、事情”解时，一般不能用复数，常常指所指派的任务、责任;有时说的是指派的工作或商业上的买卖活动。
a great deal; a great deal of
a great deal用作名词，意为“大量”，“许多”，作主语、宾语;用作副词，意为“很”或“非常”，作状语，修饰动词或用来强调比较级。如：
A great deal has been studied and this is the best way. 经过大量研究后，这(被认为)是最好的办法。
We are a great deal cleverer than before. 我们比以前聪明多了。
a great deal of意为“大量的”，“非常多的”，相当于much，作定语，后接不可数名词。如：
A great deal of time/money/energy has been spent on the project.
大量的时间/金钱/能源花在那个工程上了。
5. agree on;agree to;agree with;agree that
agree on作“就……取得一致意见”解。例如：
The building of a new car factory was agreed on last month.
上月，就建一座新汽车厂之事达成了协议。
agree to有两层含义和用法：
其一是to作为动词不定式符号，其后跟动词原形，作“同意(答应)做某事”解。
例如： My father agreed to buy a new pen for me. 父亲答应给我买支新钢笔。
其二是to作为介词，之后跟表示“计划/条件/建议等一类的名词或代词”。例如：
They have a greed to our plan. 他们已同意我们的计划。
agree with作“同意某人的意见”解，其后可跟表示人的名词或代词，也可跟表示“意见”或“说的话”的名词或从句。例如：
He agreed with my opinions. 他同意了我的意见。
We agreed with what he said at the meeting. 我们同意他在会上讲的话。
agree that作“认为……”解，其后跟宾语从句。例如：
I agree that your composition is very good. 我认为你的这篇作文写得不错。
6. allow;let 二者均可作“允许”解，但各有侧重： ? allow重在“允许”或“容许”，也可表示客气的请求。例如： He allowed me to take his dictionary.他允许我拿走他的词典。 Will you allow me to use your bike? 我可以用你的自行车吗? ? let作“允许”或“让”解，主要用于口语，一般可与allow互换。作“允许”解时，常暗含“听任”、“默许”之意;作“让”解时，常含“祈使”或“建议”之意。注意：let之后作宾补的不定式不带to，且不可用于被动语态，而allow则相反。例如： Please let me walk with you(=Please allow me to walk with you.).我(请允许我)跟你一起走。注：allow常用于allow sb.to do sth.或allow doing sth.结构中。
7. although; though; as
三者均可表示“尽管;虽然”，引导让步状语从句。although用法较正式，语气较强;though较常用;as则主要用于倒装句。它们的用法有如下几点值得注意：
状语从句由although, though或as引导，主句之前不可有but, and, so, however等并列连词，但可有yet或still等副词。although与though常可互换。例如：
Although/Though he believes it, yet he will not act. 他虽然相信它，但却不肯有所行动。
as表示“尽管;虽然”，只能用于倒装句，即：将表语、状语或谓语动词放在as之前。though也可这么用。例如：
Young as/though he is, he knows a lot. 他虽然年纪不大，却懂得很多。
注意：如果表语是单数名词，要省略a。例如：
Child as/though he is, he can speak two foreign languages. 虽然他是个孩子，但他会说两门外语。
though可以放在句末，表示“但是”，although却不能。例如：
They said they would come; they did not, though. 他们说他们会来，可是他们并没有来。
although只用来陈述“事实”，不能表示“假设”。因此可以说even though“即使”以及as though“好像(=as if)”，不能说even although或as although。例如：
I believe you are on duty—even though you’re in plain clothes. 尽管你穿着便衣，我相信你是在值勤。
8 . among/between
这两个介词都有“在……之间”的意思。between常用于两者之间;among一般指三者或三者以上之间。若指三个以上人或物中的每两个之间时，仍然要用between。
例如：The girl walked between her father and mother.这个女孩走在她父亲和母亲之间。
She is the tallest among her classmates.她在她同学之间是最高的。
Switzerland lies between France，Italy，Austria and Germany.
瑞士位于法国、意大利、奥地利和德国之间。
9. argue debate dispute 都含“辩论”的意思。? argue 着重“说理”、“论证”和“企图说服”, 如:
I argued with her for a long time, but she refused to listen to reason.
我和她辩论了好久, 但她还是不听。
debate 着重“双方各述己见”, 内含“交锋”的意思, 如:
We have been debating about the issue. 我们一直在就这个问题进行辩论。
dispute 指“激烈争辩”, 含有“相持不下”或“未得解决”之意,如:
Whether he will be elected as chairman is still disputed.他是否当选为主席, 仍然有争论。
10 argue;quarrel;discuss 这三个动词均有“争”的意思，但“争”法不同。
argue着重就自己的看法或观点，提出论证，同他人“争论”或“辩论”。例如：
We heard them arguing in the other room.我们听见他们在另一个房间里争论。
另外，argue同with搭配，其后接人;与about连用，其后接事物。例如：
We argued with them about this problem for a long time.这个问题我们同他们辩论了很长时间。
quarrel是指对某事不喜欢或强烈不满而发生的“争吵”或“吵架”。同with搭配，其后接某人;和about连用，其后接某事。例如：
He often quarrels about their housework with his wife.他常为家务事同妻子争吵。
discuss是指认真交换自己的意见或看法的“讨论”。例如：
We'll discuss the use of the articles tomorrow.明天我们将讨论冠词的用法。
11 as (so) far as; as (so) long as
as(so)far as的意思是“就……而言(所知)”，as (so) far as sth.is concerned是其中一种具体用法，意为“就某事而言”;as (so) long as意为“只要”，引导条件状语从句。如：
As far as I know, more than 10 million laid-off workers have found their new jobs.
就我所知，一千多万下岗工人已经找到了新的工作。
There is nothing that we can’t do so / as long as we keep on trying to do it.
只要我们不断地努力去做，就没有什么事干不成。
As far as the tourism of China is concerned, there is a long way to go.
就中国的旅游业而言，需要做的工作还很多。
12 asleep/sleeping 二者都是形容词。asleep仅用作表语，不能作定语，表示“睡着，熟睡”的意思;而sleeping一般只能用作定语，放在名词前，表示“睡眠中的，休止的”意思。
如：我们不能说：an asleep baby，但可以说：a sleeping baby(一个熟睡的婴儿)。
再如：He was asleep with his head on his arms.他头枕着手臂在熟睡。
asleeping dog正在熟睡的狗 sleeping car卧车 sleeping bag睡袋
13 assert，affirm，maintain ? assert宣称、断言，常指某人主观自信，坚持己见，有时不顾客观事实而断言下结论。? affirm指以事实为依据，深信不疑地肯定某种观点或看法。? maintain指在相反的证据或论点面前，重申原来的某种观点、立场。
A.Despite all the policeman’s questions the suspect ___ that he had been at home all evening.
B.It is nonsense to ___ that smoking does not damage people’s health.
C.Throughout his prison sentence Dunn has always ___ his innocence.
Answers：A. affirmed B. assert C. maintained
14 as though;even though;though ? as though(=as if)，意为“好像;似乎”，引导方式状语从句或表语从句。如：
He spoke as though(as if)he had been here before.他说话的口气好像他以前来过这里。
It looks as if(as though)it is going to rain.看起来好像要下雨。
even though(=even if)，意为“即使”，引导让步状语从句。though也引导让步状语从句，意为“虽然”;even though有退一步设想的意味，与though不同。though引导的句子所说的是事实，even though引导的句子所说的则不一定是事实。例如：
He will not tell the secret even though(even if)he knows it.即使他知道这个秘密，他也不肯说出来。
He will not tell the secret though he knows it.他虽然知道这个秘密，但他不会说出来。
15 at the beginning;in the beginning ? at the beginning 在……初;在……开始的时候。常与of连用。例如： Students usually have a study plan at the beginning of term. 学生们在开学初制定学习计划。 ? in the beginning 相当于at first，表示“起初、开始”时，含“起初是这种情况，而后来却不是这种情况”之意，不与of连用。例如： In the beginning，some of us took no interest in physics. 起初我们有些人对物理不感兴趣。
16 attack assail assault charge beset
都含有"攻击"的意思。
attack 是常用词, 指"攻击敌人"或"用言论攻击他人", 如:
Germany began to attack the Soviet Union in 1941. 德国在1941年开始进攻苏联。
assail 指"猛烈连续地攻击", 如:
The enemy plane assailed our defence position. 敌机不断猛烈地攻击我们的阵地。
assault 语气比 assail强, 指"突然猛烈地进攻", 暗示"武力的直接接触" (如肉搏等), 也有"暴力"的意思, 如：The enemy assaulted us at dawn. 敌人在黎明时向我进攻。
charge 指"冲击"或"骑兵的突然攻击", 如:
The cavalry charged to the front. 骑兵猛烈向前线冲击。
beset 指"围攻", 即从各个方向攻击, 如：
In the swamp we were beset by mosquitoes. 在沼泽地里, 我们受到蚊子的围攻。
17 at the age of/by the age of ? at the age of表示“在……岁时”，后面接基数词，强调某一时刻的情况或动作，用于一般过去时，作时间状语。例如：
At the age of six，he began to learn English.他六岁的时候开始学英语。
She learned to play the piano at the age often.她十岁的时候学弹钢琴。
by the age of表示“到……岁的时候”、“在……岁以前”，后面接基数词，强调到某一时刻为止的结果，用于过去完成时或将来完成时，作时间状语。例如：
By the age of sixteen，he had learned to drive a car.到十六岁的时候，他已经学会了开小汽车。
You will have learned more than 2000 English words by the age of fourteen.
到你十四岁的时候，你将学会2000多个英语单词。
18 at the time; at that time; at one time; at a time
at the time通常用于过去时句子中，指某件事情发生的“当时”、“那时”。例如：
Many people saw the strange thing happen at the time. 当时，许多人都看到了这件奇怪的事情的发生。
有时，at the time的后面可接“of...”短语。这时，它表示“在(某事态)发生的时候”或“在……的时代”。例如：
Were you in San Francisco at the time of the big earth quake in 1989﹖
1989年旧金山发生地震时，你在那里吗?
It happened at the time of King Alfred. 事情发生在阿尔弗雷德国王时期。
at that time 则通常指前文明确提到的某个时期、时候。通常其后不带“of...”短语。例如：
In the 17th century much corn was grown in Tibet and Sichuan.At that time
(=At the 17th century) the land along the Changjiang River was becoming very crowded.
at one time=during a period of time in the past意为“过去有一段时期”，“曾经”。例如：
They used to be good friends at one time. 他们曾经是好朋友。
at a time则意为“一次”，表示一个时间单位。它常与表示数量的词语连用，表示频率。例如：
Don’t speak all at once.One at a time, please. 不要同时一起说。一次只一个人说。
Take the medicine three times a day and three pieces at a time. 这些药每天服三次，每次服三粒。
19 at ... speed / with ... speed? at the speed of或者at ... speed，意为“以……的速度”。而当speed被all, lightning, great等修饰时，介词应用with。我们可用一句口诀来帮助记忆：都(all)以闪电般(lightning)大(great)的速度行驶。如：
Our car was running with all speed on the expressway. 我们的车在高速公路上全速行驶。
The Long March No.2 Rocket sent up the satellite into space at the speed of 11.2 kilometers per second. 长征二号火箭以每秒钟11.2公里的速度将卫星发射到太空。
B
20 because/since/as/for?
这四个词都是表示原因或理由的连接词，但是as，because，since是从属连词，引导原因状语从句，for是并列连词，所引导的不是原因状语从句，而是表示理由的对等句子，是对前面所讲内容补充和说明。在语气上由强至弱依次为because→since→as→for。because引导的从句多置于句末，表示直接的原因或理由，表示产生那种结果的必然的因果关系，在回答why的提问时，必须用because作答。
如：We stayed at home because it rained.因为下雨我们呆在家里。
as与since引导的从句多置于句首，不过as表示十分明显的原因，只说明一般的因果关系，可译为“因为、由于”;而since则表示稍加分析、对方已知的原因，一般可译为“既然”。如：
As he was not feeling well，I decided to go there alone.由于他身体欠佳，我决定独自去那里。
Since everyone is here，let's start.既然大家都到了，咱们就开始吧。
for引导的从句一般放在句末，其前用逗号，它所叙述的理由是间接的，即推测性理由，或是对前面叙述的事实或看法的补充说明。如：
There must be nobody in the classroom，for the light is off.
教室里一定没有人，因为灯灭了。(推测性理由)
believe;believe in
believe作及物动词时，其后可跟名词，表示“相信”;后接从句或复合宾语时，表示“认为;料想;相信”等。如：
I believe what he says.我相信他的话。
I believe that he will succeed.我相信他会成功的。
believe in 是一个动介型短语动词，表示“信奉;信仰”(指对某种思想、主张、观念、行动具有信心)和“信任(have trust in)”。如：
They believe in God.他们信仰上帝。
I believe in having plenty of exercise.我相信多锻炼有好处。
believe和believe in后均可接表示人的名词或代词，但含义不同。试比较：
I believe in him(I think he is a frustworthy man).我信任他。
I believe him.(I believe what he says).我相信他的话。
1 belief faith trust confidence 都含有“相信”的意思。
belief 指“承认某事是真的, 尽管有或没有确凿的证据”, 如:
belief in ghosts. 相信有鬼。
faith 指“认为有确凿证据或道理而完全相信”, 如:
I have faith in his ability to succeed. 我相信他有成功的能力。
?trust 指“信赖”、“信任”, 含有“坚定的信念”的意思, 如:
enjoy the trust of the people 得到人民的信任。
confidence 指“在有证据的基础上相信”, 也常指“自信”、“有把握”, 如:
She has great confidence in her success. 她对自己的成功充满信心。
22 besides;except;but ? 三者都可以用作介词。用于肯定句中时，except/but意为“除……外(不再有)”;besides意为“除……外(还有)”。请比较：
All of them have seen the film except/but Wu Dong. 除了吴东外，他们都看过了那部影片。
All of them have seen the film besides Wu Dong. 除了吴东看过那部影片外，他们也都看过了。
except后接名词、代词、-ing或不定式时，可以与but互换;except后接副词、介词短语时，一般不能为but所替换。如：
I’ll do everything except/but cook. 除了做饭，我什么事情都干。
This window is never opened except in summer. 除了在夏天，这个窗子从不打开。
用在否定句中，三者可以互换。如：
There aren’t any other people to do the work except/but/besides you.
除了你，没人能做这工作。
23 be anxious to; be anxious for; be anxious about ;be anxious that? be anxious to表示“急于”、“渴望”，其中to是不定式符号，后面接动词原形;
be anxious for表示“渴望”，后面接名词或代词时，强调渴望得到某物或渴望了解某事;后面接sb.to do sth.时，表示“渴望某人能做某事”，其中for sb.to do sth.是不定式复合结构。
be anxious about 表示“对…感到不安”、“为…担心”、“为…忧虑”;? be anxious that表示“渴望”，后面接从句，that从句的谓语动词须用虚拟语气;
[EXERCISES]
①I ____ the result of the examination.
②We ____ know the result of the examination.
③We ____ Mr Liu to help us with our English.
④Mr Li ____ a new car.
⑤They ____ arrive home before dark.
(Key: ①am anxious about/for ②are anxious to ③are anxious for ④is anxious for ⑤are anxious to)
1) The girl ____ a new dictionary. 2) All the students ____ their results of this examination. 3) Everyone _____ know their results of the competition. 4) We ___Mr Zhao to return. 5) We _____ she should do her best.
Key: 1) was/is anxious for 2) are anxious about 3) is anxious to 4)are anxious for
5) are anxious that
be known as; be known for; be known to; be known in
be known as 意为“作为……而著名”，其后的名词表示一个人的身份、职业等。如：
Liu Huan is known as a singer.刘欢作为一个歌手而出名。
We’re sure you’ll be well-known as an artist.我们相信你会成为一位著名的画家。
be known for 意为“因……而著名”，其后所接内容表示某人或物的特点、特长等。如：
Guilin is known for her beautiful mountains and rivers.桂林因其美丽的山水而闻名。
Mr Geldof is well-known for organizing two big pop concerts on the same day.
盖尔多夫先生因在同一天组织两场大型的流行音乐会而出名。
be known to “为……所了解/知道”，其后接表示人的词语。“(人们都)知道”，其后接动词原形。如：
He is known to all in our village.村子里的人都了解他。
He was known to have invented many things.=It was known that he had invented many things.
人们都知道他已经发明了很多东西。
be known in 意为“在某地很著名”。如：
He is well-known in the town where he was born. 他在自己出生的那个镇子上很出名。
24 be made of/be made in/be made from/be made by/be made up of ? be made of表示“由……制成”，指从原料到制成品，只发生了形状变化，没有发生本质变化(属物理变化)。 ? be made in当后面接时间的数词或名词时，表示“某物何时制造的或何时产的”。当后面接指地点的名词时，表示“某地产某物”。 ? be made from表示“由……制成”，指从原料到制成品，发生了质的变化，已无法复原(属化学变化)。 ? be made by表示“由……制做”，后面接指人的名词或代词，强调动作的执行者。 ? be made up of表示“由……构成(组成)”，强调主语由两部分或两个以上的部分构成或组成。 【练习】用be made in，be made of，be made from，be made by或be made up of填空。
①This bike Tianjin. ②This table wood.
③The car 1999. ④Paper wood.
⑤The kite my mother. ⑥The team ten members.
【Keys】was made in; is made of ;was made in ;is made from;was made by;is made up of?
高中英语常见词及短语辨析( II )
.be used for/be used as/be used by ? be used for表示“被用作……”或“被用来作……”，后面接名词或v-ing，其中for表示目的。 ? be used as表示“作为……而用”或“用作……”，后面接名词或动词不定式，强调使用的工具及手段。 ? be used by表示“由……使用”，后面接指人的名词或代词，强调使用者。
【练习】用be used for，be used as或be used by填空。 ①A telephone better communication(交流). ②The motorbike Liu Ming. ③A ruler often a knife by him to cut a piece of paper open. 【Keys】is used for;is used by;is,used as
26. be pleased with; be pleased at(或about);be pleased to
1) The manager ___ you before.
2) My boss must ___ see you again in HongKong.
3) I ___ seeing so many students present.
4) I hear Mr Zhao ___ your article.
析： ①was pleased with。表示“对……满意;喜欢……”后面通常接指人的名词或代词。 ②be pleased to。表示“很高兴或很乐意做某事”，其中to是不定式符号，后面接动词原形。 ③am pleased at(或about)。be pleased at(或about)表示“对(看到或听到的)事感到高兴，”后面接指事的名词或v-ing。 ④is pleased at(或about)。解析同③。
27. be to do sth;be about to do sth;be going to do sth.
be to do sth.表示按计划或安排即将发生的动作，后可跟时间状语。如：
You're to hand in your papers by 10 o'clock.十点钟以前你得交上试卷。
be about to do sth.表示打算或安排即将发生的动作，它通常不与时间状语连用。如：
I was about to go out when someone knocked at the door.我正要出去，这时有人敲门。
be going to do sth.有三层含义：
①表示打算、计划或决定要做某事。如：
We're going to spend our holidays in Wales this year. 今年我们打算到威尔士度假。
②用以表示某事物即将发生或很可能发生。如：
I'm going to be twenty next month. 下个月我就二十岁了。
③有迹象表明即将发生的动作或状态。如：
Look at those black clouds, there is going to be a storm. 瞧那些乌云，暴风雨就要来了。
28 beat; strike; hit? strike通常表示“打一下、打若干下”，不一定都是有意的;还有“打动、使……着迷、某种想法突然闪现在脑海里”的含义;也可指“打、擦出(火)，(蛇、兽)抓，咬，或(钟)敲响”。
hit指“打中”或“对准……来打”，“敲打或打击对方的某一点”。
beat着重“连续地打击”。如：殴打或体罚;也指在游戏、竞赛或战争中击败对方;也指“心跳”。
29 blame; scold blame“责备;责怪”，指某人应对自己不好的行为负责(常与for连用)，或将某件不好的事情归咎于他人(常与on或upon连用)，往往含有把自己当作评判人来评判某事，没有用言语来进行责骂的意思。例如：
He blamed Tom for the failure. 他责怪汤姆造成了失败。
Don't blame it on him, but on me. 别怪他，该怪我。
scold“责骂”，指唠唠叨叨地数说某人，多用于上级对下级、长辈对晚辈的“责骂”。例如：
Don't scold the child.It's not his fault. 不要责骂那孩子，这不是他的过失。
I hate to scold, son, but you mustn't stay out so late at night.
我不喜欢斥责，孩子，可你不该呆在外面那么晚不回家。
30 blow down; blow in; blow off; blow over ? blow down表示“吹倒”、“刮倒”;blow in表示“吹进”、“吹入”;blow off表示“吹掉”、“炸掉”、“发泄”;blow over表示“暴风雨 吹散”、“过去”、“结束”。
[EXERCISES]
1) The high winds yesterday _____ thousands of trees. 2) We sometimes had quarrels, but they soon _____. 3) I had my hat ____ by the wind. 4) A lot of dust ____.You must clear it away. Key: 1) blew down 2) blew over 3) blown off 4) has blown in
31 . break up; break down; break out; break into; break in; break away; break through ? break up表示“打碎”、“变坏”、“分解”、“终止”、“破裂”。
break down表示“瓦解”、“分解”、“失败”、“出故障”、“破坏”、“拆毁”。
break out表示“爆发”、“突然发生”。
break into表示“强行进入”、“闯入”、“破门而入”、“打断(谈话、讨论)”、“突然……起来”。
break in表示“闯入”、“打断”、“插嘴”，其中in是副词。
break away表示“脱逃”、“脱离”、“突然离开”、“革除”、“戒除”，常与from连用。
break through表示“战胜”、“突围”、“穿过……而出现”、“突破”。
[练]
①He said his computer _____.
②Those old cars will be ____ for scrap(废铁).
③Last night somebody ____ Mr Brown's house and took away many things.
④A fire ____ after we had gone home.
⑤The boy often ____ while his parents are speaking.
⑥You must ____ from bad habits.
⑦After the heavy rain the sun ____ the clouds.
⑧A thief ____ and stole a lot of things last night.
⑨Tom ____the motor bike which he bought five years ago.
⑩The ice began to ____ on the river.
(Key:①had broken down ②broken up ③broke into ④broke out ⑤breaks in
⑥break away ⑦broke through ⑧broke in ⑨broke down ⑩break up)
bring on;bring in;bring out
bring on 使发生;引起;端上(饭菜)。如：
Tom often brings on meals and his brother，Jim picks up the dishes after meals.
汤姆常常端上饭菜，(而)他弟弟吉姆饭后收拾碗碟。
The sudden cold weather brought on his cold again. 天气突然变冷，使他再次感冒。
bring in 引来;引进;吸收。如：
His new business brings in 1，000 dollars. 他的新生意使他赚了一千美元。
We also brought in some words from English. 我们也从英语中吸收了一些词汇。
bring out 取出;说出;阐明;出版。如：
He brought out his gun and pointed at me.他掏出枪来指着我。
Bring out the meaning more clearly.请把意思讲清楚些。
They have brought out a set of children’s books.他们出版了一套儿童读物。
32 bring down; bring back; bring up; bring in ? bring down表示“使倒下”、“减少”、“降低(价格、温度)”;? bring back表示“使回想起”、“归还”、“带回来”;? bring up表示“呕吐出”、“养育”;? bring in表示“把......引进来”、“赚入”、“获利”、“把......拿进来”、“吸收”。
[EXERCISES]
1) Her singing _____ memories of my mother. 2) They also ____ some words from their own languages. 3) The wind ____ a number of trees. 4) He _____ all he had eaten. 5) Can you try to get them to ____ the price﹖ 6) All library books must be ____ before June 25. 7) Mr White ____ 0 a week. 8) You must manage to _____ the temperature. Key: 1) brings back 2) brought in 3) brought down 4) brought up 5) bring down 6) brought back 7) is bringing in 8) bring down
33 broad; wide? 两者都表示两边或两点之间的距离都有“宽的”之意， 但broad着重某物覆盖面的范围 (如肩、背、胸等的宽)，还可表示“宽宏大量”;wide着重指边沿间相隔的距离以及“广泛”之意。如：
Looking at the new-type camera, the young man with broad shoulders was surprised with his mouth wide open.
看着那个新型相机，那个肩宽背阔的年轻人惊奇得张大了嘴巴。
He’s a broad-minded person; he’ll never be disappointed by such a small failure.
他是个心胸宽广的人;决不会因为那么一次小小的失败而感到失望。
34 but/however? 这两个连词都有“但是，可是，然而”之意。but连接两个分句或有关部分，表示转折或逻辑上的对比关系，使用最广，口语中更为常见。如：
We love peace but we are not afraid of war.我们热爱和平，但我们并不害怕战争。
however转折意味比but弱，连接的两个分句或有关部分的关系较为松弛，后一部分常起附带说明或衬托作用。however常以插入语形式出现在句子中间，前后用逗号隔开，也可置于句首或句末。如：
Later，however，he decided to go.可是后来他决定去了。
35 by oneself;oneself ? by oneself=alone，without help。强调“在无他人或他物的情况下”或“无帮助的情况下”;
oneself作同位语，表示强调本人。
试比较：
If you come to my house，I’ll cook for you myself.
如果你来我家，我将亲自下厨。(强调亲手为你做饭)
Can you cook by yourself now? 你现在能单独做饭了吗?(强调无他人协作)
36 by sea;by the sea ? by sea意为“走海路;坐轮船”，其中by表示乘坐交通工具或行走方式，by与名词间不可用冠词;by the sea意为“在海边”，其中by表示“在……旁边”，by与后面的名词间常有冠词修饰。如：
They will go to America by sea. 他们将坐轮船去美国。
There is a small village by the sea.海边有个小村庄。
请比较下面类似有这样区别的短语：
by ship 乘船 by a ship 在一艘轮船旁边
by land 从陆路 by the land 在岸边(在陆地旁边)
by taxi 乘出租车 by the taxi 在出租车旁边
by road 从陆路 by the road 在路边
C
37 catch sb.doing sth; be (get) caught in sth. ? catch sb.doing sth.作“碰(遇)上某人正在做某事”解。例如：
The policeman caught two men fighting in the street.警察碰见两个人在街上打架。
The man was caught stealing the apples.那人偷苹果时，被当场发现。
? be (get) caught in sth.“遇上……而受阻”之意。例如：
I got caught in the traffic.我因交通堵塞而受阻。
I was caught in a storm on my way to school.我在去学校的路上遇到了暴雨。
38 care about; care for; care; care to ? care about“关心;计较;在乎”，指由于某事重要，或因责任所在而关心计较，一般用于否定句。如： He doesn't care about his clothes.他不讲究衣着。 I don't care about going there.去不去那里，我无所谓。 ? care for“关心;照料;喜欢;愿意”。作“关心;照料”讲，一般用于肯定句或疑问句。如： Who will care for your children when you are away﹖ 你离开期间谁照顾你的孩子? How the Party cares for us! 党是多么关心我们啊! Would you care for a walk? 你愿意去散步吗? He cares more for fine new clothes than for anything else. 他喜爱漂亮的新衣胜于其他的一切。 ? care还可作及物动词，但其后通常接从句。如： I don't care who you are.我不管你是谁。 I don't care what you say.不论你说什么，我都不在乎。 ? care to“愿意，欲望”，后接动词原形。如： I don’t care to go there.我不愿意去那里。
?
39 carry off; carry away; carry out ? 表示“运走”;“掠走”，用carry off或carry away均可。但两者也有不同之处：carry off可表示“夺得”某种奖赏;carry away可表示“吸引住”。如： After destroying the village, the enemy carried off/away all the cattle. 在毁掉村子之后，敌人把牲畜都掠走了。 I carried off the first prize.我获得了头等奖。 We were carried away by her songs.她的歌声令我们浑然忘我。 ? carry out的意思是“搬出(某物)”;“履行(计划或义务等)”。如： Would you please carry out the desk into the garden﹖ 请你把桌子搬到花园里去好吗? You must carry out your duty. 你必须履行你的职责。
40 carry out; carry on? 注意两者的区别：carry out意为“执行、实行”;carry on表示“(继续)进行、进行下去”，强调坚持。如：
The group of soldiers carried out a secret military action the other day.
几天前，这群士兵执行了一次秘密的军事行动。
Comrades in Germany were carrying on a heroic fight against war under conditions of fascism at that time.
那时，在德国的同志正在法西斯的统治区进行一场英勇的反战斗争。
41 cause; reason; excuse ? cause意为“起因”、“原因”，指引起某种结果的必然原因，即主要事实方面的原因，常和effect连用，表示因果关系。如：
I don’t know the cause and effect.我不知道此事的前因后果。
The cause of the fire was carelessness.失火的原因是粗心大意。
? reason意为“理由”、“原因”，指用以解释某些已发生的事情的理由或借口，这种理由可能是也可能不是真正的理由，强调逻辑推理方面的理由。如：
There are many reasons for animals dying out.动物的绝种有许多原因。
Tell us your reason for changing the plan.告诉我们你改变计划的原因。
? excuse指为免受指责和推卸责任而找的“理由”、“原因”也就是我们常说的“借口”。如：
Too much work is no excuse for absence.工作太忙不能成为缺席的理由。
I haven’t done the work well，my excuse is that I have been ill. 我没把工作做好，我的理由是我病了。
42 cheer/greet/welcome? cheer意为“欢呼”，侧重表示高声呼叫以示欢迎，强调气氛的活跃，常含鼓励之意。如： The boys cheered their football team.孩子们为他们的足球队喝彩。? greet表示用语言、行动等“迎接”，常含“友好、热情、亲切”之意。如： We greeted our guests at the gate. 我们在大门口迎接客人。? welcome常表示“欢迎新人、新事、新主张”等。如： We welcome the new ideas. 我们欢迎新思想。
43 clear away, clear up, clear off ? clear away表示“清除掉”、“收拾掉”、“散掉”、“消散”;clear up表示“露出(喜色)”、“(天气)放晴”、“清理”、“整理”;clear off表示“走开”、“离开”。
[EXERCISES]
1) We must ____ such ideas among ourselves. 2) She ____ her desk before she moved to another school. 3) The sky looks as if it would ____ soon. 4) ____ before I call the police. 5) His face ____ when he read the letter. Key: 1) clear away 2) cleared up 3) clear up 4) Clear off 5) cleared up
44 close;closely ? close, closely这两个词都可以用作副词，close表示“靠近”、“紧紧地”，closely则表示“紧密地”、“严密地”、“密切地”。如：
1) I went closer, and saw clearly a tall man in the moonlight.
2) Come close, I want to tell you something important.
3) The policeman followed the strange man closely.
4) The scientists got closely in touch with the astronauts.
45 come up; come on; come out? come up常表示位置“上升”;从水中或 土中“冒出”;芽苗等“长出”;“引起注意、被提出”等。如：
The seeds haven’t come up. 种子还没发芽。
Your question came up at the meeting.你的问题在会上被提出来讨论。
come on 常用来催促别人，意为“加油、加快”，也可表示“来临、袭击”。如：
I can feel a headache coming on.我觉得头痛了。
? come out常表秘密等“传出、被获悉”，书籍等的“出版”;“结果是”。如：
When will her new book come out﹖ 她的新书什么时候出版?
The answer to the math problem came out wrong. 这道数学题的结果错了。
46 complete; finish ? finish是普通用语，用得比较广泛，可作及物动词或不及物动词，多用来指“完成”一项任务或活动，后面可接名词、代词或-ing，不接不定式。例如：
Have you finished your work﹖ 你的工作完成了吗?
He finished writing the letter last night.这封信他是昨晚完成的。
complete一般用作及物动词，用法较正式，通常用来表示完成某个计划、理想、事业、工程、建筑、书籍及作品等，后面可接名词或代词，不接-ing或不定式。例如：
He’s never completed a project on time. 他从未按时完成过计划。
The bridge is not completed yet. 这座桥至今尚未完工。
表示完成学业、精细的工作、吃完某物及在被动结构中表示“一切都完了;没希望了”等意时，均用finish。例如：
He finished school in 1991. 他1991年从学校毕业。
The wood-work is beautifully finished. 这件木器做得很精细。
注意：complete a book的意思是“写完一本书”;finish a book意为“看完一本书”。
47 common ordinary general 都含“普通的”意思。
common强调“常见的”、“ 不足为奇的”，
如：Colds are common in winter.感冒在冬天很常见。
ordinary强调“平常的”、“平淡无奇的”，
如：His ordinary supper consists of only bread and milk. 他通常的晚餐不过是面包和牛奶。
? general意为“普遍的”、“一般的”，
如：This book is intended for the general reader, not for the specialist.
这本书是为一般读者写的， 不是为专家写的。
normal指“正常的”、“正规的”、“常态的”,
如:the normal temperature of the human body 人的正常体温
48 compare…with; compar…to; compared with/to
Compare…with意为“把……与……相比”，侧重指两者间的区别。
如：Compare this car with that one, and you will find the differences between them.
把这辆汽车与那辆汽车相比较，你就会发现它们之间的区别。
compare…to…意为“把……比作……”，着重注意两者间的相似点。如：
This song compares our country to a big family.这首歌把我们的国家比作一个大家庭。
? compare既可以单独用作及物动词，也可用作不及物动词。用作不及物动词时，以compare with…形式出现，表示“与……相比”。如：
Living here can’t compare with living in Shanghai.在这儿生活不能和在上海(生活)相比。
If you compare the two words， you can tell the difference between them.
如果你比较这两个单词，你就会辨别出它们之间的不同。
? compared with…和compared to…都可用作状语，意义基本相同，可互换。如：
Compared to/with him， you are lucky. 与他相比，你是幸运的。
It was a small town then， compared to/with what it is now. 和现在比起来，那时它还是个小镇。
?
49 cover; interview ? 两者都可用作动词，意为“采访”，cover的宾语是事情;interview的宾语是人。如： Reporters are then sent to cover the events.然后记者们就被派去采访这些事件。 He interviewed five people in the morning.他上午采访了五个人。
50 country; nation; state; land
country意为“国家;国土”，侧重指版图;疆域。如：
China is a great country with a long history.中国是一个历史悠久的伟大国家。
注意：country含义广泛，适合各种文体，也可代替本组中的任何一个词，有时作“祖国”解，带有感情色彩。如：
After many years abroad， he wanted to return to his country.在国外呆了多年后，他想回到自己的祖国。
Some parts of this country (land) are much warmer than others.该国某些地区的气候较其他地区温暖得多。
nation意为“民族;国家”，侧重指人民;国民;民族。如：
The whole nation was in deep sorrow at this news.听到这一噩耗，全国人民悲痛万分。
注意：在国际交往等正式场合，nation语体庄重，比country常用。如：
the United Nations (UN) 联合国 the law of nations 国际公法
a most favored nation 最惠国
Trade between nations is much better than war.国与国之间进行贸易往来比兵戎相见好得多。
? state意为“国家;政府”，侧重指政权;政体。如：
In our country， railways are state-owned. 在我国铁路为国家所有。
land意为“国土;国家”，带有感情色彩，多用于文学作品中。如：
This is my native land.I’ll defend it with my life! 这是我的祖国，我要用自己的生命保卫她!
cross; across; crossing
cross作动词用时，意思是“横过”。如：
They are crossing the river. 他们正在过河。
The idea has just crossed my mind. 这个主意是我刚才想到的。
cross作名词用时，指“十字形的东西”。
across可作介词或副词，意为“横穿，横过”。如：
They pushed the cart across the bridge. 他们推着车过桥。
The post office is across the street.邮局在街道对面。
crossing意为“横穿，交叉，十字路口，人行横道”。如：
They are standing at a crossing.他们正站在十字路口。
高三英语教案：《语法介词及介词短语》教学设计
【考纲解读】
介词主要考查近义词的用法区别、介词的特定含义、介词和连词易混淆的项目、介词的固定用法等，在2011年和2012年全国各地高考试题中，都涉及到介词的考查，不仅在单项填空中进行考查，在短文改错题中，对于介词的有无、介词与其他词的固定搭配的考查尤为频繁。笔者认为因为介词的用法非常普遍，它关系到句子的上下衔接，所以以后的高考题介词仍然是一个考查热点。
高考研究介词是英语中比较活跃的词，中学阶段所学的介词有40多个。它与名词、形容词、副词和动词等构成搭配时用法灵活，意义丰富。搭配比较活跃的介词主要有in，out，up，down，on，off，to，from，for，over，with等。预测今后高考介词的考查将以介词的固定短语和介词辨析为主。在学习介词时，应重点掌握介词的基本用法，同时注意总结其与名词、形容词、副词、动词等搭配构成的短语的意思和用法。
【知识要点】
介词又叫前置词，是一种虚词。
1.介词可按其构成分为：
(1)简单介词，即一个介词，如about，at，in，of，since等。
(2)复合介词，由两个介词组成，如as for，as to，out of等。?
(3)二重介词，由两个介词搭配而成，但没有复合介词那样固定，如from under，from behind，until after，except in等。?
(4)短语介词，由短语构成，如?according? to，because of，in spite of，on behalf of，with reference to等。?
(5)分词介词，由现在分词构成，如regarding，concerning，including等。
2.介词还可按其词义分为下列常见的几种：
(1)表地点(包括动向)，如about，
above，across，after，along，among，around，at，before，behind，below，beneath，beside，between，beyond，by，down，from，in，into，near，off，on，over，through，throughout，to，towards，under，up，upon，with，within，without等。?
[注]有不少表地点的介词可表动向，除很明显的across，around，over，towards，near外，还有among，behind，beneath，between，on，to，under等。
(2)表时间，如about，after，around，as，at，before，behind，between，by，during，for，from，in，into，of，on，over，past，since，through，throughout，till(until)，to，towards，within等。?
(3)表除去，如besides，but，except等。?
(4)表比较，如as，like，above，over等。?
(5)表反对，如against，with等。?
(6)表原因、目的，如for，with，from等。?
(7)表结果，如to，with，without等。?
(8)表手段、方式，如by，in，with等。?
(9)表所属，如of，with等。?
(10)表条件，如on，without，?considering?等。?
(11)表让步，如despite，in spite of等。?
(12)表关于，如about，concerning，?regarding?，with regard to，as for，as to等。?
(13)表对于，如to，for，over，at，with等。?
(14)表根据，如on，according to等。?
(15)表其他，如for(赞成)，without(没有)等。?
(一)介词的句法功能
介词不能独立在句中做成份，介词后必须与名词、代词、或动名词构成介词短语在句中充当一个成份，表示人、物、事件等与其它人、物、事件等之间的关系。
1、作定语：The book on the table is mine.
2、作状语：We have breakfast at seven.(表时间);They were late for meeting because of the heavy rain.(表原因);They started the machine by pressing the button.(表方法)
3、作表语：My dictionary 中学is in the bag.
4、作宾语补足语：I found him in the office.
(二)主要介词区别
1、表示时间的at, in, on：at表示片刻的时间，如：at 8 o’clock ，常用词组有：at noon, at night, at midnight, at the end of, at that time, at the beginning of, at the age of, at Christmas, at New Year等。in表示一段的时间，如：in the morning, in the afternoon, in the evening, in October, in 1998, in summer, in the past, in the future等。on总是跟日子有关，on Monday, on Christmas morning, on the following, on May Day, on a warm morning等。
2、表示时间的since和from：since表示从过去到现在的一段时间的过程，常与现在完成时连用。from表示从时间的某一点开始，不涉及与现在的关系。一般多与现在时、过去时、将来时连用。如：I hope to do morning exercises from today./ We have not seen each other since 1995.
3、表示时间的in和after：两者都表示“在(某个时间)之后，区别在于in表示“在(一段时间)之后”，而after则表示“在(某一具体时间点之后)”，in短语和将来时态连用，after短语和过去时态或将来时态连用。如：We’ll be back in three days./ After seven the rain began to fall./ What shall we do after graduation?
注意：after有时也可以表示在一段时间之后(常用在过去时里)。如：After two months he returned.
4、表示地理位置的in, on, to：in表示在某范围内，on指与什么毗邻，to指在某环境范围之外。如：Changchun is in the northeast of China./ Mongolia is on the north of China./ Japan is to the east of China.
5、表示“在……上”的on和in：on只表示在某物的表面上，而用in表示占去某物一部分。 如：There is a book on the piece of paper./ There is an interesting article in the newspaper./ He dug a hole in the wall.
6、表示“穿过……”的through和across：through表示从内部通过，与in 有关;across则表示从一端至另一端在表面上的通过，与on有关。如： Water flows through the pipe./ The old man walked across the street.
7、in the corner, on the corner, at the corner：in the corner 表示在角落里，in指角的内面;on the corner表示“在角上”，on指的不是内面，也不是外面，而含内外兼有之意;at the corner指“在拐角处”，at指的是拐角外附近的外面。如：The lamp stands in the corner of the room./ I met with him at the street corner./ He sat on the corner of the table.
8、in the end, at the end of, by the end of：in the end作“最后”、“终于”解，可单独使用，后不接介词of;at the end of 表示“在……末梢”，“到……尽头”，既可指时间，也可以指地上或物体。不可单独使用;by the end of 作“在……结束时”，“到……末为止”解，只能指时间。不可单独使用。如：In the end they reached a place of safety./ At the end of the road stands a beautiful garden./ They decided to have an English evening at the end of this week./ by the end of last month he had finished the novel.
9、表示“关于”的about 和on：两者都有“关于”的意思，不过前者为一般用词，而后者为较正式的“论述”。如：He came to tell me about something important./ He wrote a book on science.
10、between, among：一般说来，between表示两者之间，among用于三者或三者以上的中间。如：You are to sit between your father and me./ He is always happy among his classmates.
注意：但有时说的虽然是三个以上的人或东西，如果强调的是两两相互间接关系，适用于between。如：Agreements were made between the different countries. 在谈到一些事物或一组事物，而把它们视为分居两边时用between。如：The little valley lies between high mountains.。在谈事物间的差别时，总是用between。如：They don’t know the difference between wheat, oats and barley.
11、besides, except, but, except for：besides指“除了……还有，再加上”。如：All went out besides me.;except指“除了，减去什么”，不能放在句首。如：All went out except me.;but 与except意思近似，表示“除了……外”经常用在no, all, nobody, anywhere, everything等和其他疑问词后面。如：I never saw him reading anything but the newspaper.;except for表示“如无……就，只是”表明理由细节。如：His diary is good except for a few spelling mistakes.。
12、表示“用”的in和with：表示工具的“用”，用with，而表示材料、方式、方法、度量、单位、语言、声音等的“用”，用in。如：He is writing a letter with a pen./ He wrote the letter in pencil./ We measured it in pounds./ Read the text in a loud voice./ Tell me the story in English.
13、in charge of和in the charge of：两者都表示“由谁负责、照顾、管理”。区别在于：in charge of后接被照管的人或物，而in the charge of后面则跟照管的人。如：Who is in charge of the project?/ The project is in the charge of an engineer.。
14、as, like：as作“作为”、“以……地位或身份”解。如：Let me speak to you as a father.(事实是父亲);like作“象……一样”解。如：Let me speak to you like a father.(事实上不是父亲)。
15、in front of 和in the front of：in front of = before，是“在……前面”的意思(不在某物内); in the front of则是“在……前部”的意思(在某物内)。如：There is a desk in front of the blackboard./ The boy sat in the front of the car.。
16、in, into：into表示动向，不表示目的地或位置。如：We walked into the park.;in通常表示位置。如：We walked in the park;in和drop, fall, put, throw, break等终止性动词连用时，也可以表示动向。如：I have put the coin in (into) my pocket.我把硬币放进衣袋。
复习时需注意的要点
1、介词一般放在名词之前，但它后面的介词宾语是疑问代词、疑问副词或者关系代词时，这些词提到了前面而只剩下介词在后了。
2、 介词和动词、形容词、名词等常常构成固定搭配，也就是说，在这些词的后面常常要求用一定的介词。这一点在学习时要特别注意。如：
a.动词+介词：laugh at, wait for
b.形容词、过去分词+介词：be good at, be proud of
c名词+介词：pay a visit to , the key to
3、 表示选择关系的连词，连接的双方只取其一。常用连词有or, either...or, otherwise
例如：
a) You can go to Beijing either today or tomorrow.
b) You must get up early or you won’t catch the early bus.
4、 表示转折关系，连接的双方构成对比，意义上有转折。常用连词有but, however, while, only
例如：
a) His brother is fond of football while he likes basketball.
b) You can watch TV, but you must finish your homework first.
5、 表示联合关系，联合的双方是对等的，意义上趋向一致。常用连词有：and, both...and, neither...nor, not only...but also, as well as
To study English well, we need both diligence and careful.
That horse is not only the youngest among the five, but also runs the fastest.
6、 表示因果关系，连接的双方，互为因果，或者前因后果，或者前果后因。常用的连词有：for, so
例如：
It must have rained, for the ground is wet.
【考点诠释】
考点1 常见介词的活用
by，with，against，over，on，in，at，besides，for等是常考的介词。掌握这些介词的用法和意义、准确把握句子语境是解题的关键。下面是近年高考考查最多的几个介词，应重点掌握：
1.over可表位置，意为“在……上方，越过;遮住，盖住”，也可表时间，意为“在……期间，(多年)以来”等，它还有“在……(问题)上，对(某事)”等引申意义。如：
①Y0u can’t wear a blue jacket over that shirt—it’II look terrible.你不能在那件衬衣外面再穿上蓝色的夹克——太难看了。
②We had a pleasant chat over a cup of tea.我们一边喝茶一边愉快地交谈。
③We heard it over the radio.我们从广播中听到了它。
2.by的主要意思有“在……旁，靠近;乘(车、船等);不迟于;到……为止;被，由;根据，按照(关系);通过……方式”等，还可以用来表示增加或减少的程度。by构成的常见短语有：
by and by不久，迟早 by and large大体上
by oneself单独 by the way顺便说说
by far……得多，最…… by chance碰巧
by accident偶然地 by means of借助
by no means绝不，一点也不 by mistake错误地
①The water in the river rose by two meters.河水上涨了两米。
②He is an Englishman by birth.他在血统上是英国人。
3.with可以用来表示“带有，拥有;随着;就……来说;用，以;和，与;对于，关于”等意思。with还可用来表示原因。如：
①He turned red with anger.他气得脸变红了。
②The problem with looking into space from the earth is that there is a lot of dust in the earth’s air.从地球上观察太空存在一个问题，就是地球的大气中有大量的尘埃。
4.beyond这个词同学们平时接触的机会不是太多，但它却是一个考查热点。beyond表示“(时间)过了，比……晚，迟于;(位置)在……那边，超出……之外;(范围)超过，为……所
不及，超出……的范围”等意思。如：
①They arrived beyond nine o’clock.他们过了9：00才到。
②The book is beyond me.这本书我看不懂。
③Tom is far beyond his elder brother in maths.汤姆的数学比他哥哥的好多了。
考点2 介词的固定搭配-
高考主要考查学生对固定短语的掌握程度、对短语意义的了解以及介词在这些固定搭配中的应用。
1.名词词组：on the contrary相反;in turn依次;in one’s opinion根据某人的看法;off time准时;out of reach够不着
2.动词词组：remind sb of sth提醒某人某事;rob sb of sth抢劫某人的……;restdt from由……引起;call at访问(某地)
3.形容词词组：be curious about对……好奇;be proud of因……而自豪;be popular with受到……的欢迎
4.介词短语：apart from除……Pb;in addition to除……之外(还);because of因为;instead of代替;in fear of为……提心吊胆;for fear of以免;in case of防备;thanks to由于;in the middle of在……中间;according to根据;in front of在……前面;in return for作为对……的回报;in charge of负责;as a result of作为……的结果;in exchange for与……交换等
典例： Nowadays some hospitals refer to patients ______ name, not case number.
A of B as C by D with
【答案】C
【解析】考查介词辨析。句意：如今有些医院是以姓名来查阅患者的，而不是凭病例编号(去查询的)。by name按姓名.
考点3核心介词用法归纳与辨析
1.表示时间的介词in的用法如下。表示在某一较长时间内，如世纪、年、月、季、周等一般用介词in，如：in the 1990s,in January,in(the)winter
in和during表一段时间内两词可互用。如：in the night,during the night,in the war,during the war。但略有区别：当接表示“活动”的抽象名词时多用during，接“活动”的动名词及短语时用in。如：during the discussion/in discussing the problem during her stay in Hubei/in playing basketball/during the course of/in digging the tunnel
2.在具体的某一天或某天上午、晚上、前夕，常用on。
3.表示某一时刻或某一点时间用at,如小时、分钟等。
有些时间名词前有one，each，any，every，some，all，next，last，that修饰时,不接介词。如：
that day，next Sunday some day，one day
4.till、until、to的用法。
(1)till(until)与持续动词连用一般用于肯定句中，与短暂动词连用一般用在否定句中。如：
He waited for me till twelve o’clock.
He didn’t get up till (until) 10 a.m.(不可用to)
但注意：在句首出现或强调句型中一般不用till而用?until?。如：
Not until 9 a.m.did Mr.Smith come back to school.
(2)to表“终结”时常和from连用，但要注意不与from连用时的意义。如：
from July to September,from six to (till) eight(从……到……为止)，但from morning till night(从早到晚)，不能用to。
5.表示方式、手段、工具的介词
(1)by the year/hour/day按年/小时/天，但to the pound按磅算，to the ton按吨计。
(2)表泛指的方式、手段:by post,by telephone(radio),但on the phone/on the radio/on TV(电讯器材)，by electricity，by hard work,learn sth.by heart,through the satellite,through practice,through his own efforts,through experience,through the telescope
(3)交通工具类。另外：by means of 用……方法，by way of 经由，取道于，用……方法;with the help(permission)of sb./with sb.’s help(permission)“在……帮助下”。
(4)表方式、手段的其他用法。
He beat the dog with a whip.(with+工具、机器)
One smells with his nose.(with+人体器官，但by hand“手工，用手”)
He stood up with pride.(with+情绪、情感、态度的名词)
注意：使用语言、材料、文字等用in。如in English(ink,pencil)。另外如：
in high(good,low)spirits,in anger,in joy,in comfort,in sorrow,in safety,in danger,in need,in debt,in love,in fun,in pain,in tears,in surprise, in good(poor)health,in good order,in flower,in a way,in a low voice,in silence,in(with)satisfaction,in a hurry,in(with)words,live/feed on food,kneel on one’s knee,take(catch)sb.by surprise(出其不意)
6.表示“除……之外”的几组常用介词比较。
(1)besides “除……以外，(还有)”。作副词时意思是“而且，更何况”。如：
It was too late to see a film,and besides,I was tired.
(2)except“除去，除……之外(不再有)”。如：
We all went except John.
在否定句中，两词可以换用，如：
He has no other hats except/besides this one.
(3)except for“除了……(对句子主题进行细节校正或附加说明)”后接名词、代词或what从句，此时与except that+句子意思相同。如：
He was very clever except for carelessness.
(4)except that...“除了……一点以外”。如：
He has not changed except that he is wearing dark glasses.
(5)but和except在表示“除了……以外”时可以通用，但应注意以下三点：前面有不定人词、疑问代词在意义上对称时，多用but。All but one are here.Nobody but I likes making model ships.后接不定式短语为排除对象时，多用but。He has nothing to do but wait.(前有do,后省to);but与一些固定结构连用。have no choice but to do sth.只得做某事，can not but do sth.不得不,can not help but do sth.不得不……，but for...如不是……
7.介词的省略：
介词for表示时间的省略要求。
(1)以all开头的名词短语，for要省略。如：
I stayed with her all the morning.
(2)否定句中，表示时间的短语前的for不能省略。如：
I haven’t seen you for thirty years.
(3)时间状语在主句之前，for不能省略。如：
For the whole morning,the old man kept reading.
8.某些名词与介词构成的固定搭配。
(1)要求接to的名词有：key,answer,visit,entrance,apology,introduction,road等。
(2)要求接in 的名词有：interest,satisfaction,expert等。
He is expert in teaching small children.
介词的用法很繁杂，要在平时注意积累。
【试题放送】
【2012湖北卷】25. The furniture, with its modern style and bright colors, suits modern houses and their gardens, but looks _______ in the garden of a traditional home
A. out of question B. out of order C. out of sight D. out of place
【答案】D
【考点】考查介词短语辨析。难度中等。
【解析】句意为：这套家具款式新潮，色泽明丽，与新式房屋和花园配套，但看起来与传统的房子和花园不相称。D项意为“与……不相称”，符合句意。A项意为“毫无疑问”，B项意为“次序颠倒”，C项意为“看不见”，都与句意不符。
【2012江苏卷】29. — Thank God you're safe!
—I stepped back, just to avoid the racing car.
A. in time B. in case C. in need D. in vain
【考点】介词短语
【答案】A
【解析】in time意为“及时”，in case意为“万一，假使”;in need意为“需要”;in vain意为“徒劳，无济于事”。句意为：——谢天谢地，你是安全的!——我走回去，正好避免赛车。符合题意。
【2012安徽卷】25. You can chang your job, you can move house,but friendship is meant to be life.
A. of B. on C. to D. For
【答案】D
【解析】选择D是正确的，mean在此表示“预定，指定”。The gift is meant for you. 这份礼物是给你的。 He was meant for [to be ]an electrician. 本来是准备把他培养成电工的。
【2012辽宁卷】27. The Well Hotel stands in a quiet place the main road at the far end of the lake.
A. to B. for C. off D. out
【考点】介词辨析
【答案】C
【解析】off 意思是“离开...,隔着...”，表示与……隔着一定的距离。
【2012四川卷】14. This training program can give you a lift at work, ____ increase your income by 40%.
A. as well as B. so long as C. so much as D. as soon as
14.【答案与解析】 A 本题考查介词as构成的短语用法区别。A意为“除…之外(还有);和”;B意为“只要”;C意为“与…一样多”(不用于肯定句);D意为“一…就”。此题句意为：这个培训计划除了可以提高你的收入40%之外，还能够让你在工作方面得到提升。根据句意选A。
【2012陕西卷】11.An agreement seems to be impossible because the majority of the committee members are ______________ it.
A . against B. for C .to D. with
【答案】A
【考点】考查介词。
【解析】所填介词与系动词be构成固定句型，意思是：反对，选A。be for支持，赞成;be to到达;be with和……在一起，都与句意不符。
【2012届江苏省苏、锡、常、镇四市高三调研测试(一)】25. _____________ our foreign policy, we now have multiple threats, very few of which involve the traditional battles of the past.
A. In honour of B. In terms of C. In the form of D. In defence of
【答案】B
【解析】考查介词短语的用法。此处In honour of用来纪念。。。; In terms of就。。。而言;谈到。。。;In the form of以。。。的形式;In defence of以保护。。。;此处为“就我们的外交政策而言。”
【2012届吉林省吉林市高三第二次模拟】28. We must read not only between the lines, but sometimes ________ the lines so that we can fully understand the writer.
A. within B. among C. besides D. beyond
【答案】D
【解析】查介词。此处beyond the lines意为“言外之意”。
【2012届山东省菏泽重点高中高三下学期4月模拟】27. Some students often listen to music ___ ___ classes to refresh themselves.
A. between B. among C. over D. during
【答案】A
【解析】考查介词的用法。此处between意为“位于/处在/介于……之间”，表示两者或每两者之间的关系。between classes表示“课间”。among意为“在(多数)之中，在……中间”，表示三者或三者以上的人或物之间的关系，指“混合或掺杂在多数可分离的人或物之间”。over 意为“越过……”。during 意为“在……的期间，在……的时候”。
【2012届广西桂林市、崇左市、百色市、防城港市高考联合调研】33.—You are so excellent.
—I don’t understand what you mean saying that.
A.by B.for C.of D.in
【答案】A
【解析】考查介词的用法。解题关键：句型what do you mean by 。。。句意：我不明白你那么说的意思。
【2012届浙江杭州重点高中原创模拟】13. ___________ the consequences of the chemical leaks, the specialists haven’t given final conclusion before they obtain accurate statistics.
A. With regard to B. As a result of C. In spite of D. In addition to
【答案】A
【解析】考查介词短语辨析。with regard to 意为“关于”;as a result of 意为“由于…的结果”;in spite of 意为“尽管”; in addition to 意为“除…之外”。 句意为：关于化学泄露所产生的后果，专家在拿到准确的数据之前，还没有给出最后结论。故选A。
【2012届北京海淀区高三一模】29. --- I’m going to have lunch. Do you mind talking about your plan ____ lunch?
---All right. I’ll wait here in the office.
A. after B. before C. over D. until
【答案】A
【解析】考查介词题。在看到第一句话的时候本以为考查的是over在……同时的知识点，难度较高。例如：Could you please have a talk with me over a cup of coffee?你能和我喝杯咖啡说说话吗?表示在喝咖啡的同时说话。但是看到第二句话立刻晕倒，另一个人说在这里等，那明显是午饭后再谈，所以答案为A选项after。只要不胡乱添加中文意思，就不会误选B选项和D选项。
【2012届江西省上饶市第一次高考模拟】26.The director will by no means turn the actress away all she is considered the most qualified for the role.
A.because of B.regardless of C.in spite of D.despite of
【答案】A
【解析】考查介词短语的含义。句意：导演绝不会拒绝那个演员，因为她被认为是这个角色最合格的演员。
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。
Unit14Zoology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.
