人教版高二下Unit18Inventions教案。
一位优秀的教师不打无准备之仗，会提前做好准备，作为高中教师准备好教案是必不可少的一步。教案可以让学生更容易听懂所讲的内容，帮助高中教师更好的完成实现教学目标。高中教案的内容要写些什么更好呢？为此，小编从网络上为大家精心整理了《人教版高二下Unit18Inventions教案》，仅供参考，欢迎大家阅读。
人教版高二下Unit18Inventions教案
Period1Let’slistenandspeak!
Goals
●Helpstudentsunderstandthecommonsenseaboutinventions.
●Dolisteningandmakesurestudentsunderstandit.
●Helpimprovethestudents’listeningandspeakingabilities.
Procedures
Leadinginbyguessing.
Today,wearegoingtolearnsomethingaboutinventionsthatwilldogoodtohumanbeingsorevensmoothawaydifficultiesbroughtbydisabilities.Herearesomeofthem.Pleaseguesswhattheyareorwhotheinventorsare.
1.amanwhomademorethan1,000inventionsinhislifeandinventedelectricbulbs
2.awomanwhodiscoveredawaytoalterandexpandtherangeofnaturalcottoncolorswithoutusingtintsordyes
3.acomputerthatfitscomfortablyonyournoseandweighslessthanapairofglasses
4.amanbornin1876whoinventedaneffectivegasmotorengineandbuiltthefirstpracticalfour-strokeinternalcombustionenginecalledthe“OttoCycleEngine”
5.ashoewhoseheelsmadeelectricitywitheverystepthewearertakes
Key:
1.ThomasAlvaEdison
2.SallyFox
3.Nose-topcomputer
4.NicolausOtto
5.Electricshoes
Tolearnmoreaboutinventionspleaseturntopage57orlookatthescreen.
Task1:Lookinganddiscussing.
Lookatpage57orthescreen.Therearefourpicturesandfourdescriptions.Readthedescriptionsindividuallyfirstandthenmatcheachpicturewiththecorrectdescription.
Picture1:Electricshoes
Picture2:Inflatablebicycle
Picture3:Ediblechopsticks
Picture4:Nose-topcomputer
Task2:Discussing.
Nowdiscussthefollowingquestionsinpairs:
1.Whichofthefour“invention”doyouthinkwouldbemoreuseful?Why?
2.Isthereanythingyouwouldliketoinvent?Ifso,whatandwhy?
Task3:Listeningandansweringquestions.
1.Nowwearegoingtolistentodialogue1onthetape,whichisaboutMr.Dean’snewinvention.Listencarefullyandtrytounderstandit.Thenyoushouldanswerthefollowingquestions:
1)WhataretheadvantagesofMr.Dean’snewinvention?
2)Howdoesitwork?
3)Whatcanitbeusedfor?
4)Whydoesthepatentofficernotwanttogivethemanapatent?
2.Listentothetapeofdialogue2,whichisaboutMr.Scoles’inventionandthenanswerthefollowingquestions:
1)WhathasMr.Scolesinvented?
2)Whydidthemaninventit?
3)Doyouthinkitworks?Howdoesitwork?
4)Whydoesthepatentofficernotwanttogivethemanapatent?
Task4:Speakingup.
Ingroupsoffouroneistoplaytheroleofaninventortoexplaintotheresthowhisinventionworks.Thepatentofficershouldlisten,askquestionsanddecidetogivewhichonethepatent.
Closingbywriting.
Toendtheperiod,let’strytowritealistofnewinventionswewouldliketomake.Let’sseewhoseideasarebothcreativeandpractical.
Period2Let’sread!
(WhatwillYouThinkofNext?…)
Goals:
●Improvethestudents’readingabilities.
●Learnaboutcreativityandthinkingstrategies.
Procedures
Learninginbydiscussing.
Lasttimeyouwereaskedtowritealistofyourpossibleinventions.Nowweshallseewhoseinventionsarebothcreativeandpractical.
T:What’syourinvention,Sa?
Sa:FlowerSpeakerAmplifiers.
T:Whatdoesitlooklike?
Sa:Itisthegadgetthatishiddeninavaseorapottedplant.
T:Howdoesitwork?
Sa:Itsendsmusicatjusttherightfrequencytovibrateupthestemsandthenbeconvertedintoaudiblesoundbytheentireplant.AdevicesuchasaCDplayerorradiocanbeconnectedtoit.Musicisalsogoodfortheplants,whichareinvigoratedbytheconstantmusicalsounds.
T:Quitecreative.NowaccordingtotheanswerfromSa,Ihavegotsomequestionsforallofyoutodiscussingroups.
Task1:Skimmingforthemainidea.
Weshalllearnmoreaboutcreativitytoday.Nowskimthereadingpassagetofindoutthemainideaofeachpart.
Task2:TrueorFalse.
1MostinventorshavehighIQs.
2Thethingsweknowcansometimesmakeitmoredifficultforustounderstand.
3It’simpossibletolearnhowtobecreative.
4Thebestwaytofindagoodsolutionistolookforonegoodanswer.
5Inventorstrytoavoidfailure.
6Themorewayswehaveoflookingataproblem,themorelikelyitisthatwecanfindasolution.
7Mostgoodideasaretheresultofalongprocessoftrialanderror.
Task3:Listeningandreadingaloud.
Next,wearegoingtolistenandreadaloud.Pauseatthecorrectplacesandfindoutthesentencesdifficulttoyouatthesametime.
UsefulExpressions
Useone’screativity,comeupwithanewidea,havemuchincommon,havedifferentbackgrounds,dowellinschool,gethightestscores,haveahighIQ,practicegoodthinkingstrategies,limitone’sthinking,thinkout,rephraseaproblem,allowforcreativesolutions,rejectwrongideas,getstuck,movetowardsabettersolution,breakawayfromoldthoughtpatterns,explorenewpossibilities,deepenone’sunderstanding,remainhidden,connectto,makeconnections.aprocessoftrialanderror,changetheworld
Task4:Questionsandanswers.
Firstworkinpairs,tryingtoanalyzethedifficultsentences,thenputyourquestionstome.Wewillfocusontheformsandstructuresofthepassages.
Task5:Fillintheblankswiththewordsinthetext.
Creativityisamatterof_____.Inordertobemorecreative,weshouldthinkabouthowwethinkand_______goodthinkingstrategies.
To“thinkoutsidethebox”isaconscious______tobreakawayfromoldthought______inorderto_______newpossibilities.Achangein________-----totakeanotherlookattheproblem----mayleadtogoodsolutionsandnewideas.
Greatthinkersare______of“makingconnections”andtryto______newandoldideasinasmany______waysaspossible.By_______andconnectingideasandobjectsinnewways,creativethinkersareabletothinkofnew_________andsolutions.
Goodideasareno_______.Theyaretheresultofalong_____oftrialand_____.Ifwewanttodevelopourcreativity,wecantryusingthesethinkingstrategiestofindnewwaysto_____ourlife.
Closingupbydiscussion
Toendthisperiod,let’shaveadiscussionofthefollowingquestions:
1.Howcanwebemorecreativeinthinking?
2.Howdopeoplecomeupwithnewideasfornewinventions?
3.Howcancreativethinkingbeusedtobetterourstudies?
Period3Let’sstudy!
(Grammar:ReviewtheAttributiveClause)
Goals
●LearntodefinewordsinEnglishwiththeattributiveclause.
●Learnmoreabouttheattributiveclause.
Procedures
Leadingin:Readinganddiscovering.
Readthepassagesandunderlinealltheattributiveclauses.
Task1:Reviewingtheattributiveclause.
学习定语从句的几个问题
1、掌握以上关系代词、关系副词的含义及使用时，要特别注意以下几点：
1)指物时宜用that的情况：
a.当先行词为all,much,little,few,none,something,anything,everything,nothing等不定代词时。Allthatcanbedonehasbeendone.
b.当先行词既指人又指物时。
Hespokeofthemenandthething(that)hehadseenabroad.
c.当先行词被序数词或形容词的最高级修饰时。
ThisisoneofthebestfilmsthatIhaveeverseen.
d.当先行词被thevery,theonly,thelast,any,every等修饰时。
ThisisoneoftheverybookthatIamlookingfor.
e.当先行词是疑问词who,what,which时。
Whothathassuchahomedoesn’tloveit?
f.关系代词在从句中作表语。
Maryisnolongerthegirlthatsheusedtobe.
2)关系代词as和which都能引导非限定性定语从句代表整个句子的内容，as
引导的从句可位于句首或句末，which引导的定语从句则不能位于句首。
Whichyouknow,heisagoodman.(×)
Asyouknow,heisagoodman.(√)
3)关系副词when,where,why其含义相当于onwhich,inwhichforwhich等，可以互换：
Thedaywhen/onwhichImethimfirstwasMay1st.
Idon’tknowthereasonwhy/forwhichhedidn’tcome.
47)whose指物时，可以与ofwhich等结构互换，但应注意与冠词的位置关系：
Thisisthebookthecoverofwhich/ofwhichthecover/whosecoverisblue.
5)有时可用代替关系副词。在口语中常省略。
Thisisthereason(why/forwhich/that)hecamelate.
6)先行词是专有名词、整个句子或世界上独一无二的物质名词时，一般用非限定性定语从句修饰。Thesun,whichgivesuslightandheat,isverybig.
7)在先行词和定语从句之间有无逗号有时会引起名义的变化：
Hesaidnothingthatmadeherangry.他没说使她生气的话。
Hesaidnothing,whichmadeherangry.他一言不发，这使她很生气。
2、定语从句与强调结构
Itistheplacewheretheylivedbefore.
Itisintheplacethattheylivedbefore.
第一个句子为定语从句，where指代theplace，在定语从句中作状语，第二个句子为强调结构，强调intheplace,that没有意义，把放回后面句子，句子意思完整。
Whereisitthathefoundthelostwatch?(强调句型，强调疑问副词where.)
Whereisthewatchhefoundyesterday?(定语从句，that指代thewatch.)
3、定语从句中的先行词
Isthisbooktheonethatyouboughtyesterday?
Isthisthebookthatyouboughtyesterday?
第一个句子中，thisbook是主句的主语，theone是先行词。在第二个句子中this是主句的主语，thebook是先行词。一定要避免出现：Isthisbookthatyouboughtyesterday?
4、定语从句与同位语从句
定语从句相当于形容词，它对先行词起修饰、描述或限制作用，而同位语从句则相当于名词，对其前面的词给予说明或作进一步解释，即说明该词所表示的具体内容。例如：
Thenewsthatweheardisnottrue.(定语从句)
Thenewsthathewontheprizeisnottrue.（同位语从句）
另:在“havenoidea＋从句”结构中，其从句都作idea的同位语。例如：
Ihavenoideawhenshewillbeback.
Task2:Fillinginandrewriting.
Nowitistimeforyoutodothegrammarexercises1and2onpage61.
Closingupbyworkingoutawordpuzzle.
Torelaxed,turntopage62,andworkoutthewordpuzzleasquickaspossible.Thewinnerwillwinalittlegift.Www.Jab88.CoM
Period4Let’sreadandwrite!
(ALLINTHEMIND:SCIENTIFICMETAPHORS)
Goals
●Improvethestudents’abilitiesofreadingcomprehension.
●Learnaboutthepositiveandnegativeof“scientificmetaphors”.
●Enablethestudentstowritebriefessays.
Procedures
Leadingin:bylifeexperiences.
Goodmorning,class!Livinginaninformationage,weareenjoyingvariousinventionsofmoderntechnology.Wemakeusesofcomputers,mobilephones,TVsets,andsoon.Nowtellmewhatusesyoumakeofallthosemoderndevices.
Task1:Readingforthemainideaofeachparagraph.
Tolearnmoreaboutmoderntechnologies,turntopage63andfirstreadforthemainideaofeachparagraph.
Task2:Discussingthelanguagepoints.
Anyproblemwiththearticle.Nowinpairstrytofindsomequestionsaboutallthepointsdifficulttoyou.Youmayaskmeforhelpifnecessary.
Task3:Listeningandreadingaloud.
Tounderstandbetterwhat’stalkedaboutinthearticle,listentothetaperecordandreadaloudthetextatthesametime.
Closingupbywritingabriefessay.
Allright,nowlistentomyquestions:
Whatwillcomputerslooklikeinthefuture?
Howwillweusecomputers?
Howwouldyoudescribeacomputertosomeonelivinginthe19thcentury?
Whatwouldyoucompareacomputerto?
WordsandExpressions
liveinaninformationage,do…withcomputer,sendmails,besimilarto…,keepinformationinone’smemory,developtechnologyatahighpace,metaphor,storage,paste,glue,bedifferentfrom…,inthebestway,afterall,nowthat,inthefuture,thinkabout…
Homework
Readingmaterial
以“鱼”喻人
Ⅰshark：(本义)鲨鱼；(喻义)贪诈的人。如：aloanshark(高利贷主)，thebigsharks(垄断资本家)。
Ⅱeel：(本义)鳗鱼；(喻义)滑头的人。如：
He’sfarfromstraightforwardtodealwith——aslipperyeel.
他这个人与人打交道很不直爽———滑头精。
Ⅲfish：(本义)鱼；(喻义)人。如：Thatolduncleofyoursisaqueerfish.你那位老伯伯，可真是个古怪的人。acoldfish冷冰冰的人apoorfish可怜虫
“植物”喻人
Ⅰ.He was the No.1 seed in the table-tennis championship.
他是这届乒乓球锦标赛头号种子选手。(种子——种子选手)
Ⅱ.A man of learning is supposed to be some pumpkins.
学问高深的人常被认为是重要人物。(南瓜——很重要的人物，通常用复数形式并与some连用)
Ⅲ.He is a real daisy.他是个顶呱呱的人物。(雏菊——第一流的人物)
Ⅳ.The country lost the flower of its youth in the war.
那个国家在战争中失去了许多优秀青年。(花——精华)
Ⅴ.I’llleave you two young people alone；I’m sure you don’t want me to play gooseberry.
你们两个年轻人单独在一起吧，我敢肯定你们不希望我夹在你们中间。(醋栗———[作]陪妇，这短语源自青年男女相聚时须有老妇陪伴的古老习俗译成“当电灯泡”也是很形象的表达。)
相关知识
高二英语Unit18Inventions教学设计
古人云，工欲善其事，必先利其器。高中教师要准备好教案为之后的教学做准备。教案可以让学生们充分体会到学习的快乐，帮助高中教师缓解教学的压力，提高教学质量。那么，你知道高中教案要怎么写呢？下面的内容是小编为大家整理的高二英语Unit18Inventions教学设计，希望能对您有所帮助，请收藏。
Unit18Inventions
Period1Let’slistenandspeak!
Goals
●Helpstudentsunderstandthecommonsenseaboutinventions.
●Dolisteningandmakesurestudentsunderstandit.
●Helpimprovethestudents’listeningandspeakingabilities.
Procedures
Leadinginbyguessing.
Today,wearegoingtolearnsomethingaboutinventionsthatwilldogoodtohumanbeingsorevensmoothawaydifficultiesbroughtbydisabilities.Herearesomeofthem.Pleaseguesswhattheyareorwhotheinventorsare.
1.amanwhomademorethan1,000inventionsinhislifeandinventedelectricbulbs
2.awomanwhodiscoveredawaytoalterandexpandtherangeofnaturalcottoncolorswithoutusingtintsordyes
3.acomputerthatfitscomfortablyonyournoseandweighslessthanapairofglasses
4.amanbornin1876whoinventedaneffectivegasmotorengineandbuiltthefirstpracticalfour-strokeinternalcombustionenginecalledthe“OttoCycleEngine”
5.ashoewhoseheelsmadeelectricitywitheverystepthewearertakes
Key:
1.ThomasAlvaEdison
2.SallyFox
3.Nose-topcomputer
4.NicolausOtto
5.Electricshoes
Tolearnmoreaboutinventionspleaseturntopage57orlookatthescreen.
Task1:Lookinganddiscussing.
Lookatpage57orthescreen.Therearefourpicturesandfourdescriptions.Readthedescriptionsindividuallyfirstandthenmatcheachpicturewiththecorrectdescription.
Picture1:Electricshoes
Picture2:Inflatablebicycle
Picture3:Ediblechopsticks
Picture4:Nose-topcomputer
Task2:Discussing.
Nowdiscussthefollowingquestionsinpairs:
1.Whichofthefour“invention”doyouthinkwouldbemoreuseful?Why?
2.Isthereanythingyouwouldliketoinvent?Ifso,whatandwhy?
Task3:Listeningandansweringquestions.
1.Nowwearegoingtolistentodialogue1onthetape,whichisaboutMr.Dean’snewinvention.Listencarefullyandtrytounderstandit.Thenyoushouldanswerthefollowingquestions:
1)WhataretheadvantagesofMr.Dean’snewinvention?
2)Howdoesitwork?
3)Whatcanitbeusedfor?
4)Whydoesthepatentofficernotwanttogivethemanapatent?
2.Listentothetapeofdialogue2,whichisaboutMr.Scoles’inventionandthenanswerthefollowingquestions:
1)WhathasMr.Scolesinvented?
2)Whydidthemaninventit?
3)Doyouthinkitworks?Howdoesitwork?
4)Whydoesthepatentofficernotwanttogivethemanapatent?
Task4:Speakingup.
Ingroupsoffouroneistoplaytheroleofaninventortoexplaintotheresthowhisinventionworks.Thepatentofficershouldlisten,askquestionsanddecidetogivewhichonethepatent.
Closingbywriting.
Toendtheperiod,let’strytowritealistofnewinventionswewouldliketomake.Let’sseewhoseideasarebothcreativeandpractical.
Period2Let’sread!
(WhatwillYouThinkofNext?…)
Goals:
●Improvethestudents’readingabilities.
●Learnaboutcreativityandthinkingstrategies.
Procedures
Learninginbydiscussing.
Lasttimeyouwereaskedtowritealistofyourpossibleinventions.Nowweshallseewhoseinventionsarebothcreativeandpractical.
T:What’syourinvention,Sa?
Sa:FlowerSpeakerAmplifiers.
T:Whatdoesitlooklike?
Sa:Itisthegadgetthatishiddeninavaseorapottedplant.
T:Howdoesitwork?
Sa:Itsendsmusicatjusttherightfrequencytovibrateupthestemsandthenbeconvertedintoaudiblesoundbytheentireplant.AdevicesuchasaCDplayerorradiocanbeconnectedtoit.Musicisalsogoodfortheplants,whichareinvigoratedbytheconstantmusicalsounds.
T:Quitecreative.NowaccordingtotheanswerfromSa,Ihavegotsomequestionsforallofyoutodiscussingroups.
Task1:Skimmingforthemainidea.
Weshalllearnmoreaboutcreativitytoday.Nowskimthereadingpassagetofindoutthemainideaofeachpart.
Task2:TrueorFalse.
1MostinventorshavehighIQs.
2Thethingsweknowcansometimesmakeitmoredifficultforustounderstand.
3It’simpossibletolearnhowtobecreative.
4Thebestwaytofindagoodsolutionistolookforonegoodanswer.
5Inventorstrytoavoidfailure.
6Themorewayswehaveoflookingataproblem,themorelikelyitisthatwecanfindasolution.
7Mostgoodideasaretheresultofalongprocessoftrialanderror.
Task3:Listeningandreadingaloud.
Next,wearegoingtolistenandreadaloud.Pauseatthecorrectplacesandfindoutthesentencesdifficulttoyouatthesametime.
UsefulExpressions
Useone’screativity,comeupwithanewidea,havemuchincommon,havedifferentbackgrounds,dowellinschool,gethightestscores,haveahighIQ,practicegoodthinkingstrategies,limitone’sthinking,thinkout,rephraseaproblem,allowforcreativesolutions,rejectwrongideas,getstuck,movetowardsabettersolution,breakawayfromoldthoughtpatterns,explorenewpossibilities,deepenone’sunderstanding,remainhidden,connectto,makeconnections.aprocessoftrialanderror,changetheworld
Task4:Questionsandanswers.
Firstworkinpairs,tryingtoanalyzethedifficultsentences,thenputyourquestionstome.Wewillfocusontheformsandstructuresofthepassages.
Task5:Fillintheblankswiththewordsinthetext.
Creativityisamatterof_____.Inordertobemorecreative,weshouldthinkabouthowwethinkand_______goodthinkingstrategies.
To“thinkoutsidethebox”isaconscious______tobreakawayfromoldthought______inorderto_______newpossibilities.Achangein________-----totakeanotherlookattheproblem----mayleadtogoodsolutionsandnewideas.
Greatthinkersare______of“makingconnections”andtryto______newandoldideasinasmany______waysaspossible.By_______andconnectingideasandobjectsinnewways,creativethinkersareabletothinkofnew_________andsolutions.
Goodideasareno_______.Theyaretheresultofalong_____oftrialand_____.Ifwewanttodevelopourcreativity,wecantryusingthesethinkingstrategiestofindnewwaysto_____ourlife.
Closingupbydiscussion
Toendthisperiod,let’shaveadiscussionofthefollowingquestions:
1.Howcanwebemorecreativeinthinking?
2.Howdopeoplecomeupwithnewideasfornewinventions?
3.Howcancreativethinkingbeusedtobetterourstudies?
Period3Let’sstudy!
(Grammar:ReviewtheAttributiveClause)
Goals
●LearntodefinewordsinEnglishwiththeattributiveclause.
●Learnmoreabouttheattributiveclause.
Procedures
Leadingin:Readinganddiscovering.
Readthepassagesandunderlinealltheattributiveclauses.
Task1:Reviewingtheattributiveclause.
学习定语从句的几个问题
1、掌握以上关系代词、关系副词的含义及使用时，要特别注意以下几点：
1)指物时宜用that的情况：
a.当先行词为all,much,little,few,none,something,anything,everything,nothing等不定代词时。Allthatcanbedonehasbeendone.
b.当先行词既指人又指物时。
Hespokeofthemenandthething(that)hehadseenabroad.
c.当先行词被序数词或形容词的最高级修饰时。
ThisisoneofthebestfilmsthatIhaveeverseen.
d.当先行词被thevery,theonly,thelast,any,every等修饰时。
ThisisoneoftheverybookthatIamlookingfor.
e.当先行词是疑问词who,what,which时。
Whothathassuchahomedoesn’tloveit?
f.关系代词在从句中作表语。
Maryisnolongerthegirlthatsheusedtobe.
2)关系代词as和which都能引导非限定性定语从句代表整个句子的内容，as
引导的从句可位于句首或句末，which引导的定语从句则不能位于句首。
Whichyouknow,heisagoodman.(×)
Asyouknow,heisagoodman.(√)
3)关系副词when,where,why其含义相当于onwhich,inwhichforwhich等，可以互换：
Thedaywhen/onwhichImethimfirstwasMay1st.
Idon’tknowthereasonwhy/forwhichhedidn’tcome.
47)whose指物时，可以与ofwhich等结构互换，但应注意与冠词的位置关系：
Thisisthebookthecoverofwhich/ofwhichthecover/whosecoverisblue.
5)有时可用代替关系副词。在口语中常省略。
Thisisthereason(why/forwhich/that)hecamelate.
6)先行词是专有名词、整个句子或世界上独一无二的物质名词时，一般用非限定性定语从句修饰。Thesun,whichgivesuslightandheat,isverybig.
7)在先行词和定语从句之间有无逗号有时会引起名义的变化：
Hesaidnothingthatmadeherangry.他没说使她生气的话。
Hesaidnothing,whichmadeherangry.他一言不发，这使她很生气。
2、定语从句与强调结构
Itistheplacewheretheylivedbefore.
Itisintheplacethattheylivedbefore.
第一个句子为定语从句，where指代theplace，在定语从句中作状语，第二个句子为强调结构，强调intheplace,that没有意义，把放回后面句子，句子意思完整。
Whereisitthathefoundthelostwatch?(强调句型，强调疑问副词where.)
Whereisthewatchhefoundyesterday?(定语从句，that指代thewatch.)
3、定语从句中的先行词
Isthisbooktheonethatyouboughtyesterday?
Isthisthebookthatyouboughtyesterday?
第一个句子中，thisbook是主句的主语，theone是先行词。在第二个句子中this是主句的主语，thebook是先行词。一定要避免出现：Isthisbookthatyouboughtyesterday?
4、定语从句与同位语从句
定语从句相当于形容词，它对先行词起修饰、描述或限制作用，而同位语从句则相当于名词，对其前面的词给予说明或作进一步解释，即说明该词所表示的具体内容。例如：
Thenewsthatweheardisnottrue.(定语从句)
Thenewsthathewontheprizeisnottrue.（同位语从句）
另:在“havenoidea＋从句”结构中，其从句都作idea的同位语。例如：
Ihavenoideawhenshewillbeback.
Task2:Fillinginandrewriting.
Nowitistimeforyoutodothegrammarexercises1and2onpage61.
Closingupbyworkingoutawordpuzzle.
Torelaxed,turntopage62,andworkoutthewordpuzzleasquickaspossible.Thewinnerwillwinalittlegift.
Period4Let’sreadandwrite!
(ALLINTHEMIND:SCIENTIFICMETAPHORS)
Goals
●Improvethestudents’abilitiesofreadingcomprehension.
●Learnaboutthepositiveandnegativeof“scientificmetaphors”.
●Enablethestudentstowritebriefessays.
Procedures
Leadingin:bylifeexperiences.
Goodmorning,class!Livinginaninformationage,weareenjoyingvariousinventionsofmoderntechnology.Wemakeusesofcomputers,mobilephones,TVsets,andsoon.Nowtellmewhatusesyoumakeofallthosemoderndevices.
Task1:Readingforthemainideaofeachparagraph.
Tolearnmoreaboutmoderntechnologies,turntopage63andfirstreadforthemainideaofeachparagraph.
Task2:Discussingthelanguagepoints.
Anyproblemwiththearticle.Nowinpairstrytofindsomequestionsaboutallthepointsdifficulttoyou.Youmayaskmeforhelpifnecessary.
Task3:Listeningandreadingaloud.
Tounderstandbetterwhat’stalkedaboutinthearticle,listentothetaperecordandreadaloudthetextatthesametime.
Closingupbywritingabriefessay.
Allright,nowlistentomyquestions:
Whatwillcomputerslooklikeinthefuture?
Howwillweusecomputers?
Howwouldyoudescribeacomputertosomeonelivinginthe19thcentury?
Whatwouldyoucompareacomputerto?
WordsandExpressions
liveinaninformationage,do…withcomputer,sendmails,besimilarto…,keepinformationinone’smemory,developtechnologyatahighpace,metaphor,storage,paste,glue,bedifferentfrom…,inthebestway,afterall,nowthat,inthefuture,thinkabout…
Homework
Readingmaterial
以“鱼”喻人
Ⅰshark：(本义)鲨鱼；(喻义)贪诈的人。如：aloanshark(高利贷主)，thebigsharks(垄断资本家)。
Ⅱeel：(本义)鳗鱼；(喻义)滑头的人。如：
He’sfarfromstraightforwardtodealwith——aslipperyeel.
他这个人与人打交道很不直爽———滑头精。
Ⅲfish：(本义)鱼；(喻义)人。如：Thatolduncleofyoursisaqueerfish.你那位老伯伯，可真是个古怪的人。acoldfish冷冰冰的人apoorfish可怜虫
“植物”喻人
Ⅰ.He was the No.1 seed in the table-tennis championship.
他是这届乒乓球锦标赛头号种子选手。(种子——种子选手)
Ⅱ.A man of learning is supposed to be some pumpkins.
学问高深的人常被认为是重要人物。(南瓜——很重要的人物，通常用复数形式并与some连用)
Ⅲ.He is a real daisy.他是个顶呱呱的人物。(雏菊——第一流的人物)
Ⅳ.The country lost the flower of its youth in the war.
那个国家在战争中失去了许多优秀青年。(花——精华)
Ⅴ.I’llleave you two young people alone；I’m sure you don’t want me to play gooseberry.
你们两个年轻人单独在一起吧，我敢肯定你们不希望我夹在你们中间。(醋栗———[作]陪妇，这短语源自青年男女相聚时须有老妇陪伴的古老习俗译成“当电灯泡”也是很形象的表达。)
人教版高二下Unit17Disabilities教案
俗话说，凡事预则立，不预则废。作为高中教师准备好教案是必不可少的一步。教案可以保证学生们在上课时能够更好的听课，帮助高中教师缓解教学的压力，提高教学质量。所以你在写高中教案时要注意些什么呢？下面是由小编为大家整理的“人教版高二下Unit17Disabilities教案”，希望能对您有所帮助，请收藏。
人教版高二下Unit17Disabilities教案
Period1Let’slistenandspeak!
Goals
◆Talkingaboutdisability.
◆Practicetalkingaboutabilityandinability.
◆Improvestudents’listeningandspeakingability.
Procedures
Leadingin:bydiscussingthepictures.
Hello,everyone.Lookatthethreepicturesfirstanddiscussthefollowingquestions:
1.Whatishisorhername?
2.Whyisheorshefamous?
3.Whatworksdidheorshewrite?
4.Whatcanwelearnfromthem?
Task1:Lookinganddiscussing.
Lookatthefirstfourpicturesanddiscusswhattheytellus:
1.Trytolistthedifficultiesanddangersyoumightfaceifyouwereinawheelchairorblind.
2.Trytooffersomesolutionstomakethestreetssaferandbetterforthedisabled.
Task2:Listeningandticking.
Talkaboutthepictureinthisparttowarmupfirst:
1.Listentothetapeandanswerthethreequestions.
HowdidJohn’sparentshelphiminthemorning?
WhatwaswrongwithJohn’shouse?
HowdidJohn’sfamilychangethehouse?
2.Listenagain,ticktheobstaclesJohnmentionsandexplainwhytheymakehislifedifficult.
3.WorkinpairsandthinkofmorecreativeideastosolvetheproblemJohndescribes.
WhatareJohn’sobstacles?Whydotheymakehislifedifficult?Howcanyousolvethisproblem?
itemsYes?No?
sidewalks
cars
elevators
Bikes
Escalators
Stairs
Fastfoodrestaurants
parks
Task3:Speakingandtalking.
SituationsDifficultiesSolutions
Blind;visitafriendontheothersideofthetown;changebusonce
Deaf;footballplayers;jointheschool’sfootballteam;learnEnglish
Inawheelchair;goshopping;eatatarestaurant;gotoacinema;severalfloors
Closingupbyhavingadiscussion.
Hi,everyone.Wecanseeitisnoteasyforthedisabledpeopletoleadanormallife.Supposewakinguptomorrowmorning,yousuddenlyfindyouwereunabletosee,speak,hearorwalk.Thenhowwouldyoufeelandwhatwouldyoudo?
Homework
Writeashortpassageaboutadisabledpersoninyourfamily,yourschooloryourneighborhood.
Period2Let’sread!
(DISABLED?NOTME)!
Goals
◆Getstudentstocaremoreaboutdisabledpeople.
◆Bettertheirreadingskillsthroughvariousreadingactivities.
◆Enablethestudentstomastermorewordsandexpressions.
Procedures
Leadinginbytalkingaboutpictures.
Attention,everyone.Pleaselookatthescreensandseeseveralpictures.(aboutdisabledplayersatthe2004AthensParalympicGames).Thendiscusstheminpairsandtellmewhatyouthinkofthem.
Task1:Fastreadingforgeneralideas.
1.Skimthetestandfindoutthetopicsentenceofeachparagraph.
Topicsentenceofeachparagraph
Para.1Iknowpeoplearetryingtohelp,butIwishtheywouldn’ttreatmeasifIwereachild.
Para.2Todaytherearemoreopportunitiesfordisabledpeopletodeveloptheirpotential,livearicherlifeandmakeacontributiontothesociety.
Para.3Disabledpeopleneedrecognition,morethansympathyandhelp.
Para.4Likeallofus,disabledpeoplealsoneedinspirationandencouragement.
Para.5AboutonethirdofthearticlesinLiteratureofChineseBlindChildrenarewrittenbydisabledauthorsandblindchildren.
Para.6Livingwithdisabilityisfrustratingandchallenging.
2.Scanthetextanddecidewhetherthefollowingsentencesaretrueorfalse.
(1)ZhongXiaowendoesn’twishtobetreatedasalittlechild.
(2)Xiaowen’sstoryservesasanexampletoshowthatphysicaldisabilitiescanlimitaperson’slife.
(3)AllthestudentsintheBeijingUnionUniversityaredisabled.
(4)Thedisabledpeopleneedbothrecognitionandinspirationandencouragement.
(5)LiteratureofChineseBlindChildrenisagreathelpinencouragingblindchildrentoovercomedifficultiesandchallenges.
(6)YeZijie’sstoryismentionedtoshowhowdisabledpeoplewritearticlesfornewspapersandmagazines.
(7)In2000YeZijiewasinvitedtoLondonandbecamethefirstChinesetostudyabroad.
(8)Itmightbefrustratingandchallengingtolivewithdisability.
Task2:Readingandcopying,
Nowit’stimetoreadthetextagainandcopydownalltheusefulexpressions.
Usefulexpressions
treat…as…,winanawardfor…,movearound,havenofeelingbelow…,useawheelchair,getaround,getdressed,createprogram,receiveanaward,atasciencefair,receiveeducation,limitaperson’slife,makeacontributionto…,amatterof…,offerguidance,launchaspecialeducationcollege,havenoabilities,studentswithoutabilities,studytogetherwith…,reachone’sgoals,playavaluablerolewithinsociety,needrecognition/inspiration/encouragement,realizeone’sdream,overcomechallengesanddifficulties,liveameaningfulandproductivelife,avisuallyimpairedperson,feelcomfortablewith…,adjustto…,getusedto…
Task3:Discussingandcommenting.
1.DiscussthedifficultieshowXiaowenandotherdisabledstudentsovercomethemintheireverydaylife.
2.Accordingtothetext,thewaysocietyviewsdisabledpeoplehaschanged.Howhasitchangedandwhy?
3.Imagineyouareadisabledstudent,whatkindofhelpwouldyouneedandhowwouldyouwantotherstotreatyou?
Period3Let’sstudy!
(GrammarRewiew:DirectandIndirectObjects)
Goals
◆Learntomakeaschoiceofwordsaccordingtothecontext.
◆Learntousedirectandindirectobjectscorrectly.
Procedures
Leakingin(1)bylistening.
Helloeveryone!WelearnedDisabled?NotMe!inourlastperiod.Nowlet’slistentoit.Pleasepayattentiontothepronunciationandintonationwhilelistening.
Leadingin(2)byrevision.
Goodmorning,class.YesterdaywelearnedthetextDisabled?NotMe!Herearesomeexercisesforwarming-up.
Completethefollowingsentences
1.Iwish_________________(我昨天见到了她).
2.Theteachertreatsherstudents_____________________(好像是她自己的孩子似的).
3.Hearingthealarm,__________________(她穿好衣服)andhurriedtotheschool.
4.Eventhedisabledpeoplehavetheright_________________(受教育).
5.Asacaringgirl,sheoften____________________(帮助她母亲干家务).
6.Disabledassheis,she___________________(过着有意义的生活).
7.Itisnoteasy__________________________(适应新的生活方式).
8.Haveyou_______________________(习惯于)livingwithdisabilitynow?
Task1:Definingwords.
1.Turntopage53.Checkthemeaningsofthewordsintheboxandfillintheblanks.
2.Readthestoryandfillintheblanksusingthecorrectformofthewordsgiveninthebox.
Task2:Studyingdirectandindirectobjects.
1.Getthestudentstotelldirectobjectfromindirectobjectbystudyingtheexamples.
2.Dividethewordswhicharealwaysconnectedwith“to”or“for”intotwokinds.
KindsofverbsExamplesSentences
Put“to”beforetheI.O.
间接宾语前加toSell,take,give,send,tell,lend,showShehastaughtsewingtoJenny.
Put“for”beforetheI.O.
间接宾语前加forBake,find,save,build,get,buy,makeTheyhaveboughtadictionaryfor
Jenny.
3.Askthestudentstochangethesentencesonpage54accordingtotheexamples.
4.Providestudentswithmoreexamplestopracticedirectandindirectobjects.
PleasetranslatethesentencesintoEnglish
1.昨天我给格林先生写了一封信。
2.老师问了我们许多问题。
3.刚才玛莉为我们唱了一首英文歌。
4.请递给我一杯茶。
5.妈妈为我做了一个生日蛋糕。
Task3:Closingupbycheckingtheexercises.
Forwarming-up,wearegoingtochecktheexercisesintheworkbookwiththeanswersonthescreen.
Period4Let’sreadandwrite!
(THESPECIALOLYMPICS)
Goals
◆Providethestudentswithchancestodeveloptheirextensivereadingskills.
◆Getthestudentstounderstandandrespectmoreaboutthedisabled.
◆Enablethestudentstolearnsomeusefulwordsandexpressions.
Procedures
Leadingin:bywatchingslides.
Hello,everyone.PleaselookatseveralwonderfulpicturesandtrytoasksomequestionsabouttheSpecialOlympics.Thenmakesureifyoucanfindalltheanswerstoyourquestionsinourtext.
Trytoanswerthefollowingquestions:
1.WhenandwherewillthenextSpecialOlympicWorldSummerGamesbeheld?
2.HowoftenaretheSpecialOlympicWorldSummerGamesheld?
3.Howmanyathleteswilltakepartinthenextgames?
4.HowmuchwillittaketoholdtheShanghaiSpecialOlympicsWorldSummerGames?
5.WhofoundedtheSpecialOlympicWorldSummerGamesandwhen?
Task1:Fastreading.
Readthewholetextfastandanswerthefollowingquestions:
1.Forthedisabledathletes,whichismoreimportant,beingthefirstoneacrossthefinishlineorbeingthebestoneheorshecanbe?
2.Whatmightbethemostdifficultchallengeahumanbeingcaneverface?
3.Didthementallydisabledpeopleusetoberespectedbythesociety?Andwhyorwhynot?
4.WhenandwherewerethefirstSpecialOlympicsWorldSummerGamesheld?
Task2:Copyinganddiscussing.
1.Copydownalltheimportantexpressionsfromthetext.
Usefulexpressions
Mentallydisabledpeople,besurroundedbygrandceremony,astrongsenseofunityandfriendship,trainforyears,overcomefearandhardships,scorethemostgoals,faceachallenge,treat…withdignityandrespect,consider…shameful,receivetreatmentandencouragement,improvethequalityoflife,preparefor…,participatein…,developone’sabilitytodosth.,improveone’shealth,gainself-confidence,makefriends,holdagame,competefor…,hostanevent,welcome…toChina
2.Dividetheclassintoseveralgroupstodiscussthefollowings:
(1)WhydomanySpecialOlympicsathletesthink“takingpartintheGamesisavictory”?
(2)HowdoeventsliketheSpecialOlympicshelpmentallydisabledpeople?
(3)WhydopeoplethinktheSpecialOlympicsarebecomingmoreandmorepopular?
Task3:Writinganargumentativeessay.
1.Getthestudentstomakeachecklistforthesurvey.
2.Analyzetheinformationtheycollectcarefully.
3.Describethecurrentsituationconcerningthesubject.
4.Suggestsomepossiblewaystoimprovethesituation.
人教版高二下Unit15Destinations教案
人教版高二下Unit15Destinations教案
Period1Let’slistenandspeak!
Goals
◆Talkabouttravelandcities.
◆Practisemakingcomplaints.
◆Improvestudents’abilitiesoflisteningandspeaking.
Procedures
Leadingin:bydiscussion.
T:Morningclass!Inourlastunit,welearnedIHaveaDreambyMartinLutherKing,Jr.Doyouhaveadreamtotravelaroundtheworld?
S:Yes.
T:Nowthere’ssurprisingnewsforyou.Iwill“offer”youafreeairticketthatletsyoutravelaroundtheworld.Andyoucanmakefivestopsalongtheway.Wherewouldyougoandwhy?
(Organizethestudentstodiscussandaskoneortwostudentstogivehis/heranswers.)
Task1:Drawingaflightline
Firstaskstudentstohaveadiscussionanddrawtheirflightlines,markingthecitiestheyexpecttovisitandwritingdownthereasonswhytheychoosethecities.Thenhavethemexchangetheirmapsandsharetheiropinions.
Task2:Looking,listeningandspeaking.
1.Askthestudentstolookatthepicturesonpage33andanswersomesimplequestions:
Whatcanyouseeinpicture1?
What’sthemostfamousplaceofinterestinpicture2?
Doyouwanttostopinaplaceasshowninpicture5?Whyorwhynot?
2.Askthestudentstolistentopart1twiceandfillinthemissinginformationonpage34.
3.Askthestudentstolistentopart2twiceandusetheinformationonthetapetocompletetherolecardsonpage34.
4.Dividethestudentsintopairsorgroupsandaskthemtodiscusswhichplantheylikebestandthereason.Afterdiscussion,askoneortwostudentstoreporttheirdecisiontotheclass.
Task3:Speakingup.
Inourdailylife,whenwemeetwithsomepoorservices,whatshallwedo?Nowherearesomesituations.Askthestudentstoturntopage34andaskthemtoactoutthesituations.StudentsAisacustomer,StudentBisamanager.AskStudentAtogivehisorhercomplaintsaboutthepoorserviceandStudentsBshouldexplain,apologizeorargueasareply.
Usefulexpressionsusedtocomplainandexplain
I’msorrytosay…
Ihatetosaythis,but…
I’msosorry.
Whydidn’tyoutellmethetruth?
Couldyoudosomethingabout…!
Youreallyhavetodosomethingabout…!
Iwilllookintoitimmediately.
Whatseemstobetheproblem?
Whydon’tyoudosomethingaboutit?
I’lldoeverythingIcantohelpyou.
Iapologizetoyoufor…
What’sthematter/trouble?
Iadmitit’sourfault.
I’llgivebackthemoneytoyou.
Homework
Askthestudentstowriteashortlettertoeditorstodescribeoneofthebadservicesheorshehaseverbeenoffered.(About120words.)
Period2Let’sread!
(DESTINATIONS)
Goals
◆ProvidestudentswithopportunitiestoknowaboutthecitiesofRiodeJaneiroandKitzbubel.
◆Learnhowtocomparetwocitiesandexpresspreferences.
◆Improvestudents’abilitiesofreadingcomprehension.
◆Mastersomekeyphrasesandsentencepatterns.
Procedures
Leadingin:bybrainstorm.
Goodmorning,class!DoyouknowsomethingaboutBrazilandAustria?Nowpleaseanswermyquestions.
WhereareBrazilandAustrialocated?
WhatarethecapitalsofBrazilandAustria?
DoyouknowthecitiesofRiodeJaneiroandkitzbuhel?
CanyoutellmesomethingaboutehCarnival?
WhatsportwouldyouliketodoinKitzbuhel?
InordertoknowmoreaboutthecitiesofRiodeJaneiroandKitzbuhel,pleaseturntopage35.WeshalllearnDESTINATIONStoday.
Task1:Fastreadingforgeneralideas.
Pleasereadthetextquicklyandanswerthefollowingquestions:
1.WhatarethepeopleofRiodeJaneirofamousfor?
2.Whatdoesthewordcariocasmean?
3.What’sthebestknownbeachinRiodeJaneiro?
4.WhereisKitzbuhel?
5.WhydovisitorsliketogotoKitzbuhel?
Task2:Readingandcopying.
OK.Nowit’stimeforyoutoreadthetextagainandcopydownalltheusefulexpressions.
UsefulexpressionsfromDESTINATIONS
Gettheitchfor…,feeltheurgetodosth.,packthebag,stretchitselfalong…,give…aglimpseof…,standnextto…,remind…that…,beknownas…,celebrateone’sbirthday,gettiredof…,cooloff,leave…feelingdisappointed,allovertheworld,tryavisitto…,belocatedin…,tryaskiing,workoutatthegym
Task3:Discussingandfinishing.
1.Nowingroupsdiscussthefollowingquestions:
Asavisitor,whichcitydoyouprefertogoto,RiodeJaneiroorKitzbuhel?Why?
2.Fillintheblanksaccordingtothetextandyourdiscussion.
IprefertogotoRiodeJaneirobecause
①_____________________________________________________.
②_____________________________________________________.
③_____________________________________________________.
④_____________________________________________________.
IprefertogotoKitzbuhelbecause
①_____________________________________________________.
②_____________________________________________________.
③_____________________________________________________.
④_____________________________________________________.
Homework
Makesentenceswiththeusefulexpressionsyouhavefoundinthetext.
Period3Let’sstudy!
Goals
◆Improvethestudents’abilitiesofproofreading.
◆HelpthestudentsreviewNonfiniteVerbs.
Procedures
Leadingin:bylistening.
Hello,everybody!WelearnedDESTINATIONSyesterday.Nowlet’slistentoit.Whilelisteningtothetape,payattentiontoNonfiniteVerbsinthereading.
Task1:Fillingintheblanks.
Askthestudentstofillintheblankswiththewordsfromthetextonpage37.
Task2:Correcting.
Askthestudentstoreadtheshortparagraphonpage37first.Thendecidewhetherthereisamistakeineachline.Ifthereis,pleasefinditandcorrectit.
Task3:StudyingNonfiniteVerbs.
1.Nowit’stimeforustoreviewNonfiniteVerbs.Pleaseturnbacktopage35,lookatthetext,andfindoutwhereNonfiniteverbsareused.Itisexcellenttofindouttheirfunctionsifpossible.
2.HelpthestudentstoreviewthefunctionsofNonfiniteVerbs.(DetailsseeninPartVGrammar)
3.Askthestudentstochoosethebestanswer.
(1)___________fromthetop,the2008OlympicstadiuminBeijingbooksjustlikeabird’snestmadeoftreebranches.
A.ToseeB.SeeingC.SeenD.See
(2)Theperformanceusuallytakesplaceoutsidethehouse,withtheaudience_________onbenches,chairsorboxes.
A.havingseatedB.seatingC.seatedD.havingbeenseated
(3)Idon’tmind___________thedecisionaslongasitisnottoolate.
A.youtodelaymakingB.yourdelayingmaking
C.youdelayingtomakeD.youdelaytomake
(4)Aftertheguestsleft,shespentasmuchtimeasshecould________therooms.
A.tidyupB.toclearawayC.clearawayD.tidyingup
(5)Ourdaughterdoesn’tknow____________attheuniversity;shecan’tmakeuphermindaboutherfuture.
A.whattotakeupB.whattakingupC.takingupwhatD.whattakesup
(6)__________inanatmosphereofsimplelivingwaswhatherparentswishedfor.
A.ThegirlwaseducatedB.Thegirleducated
C.Thegirl’sbeingeducatedD.Thegirltobeeducated
(7)JenniferBraunschweigerneverdreamsof_______forhertobesentabroadforfurthereducationsoon.
A.therebeingachanceB.theretobeachance
C.therebeachanceD.beingachance
(8)Thedoctoradvisedher_________oilyfood.
A.noteatingB.nottoeatC.noteatD.tonoteat
(9)Asearlyas1647Ohiomadeadecisionthatfree,tax-supportedschoolsmustbesetupineverytown________50householdormore.
A.havingB.tohaveC.tohavehadD.havinghad
(10)Peopleenjoy_________withhimbecauseJackSchlatterhasagoodsenseofhumor.
A.toworkB.tohaveworkedC.workingD.havingworked
Key:(1)-(5)CCBDA;(6)-(10):CABAC
Homework
Askthestudentstofinishtheexercisesonpage38.
Period4Let’sreadandwrite!
(GETTINGTHERE-TRAVELTIPS
ANDPRACTICALADVICE)
Goals
◆Providethestudentswithopportunitiestolearnabouttraveltipsandpracticaladvice.
◆Letthestudentspractiseinwritingadescriptiveessay.
Procedures
Leadingin:bydiscussing.
Goodmorning,class!Iknowmostofyouliketraveling.Nowlet’sdiscussthefollowingquestions:
1.Whatshouldwedobeforewesetofftraveling?
2.Whatproblemsarelikelytoappearduringourjourney?Andhowshouldwedealwiththem?
Wonderful.Pleaseturntopage38andseewhatusefultraveltipsandadviceweneed.OurtaskistolearnGETTINGTHERE-TRAVELTIPSANDPRACTICALADVICEtoday.
Task1:Listeningandreadingaloud.
Nowlistentothetapeandreadaloudthepassageonpage38,payingattentiontothepronunciationandintonation.
Task2:Copyingdownusefulexpression.
Asisknown,languageismadeupofwordsandexpressions.So,whynotreadthearticleandwritedownallthoseusefultoyou?
Usefulexpressions
Goonatripto…,avoidproblems,findoutabout…,savemoney,readabout…,getideasfor…,makecopiesof…,change…with…,makealistof…,makeone’sownarrangements,keep…inasafeplace,makephotocopiesof…,buyforeigncurrency,exchangemoney,leavetimeforrest,travellight,use…for…
Task3:Discussing.
Asweknow,therearefourtopicsinthispassage.Nowyouaredividedingroupstodiscusseachtopiccarefully.Thendecidewhichtopicyouthinkisthemostusefulandgivethereasons.
Closingupbyreporting.
Nowthat’sallforthediscussion.I’dlikeoneofyoutotelluswhichtopicyouthinkisthemostusefultoyouandwhy.
Homework
Askthestudentstowriteashortparagraphabouthisorherfavoritedestination,includingtraveltips.
高二英语Unit18Inventions知识点总复习
高二英语Unit18Inventions知识点总复习教案
SectionIII词汇语法、综合技能
22.Anywherewego,wePanheartheringingofacell-phone.我们无论到哪里，都能听到手机的铃声。(p.62第一段第二行)
▲anywhere是副词，意为“无论何地”，此处用来引导地点状语从句，相当于一个连词，意思和wherever或nomatterwhere相近。①Illtakeyouanywhereyoulike.我将带你到你喜欢的任何地方。②Anywhereyougo,itisallthesame.无论你到什么地方都一样。③Youcancampanywhereyoulikethesedays.如今你可以喜欢在哪儿宿营就在哪儿宿营。④AnywhereIgo,Ifindthesamething.不管我走到哪里，我都发现同样的情况。
在英语中，副词起到连词的作用，用来引导状语从句很常见。如：directly，instantly，immediately等。如：①Icameimmediatelyyoucalled.你一来电话我就来了。②Directlyhesaidthosewords,therewasadeadsilence.他刚说完这些话，大家就立刻沉默下来。③Themachinewillstartinstantlyyoupressthebutton.你一按电钮，机器就会开动。④IknewsomethingwaswrongimmediatelyIarrived.我一到就知道出事了。⑤Wecamedirectlywegotyourtelephone.我们一接到你的电话就来了。⑥InstantlyIsawhim,Iknewhewasthemanthepolicewerelookingfor.我一看见他就知道他正是警察在寻找的男子。
themoment，theminute，theinstant和thesecond等名词也可以这样用。如：①Telephonemetheinstantyougettheresults.你一得到结果就给我打电话。②IrecognizedhertheminuteIsawher.我一看见她就把她认出来了。③Helikedthepaintingtheinstanthesawit.他一看见这幅画，就喜欢上它了。④ThemomentIcameintotheroom,Ifoundtheoldmanlyingonthefloor,panting.我一进屋子，就发现那老人躺在地上，气喘吁吁的。
23.Acomputer’s“memory”issimilartohumanmemoryinsomeways,but…电脑的记忆在某些方面和人脑的记忆是相似的…(p.63第二段第六行)
▲similar
(1)adj.相似的(常作表语和主语)Theproductsofthesetwofactoriesaresimilar.这两家工厂的产品很相似。Wehavesimilaropinions.我们都有类似的意见。
(2)用法上，besimilar后接介词to，英语不跟withYoursituationissimilartomine.你的处境与我的相似。
(similar的反义词是different，其后跟介词from。如：①Thisisadifferentgirlfromtheoneheusedtogooutwith.这个姑娘不是他过去交往的那个姑娘。②IcouldnthelpbeingdifferentfromwhenIleftschool.我与当年离开校园时的我判若两人，这是不可避免的。
请注意similar与same的区别，英语前者表示“大致相同”“十分相像”，而后者则意为“完全一样”“没有变化”。如：①Wevestillgotthesameproblemaswehadbefore.我们现在和过去一样存在同一个问题。②Thetwocarsatesimilarinappearance,butthenewoneismorebrightlycoloured.这两部车看起来差不多，但那部新的颜色更亮些。
请注意similar与familiar的差异，后者意为“熟悉的”。当主语是物时，familiar后也接介词to。如：①Yournameisveryfamiliartome.你的名字我很熟悉。②FrenchisfamiliartohimasEnglish.他对法语就像英语一样熟悉。英语③Thesefolksongsarefamiliartothelocalpeople.这些民歌是当地人很熟悉。英语
当人作主语时，即表示某人对某物熟悉时，familiar后接介词with。如：①Imofcoursefamiliarwithhisworks.我当然对他的作品很熟悉的。②Shehasbecomefamiliarwiththehouse.她对这房子得很熟悉了)
辨析：similar，like与alike
similar指有明显的共同性质但不完全一致或同一。
like指事物在外貌、性质或特征上非常相似以致区别不开，但并非同一。英语
alike意义同like，但只能作表语。
Asimilarmistakeoccursattheendoftheparagraph.这一段末尾有一个类似的错误。Likethinkingproduceslikeideas.相似的思维产生相似的主张。Heandhisbrotherareveryalike.他们兄弟俩太相似了。英语
联想：(派)similaradj.类似的similarlyadv.类似地similarityn.类似英语
24.Afterall,whatmakesanewinventionsuchawonderfulthingisthatitallowsustodosth.wecouldnotdobefore.不管怎样，使一项新发明成为如此奇妙的事情就在于他可以让我们做以前不能做的事情。(p.63第二段倒数第二行)英语
▲afterall毕竟。归根到底英语
(1)毕竟，到底Heisagoodmanafterall.毕竟他是一个好人。英语
(2)在句首时，常译为“别忘了”。Afterall,mysonsbirthdayisintwoweeks’time.别忘了，我儿子的生日还有两周时间。英语
拓展：aboveall尤其是；allinall完全，整个地；andall等等；atall全然，根本；firstofall首先inall总计；notatall一点也不英语
辨析：afterall，atall与inall英语
afterall意思是“终究”“毕竟”。如：①Afterall,Ivenothingtobeashamedof.说到底，我没有什么可羞愧的。②SoyouseeIwasrightafterall.因此你知道最后还是我对。③Whatharmdoesitdoafterall?它到底有什么害处?④Afterall,hesonlysixyearsold.他毕竟才六岁。
注意:afterall与atall和inall的区别。英语
①atall用在否定句中，以加强否定语气，表示“一点儿也不”“完全没有”。如：①Itwilldoyounoharmatall.这对你完全没有害处。②Imnotinterestedinitatall.我对这毫无兴趣。英语
②atall可用于疑问句、条件句中起强调作用，意为“真的”“竟然”“确实”等。如：①Areyougoingtodoitatall?你真的准备这样做吗?②Ifyouwanttodiscusswithmeatall,givemearing.英语如果你确实想同我商量，可以打个电话给我。英语
③inall用来表示“总计”。如：①Therearefourquestionsinall.总共有四个问题。②Howmuchisitinall?总共多少钱?)英语
25.Nowthatwearedevelopingnewtechnologyatsuchahighpace,…既然我们如此高速地发展着新技术…(p.63第三段第二行)英语
▲nowthat既然，由于表示原因Nowthatyouaregrown-up,youmust英语stopthischildishbehavior.既然你已长大，你必须停止这种幼稚的行为。Nowthatheiswellagain,hecangoonwithhisEnglishstudy.既然恢复了健康，他就可以继续学习英语。英语
口语中nowthat中的that可省略。英语
拓展：nowandthen时而，不时；fromnowon从现在起；justnow刚才；nowthen(位于句首，表警告、抗议或引起注意)喂；uptonow直到现在英语
联想：nown.现在pastn.过去futuren.未来presentn.目前英语
辨析：nowthat与once引导的状语从句英语
nowthat意为“既然”“由于”；once意为“一旦”，它们在句中起连词作用，引导时间状语从句。如：①Nowthatyoumentionit,Idoremember.你一提，我就想起来了。②Nowthatwehavedecoratedthehouse,英语wecanmovein.既然房子已装修好，我们就可以搬进去了。③Onceoverthepass,youwillseethetownbeforeyou.一过关口，你就会看到那座城市呈现在你面前。英语④IlltellhimonceIseehim.我一看见他就告诉他。⑤Nowthattherainhasstopped,wecallleave.雨既然停了，我们就可以走了。⑥Nowthatyouaresettled,whydontyoutakeupsomeseriousstudy?既然你已经安顿下来，为什么你不开始正式地学些东西呢?⑦Onceshearrives,wecanstart.她一到我们就可以动身了。⑧英语Onceyoushowanyfear,hewillattackyou.你一表现出恐惧，他就要攻击你。英语
nowthat中的that可省略。英语
