高二英语Savingtheearth教案。
俗话说，磨刀不误砍柴工。作为高中教师准备好教案是必不可少的一步。教案可以让上课时的教学氛围非常活跃，帮助高中教师更好的完成实现教学目标。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“高二英语Savingtheearth教案”，但愿对您的学习工作带来帮助。
RSEFC2AUnit9Savingtheearth
教材分析
本单元的中心话题为“拯救地球”，通过课堂导入引出水污染、空气污染、环境破坏，乱砍乱伐树木等环境问题，围绕这一主题，结合听、说、读、写的训练达到熟悉话题表述，语言熟练应用，能运用所学知识就环境问题展开讨论，在口头上和笔头上阐述自己的观点，达到语言输出的目的。
“热身”（Warmingup）部分，运用图片导入法，通过对所展示图片的讨论，引出环境保护、拯救地球的主题，初步了解学生对现状、原因、解决办法的掌握程度，并通过提问了解学生对本单元学习内容、学习策略、学习途径的愿望，以便教师及时调整其后课堂教学的内容、难度、和深度的把握。
“听力”训练由两大部分组成，分别安排在“听力”（Listening）和“综合技能”（IntegratingSkills）两个部分。前者又由两部分组成，第一部分为纪念“世界地球日”活动上的讲话，阐述了保护水资源的必要性和紧迫性。第二部分围绕保护水资源的主题，介绍了如何保护水资源的具体措施；后者，作为综合语言运用部分，听力内容主要为其后的写作作为铺垫，除了敏锐捕捉语言信息以外，学生还需要了解发言稿的开篇、论证、以及结束。
“阅读”（Reading）着重介绍世界地球峰会的由来，详细描述了2002年南非约翰内斯堡地球峰会的召开情况，展示了“可持续发展”这一主题，会上大多数代表所涉及的“世界三大杀手（被污染了的饮用水、简陋的卫生设备和空气污染，以及贫困、战争、和暴乱，指出世界的顺利发展，取决于各国的和平相处、互相合作、互相促进、共同进步，最后文章还阐述了世界地球峰会的作用和意义。
“语言学习”（LanguageStudy）要求学生利用构词法的知识，灵活运用词形变化进行正确运用，在第二部分要求学生正确辨别－ly结尾词的词性。
“语法”（Grammar）通过对倒装形式的总结，全面了解倒装的具体结构和应用，结合句型转换和选词填空练习，帮助学生掌握这一语法现象。
“综合技能”（Integratingskills）采用高一课本中未曾出现过的展示方式，选用听力方式展示写作模式，通过口头讨论等方式，巩固学生对本单元知识的掌握，从而有效地指导学生进行写作练习，并通过Unit2中的checklist对所写的书面表达进行修改。
教案范例
Period1Warmingup,listeningandSpeaking
I.Goals:
1.TomakeSsknowpollutionandpresentsituationthroughoutthe
worldandencouragethemtofindsolutionstothisproblem.
2.ToencourageSstoactivatetherelevantvocabulary.
3.TodevelopSsspeakingbypracticingsupportinganopinion.
II.Teachingprocedures
Step1Warmingup
1.Greetings
2.Talkaboutthepictures
Presentthestudentsaseriesofpicturestoassurethemhowseriousthepollutionis
andaskthemsomequestionsaboutthesepictures.
⑴⑵⑶
⑷⑸⑹
Q1:Whatcanyouseeinthesepictures?Howdoesithappen?
Q2:Whatcausestheproblem?
Q3:Whatarethebiggestproblemsfacingtheearth?Whydoyouthinkso?
Q4:Haveyoueverdonesomethingbadtotheenvironment?
Q5:Canyougivememoreexamplesthathappenedinpeoplesdailylifeandisbad
fortheenvironment?
Step2Listening
1.Leadin
Moreandmorepeoplearerealizingthedamagethatisbeingdonetheenvironmentandlearningmoreandmoreharmthattheenvironmentisdoingtoourhumaninhabit.PeoplearecelebratingInternationalEarthDay,whenvarietiesofactivitiesareheldsothatmorepeoplewillbeinvolvedinenvironmentprotection.
2.While-listening
ListentoPart1andanswerthequestions.
1)Whyisshegivingthisspeech?
2)Whatdoesshethinkthemostseriousproblemis?
3)Whatdoesshesaythatweshoulddoaboutit?
4)Whatdoyouthinkshewillsaynext?
ListentoPart2andfillintheblankswithwhatSshear.
Argument1:Weshould_____________.
Wemust_________________________.
Weshould_______________________.
Ifwe_______,we________________.Argument2;_______________________
Problem:_______________________
Solutions:_______________________
3.Post-listening
Pairwork:Inferwhatthespeakerwillsaynext,listliketheaboveoneandsharethespeechwiththepartnerandtheclass.
Groupwork:Discusswithgroupmembersaboutthemeasuresthatwemaytaketoprotectair,forest;animals;grassland.
AskSstodelivertheirspeechonenvironmentprotection.
Step3Speaking
1.TalkingaboutwhatSscanseeinthepicture.
(1)(2)
Q1:Whatisbeingpiledinthepicture1?
Q2:Whatcancoalbeusedfor?
Q3:Whatisbeinggivingofffromtheworkshop?
Q4:Whatisbeingpolluted?
Everycoinhastwosides.Itistruewithcoal,whichisavaluableresourcethatcanbeusedtoproduceenergy,butitcanalsocauseseriouspollution.
2.Groupwork:AdebateCoalis/isn’tavaluableresource.
proscons
AbusinessmanAnenvironmentalist
AscientistAlocalcitizen
Alocalleader
……
Period2ReadingWelcometotheEarthSummit
I.Goals:
1.Topromotethestudentsunderstandingofthetext
2.Togetthestudentstograspthedetailedinformationofthetext
3.Toenablethestudentstomastersomewordsandexpressions
4.Toimprovethestudentsreadingability
II.Teachingprocedures
Step1Warmingup
Askthestudentssomequestionsconnectedwithpollution
Q1:Didyouusetogoswimminginariverwhenyouwereyoung?
Whataboutthechildrentoday?Whynot?
Q2:Doyouuseone-offchopstickswhilehavingfastfood?
Q3:Howdoyoudealwiththeplasticbags?
Q4:Whatdoyouthinkoftheairtoday?
Q5:Whatdoyouthinkoftherelationshipbetweeneconomydevelopmentand
pollution?
Step2Pre-reading
1.Discussion
Readthetitleanddiscussinpairswhatproblemswillbediscussedatthesummit.
(Asthetitlestates,problemsrelatedtotheearthwillbediscussedatthesummit,likeair,water,forest,desert,grassland,etc)
2.Prediction
Groupwork:FillinthechartwithwhatSspredictaboutwhateachpartofthetextwillbeabout.
Introduction
Body
Conclusion
3.Problem-solving
Gothroughthewholepassageandcomparewhoseguessistheclosesttothecontentofthepassage.
4.Findtheanswerstothesetwoquestions.
Q1:WhenandwherewastheEarthSummitheld?
(In2002inJohannesburginSouthAfrica.)
Q2:WhichChineseofficerattendedthemeeting?Whatdidhesay?
(PremierZhuRongji;Stressedtheneedforqualityandfairnessintheworld.)
Step3While-reading
1.Individualwork
Getthestudentstoreadthetextcarefullyandasksomestudentstoanswerthefollowingquestionsintheirownwords.
Q1:Whatwasthemeetingheldin1972about?
Q2:WhatsthemainthemeoftheEarthSummit?
Q3:Doyouknowthebigthree’?Whatarethey?
Q4:Wheredoyouthinkusuallyhasthebigthree?Why?
Q5:Whatdoesglobaldevelopmentmeannowadays?Whatshoulddeveloped
countriesactuallydo?
Q6:WhatstheuseofconferencesliketheEarthSummit?
Q7:Whatsthekeytothefuture?Asastudent,whatshouldyoudo?
2.Readingforinformation
IntroductionNameTheEarthSummit
WhenIn2002
WhereJohannesburg,southAfrica
ThemeSustainabledevelopment
Howtocontinuedevelopingtheworldwithoutdamagingtheenvironment
Body
The“bigthree”Contaminateddrinkingwater;20%
Poorsanitation:
Airpollution:threemilliondeaths;inruralareasindevelopingcountries
GlobaldevelopmentEqualityEachcountrytakespartin
Fairness
InternationalcooperationRichcountieshelppoorcountries;Prosperityofdevelopingcountries;Possiblesustainabledevelopment
Conclusion
Impact1.helptounderstandtheexistingseriousproblems
2.there’sstilltimetotakeaction
3.changethewaywelivetosavetheearth
4.Ssarelearning“earthissues”
5.aplacetofindsolutionsforthefuture
Step4Post-reading
1.Retelling
SupposeyouweretheChinesegirlwhoattendedtheEarthSummit,tellwhatsheheardandsawattheSummit.Beginwith“Hello,everyone.I’mtheluckiestgirltoattendthe2002EarthSummitinJohannesburg.Nowletmetellyouaboutthesummit.…”
2.Interview
Ssworkinpairs,playingtheroleofanewspaperreporter,attendantsfromdifferentcontinentsattendingtheEarthSummit.Finallytheteacherinvitessomepairstoactouttheirinterview
2.DesignthecomingEarthSummit
Groupwork:
Task:PreparethecomingEarthSummit
Arrangement:S1:organization
S2:PreparenecessitiesfortheSummit
S3:Messmedia
S4:Attendantsinvited
S5:budget
S6:Transportationaccommodation
HaveSspresentthepreparationsfortheSummitingroups.
Period3LanguageStudyGrammar
I.Goals:
1.TogetSstolearnandmastertheusagesofthenewwordsandtheusefulexpressionsinthisunit.
2.ToenableSstograspthegrammar:Inversion.
II.Teachingprocedures:
Step1Warmingup
1.Greetings
2.Playaguessinggame:firstsomeitemsareshownonthescreen,andeachitemistheparaphraseofonenewword.Dividetheclassintofourgroups.Ssareencouragedtoguessthewordasquicklyaspossible.ThisgameistoenlargeSs’vocabulary.
(1)Tomakeaplaceorsubstancedirtyanddangerousbyaddingsthtoit.
(2)Tomakeashortstatementgivingonlythemaininformationandnotthedetailsofaplan,reportetc.
(3)Thesituationorexperienceofbeingpoor.
(4)Apositionorsituationinwhichpeoplehavethesamerights,advantages.
(5)Todosthinordertoprotectsomeoneorsthfrombeingattacked
(6)Todosththatproducesaneffectorchangeinsomeoneorsth
(7).Behaviorthatisintendedtohurtotherpeoplephysically
(8).Notrightorfair
(9).Sththatyoucanchoosetodooruseinsteadofsthelse
contaminate,summarize,poverty,equality,defend,affect;
violence,unfair,alternative)
Completethefollowingsentenceswiththewordsfromthebracket,usingthecorrectform.
1.Accordingtothereport,theenvironmenthasbecomeamajor_______worldwide.
Oneinfivechildrenbeforeagefivediefromdiseasescausedbyenvironmental
problems.(kill)
2.Internetusehasbeenspreadingata(n)_________speedinChina.“Haveyousurfedthenet?’’hasbecomeamorecommongreetingthanthetraditional“Haveyoueaten?’’(alarm)
3.Theword“netizen”,whichmeansapersonwhousestheInternet,comesfrom“net”and“________”.(city)
4.Duringtheinterview,theyoungmanaskedaboutthejob____________asasalesmanager.(responsible)
5.HowmanyChinese______________willbesenttotheinternationalmeetinginStockholm,Sweden?(represent)
6.Thepeoplewholistenedtothereportwereshockedbythe________ofthevillagers.(suffer)
7.Itwastherepeople’s__________toworkhardandwellthatimpressedmemost.(willing)
(possibleanswers:killer,alarming,citizen,responsibility,representatives,suffering,willingness)
Step3languagepointsandusefulexpressions
1.Attend:出席，上（大学等），照料
Togotoaneventsuchasameeting
eg:Only7peopleattendedthemeeting.
Togoregularlytoaschool,churchetc
eg:Allchildrenbetweentheagesof5and16mustattendschool.
Tolookaftersomeone,especiallybecausetheyareill
eg:Thenurseattendedthepatientdaily.attendtosb/sth处理，照应
eg:Imaybelate–Ihavegotoneortwothingstoattendto.
Areyoubeingattendedtoinashop?
ThendosomeexercisestoenableSstodistinguishthefollowingwords:
attend/join/joinin/takepartin/joinsbinsthEx:Fillintheblankswiththeexpressionsgiven.
1.He’ll_________animportantmeetingtomorrow.
2.Almostalltheteamsinourschool__________thebasketballmatch.
3.Mywishisto________thearmyaftergraduation.
4.We’ll_______________socialactivitiesduringthesummervacation.
5.Theydidn’t___________thewedding.
6.I________thepartylastyear.
7.Ourheadmasterwill_______us____thediscussionthisafternoon.
(possibleanswers:attend,joinin,join,takepartin,attend,joined,joinin)
2.takenotes:作笔记，记录
takeaction:采取行动
Eg:Doyoutakesnotesofthelectures?
Hesatquietlyinthecornertakingnotescarefully.
Theytookactiontostophim.
Thepolicetookactiontodealwiththisthingimmediately.
Themedicinewillnottakeactionforseveralhours.
开始起作用，见效，生效
Thepilltakeseffectassoonasyouswallowit.
taketurns
takemeasures/steps
takeplace
takecare
takemedicine
taketime
takecold
takenotice
takesides
Eg:Youalwaystakessideswithhimwithoutevenlisteningtome.
3.content:
1).n.内容，目录(常作~s);容量，容积
Eg:thecontentsofabook
atableofcontents
Lookupthecontentsatthebeginningofthebook.
abucketofmorethanusualcontent
2).Adj.满足的，满意的
becontenttodosth
becontentwithsth
contentoneselfwithsth
HeisquitecontenttowatchTVforhours.
I’mverycontentwithmylifeatpresent.
Asthere’snobutterwemustcontentourselveswithdrybread.
access:进入，接近
Eg:Thedead-endstreetwastheonlyaccesstoherhome.
Accesstothemountain-townisoftendifficultbecauseofthebadroads.
haveaccessto:
Eg:Twentypercentofthepeopleonearthdonothaveaccesstocleandrinkingwater.
havesththatyoucanuse
Eg:Thepublicdon’thaveaccesstothesite.
therighttoenteraplace
Notuntilweknowmorewillwebeabletoimprovethesituation.
Until的三种句式
Ididn’tgotobeduntilmymothercameback.（陈述句）v
NotuntilmymothercamebackdidIgotobed.（倒装句）
ItwasnotuntilmymothercamebackthatIwenttobed.（强调句）直到她母亲把一切对杰克和盘托出，杰克才明白她为什么跟自己生气。
1).Jackdidn’tunderstandwhyshewasangrywithhimuntilhermothertoldhimeverything.
2).NotuntilhermothertoldhimeverythingdidJackunderstandwhyshewasangrywithhim.
3).ItwasnotuntilhermothertoldhimeverythingthatJackunderstoodwhyshewasangrywithhim.
Abetterunderstandingoftheenvironmentisnecessary,asisthewillingnesstoact.
As此处的用法与so相同。
Eg:Heisapatriot,asarehisbothers.
Davidworkshard,asdohisclassmates.
Harryisunusuallytall,asarehissisters.
Hebelieved,asdidhisfamily,thatyouweretellingthetruth.
Withbettereducation,peoplewillbeabletobuildabettersocietyinharmonywith
nature.
inharmonywith与----协调,和谐
Eg:Thecolorofthesofaisinharmonywiththesittingroom.
Hesoonfoundhimselfinharmonywithhisnewco-workers.
Yoursuggestionsarenotinharmonywiththeaimsofthisproject.
…perhapsputanendtothedeathandsufferingcausedbythebigthree.
putanendto结束，毁掉
Eg:Winningthecompetitionputanendtohisfinancialproblems.
Thediscussionwasputanendtobyhissuddenarrival.
Thewindputanendtothepier.
wipeout:擦洗----的内部，去除，消灭Tomakesthinsideclean
Eg:wipeoutthecoffeepot
Todestroy,remove,orgetridofsthcompletely
Eg:wipeouttheenemy’smajormilitarytargets
Halfthepopulationwaswipedoutbythisdisease.
informal)tomakeyoufeelextremelytired
Eg:Theheathadwipedusout.
Andifpovertyislessofaproblemandpeoplearebettereducated,thereisagoodchancethatwewillsee-------
thereisagoodchance(that)----
“有可能发生某事”Eg:ThereisagoodchancethatI’llfinishtheworktomorrow.
Thereisagoodchance(that)hewillbegonebythen.
affect:vt.影响，感动，（疾病）侵袭
effect：n.影响，效果，作用
Eg:Thiscountrywasaffectedbydraught.
Theamountofrainaffectsthegrowthofcrops.
Thesightaffectedhertotears.
Itmaybetheeffectoftheillness.
Thisaccidenthadaneffectonthefutureofbothmotherandson.
Step4Grammar(Inversion)
Notuntilweknowmorewillwebeabletoimprovethesituation.
Onlybychangingthewaywelivecanwesavetheearth.
HadIknownthatairconditionerscausesomuchpollution,Iwouldneverhaveboughtone.
Thereexistseriousproblemsandthereisstilltimetotakeaction.
AmongthespeakerswasChina’sthenPremierZhuRongji.
Abetterunderstandingoftheenvironmentisnecessary,asisthewillingnesstoact.
Withoutinternationalcooperation,developingcountriescannotprosper,norwillsustainabledevelopmentbepossible.
Studythestructuresofinvertedsentencesandg
A.Herecomesthebus.
Theregoesthebell.
Downhewent.
Onthewallhangsapicture.
B.HardlyhadIgothomewhenitbegantorain.
NeverhaveIseensuchawonderfulfilm.
Step6Practice
Soneithernoras
1.Richercountrieshavearesponsibilitytoprotecttheenvironment,___________the
poorcountries.
2.Weshouldn’twastesomuchwater,________weusethingsthatareharmfultotheenvironment.
3.Airconditionerscausemuchpollution,________cars.
4.Manypeoplearedeterminedtochangethewaytheylive.___________I.
5.Idon’tbuyproductsthatcausepollution,________mostpeopleIknow.
6.Sheisinterestedinenvironmentalprotection,________________hermother.
7.Ifyoudon’tstayattheparty,_____________willI.
8.Ican’tattendthemeetingand_______________you;wehavesomeotherworktodo.
9.A:Howoldareyou?
B:Canyoukeepasecret?
A:Sure.
B:______________I.
Possibleanswers:(so/asdo,neither/norshould,so/asdo,so/asam,neither/nordo,so/asis,neither/nor,neither/norcan,so/asam)
II.Rewritethefollowingsentences,beginningwiththeunderlinedpart.
1.Wewillnothaveenoughdrinkingwateruntilwestoppollutingourlakesandrivers.
Notuntil_______________________________________________
2.Wecansavetheearthonlybylearningtoliveinharmonywithnature.
Only__________________________________________________.
3.Iknewthatairpollutioncausesalmostthreemilliondeathseveryyearonlyafterthemeeting.
Only___________________________________________________
4.Sustainabledevelopmentcanonlybepossiblewithinternationalcooperation.
Only__________________________________________________.
5.TheEarthSummitisnotonlyaplacetotalkaboutproblems,butalsoaplaceto
findsolutionsforthefuture.
Notonly___________________________________________________.
6.Peoplewillbeabletobuildabettersocietyinharmonywithnatureonlywithbettereducation.
Only______________________________________________________.
7.Weseldomthinkofthesmallchangesthatwecandotomakeabigdifference.
Seldom___________________________________________________.
8.Ihaveneverrealizedthatwaterissoprecious.
Never____________________________________________________.Trytobecleaninourdailyactivities;
c.UseenvironmentallysafeproductsDisposeoftrashproperlyRecyclehouseholdwaste,yardwaste,andhazardouschemicalsDon’tpourwastewaterintoriversandlakeswithoutbeingcleaned.Recycletheusedbattery.Usepaperbagsinsteadofplasticbags.2.Reportthewaystostoppollutioninclass.
I.参考网址：
http:///speechcn.htm（howtoplanandprepareaspeech）
II.补充语法
倒装语序分为“全部倒装”和“部分倒装”。在全部倒装的句子中，整个谓语都放在主语的前面；在部分倒装的句子中，只是谓语中的一部分（如助动词、情态动词或系动词be等）放在主语前面，其余部分仍放在主语后面。一、由there,here或now等引起，谓语为come（或go）的句子，例如：
Therecomesthebus!Theregoesthebell!
HerecomesMary!Nowcomesyourturn.
注：如果主语为人称代词，仍用自然语序，例如：
Therehecomes!Hereshecomes!
二、由then引起，谓语为come（或follow）的句子，
Thencameanewdifficulty.
ThenfollowedeightyearsoftheAnti-JapaneseWar.
三、由here（或there）引导，谓语为be的句子
HereisChina’slargesttropicalforest.
Herearesomepicture-books.
注：如果主语为人称代词，仍用自然语序，
Hereyouare./Hereweare./Hereitis
四、由so引起的，表示前面所说的情况也适用于另一个人（或物）的句子，如：
Societyhaschangedandsohavethepeopleinit.
Heplaystheviolinquitewell.Sodoesmysister.
如果一个句子只是重复前面一句话的意思，尽管so用开头，语序也不要倒装
--Itwascoldyesterday.–-Soitwas!
五、由neither或nor引起的，表示前面所说的情况也适用于另一个人（或物）的句子，
--Iwon’tdosuchathing.
–-Neither/NorwillI.
--Ihaven’tdonemyhomework.
–-Neither/NorhaveI.
Ifyoudon’tgo,neitherwillI.
Ididn’treadthenotice,nordidhe.
六、在if引导的非真实条件句中，如有助动词had,should或were时，可以省略if，进行倒装，
HadIcomefiveminutesearlier,Iwouldhavemetthefamousscientist.
(IfIhadcomefiveminutes…)
Shouldanyonecall,tellhimtowaitformehere.
WereItenyearsyounger,Iwouldwithyou.
Shouldyouchangeyourmind,letusknow.
七、out,in,up,down,away等副词放在主语前,主谓倒装
Upflewtheredballoon.
Outrushedapolicemanfromamongthecrowd.
注：如果主语是一个人称代词，谓语仍放在后面，如：
Awaytheywent./Downitflew./Upitwent.八、当as引导让步状语从句时，把表语提到前面来,用“形容词（或副词、名词+as+主语+谓语”这种形式
Childasheis,heknowsalot.
Tiredashewas,hecontinuedtowork.
HardasIwork,Ican’tcatchupwithyou.
Muchasweliketheplace,wecan’tstayhere.
九、当always,often,manyatime等词放在句首时，后面常用倒装语序，如：
Alwaysdidhecometohelpus.
Oftendidwewarnthemnottodoso.
Manyatimedidhegoswimmingintheriver.
注：上述所说的词不放在句首，不用倒装语序。
十、only所修饰的副词、介词短语或状语从句放在句首时，其后面的主语部分要进行倒装，如：
Onlyinthiswaycanyouhopetoimprovethesituationthere.
OnlythendidIrealizethatIwaswrong.
Onlyoncedidhisfatherdiscusshisfuturewithhim.
OnlyyesterdaydidIrealizewhatwasgoingon.
OnlyafterhecamebackwasIabletoseehim.
注：only修饰主语，仍用自然语序，如：
OnlysocialismcansaveChina.十一、含有否定意义的副词、连词或短语构成的状语放在句首时，常用倒装语序
not,never,hardly,seldom,little,rarely,
scarcely,notuntil,notonly…butalso…,
neither…nor…nosooner…than…,
hardly…when…,scarcely…when
NevershallIforgettheday.
NotuntilIbegantoworkdidIrealizeIhadwastedmuchtime.
Notonlydidhereadthebook,butalsoherememberedwhathehadread.
Nosoonerhadhearrivedthanhefellill.
Hardly/Scarcelyhadhearrivedwhenhefellill.
注：上面所说的词和词组如果不在句首，句子不必用倒装语序。
另外，notonly…butalso连接两个主语时,不用倒装，如：
Notonlythestudents,butalsotheteacherwishesforaholiday.
十二、当so（或such）…that…结构中的so或such用于句首时，要采取倒装语序，如：
Soloudlydidhespeakthathewasheardupstairs.
Soangrywashethathecouldn’tspeak.
Soharddoeshestudythatheisthebestintheclass.
Suchwastheforceoftheexplosionthatallthewindowswerebroken.
Suchwashisstrengththathecouldbendironbars.
注：such和be连用作表语时，也常用倒装语序，
Suchwastheresult.
Suchwereherwords.
Suchwasthestoryhetold.十三、在下列结构中也常用倒装语序：
Infrontofthemstoodagreatcastle.
Onthebedlayasickoldman.
Underthetreesatanoldman.
Seatedonthegroundaresomeyoungmen.
Lyingonthefloorwasaboy.
典型例题：
1.NotuntilIbegantowork______howmuchtimeIhadwasted.
A.didntIrealizeB.didIrealize
C.Ididntrealize D.Irealize
2.—DoyouknowTomboughtanewcar?
—Idontknow,_______.
A.nordontIcare B.nordoIcare
C.Idontcareneither D.Idontcarealso
答案为B。Notuntil引导从句位于句首，后面的主句要倒装。
答案为B。句中的nor引出部分倒装结构，表示"也不"。由so,neither,nor引导的倒装句，表示前一情况的重复出现。其中,so用于肯定句,而neither,nor用在否定句中。典型例题
—WhycantIsmokehere?
—Atnotime_______inthemeeting-room.
A.issmokingpermittedB.smokingispermitted
C.smokingisitpermitted D.doessmokingpermit
答案A.这是一个倒装问题。当否定词语置于句首以表示强调时，其句中的主谓须用倒装结构。这些否定词包括no,little,hardly,seldom,never,notonly,notuntil等。本题的正常语序是Smokingispermittedinthemeeting-roomatnotime.
Notuntiltheearlyyearsofthe19thcentury_______whatheatis.
A.mandidknow B.manknow
C.didntmanknow D.didmanknow
答案D.看到Notuntil…的句型，我们知道为一倒装句，答案在C，D中选一个。改写为正常语序为，Mandidnotknowwhatheatisuntiltheearlyyearsofthe19th.现在将not提前，后面就不能再用否定了,否则意思就变了。典型例题
Nosooner_______thanitbegantorainheavily.
A.thegamebegan B.hasthegamebegun
C.didthegamebegin D.hadthegamebegun答案D.以具有否定意义的副词放在句首时，一般采用倒装句(谓语前置)。这类表示否定意义的词有never,seldom,scarcely,little,few,not,hardly,以及notonly…but(also),nosooner…than,hardly…whenscarcely…when等等。
注意：只有当Notonly…butalso连接两个分句时，才在第一个分句用倒装结构。如果置于句首的Notonly…butalso仅连接两个并列词语，不可用倒装结构。
NotonlyyoubutalsoIamfondofmusic.
AboutWorldDayforWater
TheUnitedNationsGeneralAssemblyadoptedresolutionA/RES/47/193of22December1992bywhich22MarchofeachyearwasdeclaredWorldDayforWater,tobeobservedstartingin1993,inconformitywiththerecommendationsoftheUnitedNationsConferenceonEnvironmentandDevelopment(UNCED)containedinChapter18(FreshWaterResources)ofAgenda21.StateswereinvitedtodevotetheDay,asappropriateinthenationalcontext,toconcreteactivitiessuchasthepromotionofpublicawarenessthroughthepublicationanddiffusionofdocumentariesandtheorganizationofconferences,roundtables,seminarsandexpositionsrelatedtotheconservationanddevelopmentofwaterresourcesandtheimplementationoftherecommendationsofAgenda21.
hatisWorldEnvironmentDay?
WorldEnvironmentDaywasestablishedbytheUnitedNationsGeneralAssemblyin1972toraiseenvironmentalawarenessandtoencourageactiontoprotecttheenvironment.
IV.EARTHSUMMIT
In1992,morethan100headsofstatemetinRiodeJaneiro,BrazilforthefirstinternationalEarthSummitconvenedtoaddressurgentproblemsofenvironmentalprotectionandsocio-economicdevelopment.TheassembledleaderssignedtheConventiononClimateChangeandtheConventiononBiologicalDiversity,endorsedtheRioDeclarationandtheForestPrinciples,andadoptedAgenda21,a300pageplanforachievingsustainabledevelopmentinthe21stcentury.
TheCommissiononSustainableDevelopment(CSD)wascreatedtomonitorandreportonimplementationoftheEarthSummitagreements.ItwasagreedthatafiveyearreviewofEarthSummitprogresswouldbemadein1997bytheUnitedNationsGeneralAssemblymeetinginspecialsession.ThisspecialsessionoftheUNGeneralAssemblytookstockofhowwellcountries,internationalorganizationsandsectorsofcivilsocietyhaverespondedtothechallengeoftheEarthSummit.
延伸阅读
高二英语Unit9SavingtheEarth教学设计
Unit9SavingtheEarth
TheFirstPeriodWarmingupReading
TeachingGoals:
1.Talkaboutnature,ecologyandtheenvironment.
2.MaketheSsknowtheEarthSummitandtheimportanceoftheenvironment.
3.Furtherdevelopstudents’readingabilityaswellaslisteningandspeakingabilities.
4.MaketheSslearnsomeusefulwordsandexpressions.
5.ArousetheSstotakebettercareoftheearth.
TeachingImportantPoints:
Improvethestudentsreadingability
TeachongDifficultPoints:
Howtoimprovethestudentsreadingability
TeachingMethods:
Fastreading,carefulreading,individualorpairworkandlistening
TeachingAids:
Ataperecorder,aprojectorandtheblackboard
Teachingprocedures:
Step1Warmingup
1.Begintheclassbyshowingsomepicturesofseriousenvironmentalproblems.
2.AsktheSssomequestions.
What’sthebiggestproblemfacingtheearth?Whydoyouthinkso?
Whatcausestheproblem?
Whatcanwedosolvetheproblem?Leadersfromdifferentcountriescanholdameetinganddiscusshowtosavetheearth.
Step2Leadin
TheEarthSummitisgoingtobeheldinJohannesburginSouthAfrica.AsChinesejournalists,allofusareinvitedtoreportthisimportantsummit.
Step3Skimming
Beforegoingthere,weshouldknowsomeinformationabouttheEarthSummit.Doyouanythingaboutit?.
ItwasfirstheldinStockholmin1972.Representativesdiscussedsomeofthemostimportantproblemsfacingourplanet.Muchprogresshasbeenmade.
Step4Scanning
1.ListentoPara1andfindoneofthemainthemesofthesummit.
Sustainabledevelopment
2.ListentoPara23andfindwhattopicsaretalkedaboutbythespeakers.
1)TheBigThree——Contaminateddrinkingwater7,000,000
Poorsanitation1,200,000,000
Airpollution3,000,000
2)Poverty,War,Violence
What’sthepresentproblemwiththeglobaldevelopment?
Richerpeoplegetricherwhilethepoorgetpoorer.
Whatshouldpeopledotosolvethisproblem?
Richcountrieshavearesponsibilitytowardspoorcountriesandmustdowhatevertheycantohelpothers.
3.Listentopara4andsnswerthefollowingquestion:
What’spurposeoftheEarthSummit?
Ithelpspeopleunderstandthatthereexistseriousproblemsandthatthereisstilltimetotakeaction.
4.Listentotherestofthepassageandanswerthefollowingquestion:
Whatisthekeytotheproblemaccordingtothetext?Why?
Education.
1).Tobuildabettersocietyandputanendtothedeathandsufferingcausedbythebigthree.
2).Towipeoutmuchofthepoverty.
3).Toseelessviolenceandfewerwars.
Step5FutureDiscussion
Task1Interview
FourSsgetagroup.ThreeofthemembersareexpertsattheEarthSummit.Oneisajournalistwhoisinterviewingthemaboutthewaytosolvethebigthree.Youmaystartlikethis:
“Dearexperts,I’majournalistfromChinese.I’dliketoknow…”
Task2CreativeThinking
AvisitortotheEarthSummitsaidthat,“WhenIlistenedtothespeakers,Irealisedthat
manyofthethingsIdoeverydayarebadfortheenvironment…”Didyoudoanythingbadfortheenvironment?Whatwilldotoprotecttheenvironment?
Task3Debate
AsweknowtheEarthSummitisaplacetofindsolutionsforthefuture.Somepeoplesaythatmoneycansolveallproblems,butsomesayknowledge.Whichonedoyouagree?MoneyorKnowledge?Sswillbedividedintotwogroups.Seewhichgroupcanwinthedebate.
Step6Conclusion
Ifwewanttogetknowledge,wemusthavebettereducation.Withbettereducation,peoplewillbeabletobuildabettersocietyinharmonywithnature.Withbettereducation,muchofthepovertycanbewipedout.Withbettereducation,wewillseelessviolenceandfewerwars.
Step7Homework
1.WriteareportabouttheEarthSummit.(100-120words)
2.Makeupapostertoarousepeopletostoppollutingtheenvironment.
Step8thedesignofthewritingontheblackboard
Usefulwords:
Representative
Access
Stress
Usefulexpressions:
Takeaction
Inharmonywith
Putanendto
Wipeout
Step9Recordafterteaching
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Period2listening
TeachingAims：
1.Trainthestudents’listeningability．
2.Improvethestudents’speakingabilitybytalkingaboutnatureecologyandtheenvironment．
3.Learnandmastersomeusefulexpressionsforsupportinganopinion．
4.Helpthestudentstoknowsomethingaboutthepollution．
TeachingImportantPoints：
1．Improvethestudents’speakingability．
2．Improvethestudents’listeningability．
3．Helpthestudentstolearntosupportanopinion．
TeachingDifficultPoints：
1．Howtoimprovethestudents’speakingandlisteningabilities．
TeachingMethods
1．Listening-and-answeringactivitytohelpthestudentsgothroughthelisteningmaterial．
2．Discussiontomakethestudentspracticesupportinganopinion．
3．Individual，pairorgroupworktomakeeverystudentworkinclass．
TeachingAids：
1．ataperecorder
2．theblackboard
TeachingProcedures：
Step1.Lead-in
T:Hello,everybody!Asweallknow,theearthistheonlyhoeofallcreatures.Doyouthinkitisbeautiful?Yes.Iagreewithyou.Canyounamesomeplacesofinterestintheworld?Quiteright.Wehavealotofplacesofinterest:theGreatWall,theWestLake,Zhangjiajie,Jiuzhaigouandsoon.Doyouthinkitisnecessaryandimportantformantoprotecttheearth?Yes,ofcourse.Haveyoueverthoughtthattheearthisalsoverydirty,.veryugly?Believeitornot,theearthisgettingdirtieranddirtier.Lookatthepicturesinpage65,please
Step2Warmingup
T:Nowtellmewhatyoucanseeinthepictures
Butnowtheearthisbeingseriouslypolluted;thetreesarebeingcutdown;greenhillsarebecominglessandless.Theleavesarefallingoffthetrees.Also,differentsmokesandfogsarepollutingtheair.Besides,wastewaterfromfactoriesandplantsaredirtyingthewater,too.Lakesandriversarenolongersafeforfishes,what’sworse,theoceansarebeingpollutedtoo!Asaresultpeoplenolongerenjoyahappylifeasbefore.Theearthisindanger!
Rivershavebeenpolluted,rubbishiseverywhere,factorychimneyshavegivenofftoomuchsmokecausinglotsifavidrainallovertheworld,whichhasdamagednotonlycrops,butalsoplants.Besides,menhimselfalsohavedoneagreatdeadofharmtotheenvironment.
OK.Accordingtothepictures,answerthefollowingquestions
1.Whatisthebiggestproblemfacingtheearth?Whydoyouthinkso?
Ithinkwaterpollutionisthemostseriousproblemfacingtheearthbecauseweneedcleandrinkingeatertosurviveandbecauseanimalsandplantsmusthavecleanwater,too.”Ifwaterispolluted.Peoplewillnotbeabletogetcleanwatertodrink;therefore,manypeoplewillgetsick,It’sterrible.
2.Whatcausestheproblems?
Ithinkitisbecausepeoplepaynoattentiontoourenvironment.Theypourwaterintorivers,lakesandseaswithoutcleaningit
Theairpollutioniscausedbythefactories.Peoplebuildfactoriestodeveloptheindustry,buttheyneverpayattentiontocontrollingthepollution.Theharmfulsmokeshouldbemadeharmlessbeforeitgoesintotheair,butfewfactorieswouldliketodsobecausethiswillcostmuch.
3.Whatcanwedotosolvetheproblem?
Ithinkourgovernmentshouldpaymoreattentiontoenvironmentalprotection,Theyshouldcheckthefactoriesasoftenaspossibletomakesuretheydon’tpourwastewaterintoriversorlakesandmakesuretheydon’tletharmfulsmokegointotheair.
4…Whatdoyouexpecttolearninthisunit?
Iexpecttolearnmoreabouttheproblemsfacingtheearthandwhatwecandotosolvetheproblems.orIexpecttolearnwordsthatIcanusetotalkaboutnature,ecologyandtheenvironment
5Howwillyouusewhatyouhavelearntinyourownlife?
IwillusethewordsandexpressionsI’velearnttodiscusstheisssuesintheunitwithmyclassmates.orIwillusewhatIhavelearntabouttheenvironmenttochangemybehaviour.
Step3pre-listening
1.Todaywearegoingtolisteningtoaspeechaboutenvironmentalprotection.
2.askstudentstoguesswhatthespeechmaybeabout:
Whatkindofinformationwillbethereinthespeech?
/Ifyouwerethespeaker,whatwouldyousayinthespeech?
Possibleanswers:
Myspeechwouldincludethefollowinginformation:
Howseriousthepollutionis.
Variouspollution(airwatersoilandsoon)
thecauseandtheeffectofpollution
Whatwecoulddotostoporslowdownthepollution
alotofnumbersandexamples
Step4While-listening
Firstlistening
Partone
1)Whyisthespeakergivingthisspeech?
A.TocelebrateEarthDay
B.Totalkaboutseriousproblems
C.Toaskpeopletotakeactiontoprotectit
D.Alloftheabove
2)Whatdoesshethinkthemostseriousproblemis?
A.WaterpollutionB.airpollutionC.soilpollutionD.thelessoffood
ListentoPart2andfillintheblanks
Pleaseoutlinethespeaker’sarguments
Thespeakerpresentedherideafromtwopoints.whatarethey?
Point1Weshould__________________________________ofourwater.
Point2Wemust_______________________________ourwater.
Secondlistening
Trueorfalse
Partone
Thespeakerdidn’tknowmuchabouttheearthinthepast
65percentoftheearthiscoveredbyrivers,lakesandoceans,soitistrulyawaterplanet.
Theearthhasn’tbecomeathirstyplanet,andthereisstilltimetodosomethingaboutit.
Parttwo
Somefreshwaterisbeingwastedbecauseweareusingoldwaysofwateringourplants.
Thebestwaytostopwastingwateristousetechnologyandknowledge.
Wearepollutingwateratalowspeed.
Ifwewanttostoppollutingwater,wemustfirstofallchangeourselves.
Thirdlistening
Listentopartoneandfillintheblanks
TodaywearecelebratingEarthDay.EarthDayisadayforreflectionand_________.Today,peopleincountriesallovertheworldgettogetherto____________theearthandourfuture,andtotakeactionto_______thecurrentsituation.EarthDayisachanceforustolearn_____theworldandchangeourbehavior.Ithelpsmeunderstandthatwemustact.Itis_____toolatetochange.
Whatdoesshesayweshoulddoaboutit?
Ifwewanttohaveenoughwaterinthefuture,wemustlearnto______________________________.
Wemust____________________________________.
Wemustlearnto____________________inourdailylife.
Ifwewanttohaveenoughwaterinthefuture,wemustlearnto______________________________.
Wemust____________________________________.
Wemustlearnto____________________inourdailylife.
parttwo
Argument1:Weshould______________________ofourwater.
Wemust________________________whenweuseourwater.
Wemustusetheknowledgeandmoderntechnologythatsomecountrieshavealready______.
Ifweworktogetherand_________whatweknow,wewillbebuildingabetter________forallofus.
Argument2:Wemust______________________ourwater.
Problem:Wearepollutingwateratan__________pace.Cars,factories,andairconditions
Solutions:Wemust__________________________________wethinkandlive.
Let’snot_________ifwecanwalkorrideabike.
Let’strynottouseairconditioners_______________whatisabsolutelynecessary.
Let’snotbyeproductsthat_______________________.
Let’smakenew_________andusenewtechnologyto______________thatfactoriesaregreenandclean.
Step5Post-listening
Pairwork:Inferwhatthespeakerwillsaynext,listliketheaboveoneandsharethespeechwiththepartnerandtheclass.
Groupwork:Discusswithgroupmembersaboutthemeasuresthatwemaytaketoprotectair,forest;animals;grassland.
AskSstodelivertheirspeechonenvironmentprotection.
Step6Speaking
1.TalkingaboutwhatSscanseeinthepicture.
(1)(2) Q1:Whatisbeingpiledinthepicture1? Q2:Whatcancoalbeusedfor? Q3:Whatisbeinggivenofffromtheworkshop? Q4:Whatisbeingpolluted? Everycoinhastwosides.Itistruewithcoal,whichisavaluableresourcethatcanbeusedtoproduceenergy,butitcanalsocauseseriouspollution. 2.Groupwork:AdebateCoalis/isn’tavaluableresource. pros cons Abusinessman Anenvironmentalist Ascientist Alocalcitizen Alocalleader… … Ｔ:Todayweareheretodecidewhetherweshouldburnthecoal.Pleasetelluswhateveryouthink. Ｓ１:Ithinkweshouldburnthecoal.Becauseweneedtodevelopourarea.Wemustmakesurethatourcitizenshavejobsandthatourchildrencangetgoodeducation.Asabusinessman,Iunderstandtheimportanceofeconomicdevelopment.It’sclearthatweneedenergyandmoneytomakeourlivesbetter.Thecoalisouronlychance.Wemustuseit. Ｓ２:Butburningcoalcausestoomuchpollutiontoourenvironment.Itpollutestheairbadly.Ifnothingisdonetostopitspollutiontoourearth,thenwewillhavenofreshairtobreathe. Ｓ３：Yes,Iquiteagree,Ithinkweshouldn’tburnthecoalnow.Itwouldbebetterifwespendmoremoneyonsciencetofindabetterwayofusingthecoal.Onceweknowhowtoburnitwithoutpollutingtheenvironment,wecanmakefulluseofit. S4:Thatsoundsquitereasonable,butit’sclearthatifwewantdevelopourareaassoonaspossible,weneedmoney.Howcanwegetmoney?Wecanonlyburnthecoaltomakefactoriesworktomakethemoney.Ifwestopusingthecoalnow,howshallwecontinueourproductionanddevelopment?… Ｓ５：OK.Allthatyousayarereasonable.Ibelievethatwemusttryourbesttofindabetterwaytousethecoal.Meanwhile,wemustmakesurethatthefactorieswhichburnthecoaltakemeasurestostoppollutingtheenvironment. Period3Grammar教案 TeachingAims: 1.Reviseandmastersomeusefulwords,learninghowtorememberEnglishwords. 2.LearntheGrammar:Inversion. TeachingImportantPoints: 1.Learntousesomederivativewords. 2.LearntouseInversion. TeachingDifficultPoints: Howtohelpthestudentsusepartlyandfullyinvertedsentencescorrectly. TeachingMethods: 1.Practisingtomasterthelanguagepoints. 2.ElicitationandinductivemethodstohelpthestudentsmasterInversion. 3.Individualorpairworktomakeeverystudentworkinclass. TeachingAids: theblackboard TeachingProcedures: Step1Revision T:YesterdaywereadapassageabouttheEarthSummitandsomeofthemajorproblemsfacingtheworld.ThroughthepassageweknowattheEarthSummit,representativesfrommorethanonehundredcountriesdiscussedsomeofthemostimportantproblemsfacingourplanet.Uptonow,severalEarthSummitshavebeenheldandmuchprogresshasmade. 1.Canyoutellmeinwhichcitythe2002EarthSummitwasheld? 2.Doyourememberoneofthemainthemesofthe2002EarthSummit？Andwhatwasit? 3.Whatarethethreebiggestkillersintheworld? 4.Whatotherproblemsdidthespeakersspeakabout? 5.WhatdidChinasthenPremierZhuRongjistress? 6.Howcanwesavetheearth?Whatisthekeytothefuture? Step2PreparingforWordstudy adj.n. lonely_______ willing_______ responsible_______ fair_______ equal_______ poor_______ v.n. kill_______ represent_______ suffer_______ adj.adv. real_______ absolute_______ successful_______ Suggestedanswers: loneliness;willingness;responsibility;fairness;equality;poverty killer;representative;suffering;really;absolutely;successfully Step3WordStudy T:Well,nowpleaseopenyourbooksatPage69.LookattilefirstpartinWordstudy:Completethesentenceswiththewordsinbrackets.Changetheirformsifnecessary.First,letsstudytheexample.Nowpleasecompleteeachsentenceanddiscussyouranswerswithyourpartner.Attheend,wellchecktheanswerstogether. Suggestedanswers: 1.killer2.alarming4.citizen5.responsibility6.representatives7.suffering8.willingness T:Now,letsdothesecondpart.First,youshouldstudythewordsintheboxcarefully.Thenputthemintotwocategories.Attheend,stateyourreasons. Suggestedanswers: Adverbs:really,unfortunately,absolutely,especially,successfully Adjectives:lonely,lively,ugly,lovely,friendly Step4Presentation (Teachershowsthefollowingsentences) 1.ConferencesliketheEarthSummithelppeopleunderstandthatthereexistseriousproblemsandthatthereisstilltimetotakeaction. 2.AmongthespeakerswasChinasthenPremierZhuRongji,whostressedtheneedforequalityandfairnessintheworld. 3.Notuntilweknowmorewillwebeabletoimprovethesituation. 4.Onlybychangingthewaywelivecanwesavetheearth. 5.HadIknownthatairconditionerscausesomuchpollution,Iwouldneverhaveboughtone. 6.Abetterunderstandingoftheenvironmentisnecessary,asisthewillingnesstoact. 7.Withoutinternationalcooperation,developingcountriescannotprosper,norwillsustainabledevelopmentbepossible. T:Now,pleaselookatthesentencesandpayattentiontothewordorderofeachsentence.Inwhatwayarethesesentencesdifferentfromtheusualsentences? Ss:Thewordorderisnot“Subject+Verb”but“Verb+Subject”or“Auxiliary/Modal+S+V”. (TeacherwritesthestructuresontheBb.) T:Yes.ThiskindofsentenceiscalledInversion,whichhappensinquestionsandinanumberofothercases.Lookatthesentencescarefullyagain,payingattentiontotheunderlinedwords.Inthefirstsentence,“exist”isusedafter“there”toexpressastateforexistencelike“therebe”structure;thesecondsentencebeginswithaprepositionphrase.Inthesetwosentences,thewholepredicateverbcomesbeforethesubject.Thethirdsentencebeginswithanegativeadverb;inthefourthsentence,“only”isplacedatthebeginningofthesentencewithanadverbial.Inthesetwosentences,partofthepredicatecomesbeforethesubject.Inmostcases,anauxiliaryverboramodalverbcomesbeforethesubjectandtherestofthepredicateverbcomesafter.Ifthereisnoauxiliaryormodal,do,doesordidshouldbeadded.Canyouunderstand? Ss:Yes. T:Thenlookatthefifthsentenceandchangeitintoanothersentencewiththesamemeaning,whichbeginswith“if”. Ss:IfIhadknownthatairconditionerscausesomuchpollution,Iwouldneverhaveboughtone. T:Quiteright.Insomespecialformsofunrealconditionalclauses,when“if”isleftout,partofthepredicatelikehad,should,wereshouldconiesbeforethesubject.Thatistosay,inversioncanbeusedinsteadof“if”.Areyouclearaboutthat? Ss:Yes. T:Next,lookatthelasttwosentences,Toavoidrepetition,“as”and“nor”areplacedatthebeginningofthesentenceswhichsaythatpeople(orthingorsituation)arethesameasothersthathavebeenmentioned.Inthiscase,thestructure“as/nor+auxiliary/modal/do(does,did)+subject”shouldbeused.Besides,“neither”and“so”canbeusedlike“nor”and“as”.Isthatclear? (Bb:as/so;neither/nor+aux./mod./do(does.did)+subject) T:OK.Now，letschangethemintotheusualwordordersentences. Ss:Itisaspecialsentencepatternlike“Therebe”structure.“exist”canonlycomeafter“there”. T:Yes.Sitdown,please.Thenthenextsentence. Ss:ChinasthenPremierZhuRongjiwasamongthespeakers,whostressedtheneedforequalityandfairnessintheworld. S3:Wewillnotbeabletoimprovethesituationuntilweknowmore. S4:Wecansavetheearthonlybychangingthewaywelive. S5:IfIhadknownthatairconditionerscausesomuchpollution,Iwouldnever haveboughtone. S6:Abetterunderstandingoftheenvironmentisnecessary,andthewillingnesstoactisnecessary,too. S7:Withoutinternationalcooperation,developingcountriescantprosper.Sustainabledevelopmentwillnotbepossibleeither. Step5GrammarPractice T:Well,nowpleaseturntoPage70.Lookatthefirstpart,Grammar:Rewritethefollowingsentences,beginningwiththeunderlinedpart.Firststudytheexample,andthencompleteeachsentencebelow.Afewminuteslater,Illcheckyourwork.Beginnow. T:Allright.Nowletscometothesecondpart.Completethefollowingsentences usingthewordsinthebox:so,neither,nor,as. Suggestedanswers: 1.so/ashave2.neither/norshould3.so/asdo4.so/asam5.neither/nordo 6.so/asis7.neither/nor8.neither/norcan9.so/ascan T:Fromthesesentences,weknowtheverb-formafter“so,neither,nor,as”shouldbethesameastheverb-formafterthefirstsubject.Thepersonandnumbershouldagreewithitsownsubject. Step6Homework Workbookexercises1,2 TheDesignoftheWritingontheBlackboard Grammar:Inversion 1.Thereexist/be... 2.Not/Never/Seldom... 3.Only+adverbial… 4.…so,neither,nor,as+V+S Grammar倒装 d.Inhecameandthelessonbegan. Period4Integratingskills TeachingAims: 1.Learnandmasterthefollowingwords:defend,incorrect,affect,advise 2.Trainthestudentslisteningandspeakingabilities. 3.Learntowriteanevaluationparagraph. TeachingImportantPoints: 1.Mastertheusefulwordsandphrasesappearinginthisperiod. 2.Learntosupportanopinionbothinspeakingandwriting. TeachingDifficultPoint: Howtohelpthestudentsfinisheachtaskandimprovetheirskillstouselanguage. TeachingMethods: 1.Oralpracticetotrainthestudentsspeakingability. 2.Writtenworktotrainthestudentswritingability. 3.Individual,pairorgroupworktomakeeverystudentworkinclass. TeachingAids: 1.ataperecorder 2.theblackboard TeachingProcedures: Step1Warmingup wevereadapassageinthisunitabouttheEarthSummitandenvironmentalproblemsandsolutions. 1.Competition:DividethewholeclassintofourlargegroupandhaveSslistasmanywaysaspossibletoprotecttheenvironment. a.Lawsshouldbemadetomakepollutionillegal. b.Trytobecleaninourdailyactivities; c.Useenvironmentallysafeproducts d.Disposeoftrashproperly e.Recyclehouseholdwaste,yardwaste,andhazardouschemicals f.Don’tpourwastewaterintoriversandlakeswithoutbeingcleaned. g.Recycletheusedbattery. h.Usepaperbagsinsteadofplasticbags. 2.Reportthewaystostoppollutioninclass. WeknowtheEarthSummitmainlytalksaboutenvironmentproblemsandsolutions.ExpertsfromallovertheworldarewelcometotheEarthSummit,speakingaboutdifferenttopicsanddiscussingnewwaystosolveoldproblems.TodaywearegoingtolistentothevoicesoftheEarthSummit. Step2Listening 1.ListentothespeechesfromtheEarthSummitandcompletetheoutlinesonthebook. 2.Pairwork:RetellthespeechesattheEarthSummit. Step3Practice 1.DiscussionTopic:Doyouagreewithwhattheyaresaying? HaveSswritedownthethoughts,comments,opinionsandquestions. 2.OutlineWriteanoutlineforyourspeechandthengivethespeechinclass. Step4Writing Englishweeklywriting. 1.Studythewordsandphrasesmayhelpyou(SeeP72). 2.GooverTipsforpreparingaspeech. lMakesureyouknowhowtogiveagoodspeech. lThinkaboutyouraudience. Whoarethey? Whataretheyinterestedin? Whatdotheywanttoknow? Whatdotheyalreadyknow? lPrepareandpractice. lResearchthetopiccarefullyandorganizethematerial. lPractiseinfrontofamirrorortogetherafriend. 3.Prepareaspeech. 一名合格的教师要充分考虑学习的趣味性，教师要准备好教案为之后的教学做准备。教案可以让讲的知识能够轻松被学生吸收，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？下面是由小编为大家整理的“高二英语上册第九单元知识点：Savingtheearth”，大家不妨来参考。希望您能喜欢！ 高二英语上册第九单元知识点：Savingtheearth (一)单元内容介绍与分析： 学习材料：听力”(Listening)部分提供了一段演说词，谈到了地球所面临的问题。第一部分要求学生通过听弄清说话者的观点，并根据所听内容预测下文;第二部分要求学生列出说话人的观点等，然后预测下文。 “阅读”(Reading)部分是一篇关于“地球峰会”的介绍性文章。文章介绍了2002年在南非首都约翰内斯堡召开的“地球峰会(TheEarthSummit)”的基本情况，包括会议召开的背景、会议的主题以及与会者所讨论的主要问题和提出的解决办法等。通过对该文章的阅读，可以丰富学生有关本单元主题的语言和信息。 “综合技能”部分设计了听、说、写的活动，以写为主线。听的内容是“地球峰会”上的两篇发言。在听的基础上，要求学生陈述他们的观点。写的活动包括听中补充提纲，听后写要点、提纲以及说后写段落，环环相扣，层层深入。 “语言学习”：掌握有关倒装句的几个常用结构。 (二)词汇学习： 运用构词知识理解下列单词： ecology;environmentalist;sustainable;killer;equality;fairness;responsibility;cooperation;willingness;incorrect (三)重点词汇与短语的用法： 1.issue：问题;争议;发行;分配，期刊 Youwillattendthemeetinganddiscusstheissue. Ijustgotarise,somoneyisnolongeranissue. Unemploymentisnottheissue-therealproblemisthedeclineinpublicmorality. Thearticlewillappearinthenextmonthsissue. Thepostofficeissuedthestampslastweek. 2.content：内容;目录;容量;满足;满意 Withoutreadingthetext,trytopredictitscontent. Thecontentofyouressayisexcellent,butit’snotverywellexpressed. 注意表达“满足，满意”的短语： becontentwithsth. becontenttodosth. Heiscontentwithlife. Johnseemscontenttositinfrontofthetelevisionallnight. 3.access：接近;进入;接近……的方法;到达……的权利 20%ofthepeopleonearthdonothaveaccesstocleandrinkingwater. Thehouseisinthecenterpartofthetownwithgoodaccesstotheshops. Hospitalsshouldgivepatientstherightofaccesstotheirmedicalrecords. Allthebranchmanagerscanaccessthedatabankofthegeneraloffice. 4.responsibility：责任;责任心;职责 Richcountrieshavearesponsibilitytowardspoorcountriesandmustdowhatevertheycantohelpothers. Takingcareoffamilyisabigresponsibility. 注意构词形式：responsibility的形容词形式为responsible;常见短语是：beresponsiblefor：替/对……负责。 Sheismystudent,andImustberesponsibleforher. 5.inharmonywith：与…协调/和谐;反义词outofharmonywith Withbettereducation,peoplewillbeabletobuildabetterSocietyinharmonywithnatureandperhapsputanendtothedeathandsufferingscausedbythebigthree. Histastesareinharmonywithmine. BobandIworkedtogetherinharmonyforyears. 6.putanendto：结束 Wemustputanendtothisfoolishbehaviour. Thechieftaskofthemomentistoputanendtotheterriblepollutionintherivers. 1.affect/effect affect：动词：影响;感动;侵袭 effect：名词：影响，效果;常见短语：haveaneffectonsb./sth. Whatwedoisimportantbecauseitaffectstheenvironment. Allthepeopleintheroomwereaffectedtotears. Themedicinehaslittleeffectontheoldman. 2.defend/protect/guard defend：用武力或其他措施保护人们不受损害。辩护。 protect：用各种安全防御措施尽力照顾某人不受损害。 guard：留心守望，警戒 Makesurethatyouarereadytoanswerquestionsanddefendyourargument. ItisthedutyofeveryChinesecitizentodefendmotherland. Clothesprotectusfromcold. Towbigdogsguardthefarm. (五)重，难点句的解释与分析 1.OneofthemainthemesOfthesummitwas“sustainabledevelopment’，orthequestionofhowwecancontinuedevelopingtheworldwithoutdamagingtheenvironment. 其主题之一是“可持续发展”，也就是如何在不破坏环境的情况下使世界继续发展的问题。 (1)句中or意为“也就是：即”，用于补充说明上文的内容。例如： ThecompanyispayingtherentoratleastContributingtoit or的用法很多，除了上述的意思外，常见的还有： Don’tputanythingplasticintheovenoritwillprobablystartmelting. Areyougoingwithyourparentsorbyyourself? (2)withoutdoing结构在句子中作状语，表示“在没发生……情况下”。 Theylefttheschoolinahurry,withoutsayinggoodbyetoanyone. 2.Airpollutionalonecausesalmostthreemilliondeaths. 仅空气污染就造成了近三百万人死亡。 (1)alone在此是副词，用在名词或代词后面，表示“只，只有;仅仅”。 Healoneisnotresponsibleforit. Moneyalonecannotmakeyouhappy. alone还可以解释“单独地;独自地”。 Helikestogoitaloneineverything. alone作形容词时，解释“单独的;唯一的：独一无二的”，在句子作表语。 Iamnotaloneinthisopinion. (2)deaths：可数名词：死亡的人数。不可数名词指：死亡。 3.Ifwearetodeveloptheworldsuccessfully,wemustmakesurethateveryoneisabletotakepartinthenewworldwecreate. 如果我们要成功地开发世界，就必须确保人人都能够参与我们创造的新世界。 be+todosth这个结构常常表示安排，命令、职责、义务、目的、用途，可能性、命中注定等含义。例如： Wearetomeetattheschoolgate. Youaretobebackby10oclock. Theprizeistohonourhimforhisgreatdiscovery. 4.Richercountrieshavearesponsibilitytowardspoorercountriesandmustdowhatevertheycantohelpothers. 富国对于穷国负有责任，他们必须尽可能地帮助其他国家。 dowhateveronecan相当于dowhatonecan，只是前者的语气更强。 (六)阅读材料中的典型倒装句： 1.Withoutinternationalcooperation,developingcountriescannotprosper,norwillsustainabledevelopmentbepossible. 没有国际合作，发展中国家合作就不可能繁荣，可持续发展也就不可能实现。 由nor，neither，not，hardly，seldom,never等表示否定意思的词位于句首时，句子采用部分倒装结构。部分倒装类似一般疑问句结构。 NeverhaveImethim. Seldomhaveweseensuchbigmelons. Hardlyhadsheenteredthehousewhensheheardthedogbarking. 2.Onlybychangingthewaywelivecanwesavetheearth. 只有我们改变自己的生活方式，才能拯救地球。 由“only+状语”结构位于句首，句子也需采用部分倒装结构。 Onlyinthiswaycanyouworkoutthemathsproblem. OnlywhenTomreturnsthisafternoonwillthemeetingbegan. 3.HadIknownthatairconditionerscausesomuchpollution,1wouldneverhaveboughtone. 要是我以前知道空调会造成大量的污染，我就不会买它了。 这是一个含有虚拟语气结构的句子，其中条件句的引导词if被省略，按照倒装句的规则，采用部分倒装句。原结构是 IfIhadknownthatairconditionerscausesomuchpollution,1wouldneverhaveboughtone. 4.Abetterunderstandingoftheenvironmentisnecessary,asisthewillingnesstoact. 更好地了解环保是必要的，行动的愿望也是必要的。 as相当于so：通常表达“……也是一样”可以说：as/sois(was;does;do;did….)+主语。 Hebelieved,asdidallhisfamily,thatGodwouldblessthem. 作为优秀的教学工作者，在教学时能够胸有成竹，高中教师要准备好教案，这是老师职责的一部分。教案可以让学生更好的吸收课堂上所讲的知识点，帮助高中教师缓解教学的压力，提高教学质量。那么如何写好我们的高中教案呢？以下是小编为大家精心整理的“高二英语上册第9单元复习知识点：Savingtheearth”，仅供参考，欢迎大家阅读。 高二英语上册第9单元复习知识点：Savingtheearth (一)单元内容介绍与分析： 学习材料：听力”(Listening)部分提供了一段演说词，谈到了地球所面临的问题。第一部分要求学生通过听弄清说话者的观点，并根据所听内容预测下文;第二部分要求学生列出说话人的观点等，然后预测下文。 “阅读”(Reading)部分是一篇关于“地球峰会”的介绍性文章。文章介绍了2002年在南非首都约翰内斯堡召开的“地球峰会(TheEarthSummit)”的基本情况，包括会议召开的背景、会议的主题以及与会者所讨论的主要问题和提出的解决办法等。通过对该文章的阅读，可以丰富学生有关本单元主题的语言和信息。 “综合技能”部分设计了听、说、写的活动，以写为主线。听的内容是“地球峰会”上的两篇发言。在听的基础上，要求学生陈述他们的观点。写的活动包括听中补充提纲，听后写要点、提纲以及说后写段落，环环相扣，层层深入。 “语言学习”：掌握有关倒装句的几个常用结构。 (二)词汇学习： 运用构词知识理解下列单词： ecology;environmentalist;sustainable;killer;equality;fairness;responsibility;cooperation;willingness;incorrect (三)重点词汇与短语的用法： 1.issue：问题;争议;发行;分配，期刊 Youwillattendthemeetinganddiscusstheissue. Ijustgotarise,somoneyisnolongeranissue. Unemploymentisnottheissue-therealproblemisthedeclineinpublicmorality. Thearticlewillappearinthenextmonthsissue. Thepostofficeissuedthestampslastweek. 2.content：内容;目录;容量;满足;满意 Withoutreadingthetext,trytopredictitscontent. Thecontentofyouressayisexcellent,butit’snotverywellexpressed. 注意表达“满足，满意”的短语： becontentwithsth. becontenttodosth. Heiscontentwithlife. Johnseemscontenttositinfrontofthetelevisionallnight. 3.access：接近;进入;接近……的方法;到达……的权利 20%ofthepeopleonearthdonothaveaccesstocleandrinkingwater. Thehouseisinthecenterpartofthetownwithgoodaccesstotheshops. Hospitalsshouldgivepatientstherightofaccesstotheirmedicalrecords. Allthebranchmanagerscanaccessthedatabankofthegeneraloffice. 4.responsibility：责任;责任心;职责 Richcountrieshavearesponsibilitytowardspoorcountriesandmustdowhatevertheycantohelpothers. Takingcareoffamilyisabigresponsibility. 注意构词形式：responsibility的形容词形式为responsible;常见短语是：beresponsiblefor：替/对……负责。 Sheismystudent,andImustberesponsibleforher. 5.inharmonywith：与…协调/和谐;反义词outofharmonywith Withbettereducation,peoplewillbeabletobuildabetterSocietyinharmonywithnatureandperhapsputanendtothedeathandsufferingscausedbythebigthree. Histastesareinharmonywithmine. BobandIworkedtogetherinharmonyforyears. 6.putanendto：结束 Wemustputanendtothisfoolishbehaviour. Thechieftaskofthemomentistoputanendtotheterriblepollutionintherivers. (四)辨析下列单词(近义词) 1.affect/effect affect：动词：影响;感动;侵袭 effect：名词：影响，效果;常见短语：haveaneffectonsb./sth. Whatwedoisimportantbecauseitaffectstheenvironment. Allthepeopleintheroomwereaffectedtotears. Themedicinehaslittleeffectontheoldman. 2.defend/protect/guard defend：用武力或其他措施保护人们不受损害。辩护。 protect：用各种安全防御措施尽力照顾某人不受损害。 guard：留心守望，警戒 Makesurethatyouarereadytoanswerquestionsanddefendyourargument. ItisthedutyofeveryChinesecitizentodefendmotherland. Clothesprotectusfromcold. Towbigdogsguardthefarm. (五)重，难点句的解释与分析 1.OneofthemainthemesOfthesummitwas“sustainabledevelopment’，orthequestionofhowwecancontinuedevelopingtheworldwithoutdamagingtheenvironment. 其主题之一是“可持续发展”，也就是如何在不破坏环境的情况下使世界继续发展的问题。 (1)句中or意为“也就是：即”，用于补充说明上文的内容。例如： ThecompanyispayingtherentoratleastContributingtoit or的用法很多，除了上述的意思外，常见的还有： Don’tputanythingplasticintheovenoritwillprobablystartmelting. Areyougoingwithyourparentsorbyyourself? (2)withoutdoing结构在句子中作状语，表示“在没发生……情况下”。 Theylefttheschoolinahurry,withoutsayinggoodbyetoanyone. 2.Airpollutionalonecausesalmostthreemilliondeaths. 仅空气污染就造成了近三百万人死亡。 (1)alone在此是副词，用在名词或代词后面，表示“只，只有;仅仅”。 Healoneisnotresponsibleforit. Moneyalonecannotmakeyouhappy. alone还可以解释“单独地;独自地”。 Helikestogoitaloneineverything. alone作形容词时，解释“单独的;唯一的：独一无二的”，在句子作表语。 Iamnotaloneinthisopinion. (2)deaths：可数名词：死亡的人数。不可数名词指：死亡。 3.Ifwearetodeveloptheworldsuccessfully,wemustmakesurethateveryoneisabletotakepartinthenewworldwecreate. 如果我们要成功地开发世界，就必须确保人人都能够参与我们创造的新世界。 be+todosth这个结构常常表示安排，命令、职责、义务、目的、用途，可能性、命中注定等含义。例如： Wearetomeetattheschoolgate. Youaretobebackby10oclock. Theprizeistohonourhimforhisgreatdiscovery. 4.Richercountrieshavearesponsibilitytowardspoorercountriesandmustdowhatevertheycantohelpothers. 富国对于穷国负有责任，他们必须尽可能地帮助其他国家。 dowhateveronecan相当于dowhatonecan，只是前者的语气更强。 (六)阅读材料中的典型倒装句： 1.Withoutinternationalcooperation,developingcountriescannotprosper,norwillsustainabledevelopmentbepossible. 没有国际合作，发展中国家合作就不可能繁荣，可持续发展也就不可能实现。 由nor，neither，not，hardly，seldom,never等表示否定意思的词位于句首时，句子采用部分倒装结构。部分倒装类似一般疑问句结构。 NeverhaveImethim. Seldomhaveweseensuchbigmelons. Hardlyhadsheenteredthehousewhensheheardthedogbarking. 2.Onlybychangingthewaywelivecanwesavetheearth. 只有我们改变自己的生活方式，才能拯救地球。 由“only+状语”结构位于句首，句子也需采用部分倒装结构。 Onlyinthiswaycanyouworkoutthemathsproblem. OnlywhenTomreturnsthisafternoonwillthemeetingbegan. 3.HadIknownthatairconditionerscausesomuchpollution,1wouldneverhaveboughtone. 要是我以前知道空调会造成大量的污染，我就不会买它了。 这是一个含有虚拟语气结构的句子，其中条件句的引导词if被省略，按照倒装句的规则，采用部分倒装句。原结构是 IfIhadknownthatairconditionerscausesomuchpollution,1wouldneverhaveboughtone. 4.Abetterunderstandingoftheenvironmentisnecessary,asisthewillingnesstoact. 更好地了解环保是必要的，行动的愿望也是必要的。 as相当于so：通常表达“……也是一样”可以说：as/sois(was;does;do;did….)+主语。 Hebelieved,asdidallhisfamily,thatGodwouldblessthem.
1.完全倒装（谓语全部放到主语前面）
1).为了使某种情景能够表达的生动形象，在以in,out,up,sown,away,off,over,next,such,back等副词作壮语置于句首，谓语动词是come,go,rush,run等不及物动词的句子里，如：
a..Outrushedthestudentsthemomentthebellrang.
b...Upjumpedthecatandcaughtthemouse.Downdropsthemeatintothfox’smouth
c.NextcameTom.
(若主语为人称代词，则用自然语序)。Theregoesthebell.Downhewent.
2).there,here,now,then引导的句子及there/herebe(exist,etc)引导表“存在”的句子。
e.Theregoesthebellandclassisover.
f.Thereexistdifferentopionsonthisquestion
（若主语为人称代词，则用自然语序）
Thereyougoagain.（你又来这一套）
3）表示“地点”的词语置于句首或强调“地点”概念时，应注意主谓一致的问题，如
a,Betweenthetwobuildingsstandsatalltree.
b.Onthegroundlayasickgoat.
4)作表语的现在分词/过去分词/形容词+系动词+主语
a.Stingatthebackoftheroomwasashygirlwithtwobigeyes.
b.Writtenontheblackboardarethenamesofthosewhowerelateyesterday.
3.部分倒装
1)表达否等意义或半否定意义的副词，介词短语，连词等置于句首时。常见词语有never,little,nosooner,hardly,seldom,not,bynomeans,innocase,innotime,notuntil,notabit,manyatime,scarcely,barelynolonger,atnotime,osooner...than.often,hardly...when,notonly…butalso.等，如
a.Neverbeforehasoutcountrybeenasunitedasitistoday.
b.Atnotimedoeshedosomethingagainsthiswill.
c..Nosoonerhadwereachedthetopofthehillthanweallgotsowntorest.
2)only,notuntil引导的壮语置于句首时。如：
a.Onlywhenoneisawayfromhomedoesonerealizehowmicehomeis.
b.Notuntiltheteachercameindidhefinishhishomework.
3as引导的让步壮语从句，意为“尽管”，通常把句中壮语，表语部分或动词提前，若表语是名词，不加冠词。如：
a.Cleverasheis,hedoesn’tstudywell.
b.Childasheis,hehasbeentomanyplaces.
(though引导的从句可倒装，可不倒装，但although引导的从句不能倒装。
3)在so/such…(结果壮语从句)结构中，若so,such引导的部分置于句首时，用倒装语序，如：
a.Soshallowisthelakethatnofishanliveinit.
b.Suchagoodboyishethatwealllovehim.
3)so/neither/nor置于句首，表示前者情况也适用于后者
4)省略if的条件句以had/were/should开头引起的倒装。
a.Hadheworkedharder,hewouldhavegotthroughtheexams
b.Wereshemyfriend,Iwouldaskherforhelp.
c.Shoulditreintomorrow,weshouldhavetoputoffthevisittotheYangpuBridge.2高二英语上册第九单元知识点：Savingtheearth
(四)辨析下列单词(近义词)高二英语上册第9单元复习知识点：Savingtheearth
Savingtheearth（ReferenceforTeaching）
ReferenceforTeaching
I.异域风情
1.Agenciesatwork
Newsagencies(通讯社)usuallyworkinthebackground.Asthemajornewsproviders,newsagenciesprovidereports,photosorgraphicstonewspapers,televisionstations,websitesandmagazinesworldwide.Thoughtheirnamesareoftenhidden,theyareeverywhere,
Reuters(路透社)
Foundedin1851intheUK,Reutersbills(用海报宣传)itselfastheworldslargestinternationalmultimedianewsagency.Reuterssuppliesnewstext,graphics,videoandpictures--tomediaorganizationsandwebsitesaroundtheworld.Itoperatesin200citiesin94countriesandhasstaffat197newsbureaus.
Foundedin1848intheUS.theAssociatedPressisanotherofthebiggestand
claimsthatitisasourceofnews,photos,graphics,audioandvideoformorethanlbillionpeopleaday.IntheUS,APserves5000radioandtelevisionstationsand1700newspapers.Inaddition,thereare8500newspaper,radioandtelevisionsubscribers(订户)in121countriesoverseas.Ithas3700employeesworkingin242bureaus.APhasreceived47PulitzerPrizes(普利策奖)andhas28photoPulitzers.
AFP(法新社)
AgenceFrance--Pressisaworldwidemultimedianewsagency,foundedin1835inFrance.Ithasmorethan2000employees,900workingoutsideFrance.Itsaysitproduces400000～600000wordsoftext,700photosand50newsgraphicseveryday.AFPispresentin165countries,with110bureaus.
DPA(德新社)
DeutschePresse—AgenturisGermanysleadingnewsagency.Ithasanetworkofcorrespondentsaroundtheglobe,providingnewsstories,photos,graphicsandradioreports.Thatincludesofficesandstaffin100countries.
Xinhua(新华社)
XinhuaNewsAgencyisChinaslargestnewsandinformationgatherer.Itputsout400000charactersofvarioustypesofnewseverydaytonewspapers,radiostationsandTVstationsatthecountry.Overseas,itreleases400000wordsdailyinChinese,English,French,Spanish,Russian,ArabianandPortuguese.
2.TheOriginofCoffee
Thereisalegendfromthe15thcentury.AshepherdinAfricanoticedhisherdremainedawake,jumpingandleapingaroundthewholenightafterconsumingtheredcherriesofanearbyshrub,havingtastedthefruithimself,hewasdelightedbyitsinvigoratingeffects.Thenewdiscoveryevenimpressedagroupofnearbymonks,whosoonbegantoboilthebeanthemselvesandusetheliquidtostayawakeduringall-nightceremonies.
CultivationofcoffeetreesallbeganinArabia.Theyobtainedmeextractbychewingtheberriesofthecoffeeshrub.Itwasnotuntilmuchlaterthatcoffeebeanswerefirstroasted,groundandhadboilingwaterpouredoverthemtomakeadrink.
Thedrinkingofcoffeespreadworldwideoveryearsandbecomeapartofmanycultures．
II．知识归纳
1．alone作形容词时用法归纳
(1)alone作形容词时．意为“单独的，独自的”．一般只作表语，不作定语。
e．g．Herparentsweredeadandshewasalone．
她双亲死了，留下她独自一人。
Aloneasheis。hedoesntfeellonely．
他虽然独居，却不感到孤寂。
(2)alone作定语，意为“只有”。通常用在名词或代词后面，可换用only。
e．g．Thekeyalonewillopenthedoor．
只有这把钥匙能开这个门。
Healoneknowsthesecret．
只有他一人知道秘密。
Mr．Smithaloneknowswhathappened．
只有史密斯先生知道发生了什么事。
Healoneknowsit．=Heistheonlypersonwhoknowsit．
他是唯一知道此事的人。
2．impress用法归纳
(1)impress为及物动词，意为“使……明白重要性，留下了深刻印象”。
e．g．Thefilmimpressedmedeeply．
那部影片给我留下了深刻的印象。
Hiswordsimpresseddeeplyonmymemory.
他的话深深地印在我的记忆里。
Whatimpressedmemostwastheirbravespirit．
给我印象最深的是他们的无畏精神。
(2)其被动式beimpressed很常用，后可接with／by。
e．g．1wasgreatlyimpressedby／withtheheadmastersspeech．
我被校长的话深深感动了。
Shewasdeeplyimpressedby/withthesceneryinGuilin．
桂林的景色给她留下了深刻美好的印象。
(3)impresssth．on／upononesmind意为“把……牢记在心”。
e．g．Pleaseimpresswhatyouseeonyourmind．
请把你见到的牢记在心上。
3．以1y结尾的常见形容词归纳
下列以1y结尾的不是副词．而是形容词．使用时，需当心，不要误用：
friendly友好的一afriendlysmile友好的微笑
lovely可爱的一alovelygirl一位可爱的姑娘
lively活泼的一alivelychild一位活泼的小孩
lonely孤独的一alonelytraveller一位孤独的旅客
deadly致命的一adeadlyblow致命的一击
silly傻的，无聊的一asillyquestion愚蠢的问题
orderly秩序的一anorderlymind有条不紊的头脑
manly男子气概的一amanlyperson具有男子气概的人
fatherly像父亲的一afatherlyteacher一位父亲式的教师
daily每日的一dailywork日常工作
weekly每星期的一aweeklymagazine周刊
yearly每年的一ayearlyincome年收人
Ⅲ．词语辨析
1．compare…to．compare…with
compare…to“把……比作……”，着重注意两者间的相似点。compare…with“拿……
与……相比较”，侧重于两者间的区别。即compare之后接to是比作，with是“比较”，
不能混淆。
e．g．Hecomparedthenoisychildrentomonkeys．
他把吵闹的孩子比作猴子。
ChairmanMapcomparedyoungpeopletothesunateightornineinthemorning．
毛主席把青年人比作早晨八、九点钟的太阳。
Helikestocomparehispupilswithhisson．
他喜欢拿自己的学生和儿子比。
NoonecancomparewithhiminEnglish
在英语方面无人能和他相比。
2．summit．conference，meeting，meet
四个词均可指“会c义”，但使用场合各不相同。summit指“最高级会议、首脑会议”；
conference也比较正式，指重大、规模较大的会议或专业性较强的学术(研讨)会议；meeting为普通用词，指一般性会议；meet在美国用，多指“集会”。
e．g．ChinesePresidentHuJintaoarrivedhereonMondayafternoonforathreedaystatevisittoRussia．DuringhisstayinRussia．hewilltakepartinthethirdsummitoftheShanghaiCooperationOrganizationmembersstatestobeheldinMoscow．
国家主席胡锦涛周一下午到达这里，对俄罗斯进行三天的国事访问。在俄罗斯期间．主席将要参加将在莫斯科举行的上海合作组织成员国第三次首脑会议。
TheInternationalEconomicConferencewasheldinShanghailastweek．
国际经济会议上周在上海举行?
OurheadmasterhasgonetoBeijingtoattendtheconferenceoneducation．
我们校长去北京参加教育工作会议了。
WehaveaclassmeetingeveryMonday．
每周一我们有班会。
Whenistheschoolsportsmeet／meetinggoingtobeheld?
校运会什么时候举行?
3．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。
reason指在事实的基础上通过逻辑判断推出来的理由，常与for连用。
excuse指为免受指责和推卸责任而找的“理由，借口”。
e．g．Hearttroubleisoneofthemostseriouscausesofdeathamongoldpeople．
心脏病是导致老年人死亡的最重要的原因之一。
Tellmethereasonforchangingtheplan．
告诉我你改变计划的原因。
Abadexcuseisworsethannoexcuse．
与其作个差劲的辩解．不如不辩解。
Ⅳ．能力训练
1．用倒装句式改写下列句子
(1)Thedaysaregonewhichwespenttogetherinthemiddleschool．
答案：Gonearethedayswhichwespenttogetherinthemiddleschool．
(2)Hespokesorapidlythatwecouldhardlyfollowhim．
答案：Sorapidlydidhespeakthatwecouldhardlyfollowhim．
(3)Hehadhardlygotintotheroomwhenthetelephonerang．
答案：Hardlyhadhegotintotheroomwhenthetelephonerang．
(4)一DoyouknowJimquarreledwithhisbrother?
一Idontknowandldontcare，either．
答案：答句变为Idontknow．Nor／NeitherdoIcare．
(5)Mandidntknowwhatheatwasuntiltheearlyyearsofthe19thcentury．
答案：Notuntiltheearlyyearsofthe19thcenturydidmanknowwhatheatwas．
(6)Thedooropenedandamiddle-agedwomancameInwearinganexpensivetur
coat．
答案：Thedooropenedandincameamiddle-agedwomanwearinganexpensivefur
coat．
2．看图作文
根据下面四幅图及提示，用英语写出切题的短文。注意：1．文章的开头已写出，不计
人总词数。2．词数100左右。
提示：1．看电视已成为多数家庭生活的一部分，很多人认为，电视对儿童不利。2．看
电视对儿童的不良影响是……3．因此，……
Nowadays．watchingTVhasbecomepartofpeopleslifeinmostfamilies．Althoughtherearemanyexcellentprogrammesforchildren．manypeople…
Onepossibleversion：
Nowadays，watchingTVhasbecomepartofpeopleslifeinmostfamilies．Althoughtherearemanyexcellentprogrammesforchildren,manypeoplefeelitharmfulfor
them．Thereareseveralreasonsforthis．
Firstofa11，someprogrammesarenotgoodforchildrentowatch．Secondly，televisioncanaffectchildrenseyesight．Thirdly，iftheywatchTVtoolongeachday，theywontbeabletofinishtheirhomeworkintime．Also，iftheystayuptoolateatnightwatchingTV．theywillfeelsleepyinclass，andthuswontbeabletofollowothers．
Sowatchingtoomuchtelevisioncanbeharmfultochildren，bothmentallyandphysically．Parentsshouldknowwhatprogrammestheirchildrenarewatching．Everycoinhastwosides．Childrenmustbeundercontrolwhentheywatchtelevision．
