高中試講英語教案

高二英語教案：《Saving the earth總復習》教學設計。

俗話說，磨刀不誤砍柴工。作為高中教師準備好教案是必不可少的一步。教案可以讓學生能夠聽懂教師所講的內容，讓高中教師能夠快速的解決各種教學問題。那么，你知道高中教案要怎么寫呢？為了讓您在使用時更加簡單方便，下面是小編整理的“高二英語教案：《Saving the earth總復習》教學設計”，希望能為您提供更多的參考。

高二英語教案：《Saving the earth總復習》教學設計

課時跟蹤講練

Section I 課前準備、聽力、口語

1. What are the biggest problems facing the earth? 地球面臨著的最大問題是什么? (p. 65 Warming Up Ex.1)

1) 現(xiàn)在分詞短語facing the earth在句中作定語，相當于定語從句that face the earth. face此處用作及物動詞，意為"面向，朝"，作此義也可用作不及物動詞，常和介詞to，toward或on連用。如： ① She turned to face the newcomer and introduced herself. 她轉過身來面對新來者作了自我介紹。 ② The building faces the park. 那座建筑物面對著公園。③ The window faces on the street.窗戶面對著銜道。 ④ -- How does this house face? --It faces to the east. -- 這座房屋面朝哪邊? -- 朝向東邊。

【拓展】 face還可意為"面對／臨(問題或不愉快的情況)"。如：① Manufacturing industry faces a grim future if the government pursues its present policies. 如果政府繼續(xù)推行現(xiàn)行政策，制造工業(yè)就會面臨嚴酷的未來。② He couldn't face his boss after marking such a fool of himself at the meeting. 他在會上做出了這樣的丑事之后，不敢面對自己的老板。

【鏈接】與face構成的常見短語：face a person down 以勢壓人; face up to 勇敢地對付(敵人、困難等); be faced with 面臨；面對; face out 大膽地堅持到底; face to face 面對面；相對; in a person's face 當著/對著某人的面; in (the) face of 面對；不顧; make/ pull a face(faces) 扮鬼臉; pull／make／put on a long face 拉長臉；顯出不高興的樣子; set／put one's face against強烈反對，抵制; take on a new face面貌一新; turn one's face away把臉轉過去

【注意】face the music不能譯為"面對音樂"，其意思是"面對失敗，接受批評，承擔后果"。如：He knew he'd never get away with it so he decided to face the music and give himself to the police. 他知道自己已經無法逃脫，所以他決定承擔后果并向警察自首。

2. Why is she giving this speech? 她為什么發(fā)表演講呢? (p. 66 Listening Part 1 No.1)

speech此處意為"演說，演講"，常用作單數形式，"發(fā)表演說"多用動詞give，make，deliver等與之搭配。如：① I had to give a speech to the Press Club. 我不得不向記者俱樂部發(fā)表演說。② He delivered a speech in English on world-peace. 他用英語發(fā)表了一篇關于世界和平的演說。

【拓展】speech 作"說話能力；言論；口音"講，是不可數名詞。如：① Only human beings are capable of speech. 只有人類才具有說話能力。 ② The illness deprived her of the power of speech. 她因病失去了說話能力。 ③ Speech is silver, silence is golden. (諺)雄辯是銀，沉默是金。④ His speech shows that he's from Sichuan. 一聽他的口音就知道他是四川人。

【鏈接】 speech習慣搭配種種：find one's speech 說出話; have a speech with sb. 和某人說話 lose one's speech (因恐嚇等)說不出話; address a speech to sb. 給某人作報告; close a speech 結束講話; wander in one's speech 演說時東拉西扯

【辨析】speech，lecture；talk

speech 指事先有準備的報告，也可指即席發(fā)言。lecture一般指教師在課堂上授的課或講座。talk通常指非正式的演說或報告。① He made a speech at the meeting. 他在會上發(fā)了言。② He will give a lecture on the history of the Party. 他將作關于黨史的講課。③ We are going to listen to a talk this afternoon. 今天下午我們要聽報告。

3. What do you think she will say next? 你認為她下步講什么呢? (p. 66 Listening Part 1 No.4)

1) 本句為雙重問句。雙重問句有兩種形式：

(1)一般疑問句型雙重問句：本結構屬于一般疑問句，主句謂語動詞常是ask (詢問)，tell (告訴)，know (知道)，realize (意識到)，make sure (確信)等，賓語由特殊疑問詞引導的賓語從句充當。如：① Do you know why we can't be allowed to smoke here? ② Can you still remember when we visited the Great Wall last year? ③ Have you told him how we are going to the cinema? ④ Do you realize how serious the problem is?

(2)特殊疑問句雙重問句：本結構屬于特殊疑問句，謂語動詞常是think，hope，believe，suppose，guess，say，consider，imagine等，賓語也由賓語從句充當，但沒有引導詞，前面主句的特殊疑問詞在邏輯上是賓語從句的一部分。有些形容詞如afraid，sure，glad，certain，surprised，pleased等也可用于本句型。如： ① Who do you think will be the likeliest candidate for the manager of human resource department? 你認為誰最可能是人力資源部經理? ② What do you think his explanation is? 你如何考慮他的解釋? ③ It is necessary, do you think，to translate the whole article? 你認為整篇文章都翻譯有必要嗎? ④ Which mouse did you say you picked out? 你說你選哪種鼠標? ⑤ How long can you be sure they'll be here? 你能肯定他們在這兒呆多久?

【注意】本句型一般不用Yes或No回答，常把句型中的一般疑問句變成"陳述句+賓語從句" 來回答，陳述句也可后置，其前用逗號。如：-- How much do you think this car cost? -- I think it cost 4 000 dollars. -- 你認為這輛車得花多少錢? -- 我認為得花4000美元。

2) next此處用作副詞，意為"下一步，然后"，也可作"其次；下次；次于...的"等。如： ① First you heat the fat; next, you add the onions. 首先你把油燒熱，然后加洋蔥。

② Tell me what to do next. 告訴我接著做什么。③ I'll tell you the answer when we meet next. 下次見面時，我將告訴你答案。④ I like tennis best of an and swimming next. 我最喜歡網球，其次是游泳。⑤ Tom is the next tallest boy in our class. 湯姆是我們班上身高第二的學生。

【拓展】next作形容詞，意為"緊接著的；其次的；下一個的"可指時間、地點、順序等；next也可作名詞，意為"下一位／個"如：① Take the next left turn after the school. 到了學校見下個路口向左拐。 ② Call me up on Saturday next. 下星期六請給我打電話。 ③ They used to live next door to us. 他們以前住在我們隔壁。 ④ I shall tell you in my next. 我在下封信里告訴你。 ⑤ Mrs. James was the next to make a speech. 詹姆斯太太是下一位演講人。

【注意】next不能單獨用在decade或century之前。如：(×) Something will happen next decade.

(√) Something will happen in／during the next decade. 下個十年將會發(fā)生某些事情。

【辨析】next；the coming: next指位置、時間上緊挨著和past相對，常用next替代。 ① The next house to ours is a mile away. 離我們家最近的下一座房子在一英里之外。② Where will you be during the next／coming few weeks?下幾個星期你們將在什么地方?

4. Coal is a valuable resource that can be used to produce energy, but it can also cause serious pollution. 煤是一種用來生產能量的珍貴資源，但是，它也能引起嚴重的污染。(p. 66 Speaking 'Situation')

1) valuable意為"貴重的、重要的；有益的；有作用的"，常與介詞for或to連用。如：① They gave us valuable practice in helping the eyes，brains and muscles to work together. 他們在使眼睛、頭腦和肌肉協(xié)同動作方面提供寶貴的鍛煉機會。② This tool is valuable for doing electrical repairs. 這工具對修理電器很有用。 ③ I'm sure my information is valuable. 我確信我的消息很有價值。

【鏈接】valuable相當于be of value。如：This book is very valuable to me in my studies. = This book is of great value to me in my studies. 這本書對我的學習很有價值。

【辨析】valuable；priceless；invaluable；precious

valuable指任何值錢的或可以帶來巨額利潤的、非常有用的或受人珍視的東西。/ priceless意為"無價的，貴重的"，用于加強語氣、加深程度等情況。/ invaluable意為"無法估價的"，不用于談金錢，而指品質。/ precious指任何昂貴的、貴重的、珍貴的東西，尤其適用于失掉后無法補償的東西。① This ancient gold coin isn't just valuable，it's priceless. 這枚古金幣不只是珍品，而且是無價之寶。 ② His advice has been invaluable to the success of the project. 他的意見對于這項工程的成功是無可估量的。③ To me, our friendship is a very precious thing. 對我來說，我們之間的友誼是非常珍貴的。

【注意】表示東西價值很小或沒有價值時，用worthless或valueless。如：It looked like gold, but in fact it was worthless／valueless. 這看起來像是金子，其實毫無價值。

2) 在定語從句that can be used to produce energy中，動詞use被用作被動時態(tài)，be used to do sth. 意為"被用來做......"。如：① This old box is used t0 keep books．這個舊箱子用來裝書。② Every means has been used to prevent pollution. 我們已利用各種手段來防止污染。③ Coal can be used to keep warm. 煤可用來取暖。

【鏈接】(1) used to do sth. 指過去常做某事，而現(xiàn)在不再如此，強調今昔對比。

be sth.

(2) get used to

become doing sth.

習慣于做某事，適用于各種時態(tài)。

(3) be used for sb. 為某人而用/ doing sth. 被用來做某事；as／for sth. 被當成...用 ① I don't smoke these days, but I used to. 我現(xiàn)在不抽煙，但我以前是抽的。 ② You will soon get used to our way of life. 你將很快習慣于我們的生活方式。 ③ The girl is being used as a servant in the house. 這女孩在家里被做傭人使用著。④ What do you use this tool for? 這個工具用來做什么用的?

5. You will attend the meeting and discuss the issue.你將參加會議并討論問題。(p. 66 Speaking 'Situation')

1) attend可用作及物動詞或不及物動詞，此處意為"參加；出席；到場"，可用于被動語態(tài)。如：① She was sick so she didn't attend her classes. 她生病了，所以沒去上學。② The football match was attended by thousands of football fans. 數以千計的球迷觀看了這場足球賽。③ Please let me know if you are unable to attend. 如果你不能出席，請通知我們。

【拓展】attend 還可意為"照料" (常和on／upon連用) 和"接待" (常和to連用)。如: ① She attended (on) the wounded soldier day and night. 她日夜護理著負傷的戰(zhàn)士。② Are you being attended to? 有人招待你嗎? (店員對客人的招呼語)

【辨析】attend，join(in)；take part in

attend主要指出席，參加某一活動，強調出席者只是在其中"聽"或"看"等，不起積極作用，主要指參加會議；上課(學)；參加典禮(葬禮)；聽演講等。join可指參加某一團體或組織，成為其中一員，也指參加某項正在進行著的活動，但不如join in常用。join (sb.) in指加入到某人的活動中來。take part in指參加活動(不表示進行)，會議、運動等，并在其中起著積極作用。① She didn't attend the wedding. 她沒有出席婚禮。② Do you know how many people joined the organization? 你知道有多少人參加了那個組織嗎? ③ They watched the game，and then they were invited to join in it. 他們先是觀看比賽，后來又被邀請參加。④ The leading group decided to tell all the workers to take part in the strike. 領導小組決定通知所有的工人參加罷工。

2) discuss意為"討論"，常用作及物動詞，其后主要接名詞、動名詞wh-從句，疑問代詞／副詞+不定式。如：① We discussed literature over tea. 我們邊喝茶邊討論文學。② We discussed how to do it and who should do it. 我們討論要如何處理以及該由誰來處理這事。③ We discussed holding the sports meet next week. 我們討論了下周開運動會的問題。④ We discussed whether we should close the shop. 我們討論了是否應該把店關掉。

【注意】discuss之后不可接about，on等，但名詞discussion之后可接about。如： ① (×) We discussed about the matter (with them). ② (√) We discussed the matter (with them). ③ (√) We had a discussion about the matter (with them.) 我們(和他們)討論這件事。

【辨析】discuss；talk over *discuss強調討論的氣氛通常是融洽的，目的是"達成共識"。* take over強調詳盡透徹的討論過程。① He said they had discussed exchanging scientists and technicians. 他說他們討論了交換科學家和技術人員的問題。② We must talk the matter over. 我們必須把這件事徹底議一議。

6. You think that we should spend more money on science so that we can use the coal in a better way, because... 你認為為了能用一種更好的方式利用煤，我們應該在科技上面投入更多的資金，因為... (p.66 Speaking)

in a better way意為"用更好的方式"。在形容詞、副詞比較級前一般不用冠詞，但下列場合例外：

(1) 形容詞比較級作定語，所修飾的名詞為表示泛指的單數可數名詞one時，比較級前常加不定冠詞。如：① Iron is a more useful metal than gold. 鐵是比黃金更有用的金屬。② My second answer to this question of difficult vocabulary is, I think, a much better one. 對詞匯難的問題，我想我的第二個辦法是一個較好的辦法。

(2) 形容詞比較級作定語，所修飾的名詞若是特指，必須加定冠詞the，此時常常有表示范圍的of the two，但也可省略。如：① The larger of the two islands is Britain,

which lies to the east of Ireland. 較大的那個島是不列顛，在愛爾蘭東面。② Which is the larger country, Canada or Australia? 哪個國家更大，加拿大還是澳大利亞?

(3) 在"否定詞+比較級+n."結構中，用比較級的形式從反面表示最高級的意義，句型中的名詞前必須加不定冠詞。如：① No city has a larger population than London in the United Kingdom. 在英國沒有一個城市比倫敦人口多。② I can't think of a better idea.我想不出比這更好的主意了。

(4)...the more...，the more...結構，表示兩個變化同時發(fā)生，意為"愈......，愈......"前者相當條件狀語從句，后者是主句。此時the不能省略。如： ① The sooner you start, the more quickly you'll be finished. 你開始得越早，就完成得越快。② The harder you work，the greater progress you'll make. 你越努力，進步就越大。

7. You want to do what is best for everybody. 你想做對人家是最好的事情。(p. 66 Speaking)

在形容詞最高級前一般和定冠詞the連用，但有時也可單獨用，主要場合有：

1)形容詞最高級用于同自身不同場合相比較時不用the。如：I'm busiest on Tuesday．我星期二最忙。

2)形容詞最高級前有物主代詞、名詞所有格時不用the。如：Mary is my best friend.

3)兩個或多個形容詞最高級并列使用時，只在第一個最高級前加the。如：It is the widest and busiest road in the town.

4)形容詞最高級在句中作賓語補足語時常不帶the。如：I find listening hardest in English. 我覺得英語聽力最難。

5)most常和多音節(jié)形容詞連用構成最高級，但most前沒有the或有a時，most相當于very。如：① She is most beautiful. 她非常美麗。② This is a most difficult problem to solve. 這是一個非常難以解決的問題。

6)在某些習慣用法中，最高級形容詞前不帶the。如：① With best wishes. (信末結束語) 祝好。② It's best to go to her birthday party. 最好去參加她的生日聚會。

8. Take notes, summarize and help the speakers decide. 作作筆記、總結一下，然后幫助發(fā)言者作決定。(p. 66 Speaking)

take notes意為"作筆記，記錄"也可說take a note (of)，make notes (of) 或 make a note (of)，但note用作復數形式更常見。如：① She took good notes of everything that's said in class. 她把老師講得全都作了筆記。② He made a note of how much money you spent on the trip. 他把你在旅途中花了多少錢作了記錄。③ Please make notes of my new address. 請記下我的新地址。④ He never forgets to make notes for his speech. 他從未忘記在演講前先擬好草稿。

【鏈接】與note構成的相關短語：take note of 注意到/ arrange one's notes 整理筆記/ compare notes 對筆記；交換意見/ exchange notes 互換筆記/ go over notes 復習筆記/ keep notes on 繼續(xù)記......的筆記/ change one's notes 改變主意/ speak from notes 根據提綱發(fā)言

【拓展】note用作動詞，意為"記下；記錄；注意。"如：① I noted down the lecture. 我記下講課的內容。② I noted that he was going to say something. 我注意到他想說些什么。

9. I'm all for... 我完全擁護... (p. 67 Useful expressions)

1) all此處用作副詞，意為"完全；全然；都"，其后常接形容詞、副詞、介詞短語等，用來加強語氣。如：① She sat all alone. 他獨自一個人坐著。 ② The old lady gets all confused when she has a lot of visitors. 來訪的客人多了，老太太就會手忙腳亂，不知所措。③ I'm all in favor of your suggestion. 我完全贊成你的建議。④ He was all wrong. 他完全錯了。⑤ The program was an about the danger of smoking. 該節(jié)目的內容全都是關于吸煙的危害性。

2) 介詞for此處意為"贊同；支持；同意"，其反義詞是against。如：① I'm all for the young enjoying themselves.我完全贊同年輕人多玩玩。② She is an for buying a new car. 她無論如何也要買部新車。③ Which party did you vote for? 你投票給哪個黨? ④ Are you for his plan 0r against it? 你贊同還是反對他的計劃?

Section II 閱讀

9. WELCOME TO THE EARTH SUMMIT. 歡迎參加地球峰會。(p.67 Reading 'Title')

welcome此處用作嘆詞，意為"歡迎光臨"。如：① Welcome to our home! 歡迎到我們家里來! ② Welcome home／back! 歡迎回家／回來! ③ Welcome to Beijing! 歡迎來到北京!

【拓展】

(1) welcome還可用作及物動詞，意為"歡迎(人)，高興迎接"。如：① The Queen welcomed the President as he got off the plane. 總統(tǒng)走下飛機時，女王上前迎接。 ② The heroes were warmly welcomed by the masses. 英雄們受到了群眾的熱烈歡迎。③ I shall welcome the coming of warm weather. 我將歡迎溫暖天氣的來臨。

(2) welcome也可用作形容詞，意為"受歡迎的、被愉快接受的"。如：① You are always welcome at our house. 歡迎你隨時來我們家。② He didn't make his guests very welcome. 他待客冷淡。③ All suggestions will be welcome. 歡迎一切建議。

(3) welcome也可用作名詞，意為"歡迎、款待"，為可數名詞。如：① They gave us a warm welcome. 他們熱烈歡迎我們。② The president of the college extended a warm welcome to the visiting professor. 院長向來訪的教授表示熱烈的歡迎。

(4) You are welcome. (回答對方道謝時的客套話，主要用于美國英語)，意為"不用謝，不客氣"。如：-- It's just what I wanted. Thank you very much. -- You're welcome. -- 這正是我要的東西，非常感謝。-- 不用謝。

【注意】welcome是規(guī)則動詞，其過去式與過去分詞是welcomed，welcomed，而不是welcome，welcome；"歡迎某人做某事"不能說welcome sb. to do sth. 而說sb. be welcome to do sth. 如：(×) We welcome foreign friends to visit China. (√) Foreign friends are welcome to visit China.我們歡迎外國朋友來中國看看。

10. In 1972, the United Nations held a meeting in Stock- holm, Sweden to share ideas about ways to take better care of the earth. 1972年，聯(lián)合國在瑞典首都斯德哥爾摩舉行會議就"如何更好地保護我們的地球"達成共識。(p.67 Reading 第一段 第1行)

share此處意為"贊同(想法等)"，還可作"分享(感情、利害等)；共同使用；分配；均攤"講，如：① Moore is the only person who shares my opinion. 莫利是惟一一位與我的觀點相同的人。② It's always better to share your worries and problems. 把你的憂慮和難題說出來比憋在心里好。③ They always shared (in) their joys and sorrows. 他們總是同甘共苦。④ We haven't enough books for everyone; some of you will have to share. 我們的書不夠每人一本，你們中有些人得合著一起看。⑤ At his death，his property was shared between his children. 他死的時候，財產由他的孩子們平分。⑥ I'll share with you in the costs. 我愿意跟你分擔費用。

【拓展】share用作名詞，意為"(利益、報酬等的)份兒，一份"，常與of，in連用。如：① I haven't got my share of the cake yet. 我還未分到我的一份蛋糕。② Each had his share in the profit. 各人分得自己的一份利益。

【注意】在英國語中，shares可指"股票"，而美國英語中常用stock。

11. Since then, several Earth Summit have been held and much progress has been made．打那以來，已舉行了數次地球峰會，且取得了很大進步。(p.67 Reading 第一段 第4行)

progress是不可數名詞，意為"進步；進展；前進"。如： ① He made great progress in English. 他在英語方面大有進步。② Jane is still in hospital, but she's making good progress. 珍妮還在住院，但她的健康恢復很快。③ The ship made slow progress through the rough sea. 船在大風大浪中行駛得很慢。

【注意】即使progress之前有形容詞修飾，也不能加不定冠詞。

【拓展】progress還可作不及物動詞，意為"取得進步；進展(順利)"。如： ① We are now progressing steadily with our work. 我們的工作目前進行得很穩(wěn)當。② He is progressing in his studies. 他學習不斷進步。

12. One of the main themes of the summit was "sustain- able development", or the question how we can continue developing the world without damaging the environ- ment. 這次峰會的其中一個主要議題就是"持續(xù)性發(fā)展"，或者是不破壞環(huán)境我們如何繼續(xù)推動世界發(fā)展的問題。(p.67 Reading 第一段 倒數第4行)

1) continue意為"繼續(xù)"，可用作及物動詞和不及物動詞。作及物動詞，其后主要接名詞、動詞不定式、動名詞、that從句等。用于不中斷的繼續(xù)或中斷后的繼續(xù)。如： ① After a ten-minute break, the class continued. 休息了10分鐘后，又繼續(xù)上課。② He continued reading when I spoke to him. 我跟他說話時，他仍然繼續(xù)閱讀。③ After that, he continued to devote himself to research work. 在這以后，他繼續(xù)致力于研究工作。④ The politician continued that he thought the government should call an election. 那位政治家接著說，他認為政府應該舉行一次選舉。

【辨析】 go on to do／doing，last；continue to do／doing: go on to do／doing有明顯差異，主要指內容上的轉換或時間上的停頓、間歇，使用頻率較高，不用于被動語態(tài)。last；continue有部分交叉關系，last常表示時問或物態(tài)的繼續(xù)存在，不用人及有生命的東西作主語，不用于被動語態(tài)。continue to do／doing幾乎沒有區(qū)別，中間可有停頓可不停頓。① He went on talking as though nothing had happened. 他若無其事地繼續(xù)講下去。(涉及同一件事) ② He went on to show us how to do it in a different way. 他接著又教我們用另一種方法做這件事。(涉及到兩件不同的事) ③ The war lasted four years. 戰(zhàn)爭持續(xù)了四年。④ Will you continue doing the work after dinner? 晚飯后你繼續(xù)于活嗎?

【拓展】continue也可作連系動詞，意為"仍舊...，持續(xù)...的情況"，其后主要接形容詞和介詞短語。如： ① The weather continued cold and wet. 天氣還是那樣又冷又潮。② She still continues in weak health. 她身體依舊虛弱。

2) without后接動名詞，表示"沒做某事......"。如：① He managed to open the box without showing us what was in it. 他設法把箱子打開了，卻沒讓我們看見里面裝的是什么。② He rubbed his hands all the time as if he was washing them, and smiled without stopping. 他一直在搓著手，好像是在洗手，并且不停地笑著。③ For three days Tom worked without (taking) any rest.湯姆不停息地干了三天。

【注意】not／never...without (doing) sth. 是雙重否定結構，意為"無...不，必定"，用來加強語氣。如：① The two can never talk without smiling. 他倆談話沒有不笑的時候。② He can't take his meal without wine. 他每餐必喝酒。

【辨析】 with no；without

* with no表示沒有的東西，是該人或該事物的特點。

* without表示沒有的東西，是指在正常情況下缺少的東西。① He's a person with no sense of humour.他是一位無幽默感的人。② Without water we can't live. 沒有水我們就不能生存。

13. In Johannesburg, experts from all over the world spoke about different topics and discussed new ways to solve old problems. 在約翰內斯堡，來自全世界的專家討論了不同的主題，討論了解決老問題的新辦法。(p.67 Reading 第二段 第1行)

speak about／on意為"談論；論及"，往往是比較詳盡地談一個問題或題目，若指一般地提及某事，多用speak of。如：① They were speaking about their boss. 他們在談論著他們的老板。② Think this matter over and we'll speak about it tomorrow morning. 這事你先想想，咱們明天早上再談。③ I haven't yet spoken t0 him on this subject. 我還沒與他詳談此事。④ I hope you will not speak of it again. 我希望你不要再談起此事了。

【鏈接】與speak構成的常見搭配： speak well／highly of 贊揚 / speak ill of... 說......壞話 / generally speaking 一般而言 / strictly speaking 嚴格地說 / speak for itself (事情)不說自明 / speak to oneself 自言自語 / speak out one's mind 說出心里話 / speak out 大聲說出，毫無顧慮地說出 / speak from the heart 憑良心說 / speak by the book 說話確切

14. According to the World Health Organisation, the big three cause more than seven million deaths every year. 根據衛(wèi)生組織的報告，這三大殺手致使每年有七百萬人死亡。(p.67 Reading 第二段 第4行)

1) according to是復合介詞，意為"據...所說"，表示信息來自別人或別的地方，而不是來自我們自己已經知道的情況。如：① According to our records, the books you have borrowed should now be returned to the library. 根據我們的記錄，你借的書現(xiàn)在應該還給圖書館了。② According to the timetable, the train gets in at 8:27. 根據時刻表，列車8:27進站。③ According to George, she's a really good teacher. 按照喬治的說法，她是一位真正的好老師。④ From each according to his ability, to each according to his work. 各盡所能，按勞分配。

【注意】according to之后不能接view，opinion等詞作賓語，習慣上用in one's opinion；也不能說according to me。如：(×) According to me／my opinion，the rent is too high. (√) In my opinion，the rent is too high. 依我看，租金太貴。

2) death作"死亡"講，可用作可數名詞或不可數名詞，用作復數形式時，表示死亡的人數。如：① Death comes to an men. 人固有一死。② His mother's death was a great blow to him. 他母親的去世對他是個大打擊。③ She told me the deaths of her husband and two sons for the first time. 她頭一次向我談起她丈夫及兩個兒子的死。④ Did he die a natural death, or was he murdered? 他是自然死亡的，還是被謀殺的? ⑤ In the hurricane there were 256 deaths and 68 missing. 在這次颶風中有256人死亡，還有68人失蹤。

【注意】"致使某人死亡"可說cause sb. To die，而不能說cause sb. to death。

【鏈接】與death構成的常見搭配：die a dog's death 慘死 / die a hero's death 英雄犧牲 / drink oneself to death 醉死過去 / sentence sb. to death 判處某人死刑 / suffer death 遭受死亡 / receive death at one's hand 自尋短見 / be dead on 善于；竭力反對 / in death as in life 雖死猶生 / (as) sure as death千真萬確的 / (as) pale as death蒼白得像死人一樣

15. 20% of the people on earth do not have access to clean drinking water. 世界上20％的人沒法喝上干凈的飲用水。(p.68 Reading 第一段 第1行)

1) on earth此處意為"世界上"，多用于加強最高級的語氣。如：① I'm the luckiest man on earth. 我是世界上最幸運的人。② China is one of the greatest nations on earth. 中國是世界上最偉大的國家之一。③ Who do you think is the greatest man on earth? 你認為誰是世界上最偉大的人?

【鏈接】on earth用在when，what，who，where，how，which，why之后，用來加強語氣，意為"究竟、到底"。如：① What on earth do you mean? 你究竟是什么意思? ② What on earth are you doing? 你到底在干什么? ③ Who on earth told you that? 究竟是誰告訴你這件事的? ④ Where on earth has she gone? 她到底去哪兒?

【注意】on earth用于否定句中，相當于not...at all，意為"一點兒也不"。① No force on earth can hold back the wheel of history. 沒有什么力量能阻止歷史車輪的前進。② Nothing on earth can prevent me from doing that. 沒有什么能阻止我那樣做。

【鏈接】in the earth意為"在地下，在地里"；on the earth意為"在地球上"。如： ① He buried the body of the dog in the earth. 他把那狗的尸體埋在了地下。② There are more than one million living creatures on the earth. 地球上有一百萬種生物。

2) access主要用作不可數名詞，意為"(向場所等的)接近，進入；接近／利用......的權利 / 機會"，作"通道"講，也可用作可數名詞。常與介詞to連用。如：① It is difficult to gain access to him. 要接近他很難。② The only means of access to the building is along a muddy track. 進入這座建筑的惟一通道是一條泥濘的小路。③ All students have access to the library. 所有的學生都可以進入圖書館。④ She gave me access to her records. 她答應我借用她的唱片。

【注意】access前通常不加冠詞。

16. Most of the deaths happen in rural areas, where people burn wood and coal to cook food and stay warm. 大多數的死亡發(fā)生在農村地區(qū)，那兒的人們燒木頭和煤來做飯及取暖。(p.68 Reading 第一段 第2行)

1) happen主要表示"(偶然)發(fā)生"，不用于被動語態(tài)，不能與表示一段時間的狀語連用。如： ① No one knew who had fired the gun-it all happened so quickly. 沒有人知道誰開的槍一事情發(fā)生得太快了。② I can't understand how this happened. 我不明白這是怎么發(fā)生的。③ We shouldn't allow such things to happen again. 我們不允許再發(fā)生類似的事情。

【注意】"happen to+名詞／代詞"意為"(某人)發(fā)生(某情況，尤指不幸的事)，(某物)如何"。如：① If anything should happen to him, that would be too bad. 萬一他要出什么事，那就糟了。 ② She hoped nothing bad would happen to him. 她希望不會有壞事發(fā)生在他身上。

happen還可表示"碰巧"，此時不能用于進行時態(tài)，主要用于"happen to do"或"It (so／just) happened that..."結構中。如：① I happened to be out when he came. 他來時我碰巧不在。② The famous actor happened to be her brother. 那位著名的演員碰巧是她哥哥。

【鏈接】as it happens意為"碰巧，說來也湊巧"。如：I don't have my ID card with me now, as it happens. 碰巧我沒帶身份證。

【辨析】happen；occur；take place：happen主要指事件或事故的偶然發(fā)生。/ occur常指意外或預料、計劃中的事情發(fā)生。/ take place指有計劃、有準備的事情，一般不含有偶然性，有時有"舉行"的意思。三者都不是及物動詞，不能用于被動語態(tài)。① When did the explosion happen／occur? 爆炸是在什么時候發(fā)生的? ② When will the wedding take place? 婚禮將在何時舉行? ③ A leap year Occurs every four years. 每四年有一次閏年。

2) stay此處用作連系動詞，意為"維持、保持(原有狀態(tài))"，其后常接副詞、介詞短語、形容詞或名詞。如：① Don't turn off here；stay on this road. 別在這兒拐彎，順著這條路繼續(xù)走。② The price has gone down, but I doubt whether it will stay down. 物價下跌了，但我懷疑

是否能保持不漲。③ The weather has stayed warm all week. 整個一周天氣都很暖和。 ④ The shop stays open till eight in the evening. 商店一直營業(yè)到晚上八點。⑤ I stayed awake throughout the storm night. 那個暴風雨的夜晚我未曾合眼。⑥ He never got promoted，and stayed a private during all his time in the army. 他從未得到提升，在軍隊里一直是個士兵。

【辨析】stay；remain 兩者在表示"仍處于原來的狀態(tài)之下"意思時可互換。stay側重短時期的狀語，remain側重長期的狀態(tài)。① This letter remained／stayed in my drawer all day. 這封信在我抽屜里放了一整天。 ② It was not yet light, so it was easy to stay hidden. 開還沒亮，因此很容易藏起來。③ We must always remain modest and prudent. 我們必須總是保持謙虛謹慎。④ The weather will stay fine for a few days. 天氣有望能晴幾天。⑤ They never remained satisfied with their success. 他們從不滿足于自己的成績。

17. Many speakers also spoke about poverty, war, and violence. 許多發(fā)言者也講到了貧窮、戰(zhàn)爭及暴力。(p.68 Reading 第二段 第1行)

violence是不可數名詞，意為"暴力；暴行；(行動或感情表現(xiàn)出的)強烈力量；猛烈；激烈"。如：① Many people say too much violence is shown on television. 許多人都說電視上出現(xiàn)的暴力鏡頭太多。② Whatever happens, I will never use violence. 無論如何，我絕不使用暴力。③ You don't know the violence of her anger. 你不知道她的憤怒有多激烈。④ The wind blew with great violence. 風刮得很猛。⑤ The violence of his words alarmed her. 他言辭的激烈使她震驚。

【拓展】violent是violence的形容詞形式，意為"(人) 粗暴的；猛烈的；激烈的"。如：① The mad man was violent and had to be locked up. 這個精神病患者很兇暴，不得不把他鎖起來。② She was in a violent temper and began throwing things about. 她大發(fā)脾氣，亂扔起東西來。③ I had a violent toothache. 我牙疼得很厲害。

【注意】do violence to 對......施暴；歪曲事實; violent with violence 猛烈地

18. If we are to develop the world successfully, we must make sure that everyone is able to take part in the new world we create. 如果我們想成功地推動世界的發(fā)展，我們就必須確保每個人都能加入到我們創(chuàng)造的新世界里來。(p.68 Reading 第二段 第1行)

"be + 動詞不定式"結構在本句中表示"計劃、打算(=be going to)"。如：① We are to go to town this afternoon. 下午我們打算去城里。② We are to meet again 0n Sunday evening. 我們星期六晚上再見。③ The line is to be opened to traffic on National Day. 這條鐵路將在國慶節(jié)通車。④ The Queen is to visit Japan next year. 女王將明年訪問日本。

【拓展】"be + 動詞不定式"的常見用法還有：(1) 表示命令，意為"必須，不得不 (= must，have to)"。如：You are to do your homework before you watch TV. 你得做完了作業(yè)才能看電視。(2) 表示可能性，相當于can，主要用于疑問句和否定句。如：① How am I to know what has become of him? 我怎么知道他的遭遇呢? ② Not a sound was to be heard. 一點聲音也不可能聽到。(3) 表示假設。如：Certain skills must be learned if one is to use English effectively. 如果想要有效地使用英語，某些技巧是必須得學的。(4) 表示目的。如：This house is to be let or sold. 這房子出租或出售。(5) 表示結果。如：He was to blame for not locking the door. 沒有鎖門是他的過錯。(6) 表示命運注定，通常用于過去時。如：He came to power, but he was to pay dearly for it: soon he was assassinated. 他得到了權力，但是卻也為此付出了昂貴的代價：不久他就被暗殺了。(7) 用來征求對方意見。如：What are we to do during the weekend? 我們周末干什么好呢? (8) 用于第二人稱，有時表示轉達別人的指示。如：Here is a message for you from your head-teacher: you are to go to her office after class. 你的班主任帶給你一個口信，要你下課后到她的辦公室去。

19. All too often, global development means that rich people get richer while the poor get poorer. 通常情況是全球性發(fā)展意味著富人越富而窮人越窮。(p.68 Reading 第二段 第3行)

1) all too用作副詞，意為"太過于"。如：① The trip ended all too often. 那次旅行結束得太快了。② These scenes of violence are all too familiar. 這些暴力場面簡直是太熟悉了。

2) get此處用作連系動詞，表示狀語的改變，其后常接形容詞(表示"進入／變?yōu)槟撤N狀語")、名詞(表示"已經變化")動詞不定式(表示"由...變?yōu)?..")、過去分詞(表示"突然／偶然發(fā)生某事")和現(xiàn)在分詞(表示"開始......起來")。如：① I want to plant the roses before it gets dark. 我要趕在天黑之前種上這些玫瑰。② You'd better take an umbrella with you if you don't want to get wet. 不想被淋濕的話，你最好帶把雨傘。③ The boy is getting(to be)a burden to the family. 這男孩子逐漸成為家里的負擔。 ④ I'll soon get to know what you are planning. 我會很快明白你在計劃是什么。⑤ Some glasses got broken when we were moving. 我們搬家的時候有些玻璃被打破了。⑥ We got talking，and didn't notice the time. 我們談了起來，沒有注意到時間的流逝。 ⑦ Our report is late；we must get going／moving／leaving. 我們的報告耽誤了；我們必須抓緊時間做。

3) while在此用作并列連詞，連接并列句，意為"而，然而"，在意義上相當于and then／but，強調兩者的對比關系。如：① Motion is absolute while stagnation is relative. 運動是絕對的，而靜止是相對的。 ② He is a worker while I am a doctor. 他是工人，而我是醫(yī)生。③ They were surprised that a child should work out the problem while they themselves couldn't. 令他們吃驚的是，一個孩子能夠做出的題目，而他們自己竟做不出來。④ Their country has plenty of oil, while ours has none. 他們國家盛產石油，而我們國家卻一點兒也沒有。

【注意】while應置于兩個分句之間，但有時也可置于句首。如：① While I like the colour of that hat, I don't like its shape. 我雖然喜歡這帽子的顏色，但我卻不喜歡其樣式。② While I have no money to spend, you have nothing to spend money on. 我沒有錢花，而你卻有錢無處花。

【拓展】while可作從屬連詞引導狀語從句，表示時間、讓步、條件等。如：① He hurt himself while he was playing football. 他在踢足球時受了傷。② While he was respected, he was not liked. 他雖然受到尊敬，但沒有受到喜愛。 ③ There will be life while there's water and air. 只要有水和空氣，就會有生命。

20. Among the speakers was China's then Premier Zhu Rongji, who stressed the need for equality and fairness in the world. 在發(fā)言者中有當時的中國總理朱基，他強調了世界范圍內平等和公正的必要性。(p.68 Reading 第二段 第5行)

1)本句中的主句部分用了倒裝語序，其陳述語序是China's then Premier Zhu Rongi was among the speakers. 英語中，有時為了使句子平衡或使上下文銜接緊密，可將表語部分提前構成倒將語序。如：① Present at the meeting were Professor Huang and many other guests. 出席會議的有黃教授和許多其他客人。② Gone are the days when they could do what they liked to the Chinese people. 他們任意擺布中國人的日子已經一去不復返了。 ③ Among the goods are Christmas trees, candles and toys. 在這些物品中有圣誕樹、蠟燭和玩具。

2) stress在此用作及物動詞，意為"著重；強調"，也可作"重讀"講。如：① He stressed the need for careful spending if they were not to find themselves without enough money. 他強調說，他們如果不想使自己缺錢花，就有必要仔細規(guī)劃各項開支。② He stressed the impor- tance of cooperation. 他強調合作的重要性。③ She stressed that we should always be honest. 他力言我們應當誠實。④ The word "machine" is stressed on its second syllable. "machine"這個單詞的第二個音節(jié)要重讀。

【拓展】stress也可作名詞，意為"強調；重視；重要性([U])"或"壓力；緊張([U；C])"。如：① The teacher laid particular stress on the need for accuracy．老師特別強調了準確的必要性。② Some schools lay (put) stress on foreign language education．某些學校重視外語教育。③ He is under great stress because of his new job. 新工作使他感到沉重的壓力。

21. Richer countries have a responsibility towards poor- er countries and must do whatever they can to help others. 較富裕的國家對較貧困的國家負有責任，必須盡力幫助其他國家。(p.68 Reading 第二段 第6行)

responsibility作"責任、義務"講，可作可數名詞，常與for連用；作"職責、義務"講，是可數名詞。其反義詞是irresponsibility。如：① I will take (the) responsibility for the task. 我會對那項工作負責。② Now that you're 17 you should have more sense of responsibility. 既然你17歲了，你應當有更多的責任感。③ It is his responsibility to make arrangements for the meeting. 安排該次會議是他的職責。④ The head of a large company has many responsibilities. 大公司的領導人要負責的事情很多。

【拓展】形容詞responsible意為"對(尤指壞事)負責任的"，指對人負責，常與介詞to連用，指對某事負責，常與介詞for連用。如：① He is responsible to me for it. 這件事他對我負責。② We are responsible for our own actions. 我們應對自己的行為負責。③ The boy was responsible for feeding the chickens. 那個男孩負責喂雞。

【注意】作此義講，responsible是表語形容詞，不能作定語。若人作主語，表示"應負責任的"，若主語是物，表示造成事實的原因。如：① Who is responsible for this terrible mess? 誰應對這一團糟局面負責? ② The weather is responsible for the delay. 由于天氣原因才耽誤了。

22. Conferences like the Earth Summit help people understand that there exist serious problems and that there is still time to take action. 像地球峰會這樣的會議幫助人們了解還存在著嚴重的問題及還需要時間來采取行動。(p.68 Reading 第三段 第1行)

1) conference；meeting的區(qū)別：conference比較正式，指重大、規(guī)模較大的會議或專業(yè)性較強的學術(研討)會議。meeting為普通用語，指一般性的會議。 ① Our English teacher has gone to Beijing to attend the conference on education. 我們英語老師赴京參加教育會議。 ② The important conference was held at the Hague in 1899. 那次重要會議于1899年在海牙召開。③ We have a class meeting every Friday. 我們每周五開班會。④ When is the school sports meeting going to be held? 學校運動會什么時候召開?

2) 在there be結構中，根據需要be可換成stand，appear，seem，remain，exist，come，lie，happen，enter等。如： ① There once lived an old hunter in the house. 這所房子里曾經住過一位老獵人。② There seems to be some misunderstanding about the matter. 在這個問題上似乎有誤會。③ There came shouts for help from the river. 從河邊傳來了求救聲。④ There happened an event. 發(fā)生了一件事。⑤ There appear to be several reasons for changing our plans. 看來改變我們的計劃有幾個理由。(不能說：There appears...，因主語為復數)

3) take action意為"采取行動"。如：① The police had to take firm action to deal with the riots. 警方不得不采取果斷行動來對付騷亂。② Let's see how they take action next. 且看他們下步如何。③ An action must be taken to check this tendency. 必須采取行動，制止這種傾向。

【辨析】act；action: act指短暫、簡單而具體的個別動作，也用于具有某性質的動作。action指時間持續(xù)較長、復雜的、多步驟的、抽象的動作?！钤谟貌豢蓴得~表示總的概念時，多用action，而不用act。① The young man did another foolish act. 這青年又做了一件傻事。② Force is the action of one object on another. 力是一物體在另一個物體上的作用。③ It was your act and you must accept the consequences. 那是你的行為，你必須自食其果。④ He is a man of action. 他是一位實踐家。

23. If all of us make small changes, we could make a big difference．如果我們所有的人都做出點小的改變，那么我們就能夠產生巨大的差別。(p.68 Reading 第四段 倒數第1行)

make a／the difference意為"產生差別；有影響；起重要作用"。如：① It makes a difference which you choose. 你選擇哪一個，關系重大。② It makes no difference to me whether he goes or not. 不管他去或者不去，對我都沒多大影響。③It doesn't make any difference to me whether you go or stay. 對我來說，你走還是留關系不大。

【拓展】make a difference 還可作"區(qū)別對待"講。如： We should make a strict difference between friends and enemies. 我們必須嚴格區(qū)分敵友。

【鏈接】與difference構成的習慣搭配have a difference 有差異 / tell the difference 辨別差異 / split the difference 把差額平分；互讓 / wipe out the difference 消除分歧／差別 / difference between A and B A與B的差別 / difference of opinion 意見分歧 / difference in age 年齡差別

24. A better understanding of the environment is necess- ary, as is the willingness to act. 更好地了解環(huán)境是必要的，這是心甘情愿的行動。(p.68 Reading 第五段 第2行)

as在此用作關系代詞，引導非限制性定語從句，用來指代主句的整個概念，可置于句首、句中或句末，含有"正如......的"之意。如：① As we know，more than seventy percent of the earth's surface is covered by water. 我們知道，百分之七十以上的地球表面被水所覆蓋。② This kind of computer, as is well-known, is out of date. 眾所周知，這種計算機現(xiàn)在已經過時了。③ Yesterday Mr．Green quarrelled with his wife, as seldom happened. 昨天格林先生同妻子吵了架，他們是很少吵架的。

【辨析】as；which: 兩者都可引導非限制性定語從句，指代主句或主句的一部分內容，有時可以互換，但as位置靈活，which只能置于主句之后；as常用于as has been said，as is well-known，as often happens，as may be imagined，as we know，as we can see，as we expect等結構中，而which不能；但當從句的謂語動詞是否定形式或謂語類似是一個復合賓語結構時，一般用which而不用as。① Abraham Lincoln was shot at a theatre in Washington, which made the American people very sad. 亞伯拉罕?林肯在華盛頓一家劇院遭到槍殺，這使美國人民非常悲痛。② He was strongly against the idea, as would be expected. 正如可預料的那樣，他強烈反對這個意見。 ③ He made the same mistake, which made the teacher very angry. 他又犯了同樣的錯誤，這使得老師非常生氣。 ④ His son turned thief, which surprised everyone in the village. 他的兒子當了賊，村里的人都感到驚奇。

【拓展】as也可用來引導限制性定語從句，主要與the same，such等連用。如：① Let children read such books as will make them better and wiser. 讓孩子們讀那種會使他們變得更好更聰明的書籍。② What is learned in books cannot have the same deep effect on a child's character as what is learned by experience. 書本上學來的東西對孩子品質的影響，不可能和親自體驗中學來的東西的影響一樣深刻。

25. With better education, people will be able to build a better society in harmony with nature and perhaps put and end to the death and suffering caused by the big three. 受過良好的教育，人們將能夠建立一個更好的社會來與大自然相協(xié)調，可能就可以結束來自三大殺手引起的死亡和痛苦。(p.68 Reading 第六段 第2行)

1) in harmony (with)意為"(感情、思想等)和睦；融洽"。如：① Her ideas were no longer in harmony with ours. 她同我們的想法不再一致了。② My cat and dog never fight - they live together in perfect harmony. 我養(yǎng)的貓和狗從來不打架－它們相處非常和睦。③ I had nothing in harmony with Mrs. Reed or the children, or her chosen vassalage. 我跟里德太太、她的女兒，以及她的仆人，根本都不融洽。

【拓展】be out of harmony with意為"與...不相稱，不調和；與...不融洽，不和睦"。The music is out of harmony with his tastes. 這音樂不和他的趣味。

2) put an end to意為"結束；使終止"。如：① I'm determined to put an end to all these rumours. 我決心要制止所有的這些謠言。② They should put an end to that ridiculous war. 他們應該終止那場荒謬的戰(zhàn)爭了。

【鏈接】與end構成的常見搭配：bring...to an end 使...終止 / come to an end 完畢，結束 / make an end of 把...終止 / make(both)ends meet 量人為出 / draw to an end 結束；完成 / keep one's end up 精神飽滿地對待 gain／achieve one's end 達到目的 / meet one's end 送命/ at the end of 在末尾；結束 / by the end of 到......末 / in the end 終于，歸根到底 / on end 豎著；連續(xù)地

26. If the world becomes less unfair and people can get better education, much of the poverty can be wiped out. 如果世界變得公平，人們能接受好的教育，大量的貧困是能夠被消滅的。(p.68 Reading 第六段 倒數第3行)

wipe out意為"擦洗......的內部；去除；消滅"。如： ① Could you wipe the basin out? 把洗臉盆里面弄干凈好嗎? ② It was wiped out from his memory. 那件事從他的記憶中被抹掉。③ The entire population was wiped out by the terrible disease. 所有的居民都被可怕的疾病奪去了生命。④ The wicked must be wiped out of existence. 必須要消滅惡人。 ⑤ I should intensely dislike being wiped out over such an issue. 我就極不愿意為這么一個問題送掉性命。

【拓展】 wipe off 意為"擦去；(把債等)償還；消滅掉"； wipe away 意為"擦去"。如：① It will be wiped off the earth. 它將從地球上被消滅掉。② The rain then falling wiped away all the footprints. 當時下著雨，把所有的足跡都沖洗掉了。③ He wiped his tears away (from his face).他擦掉眼淚。

27. And if poverty is less of a problem and people are better educated, there is a good chance that we will see less violence and fewer wars. 如果貧困不那么成問題，人們接受良好的教育，我們就非?？赡芤姷捷^少的暴力與戰(zhàn)爭。(p.68 Reading 第六段 倒數第2行)

句中l(wèi)ess是代詞，與可數名詞或不可數名詞連用，意為"較少(小)的"，常與of或than連用。如： ① Can we have a bit less noise／less of that noise?少一點噪音 (少一點那種噪音) 行嗎? ② He knows little of mathematics，and less of chemistry. 他數學很差，化學更差。③ To get the balance right you need a bit less of the almond flavouring and a bit more of the cinnamon. 要使味道適當，你得少放點杏仁，多加點肉桂。④ I saw less 0f her after that. 從那時起，我比以前更少見到她了。⑤ Statistics show that people now drink less beer than they used to, and smoke fewer cigarettes．統(tǒng)計數字表明人們現(xiàn)在比過去喝啤酒少了，而且抽煙也少了。

Section III 詞匯、語法、綜合技能

28. People of the world must make use of alternative transportation. 世界上的人必須使用其中一種交通工具。(p.71 Integrating Skills Ex.1)

alternative 用作形容詞，意為"(兩者或兩者以上)選其一的；非此即彼的；替代的"，無比較等級形式；alternatively是其副詞形式。如：① I offered the alternative suggestions of spending the vacation in the mountains or by the sea. 我提議這次度假不是到山上就是到海邊去。② The way was blocked, so we had to go by an alternative road. 這條路被封鎖了，所以我們必須走另一條路。③ You are welcome to come with us now in our car. Alternatively you could go later with Mary. 你可以現(xiàn)在搭我們的車一起走，或者你也可以等一會兒跟瑪麗一起走。

【拓展】alternative用作名詞是可數名詞，意為"(兩者或兩者以上)選擇；二選一"此時常用the alternative形式，也可指"可供選擇的辦法(或方案)"。如：① You have the alternative of speaking or of keeping quiet. 你或者發(fā)言，要不然就保持安靜。② We took the alternative of walking. 我們選擇步行。③ I had no money, so I had no alternative to staying (no alternative but to stay) at home.我因為沒有錢，所以除了呆在家里別無選擇。

【注意】We have several alternatives to choose from. (我們有幾種不同的選擇。) 這類句子十分常用，但經常被認為是不正確的，因為只有兩種alternatives，即應是二者選一。

29. Make sure that you are ready to answer questions and defend your argument. 確保你準備好回答問題和為你的論據辯護。(p.71 Integrating Skills Ex.3)

1) be ready to do sth. 有四種意義: a. 已準備好干某事；b. 欣然做某事；c. 眼看就要做某事；d. 易于，有......的傾向。如：① We are ready at all time to start. 我們隨時準備出發(fā)。 ② Are you ready to go on the trip? 你準備好這次旅行了嗎? ③ The soldiers were ready to die for their country. 戰(zhàn)士們愿為國捐軀。④ I'm always ready to make friends. 我總是喜歡交朋友。⑤ The little girl was ready to burst into tears. 那小女孩快要大哭起來了。⑥ The rope was ready to break. 那條繩子快要斷了。 ⑦ She is always ready to argue. 她總是喜歡爭論。⑧ She is too ready to find fault. 她太愛吹毛求疵。

【鏈接】與ready構成的搭配：get／make ready for...為...做好準備；ready at／to hand 在手邊的，手頭的 get／make...ready 準備...；ready with 巧干...的；立即...的；ready against 預防；ready at 擅長于；巧干...的

2) defend在此處意為"為......辯護(答辯)"。如：① How can you defend the killing of animals for scientific research? 你怎能為因科學研究而殺死動物的行為辯護呢? ② The lawyer defended the accused. 這位律師替被告辯護。③ I'm prepared to defend my ideas. 我準備好為自己的構想辯護。④ She defended herself successfully in court. 她在法庭上成功地為自己進行了辯護。⑤ I can't defend his drinking on the job. 我不能為他在工作時喝酒進行辯護。

【拓展】defend另一常見意義為"保衛(wèi)... (免受...之害)；防守"。如：① When the dog attacked me, I picked up a stick and defended myself. 當那只狗攻擊我時，我拾起木棍自衛(wèi)。② We shall defend our country, whatever the cost may be. 無論付出什么代價，我們都要保衛(wèi)我們的祖國。③ They couldn't prevent us defending the rights of workers. 他們不能阻撓我們捍衛(wèi)工人的權利。

【辨析】protect；defend；guard: protect指采取一定措施，使用某些器具以保護人或物免遭損害，使用范圍廣泛。defend著重指用武力抵御攻擊和侵犯。guard強調通過看守警戒，以確保安全。① The dog guards the house (against strangers). 狗守護著房子(不讓陌生人進入)。② He put on the sunglasses to protect his eyes from the strong sunlight. 他戴上太陽鏡以保護眼睛免受日光強烈照曬。

30. What we do is important because it affects the envi- ronment. 我們所做的很重要，因為它影響到了環(huán)境。(p.72 Writing 左格)

affect此處用作及物動詞，意為"影響"，也可當作"感動；(疾病)侵襲"講。如：① Does the amount of rain affect the growth of crops? 降水量會影響作物的生長嗎? ② My throat is affected by a cold. 感冒引起我的嗓子疼。③ All the people in the room were affected to tears. 屋里所有的人都感動得流了淚。④ The story affected us deeply. 這個故事深深地打動了我們。⑤ The disease is beginning to affect her eye-sight. 這種疾病逐漸侵襲她的視力。⑥ This disease affects millions in the world every year. 這種病每年都使世界上成百萬人受到感染。

【注意】affect作"影響"講，多指不好的影響。

【辨析】affect；effect *affect作"影響"講是及物動詞 (= have an effect on)。* effect作"影響"講是名詞；用作動詞意為"產生，引起"(=produce)。

will not affect us．

Government policy

will have no effect on us.

政府的政策不會對我們有任何影響。

31. I recommend that all of us should think about what we do and what we buy. 我建議我們大家都考慮一下我們該做什么及買什么。(p.72 Writing 右格)

recommend此處用作及物動詞，意為"勸告；建議"，其后主要接動名詞、that從句及含有不定式的復合賓語，在that從句中須用虛擬語氣：(should)+動詞原形。如： ① He recommends wearing safety equipment.他建議佩戴安全裝備。 ② The doctor recommended me to take a long

rest. 醫(yī)生勸我長期休養(yǎng)。③ The teacher recommended that we (should) read the novel. 老師勸我們讀那本小說。

【拓展】recommend還可意為"推薦；介紹"，常用于下列幾種結構中：a. recommend + 名詞 + (of名詞); b. recommend + 名詞 + to名詞(人)；c. recommend + 名詞 (人) + for動詞；d. recommend+名詞(人) + as名詞。如： ① The pills are recommended for a cold. 那種藥對治療感冒很有效(所以可以推薦)。② Would you recommend a good dictionary to me? 你能介紹一本好詞典給我嗎? ③ He will recommend you for the job. 他將會推薦你做那項工作。④ I recommend her as your secretary. 我推薦她當你的秘書。

【單元語法】倒裝1) 完全倒裝(謂語全部放到主語前面)

延伸閱讀

高二英語教案：《Unit 9 Saving the earth》教學設計（二）

高二英語教案：《Unit 9 Saving the earth》教學設計（二）

I. Teaching Aims and demands:

1. Realize the damage caused to the world and figure out the reasons.

2. Learn how to do the note making.

II. Teaching Importance:

(1) cattle,

(2) fail to do sth

(3) one suggested answer

(4) hold the soil in place

(5) It is said that

(6) the adj. /pp

(7) the number of

III. Teaching procedure:

Step 1 Revision

1. Check the homework exercises.

2. Revise the content of Lesson 33 by asking the question "What have we learned from last lesson?"

Step 2 Presentation

1. Hold a brief discussion.

Now I have a few questions for your discussion:

What kinds of pollution have you observed around you?

What caused the pollution?

Have you noted any other causes of damage?

[Divide the class into the groups of four. Get them to discuss the questions with each other. Ss are to report their ideas. ]

2. What does the map tell?

Read the map together with the class. Make sure they get the right locations of the countries and places mentioned in the text. They are also going to know that the world map shows the polluted areas, which locate in almost every part of the world. Therefore, the demands for saving the earth are urgently called.

Step 3 Fast reading

Now read the three passages. Find the places on the map of the world where the damage has happened. [Allow the Students enough time to do this task and check their answers in pairs.]

Step 4 Careful reading

Read the three passages again to answer the questions Part. 1. [Ss to find out the answers. The teacher can help them understand the meaning of some difficult sentences and deal with any other language items. ]

Step 5 Note making

[Explain to the students: ]

What is note making? What are the differences between notes and complete sentences? [Notes often do not have a main verb, and other small words may be left out. Do the first one as an example: Earth: not enough rain, too many cattle]

Please go over the passages again and write your note first. [Ss to come to the front and write down their notes on the Bb.]

Some suggested notes:

Earth: not enough rain, too many cattle, cutting down trees, strong winds

Air: smoke from factories, power stations, cars, chemical rain, accidents at nuclear power stations and factories.

Water: waste from factories and cities.

Step 6 Language points

1. Language points

(1) cattle

(2) fail to do sth

fail in (doing) sth

(3) one suggested answer

a polluted river

a fallen tree

(4) hold the soil in place

hold sth. in secret if......

hold sth. tight

hold one's head high

(5) It is said that

It is believed/reported/recorded/thought/heard that .

(6) the adj. /pp

the injured = the injured people

the wounded

the rich/poor/blind

(7) the number of

a number of

The number of the students in the school has increased rapidly.

A number of students like sports.

2. Retell the text

Ask Ss to retell the text with the help of the note - making. Then the whole class do the retelling together.

Step 7 Homework

1. Find out and pollution locally. Work out the questions like: Is the water/air clean? Is the river safe to swim in? Prepare a brief report.

2. Finish off the Workbook exercises.

高二英語教案：《Unit 9 Saving the earth》教學設計（一）

高二英語教案：《Unit 9 Saving the earth》教學設計（一）

Teaching Aims

1. Ss will develop their inner "expectancy rules" that enable them to develop their schemata regarding the topic of pollution.

2. Ss will increase their understanding about problems with the earth in part.

3. Ss will develop their skills in the functional items of agreement and supposition.

Teaching Aids

1.a tape recorder 2.a projector 3.the blackboard 4. A set of multi-media equipment.

Teaching procedures

Step I Lead-in

1. T: What do you think damages the earth? Is it a machine that makes holes in the earth?

S: (No.)

T: What are they, then?

S: (...)

[Pictures: agriculture; nuclear waste; radiation; pollution and so on.]

2. T: (show: village and smoke.) Look! This is a beautiful mountain village. It‘s not polluted. But now there’s a chemical factory there. Look! What‘s happened?

S: (Cloud? Smoke. Pollution.)

T: Yes. If the village is so polluted, they have to live in such heavy smoke and breathe such bad air; they should not live there any longer. The village will no longer be good enough for them to live in. The village won’t be fit for them to live in.

3. Introducing the students to the new vocabulary items and more about the topic today.

StepⅡDialogue

1. Let the Ss listen to the tape or watch the video once or twice.

2. After listening and ask students to do the questions.

1.What do you think they are talking about?

2. Do you think this conferences is a good things?

Step Ⅲ Reading

1. Activity: Read the dialogue and tell how many kinds of damage are mentioned in the dialogue.

2. Read and answer. Read the part of the dialogue that you haven’t carefully read. Get yourselves prepared to answer my questions after you have finished reading.

1) What was the conference about?

2) What did Jackie do at the meeting?

3) What opinion did Jackie have after attending the conference?

4) What do we Chinese have to do for nature?

3. Language points explanation and study, including:

1) It was called that --- 2) damage 3)waste 4) fit 5) we’ve got to ---(we have to do ---) 　6) hear about 7) standing room 8) pay attention to

Step Ⅳ Practice

1. Ask Ss to try their best to give a passage using the expressions they learned as many as possible.

2. Divide the Ss into several groups which have different topics about the environment pollution. And discuss the methods to deal with these problems. (for example, one group about water pollution, one is about population etc). Everyone should take part in the discussion and show their opinions. And at last elect one representative to give and summary about their discussion.

Sentence Patterns like:1 ) Well, I think it is necessary for --- 2) I don’t agree with you. I think we need --- etc?)

2. Ask one group of the Ss to perform the discussion to the class. (if time permitting)

Step V Acting out

1.The teacher deposits a scene by showing a pollution scene. Divide the students into groups of 4. Make up a conversation, and then ask 1 or 2 groups for demonstration.

2.The 4 Ss in a group will act as head of a village, scientist, journalist and villager. The head of the village is planning to build/has already built a factory...

3.The Ss are encouraged to use the words and expressions like pollution, damage, be fit for, turn into, the if-clause and expressions of agreement, etc.

Step VI Summary

1)Vocabulary.

2)Comprehension (Ex. 1).

3)Functional items (a. Agreement; b. Supposition).

Step ⅥI Homework:

1.Revise the vocabulary items.

2.A good preparation of key words of Lesson 34.

高二英語教案：《Unit 9 Saving the earth》優(yōu)秀教學設計（一）

高二英語教案：《Unit 9 Saving the earth》優(yōu)秀教學設計（一）

Teaching Aims

1. Through the study of Lesson 35 students should have a clear comprehension of the close relation between the animals and human beings.

2. Study the language items in the lesson.

Teaching Aids

1.a tape recorder 2.a projector 3.the blackboard 4. A set of multi-media equipment.

Teaching Procedures

Step I Lead-in

1.T show a picture of Tiger or movie clips of Northeastern Tiger in Northeast. Ask them some questions as follows:

What are these? (2) Where can you find them? (3) Do you think it is good for them to be in the cage of the zoo? (4) Do you like the tigers in the circus?

2.Write the following words on the Bb,

FACTS: (5-10 million, one per one year, one per one day, 1/2 million )

REASONS: first, second.

EXAMPLE: tigers

StepⅡWatching and Listening

1. Listen and read aloud the text after the tape. Pay attention to intonation and pronunciation. Ask Ss to try to find the answers or key words for the topics on the Bb.

1).What happened three billion years ago?

2).What happened between the years 1550 and 1950?

3).What about by the year 1985?

4).Why is the tiger in China in danger?

5).Why is the number of tigers in India growing now?

Key:

1). There are many different kinds of living things.

2). An average of one kind of living thing died out each year.

3). This had risen to one per day .

4). Many of the forests where they lived were destroyed and tigers were hunted and killed.

5). Because the shooting of tigers was topped in 1970.

Step III Reading

Check the Ss the reading ability. Ask students main idea for each part.

Part 1: animals dying out

Part 2: Reasons for animals dying out

Part 3: Examples of animals dying out

Part 4: Progress made in protecting animals

Step IV Language points

1. Deal with some difficult points, T teaches the Ss the languages like the following: 1) die out 2) in danger 3) no more than 4) go on an organized trip to 5) purpose 6) go off 7) be busy measuring 8) to one’s joy

Step V Practice

1. Get Ss to do Ex 2 P115. Tell them to fill in the blanks without looking back at the text.

2. Ask one student to act as a librarian in national museum of nature history. And other students to ask some questions about some certain animal, such as Panda:

How many Pandas are in the World? Why they are few? What can we do to protect them? and so on.

Step VI Reading comprehension

A Day in the Forest

Ss come to the blackboard to write down all the past participle they can find from the passage and then are asked to pick out those that can be used as adjectives

Step VII Watching and Listening

Please answer these questions after that.

1.What was the purpose of the trip of the students to the forest?

2. What were the students given when they arrived and what did they have to do with them?

3. What did the monitor and the writer decide to find in the forest?

4. Why did they put some water into a bottle after lunch?

5. What was Sun Yao doing when his classmates found him?

Key:

1.The students record all the wildlife and plants that they could find in the forest.

2.They were give n printed question papers and they had to fill in the answers in their notebooks.

3.They decided to find a plant that had recently been discovered.

4. In order to test if the water was polluted.

5. He was busy measuring a plant and taking photographs of it.

Step VIII Word study

Play the game to see who can find as many as possible the past participles in the text on Page 53. Then explain the functions of these words.

Step IX Homework

1.Write a passage about Man destroyed around us environment by using two texts.

2.Fish off the Workbook exercises.

3. Retell two passage with your own words.

高二英語教案：《HOW LIFE BEGAN ON THE EARTH》教學設計

一名優(yōu)秀的教師就要對每一課堂負責，作為教師就要根據教學內容制定合適的教案。教案可以讓學生能夠在課堂積極的參與互動，幫助教師更好的完成實現(xiàn)教學目標。你知道怎么寫具體的教案內容嗎？下面是小編精心收集整理，為您帶來的《高二英語教案：《HOW LIFE BEGAN ON THE EARTH》教學設計》，僅供參考，大家一起來看看吧。

高二英語教案：《HOW LIFE BEGAN ON THE EARTH》教學設計

Unit4 Astronomy: the science of the stars

Reading: HOW LIFE BEGAN ON THE EARTH

Teaching Plan

天津市大港第一中學 劉繼登

I. Teaching aims:

1. Knowledge aim：

To teach the students some new words and expressions about the origin of the earth and life.

2. Ability aim：

To improve the students' abilities of obtaining and handling information by reading in English.

3. Emotional aim：

To teach the students to love and protect our earth.

II. Important and difficult points：

1. Important point：

To improve the students' abilities of obtaining and handling information by reading in English.

2. Difficult point:

How to improve the students' abilities of obtaining and handling information by reading in English.

III. Teaching approach:

task-based teaching approach; inquiry teaching method; etc.

IV. Teaching procedures:StepsActivitiesIntentionsTimeStepI.Lead in:

Lead in the topic by asking the students to describe the MTV(Earth Song) they watched before class.

To star the topic and arouse the students' interest.2'StepII. Warming-up

Warm up by a quiz game of knowledge of the earth.

To get the students to know some knowledge of the earth and3'StepIII. Pre-reading

Lead the students to learn the new words and phrases by showing them pictures.

To get the students familiar with new words and phrases which will appear in the reading material.2'StepIV. While-reading

1. Skimming

The students skim the text and match the main ideas with the paragraphs.

To train the students to get the main idea by skimming.5'2. Scanning

The students scan the text and generalize:

1.)How did the earth form?

2.)How did life began and develop on the earth.

To make the students practice scanning with purpose for detailed information, using some reading strategies.10'3. Careful reading

The students read the text carefully and put the order of development of life into a timeline.

To encourage the students to practice reading for key information.5'StepV. Post-reading

1. Discussion: (Group work)

The students discuss in groups to list the causes of global warming.2. SpeechMake a speech on what we should do for the earth.

To encourage the students to research and arouse the students' awareness of environment protection.5'8'

StepVI. Summary

The teacher summarizes the lesson.1'StepVII. Homework

Develop the speech into a passage on what we should do for the earth

To arouse the students' awareness of environment protection and develop their ability of writing.

Appendices:

Supplementary Exercises in class

I. Skim the text and match the main ideas with the paragraphs:

Para1. A. The arrival of humans and their effect on the earth

Para2. B. A widely accepted theory about the formation of the universe

Para3. C. The development of plants and animals on the earth

Para4. D. The formation of the earth.

Para5. E. The importance of water for life.

KEYS: 1-B 2-D 3-E 4-C 5-A

II. Read the text and put the order of development of life into a timeline.

1. Insects and amphibians appeared.

2. Dinosaurs appeared.

3. The earth became a soil ball.

4. Small plants grew on the water.

5. Reptiles appeared.

6. Plants began to grow on the dry land.

7. The earth was a cloud of dust.

8. Water appeared on the earth.

9. Shellfish and other fish appeared.

10. The universe began with a "Big Bang".

11. Clever animals with hands and feet appeared.

12. Mammals appeared.

KEYS: 10 7 3 8 4 9 6 1 5 2 12 11