高中教案教案

CommunicationWorkshop教案。

英語：Unit1CommunicationWorkshop教案（北師大版必修1）
Teachingaims:
Tolearntherightformofletter
Towriteapersonalletter
Toreadapersonalletterandmatchparagraphsandtopics
Teachingcourse:
ⅠWarmup
T:Communicationisveryimportantinourlife.Weneedtocorporateinourwork,exchangeourideaorourfeeling----everythinginhumansociety.Thinkaboutwhatkindsofcommunicationweneed.
S:bodylanguage,talkbytelephone.Sende-mail,writealetter
T:Thoughtherearemoremodernmeansofcommunication,stillwritinglettersisthoughtagoodwaytoconnectpeople.It’sconvenientandespeciallyforthingspeoplewouldnottosaydirectly.Doyouthinkso?
S:
T:Youaretolearnhowtowritealettertosomebody.Now,first,readtheletterbyWangYingandthentrytowritetosomeoneinEnglish.
ⅡReading
Dotheexercise1.ReadWangYing’sletter.Matcheachparagraphwithoneofthefollowing
areasontoendtheletter
●questionsabouttheotherperson
●informationaboutWangYing’slife
●sayingwhoareyou
Inordertohelpstudentstounderstandthetexttheteachercanaskstudentstolistentothetapethemanswerthefollowingquestions
1.WhomdoesWangYingwriteto?
2.Whenweretheyfriends?
3.Howmanyyearshaven’ttheyseeneachother?
4.FromwhomdidWangYinggetFangLan’saddress?
5.WhatjobdidFangLanwanttochooseinthepast?
6.WhatisWangYingstudyingnow?
Showaslidetoteachstudentstheformofletter
Writealettertosomeone.Followthesteps:
1.Makeaninformationcardaboutwhatyouaregoingtowrite..
1).Aboutthepersonyouarewriting
2).Aboutyourself
Howtowriteaddressontheenvelope(showslides)
ⅢSpeaking
Dotheexercise2
Studentscopythetableintotheirnotebooks
Studentslistentothecassetteandcompletethetable
Playthecassetteagain,pausingforstudentstochecktheiranswer
Dotheexercise3
Playthecassetteagain,pausingaftereachquestionforstudentstowritethequestiondown
Whenstudentshavewrittenthequestions,playthecassetteagainsotheycanmarktheintonationupordown.
ⅣHomework:
Writealettertoyourselvesin20years.Talkaboutanythingyouwantto.Makesurethereisanenvelopalongwith.
Step1Whoareyougoingtowrite?whoareyou?
Step2Questionsabouttheotherperson
Step3Whatareyoudoingnow?
Step4Areasontoendyourletter.
Step5Signoff(bestwishesyourname)

相關(guān)閱讀

高二英語CommunicationWorkshop教案

高二英語CommunicationWorkshop教案
CommunicationWorkshop
教材分析
本課是第14單元的CommunicationWorkshop。本課主要是運(yùn)用本單元學(xué)習(xí)的話題、詞匯和結(jié)構(gòu)進(jìn)行寫作和聽說的練習(xí)。
本課話題為閱讀招聘廣告和根據(jù)廣告內(nèi)容寫求職信,與學(xué)生的實(shí)際生活聯(lián)系緊密，實(shí)用性很強(qiáng)。本課的口語表達(dá)也與學(xué)生感興趣的職業(yè)相關(guān)，話題接近生活，學(xué)生會比較感興趣。
本課計(jì)劃分兩個(gè)課時(shí)完成，第一課時(shí)重點(diǎn)是寫作，第二課時(shí)重點(diǎn)是聽和說。
可用資源Writinghelp。

教學(xué)內(nèi)容
1.復(fù)習(xí)本單元所有話題詞匯。
2.了解招聘廣告和求職信的格式，練習(xí)寫求職信。
3.以演講或采訪的形式談?wù)撆c職業(yè)有關(guān)的話題。
4.聽一首英文歌曲,提取關(guān)鍵信息。

第一課時(shí)
FirstPeriod
(Writing)
教學(xué)目標(biāo)
本課結(jié)束時(shí)，學(xué)生能夠：
讀懂一則招聘廣告和一封學(xué)生的求職信；
了解求職信的格式；
運(yùn)用所學(xué)的詞匯和結(jié)構(gòu)根據(jù)招聘廣告中的內(nèi)容寫一封求職信。評價(jià)手段:
評價(jià)手段:
小組評價(jià)
教學(xué)過程
教學(xué)活動
Activities設(shè)計(jì)意圖
Intentions互動模式時(shí)間
IPtime
Lead-in
Step1TgetstheSstoreviewthewordsaboutjobsinthisunit.
[PPT3]回顧有關(guān)職業(yè)的詞匯。
CW
2’
Step2TaskstheSshowtoapplyforthejob
[PPT4-5]引入如何申請職位---寫求職信。
CW
2’
Preparations
Step3SsreadtheadvertisementandtheletterofapplicationthenanswerthequestionsonPage30.
[PPT6-10]學(xué)生們閱讀回答問題了解招聘廣告和求職信的內(nèi)容。IW
6’
Step4Ssreadeachpartoftheapplicationletter,understandtheirfunctionsandthenmatchtheheadingswiththepartstheyhaveread.
[PPT11–16]
[學(xué)案I-1]學(xué)生做連線找每段標(biāo)題的活動，了解招聘廣告和求職信的結(jié)構(gòu)。CW
5’
Step5Sslookattheunderlinedwordsandanalyzethefunctionsofthelinkingwordsanddealwiththeusefulexpressionsoflinkingwords.
[PPT17-19]明確連詞在文章中的作用。CW
3’
Writing
Step6TexplainsthetasktotheSs---Writinganapplicationletter.
[PPT20]明確布置任務(wù)，使所有學(xué)生都清楚要寫求助信。CW
1’
Step7Ssworkingroupsof4,thinkingofwhatpersonalitiesaresuitableforthejobs,discussingwhatpersonalitiesaresuitableforthejobandhowtoapplyforthejob.Eachchoosesonejobtheyareinterestedin.
[PPT21-30]
[學(xué)案I-2]復(fù)習(xí)描述人的個(gè)性的詞匯,組織學(xué)生討論閱讀課文招聘廣告中的幾個(gè)職位所需要的性格特點(diǎn),選擇并確定寫作的內(nèi)容。GW
4’
Step8SswriteasimpleCV,andthenwritenotesabouttheirreasonsforapplyingforthejob,theirpersonalities,qualificationsandpracticalskills.
[學(xué)案I-3]學(xué)生思考,并準(zhǔn)備好寫作的素材。IW
5’
Step9Ssplantheirparagraphsliketheapplicationletteraboveandwritedowntheirideasforeachpart,usingthelinkingwords.
RefertoWritingHelp1onPage90.
[PPT31]
[學(xué)案I-4]學(xué)生寫作實(shí)踐:應(yīng)用所學(xué)內(nèi)容,寫一封求職信IC
12’
Step10SsreadtheirapplicationlettertoeachotherandtaketurnstoaskquestionsasthepartofTALKBACKonP31.
[PPT32]學(xué)生相互交流。CW
3’
Step11Homework.
1.Polishuptheirwritingofapplicationletter.
2.DotheexercisesintheLanguagePowerP74Exx.1and3.
[PPT33]

第一課時(shí)學(xué)案
Unit14CommunicationWorkshop
I.Writing:Aletterofapplication
1.Layout
1)Heading
2)Body

3)Ending
2．Wordsaboutpersonalities
______________________________________________________________________________________________________________________________________________________________
Wordsandexpressionsaboutone’sexperience
______________________________________________________________________________________________________________________________________________________________
Wordsandexpressionsaboutqualification
______________________________________________________________________________________________________________________________________________________________
3.Sentencepatterns
Paragraph1Simplystateyourreasonsforwriting.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph2Explainwhyyouareinterestedinthejob.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph3Giveexamplestoshowyourpersonalqualitiesandexperiences.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph4Writeaboutyourqualificationsandpracticalskills.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Formalending
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4.Yourletterofapplication
______________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________

第二課時(shí)學(xué)案
II.Listening:ASong
Fillintheblanks
Ifyoucouldreadmymindlove,
Whata_____mythoughtscouldtell,
Justlikeanoldtimemovie,
‘boutaghostfromawishingwell,
Inacastledarkorafortressstrong,
With________uponmyfeet.
Youknowthatghostisme,
AndIwillneverbe_______________,
___________I’maghostthatyoucan’tsee.
IfIcould______________love,
Whatataleyourthoughtscouldtell.
Justlikeapaperbacknovel,
Thekindthedrugstoressell.
Whenyoureachthepart_________theheartachecomes,
Theherowouldbeme.
Butheroesoften_______,
Andyouwon’treadthatbookagain,
Becausetheending’sjust_______________.
I’dwalkawaylikeamoviestar,
Who____________inathreewayscript,
Enternumbertwo,
Amoviequeentoplaythescene,
Of________allthegoodthings_____inme.
Butfornowlove,let’sbereal.
IneverthoughtIcouldfeelthisway.
AndI’vegottosaythatIjustdon’tgetit
Idon’tknowwherewe_____________,
Butthefeeling’sgone.
AndIjustcan’tgetitback.
Ifyoureadmymindlove,
Whatatalemythoughtscouldtell,
Justlikeanoldtimemovie,
‘Boutaghostfromawishingwell,
Inacastledarkorafortressstrong,
Withchainsuponmyfeet.
Butstoriesalwaysend,
Andifyou________________________,
You’llknowthatI’mjusttryingtounderstand,
Thefeelingsthatyou______.
IneverthoughtIcouldfeelthisway
AndI’vegottosaythatIjustdon’tgetit
Butthefeeling’sgone,
AndIjustcan’tgetitback.

Unit7TheSea-CommunicationWorkshop教案

俗話說，居安思危，思則有備，有備無患。作為教師就要精心準(zhǔn)備好合適的教案。教案可以讓學(xué)生更好地進(jìn)入課堂環(huán)境中來，幫助教師緩解教學(xué)的壓力，提高教學(xué)質(zhì)量。優(yōu)秀有創(chuàng)意的教案要怎樣寫呢？下面的內(nèi)容是小編為大家整理的Unit7TheSea-CommunicationWorkshop教案，相信能對大家有所幫助。

Unit7TheSea-CommunicationWorkshop教案

Objectives
■Towriteareportaboutatouristattraction.
■Topractiseusinglinkingwordsofcontrast.
■Toprepareforandtakepartinapublicdebate.
■Topractisegivingopinions.
■Tolistentoasongandunderstandit.
■Topractiseusingvocabularyconcerningtheenvironment.

Resourcesused
Cassette,WritingHelp1,leafletsoftouristattractionsinthearea.

Possibleproblems
Somestudentswillbemorecomfortablewiththepublicdebateactivitythanothers.Trytoensurethatallstudentshavearolethattheycanmanagesuccessfully.

Background
ThemodelreportshowsthestyleofreportsinBritishEnglish:useofformallanguage,useofnumbersandletterstooutlinethemainandsubsidiarypoints,clearstructurewithastatementofthingsinfavour,astatementofthingsagainstandaconclusion.
GavinSutherlandwrotethesong‘Iamsailing’anditbecamepopularwhentheScottishsinger,RodStewart,sangit.DolwynBayisaninventedplace.

Routesthroughthematerial
.Ifyouareshortoftime,omittheTalkbackstageofthewritingandspeakingworkshops.
.Ifyouhavetime,studentscandotheOptionsactivities.
.Ifyouhavetwolessonsforaunit,thenaturalbreakisafterthewritingactivity.

LanguagePower:pages62-63.

Writing:AReport

Beforeyoustart

Exercise1
■Gothroughthefirstexamplewiththestudents.
■Studentsthenworkinpairs,makingcommentsabouttheaquarium.
■Studentscanthenmakesimilarcommentsabouttheirtownortheirschool.

Exercise2
■Readtheinstructionsandmakesurestudentsunderstandthetask.Explainthatstudentsdonothavetounderstandeverywordtocarryoutthetask.
■Studentsreadthereportandmatchtheparagraphswiththeheadings.
■Checkstudents’answers.
Answers
1generaldescription2listofgoodpoints3listofbadpoints4conclusion

■Pointouttheheadingofthereport:Whatinformationdoesitgive?Howisthisheadingdifferentfromthatofaformalletter?Makestudentsawareofhowclearlytheinformationisrecorded.Agoodreportshouldhaveaveryclearstructureanduseveryclearlanguage.

Stage1
■Ifyouhaveanyleafletsabouttouristattractionsinthearea,bringthemtoclassandusethemtoelicitalistoftouristattractions.Writethemontheboard.
■Ingroups,studentsdiscusswhichoftheattractionstheylikebest.Tellthemtoconsiderthesortofpeoplewholiketheattraction(adults?children?families?),thebesttimeofyeartovisittheattraction,etc.
■Eachmemberofthegroupchoosesoneattractiontowriteabout.Tellstudentsthattheycaninventanattractioniftheywish.

Stage2
■Readthelistofgoodandbadpointsabouttheaquariumwiththeclass.
■Studentsworkindividually,listingthegoodandbadpointsoftheattractiontheyhavechosen.Tellstudentstheyneednothaveanequalnumberofgoodandbadpoints.Goroundandassistwithideasornewvocabularyifnecessary.

Stage3
■ReferstudentstoWritingHelp1foradviceonlayout,vocabularyandlinking.
■Studentsplanthefourparagraphsofthereport.
■Studentsthenwritetheheadingandthefirstdraftofthereport.

Stage4
■Studentschecktheirdrafts.ReferthemtoWritingHelp1(checking).Theyshouldalsousetheirownwritingchecklistbasedonthemistakestheyhavemadeinpreviouswritingtasks.

Talkback
■Ingroups,studentsreadeachother’sreportsanddiscusswhethertheyagreewiththeopinionsandconclusionsinthereports.
■Readtheexampleofhowtoreporttheconclusiontotherestoftheclass.
■Onememberofeachgroupreportssomeofthegroup’sconclusions.
Speaking:PublicDebate

Beforeyoustart

Exercise1
Usefulvocabulary:coastal,wildlifepark,oilrefinery.
Studentsshouldbeabletoguessthegeneralmeaningofthesewordsfromthecontext.
■StudentsreadthetextaboutDolwynBay.
■Checkstudentsunderstandingoftheusefulvocabularyandasksomecomprehensionquestions,e.g.Howmanypeoplelivethere?(8,000)Aretherealotofyoungpeoplethere?(no)WhatnewindustrywilltherebeinDolwynBayinthefuture?(oilindustry).

Exercise2
■Tostartstudentsthinking,youmaywishtoelicitoneortwoprosandconsofbuildingabigoilrefineryinDolwynBaybeforestudentsworkinpairs.
■Inpairs,studentsdiscussandlisttheprosandconsoftheplanstobuildabigoilrefineryinDolwynBay.
■Thepairsthenreportbacktotheclassandseewhether,overall,therearemoreprosormorecons.

Exercise3
■Studentsreadthroughthelistofpeopleandthenlistentothecassette.
Answer
theownerofafishingboat
Tapescript
Speaker:Imtotallyagainsttheplan.Ithinkitwillbeadisasterforthelocalarea.Foronething,itwillbeterribleforfishinginthearea.Theoilrefinerywillpollutetheseaandwewontbeabletofish.Itsdifficultnow,butthiswillbetheendofthefishingindustry.Itwouldbemuchbetterifweputmoremoneyintothefishingindustry.Forexample,weneedmoneytobuildnewfishingboats.

■Playthecassetteagain,pausingittocheckstudentsunderstandingofdisaster,pollutethesea.

Stage1
KeyWords
business,development,environment,fishingindustry,jobs,marinelife,noise,oilrefinery,pollution,traffic,(un)employment,wildlife
■GothroughtheKeyWordswiththeclass,askingstudentstotranslatethemorputthemintoasentenceinEnglish.
■Lookatthenotesforthelocalshopkeeperwiththeclassandseeifstudentscanaddanymorepointstosupporthispointofview.
■Ingroups,eachstudentchoosesarolefromthelistinExercise3andwritesnotesabouthis/heropinionsoftheplans.

Stage2
■ReadtheFunctionFilewiththeclass,drawingstudentsattentiontotheuseofstresstogiveemphasistoyouropinion,e.g.Iamtotallyagainsttheplan.
Studentspractiseontheirown,givingtheiropinionsandstatingtheircase.

Stage3
■Readthroughtheexamplewiththeclassandpointouthowonespeakerstateshis/hercasebeforethenextspeakeragreesordisagreesandthengoesontostatehis/hercase.
■Remindstudentsthatthisisa‘publicdebate’,notaninformalconversationamongfriends.Eachpersonisallowedtofinishwhattheywanttosaybeforethenextpersonspeaks.Ifyouwish,eachgroupcanappointachairpersontocontrolthedebate.(Thechairpersonthengiveshis/heropinionsasamemberofthecommunityattheverybeginningofthedebate).
■Ingroups,studentstaketurnstogivetheiropinions.Wheneveryoneinthegrouphasspoken,thegrouphasageneraldiscussionandtriestoreachagreementabouttheplansforDolwynBay.

Talkback
■Eachgroupreportsbacktotheclass,sayingwhatplanstheyagreedon.

Listening
■Studentsreadthroughthetextandguessthemissingwords.
■Thentheylistentothesongandcompletethetext.
AnswersandTapescript
Iamsailing,Iamsailing,homeagain,acrossthesea.
Iamsailing,stormywaters,tobenearyou,tobefree.
Iamflying,Iamflying,likeabird,acrossthesky.
Iamflying,passinghighclouds,tobewithyou,tobefree.
Canyouhearme?Canyouhearme?Throughthedarknight,faraway.
Iamdying,forevercrying,tobewithyou,whocansay?
Wearesailing,wearesailing,homeagain,acrossthesea.
Wearesailing,stormywaters,tobenearyou,tobefree.

■Playthesongagainandaskfurtherquestions:‘Whatisthesituationinthesong?Whereisthepersongoing?Whoishegoingtosee?Isthepersonreallysailing?’
■Inpairs,studentsdiscusswhatimagesareusedtoexpresstheideaof‘returning’(sailing/flyinglikeabird),‘feelingunhappy’(crying/dying),‘havingdifficulties’(stormywaters).
■Studentsthendiscussanyothersongstheyknowaboutthesea?Carethesesongsusuallysloworfast?sadorhappy?

Options
Practice
Ingroups,studentsprepareareportabouttheplanstobuildabigoilrefineryinDolwynBay.Tellthestudentsthereportisforthelocalgovernmentauthorityandiswrittenafterthepublicdebatetheyhavejusthad.
Extension
Ifthereareanydevelopmentplanscurrentlyaffectingthestudents’ownregionorcountry,theprosandconsoftheseplanscanbediscussedinclass.

Unit6Design-communicationworkshop教案

Unit6Design-communicationworkshop教案

Teachingaims:

Topractiseusinglinkingwords(sothat)expressingreason

Todesignandwriteadescriptionofyourperfecthouseorflat

Tolistentoandunderstandasong

Todescribeanddiscusspaintingandhouse.

Teachingdifficulties:

Todesignandwriteadescriptionofyourperfecthouseorflat

Todescribeanddiscusspaintingandhouse.

Ⅰbeforeyoustart

Firstaskthestudentstoreadthesentencetogether

Infrontofmyhouse,thereisasmallpondsothatIcanswiminitinthesummer.

Whatdoes“sothat”express?

Showreasonsfordoingsomething.

Dotheexercisetofurtherpractiseusingsothat

Usethenotestowritesentenceswithsothat

ⅡWriting

Stage1vocabularyabouthouses

Designyourhouseorflat.Thinkaboutthesethings:

Encouragestudentstothinkofwordsaboutthehouseasmanyaspossible.

Kindofhouse/flat:traditionalhouses,modernflat,

Materials:brick,stone,concrete,wood,steel,glass.

Rooms:study,dinningroom,kitchen,livingroom,basement,garage,bathroom,balcony.

Location:inthemiddleofforest.,belocatedatthefootofmountain,buildontheriver.

Special:ayardwithabeautifulgarden,thehouseisn’tfarawayfromthesea.

Stage2Useyourideastomakeparagraphplans

Para1:introduction–location/kindofhouse/flat.

Para2:rooms–whatrooms,wheretheyare

Para3:specialfeaturesofthehouse/flat

Para4:conclusion–whyyouwanttolivethere.

Itisnecessarytohavestudentsfirstreadthearticleonpage91

Stage3workinpairs.

Giveyourplanstoyourpartneranddiscussyourideas

Stage4Writethecompositionabouthouseaccordingtotheaboveparagraphs

Talkback

Ingroups,readeachother’sdescriptions.Choosethehouse/flatwiththebestdesign.

ⅢListening

Readthroughthewordswiththeclass

Studentsthenlistentothesongtohearwhichwordsarementioned.

ⅣListeningandspeaking

Listentothedialogue.Whatkindofpaintingaretheytalkingabout?

Listenagain.CompletetheexpressionsintheFunctionFile

ReadtheStrategies

Lookatthepaintingabove.writenotesaboutthesequestions:

ⅤHomework:writing

Writeacompositionaboutyourschool

Unit2Heroes-CommunicationWorkshop&CultureCorner學(xué)案

一名優(yōu)秀的教師在教學(xué)時(shí)都會提前最好準(zhǔn)備，作為高中教師就要在上課前做好適合自己的教案。教案可以讓學(xué)生們有一個(gè)良好的課堂環(huán)境，幫助高中教師掌握上課時(shí)的教學(xué)節(jié)奏。關(guān)于好的高中教案要怎么樣去寫呢？為了讓您在使用時(shí)更加簡單方便，下面是小編整理的“Unit2Heroes-CommunicationWorkshop&CultureCorner學(xué)案”，僅供參考，希望能為您提供參考！

Unit2Heroes-CommunicationWorkshopCultureCorner學(xué)案

考點(diǎn)釋疑解難

1.divev.跳水，潛水；（飛機(jī)）俯沖；（溫度）突然下降；n.潛水；猛沖；埋頭研究

→Wedivedintotherivertocooloff.

我們一頭跳進(jìn)河里來涼快一下。

歸納拓展

Diveintosth.潛入某物；伸入某物

Makeadivefor...向……猛沖

Divern.潛水員；跳水者

典題印證

根據(jù)漢語提示完成句子

①Hedivedintowaterfromthebridge(從橋上跳入水中)andrescuedthedrowningchild.

②Hediveddown（跑進(jìn)）analley.

③Hedivedintohispocket(把手伸進(jìn)口袋)andtookoutahandfulofcoins.

2supposev.想，認(rèn)為；猜測；假定

→Shehadsupposedhim(tobe)veryrich.

她原以為他很有錢。

歸納拓展

besupposedtodo...應(yīng)該做……，理應(yīng)做……

Let’ssuppose...讓我們假定……

貼心提示

think含“推理、判斷形成看法”之意。

believe“相信，認(rèn)為”

consider“經(jīng)考慮而認(rèn)為”，較客觀。

regard與consider可換用，但regard含個(gè)人的主觀認(rèn)識。

imagine“想象”

典題印證

——Doyouthinkit’sgoingtoraintomorrow?

——_________________.

A.Idon’tsupposeB.Idon’tsupposeit.

C.IsupposenotD.Isupposenotso.

答案：CIsupposenot./Idon’tsupposeso.表示“我不這樣認(rèn)為“。

3absolutelyadv.絕對地，完全地

→You’reabsolutelyright.你完全正確。

歸納拓展

absoluteadj.肯定的，無疑的；完全的，純粹的

貼心提示

absolutely看用于回答問題或用作評語，意為“正是；當(dāng)然，對極了”，相當(dāng)于ofcourse。另外，byallmeans,rather也有類似的用法。

——Dontyouagree?你不同意嗎？

——Oh,absolutely!噢，當(dāng)然！

典題印證

用absolute的適當(dāng)形式填空

①Ihaveabsolutetrustinhim.

②Hebelievesabsolutelythatthetheoryisright.

③Hedidn’tabsolutelywork.

④Thereisnoabsolutestandardforbeauty.

4evenif=eventhough即使，盡管

→Hewillcomeevenifheisill.即使病了，他也會來。

→Eveniftheyofferedtopay,Iwouldn’tacceptanymoneyfromthem.

即使他們主動提出付款，我也不會收他們的錢的，

歸納拓展

evenso盡管如此；即使這樣

evennow/then甚至到現(xiàn)在、那時(shí)

evenas正當(dāng)；恰好在……時(shí)候

貼心提示

evenif/though引導(dǎo)讓步狀語從句，常用一般現(xiàn)在時(shí)表將來，一般過去時(shí)表過去將來，也可以使用“evenif/though+非謂語動詞”的形式（是在主從句的主語一致，而且從句中有be動詞的某種形式時(shí)，省略主語和be動詞的情況下使用）。

典題印證

Muchofthepowerofthetradeunionshasbeenlost,_____________,theirpoliticalinfluenceshouldbeverygreat.

A.AsaresultB.AsusualC.EvensoD.Sofar

答案：C本句句意為“工會的許多力量失掉了。即使如此，它們的政治影響也應(yīng)該是巨大的”。根據(jù)題意，應(yīng)選C項(xiàng)。

5scenen.[C]一場；布景；現(xiàn)場；景色，風(fēng)景；（出事）地點(diǎn)

→Firefighterswereonthesceneimmediately.

消防隊(duì)員立刻趕到現(xiàn)場。

歸納拓展

setthescenefor...為……準(zhǔn)備了條件

comeonthescene露面，到場

behindthescenes在后臺，在幕后

quitthescene下臺

明辨異同

view,scenery,scene與sight

(1)view指從某一特定的點(diǎn)看到的景象

(2)scenery指某地方總的自然景觀，不指特別的風(fēng)景。

(3)scene(普通名詞)指展現(xiàn)于眼前的風(fēng)景；或是secenry的一部分；還可指事故現(xiàn)場。

(4)sight指值得看的東西或某地的特有名勝；另外，主要含義為“視力，視線，視野”。

典題印證

用view,scenery,scene或sight的適當(dāng)形式填空

①Theboatsontherivermakeabeautifulview/scene.

②TheWestLakeisfamousforitsscenery.

③NiagaraFalls(尼亞加拉瀑布)isoneofthesightsintheworld.

④Thepolicequicklyreachedthesceneofthemurder.

⑤Ifyoustandhere,you’llgetabetterviewoftheriver.

⑥Thenightsceneinthecitywasquitebeautiful.

6conclusionn.[C,U]締結(jié)，議定；結(jié)論

→I’vecometotheconclusionthathe’snottherightpersonforthejob.我斷定他不適合做這項(xiàng)工作。

歸納拓展

drawaconclusion=cometo/reach/arriveataconclusion得出結(jié)論

inconclusion最后，總之

concludevt.vi.斷定，決定；結(jié)束，終了

concludingadj.結(jié)束的，最后的

→Heconcludedthattheplanwasnotworkable.

他的結(jié)論是這個(gè)計(jì)劃不可行。

典題印證

根據(jù)漢語提示完成句子

①Toconclude/inconclusion(最后),IwishyouaHappyNewYear.

②Ittookthejury(陪審團(tuán))sometimetoreach/cometo/arriveat/drawtheconclusion(得出這個(gè)結(jié)論)thatshewasguilty.

7seesb.doingsth.看到某人正在做某事

→Shewasseenrunningawayfromthesceneofthecrimes.有人看見她逃離犯罪現(xiàn)場。

歸納拓展

seesb.dosth.看到某人做了某事

hearsb.do(doing)sth.聽見某人做了（正在做）某事

noticesb.do(doing)sth.注意到某人做了（正在做）某事

findsb.do(doing)sth.發(fā)現(xiàn)某人做了（正在做）某事

watchsb.do(doing)sth.觀察到某人做了（正在做）某事

seesb.Off為某人送行

seethrough看透，識破

seeto辦理；料理；照看

典題印證

Themissingboywaslastseen__________neartheriver.

A.playB.playsC.playingD.toplay

答案：C考查seesb.doing的被動語態(tài)形式。句意“當(dāng)那個(gè)失蹤的男孩子最后一次被人們發(fā)現(xiàn)時(shí)，他正在玩耍?！?p>考點(diǎn)釋疑解難

8AmongthemwasSharonMacAuliffe,ahighschoolteacher...

莎朗·麥克奧利維——一位高中教師，是其中一位遇難者，……

該句式為全部倒裝結(jié)構(gòu)，即謂語部分全部提到主語前面。

→PresentatthemeetingwasMr.Green,ourheadmaster.我們的校長格林先生出席了

這次會議。

歸納拓展、

在下列情況下應(yīng)該使用全部倒裝結(jié)構(gòu)

（1）為了強(qiáng)調(diào)表語或狀語，或?yàn)榱吮３志渥悠胶猓驗(yàn)榱耸股舷挛木o密銜接，因而把表語或狀語提到句首。

（2）在therebe句型中，be還可以換成lie,sit,live等表示狀態(tài)的動詞。

（3）在以here,there,now,then等引起的句子中，謂語動詞常為be,come,go等。

Herecomesthebus.公共汽車來了。

（4）在以in,out,away,off,up,down,below等副詞開頭的句子中

Downfelltheroof.屋頂落下來了。

貼心提示

在（3）（4）兩點(diǎn)中，如果主語是代詞，則主語和謂語不倒裝。

典題印證

Atthefootofthemountain__________.

A.avillageliesB.liesavillage

C.doesavillagelieD.lyingavillage

答案：B把表示方位的介詞短語atthefootofthemountain放在句首，主句用完全倒裝。

9...,ahighschoolteacher,whowastobethefirstteacherinspace.……，一位高中教師，她將是遨游太空的第一位教師。

betodo計(jì)劃，打算；必須，不得不；應(yīng)當(dāng)

→TheyaretobemarriedinJune.

他們計(jì)劃6月份結(jié)婚

歸納拓展

（1）betodo可以表示結(jié)果，意為“會……”。

（2）betodo可以表示計(jì)劃、打算，相當(dāng)于begoingtodo.

（3）betodo可以表示該做或不該做，意為“必須，不得不”，相當(dāng)于must/havetodo.

（4）betodo可以表示應(yīng)當(dāng)，相當(dāng)于shoulddo，用在疑問句中征求對方的意見。

（5）betodo可以表示條件或假設(shè)，既可用陳述語氣，又可用虛擬語氣。

（6）betodo可以表示可能性，相當(dāng)于cando,用于疑問句或否定句中。

（7）betodo可以用來表示目的

（8）betodo可以表示“命中注定……”，常用于過去時(shí)中。

（9）betodo用于第二人稱，有時(shí)用來傳達(dá)別人的指示。

典題印證

Inaroomabovethestore,whereaparty____________,someworkerswerebusilysettingthetable.

A.wastobeheldB.hasbeenheldC.willbeheldD.isbeingheld

答案：A考查時(shí)態(tài)。根據(jù)語境，一個(gè)聚會將要被舉行，且表示過去的時(shí)間，故選A.

10...,thespaceshuttleColumbiaexploded.

……，哥倫比亞號航天飛機(jī)爆炸了。

explode

(1)vt.vi.(使)爆炸；引爆

→Bombswereexplodingallaroundthecity.

城里到處都響起爆炸聲。

(2)vt.推翻（理論等）；破除（迷信等）

(3)vi.explode(into/withsth.)爆發(fā)；勃然（大怒）

明辨異同

explode,burst與erupt

(1)explode指炸彈、火藥、瓦斯、飛機(jī)等的爆炸。

(2)burst指提防、血管、氣球等的爆炸或爆裂。

(3)erupt指火山的爆發(fā)。

典題印證

根據(jù)漢語提示完成句子

①Therewasahugebangasifsomeonehadexplodearocket(引爆了火箭)outside.

②SuddenlyCharlesexplodedwithrage(勃然大怒)。

③Theprotestexplodedinto(引起)ariot(暴亂)。

④Themyththatthinequalsbeautifulwasexploded(推翻)yearsago.

11Theyhadahungertoexploretheuniverseanddiscoveritstruths.他們渴望探索宇宙并發(fā)現(xiàn)真理。

explorev.探測（未知的地方）；探險(xiǎn)；探索（問題、可能性等）；調(diào)查

→Thecityisbestexploredonfoot.

最好是步行考察這個(gè)城市。

歸納拓展

explorern.探險(xiǎn)家；調(diào)查人員

explorationn.勘探，探險(xiǎn)；探究；調(diào)查，研究

exploratoryadj.勘探的；實(shí)地調(diào)查的

典題印證

用explore的適當(dāng)形式填空

①SheisanexplorerwhoworksintheSouthPole(南極)。

②Inthefuture,manwilldotheexplorationoftheunknownpartsofthecontinent.

③Theexploratoryteamwillcomesoon.

12Whatqualitiesshouldaheroorheroinehave?

英雄應(yīng)該具有什么品質(zhì)呢？

qualityn.質(zhì)量，優(yōu)質(zhì)，特質(zhì)，品質(zhì)

→Theirqualityoflifehasimprovedsince2000.

自2000年以來，他們的生活質(zhì)量已經(jīng)提高了。

歸納拓展

qualifyv.使合格；修飾

qualificationn.資格

qualifiedadj.有資格的，合格的

quantityn.數(shù)量，數(shù)目

貼心提示

oflow/poorquality質(zhì)量差的

ofreal/good/highquality質(zhì)量好的；優(yōu)秀的

alargequantityof=quantitiesof,后接可數(shù)名詞復(fù)數(shù)或不可數(shù)名詞，表示“許多，大量”。

典題印證

Courageisoneofthe___________ofagoodsoldier,especiallyinthefieldofbattle.

A.interestsB.successC.difficultiesD.qualities

答案：Dquality表示“品格，品質(zhì)”，為可數(shù)名詞。

13Ithinkhe’safantasticbasketballplayer...

我認(rèn)為他是一個(gè)極好的籃球隊(duì)員……

fantasticadj.難以置信的；奇異的；極好的

→Thecarcostsafantasticamountofmoney.

這輛轎車的價(jià)錢貴得嚇人。

歸納拓展

fantasticallyadv.難以置信地；奇異地；極好地

fantasyn.想象，幻想；幻想出來的東西

典題印證

同義句轉(zhuǎn)換

①Fantasticstoriescan’tstanduptoconsideration.

Thestoriesaretoofantastictoconsider.

②Shedoesafantasticallywellinswimming

Sheisafantasticswimmer.

14HeisthemostsuccessfulChinesebasketballplayerwhohasjoinedNBA...

他是加盟NBA的最成功的中國籃球運(yùn)動員……

joinvt.vi.

(1)（河流、道路等）合流，相交

（2）連接，結(jié)合

joinsth.(up/together)把某物連接起來

joinsth.tosth.把某物連接于另一物上

(4)加入，參加

加入/參加某事

joinin+n.

joinsb.in(doing)sth.加入某人（做）某事

明辨異同

join(in),takepartin與attend

(1)join通常指參加某一組織或團(tuán)體并成為其中的一員。

joinin多指參加正在進(jìn)行的活動，如參加競賽、娛樂、談話等。

(2)takepartin指參加群眾性活動，重在說明主語參加該項(xiàng)活動并在其中發(fā)揮一定的作用。

(3)attend是正式用語，指參加會議或儀式、婚禮、葬禮、典禮、上課、上學(xué)、聽報(bào)告等，強(qiáng)調(diào)參加，不強(qiáng)調(diào)參加者所起的作用。

典題印證

AfterIwastoldto__________thearmy,theofficeraskedmeifIwould_________thelecturetobegivenbythegeneral.

A.join;joinB.attend;joinC.join;attendD.attend;attend

答案：C“參軍”用動詞join;“聽報(bào)告”用動詞attend.

15Ithinkhehaswonhonourforourcountry.

我認(rèn)為他已經(jīng)為我們國家贏得了榮譽(yù)。

honourn.名譽(yù)，榮譽(yù)；給（某組織）增光的事或人；v.給……榮譽(yù)

→Itisagreathonourtobeinvitedheretoday.

今天承蒙邀請到此，深感榮幸。

歸納拓展

inhonourof為了紀(jì)念……，為了向……表示敬意（相當(dāng)于inmemoryof）

on/uponone’shonour以某人的名譽(yù)擔(dān)保

behonourfor...因……受到尊敬

behonourwith...授予……榮譽(yù)

showhonourtosb.對某人表示敬意

havethehonourofdoingsth.榮幸做某事

honorableadj.光榮的，高尚的

典題印證

Mysisterwasagainstmysuggestionwhilemybrotherwas__________it.

A.infavorofB.inmemoryofC.inhonourofD.insearchof

答案：Ainfavorof贊成，支持；inmemoryof紀(jì)念；inhonourof為了對……表示敬意；insearchof尋找。

16She’slivedahardlifebutstillmanagestobecheerfulandkindtoothers.

雖然她過著艱苦的生活，但仍然樂呵呵的并且對別人也很好。

managevt.vi.設(shè)法對付；管理，經(jīng)營

→Shemanagesthemoneyverywell.她理財(cái)有方。

manageashop/factory經(jīng)營一個(gè)商店/工廠

歸納拓展

（1）managern.經(jīng)理

（2）managementn.經(jīng)營，管理

（3）manageableadj.能對付的，易管理的

（4）（與can,could連用）managewithout...沒有……也能應(yīng)付

明辨異同

（1）successindoing=managetodo

（2）manageasmile擠出一絲微笑

典題印證

用manage,try的正確形式填空

①Itriedtopersuadehimtojoinusbuthedidn’tlistentome.

②Ishallbeabletomanagewithouthelp.