高中教案教案

LearningaboutLanguage教案。

PeriodTwo　LearningaboutLanguage
Grammar：Inversion

1．完全倒裝語序(把謂語的全部提至主語前)：
(1)在以in，out，back，up，down，off，away，here，there等副詞開頭的句子中，若主語為名詞時，常采用主謂完全倒裝語序，但主語為人稱代詞時，主謂不倒裝。例如：
—Look！Herecomesthebus.
—瞧！公共汽車來了。
—Oh，hereitcomes.
—噢，真的來了。
—Listen！Theregoesthebell.
—聽！鈴響了。
—Oh，thereitgoes.
—噢，真的響了。
Justthenthedooropenedandincameawoman.
就在那時，門開了，進(jìn)來了一個女的。
(2)表示存在關(guān)系的句子將表地點(diǎn)的副詞或介詞短語提至句首時，若主語為名詞，也采用完全倒裝結(jié)構(gòu)。
EastofAsialiesChina，withBeijingitscapital.
中國在亞洲的東部，北京是它的首都。
Underthattreesitsabeautifulgirl.
那棵樹下坐著一位美麗的姑娘。
(3)在一些固定句型中，以now，then或thus開頭的句子也采用完全倒裝結(jié)構(gòu)。
Nowcomesyourturntoanswertheteacher’squestion.(＝It’syourturntoanswertheteacher’squestionnow.)現(xiàn)在輪到你回答老師的問題了。
TheAntiJapaneseWarendedin1945.ThenfollowedChina’sLiberationWar.
抗日戰(zhàn)爭1945年結(jié)束，接著是中國的解放戰(zhàn)爭。
注意：此句型有時需用不定式的被動語態(tài)。
Nowcomesyourturntobequestioned.
現(xiàn)在輪到你被提問了。
(4)以such開頭的句子采用完全倒裝結(jié)構(gòu)。
SuchwasAlbertEinstein，asimplemanofgreatachievements.這就是愛因斯坦，一個純樸而又取得巨大成就的人。
2．部分倒裝句式：
如果有助動詞或情態(tài)動詞等，將其放在主語之前；如果沒有助動詞或情態(tài)動詞等時，要在主語前加助動詞do或does(一般現(xiàn)在時)或did(一般過去時)。具體如下：
(1)以only開頭的句子，當(dāng)only修飾副詞、介詞短語或狀語從句時，要采用部分倒裝語序。
注意：①only修飾狀語從句時，從句不倒裝而主句倒裝。
OnlythendidIrealizehe，too，wasanEnglishman.
只有在那時，我才意識到，他也是個英國人。
Onlyover18areyouallowedtojointhenavy，airforceorarmy.只有超過18歲，你才被允許加入海軍、空軍或陸軍。
Onlywhenthewarwasoverin1918wasEinsteinabletogetbackhappilytowork.只有在1918年戰(zhàn)爭結(jié)束時，愛因斯坦才能夠愉快地返回工作崗位。
②only后接名詞或代詞時，屬修飾主語，不采用倒裝語序。
Onlyshecansolvetheproblem.
只有她能解決這個問題。
(2)含有notonly...butalso的句子，若把notonly提到句首，讓notonly和butalso引導(dǎo)兩個分句時，notonly引導(dǎo)的分句要采用部分倒裝語序，但butalso引導(dǎo)的分句不倒裝，而且與前邊句子中相同的成分可以省略。
NotonlydidtheytakeawayeverythinghehadbutalsohisGermancitizenship.他們不僅帶走了他所擁有的一切，而且還剝奪了他的德國公民權(quán)。
(3)把含有否定意義的詞(never，not，nowhere，hardly，few，little等)或頻度副詞(often，frequently，always，manytimes等)放在句首時，要采用部分倒裝語序。
NevershallIforgetthepastbitterdays.
我永遠(yuǎn)不會忘記過去苦難的日子。
Notasinglemistakedidthelittlepupilmakeinhiscomposition.那個小學(xué)生在作文中連一個錯誤都沒有犯。
SeldomdoesmyauntgotochurchonSundays.
我嬸嬸星期天很少去教堂做禮拜。
Frequentlydoesmycompanionbeatmeatchess.
我的伙伴屢次下棋戰(zhàn)勝我。
(4)so..that和such...that句型中，若把so或such及它們所修飾的詞提至句首時，主句采用部分倒裝語序，但that引導(dǎo)的結(jié)果狀語從句中語序正常。例如：
Soshallowisthelakethatnofishcanliveinit.
這個湖很淺，魚不能在里邊生存。
SuchrapidprogressdidmynephewmakethathewasabletokeepadiaryinEnglishbeforelong.我侄子取得了如此快的進(jìn)步，他不久就能用英語記日記了。
(5)not...until句型，若將notuntil短語提至句首時，主句要采用部分倒裝語序。
Notuntilhehascorrectedallourhomeworkwillthegeographyteacherbeabletocome.直到改完我們所有的作業(yè)以后，地理老師才能來。
(6)neither...nor引導(dǎo)兩個分句時，兩句都要采用部分倒裝語序。
Neitherwasthedirectorfortheplannorwasheagainstit.主任既不贊成也不反對這個計劃。
NeitherdidIknowaboutitnordidIcareaboutit.
關(guān)于此事我不知道也不關(guān)心。
(7)以so開頭的句子(在肯定句后)，說某人、某事與前邊提到過的相同時，要采用部分倒裝語序；以neither或nor開頭的句子(在否定句后)，說某人、某事與前邊提到過的相同時，也要采用部分倒裝語序。
—Ienjoydumplings.
——我喜歡吃餃子。
—SodoI.
——我也一樣。
Afterthatweneversawheragain，neither(＝nor)didwehearfromher.在那以后，我們從未見過她，也沒有收到過她的來信。
注意：上述兩種倒裝句式還可用Soitit/waswithsb./sth.或Itis/wasthesamewithsb./sth.兩個句型來替換，意思不變。但若前句動詞復(fù)雜或有肯定和否定混合時，只用Soitis/waswithsb./sth.或Itis/wasthesamewithsb./sth.兩個句型，來表示前邊所說情況也適合于后邊的人或事。另外，以so開頭的句子，如果表示對前邊所說事情的重復(fù)，表示某人某事確實(shí)如此，不采用倒裝語序。
MarxcamefromGermanyandGermanwashisnativelanguage.SoitwaswithEngels.馬克思是德國人，德語是他的母語，恩格斯也一樣。
Mydeskmateworkshardanddoesnotgoinforsports.Itisthesamewithme.
我同桌學(xué)習(xí)刻苦，不喜歡體育運(yùn)動，我也一樣。
—Heseemsverysad.
—他似乎很傷心。
—Soheis.Hisfatherpassedawayyesterday.
—他確實(shí)傷心。他父親昨天去世了。
3．其他特殊的倒裝句式：
(1)以how，when，where，why，who，whom，whose，what等連接詞引導(dǎo)的賓語從句中，連接詞要用正常語序。
YoucanhavenoideahowexcitedIwasthen.
你可能想象不到我當(dāng)時有多么興奮。
(2)以“whatever/however＋形容詞/副詞”等引導(dǎo)的讓步狀語從句中，這些詞后要采用正常語序。
Howevercolditwas，Leninworethatoldcoat.
不管有多么冷，列寧總是穿著那件舊大衣。
(3)enough修飾形容詞或副詞時，要放在形容詞或副詞的后邊，修飾名詞時，放在名詞前后都可以，放在名詞前的較常用。
Wehavealargeenoughflat(＝apartment)．
我們有一套夠大的公寓。
Peoplebraveenoughtotakethatmedicineareallvolunteers.夠勇敢服那種藥的人都是志愿者。
(4)在定語從句中出現(xiàn)Ithink等結(jié)構(gòu)時，把此結(jié)構(gòu)看做插入語，定語從句仍用正常語序。
Theboywhoeveryonethoughtwashonestcheatedintheexam.大家都認(rèn)為老實(shí)的那個孩子，在考試中作弊了。
(5)“the＋比較級＋主謂，＋the＋比較級＋主謂”結(jié)構(gòu)表示“越……就越……”。
Theharderyouwork，thegreaterprogressyouwillmake.
你工作越努力，你取得的進(jìn)步就越大。
(6)以as引導(dǎo)的讓步狀語從句要采用倒裝語序，其倒裝辦法是提前表語、狀語或動詞原形，提前表語時，若表語為可數(shù)名詞單數(shù)，要省略不定冠詞。
Peasantasmyuncleis，heownsalargefortune.
雖然我叔叔是個農(nóng)民，但他擁有一大筆財富。

Ⅰ.單項填空
　

1．Itwasannouncedthatonlywhenthefirewasundercontrol________toreturntotheirhomes.
A．theresidentswouldbepermitted
B．hadtheresidentsbeenpermitted
C．wouldtheresidentsbepermitted
D．theresidentshadbeenpermitted
答案　C
解析　句意為：據(jù)宣布，只有在火勢被控制住的時候居民們才被允許回到家中。that從句中only修飾的時間狀語從句位于句首，后面的主句需用部分倒裝結(jié)構(gòu)。
2．IfJoe’swifewon’tgototheparty，________.
A．hewilleitherB．neitherwillhe
C．heneitherwillD．eitherhewill
答案　B
解析　neither引導(dǎo)倒裝句，表示前者不做某事，后者也不做。
3．Billwasn’thappyaboutthedelayofthereportbyJason,and________.
A．IwasneitherB．neitherwasI
C．IwaseitherD．eitherwasI
答案　B
解析　句意為：Bill對Jason耽誤了報告的事不高興，我也是(我也不高興)。表示“某人也不……時”，應(yīng)該用“neither/nor＋助動詞/系動詞/情態(tài)動詞＋主語”。
4．Somuchofinterest________thatmostvisitorssimplyrunoutoftimebeforeseeingitall.
A．offersBeijingB．Beijingoffers
C．doesBeijingofferD．Beijingdoesoffer
答案　C
解析　在使用so...that句式時，若so＋adj./adv.位于句首，則該句須用倒裝語序，故應(yīng)選擇C項。
5．OnlywhenIleftmyparentsforItaly________howmuchIlovedthem.
A．IrealizedB．Ihadrealized
C．hadIrealizedD．didIrealize
答案　D
解析　考查部分倒裝。“only＋狀語”放于句首時主句用部分倒裝。
6．Notuntilthemotorbikelookedalmostnew________repairingandcleaningit.
A．hestoppedB．didhestop
C．stoppedheD．hedidstop
答案　B
解析　notuntil位于句首時，主句要用倒裝語序。
7．IhavebeenlivingintheUnitedStatesfortwentyyears,butseldom________solonelyasnow.
A．haveIfeltB．Ihadfelt
C．IhavefeltD．hadIfelt
答案　A
解析　將現(xiàn)在與以前相比較，故用現(xiàn)在完成時，當(dāng)否定副詞置于句首時，句子要用部分倒裝形式。句意為：……但我很少感覺到像現(xiàn)在這樣孤獨(dú)。
8．Young________heis，heisquiteexperienced.
A．likeB．a(chǎn)sC．soD．such
答案　B
解析　as作“雖然”講時，句子要用倒裝句式即表語/狀語＋as＋主語＋謂語。
9．Autumncoming，down________.
A．dotheleavesfallB．theleaveswillfall
C．falltheleavesD．willtheleavesfall
答案　C
解析　考查副詞放句首的全倒裝句式。
10．________itraintomorrow，wewouldhavetoputoffthevisittotheYangpubridge.
A．WereB．Should
C．WouldD．Will
答案　B
解析　考查虛擬語氣省略if的倒裝句。if從句中如果有be/should/had，可以把if省略，把be/should/had提前。
11．Notasinglesong______atyesterday’sparty.
A．shesangB．sangshe
C．didshesingD．shedidsing
答案　C
解析　考查否定詞位于句首時的部分倒裝結(jié)構(gòu)。
12．Notonly________Englishwellbutalso______readytohelpothers.
A．doeshespeak；heisB．hespeaks；ishe
C．doeshespeak；isheD．hespeaks；heis
答案　A
解析　notonly位于句首時，含notonly的句子要用倒裝語序，故選A項。
13．Atthesightofthepoliceman，______frombehindthedoor.
A．didtheboyrushoutB．theboyrushingout
C．outrushedtheboyD．rushingoutwastheboy
答案　C
解析　考查副詞位于句首時的全倒裝句。
14．Amongthegoods______.
A．Christmastreesandflowersare
B．Christmastreesandflowerswere
C．didChristmastreesandflowersbe
D．a(chǎn)reChristmastreesandflowers
答案　D
解析　考查表示地點(diǎn)的介詞短語位于句首時的全倒裝句式。
15．Soabsorbed______intheresearchthatshedidn’thearsomeoneknockingatthedoor.
A．wassheB．shewas
C．didsheD．shedid
答案　A
解析　考查so...that句型，把so＋adj./adv.放句首時的倒裝句。
16．Onthetopofthehill________theoldmanoncelived.
A．a(chǎn)templestandsthereinwhich
B．a(chǎn)templestandingonwhich
C．doesatemplestandwhere
D．standsatemplewhere
答案　D
解析　表示地點(diǎn)的介詞短語放句首時，句子要用全倒裝語序。
17．Hefailedthemidtermexaminationandonlythen______howmuchtimehehadwasted.
A．herealizedB．didherealize
C．hehadrealizedD．hadherealized
答案　B
解析　only＋狀語放句首時，主句用部分倒裝。
18．—Iwonderifyourwifewillgototheball.
—Ifshe______，so______I.
A．does；willB．will；does
C．does；doD．would；will
答案　A
解析　so引導(dǎo)倒裝句，表示前者做某事，后者也做某事。if從句不用將來時態(tài)，故選A項。
19．Inmyopinion，allMr.White______goodtohisstudentsinhisclassatpresent.Heisverystrictabouttheirstudy.
A．doesdoesdoesB．doesdodo
C．doesdoesdoD．diddodoes
答案　C
解析　句意為：在我看來，懷特先生目前在課上所做的一切的確對他的學(xué)生有好處。他對他們的學(xué)習(xí)要求嚴(yán)格。allMr.Whitedoes是主語，doesdogoodtosb.表示“的確/確實(shí)對……有好處”，故選C項。
20．“Never______tohurtyourfeelingwhileIwasexpressingmyselfinthediscussion，”explainedJim.
A．IexpectedB．expectedI
C．hadIexpectedD．didIexpect
答案　D
解析　考查never放句首時的部分倒裝句。
Ⅱ.完成句子
1．Out_rushed(沖出去了)thechildren.
2．Fromthevalleycame_a_frightening_sound(傳來一陣可怕的聲音)．
3．Gone_are_the_days(日子一去不復(fù)返)whenweusedtheforeignoil.
4．Not_until_the_children_fell_asleep_did(直到孩子們睡著了)themotherleavetheroom.
5．So_proud_was_he(他如此自大)thatheneverlistenedtoanyadvice.
6．Beautiful_as_she_is(盡管她很漂亮)，sheisnotclever.
7．Only_in_this_way_can(只有通過這種方式)welearnEnglishwell.
8．Had_you_reviewed_your_lessons(如果你復(fù)習(xí)你的功課的話)，youmighthavepassedtheexam.
9．HehasbeentoNewYork，so_have_his_wife_and_children(他妻子和孩子也去過)．
10．Hedoesn’tdohisbesttowinthegame.Neither_does_she(她也沒盡力)．
Ⅲ.閱讀理解
A
Authoritiesdidnotrelease(分布)thegunman’sname，butPeterssaidhehadnorecordofpolicecontactoranarrestrecordwhileattendingNorthernIllinois.
DeKalbcountycoroner(驗(yàn)尸官)DennisJ．MilleronFridayreleasedtheidentitiesofthefourvictimswhodiedinthecounty：DanielParmenter,20，ofWestchester；CatalinaGarcia,20，ofCicero；RyanneMace,19，ofCarpentersville；andJuliannaGehant,32，ofMeridan.
“Twoothervictimsdiedafterbeingtransferredtohospitalsinothercounties”，Millersaid.Witnessessaidthegunman，dressedinblackandwearingastockingcap，emergedfrombehindascreenonthestageof200seatColeHallandopenedfirejustastheclasswasabouttoendaround3p．m.
Officialssaid162studentswereregisteredfortheclassbutitwasunknownhowmanywerethereonThursday.
AllyseJerome,19，asophomore(大二學(xué)生)fromShaumburg，saidthegunmanburstthroughastagedoorandpulledoutagun.
“Honestly，atfirsteveryonethoughtitwasajoke，”Jeromesaid.Everyonehitthefloor，shesaid.Thenshegotupandran，buttripped.shesaidshefeltlike“anopentarget”．
“Hecould’vedecidedtogetme，”JeromesaidonFriday.“Ithoughtforsurehewasgonnagetme.”
LaurenCarrsadsaidshewassittinginthethirdrowwhenshesawtheshooterwalkthroughadoorontherighthandsideofthestage，pointingagunstraightahead.
“Ipersonallyarmycrawledhalfwayuptheaisle(通道)，”saidCarr，a20yearoldsophomore.“IsaidIcouldgetupandrunorIcoulddiehere.”
Shesaidastudentinfrontofherwasbleeding，“buthejustkeptrunning”．
MorethanahundredstudentscriedandhuggedastheygatheredoutsidethePhiKappaAlphahouseearlyFridaymorningtorememberDanParmenter，whowasoneofthosekilled.
1．WhichofthefollowingisTRUEaccordingtothepassage?
　

A．Everyonethoughtitwasajokewhenthegunmanappearedinfrontofthem.
B．PetershadnorecordofpolicecontactoranarrestrecordwhileattendingNorthernIllinois.
C．162studentswereattendingalecturewhenthegunmanemergedfrombehindthescreen.
D．Thegunmanopenedfireassoonastheclasscametoanend.
答案　A
解析　細(xì)節(jié)理解題。根據(jù)第六段AllyseJermome的敘述，“Honestly，atfirsteveryonethoughtitwasajoke”可知A項正確。第一段中的“Peterssaidhehadnorecordofpolicecontactor...”，根據(jù)前半句可知，此處的he是指的thegunman，而不是Peters本人，故B項錯誤。根據(jù)第四段可知，有關(guān)工作人員說有162名學(xué)生報了這個課，但并不知道案發(fā)時多少人在場，故C項錯誤。至于D項，本文在敘述槍擊事件時并沒有提到它是在課堂結(jié)束時發(fā)生的，所以通過本文無法證明其正確性。
2．Howmanypeoplewereshottodeathaccordingtothepassage?
A．4.B．6.C．8.D．162.
答案　B
解析　細(xì)節(jié)理解題。根據(jù)第二段可知，縣驗(yàn)尸官M(fèi)iller確認(rèn)身份的有4名死難者，而在第三段，Miller又提到“Twoothervictimsdiedafterbeingtransferredtohospitalsinothercounties(另外兩個受害者在被轉(zhuǎn)移到其他縣的醫(yī)院后死亡)”，所以總數(shù)為6個。
3．Thefollowingarenotwitnessesexcept________.
A．PetersB．DennisJ．Miller
C．DanParmenterD．LaurenCarr
答案　D
解析　細(xì)節(jié)理解題。根據(jù)第一段的“PeterssaidhehadnorecordofpolicecontactoranarrestrecordwhileattendingNorthernIllinois”可知Peters應(yīng)為北伊利諾斯州大學(xué)校方人員；而DennisJ．Miller為驗(yàn)尸官，DanParmenter為死亡人員之一，只有LaurenCarr經(jīng)歷了此次事件而且活下來，是槍擊事件的目擊者。
4．WhatwasthefirstthingthatJeromedidwhenshesawthegunman?
A．Shegotupandranoutoftheroom.
B．Shehitthefloor.
C．Sheburstthroughastagedoorandpulledoutagun.
D．Shetrippedandbecamean“opentarget”．
答案　B
解析　細(xì)節(jié)理解題。根據(jù)Jermome的敘述可知，當(dāng)看到持槍者出現(xiàn)時，每一個人都hitthefloor，自然也包括他自己。
5．Whatisthebesttitleofthepassage?
A．WitnessesTellofHorribleExperience
B．ACruelShooter
C．162KilledinanAccident
D．AnUnknownGunman
答案　A
解析　主旨大意題。本文主要通過目擊者介紹了槍擊事件的一些詳情，所以最佳標(biāo)題應(yīng)為A項：目擊者講述恐怖經(jīng)歷。
B
Sportisnotonlyphysicallychallenging，butitcanalsobementallychallenging.Criticismfromcoaches，parents，andotherteammates，aswellaspressuretowincancreatetoomuchanxietyorstressforyoungathletes.Stresscanbephysical，emotional，orpsychologicalandresearchhasindicatedthatitcanleadtoburnout.Burnouthasbeendescribedasdroppingorquittingofanactivitythatwasatonetimeenjoyable.
Theearlyyearsofdevelopmentarecriticalyearsforlearningaboutoneself.Thesportsettingisonewherevaluableexperiencescantakeplace.Youngathletescan，forexample，learnhowtocooperatewithothers，makefriends，andgainothersocialskillsthatwillbeusedthroughouttheirlives.Coachesandparentsshouldbeaware，atalltimes，thattheirfeedbacktoyoungsterscangreatlyaffecttheirchildren.Youngstersmaytaketheirparents’andcoaches’criticismstoheartandfindfaultsinthemselves.
Coachesandparentsshouldalsobecautiousthatyouthsportparticipationdoesnotbecomeworkforchildren.Theoutcomeofthegameshouldnotbemoreimportantthantheprocessoflearningthesportandotherlifelessons.Intoday’syouthsportsettingyoungathletesmaybeworryingmoreaboutwhowillwininsteadofenjoyingthemselvesandthesport.Followingagamemanyparentsandcoachesfocusontheoutcomeandfindfaultswithyoungsters’performances.Positivesupportshouldbeprovidedregardlessoftheoutcome.Researchindicatesthatpositivesupportmotivates(激發(fā))andhasagreatereffectonlearningthancriticism.Again，criticismcancreatehighlevelsofstress，whichcanleadtoburnout.
6．Aneffectivewaytopreventtheburnoutofyoungathletesis________.
A．tomakesportslesscompetitive
B．toincreasetheirsenseofsuccess
C．toreducetheirmentalstress
D．tomakesportsmorechallenging
答案　C
解析　細(xì)節(jié)理解題。根據(jù)第一段中的“Stresscanbephysical，emotional，orpsychologicalandresearchhasindicatedthatitcanleadtoburnout.”可知，stress(緊張，壓力)會導(dǎo)致burnout(激情耗盡；撒手不干)，所以阻止這種現(xiàn)象發(fā)生的有效方法就是減少他們的思想壓力。
7．Accordingtothepassage，sportispositiveforyoungpeopleinthat________.
A．itcanhelpthemlearnmoreaboutsociety
B．itenablesthemtofindfaultsinthemselves
C．itcanprovidethemwithvaluableexperiences
D．itteachesthemhowtosetrealisticgoalsforthemselves
答案　C
解析　細(xì)節(jié)理解題。根據(jù)第二段中的“Thesportsettingisonewherevaluableexperiencescantakeplace.”可知C項正確。
8．Manycoachesandparentsareinthehabitofcriticizingyoungathletes________.
A．believingthatcriticismisbeneficialfortheirearlydevelopment
B．withoutrealizingcriticismmaydestroytheirselfconfidence
C．inordertomakethemrememberlife’slessons
D．soastoputmorepressureonthem
答案　B
解析　推理判斷題。根據(jù)文章可知，教練和家長的注意力主要在結(jié)果上，希望運(yùn)動員能贏得比賽，批評多是因?yàn)閷ζ浔憩F(xiàn)不滿，希望其能做得好些。他們的主觀愿望是好的。但是顯然沒有意識到批評可能使年輕的運(yùn)動員對其從事運(yùn)動的熱情盡失，再也提不起興趣，否則就不會這么做了。
9．Accordingtothepassageparentsandcoachesshould_____________________.
A．paymoreattentiontolettingchildrenenjoysports
B．helpchildrentowineverygame
C．trainchildrentocopewithstress
D．enablechildrentounderstandthepositiveaspectofsports
答案　A
解析　推理判斷題。根據(jù)第三段可知，作者首先指出教練和家長不應(yīng)讓運(yùn)動成為孩子的工作，那樣就會成為孩子的一種負(fù)擔(dān)。同時提到比賽的結(jié)果不如學(xué)習(xí)運(yùn)動的過程重要，不管結(jié)果如何，教練和家長都要給孩子正面的鼓勵而不是批評。由此可知，作者認(rèn)為教練和家長應(yīng)當(dāng)將更多的精力放在讓孩子享受運(yùn)動的過程上。
10．Theauthor’spurposeinwritingthepassageis________.
A．toteachyoungathleteshowtoavoidburnout
B．topersuadeyoungchildrennottoworryaboutcriticism
C．tostresstheimportanceofpositivesupporttochildren
D．todiscusstheskillofcombiningcriticismwithencouragement
答案　C
解析　主旨大意題。本文主要論述的是教練和家長對運(yùn)動員的影響，指出批評可能會使孩子喪失興趣，應(yīng)當(dāng)多給運(yùn)動員積極的評價，由此不難看出，本文的目的是強(qiáng)調(diào)正面鼓勵的重要性。

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Theme parks教案Period2 LearningaboutLanguage

作為優(yōu)秀的教學(xué)工作者，在教學(xué)時能夠胸有成竹，作為高中教師就要早早地準(zhǔn)備好適合的教案課件。教案可以讓學(xué)生更容易聽懂所講的內(nèi)容，幫助高中教師能夠井然有序的進(jìn)行教學(xué)。高中教案的內(nèi)容要寫些什么更好呢？以下是小編為大家精心整理的“Theme parks教案Period2 LearningaboutLanguage”，僅供您在工作和學(xué)習(xí)中參考。

Period2LearningaboutLanguage?
TheGeneralIdeaofThisPeriod?
Inthisperiodthestudentsaretodosomeexercisesontheusefulwords,expressionsandstructureslearnedinthereadingpart.Itistohelpthemusetheusefulwordsandexpressionsfromthecontext.Theyarealsotolearnsomethingaboutwordformation,whichwillhelpthemtorememberEnglishwordssothattheywillenlargetheirvocabulary.Toachievetheaboveaims,theteachercanhelpthestudentstolearnautonomouslyandcooperatively.Thatis,theteacherwillgetthestudentstoworkontheexercisesindividuallyfirstandthenchecktheanswerstogetherwiththeirpartners.Whiledealingwithwordformation,theteacherwillhelpthestudentsdoitasatask.Thatis,theteacherwillfirstaskthestudentstoreadsomewordsandsentencesfromthetextinwhichsomecompoundwords,derivativesareused,thenaskthemtodiscoverhowthesewordsareformed,summarizetherulesandwriteasmanywordsaspossibleaccordingtherulesingroups.?
TeachingImportantandDifficultPoints?
Howtograspandapplytheknowledgeofwordformationtoenlargevocabulary.?
Howtogaintheabilitytousethekeywordsandexpressionsfromthecontext.?
Teachingahistoryorculturethemeparkwillletusseehowourancestorsdressed,workedandlived.TheoldestthemeparkintheworldisDisneyland.Itseemedlikeaplaceoffantasy.Besidesthese,wehavethemarineoroceanparks,thesciencethemeparksandsoontoletusenjoytotallydifferentexperiencefromtherealworld.?
Step2Discoveringusefulwordsandexpressions?
T:Fromthereadingpassage,wecanfindsomeusefulwordsandexpressions.SonowI’dlikeyoutodoEx.1andEx.2onPage35,Ex.3andEx.4onPage36individuallyfirstandthencheckyouranswerswithyourpartnerstoseeifyoucanusetheminthegivencontext.?
Suggestedanswers:?
Exercise1:?
alternativeexpressionWordsandexpressionfromthetext
Amainsubjectorideatheme
setofthingsneededforanactivityequipment
shoesusedforsportsandoutdooractivitysneakers
peoplegoingtoliveinanewareawithsmallpopulationsettlers
unlimitedimaginationfantasy
acarefultesttotryoutanideaexperiment
asmallnumberorpart;lessthanhalfminority
becomereal;becomealivecometolife
Exercise2:?
sneakers，fantasy，theme，experiment，equipment，settlers，cametolife，minority?
Exercise3:?
1.amused2.various3.charged4.admission5.profits6.souvenir?
Exercise4:?
1.WhenIgotclosetothetiger.Ifeltverynervousandexcited.?
2.AsIgotclosertohim,hemovedfurtherandfurtherawayfromme.?
3.Whoareyoucloserto,yourauntoryouruncle?Why??
I’mclosertomyauntbecausesheandIbothlikeshoppingforclothes.?
4.ThemapshowedmethatChinaisclosertoJapanthanEngland.?
5.Mybrotherisgettingclosereveryyeartobecomingtheleaderofhiscompany.
Step3Discoveringusefulstructures?
T:Boysandgirls,haveyoufinishedcheckingyouranswers?Ifso,let’scometothenextpart—Discoveringusefulstructures.Firstreadthefollowingsentencesfromthereadingpassage,payattentiontotheunderlinedwordsandseewhatyoucanfindfromthesewords.Ofcourseyoucanhaveadiscussion.?
1.Theyaremorethanamusementparkswithrides,suchasaFerriswheel,merry-go-roundorarollercoaster.?
2.Theyallchargemoneyforadmission.?
Thebigcompaniesthatownthemeparksexpecttomakeaprofitnotjustbythechargesforadmission,butalsobysellingsouvenirsintheirshopsandadvertisingthemontelevision.?
3.Sobasketballandfootballmaybesoldalongwithsneakersandspecialsportsclothing.?
S:Letmetry.Fromthesewords,wecanseethatsomewordsaremadeupoftwowordsormore;somewordscannotonlybeusedasverbs,butalsoasnouns,andsomewordsareformedbyaddingprefixorsuffix.?
T:Youreallyhavegoodobservation!Asyoucanseetwowordsormorecanmakeuponewordandsomearewordsjoinedbyahyphenortwo,wecallthesewordscompoundwords.Somewordscanbeusedbothasverbsandnouns.Thisisanotherwayhowwordsareused,wecallitconversion.Ifsomewordsareformedbyaddingprefixorsuffix,wecallthismethodderivation.Wehavelearnedmanycompoundwords,derivativesandthosewordswhichcanbeusedasdifferentpartsofspeech.Graspingthesewillhelpyourememberwordseasilyandenlargeyourvocabulary.SonowI’dlikeyoutoworkintengroupstorecallandwriteasmanysuchwordsaspossibleaccordingtotheexamples.YoucanrefertowordformationonPage92.?
(Theteacherhandsoutsheetstoeachgroup)?
Taskforgroup1?
Examplesofcompoundwords:?
1.合成名詞?
名詞＋名詞構(gòu)成復(fù)合名詞?
weekendairconditionerbloodpressure?
形容詞＋名詞構(gòu)成復(fù)合名詞?
solarsystemfastfoodhumanbeing?
動詞的-ing形式＋另一詞構(gòu)成復(fù)合名詞?
fryingpanwashingmachinedrivinglicense?
用其他方式構(gòu)成的復(fù)合名詞?
get-togetheroutbreaktypewriter?
Taskforgroup2?
2.合成形容詞?
名詞＋形容詞構(gòu)成的復(fù)合形容詞?
snow-whiteworld-wide?
形容詞＋過去分詞或帶-ed結(jié)尾的詞構(gòu)成復(fù)合形容詞?
absent-mindedduty-boundgrey-haired?
用動詞的-ing形式＋另一詞構(gòu)成的復(fù)合形容詞?
far-reachingclose-fittinglong-suffering?
用其他方式構(gòu)成的復(fù)合形容詞?
five-storeyedwell-knownworn-out?
Taskforgroup3?
3.合成動詞?
white-washsafe-guardhalf-understand?
4.合成副詞?
howeverbeforehandforever?
5.合成代詞?
1)代詞賓格或物主代詞+self(selves)?
himselfherselfourselves?
2)某些不定代詞some,any,no,every+body(one,thing)?
someoneanybodynobody?
Taskforgroup4?
Examplesofderivatives?
1.前綴?
dis-否定disablediscouragedistrust?
in-不,非incorrectincompleteinformal?
im-不,非impossibleimpatientimmoral?
un-不unableunfairunlimited?
non-不,非non-stop?
Taskforgroup5?
mis-誤misunderstand?
re-重,再rewritereconsiderreuse?
en-使成為enable?
multi-多multicultural?
tele-遠(yuǎn)telephone?
kilo-千kilometer?
Taskforgroup6?
2.后綴?
名詞后綴?
-anAmerican?
-tion/ationcollectionliberationtranslation?
-domfreedom?
-erfarmer?
-orvisitor?
-eseChinese?
-esswaitress?
-fulhandful?
Taskforgroup7?
-ianmusician?
-ingfeeling?
-ismmaterialism?
-istpianist?
-mentamusement?
-nesshappiness?
-shipfriendship?
-thtruth?
Taskforgroup8?
形容詞后綴?
-ableacceptableeatablesuitable?
-alnational?
-anRussian?
-engolden?
-ernnorthern?
-eseChinese?
Taskforgroup9?
-fulhopeful?
-ishchildish?
-ivecreative?
-lesshomeless?
-ythirsty?
-wardbackward?
Taskforgroup10?
動詞后綴?
-fy/-ifybeautify?
-enwiden?
-ize/-iseapologize/-ise?
副詞后綴?
-lybadly?
-ward(s)backward(s)?
數(shù)詞后綴?
-teenfourteen?
-tysixty?
T:Timeisup.Let’sshowandshareyourwork.?
T:Marvelous!You’vewrittensomanywords.I’vesummarizedmostofthecompoundwordsandderivativeswehavelearnedsofarforyourreference.Youcancopythemifyoulikeafterclass.Butyoushouldpaymuchattentionanddon’ttakeitforgrantedhowacertainwordisformed.Forexample,youcanputprefix“in-”beforetheword“correct”toformthenewword“incorrect”withtheoppositemeaning,whileyoushouldputprefix“im-”beforetheword“possible”toformthenewword“impossible”withtheoppositemeaning.
Step4Homework?
T:Inthisperiodwehavelearnedhowtousethekeywordsandexpressionsinthegivencontextbydoingsomeexercises,andwehavelearnedmuchaboutwordformation,whichwillhelpusalotinmemorizingnewwordsandenlargingourvocabulary.Youarereallyworkinghardtoday.Nowhomeworkforyoutoday.?
1.DoExercises1-2onPage70;Exercises1-3onPage71andPage72.?
2.PreviewReadingandspeakingonPage38,andReadingtaskonPage73.?
TheDesignoftheWritingontheBlackboard
Unit5Themeparks?
Period2Learningaboutlanguage?
Wordformation?
1.Compounding?
2.Derivation?
3.Conversion?
RecordafterTeaching

ActivitiesandResearch
Toenhancethestudents’knowledgeaboutwordformation,theteachermaycarryoutacompetitioninwhichthestudentsareencouragedtochoosesomevocabularyfromthedictionaryandanalyzetheirprefixesandsuffixesandfurthersumupthemeaningsoftheprefixesandsuffixeslisted.Thegroupwhogetthemostwillbethewinner.?
ReferenceforTeaching
Grammar?
Wordformation構(gòu)詞法
按照一定的語言規(guī)律創(chuàng)造新詞的方法叫做構(gòu)詞法。英語構(gòu)詞法主要有合成法(compounding)、轉(zhuǎn)換法（conversion）和派生法(derivation)三種。?
一、合成法(compounding)?
有兩個或更多的詞合成一個詞。合成詞的構(gòu)成大致有以下幾種情況:?
1.合成名詞?
名詞＋名詞構(gòu)成復(fù)合名詞?
Weekendairconditionerbloodpressure?
fancydressincometaxsignlanguage?
creditcardletter-boxX-ray?
spaceshipfantasylandcowboy?
newspapersnowstormnightfall?
ice-creambusstopbirth-control?
safetybeltearthquakebookcase?
landslideheartbeatfeedback?
flowershopclassroomfootball?
watermelon?
形容詞＋名詞構(gòu)成復(fù)合名詞?
solarsystemfastfoodhumanbeing?
centralbankhighereducationremotecontrol?
shorthandmadmangentleman?
blackboardgreen-househighway?
mobilephone?
動詞的-ing形式＋另一詞構(gòu)成復(fù)合名詞?
fryingpanwashingmachinedrivinglicense?
flying-fishworkingpeoplehandwriting?
dataprocessingsight-seeingreadingroom?
sun-bathingwindow-shopping?
用其他方式構(gòu)成的復(fù)合名詞?
get-togetheroutbreaktypewriter?
overcoatdaybreakpain-killer?
by-productpasser-byeditor-in-chief?
comrade-in-armslong-termplanair-trafficcontrol?
bride-to-begood-for-nothingquick-servicecounter?
father-in-law?
2.合成形容詞?
名詞＋形容詞構(gòu)成的復(fù)合形容詞?
snow-whitecolour-blindworld-wide?
seasick?
形容詞+過去分詞或帶-ed結(jié)尾的詞構(gòu)成復(fù)合形容詞?
absent-mindedduty-boundgrey-haired?
clean-shavenlong-hairedgood-tempered?
blue-eyedkind-heartedopen-minded?
用動詞的-ing形式＋另一詞構(gòu)成的復(fù)合形容詞?
far-reachingclose-fittinglong-suffering?
well-meaningEnglish-speakinghard-working?
good-lookingeasy-goingmouth-watering?
world-shakingman-eating?
用其他方式構(gòu)成的復(fù)合形容詞?
five-storeyedwell-knownworn-out?
up-to-datesee-throughface-to-face?
hand-mademan-madesnow-covered?
well-informedfirst-ratesecond-hand?
five-year(plan)ever-greenred-hot?
better-sweet?
3.合成動詞?
white-washsafe-guardhalf-understand?
overeatbaby-sitoverthrow?
sleep-walk?
4.合成副詞?
howeverbeforehandforever?
sometimesmeanwhilealongside?
somewherewherevereverywhere?
nearby?
5.合成代詞?
1)代詞賓格或物主代詞＋self(selves)?
himselfherselfourselves?
2)某些不定代詞some,any,no,every＋body(one,thing)?
someoneanybodynobody?
everybodysomethinganything?
nothingeverything??
二、派生法（derivation）?
在一個單詞前或后加上一個詞綴,變成一個新詞,這種構(gòu)詞法叫派生法,詞綴有前綴和后綴兩種。除少數(shù)前綴外,前綴一般改變單詞的意義,不改變詞性;后綴一般改變此類,而不引起詞義的變化。
1.前綴?
dis-否定disablediscouragedistrust?
disagreedisappeardiscover?
dislikedisadvantage?
in-不,非incorrectincompleteinformal?
inactiveindefiniteindirect?
im-不,非impossibleimpatientimmoral?
imperfectimproper?
un-不unableunfairunlimited?
unwillingunusualunsuitable?
unacceptableuncertainuncomfortable?
uncommonunequalunfit?
unfamiliarunfortunateunfriendly?
unhappyunhealthyunkind?
unknownunnecessaryunpopular?
unrealuntrueuncover?
undressuntie?
non-不,非non-stopnon-smoker?
mis-誤misunderstandmisleadmisbehave?
re-重,再rewritereconsiderreuse?
recyclerecallrebuild?
renewreplayretell?
en-使成為enableenrichendanger?
enlarge?
multi-多multiculturalmultichannelmultipurpose
tele-遠(yuǎn)telephonetelevision?
kilo-千kilometerkilogram?
2.后綴?
名詞后綴?
-anAmericanAustralianItalian?
AfricanAsian?
-tion/ationcollectionliberationtranslation?
pronunciationcompetitionrepetition?
determinationpreparationimagination?
satisfactionattentionrevolution?
-domfreedomwisdomkingdom?
-erfarmervillagerfighter?
workerwriterthinker?
-orvisitoractoreditor?
-eseChineseJapanese?
-esswaitresshostessactress?
princessgoddess?
-fulhandfularmfulmouthful?
-ianmusicianAsianmathematician?
physiciantechnician?
-ingfeelingshippingbuilding?
-ismmaterialismsocialismcommunism?
-istpianistsocialistartist?
specialist?
-mentamusemententertainmentequipment?
excitementagreementmovement?
developmentjudgementencouragement?
-nesshappinessillnessselfishness?
kindnesscarefulnessbusiness?
-shipfriendshipmembershiprelationship?
citizenshiphardship?
-thtruthwarmthwidth?
growthdepthlength?
death?
形容詞后綴?
-ableacceptableeatablesuitable?
unforgettablefavourableagreeable?
imaginablechargeableprofitable?
moveablechangeablecountable?
survivableavoidable?
-alnationalnatural?
-anRussianAmericanAfrican?
-engoldenwoodenwoolen?
-ernnortherneasternsouthern?
western?
-eseChineseJapanese?
-fulhopefulforgetfulcareful?
beautifulpowerfuluseful?
-ishchildishfoolishselfish?
-ivecreativeeffectiveactive?
protectivecollective?
-lesshomelessharmlessfearless?
carelessuselesshopeless?
meaningless?
-ythirstystormyrainy?
noisywindycloudy?
-wardbackwardeastwarddownward?
動詞后綴?
-fy/-ifybeautifysimplifyclassify?
-enwidenshortenlengthen?
deepenstrengthenheighthen?
-ize/-iseapologize/-iserealize/-isemodernize/-ise?
副詞后綴?
-lybadlyhappilyfriendly?
-ward(s)backward(s)eastward(s)downward(s)?
forward(s)upward(s)?
數(shù)詞后綴?
-teenfourteenfifteen?
-tysixtyninetycertainty??
三、轉(zhuǎn)化法（Conversion）?
英語中,有的名詞可以作動詞,有的形容詞可作副詞或動詞,這種把一種詞性用作另一種詞性而詞形不變的方法叫轉(zhuǎn)化法。?
1.動詞轉(zhuǎn)化為名詞?
很多動詞可以轉(zhuǎn)化為名詞,大多意思沒有多大的變化;有時意思有一定變化;有的與一個動詞和不定冠詞構(gòu)成短語,表示一個動作。如:?
Let’sgooutforawalk.?
Heisamanofstrongbuild.?
Let’shaveaswim.?
Themeparkscharge(v.)moneyforadmission.?
Themeparksexpecttomakeaprofitbythecharges(n.)foradmission.?
2.名詞轉(zhuǎn)化為動詞?
很多表示物件、身體部位、某類人的名詞可以用作動詞來表示動作,某些抽象名詞也可以作動詞。如:?
Didyoubookaseatontheplane??
Pleasehandmethedictionary.?
Shenursedherhusbandbacktohealth.?
Welunchedtogetheryesterday.?
3.形容詞轉(zhuǎn)化為動詞?
有少數(shù)形容詞可以轉(zhuǎn)化為動詞。如:?
Wewilltryourbesttobetterourlivingconditions.?
Shecleansherroomeveryday.?
4.副詞轉(zhuǎn)化為動詞?
有少數(shù)形容詞可以轉(zhuǎn)化為動詞。如:?
Murderwillout.(諺語)惡事終將敗露。?
Thearmydownedaplane.?

Bodylanguange(Period2　LearningaboutLanguage)

Period2　LearningaboutLanguage

TheGeneralIdeaofThisPeriod

Thisperiodwillconsolidatethewordsandexpressionsthestudentslearntinthereadingpartanddealwiththegrammarpart:-ingformastheadverbialandtheattribute.Youwillhavesystematicexplanationsofitandassignsomeexercisesforthestudentstoconsolidatewhattheylearn.

TeachingImportantPoints?

Getthestudentstousethe-ingformastheadverbialandtheattribute.?

GetthestudentstomastertheusefulwordsandexpressionslearntinReading.?

TeachingDifficultPoint?

Howtohelpthestudentstousethe-ingformastheadverbialandtheattribute.?

TeachingMethods?

Question-and-answeractivitytohelpthestudentstogothroughthewordsofthisunit.?

Pairworkorgroupworktomakeeverystudentworkinclass.?

Practicingindependentlyandexplaining.?

TeachingAid?

Amulti-mediacomputer?

ThreeDimensionalTeachingAims

KnowledgeandSkills?

HelpthestudentsrecognizetheusefulwordsandexpressionslearntinReading:belikelyto,atease.?

Mastertheusageofthe-ingformastheadverbialandtheattribute.?

ProcessandStrategies?

Leadthestudentstosummarizethegrammaticalrulesthemselves.?

Individualworktofinishthetasks.?

Systematicexplanationtohelpthestudentsapplythe-ingformcorrectly.?

FeelingsandValue?

Getthestudentstoapplythe-ingformproperly.?

TeachingProcedures?

Step1Revision

T:Goodmorning,boysandgirls!LastclassIassignedyoutocollectsomeinformationaboutbodylanguageindifferentcultures.Whowouldliketohaveatry??

S:Differentculturesoftenhavedifferentformsofbehaviorbysendingthesamebodysignals.Noddingone’sheadisgenerallymeanttoshowagreement“yes”,buttoNepalese,SriLankans,someIndiansandsomeEskimos,itmeansnot“yes”,but“no”.WhenanAmericanrubshisnose,itmaymeanhisdisagreeingwithsomeoneorrejectingsomething.?

...?

T:Goodjob!Everyonehasdoneaverygoodjob!?

Step2Usefulwordsandexpressions

T:YouareexpectedtocompletetheexercisesinLearningaboutlanguageindependently.Nowlet’schecktheanswers.?

(Asksomestudentstotheblackboardtowritedowntheiranswers,thenasktheotherstudentstocorrectthem.)?

Suggestedanswers:

Ex.1onPage27?

1.local(are)　2.represent　3.approach　4.major　5.express　6.curious　7.general8.likelyto(dosomething)　9.avoid?

Ex.2onPage28?

1.major　2.introduce　3.bodylanguage　4.general　5.represent　6.actions　7.spoken　8.likelyto;express　9.approach　10.curious;avoids　11.general;local?

Ex.3onPage28?

Newwords

Partofspeech

Wordsinreadingpassage

Partofspeech

majoritynounmajoradjectiveactverbactionnouncuriositynouncuriousadjectiveintroductionnounintroduceverbrepresentativenounrepresentverblocalitynounlocaladjectiveavoidancenounavoidverbEx.1onPage63?

1.nod　2.hug　3.kiss　4.shake　5.smile　6.clap　7.slap　8.shake?

Ex.2onPage64?

Pic1:stare?

Pic2:frown?

Pic3:wink?

Pic4:pout?

Pic5:raiseone’seyebrow?

Pic6:shrugone’sshouldersandmakeaface?

Pic7:nod?

Pic8:shakeone’shead?

Pic9:blowakiss?

Pic10:yawn?

Pic11:scratchone’shead?

Pic12:wave?

Step3Findsentences

T:OK,somuchforthehomework.Today,wearegoingtolearnthev.-ingformusedasadverbialandattribute.First,Iwillgiveyou4minutestoreadthetextagainonPage25andfindoutallthesentenceswiththev.-ingfrom.?

After4minutes,asksomestudentstoreadoutthesentencesthey’vefound.?

T:OK,time’sup.Whohavefoundoutthesentences??

S:Theyarevisitorscomingfromseveralcountries,whoareinterestedinthedevelopmentofbusinessinChina.?

S:Fourpeopleenterlookingaroundinacuriousway.?

S:Thisisanexcitingexperienceforyou,soyoustandwatchingandlistening.?

S:Youseeherstepbackappearingsurprised,andtakeafewstepsawayfromMrGarcia.?

S:ThevisitorfromJapancomesinsmilingatthesametimeasGeorgeCookfromCanada.?

S:HisnosetouchesMrCook’smovinghand,andtheybothapologize.?

S:Notallculturesgreeteachotherthesameway,noraretheycomfortabletouchingstrangersorbeingtoocloseortoofaraway.?

S:Inthesamewaythatpeoplecommunicatewithspokenlanguage,theyalsoexpresstheirfeelingsusingunspoken“l(fā)anguage”throughkeepingphysicaldistance,actionsorposture.?

S:Mostpeoplearoundtheworldnowgreeteachotherbyshakinghands,butsomeculturesuseothergreetingsaswell.?

S:Shearriveshurrying,recognizesMrGarcia’ssmilingface,andthentheyshakehandsandkisseachothertwiceoneachcheek.?

S:Itisaninterestingstudyandcanhelpyouavoiddifficultyincommunication.

Step4Structurestudy

T:Today,wearegoingtolearnthev.-ingastheattribute.Itmeansthatthev.-ingformisusedastheadjectivetomodifyanoun.Intheabovesentences,whichsentenceshavethev.-ingastheattribute??

S:Theyarevisitorscomingfromseveralcountries,whoareinterestedinthedevelopmentofbusinessinChina.?

S:Thisisanexcitingexperienceforyou,soyoustandwatchingandlistening.?

S:HisnosetouchesMrCook’smovinghand,andtheybothapologize.?

S:Shearriveshurrying,recognizesMrGarcia’ssmilingface,andthentheyshakehandsandkisseachothertwiceoneachcheek.?

S:Itisaninterestingstudyandcanhelpyouavoiddifficultyincommunication.?

T:Verygood.Youhavetotallyunderstoodtheusageofv.-ingasattribute.Now,let’slearnmore.Takethesecondsentenceforexample.Fourpeopleenterlookingaroundinacuriousway.Inthissentence,thev.-ingdescribesthemovement“enter”.Soit’susedasanadverbial.Intheabovesentences,whichbelongstothisusage??

S:Fourpeopleenterlookingaroundinacuriousway.?

S:Thisisanexcitingexperienceforyou,soyoustandwatchingandlistening.?

S:Youseeherstepbackappearingsurprised,andtakeafewstepsawayfromMrGarcia.?

S:ThevisitorfromJapancomesinsmilingatthesametimeasGeorgeCookfromCanada.?

S:Notallculturesgreeteachotherthesameway,noraretheycomfortabletouchingstrangersorbeingtoocloseortoofaraway.?

S:Inthesamewaythatpeoplecommunicatewithspokenlanguage,theyalsoexpresstheirfeelingsusingunspoken“l(fā)anguage”throughkeepingphysicaldistance,actionsorposture.?

S:Shearriveshurrying,recognizesMrGarcia’ssmilingface,andthentheyshakehandsandkisseachothertwiceoneachcheek.

Step5Exercisesforconsolidation

T:Sofaryouhavegotaclearideaaboutthev.-ingastheattributeandadverbial.Nowlet’sdosomeexercisestoconsolidateyourunderstanding.HavealookatEx.2onPage29.Therearesomeverbsinthebox.Youhavetousetheirproperformstofinishthesentences.?

Suggestedanswers:?

A?

1.Wewereallnervousabouttheapproachingexaminations.?

2.Businessleaderslookveryserious.Theydonotoftenhavesmilingfaces.?

3.Theshakingbuildingsshowedusthatanearthquakewascoming.?

4.Itisexcitingtowatchcompetingathletesreachtheotherendoftheswimmingpool.?

B?

1.Mymotherisahappywoman.Shealwaysgetsupsmiling.?

2.Afterthedogfellinthelake,itclimbedoutshakingitself.?

3.Afterwesawthecomedyshow,weleftthetheatrelaughing.?

4.Theblindmanwalkedtouchingthewallsofthebuildings.?

T:OK.Somuchforthetextbook.Nowhavealookatthefollowingsentences.Therearesomemistakesinthefollowingsentences.Youarerequiredtofindoutthemistakesandcorrectthem.Iwillgiveyou5minutestofinishthistask.Youcandiscusswithyourpartners.?

Thesentenceswithsomemistakes:

1.Havingnotseenthefilm,Ican’ttellyouwhatIthinkofit.?

2.Themenworkedforextrahoursgotanextrapay.?

3.Seenfromthetopofthehill,wefindthecitymorebeautiful.?

4.Generallyspeak,facialexpressionsarehelpfulcommunicationstoo.?

5.“Can’tyouread?”themansaid,angrilypointedtothenoticeonthewall.?

6.Knockingatthedoorbeforeentering,please.?

7.Europeanfootballisplayedin80countries,madeitthemostpopularsportintheworld.?

After5minutes,asksomestudentstogivetheiranswers.?

T:Whohasfoundoutallthemistakesandcancorrectthem??

S:1.Nothavingseenthefilm,Ican’ttellyouwhatIthinkofit.?

S:2.Themenworkingforextrahoursgotanextrapay.?

S:3.Seeingfromthetopofthehill,wefindthecitymorebeautiful.?

S:4.Generallyspeaking,facialexpressionsarehelpfulcommunicationstoo.?

S:5.“Can’tyouread?”themansaid,angrilypointingtothenoticeonthewall.?

S:6.Knockatthedoorbeforeentering,please.?

S:7.Europeanfootballisplayedin80countries,makingitthemostpopularsportintheworld.

Step7SummaryandHomework

T:Todaywehavegoneovertheimportantwordsandexpressionsinthisunit.We’velearntthev.-ingformastheattributeandastheadverbial.Ihopeyou’llreviewwhatyouhavelearntafterclass.?

T:HomeworkfortodayistofinishtheexercisesofUsingstructuresonPage64.?

TheDesignoftheWritingontheBlackboard

Unit4　Bodylanguage

Period2　Learningaboutlanguage

1.Revision?

2.Usefulwordsandexpressions?

3.Findsentences?

4.Structurestudy(v.-ingastheattribute)?

5.Exercisesforconsolidation?

RecordafterTeaching?

ActivitiesandResearch

Theteachermayfirstpreparesomecardsonwhichsomewordsarewrittendescribingbodymovements.Andthentwostudentsareneededtoact-and-guess,thatis,oneistoactthebodymovementsandtheothermayjustspeakoutthewords.Itisagoodchanceforthestudentstoconsolidatethewordstheylearnt.?

Referenceforteaching

Grammar?

動詞-ing形式作定語和狀語?

作定語?

1.動詞-ing形式作定語,單個分詞作定語時,放在所修飾的名詞之前,說明其修飾名詞的性質(zhì)或特征，表示“供作……之用”和“……的”。?

awalkingstick(astickusedforwalking)手杖?

drinkingwater(waterfordrinking)飲用水?

awaitingroom(aroomforwaiting)候車/診室?

workingpeople勞動人民?

therisingsun正在升起的太陽?

2.動詞-ing形式的短語放在所修飾的名詞后,相當(dāng)于一個定語從句。?

Theyarevisitorscomingfromseveralcountries(whocomefromseveralcountries).?

他們是來自數(shù)個不同國家的參觀者。?

ThreedayslaterIreceivedaletterofferingmethejob(whichofferedmethejob).?

三天之后,我收到同意給我這份工作的來信。?

Thegirlstandingthere(whostandsthere)ismyclassmate.?

站在那兒的女孩子是我同學(xué)。

作狀語?

動詞-ing形式作狀語時,可以表示時間、條件、原因、伴隨或方式以及結(jié)果等。?

1.表示方式或伴隨?

Fourpeopleenteredtheroomlookingaroundinacuriousway.?

有四個人走了進(jìn)來,好奇地四處張望。(伴隨)?

Theboysatinfrontofthefarm-house,cuttingthebranch.?

那男孩坐在農(nóng)舍前,砍樹枝。(伴隨)?

Hecamerunningbacktotellmethenews.?

他跑回來告訴我這個消息。(方式)?

Hesentmeane-mail,hopingtogetfurtherinformation.?

他給我發(fā)了一封郵件,希望可以得到更多信息。(伴隨)?

2.表示時間?

Hearingthenews,hecouldn’thelpshouting.?

聽到那個消息,他禁不住大叫起來。?

Lookingoutofthewindow,Isawsomechildrenplayingthere.?

從窗外看出去,我看見了幾個孩子在那兒玩。?

Findinghercarstolen,shehurriedtoapolicemanforhelp.?

發(fā)現(xiàn)她的車被偷后,她趕忙去找警察幫忙。?

Whilebuildingatunnelthroughthemountain,theworkersdiscoveredanundergroundlake.?

在山里修隧道的時候,工人們發(fā)現(xiàn)了一個地下湖。?

3.表示原因?

BeingLeaguemembers,wearereadytohelpothers.?

因?yàn)槲覀兪菆F(tuán)員,我們樂意幫助別人。?

Beingpoor,shecouldn’tofferacomputer.因?yàn)楦F,她買不起電腦。?

Havingsufferedfromhearttroubleforyears,ProfessorWhitehastotakesomemedicinewithhimwhereverhegoes.?

由于長年受到心臟病困擾,懷特教授不得不走到哪都把藥帶在身邊。?

Nothavingcompletedtheprogramme,theyhavetostaythereforanothertwoweeks.?

由于沒有完成程序,他們得再留在那里兩個星期。?

4.表示條件?

Workinghard,you’llsurelysucceed.?

如果你努力工作,你就一定會成功。?

Usingyourhead,you’llfindagoodway.?

動動腦筋,你就會想到一個好辦法。?

5.表示結(jié)果?

Shepaintedthepicturecarefully,takingalongtimeoverit.?

她很小心地畫這幅畫,以至于花了很長時間才完成。?

Thechildslippedandfell,hittinghisheadagainstthedoor.?

那男孩子滑了一跤,頭撞到了門上。?

Europeanfootballisplayedin80countries,makingitthemostpopularsportintheworld.?

歐式足球在80個國家比賽過,令它成為全球最受歡迎的運(yùn)動。?

Fifteenmilliontreeshadbeenblowndownbythestrongwinds,blockingroads,pathsandrailwaylines.?

大風(fēng)刮倒了1500萬棵樹,阻塞了大小道路和鐵路線。?

Unit 3 A taste of English humour教案Period2?LearningaboutLanguage?

Period2LearningaboutLanguage?
TheGeneralIdeaofThisPeriod
Inthisperiodthestudentsaretodosomeexercisesontheusefulwords,expressionsandstructureslearnedinthereadingpart.Itistohelpthemusetheusefulwordsandexpressionsfromthecontext.Theyarealsotolearnsomethingabouttheusageof-ingform.Toachievetheaboveaims,thatis,theteacherwillgetthestudentstoworkontheexercisesindividuallyfirstandthenchecktheanswerstogetherwiththeirpartners.Whiledealingwiththeusageof-ingform,theteacherwillhelpthestudentsdoitasatask.Thatis,theteacherwillfirstaskthestudentstofindandreadsomesentencesfromthetextinwhichthe-ingformisused,thenaskthemtodiscoverthefunctionofeach-ingform,summarizetherulesandapplythemtotheexercises.Thisistohelpthestudentstolearnautonomouslyandcooperatively.?
TeachingImportantandDifficultPoints?
Howtograspandapplythetheusageof-ingform.?
Howtogaintheabilitytousethekeywordsandexpressionsfromthecontext.?
TeachingMethods?
Autonomouslearning,cooperativelearning,task-basedlearning?
TeachingAids?
Amulti-mediacomputerandablackboard.?
ThreeDimensionalTeachingAims
KnowledgeandSkills?
Helpthestudentsgaintheabilitytousetheusefulwordsandexpressionsfromthecontext.?
Helpthestudentslearnsomethingabouttheusageof-ingform.?
ProcessandStrategies?
Necessaryexplanationtomakethestudentsapplytheusefulwordsandexpressionscorrectly.?
Individualworktofinisheachtask.?
FeelingsandValue?
Getthestudentstosumupthegrammaticalrulesthemselves.Meanwhile,traintheirabilityofappreciatingsimplejokesinEnglish.?
TeachingProcedures
Step1Timeforfun?
T:Nicetoseeyouagain.I’msureeachofyouhaspreparedanEnglishjokeorfunnystoryforus?Nowfirstsharethemwithyourpartners,sothateveryonehasachancetopresentyourwork,andthensomevolunteerswilltelltheirjokesorstoriesinclass.?
T:WhowouldliketotellyourEnglishjokesorfunnystories?Volunteers!?
S:I’dliketo.Myjokeisveryshort.OnedaytheteacheraskedtheclasswhenRomewasbuilt?Tomanswered,“Atnight”.Theteacherfeltpuzzledandasked,“Whotoldyouthat?”“Youdid.YousaidRomewasn’tbuiltinaday.”answeredTom.?
T:That’sfunny.Anotherone!?
S:Letmetellyouafunnystory.ThetitleofthestoryisKeytoone’ssuccess.Itgoeslikethis.Onedayafatherwasteachinghissonandsaid,“Thekeystoyoursuccessarekeepingyourwordandcleverness.Onceyoupromisesomebodyapromise,youmustcarryitoutnomatterwhatwillhappen.Thisiscalled‘keepingone’sword.’”“Whatiscleverness?”askedhisson.“Clevernessisthatyou’llnevermakesuchapromise,”thefatheranswered.?
T:Thankyouforyourwonderfuljokes!?
Step2Discoveringusefulwordsandexpressions.?
T:Justnowwehadgreatfuntellingjokesandstories.Let’smoveontotheDiscoveringusefulwordsandexpressionspart.I’dlikeyoutodoExercises1、2and3firstindividually,asIthinktheyareeasyforyoutofinishthem,andthenwewillchecktheanswerstogether.?
Afewminuteslater.?
T:Let’schecktheanswerstogether.?
KeystoExercise1onPage19:?
AlternativeexpressionsWordsandexpressionsfromthetext
breakdownfoodusingteethchew
outercoveringofabodyorplantskin
thelowerpartorpointofsomethingbottom
behappyandsatisfiedwith;notwantingmorecontent
surprisegreatlyastonishineverypartof
throughoutspecial,morethanusual
particularlysomeoneorsomethingthatisnotsuccessful
failureextremelygood
outstandingwhenwaterishotenoughtoturnintogas
boil
KeystoExercise2onPage19:?
1.chew2.astonishes3.bottom4.contented5.particular6.throughout7.failure8.skin?
KeystoExercise3onPage20:?
NounAdjectiveNounAdjective
enjoymentenjoyable
themanstandingattheschoolgatetheoldmansittingonthesofa?
thefarmersgettingincropsthescientistdoingexperiment?
themanchewinghisownshoesacharmingcharacter?
thesurprisingnewsaninterestingstory?
movingdeedsainspiringleader?
adisappointinganswertheboringclass?
encouragingwordsconfusingchoices?
astonishingloudsoundthetiringjourney?
anexcitingfootballmatch?
3.動名詞可以在句子中充當(dāng)表語,表示一般性、經(jīng)常性的動作。這是主語和表語的位置可以互換。例如:?
Itsfull-timejobislayingeggs.(Layingeggsisitsfull-timejob.)?
Ourgreatesthappinessisservingthepeople.?
Ourtaskisbuildingsocialism.?
4.現(xiàn)在分詞在句子中也可以充當(dāng)表語,表示主語的性質(zhì)、特征。這是主語和表語的位置不可以互換。例如:?
Thefilmwesawlastnightisquitemoving.?
Themusictheyareplayingsoundssoexciting.?
Whatshesaidwassurprising.?
?？梢宰鞅碚Z的現(xiàn)在分詞有:?
charmingsurprising?
interestingmoving?
inspiringdisappointing?
boringencouraging?
confusingastonishing?
tiringexciting?
frightening?
5.現(xiàn)在分詞可以在句子中充當(dāng)賓語補(bǔ)足語,表示正在發(fā)生的動作。例如:?
Wewatchedhercrossingthestreet.?
Helookedaroundandcaughtamanputtinghishandintothepocketofapassenger.?
常跟現(xiàn)在分詞作賓語補(bǔ)足語的多是一些使役動詞(have,get,send,leave,keep)、感官動詞（see,hear,watch,observe,notice,catch,find,listento,lookat,etc.）。?

Unit1Womenofachievement(Period2LearningaboutLanguage)

Unit1　Period2LearningaboutLanguage?
1.Wordformation　Nounsuffixes?
argueargument?
achieveachievement-ment?
feel　feeling　-ing?
discussiondirection　-ion?
decision　-sion?
determinationorganization-ation?
2.Subject-verbagreement?
Threeprinciples:importantrules?
1)語法一致:由and連接的并列成分指的是同一概念,兼具身份或匹配出現(xiàn)時謂語為單數(shù)。否則用復(fù)數(shù)。?
2)就近一致:由or,either...or,neither...nor,notonly...butalso等連接的并列主語,謂語動詞常和靠近的作主語的名詞單復(fù)數(shù)上保持一致。?
但注意:主語+with/alongwith/togetherwith/including/but/except/like/among/aswellas/nomorethan/besides/ratherthan+名詞,謂語和主語在單復(fù)數(shù)上保持一致。?
3)意義一致:集體名詞class,family,army,team,club,population,enemy,party,crowd,crew,audience,public,government,majority,group等作主語時,如強(qiáng)調(diào)整體,用單數(shù);如指各個成員,則用復(fù)數(shù)。?
RecordafterTeaching

ActivitiesandResearch
Theteachermaywriteawordwhichcontainssuffixesorprefixesandmakethestudentsthinkofasmanywordsthathavethesamerootasthewordgiven.Itisagoodwaytolearnaboutwordformation.?
ReferenceforTeaching?
Grammar?
主謂一致?
一、語法一致原則?
Aboy__________（be）sittingthere.(is)?
Water__________（be）importanttous.(is)?
1.單數(shù)名詞、抽象名詞、物質(zhì)名詞作主語時謂語為單數(shù)。?
Inthisway,getthestudentstosumupotherrules.?
Breadandbutter_________（be）adailyfoodintheWest.(is)?
Theworkerandwriter_________（be）fromWuhan.(is)?
譯:那個工人兼作家來自武漢。
2.由and連接的并列成分指的是同一概念,兼具身份或匹配出現(xiàn)時謂語為單數(shù)。否則用復(fù)數(shù)。?
Theworkerandthewriter_________（be）fromBeijing.(are）?
譯:那個工人和那位作家來自北京。?
Eachofthestudents_________(have)abook.（has）
3.one/everyone/each/either/thenumber+of+復(fù)數(shù)名詞作主語時謂語用單數(shù)。?
Clothing_________（be）badlyneededinthisfloodedarea.（is）
4.clothing,furniture,traffic,jewellery,baggage,equipment,luggage等無生命的集合名詞作主語時謂語用單數(shù)。?
Physics_________(interest)boysinourclass.(interests)
5.以s結(jié)尾但表示學(xué)科、國家、機(jī)構(gòu)、書籍、報刊等名稱作主語時謂語用單數(shù)。?
Eg:maths,physics，Swiss，theUnitedstates?
Twentyyears_________(pass)sincehelefthishometown.(haspassed)
6.表示時間、距離、金錢、等復(fù)數(shù)名詞作主語,表達(dá)一個整體概念時謂語用單數(shù)。?
Anything_________（be）possible.(is)
7.由any-,some-,no-和-one,-thing,-body等所構(gòu)成的不定代詞作主語時謂語用單數(shù)。?
Collectingstamps_________（be）whathelikes.(is)?
Whateverwasleft_________（be）takenaway.(is)
8.非謂語動詞、名詞性從句作主語時,謂語用單數(shù)。?
Bothbreadandbutter_________（be）soldout.(havebeen)
9.由and連接的兩個并列成分表示兩個不同的概念時,謂語用復(fù)數(shù)。?
Thepolice_________（be）lookingforthemissingchild.(are)
10.people,police,cattle等集體名詞作主語時,謂語用復(fù)數(shù)。?
Thecattle_________(go)totherivertohaveadrink.(went,go)?
二、就近一致原則?
NotonlyhebutalsoI_________（be）invited.(am)?
Neithermyglovesnormyhat_________(go)withthedress.(goes)?
由or,either...or,neither...nor,notonly...butalso等連接的并列主語,謂語動詞常和靠近的作主語的名詞單復(fù)數(shù)上保持一致。?
Theteacherwithanumberofstudents_________(be)intheclassroom.(is)?
但注意主語+with/alongwith/togetherwith/including/but/except/like/among/aswellas/nomorethan/besides/ratherthan+名詞,謂語和主語在單復(fù)數(shù)上保持一致。??
三、意義一致原則?
Hisfamily_________（be）agreatone.（is）?
Hisfamily_________（be）musiclovers.(are)?
1.集體名詞class,family,army,team,club,population,enemy,party,crowd,crew,audience,public,government,majority,group等作主語。強(qiáng)調(diào)整體用單數(shù),指所有成員用復(fù)數(shù)。?
All_________present.(are)?
Allthefood_________good.(tastes)
2.all,none,some,any等不定代詞作主語,根據(jù)其指代的內(nèi)容而定。如果指代可數(shù)名詞,用復(fù)數(shù)謂語;如果指代不可數(shù)名詞用單數(shù)謂語。?
Halfofthestudents_________girls.（are）?
Twothirdsofthesurface_________coveredwithwater.(is)
3.half/most/enough/part/therest/thelast/lots/plenty/分?jǐn)?shù)、百分?jǐn)?shù)+of+名詞作主語時,要根據(jù)其后的名詞而定。如果其后跟可數(shù)名詞,則用復(fù)數(shù)謂語;如果其后跟不可數(shù)名詞,則用單數(shù)謂語。?