小學(xué)英語(yǔ)復(fù)習(xí)課教案
發(fā)表時(shí)間：2020-11-20高二英語(yǔ)Unit18Inventions知識(shí)點(diǎn)總復(fù)習(xí)。
高二英語(yǔ)Unit18Inventions知識(shí)點(diǎn)總復(fù)習(xí)教案SectionIII詞匯語(yǔ)法、綜合技能
22.Anywherewego,wePanheartheringingofacell-phone.我們無(wú)論到哪里，都能聽(tīng)到手機(jī)的鈴聲。(p.62第一段第二行)
▲anywhere是副詞，意為“無(wú)論何地”，此處用來(lái)引導(dǎo)地點(diǎn)狀語(yǔ)從句，相當(dāng)于一個(gè)連詞，意思和wherever或nomatterwhere相近。①Illtakeyouanywhereyoulike.我將帶你到你喜歡的任何地方。②Anywhereyougo,itisallthesame.無(wú)論你到什么地方都一樣。③Youcancampanywhereyoulikethesedays.如今你可以喜歡在哪兒宿營(yíng)就在哪兒宿營(yíng)。④AnywhereIgo,Ifindthesamething.不管我走到哪里，我都發(fā)現(xiàn)同樣的情況。
在英語(yǔ)中，副詞起到連詞的作用，用來(lái)引導(dǎo)狀語(yǔ)從句很常見(jiàn)。如：directly，instantly，immediately等。如：①Icameimmediatelyyoucalled.你一來(lái)電話我就來(lái)了。②Directlyhesaidthosewords,therewasadeadsilence.他剛說(shuō)完這些話，大家就立刻沉默下來(lái)。③Themachinewillstartinstantlyyoupressthebutton.你一按電鈕，機(jī)器就會(huì)開(kāi)動(dòng)。④IknewsomethingwaswrongimmediatelyIarrived.我一到就知道出事了。⑤Wecamedirectlywegotyourtelephone.我們一接到你的電話就來(lái)了。⑥InstantlyIsawhim,Iknewhewasthemanthepolicewerelookingfor.我一看見(jiàn)他就知道他正是警察在尋找的男子。
themoment，theminute，theinstant和thesecond等名詞也可以這樣用。如：①Telephonemetheinstantyougettheresults.你一得到結(jié)果就給我打電話。②IrecognizedhertheminuteIsawher.我一看見(jiàn)她就把她認(rèn)出來(lái)了。③Helikedthepaintingtheinstanthesawit.他一看見(jiàn)這幅畫，就喜歡上它了。④ThemomentIcameintotheroom,Ifoundtheoldmanlyingonthefloor,panting.我一進(jìn)屋子，就發(fā)現(xiàn)那老人躺在地上，氣喘吁吁的。
23.Acomputer’s“memory”issimilartohumanmemoryinsomeways,but…電腦的記憶在某些方面和人腦的記憶是相似的…(p.63第二段第六行)
▲similar
(1)adj.相似的(常作表語(yǔ)和主語(yǔ))Theproductsofthesetwofactoriesaresimilar.這兩家工廠的產(chǎn)品很相似。Wehavesimilaropinions.我們都有類似的意見(jiàn)。
(2)用法上，besimilar后接介詞to，英語(yǔ)不跟withYoursituationissimilartomine.你的處境與我的相似。
(similar的反義詞是different，其后跟介詞from。如：①Thisisadifferentgirlfromtheoneheusedtogooutwith.這個(gè)姑娘不是他過(guò)去交往的那個(gè)姑娘。②IcouldnthelpbeingdifferentfromwhenIleftschool.我與當(dāng)年離開(kāi)校園時(shí)的我判若兩人，這是不可避免的。
請(qǐng)注意similar與same的區(qū)別，英語(yǔ)前者表示“大致相同”“十分相像”，而后者則意為“完全一樣”“沒(méi)有變化”。如：①Wevestillgotthesameproblemaswehadbefore.我們現(xiàn)在和過(guò)去一樣存在同一個(gè)問(wèn)題。②Thetwocarsatesimilarinappearance,butthenewoneismorebrightlycoloured.這兩部車看起來(lái)差不多，但那部新的顏色更亮些。
請(qǐng)注意similar與familiar的差異，后者意為“熟悉的”。當(dāng)主語(yǔ)是物時(shí)，familiar后也接介詞to。如：①Yournameisveryfamiliartome.你的名字我很熟悉。②FrenchisfamiliartohimasEnglish.他對(duì)法語(yǔ)就像英語(yǔ)一樣熟悉。英語(yǔ)③Thesefolksongsarefamiliartothelocalpeople.這些民歌是當(dāng)?shù)厝撕苁煜?。英語(yǔ)
當(dāng)人作主語(yǔ)時(shí)，即表示某人對(duì)某物熟悉時(shí)，familiar后接介詞with。如：①Imofcoursefamiliarwithhisworks.我當(dāng)然對(duì)他的作品很熟悉的。②Shehasbecomefamiliarwiththehouse.她對(duì)這房子得很熟悉了)
辨析：similar，like與alike
similar指有明顯的共同性質(zhì)但不完全一致或同一。
like指事物在外貌、性質(zhì)或特征上非常相似以致區(qū)別不開(kāi)，但并非同一。英語(yǔ)
alike意義同like，但只能作表語(yǔ)。
Asimilarmistakeoccursattheendoftheparagraph.這一段末尾有一個(gè)類似的錯(cuò)誤。Likethinkingproduceslikeideas.相似的思維產(chǎn)生相似的主張。Heandhisbrotherareveryalike.他們兄弟倆太相似了。英語(yǔ)
聯(lián)想：(派)similaradj.類似的similarlyadv.類似地similarityn.類似英語(yǔ)
24.Afterall,whatmakesanewinventionsuchawonderfulthingisthatitallowsustodosth.wecouldnotdobefore.不管怎樣，使一項(xiàng)新發(fā)明成為如此奇妙的事情就在于他可以讓我們做以前不能做的事情。(p.63第二段倒數(shù)第二行)英語(yǔ)
▲afterall畢竟。歸根到底英語(yǔ)
(1)畢竟，到底Heisagoodmanafterall.畢竟他是一個(gè)好人。英語(yǔ)
(2)在句首時(shí)，常譯為“別忘了”。Afterall,mysonsbirthdayisintwoweeks’time.別忘了，我兒子的生日還有兩周時(shí)間。英語(yǔ)
拓展：aboveall尤其是；allinall完全，整個(gè)地；andall等等；atall全然，根本；firstofall首先inall總計(jì)；notatall一點(diǎn)也不英語(yǔ)
辨析：afterall，atall與inall英語(yǔ)
afterall意思是“終究”“畢竟”。如：①Afterall,Ivenothingtobeashamedof.說(shuō)到底，我沒(méi)有什么可羞愧的。②SoyouseeIwasrightafterall.因此你知道最后還是我對(duì)。③Whatharmdoesitdoafterall?它到底有什么害處?④Afterall,hesonlysixyearsold.他畢竟才六歲。
注意:afterall與atall和inall的區(qū)別。英語(yǔ)
①atall用在否定句中，以加強(qiáng)否定語(yǔ)氣，表示“一點(diǎn)兒也不”“完全沒(méi)有”。如：①Itwilldoyounoharmatall.這對(duì)你完全沒(méi)有害處。②Imnotinterestedinitatall.我對(duì)這毫無(wú)興趣。英語(yǔ)
②atall可用于疑問(wèn)句、條件句中起強(qiáng)調(diào)作用，意為“真的”“竟然”“確實(shí)”等。如：①Areyougoingtodoitatall?你真的準(zhǔn)備這樣做嗎?②Ifyouwanttodiscusswithmeatall,givemearing.英語(yǔ)如果你確實(shí)想同我商量，可以打個(gè)電話給我。英語(yǔ)
③inall用來(lái)表示“總計(jì)”。如：①Therearefourquestionsinall.總共有四個(gè)問(wèn)題。②Howmuchisitinall?總共多少錢?)英語(yǔ)
25.Nowthatwearedevelopingnewtechnologyatsuchahighpace,…既然我們?nèi)绱烁咚俚匕l(fā)展著新技術(shù)…(p.63第三段第二行)英語(yǔ)
▲nowthat既然，由于表示原因Nowthatyouaregrown-up,youmust英語(yǔ)stopthischildishbehavior.既然你已長(zhǎng)大，你必須停止這種幼稚的行為。Nowthatheiswellagain,hecangoonwithhisEnglishstudy.既然恢復(fù)了健康，他就可以繼續(xù)學(xué)習(xí)英語(yǔ)。英語(yǔ)
口語(yǔ)中nowthat中的that可省略。英語(yǔ)
拓展：nowandthen時(shí)而，不時(shí)；fromnowon從現(xiàn)在起；justnow剛才；nowthen(位于句首，表警告、抗議或引起注意)喂；uptonow直到現(xiàn)在英語(yǔ)
聯(lián)想：nown.現(xiàn)在pastn.過(guò)去futuren.未來(lái)presentn.目前英語(yǔ)
辨析：nowthat與once引導(dǎo)的狀語(yǔ)從句英語(yǔ)
nowthat意為“既然”“由于”；once意為“一旦”，它們?cè)诰渲衅疬B詞作用，引導(dǎo)時(shí)間狀語(yǔ)從句。如：①Nowthatyoumentionit,Idoremember.你一提，我就想起來(lái)了。②Nowthatwehavedecoratedthehouse,英語(yǔ)wecanmovein.既然房子已裝修好，我們就可以搬進(jìn)去了。③Onceoverthepass,youwillseethetownbeforeyou.一過(guò)關(guān)口，你就會(huì)看到那座城市呈現(xiàn)在你面前。英語(yǔ)④IlltellhimonceIseehim.我一看見(jiàn)他就告訴他。⑤Nowthattherainhasstopped,wecallleave.雨既然停了，我們就可以走了。⑥Nowthatyouaresettled,whydontyoutakeupsomeseriousstudy?既然你已經(jīng)安頓下來(lái)，為什么你不開(kāi)始正式地學(xué)些東西呢?⑦Onceshearrives,wecanstart.她一到我們就可以動(dòng)身了。⑧英語(yǔ)Onceyoushowanyfear,hewillattackyou.你一表現(xiàn)出恐懼，他就要攻擊你。英語(yǔ)
nowthat中的that可省略。英語(yǔ)
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Unit18Inventions知識(shí)點(diǎn)總復(fù)習(xí)教案
高二英語(yǔ)Unit18Inventions知識(shí)點(diǎn)總復(fù)習(xí)教案
SectionI課前準(zhǔn)備、聽(tīng)力、口語(yǔ)
1.Neverthrowawayorwashchopsticksagain.千萬(wàn)不要扔掉再洗這些筷子。(p.57A)
▲throw(threw，thrown)
(1)投，拋，扔Hethrewtheball20metres.他把球投出20米。
(2)摔倒……Thepolicemanthrewthethieftotheground.警察把小偷摔倒在地面上。
(3)發(fā)射，射Chinahasthrowasatelliteintospacerecent-ly.中國(guó)最近向太空發(fā)射了一枚衛(wèi)星。
辨析：throw...tosb.與throw...atsb.
throwsth.tosb.指“把某物扔向某人”，其目的在于“傳遞”(forsb.tocatch)介詞to純粹表示行為的方向，其動(dòng)機(jī)是善意的；throwsth.atsb.指“把某物打向某人”，其目的在于“打”(=trytohitsb.)。介詞at表示動(dòng)作在于企圖攻擊的目標(biāo)，其動(dòng)機(jī)是惡意的。如：Hethrewtheballatme.(=trytohitme)他扔球打我。Hethrewtheballtome.(=formetocatch)他把球傳給了我(=Hethrewmetheball.)
辨析：throw與cast
throw是普通用詞，使用頻率高，它指用力拋擲這一行為。cast比throw正式，指迅速扔出一重量較輕的物體。經(jīng)常用作比喻或無(wú)意識(shí)行為，在某些成語(yǔ)及特殊用語(yǔ)中須用cast，如castanet“撒網(wǎng)”；castavote“投票”；castanchor“拋錨”等等。如：Willyoumove,please?Yourecasting(throwing)ashadowonmybook.你走開(kāi)點(diǎn)好嗎?你的影子正好投射在我的書上。Hequicklythrewtheballintothebasket.他迅速地將球投入籃里。Thediceiscast.事已定局。
拓展：throwoneselfinto積極從事;throwaway扔掉;throwabout亂丟；亂扔(東西);throwback扔回;throw…at…朝……扔，向……砸去;throwoff匆匆脫掉
throw...to...把……傳給……；把……摔倒;throwout扔出；逐出;throwaside扔在一旁;throwup嘔吐
2.Savetreesandhaveasnackatthesametime挽救了樹(shù)木并且同時(shí)成為小吃。(p.57A)
▲save(1)vt.救、挽救Thebravesoldiersavedachildfromaburninghouse.那勇敢的戰(zhàn)士從著火的房子里救出了一個(gè)孩子。OnlysocialismcansaveChina.只有社會(huì)主義才能救中國(guó)。
辨析：save與rescue:save與rescue兩者都有“營(yíng)救”之意；但save側(cè)重于“保全”之意，而rescue則側(cè)重于“從囚禁中救出”之意。如：Inordertosavethecountry,manygentlemenlaiddowntheirlives.許多志士仁人為國(guó)捐軀了。Theyrescuedhimfromprison.他們營(yíng)救他出獄。
(2)節(jié)?。粌?chǔ)蓄Dontspendallyourmoney,savesomeofitforfutureuse.別把錢全部花光，儲(chǔ)蓄一點(diǎn)兒以備將來(lái)之用。
3.Youwillneverhavetoworryabouthavingyourbikestolenagain.你再也不必?fù)?dān)心自行車會(huì)被偷走了。(p.57D)▲worry
(1)vi.“發(fā)愁，著急，焦慮”Motheralwaysworriedwhenthegirlsstayedoutlate.女孩們要是很晚還不回家，母親總是很擔(dān)心。
(2)vt.“使麻煩；使發(fā)愁；使著急”Dontworryher,Sheisbusy.別去麻煩她，她很忙。Theresonlyonepointthatworriesme.只有一點(diǎn)使我發(fā)愁。
(3)n.“煩惱”不可數(shù)；“使人發(fā)愁的事(人)；煩心的事”(可數(shù))，且常用復(fù)數(shù)。Thisworryisenoughtodriveonemad.這煩惱足以令人發(fā)狂。Hehasmanyworries.他有很多的煩惱的事情。
辨析:worry與trouble:trouble的含義寬廣，事無(wú)巨細(xì)都可用它，且含有一定的驚慌意味；worry"擔(dān)心”“發(fā)愁”，它指沒(méi)有根據(jù)的，經(jīng)常是不必要的憂慮不安的心情。如：
Uneasinesstroubledherheart.她感到心神不定。Imtroubledbythedoctorsreport.醫(yī)生的診斷結(jié)果令我焦急。Dontworry，tomorrowwillbebetter.別擔(dān)心，明天會(huì)更好。Wereallworriedaboutyou.我們都在為你擔(dān)心。
拓展：worrysb.使某人煩惱(著急)；worryaboutsb.為某人而擔(dān)心；worrythrough艱苦進(jìn)行
4.Thisnewinventionwillmakeitpossibleforpeopleto...這項(xiàng)新發(fā)明將使人們做…成為可能。(p.58Usefulexpressions)▲makesitpossible...
(1)此處it為形式賓語(yǔ)，本身為先行代詞，它既可作形式賓語(yǔ)，又可用作形式主語(yǔ)，代替句中的真正主語(yǔ)或賓語(yǔ)，即從句、動(dòng)名詞、不定式等。Ithinkitapitythathecantswim.我認(rèn)為他不能游泳是件令人遺憾的事。ItisimportantforustomasterEnglish.掌握英語(yǔ)對(duì)我們來(lái)說(shuō)是重要的。Itisnousetellinghimthat.告訴他那件事是沒(méi)有用的。
(2)it作形式賓語(yǔ)時(shí)，其前的動(dòng)詞有：think,find,consider,believe,suppose,feel,make等，而if后常跟形容詞或名詞。Hefeelsithisdutytohelpothers.他覺(jué)得幫助別人是他的職責(zé)。Wemakeitcleartotheworldthatwellneverbehavelikeasuperpower.我們向全世界表明我們永遠(yuǎn)不做超級(jí)大國(guó)。Iconsideritagreathonourto英語(yǔ)bepresentatthemeeting.我覺(jué)得能出席這個(gè)會(huì)議很榮幸。Hefounditnecessarytostudy英語(yǔ)thesituationinRussia.他發(fā)現(xiàn)研究俄羅斯的形勢(shì)是必要的。Ibelieveithelpful英語(yǔ)tousesuchadictionary.我相信使用這樣的一本詞典是有幫助的。Isupposeitpossibletofinishsuchajoininthreedays.我想三天之內(nèi)完成這樣一件工作是有可能的。英語(yǔ)
5.Decidewhichoftheinventionsyouthinkisthemostusefuland...決定你認(rèn)為哪一種發(fā)明是最有用的。(p.58.PatentOfficer)英語(yǔ)▲decide決定,決心；使下決心,使決斷；對(duì)...起了決定作用；解決,裁決,判決
(1)跟名詞或代詞I’vegottodecideourw英語(yǔ)holefuture.我得決定我們的整個(gè)未來(lái)。Wemustdecidethatourselves.這得由我們自己決定。英語(yǔ)
(2)跟不定式(不可跟動(dòng)名詞)TheydecidedtomovetoWuchangimmediately.他們決定馬上搬到武昌去。Hedecidedtodohishomework.他決定做他的家庭作業(yè)。
(3)跟疑問(wèn)詞+不定式Wemustdecidewhattodowiththem.我們必須決定拿他們?cè)趺崔k。Shehasn’tdecidedwhentostart.何時(shí)動(dòng)身她還沒(méi)有決定。Shehasntdecidedwhentostart.何時(shí)動(dòng)身她還沒(méi)有決定。
(4)跟從句Letsfirstdecidewhereweshouldgo.我們先決定到什么地方去。Onlyyoucandecidewhatsbestforyou.只有你才能決定什么對(duì)你最合適。英語(yǔ)
辨析：decide;determine;resolve;makeuponesmind都有英語(yǔ)“決定”的意思。decide指“經(jīng)過(guò)詢問(wèn)、研討和考慮之后,在幾種可能的選擇之中作出決定”,如:ShedecidedtoleavehereonSundayinsteadofMonday.她決定星期日而不是星期一離開(kāi)這里。determine指“決心作某一件事而不動(dòng)搖”,如:Wehavedetermined英語(yǔ)to英語(yǔ)gettheworkdoneaheadofschedule.我們已經(jīng)決定要提前完成這項(xiàng)工作。resolve指“打定主意做某事或不做某事”,如:IresolvetostudyEnglish.我決定學(xué)英語(yǔ)。makeupones英語(yǔ)mind指“打定主意”“下了決心”；其主語(yǔ)必須是人，不可是物，而且不可用于被動(dòng)語(yǔ)態(tài)。英語(yǔ)如:Hemadeuphismindnottostaythereanylonger.他決定不再在那里呆下去了。英語(yǔ)
拓展：decidefordoingsth.決定做某事;decideinfavourofsth.作出有利……的決定或判決;decideon(upon)決定，選擇(多指從兩個(gè)或多個(gè)可能性中選擇);decidebetween從兩者中選擇、決定。
聯(lián)想：decidedadj.明確的，堅(jiān)決的；decidingadj.起決定作用的；decisionn.決定，決心(同義詞)determine；makeuponesmind
英語(yǔ)說(shuō)
高二英語(yǔ)Unit18Inventions教學(xué)設(shè)計(jì)
古人云，工欲善其事，必先利其器。高中教師要準(zhǔn)備好教案為之后的教學(xué)做準(zhǔn)備。教案可以讓學(xué)生們充分體會(huì)到學(xué)習(xí)的快樂(lè)，幫助高中教師緩解教學(xué)的壓力，提高教學(xué)質(zhì)量。那么，你知道高中教案要怎么寫呢？下面的內(nèi)容是小編為大家整理的高二英語(yǔ)Unit18Inventions教學(xué)設(shè)計(jì)，希望能對(duì)您有所幫助，請(qǐng)收藏。
Unit18Inventions
Period1Let’slistenandspeak!
Goals
●Helpstudentsunderstandthecommonsenseaboutinventions.
●Dolisteningandmakesurestudentsunderstandit.
●Helpimprovethestudents’listeningandspeakingabilities.
Procedures
Leadinginbyguessing.
Today,wearegoingtolearnsomethingaboutinventionsthatwilldogoodtohumanbeingsorevensmoothawaydifficultiesbroughtbydisabilities.Herearesomeofthem.Pleaseguesswhattheyareorwhotheinventorsare.
1.amanwhomademorethan1,000inventionsinhislifeandinventedelectricbulbs
2.awomanwhodiscoveredawaytoalterandexpandtherangeofnaturalcottoncolorswithoutusingtintsordyes
3.acomputerthatfitscomfortablyonyournoseandweighslessthanapairofglasses
4.amanbornin1876whoinventedaneffectivegasmotorengineandbuiltthefirstpracticalfour-strokeinternalcombustionenginecalledthe“OttoCycleEngine”
5.ashoewhoseheelsmadeelectricitywitheverystepthewearertakes
Key:
1.ThomasAlvaEdison
2.SallyFox
3.Nose-topcomputer
4.NicolausOtto
5.Electricshoes
Tolearnmoreaboutinventionspleaseturntopage57orlookatthescreen.
Task1:Lookinganddiscussing.
Lookatpage57orthescreen.Therearefourpicturesandfourdescriptions.Readthedescriptionsindividuallyfirstandthenmatcheachpicturewiththecorrectdescription.
Picture1:Electricshoes
Picture2:Inflatablebicycle
Picture3:Ediblechopsticks
Picture4:Nose-topcomputer
Task2:Discussing.
Nowdiscussthefollowingquestionsinpairs:
1.Whichofthefour“invention”doyouthinkwouldbemoreuseful?Why?
2.Isthereanythingyouwouldliketoinvent?Ifso,whatandwhy?
Task3:Listeningandansweringquestions.
1.Nowwearegoingtolistentodialogue1onthetape,whichisaboutMr.Dean’snewinvention.Listencarefullyandtrytounderstandit.Thenyoushouldanswerthefollowingquestions:
1)WhataretheadvantagesofMr.Dean’snewinvention?
2)Howdoesitwork?
3)Whatcanitbeusedfor?
4)Whydoesthepatentofficernotwanttogivethemanapatent?
2.Listentothetapeofdialogue2,whichisaboutMr.Scoles’inventionandthenanswerthefollowingquestions:
1)WhathasMr.Scolesinvented?
2)Whydidthemaninventit?
3)Doyouthinkitworks?Howdoesitwork?
4)Whydoesthepatentofficernotwanttogivethemanapatent?
Task4:Speakingup.
Ingroupsoffouroneistoplaytheroleofaninventortoexplaintotheresthowhisinventionworks.Thepatentofficershouldlisten,askquestionsanddecidetogivewhichonethepatent.
Closingbywriting.
Toendtheperiod,let’strytowritealistofnewinventionswewouldliketomake.Let’sseewhoseideasarebothcreativeandpractical.
Period2Let’sread!
(WhatwillYouThinkofNext?…)
Goals:
●Improvethestudents’readingabilities.
●Learnaboutcreativityandthinkingstrategies.
Procedures
Learninginbydiscussing.
Lasttimeyouwereaskedtowritealistofyourpossibleinventions.Nowweshallseewhoseinventionsarebothcreativeandpractical.
T:What’syourinvention,Sa?
Sa:FlowerSpeakerAmplifiers.
T:Whatdoesitlooklike?
Sa:Itisthegadgetthatishiddeninavaseorapottedplant.
T:Howdoesitwork?
Sa:Itsendsmusicatjusttherightfrequencytovibrateupthestemsandthenbeconvertedintoaudiblesoundbytheentireplant.AdevicesuchasaCDplayerorradiocanbeconnectedtoit.Musicisalsogoodfortheplants,whichareinvigoratedbytheconstantmusicalsounds.
T:Quitecreative.NowaccordingtotheanswerfromSa,Ihavegotsomequestionsforallofyoutodiscussingroups.
Task1:Skimmingforthemainidea.
Weshalllearnmoreaboutcreativitytoday.Nowskimthereadingpassagetofindoutthemainideaofeachpart.
Task2:TrueorFalse.
1MostinventorshavehighIQs.
2Thethingsweknowcansometimesmakeitmoredifficultforustounderstand.
3It’simpossibletolearnhowtobecreative.
4Thebestwaytofindagoodsolutionistolookforonegoodanswer.
5Inventorstrytoavoidfailure.
6Themorewayswehaveoflookingataproblem,themorelikelyitisthatwecanfindasolution.
7Mostgoodideasaretheresultofalongprocessoftrialanderror.
Task3:Listeningandreadingaloud.
Next,wearegoingtolistenandreadaloud.Pauseatthecorrectplacesandfindoutthesentencesdifficulttoyouatthesametime.
UsefulExpressions
Useone’screativity,comeupwithanewidea,havemuchincommon,havedifferentbackgrounds,dowellinschool,gethightestscores,haveahighIQ,practicegoodthinkingstrategies,limitone’sthinking,thinkout,rephraseaproblem,allowforcreativesolutions,rejectwrongideas,getstuck,movetowardsabettersolution,breakawayfromoldthoughtpatterns,explorenewpossibilities,deepenone’sunderstanding,remainhidden,connectto,makeconnections.aprocessoftrialanderror,changetheworld
Task4:Questionsandanswers.
Firstworkinpairs,tryingtoanalyzethedifficultsentences,thenputyourquestionstome.Wewillfocusontheformsandstructuresofthepassages.
Task5:Fillintheblankswiththewordsinthetext.
Creativityisamatterof_____.Inordertobemorecreative,weshouldthinkabouthowwethinkand_______goodthinkingstrategies.
To“thinkoutsidethebox”isaconscious______tobreakawayfromoldthought______inorderto_______newpossibilities.Achangein________-----totakeanotherlookattheproblem----mayleadtogoodsolutionsandnewideas.
Greatthinkersare______of“makingconnections”andtryto______newandoldideasinasmany______waysaspossible.By_______andconnectingideasandobjectsinnewways,creativethinkersareabletothinkofnew_________andsolutions.
Goodideasareno_______.Theyaretheresultofalong_____oftrialand_____.Ifwewanttodevelopourcreativity,wecantryusingthesethinkingstrategiestofindnewwaysto_____ourlife.
Closingupbydiscussion
Toendthisperiod,let’shaveadiscussionofthefollowingquestions:
1.Howcanwebemorecreativeinthinking?
2.Howdopeoplecomeupwithnewideasfornewinventions?
3.Howcancreativethinkingbeusedtobetterourstudies?
Period3Let’sstudy!
(Grammar:ReviewtheAttributiveClause)
Goals
●LearntodefinewordsinEnglishwiththeattributiveclause.
●Learnmoreabouttheattributiveclause.
Procedures
Leadingin:Readinganddiscovering.
Readthepassagesandunderlinealltheattributiveclauses.
Task1:Reviewingtheattributiveclause.
學(xué)習(xí)定語(yǔ)從句的幾個(gè)問(wèn)題
1、掌握以上關(guān)系代詞、關(guān)系副詞的含義及使用時(shí)，要特別注意以下幾點(diǎn)：
1)指物時(shí)宜用that的情況：
a.當(dāng)先行詞為all,much,little,few,none,something,anything,everything,nothing等不定代詞時(shí)。Allthatcanbedonehasbeendone.
b.當(dāng)先行詞既指人又指物時(shí)。
Hespokeofthemenandthething(that)hehadseenabroad.
c.當(dāng)先行詞被序數(shù)詞或形容詞的最高級(jí)修飾時(shí)。
ThisisoneofthebestfilmsthatIhaveeverseen.
d.當(dāng)先行詞被thevery,theonly,thelast,any,every等修飾時(shí)。
ThisisoneoftheverybookthatIamlookingfor.
e.當(dāng)先行詞是疑問(wèn)詞who,what,which時(shí)。
Whothathassuchahomedoesn’tloveit?
f.關(guān)系代詞在從句中作表語(yǔ)。
Maryisnolongerthegirlthatsheusedtobe.
2)關(guān)系代詞as和which都能引導(dǎo)非限定性定語(yǔ)從句代表整個(gè)句子的內(nèi)容，as
引導(dǎo)的從句可位于句首或句末，which引導(dǎo)的定語(yǔ)從句則不能位于句首。
Whichyouknow,heisagoodman.(×)
Asyouknow,heisagoodman.(√)
3)關(guān)系副詞when,where,why其含義相當(dāng)于onwhich,inwhichforwhich等，可以互換：
Thedaywhen/onwhichImethimfirstwasMay1st.
Idon’tknowthereasonwhy/forwhichhedidn’tcome.
47)whose指物時(shí)，可以與ofwhich等結(jié)構(gòu)互換，但應(yīng)注意與冠詞的位置關(guān)系：
Thisisthebookthecoverofwhich/ofwhichthecover/whosecoverisblue.
5)有時(shí)可用代替關(guān)系副詞。在口語(yǔ)中常省略。
Thisisthereason(why/forwhich/that)hecamelate.
6)先行詞是專有名詞、整個(gè)句子或世界上獨(dú)一無(wú)二的物質(zhì)名詞時(shí)，一般用非限定性定語(yǔ)從句修飾。Thesun,whichgivesuslightandheat,isverybig.
7)在先行詞和定語(yǔ)從句之間有無(wú)逗號(hào)有時(shí)會(huì)引起名義的變化：
Hesaidnothingthatmadeherangry.他沒(méi)說(shuō)使她生氣的話。
Hesaidnothing,whichmadeherangry.他一言不發(fā)，這使她很生氣。
2、定語(yǔ)從句與強(qiáng)調(diào)結(jié)構(gòu)
Itistheplacewheretheylivedbefore.
Itisintheplacethattheylivedbefore.
第一個(gè)句子為定語(yǔ)從句，where指代theplace，在定語(yǔ)從句中作狀語(yǔ)，第二個(gè)句子為強(qiáng)調(diào)結(jié)構(gòu)，強(qiáng)調(diào)intheplace,that沒(méi)有意義，把放回后面句子，句子意思完整。
Whereisitthathefoundthelostwatch?(強(qiáng)調(diào)句型，強(qiáng)調(diào)疑問(wèn)副詞where.)
Whereisthewatchhefoundyesterday?(定語(yǔ)從句，that指代thewatch.)
3、定語(yǔ)從句中的先行詞
Isthisbooktheonethatyouboughtyesterday?
Isthisthebookthatyouboughtyesterday?
第一個(gè)句子中，thisbook是主句的主語(yǔ)，theone是先行詞。在第二個(gè)句子中this是主句的主語(yǔ)，thebook是先行詞。一定要避免出現(xiàn)：Isthisbookthatyouboughtyesterday?
4、定語(yǔ)從句與同位語(yǔ)從句
定語(yǔ)從句相當(dāng)于形容詞，它對(duì)先行詞起修飾、描述或限制作用，而同位語(yǔ)從句則相當(dāng)于名詞，對(duì)其前面的詞給予說(shuō)明或作進(jìn)一步解釋，即說(shuō)明該詞所表示的具體內(nèi)容。例如：
Thenewsthatweheardisnottrue.(定語(yǔ)從句)
Thenewsthathewontheprizeisnottrue.（同位語(yǔ)從句）
另:在“havenoidea＋從句”結(jié)構(gòu)中，其從句都作idea的同位語(yǔ)。例如：
Ihavenoideawhenshewillbeback.
Task2:Fillinginandrewriting.
Nowitistimeforyoutodothegrammarexercises1and2onpage61.
Closingupbyworkingoutawordpuzzle.
Torelaxed,turntopage62,andworkoutthewordpuzzleasquickaspossible.Thewinnerwillwinalittlegift.
Period4Let’sreadandwrite!
(ALLINTHEMIND:SCIENTIFICMETAPHORS)
Goals
●Improvethestudents’abilitiesofreadingcomprehension.
●Learnaboutthepositiveandnegativeof“scientificmetaphors”.
●Enablethestudentstowritebriefessays.
Procedures
Leadingin:bylifeexperiences.
Goodmorning,class!Livinginaninformationage,weareenjoyingvariousinventionsofmoderntechnology.Wemakeusesofcomputers,mobilephones,TVsets,andsoon.Nowtellmewhatusesyoumakeofallthosemoderndevices.
Task1:Readingforthemainideaofeachparagraph.
Tolearnmoreaboutmoderntechnologies,turntopage63andfirstreadforthemainideaofeachparagraph.
Task2:Discussingthelanguagepoints.
Anyproblemwiththearticle.Nowinpairstrytofindsomequestionsaboutallthepointsdifficulttoyou.Youmayaskmeforhelpifnecessary.
Task3:Listeningandreadingaloud.
Tounderstandbetterwhat’stalkedaboutinthearticle,listentothetaperecordandreadaloudthetextatthesametime.
Closingupbywritingabriefessay.
Allright,nowlistentomyquestions:
Whatwillcomputerslooklikeinthefuture?
Howwillweusecomputers?
Howwouldyoudescribeacomputertosomeonelivinginthe19thcentury?
Whatwouldyoucompareacomputerto?
WordsandExpressions
liveinaninformationage,do…withcomputer,sendmails,besimilarto…,keepinformationinone’smemory,developtechnologyatahighpace,metaphor,storage,paste,glue,bedifferentfrom…,inthebestway,afterall,nowthat,inthefuture,thinkabout…
Homework
Readingmaterial
以“魚”喻人
?、駍hark：(本義)鯊魚；(喻義)貪詐的人。如：aloanshark(高利貸主)，thebigsharks(壟斷資本家)。
Ⅱeel：(本義)鰻魚；(喻義)滑頭的人。如：
He’sfarfromstraightforwardtodealwith——aslipperyeel.
他這個(gè)人與人打交道很不直爽———滑頭精。
Ⅲfish：(本義)魚；(喻義)人。如：Thatolduncleofyoursisaqueerfish.你那位老伯伯，可真是個(gè)古怪的人。acoldfish冷冰冰的人apoorfish可憐蟲
“植物”喻人
Ⅰ.He was the No.1 seed in the table-tennis championship.
他是這屆乒乓球錦標(biāo)賽頭號(hào)種子選手。(種子——種子選手)
Ⅱ.A man of learning is supposed to be some pumpkins.
學(xué)問(wèn)高深的人常被認(rèn)為是重要人物。(南瓜——很重要的人物，通常用復(fù)數(shù)形式并與some連用)
Ⅲ.He is a real daisy.他是個(gè)頂呱呱的人物。(雛菊——第一流的人物)
Ⅳ.The country lost the flower of its youth in the war.
那個(gè)國(guó)家在戰(zhàn)爭(zhēng)中失去了許多優(yōu)秀青年。(花——精華)
Ⅴ.I’llleave you two young people alone；I’m sure you don’t want me to play gooseberry.
你們兩個(gè)年輕人單獨(dú)在一起吧，我敢肯定你們不希望我?jiàn)A在你們中間。(醋栗———[作]陪婦，這短語(yǔ)源自青年男女相聚時(shí)須有老婦陪伴的古老習(xí)俗譯成“當(dāng)電燈泡”也是很形象的表達(dá)。)
Unit18Inventions教案
Unit18Inventions教案
I．單元教學(xué)目標(biāo)
技能目標(biāo)SkillGoals
Talkaboutinventions
Practicedescribinginventions
ReviewtheAttributiveClause
Writeaprocessessay
II.目標(biāo)語(yǔ)言
功能句式
Waysofdescribinginventions
Thisinventioncanhelppeople…
Thisisanewwayof…
Thisnewinventionwillmakeitpossibleforpeopleto…
Ithink…ismuchmoreusefulthan…
Itcanmake/helppeople…
I’dliketoinvent…becauseitcan…
I’dliketoinvent…whichcan…
Ifpeoplecancreate…
Isuppose…
Itmustbeveryconvenientifpeoplecouldinvent…
IdreamedIcouldinvent…
Waysofaskingquestionsaboutnewinventions
Whatdoesitlooklike?
Howdoesitwork?
What’sitmadeof?
Howwouldpeopleuseit?
Isthereanythingyouwouldliketoinvent?
詞匯
1.四會(huì)詞匯
vest,heel,patent,officer,petrol,background,reject,possibility,otherwise,connection,previous,aware,trial,rider,dusty,pilot,storage,glue,typewriter
2.認(rèn)讀詞匯
edible,flavour,laptop,inflatable,creative,rephrase,partial,perception,visible,Mozart,relativity,SamuelMorse,desktop,palmtop,MonaLisa,CharlesChaplin,JohnDenver,IsaacNewton,AbrahamLincoln,Eve,HelenKeller,metaphor,paste,electronics,Eniac
3.詞組
allowfor,getstuck,breakawayfrom,beawareof,trialanderror,afterall,keeptrackof
4.重點(diǎn)詞匯
vest,office,background,reject,possibility,otherwise,aware,allowfor,getstuck,breakawayfrom,beawareof,afterall,keeptrackof
語(yǔ)法
ReviewtheAttributiveClause
1.acarthat/whichuseswaterinsteadofpetrol
2.thinkerswhohavechangedtheworld
3.achipthat/whichmakesitpossibleforustoseethefuture
4.asmartpenthat/whichautomaticallytranslateswhatwewriteintoaforeignlanguage
重點(diǎn)句子
1.Thesechopsticksarebothdeliciousandenvironmentallyfriendly.P57
2.Creativityisnotaboutgettinghightestscores,havingahighIQorbeingsmart.P59
3.Ifwelookonlyforthecorrectanswerandrejectideasthatdonotprovideacompleteanswer,
wemaygetstusk..P59
4.Aswiththinkingoutsidethebox,theprocessincludesaseriesofdifferentattemptsandseveral
falsestarts.Eachnewwayoflookingatasituationimprovesourunderstandingandmakesit
easiertodiscovernewpossibilities.P59
The1stperiodSpeaking
Step1Warmingup
Givethestudentsintroductionsofthethreeinventionsfromthetextbook.
Step2Pre-speaking
Ofallthe4inventions,whichdoyouthinkwouldbeuseful,why?
Usethefollowingpatternstoguidethem:
Ithink…thisinventioncanhelppeople….
Ithink…ismuchmoreusefulthen…whichweusenow.
Somepossibleexpressions:
I’dliketoinventa….
Itcanhelppeople….
Itmustbeveryconvenientifpeoplecouldinvent….
IdreamedIcouldinvent….
Step3Speaking
Letthestudentsreadthepassageandmakethemunderstandwhattheyshoulddo.Toexplainhowtheinventionworksandwhyitisuseful.
Ask5groupstoacttheirdialogueoutinfrontofclass.
Step4Summary
Waysofdescribinginventions:
Thisinventioncanhelppeople…
Thisisanewwayof…
Thisnewinventionwillmakeitpossibleforpeopleto…
Ithink…ismuchmoreusefulthan…
Icanhelp/makepeople…
I’dliketoinvent…becauseitcan,,,,
I’dliketoinvent…whichcan….
Ifpeoplecancreate…Isuppose…
Itmustbeveryconvenientifpeoplecouldinvent…
IdreamedIcouldinvent…
Waysofaskingquestionsaboutnewinventions:
Whatdoesitlooklike?
Howdoesitwork?
What’sitmadeof?
Howwouldpeopleuseit?
Isthereanythingyouwouldliketoinvent?
Step4Homework
1.Talkingatp131
2.Writeashortpassagewiththetitle“Myidealnewinvention”.
The2ndPeriodListening
Step1Revision
Checkthehomework,askingthestudentstocometothefronttoreadouthisorheressayoutindividually.
Step2Listening
Dialogue12onp58
Studentsareaskedtoreadfastthequestionsandthenlistentothetapetwicetoanswerthequestions.
Step3Discussion:
Thinkofsomeexamplesofnewinventionsthatpeoplewereafraidoforcan’tacceptatfirst.
Step4Homework.
Listening(wbP130)
Previewthereading.
The3rdPeriodReading
Step1Revision
Checkthehomeworkandthenaskiftheyhavesomeideasofinventingsomeusefulthingstoimproveourlife.
Step2Pre-reading
Dotheexonp59
Step3while-reading
Mainideaofeachpara:
Para1.Bythinkingaboutthewaywethinkandpracticinggoodthinkingstrategies,wecanbecomemorecreative.
Para2.To“thinkoutsidethebox”istotrynewwaystosolveaproblem.
Para3.Goodsolutionsandnewideasareoftentheresultofachangeinperception.
Para4.Everynewthoughtorideahastobeconnectedtowhatwealreadyknow.
Para5.Goodideasaretheresultofalongprocessoftrialanderror.
Step4Languagefocuses:
Dealwithsomelanguagepointsifpossible:
Trial-try
Application-apply
Produce-production
Inspiration-inspire
Fail-failure
Deep-depth
Possible-possibility
Connect-connection
Awareness-aware
Step5Post-reading:
Listentothetapeandthenfinishthepost-readingExonp60.
Step4Homework
FindoutsomesentenceswiththeAttributiveClause.
Preparations:LanguageStudyonp61.
The4thPeriodGrammar
Step1Revision
Dictatesomephrasesandsentences:
Betiredof,breakawayfrom,allowfor,getstuck
Partialsolutions,andevenfailures,giveusmoreinformationandcluesthathelpusmoveforwardsabettersolution.
Bylookingataprobleminasmanyaspossible,creativethinkerscanfindsolutionsthatwouldotherwiseremaininvisible.
Step2Grammar
DosomeexercisesabouttheAttributiveClause:
Step3Practice:
FinishtheexercisesonP61,checkingtheanswersorally.
Step4Homework
Ex23onp133
Gooverthereadingonp133
The5thPeriodExtensivereading
Step1
Checkthehomework(Ex23onp133)
Step2ListeningandFastreading
Playthetapeandaskstudentstolistentothetapeandcompletethefollowingchart:
InventionPossibleuses
Invisiblepaint1.________;2.________
Step3Intensivereading
Readforthesecondtime,andthenanswerthequestions:
Thendealwithsomelanguagepointsifnecessary.
Step6Homework
Reviewwhatwe’velearnedinthisperiodandpreviewtheReadingandWritingonp62.
The6thPeriodWriting
Step1revision
Step2Pre-writing
AskthestudentstoreadthetextAllintheMind:ScientificMetaphors?Andthenfinishthechartonthebelow.
Step3Writing
TrytowriteanessayusingtheinformationgivenonP64.
Readsomesampleessaysandgivecommentsonthem.
Step4Homework
Tosummarizewhatwe’velearntinthisunit.
ReadtheStrategiesgivenonP64toseeifyoucanusethesetipstoimproveyourEnglish-learning.
人教版高二下Unit18Inventions教案
人教版高二下Unit18Inventions教案
Period1Let’slistenandspeak!
Goals
●Helpstudentsunderstandthecommonsenseaboutinventions.
●Dolisteningandmakesurestudentsunderstandit.
●Helpimprovethestudents’listeningandspeakingabilities.
Procedures
Leadinginbyguessing.
Today,wearegoingtolearnsomethingaboutinventionsthatwilldogoodtohumanbeingsorevensmoothawaydifficultiesbroughtbydisabilities.Herearesomeofthem.Pleaseguesswhattheyareorwhotheinventorsare.
1.amanwhomademorethan1,000inventionsinhislifeandinventedelectricbulbs
2.awomanwhodiscoveredawaytoalterandexpandtherangeofnaturalcottoncolorswithoutusingtintsordyes
3.acomputerthatfitscomfortablyonyournoseandweighslessthanapairofglasses
4.amanbornin1876whoinventedaneffectivegasmotorengineandbuiltthefirstpracticalfour-strokeinternalcombustionenginecalledthe“OttoCycleEngine”
5.ashoewhoseheelsmadeelectricitywitheverystepthewearertakes
Key:
1.ThomasAlvaEdison
2.SallyFox
3.Nose-topcomputer
4.NicolausOtto
5.Electricshoes
Tolearnmoreaboutinventionspleaseturntopage57orlookatthescreen.
Task1:Lookinganddiscussing.
Lookatpage57orthescreen.Therearefourpicturesandfourdescriptions.Readthedescriptionsindividuallyfirstandthenmatcheachpicturewiththecorrectdescription.
Picture1:Electricshoes
Picture2:Inflatablebicycle
Picture3:Ediblechopsticks
Picture4:Nose-topcomputer
Task2:Discussing.
Nowdiscussthefollowingquestionsinpairs:
1.Whichofthefour“invention”doyouthinkwouldbemoreuseful?Why?
2.Isthereanythingyouwouldliketoinvent?Ifso,whatandwhy?
Task3:Listeningandansweringquestions.
1.Nowwearegoingtolistentodialogue1onthetape,whichisaboutMr.Dean’snewinvention.Listencarefullyandtrytounderstandit.Thenyoushouldanswerthefollowingquestions:
1)WhataretheadvantagesofMr.Dean’snewinvention?
2)Howdoesitwork?
3)Whatcanitbeusedfor?
4)Whydoesthepatentofficernotwanttogivethemanapatent?
2.Listentothetapeofdialogue2,whichisaboutMr.Scoles’inventionandthenanswerthefollowingquestions:
1)WhathasMr.Scolesinvented?
2)Whydidthemaninventit?
3)Doyouthinkitworks?Howdoesitwork?
4)Whydoesthepatentofficernotwanttogivethemanapatent?
Task4:Speakingup.
Ingroupsoffouroneistoplaytheroleofaninventortoexplaintotheresthowhisinventionworks.Thepatentofficershouldlisten,askquestionsanddecidetogivewhichonethepatent.
Closingbywriting.
Toendtheperiod,let’strytowritealistofnewinventionswewouldliketomake.Let’sseewhoseideasarebothcreativeandpractical.
Period2Let’sread!
(WhatwillYouThinkofNext?…)
Goals:
●Improvethestudents’readingabilities.
●Learnaboutcreativityandthinkingstrategies.
Procedures
Learninginbydiscussing.
Lasttimeyouwereaskedtowritealistofyourpossibleinventions.Nowweshallseewhoseinventionsarebothcreativeandpractical.
T:What’syourinvention,Sa?
Sa:FlowerSpeakerAmplifiers.
T:Whatdoesitlooklike?
Sa:Itisthegadgetthatishiddeninavaseorapottedplant.
T:Howdoesitwork?
Sa:Itsendsmusicatjusttherightfrequencytovibrateupthestemsandthenbeconvertedintoaudiblesoundbytheentireplant.AdevicesuchasaCDplayerorradiocanbeconnectedtoit.Musicisalsogoodfortheplants,whichareinvigoratedbytheconstantmusicalsounds.
T:Quitecreative.NowaccordingtotheanswerfromSa,Ihavegotsomequestionsforallofyoutodiscussingroups.
Task1:Skimmingforthemainidea.
Weshalllearnmoreaboutcreativitytoday.Nowskimthereadingpassagetofindoutthemainideaofeachpart.
Task2:TrueorFalse.
1MostinventorshavehighIQs.
2Thethingsweknowcansometimesmakeitmoredifficultforustounderstand.
3It’simpossibletolearnhowtobecreative.
4Thebestwaytofindagoodsolutionistolookforonegoodanswer.
5Inventorstrytoavoidfailure.
6Themorewayswehaveoflookingataproblem,themorelikelyitisthatwecanfindasolution.
7Mostgoodideasaretheresultofalongprocessoftrialanderror.
Task3:Listeningandreadingaloud.
Next,wearegoingtolistenandreadaloud.Pauseatthecorrectplacesandfindoutthesentencesdifficulttoyouatthesametime.
UsefulExpressions
Useone’screativity,comeupwithanewidea,havemuchincommon,havedifferentbackgrounds,dowellinschool,gethightestscores,haveahighIQ,practicegoodthinkingstrategies,limitone’sthinking,thinkout,rephraseaproblem,allowforcreativesolutions,rejectwrongideas,getstuck,movetowardsabettersolution,breakawayfromoldthoughtpatterns,explorenewpossibilities,deepenone’sunderstanding,remainhidden,connectto,makeconnections.aprocessoftrialanderror,changetheworld
Task4:Questionsandanswers.
Firstworkinpairs,tryingtoanalyzethedifficultsentences,thenputyourquestionstome.Wewillfocusontheformsandstructuresofthepassages.
Task5:Fillintheblankswiththewordsinthetext.
Creativityisamatterof_____.Inordertobemorecreative,weshouldthinkabouthowwethinkand_______goodthinkingstrategies.
To“thinkoutsidethebox”isaconscious______tobreakawayfromoldthought______inorderto_______newpossibilities.Achangein________-----totakeanotherlookattheproblem----mayleadtogoodsolutionsandnewideas.
Greatthinkersare______of“makingconnections”andtryto______newandoldideasinasmany______waysaspossible.By_______andconnectingideasandobjectsinnewways,creativethinkersareabletothinkofnew_________andsolutions.
Goodideasareno_______.Theyaretheresultofalong_____oftrialand_____.Ifwewanttodevelopourcreativity,wecantryusingthesethinkingstrategiestofindnewwaysto_____ourlife.
Closingupbydiscussion
Toendthisperiod,let’shaveadiscussionofthefollowingquestions:
1.Howcanwebemorecreativeinthinking?
2.Howdopeoplecomeupwithnewideasfornewinventions?
3.Howcancreativethinkingbeusedtobetterourstudies?
Period3Let’sstudy!
(Grammar:ReviewtheAttributiveClause)
Goals
●LearntodefinewordsinEnglishwiththeattributiveclause.
●Learnmoreabouttheattributiveclause.
Procedures
Leadingin:Readinganddiscovering.
Readthepassagesandunderlinealltheattributiveclauses.
Task1:Reviewingtheattributiveclause.
學(xué)習(xí)定語(yǔ)從句的幾個(gè)問(wèn)題
1、掌握以上關(guān)系代詞、關(guān)系副詞的含義及使用時(shí)，要特別注意以下幾點(diǎn)：
1)指物時(shí)宜用that的情況：
a.當(dāng)先行詞為all,much,little,few,none,something,anything,everything,nothing等不定代詞時(shí)。Allthatcanbedonehasbeendone.
b.當(dāng)先行詞既指人又指物時(shí)。
Hespokeofthemenandthething(that)hehadseenabroad.
c.當(dāng)先行詞被序數(shù)詞或形容詞的最高級(jí)修飾時(shí)。
ThisisoneofthebestfilmsthatIhaveeverseen.
d.當(dāng)先行詞被thevery,theonly,thelast,any,every等修飾時(shí)。
ThisisoneoftheverybookthatIamlookingfor.
e.當(dāng)先行詞是疑問(wèn)詞who,what,which時(shí)。
Whothathassuchahomedoesn’tloveit?
f.關(guān)系代詞在從句中作表語(yǔ)。
Maryisnolongerthegirlthatsheusedtobe.
2)關(guān)系代詞as和which都能引導(dǎo)非限定性定語(yǔ)從句代表整個(gè)句子的內(nèi)容，as
引導(dǎo)的從句可位于句首或句末，which引導(dǎo)的定語(yǔ)從句則不能位于句首。
Whichyouknow,heisagoodman.(×)
Asyouknow,heisagoodman.(√)
3)關(guān)系副詞when,where,why其含義相當(dāng)于onwhich,inwhichforwhich等，可以互換：
Thedaywhen/onwhichImethimfirstwasMay1st.
Idon’tknowthereasonwhy/forwhichhedidn’tcome.
47)whose指物時(shí)，可以與ofwhich等結(jié)構(gòu)互換，但應(yīng)注意與冠詞的位置關(guān)系：
Thisisthebookthecoverofwhich/ofwhichthecover/whosecoverisblue.
5)有時(shí)可用代替關(guān)系副詞。在口語(yǔ)中常省略。
Thisisthereason(why/forwhich/that)hecamelate.
6)先行詞是專有名詞、整個(gè)句子或世界上獨(dú)一無(wú)二的物質(zhì)名詞時(shí)，一般用非限定性定語(yǔ)從句修飾。Thesun,whichgivesuslightandheat,isverybig.
7)在先行詞和定語(yǔ)從句之間有無(wú)逗號(hào)有時(shí)會(huì)引起名義的變化：
Hesaidnothingthatmadeherangry.他沒(méi)說(shuō)使她生氣的話。
Hesaidnothing,whichmadeherangry.他一言不發(fā)，這使她很生氣。
2、定語(yǔ)從句與強(qiáng)調(diào)結(jié)構(gòu)
Itistheplacewheretheylivedbefore.
Itisintheplacethattheylivedbefore.
第一個(gè)句子為定語(yǔ)從句，where指代theplace，在定語(yǔ)從句中作狀語(yǔ)，第二個(gè)句子為強(qiáng)調(diào)結(jié)構(gòu)，強(qiáng)調(diào)intheplace,that沒(méi)有意義，把放回后面句子，句子意思完整。
Whereisitthathefoundthelostwatch?(強(qiáng)調(diào)句型，強(qiáng)調(diào)疑問(wèn)副詞where.)
Whereisthewatchhefoundyesterday?(定語(yǔ)從句，that指代thewatch.)
3、定語(yǔ)從句中的先行詞
Isthisbooktheonethatyouboughtyesterday?
Isthisthebookthatyouboughtyesterday?
第一個(gè)句子中，thisbook是主句的主語(yǔ)，theone是先行詞。在第二個(gè)句子中this是主句的主語(yǔ)，thebook是先行詞。一定要避免出現(xiàn)：Isthisbookthatyouboughtyesterday?
4、定語(yǔ)從句與同位語(yǔ)從句
定語(yǔ)從句相當(dāng)于形容詞，它對(duì)先行詞起修飾、描述或限制作用，而同位語(yǔ)從句則相當(dāng)于名詞，對(duì)其前面的詞給予說(shuō)明或作進(jìn)一步解釋，即說(shuō)明該詞所表示的具體內(nèi)容。例如：
Thenewsthatweheardisnottrue.(定語(yǔ)從句)
Thenewsthathewontheprizeisnottrue.（同位語(yǔ)從句）
另:在“havenoidea＋從句”結(jié)構(gòu)中，其從句都作idea的同位語(yǔ)。例如：
Ihavenoideawhenshewillbeback.
Task2:Fillinginandrewriting.
Nowitistimeforyoutodothegrammarexercises1and2onpage61.
Closingupbyworkingoutawordpuzzle.
Torelaxed,turntopage62,andworkoutthewordpuzzleasquickaspossible.Thewinnerwillwinalittlegift.
Period4Let’sreadandwrite!
(ALLINTHEMIND:SCIENTIFICMETAPHORS)
Goals
●Improvethestudents’abilitiesofreadingcomprehension.
●Learnaboutthepositiveandnegativeof“scientificmetaphors”.
●Enablethestudentstowritebriefessays.
Procedures
Leadingin:bylifeexperiences.
Goodmorning,class!Livinginaninformationage,weareenjoyingvariousinventionsofmoderntechnology.Wemakeusesofcomputers,mobilephones,TVsets,andsoon.Nowtellmewhatusesyoumakeofallthosemoderndevices.
Task1:Readingforthemainideaofeachparagraph.
Tolearnmoreaboutmoderntechnologies,turntopage63andfirstreadforthemainideaofeachparagraph.
Task2:Discussingthelanguagepoints.
Anyproblemwiththearticle.Nowinpairstrytofindsomequestionsaboutallthepointsdifficulttoyou.Youmayaskmeforhelpifnecessary.
Task3:Listeningandreadingaloud.
Tounderstandbetterwhat’stalkedaboutinthearticle,listentothetaperecordandreadaloudthetextatthesametime.
Closingupbywritingabriefessay.
Allright,nowlistentomyquestions:
Whatwillcomputerslooklikeinthefuture?
Howwillweusecomputers?
Howwouldyoudescribeacomputertosomeonelivinginthe19thcentury?
Whatwouldyoucompareacomputerto?
WordsandExpressions
liveinaninformationage,do…withcomputer,sendmails,besimilarto…,keepinformationinone’smemory,developtechnologyatahighpace,metaphor,storage,paste,glue,bedifferentfrom…,inthebestway,afterall,nowthat,inthefuture,thinkabout…
Homework
Readingmaterial
以“魚”喻人
Ⅰshark：(本義)鯊魚；(喻義)貪詐的人。如：aloanshark(高利貸主)，thebigsharks(壟斷資本家)。
Ⅱeel：(本義)鰻魚；(喻義)滑頭的人。如：
He’sfarfromstraightforwardtodealwith——aslipperyeel.
他這個(gè)人與人打交道很不直爽———滑頭精。
Ⅲfish：(本義)魚；(喻義)人。如：Thatolduncleofyoursisaqueerfish.你那位老伯伯，可真是個(gè)古怪的人。acoldfish冷冰冰的人apoorfish可憐蟲
“植物”喻人
Ⅰ.He was the No.1 seed in the table-tennis championship.
他是這屆乒乓球錦標(biāo)賽頭號(hào)種子選手。(種子——種子選手)
Ⅱ.A man of learning is supposed to be some pumpkins.
學(xué)問(wèn)高深的人常被認(rèn)為是重要人物。(南瓜——很重要的人物，通常用復(fù)數(shù)形式并與some連用)
Ⅲ.He is a real daisy.他是個(gè)頂呱呱的人物。(雛菊——第一流的人物)
Ⅳ.The country lost the flower of its youth in the war.
那個(gè)國(guó)家在戰(zhàn)爭(zhēng)中失去了許多優(yōu)秀青年。(花——精華)
Ⅴ.I’llleave you two young people alone；I’m sure you don’t want me to play gooseberry.
你們兩個(gè)年輕人單獨(dú)在一起吧，我敢肯定你們不希望我?jiàn)A在你們中間。(醋栗———[作]陪婦，這短語(yǔ)源自青年男女相聚時(shí)須有老婦陪伴的古老習(xí)俗譯成“當(dāng)電燈泡”也是很形象的表達(dá)。)
