小學(xué)三年英語(yǔ)教案

高三英語(yǔ)Zoology。

一位優(yōu)秀的教師不打無(wú)準(zhǔn)備之仗，會(huì)提前做好準(zhǔn)備，高中教師要準(zhǔn)備好教案，這是高中教師需要精心準(zhǔn)備的。教案可以讓學(xué)生更容易聽(tīng)懂所講的內(nèi)容，有效的提高課堂的教學(xué)效率。那么怎么才能寫(xiě)出優(yōu)秀的高中教案呢？下面是小編精心為您整理的“高三英語(yǔ)Zoology”，歡迎閱讀，希望您能閱讀并收藏。

整體感知

單元要點(diǎn)

Wordstudy

1.bee2.transparent3.dot

4.surrounding5.troop6.assumption7.beyond8.semicicle9.apparent10.sideways11.astonishing

12.maximum13.precise14.adequate15.clarify16.upward17.disgusting

18.psychology19.changeable20.adaptation21.stripe

22.zebra23.camel

24.primitive

25.missile26.walnut

27.session

1.蜜蜂2.透明的

3.小圓點(diǎn)4.周圍附近的5.群，(pl)部隊(duì)6.假設(shè)

7.遠(yuǎn)于，超出8.半圓形

9.明顯的10.斜著

11.驚人的12.最大13.精確

14.足夠的15.澄清16.向上的17.討厭的18.心理學(xué)

19.易變20.適應(yīng)21.條紋

22.斑馬23.駱駝24.原始的

25.導(dǎo)彈26.胡桃

27.一段時(shí)間，學(xué)年

Useful

expressions

1.getholdof

2.tell…apart

3.overandoveragain

4.cometolight

5.asamatterof

1.抓住

2.分辨，區(qū)別

3.一再，反復(fù)

4.顯露，為人所知

5.事實(shí)上，說(shuō)真的

Sentence

Patterns

Communicative

English

Debating(辯論)

1.Openingstatement

lBackgroundinformation

lTopic

lOpinion:Wethinkthat…because…and…

2.Firstargument

lExplainandsupportthefirstreason

3.Sencondargument

lExplainandsupportthesecondreason

4.Questions

lAsktheotherteamquestions

5.Closingstatement

lSummarizeyourargument

lRestateyouropinion

Grammer

復(fù)習(xí)情態(tài)動(dòng)詞表推測(cè)的用法：(mustcancouldmaymight)

1.Whenyouareverysureofsomething,youusemustinpositivesentencesandcannotorcouldn’tinnegativesentences.

2.Whenyouarequitesureaboutsomething,youusecan.

3.Whenyouthinkthatsomethingispossible,butyouarenotverysure,youusecould,mayormight.

Topics

Writing

1.Talkaboutpreparefortests:

①.Planahead②.Keeptrack

③.Besmart④.Useyourbrainpower

2.Writingashortessayinwhichyoustateandsupportyouropinion.

背景知識(shí)

DoAnimalsCommunicate?
Whenwethinkofcommunication,wenormallythinkofusingwords-talkingface-to-face,writingmessagesandsoon.Butinfactwecommunicatefarmoreinotherways.Oureyesandfacialexpressionsusuallytellthetruthevenwhenourwordsdonot.Thentherearegestures,oftenunconscious:raisingtheeyebrows,rubbingthenose,shruggingtheshoulders,tappingthefingers,noddingandshakingthehead.Thereisalsotheevenmoresubtle"body-language"language“ofposture:areyousitting-orstanding-witharmsorlegscrossed?Isthatpersonstandingwithhandsinpockets,heldinfrontofthebodyorhiddenbehind?Eventhewaywedressandthecolureswewearcommunicatethingstoothers.So,doanimalscommunicate?Notinwords,althoughaparrotmightbetrainedtorepeatwordsandphraseswhichitdoesn’tunderstand.But,aswehavelearnt,thereismoretocommunicationthanwords.Takedogsforexample.Theybaretheirteethtowarn,wagtheirtailstowelcomeandstandfirm,withhairerect,tochallenge.Thesesignalsaresurelytheequivalentofthehumanbodylanguageoffacialexpression,gestureandposture.
Colourcanbeanimportantmeansofcommunicationforanimals.Manybirdsandfishchangecolour,forexample,toattractpartnersduringthematingseason.Andmatingitselfiscommonlyprecededbyaspecialdanceinwhichbothpartnersparticipate.

細(xì)說(shuō)教材

Warmingup

Asmallanimalthathelpsthepolicegetholdofthieves.

一種能幫助警察捉賊的動(dòng)物。

getholdof…=take/catchholdof…意思是“抓住…”；“獲得…”

e.g.Hetookholdoftheropeandpulled.

他抓住繩子用力拉。

Igotholdofthesackandliftedit.

我抓住包，把它舉了起來(lái)。

Ineedtogetholdofsomemoneyquickly.

hold還用作動(dòng)詞，意為“握住”“擁有”“容納”“使…保持…”“持…觀點(diǎn)”等

e.g.Shewasholdingabook.她手里拿著一本書(shū)。

Theyheldtheirheadsup.他們頭抬得高高的。

Sheholdsthatthegovernment’spolicyismistaken.

她認(rèn)為政府的政策錯(cuò)了。

其常見(jiàn)短語(yǔ)搭配有：

holdaconversation/meeting進(jìn)行交談/開(kāi)會(huì)

holdtheline=holdon別掛電話

hold…back阻止…

holdone’sbreath屏住呼吸

hold…off使…與…保持距離

hold…over使…延期

Ananimalthatisn’ttellingthetruth.

一種會(huì)撒謊的動(dòng)物。

tellthetruth“說(shuō)實(shí)話”的意思，tell的相關(guān)類似短語(yǔ)有：

tella/thelie=telllies撒謊

tellastory講故事

ListeningYouaregoingtohearaninterviewwithawomanwhoworksinazoo.

你將聽(tīng)到對(duì)一位在動(dòng)物園工作的婦女的采訪報(bào)道。interview在這里是名詞“采訪”的意思，還有“面試”之意。

e.g.Thefilmstaragreedtogiveaninterviewafterthewedding.

這位影星同意在婚禮后接受采訪。

She’sgotaninterviewforanewjob.

她參加了新工作的面試。

interview還有動(dòng)詞用法，是“采訪”的意思,

要區(qū)別與cover的用法。interview可以用interviewsb.或interviewsth.

但cover不能用coversb.只能說(shuō)coversth.

e.g.Areporterinterviewedtheprimeminister.

一位記者采訪了首相。

She’sbeinginterviewedforthejob.

她正在接受求職面試。

Theysentagreatmanyreporterstocovertheconference.

cover除了“采訪”的意思外還有“用……遮蓋；覆蓋”“占有…（面積）;掩飾”

“涉及…（內(nèi)容）”等含義。請(qǐng)學(xué)習(xí)下面例句中cover一詞的各種用法

e.g.Sincewatercoversmostoftheearth,Corsteauknewweshouldkeeptheseasclean.
由于水覆蓋了地球的大部分，庫(kù)斯托知道我們應(yīng)該保持海洋清潔。

Hetriedtocover(up)hismistake.

他想掩蓋他的錯(cuò)誤。

Hesaidhecouldcoverthedistanceonfootintwohours.

他說(shuō)這段路程兩個(gè)小時(shí)能走完

Howmanypageshaveyoucovered?你讀了多少頁(yè)了？

Whatarethemainpointsyou’regoingtocoverinyourtalk?

你的報(bào)告主要涉及哪些內(nèi)容。

Wehaveonlyjustcoveredourexpenses.

我們所收入的僅夠開(kāi)支而已。

cover作名詞，作“蓋子”、“封面”解。

e.g.Whenthewaterboils,takethecover.

當(dāng)水開(kāi)的時(shí)候,把蓋子揭開(kāi).

Thebookneedsanewcover.

這書(shū)需要裝個(gè)新封面.What’stheproblemwiththeanimalsatthezoo?

動(dòng)物園里的動(dòng)物有什么問(wèn)題？

What’stheproblemwith…

=What’sthetroublewith…

=What’sthematterwith…

=Whatsyourproblem?

=Whatswrongwithyou?

都用來(lái)詢問(wèn)“…（你）怎么回事？”

SpeakingThetwoteamstaketurnsspeaking.

兩只隊(duì)伍輪流發(fā)言。

taketurnsdoingsth.“輪流干…”，turn是名詞。

為便于學(xué)習(xí),現(xiàn)就turn的用法歸納如下:
I.turn(n.)順序,輪流
1.Itsonesturntodosth.輪到某人做某事
Itsyourturntomakeadecision.

該你來(lái)做出決定了。

2.takeonesturntodosth.=dosth.inturn=dosth.byturns輪流做某事
Thenursesattendedthepatientinturn/byturns.

=Thenursestookturnstoattendthepatient.

護(hù)士們輪流照顧病人。
II.turn(vi.)轉(zhuǎn)動(dòng),轉(zhuǎn)向,翻轉(zhuǎn)
turnright/left=turntotheright/left
turntosth./sb.(forhelp)
turntopage84
III.turn(link-v.)變得……
turngreen/yellow變綠/黃了
Tenyearslater，heturnedteacher.
A./B.aC.anD.the
注:此題考查turn作連系動(dòng)詞的特殊用法,即turn作連系動(dòng)詞時(shí)后接表語(yǔ)名詞，省略冠詞.所以此題的答案為A.如果turn后加into則須在名詞前加冠詞a.
IV.固定詞組:
1.turnagainst背叛
Nobodywillturnagainsthiscountry.
2.turndown關(guān)小/拒絕
Heturneddownmysuggestionwithouthesitation.
Pleaseturndownthegas.
3.turnfromsidetoside把身體轉(zhuǎn)來(lái)轉(zhuǎn)去
Thenaughtyboyturnedfromsidetosidewhileansweringquestionsinclass.
4.turnin上交
Thechildpickedupapurseonthewayandturneditintothepoliceman.
5.turn...into...(使……)成為……
Thefarmersareturningwastelandintoricefields.
6.turnoff關(guān)(水源、煤氣、電燈等)/避開(kāi)(問(wèn)題等)
Turnoffthelightwhenyouleavetheroom.
7.turnon打開(kāi)(水、煤氣、電燈、無(wú)線電等)/對(duì)……發(fā)怒
turnontheradio
turnthegunonsb.
8.turnout結(jié)果是/證明是/生產(chǎn)出
Theweatheryesterdayturnedout(tobe)fine.
Thefactoryturnedoutmoreproductsthantheyhadexpected.
9.turnover(使)打翻/翻身/翻動(dòng)/翻耕(土地)/轉(zhuǎn)危為安
Themanturnedoverandwenttosleepagainwhenthetelephonerang.
10.turnup開(kāi)大/出現(xiàn)/找到/證明是(=turnouttobe)
Themeetingisbeginning，buthehasnotturnedup.Hemighthavebeenlost.

Whenalltheteamsareready,theteacherwillstartandtimethedebate.

當(dāng)所有隊(duì)伍都準(zhǔn)備好以后,老師就開(kāi)始為辯論計(jì)時(shí).

time　是動(dòng)詞，＂計(jì)時(shí)＂的意思，還有“安排好時(shí)間,使合拍子;安排……的速度＂

e.g.Howlongcanyouholdyourbreathunderwater?TakeadeepbreathandI’lltimeyou.
你在水下能潛多久呢？深呼吸一下，我給你計(jì)時(shí)。

Hetimedhisjourneysothathecouldarriveatthehotelbeforedark.
他安排好了他的旅程，以便能在天黑以前到達(dá)旅館。

Hetriedtotimehisstepstothemusic.

他盡力與音樂(lè)合節(jié)拍。

Reading　Amongthedifferenttypesofbee,itisthehoneybeethathasmostinterestedscientistsbecauseofthe“l(fā)anguage”theyusetocommunicatewitheachother.在不同種類的蜂中，最使科學(xué)家感興趣的是蜜蜂，因?yàn)槊鄯淠苡谩罢Z(yǔ)言”，來(lái)相互交際。

…itisthehoneybeethathasmostinterestedscientists…是一個(gè)由it引導(dǎo)的強(qiáng)調(diào)句，被強(qiáng)調(diào)的部分是thehoneybee。如果不加以強(qiáng)調(diào)，則全句是：

…thehoneybeehasmostinterestedscientists…

Thedevelopmentofthe　modernbeehivein1851madeitpossibletodesignexperimentstoresearchthelanguageofhoneybees.1851年新式蜂箱的研制，使設(shè)計(jì)實(shí)驗(yàn)研究蜜蜂的語(yǔ)言成為可能。

本句是一個(gè)簡(jiǎn)單句：Thedevelopment…madeitpossibletodesignexperiments…其中的it是形式賓語(yǔ)，它所代替的真正賓語(yǔ)是后面的不定式短語(yǔ)todesignexperiments。it作形式賓語(yǔ)的句型是：

主語(yǔ)+及物動(dòng)詞+it+賓語(yǔ)補(bǔ)足語(yǔ)+不定式

e.g.IfounditimportanttolearnspokenEnglish.

我發(fā)現(xiàn)學(xué)習(xí)英語(yǔ)口語(yǔ)很重要。

Ithinkithardtomasteraforeignlanguage.

我認(rèn)為掌握一門(mén)外語(yǔ)是很難的。

Shefeelsitherdutytosupportherfamily.

她感到養(yǎng)家糊口是她的責(zé)任。

Thestormmadeitimpossibleforthemtomarchtothecity.

暴風(fēng)雨使他們不可能向城市進(jìn)軍。

ProfessorKarlvonFrisch,ascientistfromAustria,spentmanyyearsofhisliferesearchingtheamazingwayshoney-beescommunicateintheirdarkhives.

奧地利科學(xué)家卡爾·馮·弗里希教授，一生中花去了許多歲月，研究蜜蜂在黑暗的蜂箱里是以怎樣巧妙的方式傳遞信息的。

amaze　vt.使驚愕；使大為驚訝：

e.g.Heamazedeveryonebypassinghisdrivingtest.

令人驚訝的是他竟通過(guò)了駕駛考試。

amazing“令人驚異的”；在西方人的口中，表示驚訝，經(jīng)常可以聽(tīng)到amazing這個(gè)詞。如果有些事情發(fā)生得出乎意料，難以置信，也可以用amazing來(lái)形容。

e.g.You’reamazing.你真了不起。

Itwasamazingthattheboywasabletosolvetheproblemsoquickly.
那男孩能這樣快地解完這道題,真是令人驚奇。

有些漂亮或另類的東西，總能吸引許多眼球，就可以說(shuō)是amazingthings.

e.g.Iamalwayslookingfornewandamazingitems.
　我總是在尋找讓我眼前一亮的新東西。

amazed使（某人）感到驚奇，常用beamazedat/by感到驚奇。

e.g.Hewasamazedatallthecolours,andallthebeautifulfish.
　他對(duì)五顏綠色和各種美麗的魚(yú)感到驚奇。
WeareamazedatthechangesinBeijing.Ican’tevenfindwheremyoldhouseis.
　北京的變化使我們感到驚奇。我?guī)缀跽也坏脚f房子了。

＂．．．honey-beescommunicateintheirdarkhives.＂是定語(yǔ)從句，其先行詞

是＂ways＂，＂way＂后省略了引導(dǎo)詞“that”,也可用“inwhich”，也可以省略引導(dǎo)詞．

e.g.SomeEnglishwordsarenotspeltthewaysthattheysound.

=SomeEnglishwordsarenotspeltthewaysinwhichtheysound.

=SomeEnglishwordsarenotspeltthewaystheysound.

一些英語(yǔ)單詞不是像他們發(fā)音那樣去拼寫(xiě)．Hebuiltatransparentwall,throughwhichhecouldobservewhatwentoninside.

他安裝了透明的箱體，透過(guò)它，可以直接觀察箱內(nèi)發(fā)生的事情．

“throughwhichhecouldobservewhatwentoninside”是定語(yǔ)從句，來(lái)修飾先行詞，引導(dǎo)詞是介詞through加which構(gòu)成．

在定語(yǔ)從句用法中介詞+關(guān)系詞是一個(gè)重點(diǎn)，介詞后面的關(guān)系詞不能省略，但是介詞的后面不用that．

e.g.ThisisthehouseinwhichIlivedtwoyearsago.

某些在從句中充當(dāng)時(shí)間，地點(diǎn)或原因狀語(yǔ)的"介詞+關(guān)系詞"結(jié)構(gòu)可以同關(guān)系副詞when和where互換。

e.g.Doyourememberthedayonwhichyoujoinedourclub?
＝Doyourememberthedaywhenyoujoinedourclub?

注意：一些含有介詞的動(dòng)詞短語(yǔ)中，其介詞不能前置到引導(dǎo)詞前．

　e.g.Thechildrenwhomthenurseslookafterareweryhealthy.Inordertotellthebeesapart,hepaintedsomebeeswithlittledotsofcolour.

為了把蜜蜂區(qū)分開(kāi)，他在一些蜜蜂身上涂上色斑．

tellapart辨別；識(shí)別

＝distinguish…between…

=tell…from…;

=tellthedifferencebetween…and…

e.g.Somepeoplecanttellbluefromgreen.

在些人分辨不出藍(lán)色與綠色。

Mostnewcarslooksosimilarthatitsimpossibletotellthemapart．

許多新汽車看上去象是一樣的，不大可能把它們區(qū)別開(kāi)來(lái)。

IconfusedJimwithMikebecauseIcanttellthemapart．

我把吉姆和麥克混淆了，因?yàn)槲曳植磺逅麄儭?p>Thetwobrothersaresomuchalikethattheirmothercanhardlytellthemapart．

這兄弟倆長(zhǎng)得太相象了，連他們的母親都難以辨別。Theytroopedbehindthefirstdancer,copyingitsmovement.

它們成群結(jié)隊(duì)地跟在第一只跳舞的蜜蜂后面，模仿它的動(dòng)作。

課文中troop作動(dòng)詞用，意思是"結(jié)隊(duì)而行"、"成群涌向"

(comeorgotogetherinagroup)。用在句中時(shí)，句子的主語(yǔ)總是復(fù)數(shù)。
　e.g.Thechildrentroopedintothepark.

孩子們列隊(duì)走進(jìn)公園。
　Thegamewasoverandtheplayerstroopedhome.

比賽結(jié)束了，運(yùn)動(dòng)員整隊(duì)回家。

Troop還有名詞用法，作"一隊(duì)"、"一群"解。
　e.g.atroopofvisitors(一群參觀者)。
　它的復(fù)數(shù)形式(troops)作"軍隊(duì)"解。
　e.g.Wemusthaveourowntroops.

我們必須有自己的軍隊(duì)。

copy原作"抄寫(xiě)"、"復(fù)寫(xiě)"解。
　e.g.Heisbusycopyinghiscomposition.

他正忙著抄寫(xiě)他的作文。
　本句中的copy引伸作"模仿"、"仿效"解。
　e.g.Pleasecopymyactions.(＝PleaseactasIdo.)

請(qǐng)照我這樣做。
　"Goodmorning,"shesaid,copyinghermothersvoice.

"早上好"，她模仿著媽媽的聲音說(shuō)。

Youshouldcopyhisstrongpoints,nothisweakpoints.

你應(yīng)當(dāng)學(xué)他的長(zhǎng)處，而不是他的短處。VonFrischassumedthatthedanceconveyedmoreinformation.
馮·弗里希想弄清這種舞蹈能不能說(shuō)明喂食處有多遠(yuǎn).

assume的用法
assumevt.表示“假設(shè)，主觀認(rèn)為，假定；裝出…樣子；開(kāi)始擔(dān)任，承擔(dān)…

e.g.Weassumedthatyouunderstoodthesituation.

我們認(rèn)為，你了解形勢(shì)。

Heassumedawell-informedmannerbutinfactheknowsverylittle.

他裝出一副見(jiàn)多識(shí)廣的樣子，而實(shí)際上他知之甚少。
assumesomethingtobe猜想某事如何

assumeignorance/aninjuredair

假裝不知道，裝出冤屈的樣子

assume和given,suppose,supposing等詞一樣都可以引導(dǎo)狀語(yǔ).作用相當(dāng)于if.

e.g.Supposingyourfathersawyouknow,whatwouldyousay?
=ifyourfathersaw……

Assumingthattheweatherisfavourable,Farmerswillhaveabumperharvest.
假如風(fēng)調(diào)雨順，今年農(nóng)民將獲豐收。

assumed假裝的，假的；假定的，設(shè)想的：

e.g.anassumedcheerfulness偽裝的高興，

anassumedresult假定的結(jié)果，

Hislookofastonishmentwasassumed.他那驚訝的樣子是裝出來(lái)的。
assuming自負(fù)的，傲慢的，過(guò)分自信的：

e.g.Heistooassuminginthisattitudeabouttheenergysupply.

他在對(duì)待能源問(wèn)題的態(tài)度上實(shí)在顯得過(guò)于自信。
assumption假定，異端；自負(fù)，傲慢；假裝

e.g.Wearegoingontheassumptionthattheworkwillbefinishedtomorrow.
我們?cè)诟鶕?jù)明天可以完工這一假定辦事。

Iwasundertheassumptionthatyouwerecomingtomorrow.
我原以為你明天來(lái)。

assumptive被視為理所當(dāng)然的，自負(fù)的，傲慢的：

e.g.assumptivebeliefs被視為理所當(dāng)然的種種信仰，

assumptivepeople自命不凡的人

Onewasclosetothehive.Theotherwasmuchfartheraway,beyondsometrees.
一個(gè)靠近蜂箱,另一個(gè)遠(yuǎn)離蜂箱,幾棵大樹(shù)之外.

beyond一詞是高中英語(yǔ)的必備詞匯，其用法和含義較為復(fù)雜，很容易產(chǎn)生理解上的障礙，造成翻譯上的失誤。本文擬對(duì)beyond的一些用法淺析如下：

一、beyond作介詞用時(shí)，使用最廣，常用于下列幾種情況：

1.表示位置，意思是“在……的那一邊；在……之外；在更遠(yuǎn)處”。例如：

e.g.Beyondtheriverstoodapowerstation．

過(guò)了這條河就是一個(gè)發(fā)電站。

2.表示時(shí)間，其意為“遲于；超過(guò)”。例如：

e.g.Someshopskeepopenbeyondmidnight?有些商店?duì)I業(yè)到半夜以后。

3.表范圍、水平、限度、能力等，意思是“超出；多于；為……所不能及”在句中常作

①作表語(yǔ)

e.g.Yourworkisbeyondallpraise．

你的作品叫人贊揚(yáng)不盡。

②作定語(yǔ)
e.g.Theseweremattersbeyondhisunderstandingasyet．

這些事情他那時(shí)候還不了解。

③作狀語(yǔ)

e.g.Wesucceededbeyondourhopes．

我們獲得如此之成功，是我們始料所不及的。

4.用在否定和疑問(wèn)句中，意思是“除……之外”。

e.g.Iknownothingbeyondwhathetoldme．

除了他告訴我的以外，別的我都不知道。

Isthereanythingmoreyoucansaybeyondthat？

除了那點(diǎn)之外，你還能說(shuō)些什么嗎？

5.beyond有時(shí)還可表示年齡或數(shù)量，意思是“超過(guò)”。

e.g.Hedidntbelieveinpeoplelivingbeyond100．

他不相信人能活到100歲以上。

二、beyond也常作副詞用，主要有下面兩種用法：

1.指時(shí)空或正在進(jìn)行中的活動(dòng)，意思是“在遠(yuǎn)處；向遠(yuǎn)處；更遠(yuǎn)處”。

e.g.Ifwecrossthemountainswemayfindpeoplelivinginthevalleybeyond．

如果我們翻過(guò)這些大山，我們就可以發(fā)現(xiàn)在遠(yuǎn)處山谷中生活的人們。

Illgowithyoutothebridge，butnotastepbeyond．

我愿意同你一道走到橋頭，但再遠(yuǎn)的地方一步也不愿意去。

2.表示外加，意思是“此外；以外”。例如：

e.g.Hetoldmenothingbeyond．

此外他沒(méi)告訴我什么。Hemarkedallthebeesthatcametothenearbyfeedingplaceblue,andallthebeesthatwenttothefarawayplaceweremarkedred.

他給所有來(lái)到近的喂食處的蜜蜂標(biāo)上藍(lán)色，給飛到遠(yuǎn)的喂食處的蜜蜂標(biāo)上紅色。

faraway(遠(yuǎn)方的)是由far＋away構(gòu)成的合成形容詞。nearby(附近的)是由near＋by構(gòu)成的合成形容詞。它們?cè)诰渲卸甲鞫ㄕZ(yǔ)。

afarawayforest(遠(yuǎn)處的森林)，farawaytimes(遙遠(yuǎn)的時(shí)代)；

anearbyhotel(附近的一家旅店)，nearbyhills(附近的小山)。
注意：faraway在作定語(yǔ)時(shí)通常都連寫(xiě)，作表語(yǔ)或作狀語(yǔ)時(shí)則分寫(xiě)(faraway)。如：
e.g.Thehouseisnotfaraway.那座房子并不遠(yuǎn)。
Helivesfarawayfromtheschool.他住得離學(xué)校很遠(yuǎn)。
nearby既可作定語(yǔ)，又可作狀語(yǔ)；既可以連寫(xiě)(nearby)，也可以分寫(xiě)(nearby)，還可以加連字符(near-by)。

e.g.Isawhergoingtoanear-bypost-boxbeforelunch.
我看到她午飯前去附近的信箱投信。

Theylivenearby----lessthanakilometer.

他們住在附近，不到一公里。
Hegaveuphisseattotheoldmanstandingnearby.

他把座位讓給站在附近的老人了。

Theydiscoveredthatthefartherawaythefeedingstationwas,theslowerthedancewas.他們發(fā)現(xiàn)，喂食處越遠(yuǎn)，舞蹈動(dòng)作的速度就越慢。

"the+比較級(jí)……，the+比較級(jí)……"的意思是："越……，就越……"

這種結(jié)構(gòu)用來(lái)表示兩從此過(guò)程按比例同時(shí)遞增。前一句為從句，后一句為主句。
這種結(jié)構(gòu)常以省略形式出現(xiàn)，句式精煉簡(jiǎn)短，表意有力。例如：

e.g.Thesooner,thebetter.越快越好?！?p>Themore,thebetter.越多越好。

Themore,themerrier.人越多，越好玩。

Themorehegiveshischildren,themoretheywant.

給孩子越多，他們要的越多．

Thehigherwestand,thefartherwesee.

站的越高，看的越遠(yuǎn)

Themoreheexplains,themoreIampuzzled.

他越解釋，我越迷惑．

Soanotherastonishingfactcametolight.于是又發(fā)現(xiàn)一個(gè)令人驚訝的情況。　

cometolight作"發(fā)現(xiàn)"、"暴露"(tobediscovered/exposed)解。
e.g.NewfactsabouttheancientEgypthaverecentlycometolight.
有關(guān)古埃及的史實(shí)，最近已有新發(fā)現(xiàn)。

Shewasverypleasedwhenthelong-lostringcametolight.

當(dāng)很久前丟失的戒指被找到時(shí)，她高興萬(wàn)分．

Thesecretdidn’tcometolightuntiltheoldmandied.

直到老人死后，秘密才被揭露．Integratingskills

Apesusesightmorethansmell.猿不僅用嗅覺(jué),而且使用視覺(jué).

morethan用法小結(jié)1.morethan后面跟名詞，意為“不只是，不僅僅是”。

e.g.Hibernationismorethansleep.

冬眠不只是睡覺(jué)。

Katewasmorethanateacher.Shealsodidwhatshecouldtotakecareofherpupils.

凱特不僅僅是位教師，她還盡其所能照顧她的學(xué)生。

2.morethan與數(shù)詞連用，意思是“多于，大于，超過(guò)”。

e.g.Ihaveknownhimformorethantwentyyears.

我認(rèn)識(shí)他已超過(guò)二十年了。

Morethantenpolicementurnedupatthespotwheretheaccidenthappened.

十多位警察出現(xiàn)在出事地點(diǎn)。

3.morethan與形容詞和分詞連用，表示“非常、十分”。

e.g.Theyweremorethanhappytoseeuscomebackfromtheexpedition.

看到我們遠(yuǎn)征而歸，他們異常高興。

Iwasmorethansurprisedtoseethelionstandingatthebody.

看到那頭獅子站在尸體旁邊，我非常驚訝。

4.morethan與動(dòng)詞連用，對(duì)動(dòng)詞起著加強(qiáng)語(yǔ)氣的作用。

e.g.Repeatedadvertisingwillmorethanincreaseproductsales.

多次做廣告意味著增加產(chǎn)品的銷售。

HisprogressinEnglishlearningmorethanencouragedhimtolearnthesubjectwell.在英語(yǔ)學(xué)習(xí)方面的進(jìn)步激勵(lì)他學(xué)好這門(mén)課程。

5.morethan和含有情態(tài)動(dòng)詞的句子連用，有否定意義，表示“是……難以……”或“超過(guò)了……所能”之義。

e.g.ThebeautyofthemountainouscountryismorethanIcandescribe.

我難以描述那個(gè)山村的美麗。

ThisproblemismorethanachildlikeJackcansettle.

這一問(wèn)題超出了像杰克這樣的小孩的解決能力。

6.nomorethan意思是“僅僅，不過(guò)，只是”。

e.g.Allhiseducationaddeduptonomorethanoneyear.

他接受的所有的學(xué)校教育只有一年。

Theirnewflathasnomorethan60squaremetres.

他們的新居只有60平方米。

7.notmorethan表示“至多，不超過(guò)”

e.g.Lyingonthegroundwasapeasantboyofnotmorethanseventeen.

躺在地上的那個(gè)農(nóng)家男孩最多十七歲。Whiletheirsocietiesaredifferent,theyallcommunicateandbehaveinadvancedways.

雖然它們生活的社會(huì)環(huán)境不同,它們卻都以高級(jí)方式交流.

while連詞,意為"盡管;雖然";其用法大致有以下四種用法:
1.引導(dǎo)時(shí)間狀語(yǔ)從句,意為"當(dāng)……的時(shí)候;和……同時(shí)",此時(shí)的主從句謂語(yǔ)動(dòng)作同時(shí)發(fā)生,從句謂語(yǔ)通常是延續(xù)性動(dòng)詞。

e.g.MarywatchedTVwhilesheatehersupper.

瑪麗邊吃飯邊看電視。
Whileshewaslisteningtotheradio,shefellasleep.

她聽(tīng)著收音機(jī)睡著了。

while引導(dǎo)從句時(shí),如主從句的主語(yǔ)一致,且從句謂語(yǔ)又含有be,則從句主語(yǔ)和be可省略。while后可直接跟現(xiàn)在分詞、名詞、形容詞或介詞短語(yǔ)。

e.g.Weareteacherswhile(weare)servingasstudents.

我們邊當(dāng)老師邊當(dāng)學(xué)生。
While(hewas)yetayouth,hegainedmanyprizes.

他年輕時(shí)就曾多次獲獎(jiǎng)。
Hecaughtacoldwhile(hewas)onvacation.

他度假時(shí)患了感冒。

2.表示對(duì)比或轉(zhuǎn)折,意為"而;然而"。此時(shí),while一般位于句中。

e.g.Somepeoplewastefoodwhileothershaventenough.

有些人浪費(fèi)糧食,然而有些人卻吃不飽。
Youlikesports,whileIprefermusic.

你喜歡體育,而我更喜歡音樂(lè)。

3.表示讓步,通常位于句首,意為"盡管;雖然"。

e.g.WhileIagreewithyourreasons,Icantallowit.

盡管我同意你的理由,但我不能允許這樣做。
Whileheloveshisstudents,heisverystrictwiththem.

雖然他愛(ài)他的學(xué)生,可是他對(duì)學(xué)生們很嚴(yán)格。
While(hewas)respected,heisnotliked.

他雖受人尊敬,但并不被人喜歡。

4.表示條件,意為"只要",其意思和用法相當(dāng)于aslongas。while可位于句首,也可位于句中。

e.g.Youdonthavetoworrywhilewearehere.

只要我們?cè)?你就別著急。

Therewillbelifewhilethereiswaterandair.

只要有空氣和水,就有生命。
Whilethereislife,thereishope.

留得生命在,不怕沒(méi)希望。

5.意為"同時(shí);也"。如:
e.g.Whilethebookiswelcomedbyscholars,itwillmakeanimmediate

appealtothegeneralreaders.

這本書(shū)受到學(xué)者的歡迎,同時(shí)也會(huì)引起一般讀者的興趣。

6.意為"趁著"。

e.g.Makehaywhilethesunshines.

曬草要趁陽(yáng)光好。(諺)
Strikewhiletheironishot.

趁熱打鐵。(諺)
Whiletherosesareyetinbloom,willyoucomewithmetoseethem?

趁著玫瑰花還開(kāi)著,你和我一道去看看好嗎?Sometimestheywarneachotherofdanger,andtheyalsocommunicatesimplytokeepintouch.

于是它們互相提醒危險(xiǎn),它們交流僅僅是為了保持聯(lián)系.

warnsb.ofsth．“警告某人某事”，不能說(shuō)warnsbssth．。

e.g.Wewarnedhimofthedangerousbridge，buthedidntbelieve．

我們警告他那座橋危險(xiǎn)，但是他不相信。

類似這樣的結(jié)構(gòu)用法的動(dòng)詞還有:

一.表示“通知(inform)；警告(warn)；指責(zé)(accuse)；使想起(remind)”等意思的一些動(dòng)詞。
在這一結(jié)構(gòu)中，of的意思相當(dāng)于about。

e.g.OnthewayhomemyfathertoldmeofanaccidentthattookplaceonhisfirstdayatschoolinMr.Crossettsclass．

在回家的路上,父親給我講了他第一天上學(xué)時(shí)在克羅塞特先生課上的一件事。

Weshallinformyouofthedateofthedelegationsarrival．

我們將把代表團(tuán)到達(dá)的日期通知你。
TheteacheraccusedJimofcheatingintheexamination．

老師責(zé)備吉姆考試作弊。
Herfaceremindedmeofhermother．

她的模樣使我想起了她的母親。
HowcanIpersuadehimofherinnocence？

我怎樣使他相信她是清白無(wú)辜的？

二、表示“搶奪(rob)；剝奪；解除(cure,heal)；免除(rid)”等意思的動(dòng)詞。

e.g.Paralysisrobbedhimofhisabilitytodophysicallabor．

癱瘓使他喪失了勞動(dòng)力。
Thedoctorusedspecialmedicinestocurehimofthemeasles．

醫(yī)生使用特效藥治愈了他的麻疹。
Themedicinehealedmeofmybadcold．

這藥治愈了我的重感冒。
Itisnoteasytoridoneselfofabadhabit．

改掉一個(gè)人的壞習(xí)慣是不容易的。

Heclearedthepavementofwitheredleaves．

他清除了人行道上的落葉。

Theystrippedthewriterofhisrighttopublishhisbooks．

他們剝奪了這位作家出版作品的權(quán)利。
Sherusheduptorelievemeofmysuitcase．

她跑過(guò)來(lái)接過(guò)我手中的衣箱。
Ourarmydisarmedtheenemyofhisweapon．

我軍繳械了敵人的武器。

類似的動(dòng)詞還有：abridge（剝奪），purge（洗清），disabuse（去掉），despoil（搶劫），divert（脫去），deprive（剝奪）等。
三、表示“騙取(fool)”、“詐騙(cheat)”等意思的一些動(dòng)詞。
在這一結(jié)構(gòu)里，通常在of前加上out，outof表示“喪失”，但out可以省略不用。
e.g.Howcanyoufoolthelittlegirl（out）ofhermoney？

你怎么能詐騙那個(gè)小女孩的錢(qián)財(cái)呢？
Thebeggarcheatedthelittleboy（out）ofhiscandy．

那乞丐騙取了那個(gè)小男孩的糖。

simply的意思和用法

（1）simply是副詞，在對(duì)話中意為“really(真正)”、“very(much)（非常）”。

e.g.Thefilmissimplywonderful.這影片真是太美妙了。

Shelookssimplylovely.她看起來(lái)的確可愛(ài)。

Hispronunciationissimplyterrible.他的發(fā)音簡(jiǎn)直差透了。

Theyhadsimplynoshame.他們簡(jiǎn)直不知羞恥。

（2）simply亦可解釋為“樸素地”、“樸實(shí)地”、“無(wú)裝飾地”。

e.g.Heissimplydressed.他衣著樸素。

（3）simply還可作“僅僅，只不過(guò)”解，相當(dāng)于only。

e.g.Itissimplyaquestionoftime.這只不過(guò)是個(gè)時(shí)間問(wèn)題。

Youmustbelievemesimplyonmyword.你必須完全照我的話相信我。

Itissimplyamatterofworkinghard.此事只是努力去做的問(wèn)題。

（4）還可解釋為“簡(jiǎn)單地”、“簡(jiǎn)明地”。

e.g.Thecakeismadequitesimply.這糕做起來(lái)很簡(jiǎn)單。

Theteacherexplainedthetextquitesimply.老師簡(jiǎn)單地解釋了一下課文。

Whatmaybeofgreaterimportanceistoobservehowprimatesliveintheworld.

比較重要的事情是觀察靈長(zhǎng)目動(dòng)物是怎樣生活的．

這個(gè)句子涉及到“of+抽象名詞”相當(dāng)于該名詞相應(yīng)的形容詞。不過(guò)，這種結(jié)構(gòu)常用于較正式的場(chǎng)合，書(shū)面語(yǔ)中尤為常見(jiàn)。再看下面幾個(gè)句子：

e.g.Thisbookwillbeofgreatvaluetohiminhisstudents.(=Beveryvaluable)

Thebookisofmuchinterest.(=Beveryinteresting)

常用于這一結(jié)構(gòu)的修飾語(yǔ)還有：great，little,some,any,no,not,much等

常見(jiàn)的抽象名詞有importance,value,use,help,benefit(利益、好處)，significance(意義、重要性)。最后需要提及的是，“beof+名詞”結(jié)構(gòu)的否定形式一般采用否定名詞的做法：

“beofno+名詞”。

e.g.Heisofnocolour,forhehasbeenillfortwoweeks.

他毫無(wú)血色，因?yàn)樗技矁芍芰恕?p>AsfarasthestudyofEnglishwasconcerned,whathesaidwasofnopoint.

就學(xué)習(xí)英語(yǔ)而言，他所講的并未切中要害。

“beof+名詞”還可以表達(dá)以下幾種意義：

1、表示“具有，具備”

　e.g.Herstoryisofsomecoloursofthetruth.

她的故事有點(diǎn)真實(shí)感

　Thepartys12thcongressisofepochmakingsignificance.

黨的十二大具有劃時(shí)代的意義。

2、表示“屬于”

　e.g.Theproductsareoffirst-ratequality.

這些產(chǎn)品的質(zhì)量是屬于第一流的。

3、表示“包含”、“包括”、“類別”等

e.g.TheAmericansareofalmostallcoluresandraces.

美國(guó)人幾乎包括各種各樣的膚色及種族。

Hiswholelifewasofbestglory.她的一生是非常光榮的。

4.這種結(jié)構(gòu)還可表示“年齡”.“出身”“等級(jí)”等

Weareofthesameage.我們年齡相同。

Hewasofnoblebirthandhighrank.他出身于高貴門(mén)庭。Grammar

情態(tài)動(dòng)詞表推測(cè)

一、對(duì)目前的行動(dòng)或狀況的推測(cè)（情態(tài)動(dòng)詞+do）

（1）、在肯定句中，表示很有把握的推測(cè)時(shí)用must，而不太有把握時(shí)則用may,might或could,三者依次could的語(yǔ)氣最弱。

　e.g.Youmustbeverytired.你一定很累。

　（=Iamsurethatyouareverytired.）(很有把握)

　Youmay/might/couldbeverytired.你可能很累吧！

　(=Perhaps/Maybeyouareverytired.)（不太有把握）

（2）、在否定句中，cant則表示“不可能”，語(yǔ)氣最強(qiáng)，而相應(yīng)地maynot,mightnot語(yǔ)氣弱些，表示“可能不”。

e.g.Hecantbeathome.他不可能在家。（很有把握）

Hemaynot/mightnotbeathome.他可能不在家。（不太有把握）

（3）、疑問(wèn)句中，通常用can表推測(cè)。

e.g.　—Someoneisknockingatthedoor.

　—Whocanitbe?可能是誰(shuí)呢？

Wherecanhebenow?他現(xiàn)在有可能在哪呢？

　二、對(duì)過(guò)去的動(dòng)作或狀況的推斷常用“情態(tài)動(dòng)詞+havedone”。語(yǔ)氣強(qiáng)弱與以上三點(diǎn)相同，可依次類推。但表示“過(guò)去不可能”時(shí)，除了可用canthavedone之外還可用couldnthavedone。

e.g.HemusthavegonetoWuhan.（肯定已經(jīng)去了）

Hemay/might/couldhavegonetoWuhan.（可能已去了）

Hecannot/couldnothavegonetoWuhan.（不可能已去了）

CanhehavegonetoWuhan?（可能去了嗎？）

can(could)/may(might)/must/will等+have+done用來(lái)對(duì)過(guò)去發(fā)生的情況做出語(yǔ)氣強(qiáng)

弱不同的推測(cè)。具體使用時(shí)請(qǐng)注意以下幾點(diǎn)：
?、賑an一般用于疑問(wèn)句和否定句,極少用于肯定句。
　e.g.---Canshehavegonetoschool?
---No,shecanthavegonetoschool.Isawherjustnow.
?、趍ay表推測(cè)，一般不用于疑問(wèn)句；疑問(wèn)句中該用can,could或might。
　e.g.Howcouldhehaveforgottensuchanimportantthing?（不用may）
　Mightyouhavemethimsomewhere?（不用may）
　③could,may,might用于肯定句語(yǔ)氣較弱，must用于肯定句語(yǔ)氣很強(qiáng);may,

might用于否定句語(yǔ)氣較弱，can,could用于否定句語(yǔ)氣很強(qiáng)。
e.g.Hecould/may/mighthavegonetoschool.他可能上學(xué)去了。
　Hemusthavegonetoschool.他肯定是上學(xué)去了。
　Hemay/mightnothavegonetoschool.他也許沒(méi)去上學(xué)。
Hecant/couldnthavegonetoschool.他肯定沒(méi)去上學(xué)。
?、躮ust表推測(cè)，一般不用于否定句；否定句中該用can或could。
誤：Wemustnthavemetbefore.
正：Wecanthavemetbefore.
neednt+have+done可用來(lái)表示“已做了多余的事”。
　e.g.Thereisnoschooltoday.Youneednthavecome.
　could+have+done可用來(lái)表示沒(méi)做某事的“遺憾”。
e.g.Shecamehereonfoot,butshecouldhavecomebybus.
　could/might+have+done也可用來(lái)表示委婉的批評(píng)。
e.g.Youcouldhavecome5minutesearlier.
　Youmightatleasthavewrittenmealetter.
　在反意問(wèn)句中，表推測(cè)的情態(tài)動(dòng)詞不出現(xiàn)在簡(jiǎn)短問(wèn)句部分,取而代之的應(yīng)是情態(tài)動(dòng)

詞。句中有過(guò)去時(shí)間狀語(yǔ)的，問(wèn)句部分用過(guò)去時(shí)，否則，用現(xiàn)在完成時(shí)。
e.g.Hemusthavebeenthereyesterday,wasnthe?
　Hemusthavebeenthere,hasnthe?
Hecanthavebeenthereyesterday,washe?
Hecanthavebeenthere,hashe?

　三、由上我們可以得出一個(gè)結(jié)論：表推測(cè)時(shí)，must只用在肯定句中，而can只用于否定句和疑問(wèn)句中。而實(shí)際上can可用于肯定句中，但這常用于表可能性，意義有所不同，譯為“有時(shí)候可能”。

　e.g.Oldnewspapercanbeuseful.

舊報(bào)紙有時(shí)候還是有用的。

　Itcangetquitecoldhereatnight.

晚上這里有時(shí)候會(huì)相當(dāng)冷。習(xí)題對(duì)話

Languagepratice

1.Choosetheproperwordorphrasetotaketheplaceoftheunderlinedword(s)inthesentences.

①.glass=transparent②.think=assume③.makeclear=clarity

④.environment=surroundings⑤.obvious=apparent⑥.towardsone=sideways

⑦.distinguish=tell…apart…smallcircles=smalldots

⑧.got=obtainedenough=adequate

2.Usethewordsinthebracketstoanswerthequestion(refertotheReading)

3.Fillintheblankswiththepropermodalverbs.

Dialogue1:shall;must;needn’t;can;may;may/can;would;can’t;must

Dialogue2:could;can;may;must;may;would;can;may/might;would

考題檔案

1.(NMET2004全國(guó))Idontmindpickingupyourthingsfromthestore._______,thewalkwilldomegood.
A.SoonerorlaterB.BesidesC.IntimeD.Still

2.(NMET2004上海春)Iamsorryit’smypowertomakeafinaldecisionontheproject.A.overB.aboveC.offD.beyond

3.(NMET2004上海春)Ihavereadthematerialseveraltimesbutitdoesn’tmakeanytome.

A.meaningB.importanceC.senseD.significance

4.(NMET2004湖南)----Excuseme,butIwanttouseyourcomputertotypeareport.

----You______havemycomputerifyoudonttakecareofit.

A.shantB.mightnotC.needntD.shouldnt

5.(NMET2004天津)—WhatwereyoudoingwhenTonyphonedyou?

—Ihadjustfinishedmyworkandtotakeashower.

A.hadstartedB.startedC.havestartedD.wasstarting

6.(NMET2004江蘇)Iacceptthatheisnotperfect,Idoactuallyliketheperson.

A.WhileB.SinceC.BeforeD.Unless

7.Amoderncityhasbeensetupinwasawastelandtenyearsago.

A.whatB.whichC.thatD.where

8.Thehousetentisexpensive.IvegotabouthalfthespaceIhadathomeandImpaying__here.

　A.asthreetimesmuchB.asmuchthreetimeC.muchasthreetimesD.threetimesasmuch

9.(NMET1995)ShethoughtIwastalkingaboutherdaughter,______infact,Iwastalkingaboutmydaughter.
　A.whomB.whereC.whichD.while

10.[NMET1998上海]Weadvertisedforpupilslastautumn,andgot________60.
A.morethanB.moreof　C.asmuchasD.somanyas

11.--Wouldyoulikeme________theradioabit?

--No,itsallright.Imusedto________withtheradio_________.

A．toturnup;work;onB．toturndown;working;off

C．turningup;working;offD．toturndown;working;on

12.--Whatsthematter?Youreallylookupset.

--___________.

--Well,betterlucknexttime.

A．Why,IalwayslookuptoyouB．Ifailedanimportanttest

C．IhaveabadcoldD．Me?Ineverlookdownuponanybody

13.Iremember_________thisusedtobeaverysmallvillage.

A．whenB．howC．whereD．what

14.Thecomputersmadebyourcompanysellbest,butseveralyearsagonoonecouldhave

imaginedtheroleinthemarketsthatthey________.

A．wereplayingB．weretoplayC．haveplayedD．played

15.--WhendidMissWangleavetheoffice?

--Sheleft________youturnedbacktowriteontheblackboard.

A．theminuteB．a(chǎn)timeC．untilD．unless

1.B　besides副詞，＂況且＂

2.D3.Cmakesense是固定短語(yǔ)，是＂有意義＂的意思

3.4.A5.D

6.Awhile是＂雖然…但是…＂的意思　7.A

8.D　是對(duì)倍數(shù)表達(dá)法的考查倍數(shù)詞一律放在＂as＂之前9.D

10.Amorethan是＂多余，超過(guò)＂的意思

11.D12.B13.A14.B15.A

一課一測(cè)

（檢測(cè)自己的能力）

A級(jí)（基礎(chǔ)訓(xùn)練）

第一部分單項(xiàng)填空1.Whichofthefollowingisright?

A.What’swrongwiththemachine?B.Whatisthetroublewiththemachine?

C.Whatisthematterwiththemachine?D.Alloftheabove.

2.Theboat______，throwingtheboyintothewater.

A.turnedoverB.turneddownC.turnedupD.turnedout

3.--Thedishisdelicious!
--Well,atleastits________theoneIcookedyesterday.
A.asbadasB.noworsethanC.aswellasD.notbetterthan

4.Words_____meaning,asweallknow.
A.convinceB.conveyC.contributeD.conquer

5.Youwillfindamapofgreat____inhelpingyoutogetroundLondon.?

A.priceB.costC.valueD.usefulness

6.ItoldSallyhowtogetthere,butperhapsI_______forher.
　A.hadtowriteitoutB.musthavewrittenitout
　C.shouldhavewrittenitoutD.oughttowriteitout

7.--Iamgoingtotheoffice.
　--______yourethere,canyougetmesomestamps?(NMET99)
　A.AsB.WhileC.BecauseD.If

8.Theengineoftheshipsuddenlyfailedandthencameabigstorm,whichthehelplessnessofthecrewatsea.

A．resultedfromB．a(chǎn)ddedtoC．turnedoutD．broughtabout

9._____bythebulletswhistlingby,thetimidfellowhidhisheadinthebush,_____.

A.Frightened;lefthisbodyexposingB.Frightening;andlefthisbodyexposed

C.Frightening;leavinghisbodyexposedD.Frightened;leavinghisbodyexposed

10.Ihavealwaysbeenhonestandstraightforward,anditdoesn’tmatter____thatI’mtalkingto.

A.whoitisB.whoisitC.itiswhoD.itiswhom

B級(jí)（應(yīng)用創(chuàng)新）

第一部分單項(xiàng)填空1._____thereisnolossofspeedovertheblades,wecancalculatetheoutletvelocityofthesteam.
A.AssumingthatB.SothatC.SuchthatD.Inorderthat

2.Iknowthisisnotquitetherightword,butIcan’tbebotheredtothinkof.

A．a(chǎn)betterB．a(chǎn)bestC．thebetterD．thegood

3．Hespentseveralhoursinthewindandsnow,.

A．coldlyandhungrilyB．coldandhungry

C．beingcoldandhungryD．incoldandhunger

4．—Henrydoesn’tseemtobewhathewas.

—No.somuchinthewarhasmadehimmorethoughtful.

A．SeenB．HisseeingC．HavingseenD．Tohaveseen

5．Ifyoulendme500pounds,itwillmehavingtogotothebank.

A．saveB．shareC．serveD．help

6．It’sgoodthatwetotheparkbecauseithasshartedtorain.

A．don’tgoB．hadn’tgoneC．didn’tgoD．wasn’tgoing

7．I’veneverbeensopoorabletoaffordameal.

A．a(chǎn)stobenotB．notastobeC．a(chǎn)snottobeD．a(chǎn)stonotbe

8．IlikeduringtheSpringFestivalwheneveryonestayswithhisfamily.

A．thisB．thatC．oneD．it

9．Therearetenwaitingroomsatthenewly-builtstation,inall20,000people.

A．seatingB．seatedC．sittingD．toseat

10．Itistheprotectionfortreesreallymatters,howmanytreesareplanted.

A．what,besidesB．that,except

C．that,ratherthanD．what,otherthan

11．ItishightlydesirablethateveryefforttoreducethepollutioninBeijing.

A．ismadeB．wasmadeC．weremadeD．bemade

12．—Marylookshotanddry.

—Soyouifyouhadahighfever.

A．doB．a(chǎn)reC．willD．would

13．Therewerealotofpeopleinthereadingroom,mostofwiththeirheadsbentdownovertheirbooks.

A．themB．whomC．thatD．which

14．Hisincometodayisdoubleitwasfiveyearsago.

A．thatB．whichC．whatD．a(chǎn)s

15．Governmentreports,legalpapersandmostbusinesslettersarethemainsituations

Englishisused.

A．whenB．thatC．howD．where

第二部分完形填空（共20小題；每小題1.5分,滿分30分）

閱讀下面短文，掌握其大意，然后從36---55各題所給的四個(gè)選項(xiàng)（A、B、C、D）中，選出最佳選項(xiàng)。Asoccerreferee(裁判)punishedforscoringagoalwhiletakingchargeofagamehasquitthejobafterbeingfoundguiltyofbringingthegameintoshamebytheEssexCountyFootballAssociation.TheEssexCountyFootballAssociationsaidthattheyweredisappointedbythe__1__ofSavill,whohittheheadlineslastyearwhenhissympathyforateamgettingbeaten1-18went__2__.“Itisaprettyrare__3__andhopefullyitwonthappenagain.”EssexCountyFAchiefexecutivePhilSammonssaid.

BrianSavillwastaking__4__ofaGreatBromleyCupgameintheSouthofEnglandbetweenEarlsColneandWimple.With10minutes__5__andWimplefallingbehind1-18,Savillfoundtheballathis__6__infrontoftheEarlsColnegoalandquickly_7__itintothenet,__8__signalingagoal.

Thelawsofthegamestatethattherefereeispartoftheplayingareaandthatthegame__9__iftheballstrikeshim.Thereisnolawstodifferentiatebetweena(an)__10__orintentionalcontact.Savills__11__goalmade__12__differencetotheresultasEarlsColnewentontowin20-2,buttheofficialswere__13__.TheEssexCountyFAfinallyfound47-year-oldSavillguiltyand__14__hisjobforsevenweeks.

Savill,arefereewith18years’experience,officiallyannouncedthathewould__15__thejobafterfindingoutaboutthedecision.“__16__haventgotasenseofhumor,”hetoldtheTimesnewspaper.“Itbrought__17__toeveryone’slives.Itshows__18__canbeenjoyableandthatwearenotHitlersrunningaroundblowing19allthetime.”However,headvisedotherrefereesagainstfollowinghis__20__.

1.A.decisionB.adviceC.commentsD.statement

2.A.wrongB.toofarC.crazyD.veryserious

3.A.caseB.sceneC.gameD.score

4.A.picturesB.sightsC.pityD.charge

5.A.goingB.remainingC.endingD.leaving

6.A.handB.feetC.backD.side

7.A.threwB.laidC.kickedD.hit

8.A.afterB.whileC.forD.before

9.A.continuesB.winsC.delaysD.ends

10.A.thankfulB.friendlyC.beautifulD.accidental

11.A.strangeB.wonderfulC.amazingD.helpful

12.A.littleB.muchC.doubtfulD.sensible

13.A.watchedB.pleasedC.impressedD.tricked

14.A.stoppedB.encouragedC.firedD.scolded

15.A.takeB.leaveC.improveD.refuse

16.A.WeB.HeC.ID.They

17.A.hateB.violenceC.enjoymentD.friendship

18.A.playingB.inspectingC.scoringD.refereeing

19.A.windB.whistlesC.hornsD.weapons

20.A.exampleB.humorC.recordD.lesson

第三部分閱讀理解

A

Thetreesarrivedbypost,ahalf-openparcel.Theywerethinandstraight,ratherlikearrowsbutwithshinyleavesatoneendandmuddyrootsattheother.Terryandhisfathertookthemdownthegardenandplantedthemintheirpreparedplaces.Terryhadgreathopesofthemiddletree,nowsetintheholyspotwhereHenry,hiscat,runover,hadbeenlaidtorestayearbefore.Theninetreesmadeanavenuedownonesideofthegarden,wheretherewasalreadyafifteen-footstonewallbetweenthegardenandthebackyardsoftheJenkinsStreethouses.
“Whydowewantarowoftreesaswellasawall?”Terryaskedhisfather.

Hisfathersaid,“Forprivacy.Thesetreesgrowverythickly.”

Hisfather’sloveofprivacyoftenpuzzledTerry,whowasnotonetokeephimselftohimself,buthecouldseepartofthepointhere.ThehousesinJenkinsStreetwereonhigherground.HisfriendLeslielivedinnumbertwelve,andLesliehadonlytostandonaboxtoseerightoverthewall.

“Willthetreesgrowhigherthanthewall?”Terryaskedthen.

“Ohyes,twiceashighifnotmore.It’lltakeafewyearsbuttheyllgrow.”

Sotheyweregoingtohaveninetreesthirtyfeettall,tokeepthemfrombeingoverlooked.Terrywonderedwhythiswassodesirable.Hesaid,“Ourgardenisverypretty.Whycan’tweletthepeopleoverthewallseeit?Thatwouldn’tbeshowingoff,wouldit?”
“No,Idon’tthinkitwouldbe,”hisfathersaid.“Yetsomepeoplemightfeelabitlesshappyiftheycanalwaysseeagoodthingthatisn’ttheirs.Wedon’twanttobethecauseofanyjealousyifwecanhelpit.”

Thisconsiderationforotherpeople’sfeelingsmustbeagrown-upthing.Terrythought.Itwasnothisideaofhowtorunthings.Hesaid,“Thesetrees—itseemsalotoftroubletogotojusttostoppeoplebeingjealousofus,”

Hisfatherlookedathim.“Itisn’tmuchtrouble,Terry,”hesaid.“Thesetreeswillgrowwithouthelpfromus.They’llbebeautiful.Andlistentothem.Youcanalreadyhearthemwhisperingtousinthewind.”

1.HowdoweknowthatTerry’sfatherwasexpectingthetrees?
A.Hethoughttheywouldgrowtallandthick.
B.Heexpectedthembecausetheyarrivedbypost.
C.HeandTerryhaddugholesforthem.
D.Theparcelwashalfopen,sohecouldseetheyweretrees.
2.Partofthegardeniscalledaholyspotbecause.
A.HenryhadbeenrunoverjustthereB.acatwasburiedthere
C.Terrythoughtitwasholy.D.itwasrightinfrontofLeslie’shouse
3.WeknowfromthepassagethatTerry’sfatherisamanwho.
A.wasproudofhisgardenandlikedshowingitoffB.didn’tquitelikehisneighbors
C.preferredtokeephisprivacyD.feltjealousofthepeopleinJenkinsStreet
4.Whywerethetreesplantedinfrontofthewall?
A.Becausethatwaswheretheywouldgrowfaster.B.Toimprovetheappearanceofthehouse.
C.TohidetheuglysightofJenkinsStreet.D.Tostoppeoplefromlookinginside.

5.AccordingtoTerry’sfather,thethingthatmighthavemadetheneighborsfeellesshappy
was________.

A.thewallB.thethrivingrowoftreesC.thewell-keptgardenD.theprivacyoftheplace

B

Inthe1960s,medicalresearchersThomasHolmesandRichardRahedevelopedachecklistofstressfulevents.Theyappreciatedthetrickypointthatanymajorchangecanbestressful.Badeventslike"seriousillnessofafamilymember"werehighonthelist,butsoweresomehelpfullifechangingeventslikemarriage.

WhenyoutaketheHolmesRahetestyoumustrememberthatthescoredoesnotshowhowyoudealwithstress—itonlyshowshowmuchyouhavetodealwith.Andwenowknowthatthewayyoudealwiththeseeventsdramatically（戲劇性地）affectsyourchancesofstayinghealthy.Bytheearly1970s,hundredsofsimilarstudieshadfollowedHolmesandRahe.AndmillionsofAmericanswhoworkandliveunderstressworriedoverthereports.Somehowtheresearchgotboileddowntoamemorablemessage.Women’smagazinesrantitleslike"Stresscausesillness".

Ifyouwanttostayphysicallyandmentallyhealthythearticlessaidavoidstressfulevents.Butsuchsimplisticadviceisimpossibletofollow.Evenifstressfuleventsaredangerous,many—likethedeathofalovedone—areimpossibletoavoid.Moreover,anywarningtoavoidallstressfuleventsisaprescription（處方）forstayingawayfromchancesaswellastrouble.Sinceanychangecanbestressful,apersonwhowantedtobecompletelyfreeofstresswouldnevermarry,haveachild,takeanewjobormove.Theideathatallstressmakesyousickalsotakesnonoticeofalotofwhatweknowaboutpeople.Itsupposeswe’reallvulnerableandnotactiveinthefaceofthedifficultsituation.Butwhatabouthumanabilityandcreativity?Manycomethroughperiodsofstresswithmorephysicalandmentalstrengththantheyhadbefore.Wealsoknowthatalongtimewithoutchangeorchallengecanleadtoboredomandphysicalandmentalpressure.　

6.TheresultofHolmesRahe’smedicalresearchtellsus________.

A.thewayyoudealwithmajoreventsmaycausestress

B.whatshouldbedonetoavoidstress

C.whatkindofeventwouldcausestress

D.howtodealwithsuddenchangesinlife

7.Thestudiesonstressintheearly1970sledto________.

A.popularavoidanceofstressfuljobsB.greatfearoverthementaldisorder

C.acarefulresearchintostressrelatedillnessesD.widespreadworryaboutitsharmfuleffects

8.ThescoreoftheHolmesRahetestshows________.

A.howyoucandealwithlifechangingeventsB.howhelpfuleventscanchangeyourlife

C.howstressfulamajoreventcanbeD.howmuchpressureyouareunder

9.Whyis"suchsimplisticadvice"(Line1,Para.3)impossibletofollow?

A.Noonecanstayonthesamejobforlong

B.Noprescriptioniseffectiveinreducingstress?　

C.Peoplehavetogetmarriedsomeday　

D.Youcouldbemissingchancesaswell?

10.Accordingtothepassagepeoplewhohaveexperiencedupsanddownsmaybecome________.

A.nervouswhenfacedwithdifficultiesB.physicallyandmentallytired

C.moreabletodealwithdifficultiesD.coldtowardwhathappenstothem

第四部分短文改錯(cuò)

DearMumandDad:

Thisisaquicknotetellyouthatwehavearrived1:________

safelyandthatwearehavingarealwonderfultime.2:________

Theflightisverygoodandwearrivedatourhotel3:________

intimeforoureveningmeal.Theweatherhereis4:________

muchbetterthanathome.Sometimesitrainalittle5:________

atnight,andit’ssunnyduringtheday.Ifthe6:________

weatherisnicethenextweek，we’llgosailing.7:________

TodayIhavetowriteallmypostcards.Iwantitto8:________

arrivebeforewewillgetbackhomeonSunday.Were9:________

allwell,andlookingforwardtoseeyou.10:________

Hopeallswell.

Lotsoflove第五部分：書(shū)面表達(dá)

5月2日《蓉城日?qǐng)?bào)》報(bào)道：某大型超市最近做出一項(xiàng)新的決定：為減少白色污染，超市將不再為購(gòu)物的顧客提供免費(fèi)的塑料袋。請(qǐng)你就此從以下幾個(gè)方面發(fā)表自己的看法：

1．這一決定的利與弊

2．建議超市提供紙袋，顧客也可自帶包裝

3．要徹底解決白色污染的問(wèn)題，需要首先提高人們對(duì)環(huán)保的認(rèn)識(shí)

注意：1．詞數(shù)：100左右；2．參考詞匯：《蓉城日?qǐng)?bào)》：RongchengDaily

參考答案

第一部分單項(xiàng)填空

1—5DABBC6—10CBBBA

第一部分單項(xiàng)填空

1—5AABBA6—10CCDAC11—15DDACD

第二部分完形填空

1—5ABADB6—10BCDAD11—15AACAB16—20DCDBA

第三部分閱讀理解

1—5CBCDC6—10ADDBC

第四部分短文改錯(cuò)

1.note與tell之間加to2.real→really3.is→was4.√5.rain→rains

6.and→but7.去掉the8.it→them9.去掉will10.see→seeing

第五部分：寫(xiě)作

Onepossibleversion:

ItisreportedinRongchengDailythatabigsupermarkethasmadeanewdecisionthatinordertoreducewhitepollution,themarketwillnolongerprovideforthecustomersfreeplasticbags.Inmyopinion,thedecisionwillhavebothpositiveandnegativeeffects.Asisknown,peoplethrowawayusedplasticbagswherevertheywanttoandthewhitepollution,mainlycausedbyplastics,whichishardtobreakdown,isbecomingadangertopeople’slife.Thereisnodoubtthatthedecisionwilldogoodtotheenvironment.However,itwillbringinconveniencetothecustomers.It’slikelythatfewerpeoplewillchoosethissupermarketandthereforethesalesoftheshopwillbebadlyaffected.

Tosolvethisproblem,Ithinkthesupermarketcanprovidepaperbagsorthecustomersareencouragedtobringalongbagsoftheirown.ButwhatIwanttopointoutisthatstoppingprovidingplasticbagsisfarfrombeingthebestwaytoprotecttheearthfromwhitepollution.It’snotuntileveryoneunderstandstheimportanceofprotectingenvironmentthattheworldwillbereallyclean.

蜜

蜜蜂的語(yǔ)言

有很多種不同種類的蜂.有些是聚居在大家族里,象蜜蜂,把它們的窩筑在樹(shù)上或巖石洞里.還有一些則把它們的窩筑在地下的洞里.也有一些根本就不住在一起的蜜蜂.在不同種類的蜂之中,蜜蜂吸引了很多科學(xué)家,因?yàn)樗麄冇靡环N語(yǔ)言來(lái)互相傳遞信息.1851年,現(xiàn)代蜂房的研制使研究蜜蜂語(yǔ)言的實(shí)驗(yàn)成為可能.
卡爾·馮·弗里希教授,一個(gè)澳大利亞的科學(xué)家,多年研究在黑暗的蜂房里蜜蜂是怎樣以很巧妙的方式傳遞信息的.馮·弗里希教授多年從事蜜蜂的研究工作,他對(duì)一再觀察到的某些現(xiàn)象曾感到迷惑不解.當(dāng)他把一小碟一小碟的蜜放在桌上時(shí),蜜蜂不一會(huì)兒就來(lái)了.只要有一只蜜蜂發(fā)現(xiàn)了蜜,沒(méi)多久便飛來(lái)許多蜜蜂.看來(lái),一只(發(fā)現(xiàn)了食物的)蜜蜂能把食物的信息傳遞給蜂箱里的其他蜜蜂.這是怎樣傳遞的呢?為了弄清情況,馮·弗里希制作了幾個(gè)特殊的蜂箱,每個(gè)里面只有一蜂巢.蜂箱的一面裝上玻璃,他可以透過(guò)玻璃觀察蜜蜂在里面的活動(dòng)情況.為了便于區(qū)別,他在一些蜜蜂的身上涂上顏色.
當(dāng)一只帶有標(biāo)記的蜜蜂從喂食的桌上飛回蜂箱時(shí),馮·弗里希就透過(guò)玻璃進(jìn)行觀察.使他驚異的是,這只蜜蜂在巢壁上跳起舞來(lái).先向右轉(zhuǎn)一圈,再向左轉(zhuǎn)一圈.就這樣一遍又一遍地來(lái)回轉(zhuǎn)圈.但情況還不只此.這種舞蹈似乎使周圍的蜜蜂也活躍起來(lái)了.它們成群地跟在這只蜜蜂后面,模仿它的動(dòng)作.然后離開(kāi)蜂箱飛到喂食處去了.這種圓圈舞好象是傳遞有關(guān)食物的信息.可是它還傳遞什么別的信息嗎?
馮·弗里希想弄清這種舞蹈能不能說(shuō)明喂食處有多遠(yuǎn).因此,他安排了兩個(gè)喂食處.

一個(gè)靠近蜂箱.另一個(gè)遠(yuǎn)離蜂箱.他給所有來(lái)附近喂食處的蜜蜂標(biāo)上藍(lán)色,給飛到遠(yuǎn)的喂食處的蜜蜂標(biāo)上紅色.當(dāng)蜜蜂返回蜂箱時(shí),馮·弗里希看到了一種奇妙的現(xiàn)象.所有到過(guò)近處喂食處的蜜蜂都跳著圓圈舞.所有到過(guò)遠(yuǎn)處喂食處的蜜蜂都跳著一種完全不同的舞--擺尾舞.跳舞的蜜蜂沿著直線飛,腹部左右擺動(dòng).然后它轉(zhuǎn)半個(gè)圈,再沿直線飛,在另一邊又轉(zhuǎn)半個(gè)圈.它一遍又一遍地不斷重復(fù)著這些"舞步".情況清楚了.圓圈舞的意思是食物在近處.擺尾舞的意思是食物在遠(yuǎn)處.

接下來(lái),馮·弗里希和他的同事們?cè)诳拷湎涞牡胤皆O(shè)立了一個(gè)喂食處.接著他們把喂食處慢慢地往遠(yuǎn)處移動(dòng).他們回到蜂箱近旁時(shí),便仔細(xì)觀察擺尾舞.他們用跑表計(jì)算蜜蜂在一分鐘內(nèi)重復(fù)舞蹈的次數(shù).他們發(fā)現(xiàn)喂食地點(diǎn)越遠(yuǎn),舞就跳得越慢,舞蹈越慢,在一分鐘內(nèi)能夠重復(fù)的次數(shù)就越少.于是又發(fā)現(xiàn)一個(gè)令人驚訝的情況.每分鐘擺尾舞的次數(shù)說(shuō)明到喂食地點(diǎn)的距離.他們也發(fā)現(xiàn)蜜蜂在它們的蜂房和喂食處所飛的最大距離是3.2公里.

其次,馮·弗里希和他的同事們要知道的是蜜蜂們是否能夠告訴其它伙伴確切的食物位置.例如,蜜蜂能否交流具體的方向,像東西南北,東南和西南等.

當(dāng)蜜蜂發(fā)現(xiàn)一個(gè)喂食處的時(shí)候,它們能夠從蜂箱直接飛到喂食處.不一會(huì),一群蜜蜂就象一股小風(fēng)暴一樣從蜂箱飛到喂食處.幾個(gè)世紀(jì)以前,"蜂線"這個(gè)單詞就出現(xiàn)了,現(xiàn)在,我們就可以得出"給某人或某樣?xùn)|西作一條直線"的表達(dá)方式,意思是為某人或某樣?xùn)|西快速沿著一條直線走.

卡爾·馮·弗里希畢生研究包括蜜蜂在內(nèi)的動(dòng)物傳遞信息的辦法,1973年,他和另外兩個(gè)科學(xué)家獲得了諾貝爾獎(jiǎng).他死于1982年.

相關(guān)閱讀

高考英語(yǔ)Zoology教案

Unit14Zoology單元教學(xué)設(shè)計(jì)
The1stPeriodWarming-upandSpeaking
Teachinggoals:
1、Getthestudentstoknowpartoftheexpressionscontaininganimals.
2、Enablethestudenttoknowhowtomakelifebetterfortheanimals.
3、Enablethestudenttoknowhowtoprotecttheanimals.
TeachingProcedures
Step1Lead-in
1、Showagroupofpicturesofanimalsonthescreen.Askthestudentstospeakoutthenamesoftheanimals.(Thepicturesflashonthescreenatacertainspeedtodrawthestudents’attention.)
2、Askthestudentstosayasmanyproverbsorsayingscontainingthenameofananimalaspossible.Itdoesn’tmatterwhethertousetheanimalsonthescreenornot.
eg.Itrainscatsanddogs.
Barkingdogsdonotbite.
Tokilltwobirdswithonestone.
Task1Expressionsofanimals
Now,let’sseemoreexpressionsofanimals.Trytofilltheblankswiththenamesofanimals,andguesstheChinesemeaning.
1、Toteacha_______howtoswim.(fish,班門(mén)弄斧)
2、A_______intheway.(lion,攔路虎)
3、One_______doesn’tmakeasummer.(swallow,一燕不成夏)
4、Youcan’tmakea_______walkstraight.(crab,江山易改，本性難移)
5、A_______insheep’sclothing.(wolf,披著羊皮的狼)
6、Don’tcountyour_______beforetheyhatch.(chickens,不要過(guò)早打如意算盤(pán))
7、aspoorasachurch_______.(mouse,窮的一文不名；一貧如洗)
8、Allhisgeeseare_______.(swans,言過(guò)其實(shí))
9、I’msohungry,Icouldeata_______.(horse,饑腸轆轆)
10、Separatethesheepfromthe_______.(goats,把好人與壞人分開(kāi))
11、asstupidasa_______.(goose,蠢得像頭豬)
Step2Warming-up
Instructions:
Asweknow,animalsplayaveryimportantpartinourlanguage.Nowlet’sseesomethingmore.
Askthestudentstodotheexercisesinthebooks.
Checktheanswerswiththestudents.
Task：Discussion
Shouldanimalsbekeptinzoosornaturepark?
Step3Homework
Askthestudentstocollectasmanyexpressionsoftheanimalsaspossible.

The2nd/3rd/4thPeriodReadingandlanguagestudy
Teachinggoals:
1、Enablethestudentstoknowthecommunicatingwaysofbees.
4、EnablethestudentstounderstandhowProfessorKarlVonFrisch’sexperimentisdone.
5、EnablethestudentstouseModelVerbsproperly.
Teachingprocedures:
Step1Revision
Checkthehomework..
Step2Pre-reading
Questions:
Howdopeoplecommunicate?(Mainlyinlanguagesandbodylanguages.)
Howaboutanimals?Doanimalshavelanguagesaswell?Ifso,whataretheirlanguages?
Showafewpicturesofanimalsonthescreenforthestudents’reference.
Askthestudentstofinishthechart.
Step3Scanning
Instruction:
Sowethinktheanimalshavelanguagesincludingbees.What’sthelanguageofhoney-bees?
Whatinformationdotheycommunicate?
Whomadethegreatestachievementamongthescientistswhostudiedthecommunicationofhoney-bees?
Step4Carefulreading
ProfessorKarlvonFrischisdevotedtostudyingthecommunicationofhoney-bees.Pleasereadthepassagecarefully.
Task1Howdidtheprofessordiscoverit?
Hisscientificstudycanbedividedinto4mainsteps.
1、Readtherelatedparagraphtofillinthechart.
2、Theprocedurefrompart1topart2standsfortheprofessordiscoveredthesecretofthecommunicationbetweenthehoney-bees.Intheprocedure,part3playsaveryimportantpart.Whatdoesitreferto?(doexperiments/improvetheequipment/others).Trytocollecttherelatedwordsandphrases.
Part1Part2
Assumptionsofpart3thewaysofcommunicationtheinformation
theprofessorofhoney-beescarriedbythebees

Part1
Assumptions:
1)“Itseemedthatonebeewasabletocommunicatethenewsoffoodtootherbeesinitshive.Howwasthispossible?”
2)_______________________________.
3)__________________________________.
4)__________________________________.
Part2
Waysofcommunication.Information
1)thecircledance1)thenewsoffood
2)_______________2)______________
3)_______________3)_______________
4)_______________4)_______________
Part3:________________________________________________________________________
_____________________________________________________________________________
Task2Multi-choice
1.______madeitpossibletoresearchonthelanguageofthehoney-bees.
A.TheexperimentswhichwasdesignedbyProfessorvonFrisch
B.Discoveringhoney-beescancommunicateindarkhive
C.Thedevelopmentofthemodernbeehivein1851
D.ProfessorvonFrisch’snewestdiscoveryaboutthehoney-bees.
2.ProfessorvonFrischdidhisthirdexperimenttodiscover________.
A.whetherthewaggingdanceshoweddirection
B.howfarbeescanflybetweentheirhiveandafeedingplace
C.whetherthewaggingdancetoldthebeeshowfarawayafeedingplacewas
D.howthestraightpartofthewaggingdancewasdifferentwhenthesun’spositionchanged
3.“Soanotherastonishingfactcametolight”Theunderlinedpartcanbereplacedby_______.
A.cameupB.wasdiscovered
C.remainedunknownD.neededtobecheckedout
4._______canshowthedifferentpositionsofthesun..
A.Therightpartofthewaggingdance
B.Theleftpartofthecircledance
C.Thestraightpartofthecircledance
D.Thestraightpartofthewaggingdance
5.“Afterdesigningmoreexperiments,theywereabletoclarifytheprocedurebywhichbeescommunicateinformationthattheyusetofindandfetchfood”Whichofthefollowingwordsorphraseshasthesimilarmeaningtotheunderlinedpart_______.
A.removeB.observeC.workoutD.announce
(key:CCBDC)
Step5Post-reading
FinishEx1/3inP122
Step6Discussion
Task:SupposeyouarepresentintheawardingceremonyofNobelPrizein1973.NowyouactastherepresentativeofthejudgeswhoisgoingtoawardthePrizetotheprofessor.Trytomakeashortspeech.
Instruction:abriefevaluationofhisresearchandyoupersonalopinionshouldbeincluded.
Step7Languagestudy
FinishEx1/2inP123.
Step8Grammar
GetthestudentstodoEx3inP124andchecktheanswers.
SummarizetheusageofModelVerbs.
1、Thedegreeofbeingcertain
Heisathome.（事實(shí)）
Hemustbeathome.（非?？隙ǖ耐茢啵?br> Hecouldbeathome.（很可能）
Heoughttobeathome.（很可能）
Hemaybeathome.（僅僅可能而已）
Hemightbeathome.（或許，非常不確定）
Hemightnotbeathome.（也許不在家）
Hemaynotbeathome.（比might可能）
Hecouldn’tbeathome.（很可能不在家）
Hecan’tbeathome.（一定不在家）
Heisn’tathome.（事實(shí)）
2、Comparethefollowingsentences:
1.YoumustbeMr.Smith—Iwastoldtoexpectyouhere.
2.Hemusthaveknownwhatwewanted.
3.Wemayhavereadthesamereport.
4.Hecan’thavesleptthroughallthatnoise.
5.There’ssomeoneoutside—whocanitbe?
6.Whatcantheybedoing?
7.Thesepillsmighthelptocureyourdisease.
8.Youcouldberight,Isuppose.
3.Finishthestorywithasmanymodalverbsaspossible
Itmusthavebeenfatethatwemettogetherontherainingdaythreeyearsago.Atthattimeitwasrainingheavilyandsomethingmayhavehappenedtoyou.Youcouldhavebeenabitsad.Itreallytouchedmealot.Asmilemadeusunderstandeachother.And…
Itstartstorain.Treesturngreen.Wherecanyoube?Canyoubewaitingformeatthesameplace?Canyoustillmisstherain?No,I’mafraidyoucan’t.Youhavebeenhurtalot.Youhavebeenaway.
It’sraining.Leavesarewetnow.it’sthoughtthatthreremighthavebeensomemistakesbetweenyouandme.ButIknowit’sreallymyownfault.Ishouldn’thavealwaysquarreledwithyou.Ishouldn’thavemadeyousounhappyandhurtyoualot.That’sbecauseofmybadtemper.Ineedhaveapologizedtoyou.Ineedhaveexplainedtoyou.But…youmighthavebeenwithme.
It’sstillrainingalittle.It’sreallythesameastherainthreeyearsago.IknowIcouldhavedonebetter.It’stoolate.Oneonlyrealizesthatit’ssopreciousuntilithasbeengone.
Ithasstoppedraining.it’sbright.Itseemsthatsomethingaheadisbeautiful.Itseemsthat,besideslove,somanyotherthingsarebeautiful.Stopregretting.Stopwaiting.Stopmissing.
Step9Homework
FinishofftheexercisesontheWB.
The5thPeriodIntegratingSkills
Teachinggoals:
1、Trainthestudents’integratingskills,especiallyreadingskills.
2、Enablethestudentstogetaknowledgeofthewritingofillustration.
Teachingprocedures
Step1Revisionandlead-in
Checkthehomework..
We’velearntsomethingaboutanimals.Weliveontheearthtogetherwiththeanimals.Someanimalsarecalledthecloserelativesofhumans.Doyouknowwhattheyare?(collectthenamesofanimals:monkeys,apes,grillas,chimpanzees,etc)
Theybelongtoafamily—primates,anddon’tforgetanimportantmember—humanbeings.
Step2Reading
Task1
Readthetextandfinishthechart.
TypesCharacteristicsandexamples
Primate
Otheranimals
Higherprimates
Lowerprimates
Monkeys
Apes
Newworldprimates
Task2
Answerquestion2onPage126.
Step3Findingthemeaning
Findthesewordsandsentenceinthepassage.Thenreadthewordsaroundthemandchoosetherightmeanings.
1.notably
a.successfullyb.greatly
2.upright
a.keepastraightpositionb.keepthebodyhigh
3.distinction
a.descriptionb.difference
4.disgusting
a.uglyb.causingafeelingofdislike
5.primitive
a.modernb.ancient
6.“Whilethesocietiesaredifferent,theyallcommunicateandbehaveinadvancedways.”Choosethesentencewiththesamemeaningastheunderlinedword.
a.WhileIadmitthatthereareproblems,Idon’tagreethattheycannotbesolved.
b.WhileIwasinMadridtherewasacarnival（狂歡節(jié)）.
(keys:aabbba)
Step4Discussion
AskthestudentstodiscussQuestion3inP126.
Step5Homework
FinishtheexercisesinWB.

Zoology教案

高三英語(yǔ)Underthesea

經(jīng)驗(yàn)告訴我們，成功是留給有準(zhǔn)備的人。作為高中教師就需要提前準(zhǔn)備好適合自己的教案。教案可以讓學(xué)生能夠在教學(xué)期間跟著互動(dòng)起來(lái)，使高中教師有一個(gè)簡(jiǎn)單易懂的教學(xué)思路。那么怎么才能寫(xiě)出優(yōu)秀的高中教案呢？小編為此仔細(xì)地整理了以下內(nèi)容《高三英語(yǔ)Underthesea》，供大家借鑒和使用，希望大家分享！

Unit3Underthesea
Ⅰ.單元教學(xué)目標(biāo)
技能目標(biāo)SkillGoals
▲Retellastoryandmakeitintoaplay
▲Readastoryanddescribetherelationshipbetweenanimalsandhumans
▲ReviewthePassiveVoice(2)(includingthe-ingform)
▲Writeaparagraphtocomplainpolitelybasedondialoguesaboutblameandcomplaint

Ⅱ.目標(biāo)語(yǔ)言

功
能
句
式
Blameandcomplaint
I’msorrybut...
I’mafraid...
That’snotgoodenough.
I’mfeeling(annoyedwith/unhappyabout/unsatisfiedwith...etc)
I’mnotfeeling(happyabout/satisfiedwith...etc)
I’dliketotalktothemanager.
I’dlikeafullrefund.
That’snogoodforme.
I’dlikearefund,please.

詞匯1．四會(huì)詞匯
anecdote,annual,witness,accommodation,shore,yell,pack,flee,drag,depth,lip,tongue,abandon,relationship,rent,seaside,net,dimension,reflect,pure,magic,beauty,cell,aware,vivid,poisonous,cave,narrow,sharp,tasty,scare,shallow,entry,boundary，Antarctic,awesome,seal,pension,pensioner
2．認(rèn)讀詞匯
snorkel,aquarium,Clancy,baleen,baleenwhale,migration,oar,blow-hole,harpoon,meantime,overboard,flipper,turtle,lettuce,horn,anemonefish,tentacle,seaanemone,sea-slug,stripe,striped,eel,giant,clam,leap,refund
3．詞組
aheadof,inthemeantime,helpout,be/becomeawareof,upsidedown,(be)scaredtodeath,theAntarctic,sortout,throw...outof,beabouttodo,headout,fleeout,aimat,floatup,washoff,holdup
4．重點(diǎn)詞匯
anecdote,accommodation,shore,yell,flee,drag,depth,tongue,abandon,seaside,net,relationship,beauty,aware,vivid,poisonous,tasty,scare,Antarctic,awesome,pension

結(jié)
構(gòu)RevisethePassiveVoice(includingthe-ingform)
Clancydidn’tmindbeingtoldwhattodo.
BeingheldupinthewaterbyOldTom,Jameswasconfidenthewouldsurvive.

重
點(diǎn)
句
子1.Withoutpausingwejumpedintotheboatwiththeotherwhalersandheadedoutintothebay.P20
2.Aswedrewcloser,Icouldseeawhalebeingattackedbyapackofaboutsixotherkillers.P20
3.ThefirstthingIbecomeawareofwasallthevividcolourssurroundingme...P24
4....theyellowandgreenparrotfishhangingupsidedown,andsuckingtinyplantsoffthecoralwithitshardbird-likemouth...P24
6.Itoldmyselftheyweren’tdangerousbutthatdidn’tstopmefromfeelingscaredtodeathforamoment.P24

Ⅲ.教材分析和教材重組
1.教材分析
本單元以大自然中的海底世界為話題,以談?wù)摵５资澜绲膭?dòng)植物為切入點(diǎn)，讓學(xué)生在交流中發(fā)現(xiàn)和了解大自然的奇妙和美麗；通過(guò)閱讀奇聞故事，使學(xué)生從一個(gè)側(cè)面了解人類與動(dòng)物的關(guān)系；一篇與海底動(dòng)植物相處的感受的日記，把學(xué)生帶入人與自然和諧相處的美好境界。
本單元用梯次遞進(jìn)的方式讓學(xué)生運(yùn)用已有的自然知識(shí)、親身體驗(yàn)、所掌握的語(yǔ)言知識(shí)和技能，在閱讀、聽(tīng)新聞和專家評(píng)述、討論、寫(xiě)故事、編劇本、排練演出等多項(xiàng)語(yǔ)言功能運(yùn)用的過(guò)程中，深入學(xué)習(xí)、了解海洋動(dòng)植物和大自然，并學(xué)習(xí)用英語(yǔ)表達(dá)對(duì)它們的感受、關(guān)切和熱愛(ài)，從而在學(xué)習(xí)和運(yùn)用語(yǔ)言的同時(shí)，強(qiáng)化對(duì)海洋生物和大自然的保護(hù)意識(shí)。本單元實(shí)現(xiàn)了語(yǔ)言學(xué)習(xí)和傳播先進(jìn)思想的完美統(tǒng)一。
1.1WarmingUp設(shè)計(jì)了兩個(gè)活動(dòng)。第一個(gè)活動(dòng)用兩個(gè)提問(wèn)直接導(dǎo)入本單元的中心話題，也是學(xué)生最感興趣的話題——海底動(dòng)物和植物，要求學(xué)生以互相交流的方式更多地了解海底世界。緊接著是小組活動(dòng)，要求學(xué)生將已知的海洋動(dòng)植物列表歸納，并談?wù)撟约鹤钕矏?ài)的海洋動(dòng)物或植物。這一部分的設(shè)計(jì)為下一步的課文學(xué)習(xí)以及后邊的聽(tīng)、說(shuō)、讀、寫(xiě)在內(nèi)容方面打下了伏筆。
1.2Pre-reading是Reading文圖并茂的內(nèi)容簡(jiǎn)介?！盎ⅥL幫助捕鯨人在每年須鯨遷徙時(shí)捕捉須鯨”的奇聞?shì)W事會(huì)立刻激起學(xué)生的閱讀興趣。
1.3Reading是一篇題為“OldTomtheKillerWhale”的故事，其中包括兩篇關(guān)于虎鯨的奇聞?shì)W事。第一篇講虎鯨如何幫助捕鯨人捕捉須鯨，過(guò)程奇妙有趣。第二篇講虎鯨如何從鯊魚(yú)群中救出捕鯨人，情節(jié)驚險(xiǎn)感人。學(xué)生通過(guò)對(duì)課文的閱讀理解，會(huì)由衷地感激這些可愛(ài)的海洋動(dòng)物對(duì)人類忠實(shí)的幫助和巨大的貢獻(xiàn)，同時(shí)習(xí)得閱讀故事的技能。
1.4Comprehending設(shè)計(jì)了根據(jù)課文內(nèi)容描述OldTom和捕鯨人的關(guān)系,旨在引導(dǎo)學(xué)生在閱讀理解的基礎(chǔ)上進(jìn)行再創(chuàng)造。第二題根據(jù)課文回答問(wèn)題，其目的是評(píng)價(jià)學(xué)生對(duì)文章的理解程度。第三項(xiàng)是小組討論，中心論題——你是否同意禁止捕鯨——直擊本單元思想內(nèi)容主題——環(huán)境和動(dòng)物保護(hù)。整個(gè)活動(dòng)設(shè)計(jì)梯次分明，思想教育意義和語(yǔ)言學(xué)習(xí)意義兩條線共同逐步深入，以達(dá)到閱讀理解的最佳效果。
1.5LearningaboutLanguage分為詞匯和語(yǔ)法兩項(xiàng)。詞匯部分幫助學(xué)生學(xué)習(xí)用適當(dāng)?shù)男问胶鸵饬x使用詞匯和短語(yǔ)，旨在培養(yǎng)學(xué)生運(yùn)用英語(yǔ)詞匯和短語(yǔ)的能力。語(yǔ)法項(xiàng)目是復(fù)習(xí)動(dòng)詞-ing形式的被動(dòng)語(yǔ)態(tài)。要求學(xué)生用正確的-ing形式完成單句填空和補(bǔ)全句子來(lái)操練這一語(yǔ)法項(xiàng)目。-ing形式的被動(dòng)語(yǔ)態(tài)在語(yǔ)法學(xué)習(xí)中是個(gè)難點(diǎn)，教師可以在此基礎(chǔ)上做些拓展性和鞏固性的練習(xí)設(shè)計(jì)。
1.6UsingLanguage是一個(gè)綜合性學(xué)習(xí)項(xiàng)目，包括“閱讀與討論”、“討論與寫(xiě)作”、“說(shuō)話與寫(xiě)作”?！伴喿x與討論”的主體是一篇與海底動(dòng)植物相處的感受的日記，其后設(shè)計(jì)了四個(gè)活動(dòng)環(huán)節(jié)：速讀選擇信息；細(xì)節(jié)列表；詞匯學(xué)習(xí)；語(yǔ)法學(xué)習(xí)（形容詞連用）?！坝懻撆c寫(xiě)作”共有兩項(xiàng)任務(wù)：一是讓學(xué)生以小組活動(dòng)的形式討論所給出的日記中的描述性詞語(yǔ)的意思和描述方式；二是讓學(xué)生用上其中三、四個(gè)短語(yǔ)寫(xiě)一小段描寫(xiě)一個(gè)地點(diǎn)的一種動(dòng)物或植物的短文。這種分類描寫(xiě)的方式非常有利于對(duì)學(xué)生的寫(xiě)作訓(xùn)練和指導(dǎo)?！白x、聽(tīng)、說(shuō)”共設(shè)計(jì)了五項(xiàng)活動(dòng)：第一項(xiàng)是在“聽(tīng)”之前閱讀一則觀鯨旅游的廣告并就此討論有關(guān)問(wèn)題；第二項(xiàng)是聽(tīng)一段對(duì)話選擇答案；第三項(xiàng)在重聽(tīng)一遍的同時(shí)，記下與廣告不符的情況；第四、五項(xiàng)的聽(tīng)力重點(diǎn)在詞匯上，練習(xí)的內(nèi)容是完成所聽(tīng)的句子和填上所缺的詞。所有“讀、聽(tīng)、說(shuō)”的活動(dòng)層次清晰，內(nèi)容連貫，實(shí)際上都在為完成下一步“寫(xiě)”的任務(wù)積累素材和提供示范。“說(shuō)話與寫(xiě)作”的中心任務(wù)是本單元寫(xiě)作練習(xí)的主題：對(duì)某事或某人以禮貌的方式責(zé)備和抱怨。該部分提供了表示“責(zé)備和抱怨”的習(xí)慣用語(yǔ)和三種情境，要求學(xué)生運(yùn)用所給的詞語(yǔ)先進(jìn)行對(duì)話練習(xí)，然后再把對(duì)話內(nèi)容寫(xiě)下來(lái)。這種寫(xiě)作練習(xí)設(shè)計(jì)能使學(xué)生體會(huì)到語(yǔ)言的鮮活、生動(dòng)和實(shí)用，有利于發(fā)揮他們的寫(xiě)作積極性。

2．教材重組
2.1Pre-reading,Reading,Comprehending是一個(gè)整體,而第一部分WarmingUp的話題內(nèi)容又與Reading一致，因此將這幾部分整合在一起，設(shè)計(jì)成一節(jié)“閱讀課”。
2.2LearningaboutLanguage中的兩項(xiàng)活動(dòng)(詞匯和語(yǔ)法)和Workbook中的USINGWORDSANDEXPRESSIONS以及USINGSTRUCTURES內(nèi)容一致，整合起來(lái)設(shè)計(jì)成一節(jié)“語(yǔ)言學(xué)習(xí)課”。
2.3將UsingLanguage中的聽(tīng)力部分(P25Reading,discussingandlistening)與Workbook中的LISTENING,LISTENINGTASK整合為一節(jié)“聽(tīng)力課”；由于Workbook中TALKING的任務(wù)是談?wù)撉懊鎯蓚€(gè)聽(tīng)力內(nèi)容的，所以將此項(xiàng)任務(wù)也加進(jìn)這一課時(shí)。
2.4將UsingLanguage中的Readinganddiscussing以及其后的四項(xiàng)練習(xí)與Workbook中的READINGTASK以及其后的兩項(xiàng)練習(xí)整合在一起，上一節(jié)“泛讀課”。
2.5將UsingLanguage中的Speakingandwriting(P26)與WRITINGTASK,SPEAKINGTASK整合成一節(jié)“交流寫(xiě)作課”。
注：本單元“說(shuō)”的任務(wù)分別體現(xiàn)在“聽(tīng)、寫(xiě)、讀”等各項(xiàng)活動(dòng)中，因此沒(méi)有單獨(dú)設(shè)計(jì)“口語(yǔ)課”。
3.課型設(shè)計(jì)與課時(shí)分配
1stPeriodReading
2ndPeriodLanguagestudy
3rdPeriodListening
4thPeriodExtensivereading
5thPeriodCommunicationandwriting

Ⅳ.分課時(shí)教案
TheFirstPeriodReading
Teachinggoals教學(xué)目標(biāo)
1.Targetlanguage目標(biāo)語(yǔ)言
a.重點(diǎn)詞匯和短語(yǔ)
anecdote,annual,witness,accommodation,shore,yell,pack,flee,drag,depth,lip,tongue,abandon,relationship,aheadof,inthemeantime,helpout
b.重點(diǎn)句子
Werandowntotheshoreintimetoseeanenormousanimaloppositeusthrowingitselfoutofthewaterandthencrashingdownagain.P20
Withoutpausingwejumpedintotheboatwiththeotherwhalersandheadedoutintothebay.P20
Aswedrewcloser,Icouldseeawhalebeingattackedbyapackofaboutsixotherkillers.P20
Andthoseothersarestoppingitdivingorfleeingouttosea.P20
IttookoverhalfanhourtogettheboatbacktoJames...P21
2.Abilitygoals能力目標(biāo)
EnabletheSstotalkaboutplantsandanimalsunderthesea.LettheSsknowthatseaplantsandanimalsarepartofhumanbeings’life.
3.Learningabilitygoals學(xué)能目標(biāo)
HelptheSslearnhowtotalkaboutplantsandanimalsundertheseabymeansofmakingdialoguesandknowtheimportanceoftherelationshipbetweenanimalsandhumansthroughreading.
Teachingimportantpoints教學(xué)重點(diǎn)
HelptheSsknowmoreaboutplantsandanimalsundertheseaaswellastheanimals’loyaltyandhelptohumanbeings.
Teachingdifficultpoints教學(xué)難點(diǎn)
Analyzethestructureofsomesentences;
Summarizethemainideaofeachparagraphaswellasthetext.
Teachingmethods教學(xué)方法
Makingdialoguestocollectinformationabouttheplantsandanimalsunderthesea;
Fast-readingandcareful-readingmethods;
Thinkingandsummarizingmethods.
Teachingaids教具準(zhǔn)備
Arecorder,aprojectorandsomeslides.
Teachingproceduresways教學(xué)過(guò)程與方式

StepⅠWarmingup
T:Goodmorning/afternoon,everyone!
Ss:Goodmorning/afternoon,Sir/Madam!
T:Haveyouseenplantsandanimalsthatliveunderthesea?Anddoyoulikethem?
Ss:Yes.Theyareverybeautifulandlovely./Someareuglyanddangerous./Ilikethemverymuchwhethertheyarebeautifulorugly./Yes,theyareverynice...
T:Mm,Isee.Butwheredidyouseethem?
Ss:Atanaquarium./Inthetunnelunderthesea./Inthezoo./OnTV,theprogramsabouttheseaanimals./OntheInternet.Ihaveseenalotofpicturesabouttheseaanimalsandplants...
T:Verygood.Yousee,yoursightofseaanimalsislimited.Doyouwanttoknowmoreaboutthem?
Ss:Yes!Verymuch!Buthow?
T:Nowyoucantalktoeachotherinpairsabouttheseaanimalsandplantsyou’veseenbeforetoenrichyourknowledgeofthem.UsethelistonPage19tohelpyou.
TheSsbegintotalkabouttheplantsandanimalsundertheseathey’veseenbeforeandtheteachercanwalkaroundtoseewhattheyaretalkingabout.Afterthattheteachercanasktwoorthreepairstoacttheirdialoguesout.
Possibledialogue1:
Sa:Lastsummerholiday,IwenttoHainanProvincewithmyparents.TherewhenIwasonmysnorkellingtrip,Isawmanykindsofbeautifulfishunderthesea.TheyhavesorichandfreshcolorsthatIcouldn’tbelievemyeyes.
Sb:Doyouknowtheirnames?
Sa:No.Solargevarietyofcolorfulfishthattheymademeastonished.ButIcouldhardlycallasinglenameofthem.MaybeIsawseaanemones,whichliveonrocksandlooklikeflowers.
Sb:Haveyouseenanythingspecial?
Sa:Yes.Isawsomecorals,realandlivingcorals.Youknowtheredoneisthemostbeautiful.
Sb:Red?I’veonlyseenwhiteonesindecorationshops.Ilikeitsfantasticshapes.ButIdon’tknowtherearesomeredones.
Sa:Besidesredones,therearepurple,yellow,blue,pinkones.
Sb:Oh!That’swonderful!Howluckyyouare!IlikeseaanimalsandplantsverymuchbutIhaven’tseenthemundertheseawithmyowneyes.I’veonlyseenthemonTVprogramsandinsomefilmsaboutlivingthingsunderthesea.
Sa:Whenwecanearnenoughmoneybyourselves,thefirstholidaytripwouldbegoingonasnorkellingtrip.
Sb:It’sago!
Possibledialogue2:
Sa:OnceIsawmanyturtlesintheAquariumofShanhaiguan.Someweresolargethattheycouldn’tmoveveryfast.Twoorthreeofthemhadhardhornsontheirlegs.Itissaidtheymusthavelivedatleastoverthreehundredyearsbeforetheyhavethiskindofthing.
Sb:Really?I’veneverheardaboutthat.IhavebeentoShengyaOceanWorldinDalian.Isawsomelargeturtlesbutdidn’tfindthatkindofones.
Sa:Youmusthaveseenmanyfish,right?
Sb:Certainly!Alargenumberofanimalsandplantsunderthesea.
Sa:Tellmemore,please.
Sb:Someeels,forexample.Theywerelongandthinwithsharpteethandswamveryquickly.Smallsharksinwhite-greycolorswamingroupsaroundthediver.Theywereactiveandseemednevertostop.Theexplainertoldusthatonlyafewkindsofsharksmightattackpeople.Therewerealsofatsealions,yellowandgreenparrotfish,blue-stripedangelfish,seahorses—theywereverysmall,floatinguprightinwater,seastarsinmanycolorsandsoon.Therewerealsosomeseaplantssuchaskelp.
Sa:That’swonderful.I’llaskmyparentstotakemetherenextsummerholiday!
T:Verygoodjob!Youmakemeknowmoreaboutthelovelyseaanimals.Wouldyoulikemetoshowyouaroundtheworldunderthesea?
Ss:Hurray!Wecouldn’twaitanymore!
T:Butremember,afteryou’veseeneachbeautifulcreaturewithoutnamemarked,youmusttrytowritedownthenameoftheanimalortheplantinyourexercisebooks,threeofyouwillbeaskedtowritethenamesontheblackboard.Whoeverwritesthenamesmostquicklyandaccuratelywillgetasmallgift.Clear?
ShowpicturesofseaplantsandanimalsonthescreenandasktheSstodothespellingjob.Ifpossible,ashortvideoabouttheworldunderseawouldbebetter.

(1)(2)
(3)(4)
(5)(6)
(7)(8)
(9)(10)
(11)(12)
(13)(14)
Namesoftheseseaanimalsandplants:
(1)whitewhale白鯨(2)anemone?？?br> (3)seastar海星(4)shark鯊魚(yú)
(5)coral珊瑚(6)butterflyfish蝴蝶魚(yú)(7)seahorse海馬
(8)turtle海龜(9)parrotfish鸚嘴魚(yú)(10)kelp海帶
(11)eel海鰻(12)angelfish天使魚(yú)
(13)anemonefish?？~(yú)(14)dolphin海豚
T:Aren’ttheybeautiful!Ithinkyou’veknownmoreaboutseaanimalsandplants.Now,let’sworkingroupsoffour,makingalistaboutwhatyouhaveknownaboutthemtocollecttheinformation.Drawaformlikethisandthenfillinit.Showthefollowingformonthescreen.AftertheSshavefinished,showafulfilledoneasasummary.
NamePlantsandanimals
you’veseenundertheseaWhereyou
sawthemFavouriteone
why
LiHuadolphins,flyingfish,kelps,algae,whitebait...Onaboattourdolphins:cleverandfriendlytopeople
WangXixiturtles,seahorses,sealion,sharks,whitewhale,seals...Atan
aquariumsealion:clever
canplaygame
WangXixiflatfish,ling,coral,kelps,algae,eels,clams,sea-slugs,whales,crabs,shrimps,cuttlefish,seasrats,seals,whalessharks,whelks,elephantseal,anemone,seajelly...OnTVandinfilmscoral:colourfulandincharmingshapes
kelps:tastyandnutrient
JianPingparrotfish,angelfish,eels,coral,kelps,turtles,scallops,clams...Ona
snorkelling
tripbutterflyfish:
beautifulincolors

StepⅡPre-reading
LettheSstalkaboutthepictureinPre-readingandgetthempreparedforthereadingpassage.
T:NowlookatthepictureinPre-reading.Whatcanyouseeandwhatdoyouthinkishappeninginit?
S:Inthepicturewecanseeahugefish,fromthewaterspurtedoutoftheblow-holeonitsheadwecanknowitmustbeawhale.Therearesomebigfishrunningafterit.Theyarehavingafight,Iguess.
S:Thereisasmallboatnotfarfromthewhale.Thepeopleontheboatmightbehuntingwhales.Iheardofitbefore.
T:Ifyouwanttouncoverthepuzzle,readthewordsontheleftsideofthepicture.
Afterashortwhile.
T:Whatdoesanecdotemean?Haveyougotitsmeaningfromthedictionary?
S:Itmeansashortstorybasedonyourpersonalexperience.
T:Right!Sowhatarethemaincharactersofthestory?
S:Whalers,killerwhalesandbaleenwhales.
T:Butwhatistherealnameofthekillers?Andhowdidtheyhelpthewhalerstocatchthebaleenwhales?Let’sreadthetextandfindtheanswers.

StepⅢReadingcomprehending
Inthisstep,theSswillreadthetextanddealwiththecomprehendingexercises.
Skimming
LettheSsskimthetextandgetthemainideasofthetwoanecdotes.
Afterskimming.
T:WhoisOldTom?Whatisthefirstanecdoteabout?
S:OldTomisthenameofkillerwhales.Thefirstanecdotedescribesahuntingexperienceabouthowthekillerwhaleshelpedthewhalerstohuntawhale.
T:Good!Howaboutthesecondone?
S:IttellsabouthowakillerwhaleprotectedandsavedJames,awhaler.
Scanning
LettheSsdoscanningandfindtheanswerstothequestionsinExercise2.
T:First,gothroughthequestionsinExercise2onPage21,andthenIwillgiveyouseveralminutestodoscanning.
Afewminuteslater,guidetheSstodopairwork(asfollows),whiletheteachercanwalkaroundtoseeiftheyhaveanyproblemstodealwith.
Sa:WhatevidencewastherethatOldTomwashelpingthewhalersout?
Sb:OldTomwasswimmingbytheboat,showingusthewayandleadingustothehunt.GeorgestartedbeatingthewaterwithhisoarandtherewasTom,circlingbacktotheboat,leadingustothehuntagain...
Thenasksomepairstoaskandanswerthequestionsbeforeclass.
T:Verygood!Nowcloseyourbooksandwe’lllistentothetapeofthistext.Takeoutapieceofpaper.Lookatthescreen,whileyouarelistening,payattentiontothewholestoryandtrytowritedownthemissingwordsinthesentencesaccordingtowhatyouhear.Areyouready?
Showthefollowingsentencesonthescreen.(Thesentencesaregivenwithblanks.)
1.Ithought,atthetime,thatthiswasjustastorybutthenIwitnesseditwithmyowneyesmanytimes.
2.…asIwassortingoutmyaccommodation,Iheardaloudnoisecomingfromthebay.
3.Werandowntotheshoreintimetoseeanenormousanimalthrowingitselfoutofthewaterandthencrashingdownagain.
4.“Comeon,Clancy.Totheboat,”Georgesaidasheranaheadofme.
5.Aswedrewcloser,Icouldseeawhalebeingattackedbyapackofaboutsixotherkillers.
6.Andthoseothersarestoppingitdivingorfleeingouttosea.
7.Withinamomentortwo,itsbodywasdraggedswiftlybythekillersdownintothedepthsofthesea.
8.Inthemeantime,OldTom,andtheothersarehavingagoodfeedonitslipsandtongue.
Afterplayingthetape,asksomeonetospelloutthewordsorwritethemdownontheBbtochecktheirlisteningandspellingtasks.Atlast,showtheanswersonthescreen.

StepⅣDiscussion
DealwithExercise3inComprehending.LettheSsworkingroupsanddosomediscussion.
T:Lookatthetitleofthistext:OldTomtheKillerWhale.WhoisOldTomandwhatisspecialaboutit?
S:Itisakillerwhale!It’stheheadofthekillerwhaleteam,Ithink.
S:Maybeitisthemostcleverandpowerfuloneintheteam.
T:Nowingroups,discusstherelationshipbetweenOldTomandthewhalers.Thendiscusswhatotheranimalshelpouthumansinhunting.
Asampledescription:
Sa:OldTomishonestandhelpfultothewhalersandthewhalersareverykindtoOldTomanditsgroup,too.They’rejustlikegoodfriends.
Sb:Ithinkso.MaybeOldTomandotherkillershavebeentrainedbythewhalers,justlikehuntingdogs,theygetonwellwiththewhalers.Ineverydaylifetheytakecareofeachotherandinanemergency,theyhelpeachother.
Sc:Speakingtohuntingdogs,Ithinktheyarethemosttypicalanimalsthathelpouthumansinhunting.Uponmeetingthequarries,theyareveryexcitedandlistentotheirmastersverywelltohuntforthem.Ifthereisagroupofdogs,theymayworktogethertilltheyhelpthemastercatchthequarries.Thentheywillbeveryhappyandcomebacktothemastertoreporttheirsuccess.That’sveryinteresting.Andiftheirmasterisindanger,theywillrushuptorescuehim.Therearemanymovingstoriesofthiskind.
Sd:Yes.Afterreadingthetext,wecanlearnmoreabouttherelationshipbetweenhumansandanimals.Humansandanimalsshoulddependoneachotherandbekindtoeachother.Onlyinthatway,cantheworldbemoreharmoniousandbeautiful.
Dealwithsomelanguagepoints.

StepⅤHomework
T:Asamatteroffact,whalesarenowanendangeredanimal.Manypeoplearetryingtoprotectthemfrombeinghunted.ThelastwhalingstationinAustraliaclosedin1978.Butsomecountriesopposetheban.Andtherearestillpeoplewhohuntwhales.What’syouropinion?Areyoufororagainstthebanningwhaling?Considertheproblemcarefullyandwe’llhaveadiscussiontomorrow.Good-byeeveryone!

TheSecondPeriodLanguagestudy
Teachinggoals教學(xué)目標(biāo)
1.Targetlanguage目標(biāo)語(yǔ)言
a.重點(diǎn)詞匯和短語(yǔ)
depth,shore,accommodation,inthemeantime,park,snorkel,rent,seaside,net,beawareof,reflecton,pure,upsidedown,scaretodeath
b.重點(diǎn)句子
Jameswasafraidofbeingattackedbysharks.P23
Thechildrenenjoyedbeingtakentotheaquarium.P23
2.Abilitygoals能力目標(biāo)
RevisethePassiveVoiceofthe-ingform.
Learntousesomenewwordsandphrases.
3.Learningabilitygoals學(xué)能目標(biāo)
HelptheSstolearnhowtousethePassiveVoiceespecially“beingdone”formbypracticingandsummarizing.
Teachingimportantpoints教學(xué)重點(diǎn)
ThePassiveVoiceand“beingdone”usedasobject,attributeandsoon.
Teachingdifficultpoints教學(xué)難點(diǎn)
HelptheSstomastertheusageofthePassiveVoiceand“beingdone”structure.
Teachingmethods教學(xué)方法
Concluding,summarizingandpracticing.
Teachingaids教具準(zhǔn)備
Aprojectorandacomputer.
Teachingproceduresways教學(xué)過(guò)程與方式

StepⅠRevision
T:Goodmorning/afternooneveryone!
Ss:Goodmorning/afternoon,Sir/Madam!
T:Attheendoflastperiod,youwereaskedtothinkabouttheinternationalbanonwhaling.Areyouforitoragainstit?Nowlet’sworkingroupsoffouranddiscussthereasonsforandagainstbanningwhaling.
WhiletheSsarehavingdiscussion,walkaroundtoseeiftheyaregettingonwellwiththejob.Whentheyhavefinished,asktheSstospeakouttheirgroup’sopinionsandreasons.
Possiblediscussion:
Sa:Ithinkit’simportanttoprotectwhales.Afteralongtimehunting,thenumberofwhaleshaslargelydecreased.Ontheotherhand,withthedevelopmentofindustry,theseahasbeenseriouslypollutedandthepollutionhaskilledmanywhales.
Sb:Yes.Iagreeontheinternationalban.Whaleisoneoftheoldestspeciesontheearth.Protectingthemeffectivelyandstudyingthemseriouslywillbringhumanbeingsgreatbenefit.
Sc:Whalesarethehugestanimalslivingintheocean.Thenumberoftheminnaturewillhavegreateffectonthebalanceofseaanimalsaswellasnature.
Sd:WeseemtohavethesameideaaboutthetopicandIagreewithyouall.Firstly,animalsarehumanbeing’sfriends;wemusttrytoprotectthem,especiallythoseendangered.Itisreportedthatmanywhaleskillthemselvesforsomeunknownreasonsonsomebeacheseveryyear.Maybethatiscausedbypollution.Inaword,manhasdonemuchharmtowhales.It’stimeforushumanstodosomethingtoprotectthem.Nomorewhaling!
T:Yes,nomorewhaling!Iagreewithyouverymuch!Ihopeyoucangetmoreinformationaboutwhalesafterclasstolearnmoreabouttheircurrentsituation.

StepⅡLanguagestudy
DealwiththeusefulwordsandexpressionsinthisunitandlettheSsdosomeexercisestomastertheirmeaningsandusages.
T:TurntoPages22,pleasefinishExx1-3.
WhentheSshavefinishedthat,checktheanswerswiththewholeclass.
T:Now,we’llrevisesomeusefulstructures.
Astheteacherexplainsthegrammar,he/shewillshowtheslidesatpropertime.

StepⅢPractice(Workbookexercises)
LettheSsfinishtheexercisesinUSINGWORDSANDEXPRESSIONSonPage63tofurtherpracticetheuseofsomekeywordsandexpressions.
ThenletthemfinishtheexercisesinUSINGSTRUCTURES.Afterstudentshavefinished,showsomestudents’workontheprojector,checktheirworkwiththewholeclass.Correcttheerrorsifthereareany.
Thisstructureisusedafterprepositionsandverbsnormallyfollowedby-ingform.SotheteachercanhelptheSssummarizetheverbsorphrasalverbsfollowedby-ingform.

StepⅣHomework
Homeworkfortoday:
1.Revisethegrammarandlanguagepoints.
2.Writefivesentenceswith“beingdone”structureasdifferentcomponentsofasentence.
TheThirdPeriodListening
Teachinggoals教學(xué)目標(biāo)
1.Targetlanguage目標(biāo)語(yǔ)言
重點(diǎn)詞匯和短語(yǔ)
opportunity,annual,migration,Antarctic,whalewatchingtour,witness,awesome,leapoutof,seal,refund,pensioner,sharkattack
2.Abilitygoals能力目標(biāo)
EnabletheSstolistentothreedialoguesaboutatourtheyhavereadintheadvertisementandaninterviewofasharkexperttoanswerthequestionsgiven.
3.Learningabilitygoals學(xué)能目標(biāo)
Learnhowtogetrightinformationfromwhattheyhearonthetapeandanswerthequestionsgivenaccordingtothelisteningmaterial.
Teachingimportantanddifficultpoints教學(xué)重難點(diǎn)
Listentodialoguestopickouttheexpressionsaboutblameandcomplaintandfillinthemissingwordsintheshortpassagesgiven.
Answersomequestionsgivenaboutsharksinordertosmooththewayoflistening.
Teachingmethods教學(xué)方法
Listening,speakingandcooperativelearning.
Teachingaids教具準(zhǔn)備
Arecorder.
Teachingproceduresways教學(xué)過(guò)程與方式

StepⅠRevision
T:Goodmorning/afternooneveryone!
Ss:Goodmorning/afternoon,Sir/Madam!
T:Now,I’llcheckyourhomework.Readthesentencesyou’vemadewiththepassivevoiceof-ingform.
OrasksomeSstowritedowntheirsentencesontheBb,correctthemistakesifany.
Samplesentences:
Beingastudent,IknowImustworkhard.(Adverbial)
I’mveryexcitedaboutbeinginvitedtomyfriend’sbirthdayparty.(Objectofprep.)
Wedon’tlikebeingkeptwritinghomeworkalldaylongonSunday.(Objectofvt.)
Beingpraisedisapleasure.(Subject)
Theboybeingblamediscrying.(Attribute)

StepⅡListening(1)
T:Page25,please.Youwillfindanadvertisementaboutwhalewatchingtours.Haveyoueverbeenonsuchatour?Whatcanyouexperienceonthistour?...Nowreaditcarefullyandtrytoanswerthequestionsaboveit.Youcandiscusswithyourpartners.
Suggestedanswers:
1.Youcan:listentowhalessingingandwatchthemunderwateronthevideocamera;witnesswhalesintheirnaturalenvironmentastheyleapoutofwaterandfeedinourwaters;enjoyplentyofothermarineanimalssuchasdolphins,sealsandpenguins.
2.Iameagertogoonthistour.Iwouldliketowitnesswhalesintheirnaturalenvironmentastheyleapoutofwaterandfeedinourwatersbest.
3.Youwillgetarefundifyoudon’tseeawhaleonthetour.
T:Nowwearegoingtohearsomedialoguesbetweentouristsandatourguide.Theyhavefinishedthewhalewatchingtour.LookattheaspectsinEx2.Gothroughtheaspectsgivenanddecidewhichonesthetouristsmightthinkweregoodandwhichtheymightcomplainabout.Afterthat,we’lllistentothetapeandchecktheanswers.Clear?
Playthetape.Forthefirsttime,theyarerequiredtochecktheanswerstheyhavechosen.Forthesecondtime,theyshouldnumbertheaspectsintheordertheyhearaboutthem.Thenchecktheanswerswiththewholeclass.
T:Wehavesomanyjobstodotoday.NowPage26.Let’slistentothetapeagaintofinishExx3-5.ForEx4,youarerequiredtopickouttheexpressionsaboutcomplaintineachofthethreedialoguesandthencompletethesentencesgiven.Theseexpressionsarethefunctionalitemsofthisunit.
PlaythetapeagainandhelptheSstofinishthesetasksandatlast,checktheanswerswiththeclass.

StepⅢListening(2)
T:TurntoPage62please.Firstlookatthethreephotos.Whatdoyouseeinthem?
Ss:Sharks.
T:Haveyouseenanysharkswithyourowneyes?Wheredidyouseethem?Howwouldyouliketodescribethem?
S:Isawtheminanaquarium.Ithinktheyarehugeandfierce.
S:IsawthemontheTV.Itisreportedthatsharksattackpeopleonthebeachesinsomeareas.
T:Howdoyoufeelwhenyoulookatthephotosofthem?
S:Ifeelscared.
S:Ifeelamazed.
S:Ifeelthathumansaresofragileandweakinfrontofthem.
ThenlettheSsdiscussthequestionsabovethephotosingroupsandmakeshortdialogues.Theywillshareinformationwitheachotherandlearnmoreaboutsharks.
Possibledialogue1:
Sa:Wherehaveyouseensharks?
Sb:I’veseenthematanaquarium.
Sa:Whatdoyouknowaboutthem?
Sb:Iknowfromtheinterpreterthattherearemanykindsofsharksintheworldbutjustafewofthemmayattackpeople.Whataboutyou,C?
Sc:I’veseenthembothonTVandatanaquarium.WhenIsawtheminthelargeaquarium,Ifoundtheywerenotsobigandfierce.Onthecontrary,theywerelivelyandactive.WhenIsawthemonTVprogramsabouttheworldunderthesea,Ifoundtheyswamveryquicklylikeanarrow.Infact,Ilikethemverymuch.Doyouknowanythingaboutshark,A?
Sa:Yes.I’veseenthemontheInternet,onTVandinthefilmofJaws.Theanimalisawonderfulcreatureinnature;whileinthefilmitwasverycruelandfierceandkilledmanypeople.ButIdon’tthinkthefilmtellsthetruestoriesofsharks.Ialwaysthinkifyoudon’tdisturbthewildanimals,theywon’tattackyou,either.
Possibledialogue2:
Sa:Howdoyoufeelwhenyoulookatthephotos?
Sb:Inthefirstandsecondone,theyseemfine.Theyhaveaverygoodshapeandtheycanswimveryquickly.
Sc:Butinthethirdoneitlooksveryfrightening,justlikethebigsharkinthefilmJaws.It’sterrible.Whatdoyouthinkaboutthem,A?
Sa:Sometimeswemayhearnewsthatsharksattackpeopleandthismayfrightenpeopleverymuch.Butpeopleoftenpaylessattentiontothefactthatmanymoresharksarekilledbypeopleeveryyearandtheiramountinnaturedroppeddownveryquickly.
Sb:Yes.Peoplekillfarmoresharksthansharksdotopeople.AndIknowfromsomebooksthatseldomdothewildanimalsattackhumanbeings,ifpeoplewon’tdisturbthem.Sopeopleshouldthinkseriouslywhattheyhavedonetosharks.Forexample,whetherwe’vedestroyedtheirsurvivingenvironmentorwhethertoomuchfishinghasbrokentheirfoodchains.
T:Asweallknow,sharksattackpeople.NowLet’slistentothenewsreportsonsharkattacks.Numbertheplaceswheretheseattackshappenedintheorderyourhearthem.Areyouready?
PlaythetapetwiceormorefortheSstolistenandfinishExx2-3.Afterthat,checktheanswerswiththem.ThenlettheSsworkingroupsanddiscussthequestionsinEx4.
SuggestedanswerstoQ1:
Sa:Justnowweheardsomereportsonsharkattacks.Astowhetherpeopleshouldhuntdownandkillsharks,Ithinkthatdependsonthecase.Ifthesharkkillspeople,liketheoneinthefilmJaws,itshouldbekilledinordertosavepeople’slives.Butwemustn’tkillthosethatneverattackpeoplebecausenotallsharksmighthurtpeople.Wecan’tkillthewholefamilyjustbecauseoneofthemkilledaperson.
Sb:Iagree.Sharkattacksjusthappenonceinawhile.Infact,thechancesofbeingbittenbyasharkareactuallyverysmall.Comparedtowhatpeoplehavedonetosharks,theyareinnocent.Imaginethatifhumanbeingshadn’tdisturbedtheircircumstanceordestroyedtheirfoodchainorpollutedseawaterandsoon,wouldthatkindsofthingshappensooften?
Sc:Yes.Wehumanbeingsmustreflectonourselveswhetherweleaveenoughspaceforseaanimals,likesharks,tosurviveinnature.Ifwewanttoomuchfromthesea,wemustbepunished,byanimals,bynatureorinsomeotherways.Ontheotherhand,peoplecantakemeasurestoavoidthis.Forexample,nottoswimtooclosetotheirhabitats,leavethemenoughspace;nottofishtoomuch,especiallythecertainkindsoffishforsharks’food;protecttheoceanfrombeingpollutedtoprovidegoodseaenvironmentforallseaanimalsandmostly,forhumanbeings.
SuggestedanswerstoQ2:
Sa:Ithinkitmattersifmanysharksarekilledbypeople.Everyoneknowsthatanyspecieshasitsownpositioninnature,sayingnothingofsharks,largeandimportantanimals.Theamountofsharkswillmakegreateffectontheseacreaturechain,whileseacreaturechainwillaffecttheocean,andtheoceanwillactontheclimatestraight,andasaresult,onhumanbeings.SoIthinkanimals,suchassharks,haveaverycloserelationtopeople.
Sb:Yes.Itisreportedthatsharkpopulationsaredecreasingataseriousratebecauseofmodernfishingtechnology.Ontheotherhand,withthedeepwaterconditiongettingworsebypollutionandpeople’skilling,moreandmorespeciesarebecomingendangered.
Sc:AsfarasIknow,upto200millionsharksarekilledeachyear.Thisformerhugefamilynowhasnolongerheldadvantages.Theirsituationmakesusworried.SoIthinkgovernmentshouldmakesurethatthefishingofsharksissloweddown.Meanwhile,takematurestoprotectthem.
T:Verygoodjob!I’mverygladtofindthatyouhavegotstrongsenseofenvironmentalprotection.
Now,lookatthescreenandwewillreadtwopiecesofnewswithpictures.
Dealwiththenewwordsfirst.
Onthescreen
Whalesanddolphinsmysteriouslystranded
Updated:
Newwords:Tasmanian.塔斯馬尼亞;
beachingn.海灘;steerv.駕駛,轉(zhuǎn)向;
strandvt.擱淺;rescuern.救助者;
survivorn.生還者
(1)
AlisonJoyceandhertwo-year-sonTylerlookbottle-noseddolphinsstrandedonSeaElephant
BeachonTasmania’sKingIslandinAustraliaNovember29,2004.Over100ofthemammalsmysteriouslybeachedthemselvesinamassstrandingwhichwasrepeatedatanotherbeachontheislandstates’south-eastcoast.Morethanthree-quartersofAustralia’swhalestrandingsoccurinTasmania.
(2)
Partofapodofbeachedlong-finnedpilotwhalesliedeadinthesandatSeaElephantBeachonTasmania’sKingIsland,Australia,November28,2004.Morethan100whalesanddolphinsdiedintwoseparatebeachingsin24hoursonremoteAustralianislands,leavingrescuersonMondaystrugglingtosteersurvivorsouttoseaandpreventmorestrandings.
AfterreadingthenewstheremayappearaspecialatmosphereinclassamongtheSsandtheymaygetaspecialeducationaswell.TheteachercantaketheopportunitytomaketheSsknowdeeplytheimportanceoftheprotectingnature.

StepⅣListening(3)
T:NextwearegoingtolistentoaninterviewwiththesharkexpertDonJames.Beforeyoulisten,gothroughthestatementsinEx1onPage65andpredictwhatyouwillhearintheinterview.Thenlistenandnumberthesestatementsintheorderyouhearthem.
AftertheSshavefinishedreadingthestatements,playthetape.Thenchecktheorderofthestatements.ThenlettheSstrytoanswerthequestionsinEx2inpairs.Playthetapeforthesecondtime.AsktheSstotakesomenoteswhilelistening.Finally,asksomeofthemtoanswerthequestionswiththehelpoftheirnotesaccordingtowhattheyhear.

StepⅤHomework
T:Todaywehavetalkedaboutandlistenedtosomethingaboutseaanimals.Tomorrowwe’lllearnmoreinterestingthingsaboutthem.PleasepreviewthereadingpassageonPage24.Nowclassisover.Goodbye,everyone.
Ss:Goodbye,Sir/Madam.

TheFourthPeriodExtensivereading
Teachinggoals教學(xué)目標(biāo)
1.Targetlanguage目標(biāo)語(yǔ)言
a.重點(diǎn)詞匯和短語(yǔ)
reflecting,puremagic,beauty,cell,becameawareof,vivid,poisonous,cave,narrow,upsidedown,sharp,tasty,scaredtodeath,shallow
b.重點(diǎn)句子
I’msittinginthewarmnightairwithacolddrinkinmyhandandreflectingontheday—adayofpuremagic!
ThefirstthingIbecameawareofwasallthevividcolourssurroundingme...
Whatawonderful,limitlessworlditwasdownthere!
2.Abilitygoals能力目標(biāo)
EnabletheSstoknowmoreaboutthelivingthingsundertheseaandexperiencethebeautifulandharmoniousnaturebyreadingadiarydescribingtheanimalsandsceneryundertheseaandlearntowriteasimilaroneaccordingtotheexpressionsgiven.
3.Learningabilitygoals學(xué)能目標(biāo)
Trytoimprovethestudents’readingabilitybygraspingtheinformationinthedairyabouttheworldunderthesea.Strengthentheirsenseofenvironmentalprotection.
Teachingimportantanddifficultpoints教學(xué)重難點(diǎn)
EnabletheSstoreadforspecificinformationandguidetheSstowritetheirowndiary.
Teachingmethods教學(xué)方法
Reading,listeningandspeaking.
Teachingaids教具準(zhǔn)備
Arecorder,aprojectorandacomputer.
Teachingproceduresways教學(xué)過(guò)程與方式

StepⅠRevision
T:Goodmorning/afternooneveryone!
Ss:Goodmorning/afternoon,Sir/Madam!
T:YesterdayIaskedyoutopreviewthereadingpassageonPage23.It’schosenfromsomeone’sdiary.Whatdoesthewriterwriteabout?
Ss:Thewriterreflectedhisorherexperienceofsnorkelingonthereef.He/Shedescribedtheanimalsandthesceneryunderthesea.
T:Goodjob!

StepⅡReading(1)
ReadinganddiscussingP24
T:Almosteveryoneofyoulikestowatchtheprogramsabouttheseaandthesealife.That’sagreatenjoyment.Don’tyouthinkso?Ifyouhaveachancetogoonasnorkelingtrip,howwillyoufeel?
Ss:We’llfeelcrazilyhappy./Thatwouldbethemostfantasticthing./Itwouldbethemostexcitingthinginmylife...
T:Yes,Icanunderstandyourfeelings.NowlistentothetapegoingwiththepassageonPage24withoutlookingatyourtextbooks.Trytocounthowmanyseaanimalsthewritermentionsinhis/herdairy.Let’sbegin!
PlaythetapefortheSstolistentoandlettheSstrytowritedownthenamesoftheseaanimalsmentionedinthediary.Afterthat,checkthejobbyaskingsomeonetotellthenamesoftheseaanimals.
T:Howmanyanimalsdoesthewritermentioninhis/herdiary?
Ss:7.
T:Whatarethey?
Ss:Theyareparrotfish,sea-slug,sea-star,turtle,eel,clamandreefshark.
T:Right.Bytheway,thereisanotherkindofcreature,notfish,whicharedescribedmuch,especiallytheirshapes.Whatarethey?
Ss:Corals!
T:Yes.You’vedoneverywell.Let’sreadthetextcarefullytoenjoythebeautifulviewundertheseaandhavealookattheselovelyanimals.Whileyouarereading,trytoanswerthequestionsonthescreenandfindoutthemainideaofeachparagraph.Fiveorsixminuteslater,I’llcheckyourworkbyaskingsomeonetoanswerthesequestionsandtelltheclassthemainideaofeachparagraph.Areyouclear?
Onthescreen
Para1Questions:1.Whatdidthewriterdointhemorningon19thJanuary?
2.Whatdidhethinkafterseeingsuchextraordinarybeauty?
Mainidea:__________.
Para2Questions:1.Whatisthefirstthinghebe-
cameawareof?
2.Doeshethinkthecoralsarefantastic?Why?
Mainidea:__________
Para3Questions:1.Didhefrightenthefishwhenheswamamongthem?
2.Whatfishesdidheseeunderthesea?Speakoutatleastthreekinds.
Mainidea:__________
Para4Questions:1.Werethereanythingthatmadehimfeelfrightened?Whatwerethey?
2.Dothesharkshementionedhurtpeople?
Mainidea:__________
Para5Question:Whydidhesayhewasverybrave?
Mainidea:__________
Para6Mainidea:__________
WhentheSshavefinishedtheirreading,checktheirworkintheask-and-answerway.Whentheysumupthemainideas,givethemnecessaryguideandthenshowthesuggestedideasonthescreen.
Takethefirstoneforexample:
T:Nowyouhavefinishedyourreading,haven’tyou?
Ss:Yes!
T:InPara1,whatdidthewriterdointhemorningon19thJanuary?
S:Hewentsnorkeling.
...
Suggestedanswersandmainideas:
Para1Answers:1.Hewentsnorkeling.
2.Hethoughteverycellinhisbodywokeupanditwaslikediscoveringawholenewdimensionoflife.
Mainidea:Goingsnorkelingonthereef,thewriterspentadayofpuremagicanditwasthemostfantasticthinghehaseverdone.
Para2Answers:1.Allthevividcolourssurroundinghim.
2.Yes.Becausetheywereshapedstrangelylikefans,plates,brains,laceandsoon.
Mainidea:Hebecameawareoffantasticviewsunderthesea,suchasthewonderfulcolours,thestrange-shapedcorals,andallkindsofelegantfish.
Para3Answers:1.No,hedidn’t.Thefishdidn’tseemtomindhimswimmingamongthem.
2.Hesawmanybeautifulfishsuchasanemonefish,parrotfish,angelfish,andsoon.
Mainidea:Hesawavarietyofbeautifulfishandsealifeunderthesea.
Para4Answers:1.Yes,therewere.Hedidn’twanttogettooclosetotheeel,thegiantclam.Andthegreyreefsharksmadehimscaredtodeath.
2.No,theydon’t.Theyarenotdangerous.
Mainidea:Thedescriptionofsomeuglyandmaybedangerouscreatures.
Para5Answer:Becauseheswamovertheedgeofthereefandhungtherelookingdownintodepthsoftheocean.
Mainidea:Hefeltveryexposedinsuchdeepclearwater.
Para6Mainidea:Sighwithemotion:WhatatinyspotIwasinthisenormousworld!
T:Verywonderfuljobyou’vedone!Nowdoyouhaveanyquestionsaboutthewordsandexpressionsinthepassage?
Dealwithsomelanguagepoints.
Languagepoints:
1.be/becomeawareof:gettoknow
e.g.Themangersofthecompanyhavebeenawareoftheirweakness.
Iwasnotawareofthefire.
Add:Thereisanotherpatternabout“beaware”:beaware+clause
e.g.Wewerequiteawarethatthecompetitionwasveryfierce.
Areyouawarehowtheywouldrespondtoourterms?
2.reflect
(1)vt.throw(light)back:
e.g.Amirrorreflectsapictureofyouwhenyoulookinit.
(2)vt.express(+clause)
e.g.Doeswhatyousaidreflecthowyoureallythink?
(3)vi.thinkcarefully(+on)
e.g.Hereflectedonmyquestionsbeforeanswering.
ThendealwithExx1-4onPage24.

StepⅢReading(2)
READINGTASKP66
T:Let’scometothestoryabouttheseagoddessonPage67.Lookatthetwopicturesbeforeyoureadthestory.LookatPicture1,whichpartoftheworlddoyouthinkthismanisfrom?
Ss:MaybeheisfromtheNorthPole.
T:Whydoyouthinkso?
S:Becausewecanseesomeicebergs.
S:Andheispaddlingacanoeandwearingthickclothes.
T:Then,whatdoyouthinkhisclothesaremadeof?
S:IfhedoesliveintheareaoftheNorthPole,Iguesshisclothesaremadeofanimalfurs.
T:Thatmakessense.LookatPicture2.Haveyouseenpictureslikethisbefore?
Ss:Yes.
T:Wheredidyouseethem?
Ss:Inthepicturebooksoffairytale./OnTVprograms.
T:Doyouknowanystorythatinvolvesacreaturelikeher?Whatisthestory?
Ss:ThefairytalewrittenbyAndersen,“TheLittleMermaid”.
T:Verygood!Nowlet’sglancethroughthestoryquicklyandmatchtheparagraphwiththecorrectsentenceinEx2onPage68.
AftertheSshavefinishedit,checktheanswers.
T:Infact,eachsentenceisthemainideaofitscorrespondingparagraph.Haveyoufindthat?
ThendealwithEx3.LettheSsreadthestoryagainandanswerthequestions.Atlast,checktheanswers.
Suggestedanswers:
1.Becauseherfatherwasgettingoldandhecouldnotlookafterherdaughteranymore.
2.HewasafraidthatSednawouldn’tagreetomarryhimifsheknewhewasnotamanbutaseabird.
3.BecausethebirdmancausedaseastormwithangerandSedna’sfatherwassofrightenedthathegrabbedSednaandthrewherintothesea.
4.MaybeSedna’sfatherwasonceseriouslyhurtbythebirdman.Sohewasfrightenedofthebirdman.
5.Yes.Becausewhensheisangry,shekeepsalltheanimalsintheseaawayfromthehunters,whodependontheseafortheirsurvival.AndIthinkthatisamagicpowerthenatureofferstoherforherbeauty,clearnessandkindness.
Iftimeallows,asktheSstotalkaboutthestoryconcerningitsmoraleducation.
T:Whatdoyoufeelafteryoureadthestory?WhatdoyouthinkofSednaandherfather?Whatdoyouthinkthestoryistryingtoconvey?Orwhathaveyoulearnedfromthisstory?Nowthinkaboutthesequestions.
Possibleidea1:
Ithinkitisamiserablestory.Firstly,itiswrongforSedna’sfathertoforcehisdaughtertomarryaman.Evenworse,whenherealizedhewaswrongandtriedtohelphisdaughtertoescape,heactuallygaveupfacingthethreateningandterrifyingfromthebirdman.Andtheworstthingisthathehimselfthrewhisdaughterintotheseaandthatkilledhisowndaughter.Ihatethefather.Heisacoward.
Possibleidea2:
Idon’tthinkitisabeautifullegend.Sednawasabeautifulandkindgirl.Sherefusedallthemenwhowishedtomarryherbecauseshelovedherfather,butherfatherdidn’tknowthat.Onthecontrary,heforcedhisdaughtertomarryamanshedidn’tlove.Whatwasworse,hegaveintothebirdmanwhofrightenedthemwithviolenceandthrewhisdaughterintothesea,evencutoffhisdaughter’sfingers.Whatafather!Heissocruel!IthinkthebadfatherwouldbepunishedbyGod.

TheFifthPeriodCommunicationandwriting
Teachinggoals教學(xué)目標(biāo)
1.Targetlanguage目標(biāo)語(yǔ)言
a.重點(diǎn)詞匯和短語(yǔ)
puremagic,extraordinarybeauty,fantasticthing,scaredtodeath
b.功能句式
That’snotgoodenough.
I’msorrybut...
I’mafraid...
I’mfeeling(annoyedwith/unhappyabout/unsatisfiedwith...).
I’mnotfeeling(happyabout/satisfiedwith...).
I’dliketotalktothemanager.
I’dlikeafullrefund.
That’snogoodforme.
I’dlikearefund,please.
2.Abilitygoals能力目標(biāo)
EnabletheSstodescribeaplaceandtheplantsoranimalstherewiththetargetlanguage.
EnabletheSstomakecomplaintusingtheexpressionsgiven.
3.Learningabilitygoals學(xué)能目標(biāo)
HelptheSslearnhowtowriteadescriptionofaplaceandtheplantsoranimalstherewiththetargetlanguage.
HelptheSslearnhowtomakecomplaintwiththetargetlanguage.
Teachingimportantanddifficultpoints教學(xué)重難點(diǎn)
HelptheSstomastertheusefulexpressionsandlearntousethemtoexpressblameandComplaintincertainsituations.
Teachingmethods教學(xué)方法
Discussing,guidedwritingandspeaking.
Teachingaids教具準(zhǔn)備
Aprojectorandacomputer.
Teachingproceduresways教學(xué)過(guò)程與方式

StepⅠRevision
T:Goodmorning/afternooneveryone!
Ss:Goodmorning/afternoon,Sir/Madam!
T:Yesterday,IaskedyoutoworkingroupstocheckthemeaningsoftheexpressionsgivenonPage24andtalkaboutthetimesyouhadfeelinglikethese.Haveyoudonethat?Nowwhowouldliketotellaboutatimeyouhadthesefeelings?
ThenasksomeSstotellaboutthetimestheyhadfeelingslikethese.

Possibledescriptions:
Sa:Ihadadayofpuremagiclastsummer.MyparentstookmeforatourinBenxi,LiaoningProvince.Whenwewentintoacavern,wesawicicle-shapedstalactites(鐘乳石)grotesqueinshape,hangingfromtheroofofthecavern.Whenthestalactiteswerelightedbythecolorfullights,theylookedextraordinarybeauty.Thenwetookaboatfloatingontheriver,itwasverydark.Ourboathittherockofthebanknowandthen,makingmyheartbeatingwildly.TheexploringtourwasthemostfantasticthingIhaveeverdone.
Sb:Youreallyhadamagicday!WhenIwenttotheGreatWall,Ialsohadafantasticfeeling.Yousee,whenIwasclimbinganarrowironladderstraightuptoahighwatchtower,Ifeltscaredtodeathandmyheartwasbeatingwildly.ButwhenIreachedthetopofthewatchtowerandlookedoutoverthemountains,everycellinmybodywokeup.Mymoodwasextraordinarygoodanditwaslikediscoveringawholenewdimensionoflife.
Sc:ThetimeIspentatShengya—theWorldundertheSea,anaquariuminDalian,maybecomparedwithyours.WhenIgotintotheaquariumunderthesea,Ifeltlikediscoveringawholenewdimensionoflife.Avarietyofbeautifulfishandmanyotheroceananimals,whichIcouldn’tcalltheirnames,wereswimmingaroundandthecolorfulseaplantswerewavingsoftlyfollowingthecurrentofthesea.Seeingsuchextraordinarybeautyintheworld,Ifelteverycellinmybodywokeup.Thatwasreallyadayofpuremagic.

StepⅡWriting(1)
T:Inlastperiodwereadadairy,inwhichthewriterusedverybeautifulwordsandphrasestodescribecolours,patterns,shapesandbehaviouroftheanimals.Nowpleasewriteaparagraphtodescribeaplaceandtheplantsoranimalsthere.Youcanreadthethirdandthefourthparagraphofthedairyasmodelforyourownwriting.FiveorsixminuteslaterI’llcheckyourwork.
TheSswillreadthethirdandfourthparagraphbeforetheystartwriting.Whentheyarewriting,theteachershouldwalkaroundtoseeiftheyhaveanyproblemstodealwith.Fiveorsixminuteslater,showoneortwocopiesonthescreenandcheckthemwiththewholeclass.
Samplewriting:
Whenwecameintothearboretum,oursightwasattractedbyallthevividcoloursofvarietiesofflowersatonce—reds,yellows,purples,white,blue,pinks,orangesandsoon.IlovedLiliesverymuch,whichwereshapedlikehorns.Thewhiteoneswerethemostsweet-smellingwithlargesize;thepinkoneswerebeautifulinbothcolourandsweetandtheorangeoneswerevividincolourwithnosweetandsmallsize.IlovedRosesthebest.Theyhavealladvantagesinthelargeflowersizes,good-lookingshapes,richcoloursandsweetsmell.AnewtypeofRosenamedBlueYaojiwassocharmingthatIjustwantedtokissthegem-blueflowers.TheButterflyOrchidswerebothrareandbeautiful.TheycamefromTaiwanProvincewithalongbloomtime.TheygotthenameButterflyOrchidsbecauseoftheflowershapesbadlylikebutterflies.Mostofthemwerepurplesandwhite.ButIfoundayellowkind,onwhichtheflowerswereabitsmalllikeyellowjade.Theywerereallybeautiful.Seeingtheextraordinarybeauty,Ifelteverycellinmybodywokeup.Itwaslikediscoveringawholenewdimensionoflife.
StepⅢSpeaking
SpeakingandwritingP27
T:Inourdailylife,wesometimesmeetwithsomethingunpleasantandmakecomplaint.Sowhenyougotoanothercountry,youshouldlearntocomplainpolitely,thenyoumaygetagoodsolution.LookatthethreesituationsonPage27.Haveyouevermetthesesituationsinyourlife?Whatdidyousayatthattime?Orwhatwillyousayifyouareinsuchsituations?Thinkaboutit....Nowreadtheexpressionsabovethesituationsandseehowtheycanhelpyoutomakecomplaintforeachofthesituation.Thenworkinpairs,chooseonesituationandmakeupadialogueforit.
Afterawhile,checktheirworkbyaskingseveralpairstoactouttheirdialogues.

Possibledialogue1:
Sa:Yousee,Imissedmyflight,official.
Sb:Don’tworry.Youcantakethenextflight.Wewon’tchargemore.
Sa:Youwon’tchargemore?ImeanI’dlikearefund,please.
Sb:I’msorrybutwedon’thavethatterm.
Sa:Imissedmyflightbecauseyoudidn’tannouncedthedelayoftheflightovertheloudspeaker.Youdelayedmytourandyoubearresponsibilityforit.
Sb:Let’strytofindabettersolution.
Possibledialogue2:
Sa:Waiter!
Sb:Yes?
Sa:ThefishIorderedtastesterrible.I’dliketotalktothemanager.
Sb:I’msorry.I’mthemanager.I’llaskthemtochangethefishforyouatonce.
Sa:That’snotgoodenough.Comingheretohaveamealshouldbeapleasantthing,howcanyouoffermesuchbadfood.I’mfeelingveryunsatisfiedwithyourservice.
Sb:I’msorry.Buthowcanwemakeyousatisfied?
Sa:I’dlikeagooddishandafullrefund.
Sb:I’mafraidwecan’tdothat.Butwecansendyouanotherdish.
Possibledialogue3:
Sa:Lookatthetrousers!Theyaretooshortforme.
Sb:I’msorry.Letmehavealookatthem.Well,don’tworry,Icanmendthemforyou.
Sa:That’snogoodforme.I’mnotfeelinghappyaboutapairofmendedtrousers.
Sb:Ihaveagoodidea.I’lladdlacesalongthecuffs.Theywilllookbeautifulandfashionable.
Sa:ButI’dstilllikearefund.
Sb:AsIdelayedyourwearing,Iagreetogiveyouaquarterrefund.IsitOK?
Sa:That’sOK.
ThenasktheSstowritedowntheirdialoguesontheirexercisebooks.

StepⅣWriting(2)
WRITINGTASKP68
T:WehavelearnedthestoryofSedna.Canyouretellthestory?Youmayfeelitdifficulttoretellsuchalongstory.Don’tworry.TurntoPage68.Lookatthetopicsentencesofeachparagraph,usingthemasaguide.Thenyouwillfinditeasiertotellthestory.Nowworkwithyourpartner,taketurnstotellthestory.
Showthetopicsentencesonthescreen.Askastudenttoretellthestorybeforetheclass.ThengettheSstowritedownthestoryindividually,usingthetopicsentencesasaguide.
Samplewriting:
SednawasalovelyandbeautifulInuitgirlandshedidn’twanttogetmarriedbecauseshelovedherfatherverymuchanddidn’twanttoleaveherfatheralone.Butherfathertoldherthatshemustmarryaman.SothenextdaySednaagreedtomarryastranger,whopromisedheragoodlife.Butwhenshefollowedthemantohisplace,shediscoveredthatherhusbandwasabird!Sednafeltsounhappythatshecriedeveryday,callingherfather’sname.Whenherfatherheardthecryingofhisdaughter,hedecidedtohelphertoescape.Whenthebirdmanfoundthathiswifewasnotthere,hewassoangrythathecaughtupwiththecanoe,whichSednaandherfatherwerepaddlingback,andcausedaseastorm.Sedna’sfatherwassofrightenedofthebirdmanthathethrewSednaintothesea.AsSednasanktothebottomoftheocean,shebecameaseagoddess.Fromthenon,TheInuitbelievethatSednahaspowerovertheanimalsinthesea,sotheyshowhergreatrespect,especiallyaftertheycatchseaanimals.
T:Verygood.NowreadthequestionsinthetableofEx4toassessyourownwriting,revisingandmakingcorrectionsifnecessary.
Aftertheyhavefinishedwriting,letthemassesstheirownwritingsandtheirpartners’accordingtothetableinEx4.ThisactivitywillhelptheSstofindtheirproblemsandimprovetheirwritingability.
附件
文化背景知識(shí)
Oceanicseahorse
Fragileandmystical,theoceanicseahorse(Hippocampuskuda)isprobablywhatyouseewhenyoucloseyoureyesandthinkofseahorses.Whilenotthemostexoticspeciesofseahorse,itisaclassicrepresentationofabeautifulandfascinatingfish.You’llseemanytypesofseahorsesatShedd.
Oceanicseahorsesmaybeyellow,deepred,brown,orblackandmaybeblotchedorbanded.Theycanreachabout7inchesinadulthood.Theoceanicseahorseisalsoknownasthecommonseahorse,butthesadtruthisthatallseahorsesarebecominglessandlesscommon.Andit’spreciselytheirethereal,otherworldlycharmthathasgottenthemintotrouble.
We’vebeenenchantedbythesecreaturesformillennia.FrompractitionersofancientChinesemedicinetotouristsinFlorida,we’vebelievedtheirmagicgaveuswondrousthings—arthritiscures,loveelixirs,evenkeychains.
Now,becauseofthat,theyfaceahighriskofextinctioninthewild.Seahorsescannotproduceenoughoffspringtoreplacethehugenumbersfishedformedicines,petsandsouvenirs.Thereareseveralreasonsforthis.First,theyaremonogamous,andifoneofthepairiscaptured,itcantakealongtimefortheremainingpartnertomateagain.Second,thestrikingringedarmorthatprotectsseahorsesfrommanypredatorsdoesnotdevelopuntilthey’readultssoperhapsonlytwoinathousandjuvenileseahorsesreachadulthood.

GreenSeaTurtle—Characteristics
Name
GreenSeaTurtlesgettheirnamefromthecoloroftheirbodyfat,whichisgreenfromthealgaeorgrassestheyeat.TheHawaiianGreenSeaTurtlepopulation,isknownbyitsHawaiiannameHonu
History
GreenSeaTurtlesarereptileswhoseancestorsevolvedonlandandreturnedtotheseatolive.ThefirstturtlesappearedduringtheTriassicperiod,245to208millionyearsago.FossilsfortheearliestknownseaturtlesappearintheLateJurassicperiod,208to144millionyearsago.Turtlesareoneofthefewspeciesthatwatchedthedinosaursevolveandbecomeextinct.

Asreptiles,seaturtlespossessthefollowingtraits:
*Theyarecold-blooded,meaningtheygettheir
bodyheatfromtheenvironment.
*Theybreatheair.
*Theirskinisscale
Status
Now,scientistsrecognizesevenspeciesofthesemarinereptiles.Therecognizedseaturtlespeciesareasfollows:Greens,Hawksbill,Kemp’sRidley,OliveRidley,Loggerhead,FlatbackandLeatherback.TheLoggerheadSeaTurtleislistedasthreatened,theFlatbackislistedasvulnerable,andallotherspeciesarelistedasendangered.GreenSeaTurtlepopulationsofHawaiiarethreatenedandprotectedinHawaiiunderstatelaw.PopulationsofGreenSeaTurtlesoffthecoastofFloridaandthePacificcoastofMexicoarelistedasendangered.GreenSeaTurtlesareprotectedbythefederalEndangeredSpeciesAct,andlistedundertheConventiononInternationalTradeofEndangeredSpecies(CITES).CITESmakesitillegaltoimportorexportturtleproducts.
Shell
Inadditiontotheirreptiliantraits,allspeciesofturtlesexcepttheLeatherbackhaveevolvedabonyoutershell,whichprotectsthemfrompredators.TheLeatherbackistheonlysoft-shelledseaturtleandisinafamilybyitself.Theshellcoversthedorsal(back)andventral(belly)surfacesofaseaturtle.Thedorsalportionoftheshellisthecarapaceandiscoveredwithscale-likestructurescalledscutes,whiletheventralportionoftheshellisknownastheplastron.Expertscanidentifyspeciesofseaturtlesbythenumberandpatternofscutesonthecarapace.Theshellisconsideredthemosthighlydevelopedprotectivearmorofanyvertebratespecies.Whilemostlandturtlescanretracttheirheadsintotheirshellsforaddedprotection,seaturtlescannotandtheirheadsremainoutatalltimes.
Color
GreenSeaTurtleshavegreenflesh.Thecarapaceisolivebrowntoblack,whiletheplastronispaleyellowtocreamywhite.Thecarapaceismolted,variegatedincolor.RarelywillyoufindaGreenSeaTurtlewithasolidcoloredshell.Counter-shadingoftheshellconcealstheturtlefrompredators,makingitdifficulttodistinguishthedarkcarapacefromtheseafloorandthelightplastronfromthelightersky.
Size
GreenSeaTurtlesashatchlingsweighaboutanounceandhaveacarapacelengthof2inches.Asexuallymaturegreenseaturtleweighs200-350poundswithacarapacelengthof2.5feet.Adultsgrowtoacarapacelengthof3.5feetandweighanaverageof400pounds.OneofthelargestturtlesthateverlivedfromtheLateCretaceausperiod,144to65millionyearsago,reachedalengthof9.8-13feet.
Lifespan
Thelifespanofseaturtlesisnotknown.ItisbelievedthatGreenSeaTurtlesreachsexualmaturityaroundtheageof25yearsandcanliveupto80yearsofage.Thelongperiodofmaturationhelpstoexplainwhyittakesturtlessomanyyearstorecoverfromapopulationdecline.
Shape
Seaturtlesarewonderfullyadaptedtolifeintheocean.Theirshellsarelighterandmorestreamlinedthanlandturtles.Frontandrearlimbshaveevolvedintoflippers.Theseflippersmakeseaturtlesefficientandgracefulswimmers,capableofswimminglongdistancesinashorttime.

高三英語(yǔ)Art教案

一名優(yōu)秀的教師在每次教學(xué)前有自己的事先計(jì)劃，教師要準(zhǔn)備好教案為之后的教學(xué)做準(zhǔn)備。教案可以保證學(xué)生們?cè)谏险n時(shí)能夠更好的聽(tīng)課，使教師有一個(gè)簡(jiǎn)單易懂的教學(xué)思路。教案的內(nèi)容要寫(xiě)些什么更好呢？下面的內(nèi)容是小編為大家整理的高三英語(yǔ)Art教案，僅供參考，歡迎大家閱讀。

Unit1　Art

1、aimn.v.
根據(jù)語(yǔ)境猜詞義
(1)ShewenttoLondonwiththeaimoffindingajob.
(2)Hetookaimatthebird，firedandmissedit.
(3)Idrovefast，aimingfor/atcatchingthelastbus.
(4)Thehunteraimedatthelionandfired.

根據(jù)語(yǔ)義找匹配　
A.目標(biāo)，目的(n.)B.瞄準(zhǔn)(n.)
C.瞄準(zhǔn)，對(duì)準(zhǔn)(v.)D.意欲，旨在(v.)
(1)A　(2)B　(3)D　(4)C
withoutaim漫無(wú)目的地
withtheaimof以期……，意在……
achieveonesaim達(dá)到目的

missonesaim希望落空，失敗
takeaimat向……瞄準(zhǔn)aimat瞄準(zhǔn)
aimat(for)doingsth./aimtodosth.旨在做某事
beaimedat目的是，旨在……
aimlessadj.無(wú)目的的aimlesslyadv.無(wú)目的地

用aim的適當(dāng)形式填空
Apersonwiththe(1)aim(n.)ofbeingasuccessshouldalwaysdothings(2)aiming(v.)atwhathehas(3)aimed(v.)for.Thoughsometimeshewillbe(4)aimless(adj.)notknowingwhattodo;butwhenherealizewhatheis(5)aimed(v.)atandmakefirmsteps,hewillintimeachievehis(6)aim(n.).

2、adoptvt.
根據(jù)語(yǔ)境猜詞義
(1)Mymotherwasadoptedwhenshewasfour.
(2)Ourschoolhasadoptedanewteachingmethod.

根據(jù)語(yǔ)義找匹配：A.收養(yǎng)，領(lǐng)養(yǎng)　B.采用
(1)A　(2)B
adoptanapproach/strategy/policy采用某方法/戰(zhàn)略/政策
anadoptedson養(yǎng)子

用adopt的適當(dāng)形式填空
WhenTracydiscoveredthatshewasan(1)adopted(adj.)child,shefeltdepressed.Shethoughtfortwodaysandthendecidedto(2)adopt(v.)herbestfriendCharliessuggestion—tofindherbirthmother.

3、possessionn.
根據(jù)語(yǔ)境猜詞義
(1)ThecarTomwasin_possession_ofwasoncein_the_possession_ofhisuncle.
(2)Thefinancecompanynowhas_possession_ofthehouse.
(3)Welost_all_our_possessionsintheterribleearthquake.

根據(jù)語(yǔ)義找匹配：A.失去了所有財(cái)產(chǎn)　B.擁有……　C.擁有……的所有權(quán)　D．為……所有
(1)B；D　(2)C　(3)A

inthepossessionof為……所占有
inonespossession為某人所占有
takepossessionof占有，擁有
havepossessionof占有

possessions財(cái)產(chǎn)(用復(fù)數(shù))possessvt.控制，占有
possesssb.of使某人擁有bepossessedof擁有

用possess的適當(dāng)形式填空
Withhisbusinessgoingonwell,hewasatfirst(1)possessed(v.)ofbighouses,cars;andlaterhetook(2)possession(n.)ofstocksofdifferentcompanies.Then,hefoundthateverythinghedreamedofwasinhis(3)possession(n.).Buthewastoldthatthemeaningandsuccessoflifewasnotmeasuredbythe(4)possessions(n.)hehad,butthedevotionhemadetothesociety.

4、scoren.v.
根據(jù)語(yǔ)境猜詞義
(1)Myscoreonthetestwas85.
(2)Ascoreofpeoplewasfoundmissinginthestorm.
(3)HescoredhighintheIQtest.

根據(jù)語(yǔ)義找匹配：A.分?jǐn)?shù)　B.20　C.得分
(1)A　(2)B　(3)C

scoresof許多，大量ascoreof20個(gè)
threescoreeggs60個(gè)雞蛋
threescoreoftheseeggs這些雞蛋中的60個(gè)
表示“20”，其復(fù)數(shù)形式通常不加s，且其后一般不接介詞of。當(dāng)其后的名詞前有the，these，those等表示特定的限定詞修飾時(shí)，或當(dāng)其后接us，them，you等人稱代詞時(shí)，score后加of。

單項(xiàng)填空
()______theengineersarewatchingovertheproject.
A.ScoresofB.Threescores
C.ScoresD.Threescoreof
D　句意：這些工程師中的60人正在視察這項(xiàng)工程。如果選擇A項(xiàng)，則要去掉engineers前面的定冠詞“the”；B項(xiàng)缺少of，且score不能用復(fù)數(shù)。

5、attemptn.vt.
根據(jù)語(yǔ)境猜詞義
(1)Iletthemtalkon,without_any_attempt_tointerruptthem.
(2)Shemade_every_attempt_togo.
(3)Theyattempted_tofinishtheworkwithinamonth.
(4)Theyhave_attemptedadifficulttask.

根據(jù)語(yǔ)義找匹配：A.不想做……　B.試圖做……
C.開(kāi)始(任務(wù))　D.千方百計(jì)地
(1)A　(2)D　(3)B　(4)C
makeanattempttodosth.試圖做某事
makeanattempton試圖對(duì)……攻擊
inanattempttodosth.嘗試做某事
attemptsth./todo/doingsth.企圖做某事
attemptedadj.企圖的，未遂的

用attempt的適當(dāng)形式填空
Ahungrylionmakeseveral(1)attempts(n.)onthebullwithoutsuccess.Itseemedthatneitherofthemwastogiveup.Again,thelion(2)attempted(v.)tokillhispreybutstillfailed.Itwasalongandhardwork.

6、specificadj.n.
根據(jù)語(yǔ)境猜詞義
(1)Igaveyouspecificinstructions.
(2)Themoneywascollectedforaspecificpurpose.
(3)Aspirinisaspecificforheadache.

根據(jù)語(yǔ)義找匹配：A.具體的　B.特效藥　C.特定的
(1)A　(2)C　(3)B
aspecificaim一個(gè)特定的目標(biāo)
aspecificremedy一種特定的療法
specificallyadv.明確地，具體地，特意地
specificationn.詳述；說(shuō)明書(shū)

用specific的適當(dāng)形式填空
AsI(1)specifically(adv.)mentionedlasttime,weshouldneverstartdoingsomethingwithouta(2)specific(adj.)purpose;oryouarelikelytofail.Youwillthenfeelsorrybutthereisno(3)specific(n.)forregret.

7、figuren.v.
根據(jù)語(yǔ)境猜詞義
(1)Howdoesshemanagetokeepherfigurewhensheeatssomuch?
(2)Wheredidyougetthesefigures?
(3)Hewasoneoftheleadingpoliticalfiguresofthiscentury.
(4)Icantfigure_outwhyhequithisjob.

根據(jù)語(yǔ)義找匹配：A.想出(v.)　B.人物(n.)　C.數(shù)字、數(shù)據(jù)(n.)　D.體形(n.)
(1)D　(2)C　(3)B　(4)A
keeponesfigure保持體型
apoliticalfigure一位政治要人
figureout想出，理解

用figure的適當(dāng)形式填空
Beingapopularsocial(1)figure(n.)，shealwayshadtoappearwithafine(2)figure(n.)and(3)figured(v.)outwaystoattracttheattentionofthemajority.

8、appealv．n.
根據(jù)語(yǔ)境猜詞義
(1)Thepoliceareappealingtothepublicforinformationaboutthecrime.
(2)TheopeningceremonyoftheBeijingOlympicsappealedtotheaudienceallovertheworld.
(3)Heappealedtohisfriendsforsupport.
(4)Thiscasewasappealedtoahighercase.
(5)Shemadeherlastappealtohismothertoforgiveher.

根據(jù)語(yǔ)義找匹配：A.上訴(vt.)　B.有感染力，吸引(vi.)　C.呼吁(vi.)　D.懇求(n.)　E.求助(vi.)
(1)C　(2)B　(3)E　(4)A　(5)D
appealtosb.forsth.呼吁某人某事
appealtosb.吸引某人
appealtosb.todosth.呼吁某人做某事
appealforsth.懇求，呼吁

用appeal的適當(dāng)形式填空
Inhis(1)appeal(n.)tomeforhelp,hesaidsomething(2)appealing(adj.).Butforhisbadreputation,hiswordsdidntseemto(3)appeal(v.)tome.

9、bycoincidence
根據(jù)語(yǔ)境猜詞義
(1)By_coincidence,_thedayIgotmarriedwasthesameasthedaymyclosefriendJohnmarried.
(2)Whatdoyouthinkofthecoincidenceoftwoaccidents?

根據(jù)語(yǔ)義找匹配：A.巧合地　B.巧合(n.)
(1)A　(2)B
becoincidentwith與……一致，巧合的

用coincidence的適當(dāng)形式填空
Theagentssuddendisappearancewas(1)coincidentwithhissuddendeath,whichTomthoughtwasnotjust(2)bycoincidence.

()1.(2008江西)Jackislateagain.Itis______ofhimtokeepotherswaiting.
A.normalB.ordinary
C.commonD.typical

Atypicalpictureatthistimewasfullofreligioussymbols,whichcreatedafeelingofrespectandloveforGod.(P2)
D　考查形容詞的辨析。normal正常的；ordinary普通的；common常見(jiàn)的；typical典型的，代表性的。根據(jù)句意可知，只有D項(xiàng)符合題意。

()2.(2008上海春)SomepeoplemaintainthatwatchingviolenceonTVisoneofthemajorcausesof______behaviorandcrimeinsociety.
A.childishB.artificial
C.aggressiveD.heroic

C　考查形容詞辨析。childish孩子般的，幼稚的；artificial人工的；heroic英雄的，英勇的；aggressive有進(jìn)取心的；侵略的，好斗的。句意為：有些人堅(jiān)持認(rèn)為?？措娨暽铣尸F(xiàn)的暴力鏡頭是造成社會(huì)上好斗行為及犯罪的主要原因之一。
Sallyisnotanaggressiveperson.(P5)

()3.(2010湖北)Itisillegalforapublicofficialtoaskpeopleforgiftsormoney______favorstothem.
A.inpreferencetoB.inplaceof
C.inagreementwithD.inexchangefor

FrickhadapreferenceforpretwentiethcenturyWesternpaintings,andthesearewellrepresentedinthisexcellentcollection.(P6)
D　考查介詞短語(yǔ)辨析。inpreferenceto優(yōu)先于；inplaceof代替；inagreementwith同意，與……一致；inexchangefor交換。句意為：公務(wù)員向人索取錢(qián)物作為提供便利代價(jià)的行為是違法的。

()4.(安徽)Chinahasgotagood______forfightingagainstthefluwithitscarefulandsmoothorganization.
A.reputationB.influence
C.impressionD.knowledge

A　考查名詞辨析。haveagoodreputationfor因……有好名聲。haveinfluence/impression與on搭配。haveagoodknowledgeof對(duì)……很熟悉，通曉。根據(jù)句意，中國(guó)由于其在抗擊流感方面的精心而有序的組織廣受好評(píng)。
Thereputationofthismuseumliesinthevarietyofitsartcollection.(P6)