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人教版高二Unit 4 A Garden of Poems全单元

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篇1：人教版高二unit12全单元教案-新课标

Unit 12 Teachers’ Paper

Background knowledge:

Distance learning

A type of education, typically college-level, where students work on their own at home or at the office and communicate with faculty and other students via e-mail, electronic forums, videoconferencing, chat rooms, bulletin boards, instant messaging and other forms of computer-based communication.

Most distance learning programs include a computer-based training (CBT) system and communications tools to produce a virtual classroom. Because the Internet and World Wide Web are accessible from virtually all computer platforms, they serve as the foundation for many distance learning systems.

The Hope Project

Education plays an important part in modern life. However, in some poor areas, many children can't afford the expenses of schooling and are forced to leave school. At the same time, our country is not able to invest too much in it. Under this condition, the Hope Project if carried out.

The Hope Project if of great necessity to our country. In the first place, it will create conditions for the children to go back to school. Secondly, it can make more people educated. Thus, is may indirectly lead to the improvement of people's standards of life.

In my opinion, the Hope Project is of great importance to our country, I hope that with this help more and more children can get the opportunity to be educated.

United Nations Educational Scientific and Cultural Organization

The United Nations Educational, Scientific and Cultural Organization (UNESC0) is one of 18 specialized agencies within the United Nations System. It was established on November 16, 1945, as much of the world was emerging from the devastation of the Second World War. Canada was one of the 20 founding members. UNESCO was formed to create an organization that would embody a genuine culture of peace by promoting collaboration among nations through education, the sciences, culture, and communication and information.

UNESCO works to create the conditions for dialogue and cooperation between the peoples of the world, based upon commonly shared values and respect for individual civilizations and cultures. The Organization also serves as a clearinghouse to share knowledge and ideas with its 190 Member States and six Associate Members. Through diverse and extensive strategies and projects, UNESCO is is actively pursuing the United Nations Millennium Development Goals, placing particular emphasis on initiatives which focus on eradicating poverty; achieving universal primary education and eliminating gender disparity in education; helping countries to implement national strategies for sustainable development; and halting the loss of environmental resources.

Since its inception , UNESCO has worked to inspire, encourage and sustain the principles of democracy, cooperation, non-violence, respect for human rights and cultural diversity. As the developing countries of the world struggle to find their place, as globalization continues to grow and the world moves rapidly towards knowledge based societies, the work of UNESCO becomes ever more vital. Through its efforts in the sectors of education, science, culture, information and communication, UNESCO is committed to attaining an ambitious goal: to build peace in the minds of men.

Period 1: Words and Expressions

New words:

1. load n.

（1.）（车、船、人、畜等的）负荷；负担；载重

The truck was carrying a load of bananas. 这辆卡车装着一车香蕉。

We have to make three loads of the cargo. 我们得把货物分装三车。

（2.）（车辆等的）载重量

I’ve ordered two lorry-loads of sand. 我已定购了两卡车沙子。

（3.）（一个成员、一台机器等的）工作量，负荷

I have a fairly light teaching load this term. 这个学期我的教学负担相当轻。

（4.）（常与of连用）大量，许多 (a load of/loads of )

To the reader's disappointment, the leading article in this issue of the magazine is a load of rubbish. 这期杂志上的主要文章废话连篇,使读者大失所望。

（1.）（常与up, with连用）装，装满，载满

We loaded the truck with bananas. 我们把香蕉装上卡车。

（2.）装上（弹匣、胶卷）

Don’t move! The gun is loaded. 别动！这支枪是上了膛的。

workload n. 1. 工作量, 工作负担

She has a very heavy workload. 她的工作负担很重。

2. strict adj.

（1.）严格的，严厉的（规则或行为）(+with)

Our teacher is strict; we have to do what she says.

我们的老师很严格，我们不得不按她说的去做。

（2.）精确的；完整的

He made a strict analysis of the experiment.

他对这个实验做了个精确的分析。

strict → n. strictness

1) 严格说来 strictly speaking

2) be strict with somebody

Our teacher is strict with us. 我们老师对我们很严格。

3) be strict in something

Mr. Li is strict in his own work. 李先生对自己的工作很严格。

We should be strict with ourselves in everything.(我们应该事事都严格要求自己)

3. compulsory adj. 义务的；强制的；强迫的

Education is compulsory for all children in Britain between the age of 5 and 16. 在英国5岁到16岁的儿童都要接受义务教育。

4. commitment n.

（1.）承诺；

The general has repeated his commitment to holding elections as soon as possible.

将军重申了尽快进行选举的承诺。

（2．）责任；承担义务

I've taken on too many commitments.

我承担的义务太多了。

（3．）忠诚，信奉，支持

The company’s success this year would not have been possible without the commitment and dedication of the staff.

如果没有员工的奉献精神，公司今年的成功是不可能的。

make a commitment

中国承诺竭尽全力帮助受海啸袭击的亚洲地区.

China has made a commitment to do all it can to help the tsunami-hit regions of Asia.

5. sceptical adj. 怀疑的

Everyone says our team will win, but I’m skeptical of/about it.

人人都说我们队会赢，但我对此表示怀疑。

6. tendency n.

（1.）倾向；趋势

① (+to, towards) There is an increasing tendency towards the use of firearms by criminals. 罪犯使用枪械的趋势在上升。

② （＋to v. ） There is a growing tendency for people to work at home instead of in offices. 人们在家里而不是在办公室工作的趋势日益增长。

（2．）癖好，秉性

①（+to, towards） He’s always had a tendency to /towards frivolity.

他向来表现出轻浮的倾向。

②（＋to v. ）The teacher criticized his tendency to view world affairs purely in terms of the East-West conflicts.

老师批评了他那种单纯从东西方冲突的角度去观察国际事务的倾向。

7. expand vi.& vt.

（1）扩大，膨胀，增强，使扩大 expand reproduction 扩大再生产

eg.

1) The bird expanded his wings into the blue sky.

2) This factory has expanded to the river.

3) Metals expand when (it is) heated.

4) The flowers expand in the sunshine.

The business has expanded from having one office to having twelve.

这个公司已从一个分公司发展到拥有12个分公司了。

（2.）详述（故事，论证等）,引申

I don’t quite follow your reasoning. Can you expand (on it)?

我不大理解你的论断，你能详细地加以说明吗？

You’ll have to expand your argument if you want to convince me.

你如果想使我信服，就必须详述你的论点。

（3．） Vi. （人）变得更友善更健谈

He expanded a little when he had had a drink, and started to talk more freely.

他喝了一杯酒，变得更友善，并开始畅谈起来。

8. distribute vt.

（1.）分发，分配某事物 (+sth. to/among sb./sth.)

The demonstrators distributed leaflets to passers-by. 示威者向行人分发传单。

（2．）使（某事物）散开，散布

Baggage loaded onto an aircraft must be evenly distributed.

飞机载运的行李应均匀放置在各个部位。

拓展：

distribution n.

（1.）分发，分配（多作不可数名词）

The boys complained that the distribution of prizes was unfair.

男孩们抱怨奖品分配不均。

（2．）分布，散布（多作不可数名词）

The pine-tree has a very wide distribution.

松树的分布很广。

9. corporation n.

（1.）公司；企业 John works for a large American chemical corporation.

约翰为一家美国大化学公司工作。

（2.）市政府

The corporation has decided that no heavy-duty trucks are permitted to pass through the centre of the city during rush hours.

市政当局决定高峰期间不允许载重卡车通过市中心。

拓展：

corporate adj.

（1.）社团的；团体的

corporate responsibility, action, etc 共同的责任，行动等

（2．）市政府的；公司的

Corporate executives usually have high salaries. 公司里的管理人员一般享有高薪。

10. donate vt. 捐赠；赠送

The businessman donated a lot of money to the hospital. 这个商人捐给医院很多钱。

Many more warm-hearted people donated blood to the poor girl.

(给这个可怜的女孩献血)

In his will, he volunteered to donated his body to medicine.

在他的遗嘱里，他自愿将遗体捐给医疗事业。

拓展：

donation n. 捐赠；捐赠品；捐款

She made a donation of $ 1,000 to the Children’s Hospital.

她捐了1,000 美元给儿童医院。

11. curriculum n. 课程

Is German on your school’s curriculum? 你们学校有德语课吗？

12. ministry n

[C]

（1.）（政府的）部

My brother works in the Ministry of National Defense.

我弟弟在国防部工作。

（2.） the ministry [GP] 神职界；（全体）牧师

His parents intended him for the ministry. 他的父母有意让他当牧师。

13. aspect n.

（1.）方面

He mentioned only one aspect of the problem. 他只提到问题的一个方面。

（2.）容貌，表情

He was serious of aspect but wholly undistinguished.

他面色严峻，却不过一庸人而已.

（3.）（房屋、门窗等的）朝向

She prefers a house with a southern aspect.

她喜欢朝南的房子。

14. profession n.

（1.）专业，职业（尤指受过专门训练的，如法律、教学等）

He is a lawyer by profession.

他是职业律师。

（2）信仰或信念的表白

His profession of concern did not seem sincere.

他所表示的关心看来并非出自内心。

拓展：professional adj.

（1.）从事专门职业的 A lawyer is a professional man. 律师是从事专门职业的人。

（2.）职业的，专业的

For professional footballers, injuries are an occupational hazard.

对于职业足球运动员来说,受伤是职业本身带来的危险。

15. alongside

（1.） prep 在…旁边；与…并排

The car drew up alongside the kerb. 小汽车在路边停下来。

（2.） adv. 横靠着；沿着；傍着

We brought our boat alongside. 我们把船靠边。

16. advocate

vt. 拥护；提倡；主张

He advocates building more schools. 他主张多建几所学校。

n.（常与of连用）拥护者；提倡者

I am not a strong advocate of “English only” in the reading class.

对于阅读课上只用英语，我不是个强烈的拥护者。

17. restriction

n. 限制；约束

There is a restriction against smoking in schools.

禁止在学校吸烟。

拓展：restrict

vt. 限制；限定

He restricts himself to two cigarettes a day.

他限制自己每天吸两支香烟。

18. schedule

n. 时间表；进度表；程序表

The next thing on our schedule is to telephone our friends.

我们的日程安排中要做的下一件事是给我们的朋友打电话。

19.presentation

（1.） [U] 赠送，引见，提出，出席，演出

They are preparing for the presentation of a new musical.

他们正准备上演新的歌舞喜剧。

（2.） [U] 赠送，引见，提出，出席，演出等的方式

She needs to improve her presentation of the arguments.

她需要改进阐述其论点的方式。

（3.） [C] 所赠送，引见，提出，出席，演出的事物，赠品，礼物,（尤指经仪式）授予之物

The queen will make the presentation herself. 女王将亲自授予礼品。

拓展：present

adj.

（1）出席的；到场的

How many people were present at the meeting? 会议有多少人出席？

（2）现在的；现存的

What is your present job? 你现在的工作是什么？

vt.

（1.）赠予；颁予

They presented flowers to their teacher. 他们献花给老师。

The mayor presented a silver cup to the winner. 市长把银杯授予了获胜者。

（2.）提出；呈递

The committee is presenting its investigation report next week.

委员会将于下星期提出调查报告。

The baker presented his bill. 面包师呈上帐单。

（3.）表示；呈现

He presented his apologies. 他表示道歉。

（4.）演出；公演

The theatre company is presenting 'Romeo and Julia' by Shakespeare next week.

剧团下星期将演出莎剧'罗密欧和朱丽叶'。

（5.）介绍；引见；举荐

May I present Mr Robinson to you? 可否让我向你介绍罗宾逊先生?

The new ambassador was presented to the president. 新大使被引见给总统。

（6.）展现

He always presents a calm smiling face. 他总是展现出平和的微笑。

（7.）表现；造成

Money presents no difficulty to them. 资金对他们来说不成问题。

Reading

Reading comprehension：

1. Pre-reading:

Look around our school and decide what are needed to run a school.

2. Skimming:

Choose the best heading for each paragraph in the text.

3. Fast reading.(True or False)

1) By the year every Chinese child had had nine years of compulsory education.

2) There are 113 million children not in school today.

3) The UNESCO made a goal called “ Education for All ”.

4) It is important to create a positive attitude in agriculture areas, because it is not easy to change traditional ideas there.

5) How people are distributed can not affect the education system.

6) Children from countryside usually can continue their study. Boys and girls have equal chances of education.

7) To equip schools, some developing countries rely almost completely on aid from other countries and international organizations.

8) China doesn’t receive help from some organisations.

9) Distance learning is only used in Australia.

10) In the least developed nations of Africa, “ Education for All ” will be a huge task.

(FFTTF;FTFFT)

4. Careful reading(Answer the following questions.)

1. Why did the Chinese government introduce a law stating that by the year 2000 every Chinese child would have nine years of compulsory education?

(Because the Chinese government realises that the future welfare of its citizens is closely linked to education.)

2. Do all girls and boys in China share the same opportunity to accept education? Why (not)?

(No. In some cultures parents are particularly unwilling to send their daughters to school because the custom is to educate boys rather than girls.)

3. What’s your understanding of the title “Education for all”?

(Complete, free and compulsory primary education of good quality for all children by .)

4. The success of a country in bringing education to all depends on the economy . Does this mean rich nations in the world don’t face education problems?

(No, it doesn’t. Even the richest nation in the world faces problems. e.g. the USA found that it is not easy to make sure that every student receives the same quality of teaching.)

5. Close test:

__________, it is important to _____a positive attitude. In areas where agriculture _______ ___________, people do not ______________ education, and parents _____________ anything that _____ children _________ their work on the farm. China and other countries found that even when children from the countryside ____ start school, they _________________ to be ______ and often _______ later. In some cultures parents ____ particularly __________ send their daughters to school because the custom is to educate boys __________ girls.

（To begin with; reate; plays an important role; attach importance to; are sceptical of; takes away from; do; have a tendency to; absent; drop out; are unwilling to; rather than）

Language study in reading

知识点:

1. It is reported that 99% of school-age children in China attended primary school by .

It is reported (said, thought, hoped and etc) that … 句型结构，通常表达“据报道（据说，人们认为，人们希望等）”，其中句首的it是形式主语，真正的主语是that引导的从句内容。

e.g. It is hoped that the children will carry on our family traditions.

我们期待孩子们能继承我们家族的传统。

2. In China, as in other countries, the government realizes that the future welfare of its citizens is closely linked to education.

be linked to 与……连接（相关）的。

e.g. The island will be linked to the mainland by a new bridge.

新的桥梁将把该岛与大陆连接在一起。

3.to begin with

(1.)首先，第一

I’m not going. To begin with I haven’t a ticket, and secondly I don’t like the play. 我不去。一来我没票，二来我不喜欢这出戏。

(2.) 起初

To begin with he had no money, but later he became quite rich.

他起初没钱，可是后来相当富有了。

4. In areas where agriculture plays an important role, people do not attach importance to education, and parents are sceptical of anything that takes children away from their work on farm.

句中where和that都引导定语从句。

attach ... to ...（加于……之上）和be sceptical of（对……抱着怀疑的态度）是固定短语。

e.g. No blame attaches to him for the accident. 这个事故他没有受到责备。

We should attach primary importance to the development of economy.

我们要把发展经济的工作放在第一位。

5.drop out

(1.) （从活动、竞赛中）退出

Since his defeat he’s dropped out of politics. 他失败后就不再从事政治活动了。

(2.) 中途退学，辍学

She got a scholarship to Cambridge but dropped out a year later.

她得到了剑桥大学的奖学金，但一年后就退学了。

其它词组：drop behind 落后

drop by 顺便访问：停下做短暂访问

drop off 睡着；减少

drop in 顺便走访, 不预先通知的拜访

(3) drop out (of) 退出，辍学

To our great surprise, he decided to drop out of politics.(退出政治)

What do you think we should do to prevent the children from dropping our of school?

(阻止孩子辍学)

“drop” phrases:

drop behind 落后，落伍

drop in on sb. at a place 顺便走访

drop into 跌入，落下，不知不觉

1) If I have time, I’m sure to _______________ you. (drop in on)

2) With the meeting going on , most of them _________________ sleep.(dropped into)

3) During the journey, Tom and Tim _________________the rest of the teammates.(dropped behind)

6. In some cultures parents are particularly unwilling to send their daughters to school because the custom is to educate boys rather than girls.

be unwilling to do 不愿意……； rather than 胜于

e.g. Much to our surprise, he was unwilling to accept our advice.

使我们惊讶的是,他竟然不愿意接受我们的建议.

These shoes are comfortable rather than pretty.

这双鞋不好看，但是舒服。

7. To solve this, Australia uses “distance learning” methods, where the students have lessons by two-way radio and mail.

to solve this是目的状语提前，表示强调；另外句中where引导的是非限定性定语从句，修饰说明methods；此类定语从句比较特别，因为其中的引导词并非表示地点的名词，类似的名词还有case, situation, condition等。

e.g. Can you think of a situation where this idiom can be used?

你能想出一个使用这个成语的情况吗？

8. rely on/upon sb. /sth. to do sth.

(1.) 依赖,指望某人、某事物

I relied on your coming early. 我指望你早点来。

(2) 信任、依赖某人/某事物

You can rely on me to keep your secret. 你尽管相信我一定为你保密。

You can rely on it that I can finish the work on time. 你相信我好了，我会及时完成工作的。

9. In these countries, where some people do not even have fresh water or basic health care, reaching the target of “Education for All” will be a huge task, despite help from the international community.

where引导非限定性定语从句；reaching短语是句子的主语，despite是介词，其意义为“不管, 尽管, 不论”。

e.g. Despite the bad weather we enjoyed our holiday.

尽管天气不好，我们的假期仍过得很愉快。

Integrating Skills

How We Learn

1. obtain vt., vi. 得到，获得

I haven't been able to obtain that book.

我还没能得到那本书。

辨析：get, obtain, acquire, gain, win, earn这组动词的一般含义是“得到”。

obtain包含着“努力”、“希望”或“决意”去获得某物的意思。

The journalist immediately set out to obtain these important facts.

那位新闻记者立即着手获取这些重要的资料。

Ordinary people would then be able to use them to obtain valuable information.

那时平常的人便能运用它们去获取宝贵的信息。

get是最普遍、使用范围最广的词

I sat in the front of the bus to get a good view of the countryside.

我坐在公共汽车的前部，以得到有利于观赏农村风光的机会。

acquire虽然含有“努力获得”的意思，但更强调在原来的基础上自然增长或新的增添。

After having been instructed to drive out of town, I began to acquire confidence.

接到把车开出城的指令后，我的信心增长了。

gain有obtain的含义，但更强调目的物需要努力奋斗才能得到，而且这种东西具有价值，特别是物质价值。

During that time, she so gained my aunt's confidence that she was put in charge of the domestic staff.

在这期间，她得到了我姑姑如此的信任，结果被委任为家仆的负责人。

A penny saved is a penny gained.

省一文是一文。(谚语)

win虽然常常可以和gain换用，但win具有gain所不能表达的含义。如：获得者具有有利的品质

It seemed certain that this would win the prize.

这一块会得奖，这似乎是肯定的了。

This invariably wins them the love and respect of others.

这种行为常常为他们赢得别人的爱戴和尊敬。

earn包含着获得物与所花的气力是相互成比例的

His achievements earned him respect and admiration.

他的成就为他赢得别人的尊敬和赞美。

Some of them have come home for a few days' hard-earned leave.

他们中的有些人已经回国，度过那得之不易的几天假日。

2. evident

1. adj.明显的

It's evident that you are tired. 显然你累了。

辨析：evident, obvious, clear, plain这组形容词都有“清楚的”或“明显的”意思。

evident在善于修辞的作者笔下，总包含一定的迹象。

It's evident that someone has been here. 显然有人来过这里。

obvious所表示的“明显的”强调容易发现，常常用于修饰或说明那些本想掩盖而又没有能掩盖彻底的事情

The rope had been cut, so it was obvious that the lamb had been stolen.

绳子是被割断的，因此这只羊羔显然是被偷去的。

注：此句中的obvious 换用evident则更确切。

He is the stereotyped monster of the horror films and the adventure books, and an obvious (though not perhaps strictly scientific) link with our ancestral past.

它们是恐怖电影和惊险小说中的老一套的怪物，并且与我们的祖先有着明显的(虽然可能没有科学的) 联系。

clear(以及常见的plain)是口语中常用词，其含义为“清楚易懂”。clear 除了“清楚的”，“清晰的”之外，还有许多其他含义。如“流畅的”，“无障碍的”等。

The water of the lake is as clear as glass. 湖水清彻如同明镜。

He gave a clear answer to the direct question.

他对那个直截了当的问题作了清晰的答复。

plain除了“清楚的”、“浅显的”之外，也有些别的含义。

如：a plain face(一个普通的或不漂亮的面孔)

The letter was written in plain English. 那封信是用浅显的英语写的。

3. select

（1.） vt. 挑选，选择；择优 (select sb./sth. as sth. )

I was selected for the team. 我被选入这个队。

（2.） adj.挑选的，精选的, 择优的

a select group of top scientists 最优秀科学家小组

a film shown to a select audience 给内部观众反映的影片

辨析：choose， select， elect， pick

这些动词都指从一些可能性中做出选择。

Choose含有运用判断力在一些人、物或行为方式中选出一个的意思。

We do not choose survival as a value; it chooses us.

并不是我们把生存作为一种价值而选择了它；而是它选择了我们。

Select侧重于从许多不同种类中进行选择时的挑剔态度。

Four skiers will be selected to represent each country.

每个国家将选出四名滑雪者作为代表。

Elect强烈地暗示着通常在两者之间作出挑选时的深思细想。

I elected not to go. 我决定不去。

4. suit

vt.

（1）. 满足；取悦；适意；对…方便

It suits me if you come to work at eight o'clock. 如果你八点来上班我就满意了。

（2.）适合，适当 That dress suits you. 那套衣服你穿起来挺合适。

（1）. 一套衣服，套装

a business suit 一套西装

（2）. 诉讼

bring a suit against sb. 控告某人

fit-指大小，尺寸合体

suit-指颜色，花样，天气食物适合

match---和……..相配,和……..相称,使较量,一般指两样东西互相匹配或两人的能力势均力敌,互为对手.

1) This hat matches your jacket perfectly.

2) The color of the cloth suits a woman at my wife’s age.

3) These shoes don’t fit me-Have you got a large size?

4) This climate doesn’t suit her.(agree with)

篇2：人教版高二Unit11全单元教案教师版

Unit 11

Word study:

1. stick with: 忠于，支持，和…在一起

I know you are new in this job, but stick with me and you’ll be all right.

我知道你干这工作是新手，不过和我在一起你会没事的。

We stuck with him as our candidate.

我们继续支持他为候选人。

be stuck with sth./sb.被…缠住

Bill left and I was stuck with the debt. 债务缠身

拓展：

stick out伸出，坚持到底，忍下去

stick up竖立，向上突出

stick to: 坚持（原则，计划，决定，意见），继续干，坚持干

He is still sticking to his story that his car was stolen and later returned.

他仍在坚持说他的汽车是失而复得的。

2．through thick and thin 同甘共苦，祸福与共，忠贞不渝

I’ll going to love you through thick and thin no matter what happens

不管发生什么事，我都始终不渝地爱你。

A true friend sticks though thick and thin.

同甘共苦的朋友才是真正的朋友。

3．suspect:

v. 1) 怀疑；猜疑；不信任，常用于suspect sb. of sth.

We suspected him of removing the cashbox.

我们怀疑他拿走了钱箱。

He was suspected and accused of selling states secrets.

他被怀疑与指控出卖国家机密。

2）猜想,觉得，疑有

suspect sth

suspect sb. to do

suspect sb. to be…

suspect that clause

If you don’t go, they’ll suspect something.

如果你不去，他们会产生怀疑。

I suspect him to have done it.

我疑心这是他干的。

I suspect him to be the pickpocket.

我怀疑他是个小偷。

I strongly suspect that they’re trying to get rid of me.

我强烈地感觉到他们要除掉我。

n. 嫌疑犯，可疑对象

The police are questioning two suspects.

警察正在审讯两个嫌疑犯。

adj. 不可靠的，不可信的，可能有假的，可疑的

His statements are suspect. 他的说法不可靠。

4．for the sake of 由于某种缘故，也可以说 for sb.’s sake 意为看在某人份上

Stop crying, for God’s sake.

看在老天的份上，请你别哭了

He moved to the seaside for the sake of his health.

他由于健康的原因而搬到了海边。

I’ll help you for your sister’s sake.

看在你姐姐的份上，我来帮助你。

拓展：

for one’s own sake 为了自身的缘故，为了自身的利益

for the sake of it 因为自己喜欢，由于自身的缘故

for the sake of argument 为了便于讨论（非正式）

I just like car trips for my own sake.

我喜欢轿车旅行仅仅是因为我喜欢这样。

I am sure she agrees with you really---she just likes arguing for the sake of it.

我确信她实际上同意你的观点，她只是因为好辩而与人辩论。

5. individual

adj.1) 个别的，个体的，单独的，作定语

She didn’t read well so her teacher gave her individual help.

她读得不好，因此老师对她进行个别辅导。

2) 独特的，有特性的，有个性的

Alice has an individual style of arranging her hair.

艾丽斯有独特的发式。

n. 个人，个体，个别的人，是可数名词

Handwriting varies from individual to individual.

笔迹因人而异。

6．expectation n.

1) (u) 此时常与介词of连用，表示“期望，希望；预计”。常以every, great, little, no, utmost作修饰语

It greatly surpassed my utmost expectation.

它远远超过了我的最大期望。

2）(pl)希望，预计要发生的事；

预期（从某人那儿）继承遗产，常与介词from连用

Our Party has great expectations of you young people.

我们党对你们年轻人寄予很大期望。

He has expectations from a rich uncle.

他有希望从他一个有钱的伯父那儿得到遗产。

fall short of/not come up to sb’s expectations 为臻理想

His film performance didn’t come up to our expectations.

他在影片中的表演有负众望。

7．embarrass vt.（尤用语被动语态）

1）使人觉得不自然，忸怩，尴尬或害羞

I was embarrassed by his comments about my clothes.

他评论我的衣服是我很尴尬。

2）使某人不安或焦虑

be embarrassed by lack of money.

因缺钱而苦恼

拓展

embarrassing adj.令人困窘的，令人尴尬的

embarrassment n.

8．resign.

Vt.1).辞去，放弃后面一般接表示职务的名词

Robert resigned the Chairmanship.

罗伯特辞去了主席的职务。

2）把…交托给，常与介词into，to等搭配

I resign my children to your care.

我把孩子委托你照顾。

3) resign oneself to do顺从于，屈从于

You must resign yourself to waiting a bit longer.

你只好耐心多等一会儿。

vi. 1). 辞职

She resigned from the government.

她辞去了政府职务。

2）屈从于，听任

resign to sb’s will 屈从于某人的意志

resignation n.

7. pursue vt.

1) 从事，进行，实行

Many people went to pursue their studies abroad in those days.

那时候很多人出国留学

2）追踪，追捕

The police are pursuing an escaped prisoner.

警察在追捕一名逃犯。

3）跟随，纠缠

Bad luck pursued us all through the year.

一年来我们厄运连续不断。

Pursue the path you have been treading and you will do well.

顺着你走的路走下去，你会干的不错。

The boy pursued his father with questions.

那孩子纠缠住他父亲问问题。

9.. complement

vt. 与（某事物）结合（相辅相成）

His business skill complements her flair for design.

他的经营技巧和她的设计才能相辅相成。

n. 1）~ to 相配合的事物，补充物，补足物

Rice makes an excellent complement to a curry dish.

有咖喱的菜配米饭最妙。

2）需要或允许的数额

We’ve taken on our full complement of new trainees for this year.

我们今年招收的新学员已经满额了。

3）补语

subject complement 主语补足语

10．decline

1) vt/vi 拒绝（接受某物），谢绝

decline an invitation to dinner 谢绝宴请

I invited her to join us, but she declined.

我邀请她和我们在一起，可是她婉言谢绝了。

He declined to discuss his plans.

他拒绝讨论他的计划。

2）vi. 变小，变弱，变少

Her influence declined after she lost the election.

她落选后其影响力大为降低。

3).n. ~ (in sth.) （力量，权力，数量等的）削减

a decline in population/prices/popularity人口/价格/声望的降低

拓展

fall/go into a decline 失去力量，影响

After his wife’s death, he fell into a decline.

他在妻子死后一蹶不振。

on the decline 在削减，在衰退

The number of robberies in the area is on the decline.

这地区的劫案在减少。

Warming-up, listening and speaking

1. While working there you discover that the management does not take proper measures to ensure hygiene and safety of the food products that are prepared in its kitchens and will be delivered to the customers.

在那儿工作时，你发现管理部门没有采取适当的措施来保证食品的卫生和安全，这些食品都是在饭店的厨房加工并运往顾客手中的。

1) take measures to do sth.= take steps to do sth.采取措施干某事

What measures were taken to prevent fires?

采取了什么措施来防止火灾？

get/take the measure of sb.= take/ get sb.’s measure

给某人量尺寸，估量某人的能力和力量

Before I could get in, he had taken my measure.

我还没来得及插嘴，他就给我量好了尺寸。

measurement n.

(u) 测量，计量

We can know the size of something by means of measurement.

我们可以通过测量得出物体的尺寸。

What are the measurements of the living room?

客厅的尺寸是多少？

2）ensure

vt. 保证，保证发生/获得，

ensure sth.

ensure sb. sth.

ensure doing dth

endure that clause

ensure sb. against sth.保证不，安全，确保不

I cannot ensure his being on time.

我不能保证他能准时。

All the necessary steps had been taken to ensure their safety.

已经采取了所有必要的措施以确保他们的安全。

The present contract cannot ensure you a job.

现有的合同不能确保你获得一份工作。

We should ensure workers against accidents.

我们应保护工人们不出事故。

拓展:

比较ensure, insure 和assure

在美国英语中，endure=insure，即insure 也可以用来作“保证”“确保”，此时用法与ensure同

More care will insure you against making so many mistakes.

多加注意会确保你不犯这么多错误。

但insure还可作“给…保险”

The actress insured her life for one hundred thousand dollars.

这个女演员给自己保了十万美元的人寿险。

assure 表示“向…保证”，“肯定地说”

I assure you that you are mistakn.

我肯定地说你弄错了。

The doctor assured me that the injury was not serious.

医生向我保证，伤势并不严重。

assure还可以用做“保人寿险”

assure 和insure 还可作“确保”“保障”

assure/insure peace 保障和平

assure/insure security 保障安全

2．What is the moment for you to pull out of a friendship?

你会在什么时候离开朋友？

pull out of 从…中退出

They are trying to pull out of the agreement.

他们正试图解除协定。

The project became so expensive that we had to pull out of it.

这个计划耗资太大，我们只好退出。

拓展：

pull down 毁坏，摧毁（如旧建筑物）

pull (sth) over （使车辆等）闪到一边

pull … up （使车）停下，纠正某人

Reading and Integrating skills

Teaching aims and demands:

1. Get the Ss to read the two passages, knowing something about the key to success and improving their reading ability.

2. Get the Ss to know some important words, phrases and sentences.

Teaching difficult points:

Phrases: stick with through thick and thin for the sake of attach to

live up to hands-on …

Sentences:

1. Especially at school, it sometimes feels as if we are being asked to work in teams for the sake of just that.

2. Each offers gifts and processes that complement the others, contributing in a unique way to the qualitative functioning of the whole, whether the ‘whole’ is a team, a class, a family or a society.

Time allocations: 3 periods

Step I lead in

T: I want to move this desk to the 4th floor. But I can’t do it by myself. Who can help me? ( a student comes) we two did this job together. and what we can call the job?

-----it is team work.

T: where else do we need team work?

-----football, basketball, rugby, working…

Step 2 fast-reading what is team work? ( Para. 2)

Step 3 careful- reading

what kinds of team do the writer write? try to compare them.

Rugby team Project team

Similarities team work: individual people brought together, common goal , has a clear role, cooperate

Differences 1. made up of a certain number

2. goal---to win a match

3. members have different skills

4. coach

5. atmosphere

6. members should respect, help and support each other 1. members: people of different personalities and abilities (Para. 7)

2. take into account how each individual member works best

Step 4. Summary : ask students to divide the passage into 3 parts.

part 1: Para 1-2 general introduction of team work

part 2: Para 3-6 sports teams ( rugby teams)

part 3: Para 7-10 project teams

Step 5. Further understanding

Para1: 1. Especially at school, it sometimes feels as if we are being asked to work in teams for the sake of just that.

特别是在学校里,有时我们感觉好象是为了团体活动而组织团体活动。

Para3: 2. It is important that all members of the team feel that each of them makes an equal contribution and that they help and support each other.

Para6: 3. As with sports teams, group work can …when group members respect…, while the work division…at the right level in the role that is …

Para7: 4. 整个段落用了三种不同的表达方式表达类似的意思

people who… people…are the ones… some are…

Step 5. record after teaching

Language points

1. What if you feel comfortable about doing a task by yourself?(P94 Para1)

假如你觉得你一个人干某项工作感觉更舒服些？

What if you should fall sick?

What if he gets angry?

要是他生气怎么办？

含if的短语

only if 只有

if only要是…就好了

as if 好像

2. Although the coach is usually not counted as a team member, his role is to discuss

strategy and make decisions about the composition of team.(P94 Para3)

虽然教练通常不算作队员，他的作用是讨论策略，并确定运动员的组成。

count:

v. 1): 把…看作…，常与as连用，此时as可省

I count him (as) one of my closest friends.

我把他看作是我最好的朋友之一。

I am afraid we must count him (as) missing.

恐怕我们只好算他失踪了。

2). 起作用，是重要的，应予重视

For them what counted is money.

对他们来说，金钱才起作用。

It is not how much you read but what you read that counts.

重要的不是你读了多少书，而是你读的是什么书。

3). 把…计算在内

Six people are on the trip if you count the children.

如果算上孩子就是六个人去旅行。

There are ten guests, not counting the members of the family.

一共是十位客人，还不算自家的人。

4). 数数，点数

I counted all the people; there were fifty present.

我数了数，总共来了五十个人。

3. As with sports teams, group work can only be successful when group members respect, help and support each other.(P94 Para6)

正如运动队一样，小组活动只有在组员们相互尊重，相互帮助和相互支持的情况下才能取得成功。

as with

1). 正如…一样

As with hiking, you should always think about your safety.

就象徒步旅行一样，你要时刻考虑到你的安全。

2）就…而言，至于…，类似用法有as to ；as for

Kitty’s got so thin, And as for Carl, he always seems to be ill.

Kitty长的瘦小，至于Carl, 他好象总是在生病。

He was very uncertain as to whether it was the right job for him.

他还不确定这工作是否适合他

4. Teams requires leaders and people who creates ideas

团队需要领袖以及出主意的人。(P95 Para7).

require: v. 需要，要求

require sth.

require doing sth/ to be done

require sb. to do sth.

require that (should) + do

That matter requires careful thought.

这件事需要慎重考虑。

This wall requires repairing/ to be repaired.

这面墙需要修理了。

His health requires that he (should) go to bed early.

他的健康状况需要他早睡。

The police required him to keep it a secret.

警察要他对此事保密。

5．People full of action and ideas are often the ones to bring new energy to the group, while people who are mainly listening and commenting are often the ones to keep an eye on procedures that must be followed.

那些富于实干和思路开阔的人常常是给小组以新的活力的人，而那些主要是倾听或评论的人则常常是监管工作流程的人。(P95 Para7)

keep an eye on 或keep one’s eye on 照料，留神，密切注意，也可以说成keep a watch/ look out on

Can you keep an eye on my suitcase for a minute.

你能帮我看一会儿手提箱吗？

They kept a close watch on his activities.

他们密切监视他的活动。

类似的说法还有

keep one’s eyes open for;

keep an eye out for

keep one’s eyes peeled/skinned for

关于eye的一些词组：

have an eye for 对…有鉴赏眼光

shut/close one’s eyes to 不理会，闭眼不见

an eye for an eye 以眼还眼，报复

get the eye 引人注目

catch one’s eyes 引起注意

by all eyes 聚精会神地

fix one’s eyes on 盯着

6. Working in a team, we have to taken into account how each individual member works best. 在团队中工作，我们必须考虑个人如何充分地发挥作用。（P95 Para8）

take sth. into account 考虑，

take account of sth.

take sth. into consideration

We must take local conditions into account.

我们必须考虑本地的条件

There are the factors we must take into consideration.

这些都是我们必须考虑的因素。

7. As the years went by, she worked in many places…(P97 Para2)

几年过去了，她在许多地方工作过…

go by

1) （时间）过去

Two years went by.

两年过去了。

2）经过（某地），从旁边经过

Tom usually goes by the theatre on his way to school.

汤姆上学时通常经过剧院。

3）遵照，受指导

You should go entirely by what the doctor says.

你应该完全按照医生的话去做。

4）从…判断

You can’t go by what he says--- he’s very untrustworthy.

你不能根据他的话判断-----他是很不可靠的。

8．She decided to put that money to good use. (P98 Para2)

她决定把这笔钱派上好用场。

put… to use 利用，使用，也可以说成 put…into use

We must put everything to its best use.

我们一定要充分利用一切。

拓展：

put to bed/sleep 使睡着

put to test 考虑

put to flight 使逃走

put to trouble 造成麻烦

put to inconvenience 造成不便

put to sea 出海

The enemies were soon put to flight.

敌人不久就给打跑了。

One of these pills will put you to sleep in an hour.

这个药吃一小片一个钟头之内就可以睡着。

11. Many people tend to listen to their parents or to their teachers and they often have expectations that are hard to live up to. (P98 Para3)

很多人倾向于听家长或教师的意见，但是他们所期望的往往是学生难以办到的。

live up to 依照某事物行事,表现出符号某事物的标准

He didn’t pass the NMET, failing to live up to his parents’ expectations.

他未通过高考,辜负了父母的期望

12. Not going to university is not a shame.(P98 Para4)

shame的一些搭配:

feel shame (at/for) 感到羞耻

put…to shame 使感到羞耻,使蒙羞

bring shame on sb. 给某人带来耻辱

What a shame to do sth.

What a shame that…

It’s a shame (that)…

It’s a shame to do sth.

13. We make the most of our special talent and interests.（P98 Para）

make the most of =make the best use of

最好/最大限度地利用

make use of 利用,使用

make good/full use of 好好利用,充分利用

We’ve got one day in Paris, so we’d better make the most of it.

我们在巴黎只剩一天了，我们得充分利用。

篇3：人教版高二Unit 4 A Garden of Poems全单元

The First Period Warming-up & Listening Speaking

Teaching Aims:

1.Talk about rhymes, songs, limericks and poems to raise the students’ interest in poetry.

2.Improveing the students’ listening ability.

3.Introduce some poems to the students.

Teaching Difficult points:

1.To teach the students how to grasp the detailed information to finish the listening task.

2.How to make every students active in this lesson.

Teaching Aids: 1.a computer 2.a projector

Teaching Procedures:

Step I Greetings and Lead in.

T: Remind the students famous Chinese poems and Chinese poets. Get them to name some famous Chinese poets and recite some famous poems.

Do you like poems? Which Chinese poet/ poem do you like best? Why?(romantic, form of poems, special patterns of rhythm and rhyme, use surprising images, absence of rhyme, nature poem, style and atmosphere)

What words will you need to talk about poets and poetry?

Do you know any English poet/ poem? Can you recite any?

What about English songs? Do you often sing English songs? (Get some individuals to sing part of their favourite English songs and make them realize that different songs express different feelings.)

Is there any connection between English songs and English poems?

Step II Warming up.

1) Listen and read the rhyme

Good, better, best!

Never have it rest!

Till good is better!

And better, best!

2) Listen and read the limerick.

People laugh and people cry.

Some give up, some always try.

Some say hi while some say bye.

Others may forget you but never I.

Ok. Now please open your books and turn to page 25. Let’s enjoy two more limericks.

3)Read the limericks and ask “What is the pattern of each poem?

I. While reading:

1. According to the writer, when do we sing?

2. How do we feel about a good song?

3. What does the writer think of good songs?

4. Who gave the writer some advice on how to enjoy poetry?

5. What was the advice?

6. How did the writer learn to enjoy the poem?

II. Post-reading

1. Do songs and poems have something in common? If yes, what are they?(a.the image in the passage: They are like bright and warm colours in the middle of grey and shades.b. Both of them show feelings, rhythms, rhymes and the sounds of the words.)

2. How can we learn to enjoy the poems?( We should start with small poems.)

Extension: Limerick is a type of English poems. There are many types of English types. What other types of English poems do you know? Who are the typical poets? (Mention some of the poets in SBP26 Speaking to see how much the students have already known about it.)

Step III. Pre-listening

T: Mmm, it seems poems are really interesting. I’d like to know more about poetry.

But where can I find a certain poem? Are poems put together in collections of poetry?

Maybe these questions can help us.

Who wrote them?

What are they about?

When were they written?

Step IV. While listening

In collections of poetry, poems are put together because they belong to the same group.

They can be sorted by different writers, or they can be sorted by a certain topic or a certain period of time.

1.Listen to the tape and list the name of the books on poems by different writers.

(Suggested answers: A Garden of Poems”

“1001 Songs or Poems in English”

2.Listen to the tape and list the the information of poems by a certain topic

Suggested answers: The topic can be human feeings (humour & love…)

“Poetry about Nature” (flowers, trees, plants & the old countryside)

“The Earth is Painted Green”

3.Poems by a certain period time

Suggested answers: “English Poem of the Early 17th Century”

“Poetry Between the World Wars”

4.OK, Since we learned some about poems. Now let’s listen to the a reader and a woman working in the library. First listen to the tape and tick the words that are used by the woman.

Suggested answer: poem, collection, the World Wars , The countryside and nature

5.Listen to the tape again and answer the following questions.

1).What is the dialogue about?

2)What kind of book is A Garden of Poems?

3)Which period is meant when we say “between the World Wars”?

4)How should you read a book such as 1001 Songs and Poems in English?

5)Which topic for poetry does the student like?

Listen to the tape and choose the correct answer.

1. What is the dialogue about? ( )

A. A student is asking the librarian for advice on how he can choose poems to read.

B. A student is asking his teacher about how to choose poems to read.

C. A boy is asking his mother about how to choose poems to read.

2. What kind of book is A Garden of Poems? ( )

A. A collection of poems. B. a book of a garden. C. Poems about a garden.

3. How should you read a book such as 1001 Songs and Poems in English? We should_________. ( )

A. read all the poems carefully

B. just look at the title, the topic or the first or last lines

C. only read those which you like

4. Which topic for poetry does the student like? ( )

A. nature B. animals C. paintings

5. Decide whether the following statements are true or false.

a. A Garden of Poems and 1001 Songs and Poems in English are sorted by names. ( )

b. English Poems of the Early Seventeenth Century is sorted by period of time. ( )

c. Poetry between the World Wars and the Earth is Painted Green are sorted by topic.

Suggested answers:

mad-glad tale-fail glory-story recite-night cow-plough shade-afraid isle-smile embrace-base

Step 2 Word study

T: Please turn to Page 29. Look at Word Study, Part 1. Fill in the blanks with words in the text. Have a discussion with your partner and then we’ll check the answers:

Suggested answers:

1. poem 2. absence 3.atmosphere 4.stories 5. poets 6. translated (put)

Step 3 Grammar

Show the two sentences on the screen.

The past participle used as adverbial.

1.Once published, his work became famous for the absence of rhyme at the end of each line.

2. No matter how well translated, something of the spirit of the original work is lost.

T: Look at the two sentences on the screen, who can tell us their Chinese meanings.

1.一经出版，他的作品就因不押韵而著名。

2．即使翻译得再好，一经翻译，原作的一些精华就没有了。

T: Can you think of another way to express these ideas?

Suggested answers:

1. Once it (his work) was published, his work became famous for the absence of rhyme at the end of each line.

2. No matter how well it is translated, something of the spirit of the original work is lost.

T: From the sentences we’ve discussed, we know that if the past participle is used as adverbial, we can change them into the adverbial clauses, which has the same meaning. Now turn to Page 30. Please look at Grammar Part 1.Complete each sentence by using the past participle of the right verb. Before doing that, who will tell the meanings of the words in the box?

Suggested answers:

1. Frightened 2. followed 3. examined 4. Built 5. Seen 6. trapped 7. shot

Step 4 Practice

Show the sentences on the screen.

1. The castle , burned down in 1943, was never built.

2. If left alone on a deserted island, what would you do to survive?

T: Look at the two sentences on the screen. Each of the sentences has a past participle. Have a discussion about them and decide their functions.

Suggested answers:

1. AT 2. AD 3. AD 4. AT

Step 5 Consolidation

T: Look at the example on Page 30. Here are two sentences. They both have the same meaning but their adverbials are expressed in the different ways. Study the example and then rewrite the sentences on Page 31, using a clause to substitute the past participle phrase.

Suggested answers:

1. When he was asked what had happened, he told us about it.

2. As he was well known for his expert advice, he received many invitations to give lectures,

3. If we were given more time, we would be able to do the work much better.

4. Once it was translated into Chinese, the book became very popular among Chinese teenagers.

5. As she was deeply interested in medicine, she decided to become a doctor.

6. Though she was left alone at home, Sam did not feel afraid at all.

Step 6 Comparison

Show two pictures. Ask the students to make sentences using the present participle and past participle as adverbial.

A. When crossing the street, you must be careful.

B. Followed by many students, the teacher came in.

T: Well done, so far we have finished learning the present and past participle used as adverbial. Let’s have a revision and make a comparison.

1.共同点: 现在分词和过去分词在句中不能单独作谓语,但可作定语,表语,宾语补足语,状语.

分词作状语时,其逻辑主语是句子的主语.如:

正确:Looking from the top of the hill, we can see the whole town..

错误:Being an orphan, the villagers take good care of the child.

正确:Seen from the hill, our school looks more beautiful.

错误:Seeing from the hill, our school looks more beautiful.

2.不同点: 现在分词有时态和语态的变化;而过去分词只有一种形式,现在分词常表”主动”和 “进行”;过去分词的一般式常表 “被动”和 “完成”.

式语态及物动词make的主动语态及物动词make的被动语态

不及物动词rise

现在分词一般式 making being made rising

完成式 having made having been made having risen

过去分词 made risen

3.易混淆点:

a.分词作伴随状语时,若表”正在被……” 的概念,常用过去分词,而不用现在分词的被动式.

Followed by some officials, Napoleon inspected his army.

b.现在分词的完成被动式和过去分词两者都可表示 “完成”和 “被动”,但前者更加强调分词动作明显先于谓语动作;而后者的时间性不强.

Having been told to stay in Beijing, the boy decided not to return to his village.

Step 7 Practice

“分词”专项能力训练题

单项填空

1. What’s the language _______ in Germany?

A. speaking B. spoken C. be spoken D. to speak

2. He had his leg ________ in the match yesterday?

A. to break B. broken C. break D. breaking

3. It was so cold that he kept the fire _______ all night.

A. to burn B. burn C. burning D. burned

4. She’s upstairs _________ letters.

A. writes B. is writing C. write D. writing

5. “ Can’t you read?” Mary said ________ to the notice.

A. angrily pointing B. and point angrily

C. angrily pointed D. and angrily pointing

6. The lecture was so _________ that they were all _________.

A. inspiring: exciting B. inspiring; excited

C. inspired; excited D. inspired; exciting

7. The wheat fields are irrigated by water _______ from a pond through bamboo pipes.

A. bring B. brings C. brought D. bringing

8. This is one of the books ________ by him now.

A. to be written B. being written

C. having been written D. is been written

9. The book ________ belongs to me.

A. which lying on the table B. lying on the table

C. is on the table D. lay on the table

10. The poor boy looked to the right and to the left, _______ where to go.

A. not knowing B. not to know C. didn’t know D. not being known

11. _________ anything about the accident, he went to work as usual.

A. Not known B. Known not C. Knowing not D. Not Knowing

12. This news sounds _________.

A. encouraging B. encouraged C. encourage D. to encourage

13. _________, the subject belongs to biology.

A. Strictly spoken B. Spoken strictly

C. Strictly speaking D. Speaking strictly

14. __________, the players tried their best to win the game for their country.

A. Greatly encouraged B. Having greatly encouraged

C. To be greatly encouraged D. Greatly encouraged

15. ________ that mistake once, I shall not make the same mistake again.

A. Made B. To make C. Making D. Having made

16. --- Will you go to the party?

---Of course I will _________.

A. if invited B. if having invited

C. if I was invited D. if I will be invited

17. _________ a child, Elizabeth enjoyed studying art and music.

A. She was B. When was C. When being D. Being

18. The bridge _________ now over the Changjiang River will be completed at the end of this year.

A. built B. is being built C. being built D. to be built

19. _________ that there was an accident ahead, the bus driver changed course.

A. Warning B. Having warned C. To be warned D. Having been warned

20. The visiting Minister expressed his satisfaction with the talks, ________ that ha had enjoyed his stay here.

A. having added B. to add C. adding D. added

Suggested answers:

1---5 B B C D A 6---10 B C B B A 11---15 D A C A D 16---20 A D C D C

语法专项练习

I. 单项选择：

1．__________ with the size of the whole earth, the highest mountain doesn’t seem high at all.

A. When compared B. To compare C. While comparing D. It compared

2. Mr Smith, __________ of the _________ speech, started to read a novel. ( 北京)

A. tired, boring B. tiring, bored C. tired, bored D. tiring, boring

3. Unless _________ to speak, you should remain silent at the conference. (2003上海春季)

A．invited B. inviting C. being invited D. having invited

4. Friendship is like money: easier made than ___________. (2003上海春季)

A．kept B. to be kept C. keeping D. being kept

5. __________ time, he’ll make a first-class tennis player. (2003 北京)

A. Having given B. To give C. Giving D. Given

6. The research is so designed that once _________ nothing can be done to change it.( NMET )

A. begins B. having began C. beginning D. begun

7. The visitor expressed his satisfaction, _________ that he had enjoyed his stay here.

A. having added B. to add C. adding D. added

8. __________ his telephone number, she had some difficulty getting in touch with Bill.

A. Not knowing B. Knowing not

C. Not having known D. Having not known

9. The computer center, ________ last year, is very popular among the students in this school.

A. open B. opening C. having opening D. opened

10. Prices of daily goods __through a computer can be lower than store prices. (2002春季)

A. are bought B. bought C. been bought D. buying

11. –How do you deal with the disagreement between the company and the customers?

--The key _______ the problem is to meet the demand ______ by the customers.(2002 北京)

A. to solving, making B. to solving, made C. to solve, making D.to solve, made

12. Though ________ money, his parents managed to send him to university. ( 2002上海)

A. lacked B. lacking of C. lacking D. lacked in

13. _________ to sunlight for too much time will do harm to one’s skin. ( 2002上海)

A. Exposed B. Having exposed C. Being exposed D. After being exposed

14. After his journey from abroad, Richard Jones returned home, ______. (上海春季)

A. exhausting B. exhausted C. being exhausted D. having exhausted

答案：I. 1-5.AAAAD 6-10.DCADB 11-14.BCCB

Homework

Finish the word study and grammar part on the workbook.

Record after Teaching

The Fourth Period Intergrating Skills

A Lesson Plan for Songs and Poems

Goals/objectives:

Students will:

1. Learn to read poems aloud with expression.

2. Learn to enjoy simple poems and interpret basic elements of poetry.

3. Practice listening actively

Step One Warming-up

Play two recordings of the poems by Keats and Wordsworth as students listen; direct their attention to the rhythm, the rhyme and the sounds of the words. Guide them to forget about difficult words by getting the students to quickly go through the penultimate paragraph of the text. Highlight the sentence:

“Poetry uses many difficult words and idioms, but the best thing is to just forget about them.”

Brainstorm some of their understanding of the rhyming of poetry by letting them giving examples of rhyming words.

e.g.

time ---

rhyme

death ---

breath

days ---

ways

cry ---

Get them to practice reading aloud these couples of rhyming words for a little while and then ask several to demonstrate.

Ask for their favorite Chinese poems and when and how they read poems.

Also ask them if they sometimes read by the light of the candle and if reading poems is kind of romantic etc.

Ask them to compare singing songs to reading poems.

Step Two Pre-reading

After the previous brief activity of comparing singing songs and reading poems, lead them to the title Songs and Poems. Ask “Are the song words also a kind of poem lines?” They may think of the fact that in ancient times poems were sung.

Step Three While-reading

Invite students to list unfamiliar words that they noticed in the passage.

e.g. avoid, recite, extraordinary

Step Four Post-reading

Assess students understanding by asking their a few questions:

e.g. When does the writer sing songs?

When did the writer begin to touch on poetry?

When does the writer read Keats and when Wordsworth?

Step Five Exercise I

Briefly introduce “Dust of Snow” by Robert Frost.

Listening and reading aloud

Play the recording of Robert frost's Dust of Snow at a high volume as the students listen and then have them repeat after the recording. Guide them to read with expression.

Discussion Discuss how many characters are involved in the poem.

(There is no right or wrong answer here as long as the students can give a reason why they want to assign a part to a certain character.)

Possible answers include:

Two (a crow and a person),

Four ( a crow, a person, a tree a heart)

Analysis

Guide them to notice the line “A change of mood”.

Ask them a few questions

1. his mood has changed, from what mood to what mood?

2. What happens to bring about the change?

Appreciation

Brainstorm about how students feel at the beginning of the poem.

Answers may vary:

The Crow may let some of them think of bad luck.

The Crow above the writer’s head may let some of them think of a lonely place.

Practice

Get students to read the poem aloud again and have some of them to recite the poem in class.

Step SixExercise II

Let students take out their exercise books. Do exercise 2 on Page 32 with the poem as “right here waiting”.

Homework:

1. Draw a couple of comic strips according to the imagery of Dust of Snow

2. Finish the workbook passage “The Birth of Modern Poetry” by yourself.

Record after Teaching

篇4：人教版高二第一单元知识点

Unit I Making a difference 知识归纳

P1-2

天才就是百分之九十九的 Genius is one percent inspiration and ninety-nine

汗水加上百分之一的灵感。percent perspiration.

如上引用 the quotes above

关于科学的引言 quotes about science

使得一名科学家成功 make a scientist successful

在他自己的内心中 within himself

对…充满热情/激情 be on fire for

换句话说 in other words

被授予诺贝尔物理奖 be awarded the Nobel Prize for Physics

准确地说 to be exact

与…类似 be similar to

由于…而出名 be known for

有共同之处 have sth. in common

代表一个科学分支 represent a branch of science

对社会最重要、最有用 the most important and useful to society

辩论开始 let the debate begin

毫无疑问… There is no doubt that

很难说 It’s hard to say

我怀疑… I doubt if/ whether…

P3-4

壮心无涯 no boundaries

试想 imagine this

很有发展前途的研究生 a promising graduate student

世界一流大学 the top universities in the world

患不治之症 have an incurable disease

最多活12个月 may not have more than twelve months to live

大多数人会感到非常伤心 Most of us would probably feel very sad.

放弃对未来的梦想和憧憬 give up our dreams and hopes for the future

做某事没有意义 There did not seem much point in doing…

There is no point in doing sth.

取得博士学位 work on my PhD

我不盼望活那么久 I did not expect to survive that long.

过去 go by

情况转好 go rather well for

订婚 be/ get engaged to

从事 be engaged in (doing) sth.

阻碍某人做某事 stop… (from) doing…；keep…from doing；

prevent…(from) doing…

梦想 dream of

作报告 give lectures

给大学生作演讲 speak to university students

通过计算机说话 speak through a computer

对重大问题的看法 thoughts on some of the greatest questions

黑洞 black holes

二十世纪七十年代初 in the early 1970s

做出新的发现 make new discoveries

探索宇宙本质问题 seek answers to questions about the nature of

the universe

普通人 ordinary people

科学如何运作 how science works

科学发现 make scientific discoveries

改变世界 change the world

霍金认为 according to Hawking

永无止境 be never finished

另一方面 on the other hand

证明是错误的 prove/ turn out to be wrong

科学方法的产物 the result of the scientific method

创立理论 build the theory

预测未来 predict the future events

实际测试 test sth. in a practical way

直接观察 observe directly

测试理论 test the theory

发觉深奥难懂 find it difficult to understand him

对…满意 be happy/satisfied with

提高我的英语水平improve my English

P5-6

用光(完) use up

采取措施解决问题 take measures to solve the problem

破坏我们的星球 ruin our planet

查明 find out

犯罪现场 the crime scene

有所作为 make a difference

向…学习learn from

世界上顶尖人物的头脑 the best minds in the world

对…感到满意 be satisfied with

始终在寻找新的问题 are always looking for new questions

更仔细观察大大小小的事物 take a closer look at things both great and small

通过探寻所以然，如何然 by asking why, how

设想前因后果 ask what if

知识就是力量。 Knowledge is power.

被描述成 be described as

运用那种力量的能力 the ability to use that power

始终 all the time

画天体图 draw a map of the heavens

随季节变化 change from season to season

相信 believe in

取笑 laugh at

承认他的伟大 recognize his greatness

而不是相反的 not the other way around

讨论观察结果 discuss his observations

公认的科学界先驱 be known as scientific pioneers

帮助我们更好地认识了世界 help us better understand the word

达到目标 reach our goals

真正有所作为 truly make a difference

提出新的观点 come up with new ideas

P83-84

对什么感到好奇 be curious about

我的目标是今天把这件事做好。My goal is to get this done today.

说服某人做某事 talk sb. into doing sth.

说服某人不做某事 talk sb. out of doing sth.

得了一种叫艾滋病的疾病 suffer from a disease known as ALS

我们荣幸地跟霍金教授谈话。 We’re honoured to talk to Professor Hawking.

你觉得《时间简史》这本书 What do you think of the book A brief History of Time?

怎么样？

P85-86

从…毕业 graduate form…

随着电脑和英特网的发展 with the development of computers and the Internet

计算出 work out

获得瑞士国籍 take Swiss nationality

从那时起 from that time on

当政(权) come into power

篇5：人教版高二第三单元知识点

Unit 3 Art and architecture 知识归纳

P17-18

1. be free to design… 自由设计……

2. dream house 梦想屋

3. share your ideas with… 与……分享你的

4. visit a shop 逛商店

5. prefer one thing to another 喜欢一件事胜过另一件事

6. a traditional house 传统住宅

7. It is also convenient to live

close to your work. 住在离工作场所近的地方很方便。

8. all the same = just the same 都一样，无所谓；仍然，还是

9. personal style 个性化

P19-20

1. in one’s opinion 在某人看来

2. look at 看；关注，考虑,看待,观察

3. living environment 生存环境

4. Every great culture in the past had its 以往历史上的每一种伟大的文化，都

own ideas of beauty expressed in art 有用建筑和艺术来表达自己审美观念

and in art and architecture. 的做法。

5. ideas of beauty 审美观念

6. in art and architecture 用艺术和建筑

7. in different styles 以不同的风格

8. go against 违背，违反

9. people’s feeling of beauty 人们的审美情趣

10. To many people modern architecture

equals progress. 在许多人看来，现代建筑就等于进步。

11. developing countries 发展中国家

12. act as 充当，扮演

13. You don’t feel invited to enter the buildings. 你并不想走进这些建筑物。

14. the Temple of Heaven 天坛

15. stand much closer to nature 更接近大自然

16. in fact 事实上

17. fill up…with… 用……装满；用……填满

18. be full of 充满

19. refer to 提到，谈到；查阅，参考；指的是

20. scan the text 浏览课文

P21-22

1. make use of 利用

2. Water is to fish what air is to men. 水之于鱼就如空气之于人。

3. succeed in doing… 成功做了……

P23-24

1. pull down 拆毁

2. decorate…with 用……装饰……

3. remind sb. of sth. 提醒某人某事

4. remind sb. to do sth. 提醒某人做某事

5. set…aside 把……放在一边

6. stand empty 保持空空的情形 / 状态

7. far from the city 远离城市

8. turn into 变成

9. the advantages and disadvantages 优缺点

P95-96

1. differences between Chinese and Western architecture 中西方建筑方面的差异

2. similarities between Chinese and Western architecture 中西方建筑方面的相似

3. valuable art objects 珍贵的艺术品

4. cultural exchange 文化交流

5. play one of the roles 扮演其中的一个角色

6. discuss the issue 讨论这个问题

7. reach an agreement 达成共识；达成一致

8. be acceptable to all 为大家所接受

P99-100

1. on display 陈列；展览

2. classical art 古典艺术

3. be open to the public 对公众开放

4. have a history of ages 具有悠久的历史

5. in the case of architecture 就建筑来说；至于建筑

6. serve the purpose 为目的服务

7. place art works in parks 在公园里摆放艺术品

8. at first glance 第一眼就……

9. enrich real life 丰富真实的生活

10. instruct the audience 教育观众

11. set goals for oneself 为自己设定目标

12. present different ideas 提出不同的观点

13. project developer 项目开发者（商）

补充：

1. prefer (doing) sth. to (doing) sth. 喜欢（做）什么胜过（做）什么

2. preferred to do… rather than do… 宁愿做……也不愿做……

3. have a preference for sth. 偏爱某物

4. have a preference of sth. to / over another 喜爱某物甚于喜爱另一物

5. give preference to 给……优先权

6. in preference to 优先于……

7. take examples from 借鉴、仿效

8. take sth /sb for example 拿某人/物为例

9. fill up sth. with sth.

fill sth. up with sth. 用……填满……

10. impress sth. on sb. / impress sb. with sth. 使某人铭记某事

11. make a （good） impression on sb. 给某人留下（好）印象

12, inspire + sb. + to sth. / to do 激励某人做

13. inspire + sth. + in sb. = inspire + sb. + with + sth. 激起某人的……

14. Air is to us what water is to fish. 空气之于人就如同水之于鱼一样。

15. Reading is to mind what food is to the body. 读书之于头脑如同食物之于身体。

篇6：人教版高二第二单元知识点

Unit 2 News media知识归纳

P11-12

1. What do you think of…? 你觉得……怎样?

2. What’s your opinion? 你有什么看法?

3. I don’t think we should choose… 我想（觉得）我们不应选择……

4. more than 多于；不仅仅

5. experienced editors and reporters 有经验的编辑和记者

6. make informed decisions about…… 根据已知情况决定……

7. make sure 确保

8. relate to the stories 理解故事

9. talented journalists 有才华的记者

10. agree to switch roles 同意转换角色

11. for once 就这（那）一次

12. a feature story 专题故事（报道）

13. contact the people to be interviewed 联系被采访的人

14. get people to talk about the topic 让人们谈论这个话题

15. present the material 陈述材料

16. reflect events and opinions truthfully 真实地反映事件和观点

17. cultural relics 文化遗产；文物

18. adapt to a new life 适应新生活

19. explore the mysteries in life 探索生活中的奥秘

20. the importance of spiritual fulfillment 精神满足之重要性

21. be addicted to… 沉溺于

22. solve social problems 解决社会问题

23. suffer from 遭受

24. draw attention to 吸引注意力

25. on all sides (on every side) 在各方面；四面八方

26. a critical reader 一位持批评态度的读者

27. current affairs 时事

28. comment on a “hot topic” 就“热点问题”进行评述

P13-14

1. the publishing company 出版公司

2. be concerned with / about （使）担心；（使）挂念，（使）关心

3. collect information on the product 收集有关产品的信息

4. Let’s try the bookstore that was opened

last month. 让我们到上个月开业的书店试试。

5. nine out of ten 十分之九 / 百分之九十

6. be located in 坐落于

7. burn down 烧毁

8. a research center 研究中心

9. look up to 尊敬；钦佩

10. I’m all the more surprised. 我越发感到奇怪了。

11. fall in love with 爱上

12. attitude towards soccer 对于足球的态度

P15-16

1. cause trouble 制造麻烦

2. protect the earth 保护地球

3. angry men armed with sticks 手持棍棒的愤怒的人们

4. be similar to… 与……相似

5. be different from 与……不同

6. learn from 向……学习

7. on the other hand 在另一方面

8. focus on 聚集于

P88

1. the chief editor 主编

2. a daily newspaper 日报

3. fill in the chart below 填写下面的表格

4. take turns to do… 轮流做……

P89-90

1. reflect social problems 反映社会问题

2. surf the Internet 网上冲浪

3. glance through the titles 浏览标题

4. pick up 检起，起；收拾，整理；获得，得到，

学会,取（物），接（人）

5. be responsible for… 对……负责

6. prevent…from 阻止……做……

P91

1. an unexpected interview 一次出乎意料的采访

2. inform sb. of sth. 告诉（通知）某人某事

3. happen to do sth. 碰巧做……

4. make a public speech on TV 在电视上作一次公开演讲

Page 92-93

1. be described as 被描述成……

2. be ready for 做好了……的准备

3. become popular 开始受欢迎 / 开始流行

4. get a Master’s degree 获得硕士学位

5. make up one’s mind 决定

6. Shows that are both entertaining

and educational. 既有娱乐性又有教育意义的节目。

7. produce a feature show 制作一个专题节目

8. discuss social issues 讨论社会问题

9. deal with 处理，对付，应付

10. to educate through entertainment, 寓教于乐

11. to illuminate through information 通过传递的信息来启发

篇7：人教版高二上册《教材全解》

第一单元 4

一、单元核心解读 4

二、高考专题解读 5

专题13：（古代诗文五）鉴赏文学作品的形象 5

1.《诗经》三首 9

一、课文完全解读 9

二、综合能力拓展 17

2.离骚（节选） 20

一、课文完全解读 20

二、综合能力拓展 28

3.孔雀东南飞（并序） 33

一、课文完全解读 33

二、综合能力拓展 50

4.汉魏晋诗三首 53

一、课文完全解读 53

二、综合能力拓展 61

其他古诗词读背篇章 65

第二单元 68

一、单元核心解读 68

二、高考专题解读 69

专题14：（古代诗文六）鉴赏文学作品的语言 69

5.梦游天姥吟留别 75

一、课文完全解读 75

二、综合能力拓展 81

6.琵琶行（并序） 85

一、课文完全解读 85

二、综合能力拓展 95

7.近体诗六首 100

一、课文完全解读 100

二、综合能力拓展 113

8.词七首 117

一、课文完全解读 117

二、综合能力拓展 134

其他古诗词读背篇章 139

第三单元 148

一、单元核心解读 148

二、高考专题解读 149

专题15：（现代文九）归纳内容要点概括中心意思 149

9.记念刘和珍君 152

一、课文完全解读 152

二、综合能力拓展 163

10.故都的秋 168

一、课文完全解读 168

二、综合能力拓展 175

11.道士塔 179

一、课文完全解读 179

二、综合能力拓展 187

12.泪珠与珍珠 191

一、课文完全解读 191

二、综合能力拓展 196

第四单元 199

一、单元核心解读 199

二、高考专题解读 200

专题16：（现代文十）分析概括作者在文中的观点态度 200

13.灯下漫笔（节选） 203

一、课文完全解读 203

二、综合能力拓展 211

14.漫话清高 214

一、课文完全解读 214

二、综合能力拓展 220

15.巴尔扎克葬词 223

一、课文完全解读 223

二、综合能力拓展 230

16.短文两篇 235

一、课文完全解读 235

二、综合能力拓展 241

第五单元 243

一、单元核心解读 243

二、高考专题解读 243

专题17：（古代诗文七）鉴赏文学作品的表达技巧 243

17.六国论 247

一、课文完全解读 247

二、综合能力拓展 256

18.游褒禅山记 259

一、课文完全解读 259

二、综合能力拓展 268

19.伶官传序 271

一、课文完全解读 271

二、综合能力拓展 278

20.石钟山记 282

一、课文完全解读 282

二、综合能力拓展 289

第六单元 291

一、单元核心解读 291

二、高考专题解读 291

专题18：（古代诗文八）筛选文中的信息 291

21.项脊轩志 295

一、课文完全解读 295

二、综合能力拓展 303

22.五人墓碑记 306

一、课文完全解读 306

二、综合能力拓展 314

23.登泰山记 317

一、课文完全解读 317

二、综合能力拓展 324

24.病梅馆记 327

一、课文完全解读 327

二、综合能力拓展 332

第一单元

一、单元核心解读

［目标分解］

1.了解唐以前我国古典诗歌的概况，学习《诗经》至六朝诗歌的代表作品。

2.了解《诗经》《楚辞》开创的现实主义和浪漫主义传统。

3.了解四言诗、骚体诗、五言诗的基本特点，了解诗歌由四言诗到骚体诗再到五言诗的发展过程，掌握这三种诗歌样式的特点和节奏。

4.通过诵读，体会作品蕴含的思想感情，感受古诗的艺术魄力，培养鉴赏古典诗歌的情趣，逐渐提高鉴赏古典诗歌的能力。

［核心精解］

本单元主要是唐代以前我国古代诗歌的部分代表作品。《诗经》和《楚辞》主要反映了我国奴隶社会现实生活，汉乐府诗《孔雀东南飞》和汉魏晋代曹操、陶渊明等人的诗歌反映了封建社会现实生活。读这些古诗，我们可以从一个侧面感知古代社会生活，鉴赏古诗的情趣和艺术魅力。

《＜诗经＞三首》中的《氓》《静女》《无衣》采用四言句式，以赋、比、兴的手法，反映了当时劳动人民的婚姻、恋爱及军旅生活，富有写实精神。《诗经》开创了我国古代诗歌创作的现实主义优秀传统。

《离骚》（节选）以大胆丰富的想像，热烈奔放的感情，参差错落、富于变化的句式，浓郁的楚国地方色彩和华美的语言，抒写了诗人自己的理想追求，创造了神奇瑰丽的艺术世界。《楚辞》开创了我国古代诗歌创作的浪漫主义优秀传统。

《孔雀东南飞》（并序）属于汉乐府诗，全诗通过对焦仲卿、刘兰芝二人的爱情悲剧的描写，控诉了封建家长制和礼教的罪恶，赞扬了青年男女生死不渝的爱情及其勇敢的抗争精神。

《汉魏晋诗三首》中《迢迢牵牛星》《短歌行》《归园田居》反映了一个阶层或文人自己的理想追求，从一个侧面反映了当时的社会生活。这几首诗，标志着五言诗从开创、发展而逐渐走向成熟。

［篇目提要］

《诗经》三首

卫风氓背诵（部分）教读

秦风无衣背诵教读

邶风静女背诵自读

《离骚》（节选）屈原背诵（部分）教读

《孔雀东南飞》（并序）背诵（部分）教读

《汉魏晋五言诗三首》

迢迢牵牛星背诵自读

短歌行曹操背诵教读

归园田居陶渊明背诵教读

二、高考专题解读

专题13：（古代诗文五）鉴赏文学作品的形象

［考点解密］

《考试大纲》要求：鉴赏文学作品的形象。

形象是作品中的最基本的东西，是读者首先从作品中看到的、感触到的。

古典诗词中的形象与一般小说、剧本中的形象不同。小说剧本中的形象一般指作品中塑造的人物，而古典诗词中的形象既可以是人物形象，也可是景象，或具有一定象征意义的事物。可从下面几个方面略作分析：

一、人物形象古典诗词中的人物形象一般不如小说中的形象丰满、完整，它可以是人物的一个神态、一个笑容、一个动作、一个微妙的心理变化，或一组人物的语言、声音，或是一个典型的细节，等等。通过精当的描写，以简练的笔法刻画人物的形象，表现人物的性格，反映人物的思想感情。而这些形象往往以片断的形式表现出来，它需要读者以自己的想像去进一步补充。如：

“君家何处住? 妾住在横塘。停船暂借问，或恐是同乡。”(崔颢《长干曲》)──以自问自答的形式，描写船家男女青年初次见面时情景。刻画了一个热情大方、聪明伶俐的少女形象。

“白马金鞍从武皇，旌旗十分宿长杨。楼头小妇鸣筝坐，遥见飞尘入建章。”(王昌龄《青楼曲二首其一》)──以电影镜头的形式塑造了一个威武青年将领的形象。

“闺中少妇不知愁，春日凝妆上翠楼。忽见陌头杨柳色，悔教夫婿觅封侯。”(王昌龄《闺怨》)──有装扮，有活动，有心理，也有景色描写，比较细致地刻画了一个年轻少妇的形象。

“百战沙场碎铁衣，城南已合数重围。突营射杀呼延将，独领残兵千骑归。”(李白《从军行》)──有装扮(铁衣碎)描写，有行动描写，于叙事之中塑造了一个勇武过人、凛然可敬的英雄形象。

二、风物景象简单来说，就是一般的景物、景象描写。一般有：

①景象描写：季节、时令、时间，地域、地点，虫鱼鸟兽、山水花木，……

②场面描写：农事、战争、狩猎、垂钓、节令、……

③色彩描写：颜色及其变化，冷暖色调，对景象画面的影响……

当然，诗中的景物也是人物(往往是诗人自己)感情的外在表现，它常常带上了一定的主观色彩。如：

“好雨知时节，当春乃发生。随风潜入夜，润物细无声。野径云俱黑，江船火独明。晓看红湿处，花重锦官城。”(杜甫)《春夜喜雨》)──诗歌细腻生动地描绘了春夜雨景，并以拟人化的手法，写出了夜雨的神奇，喜悦之情跃然纸上。

“巴陵一望洞庭秋，日见孤峰水上浮。闻道神仙不可接，心随湖水共悠悠。”(张说《送梁六自洞庭山作》)──在山峰湖水景象的描写之中，流露了诗人忧愁的情思。

“荆溪白石出，天寒红叶稀。山路元无雨，空翠湿人衣。”(王维《山中》)──诗歌用清新自然的语言，描绘了深秋山中的景象，歌咏了大自然的美丽，同时也表现了诗人恬淡高雅的生活情趣。

三、物象描写指有些作品以某些事物为具体描写对象，在形象描写中赋予事物以人格化。从全诗来说，即以象征性的形象描写来曲折地表现诗人的品格节操或思想感情。古典诗词中常描写的形象有：蝉、鹰、雁、松、梅、竹、马，等。如：

“兰若生春夏，芊蔚何青青。幽独空林色，朱蕤冒紫茎。迟迟白日晚，袅袅秋风生。岁华尽摇落，芳意竟何成？”(陈子昂《感遇三十八首其二》)──兰，香兰；若，杜若。前四句极咏兰若的风采，后四句则感叹芳华零落。描写兰若，实际上是写自己的遭遇。这孤芳独立的兰若，正是诗人孤标卓立的绝世才华的写照，也是诗人怀才不遇的自喻。

“秋丛绕舍似陶家，遍绕篱边日渐斜。不是花中偏爱菊，此花开尽更无花。”(元稹《菊花》)──诗人在对菊花的描写与观赏中，点明了自己对菊花有着与陶渊明同样的喜爱情怀。这首诗借赏菊表现了诗人锐意向上、排难而进的意志，以及崇高的审美追求。

四、比喻性形象描写有些诗词在形象的描写之中，隐含了诗词的实际内容，形象的描写之中渗透了比喻的意象，这就要求读者能结合有关背景材料，透过形象的描写，把握其中隐含的内容。如下面两首诗：

洞房昨夜停红烛，待晓堂前拜舅姑(公婆)。妆罢低声问夫婿：画眉深浅入时无。

唐朱庆余《近试上张水部》

越女新妆出镜心(镜湖的湖心)，自知明艳更沉吟，齐纨未足时人贵，一曲菱歌敌万金。

张籍《酬朱庆余》

这两首诗都写得较含蓄，把握内容时要注意诗题及有关背景。朱诗作者以新妇自比，把张籍比作新郎，把主考比作公婆，表现自己考前期待与不安的心情，诗的主旨是向张籍征询意见。张诗亦委婉作答，把朱庆余比作貌美且歌声动听的采菱姑娘，“齐纨”句暗示说朱是难得的人才，对考试不必担心。两诗中虽有新婚少妇与越女的形象描绘，但寄意全在诗外。显然，对这两首诗内容的理解不能只看诗的字面意思和具体形象，而应结合有关提示把握其隐含意义。

五、音乐曲调严格来说，这不属于形象，但考虑到内容的相关性，也把此部分内容安排在此。

古诗中常在语句里出现有些乐曲名称，而这些乐曲又往往有特定的含义、情感，或寓意，而这又对全诗的整体意象或情感表达有直接的作用。因此，了解这一些，对于欣赏古代诗词有一定的意义，高考试题即就此命题。

古典诗词中常见的曲调名称：

关山月──乐府曲调，多写征戍离别之情。如：“琵琶起舞换新声，总是关山旧别情。”（王昌龄《从军行七首》之二）

梅花落──曲调名。如：“黄鹤楼上吹玉笛，江城五月落梅花。”（李白《与史郎中钦听黄鹤楼上吹笛》）由《梅花落》的笛声想像梅花满天飘落的景象，再由梅花的飘落产生凛然生寒的感觉，这正与诗人当时的心境切合。这样，诗人由笛声想到梅花，由听觉诉诸视觉，以通感的方式描绘出了冷落的感受。

霓裳羽衣曲──相传是唐玄宗改编的乐舞曲，主要表现歌舞升平的景象。如：“渔阳鼙鼓动地来，惊破霓裳羽衣曲。”（白居易《长恨歌》）

后庭花──即玉树后庭花，相传是南朝后主所制的乐曲，为绮靡之音。如：“商女不知忘国恨，隔江犹唱后庭花。”（杜牧《泊秦淮》）

杨柳曲──乐府曲调“杨柳枝”，有时也作“折杨柳”，主要写军旅生活，从梁、陈到唐代，多为伤别之词，以怀念征人为多。如：“羌笛何须怨杨柳，春风不度玉门关。”（王之涣《凉州词》）。“笛中闻折柳，春色未曾看。”（李白《塞下曲六首》其一）

行路难──古曲名，多言世路艰难及离别伤悲之情。如：“天山雪后海风寒，横笛遍吹《行路难》”（李益《从军北征》）

诗词中的形象一般景象优美，如诗如画，能给人以美感；又因为它是景象与情感的结合，所以更能给人以情感上的感染与撞击。通过诗词中的这一系列形象，读者可以感受到蕴含于其中的情感、思想。可以说，诗中的景象是为抒发诗人的感情思想而精心裁剪、设计的，古人云“一切景语皆情语”。另一方面，诗人的思想情感又是借助于这一些形象来表达的。

［试题解析］

一、高考试题广东卷

阅读下面一首唐诗，然后回答问题。

江汉杜甫

江汉思归客，乾坤一腐儒。

片云天共远，永夜月同孤。

落日心忧壮，秋风病欲苏。

古来存老马，不必取长途。

(l）这是杜甫晚年客滞江汉时所写的一首诗。诗中二三联用了“片云”“孤月”“落日”“秋风”几个意象，请分析其情景交融的意境。

(2）有人认为这首诗洋溢着诗人自强不息的精神，也有人认为这首诗表达了诗人的怨愤之情，你同意哪种看法？请说明理由。亦可另抒己见。

［解析答案］

（1）第二联中的“片云”“孤月”既为实景，也有喻意。“片云”在空中飘荡，就像自己漂泊他乡，漫漫长夜中，月亮和“我”都是如此的孤独寂寞；第三联用落日比喻自己黄昏暮年，秋风则是眼前实景，与上句之“落日”喻象相对，虚实结合。两联情景交融，创造了一种天高道远、孤月独照的冷清（或孤清）的意境。

（2）第一种答案：同意洋溢着诗人自强不息的精神这种说法。诗中提到“心犹壮”“病欲苏”“存老马”等，从中可以看出诗人不怕病、不服老，希望为国效力。

第二种答案：同意表达了诗人怨愤之情的说法。诗中写到“思归客”“腐儒”“片云”“落日”等，特别是结尾两句：难道我这腐儒，连一匹老马也不如吗？表达了诗人一生漂泊的沧桑之感和报国无门的怨愤之情。

二、春季高考试题

阅读下面唐诗，完成（1）-（2）题

闻雁韦应物寒塘赵嘏

故园渺何处？归思方悠哉。晓发梳临水，家塘坐见秋。

淮南秋夜雨，高斋闻雁来。乡心正无限，一雁过南楼。

（l）填空：这两首诗从体裁上看都属于。

这两首诗都是抒发。

（2）简答：这两首诗为什么都写到雁？

答：。

［解析答案］

（1）五言绝句思乡之情（回答“秋思”也可以）。

（2）雁是候鸟，春秋迁徙。秋天，大雁仿佛在奋力飞回故巢。这种景象每每牵动游子的思乡之情。因此诗人常常借雁抒情，寄寓自己浓浓的乡愁。

三、20全国高考试题

阅读下面一首诗，然后回答问题。

春夜洛城闻笛李白

谁家玉笛暗飞声，散入春风满洛城。

此夜曲中闻折柳，何人不起故园情？

前人在评论这首诗时曾说，“折柳”二字是全诗的关键。诗中“折柳”的寓意是什么？你是否同意“关键”之说？为什么？

答：

［解析答案］

诗题为“闻笛”，诗的开篇即由笛声写起，一个“飞”字即显出笛声的不同寻常。接着诗人以夸张的手法写出了笛声随春风而飞遍满城的景象，此句极写笛声传播范围之广，角度独特，用语新奇，并为下文“何人”做了铺垫。“何人”紧承第二句的“满洛城”，则更显人的众多，并以反问的句式表达了众多人的一种普遍的情感──思念故乡。这是何声，能有如此的力量，激起如此巨大的思念之情？诗的第三句则给予点明：此为“折柳曲”。“折柳曲”，也叫“折杨柳”，是一首乐府曲调，多写伤怀离别之情。诗人在异地他乡，听到这一哀怨伤怀的曲子，自然激发起对故乡的情感。“折柳曲”是这首诗情感的基础，是全诗的关键，没有此曲，二、四句的“范围广”“人数多”则没有基础，也难以激起游子的“故园情”。

赏析这首诗，关键是要理解诗中“折柳”的含义，并进一步把握其寓意。

答案：“折柳”这首曲子寓有惜别怀远之意。本诗抒写了思乡之情，而这种思乡之情是从听到“折柳”曲的笛声引起的，可见“折柳”是全诗的关键。

四、春季高考试题

对下面这首唐诗的赏析,不恰当的一项是

蝉虞世南

垂绥饮清露,流响出疏桐。

居高声自远,非是藉秋风。

[注]垂绥,指蝉。蝉的头部有伸出的触须,形状好像下垂的冠缨。

A．首句写蝉的形状与食性,含有象征意义。古代常以“冠缨”指代贵宦,诗人将“贵”与“清”统一在“垂绥饮清露”的形象中。

B．次句写蝉声之远传。“流响”状蝉声长鸣不已,悦耳动听。一个“出”字,使人感受到蝉声的响度与力度。

C．三四句蕴含深意,表明立身品格高洁的人,不需要某种外在的凭藉,自能声名远播, 表达出对高尚品格的热情赞美。

D．这首诗,事、景、情、议融为一体,显示出诗人寓情于景的艺术才能。

［解析答案］

这是一首托物言志的小诗。

在古代诗人的笔下，蝉是高洁的。由于它餐风饮露，栖于高枝，因此，很有点生活清苦、与世无争的隐士风范。首句表面是写蝉的形状、食性，实际处处含比兴、象征。“垂绥”字面意指蝉头部伸出的触须的形状，因其形状好像古人结在颔下下垂的帽带子，又暗示显宦身分。古人认为蝉生性高洁，栖高饮露，故说“饮清露”。“流响”是写蝉声的长鸣不断，悦耳动听。“出”字写蝉声的传播富有生气。梧桐本是高大树木，一“疏”字更显示出其高耸挺拔的风姿。第二句写蝉声远传，既照应了首句的“饮清露”，又自然引出后面的议论。此两句表面写蝉，实则是人格化的描写。“居高声自远，非是藉秋风”是全诗的点睛之笔。一般人认为，蝉声远传是由于借助于秋风的传送；诗人则强调是由于“居高”而自能致远。在这一议论中，蕴含着一个哲理：立身品格高洁的人，并不需要某种外在的凭借（如权势、地位等），自能名声远扬。这也是诗人自我形象的艺术写照。

总体来看，这是一首托物言志诗，通过写蝉清高的品格，来表现作者的一种志向。既没有叙事，也没有写景，更谈不上“寓情于景”了。

答案：D

1.《诗经》三首

《诗经》

一、课文完全解读

［要点解析］

1.了解《诗经》的基本特点。

2.学习并背诵《氓》等三首诗歌。

3.把握诗歌主旨，分析人物形象。

4.在诵读中理解、鉴赏，逐步培养诵读文学作品的能力。

［分类整合］

一、重要词语释义

将音qiāng，愿，请将子无怒，秋以为期《卫风氓》

qiang，请将进酒，杯莫停《将进酒》

扶，持爷娘闻女来，出郭相扶将《木兰辞》

拿，用，表抽象意义成语“将功赎罪”

呼儿将出换美酒《将进酒》

带领，率领，带兵使关羽将三万兵至益阳《三国志蜀书吴主传》

带兵的人，将领王侯将相宁有种乎《陈涉世家》

将要，副词皮之不存，毛将焉附《左传僖公十四年》

乘登上乘彼垝垣，以望复关《卫风氓》

驾车，驱马拉车良马难乘，然可以任重致远《墨子亲士》

乘船李白乘舟将欲行《赠汪伦》

升，登上、登高乘鄂渚而反顾兮《涉江》

趁着，凭借乘其厉声以呵《五人墓碑记》

趁，冒着自京师乘风雪《登泰山记》

sheng，一车四马总称致万乘之势《过秦论》

量词，(一)辆车六七百乘《陈涉世家》

四，数词以乘韦先，牛十二犒师《殽之战》

言指预兆尔卜尔筮，体无咎言《卫风氓》

助词言既遂矣，至于暴矣《卫风氓》

说话总角之宴，言笑晏晏《卫风氓》

作起与子偕作《秦风无衣》

兴起天油然作云，沛然下雨《孟子见梁襄王》

发作而病寻作《虎丘记》

劳动昼夜勤作息《孔雀东南飞》

著作作《二京赋》《张衡传》

制作作浑天仪《张衡传》

建造，兴建将有作，则思知止以安人《谏太宗十思疏》

贻赠送静女其娈，贻我彤管《邶风静女》

赠给，送给尝贻余核舟一，盖大苏泛赤壁云《核舟记》

遗留前修贻训，鄙乎茲道《晋书郭璞传》

二、古今异义词语

贿财物以尔车来，以我贿迁《卫风氓》

爽差错女也不爽，士贰其行《卫风氓》

宴欢聚总角之宴，言笑晏晏《卫风氓》

至于到，指送到送子涉淇，至于顿丘《卫风氓》

达到某一程度言既遂矣，至于暴矣《卫风氓》

三、通假字

匪非匪来贸丝，来即我谋

垝危乘彼垝垣，以望复关

于吁于嗟鸠兮，无食桑葚

说脱士之耽兮，犹可说也

泮畔淇则有岸，隰则有泮

爱薆爱而不见，搔首踟蹰

说悦彤管有炜，说怿女美

归馈自牧归荑，洵美且异

四、句式与固定结构

固定结构载……载……，一边……一边……。载笑载言

［整体通解］

一、作品介绍

《诗经》是我国最早的一部诗歌总集，开我国现实主义文学之先河。原本只称《诗》，儒家列为经典之一，故称《诗经》。编成于公元前6世纪的春秋时期，共305篇，古时也称“诗三百”。这些诗歌分为“风”“雅”“颂”三大类。“风”有15国风，大都是民间歌谣，有不少是古代劳动人民的创作；“雅”分大雅、小雅，是宫廷乐曲歌词；“颂”分周颂、鲁颂、商颂，是宗庙祭祀的乐歌。

二、内容概要

（一）《卫风氓》

1.内容概说：本篇是弃妇的怨诗。篇中自叙一个女子从恋爱、结婚、受虐到被弃的过程,感情悲愤,态度决绝,深刻反映了当时社会男女不平等的婚姻制度对女子的压迫与损害。

2.结构分析：全诗共分六章:第一章写恋爱,第二章写待嫁,第三章、第四章中断叙述，插入怨愤之词,第五章写受虐,第六章写决绝之情。全诗写经历与情感交相发展,结构上故事情节与作者思绪相适应,虽属叙事诗,但具有强烈的感情色彩。

3.结构图解：

情节发展恋爱婚变决绝

抱布贸丝无与士耽

内容表现二三其德亦已焉哉

秋以为期至于暴矣

情感基调载笑载言躬自悼矣老使我怨

（二）《秦风无衣》

1.内容概说：《无衣》是秦国人民抗击西戎入侵的军中战歌。《无衣》表现了奴隶社会时期人民保家卫国、团结对敌、英勇献身的思想感情，真实感人，慷慨雄壮，确是一首充满民族精神而又富有艺术魅力的古代军歌。

2.结构分析：全诗共三章，章与章句式对应；诗句大同而小异，在重章复唱中诗意递进。一边歌唱，一边行军，一往无前。

第一章，统一思想。当时军情紧急，一时难以备全征衣。“无衣”，这是实写。也可以理解为夸张的写法，为国征战，不计衣物不全的困难。“与子同袍”，与战友共用一件战袍。“王于兴师”，大家就急忙修理好“戈矛”。为什么大家能够克服困难、团结备战呢?“与子同仇!”大家认识到，仇敌是共同的，必须一起抗击共同的敌人。

第二章，统一行动。“与子同泽”“修我矛戟”。大家一起行动起来，“与子偕作”，投身到征战中。

第三章，一起上战场。“与子偕行”，激昂高歌，团结对敌，奔赴战场。

这首战歌，每章第一、二句，分别写“同袍”“同泽”“同裳”，表现战士们克服困难、团结互助的情景。每章第三、四句，先后写“修我戈矛”“修我矛戟”“修我甲兵”，表现战士齐心备战的情景。每章最后一句，写“同仇”“偕作”“偕行”，表现战士们的爱国感情和大无畏精神。这是一首赋体诗，用“赋”的表现手法，在铺陈复唱中直接表现战士们共同对敌、奔赴战场的高昂情绪，一层更进一层地揭示战士们崇高的内心世界。

3.结构图解：

同袍修戈矛

岂曰无衣同泽修矛戟齐心备战，爱国主义

同裳修甲兵

铺陈复唱重章叠句

（三）《邶风静女》

1.内容概说：在《诗经》时代，在某些地域，对男女交往的限制还不像后代那样严厉，由此我们在这些诗中看到年轻的小伙和姑娘自由地幽会和相恋的情景。《静女》以第一人称“我”(男青年)写一次恋人的约会。一对情人相约在城隅幽会，但是当那男子赶到时，那女子却故意躲了起来，急得那男子“搔首踟蹰”，那女子这才出来，又赠给那男子一根“彤管”--究竟是什么东西现在已不清楚，但在此具有爱情信物的意义，那男子不禁惊喜交集，因为这“彤管”是心上人送给自己的，所以他觉得真是分外美丽，不同寻常。

2.结构分析：全诗三章。一章重在写场景，两章重在写心理。

第一章，写姑娘约“我”在城墙角落相见，却一直不出现。急得“我”抓耳挠腮，不断徘徊。

第二章，写男青年在等待中想起姑娘那么漂亮，送给自己的“彤管”那么好看，令自己陶醉。

第三章，写男青年又想起姑娘送给他的“荑”，既好看又奇异，自己特别喜爱，因为其中蕴含姑娘相赠的情意“美人之贻”。

第一章写青年之急，第二章写青年之恋，第三章写青年之诚。作者由静女而彤管，由荑而静女之情，把人、物、情巧妙地融合起来，表现了男青年热烈而纯朴的恋情，男青年的形象活灵活现，他的恋情也真实感人。此外，诗歌采用重章复唱，巧妙选用细节，风格朴实，也增添了艺术魅力。

3.结构图解：

①等待，急切 --写景--借物写景

②彤管，恋情心理--巧妙抒情

③回味，真诚

三、人物形象简析：

《氓》女主人公形象：全诗通过一个女子的自诉，叙述了他从恋爱、结婚到被遗弃的过程，塑造了一个忠于爱情、坚强决断的女子形象。

《静女》诗中女主人公形象：诗歌以戏剧化的情节，特别是生动的细节描写，塑造了一个顽皮、活泼的少女形象。

《静女》诗中男主人公形象：忠厚、淳朴。

［分项全解］

＜课文全解＞

卫风氓

氓之蚩蚩，抱布贸丝。

匪来贸丝，来即我谋。

送子涉淇，至于顿丘。

匪我愆期，子无良媒。

将子无怒，秋以为期。

乘彼垝垣，以望复关。

不见复关，泣涕涟涟。

既见复关，载笑载言。

尔卜尔筮，体无咎言。

以尔车来，以我贿迁。

桑之未落，其叶沃若。

于嗟鸠兮，无食桑葚！

于嗟女兮，无与士耽！

士之耽兮，犹可说也。

女之耽兮，不可说也！

桑之落矣，其黄而陨。

自我徂尔，三岁食贫。

淇水汤汤，渐车帷裳。

女也不爽，士贰其行。

士也罔极，二三其德。

三岁为妇，靡室劳矣。

夙兴夜寐，靡有朝矣。

言既遂矣，至于暴矣。

兄弟不知，咥其笑矣。

静言思之，躬自悼矣。

及尔偕老，老使我怨。

淇则有岸，隰则有泮。

总角之宴，言笑晏晏，

信誓旦旦，不思其反。

反是不思，亦已焉哉！

＜要点全解＞

氓：民。诗中指男主人公。蚩蚩：忠厚的样子。一说,通“嗤嗤”，笑嘻嘻的样子。贸：交易，交换。“嗤嗤”刻画出了氓的老实忠厚。

匪：通“非”，不是。即：就。谋：商量，这里指商量婚事。

子：古代对男子的美称。涉：渡水。淇：淇水,在今河南省境内。至于：到达。

愆：拖延。愆期，指拖延时间。媒：媒人。

将：愿，请，表希望。秋以为期：以秋为期。期，这里指婚期。

乘：登上。垝垣：倒塌的墙。复关：男子居住的地方，此指代男子。

泣涕：哭泣。涕：眼泪。涟涟：泪流不断的样子。

载：语助词，放在动词前，无义。

尔：你。卜，筮：皆指占卦。体：卜筮的卦象。咎，灾祸。

车：指男方迎娶的车子。贿：财物。这里指女方的嫁妆。

沃若：润泽的样子。

于：通“吁”。无食桑葚：不要贪吃桑葚。传说斑鸠吃多了桑葚会昏醉。

士：未婚男子的通称。耽：沉溺。

说：通“脱”，摆脱。

黄：枯黄。陨，陨落，飘零。

徂尔：嫁往你家。徂：往。三岁：泛指多年。食贫：犹言生活贫困。

汤汤：水势很大的样子。渐：溅湿，浸湿。帷裳：车两旁的布慢。

爽：过错。贰：不专一，有二心，与“壹”相对。行：行为。

罔极：没有准则。二三：有时二，有时三，反复无常，作动词。

以上两节以桑叶起兴，写出了女子对婚姻的痛苦思考。

靡：无，没有。室劳：指家里的劳苦活。劳：劳苦，辛苦。

夙兴：早起。夜寐：晚睡。靡有朝：没有一日不如此。

言：助词，无实义。遂：顺心，满足。暴：粗暴，凶暴。

“至于暴矣”活画出了氓性格中的另一面，与“嗤嗤”形成对照。

咥：大笑的样子。

静言思之：静而思之。言：语助词,无义。躬：自身。悼：伤心。

及：与，同。偕老：夫妇共同生活到老。偕：同。

隰：低湿之地。泮：通“畔”，边沿，岸边。

总角：指少年时代。宴：欢乐。晏晏：形容欢乐的样子。

旦旦：诚恳的样子。反：违反，此指违背了誓言。

是：这，代词，指誓言。已：止，了结。

最后两句既表明了女子的决绝态度，也表现了她坚强的性格特征。

秦风无衣

岂曰无衣？

与子同袍。

王于兴师，

修我戈矛。

与子同仇！

岂曰无衣？

与子同泽。

王于兴师，

修我戈戟。

与子偕作！

岂曰无衣？

与子同裳。

王于兴师，

修我甲兵。

与子偕行！

邶风静女

静女其姝，

俟我于城隅。

爱而不见，

搔首踟蹰。

静女其娈，

贻我彤管。

彤管有炜，

说怿女美。

自牧归荑，

洵美且异。

匪女之为美，

美人之贻。

衣：上衣。

袍：长袍，白天当衣服，夜晚当被子，相当于现在的披风或斗篷。

王：指秦王。于：助词。兴师：出兵。

戈、矛：古代装有长柄的武器。

与子同仇：我同你一样仇恨敌人。

此节写统一思想。

泽：通“衤◆ ”，内衣。

戟：古代一种长柄武器。

偕：一同。作：起。

此节写统一行动。

裳：下衣。

甲：战甲，古代军人穿的护身衣服。兵：兵器，武器。

行：往，去。

此节写一同奔赴战场。

静女：娴静温婉的女子。姝：美丽。

俟：等待。城隅：城的角楼。

爱：通“薆”，隐藏。见：出现。

踟蹰：犹豫徘徊。

以典型的细节描写来表现约会的情景。

娈：美好。

贻：赠送。彤管：红色的管状植物，或为红色箫笛类管乐器。

有：形容词词头，不是“有无”的“有”。

说：通“悦”。怿：喜爱。女：通“汝”，此指彤管。

由爱其人而及爱其物，真切自然。

牧：郊外田野。归：通“馈”，赠送。荑：茅草芽。古代有赠白茅表示爱恋、婚姻的民俗。

洵：诚然，实在。

女：通“汝”，指荑。

美人：指静女。

“匪女之为美，美人之贻”点出了对静女的喜爱之情。

［参考译文］

卫风氓

农家小伙笑嘻嘻，抱着布币来换丝。原来不是来换丝，找我商量婚姻事。我送你送过淇水，直到顿丘才告辞。并非我要拖日子，你无良媒来联系。请你不要生我气，重订秋天作婚期。

我曾登那缺墙上，遥望复关盼情郎。望穿秋水不见人，心中焦急泪汪汪。既见郎从复关来，有笑有说心欢畅。你快回去占个卦，卦无凶兆望神帮。拉着你的车子来，快快带去新嫁妆。

桑叶未落密又繁，又嫩又润真好看。唉呀班鸠小鸟儿，见了桑堪别嘴馋。唉呀年青姑娘们，见了男人别胡缠。男人要把女人缠，说甩就甩他不管。女人若是恋男人，撒手摆脱难上难。

桑树萎谢叶落净，枯黄憔悴任飘零。自从我到你家来，多年吃苦受寒贫。淇水滔滔送我回，溅湿车帘冷冰冰。我做妻子没过错，是你男人太无情。真真假假没定准，三心二意坏德行。

结婚多年守妇道，我把家事一肩挑。起早睡晚勤操作，累死累活非一朝。家业有成已安定，面目渐改施残暴。兄弟不知我处境，见我回家哈哈笑。净思默想苦难言，只有独自暗伤悼。

“与你偕老”当年话，老了怨苦更增加。淇水虽宽有堤岸，沼泽虽阔有边涯。回顾少年未婚时，想你言笑多温雅。海誓山盟还在耳，谁料翻脸变冤家。违背誓言你不顾，那就从此算了吧。

秦风无衣

谁说没有衣裳？和你穿一件大衣。君王要起兵，修整好戈和矛，和你同仇敌忾！

谁说没有衣裳？和你同穿一件内衣。君王要起兵，修整好矛和戟，和你共同做准备！

谁说没有衣裳？和你同穿一件下衣。君王要起兵，修整好铠甲和兵器，和你共同上前线！

邶风静女

闲雅姑娘真美丽，等我城上角楼里。故意逗人不露面，来回着急抓头皮。

闲雅姑娘美娟娟，送我笔管红艳艳。红色笔管光闪闪，喜爱你的美容颜。

送我郊外嫩茅草，嫩茅确实美得奇。不是嫩茅有多美，只因美人送过来。

［质疑解剖］

问题1：《卫风氓》怎样运用对比的手法，描写了女主人公的性格？

［剖析］此诗塑造了女主人公与“氓”两个人物形象。作者以对比手法刻画人物性格。对比的焦点一是双方对对方的不同态度,二是两个人物本身思想行为的前后变化。氓的言行,以结婚为界,表现为“信誓旦旦”与“至于暴矣”两种情状,暴露了他忠诚是假、虚伪是真的本质;女主人公的思想性格,则以她被休弃为界,由单纯、天真,热情而略带软弱转变为成熟、理智、冷静而坚毅刚强。通过前后对比、相互映衬,显示出两个人物的善恶美丑及彼此间的强烈反差。

问题2：《诗经》善于运用比、兴手法来抒发情感，试以《卫风氓》为例简要分析。

［剖析］这首诗运用了比兴手法,如用“桑之未落,其叶沃若”,“桑之落矣,其黄而陨”比喻两人之间感情的前后变化；用“吁嗟鸠兮,无食桑葚”比喻女子不可沉溺于爱情；用“淇则存岸,隰则有泮”反喻自己的痛苦没有边际。这些比喻不仅生动形象,而且切合人物所在环境,富有生活气息。

问题3：《秦风无衣》中重章复唱起到了怎样的作用？

［剖析］全诗分三章，在重章复唱中表现了战士们共同对敌、奔赴战场的高昂情绪，一层更进一层地展示了战士们崇高的内心世界。

［读写解悟］

一、关于《诗经》的表现手法

《诗经》的表现手法，前人概括为赋、比、兴。朱熹在《诗集传》中解释说：“赋者，敷陈其事而直言之者也”，“比者，以彼物比此物也”，“兴者，先言他物以引起所咏之辞也”。这种解释比较通行。赋就是陈述铺叙的意思，一般多见于《颂》和《大雅》；但像《七月》《氓》《溱》等优秀民歌作品，也使用了赋的手法。比就是譬喻，对人或物加以形象的比喻，使其特征更加鲜明突出。如《风相鼠》《魏风硕鼠》用令人憎恶的老鼠来比喻统治者的不讲礼仪、贪婪可恶；《卫风氓》中用桑树由繁茂到凋落比喻女主人公的容貌由盛变衰。兴是借助其他事物作为诗歌发端，以引起所要歌咏的内容。兴同诗歌内容有一定的联系。如《周南桃夭》是一首嫁女诗，以“桃之夭夭，灼灼其华”起兴，使人从桃花盛开联想到新嫁娘的美貌。又如《邶风燕燕》是一首送别诗，以“燕燕于飞，差池其羽”起兴，使人从燕子飞时的差池不齐联想到送别时的依恋之情。比兴手法的运用，能加强诗歌的生动性和鲜明性，增加诗的韵味和形象感染力。比兴手法对后世诗歌的创作有很大影响。

二、《诗经》善于运用章句的重叠来表达思想感情，使诗歌在音律上和修辞上都收到美的效果。

这种情况在《国风》和《小雅》的部分诗篇中尤为突出。有的通篇重叠，各章对应地只换几个字，如《周南》；有的只在章首或章尾重叠，如《周南汉广》；有的隔章重叠，重首重尾，如《周南关雎》。重叠便于记忆和咏唱，是民歌的特色之一，回旋反复，可以增加诗歌的音乐性和节奏感，更充分地抒发情怀。《诗经》中还运用了叠字、双声、叠韵等修辞手段，如“风雨凄凄，鸡鸣喈喈”“风雨萧萧，鸡鸣胶胶”，其中的“凄凄”“喈喈”“萧萧”“胶胶”都是叠字；双声如“参差”“踟蹰”等；叠韵如“窈窕”“崔嵬”等。这些修辞手段的大量运用，不仅增加了诗的音乐美，而且表达出细微曲折的思想感情，描摹出事物的特征和属性。

［习题解疑］

一、《氓》描写了女主人公和氓怎样的性格特点？女主人公从自己的遭遇中认识到了什么？

《氓》通过一个女子的自诉，叙述了她从恋爱到婚变到决绝这一完整的故事，塑造了一个勤劳、温柔而又坚强决断的女子形象。

诗中的氓由婚前的殷勤、热情，变为一个自私、凶暴，背叛爱情的人。他三心二意，缺少对爱情的忠诚。

女主人公从痛苦的生活经历中得出教训：“于嗟女兮！无与士耽。士之耽兮，犹可说也。女之耽兮，不可说也。”她的悔恨多于哀伤，决绝而不留恋。

二、《诗经》使用赋、比、兴手法。赋是直陈其事；比是打比方；兴是先言他物以引起所咏之辞，用于一首诗或一章诗的开头。《氓》中哪两章用了兴的手法？这两处起兴的诗句跟后面诗句的内容有什么联系？品味这些起兴诗句的艺术效果。

诗中第三、四两章运用了兴的手法。

第三章，前四句“桑之未落，其叶沃若。于嗟鸠兮！无食桑葚。”桑叶鲜嫩，告诫斑鸠不要贪吃桑葚。这与后面六句劝说“于嗟女兮！无与士耽”形成对照。

第四章，前两句“桑之落矣，其黄而陨”叶由嫩绿变为枯黄，这与士“信誓旦旦”变为“士贰其行”相对照，含有隐喻。

诗歌第三、四章起兴的诗句，用自然现象来对照女主人公恋爱生活的变化，由起兴的诗句引出表达感情生活的诗句，激发读者联想，增强意蕴，产生形象鲜明、诗意盎然的艺术效果。有人认为，用桑叶嫩绿而枯黄来比喻恋爱生活由幸福而变化为痛苦，这种兴兼有比的特点，更富有艺术魅力。

三、《无衣》每章都用“岂曰无衣”开头，有什么作用？“与子同仇”“与子偕作”“与子偕行”，这三句在内容上有什么联系？

此题意在考查对作品内容的理解，对《诗经》“一唱三叹”写法的了解。《无衣》起句含反问语气：“岂曰无衣？”这就加强了语意和语气。答句中“同袍”“同衤 ”“同裳”，表现了团结互助、坚决豪迈的军威。末句“与子同仇”，统一思想认识，同仇敌忾；“与子偕作”，备战时步调一致；“与子偕行”，出征时统一行动，奋起作战。这是一首出征三部曲，是爱国主义的军歌。

四、把《静女》改写成白话诗或小故事，可以发挥想像，力求有所创新。

此题要求在读懂作品的基础上，进行创造性写作训练。把《静女》改写成白话诗，语言要精练，有节奏，大体押韵，还要符合原诗的风格。把《静女》改写成小故事，语言要活泼，有文采，增添必要的细节描写。

五、课文三首诗都是四言诗，每句两个节拍，节奏整齐；在感受语言节奏的基础上，背诵《无衣》《静女》全诗和《氓》前两章。

略。

二、综合能力拓展

［发散探究］

问题探究1：怎样理解《诗经》的现实主义？

［要点提示］“诗三百”所表现的思想内容以及用以表现该内容的艺术手法都具有开创性的意义。但其中，它们又存在着某些共性的东西，这就是《诗经》的现实主义艺术风格，它深深地影响着后世文学的发展。例如，《卫风氓》是一首弃妇自诉婚姻不幸的长诗。该诗将女主人公的遭遇、命运非常逼真地表现出来，叙事与抒情融为一体，又夹有慨叹式的议论。这种“中国式”的叙事诗的形式，直接地影响着其后两千余年的叙事诗。在古乐府的《孔雀东南飞》，白居易的《长恨歌》中都能看到它的影子。

问题探究2：淇，水名。古典爱情诗中常出现“水”，对此，你是否曾经留意，是否有自己的一些看法？能否结合“送子涉淇”中的“淇”做一些探究？

［要点提示］有关爱情诗中出现“水”的原因，说法有三：

①古代交通不便，一水之隔，往往是咫尺天涯，见面不易。

②古诗善用比兴，以水喻情思久远绵长，取柔情似水之意。

③古代的青年男女受到严格的约束，女子讲究“大门不出，二门不迈”，而男子被禁锢在“学宫(即学校)”里。古代的“学宫”一般设在池水环绕，远离闹市的城郊，因此，这“淇水汤汤”便成为隔绝少男少女们的一道鸿沟，以诗传情，也就自然会想到“水”。

以上三种说法皆有一定道理，供参考。也可找出其他原因。

问题探究3：“以尔车来，以我贿迁”一句主要运用了什么写作手法？表达了女主人公怎样的感情？

［要点提示］诗人用白描的手法，生动地描绘了女主人公对爱情的执著与追求。“你用车来接我，我带上财物嫁给你”，几千年前的青年男女能够如此大胆地表达相爱的心曲，诗人又这样简洁生动地描述出来，使我们真切地感受到女主人公的纯真与率直。

广为传唱的维吾尔族民歌《马车夫之歌》中有“带着你的妹妹，带着你的嫁妆，坐着那马车来”，在情感表达上与此诗有异曲同工之妙。

［信息资料］

（一）《毛诗序》中对“赋、比、兴”的解释

《诗经》里大量运用了赋、比、兴的表现手法，加强了作品的形象性，获得了很好的艺术效果。所谓“赋”，用朱熹《诗集传》的解释，是“敷陈其事而直言之”。这包括一般陈述和铺排陈述两种情况。大体在《国风》中，除《七月》等个别例子，用铺排陈述的较少；大、小《雅》中，尤其是史诗，铺陈的场面较多。汉代辞赋的基本特征就是大量铺陈。虽然从《诗经》到汉赋还间隔许多环节，但说其原始的因素源于《诗经》，也未尝不可。

“比”，用朱熹的解释，是“以彼物比此物”，也就是比喻之意。《诗经》中用比喻的地方很多，手法也富于变化。如《氓》用桑树从繁茂到凋落的变化来比喻爱情的盛衰；《鹤鸣》用“他山之石，可以攻玉”来比喻治国要用贤人；《硕人》连续用“葇荑”喻美人之手，“凝脂”喻美人之肤，“瓠犀”喻美人之齿，等等，都是《诗经》中用“比”的佳例。

“赋”和“比”都是一切诗歌中最基本的表现手法，而“兴”则是《诗经》乃至中国诗歌中比较独特的手法。“兴”字的本义是“起”。《诗经》中的“兴”，用朱熹的解释，是“先言他物以引起所咏之辞”，也就是借助其他事物为所咏之内容作铺垫。它往往用于一首诗或一章诗的开头。

（二）关于《诗经》的分类

《诗经》在古代与音乐和舞蹈关系密切，《风》《雅》《颂》三部分的划分，就是依据音乐的不同而划分的。

1.“风”是各诸侯国的土风歌谣，大多数是民歌，最富于思想意义和艺术价值。十五《国风》就是十五个地方的土风歌谣。包括《周南》《召南》《邶风》《鄘风》《卫风》《王风》《郑风》《齐风》《魏风》《唐风》《秦风》《陈风》《桧风》《曹风》《豳风》，共十五《国风》，诗一百六十篇。

2.“雅”是西周王畿地区的正声雅乐，共105篇，又分“大雅”和“小雅”。“大雅”31篇，用于诸侯朝会；“小雅”74篇，用于贵族宴乐。

3.“颂”是统治阶级宗庙祭祀的舞曲歌辞，又分“周颂”31篇，“鲁颂”4篇，“商颂”5篇，共40篇。《毛诗序》说：“颂者美盛德之形容，以其成功告于神明者也。”这是颂的含义和用途。王国维说：“颂之声较风、雅为缓。”（《说周颂》）这是其音乐的特点。

(三)《诗经》的流传

秦代曾经焚毁包括《诗经》在内的所有儒家典籍。但由于《诗经》是易于记诵的、士人普遍熟悉的书，所以到汉代又得到流传。汉初传授《诗经》学的共有四家，也就是四个学派：齐之辕固生，鲁之申培，燕之韩婴，赵之毛亨、毛苌，简称齐诗、鲁诗、韩诗、毛诗（前二者取国名，后二者取姓氏）。齐、鲁、韩三家属今文经学，是官方承认的学派，毛诗属古文经学，是民间学派。但到了东汉以后，毛诗反而日渐兴盛，并为官方所承认；前三家则逐渐衰落，到南宋，就完全失传了。今天我们看到的《诗经》，就是毛诗一派的传本。

(四)《诗经》的编排分类

前人有“六诗”“六义”“四始”的说法。《周礼春官大(太)师》中说：“大师教六诗：曰风，曰赋，曰比，曰兴，曰雅，曰颂。”在《毛诗序》里，把“六诗”叫做“六义”。对这两个名词历来有各种不同的解释。其中，以孔颖达在《毛诗正义》中的解释较有代表性。他说：“风、雅、颂者，诗篇之异体；赋、比、兴者，诗文之异辞耳。大小不同，而得并为六义者，赋、比、兴是诗之所用，风、雅、颂是诗之成形，用彼三事，成此三事，是故同称为义。”他认为风、雅、颂是诗的不同体制，赋、比、兴是诗的不同表现手法，这看法被长期沿用下来。至于《毛诗序》中又把风、小雅、大雅和颂说成是王道兴衰之所由始的“四始”，则是出于封建礼教的观点对《诗经》所作的曲解。

［激情赏鉴］

蒹葭①

兼葭苍苍②,白露为霜。所谓伊人③，在水一方④。溯洄从之⑤，道阻且长⑥。溯游从之⑦，宛在水中央⑧。

蒹葭凄凄⑨，白露未唏⑩。所谓伊人,在水之湄○11，溯洄从之,道阻且跻○12。溯游从之,宛在水中坻○13。

蒹葭采采○14，白露未已○15。所谓伊人,在水之埃○16。溯洄从之,道阻且右○17。溯游从之,宛在水中址○18。

［注释］

①本篇选自《诗经秦风》。②蒹葭:这里指芦苇。苍苍:茂盛的样子。③伊人:那个人。这里指意中人。④一方:一边。这里指在大水的另一边。⑤溯洄:逆流而向上。这里指陆行。从:跟从;追寻。之:指代“伊人”。⑥阻:阻难。指道路阻塞难走。⑦溯游:顺流而向下。也指陆行。⑧宛在句意谓:意中人仿佛在水的中央。宛:好像。⑨凄凄:通“萋萋”,茂盛的样子。⑩唏:干。○11湄:岸边,水草交接的地方。这里指高岸。○12跻:登高。这里指道路坎坷险峻,难以攀登。○13坻:水中小沙洲。○14采采:众多;茂盛。○15未已:未止。这里指露水没有全干。○16埃:水边。○17右:迂回曲折。○18址:水中沙滩。

［参考译文］

芦苇初生色青青，白色露水凝为霜。所恋的那个心上人，她在水的另一边。逆着弯曲的河道去寻找，路途艰险又漫长。逆着流水去寻找，仿佛见她在水中间。

芦苇初生多茂盛，白色露水还未干。所恋的那个心上人，她在水的那一岸。逆着弯曲的河道去寻找，路途难行又坡陡。逆着流水去寻找，仿佛她走在水中小沙洲。

芦苇初生好鲜艳，白色露水犹未全干。所恋的那个心上人，她在水的那一面。逆着弯曲的河道去寻找，道路艰难又曲折。逆着流水去寻找，仿佛她走到水中的沙洲。

［赏读］

这是一首怀念情人的恋歌。作者的思念对象可望而不可即。中间阻隔千重,因而思心徘徊,不能自抑其无限惆怅的心情。

此诗被历代誉为情深景真、风神摇曳的好诗。全诗共三章。每章八句,上四句写景,下四句述事抒情。诗中蒹葭、霜露、秋水等景物描写,渲染出清秋的凄清气氛,为人物的情感和活动提供了特定的背景,烘托了人物凄婉惆怅的情感。客观景物与主观感情浑然一体，构成了情景交融的优美意境。

此诗采取重章叠唱的形式,一唱三叹。诗人情感丰富,非反复咏叹不能尽其情意。由于在重复中变换个别词语,写出了白露从凝结为霜到融化为水而逐渐干涸的过程,表现了时间的推移。而诗人又在这时间的推移之中,上下求索,徘徊瞻望,章法的重叠也显示了情感的逐层加深。

2.离骚（节选）

屈原

一、课文完全解读

［要点解析］

1.了解《离骚》是《诗经》以后的一次诗体大解放，是“楚辞”体的代表作品。

2.了解以屈原作品为代表的积极浪漫主义和创作手法：丰富的想像，形象的描述。

3.培养通过把握诗文形象，深入体会作者的思想感情的能力。

4.理解诗人热爱祖国、忧国忧民的情怀，培养学生爱国忧民的思想感情，并学习诗人不与恶势力同流合污，执著追求理想的高尚节操。

［分类整合］

一、重要词语释义

重再，加上又重之以修能《离骚》

与“轻”相对金人十二，重各千石(一百二十斤) 《史记秦始皇本纪》

重要任重而不敢专(独断) 《荀子仲尼》

更加重为乡党所笑，以污辱先人《报任安书》

层，量词汉军及诸侯兵围之数重《史记项羽本纪》

重新，副词乃重修岳阳楼《岳阳楼记》

慎重古人所以重施刑于大夫者，殆为此也《报任安书》

修美好又重之以修能《离骚》

远夫唯灵修之故也《离骚》

长，指身高邹忌修八尺有余《邹忌讽齐王纳谏》

效法是以圣人不期修古，不法常可《五蠹》

修建乃重修岳阳楼《岳阳楼记》

整治、修理务耕织，修守战之具《过秦论》

增进、提高故远人不服，则修文德以来之《季氏将伐颛臾》

度治国法度何不改乎此度《离骚》

衡量，计算试使山东之国与陈涉度长絜大《过秦论》

制度，法度内立法度，务耕织《过秦论》

常态卒起不意，尽失其度《荆轲刺秦王》

估计，猜测度我至军中，公乃入《鸿门宴》

跃过万里赴戎机，关山度若飞《木兰诗》

谱曲予怀怆然，感慨今昔，因自度此曲─姜夔《扬州慢》(序)

及赶上及前王之踵武《离骚》

到，至微夫人之力不及此《烛之武退秦师》

趁着而不及今令有功于国《触龙说太后》

如，比得上徐公何能及君也/不及汪伦送我情《赠汪伦》

二、古今异义词语

忽迅速日月忽其不淹(不停留)兮

抚持，凭借，趁着不抚壮而弃秽兮

武足迹及(赶上)前王之踵武

代序依次替代春与秋其代序

纯粹美德，完美昔三后之纯粹兮

耿介光明正大彼尧、舜之耿介(大)兮

捷径邪出的小路夫唯捷径以窘步

党人结党营私的小人唯夫党人之偷乐兮

以为以……为曰黄昏以为期兮

三、通假字

道通“导” 来吾道夫先路也

四、词类活用

名名词用作动词，取名名余曰正则兮，字余曰灵均

字名词用作动词，取表字名余曰正则兮，字余曰灵均

五、句式与固定结构

倒装句宾语前置不吾知其亦已兮

宾语前置恐年岁之不吾与

介词结构后置肇锡余以嘉名

固定结构唯……犹……，唯独(只有)……还…… 唯昭质其犹未亏

［整体通解］

一、作者介绍

屈原（约前339～约前278）,中国战国末期楚国人，杰出的政治家和爱国诗人。名平，字原。楚武王熊通之子屈瑕的后代。丹阳(今湖北秭归)人。屈原因出身贵族，又明于治乱，娴于辞令，故而早年深受楚怀王的宠信，位为左徒、三闾大夫。屈原为实现楚国的统一大业，对内积极辅佐怀王变法图强，对外坚决主张联齐抗秦，使楚国一度出现了一个国富兵强、威震诸侯的局面。但是由于在内政外交上屈原与楚国腐朽贵族集团发生了尖锐的矛盾，由于上官大夫等人的嫉妒，屈原后来遭到群小的诬陷和楚怀王的疏远及顷襄王的放逐。流放江南，辗转流离于沅、湘二水之间。顷襄王二十一年(前278)，秦将白起攻破郢都，屈原悲愤难捱，遂自沉汨罗江，以身殉了自己的政治理想。

二、作品介绍

《楚辞》是我国第一部浪漫主义诗歌集，收录了战国时代楚国屈原、宋玉等人的诗歌。这些诗歌运用楚地的诗歌形式、方言声韵，特点之一是多用“兮”字，诗歌描写楚地的风土人情，具有浓厚的地方色彩。后世因此称这种诗体为“楚辞体”；又因屈原的名作《离骚》，而得名“骚体”。《楚辞》是我国浪漫主义文学的源头。

《离骚》是《楚辞》的代表作，共三百七十多句，是我国古代最长的一首浪漫主义的政治抒情诗。课文是节选部分，抒写诗人的身世、政治理想和忧国忧民的思想感情。

三、作品主旨

课文是《离骚》的节选部分，作者表达了三层意思：自叙身世；自叙追求（品德、才能、理想）；回顾历史，表明忠心及不为君王理解的苦闷之情。从这三层中，很好地表现了屈原坚持“美政”、至死不渝的高尚节操，抒发了诗人忧国忧民、献身理想的爱国情感。

四、结构图解

楚王同宗对楚国之责任

出身报国之任

赐以嘉名正直的品格

才能报国之基础

才德品德高洁不阿报国之心

理想辅佐怀王兴国

被贬遭谗被贬忧愁幽思《离骚》

［分项全解］

＜课文全解＞

帝高阳之苗裔兮，

朕皇考曰伯庸。

摄提贞于孟陬兮，

唯庚寅吾以降。

皇览揆余初度兮，

肇锡余以嘉名：

名余曰正则兮，

字余曰灵均。

纷吾既有此内美兮，

又重之以修能。

扈江离与辟芷兮，

纫秋兰以为佩。

汩余若将不及兮，

恐年岁之不吾与。

朝搴阰之木兰兮，

夕揽洲之宿莽。

日月忽其不淹兮，

春与秋其代序。

唯草木之零落兮，

恐美人之迟暮。

不抚壮而弃秽兮，

何不改乎此度也？

乘骐骥以驰骋兮，

来吾道夫先路也。

昔三后之纯粹兮，

固众芳之所在。

杂申椒与菌桂兮，

岂维纫夫蕙茝？

＜要点全解＞

帝高阳：传说中远古帝王颛顼的帝号。苗裔：后代子孙。朕：我。先秦时不论贵贱都可作第一人称代词，至秦始皇时才定为皇帝的自称。皇考：太祖。皇是美好、光辉的意思；考，指亡父。伯庸：屈原父亲的字。摄提：星名，指寅年。贞：正当。孟陬：指正月。惟：句首语助词，无义。庚寅：这是用干支纪日的术语，文中指屈原生日。降：诞生，出世。

皇：“皇考”的简称。览：观察。揆：揣度；估量。初度：初生时的容貌气度。肇：始。锡：同“赐”。嘉名：美好的名字。名：命名。正则：公正而有法则，含有“平”意。按，屈原名平，字原。字：这里用作动词，给人取表字。灵均：意谓原野、大地，含有“原”意。

纷：盛多的样子。内美：内在的美好品质。重：加上。修能：美好的才能。扈：披。江离：香草，又叫“蘼芜”。辟芷：香草，即白芷。纫：联缀，贯串。秋兰：泽兰，秋天开花。佩：佩带的饰物。

汨：水流迅疾的样子，这里比喻时光流逝很快。不及：赶不上。恐：怕。不吾与：即“不与吾”，不等待我。搴：攀折。阰：楚方言称大土山。木兰：香木名，皮似桂而香，古人认为去皮不死。揽：采。宿莽：楚语中称经冬不枯的草。

忽：迅速的样子。淹：停留。代序：互相依次替代。惟：作动词，“想”的意思。零落：凋谢；飘零。美人：一说喻指楚怀王。迟暮：这里指衰老。

不：“何不”的省文。一本无“不”字。抚：依持。壮：壮年。秽：秽恶，这里比喻不好的东西。度：法度。“不抚”两句针对楚王而言，希望他凭借壮盛之年，丢弃秽恶，改变法度。骐骥：骏马。来：招呼的话。这是屈原引道相招。道：在前带路。

三后：指楚国历史上三位贤明君王熊绎、若敖、蚡冒。一说，指夏禹、商汤、周文王。后：君主。纯粹：纯洁完美。这里指三王的德行美好。众芳：指众多的香花美草，比喻许多贤能的臣子。所在：这里意，为“所聚集”。杂：夹杂。申椒：大椒，香木名。菌桂：即“肉桂”，香木名。岂维：不只，不仅。维：通“唯”。蕙：香草。茝：即“白芷”，兰草之类。“杂申”两句照应众芳，强调有众多贤臣辅助。

彼尧、舜之耿介兮，

既遵道而得路。

何桀纣之昌被兮，

夫唯捷径以窘步。

唯夫党人之偷乐兮，

路幽昧以险隘。

岂余身之惮殃兮，

恐皇舆之败绩。

忽奔走以先后兮，

及前王之踵武。

荃不察余之中情兮，

反信谗而齌怒。

余固知謇謇之为患兮，

忍而不能舍也。

指九天以为正兮，

夫唯灵修之故也。

曰黄昏以为期兮，

羌中道而改路。

尧舜：唐尧、虞舜，传说中的上古圣君。耿介：光明正大。耿，光明。介，大。遵道：此指遵循治国的正道。路：比喻治国的正确途径。何：多么，何等。桀：夏桀，夏朝君主。纣：商纣，商朝君主。桀纣都是传说中的暴君。昌被：穿衣而不系带的样子，比喻放肆妄行。捷径：斜出的小路，这里比喻政治上的邪道。捷：邪出。径：小道。窘步：寸步难行。

党人：指当时楚王左右一伙结党营私的小人。偷乐：苟安享乐。路：比喻国家前途。幽昧：昏暗。险隘：危险狭隘。惮：惧怕。殃：灾祸。皇舆：国君所乘的车辆。这里借指国家。舆：车。败绩：倾覆。

忽：迅疾的样子。先后：指在君王前后奔走效劳。及：赶上。这里指继承。前王：即上文所指“三后”。踵武：足迹。荃：香草。喻指楚王。中情：内心的真情。信谗：听信谗言。齌怒：暴怒，大怒。

謇謇：尽忠直言。舍：放下，中止。指九天句：意思是说，指天为证，对天发誓。九天：上天。传说天有九重。正：同“证”。灵修：指楚怀王。灵修原意为明智美好，这里是对君王的美称。

黄昏：古人结婚亲迎的时候，即所谓“初昏”。期：婚期。羌：楚方言中的发语词，无义。这两句宋人洪兴祖的《楚辞补注》认为是衍文，应当删除。现在多数研究者采用洪兴祖的说法。

［参考译文］

我是古帝高阳氏的后代啊，我太祖叫伯庸。摄提那年正当孟陬啊，就在庚寅那天我降生。

太祖观察我出生器度啊，开始赐给我美名。给我取的大名叫正则啊，给我取的别号叫灵均。

上天既赋予我这么多内在的美德啊，又加上我很高的才能。我披着喷吐幽香的江离和白芷啊；又联缀起秋兰作为自己的佩巾。

流年似水，我惟恐抓不住这飞逝的时光。清晨我浴着晨曦去采集坡上的木兰，傍晚我背着夕阳在洲畔采摘宿莽来润德润身。

太阳与月亮互相交迭，新春与金秋相互交替。想到树上黄叶纷纷飘零，我便害怕美人也将衰老！

为什么你不趁着壮年抛弃混暗的政治啊，为什么不改变已经过时的法度？驾着龙马奔驰啊，我给你充当向导在前方开路。

古代三代先王的德行是那么完美啊，一丛丛芳草鲜花簇拥着他们。那时节他们交错地佩带申椒和桂啊，哪里只是蕙草与白芷结成的环佩？

那唐尧和虞舜是多么正大光明啊，他们遵循着正道向着光明迈进。那夏桀和商纣是多么放纵糊涂啊，只想走捷径，却一步步使自己走向困境。

那些拉帮结派的小人只贪图苟且一时，使他们道路变得黑暗而凶险而不思反省。难道我担心自己会遭受灾祸？我担心的是楚国的车轮将要覆倾！

我急匆匆地在你前后为王朝的复兴而奔波，希望能跟上前代明君的足迹。君主你不能体察我的一片衷情，反而听信谗言而对我大发雷霆。

我本来就知识忠言直谏会招灾惹祸，可我宁愿忍受痛苦也不放弃自己的品行。我敢手指苍天起誓，让它给我作证，我对君王完全是一片忠心！

已经说好在我们要在黄昏时成婚(比喻君臣密切合作)的，可为什么中途突然变卦？

［质疑解剖］

问题1：课文中大量运用语气助词“兮”，其作用是什么？

［剖析］

明确：“兮”是有浓厚的楚国地方色彩的语气词，它在诗句中的位置不同，作用也不尽一样。用在句中，表语音的延长；用在句间，表语意未竟，待下句补充；用在句尾，表感叹意味。就课文来看，“兮”均用在句间，表示语意未完，等待下句补充。

问题2：怎样理解屈原所坚持的“美政”理想？

［剖析］

屈原的作品是他坚持“美政”理想，与腐朽的楚国贵族集团进行斗争的实录。他的“美政”理想表现在作品中，就是“举贤而授能兮，循绳墨而不颇”(《离骚》)。与此相关，屈原的作品还深刻揭露了楚国政治的黑暗、楚国贵族集团的腐朽和楚王的昏庸，表现了他坚持“美政”理想、坚持节操，“虽九死而犹未悔”的斗争精神；同时表现了他忧国忧民、爱国爱民、矢志献身于祖国的决心。屈原的作品充满了积极的浪漫主义精神。其主要表现是他将对理想的热烈追求融入了艺术的想像和神奇的意境之中。屈原的作品还以一系列比兴手法来表情达意。如他以鲜花、香草来比喻品行高洁的君子；以臭物、萧艾比喻奸佞或变节的小人；以佩带香草来象征诗人的品德修养。这种“香草美人”的比兴手法，使现实中的忠奸、美丑、善恶形成鲜明对照，产生了言简意赅、言有尽而意无穷的艺术效果。屈原的作品形式上参差错落、灵活多变；语言上采用了大量楚地方言，极富于乡土气息；其方言土语大都经过提炼，辞藻华美，传神状貌，极富于表现力。

屈原是中国文学史上第一位伟大的爱国诗人。是浪漫主义诗人的杰出代表。作为一位杰出的政治家和爱国志士，屈原爱祖国爱人民、坚持真理、宁死不屈的精神和他的人格，千百年来感召和哺育着无数中华儿女，尤其是当国家民族处于危难之际，这种精神的感召作用就更加明显。作为一个伟大的诗人，屈原的出现，不仅标志着中国诗歌进入了一个由集体歌唱到个人独创的新时代，而且他所开创的新诗体--楚辞，突破了《诗经》的表现形式，极大地丰富了诗歌的表现力，为中国古代的诗歌创作开辟了一片新天地。后人也因此将《楚辞》与《诗经》并称为“风、骚”。“风、骚”是中国诗歌史上现实主义和浪漫主义两大优良传统的源头。同时，以屈原为代表的楚辞还影响到汉赋的形成。

在中国历史上，屈原是一位最受人民景仰和热爱的诗人。1953年，屈原还被列为世界四大文化名人之一，受到世界和平理事会和全世界人民的隆重纪念。

［读写解悟］

一、《离骚》的语言特色

楚辞在语言形式上打破了《诗经》那种以四言为主的体制，在民歌的基础上又继承了散文的笔法，句式长短参差，形式比较自由，行文灵活多变。句式以六言为主，兼有杂言，加之以对偶修辞，诗歌语言整齐而节奏鲜明。多用“兮”字以助语势，富有抒情成分和浪漫色彩。骚体诗的形成，是诗歌形式的一大革新，对后世文学影响深远。

二、《离骚》的艺术特色

1.比喻手法的运用。

2.对偶句式的运用。

3.浓郁的浪漫主义气息。其具体体现在丰富的联想和想像上，在诗中，诗人尽情地发挥他那神奇的想像力，用奇特的爱好表达心声，把现实的背景与虚设的幻境巧妙地融为一体，显示了浓厚的浪漫主义气息。

［习题解疑］

一、根据课文的诗句，说说屈原有怎样的外貌、风度和品德情操。

此题既考查对诗句的理解，又考查对诗句的欣赏能力。

他血统高贵，器宇不凡。--“皇览揆余初度兮，肇锡余以嘉名”

他身披香草鲜花，具有美丽的华彩。--“扈江离与辟芷兮，纫秋兰以为佩”

他勤勉修行，自强不息。--“汩余若将不及兮，恐年岁之不吾与”

他赤胆忠心，胸怀炽烈。--“指九天以为正兮，夫唯灵修之故也”

他嫉恶如仇，鄙视群小。--“惟夫党人之偷乐兮，路幽昧以险隘”

他为实现理想，不惧个人危难。--“岂余身之惮殃兮，恐皇舆之败绩”

二、用香草美人来比喻自己、贤士和君王，并表达政治理想，是《离骚》的一大艺术特色。找出相关诗句，说说诗人怎样运用这些比喻，讴歌怎样的政治理想？

此题意在赏析诗作艺术手法。

“扈江离与辟芷兮，纫秋兰以为佩”比喻自己。

“固众芳之所在”“杂申椒与菌桂兮，岂维纫夫蕙茝？”众芳指众多的香花美草，以此比喻许多贤能的臣子。申椒、菌桂、蕙、茝等都为香木名或香草，“杂申”两句照应众芳，强调有众多贤臣辅助。

“恐美人之迟暮”，以美人喻指楚怀王。

屈原以“扈江离”“纫秋兰”等比喻，自述一生不断人民大会堂美好事物、提高自身修养的嘉德懿行。由其自身深感时不我待，推广开来，言及国家命运，恐君王年老迟暮，表达积极进取的生活态度，进而提出“抚壮”“弃秽”和任用贤才的政治主张。

三、屈原的伟大人格和爱国精神为后人传颂。搜集有关屈原的评论和诗歌，说说你对屈原的评价。

此题意在延伸拓展，引发学生的探究兴趣和能力。

以下材料供参考：

屈原的作品

（一）《离骚》

《离骚》是屈原最重要的代表作。全诗三百七十二句，二千四百余字。其写作年代，或以为在怀王晚年，屈原第一次遭放逐以后；或以为在顷襄王时期，屈原第二次被放逐以后。

（二）《九章》

《九章》由九篇作品组成：《惜诵》《涉江》《哀郢》《抽思》《怀沙》《思美人》《惜往日》《橘颂》《悲回风》。《九章》的内容都与屈原的身世有关，这与《离骚》相似。但每一篇的篇幅较《离骚》短得多；所涉及的事实是生活中具体的片断，不像《离骚》是综合性的自叙；使用的手法以纪实为主，较少采用幻想的表现。

《橘颂》用拟人化的手法，细致描绘橘树的灿烂夺目的外表，和“深固难徙”的品质，以表现自我优异的才华、高尚的品格，和眷恋故土、热爱祖国的情怀。

《涉江》是屈原在江南长期窜逐中所写的一首纪行诗。诗中叙写作者南渡长江，又溯沅水西上，独处深山的情景。

《哀郢》作于秦将白起攻陷楚都以后。屈原在流亡队伍中，亲眼目睹了祖国和人民遭受的苦难，思前瞻后，百感交集，以极沉痛的心情写下这首诗，哀叹郢都的失陷。

《怀沙》一般认为是屈原临死前的绝笔。

《九章》的大部分都反映了屈原流放生活的经历，是研究屈原生平活动的重要材料。这些诗篇善于把纪实、写景与抒情相结合，以华美而富于表现力的语言，写出复杂的、激烈冲突的内心状态。

（三）《九歌》《招魂》《天问》

《九歌》《招魂》《天问》三部作品，都不直接涉及屈原本人的生活经历。前二种与楚地的神话传说、民间习俗有密切关系，后一种却是对神话传说和社会历史的质疑。但这三部作品，又从各方面曲折地反映了屈原的个性和思想情感，同时也是研究楚文化的基本材料。

《九歌》共十一篇，是一组祭神所用的乐歌。“九”表示由多篇歌辞组成，不代表实际篇数。一般认为，这是屈原根据民间的祭神乐歌改写而成的，既洋溢着古老的神话色彩，又表现着诗人对人生的某种感受。十一篇中，前十篇各祭一神，末篇《礼魂》，则是前十篇通用的送神曲。《九歌》中大多数诗篇都包含有神与神或人与神相恋的情节。这些恋爱，在诗中又都呈现会合无缘、彷徨怅惘的状态，透出对生命的执着追求，和追求不得的忧伤怀疑。这里面也许包含着屈原自己人生失意、孤独凄凉的心情。《九歌》具有很高的艺术成就。

对屈原的评价

（一）从屈原在当时社会中的身份来说，他是一位政治家，而不是一般意义上的“诗人”；但以他的巨大的创作成就来说，他又是我国文学史上第一位伟大的诗人。《诗经》中也有许多优美动人的作品，但它基本上是群众性集体性的创作，个性的表现甚少。而屈原的创作，却是用他的理想、遭遇、痛苦，以他全部生命的热情打上了鲜明的个性烙印。这标志了中国古典文学创作的一个新时代。

（二）屈原是一位具有崇高人格的诗人。他关心国家和人民，直到今天仍作为坚定的爱国者受到高度评价。虽然他的爱国和忠君联系在一起，在这一点上，他并不能背离所处时代和社会的基本道德原则，但同时也要看到，屈原又具有较为强烈的自我意识。他并不把自己看作君主的奴仆，而是以君主从而也是国家的引路人自居。他对自己的政治理想与人生理想有坚定的信念，为追求自己的理想不惜与自身所属社会集团的大多数人对抗，宁死不渝。

（三）屈原的作品，以纵恣的文笔，表达了强烈而激荡的情感。屈原赞美自我的人格，是率性任情，真实袒露；咏唱神灵的恋爱，是热情洋溢、淋漓尽致；颂扬烈士的牺牲，是激昂慷慨、悲凉豪壮……。屈原不满足于平实的写作手法，而大量借用楚地的神话材料，用奇丽的幻想，使诗歌的境界大为扩展，显示恢宏瑰丽的特征。这为中国古典诗歌的创作，开辟出一条新的道路。后代个性和情感强烈的诗人如李白、李贺等，都从中受到极大的启发。

（四）屈原是一位爱美的诗人。他对各种艺术的美，都不以狭隘的功利观加以否定。《九歌》、《招魂》中，处处渲染音乐歌舞的热烈场面和引发的感动。“羌声色之娱人，观者憺兮忘归”，在屈原笔下，是美好的景象。同样，他的诗篇，也喜欢大量铺陈华美的、色泽艳丽的辞藻。他还发展了《诗经》的比兴手法，赋予草木、鱼虫、鸟兽、云霓等种种自然界的事物以人的意志和生命，以寄托自身的思想感情，又增加了诗歌的美质。大体上可以说，中国古代文学中讲究文采，注意华美的流派，最终都可以溯源于屈原。

（五）在诗歌形式上，屈原打破了《诗经》那种以整齐的四言句为主、简短朴素的体制，创造出句式可长可短、篇幅宏大、内涵丰富复杂的“骚体诗”，这也具有极重要的意义。

总之，由屈原开创的楚辞，同《诗经》共同构成中国诗歌乃至整个中国文学的两大源头，对后世文学形成无穷的影响。

四、背诵“帝高阳之苗裔兮……来吾道夫先路也。”

（略）

二、综合能力拓展

［发散探究］

问题探究1：《离骚》中常以“香草”“美人”来比喻自己、贤士和君王，并表达政治理想。请找出相关的诗句，说说诗人是怎样运用这些比喻来表达政治理想的。

［要点提示］

《离骚》中常以“香草”“美人”来比喻自己、贤士和君王，并表达政治理想，这是《离骚》的一大艺术特色，这种方法叫做“移情法”，即不直接说出自己想说的话，而是把它寄寓于某一物上，也就是“移情于物”，这种方法在古典诗词中广泛运用，在政治不清明的时代，借用“移情”，可言难言之语，抒难抒之情。

用香草比喻内在的美好品德。

用美人比喻理想中的君王。

用荃草比喻现实中的君王。

用采摘和披挂江离秋兰比喻修身养性。

用乘骐骥比喻追求和实现美好的政治理想。

用黄昏期而中道变卦比喻君王失信。

用众芳，椒、桂、蕙比喻群贤。

问题探究2：你对屈原有哪些了解？请查阅资料，对屈原进行一次综合性研究。

［探究说明］

资料检索：

①司马迁的《史记屈原列传》。提示：这是最早也可说是最有权威性的有关屈原生平的史料记述，同时作者司马迁在记传的同时也对屈原的为人和为文进行了评述。当然这也是最早研究屈原的作品。此为必读材料。

②贾谊《吊屈原赋》。提示：贾谊任长沙王太傅因深感怀才不遇与屈子同病相怜遂有此赋。语言艰深晦涩，含义深沉高远。可选读。

③《屈原精神与中国传统文化》(《天津师大学报》1992年第3期)。提示：该文从历史的纵深角度阐述了屈原的思想人格对中国文化的贡献对中国文人性格的影响。可选读。

④综合了解屈原的作品。找一本《楚辞选》，选一些自己喜欢的作品，进行诵读。

⑤上网搜索，查找并归纳有关屈原的材料。

感受思考：

①参观汨罗屈原祠。该祠建于屈原当年自沉地，为国内最有影响的屈原纪念地，为国家文物保护单位。条件许可，可实地吊唁参观。

②也可欣赏有关图片，或电影电视片断。

［探究要点］

①屈原的生平。屈原，出生于公元前三四零年，出身在楚国的一个贵族家庭，二十六岁任楚国左徒，一心一意辅佐楚怀王励精图治，深得怀王的信任。但是，由于屈原的政治主张触动了权贵，受到怀王幼子子兰等权贵排挤，被流放。在流放期间，他以其出众的才华和对祖国人民的热爱，写下了《离骚》《九歌》《天问》《九章》等不朽的诗章。成为举世公认的浪漫诗人。屈原被贬官以后，楚国日渐衰落，公元前二百二十三年，楚国的国都沦陷，屈原悲愤之极，就在这年的五月五日，投江自尽，以身报国。

②屈原的主要政治活动。屈原一生经历了楚威王、怀王、顷襄王三个时期，而主要活动于楚怀王时期。这个时期正是中国即将实现大一统的前夕，“横则秦帝，纵则楚王”。屈原因出身贵族，又明于治乱，娴于辞令，故而早年深受楚怀王的宠信，位为左徒、三闾大夫。屈原为实现楚国的统一大业，对内积极辅佐怀王变法图强，对外坚决主张联齐抗秦，使楚国一度出现了一个国富兵强、威震诸侯的局面。但是由于在内政外交上屈原与楚国腐朽贵族集团发生了尖锐的矛盾，由于上官大夫等人的嫉妒，屈原后来遭到群小的诬陷和楚怀王的疏远。

怀王十五年(前304)，张仪由秦至楚，以重金收买靳尚、子兰、郑袖等人充当内奸，同时以“献商於之地六百里”诱骗怀王，致使齐楚断交。怀王受骗后恼羞成怒，两度向秦出兵，均遭惨败。于是屈原奉命出使齐国重修齐楚旧好。此间张仪又一次由秦至楚，进行瓦解齐楚联盟的活动，使齐楚联盟未能成功。怀王二十四年，秦楚黄棘之盟，楚国彻底投入了秦的怀抱。屈原亦被逐出郢都，到了汉北。

怀王三十年，屈原回到郢都。同年，秦约怀王武关相会，怀王遂被秦扣留，最终客死秦国；顷襄王即位后继续实施投降政策，屈原再次被逐出郢都，流放江南，辗转流离于沅、湘二水之间。顷襄王二十一年(前278)，秦将白起攻破郢都，屈原悲愤难捱，遂自沉汨罗江，以身殉了自己的政治理想。

③屈原的“美政”。屈原的作品是他坚持“美政”理想，与腐朽的楚国贵族集团进行斗争的实录。他的“美政”理想表现在作品中，就是“举贤而授能兮，循绳墨而不颇”(《离骚》)。所谓“举贤授能”，就是不分贵贱，把真正有才能的人选拔上来治理国家，反对世卿世禄，限制旧贵族对权位的垄断。他还以奴隶傅说、屠夫吕望、商贩宁戚的历史事迹为例，说明了不拘身分选拔人才的合理性。所谓“循绳墨而不颇”，就是修明法度，即法不阿贵，限制旧贵族的种种特权。

屈原的“美政”理想反映出了他与楚国腐朽贵族集团及其势力的尖锐对立，表达了他革除弊政的进步要求，而其最终目的就是要挽救祖国危亡，使楚国走上富强的道路。与此相关，屈原的作品还深刻揭露了楚国政治的黑暗、楚国贵族集团的腐朽和楚王的昏庸，表现了他坚持“美政”理想、坚持节操，“虽九死而犹未悔”的斗争精神；同时表现了他忧国忧民、爱国爱民、矢志献身于祖国的决心。

屈原虽遭谗被疏，甚至被流放，但他始终以祖国的兴亡、人民的疾苦为念，希望楚王幡然悔悟，奋发图强，做个中兴之主。他明知忠贞耿直会招致祸患，但却始终“忍而不能舍也”；他明知自己面临着许许多多的危险，在“楚材晋用”的时代完全可以去别国寻求出路，但他却始终不肯离开楚国一步。表现了他对祖国的无限忠诚及其“可与日月争光”的人格与意志。

④屈原的诗歌。（参本课相关部分）

⑤屈原作品的影响。屈原可以说是中国文学史上的第一位职业诗人。更是对后世文学创作手法和文人思想人格有着极其重大影响的文学家。今天对屈原其人进行研究重点不在于对其生平事迹进行展览和评述，主要应探究其思想人格和艺术风格的形成与内涵及对后世的巨大影响，并由此探寻屈原在当今的现实意义。

［信息资料］

一、楚辞

战国时期兴起于楚国的一种诗歌样式。“楚辞”的名称，最早见于西汉前期。汉代有时简称它为“辞”，或连称为“辞赋”。又由于楚辞中最有代表性的作品是屈原的《离骚》，所以后人也有以“骚”来指称楚辞的。如萧统《文选》中的“骚”类、刘勰《文心雕龙》中的《辨骚》篇，就是对整个楚辞而言。从汉代开始，“楚辞”又成为屈原等人作品的总集名。

楚辞渊源于中国江淮流域楚地的歌谣。它受着《诗经》的某些影响，但同它有直接血缘关系的，还是在南方土生土长的歌谣。楚地早有歌谣，据刘向《说苑》记载，约公元前6世纪有《越人歌》和《楚人歌》。《论语》载孔子曾听到《接舆歌》，《孟子》中也有《孺子歌》等等。可是这些楚地歌谣仅一鳞半爪地存于历史记载中，只是到了战国中期，屈原等人的一系列作品出现于楚国文坛之后，楚辞才形成一代文学样式。

楚辞的主要作者是屈原。他创作出了《离骚》《九歌》《九章》《天问》等不朽作品。在屈原的影响下，楚国又产生了一些楚辞作者。据《史记》记载，有宋玉、唐勒、景差等人。现存的《楚辞》总集中，主要是屈原及宋玉的作品；唐勒和景差的作品大都未能流传下来。

楚辞的特征，宋代黄伯思在《校定楚辞序》中概括说：“盖屈宋诸骚，皆书楚语，作楚声，记楚地，名楚物，故可谓之‘楚辞’。”（见《宋文鉴》卷九十二）这一说法是正确的。除此而外，《楚辞》中屈、宋作品所涉及的历史传说、神话故事、风俗习尚以及所使用的艺术手段、浓郁的抒情风格，无不带有鲜明的楚文化色彩。这是楚辞的基本特征，它们是与中原文化交相辉映的楚文化的重要组成部分。

二、屈原的生平

［《屈原列传》选读］

屈原者，名平，楚之同姓也。为楚怀王左徒。博闻强志①，明于治乱，娴于辞令②。入则与王图议国事，以出号令；出则接遇宾客，应对诸侯。王甚任之③。

上官大夫与之同列④，争宠而心害其能⑤。怀王使屈原造为宪令，屈平属草稿未定⑥。上官大夫见而欲夺之，屈平不与，因谗之曰：“王使屈平为令，众莫不知，每一令出，平伐其功⑦，（曰）以为‘非我莫能为’也。”王怒而疏屈平⑧。

［注释］

①博闻强志：见闻广博，记忆力强。②娴：熟习。③任：信任。④同列：同在朝班，即同事。⑤害：妒忌。⑥属：写作。⑦伐：自我夸耀。⑧疏：疏远。

［参考译文］

屈原，名字叫平，是楚王的同姓。做楚怀王的左徒。他知识广博，记忆力很强，明了国家治乱的道理，擅长外交辞令。对内，同楚王谋划商讨国家大事，颁布号令；对外，接待宾客，应酬答对各国诸侯。楚王很信任他。

上官大夫和他职位相等，想争得楚王的宠爱，便心里嫉妒屈原的贤能。楚怀王派屈原制定国家的法令，屈原编写的草稿尚未定稿，上官大夫看见了，就想硬要走草稿，屈原不给。上官大夫就谗毁他说：“君王让屈原制定法令，没人不知道的，每出一道法令，屈原就炫耀自己的功劳，说：‘除了我，没有人能制定法令了。'”楚王听了很生气，因而疏远了屈原。

三、端午节的传说

端午节的传说有多种，其中影响最广的端午起源的观点是纪念屈原说。

战国时代楚秦争夺霸权，诗人屈原位列右大夫，很受楚王器重。后来，屈原的主张遭到上官大夫靳尚为首的守旧派的反对，他们不断在楚怀王面前诋毁屈原，楚怀王渐渐疏远了屈原。

公元前229年，秦国攻占了楚国八座城池，接着又派使臣请楚怀王去秦国议和。屈原看破了秦王的阴谋，冒死陈述利害，坚决反对怀王入秦。楚怀王不但不听，反而将屈原逐出郢都。楚怀王如期赴会，一到秦国就被囚禁起来，楚怀王悔恨交加，忧郁成疾，三年后客死于秦国。楚顷襄王即位不久，秦王又派兵攻打楚国，顷襄王仓惶撤离京城，秦兵攻占郢都。屈原在流放途中，接连听到楚怀王客死和郢都被攻破的消息，万念俱灰，仰天长叹，投入了滚滚的汩罗江。江上的渔夫和岸上的百姓听说屈原大夫投江自尽，都纷纷来到江上奋力打捞屈原的尸体。

在民俗文化领域，我国民众把端午节的龙舟竞渡和吃粽子都与屈原联系起来。

俗说屈原投江以后，当地人民非常伤心哀痛，便争驾舟船奋力营救，因而有了以后的龙舟竞渡风俗。同时拿来了粽子、鸡蛋投入江中。有些郎中还把雄黄酒倒入江中，以便药昏蛟龙水兽使屈原大夫尸体免遭伤害。又说人们常放食品到水中致祭屈原，但多为蛟龙所食，后用楝树叶包饭，外缠彩丝，做成后来的粽子样。

［激情赏鉴］

涉江

屈原

余幼好此奇服兮，年既老而不衰。带长铗之陆离兮，冠切云之崔嵬。被明月兮佩宝璐。世混浊而莫余知兮，吾方高驰而不顾。驾青虬兮骖白螭，吾与重华游兮瑶之圃。登昆仑兮食玉英，与天地兮同寿，与日月兮同光。哀南夷之莫吾知兮，旦余济乎江湘。

乘鄂渚而反顾兮，欸秋冬之绪风。步余马兮山皋，邸余车兮方林。乘舲船余上沅兮，齐吴榜以击汰。船容与而不进兮，淹回水而疑滞。

朝发枉渚兮，夕宿辰阳。苟余心其端直兮，虽僻远其何伤。

入溆浦余儃徊兮，迷不知吾所如。深林杳以冥冥兮，猿狖之所居。山峻高以蔽日兮，下幽晦以多雨。霰雪纷其无垠兮，云霏霏而承宇。哀吾生之无乐兮，幽独处乎山中。吾不能变心而从俗兮，固将愁苦而终穷。

接舆髡首兮，桑扈臝行。忠不必用兮，贤不必以。伍子逢殃兮，比干菹醢。与前世而皆然兮，吾又何怨乎今之人！余将董道而不豫兮，固将重昏而终身！

乱曰：鸾鸟凤皇，日以远兮。燕雀乌鹊，巢堂坛兮。露申辛夷，死林薄兮。腥臊并御，芳不得薄兮。阴阳易位，时不当兮。怀信佗傺，忽乎吾将行兮！

［题解］《涉江》为屈原自己渡江湘，入洞庭，过枉渚、辰阳而入溆浦的纪行诗，表达了在腐朽贵族势力迫害下的悲愤心情和坚持理想，宁可“愁苦终穷”也决不“变心从俗”的顽强意志。其行程从渡江开始，故题为“涉江”。

［参考译文］我自幼就喜欢这奇伟的服饰啊，年纪老了爱好仍然没有减退。腰间挂着长长的宝剑啊，头上戴着高高的切云帽。身上披挂着珍珠佩戴着美玉。世道混浊没有人了解我啊，我却高视阔步，置之不理。坐上驾着青龙两边配有白龙的车子，我要同重华一道去游仙宫。登上昆仑山啊吃那玉的精英，我要与天地啊同寿，我要和日月啊同样光明。可悲啊，楚国没人了解我，明早我就要渡过长江和湘水了。

在鄂渚登岸，回头遥望国都，对着秋冬的寒风叹息。让我的马慢慢地走上山岗，让我的车来到方林。坐着船沿着沅水向上游前进啊！船夫们一齐摇桨划船。船缓慢地不肯行进啊，老是停留在回旋的水流里。

清早我从枉渚起程啊，晚上才歇宿在辰阳。只要我的心正直啊，就是被放逐到偏僻遥远的地方，又有什么妨害？

进入溆浦我又迟疑起来啊，心里迷惑着不知我该去何处。树林幽深而阴暗啊，这是猴子居住的地方。山岭高大遮住了太阳啊，山下阴沉沉的并且多雨。雪花纷纷飘落一望无际啊，浓云密布好像压着屋檐。可叹我的生活毫无愉快啊，寂寞孤独地住在山里。我不能改变志向去顺从世俗啊，当然难免愁苦终身不得志。

接舆剪去头发啊，桑扈裸体走路。忠臣不一定被任用啊，贤者不一定被推荐。伍子胥遭到灾祸啊，比干被剁成肉泥。与前世相比都是这样啊，我又何必埋怨当今的人呢！我要遵守正道毫不犹豫啊，当然难免终身处在黑暗之中。

尾声：鸾鸟、凤凰，一天天远去啊；燕雀、乌鹊在厅堂和庭院里做窝啊。露申、辛夷，死在草木丛生的地方啊；腥的臭的都用上了，芳香的却不能接近啊。黑夜白昼变了位置，我生得不是时候啊。我满怀着忠信而不得志，只好飘然远行了。

［赏读］

《涉江》是《九章》中的一篇。这首诗写于屈原第二次被流放的时期。涉江，就是渡过大江南行的意思。诗中记叙了他渡江南下从鄂渚到溆浦的一段历程?

[人教版高二上册《教材全解》]

篇8：unit 2全单元教案2(人教版高二英语教案教学设计)

I. Brief Statements Based on the Unit

The activities of this unit, including Warming-up, Listening, Speaking, Reading and Writing, center on the subject－news and the media, which are connected with our life closely. It provides the students an opportunity to learn the language in using it.

By talking about news and the media, the students get more knowledge about them－not only know about the important parts they play in learning about the world, but also the ways they are written and made. The students must be very interested in this subject. This way, they can learn the language points easily and freely. They will not only learn some useful words and phrases about news and the media, but also learn to express opinions.

Besides, the study of the Grammar－the Past Participle can help the students use the language more exactly. By finishing each task provided in the textbook and the workbook, the students' skills to use language can be well developed.

Ⅱ. Teaching Goals

1. Talk about news and the media.

2. Practise expressing opinions.

3. Learn about the Past Participle (1): used as Attribute and Predicative.

4. Write a comparison paragraph.

Ⅲ. Teaching Time: Four periods

IV. Background Information

1. RADIO

In ancient times the only way that men could send messages from village to village was on foot. When men learned to use the horse, communication became much quicker. However, compared to the modern world communication was still quite slow. Many parts of the world had no knowledge of events in other places. Later, the post was introduced and horse riders carried letters. This meant that communication was further improved. Horses drawn coaches could move people from town to town in quite a comfortable way. At the beginning of the last century the steam train was invented and for the first time really fast communication became possible. Not only could letters be sent easily from one part of a country to another, but travel was made easy, too. At about the same time, steam ships helped communication between countries.

The invention of the telegraph in the middle of the last century further increased the speed at which messages could be sent. In this system electrical signals, in code, are sent along metal wires. These signals travel so fast that they could go nearly eight times round the world in one second. A special device is needed to send the code. At the other end another device is used in order to receive the code. By this method messages can be sent over distances of several hundred kilometres. With the invention of the telephone the human voice could be sent over long distances. Because of this the telephone system replaced the telegraph for quick communication over long distances. The telegraph is still used, however, by newspapers in order to send news and for other purposes too.

At the beginning of this century radio was invented and in a few years communication was again improved. The main difference between radio and telephone is that radio uses no electrical signals which travel long distances along wires. Instead invisible waves, moving at the same speed as electrical signals, are used. A few years ago there were not many radio stations in the world. Today there are many hundreds of radio stations broadcasting in different languages and in all countries. The invisible radio waves can easily travel from one country to another. This means that listeners in one country can listen to programmes broadcast from another country. In this way information travels from country to country. Radio is often used by policemen to communicate with one another. In addition, police forces in one country can communicate with those in other countries in order to catch criminals. Ships at sea use radio so that they know exactly where they are. Aeroplanes use radio for the same reason and this makes it easier for them to find their way from place to place.

In the modern world there are many methods of communication. As well as radio there is television, for example. This enables information in the form of a picture to be broadcast from one place to another. Radio is often used as part of a telegraph system where distances are very large. Of the many modern methods of communication, radio probably remains the most important.

2. How the Program Is Broadcast?

We turn on the radio and a program comes to us from a broadcasting station miles and miles away. We know that words and music themselves haven’t traveled all that distance through space, but something certainly is bringing the program from the station. What is this silent carrier?

The answer is radio waves. We can not see radio waves or feel them or even hear them. In fact, nobody knows exactly what they are. But we do know that they are made by electricity, and we have learned how to use them.

At the broadcasting station people talk or sing, instruments (乐器) play, doors slam(砰) ,and all of these make sound waves. The sound waves reach the microphone, and here they are changed into electricity. Then from a tall tower called the broadcasting aerial (天线) ,electricity sends radio waves. The waves travel in every direction, and some of them reach our radio aerial. Now a wonderful thing happens. The radio waves start an electricity current (电流) in our aerial like the one that was first made in the broadcasting station. Finally, the loudspeaker in our set changes electricity into sound, and we hear the program.

The First Period

Teaching Aims:

1. Learn and master the following words and phrases:

media, reliable, fire, face, difficulty, elect, go up, burn down, injure

2. Practise expressing opinion using the following:

What do you think of…?

What's your opinion?

Why do you choose…?

Perhaps…is more important.

I would rather choose.…

I don't think we should choose…

Maybe it would be better to choose…

Our readers want to know about…

3. Talk about news and the media.

4. Train the students' listening and speaking abilities.

Teaching Important Points:

1. Master the useful words and expressions appearing in this period.

2. Train the students' listening and speaking abilities by talking about news and the media.

Teaching Difficult Points:

1. How to help the students understand the listening material exactly.

2. How to help the students finish the task of speaking.

Teaching Methods:

1. Listening-and-answering activity to help the students go through the listening material.

2. Individual, pair or group work to make the students finish each task.

Teaching Aids:

1. a tape recorder

2. a projector

3. the blackboard

Teaching Procedures:

Step I Greetings and Lead-in

T: Good morning/afternoon, class.

Ss: Good morning/afternoon, Miss/ Mr. X.

T: Sit down, please. Being the members of the society, we all cares for/about what happens around us or even what happens at home and abroad. How can you do so?

Ss: By reading newspapers and magazines, watching TV programmes, listening to the radio.

T: Are there any other ways? Think it over.

Ss: By a website.

T: Yes. It’s also a way to learn about the world. What do you call these things which help us know about to the world?

Ss:新闻媒体

T: In English, we call it news media. Today we'll begin to learn Unit 2 News media (Bb: Unit 2 News media). First, let's learn the new words in this period. Look at the screen.

(Teacher first asks some students to read the words on the screen. Correct the Ss' mistakes in prononciation. Then teacher gives brief explanations. At last, let the Ss read and remember them for a while.)

Step Ⅱ Warming up

T: Well, now please open your books at Page 9. Warming up first. Look at each of the pictures and tell me which kind of news media it shows?

Ss: The first picture shows a website; the second one shows radio; the third one shows TV programmes; the fourth one shows magazines; the fifth one shows newspapers.

T: Quite right! Now, please work in groups of four and discuss the five questions below the pictures. A few minutes later, I’ll cotleet your answers. OK?

Ss: OK.

T: You can begin now.

(A few minutes later. )

T: Are you ready now?

Ss: Yes.

T: Which group would like to talk about the first question? Choose one member of your group to answer the question.

S1: I think TV is the most reliable among the news media. TV consists of a series of lively consecutive pictures. For the people who want to know what is exactly happening, a picture responds better to offer the truth of a fact than the mere words upon a page. It can offer an unique function of seemingly on-the-spot feeling, which is not available to the other media.

T: The second question?

S2. I think TV programmes are easy for most people to understand. Radio, can only be heard and sometimes can’t be picked up clearly. Newspapers and magazines are only useful for people who can read. Websites have many different pages, but you should be careful to read some of the pages. who can read. Website have many different pages, but you should be careful to read some of the pages.

T: The third question?

S3 : I will check other sources.

T: The fourth question?

S4: Every morning, the newspaper chief editor and the journalists discuss the main events of the day. Reporters are then sent to cover the events. They usually do some interviews and then check the information. They must work very fast. Later in the day, everything is put together at the news desk. Then the editors read the stories and make any necessary changes and choose a good title for each story. At last, they print them quickly and deliver them. Making a magazine is more or less the same as making a newspaper. But the articles in a magazine are more like stories, which are written by all kinds of writers. Magazines are not published as quickly as newspapers.

T: The last question?

Ss: News broadcast, newspaper, magazine, radio programme, website, report, reporter, editor, interview, write articles…

Step Ⅲ Listening

T: Next, let's come to the Listening. We are going to listen to two parts of conversations. The first part is an interview; the second part is a dialogue. Now, look at Exercise 1: Listen carefully to what is said and tick the information you hear in each part. If necessary, I'll play it twice. (Teacher begins to play the tape, and checks the answers after listening. Then ask the students to finish the rest of the tasks. )

T: OK. Now, please listen to each part once again and then work in pairs to talk about the questions in Exercises 2,3,4 and 5. Are you clear?

Ss: Yes.

(Teacher allows them enough time to talk about the questions. Then ask some students to say their answers.)

Step IV Speaking

T: Well, now it's time for us to be the editors of a newspaper. Here is a list of ten things that happened today. Look at the screen. (Teacher shows the screen and read through the list to the whole class.)

200 people died in an earthquake in Turkey.

China beat Brazil 5-1 in football.

France elected a new President.

Three children from your city were killed.

Someone robbed a bank in Shanghai.

Food prices are going up.

A house in your town burned down. Nobody was injured.

2 000 people in your city were happy today and moved into new buildings.

A Chinese scientist has invented a new car engine that does not pollute the air.

There is a rumour that a large company wants to build a factory in your town:

(Bb :go up, burn down)

T: Now, you've known the ten things, but you only need to report five of them. So, first decide which events you are going to put in your newspaper. Then give reasons for your choices and compare with your classmates. Work in groups of four or five. And the following expressions on the screen can help you with your dialogue. After a while, I'll ask some of you to act out your dialogue.

(Teacher shows the screen. )

What do you think of'…?

I would rather choose.…

What's your opinion?

I don't think we should choose…

Why do you choose…

Maybe it would be better to choose…

Perhaps… is more important.

Our readers want to know about….

(Teacher goes around the Ss and checks their work. If necessary, teacher may join in them. ) Sample dialogue:

A: Hello! How is everything going? Have you finished your work?

B: I'm very busy today. I've chosen five events among ten things that happened today to report in our newspaper. But I'm not sure whether I made the best choices. I need your advice.

C: Tell us more about your choices.

B: The first event I chose is “France elected a new President”. It is an important event these days. I think it may have a great effect on international affairs. The second is “There is a rumour that a large company wants to build a factory in our town.” What is your opinion?

A: I agree with your first choice, but why do you choose the second one? We should report something true to our readers, not rumours. Maybe it would be better to choose “A Chinese scientist has invented a new car engine that does not pollute the air.” It shows our country's science advancement.

B: Good idea. Then I'd rather choose “2 000 people in our city were happy today and moved into new buildings. “ and” China beat Brazil 5-1 in football. “They are both exciting news. They also reflect the improvement of people's life and the achievement in sports.

D: I think you made a good choice. What about the fifth one? Have you decided yet?

B: I think two events are suitable. I really don't know which is more important. It is hard to choose. They are “Food prices are going up. “ and ”200 people died in an earthquake in Turkey.”

D: Perhaps the former is more important. Our readers want to know more about their life. And this thing is related to everybody's life.

B: It sound reasonable. Let's think them over. Thank you for your advice.

Step V Summary and Homework

T: Up to now, we've talked a lot about news media. By listening and speaking, we've become more familiar with news media. At the same time, we've learnt some useful words and phrases. You should remember them and practise using them freely and exactly. After class, please collect more information about news media and talk about them with your classmates. Besides, don't forget to preview the contents of the next period. So much for today. See you tomorrow V

Ss: See you tomorrow.

Step VI The Design of the Writing on the Blackboard

Unit 2 News media

The First Period

I : Five news media

website, radio, TV programme, magazine, newspaper

Ⅱ. Useful words and phrases

words., reliable, fire, face, difficulty, elect, injure

phrases., go up, burn down

Step Ⅶ Record after Teaching

篇9：人教版高一unit 2全单元教案

Step I : Warming Up介绍世界英语，要求学生区分英美语单词。

Step II: Pre-reading 在激活学生已有知识的同时引导学生为下一步的阅读做好准备。

Step III: Reading

Task 1:Reading and choose the correct answers.

Task 2:Read and summarize the main idea of each

Paragraph. ( work in groups of four )

Para.1 the extension of English in the world

Para.2 Native speaker can understand each other but not everything.

Para.3 the development of English as native language

Para.4 English is spoken as a foreign or second language in many countries.

Task 3: Analyze the text

Part one (Para.1): the extension of English in the world

Part Two( Para.2.3.&4)English changes when its culture communicate with others.Step IV. Post-reading ( work in groups of four ) Help the students deal with the new language points.

Homework: P11-12 Learning about the Language Ex 1,2,The first period: Extensive reading

Teaching materials:（ P11-12 Learning about the language ,P51-52 Reading Task ）

Step I. Check the words and expressions .

(P11&12 Discovering useful words and phrases part 1,2,3&4)

Step II. Listen and find the British and American

Which are different but have the same meaning.

( work in pairs)P12 part 5

Step III. Pre-reading

Step IV. Reading and talking( P13)

Task1 : Read and answer questions:

Task2: Read and fill in the map.

辩别southeast ,northeast ,southwest, northwest,south,east, west, north.

Step IV. Homework:

Read the passage on P52 and fill in the table.The third period: Listening

Teaching materials:

Step I. Check the homework.( the passage on P52 and fill in the table.)

Step II. Listen and answer questions.(P14)

Step III. Listen and write AE words.( P48)

Step IV. Listen and discuss in groups ,write a short list of reasons why English is spoken in

So many places.(p51 Listening task)

Step IV. Homework:write a short list of reasons why English is spoken in So many places.

The fourth period: Grammar

Teaching materials: P12 Discovering useful structure, P50 Using Structures , P15 Speaking

Step I.

The fifth period:Speaking

Teaching materials:Talking on P48-49

project on p53--54The sixth period: Writing

Teaching materials: Speaking task on P52

Writing task on P53The seventh period: Summing up

讲评作文

3.Do some exercises about sentence transformation.

Teaching Important Points:

1.How to improve the students' listening ability.

2.How to help the students ideas freely.

Teaching Difficult Point

1.How to use different words to express one's idea.

Procedures

I. Greetings and Revision

morning, everyone.

In this class, I want to check your homework first. Then learn the new words and expressions of this period. The teacher gives the explanations and examples

II. Warming up

Now, I'll ask you some questions.

The first question is: How many countries and regions are there in the world?

(About two hundred.)

T: How many languages are there in the world?

(It's hard to say. I learned from a magazine that there were more than three thousand. Perhaps more than five thousand)

It was thought that there were more than three thousand before. But it is found in recent years that there are more than five thousand languages in the world. Only thirteen languages are used by above 55 million people. My next question is: How many languages are used as the working languages of the United Nations?

: They are five. French, Russian, Spanish. English and Chinese.

In this unit, we'll talk about English.

Read the text on this Page and have a discussion with your partner. Discuss the questions in the text: What is it that Joe can't find in the bathroom? Why can't he find it? Who can tell us the answer question? :It is the toilet. Why can't he find it? Perhaps when Joe says” bathroom he means a place where there is But in Nancy's eyes, it is where people can only have a bath. Am I right? As we know, Joe is an American, so he speaks American English. While Nancy is English, he speaks British English. That's to say, there are some slight differences between British English and American English. We'll discuss this further in the fourth period. You can read it after class to see how much you can under- stand it.

III. Listening :

Let's do listening. Please turn to Page9. Look at the picture and read the requirement. Do you know what you should do you listen to the tape? : Yes. I'll play the tape twice. When I play it for the first time, just listen to it. While I play it for the second time, write Some necessary information on a piece of paper and then discuss the answers with your partner. ( At last the teacher asks students to read their answers. )

Step iV. Speaking

Please look at Speaking on Page 9

Practise the following dialogues with your partner and act them out. Then complete the sentences below the dialogues.

Now let's complete

Harry asked Mr Smith to spell that name. He also asked her to repeat the address. Mr Smith told buy her some Harry not to forget to buy ketchup on her way

We've just acted out two dialogues. Now make another dialogue using the situation similiar to the one above. I'll ask some students to act it out in three minutes. Three students a group. Let's begin.

Step VI. Consolidation

(The teacher writes the following sentences on the blackboard. )

Look at the blackboard. There are five groups of sentences. Complete one of them according to the other. Do it by yourselves. We'll check the answers

Suggested answers:

useful language; Britain; America; mother

tongue; learn English; foreign language; is; used; trade; tourism; businessmen; tourists; speak; English; family; communicating

Now let's do an exercise. You should do it like this: try to find useful expressions in the text and make sentences with them in groups of four. One student, one sentence. Do it by turns. Are you clear? Now I'll ask some students to make sentences. One sentence at a time. please give us your sentence. I'll take a sentence with the phrase“

all around the world”.

We Chinese people have friends all around the world.

T: Please go on !

the majority of:

The majority of class passed the exam.

in total:

In total, there must have been 500 students there.

one's mother tongue:

Mr Smith comes from the US and English is his mother tongue.

the number of:

The number of the school is increasing has lives here quite a Sm:

such as:

Boys such as John and James are very friendly. :

develop into:

Seeds develop into plants.

:without doing:

He said this seriously without smiling. :

communicate with:

The two friends hadn't communicated with each other for years. :

through the Internet:

He communicated with his friends in the US through the Internet.

have a good knowledge of:

You have a good knowledge of English. (The teacher writes the useful phrases above on the blackboard. )

Step ~. Summary and Homework

T: Today we've learned an article about English. After class, you should read the text again to get the idea of the text further and try to master the useful expressions appearing in the text. Today's homework: Tell your classmates something about English in your own words. If you have any difficulty. Please read Part 2. Post-reading on

Page 11. That's all for today. Class is over... Step vm. The DesignWriting

Unit 2 English around the world

The Second Period

Useful Phrases:

all around the world such as the majority of develop into in total without doing

one's mother tongue communicate with the number of through the Internet

a number of have a good knowledge of

Step IX. Record after Teaching

Unit2 The Third Period

Teaching Aims

Review some useful words in the text. Learn and master the sentence patterns which express an order and a request, and their different features.

Teaching Important Point

Point out the features of an order which uses the imperative, namely “tell/order sb. to do sth. ”and of a request--which uses a question form or an imperative, very polite, ask sb. to do sth.“ reaching Difficult Point How to change orders and requests ported orders and requests. Teaching Methods: Inductive method and talking method to give the students a clear picture of what they should master. Practice to make the students remember what they've learned. Pair work and group work student active in class. Teaching Aids a projector and some slides. Teaching Procedures

Step I Greetings and Revision

Greet the whole class as usual.

The teacher checks the students' home-

work--let some students say something

about English in their own words. If they

have some difficulty. Part 2 in Post-read-

ing on Page 11 may give them some help. ~F Step I] ~ Word Study

T:Please turn to Page 11. Let's do Word Study. Match the words and phrase on the left with their meanings on the right. Do it with your partner. In a few minutes, we'll check the answers. (A few minutes later. )Now I'll ask SA and Se to give their answers. SA, read the meaning on the right. One item at a time. S~,give the right word or phrase for each item. Are you clear?

Step II Grammar

(Teacher says to SA:Stand up. Open the door. Look outside. Now close the door. Teacher says to SB: Sit down, please. Could you lend me your pen? Can you show me your book?) T: What did I say to SA?

Ss:Stand up./Open the door./Now close the door.

T: What did I say to Se?

Look out

Could you lend me your pen?

Can you show me your book?

T: What was the difference between what I said to Student A and what I said to Student B? S.. You told/ordered Student A to stand up/open the door/look outside/close the door. (They may say these in Chinese. )

T: What about Student B? What did I say?

S: You asked Student B to sit down/lend

you his (her) pen/show you his (her)

book.

T.. You are right. I told/ordered Student

A to stand up etc. I asked Student B to

lend me his(her) pen, etc. In fact, what

I said to Student A is an order. What I

said to Student B is a request. Its pat-

terns are like this:

Orders and Re- quests: Direct speech: (Orders) Do..., please. ? /Will you. Would you... ? Indirect speech .. (Orders) dered sb. else to do sth. sb. told/ordered sb. else not to do sth. (Requests) :sb. asked sb. else to do sth. sb. asked sb. else not to do sth. (Write them on the blackboard. ) OK. Now I'm going to show you some sentences. If it's an order, write ”Order' in your exercise books. If it's a request, write“ Request”. (Show the following sentences on screen. )

Make sure the door is open. Can you lend me ten yuan? Could you help me with my work, please? Don't play games in the classroom. Will you close the window, please? No smoking. (Ask some students to answer which sentences are orders, which are re- quests. ) Suggested answers Orders: 1,4,6 Requests: 2,3,5 T: From these sentences, we can draw such conclusions. If a sentence is an order, it often uses an imperative, namely, “sh. told/ordered sh. else to do sth. ”If a sentence is a request, it often uses a question form or an imperative, but very politely, namely, “sb. asked sb. else to do sth. ”But we should pay more attention to the negative construction. Its reported orders and requests should be like these. “sh. told/ordered sb. else not to do sth.” “sb. asked sb. else not to do sth. '

Now open your books. Turn to Page 11. Look at Part 2 in Language Study

Grammar. In Part 1 in Gram- mar, which sentences are orders? Sc: Sentences 2,3 and 6 are orders

T: Which sentences are requests?

SD :Sentences 1,4 and 5 are requests.

T: Now turn to Page 12. Look at Part 2.

In Part 2, the three sentences are all indirect speech. Change them into direct speech, please. Pair work or group work.

(After the students' discussion. )

T: Please give us your sentences. Who

SE: The landlady asked him to put the coat in the closet.

”Will you please put your coat closet? “said the landlady.

The landlady asked him not to on the peg.

”Will you please not put it peg?“ asked the landlady.

Please go on.

The commander ordered to stand still.

”Don't move, “the commander said to the soldiers.

Step IV. Practice

(The teacher shows the screen. )

Look at the screen. Let's practise orders and requests in pairs. You may notice on the left, under the word ”Don'ts“, there are three orders, under them there are three requests. On the right, under the word ”Dos“, there are

three orders, under them there are three requests. First we are going to practise the orders. I can give you an example. Look at the six orders. In Direct Speech, I can say ”Watch the teacher carefully. Don't come into the lab without a teacher. “In reported order. I can say” She told us to watch the

teacher carefully. She told us not to come into the lab without a teacher.“

After you practise the orders, you may practise the requests. Are you clear?

Now let's begin.(Give the students practise them, then their practice. )

Suggested answers:

Indirect Speech:

1. He told us not to come into the lab

without a teacher.

2. He told us not to touch anything in the tab. 3. He told us not

4. He told us to fully.

5. He told to smoke. watch the teacher dip our fingers

6. He told us to suck our fingers.

7. He asked us not to put anything basin.

8. He asked us not to talk so loudly.

9. He asked us not to leave the books in the lab.

10. He asked us to write our answers on the blackboard.

11. He asked us to tidy the lab after the experiment. He told us cupboards. to put everything

Step V. Summary and Homework

In this class, we've reviewed some new words and, mainly done some exercises about orders and requests. In direct speech, they are ... (Pointing to the blackboard. )In the indirect speech, they are ... (Pointing to the black- board. )Please remember these sentence patterns.

Today's homework: Part 3 on Page 12. That's all for to- day. Class is over... Suggested answers to Part 3 on Page 12. She told us not to make too much noise. She told us not to forget to put our umbrellas in the stand. She told us not to room. She told us not to stay up too late. She asked us to buy some bread for her. She asked us to help her tidy the room. She asked us to speak quietly on phone. She asked us to turn down the radio. ~

Step VI. The Design of the Writing

Unit 2 English around the world

The Third Period

Orders and Requests: Direct speech: (Orders) Do- Do..., please. Don't... Can(Will) you do'” ? (Requests) Could(Would) you please do... ? Indirect Speech.- (Orders) sb. dered sb. else to do sth. sb. told/ordered sb. else not to close. (Requests)sb. asked sb. else to do sth. sb. asked sb. else not to do sth. Record after Teaching

Unit2 The Fourth Period

Teaching Aims

Learn the text to get the students know about the differences between American English and British English.

Get the students to master the words and expressions of the text.

Teaching Important Points

Improve the students' reading

Improve the students' writing ability.

Get the students to know about American English and British English.

Teaching Difficult Point

How to improve the students' writing ability. Teaching Methods

Fast-reading and students' reading ability. Practice and pair work or group work.

Teaching Aids 1. a recorder 2. a projector and some slides Teaching Procedures:

Step I Greetings and Revision

Greet the whole class as usual.

T: In this period, I'm going to check your homework first. Then we'll learn a text: American English and British English. We'll do some exercises about it as well. At last, we'll go over Check2 point of this unit. Now take out your exercise-books, please,. (The teacher checks homework. )

(The teacher and the students go over the new words and expressions of this period. The teacher gives explanations when necessary. )

Step ]I. Fast Reading

:English is a young language. It grew from other languages, such as German and French. People began to write it down only six hundred years ago. Now it is spoken by people all over the world. From the last period we know there are more than 42 countries where the majority of people speak English. However English is not exactly the same in different countries. American people speak English, but it is a bit different from British English. Today, we are going to read about these differences. Please turn to Page 12. Read the text fast and find the answers to the questions on the screen. Do it as fast as possible and write your answers on a piece of pa- per. I'll collect the first five pieces. (The teacher shows the screen. ) Answer the following questions: 1. What is American English for “think“ ? What did Noah Webster do make American English from British English?

T: Who will give us the first answer?

SA :I'll try. In American English ”I guess“ is used instead of ”I think“.

T: Quite right. What is the second?

SB: He changed the spelling of many words.

Step III. Reading

T: Now read the text again. Read it carefully and discuss the following questions on the screen with your partner. Write your answers on a piece of paper. In a few minutes, I'll ask some pairs to give us the answers. (The teacher shows the screen. Answer the following questions..

1. When did America become an independent country?

2. Where did the word” fall“ (meaning: ”autumn“)first come from?

3. Can you give some examples to show spelling differences between American and British English?

4. Is there any difference in written English in the two countries?

5. What differences are there in spoken English in the two countries?

6. Do you think that people from Britain and America can understand each! other?

7. Why do you think so?

8. How did the differences between British and American English come about?

9. Which do you prefer, American English or British English? Why?

(The teacher goes among the students, joins in the students' discussion and answers the students' questions. ) (A few minutes later. ) T: Have you finished? (Ss: Yes. ) Give us your answers, please. One student, one

question, Volunteers !

1. In 1776, America became an independent country.

2. The word ”fall“ first came from England.

3. Yes, I can. For example, the words ”colour, centre and travelled' in British English are spelt“ color, center and traveled 'in American English.

4. Yes, In written English there are some spelling differences between British English and American English. And in some cases, different words are used for the same thing.

5. Some words are pronounced differently in the two countries. For example, Americans say dance(daens], and in southern England they say. In America they pronounce not[-nat~; in southern England they say[-not~,and son on.

6. Yes. Though there are many spelling differences, people from the two countries don't have much difficulty in understanding each other because written English is more or less the same in both Britain and America.

7. There is no quick answer to this question. When people from England travelled to other countries, they took the English language with them. At first, the language stayed the same as the language used in England, but slowly the language began to change from one part of the world to another. At last the English language became two variants --British English and American English.

8. I prefer American English to British English because American English is easier to understand./I prefer British English to American English because British English sounds more beautiful.

Now look at the screen again. I'll explain some words and expressions of the text so that you can use them freely. Please listen to me carefully.

Notes to the text:

1. come about--happen, take place

e. g. When John woke up, he was in the hospital, but he didn't know how that had come about.

2.stay vi. --keep, remain

e. g. The door stayed open all

3. end up with--finish with

e. g. The party ended up singing of Liu Huan.

(The teacher answers any questions asked by the students. )

Turn to Page 13, please. Look at the exercise behind the text. Choose the correct answers to the following questions, according to the text. Have a discussion with your partner. You'd better close your books when you discuss them. If you have anything uncertain, you can look up the concerned information in the text.

篇10：人教版高二单元学习导航Unit13-15

Unit 13 The water planet

重点词汇

1. cube 1)立方形, 立方体, 方块; 2)立方;三次幂

Please bring me an ice cube (一块冰块)out of the fridge.

The cube of 2 is 8. 2的3次幂是8.

The cube root of 27 is 3. 27的立方根是3.

cubic立方的；立方形的

2. benefit 1) vt. “对…有利”, 后面接名词&代词, 但不接反身代词

Exercise benefit our health.

Your advice benefited me a great deal..

The fresh air will benefit you.

2) vi. “获益, 得益于”,后面可接from/ by

We benefit by/ from daily exercises.

The plants benefited from the rain.

3) n.益处, 好处(可数& 不可数)

I told them all the benefits of fresh air and exercise.

He got a lot of benefit from the holiday.假期让他受益匪浅！

Your advice was of great benefit to me. 你的忠告对我很有好处

4) for the benefit of 为了…的利益； be of benefit to sb. 对…有好处

3. property

1) 财产; 不动产; 所有权(不可数); (某处特定的)地产(可数)

This small house is my only property （唯一的财产）

With the city developing rapidly, property in the center is becoming more expensive.

He has a large property in the county. 他在这个县有一大宗地产。

2)性能, 特性(可数)

One property of steel is its hardness. 坚固是钢的特性之一

He is studying the medicinal properties of wild plants. 他正在研究野生植物的药物特性。

Many plants have medicinal properties.

4. range

1)vt.“排列, 归类”, 其宾语为排列对象,后接介词on/ in/ along表示方向或趋势

The teacher ranged the pupils along the curb. 教师叫学生沿着路边排队。

I ranged the books on the shelf by/ according to size. 我把书依照大小顺序排在书架上。

The cards are ranged in alphabetical order

2) vi. 在…范围内变动 & (山脉等)绵亘, 伸展, 排列, 延及

The temperature ranges between 30 and 40 degrees centigrade.

The road ranges westward from the lake. 这条路由湖边向西延伸

3)(不可数)“范围”, 指认知, 知识, 经验或能力方面的范围

be out of one’s range 某人所不能及的, 非自己知识范围之内的

beyond the range of human understanding超越人类理解的范围

within range of vision 在看得到的范围之内

The houses are sold out within this price range. 在这个价位范围之内的房子已售完。

5.pure 1)纯粹的；干净的；无有害物质的;纯洁的；清白的；无邪的

Is this cup made of pure gold?

The water in mountain rivers is usually pure.

2)“完全的；彻底的”，常用来加强语气

What you are saying is pure nonsense.

It is a pure accident.

6. mass n. & vi.

1) “质量”,不可数；“团、块、堆、片、群”，可数，常指聚成一体的没有具体形状的物质；“人民、群众”，常用作复数形式.

a mass of masses of 许多，大量的

A great mass of snow has fallen off the roof.

There are masses of dark clouds in the sky.

I wonder if they are truly concerned with the interests of the masses.

7. float

1) vi.“漂浮”，强调的是“保持悬在流体的表层内或表面上的状态而不沉下去”；“漂移，游荡”尤指随意地从一处移动到另一处，多作不及物动词用，后面可以加介词on.

Wood floats on water.

The empty boat was floating on the sea.

A balloon is floating in the sky.

2) vt.使悬浮或放入水中；使……下水

There was enough water to float the ship.

3) on the float漂浮着

8. absorb

1）vt. 吸收(水、热、光、知识、学问等)

Cotton gloves absorb sweat.

So many good ideas! It is too much for me to absorb all at once.

He was utterly absorbed in the book.

2)be absorbed in 全神贯注于…，热衷于

absorb one’s attention =attract one’s attention

9. sensitive 1)adj. 敏感的(to)；灵敏的；容易生气的(about)

She is sensitive to the smell of smoking.

The child is sensitive to eggs. 那个孩子对鸡蛋过敏。

He is sensitive about his failure. 人家一提到他的失败，他就生气。

㈡主课文讲解:

1. life 生物(活的有机物的总称)无复数形式不加冠词，谓语用单数

There is no life on the moon.

Marine life swims in water.

2. range from … to… 从…分布到，在某一特定的范围内变化或变动

There are 200 boys ranging from 7 to 14 in age.

This plant ranges from Canada to Mexico.

Prices ranged from 5 dollars to 10 dollars.

3. all the way 自始至终，一直，一路上，从远道而来

All the way back, they talked about the persons and things that they could remember at school.

It is very kind of you to come all the way to see me.

4. whatever(=anything that)作为连接代词引导名词性从句，“无论什么，任何东西，一切事物” ，语气比what强烈。

Whatever is left over is yours.

You must do whatever is best for you.

Whatever book you want to read will be sent to your office.

She is against whatever I am fond of.

5. available adj. 可用的，可获得的，有效的，适宜的

sth.(受体)+ be + available + to + sb.

(主体) 某物对某人来说是可得的

The information is available to anybody.

The ticket is available to you for 3 days.（三天内有效）

sb.(主体) + be + available + for + sth.

(受体) 某人对…来说是合适的

He is not available for the job.

Are you available for a meeting tomorrow?

6. take advantage of 利用，很好地利用；投机取巧

Peter took advantage of his visit to Paris to improve his French.

I should like to take advantage of this opportunity to express my thanks for your help.

7. 动词不定式短语也可作结果状语，但只能表示消极的结果，通常用only来加强不愉快结果的语义：

They lifted a rock only to drop it on their own feet.

Unit 14 Freedom fighters

学习目标

本单元以纪念马丁路德金为主线，向学生介绍了二十世纪六十年代美国黑人的状况，以及马丁路德金为争取黑人与白人同等权利所作的斗争。在语言知识方面，学会被动语态的用法。在语言运用能力方面，学会对人物的描写。

语言点讲解

1. graduation n. the receiving of a first university degree or an American school diploma 毕业（典礼）

graduate vt. to obtain a degree, esp. a first degree, at a university（从……）大学毕业；获得（学士）学位

She graduated from Oxford with a first-class degree in physics.她在牛津大学获得物理学一级荣誉学位。

注：graduate也可用作名词，意为“大学毕业生”，“学士学位获得者”。

a high school graduate高中毕业生

2. action n. ①the act or process of doing things, with the intention of gaining a desired result行动；活动；动作 eg:

The police had to take firm action to deal with the riots.警方不得不采取果断的行动来对付骚乱。

Actions speak louder than words.行动胜于语言。

②in/into action在活动（运转、工作） eg:

He is a very good tennis player; you ought to see him in action.他是个出色的网球手，你该看看他打球。

③out of action损坏；发生故障 eg:

The storm put the telephones out of action. 暴风雨使电话发生了故障。

④active adj. 积极的；有活动能力的 eg:

Although he’s over 80, he’s still very active.他虽然已年过八十，但活动能力仍然很强。

3. speech n.

①the act or power of speaking; spoken language 说话；言谈；说话能力；言语；说的话 eg:

Only human beings are capable of speech. 只有人类才具有说话的能力。

She had a speech impediment.她有言语障碍。

②an act of speaking formally to a group of listeners 演说；演讲

I had to give/ make/deliver a speech to the Press Club.我得向记者俱乐部发表演说。

4. put sb. in prison“把某人投入监狱”（in还可用into替换）相似短语还有throw…into prison; send…to prison eg:

He was put into prison for robbing the bank. 他因抢银行而被投入了监狱。

Law breakers will be thrown into prison. 犯法者都会被送进监狱。

prison n. 表示被监禁的状态，不指监狱的房子，一般不用冠词。

be in prison被监禁；坐牢 eg:

He has been in prison, so nobody wants to make friends with him.他蹲过监狱，所以没人想和他交朋友。

知识点讲解

1. dream vi. & vt. to imagine (something)梦想；想像；幻想（某事）

(1) vi.做梦 eg:

He dreams every night. 他每天晚上都做梦。

(2)dream of/about sth. 梦见 …… eg:

I dreamed of my grandma last night. 昨晚我梦见了奶奶。

(3)dream that 梦见…… eg:

I dreamed that I passed the exam. 我梦见我通过了考试。

(4)vt. 梦见；做…… eg:

He dreamed a strange dream. 他做了一个奇怪的梦。

(5)dream of doing sth.想要做某事 eg:

He often dreams of going abroad. 他经常想出国。

2. revolution n. ①(a time of) great, usu. sudden, social and political change, esp. the changing of a ruler and/or political system by force革命 eg:

the French Revolution法国大革命

②revolutionary n. a person who joins in or supports a revolution 革命者；革新者 eg:

The revolutionaries are attacking the palace.革命分子在攻打王宫。

3. join hands 携手；联手；合伙 eg:

We all joined hands and danced round in a circle.我们都拉起手来，围成一个圆圈跳舞。

4. not…but…是并列连词，在句中连接两个并列同等成分，表示对比，意思是“不是……而是……”。 eg:

The seagulls had come to eat not the crops, but the locusts.海鸥不是来吃庄稼，而是来吃蝗虫的。

He will come not today but tomorrow. 他不是今天来而是明天来。

Shakespeare was not a musician but a playwright. 莎士比亚不是音乐家，而是一位剧作家。

生词、词组讲解

1. forbid vt. order(sb.) not to do sth. 禁止；不许 eg:

Smoking is forbidden in the public. 公共场合禁止吸烟。

注：forbid后跟动词-ing形式做宾语，不接不定式。 eg:

He forbids taking books out of the library. 他禁止把书带出图书馆。

Forbid后面有人称代词时，则只能接不定式，即：forbid sb. to do sth. 禁止某人做某事。 eg:

He forbids us to take books out of the library. 他禁止我们把书带出图书馆。

2. runaway adj. out of control 脱离控制的；失控的 eg:

a runaway horse/ train 失控的马/火车； a runaway child 一个离家出走的孩子

We are suffering from runaway inflation.我们正经受着失控的通货膨胀之苦。

3. create v. (1) to cause(something new) to exist; produce (something new)创造；创建；创作 eg:

God created the world. 上帝创造了世界。

The regulations are so complicated that they will only create confusion. 条例如此复杂，只能造成混乱。

(2) creation n. something created; something produced by human invention or imagination创造物；作品；产物 eg:

an artist’s creation 艺术家的作品 the latest creations from Paris 巴黎来的最新时装

4. work as 担任……工作 eg:

When she finished school, she went to the north to work as a nurse.毕业以后，她到北方当了一名护士。

5. more than ①多于；超过 ②不仅仅 eg:

More than 300 workers were saved in the accident.在事故中三百多人幸免于难。

She is more than a teacher to us.她不仅仅是我们的老师。

more…than… it is more true to say … than … 与其说……倒不如说…… eg:

She’s more thoughtless than stupid. 与其说她笨倒不如说她粗心大意。

no more …than in no greater degree…than 与……同样不 eg:

He is no more fit to be a priest than I am!他和我都不适合当牧师！

Jack is no more diligent than John.约翰不勤奋，杰克也不勤奋。

I could do it no more than you.我和你一样都不能做那件事。

6. be active in 在……积极 eg:

take an active part in积极参加 be active in work工作积极

7. demand vt. ask for as if one has a right to do so; need; require要求；需求

（1）后跟名词或不定式做宾语。 eg:

This work demands great patience. 这种工作需要耐心。

We demanded to know where he had gone. 我们要求知道他去哪儿了。

（2）后接宾语从句

注：要用虚拟语气，即谓语动词要用should+动词原形，should可省略。

eg: The blacks demanded that they(should) be treated as equal citizens.

黑人要求他们应当受到平等的公民待遇。

8. march

（1）v. walk as soldiers do, with regular and measured steps 行军；行进

eg: The soldiers marched on.战士们继续行军。

March against the enemy. 向敌人进军。

（2）n. the act of marching, procession as a demonstration行军；游行 eg:

the Long March长征 a rapid march急行军

Thousands of people joined in the march though they were warned of danger. 数以千计的人虽然被警告有危险还是参加了游行。

9. separate (1) v. divide分隔；把……分开来 eg:

Let’s separate the good apples from bad ones.咱们来把好苹果和坏苹果分开。

(2) adj. not shared with another; individual单独的；各自的 eg:

The children sleep in separate beds. 孩子们各睡各的床。

Some people only think of their own separate interests.有些人只考虑他们各自的利益。

10. set/give an example to sb. 给某人树立榜样 eg:

She has set an example of plain living to us all.她给我们大家树立了艰苦朴素的榜样。

Example还可当“例子”讲。 eg:

The teacher told us many examples of how to use the verb.老师给我们列举了许多怎样使用这个动词的例子。

for example例如；比方

11. give/make/deliver a speech发表演讲 eg:

The official gives/makes/delivers a speech on/about the Common Market to a receptive audience.这位官员就共同市场问题向能接受该政策的听众发表演说。

同、近义词辨析

1. divide与separate

（1）divide指把整体“划分”成若干份，其后接into, from, among, between, with等。 eg:

This island divided into two parts.这个岛屿被分成两部分。

（2）separate指把原来连在一起或靠近的“分隔”开来，也可指“离别”。 eg:

Please separate the white shirts from the colored ones.请把白衬衫与其他颜色的衬衫分开。

注：被divide的东西在一定条件下具有统一性；被separate的东西没有统一性。 eg:

The Pacific separates Asia from America.太平洋把亚洲和美洲隔开。

She divided the cake among the children. 她把这块蛋糕分给孩子们吃。

2. in prison与in the prison

（1）“in prison”意为“在坐牢”，中间无冠词，表示与法律有关。 eg:

He has been in prison for ten years.他已经坐牢十年了。

（2）“in the prison”意为“在监狱中”，只强调地点。中间有冠词。 eg:

There are two libraries in the prison.这座监狱中有两个图书馆。

英语中的类似结构 eg:

in hospital 住院 in church 做礼拜

in the hospital 在医院中 in the church在教学中

3. join, join in与take part in

(1)join通常做“参加（某个团体、组织等）”（become a member of）讲。 eg:

Do you know how many people joined the organization? 你知道有多少人参加了那个组织吗？

(2)join in常用于“参加（某种活动）”。 eg:

All the students joined in the discussion. 全体学生都参加了讨论。

The whole school will join in the concert. 全校都要参加音乐会。

(3)join in与take part in都有“参加（某种活动）”的意思。但join in多指正在进行的活动，如竞赛、娱乐、谈话等。而take part in只指参加活动。

eg: They watched the game, and then they were invited to join in it.他们先观看了比赛，后来又被邀请参加。

知识回忆

1. In the summer of 1963 Martin Luther King, Jr gave a speech to thousands of black people who marched on Washington DC, the capital of the USA. 1963年夏天小马丁路德金给在美国首都的华盛顿特区游行的成千上万的黑人作了一次演讲。

句中短语“march on”译作“前进；行进”。“on the march”译作“在行军中，在进行中”。 eg:

The soldiers were still on the march in spite of the heavy snow.尽管下着大雪，战士们仍在行军。

2. Blacks were not treated as equal citizens.黑人们没有被当作平等公民对待。

句中“be treated as”表示“被当作……对待”，主动结构为：treat sb./sth. as…

eg: Don’t treat me as your sister. 别把我当作你妹妹对待。

3. His message was that black people should not be separated but should be treated with respect in the same way as other people. 他主张黑人不应该被分开，他们应该和别人一样受到同样的尊重。

在这个句子中as是连词，和the same…一起构成定语从句。 eg:

I have the same trouble as you(have).我和你有同样的麻烦。

典型病句诊断

1.病句：The teacher forbids to smoke in his room.

诊断：The teacher forbids smoking in his room.

点拨：forbid作“禁止”解时，其结构为forbid sb. to do sth.即当有“禁止”之对象时，用不定式；无“禁止”之对象时，用动名词。不能说forbid to do sth.或forbid sb. doing sth.。

2.病句：He demanded me to return the book at once.

诊断：He demanded that I (should) return the book at once.

点拨：demand后接不定式作宾语，但不能跟带有不定式的复合宾语结构。若要表示“要求某人做某事”的意义时，只能通过宾语从句来表示，而且宾语从句要用虚拟语气，即“should+动词原形”，should可以省略。

3.病句：Everyone here is free expressing himself.

诊断：Everyone here is free to express himself.

点拨：“be free to do sth.”是固定搭配，即be free后接不定式，不接动名词。

4.病句：He was made begin his work from the midnight.

诊断：He was made to begin his work from the midnight.

点拨：当make, see, hear, watch, find等感官或使役动词在主动句中时，其后的不定式不带to，但在变为被动句之后必须加上to。

5.病句：Abraham Lincoln was made the president of the USA.

诊断：Abraham Lincoln was made president of the USA.

点拨：在独一无二的职务前，一般不加the。

6.病句：Slavery was finished in the U.S. in 1865.

诊断：Slavery was ended in the U.S. in 1865.

点拨：表“终止”应用end，不用finish或complete。

7.病句：I don’t imagine you are interested in politics.

诊断：I imagine (that) you are not interested in politics.

点拨：imagine和think不同，否定从句中的not不能移到主句中。

Unit15 Destinations

知识归纳

1.在英语中，do,have,make,take这四个动词，加上名词作宾语（名词前可有形容词）构成词组，可以表达许多不同含义，其意义相当于在名词前加上一个相关动词，现分述如下：

(1)do+名词

e.g. Mary has done (=has written) an article. 玛丽写了一篇文章。

He will do (=draw) a large portrain of Ren Changxia. 他要为任长霞画一幅大画像。

do computer study=study computer

do the room=clean the room

do the dishes=wash the dishes

do one’s hair=comb one’s hair

do one’s teeth=brush one’s teeth

do the fish=cook the fish

do the puzzle=work out the puzzle

do science=study science

do a comedy=act a comedy

do a concert=hear a concert

do the tower=visit the tower

do Japan=visit Japan

do 20 miles=travel 20 miles

do one’s guests well=serve one’s guests well 有时宾语也可用doing,并在doing前加some。

do some reading=read some books,read some pages

do some studying=study something

do some walking=walk for some time还有do most of the talking,do some morning shopping等。

(2)have+名词

e.g.We had a long talk(=talked for a long time) last Sunday.上星期天我们进行了一次长谈。

They’re having a rest(=resting).他们在休息。

此类结构常见的还有：

have a chat,have a look at…,have a drink,have an interview,have a smoke,have a fight,have a bath,have a dream

名词前可有修饰成分，如have no respect,have no wish,have some good laughs,have one more try等。

有时意义上等于在名词前加上一个相关的动词，如：

have a lesson (class)上一节课

have an X-ray进行X光检查

have a great success取得很大成功

have a small accident出了小事故

have a headache(a flu,cold)得头疼病（流感，感冒）

have a baby生孩子

have one’s advice听从某人的建议

have a telegram收到一封电报

have an answer有了答案

(3)make+名词（相当于名词的动词含义）

e.g.The police made an examination in her room.警察检查了她的房间。

The teacher made a clear explanation.老师清楚地作了解释。

We made a comparison of the two articles.我们把这两篇文章作了比较。

make an attempt=attempt

make a suggest=suggest

还有make a visit参观，make a long stay住了很长时间，make another start又重新开始了，make preparations作准备，make arrangements作安排，make decisions作决定，make a choice作选择，make a map画一张地图，make tea沏茶，make an expression留下印象

（4）take+名词（相当于名词相应的动词）

e.g.He took a look at(=look at) this book. 他看了一下这本书。

I want to take a nap(=nap).我想午休一会儿。

这类词组还有：

take a bath 洗澡

take a walk散步

take exercise进行锻炼

take an action采取行动

take an examination进行考试，进行检查

take a trip旅行

take a vacation度假

相当于“吃，喝，吸（入）”，如：

take the food,take pills,take medicine,take tea (coffee),take a glass of beer,take sugar,take a breath of fresh air,还有：take a taxi(bus,train…)坐出租车（公共汽车，火车……）

take a room要一个房间，租用一个房间

take one’s advice接受……的建议

take a job承担一项工作

take one’s degree接受……学位

take chemistry选学化学

2.with的一种用法

with之后可以加一个抽象名词，构成名词短语，作用相当于这一名词相对应的副词。

e.g.He looked at her with respect(=respectfully).他恭敬地看着她。

She told Tom the story with a smile(=smilingly).她微笑着给汤姆讲了个故事。

He accepted the invitation with pleasure(=pleasurably).他愉快地接受了邀请。

这类词组常见的还有：

with calmness=calmly冷静地

with curiosity=curiously好奇地

with surprise=surprisingly惊奇地

with ease=easily轻易地

with difficulty 艰难地

with amazement惊奇地

with sympathy同情地

with disapproval不满地

with fear害怕地

with delight (joy)高兴地

with envy妒忌地

with anger生气地

with efficiency有效地

with one accord voice异口同声地

with tears in one’s eyes含泪地

in+名词也可以这样用。例如：

“How did you come here?”He asked in surprise(=surprisingly).

“你是怎么到这儿的？”他惊奇地问。

Jack shut his eyes in fear(fearfully).杰克害怕得闭上了眼睛。

His sister stared at him in amazement(=amazingly).他的妹妹惊奇地看着他。

He came home in high cheerfulness(=cheerfully).他兴高采烈地回了家。

常见的这类词组还有：

in terror害怕地

in astonishment惊奇地

in anxiety焦急地

in amazement惊奇地

in confusion大惑不解地

in alarm惊慌地

in curiosity好奇地

in great happiness非常愉快地

in a hurry急忙地

in a low voice低声地

in hatred and despair满怀仇恨和绝望地

in earnest 认真地

同义词语辨析

1.murder, kill, massacre

(1)murder是“谋杀，杀害”的意思。英语意思是to kill unlawfully,especially on purpose。

e.g.The bandits murdered the man for his money.歹徒为了谋取他的钱而杀害了他。

Every two hours someone was murdered.每两个小时就有一人被谋杀。

(2)kill用于因凶器或在非常事故中死亡的场合。英语的意思是cause to die。

e.g.His father was killed in a railway accident.他父亲在一次火车事故中身亡。

Only a few people were killed in the earthquake.地震中只有少数人死亡。

He killed him with a spear.他用矛刺死了他。

kill还可作“使……难受之极，使……极其尴尬，使失去，消磨（时间）”解。

e.g.My back killed me.我的背非常难受。

It killed him to admit he is wrong.承认他错了使他感到极为尴尬。

The joy killed the audience.这个玩笑让观众笑得要死。

The train was late,so we killed time by playing cards.火车晚点了，我们就打牌消磨时间。

（3）massacre“大屠杀”，英语意思是to kill a number of people without mercy。

e.g.When the soldiers captured the town,they massacred all the inhabitants.

当敌兵占领这座城市后，他们屠杀了城里的所有居民。

另外，表示“为……而献出生命”的同义词组有：

devote one’s life to…

dedicate one’s life to…

give one’s life for…

lay down one’s life for…

lose one’s life for…

另外还有一些词组可以用来表示“死”，但此用法较委婉：

(sb.) pass away;one’s heart stop beating forever;

(sb.) sleep peacefully;those who have fallen;

(sth.) cost sb. his life;sb.is dead and gone;

(sb.) be in heaven for some time

2.ask for,require,demand

(1)ask for指要求得到具体的物质的东西，普通用词。也可用ask sb.to do sth.表示“要求某人做某事”，语气较客气。

e.g.He asked for some money.他让了一些钱。

He asked his mother to wake him at six in the morning.他让他母亲早上六点叫醒他。

I asked that I (should be) was allowed to see her.我请求允许我看望她。

(2)require“要求，有必要”,语气不如demand强，一般强调从需要、规章、惯例出发，要求别人做某事，含有客观上必要的，缺此不可的性质。

e.g.He has done all that was required of him.凡需要他做的他都做了。

How many days will be required to finish this work? 完成这项工作需要多少天？

(3)demand“要求，需要”,指坚持要得到某物或坚持要做某事，用于人时，通常表示提出要求的一方认为他们有权这样做，语气较强烈，有时带有强制的意味；用于物时，指一般的“需要”，这时可和require,want,need等词互换。

e.g.The Iraqi people demanded that the USA soldiers should get out of Iraq.

伊拉克人要求美国兵从伊拉克撤退。

All his life he believed that it was right and necessary to demand changes in society if people did not have their civil rights.整个一生他都认为如果人民没有权利的话，要求社会变革是正确的，而且是必要的。

The work demands(=requires,wants,needs,etc,) great skill.这个工作需要熟练的技巧。

高考真题

1.(2004北京卷)The mayor of Beijing says that all construction work for the Beijing Olympics______by 2006.

A.has been completed

B.has completed

C.will have been completed

D.will have completed

简析：选C。本句意思是：“北京市市长说所有北京奥运会的建设工作将在2006年前完工。”“work”和“complete”是被动关系，句子应用将来完成时态，所以选C。

2.(2004上海卷)The flu is believed ______ by viruses that like to reproduce in the cells inside the human nose and throat.

A.causing

B.being caused

C.to be caused

D.to have caused

简析：选C。全句的意思是：“人们认为感冒是由病毒引起的，这种病毒喜欢在人的鼻子和喉咙中繁殖。”“感冒”和“引起”之间为被动关系。这里叙述一般情况，应选C。B为“正在引起”，D为“已经引起”。

3.(2004上海卷)The disc,digitally ______ in the studio,sounded fantastic at the party that night.

A.recorded

B.recording

C.to be recorded

D.having recorded

简析：选A。disc和record之间是被动关系，作定语时，不定式表示未来动作，及物动词的过去分词表示完成了的被动动作，故这里应选A。

4.（2004上海卷）

The number of deaths from heart disease will be reduced greatly if people ______ to eat more fruit and vegetables.

A.persuade

B.will persuade

C.be persuaded

D.are persuaded

简析：选D。本句意为：“如果人们能被说明多吃些水果和蔬菜的话，死于心脏病的人数就会大大减少了。”“people”和“persuade”是被动关系，在if引导的条件状语从句中，用一般现在时表将来，故选D。

The First Period

△complaint n.投诉；申诉；抱怨，表示不满

△Iraq n.伊拉克

△Mexico n.墨西哥

△Greenland n.格陵兰

Airline n.航空公司;航线

uncomfortable adj.不服的，令人不自在的

△wanderlust n.漫游癖

The Second Period

every now and then不时地

△itch/it n.&vi. 渴望；痒

phenomenon n.现象；奇迹

△Rio de Janeiro n.里约热内卢（巴西港市）

Brazil n.巴西

△stretch/stret vt.&vi. 展开；伸展；延伸

△Cariocas n.里约热内卢人

downtown n.&adj. 城市商业区（的）

△historical adj.具有历史意义的

commercial adj.商业性的；商务的；商业的

△Copacabana n.科帕卡巴纳（巴西著名海滩）

△princess n.公主；王妃

△hundredth n.&adj. 第一百（个）；第一百的

get tired of对……感到厌倦；对……失去兴趣

avenue n.（城市中的）大街；通道；（通往乡间的）小路

disappointed adj. 失望的；沮丧的

△Carnival n.(四旬斋前持续一周或半周的)嘉年华会；狂欢节；欢宴

△Kitzbuhel n.基茨比厄（奥地利城市）

△paradise n.乐园；天堂

△skier n.滑雪者

altitude n.纬度

surrounding adj.&n.周围（的）；环绕（的）；环境；周围的情况

guarantee vt.保证……免受损失或伤害；确保

breath-taking adj.壮观的；激动人心的；惊险的

△resort n.胜地；常去之地

downhill adj. 快速下降滑雪的；下坡的；倾斜的

inexpensive adj.廉价的；便宜的

feast n.（感官、精神等的）享受；盛宴

dip n.（在江河湖海中）洗澡；游泳；蘸湿

gym n.体育馆

shore n.滨；岸

The Third Period

to do

1.The first thing would be to decide where to go.

2.The most important thing would be for you to decide where to go.

-ing

1.Every now and then we get the itch for travelling.

2.Kitzbuhel has the most challenging and exciting downhill slopes for skiers in the world.

3.Few visitors leave Rio feeling disappointed.

-ed

1.Amazed by the beautiful scenery at Copacabana Beach,he decided to come again next year.

2.Known as Carnival,the festival attracts visitors from all over the world.

Point out the function of the -ing form in each sentence.

1.Doing nothing is doing ill.

2.Be careful!The falling stones might hit you.

3.When you hang wet clothes near a fire,you will see steam coming from them.

4.Not knowing much English,I found it hard to understand them.

5.While walking along the shore,we saw that the water was very dirty.

6.Playing tricks on others is something we should never do.

7.Babies like tearing paper into pieces.

8.They went out of the club,talking and laughing loudly.

The Fourth Period

budget n.预算；预算案

rate n.价格；费用；速度；效率

visa n.签证

arrangement n.安排；准备工作；整理

passport n.护照；过境通行证

cheque n.支票

△photocopy n.&vt.复印（件）

currency n.货币；通货

sight n.景象，情景；视力，视觉

seasoned adj. 有经验的

accommodation n.住处；膳宿

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