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分册版260元认字教材教案与作业单

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分册版260元认字教材教案与作业单

篇1：分册版260元认字教材教案与作业单

分册版260元认字教材教案与作业单

20分册版260元认字教材教案与作业单教学进度安排（参考）分册版教材的1册有145个字，2册有159个字。3-6册每课32个字（16个词语）。进度安排：一周上两次课，每次课1小时15分。具体安排如下：第一次 1册1~8课第二次 1册9~14课第三次 2册1-~3课第四次 2册4-~10课第五次复习1册的145个字第六次复习2册的159个字第七次 3册1~2课第八次 3册3~4课第九次 3册5~6课第十次 3册7~8课第十一次 3册9~11课第十二次复习3册1~6课第十三次复习3册7~11课第十四次 4册1~2课第十五次 4册3~4课第十六次 4册5~6课第十七次 4册7~8课第十八次 4册9~10课第十九次复习4册1~5课第二十次复习4册6~10课第二十一次 5册1~2课第二十二次 5册3~4课第二十三次 5册5~6课第二十四次 5册7~8课第二十五次 5册10~11课第二十六次复习5册1~5课第二十七次复习5册6~10课第二十八次 6册1~3课第二十九次 6册4~6课第三十次 6册7~9课第三十一次 6册10课加结业式备注：1、各地培训学校如果学期制度不同，可以参照以上标准自己调整进度安排； 2、分册版教材特别适合于幼儿园使用，建议从中班或大班开始，根据年龄，可以按以下安排学期进度：方式一（中班开始学）：中班――1、2册大班上――3、4册大班下――5、6册方式二（大班开始学）：大班上――1、2、3册大班下――4、5、6册 260元分册版认字教案第一课时学习内容：第1册1-8课，人―点（卡片1―75页的71个字）。教学准备： 1―75页的大图卡、一株禾苗、作业纸、奖花、磁铁或胶布。教学过程：一、认字准备。用带图的大卡片认读1―8课的字71个。先把卡片分成以下三部分，先学习A-B部分，再学习C部分。 A．山石亭花草叶竹水土瓜月云风雨雪方圆高长弓勺面豆气 B．头鼻耳牙舌心手马牛羊鱼鸟虫一二三四五六七八九十 C．人大天小尖，木林森禾米果刀分半点田苗电雷日目口足二、课前诱导。表扬坐端正的同学，告诉他们：从今天起老师就把你们当作小学生了。小学生要做到两条： 1、上课坐端正。 2、眼睛看老师。对做得好的同学进行表扬，奖给他们一个大拇指，一堂课得到三个大拇指就可以得到一朵奖花，特别好的就奖励两朵奖花。得到20―30朵奖花（具体数量由各教学点老师统一确定）就可以换一个奖品（出示奖品）。三、学习过程 1．学习A-B部分，老师出示一张一张的教学卡片快速地讲解读生字1―2遍，学生跟读。 2．读完以后，再看图连起来读一遍。读的时候学生先读一遍，老师跟读一遍。 3．讲解中国字的奥妙，字像图，图像字。让学生看看像不像？发现有点像的举手，发现很像的手举高。这个环节要尽量鼓励学生发现字图相似的地方。 4．选出“头鼻耳牙舌心手”这些字，做游戏。让学生看反面的字，动动这个部位。 5．学习C部分，要一字一字比较，并可以伴上动作。 6．把所有的词语连起来读一遍。四、发作业纸。（发给学生之前告诉家长下面的话。）作业单附后。 ● 给家长的话：今天学到了75页，共71个字。回家后首先把所学75页的卡片剪开，再打乱顺序。从今天开始，每天都要督促孩子温习认字作业，时间15―20分钟。孩子是非常可塑的，学习兴趣是靠培养的，回去以后按照作业纸复习，每天的作业完成了，在相应的一栏后面打个勾。温习时第一天先看图读，再读反面。第二天起先读反面，读不出马上看正面，加深大脑对图的印象。不要让孩子想一想，想一想的，这样会浪费时间，效果也不好。看图会读是关键，因为直映法依赖的'就是图，靠联想图来认识汉字的，因此看图读一定要熟练。一看图就能突口而出，而不是想一想才读出来。每天一定要学20分钟，一定要每天复习，一天都不能落下，三个月大部分孩子都可以学会1500个字。如果不复习，三个月要学会1500个字肯定不可能。 ● 给孩子的话：回家以后按照作业纸每天复习20分钟左右，要主动复习。主动的表现为①爸爸、妈妈叫你认字了，就很高兴地开始认字。②爸爸、妈妈不在家里能够自己复习。③爸爸、妈妈下班回来了，就主动地读给他们听，读不出的词语问爸爸、妈妈。主动复习的又可以奖励三朵奖花，不主动的就没有奖花了。把奖花贴在阅读书封页的反面，贴满20―30朵奖花（具体数量由各教学点老师统一确定）就可以换一个奖品（出示奖品）。 ● 给老师的话：老师在上课过程中，始终要关注每一个孩子的注意力，如果有孩子跑神了，一定要及时地把他们拉回来。要把课堂的每个环节都控制得有条不紊。五、发奖花。附：家长复习注意事项 1、教材一定要剪开，学习效果才会好。 2、部分幼儿未必能在当节课完全掌握生字，家长不要着急，可多重复复习的（一）、（二）、（三）步骤，慢慢就会掌握下来。 3、由于每个儿童的直映能力发育程度不同，每个班约有10%―15%的孩子直映能力特别强，复习后能够掌握80%―90%；大部分的孩子只要求掌握60%就达标了。但老师上课已经将词语在孩子脑里留下深刻印象，他（她）们在以后的阅读和复习中会逐渐加深对这些字的吸收。 4、每位儿童的记忆都有遗忘规则，家长应坚持按照老师的布置及时复习和巩固。孩子上同样老师的课，回家复习不同，学习效果就会大不相同。第二课时学习内容：第1册9-14课，出―中（卡片77―145页的74个字）。教学准备：77―145页的大图卡、作业纸、奖花、磁铁或胶布。教学过程：一、鼓励。 1．收作业纸。上课前收作业纸，个别表扬并给每个学生1~3个“奖花”。 “奖花”贴在游戏册的封页的反面。 2．表扬。根据作业纸上的反馈情况，上课时表扬学生在家里的表现。每个同学都要表扬，可以分层次表扬，先表扬表现一般的同学，他们已经能看图读出生字，不看图也能读出一部分了。基本上达到了老师的要求。再表扬比较好的同学，他们已经能不看图读生字了，最后表扬很好的同学，他们不仅能读生字了，在家里学习很主动，并请这些同学到台上来，给他们热烈的掌声，再奖给他们每人一个“奖花”。从而引导所有孩子在家里要自觉主动地复习。二、认字准备。用带图的大卡片认读9―14课的字74个。先把卡片分成以下三部分。 A．车门井床伞包布皮书画光衣毛巾工厂灭火灰尘中 B．出里外开关多少上下弯直来去吃喝立坐走飞看问哭笑 C．灯裙袜裤鞋帽家爷奶妈爸哥弟姐妹我他她你男女前后左右东西南北入三、学习过程 1．学习A部分，老师出示一张一张的教学卡片快速地讲解读生字1―2遍，学生跟读。 2．读完以后，再看图连起来读一遍。读的时候学生先读一遍，老师跟读一遍。 3．学习B部分，老师出示一张一张的教学卡片快速地讲解读生字1―2遍，学生跟读。 4．读完以后，再看图连起来读一遍，边读边让学生做动作。 5．讲解中国字的奥妙，字像图，图像字。让学生看看像不像？发现有点像的举手，发现很像的手举高。这个环节要尽量鼓励学生发现字图相似的地方。 5．学习C部分，老师出示一张一张的教学卡片快速地讲解读生字1―2遍，学生跟读。 6．读完以后，再看图连起来读一遍。读的时候学生先读一遍，老师跟读一遍。 7．把所有的词语连起来读一遍。四、发作业纸。作业单附后。五、发奖花。告诉孩子，把1~2课的生字都认出来了，下节课就可以得到一张小奖状了（出示奖状给学生看），在家里主动学习的还可以得到奖花，下节课学完时就可以换奖品了。 ● 给家长的话：在家里温习时，第1天先看图读字，再读反面的字；第2天先读反面的字，再看正面一下。第3天，读反面的字，读不出再看正面一下。每天要坚持20分钟复习。 ● 给老师的话：对上课注意力不太集中的孩子，更要去关注他。只要他一有好的表现，就马上加大力度表扬他。如果他不专心了，没有坐正，马上说：“某某同学马上坐好了。也可以表扬坐得好的同学，来影响他。” 第三课时学习内容：第2册1-3课，“外婆―糕点”，共69张卡片。教学准备：大图卡、作业纸、奖花、黄瓜三条、刨刀一个、盘子一个、牙签一包、餐巾纸。教学过程：一、鼓励。 1．收作业纸。上课前收作业纸，个别表扬并给每个学生1~3个“奖花”。 “奖花”贴在游戏册的封页的反面。 2．表扬。（同上）二、认字准备。用带图的大卡片认读1―3课的字69个。先把卡片分成以下三部分。 A．外婆宋爷爷俞奶奶李妈妈陈爸爸刘哥哥徐弟弟吴姐姐郭妹妹赵伯伯胡叔叔章阿姨男孩女儿他们我和她今天上午读书题目图画直线圆圈问号下课骑马钓鱼开枪 B．头发笑脸鼻孔眼睛耳朵牙齿嘴巴双手左脚右腿 C．门铃立正弯腰您好请坐喝茶给你不尖看见哭喊纱布回家电视入迷足球中国北京高兴半空汤勺羊肉豆芽冬瓜西红柿面条吃饭床铺玉米草莓苹果糕点三、学习过程 1．学习A部分，老师出示一张一张的教学卡片快速地讲解读生字1―2遍，学生跟读。 2．读完以后，再看图连起来读一遍。读的时候学生先读一遍，老师跟读一遍。 3．学习B部分，老师出示一张一张的教学卡片快速地讲解读生字1―2遍，学生跟读。读完以后，再看图连起来读一遍，边读边让学生做动作。 4．学习C部分，老师出示一张一张的教学卡片快速地讲解读生字1―2遍，学生跟读。读完以后，再看图连起来读一遍。读的时候学生先读一遍，老师跟读一遍。 5．把所有的词语连起来读一遍。四、思维训练：吃黄瓜。（可以更换）作用：①调节课堂气氛。②让学生在紧张的认字之后放松、休息一下。③进行想象力、观察力、注意力、记忆力、逻辑思维等能力的训练。目的：训练观察力、记忆力、注意力、语言表达能力和思维的条理性。内容：看黄瓜，说黄瓜，吃黄瓜。把黄瓜的形状、颜色、味道看清楚，说清楚。过程：&

篇2：直映认字数码版教材教案与作业单

年直映认字数码版教材教案与作业单

2007年直映认字数码版教材教案与作业单教学进度安排直映认字数码版教材的1单元有145个字，2单元有159个字，3单元11课，每课32个字（16个词），4-6单元每课32个字（16个词语）。进度安排：一周上两次课，每次课1小时15分。具体安排如下：第一次第1单元1―5课第二次第1单元6―10课第三次第2单元11－13课第四次第2单元14－20课第五次复习1单元的145个字第六次复习2单元的146个字第七次第3单元21―22课第八次第3单元23－24课第九次第3单元25－26课第十次第3单元27－28课第十一次第3单元29－31课第十二次复习第3单元21－26课第十三次复习第3单元27－31课第十四次第4单元32―33课第十五次第4单元34－35课第十六次第4单元36－37课第十七次第4单元38－39课第十八次第4单元40－41课第十九次复习第4单元32－36课第二十次复习第4单元37－41课第二十一次第5单元42―43课第二十二次第5单元44―45课第二十三次第5单元46―47课第二十四次第5单元48―49课第二十五次第5单元50―51课第二十六次复习第5单元42－46课第二十七次复习第5单元47－51课第二十八次第6单元52―54课第二十九次第6单元55―57课第三十次第6单元58―60课第三十一次第6单元61课加结业式运用直映数码学习笔配合数码教材，促进学生学习效果直映数码教材配合直映数码笔，可以实现教材同步发声，有效提高孩子学习效果，教师介绍数码笔的方式如下： 1、从第二节课开始，教师提前15-20分钟到教室，准备2套直映数码笔和小音箱，让提前到班的学生先使用数码笔进行上节课内容的复习，教师先作简单演示，让孩子自己进行课本点读。 2、第二节开课头五分钟，老师将数码笔连上小音箱，用数码笔进行全班带读，帮助学生进行上节课内容复习。 3、第二节课尾10分钟，教师将家长集中在班上，向家长介绍并演示数码笔的使用方法，建议家长采用数码笔在家给孩子复习，特别针对家长没有空辅导孩子的，可以让数码笔起到替代家长的作用。 4、开学以后的若干节课均可采用以上方法建议家长使用数码笔。直映认字数码版教案第一课时学习内容：第1单元1―5课，人―点（卡片1―70页的70个字）。教学准备： 1―70页的大图卡、一株禾苗、作业纸、奖花、磁铁或胶布。教学过程：一、认字准备。用带图的大卡片认读1―5课的字70个。先把卡片分成以下三部分，先学习A-B部分，再学习C部分。 A．山石亭花草叶竹水土瓜月云风雨雪方圆高长弓勺面豆气 B．头鼻耳牙舌心手马牛羊鱼鸟虫一二三四五六七八九十 C．人大天小尖，木林森禾米果刀分半点田苗电雷日目口足二、课前诱导。表扬坐端正的同学，告诉他们：从今天起老师就把你们当作小学生了。小学生要做到两条： 1、上课坐端正。 2、眼睛看老师。对做得好的同学进行表扬，奖给他们一个大拇指，一堂课得到三个大拇指就可以得到一朵奖花，特别好的就奖励两朵奖花。得到20―30朵奖花（具体数量由各教学点老师统一确定）就可以换一个奖品（出示奖品）。三、学习过程 1．学习A-B部分，老师出示一张一张的教学卡片快速地讲解读生字1―2遍，学生跟读。 2．读完以后，再看图连起来读一遍。读的时候学生先读一遍，老师跟读一遍。 3．讲解中国字的奥妙，字像图，图像字。让学生看看像不像？发现有点像的举手，发现很像的手举高。这个环节要尽量鼓励学生发现字图相似的地方。 4．选出“头鼻耳牙舌心手”这些字，做游戏。让学生看反面的字，动动这个部位。 5．学习C部分，要一字一字比较，并可以伴上动作。 6．把所有的'词语连起来读一遍。四、发作业纸。（发给学生之前告诉家长下面的话。）作业单附后。 ● 给家长的话：今天学到了70页，共70个字。回家后首先用数码笔点读数码书中对应的带图字卡，做到发音准确、印象深刻，再把配套字卡书中所学70张卡片剪开，打乱顺序。从今天开始，每天都要督促孩子温习认字作业，时间15―20分钟。孩子是非常可塑的，学习兴趣是靠培养的，回去以后按照作业纸复习，每天的作业完成了，在相应的一栏后面打个勾。温习时第一天先看图读，再读反面。第二天起先读反面，读不出马上看正面，加深大脑对图的印象。不要让孩子想一想，想一想的，这样会浪费时间，效果也不好。看图会读是关键，因为直映法依赖的就是图，靠联想图来认识汉字的，因此看图读一定要熟练。一看图就能突口而出，而不是想一想才读出来。每天一定要学20分钟，一定要每天复习，一天都不能落下，三个月大部分孩子都可以学会1500个字。如果不复习，三个月要学会1500个字肯定不可能。 ● 给孩子的话：回家以后按照作业纸每天复习20分钟左右，要主动复习。主动的表现为①爸爸、妈妈叫你认字了，就很高兴地开始认字。②爸爸、妈妈不在家里能够自己复习。③爸爸、妈妈下班回来了，就主动地读给他们听，读不出的词语问爸爸、妈妈。主动复习的又可以奖励三朵奖花，不主动的就没有奖花了。把奖花贴在阅读书封页的反面，贴满20―30朵奖花（具体数量由各教学点老师统一确定）就可以换一个奖品（出示奖品）。 ● 给老师的话：老师在上课过程中，始终要关注每一个孩子的注意力，如果有孩子跑神了，一定要及时地把他们拉回来。要把课堂的每个环节都控制得有条不紊。五、发奖花。第二课时学习内容：第1单元6―10课，出―中（卡片71―146页的75个字）。教学准备：71―146页的大图卡、作业纸、奖花、磁铁或胶布。教学过程：一、鼓励。 1．收作业纸。上课前收作业纸，个别表扬并给每个学生1~3个“奖花”。 “奖花”贴在阅读书的封页的反面。 2．表扬。根据作业纸上的反馈情况，上课时表扬学生在家里的表现。每个同学都要表扬，可以分层次表扬，先表扬表现一般的同学，他们已经能看图读出生字，不看图也能读出一部分了。基本上达到了老师的要求。再表扬比较好的同学，他们已经能不看图读生字了，最后表扬很好的同学，他们不仅能读生字了，在家里学习很主动，并请这些同学到台上来，给他们热烈的掌声，再奖给他们每人一个“奖花”。从而引导所有孩子在家里要自觉主动地复习。二、认字准备。用带图的大卡片认读6－10课的字75个。先把卡片分成以下三部分。 A．车门井床伞包布皮书画光衣毛巾工厂灭火灰尘中 B．出里外开关多少上下弯直来去吃喝立坐走飞看问哭笑 C．灯裙袜裤鞋帽家爷奶妈爸哥弟姐妹我他她你男女前后左右东西南北入三、学习过程 1．学习A部分，老师出示一张一张的教学卡片快速地讲解读生字1―2遍，学生跟读。 2．读完以后，再看图连起来读一遍。读的时候学生先读一遍，老师跟读一遍。 3．学习B部分，老师出示一张一张的教学卡片快速地讲解读生字1―2遍，学生跟读。 4．读完以后，再看图连起来读一遍，边读边让学生做动作。 5．讲解中国字的奥妙，字像图，图像字。让学生看看像不像？发现有点像的举手，发现很像的手举高。这个环节要尽量鼓励学生发现字图相似的地方。 5．学习C部分，老师出示一张一张的教学卡片快速地讲解读生字1―2遍，学生跟读。 6．读完以后，再看图连起来读一遍。读的时候学生先读一遍，老师跟读一遍。 7．把所有的词语连起来读一遍。四、发作业纸。作业单附后。五、发奖花。告诉孩子，把第一课第二课学的生字都认出来了，下节课就可以得到一张小奖状了（出示奖状给学生看），在家里主动学习的还可以得到奖花，下节课学完时就可以换奖品了。 ● 给家长的话：在家里温习时，第1天先看图读字，再读反面的字；第2天先读反面的字，再看正面一下。第3天，读反面的字，读不出再看正面一下。每天要坚持20分钟复习。 ● 给老师的话：对上课注意力不太集中的孩子，更要去关注他。只要他一有好的表现，就马上加大力度表扬他。如果他不专心了，没有坐正，马上说：“某某同学马上坐好了。也可以表扬坐得好的同学，来影响他。” 第三课时学习内容：第2单元11－13课，“外婆―糕点”，共69张卡片。教学准备：大图卡、作业纸、奖花、黄瓜三条、刨刀一个、盘子一个、牙签一包、餐巾纸。教学过程：一、鼓励。 1．收作业纸。上课前收作业纸，个别表扬并给每个学生1~3个“奖花”。 “奖花”贴在阅读书的封页的反面。 2．表扬。（同上）二、认字准备。用带图的大卡片认读11－13课的词语69个。先把卡片分成以下三部分。 A．外婆宋爷爷俞奶奶李妈妈陈爸爸刘哥哥徐弟弟吴姐姐郭妹妹赵伯伯胡叔叔章阿姨男孩女儿他们我和她今天上午读书题目图画直线圆圈问号下课骑马钓鱼开枪 B．头发笑脸鼻孔眼睛耳朵牙齿嘴巴双手左脚右腿 C．门铃立正弯腰您好请坐喝茶给你不尖看见哭喊纱布回家电视入迷足球中国北京高兴半空汤勺羊肉豆芽冬瓜西红柿面条吃饭床铺玉米草莓苹果糕点三、学习过程 1．学习A部分，老师出示一张一张的教学卡片快速地讲解读生字1―2遍，学生跟读。 2．读完以后，再看图连起来读一遍。读的时候学生先读一遍，老师跟读一遍。 3．学习B部分，老师出示一张一张的教学卡片快速地讲解读生字1―2遍，学生跟读。读完以后，再看图连起来读一遍，边读边让学生做动作。 4．学习C部分，老师出示一张一张的教学卡片快速地讲解读生字1―2遍，学生跟读。读完以后，再看图连起来读一遍。读的时候学生先读一遍，老师跟读一遍。 5．把所有的词语连起来读一遍。四、思维训练：吃黄瓜。（可以更换）作用：①调节课堂气氛。②让学生在紧张的认字之后放松、休息一下。③进行想象力、观察力、注意力、记忆力、逻辑思维等能力的训练。目的：训练观察力

篇3：高一必修4 Unit5教材分析与reading教案(新课标版高一英语必修四教案教学设计)

1. 单元教学目标

技能目标Skill Goals

Talk about different types of theme parks in different cultures

Show people around a place and give directions

Study word formation

Write an introduction to a place with detailed explanations

II. 目标语言

功

能

句

式

Expressions used to show people around a place

We are happy to show you ...

Over there is the ...

Down the path you can see ...

The main idea/ theme in the park is ...

篇4：高一必修4 Unit3教材分析与speaking教案(新课标版高一英语必修四教案教学设计)

Unit 3 A taste of English humour

I. 单元教学目标

技能目标Skill Goals

Talk about different types of humour; a taste of English humour

Learn how to express one’s emotions

Learn the -ing form as the Predicative, Attribute && Object Complement

Learn to write humorous stories

II. 目标语言

功能句式情感（Emotions）

I enjoy this very much because ...

I laugh at that kind of thing because ...

This is fun because ...

How wonderful/ surprising!

It surprises me that ...

I’m pleased we were both amused at ...

I felt happy because ...

It’s amusing that ...

词汇

1. 四会词汇

slide, skin, cruel, content, astonish, particular, entertain, failure, entertaining, throughout, homeless, worn-out, overcome, difficulty, boil, fortunate, snowstorm, bottom, chew, mouthful, direct, star, outstanding, Switzerland, fortune, swing, pancake, mountainous, whisper, vast, sense

2. 认知词汇

verbal, nonverbal, mime, farce, Charlie Chaplin, Edward Lear, bump, poverty, charming, tramp, lace, enjoyment, Oscar, costume, Sherlock Holmes

3. 词组

be content with, badly off, pick out, star in, knock into

语法构词法：名词与形容词之间的转化动词的-ing形式作表语、定语和宾语补足语的用法（The -ing form as predicative, attribute and object complement）

重点句子 Do you find it funny to see someone sliding on a banana skin, bumping into someone else round a corner, or falling down a hole in the road? P17

Perhaps it makes us feel more content with our life ... P17

He became famous for using a particular form of acting, including mime and farce. P17

But he was lived by all who watched the films for his determination in overcoming difficulties and being kind even when people were unkind to him.

P18

Imagine you are hungry and all there is to eat is a boiled shoe. P18

That was the problem facing Charlie Chaplin in one of his most famous films. P18

He solved it by using nonverbal humour. P18

Their job is “panning for gold”. P18

Finally he tries cutting and eating the bottom of the shoe. P18

Ⅲ. 教材分析与教材重组

1．教材分析

本单元的中心话题是“感受英语幽默”，其中涉及到了幽默的种类及其代表人物，并就中外幽默进行了粗略的比较，以此让学生感受英语幽默的内涵。

1.1 WARMING UP中提出了三个问题：How many kinds of humour do you know？Do you know these kinds of humour？ Do you have other kinds of humour in China？这三个问题直指本单元中心话题，为下一步的阅读理解作了准备。

1.2 PRE-READING在WARMING UP 的基础上提出了另外三个问题：What do you like to laugh at？ What does humour mean？ Is humour always kind？这三个问题进一步让学生了解幽默的含义，即把缺陷与完美、荒唐与合理、愚笨与机敏等两极对立的属性不动声色地结合起来，在对立统一中见其深刻的意义。

1.3 READING以美国著名喜剧大师Charlie Chaplin的表演为例，为学生展示了幽默的内涵。第一段以常见的踩香蕉皮滑倒为例，指出了幽默的内涵之一：“Perhaps it makes us feel more content with our life because we feel there is someone else worse off than ourselves”.从第二段开始介绍卓别林以其独特的表现方式成为著名的幽默大师，文中列举了两部他的喜剧片，一部是The Little Trump，另一部是The Gold Rush。前者以其穿着及行为而受到了人们的喜爱；后者通过吃皮鞋这一片段，让人领略了他的无与伦比的想象力与幽默感。卓别林将滑稽的相貌、夸张的穿戴和离奇的想象完美地结合起来，出于现实而又超脱现实。令人在捧腹大笑的同时，感到了他对待苦难的积极态度，和对下层小人物的同情。这篇文章揭示了幽默的内涵，给学生留下了思考的余地：Is humour always kind？

1.4 COMPREHENDING分为两部分。第一部分以填写表格的形式让学生练习写阅读笔记，同时提示他们人物传记的写法，让学生了解文章结构。第二部分练习课文中出现的生词。

1.5 LEARNING ABOUT LANGUAGE包括词汇和语法两部分。词汇部分强调用英语来解释词汇，并在实际情景中使用所学词汇。语法部分主要通过大量的例句和习题来实现让学生自主学习的目的，总结-ing形式在句中作表语、宾语和宾语补足语的用法。

1.6 USING LANGUAGE部分, 从听、说、读、写四个方面来学习和巩固所学语言知识，全面体现语言运用能力。

2. 教材重组

2.1 将WARMING UP（P17）， READING（P22）与SPEAKING（P23）整合在一起上一堂口语课。

2.2 将PRE-READING，READING (P17), COMPREHENDING (P18)及LEARNING ABOUT LANGUAGE中的练习一和练习二整合在一起上一堂阅读课。从字、词、句、和篇章几个方面掌握目标语言。

2.3 将LEARNING ABOUT LANGUAGE (P20)中的剩余练习及USING LANGUAGE (P56)中的所有练习整合成语法课来练习ing形式在句中作表语、宾语和宾语补足语的用法。

2.4 将LISTENING(P23), LISTENING(P55) 和LISTENING TASK(P58)整合在一起上一堂听力课。

2.5 将WRITING（P23），TALKING（P55）和SPEAKING AND WRITING（P60）整合成一堂写作课。

2.6 将USING WORDS AND EXPRESSIONS（P56），READING TASK（P59），PROJECT（P61）和 SUMMING UP（P24）整合在一起上一堂复习课，总结这个单元所学全部内容。

3．课时分配

1st period Speaking

2nd period Reading

3rd period Grammar

4th period Listening

5th period Writing

6th period Summary

Ⅳ. 分课时教案

The First Period Speaking

Teaching goals 教学目标

1. Target language 目标语言

a. 重点词汇

verbal, nonverbal, mime, farce, pancakes, mountainous, whisper

b. 重点句型

I think how short life is and how long the universe has lasted. P22

2. Ability goals 能力目标

Enable the students to talk about some types of English humour and Chinese humour.

3. Learning ability goals 学能目标

a. Help the students learn how to talk about some types of English and Chinese humour, and then find their differences.

b. Let the students listen, read, and then imitate the jokes, so that they can realize that humour is to let people to be optimistic about everything around.

Teaching important points 教学重点

Help the students learn how to understand and enjoy English humors.

Teaching difficult points 教学难点

Help the students know the differences between English and Chinese in humours.

Teaching methods 教学方法

Using pictures, discussion, reading and imitation.

Teaching aids 教学准备

A recorder and a projector.

Teaching procedures & ways 教学过程与方式

Step ⅠRevision

Have a dictation about the words and expressions that appeared in Unit 2.

Step Ⅱ Warming up

Start the new unit by showing the students a picture:

T: Look! What do you think of the picture?

Ss: It’s very funny! A wolf or a dog is jumping across the back of a sheep!

T: Yeah! It’s so funny that we cannot help laughing about their acting. It makes us feel nice. Today, we are going to learn something about humour. The title is A taste of English humour. Do you know something about English humour?

S1: I’m sorry.

S2: I know an English humour.

T: Really? Please read it to us.

S2: I’ll try. One day a patient went to see his doctor. He said to the doctor: “Doctor, I see double.” The doctor said: “Sit on the chair please.” And then the patient asked the doctor: “Which one?”

T: That’s really interesting! Thank you! In fact this is a kind of English humour, which we call verbal joke. Ok, here are some pictures. Look, who are they?

（1）（2）（3）（4）

S3: It’s Charlie Chaplin. And I know picture one is from a film called The Gold Rush.

T: Right. Who know the man in picture 3?

S4: I dare say that everyone know him. He’s Mr. Bean, one of the most famous and successful British actor.

T: You are right. He’s now recognized as the most popular British comedy expert. And how about the last one?

S5: It’s difficult to say. I guess he’s an American because the picture behind him looks like an American flag.

T: Right. He is Mark Twain, the famous American writer. Do you know something about him?

S6: He liked to make jokes with other people.

T: Have you once read some?

S6: Only a few.

T: Can you bring us some next time?

S6: Let me try.

T: OK, now, let’s look at the chart on Page 17. What does it tell us?

S7: From the table we can see that Charlie Chaplin is good at nonverbal humour; Mr. Bean is famous for his mime and farce; while Mark Twain was good at tell some funny stories. But I don’t know Edward Lear.

T: Right. Edward Lear is a famous British poet. His poems are funny. But they were all from daily life. Until now people also read them and enjoy them. Here is one of his short poems. Please look at the screen:

There was an old Man with a bread

There was an old man with a bread,

Who said, “It’s just as I feared!

Two owls and a hen,

Four larks and a wren,

Have all built their nests in my bread!”

T: In these two poems we can see that Edward Lear used a kind of magnification to make his poem funny. But because the sense of humour of English and Chinese is different, sometimes what they feel funny would not sound funny to us. But if you want to make fun of one of your friends, you can send them to him/her. They will be surprise to see these. Well, do you know these persons in the pictures? What are they good at? Nonverbal, mime and farce, funny stories or funny poems?

（1）（2）（3）（4）

S8: Picture 1 is Chen Peisi. I think he is famous for his mime and farce.

S9: Picture 2 is Zhao Benshan. He is famous for his Xiao pin. And he is also for his mime, I think.

S10: The two persons in picture 4 are Liu Quanhe and Liu Quanlin. They are good at Ya ju (哑剧).

T: Do you know the third person? No? He is the famous cross talk actor-Hou Baolin. When he was living, he was the most popular actor. Many of his works are the classic. OK, now can you finish the last column of the chart?

The Suggested answers:

English humour

Nonverbal

Mime and farce

Verbal jokes

Funny stories

Funny poems Chinese humour

Pantomime (哑剧) 刘全和、刘全林

Funny plays 陈佩斯、赵本山

Cross talk 侯宝林、马季

Jokes

Doggerel （打油诗）

Step Ⅲ Reading on P22

The purpose of this reading is to introduce the kind of humour we can laugh at -verbal jokes. They use a “play on words” to be funny. Let the students read the three jokes and then match the joke with the explanation.

T: Well, boys and girls, just now we learned something about English and Chinese jokes. Now let’s read some English jokes on Page 22. I’ll give three minutes for you to read them and then match the joke with the explanation. If you like, you may have a discussion. And then we’ll check the answer. OK, read them.

The students read and finish their task, and the teacher can show some other jokes on the screen. After they have finished the task, check the answer and ask them to enjoy the jokes on the screen.

T: Have you finished the reading? Are the jokes funny?

Ss: Yes, they are very funny. We’ve never found that English jokes so funny.

T: What’s the answer?

S11: The answer is 1 to B, 2 to C and 3 to A.

T: Good. Now, please look at the screen. Here are more jokes on it. Read them and enjoy them. If you have some troubles in understanding, discuss, or ask me.

Give the students some time to read the jokes.

Patient: Doctor, I’ve lost my memory.

Doctor: When did this happen?

Patient: When did what happen?

Anisha: Thank you doctor. My fever is gone.

Doctor: Don’t thank me. Thank god.

Anisha: Then I’ll pay the fees to god.

A man with two red ears went to see his doctor.

Doctor: What happened to your ears?

Man: I was ironing a shirt and the phone rang but instead of picking up the phone, I accidentally picked up the iron and stuck it to my ear.

Doctor: Oh Dear! But ... what happened to your other ear?

Man: The scoundrel (恶棍) called back!

T: Funny?

Ss: We’re laughing to death!

T: Don’t do that, another joke is waiting for you. Please read the neat joke on Page 22. And then finish the question followed.

Give the students three minutes to do it.

T: Now decide which of these two kinds of jokes you like better. Give your reason.

S12: I find the first kind jokes are easier to understand.

S13: Those jokes on the screen are the funnies ones, I think.

S14: We must understand the background of the funny story at first, and then we can know what a humor Sherlock Holmes was. I think to understand this kind of jokes needs wisdom to understand. We must know that he was a detective, so he was always thinking of the things such as stealing.

T: What you said is reasonable. Now let’s listen to the tape, pay attention to the intonation, and try to bring out the humorous meaning.

If time permits, the teacher can ask some students to act out the jokes.

Step IV Speaking

T: Now, we’ve learned some jokes and listened to some too. How about speaking out what you feel funny in class? I’ll give you five minutes to prepare this task, and then ask some of you to tell us your story. There are some steps for you to finish the task. If you think they are useful, follow them.

Five minutes later.

S15: My story is one day Lian Hong was standing by the window, talking with other students. Ren Xinglian came up. She wanted to make a joke with Lian and gave her a surprise. So she rushed towards Lian and kicked her at the same. But to all of us surprise, Ren slipped on the floor! Everybody laughed to bend their backs, me too.

T: Me too! OK, this class is full of joy. We know that in our life, there are full of happiness, sorrows, boredoms, and joys. When we meet with sorrows or boredoms, don’t forget to read these jokes. Maybe they can bring you sunshine. Am I right?

Ss: Yes. Thank you.

Step V Homework

T: Today’s homework is to preview the Reading material and finish the Comprehending ahead. And I have a wish that at the beginning of each class, one of our classmates can give us a joke, to bring smile into the classroom. Do you agree?

Ss: That’s a good idea.

T: Let’s begin from Group one. One of you will tell a joke to us at the beginning of next class. Don’t forget it. Ok, class is over. See you next time.

Ss: See you.

详细内容请订阅

《名师说课》

篇5：高一必修4 Unit2 教材分析与reading教案(新课标版高一英语必修四教案教学设计)

Unit 2 Working the land

I．单元教学目标

技能目标Skill Goals

Talk about agriculture: a pioneer in farming -Yuan Longping

Talk about organic farming & green food

How to write a brief summary

Try to consolidate how to express suggestions & advice

Master the usage of the -ing form as the subject and object

Learn how to design English posters

II．目标语言

功

能

句

式建议（ Suggestions & advice）

I would rather ...

If I have a choice I’d choose because ...

I don’t like ... because ...

You need to ...

I’d prefer ... because ...

May I suggest ...

It’s a great pity that ...

Let me suggest Leng Jianli because...

Should I/We ...?

Perhaps we should consider Leng Jianli because...

It’s better to ...

But what/how about ...

词

汇 1. 四会词汇

hunger, sunburn, struggle, super, output, expand, circulate, satisfied, equip, freedom, violin, motorcycle, grain, export, suitable, chemical, confuse, mineral, reduce, supply, bacteria, pest, level, whatever, summary, exchange, nutrition, certain

2. 认读词汇

hybrid, strain, sorghum, peanut, darken, organic, fertilizer, fertile, soybean

3. 词组

rid ... of, be satisfied with, lead a ... life, would rather, refer to, search for, thanks to, rather than, with the hope of ...

语

法动词的 -ing 形式作主语和宾语的用法

（The -ing form as the subject & object）

a. Wishing for things, however, costs nothing.

b. His other hobbies include playing mah-jong,swimming and reading.

重点句子 1. However, he cares little about spending the money on himself or leading a comfortable life. P10

2.His other hobbies include playing mah-jong, swimming and reading. P10

3. Wishing for things, however, costs nothing.P10

4. It also refers to crops growing with natural rather than chemical fertilizers. P13

5. Putting this in their fields, they argue, makes the soil ... P13

6. This is important because developing a healthy soil reduces diseases ...P13

7. However, using chemical fertilizers is a big problem. P13

8. Instead, organic farmers insist on changing crops every two or three years.P14

9. These put the minerals back into the soil, making it rich and healthy ...P14

10. ... make sure that what is left in the ground after harvesting becomes a ...P14

11. He advised farmers to clear weeds from the ground before planting crops. P52

12. He suggested changing crops in the field every year. P52

Ⅲ. 教材分析与教材重组

1．教材分析

本单元的中心话题是“农业”，学生通过讨论和阅读了解有关农业、农村和农作物种植的内容。让学生了解农业在整个人类生活中的重要性，了解农村生活，了解中国农民的生活现状，提高他们对农业的认识，并且帮助他们更深刻地理解农业科学家袁隆平的科学研究的价值。同时让学生了解organic farming 以及它对人们生活的重要性，进一步扩大学生的关于农业方面的词汇量，并通过写一则海报提高学生的写作水平。

1.1 WARMING-UP 通过提问有关农业、农村和农作物种植的内容，让学生谈谈自己对农村和农业劳动的认识或经验。教师可通过讨论让学生互相学习，相互交流经验以增加他们的农业知识。

1.2 PRE-READING 部分有两组问题。在第一组问题中，讨论大米在东亚和东南亚国家人民生活中的重要性；而第二组问题则提出世界部分地区所面临的饥饿问题。由此激发学生对世界的关注，培养学生的同情心。

1.3 READING 部分介绍中国著名的农业科学家袁隆平的生平和他的杂交水稻。第一段描述了袁博士的外表--他更象一个农民而不象一个科学家，农村就是他做科研的殿堂。他的科研成果就是超级杂交水稻。第二段描述他的家庭出身，学业，献身水稻科研的原因及所取得的成就。第三段告诉我们袁博士过着跟普通人一样的生活却干着伟大的事业。即使在功成名就之后，他也淡泊名利, 有着无私奉献的高尚精神。

1.4 COMPREHENDING 部分设计了三个练习。第一个是判断练习，学生根据课文中理解和收集的信息做出判断，甚至通过讨论才能做出判断。第二个是词语理解题。第三个练习提出问题，要求学生在阅读课文后作出回答,以检验他们的理解力和训练他们的归纳总结能力。

1.5 LEARNING ABOUT LANGUAGE 部分学习本单元重点词汇和语法项目。词语学习部分采用给出词义而让学生从课文中找出与之匹配的词，然后用所找的词汇完成第二个练习中的短文，以及用课文中意义相近的词汇替换练习三句中划线部分。通过这三种练习帮助学生理解并能熟练应用课文中所学的词汇。语法部分通过从课文中找同义句引出动词的-ing 形式，教师此时可引导学生找出其他的句子，以启发学生理解-ing形式的句法功能。练习二通过模仿例句，用-ing形式做主语代替动词不定式改写句子。练习三要求学生连接短语造句，让学生学习ing形式作宾语的用法，并列举后面接动词-ing形式作宾语的动词。练习四则训练学生v-ing形式在实际生活中的应用能力。练习五则设计了一个游戏以丰富学生的想象力。

1.6 USING LANGUAGE 部分综合训练学生的听说读写能力。第一部分读写结合，学生先阅读文章，文章写的是 Organic Farming or green food,读完后要求学生写一个摘要。在此教师要首先强调写摘要时学生一定要抓住文章的主题并且运用所学的重要词语。听力部分通过回答问题来提高学生的理解能力和理解的正确性。Reading, speaking and writing 部分把读，说和写有机地结合在一起。假设你是一个“绿色食品” farmer，通过背景阅读，你要有充分的理由，利用所提供的句型，以对话的形式说服他人购买你的食品。最后为你的食品设计一个有说服力的广告。

1.7 SUMMING UP部分要求学生归纳总结本单元内容、词汇和语法结构三个方面。

1.8 LEARNING TIPS 部分对如何提高表达能力提出建议。

2. 教材重组

2．1 把Warming up 和Pre-reading 作为reading 的导入内容，将这三部分与Comprehending整合成一节阅读课。

2.2 将 Learning about Language on Page 11, USING STRUCTURES (P50)设计成一节词汇和语法课。

2.3 将 Using Language 中的 Reading 和 READING TASK in Workbook (P51) 还有USING WORDS AND EXPRESSIONS on P51设计成一节泛读课。

2.4 将Using Language 中的Listening（P14），LISTENING TASK（P50）和LISTENING（P48）设计成一节听力课。

2.5 将 Speaking and Writing（P15）和SPEAKING AND WRITING TASK（P53）及TALKING（P48）设计成一节写作课。

2.6将 SUMMING UP (P16), USING WORDS AND EXPRESSIONS (P49), PROJECT和CHECKING YOURSELF (P47) 设计成一节复习课。

3. 课型设计与课时分配（经过教材分析，本单元可用五课时完成。）

1st period Reading

2nd period Words and grammar

3rd period Reading

4th period Listening

5th period Writing

6th period Summary

Ⅳ. 分课时教案

The First Period Reading

Teaching goals 教学目标

1. Target Language 目标语言

a. 词汇和短语

sunburn, struggle, super, expand, circulate, equip, export, rid ... of, be satisfied with, lead a ... life, search for, would rather, thanks to, with the hope of, rather than

b. 重点句子

This special strain of rice makes it possible to produce one-third more of the crop in the same fields. P10

He cares little about spending the money on himself or leading a comfortable life. P10

He also doesn’t care about being famous. P10

He feels it gives him less freedom to do his research. P10

His other hobbies include playing mah-jong, swimming and reading. P10

Wishing for things, however, costs nothing. P10

2. Ability goals 能力目标

Enable Ss to learn more about agriculture, countryside and farming. By talking they can exchange their experience with each other. By reading they will realize the role that agriculture plays in human life. In fact this world faces a serious problem-starvation. So after reading the passage about Dr Yuan students will know the importance of his achievement to man. Of course they will learn from Dr Yuan some noble character.

3. Learning ability goals 学能目标

Help Ss learn how to describe Dr Yuan Longping including his personality.

Teaching important points 教学重点

a. Help to comprehend the text and grasp the main idea of the text.

b. Grasp the usage of some words and expressions.

c. How to help students make up their minds to make contributions to motherland in the future like Dr Yuan.

Teaching difficult points 教学难点

a. How to help students learn more about agriculture.

b. Help students really master the usage of words and expressions.

Teaching methods 教学方法

Talking, questioning-and-answering activity and reading.

Teaching aids 教具准备

A tape recorder, a projector and a computer.

Teaching procedures && ways 教学过程与方式

Step Ⅰ Greeting and leading in

T: Hello, everyone.

Ss: Hello, teacher.

T: In last unit we learnt some great women. Today we’ll learn a famous man. Who will it be? At first let’s look at the two pictures on Page 9. What are the people doing?

Ss: They are planting rice.

T: Can you tell me something about rice?

S: Rice grows in the south.

S: But in some place of the north we can also find rice.

T: Yeah. You are right. In fact rice is a cereal grain that has been grown for at least 5,000 years and is eaten by 2.4 billion people everyday throughout the world. In Australia, farmers have had to struggle with their harsh environment to grow rice.

Ss: Really?

Step Ⅱ Warming up

T: Have you ever grown any plants? If so, what did you do to grow them? If not, what kind of plant would you like to grow? How will you grow it?

S: I have ever grown corn and potatoes. In autumn, my father and I ploughed the soil deep for the first time, then in the next spring, we ploughed the soil for a second time, this time I put the corn seeds into the tunnel following my father. Finally my father covered the corn seeds by ploughing again.

S: I never grow any plant. I’d like to plant sunflowers. They look beautiful. They always face the sun when they are young. I dig some holes in my garden, put some sunflower seeds in them, water them and finally cover them with some more soil.

T: Very well. Have you ever been to the countryside? What did you do there?

S5: Yes, I went there to see my grandfather. In the village I played with other boys in the little stream and caught little fish. I even helped my grandfather get in the corn by cutting the corn stems, which made me tired.

T: Are you from a farmer’s family? What do you know about farming?

S: Yes, my father is a farmer. In my view, farming is hard work. People have to plant crops, smooth away weeds and get in the crops at the right time. They have to get up early to work in the field so as to protect themselves from the sunshine.

T: That’s right. In the north, the biggest worry that farmers have is the drought. When it doesn’t rain, and they can’t irrigate the crops, the crops will die and they will have nothing after hard working.

Step Ⅲ Pre-reading

The purpose of this step is to let students know the importance of rice. By answering the two questions, students can easily understand why we call Dr Yuan Longping a pioneer for all people, and why he devotes all his life to the rice research.

T: Food is the basic need for man. Rice is a main food in all Eastern Asian and Southeastern Asian countries. It is said that there are 2.4 billion people to eat rice everyday throughout the world. What do you think would happen if tomorrow there was suddenly no rice to eat?

S: I think if that happened, people there would suffer from starvation. They would be panic and the whole country would get into trouble. Maybe the situation that human beings eat human beings will happen.

T: That’s too terrible. But this kind of thing once happened in history. Well, if you had the chance to do one thing to help end famine in the world, what would you do?

S: I would invent a new kind of plant to produce more food.

S: I’ll make a kind of fertilizer to give rice enough nutrition and let them grow quickly and have high product. But first without pollution to our environment.

T: A great idea! Your idea is just the same with Dr Yuan Longping. Do you know Yuan Longping?

S: I heard that he is an expert on agriculture.

T: Yeah, today we are going to read a passage about him. Let’s see how he helped the world to solve the problem- starvation. Please open your books to Page 9.

Step Ⅳ Fast Reading

The reading material is about an agricultural pioneer named Yuan Longping who worked hard at a new strain of rice. It has proved so successful that his technology spread into other countries. The purpose of fast reading is to let students find some useful information, and get familiar with the text. So in this step, teacher can design some questions for students, so that they can easily find the answers and finish the reading task.

T: Please scan the passage and find out the answers to the questions on the screen. Then I’d like to ask you to answer them.

Show the questions on the screen and give students three minutes to read the text quickly.

1. What does Dr Yuan look like?

2. What’s his achievement?

3. What do you think of him?

Three minutes later.

T: Now who’s the first volunteer to answer Question 1?

S: He has a sunburnt face and arms and a slim, strong body. He is more like a farmer than a scientist.

T: Good! What about his achievement?

S: He grows what is called super hybrid rice, which makes it possible to produce one-third more of the crop in the same fields. Thanks to his research, the UN is trying to rid the world of hunger. Using his hybrid rice farmers’ producing harvests twice as large as before.

T: What do you think of Dr Yuan?

S: It isn’t a quick question. I think Dr Yuan doesn’t like money. He gives millions of yuan to equip others for their research in agriculture. He doesn’t like fame too. Because he feels it gives him less freedom to do his research, and he would rather keep time for his hobbies. Besides, he is a man with colourful dreams. He wants to produce a kind of rice that could feed more people, and he can export his rice so that it can be grown all of the world.

T: I think that your eyes are like a scanning machine. You can find so many good points of Dr Yuan Longping in such a short time. That’s very good. But I can describe Dr Yuan in one word. Guess which word?

S: I don’t know.

T: Wise. In this world, many people warship material and fame. But just as you said Dr Yuan didn’t like money and fame. Because he knows he can’t own these things forever. All the money and fames are chains, which can trip a person’s happiness and freedom. So he is a wise man. Giving up all the fame and money means liberation. Here I’d like to praise him using a Chinese poem. That is “有如莲花出于水, 又如日月不住空。”. Don’t you agree with me?

Ss: Yes, we agree with you.

T: Thank you. Now let’s read the text again to find the main idea of the text. Doing this we can find how the writer designed the text. This can give us an idea to write an biography.

Step Ⅴ Careful Reading and Explanation

Give students 3 minutes to read and find the main idea of the text. While students are doing this, teacher can show the chart on the screen. After they have finished their task, ask them to look at the screen and fill in it.

T: Well. In last unit, we learn how to make a poster to tell everyone about a theme. Do you remember? Make a large heading, then make a smaller heading giving a little more information. Write down most of the information using the smallest size writing. Now, let’s practice it again. Look at the chart on the screen, in which I have written the large heading of each paragraph. What you should do is to fill in the smaller headings to finish the poster. Now, let’s begin. You may work in pairs to have a discussion to see what you should fill in. Should I give you some suggestions to finish this task?

Ss: Yes.

T: OK, 5 minutes is enough, I think.

Show the chart on the screen:

A PIONEER FOR ALL PEOPLE

1. He wants everyone to call him a farmer.

2. His biography.

3. His personality.

4. His dreams.

Five minutes later, teacher can ask some of them to fulfil the chart. They can use words, phrases, or sentences to do this. Here is a sample for teacher to refer to.

A PIONEER FOR ALL PEOPLE

1. He wants everyone to call him a farmer.

1) A scientist works the land.

2) Sunburnt face and arms, slim, strong body.

3) Grow hybrid rice.

4) The first agricultural pioneer.

2. His biography.

1) In 1931, born.

2) In 1953, graduated and devoted his life to finding ways to grow rice.

3) Last year, twenty billion tons of rice was produced. Now, Dr Yuan is circulating his knowledge.

3. His personality.

He is satisfied with his life. Because he doesn’t like

money and fame.

4. His dreams.

1) The first dream.

2) The second dream.

T: Wonderful! I believe that you have mastered the way to write a biography. Now do you have any trouble in understanding the sentences? Please go ahead.

S1: Yes, I don’t understand the sentence “... for that’s how he regards himself”.

S2: Can you explain the sentence “... has more, rather than fewer troubles.”?

T: OK, the phrase, “how he regards himself”, means how he thinks of himself. It refers to a person’s self-image; while“... has more, rather than fewer troubles” means that you expect fewer troubles but in fact you get more than you thought you would.

T: Now please look at the screen. Here are some explanations about the boldface words in our text. Copy the English explanation of these words and read the examples.

Show the following points on the screen.

1. struggle v to make great efforts

e.g. They have struggled for years to free their country from the enemy.

I’m struggling to finish the huge helping you gave me.

2. sunburnt adj sun-tanned

e.g. His sunburnt skin looks healthy.

3. super adj (infml) excellent; splendid

e.g. You’ll like her, she’s super.

You look super in your new clothes.

It was super of you to help.

4. expand v

(cause sth to) become greater in size, number or importance

e.g. Metals expand when they are heated.

Why not try to expand your story into a novel?

5. circulate v

(cause sth to ) pass from one person, place, etc to another

e.g. People who circulate false news are to be blamed.

Yet reports of this kind have been circulated by our newspapers.

The news of the enemy’s defeat quickly circulated round the town.

6. equip v

supply sb/sth (with what is needed, for a particular purpose)

e.g. Now all fishing boats are radio-equipped.

They can’t afford to equip their army properly.

Please equip yourself with a sharp pencil and a rubber for the exam.

7. export v

send (goods) to another country for sale

e.g. India exports tea and cotton to many different countries.

This company has a large home market but doesn’t export.

8. rid ... of make sb/ sth free from (sb/ sth unpleasant)

e.g. We all wish that we would rid the world of famine.

The farmer recently tried to rid the house of rats.

9. lead ... a life, live ... a life

e.g. Now we are leading a happy life.

In the old days farmers led a terrible life in the country.

10. be satisfied with, be content with

e.g. The young lady isn’t satisfied with the peaceful life.

Are you satisfied with his answers?

11. would rather, prefer to

e.g. I’d rather walk than take a bus.

I’d rather you knew that now, than afterwards.

Step Ⅵ Listening and Post-reading

At first, let students listen to the tape, and then finish the exercise in Comprehending. In Step Ⅳ and Ⅴ, we have involved some questions in Exercise 3, so teacher can choose some questions to do. For Ex 1 and 2, teacher can leave some time for students to finish and then check the answers with the whole class.

Step Ⅶ Summary and Homework

T: Today we talked about agriculture. And we also read about Dr Yuan Longping. We have known much about the great scientist. Of course we have learned some words and expressions about farming. Please try to grasp these words and expressions after class. Now please look at the poem on the screen:

Farmers weeding at noon,

Sweat down the field soon.

Who knows food on a tray,

Due to their toiling day?

T: Do you know it? Read it and say what does it mean?

Ss: Of course. It’s 悯农 written by Li Shen.

T: Right. The title is A HARD - WORKING FARMER. This is my gift to you. Please read it together. OK, hope you can remember it when you are having your dinners. Besides, I’d like you to think: even if Dr Yuan’s dreams come true, can this really solve the starvation? Why? This is the homework. Think it over. Next time I’ll ask some of you to give your opinion in the class. Another one is to finish the exercises in Learning about Language. Exercise 1, 2 and 3 are about useful words and expressions. Finish them. Next time we’ll check the answers. Ok, class is over. See you next time.

附件:

课文复述

Retell the text in about 150 words.

Notes:

1. Use the first person to retell the story.

2. Try to use the proper conjunctions.

3. Refer to the chart while retelling.

4. The possible version below can be used as a material for both retelling and dictation.

One possible version:

I’m Yuan Longping. Look at my sunburnt face and arms and my slim, strong body and you will think I’m more like a farmer than a scientist. In fact I have struggled for the past five decades to help farmers. In 1974, I began to grow a so-called super hybrid rice. This special strain of rice makes it possible to produce one-third more of the crop in the same fields.

I was born into a poor farmer’s family in 1931. When I was young, I saw many people go hungry often. So I have devoted myself to finding ways to increasing rice harvest without expanding the area of fields since I graduated from Southwest Agriculture College in 1953. Now more than 60 % of the rice produced in China each year is from this hybrid strain. I am circulating this knowledge in India, Vietnam and other less developed countries to increase their harvest. Perhaps you think I am rich. Actually I live a simple life. I care little for money. In my opinion a person with too much money will have more troubles. I don’t want to be famous because I prefer to have more time to do my research. In my free time I love listening to music, playing mah-jong and reading. I once had a dream, in which I saw rice plants as tall as sorghum and each ear of rice was as big as an ear of corn and each grain of rice was as huge as a peanut. Now I have another dream-to export my rice so that it can be grown all over the world.

详细内容请订阅

《名师说课》

篇6：高一必修4 Unit4教材分析与speaking教案(新课标版高一英语必修四教案教学设计)

Unit 4 Body language

I．单元教学目标

技能目标 Skill Goals

Talk about body language: cultural differences and intercultural communication

Practise talking about prohibition & warning as well as obligation

Learn to use the -ing form as the Attribute && Adverbial

Learn to write a diary that showing the observation of how body language helps in communication

II．目标语言

功

能

句

式 Talk about body language

What is the purpose of language?

What do you think “body language” means?

How can you tell if someone is sad or happy even if they do not speak?

How can you communicate a feeling to someone who does not speak your language?

Why do we need to study body language?

Talk about cultural differences && intercultural communication

What do British people often do when they meet strangers?

What do French people often do when they meet people they know?

Why should we be careful about our own body language?

Why is it important to watch others as well as listen to them?

词

汇 1．四会词汇

major, local, represent, curious, Columbia, introduce, approach, touch, cheek, stranger, spoken, express, action, Jordan, nod, general, avoid, comedy, misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punish

2．认读词汇

Garcia, Julia, learned, unspoken, posture, Ahmed Aziz, Coulon, Muslim, frown, threaten

3．词组

be likely to, at ease, an exciting experience for, not all ..., introduce oneself to sb

语

法 4．重点词汇

represent, introduce, approach, touch, express, nod, avoid, misunderstand, punish, general, curious, similar, expression, agreement, gesture, action

The -ing form as the attribute && adverbial

Finding out in the reading text sentences with present participle(s) used as the attribute or adverbial.

1. The -ing form as the attribute

They are visitors coming from several other countries, ...

His nose touches Mr. Cook’s moving hand, ...

This is an exciting experience for you, ...

2. The -ing form as the adverbial

... so you stand watching and listening.

Four people enter looking around in a curious way.

You see her step back appearing surprised, and take a few steps away from Mr. Garcia.

The visitor from Japan comes in smiling at the same time as George Cook from Canada.

重点句子 1. They will be meeting at a major hotel with local business people and people who represent the Chinese government. P25

2. The first person who arrives is Mr. Garcia from Columbia, closely followed by Julia Smith from Britain. P26

3. You think that there may have been a mistake. P26

4. Not all cultures greet each other the same way, nor are they comfortable touching strangers or being too close or too far away. P26

5. In the same way that people communicate with spoken language, they also express their feelings using unspoken “language” through keeping physical distance, actions or posture. P26

6. People from places like Spain, Italy or ... others closely and are more likely to touch them. P26

7. ... nodding the head shows agreement, while shaking

the head means that you do not agree, ... P30

Ⅲ．教材分析和教材重组

1．教材分析

本单元以Body Language--“体态语”为中心话题，具体涉及什么是“体态语”，如何理解“体态语”，以及“体态语”的跨文化性等。本单元的语言技能和语言知识也都是围绕“体态语”这一中心话题设计的，旨在通过单元教学，用听、说、读、写、做(表演)等多种形式，让学生正确认识和掌握“体态语”在交际中的作用和意义，使学生明确“体态语”在人类交际中的重要性，了解“体态语”在不同民族、不同文化交际中的多样性；使学生在今后的日常生活、学习、工作和交往中尽量减少或避免运用“体态语”时可能产生的误解，提高他们的“语言交际”能力和“非语言交际”能力。

1.1 WARMING UP 以列表对比（填充及增补）的形式，并通过WARMING UP的活动，让学生了解有声语言与“体态语”的对应关系，了解语言意义与行为意义（“体态语”）在交际中具有同等重要的作用。同时，学生在听、说、做（即表演“体态语”的动作）中能够增进对语言交际的感性认识，为他们在阅读过程中上升到对语言交际的理性认识打下基础。

1.2 PRE-READING 通过提供三个关于不同文化背景下“体态语”的问题，启发学生思考我们所学习的“语言”的目的、形式、功能。通过引导学生联系自己日常生活的实际，提高学生努力学习英语的积极性和自觉性；同时培养学生留心社会、关注生活的洞察力，为引导学生进一步“阅读”作好准备。

1.3 READING 是一篇介绍性（记叙文）体裁的文章，主要介绍了各种文化背景下的“体态语”的异同，为学生提供了来自不同国度、不同语言文化背景的“体态语”及其在交际中的异同和影响的具体例证。学生也可以结合自己在语言交际中所遇到的实际例子来进一步理解“交际，毫无问题可言吗？”这一主题。

1.4 COMPREHENDING 包括八个问题（前5个旨在检查学生对阅读材料细节的理解，6~7旨在引导学生对“体态语”的意义及文化差异的思考，第8个检查学生能否通过细节进行推理判断），通过对来自不同国度、不同语言文化背景的六个角色对待男女不同性别所使用的“体态语”异同的（学生在老师指导下的自我或小组讨论后的）归纳，进一步熟悉和掌握“体态语”在不同语言文化交际中的作用和意义。

1.5 LEARNING ABOUT LANGUAGE 分词汇和语法两部分。词汇部分由“本单元重点词汇英文释义”，“词语填空”和“词性变换”三项内容构成，语法部分由两大方面组成：一是让学生自己通过在课文中寻找相关语法的句子并按其语法功能分类，二是根据学生的认知规律安排该语法项目的练习让学生进行操练。整个项目通过三个练习和一个游戏，以及语法结构讲练，进一步巩固本单元所学词汇（尤其是课文中的黑体字），学习“现在分词”结构用作定语和状语，并通过操练，以收到“学以致用”、“熟练生巧”的效果。

1.6 USING LANGUAGE 通过增加阅读篇目“Showing Our Feelings”来拓展学生在“体态语”方面的知识视野，并通过“True” or “False”判断练习和问题讨论，使学生进一步明确“体态语”对人们在日常交际中了解对方情感、思想、态度等方面所起的作用。同时要让学生认真对待自己的“体态语”，并在日常交际中“听其言”（Listen to them）、“观其行”（Watch them）。此外，该部分还通过听、说、读、写四个方面来巩固本单元所学内容和语言交际项目。

1.7 SUMMING UP 师生从话题、词汇和结构三个方面来共同总结本单元所学的单词和短语，语言及语法项目，总结本单元所学的主要内容和收获。

1.8 LEARNING TIPS 建议学生关注实用交际技巧，学会“体态语”；建议学生在看英语电影时或与以英语为母语的人士交谈时，观察对方面部表情和体态姿势，观察对方的“言”、“行”，进而形成有效的口笔头语言及“体态语”的交际能力。

2. 教材重组

2.1 听力：Using language中的Listening, Workbook中的Listening和Listening Task这三部分的任务及话题较为接近，将这三个部分整合在一起上一堂听力课。

2.2 口语：Warming up, Using language中的Reading and Talking, Speaking和Workbook中的Talking，Speaking Task以及Learning about language中的Discovering useful words and expressions 4, “Play a game in group of four”均紧扣本单元话题，同时涉及到本单元的功能句，教师可指导学生通过“说”（用英语发出与“体态语”相关的指令）与“做”（用“体态语”表达指令）结合来进行口语训练，这将是一节生动有趣的口语课。

2.3 精读：把Pre-reading，Reading和Comprehending三部分整合为一节阅读课。

2.4 泛读：把Using Language中的Reading和Workbook中的Reading Task整合为一节拓展学生视野的泛读课。

2.5 语言学习：深入处理Learning about language中的Discovering useful words and expressions, Discovering useful structures; Workbook中的Using Words and Expressions和Using Structures。重点学习Discovering useful structures中“-ing (现在分词)”在句中做定语和状语的用法。

2.6 语言运用：处理Using Language中的Reading and Writing和Workbook中的Writing Task。指导学生写一篇有关“The Body Language I Know”短文，反映其在不同文化背景、不同语言环境中的运用情况，及所造成的理解上的困难、障碍甚至误解等。

3．课型设计与课时分配

1st period Speaking

2nd period Reading (I)

3rd period Reading（II）

4th period Language Study

5th period Listening

6th period Writing

Ⅳ．分课时教案

The First Period Speaking

Teaching goals 教学目标

1. Target Language目标语言

a. 重点词汇和短语

misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punish

b. 重点句型或交际用语

Act out the following meanings, please.

Please guess what I mean.

Please show the actions, using body language.

Now it is your turn to show the action / gesture.

Please use either spoken words or body language to express your ideas.

Please use both spoken words and body language to express your ideas.

2. Ability goals能力目标

a. Enable the students to understand what a certain gesture of the body language means in a given situation.

b. Enable the students to act out some meanings, requirements, requests or situations given in the target language.

c. Enable the students to express with the target language the meanings given in body language.

3. Learning ability goals 学能目标

a. Help the students learn how to express themselves in body language when needed.

b. Help the students understand others when body language is being used.

Teaching important points教学重点

a. Teach the students how to understand body language used in different countries or cultures as well as in different occasions.

b. Teach the students how to use body language in the most appropriate occasions.

Teaching difficult points 教学难点

a. Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.

b. Let the students know that there is both positive body language and negative body language.

Teaching methods教学方法

a. Individual work, pair work and group work.

b. Acting out by imitation, mime or with gestures and body movement.

Teaching aids教具准备

A computer, a projector and some pictures.

Teaching procedures & ways教学过程与方式

Step I Lead-in

The teacher shows some pictures on screen. These pictures are from the Evening Party Celebrating the coming Lunar New Year of the Rooster of .

Ss: Yes, Thousands of Hands Kwan-yin.

T: But do you know who she is? Yes, she was the leading dancer of the program. Her name is Tai Lihua（邰丽华）. She is called a Fairy of Peach blossom(桃花仙子) by people. You know she is a deaf girl, but she is a wise, diligent, charming and energetic girl. She studied very hard and got two degrees of bachelors in university. She was famous as an artist for her wonderful performance. She is deaf and dumb. But how did she get that great achievement and became a successful person? She loves life very much. We should learn from her spirit. Besides her hard working, body language plays a very important part in her life. We are all healthy people, sometimes we can use body language to express ourselves. So we should pay more attention to learning body languages.

Step II Introduction

T: Now let’s do some TPR (Total Physical Response) activities together, I hope you will enjoy them and have fun as well.

Touch your head / face / eyes / nose / mouth / ears / cheeks / forehead / shoulders / stomach / legs / feet / toes ...

Shake your head / arm / hand ...

Wave your arm / hand ...

Open your eyes / arms /mouth ...

Close your eyes / mouth ...

Twist your wrist / waist.

Cross your arms / fingers.

Nod your head. Bow your head.

Make a face to each other.

Bend / cry / shout / scream / smile / laugh ...

T: All right. Now let’s do them a little bit difficult. Let’s play a game together. Those who fail to follow the rule of the game will be dropped out. The game is: “Simon says”. For example, if I say “Simon says, touch your head”, then you touch your head. If not, you shouldn’t touch your head but remain still. Clear? Ready? Now let’s start.

3 or 5 minutes for the game.

T: Ok. It’s time to take up the lesson. Please look at the screen. Let’s take a look at the following gestures:

Gesture Action Meaning

A handshake You are welcome.

A clap of hand Come on; be cheerful.

A V-shape of the fore-finger and middle finger May you succeed!

Or congratulations on your success!

A half-closed hand with thumb down I am not in favor of your idea or I’ll have to refuse you.

A wrinkling of the brow in thought or displeasure or a scowl She is worried.

Tears coming out of his eyes. He is very sad.

All smiles on her face She is very happy.

Waving their hands They are waving goodbye to people around.

A hand stretched out forward with strength He is stopping a tank.

People jump with their both hands stretched open in the air. They are cheering for the victory.

T: What are the actions of the above gestures? What do they mean?

S4: The first gesture is a handshake, which means “You’re welcome”.

S5: The second is a handclap, which means “Come on” or “Be cheerful” or something like that.

S6: The third one is a V-shaped posture of the first finger and the middle finger, which suggests a wish for the other or others to succeed.

S7: The fourth is a half-closed hand with the thumb down. It means the one who gives this gesture is against the other’s idea or simply refuses the request.

S8: The fifth is a worried look of a woman. She wrinkles her brows or frowns. It also seems that she scowls. It shows that she is worried or sad. In other words, she is unhappy.

S9: The sixth is a man shedding tears. Tears were running down his cheeks. He is very sad for losing his relatives or sad for his failure.

S10: The seventh is a smiling face. It is easy to see that she is very happy.

S11: The eighth is a gesture of waving hands. They are waving goodbye to people who are around to see them off.

S12: The ninth is a hand stretched out forward with great strength. The boy is trying to stop a tank from entering into his homeland.

S13: The tenth is hands stretched out upward. They are all very cheerful. They are wild with joy; maybe they have just won a game. So we can see that they are cheering for their victory.

T: You have all done a good job. So you see that there are many cases or situations in which body language can convey meanings as well as spoken or written languages. If you want to know more about it, let’s come to Unit 4 Body Language.

Step Ⅲ Practice

T: Look at the chart on Page 25. Here is a list. On the left side are feelings or ideas. You are asked to add three of your own. Make notes on the right side of the chart and then act them out to see how you would make someone understand these feelings and ideas without speaking. Do it with your partner first. And then some of you will be asked to the front of the classroom to act them out.

Meaning Action

1. You are welcome. A smile and a handshake.

2. I am worried. A frowned or upset look.

3. I ate too much Putting a hand on the stomach, patting or rubbing.

4. I am sorry that I did something wrong. Drooping or hanging the head.

5. I’m so happy. A loud laughter with a shining face or smiling with arms open and head back.

6. You did a good job. A thumb up.

7. You are angry. Turning your back to someone on purpose.

8. Stop here. Putting the left palm on the forefinger of the right hand.

Demonstration:

The students can be allowed to act out the feelings or ideas without following the order in the chart so that it may be more challenging as well as more interesting.

Step Ⅳ Time for Fun

T: Now let’s play a game in groups of four. One thinks of a situation and asks the others to show some actions using body language. When the one chooses the action that is most likely, it is his or her turn to think of some other situation for the others to show the actions so that the game may go on for a few rounds. Clear?

Ss: Yes. That’s funny!

T: Try to make the situations as interesting and enjoyable as you can. And show the situation as lively as possible. Besides, make sure that everyone has a turn.

Ss: All right.

S1: What are you likely to do if it rains?

(Actions) S2: reads a book;

S3: puts on a raincoat;

S4: cleans the house.

S1: Ok. I think S3 seems the most likely, so it is his turn.

S3: What are you likely to do if the river floods?

(Actions) S1: runs away as fast as he can;

S2: helps the younger or elder to escape as soon as possible;

S4: climbs on to a tree.

S3: Ok. I think S2 seems the most likely, so it is her turn.

S2: What are you likely to do if the house catches fire?

(Actions) S1: fetches some water;

S3: tries to put it out with blooms;

S4: runs away as quickly as he can.

S2: Ok. I think S4 seems the most likely, so it is his turn.

S4: What are you likely to do if you meet with a fierce dog?

(Actions) S1: remains where he is and bends down, looking at the dog;

S3: tries to scare it away with small stones;

S4: runs away as quickly as possible.

S2: Ok. I think S1 seems the most likely, so we all have done a good job.

T: Yes. I couldn’t agree with you. Now, one more group.

Step V Talking

Get the students to work in pairs. The situation is that you are worried about Lin Pei, who is not friendly any more, and does not want to talk to you or her other friends. She seems to be sad. She stays alone. She is not doing her homework and the teacher is not pleased with her. She doesn’t seem to care about how she looks and behaves.

T: Now class, work in pair. Discuss Lin Pei’s behavior. Think about the problems she might have. Describe her “body language” or the behavior that shows how she feels. Three minutes for you.

T: All right, who’d like to describe or act out Lin Pei’s behavior?

S1: I think there is something wrong with her. When I saw her recently, she would turn away from me and would not speak to me. (Miming the action)

S2: Yes, when I saw her in class, she looked as if she had been crying. And she would not even look at me. She just looked straight out of the window. She seemed as if she could see nobody in her eyes. (Miming the action)

S3: I quite agree. When I met her at the school gate and tried to have a word with her, she just bent down her head and passed me as if she hadn’t noticed me. (Miming the action)

S4: I couldn’t agree with you more! This morning, when I went close to her, trying to start a conversation between us, she crossed her arms in front of her and didn’t look at me. And then she turned away immediately. (Miming the action)

T: Good job. Now class, let’s try to think of a way to help her out, OK?

Ss: Yes, Sir.

Step Ⅵ Role Play (Speaking task on P67)

T: Now, there’s still a little time left. Let’s come to Speaking Task on Page 67. We’re given two situations. For each situation, prepare a role-play with your partner. Use both spoken words and body language to express your ideas. Then explain to the class what the differences are in Western and Chinese languages, and what they mean. The first two sentences have been given in the text.

Work in pairs

1. You fall and hurt your foot while you are hiking on a

lonely path. You need help, and see someone in the distance.

S1-You, S2-Passer-by

S1: Help! Help! Please come over here! (waving and crooking your hand toward the place where you are lying)

S2: What do you want? I can’t hear you! (hand behind your ear)

S1: Can you see me? Please come here! (waving and crooking your hand again toward the place where you are lying)

S2: Why? I can’t understand you. (with a forefinger on the right side of the head)

S1: I hurt my foot when I fell. (pointing to your injured foot)

S2: All right. I am coming! (running)

Work in group of three

2. You are visiting a strange city and need to buy some tea and oranges. You only know a little English and want to know where you can get them and how much they cost.

S1-You, S2-Passer-by, S3-Shopkeeper

S1: Can you help me please? I need some tea and some oranges. (smiling and leaning forward)

S2: Pardon? What do you need?

S1: Tea (taking out the little sample) and oranges (using thumb and the forefinger to form a round shape). Where can I get some? (miming the question)

S2: Oh, this is tea. And some oranges, right?

S1: (Nodding your head) Yes. Where can I buy some? (repeating the mime)

S2: (Showing the way) This way, please.

S1: Thanks. (acting out the Chinese way to show thanks)

S2: Here you are.

(They are entering the grocery store.)

S3: Can I help you?

S2: He wants to buy some tea and oranges.

S3: No problem. (To S1) How much tea do you need? And how many oranges?

S1: (Sticking out five fingers to show half kilo of tea, and two hands to show ten oranges)

S3: Here you are.

S1: How much are they? ( drawing the sign of the US dollar-$)

S3: (Working on the calculator) $9 in all including taxes.

S1: Here is ten dollars. (handing the ten-dollar note)

S3: Here is the change.

S1: Thanks. (nodding your thanks) Bye!

Step Ⅶ Homework

1. Team work: Discuss the importance of body language.

2. Go over the Reading:

1) Communication: No Problem?

2) Showing our feeling.

T: I think you must have known something about these pictures. Yes, they are from a program of CCTV, the Evening Party Celebrating the Spring Festival of 2005, the coming Lunar New Year of the Rooster. I think that was the best program. Do you remember the name of this program?

详细内容请订阅

《名师说课》

篇7：必修4 unit 3 教材分析与练习(新课标版高一英语必修三教案教学设计)

第三单元感受英语幽默

Part 1 Text Explanation 单元内容详解

Reading

NONVERBAL HUMOUR

Do you find it funny to see someone sliding on a banana skin, bumping into someone else round a corner, or falling down a hole in the road①? If you do②, you are not alone. Some humour can be cruel but some people seem to enjoy seeing other people’s bad luck at times③. Perhaps it makes us feel more content with ④our life because we feel there is someone else worse off ⑤than ourselves.

However, some actors can astonish⑥ us with the deep feelings they can inspire in us for a character they are playing. Charlie Chaplin was just such ⑦an actor. He was born in poverty⑧ in 1889 and at that time films were silent. He became famous for using a particular⑨ form of acting, including⑩ mime and farce. His entertaining⑾ silent movies are still popular today. His charming character The Little Tramp is well known throughout the world⑿. He played a poor and homeless⒀ person, who wore large trousers, worn-out⒁ shoes and a small round black hat and carried a walking stick⒂. This character was a social failure⒃ but he was loved by all who watched the films for his determination⒄ in overcoming difficulties ⒅and being kind even when people were unkind to him.

So how did he make a sad situation entertaining? Imagine⒆ you are hungry and all there is to eat is a boiled shoe⒇. How would you make eating a boiled shoe funny? That was the problem facing(21) Charlie Chaplin in one of his most famous films The Gold Rush. He solved it by using nonverbal humour and this(22)is how it was done.

The film is set in (23)California in the middle of the nineteenth century when gold was discovered and thousands of people rushed there in search of(24) it. In the film. Chaplin and his friend are in California, too. Their job is “panning for gold”(25). They wash sand from the river in a pan of water, and expect to pick up (26)gold, but they have been not fortunate enough(27) to find any. Instead they are caught on(28) the edge of a mountain in a snowstorm in a small wooden house, where they have nothing to eat. They are so hungry that (29) they have to boil a pair of leather shoes in a pan and eat it. Chaplin sits down at the table(30) with his plate and drinking cup. First he picks out the laces and eats them as if they were(31)spaghetti. Then he cuts off(32) the leather top of the shoe, treating it as if it were the finest meat(33). Finally he tries cutting and eating(34) the bottom of the shoe. You can imagine how difficult it is to chew, but he seems to eat every mouthful(35) with great enjoyment. He makes it seem as if it were one of the best meals he has ever had! How hungry would you have to be to eat a shoe?

Chaplin produced, directed(36), and wrote the movies he starred (37)in. In 1972 he was given a special Oscar for his lifetime outstanding work. He lived the last years of his life (38) in Switzerland, where he was buried in 1977.

Comprehension

3.He was in such a hurry that he bumping into an old lady.

A knocked into(39) B came across (40) C waved goodbye D looked up at

4.The problem Charlie Chaplin was having to deal with(41) would not go away(42).

A practicing B preferring to talk to C trying to understand D facing

①a. see sb. doing意为“看到某人正在做”。现在分词在结构中作宾语补足语表示主动或正在进行。如果宾语与后面的宾语补足语存在逻辑上的主谓关系,且宾补所表示的动作与谓语动词所表示的动作同时发生,宾补就用现在分词。常见的用现在分词作宾补的结构有：get / leave / keep / set / catch / have sb. doing; see / find / watch / feel / hear / listen to / discover sb. doing 如:

He kept me waiting the whole morning.

他让我等了整整一上午。

I heard her singing an English song when I passed by her room yesterday.

昨天经过她房间时，我听见她在唱英文歌。

It’s wrong of you to leave the machine running.

你让机器一直开着是不对的。

Don’t have the water running all the time.

不要让水流个不停。

The clerk caught the girl stealing in the supermarket.

那个店员在超市当场抓住了那个女孩偷东西。

b. 过去分词作补语:如果补语与宾语具有逻辑上的动宾关系,宾补的动作具有“完成”概念,或宾补表示已经存在的状态,就用过去分词作宾补表示被动或完成。常见的用过去分词作宾补的结构有:keep / leave / have / get sth. done; find / see / discover / observe / notice / hear sth. done; make oneself done如:

I have never heard the song sung in English.

我从来没有听到有人用英语唱过这首歌。

I heard the English song sung many times.

我多次听到有人唱这首英文歌。

The guests left most of the dishes untouched, because they didn’t taste delicious.

客人们没有动大部分菜，因为它们尝起来味道不咋样。

Tom had his leg broken while playing football.

汤姆打球时把胳膊弄断了。

I’ll have my bike repaired tomorrow.

我明天要修车。

c. 不定式作宾补时有两类:

a) 带to的不定式作宾补。很多动词如allow, order, force, permit, tell, want, wish, forbid, advise, persuade, warn等后面作宾补的不定式都带to。如:

He didn't allow us to smoke in his house.

他不允许我们在他的家里吸烟。

He left, leaving me to do all the rest work.

他走了，留下我一个人去做剩余的所有工作。

We hurriedly ended our meeting, leaving many problems to be settled.

我们匆匆忙忙地结束了会议，留下了很多问题等待解决。

The general ordered his men to withdraw in three hours.

将军命令士兵三小时后撤退。

b) 不带to的不定式作宾补。使役动词make, have, let等后面作宾补的不定式不带to，表示让某人主动做某事;感官动词see, watch, observe, hear, listen to, notice等后面作宾补的不定式不带to，表示看到或听到事情发生的全过程。但在被动语态中，动词不定式的符号to要还原。如:

He always makes his sister cry, but today he was made to cry by his sister.

他经常把他的妹妹弄哭，今天他却被妹妹弄哭了。

He made a face and made everybody laugh.

他做了一个鬼脸,逗得大家都笑了。

I heard her sing a English song just now.

刚才我听见她唱了一首英文歌。

Mother had me go to the shop and buy some salt.

妈妈让我去小店里买点盐。

②a. do在上下文中代替句中的主要动词，避免重复。动词的替代词通常是实意动词。如果被替代的动词是及物的，则替代词后面须跟宾语。动词替代词可与情态动词连用，在否定句和疑问句中有时还须引进助动词do的适当形式。如：

I finished my job before they did.

我在他们之前完成了工作。

In the earliest times, people couldn’t count as we do now.

在远古时候，人们不象我们现在这样计数。

---- Do you like Beijing?

---- Yes, I do.

--你喜欢北京吗？

--是的，喜欢。

Mary studies modern history and she doesn’t do modern language.

马丽学习现代历史但不学现代语言。

He knows how to drive a car, doesn't he?

他知道如何开车，对吧？

You should tell us the truth, if you don’t , you will be punished.

你要说实话，要不然你将会受到惩罚。

b. do与so搭配的复合动词do so，既可以替代动宾结构，也可以替代动状结构。如：

He said he would tell me the news, but he didn’t do so.

他说他要告诉我消息，但他没有这样做。

He smokes a lot. Does his brother do so?

他抽烟很厉害，他哥哥也这样吗？

…Jane is crying for some more cakes in the kichen.

…Yes, but her little brother isn’t doing so.

－简在厨房里哭着还要蛋糕。

－是的，可她的小弟弟可没有这样。

c. 代动词do还可以与so搭配，构成两个意义不同的常用句型：“So+do＋主语”和“So +主语＋do”，这两个句型常用于简短反应。

a) “So+do＋主语”表示上面的情况同样适用于另一个对象。在这一结构中，主语与上文的主语不同。如：

…I like playing football.

…So do I.

－我喜欢踢足球。

－我也是。

…He went to Changzhou last week.

…So did I.

－他上星期到常州去了。

－我也去了。

注〕如果上文表示否定意义，在简短反应中则用“Neither/Nor+do+主语”。此时do 是助动词。如：

…He doesn’t speak Russian.

…Neither/Nor do I.

－他不说俄语。

－我也不说俄语。

b) “So +主语＋do”表示对别人所说的情况加以肯定，这时，主语与上文的主语相同。如：

…The students work hard.

…So they do.

－学生学习很努力。

－确实是的。

…He does well in English.

…So he does.

－他英语学的很好。

－是的，确实如此。

③a. at times意为“时常，有时”，相当于sometimes。如：

At times I go out to the beach.

有时我去海边。

He writes to me at times.

他时常写信给我。

At times I go by car.

有时我坐车过去。

b. 关于time的常用词组有：

in no time 立刻；马上

at no time 决不；在什么时候也不（当at no time位于句首时，该句须用倒装语序）

at the same time 同时

at one’s time of life 在某人的年纪

at a time 一次；同时

at one time 从前；曾有一时（常与过去式连用）

( at ) any time 随时（at可省略）

any time 哪里，哪里；随时效劳（是用来回答别人道谢的话）

at all times 经常；老是（= always ）

behind time 晚点，迟到

from time to time 有时；时常

out of time 过时

for the time being 暂时

in time of 在……的时候

in one’s own time 在某人的业余时间

give sb a rough time （使某人）受折磨

time and time again 一次又一次

once upon a time 从前

many a time 许多次

have a good time 玩的开心

kill time 消磨时间

take one’s time 不着急

ahead of time 提前

some time 一段时间；一些时候

sometime 将来某个时候

sometimes 偶尔；有时

some times 若干次

c. time除了能作名词，表示“时间、时刻、次数、倍数”外，还能作及物动词使用，表示“安排好时间、为（比赛或选手）计时”。如：

He timed his journey so that he could arrive at the hotel before dark .

他安排好了他的旅程，以便能在天黑以前到达旅馆。

You have timed your holiday cleverly-the weather is at its best.

你真会选度假时间---正是天气最好的时间。

His remark was badly timed.

他说的话不合时宜。

Kick-off is timed for 2:30.

足球开赛时间定于下午二时半。

This egg is hard-you didn’t time it properly.

鸡蛋煮老了---你没掌握好火候。

Time how long it takes me to do two lengths of the pool.

给我记一下我游一个来回的时间。

d. time的常用句型有：

a). It’s time for sth . 或 It’s time ( for sb . ) to do sth . 意为“该是……的时候了”。如：

It’s time for dinner .

该是吃晚餐的时候了。

It’s time for children to go to bed .

是小孩睡觉的时候了。

It is time to go to school.

该上学了。

b). It’s ( high/about ) time ( that ) sb . did/should do sth . 意为“该是……的时候了”。该句型中的that 从句需要用虚拟语气，谓语动词常用过去式,也可用should+动词原形（此处should不可省略）。如：

It’s high time that we should start.

我们该出发了。

It’s time that we devoted ourselves to our country .

该是我们报效祖国的时候啦。

It’s time that I should go to fetch my daughter.

我该去接我的女儿了。

It’s about time that stopped fooling around and started looking for a job。

你可别再游手好闲了，早该找份工作了吧。

c). This is the time when sb . should do sth . 或The time has come when sb . should do sth . 这两个句型也用来表示“该是……的时候了”，when 引导的定语从句用陈述语气或“should + 动词原形”的形式。如：

This is the time when you should get up .

是你该起床的时候了。

The time has come when we should part from each other.

该是我们必须道别的时候了。

The time has come when you should tell me all the truth.

该是你向我说出全部实情的时候了。

d). every ( each , any , next , first , last ) time 作连词使用，引导时间状语从句。如：

Every ( Each ) time I saw him , I found him to be taller .

我每次遇见他，都觉得他又长高了。

The last ( first ) time I went to China , I visited Shanghai .

我上（第一）次到中国时，游览了上海。

Next time you see him, tell him the truth.

下次见到他时，告诉他实情。

Any time you need help, please tell me.

无论何时你需要帮助，尽管告诉我。

e). by the time 引导时间状语从句时，意为“到……时为止”，主句一定要用完成时态。如：

By the time he was twelve , Edison had built a chemistry lab for himself 。

爱迪生十二岁时，就建立了自己的化学实验室。

By the time you saw me, I had had five hamburgers.

你看到我的时候我已经吃了五个汉堡了。

By the time he went to school, he had leaned more than 3000 words by heart.

到他上学的时候，他已经记住3000多个单词了。

f). This is the first ( second , last ) time ( that ) sb . has done sth . 意为：是某人第几次……。在该句型中，this 可以由that 或it 替换；从句中的谓语动词必须用完成式，且要与主句谓语动词be 的时态保持一致。如：

This is the third time I have been to Beijing .

这是我第三次去北京了。

That wasn’t the first time Linda had taken too many pills .

那不是琳达第一次服用这么多的药丸了。

It will be the fifth time that he will have been invited to such a meeting .

这将是他第五次应邀参加这种会议。

g). 三倍以上倍数的表达方式常用以下几种句型：

A is times + as + 形容词或副词的原级 + as + B

A is times + 形容词或副词的比较级 + than + B .

A is times + the + 名词 + of + B . 如：

The sitting room is 3 times as large as the kitchen .

起居室的面积是厨房的三倍。

Your bag is three times larger than mine .

你的包比我的大三倍。

Your cake is twice the size of mine .

你的蛋糕比我的大一倍。

My school is one third the size of yours.

我们学校只有你们学习的三分之一大。

④a. be content with/to do 意为“知足；满足，满意；愉快”。content此处为形容词，常作表语。如：

Are you content with your present salary?

你对现在的薪水满意吗？

Now that she has apologized, I am content.

既然她已经道歉了，我也就满意了。

He is content to stay in his present job.

他对现在的工作心满意足。

He is content to remain where he is now.

他安于现状。

He was content that the thing had happened.

这事终于发生了对此他是满意的。

I am very content with my life at present.

我对目前的生活心满意的。

She seems content to sit in front of the television all night.

看来她愿意在电视机前坐个通宵。

b. content作及物动词意为“使满意；使满足，使不复有所求”常用于词组content oneself with，意为“满足或满意于某事物（虽然可能有更高的要求）”。如：

Simple praise is enough to content him.

他只要听到实事求是的表扬就心满意足了。

As there is no cream, we’ll have to content ourselves with black coffee.

既然没有奶油，我们只好喝清咖啡算了。

As the TV’s broken, you’ll have to content yourself with listening to the radio.

既然电视机坏了你就只好收听无线电算了。

c. content作名词，表示“所容纳的东西，所含之物，内容（指书内全部章节）；目录”时应用其复数形式contents。如：

Look up the contents at the beginning of the book.

查一下卷首的目录。

The drawer had been emptied of its contents.

抽屉已经腾空了。

She hadn’t read the letter and so was unaware of its contents.

她没有看那封信，所以不知道信的内容。

At the front of the book is a table of contents, giving details of what is in the book.

书的前部有目录，详列了书中的内容。

d. content表示“实质内容，要旨；意义；容量；容积；含量，成分”时，常用单数形式。如：

In my opinion, the movie lacks content.

依我看这部电影缺乏实质性内容。

Her life only had content when she was with him.

她只有与他在一起时生活才有意义。

Oranges have a high vitamin C content.

橙子的维生素C含量很高。

Food with a high fat content is not good for our health.

脂肪含量高的事物对我们的身体健康没有好处。

e. content 作不可数名词意为“满足，满意”。如：

He takes content in nothing.

他这人从不满足。

Can’t you see the quiet content of the well-fed child?

难道你看不到孩子喂饱后不哭不闹的满足状吗？

⑤a. be worse off意为“比以前更穷，更不愉快、更不健康等”。其反义词组为be better off意为“较好的；较明智的”。如：

The increase in taxes means that we’ll be ￡30 a month worse off.

加税以后我们每月收入就要少了30英镑。

I’ve only broken my arm; other patients are far worse off than me.

我只是胳膊折了，其他病人比我严重的多。

He’d be better off going to the police about it.

他最好把这件事报告警方。

b. worse still相当于what’s worse, 意为“更糟的是”，作插入语，修饰全句。如：

Worse still, the lion could even carry off the baby in its month.

更糟的是，狮子会吃掉婴儿。

In the earthquake, many houses were destroyed. Worse still, lots of people lost their lives.

地震中很多房子被毁，更糟的是，一些人失去了生命。

It was dark that night. Worse still, it was snowing hard.

那天晚上天很黑，更糟的是，还下起了大雪。

We were very tired at that time, and what's worse, it was raining heavily.

那时我们已经精疲力竭了，更糟的是，天还下着大雨。

c. to make matters/things worse意为“使情况更危险或更困难”。如：

To make matters worse, he refused to apologize.

更糟的是他拒不道歉。

He was very rude to the Customs officer, which of course made things even worse.

他对海关官员十分无礼，使得情况更糟了。

My car broke down on my way home. To make things worse, it began to rain heavily.

我的车在回家的路上坏了。更糟糕的是天有下起了大雨。

⑥ a. astonish是个及物动词，意为“使惊讶，吃惊，震惊”。如：

The news astonished everybody.

这个消息令所有的人感到惊讶。

It astonishes me that no one has thought of this before.

以前谁也没想到这一点，使我感到惊讶。

He was astonished to hear he had got the job.

他听到获得了那份工作而感到惊讶。

It will astonish you to hear what I paid for this ring.

听到我花多少钱买这枚戒指会使你大吃一惊。

b. astonished是形容词常作表语，意为“感到惊讶，吃惊”。be astonished to do sth./at sth./ that…解释为“……感到惊讶”，如：

We astonished to hear the loud sound.

我们被那巨大的声音吓了一跳。

I was astonished that he appeared at the party.

他出现在聚会上，令我感到惊讶。

Everybody was astonished at the news.

这个消息令所有的人感到惊讶。

He was astonished to see his father.

他很惊异的看见他父亲。

You look astonished at my appearance.

对于我的出现你似乎很惊讶。

c. astonishing为形容词，意为“使人惊讶的，惊人的”。如：

I find it quite astonishing that none of you liked the play.

我感到惊讶的是你们谁都不喜欢那个剧。

There were an astonishing number of applicants for the job.

申请这份工作的人数多的惊人。

It was such an astonishing performance for such a young musician.

对于如此年轻的音乐家来说，这是令人惊异的演出。

d. astonishment是astonish的名词形式。意为“惊讶，惊奇”。如：

Imagine my astonishment when Peter walked in!

你可以想象，当彼得进来的时候，我是多么的惊讶。

To my astonishment it had completely disappeared.

使我惊讶的是，它消失的无影无踪了。

He looked at me in astonishment.

他惊奇地看着我。

⑦a. such这里为形容词，意为“如此的，这样的”。修饰单数名词时，放于不定冠词a(an)之前，

若名词前有one，no，any，some, all, many等修饰时，such放在这些修饰词之后。如：

He's such a man.

他就是这么一个人。

One such table is enough.

这样的桌子，有一张就够了。

There is no such thing.

没有这么一回事。

b. such位于句首时, 句子须全部倒装，此句型中的such是指示代词，多被认为是表语，所以such后的be动词应与其后的真正的主语保持一致。如：

Such is my hope for the future.

我对未来的希望就是这样。

Such were the facts.

事实就是这样。

Such are the facts, no one can deny them.

这就是事实，谁也不能否认。

Such is Albert, a simple man.

阿尔伯特就是这样一个简单的人。

c. such sth. that…，such sth. as…句型意为“下述一类的；（象后面提及的）那样的，这样的，如此的”；还可意为“（重要性、价值等）达到那种程度的”。如从句不缺少句子成分，用that引导，表示“如此…以至于”；如从句中缺少句子成分，用as引导，表示“像…一样的“像……”。如：

Such a disaster as her car being stolen had never happened before.

有的祸事，象她汽车被盗之类，以前从未发生过。

Such advice as he was given proved almost worthless.

给他提的那类建议简直毫无价值。

The knot was fastened in such a way that it was impossible to undo.

这个结系地那么紧，根本解不开。

He had such long arms that he could almost touch the ceiling.

他的胳臂很长，几乎能碰到天花板。

She is such a good teacher just as we expect.

正如我们所料，她是一位好老师。

d. 用于某些短语中，如：such as表示列举，有“例如、诸如”等意思，as such则是“作为一个…，本身；按照某词通用的或严格的词义”等意思，such and such意为“某某，这种那种的”等意思。如：

I like drinks such as tea and soda.

我喜欢诸如茶和汽水之类的饮料。

Wild flowers such orchids and primroses are becoming rare.

兰花和报春花之类的野花越来越少了。

Wealth as such doesn't matter much.

财富本身算不了什么。

I can’t call my book a best seller as such but it’s very popular.

我不敢说我的书是畅销书，但可以说很受欢迎。

Such and such results follow from such and such causes.

这样那样的原因就产生这样那样的结果。

e.so与such的用法区别由so与such的不同词性决定。such 是形容词，修饰名词或名词词组，so是副词，只能修饰形容词或副词。so 还可与表示数量的形容词many，few，much， little连用，形成固定搭配。如：

so + adj. such + a(n) + n.

so + adj. + a(n) + n. such + n. (pl.)

so + adj. + n. (pl.) such +n. (pl.)

so + adj. + n. [不可数] such +n. [不可数]

so foolish such a fool

so nice a flowersuch a nice flower

so many/ few flowers such nice flowers

so much/little money. such rapid progress

so many people such a lot of people

He is so clever that he could work out such a difficult problem.

他很聪明，把那么难的问题都解出来了。

Jack ran so fast that he could catch up with the bus.

杰克跑得很快，居然赶上的公共汽车。

David is so good a player that he has fans all over the world.

大卫是个非常好的球员，全世界各地都有他的球迷。

There were so many people in the street that it was impossible for him to find the lost child.

街上的人太多了，他根本就不可能找到那个丢失的孩子。

She is such a nice girl that everyone loves her.

她是一个人见人爱的好姑娘。

He had made such great progress that he passed all his exams.

他取得了巨大的进步，每门考试都通过了。

⑧ a. in poverty意为“处于贫困之中”。介词in加名词多用于表静态状况，如安全、危险、健康、涉及人的情绪等。意为“在……状况中;在……情况下”。如：

in trouble 陷入困境;

in danger 处于危险中;

in order 有序，有条理;

in surprise 惊讶地;

in silence 默默地;

in high/low spirits 情绪高涨/低落等等。

in peace平静地

in a mess 乱七八糟

in rags （穿得）破破烂烂

in poor health 健康欠佳

in good repair 保存良好

in fun 开玩笑地

in a hurry 匆匆忙忙地

in ruins 呈废墟状态

in anger 愤怒地

in a rage 愤怒之中

如：

She went to school in a hurry.

她匆忙地上学去了。

The city was in ruins after the war.

战争过后，这个城市变成了一片废墟。

Are you in poor health? You don’t look well.

你身体不太好吗？你看起来不怎么好？

Even he is in poverty, he is always ready to help others.

即使他没钱的时候他也总是乐于助人。

b. on加名词用语表示动态，如正在从事某种活动或处于某种运动状态之中。如：

on business 出差;

on a visit 在访问;

on show 在上映;

on strike 在罢工;

on watch 在站岗/放哨;

on fire 在着火;

on vacation/holiday 在度假，等等。如：

Are there any live fish on sale in the market?

市场里还有活鱼卖吗？

The house is on fire.

房子着火了。

The president is on a visit to Paris.

总统去巴黎访问了。

⑨ a . particular为形容词，意为“非一般的，特别的，特殊的;个别的，个人的；难以满足的，挑剔的”。In particular是习语，意为“尤其，特别”。如：

She took particular care not to overcook the meat.

她特别小心不把肉烹调过火。

He is a particular friend of mine.

他是我的特殊朋友。

Is there any particular color you would prefer?

你有什么特别喜欢的颜色吗？

She is very particular about what she wears.

她对衣着很讲究。

She is a very particular person.

她这个人很挑剔。

The whole meal was good but the wine in particular was excellent.

整顿饭都很好，尤其是葡萄酒更好。

---Is there anything in particular you’d like for dinner?

---No, nothing in particular.

---正餐你有什么特别喜欢的菜吗？

---没有，什么都行。

b. particular作名词时常用复数形式，意为“信息，事项，细节”。如：

Her account is correct in every particular/all particulars.

她的帐目笔笔无误。

He gave full particulars of the stolen property.

他详细列出全部被盗的财物。

The policeman wrote down his particulars, ie his names, address, etc.

警察记下了他的个人资料。

c. especially/ particularly/ specially三词的区别。

particularly 为副词，意为“尤其；格外地”，通常以不寻常的方式突出某一事物的个性或独特之处。它可和especially通用，但更强调“与众不同”；especially 是副词意为“格外地、主要地、尤其”，用于强调某种特别感受,起突出强调的作用。指与其他同类相比，某人(物)情况达到异常的程度。常在介词或连词前常用；副词specially意为“为了某一特别的目的；专门”,多指为一特别目的而作。如：

This handbook is particularly useful for middle school students.

这种手册对中学生尤其有用。

I like all her novels, but her latest is particularly good.

她的小说我都喜欢，最新的一部尤其好。

Be particularly careful when driving at night.

晚上开车要特别小心。

The sight here is very beautiful, especially when there is fog.

这儿的景色很美，尤其是有雾的时候。

I came here specially to see you.

我特地来看你。

Our garden is beautiful, especially in fall.

我们的花园很漂亮，尤其在秋天。

This time I came back specially to see my family, especially my little daughter who was ill.

这次我专程回来看望我的家人，尤其是我生病的小女儿。

These shoes were specially made for you.

这鞋是专门为你做的。

I like all the subjects, especially English and math.

所有的科目我都喜欢，尤其是英语和数学。

I like the beauty of the countryside, especially when spring comes.

我喜欢郊野的自然美景，特别是当春天到来的时候。

This book is specially written for children.

这本书是特地为孩子们写的。

⑩a. including是现在分词作介词意为“包含；包括”，后接名词。included置于名词后，相当于including+名词。如：

Everyone here took part in the fight against the flood, including old people.

这里所有的人，包括老人，都参加了防洪斗争。

Everybody had something to say, me included/ including me.

所有的人，包括我在内，都有些话要说。

Many people like the book, including me (或 me included.)

许多人都喜欢这本书，包括我。

Tom took away all his things, including his books (或his books included.)

汤姆把他所有的东西都拿走了，包括他的书。

Many women were waiting to buy that kind of cloth, including my mother .

许多妇女都在等着买那种布，包括我妈妈。

I have to prepare food for seven people, including me.

我必须准备包括自己在内 7 个人的食物。

The band played many songs, including some of my favorites

乐队演奏了许多歌曲，包括几首我最喜爱的。

Sales up to and including last month amounted to ￡10,000.

销售额至上月底为止达10，000英镑。

b. include与contain的区别：

include 是动词，意为“包含（某人/某事物）；包括”；contain为动词，意为“包含，容纳” 。contain和 include 虽然都有“包含”的意思，但 contain 可用于表示包含所含之物的全部或部分，而 include 则只是包含一部分。可以这样说，include 着重“被包含者只是整体中的一部分”。contain 着重“内有”。如：

The Chinese nation includes more than 50 national minorities besides the Hans.

中华民族除了汉族外，还包括五十多个少数民族。

The parcel contained a dictionary.

那包裹里装的是一本字典。

The parcel included a dictionary.

那包裹里也包括了一本字典。

The tour includes a visit to Paris.

这次旅行包括游览巴黎。

The basket contains a variety of fruits.

这篮子装有各种水果。

The jar contains ten glasses of water.

这只大口瓶装了十杯水。

The price includes both house and furniture.

价钱包括房子和家具。

I include him among my friends.

我把他当作朋友。

c.分词可以作介词用的词有concerning关于; considering考虑到,就…而言; regarding关于; respecting关于; compared to/with与…相比; owing to “由于……因为……”; given考虑; judging from从…来判断;等等。如：

Considering his age, he is tall.

考虑到他的年纪，他算是高的了。

Considering he’s only just started, he knows quite a lot about it.

考虑到他只是刚刚开始，他对此的了解已经不少了。

She’s very active, considering her age.

就她的年龄来说，她是够活跃的。

I have nothing to say concerning his speech.

至于他的演讲，我无话可说。

I hear he is more than 70, but he is still very strong, considering his age.

听说他已经 70 多岁了，但从他的年纪来看，他仍然很结实。

Considering （ that ） he did not study hard, he did well on the test.

考虑到他没有用功，他考得还不错。

Compared with / to her mother, she is tall.

和她母亲比起来，她算很高了。

Owing to unfavorable weather, I was unable to carry on with it.

由于天气不好，我不能把它进行下去。

Judging from / by what he said, he must be an honest man.

由他所说的来判断，他一定是个诚实的人。

Judging from / by his accent, he must be from Guangdong province.

从他的口音来判断，他一定来自广东。

Regarding this point, he is correct.

关于这一点，他是对的。

Respecting your salary, we shall come to a decision later.

关于你的工资，我们将在以后做出决定。

Concerning your letter, I am pleased to inform you that your plans are quite acceptable.

关于来信，我很高兴地通知你，我们觉得你的计划是可接受的。

Given that they are inexperienced, they have done a good job.

考虑到他们经验不足，他们的工作做得还不错。

Given his support, I think we'll win the election.

若能获得他的支持，我想我们会赢得这次选举。

Given good health, I hope to finish the work this year.

如果身体好的话，我希望这年完成这项工作。

Give the opportunity, he might well have become an outstanding artist.

如果有机会，他可能早就成为一名优秀的艺术家。

Given their inexperience, they have done a good jib.

考虑到他们缺乏经验，他们干得还是不错的。

Given his age, he is rather healthy.

就他年龄来论，他是相当健康的。

Allowing for / Considering traffic delays, it will take you an hour to get there.

把路上的耽搁算进去，你要用一小时才能到那儿。

I will agree to go provided / providing that my expenses are paid.

假如为我负担费用，我就同意去。

We can all leave together ---assuming(that) / supposing (that )the others aren't late.

我们大家可以一起去─假定其他人不耽搁的话。

⑾a. entertaining是形容词，意为“使人愉快的，有趣的”。如：

He is the most entertaining guest.

他是最风趣的客人。

We saw a very entertaining film yesterday.

我们昨天看了一部很有趣的电影。

b. entertain是动词，意为“招待，款待某人；使某人快乐; 愿意考虑某事物”。如：

I don’t entertain very often.

我不常在家请客。

They do a lot of entertaining.

他们时常设宴待客。

They entertained us to dinner last night.

他们昨晚设宴招待我们。

Could you entertain the children for an hour, while I make supper.

我做晚饭时，你能哄孩子们玩一个小时吗？

He entertained us for hours with his stories and jokes.

他给我们讲故事、说笑话、让我们高兴了几个小时。

He refused to entertain our proposal.

他拒不考虑我们的提议。

c. entertainment为名词，意为“招待，款待，娱乐”。如：

He fell in the water, much to the entertainment of the children.

他掉进水里，逗的孩子们乐不可支。

The local entertainments are listed in the newspaper.

报纸上登有本地的娱乐活动。

He often goes to places of entertainment to kill time.

他经常去娱乐场所消磨时间。

⑿a. throughout是介词，意为“遍及，遍布；贯穿(场所，时间之中)，从头到尾”。比through更强调“完全”。throughout常等于all through。throughout the world意为“全世界”。如：

They went on working all through the night.

=They went on working throughout the night.

他们持续工作了一个通宵。

I remained silent throughout.

我自始至终都保持缄默。

The ring is gold throughout.

这戒指是纯金的。

The new epidemic spread throughout the country.

那种新传染病蔓延到了全国各地。

They searched for the lost child throughout the day.

他们整日寻找那失踪的孩子。

National Day was celebrated throughout the country.

全国都在庆祝国庆节。

This feeling persisted throughout the day.

这种感觉持续了一整天。

b. throughout还可作副词，意为“各方面，各处；在某事的整个期间”。如：

The house was printed green throughout.

那房子整个涂成绿色的了。

Certain names in the book were underlined throughout.

书中在某些名字下面都划了线。

I watched the film and cried throughout.

我看那个电影时从头哭到尾。

c. through作介词，意为“穿过，通过；或（指方法，手段等）以、用、凭借、通过；从开始到结束，在…期间等”。如：

The river runs through our village.

这条河流经我们的村庄。

Light comes in through the window.

光线从那扇窗子透近来。

We sold the car through advertising in the local paper.

我们卖那部车是通过在地方报上登广告。

Their success was achieved through hard work.

他们的成功是靠努力工作而取得的。

He worked all through the summer.

整个夏季他都在工作。

The exhibit will be open Tuesday through Saturday.

展览开放时间为周二到周六。

I was in college from 1977 through 1981.

我从1977年到1981年在大学求学。

d. through作副词意为“通过，穿过；彻底地，完全地；接通”。如：

I read the book through.

我把这本书看完了。

He was wet through.

他完全湿透了。

Can you put me through to Mr. Jones?

请给我接琼斯先生好吗？

The door opened and we went through.

门开了，我们穿门而过。

The gap in the fence wasn’t big enough to get through.

栅栏上的缺口不够大，钻不过去。

Those boards are rotten through and through.

那些木板已完全腐朽。

e. through还可作形容词，意为“直达的，直通的（相当于direct）；完成的，结束的”。如：

We took a through train to London.

我们乘直达火车到伦敦。

When you are through in the kitchen, let me know.

你在厨房忙完后就告诉我。

⒀a. homeless为形容词，意为“无家可归的”。-less为否定后缀。如：

countless 不可数的

wireless 无线的

ceaseless 不停止的

careless 粗心的

b. 否定前缀：在英语中，有一些表示否定意义的前缀，在表示否定意义的时候，它们的用法基本相同，可译成汉语“非”、“无”、“不（是）”、“未”等。但这些前缀的来源以及接在后面的词有一定的差别。此外，除了表示否定意义外，它们各自还可表示其他的意义。下面分别作简单介绍。

a) un-：来源于希腊语。可加在形容词现在分词和过去分词前构成形容词；加在副词前构成副词加在名词前构成名词。如：

unafraid 不怕的，无惧色的

unaware 不知道的，不注意的

unclean 不干净的，肮脏的

unhappy 不幸福的，不快乐的

uninteresting 无趣味的，乏味的

unknown 不知的；未知的；无名的

unmarried 未婚的

uncommonly 不普通地；不平凡地

unemployment 失业

unrest 不宁，不安；**，骚动

b) non-：来源于罗曼语。加在形容词动词和名词前构成形容词、名词。如： nondestructive 非破坏性的

nondollar 非美元的；非美无区的

noneffective 无效力的，不起作用的

nonstop 不停的，不断的

nonconductor 非导体，绝缘体

nonsmoker 非吸烟者

c) dis-：来源于罗曼语。加在形容词、动词和名词前。如：

disloyal 不忠诚的

dishonest 不老实的

disagree 不同意、不一致、不符

dislike 不喜欢，厌恶

displeasure 不愉快，不满、生气

d) in-：来源于拉丁语。加在形容词、现在分词、过去分词、名词前。如：

incorrect 不正确的，错误的

inconvenient 不方便的

inexpensive 花费不多的；人格公道的

invalid 无效的

injustice 非正义；不公正

instability 不稳定性；不坚决

e) il-：来源于拉丁语。用在以字母“I”开始的词前面，后可接形容词现在分词、过去分词、名词。如：

illegal 不合法的、非法的

illiterate 文盲的；无知的

illogical 不合逻辑的，缺乏逻辑的

illiquid 非现金的；无流动资金的

illiteracy 文盲，无知

f) im-：来源于拉丁语。用在以字母“b”、“p”、“m”开始的词前面，后可接形容词、名词。如：

imbalance 不平衡，不均衡

immeasurable 无法计量的

immemorial 无法追忆的

impassable 不能通行的

imperfect 不完美的

impossible 不可能的

g) ir-：来源于拉丁语。用在以字母“r”开始的形容词前。如：

irregular 不规则的，不规律的

irrecoverable 能恢复的

irresponsible 不承担现任的，不需负责任的

irreplaceable 不能替代的；不能恢复原状的

c. 否定前缀表示“否定”以外的其他意义。

a) “un-”表示下列意义时来源于日耳曼语，可以在动词或名词前构成动词，有四种意义,如：

（a)表示“做相反的动作”如：

unsay 收回，取消（前言）

unclose 打开

unseal 开启......的封印；拆（信）；使解除束缚

unarm 解除......的开装，缴......的械

unbuild 拆毁；摧毁

（b）表示“使丧失”，“夺去”，“废止”如：

unseat 剥夺....的席位；使失去资格；使退位

unsex 使失去性功能；使失去性别特征（尤指女性）

vunman 使失去男子汉气概；阉割；撤去（船只或舰队）的人员

（c）表示“由.....解脱”“由.....取出”，如：

unhand 把手从......移开；放掉

unbosom 吐露（心事），暴露（思想）

unearth 发掘；掘出

4)表示“彻底”，如：

unloose 松开；解放，释放

b) “non-”的两种新义：

(a)“不重要的”，“无价值的”含有“假冒”，“欺骗”等意思。如：

nonbook 毫无文学价值、滥竽充数的书

non-friend 假朋友

nonperson 被认为不存在的人：（由于政治或意识形态原因而）被排除在考虑之外的人（也可用unperson）

nonevent 被期望但未实现（或结果使人扫兴）的事

(b)“缺乏传统性的”。如：

non-hero=anti-hero 非传统式英雄，

nonnovel 不能按传统创作法写成的小说

c)“dis-”表示“分离”、“除去”、“剥夺”，如：

discharge 卸货；排出（气体等）

discolour (使)变色，（使）褪色

discourage 使泄气，使失去信心

dishearten 使失去勇气，使沮丧，使失去信心

displace 移植，转移

d)“in”表示“在内”，“进”、“入”、“向”、“朝”。如：

inclose(=enclose) 围住；圈起；关闭住

income 收入，收益

vinflow 流入

inland 内地的，内陆的

inside 里面，内部

inlet 进口，人口

e)“im-”表示“向......内”、“向......上 ”“向......”。如：

imbed(=embed) 栽种（花等）：埋置：把......嵌入

inmigrate （从国外）移来；移居入境

immerge 浸入；专心，埋头

impark把（动物）围在园内

immixture 混合；卷入

f)“ir”表示“进入”、“在内”。如：

irrigation 灌溉；水利

irruption 侵入，闯入

d. 在学习这些前缀时，必须注意以下点：

a)“un-”有时并不表示否定。如：

easy 容易的

uneasy 心神不安的：忧虑的：担心的

canny 聪明的，精明的

uncanny 神秘的；怪模样的

[注]“loose”、“loosen”和“unloose”、“unloosen”这四个词的意思完全一样，都指“松开”；“解开”；“解放”。

b) 一般来说，“un-”加在本族语词汇前，而“in ”加在外来语词汇前。但有时候“un-”加在形容词词前，而“in”则加在相对应的以拉丁语结尾的名词前。如：

unable （不能的，无能的，无能为力的）--inability.

unjust （非正义的，不公正的）一injustice.

unequal （不平等的）--inequality.

c) 以“-ed”结尾的词只跟“un-”，以“-ing”结尾的词也跟“un-”。如：

undigested 未消化的：未充分理解的--

indigestible 无法消化的

uncompleted 为完成的

incomplete 不完全的；未完成的

undetermined 为确定的--

indeterminate 不完善的，无法决定的

irredeemable 不能赎回的，不能偿还的

unceasing 不停的，不断的

incessant 不停的，不断的，连续的，频繁的

undiscriminating 不加区别的，无鉴赏的--

indiscriminate 不加区别的，无选择的。

d) “un-”和“non-”虽都是表示否定意义的前缀，但“un-”的否定语气要比“non-”强。另在表示二者互相比较时，“non-”通常和“un-”的意思相反。如：

a non-scientific-book 一本与科学不相关的书（可能是小说或传记）

an unscientific book 一本科学水平低的书。

e) 要特别注意接“dis-”和“un-”的一些词的词性与词义。如：

unable adj.不能的，不会的；无能力的；无能为力的

disable vt.使无能为力；使伤残

unlike a .不同的，不相似的/prep.不象，与......不同

dislike vt./n.不喜爱，厌恶

uncover vt.揭开......的盖子；移......覆盖物；使露出

discover vt.发现，看出

unclose vt.打开

disclose vt.揭开；揭发；透露，泄露

比较：

inclose vt.围住；圈起；关闭住

[注]unarm和disarm的意思一样，都表示“缴......的械”，“解除......的武装”。

⒁ a. worn-out是复合形容词在句中定语或表语。意为“使（某物）用的不能再用，用坏或耗尽；疲惫的”。wear (sth./sb. ) out 为动词词组，意为“穿坏；穿旧；用尽”。如：

The little girl is playing with a worn-out toy.

那个小女孩在玩一个破旧的玩具。

Your suit is almost worn out.

你的西服已差不多穿旧了。

Cheap socks wear out quickly.

便宜袜子很快就会穿破。

I’m worn out by the hard work.

辛苦工作使我筋疲力尽。

This machine is worn out and will have to be replaced.

这台机器老掉牙了，得换新的了。

I wore out two pairs of boots on the walking tour.

我徒步旅行穿坏了两双靴子。

Her patience was at last worn out.

她终于忍无可忍了。

Just listening to his silly chatter wears me out.

我听着他无聊的话把我烦透了。

They were worn out after a long day spent working in the fields.

他们在地里干了一整天的活，累得疲惫不堪。

b. wear （sth./sb.）down 意为“（使某物）用薄，用坏或用旧；使（某人/物）衰弱”。如：

The tread on the tyres has been worn down to a dangerous level.

轮胎胎面花纹已经磨损得到了能发生危险的地步了。

She was worn down by overwork.

她因过度劳累而跨了下来。

The strategy was designed to wear down the enemy’s resistance.

这一策略旨在逐步削弱敌人的抵抗力。

c. wear (sth.) off意为“（使某物）逐渐消失或除去”。如：

The dishwasher has worn the glaze off the china.

这些瓷器经常用洗碗机清洗，光泽都消失了。

The novelty will soon wear off.

这种新奇的感觉很快就会消失。

The pain is slowly wearing off.

疼痛的感觉正在慢慢消退。

⒂ a. walking stick意为“拐杖”。-ing形式表示“供作……之用”（used for）的意思，这类作定语的-ing形式称之为动名词，动名词作定语表示名词的属性或事物的用途。如：

drinking water 饮用水

reading material 阅读材料

opening speech 开幕词

listening aid 助听器

a waiting room 候车/诊室

a swimming pool 游泳池

a sleeping car 卧铺车

teaching method 教学方法

freezing point 冰点

fighting post 战斗岗位

No one is allowed to speak aloud in the reading room.

阅览室里不准大声说话。

There is a swimming pool in our school.

我们学校有一个游泳池

b. –ing形式表示“……的”意思，称之为现在分词。现在分词作定语对被修饰词进行限定或描绘，相当于一个定语从句。单个的现在分词作定语则主要是表示被修饰词正在做什么。如：

a walking child 走路的孩子

working people 劳动人民

the rising sun 正在升起的太阳

the falling leaf 正在飘落的树叶

sleeping child 熟睡的孩子

developing countries 发展中国家

running water 自来水

c. 单个分词作定语，分词一般说来写在被修饰的名词、代词之前；分词短语作定语时，分词放在被修饰词之后。现在分词作定语，主要说明“正在进行的动作”或是“一个在现在或过去某段时间内的经常化动作” 。另外，分词作定语还有“being + 过去分词”的形式。这种表达形式的意义是“分词动作正在进行；但分词动作与其所修饰的词之间是动宾关系” 。如：

The man sitting in the corner is my brother.

坐在角落里的那个人是我兄弟。

The girl standing by her mother looked very timid.

站在她妈妈旁边的那个女孩看上去很胆小。

The cloverleaf intersection being built is designed by a young man .

那座正在兴建的立交桥是一位年轻人设计的。

The topics being discussed everywhere recently is concerned about the Olympics .最近到处在议论的话题都与两千年奥运会有关。

Who is the comrade standing by the door?

站在门边的同志是谁？

They lived in a house facing south.

他们住在一所朝南的房子里。

[注] –ing分词还可以作非限制性定语，相当于一个非限制性定语从句，常用逗号和句子其它部分分开。如:

The words, usually dealing with current work, were mostly written by himself.

歌词一般讲当前的工作，大部分是他自己写的。

When she appeared, John, wearing a dirty and worn-out overcoat, ran to her with joy.

当她出现的时候，约翰穿着一件又脏又破的大衣高兴地跑了过去。

d. 如果被修饰的词是由every/some/any/no +thing/body/one所构成的复合代词或指示代词those等时，即使一个单一的分词作形容词用，也要放在被修饰词的后面。如：

Is there anything unsolved?

还有没解决的问题吗？

There is noting changed here since I left this town.

自从我离开这个城镇以来，几乎没有什么变化。

There is nobody living in the old house.

老房子里没人住。

⒃ a. failure既是可数名词，又是不可数名词。要通过语境，分析语义。此文中意为“失败者、失败的事例”是可数名词。failure作“失败”解时为不可数名词。类似的抽象名词还有：success, pleasure, honour, favour, surprise, help, pity, joy, delight, interest, fit, shame, etc.如：

Failure is the mother of success.

失败是成功之母。

Success came after many failures.

宝剑锋自磨砺出。

He was a failure as a teacher.

他不是一个好老师。

She was upset by her failure in the exam.

她因考试不及格而感到沮丧。

The project was a complete failure.

这个计划彻底失败了。

b. fail是failure的动词形式，意为“失败，不及格”。作不及物动词时，常用搭配有fail in 表示“在某方面不成功，考试不及格”；fail to do表示“不能，没有”。fail作及物动词时意为“不能，忘记，没有让…通过考试;使失望,有负于等等。”如：

The student failed in the examination.

这个学生考试不及格。

I failed to understand it.

我无法理解它。

He never fails to write to his mother every week.

他每周都给母亲写信。

She has been failing in health.

她的健康越来越差。

He failed his driving-test.

他驾驶测试不合格。

The examiners failed half the candidates.

主考官评定半数应试者不及格。

Several banks failed during the depression.

有几家银行在不景气时期倒闭了。

⒄ a. determination是名词，意为“决心，决定；（对某事物的）确定，决心；（数量，质量等的）测定，计算。”如：

He is a leader with courage and determination.

他是一个果敢的领导。

His determination to marry her is now much stronger than ever.

他想和她结婚的决心现在比以前更加坚定。

She has the determination to overcome all the obstacles to success.

她有决心克服通往成功路上的一切障碍。

I appreciate her dogged determination to learn English.

我佩服她学英语的那种坚定不移的决心。

I’m not sure of the determination of the ship’s position.

我对船方位的测定不是很确定。

b. determine是动词，意为“决定，判断，测定；使决意；查明，确定。”如：

He determined that he would leave.

他决定离开。

His advice determined me to delay no more.

他的劝告使我决定不再拖延。

The policeman wanted to determine all the facts.

那个警察想要查清全部事实。

She determined to go that very afternoon.

她决定就在那天下午走。

We should determine the date in time.

我们要即使定好日子。

c. determine to do与be determined to do都意为“决心做。”但前者表动作，后者表状态。determine on (doing) sth.意为“决定（做）某事。”如：

we are determined to get the work done before Friday.

我们决心在周五前完成这项工作。

We have determined to get the work done before Friday.

我们已决定在周五前完成这项工作。

We determined on an early start.

我们决定早出发。

⒅ a. overcome为动词，其过去式及过去分词分别为overcame, overcome。意为“战胜，克服；（感情等）压倒，使受不了。”如：

He’s trying to overcome his fear of flying.

他极力克服对飞行的恐惧。

He overcome a strong temptation to run away.

他抵制了要逃跑的强烈诱惑。

We shall overcome.

我们一定胜利。

The old woman was overcome by gas fumes.]

那老妇人被煤气熏倒了。

He was overcome by anger.

他因为气恼而不能自持。

We’ll overcome that difficulty when we get to it.

那种困难到时候我们自有办法解决。

She was overcome with the emotion.

她激动得不能自持。

You must overcome your bad habits.

你必须克服你的坏习惯。

The fire was completely overcome by daybreak.

黎明时大火已被完全扑灭。

b. 动词词组come over (to…) (from…)意为“（通常为远处）来到另一地”；come over sb.意为“（某种）感觉刺激或影响某人”；come over (to sth.)意为“改变立场或意见等”。如：

Why don’t you come over to England for a holiday.

你怎么不到英国来度假呢？

I will come over and see you after work.

下班后我来看你.

Her grandparents came over to America from Ireland during the famine.

她的祖父母是在饥荒时期从爱尔兰来到美国的。

A fit of dizziness came over her.

她感到一阵头晕目眩。

I can’t think what came over me.

我不知道我是怎么了。

She will never come over to our side.

她决不会站到我们这边来。

⒆ a. imagine用作及物动词，意为“想像”“设想”。如：

Imagine that you are in London.

想像一下你正在伦敦吧。

It is difficult to imagine their sufferings.

他们的苦难是难以想像的。

Can you imagine life without electricity?

你能想像出没有电时的生活吗？

Imagine a house with a big garden.

设想有一所带大花园的房子。

She imagined walking into the office and telling everyone what she thought of them.

她想像自己走进办公室，对每个人说出她对他们的看法。

b. imagine作及物动词用，意为“料想”“设想”“想到”。如：

I can’t imagine living anywhere but England.

我很难设想到英国以外的地方去生活。

I couldn’t imagine his saying so.

我料想不到他会这样说。

I can’t imagine that anyone one cares what I do.

我想不也谁会关心我的所作所为。

c. imagine用作及物动词，意为“猜想”“认为”

I imagine she must be very tired after her journey

我想她旅行后一定很累。

I imagine that he’ll be there.

我想他会到那儿去。

I can’t imagine what you mean.

我猜不出你的意思。

I can’t imagine what she looks like.

我猜不出她是什么样子。

[注] imagine 用作及物动词时，其后的宾语可能是名词、代词、动名词、宾语从句或复合宾语，但不能直接接不定式作宾语。

d. imagine与guess, suppose的区别：

imagine主要指“想像”“幻想”，侧重指在脑海中形成一个清晰明确的印象，或认为

某事物可能发生或存在。Guess意为“猜测”“臆测”，是一个较通俗的词，侧重指未

知道前的猜测。而suppose意为“想像”“推测”，侧重指假设或假定中的情形。如：

I like to imagine myself flying a plane.

我喜欢想像自己驾驶飞机。

Can you guess what my weight is?

你能猜出我的体重吗？

You have guessed right.

你猜对了。

Let’s suppose that the news is right.

让我们假定这消息是真的。

Can you guess his age?

你能猜出有的年龄吗？

Let us suppose that we had not helped him, what would have happened?

假定我们当时没有去帮助他，会发生什么事呢？

⒇ 过去分词作定语

a. a boiled shoe意为“一只煮熟的鞋子”。此处boiled是过去分词作定语。过去分词作定语表示动作在谓语动作之前发生，已经完成并具有被动意义。有时也不表示时间性。作定语的过去分词一般由及物动词变来，因为只有及物动词才有被动意义。如：

Where are the reserved seats? (=Where are the seats which have been reserved?)

预定的座位在哪里？

The funds raised (= which have been raised) are mainly used for helping the homeless.

筹集的资金主要用来帮助那些无家可归的人。

This book, written (= which is written) in simple English, is suitable for beginners.

本书是用浅显的英语写的，适合初学者。

This is a pressing problem. (=This is a problem which is pressing.)

这是一个紧迫的问题。

He is a teacher loved by his students.

他是个很受学生爱戴的老师。

They decided to change the material used.

他们决定更换使用的材料。

The student dressed in white is my daughter.

穿白色衣服的学生是我的女儿。

b. 单个过去分词前加一名词或副词，常用连字符将它们连接起来构成一个复合形容词，放其修饰的名词前，作前置定语。分词前加的名词表示分词的动作或行为主体，所加的副词表示方式、时间、程度、性质等意义。如：

This is a state-owned factory.

这是一家国营工厂。

This is our school-run factory.

这是我们的校办工厂。

The newly-built building is our office building.

这座新建的大楼是我们的办公楼。

c. 有些不及物动词的过去分词作定语，一般作前置定语，它不表示被动意义，只表示主动意义，强调动作完成。不能像及物动词的过去分词那样放在名词后面作定语。这类过去分词常作前置修饰语。常用的这一类词有：fallen, faded, returned, retired, risen, grown up, vanished等。如：

There are a lot of fallen leaves in autumn.

秋天有许多落叶。

The film describes the story about the police who pursue an escaped man.

这部电影描述的是警察抓逃犯的事。

This is the wounded soldier.

这就是那个受伤的战士。

This is the soldier wounded in the battle.

这就是在战场上受伤的战士。

We needed much more qualified workers.

我们需要更多的合格的工人。

My friend is a returned student.

我的朋友是个归国的留学生。

(21) facing Charlie Chaplin in one of his most famous films此处是现在分词短语作后置定语修饰名词the problem，相当于一个定语从句的作用。即the problem which faced Charlie Chaplin in one of his most famous films。现在分词作定语表示“正在进行的动作”，现在分词可以单独作定语，也可以构成合成词作定语，但在更多的情况下是分词短语作定语，包括限定性和非限定性（用逗号与其他部分分开），在意义上相当于一个定语从句。现在分词作定语通常带有主动意义和未完成意义。如：

In the following years he worked even harder.

在后来的几年中，他学习更努力了。

The man speaking to the teacher is our monitor's father.

正与老师谈话的那个人是我们班长的父亲。

The man following was obviously in a hurry.

后面的人显然很匆忙。

They acted just like a conquering army.

他们就象是一支侵略军。

Do you know the man standing over there by the motorcar?

你认识那个站在摩托车旁边的人吗？

Last night, we caught a thief stealing John's bike.

昨晚有个小偷在偷约翰包的时候被我们当场抓住了。

（22）a. this此处为指示代词。代替上文的he solved it by using nonverbal humour。表示“这个”、“那个”、“这些”、“那些”等指示概念的代词叫做指示代词。指示代词有: this这个; that那个; these这些; those那些; it那个，这个; Such如此的，如此的事物; same同样的，同样的事物。指示代词this，these，that，those在句中的用法相当于名词和形容词，可用作主语、表语、宾语和定语。如：

This is a plane.

这是一架飞机。(作主语)

Oh，it's not that.

噢，问题不在那儿。(作表语)

How do you like these?

你喜欢这些吗?(作宾语)

This book is about Chinese traditional medicine.这是一本关于中医的书。(作定语)

b. 指示代词this，these，that， those的其它用法。

a) This (these)常用来指在时间或空间上较近的事物，that(those)则常用来指时间或空间上较远的事物。如：

This is a sickle and that is an axe.

这是一把镰刀，那是一把斧子。

These days are cold.

这些天很冷。

In those days the poor people had a hard time.

在那些日子里，穷人生活很苦。

b) 有时that和those指前面讲到过的事物，this和these则指下面将要讲到的事物。如：

I had a bad cold. That's why I didn't come.

我伤风很厉害，所以我没有来。

Those two statements are not true.

那两种说法是不真实的。

What I want to say is this：Pronunciation is very important in learning English.

我所要说的是：语音在英语学习中非常重要。

Chairman Mao honored Liu Hulan with these words：“A great life A glorious death”.毛主席用下面的话表彰刘胡兰：“生的伟大，死的光荣。”

c) 有时为了避免重复提到过的名词，常可用that或those代替。如：

The climate of shenyang is just as good as that of Beijing.

沈阳的气候跟北京的一样好。(that代替climate)

The county's grain output of 1981 was double that of 1970.

这个县1987年的粮食产量比1980年增加一倍。(that代替grain output)

Television sets made in Nanjing are just as good as those made in Shanghai.

南京出产的电视机和上海的一样好。(those代替television sets)

d) This和that有时作状语用，表示“程度”，意谓“这么”和“那么”。如：

The book is about this thick.

那本书大约有这么厚。

I don't want that much.

我不要那么多。

e) 指示代词在作主语时可指物也可指人，但作其他句子成分时只能指物，不能指人，如：

That is my teacher.

那是我的老师。（ that作主语，指人）

He is going to marry this girl.

他要和这个姑娘结婚。（this作限定词）

I bought this.

我买这个。(this指物，可作宾语)

f) That和those可作定语从句的先行词，但this和 these不能，同时，在作先行词时，只有those可指人，如：

He admired that which looked beautiful.

他赞赏外表漂亮的东西。

He admired those who looked beautiful.

他赞赏那些外表漂亮的人。（those指人）

He admired those who danced well.

他赞赏跳舞好的人。（those指人）

He admired those which looked beautiful.

他赞赏那些外表漂亮的东西。（those指物）

c. it指人时亦用作指示代词。指示代词it在汉语中不必译出。如：

Who is it?

―it's me.

是谁?

-是我。

Oh, it's you，Lao Wang.

哦，是你呀，老王。

d. such和same也是指示代词，其单、复数的形式相同。它们在句中可用作定语、主语、宾语、表语等成分。如：

The foreign Visitors said they had never seen such a beautiful city before.外宾说他们从来没有看过这样美丽的城市。

We are not talking about the same thing.

我们谈的不是一回事。

Such were his words.

这就是他讲的话。(作主语)

The same can be said of the Other article.

另一篇文章也是同样情况。(作主语)

Take from the drawer such as you need.

你需要什么，就从抽屉里拿吧。(作宾语)

His name and mine are the same.

他和我同名。(作表语)

（23）a. set为动词，意为“设置（戏剧，小说等）的背景”。be set in 的意思为“以……为背景;（戏剧、影片）的背景是”。如：

The film was set in California in the middle of the nineteenth century.

这部影片是以十九世纪中叶加利福尼亚为背景的。

The novel is set in pre-war London.

这部小说以战前的伦敦为背景。

The novel is set in Shanghai in the 1930’s.

这部小说以二十世纪三十年代的上海为背景。

The play is set in the early days of World War Two.

这个剧是以第二次世界大战初期为背景的。

b. set about与set out都可表示“着手做某事”。但set about短语中因为about为介词，所以一般后接名词或动名词，不接不定式；set out后一般接不定式，不接动名词。set out/off还可表示“出发，动身”。其后一般接介词for表目的地。如：

I don’t know how to set about this job.

我不知道怎样着手这项工作。

I’ll set about preparing supper.

我去做晚饭。

She set about the business of cleaning the house.

她动手打扫起房子来。

We need to set about finding a solution.

我们得着手寻找一个解决办法。

That winter we set out to write a history of the Party.

那年冬天，我们着手写一部党史。

She set out to break the world record.

她一心努力要打破世界记录。

They succeeded in what they set out to do.

他们实现了既定的目标。

They set out on the last stage of their journey.

他们动身踏上最后一段行程。

Then he set out/off for Paris.

然后他动身去巴黎了。

c. set out还表示“安排，摆放，陈列”或“（有条理地）陈述、阐明”。如：

We’ll need to set out some chairs for the meeting.

我们需要为会议摆些桌子。

Her work is always very well set out.

她总是把工作安排得很有条理。

He set out his objections to the plan.

他陈述了他对这个计划的反对意见。

She set out the reasons for her resignation in a long letter.

她写了一封长信说明自己辞职的原因。

d. set的其他短语：

(24) a. in search of意为“搜寻，寻找”。此处的search为名词。in (one’s) search for 和 in search of都意为“寻找”、“寻求”，在句中既可作状语，也可作表语。注意两个短语介词的搭配，如果名词search前带有限定词a，the或one’s后面一般用介词for，如果search前不带限定词，后面一般用介词of。如：

The husband joined the wife in her search for the unknown element.

丈夫和他妻子一起寻找那种未知元素。

Some birds fly south in search of winter sun.

鸟儿飞向南方去寻找冬日的暖阳。

They started at once in search of the missing child.

他们马上开始寻找这个失踪的孩子。

Scientists are in search of a cure for the disease.

科学家们想研究出治疗这种疾病的方法。

We should go in search of a cheap hotel.

我们要去找个便宜的旅馆。

b. search做动词时意为“搜寻、搜查”。search的宾语一般是被搜查的人或某一场所，而不是所要寻找的东西。search for相当于look for。search for的宾语一般为要找的东西，而不是被搜查的人或场所。如：

We searched around for hours, but couldn’t find the book.

我们各处找了半天，却找不到那本书。

The policeman searched the woods for escaped prisoners.

警察搜查树林寻找逃犯。

The police searched her for drugs.

警察搜查她，看她身上是否有毒品。

I searched my memory, but couldn’t remember her name.

我想来想去也想不起她的名字。

I searched through the drawers for the missing papers.

我翻遍抽屉寻找遗失的文件。

The villagers are searching for the missing child.

村民们正在搜寻那个失踪的孩子。

Mary searched the dictionary for the use of a word.

玛丽在词典中寻找一个单词的用法。

They searched every room for the missing papers.

他们在每一个房间搜寻丢失的文件。

The policeman searched the thief to see what he had in his pockets.

那个警察对小偷搜身，看他口袋里有什么东西。

(25) a. panning for gold此处为动名词做表语，意为“淘金”。pan此处为动词, 意为“用淘盘淘”。动名词作表语，表示抽象的一般性的行为。如：

Our work is serving the people．

们的工作是为人民服务。

His hobby is collecting stamps．

他的爱好是集邮。

Seeing is believing.

眼见为实。

My hobby is growing flowers.

我的业余爱好是种花.

What I thought most was going to France.

我考虑得最多的是去法国.

My favorite sport is playing table tennis.

我喜爱的运动是打乒乓球.

b. 动词-ing 形式作表语通常表示主语所具有的特性, 称之为现在分词。现在分词相当于形容词。能够用于表语的现在分词常见的有：amusing 有趣的; astonishing 令人惊讶的; confusing 迷惑的; discouraging 令人丧气的; disappointing 令人扫兴的; couraging 令人鼓舞的; exciting 令人兴奋的; interesting 有趣的; missing 不见的; moving 动人的; promising 大有希望的; shocking 令人震惊的; puzzling 莫名其妙的; surprising 令人奇怪的。如:

The colour is pleasing to the eyes.

这种颜色悦目。

The film is frightening.

这部电影很吓人。

Traveling is interesting but tiring．

旅行是有趣的，但是使人疲劳。

The argument is very convincing．

他的论点很令人信服。

c. 分词做表语有两种情况，一种是现在分词做表语，一种是过去分词做表语，这两者区别是考试中经常考到的地方。一般来说，表示心理状态的动词如excite，interest等都是及物动词，汉语意思不是“激动”，“高兴”，而是“使激动”、“使高兴”，因而现在分词应该是“令人激动的”、“令人高兴的”；过去分词则是“感到激动的”和“感到高兴的”。所以，凡表示“令人……的”都是-ing形式。凡是表示“感到……”都用-ed形式。换句话说，若人对……感兴趣，就是somebody is interested in...；若人/物本身有兴趣时，就是说sb./sth. is interesting.这类词常见的有：

interesting使人感到高兴 interested感到高兴的

exciting令人激动的 excited感到激动的

delighting令人高兴的 delighted感到高兴的

disappointing令人失望的 disappointed感到失望的

encouraging令人鼓舞的 encouraged感到鼓舞的

pleasing令人愉快的 pleased感到愉快的

puzzling令人费解的 puzzled感到费解的

satisfying令人满意的 satisfied感到满意的

surprising令人惊异的 surprised感到惊异的

篇8：北师大版小学数学六年级下册总复习空间与图形部分教材分析教案教学设计(北师大版六年级总复习)

归昌中心小学刘明

本单元是小学数学总复习的第二部分“空间与图形”领域的知识，通过系统的整理与复习，使学生巩固和加深理解小学阶段所学的“空间与图形”的知识，进一步沟通知识之间的联系，发展学生的空间观念，提高解决实际问题的能力，为进一步学习和发展奠定基础。这部分的内容主要包括;图形的认识、图形的测量、图形与变换、图形与位置四部分。其中第一部分又包括：线与角、平面图形、立体图形，第二部分包括长度、面积和体积。

这部分内容建议用17课时教学

这部分内容在各学段各年级的分布情况，见教师用书后面的附页，写的很详细。

关于这一单元的教学目标见教师用书。

我们看一下具体的教学内容第一部分《图形的认识》这部分的教学目标教学用书上给出了5条，我给定为4条我认为达成这四条就够了。

教学目标：

1.引导学生系统整理学过的图形，沟通图形之间的联系，形成知识网络。

2.结合具体的物体或图形，引导学生从不同的角度研究立体图形，沟通立体图形与平面图形之间的联系，发展学生的空间观念。

3.能运用所学的的知识和技能解决日常生活中的简单问题，体会数学与生活的密切联系。

4.引导学生交流整理知识的方法。

对这部分内容进行复习时应重点指导学生再次感知图形特征，以此强化、扩展和沟通图形之间的联系，再通过一定的练习进行巩固。根据内容特点和小学生的年龄特征，教材在安排图形的认识的复习时分了两大部分。第一部分是“系统整理，沟通联系”，主要是引导学生系统整理学过的图形，沟通图形之间的联系，形成有机联系的“空间与图形”的知识网络；第二部分是“把握特征、练习深化”，主要是从“线与角”、“平面图形”、“立体图形”三个方面引导学生在头脑中再现各种图形的特征，进行整理与内化，并通过一些典型的练习，进一步巩固和深化学生对图形的认识。

我们可以先让学生罗列已经学过的图形；然后引导学生把这些图形进行归类，梳理出知识内容之间的联系，并通过网络图等形式呈现知识之间的联系;最后组织学生展示整理的结果，并进行交流。知识整理呈现的形式不是唯一的，只要合理，教师都应该鼓励。对于学生呈现出来的好的作品，教师应该让学生介绍整理的方法，以培养学生反思和整理知识的能力。在分类的过程中应注意两点：一是将图形与其名称结合起来。在整理时鼓励学生根据图形的名称画出来（立体图形在教师的指导下画出简图），二是通过分类，再次深化学生对图形之间联系的认识。如在多边形的分类中学生可能会进一步发现，四边形、五边形等可分解成若干三角形，在复习立体图形与平面图形的联系时教材呈现了三幅图，是从不同的角度提示学生沟通立体图形与平面图形的联系，第一幅图呈现的是一个正方体，是从“视图”的角度沟通联系，引导学生进一步感悟“面在体上”；第二幅图呈现的是一个圆柱的侧面展开图是一个长方形，是从“立体图形的展开图”的角度沟通联系；第三幅图呈现的是一个圆锥的截面是一个三角形，是从“截面”的角度沟通联系。教学时教师要引导学生从不同的角度去研究各种立体图形，沟通立体图形与平面图形之间的联系。教学时应注意让学生适当的动手操作，以实现对所学内容的认识上的提升，积累数学活动的经验。新课标第一网

对于线与角的教学，教材给了四个方面的问题，引导学生对线与角的知识进行回顾与整理。第一个问题是引导学生复习“直线、线段、和射线”的有关知识。教学时可以先让学生画一画，然后进行交流;也可以让学生列表进行比较。第二个问题是。引导学生复习垂直与平行。教学时可以先让学生画一画，并说说判断直线垂直或平行的基本方法。第三个问题是引导学生比较角的大小，复习角的测量等知识。教学时，要让学生说说测量角的方法，并让每个学生用量角器量角。第四个问题是复习锐角、直角、钝角、平角及周角。

巩固与应用的题目要让学生亲自动手操作。

《平面图形》这一课时主要是引导学生复习长方形、正方形、三角形、平行四边形、梯形、圆等平面图形的认识及其特征。教学这部分内容时教师要明确教学目标，引导学生按照一定的程序进行梳理。如从边的角度进行梳理，特殊的四边形有梯形和平行四边形，平行四边形中包括长方形，长方形包括正方形只有一组对边平行的四边形是梯形，两组对边分别平行的四边形是平行四边形，长方形的对边平行且相等，正方形的对边平行并且四条边都相等；从角的角度梳理，长方形和正方形的四个角都是直角，四个角都相等；再如从轴对称图形的角度来梳理，这些图形中，长方形、正方形、等腰三角形、等边三角形、等腰梯形和圆都是轴对称图形，等边三角形和等腰梯形只有一条对称轴，长方形、等边三角形、正方形分别有2、3、4条对称轴，圆有无数条对称轴等。再整理时鼓励学生将知识用合适的形式表示出来。

巩固与应用

第2题是三角形三条边的关系的复习。教学时先让学生独立判断，再让学生说说判断的依据。

第5题供有余力的同学去完成，全班不作统一要求。

《立体图形》这一课时主要是引导学生复习长方体、正方体、圆柱、圆锥等立体图形的认识及其特征，复习观察物体的有关知识。教材中给出了两个问题引导学生进行回顾与整理。第一个问题是让学生分别说出已学过的立体图形的特点，并尝试验证这些特点。来引导学生复习立体图形的特征，再用一定的方式验证这些特征。长方体和正方体的特征主要从点、面、棱等方面进行复习。圆柱、圆锥的特征主要从面的角度去复习，还可以从展开图的角度引导学生进行复习。第二个问题是找出一个立体图形从正面、上面、左面看到的形状并连一连。来引导学生复习观察物体的有关知识，进一步体会“从不同的方向观察物体看到的形状可能是不同的”，发展学生的空间观念。

巩固与应用

第1题主要是复习由平面图形旋转形成几何体，使学生进一步体会“面旋转形成体”发展学生的空间观念。

第2题鼓励学生先想象，再操作验证，进一步发展空间观念。

第6 题鼓励学生先画一画，再进行交流。在b点比在a点看到的范围大，体会越高看到的范围越大。

《图形与测量》这一部分的教学目标：

1.通过列表、画图等，对图形测量的有关知识进行系统整理，进一步理解周长、面积、体积、等以及相应的单位。

2.沟通几种基本图形面积公式及其推导过程的内在联系、体积计算公式之间的联系，体会数学知识和方法的内在联系，体会转化、类比等数学思想方法，发展初步的推理能力。

3.能正确计算常见平面图形的周长和面积、常见立体图形的表面积和体积，并解决一些简单的实际问题。

4.在整理和复习的过程中，通过多种活动，巩固所学知识，能综合运用学过的数学知识和方法解释生活中的现象，解决简单的实际问题，发展解决问题的能力和反思意识，发展空间观念。）

《图形与测量》复习的主要内容时长度、面积、和体积的认识，度量单位的认识及进率，平面图形的周长和面积，立体图形的表面积和体积等，围绕这些知识，教材在“回顾与交流”中给出了9个提示性的问题，引导学生对知识进行回顾与整理。教学时可以根据复习内容和班级实际分成几个课时进行复习。

教材的主题情境图是引导学生结合情境图中的物体说说对长度、面积、体积、（容积）的认识。如结合围栏的长度说说对长度、周长的认识结合水池的占地大小、草坪的大小等说说对面积的认识；结合柱子的大小、水池中水的多少说说对体积容积的认识，教学时还可以让学生举一些生活中的实例加深对这些内容的认识。

第2，3，4题主要是复习度量单位和进率，这部分内容主要让学生多交流、多体会、多记忆。

第5题教材呈现了一个三角形、一个多边形和一片树叶，鼓励学生想办法得到这些图形的周长，目的是让学生体会周长的意义：一个封闭图形一周的长度叫周长。教学时，先引导学生自己想办法得到这些图形的周长，再组织学生交流对周长的理解及得到这些图形周长的方法。教师还可以结合练习，复习长方形、正方形和圆的周长计算公式。

第6题教学时可以先让学生分小组说说已学过的各种图形的面积公式及推导过程，再引导学生自己用网络图的形式进行系统整理，然后展示学生整理的作品，组织交流，重点让学生说说这写公式之间的联系，逐步引导学生通过比较发现：长方形的面积计算方法是推导其它图形的基础。在其它图形基本公式推导过程中，都用到了转化的思想：主要是利用割补、平移等方法把未知的图形转化为已经会计算面积的图形。在以上的整理过程中，学生可以感受推导平面图形面积计算方法的一般策略，加深对平面图形面积公式内在联系的理解。

第7题是复习远的面积公式的推导的内容，远的面积公式的推导利用了“以直代曲、以有限逼近无限”的方法。鼓励学生回顾这一过程，并说说圆的面积公式。

第8题教学时时可以让学生结合立体图形和实际物体说说表面积的含义；再让学生说说长方体、正方体和圆柱的表面积的计算方法。在实际计算物体表面积的时候，变化较多，教师可以举一些实际例子，引导学生结合实际问题灵活运用计算方法进行计算。

第9题教学时，可以让学生说说四种立体图形的计算公式及其联系，回忆推导过程。在交流中体会类比的思想，感悟直柱体体积的一般计算方法；在通过引导学生解决一些实际问题，进一步体会体积计算的实际意义，发展空间观念。

图形与变换

教学目标：Xkb1.com

1进一步认识图形的平移、旋转与轴对称。

2.能确定轴对称图形的对称轴，能在方格纸上画出一个图形的轴对称图形，能将简单图形平移或旋转90°。

3.整理已学过的平面图形的轴对称性，加深对这些图形的认识。

4.灵活运用平移、旋转和轴对称在方格纸上设计图案。

5.在观察、操作、想象、设计图案等活动中，发展空间观念。

这部分内容主要包括轴对称、平移和旋转这部分内容尽管是复习，但教学时仍应重视学生的观察和动手操作。另一方面要把握好具体内容的“度”，运用平移、旋转和轴对称，作图需要借助方格纸，旋转的角度只限于90°，平移是在水平方向和竖直方向。

回顾与交流的第一题是以常见的俄罗斯方块游戏为情境，通过问题串，引导学生回顾与交流学过的的三种变换：平移、旋转、和轴对称。这里的三个问题由静到动，有简单到复杂：先关注一个图形的性质，然后再去研究图形之间的关系。为了学生叙述方便，可以在图中用字母表示某些点。

教学时，借助具体图形的变换，教师可以引导讨论三种变换的要素。对于平移来说，要指出平移的方向和距离；对于旋转来说，要指出旋转中心、方向和旋转的角度；对于轴对称来说，要指出对称轴。进一步，教师可以组织学生讨论确定这些要素的方法，学生的方法只要合理就要给予鼓励。（比如，对于平移，可以找到平移前后的对应点，通过对应点的变化可以得出平移的方向和距离。）

第二题可以让学生说一说、画一画，通过比较使学生发现圆的对称轴有无数条，它的轴对称性最好。

巩固与应用

第1题教学时可以鼓励学生通过折纸、观察等方法确定对称轴

第2题是利用平移、旋转、轴对称的知识画图。

第4题很多同学对自刻印章比较感兴趣，通过想象我们可以发现只有图案a是这枚印章印制的，学生还可以进行实践操作，用笔写出字再从背面进行观察比较，得出答案。还可以用镜子反照等方法。

第5题让学生操作一下就能发现规律。

图形与位置

教学目标：

1.在解决问题的过程中，复习有关确定位置的知识。

2.能在具体情境中，确定某一地点的位置。

教材安排了确定大本营位置的情境，目的在于通过这个问题的解决，鼓励学生回顾确定位置的方法。要确定平面上一个物体的位置，可以用类似“第几排第几列”的方法表示位置，也可以根据方向和距离确定物体的位置，前一种方法实质是以后要学习的直角坐标，后一种为极坐标。但无论哪种方法，都需要有参照点（也就是原点）和两个要素。第一种方法，可以将大鸣山作为原点，水平、竖直方向组成直角坐标系。如果设大鸣山为（0，0），大本营的位置可以表示为（4，3），也就是大鸣山向东400米，再向北300米。第二种方法，可以将大鸣山作为参照点（原点），正东方向和正北方向组成坐标系，这样可以用东偏北37°，离大鸣山500米表示大本营的位置。当然，学生也可以自己设定原点以确定位置。这个情境需要学生自己建立坐标系以确定位置，有一定的难度，教师应给与适当指导。

巩固与应用xkb1.com

第3题可以用方位角表示，东偏北30°，200海里处；也可以说北偏东60°，200海里处。如果有学生想到过点p分别向表示东、北的直线作垂线，借助方格纸的方法表示也可以。

第4题答案不是唯一的，只要答出一种即可。

关于“你知道吗”教师可以和学生一块交流，也可以鼓励学生收集生活中确定位置的方法，教师再组织交流。

篇9：Unit 1 School Life 教材非常讲解与练习(译林牛津版高一英语必修一教案教学设计)

第一单元学校生活

非常导航

I. Overview 概要

This unit introduces and develops the theme of school life. In Welcome to the unit, students will be presented with four different aspects of school life in the UK and are asked to compare the differences between high schools in the UK and in China. The Reading text deals with an article from a school magazine which gives us specific information about what school life in the UK is really like. Word Power focuses on words and phrases related to school facilities, with relevant exercises to strengthen students' ability to use these phrases. In Grammar and usage, students will learn what an attributive clause is and what relative pronouns and relative adverbs function as in this clause. They will learn in what circumstances that, which, who, whom or whose are used. Following is the Task section dealing with reporting school activities, in which students will practise the language skills of listening, speaking, reading and writing. In the Project section, students will be asked to read two texts about school clubs and design an attractive poster for a new school club.

II. Main points 重点

词汇

attend, earn, respect, achieve, grade, literature, average, prepare, drop, miss, experience, introduce, immediately, develop, display, speech, attention, please, cover, regret, inform, run, approve, broadcast, preparation, close, continue, generation, require, scary, nature

短语

for free, pay attention to, make preparations for

语法

1. Introduction to attributive clauses

She was the teacher who taught us English Literature.

2. Relative pronouns: that, which, who, whom, and whose

All my classmates enjoyed the cake that/which I made.

The girl that/who/whom you have just seen is very good at English. I sat next to a girl whose name was Diane.

句型

1. What is …like?

2. It is difficult to do sth.

教材非常讲解

Part 1 Welcome to the Unit

life

1. Read a magazine article about school life in the UK and two other articles about school clubs. 读一篇有关在英国生活的杂志文章和两篇有关学校俱乐部的文章。

在本句中，life的意思是 “生活”,不可数；但表示“一种生活”时为可数名词。如：

⑴. What do you expect? That’s life!

你期待什么呢？这就是生活！

⑵.The accident changed my whole outlook on life.

这次事故改变了我对生活的整个观点。

⑶.“Life's but a walking shadow”(Shakespeare)

“生活不过是一个行走的阴影”(莎士比亚)

⑷. Drugs and violence are deeply rooted in American life

毒品和暴力深深地扎根于美国生活中。

⑸.She led a good, long life.

她的一生幸福长寿

⑹. She led an easy life on that island.

她在那个岛屿上过着一种闲适的生活。

Life还可以是 “生命, , 一生, 寿命, 生命力, 传记”的意思。指“生命”既可作可数名词也可作不可数名词。当泛指与非生命体（如木头，金属等）相对而言的“生命”时，为不可数名词；指具体的人或动植物的“生命，性命”时为可数名词。指“一生, 寿命,传记”为可数名词。指“生命力，活力”为不可数名词。

⑴. The motionless body showed no sign of life.

纹丝不动的躯体显示不出有生命的迹象。

⑵. He went mad towards the end of his life.

在生命快要结束时他疯了。

⑶. Three lives were lost (ie Three people died) in the accident.

事故中三人丧生。

⑷. Cats are supposed to have nine lives.

据说猫有九条生命。

⑸. I’ve lived all my life here.

我的一生都住在这儿。

⑹. Nothing improved throughout the life of the present government.

在当前的政府执政期间没有什么得到改善。

⑺. He is writing a life of Newton.

他在写牛顿传记。

⑻. Children are always full of life.

孩子们总是充满活力。

与life构成的一些常见短语有：

come to life 变活泼

walk of life 行业，职业

a matter of life and death生死攸关的事

true to life 逼真的

lead a dog’s life过狗一般的生活（长期忧虑，痛苦或悲伤）

lay down one’s life for为…献生

a life class真人模特儿写生课

life span/ life expectancy寿命

即学即练

⑴. No ______ were lost in the flood.

A. life B. lives C. live D. lifes

⑵. Everyone leads ________ in the new society.

A. a happy life B. happy living C. happy lives D. happy life

答案解析

⑴.B 本题中life是指具体的人或动植物的“生命，性命”，为可数名词。后面的谓语为were lost，故本题答案应为life的复数。

⑵.A 本题中life表示“一种生活”，本句意思为“在新社会中每个人都过着幸福的生活。”

other

2. Read a magazine article about school life in the UK and two other articles about school club. 读一篇有关在英国生活的杂志文章和两篇有关学校俱乐部的文章。

在本句中，other的意思是 “其他的, 另外的”。它的基本用法如下：

+复数名词

other(只作定语) +不可数名词

限定词+ other+可数名词单数 (注意：限定词不可少)

常用的限定词有：the, any, one, no, some ,every及my, his, her, your等

⑴. He likes traveling abroad and learning about other people's customs and traditions.

他喜欢国外旅行去了解一些其它民族的风俗和传统。

⑵. He enjoys spending other people’s money.

他喜欢花别人的钱。

⑶. Are there any other people we should speak to?

我们可以和其他的人说话?

⑷. Put it in your other hand.

把它放在你的另一只手里。

⑸. She said she had no other trouble.

她说她没别的麻烦。

构成：“one… , and the other” 表示两者中的“一个，另一个”

the other

+复数名词= the others 表示“其余的全部”

⑴. One took a taxi, and the other walked home.

一个人打车回家，另一个人则步行回家。

⑵. After her departure the other people (=the others) went on with the discussion.

她走之后，其余的人继续讨论。

单独使用=other+复数名词（做主语或宾语）

others (泛指其余的，不可作定语)

构成“some…; …others…”

⑴. I only know about this book, but there might be others (= other books). (做主语)

我只知道这本书，可能还有其它的。

⑵. Some people prefer a vegetarian diet, while others prefer a meat-based diet.

有人喜欢素菜饮食，而还有人却喜欢肉类饮食。

单独使用=the other+复数名词（做主语或宾语）

the others(特指其余的全部)

构成“some/many…; …the others…

⑴. I shall wait until the others come back.. (做主语)

我会等到其余的人都回来。

⑵. I can’t do the fourth and fifth questions but I’ve done all the others. (做宾语)

我不能做第四和第五道题，但其余的我全会做。

⑶. She gave me some books last week and promised to bring the others on Wednesday.

她上星期给了我一些书,并答应星期三把其余所有的书带来。

典型错误

-----------------------------------------------------------------------------------------------------------------

*1. The post office is on other side of the street. (应为：the other)

*2. Where are the others photos? (应为：…the other photos?)

-----------------------------------------------------------------------------------------------------------------

点拨

other 后面跟单数名词时，其前面必须有限定词，因此，句1 中的other要改为the other。

(the )others不可作定语，the other才可作定语，因此，句2 中的要改为the other。

即学即练

⑴. Some people like to stay t home on Sunday, but ______ like to go to the cinema.

A. another B. other C. others D. other one

⑵. Sara has read lots of stories by American writers. Now she would like to read ______ stories by writers from ______ countries.

A. some; any B. other; some C. some; other D. others; other

⑶. I don’t like this wine; I like ______ wine.

A. some other B. some others C. other D. another

答案解析

⑴. C 因为but引导的并列句中的谓语动词用的是复数形式，而选项A表达的是单数含义，B项other不能单独做主语， D项是明显错误；只有others可以单独做主语，因此答案为C项。

⑵. C 本题意思为“Sara已经读过美国作家的许多故事，现在她想读除美国以外的其它一些作家的故事。” others只能用做代词，后面不能加名词，故排除D项。any在肯定句中表“任一”的意思，应跟单数名词，故排除A项。B项不符合题意。所以本题选C。

⑶. A 本题意思为“我不喜欢这种酒，我喜欢其他一些酒。” others只能用做代词，后面不能跟名词，故排除B项。another后面应跟单数可数名词，排除D项。other 后面跟单数名词时，其前面必须有限定词，故排除C项。

report

3．Report your school activities to your class teacher把你的学校活动向班主任报告。

在本句中，report的意思是 “(以口头或书面形式) 报告或报道”。 Report的搭配一般为：

sth. (to sb.) 向…汇报; 向…告发

on sth./sb. 就…进行报道

report + (to sb.) +clause向…宣布

doing sth 报告作了某事

sb. / sth +adj.

⑴．Tom reported his discoveries to the professor.

汤姆向教授汇报了自己的发现。

⑵．Police reported the closure of the road. (=police reported that the road was closed.)

警方宣布那条道路禁止通行。

⑶．He reported on recent development.

他就最近的发展作了报告。

⑷．If you don’t mind your behavior, I will report your lateness to the manager.

如果你不注意你的行为，我将向经理告发你的迟到。

⑸．Spies reported seeing a build-up of soldiers.

间谍报告看见了士兵有增加。

⑹．He was reported missing in action.

有人报告他在战斗中去向不明。

即学即练

⑴. We rang the insurance company________ the theft.

A. report on B. to report to C. to report on D. to report

答案解析

(1) D

注意不能说report sb sth.。这一类的词还有say, explain, read, sing等。 Report sb. 意思为告发某人。Report to sb. 意思为向某人报告。本题的意思为打电话给保险公司告发那个小偷。

习惯用语

a weather report天气预报 make a report 做报告

a school report 学校成绩报告单 be of good (ill) report 声誉好（不好）

It is reported that…据说，据报道

every

4. Lockers for every student. 每人一个衣物柜。

every 是“每一，所有的。一切的”之意，可与可数名词的单数连用。它的基本用法如下：

+单数名词

+物主代词/名词所有格

every

与not连用表部分否定

每隔

⑴. Every child loved their dogs.

⑵. Watch his every step and you will know how to do it.

⑶. Not every student can be hardworking.

= Every student can not be hardworking.

⑷. The Olympic Games are held every four years (=every fourth year).

⑸. The conference takes place every other/second year.

辨析

every与each

every是“每一个都”之意，即一方面考虑到个别的，一方面想到全体的，这一点与all接近；总是指三个或三个以上的事物，不可以指两个。each是“每，每个”的意思，它只强调个别性，可以用来指两个或两个以上的事物。

典型错误

___________________________________________________________________________

*1.There are many televisions here. Every has its own number.

*2. I go to the supermarket every three day.

*3. Have you got every thing you need?

___________________________________________________________________________

点拨

不可单独做主语，因此，句1中的Every应改为：Each或Every one。

在表示“每隔”之意时，如果用基数词，则名词必须用复数；如果用序数词，则名词必须用单数。在句2中，three是基数词，因此用days。

each

5．Fewer students in each class. 每个班级有较少的学生。

each的意思是“每，每个”。它是指把任何数量的对象分开来看时，其中的每一个，强调个体。可以在任何数量的情况下使用。基本用法如下：

与名词搭配

each+单数名词

each of +限定词(the/物主代词/these/those)+复数名词

each of +人称代词宾格

⑴. Each member of the party must do their (=his or her) share.

党内每个成员都必须尽自己的一份力量。

⑵. Each of the companies supports a poor child.

每个公司都支助一个孩子。

⑶. Each of them shook hands with me.

他们每个人都更我握了手。

⑷. On his arrival, he phoned each of us.

他一到就给我们每个人通了电话。

与动词搭配

主语+each+复数谓语

主语+助动词+each+…

be 动词+ each

⑴. They each work hard at their lessons.

他们每个人学习都很用功。

⑵. These students have each made some progress.

这些学生每个人都取得了一点进步。

⑶. They will each return to their own school teams.

他们每个人都将回到各自的校队。

⑷. The tourists were each tired with the long trip.

长途旅行后，游客们个个都累了。

单独作主语

⑴. Each has their own room.

每个人都有自己的房间。

⑵. Mr. Green has five children. Each has their own hobbies.

格林先生有五个孩子。每个人都有自己的爱好。

each锦囊

1．跟动词搭配时，应遵守：“行为动词do前，be 后，第一助动词后”的原则。

2．跟名词搭配时，应遵守：“each+名词，each of+限定词+名词”的原则。

典型错误

-----------------------------------------------------------------------------------------------------------------

* 1. The students each has their own room. (应为：have )

* 2. Each of children has passed the exam. (应为：the/these children )

* 3. Each my children gave me gifts. (应为：Each child 或Each of my children )

* 4. These boys each were certain of what they had said. (应为：were each )

-----------------------------------------------------------------------------------------------------------------

点拨

在句1中，谓语（has）应和主语（The students）一致；each不是主语，而是同位语。

在句2中，each of 不可以直接跟名词，名词前应该加上限定词才可以与each of搭配。在句3中，each不可以和“限定词+名词”搭配，它可以直接跟名词。在句4中，each不可以放在be动词(am ,.is , are , was , were)前面，只可以置于其后。

即学即练

⑴. We _______ our own attitude to bringing up children.

A. each have B. has each C. each has D. have each

⑵. I’ve invited _______ friends in turn.

A. each my B. each of C. my each D. each of my

⑶. ---Which of the tree ways shall I take to the village?

---_______ way as you like.

A. Each B. Every C. Any D. Either

答案解析

⑴.A 该题是each与行为动词搭配，应遵守do前be后原则，故排除B和D；主语(we)谓语(have)一致，应此选A。

⑵.D 该题是each 与名词搭配，应遵守“each+名词，each of+限定词+名词”原则，故选D。

⑶.C either只能用于两者情况，故排除D；从结构上看，A,B,C皆可选，但从意思上考虑，each和every都表示“每个”，不合题意，故只能选C。

ease

6．At ease with our teacher. 轻松地与老师在一起。

ease的意思是：“不费力, 悠闲”。它常构成短语：

with ease 轻易地，不费劲地

at (one’s) ease 悠闲的，自在的，舒适的

⑴. Her mind was at (her) ease knowing that the children were safe.

听说孩子们都很安全，她才放心。

⑵. She soon put/set me at ease (= made me relaxed)

她很快使我放松。

⑶. She won the 400m race with ease.

她轻松地赢得了400米赛跑。

⑷. She rose through the ranks with apparent ease.

她非常轻易地升级

拓展

ease可作动词用，意思为“减轻，舒缓；使安心，使宽慰”例如：

⑴. She shifted position so as to ease her back.

她换了一下姿势以舒缓她的背。

⑵. He eased his conscience by returning the stolen money.

还了偷来的钱，他的心理才得到了安宁。

know

7．Do you know of any other differences between the lives of Chinese and British high school students? 你了解中国的中学生与英国的中学生学校生活的其它区别吗？

在本句中，know of的意思是“知道，了解”。要掌握know of的用法，首先必须知道know的用法。know是个状态动词，不可用进行时态。常用搭配如下：

sth. 知道（某事），认识（某人）

that-从句

know + wh-从句

疑问词+不定式…

of=about听说过，了解（某人，某事）

⑴. Do you know the answer to the question?

你知道这问题的答案吗？

⑵. They know (that) they will be well paid if they work hard.

他们知道如果买力报酬就高。

⑶. Do you know where the conference is to be held ?

你知道大会在哪里举行吗？

⑷. She doesn’t know how to drive a car.

她不知道怎么开车。

⑸. She didn’t know who to ask advice from.

她不知道找谁去出好注意。

⑹. Do you know of any good way to solve the problem?

你知道解这道题的好方法吗？

辨析

know sb/sth. 认识某人；知道某个事实

know of/about sb/sth. 了解/听说过某人某事

⑴. Do you know his telephone number?

你知道他的电话号码吗？

⑵. A--- Do you know the top student in Class one? 你认识一班的那位尖子学生吗？

B--- No, but I know of/about him. 不认识，但我了解他的情况。

difference

8．Do you know of any other differences between the lives of Chinese and British high school students? 你了解中国的中学生与英国的中学生学校生活的其它区别吗？

在本句中，difference的意思是“不同之处，区别”。当它表示“差异，差别”时为不可数名词；表示“不同之处”为可数名词。

⑴ What's the difference between an ape and a monkey?

猿与猴有什么差异？

⑵ There are many significant differences between the two languages.

这两种语言有许多明显的不同之处。

拓展

make a (big) difference ( make all the difference) 起作用,有影响

tell the difference(s) between A and B 分清A与B之间的区别

differ in sth. 在…不同

differ from sb. /sth 与…不同

differ v. 常见的用法为 differ on sth. 在…方面不同意

differ with sb. on sth 在…方面不同意某人

⑴．It makes no difference to me whether he goes or not.

不管他去不去，对我都没有影响。

⑵．It makes a difference which you choose.

你选择哪一个，事关重大。

⑶．Can you tell the difference in structure between the two machines?

你分得清这两台机器在构造上有什么区别吗？

different (adj.) 不同的常用句型为：

A is different from B in sth.

A and B are (very/completely/entirely/ quite)different in…

⑴. My opinion is different from yours.

我的意见和你的不同。

⑵. City life and country life is/are quite different in many aspects.

都市生活和乡村生活在好多方面都大不相同。

what is…like?

9．What is your dream school life like? 你理想中的学校生活是怎样的？

在本句中，“What is …...like?”是“……怎么样？”的意思。它的基本用法如下：

问天气

What is…like? 问人的性格脾气和外貌

问事物的特征

1. What’s the weather like today? (=How is the weather today?)

今天天气怎样？

2. What was the weather like yesterday?(=How was the weather yesterday?)

昨天的天气怎样？

3. ---You've met Ben's girlfriend, haven't you? What's she like?

---She is slim and easy to get on with.

---你见过了的女朋友了，是吗？她怎么样？

---她身材苗条，容易相处。

4. ---What’s your new classroom like?

---It’s bright and clean and well designed.

---你们的新教室怎么样？

---干净明亮，设计得很好。

拓展

与“What is…like?”类似的句型还有：

What is/are sb.? 用于询问职业、地位等场合，但并不是很有礼貌的说法。因此，当直接问对方时，最好说：What do you do for a living?

⑴. What is your friend that came here this morning?

你的今天上午来的朋友从事什么职业？

⑵. ---What’s your father? ---He is a lawyer.

---你父亲干什么的？---他是律师。

How is/are sb.? 用于询问身体健康状况。

⑴. ---How is your father? ---He is very well.

---你父亲身体怎样？ ---他很好。

How is/are sth.? 用于询问变化的事物，如暂时的情况、情绪等。也可用于询问人们对所经历过的事有什么反应。

⑴. How is work these days?近来工作情况如何？

⑵. How was the film? 这部电影怎么样？（问你感受如何）

⑶. ---How is your new job? ---Great! ---你的新工作怎么样？---好得很。

典型错误

-----------------------------------------------------------------------------------------------------------------

*1. ---How is your mother? ---She is a very nice person.

*2. How is the educational system in your country?

*3. How was the weather like?

-----------------------------------------------------------------------------------------------------------------

点拨

在句1中，“How is your mother?”问的是健康状况，因此，“She is a very nice person.”是答非所问。

句2的意思是：“贵国的教育制度怎样？”这属于事物的性质或持久特征，应用“What is…like?”来询问。

句3是在询问天气，应该说：“what was the weather like?”或“How was the weather?”

即学即练

⑴. ---My English teacher is easy to get along with. ________ ?

---She is kind and patient, but strict in our lessons.

A. How is yours B. What is yours

C. What is yours like D. What does yours

⑵.---What’s the man talking to your mother?

---_______.

A. He is a doctor. B. He is very well

C. He is tall and strong. D. He is always ready to help others.

答案解析

⑴. C 根据回答：“She is kind and patient, but strict in our lessons.”可知，问句应该是询问人的性格特征的。故答案应是A项。

⑵. A 问句“What’s the man talking to your mother?”的意思是：“那边和你妈妈谈话的人是从事什么工作的？”，故答案应是A项。

三个问题

⑴. Do you know of any other differences between the lives of Chinese and British high school students?

In the UK the architecture of school buildings is very different to that of our country. It’s rare to see tall buildings on UK school campuses while in China many high schools have structures that are like skyscrapers. In the UK there are lockers in the classroom for students’ belongings but in our classroom there are not. In the UK students are encouraged to participate in class discussion and teachers try to find ways to the keep the atmosphere lively. In most cases, teachers treat students as their equals. There are fewer students in each class. The students don’t have as many exams as the students in British. They have more free time to go to different activities. In China, however, it’s difficult for teachers to try to innovative teaching methods because of the large number of students. Even if teachers succeed, they still have to resist pressure from the present education system, which is test-oriented. High school students are pressurized into studying for lots of exams, depriving them of free time to nurture their interests in different areas. They have more homework to do, and they stay in their school for a much longer time every day. Their British counterparts are lucky, as they have more free time to develop their potential and socialize with their peers.

⑵. What kind of school activities do you enjoy?

Generally speaking, I don’t like to learn things in a parrot-fashion. If I were a teacher, I would assign students homework that needs critical thinking and imagination. For example, I would ask them to find the connection between different phenomena in history and society and write what they thought, or go to nature to find the secrets of nature, instead of giving a standard answer.

⑶. What’s your dream school life like?

My ideal school life would be something like this: teachers and students are friends; students are treated as individuals instead of mass-product; students must think critically and are motivated to succeed by their teachers; the curriculum is flexible and can be adapted to suit the strengths and special knowledge of the teacher; the school offer a variety of subjects instead of just entrance-examination-oriented the subjects.

三同步非常测试

I．单词拼写

1. You can ask him again if you like, but it won't make any ________（作用，影响）he'll still say so.

2. The “the __________（一代）gap” means the difference in attitude, or lack of understanding, between young people and older people.

1. After __________ （经历）so many defeats, he feels that victory is so sweet.

2. There are three __________（德国人）sitting under the tree, talking and laughing.

3. Do you have anything __________ （可用的）to help him out of trouble?

II．单句改错(每句有一到两个错)

1. I want you to report me on progress every Friday.

2. Is there any significant difference in quality among these two items?

3. Putting up some new wallpaper has made all the differences for the place.

4. Do you know that where the Post Office is?

5. If it will ease with your mind, I'll have a word with Charlotte for you.

6. Each and every one of the flowers have its own color and smell.

7. There is a shop every a few meters along the road.

8. A simple mixture of glucose and water can save life in many parts of the world.

9. I would like saying a big thank-you to everyone who's helped to make our wedding such a special occasion!

10. Which do you enjoy spending your weekend, fishing or shopping?

III．完型填空

It was raining. I went into a café and asked for a coffee. 1 I was waiting for my drink, I realized that there were other people in the place, but I sensed 2 . I saw their bodies, but I couldn't feel their souls 3 their souls belonged to the 4 .

I stood up and walked between the tables. When I came to the biggest computer, I saw a thin, small man 5 in front of it. “I'm Steve”, he finally answered after I asked him a couple of times what his name was. “I can't talk with you. I'm 6 ”, he said. He was chatting online with somebody---probably someone he didn't know---and, 7 , he was playing a computer game-a war game. I was 8 .

Why didn't Steve want to talk with me? I tried 9 to speak to that computer geek (怪人), ___10___ not a word came out of his mouth. I touched his shoulder, but no reaction（反应）. I was ___11 . I put my hand in front of the monitor, and he started to shout, “ 12 !”

I took a few steps back, wondering if all those people in the café were looking at me. I ____13____ , and saw nobody showed any interest.

____14____, I realized that the people there were having a nice conversation with their machines, not with people. They were more 15 having a relationship with the 16 , particularly Steve. I wouldn't want to 17 the future of human beings if they preferred sharing their lives with machines 18 with people.

I was worried and I sank in my thoughts. I didn't even 19 that the coffee was bad, _20 Steve didn't notice there was a person next to him.

1．A．Before B．Since C．Although D．While

2．A．pain B．loneliness C．sadness D．fear

3．A．because B．when C．until D．unless

4．A．home B．world C．Net D．Cafe

5．A．sleeping B．laughing C．sitting D．learning

6．A．busy B．thirsty C．tired D．sick

7．A．first of all B．just then C．at the same time D．by that time

8．A．surprised B．delighted C．moved D．frightened

9．A．once B．again C．first D．even

10．A．but B．so C．if D．or

11．A．excited B．respected C．frightening D．unhappy

12．A．Shut up B．Enjoy yourself C．Leave me alone D．Help me out

13．A．walked about B．walked out C．raised my hand D．raised my head

14．A．From then on B．At that moment C．In all D．Above all

15．A．interested in B．tired of C．careful about D．troubled by

16．A．computer B．soul C．shop D．geek

17．A．tell B．plan C．imagine D．design

18．A．other than B．instead of C．except for D．as well as

19．A．pretend B．understand C．insist D．realize

20．A．as if IV B．just as C．just after D．even though

IV. 对话首字母填空

M: Would you please tell me what you were doing when the accident happened and what you saw?

W: Yes, I was d________ home from work. It was about 5:15, and there was a blue car in front of me. We were both driving along Harbor Road w________ a small white Ford suddenly shot out of the side read. It shot right in front of the blue car. The driver tried to stop, but it was impossible. He r__________ into the white Ford.

M: What’s the s__________ of the car in front of you when the accident happened?

W: The blue car? Thirty miles an hour. Certainly no m___________ than that.

M: And the white Ford shot out without any w_____________?

W: Yes, that's right.

M: How can you make s________ that the blue car was only doing thirty?

W: Because I was only doing thirty, and the blue car wasn't going any f________ than I was.

M: Are you sure of that? Absolutely positive?

W: Yes, I am. I'm positive.

M: How can you be so positive? Were you looking at your speed meter when the accident happened?

W: Of course not. I was looking at the road ahead. That's how I m_________ to see the accident.

M: Well, if you were not looking at your speed meter how can you possibly be sure how fast you were going?

W: Because I never go faster than 30 on that road. It's a___________ law--that's why.

同步测试非常讲解

I. 单词拼写

1. difference 2. generation 3. experiencing 4. Germans 5. available

II．单句改错

1. report后加to (report to sb. sth / report sth to sb. 意思为“向某人报告某事”)

2. among改为 between （“说出A和B之间的区别”应为“tell the difference / differences between A and B”）

3. differences改为 difference ；for改为 to （此句中的difference意思为“关系，影响”，可用作单数或不可数名词，不用复数；made all the difference to sb. /sth 意思为“对…有作用，有影响”。）

4. 去掉that （此句中know的宾语为where引导的宾语从句）

5. 去掉with （此句中ease your mind的ease为及物动词，意思为“缓解，使…轻松”）

6. Have改为 has (“Each and every one of+复数名词”应用单数谓语)

7. 去掉a (every few meters意思为 “每几米”)

8. life改为 lives (此处life指具体的人或动植物的“生命，性命”,为可数名词)

9. saying 改为 to say (would like后可加名词做宾语,若接动词,应用动词不定式)

10. spending改为 to spend (此处to spend your weekend为目的状语)

III．完型填空

1. D 由I was waiting for my drink知为 “在我等我的饮料的时间里”, while为最佳。

2. B 虽然酒吧里有其他人，但我仍然感觉到孤独。

3. A 我仍然感觉到孤独是因为我虽然能看到他们的身体，但不能感觉他们的灵魂。因为他们的灵魂属于电脑网络。

4. C net指“网络”，home 指“家”，Café指“酒吧，此文中为网吧”，world指“世界”，根据文章意思，C为最佳答案。

5. C 根据上下文，此处应为“一个人坐在电脑前”

6. A 根据上下文，此处应为“坐在电脑前的这个人正忙于网络聊天”

7. C 根据上下文，此处应为“坐在电脑前的这个人正忙于网络聊天并同时在打网络游戏，因此特别的忙。”

8. A surprised 惊讶的 frightened 受惊的，害怕的 moved 感动的 delighted高兴的，根据上下文，此处应为作者看到这情况觉得很惊讶。

9. B 作者看到这情况觉得很惊讶，疑惑为什么Steve不愿跟我说话，于是再试（again）。

10. A 但是Steve仍不回答。

11. D 这时作者感到悲哀；“frightening”使人害怕的，与题意不符。

12. C Shut up 闭嘴；Help me out 帮帮我；Leave me alone 别管我；Enjoy yourself玩得开心；根据上下文，此处应为Steve不愿跟作者说话，叫他“别管我”。

13. D 作者这时抬起头看其他人是否在看我。

14. B 没人注意我，此时我明白了网吧的每个人都在网络上聊着天。

15. A 他们对我这个实实在在的人不感兴趣，却对与电脑聊天更感兴趣。

16. A 他们对我这个实实在在的人不感兴趣，却对与电脑聊天更感兴趣。

17. C 作者评论说他不能想象如果人们不愿与人交流，宁愿与机器交流，将来会是什么情形。

18. B 根据上下文可知。

19. D 作者由于担心而陷入沉思，没有意识到咖啡已坏，就象网吧的人都没意识到我的存在一样。

20. B as if 似乎，仿佛；just as 正如；even though即使；just after 就在…之后

IV．对话填空

driving, when, ran, speed, more, warning, sure, faster, managed, against

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