当前位置：首页 > 教学文档 > 教案>Unit 12 Fact and Fantasy (人教版高二英语下册教案教学设计)

Unit 12 Fact and Fantasy (人教版高二英语下册教案教学设计)

2023-09-11 09:00:51 收藏本文下载本文

“放泥”通过精心收集，向本站投稿了20篇Unit 12 Fact and Fantasy (人教版高二英语下册教案教学设计)，以下是小编整理后的Unit 12 Fact and Fantasy (人教版高二英语下册教案教学设计)，欢迎阅读分享。

篇1：Unit 12 Fact and Fantasy(人教版高二英语下册教案教学设计)

Step I Greeting and warming up

Step II Lead-in

Step III Read the new words and expressions and ask the Ss to follow

Step IV Explain the new words

1. fiction (c.) sth. Invented or imagined

(u.) stories ,novels or romances

a. The film was very good although it was a fiction.

这部电影虽属虚构，但很好。

b. Truth is often stranger than fiction.

事实往往比小说还离奇。

c. science fiction

科幻小说

2. belief n. 信念；信心；相信；信仰；信条

a. I have great belief in his ability to succeed.

我深信他有能力取得成功。

b. The story is beyond belief.

故事令人难以置信。

c. They have their own religious beliefs.

他们有自己的宗教信仰。

Do you know how to use believe or believe in?

d. To live, one must have something ________.

A. believe B. to believe

C. to believe in D. believe in

e. Do you think it is going to rain over the weekend?

A. I don’t believe B. I don’t believe it

C. I believe not so D. I believe not

3. make a living = earn a / one’s living

a. He make a good living by selling insurance.

b. He earns a living as a writer.

c. To make a living, Verne had to write and sell stories.

4. apply vt. 应用；运用

vi 申请；请求

a. In this way they can better apply theory to practice.

这样他们能更好的把理论运用到实践中去。

b. I have applied for a passport.

c. He applied to them for assistance.

他向他们请求援助。

d. He spent many hours in Paris libraries studying botany, applied science and many other subjects.

5. servant n 仆人；公务员；雇员

a. They keep two servants: a cook and a gardener.

b. Tom’s father is a civil servant.

c. He was a trusted servant of the company.

他是个可靠的雇员。

Step VI Summary:

In this period, we have learned some new words and expressions. We have known the meanings and usages of them. So you should grasp them and can use them freely. Try to make some sentences using the words.

Step VII Homework

Remember the words and expressions

篇2：Unit 12 Fact and Fantasy (人教版高二英语下册教案教学设计)

Step I Greeting and warming up

Step II Revision

Check the homework

Dictation

Step III Read the new words and expressions and ask the Ss to follow

Step IV Explain the new words

1. gentle adj. 温和的；温柔的；有礼貌的；轻轻的

a. Mother are always gentle with their children.

b. She was small, and gentle in her voice and movements.

她小巧玲珑，声音温柔，动作文雅。

c. She gave the baby a gentle pat on the back..

2. luggage. n. (总称) 行李 Br E

baggage n. Am. E

a. He had five pieces of luggage.

b. She was in the luggage office.

3. in public 公开地；公然；当众 in private 私下

a. I do not want to speak about it in public.

我不想当众说这件事。

b. He's not used to making speeches in public; it's so embarrassing.

“他不习惯在大庭广众中演讲,因为这太使人窘迫了。”

4. throw / show / cast light upon / on

阐明；帮助把……弄清楚

a. The facts threw light upon the matter.

那些事实已经将那个问题弄得很清楚了。

b. Bring the scandal to light.

把丑闻曝光

c. can you throw light on the problem?

你能把问题阐述清楚吗？

5. brilliant adj. 灿烂的, 闪耀的, 有才气的

a brilliant color 鲜明的颜色

a brilliant speaker 一位卓越的演说家

a brilliant artist 一位有才华的艺术家

brilliant achievements 显赫的成就

a brilliant mind 头脑敏锐的人

6. hesitate v. 犹豫, 踌躇

hesitate at/about/over sth 对……犹豫不决

hesitate to do sth 不愿做某事

hesitate at nothing 毫不犹豫地做某事

a. In case you need something, please don't hesitate to ask me.

如果你需要什么东西, 请不客气地对我说。

b. He who hesitates is lost.

[谚]当断不断, 必受其患。

c. Embarrassment caused me to hesitate.

窘迫使得我(讲话)吞吞吐吐。

n. hesitation 犹豫

without hesitation 毫不犹豫

7. horror n. 惊骇, 恐怖

the horror of war 战争的恐怖

horror film 恐怖影片

strike horror into sb. 使某人毛骨悚然

He was filled with horror at the sight.

他看见那种情景吓得发抖。

horrible adj. 可怕的, 恐怖的, 讨厌的

a. There was a horrible accident here yesterday.

昨天在这里发生了一起可怕的事故。

b. What a horrible building! 多难看的一座建筑物!

c. What horrible weather! 这鬼天气!

8. cut up 切碎

cut across 取捷径；走近路 ;超越

cut back 剪枝；修剪;减少；缩小；削减

to cut back on industrial production

缩减工业生产

cut down 砍倒；砍伤；砍死减少；减低

to cut down a tree with an axe 用斧头把树砍倒

to cut down on smoking 减少抽烟

cut in 插嘴; 超车抢挡；（突然）插入

Don't cut in while I'm talking. 我说话时别插嘴。

to cut in on a queue 加塞儿

cut off 切断, 停掉隔绝, 挡住

cut out 删掉停止

Step VI Summary:

Step VII Homework

1. Remember the words and expressions.

2. Preview the text.

篇3：人教版高二Unit 12 Fact and fantasy

Teaching Goals

1. Talk about science fiction.

2. Learn to express beliefs and doubts.

3. Learn about Word Formation (2).

4. Practise creative writing.

Teaching Time: Five periods

The First Period

Teaching Aims:

1. Learn about some scientific facts by doing a small science quiz.

2. Train the students' listening ability.

3. Develop the students' speaking ability by talking about science fiction using the useful expressions for beliefs and doubts.

Teaching Important Points:

1. Train the students' listening ability.

2. Master the useful expressions for beliefs and doubts.

Teaching Difficult Points:

1. How to improve the students' listening ability.

2. How to finish the task of speaking.

Teaching Methods;

1. Free talk to arouse the students' interest in science fiction.

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

3. Discussion to make the students finish the task of speaking.

Teaching Aids:

1. the multimedia

2. the blackboard

Teaching Procedures:

Step I Greetings

Greet the whole class as usual.

Step II Free-talk and Lead-in

Give the Ss ten minutes to talk about the topic on science fantasy. Then teacher say the following:

Today, we are going to talk about science fiction.

Step III Warming up

First, let's look at some new words. (The multimedia shows the new words in this period.)

New words;

fantasy / / n.

Jules Verne / /

league /Ii:g/ n.

distance / / n.

balloon // n,

bulb / / n.

fiction / / n.

(Teacher teaches the words and explains them, and then says the following, )

Now, look at the covers of the two books written by Jules Verne. (The multimedia shows the two books.) Have you read them?

(Some say “ Yes”, while some say “No”. Teacher asks two students who say “Yes” to stand up and say something they know about the books. )

Have a quiz (Teacher uses the multimedia to show the following. )

1. What is the highest mountain on earth and how high it is? (2 points):

2. What is the deepest point in the ocean; and where is it? (2 points):

3. Which is the longest river on earth: and how long is it? (2 points);

4. What is the distance from the earth to; the moon? What is it to Mars? What; is it to the nearest star? (6 points):

5. How far is it to the centre of the: earth? (2 points):

6. How high are the temperatures near: the centre of the earth? (2 points):

7. What is the longest distance around; the world? (2 points):

8. How fast does a balloon travel? How: about an aeroplane? How about a space shuttle? (6 points)

Suggested answers;

1. Mount Qomolangma; 8848. 13 m

2. Mariana Trench; in the west of the Pacific Ocean.

3. the Nile River; 6 600 kilometers

4. 380, 000 kilometers; more than 56, 000, 000 kilometers

5. 150, 000, 000 kilometers

6. 7 500 K

7. 40, 000 kilometers

8. about 30 - 40 kilometers per hour; about 500 kilometers per hour; about 7.4-11.2 kilometers per second

Step IV Listening

T: So much for Warming up. Now, let's do some listening. Look at the listening part on Page 9. Listen to the tape and write down where, when and what Sam and Betty saw. Then according to the description you hear on the tape, make a sketch of the animal. Are you clear about that?

Teacher plays the tape for the students to listen. Then give the students a few minutes to fill in the chart and make a sketch of the animal as they saw. When they finish, teacher checks their answers and picks out one sketch of the animal drawn vividly by them as an example.

Go on with the listening practice. Listen to the tape again and then finish Exercise 2. Before listening to the tape, the Ss need to go through the questions and know what to do.

(Teacher begins to play the tape for the second time. During this lime, teacher may pause for the students to write down the answers to the questions. At last, check the answers with the whole class. )

Step V Speaking

Page 10. Let's look at the Speaking part. There are four dialogues about such topics, which are incomplete. Work in pairs to create dialogues. When you're making the dialogue, you can use the expressions on the blackboard,

(Teacher writes the following on the blackboard.)

I believe……

I suppose……

I doubt……

I'm sure that……

I’m (not) certain……

I can't imagine……

It could be……

It's likely……

It would like……

Sample dialogues;

Space Travel

A: I don't believe people can travel in space.

B: Why not? More than 100 years ago nobody thought it was possible for people to travel in the sky by plane from one place to another.

A: In my opinion, space travel is more than a master of time to us, and also a matter of technology. B: I agree with you. But we'll be able to develop. I believe with the development of science and

technology, space travel is not a dream, and the day is on the way.

Life in 3098

A: I doubt whether there is any life on earth in the future.

B: Come on. What do you mean?

A; I mean that as the result of human beings' role in nature and society, people at present are facing some terrible disasters, like wars, the environmental pollution, the excessively developed resources.

B: Yes. These disasters will lead to human beings' disappearing in 3098. What should we do?

A: I think we should take some measures to save ourselves from disasters, such as planting more trees, saving our resources, maintaining peace all over the world……

B: What you said is quite right.

Young Forever

A: Do you think there will be a time when we can cure all diseases?

B: I suppose that is only a happy wish for us. Because when old diseases are gone, new diseases will occur. Everything in the world is changing all the time.

A; Doctors may find a way to keep us young forever. Medicine is also developing.

B: Yes. Let's expect that day to come together.

Creatures from Outer Space

A: Do you believe there are some creatures from outer space?

B: I don't only believe in it, but also think we can see them some day.

A: Do you really think so? Can you imagine what star they live in? What do they look like? Can they speak any language that we can understand?

B: There are so many stars, I'm sure there must be a star where they can live. I guess they may be taller and stronger than human beings. They may speak different languages, but they can communicate with us freely,

A: Your imagination is very good. But I think it would take us a long time.

B: Maybe,

Step VI Practice and Consolidation

Ask the students to talk more about what they believe may come true in the future For example, they can imagine Chinese astronauts land on the moon successfully in , and he or she is one of them. Standing on the moon, what will he or she say to the people on the earth?

Step VII Summary and Homework

T: In this class, we've talked about science fiction and done some listening and speaking practice. When talking about science fiction, we have done a science quiz to help us learn more about some scientific facts. In the speaking part, we've learnt to express our beliefs and doubts freely by making dialogues. Besides, we have also talked about an imaginative dream in the practice part. After class, according to what you've said in class, make a dialogue using the useful expressions on the blackboard. At last, don't forget to prepare for the next period.

Step VIII The Design of the Writing on the Blackboard

Unit 12 Fact and fantasy

The First Period

Useful Expressions:

I believe……

I doubt……

It could be……but……

I suppose……

I’m (not) certain……

It's likely……

I'm sure that……

I can't imagine……

It would take……

The Second Period

Teaching Aims:

1. Learn and master the useful words and phrases.

2. Train the students' reading ability.

3. Let the students learn about the French writer Jules Verne and his two famous science fictions.

Teaching Important Points;

1. Improve the students' reading ability.

2. Master the useful phrases.

Teaching Difficult Points;

1. How to make the students understand the passage better.

2. How to help the students finish all the exercises in Post-reading,

Teaching Methods:

1. Discussion before reading to make students learn more about some scientific facts,

2. Fast-reading method to get the general idea of the passage.

3. Careful-reading method to get the detailed information in the text.

4. Discussion after reading to help the students finish the tasks in Post-reading.

Teaching Aids:

1. the multimedia

2. the blackboard

Teaching Procedures

Step I Greetings and Revision

Greet the whole class as usual.

In the last period, we learnt some useful expressions used to express beliefs and doubts. Now, I'll check your homework to see whether you can use them freely. Who'd like to act out your dialogue?

(Two students stand up and act out their dialogue. )

Step II Lead-in and Pre-reading

Show the following pictures on the multimedia.

Here are three great inventions. Who can say when the inventions in the pictures were made?

S1 : Electric railway was invented in the early years of the 20th century.

S2: Thomas Edison invented the light bulb in 1879.

S3: Steam-powered boat was made in 1807,

Teacher shows the following on the screen.

1. When was electricity discovered?

2. How was it used in the following two hundred years?

3. In the early 19th century, people had no idea what the inside of the earth might look like. Can you explain what we know about it today?

Work in groups of four to discuss the questions. Choose one of you to act as the leader of your group. Record the results of your discussion. A few minutes later, the leader will be asked to report the result.

Step III Reading

Read the passage quickly to see whether you've grasped the brief meaning of it. Then, re-read the passage carefully to further understand it. Then answer the questions on the screen. (Show the following on the multimedia.)

1. To make a living, what did Jules Verne have to do?

2. What will many of the instruments in his novels remind the readers of?

3. How did Verne lay the foundation of modern science fiction?

4. In his novel “20 000 Leagues Under the Sea”, what kind of person is Captain Nemo?

5. How does the story “Journey to the Centre of the Earth” begin and end up?

(A few minutes later, teacher asks some of them to answer the questions one by one.)

Suggested answers:

1. To make a living, Jules Verne had to write and sell stories.

2. They will remind the readers of Dr Benjamin Franklin's experiment with electricity.

3. By taking the scientific developments of his day one step further.

4. He is someone you will neither like nor dislike. He is very cruel because he keeps Aronnax and others as prisoners and destroys ships. But at other moments, he is gentle and weak because he cries about the lost lives of people drowned in ships that have sunk.

5. The story begins with the discovery of an ancient document and ends up with them being shot out of a volcano in southern Italy with ever increasing speed and temperature.

Step IV Language Points

Show the following on the multimedia.

1. make a living ( = earn one's living)

e. g. She made a living by singing in a nightclub,

2. lay the foundation of

e. g. Four-year college life laid solid foundations of his career.

3. come true

e. g, The boy's wish to become a PLA man has come true.

4. set out

e. g. They set out to look for the lost child.

5. turn out (to be) + adj. n.

e. g. The weather man said it was going to rain this afternoon but it turned out to be very lovely. To everyone's surprise, the fashionable girl turned out to be a thief.

6. defend ……against/from

e. g. We should defend our country against attacks.

7. be dressed in

e. g. The girl was always dressed in red.

Dressed in uniform, he looks handsome.

Step V Post-reading

Read the passage again. Then finish Exercise 2 in Post-reading on Page 13.

Suggested answers:

Differences SUBMARINE SPACESHIP

Speed slow fast

Landscape under water landscape space landscape

Number for people a lot of people a few people

Food common food special space food

Clothes diving suits space suits

Similarities Demand for skills is high. They're both exciting. Tourists must be trained by experts. They're expensive.

Finish the chart in Exercise 5.

(Teacher gives them a few minutes. Teacher joins them in the discussion and gives some advice if necessary. )

Suggested answers;

Preparation : Tools and things to bring Risks: Dangerous and things that could happen

Food，water, warm clothes, ropes, matches, a knife, a chisel .some medicines losing one's way falling into a hole being injured

Step VI Summary and Homework

T: In this period, we've read a passage about Jules Verne. By reading, we've learnt more about Jules Verne and his two novels. We've also learnt some useful expressions and done some concerned exercises. After class, try to make more sentences using them to master them better. Besides, read the passage over and over and prepare for retelling it. At last, preview the third period-Language Study.

Step VII The Design of the Writing on the Blackboard

Unit 12 Fact and fantasy

The Second Period

Useful phrases:

make a living

lay the foundation of

come true

set out

turn out (to be) + adj. / n.

be dressed in

defend……against/from

The Third Period

Teaching Aims:

1. Review the new words appearing in the last periods.

2. Learn to use the rules of word formation to guess the meaning of the word.

Teaching Important Points:

1. Learn to choose proper words according to the contexts of the given passage.

2. Learn to guess the meaning of the words by the meaning of some stems and affixes. Teaching Difficult Points;

1. Master the meanings of the following stems and affixes：

mis- = wrong extra-= outside inter = between sub-= under

under-= below over- = too much dis- = not -marine= sea

2. How to guess the meanings of the words according to these stems and affixes.

Teaching Methods:

1. Review method to consolidate what we've learnt.

2. Practice to make the students learn and master these stems and affixes, and then guess the meanings of the words using what they've learnt.

3. Individual, pair or group work to make every student work in class.

Teaching Aids:

1. the multimedia

2. the blackboard

Teaching Procedures;

Step I Greetings

Greet the whole class as usual.

Step II Revision

In the last period we learnt a passage about a French famous writer Jules Verne. Now. who'd like to retell the text? (One student stands up and retells the text in his own words.)

Step III Word Study

Page 14 and finish the exercises in Word Study.

Suggested answers;

l. E 2.F 3.B 4. C 5. D 6. A

Go on with Exercise 2, Guess the meanings of the words in italics, using context clues and what you know about word parts, and then translate each sentence into Chinese.

1. The word in italics “misbehave” means “behave improperly or wrong1y”. Its Chinese meaning is“行为不端”The whole sentence means“妈妈告诉我在祖母家不要行为不端／不懂规矩”

2. The word “subtitle“ is formed by adding the suffix ”,sub-“ before the word ”title“. ”Sub-“ means “under”，so “Subtitle” means “小标题，译文对白字母“．in Chinese. The Chinese meaning of the. whole sentences is“荧屏底端的中文对白字幕帮助我们理解外国影片”，

3．误解曲解，

不要误解我我只不过是想帮你．

4．互换的。

在许多情况下，单词“fiction”和“novel可互换。

5．地铁。

人们喜欢乘坐地铁，因为它比公共汽车快，又比出租车便宜。

6．超时。

他看上去非常疲倦，因为整个礼拜都在超时工作．

7．衬裤。

如果你穿着衬裤在公共场合走，人们将会认为你疯了。

Step V Consolidation

Teacher shows the following on the screen.

Add a proper affix to each of the follow-jing words to form another word.

1. ____ curricular 2. ____ dependent 3. ____ patient

4. ____ stop 5. ____ judge 6. ____ tired 7. ____ heading

8. ____ clothing 9. ____ advantage

Suggested answers;

1. 潜水艇sub +marine sub- = under

2．消失dis- +appear dis- = not

3. 打翻over +turn over-=too much

4. 因特网Inter +net inter-=between

5. 在水下的under +water under=below,

6. 囚犯 prison +er -er＝person who carries out the action of the verb

Step III Reading

Page 15. Read the passage quickly and then answer some questions on the screen. (Show the following on the screen.)

1. What did Dr Frankenstein want to do when he was young?

2. After he was sent to university, what did he think of the things taught at university?

3. What attracted his attention?

4. Did he discover the cause of life?

5. Although he knew how to create life, what remained a difficult work for him?

6. Why did he decide to create a larger human being than man about eight feet in height?

(Teacher gives them five minutes to read them. After that, check their answers. )

Suggested answers:

1. He wanted to learn the secrets of heaven and earth when he was young.

2. He found all that was taught at university very disappointing and decided to pioneer a new way himself.

3. The structure of the human body and any animal that was alive attracted his attention.

4. Yes.

5. How to prepare a body for it with aft its muscles and organs still remained a difficult job for him.

6. Because the small size of the parts slowed down his speed.

Do an exercise. (Teacher shows the following on the screen.)

l. The boy ____ becoming a pilot.

2. ____ before you reach the crossroads.

3. He shouted to ____ .

4. The fire ,

5. Can you the problem?

6. He meat with a sharp knife.

7, He

篇4：Teaching Plan of Unit 12：Fact and Fantasy(人教版高二英语教案教学设计)

Teaching Plan of Unit 12：Fact and Fantasy

Period 3 & 4: Reading comprehension

Ⅰ. Teaching Aims：

1. Learn and master the useful words and expressions.

2. Train the Ss reading ability.

3. Let the Ss learn about the French writer Jules Verne and his two famous science fiction.

Ⅱ. Teaching Aids: Recorder, computer, multi-media-classroom CAI

Ⅲ. Important Points: Comprehension about the text

Ⅳ. Difficult Points: Learn how to grasp the main details in the paragraph and how to conclude the main idea of the text

Ⅴ. Teaching hours: One hour

Ⅵ. Procedure:

Step 1. Revision: Phrases

Step 2. Lead in

In the last period we talked about science fiction and done some listening and speaking practice. The science quiz helps us learn more about scientific facts. In the speaking part we have learned to express our beliefs and doubts. Now, let’s review what we learnt last time.

What is fact? ---Thing that is known to have happened or to be true or to exist; Thing that is believed or claimed to be true.

What is science fiction? ---Science fiction is predicted, often based on present-day results that seem to make such developments possible in the future.

What is a science fiction writer? ---Science fiction writer sometimes writes imaginary stories.

Step 3. Pre-reading

1. Introduction to the Author and his novels

Jules Verne (1828-1905), French writer and pioneer of science fiction, whose best known works today are Twenty Thousand Leagues Under the Sea(1870) and Around the World in Eighty Days (1873).

Jules Verne published his first novel Five Weeks in a Balloon (1863). Soon he started writing novels such as Journey to the Center of the Earth (1864), From the Earth to the Moon (1866).

In 1876, he bought a large yacht and sailed around Europe. His last novel The Invasion of the Sea appeared in 1905.

Jules Verne died in the city of Amines on March 24, 1905.

Step 4. While-reading

Task One: Fast Reading ( Read the text quickly and finish the following tasks )

1.What does the passage mainly talk about?

---Jules Verne---The father of science fiction and his two famous novels:20,000 Leagues under the Sea and Journey to the Center of the Earth.

2.How many parts can the passage be divided? Ss read and get the main ideas of each paragraph. If you are asked to divide the passage into 3 parts, how will you do your work?

Part 1(para1): The brief introduction of Jules Verne;

Part2(Para2-5): one of his famous work---- 20,000 Leagues Under the Sea.

Part3(Para6): Another work---- Journey to the Center of the Earth.

3. True or False questions.

1.To make a living ,Verne had to study law. ( F )

2. Dr Benjamin Franklin laid the foundation of modern science fiction. ( F )

3. Once Jules Verne died, all his dreams came true. ( F )

4. This text tell us Captain Nemo died at last. ( F )

5. The Nautilus is an extraordinary ship. ( T )

6. The story of Journey to the Center of the Earth begins with two men’s decision about traveling to Iceland. ( F )

Task Two: Further Reading ( Read the text again part by part and find out the detail information of each part )

Part 1(para1): The brief introduction of Jules Verne

Born in : 1828

Died in : 1905

Nationality : French

Interested in : Botany & applied science

Remembered as : The father of science fiction

Famous novels: 20,000 Leagues under the Sea and Journey to the Centre of the Earth

Part2(Para2-5): The main plot of 20,000 Leagues Under the sea

Try to answer the following questions.

1. Why are ships disappearing all over the world ?

---It is believed to be caused by a sea monster.

2. Who set out to find the monster ?

---Dr Aronnax ,his servant and a Canadian whale hunter .

3. When they try to survive, what happened ?

---They find themselves on the surface of the monster itself , which turns out to be a submarine.

4. When they are taken on board, what’s Captain Nemo’s decision ?

---Not to kill them but make them his permanent guests.

5. What’s the Nautilus ? What’s the Nautilus like ?

---It’s a submarine . It’s an extraordinary ship. The furniture is precious and huge glass windows give a view of the underwater world .It’s also very strong and protected with thick iron plates .

6. Describe the character of Captain Nemo ?

--- Cruel, gentle and weak .

Part3(Para6): The main plot of Journey to the Centre of the Earth

About the rout: List what the two men do in the adventure of going to the centre of the earth.

1. travel to Iceland

2. enter…through a chimney in a dead volcano

3. through a narrow passage deep into…

4. pass through layers of coal and marble

5. reach a huge lake or underground ocean

6. through forests of mushrooms and plants

7. cross the sea in a raft

8. drawn into a fast stream

9. shot out of a volcano in southern Italy

Step 5. Post-reading

1. Finish the post-reading Ex on P13.

1. Paraphrase the following sentences or parts of sentences using your own words.

1.)To make a living he had to write and sell stories. àHe had to write and sell stories to make money.

2.)In their efforts to survive…àDuring the time they do all they can to continue live …

3.)They find themselves on the surface of the monster itself. à They realize that they come to the surface of the monster.

4.)his permanent guests à his long- time guests.

2. Under water travel and space travel they have many things in common. Describe the similarities and differences and fill in the chart below.

SUBMARINE SPACESHIP

Differences

Speed slow fast

Landscape Under water landscape Space landscape

Number for people A lot of people A few people

Food Common food Special space food

Clothes Diving suits Space suits

Similarities

Demand for skills is high

They are both exciting

Tourists must be trained by experts

They’re expensive

3. Which tools and things would you bring if you were going to climb down into a very deep cave? What would be the most important dangers and things that could happen?

Preparation: Tools and things to bring Risks: Dangers and things that could happen

Food, water, warm clothes, ropes, matches, a knife, a chisel, some medicine Losing one’s way falling into a hole being injured

Step 6. Consolidation

1.What has come true from the time Jules Verne lived ?

Submarine movies with sound

Helicopters television

modern weapons rockets

New broadcasting

2. Why is Jules Verne called “the father of science fiction”?

--- He laid the foundation of modern science fiction.

Step 7. Homework:

1. Recite the last paragraph.

2. Try to retell “20,000 Leagues Under the sea ” .

3. Preview Language Study.

篇5：NSEFC 高二unit 12 fact and fantasy 课文导读

教学内容：Fact and fantasy

一、学习目标

本单元以谈论“科学与幻想”为话题，使学生了解科学与幻想的区别，认识到学习科学的重要性；同时通过对法国科学幻想和冒险小学家儒勒凡尔纳（Jules Verne）及其作品的介绍，激发学生探索宇宙奥秘的兴趣。学习英语构词法。在练习写幻想短文“创造一个类似人类的生物”的实践中，培养书面表达能力，同时拓展学生创造性思维。

二、语言点讲解

1. The French writer Jules Verne wrote famous books, such as 20, 000 Leagues Under the Sea and Around the World in 80 days.法国作家儒勒凡尔纳写了很多著名书籍，比如《海底两万里》和《八十天环游地球》。

（1）Jules Verne 儒勒凡尔纳。法国科学幻想家和冒险小说家。

（2）such as

①like; for example 像；诸如；例如 eg:

Wild flowers such as orchids and primroses are becoming rare.

兰花和报春花之类的野花越来越少了。

②everything that凡是 eg:

Such as remains after tax will be yours when I die.

我死后全部财产除了交税以外全部给你。

（3）league [li g] n.

① former measure of distance (about 3 miles or 4.8 km) 里格（旧时长度单位，约3英里或4.8公里）。 eg:

The horse can run 50 leagues a day. 这匹马一天能跑240公里。

②group of people or countries combined for a particular purpose 联盟；同盟 eg:

The League of Nations is an international organization.

国际联盟是一个国际组织。

2. Try the small science quiz below to see if you know any better. 试试下面的科学小测验，看看你是否了解得多些。

any better 更好

any [′anI] adv. (used with faster, slower, better, etc. , in questions and after if/whether 用于疑问句中，与faster, slower, better等连用；用于if/whether之后)to any degree; at all在任何程度上；丝毫 eg:

I can’t run any faster. 我无法跑得更快了。

Is your father any better? 你父亲有所好转了吗？

3. What is the distance from the earth to the moon? 地球到月球的距离是多少？

(1) distance [′dIst ns] n. [C, U]

① (amount of) space between two points or places 距离；间距

A good cyclist can cover a distance of over a hundred miles a day.

自行车骑得好的人一天可以行驶一百多英里。

②distant place or point 远处；远方 eg:

At a distance of six miles you can’t see much.

距离六英里以外的东西很难看清。

(2) at a distance （稍）远处，表示一定的距离，近距离或用以说明具体的距离，其不定冠词a有时可以略去或改用some。 eg:

This picture looks better at a distance. 这幅画远看就好些。

(3) in the distance (far away) 在（较）远处，强调距离之远。 eg:

They were expecting to see in the distance some signs of the enemy.

他们期望着发现远处敌人的迹象。

(4) keep sb. at a distance 与某人保持一定距离；不愿与某人亲近eg:

He always keeps anyone at a distance. 他总是不愿与任何人亲近：

4. How fast does a balloon travel? How about an airplane? How about a space shuttle?

一只气球能走多快？一架飞机呢？还有一架航天飞机呢？

(1)ballon [b ′lu n] ①n. brightly-coloured rubber bag that is filled with air, used as a child’s toy or a decoration（用作玩具或装饰品的）气球 eg:

They bought their son a lot of balloons yesterday.

昨天他们给他们的儿子买了很多气球。

②v. swell out like a balloon 如气球一般膨胀 eg:

Her skirt ballooned in the wind. 她的裙子让风吹得鼓起来了。

③go ballooning 乘气球 eg:

They like to go ballooning at weekends. 他们周末喜欢乘气球玩。

(2)How/What about …？……怎么样？常常用来打听消息或提出建议，征求对方意见，后接名词，代词或动名词。 eg:

How about your mother? Does she feel better today?

你妈妈怎么样听？她今天觉得好点儿了吗？

(3)space shuttle-spacecraft designed for repeated use, eg between earth and a space station or the moon 航天飞机；太空穿梭机 eg:

I have never seen a space shuttle. 我从未看见过航天飞机。

三、课前准备针对性练习（18分，15分钟）

（一）汉译英（每小题2分，共10分）

1.她能讲很多种语言，例如英语，法语，汉语和日语。

______________________________________________________

2.他比你跑得还慢吗？（any）

______________________________________________________

3.我们看到了远处的灯光。

______________________________________________________

4.咱们到法国去度假好吗？

______________________________________________________

5.我喜欢乘气球胜过做其他的事。

______________________________________________________

（二）阅读理解（每小题2分，共8分）

In 1901, H.G. Wells, an English writer, wrote a book describing a trip to the moon. When the explorers (探险者) landed on the moon, they discovered that the moon was full of underground cities. They expressed their surprise to the “moon people”they met. In turn, the “moon people”expressed their surprise. “why,”they asked, “are you traveling to outer space when you don’t even use your inner space?”

H.G. Wells could only imagine traveling to the moon. In 1969, human beings really did land on the moon. People today know that there are no underground cities on the moon. However, the question that the“moon people” asked is still an interesting one. A growing number of scientists are seriously thinking about it.

Underground systems are already in place. Many cities have underground car parks. In some cities, such as Tokyo, Seoul and Montreal, there are large underground shopping areas. The “Chunnel”, a tunnel（隧道） connecting England and France, is now completed.

But what about underground cities? Japan’s Taisei Corporation is designing a network of underground systems, called “Alice Cities”. The designers imagine using surface space for public parks and using underground space for flats, offices, shopping and so on. A solar dome（太阳能穹顶） would cover the whole city.

Supporters of underground development say that building down rather that building up is good way to use the earth’s space. The surface, they say, can be used for farms, parks, gardens, and wilderness. H.G. Wells’ “moon people” would agree. Would you?

1. The explorers in H.G. Wells’ story were surprised to find that the“moon people”______.

A. knew so much about the earth B. understood their language

C. lived in so many underground cities D. were ahead of them in space technology

2. What does the underlined word “it” (Paragraph 2) refer to?

A. Discovering the moon’s inner again. B. Using the earth’s inner space.

C. Meeting the “moon people” again. D. Travelling to outer space.

3. What sort of underground systems are already here with us?

A. Offices, shopping areas, power stations.

B. Tunnels, car parks, shopping areas.

C. Gardens, car parks, power stations.

D. Tunnels, gardens, offices.

4. What would be the best title for the text?

A. Alice Cities-Cities of the Future. B. Space Travel with H.G. Wells.

C. Enjoy Living Underground. D. Building down, not up.

Ⅱ．听力导读

一、语言点讲解

1. Fill in the chart on the next page and make a sketch of the animal as they saw.

填写下一页的图表并按他们看到的动物的样子给那种动物作一个速写。

sketch [sket ] n.

①rough quickly-made drawing, without many details素描；速写；草图

②make a sketch of … 作一个……的速写 eg:

He was good at making a sketch of face. 他擅长作面部素描。

③short account or description, giving only basic details 简短的陈述或素描

④give a sketch of …概述…… eg:

Please give a sketch of your plans. 请概述一下你的计划。

2. description [dI′skrIp n] n. describing; picture in words 描述；描绘

（1）give sb. a brief description of …向某人简要地描述…… eg:

Can you give me a brief description of what has happened?

你能向我简要描述一下所发生的事吗？

（2）beyond description 难以描述 eg:

Her beauty is beyond description. 她的美貌难以用语言来描述。

（3）give/make a description of …对……加以描述 eg:

He made a description of the thief.他描述了小偷的模样。

（4）describe[dI′skraIb] v. say what sb./sth. is like; depict sth. in words 描述某人/某事物。常构成describe sb./sth. (to/for sb.) eg:

Words cannot describe the beauty of the scene.那景色之美难以言传。

3. Why does Sam need to know the time? 为什么萨姆需要知道时间？

need的用法小结：

（1）need作情态动词，通常用于疑问句、否定句、条件句、whether/if名词从句或含否定意义的句子中。 eg:

I do not see why we need discuss it further.

我看我们没有必要讨论下去了。

That’s all settled. It needn’t be talked about.

那已全部解决了，没有必要再讨论了。

（2）need又是实义动词，各种变化和用法与普通实义动词相同。 eg:

①They need a rest after a long walk.

长距离行走后他们需要休息一下。

②I need you to work for me, young man! 小伙子，我需要你为我工作！

③I need to consult a dictionary. 我需要查字典。

（3）need接动名词主动形式，表示被动含义，这时动名词和主语之间有动宾关系，need doing可转换为need to be done结构，意思相同。

My hair needs washing badly.(=My hair needs to be washed badly.)

我的头发非常需要洗一洗。

The garden needs watering.(= The garden needs to be watered.)

花园需要洗水。

二、如何听的建议

如何确定听力材料所要求听懂的人物、时间、地点等问题是听力训练中我们常遇到的难题，可以从下面几方面入手：

1.积极进行预测

要利用已知的信息进行分析、加工、归纳、预测，以达到快速、准确理解所接收信息的目的。一定要利用一切可以利用的时间阅读问题和选项，根据题目中的选项进行积极预测。

2.注意抓关键词

捕捉信息重点是听力测试中的重要一环。这种能力要在训练时多加注意，因为说话的人常常通过句子的重音和语调来强调关键词。

3.善于跳越难点，充分利用重复信息

听的时候，注意力要紧跟说话人的思路。不要因为个别单词没听清就不再往下听了。应该毫不迟疑地跳过去，并接着往下听。善于利用上下文和重复信息猜测生词的大意。

4.学会记笔记

听力材料不像阅读材料可以重复。所以在做听力尤其在听短文或较长的对话时，做些笔记尤为重要。但是，听力测试中的记应是速记，不是听写。速记要使用自己认识的、最简便、最迅速的办法（如字母|缩写、等号，甚至中文）。

Ⅲ．口语导读

一、语言点讲解

1. fiction [′fIk n] n.

(1)[C] sth. invented or imagined 虚构之事；捏造的故事 eg:

The film was very good although it was a fiction.

这部电影虽属虚构，但很好。

(2)[U] (branch of literature concerned with) stories, novels and romances （作为文学之一分支的）小说 eg:

Truth is often stranger than fiction.事实往往比小说还离奇。

(3)science fiction 科幻小说

2. in the future, in future与in the far future.

(1)in the future意思是“将来，今后的时期”，但不一定就是从今立即开始，而是将来的时间。 eg:

No one can know what will happen in the future.

没有人会知道将来会发生什么事。

(2)in future意思是“从今以后”（=from now on）。 eg:

In future, be careful with your pronunciation. 今后要注意你的发音。

(3)in the far future 在遥远的未来 eg:

It is possible for doctors to find a way to keep us young forever in the far future.在遥远的未来，医生有可能找到一种使我们永远年轻的办法。

3. incomplete [ Ink m′pli t] adj. not complete不完全的 eg:

The passage below is incomplete. Please fill in the blanks using correct prepositions.下面的文章是不完整的，请用正确的介词填空。

注：incomplete是在complete前加含否定含义的前缀“in-“构成的，表达与complete相反的含义。

4. work with sb.与work with sth.

(1)work with sb.意为“和某人一道工作” eg:

I like to work with him. 我喜欢和他一块儿工作。

(2)work with sth. 意为“从事……方面的研究工作”，“用……工作” eg:

Professor Wang had worked with bees for many years.

王教授多年从事蜜蜂的研究工作。

I would rather work with the bigger brush.

我宁愿用那把大一点儿的刷子干活。

5. (1) beat, defeat, win与gain

①beat和defeat属一组同义词，它们的宾语必须是人或一个集体，如a team, a class, an school, an army。defeat尤指在战场上打败敌人；beat是游戏、比赛的专门用词。二者常可换。 eg:

We beat their team by 10 points. 我们赢了他们队十分。

In the end their army was defeat/beaten. 最后他们的部队被击（打）败。

②win和gain属一组同义词。Gain表示获得需要之物，它常跟的宾语有one’s living, experience, strength, time, knowledge, attention, respect, admiration 等；win表示在较强的竞争中取得胜利，它常跟的宾语有game, war, prize, fame, battle等。 eg:

We shall gain experience through practice.我们将通过实践获得经验。

They won the battle but lost many men.

他们取得了这次战斗的胜利，但牺牲了很多人。

(2)beat, hit, strike与tap

beat着重“连续性地击打”，如殴打或体罚，也指在游戏、竞赛或战争中击败对方。此外，beat还可用来指心脏的跳动。strike通常表示打一下，打若干下等意思，不一定都是有意的，还可指罢工，（钟）敲响之意。hit指“打中”或“对准……来打”，着重敲打或打击对方的某一点。tap一般是轰轰拍打的意思。 eg:

The wheat was beaten down by the rain. 麦子被雨水打得伏倒了。

The stone hit him on the head.石头击中了他的头部。

It strikes a bug’s back with is forelegs and feelers.

它（蚂蚁）用前腿和触角敲打臭虫的背部。

It taps on the other’s head with its feelers, using a kind of telegraph code. 它（蚂蚁）像使用一种电码的方式一样，用触角轻敲对方的头部。

6. Doctors may find a way to keep us young forever.医生可能会找到一种使我们永远保持年轻的办法。

（1）“way”意为“方式，方法”，在其后要用to do或of doing的形式作后置定语。 eg:

Cao chong thought out a way to weigth/of weighing the elephant.

曹冲想出了一个称象的办法。

（2）此外，如果way之后跟定语从句，那么这个定语从句用in which或that引导，也可省略。 eg:

This was the way that/in which they solved the problem.

这就是他们解决那个问题的办法。

7. believe sb. 与believe in sb.

believe sb.相信某人（所说的话是真的）

believe in sb.信任某人 eg:

I believe him, but I can’t believe in him.

我相信他的话是真的，但我不能信任他。

二、交际用语讲解

本单元要求学习并掌握表达相信，不相信和推测的日常交际用语。具体总结归纳如下：

I believe … I doubt… It could be … but…

I suppose … I’m (not) certain … It’s likely …

I’m sure that… I can’t imagine… It would take…

三、口语针对性练习（20分，15分钟）

（一）单项选择（每小题1分，共10分）

1. You were very lucky to have escaped from the big fire last night. You should be careful _________ when cooking.

A. in the future B. in future C. in the far future D. for future

2. She was a very good person to __________.

A. work with B. work out C. work on D. work at

3. The girl was frightened at the sight of a snake and her heart was __________ fast.

A. striking B. hitting C. beating D. jumping

4. I’m not __________ it __________ rain or not.

A. sure that; is going to B. sure if; will

C. sure whether; is going to D. surely if; will

5. Never have we __________ being able to finish is time.

A. doubted B. believed C. sure of D. certain about

6. To live, one must have something __________.

A. believe B. to believe C. to believe in D. believe in

7. The way that you thought of __________ with the polluted water was practical（可用的，有实效的）.

A. dealing B. of dealing C. of doing D. deal

8. -Do you think it is going to rain over the weekend?

-__________.

A. I don’t believe B. I don’t believe it

C. I believe not so D. I believe not

9.-It must be about ten o’clock now.

-__________.It must be about ten thirty.

A. I don’t think so B. I think it now

C. It must be not D. It’s not that time

10. You __________ to the meeting this afternoon if you have something important to do.

A. needn’t to come B. don’t need come

C. don’t need coming D. needn’t come

（二）补全对话（每小题2分，共10分）

-What do you do in the new play?

-I’m an actress._____1_____.

-But you look in your thirties.

-That’s right and that’s the job of an actor or an actress.____2_____

-It sounds interesting and surprising.

-____3_____ We need a lot of practice with the directors.

-Yes.____4_____ It is hard to remember the lines of the dialogue, isn’t it?

-Yes, it is hard.____5_____

A. Some of us don’t work very hard.

B. But if you work hard at it, everything will be OK.

C. I can imagine so.

D. I play the part of the old aged 68.

E. But acting is a hard job.

F. I hope so.

G. We can change ourselves with the help of makeup workers.

Ⅳ．阅读指导

一、生词和词组

1. bulb[b lb] n.

①(also light bulb) pear-shaped glass container for the filament of an electric light 电灯泡 eg:

If you have time, please change a bulb.如果你有时间的话，请换个灯泡。

②thick rounded underground stem of certain plants（eg the lily, onion, tulip） sending roots downwards and leaves upwards. 鳞茎；球茎（如百合、洋葱、郁金香的茎） eg:

We cooked onion bulbs for food. 我们烹调洋葱茎作为食物。

③object shaped like a bulb 球状物 eg:

The bulb of this thermometer is broken.这支温度计的球状顶端碎了。

2. foundation [fa n′deI n] n.

①[U] act of founding (an institution, organization, etc.) （机构，组织等的）建立，创立，创办 eg:

He devoted all his energy to the foundation of the university.

他把全部精力都致力于这所大学的创办。

②[C,U] principle, idea or fact on which sth. is based; basis（作为某事的）基本原则、思想或事实；基础 eg:

This success laid the foundation of his career.

这次成功为他的事业奠定了基础。

③foundation course 基础课

④ foundation-stone 奠基石

⑤found v.建立，创立

⑥founder n. 建立者；缔造者

3. servant [′s v t]n.

①person who works in sb. else’s household for wages, and often for food and lodging 仆人；佣人 eg:

He had a lot of servants work for him. 他让很多仆人为他工作。

②employee, esp. a faithful and devoted one 雇员（尤指忠心耿耿的）；公务员 eg:

He was a trusted servant of the company. 他是这个公司里的一个可靠雇员。

4. whale [weIl]

(1)n. any of several types of very large mammal that live in the sea, some of which are hunted for their oil and flesh 鲸 eg:

A whale is not a fish.鲸不是鱼。

(2)have a whale of a time（习语）玩得非常愉快 eg:

The children had a whale of a time at the fairground.

孩子们在游乐场玩得很高兴。

(3)v. hunt whales 捕鲸 eg:

They are whaling at sea. 他们正在海上捕鲸。

(4)whaler n.捕鲸；捕鲸的人

5. hunter[′h nt ] n. person who hunts 猎人；搜索者；搜寻者 eg:

The hunter lost his way in the forest when he went hunting that day.

那个猎人那天去打猎的时候在森林里迷了路。

6. collision[k ′lI n] n. [C,U]

①(instance of) one object or person striking against another; (instance of) colliding; crash（物与物或人与人）相撞，碰撞，撞坏

常构成：collision with sb./sth. 与某人/某物相撞

collision between A and B A与B相撞 eg:

The collision between two cars caused 3 deaths. 两车相撞造成三人死亡。

②strong disagreement; conflict or clash of opposing aims, ideas, opinions, etc.抵触；（相反的目的、看法、意见等的）冲突 eg:

Her political activities brought her into collision with the law.

她的政治活动触犯了法律。

7. overboard [′ v b d] adv.

①over the side of a ship or boat into the water 从船上落（或抛）入水中；在船外 eg:

The sailor jumped overboard into the sea. 那位水手从船上跳入水中。

②go overboard (about sb./sth.) 对（某人/某事）极感兴趣或过分感兴趣 eg:

He goes overboard about ever young woman he meets.

他对年轻的女子见一个爱一个。

③throw sth./sb. overboard 抛弃某事物；除掉或不再支持某人 eg:

After heavily losing the election, the party threw their leader overboard.

该党惨败落选后罢免了党魁。

8. submarine [ s bm ′ri n] n. naval vessel that can operate underwater welll as on the surface 潜水艇 eg:

A submarine travels under the surface of the sea.潜水艇在海面下行驶。

9. permanent [′p m n nt] adj.

①lasting or expected to last for a long time or for ever 永久的；永恒的；长久的；长期的 eg:

She is looking for permanent employment.她正在找固定的工作。

②not likely to change 不大可能改变的 eg:

She wrote down my permanent address. 她写下了我的固定地址。

10. guest [gest]

(1)n. person invited to visit one’s house or being entertained at one’s expense宾客；客人 eg:

We are expecting guests this weekend. 我们本周末要来客人。

(2)n. person staying at a hotel, boarding house, etc.住在旅馆、寄宿处等的人；旅客 eg:

This hotel has accommodation for 500 guests.

这旅馆能接待500位客人。

(3)客座教授 eg:

Professor Wang, our guest tonight, will give us a speech on DNA.

我们的客座教授王教授，今晚要给我们作一个关于DNA的演讲。

(4)v. appear as a guest on a television or radio programme（在电视或广播节目中）客串 eg:

She often guests on a radio programme.她经常在一个广播节目中客串。

11. voyage [′v IId ] (1)n. long journey, esp. by sea or in space 航行；（尤指）航海，航天 eg:

They made a voyage across the Atlantic.

他们作了一次横越大西洋的航行。

(2)v. go on a voyage; travel 航行；航海；航天飞行 eg:

A plane crashed down when it voyaged through space.

一架飞机作航天飞行时坠毁了。

(3)voyager [′v IId ] n. 航行者；航海者；航天者

12. aboard [ ′b d] adv. On or into a ship, an aircraft, a train or (esp. U.S.) a bus在船（或飞机、车）上；上船；登机 eg:

We went aboard. 我们上了船。

13. prisoner [′prIz n ]n.

①person kept in prison, as a punishment or awaiting trial犯人；囚犯 eg:

He was kept as a prisoner.他作为一个囚犯被关了起来。

②person that has been captured被抓起来的人；俘虏；失去自由的人 eg:

You are our prisoner now.你现在是我们的俘虏了。

14. gentle [′d entl] adj. mild; kind; careful; not rough, violent or severe 温和的；慈祥的；小心的；温柔的；文雅的；轻轻的 eg:

I met a gentle old woman yesterday. 我昨天遇到了一个慈祥的老太太。

15. extinct [Ik′stI kt] adj. ①(esp. of a type of animal, etc.) no longer in existence（尤指某种动物等）不再存在的；绝种的；灭绝的 eg:

If we continue to destroy the countryside, many more animals will become extinct. 我们若继续破坏乡村环境，将会有更多的动物绝种。

②(fire or hope) ge out（火，希望等）熄灭了的 eg:

The fire was extinct.火灭了。

16. layer [′leI (r)] n. ① thickness of material (esp. one of several) laid over a surface or forming a horizontal division层（尤指数层之一） eg:

Several thin layers of clothing will keep you warmer than a thick one.

穿几层薄的衣服总比穿一层厚的衣服暖和。

②person who lays sth. on… 铺设者

17. marble [′ma bl]

(1)n. types of hard limestone used, when cut and polished, for building and sculpture 大理石 eg:

These steps are made of marble. 这些台阶是大理石建造的。

(2) marbles (pl.) collection of marble sculptures; works of art in marble 大理石雕刻品；大理石艺术品

(3)adj. like marble 像大理石的 eg:

She has marble skin. 她有着大理石般光洁的皮肤。

18. paraphrase [′p r freIz]

(1)v. express the meaning of (a piece of writing, statement, etc.) in different words, esp. in order to make it easier to understand将（一段文字等）释义或意译（尤指为易于理解） eg:

He paraphrased a speech in colloquial English.

他用通俗英语意译了一篇演讲稿。

(2)n. rewording of a piece of writing, statement, etc. , especially in order to make it easier to understand （对一段文字等的）释义，意义（尤指为易于理解） eg:

The paraphrase of the sonnet is easy to understand.

该十四行诗的意译易于理解。

19. definition [ defI′ni n] [U] n. stating the exact meaning (of words, etc.)（词语等的）释义 eg:

Dictionary writers must be skilled in ther art of definition.

辞书编纂者必须精于给词语下定义的技巧。

20. misbehave [ mIsbI′heIv] v. behave badly or improperly 行为不端；举止不当 eg:

She misbehaved. 她行为不端。

21. subtitle [′s btaItl] n. (usu. pl. 通常作复数) (esp. cinema 尤用于电影)

words printed on a film that translate the dialogue of a foreign film, give those of a silent film or (on television) supply dialogue for deaf viewers 字幕 eg:

Without the subtitles I would not understand the film.

没有字幕的话我就理解不了这部电影。

22. interchangeable [ Int t eInd bl] adj. that can be interchanged, esp. without affecting the way in which sth. works 可交换的，可互换的，可交替的（尤指不影响操作的） eg:

The two words are interchangeable. 这两个单词是可互换的。

23. underpants [′ nd p nts] n. short undergarment worn by men and boys covering the lower part of the body（男用）内裤 eg:

He stood there in his underpants. 他只穿内裤站在那儿。

24. study law study 研究；学习；求学。 study law意为“研究法律”，law前不加冠词，类似的用法还有study medicine“研究医学”。 eg:

He wanted to study law. 他想学法律。

25. make a living与make one’s living意为“谋生”，这里的make也可换成earn/gain/get。在表达“靠做……以谋生”之意时，常用短语earn/gain/get/make a/one’s living by doing sth./as a…。 eg:

Before liberation, her grandfather made a/his living by working for a land owner.解放前，她爷爷靠给一个地主干活为生。

26. …allow man to do things … ……允许人类做……, allow可构成以下结构：

allow sb. to do sth.→被动：sb. be allowed to do sth.

allow doing sth.允许做某事 eg:

Mother doesn’t allow me to go out at night. 妈妈不允许我晚上外出。

They didn’t allow smoking here. 这儿不允许吸烟。

类似用法的动词还有：advise, permit, forbid等词。

27. set out与set off

(1)set out意为“出发/启程”，表达“动身去某地”时用“set out for sp.”此时可与“set off for sp.”互换。 eg:

They set out for town at dawn.他们在拂晓动身进城了。

(2)set out to do sth.意为“开始做某事”。 eg:

When everything was ready, the doctor set out to perform the operation.一切准备就绪，医生就开始动起手术来了。

28. on board上船（或飞机、火车、汽车等）；在船上（或飞机上、火车上、汽车上）。 eg:

As soon as we went on board, our ship left the port.

我们一上船，船就出港了。

29. from that day on从那天起，“from+时间+on”表示“从……时候起”，如“from then/now/ on”表示“从那时/现在/起”之意。可与现在、过去、将来的时态连用。 eg:

From then on she knew she would win. 从那时起她就知道她将取胜。

30. defend … against/from …保护/保卫/防御……抵御/免遭 eg:

The soldiers defended their country against enemies.

战士们保卫他们的祖国抵御敌人。

It is the nature of a mother to defend her child from harm.

保护自己的孩子不受伤害是一个母亲的天性。

二、同、近义词辨析

1. electric与electrical

(1)electric电的；用电的；带电的；发电的

an electric current/torch/iron 电流/电筒/电熨斗 eg:

He bought an electric torch yesterday.昨天他买了一个手电筒。

(2)electrical关于电的

electrical engineering电机工程学 eg:

He majored in electrical engineering in the college.

他在大学里主修电机工程学。

2. discover, find out与invent

(1)discover指“发现”某种本来存在，而以前未被发现的事物或未为人所知的东西。

(2)find out常用来指“弄明白、搞清楚、查出（某一真相）”，做“发现”讲时，是指发现一种无形而隐藏的东西。

(3)invent表“发明”之意，意思是发明出以前没有的东西，往往是物质性的东西。 eg:

Gilbert discovered electricity, but Edison invented the light bulb.

吉伯特发现了电，而爱迪生发明了灯泡。

Think over and you’ll find out that you are wrong.

仔细想想，你就会发现你错了。

3. instead与instead of

instead是副词；instead of为介词短语，后接名词，代词，动名词或介词短语，从句等形式。一般情况下，含有instead of的句子可以改写为含有instead的句子。 eg:

He stayed in bed all day instead of going to school.

=He didn’t go to school. Instead, he stayed in bed all day.

他没去上学，而是在床上躺了一整天。

I didn’t drink water. I drank juice instead.

=I drank juice instead of water. 我没有喝水，而是喝的果汁。

4. late, lately, latest, later与latter

(1)late指比预料的或正常的时间晚。 eg:

I was late for work again.我上班又迟到了。

(2)lately“近来”，常用于疑问句，否定句，或与only连用或用于as lately as中。肯定句中用recently。 eg:

Have you seen her lately?你最近看到过她吗？

(3)latest adj.“最近的”、“最新的” eg:

Have you got the latest news about him?你有他最近的消息吗？

(4)later“后来”，“较晚的时候”，也可和段时间连用，表示从过去或将来某一时间起，多长时间以后。 eg:

Later the boy found his mother. 后来那个男孩找到了他妈妈。

(5)latter用来表示两事物之间的顺序，意为“后一个/后者”，与the former（前者）相对。 eg:

Of these two men the former is dead, but the latter is still alive.

此二人中前者已死，但后者仍活着。

5. at the beginning与in the beginning

(1)at the beginning通常接of短语，表示“在……初”，“在……开始的时候”，它的反义短语是at the end of。 eg:

Great changes took place at the beginning of the century.

在那个世纪初发生了巨大的变化。

(2)in the beginning表示“起初”，“开始的时候”，不与of介词短语连用。但at the beginning偶尔也可单独使用，在意思上与in the beginning区别不大。 eg:

In the beginning nobody took any notice of his words.

起初没人理睬他的话。

6. finally, at last与in the end

(1)finally一般指一系列事物或论点按排列的最后一项内容，或用在动词前，表示等了好久才……，没有感情色彩。 eg:

Finally, let’s do some exercises.最后我们来做一些练习吧。

(2)at last往往表示经过一番努力或曲折的过程之后的意思，常常有较浓的感情色彩。 eg:

At last, he got hold of the elephant’s tail. 他最后终于抓住了大象的尾巴。

(3)in the end可与finally和at last通用。 eg:

The war lasted four years before the North won in the end.这场战争持续了四年，最后北方取得了胜利。（但in the end可预卜未来。）

三、语言点讲解

1. Jules spent many hours in Paris libraries studying geology, physics and many other subjects.儒勒在巴黎图书馆花费很长时间研究地质学，物理学和许多其他的学科。

spend“花费”，常用于下面的结构：

spend money/time on sth./(in) doing sth. 在某事/做某事方面花费钱/时间

eg: He does not spend much time on his homework.

他在做作业上花费不了多少时间。

注意区别spend与take。

Take的用法是：It takes/took/will take sb. Some time to do sth.“做某事花费某人多少时间” eg:

It took him two hours to finish the work. 完成这份工作花费了他两个小时。

2. Many of the instruments in his novels will remind the reader of Dr Benjamin Franklin’s experiments with electricity. 他小说里所提到的许多设备会让读者想起本杰明富兰克林用电做的实验。

remind提醒；使想起；可构成以下结构：

(1)remind sb. of sth./sb. 使某人想起某事/某人 eg:

Please remind me to answer that letter.请提醒我回复那封信。

(2)remind sb. of sth./sb. 使某人想起某事/某人 eg:

He reminds me of his brother. 他使我想起他哥哥。

(3)remind sb. that从句。提醒某人某事 eg:

He reminded me that I didn’t finish my work.

他提醒了我，说我没完成自己的工作。

3. By taking the scientific developments of his day on step further, Jules Verne laid the foundation of modern science fiction. 通过将他所处时代的科学发展向前推进一步，儒勒凡尔纳奠定了现代科幻小说的基础。

by在本句是介词，说明手段或方式，可译作“通过，用，以，由于”等，其后常跟名词或动词-ing形式。 eg:

This pair of shoes is made by hand. 这双鞋是手工做的。

By helping them we are helping to save ourselves. 帮助他们就等于救了我们自己。

注意by表达这种含义时与with和in的区别；表示使用有形的工具或器官时要用with，其后的名词前一般应用冠词。使用某种语言，表示用墨水、颜色、颜料等“原料”或“材料”都用in，且名词前不用冠词。 eg:

It is my practice（习惯） to do my writing with a pencil. 我习惯用铅笔写。

Can you sing this song in English?你能用英语唱这首歌吗？

It is impolite to write a letter in red ink. 用红墨水写信是不礼貌的。

4. In their efforts to survive, they find themselves on the surface of the monster itself, which turns out to be a submarine. 在他们努力求生时，发现自己就在怪兽身体的表面上，结果怪兽竟然是一艘潜水艇。

(1)这里的which引导一个非限制性定语从句，修饰先行词the monster itself。

(2)in their efforts中的in表示“正在进行的动作或状态”。 eg:

He is always in action.他总是在行动中。

W seem to be in agreement on the matter.

在这件事上我们的意见看来是一致的。

(3)turn out to be“结果是……”，“最后情况是……” eg:

Though it looked like rain this morning, it has turned out to be a fine day.尽管今早看起来要下雨，最后却是晴天。

The meeting turned out to be very successful. 结果那个会议很成功。

5. They are taken on board and Captain Nemo decides not to kill them but makes them his permanent guests.他们被带到了艇上。尼莫船长决定不杀死他们而是使他们成为他永久的客人。

(1)decide to do sth. 决定做某事；decide not to do sth.决定不做某事 eg:

We decided not to go abroad for the time being. 我们决定暂时不出国了。

(2)not…but…“不是……而是……”，连接两个并列成分，如连接两个并列宾语，两个并列表语或两个并列主语等。注意当not…but…连接两个并列主语时，句子的谓语动词要采用就近一致的原则，即与but后的主语保持一致。 eg:

He can speak not Chinese but Japanese.他不会讲汉语会讲日语。

He is not a poet but a writer. 他不是诗人而是作家。

Not I but he is fond of football. 不是我而是他喜欢足球。

(3)…makes them his permanent guests中的his permanent guests用来作them的补足语。

6. The furniture is precious and huge glass windows that can be opened and closed give a view of the underwater world. 摆设很精致，巨大的玻璃窗可以打开或关上，让人看到水下世界。

(1)这里的that引导一个定语从句(that can be opened and closed)用于修饰先行词huge glass windows.

(2)a view of …“……的景色”或“看；眺望；观察”之意。 eg:

There’s a view of the river from my windows.

在我的窗前可看到河上风光。

If you stand here you’ll get a better view of the procession.

如果你站在这里，就可以更清楚地看到游行队伍。

7. All that is needed for life on board comes from the ocean.艇上所有生活所需全部来自于海洋。

That is needed for life on board是定语从句，修饰先行词all。

注：（1）当先行词是不定代词all, everything, few, little, much, something, anything, nothing等时，宾语从句只能由that引导。 eg:

The boy handed in everything that he had picked up in the street to the police. 那个男孩把他在大街上捡到的一切东西都交给了警察。

（2）all that=what eg:

All that the said was true.=What he said was true.

他所说的一切都是真的。

8. Dressed in diving suits, they walk around in this magic world, lighted by the lamps of the ship. 他们穿着潜水衣，在船上灯的照射下在这个魔幻世界中四处走动。

(1)dress ①vt. “给某人穿衣服”用于“dress sb.”结构中。dress oneself意为“给自己穿衣服”；be dressed in意为“穿着……”。 ①②③④

The gentleman is dressed in a modern coat.

那位先生穿着一件很新潮的衣服。

②vi. “穿着/打扮”之意 eg:

She dressed well. 她穿得很好。

(2)walk around四处走动 eg:

He walked around in the room. 他在房间里走来走去。

9. (1)They find themselves surrounded by colorful rocks, fishes, shells and plants, all waving and moving slowly in the blue waters. 他们发现自己被彩色的岩石、鱼、贝壳和植物包围着，这些东西在蓝色的海域中慢慢地摇曳移动着。

(2)Btu at other moments you will find him gentle and weak, when he cries about the lost lives of people drowned in ships that have sunk. 但是在其他时刻，当他为了那些随着沉船一起被淹死的人而哭泣时，你又会发现他温柔又脆弱。

上面两句中的find themselves surrounded和find him gentle and weak都是find的常见用法。这里surrounded是过去分词，gentle和weak是形容词，它们都用来作宾补。find的此种用法可归纳为：find+sb./sth.+adj./介词短语/doing/done/adv./n. 。 eg:

I found the ground covered with snow when I opened the door.

当我打开门的时候我发现地面铺满了雪。

When he came in, he found a thief stealing his money.

他进来的时候，他发现一个小偷天在偷他的钱。

10. Passing through layers of coal and marble they go deeper and deeper. 穿过煤层和大理石层他们走得越来越深了。

deeper and deeper越来越深

这种“比较级+and+比较级”结构表达“越来越……”之意。 eg:

summer comes, the weather is hotter and hotter.

夏天已经到了，天气越来越热了。

四、典型病句诊断

1.病句：We are not allowed playing with fire.

诊断：We are not allowed to play with fire.

点拨：把句中的playing改为to play。本句使用的是allow sb. to do sth.的被动语态，应该是sb. be allowed to do sth.

2.病句：He has set out to Beijing.

诊断：He has set out for Beijing.

点拨：把句中的to改为for。“动身去某地”用“set out for sp.”是固定搭配。

3.病句：This machine has an electric fault.

诊断：This machine has an electrical fault.

点拨：把句中的electric改为electrical。Electric是“用电的/带电的/发电的/电的”之意，而electrical表达“有关于电的”之意。根据本句之意，应表达“有关电的毛病”，所以要把electric改为electrical。

4.病句：Columbus found out America.

诊断：Columbus discovered America.

点拨：found out表示“弄明白，搞清楚”之意。而“哥伦布发现了美洲”很明显应是发现本来就存在而以前未能发现的美洲，应用discover表达这种含义。

5.病句：We’ll have a party in the open air instead in the house.

诊断：We’ll have a party in the open air instead of in the house.

点拨：instead是副词，而介词短语instead of后面才能跟介词短语。若用instead，上句可改为：We won’t have a party in the house. Instead we will have it ni the open air.。

6.病句：What have you been doing latest?

诊断：What have you been doing lately?

点拨：“latest”是adj. ，表达“最新的；最近的”之意，而句中需要一个副词表达“最近”之意。

7.病句：I took 3 hours doing my homework.

诊断：I spent 3 hours doing my homework.

点拨：spend表“花费”之意，其结构是“Sb. spend(s)/spent/will spend some time on sth./(in) doing sth.”。而take当“花费”讲时，结构是“It take/took/will take sb. some to do sth.”。

8.病句：These old pictures reminded me my childhood.

诊断：These old pictures reminded me of my childhood.

点拨：remind不能跟双宾语，即不能构成remind sb. sth.结构，表达“提醒某人某事”时要用“remind sb. of sth.”结构。

9.病句：What have you done by the old things?

诊断：What have you done with the old things?

点拨：by之后加手段或方式，with之后加有形的工具或器官。The old things是工具，所以用with。其次，do with还有“处理”，“放置”之意。

10.病句：All which she did made us very surprised.

诊断：All that she did made us very surprised.

点拨：当先行词为不定代词时，定语从句应由that引导，不能用which。all为不定代词。其他的不定代词如everything, something, little, much等也符合这种用法。

五、类文阅读针对性练习（16分，15分钟）

You are what you eat. This saying has provided scientists with clues（线索）about the diet of hominids-our early relatives of 3 million years ago.

Studying carbon atoms（碳原子）locked up in tooth enamel（珐琅质），two researchers argue against the widely held belief that hominids ate little more than fruits and leaves. Sponheimer and Julia Lee-Thorp of the University of Cape Town, South Africa, report their findings in Friday’s Science.

There aren’t many clues for us to know the life of early hominids. The shape of hominids’ teeth offered the first clues. Large and flat-edged with thick enamel, they looked perfect for eating nuts and fruits, different from the sharp teeth one would want to tear into meat with. The first stone tools, which would help in eating meat, didn’t appear until about half a million years later.

Scientists have also found marks on hominids’ teeth with patterns very similar to those on the teeth of modern-day fruit eaters. Sponheimer and Lee Thorp tried a new method, looking at the chemical composition of the tooth enamel. They studied the enamel for the carbon-13. Animals that eat grasses have higher carbon-13 levels than those eating fruits and other plants.

What they found was that the teeth of the hominids had an in-between amount of carbon-13, which meant not only they were eating fruits, but they were eating a lot of grasses, or animals eating grasses. The lower carbon-13 levels could also come from eating certain types of insects（昆虫）.

But there are people who understand differently. Prof. Ungar of the University of Arkansas agrees the study offers new suggestions of hominids’ diet, but disagrees about the suggestion that meat could explain the lower carbon-13 levels.

One suggestion might be true though-take good care of your teeth. In 3 million years, a scientist might be using them to figure out what you eat for dinner.

1. Which of the following can be the best title for the text?

A. Protect Your Teeth. B. What the Hominid Ate.

C. Where the Hominid Lived. D. The Information of Tooth Enamel.

2. Before the two scientists’ findings, most people thought that hominids __________ .

A. lived half a million years ago B. ate mainly fruits and leaves

C. used tools to dig grass D. had sharp teeth

3. The two scientists’ findings were mainly based on the study about __________ .

A. the shape of hominid teeth B. the teeth marks of early fruit eaters

C. the grasses of 3 million years ago D. the make-up of the tooth enamel

4. What is it that Prof. Ungar finds doubtful?

A. Hominids possibly ate grass-eating animals.

B. Hominids probably had different

C. Hominids were basically fruit-and-grass eaters.

D. Hominids had lower level of carbon-13 in their teeth.

In July 1994 Jupiter, the largest planet in out solar system, was struck by 21 pieces of comet（彗星）. When the fragments（碎片） landed in the southern part of the giant planet, the explosions were watched by scientists here on the earth. But what if our own planet was hit by comet?

The year is 2094. It has been announced that a comet is heading towards the earth. Most of it will miss our planet, but two fragments will probably hit the southern part of the earth. The news has caused panic.

On 17 July, a fragment four kilometers wide enters the earth’s atmosphere with a huge explosion. About half of the fragment is destroyed. But the major part survives and hits the south Atlantic at 200 times the speed of sound. The sea boils and an enormous wave is created and spreads. The wall of water rushes towards southern Africa at 800 kilometers an hour. Cities on the African coast are totally destroyed and millions of people are drowned. Cities on the African coast are totally destroyed and millions of people are drowned. The wave moves into the Indian Ocean and heads towards Asia.

Millions of people are already dead in the southern part of the earth, but the north won’t escape for long. Tons of broken pieces are thrown into the atmosphere by the explosions, as the sun is hidden by clouds of dust, temperatures around the world fall to almost zero. Crops are ruined. Wars break out as countries fight for food. A year later civilization has collapsed. No more than 10 million people have survived.

Could it really happen? In fact, it has already happened more than once in the history of the earth. The dinosaurs（恐龙）were on the earth for over 160 million years. Then 65 million years ago they suddenly disappeared. Many scientists believe that the earth was hit by a space fragment. The dinosaurs couldn’t survive in the cold climate that followed and they became extinct. Will we meet the same end?

5.Which of the following is NOT TRUE according to author’s description of the disaster in 2094?

A. The whole world becomes extremely cold.

B. All the coastal cities in Africa are destroyed.

C. The whole mankind becomes extinct.

D. The visit of the comet results in wars.

6. Why does the author mention dinosaurs at the end of the passage?

A. Because they could only live n the warm climate.

B. Because they once dominated the earth.

C. Because their extinction indicates future disasters.

D. Because dinosaurs and humans never live in the same age.

7. In writing the passage, the author intends to _________.

A. give an accurate description of the possible disaster in the future.

B. prove tat humans will sooner or later be destroyed

C. tell the historical development of the earth

D. warn of a possible disaster in the future.

8. It can bge concluded that the passage is most probably part of a(n) _________.

A. horror story B. news report

C. research paper D. article of popular science

Ⅴ．综合技能导读

一、生词和词组

1. philosopher [fI′l s f (r)]n. person studying or teaching philosophy, or having a system of philosophy 哲学家；研究或教授哲学的人 eg:

Karl Marx was a great philosopher.卡尔马克思是一个伟大的哲学家。

2. dream of 梦想；梦见，其后跟名词，代词或v.-ing形式。 eg:

The soldier often dreamt of home. 这士兵常梦到家。

I wouldn’t dream of doing such a thing. 我绝不会想到做这件事。

3. throw light upon/on 使某事显得非常清楚 eg:

The modern scientific development has thrown light on this question.

现代科学的发展正使这个问题明朗化。

The information throws light upon the mystery of Dr Bake.

这个信息可以解开贝克医生之谜。

4. matter[′m t ] n.

①[C] affair, topic or situation being considered 事情；问题；情况 eg:

I don’t discuss private matters with my colleagues. 我不和同事谈私事。

②[U]physical substance in general (contrasted with mind or spirit)物质（与精神相对） eg:

The universe is composed of matter.宇宙是由物质组成的。

③常用短语：as a matter of fact=in fact 事实上

5. pioneer [ paI ′nI (r)](1) n. person who is among the first to go into an area or country to settle or work there 拓荒者；开发者 eg:

The land was cleared by the pioneers.这块土地被拓荒者开垦了。

(2)v. (a) act as a pioneer 当拓荒者；当开发者(b) open up (a way. etc.)开辟（道路等） eg:

They pioneered a new route to the coast.

他们开辟了一条通往海岸的新路线。

6. unfold [ n′f ld] v.反义词：fold

(1) cause sth. to open or spread out from a folded state（使某物）展开，打开 eg:

The garden chair unfolds to make a camp-bed.

花园中这把椅子可以打开当行军床用。

(2)unfold sth. (to sb.) -(cause sth. to) be revealed or made known（使某事先的）显露，展现 eg:

The landscape unfolded before us.那景色展现在我们面前。

7. phenomena [f ′ mIn ](pl.)

(1)fact or occurrence, esp. in nature or society, that can be perceived by the senses 现象 eg:

There are a lot of natural phenomena in the world.

世界上有很多自然现象。

(2)remarkable person, thing or event 非凡的人、物或事 eg:

This is a phenomenon. 这是一个奇迹。

(3)phenomenon 是phenomena的单数形式

8. attention [ ′ten n] n.[U] action of applying one’s mind to sth./sb. or noticing sth./sb. 注意；专心；留心。 eg:

She turned her attention to a new problem.她把注意力转移到一个新问题上。

常用短裙：call sb.’s attention to sth.引起某人注意某事。

Pay attention to sth.注意某事

draw sb.’s attention to sth. 令（某人）注意某物

9. alive [ ′laIv] adj. [作表语] living; not dead 活着；没死 eg:

She was still alive when I reached the hospital.

当我赶到医院的时候，她还活着呢。

10. labour [′leIb ] n. physical or mental work（体力或脑力）劳动 eg:

Workers are paid for their labour. 工作的人按劳获得报酬。

11. hesitate [′hezIteIt]v. be slow to speak or act because one feels uncertain or unwilling; pause in doubt 犹豫；踌躇；迟疑；（因有疑虑而）停顿 eg:

She replied without hesitating.她毫不犹豫地作了回答。

△hesitation [ hezI′teI n] state of hesitating 犹豫 eg:

She agreed without hesitation. 她毫不犹豫地同意了。

12. horror [′h r ](1)n. feeling of intense fear or dismay; terror恐怖；恐惧；惊恐 eg:

To her horror she saw him fall. 她看见他跌下感到惊恐万状。

(2) adj. designed to entertain by arousing pleasurable feelings of horror, shock, etc.以恐怖、惊吓等并以此为乐的；引起恐怖的 eg:

This is a horror film. 这是一部恐怖电影。

13. grave[greIv] (1) n. hole dug in the ground for a dead body; mound of earth or monument over it 墓穴；坟墓；坟头；墓碑 eg:

I put some flowers on her grave. 我往她坟墓上放了一些花。

(2)adj. (of situations, etc.) needing careful consideration; serious（指情况等）需要认真考虑的；严重的；严峻的 eg:

This could cause grave consequences. 这会造成严重后果。

14. butcher [′b t ]n. person whose job is killing animals for food or cutting up and sellin meat 屠夫；肉商 eg:

I bought some meat at the butcher’s. 我在肉铺里买了一些肉。

15. curtain[′k tn] n.

①piece of material hung to cover a window, and usu. movable sideways窗帘 eg:

He drew the curtains. 他拉上了窗帘。

②screen of heavy material that can be raised or lowered at the front of a stage（舞台的）幕 eg:

The curtain rises. 幕启

16. lip[lIp]n. either of the flesh edges of the opening of the mouth 一片嘴唇

eg: She had a cigarette between her lips. 她叼着一支香烟。

17. brainstorm [′breInst m](1) n. sudden clever idea 灵机

(2)v. 献计献策 eg:

He brainstormed for the plan. 他为这个计划献计献策。

二、语言点讲解

1. My father was not scientific, so I had to look for a road without having a map.我的父亲没有什么科学头脑，所以我不得不在没有指导的情况下自己摸索。（本句注意so引导的句子要意译。）

2. I found all that was taught at university very disappointing and decided that would pioneer a new way, explore unknown powers, and unfold to the word the deepest mysteries of nature.我发现大学里所教的一切东西都很令人失望。我决定要开辟一条新路，探索未知的能力并且向全世界展现自然界最深的奥秘。

句中的disappointing用来作宾补，表达“令人失望”之意，而disappointed的意思是“失望的”。基他类似的词还有：interesting, boring, tiring, frightening, exciting, surprising都含有“令人……”之意，而interested, bored, tired, frightened, excited, surprised都含有“感到……” 之意。

3. Although I knew how to create life, how to prepare a body for it with all its muscles and organs still remained a difficult job.尽管我知道如何创造生命，但如何用肌肉和器官为它（生命）准备一个生命体还是个很困难的工作。

句中although引导让步状语从句，how to create life和how to prepare…organs都是“连接副词+不定式”结构，前者作宾语，后者作主语。

三、综合技能针对性练习（45分，35分钟）

（一）单项选择（每小题1分，共15分）

1. -Have you heard from your son?

-Not yet. It’s not _________ ,for he’s so busy that he doesn’t often __________ home.

A. surprising; write to B. surprising; write

C. surprised; write to D. surprised; write

2. I have been dreaming __________ abroad.

A. to go B. go C. of going D. went

3. Twenty years later, the soldiers __________ in the battle gathered in the city.

A. living B. alive C. live D. lively

4. It was in 2,000, when I was studying in a middle school,__________ I joined the league.

A. where B. when C. in which D. that

5.__________ experience it is! I’ll never forget the days I spent in the forest.

A. What an exciting B. What an excited

C. What exciting D. What excited

6. The girl didn’t even look up, all her attention was __________ on the pretty doll.

A. paid B. given C. drawn D. fixed

7. The teacher couldn’t make himself __________ attention to because the students were so noisy.

A. pay B. paid C. to pay D. to be paid

8. He __________ to finish the work without help but failed.

A. succeeded B. practiced C. tried D. managed

9. At the shopping center, she didn’t know what __________ and __________ with an empty bag.

A. to buy; left B. to buy; leave

C. to be bought; left D. was to buy; leave

10. The little child was __________ by the __________ sound.

A. frightened; frightening B. frightened; frightened

C. frightened; frightenful D. frightening; frightful

11. Was it nine o’clock __________ you got to the school yesterday evening?

A. at which B. that C. until D. when

12. He opened the envelope,__________ the letter and began to read it.

A. unfolding B. folding C. unfolded D. folded

13. The gentleman __________ you told me yesterday proved to be a thief.

A. who B. about whom C. whom D. with whom

14. Where was it __________ you were born?

A. that B. place C. at which D. in which

15. The English play __________ my students acted at the New Year’s party was a great success.

A. for which B. at which C. in which D. on which

（二）完形填空（每小题1.5分，共30分）

Since the beginning of time, man has been interested in the moon. Leonardo once said that one day a great machine bird would take a person to the moon and bring great _____1_____ to the home where he was born.

Four and a half centuries later, Leonardo’s ____2_____ was realized. Apollo Ⅱ took three Americans-Collins, Aldrin, and Armstrong-to the moon. The mission（飞行任务）did fill the whold world _____3____ great surprise, as Leonardo had said it _____4____. Numerous essays, articles, and books were written about man’s first moon mission. But perhaps the most interesting story was the _____5____ written before the event, over 100 years before.

In 1865, French author Jules Verne wrote a story about the first journey to the moon. His story was very _____6____ the 1969 Apollo Ⅱ mission.

Verne’s spacecraft _____7____ contained three men: two Americans and Frenchman. The spacecraft was _____8____ as being almost the same size as Apollo Ⅱ. The launch（发射）

9____ in Verne’s story was also in Florida. The spacecraft in _____10_____ was namd the “Columbia”.The Apollo Ⅱ command ship was also called “Columbia.”His account of sending the spacecraft into the space _____11____ easily have been written about how Apollo Ⅱ was sent into space.

Verne’s story was the same as the actual event in several other _____12____. The speed of Verne’s spacecraft was 36,000 feet per _____13____; Apollo’s was 35,533 feet per second. Verne’s spacecraft took 97 hours to reach the moon; Apollo’s time was 103 hours.________14____

Apollo’s spacemen, Verne’s spacemen took pictures of the moon’s surface, relaxed on their seats, cooked with gas, and _____15____ weightlessness. They too came down in the Pacific and were ____16_____ by an American warship.

What were the ____17____ for Jules Verne’s extreme accuracy in describing an event 100 years or more ____18____ it actually occurred? He ____19___ his writings on the laws of physics and astronomy. Nineteenth-century science and the vivid Verne’s imagination gave people an ____20____ accurate preview of one of the greatest events of the 20th century.

1. A. shame B. fear C. honor D. damage

2. A. plan B. idea C. design D. program

3. A. in B. by C. of D. with

4. A. would B. had C. was D. did

5. A. that B. one C. being D. some

6. A. different from B. similar to C. same as D. far from

7. A. exactly B. almost C. also D. hardly

8. A. thought of B. considered C. regarded D. described

9. A. address B. site C. time D. area

10. A. Verne’s story B. Florida C. 1865 D. 1965

11. A. might B. should C. must D. could

12. A. things B. matters C. measures D. respects

13. A. hour B. minute C. second D. day

14. A. Like B. To C. With D. Unlike

15. A. experienced B. suffered C. enjoyed D. caught

16. A. shot down B. picked up C. knocked over D. driven away

17. A. explanation B. results C. keys D. reasons

18. A. before B. after C. when D. as

19. A. depended B. worked C. spread D. based

20. A. unfortunately B. unbelievably C. actually D. exactly

Ⅵ 单元语法讲解

一、单元语法知识归纳：构词

在英语中，词的构成方法主要有三种，即合成、转化和派生。

1.合成法

把两个或两个以上独立的词合成一个新词的方法叫合成法，也叫合词法。

（1）合成名词

highway 公路

（2）合成形容词

hand-made 手工制作的 good-looking相貌好看的 dark-blue 深蓝

（3）合成动词

ill-treat 虐待 mass-produce 大规模生产 safe guard 保卫

（4）合成副词

however 然而 downstairs 在楼下

（5）合成代词 anybody nobody something

2.转化法

转化是指词由一种词类转化为另一种词类。

（1）动词转化为名词

常用give, take, have, make等动词与其搭配构成动词词组，表示一个动作。 eg:

give a smile 微笑 give a tick 踢 take a seat 就座

take a bath 洗澡 have a swim 游泳 have a talk谈话

make a wish 许愿

（2）形容词转化为副词

How long is the road？那条路有多条？（形容词）

How long have you been working there?你在那里工作了多久？（副词）

（3）形容词转化为动词 eg:

The storm slowed down to half its speed. 风暴速度减慢了一半。

The girls gradually quieted down. 女孩子们慢慢安静了下来了。

（4）名词转化为动词 eg:

The hall can seat two thousand people.大厅能坐人。

The passengers have booked their plane ticket.旅客们已经订了飞机票。

（5）形容词转化为名词

Something has gone wrong with the tool.工具出了点毛病。（形容词）

Little children didn’t know the difference between right and wrong.

小孩子不能辨别是非。（名词）

3.派生法

派生是由词根加词缀（前缀、后缀）构成新词。除少数前缀外，前缀一般只改变词的意义，不改变词性；后缀一般只改变词性，不引起词义的变化。

前缀例词

a-构成形容词、副词 Alive（活着的）, abroad（在国外）, alone

dis-（否定） discourage, disagree

en-（使可能） enrich, enable(使成为可能)，endanger

in-(ill, im-, ir-)（不，非） invisible(看不见), illogical（不合逻辑的）, impossible, irregular（不规则的）

inter-（相互，之间） international, interchange

mis-（误） mislay, misunderstand（误会）,mislead（误导）

re-（重复，再） recycle（循环）,remarry, rewrite

tele-（远程） telephone, telegraph, telecommunications（电信）

un-（不），non-（不，非） unfair, unknown, noon-conductor（非导体）

后缀例词

名词 -er……者 foreigner, traveler, speaker, reader

-ese……地方的人 Chinese, Japanese, Vietnamese

-ian 精通……的人，……地方的人 musician, technician（技术员）， African, Asian

-ist 专业人员 pianist, physicist, scientist, violiinist

-ment性质，状态 movement（运动）, development, encouragement

-ness性质，状态 illness, shyness, sadness, business

-or器具，……者 tractor, visitor, professor, actor

名词 -tion表示动作、过程、结果 ageneration（世代），suggestion, invention, action

形容词 practical（实用的）,international, finalAmerican, Italian, Australiansouthern, northern, easternhelpful, useful, harmfulreasonable, capable, eatablefoolish, British, English selfishactive, native（本族的）,expensive, adoptivewindy, sleepy, healthy, sunnycareless, selfless（无私心的）,harmless, useless

动词 -fy使……化 simplify（简化）, terrify（恐吓）, satisfy

-ize使……成为 realize（实现）, organize, stabilize, modernize

副词 -ly表示方式、程度 badly, truly, angrily, suddenly

-ward(s)表示方向 toward(s), backward, outward(s)（向外）

数词 -teen十 fourteen, eighteen, thirteen

-ty整十位数 forty, fifty, eighty, twenty

-th序数词 twelfth, twentieth, fourth

二、单元语法知识专项练习（30分，25分钟）

（一）用所给单词的适当形式填空（每小题1分，共15分）

Model: The news filled them with pride. (proud)

1. We are filled with __________ when we heard all the villagers had been killed by the enemy. (angry)

2. The success of our experiment is a great __________ to us all. (satisfy)

3. Scientists have __________ in sending the sixth satellite into space. (success)

4. The singer gave a __________ smile to all those who came to greet him. (friend)

5. We must do the experiment __________ .(care)

6. It will be __________ to drive a motorcar through such a storm. (difficulty)

7. English is __________ used in the world.(wide)

8. In time of __________ ,man’s brains work much faster than normal. (dangerous)

9.“You are quite __________,”the teacher said. (mistake)

10. The boy showed great __________ in fighting the enemy. (brave)

11. He was so __________ that he gave me many color pens.(kindness)

12. The book has been __________ out when I got to the bookstore. (sale)

13. Don’t be afraid of __________ .(difficult)

14. Who carried the boy to __________ ?(safe)

15. The Frenchman went to a __________ shop to get some medicine for his cough. (chemical)

（二）词形转化（每小题1分，共15分）

1. wound（形容词）__________ 2. beautiful（名词）__________

3. friend（形容词）__________ 4. useful（动词）__________

5. advice（动词）__________ 6. recent（副词）__________

7. free（名词）__________ 8. polite（名词）__________

9. slow（副词）__________ 10. early（副词）__________

11.safe（名词）__________ 12.sun（形容词）__________

13. act（名词）__________ 14. Russia（形容词）__________

15. health（形容词）__________

参考答案

I.课前准备导读

三、（一）1. She can speak many languages, such as English, French, Chinese and Japanese.

2. Does he run any slower than you?

3. We saw light in the distance.

4. How about going to France for our holidays?

5. I prefer going ballooning to doing anything else.

（二）1.C 点拨：文中所提及（when the explorers）discovered that the moon was full of underground cities。故应选C。

2.B 点拨：文中言及“月球人”问地球人：你们为何到外层空间旅行而不利用你们的内层空间呢？同时文中又说到：月球人所问的问题仍然是一个有趣的问题。将文中的这两处结合起来考虑，答案应为B项。

3.B 点拨：文中所提及的已存在的地层内部设施只是地道、停车场、商业区，故应选B。

4.D 点拨：先排除B、C两项，因为文中从未提及H.G. Wells太空旅行一事，也从未提及人们乐意住在地下，故均应排除。A项是迷惑度很大的干扰项，因为也许有许多人认为地球上人类由地面转入地下是人类未来的一种趋势，这就犯了以偏概全的逻辑思维错误。文中所说的只是支持人类转入地下这一观点的论点，是一家之言，并不一定能代表人类未来的发展趋势。所以，逻辑思维的全面性是至关重要的。故应选D项。

Ⅲ．口语导读

三、（一）1.B 点拨：根据题干。缺少“今后”之意。in future表“今后“之意，A表“在将来”之意，C是“在遥远的未来”之意，而D若是for the future则等于B。故选B项。

2.A 点拨：work with是“与某人一起工作”的意思。Work out意为“解决”或“算出”，work on是“从事”之意，work at是“致力于”之意。

3.C 点拨：指心脏的跳动用beat。

4.C 点拨：根据语意“我不确定是否要下雨”，所以排除A，表达确定之意，应是“ge sure”，排除D。第二个空“天要下雨，表示即将发生的事应是“ge going to do”，排除B。所以应选C。

5.A 点拨：Never是含有否定意义的副词，置于句首时，句子采用了部分倒装。所以还原句子，则不难看出C、D缺少be动词。而believe应构成believe in doing sth结构，所以排除B。

6.C 点拨：本句语意是“人活着必须有信念”，用to do做后置定语修饰不定代词something。同时believe表示“相信”之意，believe in表示“信仰”之意，所以选C。

7.B 点拨：本句的意思是“你想出的处理污水的办法是可行的”。“处理污水”用短语“deal with”。而do为及物动词，其后应有宾语，排除C。同时这里that引导定从，指代先行词the way作定语从句中thought of 的宾语。因此定语从句还原后应是“you thought of a way to deal/of dealing with the polluted water”，所以选B。

8.D 点拨：“I believe so, I believe not, I don’t believe so”句型表示个人看法。

9.A 点拨：“I think so, I think not, I don’t think so”也表示个人看法。

10.D 点拨：need为实义动词时，其后跟带to的不定式。根据don’t need判断B、C中的need应为实义动词，所以其结构不符合need为情态动词，此时need后应跟动词原形，所以排除A。

（二）1～5 D G E C B

Ⅳ．阅读指导

五、这是一篇介绍有关科学家通过研究300万年前古人类牙齿结构推测其所吃食物的科普类短文。

1.B 点拨：这是一道对通篇文章主旨大意进行推断、归纳的题目。A、C两项内容文中均未提及，D项太片面，故应排除。

2.B 点拨：文中第二段第一句提及：…two researchers argue against the widely held belief that hominids ate little more than fruits and leaves.故选B。A项内容与文意不符，C项内容未提及，D项是作为反证，说明hominids当时是不具备的。

3.D 点拨：根据文意，这两位科研工作者的发现是根据hominids牙齿的形状，尤其是厚厚的珐琅质结构而推断出的，故应选D。

4.A 点拨；由五、六两段推知。

这是一篇科普文章，假想2094年，由于彗星的碎片撞击地球，将会给世人所带来的灾难。人类是否真的会像恐龙一样在地球上消亡呢？

5.C 点拨：A项在第四段有交代；B项在第三段有描述，关键词totally; D项在第四段有描述；惟独C项未提及，故应选C。

6.C 点拨：A项文章未交代；B项跟最后一段不符合；D项答非所问；C项中indicates意思是“暗示有……的可能性”，故选C。

7.D 点拨：A项不妥，因为文中没有精确指述；B、C项不妥，因为文章只是科幻文章，并非事实。D项意为警告人类，假如灾难真的发生了，我们该怎么办。故应选D。

8.D 点拨：根据文章的大意，不难推出这属于科普方面的文章。故应选D。

Ⅴ.综合技能导读

三、（一）1.B surprising 意为“令人惊奇的”的，surprised意为“感到惊奇的”，根据语意排除C、D。从第二个空排除A，因为home是副词，“给家里写信”不加介词to。故应选B。

2.C 点拨：“dream of doing sth”是固定短语，意为“梦想做某事。

3.B 点拨：alive意为“活着的”，作后置定语。Living常作前置定语。Live作前置定语，一般不指人。lively意为“生动，活泼，充满朝气的”。因此根据语意和结构应选B。

4.D 点拨：本句是强调句型，强调时间状语“in 2,000”。根据强调句型结构应选D。

5.A 点拨：本题中的experience应译作“经历”，此时它是可数名词。经历应是令人兴奋的，故应选A。

6.A 点拨：fix one’s attention on sth. 是固定短语，意为“把注意力集中在某事上”此题用了它的被动语态。其他选项都不符合结构需要，应排除。

7.B 点拨：make oneself done是“使某人自己被……”之意，这里过去分词done用来作宾补。本句意思是“因为学生如此吵闹，老师不能使自己被注意到”，所以选B。

8.C 点拨：succeed in doing sth. 结构不符合本

篇6：高二unit 12 Fact and fantacy (language points)(人教版高二英语下册教案教学设计)

1.belief n. 信任, 信心, 信仰

have belief in 相信, 信任

That man has a strong belief in God.

那个男子虔诚地信仰上帝。

Beyond belief

无法令人相信；令人难以置信

His story is beyond belief.

他的话难以置信。

2． League n.同盟, 联盟, 盟约, 联合会, 社团

in league (with)

与…同盟；与…勾结

3． Make a living 谋生

* earn [gain, get, make] one's living 谋生

They made their living by hunting.

他们靠打猎为生

4． Apply vt.申请, 应用

be applied to

适用于, 应用于, 施加于, 用来表示, 与...接触

apply for

申请; 请求, 接洽

apply oneself to

致力于, 集中精力做某事

apply sth. to

把...施于...; 把...运用于..

apply to the consul for a visa

向领事申请签证

apply a theory to practice

把理论应用于实践

Applied adj 应用的；实用的

applied mathematics 应用数学 applied art 实用美术

5． Foundation n.基础, 根本, 建立, 创立, 地基, 基金, 基金会

Slavery provided the foundation for many ancient types of society.

奴隶制为古代社会提供了基础。

He laid the foundations of his success by study and hard work.

他以读书和勤劳奠定了成功的基础。

6． Servant n.仆人雇员公务员

A politician should be a servant of the people.

政治家应当是人民的公仆。

Ministers are called the servants of God.

人们称牧师为上帝的奴仆。

7． Hunter n.猎人

Hunt v. 打猎（与after, for连用）搜索；追寻

I hunted for my book everywhere.

我到处找我的书。

8． Set out 出发

Set out to do something 着手开始一个热切的计划；着手做某事

9． Collision n.碰撞, 冲突

a collision between two trains

一次两列火车相撞事件

come into collision with

和... 相撞［冲突，抵触］

in collision with

和... 相撞［冲突］

The workers came into collision with the manager last night.

工人们昨天和经理发生了冲突。

10. Companion n.同伴, 共事者

make a companion of

与...作伴，与...为友

companion in adversity

患难朋友［之交］

companion in arms 战友

a faithful companion

忠实伴侣

companion volume

姐妹篇

11. Overboard adv.自船上落下, 在船外

He fell overboard.

他从船上掉入水中。

12. Permanent adj.永久的, 持久的

a permanent job固定职业

permanent address

永久地址

permanent tooth

成人齿

13. Guest n.客人, 来宾, 旅客

guest rooms. 客房

Participating as a guest:

客座的作为客人而参与的：

a guest conductor.

客座指挥

14. Voyage n.航程, 航空

To make a voyage.

进行航行、旅行

15. Aboard adv.在船(飞机、车)上, 上船(飞机、车)

prep.在(船、飞机、车)上, 上(船、飞机、车)

We must not take combustible goods aboard.

我们切不可带易燃物上车。

16. Dislike vt.讨厌, 不喜欢 n.

likes and dislikes

爱好和厌恶

17. Prisoner 囚犯；犯人; 俘虏

take sb. prisoner (=take sb. captive)

俘虏某人

He made her hand a prisoner.

他握住她的手不放。

My work kept me a prisoner all summer.

整个夏天我忙得不可开交。

18. Gentle adj.温和的, 文雅的

a gentle scolding; a gentle tapping at the window.

温和的斥责；在窗户上轻敲

a gentle wind 和风

19. Luggage n.行李, 皮箱

four pieces of luggage 四件行李

20. In public

公开地；公然；当众

I do not want to speak about it in public.

我不想当众说这件事。

He's not used to making speeches in public; it's so embarrassing.

”他不习惯在大庭广众中演讲,因为这太使人窘迫了。“

in private 私下

21. Throw light upon 阐明；帮助把……弄清楚

The facts threw light upon the matter.

那些事实已经将那个问题弄得很清楚了。

Bring the scandal to light.

把丑闻曝光

22. Brilliant adj. 灿烂的, 闪耀的, 有才气的

a brilliant color 鲜明的颜色

a brilliant speaker 一位卓越的演说家

a brilliant artist 一位有才华的艺术家

brilliant achievements 显赫的成就

a brilliant mind 头脑敏锐的人

23. Labour n. 劳动；努力

Labour force 劳动力

24. Hesitate v. 犹豫, 踌躇

Hesitate at/about/over sth 对……犹豫不决

Hesitate to do sth 不愿做某事

hesitate at nothing

毫不犹豫地做某事

In case you need something, please don't hesitate to ask me.

如果你需要什么东西, 请不客气地对我说。

He who hesitates is lost.

[谚]当断不断, 必受其患。

Embarrassment caused me to hesitate.

窘迫使得我(讲话)吞吞吐吐。

n. hesitation 犹豫 without hesitation 毫不犹豫

25. Creation n. 创造, 创作物

an artist's creation

艺术家的作品

the whole creation

宇宙万物

26. Horror n. 惊骇, 恐怖

the horror of war

战争的恐怖

horror film 恐怖影片

strike horror into sb.

使某人毛骨悚然

He was filled with horror at the sight.

他看见那种情景吓得发抖。

27. Horrible adj. 可怕的, 恐怖的, 讨厌的

There was a horrible accident here yesterday.

昨天在这里发生了一起可怕的事故。

What a horrible building!

多难看的一座建筑物!

What horrible weather!

这鬼天气!

28. Grave n. 墓穴, 坟墓 adj. 庄严的；严重的

faced the grave with calm resignation.

视死如归

a grave wound.

严重的创伤

a grave procession.

庄严行进的队伍

29. Cut up 切碎

cut across

取捷径；走近路

超越

a new group of members of parliament that cuts across party lines

无党派议员组成的新团体

cut back

剪枝；修剪

减少；缩小；削减

to cut back on industrial production

缩减工业生产

cut down

砍倒；砍伤；砍死

to cut down a tree with an axe

用斧头把树砍倒

减少；减低

to cut down on smoking

减少抽烟

cut in

插嘴

Don't cut in while I'm talking.

我说话时别插嘴。

超车抢挡；（突然）插入

to cut in on a queue

加塞儿

cut off 切断, 停掉隔绝, 挡住

cut out 删掉停止

篇7：高二英语新教材下册Unit12 Fact and Fantasy

高二英语新教材下册（Unit12 Fact and Fantasy）

Unit 12 Fact and Fantasy

Pre-Reading

1.When do you think the inventions in the pictures above were made?(火车，电灯和蒸汽船)

2.When was electricity discovered and how was it used in the following two hundred years?

3.In the early nineteenth century, people had no idea what the inside of the earth might look like. Can you explain what we know about it today?

4.Write down eight key words that you expect to find in the reading passage below.

JULES VERNE: THE FATHER OF SCIENCE FICTION

Jules Verne was born in 1828, in France. His father sent him to Paris to study law, but instead Verne developed his love for the theatre. To make a living, Verne had to write and sell stories. Jules spent many hours in Paris libraries studying geology, physics and many other subjects. He used the latest ideas and technical inventions of his day in his books. Many of the instruments in his novels will remind the reader of Dr Benjamin Franklin’s experiments with electricity. By taking the scientific developments of his day one step further, Jules Verne laid the foundation of modern science fiction. He also suggested how inventions could be used in the future to allow man to do things that were considered impossible in his own time. Jules Verne died in 1905, long before any of his dreams came true.

At the beginning of 20,000 Leagues Under the Sea, one of his most famous novels, ships are disappearing all over the world and it is believed to be caused by a sea monster. Dr Aronnax, his servant and a Canadian whale hunter set out to find the monster. After months of searching they find it and in the collision that follows, the three men are thrown overboard. In their efforts to survive, they find themselves on the surface of the monster itself, which turns out to be a submarine. They are taken on board and Captain Nemo decides not to kill them but makes them his permanent guests. From that day on they start planning their escape.

Captain Nemo takes them on a voyage across the oceans. The Nautilus is an extraordinary ship. The furniture is precious and huge glass windows that can be opened and closed give a view of the underwater world. The ship is also very strong and protected with thick iron plates. All that is needed for life on board comes from the ocean. Electricity is used for light, heating, power and to defend the ship against attacks. The food aboard the Nautilusis all sea food.

Dressed in diving suits, they walk around in this magic world, lighted by the lamps of the ship. They find themselves surrounded by colourful rocks, fishes, shells and plants, all waving and moving slowly in the blue waters.

Readers have wondered about the character of Captain Nemo ever since the book was published. You could say he is someone you will neither like nor dislike. You might think that he is a cruel man because he keeps Aronnax and the others as prisoners and destroys ships. But at other moment you will find him gentle and weak, when he cries about the lost lives of people drowned in ships that have sunk.

Another wonderful story is that of Journey to the Center of the Earth. The story begins with the discovery of an ancient document in an old book. It explains how to find a secret road to the centre of the earth. Two men decide to go on this adventure and travel to Iceland, where they enter the earth through a chimney in an extinct volcano. Their guide leads them through a narrow passage deep into the earth. Passing through layers of coal and marble they go deeper and deeper. They drink the water from a boiling underground river and after many days they reach a huge lake or underground ocean. Walking along its shores they go through forests of mushrooms and plants that lived on the earth millions of years ago. They build a raft to cross the sea and are attacked by ancient sea creatures. In the end, their raft is drawn into a fast steam and with ever increasing speed and temperatures they are shot out of a volcano in southern Italy.

POST-READING

1.Describe the character of Captain Nemo.

2.Paraphrase the following sentences or parts of sentences using your own words.

1.)To make a living he had to write and sell stories. àHe had to write and sell stories to make money.

2.)In their efforts to survive… à

3.)They find themselves on the surface of the monster itself. à

4.)his permanent guests à

3.Under water travel and space travel have many things in common. Describe the similarities and differences and fill in the chart below.

SUBMARINE

SPACESHIP

Differences

Similarities

4.Think about all the knowledge we now have about the earth and explain where Jules Verne might have got his ideas from when he wrote his novel.

1)Why would there be a huge underground ocean?

2)Why do the characters find plants and animals that lived on the earth millions of years ago?

3)How could they find an old metal object that is about 500 years old?

5.Which tools and things would you bring if you were going to climb down into a very deep cave? What would be the most important dangers and things that could happen?

Preparation:Tools and things to bring

Risks: Dangers and things that could happen

LANGUAGE STUDY

Word study

Choose the right word to complete the following sentences. Some may be used more than once.

Collision permanent voyage escape on board fiction fantasy

This is not a real story; it is ___________. In 1898, an American writer wrote a novel. In the story, a huge ship called Titan of which it was said that it could not sink, set off from Southampton on her first ___________ across the Atlantic Ocean. It sank after a ____________ with an iceberg, killing most of the 2,500 people ___________________.

Fourteen years later, in 1912, Titanic, which was called the “Ship of Dreams” or the “Ship That Cannot Sink”, set off from Southampton on its first _________. On its way to New York City, it hit an iceberg. Three hours after the _________, it sank to the bottom of the sea. It had more than 2,220 passengers __________, of whom 1,513 did not ________ the cold ocean water and died.

The story of Titanic is an example where ________ meets reality. The disaster has become a __________ pain in people’s hearts.

Word formation (2)

1.Study the meaning of these stems and affixes. Match the words and the correct definitions.

mis = wrong extra- = outside inter- = between sub- - under

under- = below over- = too much dis- = not -marine = sea

1. _______ submarine A. do not like

2. _______ underground B.work too hard

3. _______ overwork C.action and reaction between two people or things

4. _______ interaction D.put in the wrong place

5. _______ misplace E.a ship that can travel below the surface of the sea

6. _______ dislike F.below the surface of the earth

2.Guess the meaning of the words in italics, using context clues and what you know about word parts.

1. _______ Mum tole me not to misbehave at my grandparents’ house.

2. _______ The Chinese subtitles at the bottom of the screen help us understand foreign movies.

3. _______ Don’t misunderstand me; I’m only trying to help.

4. _______ In many cases, the words “fiction” and “novel” are interchangeable.

5. _______ People like to take the subway because it is faster than buses and cheaper than taxies.

6. _______ He looks very tired because he has been working overtime all week.

7. _______ People will think you are mad if you walk in public in your underpants.

INTERGRATING SKILLS

Reading and writing

THE STORY OF DR FRANKENSTEIN

No human being could have passed a happier childhood than myself. Instead of children’s play and adventure, I was driven by a desire to learn. I wasn’t interested in the structure of language or law. I wanted to learn the secrets of heaven and earth. My father was not scientific, so I had to look for a road without having a map. I entered the search for wisdom and dreamt of finding a way to cure any disease.

I read all the books I could find that threw light upon these matters. I studied maths and physics and the works of many learned author. At the age of seventeen, my parents sent me to university. But I found all that was taught at university very disappointing and decided that I would pioneer a new way, explore unknown powers, and unfold to the world the deepest mysteries of nature.

One of the phenomena that attracted my attention was the structure of the human body, and any animal that was alive. I often asked myself, where the principle of life came from. After days and nights of incredible labour I discovered the cause of life and how to create life from dead matter.

When I found this amazing power placed within my hands, I hesitated a long time how I should use it. Although I knew how to create life, how to prepare a body for it with all its muscles and organs still remained a difficult job. I doubted at first whether I should try to create a being like myself, or one of simpler organization. But soon I dreamt of nothing else but the creation of a creature as complete and wonderful as man.

It was with these feelings that I began the creation of a human being. As the small size of the parts slowed down my speed, I decided to make the being much larger than man; about eight feet in height. With these ideas, spending some months collecting and arranging materials, I began.

Who can imagine the horror of my secret work? I collected bones from graves and cut up dead bodies. Many of my materials came from butcher shops and hospitals. It was on a night in November that I looked at the result of my work. I collected my instruments around me, with which I would light the flame of life into the dead thing that lay at my feet. It was already one in the morning, and my candle was nearly burnt out, when I saw the dull yellow eye of the creature open.

I looked at the terrible monster that I had created. He opened the curtain of the bed; and his eyes, if eyes they may be called, looked at me. His hair was black and his teeth as white as snow, but his skin was yellow. When his thin black lips opened, nothing came out some strange sounds. While unfinished, he was ugly, but now he was a living horror.

Writing

One of man’s greatest dreams has always been to create life, especially a life form that looks like us to create a man. Answer the questions below to help you brainstorm about how that could be done. Then name of your own mysterious doctor and write a short story about how he or she would create a human being.

1)How does your doctor create a life form that looks like a human being?

2)Describe your doctor’s efforts to do that.

3)Create a word web of nouns, verbs and adjectives for the story. Add all the words you need.

arms cells hospital butcher fur

Body

Materials

Animals

grow

test tube

Robot

Human

篇8：高二英语新教材下册（Unit12 Fact and Fantasy）

作者：佚名

Unit 12 Fact and Fantasy

Pre-Reading

1.When do you think the inventions in the pictures above were made?(火车，电灯和蒸汽船)

2.When was electricity discovered and how was it used in the following two hundred years?

3.In the early nineteenth century, people had no idea what the inside of the earth might look like. Can you explain what we know about it today?

4.Write down eight key words that you expect to find in the reading passage below.

JULES VERNE: THE FATHER OF SCIENCE FICTION

At the beginning of 20,000 Leagues Under the Sea, one of his most famous novels, ships are disappearing all over the world and it is believed to be caused by a sea monster. Dr Aronnax, his servant and a Canadian whale hunter set out to find the monster. After months of searching they find it and in the collision that follows, the three men are thrown overboard. In their efforts to survive, they find themselves on the surface of the monster itself, which turns out to be a submarine. They are taken on board and Captain Nemo decides not to kill them but makes them his permanent guests. From that day on they start planning their escape.

Another wonderful story is that of Journey to the Center of the Earth. The story begins with the discovery of an ancient document in an old book. It explains how to find a secret road to the centre of the earth. Two men decide to go on this adventure and travel to Iceland, where they enter the earth through a chimney in an extinct volcano. Their guide leads them through a narrow passage deep into the earth. Passing through layers of coal and marble they go deeper and deeper. They drink the water from a boiling underground river and after many days they reach a huge lake or underground ocean. Walking along its shores they go through forests of mushrooms and plants that lived on the earth millions of years ago. They build a raft to cross the sea and are attacked by ancient sea creatures. In the end, their raft is drawn into a fast steam and with ever increasing speed and temperatures they are shot out of a volcano in southern Italy.

POST-READING

1.Describe the character of Captain Nemo.

2.Paraphrase the following sentences or parts of sentences using your own words.

1.)To make a living he had to write and sell stories. àHe had to write and sell stories to make money.

2.)In their efforts to survive… à

3.)They find themselves on the surface of the monster itself. à

4.)his permanent guests à

3.Under water travel and space travel have many things in common. Describe the similarities and differences and fill in the chart below.

SUBMARINE

SPACESHIP

Differences

Similarities

4.Think about all the knowledge we now have about the earth and explain where Jules Verne might have got his ideas from when he wrote his novel.

1)Why would there be a huge underground ocean?

2)Why do the characters find plants and animals that lived on the earth millions of years ago?

3)How could they find an old metal object that is about 500 years old?

5.Which tools and things would you bring if you were going to climb down into a very deep cave? What would be the most important dangers and things that could happen?

Preparation:Tools and things to bring

Risks: Dangers and things that could happen

LANGUAGE STUDY

Word study

Choose the right word to complete the following sentences. Some may be used more than once.

Collision permanent voyage escape on board fiction fantasy

The story of Titanic is an example where ________ meets reality. The disaster has become a __________ pain in people’s hearts.

Word formation (2)

1.Study the meaning of these stems and affixes. Match the words and the correct definitions.

mis = wrong extra- = outside inter- = between sub- - under

under- = below over- = too much dis- = not -marine = sea

1. _______ submarine A. do not like

2. _______ underground B.work too hard

3. _______ overwork C.action and reaction between two people or things

4. _______ interaction D.put in the wrong place

5. _______ misplace E.a ship that can travel below the surface of the sea

6. _______ dislike F.below the surface of the earth

2.Guess the meaning of the words in italics, using context clues and what you know about word parts.

1. _______ Mum tole me not to misbehave at my grandparents’ house.

2. _______ The Chinese subtitles at the bottom of the screen help us understand foreign movies.

3. _______ Don’t misunderstand me; I’m only trying to help.

4. _______ In many cases, the words “fiction” and “novel” are interchangeable.

5. _______ People like to take the subway because it is faster than buses and cheaper than taxies.

6. _______ He looks very tired because he has been working overtime all week.

7. _______ People will think you are mad if you walk in public in your underpants.

INTERGRATING SKILLS

Reading and writing

THE STORY OF DR FRANKENSTEIN

Writing

1)How does your doctor create a life form that looks like a human being?

2)Describe your doctor’s efforts to do that.

3)Create a word web of nouns, verbs and adjectives for the story. Add all the words you need.

arms cells hospital butcher fur

Body

Materials

Animals

grow

test tube

Robot

Human

篇9：高二英语新教材下册Unit12 Fact and Fantasy

Unit 12 Fact and Fantasy

Pre-Reading

1.When do you think the inventions in the pictures above were made?(火车，电灯和蒸汽船)

2.When was electricity discovered and how was it used in the following two hundred years?

3.In the early nineteenth century, people had no idea what the inside of the earth might look like. Can you explain what we know about it today?

4.Write down eight key words that you expect to find in the reading passage below.

JULES VERNE: THE FATHER OF SCIENCE FICTION

POST-READING

1.Describe the character of Captain Nemo.

2.Paraphrase the following sentences or parts of sentences using your own words.

1.)To make a living he had to write and sell stories. àHe had to write and sell stories to make money.

2.)In their efforts to survive… à

3.)They find themselves on the surface of the monster itself. à

4.)his permanent guests à

3.Under water travel and space travel have many things in common. Describe the similarities and differences and fill in the chart below.

SUBMARINE

SPACESHIP

Differences

Similarities

4.Think about all the knowledge we now have about the earth and explain where Jules Verne might have got his ideas from when he wrote his novel.

1)Why would there be a huge underground ocean?

2)Why do the characters find plants and animals that lived on the earth millions of years ago?

3)How could they find an old metal object that is about 500 years old?

5.Which tools and things would you bring if you were going to climb down into a very deep cave? What would be the most important dangers and things that could happen?

Preparation:Tools and things to bring

Risks: Dangers and things that could happen

LANGUAGE STUDY

Word study

Choose the right word to complete the following sentences. Some may be used more than once.

Collision permanent voyage escape on board fiction fantasy

The story of Titanic is an example where ________ meets reality. The disaster has become a __________ pain in people’s hearts.

Word formation (2)

1.Study the meaning of these stems and affixes. Match the words and the correct definitions.

mis =wrong extra- =outside inter- =between sub- - under

under- =below over- =too much dis- =not -marine =sea

1. _______ submarine A. do not like

2. _______ underground B.work too hard

3. _______ overwork C.action and reaction between two people or things

4. _______ interaction D.put in the wrong place

5. _______ misplace E.a ship that can travel below the surface of the sea

6. _______ dislike F.below the surface of the earth

2.Guess the meaning of the words in italics, using context clues and what you know about word parts.

1. _______ Mum tole me not to misbehave at my grandparents’ house.

2. _______ The Chinese subtitles at the bottom of the screen help us understand foreign movies.

3. _______ Don’t misunderstand me; I’m only trying to help.

4. _______ In many cases, the words “fiction” and “novel” are interchangeable.

5. _______ People like to take the subway because it is faster than buses and cheaper than taxies.

6. _______ He looks very tired because he has been working overtime all week.

7. _______ People will think you are mad if you walk in public in your underpants.

INTERGRATING SKILLS

Reading and writing

THE STORY OF DR FRANKENSTEIN

Writing

1)How does your doctor create a life form that looks like a human being?

2)Describe your doctor’s efforts to do that.

3)Create a word web of nouns, verbs and adjectives for the story. Add all the words you need.

arms cells hospital butcher fur

Body

Materials

Animals

grow

test tube

Robot

Human

篇10：高二英语新教材下册（Unit12 Fact and Fantasy）(新课标版高二英语下册教案教学设计)

1.When do you think the inventions in the pictures above were made?(火车，电灯和蒸汽船)

2.When was electricity discovered and how was it used in the following two hundred years?

3.In the early nineteenth century, people had no idea what the inside of the earth might look like. Can you explain what we know about it today?

4.Write down eight key words that you expect to find in the reading passage below.

JULES VERNE: THE FATHER OF SCIENCE FICTION

POST-READING

1.Describe the character of Captain Nemo.

2.Paraphrase the following sentences or parts of sentences using your own words.

1.)To make a living he had to write and sell stories. He had to write and sell stories to make money.

2.)In their efforts to survive…

3.)They find themselves on the surface of the monster itself.

4.)his permanent guests

3.Under water travel and space travel have many things in common. Describe the similarities and differences and fill in the chart below.

SUBMARINE SPACESHIP

Differences

Similarities

4.Think about all the knowledge we now have about the earth and explain where Jules Verne might have got his ideas from when he wrote his novel.

1)Why would there be a huge underground ocean?

2)Why do the characters find plants and animals that lived on the earth millions of years ago?

3)How could they find an old metal object that is about 500 years old?

5.Which tools and things would you bring if you were going to climb down into a very deep cave? What would be the most important dangers and things that could happen?

Preparation:Tools and things to bring Risks: Dangers and things that could happen

LANGUAGE STUDY

Word study

Choose the right word to complete the following sentences. Some may be used more than once.

Collision permanent voyage escape on board fiction fantasy

The story of Titanic is an example where ________ meets reality. The disaster has become a __________ pain in people’s hearts.

Word formation (2)

1.Study the meaning of these stems and affixes. Match the words and the correct definitions.

mis = wrong extra- = outside inter- = between sub- - under

under- = below over- = too much dis- = not -marine = sea

1. _______ submarine A. do not like

2. _______ underground B.work too hard

3. _______ overwork C.action and reaction between two people or things

4. _______ interaction D.put in the wrong place

5. _______ misplace E.a ship that can travel below the surface of the sea

6. _______ dislike F.below the surface of the earth

2.Guess the meaning of the words in italics, using context clues and what you know about word parts.

1. _______ Mum tole me not to misbehave at my grandparents’ house.

2. _______ The Chinese subtitles at the bottom of the screen help us understand foreign movies.

3. _______ Don’t misunderstand me; I’m only trying to help.

4. _______ In many cases, the words “fiction” and “novel” are interchangeable.

5. _______ People like to take the subway because it is faster than buses and cheaper than taxies.

6. _______ He looks very tired because he has been working overtime all week.

7. _______ People will think you are mad if you walk in public in your underpants.

INTERGRATING SKILLS

Reading and writing

THE STORY OF DR FRANKENSTEIN

Writing

1)How does your doctor create a life form that looks like a human being?

2)Describe your doctor’s efforts to do that.

3)Create a word web of nouns, verbs and adjectives for the story. Add all the words you need.

arms cells hospital butcher fur

grow

test tube

篇11：高二英语新教材下册（Unit12 Fact and Fantasy）(新课标版高二英语下册教案教学设计)

Pre-Reading

1.When do you think the inventions in the pictures above were made?(火车，电灯和蒸汽船)

2.When was electricity discovered and how was it used in the following two hundred years?

3.In the early nineteenth century, people had no idea what the inside of the earth might look like. Can you explain what we know about it today?

4.Write down eight key words that you expect to find in the reading passage below.

JULES VERNE: THE FATHER OF SCIENCE FICTION

POST-READING

1.Describe the character of Captain Nemo.

2.Paraphrase the following sentences or parts of sentences using your own words.

1.)To make a living he had to write and sell stories. He had to write and sell stories to make money.

2.)In their efforts to survive…

3.)They find themselves on the surface of the monster itself.

4.)his permanent guests

3.Under water travel and space travel have many things in common. Describe the similarities and differences and fill in the chart below.

SUBMARINE SPACESHIP

Differences

Similarities

4.Think about all the knowledge we now have about the earth and explain where Jules Verne might have got his ideas from when he wrote his novel.

1)Why would there be a huge underground ocean?

2)Why do the characters find plants and animals that lived on the earth millions of years ago?

3)How could they find an old metal object that is about 500 years old?

5.Which tools and things would you bring if you were going to climb down into a very deep cave? What would be the most important dangers and things that could happen?

Preparation:Tools and things to bring Risks: Dangers and things that could happen

LANGUAGE STUDY

Word study

Choose the right word to complete the following sentences. Some may be used more than once.

Collision permanent voyage escape on board fiction fantasy

The story of Titanic is an example where ________ meets reality. The disaster has become a __________ pain in people’s hearts.

Word formation (2)

1.Study the meaning of these stems and affixes. Match the words and the correct definitions.

mis = wrong extra- = outside inter- = between sub- - under

under- = below over- = too much dis- = not -marine = sea

1. _______ submarine A. do not like

2. _______ underground B.work too hard

3. _______ overwork C.action and reaction between two people or things

4. _______ interaction D.put in the wrong place

5. _______ misplace E.a ship that can travel below the surface of the sea

6. _______ dislike F.below the surface of the earth

2.Guess the meaning of the words in italics, using context clues and what you know about word parts.

1. _______ Mum tole me not to misbehave at my grandparents’ house.

2. _______ The Chinese subtitles at the bottom of the screen help us understand foreign movies.

3. _______ Don’t misunderstand me; I’m only trying to help.

4. _______ In many cases, the words “fiction” and “novel” are interchangeable.

5. _______ People like to take the subway because it is faster than buses and cheaper than taxies.

6. _______ He looks very tired because he has been working overtime all week.

7. _______ People will think you are mad if you walk in public in your underpants.

INTERGRATING SKILLS

Reading and writing

THE STORY OF DR FRANKENSTEIN

Writing

1)How does your doctor create a life form that looks like a human being?

2)Describe your doctor’s efforts to do that.

3)Create a word web of nouns, verbs and adjectives for the story. Add all the words you need.

arms cells hospital butcher fur

grow

test tube

篇12：Unit 12 Words and Expressions(人教版高二英语下册教案教学设计)

Step I Greeting and warming up

Step II Revision

1. Check the homework

2. Dictation

Step III Read the new words and expressions and ask the Ss to follow

Step IV Explain the new words

1. set out 动身；出发；开始；表达；陈述

a. Half an hour later we set out for town .

(set off)

b. They set out to perform the operation.

(begin to do)

c. He set out his ideas in simple English.

(explain facts, reasons etc.)

d. The moment she came back from work, she ______ to clean the kitchen.

A. set about B. set out

C. set off D. set up

e. Dr Aronnax, his servant and a Canadian whale hunter set out to find the monster.

2. collision n. 碰撞, 冲突

a. a collision between two trains

一次两列火车相撞事件

b. come into collision with 和... 相撞［冲突，抵触］

c. in collision with 和... 相撞［冲突］

The workers came into collision with the manager last night.

工人们昨晚和经理发生了冲突。

3. companion n.同伴, 共事者

make a companion of 与...作伴，与...为友

companion in adversity 患难朋友［之交］

companion in arms 战友

a faithful companion 忠实伴侣

companion volume 姐妹篇

4. permanent adj. 永久的, 持久的, 固定的

a permanent job 固定职业

permanent address 永久地址

After doing odd jobs for a week, he got a permanent job.

做了一个星期的零活后，他找到了一份固定工作。

5. voyage n 航海；航行

多指比较长的水上旅行，但有时也指空中旅行

a. We made a voyage to Australia.

b. David went on a voyage around the world.

大卫做了环游世界的航行。

c. Now he is on the voyage home.

他在返航途中。

6. aboard adv. 在（船，飞机）上，上船，上飞机

prep.

a. The boat is ready to leave. All aboard！.

b. Welcome aboard. 欢迎搭乘本航班。

c. All 257 aboard died in the airline crash.

那次飞机失事中，机上的257名乘客全部遇难。

d. They went aboard the ship.

Step VI Summary:

Step VII Homework

Remember the words and expressions.

Preview the new words and expressions.

篇13：unit 12 reading and integrating skills(人教版高二英语下册教案教学设计)

Step 1 Lead-in

When were the inventions in the pictures made?

Picture 1:It was invented in the early years of the 20th century. electricity is used for light, heating, power, etc.

Picture 2:Thomas Edison invented the light bulb in 1879

Picture 3:In 1769 James Watt built a steam-powered boat.

Who is the father of these inventions?

electric railway:The first electric railway was built by German Werner von Siemens in 1879.

light bulb:The electric light bulb was invented by Thomas Alva Edison in the united states and Sir Joseph Wilson Swan in England in 1879.

steam-powered boat:The first successful steam-powered ship was developed and produced by John Fitch in 1785.

Step 2 Reading

Who is the father of science fiction? Jules Verne

Do you know about him? How much?

If not, read the first passage of the text and fill in the chart to understand his life.

Jules Verne

Born in:1828 Died in:1905 Nationality: French Interested in: theatre

Studied : botany, applied science

Famous novels:20,000 Leagues under the Sea, Journey to the Center of the Earth, the Children of Captain Grant, the Mysterious Island, 80 Days around the World .

Step 3 Listen to the tape carefully:

Answer the questions below correctly.

1.Why do Dr Aronnax set out with his followers?

2. What does the monster turn out to be?

3. Is Nautilus an ordinary ship?

4. What do you think of Nautilus? Can you describe it?

5. How do you like the Captain Nemo?

6. How does he treat his guests?

Step 4 Fast Reading:

1.When was Jules Verne born and when did he die

He was born in 1828 and died in 1905.

2.How many science fictions are mentioned in the text?

There are two: 20,000 Leagues Under the Sea and Journey to the Centre of the Earth.

Step 5 Find the main idea for the following paragraphs:

Para. Main idea

Para.1 The life of Jules Verne

Para.2-5 The film “20,000 Leagues Under the Sea

Para.6 The film “Journey to the Center of the Earth

Step 6 True or False:

1. Verne had to sell newspaper to make a living when he was in Paris.(F)

2. Verne died at 77, with his dreams realized.(F)

3. The furniture on the Nautilu is precious and the food aboard is all sea food.(T)

4. Captain Nemo is a very cruel man and no one likes him.(F)

5. The story Journey to the Center of the Earth is a science fiction. (T)

Step 7 Tick out the right answers:

1. What did they see in the centre of the earth?

( ) A. layers of coal and marble

( ) B. boiling water from underground river

( ) C. a huge lake or underground ocean

( ) D. forests of mushrooms and plants

( ) E. ancient sea creatures

( F) F. an ancient document in an old book

( F) G. some modern ships

2. What is mentioned in the novel 20,000 Leagues Under the Sea?

( F ) A. Ships are disappearing is caused by a real monster.

( F ) B. Captain Nemo decides to kill the three men.

( ) C. Electricity is used for heating and power.

( F ) D. They walk around under the sea without clothes

Step 8 Have a quick read of the paragraphs(2-5).

Find the answer to these questions:

1.Are ships sinking then?

2.How many people set out?

3.Do they meet some dangers during the voyage?

4. What’s their means of transportation?

5. Who drives it?

6.Why do Dr Aronnax and his followers set out to find the monster?

7.What does the monster turn out to be?

8.What does Nautilus look like? precious furniture ; huge glass windows protected with thick iron plates

20,000 Leagues Under the Sea

1. How were they on board the submarine

disappear---set out---find ---be thrown overboard ---survive--turn out--- on boar--permanent guests

2.What is mentioned about the submarine?

Extraordinary--precious furniture--huge glass windows-- thick iron plates-- all that is needed-electricity-- The food aboard

3. What did they do under the sea?

dressed in-- walk around--lighted by-- surrounded by… (r,f,s,p)waving and moving slowly

Journey to the Centre of the Earth

1.How did they begin the journey

decided to-- a narrow passage-- a chimney in an extinct volcano

2.What did they do in the center of the earth?

pass through layers of coal and marble--

drink water from a boiling underground river--

reach a huge lake or underground ocean-

go through forests of mushrooms and plants

3. What happened to them in the end?

build a raft to cross the sea--

are attacked by ancient sea creatures –

be drawn into a fast steam-

shot out of a volcano

Step 9 List what the two men do in the adventure of going to the centre of the earth.

1.travel to Iceland

2.enter…through a chimney in a dead volcano

3.through a narrow passage deep into…

4.Pass through layers of coal and marble

5.reach a huge lake or underground ocean

6.through forests of mushrooms and plants

7cross the sea in a raft

8.drawn into a fast stream

9.shot out of a volcano in southern Italy

First reading:

What do the two men do in the adventure of going to the centre of the earth?

Pick out the main verbs in the description of the story. Retell the story in groups according to the given verbs.

Main verbs:

…enter…lead through…pass through…drink…reach…walk along…go through…build…cross…be attacked…be shot out

Step 10 Further understanding:

Describe the character of Captain Nemo :sympathetic? clever? brave? selfish? warm-hearted? greedy? cruel?

What do your think of the character of Captain Nemo? Captain Nemo is the kind of person of whom it is difficult to say whether you like him or not. You may think he is hard and cruel, but he also has a soft and gentle side.

Step 11 Fill in the blanks according to the text

Jules Verne was born in (1828) in France. His father sent him to Paris to study (law), but instead Verne developed his love for the (theatre). To make a living, Verne had to (write) and(sell) stories. Jules spent many hours in Paris libraries studying(geology), (physics and many other (subjects). He used the (latest) ideas and (technical)(inventions) of his day in his books. Many of the(instruments) in his novels will remind the reader of Dr Benjamin Franklin’s experiments with(electricity). By taking the scientific developments of his day one step further, Jules Verne laid the foundation of (modern)(science)(fiction). He also suggested how inventions could be used (in)(the)(future) to allow man to do things that were considered(impossible) in his own time. Jules Verne died in(1905), long before any of his dreams ((came) (true).

Step 12 Test yourself on some linguistic knowledge:

(use your own words to paraphrase)

1. “ To make a living, Verne had to write and sell stories” .

Verne had to …in order to make a life/ make money.

2.applied science theoretical, not practical

3.By taking the scientific developments of his day one step further, Verne laid the foundation of modern science fiction. (translation通过将他所处时代的科学发展向前推进一步，儒勒.凡儿纳奠定了现代科幻小说的基础

4. It is believed to be caused by a sea monster.

People believe that it is caused by a sea monster.

5. set out to do set about doing

6.In their efforts to survive, they find themselves on the surface of the monster itself, which turns out (to be) a submarine.

7.come to be known; prove to be sb/sth

尽管今早看起来要下雨，但结果却是晴天。

(1)Though it looked like rain this morning, it turned out (to be) fine.

结果那个会议很没意思。

2)The meeting turned out to be a boring one.

8. All that is need for life on board comes from ocean.

What is needed for life in the ship are all from The ocean.

9.Dressed in diving suits, Captain Nemo and his guests walk around in the magic world. Because they are dressed in diving suits, Captain Nemo walk around in the magic world with his guests.

10.his permanent guests ：his long-term guests

What does the inside of the earth look like?The earth on which we live is a big ball of very hot rock, which consists of three parts: the earth’s crust, the earth’s mantle and the earth’s core.

The temperature inside is very high. It’s hot inside but cold outside. It has a shell just like an egg. There are some cracks in the shell of the earth in some places.

Hot water shoots into the air through those cracks and steam comes up from pools of hot water.

Step 13 Discussion:

What can we learn from Jules Verne and his novels about fact and fantasy?fact? fantasy?

Step 14 Homework:

1.Finish the exercises on Page 13.

2.Imagine a journey to some place in the future and write a composition about it. Prepare a role card in groups of three first.

First, how do you begin the journey?

Integrating Skills

The Story of Dr Frankenstein

Shelley, Mary Wollstonecraft (1797-1851), English novelist.

Step 1 Skimming:

What did Dr Frankenstein create at last?

He had planned to create a larger human being but at last it turned out a living horror.

Step 2 Scanning

Now please read the text again and discuss

How many periods can Dr Frankenstein’s experiment be divided?

Three periods:

Period 1(Para1-Para3): He decided to create life from dead matter.

Period 2(Para4-Para5): He decided to create a larger human being than man.

Period 3(Para6-Para7): He succeeded in creating a creature, but a living horror.

Step 4 Detailed Reading:

Period 1:

Para 1: What did Dr Frankenstein want to do when he was young?

He wanted to learn the secrets of heaven and earth when he was young.

Para 2 After he was sent to university, what did he think of the things taught at university?

He felt them very disappointing and decided to pioneer a new way himself.

Para 3: What attracted his attention?

The structure of the human body and any animal that was alive attracted his attention.

What did he discover? He discovered the cause of life and how to create life from dead matter.

Period 2:

Para 4: Although he knew how to create life,what remained difficult work for him?

How to prepare a body for it with all its muscles and organs still remained a difficult job for him.

Para 5: Why did he decide to create a larger human being than man about eight feet in height? Because the small size of the parts slowed down his speed

Period 3:

Para 6: How did he create a life form that looks like a human being?

Step 5 Please rearrange the following steps in the right order.

1. He gained many materials from butcher shops and hospitals.

2. He finished his work on a night in November.

3. The dead creature came to life at one in the morning.

4. He lighted the flame of life into the dead thing.

5. He collected bones from graves and cut up dead bodies

5 1 2 4 3

Para 7: What did the creature look like? He got black hair, white teeth, yellow skin, black lips and strange sounds. He looked like a terrible monster

What did Dr Frankenstein think of the creature?

While unfinished, he was ugly but now he was a living horror

What do you think of the story?

A “Frankenstein” is any creation that ultimately destroys its creator.

篇14：Unit 12 单元学习导航(人教版高二英语下册教案教学设计)

学习目标

单元要点

Word study

1.fantasy 2.league 3.distance 4.ballon 5.fiction 6.servant 7.whale 8.hunter 9.collision 10.permanent 11.guest 12.voyage 13.aboard 14.prisoner 15.gentle 16.marble 17.paraphrase 18.matter 19.phenomena 20.attention 21.labour 22.hesitate 23.butcher 24.curtain 25.lip 1.幻想作品；想象的产物 2.联盟；里格（旧时长度单位） 3.距离 4.气球 5.小说；虚构的事 6.仆人；公务员 7.鲸；巨大的人或事 8.猎人；搜索者9.碰撞；冲突 10.永久的；固定不变的 11.客人；客座教授 12.航海；航空 13.在船（飞机、车）上 14.俘虏；犯人 15.温柔的；有礼貌的 16.大理石 17.意译；释义 18.事情；物质 19.现象；奇迹 20.注意力；留心 21.努力；劳动果实 22.犹豫；踌躇 23.屠夫；买肉者 24.窗帘；幕 25.嘴唇；唇状物

Useful

expressions 1.make a sketch 2.science fiction 3.in the far future 4.come true 5.to make a living 6.lay the foundation 7.sea monster 8.set out to do sth. 9.turn out 10.from that day on 11.begin with… 12.extinct volcano 13.instead of 14.search for 15.dream of 16.throw light upon 17.attract one’s attention 18.slow down 19.in height 20.cut up 1.简单描述；列提纲 2.科幻小说 3.在遥远的未来 4.实现 5.谋生 6.奠定基础 7.海生怪物 8.着手做某事 9.结果是 10.自从那天起 11.以……为开始 12.死火山 13.而不是 14.找寻 15.梦到 16.阐明某事；使某事显得非常清楚 17.引起某人注意 18.使减速慢行 19.在高度上 20.切碎

Sentence

patterns &

Communicative

English 1.Jules spent many years in Paris libraries studying geology, physics and many other subjects.

2.Many of the instruments in his novels will remind the reader of Dr.Benjamin Franklin’s experiments with electricity.

3.By taking the scientific developments of his day one step further, Jules Verne laid the foundation of modern science fiction.

4.He also suggested how inventions could be used in the future to allow man to do things that were considered impossible in his own time.

5.In their efforts to survive, they find themselves on the surface of the monster itself, which turns out to be a submarine.

6.Dressed in diving suits, they walk around in this magic world, lighted by the lamps of the ship.

7.Passing through layers of coal and marble they go deeper and deeper.

8.But I found all that was taught at university very disappointing and decided that I would pioneer a new way, explore unknown powers, and unfold to the world the deepest mysteries of nature.

9.While unfinished, he was ugly, but now he was a living horror.

10.Under water travel and space travel have many things in common.

Grammar Word-formation

Topics &Writing Write a short passage about man’s great dream of creating life.

语言点讲解

（1）Jules Verne 儒勒凡尔纳。法国科学幻想家和冒险小说家。

（2）such as

①like; for example 像；诸如；例如 eg:

Wild flowers such as orchids and primroses are becoming rare.兰花和报春花之类的野花越来越少了。

②everything that凡是 eg:

Such as remains after tax will be yours when I die.我死后全部财产除了交税以外全部给你。

（3）league n.

① former measure of distance (about 3 miles or 4.8 km) 里格（旧时长度单位，约3英里或4.8公里）。 eg:

The horse can run 50 leagues a day. 这匹马一天能跑240公里。

②group of people or countries combined for a particular purpose 联盟；同盟 eg:

The League of Nations is an international organization.国际联盟是一个国际组织。

2. Try the small science quiz below to see if you know any better. 试试下面的科学小测验，看看你是否了解得多些。

any better 更好

any adv. (used with faster, slower, better, etc. , in questions and after if/whether 用于疑问句中，与faster, slower, better等连用；用于if/whether之后)to any degree; at all在任何程度上；丝毫 eg:

I can’t run any faster. 我无法跑得更快了。

Is your father any better? 你父亲有所好转了吗？

3. What is the distance from the earth to the moon? 地球到月球的距离是多少？

(1) distance n. [C, U]

① (amount of) space between two points or places 距离；间距

A good cyclist can cover a distance of over a hundred miles a day.自行车骑得好的人一天可以行驶一百多英里。

②distant place or point 远处；远方 eg:

At a distance of six miles you can’t see much.距离六英里以外的东西很难看清。

(2) at a distance （稍）远处，表示一定的距离，近距离或用以说明具体的距离，其不定冠词a有时可以略去或改用some。 eg:

This picture looks better at a distance. 这幅画远看就好些。

(3) in the distance (far away) 在（较）远处，强调距离之远。 eg:

They were expecting to see in the distance some signs of the enemy.他们期望着发现远处敌人的迹象。

(4) keep sb. at a distance 与某人保持一定距离；不愿与某人亲近eg:

He always keeps anyone at a distance. 他总是不愿与任何人亲近：

4. How fast does a balloon travel? How about an airplane? How about a space shuttle?

一只气球能走多快？一架飞机呢？还有一架航天飞机呢？

(1)ballon

①n. brightly-coloured rubber bag that is filled with air, used as a child’s toy or a decoration（用作玩具或装饰品的）气球 eg:

They bought their son a lot of balloons yesterday.昨天他们给他们的儿子买了很多气球。

②v. swell out like a balloon 如气球一般膨胀 eg:

Her skirt ballooned in the wind. 她的裙子让风吹得鼓起来了。

③go ballooning 乘气球 eg:

They like to go ballooning at weekends. 他们周末喜欢乘气球玩。

(2)How/What about …？……怎么样？常常用来打听消息或提出建议，征求对方意见，后接名词，代词或动名词。 eg:

How about your mother? Does she feel better today?你妈妈怎么样听？她今天觉得好点儿了吗？

(3)space shuttle-spacecraft designed for repeated use, eg between earth and a space station or the moon 航天飞机；太空穿梭机 eg:

I have never seen a space shuttle. 我从未看见过航天飞机。

知识点讲解

1. Fill in the chart on the next page and make a sketch of the animal as they saw.

填写下一页的图表并按他们看到的动物的样子给那种动物作一个速写。

sketch n.

①rough quickly-made drawing, without many details素描；速写；草图

②make a sketch of … 作一个……的速写 eg:

He was good at making a sketch of face. 他擅长作面部素描。

③short account or description, giving only basic details 简短的陈述或素描

④give a sketch of …概述…… eg:

Please give a sketch of your plans. 请概述一下你的计划。

2. description n. describing; picture in words 描述；描绘

（1）give sb. a brief description of …向某人简要地描述…… eg:

Can you give me a brief description of what has happened?你能向我简要描述一下所发生的事吗？

（2）beyond description 难以描述 eg:

Her beauty is beyond description. 她的美貌难以用语言来描述。

（3）give/make a description of …对……加以描述 eg:

He made a description of the thief.他描述了小偷的模样。

（4）describe v. say what sb./sth. is like; depict sth. in words 描述某人/某事物。常构成describe sb./sth. (to/for sb.) eg:

Words cannot describe the beauty of the scene.那景色之美难以言传。

3. Why does Sam need to know the time? 为什么萨姆需要知道时间？

need的用法小结：

（1）need作情态动词，通常用于疑问句、否定句、条件句、whether/if名词从句或含否定意义的句子中。 eg:

I do not see why we need discuss it further.我看我们没有必要讨论下去了。

That’s all settled. It needn’t be talked about.那已全部解决了，没有必要再讨论了。

（2）need又是实义动词，各种变化和用法与普通实义动词相同。 eg:

①They need a rest after a long walk.长距离行走后他们需要休息一下。

②I need you to work for me, young man! 小伙子，我需要你为我工作！

③I need to consult a dictionary. 我需要查字典。

（3）need接动名词主动形式，表示被动含义，这时动名词和主语之间有动宾关系，need doing可转换为need to be done结构，意思相同。

My hair needs washing badly.(=My hair needs to be washed badly.)我的头发非常需要洗一洗。

The garden needs watering.(= The garden needs to be watered.)花园需要洗水。

4. fiction n.

(1)[C] sth. invented or imagined 虚构之事；捏造的故事 eg:

The film was very good although it was a fiction.这部电影虽属虚构，但很好。

(2)[U] (branch of literature concerned with) stories, novels and romances （作为文学之一分支的）小说 eg:

Truth is often stranger than fiction.事实往往比小说还离奇。

(3)science fiction 科幻小说

5. in the future, in future与in the far future.

(1)in the future意思是“将来，今后的时期”，但不一定就是从今立即开始，而是将来的时间。 eg:

No one can know what will happen in the future.没有人会知道将来会发生什么事。

(2)in future意思是“从今以后”（=from now on）。 eg:

In future, be careful with your pronunciation. 今后要注意你的发音。

(3)in the far future 在遥远的未来 eg:

It is possible for doctors to find a way to keep us young forever in the far future.

在遥远的未来，医生有可能找到一种使我们永远年轻的办法。

6. incomplete adj. not complete不完全的 eg:

The passage below is incomplete. Please fill in the blanks using correct prepositions.

下面的文章是不完整的，请用正确的介词填空。

注：incomplete是在complete前加含否定含义的前缀“in-“构成的，表达与complete相反的含义。

7. work with sb.与work with sth.

(1)work with sb.意为“和某人一道工作” eg:

I like to work with him. 我喜欢和他一块儿工作。

(2)work with sth. 意为“从事……方面的研究工作”，“用……工作” eg:

Professor Wang had worked with bees for many years.王教授多年从事蜜蜂的研究工作。

I would rather work with the bigger brush.我宁愿用那把大一点儿的刷子干活。

8. (1) beat, defeat, win与gain

We beat their team by 10 points. 我们赢了他们队十分。

In the end their army was defeat/beaten. 最后他们的部队被击（打）败。

We shall gain experience through practice.我们将通过实践获得经验。

They won the battle but lost many men.他们取得了这次战斗的胜利，但牺牲了很多人。

(2)beat, hit, strike与tap

The wheat was beaten down by the rain. 麦子被雨水打得伏倒了。

The stone hit him on the head.石头击中了他的头部。

It strikes a bug’s back with is forelegs and feelers.它（蚂蚁）用前腿和触角敲打臭虫的背部。

It taps on the other’s head with its feelers, using a kind of telegraph code.

它（蚂蚁）像使用一种电码的方式一样，用触角轻敲对方的头部。

9. Doctors may find a way to keep us young forever.医生可能会找到一种使我们永远保持年轻的办法。

（1）“way”意为“方式，方法”，在其后要用to do或of doing的形式作后置定语。 eg:

Cao chong thought out a way to weigth/of weighing the elephant.曹冲想出了一个称象的办法。

（2）此外，如果way之后跟定语从句，那么这个定语从句用in which或that引导，也可省略。 eg:

This was the way that/in which they solved the problem.这就是他们解决那个问题的办法。

10. believe sb. 与believe in sb.

believe sb.相信某人（所说的话是真的）

believe in sb.信任某人 eg:

I believe him, but I can’t believe in him.我相信他的话是真的，但我不能信任他。

生词和词组

1. bulb n.

①(also light bulb) pear-shaped glass container for the filament of an electric light 电灯泡 eg:

If you have time, please change a bulb.如果你有时间的话，请换个灯泡。

②thick rounded underground stem of certain plants（eg the lily, onion, tulip） sending roots downwards and leaves upwards. 鳞茎；球茎（如百合、洋葱、郁金香的茎） eg:

We cooked onion bulbs for food. 我们烹调洋葱茎作为食物。

③object shaped like a bulb 球状物 eg:

The bulb of this thermometer is broken.这支温度计的球状顶端碎了。

2. foundation n.

①[U] act of founding (an institution, organization, etc.) （机构，组织等的）建立，创立，创办 eg:

He devoted all his energy to the foundation of the university.

他把全部精力都致力于这所大学的创办。

②[C,U] principle, idea or fact on which sth. is based; basis（作为某事的）基本原则、思想或事实；基础 eg:

This success laid the foundation of his career.这次成功为他的事业奠定了基础。

③foundation course 基础课

④ foundation-stone 奠基石

⑤found v.建立，创立

⑥founder n. 建立者；缔造者

3. servant n.

①person who works in sb. else’s household for wages, and often for food and lodging 仆人；佣人 eg:

He had a lot of servants work for him. 他让很多仆人为他工作。

②employee, esp. a faithful and devoted one 雇员（尤指忠心耿耿的）；公务员 eg:

He was a trusted servant of the company. 他是这个公司里的一个可靠雇员。

4. whale

(1)n. any of several types of very large mammal that live in the sea, some of which are hunted for their oil and flesh 鲸 eg:

A whale is not a fish.鲸不是鱼。

(2)have a whale of a time（习语）玩得非常愉快 eg:

The children had a whale of a time at the fairground.孩子们在游乐场玩得很高兴。

(3)v. hunt whales 捕鲸 eg:

They are whaling at sea. 他们正在海上捕鲸。

(4)whaler n.捕鲸；捕鲸的人

5. hunter n. person who hunts 猎人；搜索者；搜寻者 eg:

The hunter lost his way in the forest when he went hunting that day.

那个猎人那天去打猎的时候在森林里迷了路。

6. collision n. [C,U]

①(instance of) one object or person striking against another; (instance of) colliding; crash（物与物或人与人）相撞，碰撞，撞坏

常构成：collision with sb./sth. 与某人/某物相撞

collision between A and B A与B相撞 eg:

The collision between two cars caused 3 deaths. 两车相撞造成三人死亡。

②strong disagreement; conflict or clash of opposing aims, ideas, opinions, etc.抵触；（相反的目的、看法、意见等的）冲突 eg:

Her political activities brought her into collision with the law.她的政治活动触犯了法律。

7. overboard adv.

①over the side of a ship or boat into the water 从船上落（或抛）入水中；在船外 eg:

The sailor jumped overboard into the sea. 那位水手从船上跳入水中。

②go overboard (about sb./sth.) 对（某人/某事）极感兴趣或过分感兴趣 eg:

He goes overboard about ever young woman he meets.他对年轻的女子见一个爱一个。

③throw sth./sb. overboard 抛弃某事物；除掉或不再支持某人 eg:

After heavily losing the election, the party threw their leader overboard.该党惨败落选后罢免了党魁。

8. submarine n. naval vessel that can operate underwater welll as on the surface 潜水艇 eg:

A submarine travels under the surface of the sea.潜水艇在海面下行驶。

9. permanent adj.

①lasting or expected to last for a long time or for ever 永久的；永恒的；长久的；长期的 eg:

She is looking for permanent employment.她正在找固定的工作。

②not likely to change 不大可能改变的 eg:

She wrote down my permanent address. 她写下了我的固定地址。

10. guest

(1)n. person invited to visit one’s house or being entertained at one’s expense宾客；客人 eg:

We are expecting guests this weekend. 我们本周末要来客人。

(2)n. person staying at a hotel, boarding house, etc.住在旅馆、寄宿处等的人；旅客 eg:

This hotel has accommodation for 500 guests.这旅馆能接待500位客人。

(3)客座教授 eg:

Professor Wang, our guest tonight, will give us a speech on DNA.

我们的客座教授王教授，今晚要给我们作一个关于DNA的演讲。

(4)v. appear as a guest on a television or radio programme（在电视或广播节目中）客串 eg:

She often guests on a radio programme.她经常在一个广播节目中客串。

11. voyage (1)n. long journey, esp. by sea or in space 航行；（尤指）航海，航天 eg:

They made a voyage across the Atlantic.他们作了一次横越大西洋的航行。

(2)v. go on a voyage; travel 航行；航海；航天飞行 eg:

A plane crashed down when it voyaged through space.一架飞机作航天飞行时坠毁了。

(3)voyager n. 航行者；航海者；航天者

12. aboard adv. On or into a ship, an aircraft, a train or (esp. U.S.) a bus在船（或飞机、车）上；上船；登机 eg:

We went aboard. 我们上了船。

13. prisoner n.

①person kept in prison, as a punishment or awaiting trial犯人；囚犯 eg:

He was kept as a prisoner.他作为一个囚犯被关了起来。

②person that has been captured被抓起来的人；俘虏；失去自由的人 eg:

You are our prisoner now.你现在是我们的俘虏了。

14. gentle adj. mild; kind; careful; not rough, violent or severe 温和的；慈祥的；小心的；温柔的；文雅的；轻轻的 eg:

I met a gentle old woman yesterday. 我昨天遇到了一个慈祥的老太太。

15. extinct adj. ①(esp. of a type of animal, etc.) no longer in existence（尤指某种动物等）不再存在的；绝种的；灭绝的 eg:

If we continue to destroy the countryside, many more animals will become extinct.

我们若继续破坏乡村环境，将会有更多的动物绝种。

②(fire or hope) ge out（火，希望等）熄灭了的 eg:

The fire was extinct.火灭了。

16. layer [′leI (r)] n. ① thickness of material (esp. one of several) laid over a surface or forming a horizontal division层（尤指数层之一） eg:

Several thin layers of clothing will keep you warmer than a thick one.穿几层薄的衣服总比穿一层厚的衣服暖和。

②person who lays sth. on… 铺设者

17. marble

(1)n. types of hard limestone used, when cut and polished, for building and sculpture 大理石 eg:

These steps are made of marble. 这些台阶是大理石建造的。

(2) marbles (pl.) collection of marble sculptures; works of art in marble 大理石雕刻品；大理石艺术品

(3)adj. like marble 像大理石的 eg:

She has marble skin. 她有着大理石般光洁的皮肤。

18. paraphrase

He paraphrased a speech in colloquial English.他用通俗英语意译了一篇演讲稿。

(2)n. rewording of a piece of writing, statement, etc. , especially in order to make it easier to understand

（对一段文字等的）释义，意义（尤指为易于理解） eg:

The paraphrase of the sonnet is easy to understand.该十四行诗的意译易于理解。

19. definition [U] n. stating the exact meaning (of words, etc.)（词语等的）释义 eg:

Dictionary writers must be skilled in ther art of definition.

辞书编纂者必须精于给词语下定义的技巧。

20. misbehave v. behave badly or improperly 行为不端；举止不当 eg:

She misbehaved. 她行为不端。

21. subtitle n. (usu. pl. 通常作复数) (esp. cinema 尤用于电影)

words printed on a film that translate the dialogue of a foreign film, give those of a silent film or (on television) supply dialogue for deaf viewers 字幕 eg:

Without the subtitles I would not understand the film.没有字幕的话我就理解不了这部电影。

22. interchangeable adj. that can be interchanged, esp. without affecting the way in which sth. works 可交换的，可互换的，可交替的（尤指不影响操作的） eg:

The two words are interchangeable. 这两个单词是可互换的。

23. underpants n. short undergarment worn by men and boys covering the lower part of the body（男用）内裤 eg:

He stood there in his underpants. 他只穿内裤站在那儿。

24. study law study 研究；学习；求学。 study law意为“研究法律”，law前不加冠词，类似的用法还有study medicine“研究医学”。 eg:

He wanted to study law. 他想学法律。

Before liberation, her grandfather made a/his living by working for a land owner.解放前，她爷爷靠给一个地主干活为生。

26. …allow man to do things … ……允许人类做……, allow可构成以下结构：

allow sb. to do sth.→被动：sb. be allowed to do sth.

allow doing sth.允许做某事 eg:

Mother doesn’t allow me to go out at night. 妈妈不允许我晚上外出。

They didn’t allow smoking here. 这儿不允许吸烟。

类似用法的动词还有：advise, permit, forbid等词。

27. set out与set off

(1)set out意为“出发/启程”，表达“动身去某地”时用“set out for sp.”此时可与“set off for sp.”互换。 eg:

They set out for town at dawn.他们在拂晓动身进城了。

(2)set out to do sth.意为“开始做某事”。 eg:

When everything was ready, the doctor set out to perform the operation.一切准备就绪，医生就开始动起手术来了。

28. on board上船（或飞机、火车、汽车等）；在船上（或飞机上、火车上、汽车上）。 eg:

As soon as we went on board, our ship left the port.我们一上船，船就出港了。

From then on she knew she would win. 从那时起她就知道她将取胜。

30. defend … against/from …保护/保卫/防御……抵御/免遭 eg:

The soldiers defended their country against enemies.战士们保卫他们的祖国抵御敌人。

It is the nature of a mother to defend her child from harm.保护自己的孩子不受伤害是一个母亲的天性。

同、近义词辨析

1. electric与electrical

(1)electric电的；用电的；带电的；发电的

an electric current/torch/iron 电流/电筒/电熨斗 eg:

He bought an electric torch yesterday.昨天他买了一个手电筒。

(2)electrical关于电的

electrical engineering电机工程学 eg:

He majored in electrical engineering in the college.他在大学里主修电机工程学。

2. discover, find out与invent

(1)discover指“发现”某种本来存在，而以前未被发现的事物或未为人所知的东西。

(2)find out常用来指“弄明白、搞清楚、查出（某一真相）”，做“发现”讲时，是指发现一种无形而隐藏的东西。

(3)invent表“发明”之意，意思是发明出以前没有的东西，往往是物质性的东西。 eg:

Gilbert discovered electricity, but Edison invented the light bulb.吉伯特发现了电，而爱迪生发明了灯泡。

Think over and you’ll find out that you are wrong.仔细想想，你就会发现你错了。

3. instead与instead of

He stayed in bed all day instead of going to school.

=He didn’t go to school. Instead, he stayed in bed all day.他没去上学，而是在床上躺了一整天。

I didn’t drink water. I drank juice instead.

=I drank juice instead of water. 我没有喝水，而是喝的果汁。

4. late, lately, latest, later与latter

(1)late指比预料的或正常的时间晚。 eg:

I was late for work again.我上班又迟到了。

(2)lately“近来”，常用于疑问句，否定句，或与only连用或用于as lately as中。肯定句中用recently。 eg:

Have you seen her lately?你最近看到过她吗？

(3)latest adj.“最近的”、“最新的” eg:

Have you got the latest news about him? 你有他最近的消息吗？

(4)later“后来”，“较晚的时候”，也可和段时间连用，表示从过去或将来某一时间起，多长时间以后。 eg:

Later the boy found his mother. 后来那个男孩找到了他妈妈。

(5)latter用来表示两事物之间的顺序，意为“后一个/后者”，与the former（前者）相对。 eg:

Of these two men the former is dead, but the latter is still alive.此二人中前者已死，但后者仍活着。

5. at the beginning与in the beginning

(1)at the beginning通常接of短语，表示“在……初”，“在……开始的时候”，它的反义短语是at the end of。 eg:

Great changes took place at the beginning of the century.在那个世纪初发生了巨大的变化。

(2)in the beginning表示“起初”，“开始的时候”，不与of介词短语连用。但at the beginning偶尔也可单独使用，在意思上与in the beginning区别不大。 eg:

In the beginning nobody took any notice of his words.起初没人理睬他的话。

6. finally, at last与in the end

(1)finally一般指一系列事物或论点按排列的最后一项内容，或用在动词前，表示等了好久才……，没有感情色彩。 eg:

Finally, let’s do some exercises.最后我们来做一些练习吧。

(2)at last往往表示经过一番努力或曲折的过程之后的意思，常常有较浓的感情色彩。 eg:

At last, he got hold of the elephant’s tail. 他最后终于抓住了大象的尾巴。

(3)in the end可与finally和at last通用。 eg:

The war lasted four years before the North won in the end.

这场战争持续了四年，最后北方取得了胜利。（但in the end可预卜未来。）

知识点讲解

1. Jules spent many hours in Paris libraries studying geology, physics and many other subjects.

儒勒在巴黎图书馆花费很长时间研究地质学，物理学和许多其他的学科。

spend“花费”，常用于下面的结构：

spend money/time on sth./(in) doing sth. 在某事/做某事方面花费钱/时间

eg: He does not spend much time on his homework.他在做作业上花费不了多少时间。

注意区别spend与take。

Take的用法是：It takes/took/will take sb. Some time to do sth.“做某事花费某人多少时间” eg:

It took him two hours to finish the work. 完成这份工作花费了他两个小时。

remind提醒；使想起；可构成以下结构：

(1)remind sb. of sth./sb. 使某人想起某事/某人 eg:

Please remind me to answer that letter.请提醒我回复那封信。

(2)remind sb. of sth./sb. 使某人想起某事/某人 eg:

He reminds me of his brother. 他使我想起他哥哥。

(3)remind sb. that从句。提醒某人某事 eg:

He reminded me that I didn’t finish my work.他提醒了我，说我没完成自己的工作。

by在本句是介词，说明手段或方式，可译作“通过，用，以，由于”等，其后常跟名词或动词-ing形式。 eg:

This pair of shoes is made by hand. 这双鞋是手工做的。

By helping them we are helping to save ourselves. 帮助他们就等于救了我们自己。

It is my practice（习惯） to do my writing with a pencil. 我习惯用铅笔写。

Can you sing this song in English? 你能用英语唱这首歌吗？

It is impolite to write a letter in red ink. 用红墨水写信是不礼貌的。

(1)这里的which引导一个非限制性定语从句，修饰先行词the monster itself。

(2)in their efforts中的in表示“正在进行的动作或状态”。 eg:

He is always in action.他总是在行动中。

W seem to be in agreement on the matter.在这件事上我们的意见看来是一致的。

(3)turn out to be“结果是……”，“最后情况是……” eg:

Though it looked like rain this morning, it has turned out to be a fine day.尽管今早看起来要下雨，最后却是晴天。

The meeting turned out to be very successful. 结果那个会议很成功。

5. They are taken on board and Captain Nemo decides not to kill them but makes them his permanent guests.

他们被带到了艇上。尼莫船长决定不杀死他们而是使他们成为他永久的客人。

(1)decide to do sth. 决定做某事；decide not to do sth.决定不做某事 eg:

We decided not to go abroad for the time being. 我们决定暂时不出国了。

He can speak not Chinese but Japanese.他不会讲汉语会讲日语。

He is not a poet but a writer. 他不是诗人而是作家。

Not I but he is fond of football. 不是我而是他喜欢足球。

(3)…makes them his permanent guests中的his permanent guests用来作them的补足语。

(1)这里的that引导一个定语从句(that can be opened and closed)用于修饰先行词huge glass windows.

(2)a view of …“……的景色”或“看；眺望；观察”之意。 eg:

There’s a view of the river from my windows.在我的窗前可看到河上风光。

If you stand here you’ll get a better view of the procession.如果你站在这里，就可以更清楚地看到游行队伍。

7. All that is needed for life on board comes from the ocean.艇上所有生活所需全部来自于海洋。

That is needed for life on board是定语从句，修饰先行词all。

注：（1）当先行词是不定代词all, everything, few, little, much, something, anything, nothing等时，宾语从句只能由that引导。 eg:

The boy handed in everything that he had picked up in the street to the police. 那个男孩把他在大街上捡到的一切东西都交给了警察。

（2）all that=what eg:

All that the said was true.=What he said was true.他所说的一切都是真的。

8. Dressed in diving suits, they walk around in this magic world, lighted by the lamps of the ship. 他们穿着潜水衣，在船上灯的照射下在这个魔幻世界中四处走动。

(1)dress ①vt. “给某人穿衣服”用于“dress sb.”结构中。dress oneself意为“给自己穿衣服”；be dressed in意为“穿着……”。 The gentleman is dressed in a modern coat.那位先生穿着一件很新潮的衣服。

②vi. “穿着/打扮”之意 eg:

She dressed well. 她穿得很好。

(2)walk around四处走动 eg:

He walked around in the room. 他在房间里走来走去。

(2)But at other moments you will find him gentle and weak, when he cries about the lost lives of people drowned in ships that have sunk. 但是在其他时刻，当他为了那些随着沉船一起被淹死的人而哭泣时，你又会发现他温柔又脆弱。

上面两句中的find themselves surrounded和find him gentle and weak都是find的常见用法。这里surrounded是过去分词，gentle和weak是形容词，它们都用来做宾补。find的此种用法可归纳为：find+sb./sth.+adj./介词短语/doing/done/adv./n. 。 eg:

I found the ground covered with snow when I opened the door.当我打开门的时候我发现地面铺满了雪。

When he came in, he found a thief stealing his money.他进来的时候，他发现一个小偷天在偷他的钱。

10. Passing through layers of coal and marble they go deeper and deeper. 穿过煤层和大理石层他们走得越来越深了。

deeper and deeper越来越深

这种“比较级+and+比较级”结构表达“越来越……”之意。 eg:

summer comes, the weather is hotter and hotter.夏天已经到了，天气越来越热了。

典型病句诊断

1.病句：We are not allowed playing with fire.

诊断：We are not allowed to play with fire.

点拨：把句中的playing改为to play。本句使用的是allow sb. to do sth.的被动语态，应该是sb. be allowed to do sth.

2.病句：He has set out to Beijing.

诊断：He has set out for Beijing.

点拨：把句中的to改为for。“动身去某地”用“set out for sp.”是固定搭配。

3.病句：This machine has an electric fault.

诊断：This machine has an electrical fault.

4.病句：Columbus found out America.

诊断：Columbus discovered America.

点拨：found out表示“弄明白，搞清楚”之意。而“哥伦布发现了美洲”很明显应是发现本来就存在而以前未能发现的美洲，应用discover表达这种含义。

5.病句：We’ll have a party in the open air instead in the house.

诊断：We’ll have a party in the open air instead of in the house.

点拨：instead是副词，而介词短语instead of后面才能跟介词短语。若用instead，上句可改为：We won’t have a party in the house. Instead we will have it ni the open air.。

6.病句：What have you been doing latest?

诊断：What have you been doing lately?

点拨：“latest”是adj. ，表达“最新的；最近的”之意，而句中需要一个副词表达“最近”之意。

7.病句：I took 3 hours doing my homework.

诊断：I spent 3 hours doing my homework.

点拨：spend表“花费”之意，其结构是“sb. spend(s)/spent/will spend some time on sth./(in) doing sth.”。而take当“花费”讲时，结构是“It take/took/will take sb. some to do sth.”。

8.病句：These old pictures reminded me my childhood.

诊断：These old pictures reminded me of my childhood.

点拨：remind不能跟双宾语，即不能构成remind sb. sth.结构，表达“提醒某人某事”时要用“remind sb. of sth.”结构。

9.病句：What have you done by the old things?

诊断：What have you done with the old things?

点拨：by之后加手段或方式，with之后加有形的工具或器官。The old things是工具，所以用with。其次，do with还有“处理”，“放置”之意。

10.病句：All which she did made us very surprised.

诊断：All that she did made us very surprised.

点拨：当先行词为不定代词时，定语从句应由that引导，不能用which。all为不定代词。其他的不定代词如everything, something, little, much等也符合这种用法。

单元语法知识归纳：构词

在英语中，词的构成方法主要有三种，即合成、转化和派生。

1.合成法：把两个或两个以上独立的词合成一个新词的方法叫合成法，也叫合词法。

（1）合成名词highway 公路

（2）合成形容词hand-made 手工制作的 good-looking相貌好看的 dark-blue 深蓝

（3）合成动词ill-treat 虐待 mass-produce 大规模生产 safe guard 保卫

（4）合成副词however 然而 downstairs 在楼下

（5）合成代词 anybody nobody something

2.转化法：转化是指词由一种词类转化为另一种词类。

（1）动词转化为名词

常用give, take, have, make等动词与其搭配构成动词词组，表示一个动作。 eg:

give a smile 微笑 give a tick 踢 take a seat 就座

take a bath 洗澡 have a swim 游泳 have a talk谈话 make a wish 许愿

（2）形容词转化为副词

How long is the road？那条路有多条？（形容词）

How long have you been working there? 你在那里工作了多久？（副词）

（3）形容词转化为动词 eg:

The storm slowed down to half its speed. 风暴速度减慢了一半。

The girls gradually quieted down. 女孩子们慢慢安静了下来了。

（4）名词转化为动词 eg:

The hall can seat two thousand people.大厅能坐人。

The passengers have booked their plane ticket.旅客们已经订了飞机票。

（5）形容词转化为名词

Something has gone wrong with the tool.工具出了点毛病。（形容词）

Little children didn’t know the difference between right and wrong.小孩子不能辨别是非。（名词）

3.派生法

派生是由词根加词缀（前缀、后缀）构成新词。除少数前缀外，前缀一般只改变词的意义，不改变词性；后缀一般只改变词性，不引起词义的变化。

前缀例词

a-构成形容词、副词 Alive（活着的）, abroad（在国外）, alone

dis-（否定） discourage, disagree

en-（使可能） enrich, enable(使成为可能)，endanger

in-(ill, im-, ir-)（不，非） invisible(看不见), illogical（不合逻辑的）, impossible, irregular（不规则的）

inter-（相互，之间） international, interchange

mis-（误） mislay, misunderstand（误会）,mislead（误导）

re-（重复，再） recycle（循环）,remarry, rewrite

tele-（远程） telephone, telegraph, telecommunications（电信）

un-（不），non-（不，非） unfair, unknown, noon-conductor（非导体）

后缀例词

名

词 -er……者 foreigner, traveler, speaker, reader

-ese……地方的人 Chinese, Japanese, Vietnamese

-ian 精通……的人，……地方的人 musician, technician（技术员）， African, Asian

-ist 专业人员 pianist, physicist, scientist, violiinist

-ment性质，状态 movement（运动）, development, encouragement

-ness性质，状态 illness, shyness, sadness, business

-or器具，……者 tractor, visitor, professor, actor

名

词 -tion表示动作、过程、结果 ageneration（世代），suggestion, invention, action

形

容

词

practical（实用的）,international, final

American, Italian, Australian

southern, northern, eastern

helpful, useful, harmful

reasonable, capable, eatable

foolish, British, English selfish

active, native（本族的）,expensive, adoptive

windy, sleepy, healthy, sunny

careless, selfless（无私心的）,harmless, useless

动

词 -fy使……化 simplify（简化）, terrify（恐吓）, satisfy

-ize使……成为 realize（实现）, organize, stabilize, modernize

副

词 -ly表示方式、程度 badly, truly, angrily, suddenly

-ward(s)表示方向 toward(s), backward, outward(s)（向外）

数

词 -teen十 fourteen, eighteen, thirteen

-ty整十位数 forty, fifty, eighty, twenty

-th序数词 twelfth, twentieth, fourth

知识记忆

1.collision n.碰撞，冲突

a head-on collision正面冲突或相撞

He was killed in a car collision.他在一次汽车相撞中死亡。

His car had a collision with a bus.他的车与公交车相撞了。

A collision with Parliament could ruin the government’s plans.与议会的冲突可能会破坏政府的计划。

be in collision (with)/come into collision (with)(与……)冲突，相撞，发生矛盾

The two ships came into collision.那两只船相撞了。

People with revolutionary ideas may find themselves in collision with the forces of the law.

想革命的人会发现他们自己与法律的势力水火不相容。

2.permanent adj.永久的，固定的，长期不变的

permanent peace 长久的和平

a permanent job 固定的职业

The drug may cause permanent brain damage.这种药可能会引起永久性的脑部伤害。

This is my permanent address.这是我的固定居所。

After doing odd jobs for a week, he got a permanent job.做了一个星期的零工后，他找到了一份固定工作。

3.voyage n.航海，航行

The ship set out on a long voyage.那艘船出发进行长途航行。

The voyage to England took seven days.这次去英国的航行时间是七天。

We made a voyage to Australia.我们航行到了澳大利亚。

He is now on the voyage home.他正在返航途中。

David went on a voyage around the world.大卫作了环游世界的航行。

When I give up work I shall make/take a long sea voyage.我离职后要作一次长途航海旅行。

4.aboard adv.在船(飞机、车)上，上船，上飞机

All aboard! 各位请上船(飞机、车)!

Welcome aboard! 欢迎大家乘船(飞机、车)!

All 257 aboard died in the airliner crash.那次飞机失事中，机上的257名乘客全部遇难。

We got aboard though the boat was crowded.虽然船上很拥挤，我们还是上了船。

He came running along and climbed aboard just as the train was to pull out.

就在火车即将开动时，他跑过来了并爬上了火车。

5.gentle adj.温和的，温柔的，有礼貌的，文雅的

Mothers are always gentle with their children.母亲对待孩子总是温柔体贴。

My new teacher is both gentle and encouraging toward me.我的新老师对我既温和又鼓励。

Mary is very gentle; she never talks roughly.玛丽很文雅，她从来不说粗话。

She was small, and gentle in her voice and movements.她小巧玲珑，声音温柔，动作文雅。

She gave the baby a gentle pat on the back.她在小孩的背上轻轻地拍了一下。

6.throw light on/upon使……显得非常清楚

The modern scientific development has thrown light on this question.现代科学的发展已使这个问题明朗化。

Can you throw any light on the problem? 你能把这个问题阐述清楚吗？

The information throws light upon the mystery of Dr Bake.这个信息可以解开贝克医生之迷。

7.matter n.事情，问题[C]；物质，内容[U]

a private matter 私事

the matter under discussion 讨论中的问题

Political matters interest him greatly.他对政治问题深感兴趣。

It’s no laughing matter.这不是开玩笑的事。

The world is made up of matter.世界是由物质组成的。

Matter exists in three states: solid, liquid and gas.物质以三种形态存在，即固体、液体和气体。

The matter in your essay is excellent.你文章的内容写得很好。

8.phenomena n.[pl.]现象，奇迹(单数形式是phenomenon)

Rain and snow are phenomena of the weather.下雨和下雪是天气现象。

The phenomena were observed by astronomers throughout the world.全世界的天文学家都观测到了这种现象。

That’s a natural phenomenon.那是一种自然现象。

An eclipse is an interesting phenomenon.日食是很有趣的现象。

Beethoven was a phenomenon among musicians.贝多芬是音乐家中的奇才。

A child who can play the piano at the age of two would be called a phenomenon.两岁就能弹钢琴的小孩可称为奇才。

9.labour n.努力；劳动，劳动果实

mental labour 脑力劳动 physical labour 体力劳动

Workers are paid for their labour.工人以劳动获得报酬。

His new book is the product of some three years’ labour.这本新书是他大约三年努力的成果。

It is labour to read the Bible through.读完圣经是件相当吃力的工作。

10.hesitate vi.犹豫，迟疑，踌躇

She hesitated before picking up the phone.她在拿起听筒前犹豫了一下。

She’s still hesitating about sending her son to college.她对于要不要送儿子进大学一事仍然犹豫不决。

We seldom hesitate about where to stay in Paris.去巴黎要住哪儿，我们很少有拿不定主意的情况。

Don’t hesitate to tell me if you have any requests.如果你有什么要求，请告诉我，不要犹豫。

I hesitate to ask you, but will you recommend me for the post?

向你提要求真不好意思，请你推荐我去担任那项职务好吗？

hesitation n.犹豫，踌躇

without hesitation毫不犹豫

I had no hesitation in telling the truth.我毫不迟疑地说出了实情。

发散思维

1.distance n.距离

当询问距离是多少时，要用what提问。

What’s the distance to London? 到伦敦的距离是多少？

distance的修饰语常用some,good,great,long,short等。

It’s a good distance away.离得很远。

The villagers have to walk a long distance to get water.村民们要走很远去取水。

distance常构成下列短语：

within walking distance“在步行可及的地方，几步之遥”

The park is within (easy) walking distance of my house.公园离我家只有几步之遥。

My parents live within walking distance of me.我父母住在我家附近。

at/from a distance (of)“从远处”

This picture looks better at a distance.从远处看，这张画更好看。

Now and then he stepped back to look at his work from a distance.他不时地退后几步从远处看一看他的作品。

One can see the ancient ruins at/from a distance of 20 miles.人们从20英里之处就能看到这个古迹。

in the distance“在远处，远方的”

A ship could be seen in the distance.可以看到远方有一艘船。

I made out three figures moving in the distance.我看到远处有三个黑影在活动。

keep sb.at a distance “与某人保持一段距离，不很亲密”

Mr.Smith is kind to the workers in his store, but after work he keeps them at a distance.

史密斯先生对他商店的工人很好，但下班后却与他们不很亲密。

It was difficult to get to know her because she always kept everyone at a distance.

很难搞懂她，因为她总是与人保持一定的距离。

2.attention n.注意力，注意，留心，关心

It is difficult to hold the students’ attention for more than an hour.

要让学生们持续集中注意力达一个小时以上，真是很难。

This matter requires our close attention.这件事我们必须密切注意。

He drew attention to the rising unemployment.失业率日渐升高引起了他的注意。

We listened with attention to what he said.我们倾听他所说的话。

My grandfather is over eighty and needs a lot of attention.我的祖父年过八十，需要经常照顾。

The patient needed immediate attention.这位病人需要立即治疗。

常构成的短语：

pay/give attention to 注意 attract/catch/draw/get one’s attention 吸引某人的注意

focus one’s attention on 集中注意力于 devote one’s attention to 专心于

turn one’s attention to 将注意力转向

背景知识

Jules Verne

Jules Verne(1828~1905),French writer and pioneer of science fiction,whose best known works today are Twenty Thousand Leagues Under the Sea(1870)and Around the World in Eighty Days(1873).

Jules Gabriel Verne was born on February 8,1828,in Nantes,France.His parents were of a seafaring tradition,a factor which influenced his writings.As a boy,Jules Verne ran off to be a cabin boy on a merchant ship,but he was caught and returned to his parents.In 1847 Jules was sent to study law in Paris.While there,however,his passion for the theatre grew.Later in 1850,Jules Verne’s first play was published.His father was outraged when he heard that Jules was not going to continue law,so he discontinued the money he was giving him to pay for his expenses in Paris.This forced Verne to make money by selling his stories.

After spending many hours in Paris libraries studying geology,engineering,and astronomy, Jules Verne published his first novel Five Weeks in a Balloon(1863).Soon he started writing novels such as Journey to the Center of the Earth(1864),From the Earth to the Moon(1866),and Twenty Thousand Leagues Under the Sea(1873).

Because of the popularity of these and other novels,Jules Verne became a very rich man.In 1876,he bought a large yacht and sailed around Europe.His last novel The Invasion of the Sea appeared in 1905.

Jules Verne died in the city of Amines on March 24,1905.

课文译文

儒勒凡尔纳：科幻小说的鼻祖

儒勒凡尔纳在1828年出生于法国。他的父亲送他去巴黎学习法律，但儒勒却对戏剧产生了热爱。为了谋生，儒勒不得不从事写作并卖掉自己的作品。凡尔纳花了好多时间在巴黎图书馆研究地质学、物理学和其他学科。在他的书中他应用了他那个时代最新的理念和科学发明。他小说中出现的好多工具都会使读者想起本杰明富兰克林有名的关于电的实验。通过把他那个年代的科学发展再往前推一步，儒勒凡尔纳奠定了现代科幻小说的基础。他还提出发明在将来会得到怎么样的应用，而这些用法在他那个年代是被认为不可能的。儒勒凡尔纳死于19，远远早于他任何一个梦想的实现。

在《海底两万里》这本书的一开始,那是他的一部有名的小说,世界各地的船只突然失踪,而且这被认为是一只大海怪造成的。艾瑞纳克斯博士，他的仆人以及一位加拿大的捕鲸者开始去寻找那个怪物。在好几个月的搜寻之后,他们终于找到了它。在随后的搏斗中他们三个人被扔进水中。在他们挣扎求生当中，他们发现自己在一个怪物的表面上，而那怪物其实是一艘潜水艇。他们被带上船，尼莫船长不打算杀掉他们,相反却和他们结成永久的朋友。从那天起,他们就计划逃离。

尼莫船长带着他们在海洋里航行。诺特拉斯是一只非凡的船。里面的家具非常的珍贵。大大的窗户可以打开也可以关闭,这使我们能欣赏到海底世界。这只船还非常结实，外面被厚厚的铁板保护着。船上所需要的一切都来自于海洋。电被用来照明,取暖,提供动力和使船抵御外来袭击。

身穿潜水衣，被船的灯光照明，他们行走在这个魔幻世界里。他们发现自己被五彩的岩石、各种各样的鱼、贝类和海底植物所包围。这些海底生物在碧蓝的海水中摇曳和慢慢移动。

自从这本书一出版，读者们就对尼莫船长的性格感到扑朔迷离。你很难说喜不喜欢他。你或许认为他是一个残酷的人，因为他不仅把艾瑞纳克斯和其他人囚禁起来，还破坏船只。然而在其他时候，比如说当他为在沉船中溺死的人哭泣的时候，你又会认为他很温柔和脆弱。

另外一部精彩小说是《地心探险记》。这部小说是以一部古书里的古老文献的发现为开始的。他向人们解释了怎样发现去地心的路。两位男子决心去冰岛冒险，在那里他们通过一个死活山口走进了地底。他们的导游带着他们穿越一个狭长的通道来到了地下。经过一个煤层和大理石层，他们已经走得越来越深了。他们喝地下河流的沸腾的水。几天过后，他们来到了地下湖和地下海洋。沿着它们的岸边走，他们穿越了一个大森林，里面的蘑菇和植物已经在地球上生存了几百万年了。为了穿越海洋，他们造了一个小筏子但是在海上还是受到了古代海怪的袭击。最后，他们的小筏子被卷入了急流。伴随着越来越高的速度和温度，他们被位于意大利南部的火山口喷出。

弗兰肯斯坦的故事

没有人会比我有一个更加快乐的童年。不同于其他孩子的玩耍和冒险，我有一种强烈的求知欲。我对于语言结构和法律一点都不感兴趣。我想知道地球和天空的奥秘。我的父亲没有科学方面的专业知识，所以我必须在没有人指点迷津的基础上自己去寻找出路。我开始寻求智慧，并梦想找到治愈我疾病的办法。

我阅读了所有有关这件事的书籍。我研究了数学和物理还有其他知识渊博的作者的书。在我17岁的时候，我的父母送我上了大学。但是我发现大学里所教的东西非常地令人失望。因而我决定开创一种新的方法，探索未知的力量，并把大自然最为神奇的秘密揭示给世人。

一个吸引我注意力的现象是人类的身体构造，和任何活着的动物的身体构造。我经常问自己，生命的法则是来自于哪里呢？在无数个日日夜夜的极辛苦劳碌中，我发现了人类的起源和怎样从死去的物质中创造新生命。

当我发现我手中拥有这样神奇的力量之后，我犹豫了好久究竟应怎样用它。尽管我知道怎样创造生命，怎样为这个生命准备好它的肌肉和器官，这仍然是一项困难的工作。一开始我还犹豫是否要创造一个像我一样的人，或者只是几个简单的器官。但是很快我便什么也不想，只想创造一个像人一样完整和神奇的生物。

正是怀着这些情感我开始了我创造人的过程。由于人的身体的各部分过小延误了我的速度，我决定把这个人的尺寸做的比平常人更大一些:高有八尺。在这种想法的引导下，花了好几个月搜集和整理材料，我才真正开始。

谁能想到我这项秘密工作的恐怖？我从坟墓里搜集死人的骨头，并把死人的尸体切开。我的好多工具都是来自于肉铺和医院。是在一个11月份的夜晚，我看到了我工作的结果。我把我的器具放在我的身旁，用这些器具，我可以使我脚底下的这个死了的生物复活。直到第二天一早，我的蜡烛快熄灭的时候。我才看到那个生物睁开他那黄色污浊的眼睛。

我看着我创造的这个怪物。它揭开了床单，而且它的眼睛，如果能被称之为眼睛的话，看着我。他的头发很黑，牙齿像雪一样白，但是皮肤焦黄。当它的薄薄的黑色嘴唇张开的时候，只有一些怪异的声音发出。当他还没被完工的时候它就够丑陋的了，而现在它就是一个活生生的活着的梦魇。

篇15：高二英语Unit12 Fact and fantasy知识点总复习教案

高二英语Unit12 Fact and fantasy知识点总复习教案

Section I 课前准备、听力、口语 1. Try the quiz below to see if you know any better. 试一试下面的知识检测，看看你是否了解的更多。(P.9 Question 2) if: (1) if conj. “是否”，在此语境中可用whether 代替。He asked whether / if we wanted a drink. 他问我们是否要喝点饮料。注意：whether与if (作“是否”解时)都可以连接宾语从句。 (2) if不能替换whether的5种情况：a. 正式文体中，句中有or not时I wonder whether it is big enough or not. 我想知道它是否足够大。注意：在口语中“if...or not”可接受，但连写的“if or not”是错误的。b. 引导主语、表语、同位语从句时：Whether it is true (or not) remains a question. 它是不是真的还是一个问题。c. 作介词宾语时I havent settled the question of whether Ill go back home. 我还没决定是否要回家。d. 在不定式前，与不定式组成词组She hasnt decided whether to go or not. 她还没有决定去还是不去。e. 作discuss等词的宾语We discussed whether we should close the shop. 我们讨论是否该关闭那家商店。 (3) if还有“假如”之意，引导条件状语从句，而此时的条件状语从句，又具体分为两种情况：表示真实条件和表示假设条件，详解如下： a. 表示真实条件。“如果” If he told you that, he was lying. 如果他是那样对你说的，他就是在撒谎。If it rains tomorrow, we will stay at home. 如果明天下雨，我们就不出去。注意：if条件句要求用一般时表示将来，不用will表示将来，只有在表示“愿意”或“不愿意”时，if后才可以跟will或wont。If you wont come, Ill go alone. 如果你不愿意来，我就一个人去。 b. 表示假设条件，“假如”，用虚拟语气与现在事实相反 If I were you, I would help her. 我要是你的话，我就会帮助她。与过去事实相反 If I had not missed the train, I would have got home by now.假如我没误了火车，现在早该到家了。与将来事实相反 If any one should call, please let me know. 万一有人打电话来，请告诉我一声。拓展：as if (=as though) 好像(引导方式状语从句或表语从句); even if (=even though) 即使 (引导让步状语从句); if only (引导感叹句，要用虚拟语气)但愿，要……就好了; (引导状语从句，要用虚拟语气) 要是，若是; only if (引导状语从句，用陈述语气)只有 2. What is the highest mountain on earth and how high is it? 世界上最高的山是什么山? 有多高? (P.9 Question 2 No. 1) Which is the longest river on earth and how long is it? 世界上最长的河是那条? 有多长? (P. 9Question2 No. 3) 1) What (1) pron. (疑问代词) 什么 What happened next? 后来怎么样了呢? What do you want? 你要什么? (2) pron. (连接代词，引导名词性从句等) 所……的事(或人) What was once regarded as impossible has now become a reality. 过去认为不可能的事现在已成为现实。The city is not what it used to be. 这个城市不再是先前的模样了。 2) 辨析：what与which (1) which既可引导定语从句，又可连接名词性从句；而what不可引导定语从句。 (2) which，what同为名词性从句的连接代词时，都可在所连接的`名词性从句中充当主语或宾语，其区别在意思上。what强调“内容”，而which强调从已知的、确定的范围中做出选择。This river, which flows through London, is called the Thames. (which引导非限制性定语从句)这条流经伦敦的河，叫泰晤士河。What book are you going to read? 你要读什么书? Which book are you going to read, this one or that one? 你要读哪一本书，这本还是那本? 注意：以下句子中常用what。(1) What season do you like best? 你最喜欢什么季节? (2) What day is today? 今天是星期几? (3) Whats the date today? 今天是几号? 联想：somewhat adv. 稍微，有点whatever pron. 无论什么；凡是……的东西拓展：What about…? (用于征求意见时)……怎么样(=How about); what if倘使……将会怎么样；即使……又有什么要紧；尽管……又有什么关系; what for为何目的；为什么what is more而且 3. Why does Sam need to know the time. 为什么Sam需要知道时间？(P. 10 Listen- ing Ex. 2 No.1) need: (1) n. [U] 缺乏，缺少，需要 There is no need for you to be anxious. 你没必要焦虑的。 (2) n. [C]必需品￡10 a month will meet my needs. 一个月10英镑可满足我的需要。 (3) v. 需要 This job needs a lot of care, attention and time. 这工作需要花费很多心思和时间。She likes to feel needed. 她喜欢感觉有人需要她。 (4) v. aux. (无时态和人称变化；多用于疑问句和否定句；后接没有to的不定式；need not缩写为neednt)需要，必须 -- Need l go? 我必须去吗? -- Yes, you must. (No, you neednt.)是的，你必须去(不，你不必去)。He need not have come last night. 他昨晚本来没必要来的。(但实际来了) 注意：need not have done表示某一个已经发生的动作实际上不必发生，常译为“不必……也行”等。比较：He didnt need to come last night. 他昨晚不必来。(实际上也没有来) 辨析：need, require与want: (1) 三者后接名词、代词或数词，意思为“要”或“需要”。三者后接被动的不定式或主动的动名词，意思为“需要”或“应该”。(2) need (需要) 和want (想要) 可以接主动的不定式作宾语，而require不可以。(3) require和want可以接复合宾语，而need不可以。(4) require可以接宾语从句，而且从句中的谓语动词必须用(should+) 动词原形”；need和want不可以。(5) need可以作情态动词，而require和want不可以。例如：The work needs / requires / wants patience. 这工作需要耐心。The house needs / requires / wants to be cleaned / cleaning. 这房子需要清扫。He needs / wants to see you. 他要见你。I require / want you to be here this evening. 我请你今晚到这儿来。They require that I (should) appear. 他们要求我出场。You need not write down your translation. 你们不必写下译文。联想：(派) needful adj. 需要的，必须的needless adj. 无需的，不必要的needlessly adv. 不需地，无谓地 needy adj. 贫穷的，贫困的拓展：at need紧急时; be / stand in need of 需要; if need be / were 如果必要的话; more than needs 超过需要; There is no need for sb. to do sth. 某人做某事是不必要的。 4. … and talk about what you believe may come true in the future. 谈一谈你认为将来可能实现的事？(P.10 Speaking 第四行) (1) link. -v. 成为，变成 His dream came true. 他的梦想实现了。 (2) come + to do (不定式中的动词多为表示心理活动的动词，如：understand，realize) 终于……；开始…… I hope well be friends and come to understand each other.我希望我们成为朋友并逐渐相互理解。He came to realize that he was wrong. 他开始认识到自己错了。辨析：get，go，turn与come get强调造成事件的施动者发挥的作用或变化的结果。go常常表示不顾施动者的愿望而发生的变化，多用于表示恶化的情况。turn经常表示从某种状态向其对立状态转化的自然现象。come大都表示向好的方面转化。They got married 10 years ago. 他们前结的婚。Please dont get angry. 请别生气。The eggs went bad. 鸡蛋坏了。The telephone has gone dead. 电话断了。The weather has turned much colder. 天气变得冷多了。Everything will come right in the end. 最终一切事情总会变好的。 5. Doctors may find a way to keep us young forever. 医生可能会找到一种让我们青春永驻的办法。(P.10 Speaking “Young forever” 第二个A) 部分名词后接不定式或介词 + 动名词 1) 在chance，way，opportunity，time等名词后，既可用不定式，又可用“介词 + 动名词”作定语。如：Id like to have a chance to see / of seeing your teacher. 我想找个机会见一个你们的老师。Im glad to have the opportunity to talk / of talking to you. 我很高兴能有这个机会跟你谈话。 2) 在ability，resolution，tendency等名词后，通常用不定式作后置定语。如：Does he have the ability to do the work? 他有做这项工作的能力吗? He has made a resolution to go abroad. 他决心出国。She has a tendency to become fat. 她有发胖的趋势。 3)当被修饰的普通名词前有序数词修饰时，该名词的后置定语也须用不定式而不是“介词 + 动名词”。Antonio Gaudi is the first one to understand that.安东尼奥是第一个理解那件事的人。He is always the first one to come and the last one to leave. 他总是第一个来，最后一个离开。 4)而在habit，idea，intention，method，objection等名词后，通常只跟“介词+动名词”作定语。I have the habit of taking a nap after lunch. 我有午饭后睡午觉的习惯。She dismissed the idea of becoming an artist. 她打消了当艺术家的念头。He had no intention of keeping his word. 他不想遵守诺言。We like his methods of teaching English. 我们喜欢他教英语的方法。He had an objection to (prep.) doing it. 他反对做此事。 Section II 阅读 6. By taking the scientific developments of his day one step further,… 通过将他所处时代的科学发展向前推进一步… (P.11 第一段倒数第4－3行) by prep. 表手段、方式或原因 (1) 以……，借助于……，用…… I go to school by bus, but my father goes to office by car. 我乘公共汽车上学，但我爸爸开车上班。I sent the letter by e-mail. 我将那封信以电子邮件寄出。 (2) 借、靠、因…(置于动名词前，表方法、手段、原因)

篇16：高二英语Unit 18(全)(人教版高二英语下册教案教学设计)

Ⅰ.Brief Statements Based on the Unit

This unit provides the students good English language materials.Their interest in creating something useful will be aroused.In the first period,we’ll begin with how the students come to school.Then problems such as flat tyre will come up.In order to solve the problem,we’ll see a new type of bicycle and other new inventions.While talking about them,the students’ speaking ability will be improved.Listening is about two men,who want patents.After listening to it,the students will improve their listening ability.And students will practise how to express and support an opinion in the speaking part.In the second period,the text will be dealt with.The students’ interest of creation will be greatly aroused.Students will improve their reading ability as well as master the useful words and expressions.In the third period,some useful words and expressions will be mastered by the students after they finish the exercises.Also,the Attributive clause is reviewed in this period.In the last period,students will learn some useful words and expressions from the reading passage.And the students are asked to write an article describing a computer to improve their writing ability.After Ss study the whole unit,their abilities to listen,speak,read and write will be improved.

Ⅱ.Teaching Goals

1.Talk about inventions.

2.Practise expressing and supporting an opinion.

3.Review the Attributive Clause.

4.Write a process essay.

Ⅲ.Background Information

1.Practical Computer English

Cannot open list file(不能打开清单文件)

Cannot open run file(不能打开运行文件)

Compare process ended(比较处理结束)

Compare more files(Y/N)(还作文件比较吗？)

Copy complete(拷贝完成)

Copy another(Y/N)（还要拷贝另一个吗？）

Under finded line number(未定义行号)

Directory entries adjusted(目录页已调整)

Disk boot failure(磁盘自举失败)

Disk not compatible(磁盘不兼容)

Data record too large(数据记录太大)

Entry error(登记项错误)

Error loading operating system(装入操作系统的错误)

File sharing conflict(文件共享的冲突)

Files are different sizes(文件大小不同)

Files compare OK(文件比较成功)

Incorrect parameter(参数不正确)

Insufficient disk space(磁盘空间不足)

Insufficient memory(内存空间不足)

Can’t continue(不可能继续)

Device fault(设备故障)

Device I/O error(I/O设备错)

Device timeout(设备超时)

Disk full(磁盘满)

Disk write protect(磁盘写保护)

Disk not ready(磁盘没准备好)

Division by zero(除数为零)

Duplicate definition(重复定义)

File already exists(文件已经存在)

File already open(文件已打开)

File not found(文件没找到)

FOR without NEXT(For语句中没有对应的next语句)

Illegal direct(非法的直接使用)

Illegal function call(非法函数调用)

Incorrect DOS version(不正确的DOS版本)

Internal error(内部错误)

out of data(数据不够)

out of memory(超内存)

out of paper(打印纸不够)

overflow(溢出)

Path not found(路径没找到)

String too long(字符串过长)

Subscript out of range(下标范围不够)

Syntax error(句法错误)

Too many files(文件过多)

Type mismatch(类型不匹配)

Access denied(存取被拒绝)

Backup file sequence error(后备文件顺序错误)

Bad or missing command interpreter(非法的或缺少命令解释程序)

Bad partition table(非法的区分表)

Bad unit(非法的装置)

Batch file missing(批处理文件丢失)

Cannot execute FORMAT(不能执行FORMAT)

Cannot find system files(找不到系统文件)

Cannot open overlay(不能打开覆盖段)

2.TV of the Future

Where is television going from here?Television,the box itself and what it does,is changing greatly.While nobody is really sure what it’s going to look like,TV and the Internet are coming silently together.In the old days of broadcasting,people used to say that the real miracle(奇迹)of television was turning air into money.The television miracle of the future is interactive(相互影响的).

“The Internet is the most significant change in creating what becomes the next mass media that I think any of us will experience in our lifetime,”says Tom Frank,a network expert.Using unused lines in the TV spectrum(范围),broadcasters are learning how to put brand-new interactivity into TV programs.There will be a little instrument that will indicate that interactivity is present and possible.Then,just will a standard remote control like this you would be able to press one button and say,start that interactivity.A menu would appear,similar to the one on a web site,that would let you interact with the program as it was being broadcast.If you are watching a cooking show,for example,you can print the recipe(烹饪法)or even pause the show and buy the ingredients.Many web sites do exist now where you can actually get your food shopping done for yourself and delivered to your house.So you can order the very ingredients for the dish you are watching the chef make on TV.And it will bring the right quantity of things directly to your house.

You could also interact with TV commercials.While you’re watching a commercial,you have the choice to buy the clothes the actors are wearing.Of course,the more you interact with this new sort of TV,the more you leave a digital record,and the more advertisers learn about your shopping habits.In fact,TV ads might be targeted at this special group of people who share a common interest.In the future,almost anything might be possible.Even news programs like World News Tonight could be improved.You could have the choice of changing camera angles.If you wanted,you could pause what a reporter is saying and go back to World News Tonight to watch the next story,or skip to the last story in the show,or perhaps go deeper into a topic and view an interview prepared for Nightline later on.In the near future,you’re expected to see television develop to become more like the Internet,meaning more choice,the ability to do the sorts of things you want to do at the moment you wish to do them.

Ⅳ.Teaching Time:Five periods

The First Period

Teaching Aims:

1.Improve the students’ listening ability.

2.Talk about some topics about inventions and practise supporting an opinion.

3.Learn and master some useful words and expressions.

Teaching Important Point:

Train the students’ listening and speaking abilities by talking about and listening to some materials.

Teaching Difficult Points:

1.How to help students to improve their listening ability.

2.How to help the students to learn to express and support an opinion.

Teaching Methods:

1.Discussion to make students talk about inventions.

2.Individual or pair work to make students practise their speaking ability.

3.Listening practice to improve the students’ listening ability.

Teaching Aids:

1.the multimedia

2.the blackboard

3.some cards

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Warming-up and Discussion

T:(Walk to one student.)How do you come to school every day,Wang Jing?

S:I come to school on foot every day.My home is quite near.It only takes me about ten minutes.

T:That’s quite convenient.You’re lucky.And,Li Fang,how about you?

S:I come to school by bike.It takes me about 15 minutes to get to our school.

T:You must be careful on your way to and from school.There must be many people on the road.Do you think it convenient?

S:Most of the time it is,but sometimes my bike has a flat tyre.I have to get it repaired and therefore I’ll be late for school.Once I even lost my bike.When I went to get it,it was gone.I had to take a taxi to go home and buy another bike.

T:I’m sorry to hear that.But suppose a new type of bike has been invented,what do you want it to be like?

S:I think the new type of bike can be folded up and carried about so that it will not be stolen.

T:Good idea.But this is not very convenient.It’s not easy for you to carry a bike around,is it?

S:No,it isn’t.What should it look like then?Please tell us.

T:OK.Let’s watch the short video.

(Play the video for explaining how an inflatable bicycle works.)

T:That’s the new type of bike.It’s a kind of inflatable bicycle.Who can tell us the advantages of it?

S:Let me have a try.We’ll not have to worry about having our bikes stolen again.Because we can let the air out and put the bike in bag.It’s very convenient to be carried around since it is not heavy.

T:Very good.I think I’ll buy one when it is on sale.We know that inventions can make our life easier and better.Today we’ll talk about some inventions.

(Stick the pictures of electric shoes,inflatable bicycle,edible chopsticks and nose-top computer on the blackboard and then mark one,two,three and four.)

① ②

③ ④

T:Look at these pictures,please.Do you know what they are?Li Jie,will you have a try?

S:I think the second invention is the inflatable bike that we’ve just talked about.In the third picture,the man is eating the chopsticks after his meal.I guess these chopsticks are edible ones.I’m not sure about the others.

T:Good.You’re right.The second one is the inflatable bicycle.(Bb:inflatable bicycle)and the third are edible chopsticks.(Bb:edible chopsticks)They’re delicious and environmentally friendly. We can save some trees and have a snack at the same time.They come in five different flavours. You will never need to wash chopsticks again.Isn’t this wonderful?

S:Yes,it’s great.But,Miss Guo,maybe we could invent edible plates,bowls,cups and so on.

T:Oh,you’re great!I’m sure you have got a wonderful idea.Maybe one day you can invent such things.Study hard and you’ll be an inventor in the future.Now,let’s look at the first picture.Who knows what it is?

S:I think it is a special kind of shoe which can make electricity.If we wear such shoes,we can see the road in dark places.We needn’t take a flashlight with us any more.

S:I don’t quite agree with you.Maybe this shoe can make you feel warm using the electricity it makes.

T:You both are very clever.This is called the electric shoe.(Bb:electric shoe)The heel of this shoe is a machine that makes electricity with every step you take.You will never need batteries again.But maybe you have better ideas about how to make use of the electricity it makes.If you like,you could have a try to make your own invention in your spare time.Now,let’s look at the fourth picture.Does anybody have an idea?

S:It looks like a computer which is fixed onto the man’s nose.And the keyboard is on his vest.I can’t believe it.

T:Yes,you’re quite right.This is called the nose-top computer.(Bb:nose-top computer)This new nose-top computer weighs less than a pair of glasses.It fits comfortably on your nose.When you want to type something you can use the keyboard vest.You will never have to carry a heavy laptop computer.These inventions are all wonderful.But which of them do you think would be useful?Please have a discussion in groups of four and tell us why you think so.

(Ss have their discussions in groups of four for about five minutes.Teacher may ask one group to act out their discussion or report their results.)

Sample dialogue:

A:I think the inflatable bicycle would be useful.Because it’s convenient to carry and we needn’t worry about having our bikes stolen.

B:That’s quite true,but I think the edible chopsticks are useful.Because it not only saves trees but also saves water.It is very important to save our natural resources and protect our earth.

C:You’re quite right,but I have a different opinion.I think the nose-top computer is useful.Because the computer is used more and more widely.It’s convenient to carry such a computer around when doing business.

…

Step Ⅲ Preparation for Listening

T:We know that when someone has invented something,usually he will go to a patent officer to apply for a patent.Now,let’s listen to two dialogues.In these two dialogues,Mr Dean and Mr Scoles both have invented something.They’re trying to get the patent for their inventions from the patent officer.Before we listen to the tape,go through the questions on Page 15 by yourselves,and see what we should do after listening.

Step Ⅳ Listening

T:(A few minutes later.)Are you ready?

Ss:Yes.

T:OK.Listen carefully and answer the questions first on your own and then check your answers with your partner.

(Play the tape twice for students to listen to and then answer the questions.Play it a third time for students to check their answers.Allow the students a few minutes to check their answers in pairs.At last,check the answers with the whole class.)

Step ⅤSpeaking

T:Well done.Now,you’ve known how to apply for a patent.Let’s play a game.Each of you will be given a role card.Work in groups of five:four inventors and one patent officer.Each inventor should explain how the invention works and why it is useful.The patent officers should ask questions and decide if each invention is a good idea or not.And I’ll show you some useful expressions to help you.

(Hand out the role cards and show the useful expressions on the multimedia.)

Useful Expressions:

This invention can help people…

What does it look like?

What’s it made of?

This is a new way of…

How does it work?

How would people use it?

This new invention will make it possible for people to…

(Students work in groups of five and have a discussion for about five minutes.Then the teacher may ask some groups to act out their discussion.)

Sample dialogue:

(A-Inventor A;B-Inventor B;C-Inventor C;D-Inventor D;P-Patent officer)

P:Now,please explain how your inventions work and why they are useful.Your invention is a car that uses water instead of petrol,isn’t it?

A:Yes,that’s right.

P:What does it look like?

A:It looks like an ordinary car.Here’s the picture.Please have a look.

P:Oh,it looks beautiful.What’s it made of?

A:It’s made of a new kind of alloy,which is much lighter.

P:Does it cost more?

A:A little bit.But it can save much more energy,so lots of money is saved.Besides,there is something even more important.It is good for our environment.It doesn’t pollute the air.

P:Sounds great.Thank you.And what’s your invention,sir?

B:My invention is a flying bicycle.

P:A flying bicycle?How would people use it?

B:People can ride it on the road and when there are too many bicycles,people can fly it.Just push one button on the handle,the bicycle will fly.

P:How does it work?

B:It works like a small plane.It has a special engine.

P:This is a new way to improve our traffic condition.Thank you.(To C)Would you please explain your new invention to me?

C:My invention is a machine that makes it possible for people to know the future.

P:How would people use it?

C:People just input their date of birth,hobbies,dislikes and anything about themselves,and then press the button,wait for a moment,and they will see the result on the screen.

P:That’s interesting.Thank you.(To D)What’s your invention,please?

D:It’s a pen that can automatically translate what you write into a foreign language.

P:Good.It can help people communicate freely with foreign friends.People needn’t study foreign languages hard any more.But,maybe it will make it more difficult for people to communicate orally.They will have to write down what they want to say.This is not convenient. For the flying bicycle,what if there was something wrong with it when it was flying in the air?I think it would be rather dangerous for the people walking on the ground.Maybe the bike would fall onto them and cause an accident.Of course the rider would be in danger,too.For the machine that makes people know the future,I don’t think it’s a good idea for us to know our future too early.I think the most useful invention is the car that uses water instead of petrol.So I will give the inventor of this new car a patent.

A:Thank you,sir.

Step Ⅵ Summary and Homework

T:Today we’ve learnt how to express and support an opinion.And we’ve learnt how to apply for a patent when you have made an invention.Many of you have wonderful ideas about new inventions.Study hard now and I believe you’ll make your own inventions in the future.In the next period,we’ll read about how to be creative and how to be an inventor.It’ll be very useful for you.Preview the reading part carefully after class,please.OK.That’s all for today.See you tomorrow!

Ss:See you tomorrow!

Step Ⅶ The Design of the Writing on the Blackboard

Unit 18 Inventions

The First Period

① ②

electric shoe inflatable bicycle

③ ④

edible chopsticks nose-top computer

The second period

Ⅰ Teaching Aims:

Learn and master some new and important language points;

Improve the Ss’ reading ability by reading and comprehending the text;

Get the Ss to learn how to be creative.

Ⅱ Teaching Focuses:

The main idea of the text.

Finish all the reading comprehension exercises.

The four thinking strategies.

Ⅲ Teaching Methods:

Question-and-answer activity. Some games.

Group work, pair work or individual work to make every student work in class.

Ⅳ Teaching Aids:

1．A multi-media computer 2．A tape recorder and a tape.

Ⅴ Teaching Procedures:

Step 1 Lead - in

Show a picture of a bulb to the students. Ask: Who invented it?

Then show the portrait of Edison to the students. Ask: Do you know anything about his childhood? If they don’t, tell them sth. about his schooling, and then say: People are not born creative, and you don’t have to be very intelligent to be an inventor. We can learn to be creative. Today we’ll learn how to be creative.

Step 2 Pre-reading

Scan the title and the four sub-titles, and guess what’s the text about?

A. how to become a great thinker

B. how to improve your IQ

C. how to become more creative

Step 3 Fast-reading

1.What’s creative thinking?

It is one of skills and habits.

2.How do people come up with ideas for new inventions? In how many ways?

By good thinking strategies.

Step 4 Careful-reading

T: well, now let’s read the text carefully by listening to and reading after the tape one paragragh after another. You are required to finish off all the comprehension tasks for each part.

Part 1: general idea.

Part 2: What is to “think outside the box”?

To think outside the box is to try new ways to solve a problem.

To rephrase a problem to allow for creative solutions and also try “impossible” or “crazy”solutions.

To make a conscious effort to break away from old thought patterns.

Game 1: How do you connect all the dots with only four straight lines?

Game 2:

Mike’s father is a policeman. Why did Mike recognize him among his workmates though they were all in uniform?

Who never goes to see a doctor,even when he is ill ?

It is leaking( 漏水 ) everywhere in the office on a rainy day, why nobody has got wet?

The plane crashed, but there were nobody injured. Why?

Why a river richer than a bank?

Part 3: Take another look at it

a change in perception

to look at a problem in as many way as possible

Each new way of looking at a situation improves our understanding and makes it easier to discover new possibilities.

Game 3:

Can you only see a pot? Pay attention to the dark!

Two faces!

Part 4: Make connections

try to combine new and old ideas in as many different ways as possible

try to make connections that may seem strange at first

think of new applications and solutions

Part 5: Keep trying

develop new ideas even when they were tired or did not feel inspired

For each new invention that works, there are at least ten that do not.

Step 5 Post-reading

1. Match the examples with the right titles:

Example 1: think outside the box.

Examples 2&3: keep trying

Example 4: take another look at it.

Example5: make connections.

2. T or F exercises.

1) Most inventors have high IQs.

2) The things we know can sometimes make it more difficult for us to understand.

3) It’s impossible to learn how to be creative.

4) The best way to find a good solution is to look for one good answer.

5) Inventors try to avoid failure.

6) The more ways we have of looking at a problem, the more likely it is that we can find a solution.

7) Most good ideas are the result of a long process of trial and error.

3.Reading comprehension.

1) We can get the conclusion from the fifth paragraph that ____ A. to be clever can lead to success B. he who laughs last laughs best

C. failure is the mother of success D. never too old to learn

2). The sentence “ good ideas are no accident” means the following except that ____

A. Good ideas never come by chance. B. The accident is not caused by good ideas.

C. To be successful needs many trials and errors.

D. Failures can also help us move towards a better solution.

3). Another proper title for the text is probably ____

A.Creativity B.Great thinkers C. How to solve problems D. Connection

Step 6 Discussion (Groupwork):

1. How do you understand the title of the passage?

If we want to be creative, we should follow these rules---think outside the box, take another look at it, make connections and keep trying. These rules also work when we solve a problem .

2. What other rules should you have if we want to be creative?

3. Of all the rules discussed above, which one do you think is the most important? Why?

Step 7: Homework

P 61 Exx 1 & 2.P 131 Exx 1, 2&3.

Ⅵ Bb writing

On slides. No writing on the Bb

The Third Period

Teaching Aims:

1.Review the useful expressions learnt in this unit.

2.Learn the derivatives of some words.

3.Review the Attributive Clause.

Teaching Important Points:

1.The useful expressions learnt in this unit.

2.Review the Attributive Clause.

Teaching Difficult Point:

How to help students master the Attributive Clause.

Teaching Methods:

1.Review method to consolidate the useful expressions learnt in the last two periods.

2.Practise to help students master the derivatives of some words.

3.Different kinds of practice to help students master the Attributive Clause.

4.Pair work and individual work to make every student work in class.

Teaching Aids:

1.the multimedia

2.the blackboard

3.some pictures and cards

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Grammar

T:Today we’ll play a game first.(Stick some pictures of famous people on the blackboard.Cf:The Design of the Writing on the Blackboard.)Look at the blackboard,please.These are pictures of some famous people.Do you know them?Maybe you’re familiar with some of them,but maybe others are strange to you.Don’t worry.I’ll give you some cards.There’s one sentence on each card.The sentence describes a famous person.Guess the name of the person first and then match the card with the picture.Do you understand?

Ss:Yes.

(Teacher hands out some cards on which are the sentences in Word puzzle.)

T:Now,please have a short discussion to find out who the person is and then match the card with the picture.When you find out the answer,please come to the blackboard,stick the card and write the name below the picture.

(Students prepare for a moment and then they begin to match the cards with the pictures.)

T:Have they matched the cards with the pictures correctly and got the correct names?

Ss:Yes.

(If there’re any mistakes,teacher may ask some students to correct them.)

T:OK.Now,fill in the word puzzle using the names of the people that you’ve just found out.

(Stick on the blackboard a piece of paper with the word puzzle on it.)

(A moment later,ask several students to write down their answers.Cf:The Design of the Writing on the Blackboard.)

T:Do you agree with them?

Ss:Yes,they’re quite right.

T:Good.These people are all famous people.Look at the sentences on the cards.What do you find?

S:I find that there is an Attributive Clause in each sentence,restrictive or non-restrictive.

T:Yes,you’re a careful girl.This game is also for you to review the Attributive Clause.Read these sentences again and find out the Attributive Clause in each sentence.

(A moment later,ask some students to say their answers.)

Suggested answers:

Across:

1.…,whose name is always linked with his cartoon characters,such as Mickey Mouse and Donald Duck.

2.…,who was born in Germany but spent his last years in the USA.

3.…,among whose big inventions are electric lighting and the motion picture camera.

4.…,whose many great films were City Lights and Modern Times.

5.…,who died in a plane crash in .

6.…,whose famous songs include Blowing In The Wind.

7.…,who discovered the Law of Gravity.

Down:

1.…,who lived in China before the Liberation.

2.…,who fought for the freedom of slaves in the USA.

3.…,who was Adam’s wife.

4.…,whose ideas about the future have often become reality,…

5.…,who later bravely fought against the British invasion and saved her country and people.

T:We’ve learnt a lot about the Attributive Clause before.We know that it is a very important grammar item,so let’s do some more exercises to consolidate it.Turn to Page 61,and finish Exercise 2 in Grammar part.

(Allow the students a few minutes to finish it and then check the answers.)

Suggested answers:

1.The wires with which the machines were connected were very old.

2.Leonardo da Vinci,who was interested in both literature and science,painted the famous“Smiling Mona Lisa”.

3.The pilot with whom we had dinner told us stories about his travels.

4.The four ancient Chinese inventions,which we are proud of,have remained important in human history for thousands of years.

5.Mozart,whose music is well liked by people all over the world,showed his talent in music at a very young age.

6.The photos are kept in that cupboard in which/where we found our parents’ old photos.

7.The country from which this news report is coming is on the other side of the world.

8.One of the first inventions of human beings was the wheel,which we don’t know who first invented.

T:In this unit,we have learnt a lot about new inventions and famous inventors.Now,let’s do an exercise using what we’ve learnt in this unit to review the Attributive Clause.Turn to Page 61 and finish Exercise 1 in Grammar part,please.Finish them first by yourselves and then you may discuss your answers in pairs.

(A few minutes later,ask some students to read out their answers.Students may have various answers.)

Suggested answers:

1.…can be used at home or in an office.

2.…it is not convenient to use a desktop computer.

3.…businesses are busy.

4.…you can obtain a patent for your invention.

5.…we need something more useful or more convenient to satisfy the needs of people.

6.…invents things.

7.…are both delicious and environmentally friendly./can be eaten.

Step Ⅲ Word Study

T:As you know,there are a lot of useful expressions in this unit.Let’s do some exercises to review them.

(Show the following on the multimedia and allow the students a couple of minutes to finish it.)

Fill in the blanks with correct prepositions.

1.I’m tired__________washing clothes by hand.I’ll buy a washing machine tomorrow.

2.You’ve got to break away__________old thought patterns in order to develop creative thinking.

3.She was telling us about her sick mother when she suddenly broke__________tears.

4.The students like physics classes because the way their teacher teaches allows__________creativity.

5.I don’t want to keep the hen any more;I’ll exchange it__________twenty eggs.

6.During a test,it’s always wise to move on when you get stuck__________a difficult problem and come back to it later.

(A moment later,ask some students to say their answers and then check them with the whole class.Give some explanations when necessary.)

Suggested answers:

1.of(be tired of doing sth.)

2.from(break away from…)

3.into(break into tears/a house)

4.for(allow for…)

5.for(exchange A for B)

6.by(get stuck by…)

T:Well done!After class you should read these sentences more to master the use of the phrases in them.Now,let’s do another practice.

(Show the following on the multimedia.)

Change the form of the following words.

trial→__________(v.)

application→__________(v.)

produce→__________(adj.)

fail→__________(n.)

involvement→__________(v.)

eraser→__________(v.)

inspiration→__________(v.)

possible→__________(n.)

deep→__________(v.)

awareness→__________(adj.)

Suggested answers:

trial→try(v.)

application→apply(v.)

produce→productive(adj.)

fail→failure(n.)

involvement→involve(v.)

eraser→erase(v.)

inspiration→inspire(v.)

possible→possibility(n.)

deep→deepen(v.)

awareness→aware(adj.)

StepⅣ Summary and Homework

T:Today we’ve reviewed some useful expressions and words we learnt before.Also we’ve done some practice to review the Attributive Clause.After class,you should do more practice to master them better.Besides,try to solve the riddles in Part 14 on Page 62.That’s all for today.See you tomorrow!

Ss:See you tomorrow!

Step Ⅴ The Design of the Writing on the Blackboard

Unit 18 Inventions

The Third Period

Walt Disney Albert Einstein

Abraham Lincoln Newton

John Denver Charlie Chaplin

Word puzzle:

The Fourth Period

Teaching Aims:

1.Learn a reading passage to improve the students’ reading ability.

2.Do some writing practice to improve the students’ writing ability.

3.Learn some useful words and expressions.

Teaching Important Points:

1.Improve the students’ integrating skills.

2.Review the Attributive Clause.

Teaching Difficult Point:

How to improve the students’ integrating skills.

Teaching Methods:

1.Reading and understanding to improve the students’ reading ability.

2.Writing practice to improve the students’ writing ability.

3.Individual or pair work to make every student work in class.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step ⅡLead-in and Reading

T:How many of you have a computer at home?Please put up your hands.

(Some students put up their hands.)

Good.Most of you have a computer.What do you do with your computer?

S:I search for information on the Internet.And sometimes I play games with it.

T:Does anybody do anything else with it?

S:I sometimes draw pictures or type something.

S:For me,I sometimes send e-mails to my friends.

S:I listen to the music.

S:I watch football matches.

…

T:Do you think the computer is really useful to you?

S:Not exactly.I can also do these things without a computer.I can go to a library to look for the information that I need.But it’s much quicker and more convenient if I use a computer.

S:I can listen to the music on a tape recorder.

S:I can watch football matches on TV.

…

T:You’re quite right.New technology is often used in old ways.Now,please have a discussion in groups of four to complete the chart shown on the screen.

(Show the following on the screen and give the students a moment to have a discussion.)

Technology Usage

Computer Used as a typewriter

--------

The Internet Used as a library

--------

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

--------

(After a few minutes,ask several students to say their answers.Students may have various answers.)

Suggested answers:

Technology Usage

Computer Used as:

a typewriter

a projector

a video game player

a drawing board

The Internet Used as:

a library

a TV

a telephone

a radio

Used to:

send e-mails

read news from home and abroad

Cellphone Used as:

a telephone

a telephone directory

a video game player

a watch/calendar

an alarm clock

Used to:

send information to others

T:Well done!Now,let’s read the passage about new technology carefully.Try to find out the answers to the two questions on the screen.After you finish,you may have a discussion in pairs.

(The following questions are shown on the screen.)

1.Why are scientific metaphors like “memory”and“cut and paste” useful?How may they limit our thinking?

2.Think of more words we use to talk about computers and Internet.How well do they describe the things or actions they are used for?Are there other words we could use that might be better?

(A moment later,check the answers with the whole class.Students may have various answers to the second question.)

Suggested answers:

1.They make it easier for us to understand and use a new tool.They may make it more difficult for us to use the new invention in the best way.

2.Words like:copy,file,delete,lock,enter,return,store

Step Ⅲ Explanation

T:Now,I think you’ve understood the passage well.Please look at the screen.I’ll explain some expressions that you must master.Please listen carefully.

(The multimedia shows the following.)

Language Points:

1.sb. be said to be…

e.g.He is said to be a good basketball player when he was young.

2.A be similar to B

e.g.His new bike is similar to mine.

3.be different from

e.g.Our life is different from what it was ten years ago.

4.now that

e.g.Now that you’ve grown up,you must stop this childish behaviour.

(Explain the notes to students and write the following on the blackboard:sb. be said to be;A be similar to B;be different from;now that.)

Step Ⅳ Listening and Reading Aloud

T:Now,let’s listen to the tape carefully.You can read after it when I play it the second time.Pay more attention to your stress.Are you ready?

Ss:Yes.

T:OK.Let’s begin.

(Play the tape twice for students to listen and repeat.After listening to the tape,students are allowed to read the passage aloud for a while.At last,ask some of them to read the text.One student,one paragraph.)

Step ⅤWriting

T:Just now,we’ve talked about computers.Most of you have a desktop computer at home.(Stick a picture of a desktop computer on the blackboard.)And as you can see,I’m using a laptop computer.(Stick a picture of laptop computer on the blackboard.)These are the most popular computers that we can find.But have you heard that a new type of computer-the palmtop computer,has been invented?

Ss:No.

T:It doesn’t matter.(Stick a picture of a palmtop computer on the blackboard.)Look at the picture.This is a palmtop computer.We know from the picture that a palmtop computer is a kind of computer that we can put on our palm.It’s very small,light and convenient to carry about.Do you like it?

Ss:Yes,I wish I could have one.

T:Certainly you’ll have one someday in the future.From these three pictures we know that computers are getting smaller and smaller.They’re becoming more and more convenient to be carried about.Can you guess what the first computer was like?

S:I guess it must have been a very big one.

T:You’re quite right.(Stick the picture of the Eniac on the blackboard.)Look,this is the first computer.It is as big as a house.Maybe you can’t imagine how big it is.But it doesn’t matter.What we need to know is that computers are becoming smaller and smaller,lighter and lighter.What do you think they will look like in the future and how we will use them?Who’d like to tell us your opinion?

S:Let me try.I think computers may look like a watch or a cellphone in the future.They will become even smaller.We can use them to watch TV,read books,search for information,chat with our friends,check the date and the time,and send information to others.

T:Very good.Now,imagine that you had to describe a computer to someone who lived in the 19th century.How would you explain it?What would you compare it to?You may have a short discussion in groups of three and then write a short description.

(Allow the students a few minutes to discuss and write their compositions.If time limits,allow the students to finish their writing after class.)

Sample description:

Have you seen a computer?Let me tell you something about it.A computer is an electric calculating machine that can store and recall information and make calculations at very high speed.It is a wonderful machine and can do most of the things people can do,but it can work millions of times faster.The first large,modern computer was built in 1946,and people needed a large house to put it in.In the last few years there have been great changes in computers.Today they can be used in many fields.People even use it to pay their bills or order what they want.It is said that in the future computers would arrange everything for people,and do almost all kinds of work.That would be a real computer society!

Step ⅥSummary and Homework

T:Today we’ve read a passage about the scientific metaphors.We’ve talked more about new technology too.In this unit we also learnt how to become more creative by practising good thinking strategies.They can be used to study English,too.Read the tips on Page 64 carefully and try the ideas in future.They’re helpful for your study of English.Besides,we’ve reviewed the Attributive Clause.After class,you should do more practice by yourselves to master it better.Finally,have a discussion with your partner to find the answers to the two questions in Checkpoint 18 on Page 64.I’ll check your answers tomorrow.OK.That’s all for today.

…

Suggested answers:

1.Rephrase,impossible,crazy,break away from,explore,combine,trial,…

2.Convenient,environmentally,friendly,automatically,…

Step Ⅶ The Design of the Writing on the Blackboard

Unit 18 Inventions

The Fourth Period

Language Points:

sb. be said to be…

be different from

A be similar to B

now that

Computers:

The Fifth Period

The Attributive Clause

Teaching Aims:

1.Revise the Attributive Clause,including the Restrictive Attributive Clause and the Non-restrictive Attributive Clause.

2.Revise the use of relative pronouns and relative adverbs.

3.Expand the knowledge of the Attributive Clause.

Teaching Important Point:

The usage of the relative pronouns and adverbs.

Teaching Difficult Point:

Help the students to master the way of choosing a relative pronoun or a relative adverb correctly.

Teaching Methods:

review,explanation,inductive methods

Teaching Aids:

1.the blackboard

2.the multimedia

Teaching Procedures:

Step ⅠGreetings

Greet the whole class as usual.

Step Ⅱ Revision and Lead-in

(Teacher checks the homework exercises first and then shows the following on the screen.)

1.He is a famous scientist.

2.Who’s that girl in red?

3.I’ve read all the books that you lent me.

4.I have lost my pen,which I like very much.

T:That’s all for the homework.Now please look at the sentences on the screen.Pay special attention to the underlined parts.Is there anything in common between them?

Ss:Yes.They all identify the nouns,which are used with them.Each part tells us which thing or person the speaker is talking about.

T:That is to say,the function of each underlined part is the same.Each of them is used as an attribute to describe each noun.Well,are there any differences between them?

S1:Yes.In the first sentence,the attribute is an adjective and put before the noun;the second is a prepositional phrase put after the noun;the third and fourth sentences are full sentences put after the nouns.

T:You are right,what do we call the sentences put after the noun?

Ss:The Attributive Clause.

T:Quite right.In a complex sentence,the clause modifying a noun or a pronoun in the main clause is called an Attributive Clause.The noun or pronoun is called Antecedent.The word that/which introduces the clause(between the noun/pronoun and the clause)is called Relative Pronoun or Relative Adverb.The relative pronouns or adverbs do two jobs at once.They can be used as subjects,objects,attributes or adverbials in the clause;at the same time,they join clauses together.About the use of them,we’ll have particular revision after a while.Now look at the sentences on the screen.

(Teacher shows the following on the screen.)

Complete the sentences with suitable relatives.

1.I know the reason__________he came late.

2.Do you know the woman,__________son went to college last year?

3.The house__________colour is red is John’s.

4.This is the best film__________I’ve ever seen.

5.That is the town__________he worked in 1987.

T:Who’d like to tell me what should be filled in the first sentence?

S2:I think“why”should be filled.Because the antecedent is“the reason”and the relative is used as the adverbial of reason in the Attributive Clause.

T:Yes.How about the second sentence?

(Teacher goes to another student and asks her/him to answer.)

S3:I fill“whose”here.Because the antecedent is “the woman”and the relative is used as the attribute in the Attributive Clause.

T:Right.Sit down,please.Now let’s look at the third sentence.

Suggested answers:

3.whose 4.that 5.where

Step Ⅲ Summarizethe Use of the Non-restrictive Attributive Clause

T:The Non-restrictive Attributive Clause is a clause which gives extra information to the antecedent.So we use a comma to interrupt the sentence.When the Non-restrictive Attributive Clause is cut off,the sentence still has a full meaning.Now look at the sentences on the screen.

(Show the following on the screen.)

1.I have two brothers,who are both soldiers.

2.Next week,which you’ll spend in your hometown,is coming.

3.I’ve tried two pairs of shoes,neither of which fits me well.

T:Pay attention to the underlined parts.There are commas to interrupt the sentences and “that”can not be used in the Non-restrictive Attributive Clause.You should pay more attention to the structure“Indefinite Pronoun/Numbers/Noun/Superlative+of which/whom”is often used in the Non-restrictive Attributive Clause.

Step Ⅳ The Usage of the Relative Pronouns and the Relative Adverbs

T:As we know,relative pronouns or adverbs paly important parts in the Attributive Clause.Now let’s make a list of them on the blackboard first and then revise their usage with the help of the forms on the screen.

(Bb:the relative pronouns:who,whom,that,whose,which;the relative adverbs: when, where, why)

(Teacher collects them first and then shows the following.)

Form 1:

the relative pronouns referring to function in the clause

who people subject/object

whom people object

that people/thing subject/object

which thing subject/object

whose people/thing(of whom/which) attribute

Form 2:

the relative adverb referring to function in the clause

when(=at/in/on which) time adverbial of time

where(=in/at which) place adverbial of place

why(=for which) reason adverbial of reason

(Teacher explains the two forms separately and adds the following with examples on the screen.)

T:1.When a relative pronoun is used as a subject in the clause,the verb must agree with the antecedent in person and number.

e.g.1.Those who want to go to the cinema must be at the school gate by 3:30 p.m.

He who doesn’t reach the Great wall is not a true man.

2.When the antecedent is the structure of “one of +n.(pl.)”,the verb in the clause must be plural,agrees with the plural form.However,if there is “the”or“only”before“one”,the verb in the clause must be singular,agrees with the word“one”.

e.g.2.She is the only one of the girls who has been to Beijing.

He is one of the boys who have seen the film.

3.When the antecedent is a noun for time or place “when”or“where”is not always used to introduce the clause.It depends on the function of the relative word in the clause.

e.g.3.The time when/that I went to Tokyo is in 1982.

I’ll never forget the time which/that I spent at college.

The shop which I bought is big.

The shop where/in which I bought the book is big.

Step Ⅴ The Difference Between “that”and “which”

T:As we know,both“that”and “which”can be used for things,but,the use of them are not always the same.Let’s look at the sentences on the screen.

(Show the following on the screen.)

1.This is the second article that I have written in English.

2.It is the best film that he has ever seen.

3.This is the very book that I want to read.

4. All that they told me surprised me.

5.They talked about the teachers and schools that they had visited.

6. Who is the comrade that was there?

7.There is a bed in the room that is still vacant.

8.Our village is no longer the place that it used to be.

T:From the sentences on the screen,we can make a summary of the use of“that” and “which”.Look at the screen again.

(Show the following on the screen.)

1.In following cases,“that”is often used.

(1)After ordinal number and superlatives.

(2)After the following words:all, only, little, few, much, very, none, last, just, any(thing), every(thing), some(thing),no(thing).

(3)After two or more antecedents,referring to both people and things.

(4)After interrogative pronouns“which”or “who”.

(5)When the relative pronoun is used as a predictive in the clause.

(6)When the main clause begins with “There be”.

2.In following cases,“which”is always used.

(1)After prepositions.

(2)To introduce a Non-restrictive Attributive Clause.

(3)The whole main sentence is the “antecedant”of the relative clause,and there is always a comma.

Step Ⅵ Practice

T:Now let’s do some exercises.Look at the screen.Fill in the blanks,choosing proper relative pronouns or relative adverbs.

(Show the following on the screen.)

1.Tell me the reason for__________you were late for class.

2.Who is the girl__________is speaking there?

3.This is Mr Smith,__________has some thing interesting to tell you.

4.The computer__________CPU doesn’t work has to be repaired.

5.This kind of computer,__________is well-known,is out of date.

6.This is just the place__________I’ve been longing to visit for years.

7.His mother is an engineer,__________makes him very proud.

8.The old man has four sons,three of__________are doctors.

Suggested answers:

1.which 2.that 3.who 4.whose

5.which 6.that 7.which 8.whom

Step Ⅶ Test

T:Now.Let’s have a test.Look at the screen.Do this exercise by yourself.A few minutes later.I’ll give you the answers.

(Show the following on the screen.)

1.I don’t like the way__________he talked to his mother.

A.as B.that

C.which D.by which

2.In the dark street,there wasn’t a single person__________she could turn for help.

A.that B.who

C.from whom D.to whom

3.The weather turned out to be very good,__________was more than we could expected.

A.what B.which

C.that D.it

4.All__________is needed is a supply of oil.

A.the thing B.that

C.what D.which

5.He paid the boy $10 for washing the windows,most of__________hasn’t been cleaned at least a year.

A.these B.those

C.that D.which

6.She spoke about the books and writers__________she remembered.

A.that B.who

C.which D.whom

7.The clever boy made a hole in the wall,__________he could see what was going on inside the house.

A.in which B.through which

C.at which D.on which

Suggested answers:

1.B 2.D 3.B 4.B 5.D 6.A 7.B

Step Ⅷ Homework

Review the Attributive Clause

Step Ⅸ The Design of the Writing on the Blackboard

Unit 18 Inventions

The Fifth Period

The Attributive Clause

Ⅰ.The differences between the Restrictive Attributive Clause and the Non-restrictive Attributive Clause

Ⅱ.The use of the relative words:

1.relative pronouns:who,whom,whose,that,which

2.relative adverbs:where,when,why

Ⅲ.The differences between“that”and “which”

Record after Teaching

篇17：Unit 17New words(人教版高二英语下册教案教学设计)

1, disablity n.无力, 无能, 残疾the state of being disabled

disable______ able_____ ability________

I do not doubt your ablity to do the work.

He is a man of many ablities.

2,get around/about

be able to move from place to place

it is difficult for my grandpa to get around without a walking stick.

Bad news gets around quickly.

3,potential adj.潜在的, 可能的n.潜能, 潜力

a potential problem.潜在的问题

4,guidance n.指导, 领导help or advice

with the guidance/help/ aid of sb.

He did the work with his teacher's guidance. 他在老师的指导下做了这件工作。

under sb.'s guidance 在某人指导下

take sb. under one's guidance置某人于自己的庇护之下

guide n.领路人, 导游者指南vt.指导, 支配, 管理, 带领, 操纵

a Guide to English Grammar 英语语法指南

They guided us to the office. 他们带领我们到了办公室。

5, gift n.赠品, 礼物, 天赋, 才能

gifted adj.有天才的

gifted child n.天才儿童

a birthday [Christmas] gift生日[圣诞]礼物

a person of many gifts多才多艺的人

have a gift for/in poetry [art, language]有诗[艺术, 语言]的天才

talent n.天才, 才干, 才能

talented adj.有才能的

6,assist v.援助, 帮助

assistance n.协助, 援助, 补助,

We all assisted in mending the roof. 我们都帮助修理屋顶。

assist sb. with sth.帮助某人[做某事]

assist sb. to do sth.帮助某人[做某事]

assist sb. in doing sth.帮助某人[做某事]

assistant n.助手, 助教

7, sympathy n.同情, 同情心

I have been a prisoner, so I have a lot of sympathy with other people in prison.

我曾经是个犯人，因此我对其他在监狱里的人深表同情

to be in sympathy with a plan 赞成一项计划

be out of sympathy

a letter of sympathy 慰问信

in sympathy（常与with连用）同情

express sympathy for(对...表示)慰问

8, encourage vt.鼓励, 怂恿

encourage sb. to do sth.鼓励某人(做某事)

be encouraged by受...鼓励[鼓舞]

encouraging adj.鼓励的, 给予希望的,

discourage

courage

9, visual

adj.看的, 视觉的, 形象的, 栩栩如生的

visual arts 视觉艺术

visibility n.可见度, 可见性, 显著, 明显度, 能见度

invisible adj.看不见的, 无形的

invisibility n.看不清, 看不见的东西, 难看见

10, motive n.动机, 目的adj.发动的, 运动的to provide someone with a stong reason for doing sth.

motivate v.激发

to motivate the child to learn new words 激励小孩子学习新词

Examinations do not motivate a student to seek more knowledge.

考试不能促使学生去追求更多的知识。

11, adjust vt.调整, 调节, 校准, 使适合adapt /get used to /

adjust my watch 校准我的表

adjust oneself in the school 适应学校生活

He adjusted himself very quickly to the heat of the country.

他使自己很快适应了这个国家炎热的气候。

adjust oneself to...使自己适应于

adjustment n.调整, 调节

make adjustment to适应

12, ceremony n.典礼, 仪式, 礼节, 报幕员

perform the opening [closing] ceremony举行开幕[闭幕]式

The marriage ceremony took place in the church. 婚礼在教堂举行。

13, victory n.胜利, 战胜, 克服

narrow victory很勉强的胜利, 险胜

gain [have, obtain, win] a (the) victory over战胜...; 击败...

14, dignity n.尊严, 高贵

Although she is very poor, she has not lost her dignity.

她虽然很穷，但没有失去她的尊严。

Ladies and gentlemen should always act with great dignity.

太太先生们的举止应该总是十分端庄体面的。

stand on one's dignity保持尊严；

15, participate vi.参与, 参加, 分享, 分担

participate in v.参加, 参与, 分享

participate in a discussion参加讨论

participate in profits分享利润

participant n.参与者, 共享者adj.参与的

16, facility n.容易设备, 工具

facility charge设备费

17, conduct n.行为, 操行v.引导, 管理, 传导

His conduct disagrees with his words.他言行不一。

Your children conduct themselves well.你的孩子们品行良好。

Metal conducts electricity. 金属导电。

My aunt conducts her business very successfully.我的婶婶把企业经营得很成功。

18, accessible adj.易接近的, 可到达的, 易受影响的, 可理解的

He is proud that his wife is accessible to reason.他的妻子通情达理,为此他引以为豪。

This novel seems to me among the most inaccessible.这本书对我来说是最难懂的小说之一。

Access n.通路, 访问, 入门vt.存取, 接近

There is no access to the street through that door. 穿过那个门没有通向大街的路。

The only access to the town is across the bridge.到镇上唯一的通路是经过一座桥。

Citizens may have free accessto the library.市民可以自由使用图书馆

Unit 17 new words

1, disablity n.无力, 无能, 残疾

disable______ able_____ ability________

I do not doubt ______________________(你的做这个工作的能力)

He is a man of many ablities._____________________

2,get around/about

it is difficult for my grandpa to get around without a walking stick.

坏消息传播迅速。

3,potential adj.潜在的, 可能的n.潜能, 潜力

a potential problem_______________

4,guidance n.指导, 领导

He did the work with his teacher's guidance.

在……的帮助下___________________________________(3)

under sb.'s guidance ___________

take sb. under one's guidance_________________

_____________n.领路人, 导游者指南vt.指导, 支配, 管理, 带领, 操纵

________________ 英语语法指南

They guided us to the office. _______________

5, gift n.赠品, 礼物, 天赋, 才能

gifted ________

______________天才儿童

a birthday [Christmas] gift________________

_____________________多才多艺的人

have a gift for/in poetry [art, language]_________________

talent n.天才, 才干, 才能

talented adj.有才能的

6,assist v.援助, 帮助

assistance n.协助, 援助, 补助,

assist sb. with sth.帮助某人[做某事]

assist sb. to do sth.帮助某人[做某事]

assist sb. in doing sth.帮助某人[做某事]

____________________________我们都帮助修理屋顶。

assistant n.助手, 助教

7, sympathy n.同情, 同情心

I have been a prisoner, so I have a lot of sympathy with other people in prison.

a letter of sympathy __________________

in sympathy（常与with连用）___________

be out of sympathy________________

express sympathy for____________

____________________________赞成一项计划

8, encourage vt.鼓励, 怂恿

encourage sb. to do sth.鼓励某人(做某事)

be encouraged by受...鼓励[鼓舞]

encouraging __________________

discourage__________

courage________________

9, visual adj.看的, 视觉的, 形象的, 栩栩如生的

visual arts ______________

visibility n.可见度, 可见性, 显著, 明显度, 能见度

invisible_______________

invisibility n.看不清, 看不见的东西, 难看见

10, motive n.动机, 目的adj.发动的, 运动的motivate v.激发

to motivate the child to learn new words ________________

____________________________________考试不能促使学生去追求更多的知识。

11, adjust vt.调整, 调节, 校准, 使适合

adjust my watch______________

adjust oneself in the school ___________________

adjust oneself to..._________________

____________________________________他使自己很快适应了这个国家炎热的气候。

adjustment n.____________

make adjustment to_______________

12, ceremony n.典礼, 仪式, 礼节, 报幕员

perform the opening [closing] ceremony__________________________

_____________________ took place in the church. 婚礼在教堂举行。

13, victory n.胜利, 战胜, 克服

a narrow victory_________________

gain [have, obtain, win] a (the) victory over________________

14, dignity n.尊严, 高贵

_________________________________她虽然很穷，但没有失去她的尊严。

Ladies and gentlemen should always act ___________________

太太先生们的举止应该总是十分端庄体面的。

stand on one's dignity_________

15, participate vi.参与, 参加, 分享, 分担

participate in __________________

____________________参加讨论

participate in profits_______________

participant n.参与者, 共享者adj.参与的

16, facility n.容易设备, 工具

facility charge_________

17, conduct n.行为, 操行v.引导, 管理, 传导

His conduct disagrees with his words._____________

____________________你的孩子们品行良好。

Metal conducts electricity. ______________

My aunt conducts her business very successfully.

18, accessible adj.易接近的, 可到达的, 易受影响的, 可理解的

He is proud that his wife is accessible to reason.

This novel seems to me among the most inaccessible.

access n.通路, 访问, 入门vt.存取, 接近

There is no access to the street through that door. 穿过那个门没有通向大街的路。

____________________________________到镇上唯一的通路是经过一座桥。

__________________________________市民可以自由使用图书馆。

篇18：高二英语Unit 17(全)(人教版高二英语下册教案教学设计)

Ⅰ.Brief Statements Based on the Unit

This unit mainly tells us the difficulties that the disabled people may face.The text“Disabled? Not me!”shows us a middle school student-Zhong Xiaowen,who could only move around in her wheelchair,could overcome lots of difficulties,and finally succeeded.From her success,we learn something important.There is nothing difficult in the world if you stick to it.When you meet with difficulty in your life and study,please don’t lose heart.

The teacher should train the students’ mental and moral character of taking pleasure in helping the disabled and help the students to know how to help the disabled to build up the spirit of “being stronger,independent and equal to normal people in activities”.Of course it is necessary for students to master the important phrases and sentence patterns in this unit.Meanwhile we should review the usage of the Direct and Indirect Object.

Ⅱ.Teaching Goals

1.Talk about disability.

2.Practise talking about ability and inability.

3.Review Direct and Indirect Objects.

4.Write an argumentative essay.

Ⅲ.Background Information

1.Will Inspired Life

The little country schoolhouse was heated by an old-fashioned,pot-bellied coal stove.A little boy had the job of coming to school early each day to start the fire and warm the room before his teacher and his classmates arrived.

One morning they arrived to find the schoolhouse engulfed in flames.They dragged the unconscious little boy out of the flaming building more dead than alive.He had major burns over the lower half of his body and was taken to a nearby county hospital.From his bed the dreadfully burned,semiconscious little boy faintly heard the doctor talking to his mother.The doctor told his mother that her son would surely die-which was for the best,really-for the terrible fire had devastated the lower half of his body.

But the brave boy didn’t want to die.He made up his mind that he would survive.Somehow,to the amazement of the physician,he did survive.When the mortal danger was past,he again heard the doctor and his mother speaking quietly.The mother was told that since the fire had destroyed so much flesh in the lower part of his body,it would almost be better if he had died,since he was doomed to be a lifetime cripple with no use at all of his lower limbs.

Once more the brave boy made up his mind.He would not be a cripple.He would walk.But unfortunately,from the waist down,he had no motor ability.His thin legs just dangled there,all but lifeless.Ultimately he was released from the hospital.Every day his mother would massage his little legs,but there was no feeling,no control,nothing.Yet his determination that he would walk was as strong as ever.When he wasn’t in bed,he was confined to a wheelchair.One sunny day his mother wheeled him out into the yard to get some fresh air.This day,instead of sitting there,he threw himself from the chair.He pulled himself across the grass,dragging his legs behind him.He worked his way to the white picket fence bordering their lot.With great effort,he raised himself up on the fence.Then,stake by stake,he began dragging himself along the fence,resolved that he would walk.He started to do this every day until he wore a smooth path all around the yard beside the fence.There was nothing he wanted more than to develop life in those legs.Ultimately through his daily massages,his iron persistence and his resolute determination,he did develop the ability to stand up,then to walk haltingly,then to walk by himself-and then-to run.He began to walk to school,then to run to school,to run for the sheer joy of running.Later in college he made the track team.Still later in Madison Square Garden this young man who was not expected to survive,who would surely never walk,who could never hope to run-this determined young man,Dr. Glenn Cunningham,ran the world’s fastest mile!

2.Helen Keller

Helen Keller(1880~1968) was a famous author and educator.She was stricken at the age of 19 months with an illness that left her deaf and blind.She became mute shortly thereafter.Her parents in 1887 got her a teacher Anne Mansfield Sullivan from the Perkings School for the Blind in Boston.A remarkable,close relationship developed between teacher and pupil.Within two years,Miss Keller was able to read and write in Braille.She graduated(1904)from Radcliffe College,where Miss Sullivan had spelled the lectures into her hand.

Helen Keller devoted her life to publicly aiding the deaf and blind.With the aid of a translator,she toured the world to promote the education of persons similarly afflicted.She wrote numerous books,including“The Story of My Life”(1902).

Ⅳ.Teaching Time:Four periods

The First Period

Teaching Aims:

1.Learn and master the following:

Phrases:deal with,overcome the difficulties

Sentence Patterns:

If you were in a wheelchair,you wouldn’t be able to…

If I were blind,I would need a/an…

2.Train the students’ listening ability.

3.Improve the students’ speaking ability by describing,talking and discussion.

Teaching Important Points:

1.Train the students’ listening ability.

2.Make the students master the sentence patterns and describe the pictures freely.

Teaching Difficult Point:

How to improve the students’ speaking ability.

Teaching Methods:

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

2.Individual,pair of group work to make every student work in class.

Teaching Aids:

1.a tape recorder

2.the multimedia

3.the blackboard

Teaching Procedures:

Step Ⅰ Greetings and Lead-in

T:Good morning/afternoon,everyone.

Ss:Good morning/afternoon,Mr/Ms.

T:Sit down,please.First I want to ask you some questions.Have you been to some places of interest?Have you climbed the mountains?

Ss:Yes.(Students may have different answers.)

T:How can you get there?

Ss:We can get to…by bus/by train/on foot…

T:Now please look at the screen.

(The teacher shows a picture of a wheelchair on the screen.)

How do you say it in English?

Ss:Wheelchair.

T:What kind of people uses it?

Ss:People with disabilities/who couldn’t stand up.

T:Good.Now,tell me if you were in a wheelchair,would you be able to get to some places like tall buildings,high mountains?

Ss:I can go to…by myself,because there’s no step.It’s easy for me to get there.

T:Who has different answers?

S1:I can go to…with the help of my friends.They can carry me up there.

S2:I can’t go to…,because it’s high on the top of the hill.What a pity!I can only look at it from far away.

Step Ⅱ Warming up

T:Today we’re going to learn Unit 17“Disabilities”.(Bb:Unit 17 Disabilities The First Period)

First let’s look at some words.

(Show the following on the screen)

disability n.

ability n.

sidewalk n.

escalator n.

elevator n.(=lift)

(Teacher teaches the words and explains them,then let the students look at the first four pictures on Page 49.)

T:OK.Now I want you to discuss the first four pictures using the following sentences.

1.Sentence Patterns:

(1)If I were in a wheelchair,I would…

(2)If I were blind,I wouldn’t…

(Write them on the blackboard)

Yeah,please discuss them in groups of four.After a while,everyone is asked to talk about the pictures.Is that clear?

Ss:Yes.

T:OK.Please work in groups and try to imagine what difficulties and dangers you might face.

(After a while,teacher asks some students to talk about the pictures.If time permits,teacher may ask more students to answer.)

T:Now time is up.Who wants to say first?

S1:Picture 1.If I were in a wheelchair,I would not go to the public buildings because there were so many steps.

S2:Picture 2.If I were blind,I might fall down when walking on the sidewalk as it’s not flat.

(Or:There are some blocks.)

S3:Picture 3.If I were disabled,I wouldn’t go to the toilet,for the equipments are not fit for the disabled.

S4:Picture 4.If I were in a wheelchair.I couldn’t ring in public places,because the public telephone is too high for me to reach.

T:How hard they are!We pay little attention to them in our daily life.We must take effective measures to improve their conditions.Let’s see what changes have taken place.Please discuss in groups.In the meanwhile,we should notice the two phrases:deal with,overcome the difficulties.(Teacher writes the following on the blackboard.)

2.(1)deal with

e.g.How shall we deal with the problem?

(2)overcome the difficulties

(After a while,teacher asks some students to talk about the last four pictures.)

T:Now.Any volunteer?

S1:We should provide an entrance suitable for wheelchairs on the ground floor.

S2:We should build a special sidewalk for the blind,and fix some feeling equipment.

S3:We must provide suitable toilets for people with disabilities,fixing two handrails.

S4:We should set the public telephone in a proper place so that people in a wheelchair can reach it.

T:They hope to lead a normal life as we do,so we should help them overcome the difficulties.

Step Ⅲ Listening

T:Now please turn to Page 50.Let’s do some listening.You are going to hear John talking about his life.There are three questions for you to answer.You need to listen carefully.Is that clear?

S:Yes.

T:OK.Let’s begin.

(Teacher plays the tape for the first time.Then play for the second time.During this time,teacher may pause for students to write down the information.Play some parts of the tape more times if necessary.Finally teacher checks the answers with the whole class.)

Step Ⅳ Speaking

T:Please look at Speaking on Page 50.Now imagine you are disabled.Choose two of the situations below and discuss how you would deal with them.You may use the following sentence structures.

(Show the structures on the screen.)

I probably couldn’t…

I’m sure I would be able to…

If I…,I would be able to…

I would need help to…

It would be difficult to…

I would try to…

T:OK.Please begin to discuss them.

(Teacher goes among the students and listens to their discussions,then chooses several students to express their ideas in different ways.)

Who can describe Situation 1?

S1:I’ll try.If I were blind,it would be difficult for me to get there.But I would try my best.First I would walk down the familiar sidewalk with the aid of a walking stick.When crossing the street,I would ask others for help.Or I probably could get there by taxi.

S2:Situation 2.If I were deaf,I would not be able to hear other players’ words.It would be difficult for us to work together.I would have to read their facial expressions and gestures.

I think I’m more lucky than Helen Keller,for I can see.I should learn her spirit of studying,and try to imitate by looking at their mouths.I’m sure I would learn English well.

S3:Situation 3.If I were in a wheelchair,I’m sure I would be able to go shopping,eat at a fast food restaurant and then go to a cinema with the help of my friends.First I would do my best to get to the steps of the building by myself,and then they could carry me up to the entrance of the lift.I’m sure I would be able to get there and have a good time.

Step Ⅴ Summary and Homework

T:In this class,we’ve done some listening and speaking.We’ve also talked about the situations of the disabled.Of course,we’ve learned some useful sentence patterns.After class,practise more talking about disability in English.Master the useful sentence patterns,(Teacher points to the blackboard.)and preview the reading material“Disabled?Not me!”.So much for today.Goodbye,everyone!

Step Ⅵ The Design of the Writing on the Blackboard

Unit 17 Disabilities

The First Period

1.Sentence Patterns:

(1)If I were in a wheelchair,I would…

(2)If I were blind,I wouldn’t…

2.(1)deal with

e.g.How shall we deal with the problem?

(2)overcome the difficulties

The Second Period

Teaching Aims:

1.Learn and master the following words and expressions:get around(=get about),fair,guidance,gifted,assist,cooperate,recognition,sympathy,encouragement,productive,visual,impair,motivate,disappointing,adjust to,get used to

2.Train the students’ reading ability.

Teaching Important Points:

1.Improve the students’ reading ability.

2.Enable the students to understand the text better.

3.How to get the students to master the useful expressions.

Teaching Difficult Points:

Master the following sentence structures:

1.…studying together with their disabled classmates is both challenging and rewarding. Living with disability is frustrating and challenging.

2.I am and get used to the fact that while I may not be…

Teaching Methods:

1.Discussion to help the students know something about the disabled.

2.Fast reading to get the general idea of the text.

3.Questioning-and-answering activity to help the students go through the whole passage.

4.Pair work or individual work to make every student work in class.

Teaching Aids:

1.a tape recorder

2.a multimedia

Teaching Procedures:

Step Ⅰ Greetings and Revision

(Greet the whole class as usual.)

T:Yesterday we learned what difficulties and dangers the disabled might face and how to help them in our daily life.Imagine you are disabled.Who’d like to describe the situation(If you were blind/deaf etc.)and tell us how you would deal with them.

S:I’ll try.…

(All the others listen carefully.)

T:Well done.No matter what difficulties he may meet with,we all hope he can enjoy himself.

Step Ⅱ Lead-in and Pre-reading

T:Yeah.We know people with disabilities may have lots of difficulties in their lives,but many of them are determined.They can overcome any difficulty.Please look at the three questions on the screen and discuss them in groups.

(Show the following on the screen.)

1.Do you know anyone who is disabled?

How does he or she deal with the disability?

2.Do you know of any famous people who are disabled?What do they do?

3.Should disabled students be allowed to go to college?Should they get any extra help?Why or why not?

(Teacher gives students five minutes to discuss and collects their answers.)

Suggested answers:

1.Yes.I know a person with disability.He has learnt to do many things without help.He can take care of himself at home,but getting around in the city in a wheelchair is often frustrated.He loves reading stories of young disabled people who have overcome great difficulties.

2.Yes,I do.Beethoven was a great musician,Helen Keller was a great American writer,and Zhang Haidi is also a writer.

3.Yes,they should.Because there are many gifted disabled students,they can make a contribution to the society.

They should get some extra help in their everyday activities.

No,they shouldn’t.Because they need recognition,more than sympathy and help.

Step Ⅲ Reading

T:OK.Today we’ll read a text “Disabled?Not me!”and know something more about it.I think you are interested in it.Please turn to Page 17.Read the passage quickly to get the general idea and answer the questions on the screen.

(Teacher shows the questions on the screen.)

1.What’s the trouble of Zhong Xiaowen?

2.How does she get around?

3.What’s the teachers’ aim in the special college?

4.What do the articles in Literature of Chinese Blind Children talk about?

5.How does Zijie like the magazine?

(Teacher gives students enough time to read the text and collects their answers.)

Suggested answers:

1.Xiaowen was born without the ability to use her legs and she has no feeling below the waist.

2.She uses a wheelchair to get around.

3.Their aim is to help disabled students understand that they can play a valuable role within society.

4.The articles are often about disabled people who have overcome challenges and difficulties and learnt to live a meaningful and productive life.

5.He loves the magazine very much.He thinks it is very important for them to know that someone far away is also struggling as they are.

T:Now read the passage again and try to get as much information as you can.

Step Ⅳ Study for Language Points

T:Now you’ve known the general idea of the passage.Please look at the screen.I’ll explain something to you.

(Show the following on the screen.)

a.treat vt. treat sb. well(badly)

e.g.Don’t treat me as a child.

Which doctors are treating her for her illness?

b.ability n. the ability to do,a man of ability

e.g.Man has the ability to speak.

c.make a contribution to

e.g.We must do something useful and make a contribution to our country.

d.launch vt.

①launch a man-made satellite

②launch a new enterprise

③launch threats against sb.

e.play a …role(in,within)

e.g.He played a leading role in a film.

f.both…and…

e.g.Both you and I are students.

He both fears and hates at once.

g.…studying together with their disabled classmates is both challenging and rewarding.

Living with disability is frustrating and challenging.

In these two sentences,gerundial phrases are used as subject.

e.g.Working with him is a great pleasure.

h.…I am and get used to the fact that while…Here that-clause is used as appositive clause,expressing the fact.

e.g.The fact that he came here was known to us all.

(Write important phrases and difficult sentences on the blackboard.)

T:(After explaining the language points.)

Do you have anything you don’t understand?If you have,please tell me,I’ll be glad to have a discussion with you.

(The teacher answers the questions raised by the students.)

Step Ⅴ Listening and Consolidation

T:Let’s listen to the tape.I’ll play the tape twice.When I first play it,just listen.When I play it for the second time,listen and repeat it.Are you clear about it?

(The teacher plays the tape for the students to listen and repeat.While the students read,the teacher goes among the students to correct the students’ mistakes in pronunciation,intonation and stress.)

T:Now turn to Page 52.There are five questions for you to answer in Post-reading.Try to find the answers in the text.Discuss in groups of four,and then I’ll ask some of you to read your answers.

(A few minutes later.)

T:Are you ready?

Ss:Yes.

T:Now let’s begin.

S1:They have to use wheelchairs to get around and it often takes them a little longer to do everyday things,such as getting out of bed,getting dressed and going to class.

S2:They not only learn how to assist disabled people,but also learn the importance of cooperating to reach their goals in life.

S3:They help disabled students to understand that they can play a valuable role within society,and inspire many of them to believe that they can realize their dreams.

S4:Today there are more opportunities like the special Olympics for disabled people to develop their potential,live a richer life and make a contribution to society.

Because people understand that they can play a valuable role within society,and that they need recognition,more than sympathy and help.

S5:People must make sure that all of us should have equal access to all areas and facilities.People should treat me fairly.

Step Ⅵ Summary and Homework

T:Today we have learned the passage-Disabled?Not me!From the success of the disabled student-Zhong Xiaowen,we learn something important.There is nothing difficult in the world if you stick to it.When you meet with difficulty in your life and study,please don’t lose heart.On the other hand,we should help the students to know how to help the disabled in our daily life.

And we also learn some phrases.After class,you should work hard and master them.

Step Ⅶ The Design of the Writing on the Blackboard

Unit 17 Disabilities

The Second Period

1.Important Phrases:

treat sb.,the ability to do,make a contribution to launch,play a …role,both…and…,get used to

2.Difficult Sentences:

…I am and get used to the fact that while…

I may not be able to walk,there are many other great things I can do.

The Third Period

Teaching Aims:

1.Review the words and phrases learned in the last two periods.

2.Learn and master Direct and Indirect Objects.

Teaching Important Points:

1.How to guess the missing word according to the given sentence.

2.Master the interchanges of position on direct and indirect objects in the sentence.

Teaching Difficult Point:

Master the changes of the prepositions in the interchanges of direct and indirect objects.

Teaching Methods:

1.Review method to consolidate the words learned in the last two periods.

2.Explanation and inductive methods to make the students master the interchanges of direct and indirect objects.

3.Individual,pair work to make every student work in class.

Teaching Aids:

1.the blackboard

2.the multimedia

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Word Study

T:In the last two periods,we have learned something about disabilities.As we all know,we shouldn’t look down upon the disabled.We should help and respect them.And we must make life easier for them.All these include some useful and important words and phrases.Now let’s review them.Open your books and turn to Page 53.Look at Word Study.Part 1:Fill in the blanks with the right words.Part 2:Use the correct form of the words in the box to describe the following things or people.You are given ten minutes to do them.Read first,then fill in them according to the meaning of each sentence.Is that clear?

Ss:Yes.

T:OK.First do it by yourself.Then discuss them in pairs.After a while,I’ll ask some students to read the words.

(Teacher goes among the students and the students begin to do it.After a while,teacher checks their answers.)

Suggested answers:

1.①waist ②guidance

③sympathy ④physical

⑤potential ⑥gifted

⑦meaningful ⑧limit

⑨overcome ⑩adjust

2.①frustrated ②challenging

③disabled ④motivated

⑤encouraged ⑥disappointed

⑦rewarding

Step Ⅲ Grammar Study

T:Now I want you to translate two sentences into English.Look at the screen.

(Show the following on the screen.)

1.请把盐递给我。

2.请给我们演奏一些民间乐曲。

T:Here I tell you how to say“民间乐曲”in English-folk music.Now can you translate the two sentences?Who wants to try?Yeah,Zhao Nan,you try the first one,please.

S1:Pass me the salt,please.

T:Good,sit down,please.Now we can also say:Pass the salt to me,please.

(Write the two sentences on the blackboard.)

Now the second one.Who wants to try?OK.Peter,you try,please.

S2:Play us some folk music,please.

S3:We can also say:Play some folk music for us,please.

T:Very good,sit down,please.

(Write the two sentences on the blackboard.)

Look at the blackboard,the verbs“play”and“pass”are followed by two objects.In English,there are some verbs that can be followed by two objects.Who can tell us what they are?

S4:I’ll try.They are send,buy,get…

T:Right.You’ve known some of the verbs.Now I’ll give you a summary.Please look at the screen.

(Show the following on the screen.)

Common verbs that take indirect objects:

①give,show,send,bring,offer,read,pass,lend,leave,hand,tell,return,write,pay,throw,wish,teach,promise,owe,refuse ect.

e.g.I’ll lend you something to read.

Remember to write us a note when you get there.

②make,buy,do,fetch,get,play,save,order,cook,sing,find ect.

e.g.I hope you’ll do me a favour.

Let’s get the children something to drink.

T:Now please notice there are two groups in the diagram.In Group 1,most of the indirect objects are transformed into “to-phrase”.And in Group 2,most of the indirect objects are transformed into “for-phrase”.

(Write the following on the blackboard.)

Compare:

Is that clear?

Ss:Yes.

T:But not all the indirect objects can be replaced like this.

e.g.“Do me a favour”.We can’t transform it into:“Do a favour for me.”

OK.Now let’s do some exercises.Open your books and turn to Page 54.Look at Grammar-Direct and Indirect Objects.Look at Part 1.Tick the right answer.First do it by yourselves.Then discuss it in pairs.Finally I’ll show you the answers.

(After students finish it,teacher shows the following on the screen.)

Suggested answers:

1.√Because his mother bought him a computer.

√Because his mother bought a computer for him.

2.√Do me a favour.Please lend me one 珁uan.

3.√Please take these exercise-books to my office.

4.√Give me the check,please.

√Please give the check to me.

T:OK.In fact,we should pay attention to some special cases.Especially when the direct object is shorter than the indirect object,or when we emphasize the indirect object,we often use such patterns,“Subject+Predicate+Direct Object+to/for+Indirect Object”.

e.g.I took it to the policeman on duty.

Mother bought the ice-cream for you,not for me.

(Write them on the blackboard.)

And there are two special cases you should notice.

Please look at the screen.

(Show the following on the screen.)

1.We must use prepositions before the indirect object following the two verbs “explain and suggest”.

e.g.Could you explain your point of view to us?

I suggest a way out to her.

2.Some verbs are followed by either direct object or indirect object,or both of them.

e.g.I asked John.

I asked a question.

I asked John a question.

The similar verbs are:teach,tell,owe,pay,show

As to this,you should remember them.Is that clear?

Ss:Yes.

T:OK.Let’s deal with Part 2.

(Teacher begins to read the following and explains it if necessary.Summer is coming.You decide to have a different vacation this year.Use the words in brackets to explain what you will do differently this summer.)

Now you are given five minutes to do it.First do it by yourself.Then discuss it in pairs.Now please begin.

(Teacher goes among the students to check their writing and explains some new words that students meet with and ask.As to some difficult sentences,teacher and students can discuss together.At last,teacher shows the answers on the screen.)

Suggested answers:

1.This summer,I want to make my parents less trouble by staying at home.

2.This summer my grandpa wants to buy some books for me.

3.This summer my friends want to send short messages to me.

4.This summer my aunt and uncle want to bring candy to me when they come to visit.

5.This summer I want to teach English to my 6-year-old niece.

Step Ⅳ Practice

(The teacher shows the following on the screen)

Change the position of the direct object and indirect object in the following sentences.

1.I’ll lend you some.

2.He gave his wife a camera for Christmas.

3.We’re going to sing some songs for the heroes.

4.Bring me the book.

5.She made a coat for me.

6.He bought flowers for his teacher.

T:Look at the screen.Let’s practise the interchanges of the direct and indirect object.

(Give the students several minutes to practise them,then teacher may check their practice.)

Suggested answers:

1.I’ll lend some to you.

2.He gave a camera to his wife for Christmas.

3.We’re going to sing the heroes some songs.

4.Bring the book to me.

5.She made me a coat.

6.He bought his teacher flowers.

Step Ⅴ Summary and Homework

T:In this class,we’ve reviewed some new words and mainly done some exercises about direct and indirect objects.After class,review the content,and remember the verbs that can be followed by double objects.Today’s homework:Preview the integrating skills.That’s all for today.Goodbye,everyone.

Step Ⅵ The Design of the Writing on the Blackboard

Unit 17 Disabilities

The Third Period

Direct and Indirect Object

1.Pass me the salt,please.

→Pass the salt to me,please.

Play us some folk music,please.

→Play some folk music for us,please.

2.Compare:

3.“Subject+Predicate+Direct Object+to/for+Indirect Object”

e.g.I took it to the policeman on duty.

Mother bought the ice-cream for you,not for me.

The Fourth Period

Teaching Aims:

1.Review the useful expressions learnt in this unit by making sentences with them.

2.Review the common verbs that take indirect objects.

3.Train the students’ integrating skills by reading and writing.

Teaching Important Points:

1.Improve the students’ reading ability by reading the material.

2.Improve the students’ writing ability.

Teaching Difficult Point:

How to improve the students’ integrating skills-reading skill and writing skill.

Teaching Methods:

1.Fast-reading and reading to improve the students’ reading ability.

2.Practice and pair work or group work to have every student master what they’ve learned.

Teaching Aids:

1.a tape recorder

2.the multimedia

3.the blackboard

Teaching Procedures:

Step Ⅰ Greetings and Revision

(Greet the whole class as usual.)

T:Yesterday we learned the grammar-Direct and Indirect Objects.We know there are some verbs that can be followed by objects.Who can tell us what they are?

S1:They are “give,show,send,read,lend…”.

S2:And “make,buy,do,get…”.

T:Right.Sit down,please.We should also notice the usage of “to” and “for” when we interchange them.

Step Ⅱ Test

T:In this unit we have also learned some useful expressions.Have you remembered them?

S:Yes.

T:OK.Now let’s review them together.I speak Chinese,you speak English.

(Teacher writes the following on the blackboard when students say them.)

share with,treat…as,deal with,the ability to do,play a…role,realize one’s dream,get around,adjust to

T:Now I’ll give you a test to see whether you’ve mastered them or not.Look at the screen,please.

(Show the following on the screen.)

Complete the sentences using the expressions on the blackboard.

1.I__________my lunch__________(分享) him yesterday.

2.The police__________his death__________(把……看作) a case of murder.

3.How shall we__________(处理) the problem?

4.The boy has__________(有能力) solve the difficult problem.

5.The teacher__________(起重要作用) in teaching.

6.In order to__________(实现梦想),they worked day and night.

7.The policemen__________(四处走动) and tried to find the thief.

8.It will take you some time to__________(适应) the new surroundings.

Suggested answers:

1.shared,with 2.treated,as

3.deal with 4.the ability to

5.plays an important role 6.realize their dreams

7.got around 8.adjust to

Step Ⅲ Fast Reading

T:We’ve learned something about disabilities.They hope to lead a normal life as we do,so we should provide more opportunities for the disabled to develop their potential,and let them live a richer life and make a contribution to society.We should help them overcome the difficulties.

Today we’re going to read a material“The special Olympics”.Please turn to Page 55.Read the text fast and try to get the general idea.

Step Ⅳ Reading

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

(Teacher shows the following on the screen.)

Answer the following questions:

1.How often is the Special Olympics held?

2.Why do many Special Olympics athletes think that “taking part in the Games is a victory”?

3.How do events like the Special Olympics help mentally disabled people?

4.Where was the first Special Olympics held?

5.Why do you think the Special Olympics are becoming more popular?

6.When will the Special Olympics be held in Shanghai?

(The teacher goes among the students,joins in the students’ discussion and answers the students’ questions.)

(A few minutes later.)

T:Have you finished?(Ss:Yes.)Give us your answers,please.One student,one question.Any volunteer?

S1:1.Every two years.

S2:2.Because each athlete had to train for many years and overcome fear and hardship to reach the Games.For them,winning isn’t to be the first one across the finish line or scoring the most goals,but the best you can be.

S3:3.By preparing for and participating in the Special Olympics,mentally disabled children and adults can develop their ability to move,improve their health and gain greater self-confidence.The Special Olympics is also a good way to make friends.

S4:4.In Chicago.

S5:5.Because interest in the Special Olympics has spread across the world and many cities are now competing for the honour to host the event.

S6:6.In .

T:Now look at the screen again.I’ll explain some words and expressions of the text so that you can use them freely.Please listen to me carefully.

1.every two years=every second(other)year

e.g.He comes here every three days/every third day.

2.Athletes at the Special Olympics are fighters in more than one way.

e.g.The travel to Beijing is more than sightseeing.

He has more than twenty yuan with him.

3.fail vi. & vt.

e.g.I failed in persuading(to persuade)him.

Don’t fail to ring me up.

Time failed me to finish my talk.

4.consider +n./pron./doing

e.g.He is considering changing his job.

consider+sb.+(to be)+n./adj.

e.g.They considered themselves very important.

5.participate=take part vi.

e.g.I participated(took part)in the game.

6.compete in;compete in a race;compete for;compete with sb. for sth.

e.g.Cities in the world are now competing for the honour to host the Olympic Games.

T:Do you have anything else you don’t understand?If you have,please tell me.I’ll be glad to have a discussion with you.

(The teacher answers any questions asked by the students.)

Step Ⅴ Listening and Reading Aloud

T:Let’s listen to the tape.When I play it for the first time,just listen to it.When I play it for the second time,please listen and repeat.Then read the text aloud.Are you clear about it?

S:Yes.

(The teacher plays the tape for the students to listen.Then when the students read the text,the teacher goes among the students and corrects the students’ mistakes in pronunciation,intonation and stress.)

Step Ⅵ Practice

T:Now let’s do an exercise.You should do it like this:try to find useful expressions in the text and make sentences with them in groups of four.One student,one sentence.Do it by turns.Are you clear about it?

S:Yes.

(A few minutes later)

T:Now I’ll ask some students to make sentences.One sentence at a time.S1,please give us your sentence.

S1:I’ll make a sentence with the phrase“every four years”.

The Olympic Games is held every four years.

T:Please go on.

S2:fail to do

He failed to pass the English exam.

S3:more than

More than one person has made the suggestion.

S4:consider

We don’t consider Tom to be our best friend.

S5:take part/participate

All the students took part/participated in the sports meeting in our school.

S6:compete

He competed with other players for the champion.

Step Ⅶ Writing

T:Now you’ve known something about disabilities.I think many students will show their love to the disabled from now on.What should we do to help them in our daily life?

S7:If we are organizing an event,we must imagine that people with disabilities may want to come to it.So we must make sure that they can enter and use all parts of the building.

S8:When we design a building,we should provide an entrance suitable for wheelchairs on the ground floor,as well as lifts,suitable bathrooms and toilets.We must also make sure that signs are clear and easy to read.

S9:…

T:OK.It’s very kind of you!After class,please conduct a survey of the public places where you live in.Start with your school:how easy or difficult is it for a disabled person to get around?Visit other public buildings and find out if they are accessible or not.Work in pairs or groups and make a checklist for your survey.Use the results to write an essay.Describe the current situation and suggest ways to improve the situation.

Suggested writing:

After several days’ survey,I found that the government paid a little attention to the disabled and spend much money on new buildings.There is no special road for the blind.The buildings have many steps,and it’s difficult for the disabled to get into them.

A new government programme has been designed to help disabled people.More special schools will be built.Not only will help be given to people to find jobs,but also medical treatment will be provided for people who need it.But the truth is that everyone should take care of disabled people,not just the government.If everyone shows love to them,their life will be much better.

Step Ⅷ Summary and Homework

T:In this class,we’ve reviewed the useful expressions and learned the text“The Special Olympics”.We practise how to write the article on disabilities.After class,go over all the important points learnt in this unit,and write an essay.Prepare for next unit.Class is over.

Step Ⅸ The Design of the Writing on the Blackboard

Unit 17 Disabilities

The Fourth Period

Important Phrases:

share with,treat…as,deal with,the ability to do,play a…role,realize one’s dream,get around,adjust to

Record after Teaching

篇19：高二英语Unit 16(全)(人教版高二英语下册教案教学设计)

一. 教材分析

㈠. 教学内容

本单元的中心话题是 “美国” ,课文围绕 “美国南部” 及 “美洲平原上的野牛” 展开, 让人感受美国的变迁过程. 本单元有助于培养学生跨文化交际意识,进一步拓宽视野,为终身学习奠定良好的基础.

“热身”(Warming up)部分, 给我们提供了三幅画面,有利于我们从宏观上和微观上把握美国地理特征.练习题引导学生从美国的历史渊源,经济等方面认识美国,有利于学生的探究学习.

“听力”(Listening) 部分设置了三个练习,由浅到深,层层深入. 练习1不仅有利于我们了解纽约市,而且有利于培养学生在听力中快速捕捉信息的能力. 练习2 和3有助于学生了解美国的背景知识,丰富学生的文化内涵.

“口语”(Speaking)部分要求学生根据提示描述一个场所.题目设置贴近学生生活. 教师除了课本所提示的说明处,还可以引导学生描述自己的学校.

“读前”(Pre-reading) 部分设计了两个练习.练习1要求学生列一份自己家乡的年表,并列出重要的事件以及变化过程,讨论其前因后果. 练习2 要求学生在年表上填写美国历史上发生的五件大事, 这有利于训练学生的逻辑思维能力,为阅读有关美国历史的课文做准备.

“阅读”(Reading)部分 “美国南部” (The American South), 介绍了南部------一部充满灾难的历史, 同时也是一部充满成功与希望的历史.文章重点介绍了美国南部佐治亚亚特兰大市自内战以来的发展和变化. 着重阐述了反对种族隔离制度斗争的美国民权运动, 及其杰出的领袖马丁.路德.金的斗争精神. 通过阅读这篇文章可以了解,美国是个多民族的多元文化国家. 由于文章涉及美国历史的变化, 城市的发展, 需要对比的手法描写, 本篇文章可称得上是一篇对比性写作的范文.

“读后”(Post-reading)部分练习1有利于学生通过实例来阐明观点. 练习2 要求学生进行两人小组讨论或者多人小组讨论, 题目强调了语篇意识,设置层次性强,有利于培养学生的思辨能力.

“语言学习”(Language Study)部分包含词汇和语法两部份. 词汇学习涉及构词法知识,设计新颖,看似简单,其实灵活, 有助于学生留意某些词加后缀时意义的变化, 有利于避免负迁移. 语法练习2考察学生在语篇中使用非限定动词的能力, 注重学生综合素质的提高.

“综合技能”(Integrating Skills)部分包含阅读和写作. 通过阅读 “美洲平原上的野牛” , 人们了解了美国历史上大规模屠宰野牛,破坏美洲草原生物链的教训. 写作部分要求学生写一封电子邮件, 帮助美国学生了解中国.这就需要学生在理解教材的基础上,从面积,人口,语言,民族,重要城市等方面比较美国于中国的区别.这项任务有利于提高学生的语言运用能力.特别是语言概括能力.

“学习建议”(Tips)部分指导要求学生开展写对比分析文章,以及学生写作时要注意的相关事项.

“复习要点”(Check points) 通过练习引导学生对非限定动词作一次小结,并对要求学生对描述处所的词汇进行一次小结,有利于培养学生的自学能力.

㈡. 教学目标

1．语言知识

词汇：entry mental physical suffering greedy trader unemployment unrest sacrifice reconstruction former funeral dawn overcome insist plain resist chief afterwards widespread rot wildlife supply chain willing in vain take a chance leave alone insist on put on on sale in turn

语法：复习非限定动词

I don’t mind his being invited.

He hate being laughing at

She enjoys being interviewed.

It is important for lost time to be made up.

功能：描绘场所

What does your hometown look like ?

What does the landscape look like ?

Are there ? There is in the north.

How long/wide/high/tall is the….?

It’s .. metres / feet long /wide/high/tall.

It looks like …….

2．语言技能

听：听两段有关NY的短文，捕捉信息，改正错

说：用恰当的语言描述一个地方

读：掌握skimming scanning generalization taking notes 等微阅读技能。能欣赏对比性写作的文章

写：采用对比性手法写一段文章。

㈢. 教学重点和难点

重点：课文中出现的重要单词和词组的用法如：

insist on / leave alone / supply / be determined to do / be forced to do/resist

非谓语形式的用法

难点：采用对比性手法写作

非谓语形式用作定语的区别

二．课时安排和教学思路

本单元的中心话题是美国。我们将本单元的学习设计成从美国的东部经南部到西部的一次文化旅行。从美国的概况，东部城市（纽约和 Ellis Island），南部城市（Atlanta），和西部大草原（bison）来了解美国，感受美国的变迁过程。。

Period 1 Warming up &speaking

本节课从一个“猜猜她是哪个国家”的游戏导入。接着通过美国地图和一张表格来了解她的概况。然后是一组图片（包括著名的城市和人物），目的是为听力和阅读做铺垫，降低难度。再做一个对错小测试，增加学生对美国的了解。根据游戏的做法进入口语部分。要求学生写一小段文字描述一个场所，用上useful expression, 让其他学生猜猜是哪里。在写之前先造句，掌握常用句型Are there…? There is …..in the north ..。It is ….metres/ feet long/wide/ high/tall…. It looks like …..

Period 2 Listening &Reading

本节课的中心话题是东部城市纽约和 Ellis Island，通过听力和阅读两个环节完成。先从图片引出纽约城，进入听力。她是美国甚至世界重要的城市，有必要增加一些信息量所以要求学生再阅读一段短文（从高三阅读文章中摘出3小段），增加信息量。通过几个对错判断来检查学生的理解程度。

Period 3&4 Reading

首先播放两小段视频。一是描述美国南部过去灾难和战争的《飘》，另一个是展现Atlanta的现代与富裕。两者形成鲜明对比，自然导入本节课的学习内容。Skimming通过回答问题了解文章的篇章结构和中心内容。Scanning细节理解，主要是通过完成表格，来对比Atlanta的今天和昨天，突出文章重点(明白Atlanta为什么是典型的南部城市及她又克服了哪些困难才成为一个现代的大都市)及对比性写作的特点。听完课文录音后，要求学生完成一个任务设计，编一段对话。。假设你是一个历史系的学生来到Atlanta旅行，你的笔友带你参观Atlanta，你们一起讨论Atlanta的过去和现在。通过对话编写来检查学生对课文的理解掌握，复习所学的内容。最后拓展思维，不同文化背景的人生活在一个城市里，有何好处和不利之处。

Period 5 Language study

由听写导入复习部分词汇。然后复习构词法。接着是复习非谓语的被动形式。最后通过选择题全面检查学生对这语法项目的掌握情况。

Period 6 Integrating Skill

由bison的图片导入阅读文章。通过回答问题。细节理解，对错判断。完成图表，来了解美国西部历史上大规模屠宰野牛,破坏美洲草原生物链的教训.。最后是写作任务。采用对比手法，帮助美国学生了解你的家乡。

三．教学反思

本单元的话题是美国，着重引导学生注意美国历史的变迁。其实美国的文化，建筑，地理特征，名胜古迹，民间传说，民俗特色，政权形式，科学成就都很值得老师引导学生去了解，这对学好英语是有很大的帮助的。尤其是能够体会领悟美国的社会特征和人文特点，在学生阅读文章时就能够减少好多障碍。但是内容涉及很广，我们不可能在一个单元的时间内让学生都了解，但是应当鼓励学生上网或去图书馆查阅资料，自主学习。同时也应该提醒学生思考中国和美国这两个国家的相似的地方和不同的地方，做一些比较。

四．教学程序

Teaching plan for Unit 16

Period 1 Warming up & Speaking

Goals:1. Learn about the USA

2.Practise describing places to train the speaking ability

Step 1 Lead-in

T：Now, let’s begin our class. First, I’ll give you some information about the history of a country. Please guess which country it is. Listen carefully. It is a very young country in the world, which has only a history of 200~300 years. There is a Statue of Liberty in the east coast. It is about 46 metres high. The head office of the UN was set up there. Two World Wars didn’t take place there. Now it is the strongest country of the world. Can you guess it?

Ss: Yes. The USA.

Step 2 Warming up

1. Show the map of the U.S.A and help the Ss to get a general idea of her.

Full name

Location

Capital city

The largest city

When was founded

population

2. The U.S.A is a beautiful country. There are many beautiful cities and also great people. Let’s see some pictures. Do you know sth about them?

(George Washington . The first president

Martin Luther King the leader of non-demonstration was killed in 1968

New York the largest city nick name

Atlanta in the south the host of the Olympic Game in

Ellis Island Island of Tears)

3. What else have you known about her ? A quiz (Ex1.)

4. What do you want to know ?

Step 3 Speaking

1. Learn the useful expression. Make a sentence with each pattern.

How long /wide/high/tall is ….?

It’s …metres/feet long/wide/high/tall.

There is …in the north/south/east/west.

It looks like….

2. Write a short passage to describe a place.

3. Play the Guess game.

One student read his short article , the others guess where it is.

Home work: Search the internet to find information about New York.

Period 2 Listening &Reading( about New York and Ellis Island )

Goal: 1.Do some listening to improve the listening ability.

2. Learn more about New York

Step 1 Lead-in

Show a picture of NY.

T: Can you guess when the picture was taken?(it was taken before the date September 11,.)How do you know?(Because in the picture, we can see many skyscrapers. Among them, the World Trade Centre and the Empire State Building are most famous, but now the World Trade Centre has already gone. It was exploded by terrorists.)

Step 2. Listening

1. T: Now let’s listen to a radio programme about New York to help Wang Xiao correct the errors in her notes. Turn to the next page. Let’s look at Ex.1 in the listening part. Here are the notes taken by Wang Xiao after he listens to a radio programme about New York. First read it by yourself. Then I’ll play the tape for you to listen. After that, please correct his errors.

Do EX1

2.T:OK.Now let’s listen to the tape again and then answer some concerned questions. Before listening, you need to go through with the questions.(Teacher gives the students one minute to read the questions. Then play the tape for the second time. After that, give the students enough time to discuss the answers and check them.)

3.T:Well done. Please listen to Part 2 of the listening material and then choose the best answers to the question in Ex.3.

(Teacher deals with Ex.3 in the same way. If necessary, play the tape again.)

Step.3 Reading

Now let’s know more about NY by read the following material. (adapted from SB3 Lesson 49)

New York

New York is built on a group of islands on the east coast of the USA at a point where several rivers flow into the ocean. The first westerner to discover these islands was Italian explorer in 1524. In 1626 the island of Manhattan was bought from local Indians, Native Americans, for a handful of goods worth about $24. Today Native Americans express their anger over this business deal. After the War of Independence ended, New York became the capital of the USA for a short time (1789--90) before Washington, D.C.

The building of skyscrapers in New York began around the year 1900. Because Manhattan Island is made of solid rock, it is safe to build very tall buildings. A 55-stored building went up in 1913 , and in 1931 the Empire State Building was completed., then the tallest building in the world. It has 102 storeys and 73 lifts. From the top of it, you could see up to a distance of 130 kilometres on a clear day. Today it is no longer the tallest building in the USA, or even in New York. The World trade Centre , an office building for over 1200 firms employing about 50,000 people, is even higher at 411 metres. The twins towers are 110 storeys high, but high-speed lifts controlled by computer take only a minute to reach the top. The towers are further apart at the top than at the base, but this is no mistake. This is because the surface of the earth is not flat but round. But unfortunately the twin towers were destroyed by terrorist attack on Sep11,2001. …….

New York never sleeps. The underground railway runs 24 hours a day, and there are all –night cinemas, bars and restaurants. Some people think that the weather is unpleasant, the city ugly and dirty, the competition fierce and the streets unsafe. It is a city in a hurry, but a very exciting place to be.

True or False

1.New York is built on an island on the east coast of the USA.

2.These islands were first discovered by an Italian explorer in 1524.

3. New York became the capital of the USA for a short time after Washington, D.C.

4.About a century ago the building of skyscrapers began in New York.

5.Skyscrapers were mainly built on Manhattan Island.

6. Because of a careless mistake, the twin towers of the World Trade Center are further apart at the top than at the base.

Home work: Search the internet to find information about the south of the USA

Period 3&4 Reading.

Goal: 1.learn about the American south.

2. Improve the reading ability

3. Learn and master the following:

suffering unemployment depression reconstruction burn down

aim at in honor of in vain take a chance overcome

be determined to do

step 1 lead-in

1.Play the video of the film “gone with the wind, let the Ss know the hard past of the south

2.Play another video about the city of Atlanta, show the modern and rich of the south

3.Let the Ss know how difference they are. Then tell them they will learn about the history of the south

step 2 Pre-reading

Put the events below in the correct place on the timeline.

30,000 years ago 1600 1861 1930s 1960s

1. the American Civil War 2.The great Depression

3.The Civil Rights Movement 4.The arrival of Native American

5.The arrival of European settlers

Step 3 Skimming(get a general idea of the passage)

Ask the Ss to answer the following questions.

1. What kind of story is the story of the south?

2. Which city is the typical southern city.?

Step 4. Scanning (Get specific ideas )

Ask Ss to read the passage carefully again and make it clear why Atlanta is a typical southern city.

Try to finish the chart below

Why Atlanta is a typical southern city ?

The past In the war

The difficulties the people of Atlanta had to overcome after the war 1. economical _________________

2. political __________

today The success in 1996

Modern Atlanta

Step5 Listening and consolidation

Ask Ss to listen to the tape to get more information

After that, work in pairs to make up a dialogue.

.Task:

A Chinese college student who studies history came to Atlanta for a trip. His pen friend showed him around the city They talked about the history and development of the city.

Step 6 Further understanding(discuss in groups)People of many different background live and work together in Atlanta .What are the advantages of living together with people who are different from you ? Are there any disadvantages?

Homework : Read the passage again and try to

Period 5 Language study.

Goal: 1.Review the new words appearing in the last period.

2.Do some exercises using the rules of word formation

3. Review Non-finite Verbs

Step 1 Word study

1. have a dictation.

( former, greedy, mental, physical, wide spread, chief )

Then do Ex3on page 45

2. About the word formation

Do Ex 2& EX1

Step 2 Grammar---Review Nonfinite Verbs(2)

1..: look at the sentences on the screen.

(Teacher shows the following on the screen.)

It is impossible that lost time can be made up.

2.Rules are made so that they can not be broken.

3.I don’t mind their inviting him.

4.She enjoys their interviewing her.

Try to Rewrite the sentences on the screen using the correct non-finite passive form.

2. Before doing them, review non-finite verbs together.

(:The verb that cannot be used as the predicate is called the non-finite verb. The “v.-ing, v.-ed or to do cannot act as the predicate, so we call them the non-finite verb.”The passive form of them is separately “being done” “or“to be done”.(Teacher writes them on the blackboard.)

动词--ing形式不定式

形式主动被动主动被动

一般式 writing Being written To write To be written

进行式 To be writing

完成式 Having written Having been written To have wtitten

3. Do the exercise and check the answers..

Suggested answers:

1.It is impossible for lost time to be made up.

2.Rules are made to be broken.

3.I don’t mind his being invited.

4.She enjoys being interviewed

Step3 Do Ex1&2

Step4. Choose the best answers

(B) 1. I learned a lot _________ in the countryside.

A. working B. while working C. when worked D. to work

(A) 2. It is well known that a tiger looks very ____________.

A. frightening B. frightened C. being frightened D. to frighten

(B) 3. The little boy got too _________ to move.

A. frightening S. frightened C. frighten D. to be frightened

A. stick B. sticking C. stuck D. to be stuck

A. deeding B. need C. needed D. to need

(B) 6. The glass of water is too hot. I prefer some cold ________ water.

A. boiling B. boiled C. having boiled D. to boil

(A) 7. It’s a good idea _______ to the front of the line.

A. to push B. of pushing C. pushed D. to be pushed

(B) 8. I won’t have you ________up and down all day.

A. ran B. running C. run d. to run

Home work: Search the internet to get some information about the south

Period 6 Integrating Skill

Goal: . 1. Learn about the American plain and the bison

2. Write a short passage about your home town

3. Lear and master the following:

live by doing in huge numbers make a agreements with die out

wide spread be forced to do cut off as a result

Step 1 Lead-in

Show the picture on the screen. And ask Do you know what the animal is called?

(Its name is bison. It is a type of cattle which used to exist in huge numbers on the plains of America)

.Would you like to know more about the bison?

Step 2 Fast-reading

Answer the two questions

1.In what ways did the settlers treat the Native Americans unfairly?

2.What caused a big change in the wildlife on the plains?

Step 3 Careful reading

Tick the sentences that are true and correct the false ones.

1.( )The first settlers on the plains were farmers.

2.( )Native Americans willingly gave up land to the settlers.

3.( )The settlers did not deal honestly with the native Americans.

4.( )Settlers ended up with better land than the native Americans.

5.( )Later settlers made use of the bison in the same way as the native Americans.

Step 4 Post reading

Use what your have learned from the text to complete the diagram below

Step 5 Writing

Imagine that your American pen friend has sent you an e-mail asking for help.

He want to know the history and the development of your home town. Write a letter to him or her comparing the past and today of your home town. The following table may help you.

The past today

Area and population

City building

Transportation

Education and school

The people’s living conditions

Homework: Finish the writing work.

篇20：Unit 18 知识点(人教版高二英语下册教案教学设计)

1.allow for 顾及，考虑到

[举例]

It will take you half an hour to ge to the station, allowing for traffic delays.

把路上的耽搁算进去，你要用半小时才能到车站。

We must start early, to allow for finding their house.

我们必须早点动身，考虑到我们还要寻找他们的家。

We should allow for every possible delay.我们必须考虑到任何可能的延误。

Inventors often rephrase a problem to allow for creative solutions and also try ”impossible“ or “crazy” solutions.

发明家常常重新定义一个问题为创造性的解决方案做准备，同时也偿试“不可能的”或“疯狂的”解决方式。

[联想]

allow sb. to do sth允许某人做某事 allow (doing) sth允许(做)某事 allow that承认

My parents don't allow me to stay out late. 我父母不允许我在外呆的太晚。

We don't allow smoking here.我们不允许在这儿吸烟。

I allow that he is a able man.我承认他是一个能干的人。

2. reject vt.拒绝；排斥；抛弃

[举例]

He rejected my suggestion.他拒绝了我们建议。

If people are unkind to a person, then the person will feel rejected.

如果人们对一个人不支好，这个人就会有一种被排斥感。

Choose the good apples and reject the bad ones.拣出好苹果，丢掉烂苹果。

[拓展]

rejection c.n. 拒绝

I have had so many rejections I've stopped offering to help her.

被拒绝了很多次，我现在已不再主动提出帮助她了。

3. get/be stuck 遇到困难，陷进去

[举例]

He got stuck in the mud.他陷进泥里了。

His finger got stuck in the hole.他的手指卡在洞里了。

We were stuck in a traffic jam for an hour.我们因交通阻塞而受阻了一个小时。

I got stuck on the second question.我在第二个问题上卡住了。

If the bank won't lend us the money, we'll really be stuck.

如果银行不借钱给我们，我们就真的麻烦了。

[拓展] get stuck on 非常喜欢 get stuck with 与不喜欢的人在一起 get stuck in(to) 开始积极地做某事

[举例]

The students are really stuck on their new teacher.

学生们非常喜欢他们的新老师。

I am stuck with the naughty boy for the whole day.我一整天都让那个淘气的小男孩缠住了。

He got completely stuck into that book you gave him; we could hardly get him to say a word!

他完全被你给他的那本书迷住了，一句话也不话。

4.break away from 摆脱，脱离

[举例]

The pickpocket broke away from the policeman who had been holding his arm.

那个小偷从警察手里挣脱逃跑了。

He broke away from the organization in 2002.他在2002年与那个组织脱离了关系。

[拓展]

break away 断开；剪掉（树枝等） broke down 捣毁，镇压，（机械等）出故障，（计划等）受挫 break into 强行进入，破门而入 break off 折断，断绝关系，中断 break out （战争，火灾等）突然发生，爆发 break up 粉碎，结束，与某人分手

5. otherwise (adv)不同地，另外地: (conj.)否则，要不然; (adj.)不同的，别样的

[举例]

He seems to thinks otherwise.

他似乎有其它的想法。

You must work hard, otherwise you will fail the exam.

你必须努力学习，否则你将考试失败。

Some are creative, some are otherwise.

有些人有创造力，有些人则不然。

I don’t care whether he is rich or otherwise.

我不在意他富不富。

[知识归纳]

(1). otherwise做形容词用时通常置于系动词后作表语

(2). or otherwise或相反，或用别的方法

6. be aware of 知道，意识到

He wasn't aware of the danger.他没有意识到危险。

He said that the government was acutely aware of the problem.

他说政府非常清楚这个问题。

[拓展] be aware that/wh

They are well aware that this is a risky investment. (=They are well aware how risky it is.)

他们清楚地知道这是一个有风险的投资。

7. after all 毕竟，终究；别忘了

[举例]

I am so sorry. I can't come after all.对不起，我终究还是不能来。

It's not surprising you've got stomachacher. After all, you've eaten too much.

你的胃疼并不令人惊讶，别忘了，你吃的太多了。

[拓展]after all 作介词短语时，意为“虽然......，但仍然....."

After all his efforts, he also failed this time.虽然他很努力，便这次还是失败了。

8. keep track of 跟踪，保持联系

[举例]

It's difficult to keep track of all the new ideas and developments in education.

要与教育上的最新思想和发展保持同步是很困难的。

He keeps track of all his old school friends.他与中学时所有的老校友都保持着联系。

[拓展] lose track of 与......失去联系

【Unit 12 Fact and Fantasy (人教版高二英语下册教案教学设计)】相关文章：

1.Unit 17New words(人教版高二英语下册教案教学设计)

2.高二英语Unit 18(全)(人教版高二英语下册教案教学设计)

3.高一unit 21说课稿(人教版高一英语下册教案教学设计)

4.高二11单元教案(人教版高二英语下册教案教学设计)

5.NSEFC2B Unit 20 全单元教案3(人教版高二英语下册教案教学设计)

6.unit 3 art and architecture(人教版高二英语上册教案教学设计)

7.Unit 9 Saving the earth(人教版高二英语上册教案教学设计)

8.unit 6 Life in the future(人教版高二英语上册教案教学设计)

9.unit 9 saving the earth(人教版高二英语上册教案教学设计)

10.Teaching plan of Unit 8(人教版高二英语上册教案教学设计)

《Unit 12 Fact and Fantasy (人教版高二英语下册教案教学设计).doc》

将本文的Word文档下载到电脑，方便收藏和打印

推荐度：

点击下载文档

文档为doc格式

教案图文推荐

Unit 12 Fact and Fantasy (人教版高二英语下册教案教学设计)相关文章