新人教高三Unit1---Unit7
Unit 1 That must be a record
Goals:
Talk about records, adventures and hobbies Practise measuring and comparing
Review the Subject Fill in a form
The First Period Listening & Speaking
Teaching goals:
1. Target Language
a. key words: beard, voyager, tight, tightrope, edition, moustache
b. daily English
Practise expressing measuring and comparing.
2. Ability goals
Enable students to talk about records, adventures and hobbies.
Help them learn to express measuring and comparing.
Teaching important points:
Talk about records, adventures and hobbies.
Practise expressing measuring and comparing.
Learn to use some typical measurements.
Teaching difficult points:
How to use measurements correctly.
Teaching methods:
discussing (cooperative learning), listening, speaking
Teaching aids: a tape recorder, a projector and a computer
Teaching procedures:
Step I Lead-in
As most of the Senior Grade III students start school in August, the weather must be very hot. The teacher may start the class with the following question. “What is the highest temperature recorded this summer?” Then lead students to do the quiz about the amazing facts on Page1.
T: Good morning/ afternoon, everyone!
Ss: Good morning/ afternoon, Mr. / Ms…
T: It is very hot, what is the temperature?
S1: It is reported the highest temperature is 35°C.
T: Is it the hottest day recoded this summer?
S2: I don’t think so. It was much hotter on July 26. The temperature was 37°C on that day.
T: Good. I’m very glad you are careful about this. But do you know the lowest temperature recorded on earth? (Show the questions on Page 1on the PowerPoint.) Please work in groups and try to find the amazing facts.
Step II Warming up
Students will work in groups to decide the answers. Whether they can guess the answers or not is not important. The aim of this quiz is to stimulate their interest. Two minutes later show the answers on the PowerPoint. ( Suggested answers: BBAABB )
T: Ok. It doesn’t matter whether you guessed the answers or not. How do you find the questions?
Ss: Very interesting.
T: Do you know where to find the answers to such interesting questions?
Ss: The Guinness Book of World Records.
T: Yes, it is a book contains records of all kinds. After class please find more information in the book in the library. In this class we are going to practise measuring and comparing. First look at some typical measurements. Ok, please read after me.
Show the following on the PowerPoint. (m = meters cm = centimeters h = hours)
Height of people (When referring to people, “tall” is used, not” high”, and measurements are given in feet and inches (but not yards) or meters and centimeters.
She is about 5 foot 6 tall. The world’s tallest man is 2.55 m.
Speed A speed limit of 30 mph
Sound travels 186,300 miles in a second
Measurement of Temperature
The normal temperature of the human body is 37°C
The lowest temperature ever recorded on earth is -89.2°C
Step III Listening
In this procedure, students will hear someone talk about the size and the speed of humans and animals. The purpose of the exercise is to practise measuring and comparing. Before listening, students will discuss the three questions in groups.
T: Are you familiar with the measurements?
Ss: Yes.
T: Ok. How tall are you. Wang Fei?
S1: I’m 175cms.
T: Then who is the tallest in your class?
Ss: Li Lei and he is 184cms tall.
T: Then we can say Li Lei is taller than Wang Fei. Do you know how tall Yao Ming is?
S2: He is 2.26 cm.
T: Then among the people we know Yao Ming is the tallest. OK, let’s come to the listening part. You are going to hear someone talk about the size and the speed of humans and animals. Before we listen to the tape, let’s look at the questions on Page 2.
Now work in groups and discuss the three questions. You are given five minutes.
Five minutes later, check the answers with the whole class. Various answers may be given.
T: Well done. That’s your opinion. Now let’s listen to the tape and hear what others say.
Play the tape for students to finish the Listening Exercises 2-3 on Page 2. Play the tape again when necessary. Then check the answers with the whole class.
Step IV Language Points
1. graduate n. v. graduate –graduation graduate from after graduation
Graduates with complex knowledge are in great need now.
2. advantage n.优势，好处，有利条件
take advantage of sb. 利用某人，欺骗某人 take advantage of sth. (巧妙地利用某物）
have the advantage of / over胜过，占优势
3. weigh vt. 称……的重量；掂量；考虑；重若干 weight n. weighty adj. (沉重的） 按重量计算 by weight 发福put on weight lose weight
4. beat / defeat / win
5. on earth究竟，到底
This is my dog , his name is Wisdom. That is interesting , why ____ did you give him such a name?
6. speed 迅速地with great speed 以全速at full / top speed 以……的速度at a speed of 加速speed up
7. contain /include
1) The price includes postage charges. 2) My suitcase contains only a few warm-weather clothes.
3) The money I gave you included Tom’s. 4) There are ten of us here, including three girls.
5) Everybody has something to say, me included.
Step V Speaking
An interview of the record-breaking tight ropewalker Adili. While students present the interview, the teacher may show the photos to help the others to understand the interview better.
T: Besides Yao Ming, we have another celebrity (名人). Who is it? (Show the picture of Adili on the PowerPoint)
S1: Adili, a tight ropewalker.
T: Who would like to say something about him?
S2: He was born in Xinjiang in 1971.
S3: He has a lovely daughter.
S4: He is famous as the record -breaking tight ropewalker.
S5: His name is in the Guinness Book.
T: Now Adili is visiting our city and you are going to interview him for the school newspaper. Please don’t forget to refer to the information on Page 3. Work in pairs and 5 minutes later I will ask some of you to act it out.
A Sample of the interview.
A: Adili B: A Journalist
B: Adili, glad to meet you and welcome to our city! I’m a school journalist from No 1 Middle School.
A: Thank you!
B: The students in our school admire you very much. They are eager to learn something about you. May I ask you some questions?
A: OK. Thank you and I am willing to be of some help.
B: How many years has your family walking on the rope?
A: My family has been walking on tightropes for 430 years!
B: Wow, so many years! Could you say something about the 2002-year record? How many days did you stay on the high wire?
A: In May 2002, I broke a world record by staying on a wire rope for 22 days and beat the 21-day Guinness world record. I walked on the rope up to five hours a day. I spent the rest of the time in a hut at the end of the rope.
B: You are very great. I was told you broke some other Guinness world records. Could you say something about your ropewalk across the Three Gorges? How long was the wire? How high was the wire above the ground and how long did the walk take you?
A: On June 22, 1997 I crossed the Three Gorges on a high wire, which was 646 meters long, 402 meters high and the walk took me 13 minutes 48 seconds. I broke the Guinness world record set by a Canadian.
B. We are very proud of you. In October 2000 you broke another Guinness world record when you walked across Mt. Heng. How long was the wire? How high was the wire above the ground and how long did the walk take you?
A: When I walked across Mt. Heng, I crossed a wire 1,399 meters long, 436 meters high and I spent 52 minutes 13 seconds on it.
B. How great! In August 2003 you broke another Guinness world record at Tiankeng. How high was the wire above the ground?
A: At Tiankeng, I walked 687 meters, about 662 meters above the ground and beat the 402 meters above the ground record.
B. Thank you very much. You have been breaking records. You have been challenging yourself. We should learn from you. Good luck to your future performance.
A: Thank you.
Step VI Homework
Surf on the Internet or use the library to find some information of The Guinness Book of World Records.
The Second & Third Periods Reading
Teaching Aims:
1. Learn and master the useful words and phrases in this period.
2. Train the students’ reading ability.
3. Help the students to know more about world records.
Teaching Important Points:
1. Master the following phrases and sentence pattern.
Set down, keep track of, stand out, in the first place, make for
Impressive as the record is, it fades next to the story of Armstrong’s struggle against disease.
2. Improve the students’ reading ability.
Teaching Difficult Points:
1. How to help the students understand the passage better.
2. How to help the students understand the sentence pattern better and use it freely.
Adj. / adv. / n. + as + Sub. + v. , + main clause
Teaching Methods:
1. Scanning the text to learn something about world records.
2. Fast and careful reading to get the detailed information in the text.
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 Lead-in
It is very hot today ,isn’t it ? What is the temperature?
Is it the hottest day recorded this summer?
Do you know the lowest temperature recorded on earth?
Do you know where to find the answers to such interesting questions?
The Guinness Book of World Records. It is a book containing records of all kind.
Step Ⅱ Fast Reading
Read the text quickly and grasp the general idea of each paragraph.
The text can be divided into four parts:
Part 1: (Paragraph 1) : How and when the first edition was put out.
Part 2: (Paragraph 2-4) : The records that can be printed in the book are put into different categories.
Part 3: (Paragraph 5) : Why people are so interested in world records.
Part 4: (Paragraph 6) : How the Guinness Book of World Record accepts a world record.
Pre-reading: Suggested answers on Page 3
1. He was the then director of the Guinness Brewery, who came up with the idea of writing a book later called the Guinness Book of the World Records.
2. In 1955. 3. 1.6 meters.
4. Urumqi is the most remote city from the sea--- it is 2,500 kilometers from the nearest coast. A special and delicious record was set in 1997 to celebrate Hong Kong’s return to China.
5. Lance Armstrong.
Step Ⅲ Listening
Listen to the tape and decide which of the following statements are “true” or “false”.
1. The Guinness company began to write the Guinness Book of World Records in the 1950s. (F)
2. More than 60,000 new records are printed in the book each year. (F)
3. An Englishman balanced a small car weighing 159.6 kilograms on his head for 33 seconds. (T)
4. Lance Armstrong’s speed record is more impressive than his struggle against his disease. (F)
5. The records dangerous to the person attempting it or to others are not allowed in the book. (T)
6. The records in the Guinness Book of World Records are including different areas of people’s life. (T)
Step Ⅳ Reading Comprehension
细枝末节题：
1. The idea which led to The Guinness Book of Records came up by _________. (C)
A. Ross McWhirter B. Norris C. Sir Hugh Beaver D. Brewery
2. The Guinness Book of World Records has chapters except _________. (A)
A. education B. science and technology C. travel and transport D. the natural world
3. Among the Chinese records in The Guinness Book of Records, some examples are given except _________. (D)
A. Tiananmen Square B. Hong Kong’s return to China C. Jiaozi D. the Yellow River
4. The reason why Lance Armstrong’s records are special is that_________. (D)
A. he is a wonderful winner B. he won the first place in the race
C. he has achieved brilliant achievements D .he fought against cancer bravely and won his goal
5. Which type of record attempts is NOT allowed in the following? It is ________. (C)
A. the one that a man can live to be very old
B. the one that a man can balance a small car on his head
C. the one which is dangerous to the person who is attempting it or to others
D. the one that a man can wear the longest beard in the world
主旨大意题
6. The text is mainly about _____. (C)
A. a famous book B. Sir Hugh Beaver came up with an idea
C. The Guinness Book of Records D. many records in the world
推理判断题
7. From the sentence “..., it fades next to the story of Armstrong’s struggle against disease”, we know that________ . (D)
A. his fastest speed is as impressive as his story of struggle against cancer
B. his fastest speed is more impressive than his story of struggle against cancer
C. his story of struggle against cancer is less impressive than his fastest speed
D. his story of struggle against cancer is more impressive than his fastest speed
8. From the text, the main reason that led to Sir Hugh’s idea is that _________. (C)
A. his hard work B. his talent C. his curiosity D. his careful research
9. From the last paragraph, we can infer that _________. (D)
A. if a person wants to make a record, he can do it without permission
B. if a person can do bad to others, he can make a record
C. if your idea isn’t suitable, you can also get the permission of the Guinness Book of World Records.
D. The Guinness Book of World Records is very careful about making a record
10. According to the text, which statement is true? (B)
A. No people in the world are not interested in strange and unusual things.
B. There are many athletic records in the Guinness Book of World Records.
C. There are no Chinese records in the Guinness Book of World Records.
D. All of the 60 000 new records will be printed each year.
Step Ⅴ Language points
Paragraph One:
1. In 1951, the then director of the Guinness Brewery, --在1951年，当时吉尼斯啤酒厂的总裁
then （作定语）当时的，the then ruler 当时的统治者
then (adv.) = at that time (用于过去或将来) He will come back by then.
当时的（修饰名词） the then government = the government at that time.
那么，因此 (位于句首或句末) Then what do you want?
固定短语: (every) now and then; from then on; until then; since then
2. conclude -----come to an end Vt /Vi (推断出，断定；完成结束）conclusion n.结论，结尾
to conclude Compare: come to / draw / reach / arrive at a conclusion得出结论
e.g.1) The inquiry concluded that the accident had been caused by human error. 推断，断定
2) The headmaster concluded the meeting at six o’clock in the afternoon. 结束
3) To conclude，I wish you a happy New Year. 最后
最后，总之 in conclusion = lastly In conclusion I’d like to say that you did it very well.
Paragraph Two:
1. Set down / put down / write down
e.g. Set down your heavy bags and have a rest.
I will set down the story as it was told to me.
The price limits were set down by the government.
Other phrases:
set aside把……放在一边；留出，拨出 set off 出发；引起；使爆炸
set out 出发；开始（to do ) set about 开始，着手(doing)
set up搭起；树立（榜样）；开办 be set in 以…为背景
2. keep track of 1) record sth. ; write down 2) keep informed of sb. / sth.
e.g. Don’t feel bad if you make a mistake. Keep track of (write down) your mistakes and learn from them.
Her mother used to keep track of (write down) every penny she spent.
Mr. Stevens kept track of (keep informed of) his business by telephone when he was in hospital.
It’s hard to keep track of (maintain contact with) all one’s old school friends.
Other phrases:
远离，不接近，避开keep off 远离某地keep away from
一直做某事keep doing sth / keep on doing sth. 阻止；扣留；忍住keep back
记住；想着keep … in mind 保持keep up 跟上keep up with
赶上catch up with 守望keep watch 守信keep one’s promise
记日记keep a diary 管家keep house 阻止某人做某事keep sb from doing sth.
3. reach vt. When will we reach Beijing? (到达)
Can you reach me that box? (伸手拿下来) Will you reach me the sugar? (递)
reach one’s conscience(打动，影响) 打动良心
How can I reach you? (与――取得联系；接触)我怎么和你联系？
vi. The woods reach as far as the river. (延伸，达到) 树林一直延伸到河边
I can’t reach so high. (伸出手（或脚）)我够不到这么高。
4. balance vt. 1>称，平衡 2>权衡，对比 balance the tow plans 把这两个计划对比一下3>使平衡使（力量等）均等 vi. 平衡；相抵 My accounts balance. 我的帐收支相抵
n. (c) 天平；秤a pair of balances一副天平
(u) 平衡；均衡 be out of balance不平衡 keep one’s balance保持平衡
5. weigh vt. 1>称（――的重量） weigh oneself称体重
2>权衡；考虑weigh one’s words 斟词酌句 weigh sth. in one’s mind考虑某事
vi.1>（＋表语）重若干；称分量 weigh heavy (light) （称起来）重（轻）
2>有意义，有分量，有影 响You advice weighs heavily with her.你的建议对她很有影响。
Paragraph Four:
1. Many of 许多，后接代词时，后不加 “the”, many of them 后接名词时，后加 “the”, many of the people。
关于many的几个词组: a good many很多 a great many许许多多
many a（后接单数名词）许多 many a student 许多学生
2. stand out 突出；出色
e.g. A tall man stands out in a crowd. John stood out as a track star.
Other Phrases:
stand by (和…站在一起；袖手旁观）stand for (代表；象征；意味着）stand up 站起；站得住脚
3. as conj.-----though, although (as 引导让步状语从句)
despite / in spite of + n./ what从句（尽管，不管）
though/ although+从句 (不与but连用，但可以和 yet, still搭配)
as + 让步状语从句（表语名词或形容词，副词状语和动词原形必须倒装）
e.g. Although/Though he is young, he can do it well.(句首)
Angry as he was, he listened to me patiently. The air was cold, bright as the sun was.
Try as / though he may , he won’t succeed. Child as/ though he is, he knows a little.
He never borrows money from anyone though he is poor.(句末)
Tired as he was, he sat up late. = Though he was tired, he sat up late.
4. fade vi 凋谢；褪色；（声音）变弱 Vt. 使褪色 fade away 逐渐消失(声音等) 变微弱;(光等) 变暗淡; 逐渐消失 (+away)
The sound of the footsteps faded away.
fade in / up (使影片中的画面、声音、广播中的声音）渐强
fade out (使影片中的画面、声音、广播中的声音）渐弱
e.g. The strong sunlight had faded the curtains.
All memory of his childhood faded from his mind.
Hopes of a peace settlement are now fading.
The shapes faded away into the night.
Paragraph Five:
1. Account
e.g. We could not go on account of rain. 因为；由于
On no account are visitors allowed to feed the animals. 绝无理由(or not on any account)
We must take local conditions into account. 考虑到（估计）某事(=take account of sth. )
I bought the car on account.先付, 暂付, 用赊购的办法用分期付款的办法
We must take account of the interests of the States. 考虑
No one could account for the disappearance of the money. Vi (for ) 说明……的原因，说明, 占, 解决, 得分
account n.(U) 叙述；报告；账目；帐户
开立/结束帐户 open /close an account
把钱存入银行帐户 put … into one’s bank account
2. whether ... or ...意为”不管是……还是……”,常引导让步状语从句。如：
Whether we help him or not, he will fail.
Someone’s got to tell her, whether it’s you or me.
3. make for意为”向……走（冲）去；有助于造成（某种关系、情况），可成为”。如：
The children took their ice skates and made for the frozen pond.
The climate makes for good health. Does early rising make for good health?
They are made for each other.
Paragraph Six:
1. attempt vt.
An astronaut will attempt to leave the stationary spaceship and then return to it.
The boys attempted to leave for camping but were stopped by their parents.
The boys made an attempt to leave for camping but were stopped by their parents.
2. apply for…vt.1>应用，使用2> 敷用，涂―― apply a paste to a wound给伤口涂上膏药 3>专心，注意 vi.1>适用2>申请 apply for a fob求职
词组
apply for a job, apply for hosting a foreign teacher
apply …to …应用于…
We need a rule that applies to everyone. 我们需要一个是用于每一个人的规则。
apply oneself to…专心致志… apply one’s mind to专心于
Students should apply themselves to their studies.
3. inspect / inspection /inspector
e.g. After they had finished building the wall the foreman inspected it to make sure they’d done it properly
Nobody inspected my ticket before I got on the train.
All food shops should be inspected regularly.
4. confirm vt. 证实；确认；批准 confirmation n 证实；证明；确实
e.g. What you say confirms my opinion.
The King confirmed me in my possession of the land.
5. Certificate n.证书
Certify v. (指通过某种检验）证明…无误（真实）给（某人）颁发（完成专业培训的）合格证书
a birth / marriage / death certificate出生（结婚、死亡）证明书
a certificate of health 健康证明书
6. State n.1>(c) 状态，状况 the three states of matter物质三态
2>(c; u) 国家；政府 a welfare state 福利国家
3>(c)（美国等的）州the 50 states of the United States
vt.陈述，说明，声明The Prime Minister stated his view on the subject. 首相陈述了他对该问题的见解。
Step Ⅵ Homework
1. Retell the text.
2. Surf on the Internet and find something about extreme sports.
The Fourth Period Integrating Skills
Teaching Aims:
1. Learn and master the new words and phrases in this period.
2. Improve the students’ reading ability.
3. Review the use of Subject.
Teaching Important Points:
1. Learn the following useful expressions: be familiar to , centre on , concentrate on
2. Improve the students’ reading and writing abilities.
Teaching Difficult Points:
1. How to help the students understand the passage better.
2. How to help the students finish the writing task.
Teaching Methods:
1. Practise to revise the Subject.
2. Reading and understanding to improve the students’ reading ability.
Teaching Aids: 1. the multimedia 2. the blackboard
Teaching Procedures:
StepⅠ Fast reading
Read the passage as quickly as possible and answer the following questions.
1. On weekends what do Lin Yong and his friends usually do after finishing their homework?
They will go to the park to do skateboarding.
2. When and how did they come up with the idea to build the ramp?
Three years ago after watching a skateboarding competition on TV.
3. What is their skateboarding club called?
Fun On Wheels.
4. What is the goal of a skateboarding “competition”?
The goal is to have fun and enjoy the excitement of trying something new.
5. Is the sport too dangerous in their opinion?
No, they don’t think so. Because they all wear helmets and other equipment to protect themselves. They don’t let anyone try a dangerous trick unless they are sure that they are skilled enough to perform it safely.
Step Ⅱ Careful reading
Read the passage carefully and finish Ex 1 on Page 8.
Suggested answers :
1. 360 means making a circle in the air. “Hang ten” means “ to fly in the air with one’s feet on the board”.
2. Many extreme sports are about beauty, harmony and thrills. They don’t have rules about winning and losing.
The goal is to have fun and enjoy the excitement of trying something new.
3. “X-factor” means the pure joy of doing something that you did not think you could do and overcoming your fears.
4. Helmets, wristlets, kneecaps, and so on.
5. They like the feeling, the excitement and the thrill that extreme sports bring.
Step Ⅲ Explanation
1. Then my mind becomes clear and I concentrate on the way my body moves in the air.
1）concentrate on/upon意为”把……集中在……上，全神贯注于”。
~ (thought/attention...) on/upon集中(思想/注意力…) 于
e.g. We must ~ our attention on efficiency/studies.
concentrate on/upon全神贯注;专心致志于；全力以赴；专心
You must concentrate on what you are doing.
She couldn’t concentrate on a book very long.
n. concentration camp集中营
There is too much noise outside, I can not ___my attention on my work.
A. fill B. connect C. flat D. concentrate
2）the way 作先行词，后面的定语从句可以由in which或that（也可省略）引导。e.g.
I don’t like the way (that/in which) you laugh at her.
The way (that/in which) he answered the questions was surprising.
2. Watching Lin Yong and his friends fly through the air makes you wonder whether the sport is not too dangerous.
1)动词-ing在句中作主语时，常表示一个泛指的、抽象的动作，谓语动词常用单数形式。动词不定式也可以在句中作主语，但多表示具体的、一次性的动作。
e.g. Using the right hand to shake hands is a custom in many countries.
To learn a foreign language well is not easy.
2）动词-ing作主语，常用于It’s no use/good doing... 和There is no doing...句型中。
e.g. It is no good learning without practice. There is no littering about.
3. Delight n. 1. 欣喜,愉快[U]
令…高兴的是 to one’s delight 兴高采烈/高兴地 with delight 以…为乐 take/find delight in
To our delight, our football team won. She ran back home with delight.
2) 乐事,乐趣[C]
He enjoyed the delights of New York’s night life.
vt. 使高兴；使愉快
The clown ~ed the audience. I’m delighted that you are back.
We were delighted to read your novel.
Step Ⅳ Homework
Write some sentences to describe people using the adjectives in the exercise books.
The Fifth Period Grammar
Teaching Aims:
1. Review what can be used as subject.
2. Review some important rules about the Subject.
3. Do some exercises about the Grammar item---the Subject.
Teaching Important Points:
1. Master the differences between the infinitive and the v.-ing form used as the Subject.
2. Master the following sentence pattern: It’s no use/good + v.-ing.
3. Pay attention to the Agreement.
Teaching Aids: 1. the multimedia 2. the blackboard
Teaching Procedures:
Step I Grammar Learning
1. What is Subject?
The subject of a sentence is the person, place, thing, or idea that is doing or being something. You can find the subject of a sentence if you can find the verb. Ask the question, “Who or what ‘verb-s’ or ‘verb-ed’?” and the answer to that question is the subject.
e.g. The computers in the Learning Center must be replaced.
The really important issue of the conference, stripped of all other considerations, is the morality of the nation.
2. What can be used as Subject?
Noun, adjective, nonfinite verb, it, nominative personal pronoun and the subject clause and so on.
e.g. The azaleas were in full flower.杜鹃花正怒放
The unemployed usually lead a hard life.
# the differences between the infinitive and the v.-ing form used as the Subject
(1) 动名词作主语通常表示抽象动作；而不定式作主语表示具体动作。
Smoking is prohibited (禁止) here. 这里禁止抽烟。(抽象)
It is not very good for you to smoke so much. 你抽这么多烟对你身体很不好。(具体)
(2) 动名词作主语时，通常用以表示一件已知的事或经验。
不定式短语通常用来表示一件未完成的事或目的。
Climbing mountains is interesting. 爬山很有趣。(经验)
Driving a car during the rush hour is tiring. 在高峰时刻开车令人厌烦。(经验)
(3）不定式做主语，一般用it当形式主语，把作主语的不定式短语后置。
It took me only five minutes to finish the job.
It’s no use waiting here.
Every person has rights under the law, but they don’t always know them. 每个人都有权遵守法律，但他们常常不知道
What we need is more time. When to start is not decided yet.
3. A simple subject can be more than one word, even an entire clause.
e.g. What he had already forgotten about computer repair could fill whole volumes.
4. In English, the subject of a command, order, or suggestion - you, the person being directed is usually left out of the sentence and is said to be the understood subject.
e.g. 1. You step lively there, or I’ll leave you behind!
2. Before assembling the swing set, you read these instructions carefully.
5. For purposes of sentence analysis, the doer or the initiator of action in a sentence is referred to as the agent of the sentence. In an active sentence, the subject is the agent.
e.g. 1. The Johnsons added a double garage to their house.
2. The jury returned a verdict of manslaughter.
6. In a passive sentence, the agent is not the subject. In fact, sometimes a passive sentence will not contain an agent.
e.g. 1. The dean’s report was reviewed by the faculty senate.
2. Three cities in the country’s interior were bombed.
Step II Consolidation
Fill in the blanks using the right forms.
1. - What’s made you so upset?
- ______ ( lose ) the tickets for the concert. ( Losing )
2. It’s no use ______ ( regret ) the past mistakes. ( regretting )
3. The farmer’s _______ ( take ) pity on the snake led to his own death. ( taking )
4. It takes time _______ ( know ) a man. ( to know )
5. When and where _______ ( build ) the factory is not decided yet. ( to build )
6. The old man as well as their children ______ ( like ) swimming. ( likes )
Step Ⅲ Homework
Finish all of the Vocabulary and Grammar exercises and write Exercise 3 in their exercise books.
Unit 2 Crossing Limits
Goals:
Talk about exploring the world
Practise judging situations and making decisions
Review the predicate
Write a persuasive essay
The first period Listening
Teaching goals:
1. Words and expressions: explore, exploration, discover, discovery, face risks, face challenges, modern means, equipment.
2. Enable the students to learn that exploring in the past and present are quite different.
3. Enable the students to learn how to compare the past and present exploring.
Teaching important points:
Enable the students to fully understand the “problem-solution” part in Warming up and Listening materials.
Teaching difficult points:
By training listening strategies of prediction and doing shorthand, enable students to form a good habit of listening.
Teaching methods:
Team work learning and task-based learning.
Teaching aids: A projector and some slides.
Teaching procedures:
StepⅠ Revision
Quiz: Who was the first person that mapped the Indian coast?
Who was the first person that discovered the “New World”?
Why did Abel Tasman sail along the coast of Australia and many islands in the Pacific Ocean?
What was James Cook’s purpose of his voyage?
(Keys: Zheng He; Columbus; Tasman was to answer questions about the nature of the geography of Pacific Ocean regions during the exploration; Cook was chosen by the Royal Society of London to undertake a scientific journey to Tahiti to observe and document the event as the planet Venus passed between the earth and the sun. His secret task was to find new landmasses in the south.)
Step Ⅱ Warming up
Task one: World map exploration
How many continents are there in the world? What are they?
( Asia, Africa, Europe, Oceania, North America, South America and Antarctic.)
Task two: Discussion
What were the dangers and challenges that explorers had to face in the past while exploring the world?
(First they had to struggle against big storms, icebergs and great rocks that lie unnoticed in the sea. Second, they may easily get ill without fresh vegetables on board. Third, they had to fight against pirates and unfriendly natives.)
Task three: List words and expressions
Item Words and expressions
Words with the meaning of exploration and discovery Make a discovery, expedition, explore the unknown, exploration
Purposes and experiences in the course of an expedition Do scientific research, map the coast, find a new landmass, discover an island, hit a rock, meet with storms, fight against the natives, land, hide in a harbor.
Transport and communication Set out for, set sail for, on board, by sea, on deck, by flag language, by telephone
Step Ⅲ Pre-listening
Task one: Prediction
Now we are going to hear in interview between a reporter and a professor about exploring in the past and at present. Before listening, please think what kind of questions the reporter will ask and list at least three questions.
(What communicating tools did they use in the past? How did they store enough fresh water? How did they deal with sickness in the course of exploration in the past?)
Task two: Question and answer
What modern means can explorers make use of today?
(send messages by radio; take pictures with advanced cameras in space travel; use robots and other advanced equipment to accomplish some dangerous tasks.)
Step Ⅳ While-listening
Task one: Listen for the first time and fill in the chart.
In the tape you are going to hear the differences of communication and transport used in the past and at present. Listen to the tape and fill in the chart of Exercise 2 on Page 11.
Task two: Do shorthand
Listen to the tape for the second time and fill in the chart below.
Risks in the past
Solutions for modern explorers having no map
Similarities between the past expeditions and trips to Mars
Step Ⅴ Post-listening
Discussion: Exploration means advancement. Meanwhile, explorations are not without dangers and challenges. Work in groups and find out possible solutions to the problems.
situations Exploring an uninhabited island
Going through a cave
Discover a special plant
Possible answers:
Dangers and difficulties Solutions
We may meet big waves on the voyage Prepare a boat strong enough and listen to the weather forecast beforehand.
We may get lost in the island Take a compass and make marks along the way. We may get lost in the island
We may find it difficult to make meals Prepare enough food and fresh water and take some matches.
We may be attacked by the snakes Prepare a safe sleeping bag and some medicines.
Step Ⅵ Listening practice
1. Listen to the tape for the first time and do Exercise 2 on Page 153.
2. Listen to the tape for the second time and do Exercise 3 on Page 153.
Step Ⅶ Homework.
1. Use the following words to make sentences or phrases.
Evaluate , various, make a decision, in the name of, solve the energy problem, be rich in, take possession of, damage, disturb, available.
2. Prepare Speaking.
The second period Speaking
Teaching goals:
1. Key words and phrases: evaluate, various, make a decision, in the name of, solve the energy problem, be rich in, take possession of, damage, disturb, available.
2. Expressions used to express opinions:
From my understanding, I find it possible that… In my opinion, nobody has the right to …
For the sake of …, I believe … In respect for…, we should….
Everything has two sides, but I … By no means should we …
From my point of view …
3. Enable the students to properly express ideas and opinions. Enable the students to collect facts or examples to support their opinions.
4. Teach students to learn how to express their opinions and ideas in daily life.
Teaching important points:
Learn to collect enough information for speaking by brainstorming.
Teaching difficult points:
How to prepare for a debate.
Teaching methods:
Task-based learning; Debating strategy; Co-operative learning.
Teaching aids: A projector and some slides.
Teaching procedures:
StepⅠ Revision
Read and review the words and expressions:
evaluate the situation, various solutions, make a decision, in the name of the Chinese emperor, solve the energy problem, be rich in all kinds of resources, take possession of the land, damage the relic, disturb the sleeping child, everything is available.
Step Ⅱ Lead-in
Task: Get familiar with the topic.
Read the third topic of Speaking on page 11 and find out what is talked about in this situation.
(Can we use Robots to Take the Place of Human Beings?)
Step Ⅲ Language preparation
Task one: Collect information (brainstorming)
Questions:
1. Can robots do all the jobs that human beings can do?
2. Can human beings live like robots on the planet Mars?
3. Why didn’t the scientists of the USA send robots instead of Armstrong and his two co-workers to the moon?
4. What possible dangers will human beings meet on the mars?
5. Is the sacrifice worth doing for the sake of scientific advancement?
6. Are there any space disasters that you have known?
Task two: Present opinions
Work in groups. Each student presents your opinions to the other three. You are required to use the following phrases in the box below.
1. From my understanding, I find it possible that….
2. In my opinion, nobody has the right to….
3. For the sake of …, I believe…
4. In respect for …, we should…
5. Everything has two sides, but I ….
6. By no means should we sacrifice people’s life in the name of science….
Sample: In my opinion, robots should not replace human’s work because of the following reasons. First,…Second,…Third,…
Step Ⅳ Discussion
Task one: Discussion
Work in groups again. The group leader counts the positive and negative opinions in your group. Then the whole group vote to take only one opinion as your group’s opinion.
Task two: Collect information
Work in groups and try to collect enough information for a debate. You had better list as many examples as possible. Students work together as a team to collect enough information for a debate.
Step Ⅴ Debate
Task one: Presentation
Now the whole class will be divided into two large groups. One is to take the positive stand and the other is to take the negative stand. Those who take the positive stand will be in group A. And those who take the negative stand will be in Group B. Each group chooses a representative and a secretary to do shorthand.
Task two: Debate
Two groups debate with each other by using the examples and facts you have collected just now. but each debater has to be brief and come to the point.
Task three: Conclusion
Each group chooses a person to make a conclusion speech.
Step Ⅵ Homework
1. Preview the following words:
curious, wealthy, in exchange for, central position, ambassador, existence, accurate, exist, ripe, command, renew, expedition
2. Read the handout and remember as much background information of Reading as possible.
The Third & Fourth Periods Reading
Teaching goals:
1. Words and expressions:
Curious, wealthy, in exchange for, central position, ambassador, existence, accurate, exist, ripe, command, renew, expedition.
2. Enable the students to know Chinese contribution to world exploration in the 15th century.
3. Develop the students’ ability of basic reading strategies of bottom-up and top-down.
Students will understand the great contribution Zheng He had made to the world, thus they may take these national heroes as example and follow them.
Teaching important points:
the explorers’ great contribution to world trade and economy.
Teaching difficult points:
Guide the students to pick out the main clue of the passage and the development method of the text.
Teaching methods:
team-work learning; task-based learning.
Teaching aids: a projector and some slides.
Teaching procedures:
Step Ⅰ Revision
Check the homework exercises.
Step Ⅱ Lead-in
Task: Know about great explorers
Please look at the quiz and tick true or false after your reading.
1. Zheng He was a great explorer of the Ming Dynasty. His expedition to the Indian Ocean was 87 years later than Columbus’s exploration to the Atlantic Ocean. (F)
2. Zheng He’s purpose of expedition was to make trade and show friendship to other lands while Columbus was to seek treasure. (T)
3. Marco Polo traveled from Italy to China and they stayed in the Ming court for a long time. After that, they wrote stories about their travels in the Far East. Europeans were so inspired by Marco Polo’s accounts that they began searching for sea routes to China, Japan, and the East India. (F)
Step Ⅲ Pre-Reading
Task: Background information input.
Discuss the questions on page 12 and make presentations.
Sa: In the Ming Dynasty, the passage to the west, where now the central Asia stands, was controlled by Mongols. When the Mongols’ court was overrun by the Ming government, the two powers were unfriendly to each other. As a result, it was almost impossible for the merchants or ambassadors to cross the passage to the west.
Sb: Gan Ying, a great explorer and ambassador of the Han Dynasty, took the route of the Silk Road over land to accomplish a mission given by the Han emperor. He reached many countries along the Silk Road, though he was not able to arrive at his estimated destination-Da Qin.
Sc: Zheng He, a national hero, was famous for his seven voyages across the Indian Ocean, which established China’s rule of the sea in 15th century.
Step Ⅳ While-Reading
Task one: Predicting according to the title.
Please look at the title of the reading material and guess who reached out across the ocean. Why did they reach out across the ocean?
Task two: Read the first paragraph and answer the following questions:
1. What formed the foundation of mankind’s interest in exploration?
2. What was Columbus’ purpose of searching for the wealthy Asian lands?
3. Which ocean does “Western Ocean” refer to?
4. Guess who explored the Western Ocean before Columbus?
Task three: Predict the main idea of the whole passage.
( The passage is mainly about the explorers from China and other lands who explored the Indian Ocean before Columbus.)
Task four: Survey
Read paragraph 2 to paragraph 5 and answer the following questions:
1. In the Han Dynasty, who traveled over land to the East Roman Empire?
2. Between the Han and early Tang Dynasty, which part of Africa developed into the world trade center?
3. During the Tang Dynasty which traveler wrote Record of My Travels?
4. Before the Song Dynasty which means of transport did Chinese travelers mainly use?
5. In the eleventh century, who made several voyages to the court of the Song Dynasty?
Task five: Generalize the main idea of each paragraph.
Thesis sentence: Many great explorers made expeditions across the Indian Ocean long before Columbus, among whom Zheng He was the most prominent.
Main idea (before Zheng He) P2
China had contacts with countries along the Indian Ocean from the early time, and during ancient time explorers had begun to contact with each other.
Main idea: (before Zheng He) P3
Between the Han and the early Tang Dynasty, Swahili kingdoms and the islands off the African coast developed into the world trade centre and attracted merchants from the world.
Main idea (before Zheng He) P4
During the Tang Dynasty, Du Huan, who traveled to many lands, wrote the book Record of My Travels.
Main idea (before Zheng He) P5
In the eleventh century, the Africans made several voyages to the court of the Song Dynasty.
Main idea (after Zheng He) P6
By the beginning of the fifteenth century the time was ripe for a grand meeting.
Main idea (after Zheng He) P7
In the years between 1405 and 1433, under the command of Zheng He, seven large treasure fleets sailed westwards on voyages of trade and exploration.
Main idea (after Zheng He) P8
Zheng He renewed relations with the kingdoms of the East African coast.
Main idea (after Zheng He) P9
The fleet made several expeditions before the exploration was stopped.
Step Ⅴ Language points:
The Title:
reach归纳拓展 reach (out) for伸出手/脚去够…
as far as the eyes can reach就眼力所能及; 极目
within one’s reach = within the reach of sb够得着
reach out拓展，伸出
Please reach me that book.
Not a single word reached my ears.
He reached out his hand for the knife, but it was too far away.
We must reach out to those in need.
Jim reached for a gun but he was stopped.
Paragraph One:
1. endeavour--an attempt to do something
In spite of our best endeavours, it has proven impossible to contact her.
Crossing the North Pole on foot was an amazing feat of human endeavour.
endeavor--formal to try very hard. They endeavored to change society.
He endeavored to climb the mountain. You must endeavor to do it better.
Please make every endeavor to be early.
2. puzzle vt. sb + be puzzled感到疑惑 sth + be puzzling 令人疑惑
sth + puzzle + sb使…疑惑
What puzzles me is why they didn’t show up.
He looked a little puzzled. His recent behavior puzzles me.
苦思而得出[(+out)]
I could not puzzle out her intentions. We finally puzzled out the meaning of the poem.
vi.感到迷惑[(+at)]
I have been puzzling about this question for weeks now.我对这个问题已冥思苦想了好几个星期。
苦思,冥思苦想[(+about/over/as to)]
n. (游戏的)猜谜,智力竞赛[C] 难题,谜,难以理解之事[S1] 困惑,迷惑[S]
Her decision was a puzzle to him.
I’m in a puzzle as to how to cope with the new situation.
3. search search spl / sb for sth在…寻找… search for sth寻找某物
in search of 寻找;寻求 in (one’s / the) search for…寻找… search sb搜查某人的身体
The police searched the prisoner to see if he had a gun.
I searched shop after shop for my sister’s birthday present.
The parents searched for their lost boy here and there, but they didn’t find him.
I will make a search for your book.
I looked everywhere in search of my glasses.
4. long before, before long (= soon ) long before和状语,与完成时态连用
long before + n. /从句 早在…之前 It be (not) long before 很久之后才/不久就….
before long不久以后,与将来时或过去时连用
There was a lively market long before.
Before long you will understand what I said is good for you.
I had waited him long before he came.
It won’t be long before you see him again.
It was long before they escaped from the cruel prison.
Paragraph Two:
1. find one’s way 设法到达
feel one’s way摸索着走; 谨慎行事 make one’s way fight one’s way打出道路
push one’s way 挤出一条路 lose one’s way迷路 all the way
by the way by way of in a way in no way in the way
I hope you can find the way home. She couldn’t find the way out of the building.
The soldiers fought their way through the fierce enemies.
2. exchange …for … in exchange for exchange … with …
I’d like to exchange five apples for five eggs.
Mary exchanged her seat with Ann.
He is giving her French lessons in exchange for his English lessons
She is giving him English lessons in exchange for his teaching her Chinese.
I gave him a book in exchange for his MP3 player.
I’ve offered to paint the kitchen in exchange for a week’s accommodation.(膳宿)
Paragraph Three:
off Keep off the grassland !
cut a piece off the loaf The ship was brown off its course.
Paragraph Four:
1. be taken prisoner被抓:
Someone who is kept in a prison as a legal punishment for a crime or while they are waiting for their trial. Our pilot was taken prisoner .
2. wander ( 常与about /in/ through连用) The children wandered in the woods.
The river wanders through beautiful country.
They wandered up and down the road aimlessly. His mind wandered back to his college life.
Paragraph Six:
1. awareness: 察觉；意识
be aware of …意识到……I was not aware of the fire.
We were quite aware (of) how you would respond to our terms.
He doesn’t seem to be aware of the coldness of their attitude towards his appeal.
2. accurate, correct, exact辨析(inaccurate adj. 不准确的)均含”正确的”意思。
accurate 表示”准确的”,精确的,指”通过努力, 使事情达到正确”, 如:
She gave an accurate account of the accident. 她对事故做了准确的描述。
correct 为一般用语, 指”正确的”, 如:
He gave correct answers to the questions. 他对这些问题提出了正确的答案。
exact 表示”确切的”,”精确无误的”,指”与事实完全相符”, 如:
His answer is quite exact. 他的回答完全正确。
Paragraph Seven:
command vt., vi.（常与to, that连用）命令；指挥；统率
The officer commanded his men to fire.
He commanded silence. 他命令大家肃静。
He commanded that everyone make the best of the chance of senior three.
博得；赢得Einstein was really a great man who is able to command everyone’s respect.
掌握；控制；对…有支配权to command oneself控制自己
This island country commands immense natural resources.
俯视；俯临 That fort commands the whole valley.
n. 命令 command internal（计算机的）内部命令
控制；统率The army is under the king’s command. 军队由国王直接统率。
under the command of …在……的领导之下
The army is under the command of General Washington.
Bill is in command of the fleet.
司令部；指挥部；司令官 a high command高级司令官（空军）大队
运用能力；掌握 She has a good command of the French language. 她精通法语。
Paragraph Eight:
He sent a message to…, inviting them to send….他发信给…, 邀请他们派…。当表示打电话、写信、发电报告诉某人做某事时，常用-ing形式表示伴随。
send a message to sb. 送信
Step Ⅵ Homework
Remember the phrases and expressions in this period by heart.
The fifth Period Integrating Skills
Teaching difficult points:
Generalize the whole passage by picking out key information.
Teaching methods:
Team work learning; Task-based learning.
Teaching aids:
A projector and some slides.
Teaching procedures:
Step Ⅰ Revision
Check homework exercises.
Step Ⅱ Lead-in
What difficulties and dangers will a person face when he climbs Mount Qomolangma?
Step Ⅲ While-Reading
Task one: Predict the content
1. What are needed to conquer Mount Qomolangma?
(necessary equipment and preparations, climber’s skill, courage, strong will and wisdom)
1. What does “going high” mean?
2. What is the passage going to talk about? The pioneers or the third pole?
Task two: Read and check information.
Read the first two paragraphs and answer the 3 questions of Exercise 1 on Page 17.
Task three: Questions and Answers
Read para.3 to para.5 and answer the following questions:
1. Why can the Tibetans live at ease in such extreme conditions?
2. What makes Sherpas the most reliable guides in every attempt to climb Mount Qomolangma?
3. What might have been the possible reasons that made British expeditions fail in 1922 and in 1924?
4. Why could Edmund Hillary and Tenzing Norgay make it to the summit of Mount Qomolangma?
5. How do you understand the sentence “Like winning in the Olympic Games, climbing a mountain such as Mount Qomolangma is a great achievement”?
After the first successful climbing, why did so many people still want to climb Mount Qomolangma?
Step Ⅳ Language Points
Paragraph One:
1.the origins of the world’s major rivers世界上主要河流的源头
“We cannot escape our origins, however hard we try” (James Baldwin)”无论如何努力，我们也改变不了我们的出身”(詹姆斯鲍德温)
Many Americans are African by origin.许多美国人是非洲血统。
2. accomplish / complete / finish / achieve
accomplish通常接task, aim, journey, voyage等名词,指成功完成预期目标;
complete可接建筑、工程、书籍等名词，指按预期目标把未完成的工作经过进一步的努力使之完成；
finish在许多情况下多与complete换用，但不及complete正式，指完成应做的事，强调事情的了结、终止；
achieve指完成计划、大业等，多指完成伟大功业。
Paragraph Two:
apart from除……之外(aside from)
All the children like music apart from Bobby.
The writer lives apart from his family.
Apart from being too large, the trousers don’t suit me.
Apart from a few words, I do not know any French at all.
apart adv. 相隔;相距;除去;分开地
Alice and her husband now live apart.
New York and Tokyo are thousands of miles apart.
They planted the trees three meters apart.
She lives apart from her family.
A few little things apart, the party was a great success.
Paragraph Three:
1. sacred adj.神圣的；与神有关的
Temples, mosques, churches and synagogues are all sacred buildings.宗教的，与宗教有关的sacred writings宗教经典
The Koran is the sacred book of the Muslims.
（常与to连用）神圣不可侵犯的He considered it a sacred duty to fulfill his dead father’s wishes.
严肃的；郑重的；庄严的: a sacred promise郑重的诺言
习惯用法be sacred from免除, 不受 hold sacred尊重, 保护
2. act as guides充当向导 act as 扮演;担当;充当。后面所接的名词常可不加冠词。
A trained dog can act as a guide to a blind man. He acts as manager.
One of his friends acted as go-between.
3. ideal adj.理想的；完美的
This dictionary is ideal - it’s exactly what I needed这本词典很理想，正是我所需要的。
空想的；想象中的: ideal plans for making money赚钱的空想计划
n.理想；理想的东西；最终目的: to realize one’s ideal实现最终目的
Paragraph Four:
1. be up against面对，对抗 up against difficulties面临困难
up against it面临极大的困难（多指经济困难）
2. refer to sth /sb as认为某人某物… refer vt., vi. (-rr-)（常与to 连用）查资料；参考
涉及；提到Keats is referring to epic poetry when he mentions Homer’s ‘proud demesne’.
针对；有关: The new law does not refer to farm land. 新法律与耕地无关。
提交；交付: The shop referred the complaint to the manufacturers.商店把投诉转交给制造商。
refer oneself to依赖, 求助于
refer to提到, 谈到, 涉及,参考, 查阅,向...打听[查询],认为与...有关, 认为...起源于...
3.run out用尽，用完（= become used up）其主语通常为时间、食物以及金钱等名词。
His money soon ran out.
run out of用完了，表示主动含义，主语一般是人。
He is always running out of money before pay day.
[注意]run out of还有”从…中流出”之义；run out也表示”流出”，但其后不接宾语。
4. make it做成功，达成; make it to +地点 到达某地
Paragraph Five:
1. arise vi. (arose, arisen) 出现，呈现；发生 arise from / out of由…引起（产生）
Some unexpected difficulties / opportunities have arisen.出现了一些意外的困难（机会）。
2. in one’s attempt to do 尝试做某事 attempt n. vt. 尝试，企图；企图杀害
The prisoner attempted an escape but failed. They attempted a surprise attack.
They attempted to climb Mt Everest. He attempted breaking the world record.
He failed in his attempt to win first prize. They made an attempt on the life of the President.
attempted adj. 未遂的，意图的
Step Ⅴ Post-Reading
Turn to page 17 and look at Exercise 2. Explain the following phrases and sentences from the text in English.
Step Ⅵ Homework
1. Recite the important sentences.
2. Wb. Exx.
The Sixth Period Grammar
Teaching important points:
Different types of Predicate.
Teaching difficult points:
By reviewing the Predicate, get the students to establish a sense of exactness in using the voices and tenses.
Teaching methods:
Team work learning; Task-based learning; Repetition and practice.
Teaching aids: A projector and some slides.
Teaching procedures:
Step Ⅰ Revision
Check homework exercises.
Step Ⅱ Word study
1. Turn to page 14 and do Exercise one.
2. Turn to page 156 and look at Exercise 4 of Word Study.
Step Ⅲ Grammar Study
Grammar---Predicate
What can be used as Predicate? Verbs: 实义动词、情态动词和连系动词
实义动词用来描述动作、行为；分为及物动词与不及物动词
连系动词用来表示状态、性质、特征等等
We parted in 1984 and met again in 1999.（实义动词）He is a good student.（连系动词）
These apples look nice.（连系动词）We can help him with his English. (情态动词)不能单独作谓语
2.比较 中 文 英 文
他现在不会在家的。 He can’t be home now .
你是位老师吗？ Are you a teacher ?
她喜欢看小说。 She likes reading novels.
我要动身去美国。 I am leaving for the USA.
结论
1）英文的谓语动词在表达其发生或存在的时间，以及进行的状态时，有不同的变化形式。
2）谓语动词表达时间的变化形式与表达动作状态的变化形式 往往是一致的。
一. 时态和语态
1. They raise ducks as a sideline (副业) .一般现在时
2. He got his driving license last month. 一般过去时
3. If you go to New Zealand, you are going to like the place. 一般将来时
4. She told me that she would go on trip to Europe the next day. 过去将来时
5. They are having a football match . 现在进行时
6. When I came to see her last time, she was writing an article. 过去进行时
7. By now, I have collected all the data that I need . 完成现在时
8. The telephone rang no sooner than he had come into the house. 过去完成时
9. I’ve been waiting for you for the whole morning. 现在完成进行时
二. 要注意的几个问题
1. 每学一种时态，要反复地、认真地去琢磨这种时态的作用及其使用的语言环境。
e.g. He speaks English .（一般现在时，说明动作发生的经常性。）
He spoke English when he was in New Zealand .（一般过去时，说明动作发生的时间。）
He is speaking English.（现在进行时，说明动作正在进行。）
He has learned English for three years since he came to the USA. （现在完成时，这里说明动作的总和。）
He has been speaking English since he came to the USA. （现在完成进行时，强调动作的连性。）
2. 在时间状语从句或条件状语从句的中，如果主句的谓语动词是一般将来时，那么从句的谓语动词就只能用一般现在时来表示将来时；如果主句的谓语动词是过去将来时，那么从句的谓语动词就只能用一般过去时来表示过去将来时。
e.g. I will not play tennis if it rains tomorrow.
I would not play tennis if it rained the next day.
3. 在使用现在完成时的句子里，不可以带有表示具体过去时间的状语，如：yesterday , last week ( month , year , etc. ) , two weeks ago , in 1999等；但常和有些副词连用，如： just , before , already , often , never , ever , not…yet , always等等。
4. 在以when提问的特殊疑问中不能用现在完成时。另外，ago不能用于现在完成时的句子里，但是可以用before 来表示”以前”的意义.
1)---When did the train leave? ---It left ten minutes ago. 2)I have read this before.
5. 如果是不表示连续性的动词用于现在完成时的句子，不可以和表示”一段时间”的状语连用。在这种情况下，应该用”It is… since…”的句式来表达。
He has joined the army for five years. （wrong）
It is five years since he joined the army. （right）
三，被动语态的几个问题
1. 要想正确地使用被动语态，就须注意哪些动词是及物的，哪些是不及物的。特别是一词多义的动词往往有两种用法。解决这一问题唯有在学习过程中多留意积累。
The accident was happened last week. (wrong)
The accident happened last week. (right)
2. 主动形式表示被动意义
1)表事物特性 v +adv. (wash, cut, sell, read, wear, write, sell, tear）
The book sells well. This knife cuts easily. Paper tears easily.
2）I was to blame for the accident.
3) 在need, require, want, be worth 后的动名词必须用主动形式。
The door needs repairing.= The door needs to be repaired.
This room needs cleaning. This book is worth reading.
四，主谓一致
1. 由or 连接两个名词或代词作主语时，谓语动词应与靠近它的主语一致。还有either … or … , neither … nor …, not only … but also … 即是就近原则。e. g.
Are you or he to drive ? Was she or you there ?
2. 由两个名词由with (together with，along with，as well as, rather than，no less than，but， besides，except )连接时，谓语动词应与前面的主语一致。e. g.
Nobody but John and Helen was absent. I rather than you, am responsible for the accident.
3. 英语中，一些表示总称意义的名词，如：police，people，cattle, 等作主语时，谓语动词要用复数形式。e. g.
Some people spend a lot of money on clothes. Cattle are raised everywhere by the farmers.
4. 集体名词作主语时: 指一个整体，谓语用单数;表一个一个的人或整体中的部分成员时，谓语用复数。(class ,club, committee, company, crew, crowd, enemy, army, government, group, party, public, team, family, 等。)
不定代词或分数，百分数+集体名词作主语时，常表集体中的部分成员，谓语用复数。
5. 当主语表示时间，重量，距离，价格时，谓语动词用单数。
Five hundred dollars is quite enough for the return voyage (返航).
Seven kilometers was covered in two hours .
6. 当主语是一个从句，不定式或动名词时，谓语一般用单数。
Whether he succeeds or fails doesn’t concern me . (他成功或失败与我无关)
Swimming in the Yangtze River needs great courage.
7. 定语从句的关系代词在从句中充当主语时，从句的谓语应与先行词保持一致。
She is the only one of the students who has passed the examination.
They told us something about the houses which were built in the 1540’s / 1540s.
8. 在强调句中，强调主语时，后面的动词还是由被强调的主语来确定。
I am in the search for my missing gold ring .
其强调句为：It is I who am in the search for my missing gold ring.
Step Ⅳ Exercise:
1. You ___ your father everything, which only upset him.
A. should have told B. should tell C. shouldn’t tell D. shouldn’t have told
2. I ___ to send you the book on writing but there weren’t any copies left in the book store.
A. mean B. was meaning C. had meant D. would mean
3. It is the third time that the student ____ late for school this week.
A. is B. was C. has been D. will be
4. I ___ with a friend in New York just now. I’ll be back next week.
A. stayed B. have stayed C. stay D. am staying
5. By the end of last term, the students ____Oxford English Book III.
A. finished B. had finished C. had been finished D. would finish
6. The plan ____ before it ____.
A. had been talked over; was carried out B. had been talked; was carried
C. was talked over; had been carried out D. talked over; carried out
7. The water___ too hot. Pour in some cold water, please.
A. is felt B. is feeling C. has felt D. feels
8. If the teacher ___kind to the students, they ___ her now.
A. were; wouldn’t hate B. had been; wouldn’t hate
C. were to be ; wouldn’t have hated D. were; wouldn’t have hated
9. My teacher strongly suggested that I ____ to a spare-time school at weekend.
A. ought to go B. had to go C. go D. had better go
10. I would rather you ___ yesterday.
A. had come B. came C. would come D. come
Suggested answers: 1-5 DCCDB 6-10 ADBCB
The Seventh Period Writing
Teaching goals:
1. Words and expressions:
Possibility, achievement, characteristic, argue, struggle, against, have nothing to do with, rely on, natural process, compare, spoil, the use of technology, lower the value of, instead of
It’s hard to decide…however… Take everything into consideration, I ….
In spite of …, I still believe… I am likely to think…because…
My choice will be…
2. Enable the students to master two kinds of useful strategies used in writing: Opinion---examples; opinion--- facts.
3. Get students to write a persuasive essay by following the process: language preparation (presenti