1. (P34, L2) pro-前缀，常与名词和形容词连用“亲，支持，赞成”
a pro-environment governor一位支持环保的州长
pro-American亲美pro-democracy赞成民主，推崇民主 pro-European支持欧洲的 pro-slavery赞成奴隶制的
be of little /no / great/ much value = be (not) valuable没有/很有价值的
e.g.: Your help has been of great value.
value….as…重视/ 珍视….为….
value sth at….估价为……
e.g.: He valued the house for me at $80000.
那所房子他给我估价80000美元。
My parents always value honesty as the most important.
我父母总是认为诚信是最重要的。
I have always valued your friendship.
拓展： valuable adj.有价值的 valueless adj.没有价值的 'priceless adj.无价的 worthless adj.不值的
value指内在价值 the value of American dollar美元的内在价值
e.g.: He is in need of help.
Experienced workers are in great need.急需熟练工人。
A friend in need is a friend indeed.
e.g.: We’ll contribute to students in need.我们向贫困学生捐款。
◆There is no need for sb. to do sth.
need作为实义动词时，通常用法是：
人＋need ＋to do We need to tell him the truth.
物＋need ＋doing The flowers need watering.
物＋need ＋to be done The flowers need to be watered.
in want of, in honor of, in favor of, in memory of, in the hope of, in place of, in praise of, in exchange for
4. (P34, L9)turn to向某人(某事物)寻求帮助、指教
e.g.: They always turn to me when they are in trouble. (向某人寻求帮助)
It would have taken hours to work the sum out, so I turned to my electronic calculator. （查阅某书，求助于）
5. (P34, L12)sort n.种类,类别 all sorts of 各种各样的
e.g.: What sort of shampoo do you use?
this/ that kind/ sort of + n. 这种的，那种的
n. + of this/ that kind/ sort这种的，那种的
e.g.: I sort of like him, but I don’t know why.
----Were you disappointed?
----Well, yes, sort of. But it didn’t really matter.
sort……into……把….分类成…
e.g.: Sort these cards according to their colors.
把这些卡片按颜色分类。
sort out from把……从……挑出来out of sorts身体不适
6. (P34, L14)skeptical/ skeptical 怀疑的
be skeptical of/ about sth对….不肯相信的，怀疑的
e.g.: I’m rather skeptical about their views.
我对他们的观点持怀疑态度。
He remained skeptical of my decision.
他对我的决定仍然怀疑。
There is no doubt that…毫无疑问….
7. (P34, L14)useless adj．无用的，无益的
It is useless for sb．to do sth.(人)做……是没用的
It’s no use doing sth.
e.g.: All these books are useless to me.
It’s useless to talk with him.
7. (P34, L18) common adj. 共同的, 普通的, 通常的
e.g.: Rabbits and foxes are common in Britain．
兔子与狐狸在英国十分常见。
Britain and America share a common language.
英国和美国使用共同的语言。
common sense 常识 have sth. in common 有共通之处
Have you any common sense? 你有常识么?
I have nothing in common with my father.
我和我爸爸一点共通之处都没有。
In common with many people, he prefers classical music to pop. 和许多人一样，他喜爱古典音乐多过流行音乐。
比较：common，usual，regular与ordinary
usual通常的；习惯的；经常发生的事，如自然发生的事、根据社会或个人习惯所做的事情
ordinary普通的；平凡的；强调普通；寻常以及缺乏优越的性质
e.g.: China is advancing rapidly in industry.
中国在工业上发展很快。
We are advancing along the socialist road.
我们正沿着社会主义道路前进。
This will further advance the friendly relations between the two countries. 这将进一步发展 (促进)两国的友好关系。
The date of the meeting has been advanced from Friday to Wednesday. 会议日期已从星期五提前到星期三。
make great advances (progress) 取得进步
e.g.: They have made great advances.
Nothing could stop the advance of the soldiers.
什么也不能阻止士兵们的前进。
○3in advance (事先，提前) 和 in advance of (在…前面)
e.g.: If you want to get the book, you must pay for it in advance. 如果你要买这本书，你得先付款
He walked in advance of his wife. 他走在他妻子的前面.
○4 其过去分词 advanced可用作形容词，意为“高级的”、“高级的”、“程度高的”、“年老的”等。主要用作定语（偶尔用作表语)：
advanced ideas (experience, deeds, workers, elements)先进思想 (经验，事迹，工人，分子)
Some of our products have reached advanced world levels. 我们有的产品已达到了世界先进水平。
9. (P34, Line23)build social ties建立社会联系
tie n. 绳子；领带; 联系,纽带; 束缚人的东西;平局, 不分胜负 (均为可数)
We have established trade ties with these regions.我们和这些地区建立了贸易关系。
He was wearing a black tie. (领带)
There are many ties of friendship between the two countries.
Mothers often find their small children a tie.
The result of the competition was a tie.
tie to 把…栓在 tie sth with sth用…捆….
He tied his horse to the tree. 他把马栓在树上.
The package had been tied with strong green string.那包东西是用结实的绿色绳子捆起来的。
tie sb’s shoelaces/ tie a knot/bow系鞋带/打蝴蝶结
○2把…..联系在一起 vt be tied to联系在一起，依附于
10. (P34, L24)rather than的用法：可接各种语法结构，但一定要注意rather than前后的结构要一致
He is a writer rather than a teacher．
John, rather than his roommates, is to blame.
The job will take months rather than weeks.
You, rather than she, are my guest.
We are to blame rather than they.
It ought to be you rather than me that sign the letter.
The color seems green rather than blue.
It was made shorter rather than longer.
The ship sank quickly rather than slowly.
He usually gets up early rather than late.
He loves her rather than likes her.
She left rather than stayed at home.
Rather than cause trouble, he went away.
Rather than have the radio repaired, he’d like to buy a new one.
I'd prefer to read in the library rather than at home.
I'd prefer to do it in this way rather than in that way.
He went to the park in the evening rather than in the morning.
She likes dancing rather than singing.
Rather than regretting for the failure, why not try again?
It is snowing rather than raining outside.
She is laughing rather than crying.
He had the house rebuilt rather than repaired.
We should help him rather than he should help us.
It was what he meant rather than what he said.
e.g.: It is what you do rather than what you say___ matters.
A. that B. what C. which D. this
11. (P34, L26)moreover adv.而且，此外，常用作插入语，表示递进关系
e.g.: They knew the painting was a forgery. Moreover, they knew who had bought it.他们知道那幅画是赝品，而且知道是谁买下的。
同义词： besides, in addition, what’s more, furthermore
e.g.: I’ve heard it’s not a very good movie. Besides, I’d rather stay home.我听说这不是很好看的电影。再说，我宁愿待在家里。
……chance to do / of doing sth做某事的机会
e.g.: I had the chance of visiting Beijing.
I have no chance to see him.
It is a good chance to study/of studying English. 这是学习英语的好机会。
……chance of (doing) sth / that……做某事的可能性
He has a good chance (no chance, not much chance) of winning. 他很有希望(没有希望，没多大希望)获胜。
There is still chance that you will pass the exam. 你考试及格还是有希望的。
【注】在现代英语中，chance 表示“可能性”时，其后有时也可接不定式，但不如用 of doing sth 普通。
○3chance to do = happen to do碰巧做….
○4It (so) chanced / happened that….
take a chance/ take chances 冒险, 碰运气
leave things to chance 听天由命, 听其自然
e.g.: A few apples remained on the table.
This visit will always remain in my memory．
这次拜访将永远留在我的记忆之中。
○2 vi. 继续呆在某处，继续存在，留下(特指在他人走后留下)
e.g.: They went，but I remained．他们走了，但我留了下来。
I shall remain here all the winter．整个冬天我将留在这里。
What will you do with the money left?
=What will you do with the remaining money?
e.g.: The fact remained to be proved. 事实尚待证明。
One problem remains to be solved．有一个问题尚待解决。
That remains to be proved．那尚待证实。
Much remains to be done. 还有很多事要做。
“继续保持，仍然处于某种状态”
○1+ adj. / n.
e.g.: Language was，is and will remain the chief means of exchange of ideas．语言，过去、现在和将来依然是交流思想的主要工具。
In spite of their quarrel，they remained the best friends．他们尽管吵过架，却仍不失为最好的朋友
She remained calm.她保持镇静。
e.g.: The question remained unsolved.这个问题仍然没有解决。
Her beauty remained unchanged.她美丽依旧。
She remained standing for a good hour.
她一直站了整整一个钟头。
She remained standing though we repeatedly asked her to sit down．虽然我们三番五次地请她坐下，她还是站着。
e.g.: She remained under the care of Miss Janey.
她仍然由Janey小姐照料。
People here remain in deep poverty.
这儿的人们仍处于极度贫困之中。
14. (P35, Line34) address v. 写地址，对…做演讲，称呼
e.g.: He will address us on the subject of war and peace.
He addressed her as “Miss Martine”.
Address your application to the Personnel Manager.
address oneself to sth./doing sth.着手做某事
We must address ourselves to the problem of traffic pollution.
address sb. as 称呼某人为…
◆ The judge should be addressed as 'Your Honour'.
◆ In Britain, a surgeon is addressed as 'Mr' not 'Dr'.
~ sth to sb (formal) to say sth directly to sb:
◆ Any questions should be addressed to your teacher.
◆ The book is addressed to the general reader.
a public address on foreign policy (涉外政策的公众演说)
15. (P35, L35) occur (occurred, occurred)vi 发生；存在；想起；被想到出现在头脑中常与to连用
(especially of accidents and other unexpected events) to happen:
sth. occur to sb. = sth. come to sb. ……突然被想到
it occurs to somebody (that) = it occurs to somebody to do something 刚想到，突然想到
经常用于以it作形式主语的句中, 真正的主语可以是从句, 也可以是不定式。
It occurred to her that she might adopt a homeless child.
It didn’t occur to me that you would object.
It didn’t occur to me to mention it.
Didn’t it occur to you to close the windows?
16.(P35,L37)advantage n. 优势,有利条件
Richard has an advantage over you since he can speak German.
They took full advantage of the hotel's facilities.
There is little advantage in buying a dictionary if you can't read.不识字买字典没什么用
拓展：to one’s advantage/disadvantage对……有利/ 不利
take advantage of利用=use/make use of
have/gain/ win an advantage over优于，对…有优势
have the advantage of 有…. （方面的）好处
充分利用：take full advantage of, make full use of, make the best/ most of
○1if只引导宾语从句,但作介词宾语时一般用whether， 而whether可引导主语 、宾语、表语和同位语从句
e.g.: I don’t know if / whether it will rain today.
It all depends on whether they will come back.
Whether the meeting will be put off has not been decided yet.
The question is whether they have so much money.
e.g.: I haven’t decided whether to go or not.
e.g.: I don’t know whether or not he has arrived in Wuhan.
lie-lied-lied-lying 说谎，欺骗a white lie 善意的谎言
lay aside存，积蓄 lay down放下，交出；规定，主张，制定lay out设计，布置 lay up积蓄 lay stress/ emphasis on强调 lay a /the foundation of/ for为….奠定基础 a laid-off worker下岗工人
19. (P35, L48) such as & for example
such as列举同类人或物中的几个例子，总放例举之前。
使用such as举例，只能列举其中的一部分，不能全部举出。
for example列举同类人或物中的“一个”例子，作插入语，用逗号隔开，可置于句首，句中，句末。
e.g.: Heros, such as LeiFeng, Liu Hulan and Huang Jiguang are good examples for us to learn.
Things such as cotton, paper, clothes are easy to catch fire.
He knows four languages, namely Chinese, English, Japanese and French.
一、单元考点提示
1.单词
Advertise,comment,satisfaction,blame,tense,fragile,split,sincerely,product,
Seek,sort,technigque,environment,recycle.
2.短语
Bring in 引入;增加 hand in hand 并进;联合
Try out 试验 think up 想出
At the last moment 在最后一刻 get rid of 处理;去掉
Break up分解;腐蚀 break down出毛病;不运转;分解
At one time(以前)有过一段时期
A mountain of/mountains of (一)大堆;大量的
Shut down (放下)关上;关闭(企业等)
3.句型
(1)Since production in creases,the price can be reduced.
(2)Also present will be a person who thinks up an idea for an advertise
-ment.
(3)There have been major changes in advertising in the past si-ty years.
(4)No matter how much you want to bathe(in the sea),it just isn’t safe.
(5)I suppose it is better to be safe than sick.
(6)It will be many years before the chemicals start to escape from the containers.
4.语法
(1)复习过去分词。
(2)复习第一至第五单元出现过的重点语法项目。
二、考点精析与拓展
1.I think it would be a good idea to(do sth.)
“我想，干某事是个好主意”(是委婉地提出建议的交际英语)。
A：I’m afraid I’m putting on weight.
B:I think it would be a good idea to keep on doing moning e-ercises.
2.Do you think so?
①“so”用于避免重复前面所说过的内容，等于代替肯定的名词性从句，可与believe,do,e-pect,fear,guess,hope,say,speak,suppose,
Think等及It appear…,It seems和I’m afraid连用。
“Will they go to see him?”
“I believe so.(I believe[that]they will go to see him.)”
②表示否定时，用not代替so,但在believe,suppose,think等动词之后，如I don’t think(believe,suppose)so等，通常仍可与so连用。
③不能和表示确信、疑问的词语连用。
I doubt about it.(√)
I doubt so.(×)
3.agree with同意……，(气候，食物等)适合于某人;和……相一致(常用于否定句)。
The climate here doesn’t agree with me.
Agree to …赞成……
Agree on 就……取得一致意见或看法
4.persuade sb.to do sth.
说明某人做……
Persuade sb.into doing sth.
“persuade”只有劝服了的情况下才可以直接使用，没有劝服，则用：
Try to persuade sb.to do sth.
Advise sb.to do sth
①We try to persuade him to stop smoking,but he still smokes now.
②He persuaded me into lending him all my savings.
N.Persuade sb.out of 说明(人)停止，劝阻
doing
His parents persuaded him out of his foolish action.
5.e-press one’s satisfaction with对……表示满意
Be satisfied with对……感到满意
The officials e-pressed their satisfaction with the preparation for the e-hibition.
6.at the top of在……的顶部，上方
At the top of a mountain在山顶
She is (at)the top of her class in French.
At the top of one’s voice高声地，尖声地
7.bring in 把……拿进来;收获;赚入……;获利
They bring in one million dollars a year from their new company.
8.carry out 搬出;进行
①Would you please carry the chairs out?
②The plan should be carried out at once.
9.ask for 要求，请求
Ask sb.for sth.向(某人)请求 (要求)……
She asked for some advice on how to learn English well.
10.It is a waste of time/money to do sth.干……浪费时间(钱)
It’s a waste of time to fi- this watch.
11.instead of,prep.代替……，而不是
I don’t like beer;Please give me cola instead.
12.would say总是会说……
Would有过去、常常……之意，但它与used to 的用法不相同的。
①表示过去持续的状态或感情总是used to 而不是would。因此,would不与表示状态的动词连用。
There used to be a hospital/here.(√)
这里过去有一所医院。
There would be…(×)
②used to 和would都可以表示过去规则的行为，但通常would是在过去不大规则的行为时，或主语的关心、感慨等主观因素较强时使用，而used to 则在客观地陈述相当期间的规则行为时使用。
“I’ll leave this job for a better one”,he would say when he was scolded by his boss.
③“would”常与“often,sometimes,for hours”等表示时间的副词(短语)连用。
④与现在或将来比较而表示“以前经常……”的意思时，用used to。
He will not have the money to spend on books as he used to.
13.think up 想出，想起(办法等)
The students try to think up an idea to play football without being seen.
Think over熟虑;think out 想出，想透(问题等)
Think of考虑，认为，想起think about 考虑，想出
Think aloud自言自语
14.in the past si-ty years在过去的60年里(常与现在完成时连用)
great changes have taken place in the past few years.
15.start with 以……开始
Today’s class starts with a question.
16.at the last moment在最后关头
At the moment 此刻;正在那时 for a moment片刻;一会儿for the moment 目前，暂时in a moment立刻，马上
17.point out 指出(to+n.)
The teacher pointed out my mistakes to me.
Point+(n.)+at/to/toward+n.
指向，对着……;显示
He quietly pointed his gun at the deer.
18.be crowded with 挤满……
Crowded 还可作adj.
The bus was crowded with people.
A crowded train(street)
(交通拥挤是heavy[busy]traffic,不能说crowded traffic)
19.admire sb.for…佩服某人的……
We admire him for the boy’s courage.
Be shocked
20. be astonished at sth.(to do,从句)
Be surprised
这三个词用法基本相同，只是“惊讶”的程度不同，shock>astonish>surprised。
21.search+n.搜查，搜身，意思是经过搜查之后想找到自己要的东西。
Search for:look for寻找
The police searched the room for the thief.
22.remind sb.+than-clause.使人想起(某事)，提醒
remind sb.to do sth.使(某人)想起做(某事);提醒某人做(某事)
I reminded him to work hard.
23.It looks as if…看起来好象……
It seems as if…似乎……It seems that…It appears as if/that…
It looks as if it’s going to snow.
24.no matter how 无论怎样……引导让步状语从句。
类似的no matter who,no matter what,no matter when,no matter where…ect.
No matter what he says,I won’t believe him.
25.suppose+that-clause 以为，假如
Suppose vt.以为，猜想，假定
Suppose sb.+(to be)+adj./n
以为(某人)是……，假定……为……
①I supposed that she was an English teacher.
②All the students supposed him to be the headmaster.
26.not+adj./adv.+enough+不定式 不够……，(以致)不能……
大体相当于 too…to …
He is not old enough to go to school.
(=He is too young to go to school.)
27.deal with 对付，处理(常与疑问代词how连用)
do with处理(常与疑问副词what)
She knows well how to deal with her parents.
28.get rid of 除去，除掉，摆脱(疾病等麻烦事物)
How can I get rid of the pain in the chest?
29.break up驱散;分散，破坏(关系)
Break down毁坏;分体;故障
The police used teargas to break up the demonstration.
30.against the law违反法律
Be against反对，违反
Be for赞成，支持
Abraham Lincoln was strongly against slavery.
31.at the bottom of 在……底部，下端
At the bottom of a hill在山脚下
She is always at the bottom of the class.
32.at one time 往昔;曾有一时
At one time there wer not so many cars on the streets.
33.set up建立，设立，创设
A new government was set up after the civilwar.
34.fight against(with)与……战斗
Fight for 为……战
Fight against与……搏斗
35.seek to 尝试，试图
Seek(sought,sought,seeking),vt./vi.寻求，探求
Seek for(after)+n.找寻
Seek+n./going寻找，征求，设法得到
We must seek (for)a solution to the problem.
36.be active in在……方面很积极
Take an active part in积极参加
①He was active in helping others.
②He takes an active part in all kinds of sports.
37.multiply A by B A乘以4。
mulitiply 3 by 4.3乘以4。
4 multiplied by 2 is 8.
38.take out去除(污点等)(本课的用法)
还有“把(人)带去，把(物)拿去，获得(权利许可等)”。
my parents are taking me out to a show tonight.
You will have to have the tooth taken out.
39.shut down关闭……;停止营业
①This factory has shut down.
②Shut down the window.
Shut off 关掉
40.be disappointed with(at,about)对……失望
I was disappinted at (in,with)the result.
Be disappointed to do做……而感到失望
His uncle was disappointed to hear the news.
Useful Expressions:
2.award sb. sth./award sth. to sb. 把某物授予/给予/判给某人
3.celebrate different film genres 颂扬不同的电影流派
4.six of the major international film festivals 六个主要的国际电影节
5.be appropriate for sb. to do sth 对…而言适合做…
8.view…as…把…视为..
15.feature Hollywood films 以好莱坞电影为特色
18.distinguish between…and…(~ from..) 区别、判别、分清
20. meet one’s standards 达到某人的标准
21.was hatched back in 1978 早在1978年就筹划了
23.change the focus to doing sth. 把重心转移到做某事
25.act/perform in a film 在一部电影中担任演员
26.win an award at a film festival 在一个电影节上获奖
27.give awards/an award to sb. 给某人颁奖,给某人奖励
28.take a step backwards后退 take a step散步、溜达 take steps to do采取措施
29. from all around the globe 来自全球、来自全世界
30.make films with large budgets 以很大的预算资金投入制作电影
32. have a chance of doing sth./to do sth.有可能做某事
33.lose our international angle 失去我们的国际视野
34.don’t favour films from any one country 不偏爱来自任何一国的电影
37.have a good reputation worldwide 在世界范围内有良好的声誉
38.put forward a personal opinion 提出一个个人意见
44.interfere in someone else’s activity 打断某人，干涉某人的行动
47.be awarded for doing sth. 因为做某事而获奖
48.keep sth. in the shadows 保持某事在幕后/在阴影中/在后台运作
49.have no difficulty in doing sth. 做某时毫无困难
52.express oneself in English 用英语表达自己
57. have an appointment to meet sb.约见某人
60. think twice about sth. / doing sth. 三思而行，慎重考虑后再作决定
61. waste time/money on sth.浪费时间/钱在某事上
63.give sb. one’s sincere congratulations 给某人最衷心的祝愿
68.enter a speech competition 参加一个演讲比赛
71.have no commercial future 没有商业前途
83.have contradictory feelings about 对……有矛盾的情感
86. be dedicated to专心致志于…
88. have a tendency to do sth. 有做某事的趋势
Useful Expressions:
1.Joining us in the studio are Isabel from the Cannes Film Festival, …
来到我们节目现场的有来自戛纳电影节的伊莎贝尔罗斯……
Gone are the days when we used foreign oil.
我们使用洋油的日子一去不复返了。
Present at the meeting are some famous artists.
与会的是一些著名的画家。
2.Maria, do tell us a little about the Venice Film Festival.
玛丽娅，一定要告诉我们一些关于威尼斯电影节的情况。
3.I hate to interrupt you, but in defence of the Venice Film Festival, I have to point out that… 我很抱歉打断你，但我得为威尼斯电影节说句话，我必须指出……
4. It was then that Robert Redford took over …
就是那时候罗伯特雷特福德接管……
5. …there is a good chance it will become famous.
它获奖就有了很大的机会。
6.People tend to present their personal opinion as if it were a collective group’s opinion.
人们总是陈述自己个人的观点仿佛它是一个集体的观点。
7.While there is no restriction on foreign entries, those that win are in the minority.
虽然没有限制外国电影的进入，但外国电影获奖的只是少数。
8.Whether you think the Academy Awards are a film festival or not, everyone agrees that the Oscar is the best-known award a contemporary film can receive.
无论学院奖是否是一个电影节,每个人都同意奥斯卡奖是当代电影所能获得的最高奖项。
9.It felt like the camera was in the sky.
感觉起来就好象照相机在空中。
10.I think this is more to highlight the advanced special effects than to help the film’s plot.
在我看来，这是为了更加突出电影高超的特效，而不是有助于表现电影的情节。
11.As long as the film’s quality meets our standards, we include it.
只要电影的质量达到标准，都能参加评选。
12．Considering the history of our festival, we feel it is important to favour films from any one country.
考虑到我们电影节的历史，我们觉得不偏向任何国家的电影是非常重要的。
13．It was the festival that he took over in 1981.
他在1981年接管的就是这个电影节。
14．It was not until nine that I got up.
就是直到九点我才起床。
15.Who was it that told him what had happened?
到底是谁告诉他所发生的事？
1. a mental/physical disability 精神残疾/身体残疾
disability:可用作可数名词和不可数名词，用作可数名词表“残疾”；用作不可数名词表“无能、劳动能力丧失”adj. disabled
2. be proud to do/ be proud of sth 很骄傲做什么，对…感到很骄傲
4. set up her own website()创建她自己的网站
1. Other disabled people find the website beneficial.
1) find sth+adj.
2) Be beneficial to sth=be of benefit to sth 对…有益
3) v.benefit 获益，得益于。benefit by/from 得益于
1. In the other words=that is to say=namely(均常作插入语) 换句话说，也就是说
3. adapt (A) to (B) 使A适应于B，把A改编为B
4. at a time每一次, at one time曾经、一度, at times时常, at all times在任何时候, at no time决不（放句首时要倒装）
6. used to do 过去经常做, be/get used to sth/doing sth适应于…, be used to do sth被用来做
7. dream about/of doing sth梦想做…
8. miss a lot of lessons=miss a lot of school 错过许多功课
1) take a deep breath 深呼吸2)lose one’s breath喘不过起来 3)hold one’s breath屏住呼吸
11. Every time after a long absence from school, I feel really stupid because I am a bit behind the others.
2) absence from, adj. Be absent from 缺席…反义词 presence/ be present at 出席…
3) a bit=a little 一点 little ink, a bit of ink, not a bit(=not at all)
13. accept me for who I am 接受我这样的人
14. get annoyed at/by sth, get annoyed with sb 对…生气
16. the ambition for sth/to do sth. Be ambitious to do sth …的野心/雄心
17. I don’t have time to sit around/about feeling sorry for myself.闲坐着， 对…感到可怜
18. get a lot of enjoyment out of sth 从…中得到许多快乐
20. be independent of sth 不依靠…
23. give them encouragement to live as rich and full a life as you do.（注意
Learning about language and using language
1. take on challenging tasks承担有挑战的任务 take up a job as a teacher开始从事教师职业
2. congratulate sb on sth 祝贺某人某事
3. with the assistance of sb,v. assist sb. in/ with sth.或assist sb in doing sth. 协助某人做什么事。 助手assistant
2. in particular=especially特别是…(注意与specially 区别)
3. accessible:可接近的；可进入的；可使用的, n.access （接近或进入某地的）方法；通路；（使用某物或接近某人的）机会或权利。常用结构：access to sth./ have access to/be accessible to
4. have difficulty/trouble doing sth 做…有困难
【原句回放】The doctors don’t know exactly what is wrong with me, so they don’t know how to make me well.
【原句回放】There should be a space at the end of each row so that people in wheelchairs can sit beside their friends.
【点拨】so that：in order that; with the result that。作“以便”，“为的是”讲，从句中通常用may(might)或can(could)等情态动词。例如：
We learn English so that we may get more knowledge.
1.如果so that 引出的从句为否定结构，则其谓语多用should+v原形，此时，so that 常译为“免得，以免”。例如：
He looked down so that she should not see his eyes.
2.so that 意为“以便于”， 引导目的状语从句； 而so…that…意为“如此…以至于”，引导结果状语从句。
【随时练】John shut everybody out of the kitchen _____ he could prepare his grand surprise for the party.
A. which B. when C. so that D. as if
句意：约翰把每个人都关在厨房门外，以便他能够为晚会准备一份巨大的惊喜。so that:为了；以便于
【原句回放】The buttons in the lift should be easy for people in wheelchairs to reach…(Page 8)
【点拨】be easy to do 中，easy后用不定式的主动表被动。
有此用法的形容词还有：important, light, difficult, heavy, comfortable，fit等。
例如：This kind of water isn’t fit to drink.
The box is difficult to carry.
1. have a great desire for sth/to do sth
1. experiment with/on(do/perform /carry out/conduct an experiment on sth)在…上做实验
3. persuade sb to do/ sb into doing/ sb of sth说服某人做某事
6. it was disturbing and frightening that he looked so human. 机器人如此有人情味，使得她烦恼而且害怕。
7. be offered sympathy 被同情 have/feel sympathy for同情…
10. reach for his hand伸手碰他的手, within one’s reach够的到, out of one’s reach够不到
be accompanied by/with伴随着…
be accompanied at/on the piano 由…伴奏
15. turn around转身，回转 turn in归还，上交 turn up 露面，（音量）开大turn on 打开turn off关掉 turn down 关小，拒绝turn back往回走
17. work on从事…
20. be impressed by 对…印象深刻 make an impression on sb某人留下深刻印象
21. be green with envy at sth/of sb=be jealous of sb 嫉妒某物/某人
22. prevent…(from)doing sth阻止…做…
23. set off the shops’alarm 使商店的警钟响起来
24. get into physical fights with their owners 与他们的主人打起来
1. in the present=at present 在现在
4. be pregnant with her third child 怀上了她的第三个孩子
7. take himself seriously as a writer 开始认真的当自己是一个作家了
9. receive many rewards for his books 他的书得了很多奖
10. do research into/on sth对…做研究
11. leave me alone 让我一个人呆着，不要管我的事. Leave out遗漏、略去
12. set aside把…放在一边，为…节省或保留（钱或时间）
She was amazed by his fingernails and the softness and warmth of his skin.
As he was not allowed to accompany her to the shops…
The women were impressed by Claire and the house.
It was going to be tested out by Larry’s wife, Claire.
4. say hello / goodbye to sb 问候某人/和某人告别
6. It is the first time that sb has done sth 某人第一次做。。。。
It was the first time that sb had done sth
7. I didn’t know what to expect 我不知道期待些什么
10. recommend sth 推荐。。。
recommend sb to do sth 建议某人做。。。。
recommend that sb (should) do sth建议某人做。。。。
11. get used to sth /doing sth习惯于
15. ask a passer-by for directions 向一个路人问路
I acknowledge the truth of his statement. 承认
He is acknowledged to be the best player. 认为
He needs help and comfort besides money. 介词 除了
The book is not interesting; besides, it is expensive. 副词 而且
24. as far as one is concerned 就。。。而言
You can not refer to your notebook when taking an exam. 参考，借助
I don’t refer to you when I say someone is stupid. 指。。。而言
I bought he book he referred to last time. 提到，提级
26. be occupied with sth 忙于。。。
be occupied in doing sth 忙于做。。。
28. have much/a lot in common with sb 有许多共同点
30. wish sb all the best 祝某人一切顺利
31. deserve sth / to do 值得，应该获得/受到。。。
32. on the pacific coast 在大平洋海岸上
35. gain one’s independence from 从。。。获得独立
36. a tourist destination 一个旅游胜地
编辑推荐
It will be a product of AI(artificial intelligence) and it can do so many things for me,including helping me with all of my housework,especially cleaning the floor which i hate to do most.It could cook the meals anytime for my family.It could send me to school and fetch me from school instead of my parents.added up to all,it could also be my teachers,teaching me English and Math!What an assume robot it will be!With the breakthrough of technology,i strongly believe that my dream will come true oneday.
这将是一个产品的AI(人工智能)，它可以为我做很多事情，包括帮助我与我所有的家务，特别是清洁，我最恨做地板。它可以做饭都为我的家人。可以送我去学校接我，这也可能是我的老师，教我英语和数学!什么是机器人将承担!随着技术的突破，我坚信我的梦想会成真的一天。
He is a magical robot,he can chat with me,but also play many songs that I like to listen .But his most special is that he can paint a picture,and the paintings are particularly good.Because I also learn to draw,so this was especially pleased.
他是一个神奇的机器人，他可以和我聊天，还能放我喜欢听的歌曲。但他最特别的是他会画画，而且画的特别好。因为我也在学画画，所以这是特别高兴。
Sometimes,when I can not draw the human body and landscape,he would teach me how to draw this shape,how to use color,how to draw eyes and mouth,and so on.He solved many problems for me.For that,My painting levels increased a lot .
有时，当我不能画人体和风景，他会教我如何画这个形状，如何运用色彩，如何画眼睛和嘴巴，等等。他为我解决了很多问题。因此，我的绘画水平提高了很多。
Useful Expressions:
2.award sb. sth./award sth. to sb. 把某物授予/给予/判给某人
3.celebrate different film genres 颂扬不同的电影流派
4.six of the major international film festivals 六个主要的国际电影节
5.be appropriate for sb. to do sth 对…而言适合做…
8.view…as…把…视为..
15.feature Hollywood films 以好莱坞电影为特色
18.distinguish between…and…(~ from..) 区别、判别、分清
20. meet one’s standards 达到某人的标准
21.was hatched back in 1978 早在1978年就筹划了
23.change the focus to doing sth. 把重心转移到做某事
25.act/perform in a film 在一部电影中担任演员
26.win an award at a film festival 在一个电影节上获奖
27.give awards/an award to sb. 给某人颁奖,给某人奖励
28.take a step backwards后退 take a step散步、溜达 take steps to do采取措施
29. from all around the globe 来自全球、来自全世界
30.make films with large budgets 以很大的预算资金投入制作电影
32. have a chance of doing sth./to do sth.有可能做某事
33.lose our international angle 失去我们的国际视野
34.don’t favour films from any one country 不偏爱来自任何一国的电影
37.have a good reputation worldwide 在世界范围内有良好的声誉
38.put forward a personal opinion 提出一个个人意见
44.interfere in someone else’s activity 打断某人，干涉某人的行动
47.be awarded for doing sth. 因为做某事而获奖
48.keep sth. in the shadows 保持某事在幕后/在阴影中/在后台运作
49.have no difficulty in doing sth. 做某时毫无困难
52.express oneself in English 用英语表达自己
57. have an appointment to meet sb.约见某人
60. think twice about sth. / doing sth. 三思而行，慎重考虑后再作决定
61. waste time/money on sth.浪费时间/钱在某事上
63.give sb. one’s sincere congratulations 给某人最衷心的祝愿
68.enter a speech competition 参加一个演讲比赛
71.have no commercial future 没有商业前途
83.have contradictory feelings about 对……有矛盾的情感
86. be dedicated to专心致志于…
88. have a tendency to do sth. 有做某事的趋势
Useful Expressions:
1.Joining us in the studio are Isabel from the Cannes Film Festival, …
来到我们节目现场的有来自戛纳电影节的伊莎贝尔罗斯……
Gone are the days when we used foreign oil.
我们使用洋油的日子一去不复返了。
Present at the meeting are some famous artists.
与会的是一些著名的画家。
2.Maria, do tell us a little about the Venice Film Festival.
玛丽娅，一定要告诉我们一些关于威尼斯电影节的情况。
3.I hate to interrupt you, but in defence of the Venice Film Festival, I have to point out that… 我很抱歉打断你，但我得为威尼斯电影节说句话，我必须指出……
4. It was then that Robert Redford took over …
就是那时候罗伯特雷特福德接管……
5. …there is a good chance it will become famous.
它获奖就有了很大的机会。
6.People tend to present their personal opinion as if it were a collective group’s opinion.
人们总是陈述自己个人的观点仿佛它是一个集体的观点。
7.While there is no restriction on foreign entries, those that win are in the minority.
虽然没有限制外国电影的进入，但外国电影获奖的只是少数。
8.Whether you think the Academy Awards are a film festival or not, everyone agrees that the Oscar is the best-known award a contemporary film can receive.
无论学院奖是否是一个电影节,每个人都同意奥斯卡奖是当代电影所能获得的最高奖项。
9.It felt like the camera was in the sky.
感觉起来就好象照相机在空中。
10.I think this is more to highlight the advanced special effects than to help the film’s plot.
在我看来，这是为了更加突出电影高超的特效，而不是有助于表现电影的情节。
11.As long as the film’s quality meets our standards, we include it.
只要电影的质量达到标准，都能参加评选。
12．Considering the history of our festival, we feel it is important to favour films from any one country.
考虑到我们电影节的历史，我们觉得不偏向任何国家的电影是非常重要的。
13．It was the festival that he took over in 1981.
他在1981年接管的就是这个电影节。
14．It was not until nine that I got up.
就是直到九点我才起床。
15.Who was it that told him what had happened?
到底是谁告诉他所发生的事？
1.Ability goals:
Enable the Ss.to describe cloning:
What is the advantages of cloning?
What is the problems or dangers of cloning?
What is your opinion of cloning?
2.Learning ability goals:
Help the Ss.learn how to describe cloning.
How to describe cloning.
(2)Teaching difficult points.
Help the Ss. analyze the writing techniques of the article.
Skimming,task-based method and debate method
A recorder, a projector ,multi-media.
T:Do you know what is cloning?
Let the Ss. look at pictures:
Which ones are natural clones and which ones are man-made.
Explain how they differ.
What benefits can humans gain from cloning？
What problems may arise when humans are cloned？
What’s the text mainly about?
How do gardeners clone plants?
What two major uses do cloning have?
How many femal sheep participate in the cloning of a new sheep.
What problems do Dolly have?
What the effect of Dolly?
Main idea:
(1)give the order of procedure.
What is your opinion of cloning?Give reason.
1． Firstly ,gardeners use it all the time to produce commercial quantities of plants.
quantities of 许多，大量的。既可修饰可数名词又可修饰不可数名词。
拓展：a large /good/great number of+可数名词复数
2.cloning scientists were cast down to find that Dolly’s illnesses ……
be cast down:feel discourged 灰心，沮丧
词汇：cast about/around for 到处寻找，试图找到
3.On the other hand,Dolly’s appearance raised a storm of objections and …….
have an objection to (doing) sth. 反对干某事
raise /voice an objection 提出反对意见
object to sth./doing sth.反对做…
4．It suddenly opened everybody’s eyes to the possiblility…..
open one’s eyes to sth.使某人明了，对…开了眼界。
5.The fact that she seemed to develop normally……
that 引导同位语从句，说明fact 的内容，that不做成分。
6．Then came the disturbing news that Dolly had become seriously ill.
倒装句型：表方位或方式的副词或介词短语，如：here,there
,now,then,up,down,in,away,off,out,in the room,on the wall等，置于句首时，句子倒装。
将下列各句变为倒装句。
1． The plane flew away.
2． Thousands of Ss.waited in the lecture hall.
3． Your turn to recite the passage comes now.
本课是阅读课，在阅读中主要采取skimming, scanning, timing reading 等阅读方法。阅读前的讨论是围绕即将阅读的材料提出话题或问题，通过讨论唤起学生的背景知识和阅读兴趣，使学生对所要阅读的材料有一定的心理准备，然后带着目的去阅读。阅读后的讨论一是为了检查学生对文章的理解情况，并进行交流，让学生充分发挥想象力。教学过程中以学生为中心，突出学生的主体作用。在课堂上，每个学生都是课堂教学的中心。讨论式教学能为学生提供运用语言的语境与机会能协助学生在语言实践中把语言知识和技能主动转化为交流能力。并且学生在讨论中思维活跃，发言积极。
陈秀君老师在教学过程中谈笑风生，时常与学生开展对话讨论，表现了良好的师生关系，表现了她良好的教学组织能力和灵活机智。
本课主要亮点：执教者能结合新课标理念、结合高考要求、结合学生实际水平，传统教学手段和现代多媒体教学手段相结合，恰当合理呈现本课内容。
教学目标句型“What are you doing? I am ….”。
德育教学目标多关心别人。
教学重点句型“What are you doing? I am ….”，并能在情景中进行应用。
动词及动词短语的现在进行时的表达，即ing形式。
教学难点动词ing形式的读音。
一、自学本课单词，熟读，并会拼写。
二、搜集查询各种动词的ing形式，课堂展示给大家。
课前3分钟内容：
教师出示几幅进行时态的图片，让学生以小组竞赛的形式表述进行时态的句子，给小组加分。
教师播放歌曲What Are You Doing?的录音，师生共同演唱。
教师就学生所学过的内容，尤其是新学内容进行日常交际，目的在于运用语言。可以是学生自我介绍，也可以是学生间对话练习。如：
A: My English name is …. What's your English name?
B: M y English name is …. How do you do?
A: How do you do? Where are you from?
B: I'm waiting for my mom.
A: Nice to meet you. Good-bye.
教师出示第一课时所学动词短语的图片，找能力好的学生认读，其他同学跟读。
教师说动词短语，学生做动作，再次复习第一课时的短语。
学生边做动作边说单词。
鼓励学生说说前五册学生用书，特别是五年级上册第四单元已涉及到一些动词和动词短语，注意比较动词原形和动词ing形式，注意发音。
教师在黑板上写好两列词，让学生连线并进行问答练习。
让一名学生抽取一张单词卡片，然后躲在讲台后面。教师带领其他学生问：What are you doing?，抽取卡片的学生站起来边做相应的动作边回答I am…请五至六名学生轮流上台抽卡片，直到全班学生都初步会说句型What are you doing?再进行下面的活动。
学生同桌之间背对背，一边做动作一边用主要句型问答：What are you doing? I am ….
学生五人一组。教师问各组的第一名学生Hello. What are you doing?每组的第一名学生回答后转身问后面的学生：What areyou doing?，依此类推，每名学生的回答不能与同组前面学生的回答重复，看哪个小组最先完成游戏。
教师播放Let's try部分的录音，让学生完成听录音选图的练习。录音内容如下：
Hello.
Hi, Sarah. It's John.
Hi, John. What are you doing?
I am reading a book. What are you doing?
I'm doing the dishes.
----What is John doing?
----What is Sarah doing?
教师播放Let's talk部分的录音，学生跟读。
学生自己读对话内容。
教师出示Let's talk中的图片和道具电话，指导学生进行代换练习。
学生2人一组，练习对话。学生也根据自己情况，和准备好的图片、玩具或实物，改变对话内容，进行操练。
做小双簧的游戏：学生2人一组，一名学生在前面表演动作，如：画画，另一名学生藏在他的身后为前面的学生配音，如：I am drawingpictures.让学生两人一组操练后，请几组学生上台表演。
做Pair Work部分的活动。学生2人一组，每人在一张纸条上面写一个动词短语的ing形式，如：drawingpictures，然后2人交换纸条，分别将纸条卷起来做道具，根据各自手中纸条上的内容模拟打电话。
做“看口型，猜句子”的游戏：教师指着黑板上的句子说：Iam….，说到动词短语时只作相应的口型，不发出声音，让学生看口型猜短语把句子补充完整。
做Let's play的活动。请一名学生上来，背对其他学生站好。台下任意一名学生问：What are you doing?，站在前面的学生边做动作边回答Iam….，其他学生根据听到的回答在自己课本的表格里做好记录。然后换另一名学生上台，继续做游戏。示范几次后，让学生分小组做游戏。注意：教师里学生的活动范围受限制，所以如果条件允许，此活动可在室外完成5、Consolidationand extension (扩展活动)
教师问：What do you usually do at 9:00 p.m.?指导学生根据实际情况回答。
让学生展示Story time部分的挂图，手指挂图说“Look! Zip is calling Zoom. Who is he? Is thatZoom?，简单表述挂图内容。
引导学生听录音阅读故事。
教师根据故事内容向学生提问：What is Zip doing? What is Zoom doing? Is Zoom answering thephone? Is his father playing computer games?引导学生做回答。
请学生两人一组，分别扮演Zip和Zoom的爸爸表演故事。
教师再放一遍录音，请学生跟着录音读故事里的句子，教师指导学生的发音。
做本单元A Let's learn部分的活动手册P34配套练习。
教师指导学生理解题目要求，指导操作方法.。Listen and number是按所听内容表明序号，Ask and write是在同学问答的基础上填写单词和动词短语。
教师播放活动手册第34页的录音，学生完成Listen and number部分的练习。
学生彼此了解所作的事情，将伙伴的姓名和所作的事情填写在表格里。此环节，教师注意辅导学生规范书写。
Whatare you doing ?
I’m ...
新目标任务型教学的特色理念：《新目标英语》是以任务为基础的语言教学，在教材的设计上，遵循了自然言语、情境真实性、语言形式为交流功能性服务、层层深入阶梯型发展语言能力、在做中学等最新教学原则和理念，注重引导学生体会文化差异，培养学生自主学习能力，完全符合教育部的《义务教育阶段英语课程标准》的要求。本教材的教学理念：“知识用于行动”，强调“语言应用”，培养“创新、实践能力”，发展“学习策略”。
人教社《新目标英语》教材的几大特色：
A. 图文并茂。一幅副充满情趣，幽默生动的画面，令你眼睛一亮。它不仅版面设计充满新意，而且在内容和结构方面更富有创意 更具时代感，更有现代气息，更加贴近学生的生活。学生一拿到课本后都爱不释手，迫不及待地翻阅。
B. 实用性强。每个单元的选材都来源于学生的学习和生活。紧紧地与学生的年龄特征、认知结构、生活经验联系在一起。如第一册的十四个话题：认识新朋友、教室里的物品、家庭成员、食品、购物、电影、参加社团、生活习惯、学习科目、国家与语言。第二册的十二个话题：邻居、动物、足球、职业、周末活动、音乐、人物性格与外貌、天气、节日、度假与休闲、流行文化、规章制度与日常生活。由于这些都是学生熟悉的话题，生活中经常碰到的事情，所以学生容易接受，学习热情自然也高。使教学活动由“要我学”转变为“我要学”。
C.注重交际。针对中国学生学英语普遍存在的“聋哑病”，教材设计了大量的听说读写材料。每个单元都有语言活动，且内容不同，形式多样，学生对这些活动充满兴趣，所以大家都能情绪高昂地参加pair work, group work, games等活动。学生们充满了自信，开心地练习说英语，教室里常常充满了欢歌笑语。同学们都喜欢上英语课，他们能为学以致用而感到兴奋，同时也体验到了学习语言的快乐。
D.词汇量大。第一册有词汇700个左右，第二册约450个，第三册约450个，第四册约400个， 第五册约500个，合计2500个。这一点正好达到《英语课程标准》5级的要求。大大丰富了学生的词汇量，让学生能更好地表达自己的所思所想。同时也要求学生必须采取有效的记忆单词的方法，就会事半功倍，否则难以适应教材的要求。这时学生特别需要教师的指导 .。
a.言语、情境真实性原则 (The authenticity principle)
任务的设计要提供给学习者明确、真实的语言信息。语言情境、语言形式等要符合交际的功能和规律。使学习者在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。
b.形式-功能性原则 (The form-function principle)
任务的设计注重语言形式和语言功能的结合。形式-功能性原则，旨在使学习者掌握语言形式的同时，培养其自我把握语言功能的能力;每一阶段任务的设计都具有一定的导入性，学生在学习语言形式的基础上，通过系列任务的训练，能够自己进行推理和演绎，从而理解语言的功能，并在交际中进行真实运用。
c.阶梯型任务原则 (The task dependency principle)
学习单元中任务的设计由简到繁，由易到难，层层深入，并形成由初级任务到高级任务并由高级任务涵盖初级任务的循环。在语言技能方面，遵循先听、读，后说、写的设计顺序，使教学阶梯式地层层递进。
自始至终引导学生通过完成具体的任务活动来学习语言，让学生为了特定的学习目的去实施特定的语言行动，通过完成特定的交际任务来获得和积累相应的学习经验。
8. （做）……有困难 have difficulty/trouble in (doing) sth
16. 对感到尴尬get /feel embarrassed about
22. 对……知道，意识到be/ become aware of
24. 在此期间，与此同时in the meantime/ meanwhile
43. 对……适应，习惯 get/ be used/ accustomed to
44. 就……而言 as far as one is concerned
47. 忙于 be occupied in doing sth/ with sth
51. 向......推荐 recommend…to…
56. 与…合作或一起工作 team up with…
57. (某人)想到 occur to …
58.习惯于新的生活方式、工作等; 谋生 make a life
59. 用…办法; 借助… by means of….
64. 人们相信…… it’s believed that …
75. 对……有很大的影响 have a (great) impact on
94. 需要… in need of …
102. 结识; 与…相见 make one’s acquaintance
103. (某人)冒充… pass… off as…
105. 说服某人…… convince sb of/ that
106. 避雨 shelter/ hide from the rain
107. 对……失望 be disappointed with/ at
108. 使……处于困境 condemn sb to…
1. (P34, L2) pro-前缀，常与名词和形容词连用“亲，支持，赞成”
a pro-environment governor一位支持环保的州长
pro-American亲美pro-democracy赞成民主，推崇民主 pro-European支持欧洲的 pro-slavery赞成奴隶制的
be of little /no / great/ much value = be (not) valuable没有/很有价值的
e.g.: Your help has been of great value.
value….as…重视/ 珍视….为….
value sth at….估价为……
e.g.: He valued the house for me at $80000.
那所房子他给我估价80000美元。
My parents always value honesty as the most important.
我父母总是认为诚信是最重要的。
I have always valued your friendship.
拓展： valuable adj.有价值的 valueless adj.没有价值的 'priceless adj.无价的 worthless adj.不值的
value指内在价值 the value of American dollar美元的内在价值
e.g.: He is in need of help.
Experienced workers are in great need.急需熟练工人。
A friend in need is a friend indeed.
e.g.: We’ll contribute to students in need.我们向贫困学生捐款。
◆There is no need for sb. to do sth.
need作为实义动词时，通常用法是：
人＋need ＋to do We need to tell him the truth.
物＋need ＋doing The flowers need watering.
物＋need ＋to be done The flowers need to be watered.
in want of, in honor of, in favor of, in memory of, in the hope of, in place of, in praise of, in exchange for
4. (P34, L9)turn to向某人(某事物)寻求帮助、指教
e.g.: They always turn to me when they are in trouble. (向某人寻求帮助)
It would have taken hours to work the sum out, so I turned to my electronic calculator. （查阅某书，求助于）
5. (P34, L12)sort n.种类,类别 all sorts of 各种各样的
e.g.: What sort of shampoo do you use?
this/ that kind/ sort of + n. 这种的，那种的
n. + of this/ that kind/ sort这种的，那种的
e.g.: I sort of like him, but I don’t know why.
----Were you disappointed?
----Well, yes, sort of. But it didn’t really matter.
sort……into……把….分类成…
e.g.: Sort these cards according to their colors.
把这些卡片按颜色分类。
sort out from把……从……挑出来out of sorts身体不适
6. (P34, L14)skeptical/ skeptical 怀疑的
be skeptical of/ about sth对….不肯相信的，怀疑的
e.g.: I’m rather skeptical about their views.
我对他们的观点持怀疑态度。
He remained skeptical of my decision.
他对我的决定仍然怀疑。
There is no doubt that…毫无疑问….
7. (P34, L14)useless adj．无用的，无益的
It is useless for sb．to do sth.(人)做……是没用的
It’s no use doing sth.
e.g.: All these books are useless to me.
It’s useless to talk with him.
7. (P34, L18) common adj. 共同的, 普通的, 通常的
e.g.: Rabbits and foxes are common in Britain．
兔子与狐狸在英国十分常见。
Britain and America share a common language.
英国和美国使用共同的语言。
common sense 常识 have sth. in common 有共通之处
Have you any common sense? 你有常识么?
I have nothing in common with my father.
我和我爸爸一点共通之处都没有。
In common with many people, he prefers classical music to pop. 和许多人一样，他喜爱古典音乐多过流行音乐。
比较：common，usual，regular与ordinary
usual通常的；习惯的；经常发生的事，如自然发生的事、根据社会或个人习惯所做的事情
ordinary普通的；平凡的；强调普通；寻常以及缺乏优越的性质
e.g.: China is advancing rapidly in industry.
中国在工业上发展很快。
We are advancing along the socialist road.
我们正沿着社会主义道路前进。
This will further advance the friendly relations between the two countries. 这将进一步发展 (促进)两国的友好关系。
The date of the meeting has been advanced from Friday to Wednesday. 会议日期已从星期五提前到星期三。
make great advances (progress) 取得进步
e.g.: They have made great advances.
Nothing could stop the advance of the soldiers.
什么也不能阻止士兵们的前进。
○3in advance (事先，提前) 和 in advance of (在…前面)
e.g.: If you want to get the book, you must pay for it in advance. 如果你要买这本书，你得先付款
He walked in advance of his wife. 他走在他妻子的前面.
○4 其过去分词 advanced可用作形容词，意为“高级的”、“高级的”、“程度高的”、“年老的”等。主要用作定语（偶尔用作表语)：
advanced ideas (experience, deeds, workers, elements)先进思想 (经验，事迹，工人，分子)
Some of our products have reached advanced world levels. 我们有的产品已达到了世界先进水平。
9. (P34, Line23)build social ties建立社会联系
tie n. 绳子；领带; 联系,纽带; 束缚人的东西;平局, 不分胜负 (均为可数)
We have established trade ties with these regions.我们和这些地区建立了贸易关系。
He was wearing a black tie. (领带)
There are many ties of friendship between the two countries.
Mothers often find their small children a tie.
The result of the competition was a tie.
tie to 把…栓在 tie sth with sth用…捆….
He tied his horse to the tree. 他把马栓在树上.
The package had been tied with strong green string.那包东西是用结实的绿色绳子捆起来的。
tie sb’s shoelaces/ tie a knot/bow系鞋带/打蝴蝶结
○2把…..联系在一起 vt be tied to联系在一起，依附于
10. (P34, L24)rather than的用法：可接各种语法结构，但一定要注意rather than前后的结构要一致
He is a writer rather than a teacher．
John, rather than his roommates, is to blame.
The job will take months rather than weeks.
You, rather than she, are my guest.
We are to blame rather than they.
It ought to be you rather than me that sign the letter.
The color seems green rather than blue.
It was made shorter rather than longer.
The ship sank quickly rather than slowly.
He usually gets up early rather than late.
He loves her rather than likes her.
She left rather than stayed at home.
Rather than cause trouble, he went away.
Rather than have the radio repaired, he’d like to buy a new one.
I'd prefer to read in the library rather than at home.
I'd prefer to do it in this way rather than in that way.
He went to the park in the evening rather than in the morning.
She likes dancing rather than singing.
Rather than regretting for the failure, why not try again?
It is snowing rather than raining outside.
She is laughing rather than crying.
He had the house rebuilt rather than repaired.
We should help him rather than he should help us.
It was what he meant rather than what he said.
e.g.: It is what you do rather than what you say___ matters.
A. that B. what C. which D. this
11. (P34, L26)moreover adv.而且，此外，常用作插入语，表示递进关系
e.g.: They knew the painting was a forgery. Moreover, they knew who had bought it.他们知道那幅画是赝品，而且知道是谁买下的。
同义词： besides, in addition, what’s more, furthermore
e.g.: I’ve heard it’s not a very good movie. Besides, I’d rather stay home.我听说这不是很好看的电影。再说，我宁愿待在家里。
……chance to do / of doing sth做某事的机会
e.g.: I had the chance of visiting Beijing.
I have no chance to see him.
It is a good chance to study/of studying English. 这是学习英语的好机会。
……chance of (doing) sth / that……做某事的可能性
He has a good chance (no chance, not much chance) of winning. 他很有希望(没有希望，没多大希望)获胜。
There is still chance that you will pass the exam. 你考试及格还是有希望的。
【注】在现代英语中，chance 表示“可能性”时，其后有时也可接不定式，但不如用 of doing sth 普通。
○3chance to do = happen to do碰巧做….
○4It (so) chanced / happened that….
take a chance/ take chances 冒险, 碰运气
leave things to chance 听天由命, 听其自然
e.g.: A few apples remained on the table.
This visit will always remain in my memory．
这次拜访将永远留在我的记忆之中。
○2 vi. 继续呆在某处，继续存在，留下(特指在他人走后留下)
e.g.: They went，but I remained．他们走了，但我留了下来。
I shall remain here all the winter．整个冬天我将留在这里。
What will you do with the money left?
=What will you do with the remaining money?
e.g.: The fact remained to be proved. 事实尚待证明。
One problem remains to be solved．有一个问题尚待解决。
That remains to be proved．那尚待证实。
Much remains to be done. 还有很多事要做。
“继续保持，仍然处于某种状态”
○1+ adj. / n.
e.g.: Language was，is and will remain the chief means of exchange of ideas．语言，过去、现在和将来依然是交流思想的主要工具。
In spite of their quarrel，they remained the best friends．他们尽管吵过架，却仍不失为最好的朋友
She remained calm.她保持镇静。
e.g.: The question remained unsolved.这个问题仍然没有解决。
Her beauty remained unchanged.她美丽依旧。
She remained standing for a good hour.
她一直站了整整一个钟头。
She remained standing though we repeatedly asked her to sit down．虽然我们三番五次地请她坐下，她还是站着。
e.g.: She remained under the care of Miss Janey.
她仍然由Janey小姐照料。
People here remain in deep poverty.
这儿的人们仍处于极度贫困之中。
14. (P35, Line34) address v. 写地址，对…做演讲，称呼
e.g.: He will address us on the subject of war and peace.
He addressed her as “Miss Martine”.
Address your application to the Personnel Manager.
address oneself to sth./doing sth.着手做某事
We must address ourselves to the problem of traffic pollution.
address sb. as 称呼某人为…
◆ The judge should be addressed as 'Your Honour'.
◆ In Britain, a surgeon is addressed as 'Mr' not 'Dr'.
~ sth to sb (formal) to say sth directly to sb:
◆ Any questions should be addressed to your teacher.
◆ The book is addressed to the general reader.
a public address on foreign policy (涉外政策的公众演说)
15. (P35, L35) occur (occurred, occurred)vi 发生；存在；想起；被想到出现在头脑中常与to连用
(especially of accidents and other unexpected events) to happen:
sth. occur to sb. = sth. come to sb. ……突然被想到
it occurs to somebody (that) = it occurs to somebody to do something 刚想到，突然想到
经常用于以it作形式主语的句中, 真正的主语可以是从句, 也可以是不定式。
It occurred to her that she might adopt a homeless child.
It didn’t occur to me that you would object.
It didn’t occur to me to mention it.
Didn’t it occur to you to close the windows?
16.(P35,L37)advantage n. 优势,有利条件
Richard has an advantage over you since he can speak German.
They took full advantage of the hotel's facilities.
There is little advantage in buying a dictionary if you can't read.不识字买字典没什么用
拓展：to one’s advantage/disadvantage对……有利/ 不利
take advantage of利用=use/make use of
have/gain/ win an advantage over优于，对…有优势
have the advantage of 有…. （方面的）好处
充分利用：take full advantage of, make full use of, make the best/ most of
○1if只引导宾语从句,但作介词宾语时一般用whether， 而whether可引导主语 、宾语、表语和同位语从句
e.g.: I don’t know if / whether it will rain today.
It all depends on whether they will come back.
Whether the meeting will be put off has not been decided yet.
The question is whether they have so much money.
e.g.: I haven’t decided whether to go or not.
e.g.: I don’t know whether or not he has arrived in Wuhan.
lie-lied-lied-lying 说谎，欺骗a white lie 善意的谎言
lay aside存，积蓄 lay down放下，交出；规定，主张，制定lay out设计，布置 lay up积蓄 lay stress/ emphasis on强调 lay a /the foundation of/ for为….奠定基础 a laid-off worker下岗工人
19. (P35, L48) such as & for example
such as列举同类人或物中的几个例子，总放例举之前。
使用such as举例，只能列举其中的一部分，不能全部举出。
for example列举同类人或物中的“一个”例子，作插入语，用逗号隔开，可置于句首，句中，句末。
e.g.: Heros, such as LeiFeng, Liu Hulan and Huang Jiguang are good examples for us to learn.
Things such as cotton, paper, clothes are easy to catch fire.
He knows four languages, namely Chinese, English, Japanese and French.
有的学生对小学英语比较重视，学得很好;但有的学生或学校不重视，学得很不好，还有几个甚至完全没有学过。有的学生笔试不错，但语音、语调、书写都有待加强。因此，整个班级的英语水平很不平衡，给日常教学带来诸多的不便，提高了难度。
学生刚刚从小学进入初中，处于一个衔接的阶段，学习任务加重，学习的习惯不是很好，没有形成一定的适合自己的方法，都有待改善。
总之，既要避免好生吃不饱的现象，又要努力把目前英语有欠缺的学生拉上去，激发他们的兴趣和信心，赶上中上的水平学生。在今后的教学中应该注重培养、激发兴趣，教给学生学习的方法，从学生的学习兴趣、学习能力、生活经验和认知水平出发，倡导体验、实践、参与与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言的学习过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成学生自主学习能力的过程，这是新课标和新目标英语的要求。
The goal:
The goal of Go for it is to make language a step-by-step progression that builds confidence and leads to open-ended activities where students can actively relate learning to their personal lives.
Go For It! 是以《英语课程标准》为依据，以学生的英语语言综合运用能力为目标。不仅以语言知识、语言技能为重点，而且更注重学生的学习策略、情感态度和文化意识。教学内容的处理和取舍灵活开放， 只要教师从学生的实际水平和语言能力出发，任何教学内容的调整或取舍，任何教学步骤的安排都是可行的。“I sometimes go to the last to do the group work first…It depends on the teachers’ knowledge of the students actual language ability…”(David Nunan);提倡教师结合学生实际，充分利用学生、教师本身和环境中一切可以利用的资源，丰富教学内容，创造运用英语的机会，注意多渠道开发教学资源。 “Don’t use just the textbook. Anything in real life that connect and appropriate to the lesson can be used as teaching resources.”(David Nunan);提倡任务型语言教学，教学进度整体把握，教学形式不拘一格;课堂以学生为主体，以任务为主线，重视体验参与，课后访谈调查，读写扎记，重视语言运用;正视个体差异，倡导过程激励，以多层次、多角度、多主体的结果与过程并重的评价方式激励进步。
The key points of each unit:
U 1 Making new friends Introduce yourself
Ask for and give telephone numbers Present tense to be
Prossessive adjectives:my,your,his,her
Identify ownerships Demonstratives:this,that
What questions and Yes/No questions
How do you spell pen?
Identify people Demonstratives:these,those
U4 Things around the house Talk about where things are Where questions and Yes/No questions
U5 Spending time with friends Ask and answer questions about ownership
Make suggestions Present tense to have
Yes/No questions and short answers: let’s
Food Talk about likes and dislikes Present tense to like
Yes/No questions and short answers
Affirmative and negative statements
Thank someone Demonstratives:this,that,these,those
Dates Talk about dates When questions
Prossessive “s”
Make plans Present tense to want
Yes/No questions and short answers:
U10 Joining a club Talk about abilities Modal verb can
Yes/No questions and short answers:
Affirmative and negative statements
U11 Daily routines Talk about daily routines
Ask about and say times When questions
What time is it?
U 12 School subjects Talk about preferences
为了更方便使用趣祝福编辑整理了“英语选修6教案”类的内容，相信你能从中找到需要的内容。每位老师不可或缺的课件是教案课件，相信老师对写教案课件也并不陌生。写好教案课件，可以避免老师遗漏重点内容。
I. 单元教学目标：
2． Talk about likes and preferences
5． Write a letter to give suggestions
1． 功能句式。
Talk about likes and preference:
I’d prefer…/ I’d rather…/ I’d like…/ which would you prefer…./ I really prefer…/ would you rather…/ would you like…or…
abstract, sculpture, gallery, consequently, belief, consequent, convince, shadow, ridiculous, controversial, nowadays, attempt, predict, aggressive , scholar…
if I were you…./ I wish I could…
1. there are so many different styles of western art it would be impossible to describe all of them in a short text.
2. people became focused more on human and less on religion.
3. if the rules of perspective had not been discovered, people would not have been able to paint such realistic pictures.
4. at the time they were created, the impressionists’ painting were controversial but today they are accepted as the beginning of what we now call “modern art”.
5. it is amazing that so many great works of art from late-19th century to 21st century could be contained in the same museum.
1st period Warming up and reading
The First Period Warming up Reading
Teaching goals：
1. To enable the students to have a knowledge of the short history of Western painting.
2. To improve the students’ reading ability.
Teaching important & difficult points
Enable the Ss to talk about the short history of Western painting
Skimming and scanning; individual, pair or group work; discussion
A computer, a tape recorder and a projector.
To lead in such a topic by mentioning the sculptures or paintings around the students, for example, sculptures on the campus, famous paintings hanging on the walls of the corridor of the school building, etc. Ask Ss to figure out their functions and the general term to call them---the works of art
Show some famous paintings and ask : Do you know the following famous paintings and painters?
Mona Lisa Smile → Leonardo Da Vinci (Italian, 1452-1519)
Sunflowers & starry night → Vincent van Gogh (Dutch, 1853-1890)
Water Lilies → Claude Monet (French, 1840-1926)
Dream & Seated woman → Pablo Picasso (Spanish, 1881-1973)
Ask: Can you tell the ages of the paintings?
Say : Today we’ll learn about the short history of western painting.
1. Comparison: Make a comparison of Western and Chinese painting and ask: Which do you think has a greater change? Why?
Read Para. 1, and answer the question.
Scan Para2-5, and find the representative artists and the features of their paintings.
Names of Ages Time Artist Feature
The Middle Ages 5th to 15th century Giotto Di Bondone religious, realistic
The Renaissance 15th to 16th century Massaccio perspective, realistic
Impressionism Late 19th to early 20th century ／ detailed, ridiculous
Modern art 20th century to today ／ Controversial, abstract, realistic
Read the text carefully and find some detailed information.
The Middle Ages Features:
2. Artists were not interested in showing nature and people as…but interested in creating respect and love for God.
Masaccio：the first person to use perspective in painting
1. Focused more on humans and less on religion.
2. Two developments: a. Drawing things in perspectives
b. Oil painting.
1. What changes led to the change in painting styles?
2. Look at these paintings, what did they paint?
3. Why did the impressionist have to paint quickly?
Concentrate on Certain qualities
of the object What we see with our eyes
Presentation Color, line and shape photograph
Ask the students to read the passage again and deal with Exercises.
1. Underline the useful expressions and the time expressions in the reading passage.
2. Retell the passage with the help of the chart about the text.
The Second Period Language Study
Teaching goals:
To enable the students to learn the useful expressions.
To help the students lean how to judge the parts of speech according to the suffixes and determine their functions in the sentences.
Teaching important & difficult points:
Get the Ss to learn word formation by adding suffixes
Teaching methods:
Teaching aids:
A computer and a projector, a blackboard
Teaching procedures & ways:
Check the students’ homework and let one read their work.
1. Ask Ss to speak out the time expressions they underlined as homework
2. Ask a student to retell the short history of western painting
3. Ask Ss to discuss the questions in Exercises 3 on page 3 in groups of 4.
Art is influenced by beliefs of the people, the way of life and so on.
1. Painting is silent poetry, and poetry is a speaking picture.
画是无言的诗, 诗是有声的画。
2. Good painting is like good cooking; it can be tasted, but not explained
好的画犹如佳肴，可以品其美味，却无法解释。
I would rather walk than take a bus.
She would rather die than lose her child.
would rather do sth.
would rather not do sth.
would rather do sth. rather than do sth.
prefer sth. to sth.
prefer to do sth. rather than do sth.
I always prefer starting early, rather than leaving everything to the last minute.
Consider + n. + adj./ n. + to be/ n. + as /+that-clause/ it + adj. / + n.+ to do sth.
We consider that you are not to blame.
Do you consider it wise to interfere?
I consider you( to be )honest.
fit多指大小、形状合适，引申为“吻合，协调”
1) No dish suits all tastes. 没有人人合口味的菜。
2) Try the new key and see if it fits the keyhole.
试试新配的钥匙，看看与锁眼是否吻合。
3) The people’s Great Hall and the Historical Museum match the Tian An Men beautifully.
人民大会堂和历史博物馆与天安门陪衬得极为优美。
The prisoner attempted an escape / to escape.
She will attempt to beat the world record.
n. They made no attempt to escape.
7.painting (油、水彩）画drawing（素描）图sketch草图 portrait肖像illustration 插图
A painting of sbA painting by sb
某人的画 ？ 某人画的画？
an abstract painting 抽象画 in the abstract 抽象地 abstract …from… 从…中提取
9.detailed adj./n. detailed information in detail 详细地
It’s my belief that he will win.
It was once a common belief that the earth is flat.
Their beliefs in God are very firm. 信仰，信条
The rumor is beyond belief. beyond belief难以置信
n---v: belief--- believe life --- live proof--- prove safe--- save thief --- thieve
Some people respect him, while others look down upon him . ( 表对比 )
12.influence v. n.
The weather in summer influences the rice crops .
He has no influence over his children .
搭配：Have an influence on /upon …对…有影响
Under the influence of … 受….的影响 ，被 …左右
13.aim n. v.What is your aim in life ? He aimed the gun at a bird .
搭配：:achieve one’s aim达到目的 miss one’s aim未击中目标without aim 无目的的
“ please take your place , everyone ,” said John Smith .”
From now on I will take the place of Mr.George as chairman of the meeting .
15.focus vt. Vi . focus on 集中于 All eyes were focused on the speaker .
16. possession n.所有，占有;（ pl ）所有物，财产personal possessions
Compare:
in possession of (主动） / in the possession of （被动）
I managed to convince them that the story was true.
搭配：convince sb of sth = convince sb that … 使… 相信
be convinced of sth = be convinced that …相信…
Translation :
我怎样才能让你相信她的诚实呢？How can I convince you of her honesty?
她说的话使我认识的我错了。What she said convinced me that I was mistaken .
18. 修饰不可数名词：a great /good deal of / a great amount of
修饰可数名词: a large /great number of ;large/great numbers of ;a great /good many
修饰不可数名词或不可数名词: a lot of / lots of ; a large quantity of /large quantities of
19.mostly adv . ( =mainly , largely )大部分的，主要的
They are mostly students.
This is the most I can do for you.
Peter made the most mistakes of all the class.
What interested you most? ( 最)
Most students say that it is a most interesting book, but it isn’t the most interesting they have read , and that they read such books mostly on weekends.
The heavy rain leads to serious floods.
Hard work leads to success and failure often lies in laziness. (result in / result from)
21. shadow n.
The willow’s shadow falls on the lake .
Stay in the shade ------it’s cooler . (阴凉处)
The shadows of the trees grew longer as the afternoon went on.
随着下午时光的延续，树影会越来越长。
Let Ss learn some uses of suffixes
Ask Ss what suffix is ( A suffix is a particle, which is added to the end of a root.
Suffixes usually do not change the meaning of the root, but can change its part of speech. For example: lead (v.)---leadership (n.); ill(adj.)---illness(n.) But sometime, some suffixes add new meaning to the newly formed words. For example: meaning---meaningless; think--- thinker
1. Suffixes used as a noun signifier
2. Suffixes used as an adjective signifier
act/imagine -ive/-tive -ative/-itive active
3. Suffixes used as an adjective signifier
broad fright -en broaden, frighten
Get the Ss to review the uses of verbs, nouns and adjectives.
Parts of Speech Nouns Verb Adjective
Subject ☆
Object ☆
Predicate ☆
Predicative ☆ ☆ ☆
Objective Complement ☆ ☆
Attribute ☆
Then practice Exercises 2, 3 &4 on page 42.
Prepare to learn the grammar of the subjunctive mood.
1. To enable the students to use the Subjunctive mood correctly in different situations.
Teaching important and difficult points
To enable the students to use the correct form o f of the subjunctive mood.
Summarizing, comparative method; practicing activities
Teaching procedures:
At first, give the students an example to present what the subjunctive mood is and in what situation we should use the subjunctive mood. Then, show them the sentence structure of the subjunctive mood.
Ask Ss to listen to the following example:
Suppose I’m a basketball fan. Yao Ming is coming here to play a basketball game this evening. But unfortunately, I haven’t’ got a ticket for it. I feel sorry about that and what should I say in this situation? I will say: I wish I watched the basketball game. / If I had got a ticket, I would go to watch the basketball game. Have you ever heard such kind of sentences?
They use subjunctive mood. The subjunctive mood is used when we want to express a wish, request, recommendation or report of a command. Also the subjunctive mood is used to express something that is contrary to the fact, highly unlikely or doubtful.
We can use the following tow sentence structures to express our regretting.
Now were/ did would/could/should/might +V（原）
Past had done would/could/should/might+have+p.p.
Futrue were /did would/could/should/might +V（原）
now wish would do / could do / were /did
future wish would do/ could do / were / did
3. as if /though + Clause 虚拟 从句动作与主句动作同时发生用过去时
4.It’s (about/high) time +(that)…过去时 /should +V. (Should不可省略)
5.表示要求，命令，建议的虚拟语气 宾语从句。常见动词： 一个坚持，两个命令，三个建议，四个要求。即:1. insist 2. order, command 3. advise, suggest, propose 4. demand , require, request, desire 这些动词后面的宾语从句要使用虚拟语气。即从句中的动词 使用should + 动词原形，或者将should省略。
6.without和but for 构成虚拟. but for(要不是)
If only I knew his name!
If only we had followed your advice!
If only I could see him again!
8. It’s necessary /strange/ natural/ important + that-Clause 从句中的动词要用虚拟，即（should）+动词原形
9. 某些简单句的固定句型：
Heaven help him!
God bless you!
May you succeed!
Long live the People’s Republic of China!
假设条件从句谓语动词发生的时间与主句所假设的谓语动词不一致，这种条件句叫做混合条件句。主句和从句的谓语动词要依照假设的时间而定。(“各归各” 的原则）
If the weather had been finer, the crops would be growing better.
If you had followed the teacher’s advice, you wouldn’t be in the hospital.
2. 虚拟条件句倒装。 条件从句中有should， were， had三个助动词可以把if省略，并将这三个词提至句首。
Exercises for the Subjunctive mood.
Ask the Ss to do Exercise 1 & 2 in Discovering useful structures on page 4 and Exercises 1-4 on page 43.Then check the answers.
Prepare for the Listening and Talking on page 41.
Teaching goals:
1. To read about the best of Manhattan’s art galleries and develop the students’ interest in art.
2. To help the students improve listening skills.
3. To enable the students to talk about art galleries and write a letter giving suggestions.
Teaching procedures:
Show pictures of some famous art galleries around the world: Chinese Art Gallery, The Frick Collection, Guggenheim Museum, Metropolitan Museum Of Art, British Museum, Louvre Museum in France and so on.
1. Fast reading:
Ask Ss to read the passage about art galleries on page 5, and answer the question: How many galleries mentioned in this text? What are they? What can you see there?
2. Careful reading:
Detailed reading to check Exercises 1& 2 below
After that, ask the Ss to listen to the recording and answer the questions in Part 3.
Play the tape for the students to follow and after that, check the answers.
Answer the following questions:
1. What do you think the purpose of this text is?
To give people information about various art galleries in New York and to show them where they are.
2. Who do you think the text was written for?
Tourists, art gallery visitors.
3. Where might you see such a text?
Possibly in guide book.
Step III Discussing and listening (P7)
ⅰ.Suppose you were staying in a hotel in Manhattan with Gao Yan, Susan and John. Now if you have a chance to visit art galleries, which galleries do you prefer? Why?
Ask the students to tell the group members which galleries introduced they prefer in groups of 4.
ⅱ.Ask the Ss to do some listening practice on page7
At first, ask them to listen to the tape for the first time and number the galleries.
Next, listen again and answer the questions.
At last, check the answers with the whole class.
First, ask the Ss to discuss the questions in Exercise 1 on page 8 in groups of 4, giving their own suggestions and reasons and then write a letter to give their opinions.
StepⅥ Homework:
1. Finish the writing task.
2. Prepare for the Reading task on page 45.
The analysis of the samples on the murder spot showed some valuable clues to the police.
对谋杀现场标本的分析为警察提供了一些有价值的线索。
in the final analysis总之, 最终仍是...; 归根结底是
in the last analysis总之, 最终仍是...; 归根结底是
The scientist analyzed the milk and found it contained too much water.
科学家分析了一下牛奶，发现里面含水分过多。
The chemist analyzed the new tonic and found it contained poison.
药剂师对这种新补药作了化验分析,发现有毒。
What is the value of your house?你的房子值多少钱？
In spite of this, many people are confident that 'The Revealer' may reveal something of value fairly soon.尽管如此,很多人都相信那个`探宝器'很快就能探测到一些有价值的东西。
Your help has been of great value.你的帮助很有价值。
He valued the ring at $80.他估计这枚戒指值80美元。
尊重；珍视I value your advice.我尊重你的劝告。
put [set) little value on 对...评价不高; 不怎么重视
put much value on 对...给予高度评价; 重视
set a value on估价, 评价(I asked him to set a value on the pictures. 我请他对这些画估个价。)
3 acquire vt.得, 得到, 获得; 招致;学得(知识等), 求得, 养成(习惯等)
We must work hard to acquire a good knowledge of English.我们必须用功学习才能精通英语。
We must cherish experience acquired at the cost of blood.我们必须珍惜用鲜血换来的经验。
acquired adj.已获得的, 已成习惯的, 后天通过自己的努力得到的
He's a sort of people who're incapable of deceiving you.他是那种不会欺骗你的人。
I sorted the books into big ones and small ones.
我把这些书整理成大的和小的两类。
“Sort out these papers and fasten them together with a clip, please.”
“请把这些文件整理一下,用夹子夹在一起。”
all sort(s) of (=of all sorts)各种各样的
of a sort同一种, 相当的, 勉强称得上的, 较差的, 所谓的
of the sort那样的; 这类的...., 诸如此类的...
out of sorts觉得不舒服, 情绪不佳, 心里不自在; 【刷】铅字不全
5 advance vt., vi advanced, advancing前进；增进
The troops advanced.部队向前开进。
The Allied troops are advancing on the camp of the enemy.盟军正在向敌军营地挺进。
进展；发展The work is not advancing.工作没有进展。
促进, 助长advance the growth of rice促进水稻生长
The Government of Iran advanced the price of petroleum last week.
上星期伊朗政府提高了石油价格。
in advance预先You must pay for the book in advance.你必须预先付书的钱。
6 moreover adv.而且；此外=What’s more=besides=in addition
“The price is too high, and moreover, the house isn't in a suitable position.”
“房价太高,而且房屋的地点也不太合适。”
enjoy general popularity享盛名, 受欢迎, 得众望
Mary speaks good English, but she has an advantage because her mother is English.
玛丽英语说得好，因为她有一个有利条件，她妈妈是英国人。
Many women think this is an advantage for men.许多妇女认为这是男人的优越之处。
Is there any advantage in getting there early?早到那里是否值得?
give sb. an advantage over使某人处于更有利的地位
take advantage of乘机利用;利用别人的弱点占便宜
to advantage有利地; 有效地;
to sb.'s advantage(=to the advantage sb.)对...有利
turn out to sb.'s advantage变得对某人有利
turn sth. to advantage使转化为有利, 利用某事物
win an advantage (over)取得(对...的优势)
put sb. at a disadvantage使某人处于不利地位
take sb. at a disadvantage乘隙攻击某人, 攻其不备
to sb.'s disadvantage对某人不利, 使某人吃亏
The accident occurred at five o'clock.事故发生在五点钟。
An idea occurred to me.我想到一个主意。
if anything should occur, ...如果发生什么事情的话,
It occurred to me that ...我刚刚想到...
10 course n.过程, 进程, 路线, 课程,
a river in its course to the sea流向大海的河
The ship was blown off course.那船被吹离航线。
a matter of course理所当然的事， 自然地， 势所必然
He quickly gained experience.他很快就有经验了。
Only after ten years in the country did she gain her citizenship.
她在这个国家住了十年后才取得了公民身份。
He gained weight after his illness.病后他的体重增加了。
Please turn the television down a bit.请把电视机音量关小点。
We are to turn out 100,000 586 computers next year to meet the market requirements.
我们计划明年生产十万台586计算机以满足市场需要。
Things turned out to be exactly as the professor had foreseen.事情正如教授所预见的那样。
The plan turned out a failure.这项计划结果归于失败。
turn over (使)翻过来; (使)翻倒, (使)打滚；交给, 移交；熟思, 再三考虑
turn up找到；发现；被找到；（将底边折起）把（衣服）改短出现；来临；露面；把声音开大；把力量加大；发生（意想不到的事）
新目标任务型教学的特色理念：《新目标英语》是以任务为基础的语言教学，在教材的设计上，遵循了自然言语、情境真实性、语言形式为交流功能性服务、层层深入阶梯型发展语言能力、在做中学等最新教学原则和理念，注重引导学生体会文化差异，培养学生自主学习能力，完全符合教育部的《义务教育阶段英语课程标准》的要求。本教材的教学理念：“知识用于行动”，强调“语言应用”，培养“创新、实践能力”，发展“学习策略”。
人教社《新目标英语》教材的几大特色：
A. 图文并茂。一幅副充满情趣，幽默生动的画面，令你眼睛一亮。它不仅版面设计充满新意，而且在内容和结构方面更富有创意 更具时代感，更有现代气息，更加贴近学生的生活。学生一拿到课本后都爱不释手，迫不及待地翻阅。
B. 实用性强。每个单元的选材都来源于学生的学习和生活。紧紧地与学生的年龄特征、认知结构、生活经验联系在一起。如第一册的十四个话题：认识新朋友、教室里的物品、家庭成员、食品、购物、电影、参加社团、生活习惯、学习科目、国家与语言。第二册的十二个话题：邻居、动物、足球、职业、周末活动、音乐、人物性格与外貌、天气、节日、度假与休闲、流行文化、规章制度与日常生活。由于这些都是学生熟悉的话题，生活中经常碰到的事情，所以学生容易接受，学习热情自然也高。使教学活动由“要我学”转变为“我要学”。
C.注重交际。针对中国学生学英语普遍存在的“聋哑病”，教材设计了大量的听说读写材料。每个单元都有语言活动，且内容不同，形式多样，学生对这些活动充满兴趣，所以大家都能情绪高昂地参加pair work, group work, games等活动。学生们充满了自信，开心地练习说英语，教室里常常充满了欢歌笑语。同学们都喜欢上英语课，他们能为学以致用而感到兴奋，同时也体验到了学习语言的快乐。
D.词汇量大。第一册有词汇700个左右，第二册约450个，第三册约450个，第四册约400个， 第五册约500个，合计2500个。这一点正好达到《英语课程标准》5级的要求。大大丰富了学生的词汇量，让学生能更好地表达自己的所思所想。同时也要求学生必须采取有效的记忆单词的方法，就会事半功倍，否则难以适应教材的要求。这时学生特别需要教师的指导 .。
a.言语、情境真实性原则 (The authenticity principle)
任务的设计要提供给学习者明确、真实的语言信息。语言情境、语言形式等要符合交际的功能和规律。使学习者在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。
b.形式-功能性原则 (The form-function principle)
任务的设计注重语言形式和语言功能的结合。形式-功能性原则，旨在使学习者掌握语言形式的同时，培养其自我把握语言功能的能力;每一阶段任务的设计都具有一定的导入性，学生在学习语言形式的基础上，通过系列任务的训练，能够自己进行推理和演绎，从而理解语言的功能，并在交际中进行真实运用。
c.阶梯型任务原则 (The task dependency principle)
学习单元中任务的设计由简到繁，由易到难，层层深入，并形成由初级任务到高级任务并由高级任务涵盖初级任务的循环。在语言技能方面，遵循先听、读，后说、写的设计顺序，使教学阶梯式地层层递进。
自始至终引导学生通过完成具体的任务活动来学习语言，让学生为了特定的学习目的去实施特定的语言行动，通过完成特定的交际任务来获得和积累相应的学习经验。
一、听音，选择你听到的词或词组，将其序号填在( )里。(10分)
( ) 1、A. because B. best C. birthday
( ) 2、A. climb mountains B. cook dinner C. clean the room
( ) 3、A. sunny B. Sunday C. funny
( ) 5、.A. first B. third C. fourth
( ) 6、A. plant trees B. play sports C. play the piano
( ) 7、A. spring B. summer C. swim
( ) 9、A. window B. winter C. windy
( )10、A. May 11th B. May 1st C Mar. 1st
二.听录音，根据你所听到的内容，用1.2...给下列图片排序，(10分)
三.听录音，根据问句选择最合适的答句，将序号填在括号里(10分)
( ) 2、A. I often watch TV . B. I like P.E.
( ) 3、A. Spring B. fish C. Monday
( ) 4. A. It’s March 8th. B. It’s June 1st. C. It’s October 1st
( ) 5 A. Because I can skate. B. Because I can plant trees
C. Because I can swim.
四、听录音，写出所缺的单词(10分)。
1.I___________ ____________ at 6:30.
2.I often _________ _________ on Sundays.
3.I like ________, because I can ________.
4.My birthday is in ________.My mother’s birthday is in __________.
5.We can _______ _________ together next Sunday.
( ) 2. A. wait B. curtain C. play
( ) 4. A. green B. glue C. glass
( )1、I often do my homework ___ 9:00 in the evening
( )2、What do you do _______ the weekend?
( )3、What's the date today? It's November _____
( )4、My birthday is December .
( )5、season do you like best ? ——Spring .
( )6、----_______ Why do you like winter ?
---- Because I can skte.
( )7、When your birthday ?
( )8、______ she have a book?.
( )9、spring we can fly a kite in the sky .
( )10、February is the month of a year .
( )1、What do you do on the weekend? A. No，it’s in July
( )2、What’s the date today? B. I usually do homework
( )3、Which season do you like best? C. Because I can play with snow
( )4、Why do you like winter? D. I like winter.
( )5、Is your birthday in June? E It’s January 6th
Hello. I’m a student. I get up at 6:30.I go to school at 7:30.
I ______ _______ _______ at 9:30.I have _________
_________ at 10:00.After school I ________ ________ at 4:30.
In the evening I _________ ________ . I often ______ ______ ______
My name is Jack. I’m 15 years old, my birthday is in November. Usually I goto school at 7:10 and have four classes in the morning. In the afternoon ,I havetwo classes. I like playing football ,I often play football after school. On myweekend, I often read books, do my homework and watch TV. My favourite season issummer ,because I can swim .
( ) 1.Jack’s birthday is in November。
( ) 2. Jack has 4 classes in a day.
( ) 3. Jack often plays football on the weekend.
( ) 4. Jack’s favourite season is summer
( ) 5.On the weekend, Jack often plays football, does homework and readsbooks.
同学们，你在周末经常做些什么事情呢?是待在家，帮父母做家务，还是出去游玩?请以“My Weekend“为题，写一写自己的周末活动，至少五句话。
_______________________________________________________________________________________________________________________________________
I. 单元教学目标：
2． Talk about likes and preferences
5． Write a letter to give suggestions
1． 功能句式。
Talk about likes and preference:
I’d prefer…/ I’d rather…/ I’d like…/ which would you prefer…./ I really prefer…/ would you rather…/ would you like…or…
abstract, sculpture, gallery, consequently, belief, consequent, convince, shadow, ridiculous, controversial, nowadays, attempt, predict, aggressive , scholar…
if I were you…./ I wish I could…
1. there are so many different styles of western art it would be impossible to describe all of them in a short text.
2. people became focused more on human and less on religion.
3. if the rules of perspective had not been discovered, people would not have been able to paint such realistic pictures.
4. at the time they were created, the impressionists’ painting were controversial but today they are accepted as the beginning of what we now call “modern art”.
5. it is amazing that so many great works of art from late-19th century to 21st century could be contained in the same museum.
本单元以ART 为主题，主要介绍了西方绘画简史，描写了曼哈顿最好的艺术长廊。帮助学生了解更多的有关美术的背景知识，分析中西艺术史上各大流派的特点，指出其代表性的画家和作品，并对中西方的绘画艺术进行比较。
1. Warming up 部分要求学生运用相关目标语言对自己喜欢的艺术形式和流派展开讨论，并说明喜欢的原因。
2． Pre-reading 让学生讨论有关画展或书中的艺术作品以及西方不同时期的著名画家。
3． Reading 介绍了西方绘画监视，不同的艺术流派，艺术特点及其代表性的画家和作品。
4． Comprehending要求学生在理解课文的基础上，写出三件有关西方艺术史的事并西方艺术分割变化大的原因。
5． Using language 是由reading, listening, discussing and writing 四部分组成，要求学生在了解艺术长廊相关知识的基础上，为当地举办的一场画展提出合理化的建议。
1st period Warming up and reading
4th period Listening and talking
6th period Reading, speaking and writing
The First Period Warming up Reading
Teaching goals：
1. To enable the students to have a knowledge of the short history of Western painting.
2. To improve the students’ reading ability.
Teaching important & difficult points
Enable the Ss to talk about the short history of Western painting
Skimming and scanning; individual, pair or group work; discussion
A computer, a tape recorder and a projector.
To lead in such a topic by mentioning the sculptures or paintings around the students, for example, sculptures on the campus, famous paintings hanging on the walls of the corridor of the school building, etc. Ask Ss to figure out their functions and the general term to call them---the works of art
Show some famous paintings and ask : Do you know the following famous paintings and painters?
Mona Lisa Smile → Leonardo Da Vinci (Italian, 1452-1519)
Sunflowers & starry night → Vincent van Gogh (Dutch, 1853-1890)
Water Lilies → Claude Monet (French, 1840-1926)
Dream & Seated woman → Pablo Picasso (Spanish, 1881-1973)
Ask: Can you tell the ages of the paintings?
Say : Today we’ll learn about the short history of western painting.
1. Comparison: Make a comparison of Western and Chinese painting and ask: Which do you think has a greater change? Why?
Read Para. 1, and answer the question.
Scan Para2-5, and find the representative artists and the features of their paintings.
Names of Ages Time Artist Feature
The Middle Ages 5th to 15th century Giotto Di Bondone religious, realistic
The Renaissance 15th to 16th century Massaccio perspective, realistic
Impressionism Late 19th to early 20th century ／ detailed, ridiculous
Modern art 20th century to today ／ Controversial, abstract, realistic
Read the text carefully and find some detailed information.
The Middle Ages Features:
2. Artists were not interested in showing nature and people as…but interested in creating respect and love for God.
Masaccio：the first person to use perspective in painting
1. Focused more on humans and less on religion.
2. Two developments: a. Drawing things in perspectives
b. Oil painting.
1. What changes led to the change in painting styles?
2. Look at these paintings, what did they paint?
3. Why did the impressionist have to paint quickly?
Concentrate on Certain qualities
of the object What we see with our eyes
Presentation Color, line and shape photograph
Ask the students to read the passage again and deal with Exercises.
1. Underline the useful expressions and the time expressions in the reading passage.
2. Retell the passage with the help of the chart about the text.
The Second Period Language Study
Teaching goals:
To enable the students to learn the useful expressions.
To help the students lean how to judge the parts of speech according to the suffixes and determine their functions in the sentences.
Teaching important & difficult points:
Get the Ss to learn word formation by adding suffixes
Teaching methods:
Teaching aids:
A computer and a projector, a blackboard
Teaching procedures & ways:
Check the students’ homework and let one read their work.
1. Ask Ss to speak out the time expressions they underlined as homework
2. Ask a student to retell the short history of western painting
3. Ask Ss to discuss the questions in Exercises 3 on page 3 in groups of 4.
Art is influenced by beliefs of the people, the way of life and so on.
1. Painting is silent poetry, and poetry is a speaking picture.
画是无言的诗, 诗是有声的画。
2. Good painting is like good cooking; it can be tasted, but not explained
好的画犹如佳肴，可以品其美味，却无法解释。
I would rather walk than take a bus.
She would rather die than lose her child.
would rather do sth.
would rather not do sth.
would rather do sth. rather than do sth.
prefer sth. to sth.
prefer to do sth. rather than do sth.
I always prefer starting early, rather than leaving everything to the last minute.
Consider + n. + adj./ n. + to be/ n. + as /+that-clause/ it + adj. / + n.+ to do sth.
We consider that you are not to blame.
Do you consider it wise to interfere?
I consider you( to be )honest.
fit多指大小、形状合适，引申为“吻合，协调”
1) No dish suits all tastes. 没有人人合口味的菜。
2) Try the new key and see if it fits the keyhole.
试试新配的钥匙，看看与锁眼是否吻合。
3) The people’s Great Hall and the Historical Museum match the Tian An Men beautifully.
人民大会堂和历史博物馆与天安门陪衬得极为优美。
The prisoner attempted an escape / to escape.
She will attempt to beat the world record.
n. They made no attempt to escape.
7.painting (油、水彩）画drawing（素描）图sketch草图 portrait肖像illustration 插图
A painting of sb A painting by sb
某人的画 ？ 某人画的画？
an abstract painting 抽象画 in the abstract 抽象地 abstract …from… 从…中提取
9.detailed adj./n. detailed information in detail 详细地
It’s my belief that he will win.
It was once a common belief that the earth is flat.
Their beliefs in God are very firm. 信仰，信条
The rumor is beyond belief. beyond belief难以置信
n---v: belief--- believe life --- live proof--- prove safe--- save thief --- thieve
Some people respect him, while others look down upon him . ( 表对比 )
12.influence v. n.
The weather in summer influences the rice crops .
He has no influence over his children .
搭配：Have an influence on /upon …对…有影响
Under the influence of … 受….的影响 ，被 …左右
13.aim n. v. What is your aim in life ? He aimed the gun at a bird .
搭配：:achieve one’s aim达到目的 miss one’s aim未击中目标without aim 无目的的
“ please take your place , everyone ,” said John Smith .”
From now on I will take the place of Mr.George as chairman of the meeting .
15.focus vt. Vi . focus on 集中于 All eyes were focused on the speaker .
16. possession n.所有，占有;（ pl ）所有物，财产personal possessions
Compare:
in possession of (主动） / in the possession of （被动）
I managed to convince them that the story was true.
搭配：convince sb of sth = convince sb that … 使… 相信
be convinced of sth = be convinced that …相信…
Translation :
我怎样才能让你相信她的诚实呢？How can I convince you of her honesty?
她说的话使我认识的我错了。What she said convinced me that I was mistaken .
18. 修饰不可数名词：a great /good deal of / a great amount of
修饰可数名词: a large /great number of ;large/great numbers of ;a great /good many
修饰不可数名词或不可数名词: a lot of / lots of ; a large quantity of /large quantities of
19.mostly adv . ( =mainly , largely )大部分的，主要的
They are mostly students.
This is the most I can do for you.
Peter made the most mistakes of all the class.
Most students say that it is a most interesting book, but it isn’t the most interesting they have read , and that they read such books mostly on weekends.
The heavy rain leads to serious floods.
Hard work leads to success and failure often lies in laziness. (result in / result from)
21. shadow n.
The willow’s shadow falls on the lake .
Stay in the shade ------it’s cooler . (阴凉处)
The shadows of the trees grew longer as the afternoon went on.
随着下午时光的延续，树影会越来越长。
Let Ss learn some uses of suffixes
Ask Ss what suffix is ( A suffix is a particle, which is added to the end of a root.
Suffixes usually do not change the meaning of the root, but can change its part of speech. For example: lead (v.)---leadership (n.); ill(adj.)---illness(n.) But sometime, some suffixes add new meaning to the newly formed words. For example: meaning---meaningless; think--- thinker
1. Suffixes used as a noun signifier
2. Suffixes used as an adjective signifier
act/imagine -ive/-tive -ative/-itive active
3. Suffixes used as an adjective signifier
broad fright -en broaden, frighten
Get the Ss to review the uses of verbs, nouns and adjectives.
Parts of Speech Nouns Verb Adjective
Subject ☆
Object ☆
Predicate ☆
Predicative ☆ ☆ ☆
Objective Complement ☆ ☆
Attribute ☆
Then practice Exercises 2, 3 &4 on page 42.
Prepare to learn the grammar of the subjunctive mood.
1. To enable the students to use the Subjunctive mood correctly in different situations.
Teaching important and difficult points
To enable the students to use the correct form o f of the subjunctive mood.
Summarizing, comparative method; practicing activities
Teaching procedures:
At first, give the students an example to present what the subjunctive mood is and in what situation we should use the subjunctive mood. Then, show them the sentence structure of the subjunctive mood.
Ask Ss to listen to the following example:
Suppose I’m a basketball fan. Yao Ming is coming here to play a basketball game this evening. But unfortunately, I haven’t’ got a ticket for it. I feel sorry about that and what should I say in this situation? I will say: I wish I watched the basketball game. / If I had got a ticket, I would go to watch the basketball game. Have you ever heard such kind of sentences?
They use subjunctive mood. The subjunctive mood is used when we want to express a wish, request, recommendation or report of a command. Also the subjunctive mood is used to express something that is contrary to the fact, highly unlikely or doubtful.
We can use the following tow sentence structures to express our regretting.
Now were/ did would/could/should/might +V（原）
Past had done would/could/should/might+have+p.p.
Futrue were /did would/could/should/might +V（原）
now wish would do / could do / were /did
future wish would do/ could do / were / did
3. as if /though + Clause 虚拟 从句动作与主句动作同时发生用过去时
4.It’s (about/high) time +(that)…过去时 /should +V. (Should不可省略)
5.表示要求，命令，建议的虚拟语气 宾语从句。常见动词： 一个坚持，两个命令，三个建议，四个要求。即:1. insist 2. order, command 3. advise, suggest, propose 4. demand , require, request, desire 这些动词后面的宾语从句要使用虚拟语气。即从句中的动词 使用should + 动词原形，或者将should省略。
6.without和but for 构成虚拟. but for(要不是)
If only I knew his name!
If only we had followed your advice!
If only I could see him again!
8. It’s necessary /strange/ natural/ important + that-Clause 从句中的动词要用虚拟，即（should）+动词原形
9. 某些简单句的固定句型：
Heaven help him!
God bless you!
May you succeed!
Long live the People’s Republic of China!
假设条件从句谓语动词发生的时间与主句所假设的谓语动词不一致，这种条件句叫做混合条件句。主句和从句的谓语动词要依照假设的时间而定。(“各归各” 的原则）
If the weather had been finer, the crops would be growing better.
If you had followed the teacher’s advice, you wouldn’t be in the hospital.
2. 虚拟条件句倒装。 条件从句中有should， were， had三个助动词可以把if省略，并将这三个词提至句首。
Exercises for the Subjunctive mood.
Ask the Ss to do Exercise 1 & 2 in Discovering useful structures on page 4 and Exercises 1-4 on page 43.Then check the answers.
Prepare for the Listening and Talking on page 41.
The Fourth Period Listening and Talking
Teaching goals：
1. To help the students improve listening skills.
2. To enable the Ss to express their likes and preference.
Teaching procedures:
ⅰ.Do some listening practice on page 41.
Question: Can you name the objects in the picture? What are they?
A book, a vase, wall hangings and paints and brushes.
At first, ask the Ss to listen to the tape for the first time to get the general idea and answer the question: What present will the students get?
Let the students to listen again and get some detailed information and answer the questions in Exercise 3.
At last, check the answers with the whole class.
ⅱ.Do some listening practice on page 44. (Skip it if it is too difficult for your students)
Before listening, ask the Ss to look at the paintings and discuss in what period of Chinese history they were created. Then, listen to the tape the first time and number the pictures. Next, listen to it again to write the names of historical periods they were painted. At last, listen again and list the features.
Ask the Ss to discuss the questions in Talking in pairs.
“So far, we have learned a lot about the art. Today let’s talk about our favourite artists and forms of art. Please discuss the questions on page 41 in pairs and make up a dialogue. Now the following sentence structures may help you.
Show the following on the screen.
I’d prefer…
I’d rather…
I’d like…
Which would you prefer…?
I really prefer…
Would you rather…?
Would you like…or?
After a few minutes, ask Ss to present their dialogues.
1. Ask Ss to introduce the galleries the have ever been to.
2. Prepare for Using Language on Page5 and 6, and finish the exercises from Page 6 to 7.
Teaching goals:
1. To read about the best of Manhattan’s art galleries and develop the students’ interest in art.
2. To help the students improve listening skills.
3. To enable the students to talk about art galleries and write a letter giving suggestions.
Teaching procedures:
Show pictures of some famous art galleries around the world: Chinese Art Gallery, The Frick Collection, Guggenheim Museum, Metropolitan Museum Of Art, British Museum, Louvre Museum in France and so on.
1. Fast reading:
Ask Ss to read the passage about art galleries on page 5, and answer the question: How many galleries mentioned in this text? What are they? What can you see there?
2. Careful reading:
Detailed reading to check Exercises 1& 2 below
After that, ask the Ss to listen to the recording and answer the questions in Part 3.
Play the tape for the students to follow and after that, check the answers.
Answer the following questions:
1. What do you think the purpose of this text is?
To give people information about various art galleries in New York and to show them where they are.
2. Who do you think the text was written for?
Tourists, art gallery visitors.
3. Where might you see such a text?
Possibly in guide book.
Step III Discussing and listening (P7)
ⅰ.Suppose you were staying in a hotel in Manhattan with Gao Yan, Susan and John. Now if you have a chance to visit art galleries, which galleries do you prefer? Why?
Ask the students to tell the group members which galleries introduced they prefer in groups of 4.
ⅱ.Ask the Ss to do some listening practice on page7
At first, ask them to listen to the tape for the first time and number the galleries.
Next, listen again and answer the questions.
At last, check the answers with the whole class.
First, ask the Ss to discuss the questions in Exercise 1 on page 8 in groups of 4, giving their own suggestions and reasons and then write a letter to give their opinions.
StepⅥ Homework:
1. Finish the writing task.
2. Prepare for the Reading task on page 45.
The Sixth Period Reading, speaking and writing
Teaching goals:
1. To enable the Ss to talk about environment.
2. To help the Ss to write a letter to ask for permissions.
Teaching procedures:
Here is a letter on page 45 from a group of students who would like to make their school more attractive.
1Why do they become worried?
2What do they hope the headmaster will do for their project?
2. Careful reading: suppose you were the president of the high school council and you received the letter. prepare to make notes for a report about the letter, filling the blanks on page 46
Some tips about how to make notes
Omit the small words like prepositions
Letter from____________________________
Asking for______________ and____________
Reason ______________________________
Their plan: 1___________________________
Work will be done by :___________________
Ask the Ss to discuss how to improve the environment of our school in fours, then speak out.
A: planting more trees, grass and flowers, a beautiful garden, not pick the flowers and stamp the grass
B: not throw litter, pick the rubbish, throw it into a dustbin, collect waste paper and bottles for recycling.
C: keep the schoolyard or classroom clean, not draw pictures on walls, not carve names on the trees or desks and chairs
D: make our school a non-smoking place
In all, if everyone makes contribution to protecting the environment, the world will become much more beautiful. If all Chinese care about the environment, I ’m sure China will become one of the most beautiful countries in the world
Write a letter to the headmaster of the school asking for permission to improve the environment of the school. While writing, refer to the instructions in WRITING TASK.
Sum up what the students have learnt in this unit.
Go through the learning tip with the students about how to get a general idea of a text.
StepⅥ Homework:
Revise the whole unit and finish all the exercises in this unit.
Listening practice in student’s book
I The introduction to the poet:
Samuel.Taylor Coleridge (1772-1834), English poet, critic, and philosopher (哲学家), who was a leader of the romantic movement. Coleridge was born in Ottery Saint Mary on October21, 1772, the son of a clergyman (牧师). From 1791 until 1794 he attended Jesus College, University of Cambridge, except for a brief period when he was deeply in debt and entered the army. At the university he absorbed political and theological (神学的) ideas and left Cambridge without a degree.
The previous year Coleridge had met and begun what was to be a lifelong friendship with the poet William Wordsworth and his sister Dorothy. The two men published a joint volume of poetry, Lyrical Ballads (抒情诗) in 1798, which became a landmark (里程碑) in English poetry; it contained the first great works of the romantic school (学派) , such as the famous “The Rime of the Ancient Mariner”.
II The introduction to the poem:
From the title, “The Rime of the Ancient Mariner” can be read as a tale of horror in which a mariner is hounded（追逼）by disaster after murdering an albatross (信天翁). In fact, his main theme is that all things that inhabit the natural world have an inherent (内在的) value and beauty, and that it is necessary for humanity to recognize and respect these qualities. “The Rime of the Ancient Mariner” is an excellent example of Romantic poetry and is often read to understand the characteristics of this poetic genre (流派).
1. Who tells the story in the poem?
2. What does one of the sailors do?
3. Why are the other sailors frightened?
4. What do you think will happen next?
2. Second listening (Listening Text)
Many great poets have written about the ________ and ________ of the seas and oceans. In the 18th century, the English ________ Samuel Taylor Coleridge wrote a ________ called “The Rime of the Ancient Mariner”. In the poem, a __________ guest tells a ________ story to the people at a ________. He begins his story by ________ how a ship sets out to sea. One day, one of the ________, or mariners, shoots a bird that flies above the ship. When the other mariners see what he has done, they are ________ and ________. The bird he has killed is a bird that ________ good ________ to the ship. By killing the bird, the mariner has ________ bad luck and ________ to the sailors. Soon, things turn bad. The wind dies down and the sailors are ________ and ________. There is ________ all around them, but they can’t drink it because it is too ________. “Water, water everywhere, nor any drop to drink.” The mariners are so thirsty, hungry, and frightened that they begin to ________things: they think they see ________ walking on the water.
argue: express disagreement in words, often with strong feeling
deck: a floor built across a ship
drift: float or be driven along by wind or waves
1) From the second part can you tell us who is the “mysterious guest”?
2) What happens to the sailors?
3) What happens to the mariner? Why?
4) Why is the person telling the story?
Work with your partners and see whether you can make up a story by using your imagination. Then try to share the stories in class.
1. Tick the things which the speaker talks about.
2. Fill in the information on the diagram.
3. Answer the questions in your workbook.
1. Victoria is a diving ________ at the Water Sport Club.
2. She teaches people the skills they need in order to enjoy ________ diving.
3. Diving isn’t really a ________ sports, but it is important to understand that ________ is very important.
4.Most diving accidents happen to ________ ________.
5.If you don’t have enough ________, you mustn’t dive deeper or longer than what you are used to.
6. Never dive alone and don’t hold your ________.
7. The outside may become so great that it may ________ ________ serious lung injuries.
2. Complete the chart with the information from the tape.
Know your limits. Diving deeper or longer than what you are
used to can be dangerous.
Lead-in:
In order to decorate our classroom, we have several paintings to choose from. Now I’d like you to look at the paintings in this unit. (p2 and p44)
Which would you like to put up on the walls of our classroom? And why? What kind of the style for each painting?
Important points:
1. include v. including prep.
Eg. Thirty people, including six children, went to visit the factory.
== Thirty people, six children included, went to visit the factory.
(介词短语including six children可用独立主格结构six children included替换，
2. painting n.(油，水彩) 画 paint v.（用颜料）画
(perfect adj./v increase v./n. conduct v./n.)
an abstract painting 抽象画 abstract noun 抽象名词
eg. Beauty is abstract but a house is not.
eg. Salt can be abstracted from sea water.
eg. I like dogs in the abstract, but I can’t bear this one.
4.What would you rather do … 你更愿意做什么…
Scanning:
1. What were the artists interested in from 5 th to 15 th century AD?
They are interested in creating respect and love for God.
2. How did Masaccio paint his paintings?
He drew things in perspective(透视画法), which make picture very realistis.
3. Why did the impressionists have to paint quickly?
Because natural light changes quickly, they had to paint quickly.
Name of Ages Time Artist Feature
The Middle Ages 5th to 15th century AD Giotto di Bondone religious, realistic
The Renaissance 15th to16th century AD Masaccio perspective, realistic
Impressionism late 19th to early 20th century detailed, ridiculous
Modern Art 20th century to today controversial, absreact, realistic
Important points:
1. influence v.& n. 影响（力）；有影响（之人或物）
have an influence on/upon… 对…有影响
have influence over/with… 对…有影响力
under the influence of 受…所影响，受…所左右
eg. The weather in summer influences the rice crops.
eg. He has no influence over his children.
2. belief n.相信；信念；信仰；信心 believe v.
belief-believe life-live proof-prove safe-save thief-thieve
to the best of one’s belief （某人）深信
eg. My belief is that he will win. 我确信他会赢。
eg. Her belief in God is very firm. 她对上帝的信仰很坚定。
3. consequently adv. 所以；因而(as a result)
consequent adj. 作为结果的；随之发生的；由..引起（on）
as a consequence of 作为…的结果 in consequence of 作为…的结果
be of no consequence to sb. 对…无关紧要
take/bear/suffer the consequence of one’s action 承担行动的后果
eg. As a/In consequence of your laziness and rudeness, I am forced to dismiss you.
由于你的懒惰和粗野，我不得不辞退你。
eg. It’s of no consequence to me.
eg. You made the wrong decision, and now you must take the consequences.
eg. Severe flooding was consequent on the heavy rain. 大洪水是由大雨所致。
4. …starting from the 5th century AD. 分词短语做方式状语
eg. Please translate the following sentences, using the words and phrases you have learnt.
5. …the main aim of painters was to represent religious themes.(不定式作表语)
aim n.目标；目的；瞄准 v.瞄准；努力 aimless adj. 没有目标
aim (sth.) at sb./sth. （用某物）瞄准某人/某物
eg. What’s your aim in life? 你人生的目标是什么？
eg. He aimed the gun at a bird. 他用枪瞄准鸟。
by prep. 在…之前，不迟于…
（“by+过去时间”常与过去完成时连用；“by+将来时间”常与将来完成时连用）
eg. I had learnt eight thousand words by the end of last month.
eg. By the time this letter reaches you I will have left the country.
be of great(some, little, no) value to… 对…有很大（一些，几乎没有，没有）价值
put great value on sth. 认为某事十分有益
cultural/social/moral values 文化/社会/道德观念
valueless adj. (worthless) invaluable adj. (priceless)
8. take the place of 替代，取代（replace）
take one’s place 入座，就位（当one与主语指同一人时）；代替某人的职位
in the place of 代替；取代（instead of）
eg. Please take your place. From now on I will take the place of Mr. Li as chairman of the meeting.
eg. All our eyes were focused on the speaker. 大家的目光都集中在发言人身上。
10. possession n. 所有；占有；（pl.）所有物；财产
in possession of 占有；拥有；持有 (主语是人，拥有某物)
in sb’s possession/in the possession of sb.
come into possession of sth. / take possession of sth. 占有某物
eg. He was found in possession of some dangerous drugs.
== Some dangerous drugs were found in the possession of him / in his possession.
eg. The soldiers took possession of the enemy’s base.
11. in perspective 用透视画法 perspective n. 透视画法；透视图；观点
convince sb. of sth. / that- 使某人相信
be convinced. of sth. / that- 相信
eg. It took many hours to convince John of his wife’s mistake.
eg. We convinced Anne to go by train rather than plane.
eg. It’s hard to convince my family that we can’t afford a new car
eg. I am convinced that he is telling the truth.
13. If the rules of perspective had not been discovered, people would not have been able to paint such realistic pictures. (if条件句中表过去情况的虚拟语气)
14. a great deal 大量；很多（a lot, much）
修饰不’ 修饰可’ 修饰可’+不’
much a large/great number of a lot of/lots of
a great/good deal of large/great numbers of a large quantity of
a great amount of a great/good many large quantities of
15. mostly adv. 大部分地；主要地（mainly, largely）
most n.大部分；最大程度（作主，宾） adj. 大多数的（表） adv. 最，极其，非常（状）
eg. Most students say that it is a most (a very) interesting book, but it isn’t the most (最高级)interesting they’ve read, and that they read such books mostly on weekends. .
16. be accepted as… 被认为是…
17. nowadays adv 现今；如今 Nowadays many people travel by air
18. scores of 许多的；大量的；几十的（修饰复数名词时，不与数词连用）
eg. I have been there scores of times.
three score (of) years 六十年 (表示“二十”时与数词连用，不加s)
19. …but without the impressionists many of these painting styles would not exist….
without the impressionist介词短语相当于一虚拟条件句 if there were not the impressionists…
20. attempt vt.& n. 尝试；努力；企图
attempt a difficult problem 试着解答难题
make an attempt to do/at doing sth. 试图做某事
21. …using colour, line and shape to represent them. (现在分词作伴随或方式状语)
eg. He often went running to school.
22. on the other hand 另一方面，反过来说（状）
a historical event 历史事件 a historic event 历史性事件
2. at (the) least 至少，最低限度 at (the) most 至多，最多
eg. A child must sleep at least eight hours a day.
eg. I can give you 20 dollars at most.
3.doubt n.& v.(作 v.时，肯定句可用whether/if/that引导，否定句只用that引导)
There is no doubt of&about sth./ that-- 毫无疑问…
There is doubt whether- 令人怀疑…
eg. There is no doubt that he is honest./of his honesty.
eg. He doubted whether they would be able to help. 他拿不准他们是否能够帮忙。
eg. I doubt (that) he will come to the meeting. 认为他未必会来
eg. Are you referring to me?
eg. The teacher often refers her pupils to this dictionary.
eg. Her pupils often refer to this dictionary.
eg. Don’t refer to this matter again.
5. bunch n. 束，串 a bunch of flowers
What’s the main idea of this passage?
The passage introduces some best art galleries of Manhattan.
(It is perhaps from a tourist guide book)
Important points:
have a large collection of… 收藏有大量的…
2. …leaving his house,… (现在分词短语作状语)
eg. Both of them died in the accident, leaving their son alone.
eg. This pen is worth five yuan.
eg. I think his suggestion is well worth considering. (很值得的用well 修饰)
It is worth sb’s while / worthwhile to do sth. /doing sth.
eg. This book is worth reading.
eg. This book is worthy of reading / to be read
5. It is amazing/strange/interesting/disappointing/clear that-
6. work un. 工作 cn. 作品 (指工厂时，单复均可)
eg. Have you read his works？
7. every two years=every other year=every second year
every three days=every third day
prefer n.
prefer to do sth.
prefer doing sth.
prefer + n./doing sth. + to + n./doing sth.
prefer to do sth. rather than do sth. = would rather do sth. than do sth.
有的学生对小学英语比较重视，学得很好;但有的学生或学校不重视，学得很不好，还有几个甚至完全没有学过。有的学生笔试不错，但语音、语调、书写都有待加强。因此，整个班级的英语水平很不平衡，给日常教学带来诸多的不便，提高了难度。
学生刚刚从小学进入初中，处于一个衔接的阶段，学习任务加重，学习的习惯不是很好，没有形成一定的适合自己的方法，都有待改善。
总之，既要避免好生吃不饱的现象，又要努力把目前英语有欠缺的学生拉上去，激发他们的兴趣和信心，赶上中上的水平学生。在今后的教学中应该注重培养、激发兴趣，教给学生学习的方法，从学生的学习兴趣、学习能力、生活经验和认知水平出发，倡导体验、实践、参与与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言的学习过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成学生自主学习能力的过程，这是新课标和新目标英语的要求。
The goal:
The goal of Go for it is to make language a step-by-step progression that builds confidence and leads to open-ended activities where students can actively relate learning to their personal lives.
Go For It! 是以《英语课程标准》为依据，以学生的英语语言综合运用能力为目标。不仅以语言知识、语言技能为重点，而且更注重学生的学习策略、情感态度和文化意识。教学内容的处理和取舍灵活开放， 只要教师从学生的实际水平和语言能力出发，任何教学内容的调整或取舍，任何教学步骤的安排都是可行的。“I sometimes go to the last to do the group work first…It depends on the teachers’ knowledge of the students actual language ability…”(David Nunan);提倡教师结合学生实际，充分利用学生、教师本身和环境中一切可以利用的资源，丰富教学内容，创造运用英语的机会，注意多渠道开发教学资源。 “Don’t use just the textbook. Anything in real life that connect and appropriate to the lesson can be used as teaching resources.”(David Nunan);提倡任务型语言教学，教学进度整体把握，教学形式不拘一格;课堂以学生为主体，以任务为主线，重视体验参与，课后访谈调查，读写扎记，重视语言运用;正视个体差异，倡导过程激励，以多层次、多角度、多主体的结果与过程并重的评价方式激励进步。
The key points of each unit:
U 1 Making new friends Introduce yourself
Ask for and give telephone numbers Present tense to be
Prossessive adjectives:my,your,his,her
Identify ownerships Demonstratives:this,that
What questions and Yes/No questions
How do you spell pen?
Identify people Demonstratives:these,those
U4 Things around the house Talk about where things are Where questions and Yes/No questions
U5 Spending time with friends Ask and answer questions about ownership
Make suggestions Present tense to have
Yes/No questions and short answers: let’s
Food Talk about likes and dislikes Present tense to like
Yes/No questions and short answers
Affirmative and negative statements
Thank someone Demonstratives:this,that,these,those
Dates Talk about dates When questions
Prossessive “s”
Make plans Present tense to want
Yes/No questions and short answers:
U10 Joining a club Talk about abilities Modal verb can
Yes/No questions and short answers:
Affirmative and negative statements
U11 Daily routines Talk about daily routines
Ask about and say times When questions
What time is it?
U 12 School subjects Talk about preferences
Teaching goals:
1. Talk about water and the ocean
2. Practice communicative skills
4. Write an explanation paragraph
1st period: Warming-up and Reading (1)
3rd period: post-reading and Listening (SB)
4th period: Integrating Skills (SB)
6th period: Grammar and Language Study
Period 1 Warming up & Reading (I)
Teaching goals:
1. To get the Ss to understand the main properties of water by connecting them with some common phenomena and learning to explain the phenomena.
2. To enable them to be aware of the importance of water, making good use of water in a proper way and protecting water resources.
Important points in teaching:
Words: benefit, available, pure, mass, float, absorb, release, stable, bottom, habitat,
dissolve, property.
Phrases: benefit from, range from… to …., all the way, be made up of, that is,
freezing point, break down, mix with, be measured in, take advantage of,
keep…steady, manage to, be sensitive to, up to.
Structures: whatever…., ….., that is,…..
Teaching procedures:
Read a short poem and guess its name: A letter from _______. (Water)
Dear User,
Shame to you all, the Ignorant,
Surely, all forms of life will wither away
Have you ever imagined,
Life without me?
I tell you, it will be unbearable
For every drop counts...
Qs: 1) What does “Dear user” here refer to?
2) What does it talk to its users?
3) On which planet does it exist? －On the earth, which is also called the water planet.
4) Do you know why it is called “The water planet”?
－Because about three quarters of the earth is covered by water.
Step2: Pair work: Collect as many words as possible related to water. Qs:
How much do you know about water?
Is all water fresh or salty?
Step3: Talk about the properties of water.
T: Water is around us and inside us. We can’t go without water. Qs:
Why is water so important to living things?
Can you point out some of its properties or characteristics?
Suggested vocabulary:
It's colorless, tasteless, odorless and universal dissolvent.
It feels wet;
It exists in three forms: liquid, solid, gas, and is cycled through the water cycle;
It can absorb a large amount of heat;
It sticks together into beads or drops;
It's part of every living organism on the planet; etc.
Learn more about water’s properties by doing some simple experiments and learn to describe an experiment.
What property of water does each of the four experiments illustrate?
What causes this phenomenon?
What’s this phenomenon related to?
① Experiment 1 shows how air pressure causes a piece of thick paper to cling to an upturned glass of water.
② Experiment 2 illustrates how substances with different density behave when placed in the same container.
③ Experiment 3 is an example of how water dissolves substances and objects.
④ Experiment 4 illustrates some of the differences between salt water and fresh water.
3. T: What other properties of water do you know about?
What causes the following phenomena? Can you explain?
①We can get a lot of nutrients by drinking water and having soup.
②Wood floats on water while iron sinks.
③The coastal areas are often neither too hot nor too cold.
④Why can some living things live at the bottom of the ocean where there is no sunshine?
(If these questions are too difficult) Try asking questions about the properties of water and then give answers to them.
Look at the titles in the text below. Do not read the whole text. Pick out the subject of each paragraph. Use the structures below to make six questions related to the subjects.
What is/ are ________?
What does _________ look like?
What are different parts of ______?
What can ________ be compared to?
How does _______ work?
What are some examples of ________?
1. Skim to find the words and phrases which describe the properties of water in the reading text.
2. Scan to Find out some basic facts about life in the oceans.
Life on earth began in the oceans about three billion years ago;
99% of the living space on earth is in the oceans;
There are about five million (known) species in the oceans;
Life in the oceans ranges from tiny plankton to giant whales.
1． Read the text carefully and find out the detailed information about water properties.
2． Think as many examples as possible to illustrate water properties.
Teaching steps:
T: Yesterday you were required to ask more questions about water’s properties and find out the detailed information about water properties as well. So now let’s have a little quiz about the properties of water.
True of false questions:
1) Water is a liquid at room temperature, and it has a relatively high freezing point.
2) The reason why water can dissolve most substances on earth is that water has high heat capacity.
3) Like all the other substances, water gets smaller (contract) when it freezes.
4) Pure water has a higher freezing point and lighter than salt water.
5) The salinity of the earth’s oceans is about 3.5%.
6) When water freezes, its density increases.
7) Other recourses such as oil, gas, gold etc is as precious as a drop of rain.
1. As we all know, Charles Darwin is famous for his “The Origin of Species”. (According to his theory of evolution)
Qs: 1) Was there any life on the earth billions of years ago?
2) If any, what was the original life like at that time?
3) Where did it live? －In the deep blue seas.
4) How does the world take its shape, which is quite different from what it used to be, especially those various organisms? －Billions of years’ natural selection.
2．It is said that 99% of the living space on earth is in the oceans.
Qs: 1) What does this fact result in? －Marine life is incredibly rich and varied.
2) Can you give some specific numbers or examples?
－There are about five million species in the oceans. They range from the tiniest plants all the way up to giants (e.g. sharks and whales).
3) What does this fact imply? Do you agree?
－Water is an excellent medium for life.
4) Why do you agree that water is an excellent medium for life? (Based on common knowledge)
Water is a liquid at room temperature and has a relatively high freezing point;
All living creatures need food to survive, but on many occasions the nutrients become available to living things only when they are dissolved by water.
3．So we know that one of water’s properties is its dissolvability(溶解性).
Qs: 1) Do you know what gives water such a unique property?
－The chemical structure of water.
2) What does the water molecule look like?
－A water molecule consists of two hydrogen atoms and one oxygen atom. The two hydrogen atoms are bonded to one oxygen atom to form a 'V' shape. The two hydrogen atoms form a polar molecule, that is, one with a slightly positive end and one with a slightly negative end.
3) Can you give some other examples which are also resulted from water’s unique chemical structure?
－Plants can pull water up their roots via a capillary(毛细管) process;
－We can get a lot of nutrients by drinking soup.
That’s water’s another property－dissolvability.
4. Since water is such a universal solvent, it can dissolve just about anything including many gases and solids. As a result, there is sea water.
Qs: 1) Do you know the salinity of the earth’s oceans? －about 3.5%.
2) What does it mean?
3) Have you ever noticed such a phenomenon that in winter water in some containers or small rivers often freezes while that in seas not? Can you explain it?
－The salinity of sea water can affect the freezing point of water. Sea water has a lower a freezing point, so even when the temperature of sea water falls below 0℃, sea water is still liquid.
5. However, no matter whether it is sea water or pure water, “wood floats on water while iron sinks” always works. How do you explain that? What property of water is this?
－If a substance has a lower density than water does, it will float on water; Otherwise, it will sink.
Qs: 1) What is density? And what’s the density of pure water?
－Density is the relationship between mass and volume and is measured in kilos per cubic meter (kg/m3). The density of water is 1,000kg/m3.
2) Does it also go for the phenomenon that Ice looks larger than water of equal mass?
－Yes. Water’s density decreases when it turns to ice, so its volume increases.
3) Does all the water in the same river or ocean have equal density? Tell your reasons.
-No. Changes in salinity and temperature affect water’s density. Cold water of high salinity usually is most dense and will tend to sink to the bottom of the ocean.
6. Qs: 1) What do different densities in the ocean result in?
－Dense water sinks and less dense water is pushed to the surface. Thus water in the ocean is always moving.
2) What phenomena can this result help us explain? Please give examples. (If necessary, give students some hints such as showing a picture etc.)
Ocean motion helps move nutrients around and adds energy to the marine ecosystems.
Different marine creatures live in different levels of the ocean. (Because of the foods they need, sunshine etc.)
7. Read following statement and think what conclusion you can draw? Or what property does it refer to?
It is said that a man of 60kg loses about 1L water through breath and skin evaporation (皮肤蒸发) every day. In other words, 539kcal heat is released in these two ways. If so much heat were kept in human body, it would raise body temperature by 9℃. Can you imagine the result?
－Water has a relatively high heat capacity and can accommodate the climate automatically. It can absorb and release a lot of heat without big changes in its temperature, thus creating a stable environment.
8. Here are some more familiar phenomena.
What property of water is each of them related to?
The coastal areas are often neither too hot nor too cold. (Water’s high heat capacity)
When the sea water in a container is evaporated (蒸发), there will be some salt left. (Dissolvability)
Irrigate in winter can help raise the soil temperature. (Water’s high heat capacity)
People swimming in the Dead Sea float; they can even read a paper while lying on their back in the water. (salinity and density)
1. Try to think as many examples as possible to show that water is made use of to bring benefit to human beings.
Period 3 Post-reading & Listening
Teaching goals:
1. To get students have a better understanding of water.
2. To learn some new words and sentence structures.
Teaching procedures:
I. Better understand the properties of water
1. “Where there is water, there is life!” Can you use some facts to illustrate it?
－Water is a medium for life.
So far as we know, life only exists on earth, because there is water. Etc.
2. Our planet is a water planet of which two thirds of its surface is covered by water. What’s more, our body is also mainly composed of water. Do you know following figures which show how much water there is in parts of our body? 60%, 70%, 82%, 90%
Up to _____ of the human body is water.
______ of the brain is composed of water.
______ blood is made up of water.
The lungs are nearly _____ water.
3. Water is the source of life. That’s why water is an excellent medium for life. And you know all this is because of water’s unique properties.
II. Revision on the properties of water
1. What are the properties of water?
Water is polar.
Water is liquid at room temperature.
Water has a relatively high freezing point.
Water has density 1,000 kg/m3.
Water has high heat capacity.
…
2. What causes water to have such unique properties?
－It’s molecule form / chemical structure.
3. What is water molecule like?
Chemical structure: two hydrogen atoms and one oxygen atom.
Different parts of it: a slightly positive end and a slightly negative end, so it is polar.
The function of it: it causes water to be able to dissolve both solids and gases, and that’s why water can break down nutrients quickly.
4. Do pure water and salt water have the same chemical structure? Does pure water have salinity?
2) What is sea / salt water? － A mixture of pure water, dissolved gases and solids.
3) How does salinity affect water?
4) How does it affect water’s weight and freezing point?
－ The higher salinity water has, the heavier the water is.
The higher salinity is, the lower the freezing point of water is.
5. Salinity also has something to do with the density of water. The higher salinity is, the higher density of water is.
2) How is density measured?
3) Which is denser, water or oil?
4) What will happen when water and oil are in the same container? What does this phenomenon illustrate?
－Oil floats on water. A less dense substance floats on a denser substance.
5) Does water in the same ocean have the same density?
－No. Denser water sinks and pushes less dense water to the surface.
6. That’s why the ocean water will never stop moving. Ocean motion
Qs: 1) What does ocean motion mean?
2) How does ocean motion work?
－Denser water sinks and pushes less dense water to the surface.
Ocean motion helps move nutrients around and adds energy to the marine ecosystems.
3) What causes ocean motion?
－Changes in salinity and temperature.
7. The temperature of the ocean water always keeps steady, making the ocean a safe and comfortable habitat. Do you know why?
－Water has a relatively high heat capacity.
Qs: 1) What is heat capacity?
2) What’s the function of heat capacity?
－It determines how a substance absorbs and releases heat;
It keeps water temperature steady;
It keeps the earth’s temperature steady.
1. There is a close relationship between some properties of water, for example, salinity, density and ocean motion. How do they affect each other?
2. Suppose you are one of the main properties of water (resolvability, salinity, density …). You think you are the most important and have the greatest effect on life. Try to persuade others by describing: 1) What you are.
2) What affects you.
3) What you are made the most of by human beings.
Give a very brief introduction of The Rime of the Ancient Mariner and its author Samuel Taylor Coleridge. Here rime is the variant of rhyme.
1. Listen to the story (Part 1) and find the information about it. (When, where, who, what?)
When: 18th century? (No, not mentioned)
What: One of the sailors kills a bird that brings good luck to the ship, by doing which he has brought bad luck and death to the sailors.
2. Listen to part 1 for the second time and finish the following true or false questions.
1) This poem was written by a British poet Samuel Taylor Coleridge in the 1700s.
2) In the poem, one of the sailors kills a fish under the ship.
3) It is believed that the animal he kills is one that brings good luck to the ship.
4) Other sailors are so frightened and angry that they kill the sailor.
5) The sailors are extremely thirsty but they can’t drink the water in the sea, because it is too dirty.
3. Listen to part 1 for the third time and answer the following questions:
1) Who tells the story in the poem?
2) What does one of the sailors do?
3) What do you think will happen next?
4) Why are the other sailors frightened?
4. Listen to part 2 and complete the following sentences.
1) Finally they decide that he must die －_______ the mariner who _______ the bird.
2) He must _____ _______ it all and will ______ by having to tell the story…
3) _____ ______ on the ship, _________ on the ocean, the mariner suffers from __________ and ______.
4) His story _____, the ________ mariner says _________ and asks them to learn from his ___________.
Keys: 1) except, shot; 2) live through, pay 3) Left alone, drifting, loneliness, fear; 4) told, ancient, farewell, sufferings
5. Listen to part 2 again and answer the following questions:
1) What happens to the sailors?
2) What happens to the mariner?
3) Why is the person telling the story?
4) Who is the person actually?
1. Reflection: What do you learn from this story?
－Everything existing in the world has their own certain values, we should understand and respect them.
Work with partner and try to come up with a good, scary story like the one about the mariner.
1. Preview Integrating Skills “Nature’s Nursery: Estuaries” on page 22
Teaching goals:
1. To get students to know what estuaries are and their functions
2. To learn to write an explanation paragraph
Teaching procedures:
Look at the map of China, answer these questions:
1. Can you name the three cities marked on the map? Where are they? (Chongqing, Shanghai, Dalian )I
2. How much do you know about them? Is the economy there well-developed or not?
3. Which city is the most developed? Why?
Now let’s look at this map and then answer the following questions:
1. Can you tell what map it is? Where is it?
2. Is the water here salty or fresh?
3. What’s the place called where river and the ocean meet?
1) Find out the definition of estuary.
(An estuary is the body of water where a river meets the ocean. Salt water from the ocean and fresh water from the river mix together in an estuary. This mixing of fresh and salt water creates a unique environment filled with life of all kinds---- a zone between the land and sea.)
2) What functions of estuaries have been mentioned in the passage?
(Great places for nature’s young animals clean our water by absorbing nutrients and pollutants from water coming from inland sources; provide both recreation and education for human beings.)
3) Discussion.
What living conditions do you think are needed for nature’s young ones?
Do estuaries have such conditions for them?
What living conditions do you think are needed for nature’s young ones?
Do estuaries have such conditions for them?
3. Scan the passage and answer the following questions.
Why are estuaries such good places for nature’s young ones?
What does “density” mean in this passage?
How do estuaries affect the water that passes through them?
Why are estuaries more sensitive to pollution than other areas?
Why are estuaries important to human beings?
(Answer to question 1) In estuaries, animals can enjoy all the benefits of the oceans without having to face many of its dangers. Tides provide energy for the ecosystems, but estuaries are protected from waves and storms by islands, mud or sand. Nutrients from both the land and the ocean arrive in estuaries.
(Answer to question 2) It means the degree to which an area is filled with things or people.
(Answer to question 3) They absorb nutrients and pollutants from water coming inland sources, thus cleaning our water.
(Answer to question 4) Because estuaries act as filters(过滤器), many pollutants end up in them.
(Answer to question 5) Estuaries provide both recreation and education for human beings. For example, people can fish, swim and have fun on the beach; scientists and students have endless opportunities to study a variety of life in the habitat. Estuaries also contribute to the economy through tourism and fishing.
4. Finish the following passage with words from the text.
Estuaries are bodies of water along coasts that are ________ (形成) when fresh water from rivers ________ with salt water from the ocean. In estuaries, the fresh river water is blocked from streaming into the open ocean by either surrounding mainland, or islands. This mixing of fresh and salt water _______ a unique environment ______ with life of all kinds -- a zone between the land and sea known as an estuary. The estuary gathers and holds a ______ of life--giving nutrients from the land and from the ocean, forming an ecosystem that contains more creatures than any other ________ on the earth. Estuaries are also important for human beings. They protect water quality by ________ pollutants from water coming from inland sources. They are centers for _______(娱乐) and education. Estuaries, in short, are treasures.
(formed, mixes, creates, filled, variety, habitat, absorbing, entertainment)
As we learn from this passage, many cities which are built around estuaries, like Shanghai, Guangzhou, Ningbo, Shenzhen are very developed. Can you explain why?
( They are near Yangtze River Delta, Pearl River Delta…)
(Convenient transportation, rich resources…)
Do you still remember what we learn about the properties of water? In that passage, the writer introduces the chemical structure and several properties of water to us, such as salinity, density, heat capacity. So from this we know when we are explaining what something is or how things happen, it is important that our explanations should be well organized and easy to understand.
If we are describing a process，we’d better explain each step in the order it happens. Tell the readers about the causes and effects and use words like first, second, then, etc to show the order of the steps.
First…
Second…
Third/ Then…
If we are writing about something that has several parts, we should describe each part and explain its function and structure.
The following questions may help:
What is it? How many parts is it made up of?
What’s the structure of each part? How does it work?
Imagine that your science teacher ask you to explain one of the following questions:
Why does an ice cube float?
What will happen to a piece of metal if you put it in water?
Why do so many species live in estuaries?
Why have so many cities been built by estuaries?
Choose one of the questions and write a passage, using what you know about nature and science and what you have learned from this unit.
Teaching aim:
1. Get students to talk about the main use of water in our life and their effects.
2. Draw students’ attention to the importance of using, saving and protecting our water as well.
Teaching procedures:
1) Can you use your own words to tell us the general idea of the two reading passages?
2) What do you learn from our previous classes?
－ Water is necessary / a must to life. Without water, life, as we all know, would not exist.
1) Do you agree with the saying “Without water, life would not exist.”?
2) So not only you and I agree with this opinion, but also the United Nations hold the same view. And that’s why we have World Water Day.
Q: Is there anyone who knows when it is? － Mar. 22
3) Brief background information about World Water Day: World Day for Water is established by the United Nations General Assembly's resolution 47/193 of 22 December 1992. It is a unique occasion to remind everybody that concrete efforts to provide clean drinking water and increase awareness world-wide of the problems and of the solutions, can help make the difference.
4) Last year we witnessed some great disasters such as the typhoon “Yunna” and the tsunami in the India Ocean. What a coincidence that the theme for World Water Day was “Water and Disaster”. World Water Day will be guided by the upcoming water decade's theme “Water for Life”. It will be the starting day for this International Decade for Action, “Water for Life”.
1) To some extent, the existence of World Water Day also implies that human beings cannot live without water. Why? Can you tell how water is being used in our life? Give some examples.
－electricity, agriculture, home use, industry, transport, entertainment, etc.
2) Look at the first picture (“electricity”) in the textbook and talk about it.
The water is being used to generate electricity. Building up behind a high dam, water accumulates potential energy (势能). This is transformed into mechanical energy when the water rushes down. It is a good way to use water because water is renewable green energy. It will never run out if only we use it properly and generating electricity by using water is a better way to protect the environment than others. However, it takes a great sum of money and a long period of time to build a dam and prepare all the required equipment. Since nowadays electricity has already been an indispensable part of our life, most people benefit from using water in this way.
3) Group work. Divide students into several groups with six in each. Each one takes charge of one picture. When discussing each picture, please think about the following questions:
How is water being used?
What property of water enables it to be used in this way?
Why do we use water in this way?
Who benefits from using water in this way?
Is this a good way to use water?
What are some disadvantages of using water in this way?
4) Pair work. Each six-member group can be divided into three smaller ones with two in each. Make a dialogue on the basis of the results about your topics we reach, using following useful expressions:
The water is being used to / for … We should / could …
What will we do if …? If we …, we can …
It would be better to … Can you think of a better way?
1) Just now we’ve talked about six main ways of using water and their disadvantages as well as advantages. Here I have something more for you.
① Read following short passage by yourself.
No matter who we are, where we are, or what we do, we are all dependent on water. It is the source of all life and we need it every day. But with the world's growing population and fast developing economies, the earth's water reserves are drying up fast.
As many as 7 billion people throughout the world could face a water shortage by 2050 if the present situation continues. By then, the global population is expected to reach 9.3 billion. Many big cities, including Beijing, Shanghai and Tianjin, will suffer severe water shortages.
This alarming situation was shown in a United Nations (UN) report just ahead of World Water Day, which falls on March 22.
② Watch a flash “A prediction for water”
2) Q: What information have you got from the passage and flash?
－Water is very important to each of us. We must try our best to save and protect our precious water; otherwise, we will suffer a lot and even bring disasters upon ourselves.
3) Q: How can we save and protect water in our daily life?
Take home use for example,
Reduce faucet flow. Avoid letting the water run when brushing teeth, washing dishes, and shaving etc.
Reduce shower flow. Install a water-efficient shower head and spend 2 minutes less in the shower.
Replace aging toilets and clothes washers with high efficiency models. Take advantage of City rebates offered for low-flow and Wash Wise models.
Repair leaks. Find and fix faucet and toilet leaks.
Use natural lawn & garden care practices. Dig compost into soil to increase water retention and apply mulch around plants to avoid evaporation.
Reduce outdoor water use. Use a commercial car wash that recycles water. Sweep the driveway instead of hosing it off.
We ourselves should have a strong sense of preserving water and tell others to protect it too.
Start from the little things right under our noses. For example, don’t litter or pour rubbish into rivers at will.
Avoid cutting down trees especially where the source of river lies.
…
4) Enjoy a flash about saving water. For the second time, we may turn off the sound and let students dub it in English if possible.
Read the requirements in Talking (P.96) and finish it in the form of report.
Teaching Goals:
◆ To review Modal verbs.
◆ To make students get more familiar with the Modal and practise using them in different situations.
◆ To enable students to master some new words and expressions.
Teaching Procedures:
We have talked about the properties of water and we know that water can be used in many ways due to these properties. So please answer the following questions.
1) What are these properties of water?
2) Can you give some more examples that show we can benefit from these properties of water?
According to the above discussion, we know that these properties of water are very important and help us a lot. Just because of these properties of water, water can meet people’s needs of living on the earth. We can say that water is the “life food” of the earth. It is a necessity of human beings and all the other living things. However, have you ever imagined the following situations?
3) Without ocean motion, what would the earth be like?
(Without ocean motion, the earth would…)
4) If the density of ice were larger than that of water, what would the seabed be like?
(If the density of ice were larger than that of water, the seabed would…)
5) Suppose water had a much lower freezing point, what would the world be like?
(Suppose water had a much lower freezing point, the world would…)
III. Try to list some modal verbs according to their functions.
IV. More situations given to practice using Modal Verbs.
Situation one:
As many as 7 billion people throughout the world could face a water shortage by 2050 if the present situation continues. By then, the global population is expected to reach 9.3 billion. Many big cities, including Beijing, Shanghai and Tianjin, will suffer severe water shortages.
1) If it is true, what may happen in the future?
2) What can our country do with this problem?
3) What should we do in our daily life?
Situation two:
Three Gorges Project is the largest water conservancy project ever built in the water. It is said that the whole project will be completed in the year as planned. So try to discuss the following questions:
1) If the project is completed in the year 2009, what advantages will it bring to us?
2) If the project is completed in the year 2009, what problems may it cause? How can we deal with these problems? What should we do to solve these problems?
1. Fill in the blanks with the proper modal verbs.
will would can could must should may might
Dear John,
Thank you for your letter. I don’t think I ________ give you any advice. I don’t think the manager ______ trust you. It sounds as if he has decided that you ______ be the thief. Do you have to continue working at this company? Maybe you ______ find another job where the people are more friendly. I think that you ________ enjoy that more.
If you stay at the meat factory, you __________ not be able to be happy. Besides, if you stay, the thief _______ do something bad to you. I don’t think that _______ be very pleasant. If he played a bad trick on you, the manage __________ say you were the thief and call in the police. That _________ have serious results. I think the best thing you _________ do now is to look for another job and hope that it __________ turn out better.
2. Finish all the grammar exercises on SB & WB.
I. The letters of the following words have been mixed up. Try to put the letters in the correct order.
II. Try to find words in this unit according to the explanations
1. ____________ （of things）that can be used or obtained.
2. ____________ not mixed with any other substance.
3. ____________ special quality or characteristic of a substance, etc.
4. ____________ change a solid into liquid.
5. ____________ stay on or at the surface of a liquid and not sink.
6. ____________ ability to hold or contain sth.
7. ____________ affected greatly or easily by sth.
8. ___________ natural environment of an animal or a plant; home.
9. ____________ (means of ) refreshing or entertaining oneself after work; relaxation.
10. ____________ the relationship between mass and volume and is measured in kilos per cubic.
III. Fill in the blanks with the proper words. The first letter has been given. Some words are used more than once.
1) The water molecule is made up of two h__________ atoms and one o__________ atom.
2) Water is a l________ at room temperature, but it turns into a s________ when the temperature drops below 0C and into a g____ when heated above 100C.
3) An a________ is the smallest part of any living or nonliving thing.
4) Places by the sea often have a s___________ climate that is never too hot or too cold, because water can a________ and release a lot of heat.
5) Soil can a________ water, so it helps keep water from flowing away.
6) Marine scientists study the r___________ between living creatures and their habitat in the ocean.
7) Salt water has a lower f_________ point and is heavier than fresh water.
8) Oil has a density lower than 1,000 kg/m3, so it will f__________ on water.
9) Heat d________ the candle into a pool of wax in a few minutes.
10) Now nobody can be sure any longer that the air in the countryside is p________ and healthy.
IV. Complete the following sentences with the proper forms of the following phrases.
1. Temperature here__________10°C to 30°C.
2. A volleyball team consists of Six players while a football team ______eleven players.
3. He is a hero, so you will ___________ his good example.
4. You can ___________ her offer to drive you home.
5. The talks between those two big companies ____________ so the two managers had to look for another trade partner respectively.
6. The engine of the ship was out of order and the bad weather ___________ the helplessness of the crew at sea.
7. It’s now twenty minutes past four, _________, the doctor has gone for two hours.
8. Uncle Smith followed him _______ down the street.
9. The powder is then ________ water and other things, and made into different kinds of food.
10. The chairman encouraged everyone to __________ the discussion.
1. Finish all the grammar exercises on SB&WB.
2. Review the whole unit.
趣祝福小编专门为您准备了“英语选修七教案”方面的一些核心内容，希望您珍藏此文章以便日后参阅。一如每名教师习惯于带着自己精心设计的教案和课件走进课堂，因此，每个教案课件的重难点都会被教师精心组织。学生在课堂上的反馈差异也有助于老师制定适当的教学策略。
The second period for Language points for Reading
Check the homework.
1.that is to say /that is 也就是说，即 常用来进一步解释前面说过的事情。这是个固定短语，在句中作插入语，前面都可有逗号，后面可接句子或短语。
eg. My boss has asked me to attend a lecture about the use of the Internet three days from now, that is to say, on Friday.
John is a Londoner, that is to say, he lives in London.
eg. People seldom realize the value of health till they have lost it.
What is the value of the book?
This is the value of regular exercise.
eg. I’ve always valued your friendship/your advice.
The Ss have always valued their teachers.
The machine is valued at 1,000 yuan.
eg. Five colleges formed the university.
Water forms almost three quarters of the human body.
Clouds are forming on the top of the hill.
form a /the habit form in line in the form of
eg. She has a tall graceful form.
These are two different forms of the same thing.
4.in need of 需要中的，需要。。。。。后接名词或代词
eg. We’re collecting money for families in need.
Our school is in great need of English teachers.
need v.
We need to work harder./ We need work harder.
sth. need doing/ to be done.(want , require)
eg. The old temple needs repairing/ to be repaired.
eg. Please turn to page 216.
When you are in trouble ,you may turn to your teacher (for help).
区别turn down/ turn up turn in turn on/ turn off
eg. 1). After he left the university he became a teacher, but later he turned _____ translation.
2). The English evening turned out______ a great success.
A. be B. being C. to be D. to have
eg. She acquired a good knowledge of English by careful study.
If you did not steal the watch, you had better explain how you did acquire it.
acquire/ earn/ win /gain/ obtain/get
acquire 指通过自己的努力或经过一个过程而获得才能，智力等；earn一般是通过自身劳动而获得报酬或因自身劳动而得到的荣誉等；win指的是通过努力而得到有一定价值的东西或因占有优势而得到。
gain凭相当大的努力在竞争或斗争获得报酬，荣誉，知识，进步等。
obtain 通过较大努力或经过相当一段时间才获得早已希望得到的东西。
get 最普遍用语。
eg. He is man with rich knowledge.
My knowledge of French is poor.
To the best of my knowledge, he is honest and reliable.
He has a good knowledge of English.
Longjing is a good tea.
This is a fine paper.
Ex: One way to understand thousands of new words is to gain______ good knowledge of basic word formation.
7．Communicate （1）联系, 通消息, 交流思想 (vi)
Eg. They had no way to communicate with Kurt.
The two friends haven’t communicated with each other for years.
Eg. With his help, we tried to communicate the feelings to the hosts.
You don’t communicate your ideas well in the essay.
Eg. He communicated the disease to the rest of his family.
School children often communicate colds to each other.
eg. I must get into communication with him on this subject.
eg. all sorts of services/ goods/ books/work
eg. The doctor searched the wound and found the bullet.
They searched everywhere but could not find the lost child.
search for sb./ sth. 与 search sb./ sth. , search sw. for sb./sth. 区分
eg. Police and tracker dogs searched the woods for the missing boy.
I have searched my mind for a reason, but can find none.
in search of = in one’s search for （引起状语）找寻
Ex: The police ______ the prisoner to see if he had a gun.
C. was in search of D. was in their search for
Eg. I signed to him to keep away, but he continued to advance.
A month has passed and the work has not advanced.
Sugar has advanced two cents a pound.
Eg. The shopkeepers advanced their prices.
His work advanced the science of microbiology.
The date of the meeting was advanced from June 10 to June 3.
The plan he advanced was not good.
May I advance my opinion on this matter?
eg. Everything should be fixed in advance.
eg. She walked two yards in advance of her husband.
In this he was in advance of his party.
advanced adj. 先进的; 高级的; 年老的, 时间过去很多
eg. She was cited as an advanced worker.
He is spending a year in advanced studies.
He is advanced in years.
10.rather than 而不，与其说…倒不如说 ; 宁愿…而不愿
eg. Edison preferred to continue his work, rather than rest on his achievements.
The housewives prefer to go out to work rather than while away the time at home.
Her performance in work is good rather than bad.
would rather…than…/ prefer to do… rather than do…
eg. He hopes for a chance to go abroad.
He threw away a chance to be a manager.
…. 的可能性 chance of doing sth./ chance to do
eg. The prisoners here have no chance to get away.
熟记下列短语：
by chance/accident sb. chance/happen to do
It (so) chanced /happened that…
take every chance to do sth.
12. address (1)写地址, 把…..寄给, 向…..提出 vt
Eg.Please address the letter for me.
Who ought I to address my request to?
Eg. He is going to address the meeting in a minute.
He will address you on the subject of war and peace.
Eg. He addressed her as “Miss Mattie”.
eg. Please ask him to leave his address.
What’s your home address?
The President gave an address to the nation over the radio.
Eg. At the beginning of June an event occurred.
I am so awfully sorry that this has occurred.
It won’t occur again, if I can help it.
Eg. That view of the case did not occur to me before.
That he should have some deep personal objection had never occurred to me.
经常用于以it作形式主语的句中, 真正的主语可以是从句, 也可以是不定式。
Eg. It occurred to her that she might adopt a homeless child.
It didn’t occur to me that you would object.
It didn’t occur to me to mention it.
Didn’t it occur to you to close the windows?
Eg. E occurs in print more often than any other letter.
The same theme occurs in much of his work.
M7U4 Reading(II) Language points
1. distinction (Line 2) n. 分类区别，不同之处，差别，荣誉
2. boundary n. -- the edge (Line5) 边界，分界线
这座山成为两国间的国界线。
____________________________________________________________
篱笆作为两个建筑物之间的分界。
____________________________________________________________
3. historic: adj. -- having importance in or influence on history (Line 6)
19是具历史性的一天，因为它代表一战的结束。
____________________________________________________________
你能告诉我两位伟大领导之间的历史性会议是什么时候举行的？
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卡罗尔未经允许就借了汽车被他的父亲斥责了一顿。
____________________________________________________________
During the rush hours the roads are usually _____ up with traffic.
A. chocked B. crowded C. blocked D. checked
5. link up (Line21): to form a connection, especially in order to work or operate together: 联系,连接
两条公路在这里衔接起来。
____________________________________________________________
这个组织的目的是将全国遭受疾病的人们联系起来。
____________________________________________________________
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我的起居室还用作书房。
____________________________________________________________
这片美丽的叶子当作书签来使用。
____________________________________________________________
7. honor (Line50) n. a quality that combines respect, pride and honesty:
我们为祖国的荣誉而战。
____________________________________________________________
in honor of sb./ sth. in order to celebrate or show great respect for someone or sth.为了纪念
纪念总统的宴会________________________________
去年十月，为了纪念五十周年校庆，我们学校举办了一次庆典活动。
____________________________________________________________
____________________________________________________________
My sister was against my suggestion while my brother was ______ it. (陕西)
A. in favor of B. in memory of C. in honour of D. in search of
A collection of some phrases beginning with “in”:
in honour of in need of in memory of
in search of in favor of in charge of
8. permit (Line57) v. -tt- to allow sth.:
1). + ing/ n.
地铁车厢里不允许抽烟。
____________________________________________________________
我想他们不会准许这事。
____________________________________________________________
2). ~ sb. to do sth.
警察允许他在那里停车。
____________________________________________________________
没有正确的密码安全系统是不会允许你进入的。
____________________________________________________________
____________________________________________________________
情势刻不容缓。
____________________________________________________________
1. 城市的远郊 ____________________________________
2. 对……造成损失 ____________________________________
3. 古建筑 ____________________________________
4. 阻塞交通 ____________________________________;
5. 加快……的速度 ____________________________________
6. 对……负责 ____________________________________
7. 售票处 ____________________________________
8. 旅行卡 ____________________________________
II. Fill in the blanks with proper words according to the text.
1. Welcome to the London Underground, or as it is ________ known, The Tube. (common)
2. This problem with traffic led to the ________ of the underground system. (develop)
3. It has the ________ of being the oldest and most complex underground system in the world. (distinct)
4. However, most trains into London only went to the ________ (distance) boundary of the city because building railway tracks into the city would have caused damage to many ________ (history) buildings.
5.Passengers were transported in carriages without windows, which were pulled through ________ narrow tunnels by steam engines. (compare)
6. As more ________ ways of digging tunnels were developed, the first railway tunnel under the River Thames was dug in 1884. (advance)
7. Over the next twenty-five years, six ________ deep underground lines were made.(depend)
8. Travelling on these lines was ________, though, as each line was separately owned and many were very far from each other. (convenience)
9. After his ________ of the lines, each one was given a name and most of the names are still used today. (acquire)
10. Between 1918 and 1938, there was much ________ as new connections were built between train lines, and new stations were built. (expand)
11. The last line added was the Jubilee Line in 1977 in honour of the twenty-fifth ________ of Queen Elizabeth’s crowning. (annual)
12. The London underground system is working to transport millions of people ________ as it has done for many years. (effect)
III. Rewrite the following sentences with the phrases and expressions in this article
1. During the rush hours the increased number of vehicles often block Ganjiang Road.
During the rush hours the increased number of vehicles often ________ Ganjiang Road.
2. The last line added was the Jubilee Line in 1977 in honour of the twenty-fifth anniversary of Queen Elizabeth’s crowning.
The last line ________ added was the Jubilee Line in 1977 in order to ________ the twenty-fifth anniversary of Queen Elizabeth’s crowning.
3. Do you know who is in charge of the design for the Three Gorges Dam Project?
Do you know who is ________ the Three Gorges Dam Project?
4. This new sofa can also serve as a bed.
This new sofa can also ________ a bed.
5. The government held this conference to speed up the pace of educational reforms.
The government held this conference to ________ educational reforms.
1. (P34, L2) pro-前缀，常与名词和形容词连用“亲，支持，赞成”
a pro-environment governor一位支持环保的州长
pro-American亲美pro-democracy赞成民主，推崇民主 pro-European支持欧洲的 pro-slavery赞成奴隶制的
be of little /no / great/ much value = be (not) valuable没有/很有价值的
e.g.: Your help has been of great value.
value….as…重视/ 珍视….为….
value sth at….估价为……
e.g.: He valued the house for me at $80000.
那所房子他给我估价80000美元。
My parents always value honesty as the most important.
我父母总是认为诚信是最重要的。
I have always valued your friendship.
拓展： valuable adj.有价值的 valueless adj.没有价值的 'priceless adj.无价的 worthless adj.不值的
value指内在价值 the value of American dollar美元的内在价值
e.g.: He is in need of help.
Experienced workers are in great need.急需熟练工人。
A friend in need is a friend indeed.
e.g.: We’ll contribute to students in need.我们向贫困学生捐款。
◆There is no need for sb. to do sth.
need作为实义动词时，通常用法是：
人＋need ＋to do We need to tell him the truth.
物＋need ＋doing The flowers need watering.
物＋need ＋to be done The flowers need to be watered.
in want of, in honor of, in favor of, in memory of, in the hope of, in place of, in praise of, in exchange for
4. (P34, L9)turn to向某人(某事物)寻求帮助、指教
e.g.: They always turn to me when they are in trouble. (向某人寻求帮助)
It would have taken hours to work the sum out, so I turned to my electronic calculator. （查阅某书，求助于）
5. (P34, L12)sort n.种类,类别 all sorts of 各种各样的
e.g.: What sort of shampoo do you use?
this/ that kind/ sort of + n. 这种的，那种的
n. + of this/ that kind/ sort这种的，那种的
e.g.: I sort of like him, but I don’t know why.
----Were you disappointed?
----Well, yes, sort of. But it didn’t really matter.
sort……into……把….分类成…
e.g.: Sort these cards according to their colors.
把这些卡片按颜色分类。
sort out from把……从……挑出来out of sorts身体不适
6. (P34, L14)skeptical/ skeptical 怀疑的
be skeptical of/ about sth对….不肯相信的，怀疑的
e.g.: I’m rather skeptical about their views.
我对他们的观点持怀疑态度。
He remained skeptical of my decision.
他对我的决定仍然怀疑。
There is no doubt that…毫无疑问….
7. (P34, L14)useless adj．无用的，无益的
It is useless for sb．to do sth.(人)做……是没用的
It’s no use doing sth.
e.g.: All these books are useless to me.
It’s useless to talk with him.
7. (P34, L18) common adj. 共同的, 普通的, 通常的
e.g.: Rabbits and foxes are common in Britain．
兔子与狐狸在英国十分常见。
Britain and America share a common language.
英国和美国使用共同的语言。
common sense 常识 have sth. in common 有共通之处
Have you any common sense? 你有常识么?
I have nothing in common with my father.
我和我爸爸一点共通之处都没有。
In common with many people, he prefers classical music to pop. 和许多人一样，他喜爱古典音乐多过流行音乐。
比较：common，usual，regular与ordinary
usual通常的；习惯的；经常发生的事，如自然发生的事、根据社会或个人习惯所做的事情
ordinary普通的；平凡的；强调普通；寻常以及缺乏优越的性质
e.g.: China is advancing rapidly in industry.
中国在工业上发展很快。
We are advancing along the socialist road.
我们正沿着社会主义道路前进。
This will further advance the friendly relations between the two countries. 这将进一步发展 (促进)两国的友好关系。
The date of the meeting has been advanced from Friday to Wednesday. 会议日期已从星期五提前到星期三。
make great advances (progress) 取得进步
e.g.: They have made great advances.
Nothing could stop the advance of the soldiers.
什么也不能阻止士兵们的前进。
○3in advance (事先，提前) 和 in advance of (在…前面)
e.g.: If you want to get the book, you must pay for it in advance. 如果你要买这本书，你得先付款
He walked in advance of his wife. 他走在他妻子的前面.
○4 其过去分词 advanced可用作形容词，意为“高级的”、“高级的”、“程度高的”、“年老的”等。主要用作定语（偶尔用作表语)：
advanced ideas (experience, deeds, workers, elements)先进思想 (经验，事迹，工人，分子)
Some of our products have reached advanced world levels. 我们有的产品已达到了世界先进水平。
9. (P34, Line23)build social ties建立社会联系
tie n. 绳子；领带; 联系,纽带; 束缚人的东西;平局, 不分胜负 (均为可数)
We have established trade ties with these regions.我们和这些地区建立了贸易关系。
He was wearing a black tie. (领带)
There are many ties of friendship between the two countries.
Mothers often find their small children a tie.
The result of the competition was a tie.
tie to 把…栓在 tie sth with sth用…捆….
He tied his horse to the tree. 他把马栓在树上.
The package had been tied with strong green string.那包东西是用结实的绿色绳子捆起来的。
tie sb’s shoelaces/ tie a knot/bow系鞋带/打蝴蝶结
○2把…..联系在一起 vt be tied to联系在一起，依附于
10. (P34, L24)rather than的用法：可接各种语法结构，但一定要注意rather than前后的结构要一致
He is a writer rather than a teacher．
John, rather than his roommates, is to blame.
The job will take months rather than weeks.
You, rather than she, are my guest.
We are to blame rather than they.
It ought to be you rather than me that sign the letter.
The color seems green rather than blue.
It was made shorter rather than longer.
The ship sank quickly rather than slowly.
He usually gets up early rather than late.
He loves her rather than likes her.
She left rather than stayed at home.
Rather than cause trouble, he went away.
Rather than have the radio repaired, he’d like to buy a new one.
I'd prefer to read in the library rather than at home.
I'd prefer to do it in this way rather than in that way.
He went to the park in the evening rather than in the morning.
She likes dancing rather than singing.
Rather than regretting for the failure, why not try again?
It is snowing rather than raining outside.
She is laughing rather than crying.
He had the house rebuilt rather than repaired.
We should help him rather than he should help us.
It was what he meant rather than what he said.
e.g.: It is what you do rather than what you say___ matters.
A. that B. what C. which D. this
11. (P34, L26)moreover adv.而且，此外，常用作插入语，表示递进关系
e.g.: They knew the painting was a forgery. Moreover, they knew who had bought it.他们知道那幅画是赝品，而且知道是谁买下的。
同义词： besides, in addition, what’s more, furthermore
e.g.: I’ve heard it’s not a very good movie. Besides, I’d rather stay home.我听说这不是很好看的电影。再说，我宁愿待在家里。
……chance to do / of doing sth做某事的机会
e.g.: I had the chance of visiting Beijing.
I have no chance to see him.
It is a good chance to study/of studying English. 这是学习英语的好机会。
……chance of (doing) sth / that……做某事的可能性
He has a good chance (no chance, not much chance) of winning. 他很有希望(没有希望，没多大希望)获胜。
There is still chance that you will pass the exam. 你考试及格还是有希望的。
【注】在现代英语中，chance 表示“可能性”时，其后有时也可接不定式，但不如用 of doing sth 普通。
○3chance to do = happen to do碰巧做….
○4It (so) chanced / happened that….
take a chance/ take chances 冒险, 碰运气
leave things to chance 听天由命, 听其自然
e.g.: A few apples remained on the table.
This visit will always remain in my memory．
这次拜访将永远留在我的记忆之中。
○2 vi. 继续呆在某处，继续存在，留下(特指在他人走后留下)
e.g.: They went，but I remained．他们走了，但我留了下来。
I shall remain here all the winter．整个冬天我将留在这里。
What will you do with the money left?
=What will you do with the remaining money?
e.g.: The fact remained to be proved. 事实尚待证明。
One problem remains to be solved．有一个问题尚待解决。
That remains to be proved．那尚待证实。
Much remains to be done. 还有很多事要做。
“继续保持，仍然处于某种状态”
○1+ adj. / n.
e.g.: Language was，is and will remain the chief means of exchange of ideas．语言，过去、现在和将来依然是交流思想的主要工具。
In spite of their quarrel，they remained the best friends．他们尽管吵过架，却仍不失为最好的朋友
She remained calm.她保持镇静。
e.g.: The question remained unsolved.这个问题仍然没有解决。
Her beauty remained unchanged.她美丽依旧。
She remained standing for a good hour.
她一直站了整整一个钟头。
She remained standing though we repeatedly asked her to sit down．虽然我们三番五次地请她坐下，她还是站着。
e.g.: She remained under the care of Miss Janey.
她仍然由Janey小姐照料。
People here remain in deep poverty.
这儿的人们仍处于极度贫困之中。
14. (P35, Line34) address v. 写地址，对…做演讲，称呼
e.g.: He will address us on the subject of war and peace.
He addressed her as “Miss Martine”.
Address your application to the Personnel Manager.
address oneself to sth./doing sth.着手做某事
We must address ourselves to the problem of traffic pollution.
address sb. as 称呼某人为…
◆ The judge should be addressed as 'Your Honour'.
◆ In Britain, a surgeon is addressed as 'Mr' not 'Dr'.
~ sth to sb (formal) to say sth directly to sb:
◆ Any questions should be addressed to your teacher.
◆ The book is addressed to the general reader.
a public address on foreign policy (涉外政策的公众演说)
15. (P35, L35) occur (occurred, occurred)vi 发生；存在；想起；被想到出现在头脑中常与to连用
(especially of accidents and other unexpected events) to happen:
sth. occur to sb. = sth. come to sb. ……突然被想到
it occurs to somebody (that) = it occurs to somebody to do something 刚想到，突然想到
经常用于以it作形式主语的句中, 真正的主语可以是从句, 也可以是不定式。
It occurred to her that she might adopt a homeless child.
It didn’t occur to me that you would object.
It didn’t occur to me to mention it.
Didn’t it occur to you to close the windows?
16.(P35,L37)advantage n. 优势,有利条件
Richard has an advantage over you since he can speak German.
They took full advantage of the hotel's facilities.
There is little advantage in buying a dictionary if you can't read.不识字买字典没什么用
拓展：to one’s advantage/disadvantage对……有利/ 不利
take advantage of利用=use/make use of
have/gain/ win an advantage over优于，对…有优势
have the advantage of 有…. （方面的）好处
充分利用：take full advantage of, make full use of, make the best/ most of
○1if只引导宾语从句,但作介词宾语时一般用whether， 而whether可引导主语 、宾语、表语和同位语从句
e.g.: I don’t know if / whether it will rain today.
It all depends on whether they will come back.
Whether the meeting will be put off has not been decided yet.
The question is whether they have so much money.
e.g.: I haven’t decided whether to go or not.
e.g.: I don’t know whether or not he has arrived in Wuhan.
lie-lied-lied-lying 说谎，欺骗a white lie 善意的谎言
lay aside存，积蓄 lay down放下，交出；规定，主张，制定lay out设计，布置 lay up积蓄 lay stress/ emphasis on强调 lay a /the foundation of/ for为….奠定基础 a laid-off worker下岗工人
19. (P35, L48) such as & for example
such as列举同类人或物中的几个例子，总放例举之前。
使用such as举例，只能列举其中的一部分，不能全部举出。
for example列举同类人或物中的“一个”例子，作插入语，用逗号隔开，可置于句首，句中，句末。
e.g.: Heros, such as LeiFeng, Liu Hulan and Huang Jiguang are good examples for us to learn.
Things such as cotton, paper, clothes are easy to catch fire.
He knows four languages, namely Chinese, English, Japanese and French.
一、火眼金睛找不同的一项。5分。
()4. A. Maths B. English C. television
()5. A. hamburger B. sandwich C. traditional
1、在机场_______ 2、讲英语_______ 3、在三周时间内_______
4、在晚上_______ 5、在办公室_______ 6、在中国的北部_______
7、试穿这一个______ 8、对、、、很容易_______ 9、在书架C上______
( )1.—_____ did you come back? —We came back last Sunday
( )2. —Whose dress is this? —It’s ____.
( )3. Do you want to be_____ our football team?
( )4. —Can you control the ball? —________________.
A. Thank you B. Very badly, sorry C. You are welcome
( )5. She didn’t _____ an ice cream yesterday .
( )6. I can’t swim _____.
( )7. —______ does school start? —At nine o’clock .
( )8. These chicks can’t______.
( )9. This girl is deaf. She can’t _______.
( )10. Lingling is very good ___ basketball.
( )1.Did you learn music? A.It’me .
( )2.Who is going to go to the airport? B.She had hamburgers.
( )3.How did you go ? C.At ten o’clock.
( )4.What did she have for lunch? D.By bus .
( )5.When are you going to go there ? E.Yes,I,did.
1. you for trip Are ready your (?)
_________________________________________
___________________________________________
__________________________________________
4. you are go going to Where (?)
_________________________________________
5. you, thinking about, what, are, ( ? )
_________________________________________
六、趣味阅读，共20分。
This morning my father bought some milk for us . My sister doesn’t likemilk , and she gave her milk to me . I didn’t drink them . I will drink themtonight .
My sister is a very good girl . We are good friends . She studies very hard. And all of us like her very much . She wants to be a teacher .
( )1.Father bought us some milk .
( )2.I gave my milk to my sister .
( )3.I drank my milk .
( )4.My sister studies very hard .
( )5.My sister wants to be a doctor .
2.阅读短文，选择正确的答案。
Ms Smart and Amy went to a department store last week. Ms Smart wanted tobuy a coat for Amy. They looked at a blue coat. Blue is Amy’s favorite colour.The coat was nice. But it was too big for Amy. The sales assistant took a smallone. But it was white. Amy tried it. That was lovely. Amy liked it very much. Sothey took it.
( ) 1. Where did Ms Smart and Amy go last week?
A. A department store. B. A supermarket. C. Amy’s school.
( ) 2. Ms Smart wanted to buy a ____ for Amy.
( ) 3. What is Amy’s favorite colour?
A. Black. B. White. C. Blue.
( ) 4. The blue coat was too ___ for Amy.
( ) 5. Ms Smart and Amy took the ____ coat.
七、作文，10分。
暑假就要到了，你准备去哪里旅游呢?请把你需要的物品列个清单，(例如：衣服、鞋子、票、等，并把你打算要做的事情介绍两三件如：游泳、参观名胜。看望朋友或远方亲人等。(不少于8句话)
教学目标句型“What are you doing? I am ….”。
德育教学目标多关心别人。
教学重点句型“What are you doing? I am ….”，并能在情景中进行应用。
动词及动词短语的现在进行时的表达，即ing形式。
教学难点动词ing形式的读音。
一、自学本课单词，熟读，并会拼写。
二、搜集查询各种动词的ing形式，课堂展示给大家。
课前3分钟内容：
教师出示几幅进行时态的图片，让学生以小组竞赛的形式表述进行时态的句子，给小组加分。
教师播放歌曲What Are You Doing?的录音，师生共同演唱。
教师就学生所学过的内容，尤其是新学内容进行日常交际，目的在于运用语言。可以是学生自我介绍，也可以是学生间对话练习。如：
A: My English name is …. What's your English name?
B: M y English name is …. How do you do?
A: How do you do? Where are you from?
B: I'm waiting for my mom.
A: Nice to meet you. Good-bye.
教师出示第一课时所学动词短语的图片，找能力好的学生认读，其他同学跟读。
教师说动词短语，学生做动作，再次复习第一课时的短语。
学生边做动作边说单词。
鼓励学生说说前五册学生用书，特别是五年级上册第四单元已涉及到一些动词和动词短语，注意比较动词原形和动词ing形式，注意发音。
教师在黑板上写好两列词，让学生连线并进行问答练习。
让一名学生抽取一张单词卡片，然后躲在讲台后面。教师带领其他学生问：What are you doing?，抽取卡片的学生站起来边做相应的动作边回答I am…请五至六名学生轮流上台抽卡片，直到全班学生都初步会说句型What are you doing?再进行下面的活动。
学生同桌之间背对背，一边做动作一边用主要句型问答：What are you doing? I am ….
学生五人一组。教师问各组的第一名学生Hello. What are you doing?每组的第一名学生回答后转身问后面的学生：What areyou doing?，依此类推，每名学生的回答不能与同组前面学生的回答重复，看哪个小组最先完成游戏。
教师播放Let's try部分的录音，让学生完成听录音选图的练习。录音内容如下：
Hello.
Hi, Sarah. It's John.
Hi, John. What are you doing?
I am reading a book. What are you doing?
I'm doing the dishes.
----What is John doing?
----What is Sarah doing?
教师播放Let's talk部分的录音，学生跟读。
学生自己读对话内容。
教师出示Let's talk中的图片和道具电话，指导学生进行代换练习。
学生2人一组，练习对话。学生也根据自己情况，和准备好的图片、玩具或实物，改变对话内容，进行操练。
做小双簧的游戏：学生2人一组，一名学生在前面表演动作，如：画画，另一名学生藏在他的身后为前面的学生配音，如：I am drawingpictures.让学生两人一组操练后，请几组学生上台表演。
做Pair Work部分的活动。学生2人一组，每人在一张纸条上面写一个动词短语的ing形式，如：drawingpictures，然后2人交换纸条，分别将纸条卷起来做道具，根据各自手中纸条上的内容模拟打电话。
做“看口型，猜句子”的游戏：教师指着黑板上的句子说：Iam….，说到动词短语时只作相应的口型，不发出声音，让学生看口型猜短语把句子补充完整。
做Let's play的活动。请一名学生上来，背对其他学生站好。台下任意一名学生问：What are you doing?，站在前面的学生边做动作边回答Iam….，其他学生根据听到的回答在自己课本的表格里做好记录。然后换另一名学生上台，继续做游戏。示范几次后，让学生分小组做游戏。注意：教师里学生的活动范围受限制，所以如果条件允许，此活动可在室外完成5、Consolidationand extension (扩展活动)
教师问：What do you usually do at 9:00 p.m.?指导学生根据实际情况回答。
让学生展示Story time部分的挂图，手指挂图说“Look! Zip is calling Zoom. Who is he? Is thatZoom?，简单表述挂图内容。
引导学生听录音阅读故事。
教师根据故事内容向学生提问：What is Zip doing? What is Zoom doing? Is Zoom answering thephone? Is his father playing computer games?引导学生做回答。
请学生两人一组，分别扮演Zip和Zoom的爸爸表演故事。
教师再放一遍录音，请学生跟着录音读故事里的句子，教师指导学生的发音。
做本单元A Let's learn部分的活动手册P34配套练习。
教师指导学生理解题目要求，指导操作方法.。Listen and number是按所听内容表明序号，Ask and write是在同学问答的基础上填写单词和动词短语。
教师播放活动手册第34页的录音，学生完成Listen and number部分的练习。
学生彼此了解所作的事情，将伙伴的姓名和所作的事情填写在表格里。此环节，教师注意辅导学生规范书写。
Whatare you doing ?
I’m ...
4. say hello / goodbye to sb 问候某人/和某人告别
6. It is the first time that sb has done sth 某人第一次做。。。。
It was the first time that sb had done sth
7. I didn’t know what to expect 我不知道期待些什么
10. recommend sth 推荐。。。
recommend sb to do sth 建议某人做。。。。
recommend that sb (should) do sth建议某人做。。。。
11. get used to sth /doing sth习惯于
15. ask a passer-by for directions 向一个路人问路
I acknowledge the truth of his statement. 承认
He is acknowledged to be the best player. 认为
He needs help and comfort besides money. 介词 除了
The book is not interesting; besides, it is expensive. 副词 而且
24. as far as one is concerned 就。。。而言
You can not refer to your notebook when taking an exam. 参考，借助
I don’t refer to you when I say someone is stupid. 指。。。而言
I bought he book he referred to last time. 提到，提级
26. be occupied with sth 忙于。。。
be occupied in doing sth 忙于做。。。
28. have much/a lot in common with sb 有许多共同点
30. wish sb all the best 祝某人一切顺利
31. deserve sth / to do 值得，应该获得/受到。。。
32. on the pacific coast 在大平洋海岸上
35. gain one’s independence from 从。。。获得独立
36. a tourist destination 一个旅游胜地
I. 单词拼写10%
1. He works day and night to earn enough money to p___________ a house.
2. She d____________ a large sum of money to the charity.
3. Would you like to work as a volunteer in a _____________(遥远的) poor village.
4. The Great Wall is one of the seven ____________(奇迹)in the world.
5. I’ve included some photos which will help you __________(描绘)the place I talk about.
II. 词组翻译60%
2. (河流等)干涸;(供应、思路) 枯竭 12.(使)变干，干透
II. 单项选择30%
1. Sue is good at .singing and her voice sounds _________.
A. soft B. softly C. sweetly D. well
2. Do you remember the chicken farm _____ we visited three months ago?
A. where B. when C. that D. what
3. I ______ my university professor in the supermarket near my house, which was out of my expectation.
A. came out B. came across C. came about D. came along
4. Students are encouraged to _________ the design competition for robots at the university.
A. take part B. operate C. join to D. participate in
5. After Yang Liwei succeeded in circling the earth, Chinese astronauts __________ walk in space.
A. anxious to do B. eager for C. are dying to D. are longing to
6. With the guide _______ the way, we finally got to the village which we were looking for.
A. led B. leading C. to lead D. had led
7. The reason ______ at the meeting for being late was not reasonable.
A. why he gave B. what he gave C. he gave D. on which he gave
8. I'll never forget the years ______ I lived in the country with the farmers, ______ has a great effect on my life.
A． that, which B． when, which C． which, that D．when, who
9. The plan has to be _______ to meet the real situation.
A. adjusted B. adapted C. produced D. refounded
10. The hill ________ is covered with trees is called Mang Hill.
A. of which top B. whose the top C. whose top D. top which.
Module 7 Community Unit 2 They can’t walk 第四课时 课文教学Unit 2 一、教学目标： 用can’t描述他人的能力，复习巩固Unit 1 所学句型。学说句子They can’t walk. Their mothers help them. 二、教学重点： 用can’t描述他人的能力。复习巩固Unit 1 所学句型。 三、教学难点： 第三人称单、复数后动词的变化。 四、教学过程： （一）Warming up: 1. Greetings. 2. Sing a song. 3. Listen and do. Walk, walk, I can walk. Walk, walk, he can’t walk. Eat, eat, I can eat. Eat, eat, she can’t eat. Swim, swim, I can swim. Swim, swim, he can’t swim. Stand up, stand up, I can stand up. Stand up, stand up, she can’t stand up. Sit down, sit down. I can sit down. Sit down, sit down, he can’t sit down. 4. Free talk. Can you walk? Can he walk? Can you swim? Can she swim? … Can you help him (her)? （二）New teaching: 1．复习导入：出示单词卡复习本模块单词，重点复习第二单元中sit, sit down ,chick.然后在《Chick,chick,run!》《小鸡快跑》的迪斯科音乐中，师生共同完成TPR活动。 Chick, chick, chick, I am a chick. Chick, chick, chick, I can’t talk. Chick,chick,chick, I can walk. Chick,chick,chick, I can’t sit. Chick,chick,chick, I can drink. Chick,chick,chick, I can’t eat. Stop! Sit down. 然后老师问学生，If the little chicks can’t eat, Who helps them?Please listen to the recorder, then tell me the answer. 听一遍课文录音，引导学生回答出：Their mother helps them. 2.教师出示挂图，要求学生看图再听录音，完成小黑板上的练习题。 听录音，选词填空。 father, mother, them, girl, walk, swim, eat, sit down. (1). This little girl can’t . Her helps her. (2). This old man can’t . A young helps him. (3). These chicks can’t . Their mother helps . (4). This little girl can’t . Her helps her. 3. 教师布置小组讨论。然后请四名学生下来根据小组讨论结果填空。教师点评。填对给予奖励。并要求学生注意观察发现规律，情态动词can及其否定形式can’t后面都要跟动词原型。主语是第三人称单数时，后面的动词要加“s”或“ es”。 4.学生再听录音。根据挂图和小黑板内容回答问题： （1）Why does her father help this little girl? (2) This old man can’t sit down. Who helps him? (3)Why does their mother help these chicks? (4)This little girl can’t swim. Who helps her? 5.小组讨论，找出正确答案。即课本上的四组句子。 6.教师分别请四组学生下来，每组两人。根据挂图和教师的描述进行表演。表演完后由他们说出他们的表演内容，实际上就是让学生说出每组两个句子的汉语意思。不要求字斟句酌，只要能说出大概意思即可。 7.再听录音（领读带）。学生跟读。然后教师领读，再请4名学生分别领读一段。最后再请两名学生整体领读两遍。 8.出示28页第2部分挂图。集体观察第一幅图，图上有什么人？他们在干什么？ 然后找学生回答。引导学生说出They can’t walk. Their mothers help them.教师在学生说的同时在小黑板下面板书，然后教师领读一遍，再要求学生观察这组句子跟上面四组句子有什么不同？引导学生能够说出mother后面多了个“ s”， help的后面少了个“ s”。然后教师指出：由于这个句子主语是第三人称的复数，所以后面的.动词不能加“ s”。接着教师布置以小组为单位，仿照黑板上的五组句子，讲述图片的内容。还是四人一组，两人讲述两人表演。要求是上节课讲述的这节课要表演，上节课表演的这节课要讲述。最后评出这节课的最佳播音和最佳表演奖。 (2) He can’t eat. A nurse helps him. (3)He can’t walk. A young girl helps him. (4) He can’t ride. A little boy helps him. 9. Game. 传话。把课本上Unit 2中8幅图制成简笔画。每组抽取一张扣在桌上，教师说明游戏规则：每组推选一名优生当传令员，当教师发出“start”开始指令后，每组传令员要迅速看好图片并用英语将图片内容告知每组第一名同学，然后依次后传，哪组最后一名同学第一个下来汇报并与图片内容相符哪组即获胜。奖励前三名。 （三）Summary. 集体朗读黑板上板书内容。 （四）Homework.听第二单元课文录音两遍。熟读课文。 第五课时 综合复习，完成活动课本。内容与前面老师大同小异，在此不再赘述。这里只强调两点，语音部分sh字母组合的读音要给学生点出来。最后综合复习时先要复习单词、短语以及重点句型，看看学生掌握程度，然后再完成活动课本练习题。谢谢大家。
The analysis of the samples on the murder spot showed some valuable clues to the police.
对谋杀现场标本的分析为警察提供了一些有价值的线索。
in the final analysis总之, 最终仍是...; 归根结底是
in the last analysis总之, 最终仍是...; 归根结底是
The scientist analyzed the milk and found it contained too much water.
科学家分析了一下牛奶，发现里面含水分过多。
The chemist analyzed the new tonic and found it contained poison.
药剂师对这种新补药作了化验分析,发现有毒。
What is the value of your house?你的房子值多少钱？
In spite of this, many people are confident that 'The Revealer' may reveal something of value fairly soon.尽管如此,很多人都相信那个`探宝器'很快就能探测到一些有价值的东西。
Your help has been of great value.你的帮助很有价值。
He valued the ring at $80.他估计这枚戒指值80美元。
尊重；珍视I value your advice.我尊重你的劝告。
put [set) little value on 对...评价不高; 不怎么重视
put much value on 对...给予高度评价; 重视
set a value on估价, 评价(I asked him to set a value on the pictures. 我请他对这些画估个价。)
3 acquire vt.得, 得到, 获得; 招致;学得(知识等), 求得, 养成(习惯等)
We must work hard to acquire a good knowledge of English.我们必须用功学习才能精通英语。
We must cherish experience acquired at the cost of blood.我们必须珍惜用鲜血换来的经验。
acquired adj.已获得的, 已成习惯的, 后天通过自己的努力得到的
He's a sort of people who're incapable of deceiving you.他是那种不会欺骗你的人。
I sorted the books into big ones and small ones.
我把这些书整理成大的和小的两类。
“Sort out these papers and fasten them together with a clip, please.”
“请把这些文件整理一下,用夹子夹在一起。”
all sort(s) of (=of all sorts)各种各样的
of a sort同一种, 相当的, 勉强称得上的, 较差的, 所谓的
of the sort那样的; 这类的...., 诸如此类的...
out of sorts觉得不舒服, 情绪不佳, 心里不自在; 【刷】铅字不全
5 advance vt., vi advanced, advancing前进；增进
The troops advanced.部队向前开进。
The Allied troops are advancing on the camp of the enemy.盟军正在向敌军营地挺进。
进展；发展The work is not advancing.工作没有进展。
促进, 助长advance the growth of rice促进水稻生长
The Government of Iran advanced the price of petroleum last week.
上星期伊朗政府提高了石油价格。
in advance预先You must pay for the book in advance.你必须预先付书的钱。
6 moreover adv.而且；此外=What’s more=besides=in addition
“The price is too high, and moreover, the house isn't in a suitable position.”
“房价太高,而且房屋的地点也不太合适。”
enjoy general popularity享盛名, 受欢迎, 得众望
Mary speaks good English, but she has an advantage because her mother is English.
玛丽英语说得好，因为她有一个有利条件，她妈妈是英国人。
Many women think this is an advantage for men.许多妇女认为这是男人的优越之处。
Is there any advantage in getting there early?早到那里是否值得?
give sb. an advantage over使某人处于更有利的地位
take advantage of乘机利用;利用别人的弱点占便宜
to advantage有利地; 有效地;
to sb.'s advantage(=to the advantage sb.)对...有利
turn out to sb.'s advantage变得对某人有利
turn sth. to advantage使转化为有利, 利用某事物
win an advantage (over)取得(对...的优势)
put sb. at a disadvantage使某人处于不利地位
take sb. at a disadvantage乘隙攻击某人, 攻其不备
to sb.'s disadvantage对某人不利, 使某人吃亏
The accident occurred at five o'clock.事故发生在五点钟。
An idea occurred to me.我想到一个主意。
if anything should occur, ...如果发生什么事情的话,
It occurred to me that ...我刚刚想到...
10 course n.过程, 进程, 路线, 课程,
a river in its course to the sea流向大海的河
The ship was blown off course.那船被吹离航线。
a matter of course理所当然的事， 自然地， 势所必然
He quickly gained experience.他很快就有经验了。
Only after ten years in the country did she gain her citizenship.
她在这个国家住了十年后才取得了公民身份。
He gained weight after his illness.病后他的体重增加了。
Please turn the television down a bit.请把电视机音量关小点。
We are to turn out 100,000 586 computers next year to meet the market requirements.
我们计划明年生产十万台586计算机以满足市场需要。
Things turned out to be exactly as the professor had foreseen.事情正如教授所预见的那样。
The plan turned out a failure.这项计划结果归于失败。
turn over (使)翻过来; (使)翻倒, (使)打滚；交给, 移交；熟思, 再三考虑
turn up找到；发现；被找到；（将底边折起）把（衣服）改短出现；来临；露面；把声音开大；把力量加大；发生（意想不到的事）
本单元的中心话题是“自由战士”(freedom fighters)，听、说、读、写始终围绕这一主题展开。语言知识和语言技能部分主要是围绕“freedom fighters)这一中心话题进行设计的。课文讲述了美国黑人争取自由的历史，从而说明自由、平等的重要性。同时也表达了对那些为自由和平等权利而献身的勇士们的敬仰。
“热身”(Warming up)部分设计了三个讨论题，使人们对马丁·路德·金和曼德拉这两位为黑人自由和平等权利而斗争的领袖人物的人生经历有所了解，通过讨论，增强对他们国家目前现状的了解。
“听力”(Listening)部分是在“热身”活动的基础上，以听力训练形式进一步帮助学生了解马丁·路德·金，听力中节选了的“I HAVE A DREAM”的部分句子。练习包括四个项目，设计多样，生动有趣。第四题有利于培养学生用英语进行总结概括自己思想的能力。
“口语”(Speaking)部分设计了两个问题，第一题以三人小组的活动形式，组织学生谈论约翰·布朗(John Brown)和哈丽特·塔布曼(Harriet Tubman)的人生经历，引人深思，使学生能用英语阐述自己的意见。第二题以诗歌形式出现，有利于寓教于乐，激发学生学习英语的兴趣。
“读前”(Pre-reading)设计了三道题，为进入正文学习做准备。第一题分别描述了三个国家的人民为争取自由而进行斗争的情形，有利于培养学生的.观察能力和语言表达能力。第二题假设一个情景，要求学生描述受到不公平待遇时的具体感受，有利于培养学生的想象能力与表达能力。第三题要求扫读文章，对下面内容的正确性做出判断，目的是引起学生对文章内容的思考，以便提高学生学习的自主性，同时也能训练学生快速阅读的技能。
“阅读”(Reading)部分讲述了马丁·路德·金为黑人争取平等权利的过程。教材设计的目的是在训练学生阅读技能的基础上，让他们认识到马丁·路德·金为黑人争取自由和平等权利而付出的艰辛苦努力。文章的主题有利于培养学生坚强的意志，树立正确的人生观与世界观。
“读后”(Post-reading)部分是在阅读的基础上，要求学生完成五道题目，问答题的设计由表及里、层层深入，从而帮助学生逐步加深对课文的理解。
“语言学习”(Language study)部分分词汇和语法两部分，词汇部分第一题要求学生用课文中的词填空。第二题要求学生区分各种词类的具体用法。语法部分是复习被动语态的用法，练习紧密联系课文，能加深学生对教材的理解。
“综合技能”(Integrating skills)的阅读文不仅谈论人类为自由、平等而斗争，还谈到了动植物、海洋、地球，甚至机器和机器人的权利。在阅读和讨论的基础上，要求学生写出自己的看法。这是一个任务型的学习活动，练习生动有趣，能够引起学生的兴趣。同时让学生在实践中体验“自由”的内涵，有助于提高他们的语言概括能力。(摘自教参)
重点词和词组：freedom, civil, revolution, slavery, abolish, put…into prison, racial, discrimination, join hands, set an example to , regardless of , at first sight, etc.
句型：What happened first was that …
What happened as a result of …
You could expect …because…
That led to …
One of the reasons why … is …
… is often followed by …
教师应从学生的生活经验和兴趣出发，在课堂教学中应设计任务型教学活动，体现以学生为主体的教学活动，让学生在完成各项任务的过程中自主学习语言。
在认知策略培养方面，引导学生进一步了解史实和具体事件，加深对种族及种族歧视、不同国家、不同历史年代人物与事件等的认识和理解。另外，课前、课后鼓励学生利用网络和图书馆搜集相关资料，善于获得学习资源，充分利用学习资源，如：进入美国歌曲Glory, Glory, Hallelujah; Blowing In The Wind; We Shall Overcome及文化背景网页、斯坦福大学网页等获得有关马丁-路德演说录音和部分黑人运动歌曲。在另一方面，着重培养情感策略，激励学生热爱民主、平等、和平、自由、守法，积极上进、奋斗创新。
Period 1：Warming-up and Listening
Period 3-Period 4：pre-reading, while-reading, post-reading
Period 1 Warming-up & Listening
新目标任务型教学的特色理念：《新目标英语》是以任务为基础的语言教学，在教材的设计上，遵循了自然言语、情境真实性、语言形式为交流功能性服务、层层深入阶梯型发展语言能力、在做中学等最新教学原则和理念，注重引导学生体会文化差异，培养学生自主学习能力，完全符合教育部的《义务教育阶段英语课程标准》的要求。本教材的教学理念：“知识用于行动”，强调“语言应用”，培养“创新、实践能力”，发展“学习策略”。
人教社《新目标英语》教材的几大特色：
A. 图文并茂。一幅副充满情趣，幽默生动的画面，令你眼睛一亮。它不仅版面设计充满新意，而且在内容和结构方面更富有创意 更具时代感，更有现代气息，更加贴近学生的生活。学生一拿到课本后都爱不释手，迫不及待地翻阅。
B. 实用性强。每个单元的选材都来源于学生的学习和生活。紧紧地与学生的年龄特征、认知结构、生活经验联系在一起。如第一册的十四个话题：认识新朋友、教室里的物品、家庭成员、食品、购物、电影、参加社团、生活习惯、学习科目、国家与语言。第二册的十二个话题：邻居、动物、足球、职业、周末活动、音乐、人物性格与外貌、天气、节日、度假与休闲、流行文化、规章制度与日常生活。由于这些都是学生熟悉的话题，生活中经常碰到的事情，所以学生容易接受，学习热情自然也高。使教学活动由“要我学”转变为“我要学”。
C.注重交际。针对中国学生学英语普遍存在的“聋哑病”，教材设计了大量的听说读写材料。每个单元都有语言活动，且内容不同，形式多样，学生对这些活动充满兴趣，所以大家都能情绪高昂地参加pair work, group work, games等活动。学生们充满了自信，开心地练习说英语，教室里常常充满了欢歌笑语。同学们都喜欢上英语课，他们能为学以致用而感到兴奋，同时也体验到了学习语言的快乐。
D.词汇量大。第一册有词汇700个左右，第二册约450个，第三册约450个，第四册约400个， 第五册约500个，合计2500个。这一点正好达到《英语课程标准》5级的要求。大大丰富了学生的词汇量，让学生能更好地表达自己的所思所想。同时也要求学生必须采取有效的记忆单词的方法，就会事半功倍，否则难以适应教材的要求。这时学生特别需要教师的指导 .。
a.言语、情境真实性原则 (The authenticity principle)
任务的设计要提供给学习者明确、真实的语言信息。语言情境、语言形式等要符合交际的功能和规律。使学习者在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。
b.形式-功能性原则 (The form-function principle)
任务的设计注重语言形式和语言功能的结合。形式-功能性原则，旨在使学习者掌握语言形式的同时，培养其自我把握语言功能的能力;每一阶段任务的设计都具有一定的导入性，学生在学习语言形式的基础上，通过系列任务的训练，能够自己进行推理和演绎，从而理解语言的功能，并在交际中进行真实运用。
c.阶梯型任务原则 (The task dependency principle)
学习单元中任务的设计由简到繁，由易到难，层层深入，并形成由初级任务到高级任务并由高级任务涵盖初级任务的循环。在语言技能方面，遵循先听、读，后说、写的设计顺序，使教学阶梯式地层层递进。
自始至终引导学生通过完成具体的任务活动来学习语言，让学生为了特定的学习目的去实施特定的语言行动，通过完成特定的交际任务来获得和积累相应的学习经验。
老师工作中的一部分是写教案课件，但教案课件不是随便写写就可以的。 制作精美的教学课件有助于提高老师的教学效果。由趣祝福为您挑选这篇文章名为“化学选修5教案”，我希望这些分享能够让你感受到自己并不孤单有人能够帮助你！
教学目标
（1）知识目标：了解苯的物理性质，理解苯分子的独特结构，掌握苯的主要化学性质。
（2）能力目标：培养学生逻辑思维能力和实验能力。
（3）情感目标：使学生认识结构决定性质，性质又反映结构的辩证关系。培养学生以实验事实为依据，严谨求实勇于创新的科学精神。引导学生以假说的方法研究苯的结构，并从中了解研究事物所应遵循的科学方法。
教学重点、难点和关键
（1）重点：苯的分子结构与其化学性质
（2）难点：理解苯环上碳碳间的化学键是一种介于单键和双键之间的独特的化学键。
（3）关键：正确处理苯的分子结构与其化学性质的关系。
教学方法
（1）主要教学方法
归纳、演绎法：通过学生的逻辑推导和归纳，最终确定苯的分子结构。
（2）辅助教学方法
情境激学法：创设问题的意境，激发学习兴趣，调动学生内在的学习动力，促使学生在意境中主动探究科学的奥妙。
实验促学法：通过学生的动手操作，教师的演示，观察分析实验现象，掌握苯的分子结构和化学性质。
辅助教学手段：多媒体辅助教学
运用先进的教学手段，将微观现象宏观化，将瞬间变化定格化，有助于学生掌握苯的结构特点和苯的主要化学性质（易取代、难加成、难氧化）的本质。
学法指导
1、观察与联想 学会观察实验现象,通过现象分析本质。将苯的实验事实和已经掌握的旧知识联系起来,使感性知识和理性知识有机结合。
2、推理与假设 让学生通过推理大胆提出假设，再小心求证并导出结论,从而掌握一定的逻辑思维方法。
教学程序
1、整体结构：
2、过程设计
教师活动
学生活动
设计意图
[引入]小奇闻：化学家预言第一次世界大战
[投影板书] 苯 芳香烃（第一课时）
听讲，对小奇闻进行情绪体验。
激发学生学习兴趣。
[投影板书]
一、苯的组成及结构
(一)苯的组成：C6H6
苯的分子式为C6H6。
[思考] 根据化学式，苯的组成有什么特点？
［ 思考与交流1］
请写出C6H6可能的'结构简式。（注意对学生进行启发、鼓励）
分组讨论后由小组代表写出可能的结构简式：
A．CH≡C—CH2—CH2—C≡CH
B．CH3—C≡C—C≡C—CH3
……
引导学生用假说的方法研究苯的结构。
[过渡]这些结构的共同点是什么？
[思考与交流2]
到底苯分子中有没有碳碳双键或碳碳三键呢?请同学们设计实验方案检验.
学生明确结构决定性质，性质反映结构。
【学生探究实验】
[提问]上述实验有什么现象？说明什么？
实验--1：在苯中分别滴加溴水和酸性KmnO4溶液，震荡、静止，观察现象。
[提问]上述实验有什么现象？说明什么？
[讲述] “凯库勒和苯分子的结构”
[思考与交流3]
1865年德国化学家凯库勒苯环结构的有关观点：
（1） 6个碳原子构成平面六边形环；
（2） 环内碳碳单双键相互交替。
[提问]上述说法是否正确呢？
[思考与交流4]
为了验证假说,科学家做了大量实验发现苯的一溴代物只一种,邻位二溴代物也只一种.这说明了什么?
[思考与交流5]
如何更确切地表示苯分子的结构？1872年凯库勒提出补充论点:苯分子中碳原子完全以平衡位置为中心进行振荡运动,使得相邻碳原子之间不断反复进行相吸和相斥,双键因此不断更换位置,交替运动.
[投影]键长数据
1935年，詹斯用x射线衍射法证实苯环是平面的正六边形，测得苯的碳碳键长都相等。
[投影、讲述]现代科学对苯分子结构的研究：
1．苯分子为平面正六边形结构，键角为120°
2．苯分子中碳碳键键长介于单键和双键之间。
[软件演示]苯分子球棍模型和比例模型。
实验1
现象： 苯中加入酸性 KMnO4 溶液，紫红色不褪；苯中加入溴水，橙色不褪并转移到苯层，即上层呈橙红色
结论： 苯不能使溴水或酸性高锰酸溶液裉色，说明苯分子中不含C=C 或C≡C。
结论：由于苯的一溴代物只有一种，说明苯分子中的六个氢原子位置应该是等同的。
进一步体会苯分子的结构特点。苯分子中碳碳键既不同于单键也不同于双键，而是介于单键和双键之间的和种独特的键。
对学生进行化学史教育，同时教育学生有科学探索精神。
指导学生以事实为依据验证假说。引导学生体会物质的结构决定性质，性质又反映结构的辩证关系。
导学生以事实为依据验证假说。
[展示]一瓶纯净的苯。（引导学生从：色、味、态、溶解性、密度、熔点、沸点、毒性等方面去观察、实验、查阅资料）
[投影板书]
二、苯的物理性质
实验：观察苯的颜色、状态，（苯有毒，不要求学生多闻气味）做实验检验苯在水和酒精中的溶解度
根据前面研究的苯分子中的碳碳键是介于单键和双键之间的独特的键, 那么苯的化学性质如何？
实验--2：电脑展示：苯和液溴的反应。
[投影板书]化学性质1：能取代
[投影] C6H6+Br2 C6H5Br+HBr
[设问]这个实验事实说明什么？
[投影板书]
三、苯的化学性质
学生联想并动手练习
体会结构决定性质，性质又反映结构的辩证关系。
[小结]
[巩固题和作业]
请同学谈谈这节课的主要收获是什么？
见课件，基础训练
练习升华
四、板书设计(略)
1、分子里碳原子跟碳原子都以 结合成 ，碳原子剩余的 跟氢原子结合的烃叫烷烃。烷烃的通式为 ，烷烃的主要化学性质为(1) (2)
(1)烯烃是分子中含有 的 链烃的总称，分子组成的通式为cnh2n，最简式为 。烯烃的主要化学性质为(1) (2) (3)
2、电石遇水产生乙炔的化学方程式为 3、乙炔燃烧时，火焰明亮并伴有浓烈的黑烟，这是因为乙炔
根据课本p35页【学与问】，阅读课本p34~35，完成下表：
分馏 常压分馏 利用各组分的_______不同 石油气,_______, ,[来源:学,科,网z,x,x,k][来
_______, ( ,
减压分馏 利用在减压时，____ _降低，从而达到分离_______目的
催化裂化 将重油(石蜡)在催化剂作用下，在一定的温度、压强下，将________断裂________. 提高汽油的产量
裂 解 又称______裂化，使短链烃进一步断裂生 成_________
同学们，通过你的自主学习，你还有哪些疑惑，请把它填在下面的表格中
3、了解烷烃、烯烃、炔烃的特征结构、烯烃 的顺反异构和乙炔的实验室制法
4、让学生在复习、质疑、探究的学习过程中增长技能，
学习重难点：
(a)随着分子里含碳原子数的增加，熔点、沸点逐渐 ，相对密度逐渐 ;
(b)分子里碳原子数等于或小于 的烃，在常温常压下是气体，其他烃在常温常压下都是液体或固体;
(c)烷烃的相对密度 水的密度。
练习：比较正戊烷、异戊烷、新戊烷沸点高低探究二：烷烃和烯烃化学性质
(1) 甲烷与纯卤素单质(cl2)发生取代反应，条件：
一.三维目标
知识与技能
了解“有效碰撞”、“活化分子与活化能”的概念模型，认识催化剂对于化学科学研究和化工生产的巨大作用，为其后的学习打下基础。
过程与方法
了解本书的基本内容和学习方法，认识学习概念模型是学习和研究化学反应原理的基础。
情感态度与价值观
认识物质的各种化学性质是有规律可循的，而这些规律是化学的精髓，需要下功夫学习掌握。激发学生更深入的探究意识。
二.教学重点
“有效碰撞”、“活化分子与活化能”的概念模型
三.教学难点
“有效碰撞”、“活化分子与活化能”的概念模型
四.教学方法
讲授、读书指导
五.课堂类型
新授课
六.教学手段
七.教学用具
学案
教学过程：
一.知识回顾
1.常见的吸热和放热反应?
计算式、单位?
3.可逆反应的概念，化学平衡状态的建立?
【思考】为什么化学反应会伴随着能量变化?化学反应速率受哪些外界条件的影响，改变外界条件速率为什么随之变化?化学平衡状态会被破坏吗，如何利用化学平衡的移动为人类服务?从而引出本书内容。
二.内容结构
钻研化学科学的魅力所在。
化学反应原理
复杂的化学反应有规律可循
化学反应原理的基本内容
化学反应原理的学习方法
活化能等概念。
简化概念模型
有效碰撞理论
活化分子与活化能
催化剂作用简介
三.简化后的有效碰撞模型
1.化学反应的必要条件是 。
2.化学反应的充要条件是 。
3.有效碰撞是 。
4.活化分子为 。
5.活化能为 。
图中E1是 ，E2是 ，E2—E1是 。
6.不同的化学反应所需的`活化能差别很大，通常只能用 测得，并以测量 对反应速率的影响为主要方法，因此 对某反应的速率的影响程度，大致反映了该反应的活化能的大小。即化学反应的发生需要的温度越高说明该反应的活化能 。
7.活化能的作用是使反应物活化，从而启动反应或改变反应速率。能够实现向体系提供“活化能”的方法有： xxx等。
降低、无影响)
板书设计：
1.化学反应原理
复杂的化学反应有规律可循
化学反应原理的基本内容
化学反应原理的学习方法
2.简化概念模型
有效碰撞理论
教学目标
甘油、乳化剂等，了解防晒霜的防晒机理，知道SPF值的含义。
2.知道染发剂所起的作用，染发和烫发的简单机理。
头发、牙齿特点，选用适宜的化妆品。
教学重点
甘油、乳化剂等，了解防晒霜的防晒机理，知道SPF值的'含义。
2.知道染发剂所起的作用，染发和烫发的简单机理。
教学过程
联想质疑
生活中常用的化妆品有皮肤用化妆品、毛发用化妆品和洁齿用品等，请你列举家里常用的化妆品，你知道它们的化学组成、性质和使用注意事项吗？
一、皮肤用化妆品
分类方式 常见种类
按形态分 膏、霜、乳液、香粉等
按功能分 洁肤、润肤、药用、防晒等
1、雪花膏
动手空间-----------自治雪花膏
（1）制取原料
硬脂酸、多元醇、碱性物质（氢氧化钾、氨水等）、水、香精和防腐剂
（2）乳化剂的生成
制取原料中的一部分硬脂酸与碱性物质反应，生成乳化剂
CH16COO K+H2O
CH16COONH4 +H2O
（3）护肤原理
生成的乳化剂使硬脂酸和水形成水包油乳化体，将其涂在皮肤上，水分逐渐蒸发后留下一层硬脂酸膜，使皮肤与外界空气隔离，抑制皮肤表皮水分过度蒸发，保持表皮柔软
二、走进理发店
讨论与思考：
1.你了解洗发剂吗？它的使用需注意哪些问题？
2.如何正确使用染发剂？
3.烫发的原理是什么？
1.洗发剂
主要成分：表面活性剂、调理剂、增稠剂、止屑止痒剂、螯合剂
其他功能：护发、养发、柔顺易梳理
注意事项
①选择中性或弱碱性的洗发剂
②洗发剂泡沫要丰富，并且易于冲洗
③不能刺激头皮，不引起头皮发痒
④使用后头发梳理性良好
按其成分可分为三大类： 植物染发剂（天然染发剂） 无机染发剂（金属染发剂）
合成染发剂（氧化染发剂）
介绍：
无机染发剂：主要含有铅、铁、铜等金属的化合物染料。作用机理主要是染发剂中的金属离子渗透到头发中，与头发蛋白作用，使头发呈现不同的颜色。无机染发剂中含有的铅易引起慢性中毒。
合成染发剂: 大都为染料（如对苯二胺 等）、双氧水和有关化合物混合而成。 在染发过程中，对苯二胺与氧化剂H2O2发生反应，得到的产物渗入头发内部，与头发作用使其作用变成黑色。
2.正确使用染发剂
①尽量少染发，当头皮有伤口时不要染发。
②染发时应严格遵守染发剂使用说明，不要混合作用不同的染发剂。
③ 皮肤溃疡和对染发过敏的人，不宜染发。如果坚持要染发，一定要做过敏试验，把染发剂擦在耳后皮肤上，如果在两天内没有异常反应，方可染发。
④选择毒性、刺激性较小的染发剂，如植物性染发剂，减少染发剂对人体的伤害。
⑤染完头发后，要多清洗几次，不要让染发剂残留在头发上；洗头时，小心别用手指抓破头皮，以免引起中毒。
3.烫发原理
烫发的方法主要冷烫（又称化烫）烫发时，物理性的将头发卷在不同直径与形状的卷芯上。首先用还原剂(巯基乙酸及其盐)破坏头发中胱氨酸的二硫键，头发软化，随卷发器弯曲变形。氧化剂（过硼酸钠）进入发体后，重新组成一组新的二硫键，使头发中原来的二硫键的角度产生变化，使头发永久的变卷
三、牙膏是怎样保护牙齿的
1、 牙膏的主要成分
摩擦剂：轻质碳酸钙、磷酸氢钙、焦磷酸钙、氢氧化铝
清洁剂：十二烷基硫酸钠(又称月桂醇硫酸钠)
其他成分：增稠剂、杀菌剂、香料、色素、甜味剂等
2、含氟牙膏的防龋齿的原理
Ca5(PO4)3OH → 5Ca2+ + 3PO43－ + OH－
含氟牙膏里的氟离子能与羟基磷酸钙反应生成溶解度更小的Ca5(PO4)3F
3、药物牙膏
含叶绿素：预防龋齿
含抗菌剂：抑制口腔内细菌再生
一、教材分析：
本节课之前的章节中，已对原子结构、分子结构和化学键做了详细的介绍，为本章内容的学习奠定了理论基础。而本节课中对晶体常识的介绍，则是以后学习各种晶体结构与性质的一个重要开端。关于晶体的常识本节教材的内容包括三部分：1、晶体与非晶体的区别;2、晶体的特点;3、晶体的制备。从教材看，本章首先从人们熟悉的固体出发，把固体分为晶体和非晶体两大类，引出了晶体的特征和晶胞的概念。从外形、微观角度和物理性质等方面讨论了晶体和非晶体的区别，并联系实际生活中的应用，是学生充分体会的化学的意义。晶胞是描述晶体结构的基本单元，是研究晶体结构的最基本概念，教科书利用图片、比喻等方式介绍了晶体与晶胞的关系，并通过例子介绍了如何计算晶胞中所含的原子数。
二、学情分析：
学生在初中物理的学习中，对晶体与非晶体在宏观上有了一定的了解，但对其微观本质了解并不多，基本可以运用在前几个章节学习的原子结构、分子结构和化学键的知识对本节课进一步学习。再通过设计合适的情境和问题，让学生自己分析、归纳出晶体与非晶体的各种性质。高一15班是西安交通大学少年预科班，具有较高的实验素养和理论知识以及对科学强烈的探究精神。所以本节课在知识的理论性上可以适当加深，满足学生的需要。
三、设计理念：
本教案利用多媒体课件展、实物展示和形象比喻等教学方式，使学生自主分析晶体和非晶体的不同，激发学生探究晶体和非晶体本质区别的热情。通过晶体和非晶体微观上的本质区别，理解晶体和非晶体的宏观性质上的区别，建立结构决定性质的科学思维方法。
建构起晶胞的概念，形象比喻的方式，体会晶胞与晶体之间的关系;再以课本上的问题设置矛盾，通过学生自学讨论，教师的适当点拨，总结归纳出一个晶胞中平均所含粒子个数的计算方法，在此过程中，提升学生的空间想象能力。
四、教学目标及重难点
知识与技能
1、了解晶体与非晶体的本质差异
2、掌握晶体的基本性质
过程与方法
通过生活常识、感情经验从宏观特征逐步过渡到微观特征，认真把握内部有序造就了外部有序
情感态度价值观
增强探究晶体结构的兴趣，强化结构决定性质的辨证思维
教学重点：晶体和晶胞的概念;晶体与非晶体的本质上的差异
教学难点：晶胞的结构、晶胞中微粒数目的计算
五、教学过程
教学过程
教师活动
学生活动
设计意图及
目标达成预测
【引入】在前面两张，我们从原子结构和分子结构这两种微观结构研究了物质的性质及变化规律。在这一章，我们将从另一种微观角度——晶体结构，来研究固体的性质与结构。
我们先来了解一下晶体的有关常识
【板书】第一节晶体的常识
初中对于晶体和非晶体是如何定义的?那些物质是晶体，那些不是?
展示一些晶体和非晶体的图片
展示具体的实物和图片进行教学。例如，展示一些实验室常见的晶体实物：食盐、蓝矾、明矾、_钾等;展示一些非晶体实物：玻璃、松香，一些塑料。
我们先来了解一下晶体的有关常识
【学生】晶体：胆矾、水晶、金刚石……
非晶体：玻璃、石蜡……
观看图片
回答：晶体和非晶体
创设情境引起学生的兴趣，使学生的注意力集中到课堂上来
联系旧知，导入课题
引导学生观察刚才展示的实物以及本章章图中的各种矿石的彩_片等。
展示教科书中的图3-4晶体SiO2和非晶体SiO2的示意图。
提出问题：(1)什么是晶体?什么是非晶体?(2)晶体有什么特点和性质?
《晶体的常识》教学设计
《晶体的常识》教学设计《晶体的常识》教学设计
观察、小组讨论、归纳
归纳：
1.晶体：具有规则几何外形的固体。
2、非晶体：不具规则几何外形的固体。
让学生通过小组讨论，进行归纳与整理，提高学生自主学习的能力和团结的意识。
探究本质差异
应用多媒体课件展示NaCl、CO2、金刚石等晶体的微观结构示意图;展示教科书中的图3-4晶体SiO2和非晶体SiO2的示意图。
《晶体的常识》教学设计
《晶体的常识》教学设计
晶体二氧化硅
《晶体的常识》教学设计
非晶体二氧化硅
提出问题：
晶体和非晶体的本质区别是什么?
晶体与非晶体的本质差异
归纳：
晶体：原子在三维空间内呈周期性有序排列;
非晶体：原子排列相对无序
通过问题解决，运用比较、分类、抽象、概括的教学策略，引导学生自己总结出晶体和非晶体的本质区别。
讲解晶体的自范性：
请学生观察老师制备得到的玛瑙和水晶，并告诉其制备方法，结合前边看到的晶体SiO2和非晶体SiO2的示意图。
引导学生从制备方法中得到晶体具有自范性的条件。
归纳：
晶体具有自范性的条件：
晶体的生长速率适当
结合以前和今天学到的知识，总结出晶体的性质
归纳:
晶体的特点：
1.晶体内部质点和外形质点排列的高度有序性。
2、有固定的熔点。
3、有各向异性。
【演示】实验3—1
碘的升华与凝华
引导学生应用晶体的概念和性质，总结制备晶体的方法：
熔融态物质凝固
气态物质凝华
溶质从溶液中析出
通过实验帮助学生了解得到晶体的一般途径，培养学生学以致用的能力
重新展示上课开始的图片，请学生判断是晶体还是非晶体。
通过板书总结本节课主要介绍的内容：晶体的概念、性质及晶体与非晶体的本质区别及晶体的制备方法。
板书设计
第三章晶体和结构与性质
第一节晶体的常识
一、晶体与非晶体
1、晶体：具有规则几何外形的固体。
2、非晶体：不具规则几何外形的固体。
3、晶体与非晶体的本质差异
4、晶体具有自范性的条件
晶体的生长速率适当
师：上节课我们学习了原电池的有关知识，请大家回忆，构成原电池的条件是什么?
师：[投影显示]如下图所示。大家观察实验现象，并回答：电流表指针的变化。碳棒上有什么变化?在两极发生了什么反应?
生：Fe：Fe-2e=Fe2+氧化反应;C：Cu2++2e=Cu还原反应;总反应方程式：Fe+Cu2+=Fe2++Cu
师：这里设计了三个实验，请大家分组实验并观察实验现象，准确记录实验现象，汇报实验结果。
[投影显示]1.将两根碳棒分别插入装有CuCl2溶液的小烧杯中，浸一会，取出碳棒观察碳棒表面现象(图1);2.用导线连接碳棒后，再浸入CuCl2溶液一会儿，取出碳棒，观察碳棒表面变化(图2);3.浸入CuCl2溶液中的两根碳棒，分别跟直流电源的正极和负极相连接，接通一段时间后，观察两极上的现象并用湿润的KI-淀粉试纸检验所生成的气体(图3)。
师：在此过程中请大家一定要操作规范，注意安全。
生：第三个实验通电一会儿发现，与电源负极相连的一端的碳棒上有红色固体物质析出;
生：与电源正极相连的一端碳棒上有使湿润的淀粉-KI试纸变蓝的气体生成。
全部生：分析整理作出判断。红色物质为铜，黄绿色使湿润淀粉-KI试纸变蓝的气体为氯气。
[投影显示]
1.通电前溶液中存在哪些离子?这些离子是如何运动的?
2.接通直流电后，原来的离子运动发生了怎样的改变?
3.有关离子在两极发生了什么样的反应?
1.通电前溶液中Cu2+、Cl-、H+、OH-自由移动。
2.通电后带正电的Cu2+、H+向阴极移动;带负电的Cl-、OH-向阳极移动。
3.Cu2+在阴极得电子变成了单质Cu，Cl-在阳极失电子变成了Cl2。
通电前：CuCl2=Cu2++2Cl-;H2OH++OH-自由移动
通电后：阳极：2Cl--2e=Cl2↑氧化反应;阴极：Cu2++2e=Cu还原反应
师：在电解过程中，电子是如何形成闭合回路的?大家请看看课本第64页，归纳电子流动
师生：电子的方向与电流的方向相反从电源负极流出，流向电解池的阴极，阴极附近的Cu2+
在阴极得电子被还原为铜，溶液中的阴阳离子定向移动，阳极附近的Cl-在阳极失电子被氧
化为氯原子。氯原子结合形成氯气分子，失去的电子从阳极流回电源的正极，从而形成了闭
生：先有电离，后有电解。电离不需要通电，电解建立在电离的基础上。
教育心理学家奥苏伯尔说:“假如让我把全部教育心理学仅归纳为一条原理的话，那么我将一言以蔽之曰:影响学习的最重要的因素，就是学习者已经知道了什么?要探明这一点，并应据此进行教学。”
教材的第一章着重研究了化学能与热能的关系，本章则着重研究化学能与电能的关系，均属于热力学研究的范畴。通过以前章节的学习，学生已经掌握了能量守恒定律、化学反应的限度、化学反应进行的方向和化学反应的自发性、以及原电池的原理等理论知识，为本节的学习做好了充分的理论知识准备。化学电池是依据原电池原理开发的具有很强的实用性，和广阔的应用范围的技术产品。本节的教学是理论知识在实践中的延伸和拓展，将抽象的理论和学生在日常生活中积累的感性体验联系起来，帮助学生进一步的深入认识化学电池。
现代科技的飞速发展也带动了电池工业的进步，各种新型的电池层出不穷。教材选取具有代表性的三大类电池，如生活中最常用的一次电池(碱性锌锰电池)、二次电池(铅蓄电池)、和在未来有着美好应用前景燃料电池。简介了电池的基本构造，工作原理，性能和适用范围，引出了“活性物质”，比能量，比功率自放电率，记忆效应，等概念。同时向学生渗透绿色环保的意识。
学生在日常的生活中经常接触到各种电池，对他们的性能有一定的感性认识并且具备了一定的理论知识。本节课的教学计划采取由学生分组进行课前准备，各组同学通过查阅资料，搜集信息就某一类电池的结构，性能，反应原理，应用范围，优缺点进行分析归纳，并指派一位同学进行发言，其他同学对其发言进行评价。期望通过这种方式培养学生的自主学习能力，信息搜集处理能力及团队合作精神。教师做好引导，协调，充分调动每一个学生的积极性，激发他们的兴趣鼓励他们敢于发表自己的看法，真正使学生成为课堂的主人和主体。
学生预习本节教材内容，并组成学习小组分别搜集有关一次电池、二次电池、燃料电池的材料。将各类电池的结构特点、反应原理、性能、以及适用范围进行归纳总结。以此培养学生的自主学习能力，信息收集处理能力和合作精神。
在前面的课程中，我们已经学习过化学反应与能量的变化的知识。我们知道化学能可以直接的转化为热能、电能等其他的能量形式，在上一节课中我们学习的“原电池”就是将化学物质的化学能直接转化为电能的装置，下面我们一起回顾有关原电池的知识。
原电池装置尽管能够将化学能直接转化为电能，但是能量转化效率太低，而且缺乏实用性。我们现在使用的各种化学电池都是科技人员在原电池这一理论模型的基础之上，在不断的实践中应用各种不同的材料和技术设计出的具有更高的能量转化效率、供能稳定可靠、电容量大、工作寿命长、使用维护方便的各种实用电池。各种化学电池的性能也不尽相同，如何判断一种电池性能是否优劣下面我们请各组发言同学上台为大家介绍常见的各类电池。同学们注意对比不同电池的结构、性能、反应原理、和使用范围。
1学生代表上台介绍一种一次电池(碱性锌锰电池)的基本构造、反应原理、以及主要的性能、使用范围，应用前景等方面的知识。
2其他同学就其发言进行评价、交流、提出问题，发言同学及其合作小组成员负责解答。教师进行引导
碱性锌锰电池比酸性碱性锌锰电池存放时间较长，电压稳定。
电极反应：
负极：Zn(s)+2OH-(aq)-2e-=Zn(OH)2(S)
正极：2MnO2(s)+2H2O(l)+2e-=2MnOOH(s)+2OH-(aq)
总反应：Zn(s)+2MnO2(s)+2H2O(l)=2MnOOH(s)+Zn(OH)2(S)
1学生代表上台介绍一到两种二次电池(铅蓄电池，锂离子电池)的基本构造、反应原理、以及主要的性能、使用范围，应用前景等方面的知识。
2其他同学就其发言进行评价、交流、提出问题，发言同学及其合作小组成员负责解答。教师进行引导
铅蓄电池在所有二次电池中可充电次数最多，电压稳定，使用方便，安全可靠，价格低廉在生产生活中有广泛的应用。铅蓄电池的主要缺点是“比能量”低，笨重，废弃后会污染环境。
正极：PbO2(s)+4H+(aq)+SO42-(aq)+2e-=PbSO4(s)+2H2O(l)
总反应：Pb(s)+PbO2(s)+2H2SO4(aq)=2PbSO4(s)+2H2O(l)
阳极：PbSO4(s)+2H2O(l)-2e-=PbO2(s)+4H+(aq)+SO42-(aq)
总反应：2PbSO4(s)+2H2O(l)=Pb(s)+PbO2(s)+2H2SO4(aq)
1学生代表上台介绍一到两种燃料电池(氢氧燃料电池，甲醇燃料电池)的基本构造、反应原理、以及主要的性能、使用范围，应用前景等方面的知识。
2其他同学就其发言进行评价、交流、提出问题，发言同学及其合作小组成员负责解答。教师进行引导
燃料电池的能量转换效率超过80%，远高于普通的燃烧反应，而且排放的废弃物也很少，有利于节能减排。燃料电池在未来有着广阔的应用前景。
英国课程专家斯腾豪斯(LawrenceStenhouse)提出“教师即课程研究者(teachersascurriculumresearchers)”。新课程改革倡导教师参与课程的编制与开发。本着“教师参与课程与教材的开发，创造性地使用教科书”的理念，力图构建“知识、方法、价值观”有机融合的化学学习内容，实现化学课堂“知能情”多方面的育人功能。
基于此，本课题的设计主要突出以下几点：
1、以“化学反应中的自发过程的特征(即焓变与熵变的影响)”为线索，力求在探究过程中将科学本质的“可证伪性”与科学研究中“证明”与“证伪”方法的使用展现给学生，提高学生的科学素养。
2、以“熵增原理”为设计的着力点，从简单的体验活动中引出“环境保护与低碳生活”，帮助学生建立正确的人生观与世界观，实现化学课堂的育人功能。
《普通高中化学课程标准》(简称“课标”)倡导高中化学课程以进一步提高学生的科学素养为宗旨，内容选择上力求反映现代化学研究的成果和发展趋势，积极关注21世纪与化学相关的社会现实问题。使学生在高中化学课程学习中理解基本的化学概念和原理，认识化学现象的本质，学习实验研究的方法，学习科学探究的基本方法，提高科学探究能力。联系本课题的内容，课标内容标准要求：“能用焓变和熵变说明化学反应的方向，对生产、生活和自然界中的有关化学变化现象进行合理的解释”。总体来说，课标对学生学习这部分内容的要求主要着眼于拓展学生对化学反应基本原理的认识，为可能的后续学习以及提高科学素养提供教学上的素材。
本课题位于人教版选修4第二章第四节，主要涉及用焓变与熵变作为化学反应进行方向的判据，在科学视野栏目中给出了吉布斯自由能的判定式，其知识属于化学反应原理范畴。由于焓变和熵变对高中生来说属于难度较大的内容，因此教科书在知识的深度上进行了适度把握，并在编排顺序上做了相应考虑，将本节课题放在本章的最后一节。另外，为了帮助学生将新的知识吸纳到原有认知框架中，教科书设计的实例是从学生的实际生活经验出发。然而教科书在本节中没有设计编写相应的实验，学生难以利用直观鲜明的实验现象促进相应概念的理解。
从本学科纵向维度上看，学生学习本课题时，已经掌握了化学反应的焓变等有关内容，同时也具备了对化学反应从能量、速率、限度等维度研究的思想。本课题联系以上知识，提出了研究化学反应的另一个维度——方向(自发与非自发)问题，并利用焓变判据和熵变判据综合对化学反应的自发做出判断。由于熵及“熵增原理”内容较抽象、陌生度较高，因此在教学中通过引入实际生活中体现“熵增原理”的物理变化和化学变化现象，为学生的学习提供了认知的感性材料，有利于学生在学习时对熵变和熵增做出一般性地常规探讨，并且创造了学生充分发挥思维能力和交流能力的空间。
在科学方法的学习上，作为高二理科生，对常见的科学方法有一定程度的认识，对科学探究的一般过程也有一定的体验。为了延伸学生对科学本质的了解以及科学方法的学习，本课题的科学探究中引入“证明法”与“证伪法”，在交替使用二者的同时让学生了解科学探究中的“证明”与“证伪”方法及其对结果作出相应合理正确的解释。
另一方面，当代社会中的环境保护问题与低碳生活也时刻影响着学生，他们已经初步建立起了环境保护与节约资源的意识。本课题通过体验活动发展学生相关认知与情感，强化了从基本化学原理角度看待社会问题的意识，促进他们形成正确的世界观与人生观。
知识与技能：
1.知道有利于化学反应的自发进行，但△H
2.知道△S>0有利于化学反应的自发进行，但不是判断反应自发的标志。
3.知道化学反应的是否自发同时取决于△H和△S两个因素的影响。
过程与方法：
1.体验“化学实验”与“角色扮演”的活动过程，在活动中观察、描述、分析、推理和判断现象与结论。
2.了解科学探究方法中的重要手段——“证伪”和“证明”。
情感态度与价值观：
1.逐步形成从科学原理的角度认识身边事物和变化的世界观。
2.基于“熵增原理”的类比，体验环境保护与低碳生活的重要性和迫切性。
学习内容是本课题教学实施中的主体部分，结合已经确立的教学目标，以人教版化学选修4教科书为蓝本，本着“源于教科书但不拘泥于教科书，用教科书教”的原则，选择主要学习内容。基于学生对化学反应的方向问题(即化学反应是否自发)认识的缺乏，教学设计中引入一些物理变化的过程来帮助学生联想和构建关于自发过程的典型特征，结合焓变与熵变从实验探究中分析影响化学反应是否自发的影响因素。在探究焓变和熵变因素的影响过程中引入“证明”与“证伪”的科学探究方法，丰富科学探究的手段。最后，结合“熵增原理”与“体验活动”来帮助学生形成正确的世界观，并结合当下环境保护与低碳生活的重要性与紧迫性实现在化学教学中的环境教育，引导学生建立正确的人生观。
利用推理和归纳的分析方法，结合自主学习与探究学习，了解焓变对化学反应自发过程的影响。
利用归纳和演绎的逻辑分析方法，利用常见的化学反应和物理变化，学习熵变对化学反应自发过程的影响。
从体验活动中感受熵增原理的简单应用，进而树立正确的世界观、价值观、生活观。
水从高处自发流向低处的过程中什么物理量发生了变化?
方法引导一：证明：科学研究中，要证明一个假设成立，就是证明凡符合假设的所有情况都能得出结论。(一般为穷举法)
结论：假设一可以成立吗?(设计之初是希望学生做出肯定的回答，进而通过产生冲突引出“证伪法”，但实际教学中学生能力很强，通过独立思辩做出了否定回答，认为举出反例即可假设，即直接可将“证伪法”引出。)
证伪：要证明一个假设不成立，只需举出一个反例即可。
证伪探究：利用所给试剂Ba(OH)2(s)、NH4Cl(s)设计一个实验证伪假设一。
“证伪”实验说明：化学反应的自发过程并不是必须表现为放出能量，即△H
“证明”实验说明：虽然很多实例支持了假设，但不能为假设的成立提供的确凿证据。同时，证明的过程其实是在实践中积累了经验，即△H
假设二：化学变化的自发过程应表现为混乱度增加，即：△S>0
试剂：CaCl2(aq)、H2SO4(aq)、Na2CO3(aq)
书写化学反应式并说出证明或证伪的理由。
整合结论：
化学反应的自发过程同时受△S和△H的影响。
△S>0与△H
二者因素影响趋势相同时：
△S>0、△H
△S0，反应非自反;
二者因素影响趋势不同时：
1、 从“熵增原理”的角度思考人类社会的发展道路的选择。
2、 从“熵增原理”的角度思考二氧化碳的排放和收集比起来，何者难度更大，思考为什么要提倡“低碳生活”。
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