Book7Unit4 Reading(2) 教案

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book7unit2教案

book7unit2教案

Book7 unit2 Robots reading教案一、教案背景:1,面向学生:高中二年级2,学科:英语2,课时:13,学生课前准备:一、网络查询有关“机器人”的相关信息及图片。

二、课前预习pre-reading相关问题。

三、了解并学习部分词汇。

二、教学课题技能目标Skill GoalsLearn literary work about science, robots and science fiction writer—Isaac AsimovTalk about robotsExpress supposition and belief目标语言重点词汇:test out 、sympathy、accompany、leave、、、alone重点句式:强调句结构It is +adj. +to do sth.There stands…倒装句三、教材分析本单元以机器人和科幻小说为话题,介绍了20世纪世界知名的科幻小说家Isaac Asimov 写于1951的Satisfaction Guaranteed 和作者的生平。

通过本单元的教学,旨在让学生了解科幻小说最大的特征在于:它赋予了“幻想”依靠科技在未来得以实现的极大可能,甚至有些“科学幻想”在多年以后,的确在科学上成为了现实。

如Isaac Asimov1951年描述的机器人的部分功能已经被应用于现实生活和工作中。

在教学中,要鼓励学生敢于幻想,大胆创新,发挥自己丰富的想象力和创作力,写出独具特色的科幻文章。

四.教学方法:Discussing, explaining, reading and practicing五、教学过程:Step1 warming-up导入:谈论有关机器人的图片StepⅡpre-readingDiscussion:1.Do you think it possible for a robot to think for itself?2.Can you think of any other robots?Book7 Unit2 The Robots_百度文库Step Ⅲfast reading and answer the question1. What did Tony look like?2. What did Tony do to make Claire and her home elegant?Step Ⅳcareful readingⅡ选择题1.Why did Claire feel alarmed at the sight of Tony?A. Because he was a robot.B. Because she didn’t like him.C. Because he was more like a being than a machine.D. Because he never changed his facial expressions.2. We can infer that when Claire first saw Tony, she felt alarmed by _____.A. his appearanceB. his abilityC. his facial expressionsD. his cleverness3. Why did Claire buy the items from the shop?A. Because her husband was to return.B. Because Tony was to leave.C. Because Tony wanted the house transformed.D. Because she thought she needed them.4.The robot Tony helped Claire to realize her dream by______.A. making her home elegantB. giving her a new haircut and changing the makeup she woreC. giving her advice on her dressesD. all the above5. Which of the following is NOT the reason why Tony opened the curtains?A. To let other women see everything.B. To show the risk of Claire’s marriage.C. To let other women envy Claire.D. To make Claire elegant just like her neighbor.6. As a result, the experiment shows _____.A. Claire and Tony fell in love with each otherB. Tony had to be rebuiltC. Tony was angry with his designerD. Both A and B7. All the following statements are true except _____.A. Tony tried to please ClaireB. Claire tried to displease TonyC. Tony managed to protect ClaireD. Gladys admired Claire for TonystepV language points1.important phrases高二英语下学期Unit2Book7 Reading _课件_备课_当知网见第二页答案第三页2.强调句结构3.It is +adj. +to do sth.4.There stands…倒装句StepVI . discussionHow would you feel if you had a robot like Tony in your house?StepVII Homework1.Surf the Internet to learn more about robots and science fictions.2. Surf the Internet to learn about Isaac Asimov.。

Unit2 Book7课堂教案设计(词汇)-张立志-山东临朐第二中学

Unit2 Book7课堂教案设计(词汇)-张立志-山东临朐第二中学

Unit2 Book7课堂教案设计(词汇)临朐二中张立志【教学目标】使学生认知1.desire 2. sympathy n 3. envy 4. declare 5. favor1. leave ...alone 2. set aside 3. be bound to等词汇,并能灵活运用。

同时,通过课堂教学活动,激发学生对英语学习的兴趣。

【教学重点及难点】1.所学词汇的掌握及运用。

2.在真实情景下使用本课的知识点。

【教学方法】任务型教学为主进行诗化“教学”,知识的传输力求情景化,生活化,实践化。

寓乐于教,寓趣于学,以学生为主导,老师为指导。

在多媒体的辅助下,强调学生的主体性,主动性、互动性、和谐性,从而达到“乐”与“教”双赢的效果。

【教具准备】课件,多媒体,学案纸及相应的答题卡片和游戏卡片。

【教学过程】Step 1 Revision英语课堂游戏:耳语传句规则:每一纵排为一组,教师分别发给每一组最后一排的学生一张游戏卡,上面写着需要检查的一个句子,在教师说"开始"后,最后一排的学生用耳语把卡片上的内容告诉前面的学生,这位学生再把听到的内容告诉前面的学生…依次进行下去,最后第一排的学生把听到的句子写到黑板上,传得最快,最准确的组获胜,得一分。

【说明】这个环节是对上一节课的一个检查复习和回顾,所选句子与上节课的知识点相关,游戏结束后,老师结合卡片句子和同学进行有效互动回顾。

Step 2 leading in通过导入图片认识下面几个词 1.desire 2. sympathy n 3.envy 4.declare 5. favor1. leave ...alone 2. set aside 3. be bound to【说明】这个环节是让学生初始知识。

提高学习兴趣。

Step 3 Learning要求学生看学案,同时做知识点后面相关小题。

(这时教师板书复习内容),然后,和学生一块对答案,形式为学生抢答。

高中英语book7 unit 4 sharing 全单元教案新人教版选修7

高中英语book7 unit 4 sharing 全单元教案新人教版选修7

Unit 4 Sharing I.单元教学目标Ⅱ.目标语言III. 教材分析与教材重组1. 教材分析本单元以Sharing为话题,旨在通过单元教学,使学生了解世界上很多地方依然很落后,从而懂得同情,学会分享。

结合针对短文话题的探讨激发学生的国际意识,通过各种渠道力所能及地为贫困地区的孩子做出自己贡献。

1. 1 WARMING UP 提供了三项任务。

通过完成这些任务让学生懂得什么是“帮助〞,并且反思自己是否乐于助人,以及怎样做才是“志愿者〞,由此为后面的短文学习做好铺垫。

1. 2 PRE-READING是READING的热身活动。

其中介绍了短文主人公Jo,还根据她在PNG拍的照片提出了5个问题,使学生在阅读之前就简单了解短文内容。

1. 3 READING是一篇Jo写给Rosemary的信。

其中介绍Jo在PNG(Papua New Guinea)的所见所闻,使学生感受到PNG的儿童生活艰难,从而珍惜自己的学习机会。

.1. 4 COMPREHENDING 是根据短文设计的阅读理解试题。

1. 5 LEARNING ABOUT LANGUAGE分词汇和语法两部分。

其中,第一部分是有关此篇短文中的重点单词和短语;第二部分是有关限定性定语从句的复习。

1. 6 USING LANGUAGE是对READING的延伸。

通过阅读,参与“Give an unusual gift〞的活动。

1. 7 LISTENING AND SPEAKING通过Jennifer Wells的采访介绍了Mary Murray作为MSF的一个volunteer的工作经历,而且针对这一话题展开Speaking。

1. 8 WRITING 根据LISTENING AND SPEAKING话题运用时间表达方式进行写作。

2. 教材重组2.1 从话题内容和训练目的上分析,WARMING UP与LISTENING AND SPEAKING相一致;从教材份量来说,可将WARMING UP与LISTENING AND SPEAKING的1、2、3、4项和Workbook中的LISTENING以及LISTENING TASK整合在一起,设计成一节任务型“听力课〞。

book7-unit4-Language-Points-语言点教学内容

book7-unit4-Language-Points-语言点教学内容

5. Sometimes I wonder how relevant chemistry is to these students,most of whom will be going back to their villages after Year 8 anyway.
relevant adj. 与……有关
3. Many of them have walked a long way, sometimes up to two hours, to get to school. (L11,P29)
① I can take up to four people in my car. 我的车能载4个人。
② What is he up to? 他在忙什么?
__fr_ie_n__d_s_. ______________________________
2. I know you're dying to hear all about my life here.
(be) dying to do / for sth 极想;渴望
die 过去式_d__ie_d__ 过去分词_d_i_e_d_ 现在分词_d__y_in_g
book7-unit4-LanguagePoints-语言点
二、短语翻译: 1. hear from 2. (be) dying to 3. the other day 4. dry out 5. dry up 6. in need
三、课前预习,从课文找出下列短语。
1. 多达,达到
2. 适应
3. 肯定,确切的
4. 对…没有概念
5. 遇到,看到
6. 老实说
7. 对…有影响/作用 8. 与…分享

Unit4第2课时Reading(知识精讲分层练习)(学生版)八年级上学期英语讲义(牛津译林版)

Unit4第2课时Reading(知识精讲分层练习)(学生版)八年级上学期英语讲义(牛津译林版)

Unit 4 Do it yourself 第 2 课时Reading重点词汇1.vt.修补2. vt.装饰3. n.玫瑰(花)4. adj.着迷的,狂热的,发疯的5. adj.可怕的6. adv.曾经,一度7. n.错误,失误8. n.管子,水管9. vt.使充满10. n.天花板11. (pl. shelves) 架子,搁板12. 哎呀n.大叫,呐喊,喘息声13. vt.&vi.建议,忠告,劝告14. n.课程;过程15. adv.已经16. adv.反而,却,代替17. vt.&vi.经常去;出席重点词组1.痴迷于DIY 2.看上去恐怖3.犯了个错误4.在他卧室的墙上张贴一幅画5.击中了水管6.使房间里充满水7.把客厅涂成蓝色8.不停地刷9.在我床的上方想要个书架10.建议他上DIY课程11.关于DIY比我表弟了解得多得多重点句型1.他曾经试图在他的卧室里安装一盏更亮的灯。

2.他的整个房屋都停电了。

3.现在客厅不仅有蓝色的墙,而且有蓝色天花板和地板。

4.他花了五个小时在墙上搭了个书架。

5.书架的一端比另一端高出很多。

6.他说他已经了解了关于它的一切。

7.所以反而是我自己在看所有这些书,并且每周六上课。

目标导航知识点睛一. He once tried to put in a brighter light in his bedroom, but he made a mistake.【精讲】① once adv.曾经,一度(常用过去时)Eg. There was once a shoe factory here.adv. 一次Eg. We have a reading week once a term.once一次twice两次three times /four times/ ten times① put in安装带有put的常用短语:put out扑灭put on穿上put up搭建,张贴,举起put up a shelf / put up a picture / put up your hand ① Put all your eggs in one basketball. 孤注一掷① mistake n.错误,失误Eg. make the same mistake 犯相同的错误make fewer mistakes少犯错误make a little mistake 犯个小错误vt.误以为mistake A for B 把A误以为B1. 人们在树林中搭建了很多帐篷。

初中英语:新教材七年级 Unit 4 Food 教案

初中英语:新教材七年级 Unit 4 Food 教案

初中英语新课程标准教材英语教案( 2019 — 2020学年度第二学期 )学校:年级:任课教师:英语教案 / 初中英语 / 七年级英语教案编订:XX文讯教育机构新教材七年级 Unit 4 Food 教案教材简介:本教材主要用途为通过学习英语的内容,提高学生的语言技能,增加一项语言能力,有利于国际化的日常交流、生活、工作等,本教学设计资料适用于初中七年级英语科目, 学习后学生能得到全面的发展和提高。

本内容是按照教材的内容进行的编写,可以放心修改调整或直接进行教学使用。

单元要点分析:Express likes and dislikes (表达个人喜恶),如:I like rice. I dislike hamburgers.2. Use adverbs of frequency (使用频率词), 如:I usually have fish and vegetables.3. Differentiate between countable and uncountable nouns(区别可数名词和不可数名词)如:some rice , two applesUnderstand and use the indefinite article(理解并使用不定冠词)如:I want to buy a book.I want to buy an e-dog.教学目标本单元的重点在介绍年轻人的生活方式。

围绕食物, 谈论如何拥有一些平衡的饮食结构以保持身体匀称, 健康。

通过语言技能的训练以达到本单元的教学目标:Listening: Guess the meanings of new words by looking at a question naire Develop effective listening skills to extract specific informationSpeaking: Formulate questions about diets and respond appropriatelyAsk WH---questions with the right intonationRead an article to a classmate and check for mistakesReading: Guess general meanings of words from the context.Identify specific meaningsPractise intensive reachingWriting: Express factual information bout diets and lifestyles based on the model articleSelect appropriate vocabulary and sentence constructions to writ about personl details.教材分析:Topics: FoodFunction: Talk about healthy food and lifestylesTarget language: It is lunchtime ,Hobo.Let is have a hamburger.You are always hungry, Eddie.I need a lot of energy.Why? You never exercise.Yes , I do. I walk to my bowl many times a day .Vocabulary: hungry ,need ,never, exercise, hate, , vegetable, dancer, tired, ten ,important, healthy, change, before, seldom, fruit, sweet, often, bread, meat, top, juice, person, water, dry, ice, cream, story, glass, tea, of, course, favourite, kilo, salt, tomato, soup, less than, not…at all, try, feel, luck, carry, supermarket, large, take in, mean, fat, stay, tasteTasks: Healthy eating.Task1: Writing an article on your dietTask2; Reading your article to a partner to check for mistakes.教学建议让学生查字典或上网查询有关食物的词汇,并能进行归类和区分可数名词和不可数名词。

7年级下册unit4教案

7年级下册unit4教案

Unit 4 Don’t eat in class.Ⅰ. Analysis of the Teaching Material1.Teaching Aims and Demands(1)Knowledge ObjectsIn this unit students learn to talk about rules.Make students learn and grasp imperatives and the usage of the words “can” and “have to”.(2)Ability ObjectsTrain students’ listening,speaking, reading and writing skills. Train students’ integrating skills.(3)Moral ObjectAs students, we must obey school rules.2.Teaching Key PointsLearn the key vocabulary and the target language. Learn the imperatives and the words “can” and “have to”.3.Teaching DifficultiesTrain students’ listening,speaking, reading and writing skills. Learn to write a letter.4.Studying WaysTeach students how to talk about rules in daily life.Ⅱ.Teaching Guidancenguage Function: Talk about rules.2.Target Languages: Don’t eat in class! Can we wear hats? No,we can’t.We don’t have to wear a school uniform.3.StructuresImperatives. Can for permission. Modal have to.4.Key Vocabularyin class, classroom, hallway, gym, arrive, hate, go out, practice, inside, outside, uniform, sports shoes, fight, can, can’t, have to5.Learning Strategies: Scanning. Deducing.Ⅲ. Periods: Six periods.The First Period (Section A 1a-1C)授课人:______ 授课班级: _____ 授课时间:2014年___月___日____午第____节Step 1 Warming up. 1 2 345学校走廊Point to the pictures one by one and teach students to say, Don’t arrive late for class. Don’t run in the hallways. Don’t eat in the classrooms.Don’t listen to music in the classrooms. Don’t fight.Write the rules on the blackboard. Read and have students repeat several times.Students open their books. Point out the list of school rules. Invite a differentstudent to read each rule to the class.Step 2 Call students’ atten tion to the picture.Say, Each of these students is breaking one of these rules. Write the number ofthe rule each student is breaking in the box next to him or her. Point out the sampleanswer.Students do the activity individually.Check the answers.Answers 1.boy looking at his watch2.boy running in the hallway3.girl eatingan apple4.boy with headphones5.boys sitting at desks, fightingStep 3 1bAsk students to read the five rules in activity 1a once more.Point to the three names. Say, You are to listen to a conversation. Three studentsare breaking the rules. Listen and write the number of the rules next to the name of thestudent who is breaking the rules.Play the recording for the first time. Students only listen.Play the recording again. This students listen and fill in the number of the ruleafter each name.Correct the answers.Answers Peter:2 Nicki:3 Joseph:4Step 4 1cInvite a pair of students to read the sample conversation to the class.Write it on the blackboard.Put students into pairs. Say, Student A is an exchange student. He or she doesn’t know the rules in the school. Student B tells him or her about the rules in 1a.Get students to work in pairs. As they are working, move around the room offering help as needed.Get some pairs of students to present their conversation to the class.(This activity provides oral practice using the target language.)Step 5 SummaryIn this class we’ve mainly learned to talk about school rules. As students, we must obey school rules.Step Ⅵ HomeworkWrite down the rules in activity 1a without looking at books.The Second Period (Section A 2a-2d)授课人:______ 授课班级: _____ 授课时间:2014年___月___日____午第____节Step1 RevisionT: Hello. What day is it today? What’s the weather like today?T: It is a good day today. Can we play ping-pong outside?Can we run outside/in the hallways? Can we fight in the classrooms?Can we eat an apple in a dining hall? Do you like movies?Do you want to go to a movie?Today we are going to watch a short play about rules. It is made by our classmates. When you are watching the play, you should to remember what rules they are breaking. Use the sentence like : Don’t …S1: Don’t arrive late for school. S2: Don’t talk in class.S3: Don’t listen to music in class.Step 2 Listening1. Listen to 2a,check the activities Alan and Cindy talk about. Then check the answerstogether.2.Listen again. Can Alan and Cindy do these activities? Circle can or can’t above.3.Say the rules like this: we can eat in the dining hall.We can’t listen to music in the classroom or hallways.Step 3 PracticePractice the conversation with your partner like this:A: Can we listen to music, Cindy?B: We can’t listen to music in the classroom or hallways, but we can listen to it outside.Step 4 Role-play the conversation1. read the conversation and finish the questions below.Q1:Is John new at school?Q2:Are there many rules at school?Q3: Can he bring music players to school?Q4:Do they have to always wear the school uniform?2. Understand the conversation. Explain the difficulties.3. Read the conversation then role-play it.Step 5 HomeworkRecite the conversation in 2d.The third Period (Section A 3a-3c)授课人:______ 授课班级: _____ 授课时间:2014年___月___日____午第____节Step 1 Warming upDo some exercise about imperatives.1.You can eat in the classroom.( 改为否定句)You _________ ________ in the classroom.2. We have to wear the school uniforms. (否定句)We _________ ________ _______wear the school uniforms.3. She has to wear a hat today. (一般疑问句)______ she _______ _______ wear a hat today?No, she __________.4. We can listen to music in class. (一般疑问句)_______ we ________ to music in class?Yes, _______ _______.Step2 Grammar focus.1.Read the sentences in the Grammar Focus. Try to recite the sentences.2.Ask some sentences to translate the sentences in the Grammar Focus.Step 3 3aT: As you know, we have seven classes in a day. What can you do in an English class? S: We can speak English/learn English songs/…T: What can you do in the painting class?S: We can draw some pictures..T: What do you have to bring for the painting class?S: We have to bring our color pencils.T: What can you do in the PE class? Or we can say, what can you do in gym class? Step 4 Use the words to make questions about the rules. Then write answers according to your school.Step5 Task2: Design your ideal schoolT: As you are students, you have to obey the rules. Now if you have the chance to be a headmaster, what kind of school do you want to make? Please tell us the rules of your ideal school.You can work with your group, ask and answer like:A: Can the students….?B: Yes, they can. / No, they can’t.Report: In our school, the students can … They can’t …. They have to …. They don’t have to…. Do you like our school?Step 6 Homework:1) Copy new words. 2) Design your ideal school and write down the rulesThe fourth Period (Section B 1a-1d)授课人:______ 授课班级: _____ 授课时间:2014年___月___日____午第____节Step 1 Presentation1.Learn more rules.go out, see friends, do his homework, practice the guitar, do the dishes, watch TV, help his mom make breakfast, clean his room2. Read the rules on the screen, then match the pictures with the rules in 1a.Step 2 Listening1. Read the rules in 1b first, then listen and check what things Dave can do and what he can’t do.2. Listen again. Write when Dave has to follow the rules in the chart in 1b. Choose from the phrases in the box.Step 3 PracticeTalk about the rules in Dave’s house.A: Can Dave go out on school nights?B: No, he can’t.Step 4 Homework.The fifth Period (Section B 2a-2c)授课人:______ 授课班级: _____ 授课时间:2014年___月___日____午第____节Step 1 Warming-up and revisionSing some English songs. Greet the class as usual.T: Good morning/afternoon! How are you? What’s the date today?What day is it today? What’s the weather like today? Are you happy?Learn the song “If you’re happy.”T: Are you happy? Why?If you are unhappy, who do you like to talk to?Step 2 Reading1. Fast reading:Q: What does Molly think of the rules?2. Careful reading:Q: Read the letters, underline the rules for Molly.3. Read the letters again and complete the sentences with have to/must, can or can’t.a. Molly ____ play basketball on school days, but she ___ play it on weekends.b. Molly ____ do her homework first when she gets home.c. Molly ____ read a book after dinner before she ___ watch TV.d. At school, Molly ____ be noisy or eat in class.e. Parents and schools make rules to help students. So students ______ follow the rules.4. Understand the difficulties of the passage.a. too much & too manytoo much moneytoo many peopletoo much milktoo many teachersb. either, also, tooHe can dance, I can dance ,____.=He can dance, I can ____dance.He can’t dance, I can’t dance______.c. be strict with sb. 对某人要求严格d. follow the rulesStep 3 HomeworkThe sixth Period (Section B 2a-2c)Step 1 Warming-up and revisionSing some English songs. Greet the class as usual.Step 2 ReadingT: Are you happy? Why?Revise Part 1 in Section B. Then show the photo of Zhao Pei in3a. Ask: Is she happy? Let Ss read the letter and find out the answers. After that, ask Ss make a list about her rules .T: What can you do at your house and what can’t you do in your house? (Get different answers from Ss.)Step 3 Class Survey1. Make a list of the rules at your houses.T: OK! There are so many rules in your houses! Now make a list of the rules at your houses. You can use Zhao Pei's list of rules as a model.Give the Ss some minutes to write. And then have some students read theirlists to the class. Make language corrections as needed.2. Make a surveyFirst, point out the sample question and answer in the picture in the book. Ask two students to read it to the class.Step 4 Task2 Make the rules for school libraryT: As you are Ss, you have to obey many rules. Now if your headmaster asks you to help him make a rule for your school library, can you help him? What kind of rules do you want to make? Please tell us the rules. Work in groups. Then make a report.T: You are all good Ss. I hope you can be Ss both at home and at school. Be a good student.Step 5 HomeworkDo the exercises in the exercise books.。

Unit4教案7-PEP版小学英语六年级上册

Unit4教案7-PEP版小学英语六年级上册

教学过程:1.Warm up/Revision(1)Review the phrases in Let’s Learn: Show the cards ,read and spell thewords.(2)Chant: Hobby , hobby , what’s your hobby?Riding, riding , I like riding a bike.Diving , diving, I like diving.Playing, playing , I like playing the violin.Collecting, collecting, I like collecting stamps.Making, making , I like making kites,(3)Free talk: What’s your hobby? I like…..2.Presentation(1)Let’s try: Listen and circle.Ask:What’s his hobby?(引导学生说)He likes…..(2)Let’s talk①(PPT 呈现)教师手指幻灯片画展的图片说:“There is a painting show Saturday.I like painting.I am going to the show.What else likes painting? Who would like to go with me?”有学生举手,教师则手指该名学生说:“I like painting.He/She likes painting,too.”接着教师手指邮票展的图片说:“There is a stamp show Sunday.I like collecting stamps,too.Do you?”有学生举手,教师说:“He/She likes collecting stamps,too.”板书:He likes collecting stamps,too.(板书likes中的s可以用不同颜色标出)学生跟读,然后开火车进行造句练习:He/She likes…②Learn the dialogue: Listen and fill in the blanksWu:What’s your ________?John:I like_______ stamps. What ______ you?Wu:Me too. There is a _____ show on Sunday. Let’s go together.John: I have a friend. He ______ collecting stamps,too. ______ he go with us?Wu: Sure!③Check the answers , listen and repeat the dialogue.④Role play: Pair work--- Read and act out the dialogue.3.Practice①PPT presents some person and ask: What’s his/ her hobby? And thestudents tell quickly: He likes…. / She likes….②Make the dialogues(According to the pictures)②Exercise: Exercise Book4.Summary—ChantHobby, hobby, what’s your hobby?Diving , diving ,I like diving.Hobby, hobby, what’s his hobby?Diving ,diving ,he likes diving.Hobby, hobby, what’s her hobby?Diving, diving , she likes diving.5.Homework(1)Copy the dialogue(2)Preview Let’s read板书:Unit 4 I have a pen palA Let’s talkWhat’s your hobby? I like….What’s his hobby? He likes…..What’s her hobby? She likes….附图:。

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2)语言知识分析:
Travelling on these lines was inconvenient, though意为“然而,搭乘这些线路很不方便”,句子中的though为副词,意为“可是,不过,然而”,常被置于句中或句末。
3)考点考例:[考点] as引导原因状语从句
[考例] Jenny was very sad over the loss of the photos she had shot at Canada, _____ this was a memory she especially treasured.(广东2006)
他通过每天练习提高了他拉小提琴的技能。
He has improved his violin-playing skills by practising every day.
4. A newly built line was used as an underground aeroplane factory, a closed station was used as an anti-aircraft centre, and the station nearest the Prime Minister’s house was used by the Prime Minister as meeting rooms for the government administration.Lines 42-45)
choke back抑压住(感情),忍住(哭泣)。choke down硬用力咽下;硬忍着(气),抑制住(感情、眼泪等)。choke off把…闷死,绞死;使中止,使放弃(计划)。choke up使闷死;枯死;〔口语〕激动得说不出话来,紧张得发呆。choke up with阻塞,填塞,塞满。)
6 It was decided that…_______________________________
1)句子结构分析:此句为and连接起来的三个并列句。
第一个分句为A newly built line was used as an underground aeroplane factory;第二个分句为a closed station was used as an anti-aircraft centre;第三个分句为the station nearest the Prime Minister’s house was used by the Prime Minister as meeting rooms for the government administration。
9 image doing _______________ 10. link up___________________
(link up: to connecte.g.1) The two islands will be linked up by a bridge.
2) If you link up the pieces of information, you will be clearer about what has really happened.)
comparative adj.比较(上)的;相当的,还可以的;〔委婉语〕(广告等)比较性的,攻击竞争者的。in comparative comfort相当舒适地。with comparative ease比较容易地
compare vt.比较,对照(with);参照;把…比作为(to)
vi.相比,匹敌(with)
A. asB. ifC. whenD. where
选A。句意为:珍妮因为丢了在加拿大拍的照片感到很伤心,因为这是她特别珍惜的一段记忆,用as。其他三项都不表示原因。
3. Having seen the situation, a wealthy American businessman, Charles Yerkes, tried to improve the system by buying many of the different lines and setting up the Underground Group. (Lines 30-32)
It would be beneath him to cheat.他去行骗未免有失身份。
adv.在下,在下面,在下方,在下位。
The valley lay beneath.山谷就在下面。)
parativelynarrowtunnels___________________________
(comparativelyadv. comparatively speaking比较地说来〔插入语〕)
2)语言知识分析:Having seen the situation意为“看到这种情况”。一般说来,V-ing形式作状语时,逻辑主语为主句的主语,用完成式表示其动作发生在主句谓语动词的动作之前。
3)by: by means of
Aliceleft her keys at home. She had managed to get into her room by climbing through the window.
without distinction (= difference)没有区别
make a distinction between A and B = make a difference between A and B区别A和B = distinguish A from B (between A and B)}
1)句子结构分析:此句虽然很长,但实际上是一个简单句。主干为a wealthy American businessman tried to improve the system。
句首的Having seen the situation为V-ing短语作状语;Charles Yerkes为a wealthy American businessman的同位语;后面的by buying many of ...是方式状语。
教学重点
A study of new words, expressions and analysis to difficult sentences.
教学难点
Usage of language points.
教学过程
复备栏
Step1Abrief revision of the text
Try to help students to recall the information of the London Undergroundin the worldin the following aspects: introduction,reasons,development,unusual functions,popularity
11. in the middle of the city __________________________________
12.加快……步伐_________________________________________
13.be responsible for _________________
Step2. Difficult sentences.
1. However, most trains intoLondononly went to the distant boundary of the city because building railway tracks into the city would have caused damage to many historic buildings. (Lines 4-5)
Step3.Translation
1.have the distinction of _________________________________
{distinction n.区别,差别,声望
have the distinction(=reputation) of doing sth.享有做某事的荣誉(盛名gain / win / obtain / attain distinction(=fame)出名= become famous
1)句子结构分析:在这个复合句中,most trains into London only went to the distant boundary of the city是主句;
because building railway tracks into the city would have caused damage to many historic buildings是原因状语从句。into London和into the city都为介词短语作定语,分别修饰trains和railway tracks。
2)语言知识分析:
would have caused damage to many historic building意为“将会给许多历史建筑造成损害”。句子中would have caused为虚拟语气,表示过去并未发生
的事情。
2. Travelling on these lines was inconvenient, though, as each line was separately owned and many were very far from each other. (Lines28-29)
5.堵塞交通__________________________________________
(chokevt.使闭气,使闷死;使闷塞;扼(喉),绞死;堵塞,填塞; .阻止,防止,扼止;干死(植物);减(火);压住,抑制(情感)
vi窒息噎,哽; (管道等)塞住说不出话来窘住;举止失措,行动失当;
结构分析:Travelling on these lines was inconvenient, though为主句,as each line was separately owned and many were very far from each other为原因状语从句;
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