最新牛津高中英语模块一Unit 3讲解与练习有答案电子教案
英语译林牛津版必修1Unit3讲与练学案(1--4)(答案).docx
英语译林牛津版必修lUnit3讲与练学案(1-4)(答案)7.My mother is right： don f t damage your health for a slim and attractive figure.(Page 43, Lines 25-26)我母亲的观点是正确的：不要为了一个•苗条而又美丽的身材而毁了你的健康。
l)damage 损害，伤害Smoking seriously damages our health.吸烟严重损害我们的健康。
My wife had an accident and the bike was damaged.我的妻子遇到意外事故，把自行车弄坏了。
n.损害，伤害How much must I pay for the damage?我该为损失赔多少钱？The flood caused great damage to the crops.这场洪水对农作物造成了很大损害。
归纳拓展brain/liver damage脑损伤/肝损伤do/cause damage to...对.... 造成破坏/损害suffer damage受到损害•词汇粉桥damage, destroy 与hurt(1)damage指部分“损坏，损害，破坏”或指使用价值有所降低。
它可以用作动词，也可以用作名词，用作名词时常与to sth.连用。
Hundreds of houses in the area were damaged by the storm.暴风雨毁坏了这个地区数以百计的房屋。
(2)destroy只能用作动词，指彻底破坏，以致不可能修复，常作“破坏，毁灭”讲，也可以指希望、计划等破灭。
20)如果我继续服用减肥药的话，它们将完全破坏我的肝脏。
The earthquake destroyed almost the whole town.地震儿乎毁灭了整个城镇。
(3)hurt指肉体受伤或疼痛，也指感情受伤害。
牛津高中英语模块一Unit3教案.docx
Period 1 Welcome to the unitTeaching aims:1.Enable the students to describe people's current situations2.Train the students' speaking ability by expressing their opinions on looking good and feeling good Teaching important & difficult points1.Enable the students to express opinions about how to look good and feel good.2.En able the stude nts to tell d if fere nt ways about how to both look good and feel good. Teaching methodsCooperative learning, task-based learningTeaching aidsA computer and a projector.Teaching proceduresStep 1 Brainstorming1.Greeting2.Let the students enjoy some pictures about some beauties and some handsome you ng men..Then activate students' imagination by asking the following questions:T: Everybody likes beauties, so lets enjoy some pictures・Are the girls beautiful?Will you fall in love with them when you first see them?Are the young men very handsome? Are they very famous?Where can you find them?Do you want to be as beautiful and attractive as them?3.Ask Ss to say something about some unpleasant pictures and answer:Do they look good and feel good? Why?Step 2 Further discussion1.Ask Ss to discuss two questions:1). Do you think looki ng good is as imports nt as feeli ng good? Why?2). What makes one look better and feel better?2.Get the Ss look at some pictures and give the answersStep 3 conclusionAfter the discussion is finished, the teacher sums up the balanee of how to look good and feel good ・How can we both look good and feel good?1)Confident2)Healthy Physically3)Healthy mentally4)Exercise regularly5)Healthy dietStep 4 AdviceAsk the Ss to work in groups to discuss the advice about how to keep fit.The teacher give some suggested measures for the students to stay healthy:•Don't eat junk food. Try and eat a healthy diet.•Don't go to bed too late. Make sure you get sufficient sleep・•Get regular exercise.•Go to see the doctor if you're not feeling well.•Don't spend too much time using computers or watching TV, as it is bad for your eyes. Step 5 Homework1.Find more information about how to keep fit.2 . Write a passage about "health and beauty" or "healthy eating and exercise".Teachi ng Post-descripti on:Periods 2-5 ReadingTeaching aims:1- Enable the students to learn about the three letters2.Train the students〃reading ability(skimming, detailed reading, consolidation)Teaching important and difficult points:1.Get the main points about the three emails.2.Enable the stude nts to identify the main topic of each email and un d erst a nd sen tences with"however" and "but".Teaching methods:Cooperative learning, task-based learningTeaching Aids:1.A tape recorder.2.A multimedia.Teaching procedures:Step 1 Lead-in1.Greetings2.Ask Ss to talk about the pictures and answerDo they look good and feel good?Then show some pictures including some fat personsStudents may laughT: Do you feel its interesting? Why?S: In the picture, there're women models. Women models means they have good figures. Butthere's a fat man among themT: What kind of person do you like better, the fat or the slim.?3.Ask the students to look at the picture about a fat man being treated by a doctor and ask: What is hetrying to do?Step 2 Pre-reading1 Discuss about this question:If you are the person who is a little over-weight, how would you lose weight? Please discuss with your partner.Suggested answersGoing on a dietExercising in a gymReceiving surgical treatmentTaking weight-loss pills2.Talk about the ways to lose weight and discuss which methods they prefer, including the adva ntagesand disadva ntages. Fin ally fill in the form.3.PredictionLook at the title and predict what will be talked about in the text(Who,, what, how, why, the results...)Step 3 Reading1- Fast readingRead the text fast and answer the three questions on page 42. and the meaning of the title "Dying to be thin……”1)The first is that Amy wan ted to be thin very much.2)The second is that Amy was going to die because she had taken some weight-loss pills.2.Careful reading1)True or false2)Multiple choices on page 44 Cl3)Discuss the main point of each letter and the whole passageStep 4 Further DiscussionAsk the Ss to work in groups to discuss the following questions.1- What lessons has Amy learnt from her experience?2.What kinds of advice would you give to Amy?Step 5 Reading strategy1.Explai n the d if fere nces in meaning betwee n the senten ces with "however" and "but".2.find out in the text the sentences using "however" and "but".Step 6 language points(1)I used to go to the gym three times a week, but I dorVt work out any more.used to do sth. be/get used to sth./ doing sth. use sth. to do sth. be used to do sth. 区另lj和用法It used to be thought that the Earth was flat, but now everyone knows it is round.Dr Ma used to work in a children〃s hospital in Nanjing, usedn't /didn't he?I never got used to going to bed so late.Computers are used to do a lot of work in many companies.(2)I used to go to the gym three times a week, but I don't work out any more.Many famous actors keep fit by working out in the gym every day.The room smelled wonderful but they could not work out where the smell was from.(3)Km trying to lose weight because Km so ashamed of my body.be ashamed of sb./sth./doing…/ be ashamed to do.../ be ashamed that...(4)Since Km preparing to act in a new TV play, l z m taking weight-loss pills called Fat-less, which are quite popular among young women here.Since you have a three-day holiday, why not go to the countryside to enjoy the quiet I讦e there? (5)They contain a harmful chemical that caused my liver to fail. contain / in elude 区另U 和用法To keep fit, we should always avoid food containing too much fat.The price in eludes the postage charges.My pet dog has caused me a lot of trouble. What caused him to fall off his horse?Step 7 Homework1.Read the text again to get a better understanding.2.Finish Part Al, A2 on page 94.3.Recite the new words and phrases of Reading4.Preview the Word Power.Teachi ng Post-descripti on:Periods 6-7 Word powerTeaching aims:1.Learn and master the new words about sports2.Enlarge the knowledge about sportImportant and difficult points:1.Talk about sports to learn new words2.Remember some new names of sportsTeaching methods:1.In dividual work2.Pair or group discussionparisonsTeaching aids:A blackboard and Multimedia.Teaching procedures:Step 1 GreetingsStep 2 Brainstorming1- Are there any school clubs in your school? Have you ever joined one?2. Are you interested in sports clubs? Are you planning to join one?Step 3 PracticePart AL Read the diary by Zhou Ling and summarize the types of sports she mentioned2. Talk about which school clubs Zhou Ling can join and list some of the reasons. Discussion1- Are you interested in sports? What's your favorite?2. Can you name some types of sports you know?Part B1- Look at the following pictures and describe the sports2. Decide which sports in the pictures you would like to play.Words focusFill in the blanks with the names of sports1. __________ is a game which is usually played in the us by 2 teams of 9 people. Each playertries to hit the ball and then around in the field.2.Sang Lan is a happy girl, even after she got hurt seriously in a _____________ competition.3.The first gold medal that China won in the Olympics is in Men's _____________ •4. ________ is a sport in which people play on lakes which have a thick layer of ice.5.You will be attracted by the traditi onal music and _________ in Tibet or in Yurfnan Provi nee.6.Wushu, which is a Chinese __________ , is trying to get into the Olympics.7.In _________ , people will compete in three d iff ere nt sports, usually swimmi ng, cycli ng and running.8.When doing ________ , you will not only enjoy the beautiful music, but also strengthen theheart and lungs.9. _______ is a sport in which the athletes run 42,195 meters.10.When playing _________ , you kick a ball and there are 10 other people in your team.11.Wang Liqin is one of the best ___________ players in the world.12.In a game, there are 6 players in each team. They try to pat a ball over a net. It is a ________game.13.Tiger Woods is one of the best _______ players in the world. He is from the US.14.Michael Jordan, O'neal and Yao Ming are __________ players.15.Tian Liang and Guo Jingjing won gold medals for __________ in the 10th National Games.Key: 1. baseball, Z.gymnastics, 3・shooting» 4.skating f S.folk dance,6・martial art, 7.triathlon, 8.aerobics z 9.marathon, lOJootball,ll.table tennis, 12. volleyball, 13.golf 14. basketball, 15.divingPartC1.Read and complete the e-mail to Amy.2.What are the advantages of the sportsaccording to Zhou Ling?Part D1.Look at the pictures above again and talk about whether the sports are played indoors or outdoors.2.Fill in the columns on page 47.Step 4 Topics for discussionWork in groupsgroup 1: What can we benefit from sports?group 2: Say something about your favorite sport.group 3: Look at the body movements and guess the names of the sports.group 4: Talk about some in door sportsStep 5 Homework1.Try to find more names of sports.2.Do exercises on P100 in your workbook.3.Talk about different kinds of in door and outdoor sports.Teachi ng Post-description:Unit 3 Looking good, feeling goodPeriods Grammar and usageThe Attributive Clause (3)Teaching aims:1.Master the usage of non-restrictive Attributive Clause.2・ Practice about all kinds of Attributive Clause・Teaching important and difficult points:1.Non-restrictive Attributive Clause.2.The usage of "which" and "that" in Attributive Clause.3.Some special usage of "that" in Attributive Clause.Teaching methods:1.Presentation and team work.2.Practice.parison.Teaching aids:A blackboard and Multimedia.Teaching procedures:Step 1 Revision and lead inAsk the students to recall what they've learned about the attributive clauses2.Ask them practice finishing some sentences using attributive clauses3.Conclusion of what has been learnt about the attributive clauses4.make a comparison to introduce the non- restrictive attributive clausesStep 2 work on the non- restrictive attributive clauses1.Ask the Ss to find out the restrictive and non・ restrictive attributive clauses in the text.2.tell the differences between the two kinds of attributive clauses by giving examples andmaking conclusions3.Ask them to summarize what has been learnt and practice using the non- restrictive attributiveclauses4.The important points of attributive clauses1)non- restrictive attributive clauses led by "as" and "which"2)non- restrictive attributive clauses led by "some/ any of which/ whom…"5.practice (correction, multiple choices, comparison)Step 3 Homework1.Go over the restrictive and non-restrictive attributive clauses.2.Finish the exercises of Part A and B on p48-49 in your textbook3.Finish Part Cl on P96 in your workbook.Step 4 work on question tags1.ask questions and lead in2.discuss what question tags are3.discuss the situations in which question tags are used according to examples4.practice finding out the question tags in the text and explain them5.ask questions about the types and formations of question tags6.give examples and conclude the formation of question tags7.tips on how to use the question tags8.practice timeStep 5 Language pointsExplanation and practice1)consider2)affect/ effect/ effort/ offer3)recognize/ realizeStep 6 practice and consolidation of the grammar pointsStep 7 Homework1.Go over the question tags.2.Finish Part A and B on P51 in your textbook as well as Part C2 on P96 in your workbook.3.Preview Task.Teachi ng Post-description:Periods 12-14 TaskTask skills building 1: asking for and giving adviceTeaching aims:1.Practise students' language skills of listening, reading, speaking and writing2.Help students to learn 2 skills of finding informationTeaching important points:1.Find and underline the main ideas2.Find and circle the key wordsTeaching methods:1.Listening-and-answering activities to help students practice asking for and giving advice2.In dividual, pair or group practiceTeaching aids:A blackboard and Multimedia.Teaching procedures:Step 1 Introduce two skills of finding information:(1)Read the questions carefully before you begin.(2)Skim the passage, and look for main points and key words.Step 2 Practise(1)Find the main ideas and key words in a passage:Main idea: I think too many people take weight-loss pills without really knowing that they can damage their health.Key words: cause liver failure; worried about her figure;health is priceless; eat properly(2)Read two pictures about "Better Body Gym", and find the main points and key words.(3)Passage understandingSome questions about the above two pictures;1.Membership fee:2.Number of gyms in the city:1.__2. ____3. _____3.What do you get for free? ___________________________________________4.How big is each gym?5.Can you get advice from a personal trainer?Yes ______ No _____6.How can you find out more?Step 3 Practise listeningl.One in Jinshan Road; one near the King Hotel2.No3.Provide with your ID number4.NoStep 4 Practise writingplete a letter to your friend. Explain why you think he should join the gym by using the given information •2.Write a letter to recommend a gym to a friendStep 5 Homework1.Find information about a club・2.Invite your friend to join it.Teachi ng Post-descripti on:Periods 15-16 ProjectTeaching aims:1.Get the Ss to focus on note-taking skills by studying and practising.2.Encourage the Ss to use abbr, key words and symbols in taking notes.3.Make a booklet about health.Teaching Important and difficult points:1・ Use abbreviations & contract!ons.2.Write down the key words.e symbolse punctuations5.In terviewing classmates about exercise and taki ng notes6.Present a report about health to the whole class.Teaching methods:Task-based learning and cooperative learningTeaching aids:A blackboard and Multimedia.Teaching procedures:Step 1 Lead-inT shows two pictures, one is Nicole Kidman, and the other is Victoria Beckham・ Ask the Ss whether they know them? What do they think about them? Do they think they're beaut讦ul? What is beauty in their eyes?Step 2 Skimming(1)Try to get the main idea of each paragraph.(2)Try to get the general idea of the whole passage.Step 3 Introducing the projectMake a booklet about how healthy the students in our school.Step 4 The procedures of doing the project⑴ Plan ning:Get into groups(3)Clear assig nmentsDecide which group your group will survey.(2)preparing:Make a questionnaire.Give out and collect the questionnaires.Record and analyze the statistics.Write the report.(3)Producing:a.You can make a questionnaire based on the following points: How many; How often; Have you; How much; Do youA sample questi onn aire is provided as a ref ere nee as well.b.Remember to talk to the teacher to get eno ugh time to give out and collect your Questio nn aire.c.Record and analyze statistics and remember to compare your figures with the numbers and percentages the reading article provides.d.Report should include the following parts:the class, grade;how many Ss answered the Qs;comparison(3)presenting:Present the reports to the classStep 5 Lead-inT shows Ss the rules of how to present.1.Report should in elude the followi ng parts:the class, grade;how many Ss answered the Qs;comparison2.Each group member should report on part of the results.Step 6 PresentationT values which group did a better job, and also invites the Ss to talk about which they like best, and why.Step 7 How to make a bookletA booklet will in elude...•cover•con tents•reports•appe ndixStep 8 Language pointsT introduces some language points in the article to Ss.(1)Word focusI 讦e-styleregularcountcontrolconcentrate(2)words to be learned from old wordsenergy, skip(3)phrases to be noticedalong within the long terma good amount of sleepas a matter of factin no timeStep 9 homework1.Make a booklet2.Unit Revision: The ninth period.Teachi ng Post-descripti on:。
牛津高中英语模块一Unit3教案设计
Period 1 Welcome to the unitTeaching aims:1.Enable the students to describe people’s current situations2.Train the students’ speaking ability by expressing their opinions on looking goodand feeling goodTeaching important & difficult points1. Enable the students to express opinions about how to look good and feel good.2. Enable the students to tell different ways about how to both look good and feelgood.Teaching methodsCooperative learning, task-based learningTeaching aidsA computer and a projector.Teaching proceduresStep 1 Brainstorming1.Greeting2. Let the students enjoy some pictures about some beauties and some handsome youngmen.. Then activate students' imagination by asking the following questions: T: Everybody likes beauties, so let’s enjoy some pictures.Are the girls beautiful?Will you fall in love with them when you first see them?Are the young men very handsome? Are they very famous?Where can you find them?Do you want to be as beautiful and attractive as them?3.Ask Ss to say something about some unpleasant pictures and answer:Do they look good and feel good? Why?Step 2 Further discussion1.Ask Ss to discuss two questions:1). Do you think looking good is as important as feeling good? Why?2). What makes one look better and feel better?2.Get the Ss look at some pictures and give the answersStep 3 conclusionAfter the discussion is finished, the teacher sums up the balance of how to look good and feel good.How can we both look good and feel good?1) Confident2) Healthy Physically3) Healthy mentally4) Exercise regularly5) Healthy dietStep 4 AdviceAsk the Ss to work in groups to discuss the advice about how to keep fit.The teacher give some suggested measures for the students to stay healthy:●Don’t eat junk food. Try and eat a healthy diet.●Don’t go to bed too late. Make sure you get sufficient sleep.●Get regular exercise.●Go to see the doctor if you’re not feeling well.●Don’t spend too much time using computers or watching TV, as it is bad foryour eyes.Step 5 Homework1.Find more information about how to keep fit.2 . Write a passage about “health and beauty” or “healthy eating and exercise”.Teaching Post-description:________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ __________________________________________________________________Periods 2-5 ReadingTeaching aims:1.Enable the students to learn about the three letters2.Train the students’ reading ability(skimming, detailed reading, consolidation)Teaching important and difficult points:1.Get the main points about the three emails.2.Enable the students to identify the main topic of each email and understandsentences with “however” and “but”.Teaching methods:Cooperative learning, task-based learningTeaching Aids:1. A tape recorder.2. A multimedia.Teaching procedures:Step 1 Lead-in1.Greetings2.Ask Ss to talk about the pictures and answerDo they look good and feel good?Then show some pictures including some fat personsStudents may laughT: Do you feel it’s interesting? Why?S: In the picture, there’re women models. Women models means they have good figures. But there’s a fat man among themT: What kind of person do you like better, the fat or the slim.?3. Ask the students to look at the picture about a fat man being treated by a doctorand ask: What is he trying to do?Step 2 Pre-reading1 Discuss about this question:If you are the person who is a little over-weight, how would you lose weight? Please discuss with your partner.Suggested answersGoing on a dietExercising in a gymReceiving surgical treatmentTaking weight-loss pills2. Talk about the ways to lose weight and discuss which methods they prefer, includingthe advantages and disadvantages. Finally fill in the form.3.PredictionLook at the title and predict what will be talked about in the text(Who, , what, how, why, the results…)Step 3 Reading1.Fast readingRead the text fast and answer the three questions on page 42. and the meaning of the title “Dying to be thin……”1) The first is that Amy wanted to be thin very much.2) The second is that Amy was going to die because she had taken some weight-losspills.2.Careful reading1)True or false2)Multiple choices on page 44 C13)Discuss the main point of each letter and the whole passageStep 4 Further DiscussionAsk the Ss to work in groups to discuss the following questions.1.What lessons has Amy learnt from her experience?2.What kinds of advice would you give to Amy?Step 5 Reading strategy1. Explain the differences in meaning between the sentences with “however” and “but”.2.find out in the text the sentences using “however” and “but”.Step 6 language points(1) I used to go to the gym three times a week, but I don’t work out any more. used to do sth. be/get used to sth./ doing sth. use sth. to do sth. be used todo sth. 区别和用法It used to be thought that the Earth was flat, but now everyone knows it is round.Dr Ma used to work in a children’s hospital in Nanjing, usedn’t /didn’t he?I never got used to going to bed so late.Computers are used to do a lot of work in many companies.(2) I used to go to the gym three times a week, but I don’t work out any more. Many famous actors keep fit by working out in the gym every day.The room smelled wonderful but they could not work out where the smell was from. (3) I’m trying to lose weight because I’m so ashamed of my body.be ashamed of sb./sth./doing.../ be ashamed to do.../ be ashamed that…(4) Since I’m preparing to act in a new TV play, I’m taking weight-loss pills called Fat-less, which are quite popular among young women here.Since you have a three-day holiday, why not go to the countryside to enjoy the quiet life there?(5) They contain a harmful chemical that caused my liver to fail. contain / include区别和用法To keep fit, we should always avoid food containing too much fat.The price includes the postage charges.My pet dog has caused me a lot of trouble. What caused him to fall off his horse? Step 7 Homework1.Read the text again to get a better understanding.2.Finish Part A1, A2 on page 94.3.Recite the new words and phrases of Reading4.Preview the Word Power .Teaching Post-description:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________Periods 6-7 Word powerTeaching aims:1. Learn and master the new words about sports2. Enlarge the knowledge about sportImportant and difficult points:1. Talk about sports to learn new words2. Remember some new names of sportsTeaching methods:1.Individual work2.Pair or group discussionparisonsTeaching aids:A blackboard and Multimedia.Teaching procedures:Step 1 GreetingsStep 2 Brainstorming1.Are there any school clubs in your school? Have you ever joined one?2. Are you interested in sports clubs? Are you planning to join one?Step 3 PracticePart A1.Read the diary by Zhou Ling and summarize the types of sports she mentioned2. Talk about which school clubs Zhou Ling can join and list some of the reasons. Discussion1.Are you interested in sports? What’s your favorite?2. Can you name some types of sports you know?Part B1.Look at the following pictures and describe the sports2. Decide which sports in the pictures you would like to play.Words focusFill in the blanks with the names of sports1. ___________ is a game which is usually played in the us by 2 teams of 9 people. Each player tries to hit the ball and then around in the field.2. Sang Lan is a happy girl, even after she got hurt seriously in a ___________ competition.3. The first gold medal that China won in the Olympics is in Men’s ___________.4. _________ is a sport in which people play on lakes which have a thick layer of ice.5. You will be attracted by the traditional music and ________ in Tibet or in Yun’nan Province.6. Wushu, which is a Chinese _________, is trying to get into the Olympics.7. In _________, people will compete in three different sports, usually swimming, cycling and running.8. When doing ________, you will not only enjoy the beautiful music, but alsostrengthen the heart and lungs.9. ________ is a sport in which the athletes run 42,195 meters.10. When playing _________, you kick a ball and there are 10 other people in yourteam.11. Wang Liqin is one of the best __________ players in the world.12. In a game, there are 6 players in each team. They try to pat a ball over a net.It is a _____ game.13. Tiger Woods is one of the best _______ players in the world. He is from the US.14. Michael Jordan, O’neal and Yao Ming are _________ players.15. Tian Liang and Guo Jingjing won gold medals for _________ in the 10th NationalGames.Key: 1. baseball, 2.gymnastics, 3.shooting, 4.skating, 5.folk dance,6.martial art,7.triathlon,8.aerobics,9.marathon, 10.football,11.table tennis, 12.volleyball, 13.golf 14.basketball, 15.divingPart C1.Read and complete the e-mail to Amy.2.What are the advantages of the sportsaccording to Zhou Ling?Part D1. Look at the pictures above again and talk about whether the sports are played indoors or outdoors.2. Fill in the columns on page 47.Step 4 Topics for discussionWork in groupsgroup 1: What can we benefit from sports?group 2: Say something about your favorite sport.group 3: Look at the body movements and guess the names of the sports.group 4: Talk about some indoor sportsStep 5 Homework1.Try to find more names of sports.2.Do exercises on P100 in your workbook.3.Talk about different kinds of indoor and outdoor sports.Teaching Post-description:________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ __________________________________________________________________Periods 8-11 Grammar and usageThe Attributive Clause (3)Teaching aims:1. Master the usage of non-restrictive Attributive Clause.2. Practice about all kinds of Attributive Clause.Teaching important and difficult points:1. Non-restrictive Attributive Clause.2. The usage of “which” and “that” in Attributive Clause.3. Some special usage of “that” in Attributive Clause.Teaching methods:1.Presentation and team work.2.Practice.parison.Teaching aids:A blackboard and Multimedia.Teaching procedures:Step 1 Revision and lead in1.Ask the students to recall what they’ve learned about the attributive clauses2.Ask them practice finishing some sentences using attributive clauses3.Conclusion of what has been learnt about the attributive clauses4.make a comparison to introduce the non- restrictive attributive clausesStep 2 work on the non- restrictive attributive clauses1. Ask the Ss to find out the restrictive and non- restrictive attributiveclauses in the text.2. tell the differences between the two kinds of attributive clauses by givingexamples and making conclusions3. Ask them to summarize what has been learnt and practice using the non-restrictive attributive clauses4. The important points of attributive clauses1) non- restrictive attributive clauses led by “as” and “which”2) non- restrictive attributive clauses led by “some/ any of which/ whom…”5.practice (correction, multiple choices, comparison)Step 3 Homework1.Go over the restrictive and non-restrictive attributive clauses.2. Finish the exercises of Part A and B on p48-49 in your textbook3. Finish Part C1 on P96 in your workbook.Step 4 work on question tags1.ask questions and lead in2.discuss what question tags are3.discuss the situations in which question tags are used according to examples4.practice finding out the question tags in the text and explain them5.ask questions about the types and formations of question tags6.give examples and conclude the formation of question tags7.tips on how to use the question tags8.practice timeStep 5 Language pointsExplanation and practice1)consider2)affect/ effect/ effort/ offer3)recognize/ realizeStep 6 practice and consolidation of the grammar pointsStep 7 Homework1.Go over the question tags.2. Finish Part A and B on P51 in your textbook as well as Part C2 on P96 in yourworkbook.3. Preview Task.Teaching Post-description:________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ __________________________________________________________________Periods 12-14 TaskTask skills building 1: asking for and giving adviceTeaching aims:1. Practise students’ language skills of listening, reading, speaking and writing2. Help students to learn 2 skills of finding informationTeaching important points:1.Find and underline the main ideas2.Find and circle the key wordsTeaching methods:1.Listening-and-answering activities to help students practice asking for andgiving advice2.Individual, pair or group practiceTeaching aids:A blackboard and Multimedia.Teaching procedures:Step 1 Introduce two skills of finding information:(1) Read the questions carefully before you begin.(2) Skim the passage, and look for main points and key words.Step 2 Practise(1) Find the main ideas and key words in a passage:Main idea: I think too many people take weight-loss pills without really knowing that they can damage their health.Key words: cause liver failure; worried about her figure;health is priceless; eat properly(2) Read two pictures about “Better Body Gym”, and find the main points and key words.(3) Passage understandingSome questions about the above two pictures;1.Membership fee:__________________2.Number of gyms in the city:1.____2.____3.____3.What do you get for free?__________________________________________4. How big is each gym?5.Can you get advice from a personal trainer?Yes______ No______6. How can you find out more?____________________Step 3 Practise listening1.One in Jinshan Road; one near the King Hotel2.No3.Provide with your ID number4.NoStep 4 Practise writing1. Complete a letter to your friend. Explain why you think he should join the gym by using the given information .2. Write a letter to recommend a gym to a friendStep 5 Homework1. Find information about a club.2. Invite your friend to join it.Teaching Post-description:________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________。
牛津版高一英语上册模块一Unit3（上）教案
牛津版高一英语上册模块一Unit3（上）教案牛津版高一英语上册模块一Unit 3(上)教案【教学内容与教学要求】一、教学内容：牛津高中英语模块一Unit 3(上)二、教学要求：1.学会谈论健康、锻炼，描述问题。
2.学习e-mail的写作。
3.语法：非限制性定语从句、反意疑问句。
【知识重点与学习难点】一、重要单词：stay(系动词：保持), slim, figure, weight, ashamed, recover, failure, contain, chemical, seldom, damage, attractive, touching, embarrassed, pressure, overweight, diet, properly, skinny, consider, fit(强健的), pill, appearance, especially, amazed, archery, squash, aerobics(有氧运动), triathlon(铁人三项), category, partial(部分的), response, purpose, confirmation, actually, recognize.二、重点词组：work out锻炼、训练, go on diets/a diet实行节食, in secret私自, side effect副作用, put on weight体重增加, lose weight减肥, be ashamed of对….感到羞耻, an exact match for和….完全匹配的…，follow one’s advice听从某人的建议, sound fun听起来象是件有趣的事, team sport团队运动, build up增强, regret doing sth后悔做了某事, risk doing sth冒做某事的风险.三、【语法术语】non-restrictive attributive clause非限制性定语从句, question tag反意疑问句, positive statement肯定的陈述句, negative statement否定的陈述句, personal pronoun人称代词, auxiliaryverb助动词, model verb情态动词, imperative clause祈使句.【难点讲解】1. What do you do to keep yourself looking good and feeling good?你是怎样保持自己良好的外在形象和健康的身体状况的?询问别人怎样做某事的可以用“how do you…..?”也可以用“what do you do to….?”。
高中译林牛津英语模块一Unit3教案
高中译林牛津英语模块一U n i t3教案(总8页)--本页仅作为文档封面，使用时请直接删除即可----内页可以根据需求调整合适字体及大小--Module1 Unit1教学设计课题 AWE M1 U3 主备人杨凡、李丹丹课型 Welcome + Word power22Learning objectives:By the end of this period, students will be able to:1. describe people’s current situatio ns and express their own opinions of beauty and health;2. know how to look good and feel good;3. improve their oral English by discussion and speaking;.4. enlarge the vocabulary of different types of sportsFocus of the lesson:1. picture talking2. how to become a person both looking good and feeling goodPredicted area of difficulties：express their own opinions of beauty and healthLearning aids:.Learning procedures:课型 Reading（I）Learning objectives:By the end of this period, students will be able to441. grasp the main idea of the three letters accurately;2. improve their reading abilities of skimming and scanning to a certain level;3. express their own opinions on the topic “To be beautiful or to be healthy”. Focus of the lesson:1. grasping main idea2. the right attitude toward “beauty and health”Predicted area of difficulties：1. Expression of one’s own feelings and opinionsLearning methods:1. PPT2. blackboardLearning procedures:55课型 Reading（II）Learning objectives:By the end of this period, students will be able to1. grasp the usage of some important words and phrases2. raise their reading abilities by focusing on language points3. use the key words properly in relevant exercises;Focus of the lesson:usage of the key words and expressionsPredicted area of difficulties:1. the usage of the phrase2. the difference betw een words ‘close’ and ‘closely’3. the proper usage of the words in the composition Learning aids:1. PPT2. blackboardLearning procedures:66(3) Useful expressions1.be dying to doed to do3.work work out4.figure figure out5.be ashamed of6.recover7.contain (cf. include)8.cause9.damage10.worth11.be embarrassed about12.as you are课型 Grammar & UsageLearning objectives:By the end of this period, students will be able to1. learn what the non-restrictive attributive clause is and in what situation it is used;2. learn when to use question tags and how to form question tags.Focus of the lesson:how to use non-restrictive attributive clause and how to form question tags. Predicted area of difficulties:771. the usage of non-restrictive attributive clause in proper situations2. the usage of question tags in different situationsLearning aids:1. PPT2. blackboardLearning procedures:1. What is attributive clause?(1). Show the students some sentencesusing attributive clauses.(2). Ask them to pay attention to therelative pronouns and adverbs.2. What are the differences betweenrestrictive attributive clauses and non-restrictive attributive clauses?Compare two sentences below:He will wear no clothes which willmake him different from others.He will wear no clothes, which willmake him different fromothers.(PPT1---5)3. How to use which and as in a non-restrictive attributive clause?Read the sentences below:She came back to China, which surprisedme a lot.As is known to everybody, the moontravels around the earthConclude the usage of which and as.Conclude the differences between asand which.(PPT6---10)88课型 TaskLearning objectives:By the end of this lesson, students will be able to1. find the information they want to know in a long passage;2. learn how to take notes while listening;3. learn how to use correct punctuation to make their writing clear and easy to read. Focus of the lesson:1. finding information as quickly as possible2. notes-taking by reading and listeningPredicted learning difficulties:1. take notes while listening2. write an e-mail of encouragement99Learning aids:1. PPT2. tape and tape recorderLearning procedures:课型 Project1010Learning objectives:By the end of this period, students will be able to:1. learn how to keep fit and feel better;2. make a booklet about how healthy the students are. Focus of the lesson:1. the way to keep healthy and fit2. designing of a bookletPredicted learning difficulties:designing of a bookletLearning aids:1. PPT2. blackboardLearning procedures:。
牛津高中英语模块一Unit3教(学)案
Period 1 Welcome to the unitTeaching aims:1.Enable the students to describe people’s current situations2.Train the students’ speaking ability by expressing their opinions on looking good andfeeling goodTeaching important & difficult points1. Enable the students to express opinions about how to look good and feel good.2. Enable the students to tell different ways about how to both look good and feel good. Teaching methodsCooperative learning, task-based learningTeaching aidsA computer and a projector.Teaching proceduresStep 1 Brainstorming1.Greeting2. Let the students enjoy some pictures about some beauties and some handsome youngmen.. Then activate students' imagination by asking the following questions:T: Everybody likes beauties, so let’s enjoy some pictures.Are the girls beautiful?Will you fall in love with them when you first see them?Are the young men very handsome? Are they very famous?Where can you find them?Do you want to be as beautiful and attractive as them?3.Ask Ss to say something about some unpleasant pictures and answer:Do they look good and feel good? Why?Step 2 Further discussion1.Ask Ss to discuss two questions:1). Do you think looking good is as important as feeling good? Why?2). What makes one look better and feel better?2.Get the Ss look at some pictures and give the answersStep 3 conclusionAfter the discussion is finished, the teacher sums up the balance of how to look good and feel good.How can we both look good and feel good?1) Confident2) Healthy Physically3) Healthy mentally4) Exercise regularly5) Healthy dietStep 4 AdviceAsk the Ss to work in groups to discuss the advice about how to keep fit.The teacher give some suggested measures for the students to stay healthy:●Don’t eat junk food. Try and eat a healthy diet.●Don’t go to bed too late. Make sure you get sufficient sleep.●Get regular exercise.●Go to see the doctor if you’re not feeling well.●Don’t spend too much time using computers or watching TV, as it is bad for youreyes.Step 5 Homework1.Find more information about how to keep fit.2 . Write a passage about “health and beauty” or “healthy eating and exercise”.Teaching Post-description:________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ __________________________________________________________________Periods 2-5 ReadingTeaching aims:1.Enable the students to learn about the three letters2.Train the students’ reading ability(skimming, detailed reading, consolidation)Teaching important and difficult points:1.Get the main points about the three emails.2.Enable the students to identify the main topic of each email and understand sentenceswith “however” and “but”.Teaching methods:Cooperative learning, task-based learningTeaching Aids:1. A tape recorder.2. A multimedia.Teaching procedures:Step 1 Lead-in1.Greetings2.Ask Ss to talk about the pictures and answerDo they look good and feel good?Then show some pictures including some fat personsStudents may laughT: Do you feel it’s interesting? Why?S: In the picture, there’re women models. Women models means they have goodfigures. But there’s a fat man among themT: What kind of person do you like better, the fat or the slim.?3. Ask the students to look at the picture about a fat man being treated by a doctor and ask: What is he trying to do?Step 2 Pre-reading1 Discuss about this question:If you are the person who is a little over-weight, how would you lose weight? Please discuss with your partner.Suggested answersGoing on a dietExercising in a gymReceiving surgical treatmentTaking weight-loss pills2. Talk about the ways to lose weight and discuss which methods they prefer, including the advantages and disadvantages. Finally fill in the form.3.PredictionLook at the title and predict what will be talked about in the text(Who, , what, how, why, the results…)Step 3 Reading1.Fast readingRead the text fast and answer the three questions on page 42. and the meaning of the title “Dying to be thin……”1) The first is that Amy wanted to be thin very much.2) The second is that Amy was going to die because she had taken some weight-losspills.2.Careful reading1)True or false2)Multiple choices on page 44 C13)Discuss the main point of each letter and the whole passageStep 4 Further DiscussionAsk the Ss to work in groups to discuss the following questions.1.What lessons has Amy learnt from her experience?2.What kinds of advice would you give to Amy?Step 5 Reading strategy1. Explain the differences in meaning between the sentences with “however” and “but”.2.find out in the text the sentences using “however” and “but”.Step 6 language points(1) I used to go to the gym three times a week, but I don’t work out any more.used to do sth. be/get used to sth./ doing sth. use sth. to do sth. be used to do sth. 区别和用法It used to be thought that the Earth was flat, but now everyone knows it is round.Dr Ma used to work in a children’s hospital in Nanjing, usedn’t /didn’t he?I never got used to going to bed so late.Computers are used to do a lot of work in many companies.(2) I used to go to the gym three times a week, but I don’t work out any more.Many famous actors keep fit by working out in the gym every day.The room smelled wonderful but they could not work out where the smell was from. (3) I’m trying to lose weight because I’m so ashamed of my body.be ashamed of sb./sth./doing.../ be ashamed to do.../ be ashamed that…(4) Since I’m preparing to act in a new TV play, I’m taking weight-loss pills called Fat-less, which are quite popular among young women here.Since you have a three-day holiday, why not go to the countryside to enjoy the quiet life there?(5) They contain a harmful chemical that caused my liver to fail. contain / include区别和用法To keep fit, we should always avoid food containing too much fat.The price includes the postage charges.My pet dog has caused me a lot of trouble. What caused him to fall off his horse?Step 7 Homework1.Read the text again to get a better understanding.2.Finish Part A1, A2 on page 94.3.Recite the new words and phrases of Reading4.Preview the Word Power .Teaching Post-description:________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________Periods 6-7 Word powerTeaching aims:1. Learn and master the new words about sports2. Enlarge the knowledge about sportImportant and difficult points:1. Talk about sports to learn new words2. Remember some new names of sportsTeaching methods:1.Individual work2.Pair or group discussionparisonsTeaching aids:A blackboard and Multimedia.Teaching procedures:Step 1 GreetingsStep 2 Brainstorming1.Are there any school clubs in your school? Have you ever joined one?2. Are you interested in sports clubs? Are you planning to join one?Step 3 PracticePart A1.Read the diary by Zhou Ling and summarize the types of sports she mentioned2. Talk about which school clubs Zhou Ling can join and list some of the reasons. Discussion1.Are you interested in sports? What’s your favorite?2. Can you name some types of sports you know?Part B1.Look at the following pictures and describe the sports2. Decide which sports in the pictures you would like to play.Words focusFill in the blanks with the names of sports1. ___________ is a game which is usually played in the us by 2 teams of 9 people. Each player tries to hit the ball and then around in the field.2. Sang Lan is a happy girl, even after she got hurt seriously in a ___________ competition.3. The first gold medal that China won in the Olympics is in Men’s ___________.4. _________ is a sport in which people play on lakes which have a thick layer of ice.5. You will be attracted by the traditional music and ________ in Tibet or in Yun’nan Province.6. Wushu, which is a Chinese _________, is trying to get into the Olympics.7. In _________, people will compete in three different sports, usually swimming, cycling and running.8. When doing ________, you will not only enjoy the beautiful music, but also strengthen theheart and lungs.9. ________ is a sport in which the athletes run 42,195 meters.10. When playing _________, you kick a ball and there are 10 other people in your team.11. Wang Liqin is one of the best __________ players in the world.12. In a game, there are 6 players in each team. They try to pat a ball over a net. It is a_____ game.13. Tiger Woods is one of the best _______ players in the world. He is from the US.14. Michael Jordan, O’neal and Yao Ming are _________ players.15. Tian Liang and Guo Jingjing won gold medals for _________ in the 10th National Games. Key: 1. baseball, 2.gymnastics, 3.shooting, 4.skating, 5.folk dance,6.martial art,7.triathlon,8.aerobics,9.marathon, 10.football,11.table tennis, 12.volleyball, 13.golf 14.basketball, 15.divingPart C1.Read and complete the e-mail to Amy.2.What are the advantages of the sportsaccording to Zhou Ling?Part D1. Look at the pictures above again and talk about whether the sports are playedindoors or outdoors.2. Fill in the columns on page 47.Step 4 Topics for discussionWork in groupsgroup 1: What can we benefit from sports?group 2: Say something about your favorite sport.group 3: Look at the body movements and guess the names of the sports.group 4: Talk about some indoor sportsStep 5 Homework1.Try to find more names of sports.2.Do exercises on P100 in your workbook.3.Talk about different kinds of indoor and outdoor sports.Teaching Post-description:________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________Periods 8-11 Grammar and usageThe Attributive Clause (3)Teaching aims:1. Master the usage of non-restrictive Attributive Clause.2. Practice about all kinds of Attributive Clause.Teaching important and difficult points:1. Non-restrictive Attributive Clause.2. The usage of “which” and “that” in Attributive Clause.3. Some special usage of “that” in Attributive Clause.Teaching methods:1.Presentation and team work.2.Practice.parison.Teaching aids:A blackboard and Multimedia.Teaching procedures:Step 1 Revision and lead in1.Ask the students to recall what they’ve learned about the attributive clauses2.Ask them practice finishing some sentences using attributive clauses3.Conclusion of what has been learnt about the attributive clauses4.make a comparison to introduce the non- restrictive attributive clausesStep 2 work on the non- restrictive attributive clauses1. Ask the Ss to find out the restrictive and non- restrictive attributive clauses inthe text.2. tell the differences between the two kinds of attributive clauses by giving examplesand making conclusions3. Ask them to summarize what has been learnt and practice using the non- restrictiveattributive clauses4. The important points of attributive clauses1) non- restrictive attributive clauses led by “as” and “which”2) non- restrictive attributive clauses led by “some/ any of which/ whom…”5.practice (correction, multiple choices, comparison)Step 3 Homework1.Go over the restrictive and non-restrictive attributive clauses.2. Finish the exercises of Part A and B on p48-49 in your textbook3. Finish Part C1 on P96 in your workbook.Step 4 work on question tags1.ask questions and lead in2.discuss what question tags are3.discuss the situations in which question tags are used according to examples4.practice finding out the question tags in the text and explain them5.ask questions about the types and formations of question tags6.give examples and conclude the formation of question tags7.tips on how to use the question tags8.practice timeStep 5 Language pointsExplanation and practice1)consider2)affect/ effect/ effort/ offer3)recognize/ realizeStep 6 practice and consolidation of the grammar pointsStep 7 Homework1.Go over the question tags.2. Finish Part A and B on P51 in your textbook as well as Part C2 on P96 in yourworkbook.3. Preview Task.Teaching Post-description:________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ __________________________________________________________________Periods 12-14 TaskTask skills building 1: asking for and giving adviceTeaching aims:1. Practise students’ language skills of listening, reading, speaking and writing2. Help students to learn 2 skills of finding informationTeaching important points:1.Find and underline the main ideas2.Find and circle the key wordsTeaching methods:1.Listening-and-answering activities to help students practice asking for and givingadvice2.Individual, pair or group practiceTeaching aids:A blackboard and Multimedia.Teaching procedures:Step 1 Introduce two skills of finding information:(1) Read the questions carefully before you begin.(2) Skim the passage, and look for main points and key words.Step 2 Practise(1) Find the main ideas and key words in a passage:Main idea: I think too many people take weight-loss pills without really knowing that they can damage their health.Key words: cause liver failure; worried about her figure;health is priceless; eat properly(2) Read two pictures about “Better Body Gym”, and find the main points and key words.(3) Passage understandingSome questions about the above two pictures;1.Membership fee:__________________2.Number of gyms in the city:1.____2.____3.____3.What do you get for free?__________________________________________4. How big is each gym?5.Can you get advice from a personal trainer?Yes______ No______6. How can you find out more?____________________Step 3 Practise listening1.One in Jinshan Road; one near the King Hotel2.No3.Provide with your ID number4.NoStep 4 Practise writing1. Complete a letter to your friend. Explain why you think he should join the gym by using the given information .2. Write a letter to recommend a gym to a friendStep 5 Homework1. Find information about a club.2. Invite your friend to join it.Teaching Post-description:________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________Periods 15-16 ProjectTeaching aims:1. Get the Ss to focus on note-taking skills by studying and practising.2. Encourage the Ss to use abbr, key words and symbols in taking notes.3. Make a booklet about health.Teaching Important and difficult points:1. Use abbreviations & contractions.2. Write down the key words.3. Use symbols4. Use punctuations5. Interviewing classmates about exercise and taking notes6. Present a report about health to the whole class.Teaching methods:Task-based learning and cooperative learningTeaching aids:A blackboard and Multimedia.Teaching procedures:Step 1 Lead-inT shows two pictures, one is Nicole Kidman, and the other is Victoria Beckham. Ask the Ss whether they know them? What do they think about them? Do they think they’re beautiful? What is beauty in their eyes?Step 2 Skimming(1) Try to get the main idea of each paragraph.(2) Try to get the general idea of the whole passage.Step 3 Introducing the projectMake a booklet about how healthy the students in our school.Step 4 The procedures of doing the project(1)Planning:Get into groups(3)Clear assignmentsDecide which group your group will survey.(2)preparing:Make a questionnaire.Give out and collect the questionnaires.Record and analyze the statistics.Write the report.(3) Producing:a. You can make a questionnaire based on the following points: How many; How often; Have you; How much; Do youA sample questionnaire is provided as a reference as well.b. Remember to talk to the teacher to get enough time to give out and collect your Questionnaire.c. Record and analyze statistics and remember to compare your figures with the numbers and percentages the reading article provides.d. Report should include the following parts:the class, grade;how many Ss answered the Qs;comparison(3)presenting:Present the reports to the classStep 5 Lead-inT shows Ss the rules of how to present.1. Report should include the following parts:the class, grade;how many Ss answered the Qs;comparison2. Each group member should report on part of the results.Step 6 PresentationT values which group did a better job, and also invites the Ss to talk about which they like best, and why.Step 7 How to make a bookletA booklet will include…•cover•contents•reports•appendixStep 8 Language pointsT introduces some language points in the article to Ss.(1) Word focuslife-styleregularcountcontrolconcentrate(2)words to be learned from old wordsenergy, skip(3)phrases to be noticedalong within the long terma good amount of sleepas a matter of factin no timeStep 9 homework1. Make a booklet2. Unit Revision: The ninth period.Teaching Post-description:________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ___________________________________________________________________。
英语译林牛津版必修1Unit3讲与练学案(1--1)(答案).docx
英语译林牛津版必修lUnit3讲与练学案（1-1）（答案）Unit 3 Looking good，feeling good■果】前E预习导学KEQIANYUXIDAOXUE0（总导航：：：：：：：：：：：：：：：：：句式1 .have done2・no matter what引导让步状语从句3.the way to do sth.4.get done5.keep的复合结构6.so引导的部分倒装句语法1.非限制性定语从句2.反意疑问句写作Write an e-mail encouraging a friend考点work out（2011 江西,35） failurc（2011 全国I , 34）现在完成时态（2011湖南,30； 2011陕西，12等）定语从句（2011北京，26等）反意疑问句（2011重庆，28； 2011上海，30）while（2011 北京，29） the way to do...（2011 ±海,40）€5❸导读：：：：：：：：：：：：：：：：阅读下面关于青少年健康的短文，试着完成下列问题。
Does what I do really affect my health?Very much so.All of the major causes of death—ancer, heart disease, stroke, lung disease and injury—an be prevented by things you do.Don't smoke or use tobacco.Using tobacco is one of the most dangerous things you can do.One out of every 6 deaths in the United States can be blamed on smoking.More preventable illnesses arc caused by tobacco than by anything else.Limit how much alcohol you drink.This means no more than 2 drinks a day for men, and 1 drink a day for women.One drink is a can of beer（12 ounces）, a 4-ounce glass of wine or a jigger（1 ounce）of liquor.Too much alcohol can damage the liver and contribute to some cancers, such as throat and liver cancer.Alcohol also contributes to deaths from car wrecks, murders and suicides.Eat right.Heart disease, some cancers, stroke, diabetes and damage to your artcries（zjj脉）can be linked to what you cat.Fiber, fruits and vegetables can help reduce your risk of somecanccrs.Calcium helps build strong bones.Questions ：1 • What do you think is the best title for the passage?2. Which of the tips do you think is the most important? Why? 诱思探究Can you think of anything else you can do to keep your health?答案：1. Healthy Living ： What You Can Do to Keep Your Health(Tips on How to Keep Your Health)2. The answer varies.诱思探究：The answer varies.1 .词汇拓展1. 惭愧的，羞愧的一＞ n.惭愧— Q 血令人羞愧的2. dd/••精力充沛的， 充满活力的- n.精力，活力3.兀复原，恢复健康 W.重新获得，恢复一＞ /?.康复 4.n.衰退，衰竭； 失败；故障， 失灵一＞ 惋.失败；衰退 5.n.治疗；待遇； 处理一＞ 皿对待；治疗 6.adj.令人疼痛的， 痛苦的T -n.疼痛； 痛苦 7. ad/•.有吸引力的， 有魅力的- W.吸引8.纽〃.尴尬的，不好意思的，难为情的- 皿使尴尬-尬的一＞ ___ n.尴尬；难堪 9. _____ n.效杲，作用；影响-＞ ______ 影响；（病毒）感染—＞ ____ 有效的10. _____ n.成就-＞ ______W.収得成功；实现11.刃如.包括t 以.包括t adj.包括在内的 12.札器材；设备一＞ W.装备 13.悲伤一＞ 悲伤的 14.n.安慰；舒适一＞ aQj.舒适的 15.adj.无用的；无效的一＞ W.使用一＞ adj.有用的 16. ad 以大约一＞ adj.人约的17-%.适当地— d/.适当的18. _____ 如/•平静的；和平的一＞ ___ n.平静；安宁19. _____ W.&M 集屮(注意力、思想等)；全神贯注一＞ _____ n 专注20. _____ n.丧失，丢失，损失一＞ ______ 丢失；损失【参考答案】I 」.ashamed ； shame ： shameful 2.energetic ； energy 3.recover ； recovery4.failure ； fail5.treatment ； treat6.painful ； pain7.attractive ； attract8.embarrassed ； embarrass ； embarrassing ； embarrassment9.effect ； affect ； effective 10.achicvcmcnt ；achieve 11.including ； include ； included 12.equipment ； equip 13.sadness ； sad fort ； comfortable 15• useless ； use ； usefill 16.approximately ； approximate17- properly ； proper lS.peacefiil ； peace 19.concentrate ； concentration 20」oss ； lose II .短语互译1.___________ 锻炼2.___________ 节食3.___________ 强身健体4.___________ 充分利用5.___________ 从长远角度看6.___________ 集中于7.___________ 事实上；其实8.in order to __________9.have no effect on ____________10.cause damage to ____________【参考答案】Il.l.workout 2.go on a diet 3.get into shape4. make the most of5.in the long tenn6.concentrate on7.as a matter of fact &为了9 .对……没冇效果10.对……造成伤害III•重点句型1.___________ 7 kilograms in the last two months.在过去的两个刀里我已经减掉了7公斤。
牛津高中英语模块一Unit Three教案
Unit 3 Looking good, feeling goodPeriod 1Welcome to the UnitTeaching aims:(1) Make students pay attention to their health, and how to keep healthy.(2) Get the Ss to improve oral English by talking about the pictures.Important points & difficult points:(1) Students are expected to express their own opinions by comparing the importance of beauty and health.(2) Encourage students to speak freely.Procedure:Step 1 Lead-in(1) Look at pictures about some famous people, and think of the question “Is a person’s ability judged by their appearance?”(2) Some questions about yourself:•Do you think appearance plays an important part in your life?•Which do you think is more important, looking good or feeling good?Step 2 Talk about the pictures“Wow! I think this blouse will make me look slimmer.”“This is really difficult but I feel so strong.”“You must get enough sleep to stay healthy.”“Eating more fruit makes me feel better.”Step 3 Discussion:Choose one picture and have a free talk.(1) Who is the person? (2) The reason why he/she does so as the picture shows (3) Give some details about the picture(An example：Jane is a high school student and she is extremely happy, because she has been admitted to university. Tonight her parents will hold a party to celebrate her success and achievements. All their friends and relatives are invited to share her happiness. However, now she is at a loss about the clothes she is going to wear tonight. She is confident about everything except her weight. She always worries about being too fat. At this moment, she has spent at least half an hour selecting clothes without success.)Step4 Talk about questions on P41(1) Do you think we can change our appearance by wearing different clothes?(2) Which do you think is more important, eating well or doing exercises?(3) What do you do to keep yourself looking good and feeling good?(1) Preview the reading text.(2) Choose one picture on P41, and write down the details about it.Period 2Reading(1)Teaching aims:(1) Encourage the Ss to grasp the main topics of the three letters written by two good friends---Amy’s problems, how she dealt with it and Zhou Ling’s concerns and advice to Amy.(2) Stimulate the Ss’ interest in learning English by talking about their own opinionswhen itcomes to the topic “To be beautiful or to be healthy ”.Important points & difficult points:(1)Find the main points in the three letters and express them.(2)Understanding the text.Procedure:Step 1 Lead-in(1) Some people are overweight, some are a little fat, and some are slim. Find whypeople are fat.(2) Discuss ways of losing weight.a)going on a diet b) exercising in the gymc) receiving surgical treatment d) taking weight-loss pills(3) Talk about the advantages, disadvantages & examples of the ways of losing ways. Step 2 Reading comprehension(1) General questions: (1st reading)Where does Amy come from?What kind of pills did Amy take?What caused Amy’s liver to fall?(3)Ex C1 Choose the best answers. (2nd reading)Questions: 1-6Step 3 Further readingrdStep 4 Develop reading ability through usage(1) Ex E Complete the letter based on the text.Step 5 Consolidation and Expansion (Choose one of the following.)(1) Suppose you are Amy’s best friend. What advice or suggestions would you give to Amy?(2) Do you think pictures of film stars and models cause young people to worry about their looks? Why or why not?(3) What do you think is the best way to keep healthy? Why?Step 6 HomeworkRead the whole text (1) to know what Amy had to stay slim and how she recovered.(2) to learn some language usagesPeriod 3Reading(2)Teaching aims:(1)Encourage the Ss to raise reading ability by focusing on language points.(2)Get the Ss to grasp the new language usage in the text by learning them. Important points & difficult points:Language usage:(1) used to do sth be/get used to sth/ doing sth use sth to do sth be used to do sth(2) touching; exciting; moving; disappointing, inte resting… (arouse the feeling…)touched; excited; moved; disappointed, interesting… (be made to feel…) Procedure:Step 1 RevisionCheck the language usage in the text(1) words & phrases (2) Non-restrictive attributive clauses (3) ‘however/but’(4) Question tagsStep 2 Language points (Learn and use)(1) I used to go to the gym three times a week, but I don’t work out any more.used to do sth be/get used to sth/ doing sth use sth to do sth be used to do sth 区别和用法It used to be thought that the Earth was flat, but now everyone knows it is round.Dr Ma used to work in a children’s hospital in Nanjing, usedn’t /didn’t he?I never got used to going to bed so late.Computers are used to do a lot of work in many companies.(2) I used to go to the gym three times a week, but I don’t work out any more.Many famous actors keep fit by working out in the gym every day.The room smelled wonderful but they could not work out where the smell was from.(3) I’m trying to lose weight because I’m so ashamed of my body.be ashamed of sb./sth./doing.../ be ashamed to do.../ be ashamed that…(4) Since I’m preparing to act in a new TV play, I’m taking weight-loss pills called Fat-less, which are quite popular among young women here.Since you have a three-day holiday, why not go to the countryside to enjoy the quiet life there?(5) They contain a harmful chemical that caused my liver to fail. contain / include 区别和用法To keep fit, we should always avoid food containing too much fat.The price includes the postage charges.My pet dog has caused me a lot of trouble. What caused him to fall off his horse?(6)This is really a touching story-a stranger who donated part of his liver to a girl he doesn’t even know!The son and his parents are parting at the station with tears in their eyes. What a touching scene!touching; exciting; moving; disappointing, interesting… (arouse the feeling…) touched; excited; moved; disappointed, interesting… (be made to feel…) The excited children were opening their Christmas presents. (excite)She was deeply moved when she watched the moving film. (move)Step 3 ConsolidationRead the text and find the sentences containing the language usages we have just learned.Step4 Homework(1) A1/A2(P102) (2) B1/B2(P103) (3) Learn the new words by heart.Period 4Word powerTeaching aims:(1). Learn and master the new words about sports(2). Enlarge the knowledge about sportImportant points & difficult points:(1). Talk about sports to learn new words(2). Remember some new names of sportsProcedure:Step 1 Lead-inTalk about the 10th National Sports in Nanjing:(1) What have Nanjing people done for the 10th National Sports ?(2) What can I do for this sports meeting?(3) How many kinds of sports can you name ?Free talk about yourself.(1) Of all kinds of sports, which do you like most?(2) Are there any school clubs in your school? Have you ever joined one? If not, are you planning to join one?Step 2 Read and speak(1) Part A on page 46(2) Find all the names of clubsStep 3 Further studyTalk about expressions of the pictures about sports:badminton tennis boxing fencingweightlifting squash shooting volleyballbasketball football aerobics triathlonStep 4 Read and understand(1) Complete the exercise of Part C on page 47.(2) Some questions for you :1) What suggestions does Zhou Ling give to Amy?2) Zhou Ling gives specific advice to Amy about the exercise she can do after the operation: Firstly, if Amy wants to get strong and have some fun with friends,_________________.If Amy just wants to build her strength up by herself, Zhou Ling advises her to__________________.If Amy only wants to have some fun and exercise with some of her friends, she can try_________________.(3) Types of sports Part D (P47)Do you know which are indoor sports and which are outdoor sports? Think more! boxing beach volleyball fencinggymnastics skiing baseball…Step 5. Homework(1) Learn all the new words by heart.(2) Make sure you know how to use it.Period 5Grammar and usage(1)Teaching aims:(1) Master the usage of non-restrictive Attributive Clause.(2) Practice about all kinds of Attributive Clause.Important points & difficult points:(1) Non-restrictive Attributive Clause.(2) The usage of “which” and “that” in Attributive Clause.(3) Some special usage of “that” in Attributive Clause.Procedure:Step 1 Lead-in(1) T shows a picture of Brad Pitt. T gives 3 blanks to be filled in using information from the picture involving restrictive Attributive Clauses(2) T shows another picture of Zhang bozhi. T gives 2 blanks to be filled in using information from the picture involving non-restrictive Attributive Clause.(3) Ask Ss to find out the differences between these sentences.That is,Comma;The Non-restrictive Attributive Clause can be left out;We can’t use “that” in this kind of sentence;We can’t miss the relative words, either.Step 2 Initial knowledge of Non-restrictive Attributive ClauseFind out the Non-restrictive Attributive Clause on page 42-43 (Reading).Step 3 Non-restrictive Attributive Clauses(1) T gives Ss some more examples and tells Ss that we can use “which” to refer to the whole main clause, and we can’t use “that”. Some exercises are available as well;(2) T gives Ss some more examples and tells Ss that we can use most/ all/ some/ both/ part + of + whom/ which to express a complete or partial quantity. Some exercises are available as well;(3) More exercises.Step 4 Further study of the Attributive Clauses“That” must be used in Attributive Clause in the following cases:(1). the antecedent is all, few, little, much, something, nothing, anything, none, one, etc.(2). The antecedent is modified by all, any, every, each, few, little, no, some, etc.(3).The antecedent is modified by an ordinal or superlative(4). The antecedent is modified by only, very, last, etc.(5). The antecedent refers to people and things.(6). A sentence begins with who or which.(7).A relative pronoun functions as predicative.More examples are available in each part.More exercises are available as well.Step 5 Summary and homeworkA brief summary of the usage of Attributive ClausesComplete the exercises on page 48-49.Period 6Grammar and usage(2)Teaching aims:(1) Master the usage of non-restrictive Attributive Clause.(2) Review the usage of all kinds of Attributive Clause.(3) Review the usage of intonation, and learn how to read question tags.(4) Learn and master the form of question tags.Important points & difficult points:Some special forms of the question tags.Procedure:Step 1 Lead-inT shows a picture, and tells a story of “shmily”. A old couple keep playing the “shmily” hide and seek game. They write “shmily” on a piece of paper, and hide it in their house. Sometimes, they hide it under a cup, sometimes they hide it under a book. And the meaning of “shmily” is ‘see how much I love you’.T: Do you say “I love you” to your parents? And how do you say it?S: …T: Do your parents say “I love you” to you? If they are too shy to say “I love you” to you, you can ask them, “You love me, don’t you?”and remember, in a rising intonation. When we expect the other person to agree with us, the question tad has a falling intonation.Step 2 Question tagsT introduces the definition of question tags and the basic usage of question tag.(1) We use a negative question tag at the end of a positive statement; we use a positive question tag at the end of a negative statement;(2) Words like neither, none, nobody, nothing, few, little, never, hardly or seldom are considered negative;(3) We use a personal pron. like I, we, you, he, she, it or they in a question tag.(4) We use an auxiliary verb, model verb or be in a question tag.(5) After an imperative clause, we use will you. After Let’s, we use shall we.Some exercises are available as well.Step 3 Language pointsT asks Ss to read out the answers and T introduces the important language points as well.(1). considera.考虑consider sth./doing sth.b. consider 认为+that clause/ sb. to bec.consider as 认为……是……(2). be skinny= be very thin(3). lift weights(4). side effect(5). achievement(6). take the risk(7). read your postStep 4HomeworkP51, A, B; P104, C1, C2Period 7Task(1)Teaching aims:(1) Practise students’ language skills of listening, reading, speaking and writing(2) Help students to learn 2 skills of finding informationImportant points & difficult points:(1) Find and underline the main ideas(2) Find and circle the key wordsProcedure:Step 1 Introduce two skills of finding information:(1) Read the questions carefully before you begin.(2) Skim the passage, and look for main points and key words.Step 2 Practise(1) Find the main ideas and key words in a passage:Main idea: I think too many people take weight-loss pills without really knowing that they can damage their health.Key words: cause liver failure; worried about her figure;health is priceless; eat properly(2) Read two pictures about “Better Body Gym”, and find the main points and key words.(3) Passage understandingSome questions about the above two pictures;1.Membership fee:__________________2.Number of gyms in the city:1.____2.____3.____3.What do you get for free?__________________________________________4. How big is each gym?5.Can you get advice from a personal trainer?Yes______ No______6. How can you find out more?____________________Step 3 Practise listening1.One in Jinshan Road; one near the King Hotel2.No3.Provide with your ID number4.NoStep 4 Practise writing(1) Complete a letter to your friend. Explain why you think he should join the gym by using the given information .(2) Write a letter to recommend a gym to a friendStep 5 Homework(1) Find information about a club.(2) Invite your friend to join it.Period 8Task(2)Teaching aims:(1) Get the Ss to focus on note-taking skills by studying and practising.(2) Encourage the Ss to use abbr, key words and symbols in taking notes.Important points & difficult points:(1) Use abbreviations & contractions. (2) Write down the key words. (3) Use symbols(4) Use punctuations (5) Interviewing classmates about exercise and taking notes Procedure:Step 1 Lead-inGuess the meanings:Mon Tues Wed Thur Fri Sat Sun Jan Feb Mar Apr May Jun Jul Aug Sept Oct Nov Dec mor afn min sec hr ﹥﹤↑↓ A Q ABC BA circamara SOHO contd Art FestStep 2 Note-taking1 use abbreviations & contractions:PRC NO. Dept e.g. SH1 I’D shan’t won’t mfr Art Fest 2 Write down the key words.(1)Model: Gym can be expensive = Gym memberships can sometimes be very expensive.(2) Practice: Let’s try.3 Use symbols(1) Model: By swimming regularly, jogging, drinking lots of water and gettingplenty of sleep, I can be healthier. swimming + jogging + water + sleep →healthier(2) Practice: Let’s try.Step 3 Listening practice:1 The number seven bus is not on time. No. 7 bus isn’t on time.2 Our department is increasing the number of teachers.Our dept is↑the no. ofteachers.3 I’d like to see the manufacturer.I’d like to see the mfr.4 Senior High 1 has a bigger class than Senior High 2.SH1 has a ﹥class thanSH2.5 The People’s Republic of China was founded in 1949.PRC was founded in1949.Step 4 Interviewing classmates about exercise(1) Listen to the speaker and take notes about the equipment available in the gym.(1)Do you know these punctuation marks? , . ? ! : ; ‘ ’ ’ -—(2) Practice: Let’s try:Step 6 ConsolidationWrite an e-mail to your friend recommending Better Body Gym.Step 7 HomeworkExx D1 & D2Period 9Project(1)Teaching aims:(1)Get the Ss to know about proper health and fitness so that they can take care ofthemselves.(2) Improve the students’ ability of making a survey and making a questionnaire. Important points & difficult points:(1) Read the passage about health.(2) Make a survey about health.(3) Complete a report about health.Procedure:Step 1 Lead-inT shows two pictures, one is Nicole Kidman, and the other is Victoria Beckham. Ask the Ss whether they know them? What do they think about them? Do they think they’re beautiful? What is beauty in their eyes?Step 2 Skimming(1) Try to get the main idea of each paragraph.(2) Try to get the general idea of the whole passage.Step 3 Introducing the projectMake a booklet about how healthy the students in our school.Step 4 The procedures of doing the project(1)Planning:Get into groups(4-6)Clear assignmentsDecide which group your group will survey.(2)preparing:Make a questionnaire.Give out and collect the questionnaires.Record and analyze the statistics.Write the report.(3) Producing:a. You can make a questionnaire based on the following points: How many; How often; Have you; How much; Do youA sample questionnaire is provided as a reference as well.b. Remember to talk to the teacher to get enough time to give out and collect your Questionnaire.c. Record and analyze statistics and remember to compare your figures with the numbers and percentages the reading article provides.d.Report should include the following parts:the class, grade;how many Ss answered the Qs;comparison(3)presenting:Present the reports to the classStep 5 HomeworkComplete the projectPeriod 10Project(2)Teaching aims:(1) Improve the students’ ability and provide practice.(2) Make a booklet about health.(3) Master the usage of some useful words and expressions.Important points & difficult points:(1) Present a report about health to the whole class.(2) Make a booklet about health.Procedure:Step 1 Lead-inT shows Ss the rules of how to present.1. Report should include the following parts:the class, grade;how many Ss answered the Qs;comparison2. Each group member should report on part of the results.Step 2 PresentationT values which group did a better job, and also invites the Ss to talk about which they like best, and why.Step 3 How to make a bookletA booklet will include…•cover•contents•reports•appendixStep 4 Language pointsT introduces some language points in the article to Ss.(1) Word focuslife-styleregularcountcontrolconcentrate(2)words to be learned from old wordsenergy, skip(3)phrases to be noticedalong within the long terma good amount of sleepas a matter of factin no timeStep 5 homeworkMake a bookletPeriod 11&12ExercisesTeaching objectives:1.To develop listening ability through “Listening” on page 1082.To consolidate the use of words in B1 & B2 on page 103 Teaching procedures:I. Listening practice on page 108II. Checking out B1 & B2 on page 103III. Reading practice on page 106&107IV. Writing practice on page 109 (optional)分析讲解《课课练》：三课时。
高级英语第一册Unit 3 文章结构+课文讲解+课文翻译+课后练习+答案
Unit 3 Ships in the DesertShips in the DesertShips in the DesertAL Gore--------------------------------------------------------------------------------I was standing in the sun on the hot steel deck of a fishing ship capable of processing a fifty-ton catch on a good day. But it wasn' t a good day. We were anchored in what used to be the most productive fishing site in all of central Asia, but as I looked out over the bow , the prospects of a good catch looked bleak. Where there should have been gentle blue-green waves lapping against the side of the ship, there was nothing but hot dry sand – as far as I could see in all directions. The other ships of the fleet were also at rest in the sand, scattered in the dunes that stretched all the way to the horizon . Ten year s ago the Aral was the fourth-largest inland sea in the world, comparable to the largest of North America's Great Lakes. Now it is disappearing because the water that used to feed it has been diverted in anill-considered irrigation scheme to grow cotton In the user t. The new shoreline was almost forty kilometers across the sand from where the fishing fleet was now permanently docked. Meanwhile, in the nearby town of Muynak the people were still canning fish – brought not from the Aral Sea but shipped by rail through Siberia from the Pacific Ocean, more than a thousand miles away.My search for the underlying causes of the environmental crisis has led me to travel around the world to examine and study many of these images of destruction. At the very bottom of the earth, high in the Trans-Antarctic Mountains, with the sun glaring at midnight through a hole in the sky, I stood in the unbelievable coldness and talked with a scientist in the late tall of 1988 about the tunnel he was digging through time. Slipping his parka back to reveal a badly burned face that was cracked and peeling, he pointed to the annual layers of ice in a core sample dug from the glacier on which we were standing. He moved his finger back in time to the ice of two decades ago. "Here's where the U. S Congress passed the Clean Air Act, ” he said. At the bottom of the world, two continents away from Washington, D. C., even a small reduction in one country's emissions had changed the amount of pollution found in the remotest end least accessible place on earth.But the most significant change thus far in the earth' s atmosphere is the one that began with the industrial r evolution early in the last century and has picked up speed ever since. Industry meant coal, and later oil, and we began to burn lots of it – bringing rising levels of carbon dioxide (CO2) , with its ability to trap more heat in the atmosphere and slowly warm the earth. Fewer than a hundred yards from the South Pole, upwind from the ice runway where the ski plane lands and keeps its engines running to prevent the metal parts from freeze-locking together, scientists monitor the air sever al times ever y day to chart the course of that inexorable change. During my visit, I watched one scientist draw the results of that day'smeasurements, pushing the end of a steep line still higher on the graph. He told me how easy it is – there at the end of the earth – to see that this enormous change in the global atmosphere is still picking up speed.Two and a half years later I slept under the midnight sun at the other end of our planet, in a small tent pitched on a twelve-toot-thick slab of ice floating in the frigid Arctic Ocean. After a hearty breakfast, my companions and I traveled by snowmobiles a few miles farther north to a rendezvous point where the ice was thinner – only three and a half feet thick – and a nuclear submarine hovered in the water below. After it crashed through the ice, took on its new passengers, and resubmerged, I talked with scientists who were trying to measure more accurately the thickness of the polar ice cap, which many believe is thinning as a re-suit of global warming. I had just negotiated an agreement between ice scientists and the U. S. Navy to secure the re-lease of previously top secret data from submarine sonar tracks, data that could help them learn what is happening to the north polar cap. Now, I wanted to see the pole it-self, and some eight hours after we met the submarine, we were crashing through that ice, surfacing, and then I was standing in an eerily beautiful snowcape, windswept and sparkling white, with the horizon defined by little hummocks, or "pressure ridges " of ice that are pushed up like tiny mountain ranges when separate sheets collide. But here too, CD, levels are rising just as rapidly, and ultimately temperature will rise with them – indeed, global warming is expected to push temperatures up much more rapidly in the polar regions than in the rest of the world. As the polar air warms, the ice her e will thin; and since the polar cap plays such a crucial role in the world's weather system, the consequences of a thinning cap could be disastrous.Considering such scenarios is not a purely speculative exercise. Six months after I returned from the North Pole, a team of scientists reported dramatic changes in the pattern of ice distribution in the Arctic, and a second team reported a still controversialclaim (which a variety of data now suggest) that, over all, the north polar cap has thinned by 2 per cent in just the last decade. Moreover, scientists established several years ago that in many land areas north of the Arctic Circle, the spring snowmelt now comes earlier every year, and deep in the tundra below, the temperature e of the earth is steadily rising.As it happens, some of the most disturbing images of environmental destruction can be found exactly halfway between the North and South poles – precisely at the equator in Brazil – where billowing clouds of smoke regularly black-en the sky above the immense but now threatened Amazon rain forest. Acre by acre, the rain forest is being burned to create fast pasture for fast-food beef; as I learned when I went there in early 1989, the fires are set earlier and earlier in the dry season now, with more than one Tennessee's worth of rain forest being slashed and burned each year. According to our guide, the biologist Tom Lovejoy, there are more different species of birds in each square mile of the Amazon than exist in all of North America – which means we are silencing thousands of songs we have never even heard.But one doesn't have to travel around the world to wit-ness humankind's assault on the earth. Images that signal the distress of our global environment arenow commonly seen almost anywhere. On some nights, in high northern latitudes, the sky itself offers another ghostly image that signals the loss of ecological balance now in progress. If the sky is clear after sunset -- and it you are watching from a place where pollution hasn't blotted out the night sky altogether -- you can sometimes see a strange kind of cloud high in the sky. This "noctilucent cloud" occasionally appears when the earth is first cloaked in the evening dark-ness; shimmering above us with a translucent whiteness, these clouds seem quite unnatural. And they should: noctilucent clouds have begun to appear more often because of a huge buildup of methane gas in the atmosphere. (Also called natural gas, methane is released from landfills , from coal mines and rice paddies, from billions of termites that swarm through the freshly cut forestland, from the burning of biomass and from a variety of other human activities. ) Even though noctilucent clouds were sometimes seen in the past., all this extra methane carries more water vapor into the upper atmosphere, where it condenses at much higher altitudes to form more clouds that the sun's rays still strike long after sunset has brought the beginning of night to the surface far beneath them.What should we feel toward these ghosts in the sky? Simple wonder or the mix of emotions we feel at the zoo? Perhaps we should feel awe for our own power: just as men "ear tusks from elephants’ heads in such quantity as to threaten the beast with extinction, we are ripping matter from its place in the earth in such volume as to upset the balance between daylight and darkness. In the process, we are once again adding to the threat of global warming, be-cause methane has been one of the fastest-growing green-house gases, and is third only to carbon dioxide and water vapor in total volume, changing the chemistry of the upper atmosphere. But, without even considering that threat, shouldn't it startle us that we have now put these clouds in the evening sky which glisten with a spectral light? Or have our eyes adjusted so completely to the bright lights of civilization that we can't see these clouds for what they are – a physical manifestation of the violent collision between human civilization and the earth?Even though it is sometimes hard to see their meaning, we have by now all witnessed surprising experiences that signal the damage from our assault on the environment --whether it's the new frequency of days when the temperature exceeds 100 degrees, the new speed with which the -un burns our skin, or the new constancy of public debate over what to do with growing mountains of waste. But our response to these signals is puzzling. Why haven't we launched a massive effort to save our environment? To come at the question another way' Why do some images startle us into immediate action and focus our attention or ways to respond effectively? And why do other images, though sometimes equally dramatic, produce instead a Kin. of paralysis, focusing our attention not on ways to respond but rather on some convenient, less painful distraction?Still, there are so many distressing images of environ-mental destruction that sometimes it seems impossible to know how to absorb or comprehend them. Before considering the threats themselves, it may be helpful to classify them and thus begin to organize our thoughts and feelings so that we may be able to respondappropriately.A useful system comes from the military, which frequently places a conflict in one of three different categories, according to the theater in which it takes place. There are "local" skirmishes, "regional" battles, and "strategic" conflicts. This third category is reserved for struggles that can threaten a nation's survival and must be under stood in a global context. Environmental threats can be considered in the same way. For example, most instances of water pollution, air pollution, and illegal waste dumping are essentially local in nature. Problems like acid rain, the contamination ofunder-ground aquifers, and large oil spills are fundamentally regional. In both of these categories, there may be so many similar instances of particular local and regional problems occurring simultaneously all over the world that the patter n appears to be global, but the problems themselves are still not truly strategic because the operation of- the global environment is not affected and the survival of civilization is not at stake.However, a new class of environmental problems does affect the global ecological system, and these threats are fundamentally strategic. The 600 percent increase in the amount of chlorine in the atmosphere during the last forty years has taken place not just in those countries producing the chlorofluorocarbons responsible but in the air above every country, above Antarctica, above the North Pole and the Pacific Ocean – all the way from the surface of the earth to the top of the sky. The increased levels of chlorine disrupt the global process by which the earth regulates the amount of ultraviolet radiation from the sun that is allowed through the atmosphere to the surface; and it we let chlorine levels continue to increase, the radiation levels will al-so increase – to the point that all animal and plant life will face a new threat to their survival.Global warming is also a strategic threat. The concentration of carbon dioxide and other heat-absorbing molecules has increased by almost 25 per cent since World War II, posing a worldwide threat to the earth's ability to regulate the amount of heat from the sun retained in the atmosphere. This increase in heat seriously threatens the global climate equilibrium that determines the pattern of winds, rainfall, surface temperatures, ocean currents, and sea level. These in turn determine the distribution of vegetative and animal life on land and sea and have a great effect on the location and pattern of human societies.In other words, the entire relationship between humankind and the earth has been transformed because our civilization is suddenly capable of affecting the entire global environment, not just a particular area. All of us know that human civilization has usually had a large impact on the environment; to mention just one example, there is evidence that even in prehistoric times, vast areas were sometimes intentionally burned by people in their search for food. And in our own time we have reshaped a large part of the earth's surface with concrete in our cities and carefully tended rice paddies, pastures, wheat fields, and other croplands in the countryside. But these changes, while sometimes appearing to be pervasive , have, until recently, been relatively trivial factors in the global ecological sys-tem. Indeed, until our lifetime, it was always safe to assume that nothing we did or could do would haveany lasting effect on the global environment. But it is precisely that assumption which must now be discarded so that we can think strategically about our new relationship to the environment.Human civilization is now the dominant cause of change in the global environment. Yet we resist this truth and find it hard to imagine that our effect on the earth must now be measured by the same yardstick used to calculate the strength of the moon's pull on the oceans or the force of the wind against the mountains. And it we are now capable of changing something so basic as the relationship between the earth and the sun, surely we must acknowledge a new responsibility to use that power wisely and with appropriate restraint. So far, however, We seem oblivious of the fragility of the earth's natural systems.This century has witnessed dramatic changes in two key factors that define the physical reality of our relation-ship to the earth: a sudden and startling surge in human population, with the addition of one China's worth of people every ten years, and a sudden acceleration of the scientific and technological revolution, which has allowed an almost unimaginable magnification of our power to affect the world around us by burning, cutting, digging, moving, and trans-forming the physical matter that makes up the earth. The surge in population is both a cause of the changed relationship and one of the clearest illustrations of how startling the change has been, especially when viewed in a historical context. From the emergence of modern humans 200 000 years ago until Julius Caesar's time, fewer than 250 million people walked on the face of the earth. When Christopher Columbus set sail for the New World 1500 years later, there were approximately 500 million people on earth. By the time Thomas Jefferson wrote the Declaration of Independence in 1776, the number had doubled again, to 1 billion. By midway through this century, at the end of World War II, the number had risen to just above 2 billion people. In other words, from the beginning of humanity's appearance on earth to 1945, it took more than ten thousand generations to reach a world population of 2 billion people. Now, in the course of one human lifetime -- mine -- the world population will increase from 2 to more than 9 million, and it is already more than halfway there.Like the population explosion, the scientific and technological revolution began to pick up speed slowly during the eighteenth century. And this ongoing revolution has also suddenly accelerated exponentially. For example, it is now an axiom in many fields of science that more new and important discoveries have taken place in the last ten years that. in the entire previous history of science. While no single discover y has had the kind of effect on our relationship to the earth that unclear weapons have had on our relationship to warfare, it is nevertheless true that taken together, they have completely transformed our cumulative ability to exploit the earth for sustenance -- making the consequences, of unrestrained exploitation every bit as unthinkable as the consequences of unrestrained nuclear war.Now that our relationship to the earth has changed so utterly, we have to see that change and understand its implications. Our challenge is to recognize that the startling images of environmental destruction now occurring all over the world have much more in common than their ability to shock and awaken us. They aresymptoms of an underlying problem broader in scope and more serious than any we have ever faced. Global warming, ozone depletion, the loss of living species, deforestation -- they all have a common cause: the new relationship between human civilization and the earth's natural balance. There are actually two aspects to this challenge. The first is to realize that our power to harm the earth can in-deed have global and even permanent effects. The second is to realize that the only way to understand our new role as a co-architect of nature is to see ourselves as part of a complex system that does not operate according to the same simple rules of cause and effect we are used to. The problem is not our effect on the environment so much as our relationship with the environment. As a result, any solution to the problem will require a careful assessment of that relationship as well as the complex interrelationship among factors within civilization and between them and the major natural components of the earth's ecological system.There is only one precedent for this kind of challenge to our thinking, and again it is military. The invention of nuclear weapons and the subsequent development by the Unit-ed States and the Soviet Union of many thousands of strategic nuclear weapons forced a slow and painful recognition that the new power thus acquired forever changed not only the relationship between the two superpowers but also the relationship of humankind to the institution at war-fare itself. The consequences of all-out war between nations armed with nuclear weapons suddenly included the possibility of the destruction of both nations – completely and simultaneously. That sobering realization led to a careful reassessment of every aspect of our mutual relationship to the prospect of such a war. As early as 1946 one strategist concluded that strategic bombing with missiles "may well tear away the veil of illusion that has so long obscured the reality of the change in warfare – from a fight to a process of destruction.”Nevertheless, during the earlier stages of the nuclear arms race, each of the superpower s assumed that its actions would have a simple and direct effect on the thinking of the other. For decades, each new advance in weaponry was deployed by one side for the purpose of inspiring fear in the other. But each such deployment led to an effort by the other to leapfrog the first one with a more advanced deployment of its own. Slowly, it has become apparent that the problem of the nuclear arms r ace is not primarily caused by technology. It is complicated by technology, true; but it arises out of the relationship between the superpowers and is based on an obsolete understanding of what war is all about.The eventual solution to the arms race will be found, not in a new deployment by one side or the other of some ultimate weapon or in a decision by either side to disarm unilaterally , but ratter in new understandings and in a mutual transformation of the relationship itself. This transformation will involve changes in the technology of weaponry and the denial of nuclear technology to rogue states. But the key changes will be in the way we think about the institution of war far e and about the relationship between states.The strategic nature of the threat now posed by human civilization to the global environment and the strategic nature of the threat to human civilization now posedby changes in the global environment present us with a similar set of challenges and false hopes. Some argue that a new ultimate technology, whether nuclear power or genetic engineering, will solve the problem. Others hold that only a drastic reduction of our reliance on technology can improve the conditions of life -- a simplistic notion at best. But the real solution will be found in reinventing and finally healing the relationship between civilization and the earth. This can only be accomplished by undertaking a careful reassessment of all the factors that led to the relatively recent dramatic change in the relationship. The transformation of the way we relate to the earth will of course involve new technologies, but the key changes will involve new ways of thinking about the relationship itself.--------------------------------------------------------------------------------NOTESI) Al Gore: born in 1948 in Washington D. C., U. S. Senator (1984-1992) from the State of Tennessee,and U. S. Vice-President ( l 992-) under President Bill Clinton. He is the author of the book Earth in the Balance from which this piece is taken. 2) Aral Sea: inland sea and the world’s fourth largest lake, c. 26 000 sqmiles, SW Kazakhstan and NW Uzbekhstan, E of the Caspian Sea3) Great Lakes: group of five freshwater lakes, Central North America, between the United States and Canada, largest body of fresh water in the world. From west to east, they are Lake Superior,Lake Michigan,Lake Huron, Lake Erie, and Lake Ontario.4) Trans-Antarctic Mountains: mountain chain stretching across Antarctica from Victoria I and to Coats I and; separating the E Antarctic and W Antarctic subcontinents5) Clean Air Act: one of the oldest environmental laws of the U. S., as well as the most far-reaching, the costliest, and the most controversial. It was passed in 1970.6) Washington D. C.: capital of the United States. D. C. (District of Columbia).is added to distinguish it from the State of Washington and 3 other cities in the U. S bearing the sonic name.7) freeze-locking: the metal parts are frozen solid and unable to move freely8)midnight sun: phenomenon in which the sun remains visible in the sky for 24 hours or longer, occurring only in the polar regions9)global warming; The earth is getting warmer. The temperature of the earth's atmosphere and its surface is steadily rising.10) Submarine sonar tracks: the term sonar is an acronym for sound navigation ranging. It is used for communication between submerged submarines or between a submarine and a surface vessel, for locating mines and underwater hazards to navigation, and also as a fathometer, or depth finder.11) greenhouse (effect): process whereby heat is trapped at the surface of the earth by the atmosphere. An increase of man-made pollutants in the atmosphere will lead to a long-term warming of the earth's climate.12) Julius Caesar: (102? B. C -- 44 B. C:. ), Roman statesman and general13) Christopher Columbus: ( 1451-1506), discoverer of America, born Genoa, Italy14) Thomas Jefferson: (17-13-1826 ), 3d President of the UnitedStates(1801-1809), author of the Declaration of Independence.15) Declaration of Independence: full and formal declaration adopted July 4,1776, by representatives of the thirteen colonies in North America announcing the separation of those colonies from Great Britain and making them into the United States16)Ozone depletion: A layer of ozone in the stratosphere prevents most ultraviolet and other high-energy radiation, which is harmful to life, from penetrating to the earth's surface.Some.environmental, scientists fear that certain man-made pollutants, e.g. nitric oxide, CFCs(Chlorofluorocarbons), etc., may interfere with the delicate balance of reactions that maintains the ozone’ s concentration, possibly leading to a drastic depletion of stratospheric ozone. This is now happening in the stratosphere above the polarShips in the Desert 课文讲解/Detailed StudyShips in the Desert--------------------------------------------------------------------------------Detailed Study1. Ships in the Desert [image-7]: Ships anchored in the desert. This is aneye-catching title and it gives an image that people hardly see. When readers read the title, they can’t help wondering why and how.Paragraph 1. typical example of environmental destruction[image-7]2. capable of processing a fifty-ton catch on a good day: having the ability of cleaning and preparing for marketing or canning fifty-tons of fish on a productive day.catch: the amount of something caught; in the sentence it refers to the amount of fish caught e.g. The boat brought back a big catch of fish.3. but as I looked out over the bow, the prospects of a good catch looked bleak:a good catch did not look promising / hopeful.This is obviously an understatement because with sand all around there was no chance of catching fish, to say nothing of catching a lot of fish.bow[audio-1] : the front part of a shipant. sterncompare: bow[audio-2]: v. & n. to bend the upper part of the body forward, as away of showing respect, admitting defeat, etc.bow [audio-3]: n. a weapon for shooting arrowa long thin piece of wood with a tight string fastened along it, used for playing musical instruments that have stringsa knot formed by doubling a string or cord into two curved pieces, and used for decoration in the hair, in tying shoes, etcbleak: a) If a situation is bleak, it is bad, and seems unlikely to improve.e.g. His future looked bleak.bleak prospect; the bleakness of the post war yearsb) If a place is bleak, it looks cold, bare, and unattractivee.g. the bleak coastlinec) When the weather is bleak, it is cold, dull, and unpleasante.g. the bleak wintersd) If someone looks or sounds bleak, they seem depressed, hopeless, or unfriendlye.g. his bleak featuresbleakly adv.e.g. He stared bleakly ahead.“What,” he asked bleakly, “are these?”4. waves lapping against the side of the ship: waves touching the side of the ship gently and makes a soft sound lap can also be used as a noun.e.g. Your lap is the flat area formed by your thighs when you are sitting down. Her youngest child was asleep in her lap.He placed the baby on the woman’s lap.In a race, when you say that a competitor has completed a lap when he or she has gone round the course race.5. as far as I could see in all direction: that extended as far as the eye could see;6. that stretched all the way to the horizon: that extended to the far off place where the sky meet the earth7. comparable: something that is comparable to something else is a) as good as/ as big as/ as important as the other thing; b) similar to the other thinge.g. This dinner is comparable to the best French cooking.Our house is not comparable with yours. Ours is just a small hut while yours is a palace.8. Now it is disappearing because the water that used to feed it has been diverted in an ill-considered irrigation scheme to grow cotton in the dessert: Now it is becoming smaller and smaller because the water that used to flow into the sea has been turned away to irrigate the land created in the desert to grow cotton. The。
英语译林牛津版必修1Unit3讲与练学案(1--2)(答案).docx
英语译林牛津版必修lUnit3讲与练学案（1・・2）（答案）K ETA NGIIEZUOTA NJIlJSection I Welcome to the unit & Reading靱谢感知：：：：：：：：：：：：：：：：：I •阅读Dying to be thin...,选择正确答案。
1.Fat-Less is a kind of ______ ・A・ medicine B・ food C・ fruit D. vegetables2.Why does Amy decide to take weight-loss pills?A.She is overweight. B• She is having problems.C. Her clothes do not fit.D. She wants to become slimmer.3.Which of the following is TRUE according to the second e-mail?A. Amy often goes to the gym・B • Amy exercises for at least an hour every day.C.Amy eats lots of fruit and vegetables.D.Amy is still ashamed of her figure・4.Which of the following CANNOT describe Zhou Ling's feelings after she reads Amy's e-mails?A. Sorry. B・ Ashamed. C. Regretful・ D. Glad.5.We can infer from the text that _______ .A.Amy's experience is exactly like that of some people in ChinaB.Amy will value her health more than beforeC・ Someone saved Amy's life by giving her half of his liverD・ Amy will stop taking weight-loss pills and begin to take exercise againII .根据文章内容完成下列表格。
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牛津高中英语模块一Unit 3讲解与练习知识重点与学习难点一、重要单词：stay(系动词：保持), slim, figure, weight, ashamed, recover, failure, contain, chemical, seldom, damage, attractive, touching, embarrassed, pressure, overweight, diet, properly, skinny, consider, fit(强健的), pill, appearance, especially, amazed, archery, squash, aerobics(有氧运动), triathlon(铁人三项), category, partial(部分的), response, purpose, confirmation, actually, recognize.二、重点词组：work out锻炼、训练, go on diets/a diet实行节食, in secret私自, side effect副作用, put on weight体重增加, lose weight减肥, be ashamed of对….感到羞耻, an exact match for和….完全匹配的…，follow one’s advice听从某人的建议, sound fun听起来象是件有趣的事, team sport团队运动, build up增强, regret doing sth后悔做了某事, risk doing sth冒做某事的风险.三、【语法术语】non-restrictive attributive clause非限制性定语从句, question tag反意疑问句, positive statement肯定的陈述句, negative statement否定的陈述句, personal pronoun人称代词, auxiliary verb助动词, model verb情态动词, imperative clause 祈使句.【难点讲解】1. What do you do to keep yourself looking good and feeling good？你是怎样保持自己良好的外在形象和健康的身体状况的？询问别人怎样做某事的可以用“how do you…..?”也可以用“what do you do to….?”。
例如：How did you make the baby stop crying?What did you do to make the baby stop crying?Keep yourself looking good and feeling good是一个“动＋宾语+补语”结构，现在分词短语looking good and feeling good作宾补。
2. Dying to be thin….这是个双关语，既可以理解成“差一点为瘦身而死”，也可以理解为“迫切希望瘦身”。
课文主人公Amy因为急切希望保持苗条的身材服用了一种减肥药造成肝功能衰竭，差点丢了性命。
用这个双关语作课文的标题非常巧妙。
Dying 的本意是“快要死去的，而dying to do/be+adj或dying for+n则表示“迫切希望…..”。
例如：He is dying to see his homeland again.I’m dying for a drink of rum.She is dying for a chance to be back on the stage.3. I know the pressure to stay slim is a problem, especially for an actress.我知道保持苗条的压力是一个，对于一位女演员来说更是如此。
4. I’m taking weight-loss pills called Fat-Less, which are quite popular among young women here.我在服用一种叫“”的减肥药，这种药在年轻女性中很流行。
medicine 泛指药物，尤指内服药，表示“治疗…的药”时后面跟介词for: themedicine for cold。
Pill药片、药丸, ,表示“治疗…的药”时前面加定语：sleeping pills 。
drug药剂、麻醉药、毒品，drug(s) 表示“治疗…的药”时和for/to treat连用。
5. She says health is priceless, and I agree, but then I look so slim at the moment.她说健康是无价的，我同意她的说法，但是我现在看起来非常苗条。
后缀less加在名词之后表示“没有、缺乏”例如：hopeless, helpless, careless, homeless.注意，priceless和worthless, valueless的意思不同。
Price指价格，加less 表示“无法估价的”；worth, value指价值，加less则表示“没有价值的。
Then和but连用，起到增强语气的作用。
6. They contain a harmful chemical that caused my liver to fail.那些药里含有一种有害的化学成分，导致我肝功能衰竭。
7. I think you look great as you are.我认为你现在这样保持自然本色看起来就很棒。
As you are是状语从句意思是“以你本来的面目”As作连词的用法较复杂，可以表示“当….时候、因为、既然、相比、虽然，按照…做、象…一样、当做，还可以用来指代上文中提到的事情以避免重复。
其中作“虽然、用来指代上文中提到的事情”两种用法比较特殊，请看例句：Alone as he is, he does not feel lonely.Try as you would, you could not make him change his mind.Harry is unusually tall, as are his brothers.8. Remember to take it slowly at first and you will build your strength up quickly.记住刚开始锻炼时要慢些，你的体力很快就会增强。
Take 在这里意思是“从事…活动”it 指代sport/exercise。
Build up增强、增加，名词build-up,例如：The build-up of Japanese forces makes the neighboring countries very uneasy.9. Some sports are usually done indoors, while others are done outdoors.一些体育活动通常是在室内进行的，另一些则是在室外。
Indoor、outdoor是形容词，只能作定语使用; indoors/outdoors是副词，作地点状语。
例如：It is an indoor sport.We can play the game indoors.【语法】一、非限制性定语从句1) 定语从句有限制性和非限制性两种。
限制性定语从句是先行词不可缺少的部分，去掉它主句意思往往不明确；非限制性定语从句是先行词的附加说明，去掉了也不会影响主句的意思，它与主句之间通常用逗号分开，例如：This is the house which we bought last month.这是我们上个月买的那幢房子。
（限制性）The house, which we bought last month, is very nice.这幢房子很漂亮，是我们上个月买的。
（非限制性）2) 当先行词是专有名词或物主代词和指示代词所修饰时，其后的定语从句通常是非限制性的，例如：Charles Smith, who was my former teacher, retired last year. 查理•史密斯去年退休了，他曾经是我的老师。
My house, which I bought last year, has got a lovely garden.我去年买的的那幢房子带着个漂亮的花园。
This novel, which I have read three times, is very touching. 这本小说很动人，我已经读了三遍。
3) 非限制性定语从句还能将整个主句作为先行词, 对其进行修饰, 这时从句谓语动词要用第三人称单数，例如：He seems not to have grasped what I meant, which greatly upsets me. 他似乎没抓住我的意思，这使我心烦。
Liquid water changes to vapor, which is called evaporation. 液态水变为蒸汽，这就叫做蒸发。
说明：关系代词that和关系副词why不能引导非限制性定语从句。
二、反意疑问句：（1）反意疑问句是由陈述句以及其后面的简略疑问句构成，前一部分为陈述句，后一部分由助动词或情态动词+ 主语(人称代词)构成，可表示真实的疑问。
也可以表示说话者的某种倾向，强调或反问It’s raining , isn’t it?(2) 反意疑问句的前半部分陈述句是肯定的，则疑问部分为否定形式；反意疑问句的前半部分陈述句中若为否定，则疑问部分为肯定形式。
(3) 前半部分陈述句含有hardly, never, seldom, few, little等词时，疑问部分为肯定形式。
We hardly know each other, do we?There is little left for us to do, there is?(4) 反意疑问句的前半部分陈述句中若使用了助动词，情态动词或be 动词，后半部分先重复这些动词，然后+ not +主语，构成简略句You can read this , can’t you?She should have a rest , shouldn’t she?(5) 如果反意疑问句前半部分肯定句中谓语动词是实意动词，后半部分一般由didn’t / doesn’t 和didn’t + 主语构成We need some salad too , don’t we?He looks like his father , doesn’t he?(6) 祈使句后面的反意疑问句是will you/shall we?Let’s stop quarreling and get down to business, shall we?Come over to my house, will you?【同步练习】一、单项选择1.Jane could hardly be called beautiful, ____________?A. couldn’t sheB. couldn’t JaneC. wasn’t sheD. could she2.Is this factory _____ you visited the other day?A. whichB. whereC. to whichD. the one3.You will have some spare time _____ you can learn French athome.A. thatB. whichC. at whichD. during which4. We ought to make friends with such people _____ are kind and hard working.A. whoB. asC. thatD. whom5.I was so surprised that he returned home much earlier _____ was expected.A. asB. thanC. whichD. /6.He must be from Africa, _____ can be seen from his skin.A. whichB. thatC. whereD. as7.China is the birth place of kites, _____ kite flying spread to Japan, Korea, Thailand and India.A. from whereB. whichC. whereD. as8.That is the girl _____ father we have just been speaking.A. of whoseB. of whomC. whoseD. who9. Mayor will make an inspection of our school on Monday, _____ you can tell him how hard the situation we are in.A. whereB. whichC. whenD. that10. We often think of the happiest days _____ we spent together on the islandA. whenB. whichC. thatD. during which二、用下列单词的适当形式填空：figure, weight, shame, recover, fail, contain, chemical, embarrassed, pressure, properly, skin, consider, appear1． She is on a diet to keep her ___________.2． Everyone could see his __________ when he was caught stealing food from the frige.3． Susan is not the _______ little girl she used to be.4． You should be ________ of such behavior.5． _______ is a subject that is learnt in the lab.6． The UN has sent 9 __________ of relief supply to the earthquake area.7． It is very ___________ of you to bring me such a useful gift.8． Nowadays young people will do anything to improve their ___________9． This kind of dress is not very _______ for the wedding.10. Mr. Lee’s ________ was a painful and slow one.11.His carelessness has resulted in another __________.12._________ as he is, he can’t keep his h and form chocolate.13. Reporters tried to _______ him for more information.三、完形填空With the long days of summer 1 and kids heading back to school, it seems that exercise should become easier to do instead of harder. But, for many parents, that isn't the 2 as schedules get crowed with activities, the sun goes down earlier and the stress of daily life sets in. Many people find 3 vowing(发誓) to start exercising at some later time when things calm down but, here's something you already know--life doesn't usually work that way.4 of waiting for the 'right' time, why not start now? Getting exercise firmly established makes it easier for it to5 a priority（要优先做的事）for you. Trying to fit it into a crazy schedule later is hard to do and can result6 stress, guilt and thicker waistlines（腰围）. Staying fit takes a little work, but it's worth it in the long 7.Any parent knows that planning and preparation can make a difference in how smoothly things go. Giving exercise that same kind of effort can help you make it happen.• Plan out your weekly calendar of work, family and other responsibilities.• Look for times you can squeeze in some exercise. 8 you only find 10 minutes here or there, that's 10 minutes you'll be moving instead of sitting.• Plan what you'll do and what you'll need to do it--e.g., if you're going to the gym you'll need to have your gym bag ready and snacks/meals ready to go. Prepare as much as you can beforehand for smoother workouts.• Look for creative ways to be active. One person who jogs around the soccer field at her son's practices. There’s another who rides bikes with his daughter every morning before school. Integrating(结合)exercise with other activities is one way to stay 9 and still keep up with responsibilities.• Set up a basic home gym. Even if you prefer a health club, having some basic equipment 10 as well as a few quality workout videos means you're always ready for a workout. Think resistance tubes or bands, an exercise ball and some dumbbells. 1．A. out B. go C. gone D. done2. A condition B. case C. example D. reason3. A. us B. them C. theirs D. themselves4. A. Despite B. Approved C. Aware D. Instead5. A. remain B. keep C. stay D. get6. A. in B. from C. of D. over7. A. time B. term C. run D. period8. A. Even if B. As if C. As though D. Now that9. A. well B. health C. fit D. happy10.A.prepared B. available C. access D. responsible【参考答案】一、D A AC B, DAACC二、1.figure 2. embarrassment 3. skinny 4. ashamed 5. Chemistry 6. containers 7. considerate 8.appearances 9. proper 10. recovery 11. failure 12. overweighed 13. press三、CBDDA, ACACB知识点总结一般过去时表示过去某个时间里发生的动作或状态；过去习惯性、经常性的动作、行为；过去主语所具备的能力和性格。