NSEFC2B Unit 19 全单元教案3(人教版高二英语下册教案教学设计)

NSEFC2B Unit 19 全单元教案3(人教版高二英语下册教案教学设计)（共4篇）

NSEFC2B Unit 19 全单元教案3(人教版高二英语下册教案教学设计) 篇1

Teaching Aims:

1.Review some new words appearing in the last period.

2.Review the use of “It”.

Teaching Important Points:

1.Review the words used as a noun or a verb appearing in the reading passage and learn to complete sentences with their correct form…

2.Master the use of “It”.

Teaching Difficult Point:

The usage of “it” used in the subject position to stand for an infinitive or a clause,especially in the following sentence structure:

It is said/believed/reported/thought/known…that…

Teaching Methods:

1.Revision to help the students consolidate the words learnt in the last period.

2.Practise to help the students review the use of “It”.

3.Pair work or individual work to make every student work in class.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Revision

T:In the last period,we read a passage about the King of Stonehenge.Have you remembered anything about it?Who can retell the text briefly?

S1:Let me try.On May 3,,archaeologists found a grave of a man in England.Buried with him were some tools…

T:Very good.Thank you for your performance.

Step Ⅲ Word Study

T:In the reading passage we’ve learnt,there are some words which mean the same as the definitions I’ll give you.Now,listen to me carefully and then find the words and read them out.One student,one word.Is that clear?

Ss:Yes.

T:OK.Let’s begin.No 1:the ruler of an empire,higher than a king.

S2:Emperor.

T:Yes.No 2:the clothes that people wear.

S3:Clothing.

T:Good.No 3:a long stick with a sharp point,used as a weapon.

S4:Arrow.

T:No.Think it over.

S5:Knife.

T:Yes.Let’s go on.It means a deep round bowl used for cooking.Which word is it?

S6:I think the word is “pot”,isn’t it?

T:Yes.No 5:a thin weapon that you shoot with a bow.

S7:Arrow.

T:Right.The last one:the amount of space between two places.

S8:The word should be “distance”.

T:Very good.Now,please look at the screen.These words can be used as a noun or a verb.Can you say their meanings in Chinese?(Teacher shows the screen and let the students speak together.Meanwhile,give answers on the screen.)

T：Now,let’s do an exercise.Open your books at Page 77.Look at Ex.2 in Word Study.Complete the sentences with their correct form and change them into Chinese.I’ll give you a few minutes to prepare.After that,I’ll ask some students to do them.

T:OK.Time is up.Have you finished?

Ss:Yes.

T:Well.The first one.Any volunteer?

S9:The first blank should be filled in “date” used as a noun,while the second should be filled in “dates” used as a verb.Its Chinese meaning is:日期是5月3日，考古学家在英格兰发现了一个男人的坟墓，此墓的历史可追溯到公元前大约23。

T：Very good.The second one?

S:…

Suggested answers:

1.dress;dressed

她喜欢黑颜色的裙子。她总是穿着黑色的衣服。

3.found;find

去年，考古学家发现了一个男人的坟墓，最令人感到惊奇的发现物就是两只金耳环。

4.transported;transport

没有人知道这些巨大的石头是怎样经过这样的一段距离被运输过来的，有人说可能是外星人帮助了他们。

5.trade;traded

中西方国家之间的贸易有着悠久的历史。他们用珠宝和医药换取中国的茶叶和丝绸。

6.pins;pin

我正在寻找一些钉子。我想把这幅漂亮的画钉在墙上。

Step Ⅳ Grammar

(Teacher shows some sentences on the screen.)

T:Do the sentences A and B in each pair have the same meaning?

Ss:Yes.Both of the two sentences in each pair have the same meaning.

T:Are there any differences?Who’d like to try the first pair?

S10:The subject of Sentence A is an infinitive phrase,while that of Sentence B is “It”.In Sentence B,“It” is used in the subject position to stand for the infinitive phrase.The reason why the sentence is written like that is that we want to keep the balance of the sentence.Am I right?

T:Yes.you’re right.Sentence B is more usual in everyday English.The second pair,Li Ping,try please.

S11:In Sentence A,the subject is a that-clause,while the subject of Sentence B is “It”,which is used in the subject position to stand for a clause.

T:Very good.The sentence structure “It is+adj.+an infinitive/a clause”is very useful in learning English.(Teacher writes the sentence structure on the blackboard.)Can you make a sentence with the sentence structure?

S12:Let me try.It is dangerous to go out alone at night.

T:Good.Wang Wei,make a sentence with the structure.

S13：It is natural that a child should love its mother.

(Teacher writes the two sentences the students made on the blackboard.)

T:Well done.Now.let’s do an exercise.Turn to Page 78 and look at Ex.1 in Grammar.Rewrite the following sentences using “it”.Five minutes later,I’ll check your answers.

Suggested answers:

1.It is a great honour for me to be able to join in the archaeological research project.

2.Thanks to modern technology,it is possible to find out more facts about the man buried in the grave.

3.It is still unknown whether the man organised the construction of Stonehenge.

4.It is a mystery how early men constructed Stonehenge without the use of modern technology.

T:You all did very well.Now,please look at the screen.

(Teacher shows the following on the screen.)

In this pair,Sentence A and Sentence B have the same meaning.Sentence A includes a very useful sentence structure.Do you know what it is?

Ss:Yes.It is:It be+p.p.+that-clause.

(Teacher writes it on the blackboard.)

T:Look at the blackboard,please.Here “It”is also used in the subject position to stand for a clause,but it is different from what we reviewed just now.Is that so?

Ss:Yes.

T:The sentence pattern “It be+p.p.+that-clause”can often be changed into the sentence structure “People+vt.+that-clause”.The past participles used like that in the sentence structure are: reported, believed, thought, proven, known, hoped, suggested, etc.

(Teacher writes them on the blackboard.)

T:Are you clear about that?

Ss:Yes.

T:OK.Let’s do Ex.2 at Page 78.First do them by yourself,then check your answers with your partner.After a while,I’ll ask some of you to read out your sentences.

Suggested answers:

1.It was said that it was an important archaeological discovery.

2.It was reported that this man had been called the King of Stonehenge.

3.It is believed that the two gold earrings found on the man are the oldest gold ever found in Britain.

4.It is thought that European culture and techniques were brought to Britain through trade instead of war.

5.It has been proven that the copper knives came from Spain and Western France.

6.It is unknown to us how these huge stones were transported over a distance of 380 kilometres.

Step Ⅴ Consolidation

T:Now,please look at the screen.Translate the sentences into English using “it”.

1.据报道，数十名儿童在事故中死亡。

2.电脑有可能取代人的位置吗？

3.核对这些实验的结果是重要的。

4.处理这样的问题，对你来说是困难的。

5.独自一人去海里游泳是危险的。

6.众所周知，中国是一个文明古国。

Suggested answers:

1.It was reported that dozens of children died in the accident.

2.Is it possible that computers can take the place of human beings?

3.It is important that the experiment result should be checked.

4.It is difficult for you to deal with such a problem.

5.It is dangerous to go to swim in the sea alone.

6.It is well known that China is a country with an ancient civilization.

Step Ⅵ Summary and Homework

T:In this class,we’ve reviewed some new words appearing in the last period,especially some words used as noun or verb.We’ve also reviewed the use of “it”,which is used in the subject position to stand for an infinitive or a clause.After class,you need to do more exercises to consolidate what we’ve reviewed about the use of “it”.Besides,prepare for the next period.That’s all.See you tomorrow!

Ss:See you tomorrow!

Step Ⅶ The Design of the Writing on theBlackboard

Unit 20 Archaeology

The Third Period

Grammar:The use of “It”

Ⅰ.It is+adj.+an infinitive/a clause.

e.g.It is dangerous to go out alone at night.

It is natural that a child should love its mother.

Ⅱ.It be+玴.p.(said,reported,believed,thought,proved,known,hoped,suggested,etc.)+that-clause.

(=People say/report/believe/think…that-clause.)

Step Ⅷ Record after Teaching

NSEFC2B Unit 19 全单元教案3(人教版高二英语下册教案教学设计) 篇2

1. Uneasy lies the head that wears a crown.戴皇冠的人良心不安。

(1)此句是个全倒装句. uneasy译为“不安的”，是个表语形容词，当表语置于句首， 而谓语动词又是不及物动词时，倒装结构为“表语+助动词+主语”。 例如:

Present at the meeting were Professor White, Professor Smith and many other guests.出席会议的有怀特教授，史密斯教授和许多其他客人。

(2)lie在此的含义为“存在;在某种情况下”。故有词组lie in(在于) 如：

His success lies in his hard work.他的成功在于他勤奋的努力。

2. deny vt.否认;不承认, 拒绝 (常用搭配：deny doing， deny that …. )

I deny that the statement is true.我不承认这话是真的。

He denied attempting to murder his wife. 他否认企图谋杀妻子。

Speaking

3. What makes a play a masterpiece is that the ideas behind the play are about problems which are still important to people of different ages in modern times.一部戏剧成为杰作的关键在于，戏剧的主题思想所反映的问题对不同年龄段的现代人仍是重要的。

(1)masterpiece n. 杰作;名著 如：

Which masterpiece made Mark Twain famous? 马克吐温因哪部杰作而成名?

(2)此句是个复合句，它由三个从句组成：what所引导的是主语从句，that所引导的是表语从句，而which所引导的是一个定语从句修饰problems。

如: What you have done might do harm to those who are in their teens. 你所做的事可能对那些青少年有害。

(3)in modern times译为“在现代”，time作“时期、时代”讲时，是个可数名词，常用复数。 如:

in ancient times在古代

in the time(s) of the Stuarts在斯图亚特王朝治理时期

4. It sometimes happens that people are in a position where they can make an important decision about a person they hate.有时有这样的事发生，处在某个位置，这个位置可使他们对所恨的人做出重大的决定。

It (so) happens that从句表示“某事(如此)偶然发生”，其中It是形式主语，而that所引导的从句才是真正的主语。

It happened that he had left his keys in the office. 他碰巧把钥匙落在办公室了。

5. It is Shylock who must beg the Duke to save his life.夏洛克必须要乞求公爵来挽救他的生命。

(1)“It is/was+ 被强调部分+ that(指人可用who)从句”是强调句型的基本结构，它可以强调主语、宾语、状语。如：

Was it you that/who I saw last night at the concert? 昨天晚上我在音乐会上看见的是你吗?(强调宾语)

I’ve already forgotten where it was that you put the dictionary. 我已经忘记了你把字典放哪里了。(强调状语)

(2) beg(for) (sth.) (from/ of sb.)可译成“乞求;乞讨”。 如:

He was so poor that he had to beg (for) his bread. 他非常贫穷，所以不得不乞食。

beg (of) sb. to do sth.可译成“恳求某人做某事”。 如:

They begged us not to punish them.他们恳求我们不要处罚他们。

6. Despite the fact that nobody really likes Shylock, the Duck does not want to kill him.尽管没人真正喜欢夏洛克，公爵还是不想处死他。

despite(=in spite of)译为“不管”，“不顾”，后面只能接名词、代词，不能接句子。 如:

Despite (In spite of) all efforts he failed.他虽然做了各种努力，仍然失败了。

7. marry vt. & vi 结婚;娶;嫁(表示结婚的动作，它的完成时不能与for, since等表示一段时间的词连用。类似词还有：come, go, die, join, buy等;表示“结婚”的状态，与一段时间连用，要用be married) 如：

John is going to marry Jane.约翰要和简结婚。

They have been married for 10 years.他们已经结婚了。

Reading

8. mercy仁慈;怜悯 (常用搭配：have mercy on/upon sb./sth.(怜悯/宽恕某人/某物);show mercy to sb./ sth.(怜悯/宽恕某人/某物);at the mercy of sb./sth. (任由……摆布;在……的掌握中) 如：

They showed little mercy to their enemies.他们对仇敌毫无怜悯之意。

The ship was at the mercy of the waves.船在浪涛中随波漂流。

(2)[C]幸运;恩惠 如:

We must be thankful for small mercies.我们对小惠也应感激。

9. It’s useless trying to argue with Shylock.和夏洛克争论没用。

It is useless/no use/no good+ doing sth.是个主从复合句，其真正的主语是其后动词的v.-ing形式，译成“做某事没用/好处”。 如: It’s no use crying over spilt milk.(谚语)覆水难收，悔恨无益。

10. judge n.法官;评判员 vt. & vi. 审理;评判

如: the judges at a flower show花卉展览会的评判员

judge a case审理案件

注意：当judge用于非谓语作状语的情况时，要用judging(表示其他人判断)即组成词组judging from/ by “从……判断”。 如:

Judging by/from the number of copies sold, the book is a great success. 从销售量判断，这本书很成功。

11. Please be seated.请坐。

常用表示“请坐”的词组有：seat oneself; be seated, sit down; take one’s seat; take one’s place。其中seat可作及物动词或名词，意为“使……坐;容纳;座位”。sit为不及物动词。 如：

Our hall can seat 1,000 people.我们大厅能容纳1，000人。

He seated himself near the side of the river.他在河边坐了下来。

I found him seated (sitting) on the bench.我发现他坐在凳子上。

12. hope for sth 希望，盼望

After this dry weather people all hope for rain. 经过了这段干旱，人们普遍希望下雨。

13. envy vt.羡慕;嫉妒 (envy sb. sth. 羡慕/嫉妒某人某事)n.[U].嫉妒;羡慕 ，令人羡慕的东西 如：

I don’t envy him his bad-tempered wife. 我不羡慕他有个坏脾气的妻子。

He was filled with envy of me/at my success. 他十分羡慕我(我的成功)。

His splendid new car was the envy of all his friends. 他那部豪华的新车是他所有的朋友羡慕的东西。

14. accuse 控告;告发(常用搭配：accuse sb. of sth.)

The man accused her of theft.那个人控告她盗窃罪。

15. consequence n.(某事)后果;影响 (常用搭配：as a consequence) 如：

If you behave so foolishly you must be ready to take the consequences. 如果你这样愚昧下去，你必须准备自食其果。

Two hundred people lost their jobs as a consequence of the merger. 由于合并，200人失去了工作。

16.表示倍数的句型

以3倍为例：1) A is 3 times larger than B. 2) A is 3 times as large as B. 3) A is 3 times the size of B.

Asia is four times as large as Europe.亚洲是欧洲的四倍大。

This street is three times the length of that one. 这条街是那条街的三倍长。

The meeting room is three times bigger than our office.会议室是我们办公室的三倍大。

17. tear up (把某物)撕毁;取消(合同) Let’s tear it up.让我们把它撕了吧。

18. offer up: present献出;献上 如：offer up a sacrifice 奉献;牺牲;献祭

19. surgeon n. 外科医生; physician医生(尤指内科医生)

Grammar

20. on one condition意为“规定一个条件”。 如：I will let you go on one condition. 我让你去，但有个条件。

on condition (that)= provided that,条件是…… 如：

You can go swimming on condition (that) you don’t go too far from the river bank.你只有在不远离河岸的条件下才可以去游泳。

21. pay back(=repay)意为“偿还”，“报答”。 如：

He worked hard to pay back his debt.为了偿还他的贷款，他努力工作。

此外，由pay组成的其他常见词组还有;pay for付款;pay off全部还清;成功，奏效 等。

如： You must pay for what you eat and drink.你必须付你吃喝的费用。

After ten years of hard work, she eventually paid of all her debts. 经过10年艰苦的工作，她终于还清了所有的债务。

It really pays off to study abroad. 出国留学是值得的。

22. at sea表示“在茫茫大海上”，意指“离海岸很远”。

Several ships were lost at sea owing to the hurricane. 由于飓风，好几艘船在海上失踪。

23. He is young, but I never knew so young a body with so wise a head.他很年轻，但是，我过去从来不知道有这么年轻又如此聪明的人。

在一个带有形容词的名词词组中，不定冠词a/an通常放在形容词的前面。 如：a young lady一位年轻女士

但是，如果形容词前有as, so, too, how时a/an就该放在形容词后，其结构是：as/ too/ so/how+ adj. +a/an +n. 如: Did you notice that you had made so serious a mistake? 你注意到你已经犯了一个很严重的错误吗?

How wonderful a plan it would be!多好的一个计划啊!

Integrating skills

24. flesh与meat

(1)flesh n.[U]通常指人或动物身上的肉。meat指提供食用的兽类的肉(区别于鱼或禽类的肉)。

Tigers are flesh-eating animals.老虎是食肉动物。

I like meat while my sister likes fish.我喜欢肉，我姐姐喜欢鱼肉。

25. be worthy of “值得”，其后接褒义名词或动名词的被动语态。 如:

The question is worthy of consideration/ being considered.这个问题值得考虑。

此外，还有be worthy to do/ to be done结构。 如:

He is a man who is worthy to have a place in the team. 他是一个值得在该团体获得一个位置的人。

“be worth”也表示“值得做某事”，但其后只能接动名词的主动语态，代替被动意义。即be worth doing。 如：The book is well worth reading.这本书很值得读。

26. Shylock must promise to leave the money upon his death to his daughter and her husband.夏洛克必须许诺，他一死，就把钱留给他的女儿及女婿。

句中“upon one’s death”译为“某人一死/死后”，即on/upon+ doing/n.表示“一……就……”。 如：: On arriving in Beijing, I’ll telephone you. 一到北京，我就给你打电话。

知识拓展

1. agree to, agree with与agree on区别

(1)agree to意为“同意”，后面往往接计划、安排、建议、意见、条件之类的名词或动词原形，含愿意协助工作之意。如：Do you agree to this arrangement / proposal? 对于这个安排/建议你同意吗?

He didn’t agree to her taking up the job.他不同意她担任这项工作。

(2)agree with意为“与……(意见)一致”，后面一般接人，也可接意见，看法等。但不含协力合作之意，不用于被动。 如：I don’t agree with your idea.我不同意你的主意。

(3)agree on表示“就……取得一致意见”。 如：The two sides have agreed on the date of negotiations. 双方商定了谈判的日期。

2. immediately 作连词时的用法

Immediately可以做一个连词，意思是：“一……就…… ” 如：

We must act immediately.我们必须立刻行动。

You may leave immediately he comes.他一到来，你可以立即离开。

类似能引导时间状语从句的连词还有;the last time, each time, the first time, next time, the moment, instantly, the minute, the instant等。 如: You’ll be struck by her beauty the moment you see her. 你一见到她，就会被她的美丽而打动。

NSEFC2B Unit 19 全单元教案3(人教版高二英语下册教案教学设计) 篇3

1.To be, or not to be -that is the question.

生还是死--这是个问题。

这句话是莎士比亚的戏剧《哈姆雷特》中的一个名句。意为“To live or not to live-that is the question.对于这种名句名言类的，在平时写作中可以采用仿似的修辞手法，给人印象深刻。根据家喻户晓的成语或谚语，临时更换其中的某个部分，造成新的成语或谚语;或者根据古今名言警句，在保持其原句不变的情况下，更换其中部分词语，这种修辞方式叫仿似。

eg. To lie or not to lie-the doctor’s dilemma.

撒谎还是不撒谎--医生的难题。

To do it or not to do it is not the only question.

做还是不做这事不是唯一的问题。

2.Uneasy lies the head that wears a crown.

戴王冠的头是不能安于他的枕席的。

①本句表语uneasy放到句首，引起完全倒装，这主要是因为主语过长，为了句子平衡，我们常常把形容词放于句首。

eg. Gone are the days when we used “foreign oil”.

我们用“洋油”的时代过去了。

Present at the meeting were the scientists, who came from different countries.

出席会议的是科学家，他们来自不同国家。

②(lie在此用作系动词，表示“处于某种状态”，它的过去式和过去分词分别为lay, lain.)

eg. The machine lay idle all week.这机器整整一周没有开动。

The dust has lain undisturbed for years. 尘土积在那儿很多年了。

③wear表示“穿着”指状态，可以用进行时;宾语除衣服鞋帽外，还可以是首饰，服饰，发型等。

eg. He’s wearing a new coat. 他穿着一件新大衣。

Does your brother wear glasses?你的弟弟戴眼镜吗?

He wears his hair very short.他留着短发。

She wears a string of pearls around her neck.

她的脖子上戴着一串珍珠项链。

wear还可作“(面容等)显露，呈现;磨损，磨破”讲

eg. She wore an angry expression.她面带笑容。

I have worn my socks into holes.我的袜子已磨出洞来了。

3. “Romeo, Romeo, why are you Romeo? Deny your father, and refuse your name”

罗密欧，罗密欧，为什么你叫罗密欧?与你的父亲断绝关系，不要你这个名字了吧

deny(denied, denied, denying)作为及物动词，表示“否认，不承认;不给，不准;(正式)抛弃，背弃”讲。它后面可接名词，动名词和宾语从句。

eg. Can you deny the truth of his statement?

你能否认他的声明的真实性吗?

He denied telling me/that he had told me.

他否认告诉过我。

I was denied the chance of going to college.

不给我上大学的机会。

He has denied his country and his principles!

他背弃了他的国家和他的原则!

4.What must Antonio give Shylock if he can’t pay back the debt?

如果安东尼奥不能偿还夏洛克的借款，他必须给夏洛克什么?

Pay back意为“还钱给某人”，主要句型有pay sb. back(sth) 和pay sth back.例如：

I’ll pay him back with all my heart. 我将用我的生命向他偿还。

Have you paid me back the money you owe me yet?

你向我借的钱还我了吗?

Pay back还表示“惩罚，报复”。例如：

I’ll pay him back for the trick he played on me.

他对我使坏，我得治治他。

与pay搭配的常见短语有：

pay for sth.为某事吃苦头或受惩罚

pay off带来好结果

pay sb off付清工资予以解雇;贿赂某人

pay sth. off全部偿还

pay sth. out(按时)为某事付巨款

pay up付清全部欠款

eg. The home team paid dearly for their defensive errors.

主队因防守错误而大吃苦头。

The gamble paid off.赌赢了。

pay off the crew of a ship 付清全部船员工资并予以解雇

pay off one’s debts, a loan, a mortgage还清债务、贷款、抵押款

I had to pay out ￡200 to get my car repaired!

我得花200英镑修理汽车!

We’re paying out ￡300 a month on our mortgage.

我们每月要付300英镑抵押贷款。

I’ll take you to court unless you pay up immediately.

除非马上还请欠款，否则我和你打官司。

5.What makes a play a masterpiece is that the ideas behind the play are about problems which are still important to people of different ages in modern times.

一部戏剧要成为不朽之作。剧中所反映的问题就应该对现代不同年龄层次的人仍然有重要的意义。

①句中what引导主语从句，that引导表语从句，which引导定语从句。

②people of different ages 表示所属关系“属于的”;

a girl of ten十岁的女孩儿

a child of strange appearance 外貌奇特的孩子

an item of value一件值钱的物品

③in modern times指“当代”。time 表示“时期，时代”常用复数。

in ancient times 在古代;in the time of Queen Victoria 在维多利亚女王时代

6.But when the roles are turned around, it is Shylock who must beg the Duke to save his life.

但是当角色被转变的时候，夏洛克一定请求公爵饶他一命。

①turn around在这里指“(方针、立场等)转变”。

②“it is shylock who”为强调句式，本句强调的是主语部分。注意强调句的特点是去掉It is/was和that，剩余部分经过整理后整个句子仍然成立。

③beg sb. to do sth.意为“恳求或祈求某人做某事物”。例如：

I beg you not to take any risks.我恳求你不要冒险。

7.What would you do if you had your worst enemy in your power?

①如果你最坏的敌人处于你的掌握之中，你将会怎么做?

②in one’s power意为“在某人的掌握之中，任由某人摆布”

The enemy is in our power.

敌人在我们的控制之中。

8.We can find several such ideas in Shakespeare’s play.

我们可以在莎士比亚的戏剧中找到一些这种观点。

在ideas这个中心名词前有两个限定词修饰。限定词是在名词词组中对名词中心词起特指、泛指、类指以及表示确定数量和非确定数量等限定作用的词类。限定词包括：①冠词 ②形容词性物主代词 ③名词所有格 ④形容词性指示代词 ⑤所有格关系代词 ⑥所有格疑问代词 ⑦形容词性不定代词 ⑧基数词和序数词 ⑨倍数词和分数词 ⑩量词。限定词可分为：①前位限定词②中位限定词 ③后位限定词。个别限定词有跨类现象，如本句such既属予前位限定词，又可归入后位限定词。当与冠词a, an连用时属于前位限定词，例如：such a suit; 当与some, any, all, few, another, other, many, several, one, two等词搭配时属于后位限定词，即such要放在这些词之后，例如：many such books, no such car。

9.Have mercy on Antonio, Shylock.

夏洛克，对安东尼奥会仁慈一点吧。

句中mercy为不可数名词，意为“仁慈，宽恕”。常见的短语有：

①have mercy on/upon sb./sth.=show mercy to sb/sth表示“对表示同情;对有怜悯之心”

②at the mercy of sb./sth任由某人或某事摆布

③throw oneself on sb’s mercy恳求某人宽恕/善待

eg. She has mercy on little animals. 她怜悯小动物。

They showed little mercy to their enemies.他们对敌人毫不仁慈。

His life shall be at the mercy of the Duke.

他的生命将由公爵处置。

The ship was at the mercy of the storm.

那只船在暴风雨中失去控制。

He threw himself on my mercy.他求我宽恕他。

10.I’ve promised to take my pound of flesh.

我已经许诺割下我的一磅肉。

①promise作为及物动词，常接的结构有promise to do sth; promise sb. to do sth; promise后接双宾语和promise接从句。

eg. I never promised to obey her commands.

我从未答应过要服从她的命令。

His pareats promised him to buy a new bike.

他父母答应给他买辆新车。

She promised me a gift for my birthday.

她答应送我一件生日礼物。

He promised that he would come.

他答应来。

②flesh与meat的辨析

flesh通常指人或动物身上的肉，也可指供食用的兽类的肉(区别于鱼或禽的肉)。meat 指供食用的肉类的总称，通常不包括鱼和家禽的肉。

eg. You’re losing flesh.你瘦了。

Lions are flesh-eating animals. 狮子是肉食动物。

I like meat while my sister likes fish.

我喜欢吃肉而我妹妹喜欢吃鱼。

注意：meat 是供食用的肉类的总称，猪肉、牛肉、羊肉等各有其专门名称，即pork, beef, mutton

11. It’s useless trying to argue with Shylock.

尽力与夏洛克争论是没有用的。

It’s useless doing= It’s no use doing表示“做没有用处”

由it作形式主语，真正的主语是后面的动名词。例如：

It is no use learning without thinking.学而不思则罔。

It’s no good crying over spilt mick.覆水难收。

12.You might as well go stand upon the beach and argue with the sea.

你还不如站在海滩上跟大海讲理去。

①might as well表示给人提出建议时的常见的短语，意为“不妨好，还是好。”

I might as well tell you the truth.

我还是告诉你事实真相的好。

②go stand upon sth.表示“去站在上面”。例如：

Would you please go stand upon that board?

你愿意去站在那块板上吗?

He dare not go stand upon that high tower.

他不敢去站在那座高塔上。

13. Pass judgement on me and give Shylock what he wants.

对我宣判吧，把夏洛克想要得到的东西给他吧。

pass judgment on sb.表示“对某人宣判”。

eg. When will the judge pass judgement on that woman?

法官什么时候对那个女子审判?

The court will not pass judgement on him until next Sunday.

直到下周日法庭才会对他宣判。

14. If you offered me six times what you have just offered, I would still take my pound of flesh.

即使你愿意给我六倍个刚才你提出的那个钱数，我还是要拿回我应得的那一磅肉。

①本句为虚拟语气，表示与现在事实相反。

②offer即可作动词又可以作名词，表示主动提出，提供(一种东西或一项建议);还表示出价，与介词for连用

eg. The young man offered the old man his own seat.(offer sb. sth.)

那位年轻人主动将自己的座位让给了老大爷。

I offered him fifty thousand dollars for the house.(offer sb. money for sth.)

我向他出价5万美金买这栋房子。

He offered to lend me some books.(offer to do)

他主动提出借一些书给我。

③times(n.)在此处用来表示倍数。用times表示“甲是乙的几倍大(高、长、宽等)”。

(1)“甲比乙大(高、长、宽等)几倍”，可以用下列句型：

A is three times the size(height, length, width, etc) of the old one.

The new building is four times the size(the height) of the old one.

这座新楼是那座旧楼的四倍大(四位高)。(这座新楼比那座旧楼大三倍[高三倍]了)

This street is four times the length(the width) of that one.

这条街是那条街的四倍长(四倍宽)。

The size(The height) of the new building is four times that of the old one.

这座新楼的大小(高度)是那座旧楼的四倍。(由于句首已用了the size, the height, 所以在four times后面用代词that来代替，以避免重复。)

(2)A is three times as big(high, long, wide, etc) as B

Asia is four times as large as Europe.

亚洲是欧洲的四倍大。(亚洲比欧洲大三倍。)

This box is three times as heavy as that one.

这个箱子是那个箱子的三倍重。

(3)A is three times bigger (higher, longer, wider)than B

The meeting-room is three times bigger than our office.

会议室比我们的办公室大三倍。

注意：用times表示倍数，一般只限于表示包括基数在内三倍或三倍以上的数。表示两倍可以用twice(adv.)或double(adj.)。例如：

The room is twice the size of that one.= This room is twice as big as that one.

这个房间是那个房间的两倍大。

Our total income of was double of .

我们的总收是的两倍。

15.How can you hope for mercy yourself when you show none?

如果你一点儿都不对别人表现仁慈，又怎么能希望自己得到仁慈?

①when 在此处引导一个条件状语从句

②hope不能直接跟宾语，它需要一个介词for。

eg. Hope for the best, prepare for the worst.

抱最好的希望，作最坏的准备。

We are hoping for better weather soon.

我们期待天气会很快好转。

16.I desire my pound of flesh.

desire 是及物动词，意为“渴望，要求，期望”。后面可接名词(代词)、动词不定式及从句作宾语。

eg. All of us desire better life and more education.

我们所有人都渴望更好的生活和更多的教育。

We always desire to live in peace with our neighbour.

我们总是渴望与邻国和平相处。

Mr Wang desires that you should go to the teacher’s office at once.

王老师希望你立刻到教师办公室去。

desire还可作名词，意为“渴望，要求”

eg. At the desire of the teacher, we should finish our homework on time.按照老师的要求，我们应该准时完成作业。

17. I do not envy you your job. This is a most troublesome case.

我不羡慕你的工作，这是一件是棘手的案件。

①envy sb. sth表示“羡慕某人，嫉妒某人”。

I envy you very much.我真羡慕你。

She envies me my good health.她羡慕我身体好。

②a most+adj.= a very + adj.表示“一个很的”。

the most+形容词最高级表示“最之意”，这时句末一定要有表达范围的介词of或in.

eg. Dalian is a most beautiful coastal city.

大连是一座很美的海滨城市。

This is a most enjoyable party.这是一次令人极为愉快的晚会。

She worked out the most difficult problem of the three.

她解出了这三道题中最难的一道。

Mary is the most beautiful girl in our class.

玛丽是我们班里最美的女孩。

18.What are you accused of ?你因什么而受到起诉?

accuse sb. of sth. 意为“因控告人，告发，指责人”

eg. The police accused him of theft.警方控告他偷窃。

He was accused of murder. 他被控谋杀。

She accused him of being late.她指责他迟到。

19.Let me tear up this paper.让我们这张借条撕了吧。

句中的tear up的意思是“撕毁”

eg. She tore up all the letters he had seut her.

她把他写来的信都撕了。

tear up可以引申为“不履行”。

eg. He accused his secretary of tearing up the agreement.

他控告他的助理不履行协议。

tear down意为“弄倒，拆除”。

eg. They are tearing down those old house to build a new office block.

他们拆除那些旧房子以便盖一座新办公楼。

20.Antonio, get ready and offer up your breast.

安东尼奥，准备好露出你的胸膛。

offer up 在本句中意为“奉献”，主要用于表示向上帝或神祭献某人或某物。例如：

She offered up a prayer to God for her husband’s safe return.

她向上帝祈讨保佑她丈夫平安回来。

21.I declare the court allows it and the law gives it to you.

我宣布法庭允许你，法律判给你这一磅肉。

declare表示“正式宣布(某事);表明，郑重地说(某事)”。

eg. America declared war on Iraq last year.

去年美国向伊拉克宣战。

They declared him(to be) the winner.

他们宣布他为得胜者。

He declared that he had nothing to do with the matter.

他宣称自己与此事无关。

She was declared(to be) guilty. 已宣判她有罪。

22.He agreed to lend Antonio the money on one condition.

他同意借钱给安东尼奥，但有个条件。

condition在此处意为“条件”，需要识记的短语为：

on this/that condition在这种或那种情况下

on what condition 在什么情况下

on no condition无论什么情况都不

in condition健康良好

out of condition身体不佳

on condition that是从属连词，引导条件状语从句，意为“只有在条件下”(=only if)，“条件是”。

eg. You may borrow this book on condition that you do not lend it to anyone else.你可以借这本书，条件是不能再借给别人。

Ability and effort are conditions of success.

才能和努力是成功的条件。

On this condition you may go home earlier.

在这种情况下，你可以早一点回家。

On what condition will you agree with me?

什么条件下，你才能同意我?

He can’t climb the mountain because he is out of condition.

他不能爬山，因为他身体欠佳。

23.He is young, but I never knew so young a body with so wise a head.他很年轻，但是我过

去从来不知道有这么年轻又如此聪明的人。

在一个名词词组中，不定冠词a/an通常用在形容词的前面。如a serious mistake。但是，如果形容词前面有so, too, how时，a/an 就该放在形容词后面，其结构是“so/too/how+adj+a/an+n.”。能够构成这种结构的名词必须是单数可数名词。

eg. Did you notice that you have made so serious a mistake?

你是否注意到你出了一个很严重的错?

It’s too difficult a book for beginners.

这本书对初学者是太难了。

How wonder ful a plan it would be! 那该是一个多么好的计划啊。

试比较：He is so good a teacher that we all like him.= He is such a good student that we all like him.

练一练：用so, such填空

1.__________ big a city 2._____________ a pretty girl

3.__________ good students 4._____________fine weather

5.__________many books 6._____________much water

7.__________ little food 8._____________ few oranges

答案：

1. so 2. such 3. such 4. such 5. so 6. so 7.so 8. so

24.You want justice, so you get justice, more than you wanted.

他要求公正，那么就让你得到公证，比你要求的还要多。

shall 在此处用于第二人称，表示说话人的允诺，意思是“可以”。

在本剧的最后还有：everything that he owns shall be taken away from him. One half of his money and his goods shall be givenand the other half shall be given两句中的shall用于第三人称，表示法令、规章等中的规定，意思是“必须”。shall 用于第二、三人称，还表示决心、命令、警告、要求、义务等。

eg. He shall answer for his misdeeds.他应当为他的错误行为负责。

You shall have a nice present for your birthday.

你过生日时将会得到一份精美的礼物。

Nothing shall stop us from carrying out this plan.

什么也不能阻止我们实现这项计划。

shall用于第一、三人称的疑问句，表示说话人征求对方意见。

eg. Shall we go now?我们现在走可以吗?

She he come in?可以让他进来吗?

25.Therefore, go down on your knees and beg the Duke for mercy.

因此，跪下来请求公爵的宽恕吧。

①go down on one’s knees 的意思是“跪下”、“屈膝”。

They will never go down on their knees before the oppressors.

他们绝不向压迫者屈膝。

②beg for意为“乞求，请求”

He went down on his knees and begged for forgiveness.

他跪下来请求饶恕。

26.My money and goods are as dear to me as life itself.

我的钱和财产对我就像生命一样宝贵。

dear 在此处的意思是“珍贵的”

He lost everything that was dear to him.

他表达了他所珍贵的一切。

goods在此处的意思的“动产”。

27.Shylock must promise to leave the money upon his death to his daughter and her husband.

夏洛克必须答应在他死后把这笔钱给他的女儿和女婿。

①句中的upon 等于on,表示“就在某时或某场合之后。”例如：

Upon my arrival home I found there was something strange.

我一到家就发现不对劲。

On asking for information I was told I must wait.

我一打听，说我得等着。

②leave sth. to sb.表示“将某事物遗赠给某人;死后留下某物给某人”

NSEFC2B Unit 19 全单元教案3(人教版高二英语下册教案教学设计) 篇4

This unit provides the students good English language materials.Their interest in creating something useful will be aroused.In the first period,we’ll begin with how the students come to school.Then problems such as flat tyre will come up.In order to solve the problem,we’ll see a new type of bicycle and other new inventions.While talking about them,the students’ speaking ability will be improved.Listening is about two men,who want patents.After listening to it,the students will improve their listening ability.And students will practise how to express and support an opinion in the speaking part.In the second period,the text will be dealt with.The students’ interest of creation will be greatly aroused.Students will improve their reading ability as well as master the useful words and expressions.In the third period,some useful words and expressions will be mastered by the students after they finish the exercises.Also,the Attributive clause is reviewed in this period.In the last period,students will learn some useful words and expressions from the reading passage.And the students are asked to write an article describing a computer to improve their writing ability.After Ss study the whole unit,their abilities to listen,speak,read and write will be improved.

Ⅱ.Teaching Goals

1.Talk about inventions.

2.Practise expressing and supporting an opinion.

3.Review the Attributive Clause.

4.Write a process essay.

Ⅲ.Background Information

1.Practical Computer English

Cannot open list file(不能打开清单文件)

Cannot open run file(不能打开运行文件)

Compare process ended(比较处理结束)

Compare more files(Y/N)(还作文件比较吗?)

Copy complete(拷贝完成)

Copy another(Y/N)(还要拷贝另一个吗?)

Under finded line number(未定义行号)

Directory entries adjusted(目录页已调整)

Disk boot failure(磁盘自举失败)

Disk not compatible(磁盘不兼容)

Data record too large(数据记录太大)

Entry error(登记项错误)

Error loading operating system(装入操作系统的错误)

File sharing conflict(文件共享的冲突)

Files are different sizes(文件大小不同)

Files compare OK(文件比较成功)

Incorrect parameter(参数不正确)

Insufficient disk space(磁盘空间不足)

Insufficient memory(内存空间不足)

Can’t continue(不可能继续)

Device fault(设备故障)

Device I/O error(I/O设备错)

Device timeout(设备超时)

Disk full(磁盘满)

Disk write protect(磁盘写保护)

Disk not ready(磁盘没准备好)

Division by zero(除数为零)

Duplicate definition(重复定义)

File already exists(文件已经存在)

File already open(文件已打开)

File not found(文件没找到)

FOR without NEXT(For语句中没有对应的next语句)

Illegal direct(非法的直接使用)

Illegal function call(非法函数调用)

Incorrect DOS version(不正确的DOS版本)

Internal error(内部错误)

out of data(数据不够)

out of memory(超内存)

out of paper(打印纸不够)

overflow(溢出)

Path not found(路径没找到)

String too long(字符串过长)

Subscript out of range(下标范围不够)

Syntax error(句法错误)

Too many files(文件过多)

Type mismatch(类型不匹配)

Access denied(存取被拒绝)

Backup file sequence error(后备文件顺序错误)

Bad or missing command interpreter(非法的或缺少命令解释程序)

Bad partition table(非法的区分表)

Bad unit(非法的装置)

Batch file missing(批处理文件丢失)

Cannot execute FORMAT(不能执行FORMAT)

Cannot find system files(找不到系统文件)

Cannot open overlay(不能打开覆盖段)

2.TV of the Future

Where is television going from here?Television,the box itself and what it does,is changing greatly.While nobody is really sure what it’s going to look like,TV and the Internet are coming silently together.In the old days of broadcasting,people used to say that the real miracle(奇迹)of television was turning air into money.The television miracle of the future is interactive(相互影响的).

“The Internet is the most significant change in creating what becomes the next mass media that I think any of us will experience in our lifetime,”says Tom Frank,a network expert.Using unused lines in the TV spectrum(范围),broadcasters are learning how to put brand-new interactivity into TV programs.There will be a little instrument that will indicate that interactivity is present and possible.Then,just will a standard remote control like this you would be able to press one button and say,start that interactivity.A menu would appear,similar to the one on a web site,that would let you interact with the program as it was being broadcast.If you are watching a cooking show,for example,you can print the recipe(烹饪法)or even pause the show and buy the ingredients.Many web sites do exist now where you can actually get your food shopping done for yourself and delivered to your house.So you can order the very ingredients for the dish you are watching the chef make on TV.And it will bring the right quantity of things directly to your house.

You could also interact with TV commercials.While you’re watching a commercial,you have the choice to buy the clothes the actors are wearing.Of course,the more you interact with this new sort of TV,the more you leave a digital record,and the more advertisers learn about your shopping habits.In fact,TV ads might be targeted at this special group of people who share a common interest.In the future,almost anything might be possible.Even news programs like World News Tonight could be improved.You could have the choice of changing camera angles.If you wanted,you could pause what a reporter is saying and go back to World News Tonight to watch the next story,or skip to the last story in the show,or perhaps go deeper into a topic and view an interview prepared for Nightline later on.In the near future,you’re expected to see television develop to become more like the Internet,meaning more choice,the ability to do the sorts of things you want to do at the moment you wish to do them.

Ⅳ.Teaching Time:Five periods

The First Period

Teaching Aims:

1.Improve the students’ listening ability.

2.Talk about some topics about inventions and practise supporting an opinion.

3.Learn and master some useful words and expressions.

Teaching Important Point:

Train the students’ listening and speaking abilities by talking about and listening to some materials.

Teaching Difficult Points:

1.How to help students to improve their listening ability.

2.How to help the students to learn to express and support an opinion.

Teaching Methods:

1.Discussion to make students talk about inventions.

2.Individual or pair work to make students practise their speaking ability.

3.Listening practice to improve the students’ listening ability.

Teaching Aids:

1.the multimedia

2.the blackboard

3.some cards

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Warming-up and Discussion

T:(Walk to one student.)How do you come to school every day,Wang Jing?

S:I come to school on foot every day.My home is quite near.It only takes me about ten minutes.

T:That’s quite convenient.You’re lucky.And,Li Fang,how about you?

S:I come to school by bike.It takes me about 15 minutes to get to our school.

T:You must be careful on your way to and from school.There must be many people on the road.Do you think it convenient?

S:Most of the time it is,but sometimes my bike has a flat tyre.I have to get it repaired and therefore I’ll be late for school.Once I even lost my bike.When I went to get it,it was gone.I had to take a taxi to go home and buy another bike.

T:I’m sorry to hear that.But suppose a new type of bike has been invented,what do you want it to be like?

S:I think the new type of bike can be folded up and carried about so that it will not be stolen.

T:Good idea.But this is not very convenient.It’s not easy for you to carry a bike around,is it?

S:No,it isn’t.What should it look like then?Please tell us.

T:OK.Let’s watch the short video.

(Play the video for explaining how an inflatable bicycle works.)

T:That’s the new type of bike.It’s a kind of inflatable bicycle.Who can tell us the advantages of it?

S:Let me have a try.We’ll not have to worry about having our bikes stolen again.Because we can let the air out and put the bike in bag.It’s very convenient to be carried around since it is not heavy.

T:Very good.I think I’ll buy one when it is on sale.We know that inventions can make our life easier and better.Today we’ll talk about some inventions.

(Stick the pictures of electric shoes,inflatable bicycle,edible chopsticks and nose-top computer on the blackboard and then mark one,two,three and four.)

① ②

③ ④

T:Look at these pictures,please.Do you know what they are?Li Jie,will you have a try?

S:I think the second invention is the inflatable bike that we’ve just talked about.In the third picture,the man is eating the chopsticks after his meal.I guess these chopsticks are edible ones.I’m not sure about the others.

T:Good.You’re right.The second one is the inflatable bicycle.(Bb:inflatable bicycle)and the third are edible chopsticks.(Bb:edible chopsticks)They’re delicious and environmentally friendly. We can save some trees and have a snack at the same time.They come in five different flavours. You will never need to wash chopsticks again.Isn’t this wonderful?

S:Yes,it’s great.But,Miss Guo,maybe we could invent edible plates,bowls,cups and so on.

T:Oh,you’re great!I’m sure you have got a wonderful idea.Maybe one day you can invent such things.Study hard and you’ll be an inventor in the future.Now,let’s look at the first picture.Who knows what it is?

S:I think it is a special kind of shoe which can make electricity.If we wear such shoes,we can see the road in dark places.We needn’t take a flashlight with us any more.

S:I don’t quite agree with you.Maybe this shoe can make you feel warm using the electricity it makes.

T:You both are very clever.This is called the electric shoe.(Bb:electric shoe)The heel of this shoe is a machine that makes electricity with every step you take.You will never need batteries again.But maybe you have better ideas about how to make use of the electricity it makes.If you like,you could have a try to make your own invention in your spare time.Now,let’s look at the fourth picture.Does anybody have an idea?

S:It looks like a computer which is fixed onto the man’s nose.And the keyboard is on his vest.I can’t believe it.

T:Yes,you’re quite right.This is called the nose-top computer.(Bb:nose-top computer)This new nose-top computer weighs less than a pair of glasses.It fits comfortably on your nose.When you want to type something you can use the keyboard vest.You will never have to carry a heavy laptop computer.These inventions are all wonderful.But which of them do you think would be useful?Please have a discussion in groups of four and tell us why you think so.

(Ss have their discussions in groups of four for about five minutes.Teacher may ask one group to act out their discussion or report their results.)

Sample dialogue:

A:I think the inflatable bicycle would be useful.Because it’s convenient to carry and we needn’t worry about having our bikes stolen.

B:That’s quite true,but I think the edible chopsticks are useful.Because it not only saves trees but also saves water.It is very important to save our natural resources and protect our earth.

C:You’re quite right,but I have a different opinion.I think the nose-top computer is useful.Because the computer is used more and more widely.It’s convenient to carry such a computer around when doing business.

…

Step Ⅲ Preparation for Listening

T:We know that when someone has invented something,usually he will go to a patent officer to apply for a patent.Now,let’s listen to two dialogues.In these two dialogues,Mr Dean and Mr Scoles both have invented something.They’re trying to get the patent for their inventions from the patent officer.Before we listen to the tape,go through the questions on Page 15 by yourselves,and see what we should do after listening.

Step Ⅳ Listening

T:(A few minutes later.)Are you ready?

Ss:Yes.

T:OK.Listen carefully and answer the questions first on your own and then check your answers with your partner.

(Play the tape twice for students to listen to and then answer the questions.Play it a third time for students to check their answers.Allow the students a few minutes to check their answers in pairs.At last,check the answers with the whole class.)

Step ⅤSpeaking

T:Well done.Now,you’ve known how to apply for a patent.Let’s play a game.Each of you will be given a role card.Work in groups of five:four inventors and one patent officer.Each inventor should explain how the invention works and why it is useful.The patent officers should ask questions and decide if each invention is a good idea or not.And I’ll show you some useful expressions to help you.

(Hand out the role cards and show the useful expressions on the multimedia.)

Useful Expressions:

This invention can help people…

What does it look like?

What’s it made of?

This is a new way of…

How does it work?

How would people use it?

This new invention will make it possible for people to…

(Students work in groups of five and have a discussion for about five minutes.Then the teacher may ask some groups to act out their discussion.)

Sample dialogue:

(A-Inventor A;B-Inventor B;C-Inventor C;D-Inventor D;P-Patent officer)

P:Now,please explain how your inventions work and why they are useful.Your invention is a car that uses water instead of petrol,isn’t it?

A:Yes,that’s right.

P:What does it look like?

A:It looks like an ordinary car.Here’s the picture.Please have a look.

P:Oh,it looks beautiful.What’s it made of?

A:It’s made of a new kind of alloy,which is much lighter.

P:Does it cost more?

A:A little bit.But it can save much more energy,so lots of money is saved.Besides,there is something even more important.It is good for our environment.It doesn’t pollute the air.

P:Sounds great.Thank you.And what’s your invention,sir?

B:My invention is a flying bicycle.

P:A flying bicycle?How would people use it?

B:People can ride it on the road and when there are too many bicycles,people can fly it.Just push one button on the handle,the bicycle will fly.

P:How does it work?

B:It works like a small plane.It has a special engine.

P:This is a new way to improve our traffic condition.Thank you.(To C)Would you please explain your new invention to me?

C:My invention is a machine that makes it possible for people to know the future.

P:How would people use it?

C:People just input their date of birth,hobbies,dislikes and anything about themselves,and then press the button,wait for a moment,and they will see the result on the screen.

P:That’s interesting.Thank you.(To D)What’s your invention,please?

D:It’s a pen that can automatically translate what you write into a foreign language.

P:Good.It can help people communicate freely with foreign friends.People needn’t study foreign languages hard any more.But,maybe it will make it more difficult for people to communicate orally.They will have to write down what they want to say.This is not convenient. For the flying bicycle,what if there was something wrong with it when it was flying in the air?I think it would be rather dangerous for the people walking on the ground.Maybe the bike would fall onto them and cause an accident.Of course the rider would be in danger,too.For the machine that makes people know the future,I don’t think it’s a good idea for us to know our future too early.I think the most useful invention is the car that uses water instead of petrol.So I will give the inventor of this new car a patent.

A:Thank you,sir.

Step Ⅵ Summary and Homework

T:Today we’ve learnt how to express and support an opinion.And we’ve learnt how to apply for a patent when you have made an invention.Many of you have wonderful ideas about new inventions.Study hard now and I believe you’ll make your own inventions in the future.In the next period,we’ll read about how to be creative and how to be an inventor.It’ll be very useful for you.Preview the reading part carefully after class,please.OK.That’s all for today.See you tomorrow!

Ss:See you tomorrow!

Step Ⅶ The Design of the Writing on the Blackboard

Unit 18 Inventions

The First Period

① ②

electric shoe inflatable bicycle

③ ④

edible chopsticks nose-top computer

The second period

Ⅰ Teaching Aims:

Learn and master some new and important language points;

Improve the Ss’ reading ability by reading and comprehending the text;

Get the Ss to learn how to be creative.

Ⅱ Teaching Focuses:

The main idea of the text.

Finish all the reading comprehension exercises.

The four thinking strategies.

Ⅲ Teaching Methods:

Question-and-answer activity. Some games.

Group work, pair work or individual work to make every student work in class.

Ⅳ Teaching Aids:

1.A multi-media computer 2.A tape recorder and a tape.

Ⅴ Teaching Procedures:

Step 1 Lead - in

Show a picture of a bulb to the students. Ask: Who invented it?

Then show the portrait of Edison to the students. Ask: Do you know anything about his childhood? If they don’t, tell them sth. about his schooling, and then say: People are not born creative, and you don’t have to be very intelligent to be an inventor. We can learn to be creative. Today we’ll learn how to be creative.

Step 2 Pre-reading

Scan the title and the four sub-titles, and guess what’s the text about?

A. how to become a great thinker

B. how to improve your IQ

C. how to become more creative

Step 3 Fast-reading

1.What’s creative thinking?

It is one of skills and habits.

2.How do people come up with ideas for new inventions? In how many ways?

By good thinking strategies.

Step 4 Careful-reading

T: well, now let’s read the text carefully by listening to and reading after the tape one paragragh after another. You are required to finish off all the comprehension tasks for each part.

Part 1: general idea.

Part 2: What is to “think outside the box”?

To think outside the box is to try new ways to solve a problem.

To rephrase a problem to allow for creative solutions and also try “impossible” or “crazy”solutions.

To make a conscious effort to break away from old thought patterns.

Game 1: How do you connect all the dots with only four straight lines?

Game 2:

Mike’s father is a policeman. Why did Mike recognize him among his workmates though they were all in uniform?

Who never goes to see a doctor,even when he is ill ?

It is leaking( 漏水 ) everywhere in the office on a rainy day, why nobody has got wet?

The plane crashed, but there were nobody injured. Why?

Why a river richer than a bank?

Part 3: Take another look at it

a change in perception

to look at a problem in as many way as possible

Each new way of looking at a situation improves our understanding and makes it easier to discover new possibilities.

Game 3:

Can you only see a pot? Pay attention to the dark!

Two faces!

Part 4: Make connections

try to combine new and old ideas in as many different ways as possible

try to make connections that may seem strange at first

think of new applications and solutions

Part 5: Keep trying

develop new ideas even when they were tired or did not feel inspired

For each new invention that works, there are at least ten that do not.

Step 5 Post-reading

1. Match the examples with the right titles:

Example 1: think outside the box.

Examples 2&3: keep trying

Example 4: take another look at it.

Example5: make connections.

2. T or F exercises.

1) Most inventors have high IQs.

2) The things we know can sometimes make it more difficult for us to understand.

3) It’s impossible to learn how to be creative.

4) The best way to find a good solution is to look for one good answer.

5) Inventors try to avoid failure.

6) The more ways we have of looking at a problem, the more likely it is that we can find a solution.

7) Most good ideas are the result of a long process of trial and error.

3.Reading comprehension.

1) We can get the conclusion from the fifth paragraph that ____ A. to be clever can lead to success B. he who laughs last laughs best

C. failure is the mother of success D. never too old to learn

2). The sentence “ good ideas are no accident” means the following except that ____

A. Good ideas never come by chance. B. The accident is not caused by good ideas.

C. To be successful needs many trials and errors.

D. Failures can also help us move towards a better solution.

3). Another proper title for the text is probably ____

A.Creativity B.Great thinkers C. How to solve problems D. Connection

Step 6 Discussion (Groupwork):

1. How do you understand the title of the passage?

If we want to be creative, we should follow these rules---think outside the box, take another look at it, make connections and keep trying. These rules also work when we solve a problem .

2. What other rules should you have if we want to be creative?

3. Of all the rules discussed above, which one do you think is the most important? Why?

Step 7: Homework

P 61 Exx 1 & 2.P 131 Exx 1, 2&3.

Ⅵ Bb writing

On slides. No writing on the Bb

The Third Period

Teaching Aims:

1.Review the useful expressions learnt in this unit.

2.Learn the derivatives of some words.

3.Review the Attributive Clause.

Teaching Important Points:

1.The useful expressions learnt in this unit.

2.Review the Attributive Clause.

Teaching Difficult Point:

How to help students master the Attributive Clause.

Teaching Methods:

1.Review method to consolidate the useful expressions learnt in the last two periods.

2.Practise to help students master the derivatives of some words.

3.Different kinds of practice to help students master the Attributive Clause.

4.Pair work and individual work to make every student work in class.

Teaching Aids:

1.the multimedia

2.the blackboard

3.some pictures and cards

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Grammar

T:Today we’ll play a game first.(Stick some pictures of famous people on the blackboard.Cf:The Design of the Writing on the Blackboard.)Look at the blackboard,please.These are pictures of some famous people.Do you know them?Maybe you’re familiar with some of them,but maybe others are strange to you.Don’t worry.I’ll give you some cards.There’s one sentence on each card.The sentence describes a famous person.Guess the name of the person first and then match the card with the picture.Do you understand?

Ss:Yes.

(Teacher hands out some cards on which are the sentences in Word puzzle.)

T:Now,please have a short discussion to find out who the person is and then match the card with the picture.When you find out the answer,please come to the blackboard,stick the card and write the name below the picture.

(Students prepare for a moment and then they begin to match the cards with the pictures.)

T:Have they matched the cards with the pictures correctly and got the correct names?

Ss:Yes.

(If there’re any mistakes,teacher may ask some students to correct them.)

T:OK.Now,fill in the word puzzle using the names of the people that you’ve just found out.

(Stick on the blackboard a piece of paper with the word puzzle on it.)

(A moment later,ask several students to write down their answers.Cf:The Design of the Writing on the Blackboard.)

T:Do you agree with them?

Ss:Yes,they’re quite right.

T:Good.These people are all famous people.Look at the sentences on the cards.What do you find?

S:I find that there is an Attributive Clause in each sentence,restrictive or non-restrictive.

T:Yes,you’re a careful girl.This game is also for you to review the Attributive Clause.Read these sentences again and find out the Attributive Clause in each sentence.

(A moment later,ask some students to say their answers.)

Suggested answers:

Across:

1.…,whose name is always linked with his cartoon characters,such as Mickey Mouse and Donald Duck.

2.…,who was born in Germany but spent his last years in the USA.

3.…,among whose big inventions are electric lighting and the motion picture camera.

4.…,whose many great films were City Lights and Modern Times.

5.…,who died in a plane crash in .

6.…,whose famous songs include Blowing In The Wind.

7.…,who discovered the Law of Gravity.

Down:

1.…,who lived in China before the Liberation.

2.…,who fought for the freedom of slaves in the USA.

3.…,who was Adam’s wife.

4.…,whose ideas about the future have often become reality,…

5.…,who later bravely fought against the British invasion and saved her country and people.

T:We’ve learnt a lot about the Attributive Clause before.We know that it is a very important grammar item,so let’s do some more exercises to consolidate it.Turn to Page 61,and finish Exercise 2 in Grammar part.

(Allow the students a few minutes to finish it and then check the answers.)

Suggested answers:

1.The wires with which the machines were connected were very old.

2.Leonardo da Vinci,who was interested in both literature and science,painted the famous“Smiling Mona Lisa”.

3.The pilot with whom we had dinner told us stories about his travels.

4.The four ancient Chinese inventions,which we are proud of,have remained important in human history for thousands of years.

5.Mozart,whose music is well liked by people all over the world,showed his talent in music at a very young age.

6.The photos are kept in that cupboard in which/where we found our parents’ old photos.

7.The country from which this news report is coming is on the other side of the world.

8.One of the first inventions of human beings was the wheel,which we don’t know who first invented.

T:In this unit,we have learnt a lot about new inventions and famous inventors.Now,let’s do an exercise using what we’ve learnt in this unit to review the Attributive Clause.Turn to Page 61 and finish Exercise 1 in Grammar part,please.Finish them first by yourselves and then you may discuss your answers in pairs.

(A few minutes later,ask some students to read out their answers.Students may have various answers.)

Suggested answers:

1.…can be used at home or in an office.

2.…it is not convenient to use a desktop computer.

3.…businesses are busy.

4.…you can obtain a patent for your invention.

5.…we need something more useful or more convenient to satisfy the needs of people.

6.…invents things.

7.…are both delicious and environmentally friendly./can be eaten.

Step Ⅲ Word Study

T:As you know,there are a lot of useful expressions in this unit.Let’s do some exercises to review them.

(Show the following on the multimedia and allow the students a couple of minutes to finish it.)

Fill in the blanks with correct prepositions.

1.I’m tired__________washing clothes by hand.I’ll buy a washing machine tomorrow.

2.You’ve got to break away__________old thought patterns in order to develop creative thinking.

3.She was telling us about her sick mother when she suddenly broke__________tears.

4.The students like physics classes because the way their teacher teaches allows__________creativity.

5.I don’t want to keep the hen any more;I’ll exchange it__________twenty eggs.

6.During a test,it’s always wise to move on when you get stuck__________a difficult problem and come back to it later.

(A moment later,ask some students to say their answers and then check them with the whole class.Give some explanations when necessary.)

Suggested answers:

1.of(be tired of doing sth.)

2.from(break away from…)

3.into(break into tears/a house)

4.for(allow for…)

5.for(exchange A for B)

6.by(get stuck by…)

T:Well done!After class you should read these sentences more to master the use of the phrases in them.Now,let’s do another practice.

(Show the following on the multimedia.)

Change the form of the following words.

trial→__________(v.)

application→__________(v.)

produce→__________(adj.)

fail→__________(n.)

involvement→__________(v.)

eraser→__________(v.)

inspiration→__________(v.)

possible→__________(n.)

deep→__________(v.)

awareness→__________(adj.)

Suggested answers:

trial→try(v.)

application→apply(v.)

produce→productive(adj.)

fail→failure(n.)

involvement→involve(v.)

eraser→erase(v.)

inspiration→inspire(v.)

possible→possibility(n.)

deep→deepen(v.)

awareness→aware(adj.)

StepⅣ Summary and Homework

T:Today we’ve reviewed some useful expressions and words we learnt before.Also we’ve done some practice to review the Attributive Clause.After class,you should do more practice to master them better.Besides,try to solve the riddles in Part 14 on Page 62.That’s all for today.See you tomorrow!

Ss:See you tomorrow!

Step Ⅴ The Design of the Writing on the Blackboard

Unit 18 Inventions

The Third Period

Walt Disney Albert Einstein

Abraham Lincoln Newton

John Denver Charlie Chaplin

Word puzzle:

The Fourth Period

Teaching Aims:

1.Learn a reading passage to improve the students’ reading ability.

2.Do some writing practice to improve the students’ writing ability.

3.Learn some useful words and expressions.

Teaching Important Points:

1.Improve the students’ integrating skills.

2.Review the Attributive Clause.

Teaching Difficult Point:

How to improve the students’ integrating skills.

Teaching Methods:

1.Reading and understanding to improve the students’ reading ability.

2.Writing practice to improve the students’ writing ability.

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

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step ⅡLead-in and Reading

T:How many of you have a computer at home?Please put up your hands.

(Some students put up their hands.)

Good.Most of you have a computer.What do you do with your computer?

S:I search for information on the Internet.And sometimes I play games with it.

T:Does anybody do anything else with it?

S:I sometimes draw pictures or type something.

S:For me,I sometimes send e-mails to my friends.

S:I listen to the music.

S:I watch football matches.

…

T:Do you think the computer is really useful to you?

S:Not exactly.I can also do these things without a computer.I can go to a library to look for the information that I need.But it’s much quicker and more convenient if I use a computer.

S:I can listen to the music on a tape recorder.

S:I can watch football matches on TV.

…

T:You’re quite right.New technology is often used in old ways.Now,please have a discussion in groups of four to complete the chart shown on the screen.

(Show the following on the screen and give the students a moment to have a discussion.)

Technology Usage

Computer Used as a typewriter

--------

--------

The Internet Used as a library

--------

--------

------ --------

--------

--------

(After a few minutes,ask several students to say their answers.Students may have various answers.)

Suggested answers:

Technology Usage

Computer Used as:

a typewriter

a projector

a video game player

a drawing board

The Internet Used as:

a library

a TV

a telephone

a radio

Used to:

send e-mails

read news from home and abroad

Cellphone Used as:

a telephone

a telephone directory

a video game player

a watch/calendar

an alarm clock

Used to:

send information to others

T:Well done!Now,let’s read the passage about new technology carefully.Try to find out the answers to the two questions on the screen.After you finish,you may have a discussion in pairs.

(The following questions are shown on the screen.)

1.Why are scientific metaphors like “memory”and“cut and paste” useful?How may they limit our thinking?

2.Think of more words we use to talk about computers and Internet.How well do they describe the things or actions they are used for?Are there other words we could use that might be better?

(A moment later,check the answers with the whole class.Students may have various answers to the second question.)

Suggested answers:

1.They make it easier for us to understand and use a new tool.They may make it more difficult for us to use the new invention in the best way.

2.Words like:copy,file,delete,lock,enter,return,store

Step Ⅲ Explanation

T:Now,I think you’ve understood the passage well.Please look at the screen.I’ll explain some expressions that you must master.Please listen carefully.

(The multimedia shows the following.)

Language Points:

1.sb. be said to be…

e.g.He is said to be a good basketball player when he was young.

2.A be similar to B

e.g.His new bike is similar to mine.

3.be different from

e.g.Our life is different from what it was ten years ago.

4.now that

e.g.Now that you’ve grown up,you must stop this childish behaviour.

(Explain the notes to students and write the following on the blackboard:sb. be said to be;A be similar to B;be different from;now that.)

Step Ⅳ Listening and Reading Aloud

T:Now,let’s listen to the tape carefully.You can read after it when I play it the second time.Pay more attention to your stress.Are you ready?

Ss:Yes.

T:OK.Let’s begin.

(Play the tape twice for students to listen and repeat.After listening to the tape,students are allowed to read the passage aloud for a while.At last,ask some of them to read the text.One student,one paragraph.)

Step ⅤWriting

T:Just now,we’ve talked about computers.Most of you have a desktop computer at home.(Stick a picture of a desktop computer on the blackboard.)And as you can see,I’m using a laptop computer.(Stick a picture of laptop computer on the blackboard.)These are the most popular computers that we can find.But have you heard that a new type of computer-the palmtop computer,has been invented?

Ss:No.

T:It doesn’t matter.(Stick a picture of a palmtop computer on the blackboard.)Look at the picture.This is a palmtop computer.We know from the picture that a palmtop computer is a kind of computer that we can put on our palm.It’s very small,light and convenient to carry about.Do you like it?

Ss:Yes,I wish I could have one.

T:Certainly you’ll have one someday in the future.From these three pictures we know that computers are getting smaller and smaller.They’re becoming more and more convenient to be carried about.Can you guess what the first computer was like?

S:I guess it must have been a very big one.

T:You’re quite right.(Stick the picture of the Eniac on the blackboard.)Look,this is the first computer.It is as big as a house.Maybe you can’t imagine how big it is.But it doesn’t matter.What we need to know is that computers are becoming smaller and smaller,lighter and lighter.What do you think they will look like in the future and how we will use them?Who’d like to tell us your opinion?

S:Let me try.I think computers may look like a watch or a cellphone in the future.They will become even smaller.We can use them to watch TV,read books,search for information,chat with our friends,check the date and the time,and send information to others.

T:Very good.Now,imagine that you had to describe a computer to someone who lived in the 19th century.How would you explain it?What would you compare it to?You may have a short discussion in groups of three and then write a short description.

(Allow the students a few minutes to discuss and write their compositions.If time limits,allow the students to finish their writing after class.)

Sample description:

Have you seen a computer?Let me tell you something about it.A computer is an electric calculating machine that can store and recall information and make calculations at very high speed.It is a wonderful machine and can do most of the things people can do,but it can work millions of times faster.The first large,modern computer was built in 1946,and people needed a large house to put it in.In the last few years there have been great changes in computers.Today they can be used in many fields.People even use it to pay their bills or order what they want.It is said that in the future computers would arrange everything for people,and do almost all kinds of work.That would be a real computer society!

Step ⅥSummary and Homework

T:Today we’ve read a passage about the scientific metaphors.We’ve talked more about new technology too.In this unit we also learnt how to become more creative by practising good thinking strategies.They can be used to study English,too.Read the tips on Page 64 carefully and try the ideas in future.They’re helpful for your study of English.Besides,we’ve reviewed the Attributive Clause.After class,you should do more practice by yourselves to master it better.Finally,have a discussion with your partner to find the answers to the two questions in Checkpoint 18 on Page 64.I’ll check your answers tomorrow.OK.That’s all for today.

…

Suggested answers:

1.Rephrase,impossible,crazy,break away from,explore,combine,trial,…

2.Convenient,environmentally,friendly,automatically,…

Step Ⅶ The Design of the Writing on the Blackboard

Unit 18 Inventions

The Fourth Period

Language Points:

sb. be said to be…

be different from

A be similar to B

now that

Computers:

The Fifth Period

The Attributive Clause

Teaching Aims:

1.Revise the Attributive Clause,including the Restrictive Attributive Clause and the Non-restrictive Attributive Clause.

2.Revise the use of relative pronouns and relative adverbs.

3.Expand the knowledge of the Attributive Clause.

Teaching Important Point:

The usage of the relative pronouns and adverbs.

Teaching Difficult Point:

Help the students to master the way of choosing a relative pronoun or a relative adverb correctly.

Teaching Methods:

review,explanation,inductive methods

Teaching Aids:

1.the blackboard

2.the multimedia

Teaching Procedures:

Step ⅠGreetings

Greet the whole class as usual.

Step Ⅱ Revision and Lead-in

(Teacher checks the homework exercises first and then shows the following on the screen.)

1.He is a famous scientist.

2.Who’s that girl in red?

3.I’ve read all the books that you lent me.

4.I have lost my pen,which I like very much.

T:That’s all for the homework.Now please look at the sentences on the screen.Pay special attention to the underlined parts.Is there anything in common between them?

Ss:Yes.They all identify the nouns,which are used with them.Each part tells us which thing or person the speaker is talking about.

T:That is to say,the function of each underlined part is the same.Each of them is used as an attribute to describe each noun.Well,are there any differences between them?

S1:Yes.In the first sentence,the attribute is an adjective and put before the noun;the second is a prepositional phrase put after the noun;the third and fourth sentences are full sentences put after the nouns.

T:You are right,what do we call the sentences put after the noun?

Ss:The Attributive Clause.

T:Quite right.In a complex sentence,the clause modifying a noun or a pronoun in the main clause is called an Attributive Clause.The noun or pronoun is called Antecedent.The word that/which introduces the clause(between the noun/pronoun and the clause)is called Relative Pronoun or Relative Adverb.The relative pronouns or adverbs do two jobs at once.They can be used as subjects,objects,attributes or adverbials in the clause;at the same time,they join clauses together.About the use of them,we’ll have particular revision after a while.Now look at the sentences on the screen.

(Teacher shows the following on the screen.)

Complete the sentences with suitable relatives.

1.I know the reason__________he came late.

2.Do you know the woman,__________son went to college last year?

3.The house__________colour is red is John’s.

4.This is the best film__________I’ve ever seen.

5.That is the town__________he worked in 1987.

T:Who’d like to tell me what should be filled in the first sentence?

S2:I think“why”should be filled.Because the antecedent is“the reason”and the relative is used as the adverbial of reason in the Attributive Clause.

T:Yes.How about the second sentence?

(Teacher goes to another student and asks her/him to answer.)

S3:I fill“whose”here.Because the antecedent is “the woman”and the relative is used as the attribute in the Attributive Clause.

T:Right.Sit down,please.Now let’s look at the third sentence.

Suggested answers:

3.whose 4.that 5.where

Step Ⅲ Summarizethe Use of the Non-restrictive Attributive Clause

T:The Non-restrictive Attributive Clause is a clause which gives extra information to the antecedent.So we use a comma to interrupt the sentence.When the Non-restrictive Attributive Clause is cut off,the sentence still has a full meaning.Now look at the sentences on the screen.

(Show the following on the screen.)

1.I have two brothers,who are both soldiers.

2.Next week,which you’ll spend in your hometown,is coming.

3.I’ve tried two pairs of shoes,neither of which fits me well.

T:Pay attention to the underlined parts.There are commas to interrupt the sentences and “that”can not be used in the Non-restrictive Attributive Clause.You should pay more attention to the structure“Indefinite Pronoun/Numbers/Noun/Superlative+of which/whom”is often used in the Non-restrictive Attributive Clause.

Step Ⅳ The Usage of the Relative Pronouns and the Relative Adverbs

T:As we know,relative pronouns or adverbs paly important parts in the Attributive Clause.Now let’s make a list of them on the blackboard first and then revise their usage with the help of the forms on the screen.

(Bb:the relative pronouns:who,whom,that,whose,which;the relative adverbs: when, where, why)

(Teacher collects them first and then shows the following.)

Form 1:

the relative pronouns referring to function in the clause

who people subject/object

whom people object

that people/thing subject/object

which thing subject/object

whose people/thing(of whom/which) attribute

Form 2:

the relative adverb referring to function in the clause

when(=at/in/on which) time adverbial of time

where(=in/at which) place adverbial of place

why(=for which) reason adverbial of reason

(Teacher explains the two forms separately and adds the following with examples on the screen.)

T:1.When a relative pronoun is used as a subject in the clause,the verb must agree with the antecedent in person and number.

e.g.1.Those who want to go to the cinema must be at the school gate by 3:30 p.m.

He who doesn’t reach the Great wall is not a true man.

2.When the antecedent is the structure of “one of +n.(pl.)”,the verb in the clause must be plural,agrees with the plural form.However,if there is “the”or“only”before“one”,the verb in the clause must be singular,agrees with the word“one”.

e.g.2.She is the only one of the girls who has been to Beijing.

He is one of the boys who have seen the film.

3.When the antecedent is a noun for time or place “when”or“where”is not always used to introduce the clause.It depends on the function of the relative word in the clause.

e.g.3.The time when/that I went to Tokyo is in 1982.

I’ll never forget the time which/that I spent at college.

The shop which I bought is big.

The shop where/in which I bought the book is big.

Step Ⅴ The Difference Between “that”and “which”

T:As we know,both“that”and “which”can be used for things,but,the use of them are not always the same.Let’s look at the sentences on the screen.

(Show the following on the screen.)

1.This is the second article that I have written in English.

2.It is the best film that he has ever seen.

3.This is the very book that I want to read.

4. All that they told me surprised me.

5.They talked about the teachers and schools that they had visited.

6. Who is the comrade that was there?

7.There is a bed in the room that is still vacant.

8.Our village is no longer the place that it used to be.

T:From the sentences on the screen,we can make a summary of the use of“that” and “which”.Look at the screen again.

(Show the following on the screen.)

1.In following cases,“that”is often used.

(1)After ordinal number and superlatives.

(2)After the following words:all, only, little, few, much, very, none, last, just, any(thing), every(thing), some(thing),no(thing).

(3)After two or more antecedents,referring to both people and things.

(4)After interrogative pronouns“which”or “who”.

(5)When the relative pronoun is used as a predictive in the clause.

(6)When the main clause begins with “There be”.

2.In following cases,“which”is always used.

(1)After prepositions.

(2)To introduce a Non-restrictive Attributive Clause.

(3)The whole main sentence is the “antecedant”of the relative clause,and there is always a comma.

Step Ⅵ Practice

T:Now let’s do some exercises.Look at the screen.Fill in the blanks,choosing proper relative pronouns or relative adverbs.

(Show the following on the screen.)

1.Tell me the reason for__________you were late for class.

2.Who is the girl__________is speaking there?

3.This is Mr Smith,__________has some thing interesting to tell you.

4.The computer__________CPU doesn’t work has to be repaired.

5.This kind of computer,__________is well-known,is out of date.

6.This is just the place__________I’ve been longing to visit for years.

7.His mother is an engineer,__________makes him very proud.

8.The old man has four sons,three of__________are doctors.

Suggested answers:

1.which 2.that 3.who 4.whose

5.which 6.that 7.which 8.whom

Step Ⅶ Test

T:Now.Let’s have a test.Look at the screen.Do this exercise by yourself.A few minutes later.I’ll give you the answers.

(Show the following on the screen.)

1.I don’t like the way__________he talked to his mother.

A.as B.that

C.which D.by which

2.In the dark street,there wasn’t a single person__________she could turn for help.

A.that B.who

C.from whom D.to whom

3.The weather turned out to be very good,__________was more than we could expected.

A.what B.which

C.that D.it

4.All__________is needed is a supply of oil.

A.the thing B.that

C.what D.which

5.He paid the boy $10 for washing the windows,most of__________hasn’t been cleaned at least a year.

A.these B.those

C.that D.which

6.She spoke about the books and writers__________she remembered.

A.that B.who

C.which D.whom

7.The clever boy made a hole in the wall,__________he could see what was going on inside the house.

A.in which B.through which

C.at which D.on which

Suggested answers:

1.B 2.D 3.B 4.B 5.D 6.A 7.B

Step Ⅷ Homework

Review the Attributive Clause

Step Ⅸ The Design of the Writing on the Blackboard

Unit 18 Inventions

The Fifth Period

The Attributive Clause

Ⅰ.The differences between the Restrictive Attributive Clause and the Non-restrictive Attributive Clause

Ⅱ.The use of the relative words:

1.relative pronouns:who,whom,whose,that,which

2.relative adverbs:where,when,why

Ⅲ.The differences between“that”and “which”