高三复习Unit 3 Body language(Book2)

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篇1：高三复习Unit 3 Body language(Book2)

Unit 3 Body language

Useful expressions

1. one another 互相、彼此

Liz and I have known one another for years. | They often stay at one another's houses. 对比: They were holding each other's hands. | We had a lot to tell each other about our trip.

2. take … for example 以… 为例

Take nodding the head for example. 以点头为例吧。Take water for example , it is made up of two gases──hydrogen and oxygen .以水为例，它是由氢和氧两种气体组成的。对比: Let’s take Lei Feng as a good example for all of us to follow .让我们把雷锋当作我们大家学习的好榜样。

3. do research on … 对…做研究

He has done a great deal of research on that subject. 他对那个课题做了大量研究。Scientists have done some research on “Touch” in different countries. 科学家已经对不同国家里的“接触”情况进行了一些研究。

4. follow the custom 遵守习俗

Foreigners should follow these customs when they are visiting these countries. 外国人在访问这些国家的时候，必须遵守这些习惯。掌握下面follow的意思: You should follow the rules of the lab when you are doing experiments. 做实验时你们应该遵守实验室的规则。 Follow his suggestions, and you'll be successful sooner or later. 遵循他的建议，你迟早会成功的。

5. keep away 远离、不许靠近

Children should be kept away from the river. 小孩子应该远离这条河。You'd better keep away (from me). I have a bad cold.我患了重感冒，你最好不要靠近我。The Arab who is friendly will stand close to his friend, but the Englishman will move back in order to keep a certain distance away. 表示友好的阿拉伯人会站得离他的朋友很近，而英国人则会往后退，以保持一定的距离。

Sentence patterns

It's a pleasure to meet you. 很高兴认识您。In France, it is the custom to shake hands with people in the office every morning. 在法国，每天早上跟办公室里的人握手是一种习惯。

it 在这里的虽然占着主语的位置但却好像没有实际内容，实际充当主语的是to后的成份。为了避免头重脚轻情况出现，英文中出现了形式主语的结构，它的构成一般是这样的：It is /was + 名词/形容词 + (for/of sb) to do sth 如：It is the duty for us to help each other. 帮助别人对我们来说是一种责任。 It is very difficult to learn English well. 学好英语很难。

Language tips

1. You must be Dr Yang. 你一定是杨博士吧。

must 在这里表示猜测。如：It's already ten o'clock. My mother must be angry. 已经十点钟了，我妈妈一定生气了。We thought the teacher must be joking. 我们以为老师一定是在开玩笑。 It must have rained last night, for the ground is wet. 昨晚肯定下雨了，因为地上湿的。

2. No, thanks. I can manage it myself. 不，谢谢。我可以自己提。

manage在本句中指“设法对付”: It's heavy, but I can manage it. 它很重，但我能对付得了。 The bear can manage to live through the winter without eating anything. 熊一冬天不吃东西也能活下来。又manage与try的辨异: manage常指“想方设法而成功地做成某事”，强调结果。try常指“试图或努力做某事，成功与否不清楚”。如：He managed to get the housework done with very little help .在没有多少帮助的情况下，他把家务活干完了。He tried to get the housework done with very little help .他企图在没有多少帮助的情况下，把家务活干完。

3. Although we may not realize it, when we talk with others we make ourselves understood not just by words. 当我们和别人谈话的时候，我们可能没有意识到我们并不仅仅通过词语表达自己的意思。

短语 make sb./sth.do/done 意思是：使某人或某事被...。make sb/sth do，宾语与动词之间是主动关系。make sb/sth done 宾语与动词之间是被动关系。如：He makes me clean the table.

他让我擦桌子。（我主动进行清理工作）I tried my best, but I couldn’t make my view known. 我尽了最大努力，但未能使我的观点被知道（被别人知道）。I had to shout to make myself heard above the music.

掌握realize的用法: Do you realize that you're an hour late? None of us realised the danger we were in. Tim didn't realize his mistake until the next day.

4. Nodding the head means agreement, while shaking it means disagreement. 点头表示赞成，而摇头表示不赞成。

这里的while是连词，连接两个并列分句，表示对比，相当于我们汉语的“而”。当然它表达的转折含义不如but强烈。如：I like music, while he enjoys sports. 我喜欢音乐，而他喜欢运动。对比: They arrived while we were having dinner.

5. But not all body language means the same thing in different countries. 但是，并不是所有的体态在不同的国家里都表示相同的意思。这是部分否定，全部否定应怎么说？

6. Men do not kiss each other in either China or English-speaking countries. 在中国或在讲英语的国家里，男人们见面时彼此不亲吻。

either... or... 表示“(两者之中)…或… (之一)” 如：You may stay either in a hotel or in a private house. 你可以住在饭店或私人的家里。I want to visit either Paris or London. 我想去巴黎或者伦敦游览一下。Either you or I am wrong.不是你错就是我错。

注意：either...or…多为“两者之中的其中之一”的选择，但有时也可表示三者之中的选择。如：You can have either milk, orange juice or cola.牛奶、橙汁、可乐三种之中，你可以挑任何一种喜欢的来喝。

7. French people kiss each other hello and goodbye more often than British people. 法国人在问候和告别时相互亲吻多于英国人。

kiss (sb) goodbye/ hello 与某人亲吻问好或告别。如：They kissed goodbye when they departed.

他们互相吻别。 He kissed me hello when we met. 见面时，他亲吻我表示问好。英文中这样的结构并不少见，除了kiss (sb) goodbye/hello 之外还有 wave sb goodbye 挥手道别。

8. Generally, people from English-speaking countries do not touch each other very much. 一般说来，讲英语国家的人互相之间没有太多的身体接触。 “一般说来”还可译为 generally speaking

9. 区别custom与habit

custom主要是群体性的不断演变而成的习惯，代表一个国家或者地区的传统，即“习俗、风俗”。habit是指一个动作反复发生，习惯成自然。如：Social customs are greatly different from country to country .各个国家的社会风俗习惯很不相同。Biting his fingers is his habit .咬手指是他的习惯。可用在一起：Their customs and habits are different from ours .他们的风俗习惯与我们的不同。

10. In parts of Asia you must not sit with your feet pointing at another person. 在亚洲一部分地区，坐着时不允许把脚朝着别人。

这里出现了“with+复合宾语”的结构，由with + 名词+-ing”形式组成，在句中做伴随状语，进一步说明sit的姿势。如：I lay on the grass, with my eyes looking at the stars in the sky. 我躺在地上，眼睛望着天空的星星。point at指向，对准: He pointed his gun at the thief .他把枪对准了小偷。

11. It is good manners for an Arab to stand close to his friend when they are talking. 对阿拉伯人来说，和朋友谈话时站得很近，是有礼貌的。

manners 这里是“礼貌”的意思，当这个意思讲时它总是以复数的形式出现。如：It's bad manners to speak with your mouth full. 说话时嘴里塞满东西是不礼貌的。have good manners有礼貌，have no manners没礼貌

12. City people in Britain and the United States stand closer than those who live in the country. 英国和美国的城里人又比那些住在乡村的人站得更近。

我们常用that代替前面所提到的名词单数, 用those代替复数: The weather here is much warmer than that of Beijing. In my opinion the finest wines are those from France. 依我看来，最好的酒是法国出产的酒。

13. Using body language in a correct way will help communicate with people and make the stay in a foreign country easy and comfortable. 正确地运用体态语有助于人们进行交际，而且会使人们在外国逗留时感到轻松又愉快。

本句是动名词结构做主语，又如: Reading a lot helps (to) improve English. 大量阅读对提高英语水平有帮助。make sb/sth + 形容词, 表示“使...成...”，如：His gift made her very happy. 他的礼物令她非常快乐。Please make yourself comfortable. 请自便。

Grammar

复习和掌握动词不定式的用法

They don't like to be too close to one another. 作宾语

They will move back to keep a certain distance away. 作状语

Would you like me to do something for you? 作宾语补足语

Have you got anything to say? 作后置定语

It is a pleasure to meet you. 作主语

Waving one's hand is to say “Goodbye”. 作表语

I don't know how to communicate with foreigners. 与疑问词连用

Language record

In this unit I have learned to say in English:

Useful Expressions:

教你怎样使用打字机向周围的人传递信息

点头被作为……接受或认可

以……为例吻别

说英语的国家对……进行研究

对着，指向…… 遵守这些习俗

保持一定的距离住在乡下

Sentences:

1.我们并不仅限于用语言来让人明白自己的意思。

2.在法国，每天早晨在办公室和人握手是一种习俗。

3.阿拉伯人同朋友谈话时，和他站得很近，这是表示有礼貌。

4.正确使用参考书，有助于提高你的学习。

5.世上无难事，只怕有心人。

6.由一个男孩带路，他们很容易找到了那个村子。

篇2：Unit 3 Body language

Useful expressions

1. one another 互相、彼此

Liz and I have known one another for years. | They often stay at one another's houses. 对比: They were holding each other's hands. | We had a lot to tell each other about our trip.

2. take … for example 以… 为例

3. do research on … 对…做研究

4. follow the custom 遵守习俗

5. keep away 远离、不许靠近

Sentence patterns

Language tips

1. You must be Dr Yang. 你一定是杨博士吧。

2. No, thanks. I can manage it myself. 不，谢谢。我可以自己提。

掌握realize的用法: Do you realize that you're an hour late? None of us realised the danger we were in. Tim didn't realize his mistake until the next day.

4. Nodding the head means agreement, while shaking it means disagreement. 点头表示赞成，而摇头表示不赞成。

6. Men do not kiss each other in either China or English-speaking countries. 在中国或在讲英语的国家里，男人们见面时彼此不亲吻。

7. French people kiss each other hello and goodbye more often than British people. 法国人在问候和告别时相互亲吻多于英国人。

kiss (sb) goodbye/ hello 与某人亲吻问好或告别。如：They kissed goodbye when they departed.

9. 区别custom与habit

10. In parts of Asia you must not sit with your feet pointing at another person. 在亚洲一部分地区，坐着时不允许把脚朝着别人。

11. It is good manners for an Arab to stand close to his friend when they are talking. 对阿拉伯人来说，和朋友谈话时站得很近，是有礼貌的。

12. City people in Britain and the United States stand closer than those who live in the country. 英国和美国的城里人又比那些住在乡村的人站得更近。

Grammar

复习和掌握动词不定式的用法

They don't like to be too close to one another. 作宾语

They will move back to keep a certain distance away. 作状语

Would you like me to do something for you? 作宾语补足语

Have you got anything to say? 作后置定语

It is a pleasure to meet you. 作主语

Waving one's hand is to say “Goodbye”. 作表语

I don't know how to communicate with foreigners. 与疑问词连用

Language record

In this unit I have learned to say in English:

Useful Expressions:

教你怎样使用打字机向周围的人传递信息

点头被作为……接受或认可

以……为例吻别

说英语的国家对……进行研究

对着，指向…… 遵守这些习俗

保持一定的距离住在乡下

Sentences:

1.我们并不仅限于用语言来让人明白自己的意思。

2.在法国，每天早晨在办公室和人握手是一种习俗。

3.阿拉伯人同朋友谈话时，和他站得很近，这是表示有礼貌。

4.正确使用参考书，有助于提高你的学习。

5.世上无难事，只怕有心人。

6.由一个男孩带路，他们很容易找到了那个村子。

篇3：Unit 3 Body language

Lesson 9

Teaching Aims

Step I Lead-in

Sign to the students to be quiet. Then start a free talk with the students.

1.If you go to a shop, what does the shop assistant usually say to you?

Can/May/Shall I help you?

What can I do for you?

2.If you see your teacher carrying a pile of books, what should you say to her/him?

Would you like some help?

Would you like me to carry them for you?

3.When your mother is cooking, the salt happens to be used up, what would say to your mother?

Would you like me to go downstairs to buy a pack of salt for you?

Step II Dialogue Presentation

Today we are going to listen to a dialogue between Dr Yang and Mr. Lee. Dr Yang is one of the speakers invited to a conference. Mr. Lee, an organizer of the conference, is meeting him at the airport.

Ask the students to listen to the tape, with questions given before the listening.

The first listening:

Questions

What does Mr. Lee do for Dr Yang?

He would like to help Dr Yang to carry the boxes and the bag.

The second listening

Questions:

1. What does Mr. Lee say when he would like to off help to Dr Yang?

Can I take these boxes for you?

Would you like me to carry it?

Is there anything else I can do for you?

2. What are the answers of Dr Yang?

Thanks. That’s very kind.

No, thanks. I can manage it myself.

No, thank you. Thank you for all your help.

Reference:

To offer help:

Can / May / Shall I help you?

What can I do for you?

To accept help:

Yes, please.

Thank you for your help. .

That’s very kind of you.

To refuse help:

It’s all right, thank you.

It’s OK with me. I can manage.

Step III Dialogue Drills

1, Play the tape the third time and let the students read after it.

2, Let the students to practise the dialogue in pairs and encourage them to act it out.

Step IV Dialogue Practice

Practice 1.

Ask the students to retell the dialogue in the third person form.

Practice 2.

1. Learn the dialogue in 2 Practice on Page 13.

2. Work in pairs. Follow the dialogue at the bottom of page 13 and offer to do things for each other..

Step V. Dialogue Practice

Ask the students to make dialogues to practice offering help, accepting help or refusing help.

Situation:

One of your classmates is a green hand in playing table tennis, football, volleyball, or basketball, and would like to offer some help.

Situation 2:

One of your friends doesn’t know how to use the computer, copier, camera, and you would like to offer him/her dome.

Lesson 10

Step 1 Revision

1. Check the homework exercises.

2. Ask some Ss to read and act out the dialogue.

3. Revise the dialogues in SB Lesson 9.

Step 2 Presentation for reading

1, Ask the Ss some questions:

What do you say in English when you meet someone for the first time?

What else can we do?

Do you know what people do in other countries when they meet for the first time?

Today we are going to learn how people behave when they meet or talk to others. Look at the title, and guess the meaning of “ body language”.

2,Ask the Ss to read the passage quickly to find the answer to this question:

Do the Chinese and the British have the similar body language?

Step 3 Reading

1,Read the whole passage and do Ex.1.

2,Dealing with the language points

1. meet

* 迎接I must go to the airport to meet my boyfriend.

* 遇见I often meet her on the street.

Men may meet, but mountains never greet.

* 满足某人的愿望,需要,要求,条件,期待.

Meet one’s wishes, needs, demands, requirements, and expectations.

* 开会 The members of the board meet every Monday.

* 见面,认识I know his name, but we have never met.

* 支付 Have you enough money to meet the bill?

meet with

* 遭遇He met with a small accident on the way.

* 偶遇I met with one of my old school friends on the train yesterday.

* 受到They met with warm welcome.

2. meeting, conference, gathering, party

meeting 指一般性会议,人们为讨论某个问题而集合在一起,使用最广泛,可以用语各种场合.

Where does the meeting take place?

参加会议: attend a meeting, go to a meeting

召集会议:call a meeting,

举行会议: hold a meeting, have a meeting

主持会议: Preside over/chair a meeting

conference 专门性的正式会议,常用于就某个重大问题进行专门的研究或交换意见的讨论会, 协商会议.

a conference on education work

an international conference in New York

gathering 非正式的集合, 常用于群众性的社活动，联欢会.

a public gathering

There was a get- together at her house yesterday.

party 社交性或娱乐性集会,多半有庆祝或喜庆的宴会和舞会.

I was invited to her birthday party.

a dinner party a tea party a dancing party

give/have a party

attend a dinner party

3. make + 宾语 + 宾语补足语

* make oneself (sb.) + v-ed

When you speak English, be sure to make yourself understood.

He raised hid voice try to make himself hears by those at the back.

She waved her hand in the crowd trying to make herself seen by her boyfriend who came to meet her.

What made the little girl so frightened?

Asking with Professor Wang made her interested in history.

* make sb. + to do

You may take a horse to the water, but you can’t make him drink.

People who won’t work should be made to work.

*Make sb. (0neself) + adj.

Her coming to my birthday party made me even happier.

Praise makes good men better and bad men worse.

You are making black white and white black.

* make sb./sth.+n

We all made him our team leader.

He decided to make his study the lab for his scientific experiments.

He was made monitor at that class meeting.

4. While

1) 并列连词, “ 然而” 之意.

Some people are rich while others are poor.

There is plenty of rain in the southeast while there is little in the northeast.

I’m interested in sports while my brother is fond of music.

1) 从属连词, 作 “ 当…… 时候” 解.指一段时间,不能表示一点时间.

While I was sleeping, a thief entered my room.

While in London, he studied music and painting.

Strike while the iron is hot.

2) 作 “只要” 讲. = as long as

While there is water, there is life.

While there is life, there is hope.

5. take…for example 意思是 “以……为例. 比方说”.常用于阐明一件事的开头.

Take nodding the head for example.

Take this problem for example.

Take research work for example.

Take our school for example.

Take … for 把……当作……, 错认为是”. 表示结果与事实不付.

At first I took him for a Japanese.

She took me for my brother.

Don’t take me for a fool.

Take … to be/as 指主观上 “ 把…… 认作为……”. 不管对

We all take our teacher to be/as our good friend.

You must take English to be /as one of the main subjects you have to learn well.

类似的短语有: regard … as, look upon … as, think of … as, treat … as等.

6. 分词作状语

表示时间.

Hearing the news, they were much surprised.

Seeing those pictures, she couldn’t help thinking of the old days.

Walking out the room, he found the boy still there.

I learned a lot while serving in the army.

When leaving the airport, they waved again and again.

When asked to answer the questions, the boy felt very nervous.

Seen from the hill, the park looks very beautiful.

表示原因..

Being ill, he couldn’t come to school today.

Not wishing to continue his studies, he decided to work in a company.

Not knowing her address, we couldn’t get in touch with her.

Seeing nobody at home, she decided to leave them a note.

Move by Lei Feng’s example, they did countless good deeds.

表示条件.

Having time, I will come and help you.

Thinking it carefully, you will not take the job.

You will never make good progress unless studying.

Given more time we can do it better.

Compared with your progress, mine is nothing

United we stand, divided we fail.

表示结果.

His wife died, leaving him with three children.

The liquid passed right through their bodies, only getting a little thicker and thicker.

表示让步.

He hit a parked car, thus breaking one of his legs.

Being ill, he still came to class.

He is unhappy though having a lot of money

Whether supported or not, I will go on it.

Though treated badly, the dog remained faithful to its owner.

表示方式和伴随.

They sat in the garden, talking about the days they spent together.

She stood there waiting for the bus.

He turned away disappointed.

The teacher went out of the classroom, followed by his students.

分词的一般形式表示分词的动作和谓语的动作同时发生或在谓语动词子前发生,或表示一般性的动作.其完成形式表示的动作在发生在谓语动词之前.如果现在分词与句子的主语是被动关系且是一个正在进性的动作, 则用被动形式,常作定语,宾补语及状语.

He hurried away, looking behind as went.

Walking down the street, I met an old friend of mine.

Hearing the news, he was greatly surprised.

Not knowing where the school was, he asked the police the way.

Having been there many times, he offered to be our guide.

Not having studied hard, he failed in the exam.

The building being built id our library.

He asked who is the man being operated.

You will find the topic being discussed everywhere.

As we went into the village, we found many new houses being built.

Having been give such a good chance, how he missed it?

7. 关于 with 的复合结构

1) 概念

2) 结构 --- with + pron./n + v-ed

v-ing

adj.

Adv.

Inf.

Prep.

3) 句法功能------ 定语

状语

I can’t fixe my mind on my work with the children playing so noisily outside my window.

I won’t be able to go on my holiday with mother being ill.

The weather was even cold with the wind blowing.

He usually worked in his study with the door locked.

The outside sight looks beautiful with everything covered with snow.

She used to sleep with the windows open.

She went into the classroom with her face red.

She came to a small river with green grass and red flowers on both sides.

The teacher came into the room with some books under his arm/in his hand.

He managed to send a picture with a machine to help him.

She lives in the city of Shanghai with her son a teacher.

He went out with his head down.

Step 4 Reading aloud

Play the tape for the Ss to listen and repeat. Pay attention to correct phrasing and intonation.

Step 5 Comparison

1, Ask the Ss to read the passage again and find out all body language mentioned in the text and gets the meanings clear.

2, Check that the Ss understand the meanings of the body language in the table and know what they have to do.

Step 6 workbook

Do all the exercises in Lesson 10.

Step 7 Consolidation

Revise the contents of the passage. Ask the Ss some questions:

What did you learn about touch?

How should you eat in Arab countries?

Homework:

Finish all the Workbook exercises. Read the passage again and again and try to learn it by

heart.

Write down the correct sentences for Ex. 2.

Lesson 11 00/09/11

Step 1 Revision

1, Check the homework exercises.

2, Books closed! Ask the Ss some questions, using Ex. 1 as a guide.

Step 2 Presentation

T: Today we are going to read more about body language. How close do people stand when they are talking together? Is it good manners to stand very close to your friend like this? The distance between people who are talking is different in some countries. Let’s read the passage.

Step 3 Reading

Asking more questions on the reading passage. Let the Ss read the passage and answer the questions, working in pairs or small groups. Check the answers with the whole class.

Step 4 Language focuses.

1, manner n.--- way in which a thing is done or happens; person’s way of behaving toward others

Do it in this manner.

He spoke in such a manner as to offend them.

I don’t like his manner.

His manner showed his anger.

manners n. social behavior; habits and customs

He has no manners at all.

It is bad manners to stare at people.

According to manners, he must be still in bed at this time of say.

2, keep a certain distance away 保持一的距离, keep away 作 “避开,使离开,不使接近”.

Keep away, or I will call the police!

Keep away from that house. There is a dangerous dog there.

If you can keep them away, you are safe.

3, certain 作 “某个,一定的,某种程度的,” 讲.

There is a certain distance between the village and the bus stop.

They escaped to France for a certain political reason.

He must be waiting for you at certain place.

*certain 作 “肯定,有把握’讲.

I’m certain that they don’t know the meanings of the gestures.

Are you certain that you’ll get there in time?

*certain/some

Some comrade Wang wants to see at the gate of the school.

A certain Wang is wanting to see you at the gate of the school.

*certain/sure

I am sure that our football team will win the game.

That our team will win the football game is certain.

It is certain that our team will win the football match.

4. manage Vt. & vi.

1) control 控制,经营

He couldn’t manage this horse, and it threw him to the ground.

The boy is so naughty that his parents cannot manage him.

Mr. Brown manages a large company in the town.

2) succeed, be able to do sth. 设法完成, 应付

Though I have a lot of difficulties, I can manage to get everything ready.

I shan’t be able to manage without help.

If I can’t borrow the money, I’ll have to manage without.

manage 和 try 的区别

manage : do then succeed 设法做成了某事

try 表示尽量做,但不一定成功

He tried to pass the exam, but he failed.

He managed to pass the exam, and the teacher praised him.

5. custom 和 habit

custom 表示 “社会,集体,国家” 等的 “风俗,习惯”. 而 habit 只能用于表示个人的习惯.

To spit about is a bad habit.

It was Tom’s habit/custom to get up early and go for a walk before breakfast.

Be in habit of; fall/get into bad habits; form a habit of; get out of a habit

Step 5 Practice

SB Page 16, Part 2. Teach the new words. Do one or two sentences orally in each part as an example, then let the Ss work in pairs, making up suitable sentences.

Step 6 Practice

SB Page 17, Part 3. Go through the example. Teach the new words. Let the Ss work in pairs. Ask some pairs to act out in front of the class.

Step 7 Discussion

SB Page 17, Part 4. Ask the Ss to list out all the body language they have learned and write them on the Bb. Then let the Ss work in pairs and discuss. What the body language will help to do.

Step 8 Workbook

Homework:

Finish the workbook exercises.

Revise the contents in this unit.

Do Ex.3 if it is possible.

篇4：Unit 3 Lessons 9-12 Body Language

A Teaching Design for Body Language

Designer：Qiu Ai-xia Senior 2 Classes 7&11

课时数 5 Periods

学习目标：1.Improve the ability of the Ss’ listening , speaking, reading and writing.

2.Enable the Ss to have a better mastery of some important words and expressions.

3.Enable the Ss to use some key sentence patterns correctly.

4.Enable the Ss to have some knowledge about body language.

技能目标：

重点词汇： manage, proud, wave, agreement, manner, distance, pleasure,

realize, expression ,follow, must

重点短语： take sth./sb. for example, help sb. with sth./(to) do sth., show sb. to + 地点名词/how to do sth., accept …. as, English-speaking, for the first time, do some reseach on…, keep a certain distance away, communicate with, a day or two later

主要句型: What (How) about…?, make oneself understood, while表对比, either…or,

make + 宾语 +宾补, not…but…

交际用语: Offer help

Can/shall I help you?

Would you like me to do…?

Would you like some help?

Is there anything else I can do for you?

Accept help Refuse help

Thanks./Yes, please. It’s all right, thank you.

Thank you for your help. I can manage.

That’s very nice of you. No, thanks. I can manage it myself.

That’s very kind.

考点提示: pleasure, realize, follow, help sb. with sth./(to) do sth., What(How) about…? , while表对比, make + 宾语 +宾补

语法： 1.部分否定；2.with+n.+补足成份成独立主格结构；3.动词不定式作主语时的形式主语It; 4.疑问词后跟动词不定式

教学手段: slide, overhead projector, tape recorder, computer

Lesson 9 Dialogue Period One

Teaching aims and requirements:

1. Improve the ability of the Ss’ listening and speaking.

2. Enable the Ss to understand and read the dialogue fluently.

3. Enable the Ss to get a good mastery of some important sentence patterns.

Teaching Procedure:

Step 1. Revision

Check the homework exercises. Revise simple phrases for asking permission:

Can/shall I help you?

Would you like me to do…?

Would you like some help?

Is there anything else I can do for you?

Step 2. Presentation

SB P13, Part 1. Ask What does Mr. Lee do for Dr Yang？Get the Ss to read the dialogue quietly to find the answers. Go through the dialogue and deal with any language points.

Step 3. Language focus

1．It’s a pleasure to meet you．认识你很高兴。

(1) It’s a pleasure to do sth．“很高兴做……”，It’s nice／great to do sth．如：

It’s a pleasure for me to be invited to speak here．应邀在这儿发言我很荣幸。

(2) 短语for pleasure意为：“为取乐（开心）；为消遣”

I went to New York for pleasure, not on business．我是去纽约玩，不是出差。

(3) It’s my pleasure．意为：“不客气；不用谢”。常用于回答对方道谢。如：

-Thank you for your help．

-谢谢你帮助我。

-It’s my pleasure．

-不用谢。

(4) with pleasure，意为：“当然可以；非常愿意；乐意效劳”。如：

-Would you hold this for a moment﹖

-With pleasure．

-你可以帮我拿一下这个吗？

-当然可以。

2．I can manage it myself．我自己能扛得动。

(can／could) manage to do sth. “设法做到”

那个箱子太沉了，但他（还是）设法搬走了。

The box was heavy but he managed to carry it．

manage to do：“成功地做成了某事（尤指困难的事）”，

try to do“努力或设法做某事”，但不一定成功。

他设法按时完成了工作。

He managed to finish his work on time．

他试图通过这次期末考试，但失败了。

He tried to pass the final exam, but he failed．

3.That’s very kind.= That’s very kind of you.

4.Is there anything else I can do for you?=Can I help you in any other way？

5.help sb. with sth.

6.do shopping

7.else

Would you like anything else to drink?

Who else’s house have you called at today?

8.show

She told us to show our tickets.

They have show me the way to the railway station.

Please show me where he had put it.

Step 4 Practice

.Speech Cassette Lesson 9. Play the tape or read the dialogue for the Ss to listen and repeat.

Then let them to practise the dialogue in pairs. Encourage them to look at their partners, not

at their books , when they speak. Ask a pair to act out the dialogue.

Check two or three groups after 5 minutes. Go through the phrases in the table and make sure the Ss understand them .

Offer help Accept help Refuse help

Can/shall I help you? Thanks./Yes,please. It’s all right, thank you.

Would you like me to do…? Thank you for your help. I can manage.

Would you like some help? That’s very nice of you. No, thanks.I can manage it

Is there anything else I can That’s very kind. myself.

do for you?

Step 5. Workbook

Turn to page 83 and do Exx. 1-3.

Ex.1. We may use different expressions to make another dialogue with a student about the same picture . Then let the Ss practise in pairs with the other three pictures .

Discuss the answers to Ex 2 & 3 in pairs. Then check the answers with the whole class. The Ss are encouraged to give the different answers .

Step 7.Homework

1. Do some exercises on English Weekly.

2. Practise reading the dialogue and try to recite them if they can.

Lesson 10 Body language Period Two

Teaching aims and demands:

1. Improve the Ss’ reading ability.

2. Enable the Ss’ to have a general idea of the whole text.

3. Introduce some new word and sentence patterns.

Step 1.Revision

Check the homework exercises , especially WB Lesson 5, Ex 3.

Review the dialogue in SB Lesson 9.

If necessary, give the Ss more drillings in the asking permission phrases in SB Lesson 9.

Step 2.Presentation for reading

Show some signs of body language and ask :

What does this mean ?

SB Page 14, Part 1. Ask the Ss What do we say in English when we meet some one for the first time? Collect answers. Hello!, How do you do?,Make a handshake gesture. Help the Ss to say We can shake hands,etc. Do the Chinese and British have similar body language?

Step 3.Reading

1.Wb Lesson 10, Ex. 1. Go through the exercise and make sure the Ss know what to do. Let them read the text silently by themselves and try to answer the questions, working in pairs or small groups. Check the answers with the whole class.

2. Deal with any language points that arise.

1．Although we may not realize it, when we talk with others we make ourselves understood not just by words．我们同别人谈话时，并不仅限于用言语让人明白自己的意思，对于这一点我们可能并没有意识到。

(1) realize作“意识到；了解到”解，后接名词或宾语从句。它还可作“实现”解。

He came to realize that he was wrong．他终于认识到自己错了。

I didn’t realize that until he told me．直到他告诉我，我才意识到那一点。

Today our hope has been realized at last．今天我们的希望终于实现了。

注意：realize的主语一般是人，否则用被动语态，但不用进行时态。

(2) make oneself understood“让别人明白自己的意思（听懂自己的话）”。

宾补用过去分词。如：

他大声地说以便让别人听到他的话。

He spoke in a loud voice in order to make himself heard．

make后的宾补还可用形容词、名词和动词原形。如：

We are working hard to make our country more beautiful．

我们正在努力工作以使我们的国家更美丽（把我们的国家建设得更美丽）。

The boy made a face just to make others laugh．

那个男孩做了个鬼脸，只是想逗别人笑。

We make him our leader．我们让他当领导。

4．But not all the body language means the same thing in different countries．但是，并非所有的体势语在不同的国家都表达相同的意思。

not all…表示部分否定。not与all, every, both, each, always和often连用，表示“并非全部；并非每个人；并非每件事；并非总是”等。如：

All is not gold that glitters（＝Not all is gold that glitters．）．发光的并非都是金子。

Not every man can do it well．并非每个人都能把这件事做好。

英语中表示全部否定时，常用no, none, nobody, nothing, neither, never等。如：

None of my friends smoke．我的朋友都不吸烟。

He never came to the city．他从未来过这个城市。

5．In France, it is the custom to shake hands with people in the office every morning．在法国，每天早上在办公室里和人握手是一种习俗。

custom n．“风俗、习俗、习惯”。

It is the custom for sb．to do sth．（某人习惯做某事）

It is one’s custom to do sth．熥瞿呈率悄橙说南肮撸牎H纾

Social customs vary in different countries．社会风俗各国不同。

It is the custom for the Chinese to take off shoes when they get into a hall．

进入门厅脱鞋是中国人的习惯。

It is Mary’s custom to get up early and to go for a walk before breakfast．

玛丽的习惯是早起，且早饭前散步。

6．Scientists have done some research on “Touch” in different countries．科学家们对不同国家的人相互“触碰”的情况作过调查研究。

do some research on“对……进行研究”。do可换成make，carry；on可换成into。如：

Scientists are making some research into the problem of food．

科学家们在研究食物问题。

Step 4. Reading aloud

Speech Cassette Lesson 10. Read or play the third paragragh of the passage for the Ss to listen and repeat, paying attention to correct phrasing and intonation.

Step 5 Comparison

SB Page 15, Part 2. Ask the Ss to read the passage again and find out all the body language mentioned in the text and get the meanings clear. Tell them not all the body language means the same thing in different cultures. Different people have different ways of making communication through body language. Make sure the Ss know the importance of body language. Check that the Ss understand the meanings of the body language in the table and know what they have to do.

Step 6. Workbook

Wb Lesson 10, Exx. 2&3.

Both the exercises check the Ss’ comprehension of the passage. Make sure that the Ss are familiar with the contents.

Do Ex.2 with the whole class. You may say the sentences in Ex.2 and let the Ss raise their own opinions. Then get them to give correct information.

Ex.3 can be done first in pairs, then in class. Write the answers on the Bb.

Step 7. Consolidation

Revise the contents of the passage. Ask some focus questions, such as:

1. What did you learn about touch?

2. How should you eat in Arab countries? Etc.

Step 8 . Homework

Practise reading the text fluently. Complete the Workbook exercises. Write down the correct sentences for Ex. 2.

Lesson 10 Body Language

Lesson 11 Period Three

Teaching aims and requirements:

1. Improve the Ss’ ability of reading comprehension.

2. Enable the Ss to master some new words and sentence patterns.

Step 1. Revision

1. Check reading the text.

2. Ask two pairs to retell the dialogue.

Step 2.Preparation for reading

Step 3. Reading

Ask the Ss : Why can’t people stop smoking ? Let the Ss read the passage carefully to find the answer . Go through the passage with the Ss and discuss the information in it. Check to see if the Ss understand it .

Step 4 . Language points

with复合结构精析

It is not good manners to speak with your mouth full．和In some parts of Asia you mustn't sit with your feet pointing at another person．现将其常见结构及其在句中的作用归纳如下：

1．with ＋名词／代词＋现在分词。其中现在分词表主动或正在进行的动作。如：

他睡着了，收音机还在响。（伴随状语）

He fell asleep with his radio still working．

由于你站在这儿，我们不能专心地工作。（原因状语）

With you standing here，we can't fix our attention on the job．

2．with ＋名词／代词＋过去分词。其中过去分词表被动或完成了的动作。如：

Tom stood for a moment with his hand still raised．汤姆举着手站了一会儿。（伴随状语）

With the problem settled，we all felt happy．问题解决了，我们都感到高兴。（原因状语）

3．with ＋名词／代词＋不定式。其中不定式表示将要发生的动作。如：

With so much work to do，we can't kill any time by playing cards．由于有这么多工作要做，我们不能打牌来消磨时间。（原因状语）

With the teacher to help us，we will make greater progress．在老师的帮助下，我们会取得更大的进步。（原因状语）

4．with ＋名词／代词＋形容词。如：

The girl entered the room with her eyes full of tears．这女孩走进屋里，眼泪汪汪。（伴随状语）

He likes to sleep with the window open．他喜欢开着窗户睡觉。（伴随状语）

5．with ＋名词／代词＋介词短语或副词。如：

The emperor walked in the street with nothing on．皇帝走在街上,一丝不挂。（伴随状语）

The wood cutter was standing next to a fallen tree， with lots of small pieces of wood in front of him．伐木工人站在一棵砍倒的树旁，前面有许多碎木片。（伴随状语）

Step 5. Language study

SB Page 16, Part 2. Teach the new words guest, host and fist. Do one or two sentences orally in each part as an example, then let the Ss work in pairs, making up suitable sentences.

动词不定式：

1．to+原形动词叫动词不定式，没有人称和数的变化，但有时态和语态的变化.例:

（1） I want to know all about it. （一般式）

（2） He wants to be sent where he is most needed.（一般式被动语态）

（3） Good-bye, Tommy, I’m glad to have spent a good night with you（完成式）

He seems to be singing in the hall.（进行式）

2. 具有名词，形容词和副词的作用，在句子中作主语表语录宾语定语状语补足语等。

(1) It’s important to learn a foreign language.（主）

(2) To do the work is quite easy.（主）

(3) His job is to look after the crops.（表）

(4) He learned how to do it in the factory.（宾）

(5) Have you got a key to lock the door?（定）

(6) She jumped with joy to hear the news.（状）

(7) I hope he will advise me how to finish it in a short time..（宾补）

3. 否定形式：not to do…..

tell sb. not to do…, decide not to do sth., warn sb not to do…, etc.

Step 6. Practice

SB Page 17, Part 3. Go through the example. Teach the new word juice. Let the Ss work in pairs. At the end of this activity ask some pairs to act out in front of the class.

Step 7. Discussion

SB Page 17, Part 4. Ask the Ss to list out all the body language they have learned and write them on the Bb. Then let the Ss work in pairs and discuss what the body language will help to do.

Step 8. Workbook

Turn to page 85 and finish the Exx.1-3.

Make sure the Ss have full understanding of the reading passages before starting to do Ex.1.

Let the Ss discuss the answers in pairs. Then check the answers with the whole class. The

Ss should read out the whole passage.

Do Ex. 2 orally in class.

If time permits, do Ex.3 in class. Encourage the Ss to think of different answers.

Step 9. Homework

1. Read the text fluently and try to retell the text .

2. Finish the exercises on the exercise book.

Lesson 11 Body Language (2)

Good manners don’t like English people like American

(Arab) in the country in the city

interesting

↓

watch

↓

an Arab and an Englishman talking…

distance(stand closer, keep a certain distance away)

↓

Lesson 12 Period Four

Aims and requirements：

1. Improve the Ss’ speaking ability.

2. Enable the Ss to use the new sentence patterns to express themselves fluently.

Step 1. Revision

1. Check the homework exercises.

2. Revise the use of Inf. in Lesson 11. Get the Ss to make sentences using Inf.

Step 2. Dictation

Dictate some new words phrases.

Step 3.Preparation for listening

SB Page 18, Part 1 . Wb Listening . Unit 3. Ex 1. Go through the example and make sure the Ss know what to do . Note that , for this exercise, they only need to tick the subjects which they are talking about.

Step 4. Listening

Play the tape once or twice as necessary, then let the Ss check their answers in pairs. Do Exx 2 and 3 in the same way. Finally , discuss the answers with the whole class.

Step 5.Writing

SB Page 18, Part 2. Go through the words in the box and make sure the Ss know what they are going to do . Teach the new word : club in Sentence 5. Get them to do this exercise individually. Then check the answers in pairs.

Step 6. Discussion

SB Page 18, Part 3. Questions for discussion: Briefly revise the points about customs and habits in SB L10&11. Go through the task with the Ss and let them work in groups of four. Ask some Ss to make a report of their group discussion to the whole class. Collect ideas on the Bb.

Step 7.Checkpoint

Go through Checkpoint 3. Revise the use of Infinitives. Deal with any points that you or the Ss raise.

Step 8. Writing

SB Page 18 , Part 4. Group work.. To collect ideas on the Bb before the Ss start to work on their sentences. Go round the class and look at the sentence prepared by each group.

Step 9.Workbook

WB Lesson 12, Exx. 1-4. Look at the pictures of gestures. Explain briefly to the class what they have to do. Get the Ss to work in pairs and then check the answers with the whole class.

Read aloud the phrases in Ex.2 for the Ss to listen. Ask them to pick out the right words for them. Do this exercise in the way of a quiz.

Do Ex.3 orally in class. Get the Ss to write the English sentences in their exercise books.

Ex.4 is treated as optional.

Step 9. Homework.

Get ready for the examination.

Revision of Unit 3 Period Five

Aims and demands:

1. Review all the key points in this unit.

2. Finish explaining some language points and grammar.

3. Finish doing all the exercises on the exercises book.

Step 1. Revision

1. Check the homework

2. Check reading the text.

3. Do some reading exercises.

Step 2. Unit 3 同义词（组）辨析

1．meet；meet with

meet可作“遇见”、“迎接”解。meet with表示“遇见”、“碰到”时，常含有“偶尔”的意思（＝come across，come upon）。此外，meet with还可表示“遭遇”或“经历”的意思。在美国英语中，meet with还可以表示“会见”。

I often meet her on the street．

She said she had to go to the station to meet her uncle．

I have met with this word many times in my reading．

You should not lose heart when you meet with difficulty in learning a foreign language．

The department head met with her in his office．

2．meeting； conference； gathering； party

meeting可以用于两人或多人，表示偶然的或拟定的，短暂的或持续的聚会。它的用途很广，可用于日常普通场合，也可用于特殊的或官方的正式场合。如：

The students had a class meeting last Friday．

The summit meeting of the state heads came to an end two days later．

conference指专门性的正式会议，常用于就某个重大问题进行专门研究或交换意见的讨论会、协商会等。如：

Many reporters came to attend the press conference．

The annual conference of geologists will be held in Chicago this year．

gathering一般指非正式的集会，常用于群众性的活动（像联欢会等）。如：

A public gathering was held in Zhongshan Park on May Day．

party指社交性或娱乐性的集会。如：

Mary and I were invited to Jane’s birthday party the other day．

Mr．Brown gave a dinner party last Thursday．

3．though；although；as

这三个词都可以表示“虽然”、“尽管”。though和although引导让步状语从句时，常可互换，只是although的语气更强一些。如：

Though／Although it was late，the farmers kept on harvesting the crops by the lights of the tractors．

此外，though可以用于省略句，although很少这样用爐hough引导的从句可以部分倒装，although引导的从句不用倒装语序。如：

Though poor, he is always neatly dressed．

Poor though I am, I can afford it．

as表示“虽然”、“尽管”引导让步状语从句时，从句要用倒装语序，将表语、状语等置于句首。

Tired as he was, he went on working with his workmates．

Child as he is, he knows a lot about the computer．

注意：as引导让步状语从句时，若充当表语的名词位于句首，则该名词前面不用冠词。

4．close；closely

close, closely这两个词都可以用作副词，close表示“靠近”、“紧紧地”，closely则表示“紧密地”、“严密地”、“密切地”。如：

I went closer, and saw clearly a tall man in the moonlight．

Come close, I want to tell you something important．

The policeman followed the strange man closely．

The scientists got closely in touch with the astronauts.

Step 2. 单元知识点与高考考点透视(Unit3)

1．课本原句：Would you like me to type your composition for you？

考例1）：（NMET 97）I would love ____ to the party last night but I had to work extra hours to finish a report．

A．to go B．to have gone C．going D．having gone

考点点拨：would（should）like（love）的意思是“愿意、希望、想”，后跟名词、代词或不定式作宾语，不可以跟V-ing形式，如果表示“希望某人做某事”可以用含动词不定式的复合宾语，即would（should）like（love） sb．to do sth．。考例1）表示本来想去参加晚会，而实际上没去，不定式要用完成式形式，故选B。

2．课本原句：Waving one's hand is to say“Goodbye“．

考例2）：（上海）In such dry weather，the flowers will have to be watered if they ____ ．

A．have survived（幸存、生还） B．are to survive C．would survive D．will survive

考点点拨：动词不定式作表语时可以表示目的，如本课中的这一句。另外还可以表示事态发展的趋势、预期的结果、不幸的命运或预言，如：

1. You must speak out if we are to remain friends．（如果我们还想做朋友的话，你就痛痛快快地把话都说出来。）由于状语从句的谓语动词不可以用将来时，考例2）可先排除C、D项，而A项的完成式不符合题意，故选B。

3．课本原句：In France，it is the custom to shake hands with people in the office every morning．

2. 考例3）：（MET 89）Is ____ necessary to complete the design before National Day？

A．this B．that C．it D．he

考点点拨：动词不定式作主语时，通常用形式主语it代替，而把真正的主语后置，目的是为了避免句子的“头重脚轻”现象，以保持句子的平衡，本题选C。

4．课本原句：Although we may not realize it，when we talk with others we make ourselves understood not just by words．

考例4）：（MET 91）The speaker raised his voice but still couldn't make himself ____ ．

A．hear B．to hear C．hearing D．heard

考点点拨：make oneself done结构中的make是使役动词，跟过去分词作宾语补足语时，宾语补足语与宾语之间是被动关系，意思是“使自己被……”，如：Would you like to make yourself known？（你能自我介绍一下吗？）本题选D。句意是：演说者提高了嗓门，可是人们还是听不到。

5．课本原句：If you touch an English person，you should say ”Sorry“．

考例5）：（NMET94）Here's my card．Let's keep in ____ ．

A．touch B．relation C．connection D．friendship

考点点拨：touch作动词解的意思是“触摸、接触、碰到”，作名词解的意思是“触摸、接触、联系”，短语keep in touch with sb．的意思是“与某人保持联系”，如表示“与某人取得联系”则用get in touch with sb．。由考题中的here's my card，可知选A。

6．课本原句：But English people do not like to be too close to one another unless there is a reason．

考例6）：（2001京皖春招）The men will have to wait all day ____ the doctor works faster．

A．if B．unless C．whether D．that

考点点拨：连词unless的意思是“除非、如果不”，相当于“if．．．not”， unless从句多接肯定式来引导条件状语从句，当主句用一般将来时态的时候，从句一般要用一般现在时态，考例6）选B。

Step 3 .English weekly

1. Explain some key points on the English weekly.

2. Let the Ss’ ask some questions and explain.

Step 4. 单元测试Unit 3

I.根据所给单词的汉语注释或首字母写出下列单词的正确形式。

1． It is the c____ in China to eat dumplings during the Spring Festival．

2． We can c____ with people in most parts of the world by telephone．

3． The invitation was meant as a friendly g____．

4． They had to put off the meeting because of the____（意见不一）.

5． They____（数）the number of times that people touched each other．

II．同步语法（动词不定式）:根据汉语提示完成下列句子。

1．It is difficult____________（照顾这么小的一个孩子）．

2．I pretended____________（睡着了）．

3．Mr Green seemed____________（越来越不喜欢他）．

4．He decided____________（成为物理学家）．

5．The woman came out____________（看看在发生什么事）．

6．I mean____________（完成这个任务），one way or another．

7．The enemy is believed____________（已被击败）．

8．He appears____________（是你的朋友）but I doubt if he is．

9．I happened____________（在挨着他站着）when he was shot．

10．The teacher wanted the composition____________（在课堂上完成）．

III．课本要点

A）单项选择。

1．If you go to Britain，you must ____ British customs．

A．have B．follow C．take D．share

2．Dark clouds are a ____ of rain while a smile is a of friendship．

A．gesture；sign B．sight；method C．sign；gesture D．mark；way

3．It is a ____ to celebrate Christmas on December 25th in some English-speaking countries．

A．custom B．manner C．habit D．holiday

4．It is strange that the creature should（居然）____ to live without eating for so many months．

A．turn on B．keep on C．manage D．try

5．The speaker couldn't make himself ____ because of the great noise．

A．heard B．hearing C．hear D．to hear

6．Mr Smith felt more nervous with so many people ____ him．

A．watch B．watching C．watched D．to watch

7．How could you leave the classroom with all the lights ____ on？

A．turn B．turned C．turning D．to turn

8．It is well known that British people seldom ____ when they meet．

A．kiss hello each other B．say hello each other

C．kiss each other hello D．say each other hello

9．The animal is dangerous．____ from it．

A．Keep on B．Keep out C．Keep off D．Keep away

10．Your account can't be accepted ____ the true version．

A．for B．about C．by D．as

B）句型转换。根据上句完成下句，一空一词，使上下句在意义上相同或相似。

1．He spoke so fast．So I didn't understand what he said．

He spoke so fast that he didn't ____ ____ ____ ．

2．Some of the students in our class are good at English，while some aren't．

____ ____ ____ ____ in our class are good at English．

3．If you call me up，I'll come tomorrow．

I ____ come tomorrow ____ you call me up．

4．They are friendly to us all．

They treat all of us ____ ____ ____ ____ ．

5．Do your children kiss you before they go to bed？

Do your children ____ you ____ ____ ？

C）单句改错。

1．“Thank you for helping me．”“With pleasure．”（）

2．He tried to get to the bus stop and caught the first bus．（）

3．The two sisters were caught in a strong storm ．They encouraged one another all the way．（）

4．The celebration of Christmas is a habit.（）

5．I don't like to talk with him．He has no good manner．（）

D）书面表达。

假设你叫朱锋，你收到了一位美国笔友Tom的一封信。他向你询问了一些问题：他上个月在中国度假时，周围的中国朋友见面时，总爱问他上哪儿去，吃过饭没有之类的问题。他感到很不理解。请你给他写封信，做出一个恰当的解释。

词数：100词左右

Step 5. Homework

1. Review all the language points in this unit.

2. Preview the new words and lessons in Unit 3.

Key:I:1．custom 2．communicate 3．gesture 4．disagreement 5．counted

II． 1．to look after such a little baby 2．to be asleep 3．to dislike him more and more 4．to become a physicist 5．to see what was happening 6．to complete the task 7．to have been defeated 8．to be your friend 9．to be standing next to him 10．to be finished in class

III．III．A）1-5BCACA 6-10BBCDD B）1．make himself understood 2．Not all the students 3．won't，unless 4．in a friendly way ／manner 5．kiss，good night C）1．With→My 2．tried→managed 5．one another→each other 6．habit→custom 9．manner→manners D）One possible version:

Dear Tom，

Thanks for your letter．It's interesting to learn your story．Now I'd like to answer your questions．

In China，we have our own way to greet each other when we meet．In your country，friends may say “Hello！”or “Hi！”to each other．In China，people，especially old people love to ask “Have you had your meal？or “Where are you going？ In fact， they really don't want to know whether you have had your meal or not，or where you are going．They just express their care or attention to you by saying so．Of course，you may feel embarrassed to hear these words．But if you stay in China a little longer，you will get used to it．

OK，does my explanation sound reasonable？

Best wishes！

Yours，

Zhu Feng

篇5：高三复习Unit 24(book2)

RSEFC 2A Unit 9 Saving the earth

教材分析

本单元的中心话题为“拯救地球”，通过课堂导入引出水污染、空气污染、环境破坏，乱砍乱伐树木等环境问题，围绕这一主题，结合听、说、读、写的训练达到熟悉话题表述，语言熟练应用，能运用所学知识就环境问题展开讨论，在口头上和笔头上阐述自己的观点，达到语言输出的目的。

“热身”（Warming up）部分，运用图片导入法，通过对所展示图片的讨论，引出环境保护、拯救地球的主题，初步了解学生对现状、原因、解决办法的掌握程度，并通过提问了解学生对本单元学习内容、学习策略、学习途径的愿望，以便教师及时调整其后课堂教学的内容、难度、和深度的把握。

“听力”训练由两大部分组成，分别安排在“听力”（Listening）和“综合技能”（Integrating Skills）两个部分。前者又由两部分组成，第一部分为纪念“世界地球日”活动上的讲话，阐述了保护水资源的必要性和紧迫性。第二部分围绕保护水资源的主题，介绍了如何保护水资源的具体措施；后者，作为综合语言运用部分，听力内容主要为其后的写作作为铺垫，除了敏锐捕捉语言信息以外，学生还需要了解发言稿的开篇、论证、以及结束。

“阅读”（Reading）着重介绍世界地球峰会的由来，详细描述了2002年南非约翰内斯堡地球峰会的召开情况，展示了“可持续发展”这一主题，会上大多数代表所涉及的“世界三大杀手（被污染了的饮用水、简陋的卫生设备和空气污染，以及贫困、战争、和**，指出世界的顺利发展，取决于各国的和平相处、互相合作、互相促进、共同进步，最后文章还阐述了世界地球峰会的作用和意义。

“语言学习”（Language Study）要求学生利用构词法的知识，灵活运用词形变化进行正确运用，在第二部分要求学生正确辨别－ly结尾词的词性。

“语法”（Grammar）通过对倒装形式的总结，全面了解倒装的具体结构和应用，结合句型转换和选词填空练习，帮助学生掌握这一语法现象。

“综合技能”（Integrating skills）采用高一课本中未曾出现过的展示方式，选用听力方式展示写作模式，通过口头讨论等方式，巩固学生对本单元知识的掌握，从而有效地指导学生进行写作练习，并通过Unit 2中的checklist对所写的书面表达进行修改。

教案范例

Period 1 Warming up, listening and Speaking

I. Goals:

1. To make Ss know pollution and present situation throughout the

world and encourage them to find solutions to this problem.

2. To encourage Ss to activate the relevant vocabulary.

3. To develop Ss' speaking by practicing supporting an opinion.

II. Teaching procedures

Step 1 Warming up

1. Greetings

2. Talk about the pictures

Present the students a series of pictures to assure them how serious the pollution is

and ask them some questions about these pictures.

⑴ ⑵ ⑶

⑷ ⑸ ⑹

Q1: What can you see in these pictures? How does it happen?

Q2: What causes the problem?

Q3: What are the biggest problems facing the earth? Why do you think so?

Q4: Have you ever done something bad to the environment?

Q5: Can you give me more examples that happened in people's daily life and is bad

for the environment?

Step 2 Listening

1. Lead in

More and more people are realizing the damage that is being done the environment and learning more and more harm that the environment is doing to our human inhabit. People are celebrating International Earth Day, when varieties of activities are held so that more people will be involved in environment protection.

2. While-listening

Listen to Part 1 and answer the questions.

1) Why is she giving this speech?

2) What does she think the most serious problem is?

3) What does she say that we should do about it?

4) What do you think she will say next?

Listen to Part 2 and fill in the blanks with what Ss hear.

Argument 1: We should _____________.

We must _________________________.

We should _______________________.

If we _______, we ________________. Argument 2; _______________________

Problem: _______________________

Solutions: _______________________

3. Post-listening

Pair work: Infer what the speaker will say next, list like the above one and share the speech with the partner and the class.

Group work: Discuss with group members about the measures that we may take to protect air, forest; animals; grassland.

Ask Ss to deliver their speech on environment protection.

Step 3 Speaking

1. Talking about what Ss can see in the picture.

(1) (2)

Q1: What is being piled in the picture 1?

Q2: What can coal be used for?

Q3: What is being giving off from the workshop?

Q4: What is being polluted?

Every coin has two sides. It is true with coal, which is a valuable resource that can be used to produce energy, but it can also cause serious pollution.

2. Group work: A debate Coal is/isn’t a valuable resource.

pros cons

A businessman An environmentalist

A scientist A local citizen

A local leader

… …

Period 2 Reading Welcome to the Earth Summit

I. Goals:

1.To promote the students' understanding of the text

2. To get the students to grasp the detailed information of the text

3. To enable the students to master some words and expressions

4. To improve the students' reading ability

II. Teaching procedures

Step 1 Warming up

Ask the students some questions connected with pollution

Q1: Did you use to go swimming in a river when you were young?

What about the children today? Why not?

Q2: Do you use one-off chopsticks while having fast food?

Q3: How do you deal with the plastic bags?

Q4: What do you think of the air today?

Q5: What do you think of the relationship between economy development and

pollution?

Step 2 Pre-reading

1. Discussion

Read the title and discuss in pairs what problems will be discussed at the summit.

(As the title states, problems related to the earth will be discussed at the summit, like air, water, forest, desert, grassland, etc)

2. Prediction

Group work: Fill in the chart with what Ss predict about what each part of the text will be about.

Introduction

Body

Conclusion

3. Problem-solving

Go through the whole passage and compare whose guess is the closest to the content of the passage.

4. Find the answers to these two questions.

Q1: When and where was the Earth Summit held?

(In 2002 in Johannesburg in South Africa.)

Q2: Which Chinese officer attended the meeting? What did he say?

(Premier Zhu Rongji; Stressed the need for quality and fairness in the world. )

Step 3 While-reading

1. Individual work

Get the students to read the text carefully and ask some students to answer the following questions in their own words.

Q1: What was the meeting held in 1972 about ?

Q2: What's the main theme of the Earth Summit?

Q3: Do you know the 'big three’? What are they?

Q4: Where do you think usually has 'the big three'? Why?

Q5: What does global development mean nowadays? What should developed

countries actually do?

Q6: What's the use of conferences like the Earth Summit?

Q7: What's the key to the future? As a student, what should you do?

2. Reading for information

Introduction Name The Earth Summit

When In 2002

Where Johannesburg, south Africa

Theme Sustainable development

How to continue developing the world without damaging the environment

Body

The “big three” Contaminated drinking water; 20%

Poor sanitation:

Air pollution: three million deaths; in rural areas in developing countries

Global development Equality Each country takes part in

Fairness

International cooperation Rich counties help poor countries; Prosperity of developing countries; Possible sustainable development

Conclusion

Impact 1. help to understand the existing serious problems

2. there’s still time to take action

3. change the way we live to save the earth

4. Ss are learning “earth issues”

5. a place to find solutions for the future

Step 4 Post-reading

1. Retelling

Suppose you were the Chinese girl who attended the Earth Summit, tell what she heard and saw at the Summit. Begin with “Hello, everyone. I’m the luckiest girl to attend the 2002 Earth Summit in Johannesburg. Now let me tell you about the summit. …”

2. Interview

Ss work in pairs, playing the role of a newspaper reporter, attendants from different continents attending the Earth Summit. Finally the teacher invites some pairs to act out their interview

2. Design the coming Earth Summit

Group work:

Task: Prepare the coming Earth Summit

Arrangement: S1: organization

S2: Prepare necessities for the Summit

S3: Mess media

S4: Attendants invited

S5: budget

S6: Transportation & accommodation

Have Ss present the preparations for the Summit in groups.

Period 3Language Study & Grammar

I. Goals:

1. To get Ss to learn and master the usages of the new words and the useful expressions in this unit.

2. To enable Ss to grasp the grammar: Inversion.

II. Teaching procedures:

Step 1 Warming up

1. Greetings

2. Play a guessing game: first some items are shown on the screen, and each item is the paraphrase of one new word. Divide the class into four groups. Ss are encouraged to guess the word as quickly as possible. This game is to enlarge Ss’ vocabulary.

(1) To make a place or substance dirty and dangerous by adding sth to it.

(2) To make a short statement giving only the main information and not the details of a plan, report etc.

(3) The situation or experience of being poor.

(4) A position or situation in which people have the same rights, advantages.

(5) To do sth in order to protect someone or sth from being attacked

(6) To do sth that produces an effect or change in someone or sth

(7) .Behavior that is intended to hurt other people physically

(8).Not right or fair

(9).Sth that you can choose to do or use instead of sth else

contaminate, summarize, poverty, equality, defend, affect;

violence, unfair, alternative )

Complete the following sentences with the words from the bracket, using the correct form.

1. According to the report, the environment has become a major _______ worldwide.

One in five children before age five die from diseases caused by environmental

problems. ( kill )

2. Internet use has been spreading at a(n) _________ speed in China. “Have you surfed the net?’’ has become a more common greeting than the traditional “ Have you eaten?’’ ( alarm )

3. The word “netizen”, which means a person who uses the Internet, comes from “net” and “________”. ( city )

4. During the interview, the young man asked about the job ____________ as a sales manager. ( responsible)

5. How many Chinese ______________ will be sent to the international meeting in Stockholm, Sweden? ( represent )

6. The people who listened to the report were shocked by the ________ of the villagers. ( suffer )

7. It was there people’s __________ to work hard and well that impressed me most. ( willing )

( possible answers: killer, alarming, citizen, responsibility, representatives, suffering, willingness )

Step 3 language points and useful expressions

1. Attend: 出席，上（大学等），照料

To go to an event such as a meeting

eg: Only 7 people attended the meeting.

To go regularly to a school, church etc

eg: All children between the ages of 5 and 16 must attend school.

To look after someone, especially because they are ill

eg: The nurse attended the patient daily.attend to sb/sth 处理，照应

eg: I may be late – I have got one or two things to attend to.

Are you being attended to in a shop?

Then do some exercises to enable Ss to distinguish the following words:

attend / join / join in / take part in / join sb in sth Ex: Fill in the blanks with the expressions given.

1. He’ll _________ an important meeting tomorrow.

2. Almost all the teams in our school __________ the basketball match.

3. My wish is to ________ the army after graduation.

4. We’ll _______________ social activities during the summer vacation.

5. They didn’t ___________ the wedding.

6. I ________ the party last year.

7. Our headmaster will _______ us ____ the discussion this afternoon.

( possible answers: attend, join in, join, take part in, attend, joined, join in )

2. take notes: 作笔记，记录

take action: 采取行动

Eg: Do you takes notes of the lectures?

He sat quietly in the corner taking notes carefully.

They took action to stop him.

The police took action to deal with this thing immediately.

The medicine will not take action for several hours.

开始起作用，见效，生效

The pill takes effect as soon as you swallow it.

take turns

take measures/steps

take place

take care

take medicine

take time

take cold

take notice

take sides

Eg: You always takes sides with him without even listening to me.

3. content:

1). n. 内容，目录 (常作 ~ s ) ; 容量，容积

Eg: the contents of a book

a table of contents

Look up the contents at the beginning of the book.

a bucket of more than usual content

2). Adj. 满足的，满意的

be content to do sth

be content with sth

content oneself with sth

He is quite content to watch TV for hours.

I’m very content with my life at present.

As there’s no butter we must content ourselves with dry bread.

access: 进入，接近

Eg: The dead-end street was the only access to her home.

Access to the mountain-town is often difficult because of the bad roads.

have access to :

Eg: Twenty percent of the people on earth do not have access to clean drinking water.

have sth that you can use

Eg: The public don’t have access to the site.

the right to enter a place

Not until we know more will we be able to improve the situation.

Until 的三种句式

I didn’t go to bed until my mother came back. （陈述句） v

Not until my mother came back did I go to bed. （倒装句）

It was not until my mother came back that I went to bed. （强调句）直到她母亲把一切对杰克和盘托出，杰克才明白她为什么跟自己生气。

1).Jack didn’t understand why she was angry with him until her mother told him everything.

2).Not until her mother told him everything did Jack understand why she was angry with him.

3).It was not until her mother told him everything that Jack understood why she was angry with him.

A better understanding of the environment is necessary, as is the willingness to act.

As 此处的用法与so相同。

Eg: He is a patriot, as are his bothers.

David works hard, as do his classmates.

Harry is unusually tall, as are his sisters.

He believed, as did his family, that you were telling the truth.

With better education, people will be able to build a better society in harmony with

nature.

in harmony with 与---- 协调 ,和谐

Eg: The color of the sofa is in harmony with the sitting room.

He soon found himself in harmony with his new co-workers.

Your suggestions are not in harmony with the aims of this project.

…perhaps put an end to the death and suffering caused by the big three.

put an end to 结束，毁掉

Eg: Winning the competition put an end to his financial problems.

The discussion was put an end to by his sudden arrival.

The wind put an end to the pier.

wipe out : 擦洗---- 的内部，去除，消灭To make sth inside clean

Eg: wipe out the coffee pot

To destroy, remove, or get rid of sth completely

Eg: wipe out the enemy’s major military targets

Half the population was wiped out by this disease.

informal ) to make you feel extremely tired

Eg: The heat had wiped us out.

And if poverty is less of a problem and people are better educated, there is a good chance that we will see -------

there is a good chance ( that ) ----

“有可能发生某事 ”Eg: There is a good chance that I’ll finish the work tomorrow.

There is a good chance ( that ) he will be gone by then.

affect: vt.影响，感动，（疾病）侵袭

effect：n. 影响，效果，作用

Eg: This country was affected by draught.

The amount of rain affects the growth of crops.

The sight affected her to tears.

It may be the effect of the illness.

This accident had an effect on the future of both mother and son.

Not until we know more will we be able to improve the situation.

Only by changing the way we live can we save the earth.

Had I known that air conditioners cause so much pollution, I would never have bought one.

There exist serious problems and there is still time to take action.

Among the speakers was China’s then Premier Zhu Rongji.

A better understanding of the environment is necessary, as is the willingness to act.

Without international cooperation, developing countries cannot prosper, nor will sustainable development be possible.

Study the structures of inverted sentences and g

A. Here comes the bus.

There goes the bell.

Down he went.

On the wall hangs a picture.

B. Hardly had I got home when it began to rain.

Never have I seen such a wonderful film.

Step 6 Practice

So neither nor as

1. Richer countries have a responsibility to protect the environment, ___________ the

poor countries.

2. We shouldn’t waste so much water,________ we use things that are harmful to the environment.

3. Air conditioners cause much pollution,________ cars.

4. Many people are determined to change the way they live.___________ I.

5. I don’t buy products that cause pollution, ________ most people I know.

6. She is interested in environmental protection,________________ her mother.

7. If you don’t stay at the party,_____________ will I.

8. I can’t attend the meeting and _______________ you; we have some other work to do.

9. A: How old are you?

B: Can you keep a secret?

A: Sure.

B: ______________ I.

Possible answers: (so/as do, neither/nor should, so/as do, so/as am, neither/nor do, so/as is, neither/nor, neither/nor can, so/as am )

II. Rewrite the following sentences, beginning with the underlined part.

1. We will not have enough drinking water until we stop polluting our lakes and rivers.

Not until_______________________________________________

2. We can save the earth only by learning to live in harmony with nature.

Only __________________________________________________.

3. I knew that air pollution causes almost three million deaths every year only after the meeting.

Only___________________________________________________

4. Sustainable development can only be possible with international cooperation.

Only__________________________________________________.

5. The Earth Summit is not only a place to talk about problems, but also a place to

find solutions for the future.

Not only___________________________________________________.

6. People will be able to build a better society in harmony with nature only with better education.

Only______________________________________________________.

7. We seldom think of the small changes that we can do to make a big difference.

Seldom___________________________________________________.

8. I have never realized that water is so precious.

Never ____________________________________________________.Try to be clean in our daily activities;

c. Use environmentally safe products Dispose of trash properly Recycle household waste, yard waste, and hazardous chemicalsDon’t pour waste water into rivers and lakes without being cleaned.Recycle the used battery.Use paper bags instead of plastic bags. 2. Report the ways to stop pollution in class.

I. 参考网址：

www.unesco.org/water/water_celebrations/index.shtml

（World Day for Water 2004）

6. www.un.org/esa/sustdev/index.html

7. www.un.org (联合国)

8. www.ukabc.org/wssd.htm

9. www.earthobservationsummit.gov

10. www.danknapp.com/speechcn.htm （how to plan and prepare a speech）

II. 补充语法

倒装语序分为“全部倒装”和“部分倒装”。在全部倒装的句子中，整个谓语都放在主语的前面；在部分倒装的句子中，只是谓语中的一部分（如助动词、情态动词或系动词be等）放在主语前面，其余部分仍放在主语后面。一、由there, here 或now 等引起，谓语为come（或go）的句子，例如：

There comes the bus! There goes the bell!

Here comes Mary! Now comes your turn.

注：如果主语为人称代词，仍用自然语序，例如：

There he comes! Here she comes!

二、由then 引起，谓语为come（或 follow）的句子，

Then came a new difficulty.

Then followed eight years of the Anti-Japanese War.

三、由here（或there）引导，谓语为be的句子

Here is China’s largest tropical forest.

Here are some picture-books.

注：如果主语为人称代词，仍用自然语序，

Here you are. / Here we are. / Here it is

四、由so引起的，表示前面所说的情况也适用于另一个人（或物）的句子，如：

Society has changed and so have the people in it.

He plays the violin quite well. So does my sister.

如果一个句子只是重复前面一句话的意思，尽管so用开头，语序也不要倒装

--It was cold yesterday.–-So it was!

五、由neither或nor引起的，表示前面所说的情况也适用于另一个人（或物）的句子，

-- I won’t do such a thing.

–-Neither / Nor will I.

-- I haven’t done my homework.

–- Neither / Nor have I.

If you don’t go, neither will I.

I didn’t read the notice, nor did he.

六、在if引导的非真实条件句中，如有助动词had, should或were时，可以省略if，进行倒装，

Had I come five minutes earlier, I would have met the famous scientist.

(If I had come five minutes …)

Should anyone call, tell him to wait for me here.

Were I ten years younger, I would with you.

Should you change your mind, let us know.

七、out, in, up, down, away等副词放在主语前,主谓倒装

Up flew the red balloon.

Out rushed a policeman from among the crowd.

注：如果主语是一个人称代词，谓语仍放在后面，如：

Away they went./ Down it flew. / Up it went.八、当as引导让步状语从句时，把表语提到前面来, 用“形容词（或副词、名词+ as +主语+谓语”这种形式

Child as he is, he knows a lot.

Tired as he was, he continued to work.

Hard as I work, I can’t catch up with you.

Much as we like the place, we can’t stay here.

九、当always, often, many a time等词放在句首时，后面常用倒装语序，如：

Always did he come to help us.

Often did we warn them not to do so.

Many a time did he go swimming in the river.

注：上述所说的词不放在句首，不用倒装语序。

十、only所修饰的副词、介词短语或状语从句放在句首时，其后面的主语部分要进行倒装，如：

Only in this way can you hope to improve the situation there.

Only then did I realize that I was wrong.

Only once did his father discuss his future with him.

Only yesterday did I realize what was going on.

Only after he came back was I able to see him.

注：only修饰主语，仍用自然语序，如：

Only socialism can save China. 十一、含有否定意义的副词、连词或短语构成的状语放在句首时，常用倒装语序

not, never, hardly, seldom, little, rarely,

scarcely, not until, not only…but also…,

neither…nor… no sooner…than…,

hardly…when …, scarcely…when

Never shall I forget the day.

Not until I began to work did I realize Ihad wasted much time.

Not only did he read the book, but also he remembered what he had read.

No sooner had he arrived than he fell ill.

Hardly / Scarcely had he arrived when he fell ill.

注：上面所说的词和词组如果不在句首，句子不必用倒装语序。

另外，not only…but also连接两个主语时, 不用倒装，如：

Not only the students, but also the teacher wishes for a holiday.

十二、当so（或such）…that…结构中的so或such用于句首时，要采取倒装语序，如：

So loudly did he speak that he was heard upstairs.

So angry was he that he couldn’t speak.

So hard does he study that he is the best in the class.

Such was the force of the explosion that all the windows were broken.

Such was his strength that he could bend iron bars.

注：such和be连用作表语时，也常用倒装语序，

Such was the result.

Such were her words.

Such was the story he told.十三、在下列结构中也常用倒装语序：

In front of them stood a great castle.

On the bed lay a sick old man.

Under the tree sat an old man.

Seated on the ground are some young men.

Lying on the floor was a boy.

典型例题：

1. Not until I began to work ______ how much time I had wasted.

A. didn't I realize B. did I realize

C. I didn't realize D. I realize

2. - Do you know Tom bought a new car?

- I don't know, _______.

A. nor don't I care B. nor do I care

C. I don't care neither D. I don't care also

答案为B。 Not until 引导从句位于句首，后面的主句要倒装。

答案为B。句中的nor引出部分倒装结构，表示”也不"。由 so, neither, nor引导的倒装句，表示前一情况的重复出现。其中, so用于肯定句, 而 neither, nor 用在否定句中。典型例题

- Why can't I smoke here?

- At no time _______ in the meeting-room.

A. is smoking permitted B. smoking is permitted

C. smoking is it permitted D. does smoking permit

答案A. 这是一个倒装问题。当否定词语置于句首以表示强调时，其句中的主谓须用倒装结构。这些否定词包括no, little, hardly, seldom, never, not only, not until等。本题的正常语序是 Smoking is permitted in the meeting-room at no time.

Not until the early years of the 19th century _______ what heat is.

A. man did know B. man know

C. didn't man know D. did man know

答案D. 看到Not until…的句型，我们知道为一倒装句，答案在C，D 中选一个。改写为正常语序为，Man did not know what heat is until the early years of the 19th. 现在将not提前，后面就不能再用否定了,否则意思就变了。典型例题

No sooner _______ than it began to rain heavily.

A. the game began B. has the game begun

C. did the game begin D. had the game begun答案D. 以具有否定意义的副词放在句首时，一般采用倒装句(谓语前置)。这类表示否定意义的词有never, seldom, scarcely, little, few, not, hardly, 以及not only…but (also), no sooner…than, hardly… when scarcely… when等等。

注意：只有当Not only… but also连接两个分句时，才在第一个分句用倒装结构。如果置于句首的Not only… but also仅连接两个并列词语，不可用倒装结构。

Not only you but also I am fond of music.

About World Day for Water

The United Nations General Assembly adopted resolution A/RES/47/193 of 22 December 1992 by which 22 March of each year was declared World Day for Water, to be observed starting in 1993, in conformity with the recommendations of the United Nations Conference on Environment and Development (UNCED) contained in Chapter 18 (Fresh Water Resources) of Agenda 21. States were invited to devote the Day, as appropriate in the national context, to concrete activities such as the promotion of public awareness through the publication and diffusion of documentaries and the organization of conferences, round tables, seminars and expositions related to the conservation and development of water resources and the implementation of the recommendations of Agenda 21.

hat is World Environment Day?

World Environment Day was established by the United Nations General Assembly in 1972 to raise environmental awareness and to encourage action to protect the environment.

IV. EARTH SUMMIT

In 1992, more than 100 heads of state met in Rio de Janeiro, Brazil for the first international Earth Summit convened to address urgent problems of environmental protection and socio-economic development. The assembled leaders signed the Convention on Climate Change and the Convention on Biological Diversity, endorsed the Rio Declaration and the Forest Principles, and adopted Agenda 21, a 300 page plan for achieving sustainable development in the 21st century.

The Commission on Sustainable Development (CSD) was created to monitor and report on implementation of the Earth Summit agreements. It was agreed that a five year review of Earth Summit progress would be made in 1997 by the United Nations General Assembly meeting in special session. This special session of the UN General Assembly took stock of how well countries, international organizations and sectors of civil society have responded to the challenge of the Earth Summit.