【英语】2018届人教新课标选修7一轮复习：Unit1Livingwell教学设计（18页）

【英语】2018届人教新课标选修7一轮复习：Unit1Livingwell教学设计（18页）

Unit 1 Living well 教材分析和教材重组 教材分析 本单元以残疾和残疾人的生活为话题，介绍了一些残疾人凭借顽强的毅力和社会的关爱克服生活中的种种困难，以积极的态度面对人生挑战的故事。通过本单元的学习，可以帮助残疾学生树立生活的信心，激励残疾人实现自身价值；同时又能教育健康学生理解、尊重、关心、帮助残疾人，使残疾人与健全人一样共享美好生活。通过本单元的语言技能训练，要求学生学会使用正确得体的英语介绍他人以及向他人表示祝贺。‎ ‎1. Warming Up 让学生了解残疾的种类，讨论各种残疾给人们的生活带来的种种不便。尽管如此，仍然有许多残疾人在不同领域取得了非凡成就，为本单元Reading部分的精彩故事做好了铺垫。‎ ‎2. Pre-reading 通过介绍网站“Family village”，激发学生的阅读兴趣。‎ ‎3. Reading 是一篇以第一人称描述Marty身残志坚，以积极的态度快乐生活的故事。课文以网页的形式展示，能够吸引学生的注意力，引起学生的极大兴趣。‎ ‎4. Comprehending 共有4个练习，这4个练习的设置由表及里，由浅入深，非常科学。练习1是浅层次的事实核对题，旨在让学生了解Marty生活中遇到的各种困难和他对待生活的乐观态度；练习2是深层次的理解题，要求学生在正确理解课文的基础上，通过讨论得出结论；练习3要求学生总结课文每段的段落大意；练习4部分要求用3到4句话分别表述1)Marty积极向上的生活方式；2）人们怎样帮助Marty和像他一样的残疾人过上幸福生活；3)他的同学为什么改变了对待Marty的态度。‎ ‎5. Learning about Language 分为两部分，Discovering useful words and expressions是本单元的词汇练习题; Discovering useful structures是本单元的语法练习题，通过本单元的学习，要求学生熟练掌握不定式的各种语法功能。‎ ‎6. Using Language分为两部分，Listening and speaking是关于对残疾人Barry Minto的采访录音，要求学生能够通过录音了解Barry Minto的身体残疾和他取得的成就。同时通过听这个采访，要求学生掌握表示祝贺的功能句型。Reading, speaking and writing部分要求学生先讨论腿脚残疾的人在电影院有可能遇到的困难，然后引出残疾人Alice Major 写给the new Bankstown电影院的建筑设计师的一封信，在信中她给建筑设计师提出了一些建议，要求充分考虑残疾人的特殊需要。这封信后有说和写的练习题，通过不同的言语技能训练，完成本单元的教学目标。通过读这封建议信，还要求学生学会写建议信。‎ 教材重组 ‎1. Warming Up，Pre-reading，Reading与Comprehending整合在一起上一节“阅读课”。‎ ‎2. 将Learning about Language和Workbook的using words and expressions及using structures整合在一起上一节“语言学习课”。‎ ‎3. 将Using Language设计为一节包括听说读写在内的“综合技能课（一）”。‎ ‎4. 将Workbook的READING AND LISTENING和TALKING结合在一起上一节“听说课”。‎ ‎5. 将Workbook的LISTENING TASK，READING AND WRITING TASK和SPEAKING TASK设计为一节“综合技能课（二）”。‎ 课时分配 ‎1st Period ‎Reading ‎2nd Period Language study ‎3rd Period Integrating skills(Ⅰ)‎ ‎4th Period Listening and Speaking ‎5th Period Integrating skills(Ⅱ) ‎ Part 1: Teaching Design 第一部分：教学设计 Period 1: A sample lesson plan for reading ‎(Marty’s story)‎ Aims To help students develop their reading ability ‎ To help students learn about living well. ‎ Procedures I. Warming up by learning about disability What is disability?‎ A disabled person is one who has a condition called a disability that interferes with his or her ability to perform one or more activities of everyday living. For example, locomotion (indoors and going outside), getting dressed, communicating with others.‎ What are the types of disability?‎ ‎"Disability" can be broken down into a number of broad sub-categories, which can include the following: ‎ ● Physical impairments affecting movement, such as muscular dystrophy, post-polio syndrome, spina bifida and cerebral palsy. ‎ ● Sensory impairments, such as visual or hearing impairments. ‎ ● Neurological impairments, such as epilepsy or dysautonomia. ‎ ● Cognitive impairments such as Autism or Down Syndrome. ‎ ● Psychiatric conditions such as depression and Schizophrenia.‎ II. Pre-reading by visiting the Family‎ ‎Village website Get online to http://www.familyvillage.wisc.edu/index.htmlx.‎ Welcome to the Family‎ ‎Village! We are a global community that integrates information, resources, and communication opportunities on the Internet for persons with cognitive and other disabilities, for their families, and for those that provide them services and support.‎ Our community includes informational resources on specific diagnoses, communication connections, adaptive products and technology, adaptive recreational activities, education, worship, health issues, disability-related media and literature, and much, much more! ‎ So stop in, stroll around, and visit some of the Family‎ ‎Village's attractions. Simply click on a place to explore and discover a cornucopia of useful information! Let us know what you like (or dislike) and visit often, for our village is constantly changing. ‎ III. Reading ‎ Turn to page 2. We shall take Marty’s story this time.‎ First we shall listen and read aloud to the recording of the text. Try to read aloud the text as loudly and correctly as possible.‎ Then we shall go over the text to read it to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful expressions. ‎ IV. Transferring information Now read the text again to complete the chart below.‎ Marty’s story Why are there not many people in the world like me?‎ Because: I have a muscle disease that sometimes makes me very weak and I can’t run or climb stairs as quickly as other people. ‎ I am clumsy and drop things or bump into furniture. ‎ What is my motto?‎ Live one day at a time.‎ When did I get weak?‎ Up until I was about 10 years old, I was the same as everyone else in my class. ‎ Then I started to get weaker and weaker. ‎ What was the worst thing about my life?‎ One of the worst things about my disease is that I don’t look any different from other people. ‎ Do I have a good life?‎ All in all, I have a good life. ‎ What is my ambition?‎ My ambition is to work in the computer industry when I grow up. I am the only student in my class to have a pet snake. ‎ What has my disability made me?‎ In many ways my disability has made me grow stronger and more independent. ‎ What do I think of having a disability?‎ Just having a disability doesn’t mean your life is not satisfying. ‎ V. Drawing a diagram of the text and retell it with the help of the diagram Marty’s story Up until I was about 10 years old, I was the same as everyone else in my class.‎ I don’t look any different from other people.‎ My life is a lot easier at high school than it was at primary school.‎ I have a muscle disease. ‎ In many ways my disability has made me grow stronger and more independent.‎ All in all, I have a good life.‎ VI. Closing down by talking about living well with disability ‎●To use goal setting and problem solving as the framework for developing healthy lifestyles ‎●To practice healthy living when we have meaningful activities we want to do ‎●To begin with why we want to be well ‎●To develop tools and skills for healthy living, including healthy reactions and communication, managing depression, information seeking, physical activity, nutrition, and advocacy ‎●To pursue meaningful goals despite limitations ‎●To have a sense of belonging develops ‎●To feel accepted and encouraged by peers Well-known people with disabilities Many people with disabilities have contributed to society. These include: ‎ American president Franklin Roosevelt (impaired movement as the result of polio), ‎ classical composer Ludwig von Beethoven (deaf in later years), ‎ King Richard III of England (childhood sickness allowed bones to malform, resulting in severe curvature of the back and extremely uneven legs) ‎ musician Stevie Wonder (blind) ‎ jazz pianist Marcus Roberts (blind) ‎ musician Ray Charles (blind) ‎ Def Leppard drummer Rick Allen (lost left arm in a car accident), ‎ comedian, actor, author, and monologist Greg Walloch (cerebral palsy), ‎ civil rights activist Helen Keller (deaf and blind), ‎ Cole Porter, musical theater composer (lost legs after riding accident) ‎ Classical actress Sarah Bernhardt (lost leg after a nasty fall) ‎ Stephen Hawking (who has Motor Neurone Disease and uses a wheelchair and speech synthesizer), ‎ Deng Pufang - has paraplegia ‎ British rock and roll singer/songwriter Ian Dury ‎ Nicaraguan guitar player, singer and songwriter Tony Melendez (born without arms) ‎ Major league pitcher Jim Abbott (born without a right hand) ‎ Actress Marlee Matlin (deaf) ‎ Joseph Merrick ("the Elephant Man", severe neurofibromatosis) ‎ Christopher Reeve, actor famous for portraying Superman who became a quadriplegic after a horse-riding accident, ‎ for others see list of people with disabilities.‎ List of disability Physical disability, Mobility impairment, Paralysis, Amputation, Multiple sclerosis, Parkinson's disease, Cerebral Palsy, Muscular dystrophy, Arthritis, Rheumatoid arthritis, Osteoarthritis, Stroke, Spina Bifida, Visual impairment, Blindness, Low vision, Color blindness, Cataract, Hearing impairment, Chronic disease, Cancer, Autoimmune disease, AIDS, Multiple sclerosis, Renal failure, Cystic fibrosis, Tuberculosis, Diabetes, Hypoglycemia, Chronic fatigue syndrome, dysautonomia, Spinal cord injury, Traumatic brain injury, Mental disability, Learning disability, Alzheimer's disease, Phobia, Agoraphobia, Acrophobia, Aleurophobia, Anxiety disorder, Depression, Bipolar disorder, Obsessive compulsive disorder, Schizophrenia, Neurosis, Developmental disability, Dyslexia, Down syndrome, Attention deficit disorder and ADHD, Hyperactivity, Autism, Other disabilities, Substance abuse, Alcoholism, Nicotine addiction, Illegal drug abuse, Prescription drug abuse, Senility Additional Materials Complete the summary of the story with one word in each blank.‎ Marty’s story My name is Marty and I am “one in a 1_____”. In 2____ words, there are not many people in the world like me. I have a muscle 3____ that the doctors don’t know exactly what is wrong with me and how to make me well. I don’t know I will get worse as I get older, or I will stay the 4____ as I ‎ am now. I have learned to 5 _____ to my disability. My motto is: live one day at 6_____ time.‎ One of the 7____ things about my disease is that I don’t look any different from other people. So sometimes kids at 8____ school laugh at me when I get out of 9____ after running just a short way. Sometimes, I am too weak to go to school, so I have 10____ a lot of lessons and I am a bit 11____ the others. My fellow students at high school are better. But there will always be a few who cannot see the real person 12 ____ my body, I do not get 13____, I just ignore them.‎ All in 14 _____, I have a good life. I have a very busy life and I don’t have time to sit 15____ feeling sorry for myself. I like writing and 16____ programming. I spend a lot of time with my pets. ‎ In many ways my disability has made me grow stronger and more 17_____. I have had to work hard to live a 18 ____ life, but it has been worth it. If I had the chance/ to say one thing to healthy kids, it would be this: Don’t feel sorry for the disabled or make 19 ____ of them, and don’t ignore them either. Just 20_____ them for who they are and give them encouragement to live as rich and full a life as you do.‎ ‎（Key：1. million 2. other 3. disease 4. same 5. adapt 6. a 7. worst 8. primary 9. breath 10. missed 11. behind 12. inside 13. annoyed 14. all 15. around 16. computer 17. independent 18. normal 19. fun 20. accept）‎ Comprehension questions ‎1. What is the most difficult thing that Marty hates to do?‎ A. He can’t see clearly because of his near-sightedness. ‎ B. He can’t walk as quickly as other people.‎ C. The doctors can’t tell him what’s wrong with him. ‎ D. Kids don’t understand him and sometimes they laugh at him.‎ ‎2. Marty does the following to make himself happy except____.‎ A. Raising lots of pets. B. Inventing a computer game. ‎ C. Going to the movies. D. Playing football with his friends.‎ ‎3. What can we do to help Marty and others like him?‎ A. We can accept people disabilities for who they are. ‎ B. We should pay more attention to their disability and pity them all the time.‎ C. We should help them to do things like normal people. ‎ D. We should feel sorry for them and ignore their disability.‎ ‎4. We can infer that Marty is a ___ person according to the passage.‎ A. positive B. poor and sensitive C. strong D. dependent and easy-going ‎(Key: 1.D 2.D 3. A 4. A)‎ Notes to some difficult sentences ‎ ‎1. Of course, there will always be a few who cannot see the real person/ inside my body, but I do not get annoyed, I just ignore them. (Reading) ‎ ‎“get/become+过去分词” 中, get为助动词。表示“遭到……，遇到……”。其结构常用于如下情况：‎ ‎1）表示没有预料到的、突然发生的、或者不尽人意的动作。‎ ‎2）强调结果而非动作本身；而“be+过去分词”结构则主要强调动作本身。“get/become+过去分词”结构通常不说出行为的施动者；而“be+过去分词”结构则视情况而定。‎ If you are not careful enough，you may get cheated.‎ She is often seen tidying up the classroom（by students）.‎ ‎3）“get/become+过去分词”结构并非都构成被动语态，当过去分词起形容词作用时，就构成了系表结构，如此句。此结构后常伴有与动词固定搭配的介词短语。‎ Jack got annoyed（with me）.‎ Kate got acquainted with Bob.‎ His finger got trapped in the door. 他的手指被门夹住了。‎ 再如：get burnt烧伤，get hurt受到伤害，get washed洗脸，get lost迷路，‎ get dressed 穿衣，get married结婚， get charged 充电，get separated被分散，get used to习惯于，get accustomed to习惯于, 对……习以为常，get stuck被困于，get caught被困于 ‎2. Just accept them for who they are and give them encouragement to live as rich and full a life as you do. (Reading)‎ 此处考查as．．．as．．．的第二种用法。 ‎1）作为同级比较用，其否定结构用not as（so）．．．as．．．。‎ I’m not as tall as my brother.‎ ‎2）如果有形容词修饰单数可数名词时，则用as＋形容词＋a／an＋名词＋as结构。‎ I haven’t seen as old a car as this for years.‎ 但有时也能够将名词放在之前。‎ I can’t drink coffee as sweet as that.‎ ‎3）构成双重意义词组：as soon as一……就……，和……一样早；as well as…和……一样好；as long as和……一样长，只要；as far as和……一样远，据……所知；as good as和……一样好，几乎。注意其两种意义的不同及其用法。 ‎3．Up until I was about 10 years old, I was the same as everyone else in my class. (Reading)‎ as在此用作连词，引导关系句，常用在so/such/the same之后。‎ Such people as you describe are rare now.像你描述的这种人现在少多了。‎ Here is so heavy a stone as no one can lift it.这儿有一块无人能搬动的石头。‎ ‎(比较: The stone is so heavy that no one can lift it.这块石头如此重，以至于无人能搬得动。)‎ He uses the same books as you. =He uses the same books that you do.‎ ‎4．Access to the cinema for people in wheelchairs and those who have difficult walking. (Reading, speaking and writing)‎ access：means of entering；way in；entrance进入，入口；取得/接近……的方法/权利，常与介词to连用。注：access前通常没有冠词。‎ The only means of access to the building is along a muddy track.‎ Students need easy access to books.要使学生很方便就能借到图书。‎ ‎5. As well as going to the movies and football matches with my friends when I am well enough, I spend a lot of time with my pets. (Reading)‎ as well as(强调前面的部分) = not only…but also…(强调后面的部分)‎ She is kind as well as beautiful. (强调kind)‎ She is not only kind, but also beautiful. (强调beautiful)‎ ‎6. I am “one in a million”. In other words, there are not many people in the world like me. (Reading)‎ ‎1) in a million 表示“千里挑一的，最好的，无与伦比的”，one in a million 此处形容几率很小。‎ I’ve got a husband in a million.‎ ‎“只有10%的学生可以参观那个实验室。”有如下几种表达:‎ Only one student in ten can visit the lab.‎ Only one out of ten students can visit the lab.‎ Only one of the ten students can visit the lab.‎ Only ten percent of the students can visit the lab.‎ Only one tenth of the students can visit the lab.‎ ‎2) in other words= that is (to say)即;换句话说 Your performance in the exam did not reach the required standard; in other words, you failed.‎ ‎7. My life is a lot easier at high school than it was at primary school. (Reading)‎ a lot这里用来修饰形容词的比较级（easier）。能够修饰形容词的比较级的词还有：even、a lot、a bit、a little、still、much、far、yet、by far等。‎ He works even harder than before. ‎ by far通常用于强调最高级。用于比较级时，一般放在比较级的后面，如在前面，应在二者中间加“the”。如： He is taller by far than his brother. He is by far the taller of the two brothers.‎ ‎【高考链接】‎ 代词“it”的用法 代词it的用法主要有以下一些: 1. 作无人称动词的主语，表示时间、气候、距离、状态等。 It’s ten o’clock. 现在十点钟了。It is twenty miles to London. 到伦敦有二十英里。 ‎ She couldn’t stand it. 她真是无法忍受。 2. 指代前面出现的事物或者是现象。 Where is my book? Have you seen it？ 我的书在哪儿?你看见我的书了吗? ‎ He pretended to study, for he thought it would please his mother. ‎ 他假装读书,因为他认为那样做可以取悦他的母亲。 3. 在特殊情况下指代人。 She got a baby and it was ten-pound. 她生了个十磅重的婴儿. A tall man stood up and shook hands with her. It was the general manager. 一个高个子男子站了起来同她握手,他就是总经理。 ‎ ‎4. 可以用作形式主语。 形式主语：不定式、动名词以及主语从句作主语时，为避免“头重脚轻”，要将真正的主语后置。‎ It seemed impossible (for him) to get back home.（不定式作主语）‎ It was worthwhile searching for his "roots." （动名词作主语）‎ It was obvious that his ancestor taught his younger generation little of his own language. （主语从句作主语）‎ 常见形式主语it引导的句型 1) It is / was difficult (easy, hard, important, necessary, useful, fit, possible, a pity, a pleasure…) (for sb.) to do sth.‎ 2) It is / was kind (nice, wise, clever…) (of sb.) to do sth.;=Sb. is / was kind ( nice ,wise, clever, angry, ashamed, delighted, disappointed, excited, glad, happy, pleased, proud, sorry, surprised, thankful…) to do sth. ;‎ 3) It is no good / no use / interesting, tiring, a waste of time… doing sth.; ‎ 4) It is clear (plain, true, certain, sure, obvious…) + that clause + 陈述语气;‎ 5) It is important ( necessary, strange, a pity…) + that clause + (should ) do;‎ 6) It is a suggestion (an order, 及与虚拟动词有关的名词) + that clause +(should) do; ‎ 7) It is ordered (及与虚拟动词有关的动词的被动语态) + that clause +(should) do;‎ 1) It is high / very time that we should have lunch / had lunch here. ‎ 2) It is the first / last time that we have had lunch here (just).‎ 3) It is the third time that we shall have lunch here (in a moment). ‎ ‎5. 用作形式宾语。 形式宾语：当不定式、动名词、that 从句作宾语，又有自己的宾语补语时，要用it 作形式宾语，而把真正的宾语后置。如：‎ Marx found it important to study the situation in Russia.‎ The fisherman made it a rule that he never cast his net more than four times a day.‎ The ancient people took it for granted that the earth was flat.‎ We think it necessary reading aloud every morning to improve our English.‎ 能够用于形式宾语句型的动词有think, make, find, consider, feel, take等。‎ ‎6. 用于强调句型。 为了强调句子中的某一成分，可以用“It is/ was＋ 被强调部分＋ that＋其它部分”的句型。如果被强调的是人，可以用that/who/whom。如果被强调的是其它成分，则只用that。这种句式的特点是，去掉It +be…that框架后，句子仍然成立。‎ It was because he liked music that he went to the college to learn playing the piano.‎ I met an old friend in the street last week.‎ It was I who met an old friend in the street last week. (强调主语)‎ It was an old friend that I met in the street last week.　 (强调宾语)‎ It was in the street that I met an old friend last week. (强调地点状语不用where)‎ It was last week that I met an old friend in the street. (强调时间状语不能用when)‎ 强调句的一般疑问句型：Is / Was +it+所强调的成分+that/who/whom+其它部分。‎ Was it you that met Li Ming at the railway station yesterday？‎ 强调句的特殊疑问句型：疑问词+is / was +it+ that/who/whom..+ 其它部分?‎ 如: Who was it that met Li Ming at the railway station yesterday？‎ 强调句的特殊疑问句用于宾语从句：主句+疑问词+it +is / was+ +that/who/whom+其它部分 I want to know who it was that met Li Ming at the railway station yesterday？ ‎ ‎ “not… until” 用于强调句中 原句：He didn’t go to bed until his father came back.‎ 强调句：It was not until his father came back that he went to bed.‎ 在口语中，that有时省略。‎ Was it in the early 1990s this happened?‎ 对比与it有关的相似句型：‎ It is clear that the elephant is round and tall like a tree. (形式主语)‎ It is the elephant that is round and tall like a tree. （强调句型）‎ It is ten years since he returned to his hometown.（时间状语从句）‎ It was ten years ago that he returned to his hometown. （强调句型）‎ It was 1990 when he returned to his hometown. （时间状语从句）‎ He went abroad in 1980. It was ten years before he returned to his hometown. （时间状语从句）‎ ‎【高考链接】‎ ‎1._____ this cake, you'll need 2 eggs, ‎175 g sugar and ‎175 g flour. (2006广东)‎ A. Having made B. Make C. To make D. Making ‎2. ___ the employees' working efficiency, the supervisor will allow them to have a coffee break. （2006上海春）‎ A. Improving B. To improve C. Having improved D. Improved ‎3．It was after he got what he had desired _____ he realized it was not so important.（2006 辽宁）‎ A. that B. when C. since D. as ‎4. This company was the first _____ portable radios as well as cassette tape recorders in the world. （2005上海春）‎ A. producing B. to produce C. having produced D. produced ‎5. It is generally believed that teaching is _____ it is a science．(NMET2001)‎ A．an art much as B．much an art as C．as an art much as D．as much an art as ‎6．I don’t know whether you happen _____ , but I’m going to study in the U.S.A.‎ this September. （2004 辽宁）‎ A．to be heard B．to be hearing C．to hear D．to have heard ‎7．An army spokesman stressed that all the soldiers had been ordered_____ clear warnings before firing any shots. （2003上海）‎ A. to issue B. being issued C. to have issued D. to be issued ‎8．The flu is believed _____ by viruses that like to reproduce in the cells inside the human nose and throat. （2004上海）‎ A. causing B. being caused C. to be caused D. be have caused ‎9．Helen had to shout _____ above the sound of the music. （2004广西）‎ A. making herself hear B. to make herself hear C. making herself heard D. to make herself heard ‎10．You were silly not _____ your car. （2004湖南）‎ A. to lock B. to have locked C. locking D. having locked ‎【巩固练习】‎ ‎1. It was for this reason _____ her uncle moved out of New York and settled down in a small village．（上海2001春） A．which B．why C．that D．how ‎ ‎2. If I can help_______, I don't like working late into the night. (2006全国1)‎ A. so B. that C. it D. them ‎3．Does _____ matter if he can't finish the job on time？ A．this B．that C．he D．it ‎ ‎4． Was _____ that I saw last night at the concert？ A．it you B．not you C．you D．that yourself ‎ ‎5．It _____ ten years since the Whites______ in the village． A．was；had lived B．has been；have lived C．is；has lived D．will be；lived ‎ ‎6.____ is a fact that English is being accepted as an international language． ‎ A．There B．This C．That D．It 7. It won't be too long_____ she finds a suitable job． A．that B．since C．before D．for ‎ ‎8. It was five o'clock in the afternoon _____ they climbed up to the top of the mountain． A．since B．when C．that D．until 9. Who is it up _____ the first company_____ is run by the state？‎ A．to take charge of；which B．to take charge of；that C．for to take charge of；that D．to taking charge of；which ‎ ‎10．They are all classmates．_____ is no wonder _____ they should help each other with their studies． ‎ A．This；whether B．It；if C．That；that D．It；that ‎ ‎【汉译英】‎ ‎1.你如果天黑后去那里，可能会遭到袭击或抢劫。‎ ‎2.孩子们感到很难适应他们的新学校。‎ ‎3.长时间误课之后，他会感到功课吃力。‎ ‎4.想到我们浪费了这么多的时间我就很恼火。 ‎ ‎5.你在考试中的表现没有达到规定的要求，换句话说， 你不及格。‎ ‎【答案及解析】‎ ‎【高考链接】‎ ‎1．C 不定式做目的状语,表示做某事的目的。从“you'll need 2 eggs, ‎175 g sugar and ‎175 g flour. ”可知是“为了做这个蛋糕”, 故选to make。‎ ‎2. B 动词不定式做目的状语,表示will allow them to have a coffee break的目的。‎ ‎3．It was after he got what he had desired _____ he realized it was not so important.（2006 辽宁）‎ A. that B. when C. since D. as ‎3. A 本句强调时间状语after he got what he had desired, 用的是“It is / was ＋ 被强调部分 ＋ that＋其它部分”的句型,此处的不能用that 不能被when取代。‎ ‎4. B 表示顺序的词,如first，last等后,常用不定式做定语。‎ ‎5. D 有形容词修饰单数可数名词时，则用as＋形容词＋a／an＋名词＋as结构。‎ ‎6．D “碰巧听说”的动作发生在过去，所以用不定式的完成式。‎ ‎7．A order后接主语补足语时,要接带to 的动词不定式,构成be ordered to do. “军队发言人强调说，已经命令所有士兵在开火前发出明确警告.”‎ ‎8．C 根据后面的by 可知应该用被动，且be believed to do为一固定用法。‎ ‎9．D 不定式to make herself heard做目的状语,表示喊叫的目的是让别人听到。herself 与heard的关系为被动。‎ ‎10．B “没有锁车”的动作发生在过去，所以用不定式的完成式。‎ ‎【巩固练习】‎ ‎1. C 这是“It is／was ＋强调部分＋that从句”结构的强调句。即使是强调原因状语也不能用why。‎ ‎2. C if I can help it意思是“如果我有办法”。‎ ‎3. D 属于It＋动词＋that／whether／what／who／when／where／why从句。 4. A 属于强调句的一般疑问句。‎ ‎5. A It is（has been）＋一段时间＋since clause。句型中，若主句的be动词用了is或has been，since-clause的谓语动词要用一般过去时；若主句的be动词用了was，since-clause的谓语动词须用过去完成时。此外，若since-clause的谓语动词是非延续性动词，则表示从句中的动作延续多长时间了；since-clause的谓语动词是延续性动词或状态动词，则表示从句中的动作已结束多长时间了，译成汉语时要特别注意。‎ ‎6. D It is／was＋形容词／名词＋that从句。其中，it是形式主语，that从句是真正的主语。 7. C It is／was／will be＋一段时间＋before从句。这一句型意为“还有多少时间就……”。 It is one year before he finishes middle school．他还有一年就中学毕业了。‎ ‎8. B It is／was＋具体时间＋when-clause该句型意为“当某事发生时，时间是在……”。It was twelve o'clock sharp when he returned home last night．昨晚他回家时间是十二点整。 ‎ ‎9. B It is up to sb．to do sth．该句型意为“该由某人负责干某事”。 It is up to you to look after the children．应该由你负责照看这些孩子。 10．D It is no wonder＋that-clause／No wonder ＋that-clause该句型意为“难怪某人……”。‎ ‎【汉译英】‎ ‎1. If you go there alone after dark you might get attacked and robbed. ‎ ‎2. The children are finding it difficult to adapt to their new school.‎ ‎3. After so long an absence from school he will find the work difficult.‎ ‎4. It annoyed me to think how much time we had wasted.‎ ‎5. Your performance in the exam did not reach the required standard; in other words, you failed.‎ ‎ Period 2: A sample lesson plan for Learning about Language ‎(Revise the Infinitive)‎ Aims To help students revise the Infinitive ‎ To help students discover and learn to use some useful words and expressions To help students discover and learn to use some useful structures Procedures I. Warming up by learning about the Infinitive Infinitive ‎ An infinitive is the simple present form of a verb used as either a noun, adjective, or adverb. The verb of the infinitive is normally preceded by the word to. When the infinitive follows some verbs as the direct object, the “to” may be dropped. ‎ An infinitive phrase is the infinitive plus any complements and any modifiers of the infinitive and complements. ‎ As a Noun: He helped to write the program. ‎ As an Adjective: Lydia was looking for a way to earn money. ‎ As an Adverb: He shouted to get our attention. ‎ To Dropped: He helped write the program. ‎ In the above examples, the infinitive is italicized and the infinitive phrase is underlined.‎ II. Listening, reading and completing Now you are going to listen to a short paragraph about Zhang Haidi.‎ The model status of Zhang Haidi (Shandong Province, 1955), widely publicized in print and in propaganda posters from 1983 on, is an interesting one. Zhang Haidi, also known as Ling Ling, became a paraplegic at the age of five following four operations for the removal of tumors in her spine. When she received news that her illness was incurable, she was reported to have attempted to commit suicide by taking sleeping pills, an action usually considered as a betrayal of the revolution and as evidence of discontent with socialism, and therefore as the act of a coward. She never went to school, but through diligent self-study, she learned to read books on politics, literature and medical science. She also learned foreign languages, including ‎ English, Japanese and German. She did not only function as a model because of her intellectual accomplishments or her devotion to serving others, but also because "... In Lei Feng, Chinese youths had to reach for communism. In Zhang Haidi, communism reaches for Chinese youths."‎ Now you are to complete the two paragraphs on page 4 choosing the right words from the list.‎ III. Learning and finding ‎ What is an Infinitive?‎ The infinitive usually occurs with 'To' (for example To go, To come, To wear etc.), except after an auxiliary or modal verb. ‎ It is a verb form that shows no person, tense or aspect.‎ EXAMPLES OF THE INFINITIVE:‎ I had to go I must go I want to sing To err is human You don't know her You may come The following verb forms are derived from the Infinitive:‎ i/ Imperative (same as Infinitive but without 'To')‎ ii/ Present Simple (same as Infinitive without 'To' but the third person singular takes 's')‎ iii/ Present Participle or Gerund (add 'ing')‎ Now read the text once again to find and copy on page 5 all sentences which contain examples of the Infinitive. ‎ IV. Making sentences with the Infinitive ‎1. To have a muscle disease is very boring for any people.‎ ‎2. I do not want to make my body very weak.‎ ‎3. To climb stairs, you need some tips.‎ ‎4. I don’t want you to drop things while going along the street.‎ ‎5. To bump into a car is dangerous.‎ ‎6. To make life well worth living you have to learn to live with what you have.‎ ‎7. He is looking for ways not to get worse or get older.‎ ‎8. He stayed on to adapt to the life there.‎ ‎9. My motto is to live one day at a time.‎ 10. He likes to climb tree, play football and dream about becoming rich overnight.‎ 11. I hope to represent my country in the World Cup.‎ 12. Getting weaker and weaker, I have no strength even to get out of bed. ‎ 13. To go into hospital for tests, I have to miss a lot of school.‎ 14. He learns to look at small things under a microscope. ‎ 15. To get out of breath, you just have to run a short way.‎ V. Closing down by reading a poem in English Disabled He sat in a wheeled chair, waiting for dark, ‎ And shivered in his ghastly suit of grey, ‎ Legless, sewn short at elbow. Through the park ‎ Voices of boys rang saddening like a hymn, ‎ Voices of play and pleasure after day, ‎ Till gathering sleep had mothered them from him. ‎ About this time Town used to swing so gay ‎ When glow-lamps budded in the light blue trees, ‎ And girls glanced lovelier as the air grew dim,- ‎ In the old times, before he threw away his knees. ‎ Now he will never feel again how slim ‎ Girls' waists are, or how warm their subtle hands. ‎ All of them touch him like some queer disease. ‎ There was an artist silly for his face, ‎ For it was younger than his youth, last year. ‎ Now, he is old; his back will never brace; ‎ He's lost his colour very far from here, ‎ Poured it down shell-holes till the veins ran dry, ‎ And half his lifetime lapsed in the hot race ‎ And leap of purple spurted from his thigh. ‎ One time he liked a blood-smear down his leg, ‎ After the matches, carried shoulder-high. ‎ It was after football, when he'd drunk a peg, ‎ He thought he'd better join. - He wonders why. ‎ Someone had said he'd look a god in kilts, ‎ That's why; and maybe, too, to please his Meg, ‎ Aye, that was it, to please the giddy jilts ‎ He asked to join. He didn't have to beg; ‎ Smiling they wrote his lie: aged nineteen years. ‎ Germans he scarcely thought of; all their guilt, ‎ And Austria's, did not move him. And no fears ‎ Of Fear came yet. He drought of jewelled hills ‎ For daggers in plaid socks; of smart salutes; ‎ And care of arms; and leave; and pay arrears; ‎ Esprit de corps; and hints for young recruits. ‎ And soon, he was drafted out with drums and cheers. ‎ Some cheered him home, but not as crowds cheer Goal. ‎ Only a solemn man who brought him fruits ‎ Thanked him; and then enquired about his soul. ‎ Now, he will spend a few sick years in institutes, ‎ And do what things the rules consider wise, ‎ And take whatever pity they may dole. ‎ Tonight he noticed how the women's eyes ‎ Passed from him to the strong men that were whole. ‎ How cold and late it is! Why don't they come ‎ And put him into bed? Why don't they come? ‎ Wilfred Owen ‎ ‎ ‎ ‎ Period 3: A sample lesson plan for Using Language ‎(A letter to architect)‎ Aims To help students read the passage A letter to architect To help students to use the language by reading, listening, speaking and writing Procedures I. Warming up by listening and reading aloud learning about ‎Mount Kilimanjaro Overview of Mount Kilimanjaro ‎ Elevation (feet): 19563 ‎ Elevation (meters): 5963 ‎ Range: East‎ Africa ‎Mountains ‎ Country: Tanzania ‎ Continent: Africa ‎ Latitude: -3.06667 ‎ Longitude: 37.35 ‎ Difficulty: Walk up ‎ Best months for climbing: December, January, February, March, June, July, August ‎ Volcanic status: Extinct ‎ Year first climbed: 1889 ‎ Convenient Center: Marangu via Moshi‎, ‎Tanzania ‎ Nearest major airport: ‎Nairobi‎, ‎Kenya Definition: Mountaineering is the age-old activity of climbing up the steep slopes of a mountainside in hopes of reaching the summit. Mountain climbing encompasses numerous activities including snow, ice and rock climbing as well as backpacking and snow camping.‎ II. Listening and discussing about Barry Minto Barry Minto is being interviewed by a radio reporter about his climbing of the Mount Kilimanjaro.‎ Now listen to the recording and do exercises 1 and 2 on page 6.‎ The pain of being blind and deaf Can you imagine what your life would be like if you were blind AND deaf?‎ I dread having to make a train journey on my own, for example when there is a delay I have no idea what is happening - no one tells me! ‎ I find going out to pubs and restaurants difficult because the lights are often too bright for me. I cannot see that there are steps ahead and will often fall over and also tend to knock into chairs and tables that are not in my field of vision. Rather than people helping me they stare and snigger - is this really the sign of a modern society?‎ Problems the blind and weak-sighted climbers might have They might get lost on the way up and down the mountain.‎ They might fall over rolling down the mountain.‎ They might not see the top even if they are on the top.‎ They might not be able to choose the shortest way up and down the mountain.‎ They would have to take a stick up and down the mountain.‎ III. Creating a dialogue On page 7 there are several situations. Now read them and create dialogues with your partners.‎ Situation 1‎ A: I have just passed my final exam of mathematics in English.‎ B: Congratulation!‎ A: I think I did the best this time.‎ B: I’m proud of you.‎ A: I am the first to hand in the exam paper. ‎ B: I am very impressed by your performance.‎ A: I am very tired. I have to go to the hospital.‎ B: I hope you will be recovered soon.‎ Situation 2‎ A: By the way I have just started a new club.‎ B: What is it?‎ A: It is a Mountain Climbing Club.‎ B: That’s wonderful.‎ A: I wish you have time to join the club’s activities.‎ B: I’m interested in climbing.‎ A: I am going to climb the Miao Er Mountain in my hometown next weekends.‎ B: I wish you success.‎ Situation 3‎ A: how did you do in the city sports competition?‎ B: I have just won a gold medal in it.‎ A: Well done!‎ B: ‎ Situation 4‎ A: I quit smoking.‎ B: I admire you for it.‎ A: I managed to quit it in a week.‎ A: What you have told me is very impressive.‎ B: Thank you.‎ Situation 5‎ B: I am pleased to tell my team has just won a football match.‎ A: You've done a wonderful job. Well done! Well done!‎ B: Thanks.‎ Situation 6‎ A: Guess what! I just got promoted.‎ B: Hey, that's great! Congratulations!‎ A: I am paid more than before.‎ B: B: Amazing!‎ Situation 6‎ A: I have just received my graduation certificate.‎ B: You must be a brain.‎ A: I am going to study for another certificate.‎ B: I wish you success.‎ IV. Making up new dialogues ‎ Car Accident 交通险况 Teacher: Does everyone wear a seatbelt each time they drive or ride in a car?‎ Mike: No. Seatbelts are for wimps(古板的人,谨小慎微的人）. Besides, I'm a great driver.‎ Teacher: The chances of being injured in a car accident this year are ‎1 in 75. I think that's worth talking about.‎ Lisa: Have you ever been involved in an auto accident? ‎ Teacher: Only once. My car hydroplaned （在积水的路面上行驶）on a rainy night and went off the road. Fortunately I was wearing my seatbelt.‎ Lisa: Last December my brother died in an accident. He was in the back seat of his friend’s jeep when it rolled. He wasn't wearing a seatbelt.‎ Teacher: Fastening your seatbelt should be an automatic thing as soon as you get into your car. But too many people still refuse to wear a seatbelt.‎ Lisa: I wouldn't think of going anywhere without wearing a seatbelt.‎ Mike: It's just hard for me to get in the habit of wearing one.‎ Teacher: All it takes is one close-call （侥幸脱险，死里逃生）and you'll wear your seatbelt. You really ought to think twice about not wearing one the next time you got in a car. It may save your life.‎ Lisa: The doctors said it would have saved my brother.‎ Techno-chat 网上闲谈 Dave: So how did you meet Linda?‎ Phil: I met her through a computer bulletin board (电脑告示板）.‎ Dave: Oh really? What bulletin board?‎ Phil: It was one I used down at the local coffee house called the San Francisco Net. It's been around since about 1991. ‎ Dave: I've heard about that, but I've never tried it.‎ Phil: You ought to. One dollar buys you 15 minutes of computer time. A "Chat session" links you with cappuccino sippers (喝加牛奶的咖啡的人）in other cafes and at home computers on the network.‎ Dave: I have no desire to talk on a network with a bunch of strangers.‎ Phil: That's the whole point. All your inhibitions （顾虑；约束）disappear because you can't see the other person. This network allows you to talk to people whom you normally wouldn't talk to.‎ Dave: I just want a private conversation with one other person. ‎ Phil: You can do that. A private session lets two talk alone. This techno-chat program lets you talk with about anything with everyone, without prejudice because you can't see them.‎ Dave: Well, maybe I'll tag along （跟着某人学样；紧跟在某人的后面）and watch how you talk.‎ Phil: That's fine with me. But we'll have to get there early, because after 8 p. m. there's always a long waiting line.‎ Dave: It's that popular?‎ Phil: Welcome to the 90s!‎ Dave: Okay, okay. We're there tonight. So what does it cost?‎ Phil: One dollar buys 15 minutes of computer time. This talk isn’t cheap.‎ Dave: I don't know. I'll feel funny talking through a computer. ‎ Phil: Remember, that's how I met Linda. I guarantee you can talk to girls who would never talk to you if they saw your face.‎ Dave: What's that supposed to mean?‎ Phil: Look in the mirror, man. （老兄，照照镜子去吧）‎ V. Listening, reading and copying Now it is time to listen to the letter. Go to page 8, please.‎ Now read the text A letter to an architect on page 8 to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful expressions. ‎ VI. Copying expressions from A letter to architect and making sentences of your own with them Expressions from A letter to architect read in the newspaper that…在报纸上读到……, consider the matter of…考虑……的问题, easy use of the cinema by disabled customers为残疾观众提供方便, in particular特别, consider the following things考虑以下问题, access to通向……；have difficult walking走路有困难的, lifts to all part of the cinema通往电影院各个部分的电梯, the buttons in the lift电梯里的按钮, people in wheelchairs坐轮椅的人, at the back of the cinema在电影院的后排, in cold，unattractive areas在不显眼的地方, as important as other customers和其他顾客一样重要, earphones for people who have trouble hearing为听力有障碍的人提供的耳机, beside all seats在所有座位的旁边, sit in a special area坐在特殊的地方, raised seating抬高的座位, see the screen easily容易看到屏幕, at the end of each row在每排的最后, sit beside their friends坐在朋友的身边, near the entrances to the cinema离电影院入口近, have only one disabled toilet只有一个供残疾人使用的厕所, in the basement在地下室, a long way from where…离……遥远, car parking space停车场, consider my suggestions考虑我的建议, have the same opportunities as…与……有同样的机会, able-bodied people健全人, do… with dignity有尊严地做……‎ VII. Closing down by telling a joke Did your father help you? ‎ One day, Tim's mathematic teacher looked at his homework and saw that he had got all his sums right, The teacher was very pleased-and rather surprised, He called Tim to his desk and said to him, "You got all your homework right this time, Tim. What happened? Did your father help you?"‎ Usually Tim's father did help him with his homework, but the evening before this, he had not been ‎ able to, because he had not been at home, so Tim answered, "No, sir. He was busy last night, so I had to do it all myself."‎ 你爸爸帮你做了吗？‎ 一天，蒂姆的数学老师看了他的作业， 发现他全做对了。老师很高兴，同时也十分惊讶。他把蒂姆叫到桌前说：“蒂姆，你这次的作业全都做对了，怎么回事？你爸爸帮你做了吗？”‎ 蒂姆的爸爸通常确实帮他做作业，但是头天晚上，因为他不在家就没能帮蒂姆，所以蒂姆回答说：“不，先生，我爸爸昨天晚上很忙，我不得不由我自己做了。”‎ ‎ ‎ ‎ ‎