Unit2CrossingLimits

Goals:

Talkaboutexploringtheworld

Practisejudgingsituationsandmakingdecisions

Reviewthepredicate

Writeapersuasiveessay

ThefirstperiodListening

Teachinggoals:

1.Wordsandexpressions:explore,exploration,discover,discovery,facerisks,face

challenges,modernmeans,equipment.

2.Enablethestudentstolearnthatexploringinthepastandpresentarequitedifferent.

3.Enablethestudentstolearnhowtoparethepastandpresentexploring.

Teachingimportantpoints:

Enablethestudentstofullyunderstandthe“problem-solution“partinWarmingupand

Listeningmaterials.

Teachingdifficultpoints:

Bytraininglisteningstrategiesofpredictionanddoingshorthand,enablestudentstoforma

goodhabitoflistening.

Teachingmethods:

Teamworklearningandtask-basedlearning.

Teachingaids:Aprojectorandsomeslides.

Teachingprocedures:

StepIRevision

Quiz:WhowasthefirstpersonthatmappedtheIndiancoast?

Whowasthefirstpersonthatdiscoveredthe“NewWorld”?

WhydidAbelTasmansailalongthecoastofAustraliaandmanyislandsinthePacific

Ocean?

WhatwasJamesCook'spurposeofhisvoyage?

(Keys:ZhengHe;Columbus;Tasmanwastoanswerquestionsaboutthenatureofthe

geographyofPacificOceanregionsduringtheexploration;CookwaschosenbytheRoyal

SocietyofLondontoundertakeascientificjourneytoTahititoobserveanddocumenttheeventas

theplanetVenuspassedbetweentheearthandthesun.Hissecrettaskwastofindnewlandmasses

inthesouth.)

StepIIWarmingup

Taskone:Worldmapexploration

Howmanycontinentsarethereintheworld?Whatarethey?

(Asia,Africa,Europe,Oceania,NorthAmerica,SouthAmericaandAntarctic.)

Tasktwo:Discussion

Whatwerethedangersandchallengesthatexplorershadtofaceinthepastwhileexploring

theworld?

(Firsttheyhadtostruggleagainstbigstorms,icebergsandgreatrocksthatlieunnoticedin

thesea.Second,theymayeasilygetillwithoutfreshvegetablesonboard.Third,theyhadtofight

againstpiratesandunfriendlynatives.)

Taskthree:Listwordsandexpressions

ItemWordsandexpressions

WordswiththemeaningofexplorationandMakeadiscovery,expedition,explorethe

discoveryunknown,exploration

PurposesandexperiencesinthecourseofDoscientificresearch,mapthecoast,findanew

anexpeditionlandmass,discoveranisland,hitarock,meetwith

storms,fightagainstthenatives,land,hideina

harbor.

TransportandmunicationSetoutfor,setsailfor,onboard,bysea,ondeck,

byflaglanguage,bytelephone

StepIIIPre-listening

Taskone:Prediction

Nowwearegoingtohearininterviewbetweenareporterandaprofessoraboutexploringin

thepastandatpresent.Beforelistening,pleasethinkwhatkindofquestionsthereporterwillask

andlistatleastthreequestions.

(Whatmunicatingtoolsdidtheyuseinthepast?Howdidtheystoreenoughfreshwater?

Howdidtheydealwithsicknessinthecourseofexplorationinthepast?)

Tasktwo:Questionandanswer

Whatmodemmeanscanexplorersmakeuseoftoday?

(sendmessagesbyradio;takepictureswithadvancedcamerasinspacetravel;userobotsand

otheradvancedequipmenttoacplishsomedangeroustasks.)

StepIVWhile-listening

Taskone:Listenforthefirsttimeandfillinthechart.

Inthetapeyouaregoingtohearthedifferencesofmunicationandtransportusedinthepast

andatpresent.ListentothetapeandfillinthechartofExercise2onPage11.

Tasktwo:Doshorthand

Listentothetapeforthesecondtimeandfillinthechartbelow.

Risksinthepast

Solutionsformodernexplorershavingnomap

Similaritiesbetweenthepastexpeditionsandtripsto

Mars

StepVPost-listening

Discussion:Explorationmeansadvancement.Meanwhile,explorationsarenotwithout

dangersandchallenges.Workingroupsandfindoutpossiblesolutionstotheproblems.

Exploringanuninhabitedisland

situationsGoingthroughacave

Discoveraspecialplant

Possibleanswers:

DangersanddifficultiesSolutions

WemaymeetbigwavesonthePrepareaboatstrongenoughandlistentotheweather

voyageforecastbeforehand.

WemaygetlostintheislandTakeapassandmakemarksalongtheway.Wemayget

lostintheisland

WemayfinditdifficulttomakePrepareenoughfoodandfreshwaterandtakesome

mealsmatches.

WemaybeattackedbythesnakesPrepareasafesleepingbagandsomemedicines.

StepVIListeningpractice

1.ListentothetapeforthefirsttimeanddoExercise2onPage153.

2.ListentothetapeforthesecondtimeanddoExercise3onPage153.

StepVDHomework.

1.Usethefollowingwordstomakesentencesorphrases.

Evaluate,various,makeadecision,inthenameof,solvetheenergyproblem,berichin,take

possessionof,damage,disturb,available.

2.PrepareSpeaking.

ThesecondperiodSpeaking

Teachinggoals:

1.Keywordsandphrases:evaluate,various,makeadecision,inthenameof,solvetheenergy

problem,berichin,takepossessionof,damage,disturb,available.

2.Expressionsusedtoexpressopinions:

Frommyunderstanding,Ifinditpossiblethat...Inmyopinion,nobodyhastherightto...

ForthesakeofIbelieve...Inrespectfor...,weshould

Everythinghastwosides,butI...Bynomeansshouldwe...

Frommypointofview...

3.Enablethestudentstoproperlyexpressideasandopinions.Enablethestudentstocollectfactsor

examplestosupporttheiropinions.

4.Teachstudentstolearnhowtoexpresstheiropinionsandideasindailylife.

Teachingimportantpoints:

Learntocollectenoughinformationforspeakingbybrainstorming.

Teachingdifficultpoints:

Howtoprepareforadebate.

Teachingmethods:

Task-basedlearning;Debatingstrategy;Co-operativelearning.

Teachingaids:Aprojectorandsomeslides.

Teachingprocedures:

StepIRevision

Readandreviewthewordsandexpressions:

evaluatethesituation,varioussolutions,makeadecision,inthenameoftheChineseemperor,solve

theenergyproblem,berichinallkindsofresources,takepossessionoftheland,damagetherelic,disturb

thesleepingchild,everythingisavailable.

StepIILead-in

Task:Getfamiliarwiththetopic.

ReadthethirdtopicofSpeakingonpage11andfindoutwhatistalkedaboutinthissituation.

(CanweuseRobotstoTakethePlaceofHumanBeings?)

StepIIILanguagepreparation

Taskone:Collectinformation(brainstorming)

Questions:

1.Canrobotsdoallthejobsthathumanbeingscando?

2.CanhumanbeingslivelikerobotsontheplanetMars?

3.Whydidn'tthescientistsoftheUSAsendrobotsinsteadofArmstrongandhistwoco-workersto

themoon?

4.Whatpossibledangerswillhumanbeingsmeetonthemars?

5.Isthesacrificeworthdoingforthesakeofscientificadvancement?

6.Arethereanyspacedisastersthatyouhaveknown?

Tasktwo:Presentopinions

Workingroups.Eachstudentpresentsyouropinionstotheotherthree.Youarerequiredtousethe

followingphrasesintheboxbelow.

1.Frommyunderstanding,Ifinditpossiblethat

2.Inmyopinion,nobodyhastherightto

3.ForthesakeofIbelieve...

4.Inrespectforweshould...

5.Everythinghastwosides,butI

6.Bynomeansshouldwesacrificepeople'slifeinthenameofscience

Sample:Inmyopinion,robotsshouldnotreplacehuman'sworkbecauseofthefollowingreasons.

First,...Second,...Third,...

StepIVDiscussion

Taskone:Discussion

Workingroupsagain.Thegroupleadercountsthepositiveandnegativeopinionsinyourgroup.Then

thewholegroupvotetotakeonlyoneopinionasyourgroup?sopinion.

Tasktwo:Collectinformation

Workingroupsandtrytocollectenoughinformationforadebate.Youhadbetterlistasmany

examplesaspossible.Studentsworktogetherasateamtocollectenoughinformationforadebate.

StepVDebate

Taskone:Presentation

Nowthewholeclasswillbedividedintotwolargegroups.Oneistotakethepositivestandandthe

otheristotakethenegativestand.ThosewhotakethepositivestandwillbeingroupA.Andthosewho

takethenegativestandwillbeinGroupB.Eachgroupchoosesarepresentativeandasecretarytodo

shorthand.

Tasktwo:Debate

Twogroupsdebatewitheachotherbyusingtheexamplesandfactsyouhavecollectedjustnow.but

eachdebaterhastobebriefandetothepoint.

Taskthree:Conclusion

Eachgroupchoosesapersontomakeaconclusionspeech.

StepVIHomework

1.Previewthefollowingwords:

curious,wealthy,inexchangefor,centralposition,ambassador,existence,accurate,exist,ripe,mand,

renew,expedition

2.ReadthehandoutandrememberasmuchbackgroundinformationofReadingaspossible.

TheThird&FourthPeriodsReading

Teachinggoals:

1.Wordsandexpressions:

Curious,wealthy,inexchangefor,centralposition,ambassador,existence,accurate,exist,ripe,mand,

renew,expedition.

2.EnablethestudentstoknowChinesecontributiontoworldexplorationinthe15thcentury.

3.Developthestudents9abilityofbasicreadingstrategiesofbottom-upandtop-down.

StudentswillunderstandthegreatcontributionZhengHehadmadetotheworld,thustheymaytakethese

nationalheroesasexampleandfollowthem.

Teachingimportantpoints:

theexplorers5greatcontributiontoworldtradeandeconomy.

Teachingdifficultpoints:

Guidethestudentstopickoutthemainclueofthepassageandthedevelopmentmethodofthetext.

Teachingmethods:

team-worklearning;task-basedlearning.

Teachingaids:aprojectorandsomeslides.

Teachingprocedures:

StepIRevision

Checkthehomeworkexercises.

StepIILead-in

Task:Knowaboutgreatexplorers

Pleaselookatthequizandticktrueorfalseafteryourreading.

1.ZhengHewasagreatexploreroftheMingDynasty.HisexpeditiontotheIndianOceanwas87

yearslaterthanColumbus'sexplorationtotheAtlanticOcean.(F)

2.ZhengHe'spurposeofexpeditionwastomaketradeandshowfriendshiptootherlandswhile

Columbuswastoseektreasure.(T)

3.MarcoPolotraveledfromItalytoChinaandtheystayedintheMingcourtforalongtime.After

that,theywrotestoriesabouttheirtravelsintheFarEast.EuropeansweresoinspiredbyMarcoPolo's

accountsthattheybegansearchingforsearoutestoChina,Japan,andtheEastIndia.(F)

StepIIIPre-Reading

Task:Backgroundinformationinput.

Discussthequestionsonpage12andmakepresentations.

Sa:IntheMingDynasty,thepassagetothewest,wherenowthecentralAsiastands,wascontrolledby

Mongols.WhentheMongols9courtwasoverrunbytheMinggovernment,thetwopowerswereunfriendly

toeachother.Asaresult,itwasalmostimpossibleforthemerchantsorambassadorstocrossthepassageto

thewest.

Sb:GanYing,agreatexplorerandambassadoroftheHanDynasty,tooktherouteoftheSilkRoad

overlandtoacplishamissiongivenbytheHanemperor.HereachedmanycountriesalongtheSilkRoad,

thoughhewasnotabletoarriveathisestimateddestination-DaQin.

Sc:ZhengHe,anationalhero,wasfamousforhissevenvoyagesacrosstheIndianOcean,which

establishedChina'sruleoftheseain15thcentury.

StepIVWhile-Reading

Taskone:Predictingaccordingtothetitle.

Pleaselookatthetitleofthereadingmaterialandguesswhoreachedoutacrosstheocean.Whydid

theyreachoutacrosstheocean?

Tasktwo:Readthefirstparagraphandanswerthefollowingquestions:

1.Whatformedthefoundationofmankind'sinterestinexploration?

2.WhatwasColumbus9purposeofsearchingforthewealthyAsianlands?

3.Whichoceandoes"WesternOcean^^referto?

4.GuesswhoexploredtheWesternOceanbeforeColumbus?

Taskthree:Predictthemainideaofthewholepassage.

(ThepassageismainlyabouttheexplorersfromChinaandotherlandswhoexploredtheIndian

OceanbeforeColumbus.)

Taskfour:Survey

Readparagraph2toparagraph5andanswerthefollowingquestions:

1.IntheHanDynasty,whotraveledoverlandtotheEastRomanEmpire?

2.BetweentheHanandearlyTangDynasty,whichpartofAfricadevelopedintotheworldtradecenter?

3.DuringtheTangDynastywhichtravelerwroteRecordofMyTravels?

4.BeforetheSongDynastywhichmeansoftransportdidChinesetravelersmainlyuse?

5.Intheeleventhcentury,whomadeseveralvoyagestothecourtoftheSongDynasty?

Taskfive:Generalizethemainideaofeachparagraph.

Thesissentence:ManygreatexplorersmadeexpeditionsacrosstheIndianOceanlongbefore

Columbus,amongwhomZhengHewasthemostprominent.

Mainidea(beforeZhengHe)P2

ChinahadcontactswithcountriesalongtheIndianOceanfromtheearlytime,andduringancienttime

explorershadbeguntocontactwitheachother.

Mainidea:(beforeZhengHe)P3

BetweentheHanandtheearlyTangDynasty,SwahilikingdomsandtheislandsofftheAfricancoast

developedintotheworldtradecentreandattractedmerchantsfromtheworld.

Mainidea(beforeZhengHe)P4

DuringtheTangDynasty,DuHuan,whotraveledtomanylands,wrotethebookRecordofMy

Travels.

Mainidea(beforeZhengHe)P5

Intheeleventhcentury,theAfricansmadeseveralvoyagestothecourtoftheSongDynasty.

Mainidea(afterZhengHe)P6

Bythebeginningofthefifteenthcenturythetimewasripeforagrandmeeting.

Mainidea(afterZhengHe)P7

Intheyearsbetween1405and1433,underthemandofZhengHe,sevenlargetreasurefleetssailed

westwardsonvoyagesoftradeandexploration.

Mainidea(afterZhengHe)P8

ZhengHerenewedrelationswiththekingdomsoftheEastAfricancoast.

Mainidea(afterZhengHe)P9

Thefleetmadeseveralexpeditionsbeforetheexplorationwasstopped.

StepVLanguagepoints:

TheTitle:

reach歸納拓展reach(out)for伸出手/腳去夠…

asfarastheeyescanreach就眼力所能及；極目

withinone'sreach=withinthereachofsb夠得著

reachout拓展，伸出

Pleasereachmethatbook.

Notasinglewordreachedmyears.

Hereachedouthishandfortheknife,butitwastoofaraway.

Wemustreachouttothoseinneed.

Jimreachedforagunbuthewasstopped.

ParagraphOne:

1.endeavour—anattempttodosomething

Inspiteofourbestendeavours,ithasprovenimpossibletocontacther.

CrossingtheNorthPoleonfootwasanamazingfeatofhumanendeavour.

endeavor—formaltotryveryhard.Theyendeavoredtochangesociety.

Heendeavoredtoclimbthemountain.Youmustendeavortodoitbetter.

Pleasemakeeveryendeavortobeearly.

2.puzzlevt.sb+bepuzzled感到疑惑sth+bepuzzling令人疑惑

sth+puzzle+sb使…疑惑

Whatpuzzlesmeiswhytheydidn'tshowup.

Helookedalittlepuzzled.Hisrecentbehaviorpuzzlesme.

苦思而得出［(+out)］

Icouldnotpuzzleoutherintentions.Wefinallypuzzledoutthemeaningofthepoem.

歷.感到迷惑K+at)］

Ihavebeenpuzzlingaboutthisquestionforweeksnow.我對這個問題已冥思苦想了好幾個星期。

苦思，冥思苦想［(+about/over/asto)］

〃.(游戲的)猜謎，智力競賽［C］難題，謎,難以理解之事［S1］困惑，迷惑［S］

Herdecisionwasapuzzletohim.

I'minapuzzleastohowtocopewiththenewsituation.

3.searchsearchspl/sbforsth在...尋找...searchforsth尋找某物

insearchof尋找;尋求in(one's/the)searchfor...尋找...searchsb搜查某人的身體

Thepolicesearchedtheprisonertoseeifhehadagun.

Isearchedshopaftershopformysister?sbirthdaypresent.

Theparentssearchedfortheirlostboyhereandthere,buttheydidn'tfindhim.

Iwillmakeasearchforyourbook.

Ilookedeverywhereinsearchofmyglasses.

4.longbefore,beforelong(=soon)longbefore和狀語，與完成時態(tài)連用

longbefore+〃./從句早在...之前Itbe(not)longbefore很久之后才/不久就.…

beforelong不久以后，與將來時或過去時連用

Therewasalivelymarketlongbefore.

BeforelongyouwillunderstandwhatIsaidisgoodforyou.

Ihadwaitedhimlongbeforehecame.

Itwon'tbelongbeforeyouseehimagain.

Itwaslongbeforetheyescapedfromthecruelprison.

ParagraphTwo:

1.findone^way設(shè)法到達(dá)

feelone'sway摸索著走；謹(jǐn)慎行事makeone9swayfightone'sway打出道路

pushone'sway擠出一條路loseone'sway迷路alltheway

bythewaybywayofinawayinnowayintheway

Ihopeyoucanfindthewayhome.Shecouldn'tfindthewayoutofthebuilding.

Thesoldiersfoughttheirwaythroughthefierceenemies.

2.exchange...fbr...inexchangeforexchange...with...

I'dliketoexchangefiveapplesforfiveeggs.

MaryexchangedherseatwithAnn.

HeisgivingherFrenchlessonsinexchangeforhisEnglishlessons

SheisgivinghimEnglishlessonsinexchangeforhisteachingherChinese.

IgavehimabookinexchangeforhisMP3player.

I'veofferedtopaintthekitcheninexchangeforaweek'sacmodation.（月善宿）

ParagraphThree:

offKeepoffthegrassland!

cutapieceofftheloafTheshipwasbrownoffitscourse.

ParagraphFour:

1.betakenprisoner被抓：

Someonewhoiskeptinaprisonasalegalpunishmentforacrimeorwhiletheyarewaitingfortheir

trial.Ourpilotwastakenprisoner.

2.wander（常與about/in/through連用）Thechildrenwanderedinthewoods.

Theriverwandersthroughbeautifulcountry.

Theywanderedupanddowntheroadaimlessly.Hismindwanderedbacktohiscollegelife.

ParagraphSix:

1.awareness:察覺；意識

beawareof…意識至!JIwasnotawareofthefire.

Wewerequiteaware（of）howyouwouldrespondtoourterms.

Hedoesn'tseemtobeawareofthecoldnessoftheirattitudetowardshisappeal.

2.accurate,correct,exact辨析（inaccurateadj.不準(zhǔn)確的）均含‘‘正確的"意思。

accurate表示"準(zhǔn)確的”，精確的，指”通過努九使事情達(dá)到正確”，如：

Shegaveanaccurateaccountoftheaccident.她對事故做了準(zhǔn)確的描述。

correct為一般用語，指“正確的"，如：

Hegavecorrectanswerstothequestions.他對這些問題提出了正確的答案。

exact表示"確切的”,”精確無誤的“，指”與事實完全相符”,如：

Hisanswerisquiteexact.他的回答完全正確。

ParagraphSeven:

mandvt.,vi.（常與to,that連用）命令；指揮；統(tǒng)率

Theofficermandedhismentofire.

Hemandedsilence.他命令大家肅靜。

Hemandedthateveryonemakethebestofthechanceofseniorthree.

博得；贏得Einsteinwasreallyagreatmanwhoisabletomandeveryone'srespect.

掌握；控制；對…有支配權(quán)tomandoneself控制自己

Thisislandcountrymandsimmensenaturalresources.

俯視；俯臨Thatfortmandsthewholevalley.

n.命令mandinternal（計算機的）內(nèi)部命令

控制；統(tǒng)率Thearmyisundertheking'smand.軍隊由國王直接統(tǒng)率。

underthemandof…在...的領(lǐng)導(dǎo)之下

ThearmyisunderthemandofGeneralWashington.

Billisinmandofthefleet.

司令部；指揮部；司令官ahighmand高級司令官（空軍）大隊

運用能力；掌握ShehasagoodmandoftheFrenchlanguage.她精通法語。

ParagraphEight:

Hesentamessageto…，invitingthemtosend….他發(fā)信給邀請他們派…。當(dāng)表示打、寫信、發(fā)

電報告訴某人做某事時，常用-ing形式表示伴隨。

sendamessagetosb.送信

StepVIHomework

Rememberthephrasesandexpressionsinthisperiodbyheart.

ThefifthPeriodIntegratingSkills

Teachingdifficultpoints:

Generalizethewholepassagebypickingoutkeyinformation.

Teachingmethods:

Teamworklearning;Task-basedlearning.

Teachingaids:

Aprojectorandsomeslides.

Teachingprocedures:

StepIRevision

Checkhomeworkexercises.

StepIILead-in

WhatdifficultiesanddangerswillapersonfacewhenheclimbsMountQomolangma?

StepIIIWhile-Reading

Taskone:Predictthecontent

1.WhatareneededtoconquerMountQomolangma?

(necessaryequipmentandpreparations,climber'sskill,courage,strongwillandwisdom)

1.Whatdoes"goinghigh"mean?

2.Whatisthepassagegoingtotalkabout?Thepioneersorthethirdpole?

Tasktwo:Readandcheckinformation.

Readthefirsttwoparagraphsandanswerthe3questionsofExercise1onPage17.

Taskthree:QuestionsandAnswers

Readpara.3topara.5andanswerthefollowingquestions:

1.WhycantheTibetansliveateaseinsuchextremeconditions?

2.WhatmakesSherpasthemostreliableguidesineveryattempttoclimbMountQomolangma?

3.WhatmighthavebeenthepossiblereasonsthatmadeBritishexpeditionsfailin1922andin1924?

4.WhycouldEdmundHillaryandTenzingNorgaymakeittothesummitofMountQomolangma?

5.Howdoyouunderstandthesentence"LikewinningintheOlympicGames,climbingamountainsuchas

MountQomolangmaisagreatachievement”?

Afterthefirstsuccessfulclimbing,whydidsomanypeoplestillwanttoclimbMountQomolangma?

StepIVLanguagePoints

ParagraphOne:

l.theoriginsoftheworld'smajorrivers世界上主要河流的源頭

“Wecannotescapeourorigins,howeverhardwetry?,(JamesBaldwin)”無論如何努力,我們也改變

不了我們的出身''(詹姆斯?鮑德溫)

ManyAmericansareAfricanbyorigin.許多美國人是非洲血統(tǒng)。

2.acplish/plete/finish/achieve

acplish通常接task,aim,journey,voyage等名詞，指成功完成預(yù)期目標(biāo)；

plete可接建筑、工程、書籍等名詞，指按預(yù)期目標(biāo)把未完成的工作經(jīng)過進一步的努力使之完成；

finish在許多情況下多與plete換用，但不及plete正式，指完成應(yīng)做的事，強調(diào)事情的了結(jié)、終

止；

achieve指完成計劃、大業(yè)等，多指完成偉大功業(yè)。

ParagraphTwo:

apartfrom除...之外（asidefrom）

AllthechildrenlikemusicapartfromBobby.

Thewriterlivesapartfromhisfamily.

Apartfrombeingtoolarge,thetrousersdon'tsuitme.

Apartfromafewwords,IdonotknowanyFrenchatall.

apartadv.相隔;相距;除去;分開地

Aliceandherhusbandnowliveapart.

NewYorkandTokyoarethousandsofmilesapart.

Theyplantedthetreesthreemetersapart.

Shelivesapartfromherfamily.

Afewlittlethingsapart,thepartywasagreatsuccess.

ParagraphThree:

1.sacred神圣的；與神有關(guān)的

Temples,mosques,churchesandsynagoguesareallsacredbuildings.宗教的，與宗教有關(guān)的sacred

writings宗教經(jīng)典

TheKoranisthesacredbookoftheMuslims.

（常與to連用）神圣不可侵犯的Heconsidereditasacreddutytofulfillhisdeadfather'swishes.

嚴(yán)肅的；鄭重的；莊嚴(yán)的：asacredpromise鄭重的諾言

習(xí)慣用法besacredfrom免除，不受holdsacred尊重，保護

2.actasguides充當(dāng)向?qū)ctas扮演;擔(dān)當(dāng);充當(dāng)。后面所接的名詞?？刹患庸谠~。

Atraineddogcanactasaguidetoablindman.Heactsasmanager.

Oneofhisfriendsactedasgo-between.

3.idealadj.理想的；完美的

Thisdictionaryisideal一it'sexactlywhatIneeded這本詞典很理想，正是我所需要的。

空想的；想象中的：idealplansformakingmoney賺錢的空想計劃

兒理想；理想的東西；最終目的：torealizeone'sideal實現(xiàn)最終目的

ParagraphFour:

1.beupagainst面對，對抗upagainstdifficulties面臨困難

upagainstit面臨極大的困難（多指經(jīng)濟困難）

2.refertosth/sbas認(rèn)為某人某物...refer血，vi.（-rr-）（常與to連用）查資料；參考

涉及；提至UKeatsisreferringtoepicpoetrywhenhementionsHomer9s"prouddemesne9.

針對；有關(guān)：Thenewlawdoesnotrefertofarmland.新法律與耕地?zé)o關(guān)。

提交；交付：Theshopreferredtheplainttothemanufacturers.商店把投訴轉(zhuǎn)交給制造商。

referoneselfto依賴，求助于

referto提到，談到，涉及,參考，查閱，向…打聽［查詢］，認(rèn)為與…有關(guān)，認(rèn)為…起源于…

3.runout用盡，用完（=beeusedup）其主語通常為時間、食物以及金錢等名詞。

Hismoneysoonranout.

runoutof用完了，表示主動含義，主語一般是人。

Heisalwaysrunningoutofmoneybeforepayday.

［注意］runoutof還有”從...中流出”之義；runout也表示“流出“，但其后不接賓語。

4.makeit做成功，達(dá)成;makeitto+地點到達(dá)某地

ParagraphFive:

1.arisevi.（arose,arisen）出現(xiàn)，呈現(xiàn)；發(fā)生arisefrom/outof由…引起（產(chǎn)生）

Someunexpecteddifficulties/opportunitieshavearisen.出現(xiàn)了一些意外的困難（機會）。

2.inone?sattempttodo嘗試做某事attemptn.vt.嘗試，企圖；企圖殺害

Theprisonerattemptedanescapebutfailed.Theyattemptedasurpriseattack.

TheyattemptedtoclimbMtEverest.Heattemptedbreakingtheworldrecord.

Hefailedinhisattempttowinfirstprize.TheymadeanattemptonthelifeofthePresident.

attemptedadj.未遂的，意圖的

StepVPost-Reading

Turntopage17andlookatExercise2.Explainthefollowingphrasesandsentencesfromthetextin

English.

StepVIHomework

1.Recitetheimportantsentences.

2.Wb.Exx.

TheSixthPeriodGrammar

Teachingimportantpoints:

DifferenttypesofPredicate.

Teachingdifficultpoints:

ByreviewingthePredicate,getthestudentstoestablishasenseofexactnessinusingthevoicesand

tenses.

Teachingmethods:

Teamworklearning;Task-basedlearning;Repetitionandpractice.

Teachingaids:Aprojectorandsomeslides.

Teachingprocedures:

StepIRevision

Checkhomeworkexercises.

StepIIWordstudy

1.Turntopage14anddoExerciseone.

2.Turntopage156andlookatExercise4ofWordStudy.

StepIIIGrammarStudy

GrammarPredicate

WhatcanbeusedasPredicate?Verbs:實義動詞、情態(tài)動詞和連系動詞

實義動詞用來描述動作、行為;分為及物動詞與不及物動詞

連系動詞用來表示狀態(tài)、性質(zhì)、特征等等

Wepartedin1984andmetagainin1999.（實義動詞）Heisagoodstudent.（連系動詞）

Theseappleslooknice.（連系動詞）WecanhelphimwithhisEnglish.（情態(tài)動詞）不能單獨作謂語

英文」

2.比較中文

他現(xiàn)在不會在家的。Hecan'tbehomenow.

你是位老師嗎？Areyouateacher?

她喜歡看小說。Shelikesreadingnovels.

我要動身去美國。IamleavingfortheUSA.

結(jié)論

1）英文的謂語動詞在表達(dá)其發(fā)生或存在的時間，以及進行的狀態(tài)時，有不同的變化形式。

2）謂語動詞表達(dá)時間的變化形式與表達(dá)動作狀態(tài)的變化形式往往是一致的。

一.時態(tài)和語態(tài)

1.Theyraiseducksasasideline（副業(yè)）.一般現(xiàn)在時

2.Hegothisdrivinglicenselastmonth.一般過去時

3.IfyougotoNewZealand,youaregoingtoli