人教版 高三 unit 12 单元教案（共5篇）
1.人教版 高三 unit 12 单元教案 篇一
Unit 14 Zoology
Teaching aims and demands:
1. Get the Ss to read the two passages in this unit, developing the ability of reading comprehension.
2. Enable the Ss to master the key words and phrases, and some important sentence patterns in this unit.
3. The Ss can know about the language of honey-bees and Primates.
Focus on:
Tell apart; come to light; make a beeline for; one after another; communicate with…; troop; compare; except (that);
Time Allocations: 3 periods
Period 1 Reading comprehension
The language of Honey-bees
Step 1 Revision
Step 2 Lead in
Step 3 Fast reading
1. How do honey bees communicate with each other? (Para 3)
2. What information do the two dances convey? (Para 4)
Step 4 Careful reading
1.Karl Von Frisch did an experiment to research .
A. the food of honey bees B. the dance of honey bees
C. the hive of honey bees D. the way of honey bees’ communication
2. The phrase “ tell the bees apart” means .
A. let the bee live separately. B. tell one bee from the other
C. drive the bee away D. tear the bee into pieces
3. After the marked bees’ dance, the other bees_________
A. felt very hungry B. felt very happy
C. felt very angry D. become very excited
4. According to the text, bee’s language can communicate the following except_________
A. news of food B. the feeding place C. the sun’s position D. weather condition
5. The phrase “come to light” in Para 5 means__________
A. become known B. came to a bright place C. become visible D. became popular
6. Which of the following statements is possible according to the last paragraph but one?_________
A. We human beings can learn to communicate in the same way as honey bees.
B. We human beings can go as quickly as honey bees.
C. We human beings can come to each other’s rescue in a very quick way
D. We human beings can draw something from animals behavior
7. Which statement is more reasonable?_________
A. Only honey bees can communicate with each other
B. Some bees can communicate with each other
C. Most bees can communicate with each other
D. Only honey bee’s body language has most interested scientists.
Step 3 Further understanding
Explain some difficulties to make sure the Ss can have better understanding about the text.
Period 2 Integrating skills
Primates
StepⅠRevision
StepⅡ Lead in
Step Ⅲ Fast reading
Q1 What are the key features found in primates? (Para 1)
Q2 Do you think it is possible to teach chimpanzees to use language and do other things that we consider typically human? Why or why not? (Para 6)
Step Ⅳ Careful reading
Use the information in the text to complete the chart. Give example and characteristics for each type of animal.
Period 3 Language points
1.tell ------ apart 识别，辨别 动副短语 常与can，could，be able to 连用。
eg. Can you tell the two things apart ? (tell apart the two things)
eg. The twins are so much alike that their own mother can not tell them apart.
tell -----from-----
2. one after another one by one
eg. They have solved problems one after another since they came.(强调数量之多)
eg. After class the students left the classroom silently one by one. (强调顺序)
3.They troop behind the first dancer, copying its movements.
troop Vi. 结队而行，成群涌向。 句子主语应是复数。
eg. The children trooped into the park.
eg. The game was over and the players trooped home.
n. 一群，许多。 军队(常用复数)
A troop of visitors /students (a group of / a line of)
copy 模仿，效仿
eg. You should copy his strong points ,not his weak points.
4.What else else 常放在疑问代词或副词后面
who else ,where else ,nobody else ,anything else
eg.Where else did he go?
注：所有格
5. faraway 遥远的 nearby 附近的
eg. a faraway forest a nearby hotel
faraway 作表语或状语用 far away , nearby 作表语或状语可用nearby, near by, near-by.
eg. The house is far away.
eg. They live near-by less than a kilometer.
6. come to light 发现，暴露 (to be discovered)
eg.The money didn’t come to light until the old man died.
eg. New facts about the case have recently come to light.
注：come to light ,come about 中come 不用被动态
7.make a beeline for sp. 走直路，走近路
eg. As he spoke he made a beeline for the door.
eg. If you want catch with the team, you’d better make a beeline for them.
head for sp.
eg. The ship is heading for London for repairs.
8.except/ except that /except for/ but/besides/apart from
eg. We all succeed _______ Tom.. (except)
eg.I looked everywhere _________ in the bedroom.. (except)
eg.He is a good man _______hot temper. (except for)
eg. Your article is quite good ________there are several spelling mistakes. (except that)
eg._________me ,there were ten other people at the meeting. (Besides, Apart from)
eg. The doctor told me nothing ______to stop smoking. (but)
eg. Last night I did nothing _____ watch TV. (but)
2.人教版 高三 unit 12 单元教案 篇二
load
n.[C]
1.) 装载;担子
The load on that beam is more than it will bear.
那根梁上的载重超过了它所能承受的量。
2.) (精神方面的)负担;重任
The good news has taken a load off my mind.
听了这个好消息我就放心了。
3.) (车,船等的)装载量;一车(或一船等)货物
The truck was carrying a load of sand.
卡车装运一车沙子。
4.) (电机等的)负载,负荷
5.) 工作量
Measures have been taken to lighten the load of the hospital doctors.
业已采取措施减轻医院医生的负担。
vt.
1.) 装,装载[(+with)]
The dockers are loading the ship with coal.
码头工人正把煤装上船。
2.) 把弹药装入(枪,炮);把胶卷装入(照相机)
Don’t forget to load your camera.
别忘了给你的相机装胶卷。
3.) 使摆满;使充满;使长满 [(+with)]
The air was loaded with soot.
空气充满煤烟。
4.) 大量给予[(+with)]
His brothers and sisters loaded him with books.
他的哥哥姐姐送给他许多书。
vi.
1.) 装货[(+up)]
Have they finished loading up yet?
他们把货物装完了吗?
2.) 上子弹
The soldiers loaded and fired.
士兵们装上子弹便射击。
compulsory
adj.
1.) 必须做的;义务的;必修的
Is English a compulsory subject?
英语是必修科目吗?
Education is compulsory for children in most countries.
多数国家对儿童实施义务教育。
2.) 强制的,强迫的
compulsory legislation
强制性立法
tendency
n.[C]
1.) 倾向;癖性;天分[(+to/toward)][+to-v]
He has a tendency towards pessimism.
他有悲观的倾向。
Bob has a tendency to exaggerate things.
鲍勃有爱夸张的倾向。
2.) 趋势,潮流[(+to/toward)][+to-v]
There is a tendency towards regional cooperation.
有一种地区性合作的趋势。
3.) 倾向;意向
His new magazine has anarchic tendencies.
他的新杂志有无政府主义倾向。
drop out
1.) 脱离
Luckily, I dropped out before the deal turned sour.
很幸运的,在交易变坏前我已退出了。
One of my teeth has dropped out.
我的一只牙齿掉了。
2.) 退出;退学
She dropped out of school to become a waitress.
她退学去当女招待。
expand
vt.
1.) 展开,张开(帆,翅等)
The eagle expanded its wings.
老鹰展开翅膀。
2.) 使膨胀;使扩张
3.) 扩大;扩充;发展
He is thinking of expanding his business.
他正考虑扩展他的生意。
4.) 详述
They have expanded my view on the question.
他们已更充分地阐明了我对这个问题的观点。
vi.
1.) 展开,张开
2.) 扩张;发展;增长
In ten years the city’s population expanded by 12%.
十年之中,该城人口增加了百分之十二。
3.) 膨胀
Water expands when it freezes.
水结冰时体积膨胀。
A tire expands when you pump air into it.
轮胎打了气就会胀大。
4.) 详细说明[(+on/upon)]
distribute
vt.
1.) 分发;分配[(+to/among)]
They had distributed the lands among the peasants.
他们把土地分给农民。
2.) 散布,分布[(+over)]
This species of butterfly is widely distributed over our country.
这种蝴蝶在我国分布很广。
3.) 把...分类
4.) 分,分开[(+into)]
The teacher distributed the pupils into three groups.
老师把学生分成三组。
donate
vt.
捐献,捐赠[(+to)]
She donated her books to the library.
她把自己的书捐赠给图书馆。
n.
捐献,捐赠[(+to/towards)]
curriculum
n.[C]
1.) 学校的全部课程
The student is very knowledgeable because he also studies things not in the curriculum.
这个学生知识很丰富,因为在学校课程以外他还学习别的东西。
2.) (一门)课程
The professor is busy preparing his chemistry curriculum plan.
这位教授正忙于准备他的化学课程计划。
profession
n.
1.) (尤指受过良好教育或专门训练者,如律师、医生、教师的)职业[C]
She intends to make teaching her profession.
她打算以教书为业。
2.) 同业,同行[the S][G]
The teaching profession claim that they are badly paid.
教师同行们声称待遇太差。
He is a leading member of the medical profession.
他是医疗业中首屈一指的医生。
3.) 声明;表白[C][(+of)]
She did not believe in his professions of love.
她不相信他的爱情表白是真的。
advocate
vt.
拥护;提倡;主张[+v-ing]
He advocates reforming the prison system.
他主张改良监狱制度。
obtain
vt.
得到,获得
He failed to obtain a scholarship.
他没有获得奖学金。
They obtained a loan from the government.
他们从政府那里得到一笔贷款。
vi.
得到公认;通用;流行;存在
Those conditions no longer obtain.
那些情形已不存在。
The custom still obtains in some areas.
某些地区仍保留着这一习俗。
select
vt.
选择,挑选,选拔[(+for/from)][O2]
Mr. Reed has been selected to represent us on the committee.
里德先生代表我们已被选入委员会。
He selected a team for the special task.
他为这项特殊任务挑选了一组人马。
vi.
做出选择,挑选
adj.
1.) 挑选出来的;精选的
A select group of their friends was invited to the wedding.
他们的经过挑选的一群朋友应邀参加婚礼。
2.) 上等的,优等的,卓越的
She only stays at select hotels.
她只住一流旅馆。
suit
n.
(一套)衣服[C]
I picked out a black suit.
我挑了一套黑色西装。
vt.
1.) 适合,中...的意
Would Friday morning suit you?
星期五早上对你合适吗?
The arrangement suited us both.
这个安排对我们两人都合适。
2.) (不用被动式)与...相配,与...相称
This dress suits you beautifully.
这件衣服你穿非常合适。
3.) 使合适;使适应[(+to)]
Her speech was well suited to the occasion.
她的讲话在这个场合十分得体。
vi.
1.) 合适,适当
Will that time suit?
这时间合适吗?
2.) 相称;彼此协调[(+to/with)]
The position suits with his abilities.
这个职位与他的能力相称。
Unit 13
reception
n.
1.) 接待,接见;欢迎[S1]
Jim had an enthusiastic reception when he returned home.
吉姆回家时受到了热情的接待。
2.) 接待会;欢迎会;宴会[C]
Our school gave a reception to our new principal.
我们学校为新校长举行了欢迎会。
3.) 接受;接纳;感受,反应[U]
Her calm reception of the bad news surprised her friends.
她听到坏消息镇定自若,令她的朋友们惊奇。
4.) 【英】接待处[U]
Leave your key at reception.
把你房门的钥匙留在接待处。
5.) (无线电、电视的)接收;接收(传真)品质,收听(或收视)效果[U]
Reception improved because of the new antenna.
接受效果因有新天线而得到改善。
considerate
adj.
体贴的;体谅的;考虑周到的[(+of/to/toward)]
He was considerate of everyone.
他对大家都很体贴。
splendid
adj.
1.) 有光彩的;灿烂的
The king was wearing a splendid golden crown.
国王戴着光彩夺目的金王冠。
2.) 壮丽的;辉煌的
We won another splendid victory.
我们又赢得了辉煌的胜利。
3.) 显著的;杰出的
4.) 【口】极好的;令人极其满意的
My kid sister has a splendid memory.
我小妹记忆力极好。
coincidence
n.
1.) 巧合;巧事;同时发生[U][C]
It was a coincidence that he was born on his mother’s birthday.
他在他母亲生日那天出生,真是巧事。
2.) 符合,一致[U]
Is there any coincidence between his opinions and your own?
他的意见与你自己的意见有没有一致之处?
tension
n.
1.) 拉紧,绷紧[U]
The tension was so great that the rope broke.
绳子拉得太紧绷断了。
2.) (精神上的)紧张[U]
He is suffering from nervous tension.
他正受神经紧张之苦。
3.) 紧张局势,紧张状况[P1][U]
She felt the tension as soon as she entered the room.
她一进房间就感觉到了这种紧张气氛。
theft
n.
偷窃,盗窃[U]
He was accused of theft.
他被指控偷窃。
stubborn
adj.
1.) 倔强的,顽固的;不听话的
He is as stubborn as a mule.
他像骡子一般执拗。
2.) 顽强的,不屈不挠的
The defenders put up a stubborn resistance.
防守将士进行了顽强的抵抗。
3.) 难处理的,难对付的
This lock’s rather stubborn; it needs oiling.
这把锁很难开;得给它加点油了。
4.) (病)难治好的
I had a stubborn cold and coughed day and night.
我得了很难治的感冒,日夜咳嗽。
5.) (污渍)难去掉的
This detergent can remove stubborn stains.
这种去污剂能去除难洗的污渍。
enquiry
n.[U][C]
1.) 询问;打听[(+about)]
make enquiries of somebody about something
向某人询问某事
2.) 调查[(+into)]
An official enquiry into the incident was launched.
官方对这一事件进行了调查。
After months of enquiry we finally discovered the truth.
经过几个月调查,我们最后发现了真相。
assistance
n.
援助,帮助[U][(+in)]
Your technical assistance in the project is greatly appreciated.
您对这个项目的技术援助大受赞赏。
vital
adj.
1.) 生命的;维持生命所必需的
Growth and decay are vital processes.
生长和衰亡是生命过程。
2.) 充满活力的,生气勃勃的
The Chinese I knew were trusting, open, and vital.
我所认识的中国人信赖别人,坦率,充满活力。
3.) 极其重要的,必不可少的[(+to/for)]
The questions put forward at the meeting are of vital importance.
会上提出的那些问题极其重要。
4.) 致命的;生死攸关的
He committed a vital error.
他犯了一个致命的错误。
n.[the P]
1.) (人体的)重要器官
He was lucky that the bullet missed the vitals.
他很幸运,子弹没有击中要害器官。
2.) 重要部分,要害
guilty
adj.
1) 有罪的,犯...罪的[(+of)]
He was found guilty.
他被判有罪。
2.) 有过失的[(+of)]
The manager was guilty of an important misjudgment.
经理犯了一个重大的判断错误。
3.) 自知有过错的,内疚的[(+about)]
I felt guilty after breaking my promise.
我违背诺言后感到内疚。
stain
vt.
1.) 沾污,污染[(+with)]
Blood stained the blanket.
血沾污了毯子。
2.) 玷污,败坏
His crimes stained the family honor.
他的罪行玷污了家庭的名誉。
3.) 给(木材,玻璃等)染色,给...着色
She stained the table brown.
她将桌子涂成了棕色。
vi.
变脏;被沾污
His character is without stain.
他的人品纯洁无瑕。
These carpets won’t stain easily.
这些地毯不易弄脏。
n.
污点,污迹,瑕疵[C]
He’s got an ink stain on his shirt.
他衬衫上有块墨渍。
convince
vt.
使确信,使信服;说服[(+of)]
He convinced me of his innocence.
他使我相信他是无辜的。
I was convinced that he knew the truth.
我确信他知道事实。
assume
vt.
1.) 以为;假定为;(想当然地)认为[+(that)][O2][O8][O9]
I assumed that he had gone for a stroll.
我想他去散步了。
2.) 承担;就任;取得
The prince assumed power when he was only fifteen.
王子在十五岁时就掌权了。
3.) 呈现;采取;采用
His illness assumed a very grave character.
他的病显得非常的严重。
4.) 装出,假装
He assumed a look of surprise.
他装出吃惊的神色。
cancel
vt.
1.) 删去,划掉;勾销,盖销(邮票等)
You should cancel this preposition in the sentence.
你应该删去句子中的这个介词。
2.) 取消,废除;中止
The game was cancelled because of the rain.
比赛因为下雨而取消了。
3.) 抵消,对消[(+out)]
This will cancel your debt to me.
这可抵消你欠我的债务。
4.) 【数】约去,消去[(+out)]
5.) 销(帐)[(+out)]
vi.
1.) 【数】相约,相消
2.) 互相抵消
The $5 I owed him and the $5 he owes me cancel out.
他与我各欠对方五元,正好相互抵消。
3.) 取消;中止
n.[C]
删除;取消;撤销
remark
vt.
1.) 谈到;评论;说 [+(that)]
A local newspaper remarked that crime was on the decrease.
一家地方报纸评论说犯罪案件在减少。
2.) 注意,看到;觉察
I remarked the tense atmosphere as soon as I entered the room.
我一走进房间,就觉察到了紧张的气氛。
vi.
谈论,议论;评论[(+on/upon)]
Prof. Smith remarked on the difference between the two dictionaries.
史密斯教授谈到了这两本词典的不同之处。
n.
1.) 言辞;谈论,评论[C][(+on/upon/about/at)]
He had a habit of making humorous remarks.
他有说幽默话的习惯。
2.) 注意;察觉[U]
He saw nothing worthy of remark at the exhibition.
他在展览会上没有看到值得注目的东西。
innocent
adj.
1.) 无罪的,清白的[(+of)]
He was pronounced innocent of the charge.
他被宣告无罪。
2.) 无害的
The butterfly is an innocent insect.
蝴蝶是一种无害的昆虫。
3.) 天真的,单纯的
4.) 幼稚的;头脑简单的,愚钝的
Don’t be so innocent as to believe everything he says.
不要这么天真,竟相信他所说的一切。
commit
vt.
1.) 犯(罪),做(错事等)
I committed an error in handling the business.
我在处理这一业务时犯了一个错误。
2.) 使承担义务;使作出保证;使表态[(+to)]
He didn’t commit himself to anything.
他没有作任何承诺。
3.) 把...交托给;把...提交给;把...付诸[(+to)]
The child was committed to the nurse’s care.
孩子被交给护士照顾。
4.) 把...押交;把...判处[(+to)]
The judge committed him to ten years’ imprisonment.
法官判处他十年徒刑。
straightforward
adj.
1.) 一直向前的;径直的
They took a straightforward route to the lake.
他们走了一条笔直通向湖的路。
2.) 正直的;老实的;坦率的
I must insist on your giving me a straightforward answer.
我一定要你给我一个直截了当的回答。
I’m quite a straightforward man.
我是一个非常直率的人。
3.) 简单的;易懂的;易做的
The issue is not quite straightforward as it seems.
这个问题不像看上去那么简单。
4.) 明确的,肯定的
Their responsibility is straightforward.
他们的职责是明确的。
roundabout
adj.
绕道的;(说话,做事等)绕圈子的,不直截了当的
As usual, he reached her house in a roundabout way.
一如往常,他绕道来到她的家。
She suggested it in a very roundabout way.
她很婉转地提出了这个建议。
Unit 14
transparent
adj.
1.) 透明的;清澈的
Her mother disapproves of her wearing transparent underwear.
她母亲不赞成她穿透明的内衣。
2.) 显而易见的;一目了然的[+that]
It was transparent that her pride was hurt.
很显然,她的自尊心受到了伤害。
3.) 坦率的,光明正大的
He is a man of transparent sincerity.
他是一个坦率诚恳的人。
4.) 易懂的,明晰的
I like her transparent style of writing.
我喜欢她明晰的文体。
surrounding
n.
环境;周围的事物[P]
He didn’t pay much attention to his surroundings.
他没有多注意他周围的环境。
adj.
周围的;附近的
Foxes started coming in from the surrounding countryside.
狐狸开始从附近的乡下跑进来。
troop
n.[C]
1.) 军队,部队[P]
The enemy troops withdrew.
敌军撤退了。
2.) 骑兵队
3.) 一群;大量,许多[(+of)]
The old man was surrounded by a troop of children.
老人被一群孩子围住了。
A troop of children rushed in and chased each other noisily.
一群小孩冲进来,喧闹地彼此追逐。
4.) 一队的童子军
vi.
1.) 群集,集合[(+up/together)]
2.) 成群结队地走
They all trooped into the meeting.
他们都成群结队前去参加会议。
apparent
adj.
1.) 表面的,外观的;未必真实的
The apparent cause of his illness was excessive drinking, but the real cause was his deep grief at his wife’s death.
他生病的表面原因是饮酒过度,但实际原因是丧妻之痛。
2.) 明显的,显而易见的;明白无误的 [(+to)][+that]
It was apparent that he was in no condition to travel.
他的健康状况显然不宜旅行。
come to light
暴露,真相大白
The scandal came to light when the politician was seen with the lady.
当有人看到那位政客跟那位女士在一起时,真相就大白了。
A political scandal has recently come to light.
最近一桩政治丑闻暴露出来。
maximum
n.
1.) 最大量,最大数,最大限度[C][(+of)]
Our goal is to achieve the maximum of efficiency.
我们的目标是取得最高的效率。
2.) 顶点;(法定的)最高极限;(公路行车的)最高速[the S][(+of)]
Drivers must not exceed a maximum of 55 miles an hour.
司机不得超过每小时五十五英里的最大时速。
3.) 【数】极大值[C]
adj.
最大的;最多的;最高的;顶点的
The maximum speed of this car is 150 miles per hour.
这辆车的最大时速为一百五十英里。
precise
adj.
1.) 精确的;准确的;确切的
I can’t give you a precise date.
我无法告诉你确切的日期。
2.) 明确的;清晰的
His instructions were not very precise.
他的指示不太明确。
3.) 严格的;细致的
We had precise orders to come home by nine o’clock.
我们得到严格的命令须于九点前回家。
4.) 刻板的,拘泥的
He was very precise in his manners.
他的一言一行都有板有眼。
adequate
adj.
1.) 能满足需要(量)的,足够的[(+for)][+to-v]
Martin decided that he had no adequate proof.
马丁断定他没有充足的证据。
2.) 适当的[(+to/for)]
He sought for an adequate solution to the problem.
他寻求解决这个问题的适当办法。
3.) 胜任的 [(+to)]
She proved adequate to the job.
事实证明她能胜任此项工作。
4.) 尚可的,差强人意的
That hotel is merely adequate.
那家旅馆只能说是差强人意。
clarify
vt.
1.) 澄清;阐明
He clarified his stand on the issue.
他澄清了他在该问题上的立场。
His explanation clarified the mystery.
他的说明解开了这个谜。
2.) 净化
It requires of us great efforts to clarify sewage in cities.
净化城市的污水需要我们很大的努力。
3.) 使清楚,使清醒
My mind was clarified on this issue.
对这个问题我的头脑变得清楚了。
vi.
得到澄清;变得明晰
His muddled brain suddenly clarified.
他糊涂的头脑突然清醒过来。
changeable
adj.
1.) 易变的;不定的
His temper’s been changeable this week, so don’t annoy him.
这星期他脾气变化无常,所以不要惹他生气。
2.) 可改变的,可能被改变的
3.) 闪光的;闪色的
changeable silk
闪光丝绸
adaptation
n.
1.) 适应,适合[U][S1]
He made a quick adaptation to the new environment.
他很快适应了新的环境。
2.) 改编,改写;改写本[U][C]
This play is an adaptation of a novel.
这一剧本是由小说改编的。
Unit 15
voluntary
adj.
1.) 自愿的,志愿的
She was a voluntary helper.
她是自愿帮忙的。
2.) 有意的,故意的
voluntary manslaughter
蓄意谋杀
annual
adj.
1.) 一年的;一年一次的
Employees are entitled to an annual paid leave of fifteen days.
职员一年可享受十五天带薪的假期。
2.) 每年的;全年的
Mr. Watson’s annual income is US$20,000.
沃森先生全年的收入为两万美元。
3.) 【植】一年生的
n.[C]
1.) 年刊,年鉴
2.) 一年生植物
Are beans annuals?
豆类是一年生植物吗?
acknowledge
vt.
1.) 承认[(+as)][+v-ing][+that]
I acknowledge that her criticism is just.
我承认她的批评是公正的。
2.) 就...表示谢忱
The candidate waved his hands to acknowledge the cheers of the crowd.
候选人挥手对大众的欢呼表示感谢。
3.) 告知收到(信件等)
I acknowledged her letter at once.
我马上告知收到了她的信。
4.) 对...打招呼
Stella didn’t even acknowledge me when I waved a greeting.
我向斯特拉挥手致意,可她连招呼也不打一个。
breathless
adj.
1.) 气喘吁吁的,呼吸困难的
The climb made him breathless.
往上爬使他上气不接下气。
2.) (因兴奋、恐惧等)呼吸急促的;屏息的
The children were breathless as they watched the tightrope act.
孩子们在看走绳索表演时呼吸都屏住了。
3.) 扣人心弦的,令人喘不过气的
breathless tension
令人透不过气来的紧张
4.) 呼吸停止的;死的
The body lay breathless on the bed: there was no sign of life.
躺在床上的人停止了呼吸,已经死了。
5.) 无风而沉闷的;闷气的
the breathless air of a hot summer day
炎热的夏日那令人窒息的空气
beneficial
adj.
1.) 有益的;有利的;有帮助的[(+for/to)]
It would be beneficial to keep abreast of developments in Asia.
跟上亚洲形势的发展会有帮助。
2.) 【律】有权益的;受益的
beneficial legacy
有权受益的遗产
satisfaction
n.
1.) 满意,满足;称心[U][(+with/at)]
He smiled in satisfaction when he won the race.
他赢得赛跑后满意地笑了。
2.) 快事,乐事;愉快[C][S1]
Playing tennis is one of his greatest satisfactions.
打网球是他最大的乐趣之一。
worthwhile
adj.
1.) 值得花费时间(或金钱)的,值得做的
It proved worthwhile to make the trip.
此行证明是值得的。
2.) 有真实价值的
You’d better spend your time on some worthwhile reading.
你最好把时间花在读一些有价值的书上。
starve
vi.
1 ) 饿死
The explorers starved to death in the desert.
探险者们在沙漠中饿死了。
2.) 挨饿
3.) 【口】饿得慌
Let’s get something to eat; I’m starving.
我们吃点东西吧;我饿坏了。
4.) 渴望;极需要[(+for)][+to-v]
The plants are starving for water.
这些植物极需要水。
vt.
1.) 使饿死,使挨饿
2.) 以饥饿迫使[(+into)]
They starved the enemy into submission.
他们切断敌军粮援而迫其投降。
3.) 以节食治疗
She’s starving herself trying to lose weight.
她用节食疗法试图减肥。
adjustment
n.
1.) 调节;调整;校正[U][C][(+in/of)]
The company made an adjustment in my salary.
公司对我的薪金作了调整。
2.) 调节装置[C]
the adjustment on a micrometer
测微计上的调节器
3.) 调解[U]
the adjustment of conflicts
冲突的调解
mature
adj.
1. 成熟的;酿熟的
This is the most mature of his plays.
这是他最成熟的一部剧作。
2.) 成年人的
She has the figure of a mature woman.
她有成年女性的体型。
3.) 稳重的;慎重的,周到的
Can’t you behave in a mature way?
你的举止不能稳重一点吗?
vi.
1.) 变成熟;长成;酿成
Wine and judgement mature with age.
酒陈味香,人老识深。
2.) (票据等)到期
Your deposit matures on April 3rd.
你的存款四月三日到期。
vt.
1.) 使成熟;使长成
Her responsibilities matured her at an early age.
她肩负的责任使她早熟。
2.) 慎重作出;使完善
He matured his plans for the long trip.
他为这次长途旅行仔细地作了计划。
uniform
adj.
1.) 相同的,一致的
All these jackets have a uniform size.
所有这些夹克尺寸相同。
2.) 不变的,始终如一的
The laboratory is kept at a uniform temperature.
实验室保持恒温。
n.
制服;军服[C][U]
Tom looks handsome in uniform.
汤姆穿上制服很英俊。
possess
vt.
1.) 拥有,持有;具有;占有
The country possesses rich mineral deposits.
这个国家拥有丰富矿藏。
2.) 使拥有,使掌握 [(+of/with)]
Though plain-looking, Mary is possessed of great intelligence.
虽然相貌平平,玛丽却拥有智慧。
3.) 支配,控制
One main idea possessed her; she must get away from home.
她只有一个想法;她一定要离家出走。
Unit 16
adviser
n.[C]
1.) 顾问;劝告者[(+on/to)]
an adviser on foreign affairs
外交事务顾问
He is one of the advisers to the President.
他是总统的顾问之一。
2.) 【美】(指导大学新生学科问题等的)指导教授
adore
vt.
1.) 崇拜,崇敬;敬重
People adore him for his noble character.
人们因他人格高贵而敬重他。
2.) 爱慕,热爱
We adore our sisters and brothers.
我们爱自己的兄弟姐妹。
3.) 【口】极喜欢[+v-ing]
She adores going to the theater.
她就是爱看戏。
I adore chocolate.
我非常喜欢巧克力。
vacant
adj.
1.) 空的;空白的
By the end of the game, the stadium was almost vacant.
到比赛结束的时候,体育馆几乎空了。
2.) 空着的,未被占用的
A vacant apartment in New York City is very difficult to find.
在纽约市内很难找到一所空的公寓住处。
3.) (职位)空缺的
That position remains vacant.
那个职位仍旧空着。
4.) 空闲的,清闲的
That will leave plenty of hours vacant.
那样的话就有许多空闲时间了。
5.) (心灵)空虚的;(神情)茫然的;心不在焉的;愚蠢的
She has a vacant look.
她脸上没有表情。
assess
vt.
1.) (为征税)估定(财产)的价值[(+at)]
The value of this property was assessed at one million dollars.
这财产的价值估定为一百万元。
2.) 对...进行估价,评价
It is too early to assess the effects of the new legislation.
现在来评价新法规的效果为时尚早。
occupation
n.
1.) 工作,职业[C]
He is a bus driver by occupation.
他的职业是公车司机。
2.) 消遣;日常事务[C][U]
He was bored for lack of occupation.
他因无所事事而感到厌烦。
3.) 占领,占据;占领时期[U]
The Japanese occupation of Taiwan lasted fifty-one years.
日本占领台湾达五十一年之久。
4.) 占用;居住;占用(或居住)期
No one is yet in occupation of the house.
这所房子还没有人住进去。
instant
adj.
1.) 立即的,即刻的
The telegram asked for an instant reply.
这封电报要求立即回复。
2.) 紧迫的,迫切的;迫在眉睫的
The flood victims were in instant need of help.
水灾难民急需救助。
3.) (食品)速食的;速溶的
He often eats out at an instant Chinese restaurant.
他常在一家中式快餐馆吃饭。
addition
n.
1.) 加,附加[U][(+to)]
The addition of fruit makes the cereal taste good.
加了水果使谷类食品变得可口。
2.) 【数】加法[U]
do addition and subtraction
做加减法
3.) 增加的人(或物);(房屋的)增建部分[U][(+to)]
The baby is a new addition to our family.
这个婴儿是我们家新增的人丁。
qualification
n.
1.) 赋予(或取得)资格[U]
She passed her qualification for the Olympic.ruiwen.competition.
她获得了奥林匹克体操比赛的资格。
2.) 资格,能力[P][(+for)][+to-v]
What are the qualifications for an airline pilot?
当一名民航飞机驾驶员要具备哪些条件?
3.) 资格证书,执照[C]
a secretarial qualification
担任秘书的资格证明
punctual
adj.
严守时刻的;准时的[(+for/in)]
He is always very punctual.
他总是非常准时。
draft
n.
1.) 草稿,草图[C]
He had painfully written out a first draft.
他辛苦写出了首稿。
2.) 汇票,汇款单[C]
He went to the bank to cash a draft.
他去银行兑现一张汇票。
vt.
1.) 起草;设计
I had to draft a cable home.
我得写一份发往家里的电报稿。
2.) 选派
3.) 【美】征(兵);征集[(+into)]
Her brother was drafted into military service.
3.人教版 高三 unit 12 单元教案 篇三
Teaching Aims and Demands
Words and Phrases
item agreement disagreement disagree absolutely depend press throughout add remind appointment behavior obey dare case whatever according unexpected particular negative interview department electricity defeat force succeed break down stay in touch with in case of call for according to take over teenager image latest calendar clone planet wonder peaceful skip
Spoken English:
Agreement and disagreement:
Absolutely
That’s exactly what I was thinking.
That’s a good point.
That’s just how I see it.
That’s worth thinking about.
I disagree. /Well, yes, but …
I’m afraid I don’t agree.
You can’t be serious.
I would have to disagree with that.
I would have to disagree with that.
Well, I am not so sure about that.
Grammar:
The Present Continuous Passive Voice:
1.用英语描述事物正受到某种影响或某种处理――使用现在进行时被动语态(is/are being +过去分词)。例如：
New functions are being added to the phones.
Michael is being interviewed for the job.
Modern cellphones are being used as cameras and radios.
2.用英语描述人物正受到某种影响或某种处理――使用现在进行时被动语态(is /am/are being+过去分词)。例如：
The new student is being introduced to the class.
Look! The children are being led into the garden.
Use of Language:
1. Master the function use of language as defined above.
2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned.
Learn the text about technology and finish the related exercises.
Important points: the use of the Present Continuous Passive Voice.
Difficult points: the use of the Present Continuous Passive Voice.
Teaching aids: tape-recorder and computer.
Way of Teaching: Communication way of teaching, discussion and group work.
Lesson 1
Step 1 Warming-Up
Because the first part is designed to arose the students interest about creativity and practice problem solving skills. So ask the students to finish the exercise in the warming-up part.
Step 2 Listening
Listen to the tape and finish the exercise in the listening part.
Extension: Here we may encourage the students to make a guessing game. Encourage the students to supply more examples for guessing.
Step 3 Speaking
Divide the students into groups and make sure that the students know what they are going to do. If it is necessary put cards in front of each students to remind them which is which.
In the meanwhile, list the key sentences they can use to show others their opinion.
Agreement
Absolutely.
That’s exactly what I was thinking.
That’s a good point.
That’s worth thinking about.
Disagreement
I disagree.
I’m afraid I don’t agree.
Well, it depends.
Well, I’m not sure about that.
Step 4 Homework
Ask the students to prepare some information about the development of new technology for the next class.
Lesson 2
Step 1 Introduction
First get the students to mention some important inventions of the world that they prepared last class. And then list the positive and negative effects on our life.
Step 2 Reading
Fast-reading
Get the students to read the first paragraph of the text quickly to find the main idea of it.
The main idea is: it discusses the increasing popularity of cellphone in Chinese society. Cellphones are everywhere and have positive and negative effects on our life.
Carefully-reading
The students read the text more carefully. Then answer the following questions 1-4 in the Post-reading part.
Step 4 Post-reading
Ask the students to find the outline of the text --- that is how the text is organized, if it is necessary, explain the language points in the text. Finish the exercise 2 as well.
Step 5 Homework
1). Finish exercise 3 on page 60. the students may use the questions below it as a guide.
2). Translate the sentences in exercise 4 on page 135.
Lesson 3
Step 1 Revision
Ask several students to report their design of the new cellphone.
Step 2 Word-study
Finish the exercise in the word study part.
Finish the exercises 1 and 2 on page 134 as well.
Step 3 Grammar
First ask the students to list the sentences containing the use of Present Continuous Passive Voice.
1.Words and images are being sent throughout the world.
2. … They are being used as cameras and radios, …
3.New functions are being added to the phones.
4.They are being used everywhere – sometimes where they shouldn’t.
Then get the students to find the formation of the Present Continuous Passive Voice: be + being + pp.
Step 4 Consolidation
Finish the exercises on page 61.
Step 5 Homework
Finish the exercise about grammar on page 136.
Lesson 4
Step 1 Revision
Check the homework.
Step 2 Reading
Ask the students to read the text to find the main idea of the text: the world is ruled by the machines now and people lost happiness. Love and friendship do not exist any longer. There is only one hope --- that is you. Write a letter to the ruler Q12 to try manage to persuade it give up it inhuman ruling.
Step 3 Writing
Thinking that it is a little difficult for the students to write on such an abstract topic, we can first show them a letter as an example and try to analysis the way to write a good article. Here we may use the tips on page63 as aguide.
Step 4 Homework
4.人教版 高三 unit 12 单元教案 篇四
(SB I-Units 13-14)
一、单元考点提示
1、单词
A as,at/in/on,like,president,news,death,consider
B tired,well,consider,suggest,need,worry,stop,interest,
不定代词的修饰语
2、短语
A fight against,used to,no more than,become interested in,be against,set up,of one’s own,be free to do sth.,break away from,break out,join up,call for,for the second time
B get along/get along with,be kind to,make fun of,anything else,tell a lie,at all，形容词比较级表示最高级含义
3、句型结构
1.so+adj.(adv.)
2.so+adj.+a(n)+单数可数名词
3.so+adj.(少数表示量的形容词)+可数名词复数(或不可数名词)
4.spend time/money on sth.
5.spend time in doing sth.
6.seem为连系动词，其基本句型和用法
二、考点精析与拓展
I.单词和词组
1、break 小结
break 一词常用搭配有：
(1)break out(战争、火灾、争吵、瘟疫等)爆发
A big fire broke out in the city last week.
(2)break away from 脱离
A carriage(车厢)broke away from the train.
(3)break the law 违反法律
Who breaks the law will be punished by the law.
(4)break in 破门而入;打断
He broke in to say that he was not interested in what I was talking about.
(5)break down 损坏;中断
Her fridge has broken down for a long time.
(6)break off 打断;结束;暂停
They were arguing(争论)but broke off when someone came into the room.
(7)break into闯入;侵入
Thieves broke into my house when I was out.
2.consider用法小结
consider是个很常用的动词，其意义不同，句型结构也不同。我们在学习中要特别注意。
(1)作“仔细考虑、深思熟虑”解，consider可作不及物动词或及物动词。
作及动词时，后可接名词、代词、动名词作宾语，不能接动词不定式，但可以接疑问词+不定式，相当于宾语从句。例如：
Consider carefully before you decide.
你要慎重考虑后再做决定。
They considered your suggestion.他们仔细考虑了你的建议。
He is considering studying abroad.他在考虑出国留学。
We are considering how to help them.我们在考虑如何帮助他们。
(2)作“将……视为、认为、以为”解。
①可用consider+名词+(to be)名词(形容词)或consider+名词+as+名词(形容词)结构，但当不定式为行为动词时，不能省略，不可用于进行时。这样用时相当于that引导宾语从句。例如：
He considers himself(to be)clever(=as clever).=He considers that he is clever.他认为自己很聪明。
I consider him(to be)my closest friend(as my closest friend).=I consider(that)he is my closest friend.我把他视为我最亲密的朋友。
He is considered to have invented the first computer.他被认为是最早发明计算机的人。
②还可用于consider+it(形式宾语)+形容词+不定式结构。例如：
I consider it wrong for students to smoke.我认为学生抽烟是不对的。
3.fight against;fight for
fight with,fight against意为“为反对……而战、与……作斗争”,against 后面接的是反对的对象，如：
They are fighting against their enemy.他们在与敌人作战。
Political leaders fought against slavery.政治领导们为了反对奴隶制度而斗争。
fight for 意为“为争取……而斗争、因为……而打架”。如：
Two dogs fight for a bone,and a third runs away with it.两只狗为抢一块骨头而打架，另一只狗把骨头叼走了。
fight with意为“同……(一起并肩)作战、与……作战”，它含有两重意思，试比较：
They fought with the Italian in the last war.他们在最后的这次战争中是与意大利人作战。
They fought with the Italian against France in that war.在那次战争中，他们和意大利联合作战反对法国。
4.no more than;not more than;no more...than;not more...than
no more than 意为“仅仅、只不过”，相当于only。它与数字连用时，意为“仅仅至多”，强调“少”，带有说话者的感情色彩。如：
I am no more than a teacher.我只是个教师而已。
There were no more than two hospitals in this city before liberation.解放前，这座城市里只有两家医院(表示很少)
not more than 后面接数词时，表示“不超过、最多”的意思。用来说明情况，并含有“少”之意，也不带有说话者的主观色彩。如：
There are not more than ten minutes left.最多只剩下10分钟了。(表示客观事实)
“no more+形容词(副词)原级+than”意为“两者同样不”，前面和后面同时否定，带有感情色彩。如:
This tool is no more useful than that one.
这件工具与那件工具一样没有用。(两者都没有用)
“not more+形容词(副词)原级+than”意为“A不比B更……”。这是比较级的正规用法，表示比较的事实，两者都肯定。如：
This tool is not more useful than one.这样工具不及那件工具有用。(两者都有用)
5.shoot sb./sth;shoot at sb./sth.
在shoot sb./sth.中，shoot为及物动词，除了shoot the arrow(射箭)外，其宾语多为射击的对象，即人或动物等。Shoot意为“打中、打死、枪决”。而在shoot at sb./sth.中，shoot为不及物动词,at表示动作的方向或目标，打中与否不得而知。试比较：
He shoot the bear.他打中了那只熊。
He shoot at the bear.他朝那只熊射击。
6. finally at last, in the end.
三者均有“最后、终于”的含义。
finally常用于动词之前，表示人们长期以来期待的某事最后实现了，也可指一系列事物或论点的顺序。例如：
After putting it off three times,we finally managed to have a holiday in Greece.经过三次延期之后,我们终于在希腊度了一次假。
They talked about it for hours.Finally,they decided not to go.他们谈论了几个小时，最后决定不去。
at last 有时可与finally互换，但往往用于一番拖延或曲折之后，语气更强烈。例如：
When at last they found him, he was almost dead.当人们最终找到他时，他已经奄奄一息了。
James has passed his exams at last.詹姆斯终于通过了考试。
in the end指经过许多变化、困难的捉摸不定的情况之后，某事才发生。例如：
We made five different plans for our holiday, but in the end we had a summer camp again.我们制订了五种不同的度假方案，但最后我们还是选定了再来一次夏令营活动。
7.used to ;would; be used to
(1)used to 表示“过去惯常”，但“现在不做了”，指过去的习惯或状态，to 为不定式符号，后跟动词原形。有两点须注意：
①否定式。used to do sth.的否定式有两种形式：
used not (usedn’t)to do sth.
didn’t use to do sth.例如：
He didn’t use to (usedn’t to)like country music,but now
he is getting interested.
②疑问式。used to do sth.的疑问式也有两种形式。其简短回答中的to通常不予省略，但动词原形常被省略。
Did + sb.(主语)+ use to do sth.?
Used + sb.(主语)+ to do sth.?
Did he use to play basketball?
Used he to play basketball?
(2)would(可以)是will的过去式，也可表示习惯动作。
①would用于过去将来时。
过去将来时的基本形式是：would+动词原形，在英国英语中，主语是第一人称时，would可换做should，第二、三人称用would。
I thought I would make lots of new friends.我曾认为我会交上许多新朋友。
②would表示过去习惯的动作。
“would + 动词原形”表示过去的习惯动作，与used to 同义，但与used to 有别。Used to do表示过去经常发生的动作或存在的状态，同时隐含有“现在已经有所改变”的意思，而“would+do sth.” 可以用来表示“过去经常发生”，但不表示“过去存在的状态”。
She used to say“No pains,no gains”。
她过去常说：“不劳而获”。(used to可以换为would)
I used to live in the countryside.我过去住在农村。(此句的used to不可用would换用)
(3)be used to具有双重含义：
①be used to是use sth.to do sth的被动形式，意为“被用来干某事”，to为不定式符号。例如:Rice may be used to make wine.
②be used to表示“习惯于……，”be可以换为get或become,表示“开始、变得习惯于……”，to 为介词，其后接名词、代词或动词作宾语。例如：
I’m used to English food.
8.pattern;model;example
pattern“型、式样、图样”可指供模仿的某物原型或精心设计出的图样或模型，也可指榜样。如：
Can you use the sentence pattern?他会用这个句型吗?
She is a pattern for us.她是我们学习的典范。
model“模型、模范”，指供模仿或值得信效的人或物。如：
Have you seen his model ship?你看见过他的船模吗?
example “例子、榜样”,主要指人及其行为和活动被他人信效。如：
Example is better than precept.身教重于言教。
9.Recently;lately
两者均可表示“近来、最近”，但用法不同。
recently 是书面语，常被quite,just,but, very,only等词所修饰，以加强语气。主要用于肯定句中。如:
He’s only recently begun billogy. 他只是最近才开始学生物。
I didn’t know it until quite recently.我一直到最近才知道。
Lately常用于口语，指与现在有联系的一段时间，常见于否定句或疑问句中。如：
I haven’t seen him lately.我近来没有看到他。
10.reply;answer
reply和answer均可解作“回答、答道”，但用法有别。reply用做不及物动词时，可用reply to sb./sth.;作及物动词后跟直接引语或宾语从句，但不能直接跟人或物作宾语。如：
Please reply to my question.请回答我的问题。
He replied that he knew the news.他回答说他知道这消息。
answer 用作及物动词，可直接跟名词或代词作宾语，而reply应加to才可接名词或代词。如：
He answered the examination paper quite well.他考卷答得很好。
fail to reply to a question/letter未能回答问题/回信
11.because;because of
二者均表示“因为”，区别是：
because是从属连词引导原因状语从句;而because of是一个合成介词，其后接名词、代词、动名词或what从句组成介词短语。如:
I went back not because of the rain,but because I was tired.我回去不是因为下雨，而是因为我累了。
Her face turned red because of what he said.他的话使她脸红了。
12.suggest+宾语从句
suggest 在此意为“建议”，后面的宾语从句的谓语用了虚拟语气，其结构是：should do或do,否定形式为：should not do或not do.如：
I suggested that LiMing (should)be sent to the south.
我建议把李明派往南方。
I suggested that he (should)not do it today.我建议他今天先不要做。
suggest只有作“建议”解时，后面才可以跟“should(not)+动词原形”的形式，当suggest作“表明”解时不可以用此结构。如：
His smile suggested that he was quite satisfied with our work.他的微笑表示他对我们的工作很满意。
同时，即使是suggest作“建议”解，在现代英语中，谓语也可以用其他形式。
I suggest that you don’t ask him home for the vacation.我建议你假期不要邀他回家去。(句中用don’t ask,而没有用should not ask或not ask)
I suggest that Robert might go to Beijing and have a talk with Mr Wu.我建议罗伯特去北京同吴先生谈一谈。(句中用might go而没有用should go 或go)
13.like 用法小结
(1)like 用做动词(及物)通常表示一般的“喜欢”，为口语用词，词意没有love感情强烈，反义词为hate。
①like + n.(pron.)
Does Li Ming like bananas?李明喜欢吃香蕉吗?
Do you like it?你喜欢它吗?
②like + v.-ing(动名词)
Do you like working in China?你喜欢在中国工作吗?
③like + to + v.(不定式)
I like to keep busy.我喜欢生活得紧张。
④would like(=would love)后接名词、代词或不定式，多用于有礼貌地提出要求，意为“想要、愿意”。
Would you like something to drink?你想喝点什么吗?
I’d like two sweaters for my daughter.我要给我女儿买两件运动衫。
Would you like to come?你愿意来吗?
⑤How do you like...?(=What do you think of...?)此句型用于询问对方对某人(物)的看法，意为“你觉得 ……怎么样?”
How do you like China?你觉得中国怎么样?
(2)like 用做介词，意为“像……一样”，反义词为unlike。
①like 后接名词、代词或动名词作宾语。
Don’t throw it like that .别那样扔它。
They’re round,like the moon.它们是圆的，像月亮一样。
Walking on the moon is just like flying .在月球上行走就像飞一样。
②look like意为“看起来像……一样”。
It looks like a chicken.它看起来像一只鸡。
③feel like+v-ing意为“想……”。
I had a little,but I don’t feel like eating.我吃了一点，可我不想吃。
④What’s the weather like...?(=How’s the weather like...?)此句型用来询问天气情况，意为“……天气怎么样?”。
What’s the weather like in Australia now?现在澳大利亚天气情况怎么样?
II 句型
1.As a child….:As/When he was a child…，小的时候，该句型中的as为连词，意为“在……的时候”，引导时间状语从句。当从句与主句主语一致，且从句谓语为be时，可将从句主语及be省略。
①Even as(he was)a student,Professor Smith showed great interest in maths.甚至上学的时候，史密斯教授对数学就很感兴趣。
②As(he was)a boy,he liked playing table tennis with the grown-ups.小时候，他就喜欢和大人们打乒乓球。
2.do all sb.can to do sth.:do what sb.can to do sth.尽某人的所能做某事
all 后面为that 所引导的定语从句，that在从句中作宾语已被省略;can后面为避免重复省略了do;后面的to do sth.为不定式(短语)作目的状语。all(that)sb.can(do)相当于宾语从句what sb.can(do)。
①I’ll do all I can to help you.我将尽力帮助你。
②He did all he could to improve his spoken English. 他尽了最大努力来提高英语口语水平。
3.no more than:only仅仅;只有。具有感情色彩，强调“少”。与no less than 相对。
Not more than:less than;at most不到;至多。说明客观事实。与not less than相对。
①He has no more than 20 yuan.他只有20元钱。(强调钱“少”)
He has not more than 20 yuan.他有不到20元钱。(说明客观事实)
②No less than 50 people attended the meeting.参加会议的人不少于50多个。(强调“多”)
Not less than 50 people attended the meeting.参加会议的有50多人。(说明客观事实)
注意：no用于比较级之前总含有感情色彩;not用来否定比较级则只说明客观事实。
①you are no taller than I.你并不比我高。(我们两人都矮)
you are not taller than I.你不如我高。
②This question is no more diffcult than that one.这个问题并水比那个(容易的)问题难。
This question is not more diffcult than that one.这个问题不如那个问题难。
4.In 1860,Abraham Lincoln was elected president….1860年林肯被选为总统。
president/chairman/head/captain/director/mornitor等表示头衔、职位的名词，在用作同位语、补语或表语时，前面通常不加冠词。
5.suggest vt.建议;提议。有三种常用句式(但不能说suggest sb.to do sth.)。
(1)suggest sth.
①Who suggested the plan?谁提出的这项计划?
②She suggested Shanghai for their meeting.他提议在上海会面。
(2)suggest doing sth.(不能接不定式)
①He suggested going for a swim in the river after lunch.他提议午饭后去河里游泳。
②I suggest talking with him as soon as possible.我建议尽快和他谈。
(3)suggest than……此时的宾语从句通常用虚拟语气，即谓语用“should+原形”，should可以省略。
①I suggested (that)Jane(should)start at once.我建议简马上出发。
②I suggested Jack not wear the sweater.我建议杰克不要穿背心。
③We suggested he be punished.我们提议惩罚他。
注意：suggest当“表明;暗示”讲时后面的宾语从句不用虚拟语气。
①The smile on her face suggested she was very happy.脸上的微笑说明她很高兴。
②His silence suggested that he didn’t agree with us.沉默不语表明他不同意我们的意见。
6.向别人提建议时常用的句型。
①Why don’t you do sth.……?你怎不……?
②Why not do sth.?(上句的省略)为什么不……?
③You’d better do sth.你最好是……。
例如：
①Why don’t you ask them to help you?你怎么不叫他们帮助你呢?
②Why not/don’t you go for a walk with them?为什么不和他们一块去散步呢?
③You’d better go to see a doctor this afternoon.你最好下午去看医生。
7.What do you think I should do?你认为我该怎么办?
其中的do you think看作插入语，相当于what should I do,do you think?
①I think Tom is the best student in our class.我认为汤姆是我们班最好的学生。划线Tom 提问则得：Who do you think is the best student in our class?你认为谁是我们最好的学生?
(不能说：Do you think who is the best student in our class?)
②What do you think is going to happen next?你认为下一步要发生什么事。
③Which way do you think is better?你认为哪个方法较好呢?
三、经典名题导解
题1(上海 2000)
-Excuse me,may I ask you some questions?
-Sorry.I’m too busy and haven’t even a minute to______.
A.spend B.spare C.share D.stop
分析：B。spare为“抽出时间”的意思，其他词意均不符合本题。
题2(NMET 1993)
Charles Babbage is generally considered_______ the first computer.
A.to invent B.inventing
C.to have invented D.having invented
分析：C。is considered to(=is thought to...)被认为……，句中的consider不作“考虑”讲，所以排除B，D两选项。Invent的动作发生在过去，即is considered之前，所以应用完成时。
题3(NMET 2000)
It was an exciting moment for these tooball fans this year,______for the first time in years their team won the world cup.
A.that B.while C.which D.when
分析：D。分析该题句子结构可以看到前后句意完整，而后句意为“数年里是今年头次赢得世界杯”。this year在后句中作状语，所有应选择表时间的关系副词when。
题4(上海 2000)
Our English teacher______our buying a good English-Chinese dictionary.
A.asked B.ordered C.suggested D.required
分析：C。ask,order,require后面接不定式，suggest后面接动名词。
题5 (NMET 2002)
It is said in Australia there is more land than the government knows ________.
A.it what to do with B.what to do it with
C.what to do with it D.to do what with it
分析：C。该题考查“疑问句+不定式”短语用法，动词短语do with,多与what连用构成特殊疑问，What do you do with it?其中it作介词with的宾语，do也是一个及物动词，它的宾语就是疑问词what引导的从句。在本题是what to do with it 作knows的宾语。
题6 (NMET 1997)
-Alice ,why didn’t you come yesterday?
-I_______, but I had an unexpected visitor.
A.had B.would C.was going to D.did
5.人教版 高三 unit 12 单元教案 篇五
Gangdu Middle School
I. Teaching Goals
1. Talk about New Zealand
2. Talk about location and direction
3. Learn to use “It” as Subject
4. Write a description of a country or a region
II. Target Language
1. Daily Expressions in Communication : Space (Location & Direction)
It is to the east/west/south/north of…
It is in the east/west/south/north of…
It is on the east/west/south/north of…
It is in the eastern/western/southern/northern part of…
It is in/to the northeastern/northwestern/southeastern/southwestern Sichuan.
The East China Sea lies to the east of Zhejiang Province.
Hainan Island lies to the south of Guangdong Province.
He is from Weihai, a city in northeastern Shandong.
Weihai lies about 90 kilometers east of Yantai.
Wellington ,the capital city, lies on the North Island
2. Vocabulary
1) fisherman, great-grandfather, northeastern, great-grandmother, central, coast, surround, mild, bay, harbour, volcano, spring, heat, surface, rat, settle, settler, mainly, voyage, possession, bold, paragraph, grassland, mountainous, surprising, secretary, refer, percent, wedding, conference, relation, agricultural, cattle, export, lamb, ship, sail, cottage, seaside ,
camp,despite -----(four-skill words)
2) Winfield, Tasman Sea, Wellington, Auckland, Christchurch, Queenstown, subtropical, landscape, kiwi, Maori, Aotearoa, Polynesia, Dutchman, Abel Tasman, heading, location, grassy, rocky, sandy, hilly, marae, burial, region, ethnic ------(three-skill words)
3) in relation to, on your father’s side, take possession of, make up, go sailing, go camping, refer to, off the coast, be famous for, more than, stay with, turn to, of high quality, known to, honour sb. for sth. --------(expressions)
3. Grammar ------ The use of “It” as Subject
“It” can be used in the subject position to stand for the infinitive or a clause.
1) It is interesting to visit New Zealand.
2) It is too bad that you missed the train.
Impersonal “It” can be used to talk about time , date, distance or weather.
3) It rains a lot in New Zealand.
4) It is some 3,500 kilometers from Polynesia to New Zealand.
5) It was getting dark.
6) It is April 1st today.
4. Key sentences
1) New Zealand is an island that lies off …P38
2) It is made up of two large islands: … P38
3) It is about the same size as Japan. P38
4) The North Island is famous for…P38
5) New Zealand has a population of about…P41
6) Since the mid-1980s growing numbers of Asians…P41
7) New Zealand wine is of high quality…P42
8) Despite the fact that New Zealand is so far away, ties have existed …P104
9) He came to China in the 1920s and first worked in Shanghai where he worked on creating better working conditions in factories. P104
10) In 1977 the Chinese government honoured him for his work helping the Chinese people for more than 50 years. P104
III . Teaching Time:
Five periods
Period I
Teaching Aims:
1. Learn to describe location and direction.
2. Do some listening practice.
3. Improve the students’ speaking ability by talking.
Teaching Important Points:
1. Train the students’ listening ability.
2. Master the expressions describing location and direction.
Teaching Difficult Points:
1. How to improve the students’ listening ability.
2. How to finish the task of speaking.
Teaching Methods:
1. Listening-and-choice activity to help the students go through with the listening material.
2. Individual, pair or group work to make every student work in class.
Teaching Aids:
1. a tape recorder
2. a computer
Teaching Procedures:
Step I . Lead-in
Show a map of China on the screen and get the students to tell the locations of the regions on the map. Show the following notes on the screen.
There are 23 provinces, 5 autonomous regions,4 municipalities, and 2 special administrative regions in China. Some Chinese provinces have an English name. They are Inner Mongolia(Neimengu), and Tibet(Xizang). Other English names were: Peking, Canton ( both Guangdong and Guangzhou) and Amoy(xiamen). But these English names are no longer used.
Step II. Warming Up
Let the students look at the map of China with countries, seas, islands beyond China. Show the students the names of the countries neighbouring China as well as their directions in relation to China. And then get the students to describe the locations of them. Do the same with seas, islands beyond China. Show the following notes on the screen when the students describe the positions of the islands.
The English phrasal verb “ lie off ” is only used to say that a smaller island lies off the coast of a mainland. We can say that Taiwan lies off the coast of China or Fujian but we cannot say that China lies off the coast of Taiwan.
Show the students a map of the world on the screen and get them to find out at least five islands on it and describe where they are.
Step III . Listening
P37. Ask the students to listen to the tape and look at the map of Dolphin Island.Complete the map with information from the tape. Then listen to the tape again and choose the answers to complete the sentences. And then check the answers by letting the students do the listening exercises on the screen.
At last , show them the listening text on the screen with key sentences
emphasized.
Step IV . Speaking
Work in pairs and talk about the birthplaces of your family members. Go through with the useful expressions on the screen before talking about it. Get the students to make up new dialogues according to the one in the book. After a while, ask some pairs to act the dialogues out before the class.
Step V Consolidation
Do an exercise to consolidate what has been learnt so far. Ask the students to look at the screen, translate English into Chinese and Chinese into English. Write the answers on a piece of paper. Collect them a few minutes later.
Exercise
1.San Francisco lies in the west of the USA.
2.East of the mountain is a large lake.
3.Shanghai lies in the east of China.
4.There are fruit trees on the north bank of the river.
5.河北省在中国的北部。
6.这个城的北面有一条铁路。
7.中国位于亚洲的东部。
8.这湖的东边有两座城镇。
Step VI . Homework
Do Ex. (P102) Talking
Period II
Teaching Aims:1. Train the students’ reading ability.
2. Let the students learn something about New Zealand.Teaching Important Points:
1. Improve the students’ reading ability
2. learn about New Zealand’s geography, climate, natural beauty and history.
Teaching Difficult Points:
How to help the students understand the text better.
Teaching Methods:
1. .Fast reading to find out the general idea of the text.
2. Question-and-answer activity to help the students to understand the detailed information in the text.
3. Individual or pair work to make every student work in class.
Teaching Aids:
1. a tape recorder
2. a computer
Teaching Procedures:
Step I . Revision
Check the answers to the Ex. Talking on P102 .
Step II . Lead-in
Show the students the posters of The Lord of the Rings on the screen. Ask who the director is and where he is from.(Peter Jackson from New Zealand).
Step III . Presentation
Show the students a map of the world and ask them to point out New Zealand and find another island about the size as it. (Japan)
Tell the students something about New Zealand by showing information on the screen, including the national flag, the national emblem and anthem (God defend New Zealand ) let them listen to it.
Step IV . Fast Reading
Ask the students to read the passage quickly and find out the best heading of each paragraph. Check their answers by doing a matching exercise on the screen. Para. 1 ---Geography, Para. 2 --- Climate, Para. 3--- Natural beauty, Para. 4 --- History.
Step V . Reading
Read the passage carefully paragraph by paragraph.
Let the students read the first paragraph again carefully and find out detailed information. Help the students describe the location of the following lands, seas, and cities (Pacific Ocean, Tasman Sea, Wellington, Auckland, Christchurch) in relation to New Zealand on the map on the screen. And then show the students some pictures of the cities.
Go on with the second and third paragraph. Help the students to tell something about the climate and natural beauty in New Zealand by showing information on the screen. Show some beautiful pictures of seas, beaches, harbours, mountains, volcanoes, hot springs as well as equipment making electricity, a kiwi (the national bird), kiwi fruits and silver fern (the national flower).
Paragraph 4 , ask the students to read Paragraph 4 and find out the information about the following numbers on the screen : 1000,1421,1642,1769,1840,Feb.6.
Then get the students to tell the detailed information in relation to the numbers with the help of the hints on the screen.
Notes : An Agreement---Treaty of Waitangi (New Zealand’s Founding Document) It is an agreement between the British Crown and Maori. It established British law in New Zealand, while at the same time guaranteeing Maori authority over their land and culture.
National Day----February 6.
Step VI Consolidation
Let the students act as tour guides to introduce New Zealand by playing the powerpoint again as a guide. The students have a few minutes to prepare for it.
Then ask four students to introduce New Zealand in the four topics. The first student---geography, the second student---climate, the third student---natural beauty, the fourth student---history. After that, show the students a chart of the outline of the passage and get the students to retell the passage in their own words.
Step VII Homework
Do the exercises in Post-reading.
Read the passage.
Period III
Teaching Aims:
1. Practise and consolidate the words describing weather and land.
2. Revise and learn the use of “it”.Teaching Important Points:
1 The usage of “it” used in the subject position to stand for the infinitive or a clause.
2 The usage of “it” used to talk about time, date, distance, or weather.
Teaching Difficult Points:
1. Help the students master the following sentence structure: It is/was +n./adj.+ infinitive/clause.
2. How to use “it” correctly.
Teaching Methods:
1. Discussion method to help the students consolidate the words and combine them to form sentences.
2. Inductive method to help the students master the use of “it”
3. Individual or pair work to make every student work in class.
Teaching Aids:
1. a tape recorder
2. a computer
Teaching Procedures:
Step I . Revision
Check the answers to the Ex. in Post Reading.
Ask the students to retell the passage of New Zealand.
Step II .Word Study
Get the students to recall the nouns describing the weather. Then show them a word web on the screen.(rain/rainbow, sun/sunshine, wind, temperature, thunderstorm, ice, snow). Ask the students to make sentences with these words. Do the same with the adjectives describing the weather and the nouns /adjectives describing the land. Encourage the students to be as creative as possible
Step II . Grammar
Show the students the following sentences on the screen.
It is made up of two large islands.
It rains quite a lot.
It is New Zealand’s national bird.
It is about 3,500 kilometers from Polynesia to New Zealand.
It is April 21st today.
It is interesting to visit New Zealand.
It is a good thing that New Zealand helps the Maori to keep their own language and culture.
Ask the students to find out what “it” in each sentence refer to and the use of “it”.
Make a summary:
The use of “it” as subject.
“It “ can be used to stand for what’s mentioned above.
Impersonal “it” can be used to talk about time, date, distance or weather.
“It” can be used in the subject position to stand for the infinitive or a clause.Get the students to rewrite the sentences on the screen with it is …to do…and it is …that…
Example: To miss the train is too bad.
----- It is too bad to miss the train.
You missed the train? That’s too bad.
----- It is too bad that you missed the train.
Get the students to answer the question on the screen using the words in the brackets.
Example: How soon will they discover John has left? ( a matter of time)------ It is only a matter of time before they will discover that John has left.
Step III . Practice
Get the students to practise the use of “it” by playing a game so that the students will take an active part in practice. Let the students choose their lucky numbers on the screen and each number connects a sentence for the student to rewrite the sentence using “it”.
After that ask the students to discuss Ex. 1 and Ex.2 on Page 103 in the workbook with their partners. A few minutes later, check the answers with the whole class.
Step IV HomeworkDo Ex.3 on Page 104 in exercise books.
Prepare for Reading in Integrating skills.
Period IV
Teaching Aims:
1. Do some reading and writing practice to improve the students’ integrating skills.
2. Do some exercises to consolidate the use of “it”.
3. Learn how to write a description of a region or country.Teaching Important Points:
1. Improve the students’ integrating skills.
2. Help the students master the use of “it” better.
Teaching Difficult Points:
1. How to improve the students’ integrating skills.
Teaching Methods:
1. Asking-and-answering activity to go through with the reading material.
2. Individual or group work to train the students’ writing ability.
Teaching Aids:
1. a tape recorder
2. a computer
Teaching Procedures:
Step I . Revision
Check the answers to Ex.3 on Page 104 in Workbook.
Get the students to translate the sentences on the screen into English. The students have a few minutes to prepare it, and then ask some students to give the answers. Help them if necessary.
1.独自一人去森林旅游是危险的。It is dangerous to travel alone in the forest.2.他是否会接受那个工作还不知道。It is unknown whether he would accept the job.3.同他谈话没有用。 It is no use talking to him.4.很高兴再次见到你。It is nice to see you again.5.他没来很奇怪。It is strange that he didn’t come.
Step II Fast ReadingGet the students to read the text about life in New Zealand quickly, and then answer the following questions on the screen.
1.What is the official language in New Zealand?
2. For the Maori, what are special days called?
3. When someone dies, why does all the relations come to the marae?
4. Why is New Zealand thought to be an important agricultural country?
5. Why do New Zealanders love sports?
6 When are the school main holidays?
After that, get the students to find out the heading of each paragraph.
Paragraph 1 population and language
Paragraph 2 culture of the Maori
Paragraph 3 burial service o the Maori
Paragraph 4 agriculture and life style
Step III ReadingLet the students read the passage to get detailed information, and then do some exercises.
Choose the best answers.
1.From the passage we can figure out Maori people are about _____ more than Asians living in New Zealand.A. 532,000 B. 304,000
C. 340,000 D. 228,000
2. In New Zealand, a public servant may offer services ______ .A. in many languages B. only in English
C. only in Maori D. either in English or in Maori
3. Maori people believe that _____A. not all the people have spirits. B. one’s spirit will never leave his body.
C. one’s spirit will not die when he dies.
D. one’s spirit will disappear the moment he is dead.
Step IV Consolidation
Divide the class into groups of four and help the students to talk about New Zealand’s population, agriculture and sports. A group can choose one of the topics.
Step V Writing
Read the passage again. Then according to the passage, try to write a short description of the Chinese province or region in which you live. Look at the screen before writing.
How to describe a country or a region
First paragraph the population, ethnic groups and the languages
Second paragraph the culture of one or more ethnic groups that are nativeThird paragraph the agricultural products that the place is famous for.Fourth paragraph things people like to do in their free time in that place.
Get the students to work in groups and discuss what they will write about the region where they live according to the information on the screen. One of the group needs to take notes. Help them if necessary. Few minutes later, get some of the students to tell the class what they will write about. Then get the students to write a brief description of the region they live in by themselves, and then exchange the writing with others to correct the mistakes in it. At last, rewrite it in the exercise book.
Step VI Homework
Write a short passage about one of your favourite places in the exercise book.
Review useful expressions in this unit.Period V
Teaching Aims:
1. Do some exercises to consolidate useful expressions in this unit.
2. Do some listening to improve the students’ listening ability.
3. Do some reading practice to improve the students’ reading ability.Teaching Important Points:
1. Improve the students’ integrating skills.
2. Help the students master what we learnt in this unit.
Teaching Difficult Points:
How to improve the students’ listening and reading skills
Teaching Methods:
1. Listening-and-choice activity to help the students go through with the listening material.
2. Asking-and-answering activity to go through with the reading material.
Teaching Aids:
3. a tape recorder
4. a computer
Teaching Procedures:
Step I. Revision
Dictate some useful expressions: be made up of, be surrounded by, make electricity, take possession of, sign an agreement with …, refer to, in relation to, compare … with …, stand for, take place, turn to, prepare for. Teacher says them in Chinese, and the students write them in English.
Then get the students to look at the screen. Complete each sentence by filling the blank with a right phrase from the dictation. Some phrases may not be used.
Step II. Listening (workbook)
P101 Listening. Tell the students that a Chinese student named Lily who studies at Auckland University, a famous university in New Zealand. Listen to the tape carefully. The content is about the interview in which Lily is talking about her experiences and her life in New Zealand. Let the students look at the sentences on the screen and decide which is true after listening for the first time.
Play the tape again. This time get the students to answer the questions in Ex.2 as well as checking the answers in Ex.1. Then ask several students to read their answers. Show the correct answers on the screen.
Listen to the tape for the third time. Lily says that New Zealanders have a different way of enjoying themselves in their free time. Ask the students to make a list of different activities by filling in the chart (Ex.3) on the screen.
Step III. Reading
P104. Reading. Let the students guess the meaning of the title in Chinese(工合).Play the tape for the students to follow and find out what Gung Ho is. And then get the students to do the exercises (P105) on the screen.
Step IV. Carefully Reading
Get the students to read the passage again and for better understanding, ask the students to divide the history of friendly relations between China and New Zealand into periods, and make clear how Chinese people and kiwis benefited from the relation.Period 1 Gold rush: Chinese people went to New Zealand to make their fortune.
Period 2 War: New Zealanders came to China and helped Chinese people win the war.
Period 3 Past 10-15 years: Chinese people study in New Zealand
Notes:
China established diplomatic relations with New Zealand in December22,1972.
Ask the students to find out the difficult language points in the passage and explain them to the students.
Step V. Debate
Ask the students if any of their former classmates are studying abroad now. then get them to hold a debate.
Pros: It is good for teenagers to study abroad.
Cons: It is not good for teenagers to study abroad.
Encourage the students to express their opinions freely.
If time is limited, ask the students to do it as an extracurricular activity.
Step IV. Homework
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