高三Unit 13 The USA

2024-07-05

高三Unit 13 The USA（共8篇）

1.高三Unit 13 The USA 篇一

Teaching aims:

1.To train reading skills of skimming and scanning by reading

the given passage.

2.To know something about the Moonstone.

3.To learn how to read detective stories.

pre-reading

What have you already known about the story “The Moonstone”?

Say something about it.

Fast Reading

Find the characters mentioned in the text and pay attention to the relationships between them

An English man and his sister Franklin Rachel Verinder

Godfrey

Dr. candy

The strange Indians The servants

Sergeant cuff

Main ideas of the four parts

Part 1 (para1) The Moonstone, stolen from India, was to be left to Rachel as an act of revenge.

Part 2(para2-5) From the moment Rachel fastened the diamond to her dress, strange things began to happen. The diamond then was gone.

Part 3(para6-9) Sergeant Cuff suspected many people for different reasons.

part4( Para.10) Sergeant Cuff has one vital clue: a smear in the wet paint on the door of Rachel’s sitting room.

True or false statements

( T )1.The story really began in 1848 in England.

( )2.Rachel’s uncle left the diamond to her because he liked her.

( )3.The diamond was cursed and the man who stole the diamond would live a sad and lonely life

.( )4.Godfrey was Rachel’s childhood friend and he painted the door for her.

( t )5.Franklin had an argument with Dr Candy.

( )6.Godfrey was an elegant and successful bachelor with many lady admirers. He asked Rachel to marry him ,but she accepted.

( )7.Some Indian entertainers were very skilled and behaved strangely.

( )8.The servant Rosanna was very fond of Godfrey.

( T )9.At the end of the party everyone left except for Franklin and Godfrey.

( T )10.The Moonstone was gone the next morning.

( )11.Sergeant Cuff only suspected Indians.

( T )12.Sergeant Cuff had one vital clue.

Careful Reading

1.Where and when was the story set in?

2.When did the story really begin?

3.Who gave Rachel the Moonstone?

4.Why did he give it to her?

Part 2

What happened

Before the party

Rachel and Franklin worked together on painting a door.

1.Godfrey proposed marriage to Rachel and was turned down

2.Franklin argued with Dr Candy

3.Indian entertainers behaved strangely

After the party

The Moonstone was gone

Part 3

The detective suspected so many people.

Who are they? And what are the reasons for suspicion?

The Indians Godfrey Dr candy Rosanna

Rachel Franklin

Part 4

What was the vital clue that Sergeant Cuff found?

The smear in the paint on Rachel’s sitting room door was not there during the party.

Homework

1.Retell the story.

2. Who do you think is the thief? Give reasons.

Solving the Mystery of the Moonstone

Careful Reading

1. Who did the detective suspect?

vHe suspected Rachel had stolen her own diamond with Rosanna’s assistance. He thought that Rosanna had hidden Rachel’s paint-stained garment and made a new one to replace it. Later on he started to suspect Godfrey when he heard that Rachel broke off their engagement and he had been attacked by Indians.

2. Why didn’t Rachel answer Sergeant

Cuff’s questions?

Because she had seen Franklin take the diamond and didn’t want him to be caught

3. Why didn’t Franklin remember taking

the diamond?

Because Mr Candy had drugged his drink to make him sleep. The opium made him move the diamond without remembering doing so.

4. Who do you think was guilty? What clues

can you find?

vIt is implied that the Indians were responsible for Godfrey’s murder and the disappearance of the Moonstone.

Clues: 1) Godfrey was attacked by Indians in London– perhaps they knew he was the real thief and had the Moonstone.

2) It was later reported that the Moonstone had returned to the statue of the moon god.

Language points :

1. the novel the Moonstone is set in England in 1848, but the story really began 50 years later.

Set: 设置(书本，戏剧，电影等)背景。如：

The book is set in France in the eighteenth century. 这部书是以18世纪的法国为背景的。

This novel is set in the gold rush. 这部小说是以淘金热为背景的。

Set 其他意思：

He set his hand on my shoulder. 他把手放在我的手上。

Please set the table for dinner. 请摆好餐桌准备就餐。

Have you set the time for the meeting?你们把开会时间定下来了吗?

The sun rises in the east and sets in the west. 太阳从东方升起在西方落下。

He set a diamond in a ring. 他把一块宝石镶嵌在戒指上。

2. curse n. 诅咒, 咒语, 祸根, 祸因 vt. 诅咒, 咒骂, 降祸, 使受罪

Our tribe is under a curse. 我们的部族正遭天谴。

Foxes can be a curse to farmers. 狐狸可给农民带来祸害。

a terrible bolt of lightning; a terrible curse. 可怕的闪电;可怖的诅咒

It is essential for us to try to decide whether television is a blessing or a curse. 我们有必要来评断电视到底是福还是祸。

Selfishness is the greatest curse of the human race. {William Ewart Gladstone} 自私是人类最大的祸根(威廉尤尔特格拉德斯通)

3. as the story develops …

As 意思是“随着”。如：

As time went by, he began to realize that he should have studied hard.

随着时间的推移，她开始意识到他本该好好学习的。

As 其他用法(作为连词)

象。。一样

He doesn’t like skating as much as he used to. 他不象以前那么喜欢滑冰了。

照。。。的方式

I have told the story just as it happened. 我已如实讲了这件事。

因为，既然

As you object, I’ll reconsider the plan. 既然你反对，我就重新考虑一下这个计划。

虽然，

Much as I like the book, I can’t afford to buy it. 尽管我很喜欢这本书，可我买不起。

Teaching aims: Vocabulary revision

Grammar revision

Teaching main-points: Vocabulary and grammar revision in the process of the integration between the teacher and the ss

4. to …degree达到。。。的程度

He was interested in his work to such a degree that he thought about nothing else. 他对工作如此感兴趣，以致于他从来不想别的事情。

To a certain degree he likes his job. 在某种程度上他喜欢他的工作。

5. guilty 惭愧(about)，有过失的，有罪责的(of)

I felt guilty about not visiting my parents more often. 我因没有常去看望父母而感到内疚。

John had a guilty look on his face. John 脸上显出惭愧的表情。

The jury found the defendant not guilty of the offence. 陪审团裁决被告无罪。

We’ve all been guilty of selfishness at some time in our lives.

我们每个人都有过自私自利的过失。

6. resist 抵制，阻挡

The bank strongly resisted cutting interest rates. 银行强烈反对降低利率。

(用于否定句) 忍住，抵挡

He couldn’t resist showing off his new car. 他忍不住炫耀起了他的新车。

7. stain vt. 沾污，染污，染色，玷污，败坏。 n. 污点，污渍

The juice from the berries stained their fingers red. 浆果汁把他们的手指染成了红色。

Stain the specimen before looking at it under the microscope. 先把标本染成红色，再放到显微镜下观察。

a blood / a coffee / an ink, etc. stain

stubborn stains

integrating skills

1. convince 说服,，使确信，使相信

~ sb / yourself (of sth)

You’ll need to convince them of your enthusiasm for the job. 你要使他们相信你殷切希望得到工作。

[vn (that)] I’d convinced myself (that) I was right.

I’ve been trying to convince him to see a doctor. 我一直劝他去看病。

引申：convincing: 令人信服的，有说服力的

a convincing argument / explanation / case 有说服力的论点/解释/事例

She sounded very convincing to me. 我觉得她的话很有说服力。

Convinced 坚信，确信(~ (of sth / that ... )

I am convinced of her innocence. 我坚信她清白无辜。

I am convinced that she is innocent.

Sam nodded but he didn’t look convinced. Sam点了点头，但是看起来并没有信服。

2. assume 假定，假设，(呈现。。。的样子，假装)

Let us assume for a moment that the plan succeeds. 咱们假设计划成功。

She would, he assumed, be home at the usual time. 他认为，她会在通常时间回家的。

It is generally assumed that stress is caused by too much work.

普遍认为，紧张系工作过重所致。

I had assumed him to be a Belgian. 我本以为他是比利时人。

3. meanwhile adv./n. 同时，其间，(两方面)对比之下

The doctor will see you again next week. Meanwhile, you must rest as much as possible.

Stress can be extremely damaging to your health. Exercise, meanwhile, can reduce its effects.

压力对你的健康非常有害，而锻炼会减少这种害处。

in the meanwhile 在此其间，与此同时

I hope to go to medical school eventually. In the meanwhile, I am going to study chemistry. 我希望最终能上医学院，这其间我打算学化学。

4. in all my years as a detective, I have never heard of a thief having such a loss of memory.

这里a thief having …是动名词的复合结构。作宾语时，名词多用通格。至于代词多用宾格。如：

What about us going out for a walk?

I wonder if you’d mind us asking a few questions.

5. desperate 冒险的，绝望的，

The prisoners grew increasingly desperate.

非常需要，渴望 ~ (for sth)| ~ (to do sth)

He was so desperate for a job he would have done anything.

I was absolutely desperate to see her.

6。 While 用法

while 表示让步，通常位于句首，意思是“尽管;虽然”。又如：

While I agree with your reasons, I can’t allow it. 尽管我同意你的理由，但我不允许你这样做。

While he loves his stuents, he is very strict with them. 虽然他爱他的学生，可是他对学生们很严格。

While 其他用法归纳如下：

1)引导时间状语从句，意思是“当。。。的时候，和。。。同时”。从句中谓语通常是延续性动词。

如：Mary watched TV while she ate her supper. 玛丽边吃饭边看电视。

While she was listening to the radio, she fell asleep. 她听着收音机睡着了。

2)表示对比或转折，意思是“而，然而”。此时，while 一般谓语句中。如：

Some people waste food while others haven’t enough. 有人浪费粮食，而有人却吃不饱。

高考相关：

I do every single bit of housework ____ my husband Bob just does the dishes now and then.

A since B while C when D as

答案是B

2.高三Unit 13 The USA 篇二

1. Fill in the blanks with the missing words

Dialogue 1:

Conversation during dinner between Rachel and an older male guest.

M=male guest R=Rachel

M: Miss Verinder, my congratulations to you on your birthday gift. The diamond is beautiful and it looks very pretty on your dress.

R: Thank you. It is lovely, isn’t it?

M: Yes, but may I give you some advice? If you go to India, do not take your diamond.

R: Why not?

M: You know that it came from India. Well, many people in that country would like to have it back and they would do anything to get it---even kill someone . You must be very careful of your safety, even in England. I suggest you put it into a safe at the bank and do not wear it.

R: But it seems a pity to lock it away where nobody can see it. I want to show it to everyone!

Dialogue 2:

Conversation between Rosanna and another female servant during the service of dinner.

R=Rosanna S=Servant

R:(dreamily to herself) And he has such lovely rich brown hair---

(Sound of plates clattering)

S: Rosanna, pay attention ! What ‘s the matter with you tonight? Why do you keep looking at Mr Blake?

R: Oh, I can’t help it!

S: Rosanna, listen to me . You must stop dreaming .It is no good falling in love with Mr Blake. You are a servant girl and he could never marry you. Besides he seems to be very fond of Rachel.

R: I know and she is so beautiful, buy maybe---

S: (sternly) No, is can never happen. You must face the truth. Now go and get the meat from the cook---

Dialogue 3:

Conversation during dinner between Franklin and Mr Candy.

F=Franklin C=Mr Candy

F: I gave up smoking last week, but since I stopped I haven’t been able to sleep.

C: Ah, yes. Well, allow me to recommend a medicine that can make you fall asleep, Mr Blake.

F: Ha! You doctors ! Most of the time you just guess which medicine to use.

C: (Angry) Sir, you are talking about my profession!

F: Profession? No, you medical people are not professionals; you don’t really know what you are doing. You cannot help me. I must just wait until get better.

C: (Very angry but trying to control it) You are wrong, Mr Blake. You are making a mistake. You should go to see a doctor.

2. Listen to the three dialogues and answer questions A and B in the following chart.

3. In each dialogue one person gives a piece of advice. Listen to each dialogue again and answer question C.

Dialogue 1 Dialogue 2 Dialogue 3

A Which people in the picture are talking? Rachel and a male dinner guest, pictured as an older man with beard. Rosanna ( a younger female servant) and an older female servant . Both on the far right of the picture. Two male guests at the party. One is Franklin Blake (brown coat and blue bow tie), the other is a doctor (gray coat and glasses)Both in the foreground of the picture.

B What are they talking about? Rachel’s diamond , a gift for her birthday. Rosanna’s feelings of love for a man at the party (Mr Franklin Blake). Franklin Blake’s trouble sleeping since he gave up smoking and his opinion of doctors.

C What advice is given ? Don’t take the diamond to India, be careful about safety , put it in a safe box at the bank. Stop dreaming . He could not marry Rosanna because she is a servant . He also seems to have feelings for Rachel. Go to see a doctor and get some medicine.

Reading

Brief introduction:

Wilkie Collins was born into an artist’s family in 1824 and died in 1889.In his lifetime, he wrote 25 novels, more than 50 short stories, at least 15 plays. Wilkie Collins was a close friend of Charles Dickens’. He was a superstar of Victorian fiction. Now he is also being given critical and popular attention. His detective stories are famous for the unexpected suspense. His novel The Moonstone is considered as the first detective story in the history of England.

1.Find the characters mentioned in the text and pay attention to the relationships between them

Sergeant Cuff(A detective)

An Englishman(stole the Moonstone)---Rachel’s uncle

The strange Indians(entertain the guests)---appear at the Rachel’s party

Rosanna----Rachel’s maid

Franklin----Rachel’s childhood friend

Dr. Candy(A local doctor----quarrel with Frankin

Godfrey(A guest of the party)---Rachel’s admirer

2.Main ideas of the four parts:

Part one(para 1):The Moonstone, stolen from India, was to be left to Rachel as an act of revenge.

Part two(para 2---5):From the moment Rachel fastened the diamond to her dress, strange things began to happen. The diamond then was gone.

Par three(para6---9):Sergeant Cuff suspected many people for different reasons.

Par four(para 10):Sergeant Cuff has one vital clue: a smear in the wet paint on the door of Rachel’s sitting room.

3.True or false statements:

( F )1.The story really began in 1848 in England.

( F )2.Rachel’s uncle left the diamond to her because he liked her.

( T )3.The diamond was cursed and the man who stole the diamond would live a sad and lonely life.

( F )4.Godfrey was Rachel’s childhood friend and he painted the door for her.

(.T )5.Franklin had an argument with Dr Candy.

( F )6.Godfrey was an elegant and successful bachelor with many lady admirers. He asked Rachel to marry him ,and she accepted.

( F )7.Some Indian entertainers were very skilled and behaved strangely.

( F )8.The servant Rosanna was very fond of Godfrey.

( T )9.At the end of the party everyone left except for Franklin and Godfrey.

( T )10.The Moonstone was gone the next morning.

( F )11.Sergeant Cuff only suspected Indians.

( T )12.Sergeant Cuff had one vital clue.

4.Summary:

The Moonstone is a huge yellow __________that was once part of a _________of the moon god in India. An Englishman, after __________three holy men, _______the diamond and brought it back to London. His sister was angry with him about his act. The man, in an act of _________left the Moonstone to his sister’s _________Rachel , a beautiful and __________young lady, intending to pass on his bad _________to her. And Rachel would receive the Moonstone on her ____________birthday.

From the moment Rachel ________the diamond

to her dress, many unhappy and strange things

___________ at the party. At the end of the party, all the guests left except for _________and ________. The following morning Rachel found the _________ was gone. Her mother _________ the famous detective Sergeant Cuff to investigate the . As the story , the detective discovered some________ about the people in the house that night, and the why they might have stolen the diamond. He even Rachel and Franklin. Finally, however, he found a ______ in the wet paint on the door of Rachel’s sitting room that was not there during the party. He thought it was a ________clue.

(Keys: Diamond, statue, murdering ,stole, revenge, daughter, wealthy, fortune, eighteenth, fastened, happened, Franklin ,Godfrey, diamond, hired, theft, developed, secrets, reasons, suspected, smear, vital)

Integrating skills:

1. Who did the detective suspect?

He suspected Rachel had stolen her own diamond with Rosanna’s assistance. He thought that Rosanna has hidden Rachel’s paint-stained garment and made a new one to replace it. Later on he started to suspect Godfrey when he heard that Rachel broke off their engagement and he had been attacked by Indians.

2. Why didn’t Rachel answer Sergeant Cuff’s questions?

Rachel did not answer because she had seen Franklin take the diamond and didn’t want him to be caught.

3. Why didn’t Franklin remember taking the diamond?

Franklin did not remember taking the diamond because Mr Candy had drugged his drink to make him sleep. The opium made him move the diamond without remembering doing so.

4.Sergeant Cuff didn’t find the Moonstone or prove who murdered Godfrey, but the passage gives some clues about who might have done it. Who do you think was guilty? What clues can you find?

It is implied that the Indians were responsible for Godfrey’s murder and the disappearance of the Moonstone.

Clues:

Godfrey was attacked by Indians in London-perhaps they knew he was the real thief and had the Moonstone.

It was later reported that the Moonstone had returned to the statue of the moon god.

Language points:

1. The novel the Moonstone is set in England in 1848, but the story really began 50 years later.

Set: 设置(书本，戏剧，电影等)背景。如：

The book is set in France in the eighteenth century. 这部书是以18世纪的法国为背景的。

This novel is set in the gold rush. 这部小说是以淘金热为背景的。

Set 其他意思：

He set his hand on my shoulder. 他把手放在我的手上。

Please set the table for dinner. 请摆好餐桌准备就餐。

Have you set the time for the meeting?你们把开会时间定下来了吗?

The sun rises in the east and sets in the west. 太阳从东方升起在西方落下。

He set a diamond in a ring. 他把一块宝石镶嵌在戒指上。

2. curse n. 诅咒, 咒语, 祸根, 祸因 vt. 诅咒, 咒骂, 降祸, 使受罪

Our tribe is under a curse. 我们的部族正遭天谴。

It is essential for us to try to decide whether television is a blessing or a curse. 我们有必要来评断电视到底是福还是祸。

3. an act of revenge报复行为

Act 做动词的用法：

Think before acting. 三思而后行。

The medicine was taken for a long time, but it failed to act. 药已经服了很长时间，但还未见效。

Act 与action 区别：

Action做可数名词时，常与act 同义。如：

A kind act/action. 仁慈的行为,但act 多指具体的，短时间的行为或行动;action 多指复杂的持续的行为或行动。

在一些固定用法中。如：an act of cruelty (残忍的行为)，an act of war(战争行为) , an act of mercy(仁慈的行为) 等中，不能用action 又如take action (采取行动)也是固定搭配。

4.But from the moment Rachel fastens it to her dress, things start going wrong.

Fasten to 把---系在---

The bookshelf is fastened to the wall. 这个书架是固定在墙壁上的。

When we went to visit her, she was not in. we wrote a note and fastened it to the door. 我们去看她时她不在，我们只好写了张便条钉到门上。

Go wrong 出毛病，不对头如：

Something has gone wrong with my bike. 我的自行车出了点问题。

The party was going well until Mary arrived, then everything went wrong. Mary 来之前晚会开的很成功，可后来一切都不对了。

5.as the story develops …

As 意思是“随着”。

As time went by, he began to realize that he should have studied hard. 随着时间的推移，她开始意识到他本该好好学习的。

As 其他用法(作为连词)

象---一样

He doesn’t like skating as much as he used to. 他不象以前那么喜欢滑冰了。

照---的方式

I have told the story just as it happened. 我已如实讲了这件事。

因为，既然

As you object, I’ll reconsider the plan. 既然你反对，我就重新考虑一下这个计划。

虽然，

Much as I like the book, I can’t afford to buy it. 尽管我很喜欢这本书，可我买不起。

6.to …degree达到---的程度

He was interested in his work to such a degree that he thought about nothing else. 他对工作如此感兴趣，以致于他从来不想别的事情。

To a certain degree he likes his job. 在某种程度上他喜欢他的工作。

7.guilty 惭愧(about)，有过失的，有罪责的(of)

I felt guilty about not visiting my parents more often. 我因没有常去看望父母而感到内疚。

John had a guilty look on his face. John脸上显出惭愧的表情。

8. resist 抵制，阻挡

The bank strongly resisted cutting interest rates.银行强烈反对降低利率。

(用于否定句)忍住，抵挡

He couldn’t resist showing off his new car.他忍不住炫耀起了他的新车。

9.stainvt. 沾污，染污，染色，玷污，败坏。n. 污点，污渍

The juice from the berries stained their fingers red. 浆果汁把他们的手指染成了红色。

Stain the specimen before looking at it under the microscope. 先把标本染成红色，再放到显微镜下观察。

10. convince 说服,，使确信，使相信~ sb / yourself (of sth)

You’ll need to convince them of your enthusiasm for the job. 你要使他们相信你殷切希望得到工作。

I’ve been trying to convince him to see a doctor.我一直劝他去看病。

引申：convincing: 令人信服的，有说服力的

a convincing argument / explanation / case 有说服力的论点/解释/事例

She sounded very convincing to me.我觉得她的话很有说服力。

Convinced 坚信，确信(~ (of sth / that ... )

I am convinced of her innocence. 我坚信她清白无辜。

11. assume 假定，假设，(呈现。。。的样子，假装)

Let us assume for a moment that the plan succeeds. 咱们假设计划成功。

It is generally assumed that stress is caused by too much work.普遍认为，紧张系工作过重所致。

I had assumed him to be a Belgian.我本以为他是比利时人。

12. meanwhile adv./n. 同时，其间，(两方面)对比之下

Stress can be extremely damaging to your health. Exercise, meanwhile, can reduce its effects.压力对你的健康非常有害，而锻炼会减少这种害处。

in the meanwhile在此其间，与此同时

I hope to go to medical school eventually. In the meanwhile, I am going to study chemistry. 我希望最终能上医学院，这其间我打算学化学。

13.In all my years as a detective, I have never heard of a thief having such a loss of memory.

这里a thief having …是动名词的复合结构。

高考题：

Victor apologized for ___ to inform me of the change in the plan.

A his being not able B him not to be able C his not being able D him to be not able

答案是C.

14. accuse 控告，谴责~ sb (of sth)

to accuse sb of murder / theft She accused him of lying.

The government was accused of incompetence

15.desperate 冒险的，绝望的

The prisoners grew increasingly desperate.

非常需要，渴望~ (for sth)| ~ (to do sth)

He was so desperate for a job he would have done anything.

I was absolutely desperate to see her.

16.nothing but to do

3.高三Unit 13 The USA 篇三

1.我们的友善远非言语可以表达。尽管私心像东面来袭的寒风吹过大地，整个人类却依然沐浴在爱的阳光里。有多少人，我们与他们邂逅在厅堂，甚至从未交谈，可我们却尊敬他们，他们也尊敬我们！又有多少人，我们在街头看见他们，或者与他们同坐于教堂之内，虽然默默无言，我们却非常乐意与他们在一起！读读这些游移目光背后的语言，你内心就会明白。

2.沉浸在仁爱之中，是一种发自内心的愉悦。在诗歌里，在日常交谈中，对他人的仁义之德和满足之情，常常被喻为烈火的真实效果，这些发自内心的美丽光辉也同样迅猛，或许更迅猛、更活跃、更振奋人心。从最炽热的爱情到最普通的善意，这些情感让生活美妙无比。

3.我们的智力与能量因情感而增强。一位学者端坐桌前，他数年的沉思激发不出思想的火花和快乐的语言；但当他有必要给友人写信时，心头便会立即情思泉涌、妙语连珠。

4.看一看，一位陌生的访客，会使一户善良自尊的人家多么激动。一番等待过后，当一位受人赞誉的陌生人到访时，全家上下无不诚惶诚恐，喜悲交加。他的造访几乎使迎接他的好心人感到恐慌。这家人将房屋打扫干净，归整所有家当，旧衣换成新装，还要尽可能设宴招待。对于这位享有美誉的陌生人，别人的谈论只是些溢美之辞，我们听到的也只是些有关他的新闻善事。对我们而言，他代表人性，更代表了我们的理想。对他这般构想一番并寄予厚望之后，我们开始寻思应该如何同这样一个人进行交谈、相处，内心便惶恐不安起来。同样的想法又增进了我们与之谈话的兴致，我们比平日更为健谈，思维极其敏快，记忆更为丰富，素日的沉默也一时被彻底打破。我们长时间与之进行一连串真诚优雅、内容丰富的交谈，谈论自己最早最隐秘的经历，以至于坐在我们身边的亲属和熟人都对我们少见的才能惊诧不已。但是一旦这个陌生人硬把他的偏袒、臆断和缺陷扯进谈话中，一切就都结束。他从我们这里听到了他所能听到的最初的、最后的、最好的言语。现在，他已不再陌生。粗俗、无知、误解，我们再熟悉不过了。当他再次登门时，他可能看到房屋依然整洁、衣服依然崭新、饭菜依然丰盛，但那种心灵的悸动和精神上的交流却已不复存在。

5.有什么比这为我唤回青春世界的情感喷发更令人惬意？有什么比两个人同样的思想情感的真切邂逅更沁人心脾呢？当有才之人与率真之士向一颗跳动的心灵靠近时，他们的步伐和身影又是多么的优美啊！当我们的情感得到满足之时，世界就变了模样：没有了冬天和黑夜；人世间所有的悲剧、所有的无聊——甚至所有的义务——都烟消云散；绵延的永恒中只有心爱之人光芒四射的身影。只要让灵魂相信，它终将在宇宙的某个角落重逢知己，它就会心甘情愿独自欢快地等待千年。

4.高三Unit 13 The USA 篇四

unit 13

△junk n 拉*

junk food 拉*食品

fat n 脂肪

△vitamin n 维他命;维生素

△snack n 小吃;快餐

stomach n 胃;肚子

fever n 发烧;狂热

△sharon 莎伦(女子名)

salad n 色拉;凉拌生菜

peach n 桃子

ripe adj 熟的;成熟的

ought v.aux 应当;应该

ought to应当;应该

examine vt 检查

plenty n 充足;大量;富裕

plenty of 许多;大量的

energy n 精力;能量

soft adj 不合酒精的

bar n 条;棒

fuel n 燃料;营养物

diet n 日常饮食

△calorie (=calory)卡路里(热量单位)

keep up with 跟上;赶上

pace n (一)步;速度;步调

make a choice 做出选择

△nutrient n 营养物质 adj 有营养的

△nutrition n 营养

△nutritious adj 有营养的;滋养的

△protein n 蛋白质

△muscle n 肌肉

bean n 豆;豆科植物

△calcium n 钙(元素)

△dairy n 奶牛场;奶制品

△product n 产品 ,产物

△carbohydrate n 碳水化合物

fibre n 纤维;纤维制品

mineral n 矿物;矿石

function n 起作用;运转n 功能;作用

△vegetarian n 素食者

△vegan n 严格的素食主义者

△yoghurt n 酸乳;酸奶

△eco-food n 生态食品

△organic adj 有机的

chemical n 化学制品;化学药品

balance vt&vi&n平衡

△supplement n 补充

fit adj 健康的;适合的

unit n 单位;单元

digest vt 消化(食物);领会

gain vt 增加;获得

sleepy adj 瞌睡的;困乏的

△annie 安妮(女子名)

△refuel vi 补给燃料;补充能量

now and then 时而;不时;偶尔

brain 脑;头脑

peel vt 剥;削;剥落 n 果皮;蔬菜皮

△recipe n 食谱;烹饪法

△roll-up n 卷;卷状食品

roll up(使)成卷(或筒、球)形

tasty adj 好吃的;可口的

△ingredient n 烹任原料;成分

mushroom n 蘑菇

△chop vt 剁碎;砍

steam vt 蒸 vi 蒸发

boil vt&vt 煮沸

bacon n 咸肉;熏肉

lettuce n 生菜

mixture n 混合;混合物

spoonful n 一匙的量

slice vt&vi 将某物切成薄片, 片;薄片;切片

△dice vt&vi 将某物切成小方块：切成丁 n 小方块

5.高三Unit 13 The USA 篇五

新目标九年级英语英文教案Unit 13

新目标九年英语英文教案Unit 13 Rainy days make me sad. Unit 13 Rainy days make me sad. Part 1: Teaching design (第一部分：教学设计) Structures: make/s me ＋ infinitive, make/s me ＋ adjective Target language: I’d rather go to the Blue Lagoon restaurant because I like to listen to quiet music while I’m eating. Me too! Loud music makes me tense. I agree. Loud music makes me uncomfortable. Vocabulary: lighting, mysterious, tense, silky, owner, product, knowledge, for instance, shiny, skin, cream, toothpaste, endangered, uncomfortable, useful Learning strategies: Personalizing, Matching Section A Goals ●To learn to use make/s me ＋ infinitive, make/s me ＋ adjective ●To listen and talk about eating in a restaurant Procedures Warming up by learning to use make/s me ＋ infinitive, make/s me ＋ adjective On page 103 is the grammar focus chart. Read the three sentences and try to understand its structure. Loud music makes me tense. Loud music makes me want to dance. That movie made me sad. Now you are supposed to make as many sentences with the make/s me ＋ infinitive, make/s me ＋ adjective structure as possible. 1a Looking and saying On page 102 is a picture of restaurants. Which one would you like to go? And why? ◆ I like to go to the one on the left because the music there would make me excited. ◆ I like to go to the one on the right because the music there would make me quiet. ◆ I like to go to the one on the left because the pictures there would make me tense. ◆ I like to go to the one on the right because the things there would make me happy. 1b Listening and completing Listen to a conversation between Amy and Tina talking about eating in restaurants. While listening, pay attention to the “make/s me ＋ infinitive, make/s me ＋ adjective structure” . Tapescript Girl1: I’m hungry, Amy. Girl2: So am I. Why don’t we get something to eat? Girl1: Yeah. Let’s go to the Rockin’ Restaurant. I love their hamburgers. Girl2: Oh, Tina… I hate the Rockin’ Restaurant. Girl1: Why? The food is great, isn’t it? Girl2: The food’s fine. I just don’t like the atmosphere. Those awful pictures on the walls make me sad, and the loud music makes me tense. Girl1: OK. So where do you want to go, Amy? Girl2: Let’s go to the Blue Lagoon. The soft music makes me relaxed. Girl1: Not me. It makes me sleepy. And now complete the unfinished sentences in the chart on page 102. The Rockin’s Restaurant The Blue Lagoon The awful pictures make Amy sad. The soft music makes Amy relaxed. The loud music makes Amy tense. The soft music makes Tina sleepy. Now you are supposed to read the tapescript. While reading, underline the expression_rs and circle the connectives. 1c Doing pairwork What are your opinions about the two restaurants? Which on would you like better? A: I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating. B: Me, too! Loud music makes me tense. A: I agree! Loud music makes me uncomfortable. A: I’d rather go to the Rockin’s Restaurant because I like to listen to loud music while I’m eating. B: Me, too! Loud music makes me excited. A: I agree! Loud music makes me happy. 2a Listening and numbering 3 4 2 1 A boy and a girl are talking about their past experiences. Listen to their talk and number the pictures on page 103. Tapescript Boy: Did you and Amy have fun last night, Tina? Girl: Well, John… yes and no. Boy: Was Amy late as usual? Girl: Yes, she was. And waiting for her made me angry. Boy: Where did you go? Girl: First we went to the Rockin’ Restaurant, but Amy didn’t want to stay. She said that loud music made he tense. Boy: That’s funny. Loud music always makes me want to dance. Girl: Me too. So then we went to the Blue Lagoon. It was quiet and the food was great. We had a good time. Boy: Then did you go to the concert at the high school? Girl: No. We decided to go to the movies. We saw Remember Me Forever. It was a really good movie, but it was so sad it made us cry. Boy: Sad movies don’t make me cry. They just make me want to leave! Girl: You sound just like my brother! 2b Listening and checking You are supposed to listen to the conversation once again. Before you listen, go over the seven sentences said by Tina and John in the box on page 103. While you listen, check √the things said by them respectively. After you listen, check your answers against each other’s. √Waiting for her made me angry. √She said that loud music made her tense. ×Loud music makes me happy. √Loud music always makes me want to dance. √It was so sad it made me cry. √Sad movies don’t make me cry. They just make me want to leave! ×It made me sad. All right now, you are supposed to read the tapescript. While Reading, try to circle the “make/s me ＋ infinitive, make/s me ＋ adjective structure”, underline the expression_rs and blacken the connectives. 2c Doing pairwork Go over the activities in 2a and 2b. Then in pairs try to role play the conversation between Tina and John. You may make use of the examples on page 103 to begin with. John: Did you have fun with Amy last night? Tina: Well…yes and no. She was really late. John: Amy was late as usual, wasn’t she? Tina: Yes, she was. John: And waiting for her made me angry? Tina: Yes, it made me angry. John: What did you do? Tina: First we went to the Rockin’ Restaurant. John: Did you stay long there? Tina: No, we didn’t because Amy didn’t want to stay. John: Why? Tina: She said that loud music made he tense. John: That’s strange. Loud music always makes me excited and want to dance. Tina: Me too. John: So then you went to the Blue Lagoon as usually, didn’t you? Tina: yes, you guess right. John: It was quiet and the food was great there. Did you have a good time there? Tina: Yes, we did. John: Where did you go then? Tina: I wanted to go to the concert at the high school. But Amy didn’t like to go there. We decided to go to the movies. John: What movie did you watch? Tina: We saw Remember Me Forever. John: It was a really good movie, wasn’t it? Tina: Yes, it was, but it was so sad it made us cry. John: Sad movies make me want to leave! Tina: You behave just like my brother! 3a Reading and answering On page 104 is an article about restaurant science. Before you read, imagine just what a restaurant science is. While you read, try to divide the sentences into parts, underline the expression_rs and, blacken the connectives and circle the “make/s me ＋ infinitive, make/s me ＋ adjective” structure. Restaurant science Restaurant owners have to know how to make food. They also have to know how to make money. Here are some things they’ve learned from scientific studies. The color red makes people hungry. Red also makes customers eat faster. Many fast food restaurants, therefore, have red furniture or walls. Soft colors like pink and light blue ma ke people relaxed, so they spend more time eating their meals. Soft lighting makes people look good, but it makes food look bad. Loud music may be nice at first, but it soon makes people want to leave. Hard seats also make customers want to eat quickly and leave. Many restaurants, especially fast food restaurants, use this knowledge to make customers eat faster. Customers only sit for about 20 minutes before they leave. Because customers don’t stay very long, small restaurants can serve many people every day. Now you are to answer the three questions on page 104 in the box. 1.What does the color red make most people feel? →The color red makes people hungry. Red also makes customers eat faster. 2.Why do so many fast food restaurant paint their walls red, play loud music, and have hard seats? →Because red color makes customers eat faster, loud music makes people want to leave and hard seats also make customers want to eat quickly and leave. 3.Do you think it’s fair that some restaurants are designed to be uncomfortable. → No, I don’t think so. The restaurant owners are runnin

6.高三Unit 13 The USA 篇六

30.–Did your parents go to the film yesterday evening?

1.Loud music may make people ____ fast.-No.We ____stayed at home watching TV.A.to eatB.eatC.eatedD.eatsA.bothB.allC.eitherD.none 2.I want ____ whether he’s all right.一、请你用所给词的适当形式完成下列句子。A.to knowB.knowC．knowingD.Knows1.Here are some things they have learned from ______(scientist)3.Her teacher was annoyed __ Tom because he made a lot of mistakes studies.in the English Test Paper.A.atB.withC.inD.for 2.Sunglasses are used for _____(keep)out the sun.4.Don’t forget___ the tap when you don’t use it.3.The students are ______(confuse)about the ______(confuse)A.turn offB.turn onC.to turn onD.to turn off problem.5.The children were made ____ homework first.4.I’m considering _____(study)in Beijing or Shanghai.A.doB.to doC.didD.doing5.I felt _______(embarrass)when everyone looked at me.6.I can’t wait ____ the present box.A.openB.to openC.二、根据首字母提示,补写下列单词, 使句意完整。openingD.opened 1.We should protect e_______ animals.7..I ____ an expensive gift for my birthday, but I could not ____ it.2.I want to eat something because I am k_______ of hungry.A.accepted, receivedB.received, acceptC.accepted, receive3.The map m_______ me, so I went the wrong way.D.accepted, received 8.-It’s bright enough in the classroom, I think.You shouldn’t keep the lights on.-Sorry, I’ll___ now.A.take them awayB.put them awayC.take them awayD.turn them off9.It’s ____ to play on the road.You’d better play in a ____ place.A.safe, dangerousB.safety, dangerC.safe, dangerD.dangerous, safe10.–What does Mary want to be?-Mrs Green___ her daughter to be an English teacher.A.letsB.makesC.wantsD.tells 11.---How do you like rock music?---I don’t like it at all.It often ____ me crazy.A.letsB.makesC.asksD.orders 12.---Sorry, you speak ____ quickly ____ I can’t follow you.---OK, I’ll speak a little slowly.A.very, soB.too, toC.enough, toD.so, that13.---I suppose we’ll go to plant trees tomorrow.---Terrific!It’s a lot of fun.I’d like to ____ you.A.visitB.joinC.followD.meet14.---Coffee is ready.How nice it ____!Would you like some?---That would be great, thanks!A.feels B.soundsC.smellsD.looks15.---We can use MSN to talk with each other on the Internet.---Really? Will you show me ____ it?A.how to doB.how should I doC.what to doD.what should I do 16.-How long have you ___ in the army?-About 3 years.A.doneB.joinedC.servedD.come 17.---Does Jane enjoy going shopping on Sundays?---No, she prefers _____ at home rather than _____ out shopping.A.to stay, goingB.staying, goC.to stay, goD.staying, to go18.---How much is it?---Well, it ______ me 10 yuan.A.takesB.costsC.paysD.spends19.---Why didn’t Tom go out and play with us yesterday?---Because he was made ______ his own clothes by his mother.A.washB.washedC.to washD.washing20.---When shall we go to the park, this morning or this afternoon?---____ is OK.I’m free the whole day.A.EitherB.NeitherC.NoneD.Both21.---The window is broken and needs to be repaired.---I think so.It can hardly __ the cold.A.keep out B.give out C.take outD.put out22.---I think science is more useful than art.---I disagree.I think art is______ science.A.not so useful asB.less useful thanC.the most useful ofD.as useful as 23.---This book ____ educating teenagers.Would you like to buy it?---OK, I’ll take it.A.aims at B.depends on C.gives outD.sets up 24.---Rose is always late for group activities!---Yeah!_____ seems a little bit difficult for her.A.Be on timeB.Being on timeC.Be in timeD.Being in time25.---_____________?---He’s tall and has big eyes.A.What does he like?B.How do you like him?C.What does he look like?D.What do you think of him?26.He’d rather___ loud music at home because he’s lonely.A.listen toB.hearC.listeningD.heard

27.-Shall I __ you coffee now?-Ok, It’s very kind of you.A.serveB.affordC.giveD.take

28.-I’m sorry to keep you ___.-It doesn’t matter.I’ve just come.A.waitB.waitedC.waitingD.to wait

29.—We get knowledge _______ from books _______ from life.—Yes, both are important.A.either;orB.neither;nor C.not;butD.not only;but also

7.高三Unit 13 The USA 篇七

1. - May I speak to Ann，please? 请找安接电话，好吗?

- Certainly. Hold on, please. 当然可以。请稍候。

Hold on, please.是接电话时告诉对方请稍等的用语，还可以用Wait a minute, please. / Just a minute, please. / One moment, please.等。

2. Everything was ready. 一切准备就绪。

be ready to do sth意为“准备好做某事”，be ready for sth 意为“为某事作好准备”。例如：

They are ready to leave. 他们准备离开。

They are ready for lunch. 他们准备吃中饭。

3. But there was no time to think. 可是没有时间考虑了。

There is no time (for sb ) to do...意思是“(某人)没有时间做......”。例如：

There is no time for her to play.她没有时间去玩。

4. There was nothing but a card in it. 里面除了一张卡片之外什么也没有。

nothing but意为“只有;除......之外什么也没有”，这里的but是介词，意为“除了”。这句话可以改为There was only a card in it.

5. My first three letters are the same as in the word “come”. 我的前三个字母和come的前三个字母相同。

the same as 意为“和......相同”。例如：

My interest in reading is the same as his. 我的阅读兴趣跟他的相同。

6. Becky, turned it over and read， “Come and look for me in the study.” 贝基，把那张卡片翻转过来并读道：“请到书房来找我。”

turn... over意为“把......翻过来/转过身”。例如：

8.高三Unit 13 The USA 篇八

Tasks which should be achieved in this unit:

a. Achieve language skills and related knowledge about the topic of water and the ocean.

b. Learn how to make suggestions and how to express opinions.

The water is being used to /for….

We should/ could….

If we …, we can ….

It would be better to …

c. Vocabulary in this unit:

benefit, disadvantage, range, available, pure, mass, float, absorb, stable, bottom;

d. Useful expressions:

benefit from, range from … to…., all the way, be made up of, that is, freezing point, break down, mix with, be measured in…, take advantage of…, keep … steady, manage to do.

e. Grammar:

Review Modal Verbs.

情态动词can, could, may, might, will, would, shall, should, must, can’t 等的用法。

1) can /could

Jin can speak English well. (ability)

Could you please show me the way to Beihai Park? (request)

2) may /might

May we see the awards for the teams? (permission; request)

She might give you some new clothing. (possibility)

3) will /would

The Spring Festival is the most fun. The whole family will come for dinner. (promise; agreement)

Often he would dress up like a rich man. (past habit; custom)

4) shall /should

The harvest festival begins on Saturday. We shall be there with our friends. (promise; agreement)

You should arrive at the airport two hours before he goes. (advice)

5) must /can’t

Wang Feng wins an award every year. He must be very strong (speculation)

You must be joking. That can’t be true. (guessing)

The First Period

Teaching Aims:

1.Learn and master the new words and the useful expressions of this part.

Words: cube, sailor, disadvantages, entertainment

Phrases: come up with, happen to

Useful expressions: The water is being used to/for…

We should/could…

If we…we can…

It would be better…

2. Learn something about water by doing experiment.

3. Do some listening.

4. Improve the students’ speaking ability by talking.

Teaching Important Points:

1. Make the students be free to talk about water.

2. Improve the students’ listening ability by listening.

Teaching Difficult Points:

1. How to finish the task of speaking.

2. How to improve the students’ listening ability.

Teaching Methods:

1. Listening-and-answering 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. the multimedia

2. the blackboard

3. an empty glass, a bottle of water and a bottle of vegetable oil

Teaching Procedures:

Step Ⅰ Greetings and Lead-in

T: Hello, everyone.

Ss: Hello, teacher.

T: Attention, please. As we all know, every year during the Spring Festival and Lantern Festival in our country, people like to see the lion dance and guess the riddles. Do you like to guess the riddle, then?

Ss: Yes.

T: OK. Now I have a riddle. Please guess it.

(Teacher uses the multimedia to show the riddle on the screen.)

It’s very important to all the animals and plants.

It’s also important to human beings.

It’s liquid at room temperature.

Every day you keep in touch with it.

You can’t live without it.

(a thing)

T: What’s it?

Ss: It’s very easy. It’s water.

T: Yeah, today we will talk about water. Now please tell me what you know about water.

S1: Water is used to drink.

S2: Water can be used to water the flowers.

S3: I think water can be used to make electricity.

Step Ⅱ Warming up

T: Thank you for your ideas. Next we will make some interesting experiments. Maybe you can learn more about water from the following experiments. S4, would you like to come here to help me?

S4: I’d love to.

T: Now, look at Li Lei and me. We will begin. You should watch the experiment carefully and try to tell me what happens and why.

(Teacher puts a bottle of water, a bottle of vegetable oil and an empty glass on the desk.)

T: S4, pour some water and some vegetable oil into the empty glass. Other students, please watch carefully.

( A few seconds later.)

Ss: Fantastic! The liquid in the glass has become two parts.

T: Try to describe it in detail.

S5: Let me try. The part above is vegetable oil and the part below is water. But I don’t know why.

T: Good question. Who’d like to answer his question? (Nobody answers his question.)

T: Perhaps it is a little difficult to answer it immediately. Now you can have a discussion about the reason for it, using what you have learnt in physics.

(Teacher lets students discuss in groups of four. A few minutes later, teacher checks their answers.)

T: Who wants to explain the phenomenon?

S6: I think water is heavier than oil, so vegetable oil is on the top of the water.

T: Who has different ideas?

S7: I think we should say that the density of water is higher than the density of vegetable oil, so the result formed.

S8: What’s the meaning of “density”?

S9:“Density” is “密度” in Chinese.

T: Do you agree with the reason for it?

Ss: Yes. We agree with the idea.

T: As we know, if we pour milk and water into one glass, we can’t tell where water is and where milk is. But just now we poured oil and water into one glass, it is so different now. Do you know why?

Ss: Because oil can’t dissolve in water, but milk can.

T: Very good. Let’s make a summary about the experiment. If we pour vegetable oil and water into one glass, the liquid will become two parts because oil can’t dissolve in water. Since the density of water is higher than vegetable oil, vegetable oil will be on top of the water. Is that clear?

Ss: Yes.

T: Would you like to watch another experiment?

Ss: I’d love to.

T: OK. I’ll perform the next experiment by myself. Look at me. I have a glass of water. Now I’ll cover it with a piece of thick paper. Attention, please.

(Teacher puts one hand on the paper and turns the glass upside down. Then teacher slowly takes his/her hand away from the paper.)

T: What can you see?

Ss: The piece of paper doesn’t fall and the water in the glass doesn’t flow.

T: Yes. You are right. Now you are given a few minutes to have a discussion about the reason for it.

(Teacher gives students a few minutes to discuss, and then checks their answers.)

T: Who can tell us the reason why the piece of paper doesn’t fall and the water doesn’t flow?

S10: I want to have a try. When the glass of water covered with a piece of paper is turned upside down, the pressure from air to the piece of paper is bigger than the pressure from the water in the glass to the piece of paper. So the paper won’t fall and the water won’t flow.

T: Excellent! Thank you for your explanation. I am very glad to see that you are all interested in making experiments. After class, you can carry out another two experiments on Page 17.When you perform them, try to describe what happens and why. OK?

Ss: OK.

T: Now, let’s look at a picture.

(Teacher shows a picture on the screen.)

T: What can you see?

Ss: There is a river in the picture, but it’s very dirty.

T: Anything else?

S11: There are some plastic bags and empty tins on the surface of the river.

T: Yes. We all know water is important to human beings and all the animals and plants. Unfortunately water is being polluted now. What do you think we can do to protect the water on our planet?

(Teacher gives students enough time to prepare. When they prepare, teacher goes among the students to help them to express their ideas correctly.)

Sample answer:

To protect the water on our planet, I think we should save every drop of water and stop throwing rubbish into water. Besides, we should try our best to help the people around us realize the importance of using and protecting our water.

Step Ⅲ Listening

T: Next, let’s do some listening. Turn to Page 18 and look at the Listening part. You can listen to the famous poems about life on the ocean. Listen carefully and write down some key words when you listen. Before you listen, let’s learn two phrases first. Look at the blackboard.

1. happen to

e.g. What happened to you last week?

If anything happens to the machine, please tell me.

2. come up with

e.g. I hope you can come up with a better plan than this.

(Teacher writes them on the blackboard and begins to explain them.)

T: Now listen, please.

(Teacher plays the tape for the first time. Then play it for the second time. During this time, teacher may pause for students to write down the information. Play some parts of the tape one more time if necessary. Finally teacher checks the answers with the whole class.)

Step Ⅳ Speaking

T: In our daily life, water can be used in different ways. Now we’ll talk about the ways in which water can be used. Look at the pictures on Page 18.The six pictures mean six different ways to use water. You can choose one of the pictures to discuss the importance of using and protecting our water, and then try to use some sentences to describe the picture you choose. If you like, you can make a dialogue with your partner about the picture. When you discuss, you may use the questions on the screen to help you.

1. How is the water being used?

2. Is this a good way to use water?

3. Why do we use water in this way?

4. Who benefits from using water in this way?

5. What are some disadvantages of using water in this way?

(Teacher shows the questions on the screen by multimedia and gives students enough time to discuss and prepare.)

Suggested answers:

(Picture 1)We can use water to make electricity, which can give us light and make us feel warm. I think it is a good way to use water.

(Picture 3) Water has a lot of usages and home use is the commonest one. Every day we must drink enough water. In addition, we need a lot of water, just for cooking and keeping clean. Water can help us to keep healthy. But if the waste water from home use is poured into river and soil, it will be harmful for some animals and plants. So we must pay more attention to it.

(Picture 4) In Picture 4, water is being used in industry. Water is very important to industry. It can be used to make paper, cool machine and so on. But the disadvantage is that a lot of water mixed with some poisonous things being poured into the river and the sea. It is dangerous for the living things in the water.

(Picture 6)

A: Do you know how the water is being used in Picture 6?

B: Water is being used for entertainment.

A: Is it a good way to use water?

B: Yes, because it can help people keep fit and enjoy nature. But if people throw rubbish into the water, it will be bad for us.

A: Yes. It is the disadvantage of using water in this way. We must be careful.

Step Ⅴ Summary and Homework

T: Today, we’re mainly learned something about water by doing experiments, speaking and listening. Besides, we’ve learnt some new words and phrases, such as: happen to, come up with, density,…

After class, try to remember them and preview the next part-Reading part. That’s all for today. Goodbye, everyone.

Ss: Goodbye, teacher!

Step Ⅵ The Design of the Writing on the Blackboard

Unit 13 The water planet

The First Period

1.happen to

e.g. What happened to you last week?

If anything happens to the machine, please tell me.

2. come up with

e.g. I hope you can come up with a better plan than this.

The Second Period

Teaching Aims:

1. Learn and master the following words and phrases:

cube,property,range,medium,relatively,dissolve,pure,relationship,mass,float,absorb,bottom,all the way, that is, add…to, mix with, take advantage of, manage to do

2. Improve the students’ reading ability.

3. Enable the students to realize that it is important to protect the water on our planet.

Teaching Important Points:

1. Improve the students’ reading ability.

2. Master the following phrases:

all the way, that is, mix with, take advantage of, manage to do

Teaching Difficult Point:

How do we make the students understand the reading passage better.

Teaching Methods:

1. Discussion before reading to make the students interested in what they will learn.

2. Fast reading to get a general idea of the text.

3. Discussion after reading to make students understand what they’ve learned better.

4. Careful reading to get the detailed information in the text.

Teaching Aids:

1. the multimedia

2. the blackboard

Teaching Procedures:

Step Ⅰ Greetings and Revision

(Greet the whole class as usual.)

T: Yesterday we learnt something about water. Now who can tell me what you learned yesterday?

S1: I learned that water is very important to all the living things on the earth.

T: OK, can you give me the reason why it is important?

S2: Water can be used to wash clothing, to made electricity, to water the farm and so on. Of course, every day we must drink enough water. So water is very important.

T: Anything else?

S3:I know something about water. For example, from the experiments we made yesterday, I know vegetable oil can’t be dissolved by water.

Step Ⅱ Pre-reading and Reading

T: OK. Thank you for your answers to my questions. As we all know, we can’t live without water. But do you know what makes water so important to all the living things?

Ss: No, we don’t know.

T: Maybe we can get the answer to the question after reading the article for today. Before you read, first let’s learn the new words and phrases in the passage.

(Teacher deals with the new words with the whole class.)

T: Now please read the passage quickly to get the general idea and try to use the following structures to make six questions.

(Teacher uses multimedia to show the structures on the screen.)

1. What is/are ______?

2. What does ______ look like?

3. What are different parts of ______?

4. What can ______ be compared to?

5. How does ______ work?

6. What are some examples of ______?

(Teacher gives students five minutes to finish the fast reading and making questions. Five minutes later, teacher asks some students to write their questions on the blackboard.)

1. What are the properties of water?

2. What does the earth look like?

3. What are different parts of the ocean?

4. What can the ocean be compared to?

5.How does the special air-conditioner-the ocean work?

6. What are some examples of species in the ocean?

T: Well done. Who can tell me the general idea of the text?

S4: The passage mainly tells us it is water that makes the ocean so important to all the living things in the world.

T: Good work. Next, let’s read the passage carefully to get more information about water. While you are reading, try to finish the chart in Post-reading on Page 21 and find out the answers to the questions on the blackboard.

(Teacher gives students enough time to read the text and collects their information for the chart.)

Suggested answers:

Property What is it? What is it good for?

Chemical structure Every water molecule is made up of two hydrogen atoms and one oxygen atom. It is good for the living things in the ocean to absorb the nutrients easily.

Density The density of pure water is 1 000 kg/m3, meaning that one cubic metre of water weighs one thousand kilogram. It is good for marine organisms to take advantage of the density of water.

Heat capacity Heat capacity is the amount of energy it takes to raise the temperature of a substance one degree centigrade. It is good for the earth to keep the temperature steady.

T: Very good. What about the questions on the blackboard?

S5: I think I can answer the first one. The answer is that the properties of water are chemical structure, salinity density, heat capacity and ocean motion.

S6: In my opinion, the answer to the fourth question is that the ocean can be compared to a great place to live in.

T: Do you agree with them?

Ss: Yes.

T: What about other questions?

S7: I think plankton, sharks and whales are examples of species in the ocean.

S8: The answer to the second one is that the earth looks like an ocean planet.

T: You are quite right. Any volunteers?

S9: Dear teacher. Can you tell us the meaning of the special air-conditioner-the ocean?

T: Maybe it means that there are some similarities between air-conditioner and the ocean.

S9: Thank you. I got it.

T: Then, who can answer the question?

S10: Because the ocean can keep the temperature of the earth steady, some students compare the ocean to a special air-conditioning. I think the ocean keeps the temperature of the earth steady by absorbing and releasing heat.

T: Well done. There is only one question left. Who wants to try?(Nobody answers the question.)

T: Do you think it is a question that the text can’t answer?

Ss: Yeah. We think so.

T: OK. Maybe you are right. But I want to know the reason why you think the passage can’t answer the third question.

Ss: Because there is not any information about the different parts of the ocean.

T: Then, are there any questions you would need to add to “cover” all the information in the text?

S11: I have a question. Why is the water in the ocean always moving?

S12: Since changes in salinity and temperature affect water’s density, the water in the ocean is always moving.

Step Ⅲ Further Understanding and Language Study

T: Well done. I think you are very familiar with the passage. In the passage there are some words and expressions we should master. Now let’s look at the screen. I will give you some explanations about the words and expressions.

1. incredibly adv. (extremely or unusually)

e.g. The water is incredibly hot.

2. available adj.(that can be used or obtained)

e.g. Tickets are available at the box office.

The book is available to all the students.

3. range vi.

range from A to B

e.g. Their ages range from 25 to 50.

His interests ranged from chess to canoeing.

4.But the way the water molecule…

e.g. I don’t like the way (in which/that) he looks at me.

They admired the way (in which/that) she dealt with the crisis.

5. that is (to say) (which means)

e.g. A week later, that is, May 1 is her birthday.

He is a local government administrator, that is, he is a Civil Servant.

6. take advantage of (make use of something well/make use of somebody unfairly)

e.g. They took full advantage of the hotel’s facilities.

She took advantage of my generosity.

7. be sensitive to something (affected easily by something)

e.g. She is very sensitive to other’s words.

(Teacher writes the words, phrases and sentences on the blackboard.)

Step Ⅳ Listening and Reading Aloud

T: Let’s listen to the tape. When I play it for the first time, just listen to it. When I play it for the second time, please listen and repeat. Then read the text aloud. Are you clear about that?

Ss: Yes.

(Te teacher plays the tape for the students to listen. After listening ,the teacher goes among the students and corrects any mistake the students make in pronunciation, stress and intonation.)

Step Ⅴ Summary and Homework

T: Today, we have read a passage about water. As we know, it is very important to all the living things. So we should do all we can to protect water from being polluted. In addition, try your best to retell the passage in your own words. Is that clear?

Ss: Yes.

T: See you tomorrow!

Ss: See you tomorrow!

Step Ⅵ The Design of the Writing on the Blackboard

Unit 13 The water planet

The Second Period

Questions:

1. What are the properties of water?

2. What does the earth look like?

3. What are different parts of the ocean?

4. What can the ocean be compared to?

5.How does the special air-conditioner-the ocean work?

6. What are some examples of species in the ocean?

Words: incredibly, available

Phrases: range from A to B, that is, take advantage of, be sensitive to

Sentences: But the way the water molecule…

The Third Period

Teaching Aims:

1. Review Modal Verbs.

2. Do some exercises to review some important words learnt in the last period.

Teaching Important Point:

Review Modal Verbs.

Teaching Difficult Point:

How do we help the students correctly use the Modal Verbs.

Teaching Methods:

1. Review method to help the students remember all the Modal Verbs they have learnt before and use them correctly.

2. Individual work or group work to make every student work in class.

Teaching Aids:

1. the multimedia

2. the blackboard

Teaching Procedures:

Step Ⅰ Greetings and Revision

(Greet the whole class as usual.)

T: Yesterday we learned a passage about water and now who can retell the passage in your own words?

S1:Let me try.

…

T: Well done. Thank you for your performance.

Step Ⅱ Word Study

T: Now please turn to Page 21.Look at the first part of Word Study. There are some words learnt in the last period, but the letters of these words are in the wrong order. Now I will give you a few minutes to put the letters in the correct order.

(A few minutes later, teacher may ask some students to spell their answers and give the Chinese meaning of each word to all the students. Finally teacher writes the correct words on the blackboard.)

1 otmas atoms

2 tanomu amount

3 sdlio solid

4 oasbrb absorb

5 cgrnetidea centigrade

6 sag gas

7 nhroygde hydrogen

8 yoxgen oxygen

9 assm mass

10 fatol float

T: Good work. Next look at the screen and try to complete the following sentences by filling in the blanks with the proper words. The first letter has been given and some words can be used more than once. If you need, you can have a discussion with your partner.

(Teacher uses the multimedia to show the following sentences on the screen.)

1. The water molecule is made up of two h_____ atoms and one o_____.

2.Water is a l_____ at room temperature, but it turns into a s_____ when the temperature drops below 0℃ and into a g_____ when heated above 100℃.

3. An a_____ is the smallest part of any living or nonliving thing.

4. Places by the sea often have a s_____ climate that is never too hot or too cold, because water can a_____ and release a lot of heat.

5. Soil can a______ water, so it helps keep water from flowing away.

6. Marine scientists study the r_____ between living creatures and their habitat in the ocean.

7. Salt water has a lower f______ point and is heavier than fresh water.

8. Oil has a density lower than 1000 kg/m3, so it will f______ on water.

(Teacher gives students enough time to prepare and then check their answers.)

Suggested answers:

1. hydrogen, oxygen 2.liquid,solid,gas

3. atom 4.steady,absorb

5. absorb 6.relationship

7. freezing 8.float

Step Ⅲ Grammar

T: Up to now we have learnt many modal verbs. Who can tell me what they are?

Ss:…

(Teacher asks some students to write their answers on the blackboard.)

Modal Verbs:

can/ could, may/might, will/would, be able to, must, should, have to, need, shall, ought to, had better.

T: Very good. Then do you know how to use them?

S2:I know “should” can be used to give others some advice.

S3:I know when I want to borrow a book from my friend, I can use “may”.

…

T: Your answers are very good. There is a conclusion about modal verbs on the screen. Let’s look at it.

(Teacher uses the multimedia to show the conclusion on the screen.)

Modal Verbs:

Possibility: can/could, may/might

Ability: can/could, be able to

Requests: can/could, will/would, would like

Necessity: must, have to, have got to, need

Certainty: must, will, should

Permission: can/could, may/might

Suggestions: could may/might, shall

Advice: should, ought to, had better

T: From the chart we can see modal verbs can be classified into eight groups by their usages. Are you clear about the classification?

Ss: Yes.

T: OK. Now look at the first part in Grammar. Finish the exercises. If you need, you can discuss with your partner. In addition you’d better make it clear why you choose A、B、C, or D. Are you clear about the requirements?

Ss: Yes.

(Teacher gives students enough time to finish the exercises. Then deals with them with the whole class.)

T: Are you ready?

Ss: Yes.

T: OK. Who’d like to tell me the answer to the first one?

S4:I think “A” is right.

T: Can you tell us the reason why you choose “A”?

S4: Because the speaker wants to express his/her request. Among A、B、C and D, only A can be used to express request.

T: Very good. What about the second one?

S5:“May” is right, I think, because the sentence is used to ask for permission.

T: Congratulations! Who can answer the third one?

S6:The phrase “wants to” express a state of being necessity. So I think “C” is right.

T: Well done. It’s turn to do the fourth one. Who can try?

S7: I’m not sure, but I want to have a try. Is “C” right?

T: Why did you choose “C”?

S8: I think the first sentence expresses some necessity and the second one expresses guess.

S9: I don’t think so. Because “must” can’t be used in negative sentences to express guess.

S8: Oh, I’m sorry. I forgot it. I see, the correct answer is “D”.

T: Excellent!

…

(Teacher encourages students to show their opinions about each one, and then teacher gives the correct answers and some necessary explanations.)

Suggested answers:

1. A 2.A 3.C 4.D 5.A 6.A 7.A 8.B 9.A

T: You have finished the first part successfully. Now let’s go on with the second part. Do you have confidence to finish it?

Ss: Yes. Of course we have.

T: OK. This is a letter from Mary to John. Maybe John met some problems, so Mary wants to write a letter to help him. But Mary doesn’t know how to use the modal verbs correctly. She wants you to help her finish the letter. Before you finish the letter, read it to get the general idea of it first and then answer the questions on the screen.

(Teacher uses multimedia to show the questions on the screen.)

1. Can you tell from the letter what John’s problem is?

2. Do you agree on the advice that Mary gives to him? Why? What would be your advice?

(Teacher gives students a few minutes to read the letter, and then checks their answers to the questions.)

T: Who’d like to answer the first question?

S10: I want to have a try. In my opinion, John’s problem is that his manager suspected him of stealing something at the meat factory.

T: Well done. Do you agree with him?

Ss: Yes.

T: What about the second one?

S11:I’d like to answer the question. I don’t agree to the advice that Mary gives to him. Because if he finds another job, maybe it means that he really stole something at the meat factory. I think he should tell the manager that he didn’t do it and advise the manager to call in the police to make it clear.

S12: In my opinion, he’d better try to find out who is the real thief to prove that he didn’t do anything wrong.

…

T: I think your suggestions are all very helpful to John and I hope he can find a good way to deal with the problem. Now you are clear about John’s problem. It’s your turn to help Mary finish the letter. Maybe there are more than one answer for some blanks. If you have some difficulties, you can discuss with your partner. Five minutes later, I will check your answers.

Suggested answers:

can/will/should, may

not/might not,must,could/should,might/would,will,might/may/could/would,might,would/could/might,should,will

Step Ⅳ Summary and Homework

T: Today, we’ve reviewed some new words learnt in this unit. In particular, we have reviewed the usages of modal verbs. After class, do more exercises to master them better. Time is up. That’s all for today. See you tomorrow.

Ss: See you tomorrow.

Step Ⅴ The Design of the Writing on the Blackboard

Unit 13 The water planet

The Third Period

Words:

atom, amount, solid, absorb, centigrade gas, hydrogen, oxygen, mass, float

Modal Verbs: can/could, may/might, will/would, need, must, have to, shall, should, ought to, had better

The Fourth Period

Teaching Aims:

1. Review the useful expressions learnt in this unit by practising.

2. Improve the students’ reading ability by reading the material.

3. Improve the students’ writing ability.

4. Enable the students to realize that it is important to protect the estuary.

Teaching Important Points:

1. Improve the students’ reading ability by reading the material.

2. Improve the students’ writing ability.

Teaching Difficult Point:

How to improve the students’ integrating skills-reading and writing.

Teaching Methods:

1. Fast reading to go through the reading material.

2. Inductive method to help students write a paragraph successfully.

Teaching Aids:

1. the multimedia

2. the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Revision

T: Yesterday we did some practice about modal verbs. Now let’s do some more exercises to see if you have mastered them. Please look at the screen.

(Teacher uses multimedia to show the exercises on the screen.)

Fill in the blanks using must/might/may/can/could and their negative forms.

1.-I saw Mary in the street yesterday.

-You ______ have seen her. She is still in Australia.

2.-Could I use your bike?

-Yes, of course you ______.

3. The ground is wet. It ______ have rained last night.

4. A machine ______ think for itself. It ______ be told what to do.

5. Tom, don’t play with the valuable bottle. You ______ break it.

Suggested answers:

1. can’t 2.can 3.must 4.can’t,must 5.may/might

Step Ⅲ Fast Reading

T: Good work. But if we want to use the modal verbs correctly, we must practise them as often as possible. Today we will read another passage. The ocean is very important to all the living things, which is known to us, and I think we have also known about the reason why the ocean becomes so important-because of the properties of water, the ocean is very important. The passage we will read is also about water. It deals with “the body of water”.Are you interested in the topic?

S1:Yes.But what is the meaning of “the body of water”?I think water has no body.

T: Good question. I think you can get the answer to the question by yourself. Now let’s read the passage. While you are reading, try to make clear what is the main idea of each paragraph. Besides, try fast reading, it is helpful to improve your reading ability.

(Teacher gives students a few minutes to read the passage.)

T: Have you finished your reading?

Ss: Yes.

T: Wang Lin, are you clear about “the body of water”?

S2:Yes.I think “the body of water” means the main part of water.

T: You are great! Now who’d like to tell me the main idea of the first paragraph?

S3: An estuary is the body of water where a river meets the ocean.

T: Right, thank you for your answer. What about the second one?

S4: Let me try. The general idea is that estuaries are great places for nature’s young.

T: Wang Ping, tell me the main idea of the third paragraph, please!

S5: I’m not sure. I think the third paragraph tells us estuaries are important to animals and plants, so we should try our best to protect them from environmental pollution. Am I right?

T: Yes. Congratulations! There is only the last paragraph left. Who can try?

S6: I think the main idea of the last paragraph is that estuaries are also important to human beings because they not only provide recreation and education for us but also contribute to the economy.

Step Ⅳ Discussion and Explanation

T: The general idea of the passage is very clear to us now. Now let’s re-read the passage carefully. While you are reading, try to find out the answers to the questions on Page 23.If you need, you can have a discussion about them. Then I’ll check your answers.

(Teacher gives students enough time to read the passage. At the same time, teacher goes among them and helps them express their own opinions in English correctly.)

Suggested answers:

1. Tides provide energy for the ecosystem, and estuaries are protected from waves and storms by islands. In addition nutrients arrive in estuaries from both the land and the ocean. So estuaries are great places for nature’s young ones.

2. Density means the quality of being dense. In other words, there are more living creatures than any other habitat on earth.

3. Estuaries can make our water clean by absorbing nutrients and pollutants from water coming from inland sources.

4. The function that estuaries can absorb pollutants and nutrients makes estuaries very sensitive to environmental pollution.

5. Estuaries can provide recreation and education for human beings. Besides, estuaries also contribute to the economy. So they are very important to human beings.

T: Well done. Now you are very familiar with the passage.

To understand the passage better, I will explain some important phrases .Please, look at the blackboard.

(Teacher writes the following phrases on the blackboard.)

1.provide…for

e.g. The company will provide food and drink for them.

2. have an opportunity to do something

e.g I had no opportunity to discuss the problem with her yesterday.

3. a variety of

e.g. He left for a variety of reasons.

There are a variety of patterns for you to choose from.

4. contribute to

e.g. His work has contributed to our understanding of this difficult subject.

Step Ⅴ Writing

T: Up to now, we have learnt a lot about water and known the properties of water and importance of estuaries. Now you are given an opportunity to check if you know a lot about water. Look at the questions on the screen.

(Teacher uses multimedia to show the questions on the screen.)

1. Why does an ice cube float?

2. What will happen to a piece of metal if you put it in water?

3. Why do so many species live in estuaries?

4. Why have so many cities been built by estuaries?

T: Now imagine that your science teacher asks you to choose one of the questions and write a paragraph to explain it. Use what you learn from this unit and what you know about nature and science to write the paragraph. You must be careful to explain it to make your explanations easy to understand. You’d better look at the tips on Page 24 before you write. It’s of great help to your writing.

Possible samples:

(Question 3)

Salt water from the ocean and fresh water from the river mix together in an estuary. The mixing of fresh and salt water creates a unique environment filled with life of all kinds. Here, animals can enjoy all the benefits of the oceans without having to face many of its dangers and nutrients arrive in estuaries from both the land and the ocean. So there are so many species living in estuaries.

(Question 4)

Estuaries are great places for nature’s young. If many cities are built by estuaries, we can enjoy fishing, swimming and having fun on the beach and scientists and students have endless opportunities to study a variety of life in the habitat. What’s more, estuaries also contribute to the economy through tourism and fishing. So many cities have been built by estuaries.

Step Ⅵ Test

T: In this unit, we’ve learnt some important phrases. Now I’ll give you a test to check whether you’ve mastered them or not. Look at the screen, please.

(Teacher uses multimedia to show the test on the screen and gives students a few minutes to finish them. Then checks their answers.)

1.The children’s age ______(在5岁至15岁之间).

2.______(她处理这个问题的方法) is very good.

3.A week later,______（也就是),Oct 1 is National Day.

4.He ______(充分利用了) multimedia in the class.

5.The little girl ______(对温度很敏感).

6.His actions ______(使他受到尊敬).

7.He ______(设法完成了工作) with very little help.

Suggested answers:

1. range from 5 to 15

2. The way she deals with the problem

3. that is

4. took advantage of

5. is very sensitive to temperature

6. made him respected

7. managed to get the work done

Step Ⅶ Summary and Homework

T: Today, we’ve done some reading and writing. We’ve also reviewed some useful expressions in this unit. After class, go over all the important points we have learnt in this unit. That’s all for today. Class is over.

Step Ⅷ The Design of the Writing on the Blackboard

Unit 13 The water planet

The Fourth Period

Phrases: provide…for, have an opportunity to do, a variety of, contribute to

The Fifth Period

Modal Verbs

Teaching Aims:

1. Review the important usages of modal verbs.

2. Sum up the different situations of modal verbs.

Teaching Important Point:

How do we use modal verbs correctly.

Teaching Difficult Point:

How do we choose modal verbs correctly.

Teaching Methods:

1. Review method to master the important usages of modal verbs.

2. Inductive method and comparative method to master the important and difficult points.

Teaching Aids:

1 .the multimedia

2. the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Revision

T: In this unit, we have done some practice about modal verbs. As we know, modal verbs have several points in common which make them quite different from other verbs. Now, please discuss the points in common among modal verbs in groups of four. After a while I will check your answers.

(Teacher gives students enough time to discuss, and then collects their answers and sums them up.)

Modal Verbs:

1. Modal verbs are used when we say that we expect things to happen or that things are possible, or necessary, or impossible, or improbable, or when we describe things that didn’t happen, or that we are not sure whether they happened.

2. Modal verbs have no -s on the third person singular. Questions and negatives are made without “do”.

3. Modal verbs have no infinitives.

4. Modal verbs have no past forms.“Could” and “would” are used with past meanings in some cases.

5. Modal verbs can be used with perfect infinitive to talk about things which didn’t happen, or which we’re not sure about.

Step Ⅲ Revision of the Important Usages of Modal Verbs

T: Good work. As we all know, modal verbs can be classified into eight groups according to their usages. Today we will review some important usages of modal verbs. Firstly, let’s review the modal verbs that can be used to express “possibility”.Please tell me which modal verbs can be used to express “possibility”.

Ss: Can/could/may/might all express “possibility”.

T: When they express “possibility”,they are not quite the same.“Can” is used to talk about theoretical possibility. If we want to talk about the actual chances of something happening, or being true, we use “could/may/might”.Besides,“can” is sometimes used to talk about present “possibility”,but only in questions and negative sentences. Is that clear?

Ss: Yes.

T: Now, let’s do some exercises to master them better. Look at the screen and try to finish the sentences as soon as possible.

(Teacher uses multimedia to show the sentences on the screen.)

Fill in the blanks using can/could/may/might.

1. Would you like to answer the phone? It ______ be your sister.

2. The part of the country ______ be very warm in September.

3.______ it be Lily?

4. It ______(not) be true.

5. You ______ be right.

Suggested answers:

1. could/may/might 2.can 3.Can 4.can’t 5.may/might/could

T: Besides “possibility”,can/could/may/might are also used to express “permission”.Yes?

Ss: Yes. But we are not sure about how to use them.

T: It doesn’t matter. I will give you some explanation.“Can” is the commonest one of the four, and “could” is rather more hesitant than “can”.“May” and “might” are used in a more formal style. They often suggest respect.“Might” is more hesitant and is not very common. Besides, when we give permission, we usually use “can” and “may”,but not “could” and “might”.When we report permission,“may” is not usually used. Are you clear about it?

Ss: Yes.

T: Then try to finish the following exercises, please.

(Teacher shows the exercises on the screen.)

1.-______I use your phone?

-Yes, of course. You ______.

2.______ you come into the meeting room without showing a passport?

3. Mary said that I ______ borrow her car.

Suggested answers:

1. Can/Could/May/Might; can/may

2. Can

3.might/could（“Might” and “could” can be used after a past verb.)

T: Next, which modal verbs do you think are necessary to review?

Ss: The modal verbs expressing “necessity”.They are very important.

T: Yes, I agree with you. We can use “must/have to/have got to/need” to express “necessity”.But about how to use them, I want you to review them by understanding the following sentences by yourselves. Look at the sentences on the screen.

(Teacher shows the sentences on the screen, and then asks some questions.)

1.I really must study hard.

2.You must be here by 3 o’clock.

3.You have (got) to go and see the manager.

4.You needn’t work on Sundays.

T: From the sentences, who can tell me the difference between “must” and “have to”?

S1:I want to have a try. When “must” is used, the necessity comes from the speaker. If the necessity comes from “outside”,“have (got) to” is more common.

T: Congratulations! Do you know how to use “need”?

S2:I think in negative sentences,“don’t need to”,“needn’t” or “don’t have to” is used to say that there is “no necessity”.

T: Please give me an example. OK?

S2:I know the reason why you were late. You needn’t try to explain.

T: Thank you. In addition, I want to tell you “have got to” is used instead of “have to” in informal English. Is that clear?

Ss: Yeah.

T: Now look at the blackboard.(Write the following on the blackboard.)

1. It must have rained last night, for the ground is wet.

2. You can’t have seen him yesterday, for he is still in Australia.

3. You could have told me he was coming.

4. She is very late. She may have missed the bus.

T: These sentences have something in common. Who can tell me what it is?

Ss: The modal verbs in these sentences are used together with perfect infinitives.

T: Very good. Then let’s review the modal verbs used together with perfect infinitives.

S3: When should we use modal verbs together with perfect infinitives?

T: When we talk about the past, we can use the structure, but it has a special meaning. It is used for speculating (thinking about what possibly happened) or guessing (thinking about how things could have been different).Have you got it?

Ss: Yes. Thank you.

T: Now let’s do some exercises to consolidate the usage of the structure.

1. I told Sally how to get there, but perhaps I ______for her.

A. had to write it out

B. must be have written it out

C. should have written it out

D. ought to write it out

2. You didn’t let me drive. If we ______ in turn, you ______ so tired.

A. drove; didn’t get

B. drove; wouldn’t get

C. were driving; wouldn’t get

D. had driven; wouldn’t have got

3.-I want to know why she is late.

-She ______ the early bus.

A. could miss

B. can have missed

C. may have missed

D. might miss

4.-I stayed at a hotel in New York.

-Oh, did you? You ______ with Barbara.

A. could have stayed

B. could stay

C. would stay

D. must have stayed

5. The light is still on. He ______ to turn it off when he ______ the room.

A. may forget; leave

B. must have forgotten; left

C. may forget; have left

D. could have forget; left

(Teacher shows the exercises on the screen and gives students enough time to finish them, and then checks their answers and gives them some necessary explanation.)

Suggested answers:

1. C 2.D 3.C 4.A 5.B

T: Now, it’s turn to review modal verbs expressing “advice”.Who’d like to tell me which modal verbs we can use to express “advice”?

S4:I think we usually use “should/ought to/had better” to give “advice”.

T: Yes. In most cases, both “should” and “ought to” can be used with more or less the same meaning. However, there is a very slight difference. When we use “should”,we give our own subjective opinion.“Ought to” had a rather more objective force, and is used when we are talking about laws, duties and regulations. Are you clear about that?

Ss: Yes.

T: Who wants to give us an example using “should” and “ought to” expressing “advice”?

S5: People ought to vote even though they don’t agree with any of the candidates.

T: Well done. What about “should”?

S6: Let me try. You should see “Hero”-it’s a great film.

T: Thank you for your good performance. Do you know how to use “had better”?

Ss: Yes. When we use “had better”,we don’t usually mean that the action recommended would be better than another one. We simply mean that he/she ought to do it.

T :Please make up a sentence using “had better”.

S7: You’d better hurry up, if you want to get to the factory on time.

T: Good example!

Step Ⅳ Summary and Homework

T: Up to now, we have reviewed modal verbs which express possibility, necessity, permission, advice and modal verbs used together with perfect infinitives. They are all very important. After class, try to do more exercises to master them better. That’s all for today. See you tomorrow.

Ss: See you tomorrow.

Step Ⅴ The Design of the Writing on the Blackboard

Unit 13 The water planet

The Fifth Period

Modal Verbs

1. It must have rained last night, for the ground is wet.

2. You can’t have seen her yesterday, for she is still in Australia.

3. You could have told me he was coming.

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