第一篇：高中英語(yǔ)教案(人教版必修3)

高中英語(yǔ)教案（人教版必修3）

Unit 1 Festivals around the world，(單元教學(xué)目標(biāo) 技能目標(biāo)Goals ? Talk about festivals and celebrations ? Talk about the ways to express request and thanks ? Learn to use Modal verbs ? Write a similar story with a different ending II(目標(biāo)語(yǔ)言

Talk about festivals: *Festivals are meant to celebrate important events.功 *What?s your favorite holiday of the year? 能

*What festivals or celebrations do you enjoy in your city or town? 句

*Do you like spending festivals with your family or with your friends? 式

*What part of a festival do you like best——the music, the things to see, the visit or the food? *Festivals and celebrations of all kinds are held everywhere.*They lit fires and made music because they thought these festivals would bring a year of plenty.*Some festivals are held to honor the dead or satisfy and please the ancestors.*Festivals can be held as an honor to famous people or the gods.*The most energetic and important festivals are the ones that look forward to the end of winter and to the coming of spring.*Festivals let us enjoy life, be proud of our customs and forget our daily life for a little while.Request: Could/Would you please...? Could I have...? Could we look at...? I look forward to....May I see...? Thanks It?s very kind of you...Thank you very much/Thanks a lot.I?d love to.It was a pleasure...Don?t mention it.You are most welcome.1.四會(huì)詞匯

starve, plenty, satisfy, ancestor, lamp, lead, feast, bone, origin, trick, poet, arrival, national, gain, independence, gather, agricultural, European, custom, award, award, watermelon, handsome, rooster, admire, energetic, forward, Easter, clothing, religious, social, Christian, daily, permission, possibility, 詞

fool, apologize, drown, sadness, obvious, wipe, lovely, couple, weep, announcer, forgive 匯 2.認(rèn)讀詞匯

Obon, incense, skull, Halloween, carnival, lunar, parade, Jesus, cherry, blossom, Trinidad, Valentine, weave, herd, the Milky Way, magpie 3.固定詞組

take place, in memory of, dress up, play a trick, look forward to, day and night, as though, have fun with, turn up, keep one?s word, hold one?s breath 4.重點(diǎn)詞匯

starve, satisfy, lead, gather, admire, apologize, drown, wipe, weep, forgive Modal verbs: may/ might, can/ could, will/ would, shall/should, must/ can ? They lit fires and made music because they thought these festivals would bring a year of plenty.P1 語(yǔ)

? Some festivals are held to honor the dead, or satisfy and please the ancestors, who could return either to help or to do harm.P2 法 ? Festivals can be held as an honor to famous people or the gods.1.Discuss when they take place, what they celebrate and one that people do at that time.P1 2.They lit fires and made music because they thought these festivals would bring a year of plenty.P1 重

3.Some festivals are held to honor the dead, or satisfy and please the 點(diǎn)

ancestors, who could return either to help or to do harm.P2 句 4.They light lamps and play music because they think that this will lead the 子

ancestors to earth.P2 5.The festival of Halloween had its origin as an event in memory of the dead.P2 6.The most energetic and important festivals are the ones that look forward to the end of winter and to the coming of spring.P2 7.They might include parades, dancing in the streets day and night, loud music and colorful clothing of all kinds.P2 8.The teacher said that we could not leave early.(permission)P5 9.The hunters are lost.They could starve.(possibility)P5 10.It was Valentine?s Day and Hu Jin had said she would meet him at the coffee shop after work.P7 11.She said she would be there at seven o?clock, and he thought she would keep her word.P7 12.“I don?t want them to remind me of her.” So he did.P7 III.教材分析與教材重組 1.教材分析

本單元以節(jié)日為話題，介紹古今中外節(jié)日的種類(lèi)、由來(lái)、意義以及人們的活 動(dòng)和習(xí)俗，旨在通過(guò)本單元的學(xué)習(xí)使學(xué)生不但了解我國(guó)的節(jié)日，而且對(duì)外國(guó)的節(jié)

日也有所了解，進(jìn)而拓展社會(huì)文化背景、增加跨國(guó)文化知識(shí);使學(xué)生復(fù)習(xí)和鞏固

運(yùn)用請(qǐng)求和感謝的表達(dá)法，掌握情態(tài)動(dòng)詞的用法;并嘗試根據(jù)閱讀的文章寫(xiě)一個(gè)不同的結(jié)局，能表達(dá)自己的觀點(diǎn)和想法。

1.1 Warming Up 旨在通過(guò)表格引導(dǎo)學(xué)生討論并列舉出五個(gè)我國(guó)節(jié)日的日期、慶祝內(nèi)容和民俗?？梢詣倓傔^(guò)去的春節(jié)為話題導(dǎo)入對(duì)節(jié)日的討論;使他們由自己的經(jīng)歷談起，擴(kuò)展到別的節(jié)日以及外國(guó)的重要節(jié)日，激發(fā)學(xué)生的興趣，激活他們關(guān)于節(jié)日的背景知識(shí)，為本單元的學(xué)習(xí)做準(zhǔn)備。

1.2 Pre-reading是Reading 的熱身活動(dòng)。主要通過(guò)兩個(gè)問(wèn)題引導(dǎo)學(xué)生思考并討論自己最喜歡的節(jié)日及歡度方式，進(jìn)而了解學(xué)生對(duì)節(jié)日的認(rèn)識(shí)，以便為閱讀作好鋪墊。

1.3 Reading 的五篇小短文分別介紹古代節(jié)日、亡靈節(jié)、紀(jì)念名人的節(jié)日、豐收節(jié)、春天的節(jié)日等，使學(xué)生了解各種節(jié)日的由來(lái)及其存在的意義。此部分載有Festivals的重要信息，還呈現(xiàn)了大量的詞匯和主要的語(yǔ)法---情態(tài)動(dòng)詞的用法。處理時(shí)應(yīng)作為重點(diǎn)、整體處理，通過(guò)上下文來(lái)教詞匯、語(yǔ)法，并引導(dǎo)學(xué)生分析長(zhǎng)句、難句和復(fù)雜句。

1.4 Comprehending是考察對(duì)閱讀內(nèi)容的進(jìn)一步理解。

練習(xí)一:六個(gè)問(wèn)題讓學(xué)生對(duì)文章內(nèi)容有淺層理解并考察課文細(xì)節(jié)，但又不能僅僅拘泥于課文，要引導(dǎo)學(xué)生理解課文內(nèi)容的基礎(chǔ)上聯(lián)系現(xiàn)實(shí)生活。

練習(xí)二:要求學(xué)生討論哪些節(jié)日是最重要的，哪些是最有趣的，以表格的形式檢查學(xué)生對(duì)所讀節(jié)日的理解，并訓(xùn)練他們舉一反三的歸納和推理能力。

練習(xí)三:要求學(xué)生找出各種節(jié)日共有的三件事，然后討論為什么這些事對(duì)各地的人們都很重要。這就要求學(xué)生不僅要溫習(xí)文章內(nèi)容而且要結(jié)合實(shí)際，闡述自己的想法，挖掘?qū)W生的思維能力和語(yǔ)言表達(dá)能力。

1.5 Learning about Language 分詞匯和語(yǔ)法兩部分。其中Discovering useful words and expressions是本單元單詞的英文釋義練習(xí)和用文章中的詞匯的適當(dāng)形式填空;Discovering useful structures 是以文章內(nèi)容為載體在語(yǔ)境中練習(xí)語(yǔ)法，掌握情態(tài)動(dòng)詞。由此可以看出本教材已明顯地由結(jié)構(gòu)為特征的傳統(tǒng)語(yǔ)法訓(xùn)練轉(zhuǎn)變到以交際功能為特征的功能語(yǔ)法訓(xùn)練，充分體現(xiàn)了新教材話題、功能、結(jié)構(gòu)相結(jié)合的特點(diǎn)。

1.6 Using Language 是英語(yǔ)聽(tīng)說(shuō)讀寫(xiě)的全面運(yùn)用的練習(xí)。

1.6 ? Listening 是課文的延伸，通過(guò)聽(tīng)?zhēng)孜粚W(xué)生參加Trinidad Carnival 節(jié)日游行的兩段對(duì)話，使學(xué)生體會(huì)參加節(jié)日游行的真實(shí)情景，既訓(xùn)練聽(tīng)力一通過(guò)問(wèn)題訓(xùn)練了他們的分析能力。

1.6 ? Speaking 分為兩部分。第一部分通過(guò)電話突出交際用語(yǔ)功能的訓(xùn)練;第一部分讓學(xué)生編對(duì)話，可以按自己的想象、經(jīng)歷為內(nèi)容，訓(xùn)練思維和表達(dá)能力。

1.6 ? Reading 是發(fā)生在情人節(jié)的一個(gè)令人傷心的愛(ài)情故事，其中又插入了一個(gè)“七巧節(jié)”的故事。閱讀后的討論不僅幫助學(xué)生理解文章主旨大意，更重要的是讓學(xué)生學(xué)會(huì)尋求解決問(wèn)題的方法。

1.6 ? Writing 的任務(wù)是寫(xiě)一個(gè)與文章結(jié)尾不同的結(jié)局。旨在讓學(xué)生通過(guò)思考寫(xiě)出自己的想法，嘗試自己解決問(wèn)題。

總之，通過(guò)本單元的系統(tǒng)學(xué)習(xí)，讓學(xué)生了解世界各國(guó)的節(jié)日及民俗，學(xué)習(xí)有關(guān)節(jié)日的詞匯，并能夠豐富語(yǔ)言知識(shí)，提升用英語(yǔ)表達(dá)觀點(diǎn)的能力。

2.教材重組

2.1 口語(yǔ) 從話題內(nèi)容和功能上分析Warming Up 與Workbook中的Listening和Talking相一致，旨在啟發(fā)學(xué)生討論、思考并引出本單元關(guān)于節(jié)日的話題，可以整和成一節(jié)任務(wù)型“口語(yǔ)課”。

2.2精讀 可將Pre-reading、Reading、Comprehending三個(gè)活動(dòng)整和成一節(jié)“閱讀課”。

2.3語(yǔ)言學(xué)習(xí)將Learning about Language與Workbook中的Using words && expressions Using structures結(jié)合在一起，上一節(jié)“語(yǔ)言學(xué)習(xí)課”。2.4聽(tīng)力 可將Using language中的 Listening與Workbook中 Listening和Listening task放在同一節(jié)課中處理，上一堂 “聽(tīng)力課”。(Using language中的 Speaking可視聽(tīng)力時(shí)間而定，可課上處理亦可留做課下作業(yè)下堂課提問(wèn)。)2.5.泛讀 可將Using Language中的Reading &&Writing和Workbook中的Reading Task上成一節(jié) “泛讀課”。

2.6 復(fù)習(xí)、寫(xiě)作 可將Workbook中的Speaking Task 和Writing Task 上成一節(jié)復(fù)習(xí)寫(xiě)作課。(Workbook中的Project && checking yourself, 可視學(xué)生水平安排在本堂課或留做作業(yè)。)3.課型設(shè)計(jì)與課時(shí)分配(經(jīng)分析教材, 本單元可以用六課時(shí)教完。)1st period Speaking 2nd period Reading 3rd period Learning about Language 4th period Listening 5th period Extensive Reading 6th period Writing && Consolidation IV.分課時(shí)教案

The First Period Speaking Teaching goals 教學(xué)目標(biāo) 1.Target language 目標(biāo)語(yǔ)言 a.重點(diǎn)詞匯和短語(yǔ)

take place, lunar, festivals, Army Day, Christmas, dress up b.交際用語(yǔ)

Express one?s opinion: In my opinion,...I believe...I think that...Expressions used in the shops: Would you like...? Could I have...? Might I offer help...? May I see...? You should try...? Could we look at...? Can you suggest...? We might take...? 2.能力目標(biāo)

Enable the students to talk about Chinese festivals and customs in English and get to know some information about foreign festivals.3.學(xué)能目標(biāo)

Enable the students to learn how to talk about Chinese festivals and customs.Teaching important points 教學(xué)重點(diǎn)及難點(diǎn)

How to talk about the Chinese festivals and social customs at festivals and how to offer and request the items you need in shops.Teaching methods 教學(xué)方法

Elicitation, discussion, listening, pair work.Teaching aid 教具準(zhǔn)備

A computer, a projector and a tape recorder Teaching procedures && ways 教學(xué)過(guò)程與方法 Step I Leading in T: Hello, everybody!Welcome back to school!Did you have a good time in your winter holidays? Ss: Yes.Of course!T: When did you feel most happy and excited? Ss: At the Spring Festival.T: Who can tell us why? Volunteers!S1: Because it?s the most important festival in our country.S2: Because I got much lucky money from my parents, grandparents and my relatives.S3: Because I needn?t study at festivals and there was lots of delicious food to eat.How great!S4: Because I met my cousins and old friends who I hadn?t seen for a long time and we had a very good time together.T: Excellent work!I am glad to hear that.Now let?s talk about FESTIVALS, which are meant to celebrate important events.Please think about other Chinese festivals.S1: New Year(January 1st), Yuan Xiao Festival(15 days after the Spring Festival).T: Quite right.That?s the Lantern Festival.It?s the 15th day of the first lunar month.What do you usually do on the Lantern Festival? S2: We eat special sweet dumplings called Yuan Xiao and enjoy displayed lanterns.S3: And we enjoy beautiful fireworks, too.T: You have done a good job.What are the other festivals? S4: International Women?s Day.It was on March 8.S5: Arbor Day on March 12th.S6: International Labor Day and Chinese Youth Day.S7: International Children?s Day.T: Yes.Very good.Next one? S8: Army Day is on August 1st and Teachers? Day is on September 10th.S9: National Day on October 1st.T: Excellent work!Those are all the legal holidays in our country.Do you know our traditional festivals? List some of them, please.Sa: The most important one is the Spring Festival.T: Yes.It?s also called Lunar New Year.Anything else? Sb: Qingming Festival in memory of the dead or the heroes on April the fifth.T: It?s called Tomb Sweeping Festival.Another one? Sc: Dragon Boat Festival on the fifth day of the fifth lunar month in memory of the great poet — Qu Yuan.Sd: Mid-Autumn Festival on the fifth day of the eighth lunar month.T: You?ve done a good job, boys and girls!You have named many festivals.I?m proud of you for you are so well-informed.Step II Warming up T: Look at the screen and I?ll show you a table and some pictures: Festivals Date Festivals Date New Year January 1st Teachers? Day September 10th International March 8 National Day October 1st Women?s Day Arbor Day March 12th the Spring Lunar New Year Festival International Labor May 1st Pure Brightness April the fifth Day Day Chinese Youth Day May 4th.Dragon Boat the fifth day of the Festival fifth lunar month International June 1st Mid-Autumn the 5th day of the Children?s Festival 8th lunar month Day Army Day August 1st Lantern the 15 day of the Festival 1st lunar month

T: What can you get from the table and the pictures? Ss: Chinese festivals.T: Open your books and turn to page one.Work in pairs and discuss another four Chinese festivals: what people celebrate and what people do.The first one is given to you as an example.Three minutes for free talk, then ask some students to share their opinions with the whole class.Suggested answers: Festivals Date What does it What do people do? celebrate? the Spring Festival The 1st day of the The coming of Visit relatives;have 1st Lunar month spring a big meal;display Spring Festival couplets and pictures International May 1st The hard-working Taking a week off Labor Day people all over the work;visit scenic world spots;go shopping Lantern Festival the fifteenth The first full moon Eat special sweet day of the first after Lunar New dumplings-yuanxiao lunar month Year enjoy lanterns& fireworks The Dragon the 5th day of the in memory of Qu Dragon boat racing, Boat Festival 5th lunar month Yuan, a great poet eating zongzi and drinking realgar wine;put herbs on doorways for good health Do not expect all students have the same answers, and accept any correct information.T: Ok!We have got lots of information about Chinese festivals.Would you like to know something about foreign festivals? Ss: Yes!T: What?s the most important festival in western countries? Ss: Christmas!T: That?s right!Please look at the pictures and talk about them.2 3 5 6 S1: The first one is about April Fools day on April 1st.But I know nothing about the second picture.S2: I have no idea, either.There are some round objects.What are they? T: They are the Easter eggs(復(fù)活節(jié)彩蛋).On Easter Day people like to dye and exchange eggs.Easter Day comes on the Sunday on or after March 21st.People think Jesus Christ(耶穌)comes back to life on that day.Many people go to church and children often get presents.How about the third one? Ss: Halloween!Children like to play a game “trick or treat”(不請(qǐng)吃就搗蛋).T: Yes!Halloween is a time to have fun.It comes on October 31st.It?s one of the most favorite holidays for children.Parties are very popular, too.People wear scary clothes and masks(面具), for example, dress up like a witch(巫婆).Next one? S3: A plate of chicken and some delicious food.But I don?t know what it is called.T: The food is turkey(火雞), corn(玉米)and pumpkin pies(南瓜派).Thanksgiving Day is a traditional American festival on the fourth Thursday in November when families get together and have a big dinner.How about the fifth picture? Ss: There are roses and heart in it.May be it?s about love.Ss: I see.It is on February 14th.But I don?t know its English name.T: It?s Valentine?s Day.Candy, flowers and other gifts are exchanged between lovers or couples on this day, in honor of two martyrs, both named St.Valentine.Do you know something about the last picture? S4: The flowers are beautiful.What?s the name of the festival? T: It?s Cherry Blossom Festival, a Japanese festival.Every April when the cherry flowers come out, Japanese people celebrate it.They go out with their friends or families.They sit under the trees, sing and have a picnic.Ok.That?s about some foreign festivals.Step III Listening(WB P41)T: Now, we will come to the listening part.First, turn to Page 41.And then listen to the tape.Look at the first picture in this page.What can you see? S5: A rabbit and a chicken.T: Yes.But the rabbit is called the Easter Bunny.Read after me “the Easter Bunny”.It is an imaginary rabbit that children believe comes to the home to hide the Easter eggs(復(fù)活節(jié)彩蛋).And the second picture is about the Easter eggs.What?s in the third picture? S6: Some bread.T: Yes.The bread with an X is called hot cross buns.On Easter Day people eat it.Now listen to the tape and try to get the main idea.Play the tape for the students.While listening, the students should grasp the key words and get the main idea.Then play the tape once more.After listening, let the students answer the questions.And check the answers with the whole class.Then sum up the useful expressions in the material(about Easter Day).Then play the tape a third time for them to write down the main idea of the passage.Then check the answers with the whole class.The suggested answers are in the Teachers? Book Page 18.Step IV Talking(WB P41)T: Now we?ll make up a dialogue: suppose that Spring Festival is coming, and you are to do some shopping for it, work in pairs one as the customer and the other as the shopkeeper.First, look through the useful expressions given on this page.Then I will ask some of you to present your dialogue publicly.Teachers show the useful expressions on the screen.You can give a model or not.It?s up to the English level of your students.2minutes later ask several students to talk.Sa: May I help you? Sb: Yes.I?d like to buy something for Spring Festival.Sa: May I suggest your buying some vegetables and fruit, which are very fresh.At Festivals you?d better not have too much fat.Sb: Thanks for your advice.I?ll take two kilos cabbage, three kilos bananas and some nuts.Sa: Would you like some flowers to decorate you house? Sb: No, thanks.May I see some candy? I will buy some for my nephew.Sa: This way, please.We have all kinds of candy here.Would you like some chocolate? Sb: Yes, let me see.We might take this kind and that one over there.Sa: Anything else? Sb: No.That?s what I need.Sa: Many thanks for your coming!May you have a happy Spring Festival![The sample dialogue is in the Teachers? Book Page 18.] Step V Assignment 1.Consolidation T: Boys and girls you did very well today.We have talked about many festivals around the world.I hope you can listen to the listening material again after class to be familiar with it.2.Homework Collect as much information about festivals as possible.Think about the questions in Part 2 “pre-reading” and then preview the next part about reading to get the main idea.Unit 3 The Million Pound Bank-Note，(單元教學(xué)目標(biāo) 技能目標(biāo)Skill Goals Talk about short stories and dramas.Learn how to act out a play.Learn how to request and order food.Learn Noun clauses as the object and predicative.Write a play or drama.II(目標(biāo)語(yǔ)言 Request(請(qǐng)求)Would you please come in? 功

Would you mind waiting just a few minutes? 能 May I ask you how much money you have? 句 — Well, to be honest, I have none.式 Could you offer me some kind of work? I wonder, Mr.Adams, if you mind us asking a few questions? — Go right ahead.Ordering food(點(diǎn)餐)I?d like some ham and eggs and a nice big steak.I?ll have a nice long glass of beer.1.四會(huì)詞匯

bet, scene, tale, servant, permit, bay, stare, spot, passage, account, appearance, patience, silly, jealous, unbelievable, steak, tiny, wolf, dessert, rude, manner, scream, shoulder, rag, indeed, bow, decade, pilot, humour, novel, character, director, barber 詞2.認(rèn)讀詞匯

narrator, incredible, Roderick, Oliver, nightfall, unpaid, charity, willingness, simply, Clemens, issue, fake, boyhood, Hannibal, Missouri, Mississippi, fathom, contest, Yale, 匯

loneliness, playwright, script 3.固定詞組

make a bet, go ahead, by accident, account for, to be honest, in rags, even if, get into trouble 4.重點(diǎn)詞匯

bet, make a bet, permit, go ahead, by accident, stare, account for, to be honest, jealous, in rags, indeed, even if, get into trouble Noun clauses as the object(賓語(yǔ)從句)I can?t say that I have any plans....and he does not know what he should do.語(yǔ)

I did not know whether I could survive until morning.法 Noun clauses as the predicative(表語(yǔ)從句)That?s why we?ve given you the letter.1.Have you ever made a bet with a friend? If so, what did you bet on? 2.He is lost in London.3.Permit me to lead the way, sir.4.As a matter of fact, I landed in Britain by accident.重 5.His eyes stare at what is left of the brothers? dinner on the table.點(diǎn)

6.I wonder, Mr Adams, if you?d mind us asking a few questions.句 7.I earned my passage by working as an unpaid hand, which accounts for my 子

appearance.8.Well, we will have to take a chance.9.(in a rude manner)What?s there to wait for? 10.He?s in rags!Period 1 warming up & reading(1)Teaching goals 1.Target language a.重點(diǎn)詞匯和短語(yǔ)

bet, make a bet, permit, go ahead, by accident, stare, account for, to be honest, jealous b.交際用語(yǔ)

Expressions on request: Would you step inside a moment, please? Would you please come in? May we ask what you?re doing in this country and what your plans are? Well, why don?t you explain what this is all about? c.重點(diǎn)句型

1)Have you ever made a bet with a friend? If so, what did you bet on? 2)He is lost in London.3)Permit me to lead the way, sir.4)As a matter of fact, I landed in Britain by accident.5)His eyes stare at what is left of the brothers? dinner on the table.6)I wonder, Mr Adams, if you?d mind us asking a few questions.7)I earned my passage by working as an unpaid hand, which accounts for my appearance.2.Ability goals a.Enable students to read and hear natural language in a dramatic context and increase their self-confidence in using English, which will increase their overall motivation to learn English.b.Enable students to sum up the main idea of ACT ONE Scene 3.c.Enable students to understand the details about the whole scene.d.Retell the scene using the key words of the whole scene.e.Express their opinions by answering the following questions: 1)Do you think money is everything? Why? 2)Do you agree that only money can bring people happiness? 3.Learning ability goals a.Help students to understand natural language in the dramatic context and increase their self-confidence in using English.b.Help students to sum up the main idea of ACT ONE Scene3.c.Help students to understand the details of the whole scene.d.Get students to retell the whole scene.e.Help them to answer the following questions: 1)Do you think money is everything? 2)Do you agree that only money can bring people happiness? Teaching important points a.How to interpret language through tone of voice and body language, gaining a greater appreciation of the various verbal and non-verbal ways in which language works.b.Discuss the questions: 1)Do you think money is everything? 2)Do you agree that only money can bring people happiness? Teaching difficult points Discuss the questions: 1)Do you think money is everything? 2)Do you agree that only money can bring people happiness? Teaching methods Elicitation, discussion, listening, reading and pair work.Teaching aids A computer Teaching procedures Step 1 lead in 1.Discuss in pairs Do you like money? why ? Is money everything? Show the sentences to the Ss.Money can buy a house but not a home.Money can buy a bed but not sleep.Money can buy a clock but not time.Money can buy a book but not knowledge.Money can buy medicine but not health.You see, money is not everything.2.Suppose you get a large amount of money by buying lottery tickets(彩票)and become a millionaire(百萬(wàn)富翁).What will you do with the money? Step 2 warming up Mark Twain is probably one of the few American writers.?a great American writer ? a famous speaker ? liked to tell funny stories ? liked to play jokes on his friends Do you know about his masterpieces? What do you know about Mark Twain? Do you know any of his works? Read the short passage quickly and fill in the chart.Real name Meaning of his pen name Birth date Birthplace Place where he grew up His famous stories Then give an introduction of Mark Twain(1835—1910): The greatest humorist of the 19th century American literature.Novels: The Adventures of Tom Sawyer(1876)(湯姆?索亞歷險(xiǎn)記)The Prince and the Pauper(1882)(皇子與貧兒)The Adventures of Huckleberry Finn(1894)(哈克貝利?費(fèi)恩歷險(xiǎn)記)Step 3 Pre-reading 1.First, give students a brief introduction of the story Two rich gentlemen made a bet on what would happen to a person if he was given a million pound note.Henry, the hero of the story, an American young man, sailed too far, drifted out to the ocean.A British ship, for London, passing by, fortunately saved him.2.Prediction : What would happen to Henry? Step 4 Reading 1.Scan the passage and find out : 1.How many characters are there in this scene? Who are they? 2.When and where does the story take place? 3.What do the two old men give Henry? 4.What does the brothers choose Henry for? 2.Skimming: answer the following questions: 1)What happens one day when Henry was walking down the street? 2)Where does Henry come from? 3)What did he do in America? 4)Why does he come to London and how? 5)Why does he stare at the food on the table when he is talking with the men? 6)What did Henry do before coming to London? 7)How much money does he own? 8)When can Henry open the letter the men give him? 9)What?s inside the letter? 10)Does Henry accept the letter? 3.Put the following events in correct order.(1)Henry wandered in London streets.(2)About a month ago Henry Adams was sailing out of the bay.(3)The next morning he was spotted by a ship.(4)Towards nightfall he found himself carried out to sea by a strong wind.(5)On the ship he earned his passage by working as an unpaid hand.Keys:(2)About a month ago Henry Adams was sailing out of the bay.(4)Towards nightfall he found himself carried out to sea by a strong wind.(3)The next morning he was spotted by a ship.(5)On the ship he earned his passage by working as an unpaid hand.(1)Henry wandered in London streets.Step5 post-reading 1.What kind of persons you think the characters are?(Henry Adams, Oliver Roderick)Henry : independent(he earns his passage by working on a ship to England), careless(he arrived in England by accident after not sailing his boat well), honest(he asks for work not charity, he tells the truth to the brothers.)hard-working.Oliver and Roderick : rich(servants and not worrying about giving a stranger a million pound bank-note), mischievous(prepared to bet one million pounds just for a bit of fun), good judges of character(they see Henry is honest and proud)2.What do you think will happen to Henry? , Will the bank-note help him or get him into trouble? , Give a possible development to the story.Homework: P20Ex1.3 Unit 4 Astronomy: the science of the stars 教材分析和教材重組

教本單元的主要內(nèi)容是邊緣科學(xué)、地球生命的起源，萬(wàn)有引力、黑洞和太空旅行等天文

材學(xué)知識(shí)。通過(guò)本單元的學(xué)習(xí)，培養(yǎng)學(xué)生對(duì)科學(xué)的興趣，激發(fā)學(xué)生探究科學(xué)的熱情。

分1.Warming Up部分共有三組問(wèn)題，第一組問(wèn)題引導(dǎo)學(xué)生討論邊緣科學(xué)(Frontier 析 Science)，即以?xún)煞N或多種學(xué)科為基礎(chǔ)而發(fā)展起來(lái)的科學(xué)。例如，生物化學(xué)是以生物學(xué)

和化學(xué)為基礎(chǔ)的邊緣科學(xué)。第二組問(wèn)題探討科學(xué)研究的方法。第三組問(wèn)題讓學(xué)生思考

要成為真正的科學(xué)家所必須掌握的技能。

2.Pre-reading部分主要讓學(xué)生弄清楚什么是科學(xué)思想，什么是宗教信仰或文化傳統(tǒng)。

學(xué)生總喜歡聽(tīng)故事或講故事，在探討生命的起源的科學(xué)道理之前，讓學(xué)生交流一下有

關(guān)宇宙的起源的種種傳說(shuō)，既有趣味性，又能調(diào)動(dòng)學(xué)生的相關(guān)知識(shí)，激活學(xué)生的思維。

3.Reading部分講述了地球上生命的起源。水的形成使得地球有別與其他星球，它使得

地球上生命的誕生成為可能?？茖W(xué)家認(rèn)為，地球上的生命首先誕生于水中，上百萬(wàn)年

后，陸地上才長(zhǎng)出綠色植物，隨后出現(xiàn)了陸棲動(dòng)物和水陸兩棲動(dòng)物。最初的動(dòng)物靠孵

化繁衍后代，后來(lái)出現(xiàn)了哺乳動(dòng)物，人類(lèi)也隨之誕生了。文章最后講述的現(xiàn)象發(fā)人深

省:The earth may become too hot for the lives on it.它關(guān)系到地球上生命的未來(lái)。4.Comprehending部分通過(guò)四個(gè)選擇填空題檢測(cè)學(xué)生對(duì)本文核心問(wèn)題的理解:地球上生命的起源和延續(xù)需要哪些條件?隨后通過(guò)排序的方式幫助學(xué)生弄清本文的行文線索，也就是地球上生命的起源和發(fā)展歷程。最后提出兩個(gè)問(wèn)題，考查學(xué)生的深層理解和推斷能力。5.Learning about Language部分首先通過(guò)英文解釋幫助理解課文中的生詞，然后，通過(guò)短文填空、詞語(yǔ)分類(lèi)等形式將這些詞語(yǔ)用于一個(gè)相關(guān)的情境中。語(yǔ)法部分也是采用先發(fā)現(xiàn)后應(yīng)用的學(xué)習(xí)方法。先通過(guò)到課文中找句子，讓學(xué)生認(rèn)識(shí)主語(yǔ)從句，然后，設(shè)置一個(gè)用手機(jī)發(fā)短信息的情境，讓學(xué)生進(jìn)行簡(jiǎn)單句與主語(yǔ)從句之間的轉(zhuǎn)換練習(xí)。最后設(shè)置情境來(lái)復(fù)習(xí)第三單元出現(xiàn)的表語(yǔ)從句。

6.Using Language部分綜合訓(xùn)練聽(tīng)說(shuō)讀寫(xiě)的能力。聽(tīng)力部分的內(nèi)容介紹三位科學(xué)巨匠，不僅通過(guò)聽(tīng)力填表的形式訓(xùn)練學(xué)生捕捉細(xì)節(jié)的能力，還通過(guò)四選一的形式幫助學(xué)生找主題思想。在解釋對(duì)與錯(cuò)的過(guò)程中，教師可以適當(dāng)?shù)亟榻B一下概括主題的方法。閱讀部分是一個(gè)科幻小故事，通過(guò)“我”和“我的朋友”乘宇宙飛船登月球的經(jīng)歷，介紹了重量、失重和地球引力等科學(xué)道理。說(shuō)和寫(xiě)部分以Visiting the moon為話題，要求學(xué)生討論登月球需要攜帶的物品和在月球上可能遇到的困難，并要求學(xué)生找出克服這些困難的方法。教師可以根據(jù)課本上的提示，向?qū)W生介紹“先分述后總結(jié)”的寫(xiě)作方法。提出問(wèn)題的解決方案時(shí)，要求學(xué)生選用適當(dāng)?shù)摹爸甘尽庇谜Z(yǔ)。

教1.將Warming Up，Pre-reading，Reading與Comprehending整合在一起上一節(jié)“閱讀課”。

材2.將Learning about Language和Workbook的using words and expressions及using 重structures整合在一起上一節(jié)“語(yǔ)言學(xué)習(xí)課”。

組 3.將Using Language設(shè)計(jì)為一節(jié)包括聽(tīng)說(shuō)讀寫(xiě)在內(nèi)的“綜合技能課(一)”。4.將Workbook的READING AND LISTENING和TALKING結(jié)合在一起上一節(jié)“聽(tīng)說(shuō)

課”。5.將Workbook的LISTENING TASK，READING AND WRITING TASK和SPEAKING TASK設(shè)計(jì)為一節(jié)“綜合技能課(二)”。

st課1 Period Reading nd2時(shí) Period Language study rd3分 Period Integrating skills(?)th配 4 Period Listening and Speaking th5 Period Integrating skills(?)Part 1: Teaching Design(第一部分:教學(xué)設(shè)計(jì))Period 1: A sample lesson plan for reading(HOW LIFE BEGAN ON THE EARTH)Aims To develop the students? reading ability To learn something about astronomy Procedures I.Warming up by learning vocabulary Good morning, class!Today, w are going to take Unit 4 Astronomy: the science of the stars.Before we read the text, let?s turn to page 99 and get familiarized with the vocabulary first.Pay attention to the making of the word.Study the prefixes, roots and suffixes in the words.Astronaut Yang Liwei II.Pre-reading 1.Looking and saying Have you ever wondered how the universe began? Well I'm sure you may have many answers to this question, but I have one that perhaps, you may not have heard of yet.I will be giving you my theory on this subject.Now look at the screen and listen to me telling you something exciting.科學(xué)家透露:宇宙可能有兩個(gè)

我們的宇宙和一個(gè)“隱藏的”宇宙共同“鑲嵌”在“五維空間”中。在我們的宇宙早期，這兩個(gè)

宇宙發(fā)生了一次相撞事故，相撞產(chǎn)生的能量生成了我們宇宙中的物質(zhì)和能量。2.Talking and sharing Do you know how the universe began? In the 1920s in California, astronomer Edwin Hubble observed distant galaxies using an extremely powerful telescope.He made two mind-boggling(unbelievable)discoveries.First, Hubble figured out that the Milky Way isn?t the only galaxy.He realized that faint, cloud-like objects in the night sky are actually other galaxies far, far away.The Milky Way is just one of billions of galaxies.Second, Hubble discovered that the galaxies are constantly moving away from each other.In other words, the universe is expanding.The biggest thing that we know about is getting bigger all the time.A few years later, Belgian astronomer Georges Lema?tre used Hubble?s amazing discoveries to suggest an answer to a big astronomy question: “How did the universe begin?”

III.Reading

1.Listening and reading aloud Now please listen to the recording and then read the text aloud.Pay attention to how the native speaker is reading along and where the pauses are within each sentence.I will play the tape twice and you shall read aloud twice, too.2.Reading and underlining Next you are to read and underline all the useful expressions or collocations in the passage.Copy them into your notebook after class as homework.Collocations from HOW LIFE BEGAN ON THE EARTH a cloud of energetic dust具有能量的塵埃, combine into?合成??, move around the sun環(huán)繞

太陽(yáng)運(yùn)轉(zhuǎn), become violent變得激烈, the solid surface固體表面, explode loudly猛烈爆炸, in time及時(shí)，最終, produce the water vapor產(chǎn)生水蒸汽, make the earth?s atmosphere構(gòu)成了地球 的大氣層, cool down冷卻, on the surface在表面, be different from?與??不同, go round the sun環(huán)繞太陽(yáng)運(yùn)轉(zhuǎn), disappear from?從??消失, stay on?存留在??, show one?s quality顯現(xiàn)

某人的特性, dissolve harmful gases分解，溶解有害氣體, become part of?變成??的一部分, develop life發(fā)展生命, grow in the water在水里生長(zhǎng), fill? with?用??來(lái)填充??，充滿

了??, encourage the development of?鼓勵(lì)??的發(fā)展, millions of years later幾萬(wàn)年以后, live on land在陸地上生活, live in the sea在海里生存, grow into forests長(zhǎng)成森林, produce young生出幼仔, lay eggs下蛋, animals with hands and feet長(zhǎng)著手腳的動(dòng)物, spread all over the earth遍布全世界, develop new methods發(fā)展了新的方法, grow food種植, move around遷徙, go by過(guò)去，推移, take care of?在意??，照看好??, put?into?把??帶入，放入??，prevent?from?防止??做??, escape from? into?從??逃離到??, become hot變熱, depend on?.依靠，依賴(lài)，取決與??, solve a problem解決一個(gè)問(wèn)題 3.Reading and understanding difficult sentences Skim the text and identify the difficult sentences of each paragraph.You may put your hand up if you have any questions.4.Reading and transferring information Read the text again to complete the table below, HOW LIFE BEGAN ON THE EARTH What was the earth like after the “Big Bang”?

Why was the earth different? How was life developed on earth? What did small clever animals do? 5.Reading and translating As you have read the text times, you can surely put it into Chinese.Wang Hongqin, will you be the first to have a try, of putting the first paragraph into Chinese.IV.Closing down Closing down by doing exercises To end the lesson you are to do the comprehending exercises 2 and 3 on pages 26 and 27.Closing down by having a discussion—How Did the Universe Begin? There are only three possible answers to this question.1(It was created by something larger than itself since the first law of thermodynamics(熱力學(xué))says that energy cannot be created, only changed.The universe had to be created by something outside itself, because of the same law.We also know that man could not have created it.2(It was begun by chance(or accident);or 3(The answer is not sure.Shown this way, the question is:

Additional Materials Complete the summary of the story with one word in each blank.HOW LIFE BEGAN ON THE EARTH After the “Big Bang” came a 1 of energetic dust, the earth.Dust combined into a ball, moving 2 the sun.The earth became violent.Then it 3 loudly.In time, the water vapor was produced, making the earth?s atmosphere 4 down.Water then appeared on the 5.The earth was to be different from other planets going round the 6.Water disappeared from other planets.But it stayed on 7.Small plants began developing 8 the water.Years later green plants came into 9.The air then was 10 with oxygen.Millions of years later, small 11 animals were found to be living on the 12 , in the sea.They spread all over the earth, moving 13 the earth, putting too much carbon dioxide into the atmosphere which 14 heat from escaping from earth into space.In the end the earth may become too hot to live 15.(Keys: 1.cloud 2.around 3.exploded 4.cool 5.surface 6.sun 7.earth 8.in 9.being 10.filled 11.clever 12.land 13.around 14.prevents 15.upon)Comprehension questions 1.What forms the earth’s atmosphere?

A.Carbon dioxide, oxygen.B.Carbon dioxide, oxygen, poisonous gas.C.Water vapour, carbon dioxide, oxygen, nitrogen.D.Water vapour, carbon dioxide, oxygen, nitrogen and other gases.2.Can you tell what is the “special qualities” of the earth according to the passage? A.The earth goes around the sun.B.The earth was solid shape which was last.C.There are animals and human beings live on it.D.Water remains on the surface of the earth.3.What kind of factor improve the progress of life? A.Water forms on the earth?s surface.B.Green plants began to appear on land.C.The air is full of carbon dioxide.D.Animals began to appear such as insects, amphibians, est.4.What is the main idea of this passage? A.It tells us how does life begin to appear on the earth.B.It tells us why does green plants grow before animals.C.It tells us water plays an important role in the development of life.D.D.It tells us carbon dioxide is the reason why living beings will die in the future, 5.The author infers us that if we want to the life continue on the earth, what should we do? A.We should produce more carbon dioxide to cause global warming.B.We should solve the problem of global warming as soon as possible.C.We should bear less people and think about a new way to grow more crops.D.We should be worthy of water.(Key: DDBAB)Notes to some difficult sentences 1.After the “Big Bang ” the earth was just a cloud of energetic dust.隨著“轟隆”一聲巨響，地球就成為一個(gè)云團(tuán)，充滿著具有能量的塵埃。

Big Bang(big-bang cosmology)大爆炸宇宙學(xué)。2.It exploded loudly with fire and rock, which were in time to produce the water vapour, carbon dioxide, oxygen, nitrogen and other gases, which were to make the earth’s

atmosphere.它(地球)巨大的爆炸噴出了烈火與巖石，最終產(chǎn)生了水蒸汽、二氧化碳、氧、氮和其他多種氣體，從而形成了地球的大氣層。

in time: sooner or later;eventually 遲早;最后。I?ll see him in time.總有一天我會(huì)遇見(jiàn)他。

in time(for sth/ to do sth): not late 及時(shí);不遲。

She will be back in time to prepare dinner.她來(lái)得及回來(lái)準(zhǔn)備晚飯。in/out of time: in/not in the correct time 合/不合節(jié)怕。

The audience clapped in time to the music.觀眾合著音樂(lè)的節(jié)拍拍手。(sth)be to(do):(something)will definitely happen, or it must happen 不可避免要發(fā)生或必須發(fā)生。

They said goodbye, little knowing that they were never to meet again.他們彼此說(shuō)了再見(jiàn)，幾乎不知道再也不可能見(jiàn)面了。

She is to be honored for this great work.她(一定)會(huì)因這部著作而獲得榮譽(yù)。Mr.Clark said to his daughter, “You are to be home by 10 o?clock at the latest.” 克拉克先生對(duì)他的女兒說(shuō):“你必須在10點(diǎn)之前到家?！?/p>

3.Nobody knew that it was going to be different from other planets going round the sun.誰(shuí)也不知道地球會(huì)別于環(huán)繞太陽(yáng)運(yùn)轉(zhuǎn)的其它行星。

(sb/sth)be different from: not like someone or something else in one or more ways 與??不同。City life is quite different from country life.都市生活與鄉(xiāng)村生活是非常不同的。

注意:(1)強(qiáng)調(diào)different時(shí)用very, much, quite, entirely, totally等詞。(2)有時(shí)，美語(yǔ)口語(yǔ)中用than，英語(yǔ)口語(yǔ)中用to來(lái)代替from。

going round the sun 為現(xiàn)在分詞短語(yǔ)，作定語(yǔ)，表示一般的動(dòng)作。例如: Men breaking the law will be punished.Men who break the law will be punished.違法的人要受到處罰?，F(xiàn)在分詞短語(yǔ)作定語(yǔ)，也可以表示進(jìn)行的動(dòng)作。例如: Can you see the girl dancing with your boyfriend? Can you see the girl who is dancing with her boyfriend? 你能看見(jiàn)與男友跳舞的那個(gè)姑娘嗎, 4.It allowed the earth to dissolve harmful gases, which had become part of the earth’s

atmosphere, into the oceans and seas.它使地球把曾經(jīng)存在于大氣層中的有害氣體溶解在海洋里。

allow ?to do 允許某人做某事。如: Her parents won?t allow her to stay out later than 11:00 in the evening.她父母不允許她晚上在外逗留超過(guò)11點(diǎn)。

Please allow me to explain that I did not have any idea about his arrangement.請(qǐng)?jiān)试S我解釋?zhuān)沂孪炔恢浪陌才拧?/p>

但要注意:“準(zhǔn)許做某事”應(yīng)當(dāng)是allow doing 不是allow to do。如: They shouldn?t allow parking in this street.It?s too narrow.他們不應(yīng)該允許在這條街上停車(chē)，街道太窄了。

Walking on the grass is not allowed.不許踩踏草坪。5.This encouraged the development of early shellfish and all sorts of fish.這為早期貝類(lèi)及其他各種魚(yú)類(lèi)的發(fā)育進(jìn)一步創(chuàng)造了條件。

encourage 鼓勵(lì);促進(jìn);慫恿

Father encouraged him to study physics but he prefers maths.父親鼓勵(lì)他學(xué)物理，但他更喜歡數(shù)學(xué)。

He encouraged me to learn dancing.他鼓勵(lì)我去學(xué)跳舞。名詞后綴-ment加在動(dòng)詞之后表示: 1)行為，例如:argument, betterment, development, treatment.2)結(jié)果，例如:arrangement, statement, settlement.3)工具，例如:instrument, pavement.6.They produced young generally by laying eggs.它們一般是通過(guò)孵蛋而繁衍后代的。by doing 用于說(shuō)明做某事的手段，方式。如: I don?t think she can help him by just giving him money.我認(rèn)為她光靠給錢(qián)是幫不了他的。He used to make his living by painting.他以前是靠畫(huà)畫(huà)為生。

7.They are putting too much carbon dioxide into the atmosphere, which prevents heat from escaping from the earth into space.他們把過(guò)多的二氧化碳釋放到大氣層中，這使得地球上的熱不能釋放到太空中去。

prevent ?from doing 阻止某人做某事。如: His heart trouble did not prevent him(from)going to class the next day.他的心臟病痛沒(méi)能阻止他第二天去上課。

Nothing can prevent their plans(from)being carried out.什么也不能阻止他們的計(jì)劃得以實(shí)施。8.Whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved.在未來(lái)的數(shù)百萬(wàn)年中，生命能否在地球上延續(xù)取決于這

個(gè)問(wèn)題能否得到解決。

(sth)depend on(sth else): something might only happen or be true if the circumstances are right for it 取決于;決定于。如: “Will you go fishing this afternoon?” “Well, it all depends on the weather.” “你今天下午去釣魚(yú)嗎,” “得看天氣?！?/p>

for millions of years to come 中不定式to come作定語(yǔ)，與前面的名詞之間有邏輯上的主謂關(guān)系，例如: She is the last person to do such a thing.她是最不像做這種事的人?！靖呖兼溄印?主語(yǔ)從句

一、由what(whatever，whoever)等代詞引導(dǎo)的主語(yǔ)從句。What they are after is money.他們追求的是金錢(qián)。

Whatever was said here must be kept secret.這里說(shuō)的話都應(yīng)當(dāng)保密。

二、由連詞that引導(dǎo)的主語(yǔ)從句。其中that一般不可省略，但若用it作形式主語(yǔ)，that從句后置時(shí)，則可省略。為避免頭重腳輕，我們傾向用it開(kāi)頭，后接be，seem等。如果句子是疑問(wèn)形式，就只能用帶it的結(jié)構(gòu)。

That money doesn't grow on trees should be obvious.金錢(qián)不能從樹(shù)上長(zhǎng)出來(lái)是顯而易見(jiàn)的。It is obvious(that)money doesn't grow on trees.顯而易見(jiàn)，金錢(qián)是不能從樹(shù)上長(zhǎng)出來(lái)的。Has it been announced when the planes are to take off,飛機(jī)什么時(shí)候起飛宣布了沒(méi)有, 注意: 1)選用what還是用that引導(dǎo)主語(yǔ)從句要根據(jù)關(guān)聯(lián)詞在從句中是否擔(dān)任成分而定。且what(以及whatever，whoever等)引導(dǎo)的主語(yǔ)從句一般不用it作形式主語(yǔ)。What he said is true.他說(shuō)的是真的。(what在其引導(dǎo)的主語(yǔ)從句中作賓語(yǔ)。)That China is a great socialist country is well known.(=It?s well known that?)眾所周知，中國(guó)是一個(gè)偉大的社會(huì)主義國(guó)家。(that在其引導(dǎo)的主語(yǔ)從句中不作任何成分，也無(wú)詞義，只起連接作用。)2)it引導(dǎo)的強(qiáng)調(diào)句與it作形式主語(yǔ)的復(fù)合句不可混淆。it引導(dǎo)的強(qiáng)調(diào)句是用來(lái)對(duì)句中某一成分加以強(qiáng)調(diào)，其結(jié)構(gòu)為:“It is(或was)+強(qiáng)調(diào)部分+that(或who)?”強(qiáng)調(diào)句去掉It is(或was)?that(或who)?框架后，剩余部分為一個(gè)完整的句子。

It was I that(who)met Mary in the street yesterday.是我昨天在街上遇見(jiàn)了瑪麗。(強(qiáng)調(diào)主語(yǔ))3)常見(jiàn)的用it作形式主語(yǔ)的復(fù)合句結(jié)構(gòu): *It is+形容詞(necessary，strange，important，wonderful，possible，likely，等)+that從句，從句中常用虛擬語(yǔ)氣。

It?s necessary that he write something in English.他用英語(yǔ)寫(xiě)點(diǎn)東西是必要的。It?s strange that she did not go to school yesterday.奇怪的是她昨天沒(méi)去上學(xué)。*It is+名詞(a fact，a pity，no wonder，good news，等)+that從句

It's a pity that she should have said so.真遺憾她竟然會(huì)這么說(shuō)。*It is+過(guò)去分詞(said，reported，decided，unknown等)+that從句 Its said that our English teacher will go abroad next week.據(jù)說(shuō)我們英語(yǔ)老師下周要去出國(guó)。*It +不及物動(dòng)詞(seems，appears，happens，matters等)+that從句

It seems that she is in great need of help.看來(lái)她急幫忙。4)主語(yǔ)為從句時(shí)，一般要用單數(shù)謂語(yǔ)動(dòng)詞形式;但如果引導(dǎo)的從句作主語(yǔ)、代表復(fù)數(shù)概念(?？蓮谋碚Z(yǔ)上看出)時(shí)，謂語(yǔ)動(dòng)詞則常用復(fù)數(shù)形式: What we need is water.我們需要的是水。

What we need are useful books.我們需要的是有用的書(shū)。

三、由連接代詞或連接副詞(或if, whether)引導(dǎo)的主語(yǔ)從句。When they will come hasn't been made public.他們什么時(shí)候回來(lái)還沒(méi)有宣布。Whether I?ll attend the meeting hasn?t been decided.=It hasn?t been decided whether(if)I?ll attend the meeting.我是否參加會(huì)議還未決定?！靖呖兼溄印?_____we?ll go camping tomorrow depends on the weather.A.If B.Whether C.That D.Where 2.______she couldn't understand was____fewer and fewer students showed interest in her lessons.A.What;why B.That;what C.What;because D.Why;that 3._____ leaves the room last ought to turn off the light.A.Anyone B.The person C.Whoever D.Who 4.These wild flowers are so special I would do____I can to save them A.whatever B.that C.which D.whichever 5.It is pretty well understood _____ controls the flow of carbon dioxide in and out the atmosphere today.A.that B.when C.what D.how 6.___we can?t get seems better than ____we have.A.What;what B.What;that C.That;that D.That;what 7._______ team wins on Saturday will go through to the national championships.A.No matter what B.No matter which C.Whatever D.Whichever 8.______ makes this shop different is that it offers more personal services.A.What B.Who C.Whatever D.Whoever 9.After Yang Liwei succeeded in circling the earth, ______ our astronauts desire to do is to walk in space.A.where B.what C.that D.how 10.______ in the regulations that you should not tell other people the password of your e-mail account.A.What is required B.What requires C.It is required D.It requires 【鞏固練習(xí)】

1(____studies hard will pass the exam.A.Whoever B.Any student C.Who D.Those who 2.____the workers insisted on was that they ____more pay.A.That;must be given B.What;be given C.Whether;would be given D.What;should give 3.____he will be sent to Hainan is certain.A.Why B.Whether C.That D.How 4---You look so worried, what has happened?----It worries me ____I?ve hurt him.A.if B.which C.what D.whether 5.____he said at the meeting astonished everybody present.A.What B.That C.The fact D.The matter 6.Does ____ matter if he can?t finish the job on time? A.this B.that C.he D.it 7.____breaks the law should be punished.A.Anyone B.Whoever C.He D..Whatever 8.____I accept the gift or refuse it is none of your business.A.If B.Whether C.Even if D.When 9.____said that was wrong.A.Who B.Whoever C.Anybody D.Everybody 10._____ is unknown to us all.A.Where did he get it B.Where he got it C.That where he got D.Which he got it 11.____has helped to save the drowning girl is worth praising.A.Who B.The one C.Anyone D.Whoever 12.It worried her a bit ____her shoes were worn out.A(while B.that C.if D.for 13(I read about it in some book or other，does it matter____it was, A.Where B.what C.how D.which 14(____ is a fact that English is being accepted as an international language A.There B.This C.That D.It 15(I found ____strange that she didn't show any interest in it.A.that B.what C.it D.which 【漢譯英】

1.澳大利亞出產(chǎn)羊毛。2.父親把零錢(qián)放進(jìn)錢(qián)包。

3.他們敏捷的行動(dòng)阻止了火勢(shì)蔓延。4.你不能永遠(yuǎn)依賴(lài)你的雙親。

5.我們初次見(jiàn)面到如今已有好多年了?！敬鸢讣敖馕觥?【高考鏈接】

1.B 因謂語(yǔ)動(dòng)詞depends on，說(shuō)明go camping這件事尚未確定。主語(yǔ)從句在句首時(shí)，不用if，故用whether。

2.A 本句兼考查主語(yǔ)從句與表語(yǔ)從句。

3.C 此題中有兩個(gè)不是并列的動(dòng)詞謂語(yǔ)，而Anyone和The person不是連接代詞，也不是關(guān)系代詞，所以先排除A和B;又whoever=the person who,故選C.4.A 本句考查“do what one can(do)”這一句型。用whatever代what語(yǔ)氣更強(qiáng)。5.C what引導(dǎo)主語(yǔ)從句，在從句中做主語(yǔ)，it是形式主語(yǔ);that引導(dǎo)主語(yǔ)從句時(shí)，只起引導(dǎo)作用，不作任何成分。

6.A 主語(yǔ)從句we can?t get后缺賓語(yǔ)，故需用what;而than后分句也缺賓語(yǔ)，仍需用what。7.D 根據(jù)句子結(jié)構(gòu)可知本題考查名詞性從句用法，故A、B項(xiàng)排除;whatever與whichever的不同之處在于前者沒(méi)有范圍而后者有范圍，而本句中所表達(dá)的是在本周六參加比賽的獲勝隊(duì)，是有范圍的，故D項(xiàng)正確。8 A what引導(dǎo)主語(yǔ)從句，在主語(yǔ)從句中作主語(yǔ)。表語(yǔ)從句部分是說(shuō)明該商店與眾不同的具體內(nèi)容，并未指人，因此排除B、D兩項(xiàng);whatever:anything that ? 意為“??的任何事物”，不合句意，故排除。

9.B 根據(jù)題干中的?to do is?可知主語(yǔ)從句中缺少主語(yǔ)，而選項(xiàng)中能作主語(yǔ)從句主語(yǔ)的只有what。

10.C 此句中it作形式主語(yǔ)，代替后面的that從句，而且that從句內(nèi)容與require構(gòu)成被動(dòng)關(guān)系，故C項(xiàng)正確。

【鞏固練習(xí)】

1.A 2B.3C 4D 5A 6D 7B 8 B 9 B 10B 11D 12B 13D 14D 15C 【漢譯英】 1.Australia produces wool.2.The father put the small change into the wallet.3.Their prompt actions prevented the fire from spreading.4.You can?t depend on your parents forever.5.Many years have gone by since we first met.Unit 4 Astronomy: the science of the stars 教材分析和教材重組

教本單元的主要內(nèi)容是邊緣科學(xué)、地球生命的起源，萬(wàn)有引力、黑洞和太空旅行等天文材學(xué)知識(shí)。通過(guò)本單元的學(xué)習(xí)，培養(yǎng)學(xué)生對(duì)科學(xué)的興趣，激發(fā)學(xué)生探究科學(xué)的熱情。分1.Warming Up部分共有三組問(wèn)題，第一組問(wèn)題引導(dǎo)學(xué)生討論邊緣科學(xué)(Frontier 析 Science)，即以?xún)煞N或多種學(xué)科為基礎(chǔ)而發(fā)展起來(lái)的科學(xué)。例如，生物化學(xué)是以生物學(xué)

和化學(xué)為基礎(chǔ)的邊緣科學(xué)。第二組問(wèn)題探討科學(xué)研究的方法。第三組問(wèn)題讓學(xué)生思考 要成為真正的科學(xué)家所必須掌握的技能。

2.Pre-reading部分主要讓學(xué)生弄清楚什么是科學(xué)思想，什么是宗教信仰或文化傳統(tǒng)。

學(xué)生總喜歡聽(tīng)故事或講故事，在探討生命的起源的科學(xué)道理之前，讓學(xué)生交流一下有

關(guān)宇宙的起源的種種傳說(shuō)，既有趣味性，又能調(diào)動(dòng)學(xué)生的相關(guān)知識(shí)，激活學(xué)生的思維。

3.Reading部分講述了地球上生命的起源。水的形成使得地球有別與其他星球，它使得

地球上生命的誕生成為可能?？茖W(xué)家認(rèn)為，地球上的生命首先誕生于水中，上百萬(wàn)年

后，陸地上才長(zhǎng)出綠色植物，隨后出現(xiàn)了陸棲動(dòng)物和水陸兩棲動(dòng)物。最初的動(dòng)物靠孵

化繁衍后代，后來(lái)出現(xiàn)了哺乳動(dòng)物，人類(lèi)也隨之誕生了。文章最后講述的現(xiàn)象發(fā)人深

省:The earth may become too hot for the lives on it.它關(guān)系到地球上生命的未來(lái)。

4.Comprehending部分通過(guò)四個(gè)選擇填空題檢測(cè)學(xué)生對(duì)本文核心問(wèn)題的理解:地球上生

命的起源和延續(xù)需要哪些條件?隨后通過(guò)排序的方式幫助學(xué)生弄清本文的行文線索，也

就是地球上生命的起源和發(fā)展歷程。最后提出兩個(gè)問(wèn)題，考查學(xué)生的深層理解和推斷

能力。5.Learning about Language部分首先通過(guò)英文解釋幫助理解課文中的生詞，然后，通過(guò)

短文填空、詞語(yǔ)分類(lèi)等形式將這些詞語(yǔ)用于一個(gè)相關(guān)的情境中。語(yǔ)法部分也是采用先

發(fā)現(xiàn)后應(yīng)用的學(xué)習(xí)方法。先通過(guò)到課文中找句子，讓學(xué)生認(rèn)識(shí)主語(yǔ)從句，然后，設(shè)置

一個(gè)用手機(jī)發(fā)短信息的情境，讓學(xué)生進(jìn)行簡(jiǎn)單句與主語(yǔ)從句之間的轉(zhuǎn)換練習(xí)。最后設(shè)

置情境來(lái)復(fù)習(xí)第三單元出現(xiàn)的表語(yǔ)從句。

6.Using Language部分綜合訓(xùn)練聽(tīng)說(shuō)讀寫(xiě)的能力。聽(tīng)力部分的內(nèi)容介紹三位科學(xué)巨匠，不僅通過(guò)聽(tīng)力填表的形式訓(xùn)練學(xué)生捕捉細(xì)節(jié)的能力，還通過(guò)四選一的形式幫助學(xué)生找主題思想。在解釋對(duì)與錯(cuò)的過(guò)程中，教師可以適當(dāng)?shù)亟榻B一下概括主題的方法。閱讀部分是一個(gè)科幻小故事，通過(guò)“我”和“我的朋友”乘宇宙飛船登月球的經(jīng)歷，介紹了重量、失重和地球引力等科學(xué)道理。說(shuō)和寫(xiě)部分以Visiting the moon為話題，要求學(xué)生討論登月球需要攜帶的物品和在月球上可能遇到的困難，并要求學(xué)生找出克服這些困難的方法。教師可以根據(jù)課本上的提示，向?qū)W生介紹“先分述后總結(jié)”的寫(xiě)作方法。提出問(wèn)題的解決方案時(shí)，要求學(xué)生選用適當(dāng)?shù)摹爸甘尽庇谜Z(yǔ)。

教1.將Warming Up，Pre-reading，Reading與Comprehending整合在一起上一節(jié)“閱讀課”。

材2.將Learning about Language和Workbook的using words and expressions及using 重structures整合在一起上一節(jié)“語(yǔ)言學(xué)習(xí)課”。組 3.將Using Language設(shè)計(jì)為一節(jié)包括聽(tīng)說(shuō)讀寫(xiě)在內(nèi)的“綜合技能課(一)”。4.將Workbook的READING AND LISTENING和TALKING結(jié)合在一起上一節(jié)“聽(tīng)說(shuō)

課”。

5.將Workbook的LISTENING TASK，READING AND WRITING TASK和SPEAKING TASK設(shè)計(jì)為一節(jié)“綜合技能課(二)”。

st課1 Period Reading nd時(shí)2 Period Language study rd分3 Period Integrating skills(?)th配 4 Period Listening and Speaking th5 Period Integrating skills(?)Part 1: Teaching Design(第一部分:教學(xué)設(shè)計(jì))Period 1: A sample lesson plan for reading(HOW LIFE BEGAN ON THE EARTH)Aims To develop the students? reading ability To learn something about astronomy Procedures I.Warming up by learning vocabulary Good morning, class!Today, w are going to take Unit 4 Astronomy: the science of the stars.Before we read the text, let?s turn to page 99 and get familiarized with the vocabulary first.Pay attention to the making of the word.Study the prefixes, roots and suffixes in the words.Astronaut Yang Liwei II.Pre-reading 1.Looking and saying Have you ever wondered how the universe began? Well I'm sure you may have many answers to this question, but I have one that perhaps, you may not have heard of yet.I will be giving you my theory on this subject.Now look at the screen and listen to me telling you something exciting.科學(xué)家透露:宇宙可能有兩個(gè)

我們的宇宙和一個(gè)“隱藏的”宇宙共同“鑲嵌”在“五維空間”中。在我們的宇宙早期，這兩個(gè)

宇宙發(fā)生了一次相撞事故，相撞產(chǎn)生的能量生成了我們宇宙中的物質(zhì)和能量。2.Talking and sharing Do you know how the universe began? In the 1920s in California, astronomer Edwin Hubble observed distant galaxies using an extremely powerful telescope.He made two mind-boggling(unbelievable)discoveries.First, Hubble figured out that the Milky Way isn?t the only galaxy.He realized that faint, cloud-like

第二篇：人教必修3檢測(cè)參考答案

2014屆補(bǔ)習(xí)中心文言文單元求實(shí)檢測(cè)題參考答案（必修3）

1、C、（A、dì應(yīng)為tì/揭竿為旗B、藩籬、良將勁弩D、用心躁也度長(zhǎng)絜大）

2、答案：C.（愛(ài)，吝惜；傳，古代解釋經(jīng)書(shū)的文字）

3、A、于是，就/竟然（B 被 C 兼詞，于之 D 表憑借，用來(lái)）

4、D 趁，趁機(jī)（A 險(xiǎn)固/頑固B 遺留下的/遺失 C 攻取/盡，完）

5、C 定語(yǔ)后置句。其他都是賓語(yǔ)前置句。

6、A。荀子的“性惡論” 思想核心是“仁”不當(dāng)）

7．B ．“吊”應(yīng)為“慰問(wèn)”

8．A 解析：①②③④從不同側(cè)面寫(xiě)出正義戰(zhàn)爭(zhēng)是人民渴望并擁護(hù)的；⑤齊宣王伐燕的本意并不是救民于水火，而是想稱(chēng)霸天下；⑥這是孟子對(duì)這次戰(zhàn)爭(zhēng)后果的分析。

9．A 解析：B項(xiàng)文中“民以為”說(shuō)明老百姓誤以為齊王是來(lái)拯救自己的，因而表示歡迎，實(shí)際并非如此；C項(xiàng)孟子認(rèn)為天下的人本來(lái)就害怕齊國(guó)的強(qiáng)大，如今地盤(pán)擴(kuò)大而不施仁政，會(huì)激怒天下人興兵問(wèn)罪；D項(xiàng)文中“及時(shí)雨”是比喻商湯伐桀，“謀于燕眾”是孟子為齊王指出的解決眼前危機(jī)的途徑之一。

10．(1)為什么(不先征伐我們這里，而要)把我們放到后面呢？（“奚為”1分，“后”1分）

(2)百姓都以為您會(huì)把他們從水深火熱中拯救出來(lái)，所以用竹筐盛了飯，用瓦壺裝了水漿，迎接大王的軍隊(duì)。（句式1分，“簞食壺漿”1分,大意1分）

（3）天下本來(lái)就害怕齊國(guó)的強(qiáng)大，現(xiàn)在齊國(guó)擴(kuò)大了一倍的土地卻不施行仁政，這就使得天下的諸侯要出兵攻打您了。（“固，倍，動(dòng)”各1分，大意1分）

（4）即使又曬干了，也不會(huì)再挺直，這是由于火烤使它變成這樣的。（一句1分）

(5)巫醫(yī)、樂(lè)師及各種工匠，是士大夫們所看不起的，現(xiàn)在他們的見(jiàn)識(shí)反而比不上這些人了。這也真是奇怪啊?。ā安积X”“乃”“其可怪也歟！”各1分）

(6)然而秦憑借著它的小小的地方，發(fā)展到兵車(chē)萬(wàn)乘的國(guó)勢(shì)，使八州來(lái)歸，使六國(guó)諸侯都來(lái)朝見(jiàn)，已經(jīng)一百多年了（前三句一句1分）

（7）（4分）縣官佩服他膽氣豪壯并且同情他，暗中將自己的意圖告訴他，讓他將主謀推給霍氏。（“壯”詞類(lèi)活用、“授以意”狀語(yǔ)后置、“令”后兼語(yǔ)省略、“歸”，各1分）

（8）（3分）陛下忽然派大軍向西而去，使人們感到恐慌，就什么事都干得出來(lái)。（3分，大意1分，“西”“至”各1分）

參考譯文：齊人攻打燕國(guó)，吞并了它。各國(guó)諸侯謀劃著救助燕國(guó)。宣王說(shuō)：?有很多諸侯將要謀劃攻打我，該怎么對(duì)付他們呢？?

孟子回答道：?我聽(tīng)說(shuō)憑七十里見(jiàn)方的土地就統(tǒng)一天下的，商湯就是這樣。沒(méi)有聽(tīng)說(shuō)憑著千里見(jiàn)方的土地還怕別人的。《尚書(shū)》上說(shuō)：‘商湯的征伐，從葛國(guó)開(kāi)始?！煜碌娜硕夹湃紊虦?，他向東征伐，西夷就埋怨；向南征伐，北狄就埋怨，(他們埋怨)說(shuō)：‘為什么(不先征伐我們這里，而要)把我們放到后頭呢？’人民盼望他，如同大旱時(shí)節(jié)盼望烏云虹霓一樣。(湯的軍隊(duì)到了一地，)趕集市的照常做買(mǎi)賣(mài)，種田的照常干農(nóng)活，殺了那里的暴君，慰問(wèn)那里的百姓，像是及時(shí)雨從天而降。百姓非常高興。《尚書(shū)》上(又)說(shuō)：‘等待我們的君王，君王來(lái)了，我們就得到新生?！F(xiàn)在，燕王虐待百姓，大王去征伐他，百姓都以為您會(huì)把他們從水深火熱中拯救出來(lái)，所以用竹筐盛了飯，用瓦壺裝了水漿，迎接大王的軍隊(duì)。如果您殺戮他們的父兄，囚禁他們的子弟，毀壞他們的宗廟，搬走他們國(guó)家的寶器，那怎么行呢？天下本來(lái)就害怕齊國(guó)的強(qiáng)大，現(xiàn)在齊國(guó)擴(kuò)大了一倍的土地卻不施行仁政，這就使得天下的諸侯要出兵攻打您了。大王趕快發(fā)布命令，把被抓的老人孩子遣送回去，停止搬運(yùn)燕國(guó)的寶器，同燕國(guó)人商量，選立一個(gè)新國(guó)君，然后撤離燕國(guó)，那么還來(lái)得及阻止(各國(guó)動(dòng)兵)。?

11、讀書(shū)以為學(xué)，纘言以為文，非以夸多而斗靡也；蓋學(xué)所以為道，文所以為理耳。茍行事得其宜，出言適其要，雖不吾面，吾將信其富于文學(xué)也。（韓愈《送陳秀才彤序》）

讀書(shū)的目的是學(xué)習(xí)，掌握語(yǔ)言詞匯的目的是寫(xiě)文章，并非是為了以自夸而爭(zhēng)奇斗新；學(xué)習(xí)、寫(xiě)文章是為了掌握道德理性。.如果一個(gè)人做事有度，合乎時(shí)宜，且說(shuō)話時(shí)直逼要點(diǎn)，那么就算不相識(shí)，我也敢確信他在做文章和學(xué)習(xí)上有很高的造詣。12．略

第三篇：高中必修五英語(yǔ)課文翻譯(人教)

必修5課文翻譯

1.約翰·斯洛擊敗“霍亂王”

約翰·斯洛是倫敦一位著名的醫(yī)生——他的確醫(yī)術(shù)精湛，因而成為照料維多利亞女王的私人醫(yī)生。但他一想到要幫助那些得了霍亂的普通百姓時(shí)，他就感到很振奮。霍亂在當(dāng)時(shí)是最致命的疾病，人們既不知道它的病源，也不了解它的治療方法。每次霍亂暴發(fā)時(shí)，就有大批驚恐的老百姓死去。約翰·斯洛想面對(duì)這個(gè)挑戰(zhàn)，解決這個(gè)問(wèn)題。他知道，在找到病源之前，霍亂疫情是無(wú)法控制的。

斯洛對(duì)霍亂致人死地的兩種推測(cè)都很感興趣。一種看法是霍亂病毒在空氣中繁殖著，像一股危險(xiǎn)的氣體到處漂浮，直到找到病毒的受害者為止。第二種看法是人們?cè)诔燥埖臅r(shí)候把這種病毒引入體內(nèi)的。病從胃里發(fā)作而迅速殃及全身，患者就會(huì)很快地死去。

斯洛推測(cè)第二種說(shuō)法是正確的，但他需要證據(jù)。因此，在1854年倫敦再次暴發(fā)霍亂的時(shí)候，約翰·斯洛著手準(zhǔn)備對(duì)此進(jìn)行調(diào)研。當(dāng)霍亂在貧民區(qū)迅速蔓延的時(shí)候，約翰·斯洛就開(kāi)始收集資料。他發(fā)現(xiàn)特別在兩條街道上霍亂流行的很?chē)?yán)重，在10天之內(nèi)就死去了500多人。他決心要查明其原因。

首先，他在一張地圖上標(biāo)明了所有死者住過(guò)的地方。這提供了一條說(shuō)明霍亂起因的很有價(jià)值的線索。許多死者是住在寬街的水泵附近（特別是這條街上16、37、38、40號(hào)）。他發(fā)現(xiàn)有些住宅（如寬街上20號(hào)和21號(hào)以及劍橋街上的8號(hào)和9號(hào)）卻無(wú)人死亡。他以前沒(méi)預(yù)料到這種情況，所有他決定深入調(diào)查。他發(fā)現(xiàn)，這些人都在劍橋街7號(hào)的酒館里打工，而酒館為他們免費(fèi)提供啤酒喝，因此他們沒(méi)有喝從寬街水泵抽上來(lái)的水?？磥?lái)水是罪魁禍?zhǔn)住?/p>

接下來(lái)，約翰·斯洛調(diào)查了這兩條街的水源情況。他發(fā)現(xiàn)，水是從河里來(lái)的，而河水被倫敦排出的臟水污染了。他馬上叫寬街上驚慌失措的老百姓拆掉水泵的把手。這樣，水泵就用不成了。不久，疫情就開(kāi)始得到緩解。他證明了，他證明了霍亂是由病菌而不是由氣團(tuán)傳播的。

在倫敦的另一個(gè)地區(qū)，他從兩個(gè)與寬街暴發(fā)的霍亂有關(guān)聯(lián)的死亡病例中發(fā)現(xiàn)了有力的證據(jù)。有一位婦女是從寬街搬過(guò)來(lái)的，她特別喜歡那里的水，每天都要派人從水泵打水運(yùn)到家里來(lái)。她和她的女兒喝了這種水，都得了霍亂而死去。有了這個(gè)特別的證據(jù)，約翰·斯洛就能夠肯定地宣布，這種被污染了的水?dāng)y帶著病菌。

為了防止這種情況的再度發(fā)生，約翰·斯洛建議所有水源都要經(jīng)過(guò)檢測(cè)。自來(lái)水公司也接到指令，不能再讓人們接觸被污染的水了。最終，“霍亂王”被擊敗了。2.哥白尼的革命性理論

尼古拉·哥白尼被嚇得心煩意亂的。雖然他曾經(jīng)試著不去理睬那些數(shù)字，然而他所有的數(shù)學(xué)計(jì)算都得出了一個(gè)相同的結(jié)論：地球不是太陽(yáng)系的中心。只有當(dāng)你把太陽(yáng)放在中心位置上，天空中其他行星的運(yùn)動(dòng)才能說(shuō)得清楚。他的這個(gè)理論可不能告訴任何人，因?yàn)榧词顾话凳居羞@種想法，他都會(huì)受到強(qiáng)大的基督教會(huì)勢(shì)力的懲罰。教會(huì)認(rèn)為世界是上帝創(chuàng)造的，正因?yàn)槿绱?，地球就具有特殊的意義，它必定要成為太陽(yáng)系的中心。這樣，問(wèn)題就來(lái)了，因?yàn)樘煳膶W(xué)家以前發(fā)現(xiàn)過(guò)，天上有些行星停頓下來(lái)，往后移動(dòng)，然后再成環(huán)狀向前移動(dòng)，而其他行星看上去有時(shí)亮些，有時(shí)又不怎么亮。如果地球是太陽(yáng)系的中心，而所有行星環(huán)繞著地球轉(zhuǎn)的話，那么這種現(xiàn)象就很奇怪了。哥白尼對(duì)這些問(wèn)題曾經(jīng)苦苦思索過(guò)很久，試圖找出問(wèn)題的答案。他曾經(jīng)收集過(guò)觀察星球的數(shù)據(jù)，并且利用他的全部數(shù)學(xué)知識(shí)來(lái)解釋這些數(shù)據(jù)。但是只有他的新理論才能作出解釋。于是，他在1510至1514年期間從事這項(xiàng)研究，逐步修改他的理論，直到他感到完善時(shí)為止。

1514年，他把他的新理論私下里給他的朋友們看。他對(duì)舊理論的修改是具有革命性的。他把太陽(yáng)固定在太陽(yáng)系的中心位置上，而行星則圍繞著太陽(yáng)轉(zhuǎn)，只有月球仍然繞著地球轉(zhuǎn)。他還提出地球在圍繞太陽(yáng)轉(zhuǎn)的同時(shí)，它本身還自轉(zhuǎn)，這樣就說(shuō)明了行星運(yùn)動(dòng)的變化情況以及星球亮度問(wèn)題。他的朋友都熱情地鼓勵(lì)他把他的想法公之于世，而他卻小心謹(jǐn)慎，他不想遭到基督教會(huì)的攻擊，所以他直到1543年臨終之前才公布了這一觀點(diǎn)。

當(dāng)然，他小心謹(jǐn)慎是對(duì)的。基督教會(huì)拒絕接受他的理論，說(shuō)這種理論違背了上帝的旨意，而支持這種理論的人都會(huì)受到打擊。然而哥白尼的理論卻是我們宇宙觀賴(lài)以建立的基礎(chǔ)。他的理論還改變了基督教對(duì)地心引力的看法，他們認(rèn)為物體往地球上掉落是因?yàn)樯系蹌?chuàng)造了地球，而地球正是宇宙的中心。哥白尼表明這是明顯錯(cuò)誤的。如今人們可以看到，他的這些想法與艾薩克·牛頓、阿爾伯特·愛(ài)因斯坦以及斯蒂芬·霍金等人的研究都有著直接的聯(lián)系。UNIT2 3.地理之謎

人們也許覺(jué)得奇怪，為什么用來(lái)描述英格蘭、威爾士、蘇格蘭和北愛(ài)爾蘭這四個(gè)國(guó)家的詞語(yǔ)不太一樣。但如果你學(xué)過(guò)英國(guó)歷史，就能弄清楚這個(gè)問(wèn)題。

首先是英格蘭。威爾士于13世紀(jì)同英格蘭聯(lián)合了起來(lái)。如今只要有人提起英格蘭，你就會(huì)發(fā)現(xiàn)威爾士總是包括在內(nèi)的。接著，英格蘭、威爾士同蘇格蘭于17世紀(jì)聯(lián)合了起來(lái)，名字就改成了“大不列顛”。令人慶幸的是，當(dāng)蘇格蘭的詹姆斯國(guó)王成為英格蘭和威爾士的國(guó)王時(shí)，這三個(gè)國(guó)家和平地實(shí)現(xiàn)了聯(lián)合。最后，英國(guó)政府打算于20世紀(jì)初把愛(ài)爾蘭也同另外三個(gè)國(guó)家和平聯(lián)合起來(lái)以形成聯(lián)合王國(guó)。然而，愛(ài)爾蘭的南部卻不愿組建聯(lián)合王國(guó)，它分離出去，并建立了自己的政府。因此只有北愛(ài)爾蘭同英格蘭、威爾士、蘇格蘭聯(lián)合起來(lái)，而組成了聯(lián)合王國(guó)，這一點(diǎn)從新的聯(lián)合王國(guó)國(guó)旗上就可以看得出來(lái)。值得贊揚(yáng)的是，這四個(gè)國(guó)家的確在一些方面共同合作，例如在貨幣和國(guó)際關(guān)系方面；但是有些制度仍然區(qū)別很大。例如，北愛(ài)爾蘭、英格蘭和蘇格蘭在教育體制和立法體制上都存在著差異。在參加像世界杯之類(lèi)的比賽時(shí)，它們有著各自的足球隊(duì)。在這四個(gè)國(guó)家中，英格蘭是最大的。為了方便起見(jiàn)，它大致可以劃分為三個(gè)地區(qū)。最靠近法國(guó)的那個(gè)地區(qū)叫做英格蘭南部，中部地區(qū)叫做英格蘭中部，最靠近蘇格蘭的那個(gè)地區(qū)叫做英格蘭北部。你可以看到英國(guó)的大部分人口聚居在南部，而多數(shù)大工業(yè)城市都位于中部和北部。盡管，英國(guó)任何一個(gè)城市都不像中國(guó)的城市那樣大，但是他們都有著自己的享有威名的足球隊(duì)，有的城市甚至還有兩個(gè)隊(duì)。很遺憾，這些建于19世紀(jì)的工業(yè)城市對(duì)游客并沒(méi)有吸引力。要找歷史性建筑你得去更古老的、比較小些的由古羅馬人建造的城鎮(zhèn)。在那兒你才可能找到更多的有關(guān)英國(guó)歷史和文化的東西。

最具歷史意義的寶地是倫敦。那兒有博物館，有藝術(shù)珍品、劇院、公園和各種建筑物。它是全國(guó)的政治中心。它有公元一世紀(jì)由羅馬人建造的最古老的港口，有由盎格魯——撒克遜人始建于11世紀(jì)60年代的最古老的建筑，還有公元1066年由后來(lái)的諾曼人統(tǒng)治者建造的最古老的城堡。曾經(jīng)有四批侵略者到過(guò)英國(guó)。第一批入侵者是古羅馬人，留下了他們的城鎮(zhèn)和道路。接著是盎格魯——撒克遜人，留下了他們的語(yǔ)言和政體。第三是斯堪的納維亞人，他們對(duì)詞匯和北部的地名造成了一定影響；第四是諾曼人，他們留下了城堡和食物名稱(chēng)的新詞語(yǔ)。如果你到英國(guó)鄉(xiāng)間去看看，你就會(huì)找到所有這些入侵者的痕跡。如果想使你的英國(guó)之旅不虛此行又有意義，你就必須留心觀察。

4.倫敦觀光記

由于擔(dān)心時(shí)間不夠，張萍玉早就把她想要在倫敦參觀的地點(diǎn)列了一張單子。她最先想?yún)⒂^的地方是倫敦塔，它是很久以前由入侵的諾曼人在公元1066年修建的。真是太棒了！這個(gè)堅(jiān)實(shí)的用石頭砌的方形塔已經(jīng)在那屹立一千年了。盡管在塔的四周擴(kuò)建了一些建筑，但它仍然是皇宮和監(jiān)獄聯(lián)合體的一個(gè)組成部分。讓張萍玉很驚訝的是，她發(fā)現(xiàn)女王的珠寶由皇家特別衛(wèi)士守護(hù)著，而這些衛(wèi)士在一些特殊的日子仍然穿著400年前伊麗莎白一世女王時(shí)代的制服。

接著參觀的是圣保羅大教堂，它是公元1666年倫敦大火以后建造的，剛建成的時(shí)候，它看起來(lái)真是金碧輝煌。威斯敏斯特大教堂也是很有意思的地方，里面珍藏著一些已故詩(shī)人和作家的雕像，例如莎士比亞的雕像。正當(dāng)萍玉走出大教堂的時(shí)候，她聽(tīng)到了著名的大本鐘整點(diǎn)敲響的鐘聲。她參觀了女王倫敦住所白金漢宮的外景，以此結(jié)束了一天的觀光。啊，她要同朋友們講的實(shí)在太多了！第二天，萍玉姑娘參觀了格林尼治天文臺(tái)，看到了古老的輪船和那座著名的為時(shí)間定時(shí)的時(shí)鐘。她最感興趣的是那條通過(guò)天文臺(tái)的經(jīng)線。這是一條假想的線，它把世界分成東西兩半球，從而有利于航海。這條線穿過(guò)格林尼治，萍玉就跨著這條線拍了一張照片。

最后一天，她參觀了倫敦海洛特公墓里的卡爾·馬克思的雕像。這似乎是一件怪事：這位發(fā)展了共產(chǎn)主義的人竟然在倫敦生活過(guò)，并且在倫敦去世。不僅如此，他還在大英博物館著名的圖書(shū)閱覽室工作過(guò)。遺憾的是，這個(gè)圖書(shū)館已經(jīng)從原來(lái)的地方搬到另一座大樓里去了，而原來(lái)的閱覽室也沒(méi)有了。但是她感到最為震驚的卻是博物館里展出的那么多來(lái)自不同文化的奇妙寶物。當(dāng)萍玉看到那么多參觀者用欣賞的目光注視著古老漂亮的中國(guó)陶瓷和其他展品時(shí)，心里充滿了對(duì)祖國(guó)的自豪感。再過(guò)一天，萍玉就要離開(kāi)倫敦去溫莎城堡了。她邊睡覺(jué)邊想：“也許我能見(jiàn)到女王呢？”

Unit3

5.第一印象

太空郵件：liqiang299A@GreatAdventureSpaceSation.com

15/11/3008(地球時(shí)間)6.親愛(ài)的爸爸媽媽?zhuān)?/p>

我現(xiàn)在仍然無(wú)法相信我是在接受去年獲得的這個(gè)獎(jiǎng)勵(lì)。我得不斷提醒自己，我真的已經(jīng)進(jìn)入到公元3008年了。因?yàn)閾?dān)心這次旅行，頭幾天我心里總是不踏實(shí)，結(jié)果我得了時(shí)間滯后癥。這就與你乘坐飛機(jī)會(huì)產(chǎn)生時(shí)差反應(yīng)相似，所不同的是，在你的腦子里似乎會(huì)不斷閃現(xiàn)以前的時(shí)光。因此，我一開(kāi)始就感到神經(jīng)過(guò)敏和心神不定。但是我的朋友兼導(dǎo)游王平很細(xì)心體貼，給了我?guī)琢＞G色藥片，倒是挺起作用的。他父母的公司叫做“未來(lái)之旅”，以其技術(shù)高超而聞名。他們把我裝在一個(gè)時(shí)間艙里，平安地把我送入了未來(lái)。

我仍舊記得我們被太空服務(wù)員一起叫到時(shí)間艙，爬上去進(jìn)入一個(gè)小門(mén)。座位是很舒適的，喝了點(diǎn)鎮(zhèn)靜劑后，我們的眼睛就閉上了，感到昏昏欲睡似的。時(shí)間艙在輕輕左右搖晃，我們放松地躺在那里做夢(mèng)。幾分鐘以后，旅程結(jié)束，我們就到了。我仍然在地球上，但是進(jìn)入到了未來(lái)的一千年。我們會(huì)看到什么呢？

一開(kāi)始新的環(huán)境讓我很難忍受?？諝馑坪鹾芟”?，好像在混合的氣體中剩下的氧氣很少。由于缺乏新鮮空氣，我感到頭痛。正當(dāng)我想努力調(diào)整適應(yīng)新環(huán)境時(shí)，王平出現(xiàn)了。他告訴我，“把這個(gè)面罩戴上。它會(huì)使你感覺(jué)好得多?！彼衙嬲诌f給我，敦促我馬上走進(jìn)附近的一個(gè)小房間，叫我休息。我立刻就感到舒服些了。沒(méi)過(guò)多久，我就再次站立起來(lái)，跟著他去領(lǐng)取了一臺(tái)由電腦驅(qū)動(dòng)的氣墊車(chē)。這些氣墊車(chē)是在地面上方漂浮著的，只要在座位上把操縱桿打彎或壓下，你就可以迅速地移動(dòng)。王平系緊了我的安全帶，教我怎樣使用它。不久，我就可以飛得跟王平一樣快了?？墒?，當(dāng)我們到達(dá)一個(gè)看上去像大市場(chǎng)的地方時(shí)，由于太多車(chē)子朝四面八方飛奔，我看不見(jiàn)王平了。他被卷入到這群車(chē)隊(duì)里去了。就在這個(gè)時(shí)候我得到一次“時(shí)間滯后”的閃回，這樣我就再次看到了似乎是公元2008年的那個(gè)地區(qū)。我這才懂得我被送到了未來(lái)，但卻仍然在自己的家鄉(xiāng)。就在這個(gè)時(shí)候，我又見(jiàn)到了王平，于是又跟在他后面飛去。到了一幢看上去很奇怪的房子里，他把我?guī)У揭粋€(gè)明亮而潔凈的大房間。墻是綠色的，地板是棕色的，燈光很柔和。突然墻壁移動(dòng)了——原來(lái)是樹(shù)形成的！后來(lái)我才發(fā)現(xiàn)，就是這些樹(shù)的葉子為這棟房屋提供了最急需的氧氣。然后王平在電腦屏幕上的開(kāi)關(guān)上閃了一下，于是一張桌子和幾把椅子就像變魔術(shù)那樣從地板下面升了起來(lái)?！霸趺床蛔聛?lái)吃些東西呢？”他說(shuō)道，“你第一次作這樣的時(shí)間旅行，可能會(huì)感到有些困難。你可以好好休息一下。今天沒(méi)有任何出行計(jì)劃。明天你還要準(zhǔn)備參觀幾個(gè)地方?！闭f(shuō)完這些，他把食物擺在桌子上，又從地板下取出一張床來(lái)。他離開(kāi)后，我簡(jiǎn)單吃了飯，洗了個(gè)熱水澡。實(shí)在累壞了，我溜上床很快就睡著了。以后再談吧！你的兒子 李強(qiáng)

7.我看到了奇妙的東西

我首先參觀的是一個(gè)太空站，這個(gè)站被認(rèn)為是太空中最現(xiàn)代化的地方。太空站像一個(gè)巨大的圓盤(pán)，在太空中緩緩的旋轉(zhuǎn)，以仿照出地球重心的引力。太空站里展出了31世紀(jì)一些最前沿的發(fā)明。有個(gè)導(dǎo)游帶領(lǐng)我們站在一條移動(dòng)的運(yùn)送帶上，到各處參觀。

導(dǎo)游：從2008年來(lái)訪的朋友們，早上好！首先，我們要查看一種我們太空居民使用的最新的通訊方式。再也不需要打字員在打字機(jī)或電腦上工作了！再也不需要郵費(fèi)和郵政編碼了！現(xiàn)在用一種“思想儀”就可以傳遞信息。你把金屬帶放在頭上，整理思路，按下發(fā)送鍵，集中精神想著你要發(fā)送的信息，片刻功夫信息就發(fā)送出去了。這個(gè)信息會(huì)儲(chǔ)存在接受者的“思想儀”里。它快捷有效，而且環(huán)保。唯一的缺點(diǎn)是，如果使用者不能想清楚要傳遞的信息，發(fā)送出去的信息可能是模糊不清的。但我們不能因?yàn)槭褂谜叩氖褂貌划?dāng)而責(zé)備儀器，是不是？ 在導(dǎo)游解說(shuō)的時(shí)候，我觀看著桌上這副被稱(chēng)為“思想儀”的小東西。它們看上去像金屬帶子。那么普通，但卻那么神通廣大！正當(dāng)我還在觀察時(shí)，運(yùn)送帶向前移動(dòng)了。

導(dǎo)游：女士們先生們，現(xiàn)在我們到了“環(huán)保地帶”。以前人們習(xí)慣用垃圾箱收集廢棄物，然后這些垃圾被送走埋掉或燒掉，我說(shuō)的對(duì)吧？（我們都點(diǎn)頭。）可現(xiàn)在我們有一種裝置，能利用生態(tài)學(xué)原理來(lái)處理掉廢棄物。一架巨大的機(jī)器，能把所有能獲得的廢棄物都吞進(jìn)去，而且總是貪得無(wú)厭。然后垃圾被分解成了幾種有用的物質(zhì)，如莊稼地的“肥料”和沙漠中的“土壤”。什么都不浪費(fèi)，所有的東西，哪怕是塑料袋也被回收利用了。偉大的創(chuàng)意，對(duì)不對(duì)？

我注視著緩緩移動(dòng)的垃圾分解機(jī)器模型，為它的成效所吸引。但是，我們又開(kāi)始向前移動(dòng)了。

導(dǎo)游：第三站要展示給我們的是工作實(shí)踐方面的一些變化。批量生產(chǎn)不再在地球上進(jìn)行，而是轉(zhuǎn)移到了像這樣的太空站里。在太空里，一組工程師給機(jī)器人設(shè)計(jì)了程序讓它們完成工作。機(jī)器人生產(chǎn)像藥品、衣服、家具和氣墊車(chē)等東西。沒(méi)有廢棄物、沒(méi)有污染，也沒(méi)有環(huán)境破壞。但是，這些公司必須培訓(xùn)他們的代表能在太空中生活和工作。他們必須在此監(jiān)控機(jī)器人和生產(chǎn)過(guò)程。一旦貨物齊備，就用工用太空船運(yùn)送到地球。我的思緒開(kāi)始漫游。我能從事什么工作呢？當(dāng)我想到這個(gè)奇妙的未來(lái)世界時(shí)，我興趣倍增、干勁十足

Unit4 8.我的第一項(xiàng)工作任務(wù) “難以忘懷，”新聞?dòng)浾哒f(shuō) 周陽(yáng)永遠(yuǎn)不會(huì)忘記他在一家暢銷(xiāo)英文報(bào)紙的第一項(xiàng)工作任務(wù)。他同新上司胡欣的討論對(duì)他的記者生涯必將產(chǎn)生強(qiáng)烈的影響。

胡：歡迎你，非常高興你來(lái)參加我們的工作，你來(lái)這里首先就是當(dāng)助理記者。有什么問(wèn)題嗎？ 周：我可以馬上去采訪嗎？

胡：（笑）真是勇氣可嘉！不過(guò)恐怕這不太合乎常規(guī)，還是等到你比較有經(jīng)驗(yàn)以后吧。我們先要派你給有經(jīng)驗(yàn)的記者作助理。以后，你才能獨(dú)自去進(jìn)行新聞采訪并提交自己的新聞稿。周：太好了！我需要隨身帶些什么？我已經(jīng)帶了筆記本和照相機(jī)。

胡：不需要照相機(jī)！你們將帶上一名專(zhuān)業(yè)攝影師去拍照。你將發(fā)現(xiàn)你的同事們會(huì)熱情地幫助你。如果你對(duì)攝影感興趣，以后你可以集中精力去鉆研。

周：謝謝你。對(duì)攝影我不僅只是感興趣，在大學(xué)里我還專(zhuān)修過(guò)業(yè)余攝影課來(lái)更新我的技術(shù)。胡：那很好啊。

周：我出去采訪時(shí)還需要記住些什么事呢？

胡：你需要有好奇心。你只有提出了許多不同的問(wèn)題之后才有可能獲得你需要知道的信息。我們說(shuō)，一個(gè)好的記者必須有一個(gè)對(duì)新聞非常敏感的“嗅覺(jué)“。那就是說(shuō)，在人們沒(méi)有說(shuō)出全部真相時(shí)，你必須能夠判斷出，并努力發(fā)現(xiàn)真理。記者必須通過(guò)調(diào)查研究，來(lái)使自己了解到被遺漏的那部分情況。周：我應(yīng)該注意些什么呢？

胡：下面是我的行為準(zhǔn)則：不要延誤任務(wù)規(guī)定的期限，不可對(duì)人粗魯，不可自己說(shuō)得太多，務(wù)必認(rèn)真傾聽(tīng)被采訪人回答問(wèn)題。

周：為什么聽(tīng)人家講話這樣重要呢？

胡：你得聽(tīng)清楚事實(shí)的細(xì)節(jié)。同時(shí)，你還要根據(jù)被采訪人所說(shuō)的話準(zhǔn)備提出下一個(gè)問(wèn)題。

周：在我記筆記的同時(shí)，怎么能仔細(xì)傾聽(tīng)對(duì)方的答話呢？ 胡：這就是我們職業(yè)的訣竅了。如果被采訪人允許，你可以使用錄音機(jī)，錄下全部事實(shí)。如果有人提出質(zhì)疑，這也有用，你就有證據(jù)來(lái)支持自己的報(bào)道了。

周：我明白了！你有沒(méi)有過(guò)這樣的情況：別人控告你的記者，說(shuō)他的報(bào)道失實(shí)？

胡：有的。不過(guò)這是很久以前的事了。事情是這樣的：一位足球運(yùn)動(dòng)員被指揮受賄，故意不進(jìn)球，好讓對(duì)方球隊(duì)贏球。我們?nèi)ゲ稍L了他。他否認(rèn)收了錢(qián)，但我們對(duì)此表示懷疑。于是，我們安排這名球員和被認(rèn)為行賄的人一起接受采訪，而當(dāng)我們看到他們?cè)谝黄饡r(shí)，我們就從足球運(yùn)動(dòng)員的體態(tài)語(yǔ)上猜到他沒(méi)有說(shuō)真話。我們寫(xiě)了一篇文章，暗示足球隊(duì)員有罪。這事有些為難，因?yàn)槿绻覀冨e(cuò)了，他就可以向我們索要賠償。他竭力阻止我們發(fā)表這篇文章，但后來(lái)證實(shí)我們是正確的。周：哇！那才是真正的獨(dú)家新聞哩！我期盼著即將到來(lái)的首次任務(wù)。說(shuō)不定我也會(huì)搞到獨(dú)家新聞呢！胡：也許你會(huì)的，誰(shuí)知道呢。9.搶發(fā)獨(dú)家新聞

周陽(yáng)剛剛采訪了一位著名影星回到辦公室，編輯就說(shuō)：“快點(diǎn)把那篇報(bào)道準(zhǔn)備好，我們這一版就要用，這樣我們就搶在其他報(bào)紙的前面了，這就是搶先的獨(dú)家新聞?！皣?guó)際新聞編輯部有人提出問(wèn)題：“他真的干了那種事嗎？”周陽(yáng)回答說(shuō)：“是的，恐怕是這樣的?！苯又阒譁?zhǔn)備報(bào)道了。

他的第一件事就是寫(xiě)報(bào)道稿，他必須認(rèn)認(rèn)真真地寫(xiě)。盡管他認(rèn)為那個(gè)人一直在說(shuō)謊話，但周陽(yáng)懂得，他決不能直接指責(zé)那個(gè)人。他必須做到準(zhǔn)確無(wú)誤，還要簡(jiǎn)明扼要。他知道該如何做。經(jīng)過(guò)幾個(gè)月的培訓(xùn)，他已經(jīng)學(xué)會(huì)了寫(xiě)文章，全然沒(méi)有廢話。他在電腦前坐下就開(kāi)始工作了。

第一個(gè)看到這篇文章的人的他們部里的一位編審。他核查了文中的證據(jù)，閱讀了整篇報(bào)道，然后遞給技術(shù)編輯。她就開(kāi)始了編輯工作，設(shè)計(jì)了主標(biāo)題和副標(biāo)題。她說(shuō)：“在版面上這會(huì)很好看。這個(gè)人的照片該放在哪兒好呢？”因?yàn)檫@篇文章要用英文來(lái)寫(xiě)，所有周陽(yáng)拿了一份稿子給一位母語(yǔ)為英語(yǔ)的外國(guó)雇員，請(qǐng)她對(duì)語(yǔ)言風(fēng)格進(jìn)行潤(rùn)飾。這位雇員對(duì)周陽(yáng)的報(bào)道也很滿意。她評(píng)價(jià)說(shuō)：“你確實(shí)能寫(xiě)很好的頭版新聞了?！敝荜?yáng)高興地笑了。最后主編審讀了這篇稿子，并且批準(zhǔn)發(fā)表了。他對(duì)周陽(yáng)說(shuō)：“文章寫(xiě)得很好，不過(guò)你還得拿出證據(jù)來(lái)表明事實(shí)確鑿。”周陽(yáng)激動(dòng)地說(shuō)：“我馬上拿來(lái)。”

新聞文字編輯取走這篇報(bào)道，開(kāi)始對(duì)所有的報(bào)道和圖片進(jìn)行編排，直至把各版面全部編定。此后，所有的報(bào)道材料就要被制成膠片。這是印制過(guò)程的第一道工序。由于這篇報(bào)道要用好幾種顏色，因此需要四張膠片。每一種主色要用一張底片，四張底片結(jié)合起來(lái)就制成一張報(bào)紙的彩頁(yè)。經(jīng)過(guò)最后一次校對(duì)后，這個(gè)版面就可以準(zhǔn)備印制了。周陽(yáng)興奮地等待著第一批報(bào)紙的印出。“要等到今天晚上?！彼呐笥演p聲地告訴他說(shuō)?！拔移谕娨曅侣剷?huì)對(duì)這件事作一點(diǎn)報(bào)道。真是獨(dú)家新聞了！”

Unit5 10.燒傷的急救

皮膚是身體必不可少的部分，也是身體的最大器官。皮膚有三層，它們是防病、防毒、抵御太陽(yáng)有害光線侵害的一道屏障。皮膚的功能十分復(fù)雜。皮膚可以保暖或御寒，保持體內(nèi)水分。正是皮膚使你感到冷熱、疼痛，它還使你有觸覺(jué)。因此，你可以想象到，如果你的皮膚燒傷了，就可能非常嚴(yán)重。在治療燒傷的過(guò)程中，緊急處理是非常重要的第一步。燒傷的原因： 你可能由于各種原因而燒傷：灼熱的液體、水蒸氣、火、輻射（由于靠近高溫或大火）、陽(yáng)光、電和化學(xué)物品。燒傷的種類(lèi)：

燒傷有三類(lèi)。根據(jù)皮膚燒傷的層次分為一度燒傷、二度燒傷和三度燒傷。

一度燒傷：只損傷皮層的最上層。這些燒傷并不嚴(yán)重，應(yīng)當(dāng)在一兩天內(nèi)就有好轉(zhuǎn)。例如輕度的曬傷，由于短暫接觸熱鍋、火爐或熨斗而導(dǎo)致的燙傷。

二度燒傷：既損傷了皮膚的最上層，又損傷了皮質(zhì)的第二層。這些燒傷屬于嚴(yán)重的燒傷，需幾星期才能痊愈。例如嚴(yán)重的曬傷和灼熱的液體所造成的燒傷。

三度燒傷：所有三層皮質(zhì)以及皮下的組織和器官都受到損害。例如由電擊引起的燒傷，因衣服起火引起的燒傷，或因汽油起火引起的燒傷。這些燒傷都屬于非常嚴(yán)重的燒傷，受傷者必須立即送往醫(yī)院。燒傷的特性：

一度燒傷： · 干燥、發(fā)紅、微腫

· 微痛

· 受壓時(shí)變白 二度燒傷： · 粗糙、發(fā)紅、腫脹

· 起水泡

· 表層滲液

· 極其疼痛

三度燒傷： · 黑、白和焦炭色相間

· 腫脹，可看到皮下組織

· 若損害了神經(jīng)，則沒(méi)有疼痛或輕微疼痛，或者在創(chuàng)面四周有疼感 急救處理：

1、除非衣服粘貼在燒傷面上，否則都要把它脫掉（必要時(shí)可用剪刀幫助）?？拷鼊?chuàng)面的其他衣物和首飾也都要取掉。

2、馬上用涼水給傷口沖涼，但不能用冰水。最好是把燒傷的部位放在慢速流動(dòng)的自來(lái)水下沖洗大約10分鐘。（涼水可以阻止燒傷的進(jìn)程，可以防止無(wú)法忍受的疼痛，還可以減輕腫脹程度）。三度燒傷不可用冷水沖。

3、對(duì)于一度燒傷的患者，要把清涼干凈的濕布放在燒傷面上，直到疼痛感較輕時(shí)為止。對(duì)于二度燒傷，要保持濕布清涼，需把濕布放回冷水盆中，擰出水后再放在燒傷面上，這樣要反反復(fù)復(fù)地做一個(gè)小時(shí)左右，直到不太痛時(shí)為止。

4、輕輕地把燒傷面弄干，但不要擦拭，因?yàn)檫@樣做可能會(huì)擦破水泡，傷口會(huì)感染。

5、用干而清潔又不粘皮膚的繃帶蓋住燒傷面，用膠布把繃帶固定。千萬(wàn)不要在燒傷處涂黃油、油或軟膏，因?yàn)檫@會(huì)使里面的熱散不出去，而且還可能導(dǎo)致感染。

6、如果燒傷的部位在臂部和腿部，盡可能把手臂或腿腳抬高到高于心臟的位置。如果是面部燒傷，傷者則應(yīng)該坐起來(lái)。

7、如果屬于二度或三度燒傷，就必須立即把患者送往醫(yī)院或送去看醫(yī)生。英雄青年獲獎(jiǎng)記

17歲的青年約翰·詹森昨晚在弗鎮(zhèn)的救生員頒獎(jiǎng)大會(huì)上領(lǐng)獎(jiǎng)，因?yàn)樗谝淮务斎寺?tīng)聞的持刀襲擊案件發(fā)生后，為鄰居實(shí)施了緊急救援。

在頒獎(jiǎng)大會(huì)上，約翰被授予獎(jiǎng)賞。大會(huì)共表彰了搶救他人生命的十個(gè)人的勇敢行為。

(那天)約翰正在房里學(xué)習(xí)，突然聽(tīng)到一聲尖叫，他和父親趕緊沖出去，發(fā)現(xiàn)一名男子從現(xiàn)場(chǎng)逃跑，而三個(gè)孩子的母親安·斯萊德被人連捅了數(shù)刀。她躺在前花園的地上，流血不止。她的雙手幾乎被砍斷了。

正是約翰快捷的動(dòng)作和急救知識(shí)救了斯萊德女士的命。他立即向附近的一些人要繃帶，當(dāng)他們都找不到繃帶的時(shí)候，他的父親從屋里拿出一些擦杯盤(pán)的布和膠帶來(lái)。約翰就用這些東西把斯萊德手上最嚴(yán)重的傷口包扎起來(lái)。他使勁地按住傷口，使血流得慢些，一直等到警察和救護(hù)車(chē)的到來(lái)。約翰說(shuō)：“我為自己所做的事感到自豪，不過(guò)，我所做的都是以前別人教會(huì)我做的事。”

約翰在讀高中時(shí)就參加了青年救生員組織。該組織的主任艾倫·薩瑟頓先生在向約翰表示祝賀時(shí)說(shuō)：“毫無(wú)疑問(wèn)，是約翰敏捷的思維和在學(xué)校學(xué)到的急救技術(shù)，挽救了斯萊德女士的生命。這表明懂得急救知識(shí)的確能發(fā)揮重要作用。” 約翰和其他九位救生員在昨晚領(lǐng)獎(jiǎng)時(shí)，還出席了由首相主持的特殊的招待會(huì)。

第四篇：高中英語(yǔ)教案

Journey down the Mekong（Unit 3 Travel journal）

Teaching designer: wang zhongwen No.7 Middle School of wuwei Teaching goals: 1.Students can use what they have learned to describe a trip.2.Learn something about the Mekong River through reading the text.3.Students should realize what personalities they should have if they want to success.Teaching important and difficult points: 1.Understand the text well.2.Try to apply different skills according to different tasks.3.Be able to use the sentence pattern into speaking.Teaching material: PEP

New Senior English Student Book 1 Unit 3 Travel Journey

Reading Teaching methods： 1, Task base teaching method 2.Communicative teaching method.Teaching procedures: Step 1 Warming-up 1.Review 2.Lead-in: Let’s sing a song together.Step 2 Pre-reading

1.Show a map of the Mekong River.2.List the countries that the Mekong River flows through.China, Laos, Thailand, Cambodia, Burma, Vietnam Step 3 Fast reading

Task 1 : Read through the text and try to match the general idea Paragraph 1

dream Paragraph 2

A stubborn sister

Paragraph 3

Preparation Step 4 Detailed reading Task 2: Read paragraph 1 and try to finish the true or fause.1)Wang Kun and Wang Wei are brother and sister.（）2)Wang Kun and Wang Wei have dreamed about taking a great bike trip.（）3)Lancang River, the Chinese part of the river that is called the Mekong River in other countries.（）

4.Wang Kun first had the idea to cycle along the Mekong River.（）

Task 3: Pair works: read the passage again, and try to describe their differences.Wang Wei is stubborn, determined, wouldn’t change her mind.Wang Kun is careful, cares about detail.Step 5: Summary _________ middle school, Wang Kun and his sister had _____________ taking a great bike trip.After _______________ college, with cousins they finally got the ________ to take the trip.Once Wang Wei had ___________________, nothing could change her mind.Finally, they agreed to start their journey at _____________ more than 5,000 metres.From the atlas they learnt that the Mekong begins in a Glacier on a ________________.At first it is small and the water is _____ and _____.As it enters Southeast Asia, its _____slow and at last it flows into the ______________.Step 6 Discuss Is Wang Wei a stubborn girl? Why? Step7 : Homework

1.Suppose you are a newspaper reporter, and you have heard about their plan.You want to interview Wangwei about her plans for the trip along the Mekong River.Please make a dialogue after class.2.Tick out the sentences that you feel difficult.

第五篇：高中英語(yǔ)教案

高中英語(yǔ)說(shuō)課模板

Ladies and Gentlemen, It’s my great pleasure to be here sharing my

lesson with you.The content of my lesson is《 foreign language teaching and research press》Book，.let me talk about this lessson as the following:

一、教材分析:Analysis of the Teaching material

二、教學(xué)目標(biāo):Teaching alms and demands:

三、教學(xué)重難點(diǎn):Teaching keys and difficulties:

四、教學(xué)方法:Teaching methods:

五、教學(xué)工具:Teaching aids：

六、教學(xué)過(guò)程:Teaching procedures:

七、板書(shū)設(shè)計(jì)：Blackboard Design.八 教學(xué)評(píng)價(jià)與反思

Now,let me talk about the teaching material first.本課時(shí)所教的是外研社高一上學(xué)期使用的必修2 Mudule6。本模塊介紹了----這節(jié)課學(xué)習(xí)的是listening and vocabulary和speaking部分的內(nèi)容，是本模塊的第三課時(shí)，要求通過(guò)聽(tīng)的活動(dòng)了解和學(xué)習(xí)有關(guān)----------------------------的詞匯，培養(yǎng)表達(dá)結(jié)果，做總結(jié)的邏輯思維能力和獲取信息的能力。Speaking 討論了------------------------------在這節(jié)課之前，學(xué)生學(xué)習(xí)了reading and vocabulary,通過(guò)閱讀文章，已經(jīng)掌握了部分------------------------的詞匯，本課由復(fù)習(xí)舊課入手，引入新課的新詞匯，并以聽(tīng)說(shuō)為主線，對(duì)-------這一主題進(jìn)行延伸和拓展。Therefore , on studying the teaching material and analyzing the regulation of students growing of mind , I put forward the teaching objectives according to English syllabus and new lesson standard.I will talk about it from Knowledge objects , Ability objects and emotion

objects:

知識(shí)目標(biāo)：見(jiàn)教參 能力目標(biāo)：見(jiàn)教參 德育目標(biāo)見(jiàn)教參

(1)---------------

(2）------------Next , according to the new teachingstand and the teaching content , I made out the key points and the difficult points of this lesson:

（1）握重點(diǎn)詞匯與短語(yǔ)，如：-----------（2）語(yǔ)法方面掌握--以及一些有用的表達(dá)式和句子結(jié)構(gòu)。（3）加深學(xué)生對(duì)于文章的理解，發(fā)展學(xué)生聽(tīng)、說(shuō)、讀、寫(xiě)的基本技能，提高初步運(yùn)用英語(yǔ)進(jìn)行交際的能力，側(cè)重提高閱讀能力。Well, how to achieve the teaching objectives better, to stress the key points and break through the difficult points? The key is how to make use of the proper teaching methods, I’ll talk about my teaching methods

below.According to the modern perception theories and social intercourse teaching theories, I adopt the TSA method and TBLT method in my teaching, namely Total Situational Action and Task-based Language Teaching.They offer the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome.The activity reflects real life and learners focus on meaning, they are free to use any language they

want.At the same time, make use of the modern electricity teaching equipments and all kinds of teaching means, it can mobilize the Ss’ enthusiasm and creativity in learning English.Studying Methods: Let Ss study in a relaxed and agreeable atmosphere.Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, imagining , thinking etc.And make preparation for completing the new study task.也就是說(shuō)，為了更好地實(shí)現(xiàn)任務(wù)式教學(xué)和探究式教學(xué)，我采用了一下教學(xué)方

法：

1、速讀法：根據(jù)高中英語(yǔ)教材側(cè)重閱讀理解這一特點(diǎn)，讓學(xué)生快速閱讀，以盡快了解文章的大意。

2、問(wèn)答法：幫助學(xué)生理解文章的細(xì)節(jié)

3、翻譯法：適當(dāng)?shù)剡\(yùn)用翻譯可幫助學(xué)生理解文章的難點(diǎn)

4、討論法：通過(guò)Pair work.Group work.讓學(xué)生都得到一次口語(yǔ)訓(xùn)練的機(jī)

會(huì)，教師應(yīng)設(shè)計(jì)一些適當(dāng)?shù)脑掝}。

5、快樂(lè)教學(xué)法：即教師在教學(xué)過(guò)程中，要盡可能地利用多媒體技術(shù)、圖片、課件等刺激學(xué)生的感官系統(tǒng)，創(chuàng)造一種和諧的學(xué)習(xí)氛圍，讓老師教得開(kāi)心，學(xué)生

學(xué)得開(kāi)心?！颈菊n時(shí)主要以聽(tīng)說(shuō)教學(xué)為主線，以導(dǎo)學(xué)式模式培養(yǎng)學(xué)生的聽(tīng)力理解策略。以聽(tīng)力技能訓(xùn)練和口語(yǔ)表達(dá)訓(xùn)練為主線，貫穿聽(tīng)說(shuō)讀寫(xiě)綜合技能的培養(yǎng)，針對(duì)學(xué)生聽(tīng)力理解障礙，在教學(xué)中遵循“循序漸進(jìn)”的原則，進(jìn)行知識(shí)的輸入，技能的培養(yǎng)，和文化知識(shí)的滲透，良好學(xué)習(xí)策略的培養(yǎng)。本課時(shí)采用多媒體教學(xué)，給予學(xué)生更直觀的感受，也加快了教學(xué)的節(jié)奏。課前教師要從網(wǎng)上下載一些相關(guān)的圖

片和資料?！?/p>

TEACHING AIDS:（教學(xué)輔助手段）

Multi-media computer;OHP(overhead projector);tape recorder;software: Powerpoint or Authorware

Teaching Process: In order to realize the teaching process systematically, properly and efficiently, under the principle of “regard Ss as the corpus, the teacher inspires for predominance”, I divide the teaching process into six steps.Step1 Revision and lead-in Step2 Presentation and practice.It contains some small steps such as Listening ,Reading , Disoussion

etc.Step3 Task time.This step gives the students 5-8minutes to make a similar dialogue using the phrases and sentences learned in this passage and everyday life experience according to the given situation(show it on the screen using a multi-media computer).This step is employed to create a language environment for students’ communication in the class;If the students can finish this task well, they will benefit a lot in their spoken English.Step4 Consolidation and extension.Finish Exx 1 and 3 orally, left Ex 2 as written work.Ex.1 revises the Object Clause（賓語(yǔ)從句）.When transforming（變換）the structures, the students are required to pay attention to the change of t he verb tenses, personal pronouns and word order.Ex.2 is a revision of the Modal Verbs（情態(tài)動(dòng)詞）and some useful expressions.Let the Ss work in pairs and then check the answers with the

whole class.Step5 Homework 1.Do Ex 2 in the exercise books.This is used to make the students have a further understand of the modal verbs.2.Write a short passage about the dialogue learned.This is used to practise writing ability of the students.Step6 Blackboard Design.(Show on the CAI)在整個(gè)課程中，我的思路是這樣的：教學(xué)之初，給學(xué)生呈現(xiàn)一些--------------圖片，讓學(xué)生首先從視覺(jué)的角度對(duì)要學(xué)習(xí)的內(nèi)容有一個(gè)深刻的認(rèn)識(shí);在進(jìn)入課文的學(xué)習(xí)之前，先粗略地復(fù)習(xí)上一節(jié)課所學(xué)的相關(guān)的詞匯，要求學(xué)生用簡(jiǎn)單英語(yǔ)解釋?zhuān)试S學(xué)生自主選擇想解釋的詞匯。這樣，既減少了學(xué)生的膽怯心理，又達(dá)到了運(yùn)用語(yǔ)言的目的：通過(guò)對(duì)于本文的語(yǔ)言片段的學(xué)習(xí)，以及圍繞著它所作的拓展訓(xùn)練，培養(yǎng)學(xué)生理解含有所學(xué)生詞的句子和段落并獲取信息，找出段落和文章的從屬關(guān)系，培養(yǎng)學(xué)生對(duì)因果關(guān)系的判斷分析能力，歸納分析能

力和表達(dá)能力。Anyway, the teaching of this lesson aims to develop not only the Ss' language technical abilities, but also the diverse intelligence by

integrated teaching methods.As teachers, to make our English classrooms shine with vitality, we are laid with heavy burden, and we still have long way to go.Above is the lecture notes of my lesson.Thank you!