Using LanguageⅡ第二课时教案

Unit 1 Living well

Ｉ．

单元教学目标

技能目标Goals ▲

Learn about Disability and Life of disabled people ▲

Talk about Disability and Life of disabled people ▲

Practise Introduction and Wishes &congratulations ▲

Revise the Infinitive ▲

Write a letter of suggestion

II．

目标语言

1.

Introduction

I’d like to introduce you to…

I’d like you to meet…

May I introduce…?

功

Pleased to meet you. 能

It’s nice to meet you.

句

2.Wishes &congratulations 式

Congratulations. All the best. I’m proud of you.

I wish you success.

Good luck. Well done. I’m very impressed by your performances.

You have my best wishes. I’m very pleased for you.

I Hope it goes well for you. That’s wonderful/amazing.

1

词

汇

1.

四会词汇

disability, disabled, eyesight, drum, movie, ambition, beneficial, clumsy, adapt, motto, microscope, breath, absence, stupid, fellow, annoy, annoyed, industry, tank, independent, encouragement, conduct, politics, literature, resign, handkerchief, assistance, companion, latter, congratulate, graduation, certificate, architect, basement, elder, elderly, dignity, accessible, bare 2.

认读词汇

Rada, Barry, Sally, Marty, overhear, Killmanjaro, Qomolangma, admiration, remarkable, Sanders, earphone, impair, italic, community 3. 词组

in other words, out of breath, all in all, make fun of , all the best, in particular

4．重点词汇

disability, disabled, adapt, annoy, conduct, congratulate, accessible

结

构

Revise the Infinitive The infinitive can be used

1. as the subject 2. as the predicative, 3. as the object

4. as the object complement 5. as the adverbial 6. as the attribute 重

I have learned to adapt to my disability. 点

句

子

Every time after a long absence from school, I feel really stupid because I am a bit behind the others. All in all, I have a good life. Just accept them for whom they are and give them encouragement to live as rich and full a life as you do. III．

教材分析与教材重组

2

1.

教材分析

本单元以残疾及残疾人生活为话题，介绍了一些残疾人凭借顽强的毅力和社会的关爱克服生活中的种种困难，以积极的态度面对人生的挑战。通过本单元的学习，可以帮助残疾学生树立生活的信心，激励残疾人实现自身价值；同时又能教育健康学生理解、尊重、关心、帮助残疾人，使残疾人与健全人一样共享美好生活。通过本单元的言语技能训练，要求学生学会使用正确得体的英语介绍他人和向他人表示祝贺。

1.1

WARMING UP 让学生了解残疾的种类，讨论各种残疾给人们的生活带来的种种不便，尽管如此仍然有许多残疾人在不同领域取得了非凡成就，为本单元的READING部分精彩故事做好了铺垫。

1.2

PRE-READING 通过介绍“Family village”，激发学生的阅读兴趣。

1.3

READING课文是一篇以第一人称表述Marty身残志坚，以积极的态度快乐生活的故事。课文以网页的形式展示，能够吸引学生的注意力，引起学生的极大兴趣。

1.4

COMPREHENSION共有4部分，这4部分的设置由表及里，由浅入深，非常科学。第1部分是浅层次的事实核对题，旨在让学生了解Marty生活中遇到的各种困难和他对待生活的乐观态度；第2部分是深层次的理解题，要求学生在正确的理解课文的基础上，通过讨论得出结论；第3部分要求学生总结课文6段的段落大意。第4部分要求用3-4句话分别表述1）Marty的积极向上的生活方式; 2）人们怎样帮助Marty和像Marty一样的残疾人过上幸福生活;3)他的同学为什么改变了对待Marty的态度。

1.5

LEARNING ABOUT LANGUAGE 分为两部分，Discovering useful words and expressions是本单元词汇练习题；Discovering useful structures是本单元语法练习题练习，通过本单元的学习，要求学生熟练掌握不定式的各种语法功能。

1.6

USING LANGUAGE分为两部分，Listening and speaking是关于对残疾人Barry Minto的采访录音，要求学生能够通过录音了解Barry Minto的身体残疾和他取得的成就。同时通过听这个采访，要求学生掌握表示祝贺的常用句型。Reading, speaking and writing 部分要求学生先讨论腿脚残疾的人

3

在电影院有可能遇到的困难，然后引出残疾Alice Major写给the new Bankstown电影院的建筑设计师的一封信，在信中她给建筑设计师提出一些建议，要充分考虑残疾人的特殊需要。这封信后有说和写的练习题，通过不同的言语技能训练，完成本单元教学目标。通过读这份建议信，要求学生学会写建议信。

2. 教材重组

2.1

将WARMING UP 、PRE-READINGR、READING与COMPREHENDING放在一起上一节阅读课。

2.2

把LEARNING ABOUT LANGUAGE 和WORKBOOK 的Using words and expressions及Using structures整合在一起上一节“词汇语法课”。

2.3

根据USING LANGUAGE

内容上一节听说读写综合技能课。

2.4

将WORKBOOK 的Reading and listening 和Talking

结合在一起，上一节“听说课”。

2.5

将WORKBOOK的Reading and writing task 设计为一节阅读课写作课。

3. 课型设计与课时分配（经教材分析，本单元可以用5课时教完）

1st

Period

2nd

Period

Reading

Learning about language 3rd

Period

Using language

4th

Period

Reading and listening

5th

Period

Reading and writing task

IV. 分课时教案

The First Period

Reading Teaching goals 教学目标

1. Target language目标语言: a. 重点词汇和短语

eyesight, drum, movie, ambition, disabled, beneficial, in other words, clumsy, motto, adapt, motto, microscope, out of breath, absence, stupid, fellow, annoyed, all in all,

4

industry, tank, independent, make fun of, encouragement b. 重点句型

1. I have to adapt to my disability. 2. All in all, I have a good life. 3. Every time after a long absence from school, I feel really stupid because I am a bit behind the others. 4. Just accept them for whom they are and give them encouragement to live as rich and full a life as you do. 2. Ability goals能力目标

Help students to learn about disabilities and life of the disabled. Enable students to realize people with disabilities can also live well

3. Learning ability goals学能目标

By talking about disabilities and life of the disabled, students will learn some positive stories of the disabled. This will help students understand more about how challenging life can be for the disabled. Teaching important points教学重点

How positive stories about the people with disabilities inspire others. Teaching difficult points 教学难点

How to help student understand the difficulties the disable have to overcome. Teaching methods教学方法

Discussing, explaining, reading and practising Teaching aids教具准备

Multimedia computer

Teaching procedures & ways教学过程与方式

Step I

Leading in Deal with Warming up. Play some videos of people with disabilities for students to watch. Then ask them to discuss what the disabilities are and what difficulties they have to overcome in daily life. T: Good morning /afternoon, class! Ss: Good morning/ afternoon, Mr. /Ms…

5

T: In this class we are going to learn about disabilities and the life of the disabled. First let’s watch some short videos. Then discuss in groups

what the disabilities are and what difficulties they have to overcome in daily life. After the discussion, Teacher will present the four pictures on Page 1 to students. T: Quite right. Disabilities can be visible or invisible. People with invisible disabilities don’t look disabled. Depression, sleep disorders and learning difficulty are invisible disabilities. No matter what disability one has, life is not easy. They have many difficulties to overcome, but please keep in mind they can also live well, even achieve great success. Now look at the pictures, how do they look?

Ss: They look happy and satisfied. They are smiling.

T: Yes, they are. But all of them are disabled. Can you guess what their disability might be?

S1: …

S2: …

……

T: OK, please remember there are many disabled people in the world. They are part of the world. They also have rights to enjoy life. Would you like to learn more about them and try to do something for them? Here is a website “Family village”. From here we

can learn some positive stories about the disabled.

Step II

Pre-reading Ask students to read the pre-reading carefully and find out the purpose of the website. Then show the suggested answer on the PowerPoint. Suggest answer: 1. To give ordinary young people with a disability the chance to share their stories with others. 2. To inspire other disabled people. 3. To get non-disabled people to understand more about how challenging life can be for people with disabilities. Step III

Reading Deal with the reading part.

6

Scanning Ask the students to scan the text and find problems Marty have in his life and what he does in spite of his disability. T: First I’d like you to do the scanning and then fill in the chart with the information you get from the text. After you have finished, please compare with your partner.

Several minutes later, students compare their information with each other in groups. Then check the answer with the whole class. T: From this chart we can have a clear image of Marty. What kind of person is Marty? You may discuss in groups. You may refer to the adjectives on the PowerPoint. Show some suggested adjectives on the PowerPoint. brave, unlucky, weak, clumsy, strong-minded, optimistic, happy, independent, stupid T: Ok. You are right. Though Marty has a muscle disease, which causes many difficulties to his life, he still lives well. He is living a busy and satisfying life. He is very optimistic. Then continue to discuss the next two questions on Page3. Deal with the next two questions in the same way. Suggested answers: 1. I think Marty is very optimistic. He is strong and independent. He has learned to enjoy life. 2. I think when others make fun of him or feel sorry for him, he may feel hurt and get annoyed. 3. Maybe at the beginning I will feel very low and disappointed, but Marty’s story will encourage me to overcome the difficulties. I will learn to adapt to the disability and try to live a positive and satisfying life. Careful reading Ask students to read the text carefully and then finish Ex3 on Page 4. T:

Now let’s read the text again and try to sum up the main idea of each paragraph.

Several minutes later check the answers with the whole class. Suggested answers: Paragraph 1: I have a muscle disease, which is very unusual. Paragraph 2: No one knows how the disease develops.

7

Paragraph 3: The difficulties I have in daily life. Paragraph 4: My fellow students have begun to accept me for who I am. Paragraph 5 All in all, I have a good life. Paragraph 6: People with disabilities can also live well. T:

Now let’s read Paragraph 4-6 again. Then we will deal with Ex4 on Page 4. Please think actively. Then we will check the answers together. Suggested answers: 1. He has a busy life and has many hobbies. When he is well, he goes to the movies and football matches with his friends. He keeps pets. He spends a lot of time to look after his pets and he also gets a lot of enjoyment out of his pets. He also has a lot of study to do. 2. Don’t feel sorry for the disabled or make fun of them, and don’t ignore them either. Just accept them for who they are and give them encouragement to live a good life as non-disabled people. 3. Because Marty is strong-minded and independent. His efforts have gained his fellow students’ respect and understanding. So they have learned to accept him for who he is. Summary Ask students to work together to write a mini biography for Marty according to the text. T: Now we’ve finished Marty’s story. Now it’s time for you to work in groups and write a mini biography for him. My Mini bio Name:

Status:

Health:

Interests and Hobbies:

Ambition:

Motto:

8

A few minutes later show the sample on the PowerPoint.

My Mini bio Name: Marty Fielding Status: High school student Health: developed a muscle disease at the age about 10, very weak, cannot do things like normal people Interests and Hobbies:







Enjoys writing and computer programming Going to the movies and football matches- when I am well enough

Spending a lot of time with my pets—two rabbits, five mice, a tank full of fish and a snake 

To study Ambition: to work in the computer industry

Motto: live one day at a time

Explanation During this procedure Teacher will play the tape for students. Students will underline the difficult sentences. After listening to the tape, Teacher will explain the text and deal with language problems.

T: Now we will deal with some difficult language focuses. Now I will play the recording of the text for you. Please make a mark where you have difficulties.

After listening to the tape, explain the difficult sentences to students. Before explaining the difficult points, students are asked to refer to the notes to the text on Page86-87.

T: Do you have any difficulties with the text？

S1:Could you please explain the sentence to us：I have learned to adapt to my disability. T: Before he developed the disease, he could run or climb the stairs as quickly as other people. But after he had the disease, he becomes very weak, so he cannot run

9

very fast. It takes time for him to get used to slow pace. Besides this the disease has brought many other difficulties to him, he has to get used to living with the disease. So we can understand it like this: I have got used to living with the disease. Do you have any other questions? Ss: No.

T: This is a very inspiring story. From Marty’s story, what have you learned from?

S1: We should be patient with people with disabilities. We shouldn’t get annoyed just because they are slow. S2: We shouldn’t feel sorry for them. That might hurt them.

S3: We should help them in a clever way. S4: We should encourage them when they feel down. ……

S8: Just having a disability doesn’t mean your life is not satisfying.

T: I’m very glad all of you have learned something from the story. Please remember

everyone can live well even if he has a disability. If you’d like to learn more about the life of disabled people, please surf the internet. Step IV

Homework:

Retell Marty’s story according to the mini bio.

Surf the internet to learn more about the life of disabled people.

Period 1

Warming Up & Listening (Workbook) Teaching Goals: 1.

To discuss different kinds of robots and their functions. 2.

To know more about today’s robots.

Teaching Procedures

Step 1. Leading-in 1. Tell Ss something about robots and arouse their interest in robots.Robots are good at doing the same task over and over again, exactly the same way. All robots are machines. They have computer instructions. They paint cars. They lift heavy loads. They enter some areas those are too dangerous for man. Some robots have different shapes. Some are simply arms. Robots with different shapes can do different work. People can control these robots from a distance.

10

2. Ask Ss to talk about the following questions.

(1) Do you know any robots? (2) What’s the characteristic of robots?

(3) What’s the function of robots? (4) What’s the definition of a robot in you opinion?

Step 2. Warming Up 1. Ask Ss to read the introduction of robots in Warming Up and compare with their ideas about robots. 2. Ask Ss to talk about the pictures of Warming Up and make a list of anything with robots as characters. Then let them present their list before the class. 3. Ask Ss to read the following text and then finish the true or false questions.

Henry wants to borrow a book from the library. He comes to the library with his classmates. They can't see any assistant

in it, but only some robots standing there. Henry says to the robot, “Hey, give me a book on music.” But the robot doesn't move. Then another student tells Henry, “You must say ‘Excuse me’ and ‘please’ first when you want some help.” Henry does so and the robot brings the book. But Henry can't get the book from the robot's hands. He thinks for a moment, then he says a word to the robot. The robot gives him the book. Henry gets the book and goes home happily. (1) There is no assistant in this library. (

) (2) Henry wants to listen to music in the library. (

) (3) The robot doesn't move first because it's broken. (

) (4) Teachers and robots work in the library. (

) (5) Henry may say“Thanks”

when he wants to get the book from the robot. (

) Suggested Answers:

(1) T

(2) F

(3) F

(4) F

(5) T

Step 3. Listening (Workbook) 1. Lead Ss to Listening. Teacher may say, “Today we are going to listen to a radio interview in which a science reporter talks about recent robots. From it, we can learn more about today’s robots. Before listening to the tape, please look through the exercises on P54 quickly.”

2. Play the tape and ask Ss to finish Ex2 on P54. 3.

Ask Ss to work in pairs, listen to the tape and finish Ex3 on P54. Play the tape again and ask them to check the answers. 4.

Ask Ss to discuss the following questions in pairs. (1) What are the negative aspects of each robot that Emma talks about? (2) How can we deal with the negative aspects of each robot? Step 4. Homework 1. Ask Ss to surf the Internet and find some information about robots.

11

2. Ask Ss to preview the reading text.

Period 2

Pre-reading, Reading & Comprehending

Teaching Goals: 1. To get Ss to know the life of Tony. 2. To get Ss to know more about what robots can do for people. 3. To develop Ss’ reading ability.

Teaching Procedures:

Step 1. Pre-reading 1. Ask Ss to look at the pictures of Pre-reading on P10 and discuss the following questions. (1) What are they? (2) Where can we find them? (3) What can they do for people?

2. Ask Ss to imagine a robot that can think, feel, has its own needs and desires, and looks and feels like a human being. Then ask them to talk about the following question. Can we find the robot in our life?

3. Tell Ss that the robot cannot be found in our real life but we can find it in the text we are going to learn next.

Step 2. Fast reading 1. Ask Ss to read the text quickly and try to find the main idea of the text. 2. Ask Ss to find the relationships between the characters in the text.

Suggested Answers: Larry Belmont —

employed in a company that maked robots. Claire Belmont —

Larry’s wife, a housewife

Tony —

the robot Gladys Claffern —

a woman that Claire envies

Step 3. Intensive reading 1. Ask Ss to read the text carefully and answer the questions in Ex1 on P12. 2. Ask Ss to look through the following sentences and try to find whether they are true or false according to the text. (1) On the second morning, Tony brought Claire breakfast and then dressed her.

( F ) (2) Tony wanted to please Claire by borrowing books from the library.

( F ) (3) Tony gave Claire a new haircut and made her up.

( T ) (4) When Claire fell off a ladder, Tony caught her.

( T )

12

(5) At last, people managed to have women falling in love with machines.

( F )

Suggested Answers:

(1) F (2) F (3) T (4) T (5) F

3. Play the tape, and ask Ss to listen and pay attention to Tony’s characteristics that were similar to those of a human being and different from those of a human being. Then ask them to finish Ex2 on P12.

Step 4.

Consolidation 1. Ask Ss to listen to the tape again and try to retell the story. 2. Ask Ss to underline what they cannot understand in the text. And tell them the language points will be dealt with in the next period.

Step 5. Homework 1. Ask Ss to write the retold story. 2. Ask Ss to preview Learning about Language.

Period 3 & 4

Learning about Language Teaching Goal:

1. To get Ss to master the new words and expressions. 2. To get Ss to master the grammar point: the passive infinitive and v–ed form as adjectives.

Step 1.Word study 1. fiction

(1)

【U】小说

He writes fiction.他写小说。

(2) 【C】杜撰的故事，虚构的事情

It is only a fiction not a fact. 这件事是虚构的，不是事实。

2.

desire vt

希望，想要

We all desire happiness and health.我们都想得到幸福和健康。

3.

absent adj. (1) 缺席，不在

He was absent from the meeting. 他没有出席会议。

(2) 缺少

Love was totally absent from his childhood. 他从童年就完全失去了爱。

(3) 漫不经心的，心不在焉的

We can see an absent expression on her face. 我们能看到她脸上漫不经心的表情。

4. alarmed 焦急的，害怕的

I’m very alarmed at your leaving.

你打算离开，我相当焦急。

13

●

拓展：

alarm vt 使惊慌

I don’t want to alarm you.我不想让你惊慌。

5.

embarrassed (1) 感到不自然，窘迫

I was embarrassed by his comments about my clothes. 他对我的衣服说长道短，令我很难堪。

(2) 精神上不安或焦虑

He was embarrassed by lack of money 他因缺钱而焦虑不安。

6.

sympathy

(1) 同情，怜悯

She never expressed any sympathy for me when I was injured. 我受伤时，她从来没表示过任何同情。

(2) 同情，慰问

You have my deepest sympathies on the death of your wife. 对你妻子的逝世，我深表同情。

(3) 同感，一致，协调

A bond of sympathy developed between members of the group.该组成员间的凝聚力增强了。

(4) 赞同，支持

The steel workers came out in sympathy with the miner.钢铁工人站出来支持矿工。

(5) 同意，不同意

He is wrong —

I have no sympathy with him. 他错了，我于他毫无同感。

7.

elegant adj 文雅的，高雅的，精致的

She was tall and elegant. 她身材修长，优雅大方。

8. scan

v

(1) 仔细观察，仔细了望

He scanned the horizon.他仔细了望地平线。

(2) 扫掠

The flashlight’s beam scanned every corner of the room. 手电筒的光束把屋内各处都扫遍了。

(3) 浏览

She scanned the newspaper over breakfast. 她吃早饭时把报纸浏览了一遍。

8.

absurd adj

(1) 不合理的，不明智的

What an absurd suggestion!多摸不合理的建议。

I was absurd of you to suggest such a thing.你提出这样的事是不明智的

(2) 愚蠢的，可笑的

That uniform makes them look absurd.那种制服使他们看起来很滑稽。

14

10. awful adj

(1) 极坏的，可怕的

The plight of starving people is too awful to think about. 饥饿人们的困境坏的令人难以想象。

(2) 非常坏的，极度的

what awful weather!

多糟糕的天气啊！

(3) 极大的，非常的

That is an awful lot of money. 那可是一大笔钱。

I am in an awful hurry to get to the bank. 我非常急着要去银行。

11. affair

n. (1) 事，事情

It is not my affair.

这不是我的事。

(2) 个人的事情

You should put your affairs in order.

你应该理顺你的事情。

(3) 公众的事物

Those are affairs of state. 那些是国事。

12. firmly adv 稳固的，坚定的

The fence posts were fixed firmly in the ground.篱笆桩被牢牢地埋在地里。

The suggestion was politecy but firmly rejected by the chairman.那建议被主席委婉地，但却坚决地拒绝了。

13. declare v (1)

f宣布，宣告，声明

They declared him (to be ) the winner. 他们宣布他获胜。

(2)

郑重地说

He declared that he was innocent. 他声明他是无辜的

(3)

赞成，反对

The commission declared against the proposed scheme. 委员会反对拟以的计划。

14. envy n (1)

嫉妒，羡慕

He couldn’t conceal his envy of me you out of envy.他无法掩饰对我成功的嫉妒。

(2) 嫉妒的对象，羡慕的目标

Her many talents were the envy of all her friends.她的多才多艺使朋友们羡慕。

(3) v 嫉妒，羡慕

I don’t envy him his money.

我可不羡慕他的钱。

Step 2. Phrase study 1. test out 考察，检验

He is going to test out the result of the experiment. 他要检查一下实验的结果。

2. turn around 回转，转向

When he turned around, he found his friend gone. 他转身发现他的朋友已经走了。

3. leave alone 不管，不理会，不干涉

Leave that mad dog alone. 别理那条疯狗。

15

Step 3. Sentence study 1. It was disturbing and frightening that he looked so human. 他看上去太像人类了，这令人不安且害怕。

It is /was +adj +that It was surprising that he had failed the exam. 他没有通过考试，真让人吃惊。

2. It was then that Claire realized that Tony had opened the curtains on the front window. 就在那时，克莱尔发现托尼已经拉开了前窗的窗帘。

It was/is +被强调部分+that It was yesterday that I met your sister in the zoo. 就在昨天我在动物园遇见了你的姐姐。

It was in the zoo that I met your sister yesterday.

昨天正是在那个动物园我遇见了你的姐姐。

Step 4. Grammar study 1. The passive infinitive (1) Explanation 当不定式动词与其逻辑主语之间是被动关系时,不定式要用被动语态构成形式为to be done/to have been done。例如：

He claimed to be treated badly in the super market when he was doing shopping yesterday. 注意

:有时尽管不定式与其逻辑主语是被动关系

，但不定式仍用主动语态

，不用被动语态。不定式作状语，如果句子中存在light, heavy, difficult, easy, comfortable等词就应该用不定式的主动形式表示被动含义。

The box is so heavy to carry. He isn’t easy to get along with 另外,下面的被动语态是经常的考点，也应特别注意: ●

在口语和非正式场合下为了强调动作，常用“get+过去分词”结构。有时带有不愉快，不顺利的含义。其否定和疑问句要借助动词do来构成。有时也会出现“become+过去分词”的结构。例如：

Did you get scolded yesterday？

He became seized with a deep sorrow. ●

短语动词和含有情态动词的被动语态形式

短语动词的被动结构中,构成短语动词的介词或副词不能省略。情态动词的被动语态形式是：情态动词+be+过去分词。例如：

The doctor has been sent for. Bad habits have been done away with.

●

主动形式被动意义

①

当feel, look, smell, taste, sound等系动词后面接形容词时；

The fish smells good.鱼闻起来香。

②

当cut, read, sell, wear, write, wash, cook, shut, dry, drink, wash等表示某种性质时且带状语修饰语时；当动词表示“开始、结束、关、停、转、启动”等意义时，如：

The book written by that famous writer is selling very well.

16

那位作家写的书很畅销。

These cups clean easily. 这些杯子很容易洗。

③

want, require, need，worth 后面的动名词用主动形式表示被动意义，如：

These flowers want/ require /need watering. 这些花需要浇水。

These books are worth reading. 这些书值得读。（被读）

④

下面的词汇用主动语态：

come out, come into being, go off, run out, give out, give in.，happen, take place, break out The accident happened yesterday evening.

The fire went out gradually.

对于被动语态，弄清主语与谓语动词的关系是做题的关键。在实际应用中，如果一个动词只能用作不及物动词，那么它就不会用于被动语态。而且，一个动词到底是否应该用被动语态，不能从汉语的角度去理解，而应该注意到英语和汉语的不同表达方式。在很多情况下，汉语的被动关系要么表现得不那么明显，要么和英语的被动语态刚好相反。应该说这就是被动语态的难点和重点。例如：

Hundreds of jobs will be lost if the factory closes. (2001春) 句意为-“工厂关闭将失去几百个工作。”汉语中不用被动形式，但英语句里主语是jobs,因此用被动结构。

(2) Practice ①

The food________. A. taste well

B. has been tasted well

C. is tasted well

D. tastes good ②

Our school____in 1911. A .was set up

B. has been set up

C. has set up

D. had been set up ③

Radio is____in everyday life. A .use

B. using

C. uses

D. useful ④

According to the conditions of my scholarship, after finishing my degree._____.

A. my education will be employed by the university

B. employment will be given to me by the university

C. the university will employ me

D. I will be employed by the university ⑤

The little girl_____well.

A. is taking care of

B. takes care of

C. is taken care

D. is being taken care of ⑥

When we returned from the ball, we found that our home____ and many things____ . A. has broken into, has been stolen

B. had broken into, had been stolen

C. had been broken into, stolen

D. had been broken, stolen ⑦

Your books_____ away six days ago. A. had been taken

B. were taken

C. have been taken

D. took ⑧

_____ our chairman. A. Her position was made

B. Her position is

C. She made

D. She was made ⑨

The poor boy ____ a cruel family to be a servant. A.sold

B. was sold to

C. was sold

D. had been sold to

17

⑩

He was observed _____ the girl yesterfay so he was put into prison. A. to steal

B. stealing

C. stolen

D. steal 11. I _____ two plans to decide where our family will spend our holiday. A. gave

B. was given

C. was giving

D. had given 12 A scientist, together with some assistants, ____ to help in the work. A. send

B. sends

C. was sent

D. were sent 13. The medicine _____ before dinner.

A. should have took

B. shoule be took

C. should have been took

D. shoule have been

taken 14.

The clothes _____ again. A.had better not wash

B. had better not be washed

C. had not better be washed

D. had better not washing

15.I _____ in the football match yesterday. A. hurt

B. is hurt

C. got hurt

D. turns hurt 16.

He _____ the heavy rain when he was on the way to the railway station. A. had caught in

B. was catching

C. caught by

D. was caught in 17.

I can open the door; it _____ and I don’t have the key.

A. locks

B. locked

C. has been licked

D. lock 18.

______

that Taiwan is one part of China.

A. People are known

B. It is well known

C. People are wdll knowing

D. People are know 19.

The meeting will ____ three days. A.be lasted

B. lasted

C. be last

D. last 20.

To fetch water before breakfast seemed to me a rule ____ . A.to never break

B. never to be broken

C. never to have broken

D. never to be breaking Suggested Answers:

①～⑤

DACDD

⑥～⑩

CBDBA

11～15 BCDBC

16～20 DCBDB 2. The v–ed form as adjectives (1) Explanation 英语中有部分及物动词，如：bore, tire, excite, surprise, interest, worry, astonish, shock, frighten, terrify, disappoint, satisfy, inspire, encourage, puzzle等，他们v-ing 式形容词表示主体名词令人有某种感受；而它们的v-ed形式形容词表示主体名词本身有某种感受. (2) Practice ①

We were all _________at the _________news. ( surprise ) ②

He had never spent a more __________day. He really didn’t

know how to deal with the situation.(worry) ③

There was a _________ expression on his face. (bore) The speech was so _________ that I fell asleep while listening.(bore) He was getting ______of doing the _______thing again and again.(bore) ④The _______look on his face suggested that he was much ________at the _________news.(excite) It’s nothing to get ___________about.(excite) ⑤

Mr Smith, _____(tire) of the _______(bore) speech, started to read a novel. ⑥

It is believed that if a book is _______ it will surely _______the reader.(interest)

18

⑦

We watched the NBA game, _______ at the basketball players’ perfect performance. (amaze) ⑧

I found him very _________ not to find her at home.(disappoint) ⑨

With a _________ glance at him, she asked “what?” ( puzzle) His face wore a _________ expression. I found this affair very _________.

⑩That must have been a ____________experience for you. ( terrify) The _________child ran home. 11. The climb made us all ___________.(tire) He arrived at Shelley Hot Springs, ________and thirsty on Sunday night.

He found riding as __________ as walking. It’s rather _________working late like this . The long lecture ___________ the audience. 12.You look __________at the news. (astonish) He gave her an

__________ look. Alice ,_________, urged her to explain. It is ________ to me that he should be absent.

13.We remembered the _________talks he gave us last time. ( inspire) I was ________ to work harder. 14.Telephone him and he will make a _________reply. ( satisfy) He nodded with a _________ smile on his face. The policeman put down the phone ,_________ with a smile on his face. Suggested Answers:

①

surprised; surprising

②

worrying

③

bored; boring; bored; boring

④

excited; excited; exciting ; excited

⑤

tired; boring

⑥

interesting; interest

⑦

amazed;

⑧

disappointed

⑨

puzzled; puzzled; puzzling

⑩

terrifying; terrified

11. tired; tired; tiring; tiring; tired 12.astonished; astonished; astonished; astonishing

13. inspiring; inspired

14. satisfying; satisfied; satisfied

Step 5. Homework 1. Ask Ss to finish all the exercises of Learning about Language. 2. Ask Ss to review all the language points learned in these periods.

Period 5

Using Language

Teaching Goals: 1.

To develop Ss’ listening and writing ability. 2.

To know something about Isaac Asimov. Teaching Procedures Step 1. Listening, discussing and writing 1. Ask Ss to look through Ex1 of Listening, discussing and writing on P14 and then play the tape for them. After Ss finish Ex1, ask them to check the answers in pairs.

19

2. Ask Ss to listen to the tape again and finish Ex2 on P15.

3. Ask Ss to look through the from of Ex3 on P15 and make sure they know the words in the from mean. Then play the tape again and ask Ss to complete the sentences of Ex3 and check the answers in pairs.

4. Organize a game. Ask Ss to imagine people have robots to do their housework in the future. Divide Ss into two groups. One group discusses the positive effects of the situation; the other discusses the negative effects of the situation. Give Ss some time to prepare and see which group can finish the task better.

5. Ask Ss to design a robot. In their designs, Ss must think about the robot’s function, form and so on. Then ask them to draw their robot on paper and show to their partners. At last, ask Ss to write a passage to describe their robots. Step 2. Reading and discussing

1. Leading-in Lead Ss to the reading text. Teacher may say, “Today we are going to learn a biography of Isaac Asimov. He is a famous American scientist and writer. He is very good at writing science fiction stories. Would you like to know more about him? Ok, please turn to page 16.”

2. Fast reading (1) Ask Ss to read the text quickly and try to find the main idea of the text. (2) Ask Ss answer the following questions.

①

When and where was Asimov born ? ②

What about his schooling ? ③

What kind of rewards did he receive?

3. Intensive reading (1) Ask Ss to read the text carefully and finish Ex1 on P17. And then let them check the answers in pairs. (2) Ask Ss to find out what they cannot understand in the text and lead them to deal with the following language points.

①

explanation

ⅰ

【U】解释，说明

I should say a few words of explanation. 我想解释几句。

ⅱ

【C】解释的语言，事实，情形

That is not an adequate explanation. 那不足以说明问题。

His explanations are always difficult to believe. 他的解释总是令人难以置信。

②

Junior

ⅰ

adj 级别、地位较低的，年龄较轻的

He is a junior clerk in an office. 他是办公室里资历浅的事务员。

20

He is several yrars junior to Mrs cooper. 他比库珀夫人小几岁。

ⅱ

n 级别较低的人

He is three years her junior 他比她小三岁。

③

talent

n ⅰ

【U】天才，才能

He has great musical talent. 他很有音乐天赋。

ⅱ

【C】有才干的人

We are always looking for new talent an exhibition of locate talent. 我们总在寻觅新的人才。

④

chapter n ⅰ

章，篇，回

I have just finished chapter 3. 我刚刚读完第三章。

ⅱ

时期

This is the most glorious chapter in our county’s history. 这是我国历史上最辉煌的一页。

⑤

divorce

ⅰ

n 离婚，断绝关系，分离

The marriage ended in divorce in 1996. 这桩婚姻于1996年以离婚告终。

ⅱ

v 使离婚，使分离

You cannot divorce science from ethical questions.你不能把科学同伦理问题分离开。

4. Discussion (1) Ask Ss to work in groups and discuss the other two laws for robot, according to the first law “A robot must not injure human beings or allow them to be injured”. Then let them write down their two laws on a piece of paper and exchange with other groups. (2)

Ask Ss to turn to P18 and see Asimov’s laws for robots. Let them compare with their laws and discuss the following question. ①

Which set of laws is better? Why? ②

Which law is the story “Satisfaction Guaranteed” based on? ③

What might happen in a world where were robots if Asimov’s laws did not exist? Step 3. Homework

1. Ask Ss to review this unit. 2. Ask Ss to finish all the exercises in the Workbook.

21