外研版高二英语必修5教案2021范文1
一、教法建议
【抛砖引玉】
单元双基学习目标
Ⅰ. 四会单词和词组：have a seat , quarrel , long before , dare , upon , fasten , gun , again and again , blow (n .) , hall
三会单词和词组：personal , affair , relative , delay , pillow , nail , chest , pay … a visit , furniture , armchair , pet , doubt , silence , in silence , living room , strike , scream , snake , tiny , nephew , niece , connect to
Ⅱ. 交际英语：
1. I’m afraid I have to go now .
2. It is time sb + 动词的过去式
3. I hope you have a good journey back to …
4. It was nice to meet you .
5. Please remember me to sb请代我向……问好
6. I called to tell you that …
7. I’d like you to meet …
8. Thanks again for calling .
9. It is very kind of you to do …
10. I have to see to . 我必须处理 。
Ⅲ. 语法重点：
本单元复习过去分词作定语和状语的用法。过去分词可以作名词的前置定语，也可以作名词的后置定语。当过去分词作状语时，要注意其逻辑主语的问题。
另外要学习同源宾语的用法，如：( page 2 Unit 13 )
Einstein ( lived ) the rest of his ( life ) quietly in the USA . ( 爱因斯坦在美国静静地度过了余生 ) 。其中宾语 life 与 live 是同源的名词，即同源宾语 ( cognate object ) 。这是中学英语课本中十分常见的语法现象，这种宾语用在某些不及物动词之后，并往往有定语修饰，现举例如下：
1 . My grandmother lives a happy life in the countryside . 我的祖母在乡下过着幸福的生活。
2 . Premier Zhou Enlai fought a hard fight against “Gang of Four” . 周恩来总理与“_”进行了一场艰苦的斗争。
3 . He breathed his last breath last night . 昨天夜里他咽了最后一口气。
4 . He laughed a hearty laugh at the good news . 听到好消息后他开心地笑了。
5 . Chris will sing us a pop song . 克莉斯将给我们唱首流行歌曲。
6 . Her son died a hero\'s death in the war . 她儿子在战争中英勇牺牲了。
7 . She sleeps a sweet sleep only on Sundays . 只有在周日她才能甜美地睡一觉。
8 . I dreamed a pleasant dream last night . 昨天夜里我做了个愉快的梦。
9 . My father signed a deep sign . 我父亲深深地叹了一口气。
10 . My mother smiled a happy smile when I passed the entrance examination .当我通过了入学考试时，我妈妈幸福地笑了。
外研版高二英语必修5教案2021范文2
教学建议
能力训练
1.通过口头练习，学会日常生活中各种表达自己观点和看法的方式。
2.学会简单的通过表面现象分析内在缘由, 并用现实的事例进行应证，初步掌握这种文体的写作技巧。
3. 通过35课的学习可以简单地描述一个完整的事件。
德育渗透
1.通过课文的学习，使得学生深层地了解地球环保这一重要主题, 让他们懂得地球环保不是一个和几个方面的事情, 而是随时随地, 方方面面, 彼此互相联系和沟通,并且影响着我们人类的生活的大问题。
2.通过对于环保的了解,使同学们的意识增强, 认识到环境污染的严重危害性和从自身做起保护环境的必要性。
师生互动活动
Lesson 33：口头练习：对话交际功能——日常生活用语(给出自己的观点和看法)。
Lesson 34：学生扮演新闻记者采访土壤沙化的当地的居民,印度的受伤的病人, 国家的环保机关的负责人询问有关课文的信息。另外可以让学生扮演俄罗斯的环保专家。
Lesson 35：学生扮演国家历史博物馆的讲解员同时其他学生可以作为参观者询问问题,了解某种动物的发展兴衰史。
Lesson 36：口头,笔头练习：讨论个别环保问题并汇报写出一篇小论文。
口语建议
可以让学生们就西北某一贫困林区毁林种庄稼的做法发表正反两方面的讨论，运用所学的口头的表达方式。
语法建议
可以让学生们将34和35课课文的有关过去分词作定语和表语的结构挑出，写在黑板上用学生找的现实的课文原例分析语法。
教材分析
从本单元的对话来看，主要是学习如何用英语表达出自己的观点和看法, 是同意还是不同意。如同意对方的观点: I think so. I agree completely. I’m with you. That’s a good idea---. I think it is great. 如果不同意: I dont know about that. I don’t think so. Sorry, but I disagree. I know what you mean, but don’t you think ---. I see your point, but I think ---. You’re right, but I think---.
同时注重 damage, pollute, desert, in place, limit, fit, present, pour, die out, measure, go off, point to, to one’s joy 等重点词汇和短语在本单元中学习，本单元中的阅读课主要内容是通过列举如:人为污染地球的土地,空气和水资源以及自然界对人类的报复; 动物界遭到人类的侵害,造成了生态不平衡等事例, 而达到警醒同学和世人,让同学们从小就培养一种环保意识, 维护环境生态的平衡。同时在这里运用了重点语法知识，Past Particle形式充当表语和定语的用法。
重点知识讲解
1. It was called “Saving the earth” and it was all about the damage that is being caused to the world.
1) It was called(believed, thought, considered, known, said ---) that --- 可以看成是主语从句，真正的主语后致，it是形式主语。可以翻译成：据说---, 据认为---。
It is believed that the troops have already crossed the border.
据说军队已经越过边境。
It is known that he is honest.( He is known to be honest.)
听说他是一个诚实的人。
1) damage
n. (不可数) 损坏，损害
The earthquake caused great damage.
地震造成巨大的损失。
When she sees the damage that you have done she will be mad.
当她看到你所造成的损失，她会发疯的。
vt. 损坏
A heavy rain came down and damaged the crops. 一场大雨突至，损坏了庄稼。
Her heart was slightly damaged as a result of her long illness.她长时间的疾病造成了她的心脏受到了轻微的损害。
2. We listen to lectures about pollution, agriculture, nuclear waste, radiation and so on.
waste
vt. 浪费
1) Mother told me not to waste money. 母亲不让我乱花钱。
2) Don’t waste time playing computer plays.不要浪费时间打电脑游戏。
waste something on something/in doing something 用法与spend类似，可以让学生记成“双费(浪费和花费)”。
n. (通常不可数) 浪费, 废物
1) This waste of good food should not be allowed. 浪费食物是不允许的。
2) Where do you put your kitchen waste? 你把厨房的废物放在哪里?
3) It’s a waste of money to buy the book. 买那本书是浪费金钱。
a waste of time/money/energy是固定表达，同a wonderful education类似。
3. It won’t be fit for us to live in.
fit
adj. 适合于---的。 be fit for something:适合某事
1) He isn’t fit for the job. 他不适宜此工作。
2) These shoes are not fit for me. 这些鞋不适合我。
3) The house isn’t fit for you to live in. 这间房子不适合你居住。
be fit for somebody to do something:某人适合做某事
4) This water is fit for drink. 这种水可以喝。
5) It’s not fit for you to talk like that.你这样谈话是不得当的。
adj. 健康的，精力充沛的
6) Exercise keeps you fit. 体育运动使你保持健康。
vt. 对--- 适合，符合，适宜合适，强调大小、尺寸
7) This jacket fits me well. 这件夹克适合我。
8) The key doesn’t fit the lock. 钥匙与锁不符。
9) This theory fits facts. 这条理论适合实际。
vi. 合适
10) The shoes fit perfectly. 这双鞋不合适。
11) He doesn’t fit into the team. 他不宜在队中。
fit somebody to do something/fit somebody for something:使某人适合做某事
12)Vocational training will fit them for a good job.
Vocational training will fit them to get a good job. 职业的培训使他们能找到一个好工作。
vt.安装
12) We fitted a new lock on the door. 我们给门安上了一个新锁。
注意suit表示的是颜色样式和款式的合适。
The color of the cloth suits a woman at my wife’s age. 这块布料的颜色适合我妻子年龄的妇女。
Red and black are colors that suit me well.红和黑色对我来说非常合适。
4. The area of desert in the world is growing every year.
desert n.沙漠
1) He drove a car across the desert. 他开车穿越了沙漠。
vt. 抛弃、背弃
2) He deserted his family. 他抛弃了他的家庭。
vi. 开小差
3) The soldier deserted from the army. 士兵们从军队中开小差跑了。
deserted adj. 无人使用的，已废弃的
4) The railway station was deserted. 那个火车站已经废弃不用了。
5. Then one year, the rains fail to come.
fail vi. 失利，失败 fail to do something 做某事没成功
1) She failed to pass all the exams. 她考试全部失利。
fail in something 在某事上没成功
2) He failed in business. 他在事业上一败涂地。
failure n. 失败 在某一方面失利介词用常用in
3) Her failure in the exam made her cry. 在考试中的失利使她痛哭。
6. One suggested answer is for farmers to limit the numbers of their cattle.
limit vt. 限制
1) We must limit our spending. 我们必须限制我们的开销。
2) Mother limits us to eat one cake each. 母亲限制我们只能一人一块蛋糕。
n. 限制
3) The speed limit within the city is 35 miles per hour. 在城市里的限速是每小时35英里。
7. When trees are cut down, there is nothing to hold the soil in place on the hillside.
place in place 在原处
1) She likes everything to be in place. 她喜欢将每种东西放回原处。
2) I hope you will keep the books in place. 我希望你将书放回原处。
in place of somebody:代替某人
3) Will you go in place of me?你是否代替我去?
take place:发生
4) A car accident took place yesterday. 昨天发生了一起车祸。
take the place of somebody:代替某人
5) I’ll take the place of Mr. Wang. 我将代替王先生的位置。
take one’s place:接替某人
6) I’ll take Mr. Wang’s place. 我将接替王先生。
8. However, many of these are dying out.
die out vi.(火)熄灭
1) The fire died out at last. 最后火还是熄灭了。
vi. 绝种
2) This kind of bird is dying out, and we must protect them. 这种鸟类已经正在灭绝，我们应该保护他们。
9. The purpose of the trip was to record all the wildlife and plants that we could find in the forest.
Purpose n. 目的， 通常是可数名词。目的是什么 用介词for.
1) What was the purpose of his visit? 他来访的目的是什么?
2) He came to Beijing for business purpose. 他来北京是有商业目的的。
on purpose: 专门
3) I had no doubt that she did this thing on purpose. 我毫不怀疑她做这件事是有目的的。
10. In the afternoon, we all went off separately to look for new plants.
Go off 动词短语
走开
1) She got angry and went off after she heard what I said. 听到我所说的她一生气离开了。
响起巨大的声音
2) Although the clock went off, he didn’t wake up.尽管闹钟暴响， 他仍然没有起来。
熄灭
3) The lights went off suddenly. 灯突然地熄灭了。
腐败
4) “The milk has gone off .” my mother said, “ and don’t drink it!” 妈妈说道：“别喝那牛奶了，它已经坏了。”
11. He was busy measuring a plant and taking photographs of it.
Be busy doing, keep busy doing sth. 忙于做某事。
We are busy making preparations for the coming exam. 我们正在忙于为即将来到的考试做准备。
measure vt. 测量
1) The policeman measured the speed of the car. 警察测量车速。
vt. 有……的长度，相当于系动词。
2) The room measures 6m long. 这间房子有六米长。
n.计量单位
3) The meter is a measure of length. 米是一种计量单位。
take the measure of something:测量某物的长度
4) I take the measure of the desk following the teacher’s instructions. 我遵循老师的指令测量桌子。
n.手段、方式
5)They took a strong measure to deal with the workers.他们采取了强硬的手段来对付工人。
12. 分词作为形容词时， A. 及物动词中现在分词表示主动，和动作正在进行;过去分词表示被动或动作已完成。 B. 不及物动词中现在分词表示动作在进行，过去分词表示已完成。
例如：A:
There are many wounded soldiers in the battlefield.
My spoken English has greatly improved.
Don’t sit in that broken chair. It’s dangerous.
She is a leading figure in the Party.
Barking dogs seldom bite.
B:
The risen sun, fallen leaves, retired workers, escaped prisoner , a rolling stone, boiling water, boiled water.
另外还有一些假过去分词。如 1)“adj-noun-ed” a warm-hearted man. 2) “数词-noun-ed” The one-eyed man is hiding behind the door. 3) “数词-度量衡名称” a twenty-cent book
分词作表语， 现在分词表示主动正在进行， 过去分词作表语表示被动已经完成。
The day was so charming! The news is encouraging.
The door remained locked. He seemed quite delighted at the idea. The room was packed with people.
教学设计方案Lesson 33
一、Teaching Aims
1. Help the Ss have free talk on what the conference discussed and the opinions of Yang Pei and Jackie and at the same time present their ideas about the environmental protection through the study of the dialogue( including functional sentences study) .
2. Practise in pairs on talking about the possible results if we continue to destroy the nature around us and go against nature..
3. Study the language items in the lesson.
二、Teaching procedures
Step I Warming-up
1. T let the Ss look at the picture at P49 on the books, then ask them “What can you see ? ”Tell all of us as much as possible.
2. Write these words on the Bb. For example:
THE INTERNATIONAL CONFERENCE FOR THE ENVIRONMENT PROTECTION-SAVING THE EARTH
3. Get some good students to talk like the officials attending the conference from different countries about the problems in their separate countries. (give them a model)
StepⅡListening
1. Let the Ss listen to the tape one or twice.
2. After listening and ask students to do the pair work, just as one is Yang Pei to ask questions, the other is Jackie to answer the questions, like the following(or use the Exe1 on Page 113):
(1) What was the conference like?
(2) What did you do at the meeting?
(3) What do you talk about mainly at the conference?
(4) What do we Chinese have to do for nature?
Step Ⅲ Reading
1. Get Ss to read the dialogue again and then do Ex2 P113 SB without discussion, then check the answers.
2. Language points explanation and study, including:
1) It was called that --- 2) damage 3)waste 4) fit 5) we’ve got to ---(we have to do ---) 6) hear about 7) standing room 8) pay attention to
Step Ⅳ Practice
1. Ask Ss to try their best to give a passage using the expressions they learned as many as possible.
2. Divide the Ss into several groups which have different topics about the environment pollution. And discuss the methods to deal with these problems. (for example, one group about water pollution, one is about population etc). Everyone should take part in the discussion and show their opinions. And at last elect one representative to give and summary about their discussion.
Sentence Patterns like:1 ) Well, I think it is necessary for --- 2) I don’t agree with you. I think we need --- etc?)
2. Ask one group of the Ss to perform the discussion to the class. (if time permitting)
3. Ask one or two representatives to give their conclusion.
Step V Summary
Questions:
1. Which phrase we have learnt in the dialogue can be used to show your agreements? (agree with , That’s quite right, It’s a good idea.)
2. What phrase can we use when we agree or disagree with sb. or to sth.?
Step ⅥHomework:
1. Ex 3 on Page 113. Give several possibly-used expressions in the translation of the sentences.
2. A good preparation of key words is needed. of Lesson 34.
教学设计方案Lesson 34
(一)Teaching Aims
1.Through the study of Lesson 34 students should have a clear comprehension of the pollution.
2.Know the different kinds of pollution in different fields throughout the world and they are very serious.
3.Learn how to simply analyze the cause of something.
Step I Warm – up
1. T played a part of video film of MTV of Michael Jackson’s “Heal the world” and let students enjoy it before the class.
2. T takes a piece of world atlas and ask students point out the different countries on the map while you are giving the names of the nations. For example:
Alaska, China, India, Russia, Germany etc.
3.Write the following words on the Bb, EARTH, AIR, WATER and some numerals: 1986, 125,000, 1984, 2500, 50%, 1/4, 700, 1989, 35,000, 34,000, 10,000, 48,000 etc)
StepⅡ. Listening and Reading
1. Listen and read aloud the text after the tape. Pay attention to intonation and pronunciation. Ask Ss to try to find the correct incidents for the countries and numerals.
2. Check the Ss the reading ability.
Ask Ss to answer your questions which are on the page 114, and ask one student to give a summary for each area, that is, Earth, Air and Water.
Step Ⅲ Discussion (Group work)
1. Let the Ss have a discussion:
1) What are the causes for the pollution in these areas and who will be responsible for these following results?
2) What can we do to stop and prevent this thing happening? And can we stop this kind of thing?
Step Ⅳ Language points
1.Teacher ask Ss to write down the sentences with the P.P and check the sentences with each other (one for one sentence and not give the same one) And give some typical sentences on the slide.
2. Explain the grammar and teach students how to use it.
3. Expressions and words study, including : 1) desert 2) Cattle 3) fail 4) limit 5) in place 6) blow away 7) Time and time again 8) the injured 9) lose their sight 10) be present 11) pour into
Step Ⅴ Practise
1. Get Ss to do Ex 2 P114. Tell them to fill in the blanks without looking back at the text.
2. Ask one more Ss to retell the text with the help of the map in the front of the classroom and the numerals on the Bb ( also one student for one field or topic)
3. Divide the Ss into several groups and ask them to act like some reporters from India to interview some local people , or interview some peasants in Gebi or some Russian Officials give the talk about their pollution problem etc.
Step Ⅵ Homework
1. Match the words on Ex3 P114.
2. Make a short passage using the expressions they learned this class as many as possible.
3. Preview Lesson 35, pay attention to P.P form in the text on Page 53 “A day in the forest”.
教学设计方案Lesson 35
(一)Teaching Aims
1. Through the study of Lesson 35 students should have a clear comprehension of the close relation between the animals and human beings.
2. Learn how to write a writing whose structure is formed with some facts and their possible logical reasons .
Step I Warm - up
1. T show a picture of Tiger or movie clips of Northeastern Tiger in Northeast. Ask them some questions as follows:
(1) What are these? (2) Where can you find them? (3) Do you think it is good for them to be in the cage of the zoo? (4) Do you like the tigers in the circus?
2.Write the following words on the Bb,
FACTS: (5-10 million, one per one year, one per one day, 1/2 million )
REASONS: first, second.
EXAMPLE: tigers
StepⅡ. Listening and Reading
1. Listen and read aloud the text after the tape. Pay attention to intonation and pronunciation. Ask Ss to try to find the answers or key words for the topics on the Bb.
2. Check the Ss the reading ability.
Ask students some questions about the text (Exe 1 on Page115)
Ask the students to give the matching words or phrases to the topics on the Bb. And ask one student to retell the text “Animals in danger” with the help of the info on the Bb.
3. Deal with the other text on Page 53. Ask Ss to find out the timeline of the story and what happened in the following time: Before the trip and During the trip ( At the beginning, after lunch, at the end of the trip)
4. Ask one student to retell this text on Page 53 with less than 10 sentences.
Step III Language points
1. Deal with some difficult points, T teaches the Ss the languages like the following: 1) die out 2) in danger 3) no more than 4) go on an organized trip to 5) purpose 6) go off 7) be busy measuring 8) to one’s joy
2. Play the game to see who can find as many as possible the past participles in the text on Page 53. Then explain the functions of these words.
Step IV Practise
1. Get Ss to do Ex 2 P115. Tell them to fill in the blanks without looking back at the text.
2. Ask one student to act as a librarian in national museum of nature history. And other students to ask some questions about some certain animal, such as Panda:
How many Pandas are in the World? Why they are few? What can we do to protect them? and so on.
Step Ⅵ Homework
1. Written work WB P115. Ex 4. Ask Ss to guess and find the difference between so --- that and so that.
2. Written work WB116 Ex3. And find the functions of Past Participles in the sentences.
探究活动
1.Suppose you are a scientist and you attend a conference about the pollution in the area you live in. You should prepare a talk about the facts, history and the reasons about the local pollution in different aspects, such as earth, air and water. Can you sum up the most important and serious pollution in your area? (Do you concern about the population pollution?) And do you find the best way to solve these problems? (Such as integrated methods? And international co-operation?)
2.了解中国某一地区的污染状况其发展的原因，解决方法。 如果是重工业城市可以参观某些工厂如化工厂，水泥厂和钢铁厂， 如果是农村则应该参观林地和农田询问公社的气象局和土地办等有关情况。如果污染已经改善则问清楚是何手段和方法，如果没有任何改善则向有关的机构询问解决的可能，并向污染单位建议。最后用英文写一篇小论文。
3.如果条件允许，可以上网浏览环保的网站并与其他国家的人民交换环保的信息和知识。加强了解，毕竟中国的环保起步较晚。同时学习一些有关环境的英文表达方式，积累知识。
外研版高二英语必修5教案2021范文3
教学目标
1. think more ab out the relationship between science and nature.
2. describe some items and atmosphere with scien tific terms.
3. express their opinions on cloned animals and humans as well.
4. develop an interest in doing more reading and research on the topic.
教学重点 Words , phrases and sentence patterns
教学难点 Practical usage
教具 Blackboard , slides and handouts
教学内容 教法学法
Teaching procedures:
Step 1 Lead in (PPT 4-7)
Play a dialogue about height-increasing operations and ask students to fill in the blanks. After checking the answers, allow some time for students to freely express their opinions on height-increasing operations, thus introduce the major topic “science versus nature”。
[Explanation]
用一段有关增高术的听力引入 主题，主要是考虑到这一切入点与实际生活较为贴近，比较容易让学生有话说，作为人类利用科学对自然的东西做出改变的一个典型例子可以顺其自然得引入本课主题。
Step 2 Science versus nature (PPT 8)
1. Explain the word “versus” ( Two sides are against each other)
2. Brainstorming. Ask students to think of other cases in which science goes against nature? The teacher can introduce some new vocabulary like GM food and plastic surgery which might be useful in later teaching. Show some pictures to help them better understand these things.
Suggested answers: GM food, cloning, dams, artificial rainfall, organ transplant, air-conditioner, cloud seeding, plastic surgery, euthanasia, etc.
3. Allow students some time to have a light discussion on advantages and disadvantages of any of the above cases.
4. In terms of science versus nature, what do you think the relationship between science and nature should be like?
(Both advance in harmony)
[Explanation]
本节将主题定位在“科学对抗自然”，让学生了解了这一关系后，用头脑风暴的形式让学生从增高术联想起更多的现实生活中能体现这一关系的案例，如转基因食品，人工雨等。
Step 3 Cloning (PPT 9-11)
1. Display pictures of Dolly and normal sheep on the screen. Tell them Dolly is a cloned sheep. But it looks no different from normal sheep. Show more pictures of cloned animals ( cloned calves, pigs, monkey and mule). Their names can be introduced here, which might arouse students’ more interest.
2. Introduce the concept of “copy”. Ask the students to think about this question: Are cloned animals exactly the same as the “mother animals”?
(They may have the same appearance but their physical qualities can be very different. Many cloned animals died at a much younger age than average.)
3. Interview one student about his feeling towards cloned animals by asking the following three questions: 1) If you happen to have a cloned cat, how would you feel? (excited) 2) What if another cat with the same appearance comes to you? (surprised and more excited) 3) What if more cats with the same appearance come to you? (shoc ked and scared)xkb1.com
4. Interview another student about his feeling towards a “cloned him”. Then ask the other students if they would like to see a “cloned him” and why.
5. Girls versus boys. Ask students to have a 2-minute debate on whether it would be a good idea to clone humans some day.
[Explanation]
本节将讨论的重点转向克隆。通过图片展示的方式让学生对克隆动物有个感性的认识，并引进“拷贝”的概念，与第二课时的阅读标题形成呼应。
Step 4 Summary (PPT 12)
Give a brief summary of their debate. Point out any possible problems in their debate like the lack of ideas and supporting points. Tell students that you will read m ore about cloning in the following period and will have a further discussion.
[Explanation]
对学生的辩论进行简短的评价，一是评价学生的表现，二是让学生产生更多的兴趣去阅读，并且阅读的目的性更明确，从而能够保证阅读的成效。
外研版高二英语必修5教案2021范文4
The Sixth Period Writing
Teaching goals 教学目标
1. Target language 目标语言
重点词汇与短语
suggest, persuade, observation, contributions, achieve, devote ... to
2. Ability goals 能力目标
Enable the students to learn the way of persuasive writing and descriptive writing.
3. Learning ability goals 学能目标
Learn how to write a persuasive writing and a descriptive writing.
Teaching important points教学重点
Help the students to learn to write a persuasive writing and a report.
Teaching difficult points教学难点
How to write a report about a scientist and his / her job.
Teaching methods 教学方法
Task-based activities.
Teaching aids 教具准备
A computer and a projector.
Teaching procedures & ways 教学过程与方式
Step Ⅰ Presentation
Task 1: Summarize the way of writing a report.
T: Now class, if we want to write a report about a scientist, what contents should we include?
S1: The life of the scientist, such as his birth and death dates, his family, his education, his personality, his achievements and contributions, his key factors to his success.
T: Yes. You are right. And how do we make an outline about it?
S2: We should put the collected information under three headlines: life, achievements and key to success.
Task 2: Remind the students of the writing techniques and writing features of a report.
Show the following to the students.
Report
Formal language with few adjectives
No speech except quotations
Not emotional
Only one main character
Factual structured according to experimental method
Past tense and passive voice
Task 3: Summarize the way of persuasive writing.
T: You know if we want to persuade sb, we always want to reason with him or her. We must develop our own ideas and provide some evidence to support our ideas so there are always three steps to persuade somebody else to change his or her point of view. Can you point out what the three steps are?
S1: I think the first is to give your opinion and idea.
S2: The second is to give the reasons and evidence to support your idea.
S3: The third is to make a conclusion.
Show the following to the students.
A persuasive writing
Formal or informal, vivid use of language
Speech to show feelings, reactions, etc
Emotional or not emotional to describe feelings and facts
Only two main characters
Factual or imaginative based on fact
Reason and persuade step by step
Present tense
Then ask the students to write a short letter as required in Exercise 3.
A sample version:
Dear Nicolaus Copernicus,
I am a student studying history and I would very much like to read your new theory about the solar system. I hope you will publish it for several reasons. I understand the problems with the present theory. The way the planets move is not what you would expect if the earth was the centre of the universe. It is also odd that the brightness of some stars seems to change. So I agree with you that we need new theory.
I know your observations have been very carefully carried out over many years. Now you must have the courage to publish them. Science can never advance unless people have the courage of their beliefs. I know you worry about what will happen if you publish your new theory. No matter how people oppose it, time will show if your ideas are right or wrong.
So I hope you can publish your new theory.
Step Ⅱ Writing
Ask the students to write a report about a scientist.
Sample versions (见附件3, 4, 5)
Step Ⅲ Homework
Ask the students to do the Project on page 47.
附 件
1. How to do a science research
A science project is an investigation using the scientific method to discover the answer to a scientific problem. Before starting your project, you need to un derstand the scientific method. This section uses examples to illustrate and explain the basic steps of the scientific method. The scientific method is the “tool” that scientists use to find the answers to questions. It is the process of thinking through the possible solutions to a problem and testing each possibility to find the best solution. The scientific method involves the following steps: doing research, identifying the problem, stating a hypothesis, con-ducting project experimentation, and reaching a conclusion.
Research
Research is the process of collecting information from your own experiences, knowledgeable sources, and data from exploratory experiments. Your first research is used to select a project topic. This is called topic research. For example, you observe a black growth on bread slices and wonder how it got there. Because of this experience, you decide to learn more about mold growth. Your topic will be about fungal reproduction. (Fungal refers to plant-like organisms called fungi, which cannot make their own food, and reproduction is the making of a new offspring.) CAUTION: If you are allergic to mold, this is not a topic you would investigate. Choose a topic that is safe for you to do.
After you have selected a topic, you begin what is called project research. This research is to help you understand the topic, express a problem, propose a hypothesis, and design one or more project experiments — experiments designed to test the hypothesis. An example of project research would be to place a fresh loaf of white bread in a bread box and observe the bread over a period of time as an exploratory experiment. The result of this experiment and other research give you the needed information for the next step — identifying the problem.
Problem
The problem is the scientific question to be solved. It is best expressed as an “open-ended” question, which is a question that is answered with a statement, not just a yes or a no.
Hypothesis
A hypothesis is an idea about the solution to a problem, based on knowledge and research. While the hypothesis is a single statement, it is the key to a successful project.
All of your project research is done with the goal of expressing a problem, proposing an answer to it (the hypothesis), and designing project experimentation. Then all of your project experimenting will be performed to test the hypothesis.
Do state facts from past experiences or observations on which you base your hypothesis.
Do write down your hypothesis before beginning the project experimentation.
Don’t change your hypothesis even if experimentation does not support it. If time permits, repeat or redesign the experiment to confirm your results.
Project Experimentation
Project experimentation is the process of testing a hypothesis. The things that have an effect on the experiment are called variables. There are three kinds of variables that you need to identify in your experiments: independent, dependent, and controlled variables.
The independent variable is the variable you purposely manipulate (change). The dependent variable is the variable that is being observed, which changes in response to the independent variable. The variables that are not changed are called controlled variables.
Do have only one independent variable during an experiment.
Do repeat the experiment more than once to verify your results.
Do have a control.
Do have more than one control, with each being identical.
Do organize data.
Project Conclusion
The project conclusion is a summary of the results of the project experimentation and a statement of how the results relate to the hypothesis.
If your results do not support your hypothesis:
DON’T change your hypothesis.
DON’T leave out experimental results that do not support your hypothesis.
DO give possible reasons for the difference between your hypothesis and the experimental results.
DO give ways that you can experiment further to find a solution.
If your results support your hypothesis:
You might say, for example, “As stated in my hypothesis, I believe that light is not necessary during the germination of bean seeds. My experimentation supports the idea that bean seeds will germinate without light. After seven days, the seeds tested were seen growing in full light and in no light. It is possible that some light reached the ‘no light’ containers that were placed in a dark closet. If I were to improve on this experiment, I would place the ‘no light’ containers in a light-proof box and / or wrap them in light-proof material, such as aluminum foil.”
2. On women scientists : A speech in the International Women’s Day
Women thou hast encircled the world’s heart with the depth of thy tears as the sea has the earth.
Women in your laughter you have the music of the fountain of life.
The message is clear; it is inspiring and presents a deep philosophy. Women would be the change agent in this fast moving world’s socio-economic scenario.
We have assembled here today to celebrate the International Women’s Day and also the Year of Empowerment of Women.
...
Madam Curie who got the Nobel Prize just after two years of establishment of the Nobel Foundation — first in 1903 in Physics when she shared it and then the second one in 1911 in Chemistry, created a history by winning two Nobel Prizes in a span of 8 years. I am sure, the group here is aware of the difficult conditions and laboratory arrangements under which she worked and yet, she excelled.
Biotechnologists can never forget the work of Dorothy Crowfoot Hodgkin on Crystallography leading to the structure of the important biological crystals. She won the Nobel Prize in Chemistry in 1964. The work of Barbara McClintock, a geneticist won her the Nobel Prize in 1983.
Just as someone said: “Developing countries that have made remarkable social progress, have done so primarily through the empowerment of women, which has had enormous impact in terms of literacy, health and economic well being of families.” What we need to do is to ensure the valuable contribution from 50% of our human resource.
...
It is a matter of great pleasure for all of us to see that the women are not only confined to biology, a subject in which they have been contributing significantly, they are also joining the areas of physical sciences and engineering and performing equally well.
Somehow, in many parts of the world today, science and technology interventions have treated women primarily as recipient of knowledge and have under estimated their importance as generators of innovations and as a dynamic agent of economic and social change. In empowering the women with scientific and technological skills, women scientists and technologists have a major role. Biotechnology and biosciences including medical, agriculture and basic research have opened up new opportunities. The involvement of women scientists and technologists in physical sciences, especially in the National Aeronautics and Space Administration (NASA) dates back to 1903, they worked as explorers, pioneers and innovators. By the end of the 20th century, at least 25% of the astronauts at NASA were women, 16% scientists and engineers.
Of course, it is extremely important that women scientists and technologists are appreciated for their dual role in the society while pursuing scientific research as a career. They should also nurture and cherish their qualities of culture, compassion, courage and creativity. And above all, the cooperative spirit. The five ‘Cs’ are personified in women’s personality.
3. Charles Drawin Origin of Species
The English scientist, Charles Darwin was born on February 12, 1809, the same day that Abraham Lincoln was born. Darwin caused a change in thinking about evolution, whereas Lincoln caused a change in the role of the black slave, allowing the black man to be a free man in American society.
Darwin’s father tried to influence his son to become a worthy student in school. However, Charles did not like to study Latin or Greek, which was required for a classical education. Instead, he made a secret laboratory in his father’s garden where he could experiment in chemistry and physics.
His headmaster had a very low opinion of his scholarly abilities. So his father decided to send him to Edinburgh, Scotland, to medical school. However, Charles couldn’t bear the sight of surgical demonstrations. One time, a child was being operated on without any painkiller or anesthesia. The child began to scream in agony and Charles ran from the room. Those screams haunted his mind for many years.
Since he failed at medical school, his father sent him to study theology at Christ’s Church at Cambridge University. However, in his own words, he said his time was sadly wasted “in playing, drinking, singing, flirting and card playing.” But he found a science professor there who recommended he sail as a naturalist on the ship called hte Beagle. This ship would travel for 5 years exploring South America and the Galapagos Islands off the coast of Ecuador in the Pacific Ocean.
On these islands, he observed the world’s largest turtles, the iguana lizards, and finches, a type of bird. These birds were on different islands and varied from each other, especially in their beaks.
Darwin took many notes on this long adventure. When he returned to England, his body was broken and he was essentially ill for the rest of his life. However, he came to the interesting conclusion that certain finches adapted better to their environment in a process called natural selection. Those species more fitted to their environment would be the ones most likely to breed and succeed in producing the next generation.
In 1859, he wrote On the Origin of Species, which became the most significant book ever written on the theory of evolution. His ideas have had more influence than anyone concerning how living species developed over time.
Questions
1. Darwin failed in the three schools of ______.
A. Science, Philosophy, Medicine
B. the Classics, Medicine, Theology
C. History, Science, Medicine
D. the Classics, Language, Religion
2. Darwin’s theory of evolution came from his study of _______.
A. giant turtles B. finches
C. iguana lizards D. many animals
3. On the Origin of Species is about _______.
A. scientific discoveries
B. very old life forms
C. development over time
D, animal descriptions
Key: 1-3 BBC
4. Marie Curie Radium and Radioactivity
Marie Curie (1867 — 1934) was born in Poland. Her parents gave her the name Manya Skladowska. She admired her father who was a middle school teacher of physics in the city of Warsaw.
Her mother was an excellent pianist and some have said she received her brains from her father and her good hand co-ordination from her mother. She studied very hard and won the gold medal for academic work in her high school. It was the third time a member of her family of four children had won the first place prize.
At this time, Poland was controlled by Russia. Her father wanted freedom for his country and when he voiced his opinions, he lost his teaching job. He never regained a job with a good salary again, so his family became very poor.
Her mother died when she was ten years old. Without money, it was difficult for the bright Skladowska children to go to college.
Marie’s older sister Bronya wanted to study at the Sorbonne, a French university in Paris. Marie offered to work as a governess to pay for her sister’s education if Bronya would help Marie after her graduation. This did occur and Marie started college at the Sorbonne at the age of 25.
One day a Polish professor was visiting Paris and Marie came to his apartment. The young professor Pierre Curie also was there. He was the head of the university library of chemistry and physics. The two became friends and later married.
They did their research together. They discovered two new radiocative elements in pitchblendeores. They were called polonium and radium. They isolated the pure elements in 1902 and received the Nobel Prize for Physics in 1903.
In April 1906, Pierre slipped on wet pavement and was killed when a heavy truck ran over him. Marie was deeply saddened. However, she took her husband’s position as a professor at the Sorbonne and continued her research. She was the first woman in France to become a professor in a university.
Marie gave the name radioactivity to the penetrating power of certain types of waves. In 1911, she received the Nobel Prize for Chemistry. She died from radium poisoning, a martyr to her own work.
Questions
1. Marie Curie was inspired to study science because of her _______.
A. middle school teacher B. mother
C. sister D. father
2. Marie shared the Nobel Prize for Physics by discover ring _______.
A. two new elements B. uranium
C. radium D polonium
3. A martyr to her own work means she _______.
A. worked too hard
B. died in her library
C. was affected by radium rays
D. sacrificed her personal life for her work
Key: DAD
5. Issac Newton
Newton (1642 — 1727) was an English mathematician who laid the foundations for physics as a modern scientific discipline. Everyone knows the story that when he was sitting under a tree, he watched an apple fall to the ground. As he thought about the reason of its falling, he reasoned that both apples and planets are similar in that they are objects that respond to a force that attracts them. The year of this observation was 1666 when he was 24 years old.
Newton was educated at Trinity College in Cambridge. He was so brilliant that he was offered a full professorship at age 27 in mathematics, also at Cambridge. However, he didn’t publish his theory of planet movement for 21 years because everyone thought his reasoning was faulty. He told his friends that he would print nothing about his ideas because it would attract too much attention, which would interfere with his scientific work.
However, in 1687, he finally published a three volume book entitled Mathematical Principles of Natural Philosophy. Today, it is considered the greatest scientific work ever written.
Newton believed that the law of gravity made the universe run like a huge clock, as if designed by a master designer. Scientists who read this work during his lifetime did not believe Newton’s theory of gravitational pull was correct. One claimed that Newton would not have twenty followers of his research in his lifetime. Actually, there were even less, because very few scientists seemed interested in his work.
Newton said, “Just give me the mass, and the position of the motion of a system of heavenly bodies at any given moment and I will calculate their future positions and motions by a set of rigid and unerring mathematical calculation. I will calculate the tides of the oceans and the motions of the waters and the earth. For the earth attracts the moon and the moon attracts the earth, and the force of each in turn tends to keep them in a state of perpetual resistance.”
Newton also developed the mathematical system that is called calculus. His studies of white light led to the understanding that light is made up of many colors. However, the most important was his theory of gravitational pull, which is the basis of all flights into space today.
Questions
1. In his lifetime, Newton’s theory of gravity was _______.
A. respected B. strange
C. not believed D. welcomed
2. Newton believed the universe was _______.
A. formed naturally B. running in perfect order
C. a big puzzle D. difficult to explain
3. The moon and the earth stay in perfect balance because of _______.
A. attraction B. resistance
C. motion D. attraction and resistance
Key: 1-3 CBD
外研版高二英语必修5教案2021范文5
核心单词
1. balance
n. 天平;平衡;结余，余额
v.平衡;权衡
Can you balance yourself on skates?
你穿冰鞋能保持平衡吗?
If you earn ￡100 and spend ￡60，your balance is ￡40.
如果你挣100英镑，花60英镑，那么你就会结余40英镑。
You have to balance the advantages of living in the country against the disadvantages.
你得权衡一下住在乡下的好处和坏处。
常用结构:
keep a balanced diet 保持饮食平衡
要点突破
精讲精析
keep one?s balance 保持平衡
lose one?s balance 失去平衡
out of balance 不平衡
a sense of balance 平衡感
bank balance 银行余额
blance of trade贸易差额
keep balance of nature保持生态平衡
The two trucks had wheels out of balance on delivery.
这两部卡车在交货时车轮失去了平衡。
The boy has a lot of disadvantages, but on balance I think he is still a good boy.
这个男孩有很多缺点，但全面考虑，我认为他仍然是好孩子。
联想拓展
balanced adj. 合理的;收支平衡的;镇静的
balanced diet 均衡饮食
a balanced judgement 公平的判决
高手过招
单项填空
In education there should be a good among the branches of knowledge that contribute to effective thinking and wise judgment.(2009?12?江西玉山检测)
A.distribution B.balance
C.combination D.assignment
解析:选B。balance平衡;distribution分发,分配,散布,分布;combination结合,联合;assignment分配，功课，任务，被指定的(课外)作业;(分派的)任务，委派。根据句意，选B。
2. lie
vi.& n.说谎;谎话，谎言(lied，lied，lying)
vi.躺，卧;处于(某一位置)，在于……(lay，lain，lying)
常用结构:
tell a lie/tell lies to sb. 对某人说谎
a white lie 善意的谎言
lie to sb. 向某人说谎
lie in 在于;处于……状态
there lies ... 某地有……
lie on one?s back/side/stomach仰卧/侧卧/俯卧
It’s no wonder that she lied to the court.
难怪她对法庭撒了谎。
West of the lake lies the famous city.
那个的城市坐落在湖的西面。
You are lying but lies can not cover up facts.
你在说谎，但谎言掩盖不了事实。
I’d rather use my money than leave it lying in the bank.
我宁愿把钱花掉也不愿搁在银行里不用。
联想拓展
lay vt. 放;搁;下(蛋);产(卵)(laid，laid，laying)
高手过招
单项填空
There was an oil painting in the corner. It there for several days. (原创)
A. laying; had laid B. lain; had laid
C. lying; had lain D. laid; had been lain
解析:选C。第一空是“处于/在于……”的现在分词，第二空是其过去完成时。
3. amount
n. 数量
vi. 合计，总计达;相当于，等同于
常用结构:
amount to 总共达;相当于;等于
an amount of ... 大量的……
the amount of ... ……的数量
Planning without any real action amounts to nothing.
只计划不行动等于什么都不做。
The total cost of repairs amounted to $100.
修理费用总计达100美元。
联想拓展
表示数量的短语及用法：
a great deal of，a large/small/huge amount of+不可数名词(作主语时，谓语用单数形式)
large/vast amounts of+不可数名词(作主语，谓语用复数形式)
many，a good/great many，a number of，large numbers of，a few，dozens of，scores of+可数名词复数(作主语，谓语用复数形式)
plenty of, a lot of+可数名词复数(作主语，谓语用复数形式);也可接不可数名词(作主语，谓语用单数形式)
a large quantity of+名词，large quantities of+名词(作主语，谓语与quantity一致)
I need a large amount of money to buy a new house.
我买新房需要一大笔钱。
高手过招
单项填空
Because of mail we receive，we may not be able to reply to your letter.Please remember to include your full name with your letter. (2009?12?江西师大附中检测)
A. a great many of B. a large number of
C. a large amount of D. a great plenty of
解析:选C。mail邮件，不可数名词。故用a large amount of。
4. curiosity
n. 好奇心
Children have a natural curiosity about the world around them.
小孩子对他们周围的世界有着天生的好奇心。
I opened the packet just to satisfy my curiosity.
我打开包裹只是为了满足我的好奇心。
常用结构:
out of curiosity 出于好奇
with curiosity = curiously好奇地
联想拓展
curious adj. 好奇的
curiously adv. 好奇地
be curious about sth. 对某事好奇
be curious to do sth. 好奇地做某事
高手过招
完成句子(原创)
①Margaret looked at him (好奇地).
②She decided to try a cigarette (出于好奇).
③All the employees in this firm (好奇) the personal life of the general manager.
④ (奇怪的是) enough, he had never seen the little girl.
1. (好奇心) drove Mary to open her husband’s letter though she knew it was wrong.
答案 : ①with curiosity②out of curiosity③are curious about④Curiously⑤Curiosity
5. benefit
vt. 有利，有益
n. 好处;利益;优势
常用结构:
benefit from/by... 从……受益，得益于……
benefit sb. 对某人有益
be of (much, great)benefit to sb. =be beneficial to sb.
对某人有益处
be of no benefit to sb. 对某人没有益处
for the benefit of ... 为了……的利益
I have benefited a lot from extensive reading.
广泛的阅读使我受益匪浅。
It is said Yoga is of great benefit to human health.
据说瑜伽对人体健康有很大好处。
易混辨析
benefit/interest/profit/advantage
benefit为普通用词，指通过正当手段从物质或精神方面得到的任何好处或利益。它的复数形式benefits意为“救济金”。
interest作“利益”讲时，多用复数形式，既可指集团、群体的利益，又可指个人的利益。interest作不可数名词时，意为“利息”。
profit着重指收益，尤指从物质、钱财等方面获得的利润。
advantage指因某方面占优势或利用某机会以及对方弱点而获得的利益与好处。
高手过招
单项填空
①We should spend the money on something that will
everyone. (2009?12?福建福州检测)
A. benefitB. benefit from
C. beneficialD. benefit to
②Never forget we receive from our parents.
(2009?12?福建龙岩检测)
A. the benefit B. the benefits
C. beneficial D. to benefit
②Never forget we receive from our parents.
(2009?12?福建龙岩检测)
A. the benefit B. the benefits
C. Beneficial D. to benefit
解析: ①选A。此处需要用动词作谓语，benefit 可作及物动词，意为“对……有益”。
②选B。句意为：永远不要忘记我们从父母那儿得到的恩惠。benefit意为“具体的好处”时是可数名词，可用复数形式。
6. combine
vt.&vi. (使)联合;(使)结合
常用结构:
combine into ... 联合成……
combine ...with ...把……与……结合起来
We consider it is necessary to combine theory with practice.
我们认为理论联系实际是必要的。
Hydrogen combines with oxygen to form water.
氢与氧化合生成水。
The pursuit of knowledge should be combined with wisdom.
知识的追求应与智慧相结合。
联想拓展
combination n.结合;联合;化合(物)
a combination of ...一种……的结合(物)
in combination with与……联合起来
易混辨析
join/combine/unite/connect
join侧重把原来不相连接的事物紧密地连接在一起，但仍可再分开。也指把分散的人或几个部分的人联合起来，或加入到某团体中去。常见结构：join up联合起来;join ...to/and ...连接。
combine指两个或两个以上的人或物结合在一起。常见结构：combine with与……结合。
unite指联合、结合在一起，构成一个整体。
connect 指两事物在某一点相连接，但彼此又保持独立。常见结构：connect ...to/with与……相连;be connected with与……有关系。
高手过招
单项填空
①The two parties have to form a new government. (2009?12?福建厦门检测)
A. Mixed B. combined C. joined D. formed
② Chinese traditional medicine with western medicine. (2009?12?江苏如东检测)
A. Link B. Connect
C. Combine D. Join
解析: ①选B。句意为：那两个党派合并组成了一个新政府。combine 指原来性质或成分不同的东西合并成一体。
②选C。句意为：把中药与西药结合起来。combine ...with ...把……与……结合起来。
7. limit
vt. 限制;限定
n. 界限;限度
联想拓展
limited adj. 有限的
limitless adj. 无限制的
The speed limit on this road is 70 mph.
这条道路的车速限制是每小时70英里。
We must try and limit our expenditure.
我们必须设法限制我们的开支。
常用结构：
limit sb./sth. to ...限制某人/某事到(某种程度)
put a limit on ... 对……限制
there is a limit to ...对……是有限的
without limit 无限地，无限制地
高手过招
用limit相关短语的适当形式填空
①One’s energy is .
② (没有止境) what you can do if you try.
③He must our weekly expenditure ten pounds.
答案：①limited②There?s no limit to③limit; to
重点短语
8. get away with
被放过;(做坏事)不受惩罚
If you cheat in the exam, you’ll never get away with it.
考试作弊必予追究。
I won’t have you getting away with cheating in the exam.
我不能容忍你考试作弊而不受惩罚。
联想拓展
get across=put across (使)被理解;(把……)讲清楚
get rid of 摆脱;除掉
get away (from) (从)……脱离，逃脱……
get down to (doing)sth. 开始认真地做某事
get in 插话;收获
get in touch with 与……取得联系
get into the habit of... 染上……的习惯
get into trouble 陷入困境
get out (of ...) 出去，离开，逃脱，摆脱
get hold of 抓住
get on/along well with...与……相处得好;
进展顺利(多用进行时)
get over 爬过……;克服(困难);从……中恢复过来
get through 完成;花光(时间、金钱等);通过;接通电话
He’s not very good at getting his ideas across.
他不太善于清楚地表达自己的思想。
We should get rid of the bad style and keep the good.
我们应该摒弃不良作风，保持优良作风。
高手过招
(1)单项填空
—You?re coughing badly, Martin. Why not give up smoking?
—Give up smoking? Easier said than done, Amy. Once
you the habit of smoking, it is very hard for you to
. (2009?12?江苏启东检测)
A. keep up; break it away B. take up; drop it out
C. pick up; get rid of it D. build up; do away with it
(2)完成句子(原创)
①To my surprise, the baby wolf (与……相处得不错) the dogs and then managed to survive.
②She never arrives on time at the office, but she somehow managed to (侥幸逃脱) it.
③Well, stop chatting. It’s time we (开始，着手) some serious work.
④The news was a terrible blow to her, but she will
(从……恢复过来) the shock soon.
解析: (1)选C。考查动词短语辨析。keep up保持,继续,维持;break away脱开;离开;逃脱;take up拿起;开始;从事;吸取;接纳;drop out退出,退学;pick up捡起,拾起;get rid of摆脱;除掉;build up逐步建立;do away with废除,去掉。
(2)①got on well with②get away with
③got down to④get over
9. take off
从……中去掉;脱掉(衣服);起飞;突然大受欢迎，迅速流行
Her singing career took off after her TV appearance.
她在电视上亮相后歌唱事业迅速发展。
Don?t take off your sweater. It?s cold here.
别脱掉毛衣，这儿冷。
联想拓展
take away 拿走，消除(感情，痛苦等)
take after(相貌、体格、性情等)像(父、母等)
take back 收回
take down 拿下;记下;拆除
take in 欺骗;吸收;理解
take it easy 不紧张，不急
take on 呈现，具有(特征、外观等);雇用
take out 拿出，取出;去掉
take over 接收，接管
take up 拿起;开始(从事);继续;占据(时/空间)
take apart 拆开(机器等)
take for 认为，以为;误以为
Take away my good name, take away my life.
(谚)美名失去，生命不存。
Don?t be taken in by his charm-he is ruthless.
不要被他迷人的风度所蒙蔽，其实他冷酷无情。
高手过招
用适当的介词或副词填空(原创)
①I want to take the book which you showed me yesterday.
②It’s sad to see the old museum being taken to make way for a new shopping center.③She took the narrative(叙事,故事)where John had left off.
④My daughter does not take me in any way.
⑤When she fell ill her daughter took the business from her.
答案：①away②down③up④after⑤over
10. in debt
欠债;欠人情
She was in debt when she was poor, but has been out of debt since she got rich.
以前穷的时候她欠了债，可自从富了以后就不欠债了。
联想拓展
out of debt不欠债
in trouble处在困境中
in charge 管理;负责
in detail 详细地
in fact 事实上
in love 相爱
in need需要
in surprise惊奇地
in touch 保持联系
in danger处在危险之中
in common共有;共同
in general通常;一般地说
in line 站队
in mind 意欲;心想
in order 有秩序地
in tears 在哭泣
in public公开地;当众
高手过招
单项填空
I’ll always be to you for your help. (2009?12?江苏扬州检测)
1. in debt B. debt C. running into debt D. debts
解析:选A。句意为：由于你的帮助，我总是欠你的。
11. before long
不久以后
The dictionary will be published before long.
不久以后这本词典将被出版。
联想拓展
long before 很久以前
long ago 很久以前
高手过招
完成句子
①That happened (很久以前).
②I have seen that film (很久以前).
③His plan seemed to be too difficult, but (不久以后) it proved to be practicable.
答案：①long ago②long before③before long
12. cut down
削减;删节;砍伐
cut off 剪下来;切断;使突然中断
cut out 切去;省略;停止(做某事)
cut up=cut into pieces 切碎;剪碎
cut through 穿过;穿透
cut in 插入;插嘴;超车抢道
高手过招
用cut相关短语的适当形式填空
①Her little finger was in an accident at the factory.
②She the advertisement of the newspaper.
③He the park and reached there in time.
④I haven’t given up drinking but I’m .
⑤I’m sorry to on your conversation.
⑥You nearly caused a crash by (on me) like that.
答案:①cut off②cut; out③cut through
④cutting down⑤cut in⑥cutting in
重点句型
13. “Nothing could be better, ” he thought.
他想：“再没有比这些更好吃的了。”
句中形容词(或副词)的比较级better与否定词nothing 连用，表达级的含义。常用的否定词有no, not, never, nothing, nobody, hardly等，表示级的含义。
—Did you sleep well last night? 你昨夜睡得好吗?
—Never better, like a rock. 从没这么好过，睡得很沉。
I think nothing is more pleasant than travelling.
我想没有比旅行更令人愉快的事了。
I can’t think of a better idea.我想不出一个更好的方法。
高手过招
单项填空
Your story is perfect. I’ve never heard before.
(2009?12?江苏南京检测)
A. the better one B. the best one
C. a better one D. a good one
解析:选C。比较级与nothing, nobody, never等否定词连用时，实际上表示级的意义，意为“再……也不过了;没有比……更……的了”。句中的比较对象是一个尚未出现的新人或新事物，故用不定冠词a/an修饰。
14. Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did.
要是李昌不像往常那样到他店里吃饭，那问题一定严重了。
情态动词+have done
①情态动词must +have done只用于肯定句中，表示对过去发生的事情或状态进行肯定的推测，意为“过去一定做过某事”。
②情态动词can/could可用于否定句中，即can’t have done /couldn’t have done，表示对过去发生的事情或状态的肯定的推测，意为“过去不可能做过，肯定没做过某事”。
③此外，can/could have done还可用于疑问句中表示对过去发生的事情或状态的不太有把握的推测，意为“过去可能做过……吗?”
注意：表推测的情态动词只有can/could，常用于疑问句中。
④情态动词may/might +have done表示对已发生的动作或存在的状态进行不肯定的推测，might语气稍弱一点儿，只能用于肯定句和否定句中，意为“过去可能做过某事或过去可能没做过某事”。
It must have rained last night, for the road is wet.
昨天晚上一定是下雨了，因为路还湿着。
You must have seen the film the Gold Rush.
你肯定看过电影《淘金热》。
My sister met him at the theatre last night, so he couldn’t have attended your lecture.
我姐姐昨天晚上在电_遇见了他，所以他肯定没参加你的演讲。
I can’t find Tom anywhere in the office building. Where can he have gone?
我在办公楼的任何地方都找不到汤姆。他有可能去哪里了呢?
You might have read about it in the papers.
你可能在报上已经看过这个消息了。
高手过招
用括号内所给单词的适当形式填空(原创)
①—Where Margaret (can; put) the empty bottles?
—She (can; throw) them away. They must be somewhere.
②—Hurry up, Michael! It’s ten to three.
—Goodness me! The class (must; begin).
I’ll be late again.
答案:①can; have put; can?t have thrown ②must have begun
15. He could not have Yong Hui getting away with telling people lies! 他可不能让永慧哄骗人们后跑掉。
have sb./sth. doing sth.让某人/某事一直做某事，表示一个持续的动作。用于否定句中表示不允许某人做某事。
He had me waiting for him for two hours. I can’t bear it any more!
他让我等了两个小时，我再也无法忍受了!
It’s rude of you to speak to father like that and I won’t have you speaking to father like that in future.
你那样跟父亲说话很粗鲁，今后我不会再容忍你那样跟父亲说话了。
Won’t have sb./sth. doing sth.不能容忍某人做某事/容忍某物
have sb./sth. do sth. 使某人或某物做某事(注意不要在do之前加上to)
have sb./sth. done sth. 请别人做某事(自己不去做或无法做); (主语)遭受了不好的事情
I’d have you know that I am ill.我要让你知道我病了。
Jack must have his motorbike repaired.
杰克必须把他的摩托车修理一下。
高手过招
用括号内所给单词的适当形式填空(原创)
①To my despair, the doctor me (have; wait) in the room for the whole afternoon.
②I my watch (have; repair) because it didn’t work.
③I can’ t him (have; make) noise all the time.
④Yesterday Mum Tim (have; tidy) his room since it was in a mess.
⑤The woman her handbag (have; rob) yesterday.
答案:①had; waiting②had; repaired
③have;making④had; tidy⑤had; robbed
16. I thought you were a new customer and now I know that you only came to spy on me and my menu, ...
我本来以为你是一位新顾客，现在我才发现你只是过来打探我和我的菜谱的……
I thought/I didn’t know/I didn’t think表明说话人以前的想法，宾语从句随之用过去时或过去将来时。
I never thought you would come to see me and bring me such a wonderful gift.
我根本没想到你会来看我并给我带来如此好的礼物。
高手过招
单项填空
Oh, it’s you. I you in this city. How long have you been here? (2009?12?河北邯郸检测)
A. don’t know; were B. hadn’t known; are
C. haven’t known; are D. didn’t know; were
解析:选D。句意为：我不知道你在这座城市。你在这座城市待了多久?I thought/I didn’t know/I didn’t think表明说话人以前的想法，宾语从句随之用过去时或过去将来时。