高二英语听力（精选8篇）
1、由于我最薄弱的一项科目是语文，问题处于中等程度，作文水灵灵的，不生动。闲暇时间多看课外书，每天记1~2条好词佳句，按老师的指点进行写作练习。争取每次作文练习都在95分以上。
2、提早老师的讲解做考纲和全品的标题，前天晚上认真预习。多做深，精的标题，拓展思想。
3、每天坚持朗读外语作品，养成良好的语感。认真识记考纲后面的单词，严厉避免中考因单词而失分。认真温习和预习全品的考点聚焦和附录，要求重点掌握语法，句型。留意活学活用。
4、循环温习和背诵常用原子品质表，元素化合价，酸、碱、盐溶解表，严厉避免由于遗记它们而在中考中失分。认真识记和演绎老师给出的化学方程式，要求活学活用，知道反应条件，反应结果。
5、认真识记物理公式，物质常量，电学和光学是物理里我最薄弱的环节，我要追随老师的总温习，认真，细心的巩固电学和光学知识。依据考纲认真温习各点知识，按时完成作业，做笔记。
6、依据考纲认真温习历史知识点，在将来的2个多月里循环温习，增强记忆，认真记忆老师演绎的口诀，表格，利用它们能很好的记忆知识点，关注往年发生的时事，联系时事与中学历史的联系。
然而目前很多教师上听力课只是放放磁带, 学生很多时候听不进去, 因为教师通常在学生听时不提供语境中信息的任何暗示。学生听完后教师检查和核对答案, 再让学生听一遍。这种单调乏味的教学导致学生无法提高听力, 甚至使学生丧失听力练习的兴趣。当然, 学生的听力水平不能够提高, 其本身也有极大的关系。长期以来, 英语教学受到“应试教育”的影响, 偏重于语法及阅读教学, 学生的语音基础没有过关, 近年来这种状况有所改变, 但还令人满意。同时, 进入高一级阶段学习, 由于词汇量及句型、句式的复杂化, 学生做听力练习越来越感到困难, 甚至产生畏惧心理。
那么, 学生进入高中阶段, 听力是否就成了一道过不去的“坎”了呢?我不以为然。只要学生有一定的求知欲, 教师辅以适当的教学模式, 学生的听力能力就一定能够提高。我作为一名高二的一线英语教师, 在教学中总结出一点教学方法, 实际证明这些方法在一定程度上能够提高学生的听力。
一、重视词汇教学
现行的牛津教材对词汇教学的思路是融入篇章教学中, 也就是根据上下文来学习生词。这种方法对基础非常好的学生来说可能有一定的效果, 但我在教学中发现基础一般和基础差的学生对这种词汇学习方法很不适应。他们不能准确或者根本不能确定读音和词义之间的联系。如果学生在词义和读音之间没有建立起丝毫联系, 则要听懂别人的话是完全不可能的;如果建立的联系不太稳固, 则往往不能肯定自己的理解, 甚至出现误解的现象。因此, 没有这种联系, 根本谈不上进行其他听力技能的训练。部分学生不能在词义和读音之间建立联系的主要原因是在英语学习过程中对词汇的读音没有重视。到了高中阶段, 尤其是高二, 教师没有必要也不可能花很长的时间去规范学生的读音, 但可以利用现成的教材材料来提高学生的语音。基于这一点, 我利用一个课时来进行词汇教学:首先让学生听录音带, 接触规范性的语音语调, 然后跟读, 进行模仿性训练, 力求掌握好单词发音、多音节词、重读音节、英美语在发音上的区别, 接着让学生自读, 而且是大声地朗读。最后让学生不要看书听录音, 直到学生不看书也能将词义和读音联系起来。这样一个单元单词的词义及读音的问题基本上就能解决。我发现, 运用这种方法能为学生高一层次的听力训练打下良好的基础。
二、重视听力教学的几个重要环节
一般来说, 成功有效的听力教学应该包含:Pre-listening, While-listening, Post-listening三大环节。我在平时的听力教学过程中按照上述三个环节来组织听力教学。Pre-listening的目的是让学生做好听的准备, 明确听到目的, 因此在这一个环节中, 我经常采用下列教学方法。
1. 通过直观手段激发学生听的兴趣, 调动学生听的积极性和主动性。比如在做有关美国乡村音乐的听力材料时, 在听之前, 我先给学生放了一首乡村音乐的歌曲“Country Road”, 然后向学生提问:
Do you know the song?What kind of music is it?
Have you ever heard about what country music is about?
这些问题极大地提高了学生要听的欲望, 同时在回答讲解的过程促进学生更准确地听到背景知识。
2. 阅读。在听力教学过程中, 我经常有选择性地给学生提供一些相关的阅读材料, 让学生分组阅读;同时向学生提出一些带有预测性的问题, 引导学生就某一话题, 用他们已有的知识和经验进行讨论, 初步感知听的内容, 从而有效提高听的准确性。
在While-listening这个环节中, 我经常按照下列步骤进行: (1) 静听录音; (2) 边听边记要点; (3) 组织讨论问题; (4) 重放录音材料; (5) 检查理解程度。在这一环节中要求学生做到:听第一遍时, 运用已经掌握的语言知识及背景知识, 感知新听到的材料, 捕捉语言信息;听第二遍时, 尽量记录所听要点, 然后讨论关键问题;听第三遍时, 对问题进行分析、对比、判断, 然后得出结论。
Post-listening环节主要用来巩固并运用听力材料内容。在这一环节中, 我经常鼓励学生以复述大意、讨论深层问题或者写出书面总结的形式来检查听力的预期目标是否达到。
三、注重句法的教授及讲解
听力材料中经常出现一些口语和一些固定的句子表达结构。如果学生对这些句法非常熟悉, 那么在听的过程中就能快速反应出说话人已经表达出的内容或者要表达的倾向, 从而更有效地精确理解句意。所以我在组织听力教学过程中, 除了听到训练外, 也不放松对对话里出现的重要单词的词性结构、时态、语态、语气等语法特征的分析和讲解。如当碰到“Would you mind...?”这一句型时就告诉学生应判断出对方要请求别人干什么或者允许他人干什么, 并且mind后的词性结构是“V+ing”结构。又如碰到“I wish it were sunny.”这一结构时, 告诉学生这是一个不切合实际的一个愿望, 实际是上天气不好。在分析和解释这个环节的时候, 我还经常有意识地渗透西方文化背景知识。学生都能听懂“Love me, love my dog.”的字面含义, 但并不一定都懂它所包含的文化背景。
四、重视听力答题技巧的训练
所谓听力技巧, 包括语音技巧和听力技巧。语音技巧包括连读、弱读、句子重音、意群划分等。而理解技巧则是指对所听内容的检索、预测、取舍等技巧。尽管高二英语听力教学的重点应该放在基础上, 但一年以后学生毕竟要参加高考, 因此我觉得有必要让学生熟悉高考听力提醒, 掌握一定的体力技巧。一般来说, 在做听力时, 可以按照以下步骤进行:
在具体实施过程中, 注意以下细节步骤:
1. 利用听录音前的时间, 迅速地捕捉每小题题干选项所提供的信息, 预测短文或对话可能涉及到的内容, 这样听录音材料时就会有的放矢, 有所侧重, 提高答题的准确率。
2. 克服犹豫不决的毛病, 对自己有把握的试题要快速作答, 对无把握的试题也要在所听信息的基础上排除错误选项, 进行优化处理。不会作答的, 立即暂时搁置, 准备听新的题目。
3. 目前高考听力测试中短文理解大部分是记叙文或讲话稿, 所以听录音时重在听懂每句话的意思和内涵, 注意捕捉文中所涉及的人物 (who) 、事件 (what) 、时间 (when) 、地点 (where) 、原因 (why) 、方式 (how) 、程度 (how long, how soon, how much) 、数字 (how many, how much) 、选择 (which...) 等, 以便检查答案。
4. 注意听短文的首句和首段, 文章的开首句和开首段往往是对短文内容的概括, 如讲话目的、主要内容、作者、论点、故事发生的时间、地点及事由等。
5. 不管听什么材料, 注意力都一定要集中在整体内容的理解上, 千万不能只停留在个别单词或单句上, 听不清时马上放弃, 不要强迫自己听清每一个词, 要把重点放在听关键词即实词上, 一边听一边把要点及回答问题的关键词记下来。
6. 在听大对话和独白时, 每段都有听两遍的机会, 要注意听第一遍和第二遍时有不同的侧重;听每一遍时要注意控制自己的情绪, 以平常心去静听内容, 不要因为录音中设置的干扰或一两个生词而影响了自己的情绪, 在放松的状态下获取尽可能多的信息, 听懂内容。同时在听的过程中, 为了防止遗忘, 特别是涉及数字、年份、地点、去向及人员关系时, 迅速笔录显得极为重要。在听第一遍时, 不要太相信自己的记忆, 做好笔录, 也为下一步核对提供可靠的依据。在听第二遍时, 要把握时机, 对第一次听到的信息进行检查, 作针对性的处理, 去伪存真, 查漏补缺, 并且在试卷上作出正确的选择。
在英语学习中, 听力是学生的一弱项, 也是一难点, 教师有必要帮助学生克服这项难点, 我们应该鼓励学生“要坚信你一定能达到目的, 要坚信有了坚韧不拔的意志, 就一定能获得掌握和运用外语的非凡才能”。
参考文献
[1]桂诗春.应用语言学.湖北教育出版社, 1981.
[2]孟宪忠.英语语音学.华东师范大学出版社, 1988.
[3]张正东, 陈治安, 李力.英语教学的现状与发展.人民教育出版社, 2001.
[4]陈瑛.高中起始阶段英语听力教学研究.中小学外语教学, 2003, (1) .
Appreciate的用法(Unit 6)
【原句】If we learn to accept change and appreciate what is new and different, we will be well-prepared for whatever the future may have in store.
如果我们学会接受变化，学会欣赏新的、不同的事物，我们就能有准备地迎接未来带给我们的一切。
【精讲】Appreciate是动词，常表示“感激，感谢”，后接名词或动名词，但不能接动词不定式，如：
We greatly appreciate your timely help. 我们非常感谢你及时的帮助。
I appreciate your making the effort to come. 我很感谢你尽力赶来。
注意：同appreciate类似，后面只能接动名词的常见动词还有advise、mind、miss、finish、consider、suggest、enjoy等。
【精练】I really appreciate ______ to relax with you on this nice island. (2004上海)
A. to have had time B. having time
C. to have timeD. to having time
【解析】B。Appreciate 和enjoy、mind、suggest等一样，后面不可以接不定式，但可以接动名词。
要点8
Break down和leave的用法(Unit 7)
【原句】AIDS is a disease that breaks down the body's immune system and leaves a person defenseless against infections and illnesses.
艾滋病是一种破坏人体免疫系统，使人体对感染及疾病丧失抵抗能力的疾病。
【精讲1】Break down可表示多个意思：破坏，捣碎；(机械等)出故障，损坏；(人)身体出毛病，(健康)衰弱；起化学变化。
【拓展】Break构成的常见的动词短语还有：
break away from... 从……中脱离，与……断绝关系
break in(强盗等)强行闯入，侵入；打断
break into 闯入，侵入(建筑物)
break out(火灾、战争等)突然发生，爆发
break through 突破(障碍、包围等)
break up 破坏，破裂，与人分手
【精练】Dr. Frank failed many times but he finally ______ to find a successful way to solve the problem.
A. broke offB. broke up
C. broke downD. broke through
【解析】D。四个选项均为break构成的动词短语，但根据句意：“Frank医生失败了很多次，但他最后终于取得突破，找到了解决问题的办法”，选D。
【精讲2】leave + 复合宾语，表示“让……处于某种状态”，常见的有：
leave sb. doing sth. 让某人一直做某事
leave sth. ＋ adj. 使某事处于某一状态
leave sth. to be done 事情有待解决
leave sb. to do sth. 让某人去做某事
【精练】The result of the experiment left everybody ______. The doctor could not find a cure for AIDS.
A. disappointingB. disappointed
C. satisfiedD. exciting
【解析】B。题中考查的是leave sb. ＋ adj. 的用法。首先看后面的一句“医生找不到任何一种治疗艾滋病的方法”，自然，前面提到的“the result of the experiment”不是大家期望得到的，排除C、D。A、B两项都为形容词，指事物用disappointing，表示令人失望的；指人用disappointed，题中指人，选B，“实验的结果令每个人都很失望。”
要点9
Recommend的用法(Unit 8)
【原句】Many hospitals recommend that we use the letters DRABC to remember what to do when we have to think fast.
许多医院建议我们使用DRABC这五个字母，来记住我们必须快速思考时要做的事。
(注：DRABC是Danger、Response、Airway、Breathing、Circulation这五个词的缩写。)
【精讲】Recommend作动词，意思是“劝告；建议；介绍；推荐”。作“劝告”或“建议”讲时，常构成短语：recommend doing sth./ recommend sb. to do sth./ recommend sb. sth.，如：
I recommend you to do what he says. 我劝你照他说的去做。
I recommend buying this dictionary. 我建议买这本字典。
Can you recommend him to the manager? 你能把他推荐给经理吗？
注意：类似recommend这样一些具有“命令、要求、建议”等含义的动词，如后接宾语从句，则从句的谓语动词用动词原形或“should + do/be”。常见的这类动词还有：suggest、demand、insist、order、command、advise、request、require、propose等。此外，这些动词相应的名词形式，如后接表语从句或同位语从句，从句的谓语动词也常用“(should) + do/be”来构成虚拟语气。另外，当这些词用于“It is/was + 过去分词 + 主语从句”结构中时，从句的谓语动词也常用“(should) + do/be”来构成虚拟语气，如：
People recommend that a modern hospital（should）be built. 人们建议建一所现代化的医院。
I suggest we (should) go shopping together and look for a nice pen. 我建议我们一起去逛街，找一支好钢笔。
He made a suggestion that we (should) go to the seashore for a rest. 他建议我们去海滨休息一会儿。
This unit provides the students good English language materials.Their interest in creating something useful will be aroused.In the first period,we’ll begin with how the students come to school.Then problems such as flat tyre will come up.In order to solve the problem,we’ll see a new type of bicycle and other new inventions.While talking about them,the students’ speaking ability will be improved.Listening is about two men,who want patents.After listening to it,the students will improve their listening ability.And students will practise how to express and support an opinion in the speaking part.In the second period,the text will be dealt with.The students’ interest of creation will be greatly aroused.Students will improve their reading ability as well as master the useful words and expressions.In the third period,some useful words and expressions will be mastered by the students after they finish the exercises.Also,the Attributive clause is reviewed in this period.In the last period,students will learn some useful words and expressions from the reading passage.And the students are asked to write an article describing a computer to improve their writing ability.After Ss study the whole unit,their abilities to listen,speak,read and write will be improved.
Ⅱ.Teaching Goals
1.Talk about inventions.
2.Practise expressing and supporting an opinion.
3.Review the Attributive Clause.
4.Write a process essay.
Ⅲ.Background Information
1.Practical Computer English
Cannot open list file(不能打开清单文件)
Cannot open run file(不能打开运行文件)
Compare process ended(比较处理结束)
Compare more files(Y/N)(还作文件比较吗?)
Copy complete(拷贝完成)
Copy another(Y/N)(还要拷贝另一个吗?)
Under finded line number(未定义行号)
Directory entries adjusted(目录页已调整)
Disk boot failure(磁盘自举失败)
Disk not compatible(磁盘不兼容)
Data record too large(数据记录太大)
Entry error(登记项错误)
Error loading operating system(装入操作系统的错误)
File sharing conflict(文件共享的冲突)
Files are different sizes(文件大小不同)
Files compare OK(文件比较成功)
Incorrect parameter(参数不正确)
Insufficient disk space(磁盘空间不足)
Insufficient memory(内存空间不足)
Can’t continue(不可能继续)
Device fault(设备故障)
Device I/O error(I/O设备错)
Device timeout(设备超时)
Disk full(磁盘满)
Disk write protect(磁盘写保护)
Disk not ready(磁盘没准备好)
Division by zero(除数为零)
Duplicate definition(重复定义)
File already exists(文件已经存在)
File already open(文件已打开)
File not found(文件没找到)
FOR without NEXT(For语句中没有对应的next语句)
Illegal direct(非法的直接使用)
Illegal function call(非法函数调用)
Incorrect DOS version(不正确的DOS版本)
Internal error(内部错误)
out of data(数据不够)
out of memory(超内存)
out of paper(打印纸不够)
overflow(溢出)
Path not found(路径没找到)
String too long(字符串过长)
Subscript out of range(下标范围不够)
Syntax error(句法错误)
Too many files(文件过多)
Type mismatch(类型不匹配)
Access denied(存取被拒绝)
Backup file sequence error(后备文件顺序错误)
Bad or missing command interpreter(非法的或缺少命令解释程序)
Bad partition table(非法的区分表)
Bad unit(非法的装置)
Batch file missing(批处理文件丢失)
Cannot execute FORMAT(不能执行FORMAT)
Cannot find system files(找不到系统文件)
Cannot open overlay(不能打开覆盖段)
2.TV of the Future
Where is television going from here?Television,the box itself and what it does,is changing greatly.While nobody is really sure what it’s going to look like,TV and the Internet are coming silently together.In the old days of broadcasting,people used to say that the real miracle(奇迹)of television was turning air into money.The television miracle of the future is interactive(相互影响的).
“The Internet is the most significant change in creating what becomes the next mass media that I think any of us will experience in our lifetime,”says Tom Frank,a network expert.Using unused lines in the TV spectrum(范围),broadcasters are learning how to put brand-new interactivity into TV programs.There will be a little instrument that will indicate that interactivity is present and possible.Then,just will a standard remote control like this you would be able to press one button and say,start that interactivity.A menu would appear,similar to the one on a web site,that would let you interact with the program as it was being broadcast.If you are watching a cooking show,for example,you can print the recipe(烹饪法)or even pause the show and buy the ingredients.Many web sites do exist now where you can actually get your food shopping done for yourself and delivered to your house.So you can order the very ingredients for the dish you are watching the chef make on TV.And it will bring the right quantity of things directly to your house.
You could also interact with TV commercials.While you’re watching a commercial,you have the choice to buy the clothes the actors are wearing.Of course,the more you interact with this new sort of TV,the more you leave a digital record,and the more advertisers learn about your shopping habits.In fact,TV ads might be targeted at this special group of people who share a common interest.In the future,almost anything might be possible.Even news programs like World News Tonight could be improved.You could have the choice of changing camera angles.If you wanted,you could pause what a reporter is saying and go back to World News Tonight to watch the next story,or skip to the last story in the show,or perhaps go deeper into a topic and view an interview prepared for Nightline later on.In the near future,you’re expected to see television develop to become more like the Internet,meaning more choice,the ability to do the sorts of things you want to do at the moment you wish to do them.
Ⅳ.Teaching Time:Five periods
The First Period
Teaching Aims:
1.Improve the students’ listening ability.
2.Talk about some topics about inventions and practise supporting an opinion.
3.Learn and master some useful words and expressions.
Teaching Important Point:
Train the students’ listening and speaking abilities by talking about and listening to some materials.
Teaching Difficult Points:
1.How to help students to improve their listening ability.
2.How to help the students to learn to express and support an opinion.
Teaching Methods:
1.Discussion to make students talk about inventions.
2.Individual or pair work to make students practise their speaking ability.
3.Listening practice to improve the students’ listening ability.
Teaching Aids:
1.the multimedia
2.the blackboard
3.some cards
Teaching Procedures:
Step Ⅰ Greetings
Greet the whole class as usual.
Step Ⅱ Warming-up and Discussion
T:(Walk to one student.)How do you come to school every day,Wang Jing?
S:I come to school on foot every day.My home is quite near.It only takes me about ten minutes.
T:That’s quite convenient.You’re lucky.And,Li Fang,how about you?
S:I come to school by bike.It takes me about 15 minutes to get to our school.
T:You must be careful on your way to and from school.There must be many people on the road.Do you think it convenient?
S:Most of the time it is,but sometimes my bike has a flat tyre.I have to get it repaired and therefore I’ll be late for school.Once I even lost my bike.When I went to get it,it was gone.I had to take a taxi to go home and buy another bike.
T:I’m sorry to hear that.But suppose a new type of bike has been invented,what do you want it to be like?
S:I think the new type of bike can be folded up and carried about so that it will not be stolen.
T:Good idea.But this is not very convenient.It’s not easy for you to carry a bike around,is it?
S:No,it isn’t.What should it look like then?Please tell us.
T:OK.Let’s watch the short video.
(Play the video for explaining how an inflatable bicycle works.)
T:That’s the new type of bike.It’s a kind of inflatable bicycle.Who can tell us the advantages of it?
S:Let me have a try.We’ll not have to worry about having our bikes stolen again.Because we can let the air out and put the bike in bag.It’s very convenient to be carried around since it is not heavy.
T:Very good.I think I’ll buy one when it is on sale.We know that inventions can make our life easier and better.Today we’ll talk about some inventions.
(Stick the pictures of electric shoes,inflatable bicycle,edible chopsticks and nose-top computer on the blackboard and then mark one,two,three and four.)
① ②
③ ④
T:Look at these pictures,please.Do you know what they are?Li Jie,will you have a try?
S:I think the second invention is the inflatable bike that we’ve just talked about.In the third picture,the man is eating the chopsticks after his meal.I guess these chopsticks are edible ones.I’m not sure about the others.
T:Good.You’re right.The second one is the inflatable bicycle.(Bb:inflatable bicycle)and the third are edible chopsticks.(Bb:edible chopsticks)They’re delicious and environmentally friendly. We can save some trees and have a snack at the same time.They come in five different flavours. You will never need to wash chopsticks again.Isn’t this wonderful?
S:Yes,it’s great.But,Miss Guo,maybe we could invent edible plates,bowls,cups and so on.
T:Oh,you’re great!I’m sure you have got a wonderful idea.Maybe one day you can invent such things.Study hard and you’ll be an inventor in the future.Now,let’s look at the first picture.Who knows what it is?
S:I think it is a special kind of shoe which can make electricity.If we wear such shoes,we can see the road in dark places.We needn’t take a flashlight with us any more.
S:I don’t quite agree with you.Maybe this shoe can make you feel warm using the electricity it makes.
T:You both are very clever.This is called the electric shoe.(Bb:electric shoe)The heel of this shoe is a machine that makes electricity with every step you take.You will never need batteries again.But maybe you have better ideas about how to make use of the electricity it makes.If you like,you could have a try to make your own invention in your spare time.Now,let’s look at the fourth picture.Does anybody have an idea?
S:It looks like a computer which is fixed onto the man’s nose.And the keyboard is on his vest.I can’t believe it.
T:Yes,you’re quite right.This is called the nose-top computer.(Bb:nose-top computer)This new nose-top computer weighs less than a pair of glasses.It fits comfortably on your nose.When you want to type something you can use the keyboard vest.You will never have to carry a heavy laptop computer.These inventions are all wonderful.But which of them do you think would be useful?Please have a discussion in groups of four and tell us why you think so.
(Ss have their discussions in groups of four for about five minutes.Teacher may ask one group to act out their discussion or report their results.)
Sample dialogue:
A:I think the inflatable bicycle would be useful.Because it’s convenient to carry and we needn’t worry about having our bikes stolen.
B:That’s quite true,but I think the edible chopsticks are useful.Because it not only saves trees but also saves water.It is very important to save our natural resources and protect our earth.
C:You’re quite right,but I have a different opinion.I think the nose-top computer is useful.Because the computer is used more and more widely.It’s convenient to carry such a computer around when doing business.
…
Step Ⅲ Preparation for Listening
T:We know that when someone has invented something,usually he will go to a patent officer to apply for a patent.Now,let’s listen to two dialogues.In these two dialogues,Mr Dean and Mr Scoles both have invented something.They’re trying to get the patent for their inventions from the patent officer.Before we listen to the tape,go through the questions on Page 15 by yourselves,and see what we should do after listening.
Step Ⅳ Listening
T:(A few minutes later.)Are you ready?
Ss:Yes.
T:OK.Listen carefully and answer the questions first on your own and then check your answers with your partner.
(Play the tape twice for students to listen to and then answer the questions.Play it a third time for students to check their answers.Allow the students a few minutes to check their answers in pairs.At last,check the answers with the whole class.)
Step ⅤSpeaking
T:Well done.Now,you’ve known how to apply for a patent.Let’s play a game.Each of you will be given a role card.Work in groups of five:four inventors and one patent officer.Each inventor should explain how the invention works and why it is useful.The patent officers should ask questions and decide if each invention is a good idea or not.And I’ll show you some useful expressions to help you.
(Hand out the role cards and show the useful expressions on the multimedia.)
Useful Expressions:
This invention can help people…
What does it look like?
What’s it made of?
This is a new way of…
How does it work?
How would people use it?
This new invention will make it possible for people to…
(Students work in groups of five and have a discussion for about five minutes.Then the teacher may ask some groups to act out their discussion.)
Sample dialogue:
(A-Inventor A;B-Inventor B;C-Inventor C;D-Inventor D;P-Patent officer)
P:Now,please explain how your inventions work and why they are useful.Your invention is a car that uses water instead of petrol,isn’t it?
A:Yes,that’s right.
P:What does it look like?
A:It looks like an ordinary car.Here’s the picture.Please have a look.
P:Oh,it looks beautiful.What’s it made of?
A:It’s made of a new kind of alloy,which is much lighter.
P:Does it cost more?
A:A little bit.But it can save much more energy,so lots of money is saved.Besides,there is something even more important.It is good for our environment.It doesn’t pollute the air.
P:Sounds great.Thank you.And what’s your invention,sir?
B:My invention is a flying bicycle.
P:A flying bicycle?How would people use it?
B:People can ride it on the road and when there are too many bicycles,people can fly it.Just push one button on the handle,the bicycle will fly.
P:How does it work?
B:It works like a small plane.It has a special engine.
P:This is a new way to improve our traffic condition.Thank you.(To C)Would you please explain your new invention to me?
C:My invention is a machine that makes it possible for people to know the future.
P:How would people use it?
C:People just input their date of birth,hobbies,dislikes and anything about themselves,and then press the button,wait for a moment,and they will see the result on the screen.
P:That’s interesting.Thank you.(To D)What’s your invention,please?
D:It’s a pen that can automatically translate what you write into a foreign language.
P:Good.It can help people communicate freely with foreign friends.People needn’t study foreign languages hard any more.But,maybe it will make it more difficult for people to communicate orally.They will have to write down what they want to say.This is not convenient. For the flying bicycle,what if there was something wrong with it when it was flying in the air?I think it would be rather dangerous for the people walking on the ground.Maybe the bike would fall onto them and cause an accident.Of course the rider would be in danger,too.For the machine that makes people know the future,I don’t think it’s a good idea for us to know our future too early.I think the most useful invention is the car that uses water instead of petrol.So I will give the inventor of this new car a patent.
A:Thank you,sir.
Step Ⅵ Summary and Homework
T:Today we’ve learnt how to express and support an opinion.And we’ve learnt how to apply for a patent when you have made an invention.Many of you have wonderful ideas about new inventions.Study hard now and I believe you’ll make your own inventions in the future.In the next period,we’ll read about how to be creative and how to be an inventor.It’ll be very useful for you.Preview the reading part carefully after class,please.OK.That’s all for today.See you tomorrow!
Ss:See you tomorrow!
Step Ⅶ The Design of the Writing on the Blackboard
Unit 18 Inventions
The First Period
① ②
electric shoe inflatable bicycle
③ ④
edible chopsticks nose-top computer
The second period
Ⅰ Teaching Aims:
Learn and master some new and important language points;
Improve the Ss’ reading ability by reading and comprehending the text;
Get the Ss to learn how to be creative.
Ⅱ Teaching Focuses:
The main idea of the text.
Finish all the reading comprehension exercises.
The four thinking strategies.
Ⅲ Teaching Methods:
Question-and-answer activity. Some games.
Group work, pair work or individual work to make every student work in class.
Ⅳ Teaching Aids:
1.A multi-media computer 2.A tape recorder and a tape.
Ⅴ Teaching Procedures:
Step 1 Lead - in
Show a picture of a bulb to the students. Ask: Who invented it?
Then show the portrait of Edison to the students. Ask: Do you know anything about his childhood? If they don’t, tell them sth. about his schooling, and then say: People are not born creative, and you don’t have to be very intelligent to be an inventor. We can learn to be creative. Today we’ll learn how to be creative.
Step 2 Pre-reading
Scan the title and the four sub-titles, and guess what’s the text about?
A. how to become a great thinker
B. how to improve your IQ
C. how to become more creative
Step 3 Fast-reading
1.What’s creative thinking?
It is one of skills and habits.
2.How do people come up with ideas for new inventions? In how many ways?
By good thinking strategies.
Step 4 Careful-reading
T: well, now let’s read the text carefully by listening to and reading after the tape one paragragh after another. You are required to finish off all the comprehension tasks for each part.
Part 1: general idea.
Part 2: What is to “think outside the box”?
To think outside the box is to try new ways to solve a problem.
To rephrase a problem to allow for creative solutions and also try “impossible” or “crazy”solutions.
To make a conscious effort to break away from old thought patterns.
Game 1: How do you connect all the dots with only four straight lines?
Game 2:
Mike’s father is a policeman. Why did Mike recognize him among his workmates though they were all in uniform?
Who never goes to see a doctor,even when he is ill ?
It is leaking( 漏水 ) everywhere in the office on a rainy day, why nobody has got wet?
The plane crashed, but there were nobody injured. Why?
Why a river richer than a bank?
Part 3: Take another look at it
a change in perception
to look at a problem in as many way as possible
Each new way of looking at a situation improves our understanding and makes it easier to discover new possibilities.
Game 3:
Can you only see a pot? Pay attention to the dark!
Two faces!
Part 4: Make connections
try to combine new and old ideas in as many different ways as possible
try to make connections that may seem strange at first
think of new applications and solutions
Part 5: Keep trying
develop new ideas even when they were tired or did not feel inspired
For each new invention that works, there are at least ten that do not.
Step 5 Post-reading
1. Match the examples with the right titles:
Example 1: think outside the box.
Examples 2&3: keep trying
Example 4: take another look at it.
Example5: make connections.
2. T or F exercises.
1) Most inventors have high IQs.
2) The things we know can sometimes make it more difficult for us to understand.
3) It’s impossible to learn how to be creative.
4) The best way to find a good solution is to look for one good answer.
5) Inventors try to avoid failure.
6) The more ways we have of looking at a problem, the more likely it is that we can find a solution.
7) Most good ideas are the result of a long process of trial and error.
3.Reading comprehension.
1) We can get the conclusion from the fifth paragraph that ____ A. to be clever can lead to success B. he who laughs last laughs best
C. failure is the mother of success D. never too old to learn
2). The sentence “ good ideas are no accident” means the following except that ____
A. Good ideas never come by chance. B. The accident is not caused by good ideas.
C. To be successful needs many trials and errors.
D. Failures can also help us move towards a better solution.
3). Another proper title for the text is probably ____
A.Creativity B.Great thinkers C. How to solve problems D. Connection
Step 6 Discussion (Groupwork):
1. How do you understand the title of the passage?
If we want to be creative, we should follow these rules---think outside the box, take another look at it, make connections and keep trying. These rules also work when we solve a problem .
2. What other rules should you have if we want to be creative?
3. Of all the rules discussed above, which one do you think is the most important? Why?
Step 7: Homework
P 61 Exx 1 & 2.P 131 Exx 1, 2&3.
Ⅵ Bb writing
On slides. No writing on the Bb
The Third Period
Teaching Aims:
1.Review the useful expressions learnt in this unit.
2.Learn the derivatives of some words.
3.Review the Attributive Clause.
Teaching Important Points:
1.The useful expressions learnt in this unit.
2.Review the Attributive Clause.
Teaching Difficult Point:
How to help students master the Attributive Clause.
Teaching Methods:
1.Review method to consolidate the useful expressions learnt in the last two periods.
2.Practise to help students master the derivatives of some words.
3.Different kinds of practice to help students master the Attributive Clause.
4.Pair work and individual work to make every student work in class.
Teaching Aids:
1.the multimedia
2.the blackboard
3.some pictures and cards
Teaching Procedures:
Step Ⅰ Greetings
Greet the whole class as usual.
Step Ⅱ Grammar
T:Today we’ll play a game first.(Stick some pictures of famous people on the blackboard.Cf:The Design of the Writing on the Blackboard.)Look at the blackboard,please.These are pictures of some famous people.Do you know them?Maybe you’re familiar with some of them,but maybe others are strange to you.Don’t worry.I’ll give you some cards.There’s one sentence on each card.The sentence describes a famous person.Guess the name of the person first and then match the card with the picture.Do you understand?
Ss:Yes.
(Teacher hands out some cards on which are the sentences in Word puzzle.)
T:Now,please have a short discussion to find out who the person is and then match the card with the picture.When you find out the answer,please come to the blackboard,stick the card and write the name below the picture.
(Students prepare for a moment and then they begin to match the cards with the pictures.)
T:Have they matched the cards with the pictures correctly and got the correct names?
Ss:Yes.
(If there’re any mistakes,teacher may ask some students to correct them.)
T:OK.Now,fill in the word puzzle using the names of the people that you’ve just found out.
(Stick on the blackboard a piece of paper with the word puzzle on it.)
(A moment later,ask several students to write down their answers.Cf:The Design of the Writing on the Blackboard.)
T:Do you agree with them?
Ss:Yes,they’re quite right.
T:Good.These people are all famous people.Look at the sentences on the cards.What do you find?
S:I find that there is an Attributive Clause in each sentence,restrictive or non-restrictive.
T:Yes,you’re a careful girl.This game is also for you to review the Attributive Clause.Read these sentences again and find out the Attributive Clause in each sentence.
(A moment later,ask some students to say their answers.)
Suggested answers:
Across:
1.…,whose name is always linked with his cartoon characters,such as Mickey Mouse and Donald Duck.
2.…,who was born in Germany but spent his last years in the USA.
3.…,among whose big inventions are electric lighting and the motion picture camera.
4.…,whose many great films were City Lights and Modern Times.
5.…,who died in a plane crash in .
6.…,whose famous songs include Blowing In The Wind.
7.…,who discovered the Law of Gravity.
Down:
1.…,who lived in China before the Liberation.
2.…,who fought for the freedom of slaves in the USA.
3.…,who was Adam’s wife.
4.…,whose ideas about the future have often become reality,…
5.…,who later bravely fought against the British invasion and saved her country and people.
T:We’ve learnt a lot about the Attributive Clause before.We know that it is a very important grammar item,so let’s do some more exercises to consolidate it.Turn to Page 61,and finish Exercise 2 in Grammar part.
(Allow the students a few minutes to finish it and then check the answers.)
Suggested answers:
1.The wires with which the machines were connected were very old.
2.Leonardo da Vinci,who was interested in both literature and science,painted the famous“Smiling Mona Lisa”.
3.The pilot with whom we had dinner told us stories about his travels.
4.The four ancient Chinese inventions,which we are proud of,have remained important in human history for thousands of years.
5.Mozart,whose music is well liked by people all over the world,showed his talent in music at a very young age.
6.The photos are kept in that cupboard in which/where we found our parents’ old photos.
7.The country from which this news report is coming is on the other side of the world.
8.One of the first inventions of human beings was the wheel,which we don’t know who first invented.
T:In this unit,we have learnt a lot about new inventions and famous inventors.Now,let’s do an exercise using what we’ve learnt in this unit to review the Attributive Clause.Turn to Page 61 and finish Exercise 1 in Grammar part,please.Finish them first by yourselves and then you may discuss your answers in pairs.
(A few minutes later,ask some students to read out their answers.Students may have various answers.)
Suggested answers:
1.…can be used at home or in an office.
2.…it is not convenient to use a desktop computer.
3.…businesses are busy.
4.…you can obtain a patent for your invention.
5.…we need something more useful or more convenient to satisfy the needs of people.
6.…invents things.
7.…are both delicious and environmentally friendly./can be eaten.
Step Ⅲ Word Study
T:As you know,there are a lot of useful expressions in this unit.Let’s do some exercises to review them.
(Show the following on the multimedia and allow the students a couple of minutes to finish it.)
Fill in the blanks with correct prepositions.
1.I’m tired__________washing clothes by hand.I’ll buy a washing machine tomorrow.
2.You’ve got to break away__________old thought patterns in order to develop creative thinking.
3.She was telling us about her sick mother when she suddenly broke__________tears.
4.The students like physics classes because the way their teacher teaches allows__________creativity.
5.I don’t want to keep the hen any more;I’ll exchange it__________twenty eggs.
6.During a test,it’s always wise to move on when you get stuck__________a difficult problem and come back to it later.
(A moment later,ask some students to say their answers and then check them with the whole class.Give some explanations when necessary.)
Suggested answers:
1.of(be tired of doing sth.)
2.from(break away from…)
3.into(break into tears/a house)
4.for(allow for…)
5.for(exchange A for B)
6.by(get stuck by…)
T:Well done!After class you should read these sentences more to master the use of the phrases in them.Now,let’s do another practice.
(Show the following on the multimedia.)
Change the form of the following words.
trial→__________(v.)
application→__________(v.)
produce→__________(adj.)
fail→__________(n.)
involvement→__________(v.)
eraser→__________(v.)
inspiration→__________(v.)
possible→__________(n.)
deep→__________(v.)
awareness→__________(adj.)
Suggested answers:
trial→try(v.)
application→apply(v.)
produce→productive(adj.)
fail→failure(n.)
involvement→involve(v.)
eraser→erase(v.)
inspiration→inspire(v.)
possible→possibility(n.)
deep→deepen(v.)
awareness→aware(adj.)
StepⅣ Summary and Homework
T:Today we’ve reviewed some useful expressions and words we learnt before.Also we’ve done some practice to review the Attributive Clause.After class,you should do more practice to master them better.Besides,try to solve the riddles in Part 14 on Page 62.That’s all for today.See you tomorrow!
Ss:See you tomorrow!
Step Ⅴ The Design of the Writing on the Blackboard
Unit 18 Inventions
The Third Period
Walt Disney Albert Einstein
Abraham Lincoln Newton
John Denver Charlie Chaplin
Word puzzle:
The Fourth Period
Teaching Aims:
1.Learn a reading passage to improve the students’ reading ability.
2.Do some writing practice to improve the students’ writing ability.
3.Learn some useful words and expressions.
Teaching Important Points:
1.Improve the students’ integrating skills.
2.Review the Attributive Clause.
Teaching Difficult Point:
How to improve the students’ integrating skills.
Teaching Methods:
1.Reading and understanding to improve the students’ reading ability.
2.Writing practice to improve the students’ writing ability.
3.Individual or pair work to make every student work in class.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
Step Ⅰ Greetings
Greet the whole class as usual.
Step ⅡLead-in and Reading
T:How many of you have a computer at home?Please put up your hands.
(Some students put up their hands.)
Good.Most of you have a computer.What do you do with your computer?
S:I search for information on the Internet.And sometimes I play games with it.
T:Does anybody do anything else with it?
S:I sometimes draw pictures or type something.
S:For me,I sometimes send e-mails to my friends.
S:I listen to the music.
S:I watch football matches.
…
T:Do you think the computer is really useful to you?
S:Not exactly.I can also do these things without a computer.I can go to a library to look for the information that I need.But it’s much quicker and more convenient if I use a computer.
S:I can listen to the music on a tape recorder.
S:I can watch football matches on TV.
…
T:You’re quite right.New technology is often used in old ways.Now,please have a discussion in groups of four to complete the chart shown on the screen.
(Show the following on the screen and give the students a moment to have a discussion.)
Technology Usage
Computer Used as a typewriter
--------
--------
The Internet Used as a library
--------
--------
------ --------
--------
--------
(After a few minutes,ask several students to say their answers.Students may have various answers.)
Suggested answers:
Technology Usage
Computer Used as:
a typewriter
a projector
a video game player
a drawing board
The Internet Used as:
a library
a TV
a telephone
a radio
Used to:
send e-mails
read news from home and abroad
Cellphone Used as:
a telephone
a telephone directory
a video game player
a watch/calendar
an alarm clock
Used to:
send information to others
T:Well done!Now,let’s read the passage about new technology carefully.Try to find out the answers to the two questions on the screen.After you finish,you may have a discussion in pairs.
(The following questions are shown on the screen.)
1.Why are scientific metaphors like “memory”and“cut and paste” useful?How may they limit our thinking?
2.Think of more words we use to talk about computers and Internet.How well do they describe the things or actions they are used for?Are there other words we could use that might be better?
(A moment later,check the answers with the whole class.Students may have various answers to the second question.)
Suggested answers:
1.They make it easier for us to understand and use a new tool.They may make it more difficult for us to use the new invention in the best way.
2.Words like:copy,file,delete,lock,enter,return,store
Step Ⅲ Explanation
T:Now,I think you’ve understood the passage well.Please look at the screen.I’ll explain some expressions that you must master.Please listen carefully.
(The multimedia shows the following.)
Language Points:
1.sb. be said to be…
e.g.He is said to be a good basketball player when he was young.
2.A be similar to B
e.g.His new bike is similar to mine.
3.be different from
e.g.Our life is different from what it was ten years ago.
4.now that
e.g.Now that you’ve grown up,you must stop this childish behaviour.
(Explain the notes to students and write the following on the blackboard:sb. be said to be;A be similar to B;be different from;now that.)
Step Ⅳ Listening and Reading Aloud
T:Now,let’s listen to the tape carefully.You can read after it when I play it the second time.Pay more attention to your stress.Are you ready?
Ss:Yes.
T:OK.Let’s begin.
(Play the tape twice for students to listen and repeat.After listening to the tape,students are allowed to read the passage aloud for a while.At last,ask some of them to read the text.One student,one paragraph.)
Step ⅤWriting
T:Just now,we’ve talked about computers.Most of you have a desktop computer at home.(Stick a picture of a desktop computer on the blackboard.)And as you can see,I’m using a laptop computer.(Stick a picture of laptop computer on the blackboard.)These are the most popular computers that we can find.But have you heard that a new type of computer-the palmtop computer,has been invented?
Ss:No.
T:It doesn’t matter.(Stick a picture of a palmtop computer on the blackboard.)Look at the picture.This is a palmtop computer.We know from the picture that a palmtop computer is a kind of computer that we can put on our palm.It’s very small,light and convenient to carry about.Do you like it?
Ss:Yes,I wish I could have one.
T:Certainly you’ll have one someday in the future.From these three pictures we know that computers are getting smaller and smaller.They’re becoming more and more convenient to be carried about.Can you guess what the first computer was like?
S:I guess it must have been a very big one.
T:You’re quite right.(Stick the picture of the Eniac on the blackboard.)Look,this is the first computer.It is as big as a house.Maybe you can’t imagine how big it is.But it doesn’t matter.What we need to know is that computers are becoming smaller and smaller,lighter and lighter.What do you think they will look like in the future and how we will use them?Who’d like to tell us your opinion?
S:Let me try.I think computers may look like a watch or a cellphone in the future.They will become even smaller.We can use them to watch TV,read books,search for information,chat with our friends,check the date and the time,and send information to others.
T:Very good.Now,imagine that you had to describe a computer to someone who lived in the 19th century.How would you explain it?What would you compare it to?You may have a short discussion in groups of three and then write a short description.
(Allow the students a few minutes to discuss and write their compositions.If time limits,allow the students to finish their writing after class.)
Sample description:
Have you seen a computer?Let me tell you something about it.A computer is an electric calculating machine that can store and recall information and make calculations at very high speed.It is a wonderful machine and can do most of the things people can do,but it can work millions of times faster.The first large,modern computer was built in 1946,and people needed a large house to put it in.In the last few years there have been great changes in computers.Today they can be used in many fields.People even use it to pay their bills or order what they want.It is said that in the future computers would arrange everything for people,and do almost all kinds of work.That would be a real computer society!
Step ⅥSummary and Homework
T:Today we’ve read a passage about the scientific metaphors.We’ve talked more about new technology too.In this unit we also learnt how to become more creative by practising good thinking strategies.They can be used to study English,too.Read the tips on Page 64 carefully and try the ideas in future.They’re helpful for your study of English.Besides,we’ve reviewed the Attributive Clause.After class,you should do more practice by yourselves to master it better.Finally,have a discussion with your partner to find the answers to the two questions in Checkpoint 18 on Page 64.I’ll check your answers tomorrow.OK.That’s all for today.
…
Suggested answers:
1.Rephrase,impossible,crazy,break away from,explore,combine,trial,…
2.Convenient,environmentally,friendly,automatically,…
Step Ⅶ The Design of the Writing on the Blackboard
Unit 18 Inventions
The Fourth Period
Language Points:
sb. be said to be…
be different from
A be similar to B
now that
Computers:
The Fifth Period
The Attributive Clause
Teaching Aims:
1.Revise the Attributive Clause,including the Restrictive Attributive Clause and the Non-restrictive Attributive Clause.
2.Revise the use of relative pronouns and relative adverbs.
3.Expand the knowledge of the Attributive Clause.
Teaching Important Point:
The usage of the relative pronouns and adverbs.
Teaching Difficult Point:
Help the students to master the way of choosing a relative pronoun or a relative adverb correctly.
Teaching Methods:
review,explanation,inductive methods
Teaching Aids:
1.the blackboard
2.the multimedia
Teaching Procedures:
Step ⅠGreetings
Greet the whole class as usual.
Step Ⅱ Revision and Lead-in
(Teacher checks the homework exercises first and then shows the following on the screen.)
1.He is a famous scientist.
2.Who’s that girl in red?
3.I’ve read all the books that you lent me.
4.I have lost my pen,which I like very much.
T:That’s all for the homework.Now please look at the sentences on the screen.Pay special attention to the underlined parts.Is there anything in common between them?
Ss:Yes.They all identify the nouns,which are used with them.Each part tells us which thing or person the speaker is talking about.
T:That is to say,the function of each underlined part is the same.Each of them is used as an attribute to describe each noun.Well,are there any differences between them?
S1:Yes.In the first sentence,the attribute is an adjective and put before the noun;the second is a prepositional phrase put after the noun;the third and fourth sentences are full sentences put after the nouns.
T:You are right,what do we call the sentences put after the noun?
Ss:The Attributive Clause.
T:Quite right.In a complex sentence,the clause modifying a noun or a pronoun in the main clause is called an Attributive Clause.The noun or pronoun is called Antecedent.The word that/which introduces the clause(between the noun/pronoun and the clause)is called Relative Pronoun or Relative Adverb.The relative pronouns or adverbs do two jobs at once.They can be used as subjects,objects,attributes or adverbials in the clause;at the same time,they join clauses together.About the use of them,we’ll have particular revision after a while.Now look at the sentences on the screen.
(Teacher shows the following on the screen.)
Complete the sentences with suitable relatives.
1.I know the reason__________he came late.
2.Do you know the woman,__________son went to college last year?
3.The house__________colour is red is John’s.
4.This is the best film__________I’ve ever seen.
5.That is the town__________he worked in 1987.
T:Who’d like to tell me what should be filled in the first sentence?
S2:I think“why”should be filled.Because the antecedent is“the reason”and the relative is used as the adverbial of reason in the Attributive Clause.
T:Yes.How about the second sentence?
(Teacher goes to another student and asks her/him to answer.)
S3:I fill“whose”here.Because the antecedent is “the woman”and the relative is used as the attribute in the Attributive Clause.
T:Right.Sit down,please.Now let’s look at the third sentence.
Suggested answers:
3.whose 4.that 5.where
Step Ⅲ Summarizethe Use of the Non-restrictive Attributive Clause
T:The Non-restrictive Attributive Clause is a clause which gives extra information to the antecedent.So we use a comma to interrupt the sentence.When the Non-restrictive Attributive Clause is cut off,the sentence still has a full meaning.Now look at the sentences on the screen.
(Show the following on the screen.)
1.I have two brothers,who are both soldiers.
2.Next week,which you’ll spend in your hometown,is coming.
3.I’ve tried two pairs of shoes,neither of which fits me well.
T:Pay attention to the underlined parts.There are commas to interrupt the sentences and “that”can not be used in the Non-restrictive Attributive Clause.You should pay more attention to the structure“Indefinite Pronoun/Numbers/Noun/Superlative+of which/whom”is often used in the Non-restrictive Attributive Clause.
Step Ⅳ The Usage of the Relative Pronouns and the Relative Adverbs
T:As we know,relative pronouns or adverbs paly important parts in the Attributive Clause.Now let’s make a list of them on the blackboard first and then revise their usage with the help of the forms on the screen.
(Bb:the relative pronouns:who,whom,that,whose,which;the relative adverbs: when, where, why)
(Teacher collects them first and then shows the following.)
Form 1:
the relative pronouns referring to function in the clause
who people subject/object
whom people object
that people/thing subject/object
which thing subject/object
whose people/thing(of whom/which) attribute
Form 2:
the relative adverb referring to function in the clause
when(=at/in/on which) time adverbial of time
where(=in/at which) place adverbial of place
why(=for which) reason adverbial of reason
(Teacher explains the two forms separately and adds the following with examples on the screen.)
T:1.When a relative pronoun is used as a subject in the clause,the verb must agree with the antecedent in person and number.
e.g.1.Those who want to go to the cinema must be at the school gate by 3:30 p.m.
He who doesn’t reach the Great wall is not a true man.
2.When the antecedent is the structure of “one of +n.(pl.)”,the verb in the clause must be plural,agrees with the plural form.However,if there is “the”or“only”before“one”,the verb in the clause must be singular,agrees with the word“one”.
e.g.2.She is the only one of the girls who has been to Beijing.
He is one of the boys who have seen the film.
3.When the antecedent is a noun for time or place “when”or“where”is not always used to introduce the clause.It depends on the function of the relative word in the clause.
e.g.3.The time when/that I went to Tokyo is in 1982.
I’ll never forget the time which/that I spent at college.
The shop which I bought is big.
The shop where/in which I bought the book is big.
Step Ⅴ The Difference Between “that”and “which”
T:As we know,both“that”and “which”can be used for things,but,the use of them are not always the same.Let’s look at the sentences on the screen.
(Show the following on the screen.)
1.This is the second article that I have written in English.
2.It is the best film that he has ever seen.
3.This is the very book that I want to read.
4. All that they told me surprised me.
5.They talked about the teachers and schools that they had visited.
6. Who is the comrade that was there?
7.There is a bed in the room that is still vacant.
8.Our village is no longer the place that it used to be.
T:From the sentences on the screen,we can make a summary of the use of“that” and “which”.Look at the screen again.
(Show the following on the screen.)
1.In following cases,“that”is often used.
(1)After ordinal number and superlatives.
(2)After the following words:all, only, little, few, much, very, none, last, just, any(thing), every(thing), some(thing),no(thing).
(3)After two or more antecedents,referring to both people and things.
(4)After interrogative pronouns“which”or “who”.
(5)When the relative pronoun is used as a predictive in the clause.
(6)When the main clause begins with “There be”.
2.In following cases,“which”is always used.
(1)After prepositions.
(2)To introduce a Non-restrictive Attributive Clause.
(3)The whole main sentence is the “antecedant”of the relative clause,and there is always a comma.
Step Ⅵ Practice
T:Now let’s do some exercises.Look at the screen.Fill in the blanks,choosing proper relative pronouns or relative adverbs.
(Show the following on the screen.)
1.Tell me the reason for__________you were late for class.
2.Who is the girl__________is speaking there?
3.This is Mr Smith,__________has some thing interesting to tell you.
4.The computer__________CPU doesn’t work has to be repaired.
5.This kind of computer,__________is well-known,is out of date.
6.This is just the place__________I’ve been longing to visit for years.
7.His mother is an engineer,__________makes him very proud.
8.The old man has four sons,three of__________are doctors.
Suggested answers:
1.which 2.that 3.who 4.whose
5.which 6.that 7.which 8.whom
Step Ⅶ Test
T:Now.Let’s have a test.Look at the screen.Do this exercise by yourself.A few minutes later.I’ll give you the answers.
(Show the following on the screen.)
1.I don’t like the way__________he talked to his mother.
A.as B.that
C.which D.by which
2.In the dark street,there wasn’t a single person__________she could turn for help.
A.that B.who
C.from whom D.to whom
3.The weather turned out to be very good,__________was more than we could expected.
A.what B.which
C.that D.it
4.All__________is needed is a supply of oil.
A.the thing B.that
C.what D.which
5.He paid the boy $10 for washing the windows,most of__________hasn’t been cleaned at least a year.
A.these B.those
C.that D.which
6.She spoke about the books and writers__________she remembered.
A.that B.who
C.which D.whom
7.The clever boy made a hole in the wall,__________he could see what was going on inside the house.
A.in which B.through which
C.at which D.on which
Suggested answers:
1.B 2.D 3.B 4.B 5.D 6.A 7.B
Step Ⅷ Homework
Review the Attributive Clause
Step Ⅸ The Design of the Writing on the Blackboard
Unit 18 Inventions
The Fifth Period
The Attributive Clause
Ⅰ.The differences between the Restrictive Attributive Clause and the Non-restrictive Attributive Clause
Ⅱ.The use of the relative words:
1.relative pronouns:who,whom,whose,that,which
2.relative adverbs:where,when,why
Ⅲ.The differences between“that”and “which”
1 This woman is one of the greatest scientists of all times. Even her name tells you that she likes science: a good scientist should want to find out answers and ask many questions --- in other words they should be curious. This woman was certainly curious. Together with her husband, she tried to learn the secrets of radioactivity. The couple were awarded the Nobel Prize for Physics in 1903. Eight years later, she received a second Nobel Prize, this time for chemistry.
2 It is said that this English gentleman was sitting in his garden one day when suddenly he was hit by a falling apple. The story is probably not true, but this man did mention that he got one of his best-known ideas while watching apples fall from a tree. His name makes you think that he was not too interested in old things. He discovered the force of gravity, and he drew up a system of how objects move. His laws for motion are still used in physics today, at least in schools and universities.
3 Food is what sets this great mind on fire. Rice, to be exact. This great mind has spent most of his life looking for ways to help farmers grow more rice so that all of us will have enough food to eat. He is known as the father of modem rice, but because of his long friendship with all the farmers in China, he would rather be known as 搕he farmer?
Listening Texts to Unit One (Workbook)
Part 1
Scientists often look at nature in order to find new ideas. In ancient times, Chinese scientists studied how spiders make silk. Modem scientists are interested in the spider, too. A spider can make silk that is much stronger than most man-made materials. A spider抯 silk doesn抰 break easily. Instead of breaking, it gets longer. Best of all, the spider produces the silk without the use of dangerous or poisonous chemicals. If we could learn to use the technique, we might be able to use the strong silk to make things like seat belts and wires that hold up bridges.
Part 2
There are many other examples of how new technology has been developed by learning from nature. A group of German scientists wanted to find out why leaves and flowers are able to stay so clean. They decided to take a closer look at the white lotus, a flower that is known for its clean leaves. At first, the scientists believed that a very flat leaf would be better at staying clean. However, when they looked closely at the white lotus, the scientists saw that the leaf was in fact covered with tiny hairs and needles. The needles and hairs collect the dust that falls on the leaf so that a raindrop can easily wash it off. The German scientists used this technique to design a new kind of paint. The new paint could keep houses looking clean for years.
Scientists also believe that the butterfly could teach us a way to keep our computers cool. A computer must be kept cool to function well. The fans we use today are not always good enough. The butterfly is cold-blooded and must change its body temperature all the time. Scientists have found that there are small parts on its wings that the butterfly uses to change its temperature. If scientists can learn how this is done, it may be possible to use the same method to keep computers from becoming too hot.
Listening Texts to Unit Two (Students?Book)
Part 1
R: Reporter K: Mr Keller
R: Good morning, Mr Keller. My name is Harry Hunter and I work for the Daily Times. I would like to ask you a few questions about Jim Gray.
K: Good morning, Mr Hunter. What would you like to know a1抩ut Mr Gray?
R: Well, I want to know if it is true that Mr Gray no longer works for your company.
K: Yes, that抯 true. Mr Gray was fired today. He has been having problems lately and it was time for him to leave.
I see. What kind of problems?
K: Mr Gray was too slow and it took him too long to do his job. He talked too much and was noisy and sometimes even wild. He was not serious enough. Instead of thinking about work, he would spend too much time disturbing the other workers with questions and comments.
R: So the other workers didn抰 like Mr Gray?
K: Mr Gray was very nosy, always trying to find out what other people were doing. Many people were also unhappy with Mr Gray because he was rude and said bad things about people.
R: I see. Were there any other reasons why you fired him?
K: Yes, Mr Gray was also careless with his money. Now if you will excuse me, I have to get back to work.
K: Thank you for answering my questions.
Part 2
P: Paul W: Wendy
P: Hi, Wendy. Did you hear that Jim was fired today?
W: Yes, I did. Isn抰 it awful! I have worked with him for ten years and he is one of my best friends. I can抰 believe that he was fired.
P: I don抰 understand it, either. Jim faced many difficulties but wouldn抰 give up. He was careful and always took the time to do a job well.
W: Even when he was very busy, Jim always found time to speak to others. He was funny and happy and liked to make others laugh. He always had a kind word for me.
P: Yes, he was always interested in other people and cared about their life and problems. When my wife was ill, he always asked me about her and tried to cheer me up.
W: Jim was always so generous. He was happy to spend money on good meals and gifts.
P: Yes, he was. And he was also very honest and always told people what he thought about something.
W: I suppose we won抰 see him very often in the future. I抣l miss him.
F? I抣l miss him, too.
LISTEN1NG TEXT to Unit Two(for workbook):
The chief editor of a daily newspaper is having a meeting with the journalists. She is telling them what she wants them to do today
Good morning, everybody. Listen carefully. This is what I want you to do.
Mick, Jane Scott, the sportswoman, is arriving at the airport this morning. Her plane arrives at 11. Will you be there please? I want you to get a good photograph of her. See if you can talk to her. Ask her what her future plans are, OK?
Bob, the medical conference opens today at the Capital Hotel. It starts at 9 o抍lock, so you抣l have to hurry. I want you to listen to the opening talk and make some notes. Get a photograph too of the person giving the talk.
Susan, I want you to interview someone at the Home Office. These new traffic plans are very interesting. I want you to set up an interview today. I want you to put your report in tomorrow抯 paper. Get as much information as you can. Try to collect some plans or diagrams. They will be very useful.
LISTENING TEXT to Unit Three (for Students?book):
S = Shop assistant A = Amy D = Danny
S: Can help you? What is it you are looking for? Furniture for the bedroom, the kitchen or the living room?
D: We抮e looking for a few things, but we aren抰 very sure yet. We bought a new flat, and we already have some furniture, but the new house is so big. We can use a few more things, and perhaps replace some very old pieces.
A: I think we need a kitchen table, one that is large enough to have dinner with five or six people.
S: Very well. If you would like something modern, I suggest you think of something like this. The legs of the table are silver coloured while the table top Is made of thick glass. Very 1抏autiful and very easy to clean.
D: Yes, I really like that.
A: No. I don抰 like such cold and hard things. I think a table made of wood would look much nicer. Wood is warm, and makes you feel comfortable.
D: Honey, I know you like that, but I抦 afraid it抣l be too expensive.
S: That抯 no problem. I can show you some really nice modern tables that look as if they were made of wood.
A: Great! We are also looking for something on the wall. There抯 a Hg piece of white wall over the sofa.
S: Were you thinking of a painting or perhaps a poster or something
D: Yes. Could you show us something?
S: Something classical?
A: Oh, no. You can show us something modern. I like classical things in the kitchen and the bed room, but our living room is quite modern, isn抰 it, Danny?
D: By the way, we are also still looking for two comfortable chairs, something modern and classic at the same time. Would you have anything like that?
S: Oh dear! Oh dear! What do you mean by that?
A: Well, something classic and fine but also cool, you know.
LISTENING TEXT to Unit Three (for Workbook):
The history of architecture in China and most European countries is very different. As a result, the way people look at art and architecture has also developed along different lines.
Much of China抯 ancient architecture was constructed of wood. Only the Great Wall and city walls were made of large bricks. Earthquakes have occurred quite often in China抯 history. Besides that, many temples were destroyed by fire. Sometimes the fires were caused by accident. However, it also happened that emperors would destroy temples and architecture that were built in the past. They wanted to get rid of all architecture that reminded people of the former emperor. After burning the old temples and palaces, the emperor would have everything built new in the style that he preferred. That抯 why all over China we find many temples that were rebuilt or restored about 250 to 300 years ago, during the age of Qianlong. Few temples are left over from earlier times.
Much of Europe抯 ancient architecture is 300 to 1,000 years old. Architects used natural materials, such as stone and brick to construct their buildings. There weren抰 many earthquakes, and unlike China, European kings would usually not burn the churches and other architecture built before their time. They constructed new buildings in the style they preferred at other places.
Wood is not a very strong material. Weather conditions make repairs necessary and by the end of about 100 years usually every part of a wooden construction has been replaced. So, although the design can be hundreds of years old, every part of the building may have been made less than a hundred years ago. Stone and brick are strong enough to stand the test of time. These materials do not need to be replaced. So when looking at old buildings in Europe, we are actually looking at what was built many centuries ago. While in China the architecture may be old, what we look at is in fact quite new.
LISTENING TEXT to Unit Four (for Students?book):
A Dialogue between a librarian and a student
S: Hello. Could you help me, please? I want to read some poems.
L: Have you read any poetry before?
S: Yes, we read some at school, but I didn抰 like it very much. I want to find something nice.
L: There are different ways to choose a poem. If you have a favourite writer, you can choose a book with his or her poems, but if you don抰 know any names, you抎 better start with books that are collections of poems. In such books you usually find poems by different writers. You see here抯 a book called A Garden of Poems, or this one, 1001 Songs and Poems in English.
S: Should I read all those poems?
L: No, don抰 worry. What most people do is to go through them until you see a poem that you like. Maybe you like the title, or the topic, or you might like the first or last lines of the poem.
S: I see. What else have you got?
L: Some books bring together the work of writers from a certain period of time. You see, English Poems of the Early Seventeenth Century or Poetry between the World Wars. Other books have poems about a certain topic. The topic can be human feelings, such as humour or love. There is also poetry about nature, you can look for poems about flowers, trees and plants or, about the sea or the countryside. So, what would you like to read?
S: I don抰 know. Shakespeare, maybe?
L: I think Shakespeare is a little bit difficult for you. It抣l be easier if you choose something modern. What kind of topic would you like?
S: I like reading about nature.
L: Have a look at this book. It抯 called The Earth is Painted Green. If you have any more questions. you can come and ask me.
S: Yes, I抣l do that. Thank you very much for your help.
LISTENING TEXT to Unit Four (for Workbook):
People invented poetry as a help to remember things. Before the invention of writing there was no other way to remember important things. People early discovered that rhyme and rhythm were very helpful when they were trying to remember things. So, they made poems to help them remember all the things they needed to know and sass on from generation to generation. For example. to remember their history they recited great stories about their ancestors and the wars that were fought. But people
also needed to remember practical things such as where to find good caves to sleep, where to find water that could be drunk or when to plant crops.
We no longer need poetry to remember things. But that doesn抰 mean that we shouldn抰 or couldn抰 use it to help us remember and learn things better. In fact, there are a number of quite famous short poems that can help us with things that are difficult to remember.
We can learn and remember important dates in history using rhyme. The most famous of these is: 慖n fourteen-ninety-two, Columbus sailed the ocean blue.?To remember that it was in 1492 that Columbus discovered the Americas. There are also short rhymes to remember how many days each month has.
30 days has September,
April, June, and November.
All the rest have 31. Fine!
February 28 except when 29.
We can even learn how to spell English words from a short poem. The word 搑eceive?sounds like 揵elieve? but the spelling is not the same. Listen to the following short poem. It is very useful to help students learn and remember how to spell some difficult words in English and it always works.
I before e except after c
or when sounding like a
as in neighbour and weigh.
LISTENING TEXT to Unit Five (for Students?book):
Good morning and welcome to the Language School at Dublin University. I抦 very happy to greet you all to our Summer Programme and hope that you will not only learn a lot more English, but also learn about the Irish way of life. Before you go to your classrooms, I want to have a quick look at your weekly timetable with you. Classes are taught from Monday to Friday with four classes in the morning and three classes in the afternoons. One lesson takes up 50 minutes. We start every morning with two lessons of what we call Language Study, which will mostly be grammar and vocabulary. The rest of the morning classes are either spent in the computer lab, or in workshops. There抯 a Conversation Workshop to practise your speaking skills, one lesson on Tuesday, directly after the Language Study class and there抯 a Reading Workshop of two times fifty minutes on Friday morning. There are also two fifty minutes classes in the computer lab which form the third class on both Wednesdays and Thursdays.
Lunch is from half past twelve till one o抍lock. Each afternoon, except for Wednesday, starts with two lessons of skills practice. In those classes you will mostly practise listening and speaking. On Monday and Tuesday they are followed by a class of fifty minutes at the language lab.
The language lab is open Monday to Friday from half past eight in the morning until eight o抍lock in the evening, while the library is open every day, including the weekends, from eight am till ten pm.
Language Study and the classes in the computer lab are taught by Dave. Conversation and skills are taught by Flora and Sarah. Reading is taught by Andrew and the teacher who will be with you in the language lab is Julia. If for some reason you cannot come to class, you have to phone your teacher half an hour before class begins.
LISTENING TEXT to Unit Five (for Workbook):
Wales is one of the four countries that form the United Kingdom. The Act of Union in 1536 combined West and East Wales into a single state. Wales was considered by the English and later Great Britain and the United Kingdom governments as a separate part of England and Cardiff was named in 1955 as its capital. Since then we speak of 揈ngland and Wales?where before only 揈ngland?was used.
Travelling from England, you will know when you are in Wales, because all street signs and names of railway stations are written in two languages: English and Welsh. Welsh is the original language of the people in Wales. The landscape in Wales is also different from England. While England is mostly hilly, the central parts of Wales are mountainous. It is here that we find the highest mountain in the UK. As it is impossible to grow crops on the mountains, Welsh farmers keep sheep instead. It is difficult to get around the steep mountain slopes, even in a jeep. So the Welsh sheep farmers use dogs to move the sheep from one field to another.
The weather in Wales is warmer and wetter than in other parts of Britain. This is because of the high mountains. The wind here usually comes from the southwest. As it moves across the warm Atlantic Ocean, the wind carries water from the sea. When this wind hits the mountains of Wales, the air rises causing rain to fall.
Wales is popular with holiday visitors. They go hiking in the mountains, or spend their summer days by the sea, swimming or sailing. People interested in history and architecture can visit some of the many historical sites in Wales. Most ancient castles and churches are open to the public. During the holidays, there are festivals too, with singing and dancing. Wales is often called 搕he Land of Song?and its people are famous for their love of poetry and music.
LISTENING TEXT to Unit Six (for Students?book)
Part 1
Hello! Greetings from the future! My name抯 Mekanika and I live in the year 3044. Well, that抯 what you would call it. We call it the year 58 AL. AL means 揂fter Leaving? You see, 58 years ago, people on the earth decided that they had to do something to save the people on the planet. There were so many people on the earth, and there was so much pollution, that the only way to keep the planet from dying was to send
people into space. My family was one of the chosen ones. About one third of the earth抯 population was left back home, and the rest of us went into space. We抮e now living in a new city on the planet Mars. Life here is very nice, and we are happy in our new home. We still keep in touch with the people on earth and some of us go back for short visits. The earth is better now, and the people back home are doing their best to clean up the planet. I was born here on Mars and I抳e never been to earth. My grandparents and parents tell me about the earth and it sounds like a beautiful place. When my science teacher told me that we could use our school抯 time machine to send messages to the past, I wanted to send one to you and tell you about life here.
Part 2
Every morning, I have to get up at two o抍lock. That probably sounds very strange to you, but, you see, we have a different time system here. We divide the day into eight parts. Two o抍lock in the morning here on Mars is almost like six o抍lock on earth. I eat breakfast with my family before I go to school. The food here is different from your food: we eat pills and drink juice to stay healthy. My history book says that you ate something called bread
and even ate meat from other animals! That sounds very strange to me. We don抰 eat any animals here and I抳e never even seen bread. At three thirty I catch the school spaceship and fly to class. We don抰 have schools and classrooms. We meet our learning guides (you called them teachers) in different places and solve problems together. I love school. My friends are wonderful and I like to think about the world in new ways. I also like creating things with my mind box (you called it a computer). I抦 very interested in what you call 損ainting?and 搒inging? Can you please tell me more about what they are? I抳e read about your life in my history book, but it抯 difficult to understand how you lived such a long time ago. Could you please write to me and tell me about your life? Thank
you. I have to get back to work. I have a test in Mars geography next week, so I need to prepare for it.
Best wishes,
Mekanika
LISTENING TEXT to Unit Six (Workbook)
Here is the news for Saturday, the 14th of April.
The first group of Chinese tourists have returned from the moon. A group of 25 tourists landed last night at the Space Research Centre in Qinghai Province. They had been in space for one week. Their trip included a visit to three different places on the moon. Each of the tourists paid one and a half million yuan for the trip.
Anew speed record had been set for the underground railway that joins Chengdu and Xi抋n. The railway was completed last year. Yesterday a train reached a speed of 821 kilometres per hour. The train was carrying 1,200 passengers. The journey of 842 kilometres took one hour and eleven minutes.
A new type of lemon tree for cold countries has been developed by the Agricultural Research Service of Liaoning Province, where research has been going on for seven years. The new lemon tree will be grown in cold parts of China. Normal lemon trees are killed when the temperature falls below 0 degrees Centigrade.
LISTENING TEXT to Unit Seven (for Students?book)
The Disease Detective
Jane is one of the experts at the Center for Disease Control and Prevention. People at the Center study how diseases start and spread and, as the name shows, try to control and prevent diseases. We asked Jane about her work.
J = Jane; I = Interviewer
Part 1
J: Well, I have to be a detective: I go to a place where a disease has broken out and look for clues about the disease. I try to find as much information as I can about what happened. Who is sick? What are the signs ?do they have a fever, a headache or a sore throat? When did they get sick? When I have collected the information, I use it to find out what caused the problem. We can use what we learn to prevent others from getting sick.
Jane and other disease detectives at the Center do their jobs in different ways. Some detectives work in laboratories where they examine tests and samples. Others travel to towns or villages where there are diseases and talk to people who are sick. All of the experts at the Center know that their work is important. If they do their jobs well, they will save lives.
Part 2
I: How often do you actually go to places where a new disease has broken out?
J: Oh, it happens every now and then. Probably about every three months or so.
I: How do you find out about new diseases?
J: We will usually hear from doctors and hospitals. If they notice anything strange, they will give us a call and ask for help. If we think it is necessary, we抣l go to the place where people are getting sick.
I: Aren抰 you afraid of catching the diseases you are studying?
J: Well, yes, sometimes. But we are always very careful. If you know what you are doing, you can protect yourself. Besides, I抦 more afraid of what might happen if we don抰 find out what kind of disease it is.
What can ordinary people do to protect themselves?
J: The best thing you can do is simply to wash your hands often and try to avoid crowded places. Wearing a mask over your face may help, but it is probably not necessary unless you are caring for a sick person. It is also important to see a doctor if you get sick, so that you don抰 spread a disease without knowing it.
LISTENING TEXT to Unit Seven (Workbook)
K = Ken; W = Dr Watts
Part 1
K: Hello, Pr Watts. Thank you for letting me interview you.
W: You抮e welcome. Now, what would you like to know?
K: Well, my first question is about the name of the disease. What does AIDS stand for?
W: When we talk about AIDS, we often use the term HIV/AIDS. HIV is the virus that causes AIDS. AIDS stands for 揂cquired Immune Deficiency Syndrome?
K: Acquired Immune Deficiency Syndrome. OK, got it. But I抦 not sure I understand what it means.
W: Well, to 揳cquire?something is to get something, so 揳cquired?means that you can get infected with the disease. 揑mmune?comes from 搃mmune system? the system that protects our body from diseases.
K: So 揳cquired immune?tells us that this is a disease that we can get from other people and that has something to do with our immune system. What exactly does AIDS do to our immune system?
W: That抯 what the next word tells us. If something is 揹eficient? it means that it isn抰 functioning properly, it isn抰 working the way it should. So 揳cquired immune deficiency?means that even though we were both with a good immune system, we have now got a disease that breaks down the immune system.
K: Wow, that抯 terrible! So what happens when someone抯 immune system doesn抰 work?
W: Well, to put it simply, he or she gets sick a lot. The last word in AIDS, 搒yndrome? means all the bad things that happen to your body when the immune system doesn抰 work.
Part 2
People who die of AIDS actually don抰 die of AIDS. When a person infected with HIV develops AIDS, he or she easily gets sick. A person with AIDS has a very weak immune system. Many common diseases can be cured in patients whose immune system functions well, but when they enter the body of a person with AIDS, they can kill him or her. Many AIDS patients die of infections or serious colds, but there are also many diseases that we have never heard of. If your immune system is working, they may not be able to do any harm, but because the immune system has been weakened, the diseases can抰 be cured. They will grow stronger and stronger until one day they kill the patient with AIDS. Therefore, much of the treatment an AIDS patient receives is meant to help the body defend itself against diseases.
LISTENING TEXT to Unit Eight (for Students?book)
Two people have just arrived at the hospital, each with a child. A nurse is asking them questions.
Part 1
N = Nurse; F = Father; H = Harry
N: Can I help you?
F: Yes. I wonder if you could look at Harry抯 leg.
N: What抯 the matter with it?
F: He was bitten by a dog yesterday evening. It was bleeding quite badly.
N: Let抯 have a look at it then. I see. What did you do before bringing him here?
F: I washed the wound under running water for a few minutes. Then I dried it with a clean cloth and tied another piece of clean cloth around it.
N: Have you had any pain? Does it hurt?
H: Yes, it does hurt a bit.
N: Was it your dog?
H: No. It belongs to a neighbour.
N: This is very important. The dog must be examined immediately.
F: Why is that? The dog is usually very friendly.
N: If the dog has a disease that makes it bite people, your son could die.
Part 2
N = Nurse; M = Mother
N: Can I help you?
M: Yes. This is my daughter Jill. She抯 two and a half. She抯 drunk some ink.
N: Some ink? When did this happen?
M: About half an hour ago.
N: Did you give her any first aid?
M: No, I didn抰 know what to do. I thought it might be poison so I t9rought her here at once.
N: Have you got the bottle with you?
M: Yes, here it is.
N: Do you know how much she drank?
M: Well, the 1,ottle was almost empty, so I think not very much.
N: Right. I抣l take you to the doctor. Come this way, please.
LISTENING TEXT to Unit Eight (Workbook)
Part 1
C = Police Captain; 0 = Police Officer
C: Johnson, come here, please. I have a job for you.
O: Yes, sir. What抯 happened?
C: There抯 been a traffic accident on West Side. A boy seems to have been hit by a car. Three policemen are there already and there are two eyewitnesses. Please go down there and see if you can find out exactly what happened and who caused the accident.
0: Yes, sir. When did the accident happen?
C: About half past four.
0: And how many people were involved in the accident?
C: Only two, as far as we know. The boy was already sent to hospital with minor injuries:
0: Where are the other policemen?
C: They are by the intersection, on the east side.
Part 2
P = Officer Pei; W = Officer Wang; A = Driver A; B =Woman on bicycle
(Traffic noise in the background; not very loud, but in the pauses the occasional horns or bells can be heard. Driver A is shocked and scared; the woman on the bike is angry and upset.)
P: Miss, please tell me what happened.
B: I was on the eastern side of the crossing, turning north. Ahead of me in the bike lane was the poor boy. He was crossing the street to go to the western side when that man just ran straight into him. Oh, it was awful!
P: Can you please tell me what the car was doing?
B: It was waiting to turn right.
P: I see. Where was the boy?
B: He was standing behind the white line in the bike lane, waiting for the light to turn.
P: Was he moving when the car hit him?
B: No. He was just standing there. Poor boy! The car was moving much too fast and the driver didn抰 even look to see where he was going!
W: Sir, please tell me what happened.
A: Oh, it was terrible! I抦 so sorry. It wasn抰 my fault!
W: We抣l see about that later. Please just tell me what happened.
A: I was waiting on the eastern side. I was turning right, heading north. I started turning right and suddenly this boy ran out in front of me on his bike. I had no time to stop. there was nothing I could do.
W: Did you see the boy before you turned?
A: No, no! He must have been riding too fast. There was no one waiting to cross the street when I looked.
W: How fast would you say you were going?
A: Oh, not very fast. I had stopped and was just beginning to turn when I hit the boy. Really, you know how boys are ?they don抰 watch where they抮e going!
LISTENING TEXT to Unit Nine (for Students?book )
Part 1
Ladies and Gentlemen,
Today we are celebrating Earth Day. Earth Day is a day for reflection and action. Today, people in countries all over the world get together to discuss the earth and our future, and to take action to improve the current situation. Earth Day is a chance for us to learn about the world and change our behaviour. It helps me understand that we must act. If I had known more about the earth in the past, I would have made different choices about what to do and what to buy. It is never too late to change. I am here today to talk about one of the most important problems we are facing. In my view, the most important challenge ahead of us is to find a way to protect the water on our planet. 75% of the earth is covered by rivers, lakes and oceans, so it is truly a water planet.
Unfortunately, most of the water cannot be used for drinking. The earth is already becoming a thirsty planet, but there is still time to do something about the problem. If we want to have enough water in the future, we must learn to take better care of our water. We must stop polluting our water. We must learn to save water in our daily life.
Part 2
We should take better care of our water. Most of the fresh water on the earth is being used for farming. We use clean water to grow food. We need food, of course, but we must be more careful when we use our water. Too much water is being wasted because we are using old ways of watering our plants. We must solve this problem if we want to have enough water in the future. The best way to solve the problem is to use the knowledge and technology that some countries have already developed. If we work together and share what we know, we will be building a better future for all of us.
We must stop polluting our water. Even if we succeed in making more water available to us, we must still do something about water pollution. We are polluting water at an alarming pace. Cars, factories, and air conditioners pollute the air and the water. We must change the way we think and the way we live. Let抯 not drive if we can walk or ride a bike. Let抯 try not to use air conditioners more than what is absolutely necessary. Let抯 not buy products that cause pollution. Let抯 make new rules and use new technology to make sure that factories are green and clean. Keep in mind that we ?you and I ?are the ones who must change. This brings me to my final point: we must stop using too much water in our daily life.
LISTENING TEXT to Unit Nine (for Integrating Skills )
Speech 1
Hi. We are three children from three different continents and we抎 like to tell you what we think about the environment. The children of the world are disappointed because too many adults are too interested in money and wealth to take notice of serious problems that affect our future. Young people from all over the world have many things to say about the environment, but we all agree on one serious problem most leaders don抰 listen. We are here today because we want you to listen ?to listen to everybody.
Here抯 what the children of the world are saying:
Governments of the world must:
?make sure that all people from developing countries
have free access to clean drinking water;
?limit the number of cars per family;
?stop cutting down trees without replacing them.
People of the world must:
?make use of alternative transportation such as walking, biking and car-pooling;
?reduce, reuse, and recycle as much as possible.
We are worried that many governments listen too much to those who care very little for the environment and people. Remember, we cannot buy another planet, and our lives and those of future generations depend on this. We are not asking too much! You said this Summit is about taking action! We need more than your applause and comments of 搘ell done?or 揼ood speech? We need ACTION!
Thanks for having us here and for listening to the voices of children.
Speech 2
Ladies and Gentlemen,
Thank you for giving me the opportunity to speak to
you today. I wish, however, we could do more than just talk. The Earth Summit is not just about good speeches and big words; it is about doing something about the problems we are facing. I will try to do something right now, right here. That抯 why I have brought this big bag. What do you think is in it? Well, I抣l show you. Yes, that抯 right, rubbish! On my way over here, I picked up the rubbish I saw in rubbish bins on the street so that I could talk to you about what rubbish really is. Some of you might think that rubbish is what we throw away, something useless that only causes problems. Well, I say that that抯 rubbish. Let me explain what I mean. What is really in this bag? Resources, possibilities, money, jobs and solutions! What we call rubbish today is actually the resources of tomorrow. Let me tell you how we can use rubbish ?some left-over food, a milk carton, and an empty bottle ?to make the future greener, cleaner, and better, and to make money.
LISTENING TEXT to Unit Nine (Workbook)
1= Interviewer; C = Carl
Part 1
I: Can you tell me about the project you worked on in Egypt?
C: Egypt has developed a large programme to clean up and protect its water. One of the projects is to help small farmers build small channels to make sure that the water supplied by the government can be used in the best way possible.
I: So what was the problem?
C: It was often difficult for farmers to keep the channels clean and in good order. The channels were used as rubbish bins and too many plants grew where the water should flow.
I: How did you solve the problem?
C: At first, we thought that the farmers simply didn抰 understand the situation and that we could solve the problem by educating them. But just to make sure, we interviewed some farmers and observed what they were doing.
I: What did you do to learn more about the farmers and their work?
C: Well, we visited many farmers and their families. We also formed small discussion groups in which we talked about the problem and what could be done about it.
I: What did the farmers think and do?
C: We found that the farmers did know a1抩ut the problem and had paid a company to clean the channels. But they didn抰 do it often enough.
Part 2
I Why didn抰 the farmers clean the channels often enough?
C They thought that the government was responsible for the channels and they only cleaned them up when there was too much rubbish. They felt that this was unfair and didn抰 believe what the government said.
I: And how did the government react to this?
C: Well, they were very surprised. They decided to show the farmers that they were serious about the problem. Farmers and the government would work together. The farmers formed a group that would oversee the work. A special channel cleaning day was chosen and the farmers and the government decided to share the costs. The farmers would pay for the cleaning equipment and the government would pay for taking the rubbish away.
I: That sounds like a good solution.
C: It was. Working together also gave people a chance to understand the dangers of throwing rubbish in the channels. It stopped the water from flowing and made it dangerous for children to swim in the channel and for women to use the water at home.
I: Were the farmers happy about the solution?
C: Yes, they were. The project was a success. By working together, more things were achieved and everybody learnt from the experience.
LISTENING TEXT to Unit Ten (for Students?book)
And now the weather forecast for Tuesday, June 24. Cooler and drier air over the Northwest will advance towards the East on Tuesday. But as it does so, it will meet with warm and moist air already in place resulting in showers and thunderstorms.
Thunderstorms are possible in areas from the Southern states to the Northeastern states where we might see some pretty bad weather, with wet snow and strong winds, perhaps even some storms.
The showers and thunderstorms that hit the Midwest on Monday may still be around part of Tuesday, but will disappear during the afternoon.
Comfortable temperatures around 75 degrees are forecast for the South, 68 to 72 for the Midwest and similar temperatures for the Northeast, while higher temperatures, up to 88 will be found in the east along the coast. While the Southwest may see some rain or even thunderstorms, the rest of the West will be hot with temperatures over 100 degrees and no hope of a cooling shower. Far to the Southeast, the storm, which had looked as if it would grow into a hurricane, fell apart on Monday. This year has already seen an unusually high number of hurricanes. Hurricane Danny in the Atlantic Ocean last week has put in third place behind and 1959 for having the most tropical storms or hurricanes this early in the season. The fourth storm usually arrives towards the end of August, so Danny, formed on Wednesday, came a month and a half early.
If the fifth named storm - the 揈?storm - develops before July 22, this year will have the hurricane season with the fastest start. Its name would be Erika. The hurricane season is from June 1 till the end of November. A typical Atlantic hurricane season has 10 named storms, six hurricanes and two major hurricanes. The latter can be a real disaster when they hit the coast. Tropical storms such as hurricanes and typhoons are given names to avoid confusion. Their names start with letters in the order of the alphabet. The first five storms in will be named Arlene, Bret, Cindy, Dennis and Emily.
LISTENING TEXT to Ten (for Workbook)
K = Kate L = Linda
K: Hi, Linda, how抯 your life in Taiwan? Po you like it there?
L: It抯 fine, Kate. Thanks. Bill and I like China very much.
K: I抳e heard that Taiwan is quite often hit by typhoons. How do you feel about that?
L: That抯 right. They are quite common between the months of May and November.
K: Terrible. I would not want to live in a place like that.
L: Oh well. You抣l get used to it. With a Ht of common sense and taking the right measures, typhoons need not l2e a Hg problem.
K: So what should you do when you know a typhoon is coming up?
L: You should always keep some plastic sheets ready to cover furniture. Important papers are best kept in plastic boxes or bags that don抰 let any water through. Buy some extra food in metal or in glass containers, and keep a torch, batteries, a first-aid kit, a radio and such things ready.
K: What else do you do when you know there will be another typhoon?
L: If a typhoon is expected to hit within 24 to 48 hours, you should make some extra ice to keep food cooled when the electricity falls away. Fill the bath with water for cooking, and make sure there is enough drinking water; move furniture away from windows; put loose objects, such as furniture and plants in pots, baskets or boxes from the balcony and the yard into the shed. You must close the curtains and take shelter where you cannot be hit by glass that is flying around, for example the hall or a room without windows.
K: Have you ever experienced a big one?
L: Oh, yes. It was a very frightening experience.
K: What happened?
L: When the storm hit, we heard all the windows breaking and furniture being pushed around. The roof made a cracking noise. We thought it would be blown away. Then the storm seemed to die down. But it was the eye of the storm. A few minutes later it came back with full force. I was afraid the whole house would be swept away.
K: Have you thought of moving to another part of the country, where there are fewer natural disasters such as earthquakes and typhoons?
1.Review the words and phrases learned in the last two periods.
2.Learn and master Direct and Indirect Objects.
Teaching Important Points:
1.How to guess the missing word according to the given sentence.
2.Master the interchanges of position on direct and indirect objects in the sentence.
Teaching Difficult Point:
Master the changes of the prepositions in the interchanges of direct and indirect objects.
Teaching Methods:
1.Review method to consolidate the words learned in the last two periods.
2.Explanation and inductive methods to make the students master the interchanges of direct and indirect objects.
3.Individual,pair work to make every student work in class.
Teaching Aids:
1.the blackboard
2.the multimedia
Teaching Procedures:
Step Ⅰ Greetings
Greet the whole class as usual.
Step Ⅱ Word Study
T:In the last two periods,we have learned something about disabilities.As we all know,we shouldn’t look down upon the disabled.We should help and respect them.And we must make life easier for them.All these include some useful and important words and phrases.Now let’s review them.Open your books and turn to Page 53.Look at Word Study.Part 1:Fill in the blanks with the right words.Part 2:Use the correct form of the words in the box to describe the following things or people.You are given ten minutes to do them.Read first,then fill in them according to the meaning of each sentence.Is that clear?
Ss:Yes.
T:OK.First do it by yourself.Then discuss them in pairs.After a while,I’ll ask some students to read the words.
(Teacher goes among the students and the students begin to do it.After a while,teacher checks their answers.)
Suggested answers:
1.①waist ②guidance
③sympathy ④physical
⑤potential ⑥gifted
⑦meaningful ⑧limit
⑨overcome ⑩adjust
2.①frustrated ②challenging
③disabled ④motivated
⑤encouraged ⑥disappointed
⑦rewarding
Step Ⅲ Grammar Study
T:Now I want you to translate two sentences into English.Look at the screen.
(Show the following on the screen.)
1.请把盐递给我。
2.请给我们演奏一些民间乐曲。
T:Here I tell you how to say“民间乐曲”in English-folk music.Now can you translate the two sentences?Who wants to try?Yeah,Zhao Nan,you try the first one,please.
S1:Pass me the salt,please.
T:Good,sit down,please.Now we can also say:Pass the salt to me,please.
(Write the two sentences on the blackboard.)
Now the second one.Who wants to try?OK.Peter,you try,please.
S2:Play us some folk music,please.
S3:We can also say:Play some folk music for us,please.
T:Very good,sit down,please.
(Write the two sentences on the blackboard.)
Look at the blackboard,the verbs“play”and“pass”are followed by two objects.In English,there are some verbs that can be followed by two objects.Who can tell us what they are?
S4:I’ll try.They are send,buy,get…
T:Right.You’ve known some of the verbs.Now I’ll give you a summary.Please look at the screen.
(Show the following on the screen.)
Common verbs that take indirect objects:
①give,show,send,bring,offer,read,pass,lend,leave,hand,tell,return,write,pay,throw,wish,teach,promise,owe,refuse ect.
e.g.I’ll lend you something to read.
Remember to write us a note when you get there.
②make,buy,do,fetch,get,play,save,order,cook,sing,find ect.
e.g.I hope you’ll do me a favour.
Let’s get the children something to drink.
T:Now please notice there are two groups in the diagram.In Group 1,most of the indirect objects are transformed into “to-phrase”.And in Group 2,most of the indirect objects are transformed into “for-phrase”.
(Write the following on the blackboard.)
Compare:
Is that clear?
Ss:Yes.
T:But not all the indirect objects can be replaced like this.
e.g.“Do me a favour”.We can’t transform it into:“Do a favour for me.”
OK.Now let’s do some exercises.Open your books and turn to Page 54.Look at Grammar-Direct and Indirect Objects.Look at Part 1.Tick the right answer.First do it by yourselves.Then discuss it in pairs.Finally I’ll show you the answers.
(After students finish it,teacher shows the following on the screen.)
Suggested answers:
1.√Because his mother bought him a computer.
√Because his mother bought a computer for him.
2.√Do me a favour.Please lend me one 珁uan.
3.√Please take these exercise-books to my office.
4.√Give me the check,please.
√Please give the check to me.
T:OK.In fact,we should pay attention to some special cases.Especially when the direct object is shorter than the indirect object,or when we emphasize the indirect object,we often use such patterns,“Subject+Predicate+Direct Object+to/for+Indirect Object”.
e.g.I took it to the policeman on duty.
Mother bought the ice-cream for you,not for me.
(Write them on the blackboard.)
And there are two special cases you should notice.
Please look at the screen.
(Show the following on the screen.)
1.We must use prepositions before the indirect object following the two verbs “explain and suggest”.
e.g.Could you explain your point of view to us?
I suggest a way out to her.
2.Some verbs are followed by either direct object or indirect object,or both of them.
e.g.I asked John.
I asked a question.
I asked John a question.
The similar verbs are:teach,tell,owe,pay,show
As to this,you should remember them.Is that clear?
Ss:Yes.
T:OK.Let’s deal with Part 2.
(Teacher begins to read the following and explains it if necessary.Summer is coming.You decide to have a different vacation this year.Use the words in brackets to explain what you will do differently this summer.)
Now you are given five minutes to do it.First do it by yourself.Then discuss it in pairs.Now please begin.
(Teacher goes among the students to check their writing and explains some new words that students meet with and ask.As to some difficult sentences,teacher and students can discuss together.At last,teacher shows the answers on the screen.)
Suggested answers:
1.This summer,I want to make my parents less trouble by staying at home.
2.This summer my grandpa wants to buy some books for me.
3.This summer my friends want to send short messages to me.
4.This summer my aunt and uncle want to bring candy to me when they come to visit.
5.This summer I want to teach English to my 6-year-old niece.
Step Ⅳ Practice
(The teacher shows the following on the screen)
Change the position of the direct object and indirect object in the following sentences.
1.I’ll lend you some.
2.He gave his wife a camera for Christmas.
3.We’re going to sing some songs for the heroes.
4.Bring me the book.
5.She made a coat for me.
6.He bought flowers for his teacher.
T:Look at the screen.Let’s practise the interchanges of the direct and indirect object.
(Give the students several minutes to practise them,then teacher may check their practice.)
Suggested answers:
1.I’ll lend some to you.
2.He gave a camera to his wife for Christmas.
3.We’re going to sing the heroes some songs.
4.Bring the book to me.
5.She made me a coat.
6.He bought his teacher flowers.
Step Ⅴ Summary and Homework
T:In this class,we’ve reviewed some new words and mainly done some exercises about direct and indirect objects.After class,review the content,and remember the verbs that can be followed by double objects.Today’s homework:Preview the integrating skills.That’s all for today.Goodbye,everyone.
Step Ⅵ The Design of the Writing on the Blackboard
Unit 17 Disabilities
The Third Period
Direct and Indirect Object
1.Pass me the salt,please.
→Pass the salt to me,please.
Play us some folk music,please.
→Play some folk music for us,please.
2.Compare:
3.“Subject+Predicate+Direct Object+to/for+Indirect Object”
e.g.I took it to the policeman on duty.
Mother bought the ice-cream for you,not for me.
关键词：高二学生,英语词汇学习策略,调查与研究
1. 前言
词汇作为语言三大基本要素之一，是语言学习的基础。词汇作为信息的主要载体，其重要性不言而喻。
随着20世纪60年代西方语言学家对学习策略的关注与研究，70年代后期开始，对英语词汇学习策略有了深入的研究。进入80年代后，我国的语言学者，如文秋芳(1995)、王文宇(1998)等，也开始对大学本科生或研究生的英语词汇学习策略作出研究;以中学生作为对象的英语学习策略研究，近几年来也得到了发展，杨金锋(2003)研究发现，12种词汇学习策略与学习成绩存在显著正相关，正确的学习观念和认知策略的使用灵活性和针对性对学习成绩有决定性的影响;张文鹏(1999)对高中生英语词汇策略进行了实证研究，发现元认知策略使用频率不高，但对英语成绩有显著的影响。正确的学习策略能帮助学生有效掌握词汇，有助于学生改进词汇学习的方法，增强词汇学习的信心和自学能力，提高他们的学习效率，同时，帮助他们形成有效的词汇学习策略以利今后的自学(吴霞、王蔷，1998)。
高中《英语课程标准》提高了对词汇量的要求，由原大纲要求高中毕业生掌握1950词，提高到了九级(高三年级)掌握4500词，这无疑给词汇的教与学都带来了挑战。对大多数高中学生来说，词汇量的不足，以及对词汇的用法掌握不够全面，也是构成阅读困难的首要原因(转引自王笃勤，2002)。高中学生迫切希望找到词汇记忆的最佳途径和有效方法，提高词汇学习效率，突破阅读难关，在高考中取得好成绩。
20世纪80年代，国内外语言专家就策略的培养进行了大量的研究，Oxford (1990)把策略训练分为策略意识训练、一次性策略训练和长期策略训练三种。O’Malley和Chamot (1990)把策略训练分为融入式教学和直接式教学。他们还利用认知小组、元认知小组和控制组进行的培养都证明了策略培养在学生学习能力发展上的促进作用。在国内，王笃勤所做的策略培养，尤其是认知策略与元认知策略的相结合的培养，对激发学生的学习动机、优化学生的学习方式、提高学生的学业成绩等方面都具有十分积极的作用，研究结果呈显著正相关(p<0.01)，这不仅说明了策略培养的有效性，而且说明了在正常的课堂教学之中进行策略培养的可行性。
2. 研究设计
2.1 研究对象
本研究由笔者执教的新疆乌鲁木齐市第70中学高二年级两个平行班的108名学生作为研究对象。结果显示，两班学生无显著性差异，因此可认定被试学生具有可比性。
2.2 研究工具
采用问卷调查法。问卷的设计分为词汇学习观念、元认知策略、认知策略和社会/情感策略四个部分，共21个变量。
2.3 研究方法
将问卷采集的数据运用SPSS软件进行统计分析，得出学生使用词汇学习策略基本情况的平均数和标准差。
将2007-2008学年第二学期期末两个班参加全市统考的成绩用SPSS软件进行统计，得出各项策略与成绩之间的相关系数。
2.4 调查结果与讨论
(注) P为显著性水平:*p≤0.05**p≤0.01
2.4.1 词汇学习策略使用情况分析
本研究的调查结果根据Oxford (1990)的研究中用策略平均值的大小来表示该策略的使用频率来进行分析。
由表2可以看出，学生使用学习策略总平均分为2.8731，说明整体使用学习策略的情况偏低(属“中下”)。四类策略中认知策略使用频率最高，为3.1215(也仅属“中等”)，说明学生能够运用多种方法学习词汇。其中，联系上下文(m=3.3365)和猜测策略(m=3.4904)使用频率较高，说明对于有一定语言基本的高二学生，更善于将阅读中的猜词技巧和词汇的学习方法结合起来;词形分析策略(m=3.4135)的使用说明学生在学习中能主动运用高一年级所学过的构词法分析词形，“注意发现规律，把词根、词缀等有相同特点的词放在一起记忆”。在此次调查中，学生普遍认为背英汉对照的单词表更为重要(m=4.1538)，母语翻译策略的使用频率较高，反映出学生“背单词表”的现象，这与近几年来高考试题中增加了词汇试题有关。
重复记忆的策略(m=3.4231)接近3.5高频率使用的数值，说明大多数学生能通过重复克服遗忘的现象。而阅读策略中“通过大量阅读”的使用频率仅为2.4038，多数西方学者主张通过广泛阅读自然习得单词，而母语/翻译策略的平均值高达4.1538，可见高中学生课业负担较重，难以保证大量的英语阅读;元认知策略(m=2.8943)使用频率不高，说明目前中学生普遍不能自主地管理、监控、评价自己的学习，学习比较盲目、被动，这与学生作业量多，其独立思考、分析推理、自主计划的学习时间少有较大关系，其中选择性注意策略的使用频率最高。四类策略中，社会情感策略使用频率居第三，说明多数学生能正确认识学习英语的重要性，对学习英语持有较积极的态度。词汇学习观念的平均值最低，说明学生并不普遍接受死记硬背的观点(m=2.95)，而认知策略中具体的重复记忆策略(m=3.423)还是被广泛地使用。由此可见，学生已经开始改变机械地背单词的传统观念，但尚未形成取代它的有效策略，这与吴霞与王蔷对非英语专业本科生的词汇学习策略的调查结果有相似之处。
2.4.2 词汇学习策略与英语成绩的相关分析
表中的r表示Pearson相关系数，P表示显著性水平，该系数在0.05显著性水平上是可接受的，即其可靠度在95%以上，而系数在0.01的显著性水平上可以接受，即其可靠度在99%以上。r的绝对值越接近1，表示两个变量之间的关系越密切，r的绝对值越接近0，则表示两个变量之间的关系越不密切。
从表2可以看出，21种学习策略中有14种策略与学习成绩存在显著正相关，说明有多个因素对学习成绩有影响。其中认知策略中有9项与学习成绩呈显著正相关，表明认知策略是直接影响学生英语学习成绩的主要因素。而运用和重复记忆与成绩无相关性，值得思考的是，与成绩呈显著正相关的广泛阅读和练习两个策略使用频率却很低，说明学生应加强阅读的训练与指导。观念中的3项策略都与成绩呈显著正相关，表明学生较普遍地接受了词汇学习的基本特点，社会情感策略中只有自我激励策略呈显著正相关。
3. 词汇学习策略的培养实验
3.1 实验设计
根据调查结果，并参照五步培养模式(王笃勤，2002)，实验分为四个阶段：第一阶段：展示(presentation)。系统讲授词汇学习策略的分类及方法，并在日常教学中有意识地培养和强化元认知词汇学习策略(包括预先计划、选择性注意、自我监督和自我评估)和社会情感策略;第二阶段：训练(scaffolding)。认知策略专项训练，由教师提供更多的词汇学习策略，通过让学生大量练习使用，最终内化为自己的语言能力;第三阶段：评估(evaluation)。词汇策略综合运用及检测阶段。结合高考命题中对词汇部分考查的要求，设计词汇测试卷;第四阶段：扩展(expansion)。提供更多的机会让学生综合运用所学策略。
3.2 实验结果分析与讨论
由上表可以看出，经过学习策略培训后，实验班与对照班的成绩由原来的1.4分数差距达到了现在的7.6分数差距，且通过独立样本检验证明实验班和对照班在学习测试成绩上具有显著性差异，达到了实验的预期目的。
4. 结论
通过问卷调查，以及与学习成绩相关性的分析，我们得出以下结论：
4.1 高二学生使用英语词汇学习策略的整体水平不高，其中学习观念、元认知策略和社会/情感策略使用频率较低;21项学习策略中有14项与学习成绩呈显著正相关，说明多种策略对学习成绩有影响，其中认知策略的相关性最大，因此在教学中加强认知策略的指导和训练是非常重要的;重复记忆策略的使用频率较低，但与学习成绩有显著相关性，因此，加强和改善学生的记忆方法，对提高英语成绩是必要的。
4.2 通过对学生进行词汇学习策略的指导与训练，培养和提高了学生的策略意识，增加了策略的选择范围，充分发挥了学生的主体意识，强化了学习行为，从而提高了学习成绩。该实验不仅说明了策略培养的有效性，而且验证了在正常的课堂教学之中进行策略培养的可行性。
4.3 高二学生英语词汇学习策略的各组成部分发展不均衡，如社会/情感策略的水平较低，因此，在全面提高认知策略运用的同时，更要注重这些策略水平的提高，以促进学生全面发展。
参考文献
[1]O’Malley, J.M., &Chamot, A.U.Learning Strategies in Second Language Acquisition[M].Shanghai:Shanghai Foreign Lan-guage Education Press, 2001.
[2]Oxford, R.LanguageLearningStrategies:WhatEveryTeacher ShouldKnow[M].NewYouk:NewburyHouse, 1990.
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跟踪导练（一）
阅读地带
A： 1—3 DAAB： 4—7 CBDC
单词训练营
1. informal2. serious3. confidently4. lack
5. advance6. nodded7. sighed8. opportunities
单句翻译
1. Are you nervous about the situation of being at a social event in another country？
2. Small talk is very important and it can prepare you for more serious conversations.
3. Have you ever crossed the road on purpose to avoid talking to someone you know？
4. Communication is a two-way process which involves listening and speaking.
单项选择
1—5 DCBAA6—10 BCABD
阅读表达
1. On any day of the week.
2. Digital broadcasting.
3. A health benefit.
4. Because they cannot compete with the large clubs.
5. Televised sport.
跟踪导练（二）
阅读地带
A： 1—4 CACBB： 5—9 ADADC
单词训练营
1. obligation2. prize3. formed4. impolite
5. tidied6. favour7. Certain8. reply
单句翻译
1. I want to ask a favour of you. Could you please lend me your bicycle？
2. Susan did not feel under any obligation to tell Bill the truth because they weren’t good friends any more.
3. I already have that book. You needn’t have brought another one for me.
4. You don’t need to buy any gifts for Jenny， but she will be very pleased if you do so.
单项选择
1—5 CCBDA6—10 CCBAB
完形填空
1—5 DBAAB6—10 CCABB
11—15 DACDA16—20 CABDC
跟踪导练（三）
阅读地带
A： 1—4 CADAB： 5—9 BCDAD
单词训练营
1. firm2. customers3. awkward4. cautious
5. divorced6. clerk7. anyhow8. interrupted
单句翻译
1. The good news of our football team winning the game cheered up everybody who heard it.
2. The students are more cautious not to make any mistakes in spelling than ever before.
3. Jerry often studies deep into night. As a consequence， he got the first place in this grade exam.
4. Emily got the top mark in the exam but she was too modest to tell anyone.
单项选择
1—5 CBDBA6—10 DBCCA
阅读表达
1. A sense of humor.
2. Because his new heart was younger than Anthony’s.
3. Their eating habits.
4. He had been on an exercise program.
5. To feel even better than his brother.
跟踪导练（四）
阅读地带
A： 1—3 CDAB： 4—7 DCBC
单词训练营
1. factual2. secretive3. aware4. function
5. successful6. imagined7. purpose8. apologising
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单句翻译
1. The local people are very hospitable to the visitors from all over the world.
2. No wonder I couldn’t get through. I left out two numbers in the phone number.
3. As the responsible officer of the company， she volunteered to take the lead in carrying out the assignment.
4. The children started showing off as soon as anyone came into the house.
单项选择
1—5 DBABA6—10 DCDDB
完形填空
1—5 CABDB6—10 ACDAC
11—15 DABDC16—20 ABDDB
跟踪导练（一）
阅读地带
A： 1—3 CBBB： 4—7 CDDA
单词训练营
1. heroes2. vanished3. definitely4. hesitated
5. bitten6. invisible7. tail8. edge
单句翻译
1. This project will play an important part/role in encouraging the popularization of compulsory education in poverty-stricken areas.
2. If you have any problems， please do not hesitate about contacting me directly.
3. The wind direction is the direction from which the wind blows.
4. He cast about in his mind for a proper excuse for not turning up at the meeting.
单项选择
1—5 DACAD6—10 DDBAA
阅读表达
1. Within 20 days or so.
2. Because they see it as an investment in their future.
3. Because they can get good positions with a driver’s permit.
4. Having a full-time job.
5. He thought they were very able and serious.
跟踪导练（二）
阅读地带
A： 1—5 BCCABB： 6—9 BCDC
单词训练营
1. square2. profoundly3. bending4. revenge
5. married6. wicked7. cottage8. punished
单句翻译
1. Jack being very naughty， his T-shirt which he just bought for several days has completely lost its shape.
2. Although living a very hard life， they did not hold out their hands for the government’s aid.
3. Are you paying now， or shall I put it down to your account？
4. After he got married， Hera successfully put a spell on him， demanding that he kill his wife.
单项选择
1—5 CABBC6—10 ADBCA
完形填空
1—5 BCABD6—10 CDBAD
11—15 BABDC16—20 BADCB
跟踪导练（三）
阅读地带
A： 1—4 DABAB： 5—8 DADA
单词训练营
1. appeal2. envelope3. gifted4. burden
5. stubborn6. overcame7. thus8. Attaining
单句翻译
1. By helping each other they managed to overcome the difficulties of rebuilding their hometown.
2. What has been put down in black and white cannot be erased without special tools and wisdom.
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3. While being welcomed by scholars， the book makes immediate appeal to the general readers.
4. Those reports are restricted to descriptions but give no opinions about the facts.
单项选择
1—5 ADCCB6—10 BCBAD
阅读表达
1. For thousands of years.
2. In aquariums/water tanks.
3. By the middle of the 1800s.
4. The Adventure Aquarium.
5. Many chances to experience life under the sea.
跟踪导练（四）
阅读地带
A： 1—4 ADBBB： 5—9 CAACD
单词训练营
1. sorrow2. ought3. glimpse4. trailing
5. graciously6. magical7. power8. possessed
单句翻译
1. In spite of all kinds of difficulties， we still tried our best and managed to finish the task ahead of schedule/time.
2. If you drive the car， you should fix your eyes on the road and we will be much safer.
3. Paul just caught a glimpse of Lucy before she vanished into the crowd.
4. Jayden made up his mind to set out as soon as he got a reply from his friend.
单项选择
1—5 BCADB6—10 DABAD
完形填空
1—5 BACCA6—10 DBDCB
11—15 ADCBA16—20 DBCCD
跟踪导练（一）
阅读地带
A： 1—3 DCCB： 4—7 DCAC
单词训练营
1. trust2. chatted3. notes4. moody
5. interest6. amounts7. raised8. swung
单句翻译
1. We heard some of their conversation as they raised their voices from time to time.
2. He had lost interest in the football match but decided to see it through.
3.The students stood by the roadside， raising money for the poor.
4. The man who has made up his mind to succeed will never say “impossible”.
单项选择
1—5 CABAB6—10 DBBAC
阅读表达
1. Building a stronger heart and lungs. /Helping in weight control. /Causing very few injuries.
2. Many sleep better and others feel better in life.
3. He/She only needs to walk faster， farther and more often.
4. Sidewalks， streets， parks， fields and malls.
5. Good walking shoes and comfortable clothes.
跟踪导练（二）
阅读地带
A： 1—4 CDADB： 5—8 DBAC
单词训练营
1. confronted2. counted3. lively4. quarreled
5. touch6. alike7. ashamed8. considerate
单句翻译
1. I regret to have to leave this city， but I will keep in touch with all my friends.
2. Don’t you remember seeing that girl before？
3. Having finished the exercises， we went on to learn the new words in the next module.
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4. Not knowing the native language and having no friends in this country， he found it impossible to get a job.
单项选择
1—5 ABDDC6—10 DCCDC
完形填空
1—5 BBCCB6—10 CACBA
11—15 BCBDA16—20 CADAD
跟踪导练（三）
阅读地带
A： 1—4 BDBBB： 5—8 CBAC
单词训练营
1. forgave2. scolded3. blessed4. ripened
5. harvests6. torn7. perfect8. predictions
单句翻译
1. We have been on good terms with our neighbors for all these years.
2. I’ve been so busy in the last few months that I’ve lost touch with most of my friends.
3. These old letters brought many of my friends to mind.
4. Millions of people all over the world keep in touch with each other in this way.
单项选择
1—5 CBACA6—10 DCCBA
阅读表达
1. An elderly man and his wife.
2. In the clerk’s room
3. Because he was grateful to the clerk.
4. On the corner of the Fifth Avenue and 34th Street.
5. The original Waldorf Astoria Hotel.
跟踪导练（四）
阅读地带
A： 1—4 BCBDB： 5—8 AACD
单词训练营
1. clicked2. flee3. paced4. liar
5. reunited6. mention7. belong8. bottom
单句翻译
1. The mother thanked the person from the bottom of her heart for saving her son’s life.
2. With the help of the police， she was reunited with her children last night.
3. He bought me a pretty scarf， and in return， I cook a delicious meal for him.
4. It’s very difficult to get on well with a moody person.
单项选择
1—5 DBCCD6—10 BDADD
完形填空
1—5 BDCAA6—10 CBDAB
11—15 DCCAA16—20 BCDAB
