Roots
教學(xué)目標(biāo)
一、教學(xué)目標(biāo)與要求
通過本單元教學(xué)，學(xué)生應(yīng)能熟練地運(yùn)用表示“希望、意愿、祝愿”的常用語；復(fù)習(xí)it的用法；了解19世紀(jì)歐美白人捕捉和販運(yùn)黑人作奴隸及虐待他們的罪惡歷史。
二、教學(xué)重點(diǎn)與難點(diǎn)
1．重點(diǎn)詞匯
become of, once in a while, provide, the moment, go back, role, reason
2．重點(diǎn)句型
1)Born a free man, he was now in Chairs．
2)What shocked him most was that the man who carried him were black．
3)Worse was to come．
4)All he knew was that his African ancestor taught his son and grandson the words in his own language for “river” and “guitar”!
3．語法it的用法
1)There's a knock at the door．Who is it?
2)It's a lovely baby．Is it a boy or a girl?
3)It is/has been three years since we last met．
4)It is necessary for you to do so．
5)It was in the street that I met him this morning.
教學(xué)建議
教學(xué)教法：高三下學(xué)期，教師按部就班的講課文是不現(xiàn)實(shí)的。但高三下冊(cè)書里卻有很多精彩的文章及詞匯，舍棄又未免可惜。把課文當(dāng)作聽力來上，即鍛煉了聽力，又培養(yǎng)了語感。如果聽力與寫作結(jié)合，學(xué)生的進(jìn)步會(huì)更快。 寫作可以練習(xí)聽后寫大意（main idea），寫相關(guān)內(nèi)容的文章。對(duì)于精彩段落，還可以練習(xí)聽寫整個(gè)段落。
詞語辨析：
1．the moment
the moment作連詞時(shí)和as soon as用法相當(dāng)，用來引出一個(gè)時(shí)間狀語從句。如：
I recognized Jack the moment he appeared in the street. 杰克在街上一露面，我就認(rèn)出來了。
The moment (that) he said it he knew what a mistake he had made. 他一開口說那事，就知道自己犯了什么樣的錯(cuò)誤。
類似的名詞除the moment 外, 如the minute，the second也可作連詞用。在英國(guó)英語中 immediately也可作連詞用，和as soon as用法一樣。如：
I’ll tell him the minute (that) he gets here. 他一到達(dá)那兒，我就告訴他。
I left immediately the clock struck twelve. 鐘一敲十二點(diǎn)我就離開了。
Please let me know immediately you get the results. 你一得到結(jié)果，請(qǐng)立即告訴我。
2.for和because的區(qū)別
for 和because都表示原因，但because是從屬連詞，連接原因狀語從句，表示直接的，根本的理由；for是并列連詞，連接兩個(gè)并列分句，表示附加的推斷的理由。如：
The light went out, because the oil was out. 因?yàn)橛陀猛炅耍詿魷缌�。（直接的原因�?br /> The oil must be out, for the light went out. 油想必用完了，因?yàn)闊魷缌�。（推斷的理由�?br />3. be + to – v 常用來表示不可避免要發(fā)生的事，注定后來要發(fā)生的事。
They said goodbye, not knowing that they were never to meet again.
他們互相告別，不知道永遠(yuǎn)不可能再見面了。
The worst is still to come. 最嚴(yán)重的事情注定要發(fā)生的。
be + to-v 還常表示計(jì)劃、打算或安排好做某事，應(yīng)該或不應(yīng)該做某事以及能不能做某事。如：
That book of yours is to appear next month. (= That book of yours is going to appear next month. )
你那本書將于下月出版。
You are not to smoke in the offices. (== You should not smoke in the offices. ) 你們不得在辦公室吸煙。
What am I to do? ( = What should I /can I do?) 我該怎么辦？
4.if only引起的句子表示一種難以實(shí)現(xiàn)的愿望，句子謂語要用虛擬語氣。如：
It only he had had more courage! 要是他更勇敢些就好了！
If only she didn’t drive so fast! 但愿她開車不要太快！
If only it would stop raining! 雨要是停下來就好了！
5.make up one's mind, decide, determine
l）make up one's mini“決心；認(rèn)定”，后接不定式或that從句，mind隨人稱而變化。如：
We've made up our minds to devote our lives to serving the people heart and soul．
2）decide指經(jīng)過考慮或討論研究作出決定，后接不定式，介詞 on／up on或從句。如：
He decided on taking the position at the bank. ==He decided to take the position at the bank．
3）determine“決心、堅(jiān)決”，側(cè)重表示決心已下定，任何力量都動(dòng)搖不了這種決心。其后常接不定式，也可接on／upon + ing。如：
His mother has determined to give him a chance．
6.seize，take，grasp，arrest
1）seize“抓住”有猛然抓住并不脫手之意。如：
The policeman seized the thief by the collar．
2）take“抓住”，屬一般用語。如：
He took his girl friend by the arm．
3）grasp“抓住，抓緊；抱��；理解，領(lǐng)會(huì)”。如：
Grasp the rope and I'll pull you up．
I didn't quite grasp your meaning
4）arrest側(cè)重于“逮捕；扣留；防止。”如：
He was arrested In suspicion of having murdered the girl．
This newly developed drug has arrested his cancer．
7.give out, give away, give back, give forth, give in, give off, give over, give up
�。╨）give out放出、發(fā)生；宣稱，公布，發(fā)表；分配，分發(fā)；用完，耗盡；精疲力竭。如：
The nurse's patience at last gave out．
�。�2）give away贈(zèng)送；出賣；泄露/give back歸還；返射/give forth放出，發(fā)出（聲音，氣味等）；發(fā)表，公布give in投降；屈服，讓步；交上／give off發(fā)出（蒸氣、光、煙等）／give over移交，交托／give up讓給；放棄，拋棄。
8. Once on the boat, they were taken below and their chains were fixed to bars that ran the length of the ship.
run在這里為引申含義，作“擴(kuò)展，延伸”解。如：
The road runs along the river. 那條道路沿著河流延伸。
The shelves run round the wall. 書架繞墻而立。
9.All he knew was that his African ancestor taught his son and grandson the words in his own language for "river" and "guitar".
這是一個(gè)主從復(fù)合句。All the knew是主語，其中all后省略了關(guān)系代詞that，he knew是定活從句。連詞that后引導(dǎo)一個(gè)表語從句。
He can do all he could to help me. 他會(huì)盡其所能來幫助我。 (all that he could中的all that 可省略)
教學(xué)目標(biāo)
一、教學(xué)目標(biāo)與要求
通過本單元教學(xué)，學(xué)生應(yīng)能熟練地運(yùn)用表示“希望、意愿、祝愿”的常用語；復(fù)習(xí)it的用法；了解19世紀(jì)歐美白人捕捉和販運(yùn)黑人作奴隸及虐待他們的罪惡歷史。
二、教學(xué)重點(diǎn)與難點(diǎn)
1．重點(diǎn)詞匯
become of, once in a while, provide, the moment, go back, role, reason
2．重點(diǎn)句型
1)Born a free man, he was now in Chairs．
2)What shocked him most was that the man who carried him were black．
3)Worse was to come．
4)All he knew was that his African ancestor taught his son and grandson the words in his own language for “river” and “guitar”!
3．語法it的用法
1)There's a knock at the door．Who is it?
2)It's a lovely baby．Is it a boy or a girl?
3)It is/has been three years since we last met．
4)It is necessary for you to do so．
5)It was in the street that I met him this morning.
教學(xué)建議
教學(xué)教法：高三下學(xué)期，教師按部就班的講課文是不現(xiàn)實(shí)的。但高三下冊(cè)書里卻有很多精彩的文章及詞匯，舍棄又未免可惜。把課文當(dāng)作聽力來上，即鍛煉了聽力，又培養(yǎng)了語感。如果聽力與寫作結(jié)合，學(xué)生的進(jìn)步會(huì)更快。 寫作可以練習(xí)聽后寫大意（main idea），寫相關(guān)內(nèi)容的文章。對(duì)于精彩段落，還可以練習(xí)聽寫整個(gè)段落。
詞語辨析：
1．the moment
the moment作連詞時(shí)和as soon as用法相當(dāng)，用來引出一個(gè)時(shí)間狀語從句。如：
I recognized Jack the moment he appeared in the street. 杰克在街上一露面，我就認(rèn)出來了。
The moment (that) he said it he knew what a mistake he had made. 他一開口說那事，就知道自己犯了什么樣的錯(cuò)誤。
類似的名詞除the moment 外, 如the minute，the second也可作連詞用。在英國(guó)英語中 immediately也可作連詞用，和as soon as用法一樣。如：
I’ll tell him the minute (that) he gets here. 他一到達(dá)那兒，我就告訴他。
I left immediately the clock struck twelve. 鐘一敲十二點(diǎn)我就離開了。
Please let me know immediately you get the results. 你一得到結(jié)果，請(qǐng)立即告訴我。
2.for和because的區(qū)別
for 和because都表示原因，但because是從屬連詞，連接原因狀語從句，表示直接的，根本的理由；for是并列連詞，連接兩個(gè)并列分句，表示附加的推斷的理由。如：
The light went out, because the oil was out. 因?yàn)橛陀猛炅�，所以燈滅了。（直接的原因�?br /> The oil must be out, for the light went out. 油想必用完了，因?yàn)闊魷缌�。（推斷的理由�?br />3. be + to – v 常用來表示不可避免要發(fā)生的事，注定后來要發(fā)生的事。
They said goodbye, not knowing that they were never to meet again.
他們互相告別，不知道永遠(yuǎn)不可能再見面了。
The worst is still to come. 最嚴(yán)重的事情注定要發(fā)生的。
be + to-v 還常表示計(jì)劃、打算或安排好做某事，應(yīng)該或不應(yīng)該做某事以及能不能做某事。如：
That book of yours is to appear next month. (= That book of yours is going to appear next month. )
你那本書將于下月出版。
You are not to smoke in the offices. (== You should not smoke in the offices. ) 你們不得在辦公室吸煙。
What am I to do? ( = What should I /can I do?) 我該怎么辦？
4.if only引起的句子表示一種難以實(shí)現(xiàn)的愿望，句子謂語要用虛擬語氣。如：
It only he had had more courage! 要是他更勇敢些就好了！
If only she didn’t drive so fast! 但愿她開車不要太快！
If only it would stop raining! 雨要是停下來就好了！
5.make up one's mind, decide, determine
l）make up one's mini“決心；認(rèn)定”，后接不定式或that從句，mind隨人稱而變化。如：
We've made up our minds to devote our lives to serving the people heart and soul．
2）decide指經(jīng)過考慮或討論研究作出決定，后接不定式，介詞 on／up on或從句。如：
He decided on taking the position at the bank. ==He decided to take the position at the bank．
3）determine“決心、堅(jiān)決”，側(cè)重表示決心已下定，任何力量都動(dòng)搖不了這種決心。其后常接不定式，也可接on／upon + ing。如：
His mother has determined to give him a chance．
6.seize，take，grasp，arrest
1）seize“抓住”有猛然抓住并不脫手之意。如：
The policeman seized the thief by the collar．
2）take“抓住”，屬一般用語。如：
He took his girl friend by the arm．
3）grasp“抓住，抓緊；抱�。焕斫�，領(lǐng)會(huì)”。如：
Grasp the rope and I'll pull you up．
I didn't quite grasp your meaning
4）arrest側(cè)重于“逮捕；扣留；防止。”如：
He was arrested In suspicion of having murdered the girl．
This newly developed drug has arrested his cancer．
7.give out, give away, give back, give forth, give in, give off, give over, give up
�。╨）give out放出、發(fā)生；宣稱，公布，發(fā)表；分配，分發(fā)；用完，耗盡；精疲力竭。如：
The nurse's patience at last gave out．
（2）give away贈(zèng)送；出賣；泄露/give back歸還；返射/give forth放出，發(fā)出（聲音，氣味等）；發(fā)表，公布give in投降；屈服，讓步；交上／give off發(fā)出（蒸氣、光、煙等）／give over移交，交托／give up讓給；放棄，拋棄。
8. Once on the boat, they were taken below and their chains were fixed to bars that ran the length of the ship.
run在這里為引申含義，作“擴(kuò)展，延伸”解。如：
The road runs along the river. 那條道路沿著河流延伸。
The shelves run round the wall. 書架繞墻而立。
9.All he knew was that his African ancestor taught his son and grandson the words in his own language for "river" and "guitar".
這是一個(gè)主從復(fù)合句。All the knew是主語，其中all后省略了關(guān)系代詞that，he knew是定活從句。連詞that后引導(dǎo)一個(gè)表語從句。
He can do all he could to help me. 他會(huì)盡其所能來幫助我。 (all that he could中的all that 可省略)
教學(xué)設(shè)計(jì)方案Lesson 53
Step 1 Revision
1 Check the hom ework exercises.
2 Get Ss to have a dialogue like the one in Part 2 of Lesson 52, in pairs, with their books shut.
Step 2 Presentation
SB Page. 7, Part 1. Write the word slavery on the Bb and ask the Ss how much they know about this topic. Make sure that Ss understand that slaves were caught in Africa and were taken to America where they were sold, as this is the key to the story. Put any useful notes and key words that arise out of this discussion on the Bb. Get Ss to talk about the picture and describe what they can see.
Step 3 Reading for general understanding
Say to the Ss You are going to read a story about a man who lived in the eighteenth century. His name was Kunta. Read aloud the task and the two questions. Allow the Ss enough time to read the text and write down the answers. Put them in pairs to discuss their answers, then collect the answers from the class. (1 He was caught in a forest in Africa, put in chains and sent by ship to .America. 2 About a third of the black people on the ship died during the journey.)
Step 4 Reading
Wb Lesson 53, Ex. 1. Go through the exercise and make sure the Ss know what to do. Let them read the whole passage carefully and answer the questions, working in pairs or small groups. Check the answers with the whole class. This is a good time to deal with any language problems. See if the Ss can guess the meaning of softly, hopeless.
Step 5 Comprehension
Explain that Ss have to read the text again and put the events into the correct order. Make the Ss do this task individually, then check their answers in pairs. Answers：
1 Long ago, people in Africa said it was dangerous to walk alone in the forest near the coast.
2 Kunta was caught in the forest one day.
3 He was hit on the head.
4 He was tied up and carried to a small boat.
5 He was then chained up in a castle.
6 He heard some women and children crying.
7 A few days later he was put on a sailing ship.
8 He was chained up in the ship.
9 The ship sailed for two months.
10 The ship arrived in a port.
11 About a third of the black people had lost their lives.
Step 6 Discussion
SB Page 8, Part 3. The purpose of this task is to get Ss to think about and interpret what they have just read. Get the Ss to discuss these questions in pairs or groups of four. Ask for some answers from the class at the end. Possible answers：
1 Where he was being taken, why he was being taken, what was going to happen to him, etc.
2 No, because of the phrase “Another, whoselanguage Kunta understood”. (There are hundreds of different African languages.)
3 He was caught and carried away by black men whom he expected would usually help him.
4 To catch black men.
5 If women were caught and became slaves as well as men, they would produce babies (young slaves).
6 So that they could not try to jump off the ship.
7 Terrible ---- no light; food and water once a day only; nothing to lie on except hard boards; diseases and death.
8 To carry upstairs the bodies of people who had died and to throw them into the sea over the side of the ship.
9 Kunta thought that the sailors came down to carry sick men upstairs for treatment.
10 About 94. A third of the original 140 black people had died. In fact the exact number of black people who arrived in America on this ship alive was 98.
Step 7 Reading aloud
Speech Cassette Lesson 53. Play the tape of the passage for the Ss to listen and follow. Play the tape of part of the passage once more; this time the Ss listen and repeat. Pay attention to stress and intonation, and the sentence stress of longer sentences.
Step 8 Workbook
Wb Lesson 53, Exx. 2 - 3.
Both the exercises are based on the reading passage. Divide the class into groups of four and ask the Ss to discuss in groups. Then collect answers from the groups.
Step 9 Consolidation
Get Ss to tell each other the story of Kunta in pairs.
Homework
Read the passage again.
Finish off the Workbook exercises.
教學(xué)設(shè)計(jì)方案Lesson 54
Step 1 Revision
1 Check the homework exercises.
2 Get Ss to tell each other the story of Kunta in pairs. One S starts the story, then the partner continues, and so on.
Step 2 Presentation
SB Lesson 54, Part 1,. Get Ss to talk about the pictures and describe what they can see. Teach the new word ancestor and the phrase in his youth (= when he was a young man).
Step 3 Reading for general understanding
Read aloud the task and the two questions. Allow the Ss enough time to read the text and discuss their answers in pairs, then collect the answers from the class. (1 Gambia. 2 Information about his ancestors.)
Step 4 Reading
Wb Lesson 54, Ex. 1. Go through the exercise and make sure the Ss know what to do. Let them read the whole passage carefully and answer thequestions, working in pairs or small groups. Check the answers with the whole class. This is a good time to deal with any language problems.
Step 5 Comprehension
Wb Lesson 54, Ex. 2. Explain that Ss have to read the text again and put the events into the correct order. Make the Ss do this task individually, then check their answers in pairs.
Step 6 Reading aloud
Speech Cassette Lesson 54. Play the tape of the passage for the Ss to listen and follow. Play the tape of part of the passage once more; this time the Ss listen and repeat. Pay attention to stress and intonation, and the sentence stress of longer sentences.
Step 7 Story telling
SB Page 10, Part 2. Allow the Ss some time tolook at the pictures and construct the story in their own words. With a weak class, the following cue words may be given on the Bb.
1 Kunta Kinte / born in Gambia / a free and strong man / fond of music;
2 one day / Kunta / cut a tree in a forest near the coast / make a drum / hit on the head;
3 Kunta Kinte / wake up / caught by some black men / reason with them / sent to a castle on the coast;
4 a few days later / taken and put on a tall sailing ship / in chains / unable to / stand up / the sea journey / 60 days and nights;
5 the ship / arrive in a port in America / see in daylight / a third of the black people missing;
6 at a market / Kunta and some other Africans /sold to farmers / work in the fields / badly treated / try to run away / cut off part of his foot.
Get the Ss to tell the story in groups first. Then call out some of them to describe the pictures in class. Either the present tense or the past tense, can be used when telling the story, but it should be consistent.
Step 8 Interview
SB Page 10, Part 3. Get Ss to prepare their questions in pairs, then check these with the whole class. If necessary, using the following as hints：
How / first / learn / about your African ancestor?
Where / ancestor / come from?
Why / interested / in your “roots”?
What / you do / to find out more?
Why / you go / to Gambia?
How / get enough money / go to Gambia?
What / you discover / when / get to Gambia?
How / find out / about Kunta's disappearance?
Then get Ss to work in pairs and do the role play.
Get them to change roles and do it again. If you wish, you can get one or two pairs to act out the interview in front of the class.
Step 9 Workbook
Wb Lesson 54, Ex. 3.
Let the Ss go over the sentences and the answers.
They should do the exercise independently. Then check the answers with the whole class.
Homework
Read the passage again.
Finish off the Workbook exercises.
Lesson54 教學(xué)設(shè)計(jì)方案
------把54課當(dāng)作聽力課
Step I: Listen for the first time and answer:
1. What did he find when he travelled around the USA?
2. Why did he go to Africa?
3. In most parts of Africa, how did people keep the record of the family history?
Step II:Listen for the second time and answer:
1. Kunta Kinte travelled into the forest alone _D___.
A. to hunt animals and gather some food
B. to help the white men catch the black men
C. to work in the fields
D. to cut down a tree to make a drum
2. When Alex Haley became a writer he decided to___B_____.
A. travel around the USA
B. look for information about his ancestors
C. find out the word for “root” in his own language
D. find out who had caught his ancestor as a slave
3. Alex Haley did NOT find out ___C____ until he came to Gambia.
A. where his ancestors died and were buried
B. how many children his ancestors had had
C. which part of Africa his ancestor had come from
D. what the words for “river” and “guitar” meant
4. Alex Haley’s “roots” were ___B_____.
A. in the east of Africa
B. in the west of Africa
C. in the east of Gambia
D. in the west of Gambia
5. Which of the following statements is WRONG? [D]
A. Gambia is a small country on the west coast of Africa.
B. most of the people in Gambia can read and write.
C. In most parts of Africa stories are passed on by word of mouth.
D. Haley was financially supported by his boss, who shared the same family name — Kinte.
StepIII.Listen to the last paragraph and fill in blanks.
Paragraph7:
One day, a young man named Kunta Kinte went off into the forest to cut down a tree as he wanted to make a drum. He was never seen again. Haley jumped up and cried, “That was my ancestor”.He had found his family,and his “roots” at last!
StepIV.Reading comprehension:
France, England and Spain were the three European powers in the New World. Each had come for different purposes.
The first Spanish came to the New World searching for wealth, power, and glory. In their search they explored(探驗(yàn)) and conquered much of North, South, and Central America. The English, on the other hand, generally came to build new lives in the new land. They built settlements(殖民地) along the coast.
Different from both Spain and English, the French were less interested in conquest(征服) than in trade. Their first settlements were trading posts(貿(mào)易區(qū)) where they sold cloth, knives, and guns to the Indians for the skin of the beaver (河貍). Like the Spanish, they seldom brought their families. Unlike the English, they didn’t fight against the Indians for the possession of the land.
Because there were far fewer French than English in America, they did not Threatened(威脅) the Indian way of life as the English did.
1. “The New World” refers to ________.
A. Europe B. India C. Africa D. America
2. Which of the following is true according to the passage?
A. The first Spanish explored much of North America.
B. The first Spanish explored much of South America.
C. The first Spanish explored much of Central America.
D. All of the above.
3. We can infer from the passage that ________.
A. the English always fought against the Indians because of land
B. the French always fought against the Indians for land
C. the English didn't fight against the Indians for land
D. the Indians gave up their land to English
4. What is the main purpose of the French coming to the New World?
A. To search for power.
B. To search for glory.
C. To do business with the Indians.
D. To make friends with the Indians.
5. Which of the following is NOT mentioned(提及) in the passage?
A. France, England and Spain were powerful in the New World.
B. France, England and Spain all came to build new lives in the new land.
C. The French was different from Spain and England.
D. The French seldom brought their families to the New World.
答案：1-5 DDACB
教學(xué)設(shè)計(jì)方案Lesson 55
Step 1 Revision
1 Check the homework exercises.
2 Get Ss to work in groups of four and tell the story of the previous lesson. One S pretends to be the writer Alex Haley telling the story of his search for his roots. The other three Ss may interrupt and ask as many questions as they like. The S who is Haley may invent any details which are necessary in order to reply to the questions. Demonstrate this activity with one group in front of the class first.
Step 2 Grammar study
SB Page 11, Part 1. Go through the Grammar
study section with the class, getting students to translate the sentences. Do not spend time revising the simpler structures, as students should know these. Draw attention to any difficult points suggested below. If students have difficulty, do not spend too much time explaining. Instead, prepare a short revision exercise and produce it in class when you revise the grammatical category in the next lesson.
6 Point out the structure (emphatic use of it )
It is/was + the emphasized part + that/who ….
7 Point out that with people you can use who(m) or that.
8 Point out that when whom / that is in the object position, it can be omitted.
9 Point out that where cannot be used instead of that.
Step 3 Practice
SB Page 11,Part 2.Get Ss to work through the whole exercise in pairs.Check the answers at the end.
Answers：
1 It seemed impossible for him to get back home.
2 It was worthwhile to search for his “roots”./Itwas worthwhile searching for his “roots”.
3 It was unknown whether they would be lilledor not.
4 It was obvious that his ancestor taught his younger generation little of his own language.
5 It was a secret at first how so many black Africans were sold to America.
Step 4 Grammar practice
SB Page 11, Part 3. Get the Ss to rewrite the sentences.
This exercise can be set as homework. Answers：
1 It was my ancestor (who) I decided to find out about.
2 It was Gambia that I first suggested travelling to.
3 It was in the east of the country that he found his “roots” in a small village.
4 It was the newspaper that provided Haley with some money for the research.
5 It was after talking for half an hour that the old man mentioned the name of Kunta Kinte.
Step 5 Workbook
Wb Lesson 55, Exx. 1 - 2.
Ex. 1 should be done individually and check the answers with the whole class. Get some Ss to read aloud the complete sentences.
Ex. 2 should be done in class. Get Ss to translate the sentences into Chinese and give the answers.
Homework
Finish off the Workbook exercises.
教學(xué)設(shè)計(jì)方案Lesson 56
Step 1 Revision
Check the homework exercises.
Step 2 Preparation for listening
SB Page 12, Part 1. Wb Listening, Unit 14. Tell the Ss We're going to listen to an interview with the writer Alex Haley. Then read the introduction aloud and read through the questions in Ex. 1 and make sure the Ss understand what to do.
Step 3 Listening
Listening Cassette Unit 14. Do each exercise in turn. Play the tape., then let Ss discuss their answers in pairs. Play the tape again if necessary, then check the answers with the whole class.
Step 4 Speaking
SB Page 12 , Part 2. Check the forms for intentions and wishes. Go through the expressions and check that Ss know how to form complete sentences. Write up some cues on the Bb： go/travel/see/visit;richlolder; a lot of money/plenty of time/read three books this week / stay at home / visit a friend / go to the cinema / leave / do some shopping. Ask Ss to complete the expressions given in the tables. Point out that wish to is mainly used in formal writing.
Pairwork. Demonstrate this activity by getting different Ss to ask you the first three questions. You can reply like this：
1 I want to go to university.
2 I would like to work as a doctor in a children's hospital.
3 I'd like to visit Yunnan Province. I hope to go there next summer.
Point out that intend is a formal/serious word, and that mean is commonly used in the past tense to express intentions, e.g. I meant to collect the tickets but I forgot. I didn't mean to get angry. Situation： Demonstrate this activity by talking about your own plans. If you like, you can say：I'm going to tell you about my plans for the weekend. I don't intend to do any work this coming weekend at all. I feel like having a rest instead. I'd like to go for a walk, but I don't know what the weather will be .like. As for Sunday, I'd rather not tell you what my plans are. It's a secret! Then put the Ss in pairs and let them practise.
Step 5 Workbook
Wb Lesson 56, Exx. 1-2.
Before starting to do Ex. 1, Ss should revise the expressions about wishes and intentions. Get the Ss to work in pairs. Then collect the answers from the Ss. Put them down on the Bb.Before doing Ex. 2, make sure the Ss understand the meaning of the phrases in bold. Then ask Ss to read and translate the sentences into Chinese.
Step 6 Checkpoint
Go through the Grammar study section in the previous lesson. Revise the use of “it”, especially if any Ss had difficulties, and deal with any language points that you or the Ss wish to raise.
Step 7 Test
Give the Ss the following test to practise the use of “it”.
Complete these sentences in a suitable way.
1 It was … I had ever seen.
2 What was the weather like in Shanghai? It ….
3 It was only…that I realized I had no money on me.
4 It…?ot me.
5 It was about … that she came to visit me.
6 It is … who decides such things, not me.
7 It … that they caught Kunta.
8 It was after about three hours ….
9 It is a problem that ….
10 It is obvious that ….
The test may include the following dictation. To make, the dictation easier, the Ss may be given the passage with blanks. Ask the Ss to fill in the blanks with the italicized words after they hear them.
One day *while Kunta Kinte was cutting down a tree *in a forest, he was suddenly hit on the head by .some men *and then put in chains. *Then he was sent to America *as a slave. *There he and his younger generations suffered a lot. Now one of his great grandson became a writer. *He made up his mind to find out his “roots”. *He collected letters and made copies of people's diaries. *He went to Africa *and visited people in Gambia. *As a result of his hard work, he finally found out *where his ancestor came from.*
Step 8 Writing
SB Page 12, Part 3. The aim of this writing task is to practise writing a narrative using the different narrative tenses correctly. Prepare for the writing task in the following way. First let Ss decide which story they want to tell. Then let the Ss practise orally in groups of four. Finally get them to write their compositions for homework. Let them exchange them later for comment and correction.
Homework
Finish writing the composition.
Revise the story about “Roots”.
聽力完形教案
StepI:Revision:
Fill in blanks:
The black man worked as a slave for the whith man.One day ,he tried to escape.But unfortunately he was seized again. He was hit on the head and his hands and feet were tied together.What shocked him most was that they cut off his feet and stuck a smelly sock into his mouth.
Step 2. Listening:
Close their books, listen to the text for three times and try to fill in all the blanks.It’s a good way to practise listening.
The job interview
An editor of a newspaper talks about interviewing people for jobs as journalists.
(E = Editor; I = Interviewer)
I: How important is the interview when you are choosing someone to work for your newspaper?
E: It’s extremely important. Naturally a person who's coming to work here needs good exam results, especially in English. But the interview is very important.
I: In what way?
E: I've got to be sure that the person is going to be able to get on with people. They need to be quick thinkers and they need to be able to express themselves easily in words.
I: Are there any other qualities (素質(zhì)) that you are looking for?
E: Yes. The kind of mind that's always asking questions, being able to talk to people easily, that kind of thing.
I: What do you do in the interview?
E: I ask the person about their time at school and their work experience. I ask them about events of the day and ask about their political opinions. I change subjects often and see if they can answer a question quickly.
I: Can you give any general advice to school-leavers who are about to go for a job interview?
E: Yes. Arrive on time. Dress tidily, but not too smartly. Find out as much as you can about the organization before you go to the interview. Don't be shy. Be proud of your successes. But don't pretend to know everything. Admit what you don't know and show that you are eager to learn and gain experience.
StepIII.Cloze.
This was the morning, when Jeremy, 14 years old, was to begin his duck shooting. He had 1 the whole idea ever since his father had bought him 2 and had promised him a trip to this island. But he loved his father and wanted to 3 him.
They came to the beach. To 4 the sense of fear, he took a 5 of his father. Then he put the camera aside and picked up the gun. His father said happily, “I’ve been 6 a long time for this day. I’ll let you shoot.” He leaned forward, eyes narrowed. “There is a small flight (飛翔的一群) now. Keep your head down; I’ll give you the 7 .”
Jeremy’s heart was beating 8 “No, don’t let me come, please!” But they came, closer, closer… “Now, take him!” cried his father. Jeremy felt his body 9 . He stood up, leaned into the gun the 10 his father taught him. In the same distance (此刻), the ducks saw the gunners and flared (突然飛去) wildly. For a second he hung there balanced 11 life and death. There was no sound. Jeremy stood 12 , seizing the gun.
“What happened? 13 didn’t you shoot?” his father said in a controlled voice. The boy didn’t answer. His lips were trembling (發(fā)抖). “Because they were so 14 .” He said and burst into tears. He sat down, face buried in his hands and wept(哭泣) . All 15 of pleasing his father was gone. He had his chance and he had failed. For a moment his father was 16 . And then he said, “Let’s try again.” Jeremy didn’t lower his hands. “It’s no use, I can’t.”
“Hurry, you’ll miss him. Here!” Gold metal touched Jeremy. He 17 up, unbelieving. His father was handing the camera to him, and said softly, “Quick!” Jeremy stood up and pressed his shutter release (快門) button in a flash. “I got him!” his face was bright.
Jeremy saw that there was no disappointment in his father’s eyes, 18 pride and love. “I’ll always love shooting. But that doesn’t mean you 19 . Sometimes it takes as much courage not to do a thing as to do it.” He paused. “I think you could teach me how to operate that 20 .”
1. A. hated B. loved C. hoped D. known
[解析]根據(jù)上下文，從一開始，Jeremy就不喜歡打獵這件事。
答案：A
2.A.a toy B. a camera C. a bike D. a gun
答案：D
3. A. join B. praise C. help D. please
[解析] 自己不愿去，只是為了取悅父親才去。 答案：D
4. A. learn B. show C. feel D. ease
[解析]Jeremy之所以不愿打獵主要是有恐懼感。 答案：D
5. A. rest B. breath C. picture D. care
[解析]take a picture of為……拍照 答案：C
6.A. lasting B. waiting C. looking D. asking 答案：B
7. A. word B. gun C. chance D. fact
[解析]下命令，指示怎么做。 答案：A
8.A. wildly B. widely C. tightly D. nervously 答案：A
9.A. warm B. excite C. delay D. obey
[解析]不由自主地聽從。 答案：D
10.A. rule B. road C. way D. path
[解析]the way 方式狀語，前面可省略介詞in。 答案：C
11. A. between B. by C. beside D. beyond 答案：A
12. A. suprisedly B. quietly C. still D. hard
[解析]根據(jù)下句 “There was no sound”。 答案：C
13. A. How B. Where C. Why D. What 答案：C
14. A. lovely B. sad C. frightening D. friendly
[解析]可愛。此處為Jeremy 找的理由。 答案：A
15. A. hope B. means C. decision D. practice
[解析]取悅父親的愿望。 答案：A
16. A. silent B. cheerful C. calm D. worried 答案：A
17. A. sat B. looked C. stood D. came
[解析]后面有stood up, 這里應(yīng)為looked up, 抬頭看。 答案：B
18. A. almost B. mostly C. even D. only 答案：D
19 .A. need B. could C. dare to D. have to 答案：B
20. A. camera B. machine C. television D. tool
[解析]machine 指照相機(jī)。 答案：B
探究活動(dòng)
1. 此題系2001年之（25）題
The Parkers bought a new house but ________ will need a lot of work before they can
move in .
A. they B. it C. one D. which
答案 ：B 通過率 ：70%
測(cè)試語言點(diǎn) ：每個(gè)代詞究竟“代表”什么？完全要看具體內(nèi)容和語境。
這里的it指a new house ， 當(dāng)然是單數(shù)了。
要吸取的經(jīng)驗(yàn) ：此題不太難。但是，仍然有必要使用未被選中的三個(gè)代詞進(jìn)行造句訓(xùn)練 。英語能力是“練”出來的，不是“講”出來的。
請(qǐng)看下面這幾句話 :
The Parkers bought two houses , one of which was completed only a few weeks ago .
They are both modern ones ; but one is far better and much more expensive than the other .
2. 此題系2001年之（26）題
We didn’t plan our art exhibition like that but it ________ very well.
A. worked out B. tried out C. went on D. carried on
答案 ：A 通過率 ：13%
測(cè)試語言點(diǎn) ：詞組動(dòng)詞的實(shí)際應(yīng)用 。
試題詳析 ：
高考的主要依據(jù)是高考“詞匯表”，該表只有英語單詞 ，沒有任何漢語詞義 。這說明：該“詞匯表”所列每個(gè)單詞究竟有幾種詞義，幾種用法，
“根本沒有限制�！备咧杏⒄Z課本并不是高考的依據(jù)，因此，此題必然難倒眾多考生。他們手頭的“英漢對(duì)照詞匯表”指出work out的詞義是“算出”和“解決”，與此題無干。結(jié)果，只好，在C和D中任選一個(gè)。二者都有“繼續(xù)”
（continue）的意思。故肯定不能選。剩下的try out表示“實(shí)驗(yàn)”的意思，則更加與此題無干。那么，使用“排除法”便可選中A了。
當(dāng)然，真正完成好此題，仍然要依靠“上下文”；這句話的上文是 ： 我們本來并不是那樣安排這個(gè)展覽會(huì)的，暗指原來規(guī)模較小，僅限于美術(shù)界人士…下文是 ：結(jié)果 ，各界人士都來參觀 ，引起轟動(dòng)一時(shí)的社會(huì)效應(yīng)…“無心插柳柳成陰”，雖然還是原來的那樣安排 ，結(jié)果卻進(jìn)行得非常好，出乎意料。這使人聯(lián)想起turn out一詞，其詞義為“結(jié)果，出乎意料，竟然是…”。它與work out一樣都跟out搭配，便可“猜測(cè)，推測(cè)” work out與turn out詞義相近 。最后，還是要看幾個(gè)句子，才能“心中有底�！�
※I hoped that our firm would join up with one of the largest companies of the country .
But it doesn’t seem to be working out that way .
※※--- I wonder if you can work out this problem .
--- I shan’t know until you try me out .
※※※Please carry on as usual while I listen to the class .
※※※※I want to go on being a teenager , because I am enjoying every minute of it .
要吸取的經(jīng)驗(yàn) ：
考生們手頭的“英漢對(duì)照詞匯表”到了21世紀(jì)仍然在害人。千萬不要背記“英漢對(duì)照詞匯表” 。高考復(fù)習(xí)一定要立足“語篇”。
3. 此題系2001年之（27）題
The home improvements have taken what little there is _______ my spare time.
A. from B. in C. of D. at
答案 ：C 通過率 ：23%
測(cè)試語言點(diǎn) ：名詞短語，名詞從句與介詞的搭配。
要吸取的經(jīng)驗(yàn) ：
名詞短語，名詞從句與介詞無論怎樣搭配，它們與個(gè)體名詞一樣，都是一個(gè)單位，“一個(gè)整體�！边@就是本人在2001年10月中國(guó)書店出版的“北京市特級(jí)教師論綜合”一書所述的“四化”（語篇化 ，交際化 ，整體化 ， 實(shí)用化）之一-----“整體化�！�
試題詳析 ：
這句話的意思是 ：改善家居狀況（裝修，布置等等）耗費(fèi)了我僅有的一點(diǎn)點(diǎn)業(yè)余時(shí)間。所以，“僅有的一點(diǎn)點(diǎn)”（what little there is）是“我的業(yè)余時(shí)間”（my spare time）的“一部分”（part），故而，what little there is可延長(zhǎng)為what little time there is ，也可縮短為the remaining little time 或者small part。顯然，只有譯出一個(gè)“的”字 ，便可確定 ：選of是對(duì)的。這樣，此題The home improvements have taken what little there is __of__ my spare time.可以改寫為The home improvements have taken the remaining little time（small part）__of__ my spare time.。
of的意思有時(shí)等于from ，但是在這里of僅僅表示部分（what little there is ）與整體（my spare time）的關(guān)系，它的雙重詞義是：“…的”以及“從…之中奪取”的；因此，of和from二者詞義在這里是不同的。至于in 和at ，都與本題內(nèi)容無干。
4. 此題系2001年之（28）題
It is generally believed that teaching is _________ it is a science.
A. an art much as B. much an art as
C. as an art much as D. as much an art as
答案 ：D 通過率 ：49%
測(cè)試語言點(diǎn) ：表示程度相當(dāng)?shù)脑~組。
要吸取的經(jīng)驗(yàn) ：
此題不難。三個(gè)錯(cuò)誤選項(xiàng)的語感生疏，十分明顯。只要回憶一下你學(xué)過的詞組，便可選中。語感培養(yǎng)的基礎(chǔ)是經(jīng)驗(yàn)，經(jīng)驗(yàn)的積累來自足夠數(shù)量的實(shí)踐。
試題詳析 ：
此題It is generally believed that teaching is as much an art as it is a science.
可改寫為It is generally believed that teaching is an art as well as a science
（a branch of science called education）（a science called educational science.）.
或者改寫為It is generally believed that teaching is both an art and a science.
改寫是英語使用能力培養(yǎng)的最佳手段 。
5. 此題系2001年之（29）題
The warmth of ________ sweater will of course be determined by the sort of
_______ wool used .
A. the ; the B. the ; 不填 C. 不填; the D. 不填 ; 不填
答案 ：B通過率 ：36%
測(cè)試語言點(diǎn) ：冠詞用法。
要吸取的經(jīng)驗(yàn) ：
冠詞的應(yīng)用能力，只能在實(shí)踐中獲取。冠詞使用的理論規(guī)則只有一句話 ：使用the表示“特指”，使用a , an 或者不使用任何冠詞均表示“泛指”。“毛衣”自然是指“這件”。所用“毛料”似乎并非是指“一般毛料，” 但是，the （a）sort [sorts] of wool與 the（a）kind [kinds] of book ，the（a）type[types]of car ，等等詞組后面都跟名詞單數(shù)不加任何冠詞。還有，樂器，球類 ，山川，國(guó)名等都有固定的冠詞用法規(guī)則可循。實(shí)踐---經(jīng)驗(yàn)---語感是學(xué)習(xí)冠詞的唯一勝利之路。
6. 此題系2001年之（30）題
I _________ ping-pong quite well, but I haven’t had time to play since the new year.
A. will play B. have played C. played D. play
答案 ：D 通過率 ：41%
測(cè)試語言點(diǎn) ：時(shí)態(tài)的應(yīng)用。與第24題相同。
要吸取的經(jīng)驗(yàn) ：
一般現(xiàn)在時(shí)表示平時(shí)一般情況。這句的意思是 ：我（平時(shí)）乒乓打得不錯(cuò)，可是新的一年里，還沒有空閑時(shí)間打乒乓呢�，F(xiàn)在完成時(shí)表示現(xiàn)在已經(jīng)完成某個(gè)行為，并且在現(xiàn)在有了結(jié)果。I have played ping-pong hundreds of times for over 5 years, but I haven’t made much progress in my skills and techniques . 一般過去時(shí)表示過去的一般情況，強(qiáng)調(diào)是過去的時(shí)間性。I played ping-pong an hour a day in my childhood , but now I simply can’t afford the time .一般將來時(shí)表示將來的一般情況。I hope I will play ping-pong over two hours and a half a day when I’m retired .顧名思義，學(xué)習(xí)英語的16種時(shí)態(tài)，只要知道它們的名稱便可得知其基本概念和用法。
16個(gè)時(shí)態(tài)，用16句話，便可以講解完畢。時(shí)態(tài)必須在語篇中學(xué)習(xí)，才能真正掌握。
7 . 此題系2001年之（31）題
A computer can only do ________ you have instructed it to do.
A. how B. after C. what D. when
答案 ：C 通過率 ：74%
測(cè)試語言點(diǎn) ：名詞從句，狀語從句與動(dòng)詞不定式的協(xié)調(diào)應(yīng)用。
要吸取的經(jīng)驗(yàn) ：
類似第27題，這個(gè)短句子要作為一個(gè)“整體”看待。上文的do與下文的do都要兼顧。上文的do, do什么？下文的do又do什么？不回答這兩個(gè)問題，便會(huì)顧頭不顧尾，選擇失誤。試對(duì)比下面句子的不同上下文 ：
A computer can only do __what__ you have instructed it to do.
A computer can do nothing __when__ you haven’t instructed it to work .
A computer can only do something __after__ you have instructed it to do so.
A computer does not know __how_ human beings constructed robots ----
its new generation .
8. 此題系2001年之（32）題
Visitors __________ not to touch the exhibits .
A. will request B. request C. are requesting D. are requested
答案 ：D 通過率 ：66%
測(cè)試語言點(diǎn) ：動(dòng)詞被動(dòng)語態(tài)與主動(dòng)語態(tài)的區(qū)別。
要吸取的經(jīng)驗(yàn) ：
request這個(gè)動(dòng)詞你可能不認(rèn)識(shí)，但是只要掌握了動(dòng)詞被動(dòng)語態(tài)與主動(dòng)語態(tài)的句型，顧名思義，便會(huì)區(qū)別它們 。例句：
Visitors _are requested（are asked） not to touch the exhibits .
Visitors _request _ the guide not to show them around such a large hall with so many
exhibits within such a short time . It is to take them only half an hour to visit
the whole museum !
Visitors _will request_ the tour agency to make up for the loss of their time if there
is another twenty minutes’ delay during their visit to the second place of interest .
Visitors _are requesting _ the tour guide not to waste too much time on the exhibits
they are not interested in at all
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