人教新课标必修五unit3重点短语、句子汇总
Unit3LifeintheFuture
I.Phrases
1.makeadeep/strongimpressiononsb.给某人留下深刻印象
impresssb.withsth.=impresssth.onsb.使人记住某事
2.takeup拿起/占用/接受/开始/从事/继续/选修
speedup加速
sweepup打扫/横扫/掠过
useup用光
comeup过来
eatup吃光
situp熬夜/坐正
turnup出现/开大(音/水量)
3.remindsb.ofsth.使某人回想起某事/提醒某人某事
remindsb.todosth.提醒某人去做某事
remindsb.that…提醒某人……
4.asaresult(of…)结果
5.sufferfrom遭受
6.besimilarto和…相似
7.keepdoingsth.一直做某事
8.thesixofus我们六人(共六人)
9.by/for/through+(the/a)lackof…由于……的缺乏
belackingin缺乏(品质/特点)
lackfor…(否定句)缺乏……
10.innotime很快,立刻
11.onone’sfeet(从病痛或挫折中)复原
12.inalldirections四面八方
13.Sb.lose/catchsightof….看不见/看见
Sb./Sth.bein/outofsight看得见/看不见
atfirstsight第一眼
atthesightof…一看见……就……
14.providedAwithB向A提供B
15.plentyof+[u]/[c]许多
16.bepreviousto…早于……
17.compareAwithB
compareAtoB把A与B作比较,把A比喻作B
18.forhealthreasons出于健康原因
19.bendtherules变通,放宽
20.onearth究竟,到底
21.beunderrepair在维修中
22.searchfor…寻找
23.assistsb.in/withsth.
=assistsb.indoingsth.
=assistsb.todosth.帮忙,协助某人去做某事
24.gosoft变软
25.speakinwhisper低声地说
26.beoptimisticabout…对……乐观
27.switchon/offthepower开/关电源
28.explaintosb.sth.=explainsth.tosb.向某人解释某事
29.giveoff发出(光/热等)
30.get/becaughtin…被困在……中
31.requiresb.todosth.
=requirethatsb.(should)dosth.要求某人做某事
Sth.requiredoing/tobedone某物需要被
32.besupposedtodo应该
33.beequippedwith…装备有……
34.beessentialfor/to…对……是必要的
II.Sentences:
1.Thinkabouthowmanychangestherehavebeeninthelastonethousandyears.
想想近一千年来有多少变化。
2.Whatproblemsdoyouthinkpeopleinthefuturewillhaveovercome?
你认为,未来的人将已克服了什么问题?
3.Theairseemedthinasthoughitscombinationofgaseshadlittleoxygenleft.
空气似乎很稀薄,好像在混合的气体中剩下的氧气很少。
4.Whynotsitdownandrest?=Whydon’tyousitdownandrest?
为什么不坐下休息呢?
5.WhatthreevisitswouldyouasktogoonifyouwereLiQiang?
如果你是李强,你想去哪三个地方看看?
6.Neitherofthesecreaturesiseasytotalkto.这两种生物都不容易与之交谈。
7.Thedimpodshavesomanyarmsandlegsthatyoucan’ttellwhichiswhich.
“丁波兹”有这么多的臂和腿,以致你无法区分哪些是手臂哪些是腿。
8.Everyonewillgettwiceasmuchpersonalspaceasinflatsonland.
每个人都将得到陆上公寓两倍的个人空间。
高二英语Unit6Lifeinthefuture复习教案汇总
高二英语Unit6Lifeinthefuture知识点总复习教案
SectionI课前准备、听力、口语
1.Whatwilllifebelikeinthefuture?未来的生活会是什么样子?(p.41WarmingUp)
What...like?“……像什么/怎么样/什么样子?”,此处like是介词,其宾语是what。如:①Whatstheweatherlikethere?那儿的天气怎么样?②Whatsyourteacherlike?你老师是怎样一个人?
2.Whathappenedtothepeopleontheearth?地球上的人出什么事了?(p.42ListeningEx.3)
happento“某人/某物发生了什么事,怎么了”。如:①Thatautumnsomethingunfortunatehappenedtomyfamily.那年秋天,我家发生了一件不幸的事。②Whatfinallyhappenedtothepoorboy?这可怜的男孩最后怎么了?③Whathashappenedtoyourleg?你的腿怎么了?④Whathashappenedtotherecorder?录音机怎么了?
3.Itwouldbewonderfulif(Ihadmorefreetime)!假如(我有更多的自由时间),那该多好啊!(p.43Usefulexpressions)
什么是虚拟语气?虚拟语气表示说话人的主观愿望、猜测、建议或与事实不符的假设等,也可以表示可能性较小或不可能发生的情况,虚拟语气常用于复合句中。上句是一个含有条件状语从句的复合句,主句和从句的谓语动词使用了虚拟语气,表示“与现在事实相反的”一种假设。那么,当说话人想表示“与现在事实相反的”假设时,主句和条件状语从句的谓语动词的“模版形式”是怎样的呢?请观察如下,例如:①IfIwereyou,Iwouldntaccepthersuggestion.如果我是你,我不会接受她的建议。②IfIknewtheanswertothequestion,Ishould(would)tellyou.如果我知道问题的答案,我会告诉你的。③Ifhewerehere,hemighttalkwithyou.如果他在这儿,他可能会跟你谈谈的。④IfIdidntdoexerciseeveryday,Iwouldntbesostrong.如果我不每天锻炼,我是不会这么强壮的。
SectionⅡ阅读
4.Onewaytocatchaglimpseofthefutureistoexaminesomeofthemajortrendsincontemporarysociety.瞥一眼未来是什么样子的办法之一是考察一下当今社会的主要倾向。(p.43Reading‘Lifeinthefuture’第2行)
(1)tocatchaglimpse意为“看一眼;瞥见”。在句中作oneway的定语;toexaminesomeofthemajortrendsincontemporarysociety作表语。①Icaughtaglimpseofournewneighbor.我只看过一眼我们的新邻居。②Iglimpsedheramongthecrowd.我瞥见她在人群当中。③Themanglimpsedthethiefclimbingoutofthewindow.那人瞥见小偷从窗户爬出来。
(2)major(adj.&n.&vi.)主要的,较大的,主修的;majorin主修。如:①Themajoraimoftheairraidwasthecompletedestructionofallmeansofcommunica-tionsbybombing.空袭的主要目的是通过轰炸彻底摧毁敌人的通讯设施。②Cities,suchasShanghai,BeijingandGuangzhouaremajorcitiesinChina.像上海、北京和广州等城市是中国的主要城市。③Physicswashismajorsubjectintheuniversity.物理是他大学的主修课。④Heisahistorymajor.他是主修历史的学生。⑤Hemajorsinphysics.他主修物理。
5.Agoodexampleofhowtransportationischangingisthenewmaglevtrain,whichisenvironmentallyfriendly,energy-savingandtravelsatanamazingspeedof430km/h.交通工具是如何变化的一个很好的例子就是新兴的磁悬浮火车,这种火车既友好于周围环境,又节能,并且以每小时430公里的惊人速度行驶。(p.43Reading‘Transportation’第4行)
(1)句中howtransportationischanging(交通工具是如何变化的)作介词of的宾语从句;whichis…andtravels…430km/h是限制性定语从句,其先行词是train。amaze(vt.)使惊奇,使吃惊;amazing(adj.)令人惊异的;amazed(人)惊异的,惊愕的。如:①Herknowledgeamazesme.她的学识令我吃惊。②Visitorswereamazedattheachievementsofthecityduringthepasttenyears.参观者对这城市过去十年中的成就感到惊奇。③IwasamazedbythenewsofGeorgessuddendeath.听到乔治突然去世的消息,我感到惊愕。④Whatanamazingpainting!多么了不起的一幅油画啊!
(2)ataspeedof...以……的速度Thecarisracingatafrighteningspeedof200m/h.这辆小汽车以每小时200英里的吓人速度飞驰着。
6.Manycompaniesandconsumershavealreadybegunreformingthewaytheydobusiness.许多公司和消费者已经开始改革他们之间的交易形式。(p.43Reading‘Business’第1行)
(1)reformingthewaytheydobusiness是动名词短语作宾语。动词begin的宾语也可用不定式,可改为…beguntoreformthewaytheydobusiness;theydobusiness作名词way的定语从句。
☆reform(n.&v.)改革,改进,悔改。如:①ThereformandopenpolicyhasbroughtusChinesepeoplearichandcolourfullife.改革开放的政策给我们中国人民带来了富裕和丰富多彩的生活。②Wemustreformtheoutdatedrulesandregulations.我们必须改革那些过时的规章制度。③Hepromisedtoreformifgivenanotherchance.他答应只要再给他一次机会就一定悔改。
(2)名词way(方法)后面的定语从句的关系词可用that代替inwhich,也可以如上句一样不用任何关系词。再如:①Theyway(that/inwhich)youredoingiscompletelycrazy.你这么干法,简直是发疯了。②Ilikedtheway(that/inwhich)sheorganizedthemeeting.我喜欢她组织会议的方法。
inthis/that/theway中的介词常可省略;way后既可跟“带to的动词不定式”结构作其定语,也可跟“of+-ing”结构作其定语,两者之间没有多大的区别;另外,不要混淆intheway(挡道),ontheway(在途中)和bytheway(顺便说)。请看如下例句:①Ithinkyoureputtingittogether(in)thewrongway.我认为你把它装错了。②Doitanywayyoulike.你爱怎么干就怎么干。③Therewasnowaytoprovethathestolethemoney.没有办法证明他偷了钱。④Therewasnowayofprovingthathestolethemoney.没有办法证明他偷了钱。⑤Pleasedontstandinthekitchendoor–youreinthe(my)way.请别站在厨房门口—你挡了我的路。
(3)dobusiness(with…)(与……)做买卖,做生意,做交易。Weredoingalotofbusinesswithforeignersnow.现在我们跟外国人的买卖量很大。
7.E-commerce,orbusinessdoneontheInternet,isbecomingmoreandmorepopular.电子商务,或者说在因特网上所进行的贸易,越来越受到人们的青睐。(p.43Reading‘Business’第2行)
此处or的意思是“或者说,也就是”。注意下面与or搭配的词组:orelse(=otherwise)否则,要不然;orso大约;orrather或者说,更准确地说;orsb.(sth./sp.)或者其他什么人(其他什么东西,其他什么地方)。如:①Thismedicine,orratherdrug,hasaviolenteffect.这种药品,或者说麻醉剂,有强烈的效果。②Hurryup,or(else)youllmissthebus.快点,否则你就赶不上公共汽车了。③Hemustpayoffthedebtsorelsegotoprison.他必须还清欠债,否则就得去坐牢。④Idliketwentyorso.我想要20个左右。⑤Iputitinthecupboardorsomewhereelse.我把它放到橱柜里,或者其他什么地方。
8.TheInternetalsomakesiteasierforcompaniestokeepintouchwithcustomersandcompaniesinothercountries.因特网也使公司和消费者及国外其他公司之间的联系更加容易。(p.44Reading‘Business’第3行)
(1)it为形式宾语,easier为宾语补足语,真正的宾语是动词不定式复合结构forcompaniestokeepintouchwithcustomersandcompaniesinothercountries。词组keep/beintouchwith…意为“与……保持联系”;getintouchwith...“和…取得联系”;losetouchwith...“与…失去联系”;outoftouch“失去联系,对…生疏”。如:①Istillkeepinclosetouchwithmostofmyhighschoolclassmates.我仍然和大部分中学同学保持着紧密的联系。②IllgetintouchwithyouassoonasIarrive.我一到达,就跟你联系。③Wevebeenoutoftouchwiththemforages.我们好多年没联系了。
(2)关于动词不定式复合结构:如果不定式的逻辑主语既不是句子的主语,也不是谓语动词的宾语,就要用"for+n./pron.”作为它的逻辑主语。如:①Itisdifficultforhertoreadthebook.她读这本书是困难的。②Itsquitenecessaryforyoutogiveupsmoking.你很有必要戒烟。
在“Itis+adj.+of+n./pron.+todo”结构中,of前面的形容词一般限于对of后面的名词表示称赞和责备(即此入的品质)的形容词。如:nice,clever,bold,honest,polite,careful,wrong,bad,rude,stupid,silly,careless,foolish,naughty等。如:①Itscleverofyoutorefuseher.你拒绝她是明智的。②Itscruelofhimtokillthecat.他把那只猫杀死,太残忍了。
9.Insteadofjustsearchingacrowdedstoreforbasicgoods,suchasfoodandclothes,peoplewanttogotoapleasantmallandcombineshoppingwithfun.人们现在想去的购物商场是令人感到舒服的,并且是寓购物于娱乐中的,而不再是像以前那样,穿梭于拥挤的商店中,寻找着诸如食品和衣物一类的日用品。(p.44Reading‘Business’第7行)
(1)insteadof(=inplaceof/ratherthan)prep.代替,而不是…。如:Ifyoucannotgo,hellgoinsteadofyou.如果你不能去,他愿替你去。
(2)searchsb./sth.for...搜查,搜索。如:①Hesearchedallthedrawersforthemissingpapers.他翻了所有的抽屉,找那份丢失的文件。②Theysearchedthemanalloverformoney.他们搜遍了他的全身找钱。
(3)crowdn.人群,大量,大批(thecrowd一般指群众,大众);crowdedadj.拥挤的,塞满的;
☆crowdvt.&vi.涌向(某处),聚集,挤满;
☆crowdedwith满是,挤满。如:①Hewritesallhisbooksforthecrowdratherthanforspecialists.他的全部作品都是为一般大众所写,而不是为了专家们。②Therestoodacrowdoflookers-on.那儿站了一群围观的人。③Theycrowdedintorayroom.他们挤进了我的房间。④Swimmerscrowdedthebeaches.游泳者们挤满了海滩。⑤Theofficewascrowdedwithpeople.办公室里挤满了人。
(4)pleasantadj.(某物/事)令人愉快的,舒适的;pleaseadj.(某人)高兴的,满足的。如:①Wespentapleasantdayinthecountry.我们在乡下度过了愉快的一天。②Weareverypleasedwithherdecision.我们对她的决定很满意。
(5)combine…with…把…与…结合起来。如:Weshouldcombinetheorywithpractice.我们应该把理论和实践结合起来。
10.Peopleinthefuturewillbeabletoenjoyalongerandhealthierlifeandremainactiveeveninoldage.未来的人们将能够更长寿、更健康,即使年龄很大,也会很活跃的。(p.44Reading‘HealthAndMedicine’第1行)
remainactive为系表结构,remain在此是系动词,意为“保持,依然,仍然,继续”。另外remain也是一个不及物动词,意为“留下,剩余,残存”。Itremainstobeseen…句型,意为“……还要看情况发展”。如:①Iwenttothecity,butmybrotherremainedathome.我去了城市,可弟弟留在了家里。②Howmanyweekswillyouremain(stay)here?你将在此停留几个星期?③Hesdeterminedtoremainloyaltotheteamwhatevercomeshisway.他决心不管发生什么事都忠于球队。④PeterbecameajudgebutJohnremainedafisherman.彼得当了法官,但约翰仍然是个渔民。⑤Thedeathoftheinnkeeperstillremainsamystery.客栈老板之死仍然是个谜。⑥Thefactremainstobeproved.事实尚待证明。
11.Peoplenowarepayingmoreattentiontotheimportanceofahealthydietandallactivelife.人们对于健康饮食和活跃的生活正给予更多的重视。(p.44Reading‘HealthAndMedicine’第3行)
attentionn.注意,关心,关注,注意力,(口令)立正!注意下列搭配;attract/draw/inviteone’sattention(to…)吸引某人注意……;payattentionto注意,重视,倾听;give(ones)attentionto注意,关心;focus/centreonesattentionon把注意力集中在……。如:①Weshouldpaymoreattentiontostateaffairs.我们应该更加关心国家大事。②Giveyourwholeattentiontowhatyouaredoing.把全部注意力用于你所做的事。③Nevermindaboutme.Pleasefocusyourattentiononthewounded.不要管我,请关注伤员。④Attentionplease,fellow!伙计们,请注意!
12.Withabetterunderstandingofthehumanbody,scientistsandphysicianswillbeabletocuremorediseases.随着对人体结构的更好地了解,科学家和医生将能够治愈更多的疾病。(p.44Reading‘HealthAndMedicine’倒数第3行)
(1)understandingn.理解,了解,谅解;adj.富于理解力的,能体谅人的,聪明的。如:①HisunderstandingofEnglishisverygood.他对英语的理解能力很强。②Thetwopartiesfinallycameto(arrivedat)anunder-standing.双方最终取得谅解。③Herepliedtomewithanunderstandingsmile.他会心地微笑着回答了我。④Mymotherisreallyanunder-standingwoman.我妈妈确实是一个通情达理的人。
(2)curen.&v.治疗,疗法,对策;治疗(疾病),消除。如:①Thecatsprovedtobeagoodcureforourmouseproblem.最终证实猫是我们解决老鼠问题的好方法。②Aspirinisawonderfulcureforcolds.阿斯
匹林是治感冒的妙药。③Ihopethedoctorcancurethepaininmyshoulder.我希望医生能治好我肩上的疼痛。④Parentstrytocuretheirchildrenofbadhabits.父母试图改掉孩子的恶习。
13.Perhapsmoreimportantly,newdiscoveriesingeneticsandbiochemistrymayleadtochangesinthewaydiseasesarecuredandmedicinesaremade.或许更重要的是,遗传党和生化党方面的新发现可能导致疾病治疗和药物制造方法上的改变。(p.44Reading‘HealthAndMedicine’倒数第2行)
Perhapsmoreimportantly在句中作状语。
changesintheway“在方法方面的变化”;diseasesarecuredandmedicinesaremade为两个修饰先行词way的定语从句,省略了关系代词that或inwhich。词组leadto意为“引起,导致,通向”。如:①Thepathleadstothevillage.这条小路通到那村庄。②Hiscarelessnessledtothegreatfire.他的粗心引起了这场大火。③Blindlycopyingothersmightleadtolosses.盲目搬用别人的东西可能会造成损失。
14.Ifwelearntoacceptchangeandappreciatewhatisnewanddifferent,wewillbewell-preparedforwhateverthefuturemayhaveinstore.如果我们学会善于接受变化并欣赏新颖而又不同寻常的东西的话,那就等于我们已经充分做好了接受未来给我们储备的任何东西的准备。(p.44Reading‘EducationandKnowledge’倒数第2行)
(1)句中的whatisnewanddifferent(=thethingthatisnewanddifferent)作动词appreciate的宾语从句,what在从句中作主语,what=thethingthat。appreciate感激,感谢;鉴赏;欣赏;赏识,珍惜;察觉,意识到。如:①Iappreciateyourhelp.我感谢你的帮助。②Wegreatlyappreciateyourtimelyhelp.我们非常感谢你们的及时帮助。③Weshallappreciatehearingfromyouagain.我们恭候你的佳音。④Ithinkthatyoungchildrenoftenappreciatemodernpicturesbetterthananyoneelse.我认为小孩对现代图画往往比任何其他人都更有鉴赏力。⑤Weappreciatethedangerahead.我们意识到危险临头。
appreciatedoingsth.(见例句③)。
(2)句中的whateverthefuturemayhaveinstore(=anythingthatthefuturemayhaveinstore)作介词for的宾语从句,whatever在从句中作have的宾语,whatever=anythingthat。
(3)注意prepare的搭配:be(well)preparedfor...为……做好了(充分的)准备;bepreparedtodosth.准备好干某事;preparefor为……做准备;prepareoneselfforsth.为……做准备;prepareagainst准备应付(不好的事情)。如:①Wemustbepreparedforalltheunex-pectededthings.我们要做好各种准备,以防意外。②Thefarmersarepreparingthegroundfortheseeds.农民们正在整理土地准备播种。③Workingonapart-timejobcanpreparethemforafuturecareer.做兼职工作可以为他们将来的事业做好准备。④Willyouhelpmepreparefortheget-togetheroftheoldclass-mates?你能否帮助我为这次老同学聚会做准备工作?
(4)instore贮藏着,保存着,准备着Whoknowswhatthefuturehasinstoreforus?谁知道我们将来会怎么样?
SectionIII词汇、语法、综合技能
15.Forexample,wenowhavee-friendstohelpusandkeepuscompany.例如,现在我们有电子朋友来帮助我们并陪伴我们。(p.47IntegratingSkills第一段第2行)
句中的company在此并非“公司”,而是“伴侣;同伴;友谊;交情;陪伴”之义。请注意其如下搭配:keep/bearsb.company陪伴某人;fallintocompanywith...偶然和……结识;inthecompanyof...在……陪同下;havecompany有客,招待客人。如:①Hekeptmecompany.他陪伴我。②Amanisknownbythecompanyhekeeps.与其交友知其为人。③Ihadnocompanyonthejourney.我在旅行中没有同伴。④Twoscompany,threesnone.两人成伴,三人不欢。⑤Imgladofyourcompany.有你作陪我很高兴。⑥Ihavecompanythisevening.今晚我有客人要招待。⑦Mayfairwindscompanyyoursafereturn!愿和风伴你平安归来。
16.Wedontthinkabouttheworldandrealityinthesamewayyoudideither.我们考虑这个世界以及现实的方式也和你们的不一样。(p.47IntegratingSkills第二段第1行)
not...either意为“也不”,notinthesameway“不以同样的方式”,youdid是修饰先行词way的定语从句,did代替thoughtabout。名词reality意为“真实,事实,逼真”,其同根词是real,请注意由reality构成的如下词组:inreality“事实上,实际上,其实”;turnsth.intorealities“把……变为现实”;bringsb.backtoreality“使某人面对现实,不再抱有幻想”;makesth.areality“实现某事,落实”。如:①Inreality,heisnotcompletelywrong.实际上,他并非完全错了。②Wemustmakethemostofourschooltimetoturnallourdreamsintorealities.我们必须充分利用好我们的在校时间,把我们的所有梦想变为现实。③Thefailuresinhiscareerbroughthimbacktoreality.事业的失败使他回到了现实。
17.Intheyear3044,wecallseemorethanjustapicture.在3044年,我们所能看到的不仅仅是一幅图画。(p.47IntegratingSkills第二段倒数第2行)
morethan的常用搭配有:
(1)morethan+数词/(冠词a/an)+名词=超过
(2)morethan+形容词=非常,极
(3)morethan+副词=太,不只
(4)morethan+分词=极,非常
(5)morethan+动词=极,非常
(6)morethan+句子=超过,难以,非常
如:①Thestoneweighsmorethan10tons.这块石头重达10吨多。②Theyaremorethansatisfied.他们极为满意。③Thatismorethanenough.那是太多了。④Imethimmorethanonce.我不只一次遇见过他。⑤Shemorethanhesitatedtopromisethat.她极为犹豫地答应了做那件事情。⑥ThebeautyofthelakeismorethanIcandescribe.我难以描述这湖的美丽。
1.what等引导名词性从句
在复合句中,有些从句的作用相当于名词,可以充当主语、宾语、表语和同位语,分别称为主语从句、宾语从句、表语从句和同位语从句。这些从句统称为名词性从句。引导名词性从句的关连词有:①连接词that,if,whether;②连接代词what,which,who,whom,whose;③连接副词when,where,why,how;④复合代词和复合副词whatever(不论什么时候),whichever(不论哪一个),whoever(不论谁),whenever(不论什么时候),wherever(不论哪里),however(不论怎样)。现分述如下:
1)主语从句:在复合句中充当主语。关连词有:连词that,whether;连接代词what,which,who,whom,whose;连接副词when,where,why,how;复合代词和复合副词whatever,whoever等。如:①Thathewillsucceediscertain.他会成功是肯定的。②Whetherhewillgothereisnotknown.还不知道他是否去那里。③Whathesaidisnottrue.他说的话不真实。④Whobrokethewindowhasnotbeenfoundout.谁打破了窗户还没有查出来。⑤Howheescapedisstillamystery.他如何逃脱的仍然是一个谜。⑥Wherehehidthemoneyistobefoundout.他把钱放在什么地方有待查明。⑦Whomsheborrowedthemoneyfromstillpuzzledhim.她从谁那里借钱仍然使他困惑不解。⑧Whoevercomesiswelcome.无论谁来都受欢迎。
(1)有时为了匀称句子,用it代替主语从句,作形式主语,而把主语从句后置。如:Itiscertainthathewillsucceed.(2)if不可用来引导主语从句,要用whether。比较:误:Ifhewillwritethebookisnotdecided.正:Whetherhewillwritethebookisnotdecided.(3)who和whoever引导名词性从句在意义上是不尽相同的,who引导的从句表示一个“情况”,或一件“事情”,whoever引导的从句则表示“任何……的人”,whoever=anyonewho,因此,Whoeverleaveslastshouldturnoffthelight是正确的,而Wholeaveslastshouldturnoffthelight则是错误的。
2)宾语从句:宾语从句在复合句中充当宾语。注意:除谓语动词之后可接宾语从句外,介词、不定式、分词、动名词以及某些形容词(如:sure,certain,glad,pleased,afraid,surprised,satisfied等)的后面也可以带宾语从句。根据关连词性质的不同,宾语从句有如下三种类型:
(1)that引导的宾语从句:仅起引导作用,在从句中无句法功能,本身无具体意义,在口语和非正式文体中可省略,不引导介词的宾语从句(exceptthat除外)。如:①Hesaid(that)hewasgoingtostudyinCanada.他说他要到加拿大去学习。②Imcertain(that)heisathomenow.我敢肯定他现在在家。③Imafraid a.如果谓语动词后带有两个或更多个以that引导的宾语从句,除第一个that外,其余均不可省略,以免引起误解。例如:Iforgot(that)myresearchpaperwasdueonTuesdayandthatmyteacherhadsaidhewouldnotacceptlatepapers. b.insist(坚决要求),suggest(建议),ask(要求),demand,order等动词后的宾语从句要用虚拟语气,结构为“should+动词原形”或省略should,仅用动词原形。 (2)whether或if引导的宾语从句,从句意思为“是否……,能否……”,这里的if从句不可混淆于以if(如果,假如)引导的条件状语从句。如:①Heaskedif(whether)youhavereceivedhisletter.他问你是否收到了他的来信。②Thisdependsonwhetherheisinterested(ornot).这得看他是否感兴趣。 a.whether可构成whether...ornot或whetherornot...结构,在非常不正式的场合下,也可能有if...ornot结构,但无ifornot...结构。 b.介词后的宾语从句须用whether引导,不可用if引导。 (3)连接代词和连接副词引导的宾语从句:连接代诃有:who,whom,whose,what,which;连接副词有:when,where,how,why。如:①Heaskedwhosehandwritingwasthebest.他问谁的书法最好。②Imnotinterestedinwhathessaying.我对他说的话不感兴趣。③Idontknowwhyhedidntcome.我不知道他为什么不来。 a.这类宾语从句一律用陈述语序。 b.若主句的谓语动词是think,expect,believe,guess,imagine,suppose等表示“认为,猜想”的词(注意:无hope),一般要把宾语从句中的否定词转移到主句中去,即所谓的“否定的转移”。如:应该说Idontthinkhesright.不能说Ithinkheisnotright。 3)表语从句:在复合句中作表语,一般置于连系动词(尤其是be)之后,关联词有:连词that,whether(无if),asif,asthough;连接代词who,whom,whose,what,which;连接副词when,where,how,why等。如:①Thequestionisthatwearereallyshortofmoney.问题是我们的确是缺钱。②Theimportantthingiswhatamandoes,notwhathesays.重要的是一个人所做的,而非他所说的。③Thisiswhyshewasangry.这就是她为什么发火。④Itturnedoutthathewaswrong.结果是他错了。 Itappears/seemsthat…“似乎……,好像……”,Ithappensthat-··“碰巧……,恰好……”,Itturnsoutthat...“结果是……,证明是……”等结构中的that从句,通常都看成表语从句。
一名优秀的教师在教学方面无论做什么事都有计划和准备,教师要准备好教案,这是每个教师都不可缺少的。教案可以让学生们能够在上课时充分理解所教内容,帮助教师掌握上课时的教学节奏。那么怎么才能写出优秀的教案呢?下面是小编精心为您整理的“Life in the future 教案”,但愿对您的学习工作带来帮助。
Unit6Lifeinthefuture
I.BriefStatementsBasedontheUnit
Thetopicofthisunitisaboutthehumanbeing’s1ifeinthefuture.Thisunitismadeupofwarmingup,listening,speaking,pre-read-ing,reading,post-reading,languagestudyandintegratingskills.Thesetaskswillbefinishedinfiveperiods.
Inthefirstperiod,we’lldowarmingup,listeningandspeakingtoimprovethestudent’slisteningandspeakingabilities.Atthesametime.arousethestudents’interestinthetopicofthisunit.
Inthesecondperiod,we’llfinishthetask0fpre-reading,readingandpost-read-ing.Inpost—reading,letthestudentsgivefreereintotheirimaginationbydiscussingsomequestions.We’11readapassageabout1ifeinthefuture.Itwilltelluswhatthehumanbeing’slifewillbelikeinthefuture.Inthemeanwhilewe’lllearnsomeusefulwordsandexpressions.
Thethirdperiodconsistsoftwoparts:WordstudyandGrammar-NounClauses.
Throughwordstudywe’llrevisesomewordsandphrases,whicharerelatedtothetopicofthisunit.Astothegrammar:Nounclauses,wecanmasterthembydoingmorepracticalpracticegiveninthetextbookandworkbook.
Themainpurposeofthefourthperiodistotrainthestudents’readingandwritingabilitiesbyreadingandwritingashortpas-sageabout1ifeinthefuture.
Inthelastperiod,we’lldealwiththegrammerinthisunit-NounC1auses.
Inaword,wecantrainthestudents’lis-tening,speaking,readingandwritingabilitiesbydoingtheexercisesthetextbookandtheworkbookprovide.
Ⅱ.TeachingGoals
1.Talkaboutlifeinthefuture.
2.Practisemakingpredictions.
3.LearnaboutNounClauses.
4.Writeadefinitionparagraph.
Ⅲ.TeachingTime:Fiveperiods:
Ⅳ.BackgroundInformation
1.WorldintheFuture
Scientiststhinkthatwonderfulthingsmaycometrueinthefuture.Futuremeansatimethatnotyetcome.Itcanbeashorttimefromnoworalongtimefromnow.Someoftheunderwaterwondersarealmostreadytocometruenow.Otherswon’tcometrue,wethink,untilalongtimefromnow.Some,ofcourse.maynevercometrue-but
whoknowsforsure?Theymay.Whataresomeofthewondersthatmaycometrueinthefu-ture?
Let’sgobacktodrylandandtakeafu-turejourneytheotherway--upinsteadofdown.
HugerocketlinerstakeyouintospacetovisittheMoonCamp.Youwalkaroundonthemooninsspecialmoonsuit.Youvisitanobservatorywhereagianttelescopelooksfarintospace--fartherthananyonehaseverbeenabletoseefromEarth.Yougodeepdownintooneofthemoonmines.
Afteryouhavevisitedthemoon,youvisittheMarsColonyandtheVenusExplo-rationOutpost.
Let’sgobacktoEarth.
Inthefar,farfuture,girls—andboys,too--maybeplayingwithdollsthatlooklikethepeopleoftheplanetsvisitedbyourspace-man.
Tocontrolorrunallkindsoftoys,boysandgirlsmaylearntousespecialccmput-ers--machinesthatanswerquestionsanddoarithmeticfasterthanyoucanthink.
Bicyclesandperhapsskatesmayberunbyjetpower,andanewthingtoridemaybeasmallflyingsaucer.Imaginearacebetweenthem!
Theremaybetelepathyhelmetsthatsendthoughtwavesfromyourbraintothat
ofyourfriendmilesaway.Youjustthinkathoughtandyourfriendknowsit!Youcanhavesecretswitheachotherthatnobodyelsecanturniton!
Therewillbeothersurprisesinthefu-ture.Howwouldyouliketohavearobot
playmate?
Havingrobotplaymatesmaynotbesomuchfunasitseems.Butmaybeaboywithawrenchandascrewdrivercanfixtherobotsothatitwon’tbetooperfect!
Whataboutthefoodofthefuture?Sci-entiststhinkthatmuchofitwillbeartificial-madeinfactoriesfromsuchsurprisingthingsascoal.1imestone。airandwater.
Youdon’tthinkthatice-creamorcakeorcandyorevenbreadandpotatoesmadeoutofthesethingswilltasteverygood.Youmaybewrong.Theseartificialthingswillbeblendedsoskillfullybefoodchemiststhatthefoodofthefutureprobablywi11bedeli-cious.Itprobablywillalsobehealthfulbe-causelifewillbeputintoit.
Scientistsofthefuturewillalmostcer-tainlyfindotherwaystomakelifelastlon-ger.Theyprobablywillfindcuresformostdiseases.Hospitalswillprobablyhave“bodybanks”thatcangiveyoualmostanynewpartyouneedtokeeponliving.Peopleofthefu-turemaylivetobealotolderthan100years.
Areyouwonderingwhetherthere’11betelevisioninthefuture?’There’llalmostcer-tainlybewonderfulprograms.Televisionscreensprobablywi11belargeandflat,hang-ingonthewallorgoingacrossthefourwallsofaroom.Peopleonthescreenwilllookrealasiftheywererightintheroomwithyou.Whatabouthighwaysofthefuture?Well,averysmallchildprobablywillbeabletodriveacar.Nobodywillneedtosteer.Electricsig-nalswillholdeachcarontherightroadtogetwhereverthe“Driver”wantstogo.Anditprobablywillbeimpossibleforcarstosmashtogether。Controllersthatwon’tevenhavetobetouchedwillmakeallspeedingcarsmisseachotherorwillputonthebrakes.Drivinginacarwillbeassafeasbe-ingathome.
Butmaybethemostwonderfulsurpriseinthefuturewillbeweathercontrol,Citiesmayhavegiantplasticdomesoverthemtokeepoutsnow,rain,orstorms.
Whenyouplanapicnicinapark。youwonthavetoworryaboutrain.Itwillrainonlywhenthe“weatherman”thinksitisneededtofreshentheairinsidethecity.Allotherdayswillbefairandwarm.
Thefutureshouldbeawonderfultimeinwhichtolive.Butthetimeyouarelivinginnowwasalso“awonderfulfuture”tothepeoplewholived100yearsago.
2。ThreeThingsThatWillChangeYourLife
Todayourlivesarechangingfasterthanatanytimeinhistory.Herewereportonthreeimportantchangesthatwillhaveabigimpactonoureverydaylivesinthefuture.
ThecashlesssocietyCashandbank-noteswi1ldisappearalmostcompletely.Theywillbereplacedbysmartcards--plasticcardswithmicrochipprocessors“loaded”
withsomemoney.Whenwepayforgoods.there-tailerw1linsertoursmartcardintoapay-mentterminalandmoneyw.1lbetransferredfromourcardtotheretailerscard.Whenallthemoneyisusedup,wewillbeableto“re-load”itbyinsertingitintoatelephone,dia-lingourbankaccountandtransferringmoneytothecardfromtheaccount.1fwewanttotransfermoneyfromourcardtoabankac-count.wewillusethesamemethod.Smartcardswillbeabletoholdseveraldifferentcurrenciesatthesametime.soifwegoaboard.wewilluseoursmartcardsinthesameway.
InteractivetelephonesHhumantelephoneoperatorswillbesharplyreplacedbytalkingcomputers.Thesecomputerswillrecognizespeech.askuswhatinformationweneed,ac-cesstheinformationfromadatabase,andconvertittospeech.Ifwewanttobookaflightorpayabillbyphone,wewillinteractwithatalkingcomputertodoSO.Ofcourse,thiswonthappenuntilallthetechnologyis
inplace,butwhenitiswewillsoongetusedtointeractingwithcomputersinthisway.Humantelephoneoperatorswillbeusedonlyformorecomplexoperations
suchasdealingwithcomplaintsorsolvingconcreteprob-lems.
IntelligentcarsTrafficcongestionincitieswillbereducedbecausedriverswilluseelectronicroutemapstofindthequickestroutetotheirdestinationandavoidtrafficjams.Congestionwillalsodecreasewhene-lectronicsystemsstartchangingmotoristsfordrivingincities.Assoonasmotoristshavetopaytodriveincities,theywillstopUsingtheircarsandusepublictransportinstead.
Speedcontrolsystemswillbebuiltintocars.Thesesystemswillautomaticallyregulatethespeedofthecartotakeaccountoftrafficandweatherconditionsandpreventaccidents.Itwillbemanyyearsbeforethesechangesbringresultsbutwhentheydo,therewillbeatitanicimprovementinroadsafety.
TheFirstPeriod
TeachingAims:
1.EnCoLlragethestudentstousetheirimagi-nationtotalkaboutlifeinthefuture.
2.Trainthestudents1isteningability.
3.Improvethestudents’speakingabilitybypractisingmakingpredictions.
TeachingImportantPoints:
1.Trainthestudcnts1isteningability.
2.Letthestudentsgivefreereintotheir1imagination.
TeachingDifficultPoints:
1.Howdoimprovethestudentslisteningability.
2.Howtofinishthetaskofspeaking.
TeachingMethods:
1.Listening-and-answeringactivitytohelpthestudentsgothroughthelisteningma-terial.
2.Individual,pairorgroupworktomakeev-erystudentworkinclass.
TeachingAids:
1.somepictures
2.ataperecorder
3,aprojector
4.theblackboard
TeachingProcedures:
StepIGreetingsandLead—in
T:Goodmorning/afternoon,everyone.
Ss:Goodmorning/afternoon,teacher.
T:Sitdown,please.Nowwerehavingaclassinabightandspaciousclass-roomwithmodernequipmentsuchasradiosandcomputers.Andweallliveahappylifetoday.Wecangetwhateverwewant.Doyouknowhowdidpeopleliveinthepast?
(Onestudentstandsup.)
S:WhenIwasachild,mygreat-grandfa-theroftentoldmethestoriesofhiminthepast.Heoftengothungryanddidn’thaveenoughmoneytogotoschoolandhadnochance…Ithinkpeopleliveamiserablelifeinthepast.
T:Yeah.Peoplelivedahardinthepast.Withthedevelopmentofscienceandtechnology,peopleslifehaschangedalot.Nowwealllivehappily.Whatdoyouimaginelifewillbelikeinthefuture?TodaywearegoingtostudyUnit6Lifeinthefuture.(Bb:Unit6Lifeinthefuture)Itwilltelluswhatlifewillbelikeinthefuture.
StepⅡWarmingup
T:Nowletsfirsthaveadiscussionaboutthefutureofoneoftheareasinourbooks.Discussthemingroupsoffour.Afterawhile,I1laskoneofyoutore-
porttheresults.
T:Nowpleasediscusssomequestions.(Showthepictureandquestionsonthescreen.)
Howwillpeopletravelinthefuture?
Wherewilltheygo?Why?
(Givethestudentsanothertwominutestodiscuss.)
T:Who’dliketotellmehowpeoplewilltravelinthefutureandwheretheywill
goandwhy?
(OneStudentputsuphishand.)
T:Oh,LiJun,youhaveatry.
S:Ithinkpeoplewilltravelbyusingpub-lictransport.Electriccarswillbetrav-ellingthroughthestreetsdayandnight.Anybodywillbeabletostoponeandtakeit.Theycangowherevertheywant.
S:Ithinkpeoplewilltravelbycar,whichdoesntburngas,butsolarenergy.In-
steadofwheels,thecarneedsaCushionofair.Thus。itcanfloatintheair.You
cangowhereveryouwantaslongasyoupressabuttononthecomputerinthe
car.Whatsmore,itwontcauseanypollution.
(AndthenasksomeStudentstore-port.)
Howwi1lpeoplecommunicateinthefuture?
S:Peoplewillcommunicatewitheachotherwithcomputers,whicharesetinthewatches.
Wherewillpeopleworkinthefuture?
Whatkindofjobswilltheyhave?
S:Peoplewil1workathome.Theonlythingthatpeopledoistocontroltherobotsbypressingthebuttonsont11ecomputerandletthemworkforus.
Howwillpeopledobusinessinthefu-true?
Whatkindofmoneywilltheyuse?
S:Bytheyear2l00,shopswillnolongerexist.Computerswillhavereplacedthem,andpeoplewillordergoodsfromhome.Insteadofpapermoney,theywillusecreditcards.
Whatlanguageswillpeoplespeakinthefuture?
WillpeoplestillspeakChineseandEng-1ish?
S:Insteadofanylanguage,peopleWillusecodetotalkwitheachother.Iftheyusealanguagetocommunicate,Ithinkt11eyWillspeakChinese.Becauseourcountrywillbethestrongestone.
Whatwillschoolsbelikeinthefuture?
Whatsubjectswillpeoplestudy?
S:SchoolswillbesetupontheInternet.Studentscanstayathomeandusecomputerstostudy.Wecanalsodown-loadsomeinformation.Wellstudyso-cialsciences,naturalsciencesandsoon.Schoolingwi11bemuchmoreinter-estingandeffective.
(Afterdiscussingallthequestions,theteachersaysthefollowing.)
T:Inspiteofallthesechanges,maninthefuturewillstillhavealotincommonwithus.Theywi1lhavethoughtsandemotionssimilartoours.Anyhow,theywillbehumanbeings.
StepⅢListening
T:NowopenyourbooksatPage42.LetsdosomeListening.FirstPart1.YouregoingtolistentoaletteraboutMekanikaslife.Listencarefullyandpay
attentiontotheyearwhensheisliving,theplacewhereshe1ives,thethingsthathappenedtothepeopleontheearthandthereasonwhysheiswritingyouthisletter.Writedownwhatyouhear.AtlastIllchecktheanswerswithyou.Isthatclear?
Ss:Yes.
T:OK.Letsbegin.
(Teacherplaysthetapeforthefirsttime.Thenplaysforthesecondtime,duringwhichtimeteachermaypauseforthestudentstowritedownthein-formation
.FinallyteachercheckstheanswersinPartlwiththewholeclass.)
T:NextlistentoPart2anddothetwoexercisesinthem.
(TeacherletsthestudentsgothroughtheExxinPart2andthenplaysthetapeforthestudents.Atlastchecktheanswers.)
StepⅣSpeaking
T:NOWlookatthepictureinSpeakingPart.Therearetwogirlsinthepicture.Onegirlisworkingonthecom-puter.Theotherismakingaphonecall.Canyoufindanythingdifferentbetweenthem?
Ss:No.Theyarethesame.Maybetheyaretwins.
T:No,theyarenttwins.Oneofthemiscloned.Withthedevelopmentoftech-nology,scientistswillbeabletoclonepersonsaswellasanimals.Supposetheyearis2089andscientistshavediscoveredhowtomake“doubles”,ex-actcopiesofapersonthatcandoeve-rythingtheoriginalcando.Nowworkingroupsoffourtodiscussthequestionwhetherthenewtechno1ogyshouldbeused.Firstgiveyouropinionandtellthereason.Writeitinyourtextbooks.Afterthatmakeupashortdialogue,
usingtheinformationinyourbooksandtheusefulexpressionsontheblackboard.
(Bb:Itwouldbewonderfulif…
Itwouldbebadfor…if…
It’spossible/impossibletopredict…
Noonecanpredictwhat/when…
Justimagineif…
Wecanonlyguess…)
(Teachergivesthestudentsfourmi-nutestoprepareingroupsoffourandthenaskssomegroupstoreadtheirdialoguesbeforetheclass.)
Sampledialogue:
SA:Withthedevelopmentofscienceandtechno1ogy,thedoublewouldbemadeinthefuture.Ithinkitwouldbeagoodideatohaveadouble.Becausewecouldusethedoubletodothethingswedontenjoy,forexample,wecouldletthedoublefinishourhomework.
SC:Iagreewithyou.Iwould1iketohaveadouble,too,becauseIdonthavetimetodoallthethingsIdliketodo.Forexample,ifIdidnthavetimetowatchanexcitingfootballgame,Iwouldletthedoublewatchit.
SB:Idontagreewithyou.Ithinkhavingadoublemightbedangerousbecauseyoudontknowwhatthedoublemightdo.Forexample,thedoublemightstealwhattheywhattheywantorkillthepersontheyhate.
SD:Yes,theymightdosomethingwrong.Whatsmore,havingdoubleswouldmakepeopleconfused,becausenoonewouldknowwhothedoublereallywasorhowtotreatit.Forexample,thedoublewouldn’thaveanyparentsandnoonewouldseetothem.
SC:Buthavingadoublewouldbewon-derful,becauseyoucouldletthedoubledowhateveryouwantthemtodo.
SA:Havingadoublewouldalsobegoodbecausethedoublecouldattendanimportantmeetinginsteadofyouifyouwereill.
SD:ButIthinkitwouldbebadforsocietyifpeoplehaddoublesbecausetheywouldmaketroubleforoursociety.
StepVSummaryandHomework
T:Todaywevedonesomelisteningandspeakingandknownhowtomakepre-dictions.Besides,wevealsolearntsomeusefulexpressionsontheblack-board.Afterclass.writedownthedialogueyoumadeinyourexercisebooksandpreviewthereadingpassageonPage43.
StepⅥTheDesignoftheWritingontheBlackboard
Unit6Lifeinthefuture
TheFirstPeriod
Usefulexpressions:
Itwouldbewonderfulif…
Itwouldbebadfor…if…
Itspossible/impossibletopredict…
Noonecanpredictwhat/when…
Justimagineif…
Wecanonlyguess…
StepⅦRecordafterTeaching
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