俗话说，居安思危，思则有备，有备无患。作为教师就要在上课前做好适合自己的教案。教案可以让学生更容易听懂所讲的内容，帮助教师能够井然有序的进行教学。您知道教案应该要怎么下笔吗？急您所急，小编为朋友们了收集和编辑了“高二英语Unit18Inventions知识点总复习”，欢迎阅读，希望您能够喜欢并分享！

高二英语Unit18Inventions知识点总复习教案
SectionIII词汇语法、综合技能
22.Anywherewego,wePanheartheringingofacell-phone.我们无论到哪里，都能听到手机的铃声。(p.62第一段第二行)
▲anywhere是副词，意为“无论何地”，此处用来引导地点状语从句，相当于一个连词，意思和wherever或nomatterwhere相近。①Illtakeyouanywhereyoulike.我将带你到你喜欢的任何地方。②Anywhereyougo,itisallthesame.无论你到什么地方都一样。③Youcancampanywhereyoulikethesedays.如今你可以喜欢在哪儿宿营就在哪儿宿营。④AnywhereIgo,Ifindthesamething.不管我走到哪里，我都发现同样的情况。
在英语中，副词起到连词的作用，用来引导状语从句很常见。如：directly，instantly，immediately等。如：①Icameimmediatelyyoucalled.你一来电话我就来了。②Directlyhesaidthosewords,therewasadeadsilence.他刚说完这些话，大家就立刻沉默下来。③Themachinewillstartinstantlyyoupressthebutton.你一按电钮，机器就会开动。④IknewsomethingwaswrongimmediatelyIarrived.我一到就知道出事了。⑤Wecamedirectlywegotyourtelephone.我们一接到你的电话就来了。⑥InstantlyIsawhim,Iknewhewasthemanthepolicewerelookingfor.我一看见他就知道他正是警察在寻找的男子。
themoment，theminute，theinstant和thesecond等名词也可以这样用。如：①Telephonemetheinstantyougettheresults.你一得到结果就给我打电话。②IrecognizedhertheminuteIsawher.我一看见她就把她认出来了。③Helikedthepaintingtheinstanthesawit.他一看见这幅画，就喜欢上它了。④ThemomentIcameintotheroom,Ifoundtheoldmanlyingonthefloor,panting.我一进屋子，就发现那老人躺在地上，气喘吁吁的。
23.Acomputer’s“memory”issimilartohumanmemoryinsomeways,but…电脑的记忆在某些方面和人脑的记忆是相似的…(p.63第二段第六行)
▲similar
(1)adj.相似的(常作表语和主语)Theproductsofthesetwofactoriesaresimilar.这两家工厂的产品很相似。Wehavesimilaropinions.我们都有类似的意见。
(2)用法上，besimilar后接介词to，英语不跟withYoursituationissimilartomine.你的处境与我的相似。
(similar的反义词是different，其后跟介词from。如：①Thisisadifferentgirlfromtheoneheusedtogooutwith.这个姑娘不是他过去交往的那个姑娘。②IcouldnthelpbeingdifferentfromwhenIleftschool.我与当年离开校园时的我判若两人，这是不可避免的。
请注意similar与same的区别，英语前者表示“大致相同”“十分相像”，而后者则意为“完全一样”“没有变化”。如：①Wevestillgotthesameproblemaswehadbefore.我们现在和过去一样存在同一个问题。②Thetwocarsatesimilarinappearance,butthenewoneismorebrightlycoloured.这两部车看起来差不多，但那部新的颜色更亮些。
请注意similar与familiar的差异，后者意为“熟悉的”。当主语是物时，familiar后也接介词to。如：①Yournameisveryfamiliartome.你的名字我很熟悉。②FrenchisfamiliartohimasEnglish.他对法语就像英语一样熟悉。英语③Thesefolksongsarefamiliartothelocalpeople.这些民歌是当地人很熟悉。英语
当人作主语时，即表示某人对某物熟悉时，familiar后接介词with。如：①Imofcoursefamiliarwithhisworks.我当然对他的作品很熟悉的。②Shehasbecomefamiliarwiththehouse.她对这房子得很熟悉了)
辨析：similar，like与alike
similar指有明显的共同性质但不完全一致或同一。
like指事物在外貌、性质或特征上非常相似以致区别不开，但并非同一。英语
alike意义同like，但只能作表语。
Asimilarmistakeoccursattheendoftheparagraph.这一段末尾有一个类似的错误。Likethinkingproduceslikeideas.相似的思维产生相似的主张。Heandhisbrotherareveryalike.他们兄弟俩太相似了。英语
联想：(派)similaradj.类似的similarlyadv.类似地similarityn.类似英语
24.Afterall,whatmakesanewinventionsuchawonderfulthingisthatitallowsustodosth.wecouldnotdobefore.不管怎样，使一项新发明成为如此奇妙的事情就在于他可以让我们做以前不能做的事情。(p.63第二段倒数第二行)英语
▲afterall毕竟。归根到底英语
(1)毕竟，到底Heisagoodmanafterall.毕竟他是一个好人。英语
(2)在句首时，常译为“别忘了”。Afterall,mysonsbirthdayisintwoweeks’time.别忘了，我儿子的生日还有两周时间。英语
拓展：aboveall尤其是；allinall完全，整个地；andall等等；atall全然，根本；firstofall首先inall总计；notatall一点也不英语
辨析：afterall，atall与inall英语
afterall意思是“终究”“毕竟”。如：①Afterall,Ivenothingtobeashamedof.说到底，我没有什么可羞愧的。②SoyouseeIwasrightafterall.因此你知道最后还是我对。③Whatharmdoesitdoafterall?它到底有什么害处?④Afterall,hesonlysixyearsold.他毕竟才六岁。
注意:afterall与atall和inall的区别。英语
①atall用在否定句中，以加强否定语气，表示“一点儿也不”“完全没有”。如：①Itwilldoyounoharmatall.这对你完全没有害处。②Imnotinterestedinitatall.我对这毫无兴趣。英语
②atall可用于疑问句、条件句中起强调作用，意为“真的”“竟然”“确实”等。如：①Areyougoingtodoitatall?你真的准备这样做吗?②Ifyouwanttodiscusswithmeatall,givemearing.英语如果你确实想同我商量，可以打个电话给我。英语
③inall用来表示“总计”。如：①Therearefourquestionsinall.总共有四个问题。②Howmuchisitinall?总共多少钱?)英语
25.Nowthatwearedevelopingnewtechnologyatsuchahighpace,…既然我们如此高速地发展着新技术…(p.63第三段第二行)英语
▲nowthat既然，由于表示原因Nowthatyouaregrown-up,youmust英语stopthischildishbehavior.既然你已长大，你必须停止这种幼稚的行为。Nowthatheiswellagain,hecangoonwithhisEnglishstudy.既然恢复了健康，他就可以继续学习英语。英语
口语中nowthat中的that可省略。英语
拓展：nowandthen时而，不时；fromnowon从现在起；justnow刚才；nowthen(位于句首，表警告、抗议或引起注意)喂；uptonow直到现在英语
联想：nown.现在pastn.过去futuren.未来presentn.目前英语
辨析：nowthat与once引导的状语从句英语
nowthat意为“既然”“由于”；once意为“一旦”，它们在句中起连词作用，引导时间状语从句。如：①Nowthatyoumentionit,Idoremember.你一提，我就想起来了。②Nowthatwehavedecoratedthehouse,英语wecanmovein.既然房子已装修好，我们就可以搬进去了。③Onceoverthepass,youwillseethetownbeforeyou.一过关口，你就会看到那座城市呈现在你面前。英语④IlltellhimonceIseehim.我一看见他就告诉他。⑤Nowthattherainhasstopped,wecallleave.雨既然停了，我们就可以走了。⑥Nowthatyouaresettled,whydontyoutakeupsomeseriousstudy?既然你已经安顿下来，为什么你不开始正式地学些东西呢?⑦Onceshearrives,wecanstart.她一到我们就可以动身了。⑧英语Onceyoushowanyfear,hewillattackyou.你一表现出恐惧，他就要攻击你。英语
nowthat中的that可省略。英语

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Unit18Inventions知识点总复习教案

高二英语Unit18Inventions知识点总复习教案
SectionI课前准备、听力、口语
1.Neverthrowawayorwashchopsticksagain.千万不要扔掉再洗这些筷子。(p.57A)
▲throw(threw，thrown)
(1)投，抛，扔Hethrewtheball20metres.他把球投出20米。
(2)摔倒……Thepolicemanthrewthethieftotheground.警察把小偷摔倒在地面上。
(3)发射，射Chinahasthrowasatelliteintospacerecent-ly.中国最近向太空发射了一枚卫星。
辨析：throw...tosb.与throw...atsb.
throwsth.tosb.指“把某物扔向某人”，其目的在于“传递”(forsb.tocatch)介词to纯粹表示行为的方向，其动机是善意的；throwsth.atsb.指“把某物打向某人”，其目的在于“打”(=trytohitsb.)。介词at表示动作在于企图攻击的目标，其动机是恶意的。如：Hethrewtheballatme.(=trytohitme)他扔球打我。Hethrewtheballtome.(=formetocatch)他把球传给了我(=Hethrewmetheball.)
辨析：throw与cast
throw是普通用词，使用频率高，它指用力抛掷这一行为。cast比throw正式，指迅速扔出一重量较轻的物体。经常用作比喻或无意识行为，在某些成语及特殊用语中须用cast，如castanet“撒网”；castavote“投票”；castanchor“抛锚”等等。如：Willyoumove,please?Yourecasting(throwing)ashadowonmybook.你走开点好吗?你的影子正好投射在我的书上。Hequicklythrewtheballintothebasket.他迅速地将球投入篮里。Thediceiscast.事已定局。
拓展：throwoneselfinto积极从事;throwaway扔掉;throwabout乱丢；乱扔(东西);throwback扔回;throw…at…朝……扔，向……砸去;throwoff匆匆脱掉
throw...to...把……传给……；把……摔倒;throwout扔出；逐出;throwaside扔在一旁;throwup呕吐
2.Savetreesandhaveasnackatthesametime挽救了树木并且同时成为小吃。(p.57A)
▲save(1)vt.救、挽救Thebravesoldiersavedachildfromaburninghouse.那勇敢的战士从着火的房子里救出了一个孩子。OnlysocialismcansaveChina.只有社会主义才能救中国。
辨析：save与rescue:save与rescue两者都有“营救”之意；但save侧重于“保全”之意，而rescue则侧重于“从囚禁中救出”之意。如：Inordertosavethecountry,manygentlemenlaiddowntheirlives.许多志士仁人为国捐躯了。Theyrescuedhimfromprison.他们营救他出狱。
(2)节省；储蓄Dontspendallyourmoney,savesomeofitforfutureuse.别把钱全部花光，储蓄一点儿以备将来之用。
3.Youwillneverhavetoworryabouthavingyourbikestolenagain.你再也不必担心自行车会被偷走了。(p.57D)▲worry
(1)vi.“发愁，着急，焦虑”Motheralwaysworriedwhenthegirlsstayedoutlate.女孩们要是很晚还不回家，母亲总是很担心。
(2)vt.“使麻烦；使发愁；使着急”Dontworryher,Sheisbusy.别去麻烦她，她很忙。Theresonlyonepointthatworriesme.只有一点使我发愁。
(3)n.“烦恼”不可数；“使人发愁的事(人)；烦心的事”(可数)，且常用复数。Thisworryisenoughtodriveonemad.这烦恼足以令人发狂。Hehasmanyworries.他有很多的烦恼的事情。
辨析:worry与trouble:trouble的含义宽广，事无巨细都可用它，且含有一定的惊慌意味；worry"担心”“发愁”，它指没有根据的，经常是不必要的忧虑不安的心情。如：
Uneasinesstroubledherheart.她感到心神不定。Imtroubledbythedoctorsreport.医生的诊断结果令我焦急。Dontworry，tomorrowwillbebetter.别担心，明天会更好。Wereallworriedaboutyou.我们都在为你担心。
拓展：worrysb.使某人烦恼(着急)；worryaboutsb.为某人而担心；worrythrough艰苦进行
4.Thisnewinventionwillmakeitpossibleforpeopleto...这项新发明将使人们做…成为可能。(p.58Usefulexpressions)▲makesitpossible...
(1)此处it为形式宾语，本身为先行代词，它既可作形式宾语，又可用作形式主语，代替句中的真正主语或宾语，即从句、动名词、不定式等。Ithinkitapitythathecantswim.我认为他不能游泳是件令人遗憾的事。ItisimportantforustomasterEnglish.掌握英语对我们来说是重要的。Itisnousetellinghimthat.告诉他那件事是没有用的。
(2)it作形式宾语时，其前的动词有：think,find,consider,believe,suppose,feel,make等，而if后常跟形容词或名词。Hefeelsithisdutytohelpothers.他觉得帮助别人是他的职责。Wemakeitcleartotheworldthatwellneverbehavelikeasuperpower.我们向全世界表明我们永远不做超级大国。Iconsideritagreathonourto英语bepresentatthemeeting.我觉得能出席这个会议很荣幸。Hefounditnecessarytostudy英语thesituationinRussia.他发现研究俄罗斯的形势是必要的。Ibelieveithelpful英语tousesuchadictionary.我相信使用这样的一本词典是有帮助的。Isupposeitpossibletofinishsuchajoininthreedays.我想三天之内完成这样一件工作是有可能的。英语
5.Decidewhichoftheinventionsyouthinkisthemostusefuland...决定你认为哪一种发明是最有用的。(p.58.PatentOfficer)英语▲decide决定,决心；使下决心,使决断；对...起了决定作用；解决,裁决,判决
(1)跟名词或代词I’vegottodecideourw英语holefuture.我得决定我们的整个未来。Wemustdecidethatourselves.这得由我们自己决定。英语
(2)跟不定式(不可跟动名词)TheydecidedtomovetoWuchangimmediately.他们决定马上搬到武昌去。Hedecidedtodohishomework.他决定做他的家庭作业。
(3)跟疑问词+不定式Wemustdecidewhattodowiththem.我们必须决定拿他们怎么办。Shehasn’tdecidedwhentostart.何时动身她还没有决定。Shehasntdecidedwhentostart.何时动身她还没有决定。
(4)跟从句Letsfirstdecidewhereweshouldgo.我们先决定到什么地方去。Onlyyoucandecidewhatsbestforyou.只有你才能决定什么对你最合适。英语
辨析：decide;determine;resolve;makeuponesmind都有英语“决定”的意思。decide指“经过询问、研讨和考虑之后,在几种可能的选择之中作出决定”,如:ShedecidedtoleavehereonSundayinsteadofMonday.她决定星期日而不是星期一离开这里。determine指“决心作某一件事而不动摇”,如:Wehavedetermined英语to英语gettheworkdoneaheadofschedule.我们已经决定要提前完成这项工作。resolve指“打定主意做某事或不做某事”,如:IresolvetostudyEnglish.我决定学英语。makeupones英语mind指“打定主意”“下了决心”；其主语必须是人，不可是物，而且不可用于被动语态。英语如:Hemadeuphismindnottostaythereanylonger.他决定不再在那里呆下去了。英语
拓展：decidefordoingsth.决定做某事;decideinfavourofsth.作出有利……的决定或判决;decideon(upon)决定，选择(多指从两个或多个可能性中选择);decidebetween从两者中选择、决定。
联想：decidedadj.明确的，坚决的；decidingadj.起决定作用的；decisionn.决定，决心(同义词)determine；makeuponesmind
英语说

高二英语Unit18Inventions教学设计

古人云，工欲善其事，必先利其器。高中教师要准备好教案为之后的教学做准备。教案可以让学生们充分体会到学习的快乐，帮助高中教师缓解教学的压力，提高教学质量。那么，你知道高中教案要怎么写呢？下面的内容是小编为大家整理的高二英语Unit18Inventions教学设计，希望能对您有所帮助，请收藏。

Unit18Inventions

Period1Let’slistenandspeak!
Goals
●Helpstudentsunderstandthecommonsenseaboutinventions.
●Dolisteningandmakesurestudentsunderstandit.
●Helpimprovethestudents’listeningandspeakingabilities.
Procedures
Leadinginbyguessing.
Today,wearegoingtolearnsomethingaboutinventionsthatwilldogoodtohumanbeingsorevensmoothawaydifficultiesbroughtbydisabilities.Herearesomeofthem.Pleaseguesswhattheyareorwhotheinventorsare.
1.amanwhomademorethan1,000inventionsinhislifeandinventedelectricbulbs
2.awomanwhodiscoveredawaytoalterandexpandtherangeofnaturalcottoncolorswithoutusingtintsordyes
3.acomputerthatfitscomfortablyonyournoseandweighslessthanapairofglasses
4.amanbornin1876whoinventedaneffectivegasmotorengineandbuiltthefirstpracticalfour-strokeinternalcombustionenginecalledthe“OttoCycleEngine”
5.ashoewhoseheelsmadeelectricitywitheverystepthewearertakes
Key:
1.ThomasAlvaEdison
2.SallyFox
3.Nose-topcomputer
4.NicolausOtto
5.Electricshoes
Tolearnmoreaboutinventionspleaseturntopage57orlookatthescreen.
Task1:Lookinganddiscussing.
Lookatpage57orthescreen.Therearefourpicturesandfourdescriptions.Readthedescriptionsindividuallyfirstandthenmatcheachpicturewiththecorrectdescription.
Picture1:Electricshoes
Picture2:Inflatablebicycle
Picture3:Ediblechopsticks
Picture4:Nose-topcomputer
Task2:Discussing.
Nowdiscussthefollowingquestionsinpairs:
1.Whichofthefour“invention”doyouthinkwouldbemoreuseful?Why?
2.Isthereanythingyouwouldliketoinvent?Ifso,whatandwhy?
Task3:Listeningandansweringquestions.
1.Nowwearegoingtolistentodialogue1onthetape,whichisaboutMr.Dean’snewinvention.Listencarefullyandtrytounderstandit.Thenyoushouldanswerthefollowingquestions:
1)WhataretheadvantagesofMr.Dean’snewinvention?
2)Howdoesitwork?
3)Whatcanitbeusedfor?
4)Whydoesthepatentofficernotwanttogivethemanapatent?
2.Listentothetapeofdialogue2,whichisaboutMr.Scoles’inventionandthenanswerthefollowingquestions:
1)WhathasMr.Scolesinvented?
2)Whydidthemaninventit?
3)Doyouthinkitworks?Howdoesitwork?
4)Whydoesthepatentofficernotwanttogivethemanapatent?
Task4:Speakingup.
Ingroupsoffouroneistoplaytheroleofaninventortoexplaintotheresthowhisinventionworks.Thepatentofficershouldlisten,askquestionsanddecidetogivewhichonethepatent.
Closingbywriting.
Toendtheperiod,let’strytowritealistofnewinventionswewouldliketomake.Let’sseewhoseideasarebothcreativeandpractical.

Period2Let’sread!
(WhatwillYouThinkofNext?…)
Goals:
●Improvethestudents’readingabilities.
●Learnaboutcreativityandthinkingstrategies.
Procedures
Learninginbydiscussing.
Lasttimeyouwereaskedtowritealistofyourpossibleinventions.Nowweshallseewhoseinventionsarebothcreativeandpractical.
T:What’syourinvention,Sa?
Sa:FlowerSpeakerAmplifiers.
T:Whatdoesitlooklike?
Sa:Itisthegadgetthatishiddeninavaseorapottedplant.
T:Howdoesitwork?
Sa:Itsendsmusicatjusttherightfrequencytovibrateupthestemsandthenbeconvertedintoaudiblesoundbytheentireplant.AdevicesuchasaCDplayerorradiocanbeconnectedtoit.Musicisalsogoodfortheplants,whichareinvigoratedbytheconstantmusicalsounds.
T:Quitecreative.NowaccordingtotheanswerfromSa,Ihavegotsomequestionsforallofyoutodiscussingroups.
Task1:Skimmingforthemainidea.
Weshalllearnmoreaboutcreativitytoday.Nowskimthereadingpassagetofindoutthemainideaofeachpart.
Task2:TrueorFalse.
1MostinventorshavehighIQs.
2Thethingsweknowcansometimesmakeitmoredifficultforustounderstand.
3It’simpossibletolearnhowtobecreative.
4Thebestwaytofindagoodsolutionistolookforonegoodanswer.
5Inventorstrytoavoidfailure.
6Themorewayswehaveoflookingataproblem,themorelikelyitisthatwecanfindasolution.
7Mostgoodideasaretheresultofalongprocessoftrialanderror.
Task3:Listeningandreadingaloud.
Next,wearegoingtolistenandreadaloud.Pauseatthecorrectplacesandfindoutthesentencesdifficulttoyouatthesametime.
UsefulExpressions
Useone’screativity,comeupwithanewidea,havemuchincommon,havedifferentbackgrounds,dowellinschool,gethightestscores,haveahighIQ,practicegoodthinkingstrategies,limitone’sthinking,thinkout,rephraseaproblem,allowforcreativesolutions,rejectwrongideas,getstuck,movetowardsabettersolution,breakawayfromoldthoughtpatterns,explorenewpossibilities,deepenone’sunderstanding,remainhidden,connectto,makeconnections.aprocessoftrialanderror,changetheworld
Task4:Questionsandanswers.
Firstworkinpairs,tryingtoanalyzethedifficultsentences,thenputyourquestionstome.Wewillfocusontheformsandstructuresofthepassages.
Task5:Fillintheblankswiththewordsinthetext.
Creativityisamatterof_____.Inordertobemorecreative,weshouldthinkabouthowwethinkand_______goodthinkingstrategies.
To“thinkoutsidethebox”isaconscious______tobreakawayfromoldthought______inorderto_______newpossibilities.Achangein________-----totakeanotherlookattheproblem----mayleadtogoodsolutionsandnewideas.
Greatthinkersare______of“makingconnections”andtryto______newandoldideasinasmany______waysaspossible.By_______andconnectingideasandobjectsinnewways,creativethinkersareabletothinkofnew_________andsolutions.
Goodideasareno_______.Theyaretheresultofalong_____oftrialand_____.Ifwewanttodevelopourcreativity,wecantryusingthesethinkingstrategiestofindnewwaysto_____ourlife.
Closingupbydiscussion
Toendthisperiod,let’shaveadiscussionofthefollowingquestions:
1.Howcanwebemorecreativeinthinking?
2.Howdopeoplecomeupwithnewideasfornewinventions?
3.Howcancreativethinkingbeusedtobetterourstudies?

Period3Let’sstudy!
(Grammar:ReviewtheAttributiveClause)
Goals
●LearntodefinewordsinEnglishwiththeattributiveclause.
●Learnmoreabouttheattributiveclause.
Procedures
Leadingin:Readinganddiscovering.
Readthepassagesandunderlinealltheattributiveclauses.
Task1:Reviewingtheattributiveclause.
学习定语从句的几个问题
1、掌握以上关系代词、关系副词的含义及使用时，要特别注意以下几点：
1)指物时宜用that的情况：
a.当先行词为all,much,little,few,none,something,anything,everything,nothing等不定代词时。Allthatcanbedonehasbeendone.
b.当先行词既指人又指物时。
Hespokeofthemenandthething(that)hehadseenabroad.
c.当先行词被序数词或形容词的最高级修饰时。
ThisisoneofthebestfilmsthatIhaveeverseen.
d.当先行词被thevery,theonly,thelast,any,every等修饰时。
ThisisoneoftheverybookthatIamlookingfor.
e.当先行词是疑问词who,what,which时。
Whothathassuchahomedoesn’tloveit?
f.关系代词在从句中作表语。
Maryisnolongerthegirlthatsheusedtobe.
2)关系代词as和which都能引导非限定性定语从句代表整个句子的内容，as
引导的从句可位于句首或句末，which引导的定语从句则不能位于句首。
Whichyouknow,heisagoodman.(×)
Asyouknow,heisagoodman.(√)
3)关系副词when,where,why其含义相当于onwhich,inwhichforwhich等，可以互换：
Thedaywhen/onwhichImethimfirstwasMay1st.
Idon’tknowthereasonwhy/forwhichhedidn’tcome.
47)whose指物时，可以与ofwhich等结构互换，但应注意与冠词的位置关系：
Thisisthebookthecoverofwhich/ofwhichthecover/whosecoverisblue.
5)有时可用代替关系副词。在口语中常省略。
Thisisthereason(why/forwhich/that)hecamelate.
6)先行词是专有名词、整个句子或世界上独一无二的物质名词时，一般用非限定性定语从句修饰。Thesun,whichgivesuslightandheat,isverybig.
7)在先行词和定语从句之间有无逗号有时会引起名义的变化：
Hesaidnothingthatmadeherangry.他没说使她生气的话。
Hesaidnothing,whichmadeherangry.他一言不发，这使她很生气。
2、定语从句与强调结构
Itistheplacewheretheylivedbefore.
Itisintheplacethattheylivedbefore.
第一个句子为定语从句，where指代theplace，在定语从句中作状语，第二个句子为强调结构，强调intheplace,that没有意义，把放回后面句子，句子意思完整。
Whereisitthathefoundthelostwatch?(强调句型，强调疑问副词where.)
Whereisthewatchhefoundyesterday?(定语从句，that指代thewatch.)
3、定语从句中的先行词
Isthisbooktheonethatyouboughtyesterday?
Isthisthebookthatyouboughtyesterday?
第一个句子中，thisbook是主句的主语，theone是先行词。在第二个句子中this是主句的主语，thebook是先行词。一定要避免出现：Isthisbookthatyouboughtyesterday?
4、定语从句与同位语从句
定语从句相当于形容词，它对先行词起修饰、描述或限制作用，而同位语从句则相当于名词，对其前面的词给予说明或作进一步解释，即说明该词所表示的具体内容。例如：
Thenewsthatweheardisnottrue.(定语从句)
Thenewsthathewontheprizeisnottrue.（同位语从句）
另:在“havenoidea＋从句”结构中，其从句都作idea的同位语。例如：
Ihavenoideawhenshewillbeback.
Task2:Fillinginandrewriting.
Nowitistimeforyoutodothegrammarexercises1and2onpage61.
Closingupbyworkingoutawordpuzzle.
Torelaxed,turntopage62,andworkoutthewordpuzzleasquickaspossible.Thewinnerwillwinalittlegift.

Period4Let’sreadandwrite!
(ALLINTHEMIND:SCIENTIFICMETAPHORS)
Goals
●Improvethestudents’abilitiesofreadingcomprehension.
●Learnaboutthepositiveandnegativeof“scientificmetaphors”.
●Enablethestudentstowritebriefessays.
Procedures
Leadingin:bylifeexperiences.
Goodmorning,class!Livinginaninformationage,weareenjoyingvariousinventionsofmoderntechnology.Wemakeusesofcomputers,mobilephones,TVsets,andsoon.Nowtellmewhatusesyoumakeofallthosemoderndevices.
Task1:Readingforthemainideaofeachparagraph.
Tolearnmoreaboutmoderntechnologies,turntopage63andfirstreadforthemainideaofeachparagraph.
Task2:Discussingthelanguagepoints.
Anyproblemwiththearticle.Nowinpairstrytofindsomequestionsaboutallthepointsdifficulttoyou.Youmayaskmeforhelpifnecessary.
Task3:Listeningandreadingaloud.
Tounderstandbetterwhat’stalkedaboutinthearticle,listentothetaperecordandreadaloudthetextatthesametime.
Closingupbywritingabriefessay.
Allright,nowlistentomyquestions:
Whatwillcomputerslooklikeinthefuture?
Howwillweusecomputers?
Howwouldyoudescribeacomputertosomeonelivinginthe19thcentury?
Whatwouldyoucompareacomputerto?
WordsandExpressions
liveinaninformationage,do…withcomputer,sendmails,besimilarto…,keepinformationinone’smemory,developtechnologyatahighpace,metaphor,storage,paste,glue,bedifferentfrom…,inthebestway,afterall,nowthat,inthefuture,thinkabout…
Homework
Readingmaterial
以“鱼”喻人
　Ⅰshark：(本义)鲨鱼；(喻义)贪诈的人。如：aloanshark(高利贷主)，thebigsharks(垄断资本家)。
Ⅱeel：(本义)鳗鱼；(喻义)滑头的人。如：
He’sfarfromstraightforwardtodealwith——aslipperyeel.
他这个人与人打交道很不直爽———滑头精。
Ⅲfish：(本义)鱼；(喻义)人。如：Thatolduncleofyoursisaqueerfish.你那位老伯伯，可真是个古怪的人。acoldfish冷冰冰的人apoorfish可怜虫
“植物”喻人
Ⅰ.He　was　the　No.1　seed　in　the　table-tennis　championship.
他是这届乒乓球锦标赛头号种子选手。(种子——种子选手)
Ⅱ.A　man　of　learning　is　supposed　to　be　some　pumpkins.
学问高深的人常被认为是重要人物。(南瓜——很重要的人物，通常用复数形式并与some连用)
Ⅲ.He　is　a　real　daisy.他是个顶呱呱的人物。(雏菊——第一流的人物)
Ⅳ.The　country　lost　the　flower　of　its　youth　in　the　war.
那个国家在战争中失去了许多优秀青年。(花——精华)
Ⅴ.I’llleave　you　two　young　people　alone；I’m　sure　you　don’t　want　me　to　play　gooseberry.
你们两个年轻人单独在一起吧，我敢肯定你们不希望我夹在你们中间。(醋栗———[作]陪妇，这短语源自青年男女相聚时须有老妇陪伴的古老习俗译成“当电灯泡”也是很形象的表达。)

Unit18Inventions教案

Unit18Inventions教案
I．单元教学目标
技能目标SkillGoals
Talkaboutinventions
Practicedescribinginventions
ReviewtheAttributiveClause
Writeaprocessessay
II.目标语言
功能句式
Waysofdescribinginventions
Thisinventioncanhelppeople…
Thisisanewwayof…
Thisnewinventionwillmakeitpossibleforpeopleto…
Ithink…ismuchmoreusefulthan…
Itcanmake/helppeople…
I’dliketoinvent…becauseitcan…
I’dliketoinvent…whichcan…
Ifpeoplecancreate…
Isuppose…
Itmustbeveryconvenientifpeoplecouldinvent…
IdreamedIcouldinvent…
Waysofaskingquestionsaboutnewinventions
Whatdoesitlooklike?
Howdoesitwork?
What’sitmadeof?
Howwouldpeopleuseit?
Isthereanythingyouwouldliketoinvent?
词汇
1.四会词汇
vest,heel,patent,officer,petrol,background,reject,possibility,otherwise,connection,previous,aware,trial,rider,dusty,pilot,storage,glue,typewriter
2.认读词汇
edible,flavour,laptop,inflatable,creative,rephrase,partial,perception,visible,Mozart,relativity,SamuelMorse,desktop,palmtop,MonaLisa,CharlesChaplin,JohnDenver,IsaacNewton,AbrahamLincoln,Eve,HelenKeller,metaphor,paste,electronics,Eniac
3.词组
allowfor,getstuck,breakawayfrom,beawareof,trialanderror,afterall,keeptrackof
4.重点词汇
vest,office,background,reject,possibility,otherwise,aware,allowfor,getstuck,breakawayfrom,beawareof,afterall,keeptrackof
语法
ReviewtheAttributiveClause
1.acarthat/whichuseswaterinsteadofpetrol
2.thinkerswhohavechangedtheworld
3.achipthat/whichmakesitpossibleforustoseethefuture
4.asmartpenthat/whichautomaticallytranslateswhatwewriteintoaforeignlanguage
重点句子
1.Thesechopsticksarebothdeliciousandenvironmentallyfriendly.P57
2.Creativityisnotaboutgettinghightestscores,havingahighIQorbeingsmart.P59
3.Ifwelookonlyforthecorrectanswerandrejectideasthatdonotprovideacompleteanswer,
wemaygetstusk..P59
4.Aswiththinkingoutsidethebox,theprocessincludesaseriesofdifferentattemptsandseveral
falsestarts.Eachnewwayoflookingatasituationimprovesourunderstandingandmakesit
easiertodiscovernewpossibilities.P59
The1stperiodSpeaking
Step1Warmingup
Givethestudentsintroductionsofthethreeinventionsfromthetextbook.
Step2Pre-speaking
Ofallthe4inventions,whichdoyouthinkwouldbeuseful,why?
Usethefollowingpatternstoguidethem:
Ithink…thisinventioncanhelppeople….
Ithink…ismuchmoreusefulthen…whichweusenow.
Somepossibleexpressions:
I’dliketoinventa….
Itcanhelppeople….
Itmustbeveryconvenientifpeoplecouldinvent….
IdreamedIcouldinvent….
Step3Speaking
Letthestudentsreadthepassageandmakethemunderstandwhattheyshoulddo.Toexplainhowtheinventionworksandwhyitisuseful.
Ask5groupstoacttheirdialogueoutinfrontofclass.
Step4Summary
Waysofdescribinginventions:
Thisinventioncanhelppeople…
Thisisanewwayof…
Thisnewinventionwillmakeitpossibleforpeopleto…
Ithink…ismuchmoreusefulthan…
Icanhelp/makepeople…
I’dliketoinvent…becauseitcan,,,,
I’dliketoinvent…whichcan….
Ifpeoplecancreate…Isuppose…
Itmustbeveryconvenientifpeoplecouldinvent…
IdreamedIcouldinvent…
Waysofaskingquestionsaboutnewinventions:
Whatdoesitlooklike?
Howdoesitwork?
What’sitmadeof?
Howwouldpeopleuseit?
Isthereanythingyouwouldliketoinvent?
Step4Homework
1.Talkingatp131
2.Writeashortpassagewiththetitle“Myidealnewinvention”.
The2ndPeriodListening
Step1Revision
Checkthehomework,askingthestudentstocometothefronttoreadouthisorheressayoutindividually.
Step2Listening
Dialogue12onp58
Studentsareaskedtoreadfastthequestionsandthenlistentothetapetwicetoanswerthequestions.
Step3Discussion:
Thinkofsomeexamplesofnewinventionsthatpeoplewereafraidoforcan’tacceptatfirst.
Step4Homework.
Listening(wbP130)
Previewthereading.
The3rdPeriodReading
Step1Revision
Checkthehomeworkandthenaskiftheyhavesomeideasofinventingsomeusefulthingstoimproveourlife.
Step2Pre-reading
Dotheexonp59
Step3while-reading
Mainideaofeachpara:
Para1.Bythinkingaboutthewaywethinkandpracticinggoodthinkingstrategies,wecanbecomemorecreative.
Para2.To“thinkoutsidethebox”istotrynewwaystosolveaproblem.
Para3.Goodsolutionsandnewideasareoftentheresultofachangeinperception.
Para4.Everynewthoughtorideahastobeconnectedtowhatwealreadyknow.
Para5.Goodideasaretheresultofalongprocessoftrialanderror.
Step4Languagefocuses:
Dealwithsomelanguagepointsifpossible:
Trial-try
Application-apply
Produce-production
Inspiration-inspire
Fail-failure
Deep-depth
Possible-possibility
Connect-connection
Awareness-aware
Step5Post-reading:
Listentothetapeandthenfinishthepost-readingExonp60.
Step4Homework
FindoutsomesentenceswiththeAttributiveClause.
Preparations:LanguageStudyonp61.
The4thPeriodGrammar
Step1Revision
Dictatesomephrasesandsentences:
Betiredof,breakawayfrom,allowfor,getstuck
Partialsolutions,andevenfailures,giveusmoreinformationandcluesthathelpusmoveforwardsabettersolution.
Bylookingataprobleminasmanyaspossible,creativethinkerscanfindsolutionsthatwouldotherwiseremaininvisible.
Step2Grammar
DosomeexercisesabouttheAttributiveClause:
Step3Practice:
FinishtheexercisesonP61,checkingtheanswersorally.
Step4Homework
Ex23onp133
Gooverthereadingonp133
The5thPeriodExtensivereading
Step1
Checkthehomework(Ex23onp133)
Step2ListeningandFastreading
Playthetapeandaskstudentstolistentothetapeandcompletethefollowingchart:
InventionPossibleuses
Invisiblepaint1.________;2.________
Step3Intensivereading
Readforthesecondtime,andthenanswerthequestions:
Thendealwithsomelanguagepointsifnecessary.
Step6Homework
Reviewwhatwe’velearnedinthisperiodandpreviewtheReadingandWritingonp62.
The6thPeriodWriting
Step1revision
Step2Pre-writing
AskthestudentstoreadthetextAllintheMind:ScientificMetaphors?Andthenfinishthechartonthebelow.
Step3Writing
TrytowriteanessayusingtheinformationgivenonP64.
Readsomesampleessaysandgivecommentsonthem.
Step4Homework
Tosummarizewhatwe’velearntinthisunit.
ReadtheStrategiesgivenonP64toseeifyoucanusethesetipstoimproveyourEnglish-learning.

人教版高二下Unit18Inventions教案

人教版高二下Unit18Inventions教案

Period1Let’slistenandspeak!
Goals
●Helpstudentsunderstandthecommonsenseaboutinventions.
●Dolisteningandmakesurestudentsunderstandit.
●Helpimprovethestudents’listeningandspeakingabilities.
Procedures
Leadinginbyguessing.
Today,wearegoingtolearnsomethingaboutinventionsthatwilldogoodtohumanbeingsorevensmoothawaydifficultiesbroughtbydisabilities.Herearesomeofthem.Pleaseguesswhattheyareorwhotheinventorsare.
1.amanwhomademorethan1,000inventionsinhislifeandinventedelectricbulbs
2.awomanwhodiscoveredawaytoalterandexpandtherangeofnaturalcottoncolorswithoutusingtintsordyes
3.acomputerthatfitscomfortablyonyournoseandweighslessthanapairofglasses
4.amanbornin1876whoinventedaneffectivegasmotorengineandbuiltthefirstpracticalfour-strokeinternalcombustionenginecalledthe“OttoCycleEngine”
5.ashoewhoseheelsmadeelectricitywitheverystepthewearertakes
Key:
1.ThomasAlvaEdison
2.SallyFox
3.Nose-topcomputer
4.NicolausOtto
5.Electricshoes
Tolearnmoreaboutinventionspleaseturntopage57orlookatthescreen.
Task1:Lookinganddiscussing.
Lookatpage57orthescreen.Therearefourpicturesandfourdescriptions.Readthedescriptionsindividuallyfirstandthenmatcheachpicturewiththecorrectdescription.
Picture1:Electricshoes
Picture2:Inflatablebicycle
Picture3:Ediblechopsticks
Picture4:Nose-topcomputer
Task2:Discussing.
Nowdiscussthefollowingquestionsinpairs:
1.Whichofthefour“invention”doyouthinkwouldbemoreuseful?Why?
2.Isthereanythingyouwouldliketoinvent?Ifso,whatandwhy?
Task3:Listeningandansweringquestions.
1.Nowwearegoingtolistentodialogue1onthetape,whichisaboutMr.Dean’snewinvention.Listencarefullyandtrytounderstandit.Thenyoushouldanswerthefollowingquestions:
1)WhataretheadvantagesofMr.Dean’snewinvention?
2)Howdoesitwork?
3)Whatcanitbeusedfor?
4)Whydoesthepatentofficernotwanttogivethemanapatent?
2.Listentothetapeofdialogue2,whichisaboutMr.Scoles’inventionandthenanswerthefollowingquestions:
1)WhathasMr.Scolesinvented?
2)Whydidthemaninventit?
3)Doyouthinkitworks?Howdoesitwork?
4)Whydoesthepatentofficernotwanttogivethemanapatent?
Task4:Speakingup.
Ingroupsoffouroneistoplaytheroleofaninventortoexplaintotheresthowhisinventionworks.Thepatentofficershouldlisten,askquestionsanddecidetogivewhichonethepatent.
Closingbywriting.
Toendtheperiod,let’strytowritealistofnewinventionswewouldliketomake.Let’sseewhoseideasarebothcreativeandpractical.

Period2Let’sread!
(WhatwillYouThinkofNext?…)
Goals:
●Improvethestudents’readingabilities.
●Learnaboutcreativityandthinkingstrategies.
Procedures
Learninginbydiscussing.
Lasttimeyouwereaskedtowritealistofyourpossibleinventions.Nowweshallseewhoseinventionsarebothcreativeandpractical.
T:What’syourinvention,Sa?
Sa:FlowerSpeakerAmplifiers.
T:Whatdoesitlooklike?
Sa:Itisthegadgetthatishiddeninavaseorapottedplant.
T:Howdoesitwork?
Sa:Itsendsmusicatjusttherightfrequencytovibrateupthestemsandthenbeconvertedintoaudiblesoundbytheentireplant.AdevicesuchasaCDplayerorradiocanbeconnectedtoit.Musicisalsogoodfortheplants,whichareinvigoratedbytheconstantmusicalsounds.
T:Quitecreative.NowaccordingtotheanswerfromSa,Ihavegotsomequestionsforallofyoutodiscussingroups.
Task1:Skimmingforthemainidea.
Weshalllearnmoreaboutcreativitytoday.Nowskimthereadingpassagetofindoutthemainideaofeachpart.
Task2:TrueorFalse.
1MostinventorshavehighIQs.
2Thethingsweknowcansometimesmakeitmoredifficultforustounderstand.
3It’simpossibletolearnhowtobecreative.
4Thebestwaytofindagoodsolutionistolookforonegoodanswer.
5Inventorstrytoavoidfailure.
6Themorewayswehaveoflookingataproblem,themorelikelyitisthatwecanfindasolution.
7Mostgoodideasaretheresultofalongprocessoftrialanderror.
Task3:Listeningandreadingaloud.
Next,wearegoingtolistenandreadaloud.Pauseatthecorrectplacesandfindoutthesentencesdifficulttoyouatthesametime.
UsefulExpressions
Useone’screativity,comeupwithanewidea,havemuchincommon,havedifferentbackgrounds,dowellinschool,gethightestscores,haveahighIQ,practicegoodthinkingstrategies,limitone’sthinking,thinkout,rephraseaproblem,allowforcreativesolutions,rejectwrongideas,getstuck,movetowardsabettersolution,breakawayfromoldthoughtpatterns,explorenewpossibilities,deepenone’sunderstanding,remainhidden,connectto,makeconnections.aprocessoftrialanderror,changetheworld
Task4:Questionsandanswers.
Firstworkinpairs,tryingtoanalyzethedifficultsentences,thenputyourquestionstome.Wewillfocusontheformsandstructuresofthepassages.
Task5:Fillintheblankswiththewordsinthetext.
Creativityisamatterof_____.Inordertobemorecreative,weshouldthinkabouthowwethinkand_______goodthinkingstrategies.
To“thinkoutsidethebox”isaconscious______tobreakawayfromoldthought______inorderto_______newpossibilities.Achangein________-----totakeanotherlookattheproblem----mayleadtogoodsolutionsandnewideas.
Greatthinkersare______of“makingconnections”andtryto______newandoldideasinasmany______waysaspossible.By_______andconnectingideasandobjectsinnewways,creativethinkersareabletothinkofnew_________andsolutions.
Goodideasareno_______.Theyaretheresultofalong_____oftrialand_____.Ifwewanttodevelopourcreativity,wecantryusingthesethinkingstrategiestofindnewwaysto_____ourlife.
Closingupbydiscussion
Toendthisperiod,let’shaveadiscussionofthefollowingquestions:
1.Howcanwebemorecreativeinthinking?
2.Howdopeoplecomeupwithnewideasfornewinventions?
3.Howcancreativethinkingbeusedtobetterourstudies?

Period3Let’sstudy!
(Grammar:ReviewtheAttributiveClause)
Goals
●LearntodefinewordsinEnglishwiththeattributiveclause.
●Learnmoreabouttheattributiveclause.
Procedures
Leadingin:Readinganddiscovering.
Readthepassagesandunderlinealltheattributiveclauses.
Task1:Reviewingtheattributiveclause.
学习定语从句的几个问题
1、掌握以上关系代词、关系副词的含义及使用时，要特别注意以下几点：
1)指物时宜用that的情况：
a.当先行词为all,much,little,few,none,something,anything,everything,nothing等不定代词时。Allthatcanbedonehasbeendone.
b.当先行词既指人又指物时。
Hespokeofthemenandthething(that)hehadseenabroad.
c.当先行词被序数词或形容词的最高级修饰时。
ThisisoneofthebestfilmsthatIhaveeverseen.
d.当先行词被thevery,theonly,thelast,any,every等修饰时。
ThisisoneoftheverybookthatIamlookingfor.
e.当先行词是疑问词who,what,which时。
Whothathassuchahomedoesn’tloveit?
f.关系代词在从句中作表语。
Maryisnolongerthegirlthatsheusedtobe.
2)关系代词as和which都能引导非限定性定语从句代表整个句子的内容，as
引导的从句可位于句首或句末，which引导的定语从句则不能位于句首。
Whichyouknow,heisagoodman.(×)
Asyouknow,heisagoodman.(√)
3)关系副词when,where,why其含义相当于onwhich,inwhichforwhich等，可以互换：
Thedaywhen/onwhichImethimfirstwasMay1st.
Idon’tknowthereasonwhy/forwhichhedidn’tcome.
47)whose指物时，可以与ofwhich等结构互换，但应注意与冠词的位置关系：
Thisisthebookthecoverofwhich/ofwhichthecover/whosecoverisblue.
5)有时可用代替关系副词。在口语中常省略。
Thisisthereason(why/forwhich/that)hecamelate.
6)先行词是专有名词、整个句子或世界上独一无二的物质名词时，一般用非限定性定语从句修饰。Thesun,whichgivesuslightandheat,isverybig.
7)在先行词和定语从句之间有无逗号有时会引起名义的变化：
Hesaidnothingthatmadeherangry.他没说使她生气的话。
Hesaidnothing,whichmadeherangry.他一言不发，这使她很生气。
2、定语从句与强调结构
Itistheplacewheretheylivedbefore.
Itisintheplacethattheylivedbefore.
第一个句子为定语从句，where指代theplace，在定语从句中作状语，第二个句子为强调结构，强调intheplace,that没有意义，把放回后面句子，句子意思完整。
Whereisitthathefoundthelostwatch?(强调句型，强调疑问副词where.)
Whereisthewatchhefoundyesterday?(定语从句，that指代thewatch.)
3、定语从句中的先行词
Isthisbooktheonethatyouboughtyesterday?
Isthisthebookthatyouboughtyesterday?
第一个句子中，thisbook是主句的主语，theone是先行词。在第二个句子中this是主句的主语，thebook是先行词。一定要避免出现：Isthisbookthatyouboughtyesterday?
4、定语从句与同位语从句
定语从句相当于形容词，它对先行词起修饰、描述或限制作用，而同位语从句则相当于名词，对其前面的词给予说明或作进一步解释，即说明该词所表示的具体内容。例如：
Thenewsthatweheardisnottrue.(定语从句)
Thenewsthathewontheprizeisnottrue.（同位语从句）
另:在“havenoidea＋从句”结构中，其从句都作idea的同位语。例如：
Ihavenoideawhenshewillbeback.
Task2:Fillinginandrewriting.
Nowitistimeforyoutodothegrammarexercises1and2onpage61.
Closingupbyworkingoutawordpuzzle.
Torelaxed,turntopage62,andworkoutthewordpuzzleasquickaspossible.Thewinnerwillwinalittlegift.

Period4Let’sreadandwrite!
(ALLINTHEMIND:SCIENTIFICMETAPHORS)
Goals
●Improvethestudents’abilitiesofreadingcomprehension.
●Learnaboutthepositiveandnegativeof“scientificmetaphors”.
●Enablethestudentstowritebriefessays.
Procedures
Leadingin:bylifeexperiences.
Goodmorning,class!Livinginaninformationage,weareenjoyingvariousinventionsofmoderntechnology.Wemakeusesofcomputers,mobilephones,TVsets,andsoon.Nowtellmewhatusesyoumakeofallthosemoderndevices.
Task1:Readingforthemainideaofeachparagraph.
Tolearnmoreaboutmoderntechnologies,turntopage63andfirstreadforthemainideaofeachparagraph.
Task2:Discussingthelanguagepoints.
Anyproblemwiththearticle.Nowinpairstrytofindsomequestionsaboutallthepointsdifficulttoyou.Youmayaskmeforhelpifnecessary.
Task3:Listeningandreadingaloud.
Tounderstandbetterwhat’stalkedaboutinthearticle,listentothetaperecordandreadaloudthetextatthesametime.
Closingupbywritingabriefessay.
Allright,nowlistentomyquestions:
Whatwillcomputerslooklikeinthefuture?
Howwillweusecomputers?
Howwouldyoudescribeacomputertosomeonelivinginthe19thcentury?
Whatwouldyoucompareacomputerto?
WordsandExpressions
liveinaninformationage,do…withcomputer,sendmails,besimilarto…,keepinformationinone’smemory,developtechnologyatahighpace,metaphor,storage,paste,glue,bedifferentfrom…,inthebestway,afterall,nowthat,inthefuture,thinkabout…
Homework
Readingmaterial
以“鱼”喻人
　Ⅰshark：(本义)鲨鱼；(喻义)贪诈的人。如：aloanshark(高利贷主)，thebigsharks(垄断资本家)。
Ⅱeel：(本义)鳗鱼；(喻义)滑头的人。如：
He’sfarfromstraightforwardtodealwith——aslipperyeel.
他这个人与人打交道很不直爽———滑头精。
Ⅲfish：(本义)鱼；(喻义)人。如：Thatolduncleofyoursisaqueerfish.你那位老伯伯，可真是个古怪的人。acoldfish冷冰冰的人apoorfish可怜虫
“植物”喻人
Ⅰ.He　was　the　No.1　seed　in　the　table-tennis　championship.
他是这届乒乓球锦标赛头号种子选手。(种子——种子选手)
Ⅱ.A　man　of　learning　is　supposed　to　be　some　pumpkins.
学问高深的人常被认为是重要人物。(南瓜——很重要的人物，通常用复数形式并与some连用)
Ⅲ.He　is　a　real　daisy.他是个顶呱呱的人物。(雏菊——第一流的人物)
Ⅳ.The　country　lost　the　flower　of　its　youth　in　the　war.
那个国家在战争中失去了许多优秀青年。(花——精华)
Ⅴ.I’llleave　you　two　young　people　alone；I’m　sure　you　don’t　want　me　to　play　gooseberry.
你们两个年轻人单独在一起吧，我敢肯定你们不希望我夹在你们中间。(醋栗———[作]陪妇，这短语源自青年男女相聚时须有老妇陪伴的古老习俗译成“当电灯泡”也是很形象的表达。)

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