教师用书配套课件
Unit 1 A land of diversity
一个多元化的国家Learning about Language
世皿语法精讲透析一且
名词性从句作主语、宾语和表语
1现塞琛宠®
观察下列句子，并说出黑体部分在句111的作用。
1.It is likely that Native Americans were living in California at least fifteen thousand years ago,（主语从句）
2,Two centuries later, the Spanish had settled in most parts of South America and along the northwest coast of what we now call the United States.（宾语从句）
3.That is why today over 40% of Californians speak Spanish as a first or second language.（表语从句）
4.It is believed that before long the mix of nationalities will be so great that there will be no distinct major racial or cultural groups,（主语从句）
I语法精点@
一、名词性从句的定义、分类及连接词
1.定义
在句子屮起名诃作用的句子叫名诃性从句(Noun Clauses)。
2.分类
名诃性从句的功能相当于名词(词组),它在复合句中能作主语、宾语、表语、同位语等，因此根据它在句中不同的语法功能，名词性从句又可分为主语从句、宾语从句、表语从句和同位语从句。
3.连接词;
引导名词性从句的连接词可分为三类:连词：that, whether, if；连接代词：what, whatever, who, whoever. whom, whose, which,
whichever 等；连接畐U 词：when, where, how. why 等。
二、主语从句
1.主语从句的连接词：
(1)that和whether/if：连词that在主语从句中不充当成分,但不能省略;whether引导的主语从句可位于复合句的句首，而if引导主语从句时一般不能位于句首，常用it 作形式主语。
*That he had met a kind librarian in the city library gave us no surprise.
他在市图书馆里遇上一位仁慈的图书管理员并未使我们吃惊。（that表示一种肯定、明确的概念）
*Whether she will come or not is still a question.
她是否会来仍是个问题。（whether表示一种不肯定、不明确的概念）
(2)连接代词(who, whose, whom, what, which，
whichever,whoeverwhomever,whatever 等)0连接代词可在从句屮作主语、宾语、表语或定语。
*What role he will play in the film hasn4 been known ・
在这部电影巾他将扮演什么角色还不知道。(what S 导的从旬强调事情)
*Whoever gets the job will have a lot of things to do.
任何得到这份工作的人都将有很多事情要做。(whoever引导的从句强调粽... 的人”)
(3)连接副词(when, where, how, why等)。连接副词通常在
从句小作状语。
*How the prisoner escaped remains a mystery.
囚犯是怎样逃脱的仍是个谜。(从句用陈述句语序)
*Why John was late for the class has been unexplained.
约翰上课迟到的理山述没冇说明。(why引导主语从句并在从句中作状语)
2.主语从旬与形式主语ii：
you missed the film.
你错过了那部电影真是遗憾。（that引导主语从句）
*It is very important that a student （should） learn English well.
学生学好英语很重要。
*It is suggested that the meeting be put off.
有人建议会议延期召开。（主语从句谓语动词用虚拟语气）
* It seems that it is going to raii^ 看起来好像要下雨。
三、宾语从句
1.宾语从句的连接词：
宾语从句的连接词有:that, if/whether （是否），连接代词（who, whom, what, whoever, whatever, whichever 等）和连接副
词（when 9 where 9 why 9 ho w 等）。
*He told me that he would go to college the next year
他告诉我他明年会上大学。（lhal可省略）
* 1 can、understand why wild rocks and high mountains have become popular for a holiday・
我不明白为何高山峻岭开始成为人们喜欢的假日去处。（why引导宾语从句°从句用陈述句语序）
2.动词和介词后的宾语从句：
(1)大多数及物动词后都可以跟宾语从句，需要注意的是：
©demand,order.suggest»advise, insist, request 等表要求、命
令、建议的动词示的宾语从句的谓语常用“(should) 动词原形”;
②若主句谓语是find, feel, consider,make, think 等,常用il 作形式宾语,而将宾语从句置于宾语补足语后；
③有些动词接从句作宾语时要用it作形式宾语，这类动词主要有hate,like,appreciate 等。
* The commander ordered that troops (should) set off at once.
司令员命令部队马上出发。(order后接宾语从句，从句谓语动词用“should+动词原形”)
*We think it important that every citizen should have good manners.
我们认为每个市民有礼貌是重要的。5为形式宾语, thal 从句为宾语从旬）
*I hate it when they talk with their mouths full of food.我讨厌他们满嘴食物时说话。（it为形式宾语）
⑵介词后的宾语从句:一般情况下，介词后常接wh- 类连接词引导的宾语从句。而except,but等少数介词后也可接引
导的宾语从句。
*She always thinks of how she can do a better job.
她总是在想怎样能把工作做得更好。（how引导宾语从句）
*The paper was perfect except that there were some misprints.
除了一些印刷错误之外，这篇论文很好。（that不能省略）
3.宾语从句的注意事项：
（1）宾语从句的时态和语序。宾语从句一律要用陈述语序。若主句是祈使句或主旬用现在时、将来时，从旬可根据实际需要逸用合适的时态;若主句是过去时，从句一般用过去的某种时态;若从句表达的是客观事实、真理、自然现象等，从句通背用一般现在时。
*The teacher told us that Tom had left for America.
老师告诉我们汤姆去美国了。（从句谓语动作发生在主旬谓语动作之前）
*The teacher told the children that Taiwan belongs to China.
老师告诉孩子们台湾属于屮国。（从句为客观事实）
（2）宾语从句的否定转移:think, believe, suppose, imagine等动词后的宾语从句中的否定词要转移到主句r|1, 即主句的谓语动词用否定式,而从句的谓语动词用肯定式。
* 1 don't think we need to waste much time on it.
我想我们不必在这上面花太多时间。（形式上否定主句，实际上还是否定从旬）
◎）宾语从句中不能省略that的情况°
动词后有两个或两个以上的宾语从句时，紧跟动词后的宾语从句可以省去山扎其余的宾语从句前的lhat—般不能省去。
*I believe (that) you have done your best and that things will improve.
我相信你已经尽力了，一切都会好起来的。(第二个that不能省)
四、表语从句
1.表语从句的连接词：
引导表语从句的连接词有:连接代词(what, who, whom, whose,which 等)，连接嗣词(when, where,how,why 等)以及that, whether.as if/though. because o
*The problem is who we can get lo replace her.
问题是我们能找到谁去替换她。（从句用陈述句语序）
*The trouble is that I have lost his address.
麻烦是我把他的地址丢了。（lhal无词义，不作成分）
*It sounds as if someone is knocking at the door.
听起来好像有人在敲门。（“h sounds as if”可看作固定句式）
2.使用虚拟语气的表语从句：
在表示建议、劝告、命令含义的名词后的表语从句小, 谓语动词需用“should+动词原形”,should可省略。常见的W: advice, suggestion, order, proposal 等。
* His suggestion is that we (should) make full use of our spare time.
选修8 黎巨森、蒋茹、罗培芳、罗丽霞 Unit 1 A land of diversity Period 1 Reading Teaching goals Enable the students to talk about things about the USA. Help the students learn the huge diversity of races and cultures in America, especially in California. Teaching important and difficult points Learn the huge diversity of races and cultures in California. Teaching methods Fast and careful reading; asking and answering activity; individual, pair or group work. Teaching aids A map, a blackboard and a computer Teaching procedures Step 1 Warming up. Ask the students to describe what they learn about the USA. Ask the students to tell things about California including its location, size, population, economy, history etc. What do you learn about California Show the students some pictures and encourage students not only to say what each picture is about but how each one relates to California. Step 3 Fast reading Read through the passage and get the main idea. Reading comprehension. Ask the students the following questions: When you look at the title, what so you think of 2) Why is the USA called a melting pot Step 4 Detail reading Beside each cultural group , write the period in which they first came to California in large numbers. Step 5 After reading Why is California in the 21st century such a multicultural community (Using 3 or 4 sentences to explain. ) Step 6 Homework Finish “Learning about language〞on page 4. Period 2 Extensive Reading
Unit 1 A land of diversity课时作业 Learning about language Ⅰ.阅读理解 Gregory Kloehn digs through dustbins every day, but not for the reason that most people would think. He isn't homeless. In fact he is trying to help the homeless. Gregory began his life as a sculptor. But he often felt that his sculpture, which just stood in rich people's houses for years, lacked a meaningful purpose. So in 2011 he decided to put his artistic energies into creating homes to sell — not ordinary homes but small structures built entirely from recycled materials. The thought of creating homes for the homeless didn't occur to him until the year 2013, when a homeless couple asked him for a tarp (防水布). Instead of a tarp, Gregory offered them something better: a small home with a water tank, a kitchen and a trap for waste. They were so grateful that Gregory decided to focus his efforts on helping house the homeless population in his city. And soon his “Homeless Homes Project” was started. Before starting a new home, Gregory, goes hunting for materials by digging through dustbins. Everything he finds is usable —refrigerator doors become house doors; washing machine doors often serve as windows, and the tops of cars become strong roofs. He puts wheels at the bottom for users to move their homes around easily. Each home takes two to three days to make. So far Gregory has donated dozens of homes to the city's most needy. While his small low-cost mobile homes are not the final solution to the problem of homelessness, they are really practical and do provide a warm and safe place for the homeless to stay in. They are simply a way for one man to do something nice for those in need of some help. Gregory has written a book titled Homeless Architecture, where he explains techniques to build those homes and he is now working on weekend workshops. “A lot of people who hear about what I'm doing want to get involved，” he said. “Maybe we can meet someplace and put a couple of homes together.” 语篇解读：本文讲述了格雷戈里从雕塑工作转向为社会做更有意义的事情的故事，他利用可回收废弃物为无家可归者制造房子，他的举动感染了很多人，他们也想参与到这项公益活动中，使它日益壮大。 1．Why did Gregory turn from making sculptures to creating homes? A．He had no home to live in. B．He had to make more money. C．He lost interest in sculpture.
Unit1 Learning about Language 长难句型精析 1. sb. be doing…when…某人正在做……. 就在这时… sb. had just done sth. when…某人刚做完某事，这时突然…… sb. was about to do sth. when…某人正要做某事，这时突然…… sb. was on the point of doing sth. when…某人正要做某事，这时突然…… 教材原文 One day he was looking in a second-hand furniture shop when he saw an amazing object among the many different vases and jewels. 一天，他正在逛一家二手家具店，就在这时他在众多不同的花瓶和珠宝首饰中看到了一个令人惊奇的东西。 本句是“sb. be doing. when. . …”结构，when在句中为并列连词。 经典例句 ①He was sleeping when there was a knock at the door. 他正在睡觉，这时突然有人敲门。 ②I was studying when suddenly my phone rang. 我正在学习，这时我的电话突然响了。 ③The woman was about to open the door when she heard a strange sound from inside. 这位女士正要开门，这时她听到从里面传来一个奇怪的声音。 ④She had just finished the dinner when her father came in. 她刚吃完饭，她的父亲就进来了。
非限制性定语从句综合训练导学案 非限制性定语从句引导词 指物'事:常位于句或，用与句子其他内容隔开。 II.意义This year's Noble Prize for Physiology or Medicine has been awarded to TuYouyou , whose research led to the discovery of artimisinin, a crucial new treatment for malaria. 必要补充说明，表明Tu Youyou was awarded the Nobel Prize, which is considered one of the highest international honours a person can receive.必要补充说明，做出 1.Tu Youyou went to Hainan, where malarial was more common, to study malaria patients. 必要补充说明，说明Later, the medicine was tested on malaria patients, most of whom recovered. 必要补充说明，表明in.使用 句型转换We were very impressed by the old man.He was not willing to acknowledge defeat. We were very impressed by the old man,was not willing to acknowledge defeat. 1.Afterwards, Einstein had to flee Germany. Hitler was in power there. Afterwards,EinsteinhadtofleeGermany,. 2.There is nothing we can do to help Linda.Her circumstances are beyond our control. There is nothing we can do to help Linda,circumstances are beyond our control. 3.The teacher asked us to listen to a speech by his favourite novelist,J.k.Rowling. It inspired us a lot. The teacher asked us to listen to a speech by his favourite novelist J.k.Rowling, inspired us a lot. 4.The newly-built cafe, whose walls are painted light green,is really a peaceful place for us,especially after hard work. The newly-built cafe,are painted lightgreen,is really a peaceful place for us,especially after hard work. 5.Many lessons are now available online, where students can choose for free. Many lessons are now available online,students can choose for free. 6.Dr. Rowan, whose secretary resigned two weeks ago, has had to do all his own typing. Dr. Rowan, secretary resigned two weeks ago, has had to do all his own typing. 7.We have entered into an age when dreams have the best chance of coming true. We have entered into an age dreams have the best chance of coming true. 8.Self-driving is an area where China and the rest of the world are on the same starting line. Self-driving is an area China and the rest of the world are on thesame starting line. 9.In 1963 the UN set up the World Food Programme, and one of its purposes is to
Unit 3 Food and Culture Learning About Language Period 1教学设计 教材分析 本板块旨在巩固Reading and Thinking语篇中的重点词汇，帮助学生进一步拓展本单元话题词汇，丰富主题知识。通过例句和例题丰富生词的使用语境和常用搭配引导学生在语境中理解和巩固这些词汇的含义和用法。练习活动中的句子与本单元的主题内容密切相关，学生在积累主题词汇的同时能进一步拓展饮食文化。 教学目标 在本课学习结束时，学生能够： 1. 准确理解相关词汇的含义； 2.掌握生词的同义表达、使用语境和相关搭配； 3. 使用思维导图对本单元主题的词汇进行分类梳理。 教学重难点 【教学重点】 1. 准确理解生词的含义。 2. 正确理解和掌握文本中一些与食物有关的习语。 3. 掌握与单元主题相关的词块。 【教学难点】 能准确掌握几个重点词汇的含义和相关搭配，并能在正确的语境中使用相关词汇和词块。教学过程 Step 1 Review How is the passage developed? 设计意图：回顾上节课学习内容，为练习做好铺垫。 Step 2 Practice 1. Find words from the reading passage which have similar meaning to the words in italics. 设计意图：引导学生关注单词和短语的使用语境并掌握它们的同义表达。 2.Learn more about foods around the world by matching the first and second halves of the following sentences. 设计意图：学生理解句子含义进行匹配的同时，能够进一步拓展世界各国的饮食文化知识。 3.Familiarise yourself with some food idioms by matching the meaning on the right with the coloured words on the left. 设计意图：要求学生根据语境推断一些与食物有关的习语的含义，并与其英文释义匹配。Step 3 Summary
Unit 4 Journey across a vast land Learning About Language Period 1 教学设计 教材分析 本板块旨在巩固Reading and Thinking语篇中的重点词汇，帮助学生巩固单词用法并拓展单词搭配。本板块通过三个活动，以不同的形式让学生将本单元所学的重点词汇进行归纳和记忆，通过例句和例题丰富生词的使用语境和常用搭配引导学生在语境中理解和巩固这些词汇的含义和用法，使学生可以使用所学词汇描述自己的旅行经历。 教学目标 在本课学习结束时，学生能够： 1. 能够归纳记忆本单元几个重点动词和介词搭配的词组； 2. 能使用恰当的词块将句子及语篇补充完整； 3. 掌握词汇在高考中的考点，巩固所学词汇。 教学重难点 【教学重点】 1. 正确理解和掌握文本中的新词汇； 2. 掌握几个动词和介词搭配的词组； 3. 在语境中合理运用词汇。 【教学难点】 能准确掌握几个动词和介词搭配的词组意义及用法，并能在正确的语境中使用相关词汇和词块。 教学过程 Step 1 Language point Learn to analyze and remember the new words and phrases. advertisement anticipate awesome bound breathe contrary enroll freeze literally
massive owe proceed scenery 设计意图：引导学生关注，理解并记忆本单元的重点单词的拼写及用法。 Step 2 Practice 1. Complete the sentences using suitable nouns in their correct forms and circle the words which collocate with them. 2. Complete Samuel’s story with the correct phrases. 3. Suppose you were talking to your friend Jane. Choose the suitable adjectives to comment on the situations. 设计意图：从词到句，再到语篇，让学生反复进行本单元几个重点单词及短语的训练，从而达到熟练掌握及灵活运用的目的。 Step 3 Summary. Word solitaire. Students say the word and its collocation one by one to summarize what we have learned in this class. 设计意图：通过词语接龙的模式，让学生们快速说出本节课所学词汇和相关搭配，进一步巩固所学知识并做总结。 Step 4 Assignment. 1.Finish the exercise 1, 2 and 3 on P82 in your workbook. 2.Make up a short story with 4-5 words we have learned in this class. 设计意图：兼顾学生水平，设计常规作业和开放作业。通过运用所学词汇编撰故事，增强学生的词汇运用能力。
UNIT 1 SCIENCE AND SCIENTISTS 1.2 Learning About Language 1. One of the biggest culture differences I noticed in London was ______ the people of London conducted themselves.. A. that B. how C. what D. why 2. The reason why you get into a panic is ________ you haven't been well prepared for what's going to happen. A. that B. what C. why D. because 3. What I want to know is ________ I can do to help you with your English. A. that B. which C. whether D. what 4. You think it’s helpful to put children in a si tuation ________ they can see themselves differently, and this is ________ I agree. A. where; what B. which; what C. which; where D. where; where 5. ________ some teenagers don’t realize is ________ difficult life can be after they get addicted to drugs. A. That; how B. Which; what a C. What; what D. What; how 6. Yesterday is history, tomorrow is a mystery, only today is a gift, and that is ______ we call it present. A. how B. when C. why D. where 7. _______ many scientists believe is ______the continuous presence of water benefits the earth a lot. A. What, which B. Which, that C. When, that D. What,that
UNIT4 Learning About Language 词汇拓展以及课文短语积累 一、单词拓展 1.p lug(v)封堵；补足；推广 (n)插头/座 plug away (at...) 拼命地干(……);坚持努力做(……) plug in 接通(电源);把(插头)插进(插座) plug up 堵住 plug...into... 把(计算机)联网 2.r egret doing sth 后悔做了某事regret to do sth 遗憾去做某事 既可以跟动词-ing形式作宾语，也可以跟todo作宾语的动词: mean to do sth打算做某事(主语只能是“人”) mean doing sth意味着做某事(主语
不能是“人”) forget to do sth 忘记做某事 forget doing sth 忘记曾经做过的事remember to do sth 记住将要做的事 remember doing sth 记得曾经做过的事 try to do sth 设法做某事;尽力做某事 trying doing sth 试着做某事;尝试做某事 stop to do sth停下正在做的事去做另一件事 stop doing sth停止正在做的事 go on to do sth做完某事后接着做另一件事 go on doing sth继续(不停地)做正在做的事 can't help to do sth不能帮助做某事can't help doing sth 不禁做某事
3.d isabled (adj) 有残疾的；丧失能力的 搭配: the disabled残疾人(作主语时，谓语动词用复数) 【词语积累】 (1)disable (vt).使残疾;使不能运转disable sb.使某人残疾 disable the alarm 破坏警报器 (2)disability (n).残疾,缺陷,障碍 a physical/mental disability 生理缺陷/心理障碍people with disabilities 残疾人(3)able (adj).能的,有能力的→unable (adj).不能的,无能力的 be able/unable to do sth.能够做某事/不能做某事 (4)enable (vt).使能够 enable sb.to do sth.使某人能够做某事
Unit1 语法 不定式（to do）做表语的用法 一、形式 1.to do 将来时主动式 2.to be done 将来时被动式 3.to be doing 进行时主动式 4.to be being done 进行时被动式 5.to have done 完成时主动式 6.to have been done 完成时被动式 二、不定式做表语 主语+系动词+表语（to do)（表状态） 1.主语常常是表示意向、打算、目的、希望或其具体内 容等词汇，如：aim,goal,purpose,ambition,intention(意 图),task(任务),plan,dream,decision,duty(责 任),hope,wish,idea,way,job等。 2.用于be动词以及系动词之后。 系动词包括： 五感：look,sound,feel,taste,smell; 五变：become,get,turn,go,grow; 三保持：keep,stay,remain; 一是：be(am,is,are); 一像：seem; 永不忘！！！ 3.表示想法、约定、义务、命令、可能性等。eg:We are to travel in two days. 4.what引导的主语从句（to do表目的）。 eg:What he wanted to do before going to school was to finish his homework. 5.疑问词（what,how,why,where等）+to do. eg:The question is how to carry out the plan.
Unit 1 Science and Scientists Period 2 Learning about Language 教学设计 In the aspect of learning strategies, this teaching design focuses on cultivating students' ability to use word formation to induce and memorize vocabulary, and the ability to use lexical chunks to express meaning. Besides, it made some exercise to teach students to match the verbs with the proper prepostions and then instruct them to use the appropriate chunks to complete the sentence in the context appopriately. Other exercise is aimed to guide students to use unit topic words and the sentence patterns in a richer context. 1. Guiding the Ss to use unit topic words and the sentence patterns in a richer context. 2. Cultivating students' ability to use word formation to induce and memorize vocabulary, and the ability to use lexical chunks to express meaning. 1.Instruct students to know more about suffix and prefix. 2.Enable students to use the language points in the real situation or specific contexts flexibly and appropriately. Step1: The teacher instructs the students to build up their vocabulary by reviewing some word-building methods such as prefix and suffix. re:________________________ -ory : ________________________ dis: ________________________ -ion : ________________________ micro: ________________________ -ial: ________________________ trans: ________________________ -ology: ________________________ mis: ________________________ -al: ________________________ un: ________________________ -or: ________________________ multi: ________________________ -ist: ________________________ keys: re: retell recycle -ory : theory contradictory
十分钟同步课堂专练 UNIT 1 SCIENCE AND SCIENTISTS Section B Learning About Language 基础练 Ⅰ.完成句子 1.简再也不是十年前的那个样子了。 Jane is no longer ten years ago. 2.我获悉了你对英语校报的改革方案，那就是为什么我写信发表我自己观点的原因。 I read about your reform of the school English newspaper，and that's . 3.问题是他们是否能帮我们。 The question is . 4.那是因为他没有理解我。 That was . 5.事实就是我们队已经赢得了比赛。 The fact is . 答案：1. what she was 2.why I'm writing to voice my opinion 3.whether they will be able to help us . 4.because he didn't understand me 5.that our team has won the game II.单项选择 1. —He was born here. —That is _______ he likes the place so much. A. that B. what C. why D. how 2. —I fell sick! —I think it is _______ you are doing too much. A. why B. when C. what D. because 3. The reason is_________ I missed the bus. A. that B. when C. why D. what 4. —He was born here. —That is _______ he likes the place so much. A. that B. what C. why D. how 5. The reason is_________ I missed the bus.
Section B Learning about Language 课后篇素养升华 基础训练 Ⅰ.单句语法填空 1.In (conclude),parents have to change some of their belief about how children should be raised. 2.The key to success as a romantic (novel) is absolute belief in your story. 3.First of all,volunteering can help us to learn more about society and gain (value) experience. 4.She doesn’t want to make a big emotional (commit) to Steve at the moment. 5.Over many years (flow) water wore deep grooves into the rock. 6.She (apparent) took pains to convince him that she had adopted the right system. 7.Viewing childhood development as a (science) investigation throws light on how children learn. 8.The scientist referred to the (discover) as the most exciting new development in this field.
课时分层作业(七) [语言知识练习固基础] 单句语法填空 1．We must value the time at class.Every second counts(count)． 2．The president's visit established a link between the two countries. 3．We should treat the treasures that our ancestors(ancestor) left us carefully. 4．There is no doubt that what matters(matter) is not the speed, but the quality of the product. 5．John, as well as his parents, has(have) been to Sanya during their holidays. 6．The problem should be solved instantly(instant)． 7．A girl lay on the ground，her face barely recognisable (recognise)． 8．The problem he raised yesterday is under debate. 9．The way out lies in education. 10．The blind can not tell light from darkness. [高考题型练习提能力] Ⅰ.阅读理解 Much has been written about the differences between British English and American English.French French and Quebec French have a similar relationship.However，nothing quite matches Australian English for its lively colorful phrases.Some words and expressions are quite naturally taken from British slang.Some words have completely more different meanings in Australia than in Anglophone countries north of the Equator.A number of commonly-used words have been shortened considerably.Other words are indigenous (本土的) to Australia and derived from Aboriginal terms，such as “boomerang”and “kangaroo”．In general，however，the wonderful slang of Australian English is primarily because Australians take English as a game to be played，and they love to have fun with it.Some of the words and expressions are readily understandable but others can be incredibly obscure in their meanings and derivations.
Unit 1 Festivals around the world Learning about Language：Important language points 整体设计 教材分析 This is the second teaching period of this unit. The teacher can first check students’ homework and offer chances for students to review what they learned during the first period. The emphasis of this period will be placed on the important new words, expressions and sentence patterns in the parts Warming up, Pre-reading, Reading and Comprehending. In order to make students understand these important points thoroughly, we can first get students to understand their meanings in the context, then give some explanations about them, and later offer some practice to make students master their usages. Some new words and expressions, such as trick, gain, award, admire, take place, look forward to, as though and so on are very useful and important. So are the sentence patterns “. . . people would starve if food was difficult to find. ” and “The country, covered with cherry tree flowers, looks as though it is covered with pink snow. ” We ought to pay more attention to them and design special exercises. At the end of the class, the teacher can make students do more exercises for consolidation. In doing so, they can learn, grasp and use these important language points well. 教学重点 1. Enable students to grasp the usages of such important new words and expressions as trick, gain, award, admire, take place, look forward to, as though, etc. 2. Get students to master the patterns “. . . people would starve if food was difficult to find. ” and “The country, covered with cherry tree flowers, looks as though it is covered with pink snow. ” 教学难点 1. Let students learn the usage of the expression “take place”. 2. Enable students to learn the adverbial clause introduced by as though. 3. Get students to understand some difficult and long sentences. 三维目标 知识目标