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必修第一册Unit 1 Teenage Life教学设计Period 4 Reading for WritingTeaching material: Write a letter of adviceTeaching objectives: In this lesson, the students will1. get familiar with and master the text structure of a letter of advice2. grasp the expressions to make suggestions3. write a letter of advice concerning teenager problems4. learn about the physical and mental problems teenagers face in study, extra-curricular activities and growth5. develop the ability to objectively and reasonably analyze teenager problems and figure out solutionsDifficult and focal point: Help the students master the common structure of a letter of advice and its language features; Write a coherent letter of adviceTeaching aids: PowerPoint, blackboardTeaching approaches: PWP Teaching MethodTeaching procedures:Step 1 Lead in1. If you were her, what would you do?2. Can you write a letter of advice to her to offer her your advice?3. How to write a letter of advice?Step 2 Pre-writingActivity 1 Read for detailsRead the letter of advice and answer the questions below.1)What is Worried Friend’s problem?2)What suggestions does Susan Luo give to Worried Friend?3)Besides suggestions, what else does Susan Luo say in her letter?Activity 2 Read for evaluation1)Do you think Susan Luo’s advice is useful? Why?2)What other kinds of advice would you give?Activity 3 Read for structure and language features1. Glance through page 18 and figure out how many parts is the letter made up of? What are they?5 parts: Date, Greeting, Body, Close and Signature.2. What is included in Body Part?Find and mark the parts of the letter that match the following points.A. I know what the problem isB. I understand how you feel.C. This is my advice and reasons.D. I think my advice will help.What expressions does Susan Luo use to show her understanding? Circle them in the letter.Can you think of other ways to express understanding?What expressions does she use to make suggestions? Circle them in the letter.Can you think of other expressions to make suggestions?Step 3 While-writingActivity 1 BrainstormingWhat problems does Xu Ting face?What suggestions will you offer to her?How are you going to write your letter of advice? What parts will be included?How are you going to express your understanding?How are you going to offer you suggestions and reasons?How are you going to express your expectation?Activity 2 DraftingDraft your letter of advice to Xu TingStep 4 Post-writing---EvaluationWork in pairs and exchange your drafts. Use the checklist to give feedback on your partner’s draft.☐Are all the parts of a letter included and organized in a good order?☐Does the writer give reasons for the advice?☐Does the writer use proper expressions to give suggestions?☐Does the writer use commas and stops correctly?☐Is the handwriting easy to read?Step 5 PolishingGet your draft back and revise it.Sample Writing10 September 2018Dear Xu Ting,You wrote that you always feel lonely after school because your parents work in another city. I understand how you feel. It is common for teenagers to feel lonely when they live away from their parents. I think you can try joining a volunteer group that helps other people. This will give you a chance to meet and be around others. It will also help you realise that you are not alone in having problems and that many other people have problems, too. Helping other people also makes us feel better. You can also connect with your parents online. Just because your parents are far away, it doesn’t mean you can’t talk to them. I’m sure that you’ll make new friends and get a chance to speak to your parents more often. This will help drive away your loneliness.Best wishes,Susan LuoStep 6 Language points1. Find and underline the following phrases on page 18.It’s not unusual for teenagers of your generation to be attracted to computer games and the online world.But spending too much time online is unhealthy and makes it very difficult to focus on other things in life.。
【教案】Reading for Writing 教案一、教学目标：1.1 学生能够通过阅读理解文章的主要内容和观点。
1.2 学生能够运用阅读中所学的知识和技巧进行写作。
1.3 学生能够提高阅读和写作的综合能力。
二、教学内容：2.1 文章主题：选择一篇与学生生活相关的文章，例如关于环境保护、健康生活等。
2.2 阅读技巧：引导学生学习如何快速捕捉文章主旨，理解重要细节，分析作者的观点和态度。
2.3 写作技巧：培养学生运用阅读中所学的知识和技巧进行写作，例如如何表达观点、使用恰当的论据等。
三、教学方法：3.1 阅读理解：采用问题驱动法，引导学生通过回答问题来理解文章内容。
3.2 写作练习：采用模仿法，让学生模仿文章中的写作风格和表达方式进行写作。
3.3 小组讨论：采用小组合作学习法，让学生在小组内交流讨论，共同完成写作任务。
四、教学步骤：4.1 引入：通过与学生生活相关的话题引起学生对文章的兴趣。
4.2 自主阅读：学生自主阅读文章，理解文章内容，回答问题。
4.3 讲解与讨论：教师引导学生对文章进行深入讲解，理解作者的观点和态度。
4.4 写作练习：学生根据阅读中所学的知识和技巧进行写作练习。
五、作业与评价：5.1 作业：学生完成一篇写作练习，要求运用阅读中所学的知识和技巧。
5.2 评价：教师对学生的写作进行评价，给予反馈，帮助学生提高写作能力。
六、教学目标：6.1 学生能够通过阅读理解文章的论点和论据。
6.2 学生能够运用阅读中所学的知识和技巧进行写作，包括如何提出论点、支持论据等。
6.3 学生能够提高阅读和写作的综合能力。
七、教学内容：7.1 文章主题：选择一篇与学生生活相关的文章，例如关于教育、科技发展等。
7.2 阅读技巧：引导学生学习如何理解文章中的论点和论据，分析作者的论证方法。
7.3 写作技巧：培养学生运用阅读中所学的知识和技巧进行写作，包括如何提出论点、支持论据等。
八、教学方法：8.1 阅读理解：采用问题驱动法，引导学生通过回答问题来理解文章的论点和论据。
【教案】Reading for writing教案一、教学目标1. 让学生通过阅读理解文章内容，提高阅读能力。
2. 培养学生从阅读中获取灵感，激发写作兴趣。
3. 引导学生学会运用阅读中的素材和技巧进行写作。
二、教学内容1. 选择一篇适合学生阅读的文章，文章内容要有趣味性，富有教育意义。
2. 引导学生通过阅读理解文章主旨、人物、情节等。
3. 分析文章中的写作技巧，如描写方法、修辞手法等。
三、教学过程1. 课前准备：教师挑选一篇适合学生的文章，准备相关教学材料。
2. 课堂导入：引导学生关注文章，激发阅读兴趣。
3. 自主阅读：学生独立阅读文章，理解大意。
4. 分享交流：学生分组讨论，分享阅读心得，交流对文章内容的理解。
5. 教师讲解：教师针对文章内容进行讲解，引导学生深入理解文章。
6. 写作技巧分析：教师分析文章中的写作技巧，引导学生学会运用。
四、教学评价1. 学生阅读理解能力的提高：通过课堂提问、练习等方式评估学生的阅读理解能力。
2. 学生写作能力的提升：通过课后写作练习评估学生的写作能力。
3. 学生对阅读和写作的兴趣：观察学生在课堂上的参与程度，以及课后主动阅读和写作的情况。
五、教学资源1. 教学文章：选择一篇具有教育意义的文章，如寓言故事、人物传记等。
2. 教学材料：与文章相关的图片、视频等辅助教学材料。
3. 写作练习：设计课后写作练习，让学生运用阅读中的素材和技巧进行写作。
六、教学活动1. 案例分析：教师展示一篇优秀的写作案例，让学生分析其中的写作技巧和构思方法。
2. 模仿练习：学生根据案例中的写作技巧，模仿写作一篇短文。
3. 同伴评审：学生互相交换作品，进行评审，给出建议和意见。
4. 教师点评：教师对学生的作品进行点评，指导学生改进写作技巧。
七、写作策略1. 启发思考：教师提出问题，引导学生思考，激发学生的写作灵感。
2. 构思指导：教师教授构思方法，如思维导图、故事梗概等，帮助学生组织写作内容。
教学设计
You’d better …
Why don’t you …?
How about …?
I’d like to suggest …
What do you think …?
My advice is/would be …
It might be a good idea to …
表达理解抚慰：
I’m sorry to hear/know/learn that …
I know how it feels to …
It happens to everyone.
I know you didn’t mean to …
Everyone will have one of those periods when things seem to be going wrong.
Step3 While-writing
〔1〕写作准备。
学生分成小组，每组从该板块提供的三个情境问题中选择一个阅读。
教师提供以下活动用表，让学生先独立完成，然后进行小组讨论。
〔2〕写初稿。
学生在讨论的根底上，根据活动3中步骤2提供的提纲独立完成初稿。
〔3〕同伴互评。
学生利用步骤3提供的评价清单，先在小组成员之间进行互评，提出修改意见。
〔4〕确定终稿。
基于同伴的评价，学生对自己的作文进行修改，确定终稿。
教师选择优秀的作文在班内张贴或让学生向全班朗读。
Step4 Post-writing
为了让写作活动更加真实、有趣，可以采用游戏的形式。
例如：“我是大参谋〞〔I am the adviser〕的游戏。
Unit4写作课教案Write a Summary一、Teaching Objectives:1. Students will be able to identify and analyze the key information in a news report.2. Students will be able to write a concise and accurate summary of a news report.3. Students will be able to improve their reading comprehension and summarization skills.二、Teaching Points and Difficulties:1. Identifying the main idea and supporting details in a news report.2. Writing a clear and concise summary without including personal opinions or biases.3. Enhancing students' ability to comprehend complex information and express it in a summarized form.三、Student Analysis:The students are at an intermediate level of English proficiency, with a good grasp of basic grammar and vocabulary. However, they may struggle with understanding complex texts and expressing their thoughts clearly in writing. They should have some experience with reading newspapers or online news articles.四、Teaching Process:1. Warm-up (5 minutes)●Begin by asking students about their daily routines and how they access news.This will help them understand the importance of news reports in our lives.●Discuss different types of news reports (e.g., local, national, international) andthe purpose of each type.2. Reading and Analysis (15 minutes)●Present a news report on in the textbook and summaize the main idea of eachparagraph.●Ask students to read the report carefully and identify the main idea, supportingdetails, and any important quotes or facts.●Guide students in analyzing the structure of the report, such as the headline, leadparagraph, body paragraphs, and conclusion.3. Writing Activity (20 minutes)●Divide students into small groups and give each group a news report on adifferent topic.●Instruct them to write a summary of their chosen report, focusing on the mainidea and key supporting details.●Encourage them to use transition words and phrases to connect their summarywith the original report.●Allow time for students to revise their summaries and share them with the class.4. Sharing and Feedback (10 minutes)●Have each student present their summary to the class and explain their reasoningbehind their choices.●Encourage other students to ask questions or provide feedback on thepresentations.●Assign points based on the clarity, accuracy, and coherence of the summaries.5. Homework (5 minutes)●Ask students to find another news report on a topic of their choice and write asummary for homework.●Encourage them to use the strategies learned during class to improve theirsummaries.五、Assessment:●Class participation and engagement during the reading and analysis activity.●Quality of the summaries written by each student during the writing activity.●Understanding of the main ideas and supporting details in the selected newsreports during the sharing and feedback session.。
必修第一册Unit 4 Natural Disasters教学设计Period 4 Reading for WritingTeaching material: Write a summaryTeaching objectives: In this lesson, the students will1. read a news report and learn about the basic elements and language feature of a news report2. write a summary for a special reports of a major news eventDifficult and focal point: Guide the students to learn about the language features of news reports and write a summary for a news reportTeaching aids: PowerPoint, blackboardTeaching approaches: PWP Teaching MethodTeaching procedures:Step 1 Lead in Watch a videoWatch the video and answer the following questions.1.What is a tsunami?2.What causes it?3.Will it cause great danger to human beings?Step 2 Pre-writingActivity 1 PredictionWhat can you see in the picture above the news report?Look at the headline “Tsunami Hits Asia: Over 6500 Dead” and the picture, guess what will be talked about in the text?Activity 2 Pre-readingWhat type of text is it?Where is the text taken from?Activity 3 Read for detailsRead the text, answer the following questions.1. What happened in the news report?2. When and where did it happen?3. What caused it?4. What were the effects/results?Activity 4 Read for language features1.What elements of a news report do the questions above refer to?Event, date, place, cause and result2.Is the picture necessary to the news report? Why or why not?Yes. Because the picture can catch readers’ attention and arouse their interest in the news report. Itcan also make the news report visually clearer and more convincing.3.How does the author develop the news report?A.By making comparisonB.By listing figuresC.By analyzing cause and effectD.By giving examples4.Why does the author list so many numbers in the report?To make the report more convincing.5.What other method does the author use to make the report more convincing? By means of citing a quote from a witness.Step 3 While-writingActivity1 Read the summary of the news report. Check the main points it includes.Activity 2 Drafting Task 1Task 2Task 3Step 4 Post-writingActivity 1 Evaluation1. Exchange your drafts and access each other’s work according to the checklistActivity 2 PolishingGet your draft back and revise it according to your partner’s comments. Activity 3 Present your page to the class.Step 5 Language pointsActivity 1 PhrasesActivity 2 Important wordsStep 6 HomeworkRead the text on page 92 and write a summary of it.。
Unit1Teenage LifePeriod 4 Reading For Writing教学设计This teaching period mainly deals with reading for writing a letter of advice. Students are expected to learn the knowledge about how to write a suggestion letter. The teacher is expected to enable students to master some writing skills concerning suggestion letters and learn to write one.1. Get students to have a good understanding of how to write a suggestion letter properly.2. Enable students to use some writing skills flexibly.3. Develop students’ writing and cooperating abilities.4. Strengthen students’ great interest in writing discourses.1. How to enable students to have a good understanding of the skills of writing a suggestion letter2.How to enable students to write a good recommendation letter using some writing skills properly.Step 1: Lead inBegin the class with the lead-in questions: how to write a letter for advice? What kinds of aspects should be included? It is strongly recommended that the teacher should ask students to discuss the topic freely with their partners and brainstorm some ideas concerning the topic. In this way, students can come up with more ideas and avoid being nervous at the beginning of the class.Step 2: Read to discover details concerning advice letters’ writing style.The teacher is expected to ask students to read a letter offering some advice on page 18 silently and then request students to discuss the questions below.In this step, what should be highlighted is that the teacher ought to give students enough time to read individually and think independently. There is no need for them to discuss the detailed questions. In this way, students can develop their individual logical thinking ability and promote their skills of findingdetails.1. What is Worried Friend’s problem?2. Do you think Ms Luo’s advice is useful? Why or why not?3. What other kinds of advice would you give?Step 3: Read to sum upAfter learning the passage on Page 18, the teacher leads students to figure out the organization of the letter and appreciate its language features.1.Find and mark the parts of the letter that match the following points.A.I know what the problem is. B I understand how you feel.C.This is my advice and reasons D I think my advice will help.2.What expressions does Ms Luo use to make suggestions? Circle them in the letter.Step 4: Use what you have learnt to write a letter of advice to one of the teenager below.In this step, the teacher asks students to sum up some ideas regarding the following topic:1.Work in groups. Choose one of the teenagers and discuss his or her problems. List possible suggestionsand reasons. Eric 15, ChicagoXu Ting 14 HangzhouStep 5: Use what you have learnt to draft a letter offering advice to any of those students above.1. Complete the outline and use it to draft your writing.2. Exchange draftsAfter each student finishes their own writing, ask them to exchange the drafts with their desk mates andevaluate the drafts with the following criteria.Use the checklist to give feedback on your partner’s draft.√Are all the parts of a letter included and organized in a good order?√Does the writer give reasons for the advice?√Does the writer use proper expressions to give suggestions?√Does the writer use commas and stops correctly?√Is the handwriting easy to read?3.Write down some writing expressions and models concerning advice letters.。
高中英语reading for writing优秀教案本教案主要针对高中英语readingforwriting的教学，旨在帮助学生提高阅读和写作能力，培养学生的思维能力和文化素养。
教案设计包括以下内容：一、教学目标1. 了解和掌握reading for writing的基本概念和方法；2. 提高学生阅读和写作能力，培养学生的思维能力和文化素养；3. 培养学生独立思考、分析和解决问题的能力。
二、教学内容1. 什么是reading for writing；2. 如何进行reading for writing；3. 如何写作一个好的reading for writing作品。
三、教学方法1. 教师讲解+学生讨论；2. 阅读+写作练习；3. 学生自主学习+小组合作。
四、教学流程1. 介绍reading for writing的基本概念和方法；2. 讲解如何进行reading for writing，包括如何选择材料、如何阅读、如何记录笔记等；3. 给学生分配阅读任务，要求学生根据自己的兴趣选择适合自己的材料，并记录笔记；4. 学生小组讨论，分享自己的阅读心得和笔记；5. 学生个人撰写reading for writing作品，并互相交流修改；6. 教师进行作品评价，并给出改进意见。
五、教学评估1. 通过学生阅读记录和笔记，评估学生的阅读能力和分析能力；2. 通过学生的作品，评估学生的写作能力和思维能力。
六、教学反思1. 鼓励学生积极参与，提高学生的自主学习能力；2. 帮助学生分析问题、解决问题，提高学生的思维能力和创新能力；3. 引导学生关注文化和社会问题，提高学生的文化素养。
Unit4写作课教案"Write a Summary of a News Report"I. Teaching Objectives1. Students will be able to write a concise and accurate summary of a news report in English.2. Students will be able to understand the main points and key details of a news report.3. Students will be able to use appropriate language and expressions when summarizing a news report.II. Student AnalysisThe students have a basic understanding of English grammar and vocabulary, but they may struggle with expressing their thoughts in written English. They also need to improve their ability to extract important information from a news report.III. Teaching Key Points and DifficultiesTeaching Key Points:1. The importance of reading the news report carefully before writing the summary.2. How to identify the main idea and supporting details of a news report.3. Using clear and concise language to express the main points of a news report in a summary.Teaching Difficulties:1. Encouraging students to think critically about the news report and identify its key points.2. Helping students to organize their ideas effectively when writing a summary.3. Encouraging students to use correct grammar and vocabulary in their writing.IV. Teaching Process1. Warm-up (5 minutes): Begin the class by asking students to share their opinions on recent news stories they have read or heard. This will help them become more engaged in the topic and prepare them for the task at hand.2. Introduction (10 minutes): Introduce the concept of writing a summary of a news report and explain the importance of this skill for future academic and professional endeavors. Discuss the key elements of a good summary and provide examples of effective summaries.3. Reading and Discussion (15 minutes): Divide students into small groups and give each group a news report to read and discuss. Ask them to share their thoughts on themain idea, supporting details, and any questions they have about the report. As a class, discuss the key points raised by each group and clarify any misunderstandings.4. Practice Writing (20 minutes): Provide students with a sample news report summarization prompt and ask them to write their own summaries in pairs or small groups. Encourage them to use the key points they identified during the reading and discussion phase to structure their summaries effectively.5. Feedback and Revision (10 minutes): Have students exchange their summaries witha partner or small group and provide feedback on their work. Discuss common errors or areas for improvement and provide guidance on how to revise their summaries for clarity and accuracy.6. Homework (5 minutes): Assign students to write one more news report summary ona topic of their choice, using the skills they learned during the class session. Encourage them to proofread their work and submit it for feedback on the next class day.V. After-Class Workout1. Review key points from today's lesson and summarize what was covered in class.2. Read through sample news reports and identify the main idea, supporting details, and any questions they have about the report.3. Write a brief summary of the news report, focusing on the main points and key details mentioned above.。
Unit4阅读课教案"A Night the Earth Didn't Sleep"一、Teaching Objectives:1. Students will be able to understand and analyze the text "A Night the Earth Didn't Sleep."2. Students will be able to identify the main events and characters in the story.3. Students will be able to interpret the author's purpose and tone in writing this story.4. Students will be able to express their own opinions and reactions to the story.5. Students will be able to improve their reading prehension skills.二、Key Points and Difficulties:1. Key Points: Understanding the events and characters in the story, analyzing the author's purpose and tone, expressing opinions and reactions.2. Difficulties: Analyzing the author's use of language, understanding plex scientific concepts, expressing personal opinions and reactions.三、Teaching Process:1. Introduction (10 minutes)Begin with a brief overview of the text and its significance.Ask students if they have heard of any similar events or stories.2. Reading and Understanding (30 minutes)Have students read the text silently while you go through it together.Stop at key moments in the story to discuss what is happening and why.Encourage students to ask questions about unfamiliar words or concepts.3. Analysis (30 minutes)Discuss the main events and characters in the story, including how they contribute to the overall meaning of the text.Analyze the author's purpose and tone, considering how they convey information and emotions to the reader.Encourage students to share their own interpretations of the text.4. Personal Reflection (20 minutes)Ask students to reflect on their own experiences with natural disasters or other difficult situations.Encourage them to consider how they would react in similar circumstances, and how they can learn from "A Night the Earth Didn't Sleep."5. Conclusion (10 minutes)Recap the main points of the lesson.Ask students to write a short reflection on their understanding of the text, including what they learned and how it impacted them personally.四、Homework:1. Write a short essay on "A Night the Earth Didn't Sleep," summarizing the events and characters in the story, and your own thoughts and reactions to the text.2. Read another article or story related to natural disasters or other difficult situations, and write a reflection on how it pares to "A Night the Earth Didn't Sleep."。
Section ⅣReading for Writing基础知识预习自检10 September 2018Dear Worried Friend，You wrote that you are very worried about your friend, Chen Lei. I understand quite well that you are anxious and feel terrible. You think that your friend plays computer games too often and spends too much time online.词汇自测①terrible adj. 糟糕的2018年9月10日亲爱的“焦虑”朋友，你写信说你很担心你的朋友陈雷。
我很清楚你很焦虑，感觉很糟糕。
你认为你的朋友经常玩电脑游戏，花太多时间上网。
I recommend that you talk to your friend about his behaviour. It is not unusual for teenagers of your generation to be attracted to computer games and the online world. But spending too much time online is unhealthy and makes it very difficult to focus on other things in life. Some students even become addicted to the Internet and cannot concentrate on school and family life. I think you should encourage your friend to try new hobbies. Why not discuss the problem together? I am sure he will listen to you, since you are his good friend.All the bestSusan Luo 词汇自测②behaviour n. 行为；举止③generation n. 一代(人)④attract vt. 吸引；引起……的注意(或兴趣)⑤focus vi.& vt. 集中(精力、注意力等)；(使)调节焦距n. 中心；重点；焦点⑥addicted adj. 有瘾的；上瘾的；入迷的⑦addict n. 对……入迷的人；吸毒成瘾的人⑧adult n. 成年人adj. 成年的；成熟的我建议你和你的朋友谈谈他的行为。
对于你们这一代的青少年来说，喜欢上网玩电脑游戏并不少见。
但是花费太多时间上网有害健康，并且很难集中精力于生活中的其他事情。
有些学生甚至沉迷于网络而不能专注于学校和家庭生活。
我想你应该鼓励你的朋友尝试新的爱好。
为什么不一起讨论这个问题呢？我相信他会听你的，因为你是他的好朋友。
万事如意苏珊·骆重点知识 合作探究①His behaviour towards his father was becoming worse and worse.他对父亲的行为越来越恶劣。
②It's not right for you to behave_badly_to the customers.你对顾客不好是不对的。
③I do not want to be a socalled wellbehaved child.我并不想做那些所谓的乖孩子。
单句语法填空①—Jack, can't you behave ________ (you)? You're no longer a kid.—Sorry, Daddy. It won't happen again.②He ought to be ashamed of his foolish ________ (behave)．③He ________ (behave) as if/though nothing had happened.答案：①yourself ②behaviour ③behaved①(2017·全国卷Ⅱ)The exhibition, to be held in the City Hall of Xi'an, lasts for seven days from June 6th to 12th, which will attract a large number of visitors at home and abroad.从6月6日到12日持续七天的展览将在西安市政大厅举办，这将吸引来自国内外的大量游客。
②Recently, the TV program A Bite of China has_attracted_much_attention.近来，电视节目《舌尖上的中国》吸引了很多人的注意力。
③He was nicelooking, but I wasn't_deeply_attracted_to him.他长得很帅，可我对他不是很有感觉。
④What's the attraction of your going on the stage?是什么吸引你登上舞台的？⑤PortLouis is an attractive little fishing port.路易港是个漂亮的小渔港。
(1)单句语法填空①The story has ________ (attract) a lot of interest from the media.②(2017·全国卷Ⅲ)This ________ (attract) tour takes you to some of San Francisco's most cheerful holiday scenes.③The Forbidden City is a major tourist ________ (attract)．答案：①attracted②attractive③attraction(2)单句写作①这份工作最吸引我的地方是有旅行的机会。
What ____________ to the job was the chance to travel.②政府正在试图把工业吸引到这个地区来。
The government is trying to ______________ the area.答案：①attracted me most②attract industry to①We made_him_captain of our team.我们让他当队长。
②She has won the game, which made_her_parents_proud.她赢得了比赛，这让她的父母感到骄傲。
③What he said made_all_of_us_laugh.＝All of us were_made_to_laugh by what he said.(被动语态)他的话让我们都大笑起来。
④She couldn't make_herself_heard above the noise of the traffic.车辆噪音很大，人们无法听到她的声音。
⑤The man made_it_clear_that he wouldn't accept the task.这个人说得很清楚，他不会接受这个任务。
单句语法填空①She made him ________ (work) day and nig ht.②The cooling wind swept through our bedroom windows, making air conditioning ________ (necessary)．③There are so many people in the hospital that I was made ________ (wait) four hours before I was examined by a doctor.④He made his journey plan ________ (know) in the whole class.⑤The fact that she was a foreigner made ________ difficult for her to get a job in that country.答案：①work②unnecessary③to wait④known⑤it①(2016·全国卷Ⅱ)Most of us are more focused_on our tasks in the morning than we are later in the day.我们大多数人早晨要比一天中晚些时候更专注于我们的任务。
②He is always the focus of everyone's attention.他始终是大家关注的中心。
[易混辨析：concentrate/focus]You should concentrate_on the road when you are driving.你在开车时注意力应集中在路上。
④The noise made it hard for me to focus_on work.噪音让我无法集中注意力工作。
名师点津put one's heart into＝fix one's mind on 集中精力于……pay one's attention to 专心于……，注意……be absorbed in 集中精力于……apply oneself to doing sth. 专心做某事devote oneself to ... 致力于……单句写作①With his attention ____________ (集中在) his homework, he forgot all about whatI had told him.②The children's faces were badly ____________ (模糊) in the photograph.③She was the ________________________ (大家注意的焦点)．答案：①focused on②out of focus③focus of everyone's attention①As far as I'm concerned, it's not wise for us to be_addicted_to playing with smart phones because we may ignore other important things in life.就我个人而言，迷恋于玩智能手机是不明智的，因为我们有可能忽视生活中其他重要的事情。
