人教版高中英语必修二unit-1-词汇课教案

Section ⅣReading for Writing语篇精读形成阅读能力Task 1 文本微观剖析：细节探究Read the text and then choose the best answer to each question.1．What is the news report mainly about?A．Chinese researchers' contributions.B．The Mogao Caves of China.C．High-quality digital photos.D．International communication.2．What are the researchers and scientists trying to do?A．To help people understand and appreciate China's Mogao Caves.B．To work together to find more information about the Silk Road.C．To raise money to rebuild the Mogao Caves of China.D．To start an international project to protect the Mogao Caves.3．What modern technology are scientists using?A．The computer.B．The Internet.C．A copy of caves.D．High-quality digital photography.4．What do you think of the researcher's opinion in the last paragraph?A．It's right. B．It's wrong.C．It's puzzling. D．It's foolish.Task 2 佳句妙笔生辉：应用文提能Write down useful sentences about protecting cultural heritage from the news report.(1)________________________________________________________________________(2)________________________________________________________________________(3)________________________________________________________________________(4)________________________________________________________________________教材认知掌握知识必背Ⅰ.基础词准确填写1．____________ v t. 下载n. 下载；已下载的数据资料2．____________ n. 过程；进程；步骤v t. 处理；加工3．____________ adj. 海外的ad v. 在海外4．____________ n. 龙5．____________ adj. 数码的；数字显示的6．____________ prep. 各处；遍及；自始至终7．____________ ad v. (far的比较级)更远；进一步8．____________ n. 意见；想法；看法9．____________ n. 对比；对照v t. 对比；对照10．____________ ad v. 永远；长久地11．republic n. ____________12．exit n. ____________v i.& v t. ____________13．sheet n. ____________14．parade n. ____________v i. ____________15．mirror n. ____________16．roof n. ____________17．cave n. ____________Ⅱ.派生词精准变形1．________ adj. 专业的；职业的n．专业人员；职业选手→profession n．行业，职业2．________ n．入口；进入→enter v．进入3．________ v t.& v i.原谅；宽恕v t.对不起；请原谅→forgiveness n．原谅；宽恕4．________ n．传统；传统的信仰或风俗→traditional adj.传统的；习俗的；惯例的5．________ adj.历史上著名(或重要)的；有史时期的→history n．历史→historical adj.有关历史的；历史学的6．________ n．比较；相比→compare v．比较Ⅲ.重点短语双向记1．________________ 在世界各地2．________________ 乞求某人的原谅3．________________ 共同合作4．come up with ________________5．take part in ________________6．kind of ________________7．be familiar with ________________8．take care of ________________9．speed up ________________10．fall into ruins ________________Ⅳ.经典句式要牢记1．[句型公式]It is said that...据说/人们说……[教材原句]________________ it's a mirror that can tell right from wrong!据说它是一面能分辨是非的镜子！2．[句型公式]as...as...和……一样……，表示同级比较[教材原句]Today, the caves are just __________________________ they were at the time when people travelled the Silk Road.今天，这些洞窟的国际地位可与当年人们在丝绸之路上跋涉的时候相提并论。

Unit 1 Cultural relicsPart One: Teaching Design （第一部分：教学设计）Period 1: A sample lesson plan for Reading （IN SEARCH OF THE AMBER ROpMAims：To read about cultural relicsTo lear n about The Restrictive and Non-Restrictive Attributive ClauseI. Warming upWarming up by definingGood morni ng, class. This period we are goi ng to read about IN SEARCH OF THE AMBER ROOM. Before our read in g, I'd like to know:A. What kind of old things are cultural relics?B. Are all the old things cultural relics?C. What is the definition and classification of cultural relics?D. To whom do cultural relics belong?Hi, every one. Let' look at the scree n. I' prese nt you some pictures. They all bel ong to cultural relics. Some of them are cultural sites. Some of them are n atural sites. Please thi nk these over:A. Can you name them out?B. Who have the right to confirm and classify them?Now, boys and girls, I met a moral dilemma”.That means I must make a choice between the interests of the family and the interests of the society. Things are like this: My old granny happened to find an ancient vase under the tree in the earth of our garden'tso beautiful and special. Now, my family fell into a moral dilemma. Can you help us to make a decision: A: What should we do?B: Can we keep it for ourselves or report it to the government?C: Have you come across such a situation— to make a difficult choice?Keys: ABC questions can be answered in all kinds of ways. The answers are flexible.II. Pre-reading1. Looking and sayingWork in pairs. Look at the photos on the screen. All these relics are quite beautiful. But some of them were lost and ruined in history, such as Yuan MingYuan and the Amber Room. Please guess:A. What kinds of things can result in their disappearing?B. Why do they come into being once again?Work in groups of four. Tell your group mates:A. What do you know about the substanee ofamber"?B. What do you know about the cultural relics the Amber Room”？1. Reading aloud to the recordingNow please listen and read aloud to the recording of the text IN SEARCHOF THE AMBER ROOM Pay atte nti on to the pronun ciati on of each word and the pauses within each sen ten ce. I will play the tape twice and you shall read aloud twice, too.2. Skimming and identifying the general idea of each paragraphNow please skim the text to get the key words and gen eral idea of each paragraph.3.Scanning and analyzing the characteristics of the text.Since you have got to know the general ideas of each paragraph, can you tell me the characteristics of the passage, such as, the type of writing, the way of narrating, and the tense?Next you are to read and un derli ne all the useful expressi ons or collocati ons in the passage. Copy them to your no tebook after class as homework.Collocations from lN SEARCH OF THE AMBER ROOM5. Reading and transferring information6. Reading and learningRead the text and lear n more about the follow ing proper nouns. You can surf on the website after class:IV Closing downClosing down by doing exercisesTo end the less on you are to do the comprehe nding exercises No. 1 and No. 2.Closing down by having a discussionA. Can you imagine the fate of the Amber Room? What is it?B. Do you think if it is worthwhile to reproduce the Amber Room? Why?Well, all of us have lear ned the history of the Amber Room. Let' recall some key words andPeriod 2: A lesson plan for Learning about Language仃he Restrictive and Non-Restrictive Attributive Clause)Aims:To learn about the restrictive and non-restrictive attributive clauseTo discover some useful words and expressi onsTo discover some useful structuresProcedures:I. Warming upWarming up by discovering useful words and expressionsPlease turn to page 3. Do exercises 1,2, 3 and 4 first. Please check your answers against your classmates.Warming up by explainingNow, class, since you've read the passage,could you expla in to me how to use the phrasebel ong to”？ The word tb” here is a prepositi on, in dicat ing the possessi on,and is always followed by nouns or pronoun. Look at Ex 3. The preposition at” indicates a state, condition or con ti nu ous activity. So we can replace them or express them by using a prese nt-c on ti nu ous ten se.II. Learning about Attributive Clause1. What is an adjective Clause?An adjective clause is a depe ndent clause which takes the place of an adjective in ano ther clause or phrase. Like an adjective, an adjective clause modifies a noun or pronoun, answering questions like“ which? ” or “ what kind of? ” Consider the following examples: Adjectivethe red coatAdjective clausethe coat which I bought yesterdayLike the word “red ” in the first exampldependent clause “which I bought yesterday ” inthe second example modifies the noun “ coat. Note that an adjective clause usually comes after what it modifies, while an adjective usually comesbefore.In formal writing, an adjective clause begins with the relative pronouns “who(m), ”“that, ” c “ which. ” In in formal writi ng or speech, you may leave out the relative pronoun whe n it is notthe subject of the adjective clause, but you should usually in clude the relative pronoun informal, academic writi ng:informalThe books people read were mainly religious.formalThe books that people read were mainly religious.informalSome firefighters n ever meet the people they save.formalSome firefighters n ever meet the people whom they save.Here are some more examples of adjective clauses:the meat which they ate was tain tedThis clause modifies the noun “ meat” and answers the question “which meat? ”.They're talk ing about the movie which made him cryThis clause modifies the noun “ movie ” and answers the question “which movie? ”They are search ing for the studen W ho borrowed the bookThe clause modifies the pronoun studenf' “ and answers the question st u dwhtcfi .Did I tell you about the author whom I met?The clause modifies the noun “ author ” and answers the question “which author? '2. Restrictive & non restrictive clausesDo the followi ng pairs of senten ces mea n the same thing?1a My un cle, who lives in London, is very rich.2b My un cle who lives in London is very rich.2a The policies, which were un popular, were rejected by the voters.2b The policies which were un popular were rejected by the voters.3a My niece, whose husband is out of work, will inherit the house, which I have always treasured.3b My niece whose husband is out of work will inherit the house which I have always treasured.The first sentence in each pair has a non-restrictive clause with in two commas, and the sec ond has a restrictive clause. A non-restrictive clause simply adds more in formatio n in to the senten cea nd does not affect the meaning of the mai n clause: it is therefore bracketed off with commas (1a = an uncle who happens to live in London). Conversely, a restrictive clause defi nes its refere nt in the mai n clause more specifically and con tributes sig nifica ntly to the meaning of the sentence. Thus it is that particular uncle who lives in London who is referred to (1b). In 2a, all policies were un popular and all were rejected, whereas in 2b on ly the policies that were unpopular were rejected. Note that in restrictive clauses the non-human relative pronoun is either ‘ thato r ‘ which wlh ereas for human referents the relative pronoun can be either ‘who/m' or ‘that ' (the man that/whom I will marry ....).3. A test on FORMAL ADJECTIVE CLAUSESDirecti ons: Combi ne the senten ces. Use formal writte n En glish.Use (b) as an adjective clause. Pun ctuate carefully.1) (a) An an tecede nt is a word. (b) A pronoun refers to this word.An an tecede nt ___2) (a) The blue whale is con sidered the largest an imal that has ever lived.(b) It can grow to100 feet and 150 tons.The blue whale____3) (a) The pla ne was met by a crowd of 300. (b) Some of them had bee n wait ing for more tha n4 hours.The pla ne ___4) (a) In this paper, I will describe the basic process.(b) Raw cott on becomes cott on thread by this process.In this paper, I will describe ___5) (a) The researchersare doing case studies of people to determine the importanee of heredity in health and Iongevity.(b) These people ' f amilies have a history of high blood pressure and heart disease.The researchers are doing case studies ____6) (a) At the end of this mon th, scie ntists at the in stitute will con duct their AIDS research. (b)The results of this research will be published withi n 6 mon ths.At the end of this mon th, scie ntists __7) (a) According to many education officials, ‘ math phobia ' (that is, a fear of mathematic widespread problem. (b) A soluti on to this problem must and can be found.According to many education officials, ‘ math phobia ' _____8) (a) The art museum hopes to hire a new admi nistrator.(b) Un der this pers on ' s directi on it will be able to purchase sig ni fica nt pieces of art.The art museum ____9) (a) The gia nt an teater licks up ants for its dinner.(b) Its ton gue is Ion ger tha n 30 cen timeters (12 in ches).The gia nt an teater __10) (a) The anteater ' s tongue is sticky.(b) It can go in and out of its mouth 160 times a mi nu te.The anteater ' s tongue _____III. Closing down by taking a quizQuiz on Attributive clauseSelect one an swer from the choices provided after each senten ce.The words you choose should fit the bla nk in the sen ten ce. Dontuse the HINT butt ons uni ess you really n eed them.1. As many children ____ came were given some cakes.A. thatB. asC. whoD. whom2. The visitors saw rows of houses the roofs ____ are red.A. on whichB. of whichC. whereD. that3. I usually take a nap after lunch, ___ is my habit.A. which itB. as itC. asD. that4. Please tell me the way __ you did the job.A. howB. whereC. whichD. i n which5 Is this museum ____ some German friends visited the day before yesterday?A. the oneB. whichC. thatD. where6. The farmer uses wood to build a house __ to store grain.A. in whichB. whereC. thatD. with which7. I shall never forget the years ____ I spent in the country with the farmers, _______ has agreat effect on my life.A. whe n, whichB. that, whichC. whe n, thatD. which, that8. Little has been done ____ is helpful to our work.A. thatB. whatC. whichD. all that9. Perhaps this is the only market ____ you can get such cheap goods.A. thatB. of whichC. by whichD. where10. We'llput off the outing until next week, _____ we won 'tbe so busy.A. whe nB. whichC. at whichD. in thatKey: 1~10: BBCDA ABADAPeriod 3: A lesson plan for using languageAims:To leann to tell facts from opinionsTo write a reply letterTo liste n and speak about cultural relicsProceduresI. Warming upWarming up by questionsMorning, class. We always say, We must respect facts and can't wholly depend on one's opinion s”.But can you tell me:A. What does it mean when you say, '¥lis a fact”?B. What does it mean when you say, '¥lis an opinion”?Turn to page 5. Read the passage and tell me:A. If you want to go in for law against somebody, and if you want to win, what s the mostimportant thing you should do first?B. What makes a judge decide which eyewitnesses to believe and which not to believe.1. Reading and definingRead the passage and defi ne: What is a fact? What is an opinion? What is an evide nee?2. Reading and translatingRead the passage and translate it into Chinese paragraph by paragraph. Tom,you are to do paragraph 1, please-3. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the part. Copy them to your no tebook after class as homework.Now, boys and girls, as we know, people have never stopped searching for the Amber Room. This time we'll listen to what three people say they know about the missing Amber Room. Before we listen to them, I ' present some related new words to you to help you understand them easily. Please look at the screen and read after me.5. Sharing and CorrectingWell done. Now share your forms with your partner and tell me in the three forms: What are facts?What are opinions? Li Mi ng, do you want a try?Keys: What they heard, saw, did are facts. And what they believe are opinions.6. ReviewingWe ofte n use some expressi ons to ask for opinions. What are they?Oh, yes. What do you thi nk of …?Do you believe …?How can you be sure of …?How do you know that?And we ofte n use some expressi ons to give opinions. What are they? Ok, Tom, Please. Oh,yes. They are: I think… / I don 'thi nk …I don 'agree that…/ I suppose that …7. DiscussingPlease look at exercise 3, and discuss which person gave the best evidenee. Use the expressi ons aboveto help you. Before we discuss, l' deal with the follow ing discussi on:A. What is the best evide nee?B. How can we know which eyewitness is most believable?Well done. Let'scome to the discussion Which person gave the best evidenc6”Sometimes we may fall into or face a moral choice. That is a moral dilemma. Let s read the letter on page7 and see what'sJohann s choice and opinion. Ok, finished? Now answer the follow ing questi ons:A. What'sJohanrisopinion about the Amber Room?B. What'shis father'sopinion about the things found by him?C. What happened to Johann when she was a pupil?9. Completing the letters A & B and then giving your own letters- When you write your letter, you may choose to agree or not agree with the writer.•You must give a reason why you agree od on' agree with the writer.•Be sure to give an example from your own life so that the reader can better understand your opinion. 川Closing downClosing down by a debatingThere is a long an cie nt wall around a less developed tow n.It is reported it has a long history, dating back to over 5 century BC. The local government is collecting money to repair and rebuild the wall. It has cost a lot of money. Some of your classmates think it is not worth. Some think it s a good way to develop the local economy. Now Group 1 and 2 against Group 3 and 4. Le' have the debating.Closing down by dictation•The desig n for the room was of the fancy style popular in those days.•The room served as a small reception hall for important visitors.•The man who found the relics in sist that it bel ongs to his family.•The room was completed the way she wan ted it .•It was ready for the people of St. Petersburg to celebrate the 300birthday of their city.•After that, what really happe ned to the Amber Room remai ns a mystery.•In a trial, a judge must decide which eyewit nesses to believe and which not to believe.•Is it somethi ng that more tha n one pers on believes?•A fact is anything that can be proved.•An opinion is what some one believes is true but has not bee n proved.Part Two: Teaching Resources （教学资源）I. Type of writing and summary of the ideaThe stole n of the Amber Room in World War nI. What is a culture relic?何谓“文化遗产” ？Cultural relics are physical rem in ders of what differe nt peoples valued in the past and continue to value now. Without these relics, we could not cherish cultural traditions as much or appreciate the lives of the people who practiced those traditions. Although we may not often consider it, cultural relics are not only the possession of one culture. In a larger sense, it can be said that they belong to all peoples. For these reasons, this unit describes cultural relics not from China but other places. Looking at it from another angle, it can also be said that cultural relics preserves some aspect of cultural heritage and each relic, regardless of whether the same hands created many examples of it, is still a unique cultural expression andcon tributi on.II. The cultural relics of China in the world heritage site list《世界文化遗产名录》中的30处中国文遗产本单元的主题是“文化遗产”，学生很可能已经亲身接触过当地的文化遗产，或是能过电视、报纸等媒体对此有了一定的了解，因此，在课前教师可让学生列举国内外著名的文化遗产，然后对“文化遗产”给出定义、分类或划分标准。

高中英语必修知识点1《Unit 2 English around theworld》人教版教案高中英语必修知识点1《Unit 2 English around the world》人教版教案学生对英语课堂知识的掌握不实在、理解不全面，课外花的冤枉时间多；而大部分学生对书本知识不够重视，找不到英语学科复习的有效载体，不能有效的利用课本，适时地回归课本，英语复习缺乏系统性，英语学习缺乏主动性。

下面和xx小编一起看看有关高中英语必修知识点1《Unit 2 English around the world》人教版教案。

《Unit 2 English around the world》教案1教学准备教学目标Teaching aims:1） Get the students to master some important words， phrases and sentence patterns.2） Enable the students to use the language points by themselves.教学重难点Teaching important points:Master the usages of more than ， come up， over， be based on，present， a/ the number ofTeaching difficult points:present: v adj教学工具课件教学过程1 Do you know that there is more than one kind of English?more than one 不止一个eg：More than one girl in this school holds such a view.more than one 后跟___________，作主语时，谓语动词要用______。

more than1）. more than +num（数词） :overShe showed the visitors around the museum，__________________________________________________________________________（其建造花了3年多时间）2）more than +n: not onlyMusic is more than just a sound--- it s a way of thinking.3） more than +adj/v : very听到这个消息我很高兴。

Period 5 ListeningThe General Idea of This Period：This period aims at training students’two skills—understanding general idea and getting detailed information by getting familiar with tones and intonation in spoken English and learning to grasp the key words to help the students to finish the relative exercises.Also in this period students can meet the theme of this unit again.Teaching Aims：1.Make sure the students know the usage of tones and intonation in spoken English and grasp the methods of getting the general idea and detailed information.2.Help the Ss learn some key words and expressions.3.Help the students learn how to master the patterns that can be used to describe cultural relics by listening.Teaching Important Points：1.Make sure the students know the importance of tones in spoken English.2.Help the students learn how to grasp the key words that can help the students to answer questions.Teaching Difficult Point：How to help the students to improve their listening ability.Teaching Methods：1.Listening-and-answer activity to make the students know the importance of tones in spoken English.2.Doing some writing exercises when they are listening to improve the students’complex ability of English learning.Teaching Aids：A tape recorder，a multi-media computer and a blackboard.Teaching Procedures：Step 1 Revision1.Greetings.T：Last class we learnt some drills to discuss which person gives the best evidence，and how to express your agreement and disagreement，now I want to ask some students to tell me all the drills.Ask some students to tell the drills，the teacher can write what the students say on the blackboard.T：Last class I asked you to write a letter as your homework，now please take it out，I want to ask some students to read your letters to us.Ask some students to read their letters，other students try to find out the mistakes and correct them.Step 2 Listening （P41）1.Listening for main ideaT：Listen to the tape，try to remember the main idea and some key points of the listening passage.After the students listen for the first time，ask some students to tell some key points aboutwhat they listened，when they are telling，the teacher write the key points on the blackboard，it can help the students to finish the following exercises.2.Listening for detailed informationListen again to the tape that talks about a temple in Egypt，and then answer the questions on Page 41.First，students check their answers each ter，the teacher asks some students to read out their answers，and the teacher shows the suggested answers on the screen.T：As we know，the Aswan Dam is one of the ancient cultural relics made by the people in the old times.Now，there are also some well-designed buildings that may become cultural relics in the future.For example，The Bank of China Building in Hong Kong designed by I M Pei.Do you want to know the story of the designers?Next，we’ll listen to a tape about I M Pei，a famous architect.Step 3 Listening Task （P44）T：Now please listen to the tape，you have three times.At first time，try to get the main idea and some key points just like in the last part.At second time，try to finish Exercise 2 on Page 44.At the last time，make some notes about I M Pei’s life，and try to finish Exercise 1 on Page 44.After the last time，the teacher gives the students three minutes to make a short dialogue according to the notes they took，then ask some pairs to act out their dialogue.Step 4 Homework1.Collect some information about the cultural relics that are in danger.2.Prepare for the next class.Step 5 The Design of the Writing on theBlackboardUnit 1 Cultural relicsPeriod 5get familiar with tones and intonationunderstand general ideaget detailed informationStep 6 Record after Teaching。

2019新人教高中英语选择性必修二Unit 1 Discover Useful Structures 公开课教案Teaching aims:By the end of the period, students will be able to:1.To analyse the forms and features of predicative clauses.2.To learn about the functions of predicative clauses in the context.3.To use predicative clauses in the given context.Teaching key and difficult points:1.Help students to analyse and use predicative clauses.2.Instruct students to use predicative clauses to express their own ideas.Teaching procedures:StepⅠLead-inIn those days,there were two contradictory theories to explain how cholera spread.One theory was that bad air caused the disease.Another was that cholera was caused by an infection from germs in food or water.Snow subscribed to the second theory.One evidence is that a woman and her daughter had died of cholera after moving away from Broad Street.It seemed that she liked the water from the pump so much that she had it delivered to her house every day.The truth was that the water from the Broad Street pump had been infected by waste.1.Can you find any predicative clauses?2.Why do you think they are predicative clauses?3.What are the main linking verbs?Suggested answers:1.In those days,there were two contradictory theories to explain how cholera spread.One theory was that bad air caused the disease.Another was that cholera was caused by an infection from germs in food or water. Snow subscribed to the second theory.One evidence is that a woman and her daughter had died of cholera after moving away from Broad Street.It seemed that she liked the water from the pump so much that she had it delivered to her house every day.The truth was that the waterfrom the Broad Street pump had been infected by waste.2.Because there are linking verbs closely before the predicative sentences.3.Linking verbs{状态类:be,seem,appear,keep,remain, stay...感官类:look,smell,taste,sound,feel...变化类:become,get,turn,grow,fall, come,go...StepⅠObserve and analyseActivity 1Ask and answer the questions in pairs using the information from the reading passage.(P5 Activity 2)（红色部分为学生作答）1.What was Snow’s discovery in two particular streets in London?Snow’s discovery in two particular streets in London was that the cholera outbreak was so severe that more than 500 people died in ten days.2.What was Snow determined to find out during the 1854 outbreak of cholera in London?What Snow was determined to find out was why so many people died/the outbreak of cholera had caused over 500 deaths within ten days.3.What were the exact places Snow marked on the map?The exact places Snow marked on the map were where all those who died had lived/ all the dead people had lived.4.What was the finding that Snow announced?Snow’s finding was that the pump water carried cholera germs/ the water pump was to blame for the spread of cholera.Activity 2Fill in the blanks.1.Snow’s discovery in two particular streets in London was that the cholera outbreak was so severe that more than 500 people died in ten days.2.What Snow was determined to find out was why so many people died.3.The exact places Snow marked on the map were where all those who died had lived.4.Snow’s finding was that the pump water carried cholera germs.Activity 3Fill in the form.引导词that which whether w hat who As if/asthoughwhy when where how作的成分不作成分定语表语不作成分主语宾语表语定语主语宾语表语不作成分状语状语状语状语意思无意思哪一个是否什么谁好像为什么什么时候在哪里如何;怎样Step Ⅰ PracticeActivity 1Complete David’s lines(A~E) by filling in guiding words.(P5 Activity 3) as if that what who when how why whosewhich whetherA.Absolutely.You may not believe it,but that was happened at the initial stage of our group’s research on developing a vaccine for malaria.B.Yes,it is.And it seemed all the theories were useful,but the fact was we couldn’t persuade one another that one theory was better than another.C.Exactly.The problem was not about all our theories were equally good,but in deciding theory to depend upon.D.We realized that what we cared about was not aspect we needed to develop a theory in,but rather we can reduce the cost of a vaccine without reducing its effect!E.You’re right.At last,we became focused on the key issue,which was we had to carry out the research in the first place.Suggested answers:A:what B:as if;that C:whether;whose/which/what D:which/what;how E:whyActivity 2Put A~E in the correct order using the above methods.Then check the answers and state the reasons.(P5 Activity 3)A.Absolutely.You may not believe it,but that was what happened at the initial stage of our group’s research on developing a vaccine for malaria.B.Yes,it is.And it seemed as if all the theories were useful,but the fact was that we couldn’t persuade one another that one theory was better than another.C.Exactly.The problem was not about whether all our theories were equally good,but in deciding whose theory to depend upon.D.We realized that what we cared about was not which aspect we needed to develop a theory in,but rather how we can reduce the cost of a vaccine without reducing its effect!E.You’re right.At last,we became focused on the key issue,which was why we had to carry out the research in the first place.Maria:This mix of theory and data is one of the key characteristics of what we call science.David:______________________________Reason:______________________________Maria:With your theoretical framework?David:________________________________Reason:__________________________________Maria:Deciding on a theory is definitely of critical importance.David:_____________________________________Reason:____________________________________Maria:This was when you should have calmed down and got down to doing some solid work.David:__________________________________________Reason:_________________________________________Maria:So what happened in the end?David:__________________________________________Reason:________________________________________Suggested answers:A(Logical connector)C(Lexical connector) B(Grammatical connector) E(Logical connector) D(Grammatical connector)Activity 3Answer the following questions about the dialogue using the predicative clauses.1.What was David’s group’s research?2.What was the problem?3.What was the key issue?4.What did they care about?Suggested answers:1.David’s group’s research was that they wanted to develop a vaccine for malaria.2.The problem was that they had to decide which theory to depend upon.3.The key issue was why they had to carry out the research in the first place.4.What they cared about was how they could reduce the cost of a vaccine without reducing its effect.StepⅠ Language use and shareActivity 1Work in plete the conversations using the predicative clauses.Every group can choose one or two dialogues,and each member must complete at least two predicative clauses.1.A:Paper making,printing,gunpowder,and the compass are the four great inventions of ancient China.They are significant contributions of the Chinese nation to the world.B:Sure,they are.What I want to know though is .2.A:The ancient Chinese were the first to invent paper and printing.Then they went on to invent books and had opened bookshops in many cities.B:What I’m curious about is .3.A:The compass is a special invention of ancient China,dating back to as early as the Warring States Period.B:Yes.It seems .4.A:Gunpowder was originally used for making fireworks.B:But what surprises me is .5.A:High-speed trains,mobile payments,the bike-sharing system,and online shopping are considered by some as the new “four inventions” of China.B:Is that so? I feel/It seems .Suggested answers:1.which one is the greatest invention/how these inventions have changed China and the world2.who invented paper/how people made the first paper/when ink was invented/what paper was made from/when and how printing spread to the rest of the world/how records were kept before the invention of paper3.that the compass was particularly useful/as if people had to depend on the positions of the sun,the moon,and so on when they were at sea before the compass was invented/that ancient Chinese had developed a good knowledge of magnetism4.that gunpowder was not used initially for firearms/how it is so unexpectedly used today/how heavily mining depends upon it/that it has been generally used not only in industries but in wars across the world5.that these inventions have really made our lives easier/that every Chinese is proud of the new “four inventions”/as if I could not live without them,especially when it comes to online shopping/that we all benefit from all these things/that we may have to remember that every coin has two sidesStepⅠconsolidationⅠ.Fill in the blanks with guiding words.1.Look at the tallest building.That is my father works.2.One of the most exciting moments in my life was I won first place in the singing competition.3.Now,the only problem is we can collect enough money for the project.4.One advantage of solar energy is it will never run out.5.What is troubling me is I don’t have much experience of this kindof work.6.That’s you are wrong.You forgot Step Three.Ⅰ.Choose the best answer.1.Without his support,we couldn’t be we are now.A.howB.whenC.whereD.why2.This is my father has taught me—to always face difficulties and hope for the best.A.howB.whichC.thatD.what3.By boat is the only way to get here,which is we arrived.A.whereB.whenC.whyD.howSuggested answers:Ⅰ 1.where 2.when 3.whether/how/when 4.that 5.that 6.where/whyⅠ 1.C 2.D 3.D。