2006-2007学年度高三英语教案UNIT 1--5[下学期]

2006-2007学年度高三英语教案
Unit 1. There must be a record
Lesson 1.
Teaching aims: Vocabulary revision
Grammar revision
Teaching main-points: Vocabulary and grammar revision in the process of the integration between the teacher and the ss
Teaching Crux: 1) SS’ explanation about the vocabulary and grammar
2) Teacher’s further explanation and supplement
Teaching materials & focuses:
1. settle an argument 解决争端
Settle ：解决，定居
My son has settled happily in America. 我儿子已在美国愉快地定居了。
安置；安顿
We are settled in our new home. 我们住入新居。
落下；栖息
The insect settled on a leaf. 一只昆虫落在一片树叶上。
决定，确定；解决
We have settled who will pay for the meal. 我们已经定了由谁来付饭钱。
They settled the dispute among themselves. 他们自己把这个争论解决了。
2. conclude vt. （正式）结束； 圆满解决， 使...完毕 断定， 得出结论
conclude a speech 结束演说
We conclude that... 我们断定...
They concluded (a) peace. 他们缔结和约。
We concluded not to wait any more. 我们决定不再等待了。
3. ever since
We have been friends ever since. 自此以后我们一直是朋友。
We've been friends ever since we left school. 我们在学校毕业后一直是朋友。
4. keep track of
It's hard to keep track of all one's old school friends.I have lost track of some of mine already.
很难保持与所有老同学的联系，我已失去与一些老同学的联系了。
Her mother used to keep track of every penny she spend.
她母亲从前把自己所花的每一分钱都记下来。
5. amazing 与amazed
Amazing ：另人惊奇的，　而amazed 意思是：惊奇的。　
His general knowledge is amazing. 他的常识令人吃惊。
An unusual or amazing person. 奇怪的人（物）异常的或令人惊异的人
6. stand out
The church stand out in silhouette against a blue sky. 蓝天衬映著教堂的轮廓。
Important ideas should stand out clearly from the minor points. 要把重要意思从次要问题中突出出来。
To make the notice stand out,　write a bright color. 这使通知引人注目，用鲜艳的颜色写。
7. impressive as the record is
as表“尽管”引导让步状语从句时须采用倒装句式,将表语、动词、副词提至句首而将as紧随其后。　
Clever as he is, he doesn’t study well. 虽然他很聪明，但学习成绩不好。
Rich as he is, he is not happy. 他虽富有，但不快乐。
Lesson 2
Teaching aims: Vocabulary revision
Grammar revision
Teaching main-points: Vocabulary and grammar revision in the process of the integration between the teacher and the ss
Teaching Crux: 1) SS’ explanation about the vocabulary and grammar
2) Teacher’s further explanation and supplement
Teaching materials & focuses:
8. be diagnosed with
By providing a machine with a patient's symptoms,a doctor will be able to diagnose the nature of his illness. 通过向机器提供某个病人的症状，医生就能诊断病人疾病的性质。
The doctor diagnosed the illness as influenza. 医生诊断此病为流行感冒。
9. at a …speed.　以。。。样的速度
10. account for 是。。。的原因
n. 报导； （书面或口头）报告
an exciting account of the match 对这次比赛激动人心的报导
These accounts show no consistency. 这些报道前后不一。
The newspaper's account of the so-called reshuffle of the financial ministry was a complete fiction. 报纸对所谓的财政部人事改组的报导完全是捏造的。
账目
The accounts show we have spent more than we received. 账目表明我们支出多于收入。
All the accounts of the firm were certified as correct. 公司所有帐目被证明为正确无误。
When the inspection group declared that the accounts checked, the staff all cheered.
当检查组宣布帐目核对无误时,职工们都欢呼了起来。
【习惯用语】
bring (sb.) to account (for) 解释；惩罚
on account of 因为；由于
not on any account 绝不；千万不要
on one's own account 为了私利；责任自负；独自
【词性变化】
account vi., vt. 认为
I account myself well paid. 我自认为收入颇佳。
【常用词组】
account for 解释；说明：
She could not account for her mistake. 她无法解释其错误。
I can't account for Peter's un- happiness. 我说不出彼得不高兴的原因。
How do you account for all the accidents in series 你怎么解释这接二连三地发生的事故呢
11. attempt vt. （常与to连用）企图；尝试
An astronaut will attempt to leave the stationary spaceship and then return to it.
一名宇航员将试着离开停着的宇宙飞船,然后再回到里面去。
The boys attempted to leave for camping but were stopped by their parents.
男孩子们想去野营但被他们的父母们拦住了。
【词性变化】
attempt n. （常与at, on, to连用）努力；尝试
She made an attempt to cook the dinner. 她试着做这顿饭。
Lesson 3.
Teaching aims: Vocabulary revision
Grammar revision
Teaching main-points: Vocabulary and grammar revision in the process of the integration between the teacher and the ss
Teaching Crux: 1) SS’ explanation about the vocabulary and grammar
2) Teacher’s further explanation and supplement
Teaching materials & focuses:
12. go well
13. apply 用法　vt., vi. applied, applying
请求；申请
I want to apply for the job. 我想申请这项工作。
应用；使用；适用
to apply a nickname 用绰号
The principle of diligence and frugality applies to all undertakings. 勤俭节约的原则适用于一切事业。
涂，敷，抹
Apply medicine to his wound. 在他伤口上涂药。
A nurse is applying some medicine to his wound. 有个护士正在给他的伤口敷药。
产生作用；有直接关系
What I have said does not apply to you. 我说的话与你无关。
This rule does not apply. 这个规则不适用。
专心；集中精力
apply oneself to 专心从事，埋头于…
The new comer applied his mind to the job. 新来的职员工作专心致志。
Students should apply themselves to their study. 学生们应该专心致志地学习。
14. be made up of
15. be located
vt. 找到…位置
I cannot locate the shop. 我找不到这家商店。
We located the shops and the post office as soon as we moved into the town. "我们一搬进城里,就找到了商店和邮局的所在地。"
设置；住（在）
The new building will be located in the center of town. 这座大楼将建在市中心。
The new hospital is to be located near your college. 这所新医院将建在你们学院附近。
Their factory is located at the foot of the mountain. 他们的工厂坐落在山脚下。
16.while 用法
Lesson 4.
Teaching aims: Vocabulary revision
Grammar revision
Teaching main-points: Vocabulary and grammar revision in the process of the integration between the teacher and the ss
Teaching Crux: 1) SS’ explanation about the vocabulary and grammar
2) Teacher’s further explanation and supplement
Teaching materials & focuses:
17. suffer from
vt.遭受；忍受
　 suffer the result /heavy losses /injuries承受结果/遭受大损失/负伤
　 suffer from headache/illness 遭受头痛/疾病的困扰
Suffer 和suffer from 的区别
suffer (vt.) 和suffer from的区别：suffer 指一般的损害、痛苦等等，但suffer from指长期的或习惯性的痛苦或困难。
18. benefit n. 利益；好处
It is said Yogo is of great benefit to human health. 据说瑜咖功对人体健康有极大好处。
I did it for his benefit. 我做这个是为了帮助他。
A five-day week benefits more than individually and economically. 五天工作制不仅仅对国家经济和个人有好处。
【词性变化】
benefit vt., vi. 有益于 （常与from, by连用）获益；得益于
The plants benefited from the rain. 植物得益于这场雨。
We benefit from daily exercises. 我们得益于每天做操。
19. be fond of
20. 四． 主语从句
1． 定义：用作主语的从句叫做主语从句。
2． 构成：关联词+简单句
3． 引导主语从句的关联词有三类：
(1) 从属连词that。 如：That they were in truth sisters was clear from the facial resemblance between them. 很明显，她们确是亲姐妹，她们的脸型很相似。
(2) 从属连词whether。如：
Whether he’ll come here isn’t clear. 他是否会来这里还不清楚。
(3) 连接代词who, whom, whose, what, which, whoever, whatever, whichever
What she did is not yet known. 她干了什么尚不清楚。
How this happened is not clear to anyone. 这事怎样发生的，谁也不清楚。
Whoever comes is welcome. 不论谁来都欢迎。
Wherever you are is my home ---- my only home. 你所在的任何地方就是我的家----我唯一的家。
1． 主语从句能用it作形式上的主语。常以it作形式主语的句型有：
A. It+be+形容词(obvious, true, natural, surprising, good, wonderful, funny, possible, likely, certain, probable, etc.)+that从句。如：
It is certain that she will do well in her exam. 毫无疑问她考试成绩会很好。
It is probable that he told her everything. 很可能他把一切都告诉她了。
B. It+be+名词词组(no wonder, an honour, a good thing, a pity, no surprise, etc.)+that从句。如：
It’s a pity that we can’t go. 很遗憾我们不能去。
It’s no surprise that our team should have won the game. 我们没赢这场比赛真意外。
Lesson 5.
Teaching aims: Vocabulary revision
Grammar revision
Teaching main-points: Vocabulary and grammar revision in the process of the integration between the teacher and the ss
Teaching Crux: 1) SS’ explanation about the vocabulary and grammar
2) Teacher’s further explanation and supplement
Teaching materials & focuses:
C. It+be+过去分词(said, reported, thought, expected, decided, announced, arranged, etc.)+that从句。如：
It is said that Mr. Green has arrived in Beijing. 据说格林先生已经到了北京。
It is reported that China has sent another man-made earth satellite into orbit.
据报道中国又成功地发射了一颗人造地球卫星。
D. It+seem, happen等不及物动词及短语+that从句。如：
It seems that Alice is not coming to the party at all. Alice似乎不来参加晚会。
It happened that I was out that day. 碰巧我那天外出了。
E. It+doesn’t matter (makes no difference, etc.)+连接代词或连接副词引起的主语从句。如：
It doesn’t matter whether she will come or not. 她是否来这无关紧要。
It makes no difference where we shall have the meeting. 我们在哪里开会毫无区别。
F. 当that引导的主语从句出现在疑问句中时，要以it作形式主语，而把主语从句后置。如：
Is it true that the scientist will give us a lecture next week 下周那位科学家将给我们作报告是真的吗？
Does it matter much that they will not come tomorrow 他们明天不来很要紧吗？
G. 当主语从句出现在感叹句中时，要以it作形式主语，而把主语从句后置。如：
How strange it is that the children are so quiet! 孩子们这么安静真奇怪！
2．注意连接代词whoever, whatever, whichever等引导主语从句的含义
Whoever comes will be welcome. (whoever=the person who)来的人将受到欢迎。
Whatever he did was right. (whatever=the thing that) 他所做的事情是正确的。
Whichever of you comes in will receive a prize.
(whichever=anyone of you who) 你们当中不论哪个进来将会得到奖励。
Lesson 6
Teaching aims: Vocabulary revision
Grammar revision
Teaching main-points: Vocabulary and grammar revision in the process of the integration between the teacher and the ss
Teaching Crux: 1) SS’ explanation about the vocabulary and grammar
2) Teacher’s further explanation and supplement
Teaching materials & focuses:
主谓一致是指一个句子的主语和谓语动词保持数的一致关系. 处理主谓一致一般遵循如下三个原则： 1.语法一致：指在语法形式上取得一致。如：主语为单数形式，谓语动词用单数形式；主语为复数形式，谓语动词用复数形式。 1）The boy shows his mother much attention. 2) The boys are playing outside. 2.意义一致：指从意义上处理一致关系。如：主语形式上虽为单数但意义上为复数，谓语动词也用复数形式。 1)The crowd were fighting for their lives. 2)Five minutes is enough. 3) Your new clothes fit you, but mine don't fit me. 3.就近原则：指谓语动词的单、复数形式取决于最靠近它的词语。 1）There are two teachers and a student under the tree. 2) There is a student and two teachers under the tree.
I. 名词作主语的主谓一致.
1.一般采用语法一致的原则。
如果以名词词组作主语,谓语动词和中心词一致.
　　This table is a genuine antique.
　　Both parties have their own advantages
2.不可数名词作主语,谓语动词用单数.
3.集合名词作主语. (1) 有些集合名词 machinery, equipment, furniture,jewellery clothing 表单数概念，用单数动词。
Poultry is expensive at this time of year.
That green foliage was restful.
The merchandise has arrived undamaged.
All the machinery in the factory is made in China.
The suite of furniture he bought was of contemporary style.
The equipment of the photographic studio was expensive.
(2) 有些集合名词 police ，people， cattle 表复数概念，用复数动词。
The British police have only very limited powers.
The militia were called out to guard the borderland.
It seems the cattle on the sides of the dikes were the only living creatures in these desolate surroundings.
(3) 有些集合名词 team ， audience， family ， crew ， class, public， government, enemy ，group 若作一个整体, 用单数动词; 若看为一个个成员，用复数动词。
The committee has/have decided to dismiss him.
A council of elders governs the tribe.
The present government is trying to control inflation.
The school staff are expected to supervise school meals.
Lesson 7
Teaching aims: Vocabulary revision Grammar revision
Teaching main-points: Vocabulary and grammar revision in the process of the integration between the teacher and the ss
Teaching Crux: 1) SS’ explanation about the vocabulary and grammar
2) Teacher’s further explanation and supplement
Teaching materials & focuses:
注意: 1) population : "人口总数", 作单数看.如表示人口的一部分, 一般用复数 动词.
2) "the + adj." 采用意义一致的原则。表“人”作复数看,表“抽象物”则 作单数看.
4.以S 结尾的名词. 1) 一些表学科的名词, physics, maths ,politics 用单数形式.
2) 某些以-s结尾的地理名称，如果是国名，如the United States，the Netherlands等，因其是单一政治实体，所以谓语动词用作单数。
例如：
The United States was hit by the Great Depression in 1930s'.
In early January 1996 the Netherlands was hit by its worst storm since 1976.
　　但如果是群岛、山脉、海峡、瀑布等地理名称作主语，谓语动词用作复数。
例如：
The West Indies are commonly divided into two parts.
The Himalayas have a magnificent variety of plant.
The Straits of Gibraltar have not lost their strategic importance.
The Niagara Falls are perhaps the most splendid waterfall in the world.
3) the Olympic Games 可用单数也可用复数
4) 有些名词只以复数形式存在, glasses shorts, scissors, arms, clothes, goods. wages 等（见名词）用复数形式. 但有表单数的量词与之连用,则用单数形式.
5)单复同形的名词, means ,species , works等（见名词）,用意义一致的原则： 如表 单数概念,用单数形式; 表复数概念,用复数形式. 注意: work 作“著作”时，为可数名词，常用复数形式.
II.不定代词作主语
1. all, both 采用意义一致的原则。表人或物(可数)作复数, 但 all 表“所有的一 切” 作单数.
Pancakes and syrup is a tasty breakfast.
The number and diversity of British newspaper is considerable.
Good and bad taste are inculcated by example.
Fish and chips are getting very expensive.
A truck and a car were in the ditch.
Both Cathy and her daughter Lida have gone fishing in Canada.
2. some, any, few 采用意义一致的原则。
3.either, each 作主语,常用采用意义一致的原则，用单数动词。4.such 作主语时，采用意义一致的原则。
5. every, some, any, no 与 one ,body, thing 的合成不定代词,采用语法一致的原 则，通常用单数.
III.并列主语的主谓一致
1. and, both...and 连结的并列主语.
1）若代表两个不同的事物, 用复数形式.
2）若and 连结的并列主语指同一人或物,如,salt and water, bread and butter等, 用单数形式.
3）当 "each / every + 单数名词 + and each / every +单数名词" 结构应用单 数动词。
2.not only...but also..., neither...nor...,either...or...,or 连用的并列主语,通常用就近 原则.
Additional Teaching Materials for Unit 1 (Senior Three):
A
Tristan da Cunha, a 38-square-mile island, is the farthest inhabited island in the world, according to the Guinness Book of Records. It is 1 ,510 miles southwest of its nearest neighbor, St.Helena, and 1,950 miles west of Africa. Discovered by the Portuguese admiral（葡萄牙海军将）of the same name in 1506, and settled in 1810, the island belongs to Great Britain and has a population of a few hundred.
　Coming in a close second - and often wrongly mentioned as the most distant land - is Easter Island, which lies 1,260 miles east of its nearest neighbor, Pitcaim Island, and 2,300 miles west of South America.
　 The mountainous 64-square-mile island was settled around the 5th century, supposedly by people who were lost at sea. They had no connection with the outside world for more than a thousand years, giving them plenty of time to build more than 1 ,000 huge stone figures, called moai, for which the island is most famous.
　 On Easter Sunday, 1722, however, settlers from Holland moved in and gave the island its name. Today, 2,000 people live on the Chilean territory (智利领土) They share one street, a small airport, and a few hours of television per day.
1. It can be learned from the text that the island of Tristan da Cunha _______.
A. was named after its discoverer　 B. got its name from Holland settlers
C. was named by the British government D. got its name from the Guinness Book of Records
2. Which of the following is most famous for moai
A. Tristan da Cunha.　 B. Pitcaim Island.　 C. Easter Island.　D. St. Helena.
3. Which country does Easter Island belong to 　
A. Britain.　　　 B. Holland.　　 C. Portugal.　　　　D. Chile.
B
Save Grain Campaing
Like other heavily populated nations, India is trying to find new ways to produce more food to feed its ever increasing population. But one of the methods India recently has taken is as old as the Upanishads. It's called simply storing grain. Today in India, they are calling it the "Save Grain Campaign" and it seems to be working.
By planning ahead ,the country has opened more land and increased grain production from 51 million tons in 1995.India can now depend on its own grain supply. To reduce post-harvest
losses, estimated at 9.33 percent of the nation output, the Indian Ministry of Food has taken several steps to let more people know more about scientific methods of grain storage.
The "Save Grain Campain", a pilot program in 1965,now is gaining popularity. There are 17 campaign offices across India. Campaign workers work closely with provincial governments to
teach farmers scientific methods of stirring food and pest control.
1. What do the Indian do to have more food
A. Increase its population
B. Open more farmland
C. From 17 campaign offices in every province
D. Buy more food from foreign countries.
2. Now there is ________ farmland and _______ grain and there
are ______ people than over in India.
A. more ,more ,more B. more ,more ,fewer
C. more ,less ,fewer D. less ,less ,more
3. The "Save Grain Campaign" is a program_____________
A. popular since 1965
B. popular since 1951
C. widely known now
D. dealing with pest control
4. If there were no post-harvest losses, maybe the total output
of grain in India would be___________
A. over 9 percent more
B. 51 million tons
C. 192 million tons
D. 243 million tons
5. The scientific methods of grain storage have to be taught
because________
A. a lot of grain is wasted after the crop harvests
B. a lot of grain is wasted during the crop harvests
C. a lot of farmland is wasted
D. farmers know nothing about the "Save Grain Campaign"
C
Empty deserts
In the 19th century Americans from the eastern states moved out west to settle in the rich new lands along the Pacific Coast. The most difficult parts of their trip was crossing the "Great American Desert" in the western part of the United States by horse and wagon.
The western desert can be very dangerous. There is little water and there are few trees. But the desert also has scenery of great beauty. Tall towers of red and yellow stone rise sharply from the flat ,sandy valley floor. The scene has been photographed many times and appears in movies and in TV.
In Arizona, man-made dams across the Colorado River have made two large lakes in the middle of the dry desert country. At lake Poweel, the red stone arch Rainbow Bridge rises high above the blue lake.There are few roads. Many areas of lake Powell's shore can only be reached by boat or on foot. But hikers in this empty desert land sometimes find very old native American pictures, painted on the rocks.
In Death Valley, California, the summer temperature rises to 130-165 degrees Fahrenheit .There is less than two inches of rain each year .Death Valley is the lowest place in America-925 meters below sea level. In the 1800s ,many travelers died when they tried to cross this waterless valley in the terrible heat. Although the desert is dry and seems empty, there is plenty of life if you look closely. Small insects, snakes, and rats have learned how to live in the desert heat. They live underground and come out at night ,when it is cool. Plants such as cacti need very little water. When it does rain in the desert(sometimes only once or twice a year),plants grow quickly ,and flowers open in a single day. For a short time, the desert is covered with brilliant color.
1. In the 19th century, Americans moved from the east to the west because they_________
A. enjoyed the trip
B. wanted to make their home there
C. wanted to find new grassland there
D. had no water to drink
2. From the passage ,we can conclude that____________
A. the western desert is a good place for people to live in
B. there is little water but there are many trees in the desert
C. the desert is dangerous but it is full of beauty
D. till now, people know little about the desert
3. If you want to find some old native American pictures painted on the rock you must travel_______
A. on foot B. by boat
C. by car D. by plane
4. In the 1800s many travelers died in Death Valley because of ________
A. illness B. high temperature
C. cold weather D. poisonous water
5. In the desert, animals will die____________
A. if they move about
B. if they can't make holes underground
C. if they come out a at night
D. if they drink much water
ZZQ每单元词汇必考（Unit 1）：
（下巴上的）胡须，络腮胡子n. 航行者，航海者，航天者n. 紧的，难解开的；紧密的adj. 绷紧的绳索或钢丝 n.版本，版次 n.髭；八字须，小胡子n..啤酒厂n. 结束时说；（经推理）相信、达成vt. vi. 结束雇佣，租用. vt. 寄送某处进行处理（词组）记下，写下（词组）长度，长n. 运动（员）的；体格健壮的adj.凋谢，褪色，（声音等变弱） vi.（光线等）变暗 vt. 使褪色一个接一个地；连续不断地（词组）首先；第一，原先（词组）叙述，帐目，帐户n. vt.尝试，努力n. 试图，企图适合的，恰当的adj.申请，请求（词组）检查；视察；查看vt.证实；确认vt. 证（明）书n.逐渐的；渐变的 adj. n.空白，空隙 adj..空白的；空虚的热情的；热心的adj. n.出价；投标 （拍卖时）. vt. vi.喊（价）；投标十年n..委员会n.迷住；使神魂颠倒vt.爆炸，爆破（过去式，过去分词）vi.突然而猛烈地发出或产生出某事物（词组）在。。。下面画线；强调. vt.地球；地球仪；球体n.灌木；[the --]荒野n. 有技巧的；熟练的adj..管理；行政（机关）；经营n.许可；同意n..同学；校友 n. （外）祖父母n.不久前；近来adv..熟悉的；常见的adj.将某人或（某事物）当作中心或重点（词组）因素；要素n.集中；全神贯注 集中；聚集；浓缩vt. vi. 专心致志于（词组）头盔；安全帽n..真正地；真实地；真诚地adv.给（某人）乐趣；使愉快 高兴；愉快非常高兴的；愉快的adj. 精力充沛的；充满活力的adj. 小心的；谨慎的adj.外向的，爽直的adj.52．登记；注册；记录vt. vi.
ZZQ每单元词组必会（Unit 1）：
1.in a soccer career 在足球生涯中
2.settle an argument about 确定关于…的论点
3.be sent into 被收入
4.set down 登记；记载；写下
5.keep track 与…保持接触；跟…的进程或发展
6.be put into 被放入…；翻译成…
7.stand out 显著；杰出
8.be diagnosed with cancer 被诊断出患了癌症
9.in the first place （用与列举理由等时）首先；第一；原先
10.make for 可造成；可译成；有好处；走向
11.apply for 申请；请求
12.head down to 开往；前往；朝向
13.have been around 遍布全球（各地）；深入人心
14.burst into something 突然而猛烈地发出或产生某事物
15.centre on /upon 将某人或某事物当作中心或重点
16.concentrate on 专心致力于
答案：
ACD ； B A C A A ； B C A B B
Unit 2. Crossing Limits
Lesson 1.
Teaching aims: Vocabulary revision
Grammar revision
Teaching main-points: Vocabulary and grammar revision in the process of the integration between the teacher and the ss
Teaching Crux: 1) SS’ explanation about the vocabulary and grammar
2) Teacher’s further explanation and supplement
Teaching materials & focuses:
1. 继续复习主谓一致
IV.表示数量的名词词组作主语. 1.数词+量度或时间的复数名词作主语通常看作一个整体,用单数动词。
2. a number of.... :表" 一些",后接复数名词,用复数动词; the number of ... 表" ... 的数目" 后接单数名词, 用单数动词.
3.百分数, 分数, enough, rest, part 后接单数可数或不可数, 用单数动词; 后接复数可数用复数动词.
4.many+复数名词, 用复数动词; many a(n) +单数可数,用单数动词.
5“more than one + 单数名词” 结构，虽为复数意义，但一般用单数动词。 但“ more + 复数名词 + than one ” 结构，一般用复数动词。
6. “a +单数名词+ or two ” 结构，多用单数单词。 但“ one or two + 复数名词” 结构，多用复数动词。
7. one and a half + 复数名词作主语,用单数动词.
8. “ this kind of +单数名词” = “a +单数名词+ of this kind ” 用单数动词；“this kind of +复数名词 ” 用单数动词； 但 “these kind of +复数名词 ”/ “复数名词+ of this kind” / “all kinds of + 复数名词” ，用复数动词。
9. quantities of + 可数/ 不可数, 均用复数动词; large amounts of + 不可数, 均用复数动词.
V. 名词+介词词组(with ,as well as , except, but, along with, together with, rather than 作主语时,动词形式取决于 作主语名词的单复数.
VI. there be 句型中,若主语为数个名词并列,采用就近原则.
VII. one of + 复数名词+ who/which/that 引导的定语从句. 通常从句的谓语动词与靠近它的先行词复数名词(不是one)一致,单one 前有 the only 修饰,则从句动词用单数形式.
VIII. 名词性从句及非谓语动词作主语. 一般谓语动词用单数形式,但名词性从句及非谓语动词作主语分指两件事,则 用复数形式. 但在"主+系+ 表" 结构中,当表语是复数名词时,用复数动词.
IX.在四则运算中, 减除法用单数,加乘法则用单复数形式均可.
在提问四则运算时,如用 how many, 则用复数动词; 用how much 则用单数 .
X. the + 形容词表示“一类人”时，谓语动词用复数。
The +形容词表示“一类事”时，谓语动词用单数。
The beautiful is not always the same as the good.
The old like to recall the past.
2. inspire vt. inspired, inspiring 鼓励；激励
inspire sb. with hope 激起某人的希望
I was inspired to work harder than ever before. 我受激励比以往任何时候都更加努力地工作。
促成；导致
a philosophy which inspired revolution 一个引起革命的哲学思想。
Lesson 2
Teaching aims: Vocabulary revision
Grammar revision
Teaching main-points: Vocabulary and grammar revision in the process of the integration between the teacher and the ss
Teaching Crux: 1) SS’ explanation about the vocabulary and grammar
2) Teacher’s further explanation and supplement
Teaching materials & focuses:
3. search for 寻找， 搜寻
All the villagers were out to search for the lost camel.
4. contact n. 接触， 联糸
establish contact with the outer world 建立与外界的联系
maintain a close contact 保持密切接触［联系］
【词性变化】
contact vt. 和...联系， 使接触 与...接近（某人）
contact one's solicitor 和律师联系
contact sb. by telephone 打电话与某人联系
vi. 接触， 联系
【习惯用语】
be in contact with 和...接触， 有联系［脱离接触， 失去联系］
be out of contact with 和...接触， 有联系［脱离接触， 失去联系］
bring into contact with 使接触， 使与...联系
throw in contact with 使接触， 使与...联系
lose contact with 和...失去联系， 离开
make contact with 和...接触［联系］
5. exchange 交换
In exchange for 交换
6. take prisoner 被俘
7. in return 作为回报
Lesson 3.
Teaching aims: Vocabulary revision
Grammar revision
Teaching main-points: Vocabulary and grammar revision in the process of the integration between the teacher and the ss
Teaching Crux: 1) SS’ explanation about the vocabulary and grammar
2) Teacher’s further explanation and supplement
Teaching materials & focuses:
8. apart from 除了
9. risk
at one's own risk 自担风险
at risk 有危险
children at risk 孩子们有危险
run risks 冒险 (= take risks)
【词性变化】
risk vt. 使冒危险；作赌注 冒…之险
to risk failure 冒失败之险
He risked his life when he saved the child from the fire. 他冒着生命危险把孩子从火中救出。
You should not have risked the confrontation with the government. 你们本不该冒险对抗政府的。
10. rely on
11. survive vt., vi.
-vived, -viving 大难不死；死里逃生 在…之后还活着
Few survived after the flood. 洪水过后，生还者极少。
The man was very ill, but he survived. 这个人病得很厉害，可是他活下来了。
12. be up to
13. make an attempt
14. succeed vi., vt. （常与in连用）成功；达到； 完成
He succeeded in the examination. 他考试及格了。
His business has succeeded, and is making a lot of money. 他的生意很成功，赚了很多钱。
The astronauts succeeded in returning from the moon to the earth according to the plan.
宇航员们按计划成功地从月球返回到地球。
成就 随后；继续
（常与to连用）继位；继承；继任 to succeed to the throne 继承王位
Lesson 4.
Teaching aims: Vocabulary revision
Grammar revision
Teaching main-points: Vocabulary and grammar revision in the process of the integration between the teacher and the ss
Teaching Crux: 1) SS’ explanation about the vocabulary and grammar
2) Teacher’s further explanation and supplement
Teaching materials & focuses:
Lesson 5.
Teaching aims: Vocabulary revision
Grammar revision
Teaching main-points: Vocabulary and grammar revision in the process of the integration between the teacher and the ss
Teaching Crux: 1) SS’ explanation about the vocabulary and grammar
2) Teacher’s further explanation and supplement
Teaching materials & focuses:
15. take photos of
16. to have done 动词不定式完成式
当动词不定式的动作发生在谓语动词之前，要用动词不定式的完成式 to have done
I am sorry to have kept you waiting for such a long time.She seems to have read the book before.
He is said to have written a new book about business English.
17. 动词时态和语态复习
动词的时态
一般现在时
一般现在时由谓语动词原形构成，主语是第一、第二人称和第三人称复数时，动词用原形。当主语是第三人称单数时，须在动词原形的词尾加-s或-es。
一般现在时的主要用法如下：
a. 表示现在的特征或状态，例如：
I major in computer science.
b. 表示经常或习惯性动作，例如：
--I climb the mountain three times a week.
c. 表示公认事实或普遍真理，例如：
--Health is more important than wealth.
d. 在时间和条件状语从句中代替将来时，例如：
--When he finishes middle school, he will go on his studies in college. We will have a football match if it is fine tomorrow.
e. 在口语中表示预先安排好将要发生的动作，但这只用于一些表示位置移动的动词，如come, go, leave, sail, arrive, return, depart以及象start, begin, end, stop, open, close和be 等词，例如：
--The delegation arrives here tomorrow.
--The plane takes off at 11 a.m..
f. 在口语中hear, learn, say, tell 等动词表示已发生的动作，而且这个动作发生的时间在说话人心目中处于很不重要的地位，例如：
Lesson 6
Teaching aims: Vocabulary revision
Grammar revision
Teaching main-points: Vocabulary and grammar revision in the process of the integration between the teacher and the ss
Teaching Crux: 1) SS’ explanation about the vocabulary and grammar
2) Teacher’s further explanation and supplement
Teaching materials & focuses:
2 一般过去时
一般过去时以谓语动词原形加-ed表示，不规则动词的过去式见不规则动词表。该时态的主要用法如下：
a. 表示确定的过去时间里发生的动作或情况，例如：
--Scissors (剪刀) cut paper, but I cut my finger this morning.
b. 表示过去的习惯动作，例如：
--He often went dancing before.
也可用used to和would来表达过去习惯的动作:
--Tom used to eat out (下馆子吃饭) every day, but now he can't afford it.
c. 在时间和条件状语从句中，代替过去将来时，例如：
--I missed that exciting game, because mother said I couldn't watch TV before my homework was finished.
--Father promised to buy me a bike if he got a raise.
d. 用于一些虚拟句，表示现在或将来臆想或非真实的情况，例如：
--I wish I had a better memory.
2 现在完成时、现在完成进行时与过去完成时（Present perfect, present perfect progressive and past perfect）
2.1 现在完成时
现在完成时由have/has+过去分词组成，规则动词的过去分词与过去式同形，不规则动词的过去分词见不规则动词表。与现在完成时连用的时间状语主要有两类，一类是表示不确切的时间状语，如just， ever， never， yet， already， before等；另一类是表示包括现在在内的时间状语，如these days， since…，for a long time， this year， so far， up till now 等。
该时态的主要用法如下：
a. 用来表示从过去到现在这段时间里已完成且对现在有影响的动作，例如：
--John has been to Beijing.（说明他现在已经返回）
--John has gone to Beijing.（说明他现在不在此地）
--I have seen the film many times.（说明对电影内容很熟悉）
b. 表示从过去延续到现在的动作或状态，例如：
--How many pages have you covered today
--It has rained a great deal since you left.
--She has been ill for three days.
c. 在时间和条件状语从句中代替将来完成时，例如：
--The students will go home as soon as they have finished the exams.
--I will give my opinion when I have read the book through.
--He will say sorry to you if he has realized his own mistake.
d. 用于This is the first time…结构中
--This is the first time I have eaten Pizza.
--This is the first time they have seen a panda.
--It is the first time John has played golf.
Lesson 7
Teaching aims: Vocabulary revision
Grammar revision
Teaching main-points: Vocabulary and grammar revision in the process of the integration between the teacher and the ss
Teaching Crux: 1) SS’ explanation about the vocabulary and grammar
2) Teacher’s further explanation and supplement
Teaching materials & focuses:
e.一些不定式
（1）There be……
There are a lot of things to do.有许多工作要做。
(2)不定式修饰want, have等动词的宾语，且句子主语是不定式动作的执行者。
I have a lot of things to do.我有许多事情要做。
(3)动词不定式前有表性质的形容词，且动词不定式中的动词与句子主语有动宾关系。
The question is easy to answer.这个问题很容易回答。
(4)当不定式修饰buy, get, give等动词的直接宾语，而间接宾语是不定式的逻辑主语时
I bought him a story-book to read.我给他买了本故事书看看。
(5)在 “This(that) is +名词”的句型中，修饰表语的不定式用主动形式表被动。
This is a hard question to answer.这是个很难回答的问题。
第四． 一些固定的结构或词组只能用主动语态。如：
Let( 出租)：the house is to let. The middle house won’t let.
Be to blame. 该受责备。Be to rent
被动表主动
一．　汉语有一类句子不出现主语，在英语中一般可用被动结构表示，如：
据说……It is said that…
据报导……It is reported that…
据推测……It is supposed that…
希望……It is hoped that…
众所周知……It is well known that…
普遍认为……It is generally considered that…
有人建议……It is suggested that…
1)It is reported that it is going to rain tomorrow.
2)It is well known that Thomas Edison invented the electric lamp.
二．　be determined, be graduated (from), be prepared (for), be occupied (in), get married be seated, be devoted, be engaged in (从事，忙于)，　be drunk, be lost, be dressed, be hidden,
　　He is graduated from a famous university.
　　他毕业于一所有名的大学。
注意： 表示同某人结婚，用marry sb. 或get married to sb. 都可。
　　He married a rich girl.
　　He got married to a rich girl.
Additional Teaching Materials for Unit 2 (Senior Three)
A
Scattered around the globe are more than 100 small regions of isolated volcanic activity known to geologists as hot spots. Unlike most of the world’s volcanoes, they are not always found at the boundaries of the great drifting plates that make up the earth’s surface; on the contrary, many of them lie deep in the interior of a plate. Most of the hot spots move only slowly, and in some cases, the movement of the plates past them has left trails of dead volcanoes. The hot spots and their volcanic trails are milestones that mark the passage of the plates.
That the plates are moving is now beyond dispute. Africa and South America, for example, are moving away from each other as new material is injected into the sea floor between them. The complimentary coastlines and certain geological features that seem to span the ocean are reminders of where the two continents were once joined. The relative motion of the plates carrying these continents has been constructed in detail, but the motion of one plate with respect to another cannot readily be translated into motion with respect to the earth’s interior. It is not possible to determine whether both continents are moving in opposite directions or whether one continent is stationary and the other is drifting away from it. Hot spots, anchored in the deeper layers of the earth, provide the measuring instruments needed to resolve the question. For an analysis of the hot-spot population it appears that the African plate is stationary and that it has not moved during the past 30 million years.
The significance of hot spots is not confined to their role as a frame of reference. It now appears that they also have an important influence on the geophysical processes that propel the plates across the globe. When a continental plate comes to rest over a hot spot, the material rising from deeper layers creates a broad dome. As the dome grows, it develops deep fissures（cracks）;in at least a few cases the continent may break entirely along some of these fissures, so that the hot spot initiates the formation of a new ocean. Thus just as earlier theories have explained the mobility of the continents, so hot spots may explain their mutability（inconstancy）.
1.The author believes that .
A.the motion of the plates corresponds to that of the earth’s interior
B.the geological theory about drifting plates has been proved to be true
C.the hot spots and the plates move slowly in opposite direction
D.the movement of hot spots proves the continents are moving apart
2.That Africa and South America were once joined can be deduced from the fact that .
A.the two continents are still moving in opposite directions
B.they have been found to share certain geological features
C.the African plate has been stable for 30 million years
D.over 100 hot spots are scattered all around the globe
3.The hot-spot theory may prove useful in explaining .
A.the structure of the African plates B.the revival of dead volcanoes
C.the mobility of the continents D.the formation of new oceans
4.The passage is mainly about .
A.the features of volcanic activities B.the importance of the theory about drifting plates
C.the significance of hot spots in geophysical studies D.the process of the formation of volcanoes
B
By the Louisiana Purchase of 1803 the United States bought from France a vast area of some 828 000 square miles. This was one of the biggest land purchases in history. The area stretches from the Mississippi River in the east to the Rocky Mountains in the west and from the Gulf of Mexico in the south to the United States—Canadian border in the north. This territory（领土） makes up a third of the United States. It included, before territorial adjustment, all or parts of what were to become 15 States.
This huge region was explored in the 16th century by the Spaniard. A Frenchman, in 1682,named it Louisiana in honor of his king, Louis XIV（1638-1715）.Early in the 18th century the French founded settlements along the Mississippi River. The most important one, New Orleans, was founded in 1718 on the east bank of the river,90 miles from its mouth. In 1732 the French Government took control of Louisiana.
At the end of the French and Indian War（1754-1763） in North America, French lost its lands east of the Mississippi to the Britain. In an agreement France gave up Louisiana—the French lands west of the Mississippi, and New Orleans—to Spain.
In the late 18th century Napoleon Bonaparte（1769-1821） rose to become the first emperor of France. He dreamed of creating a new French colonial empire in North America. In 1800 he persuaded the Spanish rulers to sign the secret Treaty of San Ildefonso. This treaty transferred Louisiana back to France. On October 15,1802,the king of Spain finally gave the order transferring Louisiana to France.
When President Thomas Jefferson（1743-1826） learnt of the secret agreement, he was very worried. He did not welcome the idea of having a strong France as a neighbour in the west in place of the weak Spain. Jefferson was also afraid that when the French controlled New Orleans they would close the Mississippi to America trade.
Jefferson ordered Robert R.Livingston（1746-1813）,the America minister to France, to explore the possibility of purchasing New Orleans and part of West Florida near the mouth of the Mississippi. Jefferson used psychology to force Napoleon’s hand. He permitted to fall into the hands of the French Emperor some false secret letters, saying that the United States would join Britain for an attack on Louisiana. In March,1830,James Monroe（1758-1831） went to Paris, who was empowered to offer Napoleon up to $10 000 000 for New Orleans and a tract of land on the Gulf of Mexico.
1.What is the main idea of the text
A.The history of Louisiana. B.The purchase of a piece of land.
C.The wars between different countries for Louisiana.
D.The great wisdom of Thomas Jefferson in winning Louisiana for the United States.
2.The author is most likely to agree with which of the following statements
A.Louisiana was by far the largest state of the United States at that time.
B.The name Louisiana was most commonly seen in Spain.
C.France lost its control of Louisiana to Britain after losing the French and Indian War.
D.Thomas Jefferson wanted to have Louisiana because he felt that with such a vast region in his hand,France could be a threat to the United States.
3.What is the main reason that made Napoleon sell Louisiana to the United States
A.Louisiana was too big for France to control.
B.Thomas Jefferson was so clever that Napoleon could not match his wisdom.
C.Napoleon was deceived by the false letters and was afraid of the attack by Britain and the United States.
D.The native people in Louisiana would not be ruled by foreign rulers.
4.What will the paragraph immediately following the last paragraph discuss
A.How did France sell Louisiana to the United States.
B.What happened to Louisiana after it was purchased by the United States.
C.How Thomas Jefferson was respected by his people for the important purchase he made.
D.What was the effects of the purchase on American developments.
C
In 1723 there arrived in Philadelphia a penniless young man, eager for work and for knowledge. As the years passed, this man, Benjamin Franklin, contributed greatly to his city and to his country. He became a printer and a publisher, and a learned man in many subjects. He also helped to spread learning by establishing a public library and by founding the American Philosophical Society, which is an important academy of great scholars to this day.
Franklin initiated many improvements in the city of Philadelphia, making it one of the world’s first cities to have paved and lighted streets as well as a police force and a fire-fighting company. He also made many practical inventions such as the Franklin stove, which was a very efficient heater, and the lightning road to protect buildings in electric storms. His scientific work with electricity earned Franklin world fame.
Franklin played an important role in the early history of the United States. He took part in drawing up the Declaration of Independence and the Constitution. He was the first ambassador to France, and he helped negotiate the treaty of 1783,which ended the Revolutionary War.
As an active member and as president of the Abolitionist Society, Franklin devoted the last years of his life to the movement to end slavery.
1.When Franklin arrived in Philadelphia, he had .
A.a little money but no work B.no money and no work
C.a job and a lot of knowledge D.a job and a lot of money
2.The American Philosophical Society is an important academy of great scholars .
A.at Franklin’s time B.until he died C.up to now D.before the birth of the USA
3.Franklin became famous because he .
A.invented the lightning road to protect buildings in electric storms
B.was the first ambassador to France
C.took part in drawing up the Declaration of Independence and the Constitution
D.was president of the Abolitionist Society
4.“He also made many practical inventions...” means he .
A.imagined lots of useful things B.made clever things
C.invented a lot of useful objects D.invented a lot of expensive things
ZZQ每单元词汇必考（Unit 2）
评价；估计vt.各种各样的；不同种类的adj. 以。。。的名义；代表(词组)极重要的；关键性的adj.起点；来源；出身n.配备；装备vt.n.难题；谜 vt. 使困惑；使糊涂富有的；有财产的adj. adj.亚洲的；亚洲人的 n. 亚洲人交换；互换（词组）非洲人；非洲的；非洲人的；非洲语言的n. adj. 大使；使节n.漫游；游荡；流浪vi.祖国n. 存在；生存n..准确的；精确的adj.海军n. 财宝；财富n. 命令；指挥；控制n.起航（词组）王室的；（英国）皇家的adj.大使馆n. 斑马n.作为回报（词组）n.志愿者vt/vi. 自愿地或无偿地提供镭n.坝；堤n.培养；提出（词组）提议；建议；暗示vt..完成；实现vt. 除。。。都；除。。。外（尚有）(词组)疾病；晕机（车，船）n..不能的；不会的；无能力的adj.神圣的；宗教的adj.提到；查询（词组）耗尽；用光（词组）飞机；飞行器；飞艇n.起来；上升；出现（过去式，过去分词）vi. 证据；证词n.主席；董事长n. 称赞；赞美n./ vt.
ZZQ每单元词组必会（Unit 2）
1.make (good ) use of (充分)利用
2.deal with 处理
3.meet with (偶然)遭遇;碰到;尝到
4.evluate… from… 从什么方面(观点)评价……
5.take possession of 获得;占有;作为……的代表
6. in the name of 以……的名义;作为……的代表;借……为名;
以……为借口;凭……权威
7.search for 寻找……;搜索;探求
8.long before 很久以前。但before long是不久以后之意
9.contact with 与……联系;与……接触
10.in exchange for 与……交换
11.develop into 发展成为
12.lead to 导致;通向
13.be taken prisoner 作为囚犯被关押
14.date from 从……就开始有;追溯到
15.by the beginning of 到……(之)初
16.under the command of 在……的统帅下
17.in turn (for) 作为……的报酬;作为交换(回报;回答)
18.adjust to 附属于某人的;调整;调节;校准;(使)适应
19.be up against 对抗;对付;面临
20.fail to 力所不能;失败
21.succeed in 在……取得成功
22.apart from 别无;除……外(尚有)
23.run out 耗尽;用光
阅读答案： B B D D ; B D C A ; B C A C
Unit 3 Australia
Lesson 1.
Teaching aims: Vocabulary revision
Grammar revision
Teaching main-points: Vocabulary and grammar revision in the process of the integration between the teacher and the ss
Teaching Crux: 1) SS’ explanation about the vocabulary and grammar
2) Teacher’s further explanation and supplement
Teaching materials & focuses:
1. be made up of
The delegations is supposed to be made up of volunteers selected after a test
引申：make sb out , make believe, make a difference, make use of , make most of
2. locate 位于， 定位
The village is located in the mountain.
She tried to locate the position of the enemy plane.
3. stand for 代表， 象征， 支持
4。 While 经常连接两个并列句，表示两者的对比
I like art, while my brother likes music.
Jack works hard every day, while his wife plays card all day.
5. be connected with 联结
6. having done 现在分词的完成式
现在分词完成式表示的动作在谓语动词表示的动作之前已经完成。例如：
Having written the letter，he went out to post it．（having written的动作发生在went out之前。）
2．现在分词的被动语态一般式表示一个被动动作正在进行，或与谓语动词表示的动作同时进行；现在分词被动语态的完成式表示一个被动动作在谓语动词动作之前已经完成。例如：
The large building being built（＝which is being built）down the street will be a hospital．
Having been shown the labs，we were taken to see the library．
3．现在分词的否定结构是在分词前加not，注意不要受谓语动词否定形式的影响。用分词完成式时，通常不把not置于having和过去分词之间。例如：
Not having received a reply，he decided to write again．
4．分词作状语时，其逻辑主语是句子的主语，当分词的主语不是句子的主语时，分词需要带自己的主语（用名词或代词主格），从而构成独立主格结构，相当于状语从句。例如：
The meeting being over（＝When the meeting was over），we all left the room and drove home．
Weather permitting，we shall go out for a picnic next Sunday．
Lesson 2
Teaching aims: Vocabulary revision
Grammar revision
Teaching main-points: Vocabulary and grammar revision in the process of the integration between the teacher and the ss
Teaching Crux: 1) SS’ explanation about the vocabulary and grammar
2) Teacher’s further explanation and supplement
Teaching materials & focuses:
5．分词作状语时，可表示时间、条件和原因等，这时可将其变为状语从句。例如：
He broke his glasses when climbing（when he was climbing）Mount Tai．
Not knowing（As she didn't know）his telephone number，she had some difficulty in getting in touch with Bill．
Time permitting（If time permits），we will finish all the work this afternoon．
6．分词作伴随状语时，若表示“正在被”的概念时，一般不用现在分词的被动式，而用过去分词。例如：
译：拿破仑带着一些军官在视察军队。
7．现在分词用作宾语补足语或主语补足语时，所表示的动作和谓语动词的动作是同时进行的。例如：
The missing boys were last seen playing near the river．
Seeing the sun rising above the surface of the sea，we let out a shout of joy．
8．现在分词的被动式和及物动词的过去分词两者均表示“被动”，但前者表示动作正在进行，而后者表示一个完成了的动作。例如：
The problem being discussed now has something important to do with our daily life．（表示讨论这一动作正在进行）
The problem discussed yesterday has something important to do with our daily life．（表示讨论这一动作已经结束）
9．现在分词的完成式表示分词的动作发生在谓语动词的动作之前，一般作时间或原因状语，不可作定语。例如：
Having suffered from heart trouble for years，Professor White has to take some medicine with him wherever he goes．
Having been there more than once，the old professor offered to show us around the newly-built library．
但表示“比谓语早的”动作作定语时，一般不用现在分词的完成式，而常用定语从句的形式。例如：
The people who have come to our school are visiting our lab and library．
Lesson 3.
Teaching aims: Vocabulary revision
Grammar revision
Teaching main-points: Vocabulary and grammar revision in the process of the integration between the teacher and the ss
Teaching Crux: 1) SS’ explanation about the vocabulary and grammar
2) Teacher’s further explanation and supplement
Teaching materials & focuses:
7. lie 和lay
ｌｉｅ和ｌａｙ两个都是动词，看似很简单，但同学们在使用过程中很容易混乱，难以分辨清楚。
　（１）ｌｉｅ是不及物动词，意思有两个：一个是“躺”；另一个是“说谎”。表示“躺”时，它是不规则动词，它的四个形式如下：
　　原形：ｌｉｅ；过去式：ｌａｙ；
　　过去分词：ｌａｉｎ；现在分词：ｌｙｉｎｇ。
　　表示“说谎”时，它是规则动词。它的四个形式如下：
　　原形：ｌｉｅ；过去时：ｌｉｅｄ；过去分词：ｌｉｅｄ；现在分词：ｌｙｉｎｇ。
　　（２）ｌａｙ是及物动词，意思是“放置”，它的四个形式如下：
　　原形：ｌａｙ；过去式：ｌａｉｄ；过去分词：ｌａｉｄ；现在分词：１ｙｉｎｇ。
　　大家可以看出，ｌｉｅ的过去式ｌａｙ与ｌａｙ（放置）的原形是一样的。
8. 系动词用法释疑
9. 继续动词的时态和语态。
1）现在完成时与一般过去时的区别：
在单纯谈一个过去的动作，不涉及它对现在的影响时，通常用一般过去时；若谈一件已经发生的事情，不考虑它是什么时候发生的，而主要考虑对现在的影响，则多用现在完成时。
--Did you get up very early (强调动作本身)
--Has he got up （强调现在的情况）
--What did you have for lunch （只是想知道所吃事物而已）
--Have you had lunch （所关注的问题是现在肚子饿不饿）
--My sister studied English for two years.（只说明过去学过英语，可能现在已经忘了。）
--My sister has studied English for two years.（说明现在懂英语）
2） 瞬间动词不能用带有表示一段时间的状语的现在完成时，例如下面几句均正确：
--Her granny has died.
--Her granny died a year ago.
--Her granny has been dead for a year.
但不能说：
--Her granny has died for a year.
3） It is + 一段时间 + since + 一般过去时或现在完成时"结构举例如下：
--It is three years since I (last) saw Bill.
It is three years since I worked there. 我不在那里工作已经3年了。
现在完成进行时
现在完成进行时由"has/have been + 现在分词"构成。主要用法如下：
a. 表示现在以前一直在进行的一个动作，这个动作可能已经停止,也可能还在进行，例如：
--How long has it been raining
--How have you been getting on with your work
b. 表示延续到现在并经常重复的动作，如：
--Jim is annoyed. Jim has been phoning Jenny every night for a week.
--All the years they have been contributing articles to our magazine.
c. 用于得出结论：
--Her eyes are red. It is obvious she has been crying.
--You look thin and tired. You have been working too hard.
Lesson 4.
Teaching aims: Vocabulary revision
Grammar revision
Teaching main-points: Vocabulary and grammar revision in the process of the integration between the teacher and the ss
Teaching Crux: 1) SS’ explanation about the vocabulary and grammar
2) Teacher’s further explanation and supplement
Teaching materials & focuses:
过去完成时
过去完成时由"had + 过去分词"构成，其主要用法如下：
a. 表示过去某时刻以前发生或完成的动作或状态，即"过去的过去"这一概念，例如：
--By dusk tear gas had spread through the south campus.
--When I got to the cinema, the film had already begun.
--By the end of last October, they had fulfilled their production plan for the whole year.
b. 表示某一时刻开始一直延续到过去另一时刻的动作和状态，例如：
--She had studied English for five years before she came to the college.
--He had lived with his grandmother before she died.
--I received a letter from a friend yesterday. We had not heard from each other since 1990.
c. 在宾语从句中，当主句为一般过去时而从句中的动作发生在先时，从句常用过去完成时，常用于间接引语的情况，例如：
--Jane said that she had visited that science museum.
--He told us that John had broken his arm while riding a motorcycle.
--He said that when I'd worked for a year I'd get a rise.
d. 用于过去时间的虚拟条件句中，表示与过去事实相反的情况，例如：
--We would have enjoyed our spring outing if it had not rained.
--If I had known that you were coming, I would have met you at the airport.
e. 在动词wish和if only后的从句中，用于对未曾实现的愿望表示遗憾，例如：
--I wished he had known the address.（相当于I was sorry he didn't know the address.）
f. expect, hope, wish, intend, mean, plan, suppose, think, want 等动词用过去完成时表示过去的希望或计划等没有实现，例如：
--He had hoped to come and help, but he was sick.
--They had intended to visit you, but their car broke down.
--The boss had wanted to donate some money to the school, but he went bankrupt over a night.
g. 与before连用表示"还没……就"，例如：
--She wept before I had realized what was happening.
h. 还可用于"it was the first time"、"no sooner……than"或"hardly……when"结构中，例如：
--It was the first time they had tried foreign food.
--I had no sooner returned than he called.
--We had hardly begun when we were told to stop.
现在进行时
现在进行时由"am/is/are+动词现在分词"构成，其主要用法为：
a. 表示在某时刻正在进行的动作，例如：
--A large audience is listening to the lecturer carefully.
--My neighbor is refurnishing（重新装修）his rooms now.
b. 表示现阶段正在进行的动作，但说话时不一定正在进行，例如：
--He is taking a part-time job in the library.
--Some teachers in our department are learning how to program these days.
Lesson 5.
Teaching aims: Vocabulary revision
Grammar revision
Teaching main-points: Vocabulary and grammar revision in the process of the integration between the teacher and the ss
Teaching Crux: 1) SS’ explanation about the vocabulary and grammar
2) Teacher’s further explanation and supplement
Teaching materials & focuses:
c. 表示计划中即将发生的将来动作，例如：
--My uncle is visiting us soon..
--Are you doing anything tomorrow afternoon
d. 与副词always, forever, continually, constantly等连用，表示经常或反复发生的动作，往往带有赞赏或厌恶等感彩，例如：
--Why are you always leaving things behind
--He is always forgetting people's names.
过去进行时
过去进行时由"was/were+动词现在分词"构成。其主要用法为：
a. 表示过去某时刻或某段时期正在进行的动作，例如：
--Between eight and ten I was studying in the library.
b. 不与时间状语连用，表示逐渐的发展，例如：
--It was getting darker.
c. 表示过去对将来的安排，例如：
--He was busy packing, for he was leaving that night.
d. 与某些副词连用表示某事在过去经常发生，而且带有惊奇或不满等感彩，例如：
--My father was forever losing keys.
e. 用在间接引语中，表示相当于现在进行的动作，例如：
--He said he was living in London.
将来进行时
将来进行时由"be的将来时形式+动词的现在分词"构成。表示将来某时刻或某段时期正在进行的动作，例如：
--They will be waiting for you at the school gate from ten to eleven tomorrow morning.
--Won't he be working
将来时(Future)
将来时间表达方法(Means of expressing future time)
a. will/shall + 动词原形（主语是第一人称时，可用shall。）例如：
--The phone is ringing.
-I'll answer it.
b. be going to + 动词原形，表示对将来行动的打算、意图或者即将发生或肯定要发生的事情，侧重于计划好、考虑过的将来动作，例如：
--Is he going to lecture in English
--I'm going to explore the neighborhood.
Lesson 6
Teaching aims: Vocabulary revision
Grammar revision
Teaching main-points: Vocabulary and grammar revision in the process of the integration between the teacher and the ss
Teaching Crux: 1) SS’ explanation about the vocabulary and grammar
2) Teacher’s further explanation and supplement
Teaching materials & focuses:
Lesson 7
Teaching aims: Vocabulary revision
Grammar revision
Teaching main-points: Vocabulary and grammar revision in the process of the integration between the teacher and the ss
Teaching Crux: 1) SS’ explanation about the vocabulary and grammar
2) Teacher’s further explanation and supplement
Teaching materials & focuses:
c. be + -ing，表示对最近将来某确定时间的安排，侧重于"肯定的安排"，通常不可更改的将来动作，例如：
--I am taking an exam in October.
--The neighbors are coming in to watch television.
d. be to + 动词原形，表示按日程、计划、安排将要发生的动作，例如：
--Tom's birthday party is to be held next Saturday.
--I am to meet my parents at the airport this afternoon.
但非人们主观所能安排和控制的将来动作不能用be to 结构。例如：It's going to rain. 不能说：It's to rain.
过去将来时(Future in the past)
过去将来时由would加动词原形构成，主语是第一人称时可用should代替would。例如：
--He said he would raise the question at the meeting.
--He didn't expect that we should all be there.
与一般将来时相对应，过去将来时也可用其他形式表示。该时态主要表示从过去某一时间点看将来发生的事情。例如：
--Her daughter was going to a summer camp tomorrow.
--Four of them were coming for Sunday lunch.
--As I was to leave the next day, I went to bed early on Thursday evening.
--The meeting was to be held the following week.
--He was about to raise his voice at me but stopped himself.
将来完成时(Future perfect)
将来完成时由"will/shall + have + 动词的过去分词"构成，主语为第一人称时will可换成shall。该时态表示在将来的一个特定时刻将成为过去的动作或该时刻刚刚结束的动作。例如：
--I save ￡50 a month and I started in January. So by the end of the year
--I will/shall have saved ￡600.
--I shall have finished this one before lunch.
--I hope we'll have got the instructions (说明书) ready before you come tomorrow.
--By the end of next month he will have been here for ten years.
Additional Teaching Materials for Unit 3 (Senior Three)
A
Sydney is Australia’s most exciting city. The history of Australia began here. In 1788, Captain Arthur Phillips arrived in Sydney with 11 ships and 1024 passengers from Britain (including 770 prisons). Today there are 2.5 million people in Sydney. It is the biggest city in Australia, and one of the most beautiful cities in the world.
There are over 20 fine beaches close to Sydney. Its warm summer climates and cool winter have made it favorite city for immigrants from overseas. There are three things that made Sydney famous—its beautiful harbors, the Sydney harbor Bridge, and the Sydney Opera House.
But there are many more interesting things in Sydney: beautiful shops and restaurants, for example, rows of interesting old houses built in the 19th century, and everywhere, the sea, summer and winter, day and night, Sydney is an outdoor city.
Some Americans think it is very British. Some British visitors think it is like America. There is some truth in both these opinions, because Sydney takes from both the Old World—Europe, and the New World—America, and makes it into something that it is neither British nor American but truly Australian.
1. What is Sydney
A. The biggest harbor in the world. B. The capital of Australia.
C. The biggest city in Australia. D. The oldest city in the world
2. Captain Authur Phillips reached Sydney _____.
A. in the late 18th century. B. in the late 17th century.
C. in the early 17th century D. in the early 18th century.
3. What made Sydney famous
A. The Sydney Opera House, modern restaurants and many overseas scenes,.
B. Beautiful shops, beautiful harbor and large ships.
C. Many immigrants from different countries, the beautiful beaches and interesting old houses.
D. The beautiful harbor, the Sydney Harbor Bridge and the Sydney Opera House.
4. The climate in Sydney is ____.
A. cold all the year round. B. neither too hot nor too cold.
C. warm through the year D. hot in summer and cool in winter.
5. According to the writer’s opinion, Sydney is ____.
A. neither British nor American but truly Australian. B. very British
C. mostly like America D. mostly like Europe
B
The greatest recent social changes have been in the lives of women. During the twentieth century there has been a remarkable shortening of the time of a woman’s life spent in caring for children. A woman marrying at the end of the nineteenth century would probably have been in her middle twenties, and would be likely to have seven or eight children, of whom four or five lived till they were five years old. By the time the youngest was fifteen, the mother would have been in her early fifties and would expect to live a further twenty years, during which health made it unusual for her to get paid work. Today women marry younger and have fewer children. Usually a woman‘s youngest child will be fifteen when she is forty-five and can be expected to live another thirty-five years and is likely to take paid work until retirement(退休) at sixty. Even while she has the care of children, her work is lightened by modern living conditions.
This important change in women’s life-pattern has only recently begun to have its full effect on women‘s economic position. Even a few years ago most girls left schools at the first chance, and most of them took a full-time job. However, when they married, they usually left work at once and never returned to it. Today the school-leaving age is sixteen, many girls stay at school after that age, and though women usually marry younger, more married women stay at least until shortly before their first child is born. Very many more afterwards return to full or part-time work. Such changes have led to a new relationship in marriage, with the husband accepting a greater share of the duties and satisfactions of family life, and with the both husband and wife sharing more equally in providing the money, and running the home, according to the abilities and interests of each of them.
1. According to the passage, around the year 1900 most women married ________.
A. at about twenty-five B. in their early fifties
C as soon as possible after they were fifteen D. at any age from fifteen to forty-five
2. We are told that in a common family about 1900 _________.
A. many children died before they were five B. seven or eight children lived to be more than five
C. the youngest child would be fifteen D. four or five children died when they were five
3. When she was over fifty, the late nineteenth-century mother _________.
A. would be healthy enough to take up paid jobs B. was usually expected to die fairly soon
C. would expect to work until she died D. was unlikely to find a job even if she wanted one
4. According to the passage, the women of today usually _________.
A. marry instead of getting paid work B. marry before they are twenty-five
C. have more children under fifteen D. have too few children
C
Shopping for clothes is not the same experience for a man as it is for a woman. A man goes shopping because he needs something. He knows what he wants, and his purpose is to find it and buy it, the price is a less important consideration. All men simply walk into a shop and ask the assistant for what they want. If the shop has it, the salesman immediately produces it, and the business of trying it on is done at once. All being well, the bargain(交易)can be and often is completed in less than five minutes, with hardly any chat and to everyone's satisfaction.
For a man, slight problems may begin when the shop does not have what he wants. Then the salesman tries to sell the customer something else-he offers the nearest he can to the thing required. He usually says, "I know this jacket is not the style you want, sir, but would you like to try it on for size It happens to be the color you wanted." Few men have patience with this treatment, and the usual reply is: "This is the right color and may be the right size, but I should be wasting my time and yours by trying it on."
Now how does a woman go about buying clothes She does so in the opposite way. She has never fully made up her mind what she wants, and she is only "having a look round". She is always open to persuasion, indeed she considers of great importance what the saleswoman tells her, even what her friends tell her. She will try on any number of things. Highest in her mind is the thought