Period 2 Reading “Anne’s Best Friend”
1. Teaching objectives:
1) To develop the students’ reading ability, learn to use some reading strategies such as guessing, key sentences, skimming and so on;
2). To get the students to realize the importance of friends and friendship, and to tell true friends from false friends;
3). To grasp some useful words and expressions in this passage, such as on purpose, be crazy about etc.;
4). To learn the writing style of this passage.
2. Teaching method: Task-based teaching
3). Teaching procedures:
Step 1.Pre-reading
1. Please enjoy three pieces of music and find out what they are about.
2. Does a friend always have to be a person What else can be your friend
3. What do you know about the World War II
4. Background introduction
Step 2 fast reading
1. Who is Anne
Who/What was Anne’s best friend
When and where did the story happen
2. fill in the form below.
The time of the story
The place of the story
The heroine of the story
Anne’s best friend
The length of time they hid away
The date of the diary
Step 3. Careful Reading
1. Answer the following questions:
Why did Anne made her diary her best friend
What is an ordinary diary like according to Anne What about her diary
Why was she so crazy about things to do with nature
Why did she stay awake on purpose until very late one evening
Why didn’t she dare open the window when the moon was too bright
How do you understand the expressions “spellbound” and “held me entirely in their powder”
2. Reading to summarise the main idea of each paragraph.
Skim the text and summarise the main idea of each paragraph in one sentence.
Para. One: Anne made her diary her best friend whom she could tell everything.
Para. Two: Anne’s diary acted as her true friend during the time she and her family had to hide away for a long time.
Para. Three: Having been kept indoors for so long, Anne grew so crazy about everything to do with nature.
Step 4 Post-reading
1. Comprehending exercises (on paper)
Time Nature Feeling
Before hiding
After hiding
2. Discuss what kind of feelings of Anne the following words from the letter imply.
words Anne’s feeling
nature free, peaceful, relaxed
outdoors free
crazy anxious, eager, thirsty
didn’t dare scared, frightened
thundering, entirely, power helpless, depressed, lonely
Step5. Activity
Four students a group to discuss the situation:
Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you.
What will you take Why
How will you spend the 3 months
How will you treat each other and make friends
Step 6. Homework
Review the important words, phrases and difficult sentences in the text and make sentences using the words given by the teacher.
Finish Ex.1-3 on p4.Unit 2 English around the World
Period 4 Learning about Language
1．Teaching aims
Ss will be able to use direct speech and indirect speech
2. Teaching important point
Summarize the rules of Direct Speech and Indirect Speech.
3. Teaching difficult point
Learn about the special cases in which the tenses shouldn’t be changed.
4. Teaching methods
Discussing, summarizing and practicing.
5. Teaching procedures
Step 1.Discovering useful words and expressions
Work in pairs. Do exercises 1, 2, 3 and 4. Then check the answer you’re your classmates. The teacher helps the students discover the difference in prepositions.
2. Revise the phrases
be different from, pay a role(part) in, because of, in/on a team, the number of/a number of, than ever before, even if, comp up to, over time, communicate with, be based on, make use of, have one’s own identity, such as, Only time can tell, native speaker,
Step2.Direct and Indirect Speech
Revise the grammar of unit 1
Please change the direct speech into indirect speech
1. He said, “I’m going to Beijing tomorrow.
2. “What a lovely girl!” they said.
3. He asked, “Are you a teacher ”
4. “This is the craziest thing I have heard of so far,” she thought.
5. Mr Wang said, “I was born in China in September, 1972.”
6. She said, “They had left when I arrived there.”
7. She says, “Liu Fang is good at English.”
8. He said, “The plane takes off at 6:30 am.”
9. He said, “Where there is a will, the is a way.”
10. “ How much do you think it will cost ” he said.
Step3 Discovering useful structures
Ⅰ.Request and command
Open your books-------------command
Please open your books.------ request (polite)
Can you open your books please --------request (polite)
Could / would you please open you books --------request (polite)
1. Make clear the difference between commands and requests and finish the following exercises:
Go and collect the wood right now.
Could you go and get the shopping bags, please
Shut the door at once.
Go and get my coat.
Would you please get that book for me
2. Summary
commands requests
Close the door! Please ………..
Get me something to eat! Would you please…….
Speak louder………. Could you please……
3. Change the commands into requests.
Close the door! Speak louder! Keep silent! Get me something to drink
Ⅱ.Change a command into an Indirect Speech.
told sb (not) to do sth
“Open the window,”the teacher said to the students .
---------The teacher told the students to open the window.
“Don’t open the window,” the teacher said to the students.
----------The teacher told the students not to open the window.
Ⅲ.Change a request into an Indirect Speech
ask(ed) sb (not) to do sth
“Open the window, please,” the teacher said to the students.
--------The teacher asked the students to open the window.
“Don’t open the window ,please,” the teacher said to the students
--------The teacher asked the students not to open the window.
特别提醒 1.祈使句变为间接引语，主要使用动词不定式。
2.谓语动词要做一定变化。
表示命令，用tell，order，command等。表示请求，用ask，beg，request等。表示忠告，用 advise。
Step4 Practice
1.“Shut up,”she said to him.
2.“Speak louder, please,” he said to her.
“Can you speak louder ” he asked her
3.“Try the lift,” she said to her.
4.“Don’t wait for me,” he said to them.
5.“Stop wasting the time,” she said to him.
6.“Can you tell me a story ” the girl asked her father.
7.“Follow his instructions,’ she said to me.
8.“Please could you come to the reception desk ” she asked him.
9.“Change your dirty uniform!” he said to the clerk.
10.“Can you lend me five yuan ” he asked me.
11.The English teacher said to us, “Don’t speak Chinese, speak English.”
12.She said to him, “ Don’t play a trick on me again.”
Step 5 Group work
1. In groups of four, think of at least three commands your teachers and parents usually give.
You may follow these steps.
Choose one who is to give the first command.
Ask another person in your group to tell somebody what you said.
The third person will change the request or command from direct into indirect speech.
Change role so that each person gets the chance to give commands and turn them into indirect speech.
Example: T: Please don’t talk in class.S1: What did our teacher tell us / What did our teacher say S2: He told/asked us not to talk in class. / She said not to talk in class.
Step 6 Homework 1.作业本A 2.英语周报
高考资源网Unit4 Earthquakes-Grammar教案
1．Teaching objectives
Learn to use direct speech and indirect speech
2. Teaching important point
Summarize the rules of Direct Speech and Indirect Speech.
3. Teaching difficult point
Learn about the special cases in which the tenses shouldn’t be changed.
4. Teaching methods
Discussing, summarizing and practicing.
5. Teaching procedures
Step1 Lead in
T: In the last lesson, we learned Anne Frank’s story. She is telling her stories to two of her friends—you and Tom. Tom has something wrong with his ears, so you have to repeat Anne’s sentences, using indirect speech. Sometimes you explain Tom’s sentences to Anne.
“I have to stay in the hiding place.” said Anne. →
Anne said she had to stay in the hiding place.
“Do you feel sad when you are not able to go outdoors ” Tom asked Anne. →
Tom asked Anne if/whether she felt sad when she was not able to go outdoors.
“I don’t want to set down a series of facts in a diary,” said Anne.→
Anne said that she didn’t want to set down a series of facts in a diary.
“What do you call your diary ” Tom asked. →
Tom asked what she called her diary.
Ss go on this topic by themselves.
Step2 Grammar
T: Now let’s look at these sentences again. If we want to change Direct Speech into Indirect Speech, what should be changed
Ss discuss by themselves.
Ss: sentence structures, tenses, pronouns, adverbials of time and place and verbs should be changed.
T: Quite right. Look at the form on the screen. These are the rules.
直接引语变成间接引语时，要注意以下几点：人称变化、时态变化、宾语从句要用陈述句语序。
1.直接引语是陈述句，变成间接引语时，由连词that 引导。例如：
She said, "I am very happy to help you."→
She said that she was very happy to help you.
2. 直接引语是一般/选择疑问句，变成间接引语时，由连词whether或if 引导。例如：
He asked me, "Do you like playing football "→
He asked me if/whether I liked playing football.
注意：大多数情况下，if和whether 可以互换，但后有or not,或在动词不定式前，或放在介词后作连接词时，一般只用whether。例如：
She asked me whether he could do it or not.
3. 直接引语是特殊疑问句，变成间接引语时，由相应的疑问词who, whom, whose, how, when, why, where 等引导。例如：
My sister asked me, "How do you like the film "→
My sister asked me how I liked the film.
4. 直接引语是祈使句，变成间接引语时，把动词原形变成动词不定式，并在动词不定式前加tell, ask, order 等的宾语。例如：
The captain ordered, "Be quiet."→
The captain ordered us to be quiet.
注意：此种情况的否定句，在动词不定式前加not。
My teacher asked me, "Don't laugh."→
My teacher asked me not to laugh.
5. 一些注意事项
(1)间接引语一般要用陈述句的语序，即主、谓、宾的顺序。例如：
He asked Lucy, "Where did you go "→
He asked Lucy where she went.
Tom said, "What do you want, Ann "→
Tom asked Ann what she wanted.
(2)直接引语是客观事实、普遍真理等，变成间接引语时，时态不变。例如：
They told their son, "The earth goes round the sun."→
They told their son that the earth goes round the sun.
(3)直接引语变间接引语时， 指示代词、时间状语、地点状语等要作相应的变化。例如：
He said, "I haven't seen her today."→
He said that he hadn't seen her that day.
注意：如果转述时就在原来的地方，就在说话的当天，就不必改变指示代词、时间状语、地点状语等。
Direct Speech Indirect Speech
Present past
Past past and past perfect
Present perfect past perfect
Past perfect past perfect
Present continuous past continuous
Step3 practice
T: Turn to Page 5. Please change the following direct speech into indirect speech and indirect into direct.
“I’m going to hide from the Germans,” Anne said.
“I don’t know the address of my new home,” said Anne.
“I cannot ask my father because it is not safe to know,” she said.
“I had to pack up my things very quickly,” the girl said.
“Why did you choose your diary and old letters ” Dad asked her.
Mum asked her if/whether she was very hot with so many clothes on.
Margot asked her what else she had got.
Anne asked her father when they would go back home.
Anne asked her sister how she could see her friends.
Mother asked Anne why she had gone to bed so late the night before.
Step4 Correcting mistakes
T analyses the common mistakes Ss have made during the practice.
T: Now let’s look at the screen and pay attention to these sentences. Choose the right sentence and tell me why the other one is wrong.
Step5 A game
Play a guessing game “who is my secret friend ” One student comes to the front with his partner.
The rest students ask him questions while his partner changes them into indirect speech. In the end, the person who has guessed the right answer can come to the front to take the place of the first student .So the game goes on.
Suggested sentences:
Can your friend speak
What does he/she wear today
Is he/she tall or short
What do you and your friend do in your free time
Do you quarrel with each other ...
Step6 Homework
Do Exercise1 on Page 42. Here is another page of Anne’s diary. Read it through and then use indirect speech to retell the story.Period 6 Listening & extensive reading
Step 1 revision
Check homework
revise part 1 and part 2
Step 2 lead-in
Let’s go on with Journey Down The Mekong River (part 3) with Wang Wei. The next day the travellers see a girl walking along the road. Wang Kun speaks to her.
Turn to page 23 and do the listening text. Before listening to the tape, please read the words fast, then tick the words you hear on the tape.
Ex 1,2,3
Step 3. Reading
read the passage: The End Of Our Journey on page 59
Task 1 Fast reading
1. Do children in Cambodia have a good education
2. Why did Wang Kun say that he felt lucky
3. What’s the difference between Vientiane and Phnom Penh
4. Which country is larger, Cambodia or Vietnam
5. How many times did the farmer grow a new rice crop every year
Task 2 Ss fill in the form with the information from the travel journal.
Topic Laos Cambodia Vietnam
Population Half the population of Cambodia Twice the population of Laos Seven times the population Cambodia
Weather Dry and cool in autumn Warmer in the south, cooler in the north
Learning Half of its people can’t read or write
Farming Rice and fish Rice and fish Rice, fish and fruit
Homework :
English weekly edition 6
Reflection:Unit4 Earthquake- reading教案
Teaching goals:
Target language 目标语言
Learn and master the new words and expressions in this period.
Ability goals 能力目标
Train the students’ reading and speaking ability.
Train the students’ ability to use the Internet to search for some useful information.
Train the students’ ability to cooperate with others.
Teaching important points:
Train the students’ reading ability—skimming and scanning.
Teaching difficult points:
Describe the disasters.
Teaching aids:
CIA课件
Teaching procedures:
Step1. Lead-in
T: We have a visit to the museum of natural disasters, and you have learned about some brief introduction of most disasters. Today, I want to show you round the earthquake department, and I hope you will like it and learn some useful knowledge. Now let’s go.
T: At the very beginning, I want to know how much you know about an quake.
Q1: What would you take with you if a quake happened
Q2: The best way to save yourself is to know there will be a quake before it happens. What kind of signs can tell you that there is a quake
Q3: What kind of damage can an earthquake cause
S: buildings are destroyed; people are killed; families are broken…
T: Let’s have a look at some pictures of such terrible site. (Pictures of quakes)
T: (The last picture is monument of Tangshan quake.) Do you know what this is
Step2. Pre-Reading
T: 30 years ago, on the day July, the 28th, a terrible disaster suddenly happened, and the beautiful Tangshan was removed from the map. This is Tangshan quake. Does any body know something about Tangshan quake
T: Let’s read a news report about the famous quake.
Step3. While-reading
I. Skimming & scaring
Get the students comprehend the passage quickly and accurately, and meanwhile help the students to form a good habit of reading.
T: First please skim the passage fast to obtain/ get a general understanding of the whole passage. And underline the answers to the following questions.
II. While reading, divide the whole passage into 3parts and find out the main idea of each part.
Para.1 before the quake
Para.2-3 during the quake
Para.4 after the quake
II. Careful-reading
Read the passage again and try to get more detailed information.
T: Now let’s read the passage again and find more information. Join the correct parts of the sentences. (Turn to page 27, ex1)
T: Now you have read the passage carefully, please put the sentences in order. Number each of these things during the Tangshan quake.(Turn to page 27, ex2)
T: here are some more work for you. You can work in groups.
T: Let’s watch some pictures, and comparing the old Tangshan, the Tangshan after quake, and the new Tangshan we see today.
Step 4 Post-reading (discussing)
T: After read the news report, and see so many pictures, what impresses you most Why
Or what do you learn from such a disaster
(Self-rescue, environment protection, rebuilt, love and help)
I: self-rescue (a video game)
T: When in a quake, if you know some self-rescue skills, you may probably save yourself. If you want to know some of the skills, click here. (Link to the index)
Let’s do little game to see how much you know about self-rescue.
II. What did they suffer and feel
T: Can you understand what they suffer and what they feel after such a disaster
T: If you were one of the rescuers 30 years ago, what could you say and what can you do to comfort them Or how could you help them
III. Rebuilding
T: we see that the new Tangshan has been set up. What is needed to rebuild Tangshan.
IV: environment protection
T: nowadays there are more disasters than before. One of the reasons is that we pay more attention to our economy development than the earth we live.
Look at these pictures. What can we students do to save the earth
T: Though the disasters destroy buildings, people’s lives, but it can not destroy the love among us.
Step 5 Homework
Find more news reports about earthquake.
Write a piece of news about Tangshan. You can use the information in the passage.
When did the quake happen (Why did the writer use different expression of the same thing )
How many people were killed and injured during the quake
How many buildings were destroyed
Were there any people coming to rescue them
What strange things happened before the quake
What sentences can express the quake is GREAT
What numbers can express the quake is GREAT
What metaphor does the writer use to say the quake is GREAT
What happened when rescue work was going on
How did the army help to rescue survivors
Complete the passage with some of the words in bold in the report.(Turn to page 28, ex2)Unit5 Neslson Mandela a modern hero-reading教案
Teaching goals
To talk about people’s qualities and inspire the students to discover the value of the great man’s work.
To read on capable people’s life stories and know more information about Nelson Mandela.
Enable the students to express their ideas logically.
Procedures
Step 1. Warming up
(Before class, get the Ss to enjoy a beautiful song Hero for 3-5 minutes. After enjoying, ask the Ss some questions in a moving atmosphere.)
T: Well, for a beautiful song, do you know what it is about
S :Hero
Q: Who is your hero/heroine / Who do you admire in your heart
Ss: …
Q: Why
S: …
Q: Do you think he is a great man
S: …
Q: Does he do anything for others / What contributions does he make to society
S: …
(Show 4 pictures in talking part one by one)
Q: How about this person Do you admire him Is he another hero in your heart What do you know about him
(Give background knowledge)
Conclusion: Let Ss say: so a great man is a man_______________________________________.
(Show a picture of. Nelson Mandela)
Q: What do you know about him Is he a great man Why
(Get into Brainstorming)
T: It seems you know Nelson Mandela a little. Do you want to know more about him Let’s read the following story and see what Elias thinks of Nelson Mandela.
Step 2.Fast Reading
Q: What does he think of Nelson Mandela
Why
What happened between Elias and Nelson Mandela
Ss: In his opinion, Nelson Mandela is… . /He thinks Nelson Mandela is… .
Step 3 Careful reading
T: Here is your first impression about NM according to the Elias’ story. If you look through the story carefully, you’ ll find more. Ok, why not read these two passages and finish the following chart by answering these questions
Q1: When and where was Elias born What was he
( 1940, born, black worker )
Q2: Was he educated When How long
( 1946( six), educated, two years )
Q3: Why did he leave school so early
( not continue the fee )
Q4: So what was the result Could he get a job What job Was he happy then Why
( get, worried about, out of work, no passbook )
Q5.Who helped him What did Nelson Mandela do at that time
( Nelson Mandela, opened, advise )
Q6. Why was the day Nelson Mandela told him what to do and helped him the happiest day of his life
( get …)
Q7. What did Nelson Mandela organize Why did he organize it / What was the situation at that time
( ANC, no vote, not choose )
Q8: Where did they live
( poorest )
Q9: What did Nelson Mandela say
( accept, fight )
Q10: How to attack the law
( broke, peacefully )
Q11: But did they answer violence with violence Why
( answer with violence, not allowed )
Q12: Did Elias like violence Did he join the ANC Youth League Why
( realize his dream, make equal )
Q13: So how did they do
(blow up )
Q14: What would be the result if they were caught
( be put in prison )
Q15: Later, he was put in prison. What is the prison Why were they so afraid of hearing of its name
( Robben island, not escaped )
Q16: It was the hardest time of his life, right But at this moment who appeared Did he help him How
( began, taught )
Q17: Did Elias study hard How
( under…make candles..)
Q18: As a result, he became a good student. Did he want to study further Was he allowed to do that What idea did Nelson Mandela think of
( allowed… not stopped…)
Q19: Could Elias get the degree Why did he feel good about himself
（ not cleverer ）
Q20: Was Elias always staying in the prison How long did he stay Can he get a job What job Why
( four, educated )
Q21: Could he do this job long Why So he lost the job. How long was he out of work When did he find a job again How
(found out, twenty years, came to power, helped again )
Q22: Was Elias happy to accept this job Did he give up this job Why
( bad, came back to , encourage, said,)
Q23: What did he think of this job now, Why
( am proud to…)
Q24: What’s the purpose of writing this story How does the writer tell How many parts was the whole story divided / How many times did Nelson Mandela offer help to Elias
Ss: The purpose of writing this story is to … . The writer tells…by….
Step4 Retelling
T: We have known what happened between Elias and Nelson Mandela. Suppose you were Nelson Mandela/ Elias’ wife, would you like to tell us something impressive
Retelling (Choose one of them to retell )
1. Suppose you were Nelson Mandela, retell the story.
2. Suppose you were Elias’ wife, retell the story.
Step5. Role play (an interview )
T: All of you did a good job. Next, after Nelson Mandela and Elias’ wife, it is Elias’ turn to tell us some stories. One of you act as Elias, who is the tour guide on Robben Island. And the other three, you are tourists and you can ask questions that you want to know. Maybe these tips will help you!
How did you get to know Nelson Mandela
What did he do to help you keep your job in a gold mine
Can you explain to me some of Nelson Mandela’s political ideas or beliefs
What was Nelson Mandela’s way of fighting Why did he change to violence
What was life like on Robben Island
We know you couldn’t read or write, for you left school early, but now you can.
Where did you learn to read and write
Why did you become a tour guide What do you think of your present job
(Let students come to the front to show their interview. Students can start the interview like this:
Tourist: How did you get to know Nelson Mandela What did he do to help you keep your job in a gold mine )
Step6. Homework
1. Try to find out some useful expressions and phrases.
2. Work in four to find more information about Nelson Mandela.
附板书设计: （Blackboard Design）
The relationship between Elias and Nelson Mandela
Elias Mandela
black worker opened
educated, two years advise
out of work happiest get
no vote organize
not choose accept/fight
poorest join broke peaceful
blow up help
put in prison began
hardest taught
not allowed allowed…to
get a degree degree not stopped
feel goodUnit4 Earthquakes-Listening教案
Step I Greeting and leading in
T: Now, we will listen to a non-fiction article common to science textbooks. This article is on geology. It provides many facts and describes cause and effect relationships.
Step II Listening (P62)
T: You will listen to the tape three times. First, listen and try to get some details that Exx1-2 request. Second, listen and finish the exercises. Third, listen and check your answers.
Answers to Exercise 1.
The true sentences are: 4,5,6 and 7.
Answers to Exercise 2
Show the answers on the screen
Cause of earthquakes Earth plates jump and produce shock waves.
Moving speed of the Pacific plate Moving at 5.3 cm a year
In 1906 the Pacific plate suddenly jumped 5-6 meters to the north.
The Pacific plate pushes on China from the east to the west.
The Indian plate pushed on China from the southwest to the northwest.
Ways of reducing losses from earthquake Not building where plates meet;buildingon rock;building strong houses.
Step III Listening (P66)
This listening material gives the students a chance to learn more knowledge about earthquake. The way and steps of listening are the same with the ones in Step II.
Step IV Speaking task
This part comes after the Listening. In content they have the same topic. It’s better to put them together. Also this exercise gives students practice in taking words and phrases from the reading passage and putting them into a short dialogue.
T: Just now we have a listening, in which we learnt what to do during an earthquake. Now you will work in pairs to choose eight things from the list below to put into your personal earthquake bag. Remember these may be the only things you have, so make sure that you only take essential things with you. They must make you last for five days
S1: Our earthquake bag will contain the following things:
bottle of water 2. fruit 3. torch light 4.blanket 5. mobile phone 6. identity card 7.scissors 8. bowl and chopsticks
Step V. Homework
Preview the USING WORDS AND EXPRESSIONS on page 63, and do Exx 1-2 on page 28 in Discovering useful structures.Unit3 Travel Journey-grammar教案
语法教学在高中英语的语言应用和口语操作有着非常重要的作用。尤其是本单元关于旅游的话题和词汇更为一时态的应用提供了很好的铺垫。现本人将这一单元的语法教学分析如下：
教学目标：
（1）语言目标：让学生学会用一般现在时表将来的用法。
（2）技能目标：使学生在口语练习中能自如应用各种将来时态的表达。
（3）情感目标：增加学习英语及英语语法的兴趣自信心。
教学方法：
整个教学过程主要采用任务型教学和合作性学习教学方法。
（1）为了增加学习语法的趣味性，在导入复习以前学过的有关一般将来时的用法时，我打算采用游戏比赛教学法。
（2）为了锻炼学生英语语言的组织能力，在教授语法过程中，我打算采用合作与讨论学习教学法。
（3）为了巩固所教的语法现象，在语法学习结束后，我打算用问答教学法，实际演练教学法。
教学过程：
1·导入
游戏：将班中学生分成若干组，讨论回忆有关一般将来时的结构，用法，以及一般将来时常用的时间副词等；最后小组派代表说出，内容最全的组获胜。并获得积分，依据排名，各组按依次递减的次序得出不同的积分。最后领学生整理一遍，并列在黑板上。（8minutes）
2·新授
(1)让学生个人在本单元中找出表示将来意义的句子，再在小组内交流，补充完整自己没有发现的句子。
(2)小组讨论给出常用现在进行时表将来的动词:go, come, leave, start, arrive, give, return, sleep ,stay, play, do, take, get, see off, travel, fly, drive, walk, reach, meet…给予提出单词最多的组加分。（10-12minutes）
(3)师生一起总结出现在进行时表将来的一般用法：
现在进行时可用来表示一个在最近按计划或打算要进行的动作；通常带一个表将来的时间状语, 但有明确的上下文时无须指出时间。并给与学生实例：
Look at the following dialogue and underline the verbs in this tense.
A: Are you working this evening
B: No. We’re having an English party, don’t you know
A: Yes, I do. And we’re giving some performance at the party. What are you going to do
B: I’m singing song with my classmates.（3minutes）
3·练习演练（10minutes）
In the following dialogue, a newspaper reporter is interviewing Wang Wei about her plans for the trip along the Mekong River. However, they are not sure about some of the verb tenses. Please help them complete their conversation.
R: Miss Wang. I hear that you _____________ along the Mekong
River. That’s really exciting. Have you got everything ready
W: Almost.
R:When are you _________
W:Next Monday.
R: How far are you _______ each day
W:It’s hard to say. If the weather is fine, I think we’ll be able to ride 75km a day.
R:Where are __________ at night
W: Usually in our tent, but sometimes in a small hotel in town.
R: Do you think you are ______ back here soon
W:Oh, we __________ back to this place.
We __________ home. That’ll be a month later.
R:Thank you for your time, Miss Wang. Good luck on your journey!
W:Thank you!
Answer: are going to cycle ; leaving; cycling; you staying; coming; aren’t coming; are returning
4.讨论：应用英语小组讨论有关班级旅游的话题，并提供给学生部分对话例文：（5-8minutes）、
----where are you going
-----We are going…..
-----when are you leaving
------We are leaving……
-----what are you doing there
-----We are…..
5.:作业：
1.Do exercises on Page 56, 57
2.Review The Present Continuous Tense ,then do exercises on Page57,58
3. make a dialoge about the use of the present future tenses by using the discussion in class.Unit 5 Nelson Mandela – a modern hero
1. quality
(1)[u. c.]质，质量，品质
e.g. Quality is more important than quantity.
(2)[c.]性质，特性，特点
e.g. One quality of wood is that it can burn.
(3)[c.]品德，品性
e.g. Modesty is one of his good qualities.
注：quality作“品性”讲时，经常指一个人性格中美好的部分。表示某物“具有……的品性”时用介词of。
2.warm – hearted
cold – hearted kind - hearted warm - blooded cold – blooded
3.mean
(1)adj.吝啬的，小气的
be mean with/about sth.对于……是吝啬的
(2)adj.（人或其行为）卑鄙的，刻薄的
be mean to sb./sth.
e.g. They were mean to me.
(3)adj.熟练的，出色的
e.g. David Beckham is a mean football player.
(4)vt. 意思是；意味着表示……的意思；打算；有……目的
mean to do sth. mean doing sth.
4.active
(1)积极的
be active in sth.在……方面积极的
take an active part in sth.积极参加某事
e.g. The government took active measures to prevent the spread of the disease.
(2)（尤指体力上）忙碌的；活跃的
(3)（思想上）充满活力的，活跃的
e.g. That child has a very active imagination.
5.devote
be devoted to sb./sth.
be devoted to doing sth.
devoted oneself to…
to: prep. pay attention to…
It is well know that he devoted his whole life to promoting world peace.（将他的一生奉献于促进世界和平）(devote, promote)
6.die for
(1)因……而死
(2)渴望，极想（进行时态）
e.g. I’m dying for a cup of water.
7. fight
fight + n.
fight with sb.
fight against sb./sth.
fight for sth.
fight back
8.advice
a piece of advice
advice sb. (not) to do
advice sb. against doing sth.
advice doing
advice that-clause (should do)
advice sb. on sth.
advice wh- to do
辨析：
易混词 辨析 例句
advice “忠告，建议”为不可数名词，表示“提建议”用动词give或offer。 He gave me some advice on how to improve my English.
suggestion “建议”，可数名词，表示“提建议”时用动词make。 What suggestions did he make just now
tip “指点，建议”，往往指内部的或专家性的指导或告诫。 The following are tips for Internet surfers.
9.guidance
under/with the guidance of sb.
10.after
after后接doing作宾语时，doing的逻辑主语应和句子的主语一致，否则错误。
误：After getting up, the telephone rang.
正：After he got up, the telephone rang.
After getting up, he made the bed.
11.choose
choose chose chosen
choose n.
choose from/between
choose sb. as/for
choose sth. for sb.
cannot choose but to do
辨析：
易混词 辨析 例句
choose 为“选择”的一般用语，指从较多的人或物中选出。 We chose this book as a present for him.
select 强调“精挑细选”，有“择优”和“分层次”之意。 He has been selected for the team.
elect 意为“选举”，指重大政治选举中选出某人担任某一职务。 He was the first black to be elected president.
12.blow up
(1)炸毁
(2)吹胀，给……充气
blow away枪杀；彻底战胜；使（某人）大为惊讶
blow in不期而至
blow out吹灭，吹熄
blow off不重视，轻视
blow over吹倒，刮倒
13.equal
(1)be equal to
(2)be/feel equal to (doing) sth.胜任，经得起
(3)vt.等于，比得上
e.g. Four times five equals twenty.
14.power
have the power to do
take power; come into power
(be) in power
lose power
15.beg
(1)恳求，乞求
beg sb. for sth.
beg sth. of/from sb.
beg sb. to do sth.
beg to do sth.
(2)乞讨，讨要，行乞
beg for sth.
beg from sb.
beg sth. from sb.Period 4 Grammar
1．Teaching objectives
Learn to use direct speech and indirect speech
2. Teaching important point
Summarize the rules of Direct Speech and Indirect Speech.
3. Teaching difficult point
Learn about the special cases in which the tenses shouldn’t be changed.
4. Teaching methods
Discussing, summarizing and practicing.
5. Teaching procedures
Step 1 Warming up
Warming up by discovering useful words and expressions
Step 2 Presentation
Boys act one cartoon figure and says something.
Teacher asks “What did he/she say ”
Girls act the other cartoon figure and answer the teacher’s question.
Then boys and girls exchange.
The shoes are too big for me.
What did he say
He said the shoes were too big for him
Step 3 Grammar
The students will learn the use of Direct Speech and Indirect Speech (statements and questions). First try to make clear to the students what direct and indirect speech is, with the help of the practice in Step III. Then give them some ex amples. At last get them to summarize the rules of Direct Speech and Indirect Speech (statements and questions).
T: In this part, we are to learn the use of Direct Speech and Indirect Speech (statements and questions). When do we use Direct Speech and when do we use Indirect Speech
T: Now let’s look at these sentences again. If we want to change Direct Speech into Indirect Speech, what should be changed
Ss discuss by themselves.
Ss: sentence structures, tenses, pronouns, adverbials of time and place and verbs should be changed.
T: Quite right. Look at the form on the screen. These are the rules.
一、直接引语变成间接引语，句子结构的变化
1.陈述句
用连词that引导，that在口语中常省略。主句的谓语动词可直接用引语中的said, 也可用told来代替，注意，可以说said that, said to sb. that, told sb. that，不可直接说told that
He said, “I have been to the Great Wall. ” → He said to us that he had been to the Great Wall.
He said, “I'll give you an examination next Monday. ”
→ He told us that he would give us an examination the next Monday.
解题步骤:
“I don’t like computers,” Sarah said to her friends.
Sarah said to her friends that I don’t like computers .
she didn’t
Sarah said to her friends that she didn’t like computers.
.2.一般疑问句
间接引语用连词whether或if引导，原主句中谓语动词said要改为asked(me/him/us等)，语序是陈述句的语序
He said, “Do you have any difficulty with pronunciation ”
→He asked (me) whether/if I had any difficulty with my pronunciation.
He said, “You are interested in English, aren't you ”
→He asked whether I was interested in English.
解题步骤:
Is it easy to improve the condition of the soil
( They asked him ) “It is easy to improve the condition of the soil.”
They asked him if it is easy to improve the condition of the soil
was
They asked him if it was easy to improve the condition of the soil.
3.特殊疑问句
原来的疑问词作为间接引语的连词，主句的谓语动词用ask(sb. )来表达，语序改为陈述句语序
He said to me，“What's your name ” → He asked me what my name was.
He asked us, “How many car factories have been built in your country ”
→He asked us how many car factories had been built in our country.
解题步骤：
When do you harvest the wheat
( They asked him ) you harvest the wheat
They asked him When you harvest the wheat.
He harvested
They asked him when he harvested the wheat.
4.选择疑问句
用whether…or…表达，而不用if…or…，也不用either…or…
He asked, “Do you speak English or French ”
→He asked me whether I spoke English or French.
I asked, “Will you take bus or take train ”
→I asked him whether he would take bus or take train.
二、在直接引语变为间接引语时需要注意的变化
1. 注意时态的变化 Direct indirect
Present past
Past past and past perfect
Present perfect past perfect
Past perfect past perfect
2. 注意人称变化。
3. 注意指示代词的变化this, these(that, those)
4. 注意时间的变化 now, today,this week ,yesterday,last week ,four days ago ,the day before yesterday ,tomorrow ,next month(then, that day,that week,the day before ,the week before,four days before ,two days before ,the next day,the next month)
5. 注意地点的变化 here( there)
6. 注意个别趋向动词的变化 come, bring (go, take)
三、谓语动词时态变化需要注意几点：
1.直接引语表述的是客观真理，变为间接引语时，时态不变
The geography teacher said, “The sun rises in the east and sets in the west.”
The geography teacher told us that the sun rises in the east and sets in the west.
2. 如果直接引语所表述的内容在目前和说话时同样有效，变间接引语时，时态可不变
The children said, “We love this game.”
They told us that they love that game.
3.主句谓语动词的时态是现在时态，在引述时，时态不变。
She says, “I’ll never forget the days in the country.”
She says that she’ll never forget the days in the country.
从句时态无须改变的还有以下情况:
1. 当主句的谓语动词是将来时的时候
2. 当直接引语部分带有具体的过去时间状语时
3. 当直接引语中有以when, while引导的从句，表示过去的时间时
4. 当引语是谚语、格言时
5. 当直接引语中有情态动词should, would, could, had better, would rather, might, must, ought to, used to, need时
Step 4 Practice
For Ex 1, get the students to look at the sentences carefully in pairs in order to find out the difference between direct speech and indirect speech. Guide the students to find out the changes in pronoun forms, word order, adverbials and so on, especially the verb tenses, the underline parts. Ask the students to pay attention to the reporting clause.
For Ex 2, ask the students to do it by themselves, then check.
Exercises:
1. He said , “I m afraid I can’t finish this work.”
2.He said , “I haven’t heard from him since May.”
3.Tom said “I will see you next week.”
4. “Why were you late again ” The teacher said to me.
5. “I don’t like swimming,” said Sarah.
6. His friends asked him if he would go to Dalian.
7. “Have you been to Paris ” My classmate asked me.
高考链接
1.Readers can ________ quite well without knowing the exact meaning of each word.
A. get over B. get in
C. get along D. get through
2.It’s hard for me to imagine what I would be doing today if I ______ in love, at the age of seven, with the Melinda Cox Library in my hometown.
A. wouldn’t have fallen B. had not fallen
C. should fall D. were to fall
3.Father went to his doctor for _______ about his heart trouble.
A. an advice B. advice
C. advices D. the advices
4. I wonder how he ____ that to the teacher.
A. dare to say B. dare saying
C. not dare say D. dared say
Step6 Correcting mistakes
T analyses the common mistakes Ss have made during the practice.
T: Now let’s look at the screen and pay attention to these sentences. Choose the right sentence and tell me why the other one is wrong.Period 3 Learning about language
Teaching aims:
To discover and learn to use some words and expressions.
To enable students to rewrite sentences using direct or indirect speech
To learn more information about Anne.
To cultivate the spirit of cooperation, self-teaching and self-exploring.
Teaching procedures:
Step 1 Revision
1. Review something about “Anne’s best friend” by using some True-or-False sentences
A friend would laugh at you. ( )
Anne lived in Amsterdam in the Netherlands during World War II. ( )
She and her family hid away for one year before they were discovered. ( )
She kept a diary as others did. ( )
She was fond of nature. ( )
She stayed awake in the night because she couldn’t sleep well. ( )
She couldn’t go out as she liked. ( )
2. Collect the sentences students think wonderful or difficult to understand.
Sample sentences
1) She and her family hid away for nearly twenty-five months before they were discovered.
2) I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature.
3) There was a time when a deep blue sky, the song of the birds, moonlight and flowers could never have kept me spellbound.
4) The dark, rainy evening ,the wind, the thundering clouds held me entirely in their power.
5) It was the first time in a year and a half that I’d seen the night face to face.
Step 2 Language points
1. grow crazy about sth.对…狂热,痴迷be crazy about …
eg. My cousin grows crazy about computer games.
2. go through
1). To examine carefully 仔细阅读或研究
I went through the students’ papers last night.
2). To experience 经历，遭受或忍受
You really don’t know what we went through while working on this project.
3.stay v. to continue to be in a particular state or situatioin
系动词，表是状态。后跟名词或形容词，不能用于被动语态和进行时态。
eg. He stayed single all his life.
4.make/call + O +Noun (as O.C.)
5.hide away
6.discover Columbus discovered America in 1492.
7. set down: to write down something so that you have a record of it:
I want to set down my feelings on paper.
Other verbal phrases of “set”
set aside: to keep some money or time for a special purpose
set off: to start to go somewhere/ to cause a explosion
set out: to start a journey/ to talk about something in an organized way
set up: to start an organization/ to build something
8. ourdoors / indoors Don’t stay indoors since the weather is so fine.
9. well They speak well of him. Well done.
10 on purpose I came here on purpose to see you.
11 in order to In order to catch the train , she hurried through her work.
12 too much/ much too
13 entirely For him, this will be an entirely new hobby.
14 in one’s power / out of one’s powers
15 it was the first/second time that …
It is the first time that he has been in this city.
It was the second time that he had made the same mistakes
16 face to face
I rushed out of the office and found myself face to face with the boss.
17.far adv. “过于；…得多” ,表示程度，经常与too或形容词、副词的比较级连用。
eg. She speaks English far better than I.
This room is far too warm.
cf. very, much, far
dare 1) modal. v. 多用于否定句、疑问句、条件状语从句、whether (if)等名词性从句或有否定意义的句中，后接动词原形。没有人称和数的变化,其时态只有现在时和过去时。否定式在其后加not.
eg. How dare he say such a word!
If you dare do that again, you’ll be punished.
2) vt. 敢，胆敢。有人称、数和时态的变化。在否定句和疑问句中，dare后的to可保留也可省略。
eg. I wonder how he dare to day such words.
19．happen to do sth.
It so (just) happened that…不能用于进行时态。
eg. I happened to be out when he came. = It so happened that I was out when he came.Unit 3 Travel journal---Reading
Teaching goals
Learn something about the Mekong River through reading.
Students can use what they have learned to describe a trip.
Students should realize if they want to be successful, what personalities they should have.
Teaching important and difficult points:
Understand the text well.
Try to master the useful new words & expressions in this period.
Teaching aids: a computer & a projector
Teaching procedures
Step 1 warming up
Do you like traveling along a river, a great river
As we all know, there are a lot of rivers in the world and also there are many great rivers. Now look at the chart. In the left column are names of some great rivers. In the right column are locations where the rivers lie. Please match them. What role does a river play in people’s life In other words, how do people who live along a river use it
The suggested answers:People can drink the water in a river or wash their clothes.People can swim in a river in summer.People can use a river to irrigate their fields.People can use a river to produce electricity.People can travel along a river.
Step 2 Lead In
If you plan to travel along a river, what will you do
Step 3 Pre-reading
T: Have you visited the Mekong River If no, let’s learn something about it.
Enjoy a clip of video.
2. Can you list the countries that the Mekong River flows through
Enjoy the beautiful sights along the Mekong River to arouse their interest of it.
The countries the Mekong River flows through
Step 4 Reading
In this step, get the students to read the text and finish some tasks.
Task1: Scan the text quickly, then answer some questions
1. Who will travel in the text
2. Where are they going
3. How are they getting there
4.What did Wang Wei prepare for the trip
1) Two years ago, …bought…
2) Then , …persuaded…
3) Last year, …visited…
4) Several months before our trip, …went to…
5What didn’t she prepare for the trip
（1）。She didn’t know
（2）.She hadn’t
（3）.She doesn’t
What kind of person is Wang Wei Which answer is wrong
A. stubborn
B. determined
C. careless
D. careful
5. Is it a difficult journey to cycle along the Mekong Why
6.What can you see when you travel along the Mekong River
Task2: Listen to the tape and pay attention to the pronunciation, then do the T or F exercise.
1.Wang kun is a high school student.
2.Both Dao Wei and Yu Hang are Dai and they grew up in eastern Yunnan province
3.The source of Mekong is in Qinghai province .
4.Finally Wang Kun agreed with his sister to cycle with her.
5.They found few atlas and books about Mekong River in library. 6. Mekong river begins at glacier on a Tibet mountain. the water there is clear but not cold.
7. Only a small part of the river is in China.
8.As it enters Southeast Asia, it moves slowly.
Task3: Careful reading
Read the text again and try to complete a form.
their dream
Their journey
Their preparation
The details of the Mekong River
1.It begins …
2.As it passes through valleys…
3. It enters…
4.After it leaves…
5. As it enters..
6. Its
Task4: Consolidation
Fill in the blanks
Wang Kun and Wang Wei have ______ about taking a great bike trip. when they __________ from college. They _________ to _________ along the Mekong River with their ________. Wang Wei is very _______. Once she is __________ to do something she will never __________ her mind. Although it is difficult to travel along the Mekong River by bike, she ________ that they find the ________ of the river and begin their journey there.
Step 5 Post-reading
Task1: Make comparison
An attitude is what a person thinks about something. Make lists of Wang Wei’s and Wang Kun’s similar and different attitudes about the trip.
Task2: Debate
Which character do you like,Wang Kun or Wang wei Why
Task3: Understand two mottos
Life is just a series of trying to make up your mind.
Success belongs to the persevering
Task 4:discussion
If you and your friends want to go for a travel, what will you prepare, and why
Different travelers may have different purposes to travel, what about you when you plan to travel
Do you know Xu Xiake Do you think his way of traveling is meaningful Why
Step 6 Homework
Read the text again.
Write a passage about MeKong RiverUnit 3 Travel journal
1. transport n. & vt.
搭配：（1）n. air/ road transport 空运/陆运 on/by public transport 乘坐公共交通工具
（2）vt. to transport goods/passengers/cattle be transported with… 为……心荡神驰
e.g. He was transported with joy.他欣喜若狂。
辨析：transport 与 traffic
transport:指“运输”这种行为或“运输工具”
traffic: 指街上的行人车马，着重数量的多少 traffic jam
2. prefer vt.
(1)prefer sth. 更喜欢某物
(2)prefer to do sth./doing sth. 更喜欢做某事
(3)prefer sth. to sth. 与……相比更喜欢……
e.g. Windy prefers dogs to cats. It rains cats and dogs.
(4)prefer doing to doing 宁愿做……而不愿做……
e.g. Windy prefers walking to cycling.
(5)prefer to do rather than do sth.
e.g. Windy prefers to walk rather than to cycle.
(6)prefer sb. to do sth. 宁愿某人做某事
(7)prefer that… (should) do 更喜欢；更愿意
e.g. Would you prefer that we (should) cancel our dictation
注：prefer, preferred, preferred
3. fare
(1)可数，公共汽车、火车、出租车价，费用
e.g. All fares, please!请买票（公共汽车售票员用语）
辨析：fare 与 fee
易混词 辨析 例句
fare 指乘坐公共汽车、轮船、出租车等交通工具的费用。 What’s the train fare to Beijing
fee （常作复数fees），指给律师、医生等专业人员的服务费、酬金或（考试的）报名费、（加入俱乐部的）会费等。 pay the lawyer’s fees
(2)可数，付费的乘客（尤指出租车）
e.g. The taxi driver had only three fares last night.
(3)不可数，（尤指三餐的）饮食
e.g. How do you like the school fare
4. persuade vt.
搭配：
(1)说服
persuade sb.
persuade sb. to do sth. = persuade sb. into doing sth.
persuade sb. not to do sth. = persuade sb. out of doing sth.
(2)使相信，使信服
persuade sb. of sth.
persuade sb. that…
e.g. He tried to persuade her of his honesty. = He tried to persuade her that he was honest.
5. get them interested
interested 用作宾语补足语
(1)宾补的判断
a. You think Jay handsome.
宾（主格）+ be + 宾补 = 句子 Jay is handsome.
b. His mother asked him to speak loudly.
宾（主格）+ 补(do) = 句子 He spoke loudly.
(2)e.g. The barber soon got me thinking.
I got my hair cut.
make/get + 宾语 + 宾补(adj./doing/done/to do)是一种常用的结构。其中现在分词做宾补时表示它与宾语之间为主谓关系，过去分词作宾语时表示它与宾语之间为动宾关系。
6. graduate
graduate from 毕业于……学校
graduate in 毕业于……专业
7. schedule n. & vt.
搭配：schedule some time for sth. 为某事安排时间 = be scheduled for sth.
schedule sb. to do sth. 安排某人做某事 = be scheduled to do sth.
8. be fond of
辨析：like, enjoy, prefer, be fond of
易混词（组） 辨析 例句
like “喜欢”，侧重指性格和习惯上的爱好。 I don’t like reading books.
enjoy “喜欢，欣赏”，指在某种活动中获得乐趣。 I want to enjoy a long journey.
prefer “更喜欢”，指在两者中比较喜欢的一个。 Which do you prefer, KFC or Mcdonald’s
be fond of “喜欢”，对象为人或物，也可以指“溺爱”。
9. insist
(1) 坚持说，坚持认为
insist on/upon sth./doing sth.
insist on/upon sb.’s doing sth.
insist that-clause She insisted that she had done nothing wrong.
(2)坚持主张，坚决要求，坚决主张
We insisted that they (should) give us the change.
10. keep vt.
(1)（使）保持，处于
keep healthy, keep fit
keep off 远离 keep off the grass
(2) keep doing 继续做（某事）；
keep on doing 不断地做（某事）on用来强调持之以恒，反复进行
(3) keep up（天气）持续不变；跟上，与……并驾齐驱
keep (sth.) out of 试……在外；不让……入内
keep sb. from doing sth. 阻止某人做某事
keep sth. back 抑制（或阻止）感情的流露
keep away from sth. 远离；勿靠近
keep off keep on
11. care about
After the earthquake, the injured were cared ____ in the local hospital or taken by air to the hospital in neighboring cities.（江西）
A. of B. for C. after D. with
care to do sht. 愿意做某事
care for 喜欢，对……感兴趣；care for/care about 关心，照料
12. determine
determine to do sht.
determine on/upon sth.
determine sb. to do sth. 使某人下决心做某事
determined adj. be determined to do sth.
13. change one’s mind, make up one’s mind
read one’s mind, keep one’s mind on, give one’s mind to, on one’s mind
14. once conj. & adv.
ever也有“曾经”的意思，但它常用于疑问句，与完成时或最高级连用。
15. give in 让步，屈服，投降；上交
e.g. It’s time you give in your papers.
give up, give away, give back, give over, give off, give out
16. attitude n.
e.g. Attitude makes everything.
attitude通常与介词to或towards连用。
e.g. What’s your attitude to this plan
17.see
e.g. She likes to see children playing games.
She hates to see any child blamed.
She saw them pick the toys.= They were seen to pick the toys.
其他感官动词，如：look at, hear, listen to, watch, notice, feel, observe等的用法与see一样。当动词原形做感官动词之后的宾补时，一旦句子变为被动语态，则须用带to的动词不定式作主语补足语。
18.encourage
My advisor encouraged ____a summer course to improve my writing skills. （北京）
A. for me taking B. me taking C. for me to take D. me to take
encourage sb. to do sth. encourage sb. in sth.
19.fun 的常用搭配
You had a party yesterday in Mary’s. The party was ____, wasn’t it
A. funny B. pleasure C. fun D. excited
fun作名词时，常用在is或其他系动词后，用来表示某东西或某人能给人乐趣，使人得到快乐。不可数名词，表示“娱乐，快乐，嬉戏”或“有趣的人或物”
be fond of fun 喜欢和开玩笑
have fun = enjoy yourself 玩得高兴
in/for fun 开玩笑的
be full of fun 好玩
make fun of 取笑，嘲弄
It’s much/great fun to do… 做……很有趣
20.put的相关词组
put up 举起，挂起；建造；投宿
put away 把……收起来，存放
put back 放回原处
put forward 提出，呈上
put down 放下；写下，记下；镇压
put off 推迟，延迟
put out 扑灭；伸出
put on 穿上；上演/上映
put one’s heart to 全神贯注于
put an end to 使结束
21.it, one和that表指代
(1)it常用来特指上文出现过的同一事物，替代可数或不可数名词，其复数属形式为them，指人或物均可
e.g. I lost my dog yesterday and I haven’t found it yet.
(2)one常泛指上文出现的某类食物或人中的任何一个，相当于“a/an + 名词”，只替代可数名词，其复数形式为ones.
e.g. Which apples do you prefer, the green ones or the red ones
(3)one前可加this, that, each冠词、物主代词或形容词等修饰词。
e.g. Your story is an interesting one.
(4)that常特指上文出现过的事物，替代可数或不可数名词，相当于“the + 名词”，其复数形式为those, 不指代人。
e.g. The population of China is larger than that of America.Unit 4 Earthquakes
1.shake vi. & vt.
(1)My hands shook during the exam.
vi. 摇动，摇撼，颤抖
(2)The earthquake shook the lights.
vt.使摇动
(3)vt.使受震撼，使（信念等）动摇 be shaken by/with/at
辨析：
易混词 辨析 例句
tremble 指人因感情激动、寒冷、惧怕等引起的身体颤动。 The boy trembled with fear.
shake 作“颤抖”讲时与tremble同义。它还有“握手，摇头或捧腹大笑”的意思。 The earthquake shook the lights.
2.right away
“立刻，马上”的表达方式：right away, without delay, right now, straight away, at once, in no time, immediately
3.well
-- You don’t look very ____. Are you ill
-- No, I’m just a bit tired.
A. good B. well C. strong D. healthy
(1)adj.健康的
(2)n.井，水井；油井；气井
(3)adv.熟练地，有效地，令人满意地；很，非常 very/rather/fairly/quite/pretty well
4.too…to…
具有否定意义，常用not…enough to…和so…that…句型结构改写。
I am too old to understand the cartoon.
=I am not young enough to understand the cartoon.
=I am so old that I can’t understand the cartoon.
(1)e.g. I’m only too delighted to be here.
当too前有副词far, much, but, only等词修饰时，此结构没有否定意义，而表示肯定，意为“非常，十分……”，too后的形容词多是表示某种心情的，如happy, pleased, willing, thankful, anxious, eager, delighted等。
(2)e.g. It’s never too late to learn.
当too前有否定词时，此结构表示肯定。
(3)too+ adj. +for sb./sth. 表示“太……，不适合……”
5.burst
burst forth突然出现 burst into突然闯入 burst out冒出
burst upon突然展现 burst open突然开了
6.event
事件，大事；项目，赛事
all the events/in any event无论如何 in the event结果，到头来 after the event事后
in the event that/of…倘若，万一 in that event/in that case如果那样的话
辨析：
易混词 辨析 例句
accident 意外事故。 car accident
incident 附带的小事件，事端；政变。 July 7th incident
event 重大的事件。 What were the chief events of last year
7.directly
(1)adv.径直地；坦率地；直接地；立刻
e.g. The bus goes directly to HK.
(2)conj.一……就……引导时间状语从句
Directly he went out he was caught.
8.ruin
in ruins 严重受损 fall into ruins成为废墟
ruin＞destroy＞damage
9.extreme
(1)adj.极度的，严重的；极端的，偏激的；过分的
extreme weather conditions极端恶劣的天气状况 extreme sports极限运动
(2)n.[C]极端不同的感情（情况或行为方式）；完全相反的事物
[U]极端，极度，极限
extremes of cold, wind or rain严寒、狂风、骤雨 take sth. to extremes采取极端行为
10.injure受伤，伤害
辨析：
易混词 辨析 例句
hurt 普通用语，既可指肉体，也可指精神、感情 I don’t want to hurt you.
injure 健康、成就、容貌，强调功能的丧失 A bullet injured his left leg.
wound 枪伤、刀伤、刺伤等皮肉之伤，尤指战场上所受的伤 The soldier was wounded badly.
harm 伤害有生命的东西，常指伤及人的健康、权利、事业等 Smoking seriously harmed his health.
11.cover
(1)盖，覆盖，掩盖
e.g. I covered the novel with my English book.
The novel was covered with my English book.
cover sth. with sth.用某物盖某物（表动作） be covered with被……盖着（表状态）
(2)占有（多少面积）；包含，包括
Our orchards cover an area of 1000 mu.
(3)报道
CCTV covered the whole game.
(4)走完（一段路程）
The Red Army covered 25,000 li during the Long March.
(5)掩护
12.trap vt. & n.
be trapped in困在……中，陷在……中 trap sb. into doing sth.陷害（诱骗）某人做某事
13.wonder
(1)对（某事）感到惊讶，不能相信
wonder +about/at/to do/that-clause
e.g. Sometimes I wonder about their behavior.
(2)对（某事）感到疑惑；想要知道
wonder +if/whether/wh- + to do/wh- 从句
(3)惊叹，惊奇，诧异
I am filled with wonder.
(4)奇观，奇才
The Great Wall of China is one of the wonders in the world.
14.dig
dig out挖出，翻找出 dig up翻挖；找出，查明 dig into深入钻研；挖掘
dig at钻研；挖苦（嘲笑） dig through挖通
15.bury
e.g. I bury myself in puzzling games.
bury oneself in= be buried in埋头于……，专心于……
16.shelter
(1)庇护所，避难所；遮蔽物
(2)庇护，遮蔽，掩蔽
e.g. Their immediate need is for food, clothing and shelter.
(3)提供庇护（所）
e.g. The wooden house sheltered us from the wind.
take shelter from躲避…… run for shelter找躲避处
shelter sb./sth. from庇护某人、某物以免……
under the shelter of在……庇护下，受……的保护
17.breathe 呼吸；低声说
e.g. “I’m here,” she breathed.
18.while conj.
(1)引导时间状语从句，意为“当……时候”“在……期间”
(2)引导时间状语从句，意为“与……同时”
e.g. You may go singing while I am doing my homework.
(3)引导让步状语从句，意为“虽然”“尽管”
____ the Internet is of great help, I don’t think it’s a good idea to spend too much time on it.
A. If B. While C. Because D. As
(4)用作并列连词，表示前后两个分居之间的对比，意为“然而”
辨析：
易混词 辨析 例句
while 作“当……时候”讲时，只能与延续性动词连用。 While he was reading, he fell asleep.
when 作“当……时候”讲时，既可与延续性动词连用也可与瞬间动词连用。 When mom came in, I was reading the novel.When I was sleeping, a thief broke in.
as 强调主从据谓语动词表示的动作同时进行，意为“一边……一边……”。它还有“随着……”的意思。 I looked behind from time to time as I walked.As time went by, I became more and more nervous.
19.title
(1)n.[C]标题，题目
(2)n.[C]职位名称；职称
(3)vt.加标题，订题目
e.g. My book was titled “Windy’s fantasy world”.
20.give
give out发布；用光；精疲力竭；发出；散发 give away送掉；捐赠；表露
give in让步；屈服，投降；交上 give back返还，归还；恢复
give off发出（气味、光、热、声等） give up放弃；戒掉；交出，让出
21.congratulation
(1)congratulation作“贺词”讲或单独使用时常用复数形式
(2)表示因某事向某人祝贺时常用（offer one’s）congratulations to sb. on sth.
(3)congratulation用于成功、结婚、毕业等个人性的祝贺，不用于节日致词，还可用作抽象意义但不用复数形式。
I received many letters of congratulation.
congratulate sb. on sth. congratulate oneself on/that暗自庆幸
辨析：
易混词 辨析 例句
congratulate 意为“祝贺”，为个人间行为，常用于congratulate sb. on sth.中其名词形式为congratulation,常用复数形式。 We congratulated him on his passing the exam.
celebrate 意为“庆祝”，后面常接生日、胜利、纪念日之类的名词，通常以多人参加的某种形式进行。其名词形式是celebration，意为“庆祝，庆祝会”，可数名词。 Thousands of people attended the celebration of National Day in Tian’anmen Square.高考资源网（www.），您身边的高考专家
高考资源网（www.），您身边的高考专家
Learning Plan for Unit Five—Nelson Mandela-a modern hero
Period Three Using language
教学目标：1. To help students discover and learn to use some useful words and expressions
2. To help students discover and learn to use some useful structures
教学内容：
1. The time when I first met Nelson Mandela was a very difficult period of my life.
【导学】（1）period 期间，时期，学校的一节课，周期
Let’s finish this period and have a break.
*a period of rotation 自转周期
（2） the time when 其中when 引起定语从句
This was a time when you had got to have a passbook to live in Johannesburg.
Do you still remember the time when we first met
【知识拓展】the time 可用于引起时间状语从句，这时一般不加when。
Eg. I recognized him the time I saw him.
【归纳整理】（选学）类似短语还有the first time/ every time / each time / next time / the last time / the moment/ the minute / the second, 均可引导时间状语从句。
I’ll tell him the news the moment I see him.
= I’ll tell him the news as soon as I see him.
2. It was in 1952 and he had opened a black law firm to advise poor black people on their problems.
【导学】advice的用法
1. advice Vt
1) advise ab. on sth. 就……给某人出主意
I have advised you on that subject.
2) advise sb. to do sth. 建议某人干……
Our monitor advises me to practice more spoken English.
3) advise that +(should) do
I advise that you (should) not eat fruit that isn’t ripe.
2. advice n. [U]
【知识拓展】(选学)
1. advise与suggest的用法区别；
2. advice与suggestion的区别及与之连用的从句虚拟问题。
3. Sadly I did not have this passbook because I was not born there and I was worried about whether I would be out of work.
【导学】1. worry的短语及用法
be worried about = worry about 担心
She worries about her health. = She is worried about her health.
2. out of 短语 out of work=lose one’s job=be unemployed 失业
Jim has been out of work for months.
【知识拓展】(选学)
out of breath
out of patience
out of petrol
out of use
out of order
out of control
out of danger
out of fashion
out of date
out of repair
out of sight, out of mind.
4. The last thirty years have seen the greatest number of laws stopping our rights and progress, until today we have reached a stage where we have almost no rights at all. 过去三十年里出现了最多的法律来剥夺我们的权利, 阻挡我们的进步,直到今天我们已经到了几乎没有任何权力的地步.
【导学】 see 在此句意为“见证，目睹 ”；(在某段时期)发生(某情况),经历,经受; 为某事发生之时，
The last few months have seen more and more traffic accidents.
The city has seen many changes.
5. only then did we decide to answer violence with violence. 只是在那时我们才决定以暴力对暴力。
【导学】当only修饰状语位于句首时，句子采用部分倒装的结构。
Only by practicing a few hours every day will you be able to master English.
Only when we lose something will we find the importance of it.
【特别提示】only 修饰主语时，句子不倒装。
Only he knew how to solve the problem.
6.But I was happy to help because I knew it was to achieve our dream of making black and white people equal.
【导学1】achieve v 达到，实现，完成。 n. achievement [c]成就，功绩
achieve one’s dream 实现某人的梦想
【拓展】realize ones dream/ live one’s dream
One’s dream comes true.
【导学2】equal的用法
（1）equal adj. 平等的
Women demand equal pay for equal work.
（2）be equal to 等于，相当于
I’m not equal to the position.
Be equal to sb in---在某方面和某人平等，相同
John is equal to Tom in height.
【随堂练习】 用所学短语完成下列句子(每空一词)，熟读并背诵。
1．刚开学的那天，我们的老师就给我们提了一些学习英语的建议。
On the very first day of school, our teacher ______ us ________ English learning.
2． 大多数下岗的人员都是文化不高的人。
Most of the people who ___ ____ ___ _____ usually have little education.
3． 别灰心， 你会成功的。
Don’t _____ _____. You will succeed.
4. 相信自己，别相信他的鬼话。
______ ______ yourself. Don’t ___________ him.
5. 大学尚未毕业，他就创办了自己的公司。
He _____ ______ his own company before graduating from college.
6. 他从不为考试担心。
He ______never ______ ______ _______ examination.
7. 只有通过努力拼搏， 才能实现自己的梦想。
Only by working hard _____ you _________ your dream.
8. 我们决不能嘲笑那些陷入困境的人，相反，我们应该帮助他们。
We should never laugh at those ______ ________. On the contrary, we should try our best to help them.
9. 他上台后就推出了一系列的改革方案。
After ______ ______ _________, he carried out a series of reform.
10. 他乐于助人。
He ______ ______ _____ ______ others.
参考答案
1. advised; on 2. are out of work 3. lose heart
4. Believe in; believe 5. set up 6. has; been worried about
7. can; realize 8. in trouble 9. coming to power 10. is willing to help
欢迎广大教师踊跃来稿，稿酬丰厚。www.
欢迎广大教师踊跃来稿，稿酬丰厚。www.Period 5 Listening
Teaching aims:
to train and develop listening skills by listening to the listening exercises in this unit
Teaching methods:
Listening and speaking
Teaching materials: listening parts on Page 6
Teaching procedures:
Step 1 Revision
Check the answers to the homework
Step 2 Lead in
I think most of you have many friends , maybe you have some trouble with your friends, what will you do and what would you do if you are misunderstood by others
Question: What was upsetting Lisa
Step 3 Listening
Besides you Lisa also asks Miss Wang of Radio for Teenagers for help. What advice does Miss Wang give to Lisa Let’s listen to what she says.
I.Listen for the first time and choose the best answers.
What is Miss Wang’s attitude toward Lisa’s friendship with the boy
A. Angry B. Upset C. Supportive
2. What’s Miss Wang’s advice
A. Ignore the boy. B. Ignore her classmates C. Ignore her gossiping classmates
II. Listen again and fill in the blanks on Page6 Ex2
III. Listen for 3 times and do Ex3.
☆LISTENING TEXT
Dear Lisa,
There is nothing wrong with you and this boy being friends and studying together．And no matter what other students say, it is possible for a boy and a girl to be just good friends．Ending your friendship with this boy would be a stupid thing to do．Not only would you lose a good friend, but you would also lose someone who is helping you with your studies．
Teenagers like to gossip, and they often see something that doesn't exist．Perhaps they can't understand your friendship with this boy．But that's no reason to throw it away．You should feel sorry for those students who have never enjoyed such a friendship．My advice is to ignore your gossiping classmates．That way you will show them that you are more grown up than they are．
Yours,
Wang Fei
Step 4 Post-listening
Do you agree with Miss Wang’s advice
Discuss it in small groups.
Step 5 Assignments
English Weekly.Unit 2 English around the world
1. more than 与数词连用，意为“超过，多于”，相当于over
(1) more than one + n 意味“不止一个”，虽语意上为复数，但作主语时，谓语动词用单数形式。
e.g. More than one student is clever.
(2) more than + adj./adv./v./分词/从句，意为“不只是，非常，多过……”
e.g. It’s more than friendship, but not love.
other than 除了 rather than 而不是
2. be different from 与……不同
拓展：be different in sth. 在……方面不同
tell the difference between A and B 辨别A与B的不同
be the same as 与……相同
the same…as 表示同类事物
the same…that 表示同一事物
the same…who/when/where和……相同的……
He went back to the same place ____ he had found the ring.
A. where B. as C. which D. that
3. one another 相互，彼此=each other
e.g. Tom and Ann looked at each other.
注：(1)each other和one another是相互代词，两者都意为“相互，彼此”，在句中作动作或介词的宾语，但不能做主语。
(2)表示两个人或事物之间的相互关系用each other；表示三个或三个以上的人或事物之间的相互关系时，用each other或one another都可以。
(3)each other’s和one another’s后面的名词用复数。
e.g. Dogs biting at each other's tails. 狗咬狗
4. nearly
not nearly (=far from)远非；绝不是
辨析：nearly 与 almost
almost:表示“几乎”“差不多”，常用于下列几种情况：
(1)与any, no, none, nothing, nobody, nowhere, never等词连用
(2)与too, more than等连用
(3)和表示感觉或心理活动的静态动词连用
e.g. He said almost nothing was interesting.
You could almost imagine that you were in Denmark.
nearly:表示“几乎，接近，差不多”，常用于被very, not, pretty修饰时
e.g. There is not nearly enough money to buy a new camera.
5. voyage, journey, trip, tour
易混词 辨析 例句
voyage 指“海上旅行”或“航行” Columbus voyaged across the Atlantic Ocean in 1492.
travel “旅行”的总称，是不可数名词，其前不加冠词。 Travel in the mountains can be slow and dangerous.
journey 指长途陆路旅行，特指“旅途”本身。 It’s a long long journey Till I know where I’m supposed to be
trip 指短途短期旅行，一般为往返旅行。 They made a trip to the lakeside last weekend.
tour 指“团队”观光旅游。也可表示“巡视”“巡回比赛”或“演出”。 The band is on tour in China.
6.because of
(1)because与because of
because为连词，后接从句
because of为介词短语，后接名词、代词或动名词
(2)引导原因状语的介词短语：
owing to, due to, on account of, as a result of
(3)because, why与that引导的表语从句辨析
a. because表示一种动作或状态的根本原因。
b. why虽然译成“因为”，但实质上表示结果。
c. that引导的表语从句表示原因，主语通常是reason或what引导的主语从句。在the reason why…is/was that…结构中，也只能用that引导。
e.g. He loves her because she is pretty.
She is pretty. That is why he loves her.
The reason why he loves her is that she was pretty.
7.even if
若主句、从句皆表示将来情况，even if从句可用一般现在时代替将来时。
e.g. We have decided to visit the museum even if it rains tomorrow.
辨析：even if与even though
even if从句的内容不肯定；而even though从句的内容则是事实。
e.g. He will not let out the secret even if he knows it.他是否知道秘密还不确定。
He will not let out the secret even though he knows it.他知道这个秘密。
8.come up
(1)走近；赶上，上来
The coming up spring is full of hope.
(2)发芽
The seedlings are coming up full and green.
(3)（尤指意想不到地）发生
I will let you know if any change comes up.
(4)被提出讨论，被谈到；引起注意
The subject of planting came up in the conversation.
(5)（太阳、月亮）升起
We watched the sun come up.
(6)出席，参加，到场
We came up for the party.( total eclipse)
9.over prep.& adv.
(1)prep 相当于during，意为“在……期间”
(2)表示时间时，还可表示“一边……，一边……，正在进行……的过程”
The girls sang over dancing.
(3)超过
You are over ten.
(4)adv. 完了，结束
Class is over.
10. base vt. & n.
辨析：base与basis
base:表示具体含义，意为“根基、基础、底座”
e.g. the base of a building
basis:表示抽象含义，即“非物质方面的基础”
e.g. the economic basis 经济基础
11.present
(1)adj. （前置定语）现在的，当前的；（后置定语）出席的，在场的
e.g. Did you see the present CEO
Did you see the CEO present
be present at 出席，反义词组为：be absent from缺席
(2)n. (C)礼物
(3)n. 目前，现在
e.g. The boy present at the meeting was considering asking his father for a book on the present tense as a birthday present.
12. enrich
en-+ adj. /n.---- vt. enable, enclose, encourage, enforce, enlarge, ensure, entitle
13. make use of
take advantage of 利用，趁机，占……的便宜
make the best of 指（对不利的条件等）充分利用
make the most of 指尽量利用有理的条件
14.instead of
e.g. They went on foot instead of by bus.
instead of的考查主要集中在它连接的平行结构上，即：两个主语，两个宾语，两个状语，两个谓语或两个定语。
instead为副词，通常放在句末，在承接上文时，也可放在句首，意味“代替”。
e.g. We have no coffee, would you have tea instead
mand
have (a) good command of….精通
command sb. to do sth. 命令某人做某事
at one’s command 随心所欲地（的）；听从某人吩咐
request
by request应邀
e.g. He attended the meeting by request.
request sth. from sb.
He commanded that the students ____ the classroom before he returned.
A. didn’t leave B. wouldn’t leave C. needn’t leave D. not leave
虚拟语气：一个“坚持”insist（坚持要求）
二个“命令”order, command
三个“建议”suggest, propose, advise
三个“要求”demand, request, require
从句用should +do, should可以省略。
suggest作“表明，暗示”讲、insist 作“坚持认为，坚持说”讲时，其后的宾语从句用陈述语气。
e.g. His blush suggested that he liked the girl.
The boy insisted that he didn’t like the girl.
16. such和so 用法小结
(1) such与no, all, most, some, any, another, many, much, a few, few, little, a little, several, one等词连用时，such应置于这些词之后。
(2)so与many, much, few, little等词连用时，so应置于这些词之前。
e.g. There are many such books on sale in the bookstore.
There are so many books on sale in the bookstore.
17. way
in…way/by…means/with…method
18. recognize
recognize that clause
sb./sth. + to be…
sb. /sth. as…
They recognized her to be a super star.
= They recognized her as a super star.
= They recognized that she was a super star.
易混词 辨析 例句
recognize 指原来熟悉，经过一段时间的间隔或其他原因后重新认出来，是终止性动词。 Although they hadn’t seen each other for 20 years, they recognized each other at first sight.
know 延续性动词，指相互之间十分熟悉和了解。 I have known him for 20 years.Unit 2 English around the world
Teaching aims and demands:
Topic:
English language and its development; different kinds of English
Vocabulary:
include, role, international, native, elevator, flat, apartment, rubber, petrol, gad, modern, however, culture, actually, present(adj.), rule(v.), vocabulary, usage, government, rapidly, candy, lorry, command, polite, request, boss, standard, Midwestern, southern, eastern, southeastern, northwestern, Spanish, recognize, accent, lightning, direction, ma’ma, block
Useful expressions:
play a role in, because of, come up, such as, give a command, play a part
Function: language difficulties in communication
Pardon
I beg your pardon I don’t understand.
Could you say that again, please
Sorry, I can’t follow you.
Could you repeat that, please
Can you speak more slowly, please
Grammar: imperative sentences and its indirect speech
Open the door.
Please open the door.
Would you please open the door
He told me to open the door.
Period 1 Warming up
Teaching Aim:
1. Ss will be able to know some differences between British English and American English.
2. Ss will be able to master some usages of the words and phrases.
Teaching procedures:
Step 1 Lead-in (Start with a free chat with Ss about learning English.)
T: How many years have you learnt English
How many languages do we speak
What do you find difficult in learning English (Ss may have different ideas, but they may consider vocabulary as their most difficult one.)
Do you think it necessary for us Ss to master such a foreign language
(---With the development of globalization, English has become an international tool for people to communicate with each other. And we are the future of our homeland, so it’s our duty to prosper our country; therefore, to master a foreign language becomes a necessity.)
In which countries is English used as the native language
Do you think the Englishes spoken all around the world are all the same Enjoy BBC and VOA
Step 2 discussion
Activity 1. Ss discuss in groups about the differences between British English and American English, and give some examples.
Activity 2. Ss guess which of the following words is British English and which is American English:
apartment/flat bathroom/toilet can/tin candy/sweet
check/banknote (cheque) elevator/lift fall/autumn game/match line/queue penal /pen friend mad/angry mail/ post
mom/mum movie(film)/film pants /trousers repair/mend
sick/ill cookie/biscuit crazy/mad drugstore/chemist’s gas/petrol
Step 3 warming up
T: Now let’s enjoy a dialogue between two foreigners.
T: Which language do they speak
Why do they misunderstand each other
(There exist differences between Englishes. The different Englishes make up the world Englishes.)
Step 4 discussion
Do we need to learn both British and American English
What kind of English would you like to learn
Why
Step 5 appreciation
Appreciate the dialogue between Bush and Blair
Step6 Homework
1. Preview reading
2. English weekly
3. p11 ex1,2.
高考资源网Unit 2 English around the World ---Listening
1.Listen for the first time
T: Next, let’s enjoy one of the most representative dialects in America--- Southern dialect. (Just listen to the boy’s talking in Listening part on P14)
T: Can you understand what the boy is talking about What do you think of its pronunciation and intonation
S: It’s difficult. /The way of speaking sounds strange------
T: It doesn’t matter. It’s really difficult for non-native speakers to understand the English dialects. Luckily, we have another speaker who interprets the dialect into simple and standard English. So please listen to it and grasp the general idea. And answer one question: Who is the second speaker
S: She is the boy’s teacher Jane.
T: Very good.
2.Listen again and answer the six questions
T: Ok, now please listen to what the boy is talking about and try to find the answers to the following questions.
(Students may be allowed to look at the script of dialect on P14; they should lay more emphasis on the Jane’s talking)
T: Could you find the answers to the six questions
Ss: Yes.
T: Good. What does Buford think of Texas How do you know it
_________________________________________________________________
T: How large was the catfish
_________________________________________________________________
T: Why did Lester get out of the water fast as lightning
_________________________________________________________________
T: Why did Buford and Big Billy Bob laugh
_________________________________________________________________
T: Can you answer Question 5
_________________________________________________________________
T: Well done! Buford says “Hey, y’all” to greet you. What does the second speaker say to greet you
_________________________________________________________________
3. Listen for the third time, identify the words in dialect and find out their standard English equivalents.
T: You’ve done a good job. I’m sure you have understood the main idea of the story. It contains a lot of words in dialect. Please turn to page 14, listen again and please try to identify them and find out their standard English equivalents according to the third listening and your understanding. Then finish the table.
(Play the tape for the third time with the help of the scrip of the boy’ talking on p14)
Words in dialect Standard English
y’all
ain’t
whole’nother
ya
story’bout
swimmin’
jumpin’
feelin’
catfish’bout
Alright
thinkin’
goin’
sure’nough
Shoulda
Outta
LISTENING TEXT
Hello, everyone, I am Buford’s teacher, Jane, from Britain. Perhaps you didn’t quite understand everything Buford said. He said that he lives in Houston, a city in Texas. He wants everyone to know that he doesn’t believe Texas is a state in the USA but a different country. Buford says that he would like to tell you a story about him when was a small child . One hot summer’s day he was swimming with Big Billy Bob and Lester. They were jumping into the water, which felt good. Then he says that they saw a catfish almost the size of a house but, he adds, that the catfish was really smaller. Buford says that Lester thought he was going to be eaten by the catfish. He says, goodness, you should have seen Lester! He says that Lester got out of the water faster than lighting and climbed up a tree. Buford and Big Billy Bob just laughed a lot. To this day, he says, Lester won’t visit that place.
高考资源网
