Unit 22 Bees详细的单元介绍及练习(人教版高三英语下册教案教学设计)
中学英语教学资源网 → 英语教案 → 教学设计 手机版


一、教学目标与要求
通过本单元教学，学生应能熟练地运用表示“禁止和警告”的常用语；复习定语从句和 同位语从句；了解蜜蜂的习性，培养学生对科学研究的兴趣。
二、教学重点与难点
1．重点词汇
one after another, to his astonishment, come up, come to light
2．重点句型
1)Among the different types of bee, it is the honey bee that has most interested scientists because of the “language” they use to communicate with each other.
2)To answer this question, Von Frisch and his co-workers set up a feeding place closeto the hive.
3) Back at the hive they watched the wagging dance closely.
3．语法 定语从句和同位语从句
1)I still remember the time when I joined the army.
2)The pen which you are using is mine．
3)There is on doubt that this is the only way out.
4) I have no idea whether I will leave or not.
4. Communications:
5. 1)You can't/ mustn't 2)Look out! 3)Be careful! 4)You'd better not do… 5) Don't…
三、难点讲解
So another astonishing fact came to light.
A．come to light 被发现，被知晓；公开，暴露。例如：
1)The manuscript came to light in a box of books at an auction．在拍卖这一箱书的时候，发现了这份手稿。
2)His crime came to light at last．他的罪行终于被揭发出来了。
B．come to oneself 醒悟，恢复知觉。例如：
She might come to herself．她可能会恢复知觉。
四、复习与检测
1．从A、B、C、D中找出其加粗部分与所给单词划分部分读音相同的选项。
1．charge A．warm B．carry C．sharp D．war
2．determine A．over B．person C．American D．interview
3．carriage A．immediate B．marriage C．official D．dialogue
4．official A．cyclist B．special C．central D．rocket
5．develop A．program B．chose C．condition D．majority

II．选择填空。
6．I have ______ my things at home．
A．left B．forgotten C．remembered D．taken
7．He felt ______ to work for human rights and progress．
A．it his duty B．his duty C．that is duty D．that is his duty
8．----It's a sunny day, isn't it? ----______.
A．So is today B．So it is C．So is it D．It is to
9．Under no circumstances ______ first use nuclear weapons．
A．will China B．China will C．does China D．do China
10．Nothing but six tables ______ in the room．
A．are B．is stayed C．is D．are left
11．______ happens, I am on your side．
A．However B．Whatever C．Whichever D．For all
12．You may leave the classroom when you ______ writing．
A．will finish B．are finishing C．have finished D．had finished
13．He met my brother in the street, from ______ he got the news of my marriage．
A．who B．whom C．which D．whose
14．Do______ you think is right______ difficulties you may have．
A．what; however B．that; whatever C．whatever; whoever D．what ; whatever
15．I don't think you are from India,______ you ?
A．are B．aren't C．do D．don't
16．______ deep down in the earth, the dead leaves rotted away and became coal．
A．Buried B．Burying C．To bury D．Being burying
17．Do you have any trouble______ through the forest?
A．drove B．drive C．driving D．to drive
18．Though he had often made his little sister______, today he was made ______ by his little sister.
A．cry; to cry B．crying; crying C．cry ; cry D．to cry ; cry
19．----What can he do? ----I ______ that he follow my advice.
A．suggest B．hope C．believe D．wish
20．----Will your aunt go to New York? ----If I go, ______．
A．so does she B．she does too C．so will she D．she goes too
21．----Your daughter has two children, doesn't she?
----That's right．She ______ in 1970．
A．did marriage B．was married C．married D．got married
22．I don't want to read such a poem, ______, I have no time．
A．besides B．beside C．except D．nor
23．You should write ______ ink not ______ your pencil．
A．in; with B．with; in C．by; with D．with; with
24．The book is ______ on the subject．
A．much the best B．the much best C．very the best D．very much best
25．He is not quite ______ today．
A．him B．his C．himself D．he
Ⅲ．完形填空。
A certain student passed all his examinations．Then he went to college to continue his 26 ．There he put down his 27 for a course in geography, but after the first 28 , he did not go to it any more．
The geography lecturer 29 that this student was always 30 and thought that he had changed to another course, so he was 31 when he saw the boy's name on the 32 of students who wanted to take the geography 33 at the end of this year．
The lecturer had prepared a 34 examination paper, which followed his 35 very closely, and he was 36 to see how this student would answer the questions．He 37 that the boy's answers would be very bad, but when they 38 him soon after the exam and he examined them 39 , he was able to find only one small mistake in them． 40 this surprised him very much, he 41 the paper again and again but was 42 not able to find more than that one small mistake so he 43 for the student to question him about his work.
When the student came into the room and sat down, the lecturer said to him, “I 44 that you came to my first lecture and you have been absent from all the 45 ．But now I have examined your 46 very carefully and I have been able to find only one small mistake in it．I am 47 to know your explanation for that．”
“Oh, I am very 48 about that mistake,” answered the student．“After the examination, I 49 what I ought to have 50 ．I would not have made that mistake if I had not been confused (搞乱) by your first lecture.”
26．A．classes B．studies C．researches D．work
27．A．request B．answers C．bag D．name
28．A．week B．lecture C．time D．sight
29．A．heard B．noticed C．wondered D．believed
30．A．absent B．late C．lazy D．careless
31．A．surprised B．angry C．pleased D．regretful
32．A．exam-papers B．list C．desk D．letters
33．A．subject B．test C．notes D．course
34．A．simple B．difficult C．secret D．strange
35．A．compositions B．reports C．lectures D．texts
36．A．sure B．worried C．glad D．eager
37．A．hoped B．discovered C．expected D．checked
38．A．showed B．gave C．handed D．reached
39．A．hurriedly B．carefully C．anxiously D．quickly
40．A．So B．But C．Though D．As
41．A．enjoyed B．examined C．marked D．kept
42．A．still B．certainly C．even D．luckily
43．A．cared B．searched C．sent D．looked
44．A．promise B．know C．advise D．guess
45．A．others B．term C．courses D．ones
46．A．lessons B．paper C．notebook D．exercises
47．A．disappointed B．easy C．satisfied D．curious
48．A．sorry B．sad C．nervous D．worried
49．A．realized B．understood C．remembered D．insisted
50．A．done B．made C．written D．got
Ⅳ．阅读理解。 阅读下列短文，从每题四个选项中，选出最佳答案。
A
Break a mirror．Walk under a ladder．Notice that it's Friday the thirteenth．What
do you feel? Are you a little afraid? In all these cases, you may half-believe that you
are going to have bad luck．
Such superstitions are usually very old．Often they have changed over time.
Take “knocking on wood.” We do it for good luck．People long ago believe that
trees were the homes of gods．So it was good luck to touch a tree．Who knows when “touching a tree” became “knocking on wood”?
Superstitions also change from place to place．The Dutch knock on wood for good luck．But it can't be painted wood．So they knock on the bottom of a table.
Look at the superstition about spilling the salt．Spilling salt brings bad luck．To stop the bad luck, throw some salt over your left shoulder．The ancient Greeks believed that．So do some people today．But….
Some Irish think you must throw the salt over your right shoulder．Or you must throw some in the fire．If you don't, you will have an argument．
And spilling the salt will cause a fight．This is an old Jewish superstition．
In Denmark, spilling wet salt is bad luck．But spilling dry salt is good luck．
In some parts of England, you must not pass the salt to another person．You set it on the table．The other person picks it up．This is probably to keep you from spilling the salt and bringing bad luck．
51．Why did people start knocking on wood?
A．First people touched trees for good luck．Then they started knocking on anything made of wood.
B．Ladders were always made of wood．People started knocking on them for good luck．
C．The Dutch thought it would bring them good luck to touch painted wood.
D．People believe in gods living in woods．
52．Which of the following may bring bad luck?
A．Setting the salt on the table． B．Passing the salt in England.
C．Spilling dry salt in Denmark． D．Throwing salt in the fire in Ireland.
53．The word superstitions in the second paragraph means “______”.
A．belief in magic B．belief in good luck
C．belief in bad luck D．belief in unknown things
54．Which of these sentences is NOT true?
A．Superstitions do not remain the same all over the world.
B．People in many countries believe in superstitions．
C．People in many countries believe that spilling salt brings the same bad luck．
D．Superstitions keep changing over time and have lasted a long time．
55．What is the topic of the article?
A．Believe it! B．Good Luck! C．Half-Believe it! D．Bad Luck !
B
The modern sailing ship was developed by a man who never went to sea．was
Prince Henry of Portugal, the younger son of the Portuguese king．
Prince Henry lived in the fifteenth century．As a boy he came to love the sea, and he devoted himself to improving the design of ships and the means of sailing them．In 1416, when he was twenty-two, Henry founded a school for seamen, to which he invited everyone who could help him ---- Jewish astronomers, Italian and Spanish sailors, and Arab mathematicians, and map makers who knew how to improve it．
Henry's goal was to design and equip ships that would be able to make voyages without having to hug the shore．One ship he designed carried more sails and was longer and slimmer than any ship then made, yet was tough enough to deal with strong winds at sea．He also developed another one that was a slower ship, but could carry more goods．
To Prince Henry the world owes thanks for development of the ship that made long oceanic journeys possible.
56．Prince Henry started his school to
A．help seamen B．improve ship design and sailing ways
C．study mathematics and making maps D．improve his own skill as sailor
57．The teachers in Prince Henry's school seem to have been ______．
A．members of the king's family B．astronomers, sailors and map makers
C．ship builders D．all of the above
58．Prince Henry wanted to design ships that could ______.
A．make long deep-sea voyages B．travel faster than those in use at that time
C．inspect the sea of Portugal D．carry larger crews and more goods than existing ones
59．Prince Henry's main achievement was that of ______.
A．making long oceanic journeys possible B．founding a school for seamen
C．inventing the new ships D．making faster and tougher ships
60．The best title for this passage is ______.
A．The First Modern Sailing Ships B．The Great Designer
C．Prince Henry's Devotion in History D．The First School for Sailors
Unit 22　 Bees 教学建议
Lesson 85
Step 1　 Revision
1　 Check the homework exercises.
2　 Get Ss to have a dialogue like the one in Part 2 of Lesson 84, in pairs, with their books shut.
Step 2　 Presentation
SB Page 55, Part 1. Find out how much the Ss know about bees. Write the topic of the unit on the Bb and ask the Ss some questions like these： Where do you find bees? (In the wild, in gardens, fields or orchards.) What do bees make? (Honey, wax.) Why are bees useful? (They help fruit trees to bear fruit.) Where do you keep bees? (In a hive.) How do you collect honey? (You take out the honeycombs.) Why must you be careful with bees? (They sting.) Is there one type of bee, or are there many types? (Many.)
Put any useful notes and key words that arise out of this discussion on the Bb. Teach the new words hive, honeycomb as they are essential for understanding the text. Get Ss to talk about the pictures and describe what they can see.
Step 3　 Reading for general understanding
Read aloud the two comprehension questions.
Allow the Ss enough time to read the text and write down the answers. Put them in pairs to discuss their answers, then check the answers with the class.(1 They do different dances ,a circle dance and a wagging dance. 2 They are able to tell each other that food has been discovered and how far away the feeding place is.)
Step 4　 Comprehension
SB Page 56, Part2. Ask Ss if they can guess the meaning of wagging. Demonstrate this if necessary by mine. Then ask the Ss to do the task. tell them they have to mark the margin of paragraphs 3-4with the correct letters.
Step 5　 Questions
SB Page 56, Part 3. Go through the exercise and make sure the Ss know what to do. Let them read the whole passage carefully and answer the questions, working in pairs or small groups. Check the answers with the whole class.
Step 6　 Reading aloud
Speech Cassette Lesson 85. Play the tape of the passage for the Ss to listen and follow. Play the tape of part of the passage once more; this time the Ss listen and repeat. Pay attention to stress and intonation, and the sentence stress of longer sentences.
Step 7　 Workbook
Wb Lesson 85, Exx. 1 - 3.
Let the Ss work on Ex. 1 individually so that everybody makes an effort. When checking the answers with the whole class, get Ss to correct the wrong information.
For Ex. 2, go over the example sentences with the whole class. Explain the difference of interest (vt.) , interested (adj.) and interesting (adj.). Make sure what Ss should do. Then collect answers from the class. All the sentences should be put into Chinese. Ex. 3 practises the use of it for emphasizing a certain part of a sentence. Do this exercise with the whole class. Explanation has to be made.
Step 8　 Consolidation
Ask Ss what they have learnt about bees so far during this unit, especially anything that was new for them. Get them to tell each other in pairs first, and then get pairs to tell the rest of the class. Get them to tell each other of any personal experiences.
Lesson 86
Step 1　 Revision
1　 Check the homework exercises.
2　 Ask a few quick questions round the class to see how much the students remember about the text in the previous lesson. Do all bees live in groups? (No.) Do all bees live in beehives? (No.) Where do other types of bee live? (In holes in the ground, in holes in the rocks or trees.) What was the name of the scientist who did research into bees? (Karl von Frisch.) Was Von Frisch a New Zealander? (No, he was Austrian.) What was special about the beehive he built for his research? (It had only one honeycomb and a glass wall.) How did he mark the bees? (With spots of colour.) What did the wagging dance mean? (It meant that food was far away.) What did the circle dance mean? (It meant that food was near.)
Step 2　 Reading for general understanding
SB Page 57, Part 1. Read the comprehension question aloud. Allow the Ss enough time to read the text and write down the answers. Put them in pairs to discuss their answers, then check the answers with the class. ( The farther away the feeding station, the slower the wagging dance; the direction of the wagging dance tells the direction of the feeding place.) Then get the Ss to do the task in SB Page 58, Part 2.
Step 3　 Reading
Wb Lesson 86, Ex. 1. Go through the exercise and make sure the Ss know what to do. Let them read the whole passage carefully and answer the questions, working in pairs or small groups. Check the answers with the whole class. This is a good time to deal with any language problems.
Step 4　 Reading aloud
Speech Cassette Lesson 86. Play the tape of the passage for the Ss to listen and follow. Play the tape of part of the passage once more; this time the Ss listen and repeat. Pay attention to stress and intonation, and the sentence stress of longer sentences.
Step 5　 Practice
SB Page 58, Part 3. The aim of this exercise is to practise comparatives and superlatives in idiomatic expressions. Do the first one orally with the class, then let the Ss work through the exercise in pairs. Check the answers with the class at the end.
Step 6　 Note making
SB Page 58, Part 4. Get Ss to do this exercise individually, so that every S has to make an effort to re-read the text and extract the relevant information. If it is done in class, get Ss to check their notes afterwards in pairs. Alternatively, if you wish, you can set this exercise for homework. In that case, get Ss to check their notes in pairs at the beginning of the next lesson.
Step 7　 Workbook Wb Lesson 86, Ex. 2.
Go over the example and rules given in this exercise. Then let the Ss discuss about the four paragraphs of the passage in SB Lesson 86.
Step 3　 Grammar practice
SB Page 59, Part 2. Do the first sentence orally with the whole class, then get Ss to work through the exercise in pairs. Check the answers at the end. Suggested
Step 4　 Grammar study
SB Page 59, Part 3. Go through the Grammar study section with the class, getting students to translate the sentences. Pay attention to the Appositive Clauses.
Step 5　 Workbook Wb Lesson 87, Exx. 1 - 3.
Allow the Ss some time to go through the passage in Ex. 1 and decide what words to use for the gaps. Then ask some of them to give the answers. Ex. 2 should be done in pairs first. Then check the answers with the whole class. Write down the difficult ones on the Bb.
Discuss the sentences in Ex. 3 with the whole class.
Lesson 88
Step 1　 Revision
Check the homework exercises.
Step 2　 Preparation for listening
SB Page 60, Part 1. Wb Listening, Unit 22. Tell the Ss A bee-keeper is a person who keeps bees and collects their honey. On this tape, a beekeeper talks about collecting honey from bees. Then read aloud the task in the first exercise and make sure the Ss understand what to do.
Step 3　 Listening
Step 4　 Speaking
Page 60, Part 2. Check the forms： go through the expressions for giving prohibitions and warnings and check that Ss know how to form complete sentences. Write up some cues on the Bb： run / shout/ smoke / make a noise / eat too much / stay out too late. Ask Ss to complete the expressions given in this part. Point out that can't / mustn't are strong expressions and are only used a) with people you know well, of your own age group; b) when there is a rule. Situation： Demonstrate this activity by asking for suggestions for situation 1. Then put the Ss in pairs and let them practise.
Step 5　 Workbook Wb Lesson 88, Exx. 1-3.
Go over the phrases in the box in Ex. 1, making sure Ss understand them. Then ask for answers from the class. It is better to translate the sentences into Chinese. If there is time, encourage Ss to make up more sentences with these phrases.
Ex. 2 practises using articles. Let Ss work in pairs first. Then check the answers with the class. Get Ss to read aloud the whole passage.
Get a S to read out the sample notice in Ex. 3. Make sure Ss know what to do. Ask them to prepare a notice in pairs. Then call out some Ss to make announcements.
Step 6　 Checkpoint
Go through the Grammar study sections in the previous lesson. Revise the Attributive Clause and the Appositive Clause, especially if any Ss had difficulties, and deal with any language points that you or the Ss wish to raise.
Step 7　 Writing
SB Page 60, Part 3. The aim of this writing task is to practise the language of orders and prohibitions and to practise writing a notice. Let the Ss practise orally in groups of four. Then either get them to write their notice in their group in class, or to write an individual one for homework.
SAMPLE NOTICE
DOS DON'TS
Wash up immediately after go walking alone. every meal. swim in the sea
Only light fires in the after dark. fireplace.　 cook in the tents. Store all food in bags and drink the water hang bags from the tree. without boiling Always boil water before it first. drinking it.
Step 8　 Test
Give the Ss the following test to practise the Attributive Clause.
Complete these sentences using your own words.
1　 That is the man whose ….
2　 … the day on which I passed my exams.
3　 I like people who ….
4　 Do you remember the time when …. ?
5　 People who … should not ….
6　 My favourite dish is one that ….
7　 … the place where five roads meet.
8　 I like films which ….
9　 A good friend is one who ….
10　 The story I am telling you ….
To test the Ss' skills of using English, ask every S to write down a notice.
第二十二单元●教学参考资料
　Lesson 85
1．Among the different types of bee, it is the honey bee that has most interested scientists because of the “language” they use to communicate with each other. 在不同种类的蜂中，最使科学家感兴趣的是蜜蜂，因为蜜蜂能用“语言”，来相互交际。
…it is the honey bee that has most interested scientists…是一个由it 引导的强调句，被强调的部分是 the honey bee。如果不加以强调，则全句是：
…the honey bee has most interested scientists…
由it引导的强调句型是：
It is/ was+ 被强调部分+ that-clause.
eg: Mr Flower left all his money to his wife in 1989. 费劳尔先生于1989年把他的全部钱财留给了他的妻子。
这是一个未经强调的句子。如果要将句中各部分加以强调，则可套用上述句型，分别构成下列强调句：
It was　 Mr Flower that left all his money to his wife in 1989. 是费劳尔先生于1989年将他的全部钱财留给了他的妻子。(强调是费劳尔先生留的，而不是别人)
It was　 all his money that Mr Flower left to his wife in 1989. 1989年费劳尔先生留给他妻子的是他的全部钱财。(强调留的是全部钱财，而不是其它东西)
It was 　to his wife that Mr Flower left all his money in 1989. 费劳尔先生是给她妻子于1989年留下了全部钱财。(强调留给了妻子，而不是其它人)
It was　 in 1989 that Mr Flower left all his money to his wife. 费劳尔先生是在1989年把全部钱财留给了他妻子。(强调是在1989年，而不是其它年份)
2．The development of the　 modern beehive in 1851 made it possible to design experiments to research the language of honey bees. 1851年新式蜂箱的研制，使设计实验研究蜜蜂的语言成为可能。
本句是一个简单句：The development… made it possible to design experiments …其中的 it是形式宾语，它所代替的真正宾语是后面的不定式短语 to design experiments。it作形式宾语的句型是：
主语 +及物动词 +it +宾语补足语 +不定式
eg: I found it important to learn spoken English. 我发现学习英语口语很重要。
I think it hard to master a foreign language. 我认为掌握一门外语是很难的。
She feels it her duty to support her family. 她感到养家糊口是她的责任。
The storm made it impossible for them to march to the city. 暴风雨使他们不可能向城市进军。
最后这个例句中的 it代替后面的不定式复合结构(for them to march to the city)。又如：
I think it necessary for her to learn the violin. 我认为她有必要学习小提琴。
The music made it possible for you to fall asleep. 音乐使你能够入睡。
3．Professor Karl von Frisch, an Austrian scientist, spent many years of his life researching the amazing ways honey bees communicate in their dark hives. 奥地利科学家卡尔•冯•弗里希教授，一生中花去了许多岁月，研究蜜蜂在黑暗的蜂箱里是以怎样巧妙的方式传递信息的。
1)Karl von Frisch(卡尔•冯•弗里希1886-1982)奥地利动物学家，致力于研究动物的感应及行为学。他发现蜜蜂如何判定方位及如何与同伴沟通联络。他生于维也纳，在维也纳及慕尼黑求学，曾在欧洲几所大学执教。 1958年退休。 1973年他与劳伦兹(Konrad Lorenz)及廷柏根(Nikolas Tinbergen)共获诺贝尔生理学或医学奖。他发现蜜蜂会根据与食物不同的距离，用不同的跳舞方式告诉其它蜜蜂。本文就是对此发现的说明。
2)这是一个复合句，主句是：Professor Karl von Frisch… spent many years…researching the amazing ways, 后跟定语从句： honey bees communicate in their dark hives.
4．In order to tell the bees apart, he painted some bees with little spots of colour. 为了便于区别，他在一些蜜蜂的身上点上颜色。
tell apart是短语动词(v. + adv. )，作“识别”、“辨别”(to be able to recognize the difference between two or more things or people)解。例如：
Can you tell the two things apart? 这两件东西你能辨别吗？
The twins are so much alike that their own mother can hardly tell them apart. 这对双生子非常相像，他们的母亲都几乎难以辨认。
5．They trooped behind the first dancer, copying its movements. 它们成群结队地跟在第一只跳舞的蜜蜂后面，模仿它的动作。
1)troop原作名词，作“一队”、“一群”解。例如：a troop of young pioneers(一队少先队员)，a troop of visitors(一群参观者)。它的复数形式(troops)作“军队”解。例如：
We must have our own troops. 我们必须有自己的军队。
The enemy troops have been driven out of the country. 敌军已被驱出国境。
但在课文中 troop作动词用，意思是“结队而行”、“成群涌向”(come or go together in a group)。用在句中时，句子的主语总是复数。例如：
The children trooped into the park. 孩子们列队走进公园。
The game was over and the players trooped home. 比赛结束了，运动员整队回家。
The students trooped behind the teacher into the museum. 学生列队跟着老师走进博物馆。
2)copy原作“抄写”、“复写”解。例如：
He is busy copying　 his composition. 他正忙着抄写他的作文。
We are going to buy a set of office copying machine. 我们打算买一台办公室用的复印机。
本句中的copy引伸作“模仿”、“仿效”解。例如：
Please copy my actions.(＝Please act as I do. )请照我这样做。
“Good morning,” she said, copying her mother's voice. “早上好”，她模仿着妈妈的声音说。
You should copy his strong points, not his weak points. 你应当学他的长处，而不是他的短处。
6．He marked all the bees that came to the nearby feeding place blue, and all the bees that went to the faraway place were marked red. 他给所有来到近的喂食处的蜜蜂标上蓝色，给飞到远的喂食处的蜜蜂标上红色。
1)这是一个由并列连词and连接两个分句的并列句。两个分句是：He marked all the bees…blue和 all the bees… were marked red。每个分句中分别包含一个定语从句：that came to the nearby feeding place和 that went to the faraway place。
2) faraway(远方的)是由 far ＋ away构成的合成形容词。 nearby(附近的)是由 near ＋ by构成的合成形容词。它们在句中都作定语。又如： a faraway forest(远处的森林)，faraway times(遥远的时代)；a nearby hotel(附近的一家旅店)，nearby hills(附近的小山)。注意：faraway在作定语时通常都连写，作表语或作状语时则分写(far away)。如：
The house is not far away. 那座房子并不远。
He lives far away from the school. 他住得离学校很远。
nearby既可作定语，又可作状语；既可以连写(nearby)，也可以分写(near by)，还可以加连字符(near-by)。例如：
I saw her going to a near-by post-box before lunch. 我看到她午饭前去附近的信箱投信。
They live nearby----less than a kilometre. 他们住在附近，不到一公里。
He gave up his seat to the old man standing near by. 他把座位让给站在附近的老人了。
下面这些都是学生学过的合成形容词：
good-looking　 好看的　 　　　　　　 hard-working　　 勤劳的
leftover　　　　剩余的，残留的 low-lying　　　　地势低的
nationwide　　 全国性的 　　　　　　 noble-minded　 高尚的
radioactive　　 放射性的　 　　　　　 well-known　　　 闻名的
widespread　　 广泛流传的 　　　　 worldwide　　　　世界范围的
　
Lesson　 86　
1．Back at the hive they watched the wagging dance closely.他们回到蜂箱旁，仔细观察摆尾舞。
Back at the hive相当于下列时间状语从句：
When they were back at the hive…(当他们回到蜂箱旁的时候，……)
有些表示时间、地点、方式或让步的状语从句中，如果从句的谓语包含有be动词，而从句的主语又和主句的主语相同时，就常常可以把从句中的主语和谓语的一部分(特别是动词be)省略掉。本句中的 Back at the hive就相当于一个省略了主语和谓语的时间状语从句。又如：
Far away from home you should take more care of yourself. (＝ When you are far away from home, …). 当你离家很远的时候，你应该更好地照顾自己。
Look out for cars when crossing the street. (＝ You should look out for cars when you are crossing the street. )过街时注意车辆。
2．They discovered that the farther away the feeding station was, the slower the dance was. 他们发现，喂食处越远，舞蹈动作的速度就越慢。
1)farther(较远，更远)是副词far的比较级，它的最高级是farthest(最远)，都是指距离而言。例如：
We can't go any farther without a rest. 我们如果不休息，就再也走不动了。
Our village is perhaps the farthest from the city of Beijing. 我们这个村庄可能离北京城最远。
2)注意这个表示比较的句型结构：
“the+比较级……，the+ 比较级……”的意思是：“越……，就越……”。例如：
The more he gives his children, the more they want. 他给孩子们的东西越多，他们就越要得多。
The higher we stand, the farther we see. 我们站得愈高，就看得愈远。(站得高，看得远)。
The more he explains, the more I am puzzled. 他愈解释，我愈糊涂。
The sooner you do it, the better it will be. (The sooner, the better. )你越早做那件事就越好。(愈早愈好。)
这个句型只要求学生懂得意思即可，不要引导学生去分析句子的结构和冠词the的用法。
3．So another astonishing fact came to light. 于是又发现一个令人惊讶的情况。
come to light作“发现”、“暴露”(to be discovered/ exposed)解。例如：
New facts about the ancient Egypt have recently come to light. 有关古埃及的史实，最近已有新发现。
The family were so pleased when the long-lost jewels came to light. 丢失很久的珠宝被发现时，全家人都非常高兴。
The money didn't come to light until the old man was going to die. 这笔钱直到那位老人临死时才透露出来。
4．The number of wagging dances per minute told the exact distance to the feeding place. 每分钟摆尾舞的次数表明了到喂食处的精确距离。
The number of…作“……的次数/数目”解。当它用作句子的主语时，谓语动词要用单数。但是 a number of…后跟复数名词，作“一些”(some)解。当它修饰主语时，谓语动词用复数。试比较：
The number of students in our class is 55. 我们班上的学生人数是55名。
A number of students in our class are out by the lake. 我们班有些学生到湖边去了。
The number of workers in our factory has increased to about 600. 我厂工人的人数增加到大约600名。
A number of workers in our factory have been sent abroad. 我们厂有些工人已经派出国了。
5．They also found out that bees fly a maximum distance of 3.2 kilometres between their hive and a feeding place. 他们还发现，蜜蜂最远能飞到离蜂箱3.2公里的喂食处。
fly作“飞行”解，通常是不及物动词。例如：
The birds are flying high in the sky. 鸟儿在高空飞行。
New planes can fly at the speed of sound新型飞机可以音速飞行。
但本句中的fly是及物动词，作“飞越”解，后跟地点或距离作宾语。例如：
This type of plane now flies the Atlantic in a few hours. 这种类型的飞机现在只用几个小时就能飞越大西洋。
Louis Bleriot was the first man to fly the English Channel. 路易斯•布雷里奥是第一个飞越英吉利海峡的人。
Now we have flown a distance of about 2,000 km. 现在我们已经飞行了大约2,000公里。
fly作及物动词用时，还可以作“驾驶(飞机)”、“(用飞机)运送”、“放(风筝)”等解。eg: He flew a fighter during the war. 战争期间他驾驶战斗机。
We hope you'll fly supplies to us immediately. (我们)希望你们立即空运物资给我们。
Children like to fly kites in spring. 孩子们春天喜欢放风筝。
6．He noticed that the straight part of the dance was different in the afternoon from what it had been in the morning. 他注意到下午舞蹈的直线部分与上午的情况不一样。
注意 A is different from B. 这个句型，它的意思是“A不同于B”。
本句是一个复合句。主句是 He noticed…，后面跟着由 that引导的宾语从句。这个宾语从句就是 A is different from B这个句型。其中的A是 the straight part of the dance，而其中的B却是一个名词从句 what it had been…(＝ what the straight part of the dance had been…)。类似的例句如下：
His action was different from what he had said. 他的行为同他所说的不一样。
The fact is different from what they reported. 事实与他们所报告的情况不同。
7． It soon became clear that the straight part of the dance changed when the sun's position changed. 很快就弄清楚了，舞蹈的直线部分是随着太阳位置的改变而改变的。
本句属于由it作形式主语的句型：
It＋be／become＋adj．／n．＋that-clause.
本句中形式主语 it指代的真正主语是 that the straight part of the dance changed when the sun's position changed，其中包括一个时间状语从句(when the sun's position changed)，这个when相当于as的意思，强调两个动作同时进行。类似的例句如下：
It is a rule that the state of matter changes when the temperature changes. 物质的形态随温度的变化而变化，这是一条规律。
It is obvious that the temperature changes when the season changes. 很明显，气温是随着季节的变化而变化的。
It isn't good that one reads newspapers when lying in bed. 躺在床上看报是不好的。
It is important that she should　 come straight to me when she arrives. 她到达后要直接到我这儿来，这点很重要。
8． If the feeding place was toward the sun, the dancer headed straight upward during the straight part of the wagging dance. If the feeding place was away from the sun, the straight part of the wagging dance pointed downward. 如果喂食处向着太阳，那么，跳舞的蜜蜂在跳摆尾舞的直线部分时，就径直朝上跑；如果喂食处背着太阳，那么，摆尾舞的直线部分就指向下方。
1)这两个句子都是对上文(… the straight part of the dance changed when the sun's position changed. )所作的进一步说明。
2) head和 point在本句中都用作不及物动词。 head作“朝某方向前进”(move in a certain direction)解； point作“指向”、“表明……的位置或方向”(show the position or direction of)解。例如：
We are heading toward the mountain village. 我们正朝那个山村行进。
They saw the enemy troops heading northeast. 他们看到敌军正朝东北方向前进。
The hands of the clock pointed to half past one. 时钟的针指向一点半。
He pointed to where the village lay. 他指了指村子所在的地方。
9．Centuries ago, the word “beeline” was made to describe this thin line of bees flying through the air. 几个世纪以前，就有人造出“beeline”这个词来描述蜜蜂在空中飞行的窄细路线。
beeline的意思是“两地间的直线”(straight line between two places)，或作“最短的路”(the shortest way)、“捷径”(shortcut)解。据说，蜜蜂在采到花蜜后通常是径直飞回蜂房的，这条路线就叫beeline。
10 ． From this we get the expression “to make a beeline for someone or something”, which means to go quickly along a straight direct course for someone or something. 从这个词又引出了一个短语“to make a beeline for someone or something”，意思是朝某人或某物径直走去。
1) make a beeline for作“走直路”、“走近路”解。例如：
As he spoke he made a beeline for the door. 他一边说话一边朝门口径直走去。
If you want to catch up with the team, you'd better make a beeline for them. 如果你想赶上队伍，你最好抄近路走。
2)短语动词 head for作“开往／前往(某地)”解。例如：
They'll head for the seaside for their holidays. 他们将去海边度假。
The ship is heading for London for repairs. 那艘船正开往伦敦进行修理。
We set sail at dawn and headed straight for Shanghai. 我们黎明时启航，直向上海驶去

·语文课件下载
·语文视频下载
·语文试题下载

·语文备课中心



『点此察看与本文相关的其它文章』『搜索相关课件』


【上一篇】【下一篇】   【教师投稿】 
本站管理员：尹瑞文 微信：13958889955