| RSEFC 2A Unit 9 Saving the earth |
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Period 1 Warming up and listening I. Goals: 1. To make Ss know pollution and present situation throughout the world and encourage them to find solutions to this problem. 2. To encourage Ss to activate the relevant vocabulary. 3. To develop Ss' speaking by practicing supporting an opinion. II. Teaching procedures Step 1 Warming up 1. Greetings 2. Talk about the pictures Present the students a series of pictures to assure them how serious the pollution is and ask them some questions about these pictures. ⑴ ⑵ ⑶ ⑷ ⑸ ⑹ Q1: What can you see in these pictures? How does it happen? Q2: What causes the problem? Q3: What are the biggest problems facing the earth? Why do you think so? Q4: Have you ever done something bad to the environment? Q5: Can you give me more examples that happened in people's daily life and is bad for the environment? Step 2 Listening 1. Lead in More and more people are realizing the damage that is being done the environment and learning more and more harm that the environment is doing to our human inhabit. People are celebrating International Earth Day, when varieties of activities are held so that more people will be involved in environment protection. 2. While-listening Listen to Part 1 and answer the questions. 1) Why is she giving this speech? 2) What does she think the most serious problem is? 3) What does she say that we should do about it? 4) What do you think she will say next? Listen to Part 2 and fill in the blanks with what Ss hear. Argument 1: We should _____________. We must _________________________. We should _______________________. If we _______, we ________________. Argument 2; _______________________ Problem: _______________________ Solutions: _______________________ 3. Post-listening Pair work: Infer what the speaker will say next, list like the above one and share the speech with the partner and the class. Group work: Discuss with group members about the measures that we may take to protect air, forest; animals; grassland. Ask Ss to deliver their speech on environment protection. Period 2 Speaking Goals: 1. Make the Ss learn some useful words and expressions. 2. Further develop students’ speaking abilities. 3. Arouse the Ss to take better care of the earth. Teaching procedures: Step 1 Revision We have known much about pollution around. What are the problems we are facing? Which one do you think is the most important? Why? More than 1.2 billion people lack access to clean and safe water Providing safe and clean drinking water would save money by freeing hospital beds from patients with disease caused by dirty water. 12 percent of the world’s population uses 85 percent of its water, and these 12percent live in developed countries. Group 2: Air pollution Air pollution causes more than 2.7 million deaths in the world every year. Most air pollution is caused by the burning of fuels like coal, gas and oil. Each year tens of thousands of people die as a result of breathing polluted air. Air pollution causes other diseases and may make it easier for children to get sick in the future. Group 3: Poor sanitation Over 2.4 billion people have no access to sanitation. Every day, as many as half of all the people on the earth suffer from one of the many diseases caused by poor sanitation. Without proper sanitation, efforts to improve health care are useless. Group 4: Poverty Half the world lives on less than two dollars a day.1.3 billion people live on less than one dollar a day. In the year 2000, some 1.7 million children died as a result of poverty. Almost 800 million people on the world do not have enough to eat. Step 2 Speaking 1. Talking about what Ss can see in the picture. (1) (2) Q1: What is being piled in the picture 1? Q2: What can coal be used for? Q3: What is being giving off from the workshop? Q4: What is being polluted? Every coin has two sides. It is true with coal, which is a valuable resource that can be used to produce energy, but it can also cause serious pollution. 2. Group work: A debate Coal is/isn’t a valuable resource. pros cons A businessman An environmentalist A scientist A local citizen A local leader … … 1. As we know, coal is a valuable resource to produce energy, but it can also cause serious pollution. We will attend a meeting and discuss the issue. 2. Four Ss get a group. You are citizen, businessman, scientist and environmentalist. Citizen: We must burn the coal so that we can get money to develop our area as soon as possible, because… Businessman: We should burn the coal because… Scientist: We should spend more money on science so that we can use the coal in a better way, because… Environmentalist: We shouldn’t burn the coal because… 3. As a local leader in this area, summarize and help the speakers decide. 4. Ask the Ss use these useful expressions: We must make sure that… It’s clear that… I believe that we must… I’m all for… If nothing is done…, then… I can’t imagine that… Sure/ certainly / absolutely It would be better if we… Is there a better way to…? Step 3 Conclusion We human beings should take good care of our planet, because it is the only place we can survive. Love the earth, love ourselves. Period 3-4 Reading Welcome to the Earth Summit I. Goals: 1.To promote the students' understanding of the text 2. To get the students to grasp the detailed information of the text 3. To enable the students to master some words and expressions 4. To improve the students' reading ability II. Teaching procedures Step 1 Warming up Ask the students some questions connected with pollution Q1: Did you use to go swimming in a river when you were young? What about the children today? Why not? Q2: Do you use one-off chopsticks while having fast food? Q3: How do you deal with the plastic bags? Q4: What do you think of the air today? Q5: What do you think of the relationship between economy development and pollution? Step 2 Pre-reading 1. Discussion Read the title and discuss in pairs what problems will be discussed at the summit. 2. Prediction Group work: Fill in the chart with what Ss predict about what each part of the text will be about. Introduction Body Conclusion 3. Problem-solving Go through the whole passage and compare whose guess is the closest to the content of the passage. 4. Find the answers to these two questions. Q1: When and where was the Earth Summit held? (In 2002 in Johannesburg in South Africa.) Q2: Which Chinese officer attended the meeting? What did he say? (Premier Zhu Rongji; Stressed the need for quality and fairness in the world. ) Step 3 While-reading 1. Individual work Get the students to read the text carefully and ask some students to answer the following questions in their own words. Q1: What was the meeting held in 1972 about ? Q2: What's the main theme of the Earth Summit? Q3: Do you know the 'big three’? What are they? Q4: Where do you think usually has 'the big three'? Why? Q5: What does global development mean nowadays? What should developed countries actually do? Q6: What's the use of conferences like the Earth Summit? Q7: What's the key to the future? As a student, what should you do? 2. Reading for information Introduction Name The Earth Summit When In 2002 Where Johannesburg, south Africa Theme Sustainable development How to continue developing the world without damaging the environment Body The “big three” Contaminated drinking water; 20% Poor sanitation: Air pollution: three million deaths; in rural areas in developing countries Global development Equality Each country takes part in Fairness International cooperation Rich counties help poor countries; Prosperity of developing countries; Possible sustainable development Conclusion Impact 1. help to understand the existing serious problems 2. there’s still time to take action 3. change the way we live to save the earth 4. Ss are learning “earth issues” 5. a place to find solutions for the future Step 4 Post-reading 1. Retelling Suppose you were the Chinese girl who attended the Earth Summit, tell what she heard and saw at the Summit. Begin with “Hello, everyone. I’m the luckiest girl to attend the 2002 Earth Summit in Johannesburg. Now let me tell you about the summit. …” 2. Interview Ss work in pairs, playing the role of a newspaper reporter, attendants from different continents attending the Earth Summit. Finally the teacher invites some pairs to act out their interview 2. Design the coming Earth Summit Group work: Task: Prepare the coming Earth Summit Arrangement: S1: organization S2: Prepare necessities for the Summit S3: Mess media S4: Attendants invited S5: budget S6: Transportation & accommodation Have Ss present the preparations for the Summit in groups. Task Debate As we know the Earth Summit is a place to find solutions for the future. Some people say that money can solve all problems, but some say knowledge. Which one do you agree? Money or Knowledge? Ss will be divided into two groups. See which group can win the debate. Step 5 Conclusion If we want to get knowledge, we must have better education. With better education, people will be able to build a better society in harmony with nature. With better education, much of the poverty can be wiped out. With better education, we will see less violence and fewer wars. Step 6 Homework 1. Write a report about the Earth Summit. (100-120 words) 2. Make up a poster to arouse people to stop polluting the environment. Period 5-6 Language Study & Grammar I. Goals: 1. To get Ss to learn and master the usages of the new words and the useful expressions in this unit. 2. To enable Ss to grasp the grammar: Inversion. II. Teaching procedures: Step 1 Warming up 1. Greetings 2. Play a guessing game: first some items are shown on the screen, and each item is the paraphrase of one new word. Divide the class into four groups. Ss are encouraged to guess the word as quickly as possible. This game is to enlarge Ss’ vocabulary. (1) To make a place or substance dirty and dangerous by adding sth to it. (2) To make a short statement giving only the main information and not the details of a plan, report etc. (3) The situation or experience of being poor. (4) A position or situation in which people have the same rights, advantages. (5) To do sth in order to protect someone or sth from being attacked (6) To do sth that produces an effect or change in someone or sth (7) .Behavior that is intended to hurt other people physically (8).Not right or fair (9).Sth that you can choose to do or use instead of sth else (contaminate, summarize, poverty, equality, defend, affect; violence, unfair, alternative ) Complete the following sentences with the words from the bracket, using the correct form. 1. According to the report, the environment has become a major _______ worldwide. One in five children before age five die from diseases caused by environmental problems. ( kill ) 2. Internet use has been spreading at a(n) _________ speed in China. “Have you surfed the net?’’ has become a more common greeting than the traditional “ Have you eaten?’’ ( alarm ) 3. The word “netizen”, which means a person who uses the Internet, comes from “net” and “________”. ( city ) 4. During the interview, the young man asked about the job ____________ as a sales manager. ( responsible) 5. How many Chinese ______________ will be sent to the international meeting in Stockholm, Sweden? ( represent ) 6. The people who listened to the report were shocked by the ________ of the villagers. ( suffer ) 7. It was there people’s __________ to work hard and well that impressed me most. ( willing ) (killer, alarming, citizen, responsibility, representatives, suffering, willingness ) Step 2 language points and useful expressions 1. Attend: 出席，上（大学等），照料 •To go to an event such as a meeting eg: Only 7 people attended the meeting. •To go regularly to a school, church etc eg: All children between the ages of 5 and 16 must attend school. •To look after someone, especially because they are ill eg: The nurse attended the patient daily.attend to sb/sth 处理，照应 eg: I may be late – I have got one or two things to attend to. Are you being attended to in a shop? Then do some exercises to enable Ss to distinguish the following words: attend / join / join in / take part in / join sb in sth Ex: Fill in the blanks with the expressions given. 1. He’ll _________ an important meeting tomorrow. 2. Almost all the teams in our school __________ the basketball match. 3. My wish is to ________ the army after graduation. 4. We’ll _______________ social activities during the summer vacation. 5. They didn’t ___________ the wedding. 6. I ________ the party last year. 7. Our headmaster will _______ us ____ the discussion this afternoon. (attend, join in, join, take part in, attend, joined, join in ) 2. take notes: 作笔记，记录 take action: 采取行动 Eg: Do you takes notes of the lectures? He sat quietly in the corner taking notes carefully. They took action to stop him. The police took action to deal with this thing immediately. The medicine will not take action for several hours. 开始起作用，见效，生效 The pill takes effect as soon as you swallow it. •take turns •take measures/steps •take place •take care •take medicine •take time •take cold •take notice •take sides Eg: You always takes sides with him without even listening to me. 3. content: 1). n. 内容，目录 (常作 ~ s ) ; 容量，容积 Eg: the contents of a book a table of contents Look up the contents at the beginning of the book. a bucket of more than usual content 2). Adj. 满足的，满意的 be content to do sth be content with sth content oneself with sth He is quite content to watch TV for hours. I’m very content with my life at present. As there’s no butter we must content ourselves with dry bread. access: 进入，接近 Eg: The dead-end street was the only access to her home. Access to the mountain-town is often difficult because of the bad roads. have access to : Eg: Twenty percent of the people on earth do not have access to clean drinking water. have sth that you can use Eg: The public don’t have access to the site. the right to enter a place Not until we know more will we be able to improve the situation. Until 的三种句式 I didn’t go to bed until my mother came back. （ 陈述句 ） v Not until my mother came back did I go to bed. （ 倒装句 ） It was not until my mother came back that I went to bed. （ 强调句 ）直到她母亲把一切对杰克和盘托出，杰克才明白她为什么跟自己生气。 1).Jack didn’t understand why she was angry with him until her mother told him everything. 2).Not until her mother told him everything did Jack understand why she was angry with him. 3).It was not until her mother told him everything that Jack understood why she was angry with him. A better understanding of the environment is necessary, as is the willingness to act. As 此处的用法与so相同。 Eg: He is a patriot, as are his bothers. David works hard, as do his classmates. Harry is unusually tall, as are his sisters. He believed, as did his family, that you were telling the truth. With better education, people will be able to build a better society in harmony with nature. in harmony with 与---- 协调 ,和谐 Eg: The color of the sofa is in harmony with the sitting room. He soon found himself in harmony with his new co-workers. Your suggestions are not in harmony with the aims of this project. …perhaps put an end to the death and suffering caused by the big three. put an end to 结束，毁掉 Eg: Winning the competition put an end to his financial problems. The discussion was put an end to by his sudden arrival. The wind put an end to the pier. wipe out : 擦洗---- 的内部，去除，消灭To make sth inside clean Eg: wipe out the coffee pot To destroy, remove, or get rid of sth completely Eg: wipe out the enemy’s major military targets Half the population was wiped out by this disease. informal ) to make you feel extremely tired Eg: The heat had wiped us out. And if poverty is less of a problem and people are better educated, there is a good chance that we will see ------- there is a good chance ( that ) ----可能发生某事 ” Eg: There is a good chance that I’ll finish the work tomorrow. There is a good chance ( that ) he will be gone by then. affect: vt.影响，感动，（疾病）侵袭 effect：n. 影响，效果，作用 Eg: This country was affected by draught. The amount of rain affects the growth of crops. The sight affected her to tears. It may be the effect of the illness. This accident had an effect on the future of both mother and son. Period 7 Grammar ( Inversion ) I。Goals: 1. To get Ss to learn and master the usages of the new words and the useful expressions in this unit. 2. To enable Ss to grasp the grammar: Inversion. II. Teaching procedures: •Not until we know more will we be able to improve the situation. •Only by changing the way we live can we save the earth. •Had I known that air conditioners cause so much pollution, I would never have bought one. •There exist serious problems and there is still time to take action. •Among the speakers was China’s then Premier Zhu Rongji. •A better understanding of the environment is necessary, as is the willingness to act. •Without international cooperation, developing countries cannot prosper, nor will sustainable development be possible. Study the structures of inverted sentences and g A. Here comes the bus. There goes the bell. Down he went. On the wall hangs a picture. B. Hardly had I got home when it began to rain. Never have I seen such a wonderful film. Ⅲ.Practice So neither nor as 1. Richer countries have a responsibility to protect the environment, ___________ the poor countries. 2. We shouldn’t waste so much water,________ we use things that are harmful to the environment. 3. Air conditioners cause much pollution,________ cars. 4. Many people are determined to change the way they live.___________ I. 5. I don’t buy products that cause pollution, ________ most people I know. 6. She is interested in environmental protection,________________ her mother. 7. If you don’t stay at the party,_____________ will I. 8. I can’t attend the meeting and _______________ you; we have some other work to do. 9. A: How old are you? B: Can you keep a secret? A: Sure. B: ______________ I. (so/as do, neither/nor should, so/as do, so/as am, neither/nor do, so/as is, neither/nor, neither/nor can, so/as am ) II. Rewrite the following sentences, beginning with the underlined part. 1. We will not have enough drinking water until we stop polluting our lakes and rivers. Not until_______________________________________________ 2. We can save the earth only by learning to live in harmony with nature. Only _________________________________________________. 3. I knew that air pollution causes almost three million deaths every year only after the meeting. Only___________________________________________________ 4. Sustainable development can only be possible with international cooperation. Only__________________________________________________. 5. The Earth Summit is not only a place to talk about problems, but also a place to find solutions for the future. Not only _____________________________________________. 6. People will be able to build a better society in harmony with nature only with better education. Only____________________________________________________. 7. We seldom think of the small changes that we can do to make a big difference. Seldom__________________________________________________. 8. I have never realized that water is so precious. Never_______________________________________________ b. Try to be clean in our daily activities; c. Use environmentally safe products Dispose of trash properly Recycle household waste, yard waste, and hazardous chemicalsDon’t pour waste water into rivers and lakes without being cleaned.Recycle the used battery.Use paper bags instead of plastic bags. 2. Report the ways to stop pollution in class. About World Day for Water The United Nations General Assembly adopted resolution A/RES/47/193 of 22 December 1992 by which 22 March of each year was declared World Day for Water, to be observed starting in 1993, in conformity with the recommendations of the United Nations Conference on Environment and Development (UNCED) contained in Chapter 18 (Fresh Water Resources) of Agenda 21. States were invited to devote the Day, as appropriate in the national context, to concrete activities such as the promotion of public awareness through the publication and diffusion of documentaries and the organization of conferences, round tables, seminars and expositions related to the conservation and development of water resources and the implementation of the recommendations of Agenda 21. hat is World Environment Day? World Environment Day was established by the United Nations General Assembly in 1972 to raise environmental awareness and to encourage action to protect the environment. Ⅲ. EARTH SUMMIT In 1992, more than 100 heads of state met in Rio de Janeiro, Brazil for the first international Earth Summit convened to address urgent problems of environmental protection and socio-economic development. The assembled leaders signed the Convention on Climate Change and the Convention on Biological Diversity, endorsed the Rio Declaration and the Forest Principles, and adopted Agenda 21, a 300 page plan for achieving sustainable development in the 21st century. The Commission on Sustainable Development (CSD) was created to monitor and report on implementation of the Earth Summit agreements. It was agreed that a five year review of Earth Summit progress would be made in 1997 by the United Nations General Assembly meeting in special session. This special session of the UN General Assembly took stock of how well countries, international organizations and sectors of civil society have responded to the challenge of the Earth Summit. Period 9 Grammar (补充语法) I。Goals: 1. To get Ss to learn and master the usages of the new words and the useful expressions in this unit. 2. To enable Ss to grasp the grammar: Inversion. II. Teaching procedures: 倒装语序分为“全部倒装”和“部分倒装”。在全部倒装的句子中，整个谓语都放在主语的前面；在部分倒装的句子中，只是谓语中的一部分（如助动词、情态动词或系动词be等）放在主语前面，其余部分仍放在主语后面。 一、由there, here 或now 等引起，谓语为come（或go）的句子，例如： There comes the bus! There goes the bell! Here comes Mary! Now comes your turn. 注：如果主语为人称代词，仍用自然语序，例如： There he comes! Here she comes! 二、由then 引起，谓语为come（或 follow）的句子， Then came a new difficulty. Then followed eight years of the Anti-Japanese War. 三、由here（或there）引导，谓语为be的句子 Here is China’s largest tropical forest. Here are some picture-books. 注：如果主语为人称代词，仍用自然语序， Here you are. / Here we are. / Here it is 四、由so引起的，表示前面所说的情况也适用于另一个人（或物）的句子，如： Society has changed and so have the people in it. He plays the violin quite well. So does my sister. 如果一个句子只是重复前面一句话的意思，尽管so用开头，语序也不要倒装 --It was cold yesterday.–-So it was! 五、由neither或nor引起的，表示前面所说 的情况也适用于另一个人（或物）的句子， -- I won’t do such a thing. –-Neither / Nor will I. -- I haven’t done my homework. –- Neither / Nor have I. If you don’t go, neither will I. I didn’t read the notice, nor did he. 六、在if引导的非真实条件句中，如有助动词had, should或were时，可以省略if，进行倒装， Had I come five minutes earlier, I would have met the famous scientist. (If I had come five minutes …) Should anyone call, tell him to wait for me here. Were I ten years younger, I would with you. Should you change your mind, let us know. 七、out, in, up, down, away等副词放在主语前,主谓倒装 Up flew the red balloon. Out rushed a policeman from among the crowd. 注：如果主语是一个人称代词，谓语仍放在后面，如： Away they went./ Down it flew. / Up it went. 八、当as引导让步状语从句时，把表语提到前面来, 用“形容词（或副词、名词+ as +主语+谓语”这种形式 Child as he is, he knows a lot. Tired as he was, he continued to work. Hard as I work, I can’t catch up with you. Much as we like the place, we can’t stay here. 九、当always, often, many a time等词放在句首时，后面常用倒装语序，如： Always did he come to help us. Often did we warn them not to do so. Many a time did he go swimming in the river. 注：上述所说的词不放在句首，不用倒装语序。十、only所修饰的副词、介词短语或状语从句放在句首时，其后面的主语部分要进行倒装，如： Only in this way can you hope to improve the situation there. Only then did I realize that I was wrong. Only once did his father discuss his future with him. Only yesterday did I realize what was going on. Only after he came back was I able to see him. 注：only修饰主语，仍用自然语序，如： Only socialism can save China. 十一、含有否定意义的副词、连词或短语构成的状语放在句首时，常用倒装语序 not, never, hardly, seldom, little, rarely, scarcely, not until, not only…but also…, neither…nor… no sooner…than…, hardly…when …, scarcely…when Never shall I forget the day. Not until I began to work did I realize Ihad wasted much time. Not only did he read the book, but also he remembered what he had read. No sooner had he arrived than he fell ill. Hardly / Scarcely had he arrived when he fell ill. 注：上面所说的词和词组如果不在句首，句子不必用倒装语序。 另外，not only…but also连接两个主语时, 不用倒装，如： Not only the students, but also the teacher wishes for a holiday.十二、当so（或such）…that…结构中的so或such用于句首时，要采取倒装语序，如： So loudly did he speak that he was heard upstairs. So angry was he that he couldn’t speak. So hard does he study that he is the best in the class. Such was the force of the explosion that all the windows were broken. Such was his strength that he could bend iron bars. 注：such和be连用作表语时，也常用倒装语序， Such was the result. Such were her words. Such was the story he told. 十三、在下列结构中也常用倒装语序： In front of them stood a great castle. On the bed lay a sick old man. Under the tree sat an old man. Seated on the ground are some young men. Lying on the floor was a boy. 典型例题： 1. Not until I began to work ______ how much time I had wasted. A. didn't I realize B. did I realize C. I didn't realize D. I realize 2. — Do you know Tom bought a new car? — I don't know, _______. A. nor don't I care B. nor do I care C. I don't care neither D. I don't care also 答案为B。 Not until 引导从句位于句首，后面的主句要倒装。 答案为B。句中的nor引出部分倒装结构，表示"也不"。由 so, neither, nor引导的倒装句，表示前一情况的重复出现。其中, so用于肯定句, 而 neither, nor 用在否定句中。 典型例题 — Why can't I smoke here? — At no time _______ in the meeting-room. A. is smoking permitted B. smoking is permitted C. smoking is it permitted D. does smoking permit 答案A. 这是一个倒装问题。当否定词语置于句首以表示强调时，其句中的主谓须用倒装结构。这些否定词包括no, little, hardly, seldom, never, not only, not until等。本题的正常语序是 Smoking is permitted in the meeting-room at no time. Not until the early years of the 19th century _______ what heat is. A. man did know B. man know C. didn't man know D. did man know 答案D. 看到Not until…的句型，我们知道为一倒装句，答案在C，D 中选一个。改写为正常语序为，Man did not know what heat is until the early years of the 19th. 现在将not提前，后面就不能再用否定了,否则意思就变了。 典型例题 No sooner _______ than it began to rain heavily. A. the game began B. has the game begun C. did the game begin D. had the game begun答案D. 以具有否定意义的副词放在句首时，一般采用倒装句(谓语前置)。这类表示否定意义的词有never, seldom, scarcely, little, few, not, hardly, 以及not only…but (also), no sooner…than, hardly… when scarcely… when等等。 注意：只有当Not only… but also连接两个分句时，才在第一个分句用倒装结构。如果置于句首的Not only… but also仅连接两个并列词语，不可用倒装结构。 Not only you but also I am fond of music. Period 10 (知识点补充重点难点解析;) I。Goals: 1. To get Ss to learn and master the usages of the new words and the useful expressions in this unit. 2. To enable Ss to grasp the grammar: Inversion. II. Teaching procedures: 知识点补充： 1.damage n. ＆vt. 毁坏；损害 do/cause damage to… 损害…… 1)How much must he pay for the damage?他该赔多少损失费? 2)Tell the boys not to damage the desks. 告诉那些男孩不要毁坏课桌。 3)The storm did/caused great damage to the crops. 那场暴风雨对农作物造成了极大的损害。 2. agree vi. ＆vt. 同意，取得一致意见 (1)单独使用； (2)跟介词with(同意某人的意见)。后面接人或表示“意见”、“看法”的词。有时还可表示“与……一致”的意思。 (3)跟介词on或upon(就……取得一致意见，在……方面同意或意见一致)。主语常常是协商一件事的人们或单位，后面常接表示具体协议的文件、计划、行动等名词。 (4)跟介词to“同意……”、“赞成……”，后面接表示“提议”、“办法”、“计划”等的词。 (5)跟不定式(同意做某事)。有时不定式前可带连接副词。 例：1)In a (one) way I agree with you. 在某种程度上我同意你的意见。 2)I quite agree with what you say. 我很同意你说的话。 3)His words do not agree with his action. 他言行不一致。 4)Do you agree to the proposal(the plan)?你同意这个提议(计划)吗? 5)We agreed on an early start. 6)We agreed on making an early start. 我们同意早动身。 7)We agreed that we should start early. 8)They agreed to come on Friday. 他们同意(答应)星期五来。 9)I asked him to help me and he agreed. 我请他帮忙，他答应了。 3. fit adj. (suitable) 适合的，合适的(多作表语) be fit for… 适合；胜任 be fit to do sth. 适合，胜任(做某事) 例：1)The food is not fit(unfit) to eat. 那食物不适宜吃。 2)The man is not fit for the position. 那人不适合这职位。 fit vt. 合身，合适 3)This coat doesn’t fit me very well. 这件上衣我穿不太合身。 fit 有时也可用作定语。 4)We must decide on a fit time and place for the meeting. 我们必须决定开会的恰当的时间与地点。 fit 也可用作名词。 5)The dress is a nice fit. 这件衣服正合身。 4. cattle n. 牛(总称)、家畜，集体名词，作主语时谓语动词用复数形式。 1)The cattle have been sold. 那些牛已被卖掉了。 2)The farmer keeps ten head of cattle. 那农夫喂了十头牛。 3)My family raise lots of cattle, including two cows. 我家喂养了很多家畜，包括两头奶牛。 5. turn…into…把……变成……( = change…into…)；把……翻译成……( = put/translate… into…) turn into 变成 例 ①We should try to～ waste land into rice fields. 我们应努力把荒地变成稻田。 ②Heated, water can ～ into vapour. 水加热变成水蒸汽。 6. cause n. 原因，起因 1)Carelessness is the usual cause of accidents. 粗心大意是事故发生的通常原因。 2)What’s the cause of his stomachache?他胃痛的主要原因是什么? vt. 使产生，引起，给……带来 3)What caused his illness?他的病是什么引起的? 4)What caused him to be so sad?是什么使他如此悲伤? 5)He often causes trouble to his parents. 他常常给他的父母亲带来许多麻烦。 7. limit n. 界限，范围，极限 vt. 限制，限定 ～ed a. 有限的 un ～ ed a. 无限的 例 ①There is a limit to what I can do for you. 我能为你做的事是有限的。 ②There is little money left . We must ～ our cost. 剩下的钱不多了，我们必须限制消费。 ③Her knowledge of English is ～ ed. 她的英语知识是有限的。 8. in place 在适当的位置；适合的，适当的 1)I like to have everything in place. 我喜欢一切各在其适当的位置。 2)I don’t think your suggestion is quite in place. 我认为你的建议并不十分适当。 9. Lose one’s sight 失明 catch sight of 看见，out of sight 看不见 1)The great musician lost his sight when he was quite young. 这位伟大的音乐家很小就丧失了视力。 2)Who caught sight of the plane first?谁先看见那架飞机的? 10. dirty vt. 弄脏 I’m terribly sorry to dirty your new shirt. 把你的新衬衣弄脏了，真是抱歉。 【重点难点解析】 1. 词组to one’s joy的用法 词组“to one’s joy”意思是“使人高兴的是”，在句子中作状语，不能当作句子使用；其中的名词多为表示人的情绪的名词如：surprise, joy, astonishment, horror, relief, satisfaction, sorrow等，如： 1)To our great disappointment, our team lost the game. 使我们大为失望的是，我们队输了那场比赛。 2)To the horror of everyone, the house caught fire. 使大家惊恐的是，房子着火了。 2. 过去分词的用法 1)过去分词在句中起形容词或副词的作用，但保留动词的特征。及物动词的过去分词表被动动作，不及物动词的过去分词表完成的动作，如：fallen leaves 落叶，the polluted water 被污染了的水。 2)过去分词的语法功能： ①作定语： 单个过去分词作定语放于被修饰词之前，过去分词短语作定语放于被修饰词之后。 例 A broken cup is lying on the ground. 地上有一只摔破的杯子。 This is the lab built in 1990. 这是1990年建的实验室。 The canned food has gone bad. 这灌装食品已变质。 ②作表语： 说明主语所处的状态。 例 We were deeply moved. 我们深受感动。 She felt rather disappointed at his failure. 他的失败令她感到非常失望。 We are determined to complete the work in time. 我们决心按时完成工作。 ③作状语： 与句子主语为动宾关系，表示原因、时间、条件、伴随等。 例 Seen from the hill, the park looks very beautiful. 从山上看，公园看上去很美丽。 The scientist entered the room, followed by some young men. 这位科学家进了房间，后面跟着一些年青人。 ④作宾语补足语，与宾语为动宾关系。 例 I didn’t know you had your hair cut. 我不知道你理了发。 We should make it known to the public. 我们应当让公众知道这件事。 |
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