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Unit1 Module 5 Great Scientists 本单元教学内容分析: 本单元主要话题是“科学家如何以探索、钻研、无畏的科研精神验证未知的科学原理。”通过本单元的学习，了解科学家们对人类所做出的贡献及其成果。本单元所涉及的要点是： （1）了解著名医生John Snow、钱学森、哥白尼等科学家以及他们的作为和故事。 （2）学习表示意愿、希望和建议的句型。 （3）学习过去分词作定语和表语的结构。 （4）学习写好“persuasive writing”,以训练学生的逻辑思维及写作能力. The 1st Period Teaching Aims: 1. Learn some new words and expressions. 2. Know some great scientists and their achievements. 3. Know some important qualities a scientist should have and the stages in examining a new scientific idea. Difficult and Important Points: 1)Word study 2)Discuss in groups the stages in examining a new scientific idea. Teaching Methods: 1. Inductive method 2. Pair work & group work 3. Word Study according to the situations given (Do exercises) Teaching Procedures: Step I Warming up 1. What do you know about great scientists? Try this quiz and find out who knows the most.(Pair work to finish the Quiz Questions on P1.) 2.Check the answers with the whole class. 1).Archimedes (an ancient Greek mathematician & physicist) 2).Charles Darwin (British, author of The Origin of Species ) 3).Thomas Newcomen (British, improved the first steam pump and turned it into a steam engine for taking water out of mines in 1712 .James Watt improved it and turned it into the first modern steam engine used on the railways. ) 4).Gregor Mendel (Czech) 5).Marie Curie (Polish and French, won two Nobel Prizes) 6).Thomas Edison (an American inventor) 7).Leonardo da Vinci (a famous Italian artist) 8).Sir Humphry Davy (British) 9).Zhang Heng (Chinese, invented seismograph) 10).Stephen Hawking (a British astronomer) Step II. Word Study 1.Read the new words after the tape. 2.Choose the correct words to complete the following sentences. 1) John Snow devoted himself to ________(science, scientific) research. 2) He worked hard until he drew a ____________(conclude, conclusion) in 1854. 3) The boy needs one more stamp to make his collection __________ (complete, completely) 4) ____________(Apart from, Except) that 10 dollars, I have another ten given by my mother. 5) Cholera was a ________disease. Many people _____ of it. (dead, die , death, deadly) 6) People who had drunk the __________ (polluting, polluted) water were dead. 8) I suggest _______(to have, having) a rest after working for such a long time. 3. Choose the correct words or expressions to fill in the blanks. Each word or expression may be used only once. 1.Who _______________ a theory about black holes? 2.What ______________ did you draw? 3.The car went out of ___________ and crashed. 4.SARS is a terrible _____________ disease. 5.He _____________ a difficult argument skillfully. 6.The cholera outbreak was so ________ that more than 500 people had died in 10 days. 7. Everyone was silent as he ___________ the winner of the match. 8._____________ visiting the zoo, we went to the museum. Step III. Practice (using inductive method) Use the correct form of the words to fill in the blanks. Infection examination=exam Science /scientist Conclude Analysis Defeat Value announcement /announcer Instruction Calculate contribution /contributor contributive Instructor/instruction Move Rejection Create Completion Persuader Persuade n. adj. adv. Certain certainly co-operation X Revolution X Privacy隐私；隐居 Private X backward Enthusiasm enthusiastically Logic logically Step IV. Pre-reading Discussion: 1.What five most important qualities do you think a scientist should have? Give the reasons. generous clever strict patient creative strong-willed serious intelligent honest ambitious talented careful 2. Do you know how to prove a new idea in scientific research? Discuss in groups the stages in examining a new scientific idea. What order would you put them in? Draw a conclusion Think of a method Collect results Make up a question Find a problem Analyse the results Repeat if necessary After reading the following passage, put the correct stages into the reading about research into a disease. Step V. Summary Step VI. Homework Assignment 1.Read the passage John Snow Defeats “King Cholera”. 2. Learn the new words by heart and prepare for tomorrow’s dictation. The 2nd Period Teaching aims: 1. Learn some new words and expressions . 2. Improve the students’ reading skills. 3. Know how to prove a new idea in scientific research. Difficult and Important Points: 1）Reading comprehension 2）What did John Snow do to prove a new idea in scientific research? Teaching Methods: 1. Group work 2. Competition 3. Illustration 4. Deductive Method Teaching Procedures: Step I Warming up Do you know these famous scientists?( Show the Ss some pictures of great scientists and have them say what achievements they have made.) Step II. Pre-reading 1.Background introduction to John Snow John Snow (1813-1858) was born and worked as a doctor in Great Britain. He was originally an anesthetist(麻醉师).He was so famous that he became the doctor for Queen Victoria at the births of her many children. Four outbreaks of cholera in the 1830s and 1840s killed many people in England. In 1854, “the most terrible outbreak of cholera which ever occurred in the kingdom” began. It was so violent and sudden that 127people died in the first three days. 2.Make up a questionName of illness cholera (霍乱) Symptom(症状) severe vomit (呕吐) and diarrhea (腹泻) Aftereffect Die quickly from a loss of liquid What was the cause of this illness ? How did John Snow find it out? (Deductive thinking) Step III. New words study Show the Ss a picture of “Water pump”, teach the new words pump& handle and have a brief introduction to it.(e.g. There were some water pumps in different districts in England in the 1850s.. People could use them to pump the water for daily life, but if someone removed the handle from the water pump, it could not be used. Fast—reading:Read the passage quickly and find the number below and the relevant happenings in the passage.(Competition among groups) Two theories The first suggested that…multiplied in the air;. The second suggested…absorbed this disease into their bodies with their meals. In 1854 Another outbreak hit London. 500 , 10 More than 500people had died in 10 days. 16, 37, 38 and 40 These numbers in Broad Street near the water pump had many of the deaths 20 ,21; 8,9 20 and 21 Broad Street and 8 and 9 Cambridge Street had no deaths….They didn’t drink the water from the Broad Street pump. 7 These families worked in the pub at 7 Cambridge Street. They didn’t drink the water from the pump. Careful reading Read each paragraph and find out what evidence or approach is John Paragraph Stages in an experiment Example in this investigation 1 Find a problem What causes cholera? 2 Make up a question Which theory is correct? 3 Think of a method Collect data on those who were ill or died and where they got their water. 4 Collect results Plot information on a map to find out where people died or did not die. 5 Analyze results Analyze the water to see if that is the cause of the illness. 6 Repeat if necessary Find other evidence to confirm your conclusion. 7 Make a conclusion The water is to blame. The source of all drinking water should be examined so that it is safe. Snow used in the stage of experiment, then fill in the chart below. Step V. Discussion 1.What’s the significance of Snow’s famous cholera map ? 2.If you were John Snow, how would you investigate the cholera? Step VI. Summary Step VII. Homework assignment 1.Finish Ex.1 on P42. 2. Retell the story. 3. Prepare for tomorrow’s dictation. The 3rd Period Teaching Aims: 1. Learn expressions & phrases 2. Learn.language points Difficult and Important Points: 1）Language points 2）The usage of “suggest & in addition” Teaching Methods: Presentation & Practice Teaching Procedures: Step I Revision Have a dictation Step II. Check the answers Check the answers of yesterday’s homework (P42.Using Words and Expressions) Step III. Expressions & phrases Expressions & phrases (1) 1.know about… 了解……的情况 2.lift up 举起;抬起;提升 3.steam engine 蒸汽机 4.physical characteristic 人体的特征 5.put forward a theory about black holes提出一个有关黑洞的理论 6. infectious disease 传染性的疾病 7. in scientific research 在科学研究上 8. examine a new scientific idea 验证一个新的科学思想9. draw a conclusion 得出结论 10. analyze the results 分析结果 11. a well-known doctor 一个著名的医生 12. ordinary people 百姓;普通人 13. expose (…)to sth. 暴露(…..)在……中 14. the most deadly disease 最致命的疾病 15. terrified people 被吓坏的人们 16. get interested in sth./doing sth. 对…产生兴趣 17. absorb sth. into… 把….吸收入…. 18. gather the information 收集信息 19. determine to do sth. 决心干某事20. a valuable clue 一条珍贵的线索 21. the water pump 水泵 22. in addition (to…) 除..…之外还有… 23. link … to … 将….和….联系起来 (be linked to…) 24. have it delivered (have sth. done) 叫某人送东西 25. die of… 死于…26. announce with certainty 肯定地宣布 27. polluted water 被污染的水 28. prevent sb. from doing sth. 阻止某人干某事 29. deal with… 处理……30. solve the problem 解决难题 Expressions & Phrases (2) 1.come to an end 到了尽头 2.find the cause of this illness 找出疾病的起因 3.look into… 调查……4.apart from… 除…..之外;此外 (=except for…) 5.prepare for… 预备好…. 6.be strict with sb. 对某人严格要求 7.a revolutionary theory 一个革命性的理论 8.lead to… 通向…. ;导致… (注意:to为介词) 9.make sense 有意义 10. at times =sometimes 有时候 11. contribute to sth. 有助于;促进 12. encourage sb. to do sth. 鼓励某人做某事 13. point of view 观点 14. living conditions 居住条件 15. break… in/into pieces 把…摔成碎块 16. be devoted to sth./sb. 专致于…….; 关心…;挚爱…17. devote one’s life to doing sth. 献身于….. 18. curved line 曲线 19. achieve great success 取得巨大的成功 Step IV. Language Points 1.discover & invent discover v. “ 发现” 被探索或被揭示的事物早已客观存在着. Columbus discovered America in 1492.哥伦布于1492年发现了美洲. Who discovered radium? 谁发现了镭? invent v. “发明”,指的是发明原先不存在的东西. Who invented the steam engine? 谁发明了蒸汽机? 2.who invented the way of giving electricity to everybody in large cities?是谁发明了把电带给大城市中的每个人的办法? the way of doing sth.= the way to do sth … “做…..的方法”She showed us the way of cleaning it.= She showed us the way to clean it.她教给我们清洗它的办法. the way引导的定语从句的引导词有三种, 可以用that;可以用in which;还可以省略. I don’t like the way (that / in which) you speak to your father. 我不喜欢你跟你父亲讲话的方式. 与way相关的短语:by the way 顺便说 、 by way of … 通过……的方法，经，由 lose one’s way 迷路 no way (俚语) 没门,别想 feel one’s way 摸黑走,谨慎从事 on one’s way to…在去…的路上 in this way=by this means=with this method用这种方法 3.Who put forward a theory about black holes?谁提出了黑洞的理论? put forward (1) to offer (an idea, suggestion etc.) for consideration 提出(建议等) (2)推荐某人或自己任职位;提名 May I put your name forward as our monitor? 我能否提名你当我们的班长? put away 抛弃;舍弃 put down 写下来;记入名单; put on 穿上;戴上;增加 put off 耽误;延期 put out 熄灭(灯);扑灭 (火) put up 建立;建造 put up with… 忍受…… •You can take anything from the shelf and read, but please ______ the books when you’ve finished with them. A. put on B. put down C. put back D. put off 4.This was the most deadly disease of its day. die (v.) dead (adj.) death (n.) deadly adj. (1).dangerous; likely to cause death 危险的;致命的 a deadly disease/weapon (2). highly effective against sth. or sb不强有力的;致命的 a deadly remark 击中要害的评论 (3)aiming to kill or destroy意在杀死的;不共戴天的: a deadly enemy不共戴天的敌人 adv. (1). Very极度;非常;十分: deadly serious 十分认真 (2). like death 死一般地: deadly pale 死一般苍白 5.But he became inspired when he thought about helping ordinary people exposed to cholera. expose在句中是过去分词作后置定语,表示被动.意为“患霍乱的”.如:The book written by Luxun is very popular. expose v. (1)to make visible 暴露 “expose ….to….”He exposes his skin to the sun. 他把皮肤暴露在阳光下. (2)to reveal the guilt or wrong doing of …揭露;揭发 He exposed their plot.他揭穿了他们的阴谋. I threatened to expose him ( to the police).我威胁要(向警察)揭发他. expose to 使易受,使受 expose a fraud 揭穿骗局 expose sth. to the light of day 把某事暴露于光天化日之下 6. So many thousands of terrified people died every time there was an outbreak.每次爆发霍乱时就有大批惊慌的老百姓病死. every time是连词,引导时间状语从句,意为“每次,每当”,如: Every time I meet him, I always think of the things happened between us.每次见到他,我就想起发生在我们之间的事情. immediately, the moment, directly, instantly 等都可以作连词,引导时间状语从句,意为“一……就……”,如: I will give the letter to him immediately I see him.我一见到他就把这封信给他. I came directly I got your letter.我一接到你的信就来了. 7.The first suggested that cholera multiplied in the air without reason.第一种看法是霍乱病毒在空气中无缘无故地繁殖着.(Suggest 用法参考P43.4,并完成相关的练习) 8.absorb v. 吸收(液体);承受;承担 (费用等) Use the cloth to absorb the spilled ink. 吸干撒的墨水 We will not absorb these charges.我们不能承担这些费用. absorb…in/by..吸引.注意 I was absorbed in a book and didn’t hear you call.专心看书 absorb…into…吸收…The big company has gradually absorbed these small companies into its own organization. 这家大公司逐渐将这些小的公司吞并了。 9.valuable (1) adj. worth a lot of money值钱的;贵重的;有价值的 a valuable diamond 贵重的宝石 valuable information 重大的消息 (2) n. (常用复数形式) sth. that worth lots of money贵重物品 Mary kept her valuables in a safe. 玛丽把她的贵重的东西藏在保险箱里. 10.in addition adv. as well as 另外 In addition, the course also produces practical experience. 此外,这门功课还提供了实践的基础. A number of people came to the zoo in addition to Peter and Paul. 彼得和保尔以外,还有许多别的人来到动物园.Step V. Practice Finish the exercises on P4 & P42.P43 Ex.3.4.5. Step VI Homework Assignment The 4th Period Teaching Aims: 1. Teach grammar (The Past Participle as the Predicative & Attribute) 2. Improve the students’ listening skills. Difficult and Important Points: 1)Learn the grammar(The Past Participle as the Predicative & Attribute) 2)Have the Ss sum up the function of the past participle using inductive method. Teaching Methods: 1. Inductive Method 2. Group work Teaching Procedures: Step I Dictation Step II. Grammar 1.Please look at the sentences carefully. Pick out the attribute& predicative of the sentences. 1) I was angry with him for keeping me waiting so long. 2) She is a beautiful young lady. 3) He got worried about losing the money. 4) Sally was so excited at the good news. 5) So many thousands of terrified people died. 2.Please classify the words that you identify into groups and explain why you divide them into these groups. angry beautiful young worried excited terrified 3. Now use a different past participle/adjective in each sentence to change the mood of the sentence. 4. Discovering Useful Structures P4 (1).Find more examples in the reading passage where the past participle is used as attribute and predicative.1) Doctor John Snow was a well-known doctor in London. (Attribute) 2) John Snow told the astonished people in Broad Street. (Attribute) 3) He got interested in the two theories.(predicative) 4) Neither its cause, nor its cure was understood. (Predicative) (2). Complete the table with phrases that have the same meaning Step III. Listening P5 Using language Step IV. Discussion In pairs discuss what scientific job each of you would like to choose in the future. (Refer to the questions &expressions on P6 that may help you) Step V. Exercises •Finish Ex. 2 on P42. (Translation) •Finish Ex.1&2 on P44.(Using structures) Step VI. Summary Step VII. Homework assignment The 5th Period Teaching Aims: 1. Improve the students reading skills. 2. Learn something about Copernicus and his Revolutionary Theory 3. Learn how to accomplish a persuasive writing. Difficult and Important Points: 1)Reading Comprehension 2)Persuasive writing. Teaching Methods: Comparative method Teaching Procedures: Step I Warming up 1.Do you know what is the center of the solar system? 2.Can you name the nine planets in the solar system? Mnemonics (记忆术) Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune Pluto Can you use a good method to memorize them ?My Very Easy Method: Just Set Up Nine Planets. Step II. Reading Title of the passage: Copernicus’ Revolutionary TheoryFast reading Listen to the tape, and find out the answers to the questions. 1. What did Copernicus think was the center of the solar system? 2.When did Copernicus publish his theory?Careful reading Why didn’t Copernicus publish his theory before he died? Step III. Reading comprehension P7. 1.Use the reading to help you draw the two theories of the universe. Before Copernicus’ theory A diagram showing the solar system with the earth at its centre Showing Copernicus’ theory A diagram showing the solar system with the sun at its centre Step IV. Persuasive writing (Please refer to P8 Learning Tip) Writing Task: P7.3.Now writing a short letter asking Copernicus to publish his ideas so everyone can read them. First you need to collect your ideas. For example: •He believes his new theory is true. •There are problems with the present theory. •He has done many years of observations to prove his new theory is true. •Science can’t develop unless people publish their ideas. •Time will show if his theory is true or not. Here is a plan: Beginning: Tell Copernicus who you are and why you want him to publish his ideas. Paragraph 1: Reason 1 and evidence. Paragraph 2: Reason 2 and evidence. Summing up: Ask him to think again about publishing his ideas. One possible version: Dear Nicolaus Copernicus, I am a student studying astronomy and I would very much like to read your new theory about the solar system. I hope you will publish it for several reasons. I understand the problems with the present theory. The way the planets move is not what you would expect if the earth was the centre of the universe. It is also odd that the brightness of some stars seems to change. So I agree with you that we need a new theory. I know your observations have been very carefully carried out over many years. Now you must have the courage to publish them. Science can never advance unless people have the courage of their beliefs. I know you worry about what will happen if you publish your new theory. No matter how people oppose it, time will show if your ideas are right or wrong. So I hope you will feel you can publish your new theory. Yours sincerely, Zhang Hua Step V. Summary Step VI. Homework assignment 1. Surf the Internet and get more information about Copernicus. http://www.blupete.com/Literature/Biographies/Science/Copernicus.htm2. Revision Nicolaus Copernicus was a Polish astronomer (1473-1543). Born in Torun, he began his university studies in Krakow in 1491, where he studied canon law and Latin and Greek classics. However he also had an interest in mathematics and astronomy. After obtaining his degree of Doctor of Canon Law (教会法规博士学位)in Italy in 1503, Copernicus returned home to Warmia in Poland to serve as Canon (=priest) . In 1530, Copernicus completed his great work De Revolutionibus (《天体运行论》).Copernicus knew that these findings would lead him into trouble with the Roman Catholic Church (罗马天主教教徒), so he wasin no hurry to publish his theory. He only published it as he lay dying in 1543. Though Copernicus did not live to hear of its extraordinary impact, the book which first suggested that the Sun, not the Earth, is the centre of the universe is now recognized as one of the most influential scientific works of all time. Adapted from http://www.library.rdg.ac.uk/colls/special/featureditem/copernicus The 6th Period Teaching Aims: 1. Improve the students’ listening skills. 2. Improve the students’ speaking skills. Difficult and Important Points: 1)Listening 2)Help Ss overcome the difficulties in listening material. Teaching Methods: Class activities to help motivate the Ss’ interest of learning English. Teaching Procedures: Step I Warming up 1.Which plant and animal do you like best? Can you classify them into a system ? 2.Background: Carl Linnaeus (1707-1778) SwedishCarl Linnaeus is often called the Father of Taxonomy(分类学).He succeeded in classifying the plants and animals into a system that worked. His method was called “the sexual method” of classifying plants and animals.His system for naming, ranking, and classifying organisms is still in wide use today (with many changes). His ideas on classification have influenced generations of biologists during and after his own lifetime. Step II. Listening P41 1.Choose which of the following statements most closely describes what this listening passage is about . Explain why the others are wrong. A. This is about a man who wants to name a flower. B. This is about a man who finds a flower and wants to own it. C. This is about a man who finds a flower and wants to know if it is a new species of flower. 2. Listen to the tape again and try to complete the following passage. To find the name of the unknown flower, first you have to go to see a flower ________. He /She will look in a special ________ written by Carl Linnaeus. He lived in __________ from ________to __________. He was very important because he solved a serious problem for _________ . He saw all plants and animals produce _________________________. Some animals produce __________ but others lay _______ while plants ______________. He used these different ways of producing young to put plants and animals into _________. For example, the group called birds lay ________ to produce young and they all have ________. Linnaeus put the plants and animals into smaller groups or species. He gave each one two names. One is for the large group, for example _______ and one is for the species, for example _________. So a parrot would be ___________. He was the first person to successfully classify(分类)all plants and animals. Step III. Talking P41 Imagine you are going to meet a specialist about a newly-found flower. Your partner will be the assistant for the flower specialist. You both need a description of the other so you can recognize each other when you meet. Now ring the assistant to sort out the necessary information. Pair work (Making a telephone call) How will I recognize you? What special features do you have? What will you wear? How will I know you? What do you look like? You can recognize me because…I’m tall/short, fat/thin, young/old with…My…looks a bit like…I have large /small ,brown/green eyes with… Step IV. Play a game: Can you guess who he/she is? One acts as an assistant, the other acts as the third person who wants to introduce a visitor (in the class) to the assistant. The whole class guess who the visitor is. Step V. Summary Step VI. Homework assignment The 7th Period Teaching Aims: 1. Improve the students listening and reading skills. 2. Learn something about topology. Difficult and Important Points: Reading What is Euler path? Teaching Methods: Use Puzzle & Diagram to make the passage clear and easily understood. Teaching Procedures: Step I Listening Listening task P44 Step II. Play a Puzzle game Can you go over it without missing any points or going over a line twice? A A A D D E B C B C B C Euler said, “If a figure has more than two odd points, you cannot go over it without lifting your pencil from the page or going over a line twice.” Step III. Reading ( P45 ) Finding The Solution 1. Background Leonhard Euler (1707-1783) Born: 15 April 1707 in Basel, Switzerland Died: 18 Sept 1783 in St Petersburg, Russia Euler was a famous mathematician in the eighteenth century, he introduced a new branch of mathematics called topology. It is a form of geometry that help you understand things by turning them into diagrams. 2.Reading What is Euler path? Step IV. Work out the following Puzzles on P45&46. Step V. Summary Step VI. Homework assignment The 8th Period Teaching Aims: Improve the students’ writing & speaking skills. Difficult and Important Points: 1)Writing & “Peer response” 2)How to write a good composition in the limited time.(Ss are allowed to gather information about their composition beforehand.) Teaching Methods: Use the class activity “Peer response” to motivate the Ss writing interest, which can help them learn from each other. Teaching Procedures: Step I Warming up (5mins) Talk about “Great”. What thing or person do you think is great? Give an example. Step II. Writing Task (P47) (20mins) Choose a title beginning with “A Great …” to write a passage (200words or more) Or you can write a passage about A Great Scientist referring to writing tip on P47. Step III. Peer Response Group work: Peer Response (3 pluses and 1 wish) (15mins) Peer Response Class ________ Name:________ Date:________ Peer 1. Name:_________ Title:_______________________ + _____________________________________________ + _____________________________________________ + _____________________________________________ ? _____________________________________________ Peer 2. Name:_________ Title:______________________ + _____________________________________________ + _____________________________________________ + _____________________________________________ ? ______________________________________________ Step IV. Homework assignment (1) Revise the composition and hand it in tomorrow. (2) Review for tomorrow’s test. Unit2 Module 5 The United Kingdom 教学内容分析: 本单元主要话题是“英国”。 通过阅读使学生了解英国的历史和地理位置，国家的构成及名胜古迹。 本单元所涉及的要点是： （1）了解，认识英格兰，威尔士，苏格兰和北爱尔兰。 （2）了解伦敦的一些著名景观。 （3）学习过去分词作宾语补足语的句型。 （4）掌握与人交流语言理解有困难时请求别人重复的几 种表达方式。 The 1st Period ( Reading ) Teaching Aims: Enable the students to know the UK in geography and history. Teaching Important Points and Difficult Points: How to understand the geographic puzzle of the UK. Teaching Methods: Skimming and task-based activities. Teaching Procedures: Step I Warming up 1. Background knowledge: Name: The United Kingdom of Great Britain and Northern Ireland Countries: England, Scotland, Wales, Northern Ireland Capital: London Location: Western Europe Population: 60,441,457 (July 2005) Language: English, Welsh, Scottish Ethnic groups: English 81.5%, Scottish 9.6%, Irish 2.4%, Welsh 1.9%, Ulster 1.8%, West Indian, Indian, Pakistanis, and other 2.8% Area: Total 244,820 sqk. Climate: Temperate: moderated by prevailing southwest over the North Atlantic Current; more than one-half of the days are overcast Natural resources: Coal, petroleum (石油), natural gas, iron ore, lead (铅), zinc (锌), gold, tin, limestone (石灰岩), gypsum (石膏) Task 1: Describe briefly the UK according to the map. 1.The UK is surrounded by water in all sides. 2. On the west of the Great Britain lies the Irish Sea . 3. On the south of England lies the English Channel . 4. On the northeast lies the North Sea . 5. On the north is the North Atlantic Ocean . Task 2 Ss do the quiz on page 9. Step II. Pre- reading Task 3. Ss discuss and answer the following questions. 1. Can you name the capital cities of the countries of the UK? 2. England can be divided into three main areas. Do you know what they are? 3. What do you know about any cities or towns in the UK? Step III. While-reading Task 4. Read the title and predict what the text will tell you. Task 5. Talk about the different flags of the countries of the UK Task 6. Skimming According to the text, join lines to the right answer. Para. 1. Explains the joining of England and Wales. Para. 2. States topic to be examined in the reading. Para. 3. Explains the importance of London as a cultural and political centre in the UK. Para. 4. Explains what the term “Great Britain” means and how it came about. Para. 5. Explains differences in the four countries. Para. 6. Explains how England is divided into three zones. Task 7. Answer the questions 1. The Union Jack flag unites the three flags of three countries in the United Kingdom. Which country is left out? Why? __________________________________________________ 2. What three countries does British Airways represent? 1. ________ 2. ________ 3. __________ 3. Which group of invaders did not influence London? ________________________________________________ Task 8. Ss read and get the general idea of the parts Step IV. After-reading Write a short summary of the passage. The writer examines how the UK developed as an administrative unit. It shows how England is also divided into 3 zones. It explains why London became the cultural capital of England. Step VI. Homework assignment 1. Read the whole passage and retell. 2. Go to the net to get more information about UK. The 2nd Period (Language points) Teaching Aims: 3. Learn expressions & phrases 4. Learn language points Teaching Important Points: Language points Teaching Difficult Points: Have /get sth. Done Teaching Methods: Presentation & Practice Teaching Procedures: Step I Revision Retell the passage. Step II. Expressions & phrases Expressions & phrases (1) 1. consist of 由…组成 2. divided into 分开 3. There is no need (for sb.) to do… 4. debate about sth. 为…争辩（争论） 5. refer to 提及，谈到 6. connect to /link to 连接 7. as well (as ) 也，还有 8. to one’s (great) surprise 使…吃惊 9. find sb./ sth. done (doing) 发现某人（物）处于某种状态下 10. get sb. / sth. done 11. break away (from) 挣脱 12. break down （机器、车辆）坏 13. for convenience 为了方便 14. be known as/ for /to /by 15.keep one’s eyes open 睁大眼睛 16.make sth. worthwhile 使… 值得 17.leave out 省去；遗漏；不考虑 18. find out 发现 19. on the phone 在电话里 20. be on holiday 在度假 21. in memory of 为了纪念 22. leave for 动身去某地 23. ring out 发出响声，响起 24. make a list of 列出…的清单 25. pass through 通过 26. be on show 在展出 27. take the place of 代替，取代 28. remain doing 仍然在做… 29. on (special) occasions 在（特殊） 场合 30. feel / be proud of 为…而自豪 31. fall asleep 睡觉 Step IV. Language Points 1. consist of ＝ be made up of 由….组成 (没有进行时） eg: The UK consists of Great Britain and Northern Ireland. ＝Great Britain and Northern Ireland make up the UK. The soup consists of tomatoes, meat and peas. consist in = lie in 存在与；在于(无被动形式) eg: The beauty of air travel consists in its speed and ease. consist with: 一致 The report consists with facts. 2. 区别: separate …from (把联合在一起或靠近的人或物分离出来） divide…into 把…分开 （把整体分为若干部分） eg: The teacher divided the class into two groups. eg: The Taiwan Strait separates Taiwan from Fujian. As we joined the big crowd, I got ______ from my friends. A. separated B. spared C. lost D. missed 3. There is no need to do sth 没必要做某事 eg: There is no need for you to help him. There is no need to worry at all. 4. debate about sth. eg. They debate about the proposal for three days. debate /argue/ quarrel 5. clarify: vt./vi. (cause sth. to )become clear or easier to understand 澄清；阐明;清楚；明了 eg. I hope what I say will clarify the situation. Can you clarify the question? 6. be linked to = be connected to /be joined to This wire connects _____ that one. A. with B. to C. of D. on 7. refer to 1) 提及，指的是… eg: When he said “some students”, do you think he was referring to us? 2) 参考；查阅;询问 eg: If you don’t understand a word you may refer to your dictionaries. Please refer to the last page of the book for answers. 3) 关系到；关乎 eg: What I have to say refers to all of you. This rule refers to everyone. It was foolish of him to _____ his notes during that important test, and as a result, he got punished. A. stick to B. refer to C. keep to D. point to reference: n. reference book 8. join A to B /link A to B 把A和B连接 eg: The Channel Tunnel will join Britain to Europe by road. 9. included /including 10. name: n. v. 11. to one’s surprise (prep) “to one’s +名词” 表 “令某人…” 常见的名词有 “ delight, disappointment, enjoyment; astonishment 等 eg: I discovered, to my horror, that the goods were entirely unfit for sale. To John’s great relief they reached the house at last. 12. …found themselves united peacefully “find +宾语＋宾补( adj; adv; v-ing; pp; 介词短语； 不定式）” eg: A cook will be immediately fired if he is found smoking in the kitchen. You’ll find him easy to get along with. They found themselves trapped by the bush fire. When I woke up, I found myself in hospital. I called on him yesterday, but I found him out. 13. get sth done =have sth done 使某事被做 eg: I'll just get these dishes washed and then I'll come. get + n. + to do get + n. + doing eg. You’ll get her to agree. l’ll get the car going. get done: 用于意想不到、突然或偶然发生，意为“被….” Be careful when you cross this very busy street. If not, you may _____ run over by a car. A. have B. get C. become D. turn 14. break away (from sb / sth) 脱离；破除… eg: It is not easy for him to break away from bad habits. The man broke away from his guards. break down (会谈)破裂，失败；(汽车等)出故障; (人的健康状况)变得恶劣；（情感）失控 eg. His car broke down on the way to work this morning. His health broke down under the pressure of work. He broke down and wept when he heard the news. Talks between the two countries have completely broken down. 区别：break in 闯入;打岔 break off 中断，折断 break into 闯入 break out 爆发;发生 break up 驱散;分散,拆散 News reports say peace talks between the two countries_____ with no agreement reached. A. have broken down B. have broken out C. have broken in D. have broken up 15. as well as 不仅…而且; 既…又… eg: He is a teacher as well as a writer. The children as well as their father were seen playing football in the street. 16. relation: 关系；亲戚 eg. The cost of this project has no relation to the results. He is a close relation of mine. 17. convenience: n.方便；便利 We bought this house for its convenience. convenient: adj. be convenient to sb. come and see me whenever ___________. A. you are convenient B. you will be convenient C. it is convenient to you D. it will be convenient to you. 18. be known as 作为…(身份)出名 be known for 因…而出名 be known to 为…所知 be known by 根据… 得知 eg: Fu Biao is known to everyone as a good actor. He was known for his frankness. 19. attraction: un. 1). 吸引；引力 cn. 2). 吸引人的东西；喜闻乐见的东西；精彩节目 Eg. attraction of gravitation 重力 He can’t resist the attraction of the sea on a hot day. A big city offers many and varied attractions. What are the principle attractions this evening? attract : v. attractive: adj. unattractive: adj. attractively: adv. 20. influence 1) (v) 对…产生影响 eg: What influence you to choose a career in teaching? 2) (可数n) 产生影响的人或事 eg: He is one of the good influences in the school. 3) (不可数n) 影响 eg: A teacher has great influence over his pupils. 21. invader: n. 入侵者；侵略者 invade: vt. 侵入；侵略；挤满；涌入 eg. Doubts invade my mind. Disease invades the body. 22. evidence (不可数n) 证据;迹象 a piece of evidence 一项证据 eg: He got many pieces of evidence from the internet for his theory. evidence: 指谋事的真伪 proof: 指令人信服的、无可置疑的证据 There wasn’t enough ________ to prove him guilty. His fingerprints were ________of his guilt. 23. keep one’s eyes open 睁大双眼 24. Which country is left out? *leave out: 省略;遗漏;排除 eg: Do you know which word in this sentence has been left out? Don’t leave me out when you’re giving out the invitations! 25. take the place of 取代，代替 =take one’s place / replace in place of instead of instead give place to 让位于… in place / out of place 在适当/ 错误的位置 a place of interest Step VI Homework assignment The 3rd Period (Learning about language & reading) Teaching Aims: 3. Enable the students to plan a tour around certain places. 4. Help the students know more about the historical sites in London. Teaching Important Points and Difficult Points: Help the students identify different kinds of tour and talk about the most interesting place for the tour. Teaching Methods: Task-based activities. Teaching Procedures: Step I. Discovering useful words and expressions 1. Ss do Ex 1 on page 11. 2. Ss finish Ex 2 on page 12. Suggested answer: 1. debate, puzzle, conveniences, clarify, legal, kingdom, attraction, influence 2. whispered, asked, smiled, screamed, begged, agreed, answered, shouted, complained, suggested, decided, advised Step II. Reading Task 1: Read and answer the following questions. 1. How did Zhang Pingyu plan her tour? 2. What were the buildings mentioned in the text? What were they famous for? Who built them? What happened to them? Keys: 1. First, she made a list of the sites she wanted to see. Then she planed her four-day trip. 2. 1).Tower, built by Norman invaders of AD 1066, it is a Solid, stone, square tower which remained standing for one thousand years. 2). St Paul’s Cathedral, built after the terrible fire of London in 1666, looked splendid; 3). Westminster Abbey, contains statues in memory of dead poets and writers; 4). Greenwich, the longitude line; 5). Big Ben; 6). Highgate Cemetery; 7). The library of the British Museum 8). Windsor Castle Task 2: Read and fill the information in the form. Day 1 Comments Day 2 and comment Day 3 and comment 1. Tower 1. delight Greenwich with: ships Longitude line clock (GMT) Karl Marx’s statue “strange he lived and died in London” British Museum “thrilled to see Chinese pottery” 2. St Paul’s cathedral 2.splendid 3. Westminster Abbey 3. interesting, full of statues of poets and writers 4. Big Ben 4. famous and very loud Step III. Language points 1. available: adj. (物) 可用的，可得到的 （人）可会见的，可与之交谈的 eg. These tickets are available today. The doctor are available now. be available for 有空做…；可供…利用 2. make a list of 列…的清单 3. delight :n. 高兴，愉快 v. 给人乐趣，使愉快; 引以为了 eg. He laughed with delight. I was delighted to be invited to her party. She delights in cooking. delighted: adj. 高兴的 delightful: adj. 令人喜悦的，令人快乐的 be/feel delighted at/with/by 因…而高兴 to one’s delight /joy 令人高兴的是… 4. remain doing sth remain: 1).vi. 剩下；留下； 2). Link-v. continue to be 继续保持，仍然 Much work remained to be done. I’ll remain to see the end of the match. The door remained closed. It remained raining. 5. on special occasions 在特殊场合 6. in memory of … 纪念… eg: He founded the charity in memory of his late wife. 7. ring out: 发出响声，响起 8. It seemed strange that …should have lived… He seems to be … There seems to be …. 9. feel proud of Step IV. Homework assignment The 4th Period (Grammar ) Teaching Aims: Enable the students to use the past participle as the object complement. Teaching Important Points and Difficult Points: Learn to use the past participle as the object complement. Teaching Methods: Task-based activities. Teaching Procedures: Step I. lead-in Task 1: Ss try to analyse the following sentences 1. I think the job easy. 2. We make him monitor. 3. I saw a boy crying over there. 4. We heard someone go into the room. 5. My mother allows me to watch TV after I finish my homework. Step II. Grammar: The Past Participle as the Object Complement Task 2: Try to find the function of the italic words. 1. So many thousands of terrified people died. 2. The polluted water was to blame. 3. He became inspired when he thought about helping ordinary people. 4. He got interested in the second theory. 5. She found the door broken in when she came back. 6. He kept the door locked for a long time. 7. I have my hair cut. Task 3: Please find the sentences from the text with past participles used as the object complement. 1. Now, when anyone refers to England you find Wales included as well. 2. So to their surprise the three countries found themselves united… 3. …they were going to get Ireland connected to the other three…. Step III. Practice Task 4: Practice Ss finish the Ex 2 on page 12. Suggested answers: 1. have got the house mended 2. have you had your hair cut? 3. have the dictionary delivered 4. haven’t had the film developed 5. found it closed 6. put it repaired 7. got all their money stolen 8. had some flowers sent, had it announced, had it organized Step IV. Summary Task 5: Summary： Past participle used as the object complement Ss use the following words to make up sentences with past participles as the object complement and summarize the structures. 1. keep the door ( lock); leave the window (break ) I will keep the door locked when I leave my room. Don’t leave the window broken like this all the time. keep /leave + n. /pron. + p.p 2. have the bike (repair); get the work (do); I have had my bike repaired. We had better work harder to get the work done on time. have /get + n. /pron. + p.p 3. make yourself (hear); make myself (understand) Can you raised your voice to make yourself heard? I managed to make myself understood. make + oneself + p.p 4. see the door (lock); hear the windows (beat) When we got to the shop, we saw the door locked. We can hear the windows beaten by the heavy rain drops. 感官动词：watch/ notice/ see/ hear/ listen to/ feel /find 等 + n. /pron. + p.p 5. with his hands (tie); with many flowers (plant) around the building The thief was brought in with his hands tied behind his back. With many flowers planted around the building, his house looks like a beautiful garden. with + 宾语+ 宾补（pp/ -ing/adj. / adv./ to do…） Task 6: Practice 1. Do Wb. Ex 1 on page 50. 2. Do Ex 2. on page 51. Step V. Homework assignment Step IV. Homework assignment The 5th Period (Listening & speaking) Teaching Aims: 3. Improve the students’ listening skills. 4. Improve the students’ speaking skills. Teaching Important Points: Listening Teaching Difficult Points: Help Ss overcome the difficulties in listening material. Teaching Methods: Task-based activities. Teaching Procedures: Step I. Pre-listening Show the Ss a map about the relations of the Kings. King Edward IV 1457-1483 King Edward V 1486-1486 King Richard III 1483-1485 King Henry VII 1485-1509 King Henry VIII Edward VI Mary Elizabeth I 1547-1553 1553-1558 1558-1603 Step II. Listening Task 1. Listen and finish Ex 1 on page 15. Task 2. Listen and fill in the blanks in the following passage. These two princes were _________and _______six hundred years ago. They had come to London for the older brother to be crowned _______after his father, King Edward IV,_____. He was only thirteen years old. His wicked uncle, Richard, was supposed to ___________them both, but instead he had them _______while they were_________. In the 1550s when queen Elizabeth I was still a___________, her sister, Queen Mary, brought her to the Tower as a ________because she thought Elizabeth was a traitor. She ________through a special gate________ “Traitors Gate” . That only ___________to very bad people. Keys: Brothers, lived , King, died, look after, killed, asleep Princess, prisoner, went in, called, happened Task 3 : Ss listen to the tape again and answer the questions on page 15. Step III. Speaking and Listening (page 48) The aim of this exercise is to show how history has affected those who can become British citizens. Task 4: Ss in groups discuss what kind of person can be British. The rules are fixed in this way: 1. If your parents were born in the old British Empire and they chose to become British when that country gained independence, you are a British citizen. If your parents chose to become citizens of the new country, then you have to apply for British citizenship. 2. If one of your parents is British and they were married at the time, you are a British citizen. 3. If you were born in the UK (even though your parents have a different nationality) you are a British citizen. 4. If you have no connection with Britain (either through your parents or the country your were born in) but have lived in the UK for five years, you can apply to become a British citizen. Task 5: Ss listen to the tape and do Ex 2 Task 6 : Ss listen again and fill in the following form on page 48. Group 1 Group2 Group 3 Born in the old British Empire and asked to be a British citizen Having parents one of whom is British or having been born in the UK Asking to become British after living in the UK for five years Step IV. Homework assignment I beg your pardon? Pardon? What did you mean by…? I didn’t understand… I’m sorry but could you repeat that? Step II. Writing Writing Task 2: Ask the Ss to rewrite the sentence: The temple was build long ago. Ss work in groups of five. Each group has a sheet of paper. The first person write the sentence with one improvement (either a verb or an adjective.) pass it to the next person who keeps the first change and makes a second one. Then the third person does the same. And so on to the end of the team. Possible changes: • The old temple was built long ago. • The old temple was built two hundred years ago. • The old temple was constructed two hundred years ago. • The temple was burnt down early last century. • The temple was rebuilt in 1980’s. Task 3: Ss in groups write a guide book about an interesting building or attraction in your hometown. Writing tips: Ss look at the model on page 16. Ss make a writing plan. Ss collect the words they will use. Ss begin to write their guide book. Read through their guide book and correct the mistakes. Rewrite it again. The 6th Period (Reading , listening and speaking ) Teaching Aims: 4. Improve the students reading skills. 5. Learn something about Guy Fawkes Night. 6. Improve the students listening and speaking skill. Teaching Important Points and Difficult Points: 1. Reading Comprehension. 2. Talk about the history story about UK. Teaching Methods: Task-based activities. Teaching Procedures: Step I. Reading (page 51) Reading task Task 1: Ss read the passage and fill in the Timeline on page 52 October November 10 Catesby asked Guy Fawkes to join a plot to blow up the government. 5 King James had the cellars searched when he heard of the plan. He found Fawkes 27 The two bought a house close to the Houses of Parliament 6 Parliament was opened and there were celebrations because the plot had failed. 28-31 They stored gunpowder in the cellars for the next three days. Step II. Listening task (page 52) Task 2. Listen and finish Ex 1 on page 52. 1. King James was a Catholic. 2. King James was frightened of Catholic. 3. King James supported Protestants. 4. He punished Guy Fawkes. 5. Guy Fawkes talked to King James. 6. The king thought the Catholics wanted to kill him. 7. The king rewarded Guy Fawkes. 8. The king thought there were too few Catholics. 9. The king’s friends abroad were Protestants. Keys: F, T, T, T, F, T, F, F, T. Task 3 : Ss listen again and answer the questions of Ex 2 on page 53 Step III. Speaking task Do you think Guy Fawkes or King James were right to behave the way they did? The purpose of this exercise is to help you understand the story and then decide who you feel most sympathy for. There is no right or wrong answer. Discuss this problem in fours and make notes of your ideas. Then decide who gets your sympathy and give a reason. Reasons for King James’ action Reasons for Guy Fawkes’ action 1. Fear at the number of Catholics 1. King James kept changing his mind 2. All friends on the Continent were Protestant 2. Loyalty to the Catholic cause 3. Worried Catholics might want to change the religion of England 3. Believed what he was doing was right Step IV. Homework assignment The 7th Period (Speaking and writing) Teaching Aims: Improve the students’ writing & speaking skills. Teaching Important Points: Enable the students to write a short passage about a place of interest they have visited. Teaching Difficult Points: How to describe a famous building or a place of interest. Teaching Methods: Task-based approach. Teaching Procedures: Step I . Speaking Task 1: In pairs choose an interesting building or attraction in your hometown or home village. One of you will be the tourist and the other the tour guide. Try to use the following expressions while speaking: Excuse me… I’m afraid I can’t follow you. Please, can you speak more slowly? I beg your pardon? Pardon? What did you mean by…? I didn’t understand… I’m sorry but could you repeat that? Step II. Writing Writing Task 2: Ask the Ss to rewrite the sentence: The temple was build long ago. Ss work in groups of five. Each group has a sheet of paper. The first person write the sentence with one improvement (either a verb or an adjective.) pass it to the next person who keeps the first change and makes a second one. Then the third person does the same. And so on to the end of the team. Possible changes: • The old temple was built long ago. • The old temple was built two hundred years ago. • The old temple was constructed two hundred years ago. • The temple was burnt down early last century. • The temple was rebuilt in 1980’s. Task 3: Ss in groups write a guide book about an interesting building or attraction in your hometown. Writing tips: Ss look at the model on page 16. Ss make a writing plan. Ss collect the words they will use. Ss begin to write their guide book. Read through their guide book and correct the mistakes. Rewrite it again. Unit3 Life in the Future Teaching Goals: 1. Predicting the good and bad changes in the future. 2. imagine the alien creatures. Functions： 1. 做出预测（Making predictions） Do you suppose that…? Suppose that… I wonder if… Do you imagine that…? I imagine that… 2. 猜测未来（Making conjectures about future） Is it likely/ unlikely that… Possibly … It is possible that … Most likely … I’m sure… Probably… Suppose that … Perhaps … Maybe … Grammar: 1.过去分词作定语（The past participle as the attribute） I followed him to collect a hovering carriage driven by computer. Tomorrow you will be ready for some visits organized by computer. 2.过去分词作状语（The past participle as the adverbial） Worried about the journey, I was unsettled for the first few days. Confused by the new surroundings, I was hit by the lack of fresh air. 本单元以life in the future 为中心话题，旨在通过本单元的学习， 让学生大胆发挥想象， 对人类今后的生活环境，生活方式进行猜测， 提倡环保生活意识， 同时让学生学会过去分词作定语和作状语的不同用法， 最后让学生将本单元所讨论的话题和推测手法结合， 学习怎么样写report 本单元所涉及的要点有： 1. 学习并了解未来生活的各个方面用与现在生活的不同之处， 学习外星人的生活方式。 2）学习表示预测，建议的的句型。 （3）学习过去分词作定语和状语的结构。 （4）学习写好“report”,以训练学生的逻辑思维及写作能力. Period 1 Teaching Aims: 1. Learn some new words and expressions. 2. Help the students to talk about life in the past, at present and in the future. 3. Enable the students to describe the life in the past, at present and in the future. Difficult and Important Points: Compare life in the past, at present and in the future What is life in the future like? What changes will take place? Teaching Methods: 1. First and careful reading, 2. Asking and answering question activity 3. Individual, Pair work & group work Teaching Procedures: Step 1 warming up Talk about how many changes there have been in the last one thousand years. And what changes we might expect to find in the next one thousand years Step 2: pre-reading 1.Can you tell what problems people are facing today? 2.what problems do you think people in the future will have overcome? Which ones will still be there or even worse in AD3005? Key: 1The problem of population will be solved, have begun to Control the birth rate. 2The problems will be still there, and will even worse. 3I don’t think so. Now scientists are trying their best to develop new resources that human beings can make use of ,such as solar energy. In my opinion…… step 3： fast reading Read the text for the first time and tell what the text is about? It’s an e-mail written by a man Who has taken up a trip to the future. 2. Look at the following sentence, there are in wrong order, tell me the correct order for these sentence A. We were transported into the future by a comfortable time capsule. B. I arrived a t Wang Ping’s home and everything in his house made me surprised. C.I won a travel to the year AD3005 D. I have my first try to master a hovering carriage. Step 4 careful reading 1.why did I have the chance to travel to the year AD3005? 2. What is a “ time lag”? 3. How did I feel when I was in the capsule? 4who guides my trip? 5.why did my guide give me some tables? 6.who transported us to the future? Key 1. I took up the prize I won the year before. 2. “Time lag” means a person gets flashbacks from his previous time period. 3. The seats in the capsule are very comfortable. 4. My friend Wang Ping is my guide to the future. 5. The tablets could help me feel less nervous and uncertain 6. Wang Ping’s parents’ company transported us to the future. 1How did I feel as soon as I was transported to the future? After the writer was transported to the future, he was hit by the lack of fresh air. 2.how did Wang Ping solve this problem? Wang Ping gave a mask to the writer and hurried him through to a small room nearby to have a rest. 3.what do you think has caused this kind of problem? Now we are causing more and more pollution to the nature, this will cause serious problems to life in the nature. This may be the cause of the lack of fresh air in the future. 1 What did Wang Pang’s house look like? His house is a large bright ,clean room. It had a green Wall, a brown floor and soft lighting . 2 What was the green wall made of? What’s the purpose of building this kind of green wall? The green wall was made of trees. The leaves of the trees will provide much-needed oxygen to the house. 3 How can you produce a TV set in Wang Pang’s house? You can just flash a switch on the computer screen and a TV set will rise from the floor. Good changes Bad changes Time travel Can travel to Different times as you wish After-effects of travel transport .can move swiftly Disorganized, difficult to find way houses save living space Short of space Towns Busy, look like markets Easy to get lost Air quality Own family oxygen supply Poor quality in public places Sample answers Ex.2 I think the writer has an optimistic view of the future. He was very excited when he traveled to the year AD 3005 an d couldn’t believe if was true. From this, we can see he is eager to go to the future. Though he was hit by the lack of fresh air, The 2nd period Teaching aims: Learn expressions & phrases Learn. language points Difficult and Important Points: 1）Language points 2）The usage of “take up and sweep” Teaching Methods: Presentation & Practice Teaching Procedures: Step I Revision Have a dictation Step II. Check the answers check the answers of yesterday’s homework (P42.Using Words and Expressions) Step three language point 1. I still can’t believe that I am taking up my prize that was won last year Take up 开始做，占用， 选修 a. When does the manager take up his job? b. he has take up art in college c. He decided to take p photography as his career. 开放思维： Take off 脱下， 起飞 Take over接管 Take to 喜欢上， 对…产生好感 a. Helen always helps her mother even though going to school____ most of her day A. Takes up B. makes up C .saves up D. puts up 2.I have to constantly rub my eyes to remind myself that I have traveled to the year AD3005 我得不断擦拭自己的眼� |
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