Unit 2 Sailing the oceans(新課標版高三英語選修九教案教學設(shè)計)

發(fā)布時間：2016-7-4 編輯：互聯(lián)網(wǎng) 手機版

I. 單元教學目標

技能目標Goals

Talk about early navigation

Talk about discovery and exploration of an unknown land

Learn about some famous navigators and explorers

Learn to express the cause and effect

Learn to use the Predicate

Write a report about a navigator or an adventurous story

Ⅱ.目標語言

詞

匯 voyage mercy encyclopedia alongside exploration minimum celestial pole equator horizon overhead seaweed nowhere offshore accelerate outward tide secure log knot nautical magnetic random awkward reference precise simplify portable shortcoming update tendency reliable swoop parcel peck cliff expedition compulsory survival incident departure crew deposit dilemma drawback dusk routine reckon reckoning starvation psychology psychologically tension gradual gradually foresee thirst tear hardship jaw background roar

at the mercy of nautical mile set loose jaws of death

功

能

句

式 Cause & effect

Why are you...? How could you...?

Why did you...? Because of....

It was because.... The reason is that....

As he.... Since she....

Now that.... Therefore,...

He was due to.... It is ..., so I’m afraid....

That's why.... He.... so he is ill with fever after the voyage.

語

法復習謂語(The Predicate)

So how did they navigate so well?

As you can see from the map we kept to straight course pretty well.

The tension in the boat got worse as the supply of food and water gradually disappear

So accomplished navigators were able to use it to plot their position.

Captain Cook had led three great Pacific voyages during his life.

I’ll go and get ready to begin work.

重

點

句

子 1. You may well wonder…(p12)

2. … show that they were not at the mercy of the sea even though…(p12)

3. Sea birds could be used to show the way to land when it was nowhere to be seen. (p12)

4. There was no secure method of measuring longitude until the 17th century when the British solved this theoretical problem. (p13)

5. Its shortcoming was that it still used the moving ship as one of the fixed points of reference. (p13)

6. I am proud to have sailed with Captain Bligh on his journey of…(p17)

7. You could not imagine a more disturbing sight than what we looked like when arriving in Timor over forty days after being set loose in…(p17)

Ⅲ..教材分析與教材重組

1. 教材分析

本單元的中心話題是“Sailing the oceans”，內(nèi)容涉及海洋航行、人類早期的航海技術(shù)、中國歷史上最著名的航海家鄭和、辛巴達的第一次冒險航行等。本單元的語言技能和語言知識都是依據(jù)“航海、發(fā)現(xiàn)探索未知的大陸”這個中心話題設(shè)計的。

1.1 “熱身”(Warming up)部分提出了三個問題：航海家的含義；航海家與探險家的不同之處。看圖對中外歷史上的三個著名人物鄭和、馬可波羅、詹姆斯庫克進行討論，誰是航海家，誰是探險家。通過討論使學生的言語技能和語言知識得到充分運用。

1.2 “讀前”(Pre-reading)部分要求學生看圖回答問題。通過這項任務(wù)的完成，可以激起學生了解早期航海情況的興趣。

1.3“閱讀”(Reading)部分是一篇說明文，用百科全書的形式呈現(xiàn)出的內(nèi)容是讓學生了解在現(xiàn)代化的航海儀器發(fā)明之前人們是怎樣航海的。閱讀的內(nèi)容分為兩部分，首先介紹古代航海者怎樣借助自然環(huán)境的幫助進行航海。然后介紹早期的航海者怎樣利用航海儀器來確定經(jīng)度和緯度。1.4 “理解”(Comprehending)部分設(shè)置了五個練習。這些練習能幫助學生更好地理解閱讀內(nèi)容。這部分的練習1和練習4主要用以消化閱讀的細節(jié)內(nèi)容，只要學生理解了課文，不難回答。練習2、3、5設(shè)置了幾個不同的情景，要求學生利用課文內(nèi)容進行討論與回答。這些練習能幫助學生更好地理解課文內(nèi)容。

1.5 “語言學習”(Learning about Language)部分由詞匯和語法兩部分組成。這個部分的練習主要用來幫助學生進一步學習、鞏固課文中出現(xiàn)的詞語，加深學生對謂語的語法概念，同時也幫助學生了解庫克船長的航海探險經(jīng)歷。

1.6 “語言運用”(Using Language)該部分包括兩項內(nèi)容，對學生進行聽、說、讀、寫的綜合訓練。該部分內(nèi)容緊密結(jié)合了本單元的功能項目“Cause and effect”。

1.7“小結(jié)”(Summing up)部分涉及三個方面：第一項是本單元關(guān)于航海的主題；第二項是學習本單元的收獲；第三項是關(guān)于本單元的語言知識。通過該小結(jié)，可以讓學生對本單元的學習有個整的概念。教師可以利用該材料做些拓展性和鞏固性練習設(shè)計。

2. 教材重組

2.1利用WARMING UP設(shè)計成一節(jié)任務(wù)型“口語課”。

2.2 將Pre-reading 、Reading和Comprehending 整合成一節(jié) “精讀課”。

2.3 將Using Language中的Reading和Workbook中的READING TASK上一節(jié)“閱讀課（泛讀課）”。

2.4將Learning about language 和Workbook中的Talking整合成一節(jié)以說和寫為主要任務(wù)的練習課。

2.5將Using Language中的Listening和Workbook中的Listening整合成一節(jié)“聽力課”。

2.6 將Learning about Language中的Revising useful structures和Workbook中的Using structures整合成一節(jié)“語法課”。

3. 課型設(shè)計與課時分配（經(jīng)教材分析，本單元建議用六課時教完，順序可根據(jù)學情適當調(diào)整）

1st period Speaking(口語課)

2nd period Reading(精讀課)

3rd period Extensive Reading(泛讀課)

4th period Practicing(練習課)

5th period Listening(聽力課)

6th period Grammar(語法課)

Ⅳ. 分課時教案

The First Period Speaking

Teaching Aims:

a. Key words and expressions

navigate, navigator, navigation, navigational; explore, explorer, exploration

b. Talk about sailing the oceans.

Teaching Methods:

Discussion to arouse the students’ interest in sailing and exploring the oceans.

Individual, pair or group work to make every student work in class.

Teaching Aids:

The multimedia; a tape recorder; the blackboard

Teaching Procedures:

Step1 Greetings

Greet the whole class as usual.

Step2 Revision

Check the homework exercises.

Step 3 Presentation

Present the students a map of the world and tell them “Today we are going to learn a new unit “Sailing the oceans”. Then ask them to turn to page 11 and give them a few minutes to have a discussion.

Step 4 Discussion

In pairs discuss the questions on page11.This discussion is intended for students to explore the difference between a navigator and an explorer. This difference is important to establish because it encourages students to appreciate shades of meaning in the definitions f words and also because it establishes the idea of categories.

After a few minutes, ask some pairs to speak out their result of the discussion. Then sum up and check the answers.

A navigator explores new routes across the sea.

An explorer discovers new places on land.

A navigator is somebody who finds the position and plots the course of a ship, an aircraft, a car, etc, using maps and instruments. An explorer is somebody who travels into or through a place in order to learn about it. Very often navigators are also explorers.

In history there are four famous voyage explorers in the world, including Zheng He in China, James Cook in England, Christopher Columbus in Spain and Abel Tasman in Holland.

In this unit we’ll talk about Zheng He, James Cook and some other explorers like Marco Polo and Captain Bligh.

Step 5 Pre-speaking

Ask the students if they want to know some famous navigators and explorers. Then present them some pictures and some related information about them.

1. About Zheng He.

2. About Marco Polo

3. About James Cook

4. About Ferdinand Magellan

Step 6 Speaking

After showing the students the pictures and their background information, ask the students to think about the question: How do you think seamen found their way before modern accurate methods of navigation were invented? If time is limited, this can be left as their homework.

Step 7 Homework

1. Read the new words.

2. Preview Reading SAILING THE OCEANS on page 12.

The Second Period Reading

Teaching Aims:

a. Learn and master the key words and expressions

voyage mercy minimum nowhere pole overhead offshore accelerate outward longitude latitude precise simplify portable shortcoming updated tendency reliable

at the mercy of, even though, work out, be used to, in relation to, aim to , …

b. Train the students’ reading ability. Let the students have some knowledge of early navigational methods. Explain how seamen explored the oceans and what kind of navigational instruments were used to sailors before the 17th century when they were navigating the open seas without seeing the land.

Teaching Difficult Points:

a. How to help the students understand the reading passage better.

b. How to improve the students’ reading ability.

Teaching Methods:

a. Scanning the text to get the general idea of it.

b. Carefully reading to finish the Comprehending exercises on page 14.

c. Discussion after reading to make the students understand the text better.

Teaching Aids:

The multimedia; a tape recorder; the blackboard

Teaching procedures & ways

Step1 Greetings

Greet the whole class as usual.

Step2 Revision

Check the homework exercises.

Step3 Pre-reading

Show the students some pictures to see if they can identify the early navigational instruments seamen used and explain how they used.

Step 4 Discussion

Discuss the questions on page11.

Step 5 Listening and comprehending

After listening to the contents of the text do the comprehending exercises on page 14&15.

Step 6 Explanation

After comprehending, it is a good time to deal with the new words and language points in this part, esp. the following:

voyage mercy minimum nowhere pole overhead offshore accelerate outward longitude latitude precise simplify portable shortcoming updated tendency reliable

at the mercy of, even though, work out, be used to, in relation to, aim to ,

Step7 Discussion

Let’s the students have a discussion by working in pairs or in groups.

Topic: Imagine you are on a boat with twenty-nine other people. You have a small box for your personal things but it can only hole ten items. What would you need for a week’s journey across the North Sea to England?

Suggested answers to Exercise3:

1. I have gradually accepted the routine at school now that I am in the advanced class and make my own study plan.

2. The drawback of using that girl for the advertising was her square jaw which made her look unfriendly.

3. Mathematics is a subject which demands precise and accurate work.

4. In the park I saw a small boy holding the string of a kite overhead, which was rising and falling at the mercy of the wind.

5. That explorer wanted to secure his place in history by being the first man to reach the South Pole.

Step3 Reading

a. Listen to the passage and then let them do some true or false questions according to the text.

1. I was forced to join Captain Bligh in the small boat.

2. After the crew took over the ship “Boundy”, Captain Bligh was allowed to take with him a chart , a compass and a quadrant.

3. It was very difficult for us to get a correct reading from the quadrant as the boat moved constantly during the course.

4. Captain Bligh used a system called “dead reckoning” and he knew there was land directly southwest of their original position.

5. We completely believed Captain Bligh when he talked hopefully about what we would do when we got back to England.

6. Captain Bligh was as weak as the rest of us but he was determined not to give up.

7. Captain Bligh kept us busy and tried to take our minds off our stomach and thirst all the way.

8. We finally escaped the jaws of death and arrived in Timor over fifty days after being set loose in our small boat.

Answers: (FFTFFTTF)

b. Give the students a few minutes to read the passage again and then get the general idea of the text.

This is the storey of Captain Bligh’s amazing journey across the Pacific Ocean in an open boat with his followers after another group of sailors under Fletcher Christian had taken over the ship. Later Captain Bligh and his men made for the island of Timor using a combination of navigational skill and “dead reckoning”, which is guessing the correct direction. The voyage lasted over 40 days and was one of the greatest examples of survival at sea.

c. Explain some difficult sentences, phrases and words.

Key phrases:

1. in addition 另外

There was an earthquake and, in addition, there were tsunamis.

除了地震之外，還有海嘯。

比較：in addition, in addition to

in addition= as well, besides 相當于副詞

in addition to=as well as 相當于介詞

In addition, the owner of the land may charge an extra fee.

In addition to swimming, she likes tennis.

2. cope with 有效地或成功地對付或應付

A family and a full time job is a lot to cope with.

照顧家庭并干一份全職工作需要花很多精力。

She is not a competent driver and can’t cope with driving in heavy traffic.

她不是一個稱職的司機，在交通擁擠時就開不好車。

比較: deal with只是采取行動去對付某人或某事，并不考慮成功與否。

3. take one’s mind off 使某人的注意力離開

keep one’s mind on…專心于，把注意力集中于

put one’s mind into/to…專心于

4.set loose出發(fā), 使爆炸, 引起, (使)開始(做某事)

Someone has set the tigers loose from their cage and they are terrorizing the town.

When we escape, shall we set the other prisoners loose?

5.the jaws of death / defeat= used to describe an unpleasant situation that almost happens鬼門關(guān)，失敗的險境

The team snatched victory from the jaws of defeat.

這個隊翻盤而險勝。

Step4 Discussion

Discuss these situations in fours and then hold a class discussion.

1. Would you have behaved like the person in the reading and joined Captain Bligh in the open boat or stayed on the “Bounty”? You should have reasons for your choice.

2. At the time that the nineteen men in the boat sailed for Timor they did not know if they would survive or not. What do you think were the most important things they would need to take with them? Who should decide these items? Remember that the boat was already very full with people and could not hold very much more.

3. Many men who wanted to go into the boat were unable to because of the lack of space. If they stayed on the “Bounty” and were caught by the British navy, they should be killed according to the law.

4. What would the students have done to avoid being caught and punished if they had been part of the group who took over the “Bounty”? Would they have gone back to Tahiti or looked for another place to live? Which place would be the safest?

5. After the discussion let students prepare for the speaking exercise and encourage them to make notes of their ideas. Follow this format: Discuss in pairs. Make a list of the ideas.

6. Swap ideas with another pair and resolve differences. Make a new list of the ideas.

7. One member of the group should give the ideas to the class in turn. Other groups can discuss these ideas and evaluate them.

One sample dialogue:

Li Pei (LP), Du Zhou (DZ), Wen Fuqing (WF) and Liu Yongfu (LY) are discussing the journey and Captain’s Bligh’s leadership qualities.

LP: Why are you convinced that this journey shows the greatest navigational skill? I’m sure there must have been others that were as good, if not better!

DZ: Do you know of many other sea voyages of this kind?

WF: Well, there’s that journey by Shackleton from Elephant Island in the Antarctic to get help from another island with a whaling station. He wanted to rescue his men. The weather was terrible and he was in an open boat, too.

LY: How can you think that journey was more difficult? It didn’t last very long. Captain’s Bligh’s journey lasted over forty days, was very hot and they had very little food and water. It was because Captain Bligh was a great leader that they survived.

DZ: Now that I’ve heard about it I am very impressed. All those men pushed together in a very small boat, it must have been terrible for them to stay friendly. Meanwhile they were being driven mad by lack of fresh water and there was all that salt water all around them. That’s the reason I think it was the greatest sea escape.

LP: When you put it that way I suppose it was a great achievement. Captain Bligh was certainly excellent in the way he kept the men occupied and tried to take their minds off their troubles. In addition he treated everyone the same when it came to food or water. So I think you are right and it was the greatest example of navigational skill against the odds! Do you agree?

DA, WF and LY (together): Yes. We do.

Step5 Homework

Finish exercises in workbook.

After class write a report to your letter explaining to him why you think Captain Bligh should or should not receive the medal.

Sample letter

Dear Sir，

I think Captain Bligh should certainly receive a special medal for his amazing voyage across the sea to Timor. This is a journey that could not have been completed without great navigational skill. In addition Captain Bligh did not lose one man.

First, he showed his leadership qualities by sharing the food and water fairly with the men in the boat. Everyone was treated equally and this made for good feeling between the members of the boat.

Second, he kept everyone in the boat cheerful by discussing what they would do when they arrived safely. No one was allowed to think about what might happen if they did not arrive!

Third, he kept them occupied by organizing the complicated mathematical calculations needed to find their position at sea. The crew who had taken over the “Bounty” had left Captain Bligh with only a quadrant and a compass. This meant that numerous calculations were needed to find their correct position. Captain Bligh regularly and each person was given a different activity was important because it stopped the men from thinking about how little food and water there was.

So I hope you will give Captain Bligh this medal. He has shown leadership, fairness and concern for his crew and helped them return to England safely.

Yours,

(your name)

The Fourth Period Practicing

Learning about Language

Teaching Aims:

1. Revise the language points learned in the last period.

2. Do the exercises in this part.

Teaching Important Points:

1. Discover useful words and expressions.

2. Revise useful structures.

Teaching Methods:

1. Discussion method.

2. Pair work or group work.

Teaching Aids:

1. a computer; 2. courseware

Teaching procedures

Step1 Greetings

Greet the whole class as usual.

Step2 Revision

Translate the following sentences into English:

1. 我對杰夫真是搞不明白，他忽而對我友好，忽而對我視若路人。

I can’t work out Geoff out; one day he’s friendly, the next day he ignores me completely.

2. 他認為美與善是一致的。

He identifies beauty with goodness．

3. 到周末你很可能會發(fā)現(xiàn)你需要更多東西。

You might well find that you’ll need more by the weekend.

4. 他們在海上迷失的方向,任憑風和天氣的擺布。

They were lost at sea, at the mercy of wind and weather.

5. 即便他能通過考試，以后找工作也成問題。

He will have problems in finding a job even if he can pass the exam.

6. 他把車沿著圍墻停放。

He parked his car alongside the fence.

Step 3 Discussion

I. Pair work. Ask the students to do the exercises about Discovering useful words and expressions.

1 Replace the words underlined by ones of similar meaning from the reading passage.

1 Seeing the dark clouds above him, George hurried for home.

2 Sailing a boat alone far way from the shore made Flora’s parents worry about her safety.

3 Clare, would you please put your bicycle next to the others in the shed?

4 “Why don’t you plot a more simple route with the smallest number of stops?” asked Mary.

5 Setting out on a long journey by sea with unskilled sailors would be dangerous especially if there were no modern navigational instruments.

2 Find the words from the reading passage that are the opposite of these compound words.

anywhere upload inward unreliable land flower strong point

3 Write down the words you know, which are related to navigation and sea.

Navigation Sea

4 Complete the following paragraph with the words below.

precise outward nowhere awkward reference seaweed

accelerate mercy randomly voyage alongside approximate

Samuel the sailor was extremely good at plotting his course using the stars as a . One day he was determined to set out on a across an unknown sea to an unknown continent. He set out with his instruments so he would not be at the of the sea. He found on his journey a rocky island. It seemed to be covered in nests. Suddenly, as Samuel looked, an enormous bird swooped down and picked him up as if he were a/ an parcel. It its speed and rose straight up into the air so as to reach the place on the rocks where its nest lay. Once there, it shook itself and threw Samuel in the direction of the nest. There seemed to be to hide but then he noticed lots of on his left and quickly hid under it. The bird landed nearby and pecked at the rocks. Samuel rolled over swiftly and found himself at the edge of the cliff. He looked down slowly with a beating heart. Below him was his boat lying the shore! “How lucky I am!” Samuel thought to himself. He then gave a mighty leap and landed in it. Once inside he could safely sail away.

Suggested answers:

Answer key for Exercise 1;

1 overhead 2 offshore 3 alongside 4 simplified; minimum 5 voyage; seamen

Answer key for Exercise 2:

nowhere-anywhere; download-upload; outward-inward; reliable-unreliable;

seaweed-land flower; shortcoming-strong point

Answer key for Exercise 3:

Navigation Sea

navigate,navigational(instruments:compass, bearing circle, astrolabe, quadrant,sextant), sail,sailor,voyage,latitude,longitude, equator, horizon, captain, sailor, land, island, set sail, nautical middles, explore, exploration , . . . seaman, seaweed, seafood, shore, offshore,onshore,beach, beachball,seabed, sea-bird, seagull, sea shell, seaside, sea water, seasick, coast, coastline,coastal, tide, wave, current, . . .

Answer key for Exercise 4;

reference; voyage; mercy; outward; awkward; accelerated; precise; approximate; nowhere; seaweed; randomly; alongside

II. Ask the students to go over the usage of the predicate and do exercise 1 about Revising useful structures.

Suggested answers:

1. James Cook was a great English navigator and Pacific Ocean expedition leader.

2. He had not only an outstanding ability in navigation and exploration, but also a real concern for sailors' health. He carried out compulsory dietary reforms that were copied by many other ship captains.

3. He had led three great Pacific voyages during his life.

4. In his first Pacific voyage in 1769, James Cook rounded Cape Horn, then spent six months charting New Zealand, and finally explored and claimed possession of eastern Australia.

5. In 1772, Captain Cook set sail to look for a "theorized great southern continent". Although they could not manage to reach Antarctica owing to the ice, he predicted that if it did exist, it would have to be a wasteland.

6. In 1776, Captain cook started his third Pacific voyage, searching for the Northwest Passage from the Pacific Ocean to the Atlantic Ocean. Unfortunately, he was killed in a dispute with Hawaiian natives and his men's attempt at the Northwest Passage was unsuccessful. However, this voyage is still recognized as especially significant in the history of the discovery of the west coast of North America.

III. Ask the students to do exercise 2 about Revising useful structures. Then ask some pairs to act out the dialogue.

Suggested dialogue:

Susan: Do you think you'll be going to that pop concert next week?

Clare: No. Let's forget about that as it'll soon be time for our exams.

Susan: Do you need to do more revision?

Clare: I don't really think I need to do more revision. I've done enough but it'll help me forget the concert you'll be enjoying.

Susan: Is there another reason why you don’t want to come to the concert?

Clare: Actually there is a reason. I don't think I'm going to have enough money even though I've been saving especially for this occasion.

Susan: Perhaps I can help you. I always earn extra money by cleaning cars. My father always pays me when I clean his.

Clare: Well, thank you for offering to help me. Ill happily clean your father's car if he'll pay me too.

Susan: I’m sure he will. He’s always been kind to my friends.

Clare: I hope you'll thank him for me. I'd never be allowed to clean my father's car. He is so proud of it he won't let anyone touch it.

Susan: Oh this is my father’s fourth car so the excitement has worn off a little.

Clare: His fourth car? My goodness. He must have been earning a lot of money to have owned so many.

Susan: I suppose so. He has his own business so he needs a car for his work

Clare: Oh J see! That explains things Please would you phone him now and ask him when it would be convenient for me to clean it?

Susan: Of course I11 do that right aw a

Clare: That’s so kind of you. Now while I’m doing the cleaning perhaps you can order our tickets for the concert. I’ll go and get ready to begin work. See you soon. Thanks and goodbye.

Step 4 Homework

Preview using language.

The Fifth Period Listening

Listening and Speaking

Teaching Aims:

1. Review the words and structures in the last period.

2. Finish the listening exercises in this part and improve the students’ listening ability.

3. Talk about sailing.

Teaching Important Points:

Finish the listening exercises.

Teaching Methods:

1. Talking method to improve the students’ speaking ability.

2. Listening method to train the students’ listening ability.

3. Pair wok to make every student take an active part in class.

Teaching Aids:

1. a computer; 2. courseware

Teaching procedures

Step1 Greetings

Greet the whole class as usual.

Step2 Revision

Check the homework exercises.

Step3 Listening

Listen to the tape and ask the students to finish exercise 1-3 on page 19.

Suggested answers:

Answer key for Exercise 1:

maps; stars; clouds; waves; currents; birds

Answer key for Exercise 2;

Sailors from Sea or Ocean Skills

Phoenicia Mediterranean Used the sky to find their way

Norway North Watched birds to find land

Polynesia Pacific Studied the -waves of the ocean

Answer key for Exercise 3:

1 Vikings used to prefer to said following the coast

line so they could check that they were on the correct route.

2 Vikings used birds, and natural features like

mountains, to direct their ships.

Step 4 Speaking

Ask the students to discuss the sayings in exercise 4 and get their ideas together.

Step 5 Homework

Finish the exercises in the student’s workbook.

The Sixth Period Grammar

The Predicate and Agreement

Teaching Aims:

1. Revise one of the sentence elements ---the Predicate and do plenty of exercises to consolidate what we have revise.

2. Study Agreement to improve the students’ ability to use the English language.

Teaching Important Points:

1. How to choose the proper form of the Predicative in order to express what we want to say.

2. Help the students to make a summary of the usage of agreement.

Teaching Difficult Points:

How to choose a proper predicate according to its subject.

Teaching Methods:

1. Discussion method to let the students have a clear understanding.

2. Pair work or group work to make every student engaged in all the activities in class.

Teaching Aids:

1. a computer; 2. courseware

Teaching procedures

Step1 Greetings

Greet the whole class as usual.

Step2 Revision

Check the homework exercises.

Step3 Grammar: the Predicate

A. Show the students some sentences and ask them to discuss and tell what member of the sentence each underlined part is.

① What nationality is he?

② That’s something we have always to keep in mind.

③ John is the second to learn about it.

④ Diamonds are precious.

⑤ The play we saw last Saturday is moving and we were all moved.

⑥ All we can do is to go and meet him.

⑦ He has been away for 3 years.

⑧ She is not what she used to be.

B. Something about the predicate:

謂語

謂語用來說明主語的動作或狀態(tài)，由動詞或動詞詞組擔任。有四個要點，舉例歸納如下：

1. 動詞可分為及物動詞、不及物動詞和連系動詞。

1)需要跟有賓語的動詞叫及物動詞，及物動詞后可跟一個賓語、直接賓語和間接賓語或一個賓語帶賓語補足語。例如：

直接賓語

Children seek independence.

The trial raised a number of questions.

He has always liked Mr. Philips.

He made the shortest speech I have ever heard.

A couple were having a drink at a table by the window

He took photographs of Vita in her summer house

直接賓語和間接賓語

They gave us a wonderfully warm welcome.

Mr Schell wrote a letter the other day to the New York Times.(… wrote the New York Times a letter.)

I took out the black box and handed it to her. (…h(huán)anded her the box.)

l had lent my apartment to a friend for the weekend.

He left the note for he r on the table.

一個賓語帶賓語補足語

Willis’s jokes made her uneasy.

Last year they made him captain of the Team

The people named the place “Turbo Kutu”.

I thought it right to go there without delay.

Have you found it difficult to speak?

2)不需要跟有賓語的動詞叫不及物動詞。例如：

Her whole body ached.

Donald was lying on the bed.

Bob coughed all night.

All the leaves have fallen and winter is coming.

I will travel south this summer and won’t come back to my office until the end of August.

有幾個不及物動詞后可以跟有與之同形的名詞，這叫同源賓語。例如：

They are living a peaceful life. (=They are living peacefully.)

He died a heroic death . (=He died heroically.)

The girl laughed a merry laugh. (=The girl laughed merrily.)

He sighed a deep sigh. (=He sighed deeply.)

許多動詞往往既是不及物動詞又是及物動詞。例如：

Gus asked me whether I’d like to have dinner with him. I accepted.(vi.)

I accepted the invitation. (vt.)

He painted every day. (vi.)

He paints vivid portraits of friends and acquaintances. (vt.)

He ran as fast as he could. (vi.)

She ran a hotel in the centre of the city. (vt.)

Father never smoked or drank all his life. (vi.)

He drank a good deal of coffee. (vt.)

At last she thanked them and left. (vi.)

A11 I know is that Michael and I never left the house. (vt.)

3 ) 連系動詞雖具有詞匯意義，但需要帶有表語才能構(gòu)成動詞謂語。例如：

The station seems a very small one.

They haven’t remained loyal to the government.

Their hall was larger than his whole flat.

The task of inspecting it proved to be exciting and interesting.

It sounds unnatural to us.

My memories of a London childhood are happy ones.

His body was the color of bronze.

2動詞詞組或稱短語動詞，可以擴展或改變動詞的意義，它們的構(gòu)成是：

動詞+副詞

Mary went away for a few days.

動詞+介詞

The other day I came across a letter from Brunei written in the last year of his life.

動詞+副詞+介詞

You may have come up against unexpected difficulties.

3情態(tài)動詞與動詞連用構(gòu)成的謂語。例如：

I must leave very soon.

The rich ought to pay tuition fees for their children.

You may have heard of him.

You should not have done so.

Step 4 Practice

Choose the best answers.

1. ---You haven't said a word about my new coat, Brenda. Do you like it?

---I'm sorry I _____anything about it sooner. 1 certainly think it's pretty on you.

A .wasn't saying B. don't say C. won't say D. didn't say

2. --- Is John coming by train?

---He should, but he _____ not. He likes driving his car.

A. must B. can C. need D. may

3. I wonder why Jenny _____us recently. We should have heard from her by now.

A. hasn't written B. doesn't write

C .won’t write D. hadn't written

4. The evening news comes on at seven o'clock and _____only thirty minutes.

A. keeps B. completes C. finishes D. lasts

5. ---Has Sam finished his homework today?

---I have no idea. He_____ it this morning.

A. did B. has done C. was doing D. had done

6. The forest guards often find campfires that have not been _____ completely

A. turned down B. put out C. put away D. had done

7. The first use of atomic weapons was in 1945 and their power__ increased enormously ever since.

A. is B. was C. has D. had been

8. 1 don't _____ rock’ n’ roll. It's much too noisy for my taste.

A. go after B. go away with C. go into D. go in for

9. The teacher, with 6 girls and 8 boys of her class, _____visiting a museum when the earthquake struck.

A .was B. were C. had been D. would be

10. --- Who is the girl standing over there?

---Well, if you _____ know, her name is Mary.

A. may B. can C. must D. shall.

11. On hearing the news of the accident in the coal mine, she _____ pale.

A. got B. changes C. went D. appears

12. Mary kept weighing herself to see how much_____ she was getting.

A. heavier B. heavy C. the heavier D. the heaviest

13. Happy birthday. Alice! So you have_____ twenty-one already.

A. gone B. turned C. grown D. passed

14. The flowers______ sweet in the botanic garden, which attracted the visitors to the beauty of nature.

A. to smell B. smelled C. smelling D. are smelled

15. Having a trip abroad is certainly nice for old couples, but it remains _____ whether they will enjoy it.

A. to be seen B. to see C. seeing D. seen

1-5 DDADC 6-10 BCDAC 11-15 CABBA

Step 5 Grammar: Agreement

Show the students something about agreement:

主謂一致

1. 并列結(jié)構(gòu)作主語謂語用復數(shù)

2. 主謂一致中的就近原則

3. 謂語動詞與前面的主語一致

4. 謂語需用單數(shù)

5. 指代意義決定謂語的單復數(shù)

6. 與后接名詞或代詞保持一致

Step 6 Practice

1. More than one person _______ killed in the accident. ( be )

2. More questions than one ______ been asked. ( have)

3. Part of part of the meat _______spoilt. ( be )

4. Most of the books _________ missing. ( be )

5. The number of errors ______ surprising.

6. Jane and Mary ______ alike.

7. The crowd ______running for their lives.

8. The iron works _____ hidden behind the trees.

9. Either your students or Mr. Wang ______ this.

10. His family ____ going to have a long journey.

11. The whole family_____ watching TV.

12. The population of China ____ very large, and eighty percent of the population in China _____ farmers.

13. The police _____ searching for him.

14. A sheep ____ over there.

15. Some sheep _____ over there.

16. The doctor’s _____ on the side of the street.

17. My uncle’s _____ not far from here.

18. Richardson’s _____ a lot of imported goods to sell.

Ask the students to finish the exercises.

Suggested answers:

1. was 2. have 3. was 4. were 5. was 6. look 7. were 8. was

9. knows 10. is 11. are 12. is , are 13. are 14. is 15 are 16. is

17. is 18. are

Step 7 Summary and Homework

1. Do what we learn today.

2. Do the exercise about Using Structures on page 62.

供稿人: 曾桂萍劉玉

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Unit 2 Sailing the oceans(新課標版高三英語選修九教案教學設(shè)計)