3B Unit18(人教版高三英语教案教学设计)

3B Unit18(人教版高三英语教案教学设计)（共6篇）

1.3B Unit18(人教版高三英语教案教学设计) 篇一

一、单元考点提示

1.重点单词

nature invitation

alive accept

greatly worth

sick ball

common continue

similar include

increase valuable

disappear match

equipment recognize

period scene

research palace

protect diamond

paint thief

discription government

steal belt

pretty case

happiness exactly

2.重点短语

at present 目前 year by year 年复一年

one day 有一天 after all 毕竟

call on 拜访(某人) day and night 日日夜夜

pay back 归还 at the most 至多

not…any more 不再

3.重点句型

It is hoped…/Good luck with your trip.

used to do sth./That sounds a good idea.

would like/love to do sth.

I’m sorry I don’t think I know you.

It cost sb.100yuan.

She married a man with a lot of money.

I hope you weren’t ill.

4.交际用语

Why are you making this journey?

Where are you travelling to?

How are you getting there?

How long will it take you to complete the trip?

What is the purpose of your new project?

We are trying to collect money for a wildlife project.

We want to …so that…

Excuse me, I’ve lost a case.I wonder if it’s been found.

Can you describe the case?

Yes, it’s.

Where have you been all these years?

What happened?

Have times been hard for you?

二、考点精析与拓展

1.increase v.& n.(使……)增长/加

Travel can increase our knowledge of the world.

旅行能加深我们对世界的了解。

The number of students in this school has increased to 3,000.

这个学校的学生人数已增加到3000人。

The population of the area increased by 5% last year.

这个地区的人口去年增加了5%。

an increase in production/ number/population.

生产/数量/人口增加

2.common adj.共同的；一般的；公共的

A great interest in music was common to them.

他们对音乐都有共同的强列的兴趣。

The common people in those days suffered a lot.

当时一般民众生活都很苦。

We work for the common good.

我们为了公共利益而工作。

3.[辨析] alive/living/live/lively

四个词都可用作形容词，但具体含义与用法不同。

alive“活着的”，是表语形容词，可修饰人、物；用作表语（可与living互换）、宾补和后置定语，不能用作前置定语。如；

The fish is still alive/living.那条鱼还活着。

Keep him alive, please.请让他活下去吧。

He is the only man alive in the accident.

他是事故中惟一活着的人。

living“有生命的，活着的”，多作表语和前置定语，可修饰人或物。如：

a living plant 活的植物

The living will go on with the work of the dead.活着的人将继续死者的工作。

Live[laiv]“活生生的，现场直播的”，用作前置定语，保修饰物，不指人。

a live tiger 一只活老虎

a live show/broadcast/TV program

现场转播的表演/实况广播/现场直播的电视节目

lively“活泼的，生动的”，可用作表语、定语，指人或物。如：

a lively child 活泼的孩子

a lively discription 生动的描述

a way of making one’s classes lively 使课堂生动的方法

4.[辨析] year by year/year after year

year by year(=every year)强调逐步转变的过程，“逐年（变化）”。

They liked the cold wet weather there and their number increased year by year.

糜鹿喜欢那里凉爽湿润的气候，因此它们的数量逐年增长。

The population increasing year by year.

人口年复一年在增长。

Year after year(=for years)强调“逐年不断、重复，年年（重复）”。

Don’t plant the same crop in the same field year after year.

不要年年都在同一块地里种同一种植物。

5.

It is hoped that our team will win the game.

人们希望我们的队赢得比赛。

It is said that the strange old man is a great artist.

据说那个怪老头是一位艺术大师。

It is believed that before writing was developed, people in China used to keep records by putting a number of stones together.

人们认为，在出现书写以前，中国人常把石块放在一起来记事。

It is reported in the papers that the president of the U.S.A will arrive next Monday.

据报纸报道美国总统下星期一抵达。

6.recognize vt.辨认出；承认

Do you recognize his hand writing ?

你能认出他的笔迹吗？

They recognized him to be a great leader.

他们承认他是一位伟大的领袖。

He didn’t recognize that he had made a big mistake.

他不承认自己犯下了大错。

7.“我的金项链花了2500元”有多种译法：

8.all adj .,adv.一切的，完全；n.一切

9.marry vi.vt.结婚，嫁或娶

She married very early/well.

她结婚很早/她嫁得很好。

Jane iis going to marry John.简就要嫁给约翰了。

-Is she married?她结婚了吗？

-Yes, she has been married for five years.

是的，她已经结婚五年了。

She was married to a doctor.她和一个医生结了婚。

He married his son to a rich lady.

他为独生子娶了个有钱的女子。

10.continue v.继续

They rain continued for three days.雨连续了3天。

They continued their game after lunch.

他们午饭后继续比赛。

He continued writing /to write late into the night.

他继续写作到深夜。

The weather continued cold.天气持续寒冷。

三、经典名题导解

题1 Shortly after the accident, two ______ police were sent to the spot to keep order.

A. dozen of B. dozens C. dozen D. dozens of

分析： two 为关键词。数词及many, several, a few 等与dozen, hundred, thousand,million等词连用时，这些词一不能用复数，二不能接of。

答案：C

题2 The manager entered the office and was happy to learn that four-fifths of the tickets_____.

A. was booked B. had been booked

C. were booked D. have been booked

分析：分数、百分数作定语时，后边要加of，再加名词。谓语随of后面的名词单复数变化。结合时态用法本题答案应为B。

答案：B。

题3 I don’t think I’ll need any money but I’ll bring some ______.(NMET 2002)

A. at last B. in case C. one again D. in time

分析：A、B、C、D四个短语意义各不相同，A“最后”；C“再一次”；D“及时”；B“以防；万一”。从句意来看，应选in case, 因为句子暗示“带一些钱以防（备用）”之意，相当于：I’ll bring some in case I need money.

答案：B。

题4 Our bodies are strengthened by taking exercise.

,our minds are developed by learning.(上海 2000)

A. Probably B. Likely C. Similarly D. Generally

分析：句中是将our minds与our bodies相类比。因此，应用“相似地，类似地”。

答案：C

题5 A new cinema _____ here. They hope to finish it next month.

A. will be built B. is built

C. has been built D. is being built

分析：由后句的“They hope to finish it next month”可知“新电影院在建”，即应用进行时态。又因为build同cinema之间存在被动关系，故应用被动语态的进行时。

答案：D

题6 Jack London , for______ life had once been very hard, was successful later.

A. which B. whom C. whose D.that

分析:句意为：杰克伦敦的生活曾一度非常艰难，但后来却相当成功。该句中间部分是一个非限制性定语从句，其中，介词for是由后边提前的，相当于whom life had once been very hard for,另外,life 在此作“生活”讲，为泛指的抽象名词，前边不需加什么词。

答案： B

题7 He changed his mind for the second time, after _____I refused ever to go out again.

A. what B. that C. all D. which

分析：after which引导的是一个非限制性定语从句，which指代逗号前整个句意。

答案：D。

题8 You look not a bit older than you did 5 years ago. How do you_____ so young?

A. change B. grow C. become D. stay

分析：由句意可断定选D。stay=keep=remain,为系动词。

答案：D。

题9 -Oh, it’s you! I_____ you.

-I’ve just had my hair cut,and I’m wearing new glasses.

A. didn’t recognize B. hadn’t recognized

C. haven’t recognized D. don’t recognize

分析：“认出”的动作是在对话之前发生的，即表示过去的动作。注意：recognize为终止性动作动词，动作不可延续，不能与段时间连用。

答案：A

题10 My uncle _____ until he was forty- five.(上海2000)

A. married B. did’t marry

C. was not marrying D. would marry

分析： marry 为终止性动作动词，故不能用行时，即不能选择选项C。当终止性动作动词同until连用时，应用其否定形式。

答案：B。

2.3B Unit18(人教版高三英语教案教学设计) 篇二

2. in relation to 与…有关联

3. (in / to /on) the east of… 在…东部/以东

4. in the southern part of… 在…南部

5. on the northeastern coast 在…东北海岸(岸上)

6. off the northeastern coast 在…东北海岸 (海上)

7. be made up of = consist of 由…组成

8. be surrounded by/with 被…包围

9. be about the same size as… 大约和…一样大

10. on a bay 在海湾上

11. throw water high into the air 把水喷向空中

12. make / produce electricity 发电

13. some 3,500 square kilometres 大约…平方公里

14. on the voyage 在航行中

15. take possession of 占据; 夺取

16. sign an agreement with 与…签约

17. refer to 查阅;参考;指的是;涉及到;把….称作(as)

18. stand for 代表

19. study abroad 在国外学习

20. fail (in) the exam 考试不及格

21. a matter of time 时间问题

22. make up 组成;编造;化妆;和解;补足;弥补(for)

23. six percent of the total population 总人口的百分之六

24. be marked with 以…作标记

25. turn to 转向;翻到;turn to sb for help 求助于某人

26. be of high quality 品质优良

27. go sailing/horse-riding/rock-climing 去航海/骑马/攀岩

28. in one’s free time 在业余时间

workbook

1. burst out 迸发出;突然爆发

2. share …with… 与…分享

3. get/be tired of doing sth 厌烦;厌倦

4. run a business 经营生意

5. be cloudy with drizzles 阴有小雨

6. do import and export business 作进出口贸易

7. …meters above sea level 海拔…米

8. greet … with a handshake 与…握手致意

9. despite = in spit of 尽管

10. try one’s luck 试试运气

11. set up a factory 成立工厂

12. be killed at 在…方面有技能

13. be to do sth 将要做

3.3B Unit18(人教版高三英语教案教学设计) 篇三

这是一个训练学生认读字母的游戏，教师将全班分成若干小组，然后逐个出示字母卡片，学生们举手抢答，教师让最先举手的学生读出该字母，读对的给该组记10分，最后得分最多的组为优胜。

2抢答字母组

将全班分成两个小组，并把两套字母卡片分别发给各组学生。游戏开始，教师用中文说：“乐谱的七个调”，“美国”，“圆心和半径”，“中华人民共和国”，持有这些字母卡片的学生应立即站起来并举起字母“ABCDEFG，”USA“，o，r”，“PRC”等，答得既快又准的组获胜。

3看谁快

这是一个训练学生听字母的游戏，将全班分成两组，一组学生持大写字母，另一组学生持小写字母，教师快速念字母，要求持有该字母的学生迅速站起来，最先站起来的人得两分，后站起来的得一分，没站出来的得零分，得分多的组获胜。

4听音辨字母

这是一个训练学生辨别字母的游戏。教师可将读音易混的字母分别写在板上，如GJOW，等，共准备2～4套，同时将学生分成2～4个小组，每组抽一名学生到前面向全班站好，教师发给每人一套卡片(2～4张为宜)，游戏开始，教师念其中的一个字母，学生应立即找出并高举起该字母，先找对的得2分，后找对的得1分，没找对的不得分，最后得分多的组为优胜。

5听音摘字母比赛

这是一个训练学生听认字母能力的游戏，教师先把所学过的大小写字母写在卡片上，按大小写把卡片分成两组贴在黑板上，然后把学生分成两组。游戏开始，每组的第一名学生上黑板前等候，教师说出一个字母，这两名学生就立即摘下教师所念的字母，放到讲台上，一人摘大写字母，另一人摘小写字母，摘得对而快的得2分，对而慢的得1分，不对的不得分，在教师念第一个字母时，各组的第二名学生应上前等候，在第一名学生摘完字母后，教师立即说另一个字母，游戏接着进行，最后得分多的组为优胜。

6图形中找字母

教师在黑板上画一些图形，让学生找出其中所含的字母，例如：

CDIO bdpq CIDO EFHIL

7宾狗(Bingo)

这是一个训练学生听写认读字母能力的游戏，每个学生准备一张纸，并在上面画一个井字，将纸分成九格，然后教师随便念九个学过的字母，学生边听边将字母填在格子中，随便填在哪个格里都行。学生填好后，教师再打乱顺序逐个念这九个字母，学生边听边在听到的字母上画圈，当画的圈在横行、竖行或对角线上成一条直线时，学生便可以边喊“宾狗(Bingo)”边将纸举起让教师检查，最先喊“宾狗”并写得准确的获胜。这个游戏还可以用于音标，单词或数词等。

8传递字母

每一纵排为一组，全班分成若干组，教师分别发给每一组最后一排的学生一张纸，上面写一个字母或字母组(如：KG-PV)，在教师说“开始”后，最后一排的学生即用耳语把卡片上的内容告诉前面的学生，这位学生再把听到的内容告诉前面的学生…这样依次进行下去，最后第一排的学生把所传的字母或字母组写到黑板上，传得最快，最准确的组获胜。

9跟我走

这是一个训练学生按字母表顺序记忆字母的游戏。开始前，先把字母卡片发给学生。然后说出一个字母(如：M)，持有该字母卡片的学生站出来并说：

I am M Follow me ,please.持有字母N的学生应立刻站在持M卡片学生的后面，并说：I am N. Follow me. please，依次类推，对的给10分，错的不给分，这个游戏也可以倒着排次序，也可说 I am M. Who is before me? 持字母L的学生应立刻站在持M卡片学生的前面。

10字母排次序

这是一个训练学生记忆字母顺序的游戏。教师点名，并出示一张字母卡片。被点名的学生立即读出这个字母，并说出一个包含该字母读音的单词接着由被点名学生的前一位学生说出这个字母的前一个字母，和一个含有该字母读音的单词，然后由被点名学生后面一位学生说出这个字母的下一个字母和含有该字母的单词，如：被点名学生：B-bag，前面的学生：A-apple，后面的学生：C-cat凡说错或接不上的就给该组记负分。

11字母排顺序接力赛

把两组20个字母大小写的卡片打乱次序贴在黑板上，一边一组。然后将全班分成两组(或按男女分组)，游戏开始，各组依次上来一个学生，以接力的方式，一人移动一个字母，按字母表的顺序重新排列，看哪组最快最准确。

12快说字母对抗赛

将全班分成若干小组，对抗赛在两个小组中进行，在教师宣布游戏开始后，第一组的第一名学生立即说出一个字母(如C)，第二组的第一名学生应立即说出下一个字母D。说错或不能迅速说出字母的记负分，最后哪组扣分最少为优胜。

13字母排队

每人发一张字母卡片，教师说一个字母(如C)，则持字母C及其后四个字母(DEFG)的学生应立即站出来按次序排好队，如班级人数较多，也可以将学生分成两组进行竞赛。

14大写找小写

教师在黑板上贴出一组大写字母，每组找一名学生到讲台上来，教师发给他们打乱次序的小写字母卡片，在教师宣布“开始”后，他们要尽快按大写字母的次序把小写字母贴在黑板上，贴得最快最准确的组获胜。

15 抢凳子

教师将学生分成两组，分别发给26个字母大写和小写的卡片，并在台前摆放五张凳子围成一圈，游戏开始，教师说出三个字母，同时开始播放音乐，两个组中持这三个字母卡片的六个学生应立即上前并围着凳子小跑;音乐一停就抢凳子坐好，组内三个人都抢到凳子的，给该组记10分。

16 字母滚雪球

这是个训练学生记忆字母能力的游戏，把学生分成若干组或男女两组。游戏开始，第一位学生说一个字母(如：B)第二位学生在后任意加上一个字母(如：BE)然后依次进行(如B…BE…BEX…BEXG…BEXGL…)，说错了就被淘汰，说得多而准确的小组为胜。

17猜字母

全班分成若干组，教师给学生们出示一些字母卡片(如10个字母)，让学生们认读后，教师任意抽出一张卡片放在背后，依次让各组的学生猜，猜对的组得10分，然后教师再出另一张继续让学生们猜，各组第一排的学生都猜过后，第二排的学生接着猜，最后看哪一组得分多。

18 字母书写传递比赛

这是一个训练学生书写字母的游戏，以每一排为一组，将全班分成若干组，教师分别发给每组最后一排的学生一张纸片，上面写有一个字母，只允许这个学生看这个字母，在教师说“开始”后，最后一排的学生即用手指把纸片上的字母写在前面学生的背上…这样依次进行下去，最后第一排的学生把所传的字母写到黑板上，传得最快最准确的组获胜。

19字母书写对抗赛

在黑板上挂一张字母表，参赛的两个组各派四人到前面，面对全班站好队，游戏开始，甲组的第一名学生转过身面向黑板，乙组的第一名学生在字母表上任意指一个字母，甲组的第一名学生看清后，便在该组第二名学生的背上用手指写这个字母，然后让第二名学生把这个字母说出来，说对的记10分，游戏继续进行，由甲组的第一名学生指字母，乙组的第一名学生书写，乙组的第二名学生猜字母，最后得分多的组获胜。

20 找元音

教师给学生们一些既有元音字母，又有辅音字母的卡片，每个学生持一张，教师说“开始”后，持有元音字母卡片的学生应立即举着卡片，到前面来按次序站队，这游戏也可将全班学生分成两组进行竞赛，按正确次序先站好队的组获胜。

21 找伙伴

教师发给学生们字母卡片，每个学生持一张，然后让持有含相同音素的字母的学生站在一起，如教师说音素，则持有F，M，N，S，X等字母的学生应立刻到前面站在一起。

22 摘苹果，学音素

教师先在黑板上挂一张长满苹果的果树挂图，每个苹果上都写有一个字母，再出示几个篮子，每只篮子都贴有一个字母，如S，A(或K)E(或P)，然后找几名学生上前面来，把果树上的苹果摘下来，将含有相同音素的字母放入相应的篮子里，如：将写有F，M，N，X等字母的苹果放在贴有字母S的篮子里，将写有B，C，D，V等字母的苹果放入有字母E(或P)的篮子里，最快最准确的获胜。

33抢读单词

这是训练学生从认读单词能力的游戏，教师将全班分成若干小组，然后逐个出示一些单词卡片或图片，学生们举手抢答，教师让最先举手的学生读出该单词并说出其中的意思，或将图片上的单词读出来拼出来，读对说对拼对的给该组记10分，得分最多的组为优胜。

34看图猜词

以每一纵行为一组进行竞赛，教师先出示一些单词的图片，然后收起来，再从中抽出一张放在身后，由每组的第一名学生轮流猜，可以问：“Is it a plane (bus, bike)?”回答：Yes it is.或No，It isn’t.等。哪个组猜对了就给记10分，然后接着往下猜，第一排的学生猜过后第二排接着猜，最后得分最多的组为优胜。做这个游戏时，还可以找一位学生来主持，由他让学生们猜。

35看图写单词

这是让学生们复习学过单词的游戏，教师事先把需复习的20个单词用简笔画画在小黑板上或大白纸上，先不要让学生们看见，然后将全班按前后左右四人一组分成若干小组。竞赛开始，教师将小黑板或白纸挂起来，让学生们看一分钟，然后收起来，再给学生们两分钟时间将看到的单词写出来，写得最多最正确的组获胜。

36相同词首单词拼读赛

将全班分成若干小组，教师说一个字母(如：D)，第一组的第一名学生立即站起来，说出并拼出三个(也可以是五个或十个，视学生词汇量的多少而定)以字母D打头的单词，如：desk,dog,door等，念不出或念错要扣分，这位学生说完后，教师念另一个字母，由第二组的第一名学生说。这样依次进行下去，最后看哪组得人最多为胜，做这个游戏时，也可以让两组的学生轮流说字母(如由第一组的第一名学生说字母，由第二组的第一名学生答)这样就成了对抗赛，注意不要说Q，X，Z等字母。

37拼单词对抗赛

将全班分成若干小组，对抗赛在两个小组中进行，在教师宣布游戏开始后，第一组的第一名学生立即用中文说出一个单词(如：自行车)，第一组的第二名学生应立即将这个单词说出来，说错或不能迅速说出单词的记负分，最后哪组扣分最少为优胜。

39相同元音单词拼读对抗赛

将全z班分成若干小组，对抗赛在两个小组中进行，游戏开始，教师说一个单词(如：bike)，第一组的学生A应立即站起来，说出一个含相同元音(即元音[ai]的单词)，如：five，说出词义并拼出来，说不出，说错词义拼错要扣分，这位学生说完后，教师念另一个单词，由第二组的学生A站起来说，这样依次进行下去，最后看哪组得分最多为优胜。做这个游戏时，也可以让两组学生轮流说单词(如由第一组的学生A说一个单词，由第二组的学生A答)，这样就成了对抗赛。

40拼读单词列队比赛

将全班分成两组，教师发给每个学生一张字母卡片，不常用的字母(如Q，Z)可以一人多拿几张，游戏开始，教师说一个单词，如ship，或出示一张轮船的图片，两个组持S，H，I，P字母的学生应立即站到讲台前按顺序站好队，先按正确次序排好队的为优胜。

41单词接龙

将全班分成若干组，每组来一个学生在黑板上写出一个以某字母为词首的单词，前一个单词的词尾字母作下一个单词的词首字母。在规定时间内哪一组接的词最多为优胜。如：pen-nice-eight-tea-an-no-or-right-teacher-radio-on-nor等。

42猜袋中物

教师从书包中拿出一件东西放入一只不透明的袋子里，由每组的第一名学生轮流猜，可以问：“Is it a banana(an apple, orange)?”猜对了为优胜。

43换宝

教师准备好一些单词卡片(有的写中文，有的写英词)和图画。将卡片和图画放入一只不透明的袋子里。游戏开始教师说，袋子里装的是许多宝物，让学生们上来轮流摸宝，如果摸到的是写有英文的卡片，则要英译汉;如果是中文，则要汉译英并拼读出来;如果是图片，则要看图说英语。

44看图猜词大家答

教师先出示一些单词的图片，然后收起来，请一名学生到前面猜，猜的学生面对全班，再请另一名学生上前站在他身后，抽出一张图片高举在手中。猜的学生可以问全班：“Is it a plan(ship,bike)?”等，全班学生答：“Yes.”或“ No.”猜对后可以换另一位学生继续猜。

45猜颜色

教师先准备一些单词的图片。如白色的飞机，红色的小汽车，黑色的鞋，绿色的上衣等。游戏开始，请一名学生到前面来猜，猜的学生面对全班站立，再请另一名学生上前站在他身后，抽出一张图片高举在手中并说：“This is a plane(car).What colour is it?Please guess.”猜的学生可以问全班：“Is it red (black)?”等，全班学生答：“Yes.”或“No.”猜对后可以换另一位学生继续猜。

46缺了什么

这是训练学生记忆力的游戏。教师出示一些实物，放在讲台上，让上来猜的学生先看半分钟，然后背向讲台面向学生站立，再让另一位学生上来取走一样东西。然后说：“Pease guess What is missing?”猜的学生要在10秒钟内用英语把缺的东西说出来。

47传递单词

每一排为一组，全班分成若干组，教师分别发给每一组最后一排的学生一张纸，上面写个单词。在教师说开始后，最后一排的学生即用耳词把纸上的单词告诉前面的学生，这位学生再把听到的单词告诉前面的学生…这样依次进行下去。最后，第一排的学生把所传的单词写到黑板上，传得最快，最准的组获胜。

48找对子

教师将20个单词的图片贴在黑板上，另外将20张对应的单词卡扣着放在讲台上，然后让参赛的两组学生逐一上来抽卡片，抽出卡片后先要举给学生们看，然后把黑板上相应的图摘下来并将单词读出来，找对读对的得2分，找对读错给1分，找错了的不得分，卡片全部抽完后，得分多的为优胜。

49摸鼻子

这是训练学生听单词并快速作出反应的游戏，在学了单词nose,ear,eye,leg,hand,arm,finger等单词后，教师可快速说出这些单词，学生听到指令便用手触摸这个部位，最快最准的获胜，当学生做得非常熟悉后，还可以增加难度，可要求学生听到哪个单词不许摸哪个部位，如教师说“nose”，学生不可以摸鼻子，但可以摸眼睛，耳朵，嘴等其它部位，这个游戏可以用竞赛的形式进行，每组抽一名学生到前面作动作，做错了就被淘汰，最后剩下的一人或两人为优胜。

50听单词做动作

这个游戏的玩法与“摸鼻子差不多，在学了run, walk, sit, stand, swim, skate, play, football, play, basketboll等动词和动词词组后，教师可快速说出这些动词或词组，学生听到便做动作，最快最准的获胜，这个游戏同样可以用竞赛的形式进行，每组抽一名学生到前面做动作，做错了就被淘汰，最后剩下的一人或两人为优胜。

51宾狗(Bingo)

这个游戏的玩法与游戏(7)相同，每个学生准备一张纸，并在上面画一个井字，将纸分成九格，然后教师随便念九个学过的单词，学生边听边将单词写在格子中，随便填在哪格里都好。学生填好后，教师再打扰次序逐个念这九个单词，学生边听边在听到单词上画圈，当画的圈在横行、竖行或对角线上成为一条直线时，学生就可边喊“宾狗(Bingo)”边将纸举起让教师检查，最先喊“宾狗”写得准确的获胜。这个游戏还可以用于数词，也就是说，教师可以随意念九个数词来代替九个单词，让学生填入格子中。

52报电话号码对抗赛

以下几个游戏都是训练学生说数词能力的，这个游戏的玩法是：将全班分成若干个小组，对抗赛在两个小组中进行，参赛的每个学生都要准备一张纸，上面写一个六位数的电话号码，在教师宣布游戏开始后，第一组的第一名学生立即出示他手中的号码，第二组的第一名学生应立即用英文将这个号码说出来，然后该学生出示手中的号码，第一组的第二名学生应立即将这个号码说出来，说错或不能迅速说出的记负分，最后哪组扣发最少为优胜。

53猜年龄

教师事先准备好一批人物的图片，如Mike,Kate等，在图片的反面写上数字，如5，8，11，15等。这个游戏可以每一纵行为一组进行竞赛。由教师或一位学生出示一张图片，由每组的第一名学生轮流猜，可以说：“Is he(she)twelve(eleven)?”等。哪个组的学生猜对了就给该组记10分，然后接着往下猜。第一排的学生猜过后第二排接着猜。最后哪个组得分最多为优胜。

54加减运算对抗赛

将全班分成若干个小组，对抗赛在两个小组中进行，在教师宣布游戏开始后，第一组的第一名学生立即出一道加减题，如：Three and four.等，第二组的第一名学生应立即用英文将答案说出来，如：seven,three等，然后，该学生出另一道题，由第一组的第二名学生回答，答错或不能迅速答出的记负分，最后哪组扣分最少优胜。

55猜袋中东西数

将全班分成若干小组，每组抽一人到前面，背对着班级。教师拿一个袋子，并向学生们借一些书本，铅笔，钢笔，橡皮等，放入袋中，然后让各组学生轮流猜袋子里东西的数目，猜对的给该组记10分。

56找邻居

教师让全班学生依次报数，然后用汉语说一个数，如“三十六”则三十六号学生应立即起来并用英语报数“thirty-six”，然后前面一号(35号)和后面一号(37号)就要相继站起来，用英语说“thirty-five”和“thirty-seven”。这个游戏也可以分组竞赛，教师可将学生按左右分成两组，一组报单数，另一组报双数，在教师说一个数(如“二十七”)后，某一组中的27号学生应首先站起来用英语说“twenty-seven”另一组中其后面一号(28号)的学生要紧接着站起来，用英语说“twenty-eight”，不能迅速站起来或是说错了的要扣分，最后扣分最少的组为优胜。

57拍七

将全班按纵行分成若干组，每组派一至二人到前面围成一圈，教师任意指定一个学生开始说one，然后依次让第二个two说，第三个说three…说到seven,seventeen…或七的倍数(如fourteen,twenty-one等)时，就不报数而用拍手代替，该拍手时报了数，或者报错了数字，就被罚下去。游戏重新开始，直到剩下最后两个人，给这两个组记10分。做这个游戏，还可以与记单词结合起，可以在该拍手时说一个刚学过的比较难记的单词，如language等，说错了要被罚下去，并换一个单词重新开始游戏，这样不仅可以帮助学生读英语单词，还可以复习单词，这个游戏除了可以分组竞赛外，还可以在全班进行。

58找出不合群的单词

教师说一组单词(如car,bus,jeep,sheep)，比一比谁能最先挑出意义上不合群的词。上述单词中sheep不合群,因为car,bus,jeep,属于交通工具一类的，而sheep属于动物一类的词。

59增减字母变单词

教师说出或出示一个单词，要求学生增加或减少一个字母使其变成另一个单词，如：it-its,read-red.这个游戏也可以进行抢答。

60变换字母次序组成新单词

教师说出或出示一个单词，要求学生变换字母次序使其变成另一个单词，如：east-seat,这个游戏也可以进行抢答。下列单词可供参考，are-ear;read-dear;meat-team;stop-spot;now-won等。

61分拆单词链

教师出示一个单词锭，如there door under，要求学生在一定时间内将单词链拆成最多的单词。如：the, he, her, here, there, red, door, or, run, under.

62词中有词

教师给出一个单词，根据该单词中的字母，组成新单词，看谁组成的单词多，例如：late(5):a, at, ate, let, tea下列单词可供参考，括号中的数字是可组成的最低单词数：team(5),table(10),woman(10)answer(10),strong(10),mountain(20),honest(15),nothing(15),father(20),cart(5).

63反义词(同义词，对应词)拔河赛

首先要做一“拔河绳”，方法是在投影仪或磁性黑板上画一横线，中间位置画一竖线作为“界河”，左右划五个小格最外边的两个小格作为“界河线”。将一只棋子放在中心线上作为绳的中心，若没有磁性黑板，可以在黑板上横挂一绳子，绳子中间挂一红纸环作为绳的中心。然后将学生分成若干队，由其中两队进行拔河，游戏开始，甲队的第一人说出一个词，乙队的第一个人应立即说出其反义词(同义词或对应词)，要是他说对了，棋子(或红纸环)要向甲方移动一格，要是他说不出或说错了，棋子(或红纸环)要向乙方移动一格，然后乙队的第一个人说一个词，由甲队的第二人说出其反义词(同义词或对应词)，当棋子移动了五格，到达乙方界河边时，甲方胜利了。

64s名词复数拔诃赛

4.3B Unit18(人教版高三英语教案教学设计) 篇四

一元八角七分。全都在这儿了。其中六角是一分一分的铜板。这些一分分的钱是从杂货店老板、菜贩子和肉店老板那儿软硬兼施地一分两分地扣下来的，直弄得自己羞愧难当。德拉反复数了三次，还是一元八角七分，而第二天就是圣诞节了。德拉哭泣着。

他们住在一套带家具的公寓里，每周房租八美元。这是一个破烂不堪的地方。楼下的门道里有个信箱，可从来没有装过信。还有一个电铃，也从来没有响过，紧挨着它有一张名片，上写着“詹姆斯.迪林厄姆.杨先生”。

德拉哭完之后，往面颊上抹了抹粉。她站在窗前，痴痴地看着灰蒙蒙的后院里一只灰白色的猫正行走在灰白色的篱笆上。明天就是圣诞节，她只有一元八角七分给吉姆买一份礼物。她花去好几个月的时间，尽了最大的努力一分一分地积攒下来，才得到这样一个结果。一周二十美元实在经不起花。支出远远大于预算，总是如此。只有一元八角七分给吉姆买礼物，她的吉姆啊。她花费了多少幸福的时日筹划着要送他一件可心的礼物，一件精致、珍奇的礼物--至少应有点儿配得上吉姆所拥有的声誉才成啊。

现在，詹姆斯.迪林厄姆.杨夫妇俩有两件特别引以自豪的东西。一件是吉姆的金表，是他祖父传给父亲，父亲又传给他的传家宝;另一件则是德拉的秀发。

突然，德拉走到镜子前面。她两眼晶莹透亮，但二十秒钟之类她的脸上失去了光彩。她迅速地拆散头发，使之完全披散开来。此时此刻，德拉的秀发泼散在她的肩膀周围，微波起伏，闪耀光芒，有如那褐色的瀑布。她的美发长及膝下，仿佛是她的一件长袍。接着，她又赶紧把头发梳好。踌躇了一分钟，她一动不动地立在那里，破旧的红地毯溅落了一两滴眼泪。

她穿上那件褐色的旧外衣，带上褐色的旧帽子，跑出房门，下楼来到街上。她看了几家理发店，最后在一块招牌前停下来，上写着：“索弗罗尼夫人，专营各式头发。“德拉奔上楼梯。

“你要买我的头发吗?”德拉问。“我买头发，”夫人说。“摘掉帽子，让我看看头发。”那褐色的瀑布泼撒了下来。“二十美元，”夫人一边说，一边内行似的抓起头发。“快给我钱，”德拉说。接下来的两个小时，她彻底搜寻各家店铺，为吉姆买礼物。

她终于找到了。那准是专为吉姆特制的，决非为别人。在其他各家商店你，哪儿也没有这样的东西，她把里面的东西都拿了出来。那是一条金表链，而且它正配得上那只金表。她一见这条表链，就知道一定属于吉姆所有。它对吉姆来说太合适了。她花去二十一美元买下了，匆匆赶回家，只剩下八角七分钱。金表很匹配这条链子，无论在任何场合，吉姆都可以毫无愧色地看时间了。

德拉回家之后，立即着手修补她的头发。不出四十分钟，她的头上布满了紧贴头皮的一绺绺小卷发，使她看上去活像个小女学生。她在镜子前照了很长时间。“假如吉姆看我一眼不把我宰掉的话，”她自言自语，“他一定会说我像个科尼岛上合唱队的卖唱姑娘。但是我能怎么办呢--唉!只有一元八角七分，我能干什么呢?”

为爱牺牲(2)

七点钟，她煮好咖啡，把煎锅置于热炉上，随时都可做晚餐。吉姆一贯准时回家。德拉将表链对叠握在手心，坐在离门最近的桌子角上。当她听见下面楼梯上响起了他的脚步声，她的脸上失去了片刻的血色。她习惯于为了最简单的日常事物而默默祈祷，此刻，她悄声道：“求求上帝，让他觉得我还是漂亮的吧。”

门开了，吉姆走进来并随手关上了门。他显得瘦削而又非常严肃。可怜的人儿，他才二十二岁，就挑起了家庭重担!他需要买件新大衣，连手套也没有呀。

吉姆站在屋里的门口边，两眼固定在德拉身上，其表情使她无法理解，令她毛骨悚然。既不是愤怒，也不是惊讶，又不是不满，更不是嫌恶，根本不是她所预料的任何一种神情。他仅仅是面带这种神情死死的盯着德拉。

德拉起身，向他走过去。“吉姆，亲爱的，”她喊道，“别那样盯着我。我把头发剪掉卖了，因为不送你一件礼物，我无法过圣诞节。头发会再长起来--你不会介意，是吗?我非这么做不可。我的头发长得快极了。说 ‘圣诞快乐’吧!吉姆，让我们快快乐乐的。你肯定猜不着我给你买了一件多么好的--多么美丽、精致的礼物啊!”

“你已经把头发剪掉了?”吉姆问道。“剪掉卖了，”德拉说。“不管怎么说，你不也同样喜欢我吗?没了头发，我还是我嘛，对吗?”吉姆四下望望这房间。“你说你的头发没有了吗?”他问道。“别找了，”德拉说“告诉你，我已经卖了--卖掉了，没有啦。这是圣诞前夜，好人儿。好好待我，这完全是由于对你的爱呀。我可以摆晚餐了吗，吉姆?”

吉姆好像醒了。他把德拉紧紧搂在怀里。吉姆从大衣口袋里掏出一个小包，扔在桌上。 “别对我产生误会，德拉”他说道，“无论剪发还是修面，我都以为世上没有什么东西能减少一点点我对妻子的爱情。如果我剃掉胡须，你会停止对我的爱吗?不会，但是你只消打开那包东西，就会明白刚才为什么使我愣头愣脑了。”

德拉解开绳子，打开纸包，紧接着是欣喜若狂的尖叫，然后突然大哭起来。因为摆在桌子上的梳子--全套梳子，那是德拉在百老汇的一个橱窗见过多次的梳子。这些美妙的发梳，纯玳瑁做的，边上镶着珠宝--其色彩正好同她失去的美发相匹配。她明白，这套梳子实在太昂贵，她曾梦想过据为己有。现在，这一切居然属于她了，可她的长发已无影无踪了。不过，她依然把发梳搂在胸前，过了好一阵子才抬起头，微笑着说：“我的头发长得飞快，吉姆!“

随后，德拉跳了起来，叫道，“喔!喔!吉姆还没有瞧见他的美丽的礼物哩。她急不可待地把手掌摊开，伸到他面前，那没有知觉的贵重金属似乎闪现着她的欢快和热忱。 “漂亮吗，吉姆?我搜遍了全城才找到它。把表给我，我要看看它配在表上的样子。’

5.3B Unit18(人教版高三英语教案教学设计) 篇五

1845年的春天，我父亲读了一本关于加利福尼亚的书。这篇关于落基山山脉以外的那片神奇土地的描述使他萌生了移居到那里的想法。不到半年之后，我们把所有的行李搬上马车，离开了我们的农场。决定带走什么和留下什么不是件容易的事情。到十月中旬，我们开始了一次跨越大陆的旅行--大约历时一年，历经2500多英里。和我们同路的还有很多其他家庭。大部分马车是由牛来拉的，但我们的是马。

我们旅行经过四个州后，决定先度过冬天再继续前行。到了春天，我们继续往西走。我们的第一个目的是堪萨斯州的印第安克里克，这里当时还是边疆地区。这是所以西行的人们碰面的地方。1846年4月12日是我们大家决定准备出发的日子。我们又和45辆马车一起出发了。

我们白天赶路。晚上，我们点燃篝火，让马车围在篝火的周围。我们穿过了位于这块大陆中心的山脉和沙漠，这是一次非常有挑战性的旅行。有时，再没有路的地方，我们不得不抬起或者拉着马车。穿过沙漠，我们来到了盐湖谷，对我们来说那是非常美丽的地方。我们沿着盐湖周围的路走了不久就来到了盐湖沙漠。1846年11月4日，我们进入了沙漠地区，但很快就迷路了。我们在没有水喝，动物没有草吃的情况下又走了大约90公里。我们称之为“长途跋涉”。土地干燥而贫瘠。地图上标明的水域结果是咸水塘，不能喝。我们无法驾着马车，只能在它们旁边走。大部分路程，我都要背着只有四岁的小儿子。牛群又累又饿。它们拖着腿，因为太疲劳而拖不动重物。因为严重缺水，它们的舌头伸在外面。但是，我们的水实在太少了，不敢分给它们喝。由于动物们实在拉不动马车了，我们只好焚调马车，把行李装在牛身上。现在我们需要再徒步行走500公里。

几个星期以来，我们已经习惯了看到马和牛，习惯了炎热、饥渴和饥肠辘辘的感觉。现在事情更加糟糕。绵延几英里，路的两旁到处都是动物的尸体和被遗弃的马车。其中还有凌乱的散落的链子、枪、工具、床、衣服和很多其他物品。主人已丢弃了一切，匆匆赶路，以保住性命。大家都急切地想到达安全地带，途中没有人停下来寻求帮助。事实上，当时的情景如此让人绝望，大部分情况下，没有人能够帮助其他人。每个人所能做的事情就是保住自己和动物的性命。我们称之为死亡谷。

我筋疲力尽，只得跪到地上，四肢着地，在沙上爬行。有个年轻人建议我和孩子们停下来，等待救助。我明白他的意思。我站起来说“不!我不会放弃!”我知道放弃便意味着沙漠里多出一个浅浅的小坟堆。

6.3B Unit18(人教版高三英语教案教学设计) 篇六

通过本单元教学，学生能熟练地运用表示“请求允许”的常用语;复习表语，连习动词的用法;了解海伦 凯勒自强和她的老师的敬业精神。

Importance and difficulty;

Words : born, bring…into touch with, look back , get back, pity

Important sentences:

1. A born teacher, she thought she could turn a deaf-blind person into a useful human being.

2. What a difficult case I must have been to this young teacher!

3. One of the first things Annie did was to teach me how to play.

4. It took great imagination as well as patience for Annie to teach me to speak.

Grammar:

1. Fish goes bad easily in Summer.

2. The news sounds exciting.

3. The shop stays open until 10 p.m.

4. The tree grows taller day by day.

5. The theory proved true.

Useful expressions:

1. May / Can / Could I …?

2. I wonder if I could ……?

3. Do you mind if I…?

4. Sure.

5. Go ahead.

6. I’m sorry, but…

Lesson 65 My teacher

Aims and demands:

Develop the Ss’ reading ability.

Importance and difficulty:

Have a good understanding of the text.

Teaching method: reading

Teaching aids: Tape recorder and some slides.

Teaching procedure:

Step 1. Warming up

Questions:

T: If a person cannot see anything at all, that person is said to be blind.

If he can’t hear anything at all, he is said to be deaf.

Do you know any people who cannot see well or can’t hear well? (Beethoven)

(later) People who are blind can learn to read books that are printed in a special way.

What is the name of this writing system?

------ Braille.

How do people read Braille books?

------ By touching raised dots on the paper with their fingers.

Talk about the picture in the text book.

Step 2. Fast reading

Read it quickly and find the answers to the questions.

1. What was the writer’s problem?

------She was deaf and blind and couldn’t speak.

2. What did the writer learn during this period of her life?

----- She learned the meaning of words, she learnt to play and to laugh.

Step 3. Comprehension

Read it carefully and do the comprehension exercises.

Comprehension exercises for Unit 17 (Lesson 65) 3B CCCBB ABBC

1. Helen Keller seemed simple-minded ___.

A. after Annie came to stay in her house

B. so she was often made fun of by others

C. because she struggled in a silent, dark world

D. just because she couldn’t hear anything

2. Helen Keller came to understand the meaning of the word “water” ____.

A. in the kitchen B. in a river

C. at the well D. in her own house

3. According to Paragraph 3 , the following mistakes EXCEPT “ ____” can be found in the picture at the top the page.

A. Helen was holding a cup, not a jar

B. Helen and her teacher seemed to be indoors, not at the well

C. Helen was smiling, not being moved to tears

D. Annie was holding Helen’s hands, not pumping

4. Annie put the writer’s hand on her face so that Helen could ___.

A. know what she looked like

B. connect the movement of her laughing with its meaning

C. laugh in the same way as she did

D. feel how happy she was when teaching Helen

5. What impressed Helen Keller most was Annie’s __.

A. patience B.wisdom C.imagination D.character

6. Annie Sullivan came to Helen’s house ___.

A. in March, 1887

B. in April, 1887

C. in May, 1887

D. when Helen was 19 months old

7. Which words in Paragraph 4 show that the writer was eager to learn more?

A. reach out B. beg for C. joy D. touch

8. As the writer learned more and more, ___.

A. she could speak

B. she enjoyed learning

C. she could “heard” sounds

D. She became a teacher, too

9. Which happened last?

A. The girl learned how to jump

B. The girl “heard” the sound that one hears on a farm

C. The girl learned words like soil, wood and silk

D. The girl met her teacher, Annie Sullivan

Correct the mistakes in the article if necessary:

Helen Keller was born a healthy normal child in 1880.

However,an illness strikes her when was only 19 months, 1.___

thus leaving her deaf, blind and unable to speak. For little 2.___

Helen, the world suddenly became a dark, frightened place. 3.___

Several years late, Annie Sullivan,a strong-minded and loving 4.___

people, became Helen’s teacher.Miss Sullivan’s teaching 5.___

changed a wild child into useful human being. 6.___

By her help, Helen Keller learned to talk with those 7.___

around her.As she was grew older, she became a writer. 8.___

People benefited her works and her courage.Helen 9.___

Keller died in 1968,and her spirit lives on. 10.___

1. paper comprehension

2. Listen to the tape and explain the phrases .

Step 4. Practice

1. Word study

2. Workbook

Homework: Workbook

Lesson 66 My teacher (2)

Aims and demands:

Develop the Ss’ reading ability.

Importance and difficulty:

Have a good understanding of the text.

Teaching method: reading

Teaching aids: Tape recorder and some slides.

Teaching procedure:

Step 1. Warming up

What do you think of Helen’s teacher?

Step 2. Reading for general understanding

1. Where did the writer’s teacher Annie grow up?

------ In a children’s home and an institution for the blind.

2. What did Annie help the writer to do?

------ to understand words, to get information from books that were not printed in Braille, and to speak.

Step 3. Comprehension

1. Workbook

2. paper comprehension

Reading comprehension for Unit 17 Lesson 66 ( 3A ) CCCDC DBABD D

1. Annie entered an institution to learn Braille ___.

A. in 1866 B. in 1876 C. in 1880 D. in 1872

2. Which of the following is TRUE about Braille?

A. It was Annie who invented Braille.

B. It is special writing system for both the blind and the deaf.

C. Blind people can read by touching raised points on paper.

D. Annie helped to develop the writing system.

3. Why did Annie decide to go to stay with Helen?

A. Because she needed a highly paid job.

B. Because she was deaf-blind herself and sympathized (同情) with Helen.

C. Because it was the very job she had expected.

D. Because she was deeply moved by the letter from Helen’s dad.

4. Annie did NOT help Helen Keller to ___.

A. understand words

B. read books printed in Braille

C. learn how to speak

D. develop the writing system of Braille

5. Which is TRUE about the period when Annie worked as Helen’s teacher?

A. The disabled were all well educated

B. A god many books were printed in Braille.

C. Few people realized the hidden strength in blind people

D. Many deaf-blind children had the chance of being taught to speak like normal people

6. Annie would praise Helen when she ____.

A. decided to go to college

B. had a very difficult time

C. understood the meaning of words

D. did things as well as a normal person

7. Braille is a ____.

A. book for blind people

B. kind of printing for blind people to read

C. copy of reading for the deaf and the blind

D. book for the teacher of the blind people

8. Annie learned Braille because ___.

A. she had been sent to study in an institution for the blind

B. she wanted to teach the blind people

C. she wanted to be the writer’s teacher

D. she loved the blind people

9. How did Annie treat the girl?

A. She always pitied and praised her.

B. She treated her with much care, great patience and encouragement.

C. She treated her just like normal child.

D. She treated her with imagination.

10. How did Annie teach the girl?

A. She spelled words into the girl’s hand.

B. She put the girl’s hands in her face and let the girl feel the movements of her lips and throat.

C. She let the girl hear her voice.

D. Both A land B.

11. What words that Annie said helped the girl to be successful all through her life?

A. Never fail.

B. Never be disappointed.

C. Never forget to read Braille.

D. Keep on beginning.

Step 4. Note making

1. What did Annie learn to do?

----To read/ learn Braille, teach deaf-blind children (and spell out words by hand.)

2. What did Annie teach the writer?

Skills: Understand words, read Braille; speak

Ideas: blind people should be treated like normal human beings; keep on trying until you succeed.

Step 5. Writing

Story telling------ write a passage according to these pictures. You may begin like this:

Ann Sullivan was born in 1866 and became an orphan when she was young. She spent her childhood in a children’s home. Then she went to an institution for the blind. There she learnt…Braille and studied the teaching of deaf-blind children. One day the head of the institution for the blind handed over a letter to Ann. The letter came from Helen Keller’s parents. They wanted to invite a teacher for Helen. Ann was glad to accept the invitation. Ann taught Helen by asking her to touch the teacher’s face, throat and lips so as to know the meaning of the words and to form speech. Later, Helen could say “mother” , which made her parents very happy. In the school, Ann sat beside Helen in every class during her school years. She spelled out for her the things that the teachers taught, because most books were not printed in Braille at that time.

Lesson 65~66 My teacher

I. Describe the life of Annie Sullivan using information from the text.

1. Date of birth

2. Her childhood

3. Her education

4. How she became the writer’s teacher

II. Describe how Annie Sullivan taught the little girl .

1. How did the little girl learn her first word?

2. What had Annie done in order to teach the little girl some water?

3. How did Annie teach the little girl to laugh, to jump and so on?

4. What did Annie encourage the little girl to do and how did Annie help her?

I. suggested answers

1. Annie was born on April 4th, 1866.

2. Her family was very poor. When she was eight years old, her mother died and her father disappeared two years later. Annie, together with her brother, was sent to a children’s home. But unfortunately, her brother died there later.

3.When she was fourteen, she left the children’s home and entered an institution for the blind. There, she learnt Braille, which is a kind of printing that blind people can read by touching groups of raised points that are printed on paper.

4. One day the school where Annie was received a letter. The letter asked for a teacher for a seven-year-old girl who at the age of 19 months had become deaf and blind. Annie considered this was just the kind of demanding job she wanted.

II. suggested answers

1. It happened that one day the little girl was holding a jar while Annie pumped water. As the water flowed onto the little girl’s hand, Annie kept spelling w-a-t-e-r onto the girl’s other hand with her fingers. Suddenly the little girl understood!

2. Many times Annie had tried to spell words into the little girl’s small hands in order to teach her some words.

3. One day Annie came into the girl’s room laughing happily. Then she put the girl’s little hand on her face and spelled l-a-u-g-h. Then Annie touched the girl lightly on her arm and made her burst into laughter. Next Annie took the girl by the hand and taught her how to jump. She then immediately spelled the word j-u-m-p for the girl.

4. Annie encouraged her when the little girl made up her mind to go to college. At school, Annie sat beside her in every class. She spelled out for the little girl the things that the teachers taught. Annie herself read the books to her by spelling into her hand what was written in the books.

Lesson 65~66 My teacher ( Language points )

Aims and demands:

Grasp the important language points

Importance and difficulty: let the Ss know the usage of them

Teaching aids: some slides

Teaching procedure:

Step 1. Language points:

Fill in the blanks:(Lesson 65~66)

1. Some people thought the writer was simple-minded because she was deaf and blind.

2. Being a born teacher she could turn a deaf-blind person into a useful human being.

3. I understood what the teacher was doing. That mean: The teacher reached my understanding.

4. I reached out to Annie’s hand to beg for new words.

5. She touched me lightly on the arm and made me burst into laughter.

6. My teacher took me by the hand and taught me how to jump.

7. She also brought me into/in touch with everything that could be felt---- soil, wood, silk.

8. As I look back upon these years, I am struck by Annie’s wisdom.

9. Later, an operation helped her to get back part of her sight, but she remained at the institution for six years more.

10. Annie considered this was just the kind of demanding job she wanted.

11. Annie was among the first to realize that blind people never know their hidden strength until they are treated liked normal human beings.

Never …until 只有… 之后才 ，比 not … until 的否定意味更强

12. I owe thanks to Annie for this priceless gift of speech.

13. My teacher’s gifted instruction lived on after her death.

14. Annie often said, no matter what happens, keep on beginning.

Step 2. Language points ( on the Bb )

1. simple-minded 头脑简单的

absent-minded 心不在焉的

noble-minded 思想高尚的

small-minded 气量小的

2. a born teacher 一位天生的老师

3. reach one’s understanding 达到、触及

reach out ( one’s hand ) for sth. 伸手去够、、、

4. burst into laughter

burst out laughing

5. take sb. by the hand

touch sb. on the arm

hit sb. on the head

hit sb. in the face

v. +sb. on/ in / by + the + part of a body

6. bring…… into / in touch with 使、、、触摸， 使、、、接触

7. look back upon / on

8. strike –struck – struck 给、、、印象

strike –struck –stricken

9. get back return to a former condition 恢复

come back 回来

move backwards or away 后退

regain 收回

10. for six years more

for six more years

for another six years

11. a demanding job 要付出努力的工作

12. not …….until 直到、、、才

never ……until 只有、、、之后才

13. owe……to sb 欠某人某物(钱，债)

owe thanks to sb. for sth. 归功于、、、对、、、感激

14. live on 继续存在， 流传下去

live on sth. 以、、、为食

15. no matter ……

16. keep on doing 不可接表示静止状态的-ing形式

keep doing

(It’s not allowed to say keep on waiting / sleeping/ sitting)

Step 3.Practice ----- Exercises

Fill in the blanks with a proper word ( Lesson 65~ 66)

1. Beethoven was gifted in music, so he was thought to be a born musician.

2. He reached out and took down a dictionary from the shelf.

3. The boy reached out his hand for an apple.

4. At last they reached a decision. ( an agreement )

5. When she arrived home, she began to do cooking.

6. She touched the baby lightly on the arm in order to make her burst into laughter.

7. The stone hit him on the head, and he was sent to hospital at once.

8. This can bring me into / in touch with many workers.

9. Her love of music brought her into touch with the pop. Star.

10. As we looked back upon the school years we spent together , we were very excited./we were filled with excitement.

11. He looked back upon / on his childhood with mixed feelings.

12. All of us were struck by the professor’s speech.

13. The performance of the singers struck the audience greatly.

14. She has got her strength back after her illness.

15. I will get back at 7 o’clock this evening.

16. I decided to get back the dictionary.

17. I need five minutes more to finish the job.

I need five more minutes to finish the job.

I need another five minutes.

18. Although this was a demanding job which others were unwilling to do, she didn’t refuse it.

19. Don’t get off the bus until it stops. 停车之前不要下车。

Never get off the bus until it stops. 停车之前千万不要下车。

20. ----How much did you owe to the American couple? Shall I pay it for you?

---- Thank you. I can manage it myself.

21. We all owe our happy life to the Party.

22. This custom will live on for centuries.

23. LeiFeng is dead, but he will live on in the hears of the people forever.

24. No matter what you do, do it well.

25. Don’t give up , keep on trying.

26. The teacher kept on asking the students questions until the bell rang.

27. He caught such a bad cold that he kept coughing all morning.