人教版高二unit2

以下是小编整理的人教版高二unit2，本文共5篇，欢迎阅读与收藏。

篇1：人教版高二unit2

The First Period Listening Teaching time : Sep.9

Teaching goals教学目标

1. Target language目标语言

重点词汇和短语 media, reliable, fire, face, difficulty

2. Ability goal能力目标

Listen to a dialogue and from the dialogue the students should have an opinion that people will have different reports about the same event.

3. Learning ability goal学能目标

Listen to a dialogue and be able to express one’s opinion in a positive or negative way.

Teaching important points教学重点

Talk about news and media

Teaching difficult points 教学难点

How to improve students’ listening ability and teach them

to express opinions.

Teaching methods 教学方法

1. Listening to the tape (individuals).

2. Discussion after listening to the materials.

Teaching aids 教具准备

1. A recorder

2. A projector

3. A computer

Teaching procedures & ways 教学过程与方式

Step I Leading in

T: Good morning, boys and girls! Look, what is in my hand?

Ss: A newspaper.

T: What can we get from a newspaper?

Ss: We can learn what has happened or is happening home and abroad.

T: Good. Do you read newspapers every day?

S1: No, I surf on the internet. In my opinion, the most popular and convenient way is to surf on the internet.

S2: I would like to listen to radio.

S3: I watch TV every day.

S4: I prefer to read magazines. There are photos in magazines. They are pleasing to the eyes. And photos help us to understand the articles.

T: Quite good. I’m very glad you know many kinds of news media. Now let’s talk more about these news media.

Step Ⅱ Warming up

First the teacher will show students different news media. Then talk about them and compare these news media.

T: Boys and girls, please look at the questions on the PowerPoint. I’d like you to discuss them with your partner for 3 minutes. Then I will ask you to speak out your

opinions.

After students express their opinions, show the possible answers on the PowerPoint.

Possible answers:

1. I think TV is the most reliable news media. Because we can see who is responsible for the news.

2. Websites keep on updating the news. So on websites you can always learn the latest news, sometimes even with audio and video.

From TV you can see both the broadcaster and videos. From radio you can only hear the voice without seeing the scenes. You can read newspaper everywhere. It is easy to get magazines and we can take longer time to read them.

3. I trust TV, leading papers and important radio stations.

4. No.

5. magazine, newspaper, radio, TV, website, broadcast, editor, edit, editorials, facts, headline, interview, journalist, opinions, reliable, reporter, true and so on.

Step Ⅲ Pre-listening

Ask students to look at the two pictures on Page 10. Talk about the two pictures first. Ask students to use their imagination and describe the scenes. Try to think of as many words as possible to describe people.

Step Ⅳ Listening

Play the tape for the students. After listening for the first time, the students should tick the information they can hear in each part. Then play the tape again. This time students will answer the second question on Page 10. After checking the answers, do the rest of the exercises.

Step Ⅴ Describing people

Show the following passages to the students. Ask them to read the passages and speak out what impression the people give them. Are they described in a positive way or a negative way?

T: Ok. Boys and girls. Look at the two short passages. Try to judge whether they are described in a positive way or not.

John Trussell

My little brother. (I don’t care that he’s four years older than me.) I never had a brother before, but he’s the best one I think I may ever have who brings me the pleasure of adopting (收养). In spite of all the pain that he occasionally goes through, I have seen him bear it with patience and calm, and do his best to make certain that no one else was hurt before coping with his own pain. It is my only hope that I will never lose this little brother.

Chuck Tetzlaff

He is very funny, overworked, and is the third man I’ve ever met who can consistently make me unable to stop laughing. At the same point, I will get to see him more often, but that will probably be after he finishes working for his Chemistry Professor.

Ss: They are described in a positive way.

T: Read the following passage. Try to judge the man’s attitude towards life.

I was on my way down an elevator at the Hilton in Arlington, Texas, ready to begin a seminar on how to develop more positive team relationships. I shared that ride with a man whose face bore the frown lines that evidenced a less-than-positive attitude.

He commented, “I’m not so sure about this elevator.”

“Oh? Why not?” I asked.

“It was slow getting to us, and it sounds funny.”

“I’m sure we’ll make it,” I encouraged him.

“I don’t know. You never can tell about these things.”

When we arrived at the first floor, I said, “Well, we made it!”

Unimpressed, he answered, “Yeah, but the door’s not open yet.”

Ss: The man’s attitude is negative.

T: Yes, you are quite right. Being positive makes life enjoyable.

Read the following. It will help you to become positive.

Changing negative thoughts

Situation Negative

thoughts Other explanations

Getting critical

feedback for

an essay I am stupid. I didn’t have much time to do this essay the workload has been very heavy recently. I chose to do other things as well. The work is supposed to be challenging. Constructive criticism helps me to improve. I’ve done well in the past, which shows I can do well.

My friend does

not want to see

me tonight. They don’t

care about

me any more. They said they had to work tonight - this is most likely true. We saw each other at the weekend and had a good time. They said some nice things to me lately and seemed to care the last time we met.

T: After we learn so much about negative and positive description. I’m sure you can describe people in both ways. Today’s homework is to describe someone that you

are familiar with in a negative way and then in a positive way.

Step Ⅵ Homework

1. Finish the listening exercises on Page88.

2. Try to describe someone that you are familiar with in a negative way first and then in a positive way.

Record after teaching:

For listening part, it’s difficult for the Ss to write the words, expressions & sentences

The Second Period Speaking Teaching time : Sep.13

Teaching goals 教学目标

1. Target Language目标语言

Talk about news and the media

Practice expressing opinions

What do you think of ...?

What’s your opinion?

Why do you choose ...?

Perhaps ... is more important.

I would rather choose ...

I don’t think we should choose ...

Maybe it would be better to choose ...

Our readers want to know about ...

2. Ability goals能力目标

Students will act the role of editors. As editors, the students will decide which events to put in the newspaper.

3. Learning ability goals学能目标

By comparing different news media, students will learn to be editors. By speaking out their own opinions, students will learn to express their opinions.

Teaching important points教学重点

Practice expressing opinions.

Teaching difficult points教学难点

How to express one’s opinion clearly and make oneself understood.

Teaching methods教学方法

Discussing and speaking

Teaching aids 教具准备

A tape recorder, a projector and a computer

Teaching procedures && ways 教学过程与方式

Step I Revision

Check homework. Pick out some students’ homework to show to the whole class.

T: So much for your homework. As we know，things described in different ways have quite different effect. Being a reporter, one should observe the professional moral. Now let’s look at what some reporters have written.

Step Ⅱ Leading in

After checking homework, divide the students into different groups and hand out some newspapers to them. Ask them to find out the different events on different pages. Then discuss why these events are put in the newspaper. Students are given five minutes. Five minutes later, students are asked to speak out their opinions. During this activity, make sure each member is involved. When expressing their opinions, they should remember to use the following expressions.

I think ..., In my opinion ..., I think the reason why ... is that ...

T: Look at the newspapers in your hand. Please discuss why these events are put in the newspaper. Please speak out your opinions using the following expressions.

Show the expressions on the PowerPoint.

Five minutes later, students are asked to perform their discussion. They are encouraged to have different opinions.

T: OK. Boys and girls. Stop discussing please. I’d like each group to speak out your opinion. Don’t forget to use the expressions.

Eight minutes later, go on with the speaking part on Page10.

Step Ⅲ Speaking

T: Would you like to be an editor?

Ss: Yes.

T: If you are an editor, what events will you put in your newspaper?

Students may give various answers.

T: Good. Now suppose you are editors of a newspaper. Here are ten things that happened today. You may only report five of them (ON PAGE 10). Decide which events you are going to put in your newspaper and give reasons for your choices. Discuss with your group members. When you express your opinion, please use the following expressions. Show the expressions on the PowerPoint.

What do you think of ...?

What’s your opinion?

Why do you choose ...?

Perhaps ... is more important.

I would rather choose ...

I don’t think we should choose ...

Maybe it would be better to choose ...

Our readers want to know about ...

Students are given 8 minutes to discuss. 8 minutes later, they will be asked to act out

their discussion in front of the class.

Step Ⅳ Role play

Pair works on Page 88.

T: Boys and girls! Great news for you. A film star, a sports star and a fireman/firewoman are here. You have the golden opportunity to choose what you would like to be. And you will be interviewed by a very famous reporter. Complete the role cards on Page 88 and prepare your interview. You are given 8 minutes to do the interview. Then I will ask some pairs to perform.

Eight minutes later, ask some groups to present the interview.

Step Ⅴ Report

There are several different newspapers edited by students in our school. Teacher may

ask the student editors to introduce what work an editor does.

T: Student1, I was told you are an editor of the Students Union Paper. Would you please tell us what work an editor does?

S1: First I discuss the events with other editors and decide what to report. I also help writers to correct their writing.

T：How is your paper made?

S1: After having decided what to report, we will ask reporters to cover the events and write articles.

S2: After the stories being written, they will be handed to editors.

S1: Then we choose some good ones to put on different pages. Editors also write headlines for stories and make some necessary changes. Then the time for printing the newspaper comes.

T: Thank you very much. Now we are clear about an editor’s job and how the newspaper is made. If you want to learn more, please surf on the Internet and find how the newspaper is made. You can also find some information from the text on Page 11.

Step Ⅵ Homework

Surf on the Internet to find some information about news and news stories.

Read the text to find some information about how the news paper is made.

Record after teaching: Most of the students could only speak a little. Try to lead the students to speak more .

The Third Period Reading Teaching time : Sep. 14

Teaching goals 教学目标

1. Target Language目标语言

a. 重点词汇和短语

headline, inform, informed, relate, talented, switch, present, reflect, effort, spiritual, AIDS, seldom, addict, social, ignore, attention, view, tolerate, affair, for once, be addicted to, suffer from, even if, draw attention to,

on all sides, change one’s mind, current affairs

b. 重点句型

The editor’s job is to keep the newspaper balanced and interesting to the readers.

2. Ability goal 能力目标

Enable students to talk about news and the media and learn how the news is made.

3. Learning ability goal 学能目标

Students are divided into different groups. Each groupmember will play a different role to talk about news and media. Each group member should be involved and knows his role very well. Through these activities students should learn to be involved, co-operate and solve problems.

Teaching important points教学重点

Talk about news and media.

Teaching difficult points教学难点

How to express oneself clearly and correctly.

Teaching methods教学方法

Listening, reading and discussing

Teaching aids 教具准备

A tape recorder, a projector and a computer

Teaching procedures && ways 教学过程与方式

Step Ⅰ Revision

Check the homework. Ask students to say something about newspaper.

T：Good morning/ afternoon, boys and girls!

Ss: Good morning Mr. /Ms …!

T: Yesterday I asked you to surf on the Internet to find some information about news and media. Have you found any?

S1: I’ve found the style of the news story. Most news stories have a very clear style. They give the main points at the top in the headline and the leading paragraph(s).

The body of the story then adds details, statements and comments from people involved in the story, and plus any background which the writer feels necessary.

S2: News stories are easy to understand. Most news stories have three distinct sections: the headline, lead and body. Since each of these sections repeat or expand upon the story’s main points, you get at least three chances to understand them. The opening paragraph of the news story is known as the lead. Usually, the

lead will tell you what the “something happened” is. That information is generally found in the subject and in main verb of the leading sentence, so a little knowledge of the grammar of the lead will be useful.

Something happened

● Something happened.

● Something is happening.

● Something is going to/is expected to/might happen.

● Someone said something happened.

● Someone said something was happening.

● Someone said something was going to happen.

● Someone said something should happen.

● Someone said something should not have happened.

S3: I have found something about headlines. From the internet I learned there are two types of headlines. Most news stories use sentence headlines although they may be shortened by omitting certain words as you will see later. Many feature stories and some very short news stories use phrase headlines or titles which leave out the verb. Here are some examples of them:

Sentence

headlines Green Party Refuses to Back Nader for President

Scientists Listen to Whale hearing Via’Third Ear’

Bush’s Strength Is Also His Weakness

Man Complains Bad Rope Spoiled His Suicide

Phrase

headlines Politician Killed in Pakistani City

Bush in T-shirt not for broadcast

Family Friendly Television Group Growing Face Transplant No Longer Science Fiction

Step Ⅱ Pre-reading

T: I’m very glad you have learned a lot about news and news stories. Les’s continue the headlines. In this class we are going to learn “Behind The Headlines”. First open your books and look at Page11. Look through the pre-reading. Look at the title and pictures. Try to guess which of the following questions the text will answer.

It doesn’t matter whether students answer the questions right or not. The text is easy to understand, so it is not necessary to spend much time on the text. After dealing with pre-reading, turn to the text.

Step Ⅲ Reading

First play the tape for students, and then students are asked to answer the following

questions:

1. Are the two reporters interviewing others or being interviewed?

2. How do reporters decide what they are going to write?

3. What is the editor’s job?

Show the questions on the PowerPoint.

T: OK, so much for the pre-reading. Let’s come to the text. First look at the questions on the screens. (Students read the questions together).I will play the tape of the text for you. When you listen to the tape, please try to find the answers to the three questions.

After listening to the tape, ask students to answer the questions. Then show the

suggested answers on the PowerPoint.

Suggested answers:

1. The two reporters are being interviewed. They are interviewees.

2. Editors and reporters will discuss what events to report, how to report them and why. Editors will listen to reporters’ ideas and give suggestions.

3. The editor’s job is to keep the newspaper balanced and interesting to readers.

T: Well done! Now read the text and discuss the questions with your partner. Why is media so important?

This time students are asked to read the text loudly. After reading the text, the students

should discuss the above questions with their partners. Several minutes later, ask

some students to give their answers. The teacher will sum up the answer.

Suggested answer:

The media can often help people to solve problems and draw their attention to situations where help is needed. Carefully written articles can help people become interested in important questions around the world. TV programmes and printed articles help people to learn about the other part of the world. They lead us to a better understanding of the world on all sides and to a future world where people from all countries are respected and different views and opinions are tolerated.

T: After you’ve learned a lot about the newspaper. I’d like you to complete the following diagram. Then try to explain how a newspaper is made according to the diagram.

Suggested answers:

After checking the answers, ask some students to explain how a newspaper is made.

Step Ⅳ Explanation

Deal with some difficult sentences.

T: Let’s come to some details of the text. Do you find any difficult sentences to understand?

S1: I cannot understand the title “Behind the Headlines”?

T: S2, how do you understand it?

S2: I think the text talks about news stories behind the headlines.

T: S3, what’s your opinion?

S3: I think the text tells how news stories are written.

S4: I think the text is about what an editor does, reporters’ work, how the news is made and written.

T: Quite right. The title tells us that the text is about editors and reporters’ work and how the news is made and written.

S1：Thanks. Could you explain this sentence to me? A reporter begins by contacting the people to be interviewed and then prepares questions.

T: Contacting the people that reporters are going to interview is reporters’ first step of work. That is to say, first they make an appointment with the people that they are going to interview, and then prepare the questions they are going to ask. After that they will write the news reports. Do you have any difficulty?

Ss: No more.

T: OK. Now let’s come to the post reading questions.

Step Ⅴ Post-reading

Look through the text again. Deal with the post-reading questions. Students are divided into groups and discuss the questions together. After several minutes, check the answers with the whole class.

T: Boys and girls! Now I’d like to have your answers. Group1, what is your answer to the first question?

Group1: How a reporter decides what to write, why people read newspapers, how newspapers report what happens and how newspapers help us understand the world are answered. The other two are not answered.

2-4 questions are open ending questions. Students are en couraged to give various

answers.

Step Ⅵ Homework

1. Here are the beginnings of two stories. Compare them and try to find out their differences.

Show the following pictures on the PowerPoint

2. Write Exercise 4 on Page 90 in their exercise-books.

Record after teaching:

The Ss got familiar with the process of making a newspaper .

The Forth Period : language points Teaching time : Sep. 15

Teaching goals教学目标

1．Target language目标语言

rather than , switch, keep + O. + O.C , adapt to, even though ect.

2．Learning ability goals学能目标

Let Ss learn how to use the expressions

Teaching important points教学重点

The use of the expressions.

Teaching difficult points教学难点

How to teach Ss to master the usage of the expressions

Teaching methods教学方法

Explanation, Practice

Teaching aids教具准备 A computer A blackboard

Teaching procedures && ways教学过程与方式

Step Ⅰ Revision

T: Good morning, Students！

S: Good morning, sir/madam！

T: First let’s review what you learnt in the last class. Who can tell me the words that you learnt in relation to news media ?

Step Ⅱ Language points 课文注释与疑难解析

1． The two reporters agreed to switch roles for once and be the interviewees rather than the interviewers in order to let us know about their work and how the news we read is made.

为了让我们了解他们的工作及我们看的新闻是如何产生的，这两个记者这

次同意转换角色，来做一次被采访者而不是采访者。

a. switch改变，变化；交换

He switched the conversation from one subject to another.

他转变了话题。

I used to cook on electricity, but I’ve switched to gas.

我过去用电烧饭，但现已换成用煤气了。

Let’s switch the discussion to another topic.

让我们换一个讨论题目。

（与on, off连用）开关（电器等设备）

Shall I switch the TV on? 我可以打开电视吗？

Please switch the radio off.请关掉收音机。

b. rather than 胜于, 是…而不是…；与其说是…不如说是…

These shoes are comfortable rather than pretty.

这双鞋不好看，但是舒服。

I would like soda rather than cola.

我喜欢喝苏打水，而不是可乐。

American young people would rather get advice from strangers.

美国的年轻人宁可从陌生人那里获取建议。

We would rather receive money than the usual gifts.

我们宁可接受钱，而不希望收到通常的礼物。

2. The editor’s job is to keep the newspaper balanced and interesting to the readers.

编辑的任务是保持报纸的均衡和趣味性。

keep the newspaper balanced and interesting为keep + 宾语+宾补结构式 使人或物保持…状态

宾补可以由介词短语、形容词、副词和分词短语充当。

I always keep the key in my pocket.

我总是把钥匙放在口袋里。

I’m sorry to keep you waiting for so long.

真抱歉让你等了这么长时间。

Please keep the room clean.

请保持室内清洁。

Keep him out.别让他进来。

3. Even though I have interviewed famous people, the story I like best is about an ordinary young woman who tries to adapt to her new life after having studied abroad.

尽管我采访过名人,但是我最喜欢的还是关于一个从国外学习归来的普通女孩努力适应新生活的故事。

此句中含有两个定语从句。I like best 是the story 的定语从句, who tries to adapt to her new life after having studied abroad是the young woman 的定语从句

a. even though/if即使, 尽管用作连词，引导让步状语从句。

Even if I have to walk all the way, I will get there.

即使我的一路走着去，我也要走到那里。

I like her even though she can be annoying.

尽管她有时很恼人，我还是喜欢她。

b. adapt to适合

When he moved to Canada, the children adapted to the change very well.

他移居加拿大后孩子们很快适应了变化。

Record after teaching :

Some Ss felt confused about the differences among “ more than , no more than , not more than , other than”

The Fifth Period Grammar Teaching time : Sep. 19

Teaching goals 教学目标

1. Target language目标语言

Enable students to identify words with positive, negative or neutral meaning.

Learn about the Past Participle (1): used as Attribute and Predicative

2. Ability goals 能力目标

Learn about the Past Participle (1): used as Attribute and Predicative

3. Learning ability goals学能目标

By doing exercises of past participle students will have a good command of the grammar.

Teaching important points教学重点

The Past Participle (1): used as Attribute and Predicative

Teaching difficult points 教学难点

Use the correct form of verbs to fill in blanks.

Teaching methods教学方法

Explaining and practicing

Teaching aids教具准备

1. A projector 2. A computer

Teaching procedures && ways教学过程与方式

Step Ⅰ Revision

Ask some students to make a brief introduction of Yang Lan.

Go over the text and ask students to pick out the sentences containing past participles.

Step Ⅱ Grammar

There are eight sentences in the text. Then do Exercise 1. Students are asked to do the exercises individually. Then check the answers with the whole class. After checking the answers, ask students to sum up the usage.

T: Please read the 8 sentences and find out which past participles are used as attribute and which are predicative. Later we will check the answers together.

Suggested answers:

Attribute: experienced, informed, talented, organised, stolen, addicted and printed

Predicative：needed, respected and tolerated

Do Exercise 2. Ask students to write the sentences on a piece of paper, and then show

some on the projector. Through this activity, enable students to be careful about their

writings.

Suggested answers:

informed decisions= decisions that are informed

talented journalists= journalists who are talented

an organized way= a way that is organized

stolen culture relics= culture relics that had been stolen

people addicted to drugs= people who are addicted to drugs

printed articles= articles that are printed

Then deal with Exercise 3-5 in a similar way.

Step Ⅲ Explanation

To make sure students fully understand the grammar, explain and sum up in Chinese.

过去分词具有动词的性质，同时兼有形容词或副词的性质，可以拥有自己的逻

主语和状语，在句中可以作表语、定语、状语和补足语。及物动词的过去分词

示“结束了的被动动作”或者没有一定的时间性,只表示“被动关系”。不及物

词的过去分词不表被动，只表示动作发生在谓语动词之前，含有“动作完成，

作结束”之含义。

1）作表语 表示主语的心理感觉或所处的状态。许多动词的过去分词已经被当作形容词使用。如：disappointed, excited, moved, puzzled, pleased, surprised, lost等。

The window is broken. 窗户碎了。

He’s gone. 他走了。

Don’t get so excited. 别这么激动。

2）作定语 单个的过去分词作定语一般放在名词的前面，过去分词短语作定语通常放在被修饰的词后面，相当于一个被动语态的定语从句。如：

There are many fallen leaves on the ground.

地上有许多落叶。

Some of them, born and brought up in rural villages, had never been to Beijing.

他们中的一些人，在农村出生并长大，从没去过北京。

过去分词作定语也可用作非限制性定语，前后用逗号隔开。如：

The books, written by Guo Jingming, are very popular with teenagers.

这些书是郭敬明写的，深受青少年的喜爱。

Step Ⅳ Consolidation

Choose some NMET exercises for students to practice. Show these exercises on the PowerPoint.

1. Prices of daily goods ____ through a computer can be lower than store prices.

A. are bought B. bought

C. been bought D. buying

2. With a lot of different problems ____, the newly-elected president is having a

hard time.

A. settled B. settling

C. to settle D. being settled

3. Don’t use words, expressions or phrases ____ only to people with specific knowledge.

A. being known B. having been known

C. to be known D. known

4. When I got back, I saw a message ____ to the door____ “Sorry to miss you; will call later.”

A. pin, read B. pinning, reading

C. pinned, reading D. pinned, read

Keys: B C D C

Word study exercises are assigned as homework. Students are asked to finish them

after class.

Step Ⅴ Homework

1. Finish the grammar exercises on Page91.

2. Finish Vocabulary Exercises 1-3 on Page89-90.:

Record after teaching :

Some Ss confused “v-ing” with “v-ed”/ “to do” used as attributive

Eg. an excited look

The Sixth Period Integrating Skills Teaching time : Sep. 20

Teaching goals教学目标

1. Target language目标语言

Talk about news. For a reporter, the basic task is to report an event truthfully.

2. Ability goals能力目标

Enable students to learn what facts are and what opinions are.

3. Learning ability goals学能目标

By comparing two passages about the same event, students will realizereporters should report events truthfully.

Teaching important points教学重点

Enable students to learn what facts are and what opinions are.

Teaching difficult points 教学难点

How to write news stories.

Teaching methods教学方法

Task- based teaching, comparing, and speaking

Teaching aids教具准备

1. A recorder 2. A projector 3. A computer

Teaching procedures && ways教学过程与方式

Step I Revision

Check the homework.

T: Boys and girls! Let’s look at the two stories.

Show the two pictures on the PowerPoint.

Who will say something about Picture1?

S1: It is a fairy tale.The story will be described in the order in which they happened.

T: Quite good. What about Picture 2?

S2: Picture 2 is a news story. I don’t think it is described in the order of time.

T: Right. That’s the difference. News stories seldom describe events in the order in which they happened (chronological order). News writers know their readers have

limited time and they want the latest or most significant developments (the news) first. Thus, news stories are opposite to fairy tales.

Show these sentences on the PowerPoint.

Step Ⅱ Listening

T: So much for the homework. Open your books and look at Page 15.Look at the two pictures first. Please describe the first picture.

S1: There are a group of angry men armed with sticks outside a factory.

T: Right! What about Picture 2?

S2: Waste gasses from the factory are being sent into the air. Many people with slogans in hand are demonstrating against pollution.

T: Yes, you are quite right. But can you imagine the two pictures are about the same event? Now I will play the tape for you to listen. After listening to the two reports,

you will discuss the questions on Page15.

Step Ⅲ Discussion

After listening to the tape, students are given several minutes to discuss the questions

in groups. After several minutes, students are asked to give their answers.

Suggested answers:

1. The first report is in favor of the company, while the second supports the

demonstrators.

I think the first report was written by a worker. The second was written by one of

the activists.

Less than a hundred people or more than ninety citizens outside a factory is fact.

That the police came is a fact.

Fighting with each other is also a fact. “Cause trouble, most successful company,

rude and noisy, difficult to get into the factory, trouble-makers” are opinions in the

first report. In the second the following are opinions.

“Responsible and caring, the city’s worst polluter, brave and strong, sent out a

group of angry men armed with sticks to fight with the citizens.”

2. For the first report, I would like to use “Trouble-makers were taken to the police station” as the headline. I would choose the picture with a group of men with sticks. For the second report, I would like to use “Demonstration outside the city’s worst polluter”. I would like to use the picture with many people holding slogans.

Step Ⅳ Speaking

After students finishing the group work, go back to the speaking activity and decide

how to report the events they have chosen. Discuss what picture to use and tell the

reasons. Decide what headlines to use and tell the reasons. For this activity students

are given 10 minutes. Ten minutes later, students report their discussion to the whole

class. In this activity each group member should be involved.

Step Ⅴ Writing

After the discussion and demonstration of the speaking activity, students are asked to write a short newspaper article about it. They will write the article individually. Ten minutes later, check some of the articles on the projector with the whole class. Compare their articles about the same event.

Step Ⅵ Homework

1. Learn Integrating Skills on Page 92 IN THE PUBLIC EYE by themselves.

2. Students are asked to write a paragraph in which they compare two kinds of media: TV and newspaper or TV and websites referring to Page 16.

Postscripts:

. The Seventh Period Writing Teaching time : Sep. 21

Teaching Goals教学目标

Enable Ss to write a review of compare two kinds of media & to write an article about a famous TV personality.

Teaching important points and difficult points教学重点和难点

How to write a better comparison paragraph

Teaching methods教学方法 Task-based method

Teaching aids教具准备 projector, A computer

Teaching procedures && ways教学过程与方式

Step Ⅰ Pre-writing

T: Now look at the tips which may be helpful for you on Page 16.

Tell Ss how to find the differences & similarities

Step Ⅱ Samples of the Writings

Writing on Page 16

Writing a paragraph in which you compare two kinds of media, for example websites

and newspapers.

The similarities and differences between

websites and newspapers

Newspapers and websites are both important news media. Newspapers are traditional and have a long history, while websites are new. But they are similar to each other. Both provide news stories and information for people. Both make money by selling ads. Both have different pages. Both have headlines and pictures. But there are great differences between newspapers and websites. The first major difference between newspapers and websites is that websites need a computer and the Internet, while you can read a newspaper everywhere. Another difference is their writers. Newspapers are written by reporters, but websites can be written by anyone. What’s more, many websites are free, while most newspapers cost money. And websites have not only pictures but also audios and videos, which makes stories more interesting. The final difference is that websites change all the time. Many websites are updated many times every day. The latest news is always available on websites. That’s why more people prefer websites to newspapers.

Writing on Page 93

Imagine that you are a reporter for your local newspaper. Your editor has asked you to write an article about a famous TV personality. The editor has given you a list of questions that the readers interested in. Think of more questions and use the answers to write your article.

Li Zhuang, a very young promising host!

Li Zhuang, though only 25, is one of the most popular TV personalities. He is famous for the programme “Music online”.

Li Zhuang has a gift for music. His mother is a music teacher. When he was a small kid, he could sing many songs. At the age of 5, his mother sent him to a music school and this provided him a lot of opportunities to perform on the stage. Perhaps that’s one of the reasons why he is so good at performance. He was very active on the stage. Two years ago, he graduated from a normal university and began his career as a host. Before he came, there wasn’t a music programme. This is a great challenge to him. He worked very hard and watched a lot of video tapes of world famous music hosts. He is full of energy. With his mellow voice he can sing songs very well. He often invites pop stars to his programme. He can build a bridge of understanding easily between the stars and the audience. His enthusiasm always inspires the viewers. When you watch his programme, you cannot help singing. He is very popular, especially among the young people.

Despite the success, Li Zhuang remains modest. He said,“I have a long way to go and should improve myself.” Perhaps he will leave the show for further study.

Such is Li Zhuang, a very young promising host!

Step Ⅲ Writing

Step Ⅳ Comments on the writing

The teacher shows a few copies of the students’ homework on the projector. The whole class will check the answers together and correct the mistakes if there are any.

How to Write a Good News Story!

By: Bill Nelson

Thanks to the Scouters on Scouts-L who contributed to this page.

As you know, it is wonderful to watch our youth as they grow through the Scouting

program in character, citizenship and moral and physical fitness! Everyone in our community should know what we are doing and the great education our youth are obtaining through Scouting. Consider having a publicity person in your unit.

The local newspapers and TV stations are looking for community stories so we

have a great opportunity to tell our story.

News releases are easy to write up and many newspapers and TV stations now have

email addresses that you can send them to. Don’t forget to send releases to your local church, educational, community or corporate newsletters!

Every news release should be written to answer the essential questions of any news

item, commonly called the five Ws plus one:

Who will do it? What will they do?

When will they do it? Where will they do it?

Why will they do it? How will they do it?

The structure of the news release is important. It must be written so that the reader

has the essential information at the outset. The lead, usually the first paragraph or two, should summarize the “five Ws” to give the reader an overview. The rest of the paragraphs will answer the six questions. The longer the news release, the better the reader will understand the news. The news release should be typed double-spaced. The top of the page should include a title, contact name, and telephone number. ALWAYS include the Council Web site address, from there people can find out more about what we do and how to join. Note that if a paper prints your news release and needs to trim off for space, they will trim from the bottom.

News releases should be sent out for all sorts of activities, including, but not limited

to:

Special trips Parent’s Nights

Special events Social Activities

Service Projects Election of Offices

Pinewood Derbies Spring and Fall Recruiting

Photos catch the eye of the reader and make a story more interesting. News reporters know this and want a photo in the story as much as you do. If you have a photo, send it to them, but many newspapers would prefer to shoot their own. That means giving them plenty of notice of when your event will take place.

Some Tips:

1. Local weekly and semi-weekly newspapers are much more likely to publish your story. Look on the Editorial pages of those newspapers for a list of phone numbers

and email addresses.

2. Watch, listen, read your local media and start a list of media outlets that reports on these types of local events.

3. Read the paper and get a feel for the writing style. Write a news story not an advertisement. Your article may be cut so put the most important items up front.

4. Write to each company and ask for their Guidelines for Submissions. This should outline exactly how they wish to be notified about your event. Some request snail mail (not too many now) some will provide a special fax number, others may have a hotline, and still others may offer email. They may also request a certain format.

Ask about any special issues. They may have a neighborhood section that comes out a specific day of the week, there may be an annual issue with community

groups. Ask about deadlines they may have for those issues.

5. Keep holidays in mind. It’s a cliché, but helping the needy at Christmas, helping with a 4th of July event, etc. is classic Scouting and a standard for many papers.

6. Submit, submit, and submit. They will not yell at you for overloading their mailbox. They receive dozens to hundreds of them each day/week. The best ones or ones

that catch the editor’s attention get published.

7. It may help if you can make friends with the editor.

8. For pictures, action shots are generally better than lineups but in any case be sure the people in the picture are identifiable. Think about a sports picture and how it

usually focuses on one or two people--the other six or twenty people who were around the action got cut out by the photo editor. The focus is now on the action and the attention grabber isn’t lost in a crowd of people. It helps to provide larger pictures, i.e., 8x10, when available. Providing negatives helps with some papers.

9. Sometimes all that will be published is the picture with a caption. Clearly identify everyone in the picture and you may wish to secure releases from the parents of the

kids. Some parent may not want a child’s picture in the paper.

10. Think of how your event is unusual, i.e., the man bites dog story rather than the dog bites man. Special awards, big numbers, etc. should start your story. Avoid beginning “At Troop 0s monthly court of honor ...” What is different about your court of honor or event. One unit got some great coverage for their Court of Honor (COH) when the bat lady was the program - “Bat Lady Gives Life to Two Scouts”. A professor who studies bats showed some slides at the COH in anticipation on an upcoming outing to a bat cave. They had her present the Life Scout badges to two boys. Meanwhile, the story included all the other recognitions

that evening. Another local troop sent in their list of awards from a COH the same night and got no story.

11. News comes from NEW, not old. Get your stories in right away. If you take a week getting the info to the media, it is less likely to be used--history doesn’t

sell many newspapers.

12. If your story doesn’t get into the paper, don’t give up. Keep at it, you may have just hit a big news day and there wasn’t room. If several stories don’t make it,

give the editor a call and find out what you could do to improve your chances of getting published.

Finally, don’t forget to thank the reporter after the article is published for doing a good job in reporting the event!

What Does An Editor Do?

www.persuasivepen.com

by Holmberg, Janis

An editor corrects and prepares writing for publication. Three kinds of editing many editorial services offer are proofreading, content editing, and consulting and creative editing, or rewriting.

Proofreading marks the document for types, spelling, capitalization, punctuation, subject-verb agreement, and errors in word usage.

Content editing includes proofreading notations, and also analyzes reports and makes suggestions for word choice, figures of speech, sentence and paragraph structure and style, and overall readability.

Consulting and creative editing includes proofreading and content editing, and also works with the writer to determine the target audience, define and project an identity, and design or redesign the document to connect with and convince the target audience.

Here are some examples of proofreading, content editing and consulting and creative editing:

The original paragraph:

It is my painful duty to inform you that circumstances forced me to request the Finance Manager to relinquish his position. This action was not taken lightly and without incontrovertible evidence. Information received last Friday confirmed suspicions rose after taking the position concerning the misrepresentation of facts both before and after his appointment as to the holding of a doctorate. He has submitted his resignation effective January 22 .

The proofread paragraph:

It is my painful duty to inform you that circumstances forced me to request the finance manager to relinquish his position. This action was not taken lightly or without incontrovertible evidence. Information received last Friday confirmed suspicions rose after taking the position concerning the misrepresentation of facts both before and after his appointment as to the holding of a doctorate. He has submitted his resignation effective January 22, 1999.

The edited paragraph:

I am sorry to inform you that I have asked the finance manager to resign his position. I took this action because the company has evidence that this employee misrepresented his educational qualifications. The resignation is effective January 22, 1999.

The recreated paragraph:

Effective January 22, 1999, the finance manager has resigned his position with XXX Company.

Each revision reflects a decision about what and how much to change. A good editor works with the client to communicate clearly and concisely.

Some practical things

1. Brainstorming meetings.

Have them, but you’ll need a few rules to make them work. Sometimes I schedule them and make attendance mandatory. These meetings always have a topic, announced in advance. It might be something as simple as, “How can we come up with a great story for Mother’s Day” or it might be to explore some broader topic in the news, such as, “What can we do that no one else is doing on how DNA evidence is affecting the criminal justice system.”

Keep the meeting on the subject and never have one without a topic or it will turn into a useless bull session or maybe even a gripe session.

More often, the brainstorming sessions are held standing up, in the middle of our newsroom, over some story that is in the news or some issue that is suddenly on our

minds.

It is vital to foster an environment in which these discussions happen spontaneously, and anyone in the room feels free to start them.

Whether the meetings happen spontaneously or are scheduled, there is one golden rule. No one is allowed to say something is a bad idea. It kills discussion. And a lot of the best ideas are the ones that may sound stupid at first because they are different. The obligation of everyone in the brainstorming session should be to run with the idea and see where it leads. The prevailing ethic of these meetings should be this thought: If we were to proceed with this idea, what would we do?

2. Go for walks outside.

Get out of the office as much as you can, especially if you are a manager and actually have an office. In the office, it is hard for an editor to shed the illusion that

he has power, and this can make it difficult for folks to talk freely in front of you. The worst place you can be if you want your staff’s best thinking is on your throne

behind your desk. It’s not that getting out of the office fools anybody. They still understand the power relationships. But when you are outside, walking together, the symbols of editor power are absent and both you and your staffer can be more relaxed. The conversation changes from underling-boss to two folks who care about journalism having a chat. This more than a good way to talk to staff about story ideas or about their work. I think it is THE way to conduct job interviews. I always

take job candidates out of the office for a stroll to Central Park. On these jaunts, the candidate’s personality true personality is likely to come out, and since you will be

spending more time with your staff than with your spouse, you don’t want to hire any assholes. Added benefit: I get to smoke a good cigar when I walk.

3. Mentoring as part of the job.

Almost every newspaper has a few privileged writers. They have the best jobs, cover the biggest stories, and do the least amount of routine. (Here at AP, the writers in my department are particularly privileged. Their job is to do the great stories. They can go anywhere, write about anything, and take all the time that they need, as long as they produce first-class work.) With such privilege there should also be responsibility. So, I have made mentoring a category-along with such things as writing quality, productivity, creativity, etc. - in the annual appraisal form for my writers. There is no formal mentoring program. Rather, I make it clear to my writers that they have a responsibility to share what they know and that they had better find a way to do it. Some of them have taken several inexperienced bureau reporters under their wings. Others make it a point of stopping in at local AP bureaus on their travels and conducting writing or reporting workshops. And, oh yeah. No mentoring, no merit raise.

4. Where do ideas come from?

Make sure that everyone in the newsroom understands that at least 90 percent of the story ideas come from writers. Writers who sit around waiting for assignments

are not doing their jobs and need to be told as much. Editors who dream up most of the ideas for their staffs and then assign them are an even bigger problem and should be reeducated or fired. It’s not that editors can’t have ideas. Of course they can. But there is no way they can have anywhere enough good ones to keep a staff busy. I work in an office overlooking Rockefeller Plaza. If I lean out my window, I can see the famous skating rink, but that’s all I can see of the world from the place I spend most of my time. If, from here, I already know something is a story, how likely it is to be news. The writers must be the eyes and ears of the newspaper. The best ideas are the ones they come back to the office with and astonish us. Make idea generation the most heavily weighted category in annual evaluations of reporters.

5. First person stories.

Encourage them - especially in writers who write in journalese or with stiff, institutional voices. There is something about writing in first-person, about personal

experiences, that loosens writers up. It helps them overcome wrong-headed ideas about what journalism writing is supposed to be like and find their own natural

voices as writers.

6. Big ideas Movie reviews.

Encourage staffers all over the newspaper to write them -once again, especially those writers mired in journalese or institutional writing voices. Reviews, too, can loosen these writers up and help them discover their own voices. One AP writer, for example, has become a much different and much better writer since taking a regular turn reviewing children’s movies. (He always takes his kids along for their expert opinions.)

Big ideas

Beware of the boxes.

Newsroom structures put our staffs, and often our thinking, inside boxes. Usually they have labels such as “sports,” “business,” “arts && entertainment,” etc. The world, however, is not organized that way. We must not let the boxes we are in define how we see the world or how we write our stories. But often we do. Suppose, for example, we learn that a new restaurant near the State House is the new hot place for legislators to have their power lunches. If the business department does the story, it will be a business story. If the politics desk does it, it will be a political story. If the city desk does it, it may be a city life story. It could also be a restaurant review. But what is the BEST story? Meanwhile, some of the very best stories may not get done at all because they don’t fall into any of the boxes we have created. We must let the world as it is -- not our organizational structures -- define our work. And if you’ve moved to a team structure, don’t make the mistake of thinking you have solved this problem. What you have done is create a different set of boxes.

篇2：人教版 高二同步辅导资料unit2

高二同步辅导资料 Unit 2 News Media

一、要点补充

1. reliable可靠的；靠得住

rely on／upon依靠；指望

Is this information ____________?这条信息可靠吗?

I rely on you ________________．我指望你帮我。

we can't rely on _____________ on time．别指望他按时来。

Nowadays we ______________ computers for work现令人们越来越依赖计算机协助工作。

◇[考题1] Peter is my close friend，who can be______what he promises．

A．relied on to do B．relied to do C．relied on doing D．relying to doing

2．go up 涨价；上涨；上升；升级；增长；(楼房等)盖起来。修建起来

◇[考题2] Although the prices of TV set are______，he managed to make the manager_____the price of that TV set．

A．going up；bring down B．gone up；go down

C．going up；brought down D．going down；bring up

3.inform vt.通知；告诉（后接名词，代词，of 引起的复合宾语、不定式及从句等）

He will inform ______________ . 他将通知我们去哪儿。

He informed ___________________ . 他告诉他们他到了.

He informed the police _____________________________.他向警方报案说有些钱不见了。

He is a ________________ man .他是个消息灵通人士。

注意 : inform后不可直接用双宾语。类似用法有：

warn sb.of sth

rob sb．of sth抢劫某人某物

remind sb．of sth.提醒某人某事

cure sb．of sth．治疗好某人某病

◇[考题3] (1) The manager promised to keep me_____of how our business was going on．

A．to be informed B．on informing c．informed D．informing

(2)一Keep me informed________the latest news．---OK．

A．by B．at C．for D．of

4. reIate n把……联系起来 be related to与……有联系；与……有关

relation n．(=relative)关系；亲戚

I can't _____ what he does __ what he says我不能把他所做的与他所说的联系起来。

These are two __________________.这是两个相关的问题

◇[考题4] Can you _____what happened in your childhood to your present state of mind ?

A. connect B.keep in touch with C.relate D.join to

5． present adj．出席的；在场的；存在的；现在的 n．目前；现在；礼物

He was the only Engishman ___________．他是在场的惟一的英国人。

Here's the doctor's _________________．这里是医生现在的地址。

____________ we are living in Paris．目前我们住在巴黎。

He often gave her _________________．他常常给她小礼物。

◇ [考题5] (1)All the people_______at the party were his supporters．

A．present 、B．thankful C．interested D．important

(2)Let's leave things as they are____，even though we may have a change later on．

A．present B．presently C．at present D．for the present

6.disappoint／bore比使人失望／厌倦

disappointing /boring vt.只使人失望的／厌倦的

disappointed／bored adj．失望的／厌倦的

◇[考题6] The 1ong speech giyen by the old professor seemed_____and endless．He felt so_____that he nearly fell asleep.

A．disappointed；boring B．disappointed：bored

C．disappointing；bored D．disappointing；boring

7. fall in love爱上(强调动作) be in Iove with与……相恋；爱上(强调状态)

◇[考题7] They _______in love at first sight．Now，they ____in 1ove with each other for nearly a month .

A．were；fell B．fell；were C．were；were D．fell；fell

8．face此面对；面向 诚向朝；面临(困难等)。正视对付(危险、困难等)

◇[考题8](1)_______such a difficult problem，he didn't know what to do． ．

A．Faced B．Facing C．Faced to D．Facing witll

(2)My mum dropped me off at elementary school，leaving me alone to___new challenges．

A．offer B．avoid C．dea1 with D．face with

9．reason理由；推论；推断；说服，想出(解决问题的方法)

◇[考题9] (1)He would give no_______for his behaviour．

A．reason B．aim C．cause D.target

(2)Be_______；you can't expect her to do all the work on her own．

A．1ogical B．honest C．reasonable D．sincere

10． Switch n.开关。电门转换器；转变。改变。交换位置

a light switch灯的开关

switch off切断(电源煤气等)

switch on打开，接通

◇[考题11] Would you please__the light? I can't see much clearly．It is getting dark．

A．switch off B．switch on C．turn off D．take on

11．Reflect vt.反映(某事物的性质)；表现；反射；映出；反省。考虑

◇[考题12] Her happy look_____that she has done well in the exam.

A．presents B．reflects C．appears D．seems

12． concern vt.与……有关；涉及；影响到；使提心。使关心(常与about，in。with搭配)

n．利害关系；关系重大的事'

This article ___________ a man who was wrongly imprisoned．

这篇文章写的是一个被误抓入狱的人。

These problems _______________．这个问题影响到我们大家每个人。

More and more people ____________________ the environmental problem．

越来越多的人关心起环境问题。

◇[考题18] (1)Anything that_______Mr．Green interests me．

A．concerns B．matters C．importances D．subjects

(2)It's not necessary for you to be____about others'business．

A．concern B．concern yourself C．concerning D．concerned

13．complete vt.完成；结束；使……完整；齐备 adj．完整的

(1)finish是一般用法，常用作及物动词，其后跟名词、代词或动名词。.

(2)complete 是比较正式用语,一般表示对计划.事业 .建筑等的完后跟名词或代词,不跟动名词,不定式

(3)end 是指停止,结束某一过程

The headmaster has _________ speaking .

When will the railway be ___________ .

They _________ the meeting at five .

◇[考题19] (1)All the preparations for me task_____，and we're ready to start．

A．completed B．complete 'C．had been completed D．have been completed

(2) Is the story he told us a_______one?

A．end B．finish C．stop D．complete

14.类似于seldom的否定词

She _____________ her feelings．她很少表露感情。

He __________________________ to lead，did he?他很少有机会读书，是吗?

类似于seldom的否定词还有hardly，never．little，few，rarely(罕见地)，scarcely(稀少地)等。

◇[考题22] I watched the film The Lord of the King(《指环王》)last night．Seldom______such a good film．

A．I did see B．had I seen C．have I seen D．I saw

15.hurt、wound injure 、harm表示“伤害”的区别

hurt伤害，可指肉体上的轻伤，也可指感情上的挫伤

wound刺伤，常指在打斗中，由外来暴力造成 的刀伤、枪伤，程度较重。

injure伤害，受伤，多指意外事故对肉体、健康造成的伤害hurt伤害，多指对人的肉体或精神带来的伤害，不安或不便。

◇[考题24] Mrs．Green's car ran into a large tree and she_______in the accident．

A．got badly hurt Bwas lnjured badly

C．got badly wounded D．was wounded badly

16elect，select与chooce表“选择''的区别

[考题25](1)He is brave，hald-working and kind，so he was selected _______monitor of our class.

A. as a B. to be the C .a D. 不填

(2)一Have you________what you want to eat?

17含difficult的词组小结

have difficuly(in)doing sth． 有困难做某事

with difficulty 费劲地，吃力地

without difficulty 不费劲地；轻易地

out of／the difficulty 脱离困境

get／run into difficulties 陷入困境

◇[考题27] I wonder what difficulty he had_____the plan．

A. to carry out B.carrying out C.carryied out D.with carrying out

18．含effort的词组小结

make(an) effort(s)to do sth．)努力做某事

spare no effort不遗余力

with(an)effort费力地，使劲地

without effort毫不费力地

But all these efforts ____________________．但是所有的努力都化作泡影。

I'll _________________ to help you．我将不遗余力地帮助你。

◇ [考题29]The rescue team made every_____to find tlle missing mountain climber．

A．force B．energy C．effort D．possibility．

19．含attention的词组小结

pay attention to注意

catch／calL／attract one's attention。

turn one's attention to把某人的注意力转向

concentrate one's attention on ／upon把注意力集中在

draw attention to对……表示注意

[考题30]Great attention must be paid_____education， especially in tlle countryside．

A．develop B．to develop C．to developing D．developing

20． even if的用法及让步状语从句引导词

even if=even though表示”即使“的意思。

Even if it ________________，we will go to schoo1．即使下着倾盆大雨，我也要上学。 引导让步状语从句的从属连词主要有although，though，even if，even though，as，despite，in spite of，no matter+特殊疑问词，及wherever，whatever等。

You wiIl succeed in the end _________ you failed last time．

He didn't stop working _________ he was i11．他虽然病了，但未停止工作。

Child _____________．he knows a 1ot．他虽然是个孩子，但懂得很多。

________________________，1 won't believe you．无论你说什么，我决不相信你的话。

◇[考题32](1)___________she is young，she knows quite a 1ot things．

A．When B．However C．Although D．Unless

(2)______，he doesn't study well．

A．As he is clever B．Clever as he is C．He is as clever D．As clever he is

(3)Nobody believed him_________what he said．

A．even if B．in spite C．no matter D．contrary to

二．词汇拓展――写出下列单词的相关形式

1． Difficulty__________________ 2． informed______________________

3．Relate___________________ 4．Present__________________

5．Reflect_______________

6．Social_________,_________,______________,_______________

7．Tolerate__________,_______________

8．cornplete--completely(adv．)完全地

三、句型与功能

1．There is a rumour that-clause．

2． it was the first time that-clause．

3．make+形式宾语it+for sb．to do sth．

4．What do you think of．．?

5．1 would rather choose…

6．What's your opinion?

篇3：unit2 备课资料(人教版英语高二)

1. -Robert is indeed a wise man.

-Oh, yes. How often I regretted _______ his advice.

A. to take B. taking C. not to take D. not taking

2. We don’t have enough money .We, _______, can’t afford to buy the car.

A. thereforeB. so C. howeverD. thus

3. The experts suggest __________our army _________ modern weapons.

A. to equip; with B. equipping; with C. to equip; for D. equipping; for

4. -It’s getting colder and colder, and I have to buy some clothes.

-They’ve ____ the prices in the shop, so it’s a good time to buy.

A. increased B. reduced C. raised D. down

5. If you try to learn too many skills in such a short time, you may get _______.

A. to confuseB. confusing C. to be confused D. confused

6. However, at times this balance of nature is ______, resulting in a number of possibly unforeseen effects.

A. troubled B. disturbed C. confused D. puzzled

7. After seeing the film, they made comments _____some of the parts that they didn’t think good enough.

A. in B. on C. for D. at

8. ______knowledge, some students from the countryside are staying in the bookstore all day long to read books they can’t afford to buy.

A. Hungered of B. Hungering with C. Hungering for D. Hungered for

篇4：人教版 高二英语Unit2知识

知识归纳（BII，U2）

A: Key Words and Expressions:

1. Which of the news media above is the most reliable? 以上的新闻媒体中哪一种最可靠？

reliable adj. 可信赖的; 可依靠的； 确定的

They are reliable friends. 他们是可信赖的朋友。

Is the source of the information reliable? 那个消息的来源可靠吗？

[链接] reliably adv. 可靠地；确实地 reliability n. 可靠性；可信赖性

2. The man was fired. 那个人被解雇了。

fire的动词用法

(1) 解雇，开除

The company fired him for not coming to work on time. 那个公司因他不按时上班解雇了他。

(2) 发射

He fired his gun at the big snake. 他开枪打那条大蛇。

(3) 激发（人、感情等），使充满热情

The story fired his imagination. 这个故事激发了他的想象力。

3. The man faced difficulties.

(1) face v.t. 面临（困难等），应付， 面对；（危险、困难等）迫近

可与介词 to/ towards / on连用

We must face our trouble and bear it. 我们必须正视我们的困难并勇于承受。

The house faces south／the south／to the south．那房子面朝南。

Vt.面临(困难、危险等)

He faced the difficulty with courage．

He faced the enemy bravely．

[短语]

be faced with 面临，面对 face up to面对；承担

face the music接受（不愉快的后果或情况）(对自己的行为结果)负起责任；接受批评)

I was faced with a new problem. 我面临了新问题。

She couldn’t face up to the fact that she was no longer young.

她无法面对自己不再年轻的现实。

The boy was caught cheating in the examination and had to face the music.

那个男孩被发现考试作弊，不得不接受惩罚。

I must face the music and accept responsibility．我一定接受批评并承担责任。

If anything goes wrong，“is 1 who will have to face the music．

如果出了什么问题，负责任的是我。

(2) difficulty表示“难，困难”时用作不可数名词，表示“难题，难事”时用作可数名词。

e.g. She learned to speak English without difficulty. 她毫无困难地学会了讲英语。

We will face many difficulties in the future. 将来我们要面临许多难题。

l'm in a bit of a difficulty over paying my rent．我对付房租有点困难，

在下列句式或短语中，difficulty是不可数名词。

have(much／no／1ittle)difficulty with sth．

have／find(much／no／little)difficulty(in)doing sth．

There is(no／1ittle／much)difficulty(in)doing sth．

with／without difficulty困难地／轻易地

I don't have much difficulty with English grammar．我对学英语语法没什么困难。

She had no difficulty in finding the house．她毫无困难地找到了那间房子。

The patient had difficulty breathing．那个病人呼吸困难。

She found no difficulty in solving the problem．她发现解决那个问题没什么困难。

There was little difficulty in understanding him．理解他的意思没什么困难。

She calmed her daughter with some difficulty．她费了力气才使女儿平静下来。

He finished the work without much difficulty．他很轻松地完成了工作。

4. The man was generous.

generous adj. 慷慨的；大方的；宽容的；豁达的；丰富的，丰盛的

e.g. He is generous with his money. 他出手大方。

He gave me a generous lunch. 他请我吃了一顿丰盛的午餐。

[链接] generous adv. 慷慨地 generosity n. 慷慨大方

5.Below is a list of ten things that happened today. 以下列出了今天发生的十件事。

本句为倒装句，正常语序应为：A list of ten things that happened today is below.

below看作副词，表示方位，当表示方位的状语或表语位于句首时，句子采用全部倒装的结构，即把谓语动词的所有组成部分都移到主语之前。这类作状语或表语的词常见的有：away, down, in, off, out, over, up, above, below, here, there及介词短语与分词。

Here is a seat for you.这儿有你的一个座位。

There goes the bell!铃响了。

Written on the blackboard are the names of those who were late yesterday.

黑板上写着昨天迟到的人的名字。

6.France elected a new president.

elect v.t. 选举，推选

e.g. They elected a president. / They elected him as President.

他们选举了总统。/ 他们选举他为总统。

注意：若选举某人担任某职位，且该职位只有一个时，通常不用冠词。

e.g. Our classmates elected him as/to be/our/as our monitor.

They elected the old man to be chairman of the club.他们推选那位老人为俱乐部主席。

[辨析] elect, pick out, choose

elect是指通过正式手续的选举。

e.g. Roosevelt was elected four times to the presidency of the U.S.A.

罗斯福四次当选为美国总统。

choose通常指在所提供的对象中，凭个人的判断力进行选择。

e.g. We had to choose between leaving early and paying for a taxi.

我们不得不在早点动身和雇计程车中间作出选择。

There are ten to choose from.

pick out比较通俗，指按个人喜好或希望进行挑选，多用于有行的东西。

e.g. She picked out a scarf to wear with the dress.

她挑选了一条围巾以配上她穿的衣服。

7.Food prices are going up. 食品价格在上涨。

go up上升，增长，提高

e.g. The temperature has gone up.

The lift went up to the fourth floor. 电梯升到了四楼。

8.A house in your city burnt down. Nobody was injured.

你们镇上一座房子被烧毁。无人员伤亡。

(1)burn down 烧毁；使烧毁【强调破坏性】；（由于燃料烧尽）火力减弱

These houses were burnt down to the ground. 这些房子被烧毁。

The fire is burning down, get some more coal please.

[比较] burn up烧尽，烧光【强调动作的结果】；（火，炉等）烧起来，旺起来

e.g. Put some wood on the fire and make it burn up.

(2) injure v.t. 使受伤；损害，伤害（感情）

She injured herself while skating．她在滑冰时受了伤。

The earthquake killed people and inured 3000。

地震造成2000人死亡，3000人受伤。

He got badly inured in the accident．在这次事故中他受了重伤。

The injured were taken to hospital．伤员被送往医院。

Smoking will inure your health．吸烟会损害你的健康。

I hope l didn't inure her feelings．我希望没有伤害她的感情。

Her refusal inured his pride．她拒绝了他，伤了他的自尊心。

[辨析] injure, wound, hurt, harm的区别：

injure伤害，损害（感情），损害（名誉）。普通用词，常指各种性质的身体上或精神上的伤害。多指事故中人或物的损伤，包括容貌、生理、身体等。

e.g. In the traffic accident, two were killed and three get injured.

在交通事故中，两人遇难，三人受伤。

He was so injured in his pride that he stayed at home all day without meeting anyone.

他的自尊受到了如此的伤害以至于他成天待在家里，不见外人。

wound使受伤，伤害，损害，主要指外界暴力或用武器造成身体上较重的伤害，像刀伤、枪伤、刺伤等。多指战场上受伤，还可以指精神上的创伤。

e.g. The soldier was badly wounded in the head.这个士兵头部受了重伤。

The bullet wounded his arm.子弹打伤了他的胳膊。

hurt伤害（感情）。普通用词，没有injure正式，常用于口语。多用于有生命的东西常指肉体上的伤害，也可以指精神上的痛苦或感情上的伤害。作不及物动词，表“疼痛”。

e.g. Luckily no one was seriously hurt in the car accident.

The girl fell off her bike, and one of her legs hurt.

harm常用于口语，表示肉体或精神上的伤害均可以，有时可引起不安，不便。

e.g. There was a fire in our street, but no one was harmed.

Getting up early won’t harm you! 早起对你没有害处。

9.Newspapers and other media do more than simply record what happens.

报纸和其他媒介并不仅仅记录已发生的事情。

(1) 该句中的do是助动词，起强调作用，用以加强说话者的语气。

e.g. Do remember to remind me to return the book I borrowed from you.

(2) more than不仅仅；极为，非常；多于；难以；不能

e.g. She’s more than a teacher to us.

The boy more than smiled but laughed. 这男孩不仅是微笑，而是放声大笑了。

We are more than pleased with the results. 我们对结果极为满意。

He has more than 300 pictures.

This room is three time larger than that one.这个房间比那个房间大两倍。

The old man is two times older than I am. 这个老人的年龄比我大一倍。

That is more than I can tell. 那是怎么回事我实在难说。

①more than + 数词，意为“……以上；多于……；……有余”。

More than 20 club members attended the meeting．

有20多个俱乐部成员出席会议。

②more than+名词，意为“不只；不仅仅”。

Peace is much more than the absence Of war．和平不仅仅是意味着没有战争。

③more than+形容词或副词，意为“非常；十分；更加；岂止”。

He is more than selfish．他非常自私。

I am more than happy to hear that．听到这我非常高兴。

Her performance was more than good；it was perfect．

她的表演岂止是好，简直是完美无缺。

④more than + 动词，意为“十分；大大地；不仅仅”。

He more than smiled；he laughed outright．他岂止是微笑，他简直是大笑了。

⑤more than．”can／could，意为“不能……”。

The beauty of Hang zhou is more than words can describe．

杭州之美是语言所不能描述的。

That's more than l can tell you，Sir．这一点我是不能告诉您的，先生。

10.Experienced editors and reporters make informed decisions about what events to report and how to report them.

经验丰富的编辑和记者对于该报道什么事件以及如何报道作出明智的决定。

(1) 句中的experienced(富有经验的)和informed(见识广的，有知识的) 都是动词的过去分词作定词，修饰动词。单个的过去分词作定语时，通常放在它所修饰的名词前面。

e.g. a fallen tree一棵倒下的树 a broken chair一把破椅子stolen cultural relics被盗的文物

(2) informed adj. 明智的，有知识的，了解情况的

e.g. He is a well-informed man.他是个消息灵通的人。

inform的用法:

inform sb. of sth.告知某人某事 inform sb. that/wh-…告知某人

inform sb.＋疑问词＋不定式

e.g. The singer informed us of their arrival.歌手们把他们到来的消息告诉了我们。

The nurse informed me that visiting hours were over.护士告诉我探病时间已经结束了。

Who informed you when to start? 是谁告诉你们出发时间的？

11.They also make sure that readers can relate to the stories.

他们还要确保报道的内容与读者的生活密切相关。

relate v.i. & v.t （和～）相关；涉及；把～与～关联起来

e.g. It is difficult to relate the two cases. 很难把两个案子联系起来。

We should learn to relate the results to the causes.

我们应该学会把结果与原因联系起来看问题。

Light industry is closely related to the people’s life.轻工业与人们的生活有密切的关系。

12.The two reporters agreed to switch roles for once and be the interviewees rather than the interviewers in order to let us know about their work and how the news we read in made.

两位记者同意交换角色，作一次受访者而不是采访者，让我们了解他们的工作，了解我

们读到的新闻是怎样制作和编写出来的。

(1) switch v. 转换，改变

e.g. He is always switching jobs. 他总变换工作。

He switched the recorder to the “off” position.他将录音机拧到“关”的位置。

(2) for once 就这（那）一次

e.g. For once they broke the rule.这一次，他们违规了。

For once our manager came late. 我们的经理这次来晚了。

He beat me for once.他只有一次赢了我。

(3)rather than”而不是；而没有”

rather than很像一个连词，前后常用一种平行结构，即前面用名词，后面也跟名词；

前面用动词原形，后也要接动词即要求前后成分要一致。

He decided to write to rather than (to) phone.他决定写信而不打电话了。

I’d like to go there in autumn rather than in summer.我愿意秋天去那里而不愿意夏天去。

He was engaging in writing a letter rather than reading a newspaper.

他正忙着写信而不是看报纸。

He is an artist rather than a politician．他是一位艺术家，而不是政治家。

The colour seems green rather than blue．颜色好像是绿的，不是蓝的。

It ought to be you rather than me that sign the letter．

是你而不是我应该在这封信上签字。，

They were screaming rather than singing．他们在尖叫，而不是在唱歌。

He was engaged in writing rather than reading the newspaper．

他在忙着写东西。而不是在读报纸。

She telephoned rather than wrote．她打了电话，而没有写信。

I am going to forget the whole affair，rather than cause trouble．

我打算把整个事情忘掉，而不是打算惹麻烦。

rather than后接动词不定式时，可省略不定式符号to.

She likes to keep things rather than(to)throw them away．

Rather than go there，I'd prefer to stay here on my own．

13.After the interview, the reporter must present the material in an organized way and make sure that the article reflects events and opinions truthfully.

采访后，记者一定要提交出组织严密的材料，并确保文章的真实反映事实和舆论。

(1) present vt.呈现；描述；介绍；赠送

e.g. When will you present your report?你什么时候提出报告？

The government presented cars to the hospitals. 政府向医院赠送了一些车。

Allow me to present Mr. Brown to you. 请允许我把布朗先生介绍给你。

(2) reflect vt. 反映；表现；反射；映出

This letter is sure to reflect our real opinion.这封信会反映出我们的真实意见。

Does this letter reflect your real opinions? 这封信反映出了你真正的观点吗?

Her face reflected how angry she was． 她的脸表示出她多么生气。

vt．反射；回响

The water reflected the sunlight．日光反射在水面上。

The mirror reflected the heat．那面镜子反射热气。

Mirrors reflect light.镜子能反射光线。

vt．映出；照出

The lake reflected the trees．湖面映现着树木的影像。

She was looking at her face reflected in the mirror．

她看着自己在镜中映出的脸

14.My favourite article is the one I wrote about the efforts to bring stolen cultural relics back to China.我最喜欢的文章是我写的一篇关于如何努力把被盗的文物带回中国。

(1) 本句中的one是代词，用来指代article。one常用来代替前文提到的一种可数的事物。

e.g. I haven’t a pen. Can you lend me one? 指代可数名词复数用ones。

e.g. On the desk there is a red pencil and two black ones.

(2)effort n. [U,C]努力；艰难的尝试；努力的结果

e.g. He did it without effort.他毫不费力地完成那件事

[短语] make an effort努力，尽力 spare no effort不遗余力

15.I want to write about people you seldom read about, for example people who have AIDS or who are addicted to drugs.

我想报道那些你们很少能了解的人，如艾滋病患者或者是染上毒瘾的人。

(1) seldom adv. 很少；不常；难得

[扩展] 表示否定意义的状语位于句首时，句子通常采用倒装句。

e.g. Seldom does he quarrel with others.

Never did I dream of seeing him in America.

Never before have so many people come to see him.

Not a single word did she say.

(2)be / get / become addicted to sth. / doing sth.对…成瘾/成癖

e.g. It doesn’t take long to become addicted to these drugs.

服用这些毒品不要多长时间就会上瘾。

It’s a pity that her child has got addicted to smoking.真可怜，她的孩子抽烟上瘾了。

Some children are addicted to computer games / TV.(喻)

一些孩子玩电脑游戏/看电视上了瘾。

He is addicted to practicing Chinese Gongfu.他醉心于练习中国功夫。

16.We shouldn’t ignore what happens even if it is difficult for people to accept some stories.

即使人们对一些现象很难接受，我们也不应该无视眼前发生的事情。

(1) ignore v.t. 不理睬；忽视

e.g. You shouldn’t ignore your father’s advice.你不该无视父亲的忠告。

I tried to tell her but she ignored me.我打算告诉她，可是她不理睬我。

(2) even if / even though即使，尽管

e.g. The young man didn’t lose heart even if he had failed many times in finding a job.

这个年轻人没有放弃，尽管他多次未能找到工作。

17.The media can often help solve problems and draw attentions to situations where help is needed.媒介常可帮助解决难题，使人们关注需要得到帮助的情况。

draw attention to关注某事 draw / attract one’s attention引起某人的注意

e.g. This article will draw attention to farmers and agriculture.

这篇文章奖让人关注农民和农业问题。

The fallen leaves drew /attracted the worker’s attention.这些落叶引起了那个工人的注意。

He drew my attention to a mistake in my homework.他要我注意作业中的一处错误。

18.The result is a better understanding of the world on all sides, leading to a future world where people from all countries are respected and different views and opinions are tolerated.结果会使人们更好地了解世界地各个方面，给人们带来一个人人受到尊重，不同观念得到包容地未来世界。

(1) on all sides(=on every side) 在各方面，四面八方

e.g. They were trapped with enemies on all sides.他们四面楚歌。

The enemy were attacking on all sides.敌人从四面八方发起进攻。

(2) tolerate v.t. 容忍，忍受，允许

e.g. I can’t tolerate that loud music / that kind of behavior

.我无法忍受那么响的音乐/那种行径。

Cheating on exams cant’ be tolerated. 考试作弊是不能容忍的。

19. I would not believe it, but I might check other sources and maybe change my mind.

change one’s mind改变主意

e.g. Since getting to know him better, I have changed my mind about him.

更深入地了解以后，我改变了我对他地看法。

[相关短语] bear / keep in mind 记住 call/bring to mind 使人想起 out of one’s mind 精神错乱，发狂 never mind 不要紧，没关系 have sth. in mind 记得某事，想起某事

20.Famous people are often asked for their opinions on current affairs.

名人经常接受采访、被问及对时事地看法

current affairs 当前的事件；时事

affairs复数形式表示“重要事件，事务”（常用复数形式，且一般不与定冠词连用）

e.g. The minister deals with important affairs of State.这位大臣处理重要的国务。

current adj. 此刻的，现时的，当前的

e.g. current fashions时装 current events时事

21. Nine out of ten women who were interviewed about the product said they liked it.

nine out of ten(=nine in ten)十之八九，百分之九十

e.g. Nine out of ten people will not agree with you.

也可以说

Four out of the ten children there can go to school.在那里十个孩子中只有四个可以上学。

22. And I like the way the fans look up to them.

look up to尊敬，敬仰（反义：look down on轻视，看不起）

The young should look up to the old.年轻人应该尊敬老人。

Schoolboys usually look up to great athletes．学生通常尊敬伟大的运动员。

He is a fine chap．I've always looked up to him．他是个好小伙子，我一直尊敬他。

We should look up to him as an example Of devotion to duty．

我们应该尊敬他，把他作为尽心尽职的典范。

23. Americans will fall in love with this game too.

fall in love with爱上（表示动作，不延续）

e.g. I fell in love with her at first sight.我对她一见钟情。

She fell in love with the house as soon as she saw it.

[比较] be in love (with) 相爱，喜欢（表示延续状态）

e.g. If you’re really in love with art, you don’t mind hard work.

24. Brave and strong, the activists talked to workers outside the factory…

brave and strong是形容词作状语，形容词或形容词短语作状语，通常说明主语行为的原因、方式、伴随状况等。

e.g. Cold and hungry, he decided to stop and have a rest. （表原因）

又冷又饿，他决定停下来休息一会儿。

Ripe, the oranges taste sweet.（表方式）这些橘子熟了，味道甜美。

25. The peaceful meeting ended when the company sent out a group of angry men armed with sticks to fight with the citizens.

arm v.t. 武装，用武器装备

The robber was armed.那个强盗有武器。

The soldiers were armed to teeth.士兵们武装到牙齿

arm oneself with ．．．“装备……；以……为武器”

They armed themselves with machine guns．他们装备了机关枪。

The crowd armed themselves with sticks and stones．那些群众以棍棒和石头当武器。

be armed(with…)“武装起来；有武器”

He is armed to the teeth．他全副武装。

The robber was armed．那强盗有武器。

The warship is armed with nuclear weapons．那艘战舰有核武器。

n．(常用复数)武器；兵器

a man of arms战士

The people were quick to take up arms to defend their freedom．

那些人迅速拿起武器保卫他们的自由。

26. I’m sure they won’t feel disappointed.

disappoint v.t. 使失望 disappointing adj. 令人失望的 disappointed adj. 失望的

e.g. The book disappointed me.这本书令我失望。

The news was really disappointing.那个消息真令人感到失望。

Are you very disappointed about losing the game?你是不是因为比赛输了而感到很失望?

27.inform vt.通知；告知

常用于句式：inform sb．of sth．

I informed her mother of her safe arrival．我通知她母亲她已平安抵达。

She returned and informed us of their decision.她回来告知我们她们的决定。

后可接从句作宾语。

We were informed that a big fire had broken out in the next town．

我们获知邻镇发生了大火。

His letter informed us how and when he was expected to arrive in Beijing．

他来信通知我们他预定来北京的时间和搭乘什么交通工具。

常用于被动语态或复合结构中。

Has he been informed Of his father's death yet? 告知他父亲去世的消息了吗?

Please keep me informed Of fresh developments．请随时告知我最新的进展情况。

28.relate vi．把……联系起来

relate…to／with…把．．．．与．．．．联系起来

It is difficult to relate these results with／to any known cause．

很难把这些结果与任何已知的原因联系起来。

I can't relate what he does to what he says．

我无法把他做的与他说的联系在一起。

常用于被动语态：be related to …“与……有关系”

His fear of people is deeply related to his unhappy childhood．

他对人的畏惧和他不幸的童年有着密切的关系。

Physics is closely related to mathematics．物理学与数学有着密切的关系。

vi. 有关；涉及；常与介词t。连用。

I want to ask you a question that relates to politics．

我想问你一个有关政治的问题。

That does not relate to him．这并不涉及他。

This letter relates to the sale of the house．这封信有关那房子的销售。

29．tolerate vt．忍受；容忍

I can't tolerate your bad manners any more．我再也不能容忍你的不礼貌了。

She didn't tolerate his selfishness．她不容许他的自私。

How can you tolerate that rude fellow? 你怎能忍受那个粗野的家伙?

tolerate(sb．／one's)doing sth．“容忍(某人)做某事”

I won't tolerate you／your cheating in the exam．我不会容许你考试作弊。

The government tolerates smoking and drinking but not taking drugs．

政府允许吸烟喝酒但不允许吸毒。

B: 过去分词在句中可承担形容词和副词在句中的作用，充当定语和表语。

1．过去分词作定语

(1) 在句中的位置

单个的过去分词作定语时，位于它所修饰的名词或代词前面；过去分词短语作定语时，位于它所修饰的名词或代词后面。

a broken heart一颗破碎的心 a lost dog丧家之犬 a risen sun已升起的太阳

an organized trip有组织的旅行 a broken glass被打破的玻璃杯

a trip organized by the league由共青团组织的旅行

a glass broken by the boy被这个男孩打破的玻璃杯

The excited people rushed out of the building.

They found a damaged car at the gate of the park.

(2) 所表示的时间

过去分词作定语时，所表示的动作或者在谓语所表示的动作之前发生，或者没有一定的

时间性。

The letter posted yesterday will soon reach him.他很快就能收到昨天寄出的信了。

Have you read the books written by the young writer？你读过那位年轻作家写的小说吗？

(3)语法功能

过去分词或过去分词短语作定语时，其功能相当于一个定语从句。

The stolen bike belongs to Jack.被偷的自行车是杰克的。

The bike which had been stolen belongs to Jack.

The lecture given by Professor Zhang is about environment protection.

张教授所做的报告是关于环境保护的。

The lecture which was given by Professor Zhang is about the environment protection.

2. 过去分词作表语

(1) 过去分词作表语时，多表示主语所处的状态。

The door remained locked.门仍然锁着。

She looked disappointed.她看上去挺失望。

He seemed quite delighted at the good news.听到这个好消息，他似乎很开心。

(2) 常见作表语的过去分词有：upset, disappointed, drunk, amused, frightened, married, excited, experienced, interested, confused, pleased, puzzled, satisfied, tired, worried等。

(3) 有些过去分词作表语时，构成的谓语很接近被动结构。

Everything is settled down.一切都解决了。

Thank heavens! The boy is saved.谢天谢地，孩子得救了。

The town is surrounded on three sides by mountains.这座小镇三面环山。

篇5：高二unit2

§2.1词句贯通

1.collision n.碰撞，冲突

a head-on collision正面冲突或相撞

He was killed in a car collision.

他在一次汽车相撞中死亡。

His car had a collision with a bus.

他的车与公交车相撞了。

A collision with Parliament could ruin the government’s plans.

与议会的冲突可能会破坏政府的计划。

be in collision (with)/come into collision (with)(与……)冲突，相撞，发生矛盾

The two ships came into collision.

那两只船相撞了。

People with revolutionary ideas may find themselves in collision with the forces of the law.

想革命的人会发现他们自己与法律的势力水火不相容。

2.permanent adj.永久的，固定的，长期不变的

permanent peace 长久的和平

a permanent job 固定的职业

The drug may cause permanent brain damage.

这种药可能会引起永久性的脑部伤害。

This is my permanent address.

这是我的固定居所。

After doing odd jobs for a week, he got a permanent job.

做了一个星期的零工后，他找到了一份固定工作。

3.voyage n.航海，航行

The ship set out on a long voyage.

那艘船出发进行长途航行。

The voyage to England took seven days.

这次去英国的航行时间是七天。

We made a voyage to Australia.

我们航行到了澳大利亚。

He is now on the voyage home.

他正在返航途中。

David went on a voyage around the world.

大卫作了环游世界的航行。

When I give up work I shall make/take a long sea voyage.

我离职后要作一次长途航海旅行。

4.aboard adv.在船(飞机、车)上，上船，上飞机

All aboard!各位请上船(飞机、车)!

Welcome aboard!欢迎大家乘船(飞机、车)!

All 257 aboard died in the airliner crash.

那次飞机失事中，机上的257名乘客全部遇难。

We got aboard though the boat was crowded.

虽然船上很拥挤，我们还是上了船。

He came running along and climbed aboard just as the train was to pull out.

就在火车即将开动时，他跑过来了并爬上了火车。

5.gentle adj.温和的，温柔的，有礼貌的，文雅的

Mothers are always gentle with their children.

母亲对待孩子总是温柔体贴。

My new teacher is both gentle and encouraging toward me.

我的新老师对我既温和又鼓励。

Mary is very gentle; she never talks roughly.

玛丽很文雅，她从来不说粗话。

She was small, and gentle in her voice and movements.

她小巧玲珑，声音温柔，动作文雅。

She gave the baby a gentle pat on the back.

她在小孩的背上轻轻地拍了一下。

6.throw light on/upon使……显得非常清楚

The modern scientific development has thrown light on this question.

现代科学的发展已使这个问题明朗化。

Can you throw any light on the problem?

你能把这个问题阐述清楚吗？

The information throws light upon the mystery of Dr Bake.

这个信息可以解开贝克医生之迷。

7.matter n.事情，问题[C]；物质，内容[U]

a private matter 私事

the matter under discussion 讨论中的问题

Political matters interest him greatly.

他对政治问题深感兴趣。

It’s no laughing matter.

这不是开玩笑的事。

The world is made up of matter.

世界是由物质组成的。

Matter exists in three states: solid, liquid and gas.

物质以三种形态存在，即固体、液体和气体。

The matter in your essay is excellent.

你文章的内容写得很好。

8.phenomena n.[pl.]现象，奇迹(单数形式是phenomenon)

Rain and snow are phenomena of the weather.

下雨和下雪是天气现象。

The phenomena were observed by astronomers throughout the world.

全世界的天文学家都观测到了这种现象。

That’s a natural phenomenon.

那是一种自然现象。

An eclipse is an interesting phenomenon.

日食是很有趣的现象。

Beethoven was a phenomenon among musicians.

贝多芬是音乐家中的奇才。

A child who can play the piano at the age of two would be called a phenomenon.

两岁就能弹钢琴的小孩可称为奇才。

9.labour n.努力；劳动，劳动果实

mental labour 脑力劳动

physical labour 体力劳动

Workers are paid for their labour.

工人以劳动获得报酬。

His new book is the product of some three years’ labour.

这本新书是他大约三年努力的成果。

It is labour to read the Bible through.

读完圣经是件相当吃力的工作。

10.hesitate vi.犹豫，迟疑，踌躇

She hesitated before picking up the phone.

她在拿起听筒前犹豫了一下。

She’s still hesitating about sending her son to college.

她对于要不要送儿子进大学一事仍然犹豫不决。

We seldom hesitate about where to stay in Paris.

去巴黎要住哪儿，我们很少有拿不定主意的情况。

Don’t hesitate to tell me if you have any requests.

如果你有什么要求，请告诉我，不要犹豫。

I hesitate to ask you, but will you recommend me for the post?

向你提要求真不好意思，请你推荐我去担任那项职务好吗？

hesitation n.犹豫，踌躇

without hesitation毫不犹豫

I had no hesitation in telling the truth.

我毫不迟疑地说出了实情。

§2.2发散思维

1.distance n.距离

当询问距离是多少时，要用what提问。

What’s the distance to London?

到伦敦的距离是多少？

distance的修饰语常用some,good,great,long,short等。

It’s a good distance away.

离得很远。

The villagers have to walk a long distance to get water.

村民们要走很远去取水。

distance常构成下列短语：

within walking distance“在步行可及的地方，几步之遥”

The park is within (easy) walking distance of my house.

公园离我家只有几步之遥。

My parents live within walking distance of me.

我父母住在我家附近。

at/from a distance (of)“从远处”

This picture looks better at a distance.

从远处看，这张画更好看。

Now and then he stepped back to look at his work from a distance.

他不时地退后几步从远处看一看他的作品。

One can see the ancient ruins at/from a distance of 20 miles.

人们从20英里之处就能看到这个古迹。

in the distance“在远处，远方的”

A ship could be seen in the distance.

可以看到远方有一艘船。

I made out three figures moving in the distance.

我看到远处有三个黑影在活动。

keep sb.at a distance “与某人保持一段距离，不很亲密”

Mr.Smith is kind to the workers in his store, but after work he keeps them at a distance.

史密斯先生对他商店的工人很好，但下班后却与他们不很亲密。

It was difficult to get to know her because she always kept everyone at a distance.

很难搞懂她，因为她总是与人保持一定的距离。

2.attention n.注意力，注意，留心，关心

It is difficult to hold the students’ attention for more than an hour.

要让学生们持续集中注意力达一个小时以上，真是很难。

This matter requires our close attention.

这件事我们必须密切注意。

He drew attention to the rising unemployment.

失业率日渐升高引起了他的注意。

We listened with attention to what he said.

我们倾听他所说的话。

My grandfather is over eighty and needs a lot of attention.

我的祖父年过八十，需要经常照顾。

The patient needed immediate attention.

这位病人需要立即治疗。

常构成的短语：

pay/give attention to 注意

attract/catch/draw/get one’s attention 吸引某人的注意

focus one’s attention on 集中注意力于

devote one’s attention to 专心于

turn one’s attention to 将注意力转向

★新教材高二 Unit2 News Media单元教案

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