I. 单元教学目标
技能目标Goals
Talk about early navigation
Talk about discovery and exploration of an unknown land
Learn about some famous navigators and explorers
Learn to express the cause and effect
Learn to use the Predicate
Write a report about a navigator or an adventurous story
Ⅱ.目标语言
词
汇 voyage mercy encyclopedia alongside exploration minimum celestial pole equator horizon overhead seaweed nowhere offshore accelerate outward tide secure log knot nautical magnetic random awkward reference precise simplify portable shortcoming update tendency reliable swoop parcel peck cliff expedition compulsory survival incident departure crew deposit dilemma drawback dusk routine reckon reckoning starvation psychology psychologically tension gradual gradually foresee thirst tear hardship jaw background roar
at the mercy of nautical mile set loose jaws of death
功
能
句
式 Cause & effect
Why are you...? How could you...?
Why did you...? Because of....
It was because.... The reason is that....
As he.... Since she....
Now that.... Therefore,...
He was due to.... It is ..., so I’m afraid....
That's why.... He.... so he is ill with fever after the voyage.
语
法 复习谓语(The Predicate)
So how did they navigate so well?
As you can see from the map we kept to straight course pretty well.
The tension in the boat got worse as the supply of food and water gradually disappear
So accomplished navigators were able to use it to plot their position.
Captain Cook had led three great Pacific voyages during his life.
I’ll go and get ready to begin work.
重
点
句
子 1. You may well wonder…(p12)
2. … show that they were not at the mercy of the sea even though…(p12)
3. Sea birds could be used to show the way to land when it was nowhere to be seen. (p12)
4. There was no secure method of measuring longitude until the 17th century when the British solved this theoretical problem. (p13)
5. Its shortcoming was that it still used the moving ship as one of the fixed points of reference. (p13)
6. I am proud to have sailed with Captain Bligh on his journey of…(p17)
7. You could not imagine a more disturbing sight than what we looked like when arriving in Timor over forty days after being set loose in…(p17)
Ⅲ..教材分析与教材重组
1. 教材分析
本单元的中心话题是“Sailing the oceans”，内容涉及海洋航行、人类早期的航海技术、中国历史上最著名的航海家郑和、辛巴达的第一次冒险航行等。本单元的语言技能和语言知识都是依据“航海、发现探索未知的大陆”这个中心话题设计的。
1.1 “热身”(Warming up)部分提出了三个问题：航海家的含义；航海家与探险家的不同之处。看图对中外历史上的三个著名人物郑和、马可波罗、詹姆斯库克进行讨论，谁是航海家，谁是探险家。通过讨论使学生的言语技能和语言知识得到充分运用。
1.2 “读前”(Pre-reading)部分要求学生看图回答问题。通过这项任务的完成，可以激起学生了解早期航海情况的兴趣。
1.3“阅读”(Reading)部分是一篇说明文，用百科全书的形式呈现出的内容是让学生了解在现代化的航海仪器发明之前人们是怎样航海的。阅读的内容分为两部分，首先介绍古代航海者怎样借助自然环境的帮助进行航海。然后介绍早期的航海者怎样利用航海仪器来确定经度和纬度。1.4 “理解”(Comprehending)部分设置了五个练习。这些练习能帮助学生更好地理解阅读内容。这部分的练习1和练习4主要用以消化阅读的细节内容，只要学生理解了课文，不难回答。练习2、3、5设置了几个不同的情景，要求学生利用课文内容进行讨论与回答。这些练习能帮助学生更好地理解课文内容。
1.5 “语言学习”(Learning about Language)部分由词汇和语法两部分组成。这个部分的练习主要用来帮助学生进一步学习、巩固课文中出现的词语，加深学生对谓语的语法概念，同时也帮助学生了解库克船长的航海探险经历。
1.6 “语言运用”(Using Language)该部分包括两项内容，对学生进行听、说、读、写的综合训练。该部分内容紧密结合了本单元的功能项目“Cause and effect”。
1.7“小结”(Summing up)部分涉及三个方面：第一项是本单元关于航海的主题；第二项是学习本单元的收获；第三项是关于本单元的语言知识。通过该小结，可以让学生对本单元的学习有个整的概念。教师可以利用该材料做些拓展性和巩固性练习设计。
2. 教材重组
2.1利用WARMING UP设计成一节任务型“口语课”。
2.2 将Pre-reading 、Reading和Comprehending 整合成一节 “精读课”。
2.3 将Using Language中的Reading和Workbook中的READING TASK上一节“阅读课（泛读课）”。
2.4将Learning about language 和Workbook中的Talking整合成一节以说和写为主要任务的练习课。
2.5将Using Language中的Listening和Workbook中的Listening整合成一节“听力课”。
2.6 将Learning about Language中的Revising useful structures和Workbook中的Using structures整合成一节“语法课”。
3. 课型设计与课时分配（经教材分析，本单元建议用六课时教完，顺序可根据学情适当调整）
1st period Speaking(口语课)
2nd period Reading(精读课)
3rd period Extensive Reading(泛读课)
4th period Practicing(练习课)
5th period Listening(听力课)
6th period Grammar(语法课)
Ⅳ. 分课时教案
The First Period Speaking
Teaching Aims:
a. Key words and expressions
navigate, navigator, navigation, navigational; explore, explorer, exploration
b. Talk about sailing the oceans.
Teaching Methods:
Discussion to arouse the students’ interest in sailing and exploring the oceans.
Individual, pair or group work to make every student work in class.
Teaching Aids:
The multimedia; a tape recorder; the blackboard
Teaching Procedures:
Step1 Greetings
Greet the whole class as usual.
Step2 Revision
Check the homework exercises.
Step 3 Presentation
Present the students a map of the world and tell them “Today we are going to learn a new unit “Sailing the oceans”. Then ask them to turn to page 11 and give them a few minutes to have a discussion.
Step 4 Discussion
In pairs discuss the questions on page11.This discussion is intended for students to explore the difference between a navigator and an explorer. This difference is important to establish because it encourages students to appreciate shades of meaning in the definitions f words and also because it establishes the idea of categories.
After a few minutes, ask some pairs to speak out their result of the discussion. Then sum up and check the answers.
A navigator explores new routes across the sea.
An explorer discovers new places on land.
A navigator is somebody who finds the position and plots the course of a ship, an aircraft, a car, etc, using maps and instruments. An explorer is somebody who travels into or through a place in order to learn about it. Very often navigators are also explorers.
In history there are four famous voyage explorers in the world, including Zheng He in China, James Cook in England, Christopher Columbus in Spain and Abel Tasman in Holland.
In this unit we’ll talk about Zheng He, James Cook and some other explorers like Marco Polo and Captain Bligh.
Step 5 Pre-speaking
Ask the students if they want to know some famous navigators and explorers. Then present them some pictures and some related information about them.
1. About Zheng He.
2. About Marco Polo
3. About James Cook
4. About Ferdinand Magellan
Step 6 Speaking
After showing the students the pictures and their background information, ask the students to think about the question: How do you think seamen found their way before modern accurate methods of navigation were invented? If time is limited, this can be left as their homework.
Step 7 Homework
1. Read the new words.
2. Preview Reading SAILING THE OCEANS on page 12.
The Second Period Reading
Teaching Aims:
a. Learn and master the key words and expressions
voyage mercy minimum nowhere pole overhead offshore accelerate outward longitude latitude precise simplify portable shortcoming updated tendency reliable
at the mercy of, even though, work out, be used to, in relation to, aim to , …
b. Train the students’ reading ability. Let the students have some knowledge of early navigational methods. Explain how seamen explored the oceans and what kind of navigational instruments were used to sailors before the 17th century when they were navigating the open seas without seeing the land.
Teaching Difficult Points:
a. How to help the students understand the reading passage better.
b. How to improve the students’ reading ability.
Teaching Methods:
a. Scanning the text to get the general idea of it.
b. Carefully reading to finish the Comprehending exercises on page 14.
c. Discussion after reading to make the students understand the text better.
Teaching Aids:
The multimedia; a tape recorder; the blackboard
Teaching procedures & ways
Step1 Greetings
Greet the whole class as usual.
Step2 Revision
Check the homework exercises.
Step3 Pre-reading
Show the students some pictures to see if they can identify the early navigational instruments seamen used and explain how they used.
Step 4 Discussion
Discuss the questions on page11.
Step 5 Listening and comprehending
After listening to the contents of the text do the comprehending exercises on page 14&15.
Step 6 Explanation
After comprehending, it is a good time to deal with the new words and language points in this part, esp. the following:
voyage mercy minimum nowhere pole overhead offshore accelerate outward longitude latitude precise simplify portable shortcoming updated tendency reliable
at the mercy of, even though, work out, be used to, in relation to, aim to ,
Step7 Discussion
Let’s the students have a discussion by working in pairs or in groups.
Topic: Imagine you are on a boat with twenty-nine other people. You have a small box for your personal things but it can only hole ten items. What would you need for a week’s journey across the North Sea to England?
Suggested Answer:
Category Items Category Items
Clothes shirt, trousers Shoes waterproof boots
Hygiene soap Tools knife, scissors
Bedding blanket Medicines sea-sick tablets, cold medicine
Games cards, chess Books novels, essay collections
Step8 Summary
This reading explains how seamen explored the oceans and what kind of navigational instruments were used to sailors before the seventeenth century when they were navigating the open seas without seeing the land.
Step9 Homework
Finish the exercises about using words and expression on page61.
The Third Period Extensive Reading
Teaching Aims:
a. Learn and master the key words and expressions
incident departure crew deposit dilemma drawback dusk routine pretty starvation extreme psychologically tension gradually foresee thirst hardship
b. Train the students’ reading ability.
Teaching Difficult Points:
a. How to help the students understand the reading passage better.
b. How to improve the students’ reading ability.
Teaching Methods:
a. Scanning the text to get the general idea of it and do some other comprehending exercises.
b. Discussion after reading to make the students understand the text better.
Teaching Aids:
The multimedia; a tape recorder; the blackboard
Teaching procedures & ways
Step1 Greetings
Greet the whole class as usual.
Step2 Revision
Check the homework exercises.
Suggested answers to Exercise3:
1. I have gradually accepted the routine at school now that I am in the advanced class and make my own study plan.
2. The drawback of using that girl for the advertising was her square jaw which made her look unfriendly.
3. Mathematics is a subject which demands precise and accurate work.
4. In the park I saw a small boy holding the string of a kite overhead, which was rising and falling at the mercy of the wind.
5. That explorer wanted to secure his place in history by being the first man to reach the South Pole.
Step3 Reading
a. Listen to the passage and then let them do some true or false questions according to the text.
1. I was forced to join Captain Bligh in the small boat.
2. After the crew took over the ship “Boundy”, Captain Bligh was allowed to take with him a chart , a compass and a quadrant.
3. It was very difficult for us to get a correct reading from the quadrant as the boat moved constantly during the course.
4. Captain Bligh used a system called “dead reckoning” and he knew there was land directly southwest of their original position.
5. We completely believed Captain Bligh when he talked hopefully about what we would do when we got back to England.
6. Captain Bligh was as weak as the rest of us but he was determined not to give up.
7. Captain Bligh kept us busy and tried to take our minds off our stomach and thirst all the way.
8. We finally escaped the jaws of death and arrived in Timor over fifty days after being set loose in our small boat.
Answers: (FFTFFTTF)
b. Give the students a few minutes to read the passage again and then get the general idea of the text.
This is the storey of Captain Bligh’s amazing journey across the Pacific Ocean in an open boat with his followers after another group of sailors under Fletcher Christian had taken over the ship. Later Captain Bligh and his men made for the island of Timor using a combination of navigational skill and “dead reckoning”, which is guessing the correct direction. The voyage lasted over 40 days and was one of the greatest examples of survival at sea.
c. Explain some difficult sentences, phrases and words.
Key phrases:
1. in addition 另外
There was an earthquake and, in addition, there were tsunamis.
除了地震之外，还有海啸。
比较：in addition, in addition to
in addition= as well, besides 相当于副词
in addition to=as well as 相当于介词
In addition, the owner of the land may charge an extra fee.
In addition to swimming, she likes tennis.
2. cope with 有效地或成功地对付或应付
A family and a full time job is a lot to cope with.
照顾家庭并干一份全职工作需要花很多精力。
She is not a competent driver and can’t cope with driving in heavy traffic.
她不是一个称职的司机，在交通拥挤时就开不好车。
比较: deal with只是采取行动去对付某人或某事，并不考虑成功与否。
3. take one’s mind off 使某人的注意力离开
keep one’s mind on…专心于，把注意力集中于
put one’s mind into/to…专心于
4.set loose出发, 使爆炸, 引起, (使)开始(做某事)
Someone has set the tigers loose from their cage and they are terrorizing the town.
When we escape, shall we set the other prisoners loose?
5.the jaws of death / defeat= used to describe an unpleasant situation that almost happens鬼门关，失败的险境
The team snatched victory from the jaws of defeat.
这个队翻盘而险胜。
Step4 Discussion
Discuss these situations in fours and then hold a class discussion.
1. Would you have behaved like the person in the reading and joined Captain Bligh in the open boat or stayed on the “Bounty”? You should have reasons for your choice.
2. At the time that the nineteen men in the boat sailed for Timor they did not know if they would survive or not. What do you think were the most important things they would need to take with them? Who should decide these items? Remember that the boat was already very full with people and could not hold very much more.
3. Many men who wanted to go into the boat were unable to because of the lack of space. If they stayed on the “Bounty” and were caught by the British navy, they should be killed according to the law.
4. What would the students have done to avoid being caught and punished if they had been part of the group who took over the “Bounty”? Would they have gone back to Tahiti or looked for another place to live? Which place would be the safest?
5. After the discussion let students prepare for the speaking exercise and encourage them to make notes of their ideas. Follow this format: Discuss in pairs. Make a list of the ideas.
6. Swap ideas with another pair and resolve differences. Make a new list of the ideas.
7. One member of the group should give the ideas to the class in turn. Other groups can discuss these ideas and evaluate them.
One sample dialogue:
Li Pei (LP), Du Zhou (DZ), Wen Fuqing (WF) and Liu Yongfu (LY) are discussing the journey and Captain’s Bligh’s leadership qualities.
LP: Why are you convinced that this journey shows the greatest navigational skill? I’m sure there must have been others that were as good, if not better!
DZ: Do you know of many other sea voyages of this kind?
WF: Well, there’s that journey by Shackleton from Elephant Island in the Antarctic to get help from another island with a whaling station. He wanted to rescue his men. The weather was terrible and he was in an open boat, too.
LY: How can you think that journey was more difficult? It didn’t last very long. Captain’s Bligh’s journey lasted over forty days, was very hot and they had very little food and water. It was because Captain Bligh was a great leader that they survived.
DZ: Now that I’ve heard about it I am very impressed. All those men pushed together in a very small boat, it must have been terrible for them to stay friendly. Meanwhile they were being driven mad by lack of fresh water and there was all that salt water all around them. That’s the reason I think it was the greatest sea escape.
LP: When you put it that way I suppose it was a great achievement. Captain Bligh was certainly excellent in the way he kept the men occupied and tried to take their minds off their troubles. In addition he treated everyone the same when it came to food or water. So I think you are right and it was the greatest example of navigational skill against the odds! Do you agree?
DA, WF and LY (together): Yes. We do.
Step5 Homework
Finish exercises in workbook.
After class write a report to your letter explaining to him why you think Captain Bligh should or should not receive the medal.
Sample letter
Dear Sir，
I think Captain Bligh should certainly receive a special medal for his amazing voyage across the sea to Timor. This is a journey that could not have been completed without great navigational skill. In addition Captain Bligh did not lose one man.
First, he showed his leadership qualities by sharing the food and water fairly with the men in the boat. Everyone was treated equally and this made for good feeling between the members of the boat.
Second, he kept everyone in the boat cheerful by discussing what they would do when they arrived safely. No one was allowed to think about what might happen if they did not arrive!
Third, he kept them occupied by organizing the complicated mathematical calculations needed to find their position at sea. The crew who had taken over the “Bounty” had left Captain Bligh with only a quadrant and a compass. This meant that numerous calculations were needed to find their correct position. Captain Bligh regularly and each person was given a different activity was important because it stopped the men from thinking about how little food and water there was.
So I hope you will give Captain Bligh this medal. He has shown leadership, fairness and concern for his crew and helped them return to England safely.
Yours,
(your name)
The Fourth Period Practicing
Learning about Language
Teaching Aims:
1. Revise the language points learned in the last period.
2. Do the exercises in this part.
Teaching Important Points:
1. Discover useful words and expressions.
2. Revise useful structures.
Teaching Methods:
1. Discussion method.
2. Pair work or group work.
Teaching Aids:
1. a computer; 2. courseware
Teaching procedures
Step1 Greetings
Greet the whole class as usual.
Step2 Revision
Translate the following sentences into English:
1. 我对杰夫真是搞不明白，他忽而对我友好，忽而对我视若路人。
I can’t work out Geoff out; one day he’s friendly, the next day he ignores me completely.
2. 他认为美与善是一致的。
He identifies beauty with goodness．
3. 到周末你很可能会发现你需要更多东西。
You might well find that you’ll need more by the weekend.
4. 他们在海上迷失的方向,任凭风和天气的摆布。
They were lost at sea, at the mercy of wind and weather.
5. 即便他能通过考试，以后找工作也成问题。
He will have problems in finding a job even if he can pass the exam.
6. 他把车沿着围墙停放。
He parked his car alongside the fence.
Step 3 Discussion
I. Pair work. Ask the students to do the exercises about Discovering useful words and expressions.
1 Replace the words underlined by ones of similar meaning from the reading passage.
1 Seeing the dark clouds above him, George hurried for home.
2 Sailing a boat alone far way from the shore made Flora’s parents worry about her safety.
3 Clare, would you please put your bicycle next to the others in the shed?
4 “Why don’t you plot a more simple route with the smallest number of stops?” asked Mary.
5 Setting out on a long journey by sea with unskilled sailors would be dangerous especially if there were no modern navigational instruments.
2 Find the words from the reading passage that are the opposite of these compound words.
anywhere upload inward unreliable land flower strong point
3 Write down the words you know, which are related to navigation and sea.
Navigation Sea
4 Complete the following paragraph with the words below.
precise outward nowhere awkward reference seaweed
accelerate mercy randomly voyage alongside approximate
Samuel the sailor was extremely good at plotting his course using the stars as a . One day he was determined to set out on a across an unknown sea to an unknown continent. He set out with his instruments so he would not be at the of the sea. He found on his journey a rocky island. It seemed to be covered in nests. Suddenly, as Samuel looked, an enormous bird swooped down and picked him up as if he were a/ an parcel. It its speed and rose straight up into the air so as to reach the place on the rocks where its nest lay. Once there, it shook itself and threw Samuel in the direction of the nest. There seemed to be to hide but then he noticed lots of on his left and quickly hid under it. The bird landed nearby and pecked at the rocks. Samuel rolled over swiftly and found himself at the edge of the cliff. He looked down slowly with a beating heart. Below him was his boat lying the shore! “How lucky I am!” Samuel thought to himself. He then gave a mighty leap and landed in it. Once inside he could safely sail away.
Suggested answers:
Answer key for Exercise 1;
1 overhead 2 offshore 3 alongside 4 simplified; minimum 5 voyage; seamen
Answer key for Exercise 2:
nowhere-anywhere; download-upload; outward-inward; reliable-unreliable;
seaweed-land flower; shortcoming-strong point
Answer key for Exercise 3:
Navigation Sea
navigate,navigational(instruments:compass, bearing circle, astrolabe, quadrant,sextant), sail,sailor,voyage,latitude,longitude, equator, horizon, captain, sailor, land, island, set sail, nautical middles, explore, exploration , . . . seaman, seaweed, seafood, shore, offshore,onshore,beach, beachball,seabed, sea-bird, seagull, sea shell, seaside, sea water, seasick, coast, coastline,coastal, tide, wave, current, . . .
Answer key for Exercise 4;
reference; voyage; mercy; outward; awkward; accelerated; precise; approximate; nowhere; seaweed; randomly; alongside
II. Ask the students to go over the usage of the predicate and do exercise 1 about Revising useful structures.
Suggested answers:
1. James Cook was a great English navigator and Pacific Ocean expedition leader.
2. He had not only an outstanding ability in navigation and exploration, but also a real concern for sailors' health. He carried out compulsory dietary reforms that were copied by many other ship captains.
3. He had led three great Pacific voyages during his life.
4. In his first Pacific voyage in 1769, James Cook rounded Cape Horn, then spent six months charting New Zealand, and finally explored and claimed possession of eastern Australia.
5. In 1772, Captain Cook set sail to look for a "theorized great southern continent". Although they could not manage to reach Antarctica owing to the ice, he predicted that if it did exist, it would have to be a wasteland.
6. In 1776, Captain cook started his third Pacific voyage, searching for the Northwest Passage from the Pacific Ocean to the Atlantic Ocean. Unfortunately, he was killed in a dispute with Hawaiian natives and his men's attempt at the Northwest Passage was unsuccessful. However, this voyage is still recognized as especially significant in the history of the discovery of the west coast of North America.
III. Ask the students to do exercise 2 about Revising useful structures. Then ask some pairs to act out the dialogue.
Suggested dialogue:
Susan: Do you think you'll be going to that pop concert next week?
Clare: No. Let's forget about that as it'll soon be time for our exams.
Susan: Do you need to do more revision?
Clare: I don't really think I need to do more revision. I've done enough but it'll help me forget the concert you'll be enjoying.
Susan: Is there another reason why you don’t want to come to the concert?
Clare: Actually there is a reason. I don't think I'm going to have enough money even though I've been saving especially for this occasion.
Susan: Perhaps I can help you. I always earn extra money by cleaning cars. My father always pays me when I clean his.
Clare: Well, thank you for offering to help me. Ill happily clean your father's car if he'll pay me too.
Susan: I’m sure he will. He’s always been kind to my friends.
Clare: I hope you'll thank him for me. I'd never be allowed to clean my father's car. He is so proud of it he won't let anyone touch it.
Susan: Oh this is my father’s fourth car so the excitement has worn off a little.
Clare: His fourth car? My goodness. He must have been earning a lot of money to have owned so many.
Susan: I suppose so. He has his own business so he needs a car for his work
Clare: Oh J see! That explains things Please would you phone him now and ask him when it would be convenient for me to clean it?
Susan: Of course I11 do that right aw a
Clare: That’s so kind of you. Now while I’m doing the cleaning perhaps you can order our tickets for the concert. I’ll go and get ready to begin work. See you soon. Thanks and goodbye.
Step 4 Homework
Preview using language.
The Fifth Period Listening
Listening and Speaking
Teaching Aims:
1. Review the words and structures in the last period.
2. Finish the listening exercises in this part and improve the students’ listening ability.
3. Talk about sailing.
Teaching Important Points:
Finish the listening exercises.
Teaching Methods:
1. Talking method to improve the students’ speaking ability.
2. Listening method to train the students’ listening ability.
3. Pair wok to make every student take an active part in class.
Teaching Aids:
1. a computer; 2. courseware
Teaching procedures
Step1 Greetings
Greet the whole class as usual.
Step2 Revision
Check the homework exercises.
Step3 Listening
Listen to the tape and ask the students to finish exercise 1-3 on page 19.
Suggested answers:
Answer key for Exercise 1:
maps; stars; clouds; waves; currents; birds
Answer key for Exercise 2;
Sailors from Sea or Ocean Skills
Phoenicia Mediterranean Used the sky to find their way
Norway North Watched birds to find land
Polynesia Pacific Studied the -waves of the ocean
Answer key for Exercise 3:
1 Vikings used to prefer to said following the coast
line so they could check that they were on the correct route.
2 Vikings used birds, and natural features like
mountains, to direct their ships.
Step 4 Speaking
Ask the students to discuss the sayings in exercise 4 and get their ideas together.
Step 5 Homework
Finish the exercises in the student’s workbook.
The Sixth Period Grammar
The Predicate and Agreement
Teaching Aims:
1. Revise one of the sentence elements ---the Predicate and do plenty of exercises to consolidate what we have revise.
2. Study Agreement to improve the students’ ability to use the English language.
Teaching Important Points:
1. How to choose the proper form of the Predicative in order to express what we want to say.
2. Help the students to make a summary of the usage of agreement.
Teaching Difficult Points:
How to choose a proper predicate according to its subject.
Teaching Methods:
1. Discussion method to let the students have a clear understanding.
2. Pair work or group work to make every student engaged in all the activities in class.
Teaching Aids:
1. a computer; 2. courseware
Teaching procedures
Step1 Greetings
Greet the whole class as usual.
Step2 Revision
Check the homework exercises.
Step3 Grammar: the Predicate
A. Show the students some sentences and ask them to discuss and tell what member of the sentence each underlined part is.
① What nationality is he?
② That’s something we have always to keep in mind.
③ John is the second to learn about it.
④ Diamonds are precious.
⑤ The play we saw last Saturday is moving and we were all moved.
⑥ All we can do is to go and meet him.
⑦ He has been away for 3 years.
⑧ She is not what she used to be.
B. Something about the predicate:
谓语
谓语用来说明主语的动作或状态，由动词或动词词组担任。有四个要点，举例归纳如下：
1. 动词可分为及物动词、不及物动词和连系动词。
1)需要跟有宾语的动词叫及物动词，及物动词后可跟一个宾语、直接宾语和间接宾语或一个宾语带宾语补足语。例如：
直接宾语
Children seek independence.
The trial raised a number of questions.
He has always liked Mr. Philips.
He made the shortest speech I have ever heard.
A couple were having a drink at a table by the window
He took photographs of Vita in her summer house
直接宾语和间接宾语
They gave us a wonderfully warm welcome.
Mr Schell wrote a letter the other day to the New York Times.(… wrote the New York Times a letter.)
I took out the black box and handed it to her. (…handed her the box.)
l had lent my apartment to a friend for the weekend.
He left the note for he r on the table.
一个宾语带宾语补足语
Willis’s jokes made her uneasy.
Last year they made him captain of the Team
The people named the place “Turbo Kutu”.
I thought it right to go there without delay.
Have you found it difficult to speak?
2)不需要跟有宾语的动词叫不及物动词。例如：
Her whole body ached.
Donald was lying on the bed.
Bob coughed all night.
All the leaves have fallen and winter is coming.
I will travel south this summer and won’t come back to my office until the end of August.
有几个不及物动词后可以跟有与之同形的名词，这叫同源宾语。例如：
They are living a peaceful life. (=They are living peacefully.)
He died a heroic death . (=He died heroically.)
The girl laughed a merry laugh. (=The girl laughed merrily.)
He sighed a deep sigh. (=He sighed deeply.)
许多动词往往既是不及物动词又是及物动词。例如：
Gus asked me whether I’d like to have dinner with him. I accepted.(vi.)
I accepted the invitation. (vt.)
He painted every day. (vi.)
He paints vivid portraits of friends and acquaintances. (vt.)
He ran as fast as he could. (vi.)
She ran a hotel in the centre of the city. (vt.)
Father never smoked or drank all his life. (vi.)
He drank a good deal of coffee. (vt.)
At last she thanked them and left. (vi.)
A11 I know is that Michael and I never left the house. (vt.)
3 ) 连系动词虽具有词汇意义，但需要带有表语才能构成动词谓语。例如：
The station seems a very small one.
They haven’t remained loyal to the government.
Their hall was larger than his whole flat.
The task of inspecting it proved to be exciting and interesting.
It sounds unnatural to us.
My memories of a London childhood are happy ones.
His body was the color of bronze.
2动词词组或称短语动词，可以扩展或改变动词的意义，它们的构成是：
动词+副词
Mary went away for a few days.
动词+介词
The other day I came across a letter from Brunei written in the last year of his life.
动词+副词+介词
You may have come up against unexpected difficulties.
3情态动词与动词连用构成的谓语。例如：
I must leave very soon.
The rich ought to pay tuition fees for their children.
You may have heard of him.
You should not have done so.
Step 4 Practice
Choose the best answers.
1. ---You haven't said a word about my new coat, Brenda. Do you like it?
---I'm sorry I _____anything about it sooner. 1 certainly think it's pretty on you.
A .wasn't saying B. don't say C. won't say D. didn't say
2. --- Is John coming by train?
---He should, but he _____ not. He likes driving his car.
A. must B. can C. need D. may
3. I wonder why Jenny _____us recently. We should have heard from her by now.
A. hasn't written B. doesn't write
C .won’t write D. hadn't written
4. The evening news comes on at seven o'clock and _____only thirty minutes.
A. keeps B. completes C. finishes D. lasts
5. ---Has Sam finished his homework today?
---I have no idea. He_____ it this morning.
A. did B. has done C. was doing D. had done
6. The forest guards often find campfires that have not been _____ completely
A. turned down B. put out C. put away D. had done
7. The first use of atomic weapons was in 1945 and their power__ increased enormously ever since.
A. is B. was C. has D. had been
8. 1 don't _____ rock’ n’ roll. It's much too noisy for my taste.
A. go after B. go away with C. go into D. go in for
9. The teacher, with 6 girls and 8 boys of her class, _____visiting a museum when the earthquake struck.
A .was B. were C. had been D. would be
10. --- Who is the girl standing over there?
---Well, if you _____ know, her name is Mary.
A. may B. can C. must D. shall.
11. On hearing the news of the accident in the coal mine, she _____ pale.
A. got B. changes C. went D. appears
12. Mary kept weighing herself to see how much_____ she was getting.
A. heavier B. heavy C. the heavier D. the heaviest
13. Happy birthday. Alice! So you have_____ twenty-one already.
A. gone B. turned C. grown D. passed
14. The flowers______ sweet in the botanic garden, which attracted the visitors to the beauty of nature.
A. to smell B. smelled C. smelling D. are smelled
15. Having a trip abroad is certainly nice for old couples, but it remains _____ whether they will enjoy it.
A. to be seen B. to see C. seeing D. seen
1-5 DDADC 6-10 BCDAC 11-15 CABBA
Step 5 Grammar: Agreement
Show the students something about agreement:
主谓一致
1. 并列结构作主语谓语用复数
2. 主谓一致中的就近原则
3. 谓语动词与前面的主语一致
4. 谓语需用单数
5. 指代意义决定谓语的单复数
6. 与后接名词或代词保持一致
Step 6 Practice
1. More than one person _______ killed in the accident. ( be )
2. More questions than one ______ been asked. ( have)
3. Part of part of the meat _______spoilt. ( be )
4. Most of the books _________ missing. ( be )
5. The number of errors ______ surprising.
6. Jane and Mary ______ alike.
7. The crowd ______running for their lives.
8. The iron works _____ hidden behind the trees.
9. Either your students or Mr. Wang ______ this.
10. His family ____ going to have a long journey.
11. The whole family_____ watching TV.
12. The population of China ____ very large, and eighty percent of the population in China _____ farmers.
13. The police _____ searching for him.
14. A sheep ____ over there.
15. Some sheep _____ over there.
16. The doctor’s _____ on the side of the street.
17. My uncle’s _____ not far from here.
18. Richardson’s _____ a lot of imported goods to sell.
Ask the students to finish the exercises.
Suggested answers:
1. was 2. have 3. was 4. were 5. was 6. look 7. were 8. was
9. knows 10. is 11. are 12. is , are 13. are 14. is 15 are 16. is
17. is 18. are
Step 7 Summary and Homework
1. Do what we learn today.
2. Do the exercise about Using Structures on page 62.
供稿人: 曾桂萍 刘玉