Ⅰ.Teaching Goals:
1.Talk about modern agriculture and the effects it has on people's life.
2.Practise giving advice and making decisions.
3.Use “It” for emphasis.
4.Read statistical graphs.
5.Write a plan for a vegetable garden.
Ⅱ.Teaching Time:
Five periods
Ⅲ.Background Information:
1.An American Small Farm
Last year,at harvest time,we visited the Steenhoek farm,which is 2 200 mu,or 340 acres.Typical family farms are run entirely by family members,with every member playing a vital part in the operation.Both of these families are descendants of Dutch immigrants who settled here over a century ago.
The Steenhoek farm supports 3 generations.The family of Mr.and Mrs.Steenhoek includes three children and 2 grandchildren.As we will see,this family is an excellent example of hardworking,experienced farmers who stay on the land not purely because of profit,but because they are living a life-style that satisfies them.Sixty percent of the Steenhoek's acres are devoted to pasture land,on which they raise 120 beef cattle.The rest of the land is used for growing corn.
Fifteen years ago,the American farm economy was booming.Farmers could specialize,raising one crop,or one type of animal.Today,with an uncertain farm economy,such an idea is considered foolhardy,and diversifying is one way that farmers can lesson their risk of loss.For example,if weather affects the size of a crop,the sale of the livestock will make up the difference.If the animals are plagued by disease,at least there is grain to take to market.
Kendall Steenhoek,Simon's eldest son,divides his time between running this machine shop and farming zoo acres of corn.He attended a community college in Iowa for two years to study diesel mechanics.Then he opened this repair shop for farm machinery.Kendall also plants and harvests over 30 000 bushels of corn each year,but it is the income from the repair shop that has enabled him to stay within the farming community.The heavy equipment used on the farms today is in constant need of maintenance,and requires precision tooling for repairs.By far,the most impressive and certainly the most costly piece of farm equipment used on a small farm is a harvesting machine called a combine,which can cost up to $100 000.
This type of machinery is what makes the American farm so efficient.With a combine,one man and his family can harvest an entire crop of a 500 acre farm in two weeks.The value of the combine is that it performs several functions.As it moves through a field of corn,this sophisticated machine cuts the stalk,plucks the ear,discards the stalk,shucks the corn kernels off the ear and deposites the kernels in a storage bin in the back.Then,a spinning device in the rear of the combine shreds the husks and shafts and scatters them across the field,to serve as mulch,cutting down on the possibility of soil erosion from winter rains.The machine is even more amazing when you think that it has been in use on American farms for only one generation.
2.Genes
Every living cell contains genes.They are too small to be seen in a microscope,but they are vitally important.Each set of genes in the body contains all the instructions needed to make a human being.Some genes determine hair color.Some determine the shape of a nose.Some genes help determine your height and even your weight.
Genes are made of a chemical called DNA-the letters stand for deoxyribonucleicacid(脫氧核糖核酸).In the early 1950's,two scientists,Francis Crick and James Watson,figured out how the parts of DNA fit together.Once scientists understood this structure,it became possible to take pieces of DNA apart and put them together in new ways.New kinds of genes could be made in this manner.
Scientists have studied the genes of many plants and animals.They have worked out which genes affect the color of a tomato and the stickness of its skin.Working out which genes determine which features is called genetic mapping,scientists have begun the Human Genome Project,an ambitious effort to map all the genes in the human body.
Some genes may be effective.For example,something might be wrong with the gene that makes blood clot(凝聚).An individual born with this defective gene could suffer serious hemorrhages(出血)or even bleed to death because his or her blood fails to clot.If scientists ever learn how to map all the genes in our bodies,they could determine whether or not an unborn child has any defective genes.They might even discover how to treat these genes before the child is born.
The First Period
Teaching Aims:
1.Improve the students' speaking ability by practising giving advice and making decisions.
2.Enable the students to master the expressions of giving advice and making decisions.
3.Get the students to learn more about agriculture.
Teaching Important Points:
1.How to express oneself,using what is learned or given.
2.How to advise sb.to do something and how to make decisions.
Teaching Difficult Points:
1.The usage of some expressions.
2.How to improve the students' listening ability.
Teaching Methods:
1.Listening some materials to improve the students' listening ability.
2.Discussion to let the students express themselves freely.
3.Group work or pair work to give every student a chance to express themselves.
Teaching Aids:
1.a tape recorder
2.a projector and some slides
3.a computer
Teaching Procedures:
step Ⅰ.Greetings and Revision
T:Good morning,everyone.
Ss:Good morning,teacher.
T:Sit down,please.In this class,I'll check your homework first,Wang Ping,read your homework to us,…
(The teacher checks the students' homework and have a discussion with the students about the mistake Wang Ping made.Let the students have a clear understanding and correct it.)
step Ⅱ.Preparation for listening and speaking
T:Today,we're going to learn a new unit,Unit 19,Modern Agriculture(Teacher writes the following on the blackboard:Unit 19 Modern agriculture,the First Period).First,let's learn the new words of this period.Look at the screen:
New words:
produce n.產量、產物、農產品
effect n.結果、影響、作用
dike n.堤壩；排水溝
drought n.干旱
leader n.領導者
lead v.領導、帶領
cane n.細長的莖、藤條
sugar-cane n.甘蔗
tobacco n.(煙草)制品；抽煙
local adj.地方的、當地的
(Teacher asks one student to read the new words,then corrects the mistakes the student made.)
Step Ⅲ.Warming up
T:Please turn to Page 32.Let's do Warming up.(Teacher shows the graphs on Page 32 on the screen.)Look at the two graphs and discuss the questions on Page 32.You can do it in pairs or groups.In a few minutes,I'll ask some students to talk about them.(Students begin to discuss the questions.And teacher goes and joins them.A few minutes later,teacher says the following.)
T:Are you ready?Who can give us a talk about the first topic?SA,how are people's eating habbits changing over the years?
SA:From the first graph,we can see that the eating habits of the people in our country have changed greatly.Before 1949,they had not enough to eat and often went hungry.Once natural disasters happened,a great number of people would die of hunger.Before the reforming and opening to the world,grain was still a big problem.People mainly lived on corn and few kinds of vegetables.Since the 1980s,especially the 1990s,people's eating habits have greatly improved.People can eat whatever they want.More and more people eat less grain,more meat and eggs and so on.More and more people turn their eyes to meat,eggs,milk and all kinds of green vegetables.
T:Why do you think this happens,SB?
SB:It is all because of the Party's good policies.
T:Very good.It is true and everyone can see that.How has agricultural produce changed during the first half of the 1990s?And what do you think caused these changes?
SC:From the first half of the 1990s,scientists started to develop new techniques to increase agricultural production without causing damage to the environment.Especially the new technique, “GM”,has made agricultural production increase continuously.Scientists develop new kinds of seeds,better cows,pigs,sheep as well as fish.It is the new techniques that make all this possible.
T:Do you agree with him,SD?
SD:Yes,I do.And I want to give an answer to the three question.
T:Good,please say that.
SD:With the changes in people's eating habits,agriculture as well as nature will have to change,too.People are eating more meat and milk.That is to say,they need more fish,pigs,sheep and cattle as well as poultry.To feed these animals,we need more grain,especially more grass.To protect our environment,the ways to raise animals have changed.With the development of modern science and techniques,some of the fields are not needed to produce more food.We can grow grass,flowers etc.on them.Less farmers are needed and they can do other kinds of work.
Step Ⅳ.Listening
T:So much for the discussion.Next we'll do listening.The passage you'll listen to is about farming.It tells us about farming of all countries in early times and protection of nature and environment.Listen to the tape carefully and do the exercises concerned.Now,read the requirements,please.(Students read the requirements.)Now do you know what you'll have to do after listening to the passage?(Ss:Yes.)During listening,I'll play the tape three times.After listening for the first time,you can leave over the ones you are not sure about.You can do them when I play the tape for the second or the third time.Check your answers with your partner after listening.Are you clear?(Ss:Yes.)(At last,teacher shows the answers on the screen.)
Step Ⅴ.Speaking
T:Now let's do speaking.This part says that a group of farmers in your area have been given a large piece of land.The villagers together with the village leader have to decide how to use the land.Work in groups of five students.Each group member will play one of the roles.Prepare role cards,discuss the problem and try to make a decision.Before discussion,who can give us some useful expressions about giving advice and making decisions?
Giving advice:
SE:My advice would be….I advise you to do….
SF:I think you ought to….You.d better….
SG:If I were you,I would….
I would advise you.
SH:I don't think you ought to….
Making a decision:
SI:In my opinion,we should…
I think/believe you should…
SJ:I don't think it is necessary to do sth.….We must decide….
SK:I hope we can make a decision.
(Teacher writes all the expressions above on the Bb.)
T:Now let's have a discussion,using the expressions on the blackboard later,I'll ask some students to act it out.
Sample diaolgue:
Sa-villager A;Sb-villager B;
Sc-villager C;Sd-villager D
Se-the village leader
Se:As we all know,we are given a large piece of land.I've got all of us here to have a discussion and decide how to use the land.Please give us your advice.
Sa:I advise we should grow corn on this piece of land.It's large and flat and machines can go up and down it,so we can spend less time and get more corn.A lot of money can be made after selling the corn.
Sb:I think we ought to build a farm there and raise pigs or cows with the grain we harvest.So we can make more money.
Sc:My advice is that we should turn it into a garden,and grow flowers there.Then we can sell the flowers.There is nobody here selling flowers.So I think our business will surely be good.Besides,sometimes selling grain or meat is hard,for the price could be too low.
Sd:I think we'd better design it like this:We build a building of a few floors.In each floor,we can raise one kind of animals.With their wastes,we can raise fish or grow vegetables on the top or in the space which faces the sun.We can also grow mushrooms in the dark places.We can use one quarter of it to do this and build a garden on one quarter so that people can enjoy themselves here.Half of the rest grow flowers to sell and for the other half we can grow grass on it so that our environment will be better.
Sa:That's a good idea.But it will need a lot of money to do this.I hope we can make a decision today.
Se:We must make a decision.My opinion is that we do as SD said.Any other opinions?
Sb and Sc:I agree with you.
Step Ⅵ.Summary and Homework
T:In this class,we've talked about two statistical graphs and listened to a passage.We have also talked about how to use a large piece of land,using some expressions of giving advice and making deicisions.These expressions are:“…”(Pointing to the blackboard.)After class,choose a subject as you like with your pratner and have a discussion,using the expressions on the blackboard.That's all for today.Class is over.
Step Ⅶ.The Design of the Writing on the Blackboard
Unit 19 Modern agriculture
The First Period
Giving advice:My advice would be….
I advise you to do….
I think you ought to….
You'd better….
If I were you,I would….
I would advise you….
I don't think you ought to….
Make a decision:In my opinion,we should….
I think/believe we should….
I don't think it is necessary to do sth.
We must decide….
I hope we can make a decision.
Step Ⅷ.Record after Teaching
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The Second Period
Teaching Aims:
1.Enable the students to learn something about modern agriculture from the text.
2.Enable the student to master the new words and expressions in the text.
3.Get the students to have the ability to grasp the general idea of an passage as fast as possible.
Teaching Important Points:
1.How to improve the students' reading ability.
2.How to get the students to master the new words and expressions of the text.
Teaching Difficult Point:
How to improve the students' reading and writing ability.
Teaching Methods:
1.Discussion to raise the students' interest in agriculture.
2.Ask-and-answer method to help the students understand the text better.
3.Free talk to improve the students' speaking ability.
Teaching Aids:
1.a tape recorder
2.a projector and some slides
3.a computer for multimedia use
Teaching Procedures:
step Ⅰ.Greetings and Revision
Greet the whole class as usual
T:At the end of the last period,I asked every one of us to join in a discussion.Now I'll ask a group to repeat the discussion.Who will act it out for us?Wang Hong,act it for us with your group,will you?
Wang:Yes.…
(Teacher asks two groups to repeat their discussion before the class.)
step Ⅱ.Preparation for Reading
T:So much for revision.Please turn to Page 113.Let's learn the new words and expressions together.Li Ming,read the new words and expressions of this period,please.Begin with the word“arable”and end with the word “soil”.
(Teacher and the students learn the new words and expressions together.Teacher corrects students' mistakes in pronunciation and gives simple explanations of some words if necessary.)
T:Are there any students coming from the countryside in our class?
Ss:Yes.A lot of us students are from peasant family.
T:Have you ever worked in the fields,Wang Fei?
Wang:Yes.I often work in the field with my parents.I can do a lot of farm work.
T:Have you ever heard of anything about farming in the past?
Ss:Yes,I have.
T:Now turn to Page 34.Let's do pre-reading.Discuss the questions.Group work.Write your answers on a piece of paper.
(After a few minutes.)
T:Are you ready?(Ss:Yes.)Who would tell us something about traditional and modern farming?
SA:In the past,farmers grow crops in the traditional way:Use cattle to plough the field;farmers work in the field most of the day all year round,but they could not produce enough food for the whole population.Now they grow crops in the modern way.They use modern techniques in their fields,such as chemical fertilizers,greenhouses and so on.
T:Who would answer the second question?
SB:I'll try.The advantages are:chemical fertilizers,electronic pumps and other advanced technology are used.Farmers can spend less time on farms and much more grain is produced.The disadvantages are:the air,the water and the soil round us are more or less polluted.
Sc:I'll say something about other changes that have taken place on farms in the last 100 years.In the past,we depended on heaven and we could do little when natural disasters happened.Now,we can do artificial rainfall.GM makes better seeds possible.In the same fields,better seeds can give us much more grain.Besides,all kinds of scientific ways of farming are used in farming.Farmers in our country are becoming richer and richer day by day.
T:Very good.
Step Ⅲ.Fast Reading
T:Now read the text fast and then answer the questions on the screen.
1.When was more advanced technical information was brought in from abroad?
2.What is important for future agriculture?
What should future agriculture depend on?
3.What does“which”refer to in the last two lines?
(After a few minutes.)
T:Are you ready?
Ss:Yes.
T:Please give us the answers to the questions.
SD:In the 1980s,more advanced technical information was brought in from abroad.
SE:Both food production and taking care of the environment are important.And future agriculture should depend on high technology as well as traditional methods.
SF:I think taking care of the environment is more important.Because we have only one earth.
Sa:In the last two lines,“which”refers to“golden rice”.
T:What is the other name of “golden rice” in the text?
Sa:GM rice.
Step Ⅳ.Reading
T:Now read the text again and answer the questions in Post Reading.If you are not sure about your answers,have a discussion with your classmates.
(After the students' discussion)
T:Please turn to Page 35.Let's answer the questions.SH,give your answers to the first five questions.
SH:They are:1.D 2.A 3.C 4.C 5.C
T:Is he right?
Ss:Yes,he is right.
T:Now let's do Part 2.
SI:I want to change apples.I want them not only to grow bigger and more delicious,but also of the same size.Because some of the apples now are smaller and not delicious and the apples of the same size are popular in the market.
SJ:I want to change fruit trees.I want them to grow shorter so that the fruits on them are easy to pick up.And they must give us more fruits so that the farmers can make more money and become richer.
T:That's a good idea!I have the same opinion as you.
SK:I want to change carrots.I want them to grow much bigger.Because the carrots our villagers grow are smaller.
SL:I want to change the vegetables people usually eat.I want them to be better for people's health.So they will spend less money on medicine.
SM:I want to change cows.I want them to have more babies.So they will not be expensive to buy.If so,more farmers can buy them and become rich.
SN:I want to change fruit trees.I want to plant the trees growing in the south.So we will have more kinds of fruits than ever before.
T:You've done well.After class,continue to think about more good ideas.Now I'll explain some expressions and language points of the text to you.Please look at the screen.
modernize v.to make(sth.)suitable for modern use or for the needs of the present time.
e.g.He spent a lot of money modernizing his house.
depend on:Health depends on good food,fresh air and enough sleep.
short of:He didn't buy anything because he was short of money.
control v.have power over(sb.or sth.),rule,direct
The machine is controlled by this button.
control one's anger
stand for:USA stands for the United States of America.
modify:to change(sth,such as a plan,an opinion,a condition,…)
To modify anything is to change it a little.
T:(After explaining the words and expressions on the screen.)Now read the text and see if you still have something you find difficult to understand.
(Teacher goes among the students to explain any questions raised by the students.)
Step Ⅴ.Listening and Reading Aloud
T:Let's listen to the tape.I'll play it twice.The first time I play it,just listen.When I play for the second time,you can read the text after it.Then please read the text aloud after I play the tape.
(While the students read the text,teacher goes among the students and corrects any mistakes the students make in pronunciation and intonation.)
Step Ⅵ.Summary and Homework
T:In this class,we've learnt the text“Modern agriculture”.It tells us about agriculture of our country,for example,its past and present,especially its future.Have you had a clear understanding about future agriculture?From now on,we should study hard and be ready to make greater contributions to our agriculture and farmers.After class,please read the text again and master the usages of the new words and expressions of the text,especially the following:modernize….You can make sentences with them in pairs or groups.That's all for today.Class is over.
Step Ⅶ.The Design of the Writing on the Blackboard
Unit 19 Modern agriculture
The Second Period
New words:
modernize,control,modify.
Useful expressions:
depend on:Health depends on good food,fresh air and enough sheep.
short of:He didn't buy anything because he was short of money.
stand for:USA stands for the United States of America.
Step Ⅷ.Record after Teaching
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The Third Period
Teaching Aims:
1.Get the students to master the structure:
It is …that….
2.Get the students to obtain some knowledge about word formation so that they can enlarge their vocabulary.
Teaching Important Points:
1.The usage of the structure:It is…that…
2.The basic rules of word formation.
Teaching Difficult Point:
How to use the sentence pattern:“It is…that…”when we emphasize the nouns which mean places or time.
Teaching Methods:
1.Pair work or group work to get every student to become active.
2.Drills in grammar to get the students to have a clear concept.
3.Repetition to make the student master what they learn.
Teaching Aids:
1.a tape recorder.
2.a projector and some slides.
3.a computer for multimedia use.
Teaching Procedures:
step Ⅰ.Greetings and Revision
(Greet the whole class as usual.Then teacher asks some students to read the text aloud.)
T:Now look at the screen,please.Match the words on the left with their meanings on the right.Pair work.Write your answer on a piece of paper.Later we'll check the answers.
1.drought A.(of land)suitable or used for growing crops
2.arable B.hang upon,be depend ent of
3.fertilization C.a long period of dry weather,when there is not enough water
4.depend on D.not having enough
5.shortage E.putting fertilizer on land
6.short of F.use;put in use;take advantage of
7.irrigation G.a condition of having less than needed
8.make use of H.supplying water to dry land by man-made streams
9.delegation I.a group of persons acting for one or more others
(A few minutes later.)
T:Are you ready?
Ss:Yes.
T:I'll show the answers on the screen.Please check your answers with them.
Suggested answers:
1.C 2.A 3.E 4.B 5.G 6.D 7.H 8.F 9.I
step Ⅱ.Word Study
T:Let's go on to do Language study.First we'll do the first part:Word study.As we all know,word formation is a useful tool in learning English.It can help us enlarge our vocabulary.We can get a noun by adding some sufixes to a verb,for example,form→formation,Generally a verb+-tion=a noun.But there is something you should pay special attention to.Now let's do the following exercise.Write the noun form of the given verbs and the verb form of the given nouns.If you are not sure about them,please turn to a dictionary.Then make sentences with each word.If you have anything you don't understand,have a discussion with your classmates.
(Teacher goes among the students and help them to do the exercise.)
T:Have you finished?(Ss:Yes.)Let's check the answers.SA.Write your answers on the blackboard,please.
Answers
Verb Noun
irrigate irrigation
modernize modernization
populate population
produce production
fertilize/fertilise fertilization
inform information
protect protection
modify modification
T:Now make sentences with each group words.One student,one group.
SB:irrigate:They irrigate their crops with water from this river.
irrigation:We often see irrigation canals on the land.
SC:modernize:They have failed to modernize the factories.
modernization:We will realize the four modernizations.
SD:populate:America was populated mostly by Europeans.
population:China has a population of more than 1 200 000 000.
SE:produce:Australia produces wool and meat.
production:This country is famous for the production of cars.
SF:fertilize:Rice growers fertilize their fields by flooding them with water.
fertilization:Proper fertilization is important for farming.
SG:inform:He informed them of his arrival.
information:The information might be false.
SH:protect:It is our duty to protect our country.
protection:The protection of our country is the duty of us all.
SI:modify:Adjectives modify nouns.
modification:The article needs some modification.
Step Ⅲ.Grammar:The use of “It”(2)
T:(Teacher shows some sentences on the screen.)
Look at the two groups of sentences on the screen:
T:Are sentence a and b in each group have the same meaning?
Ss:Yes.Both of the two sentences in each group have the same meaning.
T:Are there any difference?Sa,can you tell me?
Sa:Yes.Sentence a is the emphatic form,while sentence b is normal.Am I right?
T:Yes,you are right.“It is/was…that…”is the emphatic construction.This structure can be used to emphasize almost any part of the sentence (except emphasizing the verb).Besides,if we emphasize the subject,“who”(referring to a person)is possible instead of “that”.If an object is emphasized,“whom”(referring to a person)is possible.Look at the screen.Read this sentences and rewrite them,emphasizing the parts underlined,using“It is/was…that…”.Please prepare them in pairs.
Rewrite the sentences:
1. The children often help the father and mother do the farm work.
2. In 1993,a tomato was developed that was very different from any grown before.
3.The biggest problem of Chinese farmers is the shortage of arable land.
4. The plants grown in greenhouses are protected from the wind,rain and insects.
5.Future agriculture should depend on high technology as well as traditional methods.
(After a few minutes.)
T:Are you ready?(Ss:Yes.)Please change these sentences.One student,one sentence.Who will be the first?
Sb:I'll try.Sentence 2:It is the children who/that often help the father and mother do the farm work.
Sc:I want to rewrite the second sentence,but I'm not sure whether I should use“is”or“was”.
T:Here you should use “was”.
Sc:Sentence I:It was in 1993 when a tomato was developed that was very different from any grown before.
T:Is he right,Sd?
Sd:Yes.
T:You're both wrong.We should pay special attention to “that”when we emphasize the adverbial of time and place.In both situations,we should use“that”instead of “when ”or“where”.Are you clear about that?
Ss:Yes.
T:Let's go on with the other sentences.
Se:Sentence 3:It is the shortage of arable land that the biggest problem of Chinese farmers is.
SF:Sentence 4:It is the plants grown in green houses that are protected from the wind,rain and insects.
SG:Sentence 5:It is high technology as well as traditional methods that future agriculture should depend on.
T:Are they right?
Ss:Yes,they are all right.
Step Ⅳ.Practice
T:Now let's do the second part of Grammar.Rewrite the sentences,emphasizing as many parts as possible.First look at Example.Read it carefully and then do the exercise.You can have a discussion with your classmates if you have any questions.A few minutes later,we'll check the answers.
(When students finish,teacher shows the answers on the screen and get the students to check their answers.Then teacher answers the questions raised by the students.)
Answers to the exercise:
1.It was Herry who/that gave George a new tie for his birthday last year.
It was George whom/that Herry gave a new tie for his birthday last year.
It was a new tie that Herry gave George for his birthday last year.
It was last year that Herry gave George a new tie for his birthday.
2.It was during that period of time that they made three important discoveries.
It was they who/that made three important discoveries during that period of time.
It was three important discoveries that during that period of time they made.
3.It is some people in South America who /that still practise this kind of farming.
It is this kind of farming that some people in South America still practise.
Step Ⅴ.Summary and Homework
T:In this class,we've done some exercises about Word Formation.Please remember these words on the blackboard(Pointing to the blackboard).We should also remember the emphatic construction:It is …that(who,whom)…What should we pay special attention to?Who can tell us?
Sh:1.The verb can not be emphasized.
2.When we emphasize the adverbial,we should remember that we cant't use when or where.
T:(Write what the student said on the blackboard.)That's right.After class,we should do more exercises so that we can master it.Today's homework:Do the exercises concerned in the workbook.That's all.Class is over.
Step Ⅵ.The Design of the Writing on the Blackboard.
Unit 19 Modern agriculture
The Third Period
Word Formation:
Verb Noun
irrigate irrigation
moderniz emodernization
populate population
produce production
fortilize/fertilise fertilization
inform information
protect protection
modify modification
The emphatic structure:
It is …that(who)…
Notes:
1.The verb can not be emphasized
2.When we emphasize the adverbial,we should remember that we can't use when or where.
Step Ⅶ.Record after Teaching
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The Fourth Period
Teaching Aims:
1.Have the students learn and master the new words and expressions in the text.
2.Improve the students' reading ability by learning the text.
3.Get the students to know something about farming,learn from Jia Sixie and dedicate themselves to science.
Teaching Important Points:
1.How to get the students to master the new words and expressions.
2.How to improve the students' reading and writing abilities.
Teaching Difficult Point:
How to get a clear idea of an article as fast as possible.
Teaching Methods:
1.Pair work or group work make every student take part in the class activities.
2.Writing summary to help the students understand the main idea.
3.Ask-and-answer method to help the students to grasp the main idea faster.
Teaching Aids:
1.a recorder
2.a projector and some slides
3.a computer for multimedia use
Teaching Procedures:
Step Ⅰ.Greetings and Revision
Greet the whole class as usual.
Teacher checks the students' homework.
Step Ⅱ.Preparation for Reading
T:Now let's go over the new words and expressions appearing in the text together.Please turn to Page 113.…
(Teacher and students learn the new words and expressions of this period together.Teacher gives brief explanations when necessary.)
Step Ⅲ.Fast-reading
T:(Show the picture of Jia Sixie and his book“Qi Min Yao Shu”.)
Do you know the old man and the book“Qi Min Yao Shu”?
SA:Yes.He was Jia sixie,a great scientist of ancient China,living in Northern Wei Dynasty.And he was famous for the book.The book is about the science of farming.
T:Very good.Now please read the text fast and answer the two questions on the screen.Write your answers on a piece of paper.I'll collect the first five pieces of answers.Let's begin.
(Teacher shows the screen.)
Answer the following questions:
1.Where was Jia Sixie born and when did he live?
2.What advice did Jia Sixie give about ploughing the field?
(Teacher collects the answers when the first five students have finished)
T:(After all the students finish.)Have you finished?
Ss:Yes.
T:SB and SC,give us the two answers,please.
SB:He was born in Yidu,Shandong Province.
SC:He said that when you plough the soil,plough deeply the first time and less deeply the second time,and the autumn ploughing should be deeper than the spring ploughing.
Step Ⅲ.Reading
T:Quite right.Now let's read the text again and discuss the questions on the screen.Pair work or group work.
1.What advice did Qi Min Yao Shu include?
2.What should you do first as a farmer?
3.What must be done before sowing or planting crops?
4.Why did Jia Sixie let sheep or cows walk on the land?
5.What should we do if we want to reach the best harvest?
6.Should wheat be planted close together or with space?
(A few minutes later.)
T:Are you ready?(Ss:Yes.)Who will give us the first answer?
SD:It includes the following advice:growing green vegetables and fruit trees,keeping cows,sheep and fish in lakes.There are also instructions for making wine.
T:Please go on with the questions.Vo-lunteers!
SE:2.Firstly as a farmer,you should remember to do things at the right time of the year,If so,your work will be less and the result will be better.
SF:3.Before you sow or plant crops,you must clean rough ground and remove weeds.
SG:4.Because he wanted the animals to destroy the weeds or eat them.
T:Do the farmers get rid of weeds in this way now?
SG:No,they pull up the weeds or destroy them with a hoe.
T:Yes,they hoe up the weeds or use weed killer.Please go on.
SH:5.If you want to reach the best harvest,you should change the crops in your fields.
T:What does that mean?
SH:For example,if you plant rice in a field one year and wheat in the field the next year,you will harvest good crops.That is to say,do not plant the same crop year after year in the same field.
SI:6.Wheat should be planted close together instead of with space.Because Jia Sixie did experiments and showen that.
T:Your answers are right.That is because you have a full understanding about the text.Thank you.Next,I'll explain some language points to you.Please look at the screen.
Notes to the text:
a.Jia Sixie was an important agricultural pioneer of the Northern Wei Dynasty(386~534AD).
b.spent his time on research into agriculture:Note the preposition“spend time on something/doing something”and also“research into something”.
c.go against nature=do things that are the opposite of the natural way.
d.do things at the wrong time of year=do things at a time of year when the weather conditions are unsuitable.
e.year after year=every year
f.Grow different plants next to each other in same field:“next to each other”refers to“different plants”.
T:(After explaining the language points.)Do you have anything you don't understand?Please read the text again and see if you have any.(Teacher goes among the students and answers the questions raised by the students.Then teacher plays the tape and let the students listen and follow.)
Step Ⅴ.Discussion
T:This text is written in three paragraphs and each paragraph has its topic.Now read the text again and make notes about the topics on the screen.You can do it in pairs or groups,then we'll check the answers.
(Teacher shows the screen.)
Farming and Gardening
1.About Jia Sixie
(Paragraph 1)
2.About Qi Min Yao Shu
(Paragraph 2)
3.About Jia Sixie's advice
(Paragraph 3)
T:(After a few minutes.)Have you fi-nished?Now I'll show the answers on the screen.Please check your answers with them.
Farming and Gardening
1.About Jia Sixie
2.About Qi Min Yao Shu(about farming and gardening)
T:Now let's do the second exercise on Page 37.Read the instructions and write it on a piece of paper.You can have a discussion with your classmates if you are not sure about it.
Possible version:
November:It's in November that we have to plough the land for the first time.The ploughing has to be done deeply.
March:It's in March that we should remove the weed and plough the land for the second time.The ploughing has to be done less deeply.Then we clean the rough ground.
April:It's in April that we should sow the seeds.We should remember to grow different plants next to each other.
May~September:It is in this time that we should water the plants,put fertilizer on the soil and remove weeds regularly.
July~October:It is in this time that we should harvest them.
Step Ⅵ.Checkpoint
T:Please turn to Page 38.Let's go over checkpoint of this unit.Read the examples of the use of“It”for emphasis and find useful expressions from this unit.Then make sentences with them.You can turn to your dictionary if ne-cessary.
Sample sentences:
such as:A student such as he will surely succeed.
make use of:On your trip to Mexico you will be able to make good use of your knowledge of French.
as…as possible:Be as kind to her as possible.
bring in:His work brought him in$50 000 a year.
depend on:I depend on you to do it.
shortage of:Shortage of skilled workers is our main difficulty.
stand for:Our flag stands for our country.
in other words:He became,in other words,a great hero.
a variety of:This shop has a variety of toys.
be useful for:This book is useful for English study.
spend time on:Every spare minute he gets is spent on the car.
go against:They are going against our wishes.
year after year:We have been to that place for a holiday year after year.
nexe to:The man next to Bill was talking to him in Spanish.
Step Ⅶ.Summary and Homework
T:In this class,we've learned a text.It's about Farming and Gardening and it has three paragraphs,describing about…(Write on the blackboard.)We've learned some useful expressions in this unit,such as“Such as,make use of…”(Write on the blackboard.)After class,read the text and say the sentences you make in groups.That's all for this class.Goodbye!
Step Ⅷ.The Design of the Writing on the Blackboard
Unit 19 Modern agriculture
The Fourth Period
Farming and Gardening
Useful expressions:
such as make use of as…as possible bring in depend on shortage of stand for in other words a variety of be useful for spend time on go against year after year next to
Step Ⅸ.Record after Teaching
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The Fifth Period
The use of it
Teaching Aims:
1.Review the different usages of “it”.
2.Get the students to remember some useful sentence patterns.
3.Get the students to do more exercises so that they can master the grammar item.
Teaching Important Points:
Master the different uses of “it”,esp,the emphatic use and the use as a preparatory subject or a preparatory object.
Teaching Difficult Point:
How to master and use “it ” correctly.
Teaching Methods:
1.Review method to revise the common use of “it”.
2.Inductive method to go through some sentence patterns with “it”.
3.Practice to consolidate the use of “it”.
Teaching Aids:
1.a projector and some slides
2.a computer for multimedia use
Teaching Procedures:
step Ⅰ.Greetings and Revision
(Teacher greets the whole class as usual and shows the screen.)
T:So far we've learned several uses of “it”.Now please look at the screen.Discuss the sentences with your partner and tell what the word “it”in each sentence refers to and its function.Write your answers on a piece of paper and later I'll ask some students to say the answers.
Discuss the following sentences and tell the function of “it”.
1.It's difficult to remember all their names.
2.It's very quiet in the cafe.
3.It rained for three days.
4.He made it clear that he didn't want to speak to me.
5.It was nice seeing you.
6.It was on Tuesday that Mrs.Smith came.
7.It's three miles from here to the nearest garage.
8.A tall man stood up and shook hands.It was captain Lawrie.
9.I hear you bought a new bike.Can you show it to me?
10.It was five o'clock when we got back home yesterday.
11.It was dirty and wet below the ship where the slaves were kept.
12.It was on this coast that lots of his people disappeared.
13.It was most likely that one third of them had lost their lives.
(After a few minutes.)
T:Are you ready?
Ss:Yes.
T:Who will give us the answers?One student,one sentence.Volunteers?
SA:“It” is used as a formal subject in the first sentence.Its real subject is the infinitive“to remember all their names.”
SB：2.“It”refers to present situation.
SC:3.“It”refers to “weather”.
SD:4.“It”is used as a formal object.
SE:5.“It” is used as a formal subject.
SF:6.This sentence is an emphatic structure,emphasizing the adverbial of time.
SG:7.“It” is used here as an impersonal pronoun,referring to distance.
SH:8.“It”here is used to point out definitely a person.
SI:9.“It”here is applied to a new bike.
SJ:10.“It”refers to time.
SK:11.“It”is used as the subject,expressing state of things in general.
SL:12.This sentence is also an emphatic construction,emphasizing adverbial of place “on this coast”.
SM:13.The word “it”here is used as a formal subject.
T:Quite right.As we all know,the word “it”can be used as a personal pronoun.In this case,“it”is not generally applied to a person,but to a thing or an animal just mentioned,such as“Sentence 9”.Secondly,“it” is used as a subject in expressions of time,weather,distance,etc,such as,in Sentence 2,3,7,10,11.Thirdly,“it”can be used as a formal subject or object.(The real subject is an infinitive or gerundial phrase or a clause.)Such as,in sentences 1,4,5,13.Fourthly,in Sentence 8,“it”points to a person and is called the Demonstrative it.It can also be used in the emphatic structure,such as in sentence 6,12.
Step Ⅱ.Practice
T:From the exercise we've done just now,we can see that you are all familiar with the common use of“it”.Next,let's see some important sentence patterns.Now,I'll give you an exercise on the screen.(Show the screen.)Pair work or group work.Some of the patterns are perhaps not familiar to you.If so,look at the answers some minutes later and remember them.
Complete the sentences,paying attention to the structures of them and the use of“it”.
1.__________ (據報道)that dozens of children died in the accident.
2.__________(真遺憾)that he can't swim at his age.
3.__________(很可能)that they will beat us tonight.
4.__________(看來)that he enjoys pop songs very much.
5.__________(還是一個問題)when we shall have our sports meet.
6.__________(還不確定)whether he can attend this conference or not.
7.__________(不要緊，沒關系)whether we go together or separetely.
8.It is up to you__________(決定是否接受這項工作).
9.It is important__________(我們學英語).
10.It is kind__________(你幫助我).
11.It took me five days__________(解決這問題).
12.It's no use__________(與她爭論).
(Some minutes later,teacher shows the answers on the screen to let the students check.)
Suggested answers:
1.It was reported…
It be+ p.p known,thought,told,believed,hoped…)that clause.
2.It's a pity…
It+be+n.(an honour,a good thing,a fact,a surprise…)+that clause.
3.It is likely…
It be+ adj.(wonderful,ture,important,surprising,clear,…)+that clause
4.It seems
It seem/appear/happen+that clause.
5.It is still a question…
It be + n.+whether/when/where clause
6.It is uncertain…
It be + adj.(not decided,uncertain)+whether/when/how clause
7.It doesn't matter…
It doesn't matter(It's no wonder.It doesn't make too much difference…)+wh-/how clasue
8.to decide whether to take the job or not
It's up to sb.to do sth.
9.for us to learn English
It be+ adj.(difficult,easy,hard,important)for sb.to do sth.
10.of you to help me
It be+ adj.(kind,nice,brave,clever,stupid…)+of sb.to do sth.
11.to solve the problem
It took sb.+time +to do sth.
12.arguing with her
It's no use/no good/useless doing sth.
Step Ⅲ.Practice
T:(Teacher shows the screen.)There are some other useful sentence patterns for you.Please do the exercise on the screen.Have a discussion with your classmates.
Complete the sentences:
1.__________(已經有三年了)since his father passed away.
2.__________(不久)the police arrived.
3.__________(已經八點了)when we got home.
4.__________(該……)she wrote a letter to her boyfriend.
5.__________(這是第一次)these Europeans have visited the Great Wall.
6.__________(我們該……)to go to school.
T:(Some minutes later.)Have you fi-nished it?Now look at the screen.(Teacher shows the screen.)Please remember these sentence patterns.
Suggested answers:
1.It is/has been three years
2.It was not long before
3.It was already 8 o'clock
4.It is high time that
5.It is the first time that
6.It is time for us
Useful sentence patterns:
1.It be+a period of time+since-clause.
2.It be+a period of time+before-clause.
3.It be+a definite time+when-clause.
4.It be(high)time+that-clause.
5.It be+the first(second,third) time+that-clause.
6.It be+time for sb.to do sth.
Step Ⅳ.Test
T:Now let's have a quiz.Please look at the screen and do the exercise on it.
Choose the right answers:
1.Does__________matter if he can't finish the job on time?
A.this B.that
C.he D.it
2.It was not__________she took off her dark glasses__________I realized she was a famous film star.
A.when;that B.until;that
C.until;when D.when;then
3.Tom's mother kept telling him that he should work harder,but__________didn't help.
A.he B.which
C.she D.it
4.__________is a fact that English is being accepted as an international language.
A.There B.This
C.That D.It
5.It was about 600 years ago__________the first clock with a face and an hour hand was made.
A.that B.until
C.before D.when
6.Was__________that I saw last night at the concert?
A.it you B.not you
C.your D.that yourself
7.__________was in 1979__________I graduated from the university.
A.that;that B.It;that
C.That;when D.It;when
Suggested answers:
1.D 2.B 3.D 4.D 5.A 6.A 7.B
Step Ⅴ.Summary and Homework
T:In this class,we've gone over the use of “it”.Can you remember it?Let's recall it together.“It” can be used as a personal pronoun…(The Design of the Writing on the Blackboard.)There are some useful sentence patterns.They are….After class,make sentences with them.Next class,I'll call some students to say their sentences to us.That's all for today.Class is over.
Step Ⅵ.The Design of the Writing on the Blackboard
Grammar:The Use of “it”
The Fifth Period
1.The Personal“It”:applied to a thing or an animal mentioned
2.The Impersonal“It”:referring to time,weather,distance,the state of things in general
3.The Demonstrative“It”:pointing to a person or a thing or the thing spoken of;
4.The Expletive“It”:A:a formal subject or a formal object;
B:the Emphatic“It”:It is…that(who)…
Some useful sentence patterns:
It is reported that…:
It is/has been three years since…
It is a pity that…:
It is not long before
… …
Step Ⅶ.Record after Teaching
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Reference for Teaching
一、異域風情
1.Modern Farm
Pigs,fishponds and crops-all housed in tall buildings.This is a vision of industrial farming in the Netherlands(荷蘭).In a world concerned about the environment and transport,would it not make sense to concentrate food production next to a harbor and an airport?And since humans can live in tall buildings,why not pigs and fish?
The creative minds behind a government report suggest just this for a site at Rotterdam very close to mainland Europe's largest port.
The scale is vast:imagine 10 football fields,six floors of equal area,a total of 500 acres(畝)stretching skywards.The building,known as Deltapark,visualizes(讓人想象到)300 000 pigs,1.2 million chickens,tens of thousands of fish and a giant vegetable growing area all under one roof.The pigs could enjoy more space than on an average pig farm,and end their days in the slaughterhouse downstairs.Space without daylight in the giant building could be used for cultivating mushrooms which grow well in the dark.
Higher up,green houses full of tomatoes and flowers,grown in nutrient solution collected from elsewhere in the building,would profit from the light.The system is theoretically a complete farming cycle,with one activity feeding another and everything being recycled.
Deltapark is to be run by managers,not farmers.It has nothing to do with agriculture as we now know it,and so far,only exists on paper.But the idea has created a heated debate(討論)in the Netherlands and attracted attention abroad.
2.Automatic Farming
Can hard work be replaced by machines in agriculture?Yes,man is trying out(試驗)automatic farming.
It is fun to watch a machine picking tomatoes.The strange machine sails like a ship across a sea of plants.In its front is a hole.As the machine moves forward,tomato plants are pulled into the hole.The tomatoes are gathered while the rest of the plants are thrown back onto the fields.Twelve workers sit on top of the machine.They rapidly pick out the bad fruit from the tomatoes.A red stream of ripe tomatoes is being sent into a cart that is pulled alongside the machine.One driver and twelve workers can pick in an hour ten tons of a new kind of tomato.Without the invention,it would take 60 men to do the job.
Not all plants cooperate(合作)well with the farming machines.Take lettuce(萵苣)for example,seeds plants in the same field in the same time ripe at different times.The only way to tell a ripe head of lettuce is to look at it and feel it.And now there is a machine even to do that!
There is a special machine to test lettuce.When it moves over one that feels right,it sends a signal back to the picking machine which goes behind.The cutting and picking is done satisfactorily by this set of machines.
二、知識歸納
(一)against的用法
(1)作“反對”解，相當于“in opposition to”
There were 20 votes for him and 12 against him.
有二十票贊成他而十二票反對他。
(2)作“防備；預防”解，相當于“in preparation for”。
We all need some savings against a rainy day.
我們都需要儲蓄一些錢以備不時之需。
(3)作“抵抗、抵御”解，相當于“as a defence or protection from”。
We are all taking medicine against the disease.
我們都在服藥以抵抗疾病。
(4)作“違反；犯；禁止”解。
This is against the law.
這是犯法的。
(5)作“逆……，對著”解，相當于“in an opposite direction to”。
I swam against the stream.
我逆流游泳。
(6)作“不利于……”解。
The evidence is against him.
證據對他不利。
(7)作“襯托；相映；對照；以……為背景”解，相當于“in contrast to;having as a background”。
Mt.Ali is beautiful against the sky.
(8)作“對比；比較”解。
He was elected president of our class by a majority of forty votes against seven.
他以四十票對七票之多數被選為我們的班長。
(9)作“靠；依；接觸”解。
The ladder was placed against the wall.
梯子靠著墻放著。
(10)against與beat,dash,hit,push,run,strike等動詞連用，作“打在……，碰到……”解。
Rain beats against the window.
雨打在窗戶上。
He hit against a tree.
他撞到了樹上。
(11)against與over連用，作“面對；相對；在……的正對面”解。
We live over against the temple.
我們住在那寺廟的正對面。
(二)develop的用法
(1)發展，養成，形成，培養(vt.)
He developed an interest in science.
他對科學感了興趣。
Fresh air and exercise develop healthy bodies.
新鮮空氣加上體育鍛煉造就了健康的體魄。
(2)發展，成長，形成，出現
He developed into a strong leader.
他成長為一位身體強健的領導人。
(3)沖冼(膠卷)
Let's have these pictures developed.
咱們把這些照片沖洗一下吧。
(4)開發，建設
We must develop the natural resources of our country.
我們必須開發我國的自然資源。
(三)research的用法
(1)作名詞“研究工作”(不可數)
I asked him how his research was going.
我問他他的研究工作進展如何。
(可作定語：research work研究工作)
“一項研究工作”(可數)
They are carrying out a research into(for)the causes of cancer.
他們在進行一項研究癌癥起因的研究工作。
I tried to concentrate my attention upon my chemical researches.
我盡力把注意力集中到了化學研究上。
(2)作動詞“研究”(vt.vi.)
The scientist researched the cause of the disease.
科學家研究了這種疾病的起因。
用于research into/in/on研究
He is researching into the reading problems of young school children.
他在研究小學生的閱讀問題。
三、詞語辨析
(一)special(ly),especial(ly),particular(ly)
(1)special(ly),指非一般，非正常，非廣泛的人或事物，主要含義為“專門”“特殊”。
I came here specially to ask for your advice.
我是專門來向你征求建議的。
The desk has a special lock.
那張桌子有把專門的鎖。
(2)especial(ly)指的是非普通、非尋常的事物或人，主要解釋為“尤其”，一般不能與special(ly)混用。
I think this is a matter of especial importance.
我認為這是一件尤其重要的事情。
The weather has been especially cold lately.
最近，天氣尤其冷。
special(ly)和especial(ly)在數量、程度等方面表示“例外，格外，過分”的意思時，一般可互換。
I enjoyed the evening,but the meal wasn't specially good.
整個晚上我過得很高興，但那頓飯不怎么樣。
(3)particular(ly)表示“尤其，特別，格外”，通常指以不同尋常的方式突出某一事物的個性或獨特之處，它常與especial(ly)通用，但它更強調“與眾不同”。
The town of Altolf was particularly troublesome.
阿爾托夫城是尤其麻煩。
These books will be particularly helpful to those who wish to improve their English.
這些書對于那些想要提高外語的人們特別地有用。
(二)produce,product,production,produce,product,production是同根詞，它們譯成漢語時往往都有生產、產品等意思，但他們之間有區別。
(1)produce作動詞是生產、制造的意思，作名詞用是產品、產物的意思，主要用于指農產品，為不可數名詞。
We must produce more food for ourselves and import less.
我們必須增產糧食，以減少糧食進口。
The factory hasn't begun to produce yet.
工廠還沒有開始生產。
Things produced on a farm,such as milk,potatoes,and wool,are produce.
農場里生產的東西，如牛奶、土豆、羊毛，都是農產品。
(2)product是產品、產物的意思，是最普通的用語，可指天然的或人造的，多指工業產品，也可指農產品，還可指腦力勞動、意志力、環境等的產物。
Important products of South Africa are fruit and gold.
南非的重要產物是金子和水果。
These are the products of our factory.
這些是我們廠的產品。
Criminals are sometimes the product of bad home.
犯罪分子有時是不幸家庭的產物。
(3)production是“生產、產量”的意思。指生產時，是指生產行為，指產品時，側重產量，也可指文學藝術作品。
The production of cloth by hand has been replaced by production of it by machine.
布料的手工生產已被機器生產所取代。
The production of eggs has increased in the last few weeks.
我們的蛋產量近幾個星期上升了。
This book on political history is the writer's latest production.
這本行政改革的書是作者的最新作品。
(三)nearly,almost
(1)almost=very nearly都表示“幾乎，差不多”，常可通用。
It's almost/nearly two o'clock.
差不多兩點了。
He fell off a tree and almost/nearly died.
他從樹上摔下，險些兒喪命。
(2)almost和nearly可以互換的場合:
a.在肯定句中
I am almost/nearly 90 years old.
我快九十歲了。
She fell and almost/nearly broke her neck.
他跌倒了，頸骨險些骨折。
b.修飾all,every,always等時
I almost/nearly always go to bed at eleven.
我差不多總是11點鐘上床睡覺。
c.在行為動詞的否定式前
He almost/nearly didn't hear what I said.
他幾乎未聽見我講了些什么。
(3)只能使用almost的場合：
a.修飾no,none,never,any以及no和any的合成詞
I have almost nothing to do today.
我今天沒什么事做。
There is almost none left.
幾乎沒剩下什么東西。
almost與否定詞連用時，可與hardly,scarecely換用。
b.修飾表示感覺或心境的動詞和形容詞
You could almost imagine you were in Switzerland.
你幾乎可以設想你在瑞士。
I almost think you're right.
我還不完全相信你是對的。
c.修飾more than和too
That's almost too mcuh.
那簡直太過份了。
(4)只能用nearly的場合：
a.被very,not,pretty所修飾時
I'm not nearly ready.
我還沒有準備好。
b.表示快要做什么事但后來“沒有做”或“避開不做”時
We nearly called to see you last Saturday.
我們上星期六差點來看你。
四、能力訓練
(一)完形填空
China is a large country of agriculture.As you know,there are more than 800 million 1 in China.China started to 2 the science of agriculture much earlier 3 other countries in the world.4 the people in Europe and America were trying to 5 wild animals and birds for food,farmers in China were 6 the science of agriculture.For example,Jia Sixie, 7 lived in the Northern Wei period(386~534AD).8 one of the farmning pioneers.After he finished his work in the government,he 9 home and spent his time on research into agriculture.He 10 information,did experiments and learnt 11 the experiences of farmers.He wrote a book called Qi Min Yao Shu.The book, 12 has 110 000 characters,is about both farming and gardening.This book is 13 to be an important summary of the knowledge of farming.
1.A.workers B.farmers
C.pioneers D.scientists
2.A.develop B.grow
C.choose D.collect
3.A.to B.till
C.then D.than
4.A.Where B.For
C.While D.Because
5.A.make B.look
C.collect D.shoot
6.A.trying B.working
C.studying D.growing
7.A.who B.when
C.which D.he
8.A.were B.was
C.came D.considered
9.A.left B.built
C.returned D.destroyed
10.A.advised B.improved
C.collected D.planted
11.A.with B.to
C.from D.for
12.A.who B.whom
C.it D.which
13.A.made B.considered
C.kept D.studied
Answers:1.B 2.A 3.D 4.C 5.D 6.C 7.A 8.B 9.C 10.C 11.C 12.D 13.B
(二)根據句意，用括號中所給單詞的同根詞填空：
1.我認為這不是一個明智的決定。
I don't think that was a __________(wisdom)decision.
答案：wise
2.那個箱子大，可以放得下那些書。
That__________(contain)is large enough to hold all the books.
答案：container
3.這個星期他脾氣不好，離他遠點。
His temper has been__________(change)this week,so keep away from him.
答案：changeable
4.在這個城市你能看到一個接一個的古代或者現代建筑物。
In this part of the city,you can see ancient and __________(modernize)buildings next to each other.
答案：modern
5.多吃營養豐富的食物。
Eat more good__________(nutrient)food.
答案：nutritious
6.聽說，這個公司缺人手。
It is heard that the company is__________(shortage)for men.
答案：short
7.他指導他的學生學數學。
He__________(instruction)his students in mathematics.
答案：instructs(instructed)
五、高考真題
1.(NMET 2000)It is the ability to do the job__________matters not where you come from or what you are.
A.one B.that
C.what D.it
簡析：選B。本句子為強調結構，強調主語the ability to do the job。
2.(2001上海春招)__________has been announced,we shall have our final exam next month.
A.That B.As
C.It D.What
簡析：選B。這是as作關系代詞引導非限制性定語從句，而非It has been announced that…結構，如果把逗號去掉，加上that,就應選C而不是B了。
3.(2002春招)-He was nearly drowned once.
-When was__________?
-__________was in 1998 when he was in middle school.
A.that;It B.this;This
C.this;It D.that;This
簡析：選A。本題考查it,this,that的用法，that用于指代前面提到的事 ，it指代時間。