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Unit 23 Resuing the temple
教學(xué)目標(biāo)
知識目標(biāo)
一、教學(xué)目標(biāo)與要求
通過本單元教學(xué)，使學(xué)生掌握有關(guān)提出建議或忠告的句型，對他人的一些具體問題提出自己的建議或忠告。閱讀課文“The rescue of Abu Simbel”，讓學(xué)生了解保護(hù)古跡文物的重要意義，并完成有關(guān)課文內(nèi)容的練習(xí)。
二、重點與難點
1.重點詞匯:in danger, face, date from, flood, make a good effort
2.重點句型
1).They are now at breakfast, talking about the plan for their trip.(現(xiàn)在分詞做伴隨狀語)
2).There are plenty of interesting places to visit.(不定式做定語)
3).The dam, which is the biggest in the workd, is 3830 meters long. （非限定性定語從句）
3．語法:
復(fù)習(xí)非限定性定語從句。
4．日常交際用語
1).I’d prefer to do…2).I’d like to do…3).Can’t we …? 4). I think we should do that another day. 5).I think that’s a good idea. 6).How about…?
能力目標(biāo)
1．運用有關(guān)交際用語及詞匯來表達(dá)個人的愿望、想法，及提出自己的意見。
2．區(qū)別限定性定語從句和非限定語從句。
德育與美育目標(biāo)
通過對Abu Simbel的挽救，激發(fā)學(xué)生熱愛祖國悠久歷史及燦爛文化的激情，并培養(yǎng)學(xué)生熱愛歷史文物、欣賞文物、從而保護(hù)文物的美德。
教學(xué)建議
課文分析
本單元的閱讀是介紹阿斯旺高壩，以及由于興建高壩而引起的拯救阿布辛波古廟的工程。阿斯旺高壩是世界上三大人造工程之一，另外兩個是中國的長城和埃及的金字塔。通過本單元的學(xué)習(xí)，學(xué)生應(yīng)了解保護(hù)古跡文物的重要意義。分為三部分：
Part 1 (Paragraph l ) The Aswan High Dam is one of the three biggest man-made projects in the world.
Part 2 (Paragraphs 2 -- 4) The description of the dam
(Paragraph 2) The High Dam was built for several reasons.
(Paragraph 3) The High Darn is the biggest in the world.
(Paragraph 4) There were several problems building the darn.
Part 3 (Paragraphs 5—8) The project of removing Abu Simbel
(Paragraph 5) Abu Simbel was in danger.
(Paragraph 6) The engineers decided to move the temple.
(Paragraph 7) The project lasted 4 years and cost l billion US dollars.
(Paragraph 8) The project was successfully completed.
本課閱讀講述了興建高壩的原因和困難，列表如下：
Reasons
Difficulties
control the waters of the Nile
make electricity from the water
move 53,000 people from their villages
rescue the important old temples
Lesson 90 Aswan Dam 建議
1.給出有關(guān)埃及的地圖，教師可在網(wǎng)上搜到地圖或圖片，如條件不允許可用手畫。
The teacher tell the students today we are going to read/listen to a dialogue about Egypt. Draw a rough map of Africa on the blackboard to show the location of Egypt. And draw a rough map of Egypt to show the location of the capital Cairo, the River Nile, and Aswan in the south.
2.聽錄音,了解對話內(nèi)容
Play the tape of the dialogue for the students to listen and repeat. Then let them practise the dialogue in pairs.
3．看視頻，教師在播放視頻過程中，讓學(xué)生思考問題，給出一兩道設(shè)問。
4．通過閱讀了解本文的意思，教師通過讓學(xué)生精讀和閱讀給學(xué)生一些設(shè)問。
5．教師在課堂中展示相關(guān)圖片，做為拓展學(xué)生的課外知識，如尼羅河風(fēng)光，埃及金字塔，阿司旺大壩紀(jì)念碑等。
6．教師分別給出話題，分組討論阿旺大壩的利弊之處。教師幫助學(xué)生提供圖片或相應(yīng)的網(wǎng)站名稱，最后學(xué)生給出結(jié)論，教師講評。
語言點講解
be covered by，be covered with
這兩個短語都有“由……覆蓋”之意，
介詞by用于被動語態(tài)，引出動作的邏輯主語，表動作。
with用于主動或被動語態(tài)均可，指“用……覆蓋／掩蓋”，表狀態(tài)。
When Sanxia Dam is finished, many towns and villages wi1l be covered by water. 三峽大壩完工后，許多村鎮(zhèn)都將被水淹沒。
He covered his face with his hands. 他雙手捂著臉。
on/at/ along the edge of, on edge
at the edge of意為“在……的邊緣”表位置
on the edge of 意為“在……邊緣上面”和“即將，瀕于”
along the edge of意為“沿著……邊緣”
on edge意為“緊張、不耐煩，急切”。
He sat on the edge of a chair. 他坐在椅子邊 。
We are now at the edge of Libyan Desert.我們現(xiàn)在是在利比亞大沙漠的邊緣。
Grass grew along the edges of the road.草生長在路的兩旁 。
He was on edge to have a look at it.他急于想看看那個東西。
rush at 意為“向……沖(撲)過去”。
rush in/into意為“沖進(jìn)”
rush off ( of )/from 意為“沖出”
rush through 意為“通過，匆匆做完，穿過”
They rushed at the enemy. 他們沖向敵人。
Firemen rushed into the burning building to save the child.
消防隊員沖進(jìn)著火的大樓去救那小孩。
When the bell rang the children rushed out of the classroom.
鈴一響，孩子們沖出教室。
The fire broke out suddenly and they rushed through the window.
突然起火，他們躍出窗戶。
date back (to)和date from均有“追溯到，從……就開始有”之意
date for意為“為……約會”
The custom dates from ancient times.這個習(xí)慣是從古代開始的。
The castle dates back to the 14th century. 這座城堡是在14世紀(jì)建造的。
I'll date Nancy for the dance. 我將約南希去跳舞。
dangerous表“危險的，有危險的”，多指客觀情況
be dangerous指對主語對他人構(gòu)成威脅；
in danger 指某人(物)處于危險地。如：
out of danger 意為“脫險”。
The man is dangerous. 此人是個危險人物(會傷害別人)。
The man is in(great) danger. 此人處境(很)危險。
in all和in total 都有“總共”之意，作狀語。如：
There were twenty in all in the party. 參加這次聚會的總?cè)擞?0人。
The cost of the project amounts in total to 25,000 US dollars.
這項工程的費用總計25,000美元。
altogether作“總共”解時，與副詞短語all together 意思接近，可用于可數(shù)或不可數(shù)名詞，位置靈活。如：
There are altogether/all together twenty—four children in the class.
班上共有24名兒童。
The White family are on holiday in Egypt.懷特一家在埃及度假。
(l)family 是集合名詞。當(dāng)其作主語時，謂語動詞用單、復(fù)數(shù)均可。如果把它看做一個集體，則用單數(shù)；如果把它看做這個集體中的個體，則用復(fù)數(shù)。句中的family 被視作這個集體中的個體(family members)，所以謂語動詞用復(fù)數(shù)動詞are。例如：
My family is a big one. There are 16 members. 我家是個大家，有十六口人。
類似的集合名詞還有army，group, organization, team, nation等。
(2) be on holiday表示狀態(tài)“在度假”go on holiday表示動作“去度假”。例如：
Jack told me that his parents had gone on holiday two days before. 杰克告訴我他的父母親兩天前就去度假了。
One of the most important temples in danger was the one at Abu Simbel.位于阿布辛波的那座寺廟是處境危險的最重要的寺廟之一。
the one，用來代替一個特指的單數(shù)可數(shù)名詞；而one用來代替一個泛指的單數(shù)可數(shù)名詞。例如：
The school is that we visited last year．這所學(xué)校是我們?nèi)ツ陞⒂^過的那所學(xué)校。（the one=the school）
There were a lot of books in the shop and I bought. (one=a book)
那書店里有很多書，于是我買了一本。（one+ a book）
Today you can either fly to Abu Simbel or you can take a boat from across the lake. 今天，你可以乘飛機去阿布辛波，也可以從湖對岸乘船前往。
from across the lake從湖對岸，介詞from后面往往可以再接一個介詞短語，在句中作地點狀語。這一結(jié)構(gòu)也叫雙重介詞結(jié)構(gòu)，常見方式有：“from +介詞短語”是“介詞十介詞短語”結(jié)構(gòu)中最常見的一個，其后可接的另一個介詞短語至少有十個以上。
He said hello tome from across the room．他從房間的另一邊向我打招呼。
The 1ittle boy came out from behind the door．小男孩從門后走了出來。
They came from beyond the sea．他們來自海外。
Can't we visit the High Dam? 我們難道不能去參觀高壩嗎？
以 can或其它助動詞+ not開頭的這類句子，是一種否定問句，用來提出要求或征求意見。使用這種問句時，往往期待對方給予肯定的答復(fù)。
�、資ou haven’t had anything since morning．Aren’t you hungry？從早晨到現(xiàn)在你什么也沒吃，你不餓嗎？
�、贑an’t we leave a message for her？咱們不能給她留個條嗎？
Then anyone who wants to can go for a walk round Aswan after the boat trip.乘船游覽以后，凡是想去的人都可到阿斯旺各處走一走。
�。�1）句中的“anyone who…”是常用結(jié)構(gòu)。其中的關(guān)系代詞who引導(dǎo)了一個定語從句。又如：
Anyone who wants to listen to the talk must come to school at two o'clock 凡是想聽報告的人必須兩點到校。
( 2) 句中的“who wants to”是個省略的說法，其中的to是不定式符號，它代替整個動詞不定式，以避免上下文中提到的相同的內(nèi)容。又如：
A: Would you like to go to Ann’s birthday party tomorrow?
B: Yes, I’d like to(=I’d like to go to Ann's birthday party tomorrow).
A：你想明天參加安的生日聚會嗎？
B：是的，我想去。
I went there, because I wanted to(=l wanted to go there).
我到那兒去了，是因為我想去。
(3)有時不定符號“to”也可省略（主要不得在名詞、形容詞以及動詞try等之后）。例如：
He has to get a job and he is ready (to).
他不得不找工作，并且他也準(zhǔn)備這么做。
A: Can you start the car?
B: OK, I’ll try.
A：你能發(fā)動這車子嗎？
B：好，讓我試試。
(4) 在would like和want之后，通常不能省略“to”。例如：
A: Are you interested in playing football?
B: Yes, I would like to.
A：你對踢足球感興趣嗎？
B：是的，我想踢足球。
My parents encouraged me to be a lawyer, but I don't want to.
我父母鼓勵我去當(dāng)個律師，可我不想。
(5) 當(dāng)want和like用于從句中（在when/ if/ what/as之后）對，動詞不定式符號“to”常常省略。例如：
Come when you want. 你什么時候想來，就來吧。
You may go if you like. 如果想走，你可以走。
Also，around the area of Aswan there are a lot of important old temples，which date from about 1250 B．C．而且在阿斯旺地區(qū)的周圍還有許多重要古廟，它們是公元前1250年左右建立的。
這是一個帶有非限制性定語從句的復(fù)合句。非限制性定語從句用以補充前面內(nèi)容的不足，它和主句的關(guān)系不十分密切。如果去掉，主句意思仍然清楚。從句與主句之間往往用逗號隔開，一般不用that引導(dǎo)。如：
He marred a doctor，which made his parents angry．他娶了位醫(yī)生，使得他的父母很生氣。
She had two sons，neither of whom was kind to her．她有兩個兒子，沒一個對她好的。
The dam, which is the biggest in the world, is 3,830 metres long.
這座水壩長3,830米，是世界上最大的。
(1) “…，which is the biggest in the world”是一個非限制性定語從句，它插在主句（The dam is 3,830 metres long）的主語和謂語之間，前后有逗號隔開。例如：
The letter, which I got yesterday, lay there unopened.
這封信是昨天收到的，還沒有拆開過哩。
(2) 3,830 metres long是名詞短語，表示長度，在句中作表語。英語中常用“…metres long/ wide/ high”等表示長度/寬度/高度（=metres in length/ width/height），如課文中的：980 metres wide, 40metes wide, 500 kilometres long. 例如：
He is a basketball player; he is six feet tall.
他是籃球運動員，身高6英尺。
It was carved in the rock and had on the outside four large stone figures, each of which was 20 metres high.
這座廟宇是雕鑿在巖石中的，外面有四尊巨大的石像。每尊石像有20米高。
（1）句中的each of which was 20 metres high是一個非限制性從句。句中had的賓語是four large stone figures，狀語on the outside。這種定語從句是由“名詞（代詞或數(shù)詞）+介詞+關(guān)系代詞”來引導(dǎo)的。又如：
In his house there are three rooms, each of which has a bed.
They lived in a house, the door of which opens to the south.
China has hundreds of island, the largest of which is Taiwan.
These books, two of which I have read, are interesting.
（2）除了of which外，還有of whom這種句型。即：“名詞/代詞/數(shù)詞+of whom”
There are around 100 teachers in our school, most of whom are women.
These girls, the youngest of whom is my sister, will dance a waltz for us.
Her brothers, both of whom (three of whom) work in Scotland, ring her up every week.
(3)除了上述所舉的名詞、代詞、數(shù)詞外，some, all, none, several, few等詞都可接of+ which/ whom的句型。
限制性和非限制性定語從句的區(qū)別
區(qū)別：
1)在形式上
限制性定語從句的關(guān)系詞和先行詞之間不用逗號分開。
非限制性定語從句中兩者則用逗號分開。
Jack is the kind of people who prefers listening to talking. (限定性)
杰克是那種寧愿聆聽，不愿講話的人。
The students, some of whom were rather busy, did not spend much time on music. （非限定性）
這些學(xué)生在音樂上花的時間不多，他們中有些人的確很忙。
2)在意義上
限制性定語從句說明的是句中的先行詞必不可少的情況，它用來限制先行詞所指的范圍，其內(nèi)容與先行詞關(guān)系密切；若去掉此定語從句，剩下的部分則含義不明確、意義不完整或意義完全改變。
非限制性定語從句則與先行詞關(guān)系較松散，只是對先行詞做進(jìn)一步的解釋、補充或說明；若去掉此定語從句，整個句子意義一樣很明確，不會引起誤解和歧義。請看以下例句：
Beijing，which Is the capital of China，has developed into an international city．
3)在翻譯上
限制性定語從句一般是直接將定語從句譯成先行詞的定語成分，如：“……的+先行詞”；
非限制性定請從句一般則不宜譯成先行詞的定語成分，其譯法相當(dāng)靈活。�？勺g成狀語從句，來表示原因、目的、結(jié)果、條件、讓步等意義。我們比較以下例句：
The cab drivers who knew abut the traffic jam took another road. 知道那里塞車的出租車司機換了另一條道。（言外之意：不知道的司機則沒有換路線，只有部分司機換路線了）
The cab drivers，who knew about the traffic Jam，took another load．出租車司機因為知道那里塞車了，他們都換了另一條道。（言外之意：所有司機都知道，都換了行駛路線）
4)在口語中
一般來說，限制性定語從句做停頓，非限制性定語從內(nèi)要稍加停頓。
注意
�。�1）在非限定性定語從句中不能用關(guān)系代詞that，其他的關(guān)系代詞或關(guān)系副詞根據(jù)情況進(jìn)行選擇，
(2)在非限定性定語從句中，無論關(guān)系詞作什么成分都不要省略，如：
The mail .whom you met with just now is our English teacher. 你剛才碰到的那個人是我們的英語老師，在這個句子中whom是介詞with的賓語，但卻不能省略，
4)注意as和which引導(dǎo)的非限定性定語從句的不同，as引導(dǎo)的定語從句可以放在主句之前，也可放在主句之后，which只能放在主句之后，放在句末時，which譯成：“這一點”、“這件事”怎么樣？as往往譯成“正像”、“正如”，如：
He came back on time，as we expected. 他按時回來了，正如大家所希望的。
例題：
The weather turned out to be very good, _____was more than we could expect.
A. What B. which C. that D. it
分析：A項what不引導(dǎo)定語從句，D項it不能體現(xiàn)兩個分句的邏輯關(guān)系C項that不引導(dǎo)非限限制性定語從句。此題答案為B項。
練習(xí)：
1．His stories, ______this is one example, are all well written.
A. which B. for which C. of which D. that
2．He bought a lot of books, one of _____a few days before.
A. that was published B. which were published
C. which had come out D. that had been published
Keys: CC
Lesson 89 Dialogue 教學(xué)設(shè)計方案
本課圍繞討論旅行計劃，復(fù)習(xí)如何提出建議和表達(dá)自己的意見的句型。
Teaching Aims:
Get the Ss to make suggestion and take advice by using the patterns in the dialogue.
Teaching procedures:
Dialogue Presentation
1.Ask the students the following questions:
(1).What do you usually say when you give an opinion about something?
(We should …, We’d better…, Why can’t we…, Why not …, Maybe we could…)
(2).What do you usually say if you refuse someone’s suggestions ?
(I don’t want to…,I’d prefer to …, I think we should…, I’d like to…)
2.After the students listen to the tape, ask them to find out expressions about making plans and giving suggestions.
Dialogue Practice
Practice I. Ask the Ss to fill in the following form with the expressions they hear on the tape.
How to make suggestions
We could…/I’d prefer to…/I’d like to…/Maybe we could…/Can’t we…
How to express agreement to someone’s suggestions
I think that’s a good idea.
How to refuse someone’ suggestions
I don’t feel like doing…/I’d like to…,but not to…/I think we should do that another day.
Practice II. Ask the students to make suggestions by using the patterns in the above form.
Model:
T: I’ll be free this weekend but I don’t know what I should do. Would you give me some advice.
S1:Maybe you could watch a good movie.
S2:Why don’t you go and help me with my lessons at the weekend ?
S3:Why not go shopping and buy some nice clothes ?
S4:I think you should go and have a haircut.
S5 :You’d better stay at home and have a good rest.
Practice III. Ask the Ss to respond to the teacher’s suggestions by using the patterns in the above form.
Model:
T: You should go to see a movie.
S: I think that is a good idea.
T: Why don’t you go to the theater at weekend?
S:I don’t feel like doing so.
T: I’d like you to go to a class to learn English.
S: I’d like to, but not this weekend. I am so tired that I want to have a good rest.
T: What about going to my home to have lunch this Saturday?
S: It is a good idea, but I prefer to have dinner with you in the evening.
Practice IV. Ask the Ss to make dialogues similar to the one in the text.
Situation: Two students are talking about the plan for their winter vacation.
Model:
A: Hi, what shall we do for the coming winter vacation?
B:I would like to go to Shanghai.
A:I think you should stay at home and study because you failed the exam.
B: I’d like to, but I am sure I will do better next term if I begin to study after I come back. Furthermore, I will study by myself.
A: Why don’t you go to a class instead.
B:I will consider your idea.
Dialogue Production
Ask the Ss to make new dialogues according to the situations given below.
Situation :Two friends meet in the street. A wants to invite B to have dinner at home.
Model:
A: Hi! I haven’t seen you for a long time. Shall we have dinner together?
B: How about the small restaurant over there?
A: It is too noisy. I prefer to eat in a quiet place.
B:I think we should go to a big restaurant.
A: It’s too expensive.
B: Why not go to the McDonald’s?
A: It’s Ok. But I don’t like the fast food.
B: So where do you want to go ?
A: I’d like to invite you to my house.
B: That’s a good idea. Let’s go.
Situation :A has earned 10,000 yuan by writing a book. He is talking with his wife (B) about how to spend the money.
A:I have got 10000 yuan from writing the book. What shall we do with the money?
B: We can go to Paris. I know you like traveling.
A: But I’d prefer to buy something we need.
B:OK. What about a new TV set ?
A:I don’t feel like buying a new one because the one we are using now is still working well.
B: I’d like to have a new dress.
A:I will buy you a new dress, but now . How about a computer?
B:I think that is a good idea. But you’d better get the price first.
A:OK. Shall we go to the store right now?
B: All right. Let’s go.
Homework
1. Page 89 Ex 3 &4
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