英国医生爱德华詹娜放弃寻找特效药，靠找到一种预防天花的办法征服了这一疾病。显然，是创造性思维使他的工作获得巨大收获。总之...
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互联网是有益的和危险的。有一个问题,doctor speat a great deal of time in prparing for the operation是啥意思_百度作业帮
有一个问题,doctor speat a great deal of time in prparing for the operation是啥意思
有一个问题,doctor speat a great deal of time in prparing for the operation是啥意思
医生花费了大量的时间在准备手术希望对你有所帮助,有不会的可以再问,agreatdoctor什么意思_百度知道
agreatdoctor什么意思
提问者采纳
a great doctor一个伟大的医生
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a great doctor, doctor 本身有两个意思，医生和博士， 所以需要结合你上下文看，一位厉害的医生或者博士。
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出门在外也不愁A doctor for animals教案_九年级英语教案
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学科中心：
&& 九年级英语教案
A doctor for animals教案
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教学目标&&1.&掌握且能运用有关询问某人身体状况的日常用语，能述说健康状况以及谈论病情和给出建议或要求的日常交际用语。&2.&掌握本单元的词汇和习惯用语，特别是短语make&up&one’s&mind,&as&if,&at&least等的用法。&3.&进一步学习动词不定式，学习用it&来充当形式主语的用法，有时还用it&来充当形式宾语，而真正的主语或宾语后置句末。如：I&found&it&difficult&to&learn&English&well.&4.&认真学习”The&man&who&loved&dogs”和”Cody&saves&the&baby”，体会人与动物自然、友好相处的和谐。本单元词汇、短语及习惯用语一、本单元所出现的词组和短语&make&up&one’s&mind&下决心&regard…as&…&把……当作……；当作&as&if&好像&at&sea&在大海上&just&as…&正象；恰与……相同&mobile&phone&可移动电话&half&an&hour&半小时&at&all&根本；全然&at&least&至少；起码&a&doctor&for&animals&兽医&wag&its&tail,&or&put&its&ears&straight&up&摇尾巴或把耳朵竖起来&&To&help&animals&is&helping&people.&帮助动物就是帮助人类。&&make&sb.&do&sth.&使某人做某事&find&something&about&him&on&the&internet&在网上找到有关他的资料&a&pet&dog&named&Don&一条被叫做Don的爱犬&&no&matter&不管&before&long&不久&work&on&从事于……工作&be&on&the&safe&side&万无一失&to&speak&well&of&everyone&说别人好话&to&complain&too&often&报怨太多二、交际用语和句型交际用语&表示肯定和不肯定&Expressing&certainty&and&uncertainty&We&can&find&….我们能找到……。&喜好和厌恶&Like&and&dislikes&I&like&….&我喜欢……。&I&really&love&….&我真的喜欢……。&I&like&to&work&with&….&我喜欢和……工作。&Do&you&like&being&…?&你愿意成为……吗？&请求允许和应答&Asking&for&permission&and&responses&―&Can&I&ask&you&some&questions?&我能问您一些问题吗？&―&Sure.&当然可以。主要句型a.&陈述句&It&is&interesting&to&play&with&pets.&和宠物玩是有趣的。&To&do&the&job&well&is&not&easy.&做好这项工作是不容易的。&It’s&better&to&give&than&to&receive.&奉献总比索取好。&To&make&a&mistake&is&human.&犯错误是人之常情。b.&疑问句&Is&it&easy&to&heal&children?&给孩子治病容易吗？&But&isn’t&it&more&important&to&help&people&than&animals?&但是难到帮助人类不比帮助动物更重要吗？c.&否定句&It&is&not&easy&to&learn&maths&well.&学好数学是不容易的。教学建议（一）教材内容分析&本单元主要学习询问身体健康状况、谈论身体状况以及对身体健康方面的一些忠告或建议、要求等的日常交际用语，还学习了一些常用语及部分同义或近义词的用法。在学习对话的同时，复习归纳了现在完成时时态，强调现在完成时态不能使用过去的时间状语。进一步学习了动词不定式，学习用it&来充当形式主语的用法。&通过对课文The&man&who&loved&dogs和Cody&saves&the&baby的学习，&来体会人与动物友好相处的和谐。&同时要掌握本单元的短语和习惯用语。关于阅读训练的教学建议&第15单元第58课与60课都是以叙事的方式，讲述关于狗的故事。The&man&who&loved&dogs讲述的是James&Herriot做为兽医的艰苦历程和他对职业的奉献精神。Cody&saves&the&baby讲述的是一只狗在地震时救了小主人的经过。两篇文章内容除了一些生词外，没有出现较难的语法项目。对于这样的语篇，可以通过教学设计，提高学生的阅读技巧和阅读速度。并在课堂练习或课后练习时，再阅读其他小短文，演练一下所学的方法，进而达到学会读大意，抓主题的快速阅读的目的。&让学生先对生词和短语进行熟悉，先看课后的习题或相关练习。再开始在限定的时间内通读全文，找出答案。再读课文，将事件的经过用几句话总结一下。并找几个同学试着复述课文，经过几次复述，对课文有个整体的掌握。教师应在此时引导学生注意阅读技巧，让学生反思有哪些问题可以通过改变阅读方式来解决。每篇文章都有重要的主题句，和一条或几条线索，抓住了主线，其他的内容都是作为辅助和注解出现的。根据此种阅读方法，提供另外篇阅读短文，进行课堂练习。dolphin&Long&ago,&dogs&and&horses&were&tamed&to&become&man's&helpers&on&land.&&Today&some&people&believe&that&dolphins&may&become&man's&helpers&in&the&sea&Proof&that&a&dolphin&can&be&trained&to&assist&man&appeared&in&1965.&&The&U.S.&Navy&used&the&services&of&a&sevenfoot&dolphin,&Tuffy.&Tuffy&worked&with&divers&at&the&Navy's&ManintheSea&station&off&the&coast&of&California.&He&acted&as&messenger&to&a&tenman&team&whose&underwater&home&was&Sealab&II,&205&feet&deep.&Wearing&a&plastic&harness,&Tuffy&carried&letters&in&a&waterproof&tube.&&He&also&carried&tools&for&the&undersea&workers.&Tuffy&learned&to&answer&calls&for&help.&&Pretending&to&be&lost,&an&aquanaut&would&sound&a&buzzer.&&Another&aquanaut&would&fasten&one&end&of&a&line&to&Tuffy's&harness&.Tuffy&would&speed&to&the&rescue.&More&and&more&,&it&seems&likely&that&old&tales&of&dolphins'&willingness&to&help&man&are&closer&to&truth&than&to&fiction&.&1.&The&land&animals&dolphins&are&compared&to&are&A.&oxen&and&horses&&&&&B.&dogs&and&cats&C.&dogs&and&horses&&&&&D.&None&of&the&above&2.&The&name&of&the&trained&dolphin&was&A.&&Toughy&&&B.&&Tuffy&&C.&Tufty&&&D.&&&&&&None&of&the&above&3.&The&services&of&the&dolphin&were&used&by&the&A.&Government&of&California&&&&&&&&B.&U.S.&Army&C.&&U.S.&Navy&&&&&&&&&&&&&&&&&&&&&D.&Scripps&Institution&of&Oceanography&4.&The&article&does&not&say&that&A.&the&station&was&named&Sealab&II&&&&&&B.&the&station's&depth&was&205&feet&C.&ten&men&were&in&the&underwater&team&&D.&the&men&spent&fifteen&days&at&the&station&5.&For&all&his&chores,&the&dolphin&A.&wore&a&plastic&harness&&&&B.&&&carried&a&waterproof&tube&C.&carried&a&line&&&&&&&&&&&D.&&carried&tools&6.&The&signal&for&the&dolphin's&rescue&chore&was&a&A.&&shout&&B.&bell&&&&&C.&buzzer&&D.&whistle&7.&The&purpose&of&the&line&the&dolphin&took&was&to&A.&save&the&aquanaut&from&drowning&&&B.&lead&the&aquanaut&back&to&the&others&C.&help&the&aquanaut&to&guide&the&dolphin&&D.&carry&a&light&to&the&aquanaut&8.&The&author&suggests&that&this&modern&example&makes&old&tales&about&dolphins&seem&A.&more&truth&than&fiction&&&&&&B.&more&fiction&than&truth&C.&half&truth&and&half&fiction&&&&D.&entirely&fiction参考答案：&1.&&C&&&&2.&B&&&3.&C&&&&4.&&D&&&&5.&A&&&&6.&C&&&&7.&B&&&&8.&ASwallows简介&(1)&本文简单介绍了燕子的生活习性。&(2)&对小动物的介绍一般都是从细节到它的生活习性。&There&are&different&kinds&of&swallows.&Some&swallows&make&their&homes&in&the&&others&build&their&nests&under&the&roofs.&They&make&their&nests&of&earth&and&grass.&It&takes&them&several&days&to&build&a&nest.&They&have&to&work&in&the&early&morning.&The&swallow&lays&five&or&six&eggs&at&a&time.&The&mother&bird&sits&on&them,&and&the&father&bird&watches&by&her&side&and&gives&some&food&to&her.&You&must&not&think&that&when&swallows&fly&over&your&head,&they&aren't&working.&No!&Life&is&work&to&them.&The&young&swallows&eat&a&lot&and&they&are&busy&catching&the&insects&for&them.&So&they&have&to&work&from&early&morning&till&late&at&night.&At&last&the&young&birds&can&fly&well,&but&the&old&ones&can't&rest.&They&began&to&think&about&their&second&family,&for&they&have&two&broods&every&season.&When&the&second&brood&can&fly,&too,&it's&time&to&think&about&going&to&the&warmer&countries,&and&when&spring&comes,&they'll&return.1．注解&(1)&swallow&n.&燕子&(2)&nest&n.&巢&(3)&roof&n.&屋顶&(4)&lay&v.&产（卵）&(5)&insect&n.&昆虫&(6)&brood&n.&一窝所孵的幼雏2．．思考题&(1)&Can&you&see&swallows&easily&now?&Why?&(2)&In&what&way&can&we&protect&(保护)&this&kind&of&animal?教学目标&&1.&掌握且能运用有关询问某人身体状况的日常用语，能述说健康状况以及谈论病情和给出建议或要求的日常交际用语。&2.&掌握本单元的词汇和习惯用语，特别是短语make&up&one’s&mind,&as&if,&at&least等的用法。&3.&进一步学习动词不定式，学习用it&来充当形式主语的用法，有时还用it&来充当形式宾语，而真正的主语或宾语后置句末。如：I&found&it&difficult&to&learn&English&well.&4.&认真学习”The&man&who&loved&dogs”和”Cody&saves&the&baby”，体会人与动物自然、友好相处的和谐。本单元词汇、短语及习惯用语一、本单元所出现的词组和短语&make&up&one’s&mind&下决心&regard…as&…&把……当作……；当作&as&if&好像&at&sea&在大海上&just&as…&正象；恰与……相同&mobile&phone&可移动电话&half&an&hour&半小时&at&all&根本；全然&at&least&至少；起码&a&doctor&for&animals&兽医&wag&its&tail,&or&put&its&ears&straight&up&摇尾巴或把耳朵竖起来&&To&help&animals&is&helping&people.&帮助动物就是帮助人类。&&make&sb.&do&sth.&使某人做某事&find&something&about&him&on&the&internet&在网上找到有关他的资料&a&pet&dog&named&Don&一条被叫做Don的爱犬&&no&matter&不管&before&long&不久&work&on&从事于……工作&be&on&the&safe&side&万无一失&to&speak&well&of&everyone&说别人好话&to&complain&too&often&报怨太多二、交际用语和句型交际用语&表示肯定和不肯定&Expressing&certainty&and&uncertainty&We&can&find&….我们能找到……。&喜好和厌恶&Like&and&dislikes&I&like&….&我喜欢……。&I&really&love&….&我真的喜欢……。&I&like&to&work&with&….&我喜欢和……工作。&Do&you&like&being&…?&你愿意成为……吗？&请求允许和应答&Asking&for&permission&and&responses&―&Can&I&ask&you&some&questions?&我能问您一些问题吗？&―&Sure.&当然可以。主要句型a.&陈述句&It&is&interesting&to&play&with&pets.&和宠物玩是有趣的。&To&do&the&job&well&is&not&easy.&做好这项工作是不容易的。&It’s&better&to&give&than&to&receive.&奉献总比索取好。&To&make&a&mistake&is&human.&犯错误是人之常情。b.&疑问句&Is&it&easy&to&heal&children?&给孩子治病容易吗？&But&isn’t&it&more&important&to&help&people&than&animals?&但是难到帮助人类不比帮助动物更重要吗？c.&否定句&It&is&not&easy&to&learn&maths&well.&学好数学是不容易的。教学建议（一）教材内容分析&本单元主要学习询问身体健康状况、谈论身体状况以及对身体健康方面的一些忠告或建议、要求等的日常交际用语，还学习了一些常用语及部分同义或近义词的用法。在学习对话的同时，复习归纳了现在完成时时态，强调现在完成时态不能使用过去的时间状语。进一步学习了动词不定式，学习用it&来充当形式主语的用法。&通过对课文The&man&who&loved&dogs和Cody&saves&the&baby的学习，&来体会人与动物友好相处的和谐。&同时要掌握本单元的短语和习惯用语。关于阅读训练的教学建议&第15单元第58课与60课都是以叙事的方式，讲述关于狗的故事。The&man&who&loved&dogs讲述的是James&Herriot做为兽医的艰苦历程和他对职业的奉献精神。Cody&saves&the&baby讲述的是一只狗在地震时救了小主人的经过。两篇文章内容除了一些生词外，没有出现较难的语法项目。对于这样的语篇，可以通过教学设计，提高学生的阅读技巧和阅读速度。并在课堂练习或课后练习时，再阅读其他小短文，演练一下所学的方法，进而达到学会读大意，抓主题的快速阅读的目的。&让学生先对生词和短语进行熟悉，先看课后的习题或相关练习。再开始在限定的时间内通读全文，找出答案。再读课文，将事件的经过用几句话总结一下。并找几个同学试着复述课文，经过几次复述，对课文有个整体的掌握。教师应在此时引导学生注意阅读技巧，让学生反思有哪些问题可以通过改变阅读方式来解决。每篇文章都有重要的主题句，和一条或几条线索，抓住了主线，其他的内容都是作为辅助和注解出现的。根据此种阅读方法，提供另外篇阅读短文，进行课堂练习。dolphin&Long&ago,&dogs&and&horses&were&tamed&to&become&man's&helpers&on&land.&&Today&some&people&believe&that&dolphins&may&become&man's&helpers&in&the&sea&Proof&that&a&dolphin&can&be&trained&to&assist&man&appeared&in&1965.&&The&U.S.&Navy&used&the&services&of&a&sevenfoot&dolphin,&Tuffy.&Tuffy&worked&with&divers&at&the&Navy's&ManintheSea&station&off&the&coast&of&California.&He&acted&as&messenger&to&a&tenman&team&whose&underwater&home&was&Sealab&II,&205&feet&deep.&Wearing&a&plastic&harness,&Tuffy&carried&letters&in&a&waterproof&tube.&&He&also&carried&tools&for&the&undersea&workers.&Tuffy&learned&to&answer&calls&for&help.&&Pretending&to&be&lost,&an&aquanaut&would&sound&a&buzzer.&&Another&aquanaut&would&fasten&one&end&of&a&line&to&Tuffy's&harness&.Tuffy&would&speed&to&the&rescue.&More&and&more&,&it&seems&likely&that&old&tales&of&dolphins'&willingness&to&help&man&are&closer&to&truth&than&to&fiction&.&1.&The&land&animals&dolphins&are&compared&to&are&A.&oxen&and&horses&&&&&B.&dogs&and&cats&C.&dogs&and&horses&&&&&D.&None&of&the&above&2.&The&name&of&the&trained&dolphin&was&A.&&Toughy&&&B.&&Tuffy&&C.&Tufty&&&D.&&&&&&None&of&the&above&3.&The&services&of&the&dolphin&were&used&by&the&A.&Government&of&California&&&&&&&&B.&U.S.&Army&C.&&U.S.&Navy&&&&&&&&&&&&&&&&&&&&&D.&Scripps&Institution&of&Oceanography&4.&The&article&does&not&say&that&A.&the&station&was&named&Sealab&II&&&&&&B.&the&station's&depth&was&205&feet&C.&ten&men&were&in&the&underwater&team&&D.&the&men&spent&fifteen&days&at&the&station&5.&For&all&his&chores,&the&dolphin&A.&wore&a&plastic&harness&&&&B.&&&carried&a&waterproof&tube&C.&carried&a&line&&&&&&&&&&&D.&&carried&tools&6.&The&signal&for&the&dolphin's&rescue&chore&was&a&A.&&shout&&B.&bell&&&&&C.&buzzer&&D.&whistle&7.&The&purpose&of&the&line&the&dolphin&took&was&to&A.&save&the&aquanaut&from&drowning&&&B.&lead&the&aquanaut&back&to&the&others&C.&help&the&aquanaut&to&guide&the&dolphin&&D.&carry&a&light&to&the&aquanaut&8.&The&author&suggests&that&this&modern&example&makes&old&tales&about&dolphins&seem&A.&more&truth&than&fiction&&&&&&B.&more&fiction&than&truth&C.&half&truth&and&half&fiction&&&&D.&entirely&fiction参考答案：&1.&&C&&&&2.&B&&&3.&C&&&&4.&&D&&&&5.&A&&&&6.&C&&&&7.&B&&&&8.&ASwallows简介&(1)&本文简单介绍了燕子的生活习性。&(2)&对小动物的介绍一般都是从细节到它的生活习性。&There&are&different&kinds&of&swallows.&Some&swallows&make&their&homes&in&the&&others&build&their&nests&under&the&roofs.&They&make&their&nests&of&earth&and&grass.&It&takes&them&several&days&to&build&a&nest.&They&have&to&work&in&the&early&morning.&The&swallow&lays&five&or&six&eggs&at&a&time.&The&mother&bird&sits&on&them,&and&the&father&bird&watches&by&her&side&and&gives&some&food&to&her.&You&must&not&think&that&when&swallows&fly&over&your&head,&they&aren't&working.&No!&Life&is&work&to&them.&The&young&swallows&eat&a&lot&and&they&are&busy&catching&the&insects&for&them.&So&they&have&to&work&from&early&morning&till&late&at&night.&At&last&the&young&birds&can&fly&well,&but&the&old&ones&can't&rest.&They&began&to&think&about&their&second&family,&for&they&have&two&broods&every&season.&When&the&second&brood&can&fly,&too,&it's&time&to&think&about&going&to&the&warmer&countries,&and&when&spring&comes,&they'll&return.1．注解&(1)&swallow&n.&燕子&(2)&nest&n.&巢&(3)&roof&n.&屋顶&(4)&lay&v.&产（卵）&(5)&insect&n.&昆虫&(6)&brood&n.&一窝所孵的幼雏2．．思考题&(1)&Can&you&see&swallows&easily&now?&Why?&(2)&In&what&way&can&we&protect&(保护)&this&kind&of&animal?教学建议（二）关于写作训练的教学建议&本单元第60课的第4项是写作训练。主要是叙述父母的职业。根据本单元关于动物的主题，这里建议写作内容可选择以动物为主题。&动物是人类的朋友，我们应当爱惜它们。人与动物和平相处，世界会变得更加美好。由于近几年保护动物的呼声日益高涨，各国各地区分别开辟和划分大片土地作为野生动物园，从此，野生动物有了属于自己的家园，动物的数量和种类都相应增加。为了便于人们观赏海洋动物，了解海底世界，海洋馆也应运而生。&请就此题材写一篇短文，描写你参观海洋馆的情况，及个人对此的感受。[分析与引导]&此篇短文类似于游记，要求写出时间、地点、人物、事件、经过和观后感受。应按照时间的先后顺序写，内容要详略得当，突出重点，特别是在“人与自然”这方面应有所体现，尽力表达人与动物和平共处的和谐之美，使读者有身临其境之感，引起共鸣。[范文与点评]&A&visit&to&the&world&under&the&sea&Have&you&ever&been&to&the&world&under&the&sea&?&I&have&been&there&once.&It&was&a&sunny&morning.&I&with&my&father&went&there&on&a&bus.&It&was&a&little&far&from&my&home.&It&took&us&about&two&hours&to&get&there.&After&getting&the&tickets,&we&went&in.&First,&we&went&into&a&large&hall.&There&I&saw&a&pond&with&several&dolphins.&We&were&told&that&there&would&be&a&performance&in&ten&minutes,&so&we&found&a&good&place&for&watching.&Soon&a&beautiful&girl&came&out&and&the&performance&began.&The&dolphins&performed&very&well&and&all&the&people&there&watched&carefully&and&such&words&as&Wonderful,&Great,&Good,&Cool&could&be&heard&again&and&again.&Then,&we&came&to&the&touching&pool.&There&were&some&small&fish&in&it&and&visitors&could&touched&them&with&their&hands&softly.&And&the&girl&working&there&explained&their&names&to&us.&It&was&not&easy&to&touch&them&in&my&life&,&so&I&played&there&for&a&long&time.&It&was&very&interesting.&At&last,&when&it&was&nearly&the&lunch&time,&it&was&the&time&for&another&performance&of&all&kinds&of&fish&and&a&diver.&At&this&time&many&fish&came&here&for&their&lunch&and&the&diver&gave&them&their&food.&The&diver&was&a&young&beautiful&girl&and&she&said&Hello&to&us&with&her&hands.&It&was&difficult&for&her&to&feed&the&fish&because&some&of&them&were&dangerous,&especially&sharks.&I&was&worried&about&her&all&the&time,&but&the&girl&did&it&easily&and&well.&We&could&see&that&she&had&become&a&good&friend&of&sharks&and&many&other&animals.&We&felt&very&excited&and&thanked&her&a&lot.&It&was&a&good&visit&and&it&was&a&good&lesson&for&me,&too.&People&and&animals&are&good&friends&and&we&should&live&together&well.&I&should&learn&from&the&girl&feeling&fish.&Nothing&is&too&difficult&if&we&put&our&hearts&into&it.&If&we&have&a&great&goal,&we&should&try&to&do&it&well&and&we&will&be&the&winners.&本文符合游记的要求，时间、地点、人物、事件及其先后顺序和教益都交代的很好，特别是“人鲨共舞”场面的描写很精彩，充分体现了“人与自然和谐相处”这一主题思想，读后能使人引起共鸣，达到了教育的目的。第57与59课对话及不定式做主语的教学建议&57课是以为狗看病为话题的对话，从一对父子的谈话中，可以看出作为兽医的父亲对自己的职业的热爱，以及对动物与人之间关系的理解。并引出了不定式作主语的用法。59课是母子谈论医生这一职业的对话，引出了it作为形式主语的不定式结构。&建议这两课的教学过程&有机结合，巧妙地安排授课时间，完成这部分内容的学习。先让同学们对这两课内容一起预习，主要是熟悉生词和语法。上课时，围绕着职业的谈论展开，引出相关的教材内容，再反复练习不定式作主语的句型。&可以先引导谈论他们将来想选择的职业，提出问题：&What&kinds&of&jobs&do&you&know?&What&would&you&like&to&be&in&the&future?&What&are&your&parents'&job?&Do&your&parents&like&their&job?&Why&or&why&not?&在适当的情况下提示学生一些职业的说法。对有些职业的名称可参考下文提供的《关于职业的英语词汇》。&然后让学生熟悉对话的内容，如通过放录音、看影片、或阅读教材来实现。再进一步对不定式作主语的句子进行分析：&To&be&a&doctor&for&animals&is&very&rewarding.&To&help&animals&is&helping&people.&To&do&what&the&doctor&tells&you&is&important.&可以将以上两句与下句进行比较，突出不定式是怎样作为主语出现的：&To&many&people,&a&pet&is&like&one&of&the&family.&可将学生分成两组做练习。给A组一些单词，如：&easy,&hard,&dangerous,&necessary,&important,&difficult,&useful,&clever,&meaningful,&interesting,&happy,&sad,&…&给B组一些不定式短语，如：&to&help&animal&to&go&swimming&to&do&shopping&to&drink&water&to&kill&a&bird&to&find&a&lost&book&to&climb&the&hill&to&travel&by&air&让B组的同学读出不定式短语，A组同学在限定的时间内选择形容词连成句，如：&It's&meaningful&to&help&animal.&It's&interesting&to&go&swimming.&It's&necessary&to&drink&water.&It's&difficult&to&find&a&lost&book.&…&只要回答的合情合理就可以过关，如果A组的同学都不过关，两组交换位置，让B组的同学来回答。注意学生们的发音及句子的叙述要完整。关于职业的英语词汇&actor&男演员&actress&女演员&singer&歌手&dancer&舞蹈家&musician&音乐家&pianist&&钢琴家&painter&画家,油漆匠&teacher&教师&professor&&教授&headmaster&中小学校长&headmistress&中小学女校长&headteacher&校长&director&导演&editor&编者&writer&作家&reporter&记者&announcer&&广播员&journalist&杂志记者&worker&工人&farmer&农夫&fisherman&渔夫&chemist&化学家,药剂师&engineer&工程师&explorer&探险家&researcher&研究员&doctor&医生,博士&nurse&&护士&surgeon&外科医生&sailor&水手&seaman&&船员&pilot&飞行员,领航员&astronaut&&宇航员&driver&&驾驶员&athlete&运动员&policeman&&警察&detective&侦探&judge&法官&lawyer&律师&attorney&律师&cook&厨子,厨师&baker&面包师&waiter&侍者&waitress&女服务生&butcher&屠夫&clerk&办事员&typist&打字员&secretary&&秘书&salesman&售货员,推销员&shopkeeper&&零售商,店主&bookseller&书商&tailor&裁缝&soldier&军人&postman&&邮差&mailman&邮差&firefighter消防人员&conductor&乘务员&librarian图书管理员&babysitter&保姆&apprentice&&学徒工&artisan&&工匠&craftsman&&工匠&specialist&专家&employer&雇主,老板&receptionist&&接待员&operator&电话接线员&interpreter&&翻译&photographer&&摄影师&playwright&剧作家&linguist&&语言学家&botanist&&植物学家&economist&经济学家&chemist&&化学家&scientist&&科学家&philosopher&&哲学家&politician&政治学家&physicist&物理学家&archaeologist&&考古学家&geologist&&地质学家&mathematician&数学家&biologist&&生物学家&zoologist&&动物学家&statistician&统计学家&physiologist&&生理学家&futurologist&&未来学家&artist&&艺术家&composer&&作曲家&designer&&设计家&sculptor&雕刻家&designer&&服装设计师&model&&模特&poet&诗人&merchant&商人&stewardess&空中小姐&porter&行李夫&architect&建筑师&druggist&药剂师&chemist&药剂师&guide&导游&dentist&牙科医生&supervisor&&监工教学建议（三）第57课重点例句及相关知识的分析&1.&Do&you&like&being&a&doctor&for&animals?&您喜欢当兽医吗？&句中的being&可以用to&be&的形式表示。如：&I&like&to&be&an&English&teacher.&我喜欢当一名英语教师。&句中a&doctor&for&an&animals&可以用an&animal&doctor&的形式表示。如：&He&is&a&famous&animal&doctor&from&England.&他是来自英国的著名兽医。&2.&To&be&a&doctor&for&animals&is&very&rewarding.&当兽医很值得。&句中rewarding是形容词，意思是“有报酬的；有用的；有益的”。如：&You&will&find&this&book&very&rewarding.&你将发现这本书是非常有益的。&3.&But&isn't&it&more&important&to&help&people&than&animals？难道不是帮助人比帮助动物更重要吗？&（l）本句是否定疑问句结构。这时或是表示惊异的情绪，或是有点责难的口吻。有时还表示一种赞叹，（这时用降调）。例如：I&posted&the&letter&last&Monday.&Haven't&you&got&it？那封信我上星期一就寄出了，难道你没有收到吗？（表示惊异）&Didn’t&you&do&your&homework&yesterday？&难道你昨天没有做作业&吗？（责难）&（2）回答这类问句时。肯定答语用“Yes&+&肯定结构”，否定结构用“No&+&否定结构”。这与汉语习惯不同，要特别注意。例如：&“Haven't&you&written&to&Jack?”“Yes,&I&have.”&“你没给杰克写信吗？”“不，我写了。”&“Didn't&you&tell&her&about&the&matter?”“No，I&didn’t．”&“你没告诉她那件事吗？”“是的，没告诉她。”&4.&To&help&animals&is&helping&people.&帮助动物就是帮助人类。&句中helping是现在分词作定语，修饰people。&分词有两种，一种是现在分词，一种是过去分词。这两种分词在句子中能担任的成分大体相同，主要是在意思上有主动和被动之分。现在分词一般有主动的意思，过去分词一般有被动的意思，有时表示的时间也不相同。试看两种分词的主要差别。如：&He&is&a&promising&young&man.&他是一个很有培养前途的青年。&This&is&a&pressing&problem.&这是个紧急问题。&He&is&an&interesting&man.&他是个有趣的人。&He’s&very&interested&in&the&man.&他对那个男人非常感兴趣。&The&news&is&exciting.&这消息很激动人心。&We&were&excited&to&hear&it.&听了这事我们很激动。&5.&So&a&pet&can&help&a&person&feel&less&lonely.&因此宠物可以使人较少感到孤独。&lonely&与alone的意思比较接近，但在使用时有所区别：&lonely用作形容词，意思是“孤单的；寂寞的”。可指心灵上的寂寞，也可指偏僻的地点。在句中既可作表语，也可作定语。alone&可作形容词和副词，意思是“单独；独自”，不指心理上寂寞的感觉。&例：feel&lonely（√）；a&lonely&traveller（√）&be&alone（√）；a&alone&house（×）&She&was&taken&to&a&lonely&island,&lived&alone,&but&she&never&felt&lonely.&她被带到一个荒岛上，自己居住，但她从不感到寂寞。第58课重点例句及相关知识的分析&1.&There&is&a&famous&animal&doctor&from&England&who&wrote&many&books&about&animals.&一位英国著名兽医，他写了许多关于动物方面的书。&句中from&England&介词短语做定语，和who&wrote&many&books&about&animals&从句做定语同时修饰doctor。&2.&He&grew&up&with&a&pet&dog&named&Don.&他与被叫Don&的爱犬一起长大。&句中named&是过去分词做定语，修饰dog。&named&相当于called&或with&the&name，意思是“被叫做……”&The&boy&called&John&is&my&classmate.&=The&boy&named&John&is&my&classmate.&=The&boy&with&the&name&John&is&my&classmate.&叫约翰的那个男孩是我的同学。&3.&He&made&up&his&mind&to&be&a&vet．他下定决心要成为一名兽医。&make&up&one’s&mind是“下定决心”的意思，其后常接不定式。one’s必须和其相应的主语保持一致。如果主语为复数，mind也要用复数形式。如：&（1）I’ve&made&up&my&mind．我已决定了。&（2）He&needs&someone&to&make&up&his&mind&for&him．他需要别人替他作决定。&（3）The&students&in&Class&1&all&made&their&minds&to&study&hard．一班的全体同学都下定了决心要努力学习。&4.&Before&long,&Herriot&noticed&that&people&in&the&country&also&had&dogs&as&pets.&不久以后，赫里奥特注意到这儿乡下的人们也把狗当作宠物。&句中before&long&作“不久以后”讲，切不要按字面译为“长时间以前”或“好久以前”。如：&We&hope&to&finish&our&experiment&before&long.&我们希望不久（以后）就把实验做完。&long&before&作“很久以前”讲。原意为“……以前很久”，故也可译为“老早”。long&before&跟before&long&不同，前者在其后面可以接名词或一个从句；当上下文明确时，名词或从句还可以省略。Before&long&则没有上述搭配用法。&They&began&the&test&yesterday,&but&we&had&made&experiment&long&before.&我们昨天开始做实验，但我们在那以前很久就已经做准备了。&5.&They&regarded&their&pets&as&members&of&their&families.&他们把宠物视为家庭成员。&句中regard&…&as意思是“将……视为”。如：&I&regard&him&as&my&brother.&我将他当成我的兄弟。&He&is&regarded&as&the&best&doctor&in&town.&他被视为是城内最好的医生了。&6.&They&would&go&with&him&in&his&car&every&day&as&he&went&to&the&farms&to&heal&sick&animals.&当他到农场给生病的动物看病时，这两条狗都坐车跟着他。&句中as&是连词，意思是“当……的时候，一面……一面”，（强调同时，一般连续时间不长），如：&As&we&were&talking&about&Titanic,&our&teacher&came&in.&正当我们谈论“泰坦尼克号”这部电影时，教师进来了。&The&students&sing&as&they&go&along.&学生们边走边唱。&When、while和as一样都是连词，注意它们的不同。如when“当……的时候”（一般表示动作紧接着发生）；“那时”（等立连词，前有逗号分开）&I&stayed&till&sunset,&when&it&began&to&rain.&我一直呆到太阳下山，那时天开始下雨了。&while是“当……时候；和……同时”（强调同时发生，一般连续时间较长）&While&I&was&watching&TV,&he&was&reading.&当我在看电视的时候，他正在看书。&While&there&is&life,&there&is&hope.&有生命就有希望。&7.&Later&in&his&life,&James&Herriot&wrote&a&lot&about&his&experience&as&a&country&vet&in&Yorkshine,&England.&在赫瑞尔的晚年，他根据在英国约克郡当乡村兽医时的经验写下许多著作。&句中的as&是介词，意思是“作为，当作”。如：&I&have&come&here&as&a&journalist.&我是以记者身份到这里来的。&As&a&student,&you&must&study&hard&for&the&people.&作为一名学生，你必须努力为人民而学习。&8.&No&matter&how&much&he&loved&all&kinds&of&animals,&he&loved&dogs&the&best.&不管他多么喜欢各种各样的动物，他还是最喜欢狗的。&句中no&matter作连词用，意思是“不管”。如：&No&matter&how&hot&it&is!&不管多么热。&Don’t&trust&him,&no&matter&what&he&says&or&does.&他不管说什么，做什么，都不要信任他。&Don’t&trust&him,&no&matter&what&he&says.&不管他说什么，你都不要信任他。&Don’t&believe&the&rumour,&no&matter&who&repeats&it.&不论是谁说的，都不要相信这谣言。&No&matter&where&she&is,&I&must&find&her.&&不论她在哪儿，我都要找到她。第60课重点例句及相关知识的分析&1.&Mrs&Parley&said&she&felt&as&if&they&were&in&a&storm&at&sea.&帕利太太说她觉得好象是在海上乘船遇到了风暴似的。&句中as&if&相当于as&though&“仿佛……似的”。注意：当主句是一般现在时，as&if从句用一般过去时；当主句是一般过去时，as&if从句用表示过去的相应时态。如：&He&speaks&English&as&if&he&were&an&Englishman.&他说起英语来好像一个英国人似的。&He&acted&as&if&（as&though）&nothing&had&happened.&他表现得似乎没有发生什么事。&She&loves&the&child&as&if&he&were&here&own.&&她爱这孩子如同爱自己的孩子一样。&此外，as&if&（as&though）后可以跟动词不定式。如：&She&raised&her&hand&as&though&（as&if）&to&hang&the&picture&on&the&wall.&她举手象要把这幅画挂在墙上。&He&raised&his&hand&as&though&to&take&off&his&hat.&他举起手来，像要脱帽似的。&2.&She&tried&hard&to&reach&the&baby’s&room…&but&the&house&broke&in&two,&dropping&her&to&the&first&floor&and&leaving&the&baby’s&bed&hanging&in&the&edge&of&the&twostory&house.&他尽力地到达婴儿房间，但是房子裂成了两半，把她摔到了楼下，而婴儿的小床留在上面，搭在这座二层楼的边缘上，摇摇欲坠。&由dropping&和leaving&组成的两个ing形式短语在句中作伴随情况状语。如：&They&came&into&the&room&laughing&and&talking.&他们说说笑笑地走进屋来。&Taking&a&dictionary,&she&began&to&prepare&her&lessons.&她拿了本词典，开始准备功课。&3.&……&just&as&the&bed&crashed&to&the&first&floor&……与此同时床坠落到了一楼。&4.&It&is&true&to&say&a&dog&is&man’s&best&friend&or&at&least&Roberts&best&friend.&事实上说狗是人类最好的朋友，起码是罗特的最好的朋友。&*&句中it是形式主语，to&say&a&dog动词不定式是真实主语。&句中it作先行代词用。It在句中充当形式主语或形式宾语，而将真正的和逻辑上的主语或宾语（通常用不定式短语、动名词短语或从句表示）移到后面去。如：&It&is&very&important&for&us&to&learn&English.&（it代替不定式to&learn&English做形式主语）我们学习英语是十分重要的。&It&takes&much&time&to&carry&out&a&test.&（it&代替不定式to&carry&out&a&test作形式主语）进行试验是要花费许多时间的。&it&作形式宾语：在具有宾语补语的句子里，it在动词后作直接宾语的先行代词，在宾语补语后面再出现真正的直接宾语（一般以不定式短语、动名词短语表示，但也有用that引出一个宾语从句）。如：&I&found&it&a&bit&difficult&to&work&in&class&because&I&kept&on&thinking&about,&the&match&in&the&afternoon.&我发现在课堂上学习有点儿难，因为我一直在想着下午的比赛。&We&think&it&useful&to&learn&the&computer&well.&我们认为学好计算机是有用的。&*&at&least&意思是“至少，起码”。如：&At&least&I&can&give&you&ten&dollars.&最少我能给你十美元。&at&least&的反义词是at&most&意思是“至多”。&I&can&pay&only&fifty&dollars&at&most.&我最多只能付五十美元。语法讲解The&Infinitive动词不定式（三）用作主语&To&do&the&job&well&is&not&easy.&做好这工作不容易。&To&drive&fast&is&dangerous.&开快车是危险的。&To&learn&English&well&is&very&important．学好英语是很重要的。&在现代英语中，更为普遍的是用it&来开始一个句子，作形式主语，而把真正的主语动词不定式（或短语）放在后面。例如：&It’s&not&easy&to&learn&a&foreign&language&well.&学好一门外语不容易。&It&is&necessary&to&make&a&plan&for&this&course&of&study．必须制定一个学习这门课程的计划。&It’s&better&to&give&than&to&receive.&奉献总比索取好。&如果要说明不定式表示的动作是谁做的，可以在不定式前加一个for&引起的短语：&It&is&not&hard&for&one&to&do&a&bit&of&good.&对于一个人来说做点好事并不难。&在以某些形容词（如:&kind&,good&,nice&,clever,&wrong,&right&,foolish,&wise,&unwise等）作表语时，不定式前常可加一个of引起的短语，来说明不定式指的是谁的情况，如：&It’s&kind&of&you&to&think&so&much&of&us.&你总是想着我们真是太好了。例句：&To&make&a&mistake&is&human.&犯错误是人之常情。&It’s&better&to&be&the&safe&side.&万无一失更好。&To&speak&well&……/&ill&of&everyone……说人好（坏）话……&To&work&hard&is&the&key&to&success.&勤奋学习是成功的钥匙。Lesson&57&教学设计示例Properties:&Recorder,&Overhead&ProjectorTeaching&Objectives:&1.&Understand&the&dialogue.&2.&Learn&some&useful&structures&and&phrases.&3.&Learn&the&grammar:&the&Infinitive.Language&focus:&like&being&a…&,&play&with,&a&lot&of&funTeaching&Procedures:I.&Showing&the&teaching&aimsII.&Revision&Revise&the&names&of&animals&that&could&be&kept&as&pets:&dog,&cat,&snake,&parrot,&rabbit,&fish,&etc.&Ask&Does&anyone&have&a&pet?&wWhat&kinds&of&animals&would&you&like&to&have&as&pets?III.&Leading&in&Ask:&What&do&you&want&to&be&when&you&grow&up?&Let&the&students&discuss&the&question.&Then&give&the&second&question:&What&do&you&want&to&be,&a&doctor&for&humans&or&a&doctor&for&animals?&Why?IV.&Presentation&Look&at&the&picture&in&Lesson&57.&The&boy&is&sitting&on&the&sofa.&His&father&is&talking&with&a&dog&in&his&hand.&What&did&they&say?&Play&the&tape&for&the&students&to&listen,&check&the&answers&with&the&students.&Then&read&the&dialogue&and&answer&the&questions&of&Exercise&1&in&the&workbook&in&pairs.&Go&through&the&dialogue&and&explain&some&language&points.&Play&the&tape&for&the&students&to&listen&and&repeat,&ask&the&students&to&practise.&Then&let&them&act&out&the&dialogue&in&pairs.VI.&Free&practice&Do&an&example&with&one&student.&Then&let&the&class&make&up&their&own&dialogues&in&pairs.&Get&them&to&act&out&their&dialogues.&Ask&the&students&to&discuss&the&questions.&Ask:&Do&you&think&it's&more&important&to&help&people&than&animals?&Why?&What&kinds&of&jobs&do&you&know?&What&would&you&like&to&be&in&the&future?&What&are&your&parents'&job?&Do&your&parents&like&their&job?&Why&or&why&not?VI.&Presentation&Ask&the&students&to&find&the&Infinitive&sentences.&1.&To&be&a&doctor&for&animals&is&very&rewarding.&2.&To&help&animals&is&helping&people.&Ask&the&students&to&pay&attention&to&the&Infinitive.&Give&them&more&examples&to&understand&better.&Then&go&through&Part&3.&Choose&the&possible&answer.&Let&the&students&master&this&form:&It&is&adj&.&+&to&do&something&/&To&do&something&is&+&adj&.&VII.&Workbook&Do&Exercise&3&in&class.&Let&the&students&translate&the&sentences&into&Chinese.VII.&Summary&Exercises&in&class&Have&a&dictation.&1.&Do&you&like&being&a&doctor&for&animals?&2.To&be&a&doctor&for&animals&is&very&rewarding.&3.&To&help&animals&is&helping&people.&4.&A&pet&can&help&a&person&feel&less&lonely.&5.&To&play&with&a&pet&is&a&lot&of&fun.&6.&To&complain&too&often&isn’t&a&good&thing.&7.&To&work&hard&brings&success.&Open&the&books&check&the&answers&by&themselves&and&correct&their&spelling&mistakes.IX.&Homework&1.&Recite&the&dialogue.&2.&Pre&&read&in&Lesson&58.Lesson&58教学设计示例Properties:&Recorder,&Overhead&Projector.Teaching&Objectives:&1.&Understand&the&text.&2.&Learn&some&useful&words&and&expressions.Teaching&Procedures:I.&Showily&the&teaching&aimsII.&Revision&&&&&Check&the&homework.&Then&revise&the&dialogue&in&Lesson&57.&Ask&the&students&to&act&out&the&dialogue.&Study&the&new&words&in&this&lesson.III.&Leading&in&Ask&the&students&this&question:&There&is&a&famous&animal&doctor&in&England.&He&wrote&many&books&about&animals,&what’s&his&name?&Let&the&students&read&the&text&and&answer&the&question.IV.&Reading&Ask&the&students&to&listen&to&the&tape&and&answer&the&question:&Which&animal&did&Herriot&like&best?&Then&go&through&the&questions&of&Exercise&1&in&the&workbook.&Make&sure&they&can&understand&them.&Ask&them&to&read&the&story&more&carefully&and&discuss&the&answers&to&Exercise&I&in&the&workbook&in&pains.&Check&the&answers&with&the&whole&class.&Deal&with&any&grammatical&or&lexical&problems&that&arise.&1.&make&up&one's&mind&to&do&something&He&has&made&up&his&mind&to&study&English&well.&2.&go&on&with&something:&Let’s&go&on&with&our&lesson.&3.&regard&.&.&.&as&He&regards&his&teacher&as&his&mother.V.&Reeling&aloud&Play&the&tape&for&the&students&to&listen&and&repeat.&Use&any&methods&that&you&think&suitable:&repetition&by&the&whole&class,&groups,&pairs&or&individual&students.&Then&give&out&some&key&words&and&phrases.&Let&the&students&retell&the&story.VI.&Workbook&Do&Exercise&2.&The&answers&are:&for,&grow&up,&into,&that,&made&up,&mind,&treat,&Before,&treated,&heal,&treating,&At,&at,&on,&regarded&For&Exercise&3.&Let&the&students&do&it&by&themselves.&Choose&the&best&answer,&then&read&the&sentences&together.&Pay&attention&to&the&grammar.&Let&the&students&make&up&more&sentences.VII.&SummaryExercises&in&classFill&in&the&blanks.&1.&He&made&up&his&mind&________(study)&English&well.&2.________(treat)&large&animals&is&hard&work.&3.&Ifs&hard&work&________(treat)&the&dogs.&4.&Please&go&on&________(read)&the&text.&5.&He&grew&up&with&a&pet&dog________&(name)&Don.&6.&The&dogs&________&never________(treat)&when&they&became&sick.&7.&Everyday&as&he&went&to&the&farmers&________(heal)&sick&animals.&Answers:&to&study,&Treating,&to&treat,&reading,&named,&were&treated,&to&healVIII.&Homework&1.&learn&the&phrases,&make&sentences&with&them.&2.&Retell&the&story.Lesson&59教学设计示例Properties:&Recorder,&Overhead&ProjectorTeaching&Objectives:&1.&Understand&the&dialogues&2.&Learn&the&grammarLanguage&focus:&the&InfinitiveTeaching&Procedures:I.&Showing&the&teaching&aimsII.&Revision&Check&homework,&ask&two&or&three&students&to&retell&the&story&about&Lesson&58.III.&Leading&in&Give&the&students&a&topic,&let&them&make&up&a&dialogue.&For&example:Why&did&you&become&a&doctor&for&animals?&What&do&you&like&best&about&your&job?&Is&it&easy&to&heal&sick&animals?IV.&Presentation&Tell&the&students&that&we’ll&learn&a&dialogue&about&a&child’s&doctor.&First,&ask&the&students&to&use&the&following&dialogue&in&Exercise&I&to&help&them.&Then&work&in&pairs.V.&Free&Practice&Suppose&your&friend&is&a&doctor&for.&.&.&.&Interview&her&or&him&about&her&or&his&job.&Use&the&dialogue&in&Lesson&59&to&help&you,&make&up&a&new&dialogue,&work&in&pairs,&then&do&Exercise&1.VI.&Practice&Part&2.&Look&at&the&picture.&Say&something&about&it.&For&example:&To&be&a&doctor&is&very&interesting.&To&be&a&sick&man&is&very&painful.&To&do&as&the&doctor&tells&you&is&important.&Change&these&sentences&beginning&with:&It’s&+&adj.&+&to&do&something.&Go&through&Exercise&2,&ask&the&students&to&finish&changing&these&sentences.VII.&WorkbookDo&Exercise&2.&The&answers&are:&1.&It’s&necessary&to&prepare&a&place&for&the&dog.&2.&It’s&good&for&the&dog&to&take&a&walk&every&day。&3.&It’s&very&important&to&keep&the&dog&clean.&4.&It’s&not&a&good&thing&to&let&the&dog&bark&at&night.&5.&It’s&necessary&to&give&the&dog&injections&regularly.VIII.&SummaryExercises&in&classChange&these&sentences&beginning&with&It&is&...to...&1.&English&is&difficult&for&me&to&learn&well.&2.&To&say&is&easier&than&to&do.&3.&To&treat&large&animals&isn’t&easy.&4.&To&take&medicine&on&time&is&necessary.&5.&To&keep&the&classroom&clean&is&very&important.&6.&To&take&a&walk&after&supper&is&good&for&your&health.IX.&Homework&1.&Make&up&a&new&dialogue&according&to&Lesson&59.&2.&Finish&doing&Exercise&3&in&the&workbook.Lesson&60&教学设计示例Properties:&Recorder,&Overhead&Projector,&Pictures.Teaching&Objectives:&1.&Listening&Practice.&2.&Learn&some&useful&words&and&expressions.Language&focus:&be&asleep,&be&busy&with&something/&be&busy&doing&something,is&if,&break&in&two,&at&sea,&shout&to/&at.&.&.&,grab.&.&.&,in&one's&mouth,&at&leastTeaching&Procedures:I.&Showing&the&teaching&amisII.&Revision&Check&homework&first,&practise&some&sentences&using&the&Infinitive&and&ask&some&students&to&make&up&a&dialogue.III.&Listening&Tell&the&students&that&there&is&something&wrong&with&somebody&in&the&listening,&the&doctor&gives&him&diagnosis&Prescription&and&some&other&suggestions.&Listen&to&the&text&then&do&Exercise&I&in&the&workbook,&read&through&the&questions,&play&the&tape&again&and&find&the&answers,&finally,&check&the&answers&with&the&whole&class.IV.&Presentation&Tell&the&students&today&we&are&going&to&read&a&story&about&how&the&dog&saves&the&baby&.First&the&students&read&the&text&quickly,&and&find&out&what&happened&in&the&text.&Then&read&the&passage&carefully,&answer&right&or&wrong.&Correct&the&wrong&statements.V.&Reading&aloud&Play&the&tape&for&the&students&to&listen&and&repeat.&Explain&some&language&points.&1.&be&busy&with&/&be&busy&doing&I&am&busy&with&my&homework.&I&am&busy&doing&my&homework.&2.&as&if&She&felt&as&if&she&was&in&a&storm.&Get&the&students&to&do&Exercise&3&in&the&workbook.VI.&Practice&Ask&the&students&to&read&the&proverbs&below&and&understand&the&meanings&of&them,&suggested&infinitives&to&make&your&own&proverbs.VII.&Write&Workbook&Exercise&4.&Write&a&report&about&what&your&parents&do.&First&give&the&students&an&example,&then&ask&them&to&do&it.VIII.&Checkpoint&Go&through&Checkpoint&15.&Explain&something&if&necessary.&Spend&some&time&on&the&useful&expressions.IX.&Workbook&Ask&the&students&to&do&Exercises&4&and&5.&Pay&attention&lo&the&use&of&the&InfinitiveX.&SummaryExercise&in&classComplete&the&following&sentences.&1.&The&animals&can't&find____________________(足够吃的食物).&2.You&need&____________________(一些喝的)&,&don’t&you?&3.&Li&Lei&has&got___________________.&（一些有趣的事要告诉我的）&4.&Ifs&very&important&____________________&(好好休息)&.&5.____________________(做早操)is&very&important&every&day.&6.Ifs&good____________________(多喝水).&7.You’d&better&(吃些药)XI.&Homework&1.&Revise&the&contents&of&the&whole&unit.&2.&Retell&the&story.&3.&Finish&the&exercises&in&the&workbook.探究活动（一）Kidom&and&his&dog&Vick&One&day,&Kidom&and&his&friend&Dick&went&to&the&river&fishing,&Kidom&took&his&dog&Vick&with&him.&But&now&and&then,&when&the&dog&saw&a&small&animal&or&a&bird,&he&would&run&after&it&and&try&to&catch&it.&Dick&hated&the&dog&very&much&because&the&dog&frightened&the&fish&away.&“Why&do&you&bring&your&dog&here?”&said&Dick&to&Kidom.”&He&is&running&here&and&there.&All&the&fish&are&frightened&and&swim&away.&Just&then&Dick&shouted,&“Wait,&fish&is&biting&my&line.&I&can&feel&it.”&Dick&was&very&glad.&He&forgot&the&danger.&He&went&to&pull&the&line.&The&boy&fell&down&into&the&water.&“Help!&Help!&I&can’t&swim.”&Dick&shouted,&up&and&down&in&the&river.&But&Kidom&could&not&swim,&either.&Just&then&Vick&came&up.&The&dog&jumped&into&the&water&and&pulled&Dick&onto&the&dry&land&by&biting&Dick’s&shirt&with&his&teeth.&Dick&was&saved.&He&was&still&holding&the&line&in&his&hand.&On&its&end&was&a&big&fish.注释：（1）went&to&the&river&fishing&去河钓鱼&（2）fell&down&into&the&water&掉进水里&（3）up&and&down&in&the&river&在河里上下挣扎&（4）by&biting&Dick’s&shirt&with&his&teeth&用它的牙咬住迪克的上衣Swallows&There&are&different&kinds&of&swallows.&Some&swallows&make&their&homes&in&the&&others&build&their&nests&under&the&roofs.&They&make&their&nests&of&earth&and&grass.&It&takes&them&several&days&to&build&a&nest.&They&have&to&work&in&the&early&morning.&The&swallow&lays&five&or&six&eggs&at&a&time.&The&mother&bird&sits&on&them,&and&the&father&bird&watches&by&her&side&and&gives&some&food&to&her.&You&must&not&think&that&when&swallows&fly&over&your&head,&they&aren't&working.&No!&Life&is&work&to&them.&The&young&swallows&eat&a&lot&and&they&are&busy&catching&the&insects&for&them.&So&they&have&to&work&from&early&morning&till&late&at&night.&At&last&the&young&birds&can&fly&well,&but&the&old&ones&can't&rest.&They&began&to&think&about&their&second&family,&for&they&have&two&broods&every&season.&When&the&second&brood&can&fly,&too,&it's&time&to&think&about&going&to&the&warmer&countries,&and&when&spring&comes,&they'll&return.1．注解&(1)&swallow&n.&燕子&(2)&nest&n.&巢&(3)&roof&n.&屋顶&(4)&lay&v.&产（卵）&(5)&insect&n.&昆虫&(6)&brood&n.&一窝所孵的幼雏2．思考题&(1)&Can&you&see&swallows&easily&now?&Why?&(2)&In&what&way&can&we&protect&(保护)&this&kind&of&animal?dolphin&Long&ago,&dogs&and&horses&were&tamed&to&become&man's&helpers&on&land.&&Today&some&people&believe&that&dolphins&may&become&man's&helpers&in&the&sea&.&Proof&that&a&dolphin&can&be&trained&to&assist&man&appeared&in&1965.&&The&U.S.&Navy&used&the&services&of&a&sevenfoot&dolphin,&Tuffy.&Tuffy&worked&with&divers&at&the&Navy's&ManintheSea&station&off&the&coast&of&California.&He&acted&as&messenger&to&a&tenman&team&whose&underwater&home&was&Sealab&II,&205&feet&deep.&Wearing&a&plastic&harness,&Tuffy&carried&letters&in&a&waterproof&tube.&&He&also&carried&tools&for&the&undersea&workers.&Tuffy&learned&to&answer&calls&for&help.&&Pretending&to&be&lost,&an&aquanaut&would&sound&a&buzzer.&&Another&aquanaut&would&fasten&one&end&of&a&line&to&Tuffy's&harness&.Tuffy&would&speed&to&the&rescue.&More&and&more&,&it&seems&likely&that&old&tales&of&dolphins'&willingness&to&help&man&are&closer&to&truth&than&to&fiction&.1.&The&land&animals&dolphins&are&compared&to&are&A.&oxen&and&horses&B.&dogs&and&cats&C.&dogs&and&horses&D.&None&of&the&above2.&The&name&of&the&trained&dolphin&was&A.&&Toughy&B.&&Tuffy&C.&Tufty&D.&&&&&&None&of&the&above3.&The&services&of&the&dolphin&were&used&by&the&A.&Government&of&California&B.&U.S.&Army&C.&&U.S.&Navy&D.&Scripps&Institution&of&Oceanography4.&The&article&does&not&say&that&A.&the&station&was&named&Sealab&II&B.&the&station's&depth&was&205&feet&C.&ten&men&were&in&the&underwater&team&D.&the&men&spent&fifteen&days&at&the&station5.&For&all&his&chores,&the&dolphin&A.&wore&a&plastic&harness&B.&&&carried&a&waterproof&tube&C.&carried&a&line&D.&&carried&tools6.&The&signal&for&the&dolphin's&rescue&chore&was&a&A.&&shout&B.&bell&C.&buzzer&D.&whistle7.&The&purpose&of&the&line&the&dolphin&took&was&to&A.&save&the&aquanaut&from&drowning&B.&lead&the&aquanaut&back&to&the&others&C.&help&the&aquanaut&to&guide&the&dolphin&D.&carry&a&light&to&the&aquanaut8.&The&author&suggests&that&this&modern&example&makes&old&tales&about&dolphins&seem&A.&more&truth&than&fiction&B.&more&fiction&than&truth&C.&half&truth&and&half&fiction&D.&entirely&fiction参考答案：&1.&&C&2.&B&3.&C&4.&&D&5.&A&6.&C&7.&B&8.&A探究活动（二）Health&As&regard&health,&I&have&nothing&useful&to&say&since&I&have&little&experience&of&illness.&I&eat&and&drink&whatever&I&like,&and&sleep&when&I&cannot&keep&awake.&I&never&do&anything&whatever&on&the&ground(实际上)&that&it&is&good&for&health,&though&in&actual&fact&the&things&I&like&doing&are&mostly&wholesome(有益健康的).&Psychologically(从心理方面)&there&are&two&dangers&to&be&guarded&against&in&old&age.&One&of&these&is&undue&absorption(不适当的迷恋)&in&the&past.&It&does&not&do&to&live&in&memories,&in&regrets&for&the&good&old&days,&or&in&sadness&about&friends&who&are&dead.&One's&thoughts&must&be&directed&to&the&future,&and&to&things&about&which&there&is&something&to&be&done.&This&is&not&always&&one's&own&past&is&gradually&increasing&weight.&It&is&easy&to&think&to&oneself&that&one's&emotions&used&to&be&more&vivid&than&they&are,&and&one's&mind&more&keen.&If&this&is&true&it&should&be&forgotten,&and&if&it&is&forgotten&it&will&probably&not&be&true.Saint&Bernard&dogs&The&famous&Saint&Bernard&dogs&have&saved&many&travelers&lost&in&storms&on&the&Alps.&&The&dogs'&home&is&a&travelers'&shelter&kept&by&Augustinian&monks.&&It&stands&at&the&highest&point&of&the&Great&Saint&Bernard&Pass.&For&hundreds&of&years&the&pass&has&been&used&for&travel&between&Switzerland&and&Italy.&&The&journey&was&often&dangerous.&Snow&and&ice&still&block&the&pass&for&months.&But&the&dogs&are&no&longer&needed&to&search&it&after&a&storm.&&In&1964&the&Great&Saint&Bernard&Tunnel&was&opened&for&motor&transport.&The&tunnel,&only&three&and&a&half&miles&long,&was&the&first&alpine&tunnel&for&road&traffic.&Motorists&are&not&the&only&users&of&the&Great&Saint&Bernard&Tunnel.&Observers&report&that&swallows&now&take&the&tunnel&route.&&It&has&become&part&of&their&spring&flyway&as&they&migrate&north&from&Italy&.1.&The&Saint&Bernard&dogs&became&famous&for&A.&living&in&a&shelter&B.&guiding&climbers&C.&saving&travelers’&lives&D.&having&shaggy&coats2.&The&dogs&are&kept&by&A.&the&Swiss&government&B.&Augustinian&monks&C.&the&Alpine&Club&of&London&D.&Franciscan&monks3.&The&Great&Saint&Bernard&Pass&is&a&route&between&A.&France&and&Switzerland&B.&&&&Italy&and&Switzerland&C.&Switzerland&and&Austria&D.&Switzerland&and&Germany4.&The&Great&Saint&Bernard&Tunnel&has&lessened&the&dangers&of&the&route&because&A.&travelers&no&longer&use&the&pass&itself&B.&the&pass&is&now&kept&open&all&winter&C.&dogs&can&patrol&the&tunnel&more&easily&D.&All&of&the&above5.&The&selection&states&that&this&tunnel&A.&was&opened&in&1964&&&&&&B.&is&3.5&miles&long&C.&was&the&first&road&tunnel&through&the&Alps&&&D.&&&&All&of&the&above6.&The&birds&using&the&tunnel&during&their&spring&migration&are&A.&&cranes&&B.&sparrows&&C.&storks&&D.&swallows7.&Their&use&of&the&tunnel&shows&that&they&A.&can&change&a&flyway&for&easier&flights&&B.&like&to&follow&cars&C.&find&flying&over&the&Alps&easy&&&&D.&intend&to&build&nests&in&Switzerland参考答案：&C&B&B&A&D&D&ATeenagers&need&friends&Many&teenagers&feel&that&the&most&important&people&in&their&lives&are&their&friends.&They&believe&that&their&family&members,&and&in&particular&their&parents,&don’t&know&them&as&well&as&their&friends&do.&In&large&families,&it&is&quite&often&for&brothers&and&sisters&to&fight&with&each&other&and&then&they&can&only&go&to&their&friends&for&advice.&It&is&very&important&for&teenagers&to&have&one&good&friend&or&a&circle&of&friends.&Even&when&they&are&not&with&their&friends,&they&usually&spend&a&lot&of&time&talking&among&themselves&on&the&phone.&This&communication&is&very&important&in&children’s&growing&up,&because&friends&can&discuss&something&difficult&to&say&to&their&family&members.&However,&parents&often&try&to&choose&their&children’s&friends&for&them.&Some&parents&may&even&stop&their&children&from&meeting&their&good&friends.&The&question&of&“choice”&is&an&interesting&one.&Have&you&ever&thought&of&the&following&questions?&Who&chooses&your&friends?&Do&you&choose&your&friends&or&your&friends&choose&you?&Have&you&got&a&good&friend&your&parents&don’t&like?&Your&answers&are&welcome.探究活动（三）关于求医用语小结1．叙述病情&I'm&not&feeling&well.&/I&don’t&feel&well.&/I’m&feeling&very&ill.&/I&feel&ill.&我觉得不舒服/我觉得很难受。&There’s&something&wrong&with&me.&/Something&is&wrong&with&me．我不舒服。&I’ve&caught&a&cold.&我得了感冒。&I’ve&got&a&headache.&我头疼。&I’ve&got&a&cough.&我咳嗽。&I&feel&pain&in&my&left&leg.&我左腿疼。&My&whole&body&feels&weak.&我浑身无力。&I'm&aching&all&over.&我浑身疼。&I&don't&feel&like&eating&anything.&我没食欲。&I’ve(got)&a&headache/toothache/stomachache.&=My&head/tooth/stomach&aches。我头/牙/胃痛。&There’s&something&wrong&with&my&arm.&我手臂有点毛病。&I’m&feeling&very&ill&(even&worse)．我感觉病得很厉害（更加严重）。2．医生常用语&What's&the&trouble/matter/wrong?&怎么了？&Have&you&taken&his&temperature?&你给他量体温了吗？&Open&your&mouth,&please!&请张开嘴。&How&long&has&he&been&like&this?&他这种情况有多少天了？&Maybe&he&has&caught&a&bit&of&cold.&他可能有点儿感冒。&Don't&worry.&/&Take&it&easy.&别着急。&It's&not&serious.&不严重。&He'&ll&be&all&right&soon.&他很快会好的。&You’ll&be&all&right&(well)&soon．你很快会好的。&Here,&try&this&medicine．喏，吃吃这个药吧。&Take&it&twice&a&day,&after&meals．请服此药，一天二次，饭后服用。&You’d&better&stay&in&bed&till&tomorrow.&&你最好在床上躺到明天。A&doctor&for&animals&&&&&
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