Unit 4 Pygmalion教学设计课件

Unit4Pygmalion教学设计

TheFirstPeriodSpeaking

Teachinggoals教学目标

1.Targetlanguage目标语言

重点词汇

adaptation,plot,professor,Pygmalion

2.Abilitygoals能力目标

EnablethestudentstotalkabouttheGreekstoryPygmalion.

3.Learningabilitygoals学能目标

HelpthestudentslearnhowtotalkabouttheGreekstoryPygmalion.

Teachingimportantpoints教学重点

Helpthestudentslearnhowtoretellthestory.

Teachingdifficultpoints教学难点

Helpthestudentsknowthesimilaritiesanddifferencesbetweenthestoryandthe

playPygmalion.

Teachingmethods教学方法

Discussion.

Teachingprocedures&ways教学过程与方式

StepILead-in

T:Hasanyoneheardof"thePygmalionEffect"?Whatisit?

SI:ThePygmalionEffectisthatpeopletendtobehaveasyouexpecttheywill.If

youexpectapersontotakeresponsibility,theyprobablywill.Ifyouexpectthem

nottoeventry,theyprobablywont

T:Good.Howdidyouknow?

SI:IhaveoncereadsomeGreekstories.AndIhavereadthestoryPygmalion

before.

T:You'regreat.Ifsomeoneisgoodatwriting,weoftensayheorsheisalucky

dogoftheMuses.Doyouknowwherethesayingcomesfrom?

SI:ItalsocomesfromtheGreekstory.

StepIIWarmingup

T:Yes.TodaywearegoingtolearnaboutaGreekstoryPygmalion.First,lookat

thepicturesonpage28.Pleaseworkinpairsandworkoutthestory.

Afterafewminutes.

T:Nowlet'shavealookatthefirstpicture.Whocantellmewhat'sinitwithyour

ownwords?

SI:Letmetry.Pygmalionwasaverygiftedartist.Hespentalongtimemakinga

stonestatueofabeautifulwoman.Itwassobeautifulthathecouldn'thelploving

itandwantedittobehiswife.

T:Wonderful!Andwhocanfollowit?

S2:Butitwasonlyastone.Howcouldhemakehisdreambecometrue?Hethought

andthoughtandathstheaskedtheGreekGoddesstohelphimtobringittolife.

T:Youdidagoodjob.Butdidhisdreambecometrueatlast?

S3:Yes!TheGreekGoddessagreedtohelpandhiswishwasgranted.

T:Nowwhocanpresentthecompletestorybasedontheabovedescription?

S4:Letmetry.Pygmalionwasagiftedartist.Oneday,hedecidedtomakeastone

statueofabeautifulwoman.Heworkeddayandnightandatlasthefinished.Then

heclothedthefigure,decorateditwiththejewellery,andevennameditthe

SleepingLove.Theworkwassobeautifulthathecouldn'thelpthinkingthatifthe

statuecouldbebroughttolife,he'dverymuchlikeittobehiswife.Therefore,he

askedtheGreekGoddesstohelpmakeitalive.FinallytheGoddesswasmovedby

hissincerity.Hiswishwasgranted.Pygmalion:hrewhimselflohisfeet,thegirl

smeltdownathim.Afterwards,theyfellinlovewitheachotherandmarried.

T:Wonderful!Yuudidagoodjub!Nowlei'shaveadiscussioii.Duyouthinkdial

Pygmalionandhisstatue-wifewillbehappytogether?

S:No,Idon'tthinkso.

T:Whatproblemsdoyouthinktheywillhave?

SI:Maybetheycan'tunderstandeachother,becausetheycomefromdifferent

world.

S2:IfsveryhardforPygmaliontounderstandhiswife,becausehiswifeismade

fromastone.Shedoesn'tknowthewords,behavior,anythingabouthim.

T:Good.Howdoyouthinktheymightsolvethem?

S3:Pygmalionlovesthegirlsomuchthathedecidestoteachherhowtospeakand

howtobehaveherself.Littlebylittle,theyunderstandeachotherwellandlive

happily.

T:Goodimagination!ThestoryissointerestingthatitwasmadeintoafilmMy

FairLady,whichwasbasedontheplaybyBernardShaw.Doyouknowthisfamous

playwright?

StepIVHomework

Askthestudentstodothefollowing.

1.FindmoreinformationaboutPygmalion.

2.Pre-readtheplaytoseeiftheycanunderstandwell.

TheSecondPeriodReading

Teachinggoals教学目标

1.Targetlanguage目标语言

a.重点词汇和短语

officer,hesitate,pence,uncomfortable,troublesome,outcome,disguise,brilliant,

classify,mile,betray,dismiss,condemn,ambassador,acquaintance,handful,

fortune,indisguise,pass...offas,makeone'sacquaintance,inamazement

b.重点句子

Anexpertinphonetics,convincedthatthequalityofaperson'sEnglishdecides

his/herpositioninsociety.

ThereyouarcandyouwerebominLissunGroveifTmnotniislakun.

But,sir,(proudly)onceeducatedtospeakproperly,thatgirlcouldpassherselfoff

inthreemonthsasaduchessatanambassador'sgardenparty.

Thisistheageofthenewlyrich.Peoplebegintheirworkinglifeinapoor

neighbourhoodofLondonwith80poundsayearandendinarichonewith100

thousand.

TheEnglishthatwillcondemnhertotheguttertotheendofherdays.

PerhapsIcouldevenfindheraplaceasalady'smaidorashopassistant,which

requiresbetterEnglish.

2.Abilitygoals能力目标

Enablethestudentstotalkabouttheplayandusetheplaytoworkoutthe

characteristicsofeachsocialgroup.

3.Learningabilitygoals学能目标

Helpthestudentslearnhowtotalkabouttheplayandusetheplaytoworkoutthe

characteristicsofeachsocialgroup.

Teachingimportantpoints教学重点

Howtotalkabouttheplay.

Teachingdifficultpoints教学难点

Howtousetheplaytoworkoutthecharacteristicsofeachsocialgroup.

Teachingmethods教学方法

Listening,readinganddiscussion.

Teachingaids教学准备

Arecorder,acomputerandaprojector.

Teachingprocedures&ways教学过程与方式

StepIRevisionandleadin

ReviewthestoryPygmalion.

StepIIReading

DealwiththeReadingpart.Playthetapeforthestudentstolisten.Thenanalyze

theplay.Askthestudentstoreadthroughthetext.Whilereading,payatlenlionto

thewritingstyle.

Abklliicesludculstoreadllicplay.

T:NextIwillaskthreestudentstoreadtheplayagain.OnewillbeEliza,one

ProfessorHiggins,andoneColonelPickering.OK?Nowbegin!

Afterseveralminutes.

T:Great.NowIhavesomemorequestions.First:AccordingtoHiggins,ifaperson

isverypoor,heorshecanstillbebetteroffatlast.Doyouagreewithhim?Ifso,

howtorealizetheaim?

SI:Yes.Iagreewithhim.However,inordertorealizetheaim,heorshemustget

educated.

T:Whocancompletethelastsentence:inthefirstlineonpage29:Nowoncetaught

byme...?

S2:Letmetry.Oncetaughtbyme,shewillsoonbecomealadyintheupperclass.

T:Welldone.Whatotherthingsshowone'sstatueinsocietyapartfromhowone

speaks?

S3:One'sclothingandbehaviorcanalsoshowhisstatue.

T:DoyouthinkPickeringisoftheupperclass?

S4:Yes.Ithinkheiswelleducated.Wecanlearnitfromthewayhespeaks.For

example,44MayIask?”

T:Great!Nowpleaselistentothetapecarefullyandtrytocatchthemainideaof

thisact.

StepIIIComprehending

Thislimethestudentsshouldlistentothetapeascarefullyaspossible.Theyshould

notonlypayattentiontothepronunciationandintonationbutgetthemainideaof

theplayaswell.

T:Pygmalionisaplayaboutrecognizingaperson'spositioninsocietybytheway

theybehaveandspeak.

StepIVDiscussion

AskthestudentstodoPart5onpage31.

T:SupposeyouhaveachancetohelpElizaimproveheruseoftheEnglish

language.Lookatthesentencesonpage31inPart5andhelphercorrectallthese

sciilciiccsinlennsofgraiiniiar,spelling,clc,sodialshecanuseihumproperly.

Sampleanswers:

1.Comehere,andcomein.Buyflowersfromme-apoorgirl.

2.1didnothingwrongwhenIspoketothatgentleman.

3.1thoughtyoumaybewasapolicemanindisguise.

4.HowdoIknowwhetheryouwrotedownmywordsornot?

3.Yousay1canworkasashopassistant?Ihafsdefinitelywhat1want.

ThenaskthestudentstoreadtheplayagainanddoPart2onpage31.

T:Wehavelearnedthatthesocialpositionofthecharactersinfluencestheway

theybehavetoeachother.Generallyspeaking,peoplearemorepolitetothose

whomtheythinkarcofahighersocialclass(H)andlesspolitetothosethey

consideraremembersofalowerclass(L).IsthistrueofthecharactersinShaw's

play?NowpleasefinishPart2onpage31.

SampleanswerstoPart2:

RelationshipsbetweencharactersEvidencefromtheplay

HenryHiggins:1.Mydearman

1.AttitudetoColonelPickering(H)2.Dismissively,ignore,carelessly

2.AttitudetoEliza(L)throw

Isthestatementabovetrue?Thestatementistrue.

ColonelPickering:1.MayIask.../Letme

1.AttitudetoHenryHiggins(H)congratulateyou

2.AttitudetoEliza(L)2

Isthestatementabovetrue?Thestatementisnottrue.

Eliza:1.Pushesitbackathim

1.AttitudetoHenryHiggins(H)2

2.AttitudetoColonelPickering(H)

Isthestatementabovetrue?Thestatementisnottrue.

StepVHomework

T:Today'shomework:

1.Readtheplayrepeatedlyandtrytoactouttheplay.

2.Previewthegrammarpart.

TheThirdPeriodGrammar

Teachinggoals教学目标

1.Targetlanguage目标语言

a.重点词汇和短语

inreturn,introuble,indisguise,inamazement,inpain,indelight,inshock

b.Grammar:Pastparticipleastheadverbial.

2.Abilitygoals能力目标

Enablethestudentstousethepastparticipleastheadverbial.

3.Learningabilitygoals学能目标

Helpthestudentslearnhowtousethepastparticipleastheadverbial.

Teachingimportantpoints教学重难点

Howtousethepastparticipleastheadverbial.

Teachingmethods教学方法

Task-basedactivities.

Teachingaids教学准备

Someslidesandaprojector.

Teachingprocedures&ways教学过程与方式

StepIRevision

Checkthehomework.

Askthestudentstoactouttheplay.

T:YesterdayIaskedyoutopreparefortheplay-acting.Haveyouprepared?Now

Iwanttoaskthreestudentstohaveatry.

Aftertheyfinish,makesomecommentsontheirperformances.

StepIIWordstudy

AskthestudentstofinishExx.1and2inLearningaboutLanguage.

ThenchecktheanswerswithIheclass.

StepIIIGrammar

Firstaskthesludculslofindoultheexamplesofihcpastparticipleastheadverbial

intheplay:

Samplesentences:

1.Anexpertinphonetics,convincedthatthequalityofaperson'sEnglishdecides

his/herpositioninsociety.P28

2.But,sir,(proudly)onceeducatedlospeakproperly,thatgirlcouldpassherself

offinthreemonthsasaduchessatanambassador'sgardenparty.P30

Explanation:

T:Thepastparticipleastheadverbialisaveryimportantgrammar,anditcan

indicatetime,condition,reason,andway.Wecanaddwhen/while/iforother

conjunctionsbeforethepastparticipleinordertomakethemeaningmoreclearly.

Forexample:

Showthefollowing.

Ifbittenbyasnake,youshouldsendfbrhelpanddon'twalk.

Theroom,althoughsupposedtobekeptlocked,wasoftenleftopen.

T:Nowpleaselookatthefollowingexamples.CanyourewriteIhesesentences?

Showthefollowing.

1.Givenmoretime,wecoulddoitbetter.

2.Heatedtoahightemperature,waterwillchangetovapour.

3.Frightenedbythenoiseinthenight,thegirldidnotdaresleepinherroom.

4.Disturbedbythenoise,wehadtofinishthemeetingearly.

5.Seenfromthehill,theparklooksverybeautiful.

6.Shewalkedoutofthehouse,followedbyherlittledaughter.

Sampleanswers:

1.When/Ifweweregivenmoretime,wecoulddoitbetter.

2.When/Ifitisheatedtoahightemperature,waterwillchangetovapour.

3.Asshewasfrightenedbythenoiseinthenight,thegirldidnotdaresleepinher

room.

4.Asweweredisturbedbythenoise,wehadtofinishthemeetingearly.

5.Whenitisseenfromthehill,theparklooksverybeautiful.

6.Shewalkeduulofllichouse,andherlilllcdaughterfollowed.

Practice

AskthestudentstofinishParts2and3onpage33.

Timepermits,askthestudentstofinishExercises1and2inUSING

STRUCTURESonpage73.

StepIVSummaryandhomework

T:Whatdidwclearntoday?

S:Thepastparticipleastheadverbial.

T:Good.Whatshouldwepayattentiontowhenusingthepastparticipleasthe

adverbial?

S:Theagreementbetweenthesubjectsinthemainclauseandthepastparticiple

phrases.

T:Right.Afterclass,pleasefinishtheexercisesinUSINGWORDSAND

EXPRESSIONS.

TheFourthPeriodExtensivereading

Teachinggoals教学目标

I.Targetlanguage目标语言

a.重点词汇和短语

pronounce,distinct,nail,compromise,horrible,bathtub,sob,disgusting,overlook,

alphabet,fade,classic,effective,show...in,theotherday,takeaway,inneedof,

fadeout

b.重点句子

I'mnotaskinganyiavours—andhetreatsmelikedirt.

I'dneverhavecomeifI'dknownaboutthisdisgustingthingyouwanttodotome,

I...

What'stobecomeofme?

2.Abilitygoals能力目标

EnablethestudentstotalkabouttheplayMakingthebet.

3.Learningabilitygoals学能目标

HelpthestudentslearnhowtotalkabouttheplayMakingthebet.

Teachingiinporlaiil&difHuullpoints教学重难点

HowtotalkabouttheplayMakingthebet.

Teachingmethods教学方法

Individualworkanddiscussion.

Teachingaids教学准备

Arecorderandaprojector.

Teachingprocedures&ways教学过程与方式

StepIRevision

Checkthehomework.

AskthestudentstoreviewActOne:Fatefulmeetings.

StepIIReading

Havethestudentsreadtheplaycarefullyandthenanswerthefollowingquestions.

Afterafewminutes.

T:Nowanswermyquestions.First:DoyouthinkElizaisveryambitious?

S1:Yes,Ithinkso.BecauseshestilllikeslolearnevenifHigginstreatsherrudely.

T:WhydidPickeringfancyhimself?

S2:Becausehecanpronouncetwenty-fourdistinctvowelsounds.

T:WhathabitsdidElizahave?

S3:Shehasneverhadabathinherlife;notoverherwholebody.

T:WhatdoyouthinkHigginswouldhavetodotochangeElizaintoalady?

S4:InordertohaveElizamakeabigchange,Higginshastoteachherthealphabet.

T:HowdoyouthinkColonelPickering?

S5:IthinkPickeringisverykindandwcll-cducatcd.

T:WhydoesElizacollectHenry'sslippersforhimalthoughsheisnotaservant?

S6:AlthoughElizaisnotaservant,fromherdeepheart,shelooksdownupon

herself,andthinksheisinthelowerclass.ButHenryisinthehigherclass.SoI

thinkshecollectshisslipperswillingly.

T:Whydoesshethrowtheshoesathim?

S7:BecauseHenrylooksdownuponher,whichdeeplyhurtsher.Sheisveryangry.

T:WhyduesHenrylliinkhewinsthebcl?

S8:BecausehethinksitishewhomakesElizaattractiveintheparty.

T:WhydoesElizagetupsetwhenHenrydoesnotcongratulateher?

S9:BecauseinEliza'sopinion,itisshethattriesherbesttomakeotherpeople

attractedtoher.

T:WhydoesHenrygelupsetwhenhehearsElizawillmarryFreddy?

S10:Infact,helovesEliza,1think.

Afterthat,theteachercanleadthestudentstohaveadiscussionabouttheending

oftheplay.Showthefollowing.

1.DoyouthinkElizashouldmarryHenry?

2.DoyouthinkElizashouldmarryFreddy?

3.IfElizalovesHenryandmarrieshim,doyouthinkhewillbecomeagood

husband?

Abouttenminuteslater,askthestudentstopresenttheiranswers.

StepIHHomework

ThefifthPeriodSpeakingandwriting

Teachinggoals教学目标

1.Targetlanguage目标语言

Practiseexpressingconjecture

Iwonderwhether...

Isitpossiblethat...?

Doyouknowif...?

Doyoureallythinkthat'strue?

2.Abilitygoals能力目标

Enablethestudentstowriteasceneoftheplay.

3.Learningabilitygoals学能目标

Helpthestudentslearnhowtowriteasceneoftheplay.

Teachingimportant&difficultpoints教学重难点

Howtowriteasceneoftheplay.

Teachingmethods教学方法

Discussionandpraclicc.

Teachingaids教学准备

Acomputerandaprojector.

Teachingprocedures&ways教学过程与方式

StepIRevision

Checkthehomeworkbyaskingsomestudentstoreadtheirwork.

StepIIDiscussion

AskthestudentstodiscusshowElizafeltafterherfirstlesson.

T:Nowworkinpairsanddiscussthefollowingquestions.

Showthefollowing.

1.HowdidElizafeelaboutherfirstlesson?

2.HowdoyouthinkMrsPearcewouldcomforther?

3.HowwouldProfessorHigginsandColonelPickeringbehaveinthesecond

lesson?

Sampleanswers:

1.1thinkshemaybediscouraged.Shemaythinkitistoodifficulttolearnformal

English.

2.MrsPcarccwouldcomfortorencourageherbysaying:"Don'tworry,dearlady.

It\notthateasytobecomeamemberoftheupperclass.Keeptryingandyonare

suretosucceed.''

3.Inthesecondlesson,ProfessorHigginsandColonelPickeringwouldbemore

kindandpatient.

StepIIIWriting

T:Pleaseturntopage36andlookatthePart2.Readtheinstructionsandwritea

sceneinwhichProfessorHigginsgivesElizahersecondlesson.

Sampleversion1:

ActTwo,Scene3

(ProfessorHigginsiswaitingforElizatocometotheirsecondlesson.Helooksup

andsmilesassheenterstheroom.)

H:Ah,Eliza.Readytodayforoursecondlesson9

E;(sluwlyandcarefully)Yc-cs.Wecanbeginnuw.

H:Well.Tobeginwith,thegrammarItaughtyoulastlesson,canyourepeatit?

E:Er...,Letmethinkforawhile...

H:Whatasillygirl!Ican'tteachyouanymore.Maybesellingflowersinastreet

isjustyoursuitablejob.

P:Oh,come,comeHiggins.Sheisjustalittlegirlandshehasdoneherbest.You'd

bettercalmdownandbemorepatient.

E:(sobbing)I'msureIcanrememberit.GivemeachanceandI'Hwriteitdown

immediately.

H:ImustsayifsmyfaultandIbegyourpardon.Lefsleaveitaloneandbeginour

newlesson.

E:(gratefully)It'sverykindofyou,Professor.IwillworkharderandIwon'tlet

youdownagain.

H:OK.Nowlet'sdosomepracticeinpronunciationwhichcantrulyimproveyour

positioninsociety.Sopayattentiontotherecordsandrepeat.

(Elizalistenedtotherecordcarefullybutshejustcouldn'tfollow.)

E:I'mafraidIcan'tfollowit.Canyoumakeitslowly?

H:Impossible.Onlybyfollowingthisspeedcanyoumakeagracefullady.

P:Mygoodfriend.Howcanshelearnfromitifshecan'tfollowit?Tt\notonly

patiencethatateacherneeds,hemusttakehisstudent'slevelintoaccount.

H:Sorry.Maybeyouareright.Tilmakeitslowly.

E:Muchbetternow.Thankstoyourguidance,IfeelI'mnotthepersonIusedto

be.

H:Keeponandalwaysrememberyouhavealongwaytogo.

E:Howlongwillittakemetogetallaboutlanguage?

H:It'suptoyou.Themoreyouwanttosucceedtheshorteritwilltake.

P:Higgins,Ihavetosaythatyouhavechangedalot.Youarearealteachernow.

Andyou,Eliza,youcan'texpecttoomuch.Youmustlearnstepbystep.It'syour

lucktohaveHigginstobeyourteacher.He'lldoyoumuchgood.

Sampleversion2:

ActTwo,Sucuc3

(ProfessorHigginsiswaitingforElizatocometotheirsecondlesson.Helooksup

andsmilesassheenterstheroom.)

H:Ah,Eliza.Readytodayforoursecondlesson9

E:(slowlyandcarefully)Ye-es...

H:Itseemsthatyouarealittleuncomfortable.Doyoufeelnervous?

E:Ohno,I'mfine,but...

H:(alittleimpatient)Whysouncomfortable,Eliza?Youhavemadegreatprogress

asweallcansee.Areyouplanningtogiveup?

E:(raiseshereyes)Ohno,I'mnot.Let'sstart,MrHiggins.Whatwouldyoulike

toshowmetoday?

H:(picksupadressandthrowittoEliza)PutitonandI'lltellyouhowtobehave

inagrandparty.

E:(hesitates)Onagrandparty?Isittooearly?Oh,thedressistoolarge!Ican't

evenwalk!

H:Whatapoorgirl!Ofcourseyoudon'thavetokeepit,ifyouarereadytobea

flowergirlagain.Forawell-educatedgirl,itisimportanttoknowhowtodealwith

differentsituationsinaproperway.Forexamplewhensomeoneinviteyoutodance,

alwaysremembertosay"I'dliketo!Thankycii.”

E:Yes!

H:YourEnglishneedsfurtherimprovement.Noonewillbelievesucha

pronunciationcomesfromawell-educatedgirl.

E:Pardon?

H:OK,OK.That'senough.Dance,please.

E:(seeingProfessor'sfunnyfaceandcan'thelplaughing)Ha,ha,ha...

H:(angrily)Stop!Yousoundsorudeandnobodywillenjoyit!Silly!

E:(stoplaughingandactasHiggins)Likethis?

P:(enterstheroom)Oh,Ican'tbelievemyeyes!Isityourmasterpiece?

H:It'ssosimple.

P:Whatabeautifulandgracefullady!MayIhavethehonortodancewithyou?

H;(waluhiugandsmiling)Whalauiaslcrpicucshewillbe!

StepIVHomework

Askthestudentstosummarizewhattheyhavelearnedinthisunitandpreparefor

thenextunit.

重点词汇(1)

HThisplaybyGeorgeBernardShawisanadaptationofaclassicGreekstory.萧伯纳

的这个剧本是根据一个经典的希脐传说改编的。

adaptationn.适应(性)；改编本

makeanadaptationto适应...

Xadaptv.(使)适应;(使)适合vt.改编；修改

adaptto适应...

adaptoneselfto...使某人适应...

adaptsth.for...为了...而改编某物

adaptsth.from...由...改编

(1)Theexpertisgivingalectureontheadaptationofdesertspeciestothehotconditions.

这位专家正在做关于沙漠物种对炎热环境的适应的讲座。

(2)Itissaidthatthenewplaywasadaptedfromalongnovel.据说这部新剧是改编自

一部长篇小说。

［一句多译］

(3)有些动物学会了适应环境的变化。

①Someanimalsleamtomakeaeadaptationtothechangeofenvironment.(adaptation)

②Someanimalslearntoadaptthemselvesto/adapt［othechangeofenvironment.(adapt)

BAgentlemanGpassesandhesitatesforamomem.有位先生简称G从这儿路过，

他迟疑了片刻。

hesitatevi.犹豫;踌躇

^hesitateabout/over/at...M犹豫不决

hesitatetodosth.做某事有顾虑

^hesitationn.犹豫

withouthesitation毫不犹豫地

havenohesitationindoingsth.毫不犹豫地做某事

(1)Afewstudentshesitatedtostart.Theywaitedtoseewhattherestoftheclasswould

do.

几个学生犹豫着要不要开始，他们等着看其他同学怎么做。

(2)1hesitatedabout/ove17altakinghissideuntilIknewthewholestory.我在了解了全

部情况后，才打消顾虑，支持他的立场。

［一句多译］

(3)这个年轻人毫不犹豫地开始改编这部小说。

①Theyoungmandidn'ihesitatetobegintoadaptthisnovel.(hesitate)

②Theyoungmanhadnohesitationinbeginningtoadaptthisnovel.(hesitation)

③Theyoungmanbegantoadaptthisnovelwithouthesitation.(hesitation)

同Simplyphoneticsstudiedandclassifiedfrompeople'sownspeech.对人的发音进

行研究、分类，如此而已。

classifyvt.把...分类；把归类

Xo...把...分类为

classify...by/according10…根据...划分

classifysih.as...把某事物归类为...

Xclassifiedadj.分类的；机密的

(l)Inthestudyfamiliesareclassifiedby/accordingtotheirincomes.

这项研究根据收入对家庭进行分类。

(2)Thesecowsareclassifiedasararebreedinthatremotevillage.在那个偏远的村子

里，这些奶牛被归为稀有动物。

(3)Tohelpthechildrenadapttothenewlifesoon,theywereclassifiedintothreegroups.

为了帮助孩子们尽快适应新生活，他们被分成了三组。

(4)Inaword,theclassified(classify)advertisementisthesimplestone.

总之，分类广告是最简单的一种广告。

EIYoucanplaceamanbyjustafewremarks.你可以仅根据几句话就判定一个人来

自何地。

remarkn.谈论；言论；评述vt.&vi.谈论；评论；说起

makearemark/remarkson/upon对...发表意见

remarkthat...评论...，说

remarkon/upon谈论/评论...

Xremarkableadj.引人注目的；不寻常的

(1)Hewasremarkingon/uponthesubjectwhenIcamein.我进来时，他正在评论这

个问题。

(2)Themediaremarkedthatthesoldierwassobravethatherushedintothefiretosave

thechildwithouthesitation.媒体评论说，那位战士非常勇敢，亳不犹豫地冲进火里

去救那个孩子。

(3)AllofthismakestheactionsofthehomelessTomSmithevenmore

remarkable(remark).

(2018•北京)

所有这些都使得无家可归的汤姆・史密斯的行为更引人注目。

SLookatthisgirlwithherterribleEnglish：theEnglishthatwillcondemnhertothe

guttertotheendofherdays.看这个女孩，她说的英语太糟糕了，那一口英语使她

注定要在贫民窟里待一辈子了。

condemnvt.谴责；使...处于不幸(或不愉快)的状态

condemnsb.for...因...而谴责某人

condemnsb./sth.as…谴责/指责某人/某事为...

condemnsb.to/todosth.判处某人某种刑罚；迫使某人接受困境或不愉快的状况

becondemned/sentencedtodeath被判处死刑

(l)Helikesplayingjokesonothers,whichmanypeoplecondemnhimfor.

他喜欢开别人的玩笑，很多人因此责备他。

(2)Wedefinitelycondemninternationalterrorismasacriminalact.

我们明确谴责国际恐怖主义的犯罪行为。

(3)Thejudgecondemnedhimtosevenyearsinjail.

法官判处他七年监禁。

［高级表达］

(4)Asthecriminalwascondemned/sentencedtodeath,hewasveryfrightened.(用非

谓语动词改写)

—Condemned/Sentencedtodeath,thecriminalwasveryfrightened.

用But,sir,proudlyonceeducatedtospeakproperly,thatgirlcouldpassherselfoff

inthreemonthsasaduchessatanambassador'sgardenparty.不过，先生，高傲地一

旦有人教她把英语说好了，她就可以在三个月内冒充公爵夫人，出席大使主办的

花园晚会了。

pass...offas...(把某人)改变或冒充成……

passaway去世

passsth.down把...传给后世

pass...onto...把...传递给

passby走过；经过

(1)Thegoodtraditionhasbeenpasseddownfromgenerationtogeneration.

这一优良传统已经一代代地传了下来。

(2)Hepassedhimselfoffasapolicemantoescapethefine.为逃避罚款，他冒充警察。

(3)1wassorrytolearnthathismotherhadpassedaway.听说他母亲去世了,我很难

过。

8AndIcametoEnglandtomakeyouracQuain.tan^e!我来英国希望结识你！

acquaintancen.相识；了解;熟人

Xmakeone'sacquaintance=maketheacquaintanceofsb.结识某人；与某人初次

相见

haveanoddingacquaintancewithsb.与某人有点头之交

havesomeacquaintancewith熟悉；了解

havenoacquaintancewith不熟悉；不了解

Xacquaintvt.使熟悉,告知

beacquaintedwith熟悉...；了解；与相识

(l)Secondly,Icanmaketheacquaintanceofpeoplewhosharethesameinterest

throughthisactivity.

其次，通过这次活动我可以结识志趣相投的人。

(2)1justhaveanoddingacquaintancewithhim,so1havenorighttoremarkonhim.

我和他只是点头之交，所以无权评论他。

(3)HeonceworkedinGermany,sohehadsomeacquainlancewithGerman.

他以前在德国工作过，所以对德语有一些了解。

(4)SheismybestfriendandIamalsowellacguainted(acquaint)withherfamily.

她是我最好的朋友，我和她的家人也很熟。

B.Generallyspeaking,peoplearemorepolitetothosewhotheythinkareofahigher

socialclassHandlesspolitetothosetheyconsideraremembersofalowerclassL.一

般来说，人们对于他们认为社会地位高的人高更有礼貌，而对于那些他们认为社

会地位低的人低态度就会差一些。

generallyspeaking一般来说

honestlyspeaking诚实地说

strictlyspeaking严格地说

broadlyspeaking广义地说

personallyspeaking就个人而言

roughlyspeaking粗略地说

(1)Generallyspeaking,thosewhopayattentiontophysicalexerciseareingoodhealth.

一般来说，那些注意体育锻炼的人身体健康状况曳好。

(2)Strictlyspeaking,youmustfinishtheworkbefore3o'clock.

严格地说，你必须在三点前完成这项工作。

(3)Honestlyspeaking,Iameagertomaketheacquaintanceofthatfamousprofessor.

说实话，我非常渴望结识那位著名的教授。

ElCorrectallthesesentencesintermsofgrammar,spelling,etc,sothatshecanuse

ihemproperly.从语法、拼写等方面来改正所有这些句子，好让她能恰当地使用它

们。

intermsof...就...来说；从角度

beongood/badleanswilhsb.与某人关系好/不好

inthelong/shortterm从长期/短期来看

(1)Ourcommunitiesbenefitfromartsintermsofeconomy。。18•江苏)

在经济方面我们的群体从艺术中受益。

(2)1'vebeenongoodtermswithmyfatherlately.

最近我和父亲关系融治。

(3)Learningisnotalwayseasy,butitisalwaysbeneficialinthelongterm.学习并不

总是那么简单，但从长远看它总是有益的。

经典句式

Willthatanywisetoyou?这点钱对你有用吗？

X“bcof+抽象名词”相当于“be+该名词所对应的形容词形式”，且名词前可以

用great,much,little,no,any,some等修饰，用来说明人或事物的性质或特

征。

※介词of后面还可接一些表示人或物属性的名词，如size,color,height,

length,age,shape,quality等，用来描述人或事物的属性，在句中作表语或后

置定语。这些名词没有相应的形容词形式，因此不能用“be+形容词”来代替“be

+of+n."。用在这些名词前的限定词常是a,an,the,thesame,my,your等，

of表示“具有“，有时可省去。

(1)TheNobelPrizeisofgreatimportancetoChinesemedicine.这项