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外研版 (2019)选择性必修 第三册Unit 2 A life’s work教学设计
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这是一份外研版 (2019)选择性必修 第三册Unit 2 A life’s work教学设计，共10页。
主题语境：人与自我，人与社会
主题群：做人与做事，艺术
子主题：优秀品行，戏曲领域代表性人物
语篇类型：图片﹑故事音频、人物介绍
文本分析：
[What]本节课的主要内容是表语从句。首先探讨上篇文本的例句，引导学生发现和总结表语从句的特点和用法，然后学习关于Ruth Bancrft的花园和京剧表演艺术家梅兰芳的两段材料。
[Why]通过听说训练和文本阅读，进一步巩固学生对表语从句的理解和掌握，提升学生在真实语境中综合运用语法知识的能力。
[Hw]本课时包含两段材料，第一段听力材料呈现了大量的表语从句，为学生总结语法知识点提供了故事语境；第二段材料是一篇关于“京剧表演艺术家梅兰芳”生平事迹的简介，按时间顺序展开，语言精炼，易于学生了解梅兰芳先生的生平和其在艺术方面作出的贡献。
课时目标、
1. 总结和学习表语从句的结构和表意功能，巩固对语法知识的理解和掌握，通过习题操练，掌握表语从句的用法并能在真实语境中正确熟练运用。
2. 了解Ruth Bancrft的花园的故事和梅兰芳先生的简介，学习他们坚持不懈的精神。
3. 引导学生形成积极的人生态度和坚韧的性格品质。
重点难点
重点：
表语从句结构的掌握和在真实语境中的正确运用。
难点：
关注表语从句的语用功能，学会在真实语境中正确运用。
教学准备
教师准备：
1. 表语从句的用法和习题。
2. Ruth Bancrft的花园的故事和梅兰芳先生的简介。
学生准备：
1. 预习本课词汇。
2. 预习表语从句的用法。
教学过程
Step I学习理解
活动一：感知与注意
1. Ask students t lk at the fllwing sentences frm the reading passage and pay attentin t the wrds in bld.
2. Have students discuss the questins belw and share in grups. Then check answers.
•What frm des the predicative take in sentences (a)and (b)?
•Why is “what” used in sentence (a) and “where” used in sentence (b)?
•What ther wrds d yu knw that can lead a predicative clause?
3. Encurage students t lk fr mre sentences with predicative clauses in the reading passage Life behind the lens and share in class.
4. Have students summarise the functin and usage f predicative clauses in their wn wrds.
【设计意图】首先学习摘自上一篇文本的两个句子,关注句中的粗体部分，发现两个例句的相同功能和不同特点，引入本课语法知识——表语从句，激发学生思考，鼓励学生大胆基于已知，讨论表语从句的使用规则，为下一步阅读及学习语法铺垫。
活动二：获取与梳理
1. Learn sme infrmatin abut Ruth Bancrft.
2. Ask students t listen t the stry f Ruth Bancrft and try t catch the main idea and details.
3. Play the stry again and have students cmplete the sentences with predicative clauses.
4. Encurage the vlunteer students t read the sentences ne by ne and check the answers in class.
【设计意图】围绕语法知识点，指导学生听一段关于Ruth Bancrft及其花园的材料，理解语境，获取段落大意。要求学生用适当的表语从句补全句子，引导学生在真实的语言情境中体会和理解表语从句的用法。
活动三：概括与整合
Ask students t share the feelings f reading by answering the fllwing questin.
•Have yu fund anything yu feel shcked after listening t the stry f Ruth Bancrft?
【设计意图】以分享听后感为任务，驱动学生独立思考，学习Ruth Bancrft 为了梦想用心研究、坚持不懈的精神。
Step II 应用实践
活动四：描述与阐释
1. Learn sme infrmatin abut Mei Lanfang.
2. Ask students t read the intrductin f Mei Lanfang n Page 17. Then have them try t catch the main idea and details f each paragraph n their wn.
3. Have students rewrite the underlined sentences using predicative clauses.
4. Encurage sme students t read their answers, then check answers as a class.
【设计意图】首先学习中国京剧表演艺术家梅兰芳先生的背景信息，为阅读扫清障碍。接着阅读文本，通过改写句子，掌握表语从句的用法，了解梅兰芳先生的生平事迹和在艺术上的造诣和成就，学习一代巨匠的艺术精神、奉献精神、民族精神和爱国精神。
活动五：分析与判断
1. Ask students t wrk in grups t share the usage f predicative clauses in class.
2. Instruct students t summarise the grammar.
【备注】语法知识点讲解详见第二教案“重点语法精讲”。
活动六：内化与运用
1. Underline and analyse.
在下列句子中的表语从句下画线，并指出引导表语从句的关联词是否充当成分，充当什么成分。
2. Ask students t fill in the blanks and check the answers.
3. Encurage students t chse the best answers and check answers.
【设计意图】在系统地总结和学习语法知识后，通过分析句子成分、填空、选择，使学生在真实的语境中恰当地运用所学语法知识来理解和表达意义，进一步增强语法意识，形成以语言运用为导向的“形式——意义——使用”三维动态语法观。
Step III迁移创新
活动七：推理与论证
Grup wrk.
Ask students t wrk in grups and answer the questin by using as many predicative clauses as they can.
·What can we learn frm Mei Lanfang?
【设计意图】鼓励学生深掘文本，探讨艺术大师梅兰芳的精神，并用已学的表语从句来表达自己的真实感悟，引导学生不断加强准确﹑恰当﹑得体地使用语言的意识。
活动八：想象与创造
1. Writing.
(1) Encurage students t wrk in grups. Have them think f anther artist and write sme sentences abut their devtin.
(2) Ask students t use predicative clauses apprpriately.
(3) Share as a class.
(4) Teacher evaluates students’ sentences.
2. Ask students t learn smething abut Peking Opera/ Kunqu Opera after class and shw it t classmates.
【设计意图】要求学生用英语描述自己了解的另外一位艺术家，并在班级里分享，教师做出评价，并给出建议，让学生在真实的语境中运用表语从句，实现知识和思维能力的拓展与迁移，引导学生形成正确的人生观，培养学生自强的性格品质。教师要求学生课后学习京剧或昆曲的相关知识，感受艺术家为艺术做出的巨大贡献。
板书设计
a This is what makes them s special.
b A simple restaurant was where he usually had the same meal f sausages, eggs and cffee.
Suggested answers:
•The predicative in sentences (a) and (b) takes the frm f a cause.
•“What” is used in sentence (a) because it acts as the subject f “makes” in the predicative clause. “Where” is used in sentence (b) because it acts as the adverbial in the predicative clause.
•Other wrds are wh, when, hw, why, etc.
Related infrmatin:
Ruth Bancrft (1908～2017) was the creatr f the Ruth Bancrft Garden in Walnut Creek, Califrnia. Bancrft was brn in Brcktn t Swedish parents, wh relcated when she was a baby. As a child, she lved t explre the Califrnian flra, and establishing a garden grew ut f her wn persnal interest in plants and wildflwers. Her garden was the first t be preserved by The Garden Cnservancy, and has been welcming visitrs since 1992. Bancrft lived t the incredible age f 109.
①One reasn why the garden is unique is _________________________________.
②Anther reasn fr its uniqueness is ___________________________________.
③The drught-resistant plants with thick, fleshy leaves became _______________.
④Althugh Walnut Creek was nt _______________________________________, Ruth managed t grw them by much trial and errr.
⑤It seemed ________________________________________________________.
⑥Thse five-star reviews prve ________________________________________.
Suggested answers:
①that it cmprises an array f plants adapted t dry cnditins
②that it is the life’s wrk f nly ne wman: Ruth Bancrft
③what she was mst interested in
④where they grew naturally
⑤as thugh nthing wuld ever stp her frm cntinuing this wrk
⑥hw much visitrs admire her garden
Backgrund infrmatin:
梅兰芳(1894 年10 月22日～1961年8月8日)，清光绪二十年出生于北京，祖籍江苏泰州，是中国京剧表演艺术大师。
梅兰芳8岁学戏，9岁拜吴菱仙为师学青衣，10岁登台。后又求教于秦稚芬和胡二庚学花旦。1915年4月至1916年9月，梅兰芳新排演了《宦海潮》《牢狱鸳鸯》《思凡》等戏。于1949年前先后赴日本、美国、苏联演出，并荣获美国波莫纳学院和南加州大学的荣誉文学博士学位。1950年任中国京剧院院长;1951年，任中国戏曲研究院院长；1953年，任中国戏剧家协会副主席;1959 年，加入中国共产党;1961年8月8日，梅兰芳因病在北京逝世，享年67 岁。
梅兰芳在50余年的舞台生活中，发展和提高了京剧旦角的演唱和表演艺术，形成一个具有独特风格的艺术流派，世称“梅派”。梅兰芳的艺术造诣正如北大书法史巨匠李志敏的狂草一样耐人回味，可谓炉火纯青、臻入胜境。其代表作有《贵妃醉酒》《天女散花》《宇宙锋》《打渔杀家》等，并先后培养、教授学生100多人。
2019年9月 25 日，梅兰芳被授“最美奋斗者”的称号。
Suggested answers:
•The age f eight was when he started training in Peking Opera n a daily basis.
•Watching the pigens as they flew every day was hw he develped the expressive eye mvements that were s crucial t his art.
•His hard wrk and dedicatin were what made him a leading artist in Peking Opera.
•His innvatins in make-up and cstume design, which allwed fr mre vivid depictins f female characters, were what cntributed greatly t the develpment f Peking Opera.
•This lifelng devtin was what has made him ne f the mst celebrated Peking Opera artists f all time.
①The fact is that he desn’t really try.
②The prblem is wh we can get t replace her.
③My idea is that we shuld start making preparatins right nw.
④The questin is whether the film is wrth seeing.
⑤Yu are nt wh I thught yu were.
⑥What I want t knw is which rad we shuld take.
⑦The prblem is hw we can find him.
⑧That’s where 1 first met her.
⑨China is n lnger what she used t be.
⑩That’s why he didn’t cme.
⑪That was when I was fifteen.
⑫The questin remains whether they will be able t help us.
⑬That’s what we are here fr.
⑭It is because I lve yu t much.
⑮That’s because yu can’t appreciate music.
Suggested answers:
①The fact is that he desn’t really try. (that不作成分)
②The prblem is wh we can get t replace her. (wh作get的宾语)
③My idea is that we shuld start making preparatins right nw. (that不作成分)
④The questin is whether the film is wrth seeing. (whether不作成分)
⑤Yu are nt wh I thught yu were. (wh作表语)
⑥What I want t knw is which rad we shuld take. (which作rad的定语)
⑦The prblem is hw we can find him. (hw作状语)
⑧That’s where I first met her. (where 作状语)
⑨China is n lnger what she used t be. (what作表语)
⑩That’s why he didn’t cme. (why作状语)
⑪That was when I was fifteen. (when作状语)
⑫The questin remains whether they will be able t help us. (whether不作成分)
⑬That’s what we are here fr. (what作fr的宾语)
⑭It is because I lve yu t much. (because不作成分)
⑮That’s because yu can’ t appreciate music. (because不作成分)
①The best mment fr the ftball star was ________ he scred the winning gal.
②A ship in harbr is safe, but that’s nt ________ ships are built fr.
③The reasn fr yur mistake is ________ yu lack cnfidence in yurself.
④At last we arrived at the ft f the hill, and that was ________ we camped that night.
⑤He missed the bus. That was ________ he gt up t late.
⑥He gt up t late. That was ________ he missed the bus.
⑦Our tpic tday is ________ mst scientists are researching.
⑧Yu said bys were cleverer than girls, and that is ________ I disagree.
⑨His prpsal was ________ the plan be carried ut as sn as pssible.
⑩It lks ________ it is ging t rain.
Suggested answers:
①when ②what ③that ④where ⑤because ⑥why ⑦what
⑧where ⑨that as ⑩if/thugh
①Withut his supprt, we wuldn’t be ________ we are nw.
A. hw
B. when
C. where
D. why
②This is ________ my father has taught me—t always face difficulties and hpe fr the best.
A. hw
B. which
C. that
D. what
③By bat is the nly way t get here, which is ________ we arrived.
A. where
B. when
C. why
D. hw
④The questin is ________ the enemy is marching twards us.
A. whether
B. when
C. why
D. hw
⑤________ made the schl prud was ________ mre than 90 % f the students had been admitted t key universities.
A. What; because
B. What; that
C. That; what
D. That; because
Suggested answers:
①C ②D ③D ④A ⑤B
Unit 2 A life’s wrk
Perid II Using language (1)
Ⅰ. 学习理解
活动一：感知与注意
Learn predicative clauses.
活动二：获取与梳理
1. Learn abut Ruth Bancrft.t
2. Listen t a stry.
3. Listen and cmplete.
4. Read and check.
活动三：概括与整合Share feelings.
Ⅱ. 应用实践
活动四：描述与阐释
Read and rewrite.
活动五：分析与判断
活动六：内化与运用
1. Underline and analyse.
2. Fill in the blanks.
3. Chse the best answers.
Ⅲ. 迁移创新
活动七：推理与论证
活动八：想象与创造
主题语境：人与自我，人与社会
主题群：做人与做事，艺术
子主题：优秀品行，戏曲领域代表性人物
语篇类型：图片﹑故事音频、人物介绍
文本分析：
[What]本节课的主要内容是表语从句。首先探讨上篇文本的例句，引导学生发现和总结表语从句的特点和用法，然后学习关于Ruth Bancrft的花园和京剧表演艺术家梅兰芳的两段材料。
[Why]通过听说训练和文本阅读，进一步巩固学生对表语从句的理解和掌握，提升学生在真实语境中综合运用语法知识的能力。
[Hw]本课时包含两段材料，第一段听力材料呈现了大量的表语从句，为学生总结语法知识点提供了故事语境；第二段材料是一篇关于“京剧表演艺术家梅兰芳”生平事迹的简介，按时间顺序展开，语言精炼，易于学生了解梅兰芳先生的生平和其在艺术方面作出的贡献。
课时目标、
1. 总结和学习表语从句的结构和表意功能，巩固对语法知识的理解和掌握，通过习题操练，掌握表语从句的用法并能在真实语境中正确熟练运用。
2. 了解Ruth Bancrft的花园的故事和梅兰芳先生的简介，学习他们坚持不懈的精神。
3. 引导学生形成积极的人生态度和坚韧的性格品质。
重点难点
重点：
表语从句结构的掌握和在真实语境中的正确运用。
难点：
关注表语从句的语用功能，学会在真实语境中正确运用。
教学准备
教师准备：
1. 表语从句的用法和习题。
2. Ruth Bancrft的花园的故事和梅兰芳先生的简介。
学生准备：
1. 预习本课词汇。
2. 预习表语从句的用法。
教学过程
Step I学习理解
活动一：感知与注意
1. Ask students t lk at the fllwing sentences frm the reading passage and pay attentin t the wrds in bld.
2. Have students discuss the questins belw and share in grups. Then check answers.
•What frm des the predicative take in sentences (a)and (b)?
•Why is “what” used in sentence (a) and “where” used in sentence (b)?
•What ther wrds d yu knw that can lead a predicative clause?
3. Encurage students t lk fr mre sentences with predicative clauses in the reading passage Life behind the lens and share in class.
4. Have students summarise the functin and usage f predicative clauses in their wn wrds.
【设计意图】首先学习摘自上一篇文本的两个句子,关注句中的粗体部分，发现两个例句的相同功能和不同特点，引入本课语法知识——表语从句，激发学生思考，鼓励学生大胆基于已知，讨论表语从句的使用规则，为下一步阅读及学习语法铺垫。
活动二：获取与梳理
1. Learn sme infrmatin abut Ruth Bancrft.
2. Ask students t listen t the stry f Ruth Bancrft and try t catch the main idea and details.
3. Play the stry again and have students cmplete the sentences with predicative clauses.
4. Encurage the vlunteer students t read the sentences ne by ne and check the answers in class.
【设计意图】围绕语法知识点，指导学生听一段关于Ruth Bancrft及其花园的材料，理解语境，获取段落大意。要求学生用适当的表语从句补全句子，引导学生在真实的语言情境中体会和理解表语从句的用法。
活动三：概括与整合
Ask students t share the feelings f reading by answering the fllwing questin.
•Have yu fund anything yu feel shcked after listening t the stry f Ruth Bancrft?
【设计意图】以分享听后感为任务，驱动学生独立思考，学习Ruth Bancrft 为了梦想用心研究、坚持不懈的精神。
Step II 应用实践
活动四：描述与阐释
1. Learn sme infrmatin abut Mei Lanfang.
2. Ask students t read the intrductin f Mei Lanfang n Page 17. Then have them try t catch the main idea and details f each paragraph n their wn.
3. Have students rewrite the underlined sentences using predicative clauses.
4. Encurage sme students t read their answers, then check answers as a class.
【设计意图】首先学习中国京剧表演艺术家梅兰芳先生的背景信息，为阅读扫清障碍。接着阅读文本，通过改写句子，掌握表语从句的用法，了解梅兰芳先生的生平事迹和在艺术上的造诣和成就，学习一代巨匠的艺术精神、奉献精神、民族精神和爱国精神。
活动五：分析与判断
1. Ask students t wrk in grups t share the usage f predicative clauses in class.
2. Instruct students t summarise the grammar.
【备注】语法知识点讲解详见第二教案“重点语法精讲”。
活动六：内化与运用
1. Underline and analyse.
在下列句子中的表语从句下画线，并指出引导表语从句的关联词是否充当成分，充当什么成分。
2. Ask students t fill in the blanks and check the answers.
3. Encurage students t chse the best answers and check answers.
【设计意图】在系统地总结和学习语法知识后，通过分析句子成分、填空、选择，使学生在真实的语境中恰当地运用所学语法知识来理解和表达意义，进一步增强语法意识，形成以语言运用为导向的“形式——意义——使用”三维动态语法观。
Step III迁移创新
活动七：推理与论证
Grup wrk.
Ask students t wrk in grups and answer the questin by using as many predicative clauses as they can.
·What can we learn frm Mei Lanfang?
【设计意图】鼓励学生深掘文本，探讨艺术大师梅兰芳的精神，并用已学的表语从句来表达自己的真实感悟，引导学生不断加强准确﹑恰当﹑得体地使用语言的意识。
活动八：想象与创造
1. Writing.
(1) Encurage students t wrk in grups. Have them think f anther artist and write sme sentences abut their devtin.
(2) Ask students t use predicative clauses apprpriately.
(3) Share as a class.
(4) Teacher evaluates students’ sentences.
2. Ask students t learn smething abut Peking Opera/ Kunqu Opera after class and shw it t classmates.
【设计意图】要求学生用英语描述自己了解的另外一位艺术家，并在班级里分享，教师做出评价，并给出建议，让学生在真实的语境中运用表语从句，实现知识和思维能力的拓展与迁移，引导学生形成正确的人生观，培养学生自强的性格品质。教师要求学生课后学习京剧或昆曲的相关知识，感受艺术家为艺术做出的巨大贡献。
板书设计
a This is what makes them s special.
b A simple restaurant was where he usually had the same meal f sausages, eggs and cffee.
Suggested answers:
•The predicative in sentences (a) and (b) takes the frm f a cause.
•“What” is used in sentence (a) because it acts as the subject f “makes” in the predicative clause. “Where” is used in sentence (b) because it acts as the adverbial in the predicative clause.
•Other wrds are wh, when, hw, why, etc.
Related infrmatin:
Ruth Bancrft (1908～2017) was the creatr f the Ruth Bancrft Garden in Walnut Creek, Califrnia. Bancrft was brn in Brcktn t Swedish parents, wh relcated when she was a baby. As a child, she lved t explre the Califrnian flra, and establishing a garden grew ut f her wn persnal interest in plants and wildflwers. Her garden was the first t be preserved by The Garden Cnservancy, and has been welcming visitrs since 1992. Bancrft lived t the incredible age f 109.
①One reasn why the garden is unique is _________________________________.
②Anther reasn fr its uniqueness is ___________________________________.
③The drught-resistant plants with thick, fleshy leaves became _______________.
④Althugh Walnut Creek was nt _______________________________________, Ruth managed t grw them by much trial and errr.
⑤It seemed ________________________________________________________.
⑥Thse five-star reviews prve ________________________________________.
Suggested answers:
①that it cmprises an array f plants adapted t dry cnditins
②that it is the life’s wrk f nly ne wman: Ruth Bancrft
③what she was mst interested in
④where they grew naturally
⑤as thugh nthing wuld ever stp her frm cntinuing this wrk
⑥hw much visitrs admire her garden
Backgrund infrmatin:
梅兰芳(1894 年10 月22日～1961年8月8日)，清光绪二十年出生于北京，祖籍江苏泰州，是中国京剧表演艺术大师。
梅兰芳8岁学戏，9岁拜吴菱仙为师学青衣，10岁登台。后又求教于秦稚芬和胡二庚学花旦。1915年4月至1916年9月，梅兰芳新排演了《宦海潮》《牢狱鸳鸯》《思凡》等戏。于1949年前先后赴日本、美国、苏联演出，并荣获美国波莫纳学院和南加州大学的荣誉文学博士学位。1950年任中国京剧院院长;1951年，任中国戏曲研究院院长；1953年，任中国戏剧家协会副主席;1959 年，加入中国共产党;1961年8月8日，梅兰芳因病在北京逝世，享年67 岁。
梅兰芳在50余年的舞台生活中，发展和提高了京剧旦角的演唱和表演艺术，形成一个具有独特风格的艺术流派，世称“梅派”。梅兰芳的艺术造诣正如北大书法史巨匠李志敏的狂草一样耐人回味，可谓炉火纯青、臻入胜境。其代表作有《贵妃醉酒》《天女散花》《宇宙锋》《打渔杀家》等，并先后培养、教授学生100多人。
2019年9月 25 日，梅兰芳被授“最美奋斗者”的称号。
Suggested answers:
•The age f eight was when he started training in Peking Opera n a daily basis.
•Watching the pigens as they flew every day was hw he develped the expressive eye mvements that were s crucial t his art.
•His hard wrk and dedicatin were what made him a leading artist in Peking Opera.
•His innvatins in make-up and cstume design, which allwed fr mre vivid depictins f female characters, were what cntributed greatly t the develpment f Peking Opera.
•This lifelng devtin was what has made him ne f the mst celebrated Peking Opera artists f all time.
①The fact is that he desn’t really try.
②The prblem is wh we can get t replace her.
③My idea is that we shuld start making preparatins right nw.
④The questin is whether the film is wrth seeing.
⑤Yu are nt wh I thught yu were.
⑥What I want t knw is which rad we shuld take.
⑦The prblem is hw we can find him.
⑧That’s where 1 first met her.
⑨China is n lnger what she used t be.
⑩That’s why he didn’t cme.
⑪That was when I was fifteen.
⑫The questin remains whether they will be able t help us.
⑬That’s what we are here fr.
⑭It is because I lve yu t much.
⑮That’s because yu can’t appreciate music.
Suggested answers:
①The fact is that he desn’t really try. (that不作成分)
②The prblem is wh we can get t replace her. (wh作get的宾语)
③My idea is that we shuld start making preparatins right nw. (that不作成分)
④The questin is whether the film is wrth seeing. (whether不作成分)
⑤Yu are nt wh I thught yu were. (wh作表语)
⑥What I want t knw is which rad we shuld take. (which作rad的定语)
⑦The prblem is hw we can find him. (hw作状语)
⑧That’s where I first met her. (where 作状语)
⑨China is n lnger what she used t be. (what作表语)
⑩That’s why he didn’t cme. (why作状语)
⑪That was when I was fifteen. (when作状语)
⑫The questin remains whether they will be able t help us. (whether不作成分)
⑬That’s what we are here fr. (what作fr的宾语)
⑭It is because I lve yu t much. (because不作成分)
⑮That’s because yu can’ t appreciate music. (because不作成分)
①The best mment fr the ftball star was ________ he scred the winning gal.
②A ship in harbr is safe, but that’s nt ________ ships are built fr.
③The reasn fr yur mistake is ________ yu lack cnfidence in yurself.
④At last we arrived at the ft f the hill, and that was ________ we camped that night.
⑤He missed the bus. That was ________ he gt up t late.
⑥He gt up t late. That was ________ he missed the bus.
⑦Our tpic tday is ________ mst scientists are researching.
⑧Yu said bys were cleverer than girls, and that is ________ I disagree.
⑨His prpsal was ________ the plan be carried ut as sn as pssible.
⑩It lks ________ it is ging t rain.
Suggested answers:
①when ②what ③that ④where ⑤because ⑥why ⑦what
⑧where ⑨that as ⑩if/thugh
①Withut his supprt, we wuldn’t be ________ we are nw.
A. hw
B. when
C. where
D. why
②This is ________ my father has taught me—t always face difficulties and hpe fr the best.
A. hw
B. which
C. that
D. what
③By bat is the nly way t get here, which is ________ we arrived.
A. where
B. when
C. why
D. hw
④The questin is ________ the enemy is marching twards us.
A. whether
B. when
C. why
D. hw
⑤________ made the schl prud was ________ mre than 90 % f the students had been admitted t key universities.
A. What; because
B. What; that
C. That; what
D. That; because
Suggested answers:
①C ②D ③D ④A ⑤B
Unit 2 A life’s wrk
Perid II Using language (1)
Ⅰ. 学习理解
活动一：感知与注意
Learn predicative clauses.
活动二：获取与梳理
1. Learn abut Ruth Bancrft.t
2. Listen t a stry.
3. Listen and cmplete.
4. Read and check.
活动三：概括与整合Share feelings.
Ⅱ. 应用实践
活动四：描述与阐释
Read and rewrite.
活动五：分析与判断
活动六：内化与运用
1. Underline and analyse.
2. Fill in the blanks.
3. Chse the best answers.
Ⅲ. 迁移创新
活动七：推理与论证
活动八：想象与创造
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